001Open session. The time is 7:12. Everybody still present. [Music] [Applause] better to them on on on open session. Uh uh we have a presentation discussion possible action regarding adoption of the resolution approving the constituency legal service agreement with JCA law P LLC and general LLP and finding the need for submission of the contingency uh fee legal service agreement to the Texas general approval and request uh review of consideration. The recommendation is that the board of trustees take possible action regarding adoption of a resolution approving a contingency legal services agreement with JCA Law PLLC and GA LLP and finding the need for submission of the contingency fee legal services agreement to the Texas Attorney General for approval and request for expedited review and consideration. So move second motion by Mr. O'Neal, second by Mr. Cruz. Questions,
002concerns? Yes. The only thing I have is that the the way it reads in the agenda is there's a presentation. Are they going to give a presentation? Are they required to give a presentation? The fees is Mr. Wasn't that done? It's not necessary, sir. It's not on. Oh, I'm just saying what the members asking if it's if it needs to be. No. Uh, we had the president mandatory as for a for a vote. All in favor? I got confused now. Uh, 52. Motion carries. Okay. Uh item B uh discussion pos action regarding the adoption of the approval of a contingency for uh fees legal services agreement with JC a legal ELC and LLP Horizon board president to execute such an agreement for the purpose of pursuing litigation and cause of action. and potential recovery of
003damage against social media companies resulting from the student social media usage. The recommendation is that the board of trustees uh take action regarding the adoption and approval of a contingency fee uh legal services agreement with JCA law PLLC and G LLP and authorizing the board president to execute such an agreement for the purpose of pursuing litigation and causes of action and the potential recovery of damages against social media companies resulting from student social media usage. And this is based on the presentation made to the board uh in close session last week. Okay. Motion to approve. Move by Mata. Second. Second. Questions concerns. Not all in favor against. All in favor? So no passes. See uh consideration approval of the employment of new uh professional staff. The recommend the recommendation is that the board of trustees
004approve the employment of new professional staff as discussed and closed. Motion motion motion by Mr. Spinoza. Second second. Second by uh semi. Uh questions, concerns? Not all in favor? So no the consideration to approve the employment of new at will staff. The recommendation is that the board of trustees approve the employment of new Adill staff as discussed and closed. Motion motion by Mr. Second second by Sammy Houston. Questions concerns I guess miss does any of these positions close the any of the open positions that are posted online? I'm sorry. Do any of these positions are they intended to fill any of the open positions that are some of them some of them do and some of them will remain open. That's why I was telling her uh to tell Mr. Alvarado to update the to
005to on what we heard today on the advertisement clinic and he put it on on on the uh Mes will talk to you about that above New York. Okay. When your vote all in favor, no. Nope. Okay. 61. So we go seven uh consent action items. A considered to approve the uh minutes of the board meetings held on uh May 12 schedule. May 12 regular May 19th schedule. I don't know if you all want to approve the bills also on this motion. I move that we uh the board approve both A and B. Okay. Do I have a second? Second motion by Mr. Bonia approved A and B. Uh motion second. I mean in favor pass this. Okay. Number C. We're not going to take uh any action. Uh and then we go to action
006items. A discussion action to approve a donation from Rocky Bosquez. The recommendation is that the board of trustees approve the donations from Rocky Bosquez for the 2526 Starlet Dance uh team. And on page 192 of your board packet, you uh you have the um the email that was made to the district. It's a donation of t-shirts for a total cost of $657.66 6 cents for the Scarlet Dance and Miss Miss Gonzalez is here uh in case you all have any questions for the receipt of the donation. Any questions from Gonzalez? That's very generous. Sebie there. Not a motion. Motion by second by Ma. Questions, concerns? Not all in favor? 70. Uh on B no action see discussion action to confer approval of the uh open of the new pair professional position for P instructional A
007the sorry I apologize Mr. the recommendation is that the board of trustees approve the opening of a new paraprofessional position of a P instructional aid at Sterling Hly Junior High School. Mr. Mr. Alvarado uh is here in case you all have any questions. Uh the rationale is that we need to ensure equity. So if we have a a female coach, we need to have a male pair professional and vice versa. If we have a male coach, we should have a female pair professional uh to meet the needs of the students. So we're asking the board to grant us that one position. So this one will be advertised. Yes. If the board if the board should approve it. Yes, sir. Have a motion. Motion motion by Mr. Noa, second by Sammy. Questions, concerns? I have a
008question or comments. Yes, sir. Um, so if the the PE coach is a male, we advertise. We're going to say we need a female pair professional. Pair professional. And that's legal. Well, we're we're we're going to advertise for pair professional. We are looking for a female counterpart. Okay. not somebody that can do the job. We're going to use the word female. We need to make sure that we ensure equity to represent boy both boys and and girls. And again, it's because of uh if we have a female uh and there's a problem uh with the uh to address the needs of the students. Yes. E equally. Yes. Okay. This isn't this isn't to uh isn't taking the position of the actual position that's open, right? The PE position. No, that's a P uh that's a
009teaching position. No. Motion. Second. All in favor? Peggy? No. No. Okay. Okay. See discussion number nine going intoformational uh discussion items to support uh as of the end of the school year our district enrollment um our active enrollment on page 207 of your board packet was at 1559. That is our that was our active enrollment. And on page 206, our uh end of uh school year attendance was at 91%. So we held 91% uh for the duration of the last uh couple of marking periods. Are you going to keep the truent officers in place? Yes, ma'am. And then next uh is presentation of end ofear student data. Mr. Moreno will uh will present. Good afternoon, Matthew. Good afternoon. Thank you, sir. Thank you. Thank you. So, I'm going to go ahead and present our star
010scores for um for the year um from 2025, our spring star scores. I'm going to go ahead and start off with our EOCC's, our end of course exams. Um so, starting off, we're going to start off with English one. English one had an had an approaches of 58%. Um up 11% from last year. uh meets was a 40% and our masters was an 8%. English 2 um we took a little bit of a dip of about four points um and we were at 57% um meets 35 and masters at 3%. Um algebra 1 at high school we increased by 6% um to go to 67% at approaches, 21% meets and 2% mastery. uh bio our bio kids uh we took an increase of 5% um to make it 84% 42% at meetats and 2% at
011mastery. Our US histories took a little bit of a dip uh down uh four points to 93% 43% and 9%. And then our algebra 1 te our algebra 1 students uh took a dip of 11 to go down to 89% um with meats at 68% and masters at 5%. And one thing I want to make note of these of these scores these is these scores include all of our retesters um meaning you know kids who have previously failed and had to retake this the test um we those are these scores. If you want to flip the page to the next one. Uh our next page shows exactly the kids who are actually in the course um actively were in the with our teachers um every single day that they were present. Um so for English
012one again this is without our retesters we were up 14% um compared to last year with the same group uh the groups of kids to 70%. uh approaches, meets 53%, masters 10%. Our English 2 um we dipped a little bit compared to last year. We were down four um to 66% at approaches, 41% meets 3% masters. Our algebra was up 12% uh to 78% approaches, meets 24% and masters 2%. Uh biology um was up 7% to 87%. Uh, meats was at 45, Masters was at three. Um, our US history, there were no retesters, so that it it stayed the same. It was so 93 to 112. Hey, uh, is he in the room? He always does good. Yes, he Yes, he was. Yes. Yes, he was there. Yes, it was just a bigger class. I
013think it was only like four extra students that didn't pass this year compared to last year. He always Yeah, he does really well. Mr. Shiva does really, really well. Uh before I move on, um are there any questions either for me or for Miss uh Miss Houston on because we're going to leave high school and we're going to talk just 38. Before we go on, can you just give a quick explanation of what the difference between approaches and meets is so appro uh so approaches means that we are getting the students to grade level. Meets means we are on grade level and then masters means they're college and career ready. So that's how you could and approaches is um by TA is passing appro anyone that approaches is is passing. All right. You want to
014go down to the next one? Yes sir. To the red one. So we're going to go ahead and go into our math scores. Um I'm going to go grade three through eight. So grade three um took a dip of about four percentage points um to approaches of 72%. meets of 45%, masters of 12% at 12%. Grade four had an increase of 10% uh to 58% uh 27% at meetats and 13% and masters. Grade 5 had an increase of 10% to 54% meets 27% masters 10%. Grade six had a decrease of 12% to 50% approaches, 11% meets and 1% masters. Grade seven had an increase of 6% to 50% approaches, 33% meets and 9% masters. And then grade eight uh was we saw a decrease of 17% to 63% uh approaches, 35% meets and 8% masters.
015That was your math. Then we're going to move to the blue which is RLA. RLA saw an increase uh in third grade. We saw an uh I'm sorry, a decrease of two percentage points to a 69. Uh a meets a 42% and masters 17%. Grade four, we saw an increase of 10% to 70% uh at approaches, meets 30% and masters at 2%. Grade five, we saw an increase of 2% to 54% meets 35% masters 8%. Grade six, we saw a decrease of 3% to 58% meets 36% masters 12%. Grade seven uh approaches we had increase of 11% to 67% meets 32% masters 13%. Grade 8 uh we had an increase of 4 to 73% meets 34% and masters 11% and that was our RA reading language arts. Next is the green one and that's science.
016Uh science for grade five um had an increase of 5% to 59% meets 21% masters 6%. Uh, grade eight we had an increase of 12% meats 28% masters 2%. And that was our those are our science scores. And then our last one is our social study scores which we saw an increase of 3% um in our approaches to 56% meets 25% masters 11%. So overall we did see increases in in our scores. We did see a couple dips here and there, but overall, for the most part, we saw increases across the board, especially in our RLA. Um, we did see uh increases compared to last year. Are there any questions? The last part, you said you saw increases on the RLA. RLA. Yeah, we saw increases in R uh in 3 through 8. We saw
017increases in RLA. Um, we saw increases in science in both of the science tests and both and the social studies tests. Math, we took a couple dips in a couple grade levels. Uh, but we also increased in of the sixth grade levels, we increased in four of them. So, so Matthew, we're still Star, right? I'm sorry. We're still STAR. Yes, ma'am. Yes. Didn't make it through the Yeah. Yeah. Still, yes. As far as I know, um, it didn't get it didn't make it to the governor's desk. So, Star, we should be expecting STAR by the end of, you know, next year. Did we Oh, go ahead. Did we get our our district uh ratings? No, sir. Not yet. um they haven't been released. That will be when you know uh August. That would be along
018with the 2024. Uh I don't know about 2024, but I I would know the 2025 would they're scheduled to be released in August. 2024 is the one that's in litigation. So, we'd have to wait to see. This is not going to be in litigation. Oh, no. I mean, not not as already won it. So, yeah, probably not. Probably not. Matthew, I do have a question on the approach that you I guess take as far as teaching. Is the goal just to meet approaches or are we teaching at a higher level where we can increase masters? Yeah, the goal the goal should always be meets because me uh to I know when we talk amongst the teachers approaches to us really isn't at grade level. We want to get the students to grade level. So the
019goal should always be meets. I know when we talk when as instructional coaches we were always you know approaches is yes approaches approaches is passing but meets is the goal and especially cuz for domain three uh domain three is all about meets and masters if we don't get meets and masters then we won't meet domain three which is closing gaps like you got like you met doing the presentation or or what the principles like you don't look at like for example in the approaches to me how close are they to meet or how close were they? Yeah, that's so that's something that we definitely do especially throughout the year when we do our benchmarks. We typically try to go, you know, with this. Oh, yeah. For this, yes, definitely for this. Uh I know for
020example, I'm just going to use the biology cuz I was in the biology classroom. So I I went and I automatically look to see who were those five question kids who are about five to seven questions from approaches, five to seven questions from meets, five to seven from masters. And I know that's a practice that we've had in our district that's kind of been something that we've been doing these last couple of years. It's, you know, we kind of look to see those bubbles kids because next year, especially when it comes to domain 2 and the growth, we need to see to push those kids into the next level. Can we get some information on that on the July meeting just on the approaches? I mean how close to uh to me uh in a
021in a general presentation. Yes, we can work on that. Do we if I may Oh, I'm sorry. Sorry. No, sir. No, I didn't have a question. Uh I know that the word tracking is not a good word. It wasn't back then and I don't think it still is. at U. Do we follow each class from the time they take a test in third grade and then how they did in like the the current eighth graders in reading and and math? Do we see how they on a chart somewhere we see how they did in in seventh grade, sixth grade, fifth grade, fourth grade and third grade? because u I understand about trying to see what questions uh the case might be having trouble and if we just look at one year it might not be
022that indicative as to what they're having trouble with but if you go back uh and and of course you examine the exam that was given uh we can see maybe that particular class is having issues with one form of question and that all the way to third grade. Are we doing that? Yeah, that's something that we do. Um we do give out historical data. You know, we for example, even just for this meeting, I gave out last year's data to the principles. Um we use our eye station data as well to kind of help us out. Like so for example, we know in RA one of the main issues that we have is spelling. Spelling is something that we kind of have to address uh when it comes to that or in math it's typically
023fractions. Um, we kind of know doing that was we we track them along, you know, throughout the last couple years to see, hey, this this class has was struggling with fractions last year. They're still struggling with fractions in fourth grade. Next year in fifth grade, typically what we do is we also kind of get that accelerated instruction in the summer hopefully to get fractions. If not, we can make sure that we hit it in. Um, what does the district do for these individual or the students that are meet that are at the approaches? Um, you know, when I read through some of the definitions of approaches, you know, it describes a student that is almost a grade level but needs intervention. Mhm. I think a couple of years ago, you know, the district had interventionist
024hired, right? Does the district provide any of that or what's the plan for? We still offer interventionists. Um, now it's if the people have applied for them, that's kind of a a different scenario. And then I know at um high school we have classes uh especially in the master schedule this especially this coming year we're going to have uh ma uh classes in the master schedule to help address you know those retesters cuz typically for example like in English if they struggled in English one they're going to struggle uh you know they're going to get there in English too so that way they can help them out they throw something done like in tutorials. It's a tutorial. Uh, most kids. I mean, yeah. So, Reena has a a really good example of what of how
025we are addressing some of the questions that are at at the board table today. Just Reena. Well, everybody, but Reena has it already in her master kit for moving forward. Show it there or No, because it has names. Yes, it has names. Okay. So, um, we've got the data from eighth grade. Um, Mr. Moreno shared it with us. We, it's called the student portfolio. It has every test they've ever taken, which is STAR. Um, and historically, we see has a student, you know, passed or not passed or even in eighth grade. So, in the master schedule, we re we created some sections for retesters, especially because they hit us really hard in our percentages. As you can see, the first time testers, they're covered with the actual tier one instruction and with the uh interventions
026in the classroom. But the retesters are the ones that need that extra extra support because if they took English one in 9th grade, didn't pass it. They took it again in uh summer school, didn't pass it. They took it again in 10th, didn't pass it. They took it again in December, and then again in the spring. So that it's this child that hasn't passed it for five times that they've taken it. We really need to focus on these retesters and give them that support which is what we did in the master schedule for next year. So we're providing about four four sections and then she has two and then two. So about eight sections for retesters in English only. I also have for algebra. Algebra we have one but algebra we have smaller numbers of
027retesters. So, we're going to provide that support also through the master schedule Monday. Define support like one. It's I'm sorry. Go ahead. Go ahead. You were going to Oh, yeah. It's It's the actual So, it's the actual instructor. So, Mrs. Royce is here. Um, and she's in the master schedule. Let's say she has tier one instruction. We have a 100 students. So, we divide the 100 students into five sections. She has eight sections. No, seven. One of them is her conference. So the other two we give her small groups according to data. Those retesters she taught them this year. So it'd be good for her for next year. She knows where they're at. She knows what they need. We already did the data from 3, five, and seven. But we also have our other kids
028who are not that close that need that support too because those becomeers for next year and they hit our numbers again. So those kids are also going to get support with uh Miss Wman. I gave her four sections of just retesters which she did really really she she helped us with this year but um that's how we're providing the intervention for next year. That's the plan in the master schedule. LA last year I didn't have any sections for retesters. So it should really help them improve uh with the intervention. How does the district track their progress? I mean, you know, at the at LDZ and Beneath the Pot is, you know, we have I Stationation that tracks their math and and reading, right? What does the high school use and junior high use to to
029track their progress in their courses? We use unit exams. They're in DMAT. So, they they teach, they get a checkpoint, the teacher checks for understanding. It's a system we use where they put the unit exam in there and then we extract reports and then we see. And so if they don't pass the unit exam, does the teacher then go back and focus on that one kid? Yes. Or how does that mean? Do they stop teaching for the rest of the kids and focus on They differentiate. They they differentiate because they can't stop teaching the tier one instruction, right? So, as much support as they can get for those kids, they'll they'll spiral in, you know, and try to get whatever skill they didn't get and try to to teach it to them while differentiating. It's
030a I mean, it's hard work. It's for the teachers. It's it's it's a it's difficult because they're all levels. Also, in the master schedule for next year, we are we already broke it down by data. So, we evenly distributed. We don't have one that's heavy in in um in non-pastors, right? We gave them some pastors, medium, and then the really really So that way as they're doing the tier one instruction, the tier three, they can focus with that student a lot more in in the classroom. Is Mac like I Stationation, is it a computer-based test or is it a test on paper? No, it's a it's a unit exam where the teachers create it or Mr. Moreno when he was IC would create it. Um and then that's input in the system. It's a key
031that the kids test online and then they it generates a report. And then um at junior high there is still uh ice station still use ice station at junior high. It's really at a high school high school it own little monster. So you have to kind of address it with unit exams. And are there programs like Ice Station that can monitor and track high school students? And we we have at Ed atum. We're It's a It's a new one where um it's a diagnostic. Um we're barely starting it. We got We purchased it the end of last year. So hopefully this year we'll we'll see how it works, but it does help with the unit exams and all that DMAT data and also the historical data because the teachers get that too. It helps them.
032I guess I've heard of of a program maps and then do we have do we we had last year uh it was not a program that was recommended for this year for high school it didn't meet their needs so uh they're trying this new software out I know these softwares they track out they don't just track the course that track CTE programs and that as well right for CTE we have the district looked into I mean kind of using one for the entire district instead of just eye station and a separate one for high school. That's what kind of I mean I don't know if that affected us for anything. Uh in terms of I Station Ice Station because I stationation is so tight to TIA right now. We we will continue using it up
033to 8th grade. Uh the equivalent of that for high school is did not meet our needs. uh a lot of it was just the fidelity to the implementation of the software. This one seems to be working a little bit better. ISV in terms of CTE is CTE is is a is a uh the the monitoring of those uh programs and that those curriculums is is a little bit different from the way we track content. So we do need to have separate programs for different programs. more questions or uh either I have a question for Matthew. Uh yes, sir. M on on the uh on the summer school that you're running. I mean, uh which students are you focusing in the elementary and and so the ones that we focused on were the level three ice
034station um which are the ones that are a little bit below approaches so that way we can accelerate them to hopefully next year they'll they'll be in the passing. What do we used to call the bubble? The bubble. Bubble kids. Yeah. And uh like in the elementary I know it's uh what like what are they using or uh No, it's it's kinder through kinder through fifth grade. And about how many kids are attending it? Uh right now um we have 162 kids that are attending the full program. I calculated a little um this morning for just elementary it was about 74 kids. That's good. You had a good turnout. Yeah, we had a good pretty good turnout at the elementary like from 1 to 5. Yeah. Uh from one Yeah, that would be the elementary.
035The elementary would be the the would be the seven about the 70 70 kids and then the rest would be in the high school. High school. It's been it's been going pretty pretty good. Any more questions? If not, thank you, sir. Thank you, Matthew. Okay. the uh can uh permission item the test be policies the TASB policy update 125 it's first reading uh it does not require board action tonight so it's in case uh I mean it's here in case you have any questions better than that it's just it's on first read I have a question and I'm embarrassed to say I didn't even pick that up and read it but what is uh the new BDAA local officer and officials duties and what's changing there. [Applause] Robert the BB8 the very first one. Yes.
036So that one is the duties and requirements of officers in case you do decide to create committees. Um it it outlines a specific language of how many years you can be in that committee uh or how how you would actually go about uh the committee. That's the language that's new to this. Um and it and it deals with any committee that deals with specific board members uh in less than a quorum. Um so uh committees that you financial committees um student advisory committees even participating in the uh in SBDM um uh as long as we're not in the quorum uh you all can participate and it speaks to the language. Okay. Anything else on the uh policies? um BDA local Robert just just clarification this is policy regarding officers and officials duties and responsibilities of
037board officers. So what it does is that it's asking us in our policy to look at the sentence indicating that the board may assign a district employee to provide clerical assistance. Uh the recommendation is that we remove that section of that sentence because the superintendent rather than the board manages staff assignments including providing support to the board. So that is the change that is being recommended to be uh DAA local is the omission of Winston that's being recommended by Tesy. Yes. Any other major thing on the letter because it's too big too? Yeah. No. So this is first reading. It's first read only. It'sformational. Going to do three readings. Yes. Uh anything else? If not I thank you Robert. A motion to Thank you. Turn motion. Motion Sammy second. Second. Questions concerns? Not all in
038favor. Thank you. It passes. Hi.