SFDR-CISD Board Meeting - February 23, 2026 - 6:00pm

001That's what the city. >> Good evening everyone and welcome. Before we start our meeting, I'd like to make an announcement. The Spectrum digital channel is currently not available uh due to technical issues but we are streaming the meeting live on YouTube San Felipe Delio YouTube and also on Facebook. Again we are having some technical difficulties with spectrum so uh we are not able to air it on spectrum channel. It is time to call this meeting to order. Again, this is a meeting of the San Felipe Del Rosisd of trustees. Today we have a public hearing slash regular school board meeting. Today being Monday, February 23rd, 2026. Mr. Secretary, would you call RO for us? >> Yes, sir. Mrs. Luna Chavez, >> present. >> Mr. Almarez. >> Mr. Overfelt, >> present. >> Mr. Messa, >> here.

002Mrs. Webb >> present. >> Mrs. Haynes >> here. >> Sir, I am present. Sir, you do have a quorum. >> Thank you very much. Let the record show that we do have a quorum of board members and that this meeting was duly called in accordance with the Texas Open Meetings Act, Texas Government Code Chapter 551. At this time, we will have opening ceremonies. First with a moment of silence for personal reflection. And um we do have two former employees that have since passed since our last meeting. Raquel Gonzalez Hernandez, teacher at Garfield for a long time, and Mr. Paulo Ramos, who was a teacher administrator that um a lot of us work with. So, if we could please stand and have a moment of silence for them. We'll follow with the pledge of allegiance. I

003pledge allegiance 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 very much. Again, welcome each and every one of you. First item that we have on our agenda is recognitions. Item 4 A, Del Rio High School Symphonic Orchestra. We have Vanessa Martinez. >> Good evening, President Messa, Dr. Rios, and members of the board. The fine arts department is proud to highlight the outstanding work of our har school orchestra. Under the leadership of Mr. Timothy Garza, the program continues to grow in both enrollment and performance quality. We are pleased to share that the orchestra was selected to perform in San Antonio this May in collaboration with the youth orchestra of San Antonio other called

004YOSA. This is a testament to the dedication of our students and the strength of the program. Additionally, two students recently advanced to the state level in solo and ensemble earning the highest individual distinction in the competition. This evening they will perform Jupiter by the planets um by Gustaf Holst, our high high school orchestra. As our orchestra leaves the stage, I want to um invite the Del Real community to join us for our first annual fine Arts Fest. This is going to be held on March 21st at the Bank and Trust Field from 10:00 a.m. to 2:00 p.m. where we're going to be showcasing all of our talented fine arts students, including our orchestra band and everybody in between. So, please join us and look out for flyers online. >> Thank you so much. These students

005make us so proud. It seems like we want to go out and buy them a steak dinner or something. So, we'll pass that on to the parents maybe. But um great job to the instructors and again the competition is awesome when they compete with other groups and and show that um it is top quality instruction and students are really into it and we really enjoy uh the recognitions. So thank you again students, thank you parents and thank you instructors for a fine job. At this time we have um item B recognition career and technical education CTE month. We have Jessica Wanoto. >> Uh good evening President Messa, Dr. Rios, and members of the board. On behalf of CTE department, we'd like to thank you all for the support you have shown the department as well

006as the entire district. Every February, we celebrate CTE month. This month is dedicated to highlighting the indiv in incredible benefits of career and technical education. This year's theme of awareness, exposure, and exploration reinforces the steadfast commitment of helping students discover pathways, gain hands-on learning experiences, and explore post-secary options. The CTE department includes 40 dedicated teachers across all secondary campuses, a supportive staff, and over 3,000 CTE students engaged in one or more career pathways spanning 13 national career clusters. CTE works to empower students to develop essential skills, unleash creativity, and ready themselves for both college and career success. CTE provides a platform for students to shine, offering specialty courses, industry recognized certification, dual credit classes, and opportunities to compete at district, state, national, and even global levels. Our recent Skills USA competition was held last month,

007and our welding and automotive students secured several awards highlighting their skills and abilities. The Laughlin Air Force Base recently awarded the Rising Eagle Award to one senior and junior student in our aircraft maintenance program. This award is given to students for their skills, their ability to demonstrate skill, responsibility, and leadership. And our current robotics team 4063 is currently in their build season preparing for their March competition. These are only a few of the competitive uh opportunities available to our CTE students. CT is dedicated to building a strong network of promoting dynamic programs that shape the next generation of leaders. Our CT coordinator, Miss Cynthia Sigon, is present here and would like to be and I would like to recognize her for the essential support she provides our students, our teachers, and our exceptional CTE student

008ambassador program. Our CTE student ambassador program was started 13 years ago and serves to promote CTE in our schools and our community. These students share their passion for their CTE programs at the middle school career fairs, helping younger students make educated decision about their future. They serve on CTE advisory boards, strengthen partnerships, and highlight the impact of CTE for preparing students for high demand careers. They engage peers, policy makers, and employers. and our CTE ambassadors play a crucial role in bridging the gap between education and workforce, helping ensure that more students can recognize the value of CTE training. I am honored and would like to recognize the 2025 2026 CTE student ambassadors. Uh, as I call your name, uh, please step on stage to be recognized. Alfredo Garcia, ambassador for aviation maintenance. Sophia Castillo, Ambassador

009for Business Marketing and Finance. Nicholas Lam Mountain, Ambassador for Electrical. Salvador Sanchez for heating, ventilation, and air conditioning. Jose Roachcha for welding and manufacturing. >> Luis Alfredo Garza for certified medical assistant. Appreciate you very much. >> Alejandra Vasquez for certified nursing assistant. >> Evelyn Gonzalez for emergency medical technician. Elizabeth Cheney for cyber security. Bridget Morales, digital communications. >> Patricio Zuniga for engineering. Thank you so much. Camila Loya, graphic design and interactive media. Diane Salisar, Junior, ROC, and Brooke Barenes for teaching and training. Unable to be in attendance tonight was Vivian Haraldo for automotive, Benjamin Rietta for carpentry, uh Camila and Camila Rodriguez for law and public service. >> Thank you all. ambassadors for all the time and commitment you have put into this role and for being the student voice for all of your programs.

010Thank you. And then once again, Dr. Rios, President Messa, members of the board, thank you all for your support and for the opportunity to recognize these amazing students and the CTE department. I would like to thank each and every student that is going to be an ambassador or is an ambassador because they do such a great job. I I received so many compliments from citizens that attend the meetings and um these students are so knowledgeable and I I'm so glad that we keep adding like cyber security which is wonderful. I think um again the public is very um always offering us you know such they're they're so proud of all the ambassadors because they do such a tremendous job. Thank you again um Miss Wanowato and Mun again for leading the CTE program and we're

011very proud of all the certifications that we get because again these students are able to work right out of high school and be able to afford their tuition if they go on to further their education and um and sometimes um open up their own business if you know again so many different branches of certification that they earn. So, thank you again. This time we're going to open up our public hearing. Um, citizens have signed up for public comments. The public hearing is item six on the agenda is the 2024 2025 Texas academic performance report. The taper report. Jane Via. >> Good evening board president Messa, Dr. Rios, members of the board. This evening we are presenting the Texas academic performance report for 2425. Um every year we are um required to have a public hearing

012um to review the district report and so this is our um report this year. It is the final report for 2425 and um can be found at the TEA's um reporting division web page. We um will be posting this shortly after this public hearing to our district website. And this does include our A throughF ratings for each of our campuses in our district along with distinction designations. on your DAS, you should have received um the copy of the PowerPoint along with the last section Z item that you were pending in your USB along with your your binder. So, what is in the district annual uh report? Um section C which is also page 19 of your USB uh includes a taper glossery. This glossery includes any definitions, any methodologies or list um any resources for

013data points uh for the taper and that would be section C in your binder or page 19 of your USB. What is also included in your district annual report? We have section F. And section F is the uh area we will spend most of our time um in tonight. That starts on page 129 of your USB along with um sections for district accredititation status. It includes the PDF taper which we are required to present along with special education determination status, the accountability summary which is also section U. Um any progress towards u meeting our House Bill 3 goals, the 2425 actual financial report along with campus performance objectives. What else is included in our district annual report? Sections G through T includes um reports for each of our campuses. Um the reports included in there

014are your taper report for each campus, accountability summary. It includes the campus comparison groups, the actual financial report for each campus, and then of course the school school report card. And last that's included in our district annual report is uh those sections that are remaining. We have our 25 2025 accountability ratings and distinctions. We have section W which has a report on violent or criminal incidents. Section X which has our safe schools training and board policies. And then section Z like I said that was uh copy placed um there for you to refer to. we were pending that report. That's the student performance in post-secondary institutions. So again, uh section F starts off with our district accredititation status. Um there's typically four accredititation statuses. Um starting with accredited, accredited, warned, accredited, probation, and not accredited.

015And um what is uh taken into consideration for those accredititations are those four items. The academic accountability ratings, your financial integrity ratings, your data, and then of course program compliance which is also reported on RDA. Um and of course our our district is accredited. So, we'll start off with um going through the PDF um of our taper report. We'll start off with um star data. So, third grade reading and third grade math, you'll have um on page three of your taper report. And this um shows data um by grade, by subject, and by performance level. So, you'll see a comparison from 24 to 25 on there. Um you'll see us compared to the state and to the region yeartoyear on each performance level. So this is third grade reading, third grade math. You'll see our

016levels or percentages or performance um in approaches meets and masters for each of the areas. Anything that has um that is underlined shows an improvement from year to year. So again, our approaches level, our meats level, and our M's level for 25 shown it showed an improvement from the previous year. Third grade math, our meats level and our master's level showed an improvement from year to year. Next up, we have section um fourth grade reading and fourth grade math. Again, by by grade level, by subject, and by performance level. And again, anything that is underlined is an improvement from the previous year to this year. So 24 to 25, you'll see that we had improvements in fourth grade reading in our approaches, our meats, and our masters. In fourth grade math, you'll see improvements in

017our meats level and our master's levels. Then we move on to fifth grade star. You'll see fifth grade reading, fifth grade math. And you'll see um that our approaches in 2025 is highlighted in green. And that's anything highlighted in green is at or above the state. Okay. So again, our meats and our masters, fifth grade reading, we showed an improvement from year to year. Fifth grade math, an improvement from year to year for our meets and masters. And we were at state with at the state level um with our approaches level for fifth grade math. Fifth grade science is listed next. You'll see our approaches, our meats, and our masters. Next up, we have our sixth grade star, the sixth grade reading. We were at we were at the state level. So, you'll see that

018highlighted in green at the approaches level. And then our meats and our masters improved from 24 to 25. Our sixth grade math was above the state and all three areas or performance levels approaches, meets and masters um improved from 24 to 25. 7th grade star you'll see that we had improvements from year to year from 24 to 25 in our approaches meets and masters in seventh grade reading, seventh grade math. We were above the state in approaches and meets and then of course it improved from year to year 24 to 25. 8th grade reading you'll see an improvement from 24 to 25 in our approaches level. And then eighth grade math, you'll see an improvement in our meats and mast's levels, 8th grade science and social studies. So from 24 to 25 we had an

019improvement in our approaches and our meats levels for science 8th grade science 8th grade ma uh I'm sorry social studies we had an improvement in all three performance levels English one we were above the state at our approaches level and then for English two we were above the state for our approaches and our meets levels. And then we did show an improvement in our master's performance level for English 2. Algebra 1 and biology are listed here next. And you'll see that we improved in our master's level. We also improved for biology in our mates and masters. And the last of our star EOC, US history, you'll see our data from year to year. And now we'll move on to school progress. And that is on page 12 of our taper. There you'll see um this

020is our annual growth by grade and by subject. So this is showing growth where our students perform um or show growth from one year to the next. Um starting with our fourth grade reading, it showed an improvement from 57% in 2024 to uh 69% in 2025. Fourth grade math in our annual growth, our school progress and improvement as well. fifth grade reading or ELA, we were above the state for growth. And for fifth grade math, we were above the state as well. Continuing with uh sixth grade ELA, we showed an improvement from 24 to 25 in school progress. Sixth grade math, we were above the state or at with the state. I apologize. Seventh grade reading. And then of course we have seventh grade math. Our school progress we showed improvement from 24 to 25.

021Eighth grade reading, eighth grade math are listed. English one, we were above the state. and English two, we were above the state in school progress as well. Algebra 1, we were above the we were with the state at 74%. And then all grades are listed there along with all grades uh math. So an improvement from year to year, lots of information. Um we'll move on to bilingual. Um here we have I've highlighted um of course the first four columns are you've seen that data that's all of our grades um the performance by performance level. However, what I've done is I've um highlighted or or kind of um um shown the the difference in the bilingual. So total be is is everyone in the bilingual program. So that's K5 and those are our totals. Those are

022our percentages for approaches in 2025. You'll see that we've made some improvements from 2024. Total ESL is all of our 6th through 8th and that includes um anyone that is in the ESL program 6th through 12th grade. The next column shows our par parental denials and their performance by uh performance level in star. The next column shows our total EBS eels. So that's everyone included. And the last column shows our monitored students once they exit the program, their performance in STAR. So again, you're seeing all grades combined for ELA um reading and you'll see we we had some improvements um for our bilingual students from year to year. Now looking at math, the same the same format. For math, we have all of our students compared to the region and the and the state and

023the different performance levels here on these first four columns. Total BE is um our bilingual education. So that's all students K through 5. total ESL that includes all of our students 6 through 12 and their performance in STAR. And we have our parental denials in math, all of our EBS, and then our monitored, which are our students that have exited the program. You'll see the same format for science. So again, those are our um we have US compared to the state, region, and district. And then of course our bilingual students are highlighted there. And last we have social studies. So again all grade social studies by subject by performance level as compared to the state and the region. Then our bilingual students which we only test eighth and and high school um EOC US history.

024So, our total ESL, our parental denials, and then of course all of our EBS, and then those that are monitored. Last for our bilingual section, we have the school progress. And so those are the percentages for all grades, ELA. Again, as compared to region and state, total bilingual education, which is K5, total ESL, which is 612, our our parental denials, all of our EBS together, and then those that are monitored, and this is um annual progress. This is showing progress. Um, and then of course we have all grades math Next up we have um in our um PDF taper report page 20 we move on to the annual dropout rate grades 9 through 12 and you'll see that we were below the state on so we were we showed an improvement from previous graduation rate.

025That's page 20 on your PDF. Then again, improvements and above the state with our graduation rates. The second row includes those students that received their uh certificate of high school equivalency. And then that third row includes any students that did not complete or graduate within the four-year period. So again, our graduation rates are above the state and showed an improvement from the previous year college career and military ready graduates. That's page 24 on your PDF. um that uh shows also above us above the state at 91.4%. And an improvement from the previous. The next section shows our associates degrees um again way above the state at 10% with an improvement from year to year. dual credit courses. That's page 24 on your PDF. Again, way above the state at 48.7 and an improvement from year

026to year. The approved industrybased certification above the state and an improvement from year to year at 49.0. And the last section is our graduates with level one or level two certificates. We only have level one certificates within our district and we are way above the state as well at at a 7.9. And now we move on to our special education determination status. That's on page 129 of your USB. That's the first page of our uh PDF um taper report and that is also something we need to report must um include the special education determination status and we meet the requirements section F continuation. Um, one of the other items that we um need to report on is the progress of um each campus and our district towards the House Bill 3 goals. This was reported

027back in uh at the schoolboard meeting held in October uh 2025. And so it was Mrs. Sutton that had um reported and shown you they she showed you the new um goals that we set across the district for our campuses and you'll see those in those uh following pages. Our new goals of course for third grade only is to increase from a 41 to a 71 at the meets level by August 2030. And again, this was a report that was uh given October 2025 at that school board meeting. And then you'll see the House Bill 3 for math third grade. Again, our target is 71% by August 2030 at the meets level. Last is our CCMR to reach 97% by August and we're currently at a 91. The next section is your actual financial reports

028and those include that's um in the orange tab um page 171 on your USB. This includes um the district actual financial data for 2425. Those reports include information on revenues, expenditures, dispersements, tax rates and fund balance. And then of course each campus has their own which reports expenditures by object by function and program expenditures as well. San Felipe Del Rio CISD has a financial rating of of an A and that has been reported at a previous school board meeting as well. Then our campus performance objectives um those are measured through our campus improvement plan plans and those are listed in our website under the federal and state programs tab. They're also available at each campus or at the district central office for review. Section W includes reports on violent and criminal incidents. You have that

029behind section W, which is page 724 of your USB. And this includes an annual report about violent or criminal incidents that occur at our camp at each campus and that is available for your review. And section Z is that last uh report that we included um that was not available but is now available. It's um there on your DAS. And again, this includes information on the most um the most current report is 2324 high school graduates. And it includes information regarding their grade point average once they go into and and enroll into a Institute of Higher Learning. And it reports fall 24, spring 25, and summer 25. That is all we have in regards to our taper report. Again, this will be posted to our district website as soon as uh this week. Um and

030then of course, we have paper copies available at each school and here at our central office. Any questions? Yes, I first of all I just want to say I want to thank administration for sending the taper report. It is a lot for us to digest and um I go through it with the magnifying glass because the numbers are small but I I look at everything. But I'm I'm going to turn it over to board members first before I go on to my summary of this year's progress. So, we'll start with just >> Vicki. >> Right now, as of right now, I don't have a lot of questions. I want to go back because that's such a thick taper report that I just want to go back and just study it again and if I do

031have questions, I will call you. >> Absolutely. Thank you. Thank you, >> Mr. >> We'll start with the the good the the CCMR is is an amazing thing when we have the percentages that high. the um the the big standouts of course are your level one certifications, your individuals getting dual credit uh hours, uh those that are earning associates. Um that speaks volumes of the the programs that we have there at the at the high school. um particularly within CTE and we saw the individuals earlier who are ambassadors of of those programs um and to be able to to have and and I should have bookmarked it but um the so like dual credit in any subject you know for 23 24 you know we were at 48 uh almost 49% when the states at

032at a quarter or at 25 and then the associates degrees you know 10% of our our kids in 232 24 compared to the state at 3.1 and 2.8 at the the region. Um the again that that's all evidence of a wellthoughtout um program that's in place at the the high school level and being able to to go in and have those things and and I I know from being on the other side uh within the on the college side of it with with Southwest Texas College there uh we have a lot of times we host other school districts that come from around the state uh to look at not only what we're doing on our campus but they're also looking at the the ECS and the CTE and and we've I've been to other conferences

033where um when they realize oh you're from Del Rio and and stuff the the the CTE program that we have is is an envy in this this side of of Texas and really in a large portion of Texas are our dual credit program. you know, if if we were going to and I know my vice president at the college wants to do this is she she wants to take all the all the dual credit students that we have that are participating with dual credit with Southwest Texas College and it would be great to put them all out on the football field and take one big picture from the stadium or from the tower looking down on everybody because it's a thousand something plus students and that's just uh when you go into some of these

034other districts. It's It's unheard of. So, those are some really really good points. Uh I know at the elementary level when we get into reading, when we get into math, those are some areas where we're making improvements and and there's always room to to to grow. um in in in some of the campuses that are that are so socioeconomically depressed uh that that serve those socioeconomically depressed kiddos. Um we know we can only do so much in the school and then you know a lot of it falls to the the parents as as well. Um, so, you know, as we approach that 2030 goal and and and we're moving forward, um, and ACE ACE does a good job and it's starting to fill that void, but is there also something that we can look at

035in the the future to to start going in and and really trying to push more more interaction with the families and the parents and the the community at each of these each of these campuses. is it doesn't have to be just the socioeconomically depressed ones. It can be it can be all of them where we have we try and increase the number of of reading nights or literacy nights or or or math nights and stuff like that. Uh because I'm not going to lie, uh I've uh my son's in the sixth grade and some of the math stuff that he brings home, uh I'm like, h dad can tell you all about government history, but some of the math stuff, you know, that's not dad's subject and and stuff. And um so I feel for

036those that because it has advanced the the math stuff that has has >> it's very different. it's moved itself down in the sense of instead of learning it at this grade, now we're going in and actually we're having to learn it at at this grade, we're learning it at younger. Um, so so for parents, I know that can be a challenge. So that's just something to to think about as we we move forward. And yes, there's there's been there's some gains and stuff in there. Uh I I'm interested next year >> to see kind of how this all plays out too because when we look at the middle the new middle school model and Dr. Dr. Rios has mentioned this before. Uh we've we've gone in now that we have the new middle school model

037where we have the three campuses. Um and it's been mentioned where the the kids do really good in certain subjects and then they would hit seventh and eighth grade and we'd see this fall off. And now because you put 1500 seventh and eighth graders together, those of us who have worked it before know that. Oh man. Um that's a difficult group to do especially when the hormones start really going into overdrive. Uh so next year will be really interesting to tell to see if okay now the the major distractions of discipline have been kind of greatly reduced and and we'll see those increases in those areas for for reading and math and and the sciences. um and hopefully it starts to to level out. So I'm I'm I'm hopeful for that that the model is

038going to prove that yes, we were right in going in and doing this. So those are just some of my uh observations. I don't want to take um any more time from the board because I know and again thank you because it is I had it on USB and and yes, you know, if you had it as >> as a booklet, it's a it's a big thing to to go through. Uh, so thanks for putting that all together and presenting it and I'll I'll yield back, Mr. >> Thank you, Mr. >> Thank you. >> Um, I'll turn it over to Mr. Alindo. >> Just would definitely like to see when I look at at section F, I'm looking at school progress through the grades and seeing a fourth grade ELA, you see a 12% increase,

0395% increase, and so forth like that. And and would like to commend, you know, the the different grade levels for the increases. you see a 53 to 62% 9% across the board and getting closer as we get closer to that state level and as Mr. Overfeld alluded to. Um it will be interesting to see where eighth grade is because in the eighth grade level we do see where the growth goes down you know 1% and 2% and and hopefully by by moving the three middle schools and doing that. What I'm also interested in is understanding how the curriculum changed recently for elementary by going to Blue Bonnet and wanting to see the interest in that and and gathering um not saying it's perfect, but gathering what we've heard or what I've heard is that, you

040know, it's a step-by-step process in blue bonding and seeing that it has worked better in some of these cases. But I mean to see a 12% gain in in one year from 57 to 69 in fourth grade ELA reading and and see some of these gains again 5% 9% um and 7th grade math 31% to 46% before the separation of the campuses to to look for progression. Um that is commendable. What do you attribute though? I mean and and whether it's from Dr. real or or Miss Var just the eighth grade what what have you heard or understood to you know just get that small drop what do you attribute that to or is it the curriculum or or what could it have been >> do you do you have an answer you go first

041m >> so at 8th grade um you're talking about ELA >> ELA it went down 1% math 2% and and while it's not a huge drop in percentage. Everything seemed to trend and then it got there and then it kind of just rolled back. And just we know that everybody's putting their effort in it, but just to kind of get an idea like when we're looking at this, what do you think maybe could help or what are we looking at? >> So for 8th grade and middle school ELA, I know that um every year there's a different um curriculum. >> Okay. um for ELA. And so sixth grade has one, seventh grade has another, and eighth grade has another. So that's what we're looking at hopefully um making consistent across the board. Um so that

042that was maybe one. >> Okay. >> One item that attributed to the reading. >> Okay. And looking again, algebra 1, we competed with the state at 74%. So all grades ELA reading is that from fourth all the way through high school what we're looking at here at the bottom. So it went up 2% and 5% for math and ELA all the way across the district, >> right? That's correct. Okay. >> All grades. >> Okay. No, just just wanted to make sure to commend that that you know the 12% increase is 9% and even those small little gains there. Well, I just wanted to see about that if there's a roadblock there that that could be helped with. Um, but again to to the growth that's going on in these areas and getting the small winds

043like that, you know, a commendation to the staff and so great job and thank you, Miss Variel, for all the information. >> Yes, thank you. >> Thank you, Mr. Alino. >> Um, I'm playing catchup as well. So, um, but I do want to say that I do like what Josh said about having the parents get involved. you know, having those nights again and making sure that everybody's on the same page and that the students are taken care of. But, um, if I do have any questions, Miss Jane, I'll I'll call you. I appreciate it. >> Yes, ma'am. Thank you. >> Thank you, Amy. >> Is it? >> Yes, sir. >> Uh, the parent nights, we've had parent nights in many campuses and they're very, very successful. Uh, parent nights having to do with reading or

044science where we show the parents how they can assist at home. It's not that they don't want to, they just need to know how. But I also want to commend uh our campuses that are above the state and above the region. And that says a lot by the leadership on the campus and the teachers that are on those campuses. For example, Ruben uh Chavea, Lonni Green, Selisa Hills, Bobby Baretta, 100% uh fifth grade math and science. And even though these campuses are scoring at 100%, I know they never stop looking at how can we make things better. And we always know that there's needs to improve. We know we have to improve in math. We know we have to improve in science, but math and science kind of go in side by side. >> And

045the reading, you can't do math, word problems without the reading. You can't do science without the reading. So that all comes into play. However, all of our schools that receive the distinction awards like high school, early college, uh, Garfield, Calderon, Bobby Barera, and all of our campuses are also comparable to other districts like North Side ISD. I think that was mentioned uh earlier when we had our meeting uh earlier this week. Uh so when we look at our campuses, our teachers and your department, Miss Mal and the other departments are doing everything possible to look at the increases and what we need to do to improve. So I want to commend the principles, the teachers, and and your department as well. So thank you. >> Thank you, Mr. Web. >> Yes, sir. >> Okay. Um,

046I'm going to try to go 100 miles an hour because, you know, I don't want to take too long, but I do want to say there's a lot of great things happening. I'll start with the high school going down. Um, with high school, you know, graduation rate um 93 five from what I saw and there's some 95 discrepancies there, but it's in it's it's up. Um, we just had a presentation by Cindy Salas. It's going to be 100% this year. Awesome. But I'm very impressed with the ambassadors, the job that they do, um the industrial certifications, the associates degree, dual credit people that you know again um higher level courses, um the cyber security that's coming in and um you know these students will be earning top money. Um, as Mrs. Webb mentioned, um, the

047distinctions, these are campuses that have a 25% comparable academic growth. And, you know, she mentioned um, again, early college, high school. >> Now, some people say you can't do it in a campus that has a lot of low socioeconomic. It can be done. It was done at Garfield. that was done at Calderon >> and of course you know we have Bobby Barera that earned that distinction um but it's hard to do at Calderon and Garfield it's very difficult to do that but it takes top teachers and top leaders from the campus to be able to have a 25% growth um I mentioned uh early college high school Now, I do want to say that when I I look at high school, there's so many gains. Um, and I I look at individual grade levels. So,

048I'll start with end of course exams. Everything looks great. Um, from again, end of course algebra, English two, um, English one, and then as we go on down, Mr. Rover mentioned eighth grade. Social studies is very low eighth grade. Science is low. Not only just eighth grade, but it's low at fifth grade as well. >> Um, when you go to eighth grade math, it's low. Eighth grade reading is low. Seventh grade reading is low. Sixth grade math is good. But then you go to sixth grade, I mean, fifth grade science, again, it's low. And then I saw the progress that was made in the elementary bilingual programs. Lots of progress made in all the elementary, you know, again, grades third through fifth grade. And then you go on to the secondary, which I consider sixth

049grade on up, and that's low. Um, and I compare it to the region, not so much to the state. There's so many ways you can show positive and negative gains, but I compare it to the region. Um, I do have to say that there's a lot of great things happening, you know, because progress was was made in elementary, it can be done in secondary as well. And I'm mentioning bilingual students, ESL. You call them bilingual in elementary, ESL and secondary, but it can be done. It just the focus has to be there. So there there was yeah that's a group that I single out every year the bilingual I was a bilingual teacher it's difficult to do because so many levels in one classroom of student you know first emergent bilingual and you know some

050of them have been here several years and some are first year bilingual students. So it it's very difficult to plan for each individual student. It's difficult to teach bilingual classes, >> but it was done elementary. The progress has been done very close to the region uh average. Now we need to focus on secondary and be able to do that the same there. But again, um I'm appreciative of the fact that we got this big old binder before our meeting because before in past years, again, a reminder, I've been on the board 20 years. we would get the binder on the day of when the scores were bad, you know, and um we it takes time to look through all of this, >> but there's a lot of great things happening. Um I I'm so appreciative

051of, you know, the recognitions that we have here because they can compete with other districts, >> you know, and uh all it takes is great teachers and great leaders on the campus. And I'm glad we're we're building the capacity of these leaders because um every time that you know I look at the update um we are receiving grants and things to again build the capacity of the leaders in the campus. Um it's not the board, it's not the superintendent I keep referring to Dr. Rio, but it's the teachers and the leaders in the campus that make the difference. And so when I say it can be done at Garfield, it was done. It was done at Calderon, it can be done. >> Absolutely. >> Because a lot of people you when I I had the

052privilege of going to uh leadership tasby and we visited this beautiful schools and the scores were low. And then we visited some schools that their buildings were very bad shape, but their scores were great. It's all about the teachers and the leaders in the campus. It's not about the facilities. So, I just want to again thank Dr. Rios for giving us the taper report because we do uh we do look at it. I do want to mention one thing at high school the chronic absenteeism has gone up. So you know you get the I I tell the principles you get that report of you know students that have missed nine days one semester nine days following semester there's already 18 days that's chronic absenteeism and in high school that has gone up. don't um but

053overall I I do want to thank the board members for all the comments that were made because we have to focus on instruction that is the most important thing that we do as a board member the instruction. So there's a lot of good things happening we just need to continue that with the other grades that are falling behind science something has to be done Dr. ials in science. I don't know if it takes summer science camps or what, but it's low. It's one of the to me very interesting courses because I taught science. >> But it's so interesting science just something needs to happen to light a fire um to be able to improve the scores, but they're low. >> Yes, sir. >> Okay. Yes, Dr. >> Yeah. I don't want to respond to every

054comment, Mr. messa but I did want to highlight some things that are happening this year that are very promising. First, I want to uh thank the board members that are part of our curriculum committee and uh the the the principles that have participated because through that curriculum committee, we did select a social studies committee uh social studies curriculum that we're implementing and that was selected by all of the teachers on the district and we reported that. And at the last curriculum committee, there were some recommendations made for science particularly to implement more labs for our students to experience and we've already started the training for the teachers and started the implementation um and that should benefit a lot and we are looking at a stable math curriculum um through the eighth grade and and that

055should help a lot uh in particularly math. Uh this year from the beginning we we did implement a playbook that was uh developed and it has uh a lot to do with the interventions but also meeting with parents annually to share with them how their kids are doing and and u and what they can do to help them at home. We started that this year. So each year we hope that that gets better. And then we've just finished the benchmarks and I know there was questions about the three middle schools and I'm excited to share and again this is benchmark data which is a release test. It's the exact same test that kids took last year. Obviously, it's a different group of kids that are taking it, but that benchmark data shows that uh today,

056even though we still have four weeks to testing, today the students are already scoring as well as they did last year in ELA, when I look at the approaches, meets and masters, and I combined them, that number already shows um right at where we were last year. and and usually there is a 3 to six point gain after the benchmark. So I'm excited about that. Again, it's it's it's not a prediction. It's just a statement of where we are right now. And I think that a lot does have to do with the campuses being smaller. I think it has a lot to do with the kids being involved. There was an orchestra concert last week for the middle schools and and that program is growing. The mariachi program is going, the band program at the

057middle schools. We have excellent U band directors there and obviously all all the kids involved in sports. So I think that the middle school is already where they were last year at the end of the year and and that is a that's a huge thing and and and I appreciate the board's leadership encourage and allowing us to break down into three middle schools. I don't want to put our three middle schools uh principles um under stress but but the expectation is that there is a whole lot of growth and that that we are at the state level and and um or above uh within the next two or three years but I'm excited about about all these things going on and we do have some work to do um but and but we keep working

058every day >> there are high expectations for middle school just want Uh we I think we're all looking forward to that. It was a big undertaking again to be able to break the big giant school into three. So we are looking forward to that. I hope that becomes true. So again, thank you. Oh, we have to ask for public comments. Any comments from the public? We'll do at this time. This is a hearing. No, no public comments. >> Go once >> then. >> Twice. God twice. >> Okay. Thank you so much, Mr. >> Thank you for your support. >> I I just wanted to addendum something that I had said earlier. Um because I'll get in trouble at home. Um yeah, I'm not good with the math and all that, but his mom is really

059good with the math and she helps out. So there it's been read into the record. >> So recorded. So we we'll adjourn the public hearing of go into our regular meeting and first item we have is reports item eight um 8A and this will be um >> yes sir Mr. Chop is um not available today we don't have any construction projects going on Mr. messa. So there's nothing to update the board. All we have is the work orders, but I can tell you that at the maintenance department, we're still at the mid 80s and in the completion and everything else is in in the ' 90s. We have a lot of other presentations. So if we can just forego those four slides, Mr. Messi, >> yes, that that was the facilities construction update. So we

060will we have no construction going on. So we'll go on to our next one. This is the item B under eight. San Felipe Del Rio CISD strategic plan update. Sandra Nandez. >> Good evening, President Messa, Dr. Rios, and members of the board. This evening, I'm going to present to you uh the update for the the district strategic plan. This is our fifth year of the district strategic plan and so we're at the point where we're going to provide you with the update as to how we've been doing um with the strategies and working on improving our schools. And so some of the things you're going to find that um uh give you some answers as to from the previous presentation as to how we got where we've got and how we've seen some improvement. So

061we're going to make some connections here today. So what is uh strategic planning? So strategic planning is a process that engages stakeholders and such as parents, students, district employees, city officials, business partners, and clergy to collaboratively shape the future of the school district. So through this process, the district and the community become partners in creating a fiveyear plan. This shared sense of ownership enables districts to overcome obstacles and discover new possibilities for students. So when we think about five years ago, we developed a plan and started to think about how can we really excel? How can San Falipe del Rio really excel and excel our students with the focus on our students? And we created a vision and our vision is that San Felipe Del Rio CISD in partnership with our families and community empowers

062every student to excel through a culture of collaboration, innovation and achievement. And this committee put together um and identified five important areas, five levers which we will call them. And these five levers are aligned to the Texas Education Agency's effective district framework. And they are finance and operations, focused leadership, highly effective instruction, innovation, and integrated student support. So, we're going to talk about these levers a little bit more slowly and and then just kind of give you a brief overview and then let you know what we've done since um in our in our latest update. So the goal for lever one which is finance and operations is that by May 2030 the district is going will provide a strong plan for effective use of staff and district resources to produce a balanced budget while continuing

063district improvement andor construction projects and these are the levers. So the strategies to support the finance and operations we'll go on to those strategies and of course they are maintaining balance developing and implementing a 5 to 10year construction plan developing and implementing a sustainable district-wide system for the teacher incentive aotment. developing and implementing a teach teach del Rio uh initiative to support and empower individuals aspiring to become teachers and then developing and implementing actionable steps towards enhanced TIA. So these are our accomplishments. So the accomplishments are that um they join we joined the 2025 strategic compensation cohort with the Texas education agency. 41 teachers were awarded teacher incentive aotment the TIA in the first year of implementation and then in the f in the second year of implementation an additional 51 teachers were awarded the

064TIA allotment. We completed the November 2025 bond election and then we accomplished a balanced budget. So the next steps for finance and operations is to evaluate the compensation systems and plans to align the enhanced teacher incentive aotment and to complete scorecards for TESS evaluations aligned to enhanced TIA. And the TESS is the evaluation instrument for our principles and assistant principles. For lever 2, focusing on focused leadership, the goal is that by 2030, 100% of campus and district leaders will effectively support and communicate high expectations for student learning. There are two strategies under focus leadership and they are implementing a district-wide system of professional learning to develop effective instructional leaders. And the second is to implement a leadership residency model. The accompl accomplishments are that we provided professional learning and support for assistant principal development. We

065have established various levels of development for current assistant principles, principal ready aspiring administrators through planning protocol sessions. There are two assistant principles who have completed the principal residency grant and we're finalizing the definition of skills and look force to complete the definition of leadership in this school district. The next steps are we are going to continue to develop and support new principles. We're going to continue to support the development of current assistant principles to identify future principles and develop current teachers aspiring to become future administrators and develop a selection rubric for candidates for the master's program. Under level lever three, highly effective instruction. The goal is that by 2030, 100% of the district students will meet or exceed grade level standards. And we have five strategies. For strategy one, to provide grade level tier one

066instruction through high quality teaching strategies that address students um needs and uh of all learners and foster critical thinking, problem solving, collaboration and independent learning opportunities. The second strategy is to address specific learning needs for students that have not uh uh reported uh regress to tier one. >> The assistant should be >> and then strategy three is to develop and implement with Fidelity the district's wide system of a strong data analysis practices. Strategy four, create and implement a sustainable and differentiated district-wide system to develop and retain high qu high quality highly effective staff. Strategy five is to establish and implement curriculum reviews uh in high need content areas performing below straight state averages. the accomp accomplishments um is that the district has moved to the curriculum management program cooperative the TCMPC system and this is

067where it's a cooperative between all school districts uh collaborating with their curriculum supported campuses through planning sessions extended construction response blue bonnet math implementation early literacy program established curriculum review committees for all core content areas. Reviewed science as mentioned earlier, adopted new social studies curriculum, implemented recommended science professional development. The other accomplishments are they established curriculum review committees for all core content areas. Reviewed science and social studies curriculum to support the TEICSS and tested curriculum alignment. Implemented individual student prescribed interventions plans for all students at all campuses. The next steps for highly effective instruction is to increase the rigor of interventions to ensure alignment at grade level or higher. Review middle school math and elementary reading language arts curriculums to ensure alignment to the TEICSS and tested curriculum. Conduct the data review of CCMR early

068literacy and kindergarten readiness to maximize star performance. conduct middle school science lab consultation sessions for lever four innovation. The goal is that by 2030 the school district will offer wellestablished innovative programs to 100% of the students and there are three strategies and those strategies are to offer a system a district-wide system of that fosters um projectbased learning. The second stratey strategy is to offer a district-wide system that fosters practices and education with an emphasis of science, technology, engineering, and math STEM. And the third strat strategy is to offer a premier dual language program that cultivates bilingual bilingual and biiteracy students. the the accomplishments for the innovation program is applied and entered into the new tech network. We've implemented project lead the way for elementary STEM and new tech as a path towards high school. We

069refined the district's dual language model and align resources and then realign PEK at Delroy High School. The next steps for innovation. Continue teacher professional development through the new tech network, project lead the way and dual language. Review elementary STEM criteria with local committee and consider creating other locations based upon growth. Review guidelines for entrance and exiting for all programs to ensure students continuation in programs. continue to recruit students for PEK. Continue to support the development of the content credentiing and instructional instruction quality of PEK teachers. And the last lever, lever five is integrated student support that by 2030 100% of school district students will receive services to meet their social, emotional, and academic needs. There are also five strategies in this particular lever and that is implementing a the um evidence-based initiatives in the Del

070Real Cares curriculum to teach students crucial life skills such as self-awareness, emotion, um relationship building and responsible decision making. The second strategy which is implementing the youth mental health first aid training. The third strategy is to create systems and action plans for instruction instructing about changes associated with puberty, sexual health and absences in in the fifth through the ninth grades. The fourth strategy is implementing a set of practices and approaches to reinvision and redesign the current middle school structure by August 2025 in order to foster positive learning and experiences to support academic growth in the middle school students. And then the last strategy is to implement methods for strong multi-tered instruction for students to help improve them overall well-being and academic performance. So the accomplishments in the integrated student support is that we've implemented monthly

071exit tickets as a measure for monitoring and the implementation of the Delray Cares curriculum. We began implementing state required youth mental health first aid training to all campus staff to identify those risk factors then signs of common youth mental health issues. completed counselor and nurse training on the on myway puberty curriculum. >> Somebody to translate. >> We've also completed the implementation of the middle school redesign project. We've conducted parent and student orientation meetings at all the middle school campuses and we've reviewed student enrollment and staffing ratios for each middle school and completed those students transitions in this new middle school redesign program. So, our next steps, beginning in the spring, this spring, parents will be able to opt in for their fifth grade student to receive a mini course on puberty. The district will continue

072rolling out the youth mental health first aid training to staff in the summer and in the fall for those who have not been trained yet and then begin the process of reviewing methods and systems for mon monitoring multi-tered instruction. And that sums up the strategic plan update for today. Are there any questions? Board members, Sandra, there's so many good things. Um, where do I start? TIA. I think it's been a wonderful thing because teachers again are competing um to be able to get that five-year award, the um teacher incentive aotment, but not only that, it's just the improvement in instruction because that's how you improve scores and grades. The other thing that is coming up is you know the conferences with with parents which you know will be two per year. I think that's a

073wonderful thing and then dual language but those are only like three out of so many things that are that are planned to happen. So uh those are wonderful things and I think um it'll make a big difference. >> Mr. As a members of the board, when we review the strategic development plan, the reality is is that a lot of what we planned four or five years ago has already has already happened and and a lot of it has already been celebrated. I just want to mention to the board and the community that we had to plan to come up with a third strategic plan. Our first strategic plan led to early college high school, the expansion of CTE, that whole first wave. Okay, then this is a second wave, but because most of this is

074already completed, now there's always going to be updates um and we have to not treat it as a one and done, but continue to grow and nurture those programs just like we nurture CTE and all the other programs that we established with with the first strategic plan. We do have to think for this coming year u not the year we're about to finish but sometime next year we do have to have our third strategic plan to shape the district in the future. Is it going to be heavy on construction? Is it going to be um bringing other innovative programs? Uh what is it that the community wants? But this strategic plan is just about entirely completed. Uh, I know that the curriculum piece is still out there, but Jane, the grant that we just got

075from the lasso, what what's a dollar amount >> for the total? >> The the one having to do with implementing high quality programs. You're the one you're leading, not the one Amy's leading. >> 900,000. So, we we got the $900,000 grant and that's going to help us finish off the implementation of whatever curriculum we select for um for ELA and for middle school math. Anyway, the bottom line is this strategic plan uh by next year should be completely done. And um I just want to mention to the board 12 months ahead of time that we need to engage in the third one so the district can continue to grow. I'm glad those things that we mentioned like science for example, you know, it's it's being addressed and so it's great to see that um you

076know we have plans in place to improve instruction and everything else in regard to facilities and so forth. Any further questions? Thank you so much. >> Thank you sir. >> This time we have the consent agenda. Again there are some minutes of some meetings. look over those minutes. If there's any corrections to be made again, one action will approve all items on the agenda. As always, we appreciative of people donating. Those will be posted on social media, the donations. And as always, we are thankful for organizations and businesses and individuals that contribute to um the different programs throughout the district. Are there any questions for um any item on the consent agenda to be pulled or further explanation? >> If there's no questions, then I'll ask for a motion to approve. Motion made by Mr.

077Valindo, seconded by Amy Ains. All those in favor? The motion is approved. Go on to administration. Item 10, first item we have is um implementation of SB13 recommendations and procurement of library materials. Sandra again, sorry. Good evening once again, President Mesa, Dr. Rios, and members of the board. This evening, what I'd like to do is provide uh the board with an overview of uh Senate Bill 13, House Bill 900, um which has been adopted by the board as board policy EFB, uh pertaining to the procurement of library materials. So the Texas library B book pro procurement for excuse me particularly for school districts is heavily regulated by these two um uh legislative policies. So it requires a collection development policy for printed and electronic books in accordance with Tesla. The Tesla is the Texas State

078Library Archives Commission. So it requires a public review period for donated and proposed purchases for 30 days. So in the past uh we'd had our librarians and they would just create a list a book order um and they would sent it for their administrator to approve it. Um this time we it requires a public review and it requires that that review for all donated items as well as those proposed purchases for 30 days. It requires school boards to approve the acquisitions uh in an open meeting. So we would place them um in the board agenda for approval. Um so it also this particular policy explains that when there is this book selection our librarians have these four criteria that they need to look for um in order to consider placing it on the list for

079acquisition for purchases. So it has to enrich and support the teaks. It has to foster growth in factual knowledge. The books have to encourage the enjoyment of reading and the books have to represent that ethnic, religious and cultural groups um across the state. So there's this library selection criteria that our librarians have to consider for placing books on a list for consideration for procurement. The second part of this policy talks about that they also have to consider at least two of the following of there's seven things and they are either to get recommendations from students parents and guardians teachers and the district community consultation with district teachers and library staff extensive review of library material. Um they also can consult with uh library staff from other school districts as to which books to purchase. Um

080context of the library material including the overall fit within their existing collection. So in other words, they really want to study what they have and what they need so that they can consider well I want this set of material uh library material for purchase and then they have to review their library material for those sources, those professional sources um such as journals um look at recognized professional education or content journals with book reviews, national state award recognition list, library science field experts and highly acclaimed author and literacy expert recommendations. So they want them to really study are these books a good fit for our schools and then look at coverage of topics of their authors um the series the genres um what they fill the gap that they have in within their own library collection.

081So the idea of before they get to the point of putting a list together, they should consider at least two of those items that are on the list so that they can make their determine what their list should be um for procurement for for purchasing library books, library material. But the board policy also says this regarding the procurement process that the board shall consider the list of library materials that have been donated or proposed by the administration for procurement. Each board member may propose changes before the board takes action on the list of donated or on uh of the proposed library materials. So, for example, if the librarians put together a list and the board reviews the list, the board may say, "I'm going to make a change from that list because I believe that

082maybe perhaps this particular material source or library source uh may not be a good fit. Um, and so just know that the board has the option to do that even before it comes forward for adoption, for approval, excuse me. And then the last piece is the board shall either approve or reject the library materials that have been donated or proposed for procurement. Um and then we have to then once we have the list, we have to at least 30 days prior to the board's wrote vote uh accept donated library materials or approve the procurement of materials. The superintendent shall make accessible to the public that list. So, we have to publicize the list um placing it on our school district's website, campus website, so that they'll know what books um the campus is asking to

083purchase um for at least 30 days before we bring it forward for the board to approve. And that sums up board policy EFB and the process for procurement of library materials. Are there any questions? has a big change from what we've done in the past. >> Board members, >> Sandra, this is so different because again um so many times authors will include some harsh words. But in the normal world, you know, these students are hearing those words and sometimes just because of one or two words that or several words then we'll, you know, hel back from placing that book in the library. It it's it's getting to be real nitpicky. I mean, enjoyment of reading. Everybody enjoys reading. I enjoy reading about cars a little bit more than some other subjects, but it it's going

084to be so difficult for us to, you know, look at everything that is being detailed with this policy, but we have to do it. >> Yes sir. One step also that I would like to tell you is that we are going to be training our librarians to look at the lists from Tesla and look at lists from Scholastic. for example, Scholastic Bookfires. And so when they look at these lists, they now have the capability of being able to pre-screen the books to see if there is any, um, content that may not be appropriate for their grade level. Um, and so, um, looking looking up keywords, um, that may that may just highlight some books that may be reviewed in advance for our uh, schools before it even becomes uh, part of a list. >> So,

085Sandra, like how do we, you know, there was a question, for example, on a book fair that a parent saw this book at a book fair. We're not placing that book in the library. But how do we >> even look into those matters? >> We don't know what they bring. >> What can I can I say something to that? I just have I want to say something to that, Mr. because when you have book fairs and you know the parent I guess I don't know the whole total situation but it's the parents responsibility to make sure they can take some time out to come to the book fair and make sure what their child is purchasing because um I just feel like that because you know we have to all be in this together. we

086shouldn't, you know, cancel the scholastics because of a situation. So, I just think that we all have to work together and be involved in what we're as as parents as well is what our child is purchasing, right? So, not just sending the money anymore, just maybe coming and looking through and seeing what they're purchasing because I don't want everybody to be punished or no no scholastic book fairs because of a situation where we can all be involved as parents. >> Yeah, ma'am. To clarify, this particular policy is for the purchase for our school library books. >> But I also have like we're going to be looking at list of books, right? we're going to get these looks of books and then also the public is also going to and there's there's nothing wrong with that.

087I'm not faulting that at all, but I just feel like there's going to be some tugofwar here because like and so how do we draw the line on that? Because like we may say these books are appropriate, you know, but then you have, you know, some parents that be like no, they're not appropriate and we've screened them and they still don't want them involved. So, how are we how are we going to how are we going to come to some work there because you know reading I mean you know I just don't want to punish everybody when it comes to different like Mr. Messa says there were some books and stuff like that but I just I don't I'm I'm I'm struggling with this. I'm I don't really, you know, don't say a lot, but

088when it comes to reading and books, that's my thing. But I don't I'm having a hard time because I don't I I don't want to struggle with the community because we have to be on one accord, but we can't punish everybody. You see what I'm saying? So, I don't know. I'm going let you talk, Dr. Ris, and maybe calm my nerves there because I think there's a I feel like I'm struggling here. So >> if uh well before I comment I think um Mr. making us >> I just wanted to reflect on this uh you know it's something big here and I feel like we're going to have to kind of become literary experts in this in you know making decisions and being an author myself even though my book was not a Kellott book

089but you know I look and I enjoy book fairs and I really dive into books and the authors and and everything that goes with it. But this is going to be um a little I don't know like Amy said uh a little tough in the sense that uh we really have to look at this and this again I feel like it's kind of going to take away the fun of reading for some students and also looking at the vocabulary. Some of these books, they're they use very technical, very vocabulary, which I'm I'm for it. But for some students, this is going to be um you know, a book that most likely the parent is going to have to be very much involved and know about what book is good or not or is appropriate for

090the student or not. So, I'm overwhelmed with this myself. So, that's all I want to say. It's that we're just going to have to work together and look at every aspect of of choosing library books along with the librarians and everybody else. Am I correct in that? So, >> thank you, >> Dr. F. So to try to situate these a little bit, we're going to continue to have the same library budgets that we've had. So we're going to continue to buy a whole lot of new titles for our students. So books will still be available. What it does though, it does require us to have an awareness of which books are going to be ordered. For example, I'll take Sena Hills for example. on their web page, Senisa Hills will post the books that the

091librarian is recommending that we buy. Now, before the librarian selects those books, there are going to be certain filters that they have to run through for age appropriateness, right? >> For elementary, same thing at middle school, same thing at high school. And they'll post that for 30 days to give parents a chance. The tricky issue comes when when one of those 150 books that are being recommended, a parent objects to that. >> They they had access to it. They saw it. So, we're going to discuss one of the 150 books that that are on that list. It is time consuming, but it is a requirement by the 89th legislature. But overall, we're still going to have a lot of books. It just creates a long process and then eventually the board will vote on that

092list after it's been vetted. But I don't see us buying any less books. I also see all the books that we read when uh when we were when we were kids were in school, middle school, all the Essie Hinton books that we enjoyed, Rumblefish, Tex, The Outsiders, when we get into the freshman to kill a mocky bird, etc. Those books are still going to be there. um it's just the new titles that we move forward. Now, when it comes to Scholastic, um we do have to be a little bit more responsible because Scholastic doesn't have any filters, but in working with them because of that one book that they posted that was not age appropriate, uh we found out that Scholastic was pretty much sending us as many books as they could. Uh and they

093were encompassing a grade level above elementary. for example, they were going all the way through 8th grade when really what they should have been sending us was just elementary books and then we should have been going through the process of allowing parents to see a list of books. So the books will still be offered through Scholastic but the parent in advance can tell us I don't want my child to buy this book or I don't want my child to go to the book fair. It's it's a lot of work but at the end of the day uh we're still going to continue to buy the same amount of books. we may just have to exclude one out of 150 titles and I don't want to make less of the requirement because it is going to

094be a huge undertaking just in having to post the books for 30 days. Um because if it doesn't coincide with the board meeting instead of buying books in August we're going to be buying them in September. Instead of buying books in January we're going to be buying them February. So, it is going to be a huge distraction, but once we get used to it, we'll be able to plan ahead and then it becomes part of what we do. Now, are we upset of that one book that's not that we're not going to be able to buy? Yeah, I guess that's debatable because we're going to make some parent happy and we're going to make one librarian upset. But overall, we're going to continue to have a lot of books in the libraries. >> Okay. >>

095It's really a lot more work for the librarian at the end of the day. Any further questions from board members? >> Thank you, sir. >> If not, the recommendation. >> It was a presentation, sir. >> It's says approval here. >> Uh for some reason. >> Yeah, it says approval, Mr. It's just presentation just to let the board going to buy books in the future. >> Okay. All right. U then we go on to item B, discussion, possible action regarding Senate Bill 11. Sandra, >> I'll I'll take this one. Mr. Mesa, Senate Bill 11 asked uh board of trustees to take a vote on whether they want to all lot specific time during the day for a prayer or reading religious text. Most of the school districts that took action prior to today uh have voted

096against a resolution that would allow time. There's a whole lot of ways to look at it and certainly this board can make the decision that they see fit. But if we look at at uh the history of this uh in the past we were asked to implement a moment of silence. For the last 15 years, we've had a moment of silence where students can pray or reflect if they choose, and that's been implemented with no problem at all. Then later, another legislature indicated that students could leave during lunchtime to go have uh church meetings or prayer meetings, and we've implemented that. It hasn't happened in a while, but I know that for a while there were some groups that were going across the street from the high school to have prayer, and that worked really

097well, and they can continue to do so if they'd like. Uh, next, the same legislative session, the 89th legislature, uh, passed a bill that requires us to wave the attendance of any student uh, that goes to a religious course of study during the day. And we've already had community members visit uh us uh to indicate that they are planning they they have selected a curriculum. They are hiring a director to allow students to leave during the school day for religious classes and we'll count them present. Uh now the state um legislature through the 89th legislative session askked us to consider whether we want to allocate a specific time of the day for prayer for both students and teachers. That's a question before the board. I'm simply just sharing the history of what we've done. Uh

098want to indicate to the community that we're not against uh praying. Uh all of us pray. At least that's that's what I've experienced. And we've certainly provided time during the day to to pray. Now, having a specific time, I I I'm not um I'm not the enemy of that, but I would like to see how it takes effect in schools that do do it, especially since we're already doing uh everything else and working with a community group to allow for them kids to leave for religious studies during the day, which will be implemented this coming year. Yeah, I want to say a couple of things and then I'll turn it over to board members. Students have the constitutional right to pray. We have National Day of Prayer, meet you at the poll. Um, prayer is

099powerful. >> They can do it in silence. I think when we look at this bill, it requires a consent form signed by parents, a consent form signed by employees, and then they have to wave some legal claims. The other part is students that sign the consent form have to be in one area. the students that signed that did not sign the consent form had to be in a far away area away from the students that signed the consent. And so in my mind I'm thinking where are they going? Who's going to be supervising them? And you know all these other things. And then um the other thing is uh we have There's still one item that's un in in the court and that's the ten commandments because it was challenged and we have we don't

100have a ruling yet on the ten commandments in regard to Louis Louisiana ruled already but Texas has not ruled on it yet. Um because there's when you start thinking about the different religion religions you know u there's so many religions here um even in our community here that um they they don't all go by the ten commandments even though you know they they want them posted in the in the classrooms each classroom has to have the ten commandments and so it's it's up in legal battle right now but all of us realize how important prayer is, especially the times that we're in. But I do have some reservations in regard to, okay, where do the students go? You know, this is during instructional day. Well, outside of the instructional day, but the ones that signed

101the consent form will be in the classroom. The ones that did not go somewhere else. But I'll turn it over for discussion. Anyone else? It's up to the board. as sorry >> Mr. Oel >> as Dr. I was mentioned since 2003 uh that has been the the standard for schools uh and it's specifically you know during the one minute period each student may uh as the student chooses reflect pray meditate engage in any silent activity that is not likely to interfere with or distract another student. That's Texas Education Code 25.082D. So it already exists. Um uh and then you start getting into the issue of separation of of church and state. Uh so the I don't see a I don't see a reason to approve the resolution when you can already you already have the

102constitutional right to pray or not in school and then all those other items and then the um the 10 1049 uh which we know is is in effect anyway. And we're going to have there's already a group within the community that are going to be, you know, those students that would most likely sign up or and have to sign into those waiverss. They're probably going to take advantage of 1049. And so I don't I don't see a need for the resolution to adopt. >> Thank you, sir. Anyone else? >> I know that Angelo had voted against the resolution. I keep up with school schools districts in region 15. Um Angela has turned it down. >> San Angelo, New Bron Falls, >> a lot of other schools. Yes. >> So, anyone else? >> Has to be

103a record vote. >> Okay. Then is there a motion from anyone? make a motion um to not to not approve um the resolution calling for Senate Bill 11. >> Okay. >> Seconded by Mrs. Web. All those in favor. >> It doesn't record. >> Call everybody out. >> Oh, okay. It needs to be by calling each board member. Mrs. Web >> against Mr. >> against >> no >> against >> and I'm against as well >> against >> okay so um the resolution has been denied. We'll go on to item C under administration consideration to approve the first reading of TASBY localized policy update 126 part three affecting policies. I'll let Sandra do that. >> Good evening once again, President Messa, Dr. Rios, and members of the board. You'll be pleased to know that this is the

104last of the group of uh policies from the last Texas legislative session update 126. Um so the district's board policy review committee met on Wednesday, February 11, 2026 to review the third group of proposed policy drafts in update 126. So the policy changes in up update 126 of course are most uh are almost exclusively based on the legislative session. Uh proposed recommendations to these policies include the following to FA local parent rights and responsibilities. This new local policy is recommended for inclusion in the district's manual to address Senate Bill 12's requirement to establish a parent portal on the district's website through which parents may submit comments to administrators or the board. FEF local attendance release time new recommended language reflects Senate Bill 1049 requirements regarding release time courses. FFAC local wellness and health services medical

105treatment. A recommended revision at medication provided by parent has been made due to Senate Bill 920, which now allows school employees, including nurses, to administer non-prescription medication in accordance with legal requirements. And at epinephrine, references to epinephrine auto injector has been changed and updated to epinephrine delivery system. And that's in accordance with Senate Bill 1619. FFB local student welfare crisis intervention as required in House Bill 2. A provision is recommended for inclusion addressing the required notification that must be provided to teaching staff when a threat is made against the campus. FF local student welfare student safety house bill 2 prompted recommended revisions to this local policy regarding notifying a parent of a student with whom an employee or service provider is alleged to have engaged in misconduct. FFG local is the student welfare child and

106abuse and neglect policy. There's a recommended change at reporting child abuse or neglect and it reflects Senate Bill 571's requirement that uh reporting should be held should be done within 24 hours of learning of the facts giving rise to the suspicion of abuse or negle or neglect of a child. FNG local student rights and responsibility student parent and complaints and grievances. So this revised student and parent complaint policy includes revision prompted by the applicable portions of Senate Bill 12. It includes changes to the deadlines for submitting and responding to grievances. FOL local which is the student discipline policy. There are minor edits that recommend the language regarding video and audio monitoring that monitoring permissive and clarify what should happen when video and audio recording equipment is in use at GF local which is public complaints.

107This revised public complaint policy includes revision prompted by the applicable portions of Senate Bill 12 and it includes changes to deadlines for submitting and responding to grievances, public grievances. And the last policy is GKA local community relations conduct on school premises. There's language change regarding handguns is recommended for revision due to Senate Bill 706. And that sums up the policies that are up for first reading this evening. >> Any questions for Sandra? >> Want to read the recommendation, please? No questions. >> Yes, sir. It is a recommendation of the administration that the board of trustees approve the first reading of localized policy manual update 126 affecting policies FA local parent rights and responsibilities FEF local attendance release time FFAC local wellness health services medical treatment FFB local student welfare crisis intervention FFF local student welfare

108student safety FFG Local student welfare child abuse and neglect. FNG local student rights and responsibilities, student parent complaints and grievances, FO local student discipline, GF local public complaints, and GKA local community relations conduct on school premises as presented. >> Heard the recommendation from administration. Is there a motion for approval? Motion made by Mrs. Webb, seconded by Mr. Alindo. All those in favor? Motion carries. United. >> Thank you, sir. >> Item 13 under business and finance consideration to approve board resolution of San Falipe Delo CISD regarding school closure on January 26th, 2026. >> Good evening, President Mesa, Dr. Rios, and members of the board. on um January uh 26th, 2026, due to a um extreme cold warning that was issued by the National Weather Service, um it resulted in a decision to close the district schools

109uh for the safety of its students and its employees. At this time, we are bringing a uh a resolution to the board to consider that would allow the district to pay its employees who were scheduled to work that day but were prevented from doing so due to the unexpected school closure. >> Any questions for Amy? I think. >> Okay. Hearing none. Recommendation. >> Yes, sir. It is the recommendation of the administration that the board of trustees approve the board resolution of San Felipe Del Rio CISD regarding school closure on January 26th, 2026 as presented. >> Heard the recommendation. Is there a motion? Motion made by Mrs. Webb, second by Mr. Aindo. All in favor? >> Motion carries. >> Thank you. Item 13B, consideration to approve submission of application for the FY fiscal year 2027 criminal

110justice grant program of the application for the purchase of bodywn cameras. Gilpers Sanchez. Good evening, President Mesa, Dr. Rios, members of the board. For this item, administration has submitted the application for the fiscal year 2027 criminal justice grant and is requesting board approval. If awarded, the grant is for purchase of 40 bodywn cameras, chargers, and cloud storage access for 5 years. The grant totals $132,119. There is no local matching funds required at this time of the application. Gilbert, uh, what is the lifespan of these cameras? Do do you happen to know? >> Can you have, um, Chief Fos step in? He's He's right outside. I texted him, but I don't think he's looking at his phone. >> I just wondered. It's okay if we don't have the information right now. We >> know uses them.

111>> It'll vary. You're looking maybe estimated minimum about 3 to 5 years. Um depending on if the camera's an outer type carrier camera, how much use is going to go through the wear and tear. Um, we've had some, um, maybe that's lasted about 4 to 7 years, but it all depends cuz some of them can go out a little bit quicker than others just depending on the use, the drops and so forth like that. Um, but you usually I mean have to start looking at replacement. You want to look at that maybe every three to four years just dependent on the amount. >> I was asking about the lifespan of the cameras, body warning cameras. But Mr. Alina provided the information. I just wonder. >> Hold on. Chief Faz, would you say about you're looking

112at about three to five years just depending on the wear and tear and the use of some of the cameras and then you're probably going to start looking at parts and everything like that about two or three years into it. >> Correct. >> Okay. And this is something that is not required but is is recommended. So depending on on the agencies, uh most agencies are now going to require body cameras uh just because of the liabilities. >> Okay. Anyone else with a question? >> Okay. No questions. Recommendation. I want to read the recommendation. It is a recommendation of the administration that the board of trustees approve the submitt of the application for the fiscical year 2027 criminal justice grant program application for purchase of body worn cameras in the amount of $132,119 >> the recommendation

113is there a motion motion by sindo second by store all those in favor motion carries unanimously me. Item C, consideration to ratify and approve a purchase order over 25,000 to Valverie County Clerk in the amount not to exceed $50,000 for a fund source 199 general funds um to purchase property located at 703 Waters Avenue, Del Rio, Texas. Gilbert Sanchez. >> Good evening once again. The special commission commissioners entered the award amount of $50,000 to be paid by the school district for condemnation of the property located at 703 Waters Avenue in Del Rio, Texas. The school district issued a purchase order on February 10th, 2026 and handd delivered a check to the Valvery County Clerk on February 13, 2026. At this time, we are asking the board of trustees to ratify and approve the purchase order

114of over 25,000 and the check in the amount of $50,000. >> Questions for Mr. Sanchez? I think we've discussed this topic several times already. So, no questions. So, if you want to read the recommendation. >> Yes. It is a recommendation of administration that the board of trustees ratify and approve the purchase order of 25,000 to Valverie County clerk in the amount of $50,000 to purchase property located at 703 Waters Avenue, Del Rio, Texas. The recommendation there motion by Becky Chavez, seconded by Mrs. Webb. All those in favor? Motion carries unanimously. >> Thank you, Mr. >> Yes, Mr. >> I'm sorry. Um, just for clarification, cuz there might be individuals out there watching or that don't know this, this little piece of property goes in and gives the school district the basically the half block on

115the other side of Waters up to the um from the corner of Garza up to the the gym. And now that would allow us to in the future hopefully build our new tech and our second gym. So that was the the reasoning behind all of that for for those who may not have been aware. >> Yeah. Thank you for the explanation. >> Okay. Um item 14, human resources. Item A, consideration to approve the conversion of a student information systems technician to a student data technician. Amy Childress. >> Good evening, President Mesa, Dr. Rios, and members of the board. Yes. At this time, um, administration is requesting the approval of the conversion of a student information systems technician position to a student data technician position. >> Questions for Amy? >> No. Mr. >> Mrs. Childers, looking

116at the job description, there's going to be some added duties and then if we look at D, there's going to be an additional compensation. Was that an an excess position that we're going to give that increase to or how did that come about? >> Mr. Mess, members of the board, we have two positions um that we are going to be merging into one. Um there is no extra position at the end of the this year. We will eliminate the second position. So, so in essence the the current student information systems technician will do the student data technician. That'll be the job. Okay. >> Thank you, sir. >> Okay. Anyone else? No questions. Recommendation. >> Yes, sir. It is the recommendation of the administration that the board of trustees approve the conversion of a student information

117systems technician to a student data technician. >> The recommendation from administration I'll enterain a motion motion made by Mr. Galindo seconded by Amy Haynes. All those in favor motion carries unanimously. >> Thank you. Item B, consideration to approve the conversion of an excess position to federal and state programs. Coordinator Amy Chvers. >> Good evening once again. Yes. At this time, administration is requesting the approval of the conversion of an excess position to federal and state programs coordinator. >> Any questions for Amy? Hearing? None. Recommendation. It is the recommendation of the administration that the board of trustees approve the conversion of an excess position to a federal and state programs coordinator. >> Heard the recommendation. Motion made by Mr. Orfeld. There a second. Seconded by Becky Chavez. All those in favor. Motion carries. >> Thank you.

118>> Item C. Discussion possible action to approve employee job descriptions and evaluation forms. Amy Childress. >> Good evening, President Mesa, Dr. Rios and members of the board, this evening, administration is bringing three uh job descriptions and evaluation forms for your approval. The first is a new job description and evaluation for the student data technician. The second was an update for the school improvement director and the third was a new job description for the federal and state programs coordinator. >> Any questions from board members? No questions. Recommendation. >> Yes, sir. It is the recommendation of the administration that the board of trustees approve the employee job descriptions and evaluation forms as discussed. >> Recommendation from administration. Is there a motion for approval overfeld second by Becky Chaveis? All those in favor? Motion carries unanimously. >> Thank

119you. Item D, consideration to approve the updated 2025 2026 district compensation plans. Amy Childress. >> Good evening once again. Um, at this time I have some add um updates to our compensation plan. The first can be found on page 319 under the administrative professional pay plan. We are adding under pay grade 4 the coordinator of federal and state programs that you just uh approved. The second item is um it's actually um added to your do on your dis. It's under the paraprofessional pay plan. If you'll look at the second page, we are removing under pay grade six. We are removing the uh technician for student information systems and we are adding the new position under pay grade 8 for the student data technician. Then the last item I have is on page 327 under the

120supplemental stipens. We are adding the lead librarian stipen back to the compensation plan. >> Any questions for Amy? No questions. Recommendation, please. >> Yes, sir. It is the recommendation of the administration that the board of trustees approve the updated 2025 2026 district compensation plans as presented. >> For the recommendation from administration, Mr. Anita made a motion, seconded by Amy Haynes. All those in favor? Motion carries unanimously. Thank you very much. >> Thank you. >> Um, we're going to go into close session. The time is 8:09 p.m. We're going to go into close session pursuant to policy 551.074 and 551.071. If any action needs to be taken, it go be taken upon reconvening into open session. We are now in close session. Okay, the time is 9:02 p.m. No action was taken in executive or down

121to item 18. A consideration to approve the personnel report to include the following new hires district vacancies, retirements, resignations. Amy Chris. >> Good evening, President Mesa, Dr. Rios, and members of the board. It is the recommendation of administration that the board of trustees approve the resignations, retirements, and vacancies as discussed in close session and the following new personnel. Jacqueline Vosquez for art teacher at Dr. Favine Calderon Elementary. Amanda Kennedy, special education co-teer at Dr. Lonnie Green Elementary. and Jorge Martinez, music teacher, assistant band director at San Felipe Memorial Middle School. >> At the recommendation from administration, is there a motion for approval? Motion made by Mrs. Webb, seconded by Amy Haynes. All those in favor? Motion carries unanimously. >> Thank you. >> Item B, discussion and possible action for salary adjustments. Amy Childress. It is

122the recommendation of the administration that the board of trustees approve the salary adjustments as discussed in close session. >> The recommendation there's a motion by Sherfeld, seconded by Becky Chavez. All those in favor? Motion carries it. >> Thank you. >> Item C, consideration to approve the submission of TA application for certification waiverss. Amy Childers. >> It is the recommendation of the administration that the board of trustees approve the submission of TEA certifications for certification waiverss as discussed in close session. >> First the recommendation. There's a motion from Serindo, second by Mrs. Web. All those in favor? Motion carries and Adams. >> Thank you. >> There being no other items on the agenda. Is there a motion for adjournment? Motion made by Amy Hayne, seconded by Mr. Alito. All those in favor majority. Thank you. We

123are turn. Thank you. Good night everyone.