001February. I call this workshop and special meeting district to order. We will have roll call. Joe Mes here. >> Brian Kufall >> here. Chapa here. >> David Garcia here. Delma Selenas >> here, >> Jacob Perez here, and Joseph Reese here. Let the record show that there is a quorum of board members present and that this meeting has been posted in accordance with government code chapter 551, State of Texas Open Meetings Act. We will move to a moment of silence followed by the pledge of allegiance and the Texas pledge. I pledge algiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. Honor the Texas flag. I pledge allegiance to thee, Texas. One state under God, one indivisible.
002>> We now move on to public item number four, public participation. Do we have anyone who wishes to address the board? >> Yes, sir. We have Elizabeth Ramos. She's community in reference to the school improvement plan. >> Thank you, Miss Ramos. >> Good afternoon. Oh, I I know. I got it. Good afternoon, superintendent, board of trustees. Um, if y'all want to clock me at the five minutes, I'm going to use it all. Just let me know when I'm done because I'm gonna keep going. Okay. I do want to bring up while you do have this workshop that at the last CNI meeting administration didn't mention the $und00 million in state aid for our 14 coastal counties to offset windstorm and property insurance costs for districts. So when you talk about switching contracts today, make sure
003you keep that in mind. Um I am for um consolidating these campuses. So I think we know why the board unfortunately allowed their one employee to spend and spend and spend so there was no end in sight and we're here now. I also warned at the time to the president which was Brian Kuall that we needed to have organization accountability and oversight when it came to these funds. I warned him that we're going to run out of ESSER and after that we'll have nothing left over. Um, so it's it's it's even been written in state documentation of the legislative budget board of the Texas Management and Performance Review in December of 2022. Do you guys remember that? I know Ruiz and Choa Wong, maybe Melz. Do you remember that report, you guys? It's about 122
004pages long. Now, I love reading. I love reading law policy. I don't know if any guys you do, although that's your job. So, I I took it to heart and I wanted to make sure that the district was doing things right, but I was, you know, blocked by certain people on the board to get anything done when it comes to making sure that we're servicing our students and communities the correct way. And I will just reiterate here for the next four minutes or however long I have left to remind you of those some of those things that the um Texas Management and Performance Review Board stated. Um, here we go. And I believe there were a couple things on that that were so-called fixed by the superintendent, but now that we have a new superintendent,
005those also need to be reviewed. So, I'm going to say read it all again, you guys, because everything in that word for word matters because it's no longer pertaining to anything this district does anymore. That makes sense. It will make sense once you read it. Again, Kingsville Kingsville ISD lacks a facilities master plan. The district's facility planning process is reactive and focuses on immediate problems and short-term solutions. Without a comprehensive facilities master planning process, the district also has no defined method for prioritizing or budgeting for facility issues. See where I'm going here? It doesn't matter what kind of school improvement plan you put in place. you guys don't have the education, the foresight, the organization um to make sure that these plans are being implemented properly, that are being updated properly, that are being changed
006whenever necessary. So, I'll keep going so you have this in mind. Additionally, the district lacks a comprehensive multi-year strategic planning process that sets measurable goals, addresses the long-term needs of the all areas of the district, and directs the use of district resources. The lack of an effective process for long-term planning to guide its campus's department and programs reduces the district's ability to address unforeseen events, allocate resources to achieve goals, or establish accountability standards. And that's why we're in F, and that's why we're in the hole, and that's why you guys are just going to every meeting saying yes, yes, yes. Um, and not, you know, making sure you're doing the right thing. KIST also lacks the operational plans including cyber security plan, a technology disaster recovery plan and a vehicle replacement plan. KIC lacks an
007effect effective process to develop and develop an administrator administer district and campus improvement plans. So this is well you got your camp you got your district improvement plans after this and your campus improvement plans and no one shows up to those and they check off the box as if that's participation and nothing really gets done. Some campuses do not comply with TEA or board policy related to campus level committees such as CIP PIP and what was before shack before you got rid of it. KSP does not have an effective inventory management process to track administrative and instructional devices. It does not have help desk system to process um and does not support campus effectively. So KD's help desk system and its processes do not support campus effectively. Just ask anybody who tries to call around
008to find out who they need to talk to. You know the runaround. Um you guys have not established expectations and measures for food service program performance. You board members lack a clear understanding of your roles and responsibilities. Board members lack understanding of various board operations which which inhibits effective stewardship of the district. Just keep reading it. You'll see everything you don't do is on every single page in every single paragraph. >> Thank you, Mr. Ramos. Is there anyone else that wishes to address the board? >> No, sir. Um, if there's no objections with the board, um, I move that we switch up our agenda and move executive session now so we can get some legal consultation before we proceed. Does anyone from the board have an issue with that? >> Okay. So then we will
009actually move to item number seven and enter into close session. The board will enter into close session in accordance with Texas Open Meetings Act, Texas Government Code 551.071 and 551.074 to deliberate consider the following consultation with legal counsel regarding legal and personal matters. No action will be taken until we return to open session. We are entering into close session at 5:38 p.m. We now return to open session and take necessary action on matters of which the board may discuss in open session which action may be taken. We returning to open session at 6:37 p.m. There being no action that needs to be taken. >> Mr. President, we're going to resume. I believe the board is going to revisit number four, public participation. >> But but there are no action for executive. >> Oh no, sir.
010I'm sorry. M. >> Very good. So now we are going to revisit item number four, public participation. My understanding we have someone else that wishes to address the board. >> Yes sir. John Temple community in reference to the consolidation. >> Thank you Mr. Temple. >> Okay. Well, I want I am I'm totally for the reconfiguration, you know, absolutely for it. But my question is once it's reconfigured, what's going to change to keep to keep us on the path that we're going on? You know, something you can reconfigure 10 times, but if nothing happens, you know, besides that, it's still going to be the same even if you reconfigure. And I was just kind of curious to know if there and you probably do, but I was just wondering is there a plan to address that
011part of it, you know, because that's that to me is the biggest part of the reconfiguration. And I also saw and I can't remember where I saw this, but I read it and it said in the last four years another like 500 kids have left. I can't I don't know if I read that in the paper. I don't know exactly where I read that, but I mean that's a bunch, you know, considering plus the thousand that we lost several years ago. I mean, that's a tremendous amount of kids that have moved, you know, in a different places. and you know whenever you know you might have the plan and I hope that you do but I'd like to see it you know or hear about it or read about it once it happens and I
012was also just kind of curious about and I know it can't be held because when you re reconfigure five into three you know and I I'm pretty sure you've done some preliminary looking at it you know like how many people are going to be, you know, out of a spot. You know, I mean, I understand that you can't keep five buildings of people when you only have three open. I mean, I get that alto together, but I, you know, I was just wondering, you know, what the plan is for those those people that may be displaced. And uh that was my main two points. And uh thank you very much. >> Thank you, M. We now move on to item number five of Kingsville ISD board of trustees will conduct a board workshop to discuss
013the following. Item 5A, property and casualty insurance renewal. Dr. Pittz can be found on pages 3 through 34. 3 through 34, Dr. Thank you, board president, superintendent, members of the board. Our property and casualty insurance covers the buildings and the property that are in the buildings. Um, that that's on the property insurance side. And then on the casualty insurance side, we have everything from general liability to professional educator liability, auto um and um some smaller things like cyber as well. Um, we have the renewal that is coming up March the 1st. All the information that we give tonight is just a report and to receive feedback from the board. We will be bringing this item back in two weeks for board approval. Um, and I'm going to invite up uh Chase Carile from Carile Insurance
014to talk a little bit about the renewal quote and the options. >> Thank you, Dr. Pittz. Uh, good good evening everybody. Uh happy to be here to run through this real quick. We got a lot of numbers. So just everybody everybody freaks out about all these numbers. The key numbers to key in on are the yellow items. Those are anything that changed from what we currently have in place right now. Um so if we look at the far left column, last year the district was insuring about $183 million worth of building and contents assets and we were buying $15 million worth of coverage on on those assets. The middle columns in option one and the far right columns in option two. the difference between those two options. Option one being identical to what you purchased
015last year. Option two being a U double in the amount of insurance we buy, which would be a $30 million loss limit. If we scroll on down, deductible wise, the only changes in deductibles that we're seeing this year is in the wind and hail deductible. Again, last year we had a 1% that remains 1% this year, but last year we had a minimum of a half a million dollar deductible at that 1%. This year it's lowered to a h 100,000. So benefit to the district there as well. General liability, autofleet liability, everything there remained identical to what we had last year. No changes there. Um employee benefits liability. Again, no changes there. No changes in the ELLL, the educator legal liability, which is the schoolboard liability. When we get to the cyber loss and liability,
016we did get a benefit there. Last year, the district and the PCAP program, we had a million dollars worth of coverage. that has been increased to $2 million worth of coverage uh programwide. However, on the ransomware, we had a million and we and that and the program did decrease that to half a million dollar limits there. So, a little bit of a deficit there, but overall we've got 2 million verse1 million of coverage. Um when I was here about a month ago and we were talking, I sat here and I guaranteed that we we'd see about a $200,000 savings. Unfortunately, we were not able to achieve that. It's $280,000 this evening. Um if we do nothing and remain exactly with what we had last year, the option two which provides the 30 million versus the
017$50 million worth of coverage, um that one still uh gives the district a savings of about 174,000 which will represent about a 18% reduction in your property and casualty insurance expenditures this year. However, um again, doing nothing, we're going to see about a 30% savings in the property and casualty insurance again this year. Again, as I if I described last year and again earlier um towards the end of last year when I was here, the property insurance market has softened, meaning rates are coming down. There's more options. There's competition in the market. It's allowing us to pin the carriers against each other and have better negotiations with those carriers, which is what we're seeing on the property insurance side of things. You'll notice there was about a 30% rate reduction there. And then on the
018casualty side of things, the PCAP program actually came in um and did give about a 39 to 40% uh rate reduction on the casualty lines as well. So overall, I think it was a win. Um I again appro appreciate the trust in us and the partnership over the last 20 25 years and I think it uh it worked out in everybody's favor this year. Be happy to entertain any questions. >> Oh the flood. >> Yeah. One more thing. So on on that uh that cost summary that you looked at just a second ago, there's a line item in there for the that's labeled NFIP flood coverage. That's the flood insurance that we buy through the FEMA program, the government program that's been suspended for the time being because the government shutdown, but nonetheless, it'll go
019back in effect. Currently, the district buys these flood insurance policies uh through the NFIP program in the tune of about $70,000 on these specific properties. One of the things that we have recommended, we have discussed with Dr. Pittz is maybe identifying some of these buildings that we don't necessarily feel that we have a flood risk at. Um they're all in what we consider a flood zone X. So, not necessarily a high high hazard zone. U but do have potential of flooding at some point just depending on how much rain we receive, mainly in a name storm type of event. Uh it's always been our recommendation that you know u being in the community and living here for a number of years some people probably have a good idea of where we have lowlying areas where
020we have drainage issues within the community um that maybe the uh storm sewage drains has not been improved. That would be maybe a concern. Um but maybe discussing these uh either tonight or whenever we may want to do that and identifying if there is still a need to actually buy all these flood insurance policies. If we feel that for instance the admin building is not susceptible to flooding, we hadn't seen any flooding in the last you know 15, 20, 25 years, then maybe that's an area that we do uh not purchase and like to to do selfinsure on that type of coverage. The premiums there are associated for the most part it's between $4,500 per building upwards to 6,500 just depending on the size of the building. Uh but that is open for discussion. Uh,
021I also recommended to him, you know, if if there's an a desire to maybe go to that 30 million loss limit that we provided as option two, maybe the board says, "Hey, we want to self-insure more on the flood insurance here, which is costing about 70,000. The difference between option one and option two is about a h 100,000. So, we could self-insure here, save the 70 here, apply it to option two, and get another $15 million of windstorm coverage and fire coverage for our facilities. um which is probably the higher risk and uh and it's and and it would cost about $30,000 net difference in that if we were to do that. Um the other issues that that we did bring up and it I think you guys have a copy of the the big
022packet but I know there's some discussions um it's not popular discussions but um about closing some campuses and so uh administration asked us to provide some options on changing the coverages on those facilities should should the community and the board like to do that. Um so just for reference uh the discussions have been uh had or as far as I'm concerned uh bringing Clayberg back on and taking u Pettis and Harrow offline. Right. So in order to do that right now we have Clayberg listed as an actual cash value basis meaning that the insurance company should we have a loss they're not going to pay us to replace that building. They're going to pay us what the actual cash value of that building is. probably not much coverage there, but that's how we've insured it
023in the past just because we've looked at it as um something that's not of useful value for the district right now. So, why would we expend insurance dollars on that? Um now that we know we might be using the building again, um the recommendation would be move it from actual cash value to a replacement cost value. So, should something happen, we have full insurance on that building so we can make the repairs, the replacement, and get kids back in those buildings. taking the other two down from replacement costs to the actual cash value, um the net difference in the premium on option one or option two would be a reduction of about $10,000 in premium just so you guys are aware of that. Um if we if we brought Clayberg on and took hero and
024Pettis off. Does that make sense? >> I do have a question. When when is the pol when are these policies started? uh these the effective date which is column two shows you the effective dates of those question why don't they not >> yes sir so uh did I lose this here still got the mic test >> maybe it's just me I don't know u so back when we were in the soften property market we used to have flood insurance built in the property insurance program when we got in that hard market that was one of the things that carriers pulled pulled out was the flood insurance portion of the program. So, we elected to go out and buy the separate NFIP FEMA policies, which is what these are. The reason you see 331 is because
025when you buy a new FEMA policy or NFIP policy, there's a 30-day waiting period before that policy goes into effect. And so, that's why you see most of these are 331, it was 30 days after the 31 renewal when that coverage went into to play. Um, the 114s, those are probably older policies. I'm not sure where those dates. >> I think one of the questions was why why is the insurance um renewal cycle not in line with our fiscal cycle September to >> Was that your question? I didn't answer that question. Sorry about that. Uh we we generally uh all of our coastal schools we renew on 31. We want to renew the property insurance for a coastal community school prior to hurricane season. We don't want to try to renew $190 million worth of
026assets in the middle of hurricane season because either we have a storm that's come through and now we have a loss and none of the insurance companies want to jump on uh no pun intended but a burning building. Um or we have a storm out in the Gulf and we cannot bind our renewal policies. So um years ago we took all these coastal community schools and we moved them to a 3-1 date. It's at the beginning of the year. The reinsurance companies have issued their reinsurance contracts. um these carriers just paid a lot of money for reinsurance and so they've got to go make money off of it. So it's a good time to get rate negotiations versus at the end of the year they have less insurance to sell the price is higher. >>
027I have a question. I'm not sure if maybe Mr. Carile or Dr. Pittz can answer this. So House Bill two that provides $und00 million you know to coastal school districts to help help offset some of the cost. Um you know what do we know about that? you know, is can it help us with some of these premiums or >> Yes, it could help us with approximately 20% getting reimbured for 20%. So, what the actual calculation I haven't been privy to yet. I'm not sure if they worked it out, but but the way that the bill was presented was that the districts on the coast, we pay a higher premium than the rest of the state. So, just to give an example, let's say that um uh that we pay $1 million whereas the rest of
028the state pays $5 million for the same amount of of uh building square footage and and contents. Um the thought was that they were going to refund us 80% of the difference between those two. So, they wouldn't refund us the whole amount. They wouldn't refund us the whole 500,000, but they would refund us 80% of that, which in this case would be 400,000. But but in reality, there's there's probably not that much difference between us and the average. I do not know what the state average is or the exactual exact mechanism, but yes, there is going to be some reimbursement from the state that we get as part of our foundation school payment um once they work out uh their average. and then what we are paying um per square foot or per uh thousand
029dollars of property value. >> So that that reimbursement will offset the premium cost that we're having to pay out. >> We we'll still pay the same premium, but we'll get additional revenue to cover some of that premium. >> Thank you. >> Any other questions? question. >> Okay. Thank you. >> Thank you, Mr. Carlile. >> Yes, sir. >> We now move on to item 5B, school improvement plan, final draft presentation. Dr. L. Martinez can be found on page 35 of your packet. Is it that one? >> Is it that one? >> Okay. I can I can make it. >> Good evening, board president, um, board members, members of the public, and staff. Here we are at the end of the a journey that began several months ago where we started ideating what can we do to
030improve student outcomes in the district. So what you're going to see today is a very high level brief summary of the school improvement plan that we are proposing to implement for school year 2627. Before I begin, I would like to thank my team uh for their unwavering support, commitment, and hard work in helping devise uh this plan. Let's begin. We know that in Kings ISD there is an urgent need for change. What kind of change? The change is systemic and transformational and it is already happening in our schools. We are not waiting for next school year because we don't have time to wait. Our kids don't have time to wait. And so we have been very deliberate in looking at what do we need to do to make things happen in the district. we have
031two main areas of funding and academics that we have to focus on. And so um when we look at what are those challenges, I would like to think of them as opportunities for excellence, right? You have heard me say before that we can dwindle in the negative and that will get us nowhere, but we have to move forward. We have to figure out how do we improve. And so in the spirit of that work, let's begin with budget. We all know that we have 4.2 million budget deficit and that we have to do better. Our fund balance is about $4 million. um which according to the state of Texas, we need to have a healthy fund balance of about $8 million to be able to function on a threemonth basis to cover the cost of
032staffing and um other bills that we have to pay in the district. We currently don't have that. So we are in a dire need to improve our financial status in district. So although that is urgent and it is a pressing challenge that we have my commitment to the Kingsville community and to the board is to ensure that we maintain focus on increasing student supported services. We're going to cut, we're going to try to stay away from cutting studentf facing positions and services as much as possible. First and foremost, we must make every decision in alignment with the district and the priorities and the outcomes that we're seeking to achieve. Having said that to move forward, we have to and we are in the process and have been conducting comprehensive analysis of how do we spend
033money, how do we manage it, what practices do we engage in, h what do we track the systems, the expenditures and I can already tell you that so far this first semester we have saved considerably considerable amount of money because we have been very judicious about what we're spending. Uh so I'm happy to say that we we are taking this very seriously. Therefore, we continue to focus on decreasing the overall budget spending. Uh we're we're seeking alternative funding sources and I will talk about those uh in a few moments. But we have to rightsize the district. So there will be the need for us to ensure that we're improving efficiency and strengthening student outcomes at the same time. One of the proposals that we're bringing to you is a consolidation of the elementary schools in
034order to maximize effectiveness and optimize financial resources and I will discuss that in a moment as well. So these are the funding sources that we tap into when it comes to our financial um areas. Grant funding is always there and I will talk to you about some of the grants that we were awarded. We received notification yesterday. Uh we have title funding that is always there. Title one, title two, title three, etc. And of course, we have the local funding and other sources of funding as well. And that composes the way that we receive money. This is where we are. We applied for several grants as we communicated to the board recently. And yesterday we were really excited to hear that we were awarded the Lyft grant, the Lyft add-on grant for PLC support, the
035blended learning grant, as well as the ATI, the additional day school uh year grant. Um as you can see the totals there and the areas that it covers. Um we will be able to provide support for high quality instruction materials, coaching, instructional walks, technical support as well as acquire software and Howard to support the learning of students in K through 8 through a program called Garn and then of course having the summer school for targeted interventions because our students need more instruction, not less. Yes. So, we're really really excited that the Texas Education Agency has supported us with um this significant amount of funding for us to be able to implement some strategies as we focus on improving our schools. I will say as well that my team and I are highly committed to ensuring
036that coaching support calibration walks remain a strong focus of our in strong instructional practices. And so these grants will permit us from providing additional support um through partners and we are required to selecting a partner that will come in and provide coaching additional coaching and support uh to our teachers and leaders and school leaders. What we did not get was the school action fund uh which was the connected to the accelerating uh campus excellence excuse me grant. We did not get that uh grant approved and we did not get the grant approved for PEK either. And so those are two brands that unfortunately we were not selected for. And so we have had to pivot in our our plan and I will explain uh why um in a moment. But this is our reality. And
037when I said that we have to improve our accountability ratings, this is where we have been the last four years. Our district has been F and D. And so we are in a dire need to make improvements. We also have to improve in our um special ed area as well as other special populations. Happy to say that in our bilingual and ESL emerging bilingual status, we are meeting the requirements of the the state. Uh but the work continues, right? because our schools are showing us the reality of low performance in the STAR test. We have two campuses that are in dire need of support. When I say that um that means they have been graded F for the last three years and they are Gillette Middle School and Harley Elementary School. We have discussed what
038that means in terms of the um of the state. If a school achieves a five consecutive F ratings, the state takes over the district for one school. We have two schools that are currently in that in that situation. So we are working really hard to ensure that we don't get to that level. So what are we proposing as a matter of realignment is to move from three elementary schools to two elementary schools. want to organize them by grade levels where the students attending prek, kindergarten, first and second grade will attend one school namely Clayberg Elementary School and the students attending third, fourth and fifth will be attending Harvey Elementary School. That means that we are proposing to close Peris Elementary School and Herold Elementary Schools and those students depending on the grade levels will go
039to either Clayberg or Cardi. We have worked with our transportation department and we believe that we are able to make things work. We might have to adjust the schedule a little bit but uh but we believe that we will be able to make this arrangement work for transportation purposes for example. But why are we proposing this? The key drivers for this recommendation. Let's start with the fact that the overall performance of our three elementary schools for the last three years indicate uh ratings of DRF. There hasn't been meaningful improvement in student achievement or growth. We have had declining enrollment and also we are dealing with a budget deficit of $4.2 million which consolidating the schools will potentially save us between 1.5 and $2 million. The benefits of having grade level schools is all students are
040learning together achieving together. We can focus more resources into one area rather than divide divided amongst three schools. We have strong staff collaboration and support. We intend to have PC's during the school day so teachers from a light grade levels can collaborate, look at data, internalize lessons, plan effectively, have conversations about assessment data, etc. It provides better means to uh ensure higher level levels of safety and supervision because age groups tend to do the same thing. So it it will help with that. Not to mention the operational efficiency and logistics that having a concentrated model of two schools instead of three will provide to the district. Now I mentioned we did not get the accelerating campus excellent grant approve which is a travesty and we are very um takenback by that. We were hoping that
041we will get it approved but we did not. However we believe in the ACE model. The ACE model was tied to the grant, but it's not just the grant. We will be able to implement the ACE model. It is a model that is being used in Texas successfully in several schools and it is focused on improving student outcomes in a rapid function and it is based on five pillars and the five pillars are strategic staffing, instructional excellence, social emotional supports, extended learning during the school year or the and supportive parent and community partnerships. Even though we did not get the grant to support the ACE initiative, we still think that implementing the ACE model is going to be the strategy for our school improvement um reckoning. So in order for us to do that, we
042have to propose a reduction in force be implemented and uh you will consider that in a few moments. And this is presented to you as a program change that includes a reorganization or consolidation of of two or more individual schools as stated in DFFB local policy. So the board will need to consider the to institute the reduction in force based on program change. For this purpose all elementary school teachers and staff will be required to reapply. We will implement the rift policy as a program change as I stated and teachers will need to meet the effectiveness standards. This will also includes all elementary and secondary campus administrators to include principles and assistant principles which will also be required to be applied and meet the principal effectiveness standards. For the elementary grades, teacher effectiveness levels are
043going to include these areas of focus. Assessment data, that is how our students performing, achievement and growth. TA test data, their evaluations as stated in policy, current and the last three years, attendance, student data, currently class observations, interview process, and principal recommendations for administrators at both the elementary and the secondary campuses. We are looking for leaders who have school turnaround experience with a track record of improving outcomes for students. We are going to be looking at instructional leadership data. How is the campus doing attendance team data which is the evaluation instrument for administrators? How are they engaging the community and the campus? Supervisor's recommendation and an interview process. These are the criteria that we are proposing if this slide is approved by the board that um follows the brief implementation at the elementary campuses for
044teachers and at all levels secondary and elementary for principles and assistant principles. So the second tier of the ACE plan includes high quality instruction. And so when we talk about a plan is as good as as a plan is right. So what is the plan? The plan is that we are going to focus on high quality instruction. first teach. We're going to ensure that our teachers show up to the classroom having planned, internalized, and prepared to teach the content based on the high quality instructional materials and resources that we're also proposing to the board to implement and I'll talk about those in a moment. We will continue to provide instructional coaches from internal district leaders as well as external partners based on the grants that we received. And we will also engage in a deep
045level analysis of data to ensure that we're providing students with the appropriate interventions and teachers can make informed instructional decisions. As I stated, our intent is to also have PLC's during the school day for English and math so that we can strengthen in those areas. So for high quality instruction, we have to have high quality materials, no doubt. And we are proposing to the board today tonight that they consider approving the blue bonnet rla for K through five instead of the current backro hill wonders that we're using. The rest of the instructional materials um are high quality materials already and we will continue to utilize them. In addition to that, for the secondary levels, we are asking the board to approve Blue Bonnet for algebra 2 and geometry and everything else will stay the same
046because they are already considered high quality instructional materials and we will continue to review adoptions as they are scheduled to be uh change. We're also focusing on high quality assessments and I have presented to the team the the goal to implement NWA map beginning with school year 26 and 27 which includes three data points POI and EOI beginning of the year middle of the year and end of the year assessment. This will allow us to measure growth on a more regular basis. Teachers will receive reports that they can internalize and utilize to make informed instructional decisions. So, we're not waiting until the end to do something about it. We can work our magic throughout the school year. This will help us create system for teachers to engage in data analysis that is data driven and
047that is student centered. The next step for the next pillar in the ACE model is the social emotional support. That goes without saying that we need to include transition strategies to help students move from one school to the other. Right? We we recognize that when we close schools or reorganize schools, there is a level of loss, right, on the part of the families and on the part of the students as well. and our students will receive that support. The administrators of the campus will work with the students to ensure that we are providing the support that they need. Originally, we have presented to the board to reduce the counseling staffing ratios uh because the grant will have supported that. We don't have that opportunity, but we are still committed to ensuring that we keep the
048ratio as low as possible and then we'll continue to review those at the secondary level as well. But we also recognize that professional learning on the most basic areas is a critical component of us moving forward. I have heard teachers say if my classroom management is not tight I can't teach right so we have to go back to the basics so we are going to help our teachers with the escalation techniques relationship building routines and procedures and behavior management and social emotional areas that's part of the plan and the strategy that I that is used when we talk about improving outcomes for students. With that, we're happy to say that thanks to the ATSIE additional schoolbased grant, we will be able to provide extended summer learning for the students. And this grant required that we
049added eight instructional days to the current academic calendar. So, we are proposing to the board to consider a calendar that now includes 175 instructional days with 22 days in the summer for reading and math interventions. Of course, meals are going to be provided to student breakfast, lunch, and dinner as well. Now, I want to make a point of clarification here. By adding those eight instructional days, we are not adding days to the teachers contract. They will still receive a contract with 187 days as they currently have. What we're doing differently is that we are redistributing the days that we use for professional development or teacher work days or what was the third category for getting more >> huh >> wellness days right but those were not included in the in the days um >> okay
050so we are just read distributing the days and so but the teachers will not have a single day added to the contract. It is the same days. We're just maximizing instructional days instead which I think is awesome things. Again, our students need more instruction, not less. Um, parents and community partnerships are super critical to the health of the schools, the community, the district, and we have to recapture our parents and our community members. So we intend to build strong partnerships through different programs and initiatives and figuring out how do we bring our families back into the schools as partners in the education of our students. We provided a survey for the community to provide feedback. We heard from some members of the community and their suggestions were considered when we were developing the plan and
051we thank them for that. We also provided a survey for the academic calendars which you are going to be receiving in a few moments. But as I always say, it's going to take all of us to make this work. School improvement needs to happen in Kingsville IC. School improvement is a change that is not only necessary, but it's urgent and it is something that will drive the district to higher higher levels of excellence. At the end of the day, I continue to say this and I will say this after a 32-year career in education, our students are the priority. And so we are going to make decisions that are student centered and that are always informed and based on what is best for students. That is the presentation subject to your questions for members. Are
052there any questions from question? Question. >> I had a question. >> Okay. Do you all have like a timeline on this to see the improvement? Mr. President, one year. >> Sorry. What moment here? Mr. president, we actually don't have an an open hearing with the audience. >> Oh, okay. >> You can you can allow someone to come up and speak if you like on a short publication moment, but we don't have a Q&A on the agenda before the audience. >> Yeah, that's what I was wondering like is there going to be like two years from now we're going to see this in >> sir. We actually don't have on the agenda to recognize speakers from the community. >> Well, I just wondered if there was some kind of an idea. Yes, sir. I encourage you
053to follow up with the superintendent. She can address your concern. >> That's what I was wonder. I mean, I didn't expect you to have Okay, it's going to take two years, five months, and I just wondered if the plan was. >> Any more questions from the board? Okay, hearing none, we move on to item number 5C, implementation of rift policy D FB local for school year 2627. Dr. L. Good evening again, board president and board members and members of the community. What we are proposing to the board today is to implement the RIT policy DFF for school year 26 27. This will allow a programmatic change in order to implement the ACE initiative and all elementary practices beginning with contracts issued for the year 2627. Approval of this action will allow the administration to initiate
054rift proceedings. As a result, as stated in the previous presentation, all elementary teachers, administrators, and support staff will also be required to reapply and interview for their current positions and meet the established teacher effectiveness levels and administrator effective effectiveness levels as applicable. In addition, all district campus administrators, that is principles and assistant principles at the secondary level, will also be required to reapply for their positions and meet the established administrator effectiveness levels. Subject to your questions. Dr. Martinez, as we uh move forward with this and with the elementary teachers, and we we talked about this before, but uh we're looking at a committee of campus administrators along with central office administrators on the interviews for the the teachers, which will then be based on data. And uh then principal campus principal recommendation. >> That is
055correct sir. It will be my committee. There will be a very specific rubric that will be established and all employees that participate in this experience will be graded according to that program which includes all the areas that are in policy and that were highlighted in the plan that was presented. Yes. And in addition to that, I would say and thank you for that question. Um I know the teachers, the administrators have been waiting to hear more about how would this work and what is the timeline and when do we hear from this and when decisions are made etc. We will be based on the decisions that are made tonight. Um we will be communicating um no later than this Friday the information to all the teachers. We will be going to each campus to have
056uh more personable conversations where we are able to answer questions and address needs on what the process will look like. But we will start the process right away should this be approved by the board tonight. Do we have any other questions from the board? Hearing none, we move on to item five. 5D K cause facility lease. Dr. Peter Pitts can be found on page 37. Which one is it? >> Thank you, board president, superintendent, members of the board. We currently have a lease with KCOST. um Head Start uh at Clayberg Elementary and that lease expires at the end of this year. Um that lease is for $11,775 and uh you can see right now where that cost was derived. That was uh for Clayberg starting in 2022. You see the breakdown from all the total
057occupational costs from electricity maintenance cost, water, trash, one custodian, natural gas, and then also the nonoccupational cost as well too totaling 11,775. They have expressed interest if they are not allowed to occupy Clayberg to lease Harold Elementary from us. Uh we um did put projected costs there. Here you see the projected cost for Harold for 2627. Total occupational costs are $10,200. The nonoccupational cost are ones that we would have to pay anyway whether somebody was occupying the building or not. For instance, building insurance, flood insurance, appraisal, tax collection. That's $5,475. The district uh administration is recommending that if the board were to consider um leasing Herald Elementary to KOS that it would be for the occupational cost. That's that's the minimum that we need to break even to make sure we at least cover our
058expenses for someone uh leasing the building. Um I'll take any questions that the board has. Why is there such a difference? For example, electricity. Why from 2550 to 4 grand? >> A couple of reasons. Number one, at Clayberg right now, they are not using the outlying buildings. Um uh and then also we are able to get more accurate data instead of just an estimate now of how much um that facility will cost. Um the maintenance cost that has gone up a little bit and again that's based on currently what we project that we will have to fix um each month based on um that building being used based on what it wasn't being used. Water trash again just more accurate estimates. uh the custodian costs our custodian uh all of our salaries have the monthly
059salaries have increased significantly uh over the last several years. So >> was the biggest and and then what's the appraisal tax collection? Oh. Um, so we have to for uh for all of our um district we have to we collect taxes based on um well we do two things. Number one, we pay the appraisal district and number two we have tax collection that we have to pay for to collect taxes from every entity in our school district. >> You're passing along the the appraisal district fee. Basically >> we're we're not we're not proposing that. we we did um on the last lease, but we're not proposing on this lease. On this lease, we're proposing only the actual occupational cost, only that 10,200. Those are the only ones that we're projecting that will at least allow
060us to break even with um how much it'll cost to occupy that building. >> Thank you. So this would be the monthly cost, the monthly lease and and K cost. They came tonight too. If you have any questions about their program, they're happy to speak to you. Um if if you would any questions from the board, any right hearing none. Thank you, Dr. P. >> Thank you. We now move on to item 5e, overview of the district assessments. Miss Tanya Williams can be found on pages 38 to 40 of your board packet. >> It's not the presentation. >> What? >> It's not the presentation. >> Okay. >> Good evening, board president, members of the board, um superintendent Dr. Martinez. Um so in your packet, you do have a one pager front and back. Um the
061purpose of that one pager um was we felt the need to make the board aware of all of the assessments um that are conducted within the district. Um the purpose of the assessments um whether they're required or optional. If parents have the option to opt out and the time frames in which the assessments are given to our students. Um so at this time if y'all have any questions about any of those assessments I will be happy to clarify any of those questions that you may have. This is a this is a list of the current assessments. Correct. >> Correct. Yes, sir. >> In the school improvement plan, there are some additionals. There's the the beginning of year, end of year, middle of year. Are those these going to be implemented more frequently or are those
062additional assessments? >> It would be an additional assessment. It would be NWA map and that would be implemented at beginning of year, middle of year and end of year. >> So some of these might go away. >> Um no um that would be um a conversation that we would have to see if it would replace any of them. However, several of these tests um are statemandated. Um and so we do have to report these to the state. Um for example, circle um with prek that is something that we have to submit to the state as well as amplify and class and that progress monitoring um for our kinder and so those tests we would not be able to eliminate. >> But to answer your question, yes it would be um an additional test with NWA
063ma beginning of year, middle of year and end of year. >> And actually it's listed there in like the second page that is currently being done but only in the seventh grade. Correct. Correct. We currently use NWA MAP um for seventh grade Texas middle school fluency assessment. And what that test does is any student who was unsuccessful in sixth grade ELA, they are tested at beginning of year, middle of year, and end of year to see if there's any progress within their reading um fluency and comprehension. >> Yes, sir. Um, any further questions from the board? >> Question board? No. >> All right. Thank you, M. Williams. >> Thank you. >> You now move on to item 5, attendance policy, uh, DDC local leaves and absences. Dr. L. Martinez can be found on pages 41
064to 48 of your board packet. >> Good evening again. Um what I'm bringing to your consideration tonight is the first read of uh DEC local. We are um proposing substantial modifications to the district's employee attendance requirements as outlined in this policy. Specifically, we are asking the board to consider to eliminate discretionary use of state personal leave shall not exceed five consecutive days. We would like for the policy to consider including in deciding whether to approve or deny a request for discretionary use of state personal leave and or local leave. The supervisor shall not seek or consider the reasons for which an employee requests to use leave. The supervisor shall however consider the duration of their requested absence in conjunction with the employees absence from the educational program and district operations as well as the availability
065of substitutes. Supervisors may also deny leave on days when there are already other absences that will impact the quality of instruction in the school. An employee must get approval to take any number of leave days regardless of type. Employees in a school are considered to be staff members of the school must get approval from school principal or designated administrator at the campus and or district level. All other employees must receive approval to take leave from their immediate supervisor and failure to receive approval from the principal or supervisor may result in disciplinary action up to and including termination. Employees must request leave at least two weeks in advance or as soon as possible. Failure to give adequate notice may impact whether the leave request is granted. In the event a request cannot be made prior to
066the person having to take leave, such as in the case of an unexpected illness or unforeseen emergency, the employee must make every effort to inform the principal or director as soon as possible via phone or email. Discretionary use of state personal leave and or local leave may not exceed two consecutive work days. Principles and supervisors are not authorized to approve requests exceeding two consecutive work days. Any requests for personal and or local beyond two consecutive work days must be submitted in writing and approved by your designated supervisor and a member of the executive leadership team. Employees assigned to instructional or leadership positions at the campus level must obtain approval from the assistant superintendent of curriculum and instruction or designate for any request exceeding two consecutive days. Discretionary use of leave shall not be permitted permitted
067for employees who have exhausted state and or local leave days. Employees may take advantage of specific types of leave for which they are eligible as outlined in policy DEC local and DEC legal such as family medical leave, military leave, and temporary disability leave. Employees who qualify under the Americans with Disabilities Act or ADA may receive additional time off if needed. If if a reasonable accommodation in compliance with the ADA, the district will not allow dock days or exempt employees who have exhausted state or local leave and are absent beyond their allocation except as permitted by district 4 policy. An employee who's absent beyond or allocated number of days will be subject to disciplinary action up to and including dismissal. A dot day is when an employee is denied pay because the employee does not have
068sufficient leave time to cover an absence. Regardless of the amount leave in an employes leave bank, no employee may be absent for more than 15 days of leave for fiscal year July 1st through July 30th except as otherwise provided in policy. Employees who have not yet acred 15 days may not use unpaid leave days and shall be subject to involuntary reassignment and or disciplinary action up to and including termination once they exhaust all paid leave days. and furthermore applicable to campus employees. Discretionary use of leave including vacation days shall not be permitted during or on the first week of the first semester and the first week of second semester. The day before or after school holiday. Schedule days for end of semester or end of year exams. Major days schedule exams, major district schedule exams
069such as district benchmarks, etc. Days scheduled for state mandated assessment as well as professional development days to include inservice and the beginning of the school year and during all scheduled professional development days throughout the school year. You have any questions from the board? >> I have three concerns. The first one that talks about my first concern that talks about employees must request at least two weeks in advance or as soon as possible for the is that you're talking about state personally that they >> discretionary. Yes, sir. In my opinion, two weeks is too long. I would say a week in advance. And the second concern I have discretionary use of state personal leave and local leave may not exceed two consecutive days. That's that's fine. But why would the employee have to get it approved
070by upper administration when they have a principal or supervisor at that campus that can make that decision? I feel that you all have enough work and having to approve other employees that want to take two consecutive days. I feel that that needs to be left at the supervisor or the principal or whoever is in in charge of of that employee. And then my last concern where it talks about the employee may no employee may be absent for more than 15 days of leave per fiscal year. and where it talks about if that happens that there could be I guess a reprimand. Um in my opinion the leave is is the employees earning. In other words, we give them five days, the state gives them five days. That's their leave. And for us to cap it
071at 15, that's all you can take. Uh I understand we have employees that would like to be off on a Friday or a Monday. If that's a pattern, then the supervisor needs to be on top of that and deal with that situation. You know, us trying to and I don't want to say this in a defensive way, but kind of micromanaging a little bit. That's the way I feel that this policy is. And I understand we need the teachers in the classroom. We need the staff. they are understanding completely to be a successful district. But we also need to keep the employees in mind. They work hard and you know if there's a pattern let the principal or let the supervisor whoever is in charge of that employee you know take care of that. Now
072if they don't then that's when upper administration can have a conversation with that supervisor. What's going on? you know, this employee, you know, whatever the conversation may be. Those are just my three concerns. I do agree with when they can take the leave. That's that was taken away a couple of years ago, but I'm glad it's back now before and after test before, you know, a holiday that that I that I agree with. But those are just my my three concerns on this policy. >> Jake, I have a question for you. What can you clarify what you meant by two weeks is too long? Which way is too long? >> In other words, if I want to take way, if I want to take a personal date, I need to let my supervisor know two
073weeks ahead of that. In other words, if I want to me that's too long. A week maybe. Yes. And I think that's the way it is right now. Policy. You have to let them know a week your supervisor a week before you're going to take a personal date. you know, if you want to go, you know, you know, just take a personal date. Two weeks to me is is is too far, you know, too far ahead or behind. >> Anyone else? >> Yes, I've got two. Um, it talks about dock days. The district will not allow dock days for exempt employees who have exhausted state and local leave and are absent beyond their allocation except as permitted by district board policy. I just like to see whatever policy that is inserted there so they'd be
074clear. whatever policy covers dock days like in in the paragraph before it references DEEC or local. That's one clarification I'd like. The second is um back to the area where where Mr. Pettis was talking absent for more than 15 days. It'll be per fiscal year. I don't think July 1st through June 30 is our fiscal year. And so we just need to it's just a ministerial change that needs to be changed to what our actual physical year is. >> Yeah. I'm looking at this and I'm assuming that uh studies y'all did do studies you did see where we had um people out longer than they should have been or maybe not in a doctor excuse. So in other words, and and till now and in the past, we didn't have people submitting the proper documentation,
075you know, being approved and going is that I'm pretty sure that y'all did do a study on this as far as days, people running out of days, uh bank days. So, um I can see, you know, where where we we need to get back into this, but uh again, you know, kids that haven't subs for throughout the year, it it hurts us too. So um just just to be sure that um you know we are we are having it we're having to do this you know now you know looking at the last few years of of what's been happening but as long as we uh you know it seems like we're just bringing back and implementing what's been in policy with a few changes or should have been implemented is what I'm looking at. I'm
076adding to to Mandelis's comment. Are you talking about because right now I I know because I used to work for the district. If you're going to be out, you go to ASAP and input your absence. You don't have to call your supervisor and herb or a principal. Now they're going to the employees will have to do that. Is that what that part says? Okay. >> That's to me that's good practice. So, so the campus then will campus administration will set up a time unless it's an emergency, but they will set up a time that they'll be taking calls, you know, like when we have to take calls. It was 5:30 in the morning to a certain time to give us time to get it. Um, I guess that's going to be based on each campus
077as to what time they'll be called in unless it's an emergency, >> right? Um, I appreciate the the comments and the clarification. Principles always have that discretionary authority to say to their staff, you know, text me and if I have a question or concern, I will call you or email me and I check my emails all the time. So, most people prefer a call, right? because they want to make sure that they have the opportunity to ask questions about. Did you leave a lesson plan? Um is there something that I need to to prepare for or what are some specific items that I need to ensure that get done or taken care of? Right? So that's always helpful um for the principles who have to then decide if there are no stops what do I
078do or how do I uh ensure that learning continues in the absence of of the teacher record >> and I'm just uh throwing out there just from the past what we had to do is uh you had your your community leaders in elementary had plans in case somebody had an emergency then at the secondary level usually your your department heads that had plans also to fill in in case of emergencies where they just in case there weren't there they would provide them. >> Any other questions from the board? >> Okay, thank you very much. We now move on to item 5G, the 2627 KISSD instructional calendar options. Miss Tanya Williams. It can be found on pages 49 to 52 of your board packet. Miss Williams back. Is it always? >> My apologies. He's getting the
079presentation set up. Once again, good evening, uh, board president, Mr. Dui, Superintendent Dr. Martinez, members of the board. Um what we will be reviewing today are the three draft instructional calendars um that were um created based off of stakeholder feedback on the survey and based off of um constraints that we had taken to DEIC. So last board meeting um we had approached the board and asked for some constraints to be made in order for us to build these drafts. Um we were then um asked to take that to DEIC and get their ideas on which constraints um in reference to holidays, start times, things of that nature. Um we did go ahead and take that back to our DEIC. We created a feedback survey that was sent out to our stakeholders. Um I was very
080pleased on the responses that we got. We did receive 191 responses um on our survey. Um so very very pleased um with the participation not only from our staff from but also from our community and our students. And then based off of that feedback um we went ahead and built three draft calendars, our proposed calendars um for you to review um today. So what we are asking um today is to look at the three drafts that we have created and asking for the board to select two of those to be then surveyed out to our stakeholders. We will then bring back those survey results um on February 17th at our next regular board meeting. On option one, calendar one, we have a teacher start date. As Dr. Martinez did state, let me back up a
081little bit here. All three drafts are 175 instructional days and they all um have 187 contracted days for the teachers to work as well as 22 additional day school year days starting in June. So for option one, we have a teacher start date of July 29th with students coming back that second week of August, August the 10th. There are four teacher work days embedded within the calendar, eight professional development days. The students last day would be May 20th and the teacher's last day would be May 21st. Looking at option two, we have a teacher start date of July 27th, a student start date of August 3rd, the first week of August, teacher work days, five embedded within the calendar, seven professional development days, students will end on May 20th and teachers on May 21st. For
082option three, I would like to make a notation on January 4th. That should be coded as a teacher work date. So just please note that correction instead of a professional development date. So on option three, we are looking at a teacher start date of July 30th, a student start date of August the 10th, five teacher work days embedded within the calendar, seven professional development days, a student end date of May 21st, and a teacher end date of May 24th. On this slide, you will see a comparison of all three calendar options um and the changes within um each of those three options in reference to teacher start date, student start date, teacher work days, professional development days, student end dates, and teacher end dates. on the calendar, but um you would think with an August
0833rd start date, the ending would be a little well a week difference. What where did those where did that week or where those five days go that I I can't find? >> Yes, we either have them um frontloaded in the beginning. We did want to keep the start date the same. Um the reasoning behind that is we wanted to give the teachers and the students a little bit of a of a breather before we start the additional school days. So if we added those days towards the end, they wouldn't get any break prior to either starting summer school or the additional day school year. So those had to be tacked on to the beginning. Um and then a few other areas in which we did change um were holidays that were given. Um there is
084on option give me a second here on option two you will notice that there is a holiday on November the 13th. Um and so that is a holiday that we had to put in in order to not exceed the 175 instructional school days and not to exceed the 187 teacher work dates. So, um, as Dr. Martinez stated, those were the days that we kind of had to maneuver within the calendar, um, in reference to holidays, teacher work days, and professional development days. And >> when did you say the surveys where we're going to start again for the teachers? When are they going to be able to? >> So, once um this conversation is had and we make a decision of either surveying um two that the board chooses to survey out um we will develop
085the survey and we will survey it out by the end of this week. They will be given um roughly about two weeks and we will bring the results back to you on the 17th to decide which calendar has received the most votes. >> Maybe I missed this but you are are you also surveying parents? >> Correct. It will be um Yes sir. It will be just like the previous survey that we did. So it will be available to all stakeholders. >> Yes sir. >> I have a comment. >> Yes sir. As a board member, I don't feel that I need to make a decision on which two of those calendarers to pick. To be those three are are fine. If DIC said they were good, now I know we need to take them, you know,
086to survey. Can we not just put all three out there instead of two that we need to >> Yes, sir. most definitely. We can survey all three if that is what um the board wishes to do >> because I don't feel that this is just me again as a board member I need to tell you which two calendars we need for the teachers to vote on or whatever the situation may be. You got three good calendars there. Can we can they just vote on three? I you know I don't know. >> Yes sir. That is most definitely an option if we wish to do so. have any other questions for Miss Williams? >> I want to appreciate that that we brought this this early this year and we're not making any last minute decisions um
087like we have and it gives us time gives the parents, teachers, and everybody involved the opportunity to really sit down and look at it and then cast your vote. I appreciate it. >> Yes, sir. Thank you. You're welcome. Anyone else? >> Thank you, Miss Louis. >> Thank you, guys. >> We move on to item 5H. Blue bonded learning and secondary math for algebra 2 and geometry. Miss Jennifer Flowers and Dr. Arnold. Go. Good evening, board president Ree, Dr. Martinez, and board members. The curriculum and instruction department will be presenting blue bonnet learning for secondary math program for your consideration. The instructional materials review and approval, also known as IMRA, outlines how instructional materials will be reviewed with the state board of education having the final authority on the process criteria used and approvals. The IMRA
088uh reviews the TEACS and they also review the English language proficiency standards, the alignment of the curriculum, the suitability compliance, um parental portal requirements as well. If you notice on the next two slides, you will notice that the blue bonnet algebra 2, which is what we're asking for your consideration, and the blue bonnet uh geometry, they both um are approved by the state board of education. They're also both recommended by the commissioner and also um are 100% aligned with the TE's. So, both the blue bonnet algebra 2 and the blue bonnet geometry have these similar um items that that they're similar. And now we'll have Miss uh Flowers review the rubric for the IMRA. >> Good evening. Uh the EMR rubric uh for the Blue Bonnet Secondary Math went over um six different um stipulations.
089So the implementation quality, so how is it supporting our teachers in implementing this new curriculum? Progress monitoring, what types of supports are they giving teachers to monitor students progress throughout the unit, module, lessons? Uh supports for all learners. So there's embedded supports for differentiation within the curriculum. The um these last ones are four, five, and six are all related to the researchbased instructional strategies for math. So, the depth and coherence of co of key concepts, that's something they looked at just to make sure that this is meeting that rigor that we're expecting from high quality instructional material. The balance of conceptual and procedural, especially in mathematics, we don't want just procedural knowledge. Um, we want the students to understand the concept behind it. So, there's that balance. And then lastly, that productive struggle. So, are
090we allowing the students time to struggle productively um when they're they're doing some individual learning? And as you can see, both algebra 2 and geometry got 100% on uh the rubric in all six of these areas. These are some of the resources um that would come with the curriculum if we were to implement. So there's program level resources that are going to be uh blue bonnet resources uh more in general. Um there are things that sometimes we would use on our end to help support teachers in their implementation. The course level documents are going to be specific to the course. Algebra 2 is going to have its own and geometry will also have its own. So teak summary, standards overview, um pacing guides, year at a glance, um things that the teachers are going to
091actually use to implement this curriculum. Um one of the things I like about the blue bonnet is the family guides. They come in English and Spanish and uh they are meant to be sent home so that parents can help um and also understand what their kids are learning in school. Um one of the other things um I want to draw your attention to is the resources for teachers are going to include lesson internalization protocols as well as student work analysis protocols. So how are we internalizing this material? Again, we're switching from that what to teach. uh teachers aren't having to source material anymore, but they're learning how to teach um this specific content. And then our student work analysis protocol. So, we're going to take what our students are doing um and we're going to
092go over it and we're going to analyze it and see what we need to do to improve. Um we do have a couple resources. These are all Let me check my link here. Um, so you can see these are all of the things that we have already downloaded from Lubana. These are open education resources. They're available to the public. Um, again, this is just an example of what we can expect with this type of curriculum. So, assessment reflections, uh, the ELP summary, which are going to be those English English language proficiency standards, um, family guides in both English and Spanish that can be sent home for that parent and community engagement. Um, materials list for teachers when they're gathering their materials for the lesson, it's going to be specified for them. So, I'm doing module
0934, topic one, lesson five. I'm going to know exactly what I need to pull prior to that lesson. So again, they're not trying to figure out on the fly what they need to gather. Um everything is laid out for them. Um and this is pretty typical and I know we've done the Blue Bonnet RLA, the Blue Bonnet math for the lower levels. Um and we've gone over those those materials in depth with you. So um all of these program implementation guides and things of that nature are going to come with the Blue Bonnet suite for all of our courses. Where am I? And any questions from the board? >> One of the previous slides there was six that had something to do with their material support. So it's >> me, can you speak on the
094mic? I'm interested in your question. Well, the productive struggle, it's a it's going to have it's going to kind of force them to problem solve. Is that what it is? >> Yes. So, they're going to have uh time within the lessons to work independently. Um, and these lessons are are meant to uh build on on the uh difficulty of the question. So, as the students are sitting there, they're not just sitting there doing nothing, struggling. They're they're productively struggling. And again, this is one of the researchbased instructional strategies specifically for for math. Um, to make sure that our our students are going through that process, understanding that conceptuality of the problem, and then working through it. I mean, we we've kind of lost a little bit of that where the students are like, "Oh, I
095can't do it." So, you know, um, >> yes, this this is Exactly. Exactly. So this is meant to um encourage them to go through that productive struggle process or you know as we've called it before you know that like engineering mentality of okay this didn't work what do I need to do now to fix it. >> Yes sir. >> Any other questions from the board? >> All right if none. Thank you Miss Flowers and Dr. Arnold. >> Thank you. Um, we now move to item number six. The Kingsville Independent School District will now conduct a special meeting. The time is 8:05 p.m. We move on to item 6A, communication from administration superintendent update, Dr. L. Martinez. So, first of all, I would like to thank everyone who brave the storm last week. Incredible that we
096had such weather last week, right? But, um, as you know, Monday we were we closed to ensure the safety of parents, students, and I think it was a good decision, make sure that everybody was warm and safe at home. Um, Tuesday we had a late start and we had really good attendance, better than I expected. Um, Wednesday we had a regular day, but um, I want to thank the teachers because they show up. They did come and we had very very little absences from the part of our teachers on Tuesday and Wednesday. Even though Thursday and Friday we were off with a stock show which by the way I would like to congratulate all the students who won awards and participated and had fun. It was really really really cool. But um going back to
097the weather days um I also would like to thank the custoios the transportation staff the food services. Literally everybody came together and made things happen for kids and and for teachers, ensuring that buildings were safe and and well wellkept um were warm. We had staff showing up very early in the morning making sure that that electricity was working. So, thank you to everybody. Thank you to Dr. the kids and and the team who um really put a lot of time and effort into ensuring that. Um I would also like to remind everyone if I get my phone to work um that our district and campus federal report cards and school report cards have been released and are and they are now posted on our website. This is a required posting that we have to have.
098Uh to access them, please visit our our district web website, select the about us section, click on accountability and the reports are available there for review. If you need support, please call us and we will be more than happy to assist you with those. Last but not least, based on what the board decides tonight, I would like to encourage all teachers, staff, community members, parents, students to take the survey for the instructional days calendar and give us good feedback uh in terms of what is the preference and we will present that to the board at our next board meeting for their consideration and action. That is all for administration. Thank you. Thank you, Dr. Martinez. Any questions for Dr. Okay, hearing none, we now move on to item 6B, discussion and possible action uh for
099K through five, reading language arts, RLA, blue bond curriculum, Miss Flowers and Dr. Arnold can be found on page 55 of your packet. Good evening, board president Ree, um Dr. Martinez, and board members. The KISD curriculum and instruction department presented an overview of the Blue Bonnet Learning RLA instructional materials and the benefits of implementation. During the board workshop on January 13th, administration recommends that the board of trustees approve the adoption of the blue bonnet reading language arts instructional materials as presented for the 2026 2027 school year. >> Do I hear a motion to accept administration's recommendation? >> Motion made by Delma Salena. Second. Second made by Jake Pettis. By roll call vote, if I call your name, please say yes or no. Joe Melz, >> yes. >> Brian Kufall, >> yes. >> Martin Chapa, >>
100yes. >> David Garcia, >> yes. >> Delas, >> yes. >> Jacob Perez, >> yes. >> And Joseph Reese, yes. >> Motion carries 70. Thank you board members. >> We now move on to item 6 C discussion and possible action regarding the blue bonnet learning uh secondary math for algebra 2 and geometry. Miss Flowers again and Dr. Arnold. >> Good evening board president rum, Dr. Martinez, members of the board. As discussed in tonight's workshop, the district is seeking board approval for adoption of the Blue Bonnet Learning Secondary Math Curriculum for algebra 2 and geometry. The administration recommends that the board of trustees approve the adoption of the Blue Bonnet Learning Secondary Mathematics instructional materials as presented for the 2026 2027 school year. Do we have a motion uh to accept administration's recommendation for blue bonnet learning
101secondary math? >> So move. >> Motion made by David Garcia. >> I'll second. >> Second by Delma Salenas. By roll call vote, um please answer yes or no. Joe Mirez, >> yes. >> Brian Kufall, >> yes. >> Martin Chapa, >> yes. David Garcia, >> yes. >> Delma Salenas, >> yes. >> Jacob Perez, >> yes. And Joseph Reese, yes. Motion carries 70. >> We now move on to item 6D, discussion and possible action regarding school improvement plan. Dr. Point of clarification board members, the request for your consideration and approval of the school improvement plan includes within it the RIF policy stated in the previous presentation. Quick question. So we won't need a since it's a policy. We don't need a second reading. >> No, because the >> because it's part of the >> it's Yeah, the
102reference is not changing. It's just the approval to declare the rift for program change for the ACE program. Yes, sir. Thank you. >> Is that correct, Leo? >> Yes, ma'am. That's correct. >> Okay. So, do I hear a motion to approve the school improvement plan to include the along with the rift policy? Is there moved? >> Motion made by Martin Chapa. >> Second made by Brian Kufall. >> Okay. By roll call vote. Joe Melz. >> Yes. >> Brian Kufall. >> Yes. >> Martin Chapa. >> Yes. >> David Garcia. >> Yes. >> Delma Selenas. >> Yes. >> Jacob Perez. >> Yes. >> And Joseph Reese. Yes. The motion passes. The vote of 70. We now move on to item 6E. Discussion and possible action regarding the memorandum of understanding between the community action corporation of South
103Texas Kos and Kingsel ISD for the facility lease of Herrell Elementary School main building portables and fenced grounds. Dr. Pittz. >> Thank you, President Ree. The administration recommends that the board uh approve the memorandum of understanding between um the community action corporation of South Texas and KISD for the facility lease of the Herrell Elementary School main building portables and fence grounds for June the 1st, 2026 to May the 31st, 2027. >> So, do I have a motion to accept uh administration's recommendation? Um for the memorandum of understanding between K and Kingsville ISD. >> So move. >> Motion made by Jake Perez. >> Second made by Joe Melles. By roll call vote. Joe Melles. >> Yes. >> Brian Kufall. >> Yes. >> Martin Chapa. >> Yes. >> David Garcia. >> Yes. >> Delma. >> Yes. >>
104Jacob Perez. >> Yes. >> And Joseph Reese. is that the record show. Motion carries 70. We now move on to item uh 6F, discussion and possible action regarding the first reading of DEC local leaves and absences. Miss Adah Nava and Dr. L. Martinez. >> Good evening board president Ree and Dr. Martinez and board members, we are uh proposing the first reading of the DEEC local and administration recommends that the board of trustee add revise or delete logo policy as recommended by administration. This serving as the first reading. >> I just I have one question. So, uh for our legal, so this being our first reading, I know the several board members have recommendations. Uh would it be uh when the the second reading comes could potentially come with considered revisions? Is that how it would
105work, Mr. Maddox? >> Yes, Mr. President, members of the board of trustees. So, you may uh submit a motion for consideration that already includes the changes as you see fit or we could move to approve as presented with the expectation of options at reading number two. Okay. So, do I hear a motion to approve the the first reading of the DC local leaves and absences um with the option for recommendations from the board in reading number two? >> So, >> okay. Motion made by David Garcia. >> Second by Jake Pettis. By roll call, Joe Mirez, >> yes. >> Brian Kufall, >> yes. >> Martin Chapa, >> yes. >> David Garcia, >> yes. >> Delma Selenas, >> yes. >> Jacob Perez, >> yes. >> And Joseph Reese, yes. Let the record show. Motion carries 7 to
106zero. We now move on to item 6G, discussion, possible action regarding the resolution to permit or not to permit the district to provide a period of prayer and reading of the Bible or other religious texts on each school day. Miss Adah, >> if you recall, this is uh the second time we bring this to the board. We did this initially a month ago. So, the administration at this time recommends that the board of trustees approve the resolution to not permit the district to provide a period of prayer or reading and reading of the Bible or other religious texts on the school day. >> Before we do that, if we could have uh Dr. Martinez just provide some clarity for um our board and community and also our viewers at home. >> Yes, thank you for
107pressing the members of the board. So I want to reiterate that um kids already accommodates trader in schools. So we are not by any means saying that we are not providing that accommodation. What we are saying is that uh any concerns that students may have in regards of their choice to engage in prayer during the day will be brought to the attention of the administration uh at the respective schools and they will make the necessary accommodations. We encourage prayer. We encourage you know religion and freedom and the decision on our students and our parents to do as they as they as they see appropriate. Um, we don't want certainly to force any student to pray or engage in prayer during any specific time of the day, but when they choose to do so on a
108personal basis. So, we already allow that in our schools as well. >> So, do I have a motion, >> Mr. President? Could we have either our attorney or or someone I think if the resolution is actually read it will ask for clarity also. >> Yes. >> Thank you. >> Would you like me to read it? >> Sure. Please. >> Okay. Resolution regarding Senate Bill 11 period of prayer and reading of the Bible or other religious texts. Whereas section 25.0823 0823 of the Texas Education Code allows the school board to designate time each school day at every campus for students and employees to pray and read the Bible or other religious texts. Whereas Senate Bill 11 passed by the 89th Texas Legislature requires within six months of the effective date March the 1st, 2026, each district's
109board must take a record vote either to establish a period of prayer or and reading of the Bible or other religious texts by adopting the resolution set out in the new statute or declining to establish the period of prayer or reading of the Bible and other religious texts under education code chapter Chapter 25. Now, therefore, be it resolved that the board of trustees of Kingsville Independent School District will not adopt a policy to establish the period of prayer and reading of the Bible or other religious texts under education code chapter 25. >> I like the motion that we adopt the recommendation and the resolution that we will not adopt the policy to establish the period of prayer. So motion made by Brian Kufall uh to not permit the district provided period of prayer. Is there
110a second? >> Second by Delma Salenas. So by roll call vote, Joe Melles, >> yes. >> Brian Kuall, >> yes. >> Martin Chapa, >> yes. David Garcia, >> before I vote, I I would like to just say that I wish we could add something to that that says as time is already given to the students for >> on the resolution as to show that we are already providing that because I just I see this will not adopt a policy uh it just says it cuts it off completely in this I would like to say we'll not adopt the policy that's fine as one is all as the school district already allows us to allow the students to do that I don't know if that's something we can do >> sir the original movement would have
111to amend the motion to move that we amend the motion and the resolution to add um at the bottom as or due to accommodations already being made for students on an individual basis. >> Thank you. >> And we can list the policy because we do have it in policy already. >> Okay. So, you amended. Do you second it? Yes. Okay. So now we go back to um we have a motion and a second to approve not to permit um the district provide a period of prayer as it already has a policy that allows on an individual basis. Uh so by roll call vote, Joe Mirez, >> yes. >> Brian Kufall, >> yes. >> Martin Chapa, >> yes. >> David Garcia, >> yes. Delma Selenas, >> yes. >> Jacob Perez, >> yes. And Joseph Ree, yes.
112Motion carries 70. >> Thank you. >> We now move on to item 6H, discussion and possible action regarding the 2627 KISSD instructional calendar options. Miss Tanya Williams. Good evening, uh, board president, Superintendent Dr. Martinez, members of the board. Um, so as discussed in the board workshop, district administration has developed three draft instructional calendar options based off of the stakeholder survey results and the DEIC, District Educational Improvement Committee feedback. The purpose of this item is to request that the board of trustees um review the draft calendars and select two options for release to stakeholders for additional feedback through a district-wide survey. Administration recommends that the board of trustees select two calendar options to be released for additional stakeholder feedback through the districtwide survey. >> So is there a motion actually the board is require requested to
113accept all three options calendar options to be surveyed to all stakeholders. Is there a motion? So moved. >> Motion made by Jacob Perez. >> Second by Delma Selenas. >> Okay. By roll call vote, Joe Mirez, >> yes. >> Brian Koopal, >> yes. >> Martin Chapa, >> yes. >> David Garcia, >> yes. >> Delma, >> yes. >> Jacob Edis, >> yes. >> And Joseph Reese, yes. Let the record show the motion passes 70. Thank you, >> M. Williams. Um, there being no further action, do I hear a motion to adjurnn? >> I make a motion to second. >> Motion made by Delma, second by Jake. All those in favor say I. >> I. >> Meeting is adjourned at 8:25 p.m.