001What was that? Right. Good evening. Uh call meeting to order. April 29th, 6 p.m. At this time, pledge of allegiance and Texas flag, please pray. >> Yes, Lord. Thank you for this opportunity you have given us, Lord. uh and give us the wisdom that we need today as board members to make the best decision for our community, for our students, our staff and administration. Bless everyone this mighty name. Amen. Miss Valdez, do we have any public audience? First one, Mr. his opinion. >> Good evening board, ladies and gentlemen. Uh good evening administration and good evening uh community of progresso. I'll make it short and simple. I don't know it might be related to something in the agenda but I don't recall which category. I just wanted to express myself that I am very grateful for
002Miss Suniga, Miss Martinez and Miss uh Gorea for their diligency in providing all the necessary work that they've done. For my niece, I will be having a family member with a special needs and they have been helping us a lot. As most of you know, I do not know anything about um autism or special needs and I'm getting exposed to it in my home and these individuals have been a great support and uh whatever is out there saying I I don't agree. I just know what I see and the facts that they are helping our family. So board members, you have a really good support system here with your employees, Miss Oniga, Miss Korea, and Miss Martinez and Miss Vrial. And basically that's just what I want to say. Thank you. >> Thank you, M.
003>> Anybody else? Miss Valdes Cases. >> Yes. So she is here. Members of the board, she did have a written comment. She said that we can have it she feels can't read it. So, I have it here and I'm going to read it for her to the record. >> Good evening. My name is Darlene Gasas and I'm a parent in the district. I'm speaking in alignment with curriculum and instruction support services and governance as they directly impact my child's education, safety, and access to services. Based on my experiences in advocating for my son, I feel the district is not meeting the needs and the process that has been a struggle for me rather than a collaboration. My priority is ensuring his evaluations and ARD meetings are complete on time so his services are in place
004for the school year when it begins without parents having to fight or learn the law just to secure basic support. Since 2024, I faced challenges advocating for my child. During my son's IEP process, I was told I couldn't record the meeting and that decisions would involve attorneys. Staff also indicated evaluations and determined the district's level rather than individualized. I was told my son could not use a medically recommended safety device, even with a doctor's letter. What concerned me the most was being told that if my child got lost, staff would look for him. As a parent of a child with autism, that is alarming and created a real life fear about sending him to school. In 2025, during my daughter's evaluation, I experienced similar issues. Documentation not being consistent, decisions that felt premeditated, and limited
005parenting participation. Now, in 2026, I am facing challenges requiring clear documentation and appropriate evaluation. When I was requested prior written notice explaining why my input was not being considered at the FIE, I was told it would not be provided. I was told we're not going to change our district documents and that this is premeditated by the district and our attorneys. At the same time, I want to acknowledge and appreciate that M Superintendent Coronado for reaching out and working towards resolving these concerns. I also appreciate Mr. Juan Canu for understanding my concerns and supporting my participation. There are employees in this district who truly support families, but there are also those whose actions don't reflect the standard. I am not here for conflict. I'm asking for collaboration, transparency, and a team that supports our children. My
006son is currently pending evaluations. I'm requesting that his evaluations be completed with this ARD meeting held before the start of the fall school year with written confirmation this timeline. Starting school without IEP services or recommendations will place will delay his support and limit his access to free and appropriate public education. So, it is critical everything is in place before he begins. How does the district ensure IEPs are conducted accurate, individualized, and based on comprehensive valuation data? What oversight ensures evaluations are completed in our areas of suspected disability and properly implemented in the classroom? What processes are ensured for appropriate supports for behavioral intervention plans are implemented and behavior is addressed through the intervention rather than discipline? How does the district ensure safety accountability in special education settings? Because the students who cannot always communicate, transparency
007is critical for their safety. What measures ensure IEP decisions are made through the ARD process with meaningful parent participation and proper consent. How does the district ensure parent concerns are documented and addressed and that families are protected from retaliation when they advocate? How will the board ensure decisions are based on the child's individual needs that every student is receiving a free and appropriate public education? Because right now, from my experience, I do not feel that way. I respectfully request your written response addressing this concerns and confirming the timeline for my son's evaluation and ARD meeting before the fall. Thank you. >> Thank you. >> Anybody else? >> All right. At this time, we go to item A4, special board meeting for March 30th, 2026. >> I make a motion to approve the special board meeting
008March 30th, 2026. >> Motion by Martinez, second by Mrs. Costa. In favor, say I. I. All say nay. Motion passes. At this time, we go to athletics and fine arts recognition. At first, we have the powerlifting team. Yes. Good afternoon, uh, Mr. Board President, members of the board, community members. We have, uh, our interim athletic director, Coach Gar, who will be doing the presentation. Good evening everyone. Thank you for having us here. We are happy to be here. I'm very grateful for all the support and praise that the athletic department has received. Uh these students that are coming have worked super hard and they've shown a lot of success and growth throughout the year. So tonight we would like to some of our standout spring sport athletes. Uh we'll be starting with girls and boys
009powerlifting. >> So we're going to start with >> Sandra Barios, regional qualifier and fifth place regional finalist regional qualifier. Hannah Hall, Gabriella Lopez, Rodriguez, Mendula, Joselyn Garcia, Valerie Martinez, Anukica Aasola, Andrea Losano, Samantha Allor, Miley Gonzalez, Omni Garcia, Camila Kandosa, Mia Valdez, Delma Cortez, and Angelina Leva. coached by head coach Mauricio Viegas and assistant coach Joanna Sautello. for the girls. For the boys, we have Anthony Kavasos, regional qualifier, Esara, Jayen Benavides, Quain Alvarez, Jason Balo, Deon Ya, Jayen Sanchez, Juan Valdez, Julius Malta, regional qualifier, Emanuel Vega, regional qualifier, Armando Valdez, coached by Suosa and assistant coach Coach Joanna Sutello. This year PHS welcomed back the progresso powerlifting team coached by coach Viegasello and Inosa. The boys and girls programs set up a strong foundation to build up for the future. They demonstrated discipline, accountability, and
010hard work which led to significant strength gains and achieving major milestones throughout the season. Great job boys and girls. We're extremely proud of you. Your boys and girls powerlifting for 2026. Thank you guys. Congratulations. Up next, we have the boys soccer team. Thank you guys. Thank you, ladies. Our mighty red ant soccer team is made up of Luca Alvarez, goalkeeper of the year, Axel Chavez, honorable mention all district, Cesar Messa, defensive MVP, Carlos Carvajal, offensive MVP, Norberto, second team all district. Luis Escalon, newcomer of the year. Carlos Lopez, first team all district. Miguel Chavez, first team all district. Ear Seagura, midfielder MVP of the year. Fabian Barera, second team all district. Isaac Marquez, Hector Aila, Alexander Salasar, Ismael Estrada, Alvaro Gonzalez, Jose Escorsa, Kel Basa, Angel Vasquez, Jen Gos, Mateo Alvarez, Carlos Cortez, Juan Avalos,
011Brandy Seura, and Cesar Ernnandez. Coached by head coach Damian Magayan, assistant coach Edwin Sanchez, Piermo Lopez, and Hel Casteda. Congratulations to our boys and red soccer team for their by district championship. They continue to show their heart and determination towards achieving the ultimate goal. Keep it up, boys. We look forward to great things. Once again, thank you to everybody for your support. Next up, we have UIL with Miss Lia. >> Good evening board and community. Uh, Superintendent Coronado, Mr. President, members of the board. Thank you for allotting this time this evening for the important matter student recognition. This UIL one act season featured nine competitive schools from across our academic district who brought the pages of their play to life. Our students were among the nine schools from the start of our season, brought the
012passion and determination to bring our show louder. I can hear you to life. As with every season, our troop faced many obstacles, but as our red ants do, they overcame them and persevere towards the goal. Their hard work and dedication paid off when we went to the zone competition for the first round. The three judges were impressed with the students stage presence and their ability to embody their characters. At zone, not only were they awarded advancing play, but six of our red ants were awarded individual medals medals for their work on stage behind it. They are tech award to Amalia Garcia, stage manager. Honorable mention allstar cast Robert Samura as Oscar Kor Lopez Jr. Ailen Pena as an these are the honorable mention allstar casts. Allstar cast are Laara Rodriguez Rodriguez sorry as Marge and
013Haime Nada as the doctor. The following week we returned after nine schools were were whittleled down to six and those six schools went on stage for a new set of judges. leaving it all on stage when it was all said and done. We did not advance to the bite district level, but we did receive alternate play which is equivalent to fourth place. The judges again again praise the actors for their stage present and for telling us an amazing story. Four out of the nine schools in our district is not bad overall. Additionally, these students again were selected to receive individual awards and they are Amalia Garcia for the tech award. Honorable mention all-star cast Laara Rodriguez and all-star cast Himet Na. Thank you again for taking the time to acknowledge the hard work and dedication
014of these UIL students have put in and for showing our support and supporting the fine arts in our school. Thank you Mr. Ryan Alanise UIL sponsor. Thank you, UIL. Um, now we have our U, our Red Ant band. Make some noise for our Red Ant band. They did amazing this year. You can please welcome the following students. Amalia Garcia. They didn't give me a list of all your names, but you have a list. Add her in there. Okay. Sophia Costa, Lyanna Alvarado, Mia Angiano, Isabella Banda, Adali Verera, Francisco Bettincort, Irene Castillo, Adam Maris Cortez, Diego Gonzalez, Victor Gonzalez, Alejandra Guerrero, Hannah Hall, Vivana Ernnandez, Olivia Marmmojo, Felix Marquez, Lily Leal, Angelina Lea Serda, Joshua Lopez, Eileen Pñena, Natalie Kintana, Sophia Ramirez, Alexandra Rea, Aliyah Rivas, Dianeli Rodriguez, Kenya Sanchez, Carlos Santan, Violet Valero, Abigail Vieiraa,
015Roberto Samura, and Victoria Suniga. Oh, one act. Okay, it's okay. Yeah. And our one act is Miss Laro Rodriguez. She's a little late, but it's okay. She wanted to be next. You can just Yes. But you need to take a picture first, right? Yes. >> You don't want to take a picture by yourself. Okay. Are you sure? Yes. Yes. Yes. Awesome job red ant band. Thank you so much. We are going to acknowledge our UIL1 act with Laa Rodriguez and Hyman Na. Thank you so much. >> All right. At this time, we're going to be two benchmark results. Uh Mr. President, members of the board, we have our wonderful principles here, we will be presenting on benchmark 2 and also comparison between benchmark one, benchmark 2, last year's benchmark 2 and start test uh on
016those areas where we take the start. We will we will start with u early childhood with Miss Sun. Let's give a round of applause please. Um good evening members of the board, Mr. President. Good evening um members of the community. So this is um we do not have star with the early childhood. So we do six weeks uh six weeks data. So with reading with our reading it continues being our primary focus area. Overall performance in the reading is at 60%. It is consistent with last year. Our EBS are performing at a 57 and our sped did show growth at 46 to from 46 to 50%. While we are below um our desired standard because they do we are at 70% passing standard with our benchmark data with our six weeks data. We did see
017growth in targeted student groups our prek increased proficiency um which should also improve our kinder readiness uh reporting for the for the campus and the district. Um, in kinder there was a slight drop, but it's still above the 70% proficiency standard. Our first and second grade, however, do show the greatest needs and they continue being our focus groups in our first grade. In our first grade reading, our current current performance here um at our fifth six weeks, it's at 40%. It is consistent but it is still um below our expected. Um and so our first grade it is a critical year for building the readiness in the foundation. First semester um they students get read to all across first semester. So our scores are higher then but within the second semester we start um because
018they had that semester to teach the reading. So then our scores do seem to drop our second semester. students that are still struggling and acquiring those skills. We are seeing individual growth. We are seeing as we see each student, but we are not yet at grade level expectations across the the first grade group. There is progress within our sped group. Um, which tells us that those targeted uh supports that we're providing for them are working. Um, and then but when we look at our EBS students that are per are performing at 36%. We do see the greater need in our EBS who receive our uh Spanish language arts instruction. Um that's the the greatest uh group u need. Um in our sped in our sped we did see a growth. We were at 44% we
019went to a 69%. So that's in our for first grade group. Um again in our second grade at 70% standards we have our current performance it is slow it is at 39 but overall we did um looked at the data individual students or where the students that were needing a couple of questions to perform at that 70% level and we did have about a 12 to 15 students that were missing those questions to bring them to the 70%. Again, when we test, our performance is or our standard is if they're passing at a 70% or above. So, overall, we are at a 39. Um, a slight decrease from last year's group. Um, but our EBS did improve from 38 to a 43. Our sped did demonstrate a slight um decrease from 33 to 28%. Again,
020we went um we went back and look at students that were in in their student quantile are missing the slightly within a couple of questions. Um in the second grade reading data, it is I if you remember the last time that we presented our data here, we talked about going online that the second grade was going to be testing online. So that is one of the things that um the online testing being like a new expectation that has impacted some of the some of the performance there in the second grade. Overall, um, even though there is a decline, it is it does indicate that this grade level needs support, but our EBS are doing fairly well in the in the in in the group. When it comes to math, um oh before I start with
021math, some of the actions things that we talked about in previous, we did have some we did have the tutorial for our second grade team. Um we did we also talked about um this year at the beginning of the school year, we had some teachers that received training, but we did not have our whole team of teachers. we had more of the lead teachers that received training in the on researchbased instructional practice which is the Arby's. However, I think for our upcoming year uh we need to move into ma training the whole team of teachers because that will provide more intervention continues strengthening the tier one component to ensure that they're all that we're targeting that tier one and then it can enhance the instruction. Um we are continuing in the in with our phonics
022fluency and comprehension targeting that and then of course having the teachers use the da d d d d d d d d d d d d d d d d d d d d d d d d d d d d d d d d d d d d d d d da guide the instruction and the intervention supports um in math however they are we are performing um well that math we are overall increase we went from 69 to 74 in our second grade um there was a strong second grade growth six weeks from 59 to 76. Our EBS um improved uh about three points and then our sped had significant gates gains as well from 65% to 89. Um here you can see again yes the grade levels are performing above for efficiency
023and our first grade is showing solid growth especially between the EBS uh which is the emerging bilingual and the SPE students in second grade um did demonstrate uh strong growth in second grade we were um last compared from last year to this from 59 to 76. So um we do see the strong alignment to the standards using the supplemental materials in in math. Um we have pearlized from K K K K K K K K K K K K K K K K K K K K K K in first and then we have Sharon Wells in second grade or second through 5th. So you see the teachers do have six weeks refresher courses every six weeks. So they're going into the refresher courses for delivery and implementation of the Sheron wells and paralyze and
024then there's also consistent um skill practice and the monitoring within those uh supplemental supports. So um so overall our target area still um it it is that's our our main focus area. >> Um what resources are we using to actually bring those scores up because I know that Being a star teacher in the past, former STAR teacher, how are we preparing them for third grade? Like I mean the math is good. I know that they're going to pick universal language, >> but it is worrisome. >> Yes. So >> how can we help you like we need more? I think a I think like I mentioned the training itself to to reinforce because we have been working um as the the intervention groups and the RTI but to reinforce the tier one to avoid the bigger
025groups into the intervention block. So I think reinforcing the tier one is going to be our target area um when it comes to giving more training to the teachers at the beginning of the school year and then with Sharon Wells and the math it's that consistent six weeks training they get pulled out and um as former teacher you get pulled out and you have that training consistently throughout the six weeks. reading is a little bit more broader like it's it's more of the planning that the teacher has to do in itself. >> How about the support staff? Are they getting the training too? Because I mean they play a big role in >> the special >> No like your professional >> the pair professionals this year when we brought in the R the RBs um
026it was the core teach I mean the lead teachers that received the RBs and then took it back. But this for the upcoming year the plan would be that all to have received it and including um the pair professionals would be also if we can incorporate that. >> Okay, that sounds like a plan because I think everyone it's all hands on deck. >> Yes. And the and the reading is the one that you see you you see. >> And um and I know I I I know on our feeder school our EBS that are in the Spanish language arts, that's the group that needs the bigger the at risk group. At risk group. >> Okay. So we're talking at risk because they're not performing well in the English language, right? >> But how about in
027their Spanish? Because I mean I'm going through the bilingual program so it makes you think and reflect on a lot of the practices that we have current. >> So what are we doing to support them? >> Well if we see our data >> foundation >> if we see our data it is in the in their native language where they're performing in the math and the math is in English. But when we look at the reading l Spanish language arts, that's our target group in their native language. >> So they're performing low in their native language. And are we getting them the resources? Because as a teacher, I know those are scarce. I mean, what are we getting? Are we >> that the teachers are having to do their like translate the teacher been there having
028to translate because we don't get the same resources in so that >> do we have something in place? U Mr. like an AI or something that's actually >> the teachers do the the teachers do do that >> on their partification. Okay. Thank you. >> Can I ask you another question? >> Yes sir. >> Because this is very alarming. I know that um second grade is a grade very important by by then it should be reading at a higher level. I think level because I do see that the prek is at 88 8% in the reading kinder 81 then it goes down from first all the way to uh those are big >> big gaps going down um and you say that it's their native language I'm just curious I know that you said um are
029are you doing any like centers with them how is that working >> I'm just going to mention a factor that she mentioned right before you came in. But what one of the things that we're doing with second grade which is part of the transition is they started testing uh through the computer which is something new to them. Uh prek kinder they're doing the paper pencil but now second grade because we have to make sure that they're exposed for third grade. Uh and we saw that that's a factor that students are barely learning how to really test through the computer system. as it is, we're we're trying our best to teach the skills for reading, teach the skills for math, but they also to have the skill to test in the computer, which is very different
030from what they were doing last year in first grade and this year at the beginning for for second grade. So, so that is a factor, but yes, obviously those numbers are alarming and we we need to make sure that uh we do a better job to bring them to to a higher percentage. >> And another question, you say they're testing in the computer and that is a factor. Um, are they testing TOAS? Because I know Telus is tested in the computer. They should have had already some experience testing computer >> if they're testing. Are they >> in second grade? >> Second grade. >> In second grade. >> That was their first year that they tested. >> So, but the first graders, they should be barely going into the the introduction of it and all that.
031But yeah, we the language barrier. Um, I I I feel that we need to focus more on the bilingual part like saying because um if it's not a native language and we're at this four it's pretty alarming. >> So >> and another another area um also when we have our when they go into first grade not all the students that go into first grade have done freaking kinder. Some of these students are >> that's another reason for the gap. Some of these students are coming directly from uh parents wait until they're actually by law the six year old that are going straight into first. So you do see some some gaps there as well. But uh but yes and that's why at the beginning they perform higher in the first three first three six weeks
032because the teachers are based they're reading they're teaching them how to read at that point. So then by second semester you already have the students okay they've got taught and they move on but you still have the cluster of students that are still performing below the 70%. But you're doing the centers >> the the small group the RTI we do have a set 45 minute RTI block and then we do have a set it's in our schedule every day where the teacher pulls um and then the students go into independent center so they get brought in as needed with uh our tier two and then our tier three is like more like 3 to one or one to one but yes >> are you looking into some kind of training with the region one for
033the violence department like helping me with those centers like establish better like for them to work not just go going onetoone but also having different kinds of center I used to teach lower grades that's why I know >> I don't know if you're if you are doing that but that's something that's to enhance a lot of >> to enhance the tier one um we've been working with like MTNSS MTSS but um more like to enhance that tier one in order to avoid going and having them go into the tier two. But we do have I mean that's the the the concern with first is that a lot of the students are not a lot of them but some of the ones that are coming straight into it and then you see the ones that make
034the progress and you still that have that focus group. But yes, that's that's um one um plan for region one services. I know um with with budgeting as far as like with region one that's something that we can also look into. >> I know that you you're mentioning the tier one um I know that when back in the day when I was when I was teaching um we did Dr. Maggie training. I don't know if she's still around or not, but that those trainings were amazing for shared reading. Maybe that's something we can look into. And then she also provides support for small group instruction and for centers. So I she's amazing. I don't know if she's still around. I haven't taught in a long time, but she was really really good. Um, I know
035that at my school we were looking into uh doing something like that because it's a big need, you know, for for first and second and that's crucial. So I mean maybe maybe we can look into that looking I mean if it not her another another person to come and help support us with the shared reading with the guided reading and with the >> with the centers because I also taught lower grades and I know I know what you mean but we we received a lot of training so maybe we can do that for our our staff and we can see better results that would provide support for y'all. >> Thank you. Thank you, Mr. Neil. >> Thank you. >> Mr. Vado, >> uh good evening, board president, board members, and Progresso community. Uh for Progresso
036Elementary, uh I'm going to start off with the overall for math. Uh last year we were at 76%. Uh this year we're at 72% or not sorry reading sorry regarding that uh reading language arts. Um uh going to the grade level uh last year benchmark 2 for third grade we're at 69% right now we're at 62. Uh this we took these benchmarks uh late February early March. Um fourth grade last year we're at 79% this year we're at 81%. uh fifth grade 80% last year. This year we're at 73%. As we move across from the transition from third grade to fourth grade, those same students that scored 69% last year, they're scoring at 81% this year. Uh that fifth uh that fourth grade group last year was at 79%. Uh we did take a little
037dip there uh to a 73%. Um overall I believe our need will be third grade reading just by looking at this information. Um I know regard uh some plans uh of actions that I've taken this semester second semester uh we do have a mirror reading and math. I did contact the company directly myself. I asked if they had any AI tutoring. Um so they did allow us a pilot this uh second semester for only for reading and it came with lectura and English. So these students are receiving uh just not the RTI block the 45 minutes that teachers work with them but also AI tutoring from the computer when they're when they're logging in at their level in order to build their skills and foundations for reading. If I move on to math overall, last
038year we're at 78%. Second benchmark, this year we're at 78% also. Uh third grade math last year was at 67. Uh this year we're at 68%. Fourth grade math 81 or at 83 this year. Uh fifth grade math 87% and this year we're at 82%. Uh going from grade level to grade level. Last year, third grade was at 67%, now at fourth grade, they are at 83%. Uh, fourth grade was at 81%. Uh, we're at 82%. So, right now, the need is third grade. As you could see, uh, our third grade in reading and math. Um, it is a first year testing for these kiddos. So first year on computer testing uh the length of those passages in STAR they see between 8 to 11 passages. So it is getting them to get uh used
039to that type of exams and then for math uh we are using Sharon Wells. So we do have those six weeks refreshers. I know next year we'll have more training, more feedback, and more coaching with our partnership with region one for Blue Bonnet as we move on to um our math curriculum. For science, last year we're at 62% this year at 66%. So we're showing growth. Um it is one of the that's one of my target subjects also. Uh we do have summit K12 for science. So that breaks down concepts that breaks down vocabulary uh that allows them uh practice and also has presentations for them when they're working in their RTI groups. Um I forgot to discuss uh special pops. So I'm going to backtrack myself to reading. So our LEP group uh if
040you're going to notice that we did take a dip overall in reading. Um, last year we're at 71%, this year we're at 56%. So if you notice, um, what affected the most was our third grade level. If you go, we last year we're at 65, this year we're at 43. So one plan of action is we continued our tutorials but it was more implementation of uh hitting those gaps those um identified um takiques that were needing to master for when we obviously we already took our star test for early April. uh then we uh the mirror learning uh AI tutor which helps them develop at in their language and at their level and then I did meet with most of the students onetoone if I wasn't able to meet myself with them I had my
041teachers meet with them uh they had growth charts so I I asked them questions this is where you're at this is where I need to be or you need to be I would ask them um do you think you could hit that or I'll show them what takes they needed to hit or what they need to master. So we I I sat down with them, interviewed them and asked different questions for them and then we obviously it's all about um growth for us. Uh we celebrate any growth uh from low did not meets, high deni meets to approaches from approaches to meets and masters. Uh we reward them. Uh we had incentives uh if they passed one test, two test, three tests. So, it's a lot of celebration uh for our campus with my teachers,
042my staff, and myself. Uh now, for math, um our special pops and our EBS in third grade, once again, uh last year we're at 70%, this year we're at 58%. Fourth grade, 76%, 265, and fifth grade we're at 86. Last year, now we're at 66%. Uh it's going to be a lot of sheltered instruction um strategies, bringing out the anchor charts, uh a lot of vocabulary, retaching the academic vocabulary for them. So Sharon Wils does an excellent job in math. Uh they train the teachers what they need a hit, the type of vocabulary they're going to see for that week. Uh now we just need to push a little bit more and help our reading teachers in the specific uh to help our EV population. And then then the other yeah the other one will
043be comparison uh comparing our benchmark two one and star. So last year we we were at 73% instar and our benchmark scores were at 69% for third grade reading. This year we're at 62. So with our tutorials, we also implemented Saturday for reading, math, and science. So um we're hoping that with what we had established in my campus that we're able to see the same growth in our STAR scores at the end of May once they are reported. Fourth grade math, last year they're at 79%, they scored at 82. Right now we're at 81% on our benchmark. Fifth grade reading, um we're last year we're at 80% and star score was at 78. Uh we scored at 73. So I know our teachers, uh we have uh one teacher there in place that's her second
044year, so she's still learning. She's still getting guidance from our veteran teacher that's in fifth grade. So they work in partnership with each other. They do the lessons. So it's just showing uh her and just the routine and just making sure that we're hitting what we need to hit for reading. Uh going to math. Uh last year in star score we're at 81% and that benchmark score was at 67. In third grade right now we're at 68. So, I'm hope with Sharon Wells and the our tutorials and Saturday and our Amira math um um program, I'm hoping we're at the same target or higher. Uh fourth grade math, last year we're at 79%. Their benchmark score was at 81. Right now, we're at 83. So, our teachers there in fourth grade, uh they're all veteran
045teachers. Uh obviously, our math, all of our math teachers are veterans in my campus. so they understand what they need to do, the concept, strategies that they need to implement in order to see the scores at the end of the year. Uh, fifth grade math, last year we're at 84% in store. This, uh, last year in benchmark, we're at 87. Um, benchmark 2, we're at 82%. We took a little dip there, but uh, we have veteran teachers there. Our two veteran teachers and fifth grade are master TIA teachers, so they know what they need to do in order to support our students in the classroom. And then in science, uh I believe the star score is not there, but we were, I believe, at 70 or 71%. Uh that's okay. We're at 70. Yeah, it's
046just a little misprint there. We are at 71, I believe. 70% on campus for our science. So last year's benchmark was at 62. Uh this year we're at 66. So we're there. We're showing the growth that we need in science. Obviously, we would love to hit the 80% in science, but uh we're trying our best. I don't know if the board has any questions that I could answer for you. >> Any questions from ladies and gentlemen? >> Do you have enough pair of professionals? To be honest, I might be down to three prepared professionals next school year. So, some are graduating with their bachelors. Um, some might have to leave due due to personal reasons. So, I already discussed m with Mr. Coronado regarding my situation for my campus. >> Thank you, Mr. Thank you.
047Thank you. Awesome. >> Now, we have Miss Molina from DTMS. Good evening uh members of the board, board president and community members. I'm going to be presenting the benchmark data. Uh I'm going to start with the reading is broken down by reading, math, uh social studies, and science. So if we look at the benchmark data from the reading, uh if you look at the we're going to start over here with sixth grade reading for all students was at 59 last year and right now it's at 61%. Uh like Mr. Alvarado mentioned the students took the second benchmark in February. Uh so the percentage should be higher by now. But uh just so that you know when the students took the test. Uh so 59 um for the second benchmark and then 61% for all. Uh
048and then we have at the meets you last year we had 26% on meets and uh for this year we have 26%. For the masters we were at 5% and this year we're at 9% in sixth grade. seventh grade. Uh at the approaches, last year we were at 59. This year we're at 74. Uh and then for the meats, uh we last year was 24, this year we're at 45. For the masters, last year, uh we were at 21% and this year we're at 13%. For eighth grade reading at the approaches, uh, last year we were at 71, this year we're at 70%, for mess, last year 33%, this year at 35%. For the masters, last year at 12% and this year is at 10%. So when we look at the data for the reading
049for the overall, last year we were at 63%, right now uh we're at 69%. for the meats 28 and uh for this year we're at 36. Last year at the masters we were at 13% and this year at 11%. So the the data looks good. Uh we did have the teachers the reading teachers go to region one and they participated in trainings. Uh they also had data conversations with the students throughout the year and I had those data conversations with the teachers as well. We reviewed data, we monitor data very closely. So that's what we have for the reading for the math. Uh this year we implemented the blue bonnet and uh we continue using the Sharon Wells. So at the beginning it was it was concerning because it was a new curriculum and we
050didn't know what to expect but once you see the data you're going to see good results. uh at the approaches level in sixth grade uh last year was at 59 and this year we have it at 65%. At the mids level 10% last year, this year 16% and at the master's level 2% last year and this year 1%. Uh in seventh grade last year at the approaches level was 58 and this year it's a 74%. So, it's really good right there. Uh, meats at 13% last year and this year at 32% and the masters at 1% last year, this year at 8%. For eighth grade, uh, last year was at 43% at approaches. Uh, this year 42 meets, 13% last year, this year 4% and master 0% last year and 0% this year. We do
051have some students that take the algebra in eighth grade. So last year around the same time they were at 97% and this year we're at 98% at the means 41 and this year we're at 89% at the meets level and then at the mast's level. Last year we were at 19% and this year uh we're at 52%. So this is a very the students are are pretty strong in the math and as you can see overall compared to last year last year in the math we were in the benchmark we were at 60% at the approaches and we're at 70% already at the approaches level in the yes >> this one is very very important uh because it has an impact at the high school level. So what you're seeing here in math, we have
052some eighth grade students that take the algebra, but they don't count towards the high school accountability because they're taking it at DTMS. And as you can see, these students are performing very, very well. They don't count for eighth grade math because they're taking algebra and they don't count for the high school because they're taking it at DTMS. Uh at one point we were trying to see if this population could take the class at the high school so they could help with the 98% at the high school, but we haven't been able to figure it out uh through TEA. But does that make sense? So we have a population that does not count towards DTMS accountability because they're not taking the math test and they're not counting towards the high school because they're not at the
053high school. But the results are very very good results. So we're trying to see how is it that we can >> but so the 53 and the 44 those are both accounted in math even though 44 and algebra >> algebra doesn't count for the middle but that's more acceleration for the students the benefit for the students because we started that over there that's why I know I'm familiar with it. So these are the high high kids that want to be challenged. So you're use you're actually helping them out to advance but then they stay in limbo because they don't help the middle school and they don't help the high school. >> And at one point we were gonna decide if we would put the students in algebra because at the end of the day it
054has a negative impact at DTMS because DTMS in math would be very high with this students taking eighth grade math. >> But we cannot be selfish. We want what's best for our students. So, we're pushing our students to take algebra regardless if they're not having an impact at DTMS and they're not having an impact at the high school. Um, again, we're trying to see if if if TA can help us out because high school ended up being one of the high schools in need of assistance because of math. And and my my argument was, but look at this population. They're performing. they should be counting at least to DTMS or to to the high school, but right now they're not in in the accountability. I just wanted to make that that point clear because as
055you can see that group is having very very good results >> and I just wanted to mention which I was going to say that because uh they don't take the star those that take the algebra. So I was going to say what you said that's the the setback about that. So so that way you all understand that It's sad that they the stars is not taking those scores to account when it comes to you know counting it as a >> I didn't know that I thought they still had to take this >> they it's algebra EC algebra but >> so it is it's a star test but it's algebra which is at the high school high school course >> so if this population would take the eighth grade math that wouldn't be a 42 that
056would be like a >> 80 something >> because those are like look at the number of students it's 40 40 some >> students like the the percentage population >> the positive thing about it is if if they pass then it gives them that credit for their future that they have it's one of the requirements to grad >> and it's and it's important for the community to understand that I mean we are sacrificing the accountability part of math so our students have a better future future to advance at the high school level >> and this is across the state. >> Yeah, it's across >> and then a good thing is that now with the NWA maybe we'll have this kids count towards the one. So, our students are doing really good in the math and and
057at the beginning, like I said, when we implemented the blue bonnet, I was a little bit concerned because it was something new. But I think with that the training, the coaching and everything that the teachers received, I mean, you can see the scores. I I I honestly think that we're going to perform really good in the map. Uh, in the social studies, I know this is an area of need for DTMS. So at the approaches last year we were at 40 and right now uh we're at 47%. Last year at meets we were at 3% and we have it at 21% and the masters is last year was at one and now it's at 6%. This is yeah >> it's important to notice that for social studies we're barely going into a a new adoption.
058We've had this adoption for many many many years and and that adoption is not aligned to the star number one. And then number two, our students have to go throughund >> 96 skills for the test. >> Yes, it's 96 and they only have one question for each SE. So either they know it or they don't. Uh so that's what makes it really challenging for uh social studies but what we did this year I know we had mentioned we wanted to have a social studies academy and we invited region one to come and that's what they did they did an academy for the students for science uh historically we've done good and uh the benchmark uh last year was a 46 and this year we're a 53 and then at the meet 6% meets 11 and
059And at the masters 0% and right and this year 1%. Uh but overall usually the science once they take the test they do good. Uh the second this one is the benchmarks compared to the start test from last year. So last year for sixth grade reading we were at 69 and by the second benchmark we were already at 61. In seventh grade, uh last year we were at 74% and by the benchmark we were already there at 74%. Uh and then in eighth grade reading last year we were at 76 and this year we were already at 70%. So overall the start date for reading was we were at 73 and by the second benchmark we were already at 69. So I can see where we're going to score higher than 73. Uh for the
060math last year in the start of sixth grade we were at 85 and uh by benchmark we were at 65. Uh seventh grade we were at 75% and by second benchmark we we were at 74%. Last year for eighth grade star we were at 65% and this year we were at 42% in the benchmark and once again the algebra they always do good. Uh last year we had 100% and by the second benchmark we already had 98%. So those students are going to pass. So overall in the math uh last year in the star test we were at 79% and by second benchmark we were already at 69. So, which is really good. And then social studies last year in the STAR test, that was the one that really hurt us. We were at 28%
061and by second benchmark, uh, we were already at 47%. I do want to say that the students feel or they felt a lot more confident this year. Before they were going to take the test, they said, "Molina, I feel good. Like I I know I'm going to pass." And so, I could see that confidence in them. So that's going to help. >> I do want to share this because uh when we took the reading star this year or when we were going to take the star, we had to do the lockdown. Remember that that situation. So we went into lockdown, students were ready. Uh and I remember that Miss Molina went up to the students and asked them, "How do you feel?" She got their feedback and the students said, "No, you know what miss?
062Let's take it tomorrow." Uh so so that that speaks very highly of our students as well and their responsibility. You know what? I don't feel good today. Let's do it tomorrow. And that's the way we did it. >> Yes. And it was the first star test that they were going to take and it was a reading. So no >> uh for the science uh for the star test last year that we're at 71% and this year by second benchmark uh we were at 53%. We do have very strong teachers in science. Uh so I know the students are going to perform. So overall I think it looks promising for DTMS. I think uh based on the data it looks good and I'm just hoping that the chance was not too too hard. >> Best of
063luck. >> Any questions? >> Lots of growth. Congratulations. >> Thank you. Thank you. Any other questions? >> Thank you, Miss Mia. >> Thank we Miss Leila. Good evening again. I will be presenting. Um, Miss Garcia is not with us today. So, um, looking at the scores and I'm kind of concentrating on just the blue there because we can see the growth. Um, as far as from our benchmark to benchmark, um, we were at 54 to 66 and that was last year's benchmark to this year's benchmark. So, we grew there. Um I know everybody else went into the approaches, meets and masters and yes that is important to us and as you can see at the bottom you know we have increased um little by little each year. The one that I do want you to
064focus on is our algebra. Um and then I'll go and go by and let you guys know what interventions we did in each um in each core. As far as our algebra, you're going to see it and you're gonna be like, "Wow, the kids became math wizards with Blue Bonnet." But um what happened was last year we took a full-blown benchmark and this year since we're using the blue bonnet curriculum, it was very different, very new. Uh we did two unit mini tests and it was Blue Bonnet curriculum. So I I do want you guys to see that because I don't want you guys to think like what happened there, right? So um the rigor is high in Blue Bonnet and I'm sure Miss Molina can agree. Um yes, we were all kind of afraid
065of using it this year. Um we did see a lot of progress and we really really hope that we see some type of progress like this in start. So we're we're being uh well we're being hopeful and faithful. Um as far as US history we're we're pretty good there. Uh we have become stagnant. We have an excellent teacher there. Um from 81% last year's benchmark to this year's benchmark is a 96. Um, so he he's excelling there and we really hope he does. Um, his task this year because he's been in the 80s and the 90s range, we did task him to have more meets and more masters. And we did go intentional with um with the list of students per uh class period and we told him which kids are you going to get
066us meets and which kids are you going to get us masters because that's what we need. We're not even thinking about approaches because we know you're going to get them there. So that was his task. Um he did take that task very seriously and um he did um not only give up his conference at times to to go ahead and you know continue with the power starring with certain kids that don't take him for example the dual enrollment students take US history 1301 and 1302 so they don't have Mr. Caba right for US history but he made it possible for those kids to go through him um throughout the the week as well. So we're very thankful for that. Um, as far as biology, we have been pretty good there, too. Uh, we do have
067a new staff member this year. Uh, she was very positive and, um, as you can see, her score is pretty stagnant. Her task as well. Um, just kind of feeling her out. We kind of asked her if she would be able to give us more meets and more masters and she's like, "Absolutely. Who do I need to put up there?" So, uh, we were really excited to work with her and, um, she was very confident in the test and the kids were very confident. So, we hope those those scores stay up there. The second tab that you have there, it's just benchmark to benchmark to star. Um, so you could see there our star, for example, for English one, we were at 50, but our benchmark right now we're at 60. So, we're hoping we're
068around that that u range or even higher. Um, for English two, for star we were at a 55 and right now the benchmark was at a 72. And you're like, "Wow, we're in the 70s. What do we do?" a lot. We did a lot of intentional PLC instructional planning and that really helped a lot. Um, as far as algebra, we had 65 for STAR and like I said, you know, we have the 82, we have the wizards there, but it's blue bonnet curriculum, but we'll see a a clear picture when we come up in May. >> If you look at the star in math, if you would add the 40 students that we were talking about at DTMS, obviously that percentage would have been up there. uh the high school had to implement a plan
069of action with TA because of math and again that was the argument like we have a 40 students that got 100% I mean give us credit but anyways we'll we'll see if we can get a good solution but that 65% is not including the 100% that DTMS produced uh that same year >> and I know those kids are limbo like you say they don't hold accountability for DTMS or for high school and we're like ah why do we do that right But in the early college dual enrollment world, it helps because um for example, my child, he's in 10th grade and he's done with math for the rest of his high school career. So, it does help in that sense. And those kids are able to take college algebra and college pre-cal and cal in
070the dual enrollment world. So, I know it doesn't help us with accountability, but it helps us with that. Um, aside from that, we are back to US history star. uh we had a 90% last year and this year's benchmark we're at a 96 so his he has a very high goals for himself and for biology we were at a 76 last year and our benchmark was at an 88 okay talking about the intentional strategies what we did like I said the PLC's were completely reformed this semester um they were very intentional we dealt a lot with um the teachers um the planning uh in blue bonnet if you're not familiar with that curriculum as far as math and I'm going to go back to math and ELA, they do lesson internalizations. Um, they actually do
071modeling of the lessons. So, that's what we tried to do this year, this semester with ELA and our master teachers who were assigned master. Um, they helped us co-e with the other teachers and the other class periods that needed that. Like once we saw our benchmark scores, we're like, "Oh no, we got to help here." And so our master teachers were very acceptable to it and they planned and we had our PLC meetings once a week. We had our for ELA we had it twice a week. You know those ladies and and the gentlemen that we have is amazing. So we did do that. As far as um what else for ELA I think that's the most important. We were doing the progress monitoring. U we did do small groups like I said with those
072master teachers when we saw that there was a need. We kind of cohorted the kids to say these kids are kind of okay. Okay, we're going to put you over here. You babies, you're coming over here and we're going to put you with the master teacher. So, we did do that as well as far as small groups and then they also did co-e. As far as algebra, it was a whole new curriculum, a whole new world. It was so hard to get the buy in. But thankfully, our teachers got the buy in, our kids got the buy in because that's another thing because math was very different and very intentional. But I think regions one region one's purpose with helping with the lesson internalization. We have a math specialist that's completely ours and Miss Molina's
073of course right because they're secondary but he helped out so much and the teachers were really attentive to him. Like they really were like how would you know you're so much younger than me and I've been teaching math forever. No, like they us they really took on his strategies to help us out. So that was those were the main things for math and ELA. They did make some little minor changes in the history and the bio, but not too much because, you know, we've been doing good there. So, I don't know if you have any questions. I don't want to take too much time. >> Awesome. Any questions? >> Just want to say thank you to you all and thank you to Miss Garcia. >> The the scores look really good. >> Thank you very
074much. >> We hope you >> Thank you so much. >> Overall, it looks like all the campuses are doing better. Some some campuses better than others, right? So, so the star results we you will see them next month at the next port. >> Yes. May 22nd. >> We get them. >> So, so maybe the June >> by the by the probably put it and then we'll do >> and I know you've done this before, but can you put like comparables to the valley and state like how each campuses >> put Santa Maria? We'll put >> ISD and everything. >> Awesome. >> Thank you. Thank you. >> Thank you, Mr. Sailor. All right, guys. uh B3 2026 2027 cool school calendar. >> Mr. Board President, members of the board uh attached as part of the board
075packet uh the results for the calendar. Just get it real quick. Uh we met with the SBDM committee. We got some recommendations. We adjusted the recommendations that you had given during the last meeting. Um, we had a bingo and we invited community members, students, they voted that day. Uh, we put it out there on Facebook and as you can see with the results, uh, administration is recommending to go with calendar A. >> Awesome. Thank you. Any questions? All right. >> Make a motion to approve calendar A for the 2026 2027 school calendar. >> Motion by M Martinez, second in favor say I. I. All against say nay. Motion passes. At this time, it's uh we do have two board members that have to step out uh personal reasons. We're going to go executive session 712.
076Uh board members, if you can follow me, we're going to have executive session u in the conference room. It's ready.