Crystal City ISD Board Meeting 8-27-25 - Part 1

001session at 6:00 p.m. Wednesday, August the 27th, 2025 in the administration uh building boardrooms 613B West Street, City, Texas. Uh Anna, roll call. The time is what? >> Roll call >> here. Mr. >> President, >> Mr. Mat, >> Mr. Victor, >> here. >> Mr. Vinez >> here, >> Mrs. Young >> here. >> Okay, we do have a quorum. 70. Number three, moment of reflection. Okay. Number four, uh do we have anybody that signed for uh public comments, sir? Okay. Number five, uh board training. Uh Miss Runes. >> Uh so at this point, I will be asking uh Miss Mechanel to come up to the front. This is the board is going to begin its uh monthly training >> and I think uh I'm going to inform you to to bring your your package but if

002not I mean to get us the honor of uh >> giving you an extra >> an extra one. >> It's like I'm moving. Sorry about that. [Applause] [Music] should be the first one that go to date modified and then I'll go up to date modifs [Applause] with you tonight. >> Yes, ma'am. grab those as our our Bible for tonight. So, welcome. Welcome to all of you. Good to see you. >> Thank you. >> And we have a signing sheet. That's just a plain sign sheet. Or should I have >> you have one already? Okay. We've got to have you guys sign in. A little different than normal. That's really procedure. So, I brought my mask and I bother. All right. The next slide or do I have You're gonna drive this. I'm so excited. Thank

003you. I need a driver. My husband brought me here. So, as you look tonight, what we're doing tonight is LSG monitoring. And so, that's the biggest job. And for all of you in the audience, the reason that job is so big is it's focused on the most important reason why we do school, which is students and looking at student performance. And so, what we're going to do, we're going to look at your GPMS, which you're going to adopt tonight. Um we you'll recall we had adopted two of them as we went through the other one back in July and uh we had not put it in the packet so we postponed it and you're going to see a monitoring calendar tonight which is an important thing because you and the public will know for five

004years what's going to be monitored at a board meeting. And then finally, the monitoring report. And then we're going to talk about time use tracker. And that's where we're going to put your vice president and your secretary to work is doing some LSG work is tracking time in your board meetings spent on student outcomes. What what are our students doing? In addition to that, you have reviewed your operating procedures back on July the 28th with me and Miss Donna has made those additions and edits to it. So, we'll adopt that tonight. And then you're going to do your self evaluation tonight. We did one to set the baseline back in July. Tonight we're going to do the one for the next quarterly and project where you could be by November because you do this quarterly,

005which is an exciting thing because the board is basically saying to the public, we're going to evaluate ourselves every three months just to show that we're making progress in what we're doing for and with students and student data. And then finally, there are two things I'm going to tackle you if you start out the door before you sign in tonight. We have to have them signed because our deadline is July third, I'm sorry, August 31st, which is Sunday. So, we have to sign in the signin sheet, the self-evaluation, and your BOP. Those are really important tonight. So, going to get those done. So, let's look at the next slide, please, sir. This is why we do business. This is something those of you that have gone through the two days training, we say it over

006and over that student outcomes, your student performance in your district won't change until we change what we're doing. And that means in board meetings, that means for teachers in the classroom, for everybody in the district. So this is the lowar governance statement. You were good. You were right. Thank you. The number one thing that you do, it's in statute. I told you this. We've talked about it all along. The state wanted boards to be so focused on student outcomes and student achievement in the classroom that they put it into the Texas Education Code in chapter 11. And you notice what it says here that you will govern the open enrollment school and provide oversight regarding not talking about colors of buildings or school buses. those are in in your oversight as well, but about student

007academic achievement and that you will provide strategic leadership. That's what you're doing is strategic leadership focusing so much on maximizing your students performance. So I want to thank you for your commitment for our work the last six months. for the folks in the audience and those listening they may not know that but you've been highly focused for six months and then focused on that also in 24 as well. So let's look at the next slide. What does progress monitoring look like? So let's jump into that. It is basically taking your board goals and for those of you that haven't looked on your website, your board goals, you have three of them. They were all tied to the last legislative session to House Bill three goals. And we're going to be talking about GPMs tonight. And

008for the audience, that means goal progress measures. So, what are we going to be doing with the GPM? What's it sound like it's going to do? >> Goal. >> It's going to monitor your goals. It's going to measure your goals. That's exactly right. It tells us, it tells the audience that. And it lets us know, are you hitting your target? And so we're so focused on this that you're so serious about it that you're putting it out in the public every single month. I want to applaud you on that. Not very many schools school boards are doing that. Our next slide moves us to your GPMS. Now you guys and those of you that were in the audience when we did the PLN back in April, you saw these and it's in your board book.

009Someone helped us with the page number. >> Page six. So, we'll let them turn there. And as you look at this, you have seen this. We talked about it. We talked to students, we talked to parents, and we talked to staff that day. And so, I see people shaking their head who were involved with that meeting. That's what LSG does. It's different. The school board taking the data with the staff and talking to parents and kids and staff about it. So, as you look at this, this is your literacy goal. I'm not going to read it to you because we've already been over it. But what we're doing tonight is presenting it to the public that you're saying that your second grade students are going to move from here in 25 to here by 30.

010We're setting incremental gains based on data. We didn't just suddenly pick a number. You looked at your data in that PLN. Any questions or comments about 1.1? It's a literacy goal. Our next slide is measure 1.2 and it's our first grade. Same thing, moving them from performance level three, inficariness in May of 25 to May of 30. And you notice the other important thing, you have your student groups down here. You're not hiding any data from anybody. You're showing the group, you're showing the student groups, and you're showing the five-year increments. The next GPM is 1.3. So, we've moved from second grade to first grade to kinder in reading, still in literacy. Same thing, level three, phmic awareness tells how it's measured. And you remember in a goal, it has your target. It has where

011you're starting your baseline. It has your population and it has how long your go deadline. So you you're not hiding anything in that goal. You have all parts of that. Same thing here. Moving kids from X to Y by Z fiveyear increments. Your student groups. Any questions from anybody on the board? You've seen these. I don't want to put you to sleep. We have lots of work to do. So, okay, let's move then to math 2.2 two >> one >> I'm sorry 2.1 and so in math same thing level three measured by ice station what you're doing locally measurement on the campus and you're doing that in computation algebra thinking and increasing from 49% in May of 25 to May of 2030 and again showing that here are your goals here are your student student

012groups. Yes, sir. >> My forms it says 2029. >> Yours says 2029 >> and May 20. >> I think >> on our thing I think a lot of the measures of 1.1 1.2 didn't show up either. I don't know if these are the updated ones. >> Okay. So, we didn't update >> our packet in our packet. >> Yeah, it it's going to >> Yes, sir. It's a fiveyear. You have a fiveyear calendar and you have five year goals. >> Yeah, it's on the other page. >> Okay. >> So, yeah, just strike that. Thank you. All right. And then 2.3. >> Oh, >> I'm sorry. 2.2. same thing except it's first grade this time that we're talking about. And it's moving from level three in the same areas from uh 49% in 25 to 100% by

0132030. And did you have a question? No. Don't scratch your eyebrow. I'll call on you and make you answer a question, sir. >> All right. So, um let's go to 3.3. 2.3, I'm sorry. And now we've moved from second grade to first grade to kinder. Same thing. We're measuring level three or above on ice station. Same areas, computation and algebraic reasoning. And we're moving them from the percentage of 53% in May of 25 to 100% in May 2030. So it's it's clear. We wanted these written. As you recall, we wanted these written so that lay people could ask about it and so that if you're not an educator in your former life uh before being a board member that you understand this data too because you have data in your work but it may not

014look exactly like this. So let's go to 3.1. Now we're going to we've gone through early literacy, your board goal literacy. Now we're going to we went through your early mathematical goal and now we're going to CCMR. So you're covering the whole gamut uh as we've gone through and now we're talking about percent of students who are college ready and it's based on reading and math measured by the TSIA 2 and it's moving from 9.1 in May of 25 to 30% which is a huge jump based on TSAI. That's huge. That's quite ambitious. by May of 2030. So that that's a very lofty goal. And then again, you've got your student groups down here and you can look and that's the thing that you'll want to look at as a board member is look where

015you can see, oh my, look at the difference here. Look at the difference over here. This this group of kiddos, you know, they're at 9% and over here, look at the difference. Those would be the kinds of questions that you would want to ask the superintendent or the staff about. And we're going to talk a little bit in about that in a moment. 3.2, we're still talking college, career, military ready, but now we're talking about the industrybased certificates where a kiddo leaves high school and they can do something industrybased out in the work world. And it's increasing. Notice where you're starting. starting at zero, but look how far you're trying to move to 15%. That may not seem huge, but that is huge. That's a huge increase. And so, yet again, notice the increments. It's

016about a 2 to 3% increase. Now, you can adjust these. Remember, we don't adjust them in the middle of the year because they're what Miss Dena's going to be evaluated on. But you can adjust them at the end of the cycle. So they those won't be adjusted the goals themselves. But the CPMs are adjustable. If you suddenly see, oh my goodness, our kids are already at 11% as you start 2027, then you would make an adjustment. Those would be things you would want to notice as a board. 3.3 moves us to work force readiness. Are they ready to go out and get a job out in the workforce? And notice where your score is starting back in 24. And the reason we had to use 24 data, we got permission to do that was that

017was all that we had available. remember in the late release. You remember that from our work in April and same thing moving from zero in May of 24 because that's where we started is in 24 and moving to the uh to 10% in 2930 and we're using this is with our um our sped population on IEP documentation with students with special needs. questions about any of these? We've seen them. We've talked about them. Just now going to adopt them. All right. So, how do you monitor? And so, look, if you would, I want you to find three places in your manual. And if you've got something you can mark them in, go to 26 first and mark that page or fold it down. Page 26. and then turn to 28. And we're going to start

018on page 37. That'll be your third one. So, kind to mark them off. 26 28 37. And we got to hike the wall on that, right? We're ready to go. Get ready for those Friday night lights. All right. So as we start here, I want you to realize and walk through with me my first question. This is for you. This is for you as board members. What is the purpose of monitoring the data around students? Why are we going to even do that as a school board? Why monitor that? >> Monitor growth. >> Say it again. >> Monitor growth. >> Stay with up with their growth. >> Stay up with their growth. But what else? >> See where improvement might be needed. >> Why else? [Applause] If you don't ever look at it, what does

019that telegraph to your community? If you don't look at it and talk about it, what does that say? Say it again. >> That we don't value it. >> That you don't value it. We always say we measure what we treasure, but we also leaders talk about what matters. And you represent the community, the constituents in your district. And if you're not talking about it, that says volumes. If only the staff is talking about it. We know it matters to staff. We know it matters. I've seen teachers cry over scores. I'm sure Miss Bionis has as well. I've cried over scores before. And so if the board's not talking about it and not monitoring it, it probably doesn't matter to me. So that's what you're doing. You're getting highly focused on student performance. What are the

020characteristics of a good monitoring calendar? What do you think it ought to look like? Look at your monitoring calendar on page 37. Look at it for a minute and you tell me what would you say h what would you want to see on your monitoring calendar? What's on that one on page 37? That's sort of our guide. >> Trainings. >> Say it again, Miss Young. >> Trainings. >> Training. Has your training as board members? Yeah, that's going to be out there. It's already planned five years in advance. Yep. What else is on there? Someone else did something. >> Several uh board self- evaluations. Ah, when the board is going to self-evaluate, why does that matter that it's on a monitoring calendar? What's that say to the community? >> Make sure that it's happening. >> We're

021going to make sure it's happening. >> What else does it say to the community when you're going to evaluate yourself in public four times a year? >> We're holding ourselves accountable. >> Yeah, exactly. and that it matters just like talking about students that it matters that we care enough about our work. We're going to evaluate ourselves and we're going to be transparent about it and we're going to talk about it. Absolutely. Anything else that is a quality of an effective monitoring report that you notice right there that's that's on there >> the different constraints. >> It has your constraints, your guard rails. Exactly. the things that the district won't do, wouldn't want the superintendent to do. And why does it need to be? We only have one here right here on this page right now.

022Why would you want a fiveyear monitoring calendar? Have we had anything else be five years tonight? >> Your goals are five years. That's why. It's to mirror that. It's to tie to that. And so you you're looking at your goals for five years. You're going to have a monitoring calendar for five years. Also, it's out there. It's going to be published. It's going to be on your website. If I'm a parent in your school district, what does that help me know as a parent? >> Well, that we're we're putting it out there that, you know, we're all together and we're all looking at it and, you know, we're all on the same page. >> Everybody on the same page. I want to come and know about math. I want to know when you're gonna be

023talking about math. I will know for five years when you're going to be talking about math. Maybe my kids are great in language arts, but they're struggling in math. Or maybe it's the reverse. Or maybe I only have kiddos in high school and I want to know about CCMR. I know for five years in advance. >> So you're talking about five years for board members, right? >> Yes, sir. >> So what if three of us are not here next year anymore? You still have your monitoring calendar and why is that important? What will that do for board members coming in? Sammy, >> helps the newcomers. >> Absolutely. They're not coming in. Oh my word. What are we doing? Where do we start? >> Why they feel that it's they want something different? >> Well, >>

024that's why that's exactly why you have conversations. Is there anything on the monitoring calendar that we don't want to continue to have on the monitoring calendar? This is a guide, but it's certainly updatable and changeable, but it doesn't mean that they're not still part of it. Your BOP is the same way. You're going to have new board members who may not have developed that BOP. You have to have laws and policies and things to give guidance. This gives a framework framework. Good question. It's >> just to uh have something uh that whoever uh is in the board I mean can come right quick and uh some type of orientation and kind of uh know what's happening year one year two or whatever from there instead of having to invent the whole thing again and >>

025don't reinvent the wheel Mr. Responosa. That's right. If the wheel turns and it's working, absolutely. Any other questions about a 5-year monitoring calendar? Okay, let's look at page 26. We've seen the calendar. Let's go back and look at 26. And somebody with glasses, so I don't have mine on. Let's look and see. On page 26, each of the columns on page 256, this is the integrity instrument. This is the rubric that the board uses to evaluate themselves. And so looking at this rubric, where do you first see monitoring calendar mentioned >> does not mean focus >> under preparing to focus? Yes. The first one is a zero. They don't have a monitoring calendar. So as you look at that in preparing to focus um read that please Mr. Ma read under number one preparing to

026focus. Read the first bullet. >> Where are we at again? Page 26. >> Page 26. I'm sorry sir. >> Preparing to focus. >> Prepare to f uh preparing to focus. The superintendent hold the monitoring calendar development working with the board to update a calendar that monitors one each student outcome goal at least four times per year, two no more than two student outcome goals per month, three each constraint at least once per year. Okay? And so that's exactly what's happened. Miss Bionis has developed a monitored calendar that she's going to present to you tonight and she's working with you tonight to adopt that calendar. Notice what number one is. You have student outcome goals that we just have talked about. They can be updated at least four times a year on the monitoring calendar. So

027you can change that. You're not changing the goal. You're changing when you might look at them. And then number two, not more than two goals a month that you're going to talk about in a board meeting. Why just two goals? You've got three and you have three uh GPMs. So, you have nine things you could be talking about, but there's some just focus on two goals a month. No more. >> Well, I mean, we want to make sure that, you know, we're following it intensely and that, you know, if we're going to be involved, it takes time. And, you know, we get with her and, you know, we're following data, we're following, you know, any reports. >> She brought you three goals one night and all nine GPMs we would all be going right would

028be data overload. Absolutely. Absolutely. And then notice the last two bullets. Read that please, Mr. Blina. Under preparing to focus, >> the calendar spans the length of the student outcome goals, >> which is how long? >> Uh five years. >> Five years. Excellent. You get a golf start. Yes. And the next one, >> the board tracks its time in public meetings, identifying each minute according to the time use tracker. >> That's what we're talking about. Vice president and the secretary doing that same thing that Miss Anna is doing. She's taking this agenda. She's writing down when we start and when we end a section and we move on. Because the goal is, guess what? Does anybody remember when we talked about last week, last month? What percent of a board meeting should be spent on

029student outcomes if we're an ideal master board? >> 50%. >> Oh, you're good. You get a star, too. And so, 50% of the time, most districts spend 0% in a board meeting talking about student outcomes. And so, I did time tracker for your meetings back in July. I'm going to show you when we get there. Why do I want two board members tracking time, not just Miss Anna? Why do we want board members looking at how much time is being spent in a board meeting on cert certain things? >> It's redundancy. Just >> say it again. >> Redundancy. >> Well, it does give redundancy, but what will it do for you as a board? >> Check them out. Hope this ah >> say it again. >> Helps us ensure that we're staying on track. >>

030Absolutely. Are we really talking about stu? We don't know until we measure. We oftenimes look at a board meeting and say, "Where did all our time go? Oh my goodness, look how much time we spent on this item and how little time we talked about student achievement." That's what it's about. And the reason we want board members to do it, Miss Anna's been doing it for a long time, but we want you to do it as the VP and the secretary and then give a report because once you're aware of it, you can help police the board and say, "Guys, we need to spend a little bit more time on that." So look, if you would at approaches focus on page 26, Mr. Houston, read what it says there. approaches focus. 10% or more of

031the total quarterly minutes and board authorized public meetings were invested in in improving student outcomes according to the time use tracker. >> The time use tracker. You're the VP. >> Yes. >> Okay. Who's the secretary? Mr. Ma. And so these two will be tracking. And it says, and I'm I'm warning you, you're probably less than 10%. I've never started with a board that started above 10% ever. We all think we do, but it's because we're not looking at it. It's like that scale. Do you ever skip the bathroom scale? I do. And so then suddenly about eight months later, I'm like, my goodness, those jeans don't fit. Same thing. If you're not measuring, what amount of time are you spending? And once you see it, you may start to realize, wow, we want to be

032more efficient. We want to be focused on uh our student outcomes. Then notice in needs focus to get to 12 points. What percent of time does it say you're going to be talking about student outcomes? >> 50. >> 25%. What about 15 under master's focus? >> There's your 50%. That's your goal. That puts you in the master board category. That's where we want to move you. So here are some questions for you. thinking about back to page 37, looking at your calendar. If you want to look back at it, here are some questions for you. But the answers are on these different pages. If you want to look at that calendar and then try and cheat on page 26, how are progress and accountability reflected in your monitoring calendar? If I'm a member of your

033community and I say, "Tell me, Mr. board member. Mrs. board member, how are you showing progress and accountability with your pro with your monitoring calendar? We're looking at the student outcome goals u uh GPMs. They in the actual goal stated, it tells you what exactly we're dealing with and um where we should be at that moment. So the goal stated where we should be. Absolutely. How are you being accountable to the public about are you all trained? Are you going to have to say somebody on the board's deficient before your November board meeting? How is that reflected on your monitoring calendar? >> Trainings. >> We put your training. Absolutely. That's on there. So that's public as well. So that's another way. And then look at number seven. How could the structure of your monitoring calendar

034inform how you think in your board meeting and inform your behavior in the board meeting? How can that monitoring calendar inform what you're doing here tonight every single time you meet? Maybe with the exception of a finance meeting, but >> there will be I guess you could call it a pre-board uh focus. So, we know that we're going to we're going to be dealing with those particularly those particular progress measures at that at that meeting. So, u >> you used the word pre pre what did you say? You said that >> premeating focus. the pre-me focus before you ever even walked in here, you would know from your monitoring calendar, oh look, we're doing and you're going to get where you when you look at a 2.1, you're going to know which one that is.

035And you look at a 3.2, you're going to know, oh, that's over in CCMR. Oh, 1.2, oh, that's going to be about early childhood reading. You're going to start to know. And so you could just look at your calendar and know, oh my goodness, I know what we're talking about, not only tonight, but later. That's exactly how it can inform you and inform your behavior in your meeting. Finally, on page 28, how should the superintendent and the board operationalize your work around your monitoring calendar? Look at page 28. Let's look at that because here it's again it says the board operates in a way that allows the superintendent to do her work and accomplish the vision. But notice as we're here, we're talking about your monitoring calendar. And you don't see monitor to calendar until

036which column on page 28, ladies and gentlemen? >> Approaches focus. Yes. Read the first one there, please. on the yellow. >> Uhhuh. In the yellow, the first one, >> all consent legible items were placed on the consent agenda and more than 75% of the items were voted on using a consent agenda. >> Wow. Start to think about that. If you could get to that place that 75% of your business, you've asked your questions, you've studied it before the meeting, that's your pre-work. And 75% of your time happens in one to maybe two minutes when you do your consent agenda. That leaves you a lot of time in the 2hour goal of the business. Now remember, close session is outside the two hours. The goal is for you to be so efficient and I guarantee your

037staff probably would enjoy a two-hour meeting or they're here as well. You would probably enjoy a two-hour meeting and talk about efficient. When we're not tired, we work better after a day's work. Right. So on 28, anything else that you see that's about the um monitoring calendar? Is there anything else on that page? But we just need to make sure that when we start doing that and I think we have started in doing it that uh when when we have the uh the uh we're talking about approving the >> the JPMs or no the the things that we just I mean approving a motion >> consent agenda >> the consent agenda that I mean uh when we get the agenda I mean if there's a question that uh board member might have on on one

038of those that they need to call the superintendent >> and try to uh get the information and if it's still not clear I mean uh can probably put it in in in in the agenda information but most important is going to be that uh we call her make sure I mean uh we don't deviate from uh getting >> and you're not pulling things out of the consent agenda. That's exactly >> we know that we're going to prove it and and no questions asked on that. Just a mulch and move on. >> Yes, sir. Now, it's hard not to want to talk about things. I get that because we want you to have synergy and teamwork. We want you to work collaboratively. But this is asking you to work smarter and more efficiently. So that when

039you are discussing, you're discussing what student outcome goals, GPMs, and constraints or guard rails. So as you start to finally get to um uh page 38, thinking about the structure of the monitoring report, look at page 38. We we saw this last time and I I am going to show the the public um an example of this in just a minute. But the whole idea behind a monitoring report is that it's not deaf by data that it's simplistic. And I told you last month when we looked at this format, we want it simple enough. That show that says, "Are you smarter than a fifth grader?" That's what we want. We would like for it to be easy enough that a fifth grader could look at it. They say the average newspaper, if people still read

040the newspaper, is written at a sixth grade reading level. We want it simplistic. People that use the big lofty words sometimes that substuge. See, I just did it there. That is to try and hide things rather than make it simple. It's the kids method. Keep it simple, stupid. so that we can make it. And I don't think the public's stupid. I think the public's quite smart, but we need what we do to be so transparent that our constituency knows what we're doing, that we're serious about kids and we're talking about them. What questions do you have about monitoring calendars? We're going to finally get there in a while and talk about what Miss Bionis has developed and how we'd like to present that. Any other questions? because I skipped right past page um I was

041on 28 and I skipped right past it, didn't I? Uh after Mr. Espinosa read Yeah. under column four on 28. I'm sorry I skipped past that one. Look at the second bullet there. Read that one please, Miss Young. Under approaches focus. >> Approaches focus. Uh >> the second bullet >> where it says the adopted >> the adopt I'm going to let me >> okay go ahead >> the adopted uh monitoring calendar has not been modified during the past quarter >> so you can change it quarterly back to what Mr. Espinosa asked, "You know what? If the board changes," Yeah, I went back to page 28. I I did a a real quick I sometimes lost my students doing that same thing. I need to listen. And you're supposed to read my mind. So, exactly. You

042can adapt and change your monitoring calendar based on data, but you just don't do it in the middle of a quarter. That's the thing. So, um certainly when you get new members, there's input on it. So, let's go to the next slide. This is the actual monitoring calendar, but I think you have a copy. I have a a a draft version. So, this may differ from what's in your board. So, if it does, just know I pasted this in earlier. And so, as we start to look at this, I'm going to be quiet. I'm going to sit down and take a a drink of water and let Miss Bionis go ahead talk to you. Is there a page >> uh >> page n? It's on page nine, but I know that I made some changes.

043Anna, did you do they have >> it's the same monitoring calendar. It's just on the side. [Applause] >> Sure. So uh my calendar uh that we're presenting to you today begins in July >> and we begin the calendar under constraints and CPMs with uh the review of the compensation and benefits plan and that is addressing constraint progress measure 5.3. Uh you all as board members also attended the task legal updates the SLI. So, I went ahead and I documented that as well. In August, we have the 2025 accountability ratings and student data tables that we were supposed to present tonight, but we're doing the monitoring report instead. Uh we're bringing in under constraints and CPMs the compensation and benefits uh plan again. Uh except for tonight, it's for uh for for consideration of adoption. We

044are going to be going over the CCMR tracker for grades 9 through 12 as of the fall of 2024 and that is going to be addressing CPM 3.1 uh under leadership evaluations. The board is going to be uh considering the adoption of the revisions that were made to the board operating procedures back in July and will also be uh participating in a quarterly progress tracker um activity. And then on the other end before the end of uh the week, we will send you and I know that because I've discussed it with some of you the preliminary financial integrity uh rating system of of Texas. the first report. It's preliminary. We usually present to the board the final uh but we do have to send that out to you. For the month of September, we are

045going to be bringing to you the uh I station or what we call the ISIP reading and math reports uh for the beginning of the year. That is going to address GPMs 1.1 1.2 1.3 2.1 2.2 and 2.3. Those are the two goals we're going to be doing reading and math. uh under fin under constraints we're going to be doing a financial quarterly report that will be addressing CPM 5.1 5.2 and 5.3 and we do have uh at least Mr. Martinez attending the Taza Tasby Texet Con delegate assembly uh conference. Uh I don't know who else is going to be joining >> Cruz. Uh so we have board participation in that workshop. Uh under other we do have the principles that will be presenting to you their uh their wigs or what their wildly important

046goals. These are campus and very specific content grade level related goals that feed and inform the superintendent goals that feed and inform the board goals. Uh we will be bringing you an update on that uh in the month of September. If I might, I want to just say something real quickly while we're here. Because as you move through your evaluation instrument, as you get closer to the master's level, you want to consider board members presenting at a TAS a TASBY conference. And and that would be a perfect time as you get farther along with your score because you're way ahead. many boards. We know there's,200 school districts in the state and I know of 25 that are doing LSG. So, think how that puts you in a category that nobody else is doing. You ought

047to start to think about where can we go to what what conference can we go and present and co-present with with uh Mrs. Bianis and and our staff. But it's very important for you as board members to think about sharing that because other board members want to hear from you and hear what's working. So, thank you for letting me interrupt. >> Yes, ma'am. Uh in the month of October, we have uh we monitor reading and math uh every month uh with ice station. So, you'll see the recursiveness uh throughout the school year. So, I'm not going to go over, you know, every specific uh monthly progress tracker. uh in December we do have uh CCMR TSI scores that we will hopefully be able to present to you because our high school students take TC TSI

048for the first time in December. So we are planning to present to you all as early as um that December board meeting in the month of January. We will be again assessing our students in reading and math. uh we will be presenting to you middle of the year scores and we will also be presenting to you as far as accountability is concerned our fall EOCC results uh and you'll see the the two board goals that we are addressing uh as far as the uh the constraints we will be also presenting financial quarterly reports in the month of January uh addressing the three constraints listed we also have included the superintendent evaluation and LSG quarterly progress tracker as leadership uh evaluations. Uh we have TASA midwinter conference also as a possible training that board members and

049senior level administrators can attend and we will also be uh presenting to the board uh our middle of the year wigs scoreboard and tracking progress in the month of February. We will uh continue monitoring reading and math. We will also bring you uh start interimm student data and this of course it's we're constantly assessing our students constantly looking at whether or not we're meeting our targets. We will also be presenting to you the taper house bill 3 annual meeting and so you see a a combination of goals for taper. That is the one uh planned meeting where we do have to uh address all three goals not just two because the taper report will will address all of them. Under leadership evaluation we do have a board self-report uh and a board member a self

050assessment or a self-evaluation that we have scheduled for the month of February and then we will be doing a progress and accountability uh measure uh evaluation in the month of March. We have March is very busy for us. So we're going to be presenting only reading and math progress measures for you. April again is very busy for us because it's now we're now we're in testing mode. Um by April we will have CCMR data for previous year because CCMR is a lagging indicator. We will be addressing uh the progress measures 1.1 and 1.2. We do have under constraints we do have a financial quarterly report uh again addressing CPMs 5.1 5.2 and 5.3 uh and as early as se as as April we will bring you uh the HR department a staffing report to see

051what our vacancies are looking like because by this time we're already in contract uh cycle. Uh in terms of leadership evaluation, we do have a board self-report that is scheduled and again in April we will bring you an update on campus wigs scoreboards and tracking progress. In May we will bring you our final uh ISIP reading and math scores. We will also conduct a an LSG quarterly progress tracker. We also do have ISO training for the board. Uh and that is supposed to be a 20 uh 26 not a not a 24. if you will make that correction on yours. In June, we will present preliminary star data to you looking at GPM 2.1 and 2.2. We will update you on staffing reports. We have also uh the SLI some summer leadership institute that board

052uh members are um encouraged to to participate and we will bring you the last wig update for the year. And again, we begin the the new academic year anyhow in July looking at CCMRTSI and progress on IBC's. Um, we also have scheduled for the month of July of 2026, a financial quarterly report that will be addressing all of the CPMs 5.1, 5.2, 5.3 and we will also be presenting to you a staffing report. So for the purpose of today's meeting, I did just a one-year count. Yes, that's what I suggested that she do with what she was going to have to be out. But the whole notion is that and I want to go back if we could I want to go back and look at the beginning of the the monitoring report if I

053can get my driver to back up. Do we back up okay on this? I think we can keep going back to the very first slide. And so as you go back to this, since we are doing our LSG quarterly tracker here, then you would put all your trackers on here for each month. And so what you're tracking tonight is actually the prior. We're into August. So you're not you're not evaluating August, you're evaluating July, June, and May. And so that would be one of the things that we want to start to think about that. Okay. And because it's on there, what's going to happen, Mr. Houston? If it's on our monitoring calendar, >> got to carry it out. >> We got to do it because the public knows exactly that's what that's what you're saying.

054We're putting this on here to hold ourselves accountable. And I want to applaud you because lots of people don't want to put things on a calendar because they know that they have to hold themselves accountable. So, thank you for that. And thank you. I I want to say that to the staff as well because they are held accountable. They have walkthroughs in their classroom. They have test and and test and test. So you're doing the same thing to yourself that's done to every employee in the district and you should be applauded that. So let's go on ahead. Let my driver go speeding through here there. So, now that we've talked about the monitoring calendar, then let's go back and think a little bit about your monitoring report. And your monitoring report, look at page 38

055because we want to talk a little bit about what you see on page 38. That was my example of let's make it easy enough that a fifth grader can look at it and see it and know what's happening. And that's exactly what we said back in in July. Just even if I'm holding this up and it's like an eye chart, what would you know if I'm standing up here talking to you? What would you know just from looking with what you can see from here? >> Progress. It's been >> How do you know that, sir? It's It's going >> It's going up. I don't have to be a statistician. I don't have to be a psychopatrician. I can tell our kiddos are doing better. Look at that. Look at the two examples down at the

056bottom. What else do I know? >> Economic disadvantaged students. >> They're making some progress. And what I like that they did on this one, notice both on the large chart and then on the two small charts, I see where I started. I see a star. That means that's where I am. And guess what? I know where I'm going. I don't know about you. Now, my husband who's sent me out here, he'd say she doesn't ever know where she's going. She has to plug his GPS. That's correct. I'm married to a navigator. He knows north. He knows east. He knows. I'm like, no. Down there by that taco stand, you know, that has the red sombrero. You take a left. I don't know. I'm a landmark person, so I have to trust GPS. That's why I

057like this. This is our GPS. And these folks that do the work, they can see your GPS and they know as well. Now, what if my GPS has gone a little bit ary? And what if I'm having this kind of thing, that kind of trend? >> Reassess. >> Say it again. >> How to reassess. And >> we reassess. What kind of questions would you ask in that meeting? >> Brainstorm. See what's happening. >> Yeah. What's happening? Do I say I don't like this? Let me tell you what I think I would do. Is that a good question for the board meeting? >> Absolutely not. That's quite ineffective. So, we're going to talk in just a moment about these stems, what are known as board question stems. And I told you, these are your cheat notes.

058These are your cheat notes. You can have them make a copy, have them laminated, you can have them right at your desk every single week on page 46. I love these because they tell us the who, the what, the how. But it's not me suddenly I'm bored and I want to be heard. Me saying, "Well, I used to do curriculum instruction and I have a masters in curriculum instruction." All those are true. >> But if I'm a board member, I'm no longer the CNI person. I'm a board member. So I should not be saying I want to see us doing XYZ. That is her job. That's that is she who should be doing that. She operationalizes. We discuss it and I ask the how question. How do we see this trend was going like this

059and suddenly it's like this. What's happening? Oh, we introduced a new curriculum. Our staff has just been trained. Makes perfect sense. So, I I say that, but then what's my followup question? >> How is it? >> What or how >> is it >> do we turn the tide? Exactly. That's the appropriate question. So, let's look at monitoring reports on page 26 and 27 of our LSG Integrity Instrument. 26 and 27. Now, notice the title at the very top of page 26. It's under the Texas Board Framework. What's the title say there, one of you board members? Under Texas framework, the very top >> progress and accountability. >> We want to know who's making progress. >> Us. >> Students and who's being accountable. >> You are. As are all your staff who's involved and as are

060the students. So notice what it says under progress and accountability. One. Someone read that in the dark brown at the top. The board invests at least half of its time to improving student outcomes. >> Okay. So, what we want to know here on page 26 is we've been talking about monitoring calendars and now we want to talk about monitoring reports. You want to invest half of your time. We've already read preparing to focus under number one about your monitoring reports. But there are four th four things you need to remember on your monitoring uh reports and we're going to get to that in just a minute. And then we also looked at number four approaches number 12 meets focus and then when you get to be a master board that you're at 15 that tells

061you what you need to start looking for Mr. Houston Mr. M when you're watching time, where are we? Are we going to be like Miss Max said, are we going to be less than 10%. And how long does it take us to get to 10%. I'm going to show you that. I'm glad you asked that question. I'm going to show you that in just a moment. So, looking at your board stems questions on page 46 and then looking at page 27, let's look at that on 27. Maybe leave your questions kind of where you can see them. We're still under progress and accountability on page 27. Read if you would uh please Mr. Bonia what it says also in dark brown. What is the progress and accountability on two? What will the board be doing?

062>> The board evaluates but does not interfere with uh progress toward improving student outcomes. >> Important statement. The board evaluates but is not impeding or interfering with improving student outcomes because that is an input and an output. That is Miss Bionis's. You are all about outcomes. She's putting in all the operations, the systems and processes. So notice what it says under in our columns about either a monitoring report or about accountability. See if there's anything there on that page that sort of stands out to you about accountability for you as a board. >> Performing self- evaluations. >> Ah, have we been talking a little bit about that, Mr. Houston? Yes, >> ma'am. >> Yep. And you're going to perform it where? >> Meetings. >> In public. And you're going to do it how often? >>

063Quarterly. >> Excellent. Four times a year. Absolutely. Now, could you ever go into close session and do that self-evaluation? You absolutely could on a month that you're not scheduled to do it in public. Let's just say that Linda's a board member and she has been really active on social media. And let's just say that Linda decided she was going to go over and talk to a campus principal because her child did not get a letter jacket. And so she goes over and she does all of that. You might take Linda into close session and say, "Let's look at what this says on progress and accountability that we don't interfere with day-to-day operations." And you could pull out the BOP. That would be appropriate because Linda and that actually really happened in my school district in

064a district far far away with the board member no longer on the board. That actually happened. All right, so any questions on progress and accountability? Okay, let's move to the next. This is so the public can see what I've been holding up. That was an eye test for you guys. This is what a monitoring report can look like. It can be as simple as can be. This is explained on page 28. And also you'll see on page 38 the example that we've been talking about. This is page 38. The importance of this is it has all the right stuff. The movie the right stuff. This has the right stuff. It has your goal. How many goals do you have? >> Three. >> Has your goal. So you'd have that for each of the three. It's

065written up there. It has your progress, where you're starting, where you are currently, the start, and where I want to be. Now, the dates are wrong because it came out of a old manual, but yours would start at where were yours mostly starting? >> 25 going to 2030. Right. >> This is a cool part of this report. On campuses that are the same configuration, you can do a comparison. Whoops. Did I do that? Did you do that? I got close. I was thinking about it. Uh, campus one. And notice it is my higher ecodis campus. They're 38%. Notice where my babies started at this elementary. They started here. They moved to 62. Notice my other elementary. My eco disc uh is larger. No, no. This is my smaller, isn't it? And this is my larger

066eco disc pop. And notice that this one is at 60%. This one's at 62. What kind of question from page 46 might you ask me if I'm your superintendent and you're looking at this report? Someone go look at 46 and ask a question. I want to see is that my my statement or is that my question? What would be a good question on this report? >> Why is it not working in this area? >> On which one, Miss Young? Uh, I'm looking at why for the uh be like campus two or campus one. >> Campus two. >> Yes. What's going on on campus two that is not going on on campus one or the other way around? We want both groups. We want there not to be a difference in our kiddos based on socioeconomics.

067We want to close that gap. Yeah. Public education can do it and we do it all the time. Absolutely. >> We don't want a gap between our our emergent bilingual, our EBS, what used to be our ELLs. We don't want a gap. We want to close that gap and have everyone score well. So, absolutely. Looking over here, student target groups have all. Now, you may not have all of those, but as you look at the target groups, what would you want to ask me if I'm your superintendent using a question on page 46? What would you want to know from me? What would you want to see from me if I'm the superintendent and you have questions about these two, four, six, eight, nine student groups? You could ask I mean uh what's happening with

068the economic uh disadvantage students to be staying behind. >> What's happening with our eco disc students? Because what color is that? >> So >> it's red. It's pink but it's red. What would that signal to me? >> It's not doing good. >> It's not doing well. That's my stop light. Any other color up here that you might be concerned about that you might want to ask a question from page 46 about >> the yellow one. Special ed. >> Which one? >> Special control. >> Oh, what are you seeing? I see a color here. Yep. Same thing. What's going on with our students with special needs? What's happening there? Absolutely. Any other group? >> Control >> with our dyslexia group as well. Absolutely. And then you would use what question? What? Let's just say that the

069dyslexia group uh is really low too. What might be a question from page 46? Someone could tell me a good question you could formulate. >> Yeah. Why was there no growth? >> Why was there no growth in there? Assuming that it was the same. Another thought, what's another possibility? >> What are we doing? What are we doing to support our dyslexia students? What kinds of things? What kinds of measures? That might even be a question I would ask down here. Which campus has after school tutorial? Which campus is doing what for tier three? Uh those terms. There are lots of questions that we could ask that I'm sure staff as well as as Mr. Ponis would want to be able to answer. What questions do you have about monitoring reports before we actually look at

070your monitoring reports? What questions? >> Why do gaps exist? >> How? Say it again. I'm sorry. >> Why do gaps exist? >> Ah, why do gaps exist exactly on the campus? Why are these And quite frankly, guys, your staff will know. They will know and they want to talk about that. We used to call that our bubble kids or our kiddos that were almost there and then we had the big gap of kiddos that are man oh man we've got to really close the gap but they talk in terms of tier one tier two tier three now do they not you know those terms you can certainly ask about that what are we doing >> so >> I think under special I mean one of the questions would be uh uh in the uh IEP

071that we have for those students I mean not working will they need to be modified uh because I mean we have an IP for for all our special ed students and if it's not working then we have to have an art meeting to see uh if we have to do somewhat okay >> absolutely what do we have to do how do we adjust Mr. I think there's two good questions. Um, how are we going to address this issue and how can the board help? >> Ah, how are we going to address this issue? And Mrs. Bionis would be able to answer or I could answer. And then what was the last one? >> How can the board help? What do the campuses need? >> What if they say it again? >> Providing the resources. >>

072Ah, what resources? And I might even ask, what about budgeting? What have we done to budget resources to this particular group? And I guarantee that's an important question because if you're setting expectations here, but you're giving this kind of resource help or if staffing is not where it needs to be, or if let's just even say we have a long-term sub because we've got a mama out who's just had a baby. Those things affect what's going on. It's not the fault of the children. It's not even the fault of the teacher that had to be out. But how do we address that? Those are realities that you need to talk about and that's the kind of discussion that you want to have. You know, how do we help? Great question. Any other questions on 46?

073I love those questions. I don't know who came up with them at the state level, but I think the questions are are very appropriate and very good and are good guiding questions. So, here's a key to you to help you know what the monitoring report is. It's a report that's going to give you evidence. That way, I'm not just saying, "Well, I think over at that campus, I think, uh-uh, that's just shooting bull, right?" We want evidence, and we're going to be looking at what progress was made or lack of pro progress. And then that's given to the board about your student adopted outcome goals. This is what you say was important because you adopted them. you took them to the public. Also about the guard rails, the constraints, there are four things your monitoring

074report should have. Now, you need to kind of know this in your head. So, looking at your example there, u I just lost my page. I'm put back. Our monitoring report is on page 38. Looking there, we need to know first of all, does the report have the student outcome goal on it? Just looked at that page 38. Does it Where's the goal, Mr. Martinez? >> At the top. >> Right at the top because that's what's important. Number two, what is the current status of the goal or the GPM or if it's a constraint or the CPM? CPM stands for constraint progress measure. GPM stands for goal progress measure. So those are written somewhere on there. Secondly, I already talked about this. Does your report show the current status of where your kids are? I

075see Mr. Martinez shaking his head. How do we know? How's it shown on the report? >> Sorry. >> That little star. Thank you. Absolutely. And does it show where we started before previous? Absolutely, because the year's there. Does it show your annual with the star? Yes. Does it show your deadline where you're going to go? >> Yep. We've got increments by the year. We've got >> And then finally, where on that report do you see number three? Where is there an interpretation of what the superintendent's going saying about the performance? Is it on there? >> Down at the bottom. It's >> down at the bottom. What does it say at the bottom? uh says we are slightly off track because the plan uh moving forward is to >> it's not very long. It doesn't have

076to be. Superintendent says we're on track, we're not on track. That's pretty easy for a board to understand and for the public to understand. If I'm a parent at one of your elementaryaries and it says we're not on track, I want to know how do I help my child at home and the plan moving forward. Why is that part so important? That tells us what we're doing, >> how we're going to fix it. Most all of us have things that happen and they don't go the way we want it. The refrigerator went out, the car won't work. Just tell me, mechanic, what's the plan moving forward? And how much is it going to cost? >> Most important. >> That's the most important. Yeah. So, that's what we want to know. And that's this number four.

077What are the steps, ma'am? How are we going to get there? How long is it going to take us? Do we need to adjust our GPMs? Do we need to adjust our goals? You have to talk about those. Even the public is accepting of that. We're accepting of we stubbed our toe. We've got to back up, but we're going to fix it. Right. Okay. I'm going to give you a restroom break because I need a restroom break and it is 7 well something by my watch to keep >> I have 7:14 and so are you okay with five minutes? >> Yes, ma'am. >> And we'll be back at 7:19. >> All right. >> 7:20. >> Thank you. >> You're welcome. >> And the next slide, sir. So, I'm Thank you. I'm gonna ask them more

078questions when we come back to get ready for Miss [Applause] Good birthday. Mommy Pearson. I didn't get to see me. looked at the mons [Music] And so do you have any questions before we look at the August monitoring report? Do any of you have questions on monitoring monitoring report format of the report? You have examples I believe in the board book, right? And help us with that page number, Mr. Espionosa. Where what page is the monitoring report on? 38. >> Or is it a handout that you guys have from your >> Oh, the >> on the agenda. Page 12. >> Page 12. >> Is that Is that what you're asking? >> Page 12. And you'll want to open your books to page 46. That's our cheat notes if you want to see. Okay, what kind

079of question might I craft that will help you? And I I think it's important to have that kind of schematic in our mind. We all want to ask about student achievement, but if I don't know what kind of question to ask, that's my guidance there. And then after we finish this, I'm going to have you think not only what you're saying, but listen to the kinds of questions that other board members ask. We're not going to embarrass anybody, throw anybody under the bus, but I have an example of ineffective questions. And the only reason in sharing that is not to call anyone out, but we've all been ineffective at times in what we ask, maybe of a spouse or of a friend, and we're like, man, how did that go so south on me? It's

080maybe how I ask the question. So, we will do that after we've gone over these August monitoring reports that Miss Bionis has ready. Are you about ready, ma'am? >> I am ready. >> All right. I'm >> All righty. So, our our August monitoring report begins on in your board book on page 12. I'm going to jump into page 13, beginning with uh literacy board goal number one. The percent of third grade students who score at meets grade level or above as measured by star rating will increase from 44% in August 2024 to 70% by August of 2030. That is your board goal. Our current uh uh our current um performance number right now is 43. I I presented my my format is a little bit different from what Miss Mcanelli presented to you from the

081manual. So instead of a star, I highlighted that number in or I bolden it in red. That is our current uh meets uh standard for the accountability 2025 school year. We do have the five-year spectrum. Uh in 2026, our goal or our target is to hit 49% meets or above. 2027, our goal is to hit 54% or above meets uh great level. 2028, our goal is to achieve 6% or greater at meets level or above. 2029 going into 2030 it's um in 2030 we are our end goal or our end target is going to be uh at 70%. So if you take so that graphic that you see in the middle of the page is exactly what uh what I just stated. So our goal for 2026 is 49 54 60 65 and 70%. Right

082now we are currently at 43% well on track to make or to meet the 49% uh meets or above grade level in reading in grade three. In terms of the student group targets uh we have uh we don't have representation of all the groups. Uh what I did present to you is the current 2025 um data that is already released publicly. We have right now in terms of grade three reading we have 0% of our African-American population um meeting and again this is does not mean that they did not pass. They just did not achieve meets grade level or above. American Indian we don't have enough of a group to generate data. Asians the same uh situation our continuously enrolled students uh we are currently at 43% of them meeting grade level or above. Our

083economically disadvantaged group is at 38% uh grade level or above. Our emergent learners or bilingual students are at 33%. Our Hispanic population is at 44% meeting standards or above. Our special ed uh cohort is at 25% at meets or above and our wide population is at 0%. Our target for the 2026 school year uh we don't have demographics for the first three uh category of student beginning with continuously enrolled. We are currently at at 43% with this group of students. Our target is to be at 54% at meets grade level or above. Our economically disadvantaged cohort, we are at 38% right now. Our goal is to be at a 51%. Uh by 2026, our emergent learners, again, this is a that asterisk means that data is masked because if we put information in there, we

084would know who the student is and that is protected by FURPA. So, we don't have a percentage for you there. Hispanic, we are currently at 34%. Our goal is to be at 54% meets grade level or above. In special ed we are at 25%. Our goal is to be at 40% meets grade level or above. And our wide category right now we are at zero and we don't expect to have generated data for 2026. Our evidence and uh future plans uh DTR LDZ based on the current data which is at 43% uh I can say that we are well on our way to meet the target for next year. Uh and so moving on then we then I presented grow gold goal progress measures also on page 14 for goal progress measure 1.1 uh this

085is how kinder first and second grade are going to be contributing to that third grade performance uh data at the end of every year for the next five years. Gold Progress Measure 1.1, the percentage of second grade students who perform at level three or above in text fluency as measured by ISIP will increase from 43% in May of 2024 to 100% in May 2030. Uh with this goal progress measure, we are very skillspecific. Our current data right now as of May of 2025 is at 54%. Our target for May 2026 is 54%. For May 2027, 65%. May 2028 77%. May 2029 88% and then I extended it to 2030 at 100%. Uh things to know for this uh graphic is that our level one, level two, level three, level four, level five um replaced what

086we formally would call tier 1, tier 2, tier three. So that's important to know. That 46% that you see is the percentage of students that did not meet level three or higher. So, we do still have a significant number of grade 2 students that are moving into third grade that are not at 100% uh mastery in fluency. That does not mean they don't know how to read or they cannot read or comprehend. It just means their text fluency is not uh as accurate or as rapid as we would want them to be. So, that's that's important for us. uh evidence and future plans. We are ahead of schedule in terms of current because as you see that you know we are at 54% right now in May of 2025. That was the goal for 2026.

087We are already there uh meeting the demands of the progress measure. The plan moving forward is to continue reducing the number of students who are performing in level one in text fluency. Then we move on to first grade which is gold progress measure 1.2. Our goal is to increase the number of students in first grade who are performing at level three or above in phmic awareness, another set of reading skills, from 40% in May 2024 to 100% by May 2030. Our current data as of May 2025 has us at 66%. If you take a look at the the uh the five-year plan, our goal for 2026 is to be at 52%. 2027 to be at 64% 2028 26% 2029 88% and then of course at 20 by 2030 at 100%. We are currently ahead of

088schedule uh relative to how we ended the year with a cohort of kids that we've assessed. We are two years uh in advance. So I know that as early as prek and moving into first and kinder first and second our early childhood elementary teachers are and and support staff and administrators are doing an exceptional job of targeting very specific reading skills and creating interventions and supports for these kids. Uh evidence of uh and future plans the campus is ahead of schedule by uh by close to two years. The plan moving forward is to continue increasing the number of students completing the end of second grade having mastered phmic awareness as a reading skill. Goal progress measure 1.3. This is for students in kindergarten. The goal is to increase the number of students in kinder who

089score at level three or above inmic awareness from 55% in May of 2024 to 100% by May 2030. Our current as of May 2025 is 78%. Uh again looking at our five-year spectrum we are two years in advance. 2026 our goal our target is to be at 64% which we have exceeded. In 2027 our goal is to be at 73% which we have also exceeded with this cohort of students. Uh evidence and future plans the campus is ahead of schedule by again another two years. The plan moving forward is to continue increasing the number of students completing the end of second of that should say kinder having mastered phmic awareness as a reading skill that is literacy. Then we move on on page 16 to numeracy which is your award goal number two. The percent

090of third grade students who score at meet grade level or above as measured by STAR math will increase from 45% in August 2024 to 70% by August 2030. Our current as of May 2025 is at 45%. So we we are uh very very close to being there. Our goal for 2026 is to increase meats and or above by an additional 5%. The target score for 26 is 50%, 27 55%, 28 60%, 29 65% and then uh to an eventual 70% in 2030. Uh you see our demographics. This is current data as of uh STAR 2025. For our continuously enrolled students, our current is 45% at meets or above. Our target for 26 is to be at 54%. Economically disadvantaged students, we are currently at 42%. Our target is to be at 54% by 2026. Emergent

091learners, we are at a 33% and again for 2026. That number will remain masked for for purposes. Hispanic cohort, we are currently at 46%. The goal is to be uh at 55% by 2026. Special ed, our current is 45%. The target is to be at 76%. Whites uh current is 0%. Uh we don't have demographics for 2026. So that number will remain also masked. evidence and future plans. We are on track to meet the target. The plan moving forward is to continue analyzing our data and identifying takes in need of improvement relative to the all students category uh and very specifically to the emergent learner or the emergent bilingual special ed uh cohort and economically disadvantaged student groups or what we consider to be our high focus group. Under goal progress measure, we have goal

092progress measure 2.1. The percentage of students in second grade who score at level three or above as measured by ISIP in computation and algebraic thinking will increase from 49% in May 2024 to 100% by May 2030. We were very specific in selecting computation and algebraic thinking because it is a star reporting category number one. So and it and it's a category that that carries all the way through algebra one. So uh our the designation or the uh emphasis on this very specific set of skills is going to be highlighted in all the grade levels. Our current for uh second grade at the end of May 2025 is 87%. Our f our target for 2026 is 59%. 2027 69% 28 80% 29 90% and 30 100%. Based on the end ofear data we are three years

093ahead of schedule uh based on the goals that we set uh evidence and future plans we are well ahead of schedule. The plan moving forward is to close gaps for this group since we're doing so well in the all categor the all students category. The focus then moves into our high focus population and making sure that we close the gaps between uh the all student category the emergent uh bilingual special ed and economically disadvantaged groups. For goal progress measure 2.2 Two, the percentage of first grade students who scored level three or above is measured by ISIP in computation and algebraic thinking will increase from 49% in May 2024 to 100% by May 2030. Our current as of May 2025 is 83%. Again, you see the highlights uh three years across because we are three years

094ahead of the goals. 2026 target is 59%. 28 is 69%. 28 is 80%, 29 is 90% and 2030 is 100%. So we are uh for this uh cohort of students. We are also well ahead of schedule. The plan very similar to second grade is moving forward is to close the gap between the all student categories and then our high focus groups which are the emerging bilingual, our speds and our verbal progress measure 2.3. The percent of students in kindergarten who score at level three or above as measured by ISIP in computation and algebraic thinking will increase from 53% in May of 2024 to 100% by May 2030. Our current data uh as of May 2025 is at 79%, we are two years ahead of schedule. Our target for 26 is 62%. For 27 is 72%.

095For 28 is 81%. For 29 we're at 91% and eventually heading to 2030 we are at 100%. Evidence and future plans we are well ahead of schedule. The plan moving forward is also to close the gap between the all student categories and the emerging bilingual, special ed, and economically disadvantaged student groups. For goal number three, which is college, career, milit, and military readiness, it's board uh board goal three. The percentage of graduates who uh who meet CCMR criteria as measured by the A throughF accountability system will increase from 62% in August of 2024 to 90% in August of 2030. Our current as of May 2025 is at 76%. Our target for 2026 is at 68. For 27 is at 73. We are also two years ahead of schedule. Uh as per these goals in 2028

096the goal is to be at 78. 29 is at 84 and for 2030 our goal is to be at 90%. So for CCMR board goal number uh or uh 3.1 we are we are also well ahead of schedule. I did not uh give you student group targets because this information uh is not released until the taper report is released and that report is not released until uh late November, early December to be presented to you no later than February. So once that uh data is out, then I can fill these tables. What I was able to produce for you in terms of evidence is uh part of what was at one point confidential data that was released to us in August. Uh and so what you see here and I'm at the bottom of the

097page. This is for 2024 annual graduates because CCMR is a lagging indicator. It's always uh for the pre the previous year. We had a total of 121 uh students out of the 121 students 92 of them uh generated credits for CCMR uh g giving us a component score of 76 uh%. The goal for uh for high school is to be at 88% or better which which is why we have that 90% as the eventual goal because if we get to 88% uh in CCMR we will be an A-rated uh campus uh for CCMR as as as an indicator. Our evidence and future plans we are well ahead of schedule. The plan moving forward is also uh to close the gaps between the all student categories in CCCMR and ELF sped and economically disadvantaged groups. Goal

098progress measure 3.1 the percent of students who meet college ready criteria in reading and math as measured by TSI will increase from 9.1% in May of 2024 uh to 30% by May of 2030. Currently, as of May 2025, we are at 7.4%. 24%. Our goal for 2026 is at 13%, 27%, 28 21%, 29 26%, and 2030 30%. Uh what you see there as evidence is what the state has released in August of 2025 as part of our accountability rating. uh we had a total of nine students that contributed to TSI criteria in both reading and math. Uh and then uh the the the conversion of that in percentages is 7.4%. Which is where that 7.4 comes from. Our evidence and future plans uh we are behind schedule and this very specific indicator. The plan moving

099forward is to create a readiness course to assist students in their preparation for December testing. And I did visit with Miss uh Mrs. Houston today and we were hoping that we would build it's a TSI uh or prep uh course in the master schedule, but because she still has vacancies in the master schedule, we're not able to create the course for for her right away. But we are offering tutorials through our supplemental instructional supports to get the kids ready for testing in December. For gold progress measure 3.2, the percent of students who earn an industrybased certificate uh and/or complete a CT program of study will increase from 0% in August 2024 to 10% in August 2030 as measured by CCMR tracker certification. Our current is at 1.7. Our target for 26 is 6% 27 8%

10028 11% 29 13% and 30 15%. And here you also see the uh accountability report or the data that was released in in August. We have 73 students that are contributing to either uh earning an IBC and receiving credit. they are producing for us 60 60% of our uh total CCMR uh um accountability. Uh we have under level one or level two certificate we only have two students that are that are contributing. Again this is a lagging indicator. It's not uh it's we already know that this for level one and level two we know that that number is going to be significantly impacted when accountability 26 is released. uh because high school has high school has done an incredible job of increasing the number of IBC offerings uh and and level one and level two

101uh attainability in terms of certificates. So again this is a lagging indicator but it is where we're at evidence and future plans because this is a lagging report. The data does not clearly show the progress we have made towards increasing the number of students that graduate from the CCHS having earned a level one or level two certificate. The plan moving forward is to keep addressing the growing demands of the CTE program. Goal progress measure 3.3 uh increase the percent of graduates with a completed IEP and workforce readiness from 0% in May 2025 to 30% in May 2030 as measured by summary of performance IEP documentation. The current state is at 0%. The target for 2026 is 2% for 27 is 4% for 28 is 6% 29 is 8% and for 30 it's 10%. This is

102also part of our accountability uh information that was released. So for the 20 uh 23 24 school year, we we still have an indicator of zero or 0% contributing to students who who are able to graduate from CCHS having a completed IEP uh and being workforce ready. So it's not just about having a completed IEP, they also have to have workforce readiness evidence and future plans. This is also a lagging indicator. However, we are still at 0% moving forward. We will be working with the Texas Workforce Commission to ensure that our students have an opportunity to be workforce ready before their summary uh summary of performance art is concluded. And we have also created through board action the two innovative courses that will allow high school to code students receiving that that curriculum and that

103instruction uh credit for having uh or for being considered work course ready. So looking at your 1.1 all the way to 3.3 and looking at the questions of 86, what question might one of you several of you ask? I know it's a lot of data, but what what might you ask? What's a who? What's a how? is currently happening. >> It's kind of hard because uh >> because uh based on the report, I mean in in in some of the goals I mean it shows that we're we're already ahead a year or two the goals. >> That a wonderful problem to be having. Right. That's a celebration. I mean, actually, it's like a a tree celebration to see how many how many areas were you had? I I didn't have that. I didn't have a

104copy, so I'm trying to write them down. If you looked at all nine, we were looking at nine different indicators. So, >> seven, seven. >> So, seven of nine. That is a celebration. Seven of nine. And that is something that you should really be uh able to uh tell staff when you see them at the next whatever event is compliment them. And the two areas that are not ahead, are they way behind? >> So that's also a celebration as well, right? So what's good about this data? This doesn't just happen in this this room. Where else will this data conversation happen? public >> at the campus level and it's going to happen at the teacher level at the grade level. So that's the other thing. You're part of the data. You can start to see

105this, but that's been going on in your district all along. But you have very focused data with these three goals and then the three GBMs. Anything else that sort of pattern you see here? because it's a lot. I know it is. >> Yeah. I just want to give a comment on some of the information that was provided. The graphs themselves, they don't show like a a straight growth, so they can kind of be I don't know. It's not it's not as clear as what's shown in in here. >> Um the numbers do um as far as what's being said, but the graph itself and that would help the public if they do see it. um it would make it a little bit easier to do the numbers. >> So something on the graph that that

106can be adjusted. That's an adjustment really in in PowerPoint actually. So that that's a thought. What else? Anything else that you see? >> Did you have all the parts all four parts that we talked about? >> Yeah, >> you did, didn't you? the goal, the GPN, where you're starting, where you're going, where you currently are. Absolutely. >> Uh maybe it's just a clarification question or comment. Uh the graph that you presented, ma'am, with the levels. >> Uh they were for what year? >> For 25 for 2425. It's where we ended. >> Maybe it should be it in future graphs. make sure it shows the year that that that that thing is representing. Um because I I was trying to figure out was it for 24 or for 25. >> So if you take a look

107at under so like I'm looking at literacy it says current and it has 2025. >> It has some >> I followed I followed the uh the template. >> I think it's just the same thing I was getting to the graphs where it's level one, level two, level three, level four, level five. Um, so like for I guess progress measure 1.1 it says level two is at 46%. You know, and then level two, I mean level one's at 46, level two at 13, level three 13, 18, and then 10 for level four and then five. It doesn't clearly depict, you know, what growth we're making there or or show the the trend. It shows that 54% of our students are already performing well >> at level in text fluency. Yeah, that's the I mean then that's

108the the wording that it says current 25 54%. And word in the words up top, but the graph itself, you know, as I think the what these growth or these graphs are, it's made to not have to read into the numbers or not have to read into the text and actually can be able to tell, you know, hey, in 2022 we're at 61%. In 2033, we're supposed to get here, but in 2024, we were at 60. Um, I think that's the intent of what these graphs are supposed to do. >> So, is it that you have more information though on your graph? There's actually more on what uh was presented because it had to be different levels. So, >> I think it's more information. I think it's accurate information. >> Yeah. >> Because when we

109measure, when we have conversations with principles and with teachers, we speak by level. >> Level one, level two, level three, level So it's actually more information than is on the sample on page 38 is what I'm trying to say. >> But I but I understand the point that you're making >> because all of all of those are tracked by ISIP, right? >> So everything that's tracked by star is showing that positive, >> right? >> The trajectory, right? But everything that's shown that's presented by ISIP shows a graph that looks like this. >> I So I get what you're saying. you're so I guess the recommendation is that if I take I'm still looking at 1.1 get get the current that one line and graph that is what you're suggesting. >> Well I I guess it

110would be current 25. Yes. And that >> so graph that one line that's the one that >> and then for 26 >> I get the information we want to break out by level one level two. It shows that those are the percentage of students that are level five. Percentage of students that are at level 18 >> here it says percentage of students at level one would be 46. >> Right. >> That's that's where they're at. >> That graph says >> yes. >> But I get what you're saying. >> Question. >> Um let's see. I just have a question. For example, um in 1.1 um the plan moving forward is to continue reducing the number of students who are performing in level one text fluency. >> Yes. >> I would ask like um I guess steps

111like how are we going to approach that? I guess >> I guess that would be a question as far as because the plan seems like I mean there's other ones where they say like buys and stuff but >> how you going to >> so strategically? How strategically? >> Yes. And since it's supposed to be kind of a oneliner on that one, that's why it has to be short. That's what she and I talked about. But your question would be appropriate in the meeting to say, okay, can you kind of flesh that out a little on what are we going to do? That would be absolutely the kind of question you should ask. Yes, good, good question. What else? >> I think also on the board goal one, the first one, um it's a you know

112drop 1%. What do you feel led to that drop in in 1% and how is the district looking to move that up? >> That's a good question. >> So, um I'm going to try and move us on in interest of time if everybody's okay, but y'all had some great questions and that would be exactly what would help frame frame. So, uh we talked about where to get your question stems. Let's go to the next slide. Okay, these are the monitoring questions that you're using. Let's go to the next slide. These are the ineffective types of questions. And so I'm not going to beef the dead horse to death, but I can certainly send it back. It's a question or statement that's really an opinion or giving a recommendation about what the superintendent could should do.

113uh the idea of clarifying on the graph that that's different but that that makes sense or a statement that doesn't reference the data. This all our question should be steeped in the evidence tied to data. That's so important. Any statement that's not actually a question but is my opinion. And then finally, any statement or question about what's happening next grounded in what has been the previous question or not tied to where they are now and how they got there. Those are the ineffective questions and I don't mind to send those to you if you want a copy of those, but that is that kind of does help us. So, next slide. This is on page 32 of your manual. Now, this is Mr. Houston and Mr. Mata, but it's really for all of you as

114we look at time use tracker because this is what they'll be doing. And it looks scary and I I know it looks scary, but what's nice about this is it's an Excel file. And what you do, you get with Miss Anna afterwards or you compare together and then you call Miss Anna. One of you can say, "This month I'll take it." And the other one does it the next month. Because if it's two meetings, you're doing two of them. If it's three meetings, you're doing three of them. And they have to be after you have approved your minutes. And so the cool thing, this is Excel, and we know in Excel it totals itself. That's the good news. So you just plop in the time. You plop in the time and so it calculates it

115for you. And notice this says 716. This was a special called meeting that you had on 716. And notice under vision and goals, progress, accountability. These are your board framework that we're reading in the top of your manual, right? You had no minutes on vision and goals because it was a special called and I think it was all about uh Mr. Tiharina from uh I forgotten that's was my financial advisor. So of course you wouldn't be doing these. So there's going to be zero minutes in there obviously and so that's what public would know when they saw this. Also were there minutes on constraint? No. Were there minutes receiving v voting on constraints? No. Minutes doing a self-evaluation? No. So a zero. Over here are other types of minutes. You had 15 minutes discussing, debating

116or voting on non consent agenda items. 15 minutes is what I got when I did this. And so you have 15 minutes. So down here, how many student outcomes or adult minutes? Zero. >> Um, we have the 15 minutes. How many student outcome minutes total? Zero. So we have the 15 minutes. So now very quickly you can see these are student outcomes and adult minutes. This was the percent on student outcomes. Zero. That's okay. You can have that kind of meeting, but you want to eventually get to the point that you're having 10% 25% 50%. Notice, however, they also have to keep up with trustees attendance. And the time I've been tracking you, I don't ever remember you being below 70%. That means two years absent. So that is also so your attendance was 85%

117at this meeting. You had four agenda items and that's what they like. Three to five they say is efficient. When we get more than that too much to discuss. And then down here how many consent ag I'm sorry consent agenda items you had? Zero because there was no consent agenda that night. You were taking action on your contract. And so that is the time tracker. That looks scary, gentlemen. Don't let it scare you. It totals itself. Let's go to 7:21. And I made a mistake here, but I left the mistake on purpose. This was a regular board meeting, but I wanted to show you that you did have a goal monitoring report there uh from Miss Dina and that was 11 minutes. So, you got some points there. And you also talked a bit about

118uh a goal, I believe, on that agenda. And I gave you six minutes on that. Let me look at that. Make sure I'm right on that. Um that's when you came back from close session, you had discussion on and I made I think I purposely made that mistake. board policies, grants, appraiser, superintendent constraints to approve them and the constraint progress measures that was at this meeting. So that's where you got your points. So look what happens when you have something that's LSG on your agenda. You get points in the gold column. Then over here the other minutes, look at how many minutes were spent on talking, voting, discussing. I said earlier discussing's good, but if we've gotten to the point that it's out of control, this is going to show you yikes, maybe we can

119say less or ask different kinds of questions. And then time on something that didn't meet any of these contess conditions is a five. That that's under other. You'll see that on your agenda before. And so this lets you see, okay, here's our minutes, student outcome minutes. We get over here, look what happened in this meeting. All of a sudden, because of those things over there, you have 16% student outcome and adult minutes, 16% of your time. Now, I told you, yeah, I've not seen anybody be over, but you had three meetings in that month. So, if you totaled all of it, your average would go below the 10. But I want you to be excited about looking. All you have to do is start to add some items to your agenda tied to Lonear governance.

120Does that make sense? >> Okay. And then the next one is on the meeting with me on 728. And look where you ended up. 88% student outcome minutes because we spent the whole time on LSG countable things and your student minutes out of that were 29.1 because we have to talk a goal, a GPM, a constraint or a CPM. So you ought to celebrate that because that's two different meetings where you've had student outcome minutes. So I want I want to tell you this is doable. You guys are on a great track. What questions do you have about time tracker? They're on page 32. >> What are the adult behavior minutes? >> Adult behavior is anything that you're talking about that matters. That is an adult outcome. Student outcomes are what students know and are

121able to do. And so that's where you get minutes. Everything else, contracts, voting on those, talking about that, lawnmowers, buses, even the financial, we don't get to count that. Do we need that to be able to have student outcomes? Sure. But those don't quote count towards student outcomes. So, we're trying to show you this is how you're spending your time. Good question. So it has to be done on every thing that we have. Not only on regular >> you do it anytime you have a board meeting. The only time you wouldn't sir would be in an emergency call meeting. Yes sir. >> We don't count the close session minutes. Correct. >> Close session is is Yeah. You will put the time but it's not quote counted. It's not tallied up here at all. Right. And

122I can help y'all the first time but it's way easier than it looks. It looks way scary. Don't be scared. Okay. Any other questions on time? Choose tracker. It's important. Why? >> Stay focused on what we're here for, the kids. >> Helps you get on the work that you're really here for, the kids. Exactly. It's tedious when you start, but it will pay dividends for you. Okay. This is an easy way that I used to do it. I can certainly send this form. It's taking the agenda and I put the labels that are the labels that you're rating yourself on. Goals, vision and goals, progress and accountability. And then I just write down on the agenda. When were they doing whatever from this minute to that minute? And then over here, this is the total

123number of minutes. You know, they spent 25 minutes on other, they spent nine minutes on progress and accountability. I put a zero here because what were we doing? We had public comment but there was none. And on close session I put the minutes but it doesn't count in the total just to kind of show you. Okay, let's go to the next slide. Your BOP you should have a copy and guys we can't spend a lot of time discussing. We're going to have to have looked through it and >> corrections were made and >> we had very minor correction. >> Yes, sir. >> I read through it and I don't know before that. >> So, um you have uh on page 30 it tells you on page 30 of your manual that If you want on

124your score on page 30, it talks about that the BOP has been reviewed at least every two years. And so that's why it was important for us to do it. Uh typically most boards review annually. And so I don't know what your typical procedure is, but if if you continue with your LSG and your student focus, you need to continue to do that. We have to have a signature page signed tonight before you leave. And I even wrote down, should we do it right now so everybody signs it and we know it's done. >> We have one here, but >> Yes, sir. >> But this one, >> the one that's for the BOP. >> Well, >> no, this is for this is for that one. All right. Because they have to take action on >>

125Yes, they're going to have to take action. And so, uh, let's go to the next slide. And here is what the statement is that we put in there for you to sign and stick in with your your uh, board operating procedure. is that annually you're going to review your manual and that you've reviewed it now and it's describing what you do and that you adopt it on this 27th day of August and that's what you'll be signing underneath. It's going to have all you members names on that sheet. >> I know last time we didn't approve it uh with corrections. >> No, you just reviewed it. Yeah. Yeah. So, let's uh and we're going to talk quarterly tracker and if you want to I guess at any time you could go ahead and take the

126motion if you wanted to do so now. Would y'all like to do that and go ahead and approve it before we move on or what's your thought Mr. Espinosa? You tell me. You want to wait till the end on everything? >> Well, we're going to be approving everything that's action item. >> Yes, sir. So when we get wait till we get >> we will. >> Okay. So let's go to page 31 because this is going to be quarterly tracker. >> Look at page 31. You'll recognize that. You'll remember that on July the 28th we met. >> Oh yeah. >> And we did this and this was your score. This is what we said was your score of and was a 43. I made a mistake that night. So I need to point out what the

127mistake is. So if you look at page 23, vision and goals two, go to vision and goals two in your book, your integrity instrument, page 23, and I'll tell you the mistake I allowed to have happen. We um went through the rubric and we rated you at a 12 on page 23. And 12 says that if you look at 12, it says all board members and the superintendent agree with the GPMS. Page 23 meets focus. on page 23. And so what did I present to you tonight right at the beginning? Your GPNS. You remember that we had talked about them. We have not approved them. And we were going to approve them that night, but one was missing from the packet. I gave us credit for that. That's on me. I should have caught that,

128but it was later in the meeting when we approved it and it just went right over my head. So, we have to adjust this down to a one. You actually are in a one because you do have student outcome goals. This superintendent has done the GPMs on page 23. And the GPMs can be updated, but we can't move over to four or to 12 because of that mistake. We did not adopt that night. We tabled it, but I just I left it so that I could tell you that we have to go back down. But it actually makes your score tonight way more impressive. Right. So, this will now be an 11. And I believe the total is 30. Did I tell you 32? >> 32. >> Yes. >> Okay. So, now we're going to

129go to the real stuff. Let's go to tonight. And I left the date up there. When I turn it in, I won't have correction on it. I won't have that. But this is the new total for the 28th. But tonight, you're going to do what's known as the current quarter. And so the only way to do it is leave your book open to 22. And I'm sorry that it's slow, but you have to go through, but you we already know you're at a 12. So look on page 22. You are at a 12. Remember, it's coverall bingo. So let's see if you're at a 15 master's focus. Uh please read there, Mr. Martin. That's on page 22 under 15 mus. First thing it says for all board members. >> All board members in the superintendent

130agree there is broad community ownership of the GPMs. >> No on page 22, sir. >> Oh, I'm sorry. >> All board members in the superintendent have committed the vision have have committed the vision student outcome goals to memory. Know the current status. >> Stop right there. Do all of you have your vision memorized? Probably have the vision because it's unified for success. I even have it memorized. But do you have your student outcome goals committed to memory? Your literacy goal, >> your math goal, or the CCMR. This is hard and most of you probably don't. So that means we stay at a 12 on vision and goals one. We stay at 12. Correct. >> Only have three. I mean, >> yep. You can you can do it. You can memorize them. >> Third grade reading,

131third grade math, and the CC. >> But you have to know the whole But we have to know we'll move from X to by 2030. That's the hard part. So, it will take a little while, but you're still at 12. Vision and goal two. We were at a one. So let's look on page 23 now and you are going to adopt three GPMs tonight in the session because we've already talked about it. So tonight we're going to do approaches focus that you've got three GPMs. Is that true? >> Yes. >> What about the second GPMs are not a student output. They're not adult. They are student outputs. They're not adult inputs or outputs. >> Yes. >> And so, do they have population, who it's about? >> Do they have a five-year deadline on what I

132showed you as we started? Do they have a baseline where you start with a month and year, >> annual target, and groups of students? Yes. So, you're a four. Let's go to 12 and see if you're a 12. Board members meets focus. Your GPMS will be challenging to your organization. Everybody gonna have to work hard. Yes. >> Yes. >> Require adult behavior change. >> Yes. They can be influenced by your superintendent for people to do better. Answer is yes. And finally, they will help predict your student outcome goal. That's what that line's doing. It's predicting. So yes. >> Yes. >> Maybe you're a 15. Let's go to 15. U Mr. Mr. Houston read 15. Let's see if you're master's focus. >> Master's focus. All board members and the superintendent agree there's a broad community ownership

133of the GPM through involvement and communication with students, staff, and community members. >> Were they at our meeting in April? All those people. And the answer is yes. So, you are at 15 on goal two. You're at 15. So, woohoo on that one. Now you're at nine on golf three which is going to be page 24. Let's see if you've got to move to 12. I freed myself. Page 24. You were already nine. You've covered all bingo. Go to number 10. Read the first thing. Uh Mr. Ma on master's focus on page 24. The board in col the board in collaboration with superintendent has adopted one or more theories of action to drive overall strategic direction. >> Have you done theories of action with me? And the answer is no, we have not. There's like

134six theories of action. It's like what do you believe about your campuses? And it's things like we are hands off, we believe in autonomy or we believe in what's known as managed oversight. There are five theories. They're sort of like constraints. We did not get there. We didn't have to be there yet. That's something that we'll move toward. So, you are still at nine on vision and goal three. You're still at nine. So, go to the next page. Vision and goal four. And you are at five on page 25. Can we go past that? What does it say? Master's focus. You're at the top on that. So, you stay at a five. That's as high as you can go. on progress and accountability 2 on page 20 >> six >> 26 Paul promis we were

135at one which was all about monitoring calendar outcome goals student outcomes and so notice what it says on page 26 first thing superintendent on the monitoring calendar worked with you to talk about it tonight. Answer is yes. So you have an one in progress in accountability and we are going to have to hold off on number four bec on approaches because we have not tracked time enough. You have to track for a quarter. So we need to know over three months are you at 10%. Guys, you might be. I don't know. I only tracked one. So, you are at four on progress and accountability two rather than at a one. I'm sorry, you're at a one. I'm looking the wrong one. Okay. Go to progress and accountability two. You were at a one. So, let's

136go to number two and see if we can say there that you qualified. It has to be all levels. Um, read there, Miss Young. Under approaches, focus on 27. >> Uh, approaches and focus. The board performed self-evaluations using the LSG integrity instrument. >> We're doing it right now. >> Yes. Performed a self-evaluation no more than 45 days prior to the most recent superintendent evaluation. >> Y'all did that last year in November. So you can I'll still let you count that. And then >> evaluates the superintendent in part on the results and progress toward the student outcome goals and constraints using information within monitoring reports according to the monitoring calendar. >> Have you done that? And the answer to that is no. you have not evaluated her on monitoring calendar, monitoring reports or on the constraints

137because we just got them last month and then tonight. So that does leave us at one. But it lets you see what you need to do to move forward right there. And then that takes us to um page 28. If you were the zero, I guarantee you get to move tonight. Go to preparing focus number one. Um Mr. Espinosa Gabriel would you read? >> The board receives and votes to accept monitoring reports that include student income goal and GPM or constraint and CPM board being monitored. >> Did we do that tonight? >> Yes. Okay. The next one please sir go ahead. The current status of the student outcome goal and JPM were constrained and CPM compared to previous annual and deadline target. >> Did we look at where you're starting, where you're going? Answer is

138yes. Number three, >> superintendent interpretation of performance and supporting information that describes any needed next steps. >> And that was on your report. So we can move to four. Then here you do have a monitoring calendar after tonight where we can't go forward is on uh the first bullet there because we have to have three time trackers and we only have July. So we don't know if 75% of your agendas have been consent. I'll bet they are. But that gives us a one on uh systems and processes rather than a zero. Gives us a one on systems and processes. And then advocacy and engagement. Do you advocate for your board's vision? Do you talk about it? That has you at a one. So let's go look at three on approaches focus on page 29. Um

139Mr. Bonia, read under approaches focus on page 29. What is the board to do there? >> Board has uh provided time during regular schedule. Board authorized public meetings to recognize the accomplishments of it students and staff regarding progress on student outcome goals and >> done that. Have you recognized people on student outcome goals LSG during a board meeting? And since I've been with you, the answer is no. And so if you look at the board agenda that we've been looking at tonight, there's a place to recognize students and that might be a thing. Well, it should be a thing that you add to your agenda that you have recognition for students and staff who have done things in LSG. So that stops us because uh your your community meeting under number three, you have had

140a community meeting and uh if it talked about low performing campuses on in that April meeting, then you would move to three already as soon as we get um start to recognize. So, >> so, so, so, uh, recognizing students who fall in the 50% of >> student outcomes will not count outcome and all that. >> Yes, sir. >> Okay. I know >> the ones that the ones that have met your outcome goals. Absolutely. Or they've met a GPM, you can bring those kiddos in. Absolutely. And do recognition. >> It has to be concerning outcome goals. >> Yes. It has to be a goal, a CPM or a GPM. It can't be. And I I did this my kids that uh in my AP classes that scored three, fours, and five, we brought them in. But

141that wouldn't be a goal unless it was a GPM. And so if that's a GPM, then yes, >> so yeah, there's some great recognition for academics that could happen, but that could happen before a board meeting or it could happen after. So it doesn't add time as an other. So it's not coming against So, uh, anything on advocacy and engagement, we stay where we are. But you can see all you have to do is add that to your meeting of recognizing kids. Age 30. Finally there, guys. You had a three. So, let's look and see if you get to move to nine. And you probably are at 80% attendance, but notice what it says. Mr. Houston Reed uh meets focus on under nine the board what >> the board maintained an average attendance of 80%

142or higher throughout all regularly scheduled board meetings over the previous three months. >> That's an unknown because we haven't been tracking time. That's the reason that these two gentlemen are so important in coordinating with Miss Anna so that we know that. So, uh, that could easily be checked in minutes, you know, and so that will start now. So, we will stay right there. So, what's our total? Someone do the new total. I did a total last night about midnight. So, I hope I'm right. What? 40. What? >> 48. See, I got 49. So, I'll put 48. So, 48 is our new total. Uh, our quarter. One quarter to go. Now we project and I'm sorry you have to go through it again and I'm going as fast as I can. Go back to your book.

143We want to project. Go back to page 22 because we want to project where can you be next quarter. So where can we be? So you're currently at 12 on the first one and we want to project where can we be next quarter? Can we make 15? look at 15 and see can you do you think you could commit the student outcome goals in the next three months? Could you commit those to memory? >> I think we'll try. >> We'll try >> memories like mine. I may have to have a tattoo on my wrist. So, I'm going to put a 15 if everybody agrees that we'll try and commit this to memory. Guys, you might not make it in three months. It might be six, but it's a goal. It's a goal. Okay, go to

144the next page. You have a one on that. Where can you be? Can you be on page 23? Can we move to >> uh a four by next time? You have GPMs adopted. >> Yeah, we >> I think you can move to 15. >> Oh, we're already 15. >> Yeah. >> Yes. >> I'm sorry. Yeah, you'll you'll be at 15 because we're I'm Yeah, >> we're maintaining. >> You're going to maintain because there's no higher go. >> I'm sorry, I didn't have the copy. Okay, on page 24, you are at a nine. Can you move to 10? Go look at that. What do you have to do? You're going to have to work with someone to come up with a theory of action. And then you already have done number two. You had community ownership

145through a community meeting of your constraints. So you just have one thing to do to reach the 10. Does everybody agree with that? On page 24. >> Okay. Then on number four, page 25, you are currently at what number? >> At five. >> A five. That's as high as you can go. So we can check that off. Go to page 26. You're currently at a one. Can we get to the next time? You will. It'll be three months before you can because we've got to have our time trackers track and see if you're at 10%. You might even move to 25%. >> So, is our goal to be at a four? We want to start there >> at a 12. >> 12. >> A 12. I think >> I think S will do a good

146job. >> Let's go to progress and accountability two. You're currently a two. Can we make it to a four? Now, let me tell you about this. >> We are a one. >> You have to get Oh, go ahead, sir. >> I think we had a one. >> Yeah. >> I had one circle, too. >> Oh, thank you. Yes, it's a one. >> We were missing evaluate superintendent in a park. on the result and progress towards student outcome goals. >> Okay. So, um to get to a two, we have to do what? >> evaluate superintendent in part in part on the results and progress toward student outcome goals and constraints using information with monitoring reports. So there it could be an informal evaluation in the next three months where y'all go into a close session and

147you talk with Miss Bionis about where do you think we are? It could be that. So that could happen but the problem might be uh it needs to be related to your self-evaluation. The second thing what we're doing right now and we know that's not till November. So, I think you could easily be at a at the two. I'm going to say don't try and be at the four because of staff use tracker. Let me explain that to you, Mr. Pionis. And I've talked about that. Staff use tracker means everybody in this room that's here because they're an employee, including your officer, any person that including it, anybody that brought food, anybody that cleans up staff time is tracked for a board meeting with their hourly rate. And it's time consuming to do this, so

148you don't want to do it but about one time. But the reason you do that, you do it for a month. So that you know some districts that we've done this before, guys, it cost them $90,000 in the course of a month because of all the people involved in getting ready for a board meeting. So let's just say I'm going to go lowend. I'm just going to make up a number. Let's say it cost seven grand for Miss Dena to put the board book together. If we take all the time Miss Anna, all the time that Miss Bionisa spends, all the staff, if a principal spent time on a report or if they came or if they sat here, every staff member and their amount, their wages are figured in. So, let's say it's $7,000

149a meeting and you had how many meetings this month? >> 13. >> Four. 4 time 7,000 >> 28 grand over a quarter if it's let me make it 30,000 so it's easy over a quarter three months that's costing the district $90,000 to have meetings. So the question for you would be could we have two a month so that we're saving that at least 30,000 over three months because or uh 10,000 over three months because when you do that that translates into money in our pocket where we can buy resources and we can pay staff. That's why staff tracker is important. You don't want to do it forever. You want to do it over a three-month period or even a one month period if if it's a pretty good indicator. Once she does that, and what

150I did when I did it, I sent out to each person, how many hours did you spend this month getting ready for board book? It was a shocker to everybody because you don't realize. Now, what happens while they're getting ready for a board meeting? What happens to their other work? >> Piles up. it piles up. So then they've got to go back or if a if there's some fire that has to be put out that day, board has to wait and then we have to rush until midnight or 1:00. I got an email from her at 1:00 getting ready for a board meeting. She was sending me information. It came across my desk at 1:00 a.m. When I opened it the next morning, I was like, "You should have been in bed like I was."

151But I know her job and I've been there till 2 and 3 in the morning. I know. But this is an important thing to do. But I would not suggest that you do it in the next five to six months. I would say give yourself some time into 2026. Even if it's next November, but start to plan how can we try and go to two meetings a month. And what will that kind of efficiency do for you and your life? because you have a life in families too and what will that do in their lives and what will that do in Miss Dena's life and the staff's life that's why this is important make sense so that's a goal on out so we're we're definitely not in column four we're definitely at column one still

152right on page 27 so that is a one. Okay. >> But our goal is to be at a two. >> Say it again, ma'am. >> But the goal is to be at a two. >> Absolutely. The goal is to be at a two for next quarter. >> Okay. Let's look at systems and processes. And I'm sorry I took so long on that long explanation. Uh on systems and processes, where are we? At a one. Can you be at a four by the next quarter? That's three months out. By then, Mr. Houston, Mr. Mata will have contracted you. We're going to know what we're seeing in time. So, I would say you definitely should be able to be at a four. Could you get to a 12? Look at the key factor. I'll point out to

153you real fast. Not having more than four meetings average over the the three months. >> Not having any meeting that runs more than three hours over the three months. >> Not having more than >> And here's the key. Number three, no more than five other topics at the meeting. You have to really get your agenda whittleled down. >> And then you have to have reviewed all your local policies. This is a hard one. All your local policies that pertain to board work. And let me tell you the area that you really have to we call this the policy diet. X policies. Anything that's an X that has been put in place related to board work, we ask you to rethink that because that means it's an exception. And oftentimes those exceptions um have come because

154two people on that board wanted to see this happen. It's just a special thing that really doesn't need to stay in there. Uh it's more important that you have the legal and that takes a long time with you not having an assistant superintendent to help you on policy. That's a kind of a waiting on thing unless you think you can get that done. So that has you at >> on 28. That has us at a one, but are we going to shoot for a four right now? >> Everybody agreed with that? >> And then advocacy and engagement page 29. You're at a current one. >> Can we get to a three >> where you recognize staff and students in a board meeting in the next three months? >> Yes, we have it planned for us

155September. >> Excellent. So, we're going to go with the three. Um, the um hard thing on nine and 10 is look what happens on nine. Bottom of the column, the board has led or co-led an LSG training in the community that y'all help. Now you did talk at the round table but this actually means that you might stand up and work with Miss Modionus and she has helped with the script or I can help with the script and you help present and it's practiced. I know that that's not everybody's forte, but there's somebody here or two or three somebody's that feel comfortable speaking in public that you could do that and it's just to help the public know about LSG. Could happen in a board meeting, could happen in a PLC. It's doable in the

156next I would say that's doable >> in November. >> You think by November we could do that? >> Yes, ma'am. >> Okay. We'll set that as a goal. >> Now, somebody total that I have, let's make sure we all agree. I have 15, >> 15, >> 10, and five. Did anybody else write down totals? I have 12 on accountability one. I have two on accountability two, systems and processes a four, advocacy a three, and synergy a nine. that what everybody agrees with. Some mathematician total it up for us. >> 30. >> Who did that? >> Speaker. Of course he did. So it should be more than 30 because we're at 48 the the week before the month before. 15 and 15 is 30 and 10 >> 45 >> 35 >> 76 >> Yes. 76 >>

15776 >> Yes. >> 76 guys. >> So, this is what has to be added up and signed and filled in tonight for me to send in before Sunday or you don't get your refund. questions on this. Do a seventh inning stretch. >> We're almost finished. Thank y'all. That has us actually right now. Re looking at your form. Notice it says the board is going to sign this. And our number of student minutes so far have been I'm going to have to go back and look at that. And we're going to vote for accepting this and sending it to the agency tonight. For and against. And I'm going to leave a copy with Miss Anna. I'm thinking she's doing it over here for me. And uh it'll be a signed copy that we can send in.

158Question. You'll be way proud of yourself. I don't know if you're as I hope you're as proud of yourself as I'm proud of you and proud of the work that you've done because this is not a small task. Now, this shows you we're doing the August report. I mentioned it's for May, June, and July. Your next is November and that will be for August, September, October. You'll do this again in February. We'll go back to November, December, January, do an evaluation. and then in May, February, March, and April. That's that's your quarters. Make sense? Next one. Here's how the commitment starts. Here's what I'm asking of you. We've already mentioned this, but you're going to evaluate yourself four times a year. Please stand if you need to. Absolutely. that your tracker is about measuring your

159growth, your adult behavior, and that that evaluation shows where your focus is. Miss Young said earlier, we're going to focus on, and that's it, improving student outcomes. This evaluation is to be in an open meeting. And then I already mentioned this, you can do it in a closed meeting if you need to to remind someone, look, you're asking the managerial questions. You're not asking the effective questions that help us grow. Then you could do that. Next slide, please. What's next for you then? that our two wonderful VP and secretaries start to fill out monthly a time tracker with Miss Anna's help or my help or whatever. That's who's we're putting on that. Now, the at the end of the month, if they go back and track for August, they can report that under LSG in

160September and talk about look where we are. one of them can report it or the two of them report together and that starts to help you guys get focused. It'll be submitted at the LSGU website that I'll send to Miss Anna. The you commit to doing your quarterly tracker. We've already I put that in there twice. Sorry. Um the LSD orientation that we scheduled back in March or April, we didn't ever get done. That's on page 29. That should have happened before the board election. It didn't. That could be made up. But all of you, if anyone else has not attended the two-day LSG training, guys, we've got to get that on the schedule so that all of the eight of you have had that. And then you remember, you're committing to do that every

161two years. That's that's another commitment. I already mentioned staff time tracker on what does it cost to have a meeting? What does it cost everyone to have a meeting and could that money be better spent on salaries, resources, etc. in mid 26 have another PLC or a town hall where the community and students it's described on page 29 um under both meets focus and masters and then I've already mentioned it I see some of you in here that I know could do it to co-lead in a community training so there's two things that you can think about next step on LSG Next slide. Okay. I think we're going to zip through this >> on that one. Uh you're going to leave a copy >> the one before. >> Oh, that you're going to leave a

162copy so that we can get uh a copy also. >> I'll send my PowerPoint to to Mr. >> Well, just just >> or just these things. >> This one that that Well, >> oh, on what's next steps? >> Yeah. >> Yes, sir. Yeah. Why are we doing all these reports all the way back to what we've said over and over and over so that we're focused on student outcomes? I'm not going to go through that. I know you're tired. I'm tired. And so, but that's the why. And the question becomes, well, a lot of boards aren't doing this. Why should we keep doing this? This is hard. Why should we do it? What's the question we should ask? >> Because it's good for kids. >> Because what? It's good for kids. >> Um, okay. It's

163significant. It matters. Yeah. And you said you would, but why else? Why? >> Because we have to make sure it focuses on our job, which is uh student outcomes. >> Are we doing our job? We know she's doing her job because she's here. We know she's doing that. We know they're doing their job each day or the district wouldn't be running. You wouldn't have kids in classes. But are you guys as overseers? Are you able to say we're doing our job? That's the thing. Other thoughts or questions before we go to the action items? I thank you. I thank you for the six months that I've gotten to work with you. Um feel like I need to give you all a group hug. I just really appreciate I really do. I appreciate you. I appreciate

164your dedication and it's just quite important to me to say that. Next slide is where we get to Final thoughts. Do not leave here tonight. Do not leave until you've signed two documents. >> We'll take uh >> another >> after we Yes, sir. on the action item. >> Yes, sir. Because it's tied to you getting repaid. I put Friday the 29th as a is when your business office has to have everything in my my invoice and the signed sheets. Um so, we are ready to take action. I'm ready to be quiet and sit down and answer questions if you have them. >> Okay, we're going to go now uh uh on appro in the uh on number five, right? >> We're number six. [Applause] >> Okay. Number six, se action items uh a uh discussion

165action to approve a resolution to adopt 2025 tax rate. Mrones, >> the recommendation is that the board of trustees approve the resol uh a resolution to adopt the 2025 tax rate as presented by Mr. Velasquez. >> May I ask a question, Mr. President? Uh I'm sorry, ma'am. Uh it was just my it was my understanding that we need to adopt the the budget first and then once we have the the figures for our budget then we adopt a adopt a a tax rate to to use how much taxes we're going to ask from our community >> legally you have to >> the taxes are like I mentioned earlier >> is there any way we can go >> we can drop but we can't go any higher the maximum >> after this >> tax rates for

166the interest and you the legislator says we definitely cannot charge any be >> that that's understood too. >> So it's all pretty much set. >> Well uh let me say why I bring this I bring this coming up. We had this issue some time back here in the board and I believe our uh we had uh we had um uh advice from our council and they said the procedure is that you know >> adopt the budget first. >> I mean we can >> I mean I mean that's that's what I understood. >> I I have one more I don't know Miss Magny's going to stay the entire meeting. >> Well, no. I'm going to I'm going to I'm going to move over here. Uh just make sure that No, I had already told the owners

167that we're going to let you go. Make sure you get the signatures uh that you need. >> Okay. >> But we're going to Yeah. Uh once we approve this, then we'll take a break. Uh get your the signatures. That way you can get on the road. And and so we're going uh now to uh >> F >> item uh J F >> F. Okay. August. Okay, your recommendation uh to approve the uh board's goals uh progress monitor. >> The recommendation is that the board of trustees approve the board goal progress measures or GPMs as presented in board training. >> Motion by Mr. Kus. Do I have a second? >> Second Mia questions, concerns not in favor. Okay, now we're going to to uh G discussion action to approve the monitoring calendar. >> The recommendation is

168that the board of trustees approve the monitoring calendar as presented in board training. >> Have a motion. >> Motion motion by Mr. Mata. Second. >> Second. Mr. O'Neal. Questions, concerns? If not, all in favor? His discussion action to approve the uh board time use tracker? Munes. The recommendation is that the board of trustees approve the board time use tracker as presented in board training. >> Motion by Mr. Mata. Second. >> Second. >> Uh by Mr. Martinez. Second. Questions, concerns? If not, all in favor? Okay. Uh discussion uh action item to approve update uh operator policies. The recommendation >> the revised >> okay your recommendation ma'am >> I'm sorry Mr. Spino so the recommendation is to approve the updated board operating procedures uh as reviewed and revised on July 28th 2025 >> have a motion >>

169motion by Mr. Ma second >> second Mr. All in favor? Okay. Jay, discussion action to approve the uh board uh uh self- evaluation. Money, >> the recommendation is that the board of trustees approve the board quarterly self evaluation that was completed today. >> Uh do I have a motion? >> Motion by Mr. Ma. Second. Second on Bonia. Uh, all in favor motion carries. [Applause] So, we're going to take a 5m minute break to get your signatures and >> Okay. Oh, that' be great. Yeah. Vietnam. We're going to go with uh action item 6D uh discussion to approve the final budget amendment for 24 25 school year. Miss >> propose an alternate motion >> for the uh >> I don't have a motion right now or >> we don't have a motion >> second and then

170>> recommendation. >> Yeah. >> Make a motion first. >> Uh measure your recommendation. >> The recommendation is that the board of trustees approve the final budget amendment for the 2425 fiscal year. >> Okay. And this is as presented by Mr. uh Velasquez during Monday's board meeting. >> So we're doing the D. >> Yes, >> we're doing recommending this one. >> Oh no. Oh, I'm sorry. I thought you had Robert. So Robert is going to present and then you all can make your motion. [Applause] >> Yeah, >> that's on the back. So we're moving the >> amendment is simply it's the current budget when they done uh for amendment number four you'll see those column has approved budget 24 25 the revenues were at 18,962,800 [Applause] >> and the expenses were at 20 million it had

171already been adjusted before You all remember that >> this amendment the one in the middle is a plus or minus we're adjusting revenues the local revenues of an increase we see more money and we project slightly more by 441,000 they proposed amendment to local and intermediate sources of 12 million the state funds they dropped some are different numbers that generated lower revenue from the state so we're anticipating that so we dropped it by 595,000 the 17th 79 which is other sources we got the loan and we and we had not booked the 1.2 million that we've talked about for. So that's the dollar number and that brings us to 612,000 combined in a lower cat >> on the 5800 estate program the negative 595 that includes um ASF funds and foundation funds right? >> Yes.

172Um on the ASF funds I saw today that I guess today there was a transfer from 2324 that was a negative 353,000 is that included in here >> also be adjustments that CA bring us communicating information to us our article will also take those into play. So that will need to be transferred into our 2526 or >> if it transfers in they'll do it as a settle up for us and we'll we'll uh we can recognize that it's due due from prior years and if it's not it'll have to be an adjustment backward. We will have to recognize >> that's going to be a negative on our on either one of our budgets by 353. >> Yes, it will be an adjustment. You're correct. So the total proposed revenue is for $21,419,560. Below that are

173the by function expenditures and we made some adjustments there because the line items have exceeded or we anticipate having to reduce them because the funds didn't get utilized. Now as I mentioned before, we got some bills that are not coming in just yet. As was Dr. I mentioned earlier is going to build on the 29th before the 29th, but we have to take care of this business. Okay. So, we're making some projections and we'll also have to accommodate those bills that are coming in such as the ones she's going to submit. >> That also brings it Yes, sir. >> She also mentioned that when she submits that we're going to get money, >> right? >> And it'll show up next next year in September. >> Oh, but it's money that's coming in. Yes, we if

174it's booked or or documented correctly from the from the agency that submits it, it'll be uh uh deposited in transit for this year. >> About how much money? >> I don't know. So, I I don't know that number. >> How much is how much? >> The reimburseable is up to 10,000 for this school year, >> but Anna has to submit all the documentation like like sent >> for the LG. Yes. >> Yeah. But we're getting something to >> Yes. Now, if you notice at the bottom, the total adjustment on on revenue on expenditures is only 900. It's an addition of 949,925, but the total amount there is now 21,4195606. It's the same. It balances >> 21 million, correct? >> I'm sorry. 21 Thank you. Thank you. 21 million. So, it balances and that's what we're

175bringing to the board. We want to finish with an balanced budget. We didn't have that before and again it'll adjust somewhat as these items come in. >> Now the 7900 the other resources that one.247 that is our that is a settlement money that we received. >> The it's it's actually $1,247 the first one. >> Yeah, that's 1,247. >> That's exactly right. That's a transfer that was made at the beginning and not booked. It's only money that was left in another fund and it was brought in but it was not recognized in the reports. Now I know in some of the reports that you had showed us you um previously you had an expense number for the settlement funds that we received >> and that was about 1.2 million something and that's the combination we booked

176it in here we added it it's I mean we've done account the dollar number and we added the 1.4 million that we got the loan for. >> So is that money expense throughout this? >> It's booked here in revenue and some of it may have been expenses. We all had a brief discussion uh and I don't know the exact number for that expense. >> So there were there was money used from the 1.2 million settlement in this budget >> may have been reimbured. >> Can you address that question is Robert? Well, I mean that money we received from the from the settlement, >> correct? >> You know, we haven't dedicate we haven't delegated where that money is going to. And back in in June, June 10th, I sent you an email with the memo and

177everything to add that item onto the agenda to properly disperse where that money is going to go. You know, that money was received in a settlement for a 2015 bond payment or or bond that was issued to build the schools, which at the time was voted on by the community >> to provide u new schools, upgrades to our facilities, right? And currently we cannot use the the um auditorium, you know. So that money should have been used or can be used to either reimburse ourselves like it was asked like was it was it was uh told to us and make the proper upgrades to the the facility. Right. So that money was never voted on by the board to delegate anywhere. I mean we're never told we're going to use 1 point we're going to

178use x amount of dollars out of the 1.2 2 million answer your question because I mean uh uh you talked to uh Jon Cruz about it. I talked to Cruz about it >> and go ahead and >> so in so in the discussions and a lot of the discussions happened in close session. So the discussion in close session was that we could reimburse ourselves because it's it's our money. It's it's uh it's money that the district had already put into the rehabilitation of Crystal City High School. Right. So, up until we could substantiate uh expenditures, we could reimburse the the district could reimburse itself, which the district has. The district has used that reimburseable money in terms of payroll. The district has one last project that we have to fulfill. We and it it's the

179pipe drainage that we have discussed in open session. We have one last project that we have to go and we have already provided a figure uh a dollar amount figure to you uh through legal that project it's our last uh it's our last uh project in terms of litigation is going to run the district about $380,000 360 380 depending on the vendor and depending on the extensiveness of the project. So that's the only project that we have that is pending. There is no need for the board to obligate the money because we are we are through the settlement process because we are still in litigation with uh with the construction uh vendors of the time. We we don't have an option of not to rehabilitate or not to complete the last project. The issue with

180this year is because of the financial constraints that the district was up against, we have had to continue using money. All of that money goes into our general fund. General fund money can be used for payroll. This is a conversation that it's we have to make sure that we uh obl that we meet the obligations of payroll and that we are ready for this next project should the project be scheduled for the fall which is which is what we are supposed to do. So in the new budget we've already obligated that work under and Robert will get into into it when he presents the new the budget proposal. It's already obligated in function 51. >> Well, I mean my understanding >> in terms of can the district reimburse itself? Yes, it can. As long as

181we can provide written documentation to the attorneys that we have already expended monies out of the local budget >> and I do so >> I understand >> are you are you finished? >> Yes. I understand that we can reimburse ourselves, but anytime money's moved within function within function and function, there has to be an amendment to the budget. >> Yes. >> And voted on by the board. >> Well, the board has never been told using this money out of the $1.2 million from the settlement. >> I have always been told that that money is sitting in its own fund up here in revenues. >> The money is sitting in general in in revenues in the revenue account. We've never been told x amount of dollars from that money is being used to and we never

182took action to reimburse ourselves. >> Uh I talked to one yesterday and he told me that uh we didn't have to have a meeting. When we had the meetings with the attorneys, uh they told us exactly how we could use the money. And you don't have to use it for for uh anything at high school, but we strongly recommend that you do something because we have another lawsuit against the architects and it's going to look bad if you put it all in it for something else. and and and >> and so as far as not having the meetings or whatever, >> there is >> uh there is no restriction on the settlement money. It's money that belongs to the district. The district can utilize it as a district needs it. However, we do have a

183responsibility because we do still have litigation pending and we are going into litigation as early as April of 2026. We have a duty to fulfill the last project. But us as a board have the d have have a duty to provide financial oversight as well. So knowing where that money is going >> is our duty. So I don't know what the discussion had with Mr. Cruz. Um I want a clarification with Mr. before we take action on this um to see what the actual discussion is because that money I mean my understanding with all the trainings that I've gone to every single time this this this um budget is going to be amended has to be voted on by the board. >> Yes. >> Amendment yes has adopted by the board. Yes. >> So moving

184moving money from item 79 to 2035 is a budget amendment >> moving >> this is a budget amendment. >> Well we're not being told that. I mean, this is the first time that we're being told and we're expected to approve this budget >> at the end of every fiscal year. We bring before the board our final amendment. This is where the district clean it. It it it just it goes through all its finances and it makes the adjustments that it needs to. >> And so all that money is already spent. >> It's already used already. >> Not necessarily. >> How much is spent >> specifically of the 1.2? I would not I would have to ask Robert to go into into the details of it. But has the district reimburse itself? Yes, it has. >>

185And who makes that decision? I mean, how can one person or two people make that decision? >> No, I'm not making by by >> how can how can recommended. >> We're going to be here all night. >> I want point of order, sir. I want a clarification before we take a vote from the >> Well, you don't have to vote. Uh there's a motion or whatever. >> It's a point of order, sir. I want to seek I want to seek clarification by the by the lawyer tonight. >> Uh I kind of agree along the lines with Mr. Martinez because I remember having a conversation with TEA when all this started and I remember when we had that meeting with TEA, TEA got after us, you know, cuz we weren't being fiscally responsibility. They I remember

186that they asked us the question, okay, why didn't you guys were paying attention to the the budget? I mean, I felt like, you know, I was being attacked by TEA. So, I mean, it's there's logic behind this. >> Separate. Yes. Yes, you're correct. There has to be accountability for for for us all, but your question is separate. It's up to you if you want to go back into close session. And legal is only in close session. >> Okay. Yeah. Uh let's let's go into close agenda. >> But we have to close out the gear. We have to close out the Let's go. Let's go. Uh >> well, let me see if he can see if he can see us. But you can hold us into full session. >> Okay. We're going to go back into

187close action. Uh You have to go into close session, right? >> Yes. >> I motion that we that the board of trustees >> Wait, wait, wait, wait, wait, wait. >> Word in here. >> Let me let me just get the thing to where [Applause] that first section. >> I know Betty has to read it into the into the record. No, it's on the >> It's on the other. [Applause] >> It's the first one. >> Yeah. I'm going to go ahead and and and uh as we go into a close action, uh the board will conduct close action in accordance with the Texas Open Government Code Chapter 551, sub chapter DNE, Texas Government Code 418183. We >> consulting with our attorney. >> Yes. >> Attorney. >> I think we need to put in with the attorney.

188>> Okay. >> And so Mike uh the recommendation is that so you need to >> you need to vote. >> Do we have a uh you do do we have a second? >> Second. >> Okay. Uh everybody in favor? >> Okay. It's 911. >> I'm devil.