June 24th Regular Board Meeting 5:30

001p.m. Tuesday, June 24, 2025. I call this regular meeting of the Kings Independent School District order. We will have roll call. Joe Mirez here. Ryan Kufall here. Chapa here. David Garcia here. Jacob Perez here. Delma Salas here. Joseph Reese here. that the record show that there is a quorum of board members present and this meeting has been posted in accordance with government code chapter 551 state of Texas openings act. We move to a moment of silence followed by the pledge of allegiance and the Texas. 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 the flag. I aliance to the Texas one state and indivisible. This meeting will be uh video streamed. Um we move

002to item four, adoption of the agenda. Um I want to adopt the agenda, but I want to have been requested by um Mo Casey if they can move to the end of the agenda item. So um the exception would be uh moving item 7B swapping item 7B and 7G. So we will discuss the memorandum understanding 7B. So move motion made by David Garcia. Second second by Joe Melz. All those in favor say I. I. I any oppose? Motion carries 70. Uh now moving on to public participation. Do we have anyone that wishes to address the board? With no one uh wishing to address the board, we'll move on to item number six, communication and administration. Uh item 6A, superintendence update. uh going over the following instructional calendar for 2526 and we final page pages 3

003through 4. Miss Tanya Williams. Good evening uh superintendent, members of the board. Thank you so much. Um we have had two uh minor changes in our instructional calendar. Uh we have moved complication which was originally set for July 28th to August 7th. And the second change was we removed um meet the teacher just from the detailed list um notated on the side of our August activities. Do we have any questions with those changes? Thank you so much. Now moving on to item number two raid update can be found on page five. Dr. Gloria Garcia. Good evening, Superintendent Gama Garcia, uh President Ree and members of the board. I am here to um discuss the -ate award for this year. Um we were awarded a total of $85,119.95 which of that is 85% is reimburseable to

004the district. And so uh we will be reimbured 72,351 and um our out of pocket estimate is 12,767 for this year's projects. There any questions from the board? Okay, seeing none, hearing none, moving on to item number three. Star preliminary data for 2025 can be found on pages 6 through 26. Dr. Adah and this is Tanya Williams. Good evening, board president, Dr. Gama Garcia, members of the board. So yes, Miss uh Tanya Williams and I will be co-presenting this part of the presentation. So uh we will begin. Sorry, I saw the name there. Okay, there we go. Thank you, sir. So, we will begin uh presenting the preliminary results from our STAR and EOC. Miss Williams. So when looking at the data sometimes it can be a little bit confusing because when you see the

005percentages the first thing you think is how come this doesn't add up to 100%. Right? Ideally what you want to see is 300%. Because you want 100% of your students to hit approaches meets and masters. So when you look at the data our 100% of students is calculated within the did not meet and the approaches categories. And that serves the same for the number of students that we have listed on the bottom. Um that is the same meth methodology which is it builds upon um the previous category and so you will not necessarily just get 100%. Um and so the previously shared data is a preliminary data. the approaches, meets and masters calculations that you received prior to what you are seeing now um was calculated individually rather than the consolidated format that they use

006in order to calculate um our accountability grades. I also failed to mention that we do have our uh building principles in the house even though they're all on summer break. uh they wanted to come and also participate as they shared in some of the work that was will be going on next year. So I'd like to review the highlights, the milestones and the learning experiences. This year results rate increases in the following uh in the following areas in reading three through 8th grade. We had an increase of 10%. The Reading Academy teachers saw growth in 36 of the 51 students they served when compared to last year's STAR data scores which are fourth and fifth grades. Mr. Kuba increase 10% of what in the approaches category. Yeah, in the approaches category. Okay. So the third

007bullet is uh the science fifth and eighth grade increased by 15% in the same category. We also uh gleaned from the data that departmentalization allowed for key staff to concentrate on science hands-on experience which helped with the increase in science. The biology as well increased by 2%. uh hands-on activities and focus on academic vocabulary have proven to be successful in biology in this area. I can definitely share with you that the biology teachers were excited. They were able to purchase frogs this year and really get the students in labs for the dissection of frogs and so forth. Another Yes, sir. question. So, uh, are the any any other examples other than the, uh, the frogs? I mean, how is that measurable? Hands-on activities. Hands-on activities besides the frogs, uh, were the in the implementation of

008labs in our biology classrooms. We do have the labs and of course uh the husband and wife biology team uh shared with us that not only did they use the curriculum but they also increased the academic vocabulary that was shared with students through every lesson along with an increase in the participation of students in participating in hands-on lab activities. I mentioned the frogs because I believe they had not used that in a while and they were really excited we were able to support them in that. Next, another another really highlighted milestone is the increase in our CCMR and graduation rates. They have increased over the past three years. CCMR last year was 83 which to be which will be included in this year's accountability calculations because it is a a lagging indicator. This year's graduation

009rate was 85%. Last year was 83 and the year prior was 79. So we are uh really excited to see the increases in graduation rates and the CCMR rates. Our instructional focus of course uh besides continuing to see growth in all of these areas is our math and our social studies where we see the most critical areas of need. I know most of us uh here and you all as well respectively follow a lot of the tea and social media and we know that tea published an article on 618 and re recaptured from the tea from the state level that the reading has improved across the state. However, math did drop particularly in grades five and seven which we as well are seeing uh the significant drops in those areas and we'll discuss what we're

010doing about that shortly. A quick question. So um Brian asked about reading and that was approaches correct. So I'm assuming science and biology were also in the approaches. Yes. Okay. Were there any um improvements in the meet and master? Yes, sir. We're going to break down every campus uh by by all of the the different sections. The meers. All righty. So, now to get into the data itself, starting with third grade star reading. Um we have the comparison from last year to this year. Um, what I do want to highlight is in the did not meet category, if you see the negatives are in green, that's what we want to see. We want to see the drop in the did not meet category, which is why that negative number is highlighted in green. Also, at

011the bottom of that in the growth chart, the number of students, you are going to see a negative or loss of students. Um, with that, that does not necessarily mean that they performed worse. What you're seeing is there was also a change in either enrollment, a decline in enrollment or the number of students tested. And so just because there's a decrease in the number of students doesn't necessarily mean that they performed worse. Um I think our focus needs to be on the percentages itself because that's more telling to how the students actually performed. And so districtwide when we look at third grade reading we saw a decrease and did not meet of 8% which is great. an 8% increase in approaches, 3% in meets and 5% in masters. When we look at Harvey, we saw

012a decrease. Yes. Can we stop there? Yes, sir. Okay. So, 177 students took this test. Correct. were meats or above. Correct. So, I consider that a pass. So if 177 took it, 63 passed, 114 students failed. No sir, approaches is also considered passed. The approaches category. Approaches what? That's the the approaches. You'll see four different categories did not mean what what are we approaching grade level? But start they're not on grade level. Can that be considered a a win? It's considered passing in star rates. Is that what we want to consider a ring? Being completely honest, no. We want to see them in meets and masters. But it is considered as far as the student itself, they are considered passed if they need approaches. Let me put it this way. Back probably there was a

013house bill that came out. I think it was House Bill 3 or House Bill 5 or something. And we were required to set goals and our goals at that time was by the year 2025 50% of our third graders would be on meats and above. So we didn't meet that goal, did we? No, sir. Okay, that's all. Yes, sir. Um and so I apologize. Okay, so moving on to Harvey, we saw um a decrease in our did not meet category. They decreased by 24%. They saw a 24% increase in their approaches, a 22% in their meats, and a 6% in their masters. Fettis Elementary, um, we saw an increase in our did not meet category by 5%. Um, we also saw a decline in our approaches category by 5%, a decline by 14% in our

014meats and our seven uh increase of 7% in our masters. In Herald Elementary, we saw um an increase in our did not meet category by 7%. We saw a decrease by 7% in our approaches, a decrease by 8% in our meats, and a decrease by 1% in our masters. question. Yes, sir. All right. And this I'm not picking on anybody, but let's pick a campus. Let's say here. You got 49 students that test. I'm assuming that's two or three classrooms. Three. One. It's one teacher um that is responsible for all of third grade. Okay. So, we got one teacher and there's 14 students that have met or above. 35 students who haven't reached grade level, that teacher is able to identify those specific students. Correct. Yes. Well, they can track them and and have an

015idea of Tanya is not on on grade level. But the result of this STAR test, they know who met level. Oh, yes. Who did? Yes, sir. Do they ever see the test? Yes, sir. The test is also available online. Okay. So, I'm assuming in reading we're we're reading a passage and then answering some questions about that passage, correct? Maybe some vocabulary words. So, I guess my question is as a principal or as an instructional leader, what does this say to you and what do you do with it? I know it tells me but what is it for you? Good evening uh board president and board members uh Dr. Ku Mr. Kufal. So looking at the information that's being presented and going to your question. So what does this mean to me as the principal as

016the instructional leader of the campus is one is what I have been looking at the data and so what I we know what we're performing we know how many students are at approaches that meets and masters so why are we still scoring you know where we are so what I have done is I have gone and I have digging a little bit deeper and so I have gone right now we do not have information as to how our students performed formed in um the standards, state standards, critiques, we do have reporting categories. So for reading, we have two reporting categories. The first reporting category tells us how students are answering questions in regards to the different genres that they're reading, uh different skills like main idea, um sequential order types, those types of author's point

017of view. But the other reporting category too that has to do with a writing part how students are responding to literature. So the reading test it doesn't comprise only of responding to comprehension right it also our students are now required to respond to literature. In addition to that, not only are they uh responding to literature about um they're given different writing prompts, but they're also having are being tested grammar uh mechanics, right, conventions and so forth. So that's what I'm looking at right now. So where are our students performing in these reporting categories? And as soon as we get the detailed datas as far as the TEICSS the state standards then we dig a little bit deeper which we have been doing on my campus. Uh after every assessments we look at we do uh

018DDI which is our data driven instruction and we look at to where our students are performing what the standards are having difficulty in and so that is what we're doing. Um when we come back we will meet uh with teachers. Uh we've already been in communication. They know where their students uh stand as far as uh the star results and so they are competent in regards to what are our next steps. So as instructional re leader that is what I do. We have to look at the data a little bit deeper and until we get um that those details are we then able to you know move forward. When when do we get that data as far as the breakdown of the test and the teams right now that is available to the campuses in

019Edaphoria. We just came out. Yes. Yes. And so in Edgeoria they will be able to see which questions they missed the most which TE it was and then the actual question itself. So it is ready. Yes sir. Okay. Um do we go back and look at benchmarks and see where we hit where we missed what was right? What was wrong? Are benchmark marks beneficial? Were they not beneficial? Uh yes m yes Mr. Kufu that is something that we are consistently we are data driven campuses and that was something that I was uh in discussion with Mrs. Williams this afternoon in that you know looking at what are our next steps. So if we're going to be providing assessments or administering assessments to students we need to continue to look at our data results and seeing

020exactly where our students are you know where their weaknesses are so that we can continue to address that and that's what our student our teachers do. They look at the performing TESS where they are performing low and that's where they address them in small group instruction in reading, math and in science as well. And uh then we move forward. Uh but we do look at our benchmarks because we have one in the fall and so from there we look at how our students perform and where our students are still needing that support so that when they do take that second benchmark in February. Okay. So now how do we expect that growth to be there and then we have time again between the benchmark and star and so now that we have star results that's

021another uh area that I'm also working is looking deeper okay so now we have all this data I'm we're looking now um so say for example our fourth graders they have data for third grade right so that is information that is very important to look at because we look at how students performed in third grade and how much did they grow and they did. Yes, they did. When you look at third grade from this year and you look at third grade at fourth grade for this year, third grade from last year and and fourth grade from this year, there is some growth there. Yes, sir. And there als we we've done that at least, you know, it's not huge growth, but at least they're keeping up and not sliding. And to me, and that's why

022I I I want to make it clear. I'm not beating on anyone, but this third grade star is the most important measure to me of any because if we're missing by third grade and if we don't have these students on meets and above, how in the world are they going to perform the next nine years? Absolutely. Uh Mr. Kof. So there is also research that's that also states that if our students are not on grade level by third grade though those gaps get bigger and it's really hard for them for us to catch them up. So, we are in agreement with what you are stating. And so we're not only looking as an instructional leader of my campus, I'm not only right now looking at what are we going to do to address our testing

023grade levels, but also how are we going to continue to support our lower grades because they do provide those found foundational skills. And it is important for them to uh begin, you know, enter third grade reading on grade level because that is um reading is going to affect not only our reading but it's also going to affect our math. You can't read the question. How can you get it right? Yes, sir. Uh are we are are reading specialists are they working in first and second grade too in kindergarten? Yes, sir. They are. Uh they're working in first, second, third, fourth, and fifth. And in the f future slides, we'll tell you the amount of students that were served this year and what the data is reflecting. But you're absolutely correct that the reading academy teachers

024that we put into this year, which was one of our priorities, did a significant amount of work at all of our elementary campuses and we definitely want to continue that. I just want to add, I'm glad Dr. Don came up here to share and break it down a little bit because yes, reading is is just not the passage and answering the questions the way prior uh star results I mean testing used to be. But that's just one measure. Uh we are excited that uh uh the the new program that we have at our elementarymentaries is bringing in Renaissance which is save the children. So the renaissance program will also identify all the groups of students not only in third but second and first and then be able to provide that very strategic laser focused assistance

025for reading and math. Good. That was my next question. What are you doing in first and kindergarten and second to identify students who are not on grade? Exactly. So we have some other uh different slides towards the end about what we are uh going to be changing as far as uh at the campuses and at the CNI team to be able to address uh some of the needs that we are seeing based on this data. Dr. I know you mentioned the res renaissance. Yes. Okay. Is this the first year that we're going to use? Yes, ma'am. Okay. So what were we using before? Well, we had renaissance the year before. We've had it. This is the first. Yes. This past year, we use MAP. If you remember, MAP was our uh test that we did

026use. However, uh Save the Children uses Renaissance. The campuses are extremely excited uh to see Renaissance. And what I do know of Renaissance, particularly when I met our new uh principal, head into Harvey, is something she's familiar with because it automatically shows you the bands of students based on that test. So for me, STAR is one indicator, one set of of data. Renaissance will dig a little bit deeper into what students are lacking. So is that why we're changing to that? No, ma'am. You recall Save the Children is a nonprofit organization and they did approach us uh with their uh support and we're going to be providing that for our district. We'll have a coordinator at every elementary campus as well as a math and reading tutor. So now our reading academy teachers will be

027part of Save the Children. They're heading in July to San Antonio for training with Save the Children. And I, you know, I'm all for programs at this event. However, you know, I don't like changing programs from the fact that, you know, the kids are not going to be consistent. And how are we going to measure growth? Yes. if you're using two different tests. Yes, ma'am. Yes, ma'am. Well, and then one of the reasons uh to be transparent with you that we looked into the map uh was because of our TIA our TIA application and the data that we need for TIA. But, uh once we use that product, I mean, or the testing in this district, we do always collaborate at that time with our superintendent and with our principles closely to say what if

028what is this data gaining for us about our students and what are we doing about it? So this one does have like a pre and post Yes, ma'am. And then the students that go to with their reading academy, are they the ones that are like maybe still developing or based on Yes, ma'am. So everyone I think uh they told us the first two weeks of school, the first two and a half weeks, all the students at the elementaryaries will be tested on the Renaissance and that is how they'll identify every grade level of students that need that extra support. And so uh we'll share a little the number of students. Yes, ma'am. They do have a they do have a captain uh in a nice political way to say this. One of the things that

029they do not necessarily unless there's room, but they're looking for highly atrisisk students, not students that are supported through a different program like special education. So they're not excluding that group, but they're saying we want the kids to do not have necessarily an extra support like an inclusion teacher. If there's room, we'll definitely welcome them, but they're looking at the highly at risk students in that group. So we're learning alongside them to develop something new for Kingsville uh that we're excited to to partner with. Yes, sir. Are we still using the map testing? Matt, not for next year, sir. And will we be able to get the uh some data on a prepaid a second uh is there any data that y'all can show us on the map testing or when we get the renaissance?

030Yes. Yes. Absolutely. For this past year. Yes. Yes. Whatever we have we we should be able to pull for you. Yes, sir. It's not a problem. Okay. And then just two more things prior to moving on. Um, you mentioned benchmark, which I'm glad you did because the spring benchmark was a star released. So, it did give us um a very good indication of where our students are because we did give them the 2024 uh star released for that spring benchmark. Um, and then just to clarify with the MAP testing, we will be utilizing the MAP testing, but only for seventh grade um TMSFA, which is Texas Middle School Fluency Assessment. Um they all seventh graders who do not pass the sixth grade star um do have to be tested three times a year beginning, middle

031and end for TMSFA. And so we will be utilizing that for that only for that group. And for TIA for TIA um we are using STAR. We have a new principle coming in. Is that principal going to have all this data? Yes sir. Okay. I actually have already shared it with her, sir. Okay. Yes. So, she does have it at hand. Okay. Moving on to third grade math. Across the district, we saw a decrease in our did not meet category by 2%. An increase in our approaches category by 2%. We did stay stagnant in our meets category, and unfortunately, we did lose 3% in our M's category. Looking at Harvey, we saw a decrease of 14% in our did not meet category, an increase of 14% in our approaches, an increase by 1% in our

032meats, and a decrease by 1% in our masters. Looking at Bettis, we saw an increase in our did not meet category by 6%, a decrease by 6% in our approaches, an increase in our meats category by 5%, and an increase by 8% in our M's category. For Herold Elementary, we also saw an increase in our did not meet category by 6%, a decrease in our approaches category by 6%, a decrease in our meats category by 16%, and a decrease in our masters category by 19%. fourth grade reading districtwide, we saw a decrease in our did not meet category by 5%, an increase in our approaches category by 5%, an increase by 9% in our meats category, and a decrease by 1% in our masters. Looking at Harvey, we saw an increase by 1% in our

033did not meet category, an increase, I'm sorry, a decrease by 1% in our approaches, an increase by 6% in our meats, and a decrease by 2% in our masters. For Bettis Elementary, we saw a decrease in our did not meet category by 9%. an increase of 9% in our approaches category, a decrease by 2% in our meats, and a decrease by 12% in our masters. For Herold Elementary, we saw a decrease in our did not meet category by 7%, an increase of 7% in our approaches, increase of 25% in our meats, and an increase of 13% in our masters. Looking at fourth grade math, we saw an increase districtwide by 10% in our did not meet category. We saw a decrease of 10% in our approaches, a decrease of 2% in our meets, and an

034increase of 7% in our masters. At Harvey Elementary, we saw an increase in our did not meet category by 2%, a decrease of 2% in our approaches, a decrease of 6% in our meats, and an increase of 2% in our masters. For Betis Elementary, we saw an increase of 17% in our did not meet category, a decrease of 17% in our approaches, a decrease of 16% in our meats, and a decrease of 1% in our masters. For Herold Elementary, we saw a decrease in our did not meet category by 16%. We saw an increase of 16% in our approaches, an increase of 15% in our meets, and a increase of 22% in our masters. fifth grade reading. We saw an increase district-wide 7% in our did not meet category. We saw a decrease of 7%

035in our approaches, a decrease of 1% in our mess, and a decrease of 6% in our masters. Harvey Elementary, we saw an increase of 5% in our did not meet, a decrease of 5% in our approaches, a decrease of 11% in our meets, and a decrease of 8% in our masters. Bettis Elementary, we saw an increase of 12% in our did not meet, a decrease of 12% in our approaches, a de an increase of 2% in our meats, and an increase of 1% in our masters. At Harold Elementary, we saw a um increase of 23% in our did not meet, a decrease of 23% in our approaches. We stay stagnant in our meats category and a decrease of 10% in our masters. For fifth grade math district, we saw a increase of 6% in our

036did not meet, a decrease of 6% in our approaches, a decrease of 6% in our meets, and a decrease of 2% in our masters. For Harvey Elementary, we saw an increase of 11% in our did not meet category, a decrease of 11% in our approaches, a decrease of 18% in our meats, and a decrease of 7% in our masters. And it's that one is probably the one of the bigger drops all the way around, math. Uhuh. Yes, it is. for the district. I I don't even know what to say. I mean, I want to say a lot, but I don't know what to say. Um, how does that happen? Is that I mean, is that because maybe the teaching or have you all tried to narrow it down to just a couple of things? I

037mean, I don't even know where to begin. Yes, sir, we have. And we'll share some of that on in our instructional recommendations in the last few slides. and we can probably also uh address some of the teacher changes that continues to happen throughout the district. But I can say that Dr. Holt has been so instrumental in helping us really uh recruit good teachers, keep teachers, and then our our campuses are also focusing on not moving teachers, keeping teachers in grade level so that they become master teachers in those areas. But we'll discuss a little bit in more detail the plan for that. For Bettis Elementary, we saw a decrease of 2% in our did not meet. We saw an increase of 2% in our approaches, an increase of 3% in our meets, and a decrease

038of 3% in our masters. For Herold Elementary, we saw an increase of 11% in our did not meet, a decrease of 11% in our approaches, a decrease of 7% in our meats, and an increase of 2% in our masters. Is it just a fluke of the H3? Why is Harvey have twice as many fifth graders? Harvey is our largest elementary. Um Harvey holds as many students as our middle school does. Um, it is our largest elementary. It is basically double in size compared to our other two elementaryaries. Specifically, when we look at seven, I mean third, fourth, they're they're relatively comparable. But you get to fifth grade, you got twice as many fifth graders at Harvey as you do at the other two campuses. And I don't know if that contributes to their scores being

039lower um or or or not. It just seems odd to me and I guess that self-heals next year and the fourth grade which is relatively even mov my my question also and we had it came up last schoolboard meeting was transfer kids coming in transfer from each campus transfer from out of district. Uh are are we following it to the tea? Because we are following it to the tea. There should be documentation somewhere in this building that says this kid, this student was moved from Carol uh to Harvey, didn't work out, went back to her. Are we doing that? I mean, we qualify. We're not doing that. We're overloading the campus, but it looks like that we're doing it here. Yes, sir. And I I can only do something. Yes, sir. Uh thank you for

040your question. Dr. Savival oversees all the transfers for the district. Uh and so he does oversee the requests and then receives from campus principles like informationally ask for that to be on their agenda item. Yes. I want to see documentation of which kids came in, which kids are moved back, which kids came into our secondary campuses, which ones were sent back. I think that's really important to look at because if we're not doing that and we're just taking it to get the numbers up, this is what happens. I also just want to interject that I know the secondary uh principles were as well uh asking the same question they wanted to know which one of all the students are transfer students so uh we need to keep up with those dates but I'll share with

041Dr. some of the requests and I know he does uh oversee that and I'd like to see that for the last two or three years. I mean, if we're looking at our data, the way it looks, uh, and you know, if if if they're sent to, for example, from Harvey to Pharaoh and it's not working out, you know, then they go back there. There's no chance or bucks, they can, you know, do whatever they want, yell and scream as much as they want. But we can't do that to any campus. We can't do that to the secondary campuses. It's it's we've got to stick to our guns and go by what's in policy. And if we need to change it, then we do it. But but it's not fair that we're sitting here this way

042just to get numbers up and enrollment up is not help. Thank you. [Music] Looking at fifth grade science, we saw a decrease in our did not meet category by 9%. We saw an increase by 9% in our approaches category, an increase of 3% in our meets, and an increase of 1% in our masters. Looking at Harvey Elementary, we saw a decrease by 1% in our did not meet category. We stayed stagnant in our approaches category, an increase of 1% in our meats, and a decrease of 1% in our masters. For Bettis Elementary, we saw a decrease of 15% in our did not meet category, an increase of 15% in our approaches, an decrease of 1% in our meats, and as well as our masters, a decrease of 1%. For Harold Elementary, we saw an increase

043in our did not meets category by 6%. a decrease of 6% in our approaches, an increase of 2% in our meets, and an increase of 2% in our masters. I need to stop here. Yes, sir. So, as a district, we have 176 students, fifth grade, 13 are on grade level, 163 are not in science. Yes, sir. Arrow you have one who is you have four who are you have eight who are what's wrong the majority of our students are not on criculum why are is it curriculum is it they can't read is it they're so far behind They're never going to catch up. What? What? Obviously, they're not. I mean, that's Yes, that is the need for the root cause analysis. I mean, all your questions are are absolutely valid, but I can speak to

044fifth grade science as far as this year in particular. Um, they did roll out brand new TESS and they are using a brand new curriculum this year. Um, that could have played a role in what we're seeing here. Um, and then of course what we will do, I'd buy that if we didn't look back to last year's data and see that there were zero at Harold and only 12 in the whole district as opposed to this year's 13. So I mean I don't think they're about the same. Mhm. Um, and I'm not I don't need to answer necessarily tonight, but certainly we have a plan. I can definitely speak to some of that, Mr. fall and it's a little bit further but I do want to state right now that as we gleaned over all

045of our data and we sat as a C19 and as well collaborated with our principles we feel very confident that what we do have now is the curriculum. What I feel very confident that we lack is the implementation of the curriculum, which is the accountability of holding our staff accountable for ensuring that the curriculum is being implemented every day in every classroom. And that is our focus and our objective because I know a few years ago and that was reiterated to me when I met with uh Dr. Salivar because she had been before and I said I want to hear the history from you and she pretty much said exactly what I heard when I got to Kingsville. Uh but I feel very confident that yes we do. we except for new takes that come

046in like like the science we now have a solid curriculum and uh we have and I'll go into some of the other pieces that we're adding but what we we do lack uh is the implementation piece and some of the principles will speak to that uh and what we can all do to do a better job of the implementation I know Dr. You did mention the implementation is what we're lacking. Yes, ma'am. So, how do we ensure that that is occurring? Are we doing walkthroughs on a daily basis? I mean, we need to have walkthroughs like JD. Yes, ma'am. We do. And and I'm going to that we receive that's the thing you input. I mean, you can visit classrooms, but when you have official walkthroughs, it's input into then you have the feedback back

047and forth. So if we're not if that's not happening where it needs to happen, these are the results we're going to get. That all that goes in edge of you can run that report right now if you want to. And then you can run it by campus. You can run it by administrator. You know, if I'm on a campus and I did 10 all year long, it's going to show I did 10 all year long. So that right there is very important. And I'd like to see a report by uh by campus also. You know, I think I think we need to see that. And if we need coaching up then then we coach up. Yes. Do you want to see one retroactively or you're talking about what comes next when when we got our

048rear end things like this pretty hard in the past and and they would blast it up here. I have my name and how many walkthroughs I get. We're required to do at least 10 a week. So if it showed me 10 and my assistants two or three, the question came from these guys right here, why is he only doing two or three and you have 10 or why did you do 13 and you have seven? So they want a consistent walk through on on a schedule. So this day we're doing walkthroughs, you know, me and my assistant or just me. Tomorrow this this person tomorrow this person. I'm I'm trying to you but my question is do you want us to share data from the year before or you want us to implement that data

049tracking for future? Well, not only that, but we can we can also put that up what's current and then implement some kind of schedule where that's what we're going to be working on and that's part of the recommendation that you have. So my question to you I know we can we have there's a lot of data, right? We can do a bunch of data or she can fast forward to the recommendations for next year and we can see part of what I mean. We can't just we can't just go after teachers, right? And students and parents and things like that. We need to see that we're all doing what we're supposed to do. Whatever we're doing is not working and and I agree with you. I don't know that we necessarily need to go through

050this page by page by page. However, I do have actually a question on the very next one. might know that there were some huge changes made to seventh grade math, but sixth grade math fell off. We've got 143 total students and only 13 of them on grade level. Is it and and it may be the principles that can respond to this or or is it that they're so far behind by sixth grade that there's no possible way to catch up or is it that things are moving too fast? I I just other districts are doing something that we're not with specific response to your question Mr. the as you all are aware uh state of Texas requires that 40% of our sixth graders in math must be in an advanced math class our reality let

051me just give you the figures for this next school year you can look at fifth grade and see right so of the 70 students that we've we calculated uh make up 40% of our incoming sixth graders. Of those 70 p 70 students, that's the 40% that have to go into advanced math. So you have students that are not truly advanced that are sitting at barely approaches. So if you want to dive even deeper into what is a score for approaches, it's very low standard which says a lot for what we need to be doing more of. Right? So when you look at those 70 students, they're not even on grade level and you're teaching them a curriculum that is advanced. So yes, there are it's it's like trying to teach me rocket science. There's no

052way. How realistically in in your experience, how many years will it take if we had third graders on level now in math? At least 50%. By the time they reach that sixth grade, would that be a reasonable request from the state? Yes. Okay. So, so we've got potentially four or five years left of this if we don't get correct third graders on. Correct. My question also, these kids that took the advanced math class, did these sixth graders take a seventh grade test and did the eighth graders? No. in sixth grade. In sixth grade, they take the sixth grade test. Okay. But here's our other challenge with regards to those 70 students. The curriculum that we've adopted, which is and and I know that y'all are very much uh concerned about, well, we're at Carnegie, we're

053not going to we're now going to or we've adopted Blue Bonnet. Well, Carnegie is written uh Blue Bonnet is written by Carnegie. All right. Blue Bonnet is the TEA approved curriculum for math that we're going to be using um at 67th and 8th. Here's here's another fact. In order to teach all of the curriculum, all of the TESS that the students will be tested on, we have 130 days in our instructional calendar. We need 180 days to get it all in for the test because we're so far behind or because just in a normal just normal now. So, and we've included it as part of our plan. But I, you know, I'll share Miss Flowers, Jennifer Flowers, who's our math curriculum uh u instructional coordinator. Oh, I'm Is that her title? Sorry. math is one

054of her um she's a very good math person. One of her suggestions for this next school year is that we double book our advanced sixth graders so they get two classes. Block that block that Yes, sir. So, so we'll have one teacher because I'll need three sections, right, of for those 70 students, we'll need three sections. And so then each of those sections will receive an additional block of math. So we're double booking our advanced math students um this next school year. I know that many years ago when money was good, but we we Gillette was a block schedule campus for the core areas, but we had the extra electives. We had choir, we had band that they could go to and they excelled like crazy. van I'm telling you, right? And but but you

055know if if we start cutting those electives, those fine art electives, uh there's what's the motivation to want to do well and then go up and march with the big guys, you know? So we need something for these kids, right? And so I'm glad you said that, Mr. Ellis because one of the one of the recommendations that I made to our uh superintendent and to the CNI team uh was that we uh move AVID from being a required elective to a just a regular elective because if because we're going to double block sixth grade math, we're also going to double block sixth grade reading, sixth grade uh sixth grade reading, seventh grade reading, and eighth grade reading. So, you're right there. That means they're going to lose an elective. Well, what I didn't want to

056do because AVID was a required elective was make them choose between AVID and band or art. Um and so uh we've moved away from AVID being a required elective so that the students can keep their fine arts um and their band program because we've got about 85 students motivation. Absolutely. Even though we have three absolutely we agree. Yes sir. Three my kids do that program. Yeah. I I wasn't going to be uh I wasn't going to cut their fine arts elective. So that's why I asked for uh AVID for us to rethink what we were doing in AVID. Dr. You mentioned earlier there was we're only allowing 140 days that we should be doing 180 days. Is that correct? Well, we in our instructional calendar, Mia, we have 130 about 130 days. Now that doesn't

057that includes teaching days right those are just teaching days we have other days that are testing days right that are um you know that other things will occur during that time but we actual teach the student days 128 130 but we need 180. So, did we hurt the district by going to four days? I'm just because I was I voted for that. So, and I'm trying to trying to make sense of that. Yeah, that I you know that's not really a question that I can answer because I I you know without looking at data. Um, so but I will tell you this, when I came to Kingsville last year and I was at Harold Elementary, um, and we did our first the beginning of the year universal screener. We were using MC class. The triangle,

058right, is inverted here in Kingsville ISD for our students because when they walk through those doors as preK, kinder, they're walking in with a huge academic gap. They have a lack of educational opportunities, right? And so when I say that the triangle is inverted, there are more students that are below or well below grade level than are at or above grade level as they walk in as they walk into the school building. Yes, sir. And it's not correct. Well, we're we've taken great strides to correct that. Absolutely. But we need more. See, and another thing that you're going to hear as we get into budget and staffing, we we pay TASBY for a report. So, they can tell us what we want to hear sometimes. And I'll say that I don't care who listens or

059who hears it. The bottom line is we need that that at that level, that support wherever we need it. I could care less about a tassy report instead of Peter Town. He knows how I feel about it. We fought this thing for 20 years here. It's what we need on the campus and not what a darn report tells us. I'm sick of hearing about that. Well, because of TAS's formula. I don't care about TS. It's water stuff. We need to have How will faculty react to the blocks? beg pardon. H how what kind of staff reaction you going to have to the blocks? Okay, so I will tell you and this is uh speaks to what Mr. Medelis just said. Um so Gillette was uh cut um in science and social studies. We went from

060four teachers to three. Uh but in English and math we remained at four. the suggestion was made, could I or could we um somehow use that fourth teacher in language arts and the fourth teacher in math as an intervention teacher. So in language arts, we are able to accomplish that because we were able to um to again have a full-time sixth grade teacher, seventh grade teacher, eighth grade teacher. Although we just uh received word that one of the individuals that we made a recommendation for has declined the position. So now I'm now I'm still looking for an EL another EL teacher. So we're down one. Um, so we're able to accomplish that it in um in in EL in math. I I'm still looking for two math teachers. However, I can't the and I was

061just looking at the master schedule again and redoing the numbers. I can I can pull that off with half a point half teacher. I need a full but I can pull it off with a point half because of the leftover sections per grade level. Does that make sense? And so, so um so yeah, it's only a half point and half that I could use as an intervention teacher, which I really need a full So if we we you know, that's a half to to meet the the needs. Now, if it was a full-time person, could would it be smaller classes for that half? Uh yeah. Well, I I could then take those seventh graders and those eighth graders um and put them into an a math class with an intervention teacher to that would do

062small groups. Yes, sir. And that's that's that's what this business is all about. I mean, if we were at a solid D or an A, you know, we probably we'd be done to this completely done, but but we're not there, not close, right? We we just need to we need to support these you know you know bottom line I've said it year after year after year and I'm going to keep saying it we have to support the capes but as we all know our challenge is finding you know the individuals and I think uh with DOI thing we we brought in some people um brought in some good people and then we we created positions for the others that were not even core area teachers you know so we we're paying teacher salaries but not

063addressing the core. So, it kind of helped us here and there, but it hurt us a large hurt on that uh with the DOI. Since you're already on topic, do you want to move to the recommendations for Middle School? Sure. Yes. Um the rest of them got So I do want to before Dr. goes on to this slide. If you recall last year uh every time we make these presentations we call this area next steps and this year what we've done differently uh and in conference room 2 Dr. G ever wants to take you guys in there we have an entire wall of a calendar of all our professional development planning that we're doing this year and throughout the entire year. One of the things that we've done is we brought our principles into that

064room to plan with us, review the data, and then ask ourselves, is everything we're doing looking at our data and making informed decisions about what we're going to do next. So, this part usually was what are we doing next steps? This time we've invited the principles to be part collaborate with CNI with myself and put a plan on what they're going to implement on their campus. Our job in CNI is to provide them the training, the resources, the curriculum, but our campus administrators have to implement the curriculum. And this is Dr. Is before we move on. Let me ask one last question. If we go back to some of those categories where we have like 30% meets and above and 70% is not a great level. If the individual principal or teacher were to go

065to that child's report card, what what's shown there? I mean, are the are the parents aware? I mean, if we've got kids that are are are low approaches and they're coming home with straight A's how there is a disconnect. You're right. Okay. There is there is a disconnect. Um, and I get it. It's one test, one day. I get it. Um, I I I just I I I think some of our parents may be confused as to why we're always saying, you know, things are so horrible when it's not their kid because their kid has straight A's. My my question also on the seventh grade accelerated math, how many students in seventh grade took the eighth grade tips? Do we know or was there any? Uh yes, we had 20 22 22 We had 22

066seventh graders that took. So, so if those seventh graders would have taken So the question, you know, let's address the elephant in the room. Okay, why didn't we make the advanced seventh graders, right? Advanced math seventh graders take the eighth grade test. Well, guess what? They were taught eighth grade TE's. So, we would have been setting them up for failure for them to take the seventh grade STAR test. So, there 22 did they all were they all successful? Do we know? Um, I we would have to look at it, but I I remember looking at that, Mr. Melis, and um I I believe so. Uh we thought we were going to have um two classes of algebra 1. Um but instead I think we're going to have to go to one because some of them

067were not as successful as we expected them to be on that eighth grade test. Yes. So going back to your triangle. It's just upsetting. Okay. So we you know we have all these kids coming in not prepared. So we're blaming the kids. No. Where do we blame ourselves? No I and I apologize if that if that's the way it came off. No. That is not what I meant at all. I'm just saying that is a fact. That's the fact, right? Those are the facts. That's what we have. Did I They can absolutely be taught. What is What has been occurring is that many times our teachers, administrators, um, oh well, the student can't learn. They must be they must have a learning disability. Well, that's not true. um they we have not had um and

068and don't ask me why because I cannot speak to that. Dr. Best might be able to but we have not had a rich MTSS what you all might know it as an RTI program. And as a result, when those students come in with those um gaps, teachers think that even though they have the gap, they can't necessarily provide accommodations or interventions because then the grade is somehow inflated. That's the that's the some of the thought process behind um you know that that uh issue. if we had an MTSS or an RTI system in place. We have a Oh, we're going to talk about that. Well, that's something that work for like three years. Well, we have a manual, but the actual training and the people that are going to do it is now in this

069plan. So, we'll talk about that. Okay. Um, yes. And then, my apologies real quick before Dr. continues. Um, Mr. Garcia, you had asked about our u the instructional days and having to fit the 180 and the 120. So, for example, this next instructional um calendar, even though we're on a five day, we have 120 instructional days in which we still have to fit the 180 um that the curriculum is saying that we need. Um that is not with us with the school district. Unfortunately, the way the state has written the advanced math curriculum and the way they have it paced out is that's how they have it paced out. And in their thought process, it's the top 40% is an advanced math. So, they should be able to keep up with the faster pace where

070in our case, as we've discussed, our unfortunately some of our advanced math kids are barely approaching grade level. And so, that's where they're struggling. And so, that is how the curriculum is pieced out, unfortunately. Thank you. Yes sir. Okay. So we reconfigured our u master schedule and we have added what we call a BMA advisory period and it's 55 minutes long. So we have eight periods um at Gillette for next school year. And so part of what's going to happen um in reading and math because is I've asked for um the district to purchase I Ready um for specifically for Gillette Middle School um as an intervention um um option. So in reading uh what we'll be doing is uh the teachers are going to be doing more guided reading. Um we'll be using starline

071question stems uh as bell ringers and as an exit tickets and of course the targeted interventions for our struggling readers for sixth, seventh and eighth grade um that we are using that fourth EL teacher for. Um in math we do have blue bonnet as the curriculum and it is going to be uh including a spiral review of the TESS uh using a lot of the manipulatives and the visual models um also using some data-driven small groupoup instruction and then of course I ready um during grammar advisory in science uh more hands-on labs and simulations what we find is our students are lacking in a lot of the vocabulary terms that are used in the content. And so we're going to be more intentional about how we introduce that. Um and then use the release star

072questions for u the exit tickets and um for bell ringers and the same for social studies. Um more emphasis on the timelines and cause and effect activities. more emphasis on primary source analysis and again vocabulary integration and then exit tickets and bell ringers that are our star questions. And so we have students that um we need to help uh close their academic gaps. So that's why we're double blocking the sixth grade advanced math, double blocking sixth, seventh, and eighth grade reading for students who are classified as below or well below grade level. um the MTSS interventions using I Ready uh during the grammar advisory class uh because MTSS are for our tier 2 and tier three students. Um and then working a lot to inform uh and uh educate our parents about what we're doing

073and where their students are. And of course uh the progress monitoring assessments that we'll be utilizing. Um I Ready is a universal screener. So, we'll do a beginning of year, middle of year, and end of year. We also have uh the MAP test for seventh graders. Um we also are going to have one benchmark, I believe, in the fall and then the star release in the spring. And then, of course, as Mr. Melis pointed out, the uh walkthroughs um and the feedback uh providing that to the teachers um off the walkthroughs. So you're going to have uh as far as the sixth grade even I see and I like that type of blocking. Are you all right as far as the regular math kids? Are you staff okay? They're I mean you might have to

074fill position but with a master uate them with as far as numbers as far as numbers in a class. Yes. In fact, um I did the math and I with 22 students in each section because that's what the elementary recommendation is. I did uh the numbers the sections uh and yes we we do have enough. Okay. Yes. As I mean like I said we're interviewing Thursday for uh one of the vacancies and we still need one more but yes sir 22. Okay, we'll move on to high school next. Hey, hello guys. I had dental work today, so I'm not feeling the greatest. Um, but I'm going to get through this. Okay, for the high school, um, what we're going to look at is we implemented a 9th period, which is a BMA instructional time. um

075with this what we did and we already had the master schedule complete and ready um and we actually sat down and went through all of 900 kids and um scheduled them into their classes um because I had a timeline that I had to get it done by. But um we did do that. Um we prioritized those. So if a student So going back to Mr. Ulis, I think you asked this is um if they're passing the classes but not passing the star, how does that correlate? um and it's not and some of our kids are doing that. So when you look at the data at the high school, a lot of these are retesting kids that have not had remediation um and they weren't assigned to certain classes and so I'll jump into that here

076in a minute. But it doesn't we do need to um look at that more so that way we can move forward on them retaking the class if that's what they need instead of letting them pass and then requesting them to continue to take this test. Um but with the brain the time what we're going to do what we did is we started with our US history kits that um passed the US history class but not the test. So they're not going to be sitting in US history classes and they're going to be assigned to the two US history teachers. So that way they can provide instruction for those kids u 30 minutes a day every single day. We also looked at our biology kids. if they passed the test but not passed the class but

077not the test then um we also put them in um the biology with the biology teachers um when we did that with algebra also but with algebra we have algebraic reasoning so that's an option if they've taken the class and passed the algebra class then we put them in algebraic reasoning if um they did not pass this class then of course we put them back in algebra so they'll be taking the class with that algebra teacher uh to be able to get that remediation before they test Yeah. Um, English, and I'm kind of jumping around on mine because it all kind of goes together on this, but with English. Oh, so, um, that's our prioritized list is if they're not going to be in sitting in that class, then we're going to put them in

078with that bra time. If the kids have passed all of their tests, then we're going to look at um, offering the college spring program for the TSI, TSI, and the ACT uh, program for those kids. We're also grouping them. um my Sky teachers are going to be able to have their case load with them if they passed their test already or been arted out so that way they can monitor them closely and be able to um make that personal connection with them daily. We also have um our houseful kids that have to make up those hours. Um we're going to tie in the L program in there so that way they're still getting the remediation um and getting those state required um hours. So that's what we're going to be looking at at our Brema

079time. I've also talked to my coaches and said, "Hey, if you have kids um that you want in your group that's um already passed tests, so they could be your kids that you're watching and monitoring and you'll see them every single day, uh give me that list and we can go do some movement. But our priorities, we had a priority list and we've already handched every one of those kids, 900 kids into that brain of time right now." So that's one step that we're going to do and add that additional um class. I didn't want to tie it on to another class because I wanted to make it individualized for every kid and what their need is. Um, some of them if they needed say three tests, US history, English, and algebra, well, we put

080them in US history because later down I'm going to talk about what we did with our English three and four and then um and biology also. So, we prioritize those um different tested areas and pretty much all teachers can reach out. If they want a group of kids that they want to mentor and go through, then that's also what this is going to be for. So, it's a little bit of everything, but really targeted on uh giving kids the remediation that they need um if they're not sitting in those classes. Uh targeted instruction, of course, we're going to look at the small groups that we can. The writing skills has been a big um issue with our students. um they write like they text and if you've ever seen a teenager's text message that's what

081we're struggling with. So getting the kids to um to um write um I've also um talked to um one of the new teachers that we're u providing and she's asked for like an AI writing tool. So what it is is it's a program that will grade the students writing similar to what happens with the STAR test. So that way it's not the teacher um grading it, but it's going to be more like what the final STAR test is going to be. So we're looking at those programs uh to be able to implement for our English um our pure retesting classes. So what we're going to do with this is usually if kids um fail English one or two or both um they move on to three and four and there's no pure retesting uh implementation

082because now they're doing this English three and four TESS. Um what we did is we pulled every single kid that failed um that's passed English one or two and failed the test one or more one or both tests and we um set aside in the master schedule retesting periods. So every kid is in an English three or English four retesting. So we know that whole group of kids needs work on start test passing start test along with English three and four teach. So we did that already. every student so far is already scheduled into that and they're blocked off onto the master schedule. Um so that way um they will have that additional support and the teachers are going to know all of these students need to pass the test. So we need to do

083a little more um implementation on STAR questions and and and remediation. Um, algebraic reasoning is, um, I just kind of touched base on that. If they failed algebra, pass the algebra class, then they're going to be put in algebraic reasoning as their next math. And this is going to be taught like a remediation of algebra. So that way they can get that additional uh, support and be able to pass the algebra test that next go around instead of sending them to geometry. They're learning geometry all year, but now we want them to pass the algebra test at the end of the year. So it's completely different in different subjects. English is the one that's the closest. So that's why we prioritize this 30 minutes for your instructional time. Um definitely we want to continue to

084do our walkthroughs. Um you touched on walkthroughs. I can tell you my walkthroughs on that chart is not accurate. I did not type in every single walkthrough that I did. Um I also met with um algebra weekly when I started to notice that the scores were not raised being uh raised up and that we weren't where we needed to be. And so those types of meetings are not implemented into that uh walkthrough. So definitely need to do a better job of entering in the walkthroughs so that way you can actually see because we were in math classes way more than what's on that paper. I can tell you that between Jen, myself, um ADO I know did tons of English walkthroughs. So the numbers look kind of low on that. So we need to do

085a better uh better job of entering into that educia. I have a question. Yes. When you do a walk through, how quickly do you let the teacher know? So what I usually as far as what happened in the classroom and what needs to improve or not or what was seen that was was you know was doing you know right. So, um, with what I do is if I walk through a class and something's doing great, I may leave a note on the, you know, on the teacher's desk as I'm walking out and say, "Great jobs." If I've seen, you know, things happening, if I see things that are in need, um, of improvement, then I'll call them in and we'll have a conversation or I'll stop by, um, at their conference period if it hasn't

086already happened, um, have that conversation. Usually, I I always, my goal is to respond within 24 hours, emails, walk. That's very important. It really is. Yes. Um, oh yeah, and I I touch base on that. Now, I am losing one admin for this next year, so it's going to be even more challenging to do even more walkthroughs based on the TASBY study. So, I'm right there with you, sir. And they all know how I feel about this right now. When you say you're losing one, why are we losing one? The TASBY study. I'm looking at Dr. G. if she would like to respond, but we do have an interim at Gillette um that we we asked both Dr. Zer and uh Dana Moore to share the interim during the week so that they would both

087have that additional support because their focus is, you know, the walkthroughs and getting in the classroom. So, they need to make sure somebody is holding down the discipline. So, this interm walkthroughs? No. I was going to ask also when we look at the numbers at Harvey u and it's a principal and one assistant with those numbers that report just throw it away. I mean that that principal is going to be a support there. So so why why you know we're looking at the numbers that are the same as middle school or pretty close to it. you know that that's not a part-time job and and and I've never been an elementary principal, but they they work harder than anybody. So I I worry about Harvey having twice kids and one A that's so big. Yeah.

088And the only thing that I can share a super high level is that we're trying to align to ensure that we are not hitting our budget deficit sooner than we have to. So the two priorities when it comes to staffing has been one absorbing positions whenever somebody leaves like do we really consider do we need to fill this position and now we close it or then transferring people as we see that one school is over staff which based on the philosophy is nobody can ever be over but there's a lot of systematic things that also need to change so this is the beginning of the plan these are the things now we have to monitor the plan and make sure that everybody's doing all the things that we all said we're going to do to

089hold ourselves accountable because we have a beautiful plan, but if it's not executed correctly, then nothing really is going to change. And then we also have to then see where the curriculum falls into it. And one of the notes that I'm making is we have to be better at sharing um curricular progress with the board. So whether it's every six weeks, whatever the pacing is of exit tickets, of grades, of whatever the the standards are going to be, and then we have to go back and set more goals around academics. Sure. Okay. Thank you, Miss Moore. Dr. Deion, I think she's highlighted several of the ones on the elementary campuses. I'd go over them with you and if you have any specific details on the elementary either she or I can share but we're definitely

090going to focus on the stronger math and curriculum support. So grades three through five will continue to have 110 minutes designated for math 80 minutes of Eureka and 30 minutes for small group. Uh continued implementation of small group lessons with fidelity. Uh focus on math manipulatives. Uh expanded student support. We hosted an advanced math camp in June for all the incoming sixth graders. We personally invited them. We sent out a publicity through the district website. We had 14 students come this summer. So, we hope to continue to expand that to many more students. We hosted a reading camp in June for grades K through 2 and we had 23 students come for that camp. The elementary students will receive tutoring through the grant program which is saved to children. I discussed that a little bit

091earlier. The title one to uh tutoring will be supported by teachers and tutors for additional academic support for reading and math. We've aligned schedules and teaching across campuses. All campuses will follow a shared schedule to allow district-wide collaboration of planning. Teachers will meet virtually across schools for collaboration the implementation of vertical alignment and planning in math reading and science at campus levels. We're going to focus on reading and math fluency. reading utilize reading renaissance accelerated reader the AR component to monitor students level of growth for math academic or I'm excuse me the next one B is reading our reading academy teachers service 168 students districtwide this year they did provide the class for beginning middle of endear data and we saw growth for all of the students that were served in the reading academy, you

092definitely want to continue that program and consider expanding it for math. Uh for math, the focus is on basic computation skills which is adding uh subtracting, multiplying, dividing and researchbased problem solving uh strategies and then as we discussed earlier the DDI which is the uh datadriven instructional protocol uh conduct after assessments for reading, math and science. Mr. I have a question. So for these advanced math camp students and the reading camp, do we know if these are struggling students or they overachievers? The ones for the advanced math camp, those were students that were going to be serviced for advanced math in sixth grade. So that's the top 40% as outlined before in the discussion. kids. The reading camp is for the K through two. That are all the kids that were at risk prior year.

093Those were the one service atrisisk as per identified as at risk as for what? As for what? What data did we use to identify the students? [Music] and then determined who could be better served. So there were many more than 23 if they were invited to attend. Uh we contacted parents, they sent out letters. So we hope that that program continues to grow that not only students that were coming just for summer school but can also participate in some of these camps that we are providing this summer. Dr. also mentioned everything. Yes. like a lot of growth or Yes, ma'am. What we shared earlier were just the students that were in tested grades three, four, and five because we as soon as the scores were coming, uh I told Miss Dr. I mean Miss Williams

094come in. I said pull all the reading academy students. I know we have their beginning, middle, and end of the year class and we'd be happy to share that information with the board at the next meeting. What we've seen, and I'm looking at Dr. are getting on is that the reading academy program works and we they pull those students and they provide that intense reading and I understand and I believe it however you're saying yes ma'am yes and and well we didn't do an average but I can I can say that we served uh 168 students we have data of all 168 and the glean uh information of these students is if they did not make any growth and we're still seeing them struggling in the classroom. I'm looking at Miss Zimmerman because this is

095an RTI uh MTSS practice that now we have the data to support that perhaps that student may have a disability that would go into perhaps a referral and we have the data to support what we've done to try to provide that intervention. So, if you'd like, we can definitely share that data of the reading academy students that did participate this year. What what grades predominantly? Uh, I know we had first and second and third graders, but I know the closer we got to testing, we refocused somewhat and really pulled in the tested grade students that needed that help and really uh honed in on those individuals. Thank you, sir. Okay, the next slide has the instructional focus for the district. So, I do want to maybe just go back briefly and talk about something um

096Miss Selena said when Dr. Bennis I mean when Dr. again mentioned the triangle uh what we've seen and I had a in-depth conversation with uh GMA Garcia recently about uh experiences in other places where I've seen where the majority of our focus and funding should be primarily at the elementary campuses where we provide everything the elementary campuses need to capture the students and remediate like Dr. So the reading academy is one example of that. There are some districts that also have a math support lab and based on data those students because without that Mr. What happens is our regular ed teacher is having to teach the entire curriculum also do small group and if you remember that they have 22 students some of them are sped students some of them are regular red some of

097them are at risk some of them have behavioral problems we're requiring the regular ed teacher to carry all of that some programs that are identified for elementaryaries ries are instrumental in helping the regular ed teacher do quick pull outs to help those students. So that's why we talked about the triangle that we do need to look at our elementarymentaries and provide all the resources they need. Dr. Y has been telling us all year, what are we doing for Gillette? And until we fix elementary, Gillette will continue to have these big deficits and gaps. So we could maybe discuss that at a future board meeting but I did share a plan with director. So for this one at the very top under number one you see professional development for principles and assistant principles. So we are

098going to be providing an additional test training and collaboration as soon as they return. Uh I'm sorry not calibration but is calibration. What we're seeing when you look at that data sir is that uh we have to begin the collaboration part because it's also tied to TIA for the following year. This coming year is our data gathering year for TIA. The following year our teachers may uh may meet the requirements for the money. So the the uh calibration will be vital. We also are going to provide tools to assist with real- time feedback. When I visited with the principles, they said, "Yes, we do walkthroughs. We take our laptops, big laptops, or you know, we write, we take a notebook and then later later we're going to enter all this." So, we talked about what

099instrument do you need to take with you, whether it be an iPad with the program. So, when you walk in, you already enter the data and send it. So we are going to be looking at the pricing to provide that for our principles and assistant principles. We're going to do additional training on the DBI protocol. We're going to talk about training on the root cause analysis which is accountability. And I did mention to you earlier we have the curriculum. We need the implementation and the accountability will fall not only on the city of 19 but principles and assistant principles and every single one of us provide ongoing training for our EL teachers on high impact structural strategies and star align curriculum planning and training on imple implementation of curriculum. If you recall the last board

100meeting Dr. by Skittles talked about the amount of grant funds we are going to be receiving over 400,000 and many of them are for implementation. So the grant will provide us the funding we need for the implementation of our our goals. Number two, the CNI staff will now be placed at all of the campuses. So here you see Miss Flowers will be at HM King but she will also be supporting Gillette because she oversees math and science. Miss Perkins will be housed at Gillette but she also must uh oversee the EL and social studies at the high school. Miss Selena's will be at Harvey which is our largest campus and Miss Alanise will be oversight for Pettis and Harold. So the team will be now housed on the campuses when we talked about MTSS and

101thank you for uh bringing that up again. I can I can uh with good faith say that MTSS or RTI is being implemented primarily at our lower campuses, not as much at the secondary, which is why Dr. Zigg wanted the the the the program for her campus. But now, not only did we create the manual, we did send two staff members to Austin uh a week and a half ago for a 3-day MTSS training. They are coming back uh to do the PD at the beginning of the year for the staff. We are now using a clear monitoring system, which is same goal, which is exactly what sped uses, but they do have an MT RTI piece. So, we're going to just use the same model. We're going to use that data to help guide

102the intervention strategies for each tier. Dr. White mentioned for tier two and three, but for us, it's tier one. It's the implementation of the whole group instruction and the uh the fidelity of the implementation of that. And then D is provide tier support based on academic and behavioral data. So this is now what the district instructional focus will be. And did you have any questions? Yes sir. Yes. Dr. I I want I want to misquote you but you said on 1D um training on root cause analysis you said that you would hold the uh central office and well administrators. I said our our C19 our principles and our assistant principles and you're asking me how how does that look? Yes. Okay. So for our principles when we talked about our walkthrough data yes it is

103readily available to us their priority and what they all did share with you was their plan to be in the classroom to be in every single classroom to ensure that the fidelity of the instruction is happening at every campus. The assistant principles not only help with the discipline but they're future instructional leaders. So they as well have to be there and be able to collaborate with us on areas they're seeing that are not being a number one either following or that we need spiraling or we need to go back to something. What about our CN9 team? I can tell you that one of the things uh our CNI team did the last two year or last year for sure last two years after the second benchmark we came back and created a plan and we

104did bell ringers and exit tickets that is now kept in edge of all of that is now edifyia teachers can see at the end of the period whoa of my 22 students 18 of them got them and the rest of them didn't and I know who they are that quick. So, we've transferred all of that in there. What we've done this summer as part of the curriculum writing besides change the yags from 4 days to 5 days, we went back and created bell ringers and exit tickets for the very first week of school. So, we're not waiting until the second benchmark. We have created and tied the exit tickets and bell ringers at the beginning of the year. So how will the CNI team be held accountable? They're they're in charge of also seeing the

105data like Ursula Alenise will be at one campus. Her job is at the end of two weeks look at the data. Is it happening on this campus? And if and if it's not why not and if the scores are not coming in then what do we need to do to stop to spiral that to end. So it is sir about accountability because we feel very strong that we have the curriculum in place. We have the alignment in place and now it's the implementation and holding. We have we do have some incredible teachers in our district uh that are doing a phenomenal job. And then we have some other teachers that really do need coaching and they need aggressive coaching to build their skills to become master teachers. And I believe it is our job in

106CNI and our principles and APS to help them do that. And I hope that answered your question sir. You know, we look at the CCMR at we said 83 for this year's accountability. Looking at all this preliminarily, I'm going to ask a question. Where do you think we might be? As far as our our rating our rating again, I think uh Tanya mentioned you want to share the timeline because we just talked about it today that these are just all preliminary. you know, we we've uh the team before us would sit there and do mathematical calculations uh and and we are truly following the accountability calendar and Miss Williams is new in her position so she's gone to all the training in the service center is getting guidance from the service center. So you expect

107that to be one time? Um I will get the final student level results for EOCC's July 11th and then July 22nd I will have the final results for 3 through three week. Do you anticipate a big change or big difference and what you can have now what you're going to get. The only changes um that normally happens between the preliminary and the finals are like for example the resores that we sent in. If there's any change um in those uh that will be reflected in the final. Um also any score changes um like for example if a student tested um accidentally who had been arted out then I would submit a score code change of other than scored and those are the types of changes that we'll see with the final will it be a

108drastic change no but there is chance for that change so just by what you see right now you can't predictions I mean words. Yes, ma'am. Uh I would uh with good faith just say that it would be uh probably illspoken if we just made a prediction. Uh it you know it would be I'd rather wait until we do get the final. What we what I can say to end this presentation is we are happy with the growth in reading. Uh we we are seeing the growth in reading in a lot of the work that we're doing. We're seeing it in science, math. Oh my gosh. But yeah, I know we're not the only ones. It's it's across the region and the state, but we do have a lot of work to do. But we feel

109very rest assured that we have a great team, that we have the curriculum, and the implementation part is what will happen this year. Thank you very much, Dr. Vanas and Williams. Um we now move on to item number seven, new business. Um item 7A, by common consent, the board agrees to consider as one action item the following approval of the special meeting minutes of June the 4th and June the 10th uh 2025 committee 7:30. Is there a motion to accept those minutes? Motion Chapa second. Second by Jacob Pis. All those in favor say I. I. Any oppose. Any abstain? Motion carries. Six 7 zero. Now we now move on to uh item 7B which is formally 7G in the agenda. Memorandum of understanding between Kingsville ISD and the community action corporation of South Texas Head

110Start birth to program disability component and kindergarten transitions 2526 we 81 to 88 uh miss good evening uh Dr. Gamma Garcia Mr. Grace and the school board. Um, I am here just to present on the yearly memorandum of understanding between Kingsville ISD and the Community Action Corporation of South Texas which um many of us know it as head start to five program uh disabilities component and kindergarten transitions. So every year we have a memorandum of un of understanding because we do have to uh by law present and um uh provide services for students with special needs there as well. Any questions? Sorry. Okay. So, is there a motion to approve theou as uh written? Mr. President, I'd like to ask legal if they've gone through this as well. Uh, no, Mr. Garcia. I have not

111reviewed that one. I had in prior years. So if there aren't any changes, then it would be approved as performed, but that would be not and this is only going to be a year a year contract. Yes, sir. And uh just to clarify, there have not been any changes. We did update one thing last year. Um and it was because of our data. It was showing that we were doing so many evaluations with Head Start. And I dug into the why behind that. Um, and what I actually found in theou was that um, previously it had it had stated that um, they would initiate the consent for evaluation straight from Head Start. So, I was recommending that and and we updated it uh after collaborating with Head Start that they would initiate the referral for

112it and then our team would get together and work with them and determine if uh an evaluation was appropriate or not and what areas things like that too. So that actually did save us some money and time and still being able to help Head Start teachers as well as the students. Is there any more discussion Dr. That's Oh, I think I think in terms of theou I would recommend the renewal of the in terms of the service that they provide and we had that conversation before as part of the adding to the agenda. President I make a motion to go ahead and accept theou motion made by David Garcia, second by Martin. All those in favor say I. Any oppose? Motion carries 70. We now move on to item 7 C out of state travel

113for HM King High School ban uh from May 27th to June 1st, 2026. Can be found on pages 39 to 41. Mr. Portio Mendes Good evening, board of trustees. Um, yeah, what basically what we're asking for is the same kind of out of state trip that we've had um in the past now that we've gotten past COVID and we've gotten past some of these other things. uh been requested on not only by students and parents and our band boosters. Um but just to return the um the hard work and efforts that our uh especially the the band performing kids do over the course of the entire year uh and have them uh have a recreational trip the end of the year. uh sort of is a great recruitment tool, sustaining tool and something that keeps

114you anything we can do to have these kids you know in the younger grades also look at them and say hey I get to do that in a couple of years then we can get those kids to retain and take those trips it's a trip that um many of the kids will not be able to take and over my 30 years I can tell you right now that many of these kids that have taken these out of state trips it's the last out of state trip that they've ever taken uh you of course finances and again you know single parent homes socioeconomic demographics things of that nature uh these kids are going to be allowed to fund raise booster funds um and over the course of the year that's why I'm bringing it now normally

115in the past I would bring something like this probably in August September but in order to facilitate this for the summer of 2026 um this will give us at least another three months that parents can break this down or guardians or whoever it is and make sure that these kids are able to take this trip. Uh and for many of them, again, it will be the only time that many of these kids will ever have a trip of this magnitude. Um and the company that we use go through uh offer. Uh all these trips are getting expensive. That's the reality of things. Whether you're going, you know, as a family or with students or any groups that they're just exponentially getting more expensive. Um the company that we have used is the same one we

116used for years. And uh again, they offer liability insurance. They offer 24/7 security uh when we're on the premises of the hotel. Uh they have a 247 person in case anything happens because anything wrong that can happen will happen. I I can assure you that. And I'm talking about when you go in, you get the tickets and you get fingerprinted. Uh we don't have to worry about trying to call somebody in Texas on a trip that we are in Florida. Those individuals are there. They're there 24/7. something goes wrong, they're able to come onto the premises and make sure and rectify everything. Again, it's a company that we've used and um everything with them has always been spot on and we're just coming to the board to get approval for this trip again and it's

117also at the end of the school year. It is after graduation. It is one week before summer school starts. So, there's no we're not getting in the way of testing. We're not getting in the way of any of those kind of things. Not that really many of the kids that we have need summer school, but if in fact they did or or were using summer school for advancement or whatever, it doesn't get in the way of any of those kind of uh uh requirements or any anything that they may want to be doing going forward. Do we have any discussion from the board of questions from anyone? No, but I want to commend I don't discussion, but I do want to commend you because I saw it. I'm like this the day passed and then

118I realized it was for next year. Yes, ma'am. And I do appreciate good planners. So, thank you for doing Yes, ma'am. Yes, ma'am. I appreciate the same thing. Uh, and I said, you know, all my kids went through this program and I knew everything for the whole year. So, this is excellent. Thank you. Mr. Mendes, do you need chefs? Oh, yes, sir. Absolutely. membership. I'm a big believer in the fine arts and I know how closely music especially work with science and math and and development there. Yes, sir. But in lie of the discussions that we've just had, how are you notified of one of your students potentially needing some remedial help or are you? Well, no. We keep in contact with everybody and to be quite honest, uh it it's a requirement for us.

119We have to make sure that there still is no pass no play. House Bill 72 that came out in 1986 requires that uh if you are not passing, you are not eligible to participate. No, I get that. But we've already established that our cards don't probably reflect a whole lot of what's going on with with testing. And I'm not suggesting that a kid that does poorly on a one day test should be punished. I'm just wondering how that communication flows between both y'all's departments in case in case a kid's identified as needing some remedial courses or something that could potentially interfere with band time or something. How's all that worked out? We make sure and that we take that a really kind of a moment or in essence a pride for us because um we

120do know that a lot of the times our kids are going to be in the top 10, not just top 10, top 10%. And the the the equivocal um denominator is that we've had some of those kids since fifth grade and we've seen what they do, where they go, where they grow, and what their growth is. And we keep in contact. We we see those kids. We because it's a lot of those kids are very competitive in the nature of what they're doing. And so I'll know sometimes that, you know, some of these kids are going back and forth between, you know, validictorians, saludiatoran, and those kind of things. So we actually we look at a lot of that stuff with those kids to make sure. And uh also, I mean, I don't have it

121with me, but if ever at any point I was brought it brought to my attention, we want to see grades, not just from a uh report card level, we can break down how our kids what they do with STAR and the course, any of those things. And I I can say even right now just off the top of my head, we have probably a 90 90% uh passing rate in all the kids on pretty much everything to be quite honest. And we again that's something we do monitor quite often within everything from I'm talking from whether we have them in the fifth grade through sixth grade and the staff all the way through. It's a moment of pride. We'll tell the kid, hey man, you're real close. You know, you're third right now. You might,

122you know, get on the horse and you're getting after it. You might, you know, push this kid down and be second. You know, it's like a draft. the higher you go up, the more money you get. So, you know, get after it. So, you know, and that's that's what we do. And then, of course, when there is intervention needed, we got the smartest kids in school. You're not good at math, she's great at math. You get to go hang out for a little while and get some tutoring time in. We do that quite a bit. Yes, sir. Same communication take place kind of with the athletic department also. Oh, yeah. Yes. Yeah. before with other uh athletic directors and I'll speak also with Mr. He's not here before. I'll speak for him also. We kept

123very much in contact with kids that we shared or any of those kind of things like hey little Johnny's not doing real real well in this subject whatever like that and I know he's your starting you know linebacker and he's our you know uh top second trumpet player and we need to we need to get on this kiddo and stuff. So we work very well in construction. Absolutely. Yes. Thank you. Any other questions? All right. Okay. So, hearing none, uh, do I have a motion to accept the out of state travel, you know, to Florida for the HM High School ban in the summer of 2026? Motion made by Joe Mirez. Second. David. Motion made by D. Second by David Garcia. All those in favor say I. Any oppose? Motion carries. 70. Thank you. Thank

124you sir. Uh now moving on to item 7D. Uh Coastal Bay College dual credit program memorandum understanding for 2526 academic year can be found on pages 42 to 64. Uh Dr. Bessa nice. Thank you board president. Uh the dual credit enrollment between coastal CBC and KISSD needs to be renewed for this year. Administration recommends that we approve the board of trustees approves thisou between uh KISSD and CBC. I did reach out to Dr. Sandival who does oversee this and he said there have been no changes from the year before. Then why is there so much in red? I mean we've got like okay on page 43 I did see that it says each party shall solely be responsible for the legal there's some it looks like there has been some editing done to this and

125some changes made and I my question was who made the changes and and have they been have they been thoroughly reviewed Mr. atics. Do we have a chance to review this or no doubt I don't what we can do we can wait to to I don't know if those were made in error meaning that they were supposed to be deleted and the changes were accepted or it's just part of the changes that had to go back and forth and reviewed. Um when what when I asked the question to Dr. the model was like, "Is there anything there additional fees? Is there a cost to the district?" And the answer was no, but I hadn't looked at the red edits. Um, and and the reason it caught my eye is that there there's quite a few.

126And then when we get to our page 52 written over their number, um there's there's quite a bit of change regarding what our counselors are now required to do um and what their counselors are are required to do. I just want to make sure that that's not adding any kind of undue burden on our counselor not already not being done has an option if you prefer you can pending administrative way it doesn't have to come back to the board if it passes muster by both parties. So, do we have a motion to approve pending legal and administrative review? Second. Motion made by Brian. Second made by M. All those in favor say I. I. Any oppose? Motion carries. 70. And we now move on to item 7E, District of Innovation Plan Amendments. Uh, Dr. Holt.

127Dr. President, members of the board, uh we come to you tonight with an amendment. DOI was established two years ago in the first year. We'll go over what was uh proposed and then last year it had some changes uh in July and we'll go over those as well. On June the 10th, I had come to you with uh in the workshop to go over the district of innovation. So in 2015, House Bill 1842 actually the Texas education code created the district of innovation which gives uh independent schools a little bit more flexibility available on certain types of interventions. Uh the reason for district of innovation would include the fact there was more. Excuse me. It's not going this one. Yeah, sorry about that. I'm pushing it. It's going nowhere. Um local control, more customization, autonomy,

128and flexibility within the district on certain types of exemptions. Although there are a number of exemptions, KISD chose the ones that you see before you. Uniform school start date, minimum minutes of instruction to school daily, teacher certification, 90% rule, and school health advisory council. We are only seeking an amendment to two of those exemptions tonight. When I brought this before you June 10th, uh we were looking at uh currently the Texas code requires all teachers to hold it teaching certification issued by the state board of education. And December 2022, you voted at the initiation of the district of innovation plan. You voted to have CTE and STEM considered for exemption under teacher certification. In July of 2024, you expanded that to the core areas K through 12 and fine arts. More specified. Exemptions are not

129allowed and have not been allowed for special education, bilingual, ESL, and preK. On June the 10th, we went over the following and there will be some changes and I'll explain why. But in June of 2025, early on June the 10th, we looked at the steam courses which would again ensure that we would have fine arts included. We also talked about lo which is languages other than English. So your Spanish anything like that. Currently we do have a DOI teacher in one of those. uh retain core exemptions uh K through 12, career and technical education or CTE, added innovative innovative courses and dual credit as long as we project by the standards of the partner partnering colleges which is required in the MLS as well since that date and that wasn't very long ago I realize

130since that date, House Bill 2 was handed down uh June the 4th and upon looking at all the changes that House Bill two presented, these are the changes that directly affected. Although this is the broad view by all means, it's very specific in the code, but these are the broad views of what is going to happen with DOI. According to TEA, it will prohibit uncertified teachers in foundation courses, reading, math, science, and social studies. And it gives us a phase out plan uh in K through five in reading and math will end uh in 2026 27. All other grade levels will end in 2027 2028. It requires parental notification when using uncertified teachers. It will allow the commissioner to grant extensions uh of his choice, his or her choice through 2029 2030, but of course

131we won't know what that is. That will be based on individual decisions by the commissioner. It will prohibit after this phase out of the way we interpret it prohibit the use of GLI for uncertified teachers. That will not affect however ACP programs and things like that that we also unify uh utilize or standard district certifications that we can still use. But based on that information and those changes that are coming forth out of House Bill 2 and knowing what's coming uh for us, we are now modifying what I presented to you on June the 10th in these specific ways. So we are saying that K5 exemption that we had requested for all now be only science and social studies and not reading and math. and the leadership team also looked at the testing and the

132scoring where we are on that to help make that decision. It would be allowable for one more year but and we always seek by the way to hire certified teachers or those teachers that are uh eligible for a permit under under ACP program. So that is always the case, but we are looking at now with that going away and only allowing us a year to not hire reading and math teachers K through five uh based on what I just stated for this next school year, but to retain the science and social studies areas. I have a quick question. Yes. The parent notification when using uncertified teachers, that's a requirement already. It is a requirement, but there was it was allowable as an exemption. It is no longer allowed as exemption. So, I just wanted to

133make sure that that I read what TEA is putting out. So, these changes are really just for the court. It's not for like people that are teaching the CTE or any other classes. No, ma'am. And and we'll get to that. So, it really is just for the core areas. They're probably looking at the same uh testing uh information data that we're looking at. Maybe they're thinking that it projects back to this imp in part. I don't know because most districts across the state and I'll give you a website at the end. They have exemptions in here for more than just CTE and STEM classes as do we. But everybody's going to have to come back off of that. One of the challenges and one of the reasons we look at this as a leadership team

134and going ahead and starting to phase out early is that what we don't want to do is continue to hire DOI teachers and then we have to if they do not get certified then we would have to look at one bulk in a time span of multiple DOIs that might not be certified and that might be challenging for the district. Uh the second thing we're recommending is a 6 through 12 extension for only 2026 because it ends in 27 28. So we would give that one more year through 6 through 12 for all areas including reading, math, science, and social studies. But then only one more year and then we would do away with that and they would have the same year to be certified as as the K5 exemption question that K to exemption

135for science and and it says not reading and math. So this year we're not going to DOI reading and math. That's what we're that's what we're saying. have any current? We have a now it won't affect the grandfather because we'll phase those out. Okay. And and we'll talk about that. This is we will just not hire new ones in in reading and math only. we'll still hire deal I possibly if needed if we can't find certified or we can't find ACP then we'll still hire in science and social studies for elementary and then we'll continue that and then 6 through 12 next year we'll do the same thing we're doing this year uh but we'll start phasing that out and not using that we have some right now what are we going to do yeah

136we're not going to kick them out uh but we did go over some things uh in our meetings before and I and again I'll go back over that So I we've kind of tightened that up because of this ruling. Uh again, parent notification when using uh uncertified teachers and but this will retain this goes back to your question miscellaneous retain exemptions for CTD fine arts dual credit and innovative courses. It this uh it requires a sunset plan or provision to for us to submit what the plan is going to be. So this will also be a part of that plan. We'll submit to CTA. Also through the plan we have added we added uh several things which we had uh discussed several weeks before even the presentation on June the 10th that we currently did

137not have in writing specifically how many hours would be required. We're keeping uh as a part of the amendment that I did present to you that we will look for 24 hours in undergraduate or graduate hours in the subject area they will be assigned to. We will not expect less than a minimum of 15. So they will have to come in even if they are DOI and we keep them they will have to have at least 15 hours participation in at least 30 hours of professional development within the first year of employment. This category is is more directed to classroom management and the instruction which also falls in line with the plan that CNI has for schools. uh assigned a mentor teacher that remains the same with a minimum of three years that we talked

138about the maximum of one year to obtain certification. When I presented to you on June the 10th, we said two years, but now that this is phasing out more rapidly um or actually we weren't even aware of the phase out, but now that it's phasing out, we want to move that to one year uh to accelerate everybody getting their certification. contracted as non-certified professionals. That's just to let you know what type of contract they'll be on. Rigorous evaluation by the same criterion as certified teachers. So in other words, teach test will be the same for them. I may require them to present a demonstration lesson to a hiring committee. Uh we also address in an intern or out of state teacher certification. actually have two right now which I found interesting that are coming from

139out of state. So it's a good thing we do this. We don't always have a lot coming from out of state actually more international teachers than than that but we do have two right now that have applied and and looking to be certified here. So it's a good thing we addressed that CCG hiring criteria which we went over were pretty detailed industry certification two years professional or work experience for some of the high points of that an associates or higher degree and then also the implementation. We kept that with uh the district of innovation certification committee being made up of human resources, curriculum instruction representation, campus principles or administration and CG director or coordinator. Do we have any questions on that part before we move to the next amendment? Okay. The next exemption that we're

140asking for an amendment of is the school health advisory council. It allows the district to decrease the number of meetings and modify the community input required by law. So we went from holding five or six meetings to holding last year we held three meetings. um they have not been well attended and I'll just speak from my experience here for the last four years we have not had actually even a council on as far as governance over that council it's very hard if you go and read districts that are about our size or smaller across the state they have also proposing what I'm about to propose uh to you as well and that is a Kingsville proposes full exemption from the statute. The small size of Kingsville ISD and the community make a SAT committee redundant

141as the members of the community, parents and teachers are often the same individuals and the stack requirements are restricted for a small district. Um again without even even having a chair or a co-chair or any of the officers even being elected or present most of most of the time makes it very difficult to run this program and we feel that there are other ways as leadership that we can still address the curriculum uh questions that the community has and maybe offer some health and wellness uh Saturdays. to make sure our postings are um richer on the website. So there are things that we are looking at CNI. This will move uh to the CNI department as far as governance of of Shaq or at least getting the information that Shaq would have had provided. So

142Dr. don't have a plan in place yet. I understand but right now there's no formulating plan. Yes, you have just amending it, right? Well, if if you agree to this, we will make a richer plan, but right now it is to address that through, for example, Max Cobilia and Dr. Sandal held a health and wellness Saturday at one point. It was very it was well attended for for a first one. And so we think that's much better than trying to have meetings and only two or three people show up on an evening. I think we can get two, three, 500 or hopefully even more of the community involved. Um some possibilities of having some trainings online that parents can look at, uh having the curriculum for health uh posted, making sure our wellness policies are

143posted and we're going through currently revision. So all those things although not in a written plan just now based on not knowing what you'll adopt all of those things will be plus much more I'm sure. So the shack meetings are after hours. They are they're they're usually 4:30 to 5:30 or or 5 to 6 because I know well where I work we have during the day in in prior districts um that I worked in we had them and we wouldn't provide much. I will say that those were larger districts. So if you have uh if you have a district that's has 60 schools in it and you have 30 people that show up, if you still look at that in the broad sense, that's not that many. We have five just like Kingsville and I

144can honestly say we've got a good 50 60 people. That is amazing. So it's a lot. It's a big crowd. We have tried multiple ways to present. We went to all the open houses and handed out brochures and talked to parents. We offered Zoom meetings as well. In fact, one of our probably our highest attended I might be speaking. There might have been one other one this year that was a little bit bigger. One of the biggest meetings that we had had 17 people in attendance, but 12 of them were actually on Zoom. So we we've offered alternative ways but it has not been um attended very well. Who does parental involvement? Um Mr. Selia does that involvement that really brings in the parents and and he changes opinions as well. Any questions on that?

145Other questions? Our next steps will be uh obtaining your board approval. Then we will submit the DOI to TEA. Post the amended GOI on the website as required. Review any policy implications. I can't talk tonight. uh in case there's anything that we do need to revis and policy uh and district communication and implementation. So there'll be some training on the especially with the current DOI staff with new DOI staff entering and all the PD hours the certification requirements requirements and tracking them and making sure we follow through with that. And the last page is just if you oh excuse me it's just if you wanted to go and look at other districts of innovation plans if you go to tea then there is a site where you can look at all plans across the state.

146You have any more questions on the board? So, all of the changes that you just went over are in the policy that we're looking at that has been presented to us. Yes, sir. And the only thing I've changed was that one page based on House Bill 2 information that was just sent to us. That's the only thing I've changed even from what was presented to you on June 10th. Everything else remains the same and it has gone through legal review. Any more questions? Okay, hearing none. Is I a motion to accept the recommendations for the district of innovation plan as presented by administration. Motion made by Jake Perez. Second by deas. All those in favor say I. I. Any oppose? Motion carries 70. Thank you very much. We now move on to item 7. Teal,

147alternative approver. Dr. Vess, did you have a presentation? Thank you, board president, members of the board, and Dr. Gama. Uh the background information on the teal alternate approval is that there are numerous district teams and other teal system reports that require official approval by a hard deadline. Currently only the interim superintendent has access to approve those reports. The school board can approve an uh alternate approver in case the interim superintendent is not able to approve uh the submission by the deadline. So the interim uh superintendent would still be the primary approver for the district, but Dr. Peter Pittz has extensive experience with the different teal submissions uh that need approval. So the ad administration is recommending that the board uh of trustees approve Dr. Peter Pittz as the alternate teal approval. What kind of reports

148would he be approving? you know because there's pain submissions uh reports that uh are happening throughout the year uh and there's some through sped as well that we have to submit on the SPS director can you speak into the mic so I can hear you at home yes sir okay so special doesn't do her own submission she does her submission but the final lift going up to the teal piece has to go through it would go down to Dr. but doesn't tell her to do it the grants. Uh but Dr. uh Pittz does do all of the uh the um budget uh pieces and so he typically has to submit all we're requesting is to have a second approver. So like who does all the federal grants because I mean I did right. So Dr.

149Pittz, Dr. Pittz and Dr. on the do all the grants and so they do submit but typically he would send them I guess to Dr. Bennett at that time. So we're asking just to have a second alternate. So what what would happen and when this came to be is that we realized that the single user was being used by multiple people which I believe is actually so we want to make sure that if I'm not able to submit for whatever reason the person that is logging on is the actual person. So that would be Dr. rather than using my username and somebody else using it. If that makes sense. Problem. Yes. Yeah. So, we're asking for a second user at this moment in time uh to make sure that we are showing whoever is actually

150the actual commission. I think I think being shared or until I don't think it's being shared, but a share. I mean what I mean is I could get it from you to enter something if it was I think it would be done with permission. I don't know. Yeah, I understand that. Yeah, we want to make sure that that in the future if somebody else it still can be used for that like Dr. Dr. B and I can sit together and we can submit on my behalf. But if somebody's going to come in on a Sunday to submit something, we want to make sure that it's the designated designated that. But I think everyone should have their own deal account. Like if you're a spend director, you submit your reports. If I'm the federal director, I

151do my my grants, my reports, my whatever it is. We can and we can look into that. Yeah. There's multiple I know submissions. Yes. So, we want to make sure we want to move to make sure that whoever is submitting whatever they're responsible for is actually the person that is logging on and submitting. And you know what, Dr. IA is because whomever submits it, you're going to be the one to receive notification from DEA. So, say I'm the special director of Madrid, the superintendent submitting all these reports and if you don't tell me what came in, then we may not meet the deadline. Yes, for to do their own. That's why I I've been forwarding a lot of wow. So I I think our recommendation should be if we approve this at least one alternate

152approver but I think it needs to be brought again to the board where everyone that has a submission report have their own tables. I think we need to so we can do that now right because it's not presented in the uh description we'd have to kind of bring it back to have everyone have their own teal account. Correct. That's correct. Okay. and the superintendent can give permission to go through, you know, because really I mean I would I would hate to be in that position because to me it sounds like it's so it does it require board approval or no to apply. So doc Dr. Gagaria can essentially give them access. We can we can decide. I still want to let you know who has access to. I think it's important for the board to

153know that once we decide who who are the folks that need accounts, we will sh present that back to the board. Okay. So So at this time, is there a motion to accept the recommendations made by administration on an alternative? Salute. Motion made by Brian. Second. Second. Second made by Joe MZ. All those in favor say I. I. Any oppose? Motion carries. 70. We now move on to item 7G, which is formally 7B, discussion of possible action regarding the efficiency audit. Um, can be found on pages 31 and 38. Mr. Josh Haney from OKAC will join us via Zoom. Hello. Um, can I just get confirmation that y'all can see my screen and hear me? Yeah. Yes. Okay. Wonderful. Thank you. Uh, well, again, sorry, apologies that I couldn't join y'all um in person uh

154for this meeting. I'm coming to you live from the uh Texas Rural Educator Association conference. So, um, thanks for accommodating me um uh with this virtual presentation. Um if y'all will recall uh during my last uh presentation which y'all we kind of walked through the requirements around a a TR an efficiency audit um what uh what what an efficiency what an efficiency audit does what our process is uh for providing that um I'm going to um just in interest of time I'm going to focus uh this evening on uh the impact of a TR um and uh uh sort of the again the options available to you um uh through that process. Um so again, I believe I presented this last time, but just kind of recap um you all currently levy uh 1383 cents

155uh within your total allowed uh number of pennies in tier 2. You can see in that gray box there, you have 17 cents total in tier 2 uh portion of your M tax rate um that districts can levy. You guys had previously gone out for a TR prior to House Bill 3 back in 2019. House Bill 3 in 2019 compressed your 17 cents down to 1383. Um, and so you now have an option to go back out and sort of readopt uh the remaining 0.0317 cents under that 17 cent cap. So uh that's sort of the u the statutory framework uh and the historical context leading up to this moment. Um and uh again I talked about uh last time the the TR timeline. Um you will need to select the auditor generally speaking four

156months uh prior to the election. Uh that would be uh July 4th given that the election is uh November 4th. Um going for a TR does adop does uh move up your tax rate adoption timeline. you need to adopt your tax rate and order the election 78 days before the election date. Um so we'll be making sure that you all um uh meet all of those those timelines. Um if you were not going out for a T, you would have until September 30th to adopt your tax rate. Um and then the uh the results of the audit must be posted to your website um a month before the election. uh and you must discuss the results of the audit at some point uh in a public meeting before the election date. As I mentioned last

157time, generally we we advise y'all to have that open meeting uh to to correspond with the the time uh in which you publish the results to your website. So again, around a month before the election. Um but uh you do have some flexibility there on when that open meeting is held. Uh and of course all of this would be leading up to the November uniform election date uh uh listed there. Um you can see here the impact uh to your uh maintenance and operations revenues. Um again uh you guys have I apologize that slide should read 1383 cents in in tier 2. Um uh you have the option to go up to 17 cents in tier 2. Um this would be uh sort of permanently going up to 17 cents. Um uh um and then

158those 17 cents would sort of persist in your tax rate going forward, your M tax rate going forward. Uh you can see the impact here. It would increase tax collections by just over 300,000. Um the state would uh generally speaking in school finance as you adopt additional pennies in your tax rate. the state does match uh those to a certain extent. Um that would be true in this case. Uh the state would kick in around another $200,000. So a total impact for the uh additional pennies would be you're looking at around half a million dollars. Um and uh um there were some questions around um uh the impact of defeasants and all that. I'm going to save those. I I I need to I understand Dr. Pitts is is is out uh this meeting. I

159want to um uh sort of go through some of the specific details on that. Um but with him before we we get into get into a public presentation of that. But um generally speaking, there is a um uh uh within Senate Bill 4 and Senate Bill 23 that were passed this last session will go to the voters in November. Uh there is a new provision in both of those bills that would uh if the district moves forward uh with an INS rate that includes revenues above the minimum debt payment uh per year debt schedule. Um that could result in um the state uh uh sort of clawing back certain portions of your INS state aid. Um and so I just kind of want to describe that generally for you. Um that is part of again

160Senate Bill 4 and Senate Bill 23 that still needs to be approved by voters uh in November. And we still need guidance from the agency on a a couple different technical aspects of that bill when they will when the agency will determine when you have a surplus. Um we don't know exactly how that determination will be made. um and just sort of the specifics of that calculation. Uh those are all sort of key questions on what exactly the impact will be if you do decide to move forward with the defeasence. Um the agency has only addressed uh the um elements of House Bill 2 related to the teacher retention aotment. Um the agency hasn't put out any other guidance or or um addressed the um elements in Senate Bill 4 or some of the tax

161uh rate uh elements. uh elsewhere um uh uh that were considered this session. We understand further guidance will come in July I think is the latest u timeline we got from agency staff on on those items. Um so I have a question. Yeah. Go ahead. Turns what you're saying is school districts by uh these um that are still by voters uh school districts will be penalized for paying off their debt earlier. Is that what you're saying? Yeah. I mean, if I could I mean, I'm just kind of play devil's advocate. Again, obviously I personally and as a firm, we don't we were not supportive of that particular policy, but if I'm, you know, sort of u playing devil's advocate there uh and articulating the other side of the argument, they would say you're overt taxing

162your taxpayers. um you need to adopt a rate that is um in line with the bonds that were approved by the taxpayers. Um you know, of course, I to I absolutely recognize the long-term benefits for your taxpayers of defeasance, right? You avoid all these future interest costs and I uh fully support it as a debt management strategy. Um but that would be sort of how I think the other side would would frame their uh their argument around um the use of diffuses. Thank you. I've got a question also. Yes. that 2025 is not a traditional election year, but you're saying that there have been some Senate bill some something enacted requiring a state election in November of 2025. Correct. Yeah, there's um there's a number of different uh what are called joint resolutions that were

163passed. Um so Senate Bill 4 has a corresponding joint resolution that will be approved as as a constitutional amendment uh this November. Uh that that amendment will increase for example the homestead exemption from 100,000 to 140,000. Um, Senate Bill 23 will increase uh a similar kind of exemption but just for over 65 and disabled taxpayers currently at 10,000 if approved would go up to 60,000. Um, and so and those two kind of stack on top of each other. So if you're over 65 dis or disabled uh and you have a house less than $200,000, assuming both of those pass uh you would be fully exempt from from school property taxes. Um, and there's a number of other there's a number of other resolutions as well. Those are just the two main ones. So, if we

164were to do a TR, it would have to piggy back on that election, correct? Uh, correct. It would be on the same ballot uh for your voters. Yes. Okay. Um, but there's nothing else. There's no municipal. There's no national. There's no other state. I mean, nobody's running for anything. It's just going to be like like as if they're constitutional amendment type elections. Correct. Whether or not there's other elections, I I don't know. That's going to depend on the other uh entities uh in your area. Well, I'm telling you, there's not. Um, so if I understand TR I I understand, but it's not easy to get the general public to understand it. It's not. And it's it's the general public sees tax, increase, move, shift, and and in their minds something's going hay run. Why? They're

165already all hacked off over property values. What the hardest thing to explain to them is that this is got a benefit to them. their school taxes are actually going down tremendously because of the the move to 140 and even what I don't know what happened to the 200 but at one point that was being that was being touted also. So we've got we've got absolutely no impact to them whatsoever. Um if if if anything it's going to be a decrease, especially if we're going to be forced to pull down our INS to match what our our true debt schedule is going to be. So they're actually going to see a savings from all this, but they're not they're not going to see it that way. They're going to see tax and and and TR. So

166there's a huge huge educational process that has to take place. between the board members, between the school staff and in the community. Um it's it is a huge educational process that to to explain to them why this is being done. I would I would go ahead. I'm sorry. Go ahead. No, go ahead. I was just going to agree with you. Um I think um you know we can our firm can help with some of that communication. Um, I would agree where I, you know, with where I think you were going with that in terms of focusing on the impact to the levy of an average homestead, for example, right? You can, we can, we sort of calculate the um average homestead in your district with the homestead exemption in place at the at the um,

167you know, post TR rate. um and sort of prove out to your your community that once you put all the p the pieces of the puzzle together um you know what what that what that true impact is um and and not isolating just on on one particular change. Gotcha. part the part of this when it was presented back in the workshop that appealed to me was the whole efficiency arm because I think that's something that's gonna benefit this district whether we do a TR or not. I I I truly believe that. I I have a hard time believing that we're going to be able to get a TR approved whether we go ahead and have the election. I don't I I don't know. Um, I think a lot of that would depend upon the the

168cost that would be incurred upon us. But it is it if we had no intention whatsoever of doing a TR, could we still engage the efficiency audit? Yes. The the only thing I'd say is for the efficiency audit requirement, we have to follow very specific guidelines from the state. Um and those specific guidelines um in my personal opinion um they I think they they they there is good analysis that's done with those guidelines. Um, but you know, if I was on a school board and wanting to really dig into our efficiency, I think there may be additional metrics, additional lenses through which I'd want to uh uh conduct the analysis. Right. So, what you're what you're putting. Yeah. Yeah. So, again, I'm not saying the state required efficiency audit is not useful. I think it

169has a lot of good information in there. Um but I think um maybe there's a opportunity to do an efficiency audit plus or something in addition to that to um more directly I think answer and address some of the the concerns you may you may be looking for. Right? So I think I'd encourage you all to look at those LBB guidelines. I think we linked to them in our last slide deck and if you need them to re need me to reshare I'd be happy to. Um but just take a take a minute to they're also published on the LBB's website but um take a minute look at those uh see the kind of information um that that would be generated through the state efficiency audit um and uh uh and then I we're happy

170to share some example efficiency audits we prepared in the past so that way you can kind of really see what you'll be getting out of that process. The other thing a thought occurred um going back to your previous question on how you would sell this efficiency audit or sort of what the what the messaging would be. Um I think one one key point uh you know coming out of House Bill 2 is um you know you had dedicated funding in House Bill 2 for teacher raises. You had dedicated funding for certain um uh uh uh support staff. um you do not have dedicated funding in House Bill Two for uh teachers, for example, with zero to two years of experience. I mean, you know, they they can get some of that money from the support

171staff retention aotment. Um but that retention aotment for support staff is not a is not um I don't think it's going to go as far as a lot of districts would have liked. Um and so you know there are elements in household 2 that provide dedicated raises but um they don't cover the entirety of your staff right so I think that can be part of the story part of the uh communication that occurs around this TR is this can help position the district to um you know provide to to you know support uh all of the hardworking staff that you guys have in Kingston. Um, and so that would that would be uh, you know, I think one piece of the puzzle uh, as we lead up to election day. Um, any other questions? Any

172other questions from the board? All right. Uh, I have a question for legal. Um, do we are we required to read the resolution, Mr. Maddox? No, Mr. resident if it's in the board book and part of our public office actually. Okay. So, hearing that, do we have a motion to accept the U discussion possible action regarding the efficiency audit? Is there a motion? Motion made by Jacob Edis. Is there a second? Second. Second made by Joe Mirez. All those in favor say I. I. Any oppose? Motion carries. 70. Um so now move on to item number eight, close session. The board will enter into close session in accordance with Texas Opens Meeting Act, Texas Government Code 551.071 and 551.074 074 to deliberate and consider the following. Item 8, A, consider and deliberate regarding the resignation

173status retirement of contracted employee uh director of special education. Item B, consider and delivery regarding an additional attendance compliance officer position. Item A C considering delivery regarding an additional speech language pathologist decision. Item AD, consider delivery regarding the applications for Kingsville ISD superintendent position and applicants to be interviewed. And item AD, discussion with legal counsel regarding legal and personnel matters. Um, no action will be taken uh and we will enter into uh back to until we return to open session. We are entering close session at 8:10 p.m. and I to you can now please go home and enjoy your time. Thank you. We are now return to open session to take necessary action on matters which the board may discuss in open session and upon which action may be taken. We are re-entering returning to

174open session at 9:43 p.m. Uh so going on to item 9A, discussion and possible action regarding the resignation retirement of campus employee director of special education. Is there a motion to accept the resignation retirement motion made by Delma? Second. Second. Second by Joe Mirez. All those in favor say I. Any oppose? Motion carries. 70. Moving on to item 9B. Discussion, possible action regarding the additional attendance compliance officer position. Is there a motion? So move. Motion made by David Garcia. Second. Second by Jacob Pettis. All those in favor say I. I. Any oppose? Motion carries. 70. Uh moving on to item 9 C discussion and possible action regarding the additional speech language pathologist position. Is there a motion? Motion made by Delma Salenas. Second by Martin Chapa. All those in favor say I. I. Any oppose?

175Motion carries 70. Um item 9D discussion and possible action of the number of applicants to be interviewed for Kingsville ISD superintendent. I don't know if there's a vote on that. Is there no action needed? No action needed. Okay. There being no further action, I do hear adjourn this meeting and we are adjourning the meeting at 9:44 p.m. Amen.