001Hallelujah. [Music] Thank you. [Music] Can y'all hear me? Uh this is a regular school board meeting board of trustees. It is Thursday, October 23rd, 2025. Uh and it is 5:34 p.m. For the record, we have a quorum. Everyone is present except for first item of business is pledge of allegiance and [Music] Okay, bow your heads. Heavenly Father, we come before you this evening with grateful hearts. Thankful as we gather to make decisions that shape the future of our schools, our schools. We ask for your wisdom, compassion, and unity to guide our discussions and actions. This month, we celebrate and honor the many people whose leadership and dedication help our campuses thrive. for our teachers and staff who nurture minds and hearts every day and for all who serve behind the scenes from bus drivers to
002custodians ensuring our students safety and well-being. As October also reminds us to stand together against bullying and to promote kindness, inclusion, and respect. May we continue to foster safe and welcoming environments for every child. Lord, grant us patience in our conversations, clarity in our decisions to the students and families of Sapata County ISD. In your holy name we pray. Amen. At this time, I invite Darren Poras to recite the pledge of allegiance and Andrea de la Cruz to recite the pledge, the Texas pledge. >> I pledge allegiance to the flagis [Music] and indivisible. Okay, I have a motion to excuse. >> All those in favor? >> Um, item B, recognitions. Um, Sir, good evening. Board President, Mr. Ramirez, board members, Dr. Talvin. It is with great pleasure that we welcome a very special group of
003students from Sapata Middle School to our board meeting this evening. Middle school eighth grade football team [Applause] members of the community. I'm here to introduce our eighth grade boys cross country team and also our seventh grade individual cross country winner. And I'm going to let coach Vid come up and introduce the students. [Applause] Good afternoon board members. Good afternoon parents and everyone here attending. Shout real quick. Shout out to Coach Montes. Shout out to the parents of course for taking your your uh your your athletes to practice of course and uh without any further ado our individual cross country champ for eighth grade. Go ahead and set up as well. Come up Orlando. [Applause] And that's it for eighth grade boys. [Applause] Uh Gerald Dean is our individual seventh grade girls champion. [Applause] Martinez was
004able to place it just [Applause] and my eighth grade girl and [Applause] uh real quick, this year was special. After our district meet, we were invited to the South Texas Invitation Meet in Naro where over 30 schools compete and every race there were over a hundred did really well. They placed fourth out of 30 schools. And without further ado, these are your cross country champs. [Applause] Can you get it? >> One, two, and three. [Applause] Now, before I introduce our eighth grade backto-back district champs, I just want to kind of give you an overall of our program. We had 128 boys, seventh and eighth grade combined. Started out with 128. We ended up with 128. So that's that job in the classroom and also on the field. So uh there it is. They're back to
005back undefeated. Have not lost the game in seventh or eighth grade in any kind of in football. So I'm extremely proud of them. And my coaching staff also is coach Mustam, Coach Revides, Renee Alvarez, Javier Rodriguez, and Romeo Benvidz. And also we like to thank our principal, Mrs. Ga for giving everything that we need. Usually what we ask for, she says yes most of the time. So thank you. [Music] Go ahead. [Music] You go. Guys in the front. I can't see you at all. >> There you go. Maybe a couple of students can come over here. >> Can you shift over here? We can't see you >> or that whole line bring it over here and they can come down like >> DJ DJ. >> Sorry. Standar. >> Okay. Look at look at my camera.
006>> Ready? One, two, and three. One, two, and three. That's Go. [Applause] >> I like to ask the parents just to stay behind for a little bit. the parents. Just maybe just a little bit. [Music] >> Parents, >> if the parents came back from the snow, we have Uh good evening board members, uh superintendent and superintendent. I'd also like to take this opportunity to um acknowledge a very special group of individuals. Sorry, the microphone's not working. uh along with so many celebrations that we do in October uh one of the group of individuals that that we honor in October are our principles. So October is principal appreciation month and it's a time to celebrate these leaders who shape the culture and success of our schools. Our principles students bridges with our families teachers, counselors, coaches
007in one. The most important element of a school is the teacher and the principal and that's been proven fact. They trusted with making our school safe, well, successful. We thank each of them for their dedication and their heart for our school for and for our students. So, please join me in introducing our principles. Please call your name. Our from elementary, Mr. Laasa. [Applause] I do want to say they're wearing red because it's wear red ribbons all not because they want to go in principal from [Applause] Zapata South Elementary principal, Mrs. Dalia, [Applause] North Elementary Principal, Mrs. Mina De [Applause] uh our DAP and Hawk Recovery Center uh coordinator principal, Miss Essa Martinez, Mrs. Mrs. Marinetta, our middle school principal. And last but not least, our Zabata High School principal, Miss Nancy Ga. Move over this
008way. >> Congratulations. [Laughter] Thank you. One, two, three. Got it. Our certificate reads, "The team of eight recognizes the principal's name uh in recognition of your outstanding leadership, unwavering commitment to student success, and the services about the county ISD community. Presented this this day, the 23rd day of October, 2025. Thank you. Any public comment? >> No sir. >> Congratulations to the eighth grade football team and the seventh grade and to the cross country runners. Congratulations. Good job. Uh, I want to, um, of course echo the congratulations and the sentiments of our board and congratulating all of our middle school teams and all of the the coaches that work with them day in and day out. And as we get ready for football Friday, we want to make sure we wish um not only our football
009team who is facing Cal Allen uh as one of our district games tomorrow night, but our volleyball girls are also facing Cal Allen for um their game um also tomorrow night at the gym. Uh we want to wish them the best of luck. I also want to acknowledge the uh federal program department. Um I have to say that um they are doing under the direction of Martinez and Nancy Guerrero, they're doing a phenomenal job of reaching out and parent outreach. Today we had um our monthly family and community engagement meeting. We had a packed house of parents. We had uh we we're they are providing opportunities for our students uh from the different grade levels to come and present to our parents. And so it's really trying to keep the focus on all the good
010things that our kids are doing, but giving our students an opportunity to have a voice. And so I'm very, very proud of the work that this department is doing for community outreach. Um, and so parents, if you're out there, uh, please look at our website and our calendar for those meetings that are happening on a monthly basis and get involved. There's lots of great stuff happening in our district and we welcome um, all of our parents to those meetings. Um, aside from that, we are focused on uh getting through October and uh the testing next testing round is happening right now. Uh, and we're just wishing everybody the best of luck and of course be possible if not for the dedication and the efforts of our campus principles and our administrative teams. Um, campus principles
011uh work long hours, travel, uh, they take lots of hits a lot of times for their campus, but they are true and die hard committed to go to item E1, consent items, approval of the minutes of the special call board meeting on September 2nd, 2025. >> For the record meeting, [Music] Okay, let's continue. Uh, approval of the minutes of the special call board meeting on September 2nd, 2025. The workshop held on September the 9th, 2025, and the regular board meeting held on September 29th, 2025. >> Good evening, Mr. Ramirez, Dr. Tinho, members of the board, and our admin team. Um, I'm requesting approval tonight for the minutes for the special call board meeting held on September 2nd, the board workshop held on September 9th, and the regular board meeting held on September 29th. >> All
012in favor, raise your right hand. >> I thank you. >> Motion carries. Item F, administrative reports. Thank you. Um, this month will be the first month that I will be reporting on the fiscal year 2526. Um, I'll start off with the child nutrition fund. For month end, our revenues unawudited for the 2425 school year were 3,45,875 and our expenditures at 3,184,199 [Music] for an excess of revenues over expenditures of $221,000. I I do want to remind the board that we um part of this fund balance that you see here, the excess revenues um was part of the project for the ZMS serving line. That portion will be paid out uh in September for 2526 for the month of September. We have uh realized $316,04 in revenue. That is for claims counted for breakfast and lunch
013for the month of September and actual expenditures of $461,450. Currently we are um excess of expenditures over revenues of $145,446. Do you have any questions? The general operating fund a unodudited for the 2425 school year. The district had 35,726,212 in realized revenues and expenditures of 36,18,658 for an excess of expenditures over revenues of $382,446. And just to remind the board, at the beginning of August 2024, we approved a budget um uh balancing our general operating expenditures of $4.6 million. Um so as of right now, we're at 382,000. Um, our year-to- date actual for 2526 school year for the month of September, uh, the district realized $3,79,867 and actual expenditures of 2,873,381 for an excess of revenues of $26,486. Does the board have any questions? our year-to- date comparative by function. Um, this is a comparative
014by function um as what we've incurred in our general operating revenues. This time last year we are um we have an increase of 6.4 million. Um this September we spent $2,873,381 um in uh actual expenditures. Does the board have any questions? >> Why is there a lot more student transportation? >> Um, so for student transportation, we had a lot of travel that we did for football this year versus what we spent last year this same time. And so, um, that's the majority of the expense for the beginning of the school year. Do you all have any questions? Our debt service fund uh for 2425 our unodudited financials have uh we have realized 2,872,521,000 and actual expenditures of $2,659,585. I do want to let the board know that the expenditures include an excess of a defecence
015on our bond payment of an additional 1.4 to our principal payment that we were able to pay down. Um that still leaves the district with an excess of revenues of $212,936. uh this year uh September 30th, 2025 for our 2526 school year, we have only uh realized $16,450 from our tax collection for September 2025. Does the board have any questions? our bills, claims, and accounts for September. Uh the district paid out 1,523,9724 a.1% increase uh versus what we paid previous year at the same time. Um, as the board can see, um, last year at this same time, we spent we paid out 321,000 in ESSER, $3 that we no longer have. Do you all have any questions? Okay. Our tax collection report for September 2025, the district received $112,98.74. Uh for budgeting purposes, the board
016can see a comparative from fiscal years uh 2425 and 2526. Remember our school year fiscal year differs from the county. So, our budget that that the board approved in tax collections, including delinquent and penalties, was $8,735,424. That's a less revenues as compared to previous year of 725,000. Why? because of the $140,000 homestead that voters will be voting on in November. Um the uh probability of that passing is very high. We have never the state of Texas has never had a um an increase to tax exemption that has not been approved by by the voters. And so uh you'll see the difference in the um budget as compared to last year of the 8 8.7 million. Now for September 2025 collections we are down 38% as compared to last year. This same time our opening levy
017the opening levy is based off of the county's fiscal tax year. They start October 1st and end September 30th. So what the board is looking at is based off of the levy from what the uh the county collects. And so the opening levy for tax year 2023 was 11.2 million. The opening levy for this year, which is October 1st through September 30th, was 9.7 million. Um in collections the district uh has re or the county has collected 87.92% as compared to last year we are down.39%. Does the board have any questions? Donation reports for the month of September 2025. The district received total monetary donations of $25,67.90. [Music] And the district does want to thank our donors for helping support our student programs and campuses. Do you all have any questions? >> Uh item two,
018quality investment report. >> Yes. Sorry, I forgot about that. Um the district um ended the uh quarter September 30th with a ending market value for all interestbearing accounts of $25,733,73266. Um, with that ending market, the district was able to generate uh investment earnings of 317,6348. So, as compared to last year, this same quarter, we are down on our interest earnings. Uh, last year at this same time, we were at $341,177.93. I do want to let the board know that our ending market at this time last year included about $5 million more in our uh construction money for bond purposes. That attributes a little bit to the decrease in our interest earnings. However, uh we are a point lower than we were last year. Uh same time. >> Does the board have any questions regarding our
019investments? Um, >> Thank you, Michelle. >> Let's go to item F three, mentor program a lotment cycle 4, Chris G. >> Good evening, school board members, school board president, and superintendent Dr. Tvinho. Today I'd like to provide an update on the mentor program aotment and highlight some of the great things that are happening in our district to support our new teachers. The purpose of the mentor program aotment is to help create a sustainable which in turn promotes positive student outcomes. We currently have 39 participating mentors in our district and 53 mentees. Each mentor in our district may have up to two mentees. We have partnered with region one, a state approved provider to ensure that our mentors receive ongoing professional development focused on effective mentoring strategies and resources for supporting new teachers. There are four
020days of professional development, two in in the fall and two in the spring. We already had had our beginning of year professional development and now we will be attending another one this coming November. Zapata County ISD continues to provide additional ongoing support to all of our mentors. I have personally met with each mentor to provide guidance on mentor mentee collaboration, review grant outlines, and discuss documentation requirements during our quarterly meetings. These meetings serves as a a space for mentors to share feedback, ask questions, and discuss any challenges or successes that they have encountered. for mentee support. Both district and campus administrators actively support new teachers through regular check-ins, classroom observations, and reflective feedback. Through our professional learning communities, new teachers receive ongoing coaching in instructional best practices, lesson planning, and lesson internalization that aligns with
021HQIM content knowledge development, continuous feedback, and coaching to help our teachers adjust successfully to their roles within the district and build confidence in their instructional practices. Within their respective campuses, our amazing principles have developed a logistical plan to accommodate for all mentor and mentee collaborative meetings and classroom observation. Their plans does adhere to the 12-hour collaboration requirements that are mandated by the grant for each semester. So, it's 12 in fall and 12 in the spring. For the past few years, the CIAA department has provided monthly sessions designed to support new teachers in bothformational and instructional areas critical for success. Our team rotates leadership of these sessions to ensure that teachers receive a comprehensive and varied guidance from our team. Some of these sessions include, but are not limited to, managing the classroom environment, maintain positive
022student management, instructional strategies, understanding the standards and assessment, and so on. The mentor program a lotment updates of what's next for us. In November, we will hold our professional development session for mentors in collaboration with region one. We will also host our second district and campus leadership team meeting to continue aligning all of our efforts to support our teachers and our mentor development. Our third quarterly meeting will be held in January where we will continue to work in utilizing research-based best practices with our amazing district mentors. Our ultimate goal is to continue strengthening our support systems for both mentors and new teachers. By investing in these relationships, we're building a foundation that ensures teacher growth and professional successes, which ultimately impacts student achievements. >> Is there any questions for me? >> I heard really good
023comments about that program, so hats off to you guys. >> Thank you. >> Wonderful. >> Thank you. [Applause] Item four, evaluation requirements for bilingual ESL programs in Texas. [Music] Good evening, Mr. President, Dr. Trevinho, board members, and colleagues. My name is Haraldo Montes, and I'm the director of interventions, and I've taken on the role of uh bilingual education. So, we're transitioning at the time uh before Mrs. uh Elma Lopez was was doing this and uh we're still working together hand in hand and it has been a great experience. I used to be the bilingual director many years ago and I always loved the challenge so I embrace this challenge. So, our mission as a school district is to ensure all students receive a quality education for our emerging bilingual students. This begins with a strong
024bilingual ESL program. This evening, we will present our annual evaluation which serves as both an accountability report and a blueprint for continuous improvement. The data you will you will see represents the hard work of our teachers and staff and the incredible progress of our students. We are here to celebrate our achievements and to outline how we will continue to strengthen this program in the years ahead. So if we look at this first slide, uh this is pretty much what the bilingual program entails. So to comply with two very important prongs of bilingual education, we distinguish between two, the law and the rule. And the law is the Texas education code that you see on the screen, 2953. So the law tells us that a school district with 20 or more emergent bilingual students in the
025same grade level who speak the same language must offer bilingual education or a special language program. And uh we will also present the how which is the rule and that is chapter 89. If any of you have heard chapter 89, it's pretty much how this is done. So you have the what and the how and these are the two very important prongs of bilingual education. So within the process we have uh the program requirements. So some of the metrics on reporting this have to do with the academic progress of students. So we have to be monitoring the progress, English proficiency level, reclassification of students, teacher training and some of the others include number of waivers for teachers who will need a waiver and and need certification for bilingual ESL and their certification success. and of
026course our professional development plan which is has always been uh really strong. So this is our composition in our schools. We have we have uh not recently it's been a few years back when we started with a dual language program but we are working that way and the good thing about the dual language program is that it can go all the way up to 12th grade. It's no early exit or no late exit where uh students eventually drop their their first language their L1. So we are happy to say that we have it in preK kinder first and uh composition again is a two-way or a one-way. So what's the difference? In a one-way program you have emerging bilingual students together. In a two-way program, you have emerging bilingual students with non-emergent bilingual students. And
027uh that selection is probably the better one at this point again because it takes you all the way through 12th grade and it's not only to be bilingual but literate as well. At the secondaries, we have an ESL program and we call it a an embedded program. It's a content embedded and a pull out because kids are pull out for an ESOL class or an ESL class at the middle school. And content based because teachers at the secondary within the class, they know they're bilingual kids and they know who they need to support. So, they provide that support. Uh this is a 2425 evaluation plan. that I'm reporting. So if you look at the elementary, this is our composition in the elementaryaries. So between all elementaryaries, preK through 5th, our numbers were at 394 with
02812 parent denials and a total of English language learners of 406. So, we usually try to tell talk to parents about the benefits of the bilingual program, but uh when it's already set in their minds about maybe it not being the way their their children should go, then it's it's uh kind of like they're missing out on that uh extra support. Then we go to the secondary numbers and this year we reported 603 with 13 parental denials and with a number of total uh being 616 and of course you can see the the progression or the regression of numbers depending on reclassification just on different situations. uh in total ZCISD reports or reported this year 1,022 students and that has pretty much been the norm between 1,00,100 200. Uh when looking at the reclassification of
029of students, this is if they've met criteria. We used to call it exit criteria, but uh now that we have the dual program, it it's a more of a reclassification or if they're not reclassified, it's the early exit or late exit models where students are already English proficient. So we allow those kids to be reclassified and uh that is based on the data that we have and the process that we follow in the district. So when we look at a Telpus composite scores, we have 158 between K through 2 grade of students with their rating, a student count and a percent. So within the ratings, we have one student who was not rated. So we need to find out who that student was and why they were not rated. And it could be many possibilities.
030Then we have our beginners, our intermediate, advanced, and advanced high. While we may not be hitting the mark at the advanced high levels, we still have we're still at the intermediate, which is still it's K through second and kids are just beginning. So if you look at that, that is something to celebrate the 93 students or 59%. If we look at the topus composite we uh for secondaries or or grades 3 through 12 rather we look at a no rating so eight students not being rated and then again once again we have our beginners we have our intermediate and advanced and advanced high. So if you see the intermediate and advanced we have higher numbers and we are at a 51 and 29% there. When we look at the total English uh learner proficiency, we
031have a total of 854 exams with the toughest progress of 319 students with a 37%. However, we really take our bilingual program seriously. We do what we have to do. Uh we don't play with numbers. We we let them be reclassified or exited when they're ready. And if they're not, it may show that we're not doing really well, but it's just that we're we're looking at the child as an individual. >> So the Telus is a test. >> The Telpus is a test and it relies on listening, speaking, reading, and writing. >> And so they get the composite score. >> So based on that test results, you you base those kids or you you sort them out. >> Yes. reclassify if they if they are advanced high intel busas if they pass >> uh if
032they're uh meeting approaches on on their star >> which is that previous >> yeah so that's the criteria that >> that we use there's a criteria for reclassification >> how does the progress rate compare to probably the previous year since it's a little low at 37 what were we coming up from the previous year do you remember >> um no I'm not sure Uh I haven't seen the the effects of the data and how that that passed since I'm transitioning, but I could get that data for you because it is interesting to know and it's always the question of why our kids are so low and why are they're doing >> it's definitely an area misses that we're focusing on this year because consistently it has not really been a focus and it directly impacts
033our start account. >> So it is something that we're dissecting and Anna and her They're they're working on that with um our campus principles to address that more um strategically. >> I believe we were at a 32 last year. So there was a significant increase but we can get you the the exact numbers. >> So like historically we've been in the 30s you would say in TEAS >> and this is this is these are the students that have that have moved up one or more proficiency levels. Um the state is uh I believe the third the 36 is the standard. So I believe we're above the the standard >> because it's measuring all interesting to see that as they got older that they were still like in those levels. So that was >> and and
034uh that shows up in our RDA report our our results driven accountability where we are able to there are some indicators that indicate those students that are consist that that have been staying at the beginning or at the intermediate year after year so that we're able to target and be able to see it over here. >> Does it help us test at every grade level? >> Yes. So it's different >> and even our even our uh the students in uh well the levels are different because they still get rated with a >> our kinder through first are rated by their teacher. It's holistically rated and our second through 12th graders uh take an online assessment. So if we look at the star approaches and we look at this chart, we can see the all student
035population, the bilingual population, and the ESL population. And this is what we were just talking about, the the you know that they're in in a uh much lower capacity. Um, however, if you look at the bilingual kits and approaches, they're either um a little bit higher or side by side with your uh bilingual students. So, it's it, you know, we we may have to to do some uh some things there at the changes for the ESL because it does show, however, again, it is, you know, it's just something something that where kids sometimes are not are not doing well at the level that they take the test >> and like looking at approaches and then getting that percentage of kids to get there is scary because you as we all know that's really low as
036it is. >> Yeah. >> So like if we get 100 approaches plus but I mean I I know you all working really hard with that but I it's the first time I see this charter which is why I'm questioning it. I I do want to say that I did walk through at the high school this week and I was very proud of our teachers. Um we have different teachers. We have teachers that have gone to from the elementary to the secondary. So strategies that they're using and strategies that high school teachers are picking up are a lot different and I was very impressed this particular year with the teachers providing that individualized uh support to kids and on their toes the whole time. I hope that y'all include us cuz I mean I was telling
037my teammates and you know I feel like we could do more to help you all but we don't know cuz if I don't know I don't know what else to say but >> but like for us to see an approaches chart and >> I think everybody needs to know what an approaches chart actually is >> and then when you see really low numbers >> like we need to invest in that to be able to help you because we're not questioning what the job that they're doing. I think everybody's amazing, >> but when those results are there and we still have time, I think that we could use some information there to be able to help. I would say >> definitely like you said that that you're seeing so many good things. We've seen it as
038well. >> As far as the social studies, is there a reason why bilingual is not on there? >> Just social studies. >> Yeah. So, just just for clarification purposes, the green is bilingual. Bilingual program is prek through fifth grade. Yes. Then they transition into an ESL program which is 6 through 12 >> middle school, high school. >> Okay, that makes sense. >> So we are seeing a lot better things uh when we do walkthroughs and and teachers on their toes and doing what they need to. It is difficult to break down the four components, the listening, the speaking, the reading and the writing. Especially where the when the teacher has a plan to follow and and you know the amount of times to stop. Imagine that's that's what a language program is. you really have
039to speak and sometimes there is no the you know for whatever classrooms you can >> so like that mentor program that Christie was talking about would you say that those teachers are also getting mentored teachers that are in those programs are the ones that are >> they themselves are learning of course >> you know they're part of that people that are getting >> mentor teachers yes they're getting mentored by that up to two years >> bring up to two years >> okay we look at our meets we see kind of the same patterns we see our bilingual kids >> doing well and uh we we still see some struggles with our ESL but um again we're transitioning into working through the four components and and through you know classroom pedigogies and uh a little bit
040more differentiation and more speaking more discussions. >> Mr. on this if I can add there. >> Yes. >> If you look at the green, you see a much higher uh like they're they're they're even above the regular kids, right? But by the time they get to middle school, we've exited kids out. >> So the the bilingual program is some of the kids have come out of there. So our challenge is also those kids that are still struggling with the language and we're still doing that language acquisition. So that's why you see a big discrepancy between the green and the blue >> about if kids are ready to be exited or reclassified, we allow them to do that. And we've always done that and we've always gotten I mean this is even back when I was
041the bilingual director we would exit the kids that were ready to exit and as they're moving out the the smaller numbers are giving us high failures >> and but we always do like I said before as the child as an individual. So yeah, when they start exiting in the elementaryaries that hurts our our ele our secondaries because they are >> Well, thank you for clarifying that because we were asking ourselves like why we had such I was myself thinking well maybe it's because we have we have a lot of new kids coming that didn't do our >> it's those kids that are given the opportunity to continue in the program and they're still struggling so we don't let them go. That's good. But yeah, >> is that >> Yes. Yeah. We're thinking the same thing
042with the same kids here that was >> Yeah. No, it's that transition between uh the elementary and the secondary and the exiting process. So maybe that dual language would be >> well >> right now we I I put together a plan in four phases and if it's difficult to get it going and started it is um >> what year are we on >> but the monitoring >> we're on year three >> year three >> year one was more training >> yeah kind of kind of and then we started with the prek Every year we're adding a grade level. >> That's a >> and the research will show that kids who participate in in a program a a true dual language program they uh you have your bilingual pairs that you have to select kids to
043work together and stuff like that. So I allow teachers to do that. Our next phase is actually uh having students interact with the word walls because it's not just I have my stuff up but are they and in some classrooms they have been using them and in others they're still you know behind but that's how I'm monitoring uh with this uh four-phase plan. So until November the 13th, this is where we're at. That there has to be more evidence that it is a dual language program uh classroom when I walk in. Um student students participating more and uh bilingual pairs, you know, working more and more writing as well. We gave the opportunity to get their composition notebooks, ordered them, provided all of the materials so far for the teachers. So it's a really good
044start for them. And then our phase three would be of course you know incorporating the words and the word walls from the stories and just it's just a progression of actually getting more into the action into doing what what needs to be done with those things. And so we shouldn't be at phase one anymore. Um, I haven't gone back this week. So, I went to the secondary, but uh, I feel that that the teachers are are really up to par in in that phase and doing a lot better. And it's just the expectation so that I can monitor this a little better. And let's see if the progression is is going on and let's see how how we look in phase four. So this is all this is is numbers for you. But it's just
045to let you know that everyone gets professional development to have students and to to know what to do in a contentbased classroom in a secondary classroom with students that need the extra support. And uh of course in our elementary we have our models and and at the secondary the ESL model that works that way and as a pull out where kids are being pulled out to their ESL classes. exceptions and waiverss. This is what we had this past year. We had a few teachers that needed to get certified. So then the number of teachers that take the exam, we monitor that and we monitor the number of teachers that pass the exam. And some of the initiatives are of course targeted professional development. We have a a professional development plan for the rest of the
046year for our dual language classes for the elementary since we want to build it, make it strong and uh hopefully more more parents and more more of the community will see the the benefits of this program where we can move more kids into it. And so we have a solid plan with the company with Gomez and Gomez or the science of learning who are the ones that are the gurus of or the inventors or whatever of the the dual language program. And so we are getting it from them and pretty much are we are spending the money and we have it we have uh it planned till the end of the year and for our summer session. And of course, we do have a program um Summit K12 that uh we paid for this year.
047Teachers are starting up with it. And I need I myself need to see what what that looks like. So today I got access and I'm going to move forward with the Summit K12 program to see what that looks like and and how the teachers are using it. >> And thank you. >> Thank you. [Applause] Let's move on to action items. G number one, approval of 2025 2026 district improvement plan performance check. >> Good evening, President Ramirez, Dr. Trevinho, board members. Um Sabata County Independent School District is required to develop and implement a district plan to improve student performance. This plan is driven by our district and campus performance objectives. We do have our strategic plan and our district initiatives and that is what drives our our district improvement plan. Uh and we have performance objectives
048that we uh work towards in our district improvement plan. Our campuses also develop their campus improvement plan and they do have their uh campus performance objectives to meet. Uh there is a direct alignment between our superintendent goals, our district goals and our campus goals. The planning process and data sources we utilize plan for learning and uh we utilize the effective schools framework. Uh this in uh entails that we develop a needs or we uh create a needs assessment. Um that we set our goals and that we uh evaluate them uh quarterly. These are our four goals and our campuses align to the district goals. So we share goals. Uh this uh the alignment of goals is also the alignment of our departments. If you look at all of these, we are a you're able to
049see that um we goal number one is our curriculum and instruction. It's very heavy on that as well as our technology. If we look at goal two here, we start seeing our student services including our our teams with attendance, our safety, our counseling. If we look at goal number three, this is our family engagement. And if we look at goal four, this is our facilities, our finance and our human resource. So all of us work together to develop this plan. Each goal has a performance objective. For goal number one, we have four different uh performance objectives that are measured throughout the year and evaluated to make sure that the strategies that we're implementing are impacting and are helping us reach our uh performance objective. Uh goal number two has six performance objectives. Goal number three
050has two performance objectives. And goal number four has three performance objectives. Again, what we do here in our plan is we uh we develop strategies that help us uh attain our our endofear goals. So at this time it is recommended that the board of trustees approve the 2526 district improvement plan and our performance objectives. This is a working document and we we do mo modify it and adjust it as needed especially during our quarterly uh evaluations. >> I'll make a motion to accept all those in favor. >> Thank you. Motion carries. Thank you. Uh the next item um the approval to extend the agreement with the organized crime drug enforcement task force and I'd like to table this item motion to table this item by all those in favor. >> Item H. We will now
051go to close session pursuant to section 551.071 551.074 and 551.02 They're okay. I don't For the record, no action was taken in executive session. So, we're going to any communications. >> Oh, yes. I don't have a microphone. Um, okay. Uh, we uh will be having an extended um holiday next week. We're off on Friday and on Monday. So um everybody enjoy their long weekend. Also on Sunday at 4 o'clock I want to invite the community out um for a special presentation from Ballet Nepala on a performance called Mispika. Uh it is a ballet from New York that is going to be uh it is a a ballet flakoric fusion um that will be doing a tribute to the day of the dead uh festivities and it will be at the auditorium at 4:00 and donations
052will be accepted at the door. So that's all I have. >> When is that again? >> Sunday. Sunday. >> Sunday. This Sunday. >> Yes. And the Cowboys will not be playing during that time frame. So >> there's no excuse. >> No excuse. Scott >> any other >> that's it. >> Thursday we having an early release >> also >> we have a on Thursday the 30th will be an early release because our teams will be traveling out of town and >> so I need a motion to motion motion by second by me. All those in favor say I. >> We are joured and it is 7:55 p.m.