001Good evening everyone. I hereby call this meeting to order. It is 6:01 p.m. Next item on the agenda is is a count of my uh making sure that my board members are here. If you're here, please state your name. >> Jessica, present. Carlos Margo present. >> Anita Travis present. Alisa present. >> Some Jun present. >> And we are um I did hear that Dr. Rosalva Hlandis may be a little late, but right now we do have quorum. Next item on the agenda is our pledge of allegiance. If you're able to do so, I ask that you stand and please face the flag. I pledge algiance to the flag of the United States of America and to the republic for it stands one nation indivisible with liberty and justice for all. >> Well, welcome everyone to
002our board meeting tonight. We'll go ahead and start off with our staff recognitions. I am going to ask that Dr. Carlos Marggo and Miss Alyssa Pñena, our secretary, if you can make your way to the front of the dis. Agenda item number four will be staff recommendation or staff recognitions recognizing Kamarena Elementary School faculty and staff for their 2024 2025 achievement growth. This will be presented by Blanca Ku. Blanca and Dr. Little >> Blanca is wearing a bow tie today. >> Okay. Okay. There we go. You've changed Blanca in the last month, but go ahead. You may proceed. Sorry, Dr. Little. >> There we go. And and part of the school is coming down. The principal is almost here in like perfect homage to what we're about to celebrate the school for. She had an
003incident that she had to deal with and so her her leadership continues to show forward in that way. But board and community, we could not be more excited tonight to recognize the incredible work, commitment, perseverance, like passion, and leadership uh that was demonstrated by Kamadena Elementary last year. We're going to obviously share a presentation later this evening to show our star results and accountability results from last school year. And when we do that, we will shout out Kamarena again. But they really deserve this special moment of recognition and appreciation for what they have done under the leadership of principal dulce Diaz uh and their administrative team, teaching staff, support staff, the entire uh community of Kamadena Elementary. They are the only school to do a few things in La Hoya ISD last year. They are
004the only school not only to maintain their A rating but to actually improve it and earn a stronger A rating in the district. Woohoo. >> Yay. They are also the only school to earn every distinction possible that the Texas Education Agency awards schools in the state of Texas. And so like those three things being an A-rated school, improving their A rating and earning uh all distinctions truly sets Kadina apart, not only here in La Hoya ISD, but in all of the state of Texas and we're so proud and thankful for the work that you've done. We probably have all heard that they accept nothing but the best at Kamarena and like that is so true by these results and again the passion you bring the commitment to really embracing the change and the leadership required
005for your students. You did this in the midst of new curriculum, changing instructional expectations, new resources uh that we were bringing forth into your classrooms and into campuses. and you really have shown La Hoya ISC that not only is it possible to be the best, it is possible to be the best through moments of change that require really excellent leadership and dedication and perseverance to that work. So hopefully you take this moment of recognition tonight back to your campus and community. Continue to dig in and honor all of what you're bringing to students every day and know that you are seen, appreciated, and valued from all of us here in La Hoya ISD. [Applause] Thank you so much. >> Congratulations. Congratulations. Good job. Congratulations. Congratulations. Congratulations to you. Congratulations. Congratulations. >> Thank you so much.
006>> Congratulations. Thank you so much. [Music] >> She made it. She made it. Congratulations to you. Please, let's congratulate them. That's a nice team right there. I'm going to be part of >> Miss Diaz, before you leave, we'd like to Would you like to say anything? I mean, what an accomplishment. >> Well, aides that I'm a very, very proud principal. I'm very blessed to work amongst such dedicated individuals. Um, I know that day in and day out they go into those classrooms with their heart where it should be and they do what's best for our students. And I'm so proud of everything that they do because of their their willingness and their dedication. That's where we're at. That's why we have that A and those six distinctions. So guys, congratulations. You deserve it. And I
007love you guys. >> Thank you. Thank you, Miss Diaz. I can tell that it means a lot to you. So, thank you for that. And thank you for the the nice words and and thank you for recognizing not only those that are here today, but those that couldn't make it. So, thank you for that. >> Yes, Marcy, Dr. Sasonson. So, um, I just want to take this moment, Miss Diaz. You exemplify our strategic plan, priority one, excellence and leadership. Your teachers represent exactly what it is that you set forth in your campus, which is a culture of excellence, high expectations, love, compassion, and through change and change management. You locked arms and you said, "We can do this and we will do this because it is what is best for our students. And so you
008exemplified the yes we can attitude every single day. And that is a piece that makes all the difference in the world. Our teachers need support from their leaders every single day as they do the hard work in the classroom to make a difference with our students. And so I really want to pause and tell you thank you for leading really hard work and exemplifying our first priority which is excellence and leadership. And then to our educators, you are truly nothing but the best. You have done the hard work of not only making sure that our children succeeded academically, but felt cared for, seen, heard, and continued to grow beyond where they were. And so that not only takes your hard work day in and day out in the classroom, but also outside of the classroom.
009That level of planning, that level of intentionality, and that level of I'm going to use the other I word, internalization. See, you're giggling because you know that that is no small feat. is really the hard work that Camarina teachers really took on last year and you're continuing to take on this year. And so I am grateful for the work that you're doing together as a team on behalf of our students. So I am so grateful and proud of you, each and every one of you. Thank you. Well said, Dr. Sorenson. Our next item on the agenda is our public comment section or portion of tonight's meeting. If anyone signed up, we do remind everyone that you do have three minutes. We ask that you state your name. And after three minutes, our vice president, Miss
010Chavez, will inform you that your um time is up. Do we have anyone that signed up? We do not have anybody signed up for public comments tonight. >> Seeing that we don't have anyone that has signed up for public comment, let's move on to item number six, Lonear Governance. The this 6.1 will be the performance reporting 2024 2025 star accountability rating and response to data. Dr. Little, floor is yours. >> Thank you so much, Mr. President, board members, and superintendent. We are here tonight to share a comprehensive look at some of our work over the past year and the results from that work uh specifically related to our star uh accomplishments, achievements and areas of growth as well as our accountability ratings at the district level and uh across our campuses. Most importantly, we're here
011tonight to sort of show how all of that is leading to the improvement work already underway in La Hoya ISD. Uh as we continue to honor and work towards the strategic plan that was recently released, our educational excellence, the right of every student uh vision and our Lonear governance goals. We're going to uh hopefully paint a picture for you and the community of what that work has looked like and what still lies ahead for us as we move forward. I'm also going to be joined for part of this presentation by Miss Cresbow as well as uh Principal Herrera from Palm View High School to help uh talk through this. We are always beginning with where we're trying to to get to as an organization and again we've talked many times uh as a board and
012as a community and as a team about this super inspiring and ambitious vision of educational excellence the right of every student. We are not there yet. And that is going to be clear in tonight's presentation that we are not there yet. We are also going to lay out very clear actionable steps that we are taking as in an organization to get us closer to there on a very quick timeline. We will also share uh in the presentation later our final statuses for each of these goals. You know, we're now one year in of having these student outcome goals. We've given progress updates throughout the year uh on them. But now that we have this final STAR data, we will be able to share the status for each of these uh later in the presentation. We
013also wanted to pause before we dig into the data and the full narrative just to remind us of what we're actually like striving for for our students and what some of this terminology means. As we look at the star data, uh when you established our student outcome goals, we had a lot of conversation around like the level of expectation that those goals were really about. And that's ensuring that all of our students are able to achieve ongrade level outcomes. So if we have a third grader, we need that third grader to be able to do third grader things. Same thing with our eighth graders for goal three and ultimately our high school students uh with goal four. That means as we share this data tonight with our our star results, we are looking at that
014meats or better level of achievement. It's also helpful for us in the community in particular to remember that even when a student gets to the meets level, they may still need support to be ready for the next grade level or in the case of college, you may still have students up to 40% of students who may still need remediation at the collegiate level even though they were at meets grade level or above uh in their their K12 time. But all of our data continues to be focused at this level because it gives our students the best chance of being competitive and being ready for what's going to come next. Whether that's the next grade, college, career, or other life pursuits. We put this executive summary together. Uh this is like a one-page place. If folks
015don't want to look at the rest of the presentation after tonight and just have the takeaways of what we've shared, uh that's what is here. We're going to unpack this more through our discussion this evening. So, I'm not going to spend uh time on this slide because we're going to share this throughout. Uh but did want folks to know that this is a place where you can see our analysis, our ownership, and our own like accountability taking of what we did and what we um see in the data from last year as well as what we've already begun to do this school year um to address our path forward and ensure that we are on that path to excellence. So let's start with some framing as we dig into this. And part of this framing
016is a look at our own history and context within La Hoya ISD. And part of it is looking at the broader context of what organizations go through when they are intentionally pursuing significant change for the purpose of transformation and improvement. And Miss Cresco and principal Herrera are going to join me for part of this discussion. But to begin, we do want to clearly state what our analysis of our data is. And we're going to unpack this with the actual data slides uh forthcoming. But we know that this district has been on academic decline. You can see that in our data. I had the opportunity to stand here last fall and co-present that data to you. Whereas we look since COVID, the district has been losing ground academically. We can see that in 2022, 2023, 2024.
017All of that is before last year ever happened. And that's important context to keep in mind because we use those prior data points of showing that there was academic need, real urgency to improve what students are receiving in the classroom and the outcomes that they are earning to make intentional instructional and academic changes in the organization. That's a big part of what we did last year. We started the process of using high-quality instructional materials. Last year was focused on prek, math, and science in particular. This year, we're obviously rolling in reading language arts. Uh but those instructional changes of using state and board approved materials were in direct response to the academic decline that the district had been on. We also and this is what my colleagues will talk more about uh in just a
018few minutes. We are intentionally trying to recognize and move from the fact that as an organization we have actually been working to do the wrong things as well as we can to moving to doing the right things with excellence. We're going to talk through more what that means, but that is a theme that's going to come through the entire discussion tonight. this notion of moving from the wrong things well to the right things well. The other thing we wanted to level set just at the very beginning are things that like I as chief of academics and school leadership our broader um you know cabinet team academics and school leadership team here at the central level have really dug into and accept as our responsibility and accountability to these results and these are all actionable things
019that we are already working uh to make improvements around. So number one here like quite proud and we just celebrated one campus that did this exceptionally well that we made the intentional shift to highquality instructional materials. No longer was a La Hoya ISTD student simply relegated to test prep packets in the classroom or just focused on STAR preparation uh as the key focus. Actually bringing authentic grade level best-in-class researchbased curriculum into the classroom. What we did though is we accepted superficial implementation of that curriculum. We would walk into a classroom, we saw them using the right books, they had the right materials out, but the depth and quality of that work was not where we needed it to be. And so our real focus on making sure that we are going deep in this work
020uh and a phrase that we have now stolen from one of our partners which is really um I think exemplifying of this. Not just having implementation fidelity like I can turn the page in the book and be in the right place in the curriculum and sort of follow the script but having implementation integrity where I am bringing that to life in my classroom specifically responsive to the students in front of me and making the progress and adjustments along the way to ensure that they are getting the the instruction the first instruction and the support after that um to get to and stay on grade level. The other thing that we've really grappled with and recognized is bullet number two here. Uh I shared with you several times throughout last school year progress on our use
021of supplemental resources, specifically Lexia on the reading side, Zern and Mafia on the math side. And we shared with you heat maps that we would put out every week to schools to show whether they were meeting those basic usage targets. and our campuses were like they were knocking it out of the park when it came to those basic expectations. What we've since learned in digging into this data um and accepted as things that we need to change and improve systemically is two parts to this. One basic usage alone is not sufficient. You got to actually again go deep, have quality, and number two, not substitute time on that supplemental resource for what should be teacher-led small groupoup time with students. So, for example, if we have one of those resources that says you should get
022to 90 to 120 minutes a week, we got to 150 to 180 minutes a week. That's how much our campuses were trying to comply and commit to here is the resource. I'm going to do it really well. You told me to and I want to be green in this report every week to missing the bigger picture. That that 90 to 100 is really important. But when we get past that, we've lost teacher time uh with students and that teacherled small groupoup instruction unique to the four of us and the skills that we need to work on is a sacrifice we can't make this year. So that's one of the adjustments you'll hear us talk about more um at the end. And the last piece is looking at data more often, more rigorously, and more collaboratively
023as an organization. Uh we spent a lot of time in board meetings with you sharing progress updates, but we did not spend an adequate amount of time outside of board discussions really digging into that really to drive smaller, quicker, continuous improvement along the way. Part of this will come in some adjustments we made this year with frequency of how we're going to look at that data which we'll share. But just making sure that from classroom teachers to campus leaders to central office teams and ultimately to you as the board that we all have more frequent more actionable information and we're taking the time and intentionality and building the systems to do that. So it's not just hey once in January maybe once in May when we get MOI and EOI map that we're able to
024see that journey and make those changes. So before we dug into any data before we started to outline part of our our transformation journey did want to very transparently humbly and honestly just say like here's part of our story. here are places where we didn't get this right and those are areas that we are taking on full steam ahead to make the systemic corrections and improvements needed to get better results for our students. So with that in mind want to share a bit of context and then Miss Creswell and principal Hera are going to come up here as we talk about the district being on academic decline. We actually pulled this slide out of the quality schools analysis that we shared last fall. When we presented that, we looked at the district's change in accountability
025ratings from 2022 to 2024. Again, before curriculum was ever changed, before instructional shifts happened in the district. And what we saw here last fall is that 71% of our schools in that two-year period had gone in the wrong direction. like you see negative numbers there where their accountability rating was declining over time. Again, that was part of the impetus behind the instructional shifts that we made. The other thing we can see, and we wanted to pull out this school example to the principles of Tabasco, Chavez, and La Hoya. This example is not about you directly and those schools, but it does help us see something really clearly that we were missing. And I think part of the community hasn't fully understood because the data hasn't been shared like this. So let's unpack what's going on
026here. We have an elementary, a middle, and a high school that all like feed together. So most Tabasco students go to Chavez. Most Chavez students end up um at La Hoya or Desabala, whatever the school configuration may be, but they all generally end up together uh at La Hoya High School. Now granted, this is not that 12-year journey. So this isn't looking 12 years ago at where a Tabasco student was and 12 years later in the Hoya. This is all 2024 data. Just a snapshot in time across these three schools. All three schools in 2024 had a B rating. And you see at Chavez and at Loy Hoya a fairly high B rating, an 89 and an 86. Those schools were proud of that rating, rightfully so. Every school should be celebrated for getting really
027strong results and we have to recognize what's underneath that rating. So part of what we've included here, if we look at Tabasco for example, you see the four areas that are rated in the accountability system. Domain 1, 2 A, 2B, and three. We're going to remind you of what those are later in the presentation. For now, what's important is to note that across all three schools, we see that light gray shading. All three schools got their most points in domain 2B, which is looking at our achievement relative to other schools in the state that have similar demographics to us. Our maximum points were not coming from just pure achievement of students at the meats or higher level. That's what domain one is. So, we're really taking our relativeness to other places as how we're getting
028our results. The other thing we want to call out here and here's the part that easily gets missed when we just look at the B- rating is the star data back to are our students able to do ongrade level expectations and things. We see at Tabasco we got 49% of students at the meets plus level. Chavez was at 48. La Hoya drops to 38. None of those schools had more than half of their students on grade level in the year that they earned that B- rating. If we look at La Hoya High School more closely, we're also showing college reading measures. How students did on the AP exam, the ACT test, or the TSI, passing both reading and math. At best, we got one out of five students to the college ready level and TSI.
029At worst with ACT results, we didn't even get to one in 10 being ready for college. And so this is part of the context of why we've got to continue to like rigorously and urgently pursue instructional transformation in the district. We will have a B- rating again. We will have a higher B- rating as we pursue our northstar over the next five years. And we're going to be proud of that. We're going to celebrate our campuses for that work. At the same time, we have to ensure that we're bringing our students along so that they are truly ready for what comes next and they're able to compete with anyone else in the state, country, or world. And that means changing the level of students who are on grade level in the district. Another way to
030say the same story, just a different representation here, uh, but also I I think helpful. If we look at this chart, we see the tall two bars are graduation rate and CCMR readiness. La Hoya has rightfully been proud that its graduation rates and CCMR statuses are high in the 90%. That means that more than nine out of 10 students are graduating. You know, they're they're getting their diploma and they're able to move on. The other reality that we've started to unpack over the last year and is a huge focus for us moving forward is all these other bars on the slide. Yes, we've got to ensure our students are are ready to graduate and earn their diploma. We also have to ensure that they're ready for what comes next after they cross that graduation stage.
031That means we've got to do better at having students being able to read on grade level. In 2024, only 36% of our third graders were able to do that in reading. And you see here 30, it's a little more in reading, uh, but we see 36% here in math. By the time we get to algebra 1, we did a little better, but that's still less than half of our students uh able to do algebra 1 on grade level. And again, as we look as a district at those college ready rates, we get to TSI at one out of four students, about 25% across the district, but still in the low single digits when we look at ACT competitiveness or students passing their AP exams. So the instructional changes that we made last year were in
032response to this data and this trend to turn the tide. You're going to see tonight that that tide hasn't fully changed yet. That's part of the research context that my colleagues are about to lay out for you. It is however still the right work that we need to do to ensure that La Hoya ISD is doing the right work well so that we will have excellent outcomes for our students uh in the district. Um, so now Miss Herrera. Oh, I got to refresh that so you can see a slide. Now Miss Crespbow is going to join me. Did not know I was going to go back to the beginning. I am sorry. Well, I have Joseph uh I mean Dr. Little working on that. Do any of the board members have any questions up to
033now on his presentation? >> No. >> Okay, Miss Creswell, you may proceed. Thank you. So, we are continuing framing what we are going to see the rest of the night. And one of the I want to remind uh the com the board and the public is uh last July a team of our leaders went to Harvard public education leadership project and that team included principals, executive directors and cabinet member where we have the opportunity to share and deepen our understanding of management practices and leveraging or system thinking that has helped us on during this process to reflect, grow and understand where we are and where we want to be. Some of the things that we have learned is that failure is not the is the opposite of success is not the opposite of success. It's
034part of the journey forward in system change experiences. So most of the things that we have been learning I have we have summarized it here. There is four areas that we um are focusing and learning from during the process of analyzing where we are and where we want to be. First of all, organizational learning where we are seeing different research across the nation. The failure creates opportunities for reflection and deeper learning with a double loop learning where we are seeing in the analysis that preliminary analysis that Dr. will show you where the data is and how to go inside of the surface and understand where we are where we coming from. Systems change research show us that complex systems require trial, error and adaptation. We are implementing and reflecting and showing where we are weak
035and where we need to grow and be stronger. Innovation and creativity where sitbacks fuel experimentation and creative problem solving where we are growing and learning how to improve understanding our community or schools and where is where we need to focus our work resiliency and leadership. You just saw on camera celebration we have amazing leaders that can get it done. Failure builds adaptability, empathy and diagnostic insight that fuels our interest and where the creativity for us to come up with new ideas and reinforce those things that we know work well. Failures in change efforts are not wasted. They are informationri opportunities to learn, adapt and ultimately succeed in shifting systems. And that's where we are. We are in a shifted s in a shifting system. I'm going to introduce uh something else and principal is going
036to come and present and show us uh the next piece of our learning. Thank you, Miss Grespo. If I can ask um the audience to indulge me just a little so I can frame this next slide. If you don't mind raising your non-dominant hand. If you have a pen, pick up the pen and just sign your name with your non-dominant hand. If you're a lefty, use your right hand. If you're a righty, use your left hand and just sign your name on the paper. And I'm watching to see if you're actually doing it. Thank you. >> Just a question. How did that feel? Uncomfortable. >> Awkward. >> Yes. >> Hard. And given the choice, would you go back to your right hand? >> Yes, ma'am. >> All right. Well, that's some of the growing pains
037that we had as leaders and as instructors in our district when we were asked to change things up when there were different people in different roles, when the systems and networks changed at our district level and when we had curriculum changes. All of those things were different for our staff members and for our leaders. And so, it would be fantastic if everyone did what Kamarena did and took to water like a duck swims, but that's not what happened. And usually when we try new things and we're not good at it. And if anyone of us have ever tried being healthier and eating better and exercising, we know that it's hard and we go back to our old habits. That's some of the story of what we've experienced at La Hoya ISD when we went through
038some of these changes. So this slide here is something that they shared with us at Harvard. And I really like that example, that analogy because they had us do it writing with your left hand. So when you look at the work that we've done in our district when it's after COVID, we saw that we were working really hard to getting kids to approaches because that got them to graduate. But getting kids to approaches isn't enough. If we want kids to be college ready, if we want them to have opportunities, if we want them to be able to be good providers for their families, then we have to do more than that. And so that required change. And a lot of us didn't do super well with it. So at Palmview High School, we did the
039same analogy and we looked at our data and we said, "Okay, what do we have to do now?" And so this chart right here helps explain that it's not enough to do something like really hard and really well, but if it's the wrong thing, it's not going to be enough. And that's what we've seen in the past. So we took a dive. I mean, at Palmview High School, we also didn't go all the way up like we wanted, and we're hanging on at a be. We want to be better than that. And that's not just Palm High School. That's the principles and all the campuses at La Hoya ISD. So, we're going to work really hard at doing the right thing. And right now, we're at that little elbow bottom right there. We're going to
040flex up and we're going to move up. And so, this is a very good indicator and an example of what our district has been through. When we saw this when we were at Harvard, it made sense to us. But it's not when you think about it logically, we've all been through change before and it's not always easy. And so, you put it in perspective and it's true. This is what we experience. Thank you for indulging me. >> Mr. President, before they walk off, just want to pause and see if you or others have questions for the two of them. >> Members, do you have any questions? I like the analogy. I like the way you did that. That was fun and it made me think about other things besides the schoolwork. So, thank you for
041that. >> I I would like to save some things. So, and I appreciate all the information you're giving us. It was very uh informative. What I want to say to the community is to is that as a parent um I want everybody to understand that we felt um the strain and the suffering of our kids working on test prep, right? Pushing our kids to do test prep every day. And it was something that the that was was instilled in the in in our in our minds that the educators had to be pushing test prep to all our kids every single day. And you could see it on our kids. They were stressed. They were tired. And I never felt that they were learning. They were just learning information that they needed to pass a test.
042So, I think I want the community to understand that this is something that that yes, we we reflect our scores and they they did go down, but it's not the reflection that we are ready to build from. It's our foundation and we're going to grow from it. We're going to get to a level where we will rise and get up to those scores that we need to be at. And so, I just wanted to kind of throw that in there and I thank you for this analogy. It's great. it proves it uh to where we're we're where we need to be right now. And I want the community and and everybody listening to know that this is where we're at and we're going to build from it. We're going to grow and we're moving forward.
043And I thank you, >> Mr. Gomez. Thank you. That was great. >> Dr. Little, you may proceed. >> Thank you so much. And thanks to to both of you. So just to close out this part of our conversation before we dig into the data specifically, uh we're going to share much more in depth at the end some of these actions that we're taking. Uh but to what Principal Hera just said, you know, we're at that pivot point where we've got to flex up in that elbow chart. That takes intentionality. It takes shared commitment. It takes a lot of coherence and consistency and clarity in what we are doing as an organization. Uh what we're going to lay out more uh for you this evening is how we're taking that from the strategic plan into the
044classroom with very specific expectations for how students experience instruction and support with their teachers in the classroom. But let's look at the actual results. We'll start on the star side. So again, all of these are the endofear test results. Um then we will look at accountability for each of these sections. We're going to start as we do here on this slide by looking at our own journey in La Hoya ISD. How has the district changed over time? Uh there is six years of data on this slide. So going back to 2019 before COVID, you can see where we were for each of the tested grade levels. We're showing you the approaches meets and masters uh rates. Remember, we're specifically focused on the meats uh level. We then had COVID. There was no assessment done in
045that period. In 2021, there was limited participation in assessment. 2022 then starts to be a more normalized year both for La Hoya and across the district. It is also helpful to remember how long La Hoya ISD was out doing virtual learning like over a full year. The district was not physically in classrooms with teachers and that does have lingering effects for sure. Uh then that blue part, you'll see this on all of these slides, is when the state redesigned STAR and the expectations within it. So it is difficult to compare 2022 for example to 2023 because those were different assessments and different expectations, but we wanted to lay out as much of this history as possible. But when we get to 2023, those next three years are apples to apples comparisons on the same star
046exam. What we're doing on the far right where you see the heat map and again unfortunately ours is is mostly red here is we are looking specifically at 2024 results and how that changed to last year in 2025. So to take third grade as an example uh our meats result in 2024 was 45% of third graders at the meets or higher level. Last year that dropped to 41% so we had a loss of four percentage points. I do want to call out just on this slide you see at the top of all these you see the letters tapr that's taper you might remember Mr. Duk presenting that a few months ago as our final results from 2024. The 2025 data is still estimated. It's a really close estimation, but we will get that final result
047in October or November. Um, but it should be pretty spot-on to what we have here. The takeaway from this though is as we look at reading in grades 3 to 8, we see in all areas but one, we actually went down. Fifth grade is the only place uh that we saw improvement and we had a two percentage point improvement here at the needs or higher level. Again, we commend and appreciate the work of our fifth grade teachers in our schools for that result and we recognize that we've got significant change and improvement work to do uh in reading. This is part of why we brought in a new reading curriculum this year which includes very specific foundational skills in science or reading alignment particularly in the early grades. When we look at the high school
048spaces, we see the same trend. Um, it's going down over time. English one had less loss here. Uh, we went down by one point, but English 2, uh, by more at a minus four. This is one important way to look at our data. What is our relationship to our past? It's also helpful for us to put that in context of what's happening in the region and the state. So, we have this slide format in each of the sections as well. uh La Hoya ISD. Again, we took that 24 and 25 column from the previous slides and dropped it in here. So, those changes should match. And then we're showing what was true in region one and across all of Texas. Uh what we can see is there's still a significant amount of red here at
049the region one level, less so uh at the state level, but again, our one area of growth in fifth grade matches the state, but is less than region one. So even while we improved in that area, we've got more work to do to make sure we're not losing ground in competitiveness with our students, with our peers. We'll take a look at mathematics now. Again, format of the slide is the same. What we see here are more stark losses like these numbers are higher. You look at sixth, 7th, and eighth grade in particular, you got minus 7 or minus 9. This is part of that elbow chart journey. We did have a new curriculum in place last year. Teachers were having to learn that. Again, we were overusing and overrelying on our supplemental resources. Now, in
050year two, you you heard the team giggle when the superintendent mentioned internalization, but it is no more figuring out what the curriculum is and how it works. It is being ready in the classroom to teach that. I love the way the superintendent says it. You got to know it like you wrote it. And teachers do. They got to show up every day in the classroom ready in year two to be able to deliver excellent and high quality instruction in sixth grade math or in third grade math or whatever grade we are talking about um and do the work before the lesson, during the lesson, and after the lesson through that cycle to make sure that we are delivering that excellence and responding to where students are. We see an even deeper drop here in algebra
0511. This school year is the first year that we're launching HQIM in algebra 1 and in our high school spaces. So those teachers are adjusting to the blue bonnet um sort of Carnegie like approach. And what's helpful to remember here is we have eighth and ninth graders taking algebra 1. Eighth graders are taking it as an accelerated pathway. So they're getting further in their math journey. Those results are generally incredibly high. like 90 plus percent of students are generally at the meets level when they are taking algebra 1 and eighth grade. So this is really a signal of our work that we have to do in high schools with ninth graders to ensure that this is turning around quickly. We'll look uh again at our comparison to the region and the state here. All of
052our areas we showed losses. Um the region had two areas of gain in third grade and algebra 1. The state uh also added eighth grade to that area of gain. What's super striking for us to keep in mind here is if we're losing 13 points now as we're one and the state is going up by eight, that gap is widening. So, we have even more work to do this year again to make sure our students are ending up where they need to be to stay competitive with their peers. In science, we have fewer areas. So, we're only looking at three, fifth grade, eighth grade, and biology. Here, we had reductions across the board. And what we see in the comparison to the region and the state is they all actually did better in this place.
053We had a new science curriculum put in last year just like my comment in math. My teachers got to be ready to rock and roll and come in every day ready to deliver that excellent instruction in line with what I'm going to share with you as part of our actions which is our instructional framework and our lesson structure. And then social studies to round us out. There are two grade levels tested eth uh and then US history and high school. Um large straps here. - 8 - 9. No new curriculum in this space. Teachers were were doing the same sort of approach as in the past, but this is again a signal to us on how we've got to pay more regular attention to the data and provide more direct support to teachers. Uh because
054this is a space that didn't have change last year and it doesn't have curricular change this year, but we obviously are not going to continue to accept uh losses like this for our students. comparison to the region in the state shows that everybody actually went down here. But again, you compare the magnitude of our drops to the region in the state and you do see a pretty significant difference. So all of that gets put into the accountability system to give us our final accountability ratings. Uh I did say that we would be able to for the first time share our final statuses for each of our student outcome goals. Um this is the goal itself. So for goal one, this is looking at third grade reading on star at the meets or higher level. Our
055target for this year was 42% of students. We ended up at 41. So we did not meet that target. We were off by one point. Same thing in math. Our target was 36. We ended up at 35. A bit more difference in goal three with eighth grade reading. We were about three points away from that being at 47 and we needed to get over 50. And then as we shared with you about a month ago with our our CCMR rate overall, that's still in the 90s, but it was a drop from 92 down to 90%. So I said I would remind you of the accountability domains and just want to do that briefly. So as we look at these results, remember there's four ways that the state is measuring schools and districts. Uh domain one
056is student achievement. That is a look at our approaches meets and masters results at the high school level. but also adds in graduation and CCMR indicators, but this is the real measure of are our students on grade level or not? Are they ready for what comes next? Domain 2A looks at academic growth. So that says or that's asking did a student make improvement from last year to this year. So if I'm a fourth grader, for example, and last year I was a high approaches student, I need to get at least into the meats category this year to count for academic growth. So it's looking for that at least stairst step of improvement over time across the student's academic journey. Domain 2B in our example of the three schools we showed you this is where they
057were making their grade and earning their points. That's again looking at their level of achievement relative to other schools in the state with the same demographic specifically the same rate of economically disadvantaged students. And then domain three uh a year ago, but when we talked about setting our student outcome goals, we actually based our long-term targets off of targets that we get from domain three here and closing the gaps. And that's looking more specifically at how certain student populations are improving over time. To our vision, the right of all students, domain three is the check and accountability to whether or not you are bringing along all students in your academic journey. So here is where we landed as a district from last year. Our student achievement score ended up at 74. Our academic growth the
058lowest at a 61. That means we did not have enough students making at least that stairstep improvement over time. Our best result because it aggregates from all the campuses did come from domain 2B that relative performance at an 82. And then closing the gaps was a pretty significant drop for us year-over-year going down to 69. And so the the way this works is you get the best number out of the first three. So we get the 82 and then you have to take the 69. Those are weighted 70% of the 82, 30% of the 69. And that results in our final rating of 78 uh which is a C rating. So that is a reduction from our prior year rating of an 84B. Here's what that looks like at the campus level. Uh we've got
059three A-rated schools. our two specialty high schools, Jimmy Carter Early College High School. Uh we will continue to earn a rating for the next couple years for Thelma Selena. So we're showing that as well. Uh both are highly rated. They should be uh given the design and and expectations of those schools. It is also important to remember just like we showed those three school examples above. Jimmy Carter, for example, sitting at a 97, that covers up how many associate degrees they're awarding because that's not directly factored into the accountability, but that's actually our measure of success for that school. And so, we've got to ensure both continue to to be at really high levels. We had the the pleasure of celebrate celebrating Kamadena earlier. Last year, they were at a 90. This year, they improved
060that to a 91 and again earned all of those distinctions. You see our B, C, and DNF- rated schools. Some things I want to call out um in the B category. You heard Principal Hutter mention this at Palm View. Why does Lincoln and Palm View High School hung on to their B? Barely. They're both at an 80. And so that's real work that we have to do to make sure that that improves and doesn't slip uh into the C level where La Hoya High School is now rated uh as our other comprehensive high school in the DNF space. uh one that list is way too long. We're obviously committed in our northstar goal to not having any DNF- rated schools uh over the next five years. We have some work to do. At the bottom
061of this list, you see that we have two F-rated schools, Garza and Sigin. Those are our only two F-rated schools. And this is part of why last year seeing these results and seeing the trends that we took the like really bold effort to put in accelerated campus excellence at those schools. I also want to call out that Garza did improve. It was a 53 and now it's a 59. It did not improve enough, however, to get out of that F status. And then the other one that we're calling out here is PA. We put them as like a school to watch and pay attention to in last year's presentation. They are now a multi-year D-rated school. In next um in our next board meeting two weeks from now, we're going to talk more about uh
062the superintendent's constraint around that, what we're doing in the annual school plan and supports and resources we're bringing. And that will include what we're going to do for and with PA this year in response to this multi- rating. So as we started, we have analyzed this. We've unpacked what we did or did not do as leaders of the organization and how that then played out with our campuses and in our classrooms. Uh so we are on that journey from moving from doing the wrong things well to doing the right things well. Making sure that we are taking the actions that we need uh within the organization to to spur change. And that's what I want to end with. After we celebrate seven schools in the organization that again looked at the change that we were
063doing last year, figured out as leaders on their campus how to maximize a commitment, support and dedication to that work and end up in a better place than they were the year before. We celebrated Kamarena again. They are special uh in their A rating improving and earning all distinctions. We also wanted to recognize the work that Escandong, JFK, Ford, Perez, Garza, and Zapata did in that journey. I want to pause for a second and talk about that. Um, Zapata improved to a C-rated school. If I go back two slides, you'll see that their rating uh ended up being a 73. That took incredible courage and leadership from that principal and from those teachers and community to do that in the face of knowing that we were closing your school to still dedicate yourselves completely enough
064to students to end up better than you used to be. It does not change the rationale that we had for that school closure and the launching of ACE like that is still a decision that we firmly stand behind and that ultimately will be in the best interest of those students in that community. Uh but we also wanted to recognize and appreciate uh not only the hard work but what it took just like the the moral medal that it took to show up every day knowing that this was going to be a change uh at your campus and in your community and end up as one of only seven schools in the district that had improvement over time. So our path forward >> it starts >> before you proceed. Let me ask and board members do
065you have any questions? >> Um I just want to make a comment. Um I do think it's important for us to know that this is the first time that um we have gotten a C rating and I think that's something that community is aware of right. Um, but it also takes a lot for us to and the cabinet and and all of the the chiefs here to take a step back and analyze like where did we go wrong and and what do we need to do better. Um, so knowing where we're at and uh where we want to go, I just want to thank you guys for being transparent with us and the community about um where there are some gaps to fill and knowing that there's a p plan in place to take us
066to the next level. So just want to say thank you guys for the for the work. >> Thank you. >> Well said. Any other board members? >> You may proceed. Dr. L. >> Thank you. So our path forward always begins with our vision and mission, but the strategic plan really lays out how we're going to work towards that over the next five years. And this we had the good pleasure of spending time really as a broader team today digging into this more deeply. Uh and I think the energy coming out of that was even more palpable and inspired for where we are going as an organization and the work that we are going to do uh to really get to our northstar goal of 90% of students in ARB campuses. And that really takes these
067five priorities. What we've talked about tonight lives a lot in the first three, excellence and leadership, empowered graduates and thriving students. It also requires the other two like how we are doing that work in partnership and in unity with our community and how we're ensuring that all of the infrastructure and resources are coming along to support that journey over time. So we will obviously spend a lot of time over the next five years sharing our journey here in the strategic plan uh and our work knowing that we've got to end up in a place where 90% of our students are in A&B rated schools where we have gotten so close to that vision of educational excellence the right of every student. Four slides ago you can see that we're a long way from that right
068now. But we are also putting into place and have begun putting into place last year uh the right focus, the right sort of uh instructional efforts and support that we need to get here. The other thing that we wanted to to better connect and explain tonight now that we have approved and you have approved our managed instruction theory of action is how that directly relates to our path forward. So we laid out in that theory of action this sort of basic uh belief that if every school begins with a managed foundation and we want to talk more about what that managed foundation actually means that ultimately can get them to a place to the right uh of this sort of red chevron graphic to where they can earn empowerment and have performance autonomy. But we
069are really focused on ensuring our managed instructional foundation is strong, it's clear, and it's implemented with integrity across all of our classrooms. That includes having a shared research-based instructional framework. I'm going to talk to you more about that in a second. That also includes having teachers being super clear every day what key components have to be in their lessons so that students aren't missing out and we don't have one classroom that's getting great instruction and another that's getting mediocre or really poor instruction. That we're operating off of the same definitions of what high quality really means and what that looks like. That involves teachers being ready to come into the classroom going through that PLC planning and internalizing with their peers. so that they're ready for that lesson when students show up. Continuing to use
070our high-quality instructional materials. Again, lesson learned last year, not at the basic level, but at the deep iterative level where the teacher is bringing their professionalism and their craft to play alongside the researchbased resources that they have. We've done a lot of work particularly at the middle school level and I I didn't call this out um but the biggest area of like concern and reduction that we had are with our middle schools. If you looked at that accountability slide in that DNF column, you saw too many middle schools listed there. And so we actually did a lot of work in the spring leading into the school year to restructure how they use time during the day to make sure students are getting really high quality ongrade level instruction and opportunities during the day for intervention
071or acceleration. And that's part of what we're meaning here in our tier 2 and tier three times. Also clarifying what that has to look like for elementary schools as well. Uh I mentioned I alluded to this earlier uh but we have instituted common assessment practices this year in the district to where every grade level across the district will take end of unit assessments at the same time with the same assessment. So we can know I hesitate to say this because S's going to ask me for it on Tuesday but we can know next week for the first time how some of our grade levels are doing as they finish their first unit of the curriculum. That means that we're able to see that data, provide a response to it, and work with the teachers and
072campuses much more quickly in the school year than we were last school year. It is also super important for our teachers in our community to hear this next point. This is not about going back to a place of test prep or over assessment. It is about having just in time information about every student in the classroom so that we can tailor supports to them and to their educators. Um so like students, parents, families, this is not going to be a whole week thing. It's not going to take a lot of time. These are like dipstick moments throughout our school year where at the classroom level, the campus level, and the district level, we can really know how to make faster and quicker continuous improvement actions uh in the organization. board president. Can I add something?
073>> Yes, Dr. Sorenson. >> So, I also want to add that as a part of those assessments, one of the things that we talk about a lot to reinforce what Dr. Little is saying is that it is not about test prep is that it is also not about remediation. Yes, we want to make sure that in these tier 2 and tier three spaces, students are getting what they need and that is where the intervention needs to take place. but in their classrooms. We need to continue with grade level instruction because if we're always going back, they're never going to accelerate. If we're never offering our students grade level instruction because we're always remediating and we're always going back to what they need, we're never moving forward in grade level teques and grade level standards. So
074that's why we're getting very prescriptive and I'm going to use the word prescriptive because we are having a managed instruction theory of action on what happens in tier 2 and tier three time. We're also very prescriptive in what's happening in tier one time. That is grade level instruction that is aligned to the highquality instructional materials. That is our expectation. And so I want to be clear that we're clear on what the expectation is in classrooms. And so I look at Diana who's sitting over there and who walked campuses with me yesterday. And so we went to two middle schools. And a piece that Dr. Little didn't mention here is that it requires leadership. Going back to our strategic plan, it requires excellence in leadership because we walked classrooms yesterday and teachers need feedback. Teachers need
075immediate feedback so that they can improve their practice. I'm going to say something that Mr. Gutierrez says all the time. It isn't an I gotcha. It's an I gotcha. I got you. But I only got you if I'm willing to tell you the truth about your practice. You can only improve if I'm giving you real time feedback. If we're not giving our educators the real- time feedback they need in order to improve their practice in a way that is aligned to the lesson structure, our students are missing out on grade level instruction. And so we walked two middle school campuses yesterday and I'm going to tell you my role as the superintendent. My role is to then give those principles feedback on what I see. So I walked with two principles yesterday and our conservator
076was with me and I also had Miss Miller and um Miss Willis with me from human capital talent development and we saw a variety of instruction. I won't say where I was and some better than others and our teachers were working hard. So, it's not a comment on how hard our teachers were working, but it was about the rigor in the classroom. It was about did we see grade level instruction? Did we see alignment to the lesson structure or not? Were kids doing the heavy lifting or was the teacher doing the heavy lifting? Were we checking for understanding? And the answer was no in some of our classrooms. So I was coaching the principal on what would you say to the teacher? What is the feedback? What is the how are the tweaks that could
077have been h what are you going to say to the teacher as we leave? Giving the principal feedback. The principal now has to be bold enough to give feedback to the educator so that the educator can grow and so the educator can continue to improve because if that doesn't happen, I'm not on the campus every day, right? Even our executive directors of school leadership, our executive directors of content and instruction aren't on the campus every day. That's why a priority one in our strategic plan is excellence in leadership because our principles have to be bold enough, honest enough, caring enough to lead the work of improved instruction for outcomes for children. outcomes for children to care for our educators enough to grow them so that they are continuing to develop into the excellent instructional leaders
078that we need them to be in the classroom. as we ask them to make instructional shifts, we're asking them to do something different, something new, and they need coaching from the very people that lead their campuses. And so I really wanted to pause to really lift out here that we're working very hard with our principles because again the nucleus of change is the campus to make sure that our principles are leading this instructional change work as we do the deep work with our principles to lead that kind of instructional work on our campuses. So thank you very much for that um indulgence. Oh, thank you, Dr. Sornson. So, let's look at a few of these pieces in a bit more detail. So, we say we've got to start with this researchbased instructional framework. Um, this
079is is an example of like a change and improvement on our part from last year to this year. We rolled out this instructional framework in July of 2024. We didn't much talk about it after that. And so part of our intentionality as we move into this school year is to make sure that like the knowledge and awareness of this, but more importantly how that shows up in practice gets deeply rooted in what's occurring in our schools and in our classrooms. What the superintendent just laid out is part of that process. That means spending time in classrooms with leaders calibrating and giving that feedback for growth. Our instructional framework has a few parts. on the outside ring here. It really is the cycle that teachers and educators go through in their work. So, we'll start at
080the top left. You begin planning and internalizing what you're going to do with students. You then go into that lesson and you provide that instruction. You assess that instruction both directly with students and and overall um as a class and then you reflect on how it went. That reflection and that assessment data has to inform what you're doing in the very next lesson. So it brings you back to planning and internalizing. So this is a daily sort of experience and it has to sometimes be part of what's happening within the lesson itself. Like you're you're doing something with students, you're realizing they're not with you and you got to make that adjustment in the moment uh to go back to that instruction or to provide that support. That's big picture what happens in an instructional
081um lens. The other parts of this also really matter and we're going to spend more time with schools on these other three things as well. The learner profile and learner actions really connect to what we have and empowered graduates and thriving students in the strategic plan. That's really um deeper classroom sort of indicators to know whether we're creating those spaces that help learners develop the characteristics and capacity that they need. And then classroom culture, which we've highlighted on the slide, really is the underpinning of all of that. If a student is not excited and interested in walking into that classroom and being in that space, feeling like that teacher is excited to have them, is ready to love and support them through their their journey and hold them to high expectations, that classroom is already
082behind where it needs to be. And so this isn't a message just from us to say,"Hey, instruction has to be great and it doesn't matter what else is happening in the classroom or in the building." It's the opposite is it all has to be great. But we're going to clarify and provide support to you along the way to build those systems so that you can bring along all of those pieces as a teacher or as a campus principal because your environment, the community that you're building in the classroom, um students feeling like they're getting the support that they need, all of that really matters and that's a big piece of our instructional framework within classroom culture. Just one note to the board and to the community, that link at the bottom of this slide and
083the next one will take you directly to the instructional framework or the lesson structure on the next slide. So, anybody can open and read what we're saying here when we're talking about our instructional framework. And then that instructional framework gets put into even more detailed practice through our lesson structure. Uh we spent a lot of time this summer doing revision uh and upgrades to this lesson structure. We did some deep work with principles on that before school started. They in turn did work with their teachers and we're going to keep doing more. Again, we're going to keep doing it until we're getting it to the level of quality and expectation uh that we have in the organization. The image on the left is just the broad concept of the lesson structure. You heard the superintendent
084talk about a few of these in terms of the classroom walks, but a a student walks into the classroom, the teacher is there beginning the work. You got to activate that student's learning. You got to bring them into the lesson and build that excitement, but also connect to what they've done before to show how this is going to further their learning and development. Explicit instruction is something that we've got to see more of in La Hoya ISD. That is the moments where the teacher is directly teaching the student about that skill or concept. What we often see are the other two things in the lesson structure, independent practice or interactive practice where we're just releasing the work to the student and sort of you got to figure it out on your own or maybe you
085work with a buddy beside you. That explicit instruction part is super critical to developing the capacity in our students that we need while making sure that we have really strong interactive practice opportunities whether that's with their other peers or with the teacher. And students have to have moments to independently grapple and struggle with that. Um the the soup says all the time, if you don't leave the school day tired, we probably didn't do a good job because it should be hard to go through learning something new class period after class period. And that level of academic expectation has to be there and it's got to show up in these ways within the lesson itself. The demonstration of learning is where the teacher gets a real opportunity to know whether students have mastered that concept. Um,
086this is something that we did not have in the lesson structure last year. We've explicitly added it as a key part this year because you got to know that. You got to know that every day. Uh, and then you have to close that out and help students sort of really recap. Here's what we've done. Here's why that matters. Here's how it connects to what's coming next. >> Board President, can I address something? >> Yes, Dr. Sorenson. So I I want to also highlight the point and um this isn't an easy task but I do want to point out that our educators across the system have highquality instructional materials. So the job of the educator now at this point is to focus on the delivery of instruction. We are no longer asking our instructors to deliver
087or design to find the task, right? They don't have to now create the assessment. They don't have to write the question. They don't have to find the text. They don't have to write the assessment. They don't have to find grade level text. They don't have to think of the way in which they're presenting like each and every component of a unit. All of the materials are created for them. So now the job of the educator is to think about and really hone their craft on instructional delivery. How am I as the teacher going to make sure that my child, my students, all of the students in my class learn the TE skill. Today I have the grade level materials. I have the grade level text. I have the assessment. I have the lesson. I have
088the questions. I have the materials. I have the unit. I have what I'm supposed to teach. I have the what. Now I have to focus on the how. And that is where I talk about internalization. And we're very clear this year where last year we weren't as clear as we should have been. And I say it all over the system. Last year we asked you to implement and our system implemented with fidelity. We did what we asked people to do. And so this year we're getting much clearer about implementing with integrity. And what that means is that we're asking you that you actually have to deliver the lesson as if you wrote it. You have to know it so well. You have to be able to make the instructional moves. If the kids don't know
089after you've delivered the explicit instruction and you've done some interactive practice with them, right? You've done some work with them on the skills that are presented within the unit and you've now released the kids to in independent practice. And what you're doing is you're checking for understanding and the students don't understand it. I know the lesson so well I now have to go back to explicit instruction. What was happening last year and our educators are saying it all over the system is I just kept going because you asked me to implement. Now what we're saying to our educators and what we're hearing back is, "Oh, you mean I can actually go back and retach?" Yes, please. Because if they're not understanding, we actually need you to go back to explicit instruction. Because if you're walking
090around the room and you're checking for understanding and you're seeing that our kids don't get it, please retach. We're we need you to retach because making sure that you just power through the lesson because that's the words on the page, that's not what we want from you. And we need you to know the lesson so well that you know that you have to make those instructional moves left and right to make sure that this group of kids gets it because this group of kids didn't. And that's where we need you as the educator to know it so well. Not be walking around and I know Brenda and I have had this conversation. not be walking around necessarily with the book in your hand because you know it so well that you can make the instructional
091moves that your students need that you get to that demonstration of learning because you have to know at the end of the class period did they get it or not. That's the level of depth that we need in internalization this year from our educators. And so I'm pausing to do this so that our educators hear from me because I can't be everywhere all the time and I can't speak to everyone every second. I'm going to do as many of these as I can. I I've even said to Mr. Nella, maybe I need to record myself and just put it out there. So this is my opportunity for our educators to hear that we need you to perfect the arts and craft that you have of your brilliance. You know your kids. We're asking you to
092bring that alive through this curriculum and through the lesson structure that we expect to see in your classroom because this is an evidence-based lesson structure that requires explicit instruction and a demonstration of learning with all of the practice in between to make sure that our kids understand the teak and the skill of that day. and you are the educator in that classroom and that requires deep planning and internalization to where you know and understand the curriculum. So I just wanted to pause and say that board president again thank you for the indulgence because I really wanted our educators to hear that explanation from the superintendent. >> Thank you Dr. Sorenson. Members of the board do you have any questions up to this point for Mr. Little? >> No. >> Dr. a little. Can you explain
093again and maybe I just I'm a little confused. The demonstration of learning, how is that going to take place? Show me again and demonstrate that for me. >> Yeah, that um President Alvarez is again the link takes you to the full page version which is on the right. So again, we just want the community to know that they can access that. And then you can see that there are specific like expectations and indicators for each of these components of the lesson structure. Uh for the there are also examples that we're providing on how that can can be done for the demonstration of learning. This most often happens towards the end of the lesson. Um and if I'm teaching you how to add fractions, it is going to be some way for you to show me
094that you know how to add positive fractions. Um, that could be a basic question and answer similar to how it's going to show up on STAR. That's part of what we're clarifying for teachers and campuses is your demonstration of learning can be a star- align question. Like that is okay. That is not going back to test prep. That's just making sure you can demonstrate that skill or that concept in that way. Um sometimes in some classes this may uh be addition to a portfolio or a demonstration literally um in an arts context of now I can do something in dance or in a CT context now I can demonstrate a new skill uh in in that um particular pathway whatever that may be but it is you as the individual student showing your capacity for
095that skill that you were just taught. And board president, I would also add that most often it is also built into the high-quality instructional materials. And so this is not something that our teachers have to create every day. And so when you get to the end of the day's lesson, it is built into the highquality instructional materials so that our educators don't have to go through the activity of creating it. Now I think Dr. Little also brought up content a like because the lesson structure is content agnostic and so our fine arts teachers and our CTE teachers also again are expected to use the lesson structure because every single day can't be a lab day or every single day can't just be a performance day. There are days within a fine arts class where students
096have to be learning and I think we've we talked about this um board member Gomez where kids actually have to learn the skill of how to play the instrument. We can't just constantly send kids off to practice because then they're just practicing incorrectly, right? Or we can't just have every day in a CTE class where they're just having a lab day. We actually have to teach them the skills in welding. And so where are they learning the skills that they need to learn in order to to build what they need to build? And so the the lesson structure is content agnostic on purpose because it should be applicable in all classes across our district. >> Yeah. And the only thing I'll add to what the superintendent just said again teachers are not having to create
097this but they do have to do it. And that's part of the expectation here in the lesson structures. You can't skip the demonstration of learning. You also can't just do that with students and ignore the results of it. Part of it is looking at that data. Um, knowing how many of your students mastered that concept or skill and then thinking in the next lesson how I'm going to come back to that for the students that didn't. >> I have a question. >> Miss Chos, go ahead. >> Um, for the explicit instruction part of this lesson structure, um, Dr. Dr. You mentioned how you do walkthroughs with principles um and then I'm assuming how the principles do walkthroughs in the classrooms to evaluate the the teachers. Um how often do those walkthroughs happen just to be
098able to determine if a teacher is not able to accurately implement explicit instruction? At what point would they be that would be addressed to help that teacher better that skill? >> That's a great question. Um, so I am on campuses walking with principles twice a week. So that's that's me with principles twice a week. Um, and so that's my commitment um to be with on campuses. Um and and for a minimum of uh seven hours a week um and that's minimum um and so I we are rolling out a walkthrough tool and so um again our principles really want this walkthrough tool and but we're going to roll that out um in the next couple of weeks and so we are going to require that they are in classrooms x number of times. We have
099not identified the number yet. Um, and so we're still working on what that number is. That is a separate process from TESS. And so that will be separate from their evaluation process. When we're talking about the walkthrough process, that's going to be aligned to coaching because again, we really want to be clear to create a culture of coaching where we're growing our teachers and aiming to get them better, right? Separate from their evaluation process. And so when we talk about tests and their evaluation process, that's that's a whole other process in terms of their evaluation and growth plans and things like that. >> Thank you. >> Absolutely. >> Any other questions? >> Dr. Ling may proceed. >> Thank you. Last couple pieces to to call out here as we close out. So again, we're working
100to bring the strategic plan to life through our managed instruction uh theory of action. And we're going to talk more about that at the next board meeting as well, including the performance empowerment piece. You heard Miss Cresbow and Principal Hereda talk about the experience at Harvard and really identifying that problem of practice when it comes to building excellence and leadership in the district and that's going to continue to be a focus and theme for us as we move along. Um the other thing, you just talked about this actually in the question about the walkthrough form. So this next to last bullet on the spot checks, that's part of what that is, which is really clarifying and providing the tools and system that principles need to be in classrooms providing that coaching and development support to
101teachers and for us to be doing the same thing with them uh as principles and APs as well. We did not spend um time on this tonight, but did want to call out that beyond the core instructional work that we just talked about, we're also doing other things that we've discussed over the last year that also really matter and contribute to student outcomes. Working with our counselors to improve our counseling and advising system and really providing much more clearer focus uh with our counselors across the organization. continuing to improve our attendance and reduce our chronic absenteeism, leveraging um some new staff and our our reimagined roles that are really focused in that effort. And as part of priority four in the strategic plan, really taking a deeper emphasis on family engagement and building that partnership
102and connection uh with our families so that they are direct participants in what we're doing with their students in the classroom and along this journey. And through all of that to to where the superintendent brought us back to earlier in excellence of leadership is making sure our principles understand all of this and that they're set up to lead it well and that we are providing them the coaching, development and support they need to improve their practice which in turn will help them do that with their teachers and staff on campus. >> And board president may I add one more thing? >> Yes, please. Um, and Miss Chavez, um, just to add one more thing. And so it says here, um, so the second of last bullet, um, align spot checks. And so that is six
103times a year, um, central office teams, which I will be a part of, um, are going to visit every campus in the district. And so we have a process by which every single campus will be checked, um, again, six times a year. and we will expect to see campuses improve um over that time. And so again, um I think we have five central office teams that go and visit over a two-day span um a select number of schools and those teams will again visit the same number of schools each time six times a year um on the same metrics. And so we will expect to see campuses grow on these same metrics these six times a year. And so again, we plan on coming to the board and showing um how campuses are growing over
104the year um these six times that central office as teams go out um to monitor whether our campuses are growing and getting better in terms of instruction. >> Thank you, Dr. Sorenson. Dr. a little since she brought that up. Are we visiting campuses that were poor performing like uh the two that were F Zagin and Garza? >> Yes, we are. And we're going to clarify that for the board even more in our upcoming presentation to show how we're um going to use a educator word differentiating like tiering um the support differently at what you'll see as a cortile 4 campus of higher need versus a cortile one campus. At the same time, we're recognizing where our data is, especially where our meets plus data is, and knowing that we got work to do across the
105whole district, but that will show up with different levels of intensity based on the campus need itself. >> Thank you. >> And board president, just to add, um, where I have concentrated my first school visits are at the ACE campuses so far this year and middle schools, knowing that middle schools were the greatest area of need. Um I my first visits were at the ACE campuses and then my next round has been fully concentrated in our middle schools. >> And how's the the reception been? I mean has it been welcoming or they understanding? I mean when you visit with the campuses, do they understand the challenges that they have? >> I I think so. So, we actually as an academics and school leadership team spent all of Thursday and Friday of the first week of
106school on campuses. And part of that wasn't just about instruction. It was some basic like procedural things of getting kids into class. So, when the bell rings at a high school, you can't just spend 10 minutes and wait to go to class. Like, you got to get there because those instructional minutes matter and we're working to make sure that's a high quality experience. So, you got to be there to participate. Um, and one of the biggest takeaways that we had and that we heard from principles is they're already seeing and noticing a different level of support and presence from us this year compared to last year. So, we are trying to intentionally be more side by side with them in the work. And as the principal, as the superintendent mentioned, you're the head principal. Uh,
107as superintendent mentioned, like going on these walks, um, she and I were able to do that last week together. um principles really appreciate and they know they need that perspective from us and that coaching. It's not always super fun and like they got hard work to do after that to go have some hard conversations with their teachers or provide a different level of support to them. Um but but my direct answer to the to your question and what I believe is by and large people know the work ahead of us. they don't know how to get there yet. And that's part of what's on us is to help, you know, paint that picture and and support them in that journey. Uh, and then we're increasing commitment to the day-to-day grind that has to happen for
108that to be true. >> Thank you. >> President, I have a a question. >> Yes. >> Um, Dr. Zur, can you tell us a little bit more about what support there is for the actual teachers when we think about training, planning, and development? >> Yeah, several things. um at the like highest level, all teachers have opportunities to participate in professional learning. So when you approve the calendar, for example, for this year, there were three days built into the calendar for like district-wide professional learning. Those aren't the only opportunities, though. Um folks on on my team spend a lot of afterchool hours and Saturday hours offering additional professional learning to teachers. Um there's some sessions this weekend, there were some sessions last weekend. For example, we put out a whole professional learning calendar uh for the
109semester showing people here's opportunity. If you're a fourth grade math teacher, here's when you can show up. If you're a seventh grade science teacher, here's when you can show up for every type of teacher in the organization. So that they got lots of opportunity for that basic level of support. Next layer of support is what they get from their campus leader. So through that time in classrooms through that follow-up feedback conversation and that support in PLC's their principal and APS are leading that on a regular basis again for all teachers in the school but then just like we sort of tier and support campuses they have some teachers they're going to be more intensive with uh than others based on the need and the data. And then what will be newer for us this year
110as part of our reimagined roles and and budget commitment to this our um coaching supports that we're providing in the district. So working closely uh with Chief Miller and her team to really define and lay out what that coaching system starts to look like and how we tier the campus support for those schools. Back to your question, President Alvarez. So there is like intentional support for the highest need places in the district. One other layer I will call out is our work with our curricular partners. Um, so we have folks in our buildings working with teachers directly on Blue Bonnet, both math and reading, working with them on science and on prek and creative curriculum. What we didn't do last year and what we're doing this year though is making sure we're all aligned to
111that framework and lesson structure. So you're not going to come in and talk to a fifth grade math teacher in a different way than we are. that's got to sound and feel the same to the teacher, but we've got all of that extra capacity working to build and improve and support what our teachers are doing as well. >> And um board member Pena, I would also add that um thanks to Miss Cresco, um we've also really empowered our principles to use their budgets to support their teachers. So, if we're going to ask our educators to plan and plan deeply, um we said teachers might need extra time for internalization. And so, um our principles have allocated funding to allowing extra time for teachers to either come in after school or um come in on a
112Saturday, right? everybody come in and we'll, you know, buy breakfast tacos and everyone come in and we'll do internalization as the third grade team, right? And so we have principles and again teachers overwhelmingly like I walk into a school and they're like, "Thank you so much for allowing our teachers, our principles to do that with their funding." Um, historically that has not been permitted in the district. um because if teachers are going to spend the extra time planning anyway, why would we not compensate them to do that, right? That is professional work. Um and so across the district, we have principles allocating funding from their own budgets um to bring in teams of teachers to do internalization. And so as they write their campus improvement plans, that is a strategy that our principles are using
113to improve tier one instruction. Let's compensate our teachers to come in and do great planning together as a team so that they can really spend kind of uninterrupted time, right? Because PLC time sometimes just isn't enough, right? Let's let's have our teachers come in or stay after school, whichever they prefer, um to really work together to learn the curriculum together and really dig into how we do the lesson structure with the high quality instruction materials and let's compensate them. And so that is another way that they do job embedded professional learning together um across the district. >> Thank you, >> Mr. Have a question as well. >> Go ahead. >> Um Dr. a little when um you mentioned right now about professional development about how if there's a certain course you let your educators know
114about it, right? But do educators have an opportunity to come to you and say there's a certain course or opportunity they want to um partake in and ask for funding for that for them to attend? >> Yeah, that's usually a conversation that they're having at the campus level with their principal. Like if teachers identify, hey, there's a conference or an opportunity I want to to be a part of. um that first gets vetted at the school level and then that does come to us uh as part of our consideration as well. And generally what we're looking at is to make sure that it is a quality experience that they're going to go to. As you well know, not all conferences are created the same. Uh so we want to make sure that's actually going to
115invest in them with what we are asking them to do as a district and then reviewing whether there's funding available to support that. >> Thank you. >> Great questions. Dr. Ly may proceed. >> Thank you. to close us out here and and board member Pena mentioned this earlier on like folks are aware uh of this data and where we are and part of that is because we've communicated that very directly and transparently. So appreciate the communications team for you working to put this message out. Superintendent has had some TV time on this as well like just being very clear uh and and visible in the community. Uh and every campus sent this out to their families. So, we've also heard from a couple of you like you received either an email or a text message
116from your campus letting you know that hey, here's our ratings and here's what we're doing about it uh as an organization. We are clearly focused now on this path forward and like doing the work that's needed to move us forward as an organization. Uh we know this was a longer conversation and presentation tonight. So, thank you for uh giving us the space and time to lay this out, engaging with us and and happy to take additional questions. Members of the board, do you have any questions for Dr. Little? >> Dr. Little, I I also want to emphasize um board member Gomez and board member Pena brought up some really good points regarding this particular topic and um I just wanted to share with you that it's not easy when when you do a report like
117this. And so I'm very grateful to you uh for pointing out areas that we need to you know we need to focus on and for being able to have this discussion with us not only with us but those that are viewing and um and with the principles. So I appreciate that good report. >> Yeah. Thank you and thank you board and superintendent. >> Thank you. >> Dr. Sornson, do you have anything else you'd like to add? I mean it was a good report and I appreciate you doing it. Really do. >> Thank you sir. Um I would just add um two things. One is I think and I've said this already in the media and um as I've traveled around the district, one is that I I want the district and our stakeholders, constituents all
118to understand that we take this very seriously. Um we we don't take this lightly and I think we've acted very swiftly in terms of our response. Um, and so, um, we take our academic performance incredibly seriously, which is why we acted last year. It's not just about an accountability rating, although an accountability rating is incredibly important. I want to say it's a both and for me. We acted last year because of the data under the hood. our children were not performing at meets or masters and then we weren't preparing our kids for college, career and life. And we knew that and so we took actions that we knew would cause disruptions to a system and that's not excusable and that's not okay. But we knew that that would cause disruptions to a system. But we
119have a long-term vision for this work. And so it isn't an experiment. This isn't something that we're experimenting on children. We know that we need our kids to be ready for post-secary experiences, whether that be industry-based credentials, careers, certificates that earn them more than a living wage or college. And we weren't getting there. And so we needed to start with getting our prek kids ready. So that's where we started. We need them to be stronger readers. I'm looking at a former high school principal sitting across from me who said, "My ninth graders don't come in ready." And we needed to start with stronger elementary kids. And so the dip in our score is incredibly important to us. And there was a reason why we did what we did. And so I want to say that
120to the community. We own the dip and there's a reason why we made changes in the curriculum and there's a reason why we are making shifts in instructional practice. There is a why. So that's number one. Number two, I am also incredibly grateful to the community. We have been having this conversation since last June with our principles, with our educators, with our families. And so the amount of warmth, the amount of understanding, the dialogue, the discourse and the understanding of the why has really been present in district. Um, our families know and expressed very loudly, especially during strategic planning, that they wanted instruction to change. They said over and over again, "We no longer want star prep." They said, "We want authentic instruction with realworld experiences where our kids have the opportunity to engage with
121complex text and task. We want new pathways for them to experience rigorous instruction. And so that's the goal for us. And so the level of understanding of why we're doing what we're doing internally has just been incredible. And so I am very grateful for the conversation and the dialogue and the understanding from our community um around the accountability rating and also the work of our educators to improve their practice knowing that it will only benefit our students. And so the gratitude that I have for our district, our families, our parents, our educators, and our principles to all roll up our sleeves and do this work together and understand that this is where we are now, but it is not where we will be. I'm just again always just full of gratitude and know that I
122am the luckiest superintendent not only in the valley, but in the state of Texas. Thank you. Thank you, Dr. Sorenson. Well said. Thank you very much, Dr. Little. Great presentation and very informative like always, Joseph. Uh, next item on the agenda is 6.2 lonear governance time usage tracker report. >> Thank you, Mr. Board President, members of the board, Dr. Sorenson, community, La Hoya ISD community. Um, so what came clear in our last presentation is is we are more than ever focused on student outcomes. Um and so we're grateful for Lonear Governance, grateful for um the board's support and part partnership um as we continuously improve and focus intensely on one primary objective and that is to improve student outcomes. Um with Lonear Governance, um we talk a lot about student outcomes don't change until adult
123behaviors change. um that thread um should have come across very clearly did come across very clearly um in Dr. Little's presentation and in our discussions um and so we measure um in every meeting um time minutes um spent on student outcomes and adult behaviors. Um so this this time use tracker report is from our last meeting on August 13th. Um if you follow on the blue column um it shows that we spent 46 minutes on student outcome minutes and we spent a total of 81 minutes on adult behavior minutes. Our grand total of minutes of the board meeting itself was 140. So if you go down to the sort of middle center um you'll see that 90.71% of our time was spent on either uh student outcome minutes or adult behavior minutes. And then of
124the 140 minutes of the 46, 32.86 minutes were spent on student outcomes um minutes. So we had a very robust meeting focusing on the things um that we need to focus on. With that, I'm happy to take questions. >> Board, does anyone have any questions? >> Okay. Thank Thank you, Mr. N. >> Thank you. Um, next we have item seven, the Texas Education Agency Conservators Report with Dr. Diana Va. >> Good evening, Vice President Chavez, members of the board, Dr. Sorenson, and community. My report is short tonight. Um, I wanted to just communicate to the community the work, the amount of work that's being done by the district. You've heard the story of where we are and you've heard the story of how we're going to get out of our elbow uh graph, right? And
125so you've also heard about accountability. It starts with you, board. You guys wrote uh goals for the district based on the vision and values of the community. You have expectations for the superintendent to meet those goals. and the superintendent has expectations of her team to support to do their work to support those goals and so on and so forth. Well, I'm here to tell you that I'm also held accountable as well. Um, I'm accountable to make sure that the work continues to move and that we're documenting it. Um, and so I want to be very clear about my role. My role is to provide oversight, not supervision. I will say that again. My role is to provide oversight and not supervision. So, I'm not going to be here for the dayto day. The district has
126a superintendent. She's got a very capable staff, right? So, I come and pop into meetings and um go on walkthroughs as Dr. Sorenson said, but mostly I'm keeping track of what's happening in the district, right? I'm looking for evidence that these things are happening, that we are making progress. So, within the document, within the report that you have um in your hands and the report that is posted on the on the website for the district, there's three exit criteria goals. One of them for governance, one of them for business and finance, and the other one for academics. Within goal number one for the board, we have three GP uh goal progress measures, GPMs. Within those GPMs, we have eight activities that we need to complete. So, of those eight, the board has already completed three.
127So, they have five left to complete. Now, it doesn't mean that we're going to stay at eight activities. We could add more if we feel that there's a need for something. if something pops up from the past or uh currently then we can definitely add but we've got some the the goals that we've set for the board um have been pretty pretty tight for goal two for business and finance there's 28 different activities and again they also have three GPMs so under those three GPMs there's a total of 28 activities that they need to complete they have not completed did any of them. They are in progress. They are on track for all of them. If you look to the very right of the report under exit criteria 2, you see notes. Those notes are
128updated monthly with new information. And anytime we complete any of those activities, we have to show evidence that it's complete. I send this evidence to the agency so they can know that we're not just filling out a report, we're really doing the work. So, out of those 28 um activities, um let's see, out of those 28 activities or out of the three GPMs, two are on track. There's one that hasn't we haven't started doing working on that GPM yet. And if you recall all of those activities in the goal um exit criteria two for goal two those are regarding the audit and the way the audit was explained and the way we organized this document was we took it from what are the activities that we need to complete first then the the next time
129period and then the following time period. So everything is uh is uh laid out in a way that's going to be in line with the work that they're doing. And finally, the biggest goal is goal three. It's academics. This is what we've been talking about all night. So they also have three GPMs, but of those three in those three GPMs, there are 80 activities. 80, not 18, 80. That's a lot. And this is something that the team really felt strongly about because there's a lot of parts to the work ahead. Um they've shared the big pieces, right? The the the the plan, but within that plan, there's a lot of moving parts. And so if you look at all the activities again, there's also a time period attached to them because all of these goals,
130they have uh an a starting date and an ending date, right? And so out of those three GPMs, two of them are on track, one of them is off track, and the one that's off track is the final GPM. And that's about h not having um any campuses below a C. So, we know based on what we're seeing today, that's where we are right now. So, for that one, we are off track. The rest of them, lots of work is being done to um to move the district forward and complete these activities so that we can check off these GPMs and meet the exit criteria. So, does anybody have any questions? >> Members of the board, any questions for Dr. Bara? Seeing that we have none, may proceed. >> Thank you, Dr. B had a
131great report. >> Okay. Next item on the agenda is our consent agenda item. Do I have a motion? >> I move to approve item eight, consent agenda. >> Do I have a second? >> I second the motion. >> All in favor signify by saying I. I. >> All oppose. Motion carries. All right, we will now be going into close session. It will be held for the purposes authorized by the Texas Open Meetings Act, Texas Government Code section 551.001, 551.071, 551.072, 551.074, 551.076, 551.129, and 551.0821. 0821 concerning any and all purposes permitted by the act including but not limited to the sections and purposes listed below. The time is now 7:53. Ladies and gentlemen, we are now in close session. All right. Good evening again. We are back from close session. It is 11:37 p.m. Ladies
132and gentlemen, the next item on the agenda is agenda item number 11, approval of ratification of Great Minds Professional Learning and Coaching Support. Do I have a motion? >> I move to approve 11.1. >> Do I have a second? >> I second. >> All in favor signify by saying I. I. >> All oppose. Motion carries. Item 11.2, 2, approval of comprehensive school performance and uh capacity building partnership CSP number 2025-83. Do I have a motion? >> Um I move to approve item 11.2. >> Do I have a second? >> I second the motion. >> All in favor signify by saying I. I. >> All oppose. Motion carries. 11.3 approval of school and office supplies for warehouse stock bid number 2025-65. Do I have a motion? >> I move to approve 11.3. Do I have a
133second? >> I second the motion. >> All in favor signify by saying I. I. >> All oppose. Motion carries. >> Next item on the agenda is 11.4. Approval of property and casualty insurance plan CSP number 2026-11. Do I have a motion? >> I move to approve. >> Do I have a second? >> I second the motion. >> All in favor signify by saying I. >> I. >> All oppose. Motion carries. Next item is 11.5 approval of 2025 superintendent evaluation. Do I have a motion? I move to approve item 11.5. >> Do I have a second? >> I second the motion. >> All in favor signify by saying I. I. >> All oppose. >> Motion carries. Next item on the agenda is 11.6, approval of amendments of superintendent employment contract. Do I have a motion? >>
134I move to approve item 11.6. >> Do I have a second? >> I second the motion. >> All in favor signify by saying I. I. >> All oppose. Motion carries. >> Next item is 11.7. Approval of non-B businessiness day resolution 2025-09. Do I have a motion? >> I move to approve 11.7. >> Do I have a second? >> I second. >> All in favor signify by saying I. >> I. >> All oppose. Motion carries. 11.8 resend approval of facilities master plan services CSP-2025-276. Do I have a motion? >> I move to approve item 11.8. >> Do I have a second? >> I'll second the motion. All in favor signify by saying I. I. >> All oppose. Motion carries. Our last item is agenda item 11.9. Considering take possible action to propose the termination of chapter
13521 term contract employee and authorize the superintendent to send notice of proposed termination to employees. Do I have a motion? >> I move to approve item 11.9. >> Do I have a second? >> I second. >> All in favor signify by saying I. I. >> All oppose. Motion carries. Item number 12 is our calendar. September 2025, National Suicide Prevention Month. September 2025, Attendance Awareness Month. September 2025, National Childhood Cancer and Awareness Month. September 1st, 2025, Holiday. September 2nd through the 5th of 2025, CCMR Kickoff. September 6, National Reading a Book Day. September 10th, 2025 regular called board meeting. Members of the board, do you have anything or any remark that you'd like to say at this time before we adjourn? >> Dr. Sorenson, do you have anything you'd like to add? >> Um, yes, I
136would. Thank you, board president. I would just like to thank the board um so much um for your work on the extension of my contract. I am thrilled to be here until 2030. Um so I am so grateful for your belief in me and um my team. So thank you so much for your work and your support. Um it means the world to us and we are so grateful um for your belief in us and we are looking forward to serving the wonderful district of La Hoya ISD moving forward. >> Thank you Dr. Sorenson. Uh before we adjourn, I did want to state that the presentations that were made earlier, Dr. Little Merchett um of course keeping us on track and Dr. um Bara, thank you for the presentations that were made earlier today. Very
137informative. So we appreciate that. And uh to those that are recently joined us, thank you for again for being here. I know it was a long night, but we appreciate uh you being here tonight. And we do want to take this opportunity, at least I do. I do want to take this opportunity. I'm I'm grateful to you, Dr. Sorenson. You know that um we will have be working together for another five years. We want everyone to know whether you're here or you're watching us live tonight. We're very grateful for the leadership that you've demonstrated here. And um we continue to do well here. Um there's not a day that goes by that I don't go somewhere where somebody recognizes um one of the board members or myself and says, "Man, you guys are just doing
138a great job and you got great leadership there and you've assembled a great team." So, we're very grateful to all of you. So, um again, on behalf of the board, thank you for all you do. Thank you for what you do for the for the young men and women of of La Hoya. and u I'm looking forward to another strong five years with under the leadership of Dr. Sorenson. Members of the board, >> I do want to say and echo President Alvarez's comments. Dr. Sorenson, you've done anor enormous amount of work in the short amount of time that we've been here together and it is monumental what you've done. It has been no easy task and I personally do want to say thank you also on behalf of the board but I have personally seen
139a lot of the work and the results and the fruit of you of your work is outstanding. I think we're the envy of the region and uh I have you and your staff to thank for that. So again I do want to say thank you. >> Thank you Dr. Margo. >> Yes. >> Any other members? >> Your transparency sorry your transparency and dedication is is always welcomed. uh your communication with us is always clear and I appreciate that. >> Thank you so much, >> Dr. Hernandez. >> Yeah. So, the presentations earlier today uh were hard pills to swallow uh with our ratings. Um however, I feel that it's a turning point and I feel the excitement and um you know, just very excited to know that we're all here working together. um we're all ready
140to get into this journey of progress. Yes, we came to where we're at, but you know, we're g we're going to start and thank you um Dr. Sorenson for helping us for giving us your strategic plan all the way to 2030, which seems to me um something that I don't know how to say it. for for me it's just monumental monumental the type of level of work you have done for the for the district but um coming with the leadership coming all the way down to teachers and the students or parents um everybody is going to be part of the change and thank you for everything you've done >> Dr. members. Anyone else? Seeing that we have we have any more. >> Yeah, SA and I keep on looking at each other. Um I think
141I echo everybody's sentiment, right? We I've personally witnessed just um your leadership and your commitment to the community. Um and you know, I say this u often to people who hear me that I think we got really lucky um to to get uh you to come to our district. Um and we're seeing it right in in the work that that you and your team are putting out together. So, we're looking forward to um just the continued improvement um and continuing to to work alongside you. >> Thank you, >> Mr. Gomez. >> Yeah, I just want to say thank you to Dr. Sson and everybody here. Uh you guys have done tremendous job throughout last year and then now starting this year. I know we we heard those scores, but I know it's I I've like
142I mentioned before, it's a foundation of a start that we did last year to where now we're going to show our community and our families and our parents that it, you know, we're dedicated to our students of La Hoya ISD and uh we're focused on educational excellence and this is the number one thing we're 100% focused on and we want our kids to our parents and everybody community to know that and I thank you for everything you've done because it's been a lot of work and it's it's noticeable. and we're barely getting started. Thank you. >> Thank you, Bo Gomez. Board member Gomez, if if I could just say um we had a conversation last week that um was really impactful for me. Um you and I had had a conversation where sometimes districts get
143scores and they run away and they revert back to past behaviors. >> Yes. and um if you could just share that publicly. It was really impactful I think for me and the team to just hear your thoughts on that. >> Yes. So I was I was thinking that when you hear a score and you see yourself at a 78, you automatically want to go back to okay, we have to start test prep. It's you know this is we we need to go back to the what what what we thought was working. But then that goes back to the uh the concept that we we said uh wrong things right right where it's like they are wrong and right now we're pushing ourselves to do the right thing the way we're doing it because we're showing
144our community that this is where we're at. This is our score. But it doesn't mean that this is not where we're going to build from. This is where we're building from. This is our our same place where we start. We're going to grow from here. And I want the community to know that so that we're not going back to just let's erase everything that we're doing, change, you know, the future and and go back to test prep because that's not what we're going to do. And Dr. Sson shows that every single day that we're always changing with our strategic plan and everything moving forward. So I appreciate that and I thank you. >> Thank you. It was really impactful. Thank you. >> Thank you for that. So any other comments? Seeing that we have none,
145uh, do I have a motion to adjurnn? >> Um, I move to adjourn this meeting at 11:48 p.m. >> Do I have a second? >> I second the motion. >> All in favor signify by saying I. I. >> All oppose. Motion carries. Ladies and gentlemen, we are >> journal.