001includes a taper report which highlights accountability ratings, special education determination status and distinction designations for both the district and the county and you will find that in the very first tab that is uh tapped for you. Star performance. If we move on to the next tab, star performance is reported across three grade level uh across three levels. Approaches, meet and master's grade level. This data is provided by subject, grade level, and student group for both the current and prior year. If we move on to page eight, this slide continues to reflect our star performance for all grade levels and all subjects. This report was um provided to us in December and uh we we have 90 days to present it in the public hearing. So based on this information and this information of course is
002from last year, right? Uh based on this information we are able to see how our students are scoring at the three uh levels approaches meets and masters and we're also able to see it by demographics. Um what we have identified uh based on our analysis of star performance are key areas of growth and areas of of continued focus. Um we saw strong growth in elementary reading particularly in grades four and five overall district science performance and increase in students performing at our meets and masters level. Uh our areas of focus include grade five mathematics, grade eight social studies and continued attention to closing performance gaps among student groups, particularly special education and our emerging bilingual students. If you continue on to page 11 of the report, which is the next tab here is where you
003uh where we will uh be able to see our performance in reading and mathematics. Um as a district, we remain focused on increasing literacy and mathematics proficiency to at least 60%. That's 60% being at our means or highest. Okay. And here we see where we're our current performance shows progress in reading from a 42 to a 48 and in mathematics from a 38 to a 42. So we can see that we are slightly below the 60% where we want to be but we are slowly progressing to that 60% and again this is at meet and masters. So moving forward, uh we are strengthening our instructional alignment, implementing targeted interventions, and continuing to work to close the achievement gaps to ensure consistent performance across both subjects. Next, we continue with our school progress uh reflecting our
004annual growth and our accelerated learning. Uh again, accountability doesn't just look at how are we performing at the different performance levels, if our students are achieving uh approaches or higher, but it's also looking to see if our students are growing from year to year by by measuring if they maintain a performance level or if they improve to an a higher performance level. So here we're looking at um the uh both components in of domain 28 are uh this reflects and this is on page um 12 of your of of the taper report. This reflects our growth uh by grade level and by content for the elementary for the middle school and for the high school. And then it combines art both for both subjects uh for ELA and for reading, ELA reading and for mathematics.
005We see that growth at the middle school mathematics particularly in sixth and seventh grade is an area of growth and uh we continue to work towards our goal of an 80% uh of our students being able to grow from year to year and uh perform uh either at the same performance level or improve performance level. An additional component of our uh growth is the accelerated learning. And this particular one, what this is measuring is students that did not pass last year, are they passing this year in the areas of reading and in the areas of mathematics. And we see that only about a third of our students that have that are struggling uh perform are able to pass the test the following year. So we are working through our intervention through uh our director of
006intervention uh Mr. Jerry Montes to be able to target this group. We know that it is an area of high need and an area where we need to maintain focus. Then we move on to our bilingual. This is on page 14 of the report. And the same way that it's broken down uh for all students, it's broken down for our bilingual students. It includes uh star performance, annual growth, accelerated learning and it allows us to monitor our bilingual and ESL program. The next component which is on page 17 provides this information on start participation. And if you uh look at page 17, you will see that uh we had 100% of our students participate in state assessments. Out of those 100% 95% of them are included in accountability. What are factors that they may not
007be included in accountability? It would include that they came in after the October submission. However, we still they're still our students. So, we still maintain, you know, uh looking at their data and helping them grow and helping them pass. But that is why they would be not included in accountability. As far as absences, we work very hard to make sure that we uh get all of our students to test during the the testing window. U the next part is going to be on page 20 of your report and another part of taper looks at our attendance, graduation, and dropout rate. And um also at our graduation profile uh what and we'll look at that one closely. When it comes to attendance, uh you will see that uh our attendance in and this is a lagging
008indicator. So we've provided a little bit uh of information here. In 2023, we had 90.2%. In 2024, we had a 91.8% and our projected attendance for for last year, which is 2425 is 91.6. Um, as we are all very well aware and the district is working very very diligently to overcome, we are having major attendance issues uh this year. So we are estimating a a a drop in our attendance for 2526 graduation rate. Uh again this is looking at it it lags a year. Um, we do not have the 2425 graduation rate, but we will get it for you as soon as it as it comes out. But we uh we the 20 the class of 24 had a 96.4 graduation rate. >> I do want to point out if you look at our graduation
009rates uh from 24 23 and the 5-year extended that in all of those cases uh our graduation rate exceeds the state and the region. So that's something that's good. >> Thank you for pointing that out. Dropout rates. Um dropout rate uh we were at a 1.1 in 2324. We uh went down to a 0.8 2324 and our projected drop off rate is a 0.5. So we are continuously lowering our drop off rate and that of course is a collaboration of our counselors, of our teachers, of our principles, uh making sure that we provide the opportunities for our students. It's also a reflection possibly of our flexible uh day uh program where students can come in and also complete their credit. So that's a great uh a great decrease in drop off rates. Then the next
010component goes into our uh graduation profile. This slide provides a breakdown of graduates by student group, program participation, and graduation type. The next component, which is on page 24 of your taper report, reflects college, career, and military readiness indicators, including college ready uh career ready and military ready graduate, as well as post-secary outcomes. Here we see that in 22 23 we had an 81.7. 23 24 we increased to a 91.1 and we are continuously uh moving that percentage up especially with the opportunities and expanding of our pathways and expanding our certifications for our students. So a lot of great things happening to be able to have our graduates college and career red college career and military read. And then the last component of the actual taper is our uh student staff information. And there you
011will have a breakdown that's on page 29 of your report. And there you provide uh we provide additional information on student enrollment, demographics, staffing, and program participation participation across the district. So that section one is pretty much our taper report. But at the district annual report, we also have to report on on seven additional components. So I'm going to go through those and those also reflect on the work of other departments and the collaboration. So the next report or section two of your of your district annual report is the financial standard reports for the district and for the campuses. And you have, of course, in the order the district report, high school, middle school, AOB, uh, Sabata North, Sabata South, and G Elementary. And here it's a breakdown of the revenue that comes in, the
012expenditures, the dispersements, the tax rates, and the fund balance reports, which Michelle does an excellent job of keeping us informed at every board meeting. Right. Um, this is again a lagging indicator. This is for 2324. Additionally in your in your packet is the uh campus report again the expenditures by object function and program expenditures by program. >> And on what page >> this is on the the second tab of your of your >> Thank you. >> And and it has uh all seven reports there. >> Moving on to the third tab. The third tab, another requirement is to um to give the the public our accreditation and uh our accredititation is uh Sapata County ISD received an accredited status for the 2324 again a lagging indicator um and it considers academic performance uh financial accountability
013and compliance with state requirements. This is the lagging indicator. We it is from the 2324 uh the financial rating is a superior achievement and our 23 accountability rating is a C. But I am also very proud to report that this year our finance first rating is again an A and our accountability rating for 24 is a B. The next part includes our um our campus improvement plan. Each campus develops and monitors performance through their campus improvement plan and it is aligned to the district goal and based on student data. Um so if you in this section which is going to be section four on tab number four uh you will find our uh district goals along with the performance goal for each uh the performance objective for each goal. These were uh presented to you
014in a prior board meeting. And then you also have each individualized campus improvement plans, goals, and performance objectives which are aligned to the district. The next report is uh includes a required report on violent or criminal incident along with prevention and intervention measures implemented to ensure student safety. And um that is on the section five of your of your report. And um in reviewing um the the uh main page, we see that there's been a very very big decrease in in in cases, which again goes to show the collaboration of our campus administration, our counselors, and making sure that we're meeting the social emotional needs of our students to decrease the number of incidents. On section six, you will find postsecary. >> This refers to student performance in post-secondary institutions including uh GPA data for
015graduates attending colleges and universities. This is where we uh we are able to track our students. Again, this is another lagging indicator and we see that uh the graduates from the class of uh 2023 There was a total of 230 graduates. From those 230, are in a public uh university, a 4-year public university. 45 are in a 2-year public college. One is in an independent college and university. 12 are not trackable, and 97 are not found. So as I mention every year, this is of this is of urgency and this is the reason why we provide the opportunities in CCMR for them to be career ready because uh you know we may not postsecary may not necessarily be going to a university but making sure that we provide the skills necessary for for our students
016to graduate and have uh you know be be part of our of our working force. >> A question um I I know you can't answer that now, but maybe something for us to follow up on. >> Okay. >> Cuz Taper does it, but I know this is the Gear Up group. So, are we going to get any data from Gear Up around where like the tracking of the kids that you know they've gone off to college and what's happening with them? I well actually we had right before >> we should >> and right before the before our spring break we had uh with Miss Martinez in her uh in her school uh the gear from region one came in because they've already tracked students that are not enrolled and they offered they came you want
017to they actually they actually it was through Miss Mita Lopez and uh they contacted her and they They're looking at tracking at the the 2024 gear up class and that was like a that a massive uh all of that plus more that we had to track for throughout the seven years. So they now know who is enrolled in in a four-year program who's two year one year the cert certifications IBCs all of that was submitted uh throughout the years. So what they did it was March 11th uh it was kind of a bad timing but that was the time that they were going to come in. They came in and they actually parked at the community center because they wanted to be visible and it was a purple bus that says Gear Up and anybody
018who was part of the Gear Up was welcome to go in and they help with resumes with uh uh financial aid um uh >> inputting and getting it ready. Um and as a matter of fact, I just saw some pictures on there that we had some of our kids who did go and and and take advantage of it. Um it wasn't um the timing was not great. It was a Wednesday from 9:30 to 11:30 >> right before spring break. >> So but but they did come in and they parked there and and they've been going to the different for the class of 2024 and all the gear up schools. They've been going to the different cities and towns and doing that. >> I'm possible I would like a report on what like the outcome of
019that. Uh so if you can follow up with them. Yes ma'am. to see, you know, so that we can look at because that's 50% of our kids that we don't know where they're at. >> What's the difference between not trackable and not not found? >> I'm sorry. Um, a lot of these kids are in the workforce, >> but what's the difference between both categories? >> Uh, I'm I'm thinking that they just uh they've gone off to work and there's no like they haven't we have we don't know exactly where they're at. the not found >> I think the >> if I may the not trackable are the kids with non-standard ID numbers so they can't match it. >> Oh that they're not found. >> Yeah that and again a lot of our kids I kind
020of like you you form a bond with your bureau kids. they are working uh in the workforce and they're they're they're very few are not uh doing anything as far as uh working or but they for the most part because Europe does provide a lot of extra stuff for for the for our students they're more aware and they're out there doing >> the not the not found that's 97 >> but that's that's a 2023 no >> so that's the not found >> yeah that's the that's the class of 23 next through the class of 24. So we should be able to get >> you should be able to to see the effects of all the additional support. >> Thank you. >> And then section seven uh is our HB3 goals. This section highlights progress towards
021our board adopted H3 uh goals including early literacy, mathematics proficiency and CCMR. So this is broken down into our early literacy. Our goal is to again at meets and masters to get to that 60% and uh we had gradual goals as we moved along. Um this is reflecting where we have met the goal and where we have not. And uh and then we for for reading um this is for mathematics and then for uh for CCMR again how is that measured at the meets and masters in third grade reading the early literacy and the and the uh math uh literacy is measured like that for our age three goals. We have work to do to ensure that our third graders, but we are working diligently to ensure that our lower grades, we focus on the
022reading and math and that we better prepare them for uh their start and that our students are not just passing but passing it. Well, one thing I I want to point out, I mean, it's it's not a positive, but um just as in terms of like the work that we're doing to address that, we had a meeting today um at least department with region one on really digging into our special ed population. And if you look at um the the closing the gap report on reading on the literacy, you can see that that there's been a decline in all students. But if you scroll across to the special ed, you can see where there was a very big decline from 28% last year to 15%. So that's a very good indicator for us that we
023need to do a lot more instructionally with our special ed. I think we focus on compliance, which is good and necessary, but we've got to really swing the pendulum over without sacrificing >> without sacrificing compliance. But we need to really um challenge what's happening in our special ed classrooms and with our special ed students to to challenge that instruction particularly at the lower. And then um the last one of course is the tapered glossery. That's where we would be able to see those definitions of of track and not found and not found. But that's a great question and I'm uh and then I actually looked for that also for the for the special education determination uh label. Um and of course this will be posted on the district website within six days after this meeting
024without six days with within two weeks of this meeting. Paper copies will be available at our office and at each campus and of course I'm your your contact person. Um, this is the 2425 taper and district annual report. At this time, I welcome any additional questions or any uh comments from the public. No questions. Thank you. >> At this time, I' like to see a motion to I motion by second by all those in favor I public meeting is adjourned and it is 5:42 p.m. So now let's move on to our regular regular school board meeting. Um again it is Thursday March 26 2026 and this is the regular school board meeting of trustees and it is 5:48 I'm sorry 5:43 p.m. first item is is a roll call for the record. We do again
025we do have a a quorum uh everyone present except for Mon Gonzalez. Next item is invocation. Aliance. >> Heavenly Father, we come before you with gratitude for the opportunity to serve. Grant us wisdom, clarity, and integrity as we make decisions that impact our students, staff, and community. Help us to listen with open minds, lead with purpose, and act in the best interest of all. guide our work tonight and keep us grounded in what is right. Uh then we will have for the pledges um Madison Grimes will recite the pledge of uh pledge to the US flag and Monica to recite the Texas pledge. I pledge algiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >>
026I state one and indivisible. >> Thank you. Let's go to item B, recognitions. Thank you, Mr. Ramirez. I'd like to ask Colonel Lopez to please come forward to present some students. Mr. President, members of the board, uh thank you for having us here. Uh I am open service as your senior army instructor and I would like first our battalian commander Madison Grimes. >> Hi command first walker captain Roberta captain Christo or Chris Sanchez. We'll have executive medicine grabs go through the slides and just show you some of the highlights of the year that the cadets have done through the year. Good evening school board members, Dr. Dvinho and community. We are the Sapata JRTC Hawk Battalion. JRTC JRTC's mission is to motivate young people to become better citizens. The program serves as a character development
027and citizenship initiative teaching high school students leadership, community service, personal responsibility, and self-discipline. This year in particular has been a year of transition due to gaining a senior army instructor. He has expanded the mission of JRTC in the way that challenge us to grow, adapt, and ultimately build stronger leader leaders within our battalion. Next is our Hawk Raiders team. So, as you can see, as well as Chris over Chris, wait, >> he is our Raider team captain. >> Yes, he's our team commander. Our Raiders team demonstrated resilience, endurance, and teamwork at our most recent competition fist brigade state championship. As you can see in the pictures right there with the rope and the person that's climbing up, that's actually our team commander. And then well, we al is pretty much physical. In other words, Raiders
028team is physical. Next is our drill team. Our drill team displayed the discipline and professionalism in our of our battalion through practice after school and precision. Our drill team builds confidence, accountability and teamwork, developing confident leaders while proudly showcasing precision of our routines. >> If I add to this, our drill team commander must execute 72 commands without a paper by memorization >> and they have to stay within the the gym floor. If you step out of the floor, you're disqualified. >> Very good. When we went to Bronzo, we took second and April 11th, we're headed for the national tro competition in San Antonio. >> Okay. Lessons and experiences. Our senior army instructor has set higher expectations and standards that have marked us for success in both both in school and beyond graduation. For the future
029of our battalion, we will carry forward this legacy by holding ourselves accountable, supporting one another, and striving to become even stronger leaders and cadets. This slide represents some of the events that we've done. On the left side, you can see the events that we that have already taken place. And then on the right side is our upcoming events such as middle school CTE fair, special Olympics at North Elementary, and a little bit more events like our fifth brigade drill competition that will be in San Antonio. >> And lastly, graduating seniors and our plan. >> I interject. I know that the report just said my goal was of all 12 seniors in the program, all 12 will seek a post-secary education or job. Someone, but all 12, like I said, I will help you, but all
03012 are required or have gone are going somewhere from every senior will have something to do by the time they graduate. What was my question to you all? Where are you going to be where? June 1st, 2026. That's that one day after graduation. So, all of them will do something that will make sure that they get to where they want to be. You got Mr. Scientist has already ACCEPTED he's waiting for his diploma to be at the firefighter academy in in STC is going to go to one of the best schools in Texas, Texas State University. I do want to add and and let our community know as well as our board that Lieutenant Colonel not only works with his battalion and his ROC has really raised the bar with the work that he's doing,
031but he is a force to be reckoned with on the campus uh working with many students that are outside of ROC to make sure that they've got a plan also uh upon graduation. So, we really appreciate his enthusiasm and um overthe-top >> dedication and commitment. I also volunteered a while back to be the regional coordinator for the ASVAP. So, we offered the ASVAP. I am the testing coordinator. We had it twice this year. So, we're going to have it again before the end of the year for the kids are still short to >> And that's the first time we've done that. >> Yes. And we actually have somebody who will be joining the military in less than a month. >> She's standing right next to you, man. Miss Journey Walker. So that was that was
032our little presentation. I hope school board members and Dr. Finino and community I hope you all enjoyed our little presentation. Thank you. >> Miss Bri, what are the five Ps? >> The five Ps is proper planning prevents poor performance. We love each other. We're finally here. Okay. One, two, three. >> Thank you. Thank you Joe and thank you. >> Uh the next group of students that are going to be presented, I'm uh very proud to ask Coach Garcia to please come forward and coach Lopez to please come forward. >> And our lady Praise Jesus. Good job. Good evening, members of the school board, superintendator, and everyone in attendance. My name is Coach Hector Jr. and I'm here today to recognize and celebrate our girls basketball team for an incredible season. We had overall record of
03324 and 12 and 7 and three in district good for second place. This year, our team achieved something truly special by becoming back-to-back by district champions and for the first time in school history in girls basketball and area TITLE to our regional semi-finalist. That accomplish did not happen by chance. He came from a countless hours of hard work, dedication, and commitment for our our players and coaches. These student athletes have shown what it means to represent our school with pride. They demonstrate discipline and teamwork every step of the way. Whether in practice, in a classroom, or in competition, they have the set the standards of excellence that our ex our entire community can be proud of. Achievement like this bring our community together. Thank you for taking the time to recognize these outstanding young women.
034This accompan deserve to be celebrated and we're all proud of what we have achieved. I'm going to name the girls right now. So we have number one Jesus. Number three, Luis. Number 10, Tas. Number 11, Rosalyn. Number 12, Mia Garcia. Number 14, Danny Cabella. Number 20, Emily Garcia. Number 22, Andrea Turi. Number 24, Eric Gonzalez. And number 32, Abigo Benz. Recognize our coaches. coach and attract me. So you couldn't be here and of course HERE girls all be proud of because all 11 of these girls were all academically recognized in OUR in the classroom are excellent. Uh we had some awards also we had uh Jo I don't want mention in our district I don't want mention we had Flores first team hall district uh we had Erica Gonzalez our first team district first team
035and I have Mia Garcia second team of district and Andrea Turi, second team of district. And then we have Emily Garcia, six men of the year award. I'm very proud of you, girls. Uh it was a great season and the whole community expects more from us next year. So, we're going to be ready. Thank you. Got it. >> Perfect. One, two, three. >> Hold for parents. >> Ready? One, two, three. >> One more. Sorry. One, two, and three. Thank you, Mr. That concludes our recognition. Thank you. >> Sorry. For the record, when everyone's on joined our meeting at 5:58 p.m. A full quarum is now present. >> Public comment. >> No public comment. >> Comment board communications. >> Uh thank you. Uh good evening community board members. Um we are in the process now of
036getting ready for our spring testing. We're very excited about the work that has been done um by all of our teachers, our students, and our administrators in leading uh the forge uh as we get ready to go in. Uh I do want to extend some congratulations and best of wishes. Our one act play has advanced to the next level. I'm not sure what the next level is. Is it region >> third area? >> Area. So, um, they will be competing on, uh, April 11th at Tosso Midway, and we're wishing them, uh, the best of luck. I can tell you it was a phenomenal show. Um, I just, it goes without saying that we have tremendous talent, uh, in our in our district, not only in our fine arts programs, our one accolate, obviously with our
037JOTC and our athletics. Uh, we have just a wealth of talent and a lot to be proud of. And the students here today, I always say this, they represent the best of what's the best. And so, congratulations to our basketball girls. I envy you because I there's no way I could walk and dribble at the same time. So, uh I commend you for uh all the work that you did on the court and off the court to to be as excellent as you are. Uh, I want to wish everybody the best of luck this month as we get ready for testing uh and and and as we prepare for our next little break in April for the uh Easter Easter break. So, thank you guys for being here today. And that's all I've got. >>
038Thank you. >> Um, >> I'm going to go to action item uh G1. Uh, I'm going to move up an item and it's the approval to proclaim April as autism awareness month. >> Good evening, uh, board president, board members, uh, Dr. Ferinho. Uh, I would like to call up uh, Miss Nelly Fervino. He is our uh pack president um and also part of the autism uh group and uh she has uh she's going to read their proclamation. >> Hi good evening board president board members Dr. Administration u thank you for the opportunity to allow me to read the proclamation for you. It is um where whereas the Sapata County Independent School District is committed to fostering an inclusive environment that values and supports all individuals with our diverse community. And whereas autism spectrum disorders is
039a complex developmental condition that affects individuals of all racial, ethnic, socioeconomic backgrounds, influencing communication, social interactions and behavior in unique ways. And whereas individuals on the autism spectrum have diverse strengths, talents, and perspectives that enrich our schools and communities. And it is essential to promote understanding, inclusion, and equitable opportunities for them to thrive. And whereas the month of April is recognized as autism awareness and acceptance month serving as an opportunity to educate, advocate, and foster meaningful inclusion of autistic individuals in all aspects of life. And whereas Sapata County Independent School District is dedicated to ensuring equitable access to education programs and services that empower autistic students, support self-determination, and celebrate neurodeiversity. And whereas true inclusion extends beyond awareness to active acceptance, representation, and support, ensuring that all individuals, regardless of ability, are valued, heard, and
040given opportunities to succeed. And now therefore, be it resolved that the Sapata County Independent School District Board of Trustees does hereby proclaimed the month of April as Autism Awareness and Acceptance Month and encourages students, staff, families, community members to join in fostering a culture of understanding, inclusion, and advocacy. done and proclaimed this day in Sapata County Independent School District Board of Trustees. Thank you. >> So I'd like approval to proclaim April is autism. >> I'll make a motion. Motion by second by favor. >> I motion carries. Thank you. >> Okay. Uh let's Go back to uh item E, consent items. Approval of the minutes for the board workshop held on February 5th, 2026 and the regular school board meeting held on February 26, 2026. >> Good evening, uh, school board president, Dr. members of the
041board. Uh, I ask for approval at this time for the minutes of the board workshop held on February 5th and the regular school board meeting held on February 26, 2026. >> Motion to approve the minutes from uh meetings February 5th and school board meeting February 26th. Motion by second by all those in favor. >> Thank you. >> Motion carries. Thank you. Um >> item F, administrative reports, annual special education reports, Senate Bill 568, compliance. >> Good evening again. Uh we have a new uh Senate bill where we have to present to the board um every year now. Uh right now it's an overview of what we're doing and how our program is doing. Also basically it's to inform the board on performance data compliance indicators how our strategic strategic actions align with SB568 and state
042requirements. Do I click there? Okay. This is our administrative faculty in central office. As you can see, we have five diagnosticians. We have two SOPs, three SOPAS which are speech language uh assistants and our SOPs are speech language pathologists. We have uh in related services we have two cotas and one uh PTA. We have two counselors that spe uh that specifically uh service our special ed students and Miss Blanca Gonzalez does uh high school and Miss Dia Medina she does middle and elementary. We have in our office we have our team's uh clerk and then our secretary. We do have contract services. Uh Miss Veronica Sahinas is our OT. Uh Dr. Lydia Vasquez is our P team. We have contract services. Miss Vera Salad, our school psychologist. And due to the number of of uh
043speech students that we have. We also contract uh Miss Stephanie SP uh campus uh faculty. We have uh 10 teachers at high school uh two at the BAP and HRC uh nine at high at middle school, four and four at each of the elementaryaries which help service our kids. In the elementaryaries they do our ECSE which is our three to six year olds. Then we have um the self-contained which is from uh second grade to fifth grade. And then we have resource reading and resource math and uh instructional assistance. We have 10 at high school, six at middle school, seven at least and at south we have six. Now the state of the state uh this is how our state is doing. If you see this uh chart here, if you notice this is from
0442014 uh 1415 to 2324. During 1415, we still had the cap at 8.6, meaning that the state didn't let us go over 8.6. If we did, we'd have to do a corrective action plan. That came about, they sued. Uh it was seen as basically uh because we were preventing kids from getting evaluated because they didn't want to do Mr. T. Sapata never had that problem. We always did what was best for students. If you notice we had a 72% increase by 23 24 and by last year again we still continued with the 70 72% increase and we're at a 15.5 state average. So from 2324 to 2425 we increased in the state by 1.5. Now here is a a comparison between gened students and special ed students. As you've seen the blue which is our
045gened students they are incre our our enrollment increased by 24%. But if you notice in the special side we increased by 10.17 this was 23 24 if you see 2425 gened population increased by 21%. But special ed increased by 10.6. These are state averages. Now the state of our district. This is a resultsdriven accountability and for the past three years we were we were at DL1. This year we were at DL2. Uh one of the reasons was of course um our scores and it's something that we've addressed and we met with region one and it was a very good meeting very productive meeting because it goes to prove that it's not a special ed problem it's a district problem to where gened and special ed need to work together. So we have big plans ahead
046and region one will be helping in training genetic teachers also important in conjunction with special ed. These are state performance indicators which we provide to the fed. We've always come out 100%. You don't ever want to come out less than perfect because then of course we would have to have a big corrective action plan and it could go along with funding. I put here a longitudinal study from uh for the past 10 years. I started working in special ed in 1516. At that point when I came in, our numbers were at 3:21 in the fall semester. By the end of the year, by December, we were at 354. But if you notice by by 2526, at the beginning of this year, we were at 599. And as of right now, we're at 613. So um
047as you can and we're not done with 25 26 here. So that number will more than likely increase end of the year last year. At the end of the year in May we ended up with 619 students. This included our seniors and any early graduates that we had. And if you notice which is very important um for us to understand here. If you notice our highest um enrollment is in specific learning disability. Why? Why the big jump? Well, we have to understand that within the last two or three years, all students that were in 504 dyslexia are now SLD SL dyslexia. So, they went from 504 to special ed. So, that increased our numbers. >> How many are those? >> Huh? >> How many are those? >> 29. >> Two. Oh, the the SLD are
048299 May, but right now, as of right now, we have 235 that are uh dyslexic. And of course, last year we were at 115 for autism. Then ID uh was uh our No, I'm sorry. Speech is our third and ID is our fourth. uh largest what I do want you to see also if you're going to notice where we see uh non-categorical which is the DD414 those numbers will start going down and the numbers for developmental delay will start going up we are transitioning from non-categorical to developmental delay Then this is I'm a visual person so I figured uh the graphs work best. This is within the last three years and this these are the disabilities in our uh district and as you see once again specific learning disability autism speech and intellectual disabilities. The
049reason intellectual disabil you're going to see here has decreased is because it goes with the evaluation that are given. Now first it was a cut score. >> You you get this score. You're either you're either ED or not. I mean I'm sorry ID or not. We're either ID or not. And now we don't do that. It's a holistic it's a holistic approach to where it's not a cut score anymore. You're taking um a multid-disciplinary team and deciding whether the child is ID or not. And most of those will not fall under SOB which is not as a heavy um label as being ID. October snapshot, which was uh October of this year, we were at 599. Why? Because those were the seniors that graduated last year. And once again, if you notice, SLD, autism, speech,
050and intellectual disability are our biggest um our largest populations. Then our current enrollment as of March 2026, we're at 613. And once again, now if you notice, autism is at 125. And this is one of the areas where we're seeing a very big increase. And um we do get some referrals from the doctor. But what we do when we get those since medical and educational are two different things is we do our own evaluations and based on a multidisciplinary team. Then those decisions are made if they qualify or not. These are our numbers I figured you'd like to see by grade level. It's a whole district, but it's by grade level and disability. What I want you to notice, because this is going to be coming up in the next few years, you will see
051if you see between E through 2 grade, if you notice, notice our autism number. Okay? Those autism numbers are the ones that you've seen in our ECSE, which is our kids that are in the unit in in the 3 to six year old unit. And those are the ones that usually participate in our Yeah. And I know some of you have attended last year and you know how hard our teachers work. And uh here our SLDs are not as prevalent because they're still too young. But once they get older, we'll start seeing >> I'm noticing that that you start seeing them as they get older. >> Yeah. But yeah, the autism numbers right now, the ones coming in, they're high challenges this year. Uh I want to say that we were finalizing our TA audit.
052We were done by January 2026. Everything that needed to be submitted uh resubmitted was done. Uh we had a very tough auditor. Uh it we were her first school and she was a school psychologist and she was a stickler. You're talking about even the slightest word had to be amended charing which is where we submit uh our our time that we spend with our students so we can charge for Medicaid services. Um the the challenge there is the time and effort that we put into billing compared to what we get back is it doesn't Michelle and I have spoken about this and it's hard for our teachers especially since the state is being very um difficult in what they choose to accept. Say we have three students that you're helping at a table eat lunch
053and you have to provide them. So you have to feed them or eat five of them. You can only charge for one even though you're helping three. So that is difficult in itself. Then uh uh the IAS leave by 4:00 4:15 in high school. then they don't usually have time to fill out their insurance billing and we might have to provide um extra duty pay in order for them to be able to do it or comp time. So when it comes to time and effort, it's difficult. It's difficult for the IAS and it's difficult for the teachers. We also have random time moments of study which at a specific minute of your day, we have to report what it is that we were doing and it has to meet the Medicare guidelines in order for
054us to be able. So, and it's it has to be very specific. Uh the least restrictive environment. This is where uh the state wants us to have the students the majority of the time in Jennet. And in doing that, we start to see in the upper grades as students uh have more issues, we start seeing discipline issues. And in elementary it's so much easier to control, but once they get to middle school and high school, those issues become a lot bigger. Uh resource allocations, teacher retention, and special education teacher pool. uh teacher retention. We have had uh we've had one campus that has had uh a revolving door of uh the special ed teachers. they leave out of the out of town uh or they just don't like special ed anymore because besides the teaching
055they do have a lot of paperwork that needs to >> What do we do as a district to support those people the teachers? >> Yeah. What are we doing? We all What are we doing to make that better? Are we Is that in the plan? >> We try to provide them with as much support as we can. mentorship program has have has really established a a bigger support system for our new teachers where uh Chrissy's leading that that project and um we work with region one of course uh and we have our mentor teachers who have gone through extensive training. We just oh tomorrow we'll be finalizing our 4-day training. Um and there there's requirements for them as far as how to support their our new teachers and our principles and uh district leaders are
056also engaging in that so that they can be able to support our mentor teachers. So the mentoring program is one of the support systems that we have along with our new teacher academy and uh our principles also identify teachers in in years beyond year zero up to year three where they we continue with that mentoring support for them. And in special ed, we have we also in addition to we have the special ed uh new teacher academy where we're getting support from region one and um we have those campuses that have new special ed teachers. It's just I mean yeah >> it's overwhelming and I was just wondering >> it is very overwhelming because you know like you said it's not just the teaching piece all the paperwork >> paper that's really what I was
057headed like how do you support them when it's paperwork when it's 4:15 and they can't leave like how how do you not >> we do >> how do we not like discourage these teachers if we don't assist them? We do provide them with uh a good stipen. Uh we're very competitive. We might even be a little bit better than uh the districts around us, but it the amount of accountability and compliance that we have now. Um it's very stressful. And you're talking about when I submitted my initial uh report to the state, I uploaded close to 5,000 pages. >> And that was just only 20 students. >> And it's only getting more difficult. >> Yes. >> Like for us to look at the future getting getting additional help perhaps. I don't know. I'm just >>
058I'm a teacher. I know. And I know that all of us have jobs and it's not you don't have extra help. I'm just I'm I'm a little overwhelmed just listening to >> to the extent of all of that and in high school because they have around 190 students. Uh we do have Mr. Humphre working and helping in providing the skeleton of the art and then the teachers come in and fill in the rest of of the information. But then we have the caveat to where uh the least restrictive environment is we we need more um we need more uh co- teachers or in-class support teachers because as of right now we only have two for the entire uh four grade levels to do co-e or in-class support. And then we add there the discipline issues
059that we've had at high school to where students don't can't really function that well in the gened and then they have issues and they end up in DAP but they don't really belong over there but we and I know I've spoken to Dr. that they knew about this about probably a behavior uh classroom to where uh but it would have to be very most districts have at least been my experience being so you've got kids that are emotionally disturbed and they're severe then they go into that setting and they work their way out to be back in their own bed but we don't have that and we really need to consider, but that's adding additional resources, but we need to consider adding possibly at at middle and at high school because we're starting to see
060an uptick around kids that are just not functioning in the general ed. >> Yeah. And you look at the results, I mean, it shows you that there's tremendous need for something for special 28. You know, I love that you all are working together with general ed. I mean, just >> and that that was one of the main things that Dr. examples from from region one that she came in. It's the fact she's like it's not sped and janed. It's together. They have to work at it together because it's not a specialist problem. It's a district problem. So they need to be trained together. They need to plan together. In addition also the curriculum department also works very closely with our teachers. Lisa has worked particularly with our our lower grades with the reading uh and
061and provided that uh and class intervention onetoone modeling with with our special ed teachers because we do know that they have a a huge task. I know Miss Miss Gatsa was instrumental in keeping one of our sped teachers from not leaving and that special ed teacher is thriving right now thanks to to her. >> Thank you so much. So, uh, on when it comes to the positives with HB2, we have, of course, a teacher lot, uh, incentive aotment and for every initial evaluation, we're going to get a $1,000, uh, refund a. So, uh, it's something. And then for the budget for next year, which will be based on our October count, instead of getting one flat amount for students that have say they get speech only and then uh they have three, we have another
062one that has four disabilities, but we get the same amount for both. It won't be like that anymore. So, we will be able to provide hopefully more services, more um specific services for those students because now if we for example we might have a student with autism that uh is very high functioning but they go to gened but they require co- teaching and they have speech also and they have OT and P team so we're talking about four services there and before we were getting the same amount for one disability than we were getting for four. So now they're going to do that. So hopefully >> we'll see some some increase. >> We will see a little bit more money so we are able to provide better services for our students. And uh looking ahead,
063I want to invite everyone for next Thursday to our youth athletic program. It is a fiesta theme. It starts at uh 9:30. So I hope to see everybody there. I do want to recognize three ladies uh that have taken the have undertaken the job or or the to the incentive to become a school licensed psychologist. I have two of them here. Miss Lucy Vela Garcia, stand up. Miss Montalgo. These ladies are working full-time, going to school full-time. And the amazing thing is that by the time they're done, they they will be able to do FIE and psych psychological evaluations. So, they can do two. Lucy will be able to do three. she'll be able to do speech uh fies functional um and psychologicals. So in putting in this effort for them they're helping our district
064and helping our students. So, and we have Missita Morales, but she is in class right now at UT RTV. And we're pending one more uh person that might be um included in the cohort, and we're hoping that she gets in with Medina, but for right now, we have these three. And of course we had our special Olympics in Laredo. LISD was very very nice in including us and the kids had a blast. they gave and they had a dance and we had a whole bunch of gold medals and it was really a beautiful event and once again I do thank all for inviting us because uh he and I weren't able to commit to it to doing it this year so we were basically couldn't stay without uh having the special Olympics but uh LIC
065came through for us. Thank you. Any questions? Anything? Thank you, Mr. PRESIDENT. >> OKAY, I'd like to move on to F2 finance update. >> Thank you. Um I'll be reporting on the financials um at month end February 28, 2026 for the child nutrition fund. Uh the district had actual revenues of $1,873,450 and actual expenditures of 1,788,346 for an excess of revenues over expenditures of $85,15. I do want to point out to the board that uh this would be the first month of the financials that you'll be able to see that audit audited uh column the 2425 uh is based off off of our uh approved audit for 2425. Uh so as of uh year end the child nutrition fund ended this school year uh August 31st 2025 with a fund balance of 1,1 33,856. The
066general operating fund reflects total realized revenues of $22,713,448, actual expenditures of $17,34,96 for an excess of revenues over expenditures of $5,49,352. Um, audited fund balance as of August 31st, 2025 for the district is 29,613,799. The board can see the breakdown of the different uh fund balance allocations. We have our long-term debt that is going to be payable to our QCAP. That is restricted 6,62,000. Our non-spendable, that's our three month of reserve that is required, 7.4 million. Our committed for construction, 6.5 million. An assigned fund balance, 8.7 million. And our assigned fund balance that we rolled over into the 2526 school year or in order to balance the budget, $392,984. Does the board have any questions? uh year-to- date comparative by function. Uh this shows the amount that has been accumulated from September uh to the
067end of uh month in general operating fund only as compared to previous year. At the same time, uh, the district has accumulated 17.3 million. That reflects 587,000 more than, um, this time last year in expenses incurred as of February uh, 2026. uh the debt service fund. Um as the board can see the our debt service fund uh does have a negative fund balance of 116,000. Um and that is attributed to our endofear uh tax collections that uh were uh not reported in the correct um uh account INS versus M because the district has both accounts set up under one levy. What the the auditors do is they uh do a audit based off of those tax collections. Um and we were off about 200,000 um that should have been classified in two minerals and operating
068um instead of uh INS. Uh our year-to- date actual is a 2,390,000. Our actual expenditures reflect our interest payment only um for our two bonds of 45,000. The district has an excess of revenues of $2,344,78. Does the board have any questions about this funding, particularly the collection of taxes? >> Go ahead. bills, things, and accounts for February 2026. The district um paid out a total of 1,459,915.87. Uh this reflects $400,000 more than previous year. As the board can see, the majority of that were bills paid out of our 199 account. um this month had to be opened a little bit later due to our audit. And so the district had uh one um only one AP run in the month that included uh the majority of January's bills and that's why there is an increase
069for March. You'll be able to see it go back down. Does the board have any questions? our tax collection report, the district received $418,547. Of that amount, uh how it compares to um our budget, the district has collected uh from September through February 2026, 90% of uh what has been budgeted. Uh this reflects a 0.56 increase as compared to previous year. Now, how does that compare to our opening levy? From October to February 2026, the district has collected 82% of our uh uh tax role and that includes a 2% increase as compared to previous years. So, uh our county is is doing a lot better in respect to collections of taxes as compared to previous year. The Does the board have any questions? >> Any questions? >> A donation report. Uh this month for February
0702026, the district collected $2,777 uh in donations. Um of that amount, uh the district has received a total amount of $13,2450 in donations from September to February 2026. And that's it. >> Thank you, Michelle. >> Thank you. >> Um item G2, approval to extend the agreement with the organized crime drug enforcement task forces program. Michelle, >> yes. Uh thank you. >> This is an action item. All that we are requesting is an extension of the agreement. There has been no changes to the agreement other than um the organized crime drug enforcement task forces is now called homeland security task force. Um, at this time, what this agreement, uh, what I'm asking from the board to agree to is for the reimbursement of overtime wages for the one DEA officer uh, that we uh, currently have
071employed working for HSTF at the moment. >> Any questions? >> I'll make a motion. Motion by second by >> in favor raise your hand. >> I >> thank you. >> Motion carries. Thank you. >> Um item number three, approval of contracts and purchases over 25,000. >> Uh the department of finance recommends approval of the contracts purchases over 25,000. This will be the seventh request that I come to the board with. Uh effective March 2026. I'm asking the board to approve uh purchases over 25,000 uh in the amount of 253,000. The first uh the first line is part of the professional services agreement. Um as the board knows the district has received state assigned values. um under our agreement uh the in order to appeal those state assigned um values. Limebarger uh is our contracted attorney
072that sends those appeals, works on those appeals with our uh CAD to send that over to the Texas controller. That percentage is 10% of the total amount that the district receives back in revenue. Um, this amount is based off of the district receiving over $2 million back due to the appeal that will be submitted to the controller. Um, and then the second uh request is for Raptor Technologies. Uh, this will be a new uh system that the district implements. Um it's uh has we will be um updating our equipment and our software for our visitor check-in um at all of the campuses and um our 911 services. Is that correct? Yes. Um and so that will be paid out of our safe cycle grant. Um, at this time I'm requesting approval for remittance of these
073two um, payments. >> The 215,000 is paid before the uh, appeal is >> is one. >> But what we're doing is we're requesting it in advance because the appeal has already been submitted. >> So, but we pay them before we get the money. >> What do we all we're doing is we're encumbering those funds. >> Okay. We're set. >> Yes, we're setting it aside and where it's hovering. Once we receive that invoice, then we have the approval to pay out. >> Okay. >> Motion Roses, second by. All those in favor. >> Motion carries. >> Thank you. Um, next item is discussion, possible action, approval of budget amendment VA25-26-03. This will be the third budget amendment that I will be coming to the board to request. Uh this will have no impact on fund balance. Board
074members, I'm requesting to transfer uh in between functions within the same budget in order to uh appeal our state assigned values and and make our payment for the uh property values appeal and to uh cover extra duty pay for our our police department at this point. >> Motion to approve the the budget amendment. Okay, have a motion by second. Second by all those in favor. I >> motion carries. Thank you. >> Thank you. >> Item G5, discussion, possible action of the 2026 2027 proposed contribution from Sapata County ISD for partnership agreement with CIS of Laredo Incorporated. >> Thank you, sir. Uh yes, this item is a is an extension to our current agreement. Uh as you may remember our uh our relationship with communities and schools has been long-standing. Uh currently we have one CIS
075member assigned Sabata Middle School. At last year when I presented this item I had advised the board that they're going to slowly increase to uh to $5,000 uh in in the in the time span of two years. This is the the second year of that, but the total uh contribution uh change is going to be $1675 for a total uh contribution of $26,675 uh per year. That's our contribution to this employees uh salary. The entire memorandum is in your packet. after the two years, the 5,000 is is that uh continually escalating or is that what we're >> Well, they're they asked us last year, look, this is we're going to we need to increase $5,000. We're going to do it in two phases. Uh and in speaking to finance, they we actually never hit those
0765,000 cuz we're supposed to get to 30,000 this year. And uh this is the uh the agreement that they gave us. So, I'm assuming that they broke that into three years rather. >> Okay. So, this is the first >> just the second year. Last year they increased uh 1,500 I believe and then this year they increased 1,675. I'm assuming they're going to increase a little bit more uh next year. >> Okay. >> Motion to approve >> second by favor. >> I I motion carries. Thank you. Uh item six, approval of the 2026, 2027, and 2027, 2028 district academic calendar. >> Good evening everybody. Time for a little bit of future planning. We changed things up a bit this year and under the direction of leadership, we opted to go out and solicit input for the
077next two-year academic calendars with the understanding that if anything comes up, we'll always come back for an amendment. Um, so this is the process we followed. I know in the past the board has been interested of how much uh input we get to develop these options. So we started back in January discussing in cabinet you know do we do one year two years what are what are our things to look out for. Uh we set the parameters we continued discussions in February and then we met with principles also in February and we talked about things that really have affected uh both instructionally and with attendance and of course with our own employees and community in terms of early release. you know, how is that affecting attendance in terms of the change up in schedule that
078we had this year with weekends uh 4 day weeks uh occasionally throughout the calendar. Then we went back with the principal feedback and kind of designed option A, B, and C. Option one, two, and three, excuse me. And we put that out on Google form for staff and they had a really good comment. And so using that feedback, we redesigned the two most popular calendars and turned them into option A and B for both years. And we sent out another Google form uh right before uh spring break and then right after spring break to determine uh which of the two options. And that brings us to uh the responses. This is the second survey and we have had a little bit more input. I think we had about 280 290 responses on the first staff
079survey, the one that provided input and narrowing it down to the two options. As you can see, we had good representation from all the campuses. Principles did a fantastic job of reminding their staff to go in and provide their input. And then for our services and operations and our child nutrition, we asked the the department secretaries and them to gather input for us as well. of those the majority were teachers. 54% of the respondents were teachers which makes sense. That is the majority of our staff. Um and the options were overwhelmingly positive for option B in both uh in both years, both instances. As you can see, these are some of the com and I just randomly went down the line because there was a comment on both uh surveys that we did and I
080just randomly picked uh some of the comments and as you can see the 4-day weekend was very very popular. Uh they uh gave feedback in terms of work life balance, being positive, preventing burnout. They also uh enjoyed that time to reset and recharge and kind of begin the six weeks with renewed energy. and with the students as well because it it's always helpful to spend time. One of the significant components was uh what do we do in terms of things like uh our to celebrate our religious holiday our Easter our Easter break that came up big as well and we made adjustments to the final options based on that. Uh what you will notice and I believe you should have a hard copy in front of you to make it easier to see in 2627
081a new teacher orientation will start July 27th through the 31st. Staff will begin uh with professional development August 3rd through the 7th with students beginning for the first day of school on August 10th. Our first uh 4-day week will be in September and those are deliberately placed in October as well because of our one out of town gain that we need to accommodate our busing situation. So you'll see that October 23rd 26 that was kind of shifted a little bit from the six weeks in order to accommodate that busing uh transportation issues that we may have. You'll notice also that we have a PD day in October, November, and December to provide that additional time for staff to meet and prep and prep. The green days that you see in December, those are for the
082STAR in the course for high school. So, that's only high school testing. >> Do those get determined by the state? >> Yes, sir. Those are planned ahead of time, two to three years in advance. So, they gave us those dates. Um, and you'll see we have the two full weeks of December returning on January 4th for professional development day. And that was highly requested by the staff, especially at the high school since they do change schedules and change students. It helps them prep and get ready for the new batch of students. You'll see our weather days were placed in the February 4 day weeks. um in case catastrophe happens, another winter apocalypse, we we have time built into the schedule with our weather days. But the beauty of this is that under the direction of
083Dr. Tabinho, we've had 175 instructional days. And as you know, the state doesn't say you have to have so many days anymore. It's so many minutes. And we are a good 10 to 12 days over the minimum number of minutes. So we do have additional instructional time that we had in the past in h in the past we were averaging 165 to 168 instructional days. So we significantly have increased the number of stu days students have instruction in the last few years. Um if we move on to March of 2027 you'll see we kept that early release uh to accommodate our community event with the fair with the animals and livestock show. We have our spring break. We have another professional development date. This is the one that based on feedback, we were trying to
084put in a holiday, but because we just had that spring break holiday, Easter falls in March in 2027. >> So, we have that 29th as a professional development day to kind of give a little bit of ease to that as well. >> Then you'll notice April is all green. It's all testing windows. Uh, every two weeks is a window and they kind of overlap for one week. Then the last day of school and graduation is on May 28th with a professional development day that day as well. Um you'll see June they have and of course uh testing as well for retakes. And for 2627 do I have any questions before I move on to 2728. And I'm not going to go as in depth because you're going to notice that we mirror mirrored the two
085calendars with everything pretty much the same except you'll notice a few differences in the Easter break. If you go over to March and April, Easter now falls the second third week of April 16th. >> 1617 >> 16. Uhhuh. So we were able to put a professional development day on April 14th and a holiday on April 17th. Okay. So we did accommodate that. Um the other biggest difference is because of the contract days and the way the days fall, the teachers will have two professional development days at the end. One on graduation day and one the day we return um for the summer break. And that also helps the district with uh saving that extra duty paid for them to plan summer school. Um, what I do want to point out here, look at how compare
086the two greens. You see, uh, the green on the testing for 2026 27, that is your traditional STAR. We just received hot off the presses this week, the new test, which is SST. And that format, I'm sure you're going to hear plenty from the curriculum department. It's going to be placed out as a beginning ofear test, a middle ofear test, and an endofear test. So you'll notice they have windows and that window in August uh we opt in and right now this can change once the department really sits down and analyzes this. The window for that beginning of year test across the board is August 23rd to September 3rd with the understanding that we could shift but for right now we're leaving everything it's beginning of year. You want to know where you're at. Let's
087get started. the January test. Um the window begins on January 10th and runs through the 21st and then in the spring you'll have the constructed response part of the ELA test or the English one test from April 3rd through 7th and then you'll have the remaining part of the ELA test, the math test, science and social studies at the end of course May 1st through the 12th. Okay, so it's split up into three phases. Um and the intent behind putting it early in January was you get whatever you need and you start intervention as soon as possible after your middle of your um process of assessment. Okay. So do we have any questions? >> Any questions >> on the testing from December and January? >> Yes sir. >> So it says you have the beginning
088of year which is August and you have middle of year. We have two middle years like the December and the January. >> Actually no let me clarify that. Good question. In December, that is the end of course high school kids, algebra 1, biology, US history. That's in the December window. In the January window, you're talking about your RLA, lower grades, middle grades. You're talking about your math, your science, your social studies, and eighth grade, that type of thing. >> Two different uh cohorts. >> Any questions? >> Any other questions? I have a comment just to say thank you for including the staff, the people, their opinions. That's very important. That's always a morale booster and I really want to thank you for that. >> Absolutely. >> If you're interested in any more comments, I can
089be happy to share the commentary for you. Uh so administration is recommending the approval of 2627 and district academic calendars. >> Motion second. All those in >> favor. Motion carries. Thank you. >> Item H. We will now the board will now adjourn into close session pursuant to the following sex sections of the Texas Open Meetings Act. Texas government code 551.071 and 551.074 Texas code. >> We are now in close session and it is 656. If you wanted, >> let's go ahead and get started. We are we are back from executive session >> and it is 8:41 p.m. Um uh let's go back to item uh discussion possible action regarding level three FNG readings held by I you know I think we we decided on we did yeah I'm going to go ahead and make a
090motion if that's what the Mr. is asking for. I move to direct the administration to conduct a review of the tryup process and report to the board on proposed changes. >> Okay. I have a motion second by all those in favor. >> Motion carries unanimous. >> Any other business? >> Just board district renovations. We've got a a holiday or bad weather makeup day April the 3 and April the 6th is a district holiday. Uh we begin star testing the window for start testing April 7th through May 1st. Uh we do have a board workshop on April the 9th, April the 9th at 5:30 and a regular school board meeting on April the 23rd. And in case you all want to send flowers or anything, my birthday is on April the 5th and I will be
091turning 60. So >> any other any other business? >> If not, I need a motion to >> motion to motion by second by all those in favor. I >> we are adjourned. Uh, and it is 8:43 p.m. Thank you so much everyone for attending. >> Everybody needs to stop. Everyone