001In compliance with state government code 551 for open meetings act, tonight's agenda has been appropriately posted. This is a meeting of a in a public entity, not a meeting of the public. As our guest, you are welcome to observe and listen. These proceedings are being video and audio recorded and will become part of Edgewood ISD's permanent records. To ensure the recording accurately reflects these proceedings, please silence your mobile devices and refrain from talking while others are speaking. Since it is legally mandated that these proceedings are uh recorded accurately, I may have to ask for order periodically should I notice that disruptions are interfering with our recording capabilities. Once again, I extend to each of you a sincere welcome for the entire Edgewood ISD school board. Uh roll call. Miss Martha Castillia >> here. >> Mr.
002Frankosa present. Mr. Richard Santoo. Mr. Mr. Rudy Lopez >> present. >> Mr. Mike Valdez >> present. >> Mr. Sergio Delgado is on his way and myself Dr. James Hernandez is present. That the record show that the form of the Edgewood Independent School District School Board is present. That this meeting has been duly called and that notice of this meeting has been posted in accordance with the Texas Open Meetings Act. Mr. Espinosa. Communications from citizens. Our next item on the agenda is communications from citizens. This is a time for community staff and students to provide their commit their comments to the school board. To have your comments heard tonight, your name and specific agenda item must have been submitted in person or signed up online with the board operations manager. Each speaker will have three minutes
003or less depending on the number of people who have signed up to speak. Non-English speakers who require a translator may receive up to six minutes to speak. The presiding officer of the meeting may modify or wave these time limit as appropriate. In accordance with the Edgewood Independent School District board policy beed local, the board shall not tolerate disruption of the meeting by members of the audience. Speakers or others who engage in disruptive behavior may be ruled out of order by the presiding officer. Disruptive behavior and action include but not limited to racial slurs, insulting, profane, threatening, derogatory, or abusive language, making violent or threatening gestures. Public comment is not intended for the speakers to make allegations of employees or student misconduct, requests for employee or student discipline, personal attacks on individuals, or disclosing information about
004district employees or students. If an individual makes a complaint, the presiding officer will interrupt you, ask you to stop and direct you to seek resolution of your complaint through the district's appropriate formal grievance policy. DGBA for employee complaints, FNG for student or parent complaints, and GF for public complaints. If [clears throat] after at least one warning for the presiding officer, any person continues to disrupt the meeting by their words or actions, the presiding officer may request assistance from law enforcement officials to have the person escorted from the meeting. By law, the edgewood independent school district board of trustees cannot lawfully discuss, deliberate, make comments, or make a decision on any matter raised in the public comment period that is not included on the agenda posted with notice of the meeting. Specific factual information or recitation
005of existing policy may be furnished in response to inquiries, but the board shall not deliberate or make decisions regarding any subject that is not included on the agenda posted with notice of the meeting. Signs, placers, or banners shall not be allowed in the boardroom. If you have any handouts to distribute to the board members, please hand them to the board of the I'm sorry, the board operations manager to my left. All right. Thank you, sir. [clears throat] First, we have Miss Melody Arena speaking on 3A, notice of public hearing to review the 2024 25 taper report. We're doing 3 minutes. >> Good evening. My name is and I'm here to speak on the notice of public. I want to begin by saying that I am disappointed that this presentation time not attached or made available
006to the public ahead of court is not a minor agenda item. It is one it is one of the most important accountability tools has to understand how transparency means giving parents, educators and community members the opportunity to review the advance so we can come prepared with questions. I did not that did not happen because of the presentation not provided. I took it upon myself to review the data. What I found was concerning though unfortunately not surprised. Once again, EIS has not received a 2025 district for it. In addition, the district 2025 special education status intervent children academic progress are directed by a D rating should not be normalized. It needs intervention. Special education special education should every trust in this room are not abstract labels. They are indicators that systems are failing to meet student
007needs, particularly our most vulnerable learners. I also want to specifically address the seven schools currently under turnaround plan. I hope these campuses are being watched very carefully. Schools do not need schools do not end up with statemandated turnaround plans without serious and consistent challenges. The fact that the state Identify these schools as unaccept unacceptable should be clear warning a clear warning. These meaningful improvement does not occur. If meaningful does not occur, the consequence will be severe not just for the district but students and families depend on these schools for stability and opportunity. As trust, you are the district's elected oversight body. I sincerely hope you're holding the superintendent and the district administration accountable for these results. Not just by acknowledging the data but asking tough questions. What are the specific actions led to these outcomes?
008What has worked? What will change? How will progress measured? And how soon will this board and the public improve? Accountability is not about blame. It is about responsibility. Our students get only one chance at education. They cannot wait years systems to improve or for corrective action to be delayed. Their opportunities, confidence, and features depend on the decisions made by this board and the leadership clover. I urge you to demand clear explanations, concrete plans, measurable timelines for improvement. Transparency and accountability are not optional. They are obligations to thank for your time. I hope take responsibility seriously for the sake of every Thank. >> All right. Thank you. Next, Miss Kabita Adamo speaking on 3A same on notice of public hearing to review 2024 25 taper report. >> So my name is and I'm here also our
009um I really really would like for member really data more because what we get a lot of times to us is at the district level but really individual because number one we are a derating and we have one campus with less than we have 51% of campuses that are have chronic I've already I I kept reiterating that concern with them. Five ever rated campuses, three of which have already met those three years. >> Hey, hang on. Can Can y'all start the time, please? The timer. Sorry. >> I'm not going to go anyway. Okay. And so um and and what concerns me is that we know there's going to happen nowhere. We know that we have that are are not where they should. So before we make these changes, we need to go by the fact
010and before we start making decisions, before the board needs these decisions, I would appreciate if you would go and look at the data for thoroughly because you know we can start the proceedings and parents start getting the information that's really important. Is this information going out to parents? Maybe each campus needs to have their own little mini paper report, their own little section sent to them. And I know a lot of times want to do things electronically. I understand. But there's people out there that don't they're used reading. They're used it. They're used their eyes to really comprehend what's going on. But again, it's very concerning that we have these campuses at where they're at. And I We're doing something about it. I know we're trying, but I don't feel we're trying hard enough because
011we need to look up. We need to look up at at our slogan, Edgewood proud. We're Edgewood proud, then okay, let's go back and make us proud. Let's get that G rating up. I don't know what it's going to take, but please, I mean, I don't know who we need to bring in. I don't know what needs to be done, but we need to work. Our children deserve the best. They deserve the best and not Thank you, member. >> Next is our presentation regarding the taper report. Board members, is there a motion to open the public hearing regarding the Edgewood ISD 2024 2022 paper report? >> Mr. President, >> yes, sir. >> I make a motion to open up the Edgewood ISD 2024 2025 paper report. >> Okay. Mr. Valdez, motions. Is there a second?
012I second. >> Okay. Miss Martha Garcia seconds. All those in favor raise your hand and say I. >> I. All those opposed, raise your hand and say nay. All those abstaining, raise your hand and say abstain. Okay. Motion carries. Miss Teresa Selenas, go ahead. Good evening board president Dr. Dnandez hang on. >> Yes sir. C >> can we turn the mic a little louder for the tested? >> Is that better? >> That's okay. Thank you. >> Uh good evening uh school board uh president Dr. James Ednandez, school board trustees, superintendent Dr. Ednandez Edgewood staff and community. Before I begin this evening's public hearing on the 20242 Texas academic performance report taper, I would like to thank the community members and staff who have joined us here tonight. And I would also like to ask that
013the district educational improvement council or DEIC please stand to be recognized for attending this evening's public hearing. This group of teachers, parents, and community members have all elected to serve on this council, and their presence here tonight is a testament to the commitment they have to our students and community. Thank you. We appreciate your time here with us tonight. The taper hearing is required by law to ensure transparency with our community. It provides an overview of our district's performance, academics, graduation rate, CCMR, attendance, and staffing. This hearing does give our community a chance to understand our progress. The ISD does use this data to guide planning and improve student outcomes. For today's learning, um, I will include a review of Texas Education Code as it applies to the information that has been previously shared, um,
014during the school year and information that's going to be shared here with you today. I will also include a review of the 2024 25 academic uh, performance presentations um, that have led up to this public hearing. I will also share information on data from the taper report. I'll review our PE's financial report with you and also review our campus performance objectives. I'll share the district accreditation status um data with regard to safety and incident reports and then I'll conclude with some next steps. Texas Education Code requires that the school board trustees publish an annual report uh on the district and campus performance in accordance with 19 tax 60 611.022 that requires that there be a public hearing to discuss this report. We do have 90 days from the date of the receipt of this uh
015PDF taper to report and then we need to publish this report um in its format within two weeks after this hearing. Um it there is also a requirement um for districts to state campus distinctions and designation. That's part of tech 39362 and 39361 does require the district to post on the website by the 10th day of each school year. The most current results, our 2025 preliminary postings um for the final report that you'll be receiving here today is um on our district website. The district has taken action in accordance with these Texas education codes um listed on the previous slides. During the month of September, the board and community uh were presented with some 2024 25 preliminary accountability ratings. This presentation did provide an overview of the history of accountability and the three-year historical review
016of each campus um rating to include distinction designations and where what we are doing differently. We also heard a presentation on our special education department and services. In October, we presented on the district and campus improvement plan goals and objectives. A public hearing was also held to review the um first uh rating. In November, we also presented at a workshop on our targeted um plans and our turnaround plans. These plans were detailed. Uh we talked about goals and objectives and strategies. Um, we also held a public hearing on November 18th to review um, these targeted and turnaround plans for our campuses that were in most need of assistance. In December, um, we had the conversation around the public hearing, shared um, notice of public hearing on that day and then it was posted in the
017San Antonio Express News on December the 28th. And now I'll go ahead and begin with some data and insights from the taper. The taper uh is compiled uh by TEA for every district using PSEs and student assessment data. It's also T tea also reports this in a published PDF form format that includes a wide variety of information at the district and campus level. It shows disagregation of data by groups, ethnicity, socioeconomic stances status and it also provides extensive information on the school and district staff programs and student demographics. You can access the taper report on our district website under the required postings along with the taper glossery that is available in Spanish. The final tea released taper will be posted on this site within the next 10 days of this public hearing. The Texas Education
018Agency has also made um reports available to the public on their website. Additionally, the Texas performance reporting system provides additional performance reports um and results and indicators for student groups that are not previously reported on um in state accountability data tables or the taper or the school report cards. Um this presentation does have hyperlinks to those websites. The Edgewood Independent School District received an accountability score of a D on our 2020 and our 2025 special education determination status is a needs and needs intervention. Our determination level three status which is needs intervention is primarily driven by academic achievement indicators in bilingual special ed and other special populations. Edward ISD did achieve 100% compliance in all federally required elements including data reliability, financial audits, and legal requirements. Under House Bill 6 in 2025, the state no
019longer uses disciplinary removal rates to grade or penalize the district's determination level. in our report uh which is located on the tea website. You will notice that there are a lot of zeros um that are now a placeholders and no longer calculated um for that determination u designation and that that was new. Um our designation level three status does reflect instructional needs and not discipline. We are currently working in collaboration with state and regional experts to develop and implement a plan that addresses the identified performance gaps. Um and again you can access that um report in it entirety on the TEA website. The timeline in this slide you've probably seen many times. It does indicate the district ratings um beginning in the 2017 school year in 2022. I just want to note that we did
020experience some accountability pause due to ongoing litigation. Um and then you'll see that after that litigation um they withheld the scores for several years and they were all released in the spring of 2025. So what is in the star taper report? When you go to pull that report, you're going to find a multitude of um different data sets. You do see star performance in all grade level subjects. It's going to show you all the different populations that we serve at the approaches, meets, and masters level. You're also going to see school progress. That's our growth. Uh bilingual education and ESL is also um listed in this report. You'll see participation rates uh for each of the test testing um in terms of attendance rates. You're going to see our annual dropout rates, graduation rates, not
021only on uh time graduation, meaning the four-year cohort, but fifth, sixth, and fouryear federal. Uh college career military ready. Um these are our graduates that are graduating ready uh to go. We also will um the report also has CCMR readiness indicators. Um, this is where you'll find data on T SIA results, um, prep courses, AB, SAT, SAT, advanced courses, dual credit, uh, postsecary. There's also staff information, uh, around enrollment, distribution, ethnicity, class size. Um, you'll see students and how they're served, at risk, 504. You'll also um find a list of of programs, not just by student, but by the teachers that serve in them. And then there'll also be a link uh to the financial report. In the next several slides, um you're going to notice patterns of low performing student groups um in grades
0223 through eight and high school EOC. This data shows shown on the graphs um is the percent of student at the approaches grade level. We will continue to see these uh we continue to see performance gaps that reflect the impact of high mobility and again um our special populations. Our work ahead does focus on targeted acceleration, instructional coherence and extended learning opportunities for our students. And so you'll see here um that this is the third through eighth grade reading performance. Specifically, there's our third grade reading scores which indicate that 57% of our students were at approaches. I do want to note that the we did see and you'll see this on the report uh plus 10% improvement um from 2024 to 2025. On the right hand you'll see the fourth grade reading 56% of our
023students are at approaches. We did improve here by plus eight. And again, the special education um in the red bar uh shows the need um for intervention. In this next slide, you're going to see approaches for reading. Fifth grade reading is at 55%. We did see a 3% increase from the prior year in this area. And sixth grade is at 56. And we also saw a 3% increase in this area from the prior year. Now, we're looking at seventh grade reading at 55%. Um, we did see an 11% increase in all students from the previous year. When we look at eighth grade reading from the previous year, we took a -2% dip there and we're at uh 53%. Third grade mathematics is at 51% for all students. Um we did see a plus two from
024the previous year. Fourth grade uh is at 45 and we saw a 5% increase there from the previous year. Looking at fifth grade mathematics uh 58% at approaches. Um we took a dip from the previous year of three points. In sixth grade from the previous year we increased by nine points. Um and we're sitting at 55% approaches here. We're looking at seventh grade mathematics. Um 32%. Um this is an area in grade level of concern at the middle school. Um and you can see our special education there and this is why I frame the conversation that you're going to see this throughout these grade levels. Um we decreased in this area from the previous year by three points. In eighth grade, um we were at 49% but we increased um nine points from the previous
025year. Now we're looking at eighth grade uh science and social studies. Um these are areas of focus for us. Um you can see that they are um lower than some of the other areas. We did increase by four percentage points from the prior year, but we took a dip in social studies by a negative -2. You can see our passing rates there of 41% in eighth grade science and 23 in eighth grade social studies. Now we're moving on to the English one EOCC's. Um English one 48%. Um this area dipped as well from 2024 by two percentage points and for English 2 it dipped by seven points and we're at 51%. In algebra 1, we are at 71%. Um, and we did take a 7 dip in this area or 7 percentage point dip. Um,
026and then in biology, uh, we increased by two and we have an 87% um, passing rate there. So, you can see that's an area that we do um, fairly well in, but still have, uh, work to do, especially with our special population. And now um we will be looking at our EOCC US history. Um this is an area where we do really well. Um we did take a dip of ne uh two in this area from the previous year. Now I'd like to go ahead and share some information around our attendance and dropout rate. Um as you'll note on this table it shows attendance and dropout rate for the district. attendance did improve from 85.1 to 86%. Um, and the middle school dropout rates uh did show a decrease. We saw a slight increase in
027high school dropouts which were addressing through expanded credit recovery and alternative pathways um like learn for life. This table shows our 4-year longitudinal graduation rate which measures ontime graduation. our class of 2024 graduation rate did decrease compared to the prior year. Um the data reflects this data reflects when we talk about four-year and cohort reflects the incoming 9th grade class that started in 2020. Uh during this year we did see a significant increase in our dropout rate. Um it went to 17.6% as you'll see on our taper report. Our district efforts did um allow us to bring back 8.6% of students. Um, we are currently reviewing cohort level data to strengthen supports for on-time graduation. I would like to thank the school board for their approval of our 1882 partnership with Learn for Life that
028has led to the graduation of 284 graduates since 2021. CCMR uh readiness remains an area of focus for us. However, we have seen some significant growth from previous years. uh you'll see our college ready um move to 14 uh.9 percentage points. We saw improvement in T SI uh reading and math of 18.6. We also saw an increase of 10.5 in career or military ready students. Um the taper report does also indicate um that the state um that we are above both the state and region in this area by a significant amount of percentage points. Um we will continue uh to maintain and improve these outcomes through targeted uh supports and we also have a a really high percentage of students who are graduating and it is above the state and region with um industry certifications.
029This is the uh slide that reports on our SAT ACT outcomes. Uh we do lag behind the state. Um we have shown gains from previous years at uh the approaches level. We increased by eight percentage points but as you can see here there's a lot of work that we need to do to ensure that um we're at par with the the region and the state. So we are currently strengthening um our college uh readiness efforts, aligning our curriculum and improving our test preparation programs. We serve 7,838 students during the 2425 school year. Our student um population is significantly more uh economically de disadvantaged than the state. Uh we're at 93.8 compared to the state at 60.5, a variance of more than 33 percentage points. Similarly, 77.4% of our students are identified as at risk compared
030to 53.5 statewide, a [clears throat] gap of nearly 24 points. This does have direct implications for instructional supports, funding, and intervention design. We will continue to evaluate our programs. As we know, we must be responsive to the needs of our highest needs uh student populations. About 23% of our students are enrolled, and this is the bottom chart um in bilingual uh ESL programs, which is uh almost identical to the state. This reflects the linguistic diversity in our community and does reinforce the importance of strong bilingual and ESL instructional models. Overall uh CTE enrollment is at 21.1. It is a little bit lower than the state. However, we look um specifically at high school 62.8 uh of our 9th through 12th graders um do participate in CTE uh courses. GT representation remains an area of continued
031focus. Uh only 4.2% of our students are identified as GT compared to 8.7 statewide. Our special education enrollment is just slightly higher than the state. Um and this does in underscore the importance of high quality special educational services aligned to general education instruction. Strong inclusion practices uh need to happen across all classrooms. Edgewood the majority of of students in Edwood that we serve are Hispanic. You can see uh the two graphs there. It's depicting the difference between the district and the state. While 73 point or 78.3% of our staff are Hispanic, um our student population is higher than that. So this does demonstrate a representation gap. Overall, these demographic patterns uh reinforce both the importance of culturally responsive teaching and need to grow our diverse uh grow a diverse community connected to the educator workforce.
032In Edgewood ISD, we do have a a mix of new and experienced teachers. Edgewood ISD has significantly higher percentage of new teachers than the state. 14.6% of our teachers are beginning teachers compared to just 7% at the state. We also have nearly double the percentage of teachers in their first uh one through five years. 33% in Edwood versus 28 across Texas. This means nearly half of our teaching force is within their first five years in the profession while the state has more experienced workforce overall. And this is why teacher retention, teacher support remain our top priorities to strengthen consistency in classrooms. I would like to thank our school board for their support with strengthening our teacher pipeline, mentorship programs. The board approved our teacher um incentive aotment, approval of partnerships like great minds um that
033help strengthen high quality instructional materials um and lesson internalization. and we will continue to reinforce and recruit to ensure that we have highly impactful retention strategies and we're looking forward to our continued exploration of compensation for our campus leaders. This data shows the college enrollment and higher ed outcomes. The source for this data comes from the Texas Higher Education Coordinating Board and TEA. This also has a hyperlink to the report. This report does track the class of 2023 graduates, which means it's a lagging indicator and shows how many of those enrolled in our higher ed institutions and then what their GPA is. Um, this gives us a lot of insight into post-secary readiness and uh what areas we need to strengthen. Many of our students continue to choose two-year programs and or two-year colleges which
034align with financial considerations. One example of that was Alamo Promise. Um, and then some local workforce pathways. We're expanding expanding college and career advising, early college pathways, and dual credit partnerships. Our focus on instructional coherence, again, strong acceleration um are directly tied to ensuring we have some long-term outcomes. Each campus in Edgewood ISD develops and implements a campus improvement plan, a CIP, as required under tech 11.253. 253. These plans include B uh board approved performance objectives that are grounded in data analysis, including results um from the taper report. Campuses monitor progress throughout the year and adjust strategies based on student performance and identified needs. The 2025 26 SIPs are all posted on our district website um and they will be made available um at each campus to ensure transparency. This report um provides a detailed
035financial snapshot of the district using actual 2023 2024 PSE data. Again, a lagging indicator. At the district level, this report out outlines our revenues, expenditures, dispersements, tax rates, and fund balance. At the campus level, it breaks down expenditures by object code, by function, and by program, showing how resources are allocated across the district. Um, this financial reporting ensures transparency and helps us evaluate how effectively we are using funds to support student learning. These data points also inform future budget planning and ensure alignment with instructional priorities and operational needs. Um, this report was approved by the board in November 2024. For 2324, the district is fully accredited. We continuously monitor academic, financial and financial indicators to maintain this status. Again, this is a report that you can find on TEA website in full detail. Um, we
036also have several reports and monthly financial statements uh listed on our website as well and we prevent them we present them frequently at our monthly meetings. This is the violent and criminal um incident report. Um it comes from um our safe schools data. What you're seeing here is directly from one of our systems. Um and the this report um is required reporting. Our school safety and security committee which is um publicly posted meeting does review disciplinary and safety data. This data shows that violent or criminal incidents remain extremely rare in Edgewood ISD. For the 20 23 through 25 school year, there were three incidents across all campuses that met the definition of a reportable violent or criminal offense under the unsafe school choice option. Our goal is zero incidents. I would like to note that
037these incidents did not happen on campus. In this slide, you will see the types of intervention and prevention strategies the district has put into place to measure our schools um and to our uh safe learning spaces um for our students. You will see here that the campus follows the code of conduct. We do ensure that we meet the timelines, deadlines, and policy requirements from the following policies that are listed there. We do participate and train staff in the um positive behavior intervention and support programs um positive school and culture and on positive school and culture and climate. Our ad administrators and staff do uh participate in uh nonviolent crisis intervention training as well so they can deescalate behaviors and know how to respond. Um on the right side you see all the different things that
038we do. Bullying prevention trainings. We have a bunch of trainings that everyone's required um to take. You can see they range from dating violence, suicide, child abuse, neglect, cell, uh social emotional learning, and trauma-informed care. Um the ones that you see in black, child safe, and then bear county domestic violence program, trauma domestic violence program. Sorry, that bottom one's uh a little too low there. Um are all new this year. And so we will continue to enhance these strategies. Um and I know that we'll continue to present um on these uh trainings. I would like to note um that this is the beginning of a broader conversation um an ongoing conversation um about our academic outcomes. Um one that's going to include some thoughtful discussions on strategic school actions and any recommended action for the
039board to consider regarding all of our campuses and uh our Senate Bill 1882 partnerships. Here's my contact information should you have any questions. I want to thank you all for your participation in today's uh hearing on the taper report. Uh paper copies will be made available at the district central office and at each campus in the district. This does conclude our public hearing. Are there any questions? >> Thank you ma'am. Are there any questions >> from the board? Go ahead. Well, I have a question on the attendance and dropout portion of the slide. >> Yes, sir. >> Oh, um cuz I was looking at um especially like the seventh through 8th grade annual dropout and right now ours is 2.3, but I was looking at the state and region and it's a 0.7. Uh so
040what are factors of like students wanting dropping out in seventh and eighth grade? Um there are several things that contribute to that. Mobility um can't find the student, they leave, parent relocates, we don't know where they are, and then they don't enroll in another public school, but we don't know where they are. And so that's why there are a lot of efforts um that are made to continue to track what we call these levers um and then go out and do our best to to find them um and bring them back into our schools. So it's a continued um effort on part of the district to to bring our kids back. And then um like even for the seventh and eighth and the 9th through 12th um do we have like a projection on like
041what year do we want to try to be at zero or how are we going to uh get like the dropout rates lower because uh even looking at like the 9th through 12th uh again like ours is 5.9 the state is 1.9 and the region is 2.4. >> Yes sir. We do have a lot of efforts that go into that and strategies. It's also an area that we're addressing um through RDA. So, we're currently working with TEA um to improve those strategies. >> Okay. Any more questions from the board? >> I have one on the next slide for the 4year longevity rate. Um, can you explain what like the graduated and TX HSE the difference from that one from regular graduated is? >> Yes sir. Those are are students um who get their GED. >>
042So the TXC SE is GED. >> Yes sir. A different program. >> So they're completers but didn't necessarily graduate from our schools. I have another question um for the college military readiness slide. >> Yes. >> Um so I see these um but I was also looking at like the due credit and it's like where 10% um under what like the state is having due credit like theirs are like 20%. Uh so like um what are all our like dual credit classes full or all those students that want are wanting to take d credit are enrolled in those classes? >> We have done a lot um to improve access. Um we are currently working to ensure that our students are very much aware of what the benefits are. Our family um our advanced academics department has
043been uh doing presentations at campuses. So it's really about awareness. Um, you know, we we understand that we do lag behind the state and our goal is to ensure that the students that are in our programs are successfully completing our programs and we do want to maximize um our teachers who who are able to teach those courses. >> Uh, and thank you for that. And I I think earlier a few months ago, we were talking about exciting things we're doing at the fine arts academy. Like we're I think it's dual credit we're offering for like a music class. So, thank you for doing that. It really looks nice because it's it's all for the students. Um I had another question. Um I don't know if it's on here, but it was talking about the class
044sizes um in the official report. Like I was looking um like for the high schoolers for the secondary and six uh the class sizes of what the state reports and what we report. Uh we're like three or four students above what the the state reports in class sizes. So, I was just wondering like how much does that really affect our student learning, our teachers, uh teaching our students. How does that affect? >> Um those are average uh class size uh listings. Um we're constantly looking at our ratios. Uh we do follow state mandate mandated ratios. There are uh some cases where we will have classes just because of the type master schedule a period of 31 kids or something. But we um like to ensure that um we're at you know in the 20s um
045for class size ratios but the majority of our classrooms are probably below the state there. And then um like even for those class size ratios um maybe like we can be providing in the future of like what is the ratio look at like at Kennedy versus Memorial or like our middle schools Brentwood versus Gus Garcia because I am curious to see like where more of our students are at what campuses. Um I also had a I was looking um because our students do do the SAT but Um, do some districts do SAT and ACT? Because I know we don't we don't participate in the ACT. >> We have started participating um in the ACT and offering that, but that that is a test that we hadn't given as I was also um looking at the
046for our I believe it's SAT it's I believe it's 89% participation. Um but in the in the actual document we didn't see like how many students don't participate like at all um or not tested um so is there like a breakdown we can have in the future of like the SAT participation? >> Yes sir. >> U those those are all my questions and thank thank you Miss Selenas for um for doing our taper report today and thank you for all those who uh are in the that I looked over the table report. Thank you. >> Thank you. >> Okay. Any more questions for the board? Dr. H, did you have a comment? >> Uh, I just was going to share first of all, thank you, Miss Alina's, excellent report tonight. Um, I also want to
047bring to the attention of the uh the uh community that's here as well as those that are online. A lot of these reports are also found on the on the workshop website. Um, because obviously it's a lot of information to share in one night. Uh but if you will look up by month, uh typically it's the first Tuesday of the month. We do have designated data that is uh shared with the community. It's usually the same time every year. It starts in September. It's September, October, November. So you will normally find those reports uh there every year and you can pull those. Uh it is a lagging indicator as Miss Alina said, but that information will be there. In fact, in my report later tonight, I'm going to update us on where we are right
048now with attendance. A lot of that information I actually shared with my principles uh last week to include even uh Mr. Bades asked the question about where do we expect to be with graduation rates. That is one of the non-negotiables for my from my office uh for the principles specifically the high school principles because they're obviously the ones who are graduating our kiddos. So there is some information I'm going to share for those of you that will be here for the superintendent report later. That was it. Sir, >> I'm sorry. I did have a few more questions. I'm sorry. Um cuz I know Yeah, >> go ahead. >> So, I know Miscellaneous, you did uh talk about the disciplinary removal that's not on the table report. Um, but where can we find that information? Uh,
049just in general, I believe it was called the disciplinary removal. >> So, there there is a report that you have access to or required to post. Um, you when you take a look at that report, you'll see all the different incidents and we've gotten almost all of them down to zero um with the exception of those three that I reported on, but we can continue to share information. >> And um I think my last question is um cuz we're special education needs intervention um but but what does that really look like? Like does the state support us? Um like what what does it really look like in our district? It's like our employees, the students. What does the needs intervention look like? the the needs intervention um is is really tied to academic outcomes. So
050when you think about our student population, our special education, our ESL, our special ed, our homeless, our at risk students, um they're all listed in the taper report, right? And so when you go to look at that report, what you're going to see and what I stated earlier is those are um subgroups that tend to perform lower. So when they perform lower, they're flagged for us as groups that are in need of support. um you saw our eighth grade um science and social studies, right? So when you go down and you look at that report, you see our bilingual students are performing even lower. Our sped student is performing even lower. So those are the areas. And so we do work with the state to say what is the root cause of this? What are
051the key actions that the district's going to have to take? What are the strategies and how they'll be monitored? Each district is required to submit documentation, tracking meetings, trainings, whatever we say those strategies are, we send them to the state. We have monitoring meetings with TEA. Um when I mentioned earlier that we went down and had some zeros in our um in our report. Um the RDA report is a report um that changes on a bell curve. So depending on what information comes in, the cut scores might change. So, um that and the uh designation um of not having the disciplinary reports um we had got that down to a zero. So, all of our state plans before this because disciplinary was in here were things we were focusing on. So, we got those all
052down to zero and then they're not counting now. And so, that's why you don't see the improvement. But when you look at that report on the website, you'll see that special ed has made some gains. Um we are again um in need of ensuring our students get what they need in academics the core. >> Thank you. >> Yes sir. >> All right. Thank you. Oh wait. Uh so a few things. Um I know we're we're a little bit over but um um thank y'all. I want to thank the band that was here earlier. I forgot to mention that. Just kind of going. I don't know if some of y'all are still here. Recognize some faces, but thank y'all for playing. Y'all y'all do great. Uh yeah. I saw it's the second time I've been able
053to see you. I saw you at the Las Palma's uh grand opening. Y'all are doing amazing. Uh keep coming. Keep playing. Um also to the teachers that are here. Um thank y'all for serving on the committee. I'm a teacher as well. I don't know if youall know that, but I'm a middle school teacher. So I I can relate to the the tired look on our faces. I get it. Like trust me. But um I really want to thank y'all because I I do I do chair a committee where I work um in a neighboring district. And so I know it is extra. I know it's a lot of thank yous, but I really want to say I appreciate y'all. And if y'all want to wait after we close the meeting, I want to go shake
054your hands. Uh because I really do appreciate it. Even though, you know, it's it's a lot of extra hours. Um thank thank y'all for doing it because a lot of this stuff would not be we we literally can't do it without your your participation. And we know, you know, because I've seen already some faces here, some familiar faces that, you know, y'all are the leaders on campus because y'all are doing this work. So, I just really want to, you know, let you know like from a teacher and a board member to to y'all that that I really do appreciate and that we all appreciate you. Um, I I want to mention um just a few things from the report. I'm not going to go into detail because that's not necessarily our purview, but um I
055do want to mention a lot of these a lot of these indicators. Um this is why we have a lot of conversations on our teacher retention because we do have a lot of new teachers, you know, and we we and that does affect our student outcomes, right? Because that's what we're focused on is outcomes. Um, also not to be used as as as an excuse, but rather an explanation that we are in line with what uh what the state sees as far as the biggest effects on our students are the economic status and unfortunately our zip code right in in San Antonio. And so these are things that were that are already there that we we are actively or sometimes pro oftentimes proactively trying to um trying to you know come up against these things.
056But these are things that we're always having conversations about. We're always trying to figure out who can we partner with, how can we get teachers to stay, and um because ultimately, you know, y'all are the ones that help the, you know, have direct contact with our students. Y'all have the biggest impact. Um and that's not just me saying it. That's the research. Teachers have the the biggest impact on our student outcomes and that's why I'm always fighting to, you know, to support y'all. Um so please, uh I know y'all are leaders. I I see a few um please, um tell other teachers, please speak up. let let us know that uh how we can support you, you know, let your principal, let let the administration know how we can support you because that's ultimately I
057think why we're here is to support you that way we can support our students. Um and I think think with that uh I need a motion to close the public hearing regarding the Edgewood ISD 2024 2025 paper report. >> Mr. President, >> yes sir. >> A motion to close the public hearing for the 2024 2025 [snorts] paper report. Okay, Mr. Valdez motions. Is there a second? So move. >> Mr. Deado seconds. >> All those in favor raise your hand and say I. >> I. All those against raise your hand and say nay. All those abstaining, raise your hand and say abstain. Okay. Motion carries. Okay. One more time. The time is now 6:22 p.m. Do I have a motion to adjourn this public hearing of the Edgewood Independent School District? >> Mr. President. >> Yes,
058sir. >> I motion to adjourn this public hearing for the Edgewood Independent School District. >> Okay. M's motions. Is there a second? So move. Oh, one last second. Mr. Davo. Okay. I also want to mention uh Mr. Galo arrived at 5:50, right? For the record, it is I I saw you. I clocked it. Yep. So, I have a I have a I have a Yeah, for the record, I have a motion by by Mr. Valdez to close the meeting and a second by Mr. Digado. All those in favor, raise your hand and say, "I." >> I. All those opposed, raise your hand and say, "Nay." >> All those abstaining, raise your hand and say abstain. Okay. Motion carries. This meeting is ajourned. Thank you. And as we