001Yeah. Get Good evening families and guests. >> Good evening Roma ISD families and guests. We are about to start this meeting. The time is 6:08 on this 27th day of May 2026. And I will call this regular monthly meeting of the Roma Independent School District Board of Trustees to order. Let the record show that notice of this meeting has duly been posted in accordance with a Texas Open Meetings Act, Texas Government Code Chapter 551. First item on the agenda is roll call. I will call roll call in order to establish quorum. Vice President Yadira A. Barera >> here. >> Board Secretary Karina Mascoro >> here. >> Board member Mr. Himes Kovar Sior. Board member Mr. Eve Garca Jr. >> board member Mr. Jesus Jesse Rios Jr. >> and myself Mary Luch let board members is
002present at this regular monthly meeting 26. Next items on our agenda are the invocation and the pledge of allegiance. The invoc invocation will be delivered by board me secretary Mrs. Karina Mascoro and rise for the invocation and the pledge of allegiance. As we come together this evening, we pause to reflect on the important work before us. We are here not for ourselves, but for the students, families, and educators who depend on this board to lead with integrity and care. May we be granted wisdom to make sound decisions, patience to hear one another fully, and the courage to do what is right even when it is difficult. May our decisions be guided by respect, compassion, and a genuine commitment to excellence in education for all. Amen. >> Please hear me. I pledge allegiance. >> Thank you.
003You may be seated. Agenda item number four is public comments. Presenter, Mr. Carlos M. Gonzalez, Roma, ISD superintendent. Are there any comments? >> Thank you, sir. >> We move on to agenda number five, student and staff recognitions. We'll start first with a student recognition. Presenters are from Roma High School, Mrs. Tosskano. connection issues. >> Okay, I'm going to try to speak. [laughter] Good afternoon, dear board. Uh uh dear board today we're here here to celebrate the success of our students in the several visual art competitions that they have participated in this school year. The following students have made our district proud and have continued the artistic legacy that characterize our district for. Okay. The first competition Harley contest Juliana Marine and Lily Rose Alvarez. I call the other one. I'm gonna uh second competition. Stark
004County Fair. Victoria Garcia, grand reserve champion. Kaylin Noosa, class reserve champion. Kayla also qualified to state with two art pieces and one of them she uh won the prestigious gold seal recipient which only select 150 from the 3,000 artworks that they're submitted at state. Yeah. Uh for our four competition, nocturnal births, which also I would like to add our district exceeded um or um we're very proud to announce that we beat New York districts. So, our district was the one that submitted the most uh artworks with the most high quality and it it was a very like nice um award that they they they let us orchids uh give to us. Thank you. And I'm going to introduce first the the winners for the high school division and then I'm going to proceed for the
005middle school one. Uh, second place, Kayla Rossa. Third place, Allison Martinez. Third place, Danelli Ree. Fourth place, E Stephanie Garcia. Fourth place, Katya Gonzalez. Fifth place, Carlos Miranda. Carlos Miranda. Uh, from Miss Garcia, Derek Derek Howdy. And for Mr. Martinez, third place, Ashley R. Aliman, see first the Yes. And then we're going to do the middle school. Thank you. >> Uh after the after the high school. >> [snorts] >> Now I'm going to be introducing the winners from the Juno birds from the middle school. Uh first Roma Middle School from uh Dr. Drevinho, Jose Trevinho second place. Uh fifth place Elisa Cortez from Miss Trevinho. Camila Corona fourth place Camila Guusman I don't think they were here today from Ramro Vera uh Miss So Garcia uh Lynette Hernandez Jesus Olivarez [applause] Deser Stokes I Romero
006and Rolando Sanchez Yes. How do you ask? for them. It's a lot. [cheering and screaming] >> [applause] >> I want to conclude with uh thanks to family members, teachers and administrators and board of trustees for the help and have a great evening. Thank you. [applause] to the art students. On behalf of my colleagues and the board of trustes, we would like to congratulate all of you for your outstanding artistic achievements. Your and excellence to the art teachers. Congratulations on guiding our students to such impressive artistic achievements. Your leadership and dedication are in your success. Thank you for all that you do for your students. Now, I would like to congratulate your parents. Congratulations parents. Your child's art work shows not only their talent but also the support and inspiration you provided at home. Thank you
007for encouraging your creativity. This achievement is yours. Thank you parents. Please stand parents. Congratulations [applause] students. We are super proud of you. Every year you're just amazing with the work you do. Keep up the great work. It's just amazing what our kids do here. Thank you students for what you do. Teachers and parents, thank you very much. >> Students and parents, you're welcome to stay. And I would like to stay here. Next for the teachers of the year and doing the presentation is Mr. Eda, our director of human resources, executive director. >> Um, good evening, Mrs. Guz, members of the board, uh, superintendent Mr. Wonzalees, and members of the audience. Um, this evening, uh, we're here to celebrate two exceptional teachers. Uh these two educators were selected to represent Romed in the region one regional
008teacher of the year competition. One will represent Romed as a district elementary teacher of the year and the other one will represent Romed as a district secondary teacher of the year. In March, each campus principal selected an outstanding teacher to represent his or her campus as a 2025 2026 campus teacher of the year. Each one of these candidates has a proven record as an exceptionally dedicated and knowledgeable educator. They inspire students of all backgrounds and abilities to learn. They serve as role models for their peers as well as incoming teachers. They help set the standard of excellence that we have come to expect at Roma ISD. We celebrated the accomplishments of these individuals at a special dinner on May 5th, 2026. In April, the teacher of the year committee composed of 10 district directors faced
009the extremely difficult task of judging two essays submitted by each campus teacher of the year. They in turn had to rank all the nominees based on the two essays. Using the agreed upon method, I tabulated the ranking based on the judges scorecards to select the district elementary and secondary teachers of the year. It is with great pleasure that I announce the Roma SD elementary and secondary teachers of the year. The district elementary teacher of the year is Mrs. Rosa Deia Gonzalez Gara from Florence J. Scott Elementary School. [applause and cheering] The principal for Edcott Elementary is Mrs. Danna Perez. Congratulations. >> The district secondary teacher of the year is Mrs. Telmosa from Ramiro Varera Middle School. >> [applause and cheering] >> The principal from uh Ramigo Middle School is Mrs. Annette GarcA. No one wants
010Again, congratulations to both educators. to both teachers of the year. On behalf of my colleagues and the board of trustees, we extend our heartfelt congratulations to both of you for being selected as the teachers of the year for Roma the place to be. It is truly a privilege is truly a privilege to recognize you this evening. I know you have already been honored at a special ceremony but this meeting makes it official. This moment marks an important milestone and we understand how meaningful and exciting it is for each of you. We are genuinely proud of your accomplishments and the dedication you bring to our students, our schools, and our community. We celebrate you today and we wish you the very best as you move forward to the next level of recognition at region one. We
011know you will represent Roma with excellence. Congratulations once again and thank you for all that you do. [applause] Teachers and students, you are welcome to stay for the next part of our meeting. Thank you for being here this evening. >> [crying] >> We move on to Agenda item number six. At this time, we will have the presentation of the consent agenda items listed A through I. Our presenter is Mr. Pedro, our chief finan financial officer. >> Good evening. I know a few years back I uses noticing most electricity was memorial. Yes. >> And I see where it drop from,000 to 154 which is great. But still I see trying to understand science 96,000 memorial 154 129. It's a $60,000 difference. between school campus why it's almost like I said 50,000 almostion >> um I'll look
012into it I don't have the the >> the information here right now, but I'll look into it and opportunity at the next meeting. >> Okay. >> It's a it's a bigger campus, but um it's a lot more students because I understand >> right >> it's not the student the campus itself is the larger campus. It should be more efficient. But uh we'll look into it. >> Newest one of the newest campuses. >> Yes. I believe it's onage 46 >> and the description says >> it's a it's the application we use at transportation department and it's a like a trip all the trips they're scheduled to there and like the parents they they'll know where the students are at any time they they can track the students and and we use it for the all the
013buses and school vehicles. >> So, how do the parents do they have an app? >> There's an they can download an app um and they can see the the where their child is at at any point in time. Next item agenda is the student report. [clears throat] >> Good evening. >> Sir, >> I believe you had a report for the for the month of May. um which is the last week of enrollment. Um, and we are that final number that we see there is about where we're at right now today. 5921 for the end of the year. uh if you go all the way to the end me the last that's a snapshot that we used to compare October the the snapshot which uh but I have last year's ma'am last year's uh you wanted
014the last year the last day on last year no I don't I don't have it with me Yes, >> we're Yes. >> Well, um I the whole state is not where we want to be, right? In regarding enrollment, uh we're re-registering our kids, trying to get more numbers in. Uh what we discussed with Mr. Sales is that that regardless of the enrollment numbers, we want to now focus double down on our attendance, work with our campuses to bring up our attendance to hopefully bring up our our funding via the attendance. So enrollment wise, I don't think we are where we want to be. Uh but uh we can focus on our attendance to see if we can bring in some funds that way. >> [clears throat] >> Uh yes yes yes I I do have
015I have the last eight years and we can >> we can do we can project for the next five years we can well like I said it's we're not where we want to be uh [clears throat] historically we've been decreasing it's always been plus or minus 50 students that we seen in the prior years and that's what we're seeing usually minus 40 - 40 - 50 Um the what helped us a lot was that day three the other program that we incorporated. So that helped a lot. Is that [snorts] growing in numbers as far as >> kids? Yes. In fact, the elementaryaries had already pre-registered just >> what you pre-registered last year. >> Yes. >> So maybe in the next meeting we can give a Five report projections and >> we also have a projected
016report for region one that we can share. >> Yeah, that projection actually was shared to us at the conference. So the studies were showing that less less people are having babies so that school district need to prepare for that trend of this enrollment and how the school district need to entice I guess children to enroll or change districts to districts that have more programs like we do. We're doing an excellent job with that. Yes. And like I said, we're going to focus on our attendance uh uh this coming year more than we I mean the campuses are doing a great job. Our attendance is fantastic. Uh we're going to see what we can do to tweak it a little bit more so we can increase those those attendance percentages. >> Very good. >> Is there
017any more questions for Mr. If not, uh, we'll move on to, uh, agenda item number, excuse me, I'm sorry. Um, on the consent agenda, if there are no more questions, then do I hear a motion to approve the consent agenda? >> Motion. >> Is there a second to approve the consent agenda as being presented? >> A second. Any further discussion on the consent agenda? If none, there's a motion on the floor by Mr. E Ga Jr. Mr. E. And seconded by Jesse Leos. All those in favor say I. >> I. >> Okay. Um, five. Yes. and one uh abstension and the motion passes. A total of six motion passes. Next item on the agenda >> is discussion and [clears throat] report regarding the performance of receiving special education services including state >> adopted performances indicators
018and college career and military readiness outcomes as required education 29.0012. Our presenter tonight is Dr. uh special education director. >> Thank you. Good evening, madam president, members of the board, superintendent Mr. Os, members of the audience. Um today's presentation is an overview of the performance of students receiving special education services here in Bisd. So I'd like for you to refer to the bound booklets that I left uh in front of you. Uh it's the same information that was published on board book last week. And notice that the page numbers are at the bottom right hand corner of each page. Um if you can join me on the second page so we can start off with Texas Education Code and the reason we're here this evening. Um so it's a legal requirement for this presentation. Texas
019Education Code 29.0012 states at least once a year the board shall include during a public meeting a discussion of the performance of students receiving special education services. The presentation must include student performance data, college, career and military readiness outcomes and of course have public transparency meaning that it is uh during a regularly scheduled public board meeting. Um if you can turn to page three so we can look at the department vision, mission and commitments. So on page three, I think it's important to always root ourselves or or rather ground ourselves in our vision and mission statements so that we can establish some sort of direction otherwise we might get lost in all the data. So for the department our vision our ultimate goal why do we exist is our core purpose is to empower each
020student to lead a meaningful and purposeful life. And in the mission statement of what we do on a daily basis to get to that vision, we will provide support and guide high levels of learning for all students by instituting a culture of teamwork, inclusion, and collaboration. And then we have three commitments of why we do this or what we do on a daily basis. Kind of our our mindset in the department. And that's a commitment to learning, to collaboration, and results. And and if there's any members of of the staff here, they're probably nauseated from hearing the say the vision and the commitments at every meeting that we have. But we we we find that it is very important to establish our our our vision. So these statements guide our department personnel on a daily
021basis to remind us of why we do what we do. If you can go to page four for a list of topics that I'm going to cover in this presentation. So on page four we have student demographics, student performance data, stakeholder engagement, meaning the students, the staff and the parents. Uh I'm going to talk about compliance and then I'm going to talk about personnel. So the next page is just a cover page. If you can turn to page six. So in this section, we're going to look at our population numbers and how those numbers and trends compare to state levels. So in this line graph on page six we have the number of students receiving special education services for the last 3 years. In 2023 2024 our population total 675 while in 2024 2025 we
022have 779 total students with an IEP. This year 2526 we have 930 total students an increase of 51 students from the previous year. On the next page, we can compare enrollment trends in Romed and those across the state of Texas. So on page seven, we have a graph that represents the percentage of students who receive special education services for the previous four years. The blue line represents the percentage of students who receive special education services in all the state of Texas. The red line below that represents Roma ISD percentages. For example, in 2021 2022, Rome is D was at 8.1% of our students receive special educational services. While in the state of Texas, the percentage was at 11.6. Jumping to the 2024 2025 school year, the numbers increased to 12.1% for OMD and 15.3% for
023the state. Notice that upward trend uh across the straight. the state pretty much matches the upward trend in the Roma ISD. So the rising percentages could be attributive attributed to by several factors. One that dyslexia was added to the special education department and number two it could be that we're doing a much better job as to the uh responsibility of child find which is finding locating and identifying those students who are in need of special education services. Um and in the next section we will look at student performance data. So if you can turn to page nine. The next page is a cover page. As I stated at the beginning of the presentation, the board presentation must include um information on performance data and college career military readiness. So in this section of student performance
024data, we will look at several sources of data including resultsdriven accountability, star performance data, graduation rates, post-secondary readiness, and some CCMR indicators. So on page nine, we have resultsdriven accountability, which is RDA. uh in Texas schools. This is a datadriven monitoring framework used by TA, Texas Education Agency to evaluate school district performance regarding special populations. It replaced the former PBMAS system and it focused on student outcomes in bilingual education in special education and other programs to assign annual performance levels and they go from 1 to four. At the bottom of the page are the results for the ROM special education population over the last three years. In 2023, we received a determination level of two. We were labeled as as needs assistance. For 2024 and 2025, we received a determination level of one tremendous improvement
025and that labeled us as meets requirements. Um, if you can join me on page 10 now and I have another graph. So the whole presentation is mostly just a lot of data and graphs in there. So this graph includes performance data points from 2020 through 2025. The [snorts] purple line at the top represents the percentage of students that scored approaches or above across all state exams in Rome. The blue line in the middle is the percentage of students scoring meets or above. And the green line represents those scoring in the master's level. We're talking about students receiving special education services. More than looking at percentages, notice that upward trend across the five years for special education students. Go to page 11. And in this bar graph, we see the data sorted by the different areas
026that are tested. This data represents 2025 testing. So in the area of reading and language arts for that year 47% of our students receiving special education services scored approaches or above. In the area of math we had 66% in the area of science 67% and in the area of social studies 47%. So now on page 12 we have kind of a comparison of data between the state and Romeis and I thought this was very very interesting and very positive data. The blue line indicates STAR performance data for students receiving special education services across the state of Texas. The red line represents performance data for Rome ISD students receiving special education services. Notice again that upward trend and how we surpassed the state in the last 3 years of data. This is of course very positive
027news. If you notice year 22 23 we were pretty close to the state one point above at 50% while the state was at 49. The following year the state moved down to 47% ISD climbed up to 54%. The past year 24-25 the state stayed at 47% chromise declined three points to 57%. On page 13 now we look at graduation rates. So in in this page I put information for just across the state of Texas for all students and for students receiving special education services. The pla the black line at the top represents all students while the blue line represents students receiving special education services. For example, in 2020, 90.3% of students across the state graduated within four years, while only 78.9% of students receiving special education services graduated within those four years. By 2024, the
028percentages increased to 90.7% for all students and 80.9% for students with special education services. So, I want you to keep that in mind as we look at the next page for ROMD. So, go to page 14. And in these graphs, we find information for our ROM students. The black line represents all students while the blue line represents students with special education services. Looking at 2020, 90.8% of all students graduated in four years, while 80.8% of students with special education services graduated in four years. Jumping to 2024, the percentage of students receiving special education services graduated in four years increased to 96.4%. Again, it's a positive trend across the eight years of data. And although there's some years where you find some significant drops, overall I think you do see an upward trend in graduation rates
029for students receiving special education services. On page 15, um I want to talk a little bit about what we do for postsecary readiness for our students. Um we work closely with secondary campuses and AR&D committees to ensure that course selections and post-secondary goals are completely aligned. A CT representative is present in all secondary ARD committee meetings. And starting in sixth grade, this is something we started two years ago. Starting in sixth grade, students are invited to attend the ARD committee meetings to ensure that their preferences and their interests are being considered at the meetings. This helps promote student voices and self advocacy throughout the planning process. On page 16, we can look at CCMR data. So in this set of bar graphs, we look at several pieces of data. It's for years 2022 through 2024
0302025. The top bar for each set represents the year 2024 through 2025. In the first set, we have the percentage of students receiving special education services who met TSI criteria for at least one indicator in RNA. Notice a jump from 0% in 2223 to 5% in 23 24 and up to 21% for 2425. In the second set, we have a percentage of students who met TSI criteria for at least one indicator MF. Again, we see an upward trend with 24% of students meeting this criteria. The next set below includes RLA and math indicators with 18% of students meeting the criteria in both. The next next set is about meeting AP IB criteria in any subject and although it is a small percentage, we still saw an increase from 0% to 3%. An increase is definitely
031an increase. The next set of data is for students earning an advanced diploma and receiving special education services. We see that there was a jump from 82% in 22 23 and 23 24 to 97% in 24 and 25. A special education student graduating with an advanced diploma means that the student completed the foundation high school programs either an endorsement or a distinguished achievement. The next next set is for students who earned an industrybased certification. You will notice a huge increase from 8% in 2324 to 47% in 2425. The last set of data shows the percentage of our students who earned a graduation code of 54 or 55, meaning that they have the skills for full employment either while they're in high school or after they graduate. Um in 2022 23 we have 36%. In 23
03224 we have 47%. But in 2425 we see only 3%. And now that might be concerning to you why such a big drop. So the real data indicates a much larger and higher percentage actually of 68%. So this was some sort of clerical error that we're trying to figure out what happened. But we're already taking steps to make sure that such a clerical error does not happen again. Um if you want to look at page 18, let me talk a little bit briefly about stakeholder engagement and what we do for our parents, our staff members, and our students. Uh on page 18, we held three parent and family learning sessions this school year and the topics included border regional services in October, positive behavior interventions in January and realities of autism spectrum disorders in April
0332026. In addition, we also get feedback from parents after ARD meetings. So, we started a survey last year where parents after every ARD meeting, they're they're able to submit a form and give us feedback as to what happened in the meeting and how they felt about the meeting. And and the responses on page 19, I outlined the responses from the parents. And we see that parents reported very high satisfaction with ARD meetings, special education services, and communication. and they indicated a high level of support from staff with little to no need for improvement. So, we think that this system of feedback has been a great way of finding out how our parents feel and how to continue improving our services for parents and for students. On page 20, we find some information about staff development
034opportunities. At the top, we have handle with care trainings that are provided throughout the year. These are trainings on on restraints that we offer for all teachers, for administrators, and for pair professionals that are involved in special education. We also had our our staff spent staff developed and presented to every life skills um set of teachers, par professionals, and the principles at each elementary campus on um classroom basics and restraint documentation. And finally, every year we have a hands-on specialy training for sped bus drivers and bus monitors. If you go on to page 21 in the next pages, we basically have information about conscious discipline. I know the last meeting that I was here, there was a question about what is what is conscious discipline? Basically, we got a uh a grant, the empowering early
035childhood special education educators to improve student outcomes grant for a total of $49,888. And we use that grant to bring in this company to provide professional development for professional staff and our parent professional staff. We had a session in in August of 2025 for all of them. We included the prek3 and prek4 teachers. um and participants explored how to create safe, connected, and cooperative environments for all children and all staff members. If you go on to page 22, that's the second set that we provided in January, we've got all the sped teachers and par profofessionals and and at this session, we um we talked about self-regulation as an adult in order to regulate the behavior of other adults in the room and the behavior of students in there. So, so we got very positive feedback
036from from the participants at that session in January. You can go to page 23. So, what conscious discipline did in the last four months is each life skills teacher in the elementary schools got individual coaching sessions. So four times January, February, March and April, somebody from that company came over um talked to the teachers, saw them in action in the classroom and provided individualized feedback for every teacher. Um we thought that there was this was a a a great way for our teachers to get uh improvement in the classroom. And then we have one final session for this grant and that's going to happen in August and that has to do more with parental engagement and family engagement. Um, if you can't go to page 24, I want to talk a little bit about and
037and it's impossible for me to talk about everything we do in the special education department. And I'm sure after the meeting I'm going to be told, why didn't you include this? Why didn't you talk about that? But I decided to just highlight a few things. And one of them that I want to highlight is community-based construction. So um this is uh community based instruction is used in self-contained high uh high school classes and middle school classes and it helps students gain confidence in public spa spaces while aiding their academic process, their transition plans and their social and emotional learning objectives. So this provides opportunities for them to have practical life skills and some people think well it is it just a an outing for the students. No, it's actually a lesson that happens. It just
038doesn't happen in the classroom. It happens out in the community. U and it focuses on getting uh students getting jobs, going to college, and living independently. If you go to page 25, there's some examples of what we do for community based instruction. So in domestic and independent living skills, the students go grocery shopping, they go dining, they prepare food, and they visit public places. For vocational experiences, there's training at local businesses. Maybe they shadow somebody or they volunteer to build job skills. In the recreation and leisure activities, they visit parks, they visit libraries or movie theaters to learn about appropriate public behavior and social communication. And in the financial financial literacy, we talk about using money, managing budgets, and interacting with cashiers. That's where sometimes the students get money and they each have to go
039up and and pay at the cashier on their own in terms of what what it is to get a receipt, learn what it is to get uh uh the change back and so forth. And our teachers do a fantastic job of preparing our students and and we saw that today at the um the life center and the students that graduated and the great job that our teachers are doing at the 18 plus life center. Uh if you can go to page 26, the other program I want to highlight is our VAC program. It's our vocational adjustment class and this we have at Roma High School. It's a specialized program. Uh it's often for students with disabilities who need extra support to bridge that gap between school and employment. It teaches job readiness skills. They talk
040about resume building. They talk about interviews. They talk about workplace soft skills. Uh and then they get credit. Um and they also get get to go out in the community and work. If you look at page 27, I have a little bit more information of what we do there. Mr. Lfield Doris is doing a great job at Poma High School leading that program. We have 14 students in the VC program and they're placed at various work sites in the community and we have with several of these businesses. Right now we had with County Shark Precinct 2 Library with Bordertown Foods, Riverview Family Center and Stark County Memorial Hospital, Roma Family Health Clinic. We already have a a much larger list of employers for for next year that are willing to take uh these students and
041they go in for about an hour and a half, maybe two hours and they get training and they learn how to walk in, clock out, fill out cards and and and get training there from everybody that works here. So I think this is a a fantastic opportunity again for what we provide for our students and that helps us also in getting those CCMR um units also credits. If you can go to page 29 I want to talk a little bit about compliance. So compliance is a big part of the responsibilities of our department. It's not just offering the services but we also have have to stay compliant with federal and state regulations. Um so in in in federal pros we used to say if it's not documented it didn't happen. In special education we go
042a little further. If it's documented if it's documented it must happen. So we work a lot on making sure that we are compliant with with all the regulations. So on page 29 I want to talk a little bit about the tea cyclical monitoring review that happens every six years. And this year we were reviewed by TA. Um that happened April and May of 2026 and we had to submit a lot of data and student folders to TA. We're awaiting final results but the preliminary results show that we need to develop a corrective action plan only one out of 77 areas that were reviewed by GE. I I think that's that's fantastic news um for for our staff. have a fantastic staff that that's very hardworking and very caring and I I think I they they
043get credit along with the campus staff and and administration that led us to a really good review by by TDA. So the corrective action plan that we have to come up with in a few weeks is going to have professional development for all special education personnel and that's going to be provided through the different uh platforms and then we're going to continue monitoring the IEP documentation. Um moving on to page 31. I want to talk almost done with this talk a little bit about personnel. Um, so I want to show you our special education personnel who work directly with our students on a daily basis and who care deeply about their success. On page 31, I'm not going to go into detail by campus, but I wanted to give you the campus-based information about the
044number of teachers and par profofessionals at each campus. Looking at the totals, we have 18 life skills teachers in our district, 25 resource teachers, 78 full-time classroom support pair professionals, and 16 part-time classroom support uh staff members. On the next page, we're going to find a a comparison between state numbers and Romed numbers. So on page 32 in this line graph the blue line represents the percentage of teachers who teach special education classes in the state of Texas while the red line represents the percentages in Rome ISD. We can see the trend in Rome ISD pretty much matches the trend across the state um without looking necessarily we don't need to meet the the percentages but we still have that same trend. For example in the year 2425 the state of Texas had 11.4 4%
045of the teachers were sped at RomD 8.6% of our teachers were sped teachers. Uh join me on the next page. Um so in in this next section, you know, I I focus mostly on on student performance throughout the data. Um but I want want to expand that I want to acknowledge the great work that our department has done and does on a daily basis from participating in ARD committee meetings to evaluations to providing therapies to discussing options with parents to counseling students to responding to behavior crisis to providing direct instruction to keeping up with uh with building charge building keeping up with finances and keeping keeping up, making sure that our entire department runs smoothly. All staff members in in the special education department are to be applauded for their efforts. I'm blessed to work
046with such a caring and knowledgeable staff, and I really mean knowledgeable because sometimes I feel like I'm I'm the one that knows the least in that department. I always have to go to the specialist there, but it is really a fantastic staff that I that I am blessed to work with. Um, and I want to acknowledge that we don't do work alone. You know, I want to thank our our campus teachers, our par professionals, our administrators, staff members, district staff, maintenance staff, child nutrition staff, district administrators, police and security, superintendent, each one of our board members, but above all, I want to thank the parents and the community for their support in ensuring that we remain a dynamic community committed to the achievement of student excellence. Uh board members, I want to thank you for
047your attention. I know this was a a a long presentation. There was a lot of data in there. Believe me, I cut about 15 slides before I presented it to you. But I wanted to give you this very important data. And I welcome any questions that you might have, and I hope I can answer it. >> I don't have any questions, but it was a great presentation. Uh the numbers are great, so great job to the to department. >> Thank you, >> sir. >> I know it's a a very critical program, >> a lot of work and I commend you for all the work that you do and your staff also. So, thank you. >> I mean, this report is an excellent report. >> Anything else? So, this was a presentation. No. Uh >> no
048actually. Thank you. >> Thank you. >> Uh agenda we move on to agenda item number eight and this is a discussion [clears throat] and possible action on approving the interlocal cooperation agreement with a region regional day school program for the dev RDSB at Mckelen ISD and again Dr. is presenting. >> Thank you madam president. This agenda items involves an agreement between Rome ISD and Macaniz regional day school program for the deaf that provides services to students who are deaf or hearing impaired. Normally this agreement would be ongoing and we would not need to have more approval unless there are changes in the agreement. In this case there was one district that withdrew from the agreement and a new member district was added. In addition, an appendix was included to reflect new commissioner rules that are
049now required to be included in the shared services agreement. So, the updated agreement must be reviewed and approved by our board. Currently, we have five students who attend this program through direct instructional services and ISD and six students who receive either direct services or consult services here in Romed. If this agreement is approved by the board, it will need a signature by the board president and I can get that after the meeting. [clears throat] Uh members of the board, do you have any questions on this agenda? >> Everything everything else is staying the same. It's just the what needs to be added in the district that's the changes in the district. Correct. >> That is the only is the same. >> Correct. >> If there are any more questions on agenda item number eight, do
050I hear a motion to approve agenda item number eight as presented? >> I'll make a motion to approve it. >> Is there a second to approve the agenda? Item number eight is being presented. Any further discussion? If none, there's a motion on the floor by board member Yina Vera and seconded by Karina Mascoro to approve agenda item number eight. All those in favor say I. >> I. >> Six in favor. None absent. Motion passes. >> Thank you. Thank you sir. We move on to item number nine. [clears throat] This is a report on federal grant applications uh 2026 2027. Our presenter is Mr. High Kad Jr. CTCMR director. >> Good evening sir. >> Uh good evening madam president board members Gonzalez colleagues and members of the audience. I'm going to reference this packet. I think
051I I should have put one on each of your guests. So, we're going to reference that. Um, tonight I will be presenting information regarding ROMD's federal program, federal grant applications for the 2026 2027 school year along with the required public notice associated with these applications. I'm also presenting this information on behalf of Miss Yadira Diaz, federal programs director and Dr. Alanga, special education director. As a district CTCR director, I will be I will personally be applying for the Carl D. Perkins career technical education grant and the remaining federal grants presented this evening are overseen by their respective directors as previously mentioned. Together, these federal funding sources continue to play a vital role in supporting academic programs, career and technical education pathways, special education services, bilingual education initiatives, professional development opportunities, and student support services across
052Royal Misd. So, uh, if I could have us turn to the second page, please, so I can give everybody a quick rundown of, um, of this year's, uh, application and and entitlement amounts. So, on page two, we have an overview of federal grant applications. The Carl D. Perkins Career Technical Education Grant, the entitlement amount for this year is expected to be 109,423 uh, dollars. Um the application due date is September 3rd, 2026. Of course, we the expected submission date will be in June. So throughout the month of June, we'll be working on this application uh for the Perkins grant for special education. The IDA uh/B orb formula. The grant uh entitlement amount is 1,220,852. The IDA uh-B preschool amount is 22,362 and the same applies uh is due September 3rd and but we we'll turn
053that in by June 25th and I know Dr. will be in charge of that. The uh ESSA consolidated grant it means every student succeeds act. The title one part A is 3,746,89. Uh the title two part A is $397,112. Title three part A is $431,523. Title 4 part A is $284,420. And again, the application is due September 3rd and also be uh turned in by June 25th of 2026. If you want to go on to page three, page three is is uh allows us to do a sideby-side comparison. Have to adjust the electricity. On page three, it's it's important to to reference prior history and some historical data. As we look at numbers um beginning with the academic year 2024-2025 and the init initial amount at that time was 100,300 for the for the Perkins
054grant. The final amount and this happens throughout the grant cycle throughout the year it usually increases and for that year was 127,92. In 2025-2026 the initial amount was $111,476. Again it increased by about almost 30,000 heading to $140,22. Now, for 2026, this upcoming year, like I mentioned previously, it'll be uh we'll start off with $ 109,423. Okay? So, these are the C the federal funds that we use for CTD for uh on that same page, special education grant. Bear with me as I read the numbers. If we look at the 2024 25 data, the initial amount was $1,173,483. The final amount was 1,24544. In 2025 20226, the initial amount was 1001,225,581. The final amount was $1,263 uh with 6 $641. Now for this coming year, the initial amount seems to have dropped a little bit.
055It's going to be at 1,220,852. Okay. For IPA uh-B preschool in 2024 2025, the initial amount was $21,654. The final amount was $22,239. 2025 2026 school year, the initial amount was $22,211. The final amount was $22,91. As you can see, the trend is that it increases throughout the year. And for this for the the initial amount for this upcoming year, uh it's supposed to be at $22,362. So, we stay on on page three and we look at at title one part A. As we know, Miss Goose as federal programs director, title one is where we get most of the fun the funding. So at 2024 2025 school year, the initial amount was $4,9,221 and it stayed the same throughout the year. In 2025-2, I mean 2026, I'm sorry. The initial amount was $3,848,390 and the
056final amount was $3,944,9. In 2026, this upcoming year the 27, we're looking at $3,746,89. For title 2 in 2024 2025, the initial amount was $360,83. The final amount was $374,620. In 202526, the initial amount was 401,400 I'm sorry, 401,000 uh $438. Final amount was $411,319. And for this upcoming year, it will be $397,112. We're almost done. Title three part A, the initial amount was $436,425. The final amount was $453,5443. And the 2025 2026 school year, the initial amount was $444,469. Final amount was 439 with $452. And for this upcoming year, the amount should be $431 uh with $523. For part four, the last part, let's look at the 2024 2025 data. The initial initial amount was $32,591 and the final amount was $312,095. The initial amount for 2025 2026 was $290 uh 290,332 and the
057final amount was $31,132. And now for the last number for 2026 2027 the initial amount should be at 284 uh $284,420. This fund supports supplemental instructional programs, teacher quality initiatives, bilingual education services, student enrichment opportunities, educational technologies, school safety initiatives, and overall student academic success. And for the last page as I conclude um my presentation basically the last page we have to post on our website and it it's to inform the public of the dates that the applications are due. Yeah. The dates when we plan to turn in the applications and the dates where they have time to make comments. As you can tell at the very bottom of the page that have Mrs. Diaz's uh email, Dr. get us and my email in case I have any questions or concerns. So, we have to
058by law post this information and thank you for this my presentation. Thank you so much for listening and if you have any questions if I can't answer I know Dr. Dr. Ga or Miss Nas will be happy to answer as well. Any questions? >> Title Title four. >> Title four. It seems like every year it's less and less than that. And that grant it it hadn't existed when I was program and then all of a sudden they gave it to us which was great health and now it seems like it's lower and lower. >> So I'm just wondering the last one. >> Yes. The title 4 was at this year supposed to be at 284. more. >> We hope that it'll be able to jump up, but if you see the the previous years, it
059did it is a reduced amount. And so I was asking Miss Das and um was a chance to talk to Dr. But this there's a formula, right? I mean, population demographics, how uh grants have been handled in the past. I think we'll be in good shape, but u hopefully we'll we'll get a bounce at the by second semester. You know, all these friends are great help. >> Any questions? >> Thank you very much. >> It can go um at 101 as you see the trend the same thing is happening. Um I think it I know that Mr. Jessia talked a little bit about u enrollment. That's always a factor. That's always a factor. I'm not saying that's the significant factor. Could be that federal funds are just being restricted a little bit more. But uh
060this is the lowest initial amount that we've had in the past 2 3 years. So it does raise some concerns, but I think that uh for the most part, Mr. Lenise, I think we'll be okay. See here. I know that Mr. tells me all the time, well, they're giving us more less and less federal funding, but do you see any difference in projections? Is there what would you be your explanation, sir, for them? >> Just enrollment as well. So, it's a combination of both. Um, it hasn't hit us too drastically, but hopefully we'll be able to not it won't go down too much more. Any other questions? Thank you all. Thank you so much. >> Thank you, sir. >> We move on to agenda item number 10, consideration and possible action to renew the DMAC
061solution region seven, education service center DMAC software license agreement. Uh presenter is Mrs. Vanisa Montes, our executive director of special programs. Uh recommend that we're doing software the software provides a web based application that you know other campuses online testing takes alignment and data analysis testing. and also of phrases for the amount of $3,48. Last year it was $34,000 about $2,000 and we've been doing it for $1,000. Are there other softwares that are used aside from the demon or just >> there's a >> that's region seven region one to region seven and is recommended by the division. [snorts] >> So if if we approve this this is it be available for all the campuses or the ones that choose to use the demand instead of the other >> it's available for all the campuses. >>
062Yeah that's the fee is for other campuses. No, but uh what I think you're trying to ask is that if it would be different if there was like half of the district is using one software and the other half is using another software. It's just a feasible we do use it for our LPC. And the listing of the different modules that we have the state assessment the D score DPRI U T learning plans le forward and L pack and for plan rotors you have different applications. Any more questions for Mr. >> If there are no any more questions on agenda item number 10. Um do I hear a motion to approve agenda item number 10 is being presented? Mr. Is there a second to approve the agenda item number 10 is being presented? Any further
063discussion? If none, there's a motion on the floor presented by Mr. Imus Kawad and seconded by Yanita Verera to approve agenda item number 10. All those in favor say I. >> I. See in favor. Motion passes. We move on to agenda item number 11 consideration possible election regarding the approval of the school board of trustees November 3rd 2026 order of election. The presenter is Mrs. Marisa Perontes executive director of special programs. >> Good evening mus members of the board. Mr. Mozales, for agenda item number 11, I'm asking you to consider approving the order of election for the upcoming November 3rd, 2026 Romayd School Board of Trustees election. Attached to the order is exhibit A, which lists all the polling places for early voting and election day. Two years ago, we did have two early voting
064sites. If the board wants to again [clears throat] have a second early voting site, we're going to need to wait until the county, the elections office has determined all of their polling sites and then we can choose a second site to join them at that time. And at that time, we will be able to add an amendment to the order if uh the board desires to at that. Any questions on the order of relation? >> Any questions for Mrs. Ben? If there are no more questions, then do I hear a motion to approve agenda item number 11 as being presented? >> Mr. Is there a second to approve the agenda item number 11 is being presented? >> Second. >> Any further discussion? If not, there's a motion on the floor by Mr. Eve Garca Jr.
065and seconded by Mr. Jesse Rios to approve agenda item number 11. All those in favor say I. >> I six in favor. Motion passes. We move on to agenda item number 12. consideration possible action regarding the approval of joint of a joint election with the city of Roma and other procedures necessary to put into effect and authorize the execution of that agreement. Again, Mrs. Bmont is presenting Texas Education Code 11.0581 0581 requires an election for board of trustees members of an independent school district to be held jointly with another political subdivision in accordance with chapter 271 of the Texas election code. For agenda item number 12, I'm asking you to consider approving the joint collection agreement with the city of Roma for the November 3rd, 2026 Roma school board of trustees election. >> Are there
066any questions for Mrs. Fontes? If there are no more questions, then do I hear a motion to approve agenda item number 12 as being presented? Any further discussion? If none, there's a motion on the floor by Kina Mascoro and seconded by Yanita Barera to approve agenda item number 12. All those in favor say I. >> I. I. >> Six in favor. And motion passes. >> Thank you. Next item on the agenda is our close session. Uh Texas government code section 551.071 071 and section 55 1.74 uh presenter well it is now what's the time 7:33 and the Roman ISD board of trustees will now go into close session as authorized by the Texas open meetings act Texas government code section 551.071 071 and section 551.74 to discuss agenda items. What are the Okay. Um, deliberations
067regarding recent appointments, employments, evaluations, reassignments, duties, discipline and dismissal of employees. Okay. No action will be taken in close session. We respectfully request that our Roma isd community in attendance please wait in the mana building while the board is in close session. The board is now in close session. >> [music] [music] [music and bell] [music] >> Oh, [music] hey. [music] >> [music] [music] >> Oh, >> [music] [music] >> Heat. Heat. [music] >> [music] [music] >> Heat. Heat. [music] [music] >> [music] [music] >> Oh, hey. [music] [music] Hey, [music] hey, hey. [music] >> [music] [music] >> Number [music] >> [music] [music] >> Heat. Heat. [music] [music] >> [music] [music] >> Hey, [music] >> [music] [music] >> Oh, [music] >> [music] [music] >> Heat. Heat. [music] [music] >> [music] [music] >> Hey. Hey. Hey. [music] >> [music]
068[music] >> Do [music] >> [music] [music] >> Oh, [music] >> [music] [music] >> Oh, hey. [music] >> [music] [music] >> Oh, hey. [music] >> [music] [music] >> Oh, [music] >> [music] [music] >> Down. [music] [music] >> [music] [music] >> Oh, hey. [music] >> [music] [music] >> Hey. Hey. Hey. [music] >> [music] [music] >> Deep. [music] Heat. Heat. [music] >> [music] [music] >> Oh, [music] [music] >> [music] [music] >> Down. [music] Heat. [music] >> [music] >> Oh, hey. [music] >> [music] [music] >> Oh, hey. [music] >> [music] [music] >> Oh, hey. [music] >> [music] [music] >> Heat. Heat. [music] >> [music] [music] >> Oh, hey. [music] >> [music] [music] >> Oh, hey. [music] >> [music] [music] >> Oh, hey. [music] >> [music] [music] >> Heat. Heat. [music] [music] Heat. Heat. N. [music] >> [music] [music] >>
069Oh, [music] hey. >> [music] [music] >> Hello. Heat. >> [music] [music] >> Heat. Heat. [music] >> [music] >> Oh, hey. [music] >> [music] [music] [music and bell] [music] >> Oh, hey. >> [music] [music] >> Oh, [music] Heat. Heat. [music] Heat. Heat. [music] >> [music] [music] >> Heat [music] >> [music] [music] >> Oh, hey. [music] >> [music] [music] >> Oh, hey. [music] >> [music] [music] >> Oh, [music] hey. Heat. Heat. [music] >> [music] [music] >> Oh, hey. [music] Heat. Heat. N. [music] >> [music] >> Hello. [music] [music] >> [music] [music] >> Heat. Heat. [music] >> [music] [music] >> Oh, hey. [music] >> [music] [music] >> Oh [music] god. >> [music] [music] >> Oh, [music] >> [music] [music] >> Oh, [music] [music] bye. >> [music] [music] >> Heat. Heat. [music] >> [music] [music] >> Oh, [music] Heat.
070[music] Heat. N. [music] >> [music] [music] >> Heat. Heat. [music] >> [music] [music] >> Oh, [music] hey. [music] >> [music] [music] >> Oh, hey. Heat. Heat. [music] [music] Heat. Heat. [music] >> [music] [music] >> Do [music] you? [music] >> [music] [music] >> So, So coming There is Amen. not save the names. because when she ted them on it saying that you're not recording that she session 9:04 p.m. In this regular board meeting, the ISD board of trustees is back in session. For the record, there was no action taken in close se session. We move on to agenda item number four, I mean 14. Agenda item number 14 is employment and nonrenewal of nonprofessionals for the 2026 2027 school year Mr. Hari superintendent >> Mr. Excuse the members of the board. I ask that you approve
071the employment and resignation of professionals and pair professionals from both submitted with from board. >> Are there any questions from Mr. Do I hear a motion to approve the acceptance of the school superintendent's recommendations on agenda item number 14 employment and nonrenewals of nonprofessionals for the 2026 2027 school year? >> A motion. Is there a second to the to approve the agenda item number 14 as being presented? >> I second. Any further discussion? If none, there is a motion on the floor presented by Eve Garsa and seconded by Jesse Leos to approve agenda item number 14. All the all those in favor say I. >> I. >> Six in favor. None opposed. Motion passes. Next item on the agenda is number 15, employment and resignation of professionals and par profofessionals presented by Mr. Carlos as
072superintendent. >> Mrs. Cruz, I ask that the board approve the employment and resignation of professionals and par professionals for both lists that were submitted. >> Are there any questions for Mr. None? Do I hear a motion to approve the acceptance of the superintendent's recommendation on agenda item number 15, employment and resignation of professionals and parable professionals? >> I'll make a motion to approve agenda item 15. >> Thank you. Kar Karina, is there a second to approve the agenda item number 15 as being presented? >> Second. >> Mr. Any further discussion? If none there is a motion on the floor presented by Karina Masuro and seconded by uh Mr. Himead to approve agenda item number 15. All those in favor say I. >> I see six in favor none of next item is agenda uh I
073mean item number 16 adjournment. Do I hear a motion to adjourn the meeting? Is there a second to adjurnn the meeting? >> I second. >> There's a motion on the on the floor to adjourn the meeting presented by E Ga and seconded by Jesse Rios to adjourn the meeting. All those in favor say I. >> I. >> Six in favor, none oppose. Motion passes. The time now is >> 908. 9:08 and this meeting of the Roman board of trustees.