001Okay, the time it's time to call this meeting of the um it's a regular meeting of the San Felipe Del Rio CISD board of trustees. The day being Monday, October 27th, 2025. Mr. Secretary, would you call role for us? >> Yes, sir. Mrs. Luna Chavez, >> present. >> Mr. Alvarez, >> present. >> Mr. Overfell, >> present. >> Mr. Mesa, >> here. >> Mrs. Web, >> present. >> Mrs. Haynes, >> here. >> Sir, you do have a quorum. >> Thank you so 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. This time, we'll have opening ceremonies. First with a moment of silence for personal reflection, followed by the pledge of allegiance.
002Please stand. >> [snorts] >> I pledge 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. First item we have on our agenda is item 4 a fine arts presentation high school jazz band and Jane who do we have >> okay >> Melissa >> hi um good evening president Messa Dr. Rio some members of the board. Jane couldn't be here today, so she asked me to speak on behalf of our fine arts department. I am proud to share that the Del Rio High School Jazz Ensemble has been honored as a commended winner in the 2025 Mark of Excellence National Jazz Honors, a prestigious recognition presented by the Foundation for Music Education.
003This distinction places the Del Rio High School Jazz Ensemble among the top high school music programs in the United States, recognizing their artistry, dedication, and achievement at a national level. Each year, the Mark of Excellence program attracts hundreds of entries from across the country, celebrating outstanding student performances and setting a national standard of excellence. This achievement is a testament to the exceptional dedication and talent of our students and their directors, Mr. Morales and Miss Brown and Mr. Vosquez. We would also like to thank the district for their continual support of the fine arts department. The piece that will be showcased tonight is entitled Caravan. Originally combo composed by Juan Tizzle and made legendary by Duke Ellington, this arrangement achieved iconic status through the Academy Award-winning film Whiplash. We present to you our Del Rio Jazz
004Ensemble. [music] Heat. Heat. [music] Heat. Heat. [music] Heat. Heat. [music] >> [music] [music] [singing] >> Heat. Heat. [music] >> [music] >> Heat. [music] Heat. [music] Heat. [music] [music] Heat. >> [music] [music] >> Heat. Heat. [music] Heat. Heat. [music] Heat. Heat. [music] Heat. Heat. [music] >> [music] [music] >> Heat. Heat. [music] Heat. Heat. [music] >> [music] [music] >> Heat. Heat. >> [music] >> Heat. [music] Heat. [music] Heat. [music] Heat. [music] >> [music] [music] >> Heat. Heat. [music] Heat. Heat. [music] Heat. Heat. [music] Very nice. >> That was nice. Super nice. >> Thank you so much. It was absolutely awesome. >> Congratulate all of you. And of course your band directors. Thank you so much. And what a awesome um again uh performance and also good luck in um future contests. Thank you so much. And we
005hope to send a a video to go. It says go public is a effort by TASBY to promote public schools because things happen in public schools that don't happen elsewhere. So we're we're amazed. Thank you, >> Dr. Mr. Ba. The um the group was just incredible and I I don't want to forget because it's a whole month away for our next meeting. But I also wanted to congratulate Mr. Aldo Morales, his band directors, uh all the parents and the band students that performed this weekend uh in Austin. They did a tremendous job during the marching competition. Uh I'm not uh I don't have any marching experience other than what I marched when I was in the Navy, but I can tell you that I don't know what else they could have done. So So good
006job to y'all and your students this past weekend. >> Okay, we don't have anyone that signed up for citizens comment. So, we're go going to reports and uh we're [clears throat] going to table item A reports for next meeting and we'll start with item B. San Felipe Dorisd strategic plan. Sandra Hernandez. >> Yes, she's good. Good evening, Mr. Messa, Dr. Rios, and members of the board. This evening, I'm going to give uh be giving you a brief update to our strategic plan. And as you recall, our strategic plan is the driving force uh for our district and how we are moving in making efforts uh to improve and empower students to excel and together we are better. Our vision for the district San Filipe do Riosi ISD in partnership with our families and community empowers
007every student to excel through a culture of collaboration, innovation, and achievement. We'll begin with finance and operations. As you will see, we'll be covering the different strands that are part of the strategic plan. This first one has to do with finance and operations. Uh the goal of finance and operations is that by 2030, May 2030, the district will provide a strong plan for effective use of staff and district resources to produce a balanced budget while continuing district improvement and/or construction projects. With this goal, I'd like to share the accomplishments that were made. We have a balanced budget for the 2526 school year. We have initiated that teacher incentive allotment designations and they have increased this year from 40 to 43 teachers, one master teacher in 2324. We gained 50 additional teachers and three master teachers
008in this year's teacher incentive this past year's teacher incentive aotment for 2425 and that is a huge accomplishment. The next steps are we are going to engage the teaching community. Um, I know that you probably have a misprint on your frame, but this is the engaging the district community in the teacher incentive allotment itself. So, we're going to review, revise, and expand the teacher incentive aotment by looking at the scoring rubric. I'm going to review that. Revised the application to include additional tested areas particularly elementary math and applied for strategic we applied this year for the strategic compensation cohort enhanced TIA and uh I remember sharing that with you all recently and we are anxious to share more information with you in the coming weeks. The next is to inform pair of professionals about the
009teach del Rio program and help them apply for the program. We want to develop high need staffing and that includes our assistant principles uh principles and deputy superintendent. The next area is on focused leadership. By May 2030, 100% of campus and district leaders will effectively support and communicate high expectations for student learning. The accomplishments we implemented the uh Texas Instructional Leadership TIL uh observation and feedback protocol with school principles. improvements in teacher ratings for student growth to decrease in the number of teachers with low student growth data and this is correlated to the previous because we want our students to have show uh student growth. The next steps is to establish a series of professional development to build a leadership pipeline for current assistant principles leading them to principles and aspiring staff to become administrators.
010The next strand is highly effective instruction. By May 2030, 100% of the school district's students will meet or exceed grade level standards. our accomplishments. We've established and monitored the implementation of and data from the blue and white assessments spiral and low performing TEICSS from the blue assessment into the white and then establishing a professional development calendar for math K through five ECRS and topics based on observation needs. Our other accomplishments is implementing data trackers for all students, classrooms, and campuses. We're using those data trackers to develop and monitor student intervention plans. And again, our goal is to show growth in our students. The next steps for highly effective instruction is to work with campus administrators to ensure campuses are using district-wide data analysis systems to identify those students who are in their tier 2 and
011in their tier three interventions and then monitor their student growth. We want to ensure campuses implement instructional strategies to increase that academic growth in their struggling students. And we want to establish curriculum reviews based on critical needs content areas performing low state averages. So again, we're zeroing in. We're targeting those areas for improvement. The next strand talks about innovation. By May 2030, the district will offer wellestablished innovative programs to 100% of the students. Our accomplishments are that we've established and refined models for new tech middle school STEM and dual language innovative programs. We received a new tech network rural grant. We received a project lead the way grant. And the next steps for innovation is to ensure that training is provided and resources are in place for the new tech middle school STEM and dual
012language innovative programs. Project lead the way for new techch and STEM support for dual language. Want to continue that support in these areas. We want to be able to build community awareness and share information about the innovative programs and grow those innovative programs. [clears throat] In the area of integrated student support by May 2030, 100% of our district students will receive services to meet their social, emotional, and academic needs. We've implemented the multi-tier systems of support which is called the MTSS model for special education team counselors and administrators. The next step is to improve training and resources for special population teachers by looking at learning walks, conducting learning walks and EDS, monitoring and supporting middle school implementation of campus systems and procedures to ensure the success of all middle school campuses. and then support student
013activities to enhance engagement at all middle schools including fine arts and athletics and then monitor the implementation of capturing kids hearts which has been implemented at the middle school levels and this concludes our presentation. This has been the update on the targeted on the strategic improvement plan for our school district at this time. Do we have any questions? >> Thank you, Sandra. I'll turn it over to board members for questions. >> No questions. Thank you so much. >> Thank you sir. Thank you so much everyone. >> [clears throat] >> Next report that we have is item 8 C, bilingual ESL program. >> Karen Schaefer. Welcome. >> [snorts] >> Good evening, Mr. Mesa, Dr. Ryos, school board members. How are y'all today? So, today is our annual uh just a report of what we uh did
014last year. So, it's just an update on that, but I'll go over for the purpose of this is to evaluate or evaluate the effectiveness of bilingual ESL programs in meeting linguistic and academic needs. So, the questions that we have to answer is are EBS making measurable progress in proficiency and achievement? We also have to ask how effective is program implementation across campuses and what improvements are needed for instruction and engagement. Of course, this is from last year, but we move forward with everything we've learned from last year. Last year, our district demographics included the total student enrollment, which was 9,744 students, and of that, our EBS uh had 2,39 members with a percentage of 23.7%. Our linguistic um our language uh representatives were Spanish, Erdo, French, German, Japanese, h uh Punjabi and Filipino. Filipino is
015spelled according to TEA not with a misspelling of mine. So the bilingual education program models that we have here in San Clea del Rio CISD are one the bilingual transitional early exit in all elementary campuses. Our bilingual dual language two-way in our campuses of Buenav Vista and Lamar, kindred through second. Of course, every year we add on a grade. Our ELEL's pull out which is all secondary campuses in there's only the um all secondary push in when they are the units because they have all content areas in one class. But that's an exception. Very few are in those um classes. So, we see that our TELP pass Texas uh English proficiency assessment standards for 2425 include the um proficiency levels. Having trouble seeing with my glasses. Um so, we can see the numbers that the
016TLE pass tested 1,940 students and 86 [snorts] were denial students. And we can see the growth in every one of them compared to each other. So we can look at the beginning intermediate advanced and advanced high along with the star. Of course we need both of those to uh incorporate when we look at the um the reclassification. Alongside of that, we have our TLP pass scores per grade. And this one includes actually the percent of students who made one or more increases in each proficiency. On the left, you have the grade according to um I'm excuse me, the grade. And then you have how many tested and then to the far right you'll have that percentage of those who increase one prof proficiency or more. the STAR performance by subject. You can see that out
017of the STAR EBS or EBS who tested on STAR which are third grade through 12, we had 1,684 and non-EBs which counted up to 700 or 7,000, excuse me, 984. You can compare the two, the blue being the EBS and the darker color being the non-EBs. So, our emerging bilingual students are within 15 to 30 percentage points of non-AB students across tested subjects. Our EB student performance of 2023 to 2025. You can see that we've really progressed and we've maintained in most of the um different subject areas in third uh second through eight or actually [clears throat] excuse me, the global And once Telpass and STAR have been tested, Telpass being the first one, then comes this star, we have reclassification. In 2023, just to reference, TEA changed the scoring for the composite rating. So
018that we have now a student who can score advanced, high, or advanced in two to four of those different comp uh proficiencies. So they can have like two um advanced in listening and speaking and two advanced high in the others. So the scoring really helped with the composite score average. And then in 2024 2025 TA also made another one so that all of the EBS if they have supports they can also use those and still have reclassification um an opportunity for that as well. So those were two main things that changed and that QR code just goes to the reclassification score if anybody wants to look at that. This side slide has all the reclassification for the year of 2425. It still is maintaining the structure of what we've implemented in our program. So, we
019have our M1s that follow from last year and our M2s along with 170 students that reclassified and um they're now our current M1's. So that we know that the focus is on language uh proficiency across state uh levels or excuse me across grade levels. Uh cons consist consistency in exist exiting students from EB status through [snorts] rigorous uh monitoring and instruction. M1's and M2 students successes um indicate sustained progress with focused um interventions and early identification of EBS and followup is always very critical and linguistic and uh linguist language acquisition is assistant with con uh content knowledge. So now the goal is for or the goal was for 2425 to make sure that the campus EB strategist made sure that they strengthened the bilingual and ESL instructional through our instruction through um instructional teaching classroom
020um modeling when asked. They also had uh progress monitoring that they were in charge of and Telpass support for English language um development. We also included uh the TEP pass data talks which I think was really huge for all 2,000 plus students. The uh strategists were able to go to campuses and talk to them and say this is what you've made in the past two years. Let's see what you can do. And they had a goal so that they could pass. And that really seemed to work in the past um year. We started that actually the year before [clears throat] but we're more consistent 2425. Um the focus on foundational skills was very critical with emphasis on listening, speaking, reading and writing using instructional tools such as Summit K12 and Lexa English and the professional
021u learning and partnerships with collaboration with region 15 to help with certification and also region excuse me that was region 13 and region 15 to help with certification and also um ELPS through contents and also help our um assistance in the classrooms. So um staffing and professional develop development. This is really critical especially now that we have no strategists but um our ESL population is increasing also our um EB certification for our teachers. So, we can see that certified teachers currently that were in the program. Um, we had 67 last year. It went up to 97 certified teachers, which we're really proud of. Our exceptions for 2014 or 2024 were at 56 and those went down to 42, which we want to have less um exceptions. Also, with the waiverss in secondary, we had 42
022and that's gone down to 23. So, we know that student placement is very important. Elves training is also important for our teachers. Um sheltered instruction teams are now culminating with our uh certification and then we continue PD for certification is important. This is really neat because you know that you've kind of done really well when TEA acknowledges all of your efforts especially with the title three in our parent family and community engagement. We had our T3 series with [clears throat] our parents. there were three of them. The LPC and parent committees are also very beneficial for each campus to have parents in their committees. Um the family literacy meetings that they've always have and continue have continue to continue to have this year is very important. The community outreach with HB with um Lacotura and
023even Valverie Regional Medical Center. They come in to help us with all of the um the meetings to to just empower the parents and they help understanding um how to access digital platforms not only Summit K12 or Alexia but also Skyward which is really important for um students grades. And then title three, like that picture shows, um they really highlighted our district um with the quote of families as a vital role in student um success, which is really what we all believe. Then we're really proud also with the graduation dropout rates for 24 to 25 with also the years prior. Last year we had an 87% of our students graduate and then 83 before that also with 83 before that year at 2223 and then that was our graduation and our drop rate [snorts] dropout
024rates have gone down as well with 2% in last year and the year before from 4% from that. The last slide is just acknowledging all the people that took place in helping in that growth and sustainability with uh Mr. Okalderon and the ELPAC clerks and every um ELPAC chair in every campus, Nancy and curriculum and all of our strategists. Um Elma Ree with our parents and uh Gabby our secretary who's always making sure we keep mindful of our time. But most of all, we'd like to thank you, Region 13, Region 15, and Valverie County for helping us incorporate all of these strategies for our EB students. >> Do you have any questions? >> Board members, I'll turn it over to board members. Mrs. First of all, I want to first of all, [clears throat] I
025want to commend all of the parents that are on those ALP pack committees because I know how hard it is for the parents to stop doing what they're doing to attend a meeting and sometimes they're called back because there was a late student or student that registered at a different time. So, I commend all of those parents. >> Thank you. And then the only question I have, not having any strategist, how do you see the program moving forward for this year? >> Well, it did come off to a rocky start, but what we're trying to do is empower the teachers. So, getting them certified and continuous PD with the ELPS because everybody has to have the ELPS regardless of denials. Every teacher who has a EB student, whether they're active or denial, needs to have
026those ELPS in place. Thank you. >> Anyone else? Um, Miss Schaefer, I want to point out something on the um I'm so glad that we have the two-way dual language K through second grade. >> Yes, sir. And and if you look at the um Telpus English language proficiency standards, you'll see the growth that they have in from kinder to first grade, >> second grade grade growth. Um and I'm glad we're doing that. The only thing is, you know, we're still behind in regard to um the scores in the STAR test, you know. But I'm glad to see those improvements there because um these children in the early ages are like sponges. I mean they yet they absorb. >> [clears throat] >> I know in other communities and districts they have language development centers and I'm
027sure you your team has visited several programs um where they uh immerse the students with the English language. >> Yes sir. >> Dual language um is is a great thing to have. I I I think these students will learn the language and and make um gains throughout the other grade levels. Um do you see a big difference with Wav Vista and Lamar student, the ones that do have the dual language? Well, um, when you look side by side, I think they had difficulties with, you know, what do we do with the dual language program and us coming on board, we're just strengthening what was prior, which I really appreciate. So, now what we're doing to try to um emphasize strength in learning for students is we're planning with our uh with our partner schools. So
028second grade partners together for planning so that they know and follow the same curriculum for second grade same with first and then kinder. So we're hoping that strengthening the curriculum which has changed in itself will help us also provide stronger instruction for the students. >> Okay. What about the the prek program? Is there a software with the use of computers technology? Um I'm not very familiar with um the prek only because um Miss Dr. Dalamantis is the one that oversees that. But I think your suggestion is really great that I need to look into partnering with her in order to move forward with that. >> Okay. There's [clears throat] always, you know, when we get the um the the the report, I'm trying to think um TA star some Texas taper report. >> Oh yes,
029sir. when we get the taper report, we compare the different subgroups and so there's always room for improvement with the emergent bilingual students and and um so any gains that we make, you know, we're always glad of that. So, we want for them to be able to graduate and and do well in all their their courses. And of course, um, I look at the denials and and it it makes it so difficult for teachers if they're not able to speak the Spanish language and parents deny. So whenever [clears throat] we have the parental conference, you know, we in years the presenters have stressed the importance of placing students in the proper classrooms to make the gains >> necessary. So we continue doing that. So um they won't have any misinformation about guiding them to place
030them in the right classroom so they can make those gains throughout the school year and >> yes sir >> graduate that that's that's the one important thing to improve the graduation rate and to make sure that these students are successful because even though um they might exit you still monitor these students. >> Yes sir. to make sure they have the crates, >> right? That is something we do monitor two years in the district, but four years for TEA, so we're always monitoring regardless to make sure that they're successful. >> Good. Anyone else? Thank you so much. >> Okay. Thank you so much, too. >> [clears throat] >> Next item we have is item 8 D HP3 goals and M set. Welcome. Good evening, uh, President Messa, Dr. Rios, and members of the board. Today, it
031is my opportunity to present the House Bill 3 goals and updates for the 2526 school year. Um HP3 is focused on three key areas which is third grade reading, third grade math and our CCMR which is career um college career and military readiness. So um this the board is required to uh adopt plans for this and we are having to do it for five years and each campus is required to set goals for the district and this is the goals that were established back in 2020. So you'll see um in this area where it says 2020 those were the goals that were set back then as the baseline for where our students should show meets or better. So it's it's not just at approaches, it's at meets. So on grade level or above grade level.
032So that's our percentages. And then we set an established new baseline in 2025 because it's every five years. So again in 2025, those are the updated scores from 2025. So those were our scores of where we met those expectations. And then we had to reestablish those goals for 2030. And so that's that middle line um where you'll see the new goals that have been set and those were set with the assistance of the administrators um and and central administration come up those goals so that we know what we need to do for the next couple of years to to progress towards meeting that expectation. And you can see that quite a few of the schools have already way exceeded those goals um from 20 to 25 or got really close and then those next goals
033are based on the trajectory. So the progress that we continue to see over the trends over the last couple of years and then how far they think they can continue to go two or three percentage points over each year [snorts] and you'll see the same um for math. Uh the only thing that I will note is you have a gray box under uh Sena Hills and that is only because in 2020 they did not exist. It was still North Heights back then. So now SIA Hills was started in 23 24 and so their new goal would be the 2025 baseline and then the 2030. So we have our CCMR like I said career college military readiness. These are our targeted goals and um we are always looking at the uh 2020 starting point. So as
034you can see in 2020 the goal was to be at 74%. We were at 67. However um if you look at over the course of five years it went up over close to 25 26 percentage points which is a substantial increase into the 90s which is a fantastic increase for our high school students and our high school administration and staff. And that is a great accomplishment. Um I do want to note that um if you look Well, let me go back here. Uh this next goal, which is uh 93% [snorts] we we we feel very confident that we're going to continue to exceed that over some some um major implementations that are being made at the high school um with the support of the counselors, the teachers, and the administrators. And I'll be going over
035that further in a little bit further down in the slide. Um part of what we need to do is always constantly moving forward with how we're going to support instruction in the classroom so that we can move forward. So um as you can see um on this assessment piece we have to start at prek just like Mr. Messa mentioned earlier starting at prek we do have our uh text kia support piece and that is tested at the beginning middle and end of the year. It does include a dyslexia screener and that screener has been changed this year to the end of the year. We also have the TPRI which used to be uh K1, two and three and those have now changed to first and second grade. Those have now been adjusted just uh a
036little bit differently but they are still beginning, middle and end of the year and the universal screener as at the middle of the year. Um, we used to do a lot of our dyslexia screening at the beginning and now it's more further back into the middle of the year. Um, and it will continue to change as the course of the next year comes along because there have already posted some changes that'll be coming our way from that. Um we do have the circle which is done also three times a year and these are all supported with our teacher incentive aotment which are these are the things that our committee came up with that said these would be the assessments and these are the tools that we're going to use that determines whether a teacher can
037meet that teacher incentive aotment expectation. Again we have our blue and white assessments that we created a couple of years ago last year and this year. Um those are to help support our progress monitoring to make sure that we keep moving our students forward for STAR so that we're more prepared. Um and then of course we have the CCMR which is kept at the end of the year to see um if we are where we need to be and of course there's always a little bit it's a year or two behind um with the graduates and how they're doing. So we have to always stay on top of that and track our students. uh they do have a middle of the year tracking data and they are using a progress tracking sheet. The counselors are
038tracking that and they're especially tracking the students who have maybe not taken their T their TSI yet for their college entrance. Um or if they have not met all of the expectations. So maybe they met expectation in reading but maybe not for writing. So they're tracking those to make sure that they meet all of those components especially for the TSI component. the intervention resources for house bill 3. This is where we want to make sure that we are closing the gap and um we are doing that through a couple of areas. Um in prek we do have these three components which is Renaissance Mayion uh the circle intervention toolkit and frog street curriculum intervention which Mr. [music] Dalamantes does a really good job of making sure that those implementations are done with fidelity there at
039uh Cardwell in kinder through fifth grade. We do have our new implement new implementation of the blue bonnet math which is going very well. Everyone's getting used to that. It's quite a bit of a change, but it is going to uh we feel like it's going to make great changes where you're going to the deepest level of the content and able to move it forward. So, not surface level, it's going pretty deep. Um we also have progress learning which is an online resource program uh that surfaces all subjects um social studies and science included. Um Renaissance accelerated reader mayion near pod and vocabulary is also on there to support vocabulary which we do have deficits in um normally with our struggling students. Um we also have Lexia K1 and Summit K12 uh 2 through 12th
040grade and again that is our supporting our bilingual EB students. Um Texia and TPI intervention toolkits. Those toolkits are available usually has about 26 lessons already built in but if you need additional materials there are additional materials on those sites and they are all online now. They used to just be in print so they now are online. We do have our ACE program for our afterchool intervention program and enrichment program. So I know that it's been kind of a shift from tutorials to now enrichment which is a great support piece um for our students after school. Um we also have our power hour, what we used to call power hour, some people call it uh panther hour, win hour, whatever your school is supporting that. That is for our students to have a guaranteed 45
041minutes to an hour on the school day during the school day to give interventions to the students who have gaps and they are grouping students based on where their needs are and how they're supporting that at each campus. Looks a little bit different but it is very consistent about making sure that we're using one of these tools um that are aligned to where the students needing. And then the newest one is the EXL which is the um reading and math. And this is a new adoption that we got because it does support the uh HB1416 where it can be done on the computer because it gives direct feedback different than when you just sit in front of the students with the with the teachers. This allows them to also be helping students and giving them
042credit for their HB1416 hours through this particular program. Um, we also have our reading and math prep courses for the CCMR at high school. Um, we have our TSI tutorials. Like I said, we are trying to get as many of our students TSI tested as possible so they are college ready. Um, we also have hands-cheduled courses. So, they are very deliberate about who is with what course and making sure that all of the students have the best chance of meeting all of the CCM requirements. So, if they're in their um industrial courses, whether they're trying to do AP or dual credits, meeting those associate level requirements, and then also for their um uh college uh readiness. Um and then the newest program for egeneuity used to be used for just credit recovery for those students.
043However, there is a huge component on there that does support PSAT, SAT, a um or ACT as well as our advanced placement courses. We are just about to do a training on November the 3rd for our adv advanced placement teachers to help them give them some more material to help those students meet those three or higher scores so that they can get the college credit. Um and then everyone is receiving our dual uh our Del Rio cares lessons. um so that we can also reach our social and emotional piece for our students. The next component is um our campus improvement playbook and this is being led by uh Idis Oka Carlos Bara and um they are working on this part three of the highest pieces is the focus is a u prescriptive by student. So
044no not a one-sizefits-all. Everyone has an individualized plan focused on what they need to close the gap. Um the other piece is supporting students with intentionality. So how are we going to focus on each student? What does that look like? Where will they be at what time? And then how is that support going through tracking systems? And the last piece is fidelity. So consistency of implementation over the course of the school year. So, we're going to be checking this on a regular basis every week, every two weeks, every month. And if a student is not meeting the expectations, what are we going to do about that? So, if you notice on this far left side, you'll see where it says data walls. Data walls were introduced by Dr. Rios and uh the cabinet on how
045we could help make sure we were tracking student progress. So, we have data walls in our planning rooms where we can have those discussions about support and instructional uh changes that need to be made to support students in the classroom and they're also in the classroom so students see their progress and how they need to move forward as well as individual student trackers and those folders are also kept for each individual student. Um to the right of that is our digital growth tracker. The digital growth tracker is to identify more the root cause of why that student is not progressing forward. Okay. So that is um student regresses. One of the biggest things that they are doing now is uh parents are called they are tracking those phone calls what discussions they had and then
046how they can help as a partnership between the parent and the and the teacher to move the student forward. Um, we have the interventions and the house be house bill 1416. Again, House Bill 1416, we are required to meet those 15 or 30 hours depending on where the student is, if they haven't passed in the past or how they're doing it now. And again, that's where we use those, the progress learnings, the one-on-one small groupoup interventions, one to four uh student toteer ratio, sitting in the back of the room helping them during the day. and that's how we're going to get to those hours and make sure we close the gap there as also uh accountability for parent meetings. They're required to have two parent meetings throughout the year. One is in the fall before
047Thanksgiving break and the second meeting is before spring break. Um and the last one is what uh Miss Oka likes to refer to as the 212, the extra degree. And so the extra degree is just how are we going to extend that to mastery and again it goes back to progress monitoring grade level tier one instruction making that better targeted professional development for teachers so that we can continue to build their tool basket so that they can be stronger teachers in the classroom and receive whatever assistance they need so that they can help the students And the uh last slide is our researchbased practices to guide our work. Again, there are three major areas which are these three areas right here. Progress monitoring, grade level instruction, and professional development. Um and progress monitoring. These are
048the areas that I've already discussed tonight already, but they are over here for your viewing in case you would like to discuss those further. Um AIM high fluency tracker is the one that we haven't talked about. That is something that we um once we provide interventions to a student, we log that into the system, what we've done with them, and how they're progressing. So, if a student takes a white exam or a blue test, it says, "Hey, we're on target. You're in green. If you're not on target and you actually regressed, it will turn it red." So, it's an indicator to the teacher right away, hey, clue, your student's regressing. We need to do something about that. And then we move to the next part, which is that progress monitoring piece. Um the grade level
049instruction uh we are doing our planning protocol sessions. Those are tiered towards tier one instruction though we do discuss what we call plan B. Plan B is our tier two and our tier three instruction. If it's not working this way, what do we do next to make sure that it we don't miss any gaps? And then on tier three, how are we going to close the gap in those small groupoup sessions? Um we are using DMAC regularly. That's where we post all of our accommodations and modifications as well. And then our student our teachers were able to put material in there. With our new ECRs, we are also able to type in the the extended constructed responses. Teachers are able to print those and have discussions with students. So with those so that we can
050improve those scores as well that will help our students become better writers. Um and then on the professional development, our read academy is continuing to go strong with Michelle Gonzalez at at the helm. She's doing a great job. This year we do have 25 participants. We have one administrator and 24 prek5 teachers. Um on that note, she is also assisting some secondary and some special education teachers who were invited who actually offered they actually asked if they could get some additional support so they could help students at the secondary level who have gaps in reading. So they are also getting some assistance from that uh STEM that um RTI piece. Also the researchbased instructional strategies Arby's we just did that this last year uh this last uh RTI day we did Arby's that came from
051region 15 and that's researchbased instructional strategies. It was given to all K5 teachers and that will help again fill their tool basket. Um we continue to do on ongoing planning protocol supports with blue bonnet math muski Ortiz our math uh teacher Miss Muski Ortiz she does do Zoom meetings with all of the campuses by grade level to talk about where the students are what we see in the data and how to support that. If there's any questions or concerns from teachers she does answer it at that time. Um we do have capturing kids hearts which is off to a great start at middle school. They're doing great things. TCMPC is our new TICS resource system. Um teachers are really getting used to that platform. It's a new platform for them. We continue to add more
052resources to support them. And we know that we can do better every day. We're going to continue to give them training so that they can use those. That is where your IFDs are found. That is where your T um verification documents are found. That's where assessment questions are found so that they can use those during warm-ups to help their teachers and their kids. Um and then we do have the targeted academic supports on campuses that are being done by um our strategists or our curriculum department. Um we do have the ELPS and the CBLI training that Miss um Schaefer was just talking about earlier that's helping moving our students forward. Till coaching has been being done by region 15 to support teachers and their leadership to continue to guide our campuses to be even better.
053They're great. They're doing a fabulous job and we're really proud of them as well. And then we have continued ongoing planning protocol as Miss Schaefer mentioned um when they come over to the uh CNI department, bilingual department and get some time to collaborate with each other. >> Does anybody have any questions? >> Board members questions. Yes, >> Mr. >> Can you can you explain to me again? The the program? >> Yes. Is an online um platform that you can use for uh reading and math. Right now, we're mostly using it for reading because we do not want to move too far away. But it does take a diagnostic exam at the very beginning. So students log in, they take a diagnostic and it gives you analysis on uh where the student is and it gives
054a prescribed intervention that they should go into. So it tells you exactly where that student needs to do every day to make sure that they're closing the gap. >> Okay. Um, is that something that is since it's online, is it something that's only through our our internet or intranet or is it something that the kiddos could access from home to be able to also um take a diagnostic from home daily or or whatnot and be able to still >> they can access access it at home? Yes, sir. >> Okay. So through the um [clears throat] um drawing a blank here, sorry. Um either through their their Google site or the or or the camp or the district's >> if they do it outside of the campus and they're not using their Chromebooks, then they would
055have to go into the site and log in with their their passwords. Okay? If they're here on campus, then they can go into Clevver. We have it set up into Clever and they would just log in. It automatically logs them in there because we have it aligned. >> Okay. So, if they have their exL and they can access it from home as long as they've got their password. Okay, cool. Thank you. >> Yes, Mr. Alito, >> Miss Sutton, if we can just get an update. What has the response been to the change to the blue bonnet math uh from the district? >> Um, at first it was a little tough. Everybody was a little bit um I'm not sure about this because it was a lot of material. Some there was some delays in our
056material a little bit because each student gets three workbooks um for their material which is their lead learning practice. Um but we were able to get prints printed copies to them so they never went without the copies. Uh but now that they've gotten all their materials, their math kits and all of that, they are actually fullon hands-on. Uh we've seen great comments from them. they're pretty excited about it. The students are moving forward. We can see that they are talking, having conversations in the classroom at a deeper level. Um, and then in the planning sessions, they're able to have that support every week, which we haven't had in the past. Um, so they're able to have access to someone who can give them questions or answer questions and give them support immediately. Um, and then
057break down those questions about why we may have gotten those wrong with those misconceptions and things like that. So, we have really high hopes it'll continue to get better every six weeks as they get more comfortable with the material, but we have had some good responses. >> Thank you. >> Yes, sir. >> Yes. Amy, can I um I just want to follow up with that because I've heard good things, but I've also heard that if we could have more um hands-on training for teachers as well. I don't know, maybe we could schedule that in to see if we can work that out. But I have I've heard good things. I've heard the progress is fast and stuff like that, but teachers would like to have more hands-on training, which I >> um and I I'm
058glad that you brought that up. I know that Miss Muski Sortis did offer um a Google form for teachers to also fill out and they can ask for a demonstration in their classroom that she would go in and do those demonstrations in their classroom so that she could model for them. Um and then also in the planning sessions, she can also model and do more of that so that they can have more of that hands-on practice. >> Thank you. Yes, ma'am. >> Anyone else? Thank you, Amy. Um, I just want to say that this is one of the most comprehensive plans that we have for addressing HP3 goals. Um, it there's a lot of things here and it just makes a lot of sense, a lot of good things. Uh, one question for Dr. Rios,
059I guess. Uh, on the CCMR, we are getting credit for industrial certifications level one and two. Oh, absolutely. >> Okay. Is it both level one and level two? >> It's mainly level one, Mr. M. >> Okay. >> Thank you so much. >> I just a reminder in the past the board used to approve the House Bill three goals and uh we just need a double I know we made a thorough presentation and it looks great. Uh particularly with the Well, they all look great. I'm not going to single anybody out, but we just need to double check that they're not required approvals because that used to be part of how the board approved uh some of the goals for the campus improvement plans. So, if you just make a note and we can check with
060Jane when she gets back. Okay. >> Yes, sir. >> Thank you. >> Okay. Next item we have is construction and um facilities and construction update. Uh Mr. Chapa, >> Mr. Ma. >> Yes, >> I take it back. I do want to single one of them out. if the the percentage of students meeting the CCMR goal, 91% this past, that's huge. I know that they were a little um overzealous and set a 92% goal and they only got to 91%. But that is a tremendous accomplishment. So I I just want to commend the early college high school, Del High School, and a blended academy because that is tremendous. We're very close to 100% and I don't know that most districts in the state of Texas are anywhere near that high. So I wanted to mention that.
061>> Congrats, ladies and gentlemen. >> Congratulations. Thank you, >> Mr. Cha. Welcome. >> Good evening, President Messa, Dr. Members of the board, uh, tonight's presentation includes the the updates for the San Philipp Middle School/Cody Warlot gym fence as well as the Garfield Middle School fine arts renovation. The the fence itself, it's been completed as of earlier this month. It it protects the front of the building completely. The fine arts at Garfield uh is pending some additional materials which are part of the agenda later on in the the meeting. Uh campus requested an additional classroom to be uh treated with the same materials that were treated at the band and the choir. Uh moving on to the work orders for the previous 90 month um 90 days rather the maintenance work order uh they received 3,258
062they closed 1,00 I'm sorry they received 1,258 they closed 189 for a percentage rate of 87 the previous 15 days 158 were received 140 were closed closed closure rate of 89%. 16 to 30 days, 188 were received. 171 were closed for a closure rate of 91%. 31 to 60 days, 555 were received. 476 were closed, closure rate of 86%. 61 to 90 days, 357 were received, 85 uh 302 were closed, 85% rate closure. technology. The previous 90 days, 4,677 tickets were received. 4,369 were closed, closure rate of 93%. 15 uh 0 to 15 days, 484 tickets were created, 432 were closed, 89% complete. 16 to 30 days, 577 tickets were received, 534 were closed, 93% 6 31 to 60 days 258 were received 1,864 were closed 91% and 61 to 90 days 10058 were received
0631539 were closed 99% complete and lastly transportation department in the previous 90 days 200 tickets were received received 170 were closed 85%. 0 to 15 days 59 were received 49 were closed 83%. 16 to 30 days 46 tickets were received 38 were closed 83%. 31 to 60 days 82 were received 72 were closed 88% and 69 uh 61 to 90 days 13 were received 11 closed 85%. >> Questions for Mr. Cha from board members. >> Thank you sir. >> Thank you. Next item we have is um term one attendance and discipline report. Does anybody have any questions? I just want to say thank you principles. Everyone is in the 90s. That's awesome. Um blended academy might need some work there. Secondary but um even I I Cardwell great. Thank you so much. I I I
064look at those numbers and and sometimes we start low and then we start getting lower and lower, but this is awesome. As long as we're in the 90s, it's it's a great accomplishment. Thank you so much, principles, assistant principles, and everybody else. Thank you. So, no one has any questions about discipline um attendance. Okay. >> Yes, sir. >> Okay. Then we go on to the consent agenda. Again, there's some minutes of the meetings. Um the donations Dr. Rios will be posting social media >> Already posted. If there's any questions, again, we this is the time to ask the question so we can pull one of those items out on the consent agenda. As always, we want to thank those individuals and organizations and businesses that contributed, made a donation to our different programs throughout the
065district. Thank you again for uh supporting our programs and making a donation. [clears throat] If there's no questions and I will ask for a motion to approve the consent agenda. Motion made by Mr. Galindo, seconded by Mrs. Web. All those in favor? Motion carries. Thank you so much. going to um administration. We're going to um under 12 table that one. So we go on to item 13, business and finance. Item A, consideration to approve submission of application for the 2025 2026 title 5 part B rural and lowincome school program federal egrant application for federal funding through the appropriate headquarter authority and presented Amy Childress. >> Good evening, President Mesa, Dr. Rios, and members of the board. Um this is a uh annual renewal of our uh of the title uh five part B rural and
066lowinccome grant. Um at this time we will be submitting a grant application in the amount of $319,767. >> Questions for Amy? >> Yes, sir. >> Yes, Mr. So with the government shut down right now, what um I mean we can submit but what are the [clears throat] I guess is there a deadline um that it has for the the federal funding because who knows when it's coming back up. >> So we can submit through eGrants. They are still monitoring that as far as submittals and we will wait. Yes, the we should be receiving a NOGA on that. I do not have a time frame on that as of this moment. And once we get that, it will tell us the time period that we can use. >> Okay. >> The funds. Yes. >> Okay. Cool.
067>> Anyone else? >> No questions. You want to go ahead read the recommendation, please? >> Yes, sir. It is the recommendation of the administration that the board of trustees approve the submittal of the title 5 part B rural and lowincome school program federal egrant application in the amount of 319,767 for the funding of federal programs to be appropriated headquarter authority for the 202526 year as presented. >> Thank you for the recommendation. Is there a motion for approval? >> Motion made by Mr. Almaras, second by Amy Haynes. All those in favor? Motion carries. >> Thank you. >> Item B, [clears throat] consideration to approve modification of the 2025 2026 general fund balance commitments. Amy Chris. >> Good evening, President Mesa, Dr. Rios, and members of the board. Um this evening as part of our 202526 general
068fund balance commitments, we had committed funds for two projects. The first is the district warehouse asphalt replacement and we had originally committed funds of $100,000 and the bids that we have received the uh bid that will be awarded is for $171,075. So, I'm asking at this time to increase the committed funds for that from our general fund balance in the amount of $71,075. The second project is the purchase of two security department vehicles. We had originally allotted $95,500 as part of our general fund committed budget for that purchase. And the bids that we have received, the awarded bid will be for $118,834. So we're asking to increase that [clears throat] project from general fund in the amount of $23,334. >> Questions from board members. Um I [clears throat] have one Amy. Why on the asphalt
069I mean that's almost twice the amount. Is there a reason for 71,000 increase. >> Ask Mr. Chapa to come forward. Mr. Mesa. >> Uh yes sir. Basically this the price of materials one of the major components on the asphalt uh pavement structure is asphalt which is a derivative of petroleum byproducts and that fluctuates greatly. So it's just the price of materials. >> Okay. Okay. Thank you. [clears throat] I guess we don't have any other questions for any. >> You want to read the recommendation, please? >> Yes, sir. It is the recommendation of the administration that the board of trustees approve the modification of the 2025 2026 general fund balance commitments as discussed >> for recommendation. Motion by Mr. Orelt, seconded by Michelle Morz. All those in favor? Motion carries. Unanimous. >> Thank you. >> Item
070C. Consideration to approve a contract over $5,000 and purchase order over 25,000 with Bega Paving Incorporated. The amount not to exceed 171,75 funding source fund 170 committed funds operations for the repair and resurface of the warehouse parking lot project. Mr. Chapa. >> Uh, good evening. Once again, Mr. Mor, Dr. Rios, members of the board. Uh, so the project was advertised once again and we only received one bid and was like a paving. So, administration requesting approval for this contract and PO. It consists of overlaying or resurfacing the entire warehouse area as well as doing repairs to an immediate area adjacent to the dumpster which is receives a lot of heavy loads right there with the trash trucks. So that's going to be a full depth repair of of eight up to eight inches of depth
071removing the existing materials there and replacement with uh some select field backfield materials which should provide an adequate surface for the overlay which is going to be out of hot mix similar to what we have uh between the old 600 wing at the gym and the band hall there at the high school. questions for Mr. Chapa. [clears throat] I noticed they're doing another project also here for the city. Uh they're doing a culvert in the area of Veterans Boulevard, those lots that are there um close to Walmart. Um will that interfere with any of the work that is being done in the warehouse with the time frame? >> No sir. >> No sir. >> Okay. There being no other questions, you want to read the recommendation, please? >> Yes sir. It is the recommendation of
072administration that the board of trustees approve the contract over 5,000 and a purchase order over 25,000 and allow the superintendent to sign a contract with Vega Paving Incorporated in the amount not to exceed $171,75 for the repair and resurface of the warehouse parking lot project. >> Further recommendation. Is there a motion for approval? >> Motion made by Mr. Orfelt, seconded by Amy Haynes. All those in favor? Motion carries and items. >> Thank you. Item D, [clears throat] consideration to approve a purchase order over 25,000 to SS Batra Ford Incorporated in the amount not to exceed $118,834 funding source fund 199 committed funds security for the purchase of two police security department vehicles. Chief, >> good evening, President Mesa, Dr. reveals members of the board. On September 24th, 2025, purchasing purchasing requested a proposal for two
073police vehicles. The district at that time received two bids. Sam's Bastrop Ford was the awarded bid. The last time that we purchased vehicles was in November of 2022. >> Questions for Chief? Yes, Mich. >> Hey, Chief. A couple questions. Um, I was going through the descriptions and it I don't see anywhere where they're uh I see they're wired for lights and radios. Are they not equipped with lights and radios already? >> The bid was for two fully equipped vehicles. >> Okay. So, they're ready to go. No additional items need to be added to these vehicles? >> No, sir. >> Okay, perfect. And uh where will these vehicles go? Where will they be sent out to? Certain campuses or where are we going to use these at? >> Well, depending on when they arrive, uh we'll
074evaluate the condition of the cars that we have now and then disperse them based off of that. >> Yeah, I'm assuming we identified cars that already need to be replaced. Correct. >> Correct, sir. >> Okay, perfect. Thank you. >> Thank you. Anyone else? No questions. You want to read the recommendation, please? >> It is a recommendation of the administration that the board of trustees approve a purchase over 25,000 to Sam Bastrop Ford in the amount not to exceed 118,834 purchase of two police security department vehicles. >> That's a recommendation. Is there a motion for approval? Motion made by Michindo, seconded by Michelle Marz. All those in favor? Motion carries unanimously. >> Thank you. [clears throat] >> Under human resources, we will table all items for further discussion. Uh we will deal with human resources items
075when we come back from executive session. We're going to go into close session. The time is 7:19 p.m. We're going to close session pursuant to 551.074 and 551.071 of the Texas Education Code. If any item needs to be approved, it will be taken by reconvening into open session. We're now in close session. There was two C. >> Okay. The time is 8:53 p.m. We're reconvening into open session. No action was taken in executive. We're going [clears throat] back to human resources. Item A, consideration to approve the conversion of an excess position to three critical needs assistance with the special education department. Amy Childress. >> Good evening, President Mesa. Dr. Rios and members of the board. Uh, excuse me. Administration is requesting to convert we have three excess vacancy positions to three critical needs assistance within
076the special ed department. >> Questions? Hearing? None. Recommendation. >> It is the recommendation of the administration that the board of trustees approve the conversion of excess positions to three critical needs assistance with the special ed department. >> The recommendation there's a motion from Malindo. Second from Amy Haynes. All those in favor? Motion carries unanimously. >> Thank you. Item B, consideration to approve the conversion of an exis position to a special education behavior unit aid. Amy Childress. >> Good evening. Once again, administration is requesting the approval to convert an excess vacancy position to a special education behavior unit aid position. >> The recommendation motion made by Linda Webb, seconded by Mr. Orfelt. All those in favor? Motion carries unanimous. Thank you. >> Item C, discussion and possible action to approve employee job descriptions and evaluation forms
077for academic support specialist and security monitor. We're going to table elementary special population specialists and secondary special population specialist Amy Childress. officer. At this time, we have we administration has brought forward an update for the academic support specialist job description and evaluation forms and a new job description and evaluation form for the security monitor. >> Questions for Amy? Hearing none to read the recommendation, please. It is the recommendation of the administration that the board of trustees approve the employee job descriptions evaluation forms and revise job classification schedule for the academic support specialist and security monitor as discussed. >> First of recommendation there's a motion from Michelle Morz, second from Mr. Valindo. All those in favor motion carries and >> thank you. Item D, consideration to approve the conversion of an excess position to an academic
078support specialist with the special education department. Amy Cherus. >> Yes. Administration is requesting to convert an excess vacancy position to an academic support specialist with the special education department. >> Any questions for hearing? None. Want to read recommendation? It is the recommendation of the administration that the board of trustees approve the conversion of an excess position to an academic support specialist with the special education department. >> Heard the recommendation. Motion from Micho, seconded by Michelle Malas. All those in favor? Motion [clears throat] carries unanimously. Item G, consideration to approve the conversion of a safety monitor to a safety uh security monitor. Amy Childris. >> Yes. Um I'm sorry. >> Adam G. >> Yes. >> Administration is requesting the approval to convert an u the safety monitor position at San Fleet Memorial Middle School to a
079security monitor position with the district police department. >> Questions? Hearing? None. Recommendation. It is the recommendation of the administration that the board of trustees approve the conversion of a safety monitor to a security monitor with the district police department. >> The recommendation motion for approval from Shan Maras. Second from Alindo. All those in favor. Motion carries unanimous C. >> Thank you. >> Item H consideration to approve the updated 2025 2026 district compensation plans. Amy Choffress. >> Good evening once again. This [clears throat] evening we are asking approval for changes to the compensation plan. Um on page 273 under the auxiliary pay plan for the we're adding the security monitor that you just approved. And on page 275, we are adding a under UIL academic supplemental stipens, we are adding a UIL middle school coordinator stipen.
080>> Any questions from board members? No questions. Recommendation. >> It is the recommendation of the administration that the board of trustees approve the updated 2025 2026 district compensation plans as presented. >> The recommendation. Is there a motion for approval? Motion made by Vicky Chavez, second by Miss Orfeld. All those in favor? Motion carries unanimously. [clears throat] Going back to item 18A, consideration to approve personnel report to include the following new hires district vacancies, retirements, resignations. Amy Chorus. >> It is the recommendation of administration that the board of trustees approve the resignations, retirements, and vacancies discussed in close session and the following new personnel. Adrienne Arnandez, pre kindergarten teacher at Irene C. Cardwell Elementary. Yhaida Favila, kindergarten teacher at Senisa Hills Elementary. Amanda Artega, fifth grade bilingual teacher at Dr. Lonnie Green Elementary. Wilson White, fifth
081grade teacher at Dr. Lonnie Green Elementary. Jose Pettis, Jr., mathematics teacher at Del Rio Middle School. And Melissa Lopez, kindergarten teacher at Ruben Chaved Elementary. >> Questions for Amy? Hearing? None. Want to read the recommendation? >> Oh, sorry. It is the recommendation of administration that the bond of tr that the board of trustees approve the resignations retirements and vacancies discussed in close session and the mentioned new personnel. >> With the recommendation I'll entertain a motion for approval. Motion by Becky Chavez, seconded by maz. All those in favor? Motion carries. Item [clears throat] B, consideration to approve the salary adjustment. Amy Chorus. >> It is the recommendation of the administration that the board of trustees approve the salary adjustments as discussed in close session. >> Questions for any hearing? None. Okay. I'll entertain a motion for
082approval. Mr. Helindo, seconded by Mr. Orfelt. All those in favor? Motion carries. >> Thank you. Item C, consideration to approve the position of licensed specialist in school psychology with the special education department, Dan Childris. >> It is the recommendation of administration that the board of trustees approve Lzette Choa for licensed specialist in school psychology with the special education department. [clears throat] >> Any questions? >> Is there a motion for approval? Mr. Seconded by Amy Hanks. All those in favor? Motion carries unanimous. There [clears throat] being no other items on the agenda is move there. Motion for adjournment. Mr. Orfelt, seconded by Amy Haynes. All those in favor? We are journ. Thank you. Good night everyone.