January 21, 2026 at 5:30 PM - Regular Meeting

001I call this regular meeting of the Kingsville Independent School District to order. We will have roll call. Joe Melz, >> Brian Kuall here, >> Martin Chapa, David Garcia here, Jacob Perez here, Salenas >> here, >> and Joseph Reese here. Let the record show that there is a quum 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 move to a moment of silence followed by the federal allegiance and the Texas flag. I aliance 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 aliance to the Texas one state. [clears throat] >> We now move on to item

002number four, public participation. Do we have anyone who wishes to address the board? on board. >> Good evening board and community members. My name is Myra and I'm here tonight as a parent who has spent months trying to understand how parents are supposed to raise concerns, get answers, and protect their children within the system. I'm here to speak about process because process is what determines whether parents can meaningfully access resolution at all. Over the past several months, I've tried to navigate district channels the way most parents do by emailing, making phone calls, attending meetings, and asking questions and waiting for responses. What I've learned is that while those steps feel reasonable and cooperative, they often do not protect parents procedurally. And that is something many parents do not realize until it's too late. Most parents

003genuinely believe that emailing a principal, meeting with administration, or having phone conversations is the correct way to resolve an issue. And sometimes it is. We believe those conversations matter. We believe that when we speak up respectfully and with sincer intent, someone will guide us that there's another formal process we need to follow. Many parents don't realize there's a difference between an informal complaint and a formal grievance. And that difference matters when timelines and rights are involved. What many parents, myself included, don't realize until much later is that informal conversations do not stop grievance timelines from running. They do not preserve rights. And unless a parent already knows a grievance process, the clock can quietly keep running while families are still waiting for answers. How are parents supposed to know that grievance deadlines are quietly running

004in the background while we're being told that an issue is under review? I personally only learned about the formal grievance procedure after I came to this very podium and made public comment last month. It should not take a parent speaking publicly to only then be told there's another process they were expected to follow. This reinforces why clear guidance and earlier communication matter because parents don't just wake up thinking I need to go file agreements today. We wake up thinking I'm going to send an email. I'm going to ask for clarification and I'm going to meet with somebody. And when weeks or even months pass without any resolution, we're also not to we're left to realize that the window to act may already have closed or closing. This is exactly why Texas Education Code Chapter 26A

005exists. Chapter 26 was enacted by the Texas legislature through Senate Bill 12 and took effect on September 1st, 2025, reflecting a clear intent to ensure parents are not procedurally disadvantaged when attempting in good faith to raise concerns and seek resolution. It recognizes something fundamental. Parents are not legal experts and they should not lose their rights simply because they rely on communication through their child's school. Chapter 26A emphasizes that districts must have clear, accessible procedures for parent complaints and grievances and that parents must be able to meaningfully participate in those processes. But that's only going to work if parents actually know when the timeline starts what counts as formal and when escalation is required. Without that clarity, the process becomes confusing, intimidating, and unfair. Parents should not have to become policy experts, statute readers, or procedural

006specialists just to advocate for their children. We send our kids to school trusting if there's a problem, it will be addressed. Or at the very least, we will be told what steps to take next. Instead, what many parents experience is silence and delays. We're being told that certain questions must be reviewed further by legal. I understand legal review has its place. But when basic questions, clarification, or public information requests take weeks or months to resolve, parents are left waiting. But that procedural timeline continues to run. This creates a serious imbalance. We're not asking for legal advice for filing lawsuits. We're asking for communication, answers, and guidance. And when those answers don't come, parents are left guessing. Am I supposed to wait? Do I escalate? To who do I escalate? Is there a deadline? Those questions

007should never be mysteries. Another issue parents don't realize until it's too late. Is informal meetings don't cause timelines. Reasonable efforts to resolve issues cooperately, please do not respect cause and unless someone explicitly tells the parent you need to file a grievance by the state. Families may unknowingly lose their opportunity to be heard on the merits of their concern. That's not how trust is built. Parents tonight, please stay informed. Continue to email, ask questions, and document everything. Keep records, dates, and responses. An email stating that an investigation is closed or no longer found does not end your rights as a parent. You still have options and deserve clarity about what steps remain. Complaints and concerns are not unique to anyone parent. Any family who encounters silence, unclear categorization, or delayed responses could find themselves in the

008same position tomorrow. This is why it's not a personal issue, but a governance issue. Strong process protects everybody, students, staff, administrators, and the district. Clear timelines, consistent policy application, prompt acknowledgement, and transparent communication reduce conflict, not created. Finally, I want to say this clearly and respectfully. The district and the board work for the public. That's not an opinion. It's a fact. Parents are not outsiders to this process. We're stakeholders. We're partners. When parents ask questions or raise concerns, it's not confrontation. It's civic participation. So, tonight, I'm asking for a few reasonable things. clear communications about grievance timelines, fair explanations of when informal conversations and formal processes begin, and clear guidance to parents before deadlines expire. Please consider the cons the consistency of the align with the spirit and intent of chapter 26A. No parents should

009have to learn the system by trial and error. Parents want to work with this district, but we want solutions. We want our kids and our teachers to feel supported, but partnership partnership requires openness, clarity, and trust. Please help ensure that parents are informed, not confused, guided and not less guessing and respected as stakeholders they are. Thank you. >> Thank you, Miss M. Ramos. Good afternoon, superintendent, board of trustees. Um, I know this is the month for board member celebration. Um, and there's reasons why I don't celebrate the board members. Why? Because we clearly have one up here that does not care about public participation. I guess he's finally reading the agenda that he was given four or five days ago. And that's more important than listening to a parent come up here and express concerns

010on the procedures of how to get resolutions. Still doesn't come formally this time to offer my services. I've talked to Dr. Martinez about helping her out temporarily for a small price. And I've never and I'm I've even told a few of y'all that I'd be willing to come in admin sign an NDA and kick the door down and get cracking on helping with compliance procedures, paperwork, board policy, parent involvement, booster club, accountability and oversight amongst many other tasks to help KISD be in a place where there's a solid foundation to provide the best for our community students. He still doesn't care about you or me or probably his dog. Unfortunately, there are any other funds to hire or contract out such a person. Yet, I see waste on a daily basis KSD goes through via

011social media of parents and students. I'm very sympathetic towards the fact that Dr. Martinez is now getting her feet wet and has yet to hit the bottom of the abyss that the last superintendent dug out with the lies and narcissism. I applaud her for trying to help so far. The board, I do not applaud. as you sit around and you do nothing of importance for the district. Unfortunately, I've heard the narrative from the last few superintendents and top level administration that they have their best interest for the students and communities. The same goes for the board members exclaiming, "It's all about the kids. [clears throat] It is like a record skipping on play and it gets old after a while." Yet, KIC still has staff that are having adult relations in the athletic dome. Closets

012are used for personal storage, teachers stalking other teachers, booster club issues, etc., and it's all swept under the rug instead of professionally handled. Hopefully, Dr. Martinez can handle them properly, but there are already agreements issues to date. I will help her wherever I can, but right now, it's not my job. It's your job. And I'd yet to see the superintendent goals on the agenda or meaningful workshop. Do you have a year plan? Do you have a three-year plan? Do you have a plan for facilities and operations for the next few years? quarterly updates on all departments and finances. Not you have nothing at the end of the day. These are the decisions of the board. Inactivity, they don't they're not active. No foresight. They don't care about the future. No measurable goals for the superintendent

013or themselves, etc., etc. You all here to celebrate students for chess accomplishments thanks to the hardworking teachers and staff and the letter jackets thanks to the Rotary Club this afternoon. The staff that will never get recognition for their hard work. don't get it on the front page of a paper on social media. They are the tank. They do. They don't get a whole month of celebration like y'all. The last superintendent is now a writer. She wrote an expose about a parent, probably one from KISC. And [clears throat] no, it wasn't me. But maybe she lied to herself enough that maybe she believes it is me. She talked about the parent being a thorn in the side of herself and the people who are trying to help students. [clears throat] If I was a parent, I

014would not have given her a bouquet of roses. I would have given her a thorny cactus instead. Maybe then she will see how badly she hurt the many people in the kids in the community due to the sport's complacency. Ah, who am I kidding? She would never. Let me know if any of y'all need help because soon won't be available and I'll be handing out cacti to the board in two years instead. Also, while I'm here, I want to let you guys remember that the last superintendent stated that camera video footage is saved for three months. Do y'all remember that? I have an excellent memory. And a parent told me that they only save it for 30 days is what administration told them. Your open records requests take so long that they would be deleted

015by the time a parent or community member would be able to view them. though you'd like to know. I said I thought you'd like to know that we the community have been bamboozled yet again. Maybe y'all want to make that workshop safety security and accountability meeting that y'all need to have. Um, thanks for your time. I'm not going to thank Brian Kuf because he was off on another planet. >> Thank you, Ms. There anyone else they wish to address the board? >> [clears throat] >> um mutual conflict immediately following item 5A. Um item 6B will be moved up on the agenda. So 5A will be school board recognition month proclamation. Not sure Dr. Welsh. >> Good evening school board president, [clears throat] Dr. Martinez and the rest of school board. Um I am here to

016read the proclamation for the school board by name. [clears throat] Whereas of the public schools, excuse me. Whereas the mission of public schools is to meet the educational needs of all children and and to empower them to become competent, productive contributors to a democratic society and everchanging world. And whereas local school board members are elected by their community members to do what's best for students. And whereas local school board members work closely with parents, educational professionals, and other community members to create the educational vision we want for our students. And whereas local school board members are responsible for ensuring the structure that provides a solid foundation for our school system. And whereas local school board members are strong advocates for public education are now responsible for communicating the needs of the school district public and

017the public's expectations to the district. Now, therefore, I, Samaret, as mayor of the city of Kingsville, do hereby declare my appreciation to the members of the Kingsville Independent School District Board and proclamation the month, excuse me, proclaim the month of January 2026 as schoolboard recognition month and urge all citizens to join me in recognizing the dedication and hard work of the local school board members and in working with them to mold an educational system that meets the needs of both today and tomorrow's children. In witness whereof, I here, excuse me, I have here on to cause the seal of the city of Kingsville, Texas to be affixed to this the 21st day of January 2026. Thank you, Dr. Welsh. We now move on item 6B discussion. um possible action regarding the National School Counseling Week

018proclamation. Dr. Welsh. Thank you, sir. And again, evening board members, Superintendent Martinez. Um, after I read the proclamation, I would ask the counselors to come up and call your name and stand in the front so I can award you a certificate. Thank you. Na National [clears throat] School Board Week will be February 2nd through the 6th. It's proclamation for National School Cant School Board, excuse me, National School Counselor Week proclamation. Whereas school counselors are employed in public and private schools to help students reach their full potential. And whereas school counselors are actively committed to helping students explore their abilities, strengths, interests, and talents as they excuse me as as these traits relate to career awareness and development. And whereas school counselors help families focus on ways to further the academic, career, social, emotional development of

019their children. And whereas school counselors work with teachers and other educators to help students explore their potential and set realistic goals for themselves. And whereas school counselors seek to identify and utilize community resources that can enhance and complement comprehensive school counseling programs and help students become productive members of society. And whereas comprehensive school counseling programs are considered an an integral an integral part of the educational process that enables all students to achieve success in schools. Therefore, be it resolved that the board of trustees of Kingsville Independent School District do hereby proclaim February 2nd through the 6, 2026 as National School Counseling Week and official recognition thereof. We hereby um updates our signature on the 21st day of January 2026. If I may get the counselor to come up and receive your awards. Sandra, excuse me,

020Sam Miguel. [applause] Martha Morian [applause] Jet [clears throat] Silopez. [applause] As you can see, our counselors are always doing things that a couple of them have other commitments working with children this evening, but we will give them their award. [clears throat] CYNTHIA GARCIA [applause] GARCIA. AMBER [applause] AND [applause] you Three, two, one. >> [applause] [applause] >> So, do I have a motion? Motion to proclaim February 2nd to the 6th, 2026 as National School Counseling Week. There motion. [clears throat] >> Motion made by Delma Sinas. >> All those in favor say I. I. >> Any oppose? Motion carries 6. We now move back on to item 5B, superintendence update, Dr. L. Martinez. >> Good evening, board president, board members, and members of the public. Thank you for being here at this regular board meeting. [clears throat]

021A reminder to our students that this Thursday uh this coming Thursday and Friday of next week, we have the stock show uh holidays and so we look forward to having our students attend Monday, Tuesday and Wednesday uh our schools and I would like to provide a report for the week of 12 to the 16th of January. Our attendance was at battles. We had overall district-wide 90% attendance. Uh in terms of each schools, we had at Paris about 90%, [clears throat] Terrell 91%, Harvey 89%, middle school 86% and high school 91%. As you know, attendance matters and so we encourage our families to please send your children to school early on. time and ensure that they enjoy their delicious breakfast that we offer every day. We want to see them in school and um so that

022they can continue learning and so thank you so much for making an effort to help us improve our attendance which is very very critical for all the efforts that we're putting together. Uh that is all for my report for today. I would like to invite uh Miss Gloria Hamill Garcia, our special ed director, to come to the podium to recognize the Special Olympics Letterman jacket recipients, Miss Garcia. Thank you, Dr. Martinez. I can have the kids um come up to the front sponsors and also the civoton representatives. [applause] Good evening, board president, Superintendent Martinez, board members, and members of the public. Today, we're proud to recognize a very special group of students who have earned their high school letter jackets who through their participation in the Kingsville Special Olympics. [laughter] This evening we are recognizing

023Brianna Kim, Martin Chapa, uh, Justinda Garcia, Elizabeth Robles, Gavin Cross, and also Gasper Ramirez. Ernie letterman's jacket [applause] jacket represents commitment, perseverance, teamwork, and school pride. These students have shown all of those qualities and more. Through their dedication to training, competition, and rep representing Kingsville with pride, they have demonstrated what it truly means to be a student athlete. They show up, they work hard, they support one another, and they never give up. We are incredibly proud of each one of them. Behind every one of these great students is a strong support system. We want to take a moment to recognize and thank their families and parents whose encouragement, time, and unwavering belief in their children make achievements like this possible. Your support plays a vital role in helping our students succeed both on and off

024the field. We also want to extend a very special thank you to Michelle Carales and Melissa Gonzalez. [cheering] [applause] Sponsorship, dedication, and belief in our Special Olympic athletes helped make this recognition possible. Their commitment to supporting our students go beyond words. And their generosity reflects a deep belief in inclusion, opportunity, and celebrating >> [clears throat] >> uh student success. We're truly grateful for their continued support of our Special Olympics program and the students it serves. We also want to take a moment to extend our deepest gratitude to the Civoton International and our local coastal Ben Civoton Club. Civeton is a community [applause] Civoton is a community service organization with a longstanding mission and emphasis on serving individuals with developmental disabilities. Their commitment to helping others and strengthening communities is truly inspiring. Through their generosity and

025dedication to service, the Coastal Band Civoton Club made this recognition possible by sponsoring and providing the Letterman jackets for our Special Olympics athletes. This gesture, [applause] this gesture sends a powerful message that our students are valued, celebrated, and deserving of the same recognition recognition as any other student athlete. So to our students this evening, you are exceptional role models and we are honored to celebrate you today. And to our families, thank you for your partnership and support. To Michelle Gorales, Melissa Gonzalez, and Civoton Club, thank you for believing in our students and for uplifting our community. Congratulations to our special Kingsville Special Olympics Letterman Jackets recipients. We are SO [applause] [cheering] >> [applause] >> Thank you. >> [applause] >> If anybody wants to learn more about the our local Citon Club, we're going to uh

026leave some little strips of paper on the front table has a a QR code where you can um click on it and and learn more about our the Civoton organization. Thank you, Miss Garcia. Gloria Gloria Garcia. >> Now on to item 5B, number three, recognition of the 2025 Winter Chess Tournament winners, Dr. Peter Pittz. >> Thank you, board president, superintendent, members of the board. Let me uh ask all of the chess tournament winners and all their sponsors to come up to the front. [applause] On Saturday, December the 13th, KISSD held their 2025 winter chess tournament. Students from grades two all the way through high school competed in beginning, intermediate, and advanced divisions. This tournament showcased the year-long preparation of the competitors. After seven rounds of intense competition, the event culminated with an award ceremony. Every

027student that competed received a tournament ribbon and the division winners received trophies. We would like to thank all parents, administrators, teachers, and pair professional staff who work so hard to make this event a huge success. The winners for the tournament were and if you could students please raise your hand when I call your name. Christian Benas second GRADE [applause] third grade fourth grade fifth grade. Daniel Kasu, fifth grade, [laughter] fifth grade. Leslie Lar HMK High School, Brian Melan, Gillette Middle School, Mia Sandival, HM King High School, and Antonio Castillo High School. And we have two of our chess sponsors here tonight. Yento from Hero [cheering] >> Thomas. [cheering] [applause] Three, two, one. Give one more round of applause. [applause] >> [clears throat] >> Thank you, Dr. Pittz. We now move on to item 5C, overview

028of STAR EOC December results. Um, Miss Dana Moore and Miss Tanya Williams. Good afternoon. Um, we're going to go over the December uh star results. >> This December between December 2nd and the 12th, we did a testing window. Thank you. Um, English one, we tested 12. Well, we had 124 eligible uh students to test. We uh ended up testing 121 students. English 2, there was 85 retesters and we um got 84 of those students. Algebra 1, we had 123 students that needed to retest and we were able to capture 119. Biology, we had 31 students and we were able to capture 28 of those students. In the US history, we had 43 students and 42 of those tested. Uh students who tested were retesters, students that previously were unsuccessful in one or more of the

029test. They were first uh we also had our US history 1302 students for the first time test and those were currently enrolled in the dual credit history 1302. And then we had other exceptions for students that transferred in and um enrolling with a course credit but had not passed the test. So those are all of the students that tested in December. These are preliminary scores. The final scores will not be released until March 23rd, 2026. Um any uh there were a few that were uh re uh scored. Those were any of them that had zeros on the extended uh constructed response and that triggered a rescore automatically. Um any student who is within one point of moving to the next performance level was also triggered um a rescore in English. Uh the rescore report was

030received January 15th with no significant changes to the preliminary data. So those um that were rescored, we did get those results back. Looking at the first page, uh English one in the December English one scores, uh we had 78% of students that did not meet, 16% that hit approaches level, 7% at meets, and 0% at mast's. At the very bottom, you can see where the state, region, and district were. So the region was at 68% and the district was at 78% at did not meets 22% region approaches and HMK was at 16% meets was 9% at the region and 7% um in the district and then masters was at 2% and uh 0% HMK English 2 we had uh 77% of students that did not meet 17% at approaches level, 6% at needs, and 0%

031at masters. Again, at the bottom, you can see our comparison with the region. Algebra 1, we had uh 68% of those uh students that tested did not meet. 29% were atrocious level, 2% at meets, 1% at masters. Biology we had 39% of students that did not meet 54% of students at approaches level 7% at meets and 0% at masters and on that one I do want to show that we did have uh we were ahead of the region um with the do not meets the um and approaches level so we were above the region in biology US history we had 12% of students not 40% at approaches, 19% at meets, and 29% at masters. And again, at the bottom there are comparisons to the district. We fell a little short of the district in approaches.

032Um, we were above, I'm sorry, in did not meet. We were above in um approaches, a little below on meets, and above in the masters compared to the region. [cough] Our next steps um we're going to conduct targeted um data analysis with English one two algebra biology and US history teachers to identify priority standards and skill gaps. Students will identify progress monitoring through their scores by creating and using a tracking sheet. Utilize December end of year course and middle of year because we're going to test in the first week of February for the middle of the year. And so we're going to use that data to adjust the instructional plans and provide timely interventions for students. Implement small group interventions and tutoring focused on literacy and mathematical foundations. Monitor progress through ongoing formative assessments and

033campus walkthroughs to ensure instructional align adjustments are implemented with fidelity. strengthen daily professional learning communities which are PLC's in collaboration with math and English teachers focused on high quality instruction and data analysis. Some of our EOCC retesters for algebra 1 already take um algebraic reasoning, so they're in that class. And then we have our English kids um that need to take English one and two in the English three and four retesting classes. Biology has a daily routine uh rotating period that we're going to start now with Rama time. We were doing a little different um but we had majority of our kids pass during the intervention period focused on targeted standards and then we started Saturday school last um Saturday and um we're going to continue for a minimum of twice a month focused on

034targeted standards. So we had Saturday school last Saturday and we'll have it this Saturday. We had 150 kids show up last Saturday. Any questions? >> First of all, I'm disappointed with this. Second of all, how many times do we meet with these students individually to show them where they're at? I mean, you can pull the conversion charts from the TEA website and show them like how many points there were away from passing. You know, I really feel that that would be that would help. So we do break down the data with them um and we also have them with the retesting classes and so they pull the different data and speak with the students >> within their RAM time. So they were all uh programmed like biology was with the biology algebra uh US history

035with US history. So they speak with them that's what the Rama time was targeted for. >> Can you tell us a little bit about Saturday school? Yes, Saturday school we implemented to help with u receive um the attendance when students needed to make upgrades. Uh we had we had uh core teachers that were interested to come in and help with the students. We worked with um our ex program that's approved through the state in English and math for them to be able to work on um where they're at and so that way they're targeted instruction on um by based on their level. And then we also are using the ex program. >> So you had you said 151 this last Saturday. >> Yes. >> And are they invited required? I mean how >> so this

036group of kids were able to sign up um as needed. Um we're going to um create after school programs so that way tutoring so it could be more direct on the individuals. We did split up the groups so based on um needs. We had some in the library, some in the lecture hall, and in the cafeteria areas and pulled out and spoke with those based on like one of my English teachers needed to work individually with a group of their students, so he came in and he had those kids working with him. >> Do you think a lot of these retesters were in there? >> I believe so. Yes. [snorts] >> When they're making up time their hours, is it one hour for each hour? Is it one hour for two hours when they come

037in? How do you how do you do that? Saturday school, uh, we did one hour for two hours, they did four hours and they're completed for a day. Um, all the other hours after school or an hour for an hour. >> So that's more of attendance credit and not EOC. >> No, we use uh the EOC instruction. So we used the LL um and then the teachers uh to come in and work with the students. So, we made an instructional base, but they were also making up their hours. And they were also if they had missing assignments for uh specific teachers, they were able to bring that work in and work on that, too. So, we had a range of things um that they could work on. And so, that way we geared it toward

038instruction instead of just coming in and making up time. >> Was more the attendance for summer school is 151. You said >> Saturday school. Yes. >> Saturday school. I'm sorry. >> Yes, sir. >> What were the numbers last year? I know this is your second year with us. Is that correct? >> Yes. >> What was it last year? >> In Saturday school or >> Saturday school. We didn't do too many Saturday schools because we had the blue Fridays. And so um I would have to pull those numbers on on how many attended Blue Friday, but uh Saturday school, this is the first one that we've done. >> That's a pretty good number. >> It was a good turn. >> I don't last year was blue Friday. I think we see that did not work. But

039um I'm I'm I'm one of the things I'm disappointed in is that in our graphs we may not get the the fingers uh underneath. So maybe next time we can have that uh given to us. And then I wrote down a couple of uh >> things right there. Yeah, there you go. Uh the scores compared to last year, what would you what would your uh say that they're they're increasing? So uh this score is compared to December of last year. Uh English one uh did not show an increase. Um English two did show um an increase. We had um some were double digit double digit. So I know uh English 2 had 11%. We grew 11% from it was at 88% not meeting last year. It's at 77 now. Um and we had more kids

040hitting approaches and needs than we did this time last year in December. Um algebra we had the same thing 11% growth of kids not passing to now passing um and 8% like it approaches and um so we grew every in everything except for English one if we're comparing. >> Thank you. I have a comment. It's just a comment. I know that you were comparing our scores to the region or to the other school districts. I'll be honest with you, I really don't care how they're doing. I care about our students. Now, that's [snorts] information I you know, you're just comparing. And to me, that doesn't really show anything. You know, it really doesn't. I'm just concerned about our scores and [clears throat] and I agree with Miss Selena's the scores don't look good at all,

041but I'm just concerned about our students in our district and the scores that that that we that we get. >> This is probably question on the approaches. What what kind >> if the students show growth you know we'll get that half point of of yearly growth. Um if they show a whole year's growth we'll get a full point. Um so um if you would like I could bring you that transition table that will show you that growth. Yes. Do you have any idea between English one, English two, and algebra, there could well be one kid that's in multiple of those categories for a retest? Is there a person assigned in the district that kind of bird dogs these kids to ensure that they're taking advantage of all of the opportunities that they have? Um or

042or is it like the English people are just taking care of the English kids and the math people are taking care of the math kids? When it comes to instruction, um we have it based on departments, but we do have the counselors, the administrators. We do look at uh where the students are and when we created the master schedule, we were able to place them [clears throat] make sure that they have the um instruction that they need >> because these are I mean obviously these need some kind of in individualized instruction I would I would assume um to kind of get them back on track. have a question. >> I know you mentioned that we had 150 students that attended that Saturday school. Out of those 150, how many students were there for um remediation

043for the EOCC's? I would have to get that data for you and break down based on the number. I really feel that those [clears throat] Saturday schools should really target the EOCC's because that's basically what we were reporting today and [clears throat] not so much the attendance because I really feel that it needs to be very very intentional. You know, we need to really try to help those kids get to the next level. And we broke down the data on how many are off from just a point. um if they you know from one to five questions to get them to that next level and so we're having those conversations with the teacher. >> My concern is if we have a classroom of say 10 students five of them are there for attendance and five

044for remediation. I mean what are those other kids doing aside from the ones that are trying to pass the STAR or the EOCC's? >> You know what I mean? I think it's is it really beneficial to the students? We'll look at that. >> Miss Bor, I like the idea that you're bringing them in somehow, whether it's through attendance, mediation on the classes, whatever. Thank you for doing that. Um, but I we we need to work on attendance then is what we need to do. So that way they're not there just on Saturdays to make it up, but it's another thing for the day. Are are the principles here for all the schools? >> Yes, they are. Thank you all for showing up because I know it's hard to come to your to your campus and

045uh stick in there in the fight that we're in because we're in a fight, okay? And uh continue. It's it's not easy coming up up here knowing the data that we already have, okay? But you you tend to show up and and and and I thank you for for still standing tall, all the principles, and and doing the best that you can do with what was given. We're in we're in a new direction. Yes, I can tell you right now, we're behind our our superintendent with with what she what she's implementing, but we still are are behind you guys as well. and we want what's best for this district and that's why the questions come up that's all right. So thank you all [clears throat] just for the sake of just trying to end on

046a positive note any silver linings that you can come up with. >> Um definitely I mean overall the the high school is working in the right direction. Um, like I said, we we have shown we have kids that are they're passing the test and they're going to the next level. And so, um, just continue to work with them and and get all of the students where they need to be. >> No, we I mean, I see I look at the scores and we know that US history, I mean, there there's been significant improvement there. So I I I think is there any type of analysis done because I would I mean of course it's been a while since I've taken a toss test or something but when you think about the same skills needed some

047memorization on the history what happened in you know 1942 or whatever. So, uh, as compared to the English, uh, tests, like I know English is going to be a variation. There's a writing sample, but maybe using some of those same type of skills that the history teachers are using, can maybe that impact or help uh, you know, the English course, I don't know. I mean, I know it's probably reading passages and then answering questions. So obviously there's some sort of uh impact or or something being done on the history side. Can that maybe correlate to the English side? I don't know. Just thinking about that. >> So yes, um we are doing crosscurricular. So, um we're we're trying to support while we're supporting the English um having different uh subject areas help with the short

048responses and um the different um question types that happen in English. So, we are working on that. >> Thank you. Any other questions? Okay. Thank you, Miss Thank you, Miss Williams. We now move on to item 5D, budget recap, check register for November 2025. Dr. Peter Bits. >> Thank you, Mr. Ree. I'm just going to go over a couple items. If you look at the top, you see our firewall anti virus malware protection. That is a service that is definitely needed to protect our [laughter] um our devices and to keep our students and staff safe. You see the cost for that. That's an annual cost. ELL, we talked about that also being used for intervention at the high school and at our other schools. That's an annual cost as well for that software. I want

049to point out the uh the flood insurance. So, this is a separate policy from our regular property and casualty insurance that will be brought um next uh workshop for review and then in February for approval. So um at uh Clayberg Elementary School a few years back it was designated as a flood zone. So that is required to have a separate um flood policy and and that has been the one that every year has been on a different um uh calendar than the other um than the other property and capital insurance. We had tried to get it on the same calendar, but um we were kind of grandfathered in with the rate and if we go off, we'd have to stay off for a whole month to go back on and it' be a higher rate.

050So, we've we've elected to keep it um at the November renewal there. I'll take any other questions that you have on the check register. >> No questions. Okay. Thank you, Dr. Pitts. We now on to item item 5e jet grant overview. Miss Debbie Winslow. >> Good evening board president Joseph uh Reese board members uh superintendent Dr. Martinez and audience. Thank you for allowing me to present on jobs and education for Texans. Jet Grant. It's a Jet Grant that we uh worked as a team of myself, Hilda Arnold, Miss Dr. Martinez, Dr. Welch, and Miss Flowers. We worked on this grant for dual credit manufacturing welding program. The background of this uh grant is that the job and education for Texas Jet grant is the competitive state budgeted program administrated by the Texas Workforce Commission. The

051purpose of the grant is to support I'm sorry I'm not good at this. You're doing great. >> I just keep on going. [laughter] We got this. >> Okay. The purpose of the grant is to support the expansion of the career and technical education CTE program by funding the uh purchase of in industry standard equipment for high demand occupations such as welding I'm sorry I have a typo there. manufacturing, healthc care, construction and other skill trades aligned to regional um workforce needs. Jet grant funds helps uh school districts and their postsecary partners provides students with hands-on training that leads to recognizing a cred recognition of the credential certification or post secondary pathways aligned with workforce needs in Texas. That was a lot. Okay. [clears throat] One of u our superintendent Dr. Martinez key priority area for

052Kingsville ISD is the college career and military readiness CCMR. She wants to expand and so do all of all of us. We want to expand the access to high quality CTE programs. We want to increase the industry certification and postsecary credentials. We want to pair prepare our students for high wage in demand careers. And we want to strengthen our workforce aligned pathways. This is the chart that uh Dr. Martinez has shown over and over and over about her key priorities when she came in. And these are these priorities belong to all of us now. They've been embedded in us and these are something that we're all working together as a team to get accomplished. Why is Kingsville ISD applying for this grant? We live in a rural high economically disadvantaged community. We have limited access

053to high wage pathways and we have strong need for cred credential careers. We want the best for our students. Community and economic needs. According to the census, our population is 24,833. The average income without credentials is 26,021 a year. Only 22.5 have bachelor degrees or higher. Our workforce demand welding. Welding is a high de uh demand occupation. There is 1,496 regional welding jobs at this time. Average hourly wage is 28,000 I'm sorry $28.31. The potential employers are Selines, Exxon, Brown and Root. The list goes on. Proposed welding programs, dual credit partnership with Dell Mar College. Our students would also get a level one welding uh certification. They would also be AWSD1.1 and D1.9 certified. They would complete uh they would all be completed before they graduate. How would we use this jet grant funds? We

054asked for $371,562. We will get two Miller eight packs. If you notice, uh there's 68,000 uh dollar 350 for two Miller eight packs. And that's eight welding machines in a in a pack so they're not spreaded all over the place. We will get five Miller mag machines and those are 47,500 $525. We will get uh two Lincoln uh press down draft tables. Those are 26,000. I was looking for the other two tables that we have on the list and they have holes in it where everything where they can you can uh print prongs and everything to hold the equipment and stuff. Those uh tables, we're asking for two of them. They're $30,000 a piece and that's $60,000 because these are the high quality industrial tables. We're asking for the Eagle uh row bending uh machines

055for the bending of the pipes and that's 15,55. We're asking for one Scotsman iron work and that can do a multiple of things. It can puncture the holes. It can bend the uh the iron. It can uh cut in a straight line. this. There's a lot of things you can do with this machine and it's $28,390. We're also we're asking for a plasma cutter. We want our students not only to be able to cut the lines straight, but we also want the kids to be able to learn how to use the computer to do the decorative designing and artwork. So, this will help with that. Um, that's $42,650. We're also asking for uh 12 Miller uh reality welding systems. This is where you kids can work in groups of twos and they can actually do

056welding while they're sitting at the desk, but the welding is not actually welding, but they wear goggles. They do all that and it looks like they're welding. And I got to use one and I made a 100% because well, I used to weld so [laughter] I got 100% on my welding. So I haven't lost my touch but this is really good for the kids to practice. Um student capacity and access there'll be 24 welding stations 30 plus students annually uh two uh twohour instructional blocks and we'll design uh for growth. This will be done under the manufacturing. Yes we do have a welding program that's under ad uh mechanics. This will be done under w manufacturing and it'll be under welding. So, this is a new program being brought to the district and we're just

057hoping that we get the grant. Any questions? >> One quick question. Do we have an instructor? >> Yeah, Delmare will be coming in to be our instructor, but also we have our welding teacher that will also be helping. And it's not the ad u we have to add welding the teachers at this time because welding is a big demand at the high schools >> and they're up to all this machinery how to work. >> They know everyone knows everything >> cuz I was looking at all the pictures and it I don't know what any of that stuff is. >> I'll [laughter] teach it. >> Spencer where's the proposed space for all this? Um we are we have one uh facility that is not um u equipped right now. They're having to share. So one of

058the uh sides because we have two sides in the back of the mechanics and in between the aircraft. So they will be uh utilizing one side and we will be uh fixing up the state of our new facility. So that's behind the tennis courts or right in between the tennis courts and the >> do there the act facility the the there there's there's the first act uh building then there's the uh where the aircrafts are and then the next one is the welding one that's like right in front behind you know where all the welding goes on. Well, the first one will be turned into a a state-of-the-art welding program. And we've already gone in, Dr. Martinez, uh Dr. Welch, and Miss uh Moore. We've all gone in there to look at the facilities and

059stuff, and it's going to work. >> What do you think the odds are for getting this grant? We're gonna get it. We've got to start thinking positive and we'll get positive results. If we don't and we're we're going to stay in the same boat. So, uh we all worked very hard on this grant, the team, and I couldn't have done it without him. But thank y'all very much for helping me and it was great opportunity >> as far as electricity to that building because it's going to take a lot. Are we are we set up for that or are we going to have to get set up for that before when we get the grant? >> We will know if we got the grant in May or May uh early May or late May and

060we will have only the summer to get everything ready. Uh we're setting aside money from CTE right now so that it uh if we need to uh because we'll be having to pay 19,000 versus the 300 and some thousand uh because the 300,000 will come up up to us but we have to pay 5%. So we'll be paying the 19,000. So, we're going to be setting that money aside already from our CTE funding. And we we need to let people know that we're funded by the state and we're funded by the federal. And the reason why we're funded is because our students sitting in class are earning the money. So, all the money, you know, belongs to the kids in the class. That's why all the money goes back to the kids. >> [clears throat]

061>> uh the local local does not have to pay any money back or anything toward this. The the uh Carl Perkins 5 uh grant is a federal grant that is applied for every year and um we get money from that too. So we have state and federal funding. So, I just want people to know that that this funding is coming from a different source. And the school district, the good thing about school district, it's a percentage of all the money that's earned. So, it's a win-win situation. >> Will this displace the ad program? >> Well, no, it will not displace it. No, my ad program [clears throat] is strong and it's going to get stronger. And it's not mine. It's our ad program. [laughter] in terms of the welding that's done through egg, they will

062continue. >> They will continue doing that. That's why we want to have the the we want to bring in the university, but there's some portions of it that we don't want to touch. Uh but we need our kids to get that college uh background for those that want to go further in that area. There's some uh the a uh welding is more like trailers, uh barbecue pits, horseshoe designs. Y'all got um >> and not designed for certification. >> Yeah, they do get certified. Our our kids um got certified in um Was it 1.10? I think uh W I'm sorry AWSD 1.1 and 1.9 last year. So they did get and we had the largest certification out of all the certifications that were offered. The welding program is uh big demand. And when we we uh

063wanted to go into manufacturing, we um we didn't go into it because we need to focus all on a until we can get this grant and then we go in both ways. But our, you know, we have a a CT advisory board and our I have I have a wel a welding instructor coming all the way from the valley to come to our board meetings and he's always coming up here just to check on our kids, how our kids are doing. We have a lot of great uh advisory board members that are on this uh advisory board and Dr. Welch was at our last meeting. He got to meet a lot of them, but they're a great group of people that are putting us in the right direction. >> I visited the center for electricians,

064plumbers, and looking in their shop, they had stations like what we're going to get and they're all electrical. So, we're going to have a station debate say two. I mean, that's the way it's going to be set up as far as our electricity and everything in in the shop. >> Yeah, it's going to be like that. And I I was like I can I tell them about the airplane? I was really impressed with the airplane program. We went in and I went, "Wow, this is state of art." And I was like, "This is awesome." Because they've been moving things in, moving things in. that I hadn't gone in there and did a sneak peek, but I did when we were going through all the facilities. I go, "Wow." I mean, I can't wait. Uh, we

065also are meeting with Delmare um on uh they would like to bring this um the construction program, the plumbing and all that to us and allow our students to be a part of it. So, we are going to be meeting with them. Uh, and we are uh I think it's this week, it's in February, I think that we're meeting with them. So, we are working on that, too. So, that's something else that we've got. We have a lot of things in the burner trying to get things done. So, we're going to do what's right for these kids and we have a great leader right there that's putting us in the right direction. M Winsow, if you need to look for some resources, I know somebody at Delmar College that that might be able to give

066some money to to our program. >> Go Vikings. >> For [clears throat] members, if I may, I want to publicly thank Miss Winslow. She's one of those quiet heroes that operate in the in the shadows, but uh she's truly remarkable and the work that she does. I mean, the amount of work that it takes to put this proposal together and do all the all the coordination is commendable. Uh thank you, Miss Winslow. And you're a natural, so we appreciate you very very much. >> Well, CT is in my blood, so >> [applause] >> Thank you, Miss Window. Now we move on to item 5, school improvement plan draft. Dr. Martin, >> yeah. >> All right. Well, good evening board president, board members, and members of the public here present and watching us online. I'm inviting

067uh the CNI team to stand up and if there's questions that my other team members can answer, please feel free to call them up and uh they'll be more than happy to um answer your questions. What we are doing tonight is presenting the draft plan with some updates that we have done so far regarding our school improvement plan. A lot of time, effort, and data consideration has gone into this and we're still not there yet. There's still a lot of work to do in uh developing this plan, but we're excited about what we have so far. Um we want to reiterate that in kings realize the systemic and transformational change is already happening. Uh it's sometimes moving a little slower than I will prefer but uh but it is happening and uh we're committed to

068continuing to push forward. Um, as you know, we are anchoring our plan in our mission to ensure the safety and uh that all students enjoy enjoy a challenging academic environment in partnership with the community and the and the uh parents uh so that they can achieve futures of excellence. So today they can learn and tomorrow they can lead wherever they choose to go. Uh so we we're committed to that. As you know, these are the priorities that I have set uh based on the data, the conversations I had with stakeholders and your priorities for the district to move forward and so they continue to be the focus of our work as well. But again, we want to make sure that we [clears throat] communicate to everybody that we are more than a score, right? We

069have much to be proud of in Kingsville ISD and much to celebrate. You saw some examples of those this this evening with the chess club and the Special Olympics uh students. And so I want to make sure that we start with that. Uh but the reality is that we have challenges in our district and we have to tackle our challenges in particularly in the areas of funding and academics. So let's start with funding. Uh first we have a budget deficit of $4.2 million currently. Uh that is due to rise in inflation uh underfunded uh state mandates and declining enrollments. Uh and so we are working on improving on those as much as possible. Our action plan as we move forward is to evaluate and restructure how we spend our money, the practices that we have

070uh in our budget. Uh the tracking systems and um the CFO is already informing me that we are uh saving quite a bit of money with the some of the decisions that we have already made so far. Um we want to decrease the overall budget spending without compromising student support. That has to be number one. Uh and then seeking alternative funding sources and I will talk to you tonight as I have been communicating on some grants that we are applying for and we are expecting results just like the one Miss Winslow um share with you all tonight. We also have the teacher incentive aotment which allowed uh the teachers to be better compensated as they meet the criteria for that and we're in a collection year as we reported to you last week or two

071weeks ago uh in our special um workshop and board meeting. Part of the plan is also to use multiple data sources to ensure that we're looking very strategically about what staff do we have? What are their roles and responsibilities? How can we maximize their impact and their customer service to our campuses, our students and our community? We have to rightsize the district operations and staffing. And so we're in the process of looking at um ratios and where do we where do we have um excess uh and how can we divide and conquer so to speak. uh part of the plan is to save some money through the consolidation of the elementary schools uh to maximize staffing effectiveness and optimize financial resources and I will talk about that in a few moments. After all, we are

072committed to maintaining a focus on increasing student support and services. We want to prioritize the p preservation of student facing instructional intervention, counseling, support services. Um, in other words, we want to protect first and foremost what directly impacts students. Uh and then to do so we are going to continue to evaluate that everything that we do is in alignment with school improvement plan that all the decisions that we make are in alignment with the priorities with the goals and um we're working on strategizing those metrics so that we have very clear pathways to determining if we are achieving the outcomes that we are seeking moving forward. At the end of the day, continuous improvement is the name of the game. Just because we make certain decisions, that doesn't mean that those are always going to

073be the same. We will continue to evaluate and um adjust as necessary to ensure continuity of and effectiveness u of services and support. Um these are some of the grants that we are applying for as we're seeking other funding sources and the grades that it impacts. um in in each area and what is the purpose for for the grants is you see some are K through 12 um for all grade levels some are pre-K through fifth and others are specifically for the high school level and I will be addressing some of those in detail in a few moments as well. So we do have challenges in the funding area and we are committed to working collaboratively to ensure that we are strategizing our expenses and aligning it to our school improvement plan. But let's talk

074about academics and academics is really what drives the accountability system that we have in our schools. And even though we have many things to be proud of, we can't ignore the fact that we are uh an F district and have been an F district uh or a D district for the last four years. And we got to do better for our kids. Our kids deserve to go to schools that are better graded because we have tremendous potential in our schools and we have to tap into that potential. Several board meetings ago, we talked about the RDI, RDA accountability process in bilingual, other special populations and the special education. And we have some challenges and some celebrations in those areas as well that we are tackling as well. And so we are really proud of the

075efforts that we're putting together in in those areas. that these are our account accountability ratings for the last three years for each of our schools. There are two schools that are in urgent need of intervention and they are Gillette Middle School and Harley Elementary School uh and they have been fraated for three consecutive years. And so why does this matter? It matters because change is urgent and necessary. we cannot continue to do the same thing and expecting different results. We have to change our our um strategies. So again, Harley and July are our most urgent needs. And this matters because this year we are waiting for TEA to assign a monitor or conservator to oversee improvement actions. Uh but for next school year if we don't improve we um we have the possibility of a

076TA takeover as uh Texas Education Agency have taken other districts I believe five of them this uh school year and um and which means the board of um the school board will be replaced. the superintendent will be fired and a new school uh board of managers and a superintendent will be appointed by the commissioner. We don't want to get there. So that's why we have an urgent need to improve because we pretty much have one year left to make this work. And so as we continue to um spread the the word and ensure that we have a strong call of action, every decision that we make, how we use our time, our resources, how we support and engage with one another matters. And when I say all of us, right, it's all stakeholders uh matters

077because they impact the school improvement efforts that that we're making. When I mentioned at the beginning attendance and the importance of ensuring that our students come to school, it matters, right? It matters not only because the kids are not learning, but it also matters because it impacts what we can do to change the trajectory of um their learning experience. And so what are we proposing to the board um as we have been talking about for the last two and a half three months is to have an elementary realignment where uh from we moved from three elementary schools to two elementary schools organized by grade levels. One school will house students from prek, kindergarten, first and second grade. And then the other campus will um receive the students from three, four and fifth grade. Uh the

078requirements will be that all administrators, teachers and staff at the elementary campus will be required to reapply for which we will be using the riff uh policy DFFB for program change and um all administrators, teachers and staff at the elementary level must meet effectiveness standards and I will talk about what how we define those effectiveness standards. So proposal is students from Pis Hill and Harvey that are in preK, kinder, first, second grade will be um housed at Clayberg which will be repurposed. We currently have uh early childhood uh program there as well as our DAP and care uh campus care academy that will be moved to other other facilities. Harvey is the school that is in urgent need of transformation as they have been upgraded for three years in a row. So all the students

079from Pittz, Harold and Harvey will um attend Harvey Elementary um in in grades three, four and fifth. So why are we recommending this? The rational for this recommendation is that obviously the overall performance for these schools have not changed in the last three years. We haven't had meaningful improvement in student academic or growth in the schools. Uh in some of the schools we have had decline enrollment over the past three school years. And then last but not least, there's a potential for us saving $1.5 to$2 million and that is an average that we are calculating at this point which will help offset that uh $4.2 million budget deficit. Um the benefits of this model include student learning and achievement. Students [clears throat] will be um more in tune with the strategies, the support, the expectations

080that are based according to their age groups and the services that they will need. This will ensure staff collaboration and support. We have teachers from third grade in each of the three schools making it very difficult for them to collaborate, plan etc. So this will ensure that teachers have better opportunities to collaborate and and support one another in the hard work that they do for our kiddos. Um not to mention safety and supervision kids at the earlier grades. We have to implement different routines and procedures than with the more uh mature kids in the third, fourth and fifth grade. So that will help with the safety and the supervision of our kiddos uh by age band. And um last but not least uh we will have u operational efficiency and logistic by having all students

081on the same grade level going to one school and concentrating maximizing resources into those two schools instead of three. So, [clears throat] how do we plan to build a system of great elementary schools? We are applying for or we applied already for the accelerated campus excellence grant back in December and we are awaiting response on that. But I'm presenting the plan based on this um this model. So this model includes five um [clears throat] tenants and those are strategic staffing including effective administrators and teachers, instructional excellence, social emotional supports, extended learning in the school year and the summer as well as supportive u parent and community partnerships. Those are the the the big tenants of the ACE model. Remember accelerating campus excellence when I say ACE that's what it's called. I will address each of

082them separately to illustrate what is our plan. So in the strategic staffing the team and I have met and we have looked at multiple multiple data points. So, um, what do we mean with that strategic staffing for the elementary schools only? And I want to make sure that that's clear because there has been some confusion that the middle and the high school teachers or staff have to reapply and that is not correct. We're only applying the ACE model at the elementary school. So those are the the administrators that have to reapply for which again we will implement the rift board policy which we will present to to the board for voting at the next um special board meeting that we have on the third. Um so a program change is required to be able to

083implement the ACE program in this school and um based on that we are again implementing the DFFB local which is a reduction in force. Um this requires all teachers regardless of the contract that they hold whether is probationary term or continuing contract to reapply for their jobs. Um and we are recommending those areas that are affected to the school board. So we know that teacher effectiveness matters and it it has a tremendous impact on student academic achievement. There is plenty of research that has proven that that a highly effective teacher can produce a much larger academic gains uh than an average or ineffective teachers. um students assigned to highly effective teachers for several years can have compounded academic growth compared to less effective teachers. So it matters it matters when we have highly effective teachers

084highly supportive and highly uh coach uh teachers right in the classrooms. So [clears throat] for the elementary grade levels, this is a summary criteria that is established in alignment with policy in terms of how we are going to determine teacher effectiveness levels. We are going to consider assessment data, test data, teacher attendance, class observations, student data. There will be an interview process that the teachers will have to go through. And then last but not least, current principal recommendations because we will not we will have to make decisions before the end of the school year. We will not have the t test data for this particular year. So we're asking the current principles to provide an evaluation based on the data that they have so far that is is aligned with the test um form. And

085so that is what how we are determining the teacher effectiveness uh level uh in board policy. If I may [clears throat] here it disappeared. Here it is. Okay. So in board policy in DFFB law [clears throat] um the criteria for the decision includes the qualifications um for current or projected assignment performance effectiveness um based on appraisals recommendations written evaluation extra duties professional background and last but not least seniority. And so we have we're incorporating those into the teacher effectiveness levels for the purpose of selecting the teachers that will remain at the Clayber campus as well as the Harvey campus. In the area of assessments for prek, we're looking at the circle uh assessment in class for kinder, first and second grade and start testing for third, fourth, and fifth. And we are looking at achievement

086and growth levels as well. So teachers um that the kids didn't perform very well, but when they got to them, they grew them several levels. That has to be recognized as well. And so we're looking at both achievement and growth levels. In TESS, we are looking at two previous years of evaluative performance as measured by the TA test rubric. And we have three tiers. Tier one will be the exemplary accomplished and proficient teachers. Tier two will be developing and tier three will be improvement needed. Attendance matters right for kids as well as for teachers. If teachers don't show up for work, they can't teach the kids. The kids cannot learn. And so we're looking at the attendance records of the teachers. And of course, we are excluding all legally permitted and protected categories. um so

087that teachers are not penalized for those as well. Principal recommendation um will be incorporated as I mentioned to before into the criteria for teacher effectiveness levels considering the will and skill. I we are asking our teachers that are going to be at Clayberg and Harvey to adopt a new instructional framework where we are focusing on student learning as the matter of focus and where we make no excuses for kids. We are the professionals. we look for the next way in the next way in the next way to be able to reach our students. So we have to have the right growth mindset, the right um opportunity to say I can do this and I may not necessarily get it right the first time but I'm going to continue to try have a supportive group. There

088will be coaching involved as well as uh instructional calibration work. But that is critical the will and the skill to be considered. So principles all principles and APS will also have to apply uh for their positions and we know that principal effectiveness matters because after the teacher in the classroom the principles the school leaders are the most important component in school uh success. So we have to make sure that we have leaders who are focusing on improving uh instruction who are data datadriven educators so that they can recruit and retain and incentivize and appreciate and recognize our teachers because they really work hard and principal is responsible for the culture of the campus. And so we want to make sure that we uh [clears throat] build an inclusive u school um where all are welcome

089and appreciated. So this is the criteria for the selection of the principles. First and foremost, based on the requirements of the grant, the principles of the elementary campuses must have school turnaround experience with a track record of improving outcomes for students. That is the number one criteria. We are going to be looking at the instructional leadership data, campus assessment data, of course, their attendance as well, Test data, how they get evaluated by their previous supervisors and their current supervisors. Um, supervisors recommendation, how do they involve the community, the campus? How do they manage um concerns from parents? how is their response um track record etc. And then of course they will have to go through an interview process as well. So this is for the principles and this is for all campus administrators not just

090elementary this applies districtwide. Even though this is not part of the grant for all campuses, we want to make sure that we apply the same criteria because all Kingsville ISD schools are on school improvement and so we have to have those uh leaders on board. So next level is instructional excellence and nothing is going to happen if we don't have strong instruction. Right? The first thing is to have the right people, the right place with the right attitude, the growth mindset and the ability to give and receive feedback. But the second most important thing is how do they teach our kids? How do they prepare to teach our kids etc. So in this area we're looking at high quality instruction that first teach right Dr. Welsh do you want to talk about this slide please?

091>> Yes ma'am. So when we talk about high quality instruction, it's imperative that we help our teachers internalize their lessons so that they come better prepared to teach. And often we talk about um tutoring and and intervention. Well, the key is the first instruction, the first time you get the student to make sure that you're catching all of your teach all of your students. Uh so it's making sure that as they as we have our help our teachers internalize the lesson and understand what's going on to include what we call our kids strategies our our uh Kingsville instructional strategies into their lesson which is an 8020 split meaning our students should be working and talking 80% of the time and our teachers only 20 because talking they're doing the learning and uh with that we

092have frequent checks to come in involved because the teacher is aggressively monitoring students as they're discussing ing and writing and reading and thinking continuously through the program. And so that also um allows for the strategic uh and effective engaged student engagement. There we go. Uh so the next part to that is of course the internalization and that's making sure that we that we're using high quality instructional material. And so we've taken that resource uh from this the state board of education and we and we only use what's been approved by the state and that's research base um to have success. Our PLC's are embedded in in the school day. We're currently um working with our our all of our camps at all levels to we've implemented what we call a PLC agenda. So what that

093does is it takes preparing our teachers to come come to the PLC the professional learning committee community prepared with certain things so that what we do when we get together is we help support them and refine the lesson uh because again as you all know you'll see it's it's limited amount of time. So we're working so that we're making sure that we're preparing and coming out with an artifact to prepare for the next week's lesson. Uh and it's being vetted. We're also moving into where we're doing what we call a practice or demonstration. So they'll they'll work all week to prepare the lesson and as they get to the end of the lesson, we'll get a portion that we think uh we ask the teacher to look at something that they think is highly probable

094that there'll be a high level of misconception and we want them to vet that by practicing it in front of their peers to get feedback so that we can again make sure that we're providing the highest level of first tier instruction. my team and I including our superintendent uh at their own campuses along with the principles um making sure that we're in the classrooms every day. Our principles they're spending 80 90% of their day in the classrooms uh coaching our teachers and supporting our teachers. I like to I like to say [snorts] that what we call that is is like being a football coach. you know, you have a a coach up in the box looking at the plate and helping the coach on the field understand what's going on because as I like to

095say as a teacher, you know, we get in the zone and sometime we get locked in and we may miss some things. And so our co our coaches are the administrative team out there and ourselves and we're helping them uh see where we can continue to improve and we're coaching in the moment whether it's a verbal cue whether it's a physical signal to help them to make sure that we're checking for understanding and using our engagement strategies to increase learning. Everything we do begins and ends with data. So we're helping our our principles and then they attorney to help their teachers and learn how to disagregate data and understand where our students are strong and where our students need support so that we're not we're no longer using a shotgun approach to education. We're being

096very targeted and intentional with the way in which we teach and when we focus. >> So this is how we are proposing to have instructional excellence in uh the classrooms. Uh, Miss Flowers, can you come to the podium and talk about this daily instructional priorities that we have for all levels, please? >> So, our daily instructional priorities for all our all of our levels, um, we're going to have standards aligned instruction. That's a non-negotiable. Um, all of our instruction is going to be 100% aligned to the TESS with math and reading especially. Um, our high quality instructional materials. We've talked a little bit about Blue Bonnet. We're currently implementing Blue Bonnet math in our uh K through algebra 1 classes. Um and uh we we did bring you some information last week about the Blue

097Bonnet RLA program uh for K through five. Uh our high quality instruction, as Dr. Welch said, that's that first teach rate, right? As you get your kids in the classroom, that's where it's really going to matter for our students. Appropriate levels of rigor. Again, that goes back to our high quality instructional materials. We've talked about that on grade level content building up with scaffolds but making sure that we're teaching on grade level. We're never going to bring our kids up if we continue to move down with um to their level. [clears throat] Uh strategic student engagement. Again, those are our our Kingsville instructional strategies, our our kids strategies. Um we've been working on them currently with all of our um administration, our teachers. uh they know um how to coach in the moment to maybe

098get someone to do a a turn and talk or something something like that with a quick whisper and um again as Dr. Wolf said those are things that we're we're currently doing and we'll continue to implement across the board and then lastly safe and nurturing learning environment. I mean that goes without saying we have to have our students in a safe environment and then we can begin to nurture them and and give them exactly what they need based on um you know what we know about our our students and our our population. And this this is very important because this is going to become the anchor that we're going to be looking for every day in every classroom. The only area that we didn't include here which we will add is the data. Right? So

099everything that we do in the classroom is informed by data and so that is critical to ensure that is t if teachers uh give an exit ticket and they determine that the I don't know 70% of the students did not get it then what decisions is the teacher going to make to go back and scaffold the learning so that uh students have the opportunity to learn it part [clears throat] of what we're doing is ensuring that we have high quality assessments. Miss Williams, you want to talk about this more, please? >> Yes, ma'am. Um, so as we know, the STAR um test is being phased out, right? And we're going into um what we consider chunking the test in the state. So in the year um for 2728 um STAR is going away and we

100are looking at a beginning of year, middle of year, and end of year test. The instrument that we are um looking at is our NWA map. Um it is one of the more popular assessments that districts are looking at in order to determine um their student growth and where their students need to be. Um and the reason why is um the assessment does measure individual student growth. It is NARM reference nationwide. Um and it is an adaptable program. So, it'll start the students at like a mid level and if the student gets the question right, it moves them up to another level. If they are incorrect in that question, it moves them down until it finds what's called that zone of proximal development um and puts that child um on a path that meets um

101that level. Um that will be the three data points. Um we will test them at the beginning of the year to get um our foundation of where our students are in the middle of the year to see how much they have grown and then once again they will be tested at the end of the year to see if they met that growth or that expected growth um based upon their middle of uh their beginning of year assessment. >> Thank you. Dr. Arnold, do you want to talk about this high quality instructional materials at the elementary level and what we're proposing? >> Yes, thank you. Um so currently we have in kinder through fifth grade we are using in uh reading language arts we're using McGraill Wonders. We are proposing that for next school year uh

102with the board's um permission and and and uh voting on that we adopt the blue bonded RLA which is part of one of the grants that we have applied for in K through five. We are currently using uh for math the blue bonnet and we will continue to use the blue bonnet for next year as well. In K through five science we are using h into science and we'll continue to use hm science as well as for social studies K through five we will continue to use savas for uh next school year as well. Um, we put out a survey for the community to provide feedback on the implementation of this blue on RLA. Uh, and we are collecting that information and it will be presented to the board for your consideration as you're voting

103on considering this high quality instructional material. There is a survey um that will follow in one of the upcoming slides where the community and um teachers and staff members can um give us their feedback on the ROA for next um school year that we're asking for the board to approve for the blue bonnet. And um so the the blue bonnet reading language arts is what we're proposing for next school year. >> Thank you. >> Okay. So the next lever for the ACE model talks about social emotional supports. And so in this area we want to make sure that we provide those strategies and social emotional supports designed to ensure that students address their academic, behavioral, emotional needs. And so part of what the grant will allow us to do is to decrease the ratio for

104our counselors uh where there will be our counselor for every 300 students. Uh this is pretty significant. I um my team and I did the calculations and we believe that every counselor will probably end up with about 275 285 kids which will be really really good for them to personalize the support that students um are going to need. Um of course we're going to continue to provide [laughter] professional learning. we have uh to help our teachers with basic routines and procedures. Uh going back to basics uh sort of like back when I started in education about 33 years ago, we used to have Harry Wong the first day of school as you some of you may recall. Um so we want to go back to the basics, right? Like a good football coach uh will

105do. uh always start with the basics before you move them into the more um complex uh strategies. But behavior management, the escalation techniques, uh relationship building, right? Everything begins and ends with relationships when it comes to our children. And so again, establish some consistent routines and procedures not just in the classroom but also across the school so that we have a better management system. in the area of um what will a day look like in an ACE campus that will include the two elementary schools. Students will be greeted with warm with encouragement. They already do, I think. Uh but we will continue to do that, right? Um they will have opportunities to explore and learn and grow and have joyful classrooms. They're going to receive targeted individualized support from the highest quality teachers um so

106that they can continue to build on that on that learning schema and then go deeper with learning and enrichment activities throughout the school day as well as participate in community design after school enrichment activities etc. Um the next step in this plan includes it's extended learning in the school year and the summer. Let's clarify that because it has there has been some um confusion about what that means. So I want us to address this very clearly. First of all, we're in the process of developing the calendar. The DIC is meeting to the battle uh different calendars that will be presented to the board for vote on February the 3 that will include uh this extended uh calendar. But the ATSIE, which is the additional day school year's grant, um provides funding for preK to fifth

107grade, right? We have currently in the district 167 instructional days. In order to meet the requirements of the ANIE grant, we will have to add eight instructional days beginning school year 2627 for a total of 175 instructional days for students. Now, here's the caveat. We are not we are not increasing teachers work days. Okay. What we're doing is maximizing the days that we have the contract for teachers and utilizing them in front of kids. So through the ASI initiative we're going to be providing targeted uh support in reading and math uh in the summer. uh and we are working on 20 to 25 additional days because the funding will vary whether is three quarters of funding or half of funding depending on how many days. So we are we're working on that and we're developing

108different calendars for your consideration uh in terms of that. Again, teachers contracted days will remain at the current 187 days. That will not change. What we are going to do is make adjustments to professional development days, the teacher work days, the early release days in a way that again we maximize the number of days that teachers are in front of students. That's pretty critical. So the students with this proposal in all levels, elementary, middle, and high school will be in school for 175 days. Okay. They told me sinus is cold. >> [laughter] >> So um the ACE model in extended learning also provide for tutoring opportunities for students based on needs. Right? So with prior family and parent coordination, students will attend or will be asked to attend target tutoring opportunities. As some of you

109were asking before, you know, when we bring the kids in for tutoring, what does that look like and how is it coordinated? We are proposing to opening the school one hour before instructional time begins with plan activities, uh, computer connected learning activities, reading, tutoring, etc., and close the school one hour after instructional time ends. Again, we plan activities, tutoring opportunities for the students. Now, want to make clear that what we're proposing will not require teachers to stay for one extra hour after school, right? We will have funding in the grant to provide for those teachers who are interested in working after school the opportunity to stay and support the kids in different areas. So we will be able uh to do that but we will not be forcing teachers to be there. We will have

110a signing sheet and you know everything will be done um on a volunteer basis of course. Um we will serve nutritious meal breakfast, lunch and dinner at all campuses or both camps both elementary campuses. We currently only serve dinner at Paris, >> at Heraldu, >> not at Hardy. >> You all do? Oh, okay. Well, I said corrected. Okay. So, we we currently serve dinner. And how is the the participation in the three schools? Is it good? >> A lot of it's bus students. I mean, that's the biggest group of kids at our school that need our bus students. And then um depending on UIL and stuff, but ours is majority of us kids >> SA for a combination. It's a combination of both students and students. It's >> okay. Um the next thing is that

111we are considering using part of the funding from the grant to provide an activity bus um at the end of the school day. And so that is going to require some coordination with transportation and we're working on that. Um but what we would like to do is to ensure that um organizations like the boys girls and club and the dogless center are not negatively impacted by the movement of the schools. We're very sensitive to the feedback we're getting from the community and we're we're trying to work all the things that we can and to the plan to ensure that the kids that for example from Harold will walk to the dogless center for tutoring at the end of the school day will be able to be bossed to the dogless center um to participate in

112tutoring. So again, that's going to require coordination and that's what we are trying to to work into into the plan. When the kids arrive in the morning, one hour early or one hour after school, they will have the opportunity to engage in learning activities. Uh we applied for the blended learning grant which will allow us to obtain software and hardware to supplement student learning reading that we will have a mirror and math we will have zern and these two programs have been proven to to accelerate learning and fill gaps for students tremendously. So we're not experimenting with them. These are programs that are highly recommended and have a ton of data to back the the success. Uh we just have to ensure we implement them with fidity, right? That's the challenge that we we do

113that. So that's what we're proposing with those uh before and uh during or after school, right? So they will be used during the school day as well to support our students gaps. Um, the last component of the ACE model is dealing with what I consider one of the most important parts of community schools, which is a supportive parent and community partnerships. And um, so for for this, we are going to um focus on building strong partnerships with parents and community. we've got to bring our parents and our communities back into our schools. Um we we need to figure out how do we do that? And so these are some of the activities and the things that we're planning on coordinating. In order to do this, we are planning on restructuring our family support and community

114um initiatives that we currently have in the district. And so we will be presenting that to the board at a later meeting uh because we want to ensure that our principles can concentrate in academics while the rest of the support systems are there to provide the organization for our parent activities etc. So we will be engaging in that. Um at the end of the day we have to ensure that our parents are handinand working with us uh in ensuring that our students receive the support that they need. So that was the that's the plan for the elementary campuses. Again, we're still in the process of recirculating a lot of data and looking into making this process fair. Uh we are very sensitive to what we're proposing. Um believe me, we are all losing sleep about

115it because we know what's at stake. Uh but we again every decision that we make, every action that we take is going to impact school improvement. And so we are we're proposing that plan for the elementary for the secondary campuses which are also in need of strategic structural and future oriented instructional actions and supports. Right. King High School is a D campus and requires targeted interventions, support and resources in uh student academic outcomes. You receive today the data for our retesters. So we have to revamp the way that we are providing support to our students that are not uh successful in in the test. Um Miss Weslow presented to you in the in terms of the cage courses. What are we doing to increase uh opportunities for students which will impact our CCMR accountability as

116well? Our graduation rates need to improve. Student and staff attendance is an area of concern and not to mention enrollment. We are we we're losing kids in the um high school across the district but at the high school as well. And then of course uh increasing parent involvement as well. Gillette Middle School is one of our urgent need campuses because they this is their third year as an Fbradated um school and based on the categorization that TA assigned to Gillette this campus requires substantial and targeted intervention support and resources. And so the areas of academic outcomes, student and staff attendance, instructional and leadership capacity, student behavior and parent involvement. So those are the main areas. So how do we build a system of great secondary schools of course it starts with those school improvement strategies,

117stakeholder engagement, milestones and performing performance monitoring and strategic staffing and budgeting. So let's address those separately. Key areas of support. We want to make sure that we don't miss the ball, right? We provide that instructional leadership and coaching. We address the needs of our 504 and inspect students to MTSS which is a multi-tier system of support where we use datadriven decision making at all levels to ensure that students receive timely effective instruction and interventions. um provide ongoing targeted um professional development and then last but not least strengthen leadership and management uh in the instructional capacity of our uh administrators. We applied for the lift grant for this purpose to provide leadership and instructional foundations uh in the areas of planning, implementation, deeper implementation and sustainability of this high quality material. So this grant is going

118to provide us with the opportunity to provide intensive coaching support uh technical assistance uh for up to three years. So if we get the grant, when we get the grant, they [laughter] told me to say that when we get the grant, we will be able to keep it for three years and continue the process and and make it sustainable. um in the area of the PLC's we applied for an additional grant which is an add-on of the lift that will help us to ensure that our PLC's which are the professional learning communities. This is when teachers come together to plan to look at data etc that they have the supports that they need. Uh and this is this can only be um applied if the campus had been identified in need of substantial intervention which

119Gillette is. So that's the grant that we're using for that. These are the high quality materials that we're using at the middle school and the high school. They all have been vetted uh and and they are in uh full implementation. So we will continue to implement them as well. In the area of stakeholder engagement, we will continue to have pretty much the same strategies. Um, one of them that is critical at the secondary level is communication. We've got to figure out how do we communicate more um effectively um more um strategically with our parents and and and students, right? Uh and then of course we will continue to provide data reports to the school board and the stakeholders in terms of the accountability um of these schools. [clears throat] We want a high performance uh

120culture where accountability is there like we are responsible for the children and we have to own that. And so we want to make sure that we have clear expectations but we provide enough coaching and support and professional learning to ensure that our teachers are successful. In line with that, we will develop long and short-term goals align with student achievement and growth. And we will continue to use data to inform our decisions and our practices. We will conduct structural performance review meetings. And as possible, we're going to embed professional learning communities so teachers can collaborate, look at data, and focus on continuous improvement on more regular basis. But let's make something clear. Secondary teachers, middle and high school, do not have to reapply for their jobs. Okay, only elementary teachers and administrators have to apply for

121their jobs [snorts] and we will use again the riff policy DFFB for that purpose in the high school and the middle school. Our goal is to hire, retain and support qualified student centered and well-trained instructional and leadership staff. who are provide mentoring, support and professional development. You know, we have to find balance right in life and work. And so we are going to be having discussions on how do we do that and then of course implement recognition and compensation opportunities. Another thing is how are we growing our own? How are we incentivizing and providing opportunities for that professional uh growth and career advancement as employees are demonstrating potential? How how are we growing our own in terms of the budget area? Again, we need to continue to redistribute financial resources and have very critical conversations

122about how we using the funding that we have available, materials, technology, training, student interventions, etc., and continue to provide the high quality resources and instructional materials align with the state standards. So, how can the public, how can the staff, how can the board, how can the community as a whole support this school improvement efforts? Thank you for those who have attended the community forums. We have had two so far. They have been moderately well attended. Um we have um developed a school improvement website within uh our website that you can link into it and provide data or concerns through a survey. We read all the notifications that are sent to us in the survey. We don't necessarily respond to everybody, right? because we we couldn't respond to everybody but we do look at the feedback

123that is provided and we take it into consideration. Above all, we need to stay positive and work through our challenges and unknowns because this work is very hard to lift not just two schools that are F3 but five schools that are in school improvement. the whole district is going to take all of us. And so we need I'm encouraging everyone to be solutions oriented and remain remain focused in what is best for students because it is it is hard work very very hard work to to accomplish. This is where the website is uh an example of it as well and we will continue to post all the presentations and the information there. Uh these are the questions that are being asked in the survey that we have posted on the website. Uh so again please

124continue to provide um us feedback. You can take the feedback anytime that you like. We do read the feedback. We take it into consideration. I want to make sure that people hear that. Um this is what we have done so far to provide information. Um, we will present to the board the final plan for approval at the special board meeting on February the 3. We will also be scheduling individual campus meetings for the staff to be well informed, be able to ask questions, to be able to express any concerns that they may have. So, we will be working with the principles to schedule those dates at convenient times for for everyone. And then we plan on offering a thorough community forum after the board uh considers approval or not to provide additional information on what's

125going to happen, how we going to move forward, if the plan is approved or if the plan is not approved, what's what are going to be the next steps. Okay. Again, It will take all of us to make this work. And at the end of the day, our students are and remain our priority. You know, systems are systems, resources are resources, people are people, but we are here to serve students and we have to remember that every day in every decision that we make. So that is it. That is the plan subject to your questions board members. Dr. Martinez, you had shared a lot of this information with us before and um I you know I I liked it then and I love it now. We're just behind you. I know you're going to do

126the very best you can. I know that all your staff is as well. We're behind you all the 100%. I I if anybody can do it, it's you and your team. So, we're putting all all our trust in all of you because it has to be. There's no choice. We have to get this right. >> I have one question. >> Yes, sir. >> Um, dealing with the staffing part of it. Um, when you're talking about all the current teachers in elementary level and staff are going to have to reapply for their positions. Are you also going to consider out of district applications? >> Yes. So there will be a number of teachers that will not qualify to remain because of any of the criteria that we outlined before and we have already um well not

127completely but we are in the process of looking at different data points and we can already see that there's some some gaps. Um, but I will say this, we do have, and I made this comment to the team this morning when we were meeting, we have some excellent teachers in our district. Make no mistake about that. And unfortunately and sadly, those teachers have been living in the shadows because the district is not performing well. So we don't necessarily recognize these teachers that are doing amazing work for our kids and that are master teachers, exceptional teachers, right? Because they are lost in the noise of that F rating and the D rating. And so part of the plan that we that we want to do when we get to the uh compensation component of of this,

128which I haven't brought to you because I don't want to put the horse before the carriage, right? When we do uh get the the grant approval, we will be able to determine how much funding we have to incentivize those master teachers so that they can serve as guiding post for the rest of the teachers that are coming. So we will have teachers that will remain and will take the baton and lead the work, but we already have amazing amazing teachers at every single campus. Um, but we might have to recruit from the outside as well. >> And when you do that, are you going to hold those individuals to the criteria that you said about TES, their scores, I guess, wherever school district they're coming from? All of that's going to be included in in

129any outside applications or applicants. >> Absolutely. They will have to bring a portfolio that includes those data components that we're looking at. >> Otherwise, it wouldn't be fair, right? Yeah. >> Thank you. >> So when you mention uh some of the you know early start and late start opportunities for learning uh you know you I mean well I know you mentioned that it'll be in a volunteer basis will teachers be compensated uh through the through the grant through the like that extra >> Yes. So the grant provides for us to um put different um amounts of money in different buckets, right? And we get to decide what those buckets will be uh within the grant uh situation obviously, right? But uh we do we are anticipating having a bucket that is for um outside hours

130uh work tutoring whether it's after school or Saturdays if the teachers wants want to organize a Saturday's uh festival with the kids we will be able to have uh funding for that but they will be compensated they will not be forced to work one hour earlier or one hour after right uh principles will also be compensated. They will get a very good stipen as well because we will ask administrators to work a little bit more hours, right? Because we have to have administrators that that's a non-negotiable. We have to have the administrators there. But for the teachers, we will ask for for teachers to consider to do rotations, right? So that they can have life work balance which is very important for our team. and for you too. No, not sure. >> I have one

131other >> Yes, sir. >> Maybe it's just a comment. Uh again [clears throat] on staffing. I know um positions are being absorbed because of the budget and works being distributed from that person and whatever they had. I only caution Dr. my unit is not to make sure that the work is going to get done because if you give too much to another individual that's somewhere outside the work might not get done properly. We just we need to and I know you you're you probably have that in your mind but I'm just kind of saying that that needs to be a thought you know when you're cutting positions especially the clerical I'm talking about clerical secretaries and things like you know attendance clerks those individuals you know the teachers yeah we have the ratio you know

132they need to stick by that but when you start talking about clerical individuals you know just keep in mind the work load that that individual might have because you know especially in special that when you know we get monies from the federal government and we need to make sure that certain deadlines are are turned in for certain monies and like the chars and things like that. We just you know just be cognizant about that >> and and that's a great question and I appreciate it. That's why this is a collaborative effort right no decision is being made in isolation. um before I call any position special and for example Miss Hammer will tell you that are you sure you're not going to need that to this person take it like we are we are in

133constant communication and and you know we will adjust is needed that's why as you saw one of the areas in terms of the budget alignment is that continuous improvement just because we made the decision and say oh this is what we want to do and it does not work we might have to go back to the drawing more and fix it. But we are ensuring that we are really being strategic about the decisions that we're making and that no decision is made in isolation so that we are considering all of those things that you mentioned which are very important obviously. >> Thank you. >> Any other questions from the board? >> Okay, thank you Dr. Martinez and team. So we now [applause] say one more thing. Good luck. [laughter] >> Besides it, it's going to

134take all of us. >> You may have to come out of retirement, coach. [laughter] So we now move on to item six of new business. By common consent, the board agrees to consider as one action item the following. The approval of waiver of tuition for transfer students from the 2526 school year and also the approval of special meeting minutes of January 13, 2026. Is there a motion to accept those two items? Salute. >> Motion made by Jake Perez. >> Second by Delma Selenas. All those in favor say I. I. >> Any oppose. Motion carries 70. We now move on to item uh 6 C as we've already done 6B. The discussion and possible action regarding second reading second short reading [laughter] of localized policy update 126 missa. >> Good evening board president board members and

135Dr. Martina superintendent. This is our second reading and it is I promise going to be a short. So we are going to we are going to look at specifically five areas that some board members had questions and um the first one was be vocal and we wanted clarification on the 3-day meeting and so in speaking with TASPY I was informed that the it must be posted three business days before the meeting. The day the meeting is held does not count. So an example would be if the board meeting is held on Tuesday, the agenda must be posted the previous Wednesday. The second question we have fell under CJ local contracted services and it was a question regarding um this is where the if they did the diversity, equity and inclusion and the suggestion there from

136TASBY was that the language um could be reflected in the contract of what what is stated in this policy and they highly recommend that and of course for us to work with our legal counsel. Okay. The next one was CSA local facility standards of safety and security. We wanted clarification on what they meant by private spaces. And so this would include dressing rooms, locker rooms, restrooms, a mother's room, and as stated before, we have gone through with our facilities for to ensure that we're already compliance with this. Okay. CV local facilities construction. uh we wanted um to talk about the change orders on the 25,000 that required um board action or approval and the suggestion there is of course that the board has the authority to authorize a change amount in that area. So, it

137would be up to the board's discretion to change that $25,000. Okay. And under DBD uh local employment requirements and so under the House Bill 337 uh 2, the language did change from superintendent to include the assistant superintendent. Those were all the questions that uh the board had. If you have any further questions at this time. >> No more questions. >> Okay. Thank you, Miss Nar. The board will enter. Now we move on to item number seven, close session. board will enter into close session in accordance to Texas open meeting president. >> I guess I'm jumping the gun here. Ready to go. Right. All right. Sorry. Do I have a motion to accept the second reading of [clears throat] localized policy update? >> Motion made by Joe Mes. >> Second by Brian Koal. All those in

138favor say I. I. Any opposed? Motion carries 70. We now move on to item number seven, close session. The board will enter into close session in accordance with Texas Open Meetings Act, Texas Government Code, Chapter 551.071 and 551.074. Deliberately consider the following. Item 7A, consider and deliberate with legal counsel regarding legal and personnel matters. No action will be taken until we return to open position. We are entering into close session at 7:51 Yeah. are we are returning to open session. Take necessary action on matters the board may discuss in open session and upon which action may be taken. We are returning to the open session at 8:58 a.m. There being no action that needs to be taken, um is there a motion to adjourn the meeting? >> Motion made by Delos, second by Jake Perez.

139>> All those in favor say I. I. >> Meeting adjourned at 8:58. We heard >> from >> [laughter]