001Heat. Heat. N. [music] >> [music] [music] >> I know that Jess is And I don't know. I didn't know Id family and guests. We're about to start this meeting. It is now 6:01 p.m. and I call this regular monthly meeting of the Roman Independent School District Board of Trustees being held this Wednesday, January 28th, 2026 to order. Let the record share that this meeting was duty posted according to the Texas Open Meetings Act, Texas Government Code Chapter 551. Agenda item number one is roll call. Board vice president, Mrs. Jadira Abaro, >> here. Board secretary, Mrs. Mary Luji Cruz, >> here. >> Board member, Mr. Himeus Garcia, >> present. >> Board member, Mr. Evansa, Jr. >> here. >> Board member, Mrs. Scarina Mascoro, >> here. >> Board member, Mr. Jesus Rios, Jr. absent, and myself, board
002president, Mr. Ricardo Pett is present. Let the record show we have a quorum in attendance at this regular monthly meeting. We'll move on to agenda items number two and three which are invocation and pledge of allegiance. This evening the invocation will be delivered by trustee Mr. Eevee Gara Jr. and the pledge will be led by trustee Mrs. Yadira Aaro. Would everyone please stand? Let us pause for a moment of reflection. We give thanks for the opportunity to serve our students, staff, and community. May we be guided by wisdom, patience, and compassion as we make decisions that affect the future of our children. Grant us unity and purpose, clarity, and thought, and a shared commitment to what is best for RomaD. May our discussions be respectful, our intentions sincere, and our actions guided by integrity. Amen.
003>> Amen. I pledge algiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> Thank you. You may be seated. We'll move on to agenda item number four, which are public comments. Our presenter, superintendent, Mr. Cuddles Gonzalez Jr. Mr. Pettis, nobody signed up for public comments. >> Thank you, sir. [clears throat] >> Then we'll move on to agenda item number five, which is our consent agenda items A through I. Presenters will be our district executive director of business and finance, Mr. Pedro Alanise. And uh for enrollment figures, district tech and director, Mr. Manuel Garcia. >> Good evening. Good evening sir. Mr. Lise, I noticed that there were, this is just for my own curiosity because I
004noticed that there were several union volume reimbursement to se a lot of the employees. >> Why is that? >> U there was some changes in the union plan. There were all these monies from from uh years back and the company gave us the money. So we gave it back to the employees but it was a refund on their accounts. But they continued with the same company or Okay. >> It was like kind of an overpayment. >> Okay. >> And then the insurance refunded the money to the employees. >> Thank you. >> It's called Union Union Volume. There's one in 17 and there's throughout the the the checks paid. There's several a lot of them Any other questions for Mr. Alanise? >> Thank you, Mr. Alanise. We'll move on to uh attendance and enrollment figures. If
005any of you have any questions regarding enrollment, you can direct them to Mr. Monroia. Where do we find woman >> 90. >> So it's a a plus 27 students >> plus 27 from December. Yes sir. >> Excellent. Do you foresee sir that there might be a prek program in the schools that we don't have right now like for example at uh RT RT but is the one that doesn't have or >> RT has more students? >> Yes. But which is a school that doesn't have >> uh DDG because they're um they're already maxed out in that campus. So we send those students to RT where there's more room. So there's no way that they'll have a prek3 next year. >> Well, numbers go up and we look at look at it, but >> right now
006it helped them being at RT keeps the numbers up at RT. Yes. Because >> you can see the numbers at RT. >> Yeah. 420. >> But they've gone up, right? The number has >> they went from uh >> we've done it >> from 418 >> about five students. >> Yes. >> So we have two elementaryaries right that are over 500 students with our RC science leading that's 526 that's a plus and with a plus one. Am I correct? >> Correct. Yeah. >> Yeah. It's been pretty average. FJ Scott being the other school >> that has over 500 >> over 500 FJ >> 519 and FJ Scott would be the next one. [clears throat] >> Good numbers. Any other questions for Mr. Arcia? Mr. Garcia, thank you very much. >> Thank you, sir. >> Thank you.
007>> At this time, I will entertain a motion to approve the consent agenda, items A through I, as presented. >> I shall move that we approve the consent agenda, which includes items A through I as being presented. >> Thank you, ma'am. Is there a second? I'll second. Thank you, sir. Any further discussion? If none, there is a motion on the floor by Trustee Kus and seconded by Trusty GarcA to approve agenda items uh agenda item number five as presented. All those in favor of the motion, please indicate so by saying I. >> I. And I abstain from Flowers Baking Company. >> Thank you. Six in favor, none opposed, one absent. and one abstension as noted. Motion carries. Agenda item number six, consideration and possible action to approve revisions to local policy EIC academic achievement class
008ranking. Our presenter will be our district deputy superintendent, Mr. Luis E. Gara. Mr. Garca, the podium's yours. >> Thank you, sir. Uh, good evening, Mr. President Trustees, Superintendent Gonzalez, members of the audience. The ranking committee established by Dr. Guusman, high school principal, recommends a revision to policy EIC local, which is academic and class ranking due to an instructional change affecting the class of 2031, currently in seventh grade. Beginning with this class, algebra 1 will be offered at the middle school level, requiring a review of how this course should be factored into class ranking. To address this, the ranking committee met several times last semester and worked closely with two task policy consultants. We review the current policy, explore multiple options, and focus on maintaining fairness, consistency, and academic rigor for all students. After careful discussion,
009the committee arrived at a consensus. We recommend including algebra one taken at the middle school in class ranking as long as the curriculum and rigor are equivalent to the high school course. In addition, we recommend lowering the course weight from 6.5 to 0.5. The committee believes that adjusting, excuse me, the committee believes this adjustment will encourage students to take an additional high school math course such as calculus or statistics, which carries a higher weight. Overall, this recommendation ensures equity within each cohort, aligns middle school and high school effectiveness and continues to promote advanced coursework. For these reasons, the ranking committee recommends approval of the proposed policy revision. At this point, I'm happy to answer any questions or clarify any part of the recommendation. >> The weight would be dropped from 6.5 to 5.5. Correct? >>
010That is a recommendation. Yes. >> Will there be advanced classes? Advanced algebra 1 and regular algebra 1? >> That that is a very good point. Uh starting with the class of 2031, uh all the algebraas will be the same which will not be an advanced class or all the classes will uh will carry the same weight. So there's not going to be a distinction between advanced or or regular meaning that they will have exactly the same weight if they take it at the middle school or if they take it at the high school. Now if an individual for example in the state what they're recommending is for individuals to continue taking more advanced classes especially at the high school. So uh the sequence is basically algebra 1, geometry, algebra 2 and pre-cal. Those are four
011courses. Now of course if the individual takes algebra at the middle school that person will free that individual to take another course at the senior level. You might be thinking well that's that's what's happening right now. when the students have to double up when they're sophomores, they have to take geometry, but they also have to take algebra 2. So by doing this, the committee decided that if we were to lower the the weight for algebra that even if the student has a hundred in every single course, imagine having algebra 100, geometry another 100, g algebra 2 another 100 and pre-calc 100. more than likely that individual will not encouraged to take that calculus or statistics. We were thinking of offering statistics. >> So the committee decided that by lowering the weight and because calculus and
012statistics will carry a higher weight which which is 6.5 this individual will encourage to take that course to replace the algebra that is at a lower weight which is 5.5. So that was the intent by I don't want to use force or push but encourage the kiddos to take those uh those courses. Now if the individual is satisfied with the grades then they don't have to take that calculus. uh one of the things that the committee has looked at is that some individuals sometimes they enrolled in calculus and they have a big enrollment and then in the middle of the year for whatever reason there could be so many factors that they decide to drop that calculus. So by having that weight of 6.5 will encourage those individuals to take I mean to stay in
013that particular course. >> College algebra is also one that the dual enrollment is also another course that can substitute for the other math. No, >> can you repeat that? >> The college algebra >> when they take it as a dual enrollment >> required. >> Okay. So, it's only calculus or statistics if it opens. >> Yes. >> If they decide to take uh to take that particular course. Right now, we're not offering statistics, but the committee decided that you don't have to be a mathematician. I mean, you can take a master's degree uh in any area at the college level and they are going to ask you for you to take a statistics. So that is uh the goal to um offer this course for the very first time in the near future. [clears throat] Um
014and hopefully those individuals will have uh a choice either to take calculus or to take uh statistics. So I left you a booklet there with the signatures of the committee the committee members. We have a a true representation because we had uh um administrators from the high school. Uh we had counselors from the high school. We also have administrators from both middle schools and counselors from the middle school. And in addition to that, we had two uh administrators from the district level. >> Mr. And there's other school districts that are already offering algebra 1 and geometry in the middle schools >> for years. I totally agree with you and we discussed that we discussed that at the committee uh you know at the in the session uh that there are some other individuals that take
015these courses and the possibility and I address this issue if we have an individual let's say neighboring school uh and that individual is a freshman and took algebra let's say in Rio Grande and that class happens to be an advanced class instead instead of a regular class transfers to the high school. Okay, what are we going to consider? And due to the fact that we are not going to offer an advanced algebra at the high school that weight even though it's an advanced is going to be just a regular class. >> Yes. >> So it it will be the same weight as our school. So we discuss those questions and I totally agree that that uh uh other districts do offer geometry but at the present time the only course that is going to count
016for ranking will be algebra. If the near future um if they want to incorporate geometry at the middle school like few other school districts offered then we can come back and revisit the policy and we can include that particular subject. If this is approved today uh this evening, Mr. becomes effective for the following year. >> It will be effective immediately. But starting with a with a seventh graders at the middle school, meaning that those individuals that that they're at the high school are not going to be affected. Uh it will count the same way. If you look at the policy, it will show there that it will start only with the beginning of the class of of uh 2031 which are the seventh graders. And the urgency of doing this is that the counselors they
017tend to go to the middle school and they tend to register the kiddos for them to take the courses at the high school and usually it's in the spring semester of of of this year. Uh so these individuals we we needed to establish this policy so they will know that this course which is algebra which is going to be offered to those kiddos if they qualify it is going to come for ranking. We didn't want it for them to be in limbo. Well am I going to register for the algebra and this course is not going to count for ranking yes or no. So that was the urgency of having this but to answer your question Mr. If this is approved today, I'll send it to the policy consultant. So, it will be placed on
018the on the handbook, the port book, but it will start with the class of 2031, which are the seventh graders right now. >> And the algebra class would be taught at the eighth grade level. >> That is correct. >> Okay. >> But with the condition, Mr. Pettis, and this we made it very clear to the counselors and to the administration that it would not be fair that high school, they're going to cover, let's say, 12 chapters >> and they're providing the exams. They're providing the curriculum and here's where we need the the assistance from the curriculum >> um department is that at the eighth grade level, it has to be covered at the same level >> covering the same chapters, providing the same exams because it's equal. Because if you're going to say we're going
019to cover 12 chapters at the high school and at the middle school we're going to cover only five chapters, then it's not going to be fair. It has to be the same. >> So the weight will be will carry the same even if they started at the middle school or the high school. >> That is correct. >> Yes ma'am. That's a good question. >> So then the curriculum >> starting again starting again with the class of 2031. >> Yes. >> So the curriculum planning that takes place during the summer should include the middle school teachers together with >> Excellent point ma'am. Excellent point. And we discussed that in the committee and uh one of the things that the high school principal and the committee recommended is that maybe with the help of the the campus
020uh middle school campus administration when they develop the curriculum that whoever is going to be teaching algebra at the middle school that that person if it's hired to be part of the curriculum so they'll know what they're going to be teaching. >> And now as far as certifications they are certified to teach algebra >> at the middle school. Yeah. So to be fair, >> especially for ranking >> and all eighth graders are going to be taking algebra 1 or is it just that are >> The ones that qualify >> because right now ma'am and that's a good question. Those individuals that are allowed to take that course. They have already taken the curriculum at the sixth grade which is a little bit more advanced. Seventh grade the same thing. So they will be prepared to
021take the other. So they have to qualify now. So whether they take it in the middle school as an eighth grader or if they take it as in the high school the rank will be not the the weight for the course will be the same starting with 20 >> 20. Yes ma'am. It will be the same this month. >> And you say those that qualify. So my >> my thought process is that the the process to qualify >> that's a good question Mr. Pettis. In order for them to qualify, they were supposed to have scored a certain grade when they took the state exam in the fifth grade. So if they met a certain criteria, those individuals qualify to go through the curriculum or for them to start with, let's say, advanced math in the
022sixth grade. The individuals that qualify, if they didn't meet the criteria, then they're not going to be in that particular group. Now, by the same token, if you have uh the cardito here and he qualifies and mommy decides not to keep the cardito here in this advanced class, they can opt in removing that individual in that particular class. If they don't want to be in that particular class, >> the parent can opt. >> The parent Yes, they can opt from uh being in that. >> No, but also if the students weren't doing well as the semester was going, they were also being removed. That is another another criteria that even if they qualify but they're struggling then at that point >> the middle school administration will recommend to the parents that maybe they should go
023in another route. Recommend because they're struggling. >> Interesting. >> Again, this is coming from the state. The state is requiring for us to offer algebra at the middle school. >> Yes. to take advanced classes, you know, the math courses. So, in my opinion, it is it is a good deal, especially those individuals that want to go in that route. >> And this will free and this will free >> of taking more advanced math courses or the senior year taking >> another course that might not be related to math if they're satisfied with the courses that they took up to the junior year. >> So, it frees up it frees up a choice. And maybe in the near future, maybe in the near future, you might want to consider talking to the middle school principles in
024offering uh Spanish at the middle school. I know that we're offering Spanish for half a semester, but how many kiddos they take Spanish in the summer and they take it for four weeks. The possibility of offering Spanish at the middle school where they can get the credit at the high school. This will free more space for them to take more classes. So all this uh we discuss in the committee that maybe in the in the near future we can consider this u and this way will free more courses where they can take classes that they prefer to take and and they don't have to take that Spanish in the summer >> free up their schedule >> to be uh to be considered at a future date. Right. >> But it's good to hear that that
025they have cho or will have choices. Thank you. There any other questions for Mr. Gar? Thank you, sir. >> Thank you, sir. >> Okay. >> At [clears throat] this time, I'll entertain a motion to approve agenda item number six is presented. >> I have uh I move to approve revisions to local policy EIC, academic achievement class ranking as recommended by the ranking committee. >> Thank you, Mr. Squad. Is there a second? >> I'll second. >> Any further discussion? If none, there is a motion on the floor by Trustee Escoad and seconded by Trusty Mascoro to approve agenda item number six is presented. All those in favor of the motion, please indicate so by saying I. >> I. >> Six in favor. None opposed. One absent. Motion carries. Thank you very much. We'll move on to
026agenda item number seven, consideration, possible action regarding approval of resolution for the Roma ISD police department to apply for the Edward Burn Memorial Justice Assistance Grant or JAG. Presenter will be our district police chief, Chief Ben Gonzalez. Mr. Gonzalez, >> good evening. >> Yeah, we are asking for the board's approval to apply for the DT I believe you have a copy of >> What is this grant for? >> Okay. The purpose of applying for this grant is to replace vehicles which have become unsafe to replace >> to replace the vehicles. >> And uh Chief Gonzalez, this is a grant. Yes. Okay. [clears throat] >> So, you're just applying for the grants, sir? >> Yes, ma'am. >> Okay. And and how many vehicles do you have in mind to be approved? >> Well, we had in
027mind five vehicles, but after looking at prices, they're very expensive. So, we were initially wanted to to ask for 310,000, but you and myself have been discussing this and I think we're going to raise >> the what we're asking for at least 500,000. See what we can get. >> There's there's no there's no cap on the >> and there's no guarantees, but it's a grant. There's there possibilities. >> We might get >> I doubt we get all of it, but we might get some. >> The higher I guess the higher we we ask for there's a better chance that we get And this grant can only be used for vehicles. >> No, >> but that's what you're requesting it >> for. process. >> Yes. >> Before you even apply now, you have to put out
028a resolution even >> has to be approved by >> before you could resolution. >> Thank you. Any other questions for Chief Consult? Thank you, sir. Okay. At this time, I'll entertain a motion to um approve the resolution. I'll make a motion. >> I'll second it. >> Any further discussion? If none, there is a motion on the floor by Trusty Gatsa and seconded by Trusty Barera to approve agenda item number seven as presented. All those in favor of the motion, please indicate so by saying I. >> I. >> Six in favor, none opposed, one absent. Motion carries. >> All right, we'll move on to agenda item number eight. >> Consideration possible action on the approval of the 2026 2027 ISD academic calendar. Our presenter will be our district executive director for human relations, Mr. Edgar Gatsum.
029Mr. Gum. >> Uh, good evening, Mr. Perez, members of the board, superintendent, Mr. Gonzalez. Um I'm here to um see if we would approve um the um calendar for the 26 27 academic school year. Um usually the process is uh we create a Google form, send it to classroom teachers and they vote um on on the the [clears throat] different options, right? Um so so uh I think uh if you look at the the pages I included um overall option number one got 76% of the votes. Uh option number two had 24% of the vote. I know this year I included it so that as the teachers were voting they would be able to see the results. Uh that way they they they they already know which one um had more votes, right? So just
030to keep it transparent and and and making sure that they're aware of how how uh they're doing and and and so on. >> Election results live. >> Yes. >> The only difference, Mr. Aasa, was the spring break and Easter break, right? >> Yes. This year um the the one of the issues was that um Easter falls the last week of March. So we had spring break and then it would be like two days or three days and then Easter. So then that really hurts attendance because they won't come back and so on. So that's why the the one that um one we have the spring break a week earlier to have at least a week and a half between spring break and and Easter. >> That's right. >> And and the good thing I I
031always put their comments uh so they give recommendations and things like that. Most of the comments are are very positive as far as that they like having at least one day off every month and things like that. And some ask for other things, but they're not uh feasible, right? But overall, uh I think the the the teachers are are >> are um they like the idea of having at least a day off every every month. They kind of do. >> Mr. before the teachers vote who devices or who comes up with the options? >> We usually like I'll I'll create options and then I'll share it here with directors with curriculum just to so they can see how it it might impact different ones and and we get uh >> there's not a lot of
032the thing is there's not a lot of things you can do with a calendar, right? So, so >> um whatever if you put a day here, you have to take it somewhere else. So, it's kind of >> there but but um for the past few years I think it's very similar >> and and as far as uh what what we have >> any other questions for Mr. Garson? >> I just noticed that it says here on the important dates it says um February 14th student teacher holiday and if you look at the calendar it's on a Sunday. >> Yes. >> So did you mean February 15? >> It's supposed to be on the 15th. >> Okay. that that I just worry about the others and then I'll go and and fix that that part. Yes.
033>> The 15th is colored in. >> You have it. You have the 15th highlight. >> Yes. >> Mhm. >> Any other questions? >> Thank you, Mr. Arson. At this time, u I'll entertain a motion to approve agenda item number eight. I'll make a motion to approve agenda item number eight to approve the 2026 2027 Roma ISD academic calendar as uh uh selected by our the majority. Option number two. >> Thank you ma'am. >> Option number one. >> Yes. >> I'll second it. >> Is there any further discussion? If none, there is a motion on the floor by Trustee Mascoro and seconded by Trusty Cruz to approve agenda item number eight as presented with their recommendation. That option number one. All those in favor of the motion, please indicate so by saying I. >> I. >>
034Six in favor, none opposed. One absent. Motion carries. Thank you very much, Mr. Va. Don't go anywhere. consideration. We'll go to agenda item number nine. Consideration possible action to approve Roma ISD's plan to address uncertified teachers as required by House Bill number two. Mr. Lson, you have the podium. >> Um so, uh basically this last legislative session there were some changes um as with some of the the exceptions we can do especially under district of innovation rate. Uh if you notice on on the plan that I gave you, right? Um I give you a little background on on the different things that we applied for when we did DOI. And one of them was um Texas Education Code 21.003, which is certification required where it says that um every classroom teacher needs to be um
035certified, right? So we we we got that exception approved uh under DOI, right? Um so um that was across the board for all subject areas. So, so in this last legislative session, the state doesn't want uncertified teachers in the foundation or core curriculum, which is math, science, social studies, or ELA, right? So, um there was a plan, if you look at at the next page, I showed the the key changes, right, that that were signed by Governor Abbott. So, um this year, um we're okay with the current DOI plan, the 2526. starting next year, right? Based on on on the law that passed uh 2627, we can no longer have um K through five teachers uh uncertified teachers in reading and mathematics under a DOI plan. And then uh with the 2728, the district can
036no longer include all foundation core subject teachers in any grade levels, which are math again, math, science, social studies, and EL. So, um, with this, uh, the state gives us the opp the the opportunity to apply for a delay in and this waiver so that we can as long as we have a plan so that we can delay it for a couple of years to make sure that the teachers that we currently have working as um, under DUI in the course so that they can go through the process of getting their certification and and slowly we the ones we've been hiring slowly they've been going through an al alternative certification program, passing their exams, getting their insert certificate, and then passing the PPR and then getting uh fully certified, right? But this kind of gives
037them or gives us a little bit more of a buffer to to to have that. So, this is a plan. If you look on on um the next page, we have the delay um the application, right? Uh there's an application that I need to submit online. Uh I need to include the number of uncertified teachers that are on core curriculum. And right now we have u 21 teachers that are mainly uh in the uncertified in the um the core curriculum or the foundation curriculum, right? Most of them are in middle schools and high schools. We really don't have in in the elementary because of the bilingual. So um that need to include the number of teachers um the programs that we're partnered with. And if you look in there, it'll show you the ones. Currently,
038we have partners or we're partnered with five different uh alternative certification programs, which is a career in teaching, A+ teachers or teachers Texas teachers of tomorrow, ACTRGB, I teach, uh teacher builder. So, we have several teachers. We we don't want to dictate which program they want to join. that's up to them, but we we'll partner with them and and that program is the one that works with them to get the certification. Right. So, um the like I said, the plan is um we have a timeline. So, currently, like I said, we have uh this year 21 teachers. The plan is to slowly reduce the number of teachers that are um in the foundation curriculum. So, uh the plan would be for next year to go down to 18 and and nine and so on. every
039year so we can we can improve on and making sure those teachers are um certified. Right? So in in in doing that uh maintaining uh I would have to maintain communication with them to see their progress uh the programs they're with to make sure that they are challenging the test and they're they're passing the test to get uh certified. >> So this has to be a plan that we need to create. Then um in the next agenda item then there'll be where we can submit it for approval. It's due by uh no later than March 2nd. Um so we need to submit it to see if if um if the commissioner would approve it. >> And to be clear, we're asking for how many how long would it delay? >> The the delay it's it's
040a standard delay. So if you apply for for this, then it's until the 28 um 29, I think. 20 2030. No, 2029 2030. It says >> yeah the 2829 would be the last year that that we could have and then starting with the um 2930 then we we cannot have um DOI teachers in in foundation curriculum. So the last year we could have somebody under a DOI in the foundation would be the 2829. That would be the last year. The next year we can't. And again this only applies to foundation. >> It's only it's only foundation which are math, science, social studies and ELA. It doesn't impact um uh any electives or or we do have some in elective CTE and things like that. So those are are fine. Um we our DOI plan is
041going to expire I think 2028. So we would need to if that's something that we need to do to re resubmit for for another five years. >> Okay. [snorts] >> So let's say sir that this coming school year we that there's a need for a certain teacher. >> Yes. >> You no longer will be hiring any anyone under DOI >> based on other plans. the it it says for example that um the plan is not to hire that we always have to and that that's always been our our our policy or our practice to make sure that we try and hire um certified teachers. Uh sometimes it's it's difficult and I know that we've we've set criteria to hire somebody under a foundation course. Uh they need to have at least 24 hours in the
042subject area and and different things that that we look at. So, um, ideally we want to hire, but other plans that I looked at, it does say like in rare cases, then we can hire somebody >> under DUI, for example, this year, >> but then we need to put them like in an accelerated plan of of a year to to get get that certification or it depends also because some >> might be and because they're already they're pending less than others. So those are we still have where we can hire but the plan is by the 2930 by that year we cannot have >> we cannot okay >> and the plan is to have the ones that are currently employed under DOI uh to get them certified. >> Very good. >> So by what what
043[clears throat] you were just saying with Mus if there's a recent graduate that is still working towards their certification they can no longer get the two-year waiver that they were getting in order for them to get certified? No, they don't. >> That's different. See, there that's different. >> So, that's that still holds, but it's just no longer. >> Which one are you talking about? >> Where where um they're let's say for example, somebody just graduated from college and they're they want to, you know, they're they're going into teaching and they we would get a waiver for them to be able to work on their certification for one or two years or something. >> Some we can do. For example, there's still others where we do an emergency permit. Mhm. >> Depends if they qualify. Uh
044they we can do non-renewable permits as well. So we do have some of those and those are not considered under DOI. They're considered certified. >> The DOIs are the ones that have longer, you know, longer time. >> And a lot of times we start some of those on DOI and then as they pass their test then we we move them to to certified once they once they pass their test because sometimes they're missing for example the test they already graduated. uh they have the degree in in math or the degree in science um history, right? But but they haven't passed the test. So, we can bring them in under DOI and that kind of gives them a little bit of a of a flexibility to to get that test and pass it. And then we've
045had a lot that start the year under DOI and then throughout the year they get moved to certified because they pass the content and then they get the intern certificate and then they'll have a year to pass the PPR. But the the DOI teachers, most of them are under an alternative certification program, right? >> Yes, they are. >> So, >> they all are, but but some are some take a little bit longer than others. So this will and and the plan is to be pushing them to to make sure that that uh that they get that certification because sometimes other things and and and I I like I tell them I understand that it's it's a a tough job and and it's you go home and you don't want to go study to for that
046test and all that but you need to find time for that. So So yeah, most of them are in a program. They all they all have a program. They're all in one of the programs and they're going through the modules to get um permission to take the the exams >> in general. How long does the does the the program itself take for them to get credentialed or certified? >> That's really up to them. Uh some I I've uh from experience here with us for example, we had one um and I talked to him and and he said, "Mr. Give me the fall because I'm I'm going to be helping with football. As soon as football season is over, I'll work on it." Okay. So, he he uh started he told me, "Okay, I'm going to
047start." He started in December. By January, he had already passed his test and uh February, he had his intern certificate and now he's fully certified. >> so is it like self-paced or >> selfac self-paced? So, so it it it's it takes as long as you want. I mean, they give you certain modules that you need to be working on, then you need to pass like a pre-est in that subject area. Once you pass it, then they'll give you permission to pass the the actual test. So there's from now to then if we get the waiver it's three years. >> Yes. >> So they have three years to complete this. >> Yes. >> Was a DOI program was a very good program to help all these people but was it's no longer >> now they need
048to >> get get that yes done. Well, I believe the superintendent had had um apprised as the the fact that DOI was probably on its way out, >> right? Is that correct, sir? >> Yes. >> So, this is just the start. Any other questions for Mr. Rex? Thank you, sir. At this time, I'll entertain a motion to approve. I'll make a motion. Thank you, sir. Is there a second? >> I'll second it. >> Thank you. >> Any further discussion? If none, there is a motion on the floor by Trustee Gods and seconded by Trusty Bara to approve agenda item number nine as presented. All those in favor of the motion, please indicate so by saying I. >> I. >> Six in favor, none opposed. One absent. Motion carries. Thank you. Agenda item number 10, Mr.
049Gdson, consideration possible action to authorize the HR director to complete and submit the application for delay of teacher certification requirements as outlined in Texas Education Code 21.003 and new TEC code 21.0032. >> Again, this is just uh uh giving me permission to submit the application, right? Uh that's that's part of the process, part of the application. I need I need to fill out some information. I need to put the the link to this board meeting, the minutes where the plan was approved, which you just approved in in item u number um 10. No, number nine, I'm sorry. >> Um and and now I need to put that uh the plan. I need to post it online. I need to include the website where it's uh the link on the application where it's posted both the
050agenda items and the plan itself >> which is this resolution >> the resolution can be found on page 115 of your packet. >> Any other questions for Mr. >> Thank you. I'll entertain a motion now to approve. I shall move that we uh authorize our human resource director, Mr. Edgar Garca, to complete and submit the application for the delay of teacher certification requirements as outlined in Texas Education Code uh 21.003 and new uh Texas Education Code 21.0032. >> Thank you, Mrs. Cruz. Is there a second? >> I'll second it. >> Any further discussion? If none, there is a motion on the floor by Trusty Cruz and seconded by Trusty Barera to approve agenda item number 10 as presented. All those in favor of the motion, please indicate so by saying I. >> I. I. >>
051Six in favor. None opposed, one absent. Motion carries. Thank you very much, Mr. >> But don't go away. Agenda item number 11, consideration possible action regarding adoption of a resolution designating specific district closure days as non-b businessiness days for purposes of calculating response deadlines under the Texas Public Information Act pursuant to Texas Government Code Chapter 552. >> Mr. X. >> Okay. So, so this u is a resolution because there were some changes uh in the law. So basically um when there is a um Texas public information act right we'll get we'll get an email Mr. AA will get it or or I'll get it uh sometimes both of us get it. So they're asking for certain public information that we have 10 days to respond right uh 10 business days. So, uh, before when the
052district was closed, for example, in in, uh, Christmas and spring break and in July, those were not considered business days because our business was closed, right? >> U, there was no definition of of what a business day was. U, in 2023, the state went and and defined what is considered a business day, right? Um and and I think if you look at that resolution, it shows there what what is considered a business day is now only national holidays which is like 4th of July, uh Labor Day, uh Thanksgiving, uh Christmas Day, first day uh January the 1st, uh MLK, uh President's Day, and then Memorial Day in in May. Then we have state holidays which is uh the Friday after Thanksgiving, Christmas Eve and day after Christmas uh and so on. So so um now
053those are only things. So the issue comes for example in Christmas break for example uh if we get a request on like this year Monday was December 22nd. If we get a request December 22nd for example, then those days start counting when we come back January the 4th or January the 5th then we already lost six days, seven days um and we have to respond we have to provide that information within 10 days. So it kind of limits us. So what the state said well we we allow the districts to um identify 10 days as non-b businessiness days right? So that's a maximum that we can do. So, it's kind of like to do that. So, I think uh in this one uh we're putting uh in general that way we don't need to be
054coming back and some districts put um this day and this day and this day, but they change every year because of of of different things. So, um we have them more general. For example, I think we have the first two days of spring break whenever it lands, but the first two days of spring break. So, that gives us we only lose three days, for example, if that was the case. And then um I think uh the first four non-h holidays um of the district's annual summer break in late June, early July. So like uh July 4th doesn't count, but it those days and when the district is closed, they don't count as as business days. And then I think I put the first four non-h holidays of Christmas break. So that kind of gives us
055a little bit flexibility if we get a request uh that those days don't count and then we'll have a little bit more time to to get that those documents they requested and uh return to them um within the the 10 days that we're supposed to. >> And this would be requests like for Texas the off from the Texas Public Information, right? It's things like that. >> Yes. It's only for that. I mean, it's only for for when we get a request that um I want the names and salaries of every single employee in Romed. Uh that's considered public information. So So we we have to submit it, but if it's comes in on on when we're on break for for two weeks, then it it's going to be tougher to get that information done. Some
056of it is quick. Some of it does take a little bit long >> for the information that is pretty long to to get and and you know it might require several days to collect. Um obviously, you know, if you have to come in and work during the time that you're off on vacation, who's going to be responsible to paying for those extra hours, is it going to be the requesttor or is it going to be the district? >> Yeah. Usually when when they'll do the request, if the request says uh if or they'll put like if if it's going to be more than a certain amount of money, let us know because sometimes they can ask for information where we need to go and uh get records that we have in storage and and look
057for them and it's going to take uh days or or we need to compile uh large documents and we can we can actually charge the the individual that's requesting. So we'll say, "Okay, we can get to that, but it's going to be uh $100 or we need somebody to dedicate two full days into that." So we can we amount of money that we can charge. >> We have that as policy. Am I correct? >> It's Yes. So it's that's those are there's certain uh amount of money that we can charge for for different things when they're asking for um something that's that's um lengthy or or more >> tedious. >> Yes. >> Yeah. But in our policy though, we didn't have to, you know, we don't have to do these 10 days and now we
058do and they have to come in during the their break. So now we have to either look at our policy to see if we >> So like I actually this Christmas I got one on on December uh the last the Friday before. So then or or I think the Monday, I don't remember exactly. So we got it during during the break. So I sent them an email and said, "Hey, you know what? Our districts are closed. We don't come back till till July. can can I give it to you? Then they said yes. Right. But so they already replied that they're okay with it. So we're we're okay. But they can always say no, the 10 days is the 10 days and and um you give it to us. >> So that that's why the
059state now allows us to to uh to do those uh >> uh non to select non- business days to to make sure that that we don't especially when we're the district is closed for two weeks uh like we do in Christmas or or in July. >> God forbid that we return to those requests. >> Um any other questions for Mr. >> And just one one thing real quick. um uh new changes um like resolutions like this one if it's approved the one that you just approved of the chief that presented they need to be posted on on the website. So we're posting uh we need to be posting the resolutions within seven days uh they need to be posted. So we all the resolutions that get adopted they're going to be posted in the district
060website >> and that involves signatures. Am I correct? >> Yes. >> There we go. >> Okay. Thank you, Mr. Garza. Very informative. We'll go to um ex entertain a motion to approve agenda item number 11. >> I so move to approve agenda item 11 as presented. >> Thank you, sir. Is there a second? >> I'll second. >> Any further discussion? [clears throat and cough] If none, there is a motion on the floor by Trusty Escalad and seconded by Trusty Mascotro. To approve agenda item number 11 as presented. All those in favor of the motion, please indicate by saying I. I. I. >> Six in favor, none opposed, one absent. Motion carries. Thank you very much. We'll move on to agenda item number 12. Consideration possible action on approving a contract for lease of election equipment
061with the county of Star for the November 3rd, 2026 general election. Our presenter will be our Roma ISD district elections administrator, Mrs. Marisa Montes, Miss Bontes. >> Good evening, Mr. Pettis, members of the board, Mr. Gonzalez. For agenda item number 12, it's just like every year that we have an election coming up. Uh we've been renting leasing our election equipment from the uh county of star elections uh office and we was uh just want to go ahead and secure those right now because uh they did share that they will be running the election in November for Rio Grande City ISD also. So by putting this in place already we secure those uh election machines that uh that we need for that election. This is >> and it's the same that we did the last election.
062We just added one uh one more machine, the DS200. We always include an extra one in case we needed this past election. We used it when we decided to add that extra early voting site. >> So, uh now we are adding another one so that we can still have an extra one in case uh something happens to one of them. >> Thank you, ma'am. Any any questions for Mrs. Belmont? M Miss Bel Montes, thank you for taking initiative and being quick on this early. >> You're welcome. >> Okay, this time I'll entertain a motion. Thank you, Mrs. Botus. >> Thank you. >> I'll entertain a motion to uh approve agenda item number 12. >> I'll make a motion to approve agenda item number 12 as presented. >> Thank you, ma'am. Is there a second? >>
063I'll second it. Any further discussion? If none, there is a motion on the floor by Trusty Mascorum and seconded by Trusty Cruz to approve agenda item number 12 as presented. All those in favor of the motion, please indicate so by saying I. >> I. >> Six in favor, none opposed, one absent. Motion carries. Thank you. We'll move on to agenda item number 13, superintendent report, sublet letter A, system of continuous growth. Presentered will be our district superintendent, Mr. Carlos Gonzalez, Jr. >> Thank you, Mr. Perez. At this time, uh, we have executive director of curriculum, Danna Selenas, that, um, will giving you be giving you a report on the system of continuing to grow. >> Yes. Good evening to everyone. our our data uh binder is there and I promise I won't go through each
064and every page because I know it's it's pretty lengthy. Um in alignment again with our superintendent strategic plan, it's imperative for us to be clear on where we stand. So just wanted to share that this data as soon as we test it's uh shared with our principles. You they go through it thoroughly and we base it off on our philosophy as you know this is part of their agenda is here's what So what? Now what? So we always discuss, okay, where is it that we're at? Where do we want to be? And you know, we're committed to having all students learning at high levels every student every day. So we are we're aware that in order to accomplish this, there's processes that have to be in place. And one of the components that we consider
065the most integral part of our success is our data analysis process. So based on that, we look at our performance data. You know, how did students do overall? We look at the student expectations that we're assessing. You know, how frequently or how many times were they tested? We look at growth data. We uh take, you know, are students actually moving forward. But more importantly, we're looking at our descriptive data, and that's where we take uh an in-depth look at questions that are being missed. You know, what levels are the students being assessed at? what type of vocabulary do they have to be aware of? You know, so that is the part that has the most uh that makes the most impact as far as what's going to determine the success of our students. You know,
066that'll impact instructional delivery. Uh so with that said and done, we're going to share where we're at at this point. Uh we want to take note that we are still uh using the cut offs of 70 80 90 to determine the approaches, meets and masters level. But because we went through our first atbat, you know, we're halfway there. Uh we're going to be providing you with comparisons of our scores using the state cutoff points also that were used in the 2025 star EOC tests. So we're going to be using those comparisons. At this point, we're starting and I think you yours your booklets have been tabbed. Um starting off with our third our our elementary RLA [snorts] and we have using our our cutoff points of 70 80 90 we had 77% of our kids
067um mastering the third grade RLA test when we use state standards we move on to 97 and I just want to make note that last year's star performance rate was at 93 we scored 93 last on last year's star so we're ahead of the game there. As far as fourth grade is concerned, when we use our district uh cutoff points, we come in at 78%. If we use state standards, our fourth graders would be at 98% again above last year's star score of 96. If we look at our fifth grade standards or fifth grade passing rates, we are coming in with our local standards at 78%. Um, using the state cutoff point of 42%, our kids are at 95%. We were at 93 last year uh in our regular star scores. I want to make
068note also, you'll see our third grade kids performing using the state cutoff points at 77% at the master's level. In third grade, in fourth grade, we have 63% of our kids scoring at the master's level. And at fifth grade, RLA, we have 64% of our kids scoring at the M's level as well. So again, really, really proud because our third through fifth grade students scored above last year's star score in when we gave them our first at. And I want to mention that was a full-blown release test. So again, really, really proud of them. Moving on to math, if we use um our local standards, which is that 70% cut point, our children came in at 85% third graders, we uh looking at the state cutoff, we're at 96%. And uh if we look at
069our masters, you see the state cutoff also our kids came in at 66%. 66% of them scoring at the master's level. I want to make note that our star score in math last year was at 94. So again we are scoring a little above that. Um in fourth grade 70% cut point we're at 90%. And if we look at the state cut point we'd be at 99%. Last year we were at 95. And as far as our kids at the master's level in fourth grade math we're at 67%. Fifth grade math 70% cut point 91 using the state cut off point we'd be at 99% we were at 94% last year so again above we're above there as well our master score is at 73%. Then [snorts] we have our fifth grade science score. Local
070district cut point would put us at 92%. Using the state cutoff point, we're at 99%. We were at 94% last year. Our kids at the master's level in science are at 73%. So that's where we would stand at the elementarymentaries. With that, we can move on to the middle schools. And I want to just make note you know all the information for the individual campuses has also been provided to you there you know for in case you want to see. I also want to mention that we have in the long form not only the accountable grade levels but we have from prek3 um on you know we have our second grade scores prek 3 4 1 and two as well provided for you there. And it's just really amazing at how our little ones are
071doing. They're doing a phenomenal job as well. So, moving on to our middle schools. [clears throat] [snorts] If we use our local cut point, our sixth graders in RLA would be coming in at 40%. If we use the state cut point, we're at 79%. We were at 71% last year. Our kids at the master's level would be at 31%. Seventh grade r district cut point would put us at 40%. If we move on to using our state standards, we'd be at 78%. I want to mention last year's score was a 69. Our masters in seventh grade would be 28%. Seventh grade that was seventh grade our eighth grade students with our 70% cut off local uh cut off point would be at 26%. However, we look at our state cut point that would put us
072at 78%. We were at 79 last year. So we're just one percentage point below what where we were at last year. [snorts] and our masters would be at 16%. Our sixth grade map local district cut point would put us at 46%. Using our state cutoff point would be at 80%. And our masters would be scoring 32%. Last year's score was a 65. So that's a pretty big increase there. Then we move on to seventh grade math. Local cut point would put us at 29%. Our state standards place us at 67%. We were at 68% last year. So that's the other. We're just one point off there. Then we move on to eighth grade math. eighth grade math. I want you to know that there are students uh the students that are tested are you have
073a really high number if you compare to the reading. We've got 545 students testing in math. We had 401 students testing in RLA. The difference for that is like Mr. Um, uh, GarcA was mentioning is that we're including our advanced uh, the kids that are taking seventh grade advanced math because these students are being taught your eighth grade math standards. So, they will be taking an eighth grade math test at the end of the when when we do STAR testing during the the spring semester. So, that's why we have an increase in that number. We are including them here. Um, therefore, we'd be at 65% with the local cut point and using state standards we'd be at 95% masters would be at 55%. >> [snorts] >> Looking at eighth grade science uh local cut point
07467%. State cut point 95%. We were at 73% last year. Our masters would be score uh were at 56% the master's level if we use our state cut points. Then looking at social studies, local cut points would put us at 52 with our state standards would be at 82. We were at 58 last year, last year's star and our master students would be at 47%. So we're really really impressed at, you know, the progress that the kids have been demonstrating. If we move on to the high school, it's the same format. I think there should be a tab for the high school as well. [clears throat] For English one local cut point of 70, we'd be at 27%. However, if we use the state standards, that'll give us a 65% with 8% of our kids
075coming in at the master's level. We were at 66% last year. So, that's just one point that we are um below. In English 2, local cut point of 70, we come in at 32%. If we use a state standard, we'd be coming in at 76%. We were at 68% last year. >> At 60 >> 68. Yes. If we move moving on to math cut point local point of 70 and this is algebra one uh 43%. If we use a state standard we'd be at 95% and our kids at the master's level would be 43%. We were at 93 last year. So again um we're scoring a little above This is um ma'am going back to the language art. >> Yes, >> the master was 4% in English two. >> We're reading language art >> in
076um >> English two 4%. Yes, sir. >> 4%. >> Sorry, I I didn't. >> That's a that's a little >> Yes. >> Where was >> Yes. And our focus, I want to say is that we don't want our kids just to be at the level. Our main focus is how many kids can we get at the meets and masters level. So that's what campuses are working on at this point. [snorts] >> So we should be getting 30% or higher. That's the goal. that matters. You hit 3069 >> in social studies US history 25% with our local cut point 93% with our state stand using state standards um we were at 90% last year so there's an increase there as well and our masters are at a 30% there so they're hitting the target as far
077as the 30 60 90% is Our goal is to have 30% at at in the masters, 60 at the needs, and 90 at the approaches. >> The science. >> One. >> Yeah, you skipped the science. >> I skipped the I apologize for that. >> No, no. >> Um, in in biology, we came in at a uh 33% looking at our local standards and a 97% using state standards. um masters at 25%. We were at 94% last year. So that's an increase as well. So I want to say there was probably just three assessments where we um showed and it's not anything massive. It's probably like a one point difference. >> We had that one point in uh eighth grade rla and seventh grade math and that one point difference in English, the English and all
078the others showed an increase as [clears throat] far as last year's in comparison to last year's star score. >> I have a question. >> Very we're we're really impressed. Yes. Yes, sir. >> In the social studies page first for high school >> high school. So our rigor our rigor is is is local rigor is is >> cut off point is that >> it's tougher than the state. >> Yes. >> Then um I guess I I don't understand. We have 85 [clears throat and cough] we have a master's 65% mastering >> with a state rigor >> in in social >> no 30% >> the US history for high school US history so we would have a 90 a 93% with our state standard >> over 30% >> students get over% >> masters I didn't pass. >>
079Oh, because No, no, no. Because the criteria for Roma is to be over 90%. Yeah. For the state is to be over 65 >> because we're using the 70 80 90 sir instead of what the state, you know, >> in line of our high expectations. We're, you know, we're still including that 70 8090. However, the state will be using the 294765. covering. >> You may continue. >> Thank you. [clears throat] Thank you, sir. Um, we were just uh wanted to mention here that we were fortunate enough to get an outside raider uh to rate our ECRs because as you know, we we have now um We're now being assessed with a an ECR, an extended constructive response prompt um in um in RLA. So, we had an outside raider that was um hired by the
080district to rate our compositions. They she rated over I want to say 3,500 of them over 3,000 I want to say that very close to 3,500 of them and provided feedback to to teachers. And this is really important because uh that ECR makes up um close to 20% of the assessment. It's you know the elementaryaries will have 19% of of their score based on their ECRs. Our middle schools would have about 18% and our high schools would have about 16% of their scores being impacted by the ECRs. So what we've done here is by campus provided you with where our kids are at. And when we first started with our ECRs, it was something new, something, you know, different for everybody. Um, exposing our kids to to to writing and ensuring that they write every
081day to get better prepared. We started last year getting or the year uh the year prior to that a lot of zeros, you know, because uh again, this is based on evidence-based writing. Kids are not just going to be allowed to write whatever. It has to be evidence-based writing. So, um I'm just really really happy to see the results. You know, we are the zeros that we have now. Um and our teachers in fact will have um professional development uh to continue improving as far as our ECR tomorrow. Tomorrow we're going to be uh providing um ECR training for our third through 8th graders. They're going to be going through a session. Um the the scores have improved greatly. Again, goal is to h have our kids score anywhere between, you know, that five, six,
082and 10. The higher they score, the the better. And you'll notice that um we've had an increase there. If we look at the number of zeros from all kids tested in the third grade, we're at 26%. Of course, we wish that was 1% or 2%, but we're the kids are getting um a lot better there. The number of fives that we had in the elementary grade uh were a total of uh we're at at 0% there, but we had 83 of our kids, 21% scoring a six and we had 111 kids scoring an eight and the highest of course that they can score is that 10. So we're getting tens. We were at a point where we had no tens. So I just wanted to share that with you. Then we have our fourth graders
083and you can see that seven of them are already at the tens. 132 however are at the eights and we have 81 of our kids getting a six. We don't have like I said we wish that our numbers were um lower as far as those lower rankings are concerned the lower ratings the zero the one the twos and threes but we're working on that and we have seen a lot of improvement we're happy to say that our fifth graders again you know you have their scores by campus how many kids are assessed and and and things um you know if if I compare to last year's I don't have that for you here. But we've seen gains. We've seen a lot of improvement as far as their writing is concerned. So you'll see all all
084of them by grade level. There we have u the middle schools the middle schools coming in at 25% this point 111 zeros but they have 127 tens. So [snorts] that's that's a really you know big gain there. you know, we've we've seen the improvement. Uh the feedback that was provided for them is is really critical because it's telling teachers what it is that we have to tweak. And when we go over what's being done, um I'm going to mention what some campuses are already doing to in terms of helping our kids with our ECRs. We have, for example, English one as well. How many tens did we get of all those kids tested? We're at 125 tens. Those are almost like like perfect papers. Um in English 2 we had 83. So again we're our
085goal is to keep on working with our ECRs to ensure that those scores get even better. So what is it that we're doing? What we've included um because you know I myself said it is it's really neat to have all this data. We we analyze it really really thoroughly. So do the campuses. Um, our curriculum teams also go through the process of analyzing. What we did this time that was a little different is they chose their top five non-negotiables based on every single campus. Okay, what is it the you know where is it that we need the most help choose the top five standards and based on that um the curriculum team got together to develop what we call and you'll see it right there right behind the ECRS their star action plan. So, we
086have a STAR action plan for every subject, every area that's going to be tested in every grade level. Here's an example of our third grade action plan. And this [snorts] is just a compilation of the skills that need to be targeted based on trends, based on how we're scoring. So, we have that. Um, something else that's been done on campuses is that everybody turns in to the superintendent uh their action plan. what is it that they're doing? Again, they select their weakest skills, they look at their strengths, and they they make the determination of what they're going to be doing on campus to make sure that we improve. Um, a lot of these uh of our campuses mention again, they have, for instance, our middle schools have genius hours, they have extended time, they have
087tutorials, um, they're using our computer-based programs. There's a lot of different um initiatives that they're taking to make sure that um you know we continue we're celebrating right now because we're at a good point but uh I don't want to say we're never satisfied. It's just that we have to keep on getting better. We're getting better. Um they're using we're we're privileged that we have Carnegie for our math for our middle schools and Carnegie is right now providing professional development to all the math teachers as well. They have access to the mafia program. A lot of our campuses are also taking the initiative of having one-to-one conferences with their students. So that's really important. You know, the principal takes the time to do that. Uh some campuses are assigning um weekly ECRS and spending the
088time giving them um feedback, [snorts] giving their teachers feedback. Principles spend weekends, you know, rating them themselves and making sure that they have feedback because again their goal is to show that that improvement. We have resources uh Lman education they have the excl um so a lot of things are being done and you have a sampling of everything that's being done provided in the booklet tool there's an action plan here um so you can see what is going to be done in every individual campus that's basically it questions >> mas to me if I see a zero So it makes me think like the student even didn't even write at all. Not even one word or two words, >> which is the important um and is it's kind of unfair. We just give you that,
089right? What we did this time after we got that feedback, Mrs. Cruz, is that we got a copy of every student's writing. There was a lot of time spent on copying what the children wrote because let me tell you that in most of those cases where they got a zero uh there was a lot of writing. We have a few instances where they write minimally >> but they write exactly the thing is it has to be evidencebased writing. >> So they won't get the credit evidence. That's they it's they will not they will not get the credit. You know, the focus again is evidence-based writing. They have to stick to what they're being asked and provide evidence from the passage >> in order to have an acceptable response. So, it's not an easy task. That's
090why I say I'm beyond proud of what the teachers, the admin, and and and our students are doing. >> So, what they got access to is that we got a copy of every you know, the zeros, whatever. We went by classroom. So, um, you know, this teacher, these are all your students. This is what they wrote. So, they got to see that and this is what they scored them. >> And teachers will also say this, this is a teacher and they'll say, but why, you know, why did this child get a zero? It's kind of >> unfair. Remember we need to stick to >> but the plans that you have here that are outlined the sample plans that you have here are going to focus on that. >> Oh definitely. Yes sir. In fact like
091I said we have training because the principles when we had our last principal meetings requested um additional help with the ECRS. So we will have somebody coming in from San Antonio tomorrow uh to provide our teachers with additional training. hour session for the middle school and the elementary school. >> Whatever they need. >> Exactly. Whatever it takes. >> Thank you. >> Any uh any questions for any other questions for Mrs. >> I'd like to add that uh on the data that that you have right now this is pretty much the highest um that since I've been here what this is the fourth year. This is the highest we've been midway through in the school year. We're real happy uh with the progress uh and real happy with the work that the principles are doing and
092the teachers and of course our students. So, thank you all very much what you do. It's u noticeable in the data that that kids are learning in school at high levels and you all are doing a very good job. So, thank you. >> A lot of data analysis is going on. >> Yes. A lot. They go through a lot. So I'm I'm like we're we're like Mr. Gonzalez said beyond grateful. Their receptiveness is always there. Their willingness, okay, we've got to try this and and they're, you know, campus admin is is just doing an amazing job as well as their teachers and and our students and our parents for supporting. >> So yes, we we're blessed >> good plan and an excellent report. Uh we're all happy to hear. Yes. >> U of the improvement
093and and uh we're looking for for the best >> and I just because I didn't want to take u a lot more time but um if you look if we just take a look at at domain one I want to say uh the schools are coming in really good. If we were looking at domain one the elementary campuses would be at an A. Our middle schools would be at an A. You'll see that information there. and our um high school at this point would be at a B. It's just looking at domain one. >> Melas, thank you and your curriculum team for keeping score, for monitoring. So important. >> Yes. >> Thank you. Thank you. >> Thank you, Mr. Selenas. >> Thank you. [clears throat] >> Ladies and gentlemen, we are going to go uh
094the Ramisd board of trustees will adjourn to close session. Pursuant to sections 551.071 and 551.074 to discuss action on employment and resignations of professional and para professionals. No action will be taken in close session. It is now 7:26 p.m. and the Roma board of trustees is in close session. >> [music] [music] >> Hey, hey, hey, hey, hey, hey, hey, hey, hey, hey, [music] [music] hey. >> [music] [music] >> Heat. [music] Heat. [music] >> [music] [music] >> Heat. Heat. [music] [music] >> [music] [music] >> Oh, [music] That was [music] >> [music] [music] >> Heat. Heat. [music] >> [music] [music] >> Heat. Heat. [music] >> [music] [music] >> Hello. Hey. Hey. [music] >> [music] [music] >> Oh, [music] >> [music] [music] [bell] [music] >> Heat. Heat. [music] [music] >> [music] [music] >> Down. [music] Back. >> [music]
095>> Hello. [music] Heat. [music] >> [music] [music] >> Oh. >> [music] [music] >> Hello. Hello. >> [music] [music] >> with >> [music] [music] >> Oh, [music] >> [music] [music] >> Heat. Heat. [music] >> [music] [music] >> Oh, hey. >> [music] [music] >> You got your nails done. 8:19 p.m. and the RomaD Board of Trustees is back in open session. Let it be uh noted that no action was taken while the board was in close session. We'll move on to agenda item number 14, employment and resignation of professionals and pair professionals. Presenter will be our district superintendent, Mr. Assembly, Mr. >> M. Uh, Mr. Pettis, members of the board, I ask that you approve the employment and resignation of professionals and pair of professionals listed in board book. >> Thank you, sir. Is there a motion?
096>> I shall move that we approve the employment and resignation professionals and pair of professionals as presented by Mr. Jones and board book. >> Thank you. Is there a second? >> I'll second. >> Any further discussion? If none, there is a motion on the floor by Trusty Cruz and seconded by Trusty Got to approve agenda item number 14 as presented. All those in favor of the motion, please indicate so by saying I. >> I. >> Six in favor, none opposed, one absent. Motion carries. Agenda item 15, adjournment. I'll entertain a motion to adjurnn. >> I move. Is there a second? >> I'll second it. >> Any further discussion? If none, there's a motion on the floor by Trustee Garza and seconded by Trusty Mascoro to adjourn this monthly regular meeting. All those in favor of
097the motion, please indicate so by saying I. >> I. >> Six in favor, none opposed, one absent. Motion carries. It is now 8:20 p.m. and the um and this regular monthly meeting of the Rome Independent School District Board of Trustees held this Wednesday evening, January 28th, 2026 is adjourned. We appreciate your attendance at this meeting and wish all of you a most enjoyable rest of the night and week. Good night.