001Monday, April 13th at 6 p.m. in the boardroom of the Robstone Administration building, 801 North First Street, Robstone, Texas, at which time the agenda items will be discussed. In the course of the meeting, the board may change the order of business at its discretion without advanced notice. First item on the agenda, call to order. Roll call. Iette Vos present. Eric >> present. Chess Martinez present. >> Lori Garza present. Not with us at the moment. >> Eric Gyos, Mario Messa Jr. and Bobby Marupin. Next item on the agenda, moment of silence, prayer. Dr. P, would you like to lead us in prayer, sir? >> Yes, ma'am. Thank you, Madam President. If you all will bow your heads with me. Father God, we are so grateful for your presence this evening. Heavenly Father, today we celebrate all
002of the work and love that these students and staff and teachers and community have poured in to Robson ISD, Lord. And we thank you for the strength you've given all of us to do your work here in Robson ISD. Lord, you tell us in Paul 86 that our mind is to be governed by the spirit. If we do that, we will have life and peace. And with that, Lord, we pray for the Mukin family and give them peace tonight as they deal with difficult loss. We ask all this in your son's name, Jesus Christ. Amen. >> Thank you, Dr. Quig. Next item, pledge of allegiance to the flag of the United States of America and to the republic for it stands, one nation under God, indivisible, with liberty and justice for all. Texas flag. I
003pledge allegiance to thee Texas, one state under God, one and indivisible. >> Thank you everybody. Next item on the agenda, our vision and mission statements. Trustees, >> our vision statement is to ignite brilliance and impact lives by providing transformative learning opportunities that empower students for generations to come. Our mission statement to empower, inspire, and invest in our students and staff, igniting the best version of themselves. Together, we positively impact our community and the world. Next item on the agenda, public participation. Miss >> none. Thank you, Missa. Next item on the agenda, awards and recognitions. Dr. Quig. Thank you, Madam President, trustees. This time, we'd like to invite Katrina Alejandro for a riveting celebration tonight. Wow. >> We do have a riveting celebration tonight and we are going to begin with our Proud Your Picker Awards.
004Um, we have two employees who will be receiving the Proud Your Picker Award. I'd like to call up Mr. Ron Lver and Miss Ana Chavea. Totally. >> All right, Mrs. Shetta, Mr. Lober, come on. All right. >> Yes, we we have a few things to say. And Mr. Martinez, Katrina's gonna read it, too. >> Oh, she is. Okay. Okay. You got it. Okay. You got it. All right. So, this past Tuesday was a baseball game against or last Tuesday against Cal Allen. Um, so tonight we're recognizing these two individuals who have gone above and beyond. Um, during the baseball game against Cal Allen, the scoreboard may not have reflected the outcome we hoped for, but what happened beyond the field showed showed the true heart of a picker of Picker Nation. After two Cal Allen
005players hit home runs, a spectacular a spectator approached Mrs. Chaveveta asking if there was any way to locate those balls to the family so the families could keep them as special keepsakes. Without hesitation, Mrs. Chaveeta reassured them that we would do everything possible to locate those balls. Mrs. Chaveveta then reached out to Mr. Lver, who stepped up immediately and went above and beyond. As Mr. Martinez worded it. He was climbed onto the roof to retrieve the actual retrieve the actual balls um that were needed. Thanks to their determination and compassion, those families were able to take home lasting memories um of that special moment. This act was not about rivalry. It was not about wins or losses. It was about character, compassion, and respect. And in that moment, Mrs. Chaveeta and Mr. Bover exemplified service,
006one of our core values at Robstown ISD. They showed what it truly means to be a cotton picker. We led with heart. We serve others and we go the extra mile. So, thank you both for that. I just want to add to that. I um I actually nominated uh Mr. Lover, Mr. Chavea for the proud pickle award. I just want to say thank you. Um what we would have expected you know people the rivalry between Kalan and Robson is real. Um and when um that spectator approached Miss Chavea, her comments were I feel like we can ask you but they told me not to because y'all wouldn't do anything. So, um, you know, what they did reassured them that, you know, though we're we we're rivals on the field, uh, we're neighbors with community. So,
007thank you, Mr. Lover, Miss Chavea. And, um, I had gone to go get some baseballs, but they were old baseballs, so they weren't even the right ones, so I was like, "Okay, well, I'm sorry." But, thank you again for literally going above and beyond, sir. Thank you. Next up, we have our superintendent igniting brilliance awards. And these will be to our state powerlifting teams. Um, and I know there's a lot of y'all, which is great. I'm going to read a little something and then I will call you guys up individually. All right. So, as we know, tonight we are recognizing our Robtown Early College High School student athletes who have made history. Um, the Robstown girls powerlifting team has made history securing their fifth consecutive ths WPA state championship at the state meet held on
008March 20th, five times. So leading the way was Paloma Calderon who earned first place in her weight class along with four outstanding outstanding honors including outstanding lightweight lifter, overall lifter, outstanding lightweight squat, lightweight bench press, and lightweight deadlift. Additionally, top finishers included Kaylee Galvan, Katarina Eera, and Gavigail Martinez. in his first year coaching um coach Tony Rammon was named most winning coach of the meet. Great job. So at this time we will recognize the girls and then we will go on to the boys. So first up we have Ariela Variel senior. She also got well she got 12th place at the meet and then she earned second team academic all state. So brains brains academics. Next Katarina Era. She also was on the um elite elite team academic all state and she earned second place
009at the meet. Kimberly Lemon Ernnandez Jr. and she earned sixth place at state. Leia Vela, sophomore, and she earned 11th place. Is she here? Okay. Kylie Galvan, senior, and she earned first place. Paloma Calderon, senior, first place, outstanding lightweight lifter, overall lifter, squat and deadlift and bench press, everything lifter. Um, Juliana Castillo, freshman, and she earned 11th place. Great job, Gavigel Martinez, sophomore, who earned third place. All right. >> Is coach Katie Reese here? >> I didn't see. No. Okay. Well, coach Katie Ree and Coach Tony Rammon most winning coach. >> Well, I was going to announce him with the boys, but >> Okay. Coach Hernandez, too. His might be in the other stack. >> Okay. >> All right. So, I'm going to take the girls picture first and then All right. So about one
010week later, we also made history again with our boys earning their first THSPA state championship in first state championship in program history. So let's give them A Gilbert Rios led the team as a state champ, earning first place in his weight class. Ricardo Ree earned second place and Gabe Garza also um secured third with additional strong finishes across the team. Uh the team was guided by coach Josh Ernnandez who was recognized also as the winning coach of the meet highlighting our the leadership of strength of this program. Together these accomplishments mark a defining moment for Robtown Early College High School powerlifting for our boys and girls programs. So congratulations again guys and girls. So at this time I will call up the boys team. Um first up is Gilbert Rios senior who earned first place.
011Gabriel Garza, senior, third place. Also, I heard he will be doing a college signing in two weeks. So, um Aaron Dear Rosa, senior, sixth place. Ethan Vasquez, sophomore, eighth place. Ricardo Ruiz, senior, second place. Emmanuel Martinez, Jr. 14th place. Jesse Ednandez, Junior, 13th place. and coach Joshua Ednandez. Most winning COACH also girls around All right, great job. That's a lot of >> two. Great job. We have one more recognition, but I'll just pause for a second. Okay, next up we have our Heart of Gold recipients. The Heart of Gold recognizes individuals who exemplify extraordinary acts of courage and compassion here in Rob at Robson ISD. This award is spearheaded by our RSD Chief of Police, Chief Tito Thuglas. So, Chief, if you want to >> real quick, parents, before you leave, just real quick, I
012don't think I'll catch everyone. I just want to on behalf of the board compliment the parents for your passion and instilling the discipline and drive and determination and brilliance in these kids. Parents, your children are a reflection of you and this award is a reflection of your investment in your kids. God bless you and thank you all for everything. >> Thank you guys. Go Red. CONGRATULATIONS. >> OKAY. SO, our first Heart of Gold recipient is fifth grader at Robert Driscoll STEM Academy, Jax Raman. Oh, yes. >> Yes. >> All right. So, Jax demonstrated outstanding courage and compassion when he quickly stepped in to help a classmate who was choking. Without hesitation, he recognized the situation and he took action to ensure that his peer received help. His awareness and willingness to assist others reflects strong
013character and leadership. We are incredibly proud of Jax for showing what it truly means to care for and look out for others. Thank you so much, Jax. Okay. Our second Heart of Gold recipient this evening is Andrea Garcia, cafeteria manager at Lot Speech Leadership Academy. Okay, >> Miss Garcia, we are also so grateful for you. Um, on Friday, March 20th, Miss Garcia acted swiftly and courageously when a student began choking in the cafeteria. She performed the Heimlick maneuver on a child who was choking on chips, helping to ensure that the students uh ensure the student safety. Her quick thinking and decisive action exemplify the care and commitment that we have for every child in our district. Thank you so much, Miss Garcia, just for being aware, being alert, and acting quickly. Thank you. Yeah, that
014is all of the um recipients. >> We're amongst winners, ladies and gentlemen. >> We are blessed. We're blessed. >> Thank you, Miss Katrina. >> Next item on the agenda, uh president remarks. So we will have s summer leadership conference in San Antonio June 10th through the 13th. I believe registration is open. Is that correct? Okay. So if anybody's interested in attending Okay. Please let Dr. Pig know he'll register us >> real quick. I'm sorry. Uh Lori, um you said are we presenting? >> We haven't been awarded yet. >> Okay. Do and submit. >> Okay. Um cuz I won't I will only be there Wednesday, Thursday. Wednesday. So, Friday's >> Friday I won't I won't be able to be there. >> Wednesday, Thursday. >> We'll be checking Wednesday, but I'll be there Thursday for the whole
015conference. Friday, I'll be going out um the show. >> So, we need to work on getting Thursday. >> Thursday. Yeah. Just just in case we do get awarded. >> So, I will be there, sir. Um I will be flying in from Washington on Wednesday. So, I'll probably be at the hotel very late Wednesday night. >> Larry, will you be going back? >> Yes. >> Um, next item, superintendent reports. Dr. Quig. >> Thank you, Madam President, trustees. I'm going to ask my colleague, Tiger Gonzalez, to put up the presentation, the superintendent report. I want to cover primarily tonight um why we're entering this board approved voter referendum. So let's just uh give some backstory here. So we go to the next slide. U some key events that are coming up. STAR testing, EOCC testing begins tomorrow.
016That is what I call a celebration of learning. Okay, it's not testing, celebration of learning. Anytime children can demonstrate what they know, it's a celebration. So, no reason to have anxiety about it. Do what you do because the kiddos are prepared because their teachers and staff and principles have done extraordinary job. I I was sharing with our team, I don't know if I've been this excited about a star test. I told Miss Cheveta here moments ago when we visited just excited about it, Mrs. Tino. I know you are too. Pedagogical gurus over here. Um, and then just real quick on that slide too, we have two town halls to talk about the voter referendum. one is in person at Hattie Martin 6:00, Wednesday, and then we have the virtual on Thursday and then we added
017the uh annual banquet there just so you can have that on your calendar. So, let's jump into the next slide here and just focus on the last row. That's been the topic of conversation all year. We've lost 121 students. I was training today alongside Miss Santos. I think it's our fourth or fifth training development on deficit budgets and what we learned today across the state. This is the norm. This is the norm. We have a mass exodus of students happening and it's something that we have to adjust. We can't be the sky full. We can't have this, you know, outlook of negativity. It's okay. You know, how do we adjust as good stewards and as strategic partners, right? So, what does it look like? So if you go to the next slide, uh we've seen
018this before that loss in students uh equates to about $1.9 million uh in deficit. Okay, that's the current reality. So what do we do? You go to the next slide. We ask ourselves, how do we create financial relief? How do we create space in the district? The trustees, myself, we've all learned alongside Robert Teahina, our financial adviser, on what fiscal relief would look like. We all trained together. Our staff did as well. What does it look like? Well, one of the ways we create that relief is looking at restructuring our debt. There's two debt, two sides of the debt. You have some M debt, some INS debt, operations debt, and what they call interest and syncing. How you pay your debt. So, if we look at just the M debt, here's where the opportunity lies.
019Pay very, very close attention for the folks watching home and those around the world, okay? the $9 million in M debt that we have right now. Make sure you understand where this is comprised of. This is $9 million of debt that's comprised of retrofits, turf, roof, fieldhouse. These things are in M the operation debt. Why is that? Well, when the district is operating well, trustees will go out for what they call maintenance tax notes to do repairs without having to call a traditional bond election. Does that make sense? Pause there. So, M debt is very common. It's a common practice. The board and previous superintendents have worked together and done an outstanding job of stewardship. However, when the landscape changes, for example, we start to get crunched with enrollment, then we have to find a
020new strategy. One of the strategies we're talking about, the board read a resolution on this a few weeks ago, is taking that M debt and moving it over to the interest and syncing side. The state says that requires voter approval to do that. Now let's go through that reality real quick. So if we go to the next slide, what does that look like? So on one side I mentioned you have the operations. On the operations side, this covers the classroom supplies, our salaries, fuel, utilities, and some repairs and replacements like turf and fieldouses and roofs. That happens, right? That's okay when you are in a fiscally solvent situation, right? And that's okay. That's normal. On the other side, you have the interest in seeking. Interest in sinking is for past bond debt, new construction, large
021HVAC investments, land, major renovations. You would call a traditional bond election. This voter referendum, to be real clear, is not a traditional bond election. There is nothing being built. There's no need to build. We're contracting. So consequently, this is all about asking the voters, can we move, can we restructure the way we have our debt? And that is almost like refinancing a house. Can we move the debt from M into INS? Okay. Well, let's ask the question. How much M would we move over to INS? And what does that create for the district? So, we click click a button there. There's more than a million dollars a year in debt payments on the NO side. Not uncommon when you are fiscally solvent. These are things you do. You get tax notes and you pay for
022projects without having to go out to a bond election to raise taxes. You just absorb that within your M. Now, what the voter referendum is asking the citizens of Robtown to do is to transfer that M to INS. So, we click the button. That movement of the M to the INS requires border approval. If you see the parenthetical there, the parenthetical says what, Mr. Martinez? Can you read that? >> Transfer M debt to INS with voter approval in May does not increase tax rate. >> Oh, your mic's off. Sorry. >> Okay, that said, transfer M debt to INS with voter approval in May does not increase tax rate. >> So that TR Thank you, sir. So that transfer doesn't increase but it does move debt from one side of the ledger to the other right
023but what's the implication there for the taxpayers we should be asking so what's the implication we go to the next slide well one implication is you zap that out on the M side now let's go to the next slide just everyone's tracking what are the results of the restructured debt oh oh there we go there we go so if you look under the M bucket you'll see there is a more than a million for salaries and student programming. Right? You just freed up that M pipeline for salaries and student programming. Does that make sense? But if you go to the INS side, once you move that debt over, I want everyone to hear this clearly. Miss Stenos, and correct me if I'm wrong. We have a very, very robust INS fund balance. I say general
024fund I said INS fund balance am I correct okay so which our financial advisors have talked about with this team so because we are in that situation that we have extra funds on the INS side you can pay debt off early to the tune of 3.4 million and save the taxpayers 3 4 3.4 million you can lower the interest rate probably below 3% right now it' be 4.62 62 around there, but you get it below three now. And Mr. Martinez just read this. That is no tax rate increase. So those are the three benefits facts for the taxpayer. So that makes sense. Okay, I'll pause there. Question. Did anybody want to comment about the ballot requirement? That I wasn't going to ask that question. just you know as you mentioned sir for those who are
025watching or watch this later um want to reassure the community as you've already said there there's been no tax rate increase and um you know as it was stated in the resolution that I read last month um it is required by law that the ballot read this will be a tax increase I believe those are the words um but we want to reassure the community that that isn't True. Um, it's just required by law that we put that in there so for them not to be confused when they go to the ballot. And again, this is in May, so it'll be here in about 3 weeks or so. >> Question, sir, >> Mr. Secretary. Yes, ma'am. >> Question. Now, if for some reason that they're not convinced that this will be in fact not a
026tax increase and they choose to vote no, what does this mean? What would that how would that impact We would have to >> if they choose not to be to we're not we're not able to do as you're you know suggesting. >> So the voter rep res referendum does not pass. What's the implication there? Well, we're going to have to really tighten our belts. >> Yeah. Super. Yeah. Really, really really tighten our belts. You won't have that extra um relief in the general fund. That makes sense. >> Dr. Quick, have we has the Robstone ISD passed this before? ever. >> We have passed bond elections, but we've never done the movement of debt from one side to the other probably because it's never really been something the district has needed to do. >> So, we're
027asking this to say, you know, we're wanting to do this to help continue pay the salaries. We're wanting to help, you know, continue to pay supplies to continue to do as we're doing now without having to really kind of, you know, kind of, I guess, let teachers go or, you know, anything like that and that, you know, not be able to afford certain things that we're able to do it now. So, this is why we're asking the community to support us in this. Correct. >> Well, as your resolution said, it supported everything you just said right there. the resolution that you all unanimously passed last month. Yes, ma'am. >> Okay. I don't I don't want to I don't want to start rumors that we may have a reduction to force, but the reality for me,
028for example, I live in Robtown. I've lived in Robtown my whole life. I graduated from here. I'm a taxpayer. So, for me, I have several credit cards, right? Some I use for different reasons and different purposes. So for me, if I have two credit cards and one of them has a higher interest, then I'm going to want to transfer that balance to my lower interest credit card. That to me, that's what I would like to for our our viewers to see or hear. And not only that, but we we voted for this referendum unanimously. Now, in our community, we've been entrusted to represent them and do what's best for our district with our funds. Right there, we only have certain things. we have only certain um responsibilities as taxpayer and one of us is to
029one of them is to approve the tax rate. So I know what the bond's gonna what the ballot's going to say and it will say this will be a tax increase and I and I'm sitting here in a record in a public publicly called meeting that that is not what's going to happen. So I hope that we do have viewers out there that really trust because this is going to come down to trust. It is. So, as a taxpayer, as a schoolboard member, as somebody who was born and raised here, I hope that we get enough supporters out there because this is going to save us money. This is going to save the taxpayer money. And um I don't know how more clear we could get other than you're going to read something, but it's
030a lie. That's that's hard to >> dishonesty. >> Yeah, that's hard that's hard to explain and that's hard to have people on your side. So, it it I really truly believe that it's just going to come down to trust. Do they trust the board members? So, it was passed unanimously. So, Larry, we're all from Robtown. We all live and breathe here. We all I don't know what more else we could say, but I will be I will be at the town hall meetings. We can ask we're going to be ask questions. We're going to be very honest. >> Me and Ces are thinking about doing a video together just to get more outreach because, you know, he's not he's very popular and everybody loves him. So, um, we just and we hope that we can
031rely on you to really help us do this cuz this is this is our money. >> This is all of our money and this is not just my money or Dr. Pig's money, but this is all of our money as a whole. And it's very important that we go out there and we vote. Um, and hopefully we're going to get out there strong this week and try to get the word out. But I don't I don't know how else I can explain it other than you want to transfer money from one bank account to another >> to save on interest. Am I correct, sir? >> That's all that's that's really all this is. And if we wouldn't if we didn't put this on the on the ballot, then we're not doing our jobs as board
032members to save the community me money. So, we're the voice is really yours, everybody out there. It's uh it's up to you to vote and and yes or no. Do you want to save money? I would say yes. If you don't want to save money, then I would say no. But I know it's hard. It's going to save. >> It's like you said, it's like you said, Miss Garza, we're all taxpayers. We're all a part of this community. So, it will affect all of us. So, I know I don't want to pay anymore. >> I mean, so if I'm saying it's not going to increase it, I'm standing by that. It's not going to increase it. So, it's like Miss Garza said, it's all about the trust of the community in the elected officials that
033you put up here to represent you. You know, you trusted us for a reason and this is where we're asking you to continue that trust. Thank you, Madam President. Thank you, trustees. I think I have one more slide and it ties into the tax rate. And just so everyone can see here in our community and and those watching around the world, you see the tax rate has dropped significantly. But if you go back to 2019 when real M uh and M is tax rate is in red, you'll start to see the compression from 107 really down to 76 cents. The state has compressed significantly and the state is not interested in increasing uh the tax rate in case you haven't read much uh about tax compression in the last six years. So um you know
034this is this is the tax rate that has significantly declined here. You can see over the last 10 years and uh it underscores what the trustees just said a moment ago. One last slide and uh just so everyone's aware uh the extracurricular handbook committee is in the house and they're ready to present right now for your board approval. I'm joking. I'm joking. Joking. We we have you know I would never do that to you all. Um we have the first uh draft and now my team is looking at it Mrs. Alanise and I and that we're going to continue to collaborate and cooperate with the extracurricular handbook committee. Grateful for their initiative and their just putting their brilliance on this much needed uh regulation. The last one is EIA policy. We talked about the board
035made some changes to that. We also have a committee in place for that. Uh Mrs. Minoho and I talked about putting that together with Miss Spivey and some others. We have talked to TASBY policy consultant on that one. They've given us some really good suggestions to kind of bolster that one even a little bit more beyond what the board did previously. So with that, Madam President, trustees, that concludes my update for this evening. >> Dr. Pu, can we put this one back on the agenda for next month because you remember we were going to talk about it and >> Yes, ma'am. Okay. Yes, ma'am. >> Yes. See you. >> Next item on the agenda, presentationformational items. Dr. Quig. >> Thank you, Madam President. >> Uh, thank you, Madam President. Trustees, uh, we have h we
036have experienced some very mighty mighty donors here for the upcoming Tech Connect, and I'll let Dr. from Madrron. I'll talk more about that here in just a bit, but I'd like to give um a shout out to UT Teach PD for their $1,000 donation, platinum sponsors for Tech Connect, uh Padlet as well, $1,000. Our gold sponsors, $750 each. It's DMAC Solutions and School AI. And our bronze sponsor at $250 is is Class Link. So, again, grateful for their generous uh contributions to our district. And Dr. Madrono, thank you for always nudging our vendors to invest. Thank you. And next up, Madam President, we have Mr. Josh Garcia with the academic update and he'll be joined by Mrs. Silves as well with a TIA update. Good. Is that on? Yeah. Okay. Good evening, Madam President, Dr.
037Pig, members of the board. Um, I will also be inviting Dr. Rachel Madrono, she does have a piece of our academic update, too. Okay. Um, so everything we do, let's see if it's on. Nope, it's not. Okay. Everything we do, of course, in teaching and learning is rooted in our vision, mission, and our core values. Um, today we are also always aligning to our strategic plan, our pillars of teaching and learning, tier one, PLC, learning walks, and coaching. Today ourformational items of course we'll give you a quick update on LASO4 our grants for Lyft coming into support for next school year already starting the ground running on that one um we'll give a blended learning grant update and then um we'll also talk about tech connect and then finish up with TIA lasso four updates
038we did talk about this last month of the award that we got for um those three grants and then our prep mentor a lotments that we'll be working with um different provider. Um obviously the HQIM implementation instructional leadership support is the lift grant and then we did get the PLC grant um for our SI schools listed there uh lot speech Robert Driscoll and Seal Junior High. I did want to note that um moving forward we did um select a pro approved provider for those grants um for Lyft and PLC. We did have a rigorous process. We did a first round interviews of six approved providers by the state of Texas in which we then moved on to a second round. Um we did um call up three approved providers to come in person and to
039deliver um some class actually some some coaching sessions and to look at how they actually would teach model lessons. Um so we did um not take it lightly. Obviously, we are getting some um great funds from the state of Texas. So, we want to make sure that we picked a provider that was aligned to our vision and our mission and to see who would best support our teachers and our staff. So, we did go with um Great Minds. Um they were already working with us for K5 math. Um but they are going to lead the initiative for um K through algebra 1 math and then also K through five reading planning um with the grant for that. Um, just to show you, we're already looking at our needs assessment. Um, already starting the ground running
040for Lasso4, doing some deliverables, putting that in with our partners from Great Mine, so that way we can see where do we where do we stand for next year, where are we going to need the most um um support, and then also looking at K5 um RLA to see how we're going to start that support with them. So although it's not ne not next year, but we're already starting we're already starting for that support. Um but yeah, so that's where we are on lasso. Um we want to talk about blended learning. Um how we're doing and what we're doing next with blended learning. I'm gonna invite Dr. Madrono for that. >> Good evening, Madame President, Dr. Quig, and board members. We came to you last year let you know that we were awarded this grant.
041We got $375,000 for two years. We decided to implement this at Robert Driscoll and Seal and we also partnered with you Teach PD and they're the ones that give us our essentially our blended learning professional development. Since August, our teachers and our instructional coaches have gone through 250 continuing education hours with them. Yes, Dr. Pig. 250 hours. They are definitely learning the best practices of blended learning. How to take their classrooms and really hit one of our pillars, tier one, while also working with their tier 2 and tier three students. So, what does blended learning look like? This is what it looks like at Robert Driscoll. Essentially, we call them studios. They are traditionally called stations, but students are grouped and they at each individual station or studio, they are doing something different. And it's
042all based on data. So our teachers are looking even further into data. They are taking it their level up to the next list or the next level. And students actually have choice. So the playlists that are in the top middle uh and there's two examples on the outside. Essentially students keep track of what they're doing in their classrooms. And this is all the way down in second grade, third grade, fourth grade, and fifth grade at Dris at Robert Driscoll. So we have second grade babies that are keeping track of what they're doing in class, their activities, and moving on to the next level. So our teachers that are involved at lovely Driscoll is these lovely teams. We have Miss Bowsk, Miss Rodriguez, Miss Ruiz, Miss Gyos, of course, our principal Gianna Morales, and our instructional
043coach Janette Castana. So at SEAL looks very different. Uh but it's all blended learning, which is great. So at blended learning or at seal, what's great about them is we have it at two teachers, Miss Butak Jones and Miss Montre Mraion, sorry. Uh what Miss Mondra has done is she has created these elaborate Canva presentations that her kids keep track of their activities. Again, they do rotate through them. And you might or might not be able to see it, but there is a TV in the top corner that actually they physically go up and track where their progress is throughout the day uh throughout her class period to show that they've completed or they have questions or they have not even touched that particular activity. It has been amazing to see how these classrooms have
044transformed, how the students are begging to be part of blended learning in these classrooms. Miss Morales has even revealed that at Driscoll teachers are asking to be part of blended learning next year. So they are now volunteering to be part of blended learning which is very very powerful. So at blended uh at seal as I mentioned it's Miss Briak Jones, Miss Mondra and then our instructional coach Miss Bruce Beltron and Miss Chaveeta. So what does next steps look like? At Driscoll we're going from four teachers to 15 teachers that are blended learning next year. There are two per grade level kinder and through fifth and they we have to have a math representative and a reading representative. Then there is a few extra spots. So again the volunteers there are going to be some grade
045levels where almost every teacher in that grade level will be blended learning next year which we're beyond excited about. So the teachers that have experience it with it with it this year will help support next year. And as the third point it really is more student focused. It's more student centered and it's again been awesome to see at Driscoll at SEAL we're going from two teachers to eight teachers. So their entire reading and math departments will both be blended learning completely and we are looking to see how we can get them dedicated time to be able to plan because it's a heavy lift. It's a big heavy lift but our teachers embraced it and they are doing amazing stuff. We presented a couple weeks ago to tea, you uh UT and Texas Tech, our amazing
046teams at Driscoll in Seal, and we we blew them away. They were they were speechless. One of them actually came on and said, "I'm so impressed with what you guys are doing in Robstown." So, it was great to see. We're actually doing a district showcase May 6, May 5th, sorry, May 5th in Dallas at the blended learning summit. So Mr. Garcia and myself will present what we're doing with blended learning to everyone that's uh just got lasso 4. So we're really excited about that. Which leads me to Tech Connect. >> Hold on. Sorry real quick on blended learning. Just just explain the power of students self-efficacy, their metacognition, their agency, owning those activities themselves. >> It's as Dr. Dr. Pig is saying they own it. They own their learning. They feel beyond proud when they're
047able to go at their pace and still get all the tier one instruction, but also get the support that's needed at times with specific TEICSS or specific skills. So students don't feel I've seen it. I believe Mr. Garcia has seen it. They don't feel afraid to ask questions when they're in the small group working with the teachers. And the teachers are getting up. They monitor what's happening in the classroom. But the there's no teacher standing up front this duh. It's more of you see all these groups and they're in charge of their learning and they get to run with it and it is new for our lovely district and again our teachers have embraced it. Um there there's been a shift I can say at those two campuses and the classrooms that have already implemented
048it. We're see we really are seeing some great changes and the students excited to be there every day. The students are actually asking to do blended learning every single day because they just they like it >> because they started one day one day a week two days a week and then so some some students let's do every day >> and Miss Mond Dragon does it every day. >> Let's do it. >> We can do it, man. We can do it. >> We can do little station rotations. We can do it. It's great. It's a It's very powerful. It really is >> because it's at their level which is great and the tier one keeps happening. So very very powerful. >> Awesome. >> Tech Connect. >> Thank you. >> Okay. Yay. It's our fifth year. I
049can't believe it's year five. It's It's kind of crazy. It's coming up fast. >> Um but we've got You've Got a Tech Friend in Me. There might be a movie coming out in June that we're leaning against. Uh but also Dr. charged me um this year to look at AI and look at the what's happening with AI and what's happening with learning that's happening in the in the classroom. So we came up with this theme because AI could potentially be a friend that can help you. It's not meant to replace you. It's not meant to do your thinking. It's meant to help you and to potentially be a little bit of a thought partner. And so we have gathered an amazing group of speakers. Uh Carl Hooker has actually written a book called the learning
050evolution and he talks about what AI has done to the classroom and what it could do in a good way moving forward. Uh but what we're wanting to do with Tech Connect this year is get inform our teachers and surrounding areas just the power of AI that we're not it's not meant to be scary. It's meant to be helpful and a powerful tool. So all these speakers that are up here have a background in AI. Uh Debbie Tannenbomb, she's also written books. Her background is elementary and AI. Um but all of them all of them have amazing sessions that are coming up. We will also have sessions like basics in Canva and advanced Canva. And those are just kind of a handful of the sessions we're going to offer. Uh last year we offered over
05190 sessions. Not sure how many we will offer this year yet. They're still coming in. But we are very very excited. Last year we had two registrations at this time of year. As of uh the beginning of this meeting we had 72 registrations already coming in and we already have seven different districts coming and our furthest is Huntsville ISD. >> Wow. >> So our conference is spreading. Uh it we're very very excited about it and you are more than welcome to come. I know Mr. Martinez joined us last year. >> I learned a little bit about Canva. >> Well, if you want to learn a little bit more, >> Miss Katrina Alejandro is presenting on uh on Canva. Uh but yes, we would love to have you guys come. We offer such a variety from
052beginner to advance. So, come on over. >> I'm in pre beginner. >> That's okay. offer that >> kindergarten. >> We we offer every level every level. >> So that you can find a tech friend by the end of the conference. >> Awesome. >> Okay. Now, Miss Silvis with TIA. I know who Miss Silvis's tech friend is. >> I have a friend right here. >> Good evening, Madame President, members of the board. Dr. Twig, a short TIA update tonight. We've only made four stops. A but those have been big stops. Um prior to this meeting, of course, we shared with you that we had updated our um uploaded, excuse me, our application. And within our journey this month, um we of course attended a webinar, but we met with the rural cohort, which was a really
053important meeting on March the 24th. And um they helped us review our our application, our new application. And then we made some tweaks on their recommendation. And then we attended a training uh on on data suite and and data. And then on the 7th, we actually let it go and we submitted our application, final application. So we're excited excited to hear back. We'll keep our fingers crossed, but that's where we're at at this point. short, >> sweet, >> to the point. Questions? Anyone? Any questions on TIA? >> We keep traveling. >> Just real quick, Miss Silvas, talk a little bit about the uh TIA presentation and TEA's approval of that coming up. >> We were notified, of course, we were selected to to present um and it's at the same time that the summer um
054conference is going on in San Antonio. So, we will be presenting at the TIA conference, but our presentation must be approved by TEA first. >> Never have we in my years that we've I've ever presented. Does it need to go to TEA for approval? So, we are working we have a date. >> Uh we have several meeting dates on our calendar. >> Was that you, sir? >> Was that you? >> So that we can submit our I think that was Dr. Pardon? I think that was Dr. Sir, was that you? >> No, not at all. No official. >> It's official. >> But but I was explaining to Miss Silvas, you know, this this initiative is uh if the commissioner is listening, it is his baby. >> It is the AY's baby. And so they just
055want to ensure alignment. You can't blame them for wanting to sure ensure alignment across everyone's uh presentation. So I I >> So we we do have a deadline to submit it to TA uh for approval and then they'll, you know, get back with us. But yes, of course, it is his initiative and ensuring that every presentation is actually aligned with the vision of of what TIA should be and that the information that we're presenting is accurate information that's aligned to to the TIA requirements. But we're still excited to present even though we're going to have to get that type of approval. But I'm sure we'll get it. We'll be fine. We're excited to to >> I'm sure you're going to do great. Oh, for for this course have to be very you get approval back
056in time for your presentation. >> Pardon? >> I said I'm hoping you get approval in time for your presentation two weeks. So they have >> Oh, okay. >> Okay. Perfect. Okay. >> Yes. >> Okay. >> Yes, we should be in good shape. >> All righty. Thank you much. >> Thank you. Great update, guys. Next item. Dr. Quick, go ahead. >> Thank you, Madam President. Trustees, at this time we'd like to invite the esteemed colleague here in the room, Mrs. Blandon, to give us the required special education performance per Senate Bill 568. Ma'am, >> Senate Bill 568 indeed. Good evening, Madame President, Dr. Pig, members of the board. Um, beginning this year under Senate Bill 568, we're required to present an annual report to the board of trustees on special education performance. So, I will walk
057you through our resultsdriven accountability performance rating, including where we are, what contributed to that rating, and what we're doing to facilitate improvement for our students. Okay. All right. Okay. Our work in special education is of course grounded in the district's vision to ignite uh brilliance and transform lives. Special education is not a separate system. It is fully integrated into our district's mission to empower and invest in all students. Our decisions are guided by our core values, especially when serving our most vulnerable learners. All right. So, the state evaluates special education programs through what's called resultsdriven accountability or, you know, affectionately referred to as RDA. The system measures not only compliance, but also student outcomes and program effectiveness. So I will share with you our performance measures, data trends, comparisons to region and state, and the
058strategies we are implementing to improve. All right. Now, I apologize ahead of time for all the words on this slide. We're not going to read all of them, but you need need to know that that they all exist. Our rating is based on three domains. One is academic achievement, one is post secondary readiness, and the last is disproportionality. This means our rating reflects not just test scores but also graduation rates, dropout rates, student placement and discipline data. In short, this is a comprehensive look at how well we are serving students not just academically but systemically. All right, so this is our 2025 performance snapshot. We received an overall performance level rating of three on a scale of 0 to four where zero or one is preferred. Because we're at a performance level three, we are
059monitored closely by the Texas Education Agency for Corrective Action. Green indicates growth in the right direction. Red indicates a decline in the wrong direction. And in the lefth hand column, all of those words from the previous slide are whittleled down into ity little abbreviations. Okay, don't be alarmed by the yellow. I just use that color to separate out the performance level ratings column. Let me point out some clear strengths. Our graduation rate is strong at 91.7%. Does this work over? No, not really. Okay, so um our graduation rate is strong. It's almost 92%. Our dropout rate is within state target range. Uh we also have a high percentage, a very high percentage comparatively speaking of students served in inclusive settings. Um however, we do have some areas of concern largely around STAR performance across core
060subjects. um those those scores remain low particularly in reading and math and our English two and English one EOCC scores are significantly below expectations. Additionally, disciplinary removals are high. The key takeaway is this. We're successfully graduating students, but we need to strengthen our academic mastery along the way. If we look at the trends over time, we see that this is not a one-year issue. Academic performance has declined over several years, particularly at the elementary and middle school levels. While we've seen some improvement in areas like algebra 1 and US history, overall performance remains below expectations. But this tells us that the challenge is systemic and requires a sustained focused response. A comparison of local elementary and secondary combined star data to region and state performance data show our outcomes to be below both. So in
061the top graph it's all star reading and ELA altogether. It's not elementary or secondary it's everybody all together and the math graph on the bottom is al together. And so you'll see that uh we are underperforming in this area, you know, to the region and to the and to the state. Um special educ outcomes are are directly tied to the strength of tier one instruction. If core instruction is not strong, our most vulnerable students are impacted first and most. And you know that we're working on that every single day. All right. We are also required to share our special education CCMR, college career um military readiness indicator performance comparison. And that's the very last indicator. CCMR ready, the very last indicator up there. And we are the the red bar. General is the blue bar.
062We're the red bar. The region is the little the little yellow one right there. And the state is the green one. Okay. We are outperforming CCMR points over the region and the state. Okay. That's a that's a yes. Yes. And and so you know well I I' I'd like to answer the why question. I don't know that I I can except to say that to me it makes sense that we're underperforming at the elementary level, right? Because kids don't come to us qualified for special education services. We don't get them for special education services until they're struggling, right? So to me it makes sense that the scores are depressed at the elementary level because the kids don't have the skills they need to pass the tests to make the scores that we'd like them to
063have. So we need a couple of years to intervene and that sends them through junior high and by the time they get to college they sorry college by the time they get to high school they've had a couple of years to catch up and they've had some solid interventions. So that's just my my you know my theory that's my theory. So what are we doing to address our underperformance? Well consistent with our teaching and learning pillars we are implementing targeted learning walks. These are focused specifically on resource math and reading classrooms to identify instructional gaps in real time. Uh resource instruction is do designed specifically to identify and remediate specific skill gaps. Targeted learning walks allow us to move beyond the uh the mechanics uh beyond compliance and into active instructional improvement. We are providing
064targeted coaching and resource math resource reading and inclusion classrooms. The focus is not just on what to teach, but how to deliver the instruction so that students can access grade level content with appropriate supports. We are strengthening professional development in key areas. I'd like to highlight igniting tier one instruction and academic manifestations. That's those first two presentations that are listed up there. Both professional development sessions were designed specifically for general education teachers to increase their comfort and familiarity with instructional and assessment accommodations, curriculum modifications, and how to interpret an IEP. Igniting inclusion support, that one on the bottom down there, is designed specifically for special education teachers and paras to explore ways to maximize the supports they're providing directly in the classrooms with the teachers and the students. We are partnering within NIET to build
065strong instructional leadership teams across campuses and with great minds to develop a master class in internalization and backwards design. And you know all of this work directly addresses strengthening tier one instruction. And a major shift in our work is fully integrating special education into general education systems. Special education teachers now participate in the instructional leadership teams. there's shared accountability for student outcomes. Um, special education is not separate. It is a reflection of the overall instructional quality. Now, that being said, despite our challenges, we've got some meaningful successes to celebrate, >> right? Two campuses earned B- ratings. Students transitioned from star alt to star regular at the high school level and successfully passed those tests. Some of them uh where we had regular high school students passing the regular star for the first time uh and
066one student moved from adaptive ed into general ed and qualified to participate in the gifted and talented program. These outcomes reflect what is possible when instruction is aligned and expectations are high. Uh so in closing, we believe in our students. We are committed to improving outcomes, strengthening instruction, and ensuring that every student receives a free, appropriate public education in the least restrictive environment. >> Thank you so much, ma'am, for all that you do. That's great. >> My pleasure to see those accomplishments, you know. >> Okay. Any >> everyone's included. >> Questions or anything you want for >> just a comment, Mrs. Winton. You know, it's very obvious that you have integrated yourself, your team into the tier one instruction. You have >> really this idea of special ed being out >> silo. We've been we've
067been siloed all the time. Send the kids to special ed class teachers. >> Now, I want to give it and it's it's one thing to say it, but let me give a real tangible example and it was a conversation that we had at the CEO PLC recently. Mrs. Trevinho and Mrs. Blandon had a robust collegial conversation. It's important because people understand this work, right? This work that you all did together to align around the delivery of services and the expectation. It was such a beautiful vulnerable conversation. >> Let's let Mrs. Trevvin >> Mr. You want to come here Mrs. >> You want to talk a little bit about it? Because the the conversation about special ed is the relationship and it's between the CEO of a campus and a director of special education services. You
068all just it was the best part of my day. You want to share that please, ma'am? >> Well, I mean cuz those of you who know me know that I'm very fierce when it comes to my kids and and and I advocate for them and and the well-being of them and I will I don't have a problem fighting back and and questioning and why and why. So Sandra and I went round and round when we found out that our students were going to go from from life skills into the general ed setting, you know, uh based on these qualifications that the state put out. And she and I but heads, you know, and and I was like, "Nope, it's not it's wrong. We're not going to do this, Sandra. What are we going to do
069to support these kids in general ed? How are we going to do this?" and she and I had some fierce conversations around that. But at the end of the day, you know, us able to collaborate and push up against each other was a result of those kids being successful from going from star all to record star. And sometimes it takes conversations like that, but it's also being vulnerable to know that, you know, I'm not always right or I have to be open enough to hear her expert expertise and and just providing a safety net for our kids. And we were able to do that and I appreciate that. But she'll tell you I was not a happy camper, you know, and I was like, okay, well, we need to make sure that we are putting
070things in place to support these kids. And we just we did that and it worked. So for her, I thank her for her. She's just as fierce as I am. And um you know, at the end of the day, that was the result. So very appreciative of her. >> I love that. Thank you for sharing that. >> Thank you for sharing that. >> And and the reason, you know, Miss Bllandon, we're we're so grateful because again, it's getting harder and harder. >> It is. >> Yeah. For all populations, but special ed in particular. And to see the collegiality between a CEO principal and a CEO spend director work what I call you know conflict without casualties you know creative conflict is beautiful that's the work it does not happen with a bunch of spreadsheets and
071a bunch of powerpoints and a bunch of data it happens with that conversation between two colleagues that are fiercely fighting for kids about igniting their brilliance. So it's just a beautiful story. So, thank you for sharing that again here publicly for the whole world to hear. Thank you. >> Yes. Thank you. >> The whole world is listening. Thank you. >> Our world. It means our world. Dr. Craig, are we short? Any special ed teachers or aids right now? >> I don't think so at the moment, Miss Silva. Are we, you know, I know we have one or two resignations the end of the year? Probably. We'll have to feel. >> Yeah. >> Thank you, ma'am. Go ahead, sir. >> At this time, we'd like to invite Mr. Lver up. He's ready to provide a fieldhouse
072update. He's excited. He's excited about his plaque tonight. He's kind of g It's kind of giddy over there. Go ahead, Mr. Lover. >> You want a necklace for it, Coach Lober? You want a necklace so you can carry it around your neck? >> I'm good. Thank you though. I appreciate it. But honestly, it was actually all Miss Chaveeta, so I can't take take the credit for that. Um, Madame President, Dr. Quig, distinguished uh board members, uh big topic of conversation obviously is our fieldhouse. Um and I know I was just up here 3 weeks ago, but continue progress uh going on out there. Uh good news for the plumbing. All inspections are back. So what that means now is we start to put that ground back together. Uh we have a pouring, an indoor pouring,
073interior pouring that's scheduled for Wednesday, 5 in the morning. Uh so we'll be there bright and early uh Wednesday. Um but it is good thing that all the inspections are back for the from the plumbing. Uh moving on to the electrical, a lot of the materials are coming in. I know I saw three of the panels. Uh we are working closely right now with Robstown Electrics for the transformer. Um but we do have a plan B if that does not work out. Uh we always want to stay local but never to compromise the project, right? So pricing and lead time are two big things that play a critical role when when when dealing with that. So, I'm hoping to hear something from Robstown Electric in the next week or two uh for the big transformer
074that we need. But like I said, the architect does have a plan B. He does have somebody else identified if things don't work out. Uh HVAC, great news on the HVAC. When this first started the project, they said it was about a 36 week lead time to get those uh units here, but uh now it's down to 8 to 12 weeks. I applaud the c the architect for, you know, staying pretty vigilant on that on his efforts there. Uh so that has been those have been ordered. So we're about an 8 to 12 week lead time away from getting those. >> Uh other than that, uh you know, it's just a continued partnership with Helis. They've been great, great communication. We meet every Wednesday. Uh the contractors there, the subcontractors are there. So they're very
075informative and they stay in touch with me, you know, on a weekly basis. So it's been a great partnership thus far with them. Uh other than that, summer projects are starting to come around. Uh the list isn't very long, so that's great. That means we've been doing some good things throughout the year. Uh I did meet with Mrs. Nettles today on some of the things that we want to do. Just, you know, touching up some of the, you know, um striping we need to do. You know, there's some curbs that need to be repainted. you know, just freshen it up a little bit. Um, so just things like that. The the buses, uh, we shut down for two weeks where we do a bunch of our services, oil changes, tires, inspections, all the things that
076need to be done, you know, prior to the school year starting so we can provide a great service for, you know, our students coming to school, get them here safely and and comfortably. Other than that, that's that's it for me. Any questions? >> U, Dr. Mr. Quig, Coach Lover, do you want to just give an update to the community and the board on those uh the concerns that were raised at the baseball field and what you've done? >> Yes. So, Mr. Lover, you know, we had some questions that we collaborated on with respect to the bleachers and some of those things and you and I went deep on that. You did a a quick turnaround on that. You want to talk a little bit about that? >> So, we did highlight a bunch of the
077area that's uneven. Uh to the best of our ability, repainted it darker yellow so it is much more visible. Um the boards, as many boards as we saw, we we replaced the screws that were sticking up. We took them out, replaced them with new screws. Um so I think I think the guys did a good job of that. I walked it. I mean, we we're doing our best. So if we see something, we try to fix it pretty quickly. >> What about rails, sir? Are we going to put rails there? >> Yeah, I think we're looking at that. Um you know, we have opportunities to kind of bolster it further and we'll talk about >> looking at some potential railing in those areas. rail rails are a little scary sometimes. So, I'd have to definitely
078visit with you just just because of the age of some of those >> bleachers. So, but it's definitely something we can look into, ma'am. >> Yeah, because uh Doc Ceset and I sat there that day that the complaints came in, remember? And we were talking about that. >> You're talking about putting rails from the bottom to the top. >> No, we were just talking about the the gap between the bleachers. >> Yeah, the gap student like a kid could fall through there, but I've never seen kids there. But we were talking about that and then the email came in. >> It's very easy for like your foot to go by. So maybe on the I don't know where you where you sit there's like a this much of a gap >> and it's just open.
079I mean your foot can slide in there >> behind behind your legs. >> Yeah, right behind your legs. Um >> good luck. >> Maybe that maybe a board there. I don't know how that would work, but um it's like on the I guess the bleachers that we sat on were behind the >> home the home the home the home >> The home dugout >> where you work where you did the work. >> Mhm. >> The wooden bleachers. >> Yeah, the wooden. Correct. >> Okay. >> Yeah, definitely look into that. >> Yeah. >> Thank you, coach. >> Thank you, sir. >> Madam President, now we have our esteemed chief of police, Mr. Tito Taglay. >> Evening, President, Dr. Quig, board members. Um, start off with we were waiting for it. Uh, basically, we had a uh
080intruder injection audit in March. We were scheduled for one in April, and now we're scheduled for one in May. So, we're pretty sure they're going to go to all our campuses here uh by the end of the school year. Um, we are looking to schedule our summer session, district safety committee meeting. I'm going to meet with Dr. Wig. so we can get a date set and then we'll of course reach uh send an email out to all our uh board members just to let them know when it's going to happen. Uh I did have another grant meeting just to update on the current grant that we're part of. Um there still hasn't been any progress on it yet. Uh but they said it should be coming pretty soon as far as letting us know where
081we stand in the grant for the uh I believe it's active threat breaching equipment. Uh we did add Miss uh Dr. Madrono to our to the grant uh team with me so we can make sure that we're uh reaching out to every grant we can get with the best possible way. And uh we are currently starting our interview process for uh our open position with the police with our police department. So uh we're hopefully moving forward with that pretty quick. >> Okay. >> Great job, Chief. You >> Thank you, sir. >> Thank you for the update. Dr. Pig list of bills are are in your packet for your review. If you have any questions, please email Dr. Pig. Uh, anybody have any questions on that right now? >> No. Next item, financial statement report. Same
082as list of bills. Any questions, please get with Dr. Pig so we can get those answered for us. You want to add anything on that, sir? >> No, ma'am. >> No. Okay. Next item on the agenda, consent agenda items. like to make appro a motion to approve consent agenda items. >> I second. >> I have a first by Mr. Martinez, a second by Miss Valovos. Any questions or discussion? >> We have a first and a second for action item 10. Um approval of minutes. Missos >> I. >> Mr. Ku. >> Hi. >> Miss Garza. >> I myself I motion carries. >> Thank you trustees. Next item, discuss and consider approval of memorandum of understanding between Robtown Independent School District and Heritage Community Services. Dr. Pig. >> Thank you, Madam President and trustees. At this time,
083I'd like to invite Josh Garcia to the podium. I'd like to have Mr. Garcia give a a little overview of of this item. >> Yes. So, uh good evening again, um Madame President, members of the board, Dr. Quake. Um so Heritage Community Services um are going to or with your approval would be a partners with us for um curriculum that would be instituted through our um through our PE department and our health department um to deliver some knowledge for our students in the realm of everything health right um so the heritage community services known as heritage keepers um our representatives are here with us tonight um Miss uh Pacheco from locally from Robstown has been pivotal in the information of what what our students could be learning in the sense of health. Um some of
084the so the the program is a 450 minute program um where would be about 2 weeks um for our 6th through 12th graders that are eligible for that. Um it's a 100% opt-in um service, a class that students could could um undergo with the help of the heritage keepers uh personnel. Counselors come in, they um instruct our our students with different topics. Um topics could to to include um uh sexual abuse, definition of abstinence, uh male and female rep reproductive system, social media dangers, human trafficking, um benefits of a healthy marriage. um topics such as um that. So what happens is is the the parents are notified, they give an opt-in um 100% opt-in. If a student and parent agrees to go through this curriculum for two weeks, um they will be going through their
085PE um classes. Um, what that means is if I am a student that does opt in to get go through this curriculum, through these classes, um, during my PE period, I would go with the with a district personnel plus a heritage keeper personnel, a counselor that would deliver the message, deliver the lesson for the day. If I don't, I just go on to my regular PE class. And this would be for 40 44 450 minutes um which is equates to about two weeks five days a week uh five days out of the two out of a week. Um and so um they have all the knowledge of that. Um the there's going to be everything that is that is delivered to the students is also given to the to the parents. Obviously they're informed. Um
086but this is a 100% parent consent curriculum that these students would go through. >> Perfect. I was going to ask that. >> And they would be they would be they would approve it before the curriculum is taught. Correct. Correct. Correct. So they're going to see the whole curriculum before. Okay. So there would be there would be a time where they get the information, they get to look at it and then they also make the decision and then they turn in their forms to the to the campus personnel and then we send a we send all those forms to Heritage Community Services. They prepare everything. They they prepare all the materials. They bring in all the materials that are needed. Um and then they also bring in the personnel. So it's not an extra, you know,
087person that needs to come that we need to hire. They provide all the services for for the school district based on this memorandum. >> Do we pay Heritage anything, sir? >> There's no no cost, man. No cost. No cost. Yes. >> So what if a student what if a parent um acknowledges and and approves it and then what if like halfway through the curriculum they say never mind, I want my kid out. >> Then they can just get out. Yeah, they can they can elect to to to conclude the program for the for the >> So with this board's approving today is just whether or not to offer it, >> right? The partnership between the the provider and the district. >> Okay. >> Yep. >> Is there like a minimum of how many students need
088to be um >> I don't believe Miss PCO do No. Right. >> No. Okay. >> Y just as >> May we invite Miss PCO up to say one or two words about the success of this program. Mr. Pekco, it's great to see you. I know we've been working on this for a long time. We've had a lot of conversations. >> Familiar. Did you graduate 1995? >> Do I know you? >> I know you guys. Lots of familiar faces. Dr. Pig and board members. This is my sidekick, Miss Alman. >> Your sidekick looks familiar, too. >> Very. Uh, first of all, we are very appreciative of the opportunity to be presenting to you guys today and to be uh we're looking forward to it. We're hoping that it is approved because we have been working on
089this w you know with you guys for about we're going on a year now almost a year but for a couple of years we have been wondering why aren't we in Robstown? Why aren't we in Robstown? We've been teaching at CCISD since 2015. So um the questions always been there like why aren't we there? And we're finally almost there. So we're looking forward to it. It's a it's a great curriculum. Um it's a message of empowerment and of um success for the students and so we are looking forward to it. Do you have any questions for us? >> Can you give us one example of a curriculum item that you would be interested that you love that you wish would have right now? Just one. >> Um so I'm going to actually she's in the
090classroom right now. >> Okay. >> And I'm gonna She's like very passionate right now. She's actually told me a story today. So, I'm gonna let her um talk to you guys about what what this is like one of our strongest lessons. >> Well, one of my favorite lessons is well, we do a lot of lessons, but um we call it's called Texas Like Fire. So, um that lesson is where we touch on we talk on human trafficking, we talk about social media dangers, we talk about um dating, uh relationship violence, relationship red flags, um anything We we talked about consent, grooming, like the kids really really they're really intrigued about that with that lesson, especially because we get a lot of information on either documentaries we've seen, news uh situations that we've uh encountered or
091even messages that the coaches have shared with us on what's going on in the school. And um when they start understanding that it's happening to fifth graders, you know, because at first they're like, what do I need to know this? You know, I'm I'm just in middle school. But when you um let them know that you know fifth graders are you know participating in some of these things they don't understand like you know fifth grade. Um so that's one of my favorite lessons but it's >> what is this called again? What did you call it? >> Sex is like fire. >> It is not so the the whole thing is it's not the fire it's not the sex. It's with wh and when it's happening like in a safe environment or not a safe environment.
092So that's what I can kind of relate to what you're saying on that because my granddaughter who's in fourth grade right now, >> she's already dealing with little girls talking about boyfriends and little boys girlfriends and I'm like what? >> Yes. >> So you know and with her I'm just glad that she's in the mentality of like e you gota be teenager you know like >> yeah that one. >> Yes. And so in that message that we give them uh because we are a risk avoidance class. So we talk about like any risks that are out there, you know, not just sex, it's drugs, alcohol, peer pressure, um bullying, anything. Even if they come up with random questions, if we don't have the answer for them right then and there, we'll tell them. We'll we'll
093get back with you. You know, we'll go do our research and come back and give them the answer. We don't want them to walk away questioning anything that we talked about. But that particular lesson, um sex is like fire. Um, sex in and of itself is not it's not good or bad. It's it's the perimeters, the boundaries that you set up. And we're teaching them. We actually we show them how to build a fireplace. And we related to say like making a barbecue. If you build a fire in a safe place, you know, the bar the you can make a barbecue fire is a good thing, but if you build a fire outside of that >> perimeter, it could be dangerous. And so we compare that to to sex. Sex in a I know that
094I've attended some classes where we had sex with us and the signs I look to kids what they may >> and it's also for the teachers to kids but for the teachers to recognize science. pay attention to those things. I know they got so much on their plates already, you know, but it's these kids that slip through the cracks that we over like, okay, we're so focused on this over here that we miss this and that's how we lose these kids because they're using these kids now to be able to say, you know what, go there and get your friend, bring them to me, >> right? >> Or go get, you know, your cousin, bring it to me, you know, and they're using these kids to to get those other kids involved in this stuff
095and if they're from broken homes or unstable backgrounds that it's import right >> there's something explicit in our program u and we don't just talk about that we talk about you know values setting goals setting boundaries you know healthy boundaries healthy relationships so we know curriculum covers so many different topics but Nothing. You know, that's one of the questions people always ask is explicit. It's nothing explicit. >> It's educational. It's all uh research based uh medically accurate. >> Accurate. >> Yes. And Miss uh Garzo, you asked earlier about parents. We do have a parent meeting one week before class and we invite the parents to come in. That's their time to ask us any questions. Um we have our curriculum, you know, ready for them to look through. We we want to be transparent. We
096want them to ask questions. We want them to be concerned about what's being taught in the classroom. >> Yes. >> We also drop off a binder at the school in case want to come look at the curriculum before their student I mean before their child uh takes the class. >> Love that. >> What grade is this? What grade do you >> 6 to 12. And you mentioned just is it a once a year thing or like if if we do this it would be just once the two weeks this year and then next year if you want to if we want to do that again just go through this process again. Okay. >> We go to each school at CCISD right now we're going to each middle school once a year. >> Okay. >> For
097so many years. >> Yeah. We've been approved for >> the PE. >> Oh, three years. Okay. Nice. uh Mrs. Macheco, Miss Salman, we met uh at least a year and a half ago, went through the curriculum, asked you for data, you sent data, the impact of it. It's tremendous the amount of preparation you all have have put into this and really the commitment to it success and I read all of it and thank you for your patience. Here we are, as you said, and we're ready to get moving. So, thank you for being here tonight. >> Thank you. We're excited. Thank you for letting us hound you at the baseball games, softball games everywhere. Mr. Don't forget us. >> Thank you, ladies. >> Yeah, but it really it truly was a partnership. Obviously, we did
098also have our our our friends from Heritage Community Services present to Shaq. So, they did approve the you know, they did look at the curriculum. They did look at everything that their services would provide. So, Shaq was involved in the decision-m as well. And of also the the campus principles, of course, we had our meetings with the campus principles as well about the curriculum. And so everybody was, you know, involved in the decision-m tonight. >> Thank you, Mr. Mr. Garcia. Dr. Pig, your recommendation. >> I'd like to recommend uh the board approve the memorandum of understanding between Robtown ISD and Heritage Community Services as presented. >> Trustees, do I have a motion? >> I'll make a motion to approve. >> I second. First by Mr. Martinez, second by Mia Lobos. Any questions or discussion? We
099have a motion to a motion and a second to approve action item number 11. Um, Miss Vobos >> I. >> Mr. Ku. >> Hi. >> Miss Garza. >> I. >> Myself. I. Motion carries. >> Thank you, ladies. >> Thank you, Dr. Quick. Thank you, ladies. >> Next item on the agenda, close session. >> Like to make a motion that we go into close session at 7:27. >> Second. >> Do I have a second? >> I'll second. >> I have a first and a second. Any questions or discussion? >> We have a first in a second to go into close session. Miss Valovos >> I. >> Mr. GU. >> Miss Garza. >> I. >> Myself. I. We are now in going into close session at 7:28. >> The board will now convene in close session in
100pursuant to sections 551.074 of the Texas Government Code. The board will adjourn into close sessions for the purpose of considering the appointments, employments, evaluations, resignations, reassignments, duties, discipline, or dismissal of employees. Discussion of extension of certified and non-certified contracts for administrators, directors, discussion and renewal of employment contracts for teachers, librarians, counselors, and nurses. Thank you.