0016 30 p.m johnson and trustee barrera let the record show their form of is present that this meeting has been duly called and that notice of this meeting has been posted in accordance with the texas open meeting act texas government code chapter 551 this meeting will be recorded and the minutes will be taken to document the proceedings Audience members are required to follow the standard rules of order for conduct of a meeting which allows audience comments during the open forum portion of the agenda. Please refrain from comments during the course of the meeting. Also, please silence all electronic devices. Now will everyone please stand for the Pledge of Allegiance. U.S. and the United States in prayer. I pledge allegiance to the flag and to the Republic, one nation under God. I pledge allegiance to the
002flag and to the Republic, one nation under God. one state under God, one and only. Amen. Heavenly Father, as we gather for this meeting, we ask for your wisdom and guidance in all our discussions and decisions. Grant us clarity of thought, discernment to understand complex issues, and the courage to do what is right and just for our students, teachers, and community. May your will be done in this place. Amen. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank
003you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you So we're starting off with goal three. It's the goal referring to CCMR to remain at 100% by 2028. So the two goal progress measures are in relation to TSI criteria and dual force credit criteria. So just to refresh our memories, what exactly is the CCMR? So it's broken down into three. categories college readiness, for
004readiness and military readiness. And what we're focusing on, or the TSI criteria and dual credit criteria fall under the college ready, which is meeting the Texas Success Initiative criteria, earning dual course credits, meeting criteria for AP exams. and earning an associate's degree or qualifying for on-course credit grants. So for our district in particular, we get our biggest bang for our buck in relation to CCMR with this college readiness portion of CCMR. So before I get onto the data, why does having a high CCMR Why is it important for Primo 90? So for state accountability, our rating, our district rating, it helps our campus rating and our overall district rating. So if you recall, we're rated on three domains, student achievement domain, school progress domain, and closing the gap domain. So this next slide. The domain
005one is student achievement. CCMR is one of three student achievement components. Different from elementary. Elementary only focuses on CCMR. So high schools, they focus on the star, which is a component, graduation rate, and CCMR. So CCMR contributes to 40% of the overall score for this domain. So it directly affects our student achievement domain, which increases the overall rating for this specific domain. 40% is specific for CCMR. Graduation is another, I believe, one is 40 and another is 20. So 40, 40, and 20. Domain two, the school progress domain. So school progress domain, specifically Part B, which is relative performance. So in this domain, it compares to other districts that are similar in size and demographics. So if our campus has, let's say for example, 95% ecogist, we're going to be compared to another campus that's
00695% ecogist and the same size. So if we have a high CCMR rate, we'll get more points compared to that district if our CCMR points are higher than theirs. So it affects school progress, domain two school progress, part B. And then finally on domain three which is closing the gaps. It's a required component of the post-secondary readiness which is the school quality indicator. This accounts for 30% of the overall score. So similar into domain one, it's a percentage. So it's 30%. So having a high CCMR rate will give us a high percentage in domain three. So it does affect having a high CCMR rate. The CMR rate, particularly 100%, gives us all the points we needed for those certain percentages in those. So the next slide you will see is the actual data. The first
007row, where it says complete all students. And before I go on with what it means, TSI criteria. TSI criteria doesn't necessarily mean passing a TSI test. There are other components that fall under meeting TSI criteria. Meeting TSI criteria does include passing the math and ELAR component. Another criteria that can supplement this is getting a certain score in ACT, SAT. Or the other component is taking and completing and getting credit in a college prep, math or college prep. English course. So for purposes of CCMR, those three data points or those three components count as TSI criteria for the purposes of CCMR. So on the top you will see complete. This is a reference to those that have completed either the course or both sections of the TSI test. And there's 9 out of 49 students, which
008makes 18%. So this is our cohort of current seniors. In progress, the reason you see there's 11 out of 49 for math and then 23 out of 49 for ELA, it just basically, that's what it is. More students have passed the RLA than the math. And the TSI complete, it's 9 students that have passed both of them. And the ones in progress, excuse me, are those students taking the college prep courses? We haven't indicated complete yet because they won't be complete until the end of the year when they complete the courses and get course credits. If you can notate, because this is not in your slide, the next three rows. SPED, ECOGIS, and EB. These are the populations of students. We did have a board member request information on these populations. So this is specific
009to the TSI test. Two out of eight of our SPED students have passed both. Eight out of 37 of our ECOGIS students have passed both and we have one EB. senior that has not this this data was just added right though because it wasn't an effect there was a question submitted so we figured it's not i didn't answer the question on here but that's why we're leaving a little time so y'all can notate um below is 3.2 which is the dual credit In order to get a CCMR point for dual credit, a student needs to have nine or more hours and they get credit, a CCMR point. So in our cohort of 49 seniors, we have 25 of them that have completed nine or more hours. And this, I didn't put the percentage, but this
010comes out to 51%. So the next slide does have the questions that board members submitted. So the first question was, with nine out of 49 students who have completed the TSI requirements, and 85% as our end of year target, which is 8 points increase in 2025. What, if any, strategies will be implemented or have already been implemented to reach the goal? So I did notate for bullet points. The board members, you do have that in front of you. We have additional testing opportunities on campus. TSI Bootcamp which is currently underway right now. It actually began today through Full Mind, it's a virtual program. We have it going on on Mondays and Wednesdays and Tuesdays and Thursdays. And then we also, like I mentioned earlier, college prep classes. We have students currently enrolled in college prep
011math and college prep English, to where they would get that credit at the end of the year. And then we also have after school TSI tutoring that is being offered. Then we had another question, what are we doing so students can see for themselves how much this means to us as a district? So unfortunately, currently we haven't began this initiative in reflecting and giving students this information. However, we're considering student cohort meetings. We've already had a discussion with our campus administrator, Ms. Garcia, to share their data. Then the next question was, how are we getting students to participate? So like I mentioned, a lot of the bulk of the first CCMR points for us come with TSI criteria and college bill credit courses, which in turn is ECHS RIS program. So we engage our students
012in family information sessions, which is going to be coming in February of 2026. We have those information sessions scheduled. And we also have an eighth grade caravan which our eighth graders will get on a bus and go to our zone districts and go see the courses or the academies that they offer to see which ones they would like to join and then they can take their dual credit courses from there. And then also we communicate this information through Parent Square and our website. The next question, do we have data for different student groups? And like I mentioned, we did put that information on the previous slide. I have a question on, since I know we're just getting this information on additional test number three. Okay, the district has increased the number of testing sessions, right?
013I actually have two questions. I know I apologize for not having these questions before, but because I'm trying, now I'm asking questions based on the responses. How many students are tested during a TSI session? When they administer TSI, how big is the group? It's a, I would say, large group. It's going to rank between 12 and 15, 18 kids. Typically they do it in class. So Ms. Everett teaches college prep math. and Ms. Rod teaches college prep English, Ms. Everett teaches college prep English, Ms. Rod teaches college prep math, and they will typically offer those sessions in class. So it's going to depend on the size of their classes when they test. So about this time of the year, they will start to test students in class, in those courses. And how many teachers are
014monitoring while they're testing? It's typically that one teacher that is in there now if it is a specific after schools or like we're doing TSI tutoring right now And the TSI boot camp then they'll work as a team So it'll be two or three teachers because the number of students will have been increased like our boot camp today So the teacher is actively monitoring you're supposed to be actively monitoring anytime they're administering an assessment. Those are the additional questions I had under, I heard something had occurred, so that's why I needed that question. Are we still on that? We're still on 3.1, right? I went through, yes, I went through all the questions. That's all from me for now. Thank you, Ms. Garcia. That was 3.1 and 3.2, come back. Oh, I need time. I
015guess my question would be, This additional testing opportunities, TSI Boot Camp, college prep classes, and TSI tutoring. Were we doing this last year already or is this new? The Boot Camp that we're doing is with a different company this year. So it is, we did a Boot Camp last year, was not very successful. So we changed companies. So we are using a different company this year. I guess that's new. And the tutoring, TSI tutoring, we typically do that this time of the year. And it's usually students, TSI determines whether a student is college ready for specific college courses. So for example, in order to take college English you have to be TSI ready. So when a student is trying to get into a specific course for the spring semester, they'll start testing in late October,
016early November so that they are ready to take those courses which you need to be college ready. So that is something we have done. The after school tutoring is something we've done. I don't know if we need to close out with that. Oh, okay. Sorry. I'm still trying to. And you know what? I think I'm having difficulty with, we have the responses here. So questions one, two, three, and four on this paper are GPM 3.1 and 3.2, right? Yes. And then questions five, six, and seven are the next one, right? Yes. Okay. Do I hear a motion for item 2A, the CCMR and... CCMR GPM 3.1, 3.2. Madam President, I'll make a motion. Direction item 2H, consider possible action to approve the December goal three CCMR GPM 3.1, 3.2 of graduates meeting TSI criteria, dual
017course credit criteria. Motion made by Trustee Gutierrez. I'll throw here a second. Seconded by Trustee Pena. All in favor? Trustee Peña, Trustee Falcón, Trustee Gutiérrez, Trustee Johnson and Trustee Pereira, motion passes. Thank you. Item 2B, action considered and possible action to approve the December guardrail GPM 5.1 attendance report. So our guardrail, if that's new, it's a monthly standing agenda item, is our attendance. So our goal is to reach 93%. So if you see the difference between the campus, I did add on you all's slides because this data was due to y'all by week 15. So I added week 16 and 17. You can't see it on yours, but it's displayed for y'all there. The running average for our elementary is 93.30, 93.100%, and our high school is 92. I know one of the questions was
018specific to week 15, but we can still answer the question despite it being specific to week 15. So that is our campus attendance. We have our elementary just slightly above the district goal. And our high school slightly below. Then we have our district. 92.69 so slightly below the 93. I did add week 16 and 17 so you can see. Also the next slide you do not have because we didn't have this data by the time we had to submit your information. So what we have previously done is taken our 2024 last year's December specifically, week one, week two, and week three. In the first week of December 2024 district, we were at 91.81. This year we're at 92.94. Week two, which was last week, as a district, we were at 91.83. This year we were
01992.56, so slight increase in each. And then we are currently at week three and our goal is to remain in the 90s. So we'll see how this week goes. Last year we were at 84.29 for the week. It's also shown by campus. Increase at elementary and then a slight decrease at the highlighted or the district. We'll take those slight increases any day. So the next slide has the questions that were posed by board members. So the first two questions. we were kind of able to answer them with one response. So on your sheet, it's questions six and seven, and the response begins on the back side. So it says, looking at the table, the district's 88 week 15 was 92.60. If the yearly target is 93, what are the possible different incentives that may be
020put in place in the more challenging weeks during second semester, especially before and after spring break? And then in order to continue our somewhat upwards direction, what strategies are being used to get our students to come to school? So different strategies that we are using, particularly in December that we saw particularly in elementary, helped to increase daily short-term attendance incentives. If the students were present on Mondays, Wednesdays, and Fridays, they got... I guess we would call it a stack. Chartwells donated snacks and that would happen in the cafeteria in addition to the weekly raffle. Is that correct ladies? In addition to the weekly raffle. So that was different because we would usually wait until the end of the week to give them an incentive. So this time if they're present on Monday and the students
021knew this ahead of time. So, and I will also say I know the elementary they can be a little bit more creative because they're little ones. I do know at the cafeteria in particular, I don't know who was in charge or tasked with doing that, but that little elf, like there was something silly that he would do every day so the students would look forward to come and see what the elf was up to. I know one day he had done something bad and they had him like in a little milk crate like if he was in... jail or something. It was an elf jail. It was an elf jail. So just get ready for breakfast. So the students looked forward to coming to see what was the elf up to. So thank you to
022Charles for that. Thank you. Yes, those are, yeah, little kids, they love that kind of stuff. That, anything, yeah, that's good. Yeah, they had hippie decorating, so they were decorating the street. They had fun I guess. They had a really good time. We want to introduce also moving forward. is themed class-wide competitions, particularly around Spring Break. Maybe during Spring Break is traditionally March Madness, or is March Madness, so it's a kickoff. So something to that effect to build excitement and peer accountability. Student recognition, those that are here all the time through announcements, displays, certificates, potential board recognition. excuse me, host family engagement events before or after the break to strengthen the family school partnerships and to support our attendance and also consider friendly cross district attendance challenge where we bring maybe risk of zone schools
023and motivate students through competition in that. That's interesting. Just thought that our team and our behavior intuency coordinator have. Those are some good ideas there. So would like elementary do something like would it be like Pekka versus LaGroya maybe? Well we haven't thought about that. We have students doing practice attendance in the three weeks of December. They have tickets every day they're here. They go into a drawing and we have nice prizes available to be drawn this Friday. Oh, cross-district. Oh, okay. Yeah, that's coming, like, that's through. Yeah, that's hopefully next semester. Okay, I respect that. Correct. Cross-district. Okay. Okay. I like that. I really like that March Madness. High school kids, I think, really know that kind of stuff. That's basketball, right? Yes. Okay. Notice how I don't know what it is. That's where
024even the president's really involved, right? I remember President Obama was like... Anyway, sorry. Good things. Go ahead. The next question was, are home visits being done so root causes for not attending can be done? Yes, our family support team conducts home visits regularly and share the data weekly during family support team. So we have home visits if it's not our parent liaison, the school is going almost every day. Sometimes twice a day, just depends. Every other day, just depends how the day goes. We get attendance, you know, by 8, 15, before 10 for sure. Who's not here, if they need a ride, we're calling you. Is it just a matter of needing us to come get you? They'll go get students. So home visits are being done every day. If there's three, if we can't
025get a hold of the parent and there's like at least three absences in a row. Sometimes it's handled through a phone call and we know they can't come because they're ill. But they'll go after three absences and they'll do an attendance contract. An attendance contract and they'll say, what do you need from us to help you? And it can be that sometimes they don't have clean clothes, they haven't had electricity in a while so they don't want to come to have a shower or whatever the case may be. So we do have cases like that and that's what the family... helps with so I know they meet at elementary they meet every Monday and so these discussions are happening then and then at the high school they meet on Thursdays every other Thursday so there
026is home visits happening and the campus administrators are aware because they are involved in the family support team meetings Thank you to all of you that's a lot of work You know, I didn't think about this until right now. I know, and maybe I can't, but I know that there's an attendance thing now with our athletes, right? How has that helped our ADA? I don't, I think our ones that were consistently chronic are not participating currently. It really is not. If it has helped, it has helped. get athletes to come to school on time in the morning. It has helped a little. A little. A little. Yeah, I just want to know how does it help with the age. And I have something I should have asked. Thank you. Comments or concerns? Item. I'll make
027a motion for agenda item two. Just to consider a possible action to approve the December guardrail GPM 5.1 tennis reports. Motion made by Trustee Gutierrez. Seconded by. Oh, Trustee Barrera. Seconded by Trustee Barrera. All in favor? Trustee Barrera, Trustee Johnson, Trustee Gutierrez, Trustee Balcón, and Trustee Pena. Two passes. Moving on to item number three, information reports. 3A information, there will be nothing on this one, right? Let me go ahead and read it, but we won't have a report because... This has nothing to do, let me read it. Report regarding the annual audit report for the year ended August 31st, 2025 as presented by Ernest R. Garza and Company, CPA. This is a TA situation. It has nothing to do with Ernest Garza. So we will bring this back to the board in January. Item 3B,
028information comparison of revenue to budget year to date. And Ms. Borrero provided the report. information districts cash flow report that's the one that has any questions no trusty opinion uh 3d information first reading of local policy updates and excuse uh please excuse but i do have to read all of these okay the first reading of local policy updates policy bbd board members training and orientation bbd board members authority BBF, board members ethics. BBFA, ethics, conflict of interest disclosures. BBG, board members compensation and expenses. BBI, board members technology resources and electronic communications. BDAA, officers and officials duties and requirements of board officers. BDB, Board Internal Organization, Board Committees. BE, Board Meetings. BG, Board Self-Evaluation. BJA, Superintendent, Qualifications and Duties. BJCD, Superintendent, Evaluation. BP, Administrative Regulations. BQ, Planning and Decision-Making Process. BQA, Planning and Decision Making Process
029District level. BQB, Planning and Decision Making Process Campus level. And all of these, these are the, what you read in your packet are the policies at the ad hoc committee. Dr. Rummer, several months ago. Any questions on any of those items? That was a lot of reading. Another, any other questions, if not. Oh, it's information, I'm sorry. That's right, information. Moving on, consent agenda items. For A, action approval of MIPS. For B, consider a possible action to approve the 2025-2026 District Improvement Plan and Campus Improvement Plans. 4C action, consider a possible action to add, revise or delete local policies as offered by TASB policy service for consideration. And according to the instruction sheet for TASB localized policy manual of page 126. BE local board meetings, BED local board meetings public participation, CJ local contracted services,
030CJA local contracted services background checks and required reporting, CLE local buildings, grounds and equipment management required displays, CQB local technology resources cybersecurity. CQD, local technology resources artificial intelligence. CSA, local facility standards safety and security. CV, local facilities construction. DBD, local employment requirements and restrictions conflict of interest. DEC, local compensation benefits, leaves and absences. DFBB, local term contracts non-renewable. DGBA, local personnel management relations employee complaints or grievances. DH, local employee standards of conduct. EEP, local instructional arrangements lesson plans. EFA, local instructional resources instructional materials. EHBAF, local special education video audio monitoring. EIA Local Academic Achievement Grading Progress Reports to Parents. FA Local Parent Rights and Responsibilities. FEF Local Attendance Release Time. FFAC Local Wellness and Health Services Medical Treatment. FFB Local Student Welfare Crisis Intervention. FFF Local Student Welfare Student Safety. FFG Local Student Welfare Child
031Abuse and Neglect. FNG, local student rights and responsibilities, student and parent complaints and grievances. FO, local student discipline. GF, local public complaints. GKA, local community relations conduct on school premises. Then we have 4D, action, which we will not. Consider possible action to approve the annual audit report for August 31st, 2025. This one will be taken out. 4E, action, consider impossible action to approve budget and revenue and fund balance. 4F, action, consider impossible action to accept donations to the district. So whoever makes the motion, we need to make motion and omit, say, without 4D. I'm pressing I make a motion for consent agenda item that's presented with the exclusion of 4D, which is the consider the removal consideration of fossil fuels to approve the annual auto report for year ended August 31st, 2025 as presented by
032Ernest Garza and company CPA. A motion made by Trustee Gutierrez is there a second? Seconded motion by Trustee Pena. All in favor? Trustee Barrera, Trustee Johnson, Trustee Gutierrez, Trustee Paragon, and Trustee Tanya. And motion passes. A lot of policies. Moving on. Board will now convene the proposed meeting to discuss items as allowed. by the Texas government code chapter 551.071.072.073.1074.076.089.082.0821.087.0785.418.183F and or Texas Education Code 39.0308. No voting will take place in the closed meeting. Any action the board wishes to take as a result of discussions in closed session will take place after the board reconvenes in the open meeting. The time is 7.09 p.m. Yeah, at 1.59 p.m. at the board of trustees. Oh, I'm sorry, I didn't hear it. Everyone is now reconvenes into open session. Item seven, instruction. use, governance, personnel, business, and support,
033facilities, maintenance, and operations. 7A, action, consider possible action on items pulled from consent agenda. And we had none. 7B, consider impossible action to adopt the superintendent's evaluation instrument . I make a motion to adopt the superintendent's evaluation instrument . which is the Lone Star Governance Evaluation Tool. Motion by Trustee Falcone and seconded by Trustee Pereira. All in favor? Trustee Pereira, Trustee Johnson, Trustee Gutierrez, Trustee Falcone, and Trustee Pena. And motion passes. Seventh, see action, consider possible group revisions to the 25-26 student dress code. At this point, at this time, we will not. Nothing on that one? No action? 7D, action, consider possible action regarding appointments, resignations, reassignments, terminations, and changes to contractual or non-contractual positions in personnel. We have none. And 7E, consider possible action to approve contract recommendations for employment of classroom teachers and
034other professional staff for the 25-26 school year. We have none. We move down to item number 8. There being no further business on the agenda, this meeting is adjourned at 8.01 p.m. Thank you for coming.