June 8, 2026 Board Meeting

001of the Robson Independent School District will be held on Monday, June 8th, 2026 at 6 p.m. in the boardroom of the Robsontown Administration Building, A1 North First Street, Robson, Texas 78380, at which time the agenda items will be discussed. In the course of the meeting, the board may change the order of business at its discretion without advanced notice. First item, call to order. Roll call. >> Present. Eric, >> present. >> C Martinez, present. Present. >> Present. >> Erica, present. Um, Lori Garza is online. >> Okay. Uh, second item, moment of silence prayer. >> Yes, sir. If you'll bow your heads with me. Uh, Father God, you've called us, Lord, to do your work here in Robson ISD, Lord. And tonight is a celebration of that work. It's a celebration of the vision you have for

002all of us to do your work right here in this community. And Lord, tonight we ask you to continue to guard us and guide us as we do your work. And we ask this in your son's name. Amen. Amen. Thank. Uh, next item, Pledge of Allegiance and to the Texas flag. To the flag of the United States of America and to the republic for it stands nationy and justice for all the flagged. >> Thank you. Uh next we have our vision and mission statements. Our vision statement is to ignite brilliance and impact lives by providing transformative learning opportunities that empower students for generations to come. Our mission statement is to empower, inspire, and invest in our students and staff, igniting the best version of themselves. Together, we positively impact our community and the world. >>

003Thank you, M. Martinez. Uh public participation. >> Thank you, ma'am. Next we have uh president remarks um uh 2026 summer leadership conference in San Antonio, Texas uh this week June 10th through the 13th. >> Eli want to elaborate on that? >> Yes, absolutely. We are presenting as well on Thursday at 11:00 a.m. So Mrs. Garza, how are you doing this evening, ma'am? You ready to rock and roll and present? >> Amen. Well, I know we had a good lunch and we >> That's it. That's it. That's what we'll do. I know that we had a lunch and we went over some of the stories together. So, I've kind of written those out that you gave me. Then I think Mr. Martinez and I are going to huddle tomorrow for a little bit and also go

004over some of his stories. And then we'll make it just conversational like we always do. And >> I will be there on Wednesday at the hotel probably around 4, I think. >> Awesome. And we'll go through it again that evening. >> I think that's about the time myself and Mos will be arriving about 4:00. >> The conversation piece is your secret weapon is already in your policy manual. >> Nice. >> That is it. >> Um and the second item is additional board trainings and workshops. was told that July is going to look pretty busy. >> Times, budgets, workshops, those are coming. >> Okay. Well, we have alternate like several days to choose from. >> That way we can >> Yeah. >> Just to make sure that we >> all three days. Yeah. >> I got

005to take a phone call. >> Okay, that ends that. Uh, next we have superintendent reports. Dr. Quig. Uh, superintendent B. >> Yes, sir. Thank you, Mr. Ago. So, uh, on item B there, you see budget workshops and we will have, uh, several budget workshops in July and Mrs. Gars and I have been talking about this and we'll keep them tidy, you know, an hour and a half, two hours. There is a lot to cover and um, again, it's it's important that we all can be in attendance and and just move that budget through uh, August. Uh, but July will be crucial for that. Uh, the next thing I want to uh, bring up is the ADA. We finished the year at 2434. What is important to note is attendance again was up this year at

00691.4. Keep in mind, you know, four years ago we're at 85 and a half and and now we're at 91.1. So kudos to the campuses, the attendance clerks, the principles, the teachers taking the attendance and everyone just adhering to the system. So that's important. The last thing I want to cover, well not the last thing, one more thing. EIC local, uh, Mr. Gyos myself are going to work with Minino and a couple of her teammates as we kind of flesh out some ideas around that particular policy and we're going to have a a meeting next week is what we're targeting. It may have to be virtual. Uh so we're going to work on that. The next thing is going over the preliminary star academic report. I emailed you guys on Friday or maybe it was

007Thursday or Friday. Uh you have a copy in front of you here. It looks like this. Miss Gar, you have yours in your inbox from Friday, I'm sure. Now let's just jump to the story here and you see the bottom line. The results tell us that we are making progress. It is uneven progress but progress nonetheless. But I really want to go through uh the key takeaways for the board. You see that section there? We can just each one read one of those. Move would you read the first one there? >> Number one key takeaways for the board. >> Sorry. district-wide subject performance improved in ELA. This positive percent uh percent points mathematics plus points for uh two high leverage areas connected directly to our indust instructional improvement strategy. >> Yeah. So, so districtwide we

008know ELA and uh reading's improving. If you look at the second uh number two, RAW Charlie College High School continues to grow and really uh their ELA is up six points, math four points, biology is up 10 points, and that's 92%. If you saw that 3 years ago, I think we're in the mid70s and now we're at 92%. So again, if you look at number three, the elementary campuses in Seal Junior High were still uneven. We had pockets that went up, pockets that went down. uh several campuses and grades uh and and grade levels showed gains, but again um there's still an opportunity for us to improve that. San Pedro, as I put there, you know, we struggled there and uh lot lots of opportunity there to to get San Pedro uh back on track.

009Number four, science is incomplete. The data aren't here. This data are preliminary. We do not have all of the uh data in from TEA. But here here's the main point we want to emphasize tonight. We have to remain consistent. We have to build a consistency of the execution in every classroom so we can gain every year uh positively across the the grade and and course uh level. So if you turn the page, you'll see um a couple of tables there by subject. You'll see reading, math, and science and social studies. Do you see that on the second page? Second page. I'll just sum it up for you have in reading some very positive gains there and you also have some losses. Um I will say if you look at math again some double digit gains.

010Sixth grade math unbelievable. Eighth grade math double digit gains. Algebra very solid. Um but again you have some areas where you went backwards. You know seventh grade math. I want to put seventh grade math into perspective. You know Miss Shvetta I don't think anybody's better to put that in perspective than you. you want to come up and say a couple of words about let's put seventh grade math kind of talk about little tea the cuto off and advanced mathematics kind of give that some context please >> there >> okay u so this year actually um end of two years ago um we were looking at the data of our sixth graders and um The pathway that TA has set is the accelerated pathway. We've had these conversations uh back several years about moving our kids

011into advanced um pathway. And that advanced pathway is setting them up in high school to take the advanced mathematics classes and the college courses. And so this was the first year that we identified our students. They were the incoming sixth graders last year. I'm sorry. Incoming uh sixth graders. We identified them by the 40th percentile. was 56 students that in sixth grade as they were going through their sixth grade courses we embedded seventh grade tees. They ended up taking the sixth grade star and then this school year they t took the eighth grade star. So they skipped essentially the seventh grade and I'm going to tell you we we had deep conversations about it in the beginning of the school year because um you know we had to reflect and say are we in a

012position to do that right because we knew what our rating was uh but at the end of the day we brought in all the stakeholders miss amise Mr. Garcia, um, our math teachers who know our students, right? Miss Mond Dragon is the one that takes the lead on that, our instructional coach and our APS, and we decided that we were going to do what's best for kids, and that is what's best for kids is to make sure that we're pushing them, that we're igniting brilliance, and that we are um just stretching them to that rigor. And so, we did that. And so, we knew that there was going to be a dip unfortunately, in seventh grade, and you see it there. But we know that we did at the end of the day what was

013going to move the campus or move our students into those pathways that set them up for post-secary readiness. >> Thank you, M. >> I just want to make sure and put that in context. Um >> I just have a quick question. And when you say you knew that there was going to be a dip, what do you mean by that? Like what were the >> what was this? >> Well, we didn't know exactly what the dip was going to be, but we did know that because those kids are our top kids. So those are like usually our meets and masters kids that will carry that in seventh grade. Well, now they are in the pocket of the eighth grade. And so that's the dip that we expected to have. So we had to bank in

014seventh grade on just the approaches students. And so we knew that it was going to affect us in that way, but we also know that at the end of the day, it's our job to see potential in our students and to push them and that's a decision that we made. >> Great question. Thank you. >> Thank you, Mr. V. Mr. Gos, did you see similar? So yes, so um what kind of saying it's I think you see seven I know when I was working um at a previous school district up north that was the same thing and it was a it was targeted. seventh grade was targeted because they performed lower than sixth and eighth grade for that exact reason. If you're taking a chunk of those students away from seventh grade and you're just

015left with the students that are >> in seventh grade and well the performance is there but that's very common. We're going to see that but uh seeing the gains in sixth and eighth grade obviously the decision was >> yeah very good good gains double digit gains in six and eighth. If you turn to the next page, page three, I don't know why it says page three of two, but page three, uh, you see it by campus level. And so overall, you see lot speech with a a minus one in math and a and a plus five in reading. Robert Driscoll grew in math and reading. Uh, San Pedro regressed there in math and reading. Science, we're still waiting for all the science scores. Seal positive in math. We talked about uh the step back in

016reading and and social studies. And then the high school uh is really uh probably the the bright spot. If you turn to page four, I kind of put it like this on page four. >> Sir, I'm sorry. I'm sorry to interrupt on uh you said San Pedro increased. I'm seeing >> no decreased. I'm sorry. I'm sorry. Yes. Go ahead. I'm sorry. >> Right. Um so if you turn to page four again I make the note here that clear the clear bright spot and some areas to study for execution and replication is the high school. Uh there are some universal things that uh the high school is doing that everyone needs to be doing well and it's it's specifically around expectations and really cultivating the ownership not just from the teacher but from the student. Uh

017I listed some implications there for our four pillars and I want to be real clear about something. It's it's not about changing strategy or adding any initiatives. You don't want to do that. But you do want to emphasize the execution of the consistent execution of the strategy. So the overall message is we're encouraged. These data aren't final. We will receive uh some more uh data this month and um through July and then have the official ratings August 15th. Mrs. Alanise, is that correct? But uh we are encouraged but clearly there's still a lot of work. We're we're happy but not satisfied. Happy to answer any questions related to that. Welcome questions. Rigorous questions. >> We can email you right if you have any questions. >> Yes sir. Please look over this. >> Yes, please do.

018>> So, uh I want to say this too. I'm encouraged to work with the principles in the room. This work is daunting. Transformation is daunting and it's not linear. You're not going to have linear improvement. It's not that's not real. What is real is coaching, attending learning walks, building real powerful PLC's, and then making sure that your tier one instruction is at a level that is superior to ensure kids are experiencing something uh transformative as we say. So, thank you, sir. >> Uh, question. >> Yes. >> how often are we visiting campuses on average this past year? >> Oh, goodness. There was probably Mr. Garcia north of a thousand classroom visits. North of a thousand probably,00 classroom 1,200 classroom visits. >> Sir, on doing this, can we I know that like our I think San

019Pedro and L Beach, they share an instructional coach. Can we look maybe I think the some of the board members have mentioned this but trying to see about maybe having an instructional coach at every campus rather than having a split. Um I mean I'm not an educator but I would just assume that you know having one on campus every day would be beneficial to all campuses really. Um >> and I'm glad you brought that up. I think what uh we need to be disciplined about is not more resources, it's using the resources we have well. So it's ensuring that the instructional coach is delivering coaching and nothing else. Does that make sense? So you can have as many coaches you want, but if they're making tests rather than coaching, then they're never going to be

020impactful. When you have 10 coaches and none of them are coaching, you can have one coach and that coach is coaching intensely. So what we need to do is make sure that if you're an instructional coach, you're coaching. >> Are we not looking at that? I mean, >> oh yeah, throughout the year. >> Oh, throughout Yes, absolutely. We are. it just there's some I think past habits you know that we're accustomed to and that we ask our coaches to do whether it's administrative stuff whether it's it's building tests and things like that but the most important thing they need to do is coach you know that that I'm not saying those other duties aren't important they are but we need to make sure that the coaches are co very very aligned with our campus principles

021and they're going okay we need to coach Mr. this week. What do you want to coach him on? What do you need to coach Martinez this week? So, it's more it's not more resources. I know intuitively it's like, oh, more resources that's going to be No, it's using the resources you have better. >> Okay. So, you're saying this report, sir, is is incomplete still? >> Yes. Yes, sir. >> So, when do we get the completed? >> August 15th. >> This is raw data, right? Right. Still, >> right? Still got some outstanding data. You'll see incompletes there for science data. Yes, sir. I wanted to make sure y'all had something to react to in the moment. >> Uh, Mr. Goss, for the record, um, it is 7:15. Miss Garza is no longer present, um, for the

022for Miss Padia's records. Um, she will try to log on, um, later, but it's 7:15. Um, I mean, I'm sorry, it's 6:15. 6:15 here. 7:15 where she's at. Um, but yeah, she's no longer present as of 6:15. >> Next, we have the presentation and information items. >> Uh, Mr. Vice President, I'd like to recommend that we move M update uh first as we have Mr. Pal on for that. >> Motion. >> I don't think we need to make a motion. >> No. >> Okay. No, it's it's within the same agenda items. Yeah. >> Okay. >> Yes, sir. Go ahead. >> Thank you, sir. Uh, Mr. Pal, welcome. >> Thank you. Thank you for having me. >> Yes, sir. >> On a Zoom call. Hope everybody can hear you. Okay. >> Yes, sir. >> Okay. Excellent.

023So, it's my pleasure tonight to give you an update on the fieldhouse project. Um over the last month uh some of the things that have gone on is the framing is now 95% complete on the inside of the building. Um main switch here the building service has arrived. It's on site now. Duct work's been installed. Uh electrical panels are being installed and rough are being installed inside the walls. Now mechanical electrical plumbing rough are also continuing at this time. Uh there's a little slow down in regard to site work because that's really not on the path or schedule as long as it dries up the next couple weeks. So still in pretty good shape on the side as well. Um a couple issues that Dr. and I discussed last week when I visited the site.

024Uh three things in particular. Number one would be the contract has been offered credit for the different mechanical manufacturing equipment. There will be building $51,920 that we can use towards this project. Um the second issue is one we discussed a little bit last month which was the transformer new 750 transformer cost for that transformer is $19,900. So we can use the credit given for the mechanical equipment to offset this cost to as part of this contract or you can just contain. So that was the second issue. The third issue was the sewer line in the also addressed two different areas. The first one is I think it's going to end up being our recommended solution between the most cost effective solution. I think engineers on that as well. information. The second solution that we would

025have would be to run 314 ft over the sewer line. Um I have not got information yet. So those are the three options we're kind of looking at this time is >> uh Mr. about what is the I'm sorry. What is the um projected completion date um on this? You said we're on schedule. What is the projected completion date for the for the project? >> September 21st. >> Okay. Thank you, sir. >> Mr. about um what was the mechanical credit they gave us? What what piece of equipment? >> The mechanical uh credit that we got. What was it for? >> Manufactur. >> Electrical. >> No. Uh this would all be associated with Oh, okay. Hey, track. >> Yes. >> And also, Dr. Quick, can we have a committee meeting before uh we present the option

026to the board? >> Yes, sir. >> So, I'd like to have a discussion on that. >> Absolutely. I'm curious, too, we had some trustees got a chance to go uh tour thoughts. What did you see? What were you I think Mr. Martinez, you also had a chance to distinguish myself and Miss Garza, but it was very brief. Um, I had I hadn't been in there since the old um but it's looking good. I mean, I'm out of the committee, so I wasn't too sure what to look at. And I'm oblivious when it comes to construction. That's why you have ME here. But, um, but it looks like it's it looks like it's going well. And, um, Mr. Ler did um, you know, mention to us that everything was on um, on schedule. Um, and that

027was going to be one of my questions. cuz I know some of our constituents on Facebook, you know, um have been asking. Um so I kind of wanted to put that out there for the public, you know, that we are on schedule and that um you know, things take time obviously, but we're having to repair something that was, you know, dangerous for our students and um we're on schedule, but it it looks it looks great to me. I mean, completely different from what I had seen prior and um I trust the process. A couple of Fridays ago, uh, Mr. Mr. Mine got to go a couple Fridays ago. Then I and then Miss Garza and and Mr. Martinez got to go. It was kind of spontaneous. >> I think I I went because one of

028you couldn't go, so I took this spot. >> No, I I I had contacted um Mr. ler cuz I had a little bit of time after work. So, I just I ran by there just to look at the plume deal, but I I saw the progress and I sent an invite for the committee meeting uh Friday two Fridays ago to the three of us. So, >> yeah. >> Thank you, Professor Pal. walk through all the people. So there'll be another opportunity coming up in the next probably two or three weeks. >> Hey, Mr. Lauder, did we have to uh we upgraded the panel box, right? I mean, >> yes. >> I'm sorry I called you louder. Sorry. 1600 service. >> Thank you, sir, for joining us. >> Thank you, Mr. Powell. >> Thank you, Mr.

029Pow. >> Uh trustees, real quickly, uh I do apologize. I was under the impression that we were still under superintendent updates. Um it was about 6:17 that we moved um item 8E up. So if we could enter I know we all agreed to it but just for the record if we can entertain a motion. Like to make a motion that we approve that we move item 8E up before Robson ISD donations. Um do I have a second? >> First and second for short. Uh all those in favor to move item E up to um item A under presentationform information items. Mobos >> I. >> Mr. GU. >> Mr. Gos. >> Hi. >> Myself. I Mr. Mikin. >> Hi. >> Mr. Messa. >> Motion carries. Thank you. >> Thank you. Our next item is now a

030RIT donations. >> Thank you, Mr. Gagos and trustees. Just a few shout outs here. uh from CLM business services uh $200 donation uh that went to lot speech leadership academy second grade Missia and then of course Tesla $1,000 to teacher appreciation and I believe we have one more here that we want to make sure we give some public recognition to and that's golden chick $316.80 80 cents uh for campus needs and incentives. So grateful for our picker partners. >> Sir, I have a question on that. Um on the Tesla thing, did they not fill out a form? I know that you mentioned that they donated for the for the end of the year banquet for the band. Is that not a donation form they have to fill out or >> Probably so. It probably will

031show up on the next. >> Okay. Yeah. I um Yeah, just so I can see cuz I know that I know that the that bill was actually on our list of bills that we paid for it. >> Yeah. >> So, I want to make sure. >> So, we got to put that one on too, right, Miss? We'll get that on the next next month. Yes, sir. >> And then I guess a reimbursement or how does that work? Did they give it to us or >> give it to us? Give us a check. >> Okay. >> Yes, sir. >> Okay. So then so so the list of bills is incorrect >> because it it says list of bills on here that >> the district paid for the band. >> Um I don't know. I I looked

032>> That's what I'm saying. So but that that was my question. Does it come as a donation or does it or does it >> It comes as a donation. It's a check. So we receive a check from Tesla. We deposit then we cut a check. >> Okay. So we don't need a donation form then? >> I mean No, I'm just I'm just I just want to know because we gave them we gave them credit for something else. I want to make sure that they get credit. >> Yeah, >> we typically do donation form anyway. >> I just I was just curious, sir. >> Yeah. >> Okay. Thank you. >> Yes, sir. >> Next item we have report. >> All right. >> Nurse Chavez, how are you? I'm >> good. How are y'all? >> Great. Hello,

033gentlemen. >> Dr. Quig, how are y'all? >> Wonder well, thank you. >> Good. So, I'm going to present the annual shack report and see. Okay, thank you. All right. So, our shack, as you know, um we have our own mi mission, visions, and goals. The Texas Health Advisory Committee, which is our T-Shack, assisted Department of State Health Services Department to support and coordinate school health programs, and school health services. It also provides leadership to identify and disseminate school health best practices, resources for school policy makers. Our vision is that we the T-Shack envision healthier Texans through coordinated school health. Our mission is to assist establishing a leadership role for the DSHS in the support for and delivery of coordinated school health programs and school health services. Our goals are to achieve leadership, best practice identification,

034dissemination, and coordinated skilled health promotion. So every school district we have to have a shack and um it involves parents, students and community members. On this next page you have all our current shock members. Occasionally we have a few um different people who come in. Everyone is welcome. We are on the eight components of the whole school, whole community, whole child model which is health education, health and safety school environment, counseling and mental health services, parent and community involvement, staff wellness promotion, health services, physical education and nutrition services. That is what Shaq covers. Oops, sorry. We had actually five meetings this year. We started with one at the end of August uh in order to get a certain curriculum voted on and we did that and then we had one in October, December, February and

035on the uh April. Some of our speakers and guests are listed here. Uh different entities, different resources that coordinate with us to promote all these services. You'll find the list there. The shack year in review. These are some of the things that the shack does. This is what we work for. We approved the character strong curriculum. It's district-wide. It's a program that's multi-tered system of supports and um we got that done. That was the one of the first things we did. Then we immediately went into the SB12 updates and new consents to treat. Uh information was reviewed, updated, and in place. At first, we started out with paperwork, which was really hectic because it was over the weekend of Labor Day, and then we had to immediately get to that on top of, you know,

036doing all the other things. Well, finally now, I think we've worked it out with PES that we've got a better um application. When you do your application for enrollment, it's on there. It's a little bit simpler. The verbiage has changed. So, that's a that's a good one. Fentinel awareness. We did staff training. That's completed. Security updates. Those are a constant at every meeting. Shared community resources. That is one of our main purposes to share what's available to our families, our students in the community. We partnered with the American Heart Association on health and safety initiatives. We collaborated with the Alzheimer's Association for awareness and resources. We worked with the Coastal Ben Foundation on Project Turnaround, which supplied all the campuses new Narcan for free. So they're amazing. Uh they provide other things too. Um we

037conducted our annual flu vaccine clinic for this staff and that's annually. We had a very successful breast cancer walk. That one was amazing. We have that every year in October. We've had the stop the bleed training. We conducted the handsonly CPR training. We provided diabetes training to our front office staff. Again, I'm going to say that your nurse is not always going to be the first one on the scene. So, it's very important that certain people are trained. Um, we conducted the Narcan training with the staff as well. And then this one was new to us. It's a really big deal and it's important. I'm very happy to say that we worked with the American Heart Association on Project ADOM to ensure that all campuses have a cardiac response plan completed and in place. That

038plan has been turned into the American Heart Association for review. So, we have that going. So, completed training for new vision, hearing and scoliosis state reporting. It's a new site through the Texas Department of State Health Services. That was new. It's longer. It takes It's a little more tedious, but we got it done. We worked on free student sport and band physicals and we submitted our immunization reports with 100% compliance again every December. And then we conducted our first triannual assessment of the wellness policy and I'll get into that a little later. So just some basic shack information is it just it has to be put on the website 3 days before the meeting and then all the information has to be uploaded no later than the 10th day after the meeting and then there's

039some references and any questions on that? >> No. So, we don't um ESC2 is working on providing that for our staff and for the departments within the school district should they want to want to do that. And they can only allow six per training session. And so I'm working with her on trying to figure out what days she can come and coordinate like who wants to I know that there was a couple of departments that had asked if they could get CPR training. As far as for the community, I don't think so because it's through the education service center. >> I don't know. I'm not really sure. I could ask her if >> they would do it for >> for the public. Yes. >> Yeah, that's a that's a very good idea because you know

040they're not trained on stop the bleed and substitutes come in. They don't know where our AEDs are >> and the nurses not always be there. >> That's right. I say that too much. You're listening. I love it, Miss Vobos. All right. So, next is the information uh that I have on our triannual assessment of the wellness policy. that on there. >> All right. So, I'm going to read to you. It's a little bit of information that I have to um tell you about. So, I'm going to read because I'll forget some things. So, our local wellness policy can be found on the Robstown ISD website under the child nutrition tab. As required by the Texas Department of Agriculture, every school district that participates in the National School Lunch Program must develop, implement, and assess a

041wellness policy. The local wellness policy is a written document that outlines district level goals to establish, evaluate, and maintain healthy school environments. The policy addresses local, state, and federal requirements related to nutrition, education, and promotion, physical activity, and other school-based activity that support student wellness. The wellness plan also creates a strategy for how these policies will be implemented throughout the school environment. Every three years, the districts are required to complete a trianal assessment to evaluate school compliance and measure progress toward meeting the goals outlined in the local wellness policy. This year marks Robstown ISD's very first triannual assessment. Because this is our first assessment, some components of the wellness plan are still in the early stages of implementation. This year, our district wellness teams and administrators came together to review the actual plan, assess current

042practices, and identify ideas for growth and development and improvement. Each campus principal will serve as the wellness champion for their school and is responsible for selecting a wellness committee to review the plan, objectives, interventions, and goals annually. Please note that while our campuses follow the same district wellness policy, there may be some differences between the primary and secondary schools, action steps and interventions may be adjusted to best fit the needs of each campus and student population. What is important at this is that is that this assessment gives us a starting point and provides the tools and directions needed to continue improving our wellness efforts districtwide. There is no right or wrong in this process. The purpose of this assessment is to honestly evaluate who we are, where we are, recognize the areas of success and

043identify opportunities for growth. We will continue working collaboratively with our administrators, wellness committees, child nutrition department, and shack to ensure our policies and practices align with our district goals of promoting student health, wellness, and academic success. So with that, this is the template that I'm showing you here. And so we reviewed this. This is all new to us. So we started out with the fact that the designated officer for ensuring district compliance with wellness policy and oversight is identified and that is me. Then each campus has a designated wellness leader and we agreed. It wasn't in place because this is the new this is new to us. So it's not in place. Principles will appoint a wellness leader. Principles appointed a wellness leader and wellness committee selected. So it's kind of describing the actions and

044asking if these things are in place or not. So being the fact that this was our first one, you're going to see a few check marks on the ones that they're not in place yet because this is what we're working for. And then we'll meet yearly kind of just to go over if we need to change anything. And then in three years if we have to change it, I'll come back and you'll see me give this lengthy presentation and I will show you what we've changed or if things are, you know, going good, we don't have to change them, right? >> So, do you have to is there a date that you have to I'm sorry for interrupting you, ma'am. I'm sorry. >> No, no, no. >> Um, is there a date that we have

045to maybe submit something that it is now in place or is just something that we have to move on? >> So, all we have to do is upload it to the website. >> Okay. >> And make sure that it's there. Should um Mr. Williams auditors that come to check now it's more of a child nutrition okay kind of that those are the ones that come in and look and see because a lot of this is mainly geared towards nutrition and so um he gets reviewed they get the department gets audited and they make sure that this is in place that the policies in place and that this is uploaded and available for the community to see that it's there should someone look for it that they know hey this is what we started with this

046is what we're working on and and so forth. >> Okay. >> Right. So, um as you can see, not in place was that the wellness leader submit school level report because we haven't done that. This is our first one. Not in place meeting dates established and distributed to the committee members of the public. It's not in place. Partially in place was to ex to the extent possible. Committee includes representatives of all those listed there, the parents, students, district nutrition services, physical education teachers, school health professionals, local school board. I'm going to need one of you. Um, school administrators and the general public. So, that's partially in place. And then in the under the child nutrition, some of those are partially in place as well. The district shall provide professional development so that staff responsible for

047the nutrition education program are adequately prepared to deliver the program. That one's partially in place. And then the next one, the goals for implementing physical activity. We came together on that because some of the um the primary and the secondary schools have different activities and whatnot. So, we need to come together and decide on a participation and kind of just look through that, comb through and decide what we're going to use as activities. And then partially in place for uh other school-based activities talks about eating meals in the cafeteria, how much time they're going to be there. Um fully in place was the uh food and beverages sold, food and beverages sold, the nutrition guidelines, those are in place. Um not in place was the sale of food and or beverage includes all or direct

048indirect sales. There's some discrepancy there, so we're going to work on that. And then the last two were in place. Uh food or beverages given to a student as a reward for good behavior on performance award and not considered a sale to a student. And then the last one, breakfast and lunches provided by parents or guardians are not subject to the competitive food standards. And we do have parents who bring lunches to their children. So we can't yeah we can't really just, you know, intervene on that and say that it was part of the nutrition guidelines. So that's where we're at. But we're going to meet yearly and just discuss and make sure that all of this is in place and what we need to change and then we'll come up again in three years

049to do it again. Any questions on that, guys? No questions. Oh, I love it. Thank you. >> No, I mean that's great. >> Thank you, ma'am. >> Thank you, Mr. Chavez. Thank you, Mr. Williams. >> Thank you. Next, we have our academic update and TIA updates. >> Thank you, Mr. Gagos. At this time, we'd like to invite Joshua Garcia and his team up. Dr. Madano, I know Tia is going to make a good appearance here. Belinda Alanise, Diana Silvas, I know you'll be coming up. This is lot lots to celebrate here. It's good stuff. Okay. Good evening. Uh members of the board, uh Dr. Pick and those online, um we're going to start with our academic update. Um we're going to start off with some updates on how our early literacy um students are doing

050when it when it comes to our early screeners and our end of year. Uh Dr. Madron is going to go over through that and then we're going to talk about an update on our Lyft Lasso4 grant and then um we'll get a TIA update. So I'm going to push it over to Dr. Madron. She'll talk about some MClass data. Good evening. I'm used to say Madame President, but it's Mr. Vice President, Dr. Pig and board members. Uh we met last month or we discussed MClass last month a little bit and now we've concluded testing and we want to review our early childhood scores because that's been a big big focus this year is on literacy. So if we look at Kinder, these are official data and we look from beginning of year to end of

051year. The huge gold star goes to the fact that we had kids that kept rolling up, rolling up, rolling up, and now we went from 12% that were above benchmark to now 20% above benchmark. So that's a 8% gain in kindergarten. That's amazing. That's We're beyond excited to see that. We saw declines in below and at again because they are rolling up or that's districtwide. I'm sorry. I'm used to districtwide overall. Sorry. Now this is kindergarten. Kindergarten got three gold stars because if you look for well below, below and at they all went uh there was a 5% difference in the positive way. Well below declined by 6% nope 5%. Uh below declined by 7% and that rolled up basically to at benchmark which is grade level that increased by 13%. That should have two

052gold stars uh but that did increase by 13%. So, our kinder teachers are working so so hard. Uh, this data definitely shows their hard work. First grade continues that hard work. We went from 61 to 54% at well below and then again it kind of rolls up to above benchmark they increase by 5%. Second grade we had a decline in well below by 5% and again they kind of roll up to above benchmark. They went all the way up to 18%. And our third grade have lots of stars because again, well below went down by 5%. They rolled up. They rolled up and they had a 13% gain at above benchmark. So all of our early childhood teachers, our K through third grade are working very very hard like most of our teachers, but this

053data really shows their hard work. And we wanted to take the time to show share three teacher stories. One of them is one of our kindergarten teachers. Out of 20 students that she teaches, 17% of them met or exceeded their expected growth. Eight of them had above average growth. So her growth was 85%. And guys, that is not the highest in the district. This is one example. Our second example is the actual highest in the district. Out of 32 students, 29 again met or exceeded their expected growth. 11 of the 32 hit well above average growth. So those are kids jumping potentially two of those colors or staying within their same color but just it knocking out of the park. Just really really working. So she had almost 91% growth this year. Our third story

054and this is a special story. This is a firstear teacher at 88.89% growth. Out of 45 students, 40 of them met or exceeded expected growth and 25 of them had well above expected growth. I had to text as soon as I ran the data I texted Dr. Puig I was with Miss Silvas and I said we have to look at this data more because these these her kids jumped again multiple grade or multiple levels and she now has a classroom full of honestly above uh above benchmark students. So our teachers are working extremely hard. We are seeing it definitely with this screener and we are very proud of what they're doing. Any questions about in-class before I turn it over to Mr. Garcia? >> Oh, sorry. Real quick, I do want to add is, you

055know, we're we're leading forward going forward and we're keep closing the gap, but you know, before we've always had strugglers in our lower grade level. So with these kids now being more prepared going up to the second grade level, it just helps our teachers in third and fourth grade because now they're coming prepared and ready for grade level instead of having to close a gap before they can even start teaching the TESS that are on grade level. So I just wanted to mention that real quick. >> Yes. So how does this correlate um to our strategic plan? Of course this is a this is a testament to our teachers really and our and our uh campus leaders, our instructional leaders really sticking to that tier one instruction of the HQIM. So this is a testament

056to our amplified curriculum and our teachers very hard work and our students you know producing those results. So we're really sticking to that strategic plan of the tier one of instruction and making sure um all the alignment is there but of course you know working on lesson internalization things like that coaching of course. Um so this is just showing that the leg work is showing some signs already in in in in sticking to that tier one instruction. It's showing that um in the data already. Um it's slow and steady, but of course we're seeing that growth. Um so talking about the growth and we talked about the the star data. We're looking at lasso 4 of Lyft update. Um this is the the grant that we're getting a lot of support in for math. Last

057year was called Strong Foundations of course. Now it is now Lyft, but now um what we're really excited about is we're going to be getting additional support in RLA ELAR English um early literacy for K5. So, we're we're going to see even more growth when it comes to that because we're going to start getting support for RLA and early literacy. Um, where we're at on that, um, we did already finalize the schedule of services with our approved provider with Great Minds. Um, they've been in here um, helping us create a plan of action for the entire uh, school year for the next couple years and looking at RLA. We don't have a current RLA plan. So, with the with the grant, we did get um, RLA K5 planning. So, what we're going to do is

058we're going to have the the meat of the great minds of literally and and and literally and physically. We're going to have um a lot of our providers that have been helping us in RLA for action planning um for early literacy. We're going to have a call where all of the providers NIT, ESC2, and Great Minds, we're going to have a call, an alignment call to make sure that we're all aligned with what we've been doing in the past. That way when great minds comes in and we create an action plan, everything everybody's talking the same language and we're getting that same support. Um we've scheduled um the services for the beginning of the school year and throughout the the school year for different campuses in math support and RLA support. Um we did conduct

059a needs assessment. Um Great Minds wanted to really look at where we at as a whole in the district of the the services that are being provided, what we're doing, master schedules, um bail bell schedules, things just like that. and then also what we're doing for learning walks. They really wanted to get a hold of everything we're doing in the district so that way they can know where they need to provide support. Um we did do that action planning meeting um earlier this I think it was last last week um earlier last week where campus principles came in and assistant principles so we could go over the survey. They we the great minds wanted to know where they felt we were on math support, math implementation, RLA implementation and we we kind of analyze the

060data on that and where we are as a district and what services and what support is needed. Um we did identify some some areas for for attention for next year and that's where we're going for the schedule of services and of course the 2627 action plan um is in progress with Grape Mines. So, we have another um big action plan meeting coming up later this month so that way we can finalize that plan for RLA and for math moving forward. Any questions on Lyft or support for math and reading. Now, we'll start with our TIA update. I'll invite Miss uh Cless. >> Good evening, Mr. Vice President, Dr. Quig and members of the board. Exciting news for TIA as we continue our journey. Couple of things happened during the month of May. But in summary,

061a lot of things happened. We actually uh completed uh and finalized all meeting with every single teacher on student roster. So you can see there the different dates of when we met with each one of the campuses to finish up. Of course, Miss Alanise attended uh some training uh dealing with DMAC that uh includes our endofear data and uh we continued to work on our presentation. We're excited. We'll be presenting um this week in in San Antonio as well. And we're going to go ahead and charm everyone just like Miss Miss U Madame President said that y'all will be, you know, making sure that you charm everyone. we're going to charm with our smiles and of course with all um the journey that we have to share with them as well. So we're excited about

062our presentation and uh we also uh started um um um with the service center looking at um our data. We had a data validation uh workshop that we attended. And um last but not least uh we had a meeting last week, the same day as the Lyft meeting. Dr. Mado and I uh joined um our rural cohort to discuss our next steps as we continue this process. Super exciting news that we received on that same day that we were on the on the uh Zoom training our application that we submitted for expansion was accepted on first submitt. So we're excited about that. Um, great things coming up with TM. Exciting >> doubling the number of teachers. >> Oh my goodness. Yes. And that was great to hear that we didn't have to >> to make

063any add uh any any edits to our application, but as we were on the Zoom, uh, people were receiving the emails that the applications had been approved. So, it was great timing while everyone was on the Zoom and everyone received great news. So, we're excited that our journey continues and we'll see what next year brings with the expansion of doubling the amount of teachers. Questions that y'all might have on TIA. All right. We thank you. Sir, I just have a uh I know that this is like an academics, but on the um um on the employment thing that we posted on social media, have we been seeing a lot of applicants already applying for the vacancies that we posted? >> We are getting a lot of interest in uh various positions. Very encouraging. >> Very

064encouraging. >> Yes, >> that's what I was hoping for. I'm hoping that you know we get a lot of interviews for there's quite a few positions that we posted. So, I was I was kind of curious if we had applicants and >> Okay, great. Yeah, great. >> When do we post you know that we have job vacancies? What about what time went around? No, but like the month because I know that some of the teachers or if somebody wants to come from another district, they're already having to commit before May or by May because I had actually one teacher who wanted to trans or to come over here to the Robtown, but she had to I'm sorry, she had to commit to a contract over where she was at in her district and she didn't

065know there was going to be openings over here until I guess we recently just posted Well, I think >> they've been posted for a while. There's a resignation period there, too, that you know. >> Okay. >> Kind of a >> penalty. I said, well, she's already locked in over there. I said, well, just don't worry. We got next year. >> But I assume that once once a position comes available, it's posted on our website immediately, I think. >> Okay. So if they want to start maybe looking to come to the district just maybe around April, March, April around there just to keep kind of looking. >> Okay. Yeah, she saw she's look. She's like, "Oh, Miss Yellow was, you know, I didn't know." I was like, "Well, keep looking." >> Yeah. >> Okay. So, I'll

066let her know. >> 40 45 >> 45. >> I'm not Yeah, I'm not too sure. I'm not too sure. But I told her I said just, you know, if we need to just, you know, focus for next year. Maybe I can get her to come over here. You know, it's be it'd be closer for her. Anyway, >> Thank you, sir. I'm glad to hear I'm glad to hear that. We have a lot of interest. >> Thank you, sir. Mr. Chief Dolet, how are you, sir? >> Good. Greetings, Vice President, Dr. Pig, board members. Uh, this is our monthly safety update. Uh we just had our summer session district safety committee meeting held on June 2nd. Uh during that meeting we uh we had the city of Robstone fire chief is about to give a info

067on hurricane preparedness through the for the city side. Uh we also had nurse Chavez give a presentation on our bleeding control kits. Uh our social workers gave uh a presentation on our behavioral threat yearly data. Uh we had some we talked about some law updates that have come up in the 89th legislation. And we had our intruder detection audit on May 19th. We had our last one with the second the second to last the last day before school, the day before the last day of school. Uh the they did an IDA at our Robert Drisco school. We passed it. So for the year we went five for five with 100% on all our all our campuses. So >> yes, u we also are um currently working on our summer training. Um we are we have

068our scheduled for our stable training in Mission, Texas where all the police officers will go to that uh training from July 13th through July 16th. And then I also uh scheduling with the New County Sheriff's Office additional training uh that they provide free of of charge to the district. Any questions? >> Sir, just because I I like I like to brag about our district, but I'm looking at the minutes that I took from the committee meeting. Can you give an update? I know that um Senate Bill 57 there were some changes on there. Chief Dougla mentioned that the changes that were required uh we didn't need to do that because we've already been we've already been doing that. So, we're ahead of the game there. >> Yes. Uh >> if you can elaborate on that,

069sir. >> Senate Bill 57 said that we had to have uh on our district safety committee that by law now they put that we have to have a a representative from the sped department inside our our district safety committee, which Miss Blandon's been a part of our safety since she's been here. So that was never an issue. Uh by law now uh >> state rep. >> Yes, my state rep. Um by law now you have to have your sped uh students a part of your drills, which I guess some districts weren't having their sped students during our drills, but we've done that since everybody's involved when we do our drills every year. Uh so those are things that we were ahead of the curve on as far as uh laws that were coming up and

070changing. Sir, can you also just so the board is um aware uh touch a little bit or I don't know if you can or not, but I was just going over the minutes that you spoke about the um the new update as far as the where we are now required to offer a stopped update to our students. >> Yeah. Uh they've added to plus we have to make it uh available to our staff. Now they've added to where we have to make it available for our seventh grade students to our 12th grade students. Uh we I got with the committee just to go over some possible ways we could do that. Either uh setting a period uh for the during the school day that we could do it like during their PE or one of

071their uh free courses free periods that we can move forward on that or offering it on a Saturday or doing a combination of both. For some grades we can do it at school for some we'll offer on the on the weekends. I'm sorry >> stop the bleed >> for the stop the bleed train. So, uh, that that was what we talked about, discussed. So, we can over the summer I'll plan for it and see how it will work and, uh, we'll go from there. >> But this isn't mandatory, correct? >> It's not mandatory. We just we offer it. >> We just have to offer it to 7th to 12th grade. >> And do they uh I don't remember. Do they have to opt in or are they automatically there and they have to opt out?

072How does that work? >> Uh, we would have to send out a parental slip to each each student so that say if they want to be a part of it or not. >> If they want to be Okay. Okay. >> But we have to just offer it out though to that grade level. Okay. >> Uh, I met with the the off the DA's office. I met with the juvenile. Uh there's uh basically county as far as the way I've been explained to for possession they don't take the the DPS because we have to send it to get tested for charges to be filed but if they don't test it then the DA won't take the the uh cases at the district attorney's office. So again like I said I have tried to see other ways

073around it to to go that way as far as adding uh citations with the courts. But then with the courts, they've also the ju the municipal court and the JP court. I have to get some sort of letter saying what do I do with the vase? Do I have to keep it or can I dispose of it? >> Like I said, I I've tried to reach out to get some more information on it, but that's what I've been told at this point right now. So, unless there's a way we could test it, and there are machines that they sell that test it, but if it isn't a report from the DPS labs, then the DA won't take the case. So, >> yes, sir. >> You have to be under 20. Anybody 21 or younger? I

074get it. >> Yes, sir. >> They shouldn't have it either way. I mean, they shouldn't have it either way. >> Yeah. >> No, but I'm saying around here, you know. >> And I know there is legislation going towards the smoke shops that they're trying to go after. I don't know if they've changed yet, but I know that they've they've tried to change a lot of the things that they're doing on that side. But again, I I am trying to work with the courts to see give me some options because we are dealing with that a lot. So, we have >> we have two two >> sir. And that goes directly to the district attorney's office. Is there anything as far as like you mentioned the JP or municipal court that can that go to their

075office or does it need to be >> Yes, we have talked as far as that on that side also. But the thing with that is that they have to tell me or the the the legal side on the court have to tell me do we store them because I've been told storing them is a fire hazard or if we can dispose of them just have some document. Yeah. They they can't sit set fire, they can't exp or because then we would keep them we'd have to keep them on school grounds. But uh or if I could test take photos, take pictures of them, have documentation, and then file, but they have to give me something in writing before I can move forward on that. >> And they and they haven't done that. >> As far

076as the last time I met with them, they they were still working on it. So I can meet with them again over the summer. That was my plan. So >> I mean that makes sense. Just to go back to his point, you know, just um you know, if if the DA is, you know, waiting for the DPS to get that. I mean if we have documentation on that you going back to him if if they would to be done here after a good question. >> Yes sir. >> I think that's it. Thank you, Chief. >> Any questions? >> Item nine, consent agenda items. >> I make a motion to approve uh consent agenda items. >> I Okay. Second. >> Yeah. Um, I'll just I had a I forgot my question, sir, but I'll email you

077on the budget amendment. Um, we have a first and a second to approve consent agenda items. Mr. Alles, >> I >> Mr. Gu. >> Hi, >> Mr. Aos. >> Hi. >> Myself, I Mr. Mo. >> Hi. >> Uh, Mr. Mesa. >> Motion carries. >> Next, we have item 10, discussion. Item a status for bullying prevention. >> Thank you, Vice President Gyos and trustees. Uh, Mrs. wanted to talk about this a little bit and we met recently to kind of not kind of but to come together um with the idea of building out a committee that we have already and adding you to that committee and really getting your perspective also on some of the perceptions around bullying. But I also wanted to invite a principal up. I was going to invite Miss Shabet up because

078she does an extraordinary job of handling bullying. I mean, very meticulous. And I wanted her to kind of speak through that process, including the checklist we use because just because someone says it's bullying doesn't mean it's bullying. There's a process. Right. >> Right. >> So, wanted >> Good evening once again. Um, several years ago at SEAL, there was a time when we were being very retroactive and we were reacting. I remember we got to Christmas time and we were running around um just trying to put a band-aid on what was happening and I remember I brought in my team, my counselors, uh my APs and I said we have to get ahead of what's going on and we also have to have a process to articulate what it is that we're doing. And that's when

079we found the checklist of the school safety checklist um that identifies what it is that qualifies as bullying, right? Um, a lot of times what we see, especially in the middle school because they've moved from that elementary potting, right, with their I see like they're with their teacher, right? It's like a little family and they move together to lunch and they go to PE and then they come to SEAL and there's so many opportunities every 55 minutes they have three minutes of passing period to, you know, have issues and that causes conflict is really the majority of what we're seeing, right? Um, and sometimes there is bullying. So, we wanted to be able to document on our end, right, what we're doing, but also make sure that we are catching bullying when it happens. And

080so, our process starts with the bullying checklist. Um, we go through it and if it meets the criteria, then our parents, both the victim, the alleged victim and the alleged perpetrator perpetrator will get a letter from the school stating that there's been an allegation. We have 10 days to investigate. And we always always put secure security preventative measures. Do you want us to um have them have counseling? Do you want uh to change classes? Is that something we want to do? Do you want them to come to the office during a time period? Sometimes we've had gone to the extent that security guard or somebody will escort them to class or we hold them back um until after the bell rings. And so we will put that in place until we investigate. At the end

081of the 10 days, we try not to take that much time. We will um give a letter to both stating yes, there was evidence or no, there wasn't. Um I want to say we've had eight this school year that we've done official ones where we have gone through the entire process um to find if there was bullying or not. But aside from that, um we did talk at the safety meeting about threats, right? Whether it's physical, verbal, those of a sexual nature and seal probably has them. Well, they do in the whole district um that we are we meet every week with our counselors in our social workers and the whole entire team and we talk about some of our students and some of the patterns that we're seeing. And in some cases, we do

082feel that we need to take additional steps. Sometimes it's outside resources, sometimes it's additional counseling with social workers or counselors, but we um take those steps to ensure that the kids are getting the support that they need. I don't know if there's any questions. >> And when you do find that it is a subject of bullying, what are the consequences? >> So we um we have our discipline manual and so depending on the severity of the bullying, it can go all the way up to DAP. Sometimes it's ISS, OSS, but what it really needs to be and what we really focus with our counselors and our social workers is teaching change behavior. So we have um sometimes where we do classes with a social worker. The social workers will work with them onetoone to talk

083to them about their actions um and what they're doing. So, it's changing that behavior is the long-term goal because the consequences, not that it's a band-aid because in a lot of cases, we have very supportive parents that are like, "This is what you're doing." And they're very supportive in our on our side with the consequence, but it has to be change behavior. So, it depends. Um, for sure there's a consequence if it breaks the code of conduct because that's what we're required to do. But in addition to that, we have a behavior coaching that we'll offer to our student. >> Now, do we have um a zero tolerance policy? Is it >> zero tolerance if we find bullying? Okay, so I want to clarify the verbiage because you know it's not always bullying. Like I

084said, that's why we have that checklist and every time there's an allegation and they say bullying, we use that checklist. We have like folders of it around, >> right? And like I said, sometimes it's conflict. Sometimes it's talking to the parent of the other student. And a lot of our parents are like, "Oh my god, you know, my child is doing this." No, no, no. And they they help us correct that behavior, but it has to happen first. But for bullying, yes, if we find and you know it's an imbalance of power, um if they're outnumbered like three kids to one, two kids to one, an eighth grader to a sixth grader, um it's repeated, there's a pattern. If we find evidence of that, then for sure, I mean, there's no tolerance. >> And how

085has that been able to I guess what are the results of your counseling and the what how has it what the outcome has been? I guess you could say >> I don't know that we're measuring the actual outcome uh because what we want to see is that we send them to the high school and that they have adjusted >> you know um >> your turn >> the no no but adjusted right and that behavior has changed so I don't know that we're measuring behavior but the data that we saw at the safety meeting was like I said all those threat meetings um I think they were going to pull one of the questions that you guys had on that. Yeah. >> Yeah. Because a lot of times I know that there are kids that get

086bullied. they just don't report it because they're they're scared of what you know you know the repercussion could be either it's not taken care of or handled in a manner that maybe it's to their you know comfort to where they feel comfortable coming back to school because I know firsthand I know of two students who have withdrawn from the from the high school in particular and because they are terrified to come to school and we should not be a district like that we should not We have campuses to where students are literally terrified to go to school and they're literally shaking because they're that scared because they got jumped in between classes when nobody was around, you know, in the restrooms, you know, and it's both female and male. So, this thing of us counseling

087them, I think probably has to be something like that to maybe when they're kind of, you know, on a lighter level. But if it gets to the point of bullying, you know, that's something else that we need to start addressing a little bit more strict because this isn't going anywhere. And we're having kids in this day and age, they can just leave school now. They've got the option. I'm going to get homeschooled. So, they'll use that as a way out. >> And because I know, for example, one did. They said they're going to get home. They did not get homeschooled. They just got out. They found it to be out. >> And we've done restorative circles um as a group, conflict circles. or counselors are trained in that to have those conversations. But you're right,

088um, a lot of times we don't know. And I always try and remind parents, I don't know what I don't know. And first line of defense is defense is always going to be the teacher in the classroom. That is the adult in charge of what's happening in that classroom. They have to know first, right? You know, by the time it gets to us, many times it goes home at night there's a conversation and then the next day and then the student's absent. But the teacher is the first line of defense. Um, and we've had several conversations with parents. It's a partnership, right? It's a partnership. We work together to set the students on the right path. And we've had some successful conversations where we've listed, you know, here's an email. This is the action or

089we took an action. We can't always share details, right? This was a call. This is what we did. Child came in, Mr. Rodriguez. Um, and along with Mr. Ba, they do a great job of every office visit that happens at SE Junior High is recorded in a log. We have a Google form and we can go back control find and find every time that child was here. Um and who were they the victim? Were they the and so we are able to articulate that to parents and you know we want to help >> used to be high right I remember they used to be real high they've gone down it's a team effort sports big time >> like we have no tolerance for that >> you're going to pick on a kid or you're going

090to hit somebody blindsided just because you don't like them be the last time you put on >> a suit or a helmet for our organization. >> That's great. >> How many repeat offenders do we have? >> Nip it in the butt, too. Will we see it or hear it or because it happens everywhere, not just school? >> Oh, yeah. That's it's it's everywhere, you know. I mean, that's understandable. But, you know, my my concern is our school, >> you know, and and >> yeah, I understand. But it's a thing. How many repeat offenders do we have? >> Repeat for like where we found them to be bullying. Like I said, we've done eight. We've completed eight full investigations where um we've had already issued a consequence. It was continuing and parent said now I'm going

091to do we have the form that they fill out. This is what's going on. They complete the narrative. Sometimes we've opened those investigations. It wasn't the parent. We saw nothing's going on here. This child continues to come in with conflict. Um so we've had eight this school year for >> Yeah. because I know that I've had some people tell me that, you know, they go to ISS and it's just kind of like a free day, like >> not this year or they do not like ISS. >> And I'm just like, I don't know cuz I'm not in there, so I don't know. But they're kind of like to the point of like I don't mind it, you know? And it's like, well, you should you should mind it. It should be something that you're scared

092of going to. It should be something you're scared of getting, you know, suspended from school from, you know, or any of these disciplinary actions. they should be they should be something that they're scared of. Instead, they're welcoming them as a way to get out of class, as a way to get out of school, you know, and using, like I said, now they have the option of going ahead and saying, you know what, I just want to get out of school. mom, I'm getting bullied or, you know, I don't want to go to school anymore because so and so is not, you know, they'll just use any kind of excuse now that we're having to face this to where so many options are given to these kids now, >> you know, and we have no way

093of verifying that they're actually taking, you know, homeschooling or anything. So, >> I'm sorry. Going back to your point, Mob was that I kind of and >> from being on the committee last year, as Miss Chava mentioned, the the bullying cases have gone down. Um, and going back to what you're saying, kids can come nowadays and they just don't want to go to school and that can be an excuse that they're being bullied >> now have they reported anything as Miss Chavez said if they don't know and I understand maybe at some point the kids are afraid of repercussions but at the same time they can't move if they are not aware and what I had a question when you say the disciplinary um handbook or manual >> is that I know there's only so

094much you can obviously tell a parent right what you do but are those steps is that anything online as far the student code of conduct or is that disappearing manual available to the to the public where they can go back and see like what is y'all's protocol because what I do also want to mention is back to what Mr. Messa said it happens everywhere. And I know I spoke to the chief about this at our committee meeting. You know, um things happen at home after hours. Um and and I know because they see it online. You know, there's it's over the weekend and some things happen and they expect our, you know, some of our parents, they really do expect our administrators to stop that from happening at home. At that point, that's no longer

095on you, right? But I know that I've seen it as well where parents, they want to know what did you do to the, you know, my my child's being bullied. What did you do to the student? You obviously cannot tell them that. But what I what I want to know is that the I know the the levels of disciplinary action is that available online to where they can go back and you can say, you know what, this is what we followed. Or those who want to know what steps can be made. Going back to what Mr. Messa said, if you find bullying, do you go straight to DAP? Are there charges pressed against you? What is the process on that? Just to educate our our our parents because I I see it. You know, I'm

096very active on social media. I read that and if the students don't say anything, y'all obviously can't do anything, right? And I understand it. My voice is anonymous. You know, they can do it through that. Y'all can do your investigations. But what happens over the weekend, I I I read it. You know, it comes to school and they want y'all to, you know, they want the school district to kind of intervene in that. You can, but you only have them for eight hours a day. what happens after that, you know, that kind of lies within the >> house to the school. >> Correct. And you know, and it or it starts at school and then it goes home. But at the same time, you all only can control what happens within the eight hours that

097they're in your care. >> Um, and you know, if it happens at school, you know, bring them in. What can we do together? >> But I know that I read it, um, it's just more of the educating that our our constituents and our parents that >> there's only so much you can share as an administrator because of laws, right? Um, and you know, I see it and I and I kind of understand why they get upset. They want to know, are you doing something to help my child? Well, yes, we are, but we can't tell you what we did exactly. But here's a manual. These are the steps that we've taken. And just inform them that you do have documentation, >> you know, if it ever comes to the point, you know, where, >> you

098know, they would come to a superintendent, you have documentation, you know, stating that you follow the protocol. Um, >> people say what you do. I can't tell you because I can't because you do. >> Correct. And that's exactly what >> Yeah. The key is we don't react to that. So I do want to react to something that's factual though that you do do and that's let's tell a story of how you just so elegantly deal with a parent who thinks you did nothing and you walk them step by step so methodically. I loved it. You shared one with me the other day. Why don't you tell the public that and how you deal was a perfect example the way you handle a parent who thinks you did nothing. And remember you you walked them through

099and they were like, "Oh, okay." Will you tell that for everyone? >> So we had that recently. And so what I'll do because also for my peace of mind because I don't want to ever have a student feel unsafe in my school. That's that's my job, right? And so we go back, like I said, we do a lot of things electronically for this purpose. And so I know with this particular parent, we went through I had copies of the email and I took verbiage from the parents email or the child's statements that they gave to our administrators and I listed it in chronological order. And then I every action at the end parent was like okay you know you have been addressing it but like we've stated it is it's a job to change how

100kids interact right like I think our world is >> it's bad online I mean you you see it um and that just comes to the campus as well so the job is to change the behavior and to teach our sixth seventh and eighth graders to it's okay you don't have to be friends with everybody but you also don't need to be mean right it's okay to have separate interests Um, in Steel Junior High, you have the kiddos that come together from the three different campuses and now you have the bad kids and the softball kids and um, it creates conflict and we have to teach them to work through that. I was going to say under the parent I don't know you can scroll there. I'm sorry. >> No, I um, we have this under

101there you do we do have the code of conduct available. So it is available. Now what we the actual consequence of course we cannot share that there's a guide it's an internal one and it is a guide but every administrator is tasked with looking at intent lack of intent student history um do they have the disability that it's related to in that case we have to have an MDR we have to look at homelessness so there's a series of things that we have to so sometimes parents think we're being unfair when we're really just doing what we're tasked to do which is to consider all those things before you issue a consequence understand what's going on. But the reality is >> that there is a yes go this way, yes, go this way kind of

102system and at the very end it tells you this is a consequence that check system >> correct >> and um I think we can lose ourselves in that process and say they didn't do anything but we just got to trust our our educators that they're doing everything. >> Oh definitely. I mean, and I and I know I I know that it's a job for each one of you all. I know it is. I mean, you're having to deal with so many different personalities, so many different mentalities, you know, and so many different situations, you know. I myself am just just getting educated on that part, you know, because, you know, thank goodness my granddaughter, you know, she stands up for two bullies, you know, protecting the other little ones. But, you know, I mean, if

103anything, it's just one of those things that, you know, I just wanted to be more aware of what it is, you know, and like Mr. Messa was saying that, hey, in sports, it's like no tolerance, you know, hey, you do you you do wrong, you know, you're held accountable for it. And that's what it's about, teaching them to be adults, accepting responsibility. >> And I'm going to tell you, the cell phones, you know, I tell parents at all our parent meetings, it is a >> playground with no supervision. If parents are not like I know I have the Bark app. There's apps that will alert you if the student is saying something about hurting themselves others but not everybody does that and it's very hard for us to pin that the child said that. I

104mean we know on Snapchat or in social you can change your name because the parent says it is coming from that student. How do I prove that it was that student? Everybody changes their names on social media. That is a difficult thing I have to be >> yes but they could go back and track the IP. Sorry, I just wanted to address to and to kind of help Miss Shabet out as the I don't know if y'all know, but I bid the supery of grievances and um discipline or complaints. So, y'all haven't had one come to y'all. So, that's a pretty good job. No, I'm joking. >> I know. No, but I do want to say >> wear so many hats. Yeah, >> it is. It is a lot of work. And I want to

105give my hands out to the principles and the APs because by the time something comes to me, they've already like gave me warning heritage and so when I say give you the documentation, it's like writing a book. I mean, they document the time, who's involved, who they've talked to. So, when the parent does come talk to me, and then they see that I'm aware of it, then they're like, "Okay." Because they just sometimes they just want to be heard and know that someone's aware of it. So, when it's the this it's the line of communication. So, when they see that, you know, they have the line of communication and these are the steps that we already taken and yes, we're already doing the this next step, the parents are kind of like, "Okay, you know,

106that's they're like, "Okay, now I understand." But but then you do have those parents like, "Well, I want to know what happened." And it's like, you know, if it was the tables turned, you wouldn't want to know what the disciplinary action to your child was. But, you know, we can't. But, um, you know, they need to know, too, that the parents say, "Oh, well, they changed their name." Well, they always got to remember that if it goes to court, they can always put back the IP address and see where that came from. But I did want to just say that that you know when something does come to us it's all about communication between the administrators you know knowing about you know certain circumstances and I know if you go on Facebook that we're never

107going to stop hearing the complaints but it's like you know we don't know what we don't know unless somebody comes and talks to us but you know we do try to reach out to parents and children when we do know or hear of something that's going on. So, I just wanted to add that to y'all. >> And there are some instances when we've missed things and you know, it is our job to correct when we are wrong. And there's been some times that we're like, "Thank you for bringing it to our attention. Thank you for advocating for your kid." Because if you're going to advocate for anybody, it's your child, right? And we've missed some things and we say, "You know what? We have to correct it." And we do, you know, we're not always,

108>> but if you see something, say something. That's that's what it comes down to. It's a it's a community effort. That's what it is. It's everybody, not just the principles, not just the teachers, not just, you know, the leaders in our campus. It's an a community effort that we all need to work together because bullying is not going to be tolerated here. You know, you just pretty much said that, you know. >> Thank you so much, ma'am. >> Thank you, Mr. Thank you. U Mr. Aigos, you know, Mr. Williams, will you come on up? You look so sharp tonight. Look amazing. Sir, talk us through this one a little bit, sir. >> Good evening. Uh to Madame President Abson, the vice president, Dr. Quig, members of the board. Uh we were just ask considering that

109we have uh some spend down money that we are trying to utilize in our district. We had to have a spend down plan. We did submit three quotes of the item that we're trying to purchase to TDA and they approved it. So now it comes before you to give the final approval so that way we can go ahead and submit uh these these items. In other words, we're trying to replace some ovens over at seal that have been there for some time and you know passion and passion and passion and passion. By that time you could have already purchased some new. So, we want to install four brand new ovens at Seal Junior High so that we can keep on having the quality of service that we're trying to have, especially with the number of

110kids that we have at that campus. And then we also try to incorporate uh steamers at Lock Beach as well as San Pedro. Uh this would enhance the quality of the food to where we can fix the food consistently. And then two, it's like an extra person because if you can put that food in the steamer and walk away for 15 minutes and go do something else, then you're utilizing your time a little wisely. So even, you know, after my experience and seeing after being here for a short period of time, I'm looking at areas to where we can improve the quality of the service for our staff as well for our kids. So that way we can hopefully have a better service and and a better quality for our district. So that's uh these

111two high dollar items that we're trying to get. we need your approval so that way we can implement this and get these up and running for our uh for these schools that we that actually I feel they really need them and I think that's going to have a very positive impact on on our community and as well as our district and school. >> Sir, you said it was four ovens. >> Yes, sir. >> It's two stacks of ovens. We have that right now at at a seal and we want to replace them. They've been there for a long time. >> Okay. So, it's it's two ovens. Two stacks. It's two total of two, right? >> Yes, sir. >> But it's four total. >> Four total. Okay. I just saw here it said two. So, but

112I'm looking at the picture now, >> right? >> Yeah. Two texts. >> Like to recommend the approval of the purchase or exceeding 50,000 for the kitchen equipment as presented. >> I'll second for the new or >> brand new. Sorry. >> Brand spanking new. >> They deserve it. >> Yes, ma'am. They do. They do. >> Thank you. >> Uh we have a first and a second to approve uh action item A. Missos >> I. >> Mr. GU. >> Hi, >> Mr. Hi. >> Myself. I Mr. Minim. >> Hi. >> Mr. Mesa. >> Motion carries. Item B, discuss and consider approval of city $50,000 by Texas P8 instruction. Thank you, Vice President Gyos and trustes. I'm going to invite Joshua Garcia up tonight to the podium. This purchase is from the instructional materials aotment, so it doesn't

113hit our budget. >> Yes, sir. Uh, just to reiterate, um, this is, um, the instructional material, so it's just the renewals. Um every year obviously we want to buy the instructional materials, the consumable workbooks, the um instructional materials for the teachers. So this is um a quote that you're seeing there for amplified materials, our reading curriculum, our HQIM for K through 8. And it does have the digital resources where the teachers log on to internalize lessons where where students log on to actually um do some of the lessons on on the online platform. So this is for consideration of renewing those materials for them. >> Those workbooks are they like just like classroom sets? >> So So for student workbooks, every student does get a workbook. Um and then there is also classroom sets for

114readers, things like that. And then also the instructional materials for the teachers, >> their sets. >> No, it's just the renewals. It's just the renewals based on our new numbers for for enrollment. >> For enrollment. >> Mhm. >> Uh like you mentioned enrollment. Do we do we purchase extras just in case we do that? >> We do. We usually do a is it a 10% 10%? Yeah, we do a two 10% overage. >> Perfect. >> Like to recommend the approval of the purchase of the Elar instructional materials for the 2627 school year as presented by Joshua Garcia. >> A second Martinez comments >> first and a second for action item B. Mobos >> I. >> Mr. Ku. >> Hi. >> Mr. Gos. >> Myself. I Mr. Mr. Moin is not present for this uh vote.

115Mr. Miss >> motion carries. >> I proceed to consider approval of purchase order $50,000 for HKA science instruction material. >> Thank you, Mr. Gyos and trustees. This is also um additional materials from the IMA instructional materials a lotment from the state. So >> yes, sir. Uh just for the record, that should state HMH. KA HMH. The the the company is HMH. um for science. So this is again the renewals for our science curriculum, our adoption for science is HMH uh for K8 and this is the exact same thing workbooks, teacher access for online resources, student access for online resources. But also in this is the actual science kits um where they go into the science lab and they use consumables, they use like cylinders, beers, things like that. Those are all included in those science

116kits. Um so that's the renewals for the consumables. things like um those kids have some things like sand, paper products that we have to reby. Those are our consumables because every year in the science labs, they'll use those things. So, sand, water, you know, um acid, things like that. >> Does it cover like goggles and stuff like that? >> So, those are those were those were bought in the initial buy by whenever the the the non-consumables. >> So, things like that we do reuse because we don't have to reby them. So things like the food products, the the sand, um any of the chemicals, vinegar, things like that that are consumed. This is in those kits that we're going to reby because we have to re replenish >> every that. But like uh Dr. Puy

117alluded to, this is being used through the instructional um aotment um where we do get money from the state for every student. It does come it does not come through our local budget. That is our our state aotted money that we are using. I'd like to recommend the approval of the purchase of the HM K8 science instructional materials for the 2627 school year as presented by Joshua Garcia. I'll >> get a motion. >> A second. >> First by Mr. Messa, second by Mr. Martinez. Any comments, questions? >> We have a motion. We have a motion and a second to approve action item C with the changes on the um on the item as read by Dr. Pig. Uh, Miss Felos >> I >> Mr. Kui >> Mr. Gos >> myself I Mr. Murin >> Hi

118>> Mr. Messa >> motion carries >> thank you sir >> thank you >> Mr. Garcia >> Adam D discuss and consider approval of the teacher incentive a lotment spending plan >> thank you vice president Gigos and trustees at this time we'd like to invite Mrs. SIL was up and let's just go over the spending plan and how it is proposed here in in the TIA funds in accordance with the TEA administrative guidelines. >> Good evening once again. What you have before you is the spending plan. This is the first year that we will um be awarding uh monies to a teacher. We hired a teacher this um past school year for 2526 school year and he joined us with the designation. It is an exemplary teacher and this is the first payout that the district

119will have to to do. So by law we're required to bring the spending plan and basically the spending plan says that the teacher receives 90% of the dollar amount that he or she should receive and that the district keeps 10%. And that was shared with all staff members with the committee when the spending plan was was drafted. But uh in order for us to pay the teacher and he must receive the the dollars by July 30th of this year must receive the payment by July 30th. So um there's our recommendation to bring to the board the spending plan which very general in general form is that the teacher receives 90% of the allotment and the district keeps 10% of of the allotment. And of course within the 90% um all the deductions are taken from

120the 90% and those deductions have been explained to the teachers and to the committee as well. And once uh we will be uh posting our spending plan, we're waiting for the dollar amounts for for our teachers. Um this dollar amount that um our staff member is receiving is specified by his uh designation which is exemplary and the state sends us the actual amount that the teacher should be receiving. >> Okay. >> So that that's how that one works for this year. Right. >> This payout was um put together by the committee or did what what's required by the >> the spending plan was recommended by the committee. This is our spending plan which is 90% uh that the teacher should receive and the district will keep 10%. Yes sir. >> And Jess, I know per

121conversations with Mr. V was that the district pays this and then at the end of the year reimburse that, right? >> We will we will settle up later. The state will send it. We have to >> Yeah. So the district will pay that and then Okay. >> So as we work on this coming year's budget, we will be submitting to Mrs. an estimate of what the district needs to appropriate >> projected >> what we're projecting once we have all our data because we don't have all our data yet. Uh once we do that we'll put all the information into our spreadsheets and our tools our toolkit that we uh was shared with us today. uh the state is finalizing uh another toolkit where we can upload all our data and we'll be able to have

122a a general idea you know um nothing is final yet >> correct >> but at least we can provide an estimate of that um a dollar amount so that we can appropriate in our budget because yes the district pays it up front and then TA settles up with us. I'm assuming that we'll get all the information right within July with our budget season. And that's kind of exciting to see that. >> It is. It is. It's exciting. So, for this year, it's just one teacher, but in order for us to pay the teacher, we must have board approval. >> Okay. >> Like to recommend that uh the board approve the teacher incentive aotment spending plan as presented by Diana Silvas. >> I'll make a motion. questions. >> We are first and a second to approve

123action item D. Mr. Alos >> I. >> Mr. Ku. >> Hi. >> Mr. Goss. >> Hi. >> Myself. I Mr. Marin. >> Hi. >> Mr. Mesa. >> Motion carries. Thank you, ma'am. >> Trustees. Item E, discuss and consider approval of nomination to the Tazby board region 2. >> Thank you, Vice President Gyos and trustees. uh you all have the opportunity to nominate a trustee for the uh from the board for the uh region 2 uh directors TASBY board. So um if anyone's interested uh you are certainly uh you can read through the packet and nominate someone who qualifies for that. Now currently the position is held by Christy Littleton in Portoanis and she's indicated that she will be seeking reelection. The term is for two years beginning at the close of the 26 TASTAZY convention

124and then expiring after the convention in 2028. So if someone's interested on the board obviously you guys can somebody's pointing at Mr. Mono Keane over there. >> Um when when is the final date to >> June 23rd is due. >> 23rd. >> Yes sir. >> So it would have to be here right? >> Yes sir. >> We don't have another meeting until then. I mean, you don't have to do anything, but just there might be some of these >> interest if you want to nominate somebody. >> Mr. M King, everyone's pointing at him. So, I'm just curious. >> Sir, sir, you probably have more knowledge on this. Um, what is the the requirements or what is what do you have to do on this committee? Well, uh, you're going to serve and, um, work with

125the delegates at the delegate assembly. Everyone's expected to go to the dele delegate assembly and you're going to work with the association there to come up with various uh, policies that guide the state. It sounds like something Mr. Monokine was inclined to do. >> Sure. >> But it's a huge responsibility. It's an honor to be on that board. There's 43 from around the state uh, on the board. So, it's just something for 30 minutes. >> I'm cur I'm I'm curious. >> I I've been part of the delegate assembly quite a few times and it's actually very interesting. >> Um >> and how how does a person get elected? >> Well, I'm I'm I want to inquire. What am I getting myself into? >> Um well, there's a there's an there's a process and the process

126is laid out through here. Uh I I would suggest if you're interested and and so we don't turn this into a dissertation, let's make a nomination and then let's let you go through the process. Okay. I can help. Yeah, you can help me. I'll back out. Honored. Honored to help. >> I would pause that thing. You know what we're talking about. Okay, >> we got a first and a second to nominate me for uh Tazby um Tazby board for region two. Uh Miss Felos >> I >> Mr. Mantu >> Hi, >> Mr. AOS >> myself I Minim >> Mr. Messa motion carries >> congratulations. Thank you, sir. So, there'll be a biological sketch and some interview questions we'll go through that we can work on together and get it submitted by the due date. Perfect.

127>> Mr. >> First and a second to go into executive session at 7:44. Miss Gobos. >> I >> Mr. Ku. >> Hi, >> Mr. Gos. myself. I >> Mini >> Mr. Mesa, >> we are now going to executive session. >> 5514 session for the purpose of considering the appointment. Miss um >> I >> Mr. Ku. >> Hi. >> Mr. Aos. Hi. >> Myself. I Mr. Min. >> Hi. >> Mr. Mesa. >> Hi. >> Motion carries. >> Next item. Adjournment. >> So move. >> First by Mr. Martinez, second by Mr. Mesa. >> We have first and a second to adjourn the meeting 8:33. Mr. Loos. >> Hi. >> Mr. Ku. >> Hi. >> Mr. Goss. I >> myself I Mr. Mo >> Mr. Mesa >> meeting adjourned. >> Thank you trustees. >> Thank you sir. >>

128Have a good night. >> Okay.