LJISD Board Meeting 6.4.25

001[Music] Good evening everyone. I hereby call this meeting to order at 6:02 p.m. Next item on the agenda is to make sure that we have quorum and to see if uh who is present. Starting from my right, if you could indicate that you're here. Jessica, present. Carlos Marggo present. Anita Chavez present. Alisa Pñena present. Rosal Vernandez present. Sento Jr. present. Great. We have everyone here today and we do have quorum. Next item on the agenda is pledge of allegiance. If you're able to do so, please stand and face the flag. I pledge algiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible with liberty and justice for all. Thank you. You may be seated. Agenda item four is public comment. Just a

002reminder that if you have signed up for public com public comment, you have three minutes. After three minutes, our secret our vice presidents will indicate your time is up. Our secretary will indicate who will be the speaker. Madam Secretary, do we have anybody that signed up for public comment? Um, we have nobody that registered for public comments tonight. Okay. Thank you. Since we have no one that has signed up for public comment, we'll move on to agenda item number five. Agenda item number five is budget 2025 2026 board workshop on the budget presented by Margette Chris, chief of business, finance, and administrative services. Miss Chris, it's all yours. Thank you, sir. Good evening, Mr. Alvarez, members of the board, Dr. Sorenson. So, tonight we are going to work uh we are going to show see

003our budget and how we process the information um through this year in order to be ready for 2526. We just need to remember that this budget discussion is including a lot of variables and they are still moving um waving together different points and different information priorities restrictions um calculations that vary and move the budget. We are going to do today a review of what the process we use and what recommendations we have for 2526. I'm very fascinated with this calling it the story from deficits to strategic investment. Um we really started with a deficit of 10.4 million this year with an additional $11 million due to enrollment. Um then we have also an strategic adjustment working very hard my colleagues and and this and the district to be able to uh save some of the

004some funding through a strategic uh adjustment. Then we went through the um amazing process of a strategic planning to holds that Dr. Senson initiated last October and we have been processing information through the board monthly uh the last six months being sure that showing you how we have are doing the budget what variables we are considering and what objectives we were accomplishing. challenges. Uh we are going to go over some of those challenges that we had reviewed before and also we're going to have the opportunity to see what are expecting of us and what the budget reliefs we have this year. Finally, I'm going to see I'm going to show you how we are investing in staff, the students and our future with um the commitment of salary increases for all the staff and the

005strategic plan priorities. So let's initiate this travel budget process reminder. We have I want to start with the requirements for legal requirements for budget development and approval and this is one of those requirements. So we have to propose the budget before the end of the school year with covering estimated revenue always estimated and proposed expenditures. This proposed budget must be presented like here in public meeting and approved by the board for adoption. There has to be an invite to the public to discuss the budget with certain period 10 at least 10 days before the due date and the budget shall be adopted before the adoption of the tax rate. Usually we adopt the budget in June and the tax rate in September. This is a recall, a review of what we had done through the

006semester starting in January with stakeholder input, taking advantage again on our strategic um town halls and going through February, March and April with reviews with the staff, review of the potential revenue, review salaries, review our budget allocations, discussing serious based budget, discussing return of investment, supporting our departments and campuses to do budget recommendations, And now we are here presenting to you this process. When we initiated this development, we anchor in first in in some core commitments. Those commitments are always keeping students at the center of the budget process. Empowering principles and staff to drive I'm sorry empowering principles to drive campus decisions aligning task guidance for best practices on staffing. um enabling transparency around budget shortfalls and using of course the framework for academic return of investment. We committed our four with to our four

007budget priorities also and those were very hard discussed and presented across the district with different stakeholders. First of all, invest in a student achievement that is essential for work is our core business. Second, balance our budget. um third pay raise for all employees and fourth high quality instructional materials across all grade levels all the schools. We also did a review of zerobased budget um providing our staff and schools the capabilities to understand how to start from zero recognizing their needs first. What are the priorities that they have? understanding funds, legislation, uh policy mandates, strategic priorities, all opportunities that we have based on their needs and requirements and then doing adjustments based on what we have available and what we couldn't afford and that gave us the final budget for each one of these departments and

008schools. Also here at review again we have seen this several times before where is the comparison of our losses and our savings when we started the year through the evaluation of what we was going to happen for 2526. We understand that our losses were starting with the deficit this year having the loss revenue for due to enrollment the disaster pennies that we can no uh keep charging our stakeholders anymore. and then um the work that we did through the year impro improving processes in order to have savings that were not impacting um the business and the function of the district. I want to start now talking about budgetary pressures. This is those variables that I was discussing at the beginning that are going to impact our budget and how are in detriment of the possibilities

009of increase or revenue. The first one and the most important one is the pressure loss in enrollment and the result on um attendance average daily attendance. That is what is what requires us to what is providing most of our income. So when you have a deterioration over in in 10 years of over 8,000 students that is going to impact immensely what how much funding we are going to be able to access after for next year and as you see in the chart we are expecting to continue lose enrollment. So this uh we had to prevent um see ahead that potential loss of revenue to be able to do a budget that is adjusted to what we are going to really receive. Also, and this is something I wanted to really emphasize with the public because

010no always we are have the opportunity to explain this is that as we have enrollment dropping we have a special population counts that also are going to drop and we get um income or we get revenue based on those uh that population. I have in here a comparison on the loss based on refined ADA that that's my um average daily attendance with the three populations that are lost the most funding this expected to lost most funding for this year. One is Korean and technical education. The other one is emerging bilingual and early education a lotment. Together they are showing a loss of $ 8.5 million. I want to highlight that this is not always just enrollment. For example, in emerging bilingual, we have a change on the legislation on how to code our students for

011how long they can stay inside the program. We only receive revenue for the services we are providing to the students codified under the program. When they exit, those revenues are not being categorized for that student. Therefore, we cannot perceive it anymore. changing the legislation on how long these students can stay categorized as an emerging bilingual change how much revenue we can acquire from them f um another point related with attendance and enrollment is our chronic absentism. We know our chronic absentism has been high especially at the high schools defining chronic absentism those students that are losing more than 10% of their days of attendance every year and that is around 18 days or more per student. So you will see here that we have a schools like um Huarees Linkon or Palm View that have

012lost more than 700 students more than 40% of their population is losing more than 18% of um I'm sorry 10% of the days that they should participate chronical sentismal impact students two ways one they are not in the classroom therefore they are not receiving the academic impact that they should be receiving their rights to receive but also um they are missing the opportunity to learn. But the second part is uh we lose the revenue and here you have the comparison between the total absences that each one of these schools um impacted the budget through the year and the total um impact from chronic absentism. I'm going to concentrate on chronic absentis and show you for example go back to Palm View that's the highest one $396,000 how many teachers I can pay for that how

013many trips to hands-on learning can we cover with those funds how many opportunities to improve laboratories sport venues um classrooms I can do with this so I want to emphasize that it's not the funding used for the funding is the funding that these students should be receive the services that they should be receiving I we get limited access to them because we are not having the revenue to use board president can I interject for a second please please do can you go back to that slide um and so I I can't underscore this point enough and this takes us back to previous board meetings where we've talked about um MTSS and multi multi-tered systems of support. And so this is a clear example where MTSS and multi-tered systems of support have absolutely nothing to do

014with special education. This is a space and place where our campuses should absolutely unapologetically, fiercely be intervening on student attendance. If we are not actively looking at our data and finding where our students are and figuring out why they're not coming to school and providing an ecosystem of support, then we are being negligent. And I will use really strong words like that because our students deserve us to be intervening at that grain size. every single student every single day. How are we noticing that students are missing 18 plus 18 plus some of them could be 25 days some of them could be 30 days on and on what are we doing at the campus level to ensure that those students are in school and that's where MTSS comes into play because it is about who

015are those children Why are they not in school? What's going on with them? What are the systems of support that we need to provide? How do we work with the family? How do we work with the child? But we don't know that until we actually figure out who the child is and what the problem is so that we can solve for that problem. So I really want wanted to take us back to a previous meeting where we talk about MTSS to highlight that first of all this is a space and place where we need to intervene with our children so that they are learning more achieving more but that also to highlight to our community that your partnership in ensuring that our students are in school every single day also matters not only for their

016learning but for our financial forecast for the district. If you look across that bottom gray bars, we're talking $1.1 million, 1.082, 1.174, and these are just our high schools. And so as the community also requests input and outputs from our financial forecast, we also ask that on those mornings that sometimes your kid rolls over and says, you know, I don't want to go today. Because I have a teenager who sometimes does that too, that you say like, "No, no, no, you're going." because we have to make sure that they're learning, but we also have to make sure that we're aware of the fiscal impact to the district. And so, next year, we're going to be doing a much more intense job, which again, you guys saw in the reimagining of positions where we're not only

017adding attendance improvement specialists, but we're adding attendance intervention specialists to our high school campuses. Thank you Dr. Senson. So this is the same table but for our middle schools and you can see here the amount of students that are missing uh more than 10% of our stu of or their classes in here. Um the next is staffing and I want to just show you this table because we know that this is an issue that when we lose students we are expecting to lose enroll the staff too but if you pick any position I don't want to I mean any just go with educational aids or campus administration we have not reduced more than 10% or 10% exact but where students have been reducing over 25%. So there is no a a clear reduction that can

018help us to sustain this and this is not new. We have seen this before where we have for 10 years been told that we have we are over staff and that we have to be smarter in how we do our staffing so we can provide the services that we need to provide to our students in the right way. And again, this was confirmed in our audit u on my fin on the financial audit what you just got presentations a couple of weeks ago um where um it's confirmed that we are the lowest uh one of the lowest districts around the region and in the state on um the student teacher ratio. Finally, uh well, not finally, but also we saw this before on um or um QSA process where we review or quality seat analysis

019and there is a lot of um expenses that are related to run a building in order to be in ready for receiving a students. However, when we see this seat availability, most of um 61% of the capacity in our schools is no is only used. So meaning only 61% of our buildings are in are being I'm going all backwards only the building capacity is being utilized only at 60% at 61%. Meaning we have 39% of our capacity not being utilized. But my buildings are being used 100%. I had to maintain them 100%. I cannot close holes. I cannot sit down and get the AC partially on. We have to clean the whole building. We have to maintain the whole building. So there are expenses related with maintenance, equipment, staffing, energy costs that have to be

020provided at 100%. And we are using those buildings only at 61%. Finally, uh health insurance that's adding a significant pressure and stress on the budget. This is our by our district does selfunding insurance which means that we are responsible of every expense that the insurance carry. All those claims are covered by the district. Um this is showing a negative effect on the budget for the last two years. This is the negative effect audited and this is the estimation for this year. Just to clarify, this amount is on top of the amount that we receive for our employees premiums, their families, because our employees do not pay for insurance. So, in the last three years, we are estimating a $21 million expense that has been above the revenue we receive for managing our own insurance. So

021knowing that that is what um giving us constraints I wanted to flip now on what is helping us what is um a support for us during this process of budgeting anticipated we are going to see that first of all the legislation what we know for a HB2 is right now for signature as of today it has not been signed yet that and we are expecting this to be passed um and be signed pretty soon. Um that Senate bill is increasing the the basic allotment from 6160 that was the allotment from 2019 that we had discussed before to 6215 that's a $55 increase per student tied to our taxes um which may fluctuate that dollar amount later on the legislation. Then uh also we are receiving which is a very good thing um an increase in

022salary for teachers for those teachers that have three to four years of experience is $2,500 and for teachers that are more than five years of experience is $5,000. These funding starts September 1st of 2025 and is um we are responsible to provide that for this bienium for the next two years and it's also TRS elleible. We also are expected to receive a new special education allotment that will relieve the funding invested on special education from central from the general fund but this is not coming in effect until 2627. increases on TIA a lotment for 26 27 also but we are going to be f um having the ability to participate on an enhanced TIA this year which is uh expanding the capacity of participation for our teachers. We also will receive and we are very

023excited about this the full day prek allotment which will allocate full cost of prek by 2526. We also will have an increase in school safety a lotment of uh to 33,540 per campus which is almost not quite but almost duplicating the amount that we are receiving right now. So also something that has been helping us is the strategic staffing realignment we had done for next for this year and the impact for next year total impact uh positions this year from position control review from um a realignment of positions and other um improvements that we did through the year. We impacted a total of 592 positions. How this work? We have a reduction of 151 positions that we closed due to vacancies. We have 67 positions that were closed resulting from program change. We reduce also

02443 positions closed due to attrition. This is mean resign retirements and resignations. But also at the same time we did um 183 positions that we closed and reopened in GarcA and the early college high school consolidation and then we have the 148 positions reimagine to respond to a strategic needs. Those are no new positions. They were positions that we closed and reimagine, reallocate, re um the did new job descriptions, redistribute to be able to respond to the needs of the district and the strategic work that we have been doing. So a total net reduction from all this work was at 261 positions. So far as of today, Miss Miller and her team have been able to retain 158 employees due to um in open positions. This is not creating new positions. These are positions available

025due to those attritions that we were talking about. So next strategic investments. So now we are moving on where we are using our funds and how we prioritize the decision making. For 2526 budget we are investing around $55.9 million directly new strategic in the new strategic plan priorities. Some of this is enhancing and reinforcing investments that we had done before. Some of this is new investment, new initiatives that we are revamping in order to be able to impact our needs. We have excellence in leadership for $4.9 million, empower graduates for $18.2. And I'm going to review those examples of those. Uh thriving students for 14.1, um community trust on unity and partnership for 5.5 and operational excellence and financial stability for 13.2. So some examples of those initiatives, we have invested around $37.2 2 million

026in leadership and student support in leadership. Examples of that is the teacher incentive development, the campus support and coaching system for teachers and lead teacher and leaders. Launching deep training on researchbased instructional strategies for reading and math which is going to support or highly qualified instructional materials. leadership partnerships, leadership pipelines like the teachers to assistant principles, assistant principles to principles and teacher residence uh partnership that we have with UTRGB as empower and graduate. Some of the initiatives we are using and we are investing on is of course the highly qualified instructional materials. One of our priorities in the budget development um we are launching a Pekk pathway in La Hoya High School for health and well-being. We are reimagining college career and military readiness support for students and providing dedicated pre-k instructional assistant to every

027prek classroom in line with researchbased practices. We also have a thriving students initiatives with like reimagining behavioral mental health support refocusing on support and leadership on attendance and chronic absentism. We saw the need and launching multi-ter system of support framework and system of support to students with academics, attendance and behav behavior and continuing to focus on improving support systems for special education. on community engagement and key district infrastructure. We are investing around $ 8.7 million. Reimagining all our community engagement with 21 positions dedicated to um improve support and partnership and communication with our families. Investing on of course in the MTSS framework as what Dr. Solenson say in order to increase communication with parents and caregivers and impact our needs. investment on system and strategies to increase participation and engagement of family and community and

028district activities, operational excellence and financial stability. We are launching a facility master plan to be sure to ensure that we are um reviewing and being clear where we are standing on our facilities supporting financial audi findings that we saw a couple of weeks ago. How we are going to intervene and how we are going to improve investing in safety improvements. investing in a student technology refresh through a five-year districtwide technology plan and a salary increase for all of employees. Talking about that, what is our pay raise proposal? So we are estimating based on the imp impact on the legislative session and I'm going to start with that we are required to provide $2500 for those uh teachers that are three to four years and $5,000 for those teachers that are five years. You see in

029here the number of teachers that we are estimating as of today and what is the amount that they will receive or teachers zero to two will not be impacted by this legislation. to best support team members. We really um are ve are very clear clear and aware that we have not provide a pay raise across the board for three for over three years. So we are uh requesting an increase of 4% so we can support our staff not only because they deserve it but also to make the reflective of the market and how to be competitive across the board. You see in there that we are proposing for teachers, nurses and librarian a percent of their salary of 4% and for all other employees we are requesting the raise to be based on midpoint. So

030mayorette um and board president can I interject here? Yes please. Can you go back to a slide? So, if you notice our 0 to2 um that zero is based upon the legislation. Our three to four year teachers are going to get $2,500 per teacher. And that's based upon legislation. Our five years and above, they're going to get a $5,000 raise per teacher. That's based upon the legislation. When you go to the next slide, we are also then recommending to the board on top of the legislation. So I want everyone to be very clear on that. It is in addition to what we are recommending for our employees that they get what the legislation is recommending um the legislation is mandating. Let me let me be clear on that. What the legislation is mandating as soon

031as Governor Abbott signs it. um we are recommending in addition to the board that we also um have a 4% increase on top of the legislation for our employees. So um I just wanted to make that clear and that it wasn't an eitheror. It is a both and. And this is going to help us also to reach all those other teachers and the nurses and librarians that were not so far not included in the legislation. Um so we I mentioned midpoint and I wanted to do the examples of the community is aware of how this work why we are doing this as a midpointbased is the best practice in compensation strategy supports equity and consistency across pay grade is not going to be something done uh hazard in in impulse. It will promote fairness and

032standardization. So the increased amounts across roles have a equivalent amount that it can be related and it helps avoiding compounding inequities over time. That is some of the things that we have found. So how that works this is a visualization. This is an example of one pay grade at one point um with a beginning and midpoint and max that is a reflection of our actual compensation manual and that's how it will be calculated on this 2425 compensation manual and the midpoint for that pay grade is $3,18. So assuming that your salary colleague is under the midpoint below that midpoint you will get your salary plus the 4% of the midpoint that flat number 38 and for a new salary of 65,272 which for you because we are trying to approach you to the midpoint we

033are trying to reward you for the work. We're trying to be competitive. We are working towards getting our employees in a better level. For you, it will be a 4.8% increase. But if you are at midpoint, you will get the same $3,18. But and your increase will match that 4%. If you are above midpoint, the increase is also $3,18 and it will reflect $83,8. And therefore you will receive a 3.77% increase. So given that everybody will receive the same dollar increase that is equal to the 4% of the midpoint this percentage increase to their salary will vary depending on where they are placed on the midpoint based on the midpoint in the salary scale. So if you are closer or farther under the midpoint, your percentage will be larger because we are approaching you to

034the midpoint. But if you are above the midpoint, your percentage will be a little lower. That is a best practice. It will function like an scale and it will permit us to be able to reach to all our employees emphasizing in fairness and equity. Next I'm going to work on budget recommendations. So this is the numbers how these will work. I want to remind you all these estimations are coming for what I know today. The things have been changing and legislation is not signed. So we are working as the best we can with the information we have. This tax analysis is based on the estimated tax property values. We will not receive certification until July. But so far it's showing that we will as we will lose those three pennies that we have in that

035from the disaster penny. We will increase the reduce the tax the taxpayer burden. So our taxpayers will will see around $50 for every $100,000 of home state. I want to clarify this was calculating $100,000 and there is another bill for $140,000 home state. That means that taxes will change a little bit but at least or um taxpayers will see the relief on the reduction of the disaster pennies revenue estimation. So this is what we are estimating. remember that we have to use um attendance and my daily attend average daily attendance for calculation. So this is using an estimation from the fifth six weeks. Um and this is the revenue we are estimating between taxes and fun foundation on what the state will provide based on uh attendance daily attendance and we are estimate expecting a

036$262 million revenue when um this is the estimation for revenue versus expenses based on each one of the funds that I am I have to report to Q and this is where it shows that we estimating a $16.9 million surplus that is not including those salary increases that I just show you. The other funding I have to show you is food services and debt services and that is required by law. This is the food the funding that we receive to provide food to our students and how we pay our debt. So here is your estimated revenue from this year again five fifth six weeks we are still this funding settles and have to be analyzed by TEA based on beams for this year and then the estimation based on the same numbers for 2526. So

037we see that we increase our revenue. So how this looks at then we will have a balanced budget with the strategic investments in a staff compensation all at this point based on the calculations we are doing including including our proposed budget additions of payment of salary raise for all our our staff. So you are seeing here that we are estimating with the 4% plus benefits and the required teacher increase plus benefits we are expecting an increase on expenses of 15.4 4 million and with that revised expenses that we are doing and that will give us a estimated surplus of $1.5 million board. I giving you a balanced budget here is the distribution of funds across functions and this is also something that you're going to see on my final budget is required by law that

038I show you these expectations. This is the expected uh cost per pil is a little lower than last year but is the math of having um it's around $700 lower but is the math of having a revenue a different revenue and a different number of students. However, our percentage of investment on function 11 that's the function that you see is the biggest in there stays the same because we are concentrating on a student investment. So here is the function 11 instruction. That's the cost for activities that deal directly with instructions and this again services direct services to my students. Function 23 the school leadership. Function 34 student transportation. This is the percentages that we are using for those big five functions. And the finally function 51 for maintenance and operations. That's 11.9 is the second

039highest. and it's just telling you how much we are working on increasing and emphasizing the support of our operate of facilities even with the restrictions that we have. So if what are my next steps? What we have to do for the rest of but from now to June 18. Keep monitoring legislative bills. Some things are changing every day. Being sure that we have good calculations of our taxes and see how we are how the revenue is looking. So far we are being stable. Revise other finance bills because there are other bills pending like the home state exception that can impact us. Um on June 18 we will approve the budget for the general fund, the child nutrition services fund and the depth service. And in September we will meeting to approve the tax rate and

040that is the budget workshop. I'm open for questions and any information you want clarification on have a question. Members of the board, Dr. Marco, you may proceed. Uh Mr. Mr. Creswell, I know you mentioned um the student aotment, but as of today, there aren't any last minute changes to the $55. So far, as of today, no. No, it's not enough for a textbook, but nevertheless, I mean, having a balanced budget at this point and working through those um restrictions. I uh commend everything you all have done, Dr. Zorenson, and getting to the point where we are right now with the budget. Congratulations on that. Thank Thank you, Dr. Marggo. Members of the board, are there any other questions, remarks for Miss Crystal? I know we um everybody up here pushed really hard for staff raises

041just across the board. So, um thank you for winding up on the higher end of what you guys have proposed. I know it's going to go a long way for our teachers, our students, our families. So, I I appreciate the efforts there and I think um there's a lot of value knowing that um the raise is coming independent of what legislation is doing. So, um thank you guys for that as well. I'd like to say thank you. I know this was a monumental task and the way you presented it was very educational. Um, thank you for reminding us about our deficit that we've had for over the last decade and um, our challenges moving forward is our absences. I'm pleased to hear that we are focusing on the multi-tered support system that's so important to

042for our children and that we're focusing on behavior and mental support. Um in addition to um leadership um so pleased that we are now giving our teacher raises. You know, they're doing the heavy lifting. They're our frontline staff. So amazing work. Congratulations everyone. Thank you. Yeah. I mean, I'm trying to keep myself from doing back flips, right? So, we're really excited. It's it's a very exciting time. Uh, so I just want to make it clear. So, it's not just teachers, right? So, let's make it clear. It's everyone. Yes. Legislation will uh address teachers over 3 years. We were taking care of our own from zero to everybody. So, this is exciting news. It really is. Members of the board, do we have any other comments? I had a comment. So on the legislation race that

043the teachers are getting, we are pretty much going to assume uh the taxes retirement. Can you explain a little bit on how that's going to work uh for the legislation race? That's why I want to be very attentive to the other legislations. There is a rider that is supposed to support some of that cost for French, but until everything pass, we cannot count on those funds. So, so far yes, we had to do the French benefits. Um, again, until we have a sign, I cannot assure anything. So, right now, all I can assure you or count on is what is basic and we have to cover the French and we are estimating 12% um to cover all the expenses that are related to that. Thank you, Miss Chris. I mean, it's there's no doubt that

044it it's been a long time coming. You've been working on this, not just the last couple of days, but this has been months in the planning, right? And I think it was something that we as a board have always um um wanted to get to, and that was a balanced budget. And so, my hats off to you, your staff. Uh, I see Brenda's here in the back and I'm very excited um that we'll be able to share this this good news with with not just our teachers but everyone in the district. So, congratulations to you and your team and please convey that message to them. I will and I will say thank you to Dr. Senson and my colleagues in the cabinet because it was a monumental work for all of us. So, thank you

045sir. Yeah, I want people to know that. I want people to know that there's a lot of work involved. It's not just 8 to 5 or 8 to 3, no weekends. I know many times we would uh Dr. Sorenson and I would talk and you guys were certainly working on this and what I appreciate is that we're not tapping into the fund balance. So, thank you for that. Members of the board, any other questions? So, before we proceed again, I want to thank you and I want to give you a round of applause for the great work and please convey that message to your team. Well, thank you. Take the rest of the day off. No, I'm just kidding. Just kidding. Dr. Senson looked at me. No, I'm just kidding. Next item on the agenda,

046uh, I want to say it is um Oh, no. We're going to continue. So, we're going to continue with you, Miss Miller. Good evening, President Alvarez, Dr. Sorenson, and members of the board. I'm very excited to get to walk you through the draft of the 2526 compensation manual. So again, this has been something that we have been working on since August. We've been listening, we've been looking around, we've been taking feedback, and so we're excited to finally bring it to you. First, we have our staffing principles. In order for us to build a fair, competitive, and sustainable compensation plan, we have to ensure that we make intentional decisions that have students at the center. So our staffing principles are were always driving student outcomes, addressing role clarity, aligning with research and best practices, finding efficiencies

047and cost savings, eliminating redundancy and duplication, discontinuing ineffective programming and sunset and retirements. But how do we put that into action? First with everything that human capital and talent development does and La Hoya does is we look at our policies. This helps us to stay on track and holds us accountable for what we need to do with our compensation. We also do job analysis, job evaluation, internal assessments, market analysis. We determine base pay and stipens, external assessments and strategic compensation. Communication. We have a communication plan and then of course our manual is implemented. So let's talk about some examples of our internal assessment. So in having our strategic conversations, we listened a lot and found out that with our police officers that we need to retain police officers in our district. And part of that

048was they were working more days here than other entities around us. So we did find a way that we could still have coverage within our district and have their calendar updated from 244 days to 226. This was very strategic and it supports recruitment and retention but did not add any cost to our budget. Another example is our band directors. So, as we were do looking out and speaking with our band directors, we realized that they do come in earlier and that we needed to look at their pay structure. So, we did move them to a longer contract with which does put them on a different pay scale. This helps because they do have more duty days, but this also goes into their teacher retirement system and they get credit for it. So it improves not

049only their TRS credit but it also makes us have market competitiveness with the districts around us. Another one and we are very excited about this one and I know Dr. Swornson is very excited about this one and we are one of the few districts that will have a female athletic coordinator at all three of our comprehensive high schools who is pulled out of classroom responsibilities. Most comprehensive high schools only have a male athletic coordinator that's pulled out that oversees all the sports, including the female. So, we are very, very proud to have a female athletic coordinator that can help us to build our programs to encourage our girls and to recruit amazing coaches and retain them in our district. So, very happy about the feedback we've received and some of these internal assessment examples. Next,

050you heard us talking about reimagining roles and you heard Chief Crespbow talk about attendance. So, one of the as we reimagined roles for greater impact, one of them was the truth facilitator, we reimagined it to an attendance improvement specialist for our high schools. So, we realized we have to begin with the end in mind. We have to catch kids before they have chronic abs absenteeism. We have to empower our families and we have to manage and have responsive actions. Whoops, I was getting too excited there. We also did a market analysis and if you look at this slide, this is based on 2425 because TASBY that is the data that they have right now. But we are proud to show you as Miss Chief Cresbow said that we have raises for all of our employees.

051And this is just a picture of our first year teachers. So Macallen is 54,000, Mission 58,250, Edinburg 57,300, PSJ 58,300, and Sherry Len 55,570. This is their 2526 starting teacher pay and we are very competitive at 57,200. This is uh 2,200 over our starting teacher pay last year. So very proud of this and all the hard work that has gone in to ensure that we're competitive within our region. But we want to look at some more teacher salaries. So if you look at five years, we were at 56,450 in 2025. With the raise and the new legislation, 5-year teacher is going to be at $64,20. So that is a great pay for a teacher with 5 years of experience. But let's go down to the 20 plus. In 2425, we are at 63,579. With the

0524% raise and legislation, we'll be at 71,122. So, very excited about this pay scale. And I'm going really fast. Want to make sure we don't have any questions. Okay. Next, we listened to um our employees on stipens. So, we listened and added back special education stipens to all certified special education teachers. Um when we were doing our the strategic planning and listening to the community, the community was saying this, the parents were saying this, employees were saying this. So, we listened and added it back. Next, we had true collaboration with athletics and fine arts to apply stipens that will attract and maintain highquality instructors and coaches. And with the athletics, it was budget neutral. They came with ideas and we made it work without any increase to the budget. And I will say that athletics

053was very um excited and in fine arts also they feel like they were listened to and changes were made because they helped us do it and it was a labor of love but it was very excited and we're excited to bring it to you. And now we are in the top five within the region among districts that follow TASBY guidelines. And I do have to say we are number one on mariachi and foro right. Oh my god. So, we're very excited about our siphon structures. Miss Miller, can I just jump in there for one second? We're president, if you'll allow me. Yes, please. Um, I just really want to say that um, this was truly, and I mean we joke here, that this was like a labor of love, but this was a real opportunity

054um, to spend meaningful time um, with our employees who do what um, is a second job in many respects. I mean, the number of hours that our coaches and our fine arts directors and our fine arts sponsors spend with our students after school, before school, during the summer. I mean, our summer athletics program right now is just thriving. Um, I mean, I get pictures every day from all of our campuses of the number of kids that are out there. Um, and they're so proud that they're, you know, doing this this summer. It's incredible. I actually just, you know, got um some texts today with pictures of what's happening at Palm View America. Um and so really getting to spend time with our fine arts educators, um Mr. Dame, Dr. Dr. Zamora really leading this work

055with us and really with the athletic coordinators um and coach Flores um was just an honor um to hear their voices and and really collaborate with them so that we could land in a space and place where everybody felt heard, respected, honored for their time. Um and really they understood our position as well that we can't get there in a year. um but really appreciated um the collaboration and the time that we were spending um to come to a place where everybody just um felt a part of the process. Um and so I just really want to thank everybody who came came to the table to work with us on it. It was it was it was actually fun if I could say that. It was a lot of fun. So, next is our strategic

056compensation overview. And for this one, I did want to bring pom poms and run around and cheer and everything, but I restrained because we are super excited about our teacher incentive aotment. The goal of the teacher incentive allotment is to build it out year-over-year to ensure that every teacher is eligible to receive this allotment. This year we had over $243 designated teachers. Over $3 million was awarded to our teachers and it was very exciting. They get 90% of the funds and this is provided by the state and so we are super excited because yay our new um plan for the 2526 school year the expansion was accepted by um the Texas Education Agency. So, we have even more teachers who will be eligible to receive a TIA stipen. So, very excited about that and can't

057wait until all of our teachers have the opportunity to be eligible. And like I said, that's our goal and we're going to keep building it out. And ma'am, before you go, Miss Miller, I mean, can you can you um can you elaborate again on page 57 where the young lady is? I mean, can can you elaborate for the audience that may be listening in and for those that may not understand what exactly we did? I mean this is huge. I mean this is huge stuff for those folks and and how long are they receiving it? Is it a one time? It is not. Please explain that to our audience what it is. Yes. So we did have a big check presentation. It was very exciting. There were tears. Um just an amazing night. Some teachers

058will receive an aotment of over $26,000 and this is for five years. So with TIA you cannot go down in your designation. you can only go up and earn more. Now, it is based on the atrisisk population of your campus. So, it could vary a little bit if you go from one campus to another, but for 5 years, they received this and they always have the opportunity to be eligible for more. So, you only go up. So, super excited. And like I said, it was an amazing evening with tears and lots of family there. They did have pom poms. Everybody had them. And um we're just so proud that our teachers were eligible for that. I mean, I think what caught our attention is the $3 million that were awarded to over 200 teachers and

059professionals from this district. That's great. I mean, I I remember seeing the video. I saw the videos that you all shot and I saw that with Blanca put up. Congratulations to you. I just know that we hadn't had an opportunity to congratulate you and we knew this was coming up, but thank you for that. This was, you know, some people told us a down payment on a house or we had a couple of our teachers that are expecting a baby and they were getting to go buy new furniture. Yeah, these are game changing. They are life-changing. So, appreciate that and like I said, can't wait to keep building it out and till all of our teachers are eligible. And we have another exciting initiative we have, and you're going to hear more about it on

060June 18th, but I'm going to give you a little teaser about it. It's the principal excellence initiative. So, this is going to align principal expectations um to high impact leadership practices. It's going to have implementation that includes walks and data-driven coaching cycles. It's going to support strategic goal setting and aligned campus action and it's going to align their compensation with the impact on the campus. So, we did have our first round of feedback. It was completed. It was with the um principal advisory committee and we have our second round of feedback with all of our principles at our June leadership academy. So, you're going to get more of this, but we just wanted to give you a little teaser of it and show that how we're investing in leadership within La Hoya ISD because we

061know that leaders make a difference on their campuses as well as teachers. So some takeaways, we listen to our employees as we built our compensation. That we always our decisions are driven by student outcomes and the impacts of the roles that we have salary evaluations. We always follow our policies that we looked and we made stipen adjustments and that we're continuing to grow the teacher incentive aotment. And I do want to say that the compensation manual is more than just tables in a book that's online. It shows the dedication of La Hoya and of the board to ensuring that we retain and attract and have amazing employees within our district. So just want to thank you for supporting. But it is much more than just tables in a book. So our next steps is we

062are going to publicly release the draft of the compensation plan and it is a draft and then the board will have the opportunity to vote on June 18th. And one other little plug here. We talked about having some positions open and we are going to have a job fair on June 10th at the La Hoya ISD wellness gym and we're inviting people to come and join us and be able to interview for positions um with us that day. Please go to laoyaisd.net and and to employment and explore positions that are open. and I welcome any questions that you have. Thank you, Miss Miller. Do any members of the board have any questions for Miss Miller or remarks? Yes, I have a few, but I'll start um I'll start with stipens. Um I think stipens were

063was one of those topics initially when we came in that I heard about a lot, right? So, the fact that we our staff had the opportunity to kind of come back to the table um and that we were willing to listen, I think is a really big deal and goes a long way. I think this is also a testament to like what's to come, right? And as things are happening, um, I think we're seeing more and more that as a staff of of the of administration, we're willing to listen. And I think that's really, really important, right? So, thank you guys for that. Um, in regards to the teacher incentive a lotment, if there's a category on there, um, I'm a teacher. I don't see a category that's on there. Is there anything that I

064can do to to kind of help get um you know give me the ability to qualify for a a teacher incentive a lotment? So um we had TIA talks in the spring. We're going to continue those in the fall and yes we want people to come and give us feedback and we also need to build in some cases like in fine arts how we would measure the growth of the students. So yes, we want people to come and we will have feedback sessions and then we will show um how we are going to include um different employee groups, different teacher groups every single year until all of them are eligible. Awesome. And then um regarding the principal excellence initiative um I think this al obviously aligns also with just um the teacher intensive development right.

065So now it's a trickle down effect right from the top to the bottom. Um, are there any other districts in um in the valley that are that have a program similar to this in the state? Can you tell us a little bit more about that? And this is not state funded, right? This would be an initiative that we're doing. No, this is an initiative for La Hoya ISD. And on the 18th, you're going to get to see that we are the first district in the valley, but there are other districts within Texas, very few that have started this. The difference in between the teacher incentive aotment and the principles is the teacher incentive aotment is a one-time payout and the principal's um payout will be within their salary. So it'll be steps in in salary

066increases due to impact on the campus. Awesome. Thank you. Yes. But can't wait until the 18th so you get to dig more into that. Thank you Miss Miller and Dr. Sorenson. Do you have anything you'd like to add? Um I would just say um that this process for us um really started back [Music] in late November, early December. I think the first department that we met with was operations um as Mr. Cidio is sitting there so smiley. Um but I think that um that is the first department that we kind of dug in with to really learn about zerobased budgeting and what that was. And um you know while the process hasn't been perfect um it has been um really earthy and I don't know any other way to say it. Every single day there's

067another iteration. Every single day there's another idea. Um because our goal was, you know, to meet those four priorities that we laid out. Um having a balanced budget and getting payraises for our employees and the absolute most that we could get to our employees was really important. And also making sure that we kept students at the center of every decision that we make made was also incredibly important as we know that you know that's that's why we're here. So every single time we met around budget, regard whether it was with campus leaders, whether it was with departments, whether it was with ourselves, um we were always pushing ourselves on how to do it better, how to how to make it stronger, and how to make sure we were maximizing every dollar. Um and also having

068to make really tough decisions that we know have profound impacts on families and on communities. Um, and we know that those aren't easy decisions, but they are decisions that had to be made that when you lose students, when you lose enrollment, there has to be adjustments in staffing. And this wasn't a new message to the district. And this wasn't a new message to the community. It just was on our doorstep to now actually take action on. Um and we don't take that um action lightly ever because there is a human impact at the every every you know time we have to make that decision. And so we want the community to know that um and we want the board to know that that none of it is taken lightly um or not without a heavy

069heart. Um but we know that we have to get dollars back into the classroom. We know that we have to get dollars back into our facilities and we know that we have to get dollars back to our employees by the way of raises and stipens in order to retain them. And so there are hard decisions that come with that, but the team worked very hard and so thank each and every one of you for your blood, sweat, and tears. Um, and I appreciate the board's support throughout. Um, I know that we kept you a breast throughout. Um but I am very pleased to present you not only board president of balanced budget um but a balanced budget with a surplus sir. So Thank you Dr. Sorenson. I knew you were going to tell me that

070again. Congratulations to you Miss Miller and everyone who's done a presentation as of right now. Um Joseph you're next. So I hope we can continue the great news that we're hearing. We can indeed sir. All right. So, good evening, Mr. Board President, members of the board, Dr. Sorenson, and La Hoya ISD community. Um, I'm pleased to bring you um updates to policy a local education philosophy. Um, so this is work um that we've been doing all throughout this year. Um and so this evening on the agenda for your um consideration and and in and board vote um is codifying some of this work that we've been doing over the over the course of the of the year. So policy AE local serves as a foundation of our district's educational philosophy. It communicates our core beliefs

071and goals for education that is emphasizing highquality instruction, student achievement, and preparing every learner for lifelong success. This update is part of our continuous improvement efforts aligned with lonear governance um and the and our systems of great schools work. Notably, this policy AE local hasn't been revised in La Hoya ISD since January of 2014, making this an essential and timely update. So, of course, our work is guided by LO our Lonear governance framework, which emphasizes student outcomes and strategic leadership. This policy revision reflects our commitment to uh to that framework and to ensuring our governance practices are aligned with our educational mission. Our work is guided again um excuse me um La La Loya ISD's vision reaffirmed by the board on October 2024 is clear and powerful. Educational excellence is the right of every student.

072This vision drives every decision we make and it's corner it's the cornerstone of this policy update. At the October 23rd board meeting, we also approved our new mission statement. Our mission is to empower students to become critical thinkers, visionary leaders, and active contributors to the community. We believe that educational excellence is is a shared responsibility and this mission is reflected both in our daily work and in our long-term goals. Also on October 33rd, 23rd, excuse me, 2024, um we we uh we approved um our student outcome goals. So we we established four ambitious student outcome goals. These goals are measurable, time bound, and focused on student success. Of course, we we uh progress monitor these goals through our goal progress measures um and through our presentations um from Dr. little and team um around our

073goals. For example, this evening um we're going to be looking at goals board goals one and two in progress maners around it. On November 20, 2024, um the board approved uh superintendent constraints. Superintendent rates ensure accountability. Um the superintendent is held to three key constraints. No conditions that decrease student achievement, no harm to students with disabilities, and no actions that compromise transparency or trust. These constraints ensure leadership actions decisions always prioritize students well-being and the community's trust. Similarly, on November 20th, we passed board constraints. Uh the board the board is guided by these constraints. um at least those being at least 50% of the public be meeting time must be focused on student outcomes. So two presentations from now I will come back and do our time use track or report and have some happy

074news around that and that particular goal constraint communication must align with board actions. Board members not must not give operational advice to staff. These constraints reinforce our governance role and help maintain a clear focus on student achievement. As part of our systems of great schools, we've adopted a North Guard goal to increase the percentage of students attending ARB campuses from 84% in 2024 to 90% by the start of the 2028-29 school year. This goal aligns with a local policy and reflects our commitment to equity, equity, and e excellence across all campuses. The revised AE local policy includes 10 key sections from our mission, vision, mission to student outcome goals, roles, constraints, and evaluations. Sections marked on this marked red on this slide contain language um proposed language updates for your review and approval this evening.

075I'm happy to take any questions or feedback at this time. Board members, do we have any questions for Joseph specifically on this agenda item? Okay. Thank you, Joseph. I know you'll be be called back in a minute. Next agenda item is 7.2 L O L O L O L O L O L O L O L O L O L OSG update report on goal progress GPM 1.1, GPM 1.2, GPM 1.3, GPM 3.1, GPM 3.2, GPM 3.3. Dr. Little. Yeah. Thank you, Mr. President. Good evening, superintendent, board, and community. Uh we are here this evening to share our updates on those goal progress measures and what we've seen this year related to our literacy journey in particular. Uh at our next board meeting we will have a similar conversation about math but tonight uh is

076all about reading. I I do want to appreciate and thank Miss Fletz and Miss Lozano and Mr. Duk who spent a lot of time obviously doing the day-to-day work but also helping to put uh this presentation together. So, as you just outlined, uh, board president, we are looking tonight at goal one and goal three specifically. That is how we are doing at the early levels with literacy leading up to third grade outcomes and how we're doing in the middle school space ultimately leading to eighth grade outcomes. We are going to take a pretty deep dive into our goal progress measures. We're going to do this a bit out of order to help think about the progression of our work from our earliest grades in K1 and two ultimately leading to the high school space. And

077as we start, we just want to lay out a few things uh before we dig into the data overall because we are going to see data points in this presentation that declined. We're going to show areas where we did not end up where we needed to be for our students and we did not meet the targets set up in our goal progress measures. uh and we want to acknowledge that sort of transparent transparently uh and fully as we go about tonight's conversation. It ultimately touches on part of what um Chief Nigella just reminded us of which is student outcomes don't change until adult behaviors change. The sort of overarching reality behind the data that we're going to share is we're on a long-term journey of adult behavioral change. We are asking, we are requiring and

078we are expecting real change in adult practice in the classroom, in campuses and in this building and how we provide campuses and teachers support uh in this work. Fundamentally for tonight's conversation, we're asking for real change in how we teach students how to read and how we ultimately build that competency and that skill over time. Uh so we'll see in the data that we haven't made all of those changes that we need to that it is a longer journey uh of adult behavior change and there are things that we at the central level have to continue to get better at in terms of how we provide support and structure for classroom teachers and campus leaders to really be effective at this work to get to the student outcomes that we are uh expecting in our

079goal progress measures and our goals. So with that context set, a few other pieces to note here as we look at this year-long data. It's helpful to keep in mind that this year we spent most of our energy and effort and we spent a lot of our conversation in these meetings really thinking about our new curricular implementations in prek, in math, and in science. Uh we've talked a lot about the changes we need to make in the literacy context, but many of those changes haven't been made yet. they're actually coming more into place uh next school year. So, they aren't reflecting yet uh in the results that we're seeing. We did however make a targeted shift in foundational literacy instruction starting in January. Uh Miss Lano and I talked about changes that we're making with

080our kindergarten, first, and second grade teachers to align much more to the science of reading and build those foundational literacy skills. and we'll actually see pretty pronounced progress in some ways in that foundational learning. It's important to remember though that that was all focused on English language uh acquisition and and reading skills. Uh as we presented a couple of weeks ago, we showed really promising early data on our use of Lexia, a supplemental literacy tool that we put in place this year as well. And again, that data was promising and that's like early early indicators of I think where we'll be in the future. That also was an investment on the English side. So when you see tonight, you'll see a difference in our trend with English data versus Spanish data. And part of that

081is due uh to that focus. The other thing and and we'll come back to this at the end. All of this story tonight leads us to the place that we knew we were needing to go. putting in the hands of our teachers the highest quality instructional materials aligned to research and evidence-based with the science of reading. We will have that next year with Blue Bonnet and Amplify in our K8 spaces. We also know that at the end of the day, the materials matter, but what teachers and students are doing with those materials also matters. And so the approach to instruction, making sure that we're using research-based uh instructional strategies, you hear us call that Arby's, and that we're building more capacity in the science of reading. Uh we've talked about letters training that's coming up.

082Those will be key to our work moving forward and ensuring that we're using our time in the best way possible. So let's see where we were. And again, we're going to start at the early level here where we do see strong progress in foundational literacy. As a quick reminder here on simple view of reading, uh reading is super complicated. It is not something that we just inherently are able to do. It takes really detailed explicit instruction and practice. And part of that is in word recognition, being able to associate letters and sounds and and words with meaning. getting to a place where we're also building more comprehension. Those two together again in this simplified form lead to reading comprehension. What I'm going to show you over part of this data set is we're getting better

083at some of that word recognition. We're getting better at some of that language comprehension. It's not enough yet to show up in grade level results as we've outlined in our GPMS. Remember, those are grade level outcomes, not foundational level outcomes. But this is the path we have to take to get there. And let's actually illustrate that with a real example from first grade. On this slide, there's a couple things that we are trying to call out. And and I recognize certainly in the room, it may be a little hard to to see, but on the left hand at the beginning of the year for a first grader coming in. So, you know, third, fourth, fifth week of school, first grader is here. And we did the beginning of year MAP assessment. This left-hand picture shows

084the type of question that first grader had to get correct to be considered like on grade level or average achievement for that point in the year. Couple things to call out. One, visually, you see there are not as many words in that question as there are in the passage to the right at the end of the year. So, the overall complexity of what they have to grapple with uh is very different. The other key thing here, and it's in the red box on the image, at the start of the year, that first grader is actually being read that question. This is ultimately a listening comprehension question because they're not yet fully expected to be able to read that on their own. So, they get to listen to this and then answer the question. By the

085time we get to the end of the year, that first grader is no longer able to listen to that. They have to read it independently. They have to be able to do the decoding work required to get to that comprehension and they got to be able to track the information and comprehend it to answer that question. So the level of expectation, the level of rigor required is dramatically different. That shows up in those number ranges on these images as well. On the left at the beginning of first grade, you see these numbers 141 to 150. That shows the measure of difficulty of that type of question. by the end of the year I have to make a 40oint jump to a higher level of difficulty to still be considered on grade level as a first

086grader. So again, as we go through much of our data tonight, I want us to keep thinking back to this example because what we're not saying is that students in La Hoya ISD learn less over time. That's not the story of the data. What it is saying is that they learn more. we just didn't learn enough more to keep pace to where we needed to be to ultimately improve on grade level outcomes. And so again, quick reminder as we start to look at GPM 1.3, which is our foundational uh reading fluency data, we have these foundational skills on the left. If students don't have those mastered, if they can't decode, they can't handle uh phonics tasks, there aren't going to they are not going to be able rather to get to oral reading fluency. This

087assessment, by the way, starts with sentence fluency. So, the first type of question that a student gets when they begin math reading fluency is a sentence fluency question where they have to read a sentence and match it to the right picture. If they get those questions wrong, the assessment routes them back to foundational literacy. We're saying, "Hey, you don't have all the building blocks you need yet, so let's go see where you are in that foundational literacy space." If they get that sentence reading or that sentence fluency question correct, it says, "Hey, you actually do have enough of those building blocks. Let's see if you can handle more complex reading passages." And that's what gets us to the oral reading rate. So to quickly compare where we were beginning of year to end of year

088on foundational skills, you saw a version of this slide at the middle of the year. A quick reminder, blue is beginning of year, red here is end of year. And we want to see this go down over time. We want to see fewer students still in the foundational space. So these bars should decrease. We see that happening in kindergarten in both languages. We see that happening even more in first grade. What we should also see is that happening in second grade. So on on both this slide and the next one, you'll see in our second grade space that we still have too many students in that foundational space working on those skills and not yet getting to the level of sophistication that they need in overall um literacy and reading comprehension. On the other hand,

089we should see our oral reading rates go up over time. So these work as a seessaw. as foundational gets better or reading rates go up. Uh so we see that increase happening in kinder. We see it again even more in first grade, but we see some of that regression here in second grade. Again, back to our example, that means we've got to be able to handle more complex things along the way. And that's part of what's showing up in the data. Ultimately, if we were to draw a nice line through like third, fourth, and fifth grade, you would just see these steadily rise to where ultimately in the third and fourth grade space, we want to get to a place where every student has the skills and knowledge to be at oral reading and is

090no longer having to grapple with foundational literacy concepts. So, all of that lined up to get us to GPM 1.3, which is specifically related to sentence fluency. Again, similar charts here to what we shared at the middle of the year. Just to reorient us quickly, we're looking at English and Spanish data. So, some students are taking this assessment in English, and we're gauging their English acquisition and skills. Others are doing it in Spanish. On the left, we have English. On the right, we have Spanish. The first donut chart is where we were at the beginning of the year. That's the one with gray and blue on the English side. Again, we're looking at students who are meeting or exceeding those expectations for sentence reading fluency. And then the next one where we see more yellow,

091green, and blue is the progress indicator or lack thereof potentially. In this case, it actually does show progress. We had a slight improvement at the meets plus level here of two percentage points in English. You see that as we look at the green and blue combined. But the other thing I would note here is that yellow, while not at the grade level sort of standard, does show students making progress in their foundational skills because they went from not sort of registering in that question to now they're showing up as on the path to meeting or exceeding those expectations. We see that even more in Spanish for kindergarten. A 12point improvement here at the meets plus level. And again, all of that gray has disappeared by the time we get to the end of the year.

092First grade looks even stronger. On the English side, we saw six points of growth. Spanish double that at 12 points. I do want to pause and say like the red here again is a mixed indicator. We want our students ultimately to be at that grade level standard in the in the green or blue color. But the red shows students who've also made it to the level where they get to grapple with those questions. even though they aren't on grade level with that task yet, they're close enough that they actually get those questions on the assessment and get to start um you know tackling those challenging skills. Spanish, same thing. More improvement here. Red, while not not on grade level, does show progress overall of moving more students into this space. And then even more pronounced

093at the second grade level. Here we've got double digit growth in both English and Spanish. Over 20 points in English, 30 points in Spanish. The other thing I'll call out on this slide is we got these incount numbers at the bottom. You see in English we went from 365 to 646. That's showing that we almost doubled the number of students who were at that meets plus level in the second grade space in English. Um Spanish similar growth there. Really strong from the 200 range into the upper 300 space. So, as we start to pivot here to look at like grade level achievement and move from MAP reading fluency into the the formal um map assessment, we are seeing growth and progress. Uh we are seeing that students are building more foundational skills. We've got to

094do more of that to get to the place where we need to be at a grade level standard. And that's what we really want to dig into next. And that's where you're going to see um some some declines across the board. So, first a few points of analysis. So, as we look at this data, again, it is definitely not what we want or need to see. It's not what our students need from us as well. And we certainly stand here humbled by the fact that this is where we are as an organization. It is also part of the journey that we have to be on over time to improve outcomes as we improve practices. I mentioned some of this at the start, but a quick recap here in terms of analysis and explanation for what

095we're going to show. Again, most of our effort here has not been in the literacy space. Therefore, we're not expecting as much behavioral change to go back to that slogan uh here in literacy instruction as we were expecting overall in in math. The other thing again as we see the English versus Spanish results on the next few slides, all of our like extra time, attention and resources went into English language learning this year, not in Spanish language acquisition. Uh that is something we can certainly fix and improve moving forward. And then all of the training and resources that we are working to provide thus far have been at the leadership level. So campus principles have gone through this training. APS actually spent yesterday and today going through part of this training. Classroom teachers have not

096felt or experienced that yet. They will coming up this summer and into next school year. And then our new curriculum will certainly help as we move forward. Um I I will say and to to parrot the superintendent in a moment. You certainly chime in if you want to. We do not want you or the community to think that we are excusing this data by what we're saying in the analysis here. But we do owe explanations for it. Whether it goes up or goes down, we should always be able to attribute the reasons why we got there to be able to know what we have to do better moving forward. Each of these things provides an action that we can and will take as we move into next school year to show improvement both in what

097we do every day to support leaders and teachers and to help them improve their practice in their buildings and in their classrooms. Board President, may I? Yes, Dr. S. So I met um with principles today um because we went through map data. They had map training today and they have map training tomorrow. And so the conversation that I had, you know, because they obviously um will be standing in front of their staff and having these type of conversations, I I literally um said I think when we see data that is disappointing, we have two choices. um we can either point out and say it's because of all these external reasons or we can point at ourselves. And so as leaders in the district, it is imperative that we own the outcomes. That is the only

098way that we as leaders grow and improve. We have to look at what our systems and structures are. As we support leaders, as we support our teachers, as we ask our system to learn new ways of teaching, these are systemic shifts. We are asking people to fundamentally do things very very differently. That is not an excuse. That is a reality. And so in that we have to very very stringently look at ourselves first and say what supports did we provide? What did we do? What did we not do? What were we clear about? What were we unclear about? And what do we need to do differently next year? because I've said it my entire career and I will say it until I am no longer doing this job. These are not just data points. Behind

099every data point is a child. Data points are not just data points. They are children. Behind every data point is a child. And so for every data point that doesn't move, that is a child that doesn't move. And that is a trajectory that we are impacting. And so as I stood before the principles today, I said we have two choices. We can either go like this and we could say oh it was that classroom or it was that teacher or it was that grade level or we could say what did we do or what did we not do and what do we have to do differently. And so I think that again as we go throughout this season and and as scores continue to come out, we have to continue as a system to not

100only own the learning curve that we will see in the data, but also continue to have conversation as leaders and model what that conversation looks like not only now, but moving forward and moving into next year. Thank you, Dr. Sason. Again, as we look at the the results, we want to come back to a few key concepts. One is we have to accelerate growth to actually improve achievement. You've seen the slide a lot. We know that it's my favorite sort of concept in in slide here as we look at the data. We want to be on that upward growth curve. I want our students to grow more than anywhere else in the country so that we can get better overall at their outcomes. If we maintain their growth and they just meet what they're expected

101to do, they're still growing and learning more, but their relative place and achievement doesn't change. That's this flat line. And then what we're going to see in many of the context is this downward slope. Again, students still grew and learn more. Back to that first grade example, I made progress from listening to that short passage to being able to read that longer one. I didn't get all the way there, though. And that's part of what's going to show up. The other thing quickly and and I appreciate Mr. Duk put this together to help visualize this as we look at our early grades map data. It's not aligned to STAR measures. So we're not talking about approaches meets and masters here in the way that we get the results on STAR for third grade and up.

102We're really looking at how we situate our achievement and growth compared to everyone else in the nation who took this assessment. So these percentiles really are what we're focused on and we set our GPMs to say we want to be at or above the 50th percentile. Another way to say that is we want to be at or above the nationwide average in the results. So here we go. Starting with first and second grade, uh we have split this out intentionally to show English versus Spanish results. So English in blue, Spanish in red. We're looking at beginning to middle to end of year trends here. First grade on the left, second grade on the right. And let's take first grade quickly as an example. So look at that blue English line. Uh we we sat here

103in February and gave our middle of your presentation and said, "Hey, we went down from the beginning of the year." Part of what we said to you and part of what we'll we'll continue to say is that's not totally unexpected from beginning to middle of year. But what we should ultimately see is enough growth and improvement by the end of the year that we got better overall. That's not our story yet in this data. What we did say though when we talked about that in the middle of the year is we're going to make that foundational literacy change in kinder first and second. Look what happened at the English data from middle to end of year. It stabilized. We didn't lose any more ground in that space. We didn't always gain, but we at least

104kept our achievement where we were. So, those students were growing enough to stay where where we were overall. We didn't make those similar shifts in Spanish to the point that we made multiple times about changing the way we approach instruction. Just like we mentioned in the last Lexia presentation, we've got to do more small groupoup targeted work with our students. We do have some resources to help with that in Spanish, but we didn't emphasize that as much. We see that that continued to decline overall. So part of this story is, hey, when we do focus on the right practices, we will start to see results. We've just got to make that consistent across the whole system and elevate the level at which we are doing those things. Second grade is a little better in the

105English context. Again, we went down by middle of year, but we actually grew from middle to fall. That is that upward growth curve that we want to ultimately be on. Like we grew so much. We changed our achievement level um in English from middle of year to end of year. Again, same story overhaul overall here with Spanish um continuing to go down. While these are not part of our GPMs, we did want to again be transparent about the whole story. So, quick look at third, fourth, and fifth grade. Um these V-shaped sort of curves again typically expected. You might see some regression at middle of year and then we want to bounce up uh at the end of the year. Overall here both English and Spanish have a stronger story than we saw in first

106and second grade. We're seeing improvement other than Spanish in fifth grade consistently from middle to end of year. What we're not seeing is enough improvement to actually get better than where we started. So again, students weren't able to fully handle those much more complex expectations by the end of the school year. That leaves us with our GPMS being off track. Uh we have this year used a very rigorous method to status our GPMs, requiring not only the district to meet the target, but every campus to meet the district target as well, along with every student population. Uh I believe we will spend some time this summer as we reflect on our work this year and what we need to do moving forward to talk about whether this indeed is the best way uh to recognize

107the work that our campuses are doing in these statuses. But as we wrap up, we're going to continue to use that same approach uh this evening. So as we look at GPMs um for goal three, again all are off track. We will start with our typical slides here. Again, going out of order to look at K2 students first. that top set of of line graphs, the black is overall. The blue is covered up, but that's English. You see a little bit of the red, which is Spanish. That doesn't look too bad as an overall image. Like, we didn't do very well fall to winter, but then we saw a real growth from middle of year to end of year. That goes back to all of those doughnut charts that we showed. Students are making progress

108in their foundational skills. We didn't make enough growth to meet our overall target as a district. At the bottom of the slide though where we always break out campuses just visually you can see that those black bars which are end of year data consistently higher across the board. So every campus but one um made enough improvement here at the growth level to actually improve overall achievement in foundational literacy in grade level results. though again we see see what we broke out before still showing you English in blue Spanish in red the black again here is the overall district because our Spanish results really went down that pulled the overall number down you can see that there's uh a greater mix here at the campus level where most of those black bars actually are lower than

109where we were at middle of year or certainly where we were at the beginning of the year and then second grade is a a similar story here not as severe drop off as we saw in first grade overall. Um, but still lots of room for growth and improvement. Now, we're going to shift up into the middle school space as we wrap up. Again, these also officially off track. The one thing I would call out here is we're moving from that percentile comparison to the nation's results to star equivalencies of did our students get the score they need to be equivalent to meats or higher uh on the star result. Overall, these are better results than we saw at the early elementary levels in terms of the variation over time. They are still not where we

110need to be um to to reach our targets and to to serve our students well. Sixth grade, you see that we went down from 40 at the beginning of the year to 37. We did maintain that 37 from middle to end of year. So, we were at least able to hold steady uh but didn't didn't make enough growth to get better. If you look at the campuses, I want to call out signs. The third group of bars from the left, um like steadystate improvement over time. That is the image that we want to see for every one of our schools. We're getting better every time we do this and ultimately getting to a much higher level of achievement for our students. The other thing to note though, science is still well below that dotted line.

111So again, as we as we think about statuses, as we think about how we really recognize and appreciate all of what our our campuses are putting in by this measure of growth, science did really well. They're still far away from where we want to be as a district, but how do we better recognize and appreciate that journey um that that school in this example was on? Seventh grade here, uh better than sixth grade in so far as we improved over middle of year. So we had a three-point gain from the middle of the year. still didn't quite make it back to that beginning of year result. These campus level results are a bit more jagged like there isn't that beautiful sort of stairst step uh overall, but we actually see Memorial um started above that

112district target and stayed above it by the time they got to the end of the year. And then 8th grade, this is the the second rosiest of the data points that we have tonight where we do show some growth over where we started at the beginning of the year. one point here from 51 to 52, but we made that gain at middle of year and then we were able to keep pace to to keep that level of achievement by the time we got to the end of the year. And again, our campuses overall are much closer and more clustered together at the eighth grade space than we see in sixth and seventh grade. One last thing as we look at high schools again not officially a GPM but as we're we're trying to show the

113whole continuum here. Uh blue line at the top is where we started the year at BOI and black is where we ended the year with our MAT results. We see for English one 2 and three we had improvement over the course of this year. So we increased achievement in all three of those levels. English four did go down a bit. um that is a senior level course. So those students were wrapping up their last year of high school. So we do see some drops there. Uh and similar to what we called out for signs earlier, I'll point out this second group on the left at the bottom which is Wades Lincoln. uh we've had an opportunity to shout their praises several times throughout the year and we'll do so here again because look they made

114progress every time and that data went up and up throughout the year and that's certainly what we want to continue to see and expand in practice across the board. So, finally to close us out here, um some of this is is a a repeat of what we've told you before is coming, and that is this real focus shift in instructional practice and in instructional approaches when it comes to literacy. That will be supported through our new curriculum with Blue Bonnet and Amplify. It will be supported through a lot of professional learning and training that our teachers and leaders will continue to go through not only in the next school year, but some of this is actually an 18-month process that'll carry into uh what is year three of our Lonear goal journey. Uh and at

115the bottom here, really getting to the point the superintendent made earlier, we've got to get better at how we help campuses and teachers get better. We are spending a lot of time this summer really rethinking and rebuilding how we support campuses, how we provide direct coaching to leaders and teachers so that they're better positioned to do the behavioral change work and the systemic shifts that have to happen next year in this literacy space. So, thank you board for letting us lay that out. Members of the board, do you have any any questions for Dr. Little? I have a question. Would you be able to um maybe give some insight Dr. Little about um what sort of preparation or training days is going to be given to teachers for this new HQIM um before the school

116year if any and then also during the school year if they have any concerns or about the Absolutely. So we rolled out more than a month ago actually our summer professional learning catalog with expectations by grade level for teachers. So, if you are a kindergarten to 8th grade teacher in the district and you teach um reading or literacy, there are sessions over the summer that we are expecting you to attend. There's also sessions, remember when you approve the calendar, we have those three professional learning days built into the school year. There will be sessions offered uh on those days as well. And then what we also do, we did this this year with Eureka and Carnegie on the math side, we'll do it on the literacy side, is as we get close to each new

117six weeks, we have sort of preview and prep sessions. So in the next six weeks, here's what we're teaching and working on. Here's what you need to get ready for. Come to this session and we'll help you prepare for that next um chunk of the school year. And um vice president, what I want to add is I think we all heard the Dr. Little say the word expect to attend. And so I I want to also add that when we use words like expect um there is compensation. And so when we are expecting our teachers to attend this, there is compensation attached for our teachers. And so it's not like we expect you and we're not compensating. Um and so that expectation comes with compensation for our educators. Um because we know that it is

118that important and that valuable. Our students need our teachers to learn how to do this. And so we put money behind it. That's one of our strategic investments um to really pay our teachers in order to come learn what they need to learn before the school year starts. Um we are ahead of the game this year um as opposed to last year where we were doing it late. Um and this year again we we made the investment in compensating them for their time. Thank you. Members of the board, any other questions? Yes, board member. Um, on additional data for high school map, you note that launching Lexia requirements in 2025 26. Um, can you expand on that? Absolutely. So, this year, our real focus with Lexia was in the kindergarten to 8th grade space. Again,

119we made it available to high school classrooms, particularly those classrooms supporting um newcomer students who are new to the country, certainly new to English. We did not have firm expectations for usage of Lexia though. And so this ties back to our conversation a couple weeks ago where we will have firm expectations in our high school classrooms for how they're using this supplemental resource. And as we talked about last time overall as a system going from basic, hey, did you use it to are you using it well and are we seeing impact for students? And then um regarding seventh grade, you put revised quest and established when I'm not sure I understand what that means. Ah yes, sorry for the acronym that we didn't explain. A quest, remember, is a part of our middle school schedule

120that we've had. That's a period where some students are receiving additional intervention and and support. when is something that we work very closely with our middle school principles on uh really throughout the spring semester to think about how do we provide more support overall at the middle school level. Our middle schools have a long way to go in what they are doing like not just in literacy but just period middle schools historically are tough for for districts. we also face that like we got a lot of work to do and so when stands for what I need it's just a cute little acronym um but that is a new period that we added in the day so it's not taking away from anything else like we inserted it in our day so every student has

121an opportunity to receive additional intervention and support through MTSS next year and I want to add and I'm looking at Veronica on this it also ensures and I will actually look at vice president on Um it also ensures that they are not pulled out of their electives. Um and it so it is built into their day. Um so that all kids get that so that there's no like they have to be pulled out of music or art or anything in order to get that support. It is this additional period that is untouchable so that then their electives become untouchable. I have another question for second grade. Um great. We had more than 20 points. But is it typical to see, you know, double digits? What what should we be seeing? Are you on this side?

122I am. Uh, no. They don't coincide with the screen. Keep going back. This one's with the circles. This one with the circles. Keep going. Keep going. Yeah. Yeah. Ultimately, at second grade, that answer is no because we've done more work at the preKK and first grade levels to not have students so far behind in their foundational skills. So, that growth would still be there. It wouldn't be as pronounced. Part of this is really a representation of how much ground had to be made up for second grade students. And that's part of why these growth numbers are so large. Would do you think our children from second grade and up are still facing the challenges from COVID? So, isn't this tremendous growth? There's certainly still some impact there and there's some, you know, national articles and

123research that that's come out. Um, I I can say as a native Louisianaian where classrooms shut down due to Hurricane Katrina, you know, now 20 years ago, um, there's a lot of research to show that there's long-term impacts of that. And I do think that we will see that at CO. That aside, like we've also got to get out of the COVID explanation of where we are because there's still students in the classroom right now that require the best of us and we've got to make sure that these second graders, these third graders, etc. are getting what they need to be where they have to be on grade level. Certainly. Thank you. Dr. Litter, I have a question. um for the schools, I know you mentioned science, I think Quadis Lincoln or Moral Middle School

124that we are seeing the trajectory of the staircase, right, which is what we want to see. Um is your team um seeing any factors or any common factors at th at those schools versus um the schools that were not seeing that that projected pathway? Some factors. Some of that is like attention and time and support. So, we spent a lot of time in this presentation talking about how our support has to get better and it does. We've also been on those campuses more often than we have been in other places. Uh remember as we rolled out QSA in the fall as we looked at data last year, like we know there are some campuses that need more of us than others in the district and so that helps prioritize where we are. Um some of

125this is also um like extra support that that we're providing when we talk in a couple weeks on the math side and I should have responded this way um to the earlier question. We have outside support coming in as well. So when we implement Blue Bonnet and Amplify or really Blue Bonnet next year in the K5 space part of what you approved a couple weeks ago is our contract provider for that lasso grant. They will be in classrooms modeling and and providing support to teachers. They will be doing coaching walks with principles and that will apply across the board, but we will also target that to certain places who need more of it as well. Thank you. Any other questions? Can you clarify just for the audience to understand? Um I know this the the

126graph you just passed uh oh with the next one go before right there like let's just this is an example just to clarify how people can understand that they start at 51 we end at 52 it's not just a one point gain. Can you explain that so everybody can understand that please? Yeah I appreciate that question and that goes back to our first grade example earlier. To get that onepoint gain, I had to not only be able to do successfully what I did at the beginning of the year, I had to learn enough new content and material and get that right to improve. So, it's like getting better at getting better as well along the way. So, I had to grow enough to keep up. Um, really bad example probably here. If we think about

127a track example, if I had to run a mile in 6 minutes at the beginning of the year and that met my standard, but now I got to run 1.2 miles in 5 and 1/2 minutes at the end of the year, that's again maybe a bad example. Our runner on the board appreciates that. Um, but I not only I did that one for you. I not only have to do the initial expectation, I have to do a much harder expectation to be able to show that growth. talking about the first grade and the growth. Uh we saw how the numbers on the top with the road the road diagram that you showed us um how it's increasing and you said um we can't go back like we can't go back to the lower levels but

128we can keep increasing to the point I'm kind of thinking of those three arrows where you showed we can't go down but we can go up and then we can go up as much as the student is comprehending to what extent how is that working yeah and I would think about this at the individual student level um I think in the first time we talked about MAP, I tried to explain we're always trying to keep that student at the edge of discomfort. There's an official term for that we call the zone of proximal development, but like I'm at the boundary of what I know and what I need to learn. And what we're constantly working to do is to keep pushing that boundary to further and further places. There is an expectation in MAP on

129how far that boundary can move in a year. That's that flat growth line of you met your growth target. What we have to do is push further than that because we also have further to go to catch up to where we need to be. And that's the AI implemented into the assessment tool that we That's right. It's adapting those questions to where I am and what I'm getting right. But that then gives the teacher the important information to know, okay, here's where Dererick is. Here's the work I have to do with him so that we see that increased growth by the time we take the assessment again. Again, all of to the superintendent's point, like a student is really behind all of these data points. What's also behind all of these data points are actions

130that have to happen as a result in the classroom. Thank Dr. Little, thank you for saying that because what I was going to follow up with is that as you talk about and we call it ZPT, right? like the zone of proximal development that's that only happens with instruction like that level of rigor and you know they the principles were like you know the word I kept using today was complexity even like in first grade our students should be experiencing a level of complexity every day with every lesson school should be hard, challenging, grade appropriate, right? Like we don't want our first graders like losing their minds, but school should be challenging because they should be learning new concepts, new skills, new language, new words every day, every lesson, every subject in order for them

131to continue to grow. And so that keeps them at that zone of proximal development. And if we're not sharing that type of rigorous, complex experience with our students every day. And again, that goes back to how are we helping our teachers grow in that way so that they can then provide that level of rigor and complexity that is grade level appropriate. then we're going to continue to see students run run as fast as they can. And so we've got we have to do more to provide exemplars and professional learning and and coaching and modeling not only because again our our team is only so big, right? But then our campus leaders have to have the the skills and knowledge and capacity to grow their teachers through their professional learning communities and and through the learning

132that takes place on campus every single week. So that those are the authentic um adult learning spaces that we then create on campus where adults are then comfortable um to continue to grow um in safe spaces in front of their administrators, with their administrators. Um so that again it all translates then to what is happening in the classroom. Members of the board do we have any additional question sorry regarding reading fluency? How are we measuring the students? Is it a computer-based um exam or is it onetoone with the teacher? Yeah, this is also a computer adaptive assessment. So it's part of the overall MAP suite. Reading fluency is is the early version of that which is helping us dig into those foundational skills. And again, it starts with a sentence fluency question. So I read

133a short a short sentence. I have to match that with the correct picture and I have to get so many of those correct to show that I have mastered that concept. And how do we accommodate students that need accommodations? You know, if they Oh, fantastic question. Um, part of that is it depends on which assessment we're talking about. It'll work a little bit different in MAP reading fluency than it will in MAP growth. Uh time is one way that could be consistent across assessments. Some students may need more time on the assessment. Some students may be administer the assessment in a small group as opposed to in the large class. Again, those are general things that can apply across the board. In some cases, there can be audio supports for the student that aren't provided

134to others in the grade level. This actually gets back to our sped audit conversation and like how we individualize supports. Your need and my need may be different. The accommodation can also show up differently. Board member Oo, that was a great question and I was thinking the same thing. So a school doesn't end for a student at 3 or 4:00. So like she referenced, what accommodations? I mean it's also teaching the parents, right? I mean, is there communications with parents and and when u we see a student that may have some um deficiencies or needing additional assistance, the parents are I guess say we reach out to them, right, Dr. Little? We do and that's an area of growth for us across the board. Remember, we started to release this year curricular resources and overviews

135to parents. We need to emphasize that even more as we think about family and and parent engagement next year. really creating spaces where we're helping families truly know what's happening in the classroom and know how to reinforce and support that with MAP. There are family reports that we've asked campuses to provide. We did that sometimes well, sometimes not well. And that's another opportunity to be able to have a real conversation with mom and dad to say, "Here's where your student is right now. Here's what we're doing at school to help, and here's things we need you to help with." Also, I like that. on that topic. Is there um are we planning to implement that into Skybridge? I didn't hear the last part of that. Are we planning to implement that? How um with Skybridge

136like we receive as parents, we receive notices of how the child's doing, their scores on a regular basis. With MAP, we have to wait for the teacher to provide that information. Is that going to change? I don't know. We can look and see if that's possible to change. I'm not sure what all the capabilities in like the map to Skyward connection are there, but we can certainly look at that. Um, typically that is a teacherto parent communication. I would say that's whether or not we can provide it digitally or electronically through Skyward. We will see. It's also still an important conversation for teachers and parents to be having together. Thank you. Great. Any other questions for Dr. Little? Great. Great job, Dr. Little. Thank you for the uh presentation. Thank you. Next item on the

137agenda is agenda item 7.3, Lonear Governance Times Tracker Report. Joseph, once again. Yes, sir. Um so I am pleased to be back um to do our regular meeting update on our Lonear Governance time use tracker report. Um, of course, our work around Lonear governance is all about improving student outcomes. And one indicator of whether or not we're driving student outcomes is how much how we structure our time in board meetings and how much time is actually spent on discussing um student outcomes and adult outcomes. Um, so I'm going to borrow on the theme of runners analogy. Um I stood here several board meetings ago um and we talked about well we had zero minutes towards um student outcomes and maybe a handful of minutes on adult outcomes and then we asked well isn't our goal

138to have 50% of our time spent on student outcomes in board meetings. Um and the answer was yes. And that very much felt like um the four trying to run a four-minute mile like achievable but for a very elite few. Um I'm happy to report tonight that is very much achievable because not only did we meet that goal on our May 21st first meeting, but we exceeded it. Look at that board president. Good job, Carlos. Good job. So we have um 76 73.8% 8% or 76 minutes of our of our meeting um on May 21st around student outcomes and adult behaviors. Um and then around student outcomes, we were at 69 minutes at a total of 66.35%. Right? So that time that we had present we had our special education audit findings presentation. Um Dr.

139Sorenson gave her presentations around um her constraint project constraint progress measures and our northstar goal and then of course our our time use track report as well. So with that I'm happy to take any questions. Great report. Wouldn't you guys agree? Diana, what would you think? Do you have any comments? Okay, good. That's good to hear. Joseph, thank you very much. Great news. Thank you. All right, ladies and gentlemen. Next item on the agenda is our consent agenda. Um, do I have a motion? I move to approve the consent agenda. Do I have a second? I'll second the motion. All in favor signify by saying I. All oppose. Motion carries. Agenda item number nine, close meeting will be held for the purposes authorized by the Texas Open Meetings Act, Texas Government Code section 551.001. 551.071

140551.072 551.074 551.076 551.129 and 551.082 Concerning and all purposes permitted by the acting queen but not limited to the sections and purposes listed below. Ladies and gentlemen, it is 8:02 p.m. Ladies and gentlemen, we're back from close session. Uh, it's 8:33 p.m. Our next item on the agenda is an action item 11.1 consider consideration approval of policy update AE local. 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. All oppose. Motion carries the following item 11.2 discuss and consider approval of a delegate and alternate and an alternate to the 2025 Tech Association of School Boards TASBY Assembly. Do I have a motion? I move to approve 11.2. Do I have a second? I second the motion. All in favor

141signify by saying I. I. All oppose. Motion carries. Next item on the agenda is 11.33. Approval of contract for MAP NWA services 2025 2026. Do I have a motion? I move to approve 11.3. Do I have a second? I second the motion. All in favor signify by saying I. I. All oppose. Motion carries. 11.4 approval of purchase of mathia and digital course student licenses for secondary math instruction through educational materials and equip RFP. Do I have a motion? I move to approve uh item 11.4. Do I have a second? I second. All in favor signify by saying I. All oppose. Motion carries. Uh, next item on the agenda is 11.5 approval of bank depository CSP number 2025-46. Do I have a motion? I move to approve item 11.5. Do I have a second? I second

142the motion. Uh, does the record state that I will be abstaining from this vote? All in favor signify by saying I. I. All oppose. Motion carries. Next item on the agenda is 11.6 approval of policy update DC local. Do I have a motion? I move to approve 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 purchasing and acquisition policies local update 124. 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. Next item is 11.8, approval of policy update 125. Do I have a motion? I move to approve item 11.8. Do I have a second? I second the

143motion. Uh, all in favor signify by saying I. I. All oppose. Motion carries. Next item is 11.9 approval of region one education service center personnel service. Do I have a motion? 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. Next item is 11.10. Consider and take possible action to nonrenewal chapter 21 term contract employees who did not request a hearing regarding the proposed non-renewal of their contracts by the deadline pursuant to chapter 21 of the Texas Educational Code. Do I have a motion? I move to approve 11.10. Do I have a second? I second. All in favor signify by saying I. I. All oppose. Motion carries. Next item is 11.11. Considering take possible action to propose the termination of chapter

14421 term contract employee and authorize the superintendent to send notice of proposed termination to employee. Do I have a motion? I move to approve item 11.11. Do I have a second? I second the motion. All in favor signify by saying I. All oppose. Motion carries. Ladies and gentlemen, next item on the agenda is our calendar. Uh 12, I mean June 2024 is central administration working hours. Monday through Thursday from 7:00 a.m. to 6:00 p.m. Fridays off. Uh next next uh item on the calendar is June 18, 2025 is a regular called board meeting. Item 13, school board members superintendent remarks. Does anyone have anything to say before we adjourn for tonight? I want to add for the TIA and the competitive compensation plan that we worked on. Uh just that not all the school districts

145are part of the TIA program, right? So, you know, have that in mind for the teachers who we we want the best teachers here. Um so, of course, if you're going to be qualifying for TIA, um it makes you one of the best teachers. So just to put that in mind, uh getting almost to 100,000 uh compensation uh not every district um in the valley has that. So just for the teachers. Thank you very much Dr. Hernandez. Very true. Again, I want to um I want to take this opportunity. Mette, I want to thank you Dr. Little Joseph and Miss Miller. I mean your excitement is infectious. I can tell you we leave here motivated. Um but I also want to congratulate um those that are that have put all the work in. We know

146it was it wasn't just as I mentioned earlier uh you know 20 40 hours that we spent doing this. You guys spent hundreds of hours working on the presentations that you presented today. And so I hope that um I look forward to the 18th uh to our next board meeting so that we can uh hopefully take action on that partic particular agenda item. But until then, I'm very excited for all the things that you have done and we're very grateful to you and your staff for all the hard work you've put into not only preparation but um what you're doing for our school district. Marcy, do you have anything you'd like to add? Um I I would be remiss if I didn't take a step back for a second and um really thank everybody publicly

147who worked on graduation. Um we I haven't really had the opportunity yet to just kind of take a step back and you know throwing a graduation. I mean that that's like a huge party. It's an all day celebration. And so really want to thank um Blanca and her team and everybody else who really gets that done and done so well. Um I know that our students and our families really appreciate it. It is a dayong um celebration and so um you know Monty Elda everybody who really pitches in and you know makes it a really special day. Chief and your staff really pitching in. David. Um it really does take a team to pull something like that off. And so um thank you so much. It is days um of just you know making the

148space as beautiful and wonderful but months of planning kind of similar to what you're saying. It's you know it looks beautiful on the day but that is months of work. And so thank you for for that work. Um, but now that we're kind of, you know, in in that last summer month before we close down, um, really just want to thank everyone for the work that they're putting in on AdSie. Um, our summer programs are really thriving. Um, I know that, you know, there's a few of you sitting up here that have kids in our summer programs and it was really great to hear from you guys the experience that your students are having in our summer programs. And so, you know, they're learning and it feels different this summer and and learning is actually

149more hands-on and more exciting and and our kids are really getting to learn STEM and STEAM and in, you know, reading and math and and in in different ways. And so, we're very excited to be able to bring that type of programming. And I cannot thank our athletic coaches enough for all that they're putting in to our strength and conditioning program um for our 6th through 12th graders at our comprehensive high schools. Um, so there's some really great things happening across our district that we don't talk about enough. Um, but it truly does take a team to get all of that done. And so I just really want to thank everybody as we kind of wrap up those final weeks of the year. It's hard. It's hard to believe we've already had two graduations under

150our belt. How time flies. So with that said, do I have a motion to adjurnn? I move to adjourn this meeting at 8:41 p.m. Do I have a second? I second the motion. All in favor signify by saying I. I. All oppose. Motion carries. We are ajourned. [Music]