Fabens ISD Board of Trustees October 15 2025 Regular Board Meeting

001Good evening everyone. Thank you all for coming to our October 15, 2025 regular board meeting for Fence ISD. This meeting is called to order at 6:30. Let the minute show that all members are present except for Mr. Flores. Mr. Spencer, you lead us with the pledge of allegiance. United States nation indivisibley and justice for all. >> Thank you. Our vision statement, working together, Faven ISD creates a positive and lasting impact through multiple learning opportunities. Our mission statement, all students of the district will be prepared to be successful lifelong global learners. First item on the agenda, Fments ISD superintendent updates and recognitions, presented by Miss Sophia. >> Good evening, board president Estrada, superintendent Dr. Segoia, board members and community. My name is Sophia Mariel. I'm the media specialist for the district and we will present a

002video superintendent update. First thing, >> helpful, >> motivational >> baller. supportive, >> dynamic, >> beautiful and lovely, >> super califragilistic esqueidocious is what she is. >> And that is only a taste of the wonderful words students and staff said about our fantastic four. October is National Principal Month and here in Favven ISD, we are proud to celebrate the incredible leaders who make our schools thrive. Every day, our principles go above and beyond supporting teachers, inspiring students, and building a culture of excellence and care. Their dedication shapes the future of our Wildcats and strengthens our entire community. To all our principles, thank you. You truly make a difference every single day. And speaking of tastes, this October we got to celebrate National School Lunch Week. Here at Favens ISD, we truly love our healthy, balanced culinary

003delights. We ask the experts which meals are the town's faves. Spaghetti. The spaghetti pizza nachos. Uh, cheeseburgers. Dori nachos. >> Spaghetti. Nachos supreme. >> Orange chicken. >> The nachos pizza. My red chicken. Orange chicken. >> Brought to you by none other than the best child nutrition staff in the land. Thank you for nourishing our souls and our schools. [Music] October is band competition time and with the change of season, our famous wildcat marching band has been going strong with their show entitled seasons change. On October 4th, they earned a division 2 rating at the EPISD marching invitational. And on October 11th, they brought home third place in class B in the award for outstanding drum majors. As the season changes and the notes keep coming, we're cheering them on for this weekend's UIL region 22

004marching band contest. Good luck, Wildcats. Keep making Favven proud. Career Day at Favven Middle School was a huge success. Thank you to all the professionals and organizations who took time to come out and showcase their work. From first responders to educators, television personalities, and community leaders, your story showed our students that the future is full of possibilities. Congratulations to Gabby Contreras of Favven Elementary for earning the 2025 Lonear Rising Star Award from the Texas School Counselor Association. Your dedication to student success and well-being shines bright across our district. Thank you for guiding, supporting, and inspiring our Littlest Wildcats. >> In first place from Favors High School, Jesse Ortiz, [Applause] >> Evelyn Hernandez. >> In second place from Fabins High School, Angel Gin. and your 24A girls district champion from Favorites High School, Alexia Martinez. >>

005A huge congratulations to our Feyen High School cross country team for their phenomenal performance at the district meet at Horizon Golf Course on October 9th. Our Wildcats brought home big wins. The girls teams battled with Alexia Martinez coming in first, Angel Kenyon came in second, and Evelyn Hernandez eighth, while Jesse Ortiz earned the medal for the boys team coming in fourth. The girls teams are the 248 district champions. And along with Jesse, they'll be competing at regionals on October 21st in Levik, Texas. Let's show them who runs this town. [Music] Thank you for that. Next up, next item in the agenda is uh the Wildcat mascot and the mascot shirts. We would like to thank Elizabeth Nunes and Mariel Gonzalez for leading the Wildcat mascot fundraising initiative and the t-shirts that we got for them.

006This uh creativity and school spirit has been instrumental in engaging with our students, our families. The the new Wildcat shirts have been a great success, you know, and they they look phenomenal on our mascots. So, you know, it helps promote um campus pride in our student activities. And we really like to thank both of you for representing this Wildcat spirit. So, well, I'm not sure if uh Miss Gonzalez is >> Miss Gonzalez, would you like to over here, please? >> And then I don't see August. I think she was going to be here on behalf of >> Thank you so much for doing what you did. I don't know if Samador would like to say a few words. And This is an absolutely phenomenal community. I want to thank everybody that had pitched in for

007the mascot. That was just a great gift to our school. But we still have parents that follow up. When Miss Buddy showed up, she's like, "I have shirts for your mascot." We were so excited to see that. So, the kids were sporting them this week. They were really happy. They look so great. We thank you so much. [Applause] Thank you. >> Thank you. in the middle. [Music] >> Thank you. [Applause] So, as we saw in the video, October is National Principal Month, and we proudly recognize our principles. Their outstanding campus leaders, their vision, their dedication, and their care set the tone for success in every single one of our schools. Thank you. A huge thank you to our principal. So at this moment I would like to call up Miss Amador. I know Miss Ro

008isn't here but Miss Bullard. Okay, she's not coming up and um Miss Brashier and Mr. K. [Applause] Thank you very to step a little bit. Perfect. >> Perfect. Thank you so much. Congratulations. [Applause] At this time, we would like to recognize our custodians. On October 2nd, we celebrated custodian appreciation day. Our custodial staff are the unsung heroes who keep our learning environments clean, safe, and welcoming. We thank all of you for your hard work and commitment. It doesn't go unnoticed. Thank you for everything that you do. So at this time, sorry principles, you just sat down, but you would like to come and join me so we can do your your stuff. I'm u So for uh Pence Elementary School, we have Olga Lei Dominguez. She's here. Cecilia Flores, Lup Romero, Gonzalez. [Music] Okay. So,

009if you wouldn't mind Someone else there. [Applause] Next we will be celebrating O'Donnell. Romero Diaz, Tina Alvarez, Rosala Dominguez. [Applause] Gracias. >> Ready. Nice try. >> One more. Thank you. Thank you. Thank you. [Applause] So, Mr. Cla is going to announce his custodial staff recognition. >> Good evening, Dr. Ziggoia, board president Shrada, members of the board community. Um very excited here to celebrate our awesome custodians from Fabins Middle School. Uh they're a crucial part of our mission. Without them, the students couldn't learn. The school couldn't function. So I just appreciate everything that you guys do and we know that that nothing no learning would take place without you. You guys are the foundation. So our first uh our head custodian uh Miss Lydia Chavez. [Applause] Miss Maria Himenez, [Applause] >> thank you. Ready? Ready. Ready.

010One more. Thank you so much. [Applause] >> At this moment, Miss Amador will be recognizing her custodial staff. My custodians got a little shy about coming in. I had one that was out. One said she was shy about coming. And then the other two said, "We're shy, too." So, I told them, "All right, I'm going to recognize you regardless." At the board meeting, I have a very hardworking crew. We have not only the custodial needs, but we have so many events on our campus. Uh, from, you know, today we had SAT testing. We had maintenance and all custodian come out and help us set up for SAT testing. We did throw them a breakfast and I got some got them some gift cards. They're they're very greatly appreciated and they know this. So, I'd like

011to give hands up to Fernie and Helen and Miss Booker and Mr. Adio. They are a vital part of my campus that they're wonderful. [Applause] Thank you so much, Miss Amador. I would also like to recognize Vir Rebecca Rubio Tjo and Arvid Stoello, who are not here either, but thank you so much for everything that you do. [Applause] Next item in the agenda, it's um next week. Actually, we're a little bit ahead of the game. It's a school bus safety week. We're a little bit excited to see what Mr. Ugarte is going to prepare for this one, but for today, he has certificates. Hello board president, Dr. Seoya, the rest of the board, my beautiful fab community, people that are here. Um, just wanted to it's it is next week. It's National School Bus Safety

012Week. So, we always celebrate. We try and do trainings here and there. Uh, begin. So, it is beginning on the 20th. It's the whole week. So, beginning on Monday, we are going to have a little pumita. I'm going to grill some aracheteras for for my staff. Uh, so that'll be that'll kick it off and then we're going to have a couple of trainings that we have in store. So, um, so today, you know, some of my staff was able to be here. We're going to recognize them and give them some a certificate beginning with the person who is after me all the time and keeps me keeps me on the line is [Applause] Mr. Diego. [Applause] >> Thank you, Miss Olga Gonzalez. [Applause] Hi, Mara. [Applause] Thank you. Javier [Applause] and that that's the staff

013that was able to be here today. Thank you guys. [Applause] Thank you, Mr. Roth. >> There you go. >> Ready? Thank you so much. [Applause] >> Thank you so much. We will be adding uh item 2G to uh next month's agenda. H but we're going to finish. But last but not least is uh we're going to celebrate National School Lunch Week. You saw a little bit about that in the video. There is a standalone video. If you you know follow the Savings ISD social medias, you will be able to see all the in all the accounts and um child our child nutrition team continues to provide nutritious balanced meals that fuel our students for success. Their teamwork, creativity, and care makes a a daily difference in all of our schools. So, um having said that,

014Miss Lucero Okay, Mrs. Sio would like to say a few words. Good afternoon, board president, Mr. Dr. Seia, board of trustees and community. This is the first year that we get to celebrate National School Lunch Week while we are in session. So, I'm very excited that I can get to acknowledge my staff. Um some of them are here and and others couldn't make it. But we're very excited that we're able to celebrate them. They are very hardworking. They're the ones that ensure just like our custodians that are um our kids s are successful in school and that they're fueled every day and ready to learn. So first of all, I'd like to introduce Alicia Tejo from Fabins Elementary and her staff. Thank you. >> Thank you. Thank you. This is our elementary staff. Thank you

015so much. We are missing one decided to put in here. And next we have Miss Joanne Olivas who is at Odono intermediate and I believe u her staff were not able to come today. >> All right. [Applause] Thank you. [Laughter] >> We're with you, John. >> Beautiful. [Applause] And next I have Miss Gloria Vasquez at Fabins Middle School, my OG of food service. [Applause] Thank you. >> Thank you so much. Very good. Very good. >> Thank you so much. Next, I have Miss Annabelle Himenezo. She is our Fabins High School cafeteria manager. But just like Miss Amador, all my staff at high school are very shy. So I don't think I had anybody coming in today as well. And last but not least, I also have Fabian Fes who was not able to come as

016well. He is our accounts payable clerk and he does have many duties as a site. So he's uh does commodities and does everything. So without any of this stuff, we I don't know what we would do. So, it turns out that we did have one more um Miss Gonzalez is actually here among the staff. So, and can I have Favven Elementary come back up so we can take another picture with the board, please? >> And that's it. Take a turn. >> Thank you so much. Thank you so much. She said, "I say [Applause] Sir, do we have any police sign up for open? >> No, sir. >> At this time, we'll skip the communication and visitors. Next item on the agenda is 2025 2026 new hires presented by Miss Uncle, director of human resources. >>

017Good evening, board president, Mr. Estala, uh, superintendent Dr. Segoia, board of trustees and community. My name is Polano, director of human resources. And this evening, it brings me great pleasure to um showcase our new hires for this month. We have Miss Marton, food services. [Applause] [Music] And then we have Miss Crystal Pekco, instructional aid at Favens Elementary School. and Miss Jonathan Rosas, counselor at Alona Intermediate School. Welcome. Ready? Thank you so much and welcome. [Applause] >> Thank you. >> Our next item on the agenda, our consent agenda presented by Dr. Roa. Good evening, President Esta, board of trustees, colleagues, and community. At this time, the administration recommends approval of the consent agenda as it as presented in your board book. Do we have a motion at this time? >> Motion. We have a motion by

018Mr. N. Do we have a second? >> Second by Mr. Morales. Is there any further discussion? We now proceed to vote. All those in favor say I. I I >> motion passes 6. Thank you. >> Next item on the agenda favments ISD 2024 2025 accountability rating update people participating Mr. Monero Daku Dr. April Galaris and campus administrators Good evening, board president, Estrada, Dr. Segoia, and members of the board. My name is April Galarise, and I'm the director of federal programs and initiatives. I'm here to give um a presentation on the district accountability ratings. Um as you recall last month, you had an opportunity to other campuses um give a presentation on their individual campus accountability rating. So I'll start off with our district ratings for 2024 and 2025. So you'll see that overall from 24

019to 25 we did have a twopoint increase from 74 to 76. Um across all domains we did see an increase as well. The only decrease that we saw was in closing the gaps and that is at our high school. Our district accountability rating is based on percentage by campus. So it is crucial for us to focus some of our interventions and supports at the high school specifically in closing the gaps with our special populations so that we can increase our overall rating. Next we have domain one which is student achievement. Um here I have all tests and all subjects. If you notice I have the approaches the meats and masters which are our performance levels for our student tests. At the approaches we do for all student subjects all tests at 67% followed by 37%

020for meets and 12% for master. You'll notice that um from 2021 all the way to our last year administration there is an increase on performance. So our our students are getting back to where they were at previously um prior to co um and then you'll notice at the bottom I did include our different subjects and the performance levels for coaches meets and masters by subject. Um, as I worked through the calculations, I did see that our reading language arts is probably the one that's scoring the highest right now. Not only at approaches, but at our meets grade level because that's where we want to be essentially. Next, we do have a regional comparison. And to be fair, I did include some of the um demographics on there, specifically the population, right? Because we want to

021compare our district with similar districts um in terms of population percent equal disc and then our English language learner and special education. Um as you can see we are slightly above uh Sanelli ISD. Um and then slightly below Toro ISD. Um I do want you to recognize that we do have a high percentage of economically disadvantaged. Over half of our student population is emerging bilingual. Um, and even though that we have seen a decrease in enrollment, when we compare to other districts, our enrollment is actually pretty stable because the high school has a model within a schools within a school. We have our PEK program, we have our early college program. Um, the access for our students is a lot easier than some of our other campuses that than some of other regional campuses. So

022we do have a high percentage of students that are enrolled in the early college high school program. Next we have a state comparison for all assessments at all performance levels for coaches meets and masters. Um we are below the state in all subjects for each passing rate is things that we are working through and uh we do have a last slide where Mr. who will present some of the initiatives and interventions that are taking place to be able to close those gaps not only at the regional level but at the state level. So you'll see that the approaches level that ISD is below the state almost 8 percentage points um from 67 to 75% right and then our largest gap is in the science from 64 to 78%. I think our greatest disparity will be

023at the meets grade level and as it goes higher in performance the disparity actually increases. So I mean in our goals we want our students to be at the meets grade level. Um next I'll have the progress on our house bill 3 goals. As you recall, at the beginning of the year, we presented the House Bill three um goals, and now that we have data, we can actually see how we're performing. So, I did want to include how far off we are towards meeting some of these goals. So, for third grade math and RLA STAR, um we increased 11%, we increased 11 points, so it leaves us now at 31%. We're about um 19 points away from the target. These goals are in effect till 2029. So it's actually pretty doable because we'll see like

024about a 4 point increase per year. And if you notice on the first slide on domain one, we did see that right from 2021 to now we've seen that progression and increase in points. So I do feel that this goal is doable. Um for the third grade um meetings grade level standard for star reading we've increased 15 points to 46%. So we're actually only five points away from the target. When we're looking at CCMR we had um predicted 97% so we're 10 points away from the target but uh the high school will present their plans I next month um to let you know how we will achieve that. And for closing the gaps, um, we specifically focused our our emergent bilingual population. So, you'll notice that we did have an increase of seven points. That

025brings us to a 31% for STAR math. Uh, we're still 14 points away from the target, but at least in the STAR reading assessments, you can see that we have exceeded the target. We've increased 24 points to 44% for the MET's grade level. So that goal has been met. Um as we assess the kids this year, we can revisit these goals and see if we need to make any adjustments, maybe align them more to the regional meets um standard or the state standard. Next, we have graduation. For accountability purposes, um the state will allow us to choose between our four-year graduation rate, fiveyear graduation rate, or six year. The highest in this you can see is a 93.9. So that score is what was used to calculate our domain one student achievement. When we're looking

026at the fouryear, it's kids who are actually on cohort. So we had a total of 146 students in class who were on cohort and that out of those 123 actually graduated. Graduation similar to financials works one year behind. So this data that I'm reporting is from the class of 232 24. All right. Then next we have the actual CCMR data. You'll notice that the majority of our points are actually coming from TSI reading and math. That is the string. Um and that is because we have plans to where we test our students um like every other month. And then we also have an increase in the level one and level two certificates uh through our PEK program and then an increase in our industry based certifications as well. Then next we have domain two school

027progress. Um I did want to highlight like the two different uh areas of school progress. So we have our academic growth right and then we have our relative performance. Our core academic growth is in the subjects of reading and math from third grade to high school EOCC. How the kids are making progress from one assessment to the other. The only reason we choose reading and math is because that's the only assessment that's available from third grade to EOCC. You'll notice that the highest percentage points for academic growth are coming from Mono Intermediate. So we are seeing the effects of having the third grade class move over to their uh campus because then we have a higher denominator now and a higher number of students actually reported and making progress for relative performance. Um, in the

028calculation, we get all of the domain one student achievement score along with our CCMR score. And then we line ourselves up with campuses that are similar to our campus population. As a district, we want to be higher in academic growth, okay? Not necessarily a relative performance because then they're just plotting us with similar districts. We want to even outperform the districts that don't have similar demographics to us. Um, for domain three, closing the gaps, it's really looking at all your data at the meat's grade level. Specifically for the district, since we don't get an individual closing the gap score, it's an average of all our campuses. Um, I just wanted to include our tast data. And if you notice, we're a little under 50%, it's around 48% for TL class. And this is the green

029graphic that I have there is actually your component, right? It's all of your TP class domains combined. Talpass again, if if you recall, is the assessment for um English language learners, and it's um assessing their proficiency in listening, speaking, reading, and writing. I did include each specific domain just so you can see which one is making the most gains. Um, and you'll see that it is in listening and speaking. So that's just the run sorry um an explanation of domain one to domain three for the district level. But Mr. still is going to present the interventions that we're doing as a CNI team. So we can have that slide back the last slide. >> Thank you Dr. Giz for for sharing our district accountability report. Uh good evening the board president Estrada superintendent segoia fapens

030ISD school board members fapen's audience in attendance and fapen's community. So we do have as we look at the data we have our work cut out for us but we I I am very excited about this year and working not only with our internal team here at the district level but working with our campus leadership team and teachers as well. But we do we do have an outline here for you of five bullet points that we're launching off and things that we have in place as we continue to to work towards uh not only increasing our student achievement and closing the gaps but we also just working in terms of getting our kids to uh be effective in in all aspects of their learning here in our school community. So the first uh bullet that

031I want to share with you is our district and campus leadership coaching. Uh through our partnership with the education service center region 19 we are launching off in the Texas instructional leadership framework. It's a district it's our our the people involved are our district CNI instructional programs coordinator at risk coordinator our testing and accountability director our special education director. We're tag teaming with each of our campus leadership teams from principal to assistant principal to our instructional coaches and ensuring that we're coaching not only for the sake of undergoing through the process but really impacting stu teacher practice. And the way we're going about that is ensuring that through each classroom observation that our internal team here at the district tag team with our with our campus leadership team. The goal is when we walk into

032a classroom, what could we provide teachers in terms of feedback? Something that's going to be bite-sized, measurable, and high leverage. So, we always look at creating little action steps for teachers that are going to pace them and scaffold to bigger learning as the year progresses. So, it's a big task, but in talking to campus leadership teams, they've scheduled themselves to where observations in the classroom are going to be frequent, and they're going to allow us to really work closely with our teachers. And now once we go into the classroom and provide and conduct that observation, then the team that goes in there to assess that the teacher practice, we go back to the table to uh to a whether it's an office or a table there in the campus and we calibrate. What that means

033is we each go ahead and share our feedback and then we decide as a as a team what is going to be the best action step for that teacher at that given moment. So, we're not looking at the full uh we there might be a range of things that we may be looking at. We we decide on one action step that's going to be best for that teacher at that moment. The campus principal, assistant principal and instructional coach then work on creating a coaching script. Now, that coaching plan, they then develop it following a process of protocol that that we have in place. Now, through that protocol, then they'll meet with that teacher, right? uh meet with the teacher, provide the coaching session and they report that coaching session. Now, as part of the process

034of coaching, I as uh I get a chance to view all these coaching sessions and then go back and coach leadership teams on the campus on ways that they could continue to to uh uh execute their coaching plans. Now another part that we integrated into the system is after the teacher is coached then we also provide an opportunity for us to go and that that campus leadership member whether it's the principal assistant principal or instructional coach to go and watch the action step live in the classroom. So I've been receiving uh those uh clips from from the leadership teams at the campuses showcasing that the action step is implemented and that the continuing coaching continues uh as as the year moves along. So, we do have scheduled dates with each campus uh formal dates that

035we have on our calendars where we're where we work with teachers and we're really just looking to impact teacher practice and support our teachers across all grade levels. The second thing that we've been working on diligently this since the summer and up to now is academic strategic staffing. So, what does that mean? It's basically an opportunity for us to ensure that our teachers are strategically placed in the in the right place due to their high abilities in the classroom and ensuring that our students have maximized their opportunities to be successful. Right? So campus and district leadership have convened to properly address all matters academic and strategic staffing teachers to optimize their craft. Right? So leading to positive student results in conversations with our student leadership teams. The motive for for this is fairly simple. Continue

036to support teacher practice where teach where we we meet teachers where they're at in the classroom and at the same time continue to refine skills uh skills and expertise that the teachers have and all with the with the interest of best serving our students. The third piece is a mission that uh has been in in practice a mindset since this summer is investing time in classrooms and PC's. So, one of the first things that we did here internally was uh our CNI department is in a is a relatively small one. It's myself and Miss Flores, but there are very powerful people within our within our team here internally. Uh so, Miss Deman, Miss Dan Flores, uh Miss Dr. Galabiz, Miss Ronnie Flores, myself, right where we've been tag teaming and going into campuses and working

037closely with their campus leadership teams and through that we've been able not only to invest time in classrooms but PC's and so part of that mindset has been also to uh continue to provide the best prof uh professional learning communities for our for for our staff right for our teachers and through walkthroughs that we've been doing is once we go in as a team is we right away we meet that same day and provide feedback right on the spot that day to teachers, right? So that it's not something that they're waiting on. And just feedback that we receive from from our teachers is yes uh our doors always open but uh give us give us your thoughts. Right? So we to honor their uh their requests on the spot. we give them their feedbacks and

038we continue to just work uh there's a lot of work that's happening currently at each of the campuses through PLC's right so uh Miss Law for example who's our lead when working with our campus instructional coaches she developed a year-long schedule with with her coaches at each each campus and they have target points that they're meeting during each nine weeks. So all these pieces all all these target points that we're expecting to see in the classroom our instructional coaches then are responsible for uh providing that training to our teachers so that when we walk in the classroom right if it's something that we need to refine or we see it that it's really strong right if if what they're being provided during their planning times right and they're executing it in the classrooms right we're

039able to intervene if if extra support is needed or we're able to continue is strengthened if those action steps or those or or those uh professional development trainings are being offered and we see them successful happening in the classrooms. Our student growth goals that is a big piece to our school district. Each campus continues to evolve methodologies and ensuring teachers have student trackers to provide teachers and students with the opportunity to see where their learning gaps for students are meeting. So, uh, walk onto a campus, students, if you ask them how they're doing in a particular lesson, our campus leaders have developed with their teachers trackers that allow students to know where they're at at a at a given point. Right now, uh, it's a it's a process that continues to be to evolve, right?

040Student trackers. But not only do they help teachers kind of gauge where their lessons are working because they're able to see whether if most of their students are being successful, then maybe I don't have to go back and retach. Maybe I just got to provide a little bit more interventions to students that are maybe not understanding or need a little bit more uh one-on-one time. Now if we see that most students are not grasping a concept then that's where we might uh where the the feedback would be to retach or a teacher will retach at that opportunity. But these uh student growth goals are individualized data that that our teachers are able to make instructional decisions on based on what they see and how they see their students progressing in their classroom. And finally uh

041this this upcoming uh Monday is going to be as our nine weeks our first nine weeks came to a close we're we're uh in our district calendar we do have regular data meetings with each campus. Now what does that mean? After a nine weeks we're going to go back and we've asked our our campus leadership teams each of our campus leadership teams to focus on four areas in our in our Monday's and this upcoming Monday's meeting. The first is what were the results of your nine weeks assessments? How did kids finish off that nine weeks? What interventions do we have planned for the second nine weeks? Uh what did attendance look like? And what did discipline look like during these past nine weeks? And then any coaching updates that our campus leadership team has in

042place this upcoming term. Right? So those are the four things that each of our uh campus administrators will be uh uh presenting to us on Monday as an internal team. And the whole idea is uh placing us all in a room here at the internal team with our campuses and all of us working together to ensure that our students are given the maximum opportunity to be successful in the classroom. But those are our five target points. Are there any questions regarding the information that Dr. shared or any uh information regarding our our plans for this upcoming school year. >> Question. >> I have a question. Um how is your your leadership campus leadership coaching going at the high school? >> It's it's pretty intense and the reason I say is high school there's a lot

043of moving parts, right? So part of the excitement, right? And we're going to actually be meeting again with them. We're going to be doing a second round this this next week, right? It is fairly intense uh due to it's it's a small administrator. It's a it's two administrators and an instructional coach and they're moving fast, right? It's a high school's >> it's happening high school, >> but they are the conversations are happening. The we we I I know it's been after this first round. It's my mindset to be uh as present as I can in that process because I know that writing a coaching plan for example does take time right and for the high school administrator or for in that case even any of our other administrators to set aside time it becomes a

044bit more of a challenge but we did uh we do have strong structures in place and it's just now going to the implementation phase of this process. I asked because um was the other schools I think it's a lot more a little more easier to to teach and stuff. High school is a whole different deal with high school and then that's one of the most important ones cuz that's when they're coming out into the real world. So that was my question to say how that was going at the high school like you said that you have um what is it two coaches? >> Yes. Well, we have the two coaches are the in the the AP and the principal and also the instructional coach. >> Okay. Um just because I was well going back to

045the information that the college career military readiness um with the med SAT criteria the percentages here um I I know that they took an SAT today. How when will we know or how how are we gonna like know a little bit more if they were prepared or how long does it take to get that percentage back for this one >> just because I I see them and it's a little low like it's a little low and um like I said it's high school and they're get they they need to start getting prepared for the real world for the the real thing that's going on for college for anything or maybe not everybody's ready for college but for the um the careers, your CTE, your certificates, anything. So that's my question. How from here by seeing

046it, we have ACTs. Well, that one was a 0%. The other one was a little uh a smaller percent, but still I think that that's just something that's important for us to look at and to see what what is your set what is your goal on there? What are you going to bring to the students in that area? >> Okay, I'm just going to give you a little bit of of feedback on how to read the chart because you'll find that some of our seniors will have more than one CCMR point, right? But they only qualify. We can only give them one. So sometimes they've already met the TSI, right? And the majority of our students, they end up going to college in Texas, right? So they don't require them to take the ACT, the

047SAT. The reason that we mainly offer the SAT, yes, is for equity, right? But also because aside from this, an extension to our accountability system is a post-secary readiness. So a district can qualify for a distinction and we get points just on participation for SAT and PSAT. In PSAT then the kids do have the opportunity to apply for like national merit scholarships. Um but to answer your question the scoring will come in within a month. >> The kids will have those scores. The SAT does allow for retesting. So if a student is going to a school outside of Texas then they have the opportunity to retake that college exam again and the university will take the higher score except they'll have to do it like on a Saturday. If we give them a waiver, they'll

048go to another campus in the region and they'll take the test. >> Okay. Yeah. Because um well, I've heard that the SATs they were going to bring them back or anything like that. So, it's just something that I would like for our students to be ready no matter what if it is needed or if it's not needed. It's just a little challenge for them to get prepared, a little more prepared. So, that was my question on that. But thank you. >> Any more questions? >> No further questions. Thank you, Mr. Duo. Thank you, Dr. Gabis. Thank you to your team, Mr. D, as well. Thank you. Next item on the agenda, El Paso County Sheriff's Office School Resource Officer presentation presented by Sergeant Akuna. >> Good evening, board president, superintendent board, and our community. Uh,

049thank you for giving me the opportunity to come out here and talk to you about our SRO program. Um, I wanted to take this time to really uh cover what it is that the school resource officers do give to the campuses and to the community. Uh, first and foremost, um, it's in the name. They're they're a resource for the campuses. They're not there solely for law enforcement presence. Uh, they're mentors. They're called upon to be counselors. Um, they take lead in the summer program for the credit recovery for the high schools. And the big emphasis on that summer program is that this is typically the community of students that needs a little bit more one-on-one time with the school resource officers to build that rapport so that when they see the officers, when they have

050incidents on campus, they already know the officer. They're it's a familiar face. They're not dealing with a deputy that's off the street that they've never met with. They have that familiarity with them. these school resource officers that you have, they go through a vetting process. They request to be placed in a school-based environment. And after the vetting process, we pick those that have the personalities that we feel will best suit uh working with students. Not everybody is uh made to work in the school environment and we um try to find the ones that'll work best. Not just in the schoolbased environment but at the grade level to replace that. You know, uh the school resource officer works in conjunction with your school administrators. Uh our goal is to provide a safe environment that is conducive

051to learning. We know that a student that feels safe at school is not going to be worried about what's going on. They're going to focus in on school work and their grades will improve. Additionally, working in conjun in conjunction with your administrators and with myself as well, uh we handle cases um specifically on a case-by case basis. So, what that means is if you have a deputy that comes in off of the uh streets, um they may not be aware of how to handle a uh student in in crisis, a student that's going through a hardship. uh they're going to go based off of what the letter of the law says. The law says that they broke this rule and this is the penalty for that. With the school resource officer, we have that community

052that has communication and our goal is to do whatever we can um within our ability to give them an opportunity to maybe um forego prosecution in certain cases. uh alternative plans. Um that is the benefit that we have with our school resource program more more than anything else. Um your students start to familiarize themselves with the school resource officer. A lot of the um tips that we get are from the students going to the resource officer and flagging them down. Um, we're we're very lucky to have a close-knit community where a lot of your school resource officers intermingle between campuses and um they're familiar faces that you know helps us whenever we have these situations. Um I think a a large um emphasis has been on the mental health peace officer certification that a lot

053of these SRO's have. Uh mental health is is upfront in a lot of the uh campuses. We've been dealing with a lot more of an increased uh mental health crisis call ever since postco uh we have seen the sharp increase and one of the benefits is that you have a um mental health resource already on campus. Um I wanted to emphasize a positive um impact that we had just recently in your campus. Uh less than a month ago, our school resource officer here in your campus was flagged down in reference to a student that was experiencing a mental health crisis. Um the information was relayed that that student had access to a firearm and within 3 minutes of the resource officer being flagged out. They identified the student and they took him into custody. They

054interviewed the student. Um they requested our crisis intervention team to go out to then take lead in that investigation and our other SRO's conducted a followup at the residence. They spoke with the family members. They advised them of what the situation was. Uh conducted a search and located the firearm. The firearm was surrendered to the sheriff's office. it was placed in our evidence and the student was provided with the mental health that they needed. Um, the fact that we were able to work together as a team with multiple moving pieces and have a positive resolution uh is a big big big win on our end. Again, more than anything else, we want to have that safe environment. I understand that we're looking at the school resource officer in a fiscal uh management um I guess

055u perspective. Um, I I would like the board to have a discussion as far as um what services may be lost if we dissolve the SRO program. U one consideration I would ask of the board is if we're not going to dissolve the SRO program, maybe consider a reduction. um we can uh keep the SRO's in place on the campuses that need the most and uh continue to offer those services to our community. Um I did want to open up for any questions that the board may have in reference to what it is that the SRO program um does on a day-to-day basis or general questions. >> I have a question uh to the chair Dr. Segoia. How many resource officers do we have? one in each campus or >> Yes sir. We have one

056resource officer campus for campus. >> Yes sir. >> No questions. I think we were just talking about this um and I think that uh the your program is great that it like just by far just to have an actual officer in the campuses it's it is a big help. Um and I think um the way you say that we do have one in each campus, but um even by if we were to have two, you know, cuz our campuses are so close by um have one here to take care of what the the high school odd which are the closest the one one over here for middle school and elementary that would even be good as well. But I think your whole program, especially with the credit summer program, that's that's a big help for

057our students in at high school that pushes them throughout the the summer. Um, I got to go to the ceremony and uh they got certification for CPR, for all kinds of stuff. That's that helps them that helps the students their self-esteem. um like you said with the mental health right now it's so big as well and you guys um in certain situations and stuff that are that that's a helping hand as well. So I thank you for your program that we have in our district as well. So >> and we we do look forward to continuing to support the community. Um we we've been blessed to have that opportunity to really integrate ourselves in this community and relationships uh not just with the students but with the staff administrators and the community members who have

058gotten to know the SRO. >> Questions I think uh Mr. I think with just your presence, you know, your presence in the campus, it's it's it's it's a lot just by just by being there >> because the other things that you say you do and all that, I mean, it's extraordinary. So, you know what? It's something big that that we need to keep them. >> Yeah, >> we need to keep them there. >> Thank you. There's there's nothing that can buy the safety of the student, you know, there's nothing that nothing greater than the safety of our students. That that really is number one >> in our schools, safety. So, one thing I did want to point out, um, I know we talked about getting right personalities into the campuses, uh, but once they're assigned

059to the program, they do receive additional training specifically, uh, Texas provides a schoolbased law enforcement, and this is specialized training for school settings. Um, that isn't offered to your everyday patrol dep. Um, a few of them have had the opportunity to go to the national SRO training. Uh, I was lucky enough to have gone to the national SRO supervisor course. Um, so this is specialized training that your officers get specifically for their duties, their everyday duties and campuses. >> Thank you. >> Would that would that be an issue? Uh, you said they have to be on the campus, you know, for certain campuses. Would you think that would be an issue one for a middle school watching the elementary and the middle school? I mean that's two different levels. >> My opinion ideally if we're

060going to talk about reduction um I would say that three would be manageable for us. We have one fulltime at the high school one full time at the middle school and then we have one that can alternate between your intermediate elementary school and provide services for both. >> Thank you. Well, I I want to thank you all for what you guys are do. And I know that by having you all here, even just seeing your car, I'll turn around and see, oops, school zone. You know, we have to we have to be careful. So, you know, it's a respect that that we have. And so, that that means a lot to us, >> you know. So, Thank you all. >> One other question through the financial officer. >> Is it is it something doable that

061that we we give up? >> Well, as we have uh been discussing our deficit is something of in a of a critical stage and so we've been exploring every program to include uh the SRO program. Uh I will say that our four SRO's are outstanding. This is nothing related to the performance that they do for us and what they do for us and the programs they offer. Um it's solely uh to be able to be fiscally responsible and uh be able to sustain. Now we had explored the option to go with another company. Um it it was just an explanation at this point. No decision points made. Um the other thing we've been discussing as an administrative team is to look at the reduction of the program and so I do plan to meet with

062Miss uh Serge Sergeant Akuna to see how we could um help each other um and keep the program in our schools while also maintaining fiscal responsibility. >> Well, is there some areas that we can that we can cut so we can keep them from >> Right. So we're talking about safety, >> right? Safety is number one priority here. >> That's number one. I mean, you can't buy safety work. >> Yes, sir. And we're exploring every option. Everything is on the table at this point. Everything's on the table. Uh again, um there's also fiscal responsibility that we have to uh be able to sustain the operations of the district. Um and and um our desire is to work with the SRO's. Uh but we do have to look at our options and that other option may

063not work. Uh there's no decision we made yet. Uh we still need to meet with Sergeant uh I met with S uh Sheriff uh so we've had a conversation without making any decisions. I know that uh Sergeant Akuna and I uh have held a few phone calls but we'll now meet uh in person to see what our options are and present to the board >> and through the share with uh Mr. Akuna. Is there any options that that you can give the the district? Any options available that you can give the district, you know, so so we can manage, you know, so we can have an agreement on both ends. >> So, as with our department and and with the school district, we're always open to looking for any grant applications that become available. Uh

064we're looking for a security uh grant that's going to become available in December to see if it's something that we can qualify and apply for. Um, but it would be the same thing with the uh school district. Any grant that comes available that you can make us aware of that maybe we it's not on our radar uh to look into applying for. I know that grant um awards have been a little bit more difficult as of late to to get. But um as with anything else, we'll always apply for it. Can this contract begins uh in December or or when what was your when did they end the contract? >> So, the contract is a continuous contract. It's a 5-year contract that was signed, I believe, three years ago. And so, uh we do need

065to uh revisit that contract with Sergeant Akuna to see what we can do. Um, I will say if if um if we go with the option of reducing, we do have to get board approval to reduce and to ensure that we're covering uh the requirement from the state, right? And so there's still some conversations that we need to have. Uh but the the contract is still in place and it is a 5-year contract. >> Thank you, Sergeant Akuna. Chair, um I know we talked about safety. Can you talk a little bit more on a daily um routines that your SRO's have? For example, how would they interact with I rated parents uh or uh a traffic jam in the drop off. >> So, and again, one one of the benefits of having the SRO as

066compared to, you know, alternative options is you have a police officer with emergency lighting. If you have a collision in the parking lot, if you have traffic issues, uh I know we did it for your elementary school. We sat down and we revisited uh traffic patterns. Um I was unlucky enough to be uh the media spotlight that evening trying to look into uh how to alleviate some of that congestion. Uh working in conjunction with county roads and bridges, having the SRO take lead and communicating that to county roads and bridges to get that fixed. Um it's it's a again it's a school resource officer. So if you have issues with animals that are on the premises, if you have issues with traffic, if you have issues with one vehicle that just does not slow down

067on speed, you know, they bring it up to me, I tell our traffic enforcement section and next day you have freedom motorcycles, you know, waiting for that vehicle that's causing issues. Um we've seen it before, right? When we have those terrorist threats that come out the evening before, I'll get a phone call at 7:00 p.m. By 7:30, we have a patrol deputy at that house, meeting with the parents, doing a search of the residents, ensuring that there's no weapon available to the students, and the next day, you know, you have patrol deputies, traffic deputies, and SRO's, and myself in the park in the front parking lot just to make sure that the parents feel safe dropping off their students for that day. Um, it is a partnership. Uh we are here to provide um that

068service to the district uh to provide that safe and secure feeling to not only the students but to the families that are dropping off their students that day. Um we want to be visible during drop offs and pickups. We want to be visible during open campuses. We want to be visible during your larger events, sporting events. Uh that is the the purpose of having us in the district. Thank you. >> Thank you, Sergeant. >> Next item on the agenda, discussion approval of new full-time position auto technician presented by Dr. Siggo. >> Good evening, board president Estrada, board of trustees, colleagues, and community. We had been exploring uh options for our u auto our fleet. Um we had a different model of working on our vehicles. I we detected uh safety concern. Um so we wanted

069to ensure that nobody was going to get hurt and so and follow their job description to to make sure that they're within their their role. And so we had to made a make a modification on that. Uh and so what we have been doing to address the needs of our vehicles is we have uh contracted out we we we take our vehicles into a mechanic a shop to get the vehicles looked at and worked on. And so we have been studying the the cost that that's created. And so we have been about 20 25,000 into into that process which kind of tell we're say safe to say that that there is obviously a need. Our vehicles as you all know are in need of servicing quite often. And so based on the the numbers that

070we have, um we I do believe and and the administration believes that we do uh would benefit from having a full-time mechanic. Um I do have in the packet if you turn the page on tab B um a draft uh job description is still in that format because the board has not entertained uh my request for approval for this position. Uh but if you do this position will be uh uh reviewed again and opened up for next school year. And the reason it be opened up for next school year is because we didn't budget for it, right? And so we we we're going to have to finish out the year the way we're we're going and open up for next school year. Um and this is the right time to make this decision. That way

071we can uh plan accordingly as we begin to uh build the budget because we're going to begin to build that budget once the audit uh presentation happens in November and December. We're up uh planning already for next school year. And so this is the right time for us to to make this uh request um to get a uh an autoshop lead technician, which is a fancy way to say mechanic. Um that would also do other duties such as also be a extra uh bus driver if we could get that. That's a model that happens in other districts as well. You have mechanics that also buzz uh uh drive buses and so we'll like to have that uh opportunity for us. So, um, I'll entertain any questions. >> Any questions? >> He, if he brought in

072a mechanic, other bus drivers or other people in there could work under him supervising or >> so once we have the mechanic in place, that mechanic would do the the work by himself. >> Oh. >> Or or herself. >> Correct. Because the other the model we had, we had other individuals that their role was completely separate from being a mechanic, right? And so if we wanted to do that, we would need to reexplore their job description to add um possible uh work uh assisting the mechanic. We could possibly >> I know in the past they were doing it, >> right? >> But you said because of safety purposes, they don't want to be we don't want to be liable for the responsibility of them doing it. But I knew they were already doing it. But

073we didn't have a certified mechanic on duty to supervise >> them doing >> but but if this is approve >> checking oils I mean right >> you know we all do it >> right and right now we are doing very minor uh we do have a certified mechanic in our in our uh in our department and so our vehicles do need quick maintenance sometimes uh because of the condition and so uh we do we haven't done light we you know charge a battery uh check oil uh maybe put a little bit oil on just a quick a quick mechanic work. >> Other than that, no more. Now, um if this is approved, considered and approved by the board, this this position, we could definitely explore uh adding um in the duties of the job description

074opportunities to help assist this full-time mechanic. The other thing is we want this mechanic to also not just to work on our engines, but also small engines because we also have to repair. So, you know, we have lawm, we have all these other equipment that that do need repair. And so that's uh what we want to accomplish. >> Another thing sorry to go to the chair is like you mentioned we already have a certified mechanic. We can't use them in both places. >> Well at this time I am planning to use that uh mechanic that's certified in the classroom. Uh we're exploring that option and so u that's the route we're going to take with that person at this point. >> Yeah. But this is till next year. This position was that >> this is

075for next year simply because we we're not budgeted for now. Now now because we have the certified mechanic that's where we could do some light work very basic work but the major work that needs to be done we do send it out and even in that certified mechanic that we have his role is not being a mechanic. So it's not even in his job description to do mechanic work. Yeah, I know. But since we're in the deficit that we are, we can't make that like you said that in we can make in the job job description amend this and that. >> How about in his role? We can't do that. >> We can uh but there'd be a different model. I could bring him back in November to explore that option and that is what

076we call strategic staffing, right? And so if we could use who we >> have a minute, >> use who we have to uh to to do this work. It it could be an internal hire, right? It could be an internal hire. We put internally and that person whoever gets hired then does mechanic work and in whatever the original uh job was. So there's other options that we could explore. >> It's got to be certified. They got to get certified at their >> Well, um what we're looking for because it sometimes it's hard to get a certified. We we definitely need to have somebody who has experience doing mechanic work that is proven, right? Ideally, we can have them certified because there as we do exploration, there's other districts that don't have certified mechanics, but they

077have people that have years of experience in it as long as it's verified experience. >> So, we could take that uh option, do that model and say, okay, maybe do an internal option >> and then uh go from there and adjust job descriptions. Now, it will come with an increase, right? Because now we're doing two duties. um in paper, but that I think we might be able to to handle. It would basically save you a position if we went that route, >> which is what we're trying to do because of what it is. >> Cuz remember, for next year, we're going to be hiring another mechanic, our CTE. We don't have we don't have a mechanic there, >> our students are just in the cafeteria. So, our our kids are not. So his role is

078not Yes, he is a certified mechanic that teaches, >> but he's not a mechanic. He's a teacher. >> So it's a different role even though he's a mechanic. >> And right now we do have a current uh teacher uh in that role. >> In other words, he's not out there changing parts and all that. >> No, they they he actually teaches in in his shop. It's completely separate from the work that the district mechanic would do. now. And it's not in the agenda, but just just so you know, uh we're going to take advantage of our person that has uh the mechanic uh certification >> to go help us in the classroom. So, but at that point, he's not doing mechanic work. He's teaching our kids. >> He's just teach it's just kind of the

079way it plays out. So I think I mean uh the board could consider the recommendation at this point to open the position for next school year or you could uh ask to table it for next board meeting and uh explore the option to do the the strategic staffing to open it internally. It'd be up to the board. >> I have a question Dr. Seia. Um I know we didn't budget for this I know we didn't budget for this for this school year. We've already spent 25,000 or so. By the end of our school year, if that adds up, it'll be 100,000. >> Just saying, >> right? >> So, why do we have to wait for next year to approve something like this? If if we're going to spend more, >> so we are very >>

080if we if we uh go how we are right now, >> right? So, we have been very strategic about like the the what we are sending are things that we need to send. So, we've been strategic to kind of keep our cost down. I don't anticipate being 100,000, right? >> No, this is just >> it's hypothetical. Uh so what we're using right now, we don't have a salary uh budgeted, but we do have a uh automotive piece that we use through transportation uh a lotment that we have there. So it's not necessarily a salary, but it's it's within the transportation uh budget. So, what does the board think? Do we approve this for next year? Do we >> I approve it? >> To approve. >> Second. >> Okay, we have a motion and a second

081to approve by Mr. Spencer and Mr. Morales. Okay, there's no further discussion. Do we do we proceed to vote? Everybody say I >> oppose say no. All in favor six. Motion passes. Next item on the agenda, approval of Texas Education TA bilingual education exception and English as second language ESL waiver presented by Mr. Al. Good evening, board president, Superintendent Segoia, uh, FISD court, uh, school board trustees. Finance's audience in attendance, and FA's community. As outlined in your board book, all local agencies, including districts, charter schools, and districts of innovation, are required to identify and serve emerging bilingual students uh through our bilingual education or ESL programs as per co uh Texas Administrative Code uh 89.12056 pursuant to TAC uh 89.1207 A1 and B1, a a local education agency that does not have the appropriately certified

082teachers for their required bilingual and or ESL must apply to the TEA for a bilingual education exception and or ESL waiver. This is a provisional measure uh taken to report the current needs of the school district to specify actions to be taken in order to secure appropriately certified staff providing uh provide training and support to the teachers under the exception waiver and to verify the implementation of a temporary alternative method to meet the effective linguistic and cognitive needs of our emerging bilingual students and align closely to the required bilingual or ESL program in our campuses. We do have a plan in place for our teachers and if they're in your board book, you will find that we do have uh uh three teachers at Fabins Elementary and one at Fabins Middle School uh that are

083in need of uh uh bilingual certifications and those are uh those will those will be our teacher that our waiverss will cover. We are seeking approval of this waiver. Our administration is seeking approval of this waiver for the bilingual exception and ESO waiver. >> Is there any questions at this time? >> Is this for the remaining of the school year or for the whole year or how long does the waiver? >> Yes, for the year. And we do have in a plan in place for those teachers that are in need of their bilingual certification that we're going to be discussing next. through the chair. Why do we have three that are non-certified bilingual? >> Either they could be different reason. It could be teachers that are relatively new to the campus or to the profession

084that are in need of certification. >> Correct. I understand that. But why did we hire people that were not certified in the bilingual program? >> It could have been also uh internal moves that were done through strategic staffing uh that were that didn't come with the certification or didn't have uh received that certification that we are now developing a plan to get them certified. >> If that was the case, I don't see that being very strategic. >> Um but uh >> I'm sorry. Actually, I I believe two of them are special education teachers that are not uh that are not also serving students in special education that also have students that are bilingual in that classroom and so they are needing the the bilingual certification. And I agree. But I think that when we do

085hire uh spit teachers, we should be looking at teachers that are dual I mean uh bilingual certified and can teach monolingual and uh are bilingual students and not have to go through this. >> And I and I agree with you sir, but those are very hard to find. There's not a lot of people that get dually certified in special ed and bilingual >> at present time. There are a lot of uh teachers that are in need of jobs and a lot of them are bilingual certified. >> They they didn't apply for us. So we don't have that option here. We we we have to hire who apply who applies as well. >> Did Okay. That's when we have to go and to the job fairs and look for these highly qualified teachers that we do

086need. >> Yes sir. I will definitely consider that. I'd also like to add that um part of our plan is uh in place as well. Uh our district does have a tutorial program. So we've already identified the students that do I'm sorry the teachers that are not bilingual certified. So we are on track right now to get them uh we have a program called uh the 240 tutoring program. Um teachers go through a set of modules. uh they are given one month um and this is part of the plan. We're still going to um inform well not inform but our principles are aware they're going to have one month to complete the pro the modules. Um and this pretty much really sets our teachers up for success once they take these um exams, the Texas

087uh exams. In this case, they would have to take the Texas 164 and the Texas 190. It's two exams. Um we also know that our teachers so once they finish the modules in that one month we are giving them the month of December um we are also giving them locations where they can seek these assessments and take them. So we will be giving our teachers a timeline uh to complete this uh their certification. Also just so that you know that this year uh the state is waving their their fee because that was another thing um our teachers because to assessments. It's costly. It's difficult for our teachers to pay for that. So, we were trying to come up with a plan, an incentive of how we could uh possibly front uh that amount. Um but

088again, we have to look at our laws and see what is acceptable or not. So, those were some of the challenges our teachers were facing. But do but do please do know that we are in uh we are taking those actionable steps to get our teachers certified. >> Thank you. My issue was that um if we make this well about like the other teachers that are not certified, what if did they get a waiver as well? Like the ones that are not certified right now, they have till December as well to get certified like in regular teaching. So those teachers are under the district of innovation plan and so those teachers uh were able to get hired through that without being certified. Okay. >> Now the DOI, the district of innovation does not allow uh

089for teachers that are going into special education or bilingual to go through DOI to get hired, right? And so we're talking to different categories of teachers. And so DOI and bilingual doesn't qualify for a for a uh uh for the DOI exception. So through the chair. So we're talking by December they should be certified >> that by the end of the semester. >> Yes. So um we do understand uh your sentiment. We do know the importance of having that bilingual certification so that we don't always have to run into this and always have to apply for the waiver. But in some cases we have to because we do have new personnel that may not have that certification. But we are on it. We are we are working to getting those teachers identified immediately and then

090we have that plan for our teachers to get that certification. >> Any other questions? >> No. >> Okay. Do we have a motion to approve? >> Motion. Second. >> Have a motion and a second. I don't want to >> Mr. Morales. >> We now proceed to vote. All those in favor say I. >> I. >> Oppose say no. Motion passes 6. >> Thank you. Thank you, Mr. Next item on the agenda, evaluation of famous ID bilingual, ESL and gifted intelligence programs presented by Mr. Dr. Galavis and Miss Flores. >> Good evening uh school board members, President um uh Estrada, board of trustees, all our um Fabins staff that is with us right now in our Fabins community. My name is Veronica Flores. I am the instructional program coordinator forens and I am here to give

091you some information on our bilingual program. So I'd like to start with uh we uh proudly serve a vibrant community of emerging bilingual students here in Fabins ISD. um our students are learning curricula in both English and Spanish and we proudly promote their biiteracy, their biculturalism and their bilingualism. Um I'm going to start with uh just informing you that we do use uh two language models here at Fabins ISD. The first is the dual language uh oneway dual language immersion program and also the English uh as a second language pull out program. So, our dual language program is a 50-50 language model. And um we serve students that uh from preK all the way to the eighth grade. So, I do want to highlight and I do want to remind you that we have extended

092our dual language program and now it is um being rolled out at the secondary level. We are in our third year. Uh we've started with our sixth grade, seventh grade and now we are in our eighth grade. um where our students are um being served through a dual language model. Um we also have the English as a second language model for our students. Oh, and one thing about our dual language that I'm very proud of is that next year in 2026 2027, our dual language program will be extended extending into the high school for the first year. And that as you can see, we are creating a dual language pathway from prek all the way to high school. So we should all be very proud of that. Um our English as a second language uh

093model um is primarily seen in um our secondary uh grades and that's for students that do not pertain or they are not served through the dual language program. Our ESL students are served through their English language arts classes and all our English language arts teachers are ESL certified. So, I just thought that you um uh that's information that you all should know. Okay. Um from there, um if I'm reading off of our infographic for our bilingual program, um as you can see, we serve 53.1% of our emerging bilingual or that's the we have 53% of our students that are emergent bilingual here in Fabins ISD. That's a total of 989 students that come through our doors. uh from preK all the way to high school every day. Um in the lower left hand corner of

094our infographic, I'd like to share that these are collective uh this these scores are collective scores. Um our emerging bilingual students completed 1,632 star examinations last year. Excuse me. I do have to put my glasses on because these numbers a little bit small. 63.4% 4% of our students approached grade level, 28% of our students met grade level, and 8.6% of our students mastered grade level. You can see um by the colors here, our goal is to move the needle always for our students. We believe in them. And um one way um or many of our ways that we are uh taking these actionable steps uh are some were mentioned by Dr. Galavis, others by Mr. Alaco. We are already in that in that uh move uh in that movement. Right? So we do recognize that

095our teachers are that driving force. So we support our teachers in different ways. One is through professional development. We train train our teachers through contentbased language instruction strategies. We also um provide support through our instructional coaching for our teachers as well. So we are working diligently um to get that needle move so that we change that those colors and we move our approaches uh totals into the meets and into the master's level. So that is our goal. Okay. If you would uh just view the right hand uh corner, we are serving a total number of students. Um in our different campuses, at Babins Elementary School, we are serving 219 students, 10 of which our teachers are bilingual ESL certified. At O'Donnell Intermediate, we're serving 261 students, of which 16 students are bilingual ESL certified. Fabins

096Middle School, 224 students. 10 of those teachers are ESL certified. Um, some with the bilingual certification. And Fabins High School, we serve 285 emerging bilingual students. 12 of our teachers are bilingual or ESL certified. Moving down to the right hand, the lower right hand corner, you um are seeing our top pass composite scores for our students uh who participated in the top pass examination last year. Of those students, 152 scored in the beginning level on the top pass examination. 377 students scored in the intermediate level. three 299 scored in the advanced level and 104 in the advanced uh composite level. Um again I'm tying that to our scores uh our star we are working diligently to move those numbers up. Um we understand that speaking English learning English is very valuable but we still want

097to maintain our um our Spanish uh our Spanish language as well. Um, the last thing I'd like to note is that our bilingual program budget is 1.3 million, a little more than that. Um, and that money is used for professional development, uh, salaries, teacher stipens that, um, serve our emerging bilingual students and instructional materials as well. Uh closing up my one of the things that I'd like to uh for you to note is that in this infographic you do see uh data, you do see numbers, but I also want you to know that this reflects a collaborative effort. Um our campus leadership is amazing. Our teachers are diligently and endlessly working with our bilingual students, our emerging bilingual students, and so are our students and so are our families. and I'm very proud to be

098a part of that. >> Are there any questions? >> Any questions? >> No questions. Just a comment. I want to give kudos to your department, to you, to all the bilingual teachers that we have and any faculty, staff or anybody in the district or community that does support the bilingual cuz it's a very very hard situation to be in as a bilingual teacher or you as a coach. There's a lot of people that do not agree with it and it's just a lot a lot of work and the teachers that do do it do not do it for the stipen because believe me it's not worth it. We do it cuz it's it's a passion that you you have to have that in order to do it. And um I think we're just going to

099be raising phenomenal people. For example, I'm going to use Mr. Spence here. English, Spanish. >> Perfect. Right. Mr. opens doors for you, right? >> And people don't see that. They don't see that. They they just see English, English, English English. But um I do thank you for all you do. >> Thank you. I I know that that is very important to our uh Fabistd staff and our students. Uh thank you for that. That that shows that we are valued. So I appreciate that. >> Thank you, Mis. Thank you, Miss Flores, for sharing and she does a great job spearheading our bilingual education program and her ideas continue to be progressive and as mentioned uh we are we are excited about the future of of our district and the moves that we're making to continue to

100support uh bilingualism. And so on that note, I also want to share a bit uh with you on the gifted and our gifted and talented program which Miss Flores also takes the lead on and is doing a great job in doing so. And in thinking of our gifted and talented program, right, these are for stu if you follow along in your infographic too as well. Uh students who participate in these services uh in our gifted and pro and and talented program demonstrate skills that will forward not only their their ability to be self-directed when it comes to their learning, their thinking, their research and communication as evidenced by the development of innovative products, uh creativity, productivity and individuality that advance them in relation to students of other similar age, education or experience or environment. And

101so as we think about our GT program, one of the things that we're striving towards is ensuring that our high school graduates who have participated in services for gifted and talented uh produce products that are uh that that are the professional performance and that meet the requirements of our of our of our program. 100% we're proud to say that this summer uh 100% of our teach of our FISD certified teachers are GT trained completing the 30-hour GT certification and the yearly 6-hour update on the nature and needs of gifted students. Now, who serves the GT uh uh population? We've got our elementary uh FBS and O'Donnell. uh F uh their program brings together young gifted learners to explore very creative and challenging learning experiences. GT students are placed with GT trained teachers and offer a

102GT pullout program within campuses providing differentiated instruction. The assessments used in K through 5 are the KOGA loss torren and a portfolio. In the secondary in our grade 6 through 12 GT students challenge itself to advanced coursework such as preap uh uh uh advanced placement AP dual credit and STEM uh classes. GT trained teachers different instruction while empowering students through ownership of their learning by participating in academic clubs, honor societies and and competitions. And the assessments are the Kogat, the ITBS, Torrance, and Portfolio. 5% of our students here at Fabins ISD uh equaling 94 students are identified as gifted and talented. uh of these 94 students this past school year uh those 95 94 students did complete 157 star exams combined. Out of those uh exams that these 94 students took, uh 20% of them

103were measured at the master's grade level, 43.8 measured at the approaches grade level and 36.2 measured at the means grade level. Our campuses are are made up of uh have at our FES we have 19 uh students there at FES we have a total of 16 students at ODI we have 27 students at FMS and we have 32 students at HF uh FHS we are operating with a budget of $38,88 with 57 cents and uh some highlights that we are looking forward to this spring are the gifted and talented 26 spring showcase uh and an increase and one of our goals in looking at our percentages even though we fall within the range for a small uh for rural school districts between the four and 6% range of identification for uh GT for gifted and

104talented we are looking to increase it between uh the seven to 10% range sorry are there any questions questions on either of the infographics pertaining to the gift and accountant program. >> No further questions until Thank you very much. >> Thank you, sir. Next item on the agenda, approval fans purchases excess of 15,000 presented by Dr. Goia. >> Good evening, President Estada, board of trustees, colleagues, and community. Uh the item that I bring for uh for your consideration, approval is the uh pump repair maintenance for the baseball field well. The baseball field uh irrigation well at famous ISD is in need of repair and maintenance to ensure uh re reliable operations and continuous water uh service to district athletic facilities. The wells uh submersible motor was found to have failed and replacement of both motor

105and pump assembly is required. Uh and so we've met with hydro resources. Uh they are located in Lasus, New Mexico. They submitted a detailed proposal for the baseball field uh well pump repair and maintenance project. HR does have as we researched they have a strong history a of successful pump replacements for neighboring uh communities. um on similar well systems and emphasizes health and safety at its highest operational priority. And so the cost um of the repair and replacement really of the of the uh motor and uh pumpin would be a total of $16,21. And so at this time the administration uh well I'll take questions uh before making our uh my recommendation. I have a question. Was it that repaired few months back? >> So, the well has received a few repairs. We did um

106the last one we did, we submitted a or we they submerged a uh refurbished uh pump and it it worked for a while, but then it gave out and but we also discovered that the motor also burned out. And so what we've asked uh this company is not to do everything that was already done because that was already paid for. What we're asking is just to pull up the pump in the in the in the motor and replace and and submerge back. So we have uh we've had a lot of work on this well already. This I'll be completely transparent. This may be our last effort. Uh we're hoping this works out. Uh but if it doesn't, we'll have to look for other alternative options because we continue to pour uh funds into making this

107well work. Now when when it works has actually saved us money and it and it works beautifully, but um if it doesn't, then this becomes a money pit. So this will be our last opportunity to to see if if this U solution works. >> And this is a different company from the other ones that did miss repair. >> Yes, sir. So we've had two companies work on the well. This is a completely different one. They they do seem to have a lot of experience. They they are based out of New Mexico. We met with a young man that came over to to we actually went to the well. He explained what what they would need to do. Um I did say cuz he the original request or the original proposal was to do everything that

108has already been done to the well. Well, it's been done. We just need to replace the pump and the motor. And so that's what we requested. >> So it's going to be a new motor. >> It'll be a new motor and a new pump. We're not going to put in the refurbished anymore. And >> through the chair it comes with warranty. >> Yes. or um I I'll check on that baseball warranty, but there's there's ways around warranty. >> There's one, >> but we >> there's ways around warranty. >> Is it >> they they can say I have one right on my farm right now. >> Okay. >> And I've already gone through it twice. >> And they'll say, "Well, sand went in there. That's we can't do nothing about uh mother nature. We can't do

109anything about I mean, they can get around Those are the lead one of the main reason about it, >> you know, cuz if it if it takes sand, >> eats up your pump, you know, sand in a in a pump, >> right? >> I mean, that's just the well business, you know. I'm I just want to let you guys know, you guys say, "Oh, it went out again, >> right? >> It happens." Is there a warranty that can covers everything? >> No, >> full coverage. >> No, they they won't do it. You won't find a company to do it. So going back to what you said earlier, sir, if this is our last option and what are we going to do if it fails within like what >> plan B? Yeah. >> So what I've

110been talking to uh to the guys about is if this doesn't work out for us, we might have to explore putting up a sprinkler system and use regular tap it to the city to the to the lower water uh company to do. >> How costly is that? Well, see, I'll tell you right. I'm so I'm really hopeful that this is going to work out for us because right now, what was the bill for water? It was over $4,000 because right now we've been using that gun uh which uses uh low water lower water city water city water. Uh so it is expensive, but to continue to pour more money into into this, I don't know if that's an option. Obviously, I would make a recommendation to the board. You would you would you would uh

111because obviously a sprinkler system would would also be expensive >> or turf. You don't need water. >> You don't need water. >> I'm just saying I'm not I'm not for it. I'm just saying that's an option. Okay. >> The only thing is uh when this company hypo >> with what they're uh proposing is that everything that'll get it fixed going because we need to invest more. I would rather invest more right now. >> Yes. >> And getting everything repaired right now instead of going tapping into city wall. >> Based on that diagnosis and everything they looked at in their discussions that we had, um this is the solution that they proposed. >> We're not going to come back and say we needed something. >> I I wouldn't be able to guarantee that. >> I would

112hope that I could, but I wouldn't. >> It's already been as acetized. >> It's already been cleaned out, brushed. You know, when they put a brush on there, put the acid on there, uh open the the perforations. >> The first company did all that. They wanted to do it again, but it's already been done, >> right? Okay. >> You know, so there's no reason >> to do it again to do it again >> cuz we just did it recently. >> Yeah. Being that close, it won't it won't it won't corrode in that within a year. >> So there's no reason for them to for them to do anything else. >> It was just old parts put back in it, >> right? >> That failed. >> They're refurbished. >> Yes. That >> and we went with

113refurbished. Why? >> That's the the recommendation that we got. Um it seemed that the pump was it was actually a high powered pump, right? It had five little motors. It looked well, but I think what happened is the motor started to fail and that's what also burned up our the fans is what I understood. >> And so it also the motor is what the jets got uh burned out, but it it began with the motor this time. And so now we're going to have a new motor and a new uh pump. And uh the hope and goal is that it'll work and that we can water our fields and uh and make it nice and deep. Another thing, hopefully we have specialized workers that can work with the pump >> and they're from different states.

114They're not just from Texas, right? They're New Mexico, Texas. They have different >> They're a big company and so they do have they it do they do seem to they do seem to have a good reputation in the work they do and they know what they're doing, right? And so we'll be there paying attention to what they're doing. um through the chair. >> Do we have a a rough amount of how much we've actually already >> I could I could provide you that, but I could tell you right now doing a rough estimate of about 60,000. >> Yeah, we could have already done a whole new one, >> full pumps, but you you come with more problems with a new one because now you're refurbishing a new one. You're going to get more sand that

115you already have well in a casing that's already there. And on this one, we actually installed uh sand separator, >> but that's already coming out. >> The sand is sucked from the pump. >> Your to go to your sprinkler system. That's a good idea to put sand separator. Correct. >> But your pump is what gets the sand. What goes in your perforations, your pump is what's pumped and that's what messes up your jets. >> There's a lot of science in that. Well, >> and then after we have the Well, hopefully it all goes good. >> Yes, we're not going to worry. >> It all goes good. Um, are we gonna have somebody in our maintenance? Like, do they know how to work with it or >> so, >> or like I know that it's the

116sand that messes it all up and stuff, but somebody that actually knows. >> So, what I what I've learned is that in order to work on the well, you have to be certified. So, we don't have any of our employees that are certified. >> Oh, here we go again. I will >> Oh, that's on the bottom. Well, it see above sprinkler systems and all that. >> Oh, yeah. Oh, and that. Yes. No, no. Yes, we do. >> For them to actually >> Yes, we do have our irrigator. He does he's doing a very good job and and he already told me he's they're ready. He's ready to he knows already because we've had it um off for a while that he's going to have to go change sprinkler heads and so he does a good

117job. >> Yeah, that's my question. >> No, he's checking on the top. >> Yes, he does. >> Such as maintenance of the pump. >> Is there such a thing? >> No, just >> Yeah, it's down below. >> Down below. >> The main thing is down below, but we do have an irrigator and our guys that are knowledgeable on how to repair that and how to I'll work through that. >> Okay. >> If you wanted to pull it out every year, it's $2,800 to pull it out and look at it. >> So now you're looking at six grand. Pull it out, look at it, see if it's any good, put it back in. If you want to do it like every year on like a like a pre-maintenance, it's going to cost us six grand a

118year just to look at it. >> And they would tell us if we have to put another pump if something's burnt, the motors. >> Good. >> Do we have a motion to approve? >> Motion to approve. >> Make a motion. We have a second. >> Motion and a second. >> All those in favor say I. >> I. I motion passes 6. Thank you. >> I for a wonderful grass for baseball season. >> The field is looking better. >> The next item on the agenda inspection. Okay. This item was withdrawn from >> We still have Mr. Laku's uh renaissance. >> Purchase. Where is that? In the same one that we were He was like in the in the two items. Sure. Sorry. two purchases. It was It was a welcome that he's going to present >>

119and Miss Nunes is like, "No, >> good evening board presidente. Um I'm bringing you a renewal for Renaissance. I mean, it's been part of our instructional program already for the past four years. Um we did cut it down quite a bit. So now it's only really elementary and ODI that are using it. Um they do use it for teacher incentive aotment. The progress monitoring the total is coming up to a little over 28,000. We are using local funding for this purchase. Um and moving forward also we will have to use local funding for it. So at this time the administration is recommending renewal of the following instructional resource for Renaissance. Do we have any questions at this time? Do we have a motion to make a motion? Mr. Morales makes a motion. Do we have

120a second? >> Second by Mr. All those in favor say I. >> I. I. >> Motion passes six. >> Thank you. Thank you Dr. >> Next item on the agenda discussion on fab size 2026 2028 UIL athletic reclassification and realignment presented by coach. Good evening, President Estada, Dr. Slovia, school board members and community. Uh, just wanted to bring this to your attention. This is the uh UIL reclassification for realignment. This year, we do um have a snapshot that will take place October 31st. Um, what I'm handing out to you is the agenda that we had for our first July meeting uh with our committees that we had formed. Uh, and we did go over this within the committee, but I wanted to explain the process so so you're aware of the decision that we might

121have to make um, probably in December towards the end of December. If you look on the back of your your sheet on the second page, you'll see the 4 division. The 4 division is is posted by enrollment. So, it's uh, between right now at this point, it's 957 uh, students up to 1314. um that number will change. We don't know what that number is going to be until approximately December when they do the classification um I guess guidelines for the for UIL. We do know that our current enrollment right now if you look at the bottom in uh July was 547 for the high school. Right now currently it's at 603. Uh that was as of September. So we are going to fall in the 4A division to segment um even if they move the

122numbers up. Okay. The decision that we're going to have to make is the current place that we are in. We opted up last classification to 4A division one. So that puts you with the bigger 4As uh with Clint, Mountain View, Austin, Buoy, Urban, Riverside and that that bunch. Uh right now the current speculation is that Andress is going to drop down to 4A division one as well. Um and that's going to give us a very large district. So, what we have to discuss is if we go 4A division 2, um, will the other schools from El Paso stay in 4A division 2, or do we push for a division 2 and they throw us probably in district one, which would be with Fort Stockton, uh, Midland, Greenwood, I think, is going to uh, go up.

123Monahan's Seol and I think Snider is either going to drop or go up as well. So there is a possibility that we could be lumped into schools that are our size but we would be traveling. Okay. And understand that this is for football only. It doesn't qualify for the other other sports because in El Paso we have u one 4A we have two 4A. So our school our other sports would fall into that category. This is only for football. So the decision that we would have to make is uh do we opt up into 4A division one or do we stay in 4A division 2 and see where we lie within the district. Uh the other information that we have been receiving from the panhandle area is that if our district is too big, there

124is a possibility that if we popped up that they move some of our schools into the panhandle area to play 4A division one against bigger schools >> because that's where we oped up to. So it is a decision that I think we need to start a discussion at least uh so we're informed and then you know we make the decision that's best suited for favors ISD. Uh I am advocating u you know talking with Dr. Segoia uh you know advocating for our district and trying to convince the other uh other school districts to stay for a division 2 and force UIL to give us a district here. Uh right now that list that you're looking at it we would only opt up to for a division one for two schools. It affects uh high school

125and it would affect Andress they are for a division one numbers. So if you look at it there's nine other schools that are opting up just to satisfy two. And so I've made it very clear and and these people know my stance and now everyone's going to know my stance that I think we need to force UIL to give El Paso area a 48 division 2 district. Um could be a lone fight for us but I am going to advocate for our district and for our kids. So I just want to know if there's any questions that I can answer or try to explain this. I know it's kind of confusing but um I'll do my best to to kind of map you through this. fire drill realignment >> through through the chair. Uh, coach

126Blair, what is your recommendation on this? >> I I would say um stay for a division two for football because you you are faced with numbers when it comes to football. If you look at even how we participated against uh Burgess who is a 4A division one opponent. >> Um we did good for about three and a half quarters and then our kids just run out of gas. We just don't have enough kids. And it's not lack of participation. It's just we just don't have enough kids. So, uh we say our kids are playing both ways. They're actually playing three ways because they're playing special teams, offensive, defense for football, and they're they're just they're they're tore up, you know, they're worn out and then it's a long season. So, if we go division two,

127you're going to be playing tougher opponents. We do understand that. Um but you're at least playing against schools that are your size. Not size wise. We might have some kids there. My side's playing against something big, but um but I think it gives us a fighting chance. >> Uh those schools are good. I'm not going to deny that. But we're going to have a meeting tomorrow with Clint and Sani as well to discuss the options. And I'm trying to convince these other districts to say, "Hey, you know, let's pop some of our schools to stay in for a division 2 and and force UI to give us a district." I really don't think that's going to happen. Dr. was in a meeting when we saw this and we kind of saw that El Paso is

128on our own. We got to fix our own problems and that's kind of the message that UIL has given us. Um so my recommendation is 4A division 2. Um but again that that does create a financial burden a little bit for our district >> and the schools that would f fall fall under the 4A division 2 which are >> right now if you look at it the district that's there right now is Fort Stockton Miden Greenwood Monahan Semino and Snider but those schools are going to adjust so it could be in that area at least I don't think we going any further than that >> but in other words that traveling will be an issue >> a little bit and again it's only for football so one one year you would travel three times and

129one year you would travel twice because we flocked and it doesn't affect our other our other sports. >> So talking with these other schools are you haven't had any conversations with other schools? >> Oh yeah at all >> and they're leaning not to >> Yeah. One of the things that EPISD had mentioned is they don't want to hop their schools into staying for a division too because then it leaves their school out to dry so they're protecting their district as well. And there's no saying that they would give us a district. They could say, "Hey, there's that's what Clint and San we had this discussion today and we're going to meet tomorrow morning." They could tell us, "Okay, would you stay for a division 2?" And then they put us forward with the four going

130east. So there's a possibility of that as well. Um I think if we have some other districts that jump in, at least it gives us some home games here to play for division 2 against opponents that we compete with. Um that would be my recommendation but again we have to be fiscally responsible you know and make sure that that we can do this and it also create an issue if you're in a smaller district we have to find non-district games. So looking at our schedules, uh if you try to stay here locally, uh you're going to be playing 60 schools because they five days are going to be full that they're going to be nine 19 districts possibly 10 districts. >> So now you run into that issue. Now we're finding schools where we have

131to travel to a place. So it is kind of touchy, but I I just want to bring it to the forefront. So, we know in December that UI could be calling us and say, "Hey, you're going to opt for spring 4A division 2." >> What are we right now? >> Right now, we're we're we are a 4A division 2 by enrollment. Um, but we opted up >> two years ago to play 4A division one. >> So, that's what we are playing right now. >> That's why we're playing in the district that we are for football. >> Yeah. I did want to add that once we get near right now we're discuss discussion point uh but when we're near uh making the once they actually give us the number we may uh depending what we're in

132lands we may be able to bring it for consideration approval at the at the board the regular board meeting otherwise we may need to call a special board meeting just to just to make sure we make the final call. Thank you sir. Just another question. Um, Coach Blair, as far as travel, if we go that route, do we have buses that >> could make it? >> Yes. >> I'm just saying going, >> we don't have a mechanic to fix >> the mechanic to fix. >> Take him on board. >> Yes, we do have we do have a bus driver that can make that trip. He's going to be a bus driver, too. >> Okay. >> We don't have a mechanic till next year. That's why >> bus driver mechanic. >> This is next year's >>

133I know. But if we get a mechanic, a good mechanic mechanic. >> So, do you think Sanisario and Clint or Mountain View would be willing to go or Mountain View going up? That's what we want to discuss tomorrow and see what's the best option for us because I think if there's a group of us that want to at least those four schools which would be Mountain View Clint I mean the state could come back and say okay you have a 14 district and give us a district and that's our district that would be ideal that's the best situation but they could say you got four schools here you got four schools in the perian basin you're going to go that way and then we all play together so if you had that situation again for

134football you're fighting for, you know, fourth place team that could be one of our El Paso teams at least going. So, um I think the division two option uh I mean you're going to be playing against >> Oh, yeah. >> But again, it's a discussion that we just need to have. >> Yeah. >> Thank you. >> Thanks everyone. The next item on the agenda, discussion on and hiring guidelines for coaches and quads. This item was withdrawn from consideration, so we'll skip that item. At this time, we'll be going into close session for Texas government code 551.074 for employee grievance JB. And also at this time we'll be going into close session for Texas government code 551.076 for intruder detection and audit summaries >> 841 >> at 841. >> Yes. And Bruce Taylor outside council for

135the district. Would you also include consultations? >> You can Okay. Also code Texas government code 551.0719. 071.