Oct 13, 2026 Board Meetings

[APPLAUSE] ELVIA GUADIAN: NEXT, WE HAVE ISABELLA BADER SPEAKING AGAIN ON READING AND ETHICS.

ISABELLA BADER: GOOD EVENING.

MY NAME IS ISABELLA.

I'M NINE YEARS OLD, AND I'M IN FOURTH GRADE AT NEWTON COLLINS ELEMENTARY SCHOOL.

IN SCHOOL, OUR TEACHERS TELL US THAT WE NEED TO LISTEN TO EACH OTHER EVEN WHEN WE DON'T AGREE.

HEARING DIFFERENT IDEAS IS HOW WE LEARN, HOW WE SOLVE PROBLEMS, AND HOW WE MAKE OUR SOCIETY BETTER.

IN HER BOOK CHANGE SINGS, AMANDA GORMAN WROTE, "I CAN HEAR CHANGE HUMMING IN ITS LOUDEST, PROUDEST SONG.

I DON'T FEAR CHANGE COMING, AND SO I SING ALONG." TO HELP OUR COMMUNITY MOVE FORWARD, WE NEED A SCHOOL BOARD COMMITTED TO THE HIGHEST ETHICAL STANDARDS.

A BIG PART OF THAT IS HEARING THE OPINIONS OF EVERYONE IN OUR COMMUNITY SO THAT YOU CAN TRULY SPEAK FOR THEM.

DR. MARTIN LUTHER KING, JR. SAID THAT OUR LIVES BEGIN TO END THE DAY WE BECOME SILENT ABOUT THINGS THAT MATTER.

ELECTED BOARD MEMBERS ARE SUPPOSED TO SPEAK UP ABOUT THINGS THAT MATTER TO US.

EVEN WHEN YOU DISAGREE WITH ONE ANOTHER, PLEASE DON'T TRY TO SILENCE OR DIMINISH DIFFERENT VOICES.

PLEASE LEAD BY EXAMPLE.

SHOW US WHAT HIGH ETHICAL STANDARDS LOOK LIKE AND SHOW US HOW TO LISTEN.

[APPLAUSE] ELVIA GUADIAN: NEXT, WE HAVE CLAIRE CAMPOS-O'NEAL SPEAKING ON BOARD ETHICS.

CLAIRE CAMPOS-O'NEAL: GOOD EVENING, TRUSTEES AND DR.

GUTIERREZ.

FOR THOSE OF YOU WHO DON'T KNOW ME, I'M CLAIRE CAMPOS-O'NEAL, AND I WANT TO TALK A LITTLE BIT ABOUT TRUST THIS EVENING.

EACH OF YOU SERVING ON THIS BOARD IS A TRUSTEE.

OUR COMMUNITY HAS ENTRUSTED YOU TO MAKE GOOD DECISIONS ON BEHALF OF THE DISTRICT AND MORE IMPORTANTLY, OUR STUDENTS.

IN NOVEMBER, VOTERS WILL BE ASKED TO APPROVE PROP A WHICH THIS BOARD UNANIMOUSLY VOTED TO PUT ON THE BALLOT.

AND OUR DISTRICT DESPERATELY NEEDS ADDITIONAL FUNDING, WHICH PROP A WOULD HELP ADDRESS.

BUT IT'S ALSO A BIG ASK.

YOU'RE ASKING OUR COMMUNITY TO PAY MORE TO SUPPORT OUR SCHOOLS.

AND I KNOW PEOPLE IN OUR COMMUNITY HAVE QUESTIONS.

THEY WANT TO KNOW WHETHER THE MONEY WILL BE SPENT WISELY, WHETHER THE RIGHT DECISIONS ARE BEING MADE, AND WHETHER THEY CAN TRUST THE PEOPLE MAKING THOSE DECISIONS.

AND THOSE ARE FAIR QUESTIONS BECAUSE TRUST ISN'T SOMETHING YOU JUST ASK FOR.

YOU HAVE TO EARN IT.

AND I THINK A BIG PART OF EARNING THAT TRUST IS SHOWING OUR COMMUNITY WHAT GOOD GOVERNANCE LOOKS LIKE.

I WAS READING THROUGH THE BOARD'S CODE OF ETHICS AS ONE CASUALLY DOES, AND A FEW THINGS STOOD OUT TO ME.

TRUSTEES ARE EXPECTED TO LISTEN TO DIFFERENT OPINIONS, MAKE DECISIONS BASED ON FACTS, EXERCISE INDEPENDENT JUDGMENT, AND BE RESPONSIBLE STEWARDS OF DISTRICT'S RESOURCES.

THOSE ARE IMPORTANT COMMITMENTS, AND THEY'RE NOT ALWAYS EASY TO LIVE UP TO.

I THINK A BIG PART OF LIVING UP TO THOSE COMMITMENTS IS HOW THE BOARD CONDUCTS ITSELF.

AND I KNOW THAT YOU WON'T ALWAYS AGREE, AND THAT'S OK.

IN FACT, I THINK HEALTHY DISAGREEMENT IS AN IMPORTANT PART OF GOOD GOVERNANCE.

BUT I HOPE YOU CAN HAVE HARD AND SOMETIMES UNCOMFORTABLE CONVERSATIONS AND STILL TREAT ONE ANOTHER WITH RESPECT.

AND I THINK YOU-- AND I THINK HOW YOU HANDLE THOSE DISAGREEMENTS SAYS A LOT ABOUT THE KIND OF LEADERSHIP THAT OUR COMMUNITY CAN EXPECT.

I'M ALSO A CANDIDATE FOR THE BOARD, AND I'VE BEEN THINKING A LOT ABOUT WHAT IT MEANS TO BE A TRUSTEE AND WHAT RESPONSIBILITIES OF THAT ROLE.

[00:25:02]

ONE THING I KEEP COMING BACK TO IS THAT I THINK ASKING HARD QUESTIONS ISN'T ABOUT BEING DIFFICULT OR DISRUPTIVE.

DARLA WEGNER: YOU HAVE ONE MINUTE REMAINING.

CLAIRE CAMPOS-O'NEAL: IT'S ABOUT MAKING INFORMED DECISIONS AND DOING RIGHT BY OUR STUDENTS AND BY OUR STAFF.

AND I HOPE THAT KIND OF SCRUTINY IS WELCOMED AND ENCOURAGED.

WE'RE ASKING OUR COMMUNITY TO PUT MORE TRUST IN THIS DISTRICT, AND EVERY PERSON SERVING ON THE DAIS HAS A ROLE TO PLAY IN EARNING THAT TRUST.

[APPLAUSE] ELVIA GUADIAN: NEXT, WE HAVE NOEMI CASTRO SPEAKING ON ETHICS.

NOEMI CASTRO: GOOD EVENING, DR. G AND BOARD MEMBERS.

I WANTED TO COME AND SPEAK ABOUT ETHICS BECAUSE A COUPLE OF THINGS HAVE HAPPENED THAT HAVE LEFT ME EXTREMELY APPALLED.

WE HAVE A CURRENT SITTING BOARD MEMBER WHO HAS BEEN ASKING SPECIFIC INTIMACY QUESTIONS ABOUT HER CANDIDATE.

THAT IS NOT VETTING.

THAT IS A PERSON WITH 14 YEARS OF EXPERIENCE TRYING TO TAINT THE IMAGE OF A 19-YEAR-OLD.

UNACCEPTABLE.

SHE DID NOT CARE TO PUT AN EDUCATOR CERTIFICATION INTO QUESTION, BUT SHE CLAIMS TO BE HERE FOR STUDENTS AND STAFF.

THAT IS BEHAVIOR UNBECOMING OF A BOARD MEMBER, ESPECIALLY SUBMITTING FALSE REPORTS.

I URGE THE BOARD, WHEN YOU SPEAK ABOUT ETHICS AND TRANSPARENCY, PLEASE CONSIDER RELEASING THE POLICE DEPARTMENT REPORT THAT'S BEEN REQUESTED.

DENYING RELEASE OF THAT REPORT DOES NOT SUPPORT TRANSPARENCY.

THERE ARE A LOT OF QUESTIONS REGARDING THE REFUSAL TO RELEASE THAT REPORT, AND IT JUST LEADS TO MORE SUSPICION OF WRONGDOING OF A BOARD MEMBER.

WE NEED OUR SUPERINTENDENT TO GUIDE US AND TO LEAD US WITH WHAT'S RIGHT, REGARDLESS OF WHO'S MORALITY OR ETHICS ARE BEING QUESTIONED.

WE NEED YOU TO LEAD BY EXAMPLE, DR. GUTIERREZ.

WE PUT OUR CONFIDENCE IN YOU EVERYDAY, NOT JUST AS A COMMUNITY, AS PARENTS, OUR STUDENTS, EDUCATORS, AND EMPLOYEES.

WE LOOK TO YOU FOR THAT GUIDANCE, AND WE NEED THAT EXAMPLE SET.

THAT'S HOW WE MAINTAIN OUR TRUST, IN ADDITION TO THE TRANSPARENCY AND THE ETHICS, ALSO FOR THE VATRE.

I HAVE THREE SEPARATE ROWS IN THE VATRE.

AND I BELIEVE EVERYONE DESERVES TO FEEL VALUED.

OUR TEACHERS, OUR BUS DRIVERS, OUR COOKS, THEY ALL DESERVE THAT RAISE.

BUT THERE ARE QUESTIONS WHEN IN THE PAST THAT THERE HASN'T BEEN TRANSPARENCY ABOUT SUPERINTENDENTS HIRING FAMILY.

WE HAD SUPERINTENDENTS-- DARLA WEGNER: YOU HAVE ONE MINUTE REMAINING.

NOEMI CASTRO: THANK YOU.

WE'VE HAD SUPERINTENDENTS WHO HAVE HIRED THEIR FAMILIES UNDER CONTRACTS.

AND IT'S BEEN APPROVED BY PEOPLE WHO HAVE BEEN ON THIS BOARD FOR YEARS.

SO THAT BRINGS INTO QUESTION ETHICS AGAIN.

AND THEN WHEN THE SUPERINTENDENTS LEFT, SURPRISINGLY, NONE OF THE BOARD MEMBERS KNEW THAT THEY HAD HIRED THEIR FAMILY MEMBERS OR SIGNIFICANT OTHERS WITH THESE CONTRACTS.

SO THAT LEADS TO ETHICS AGAIN.

HOW CAN WE PUT OUR TRUST IN OUR BOARD IF THERE'S NO TRANSPARENCY FOR THAT? AGAIN, I URGE YOU GUYS TO PLEASE CONSIDER THE GRIEVANCES SUBMITTED.

IT ADDS TO THE TRANSPARENCY.

IT BOOSTS MORALE.

DARLA WEGNER: THAT'S YOUR TIME.

[APPLAUSE] ELVIA GUADIAN: NEXT, WE HAVE HOMER MICK SPEAKING ON ETHICS.

NOEMI CASTRO: THANK YOU.

HOMER MICK: SO THE FIRST THING I WANT TO DO IS THANK THE LITTLE ONES THAT PERFORM TONIGHT, THE TEACHERS THAT GOT THEIR AWARDS BECAUSE THAT'S WHAT THIS IS ALL ABOUT.

I'M HERE TONIGHT TO ASK YOU NOT TO SUPPORT PROP A AND TO HAVE YOUR FAMILY AND FRIENDS PASS THAT MESSAGE.

WHAT'S HAPPENING IN THIS BOARD TONIGHT IS THE EXACT REASON YOU DO NOT WANT TO DO THAT.

AND IF PROP A FAILS, IT CAN BE APPLIED FOR NEXT YEAR.

YOU HAVE A GENTLEMAN OVER HERE THAT'S NOT A BOARD MEMBER.

HE'S YOUR SUPERINTENDENT.

HE IS AN EMPLOYEE.

HE WORKS FOR EACH ONE OF THESE PEOPLE INDIVIDUALLY.

HE WORKS FOR ALL OF THEM PLURALLY.

BUT YOU HAVE TWO OR THREE BOARD MEMBERS THAT DOMINATE THIS BOARD.

THEY NEED FIVE PEOPLE FOR A QUORUM.

THEY HAVE CREATED A SET OF ETHICS THAT DOES NOT ALLOW FOR ANY CRITIQUE OF MR. GUTIERREZ, OF THESE BOARD MEMBERS.

AND IF THEY DO, THEY CAN BE CENSURED.

FOLKS, CENSURED IS GETTING IN TROUBLE.

[00:30:04]

I GET TEXT MESSAGES, PHONE CALLS, EMAILS THREE TIMES A WEEK FROM TEACHERS THAT ARE AFRAID TO SPEAK, FROM CITIZENS THAT ARE CONCERNED.

THEY HAVE A PROBLEM WITH THESE PEOPLE.

YOU'VE GOT TWO PEOPLE ON THIS BOARD THAT HAVE REPUTATIONS.

ONE PERSON HAS A REPUTATION OF BEING PLAIN MEAN AND HAS BEEN FOR YEARS.

YOU HAVE ONE BOARD MEMBER THAT WORKS HERE THAT HAS HER OWN AGENDAS.

AND IN ORDER TO FULFILL THAT AGENDA, SHE WILL RUIN THE LIFE OF A YOUNG MAN IF SHE GETS HER WAY.

I HAVE BOOKS ON ALL OF YOU.

I COULD WRITE PAPERS.

DARLA WEGNER: YOU HAVE ONE MINUTE REMAINING.

HOMER MICK: [INAUDIBLE] YOU HAVE TWO PEOPLE ON THIS BOARD THAT ARE LOVED.

PEOPLE TRUST THEM, THEY WANT THEM AROUND, THEY FEEL COMFORTABLE.

DON'T ALLOW THIS BOARD TO RUIN THE LIVES OF YOUR ADMINISTRATORS.

THIS IS POLITICAL.

ONE LESS THAN 22 DAYS AWAY FROM THE ELECTION, THEY KNOW WHAT THEY'RE DOING.

DON'T LET THEM DO THIS TO YOU.

[APPLAUSE] ELVIA GUADIAN: NEXT, WE HAVE VANCE FACUNDO SPEAKING ON THE SCHOOL BOARD.

VANCE FACUNDO: THANK YOU.

MY NAME IS VANCE FACUNDO.

I'VE LIVED IN DEL VALLEY SINCE 1975.

I GRADUATED FROM DEL VALLE SCHOOLS.

BOTH OF MY GIRLS GRADUATED FROM DEL VALLE SCHOOLS.

SO I'M PRETTY FAMILIAR WITH HOW THIS SCHOOL SYSTEM WORKS.

AND I CAN TELL YOU, THIS DEL VALLE SCHOOL BOARD OF TRUSTEES HAS SHATTERED OUR TRUST.

THEY HAVE BROKEN THEIR PROMISE TO OUR NEIGHBORHOODS, TO OUR FAMILIES, AND MOST DEVASTATINGLY, TO OUR CHILDREN.

LOOK AROUND.

THIS BOARD HAS ALLOWED A TOXIC CULTURE TO FESTER, POISONING THE VERY AIR OF OUR SCHOOLS.

IT HAS DRIVEN A WEDGE BETWEEN OUR DEDICATED TEACHERS, OUR VULNERABLE STUDENTS, AND EVEN THE BOARD MEMBERS THEMSELVES.

WHILE THEY ENGAGE IN BITTER INFIGHTING, OUR SCHOOLS ARE CRUMBLING FROM WITHIN.

ACADEMICS ARE PLUMMETING, OUR STUDENTS ARE FALLING THROUGH THE CRACKS, AND THE HALLS HAVE SPIRALED INTO AN UNMANAGED CRISIS OF DISCIPLINE.

WE, THE COMMUNITY, WILL NO LONGER STAND BY AS SILENT WITNESSES TO THIS FAILURE.

WE DEMAND RADICAL, SWEEPING CHANGE.

WE DEMAND UNCOMPROMISING ACCOUNTABILITY.

AND ABOVE ALL ELSE, WE DEMAND THAT OUR STUDENTS ARE RETURNED TO THEIR RIGHTFUL PLACE AS THE ABSOLUTE TOP PRIORITY OF THIS DISTRICT.

NOVEMBER 3 WILL BE THE DAY OF RECKONING.

WHEN WE STEP INTO THOSE VOTING BOOTHS, THE COMMUNITY WILL STAND UNITED TO CORRECT THE COURSE OF HISTORY.

THE DAYS OF TREATING SCHOOL DISTRICTS LIKE A PERSONAL PLAYGROUND, PRIORITIZING EMPTY SELFIES AND CAREFREE GO KART RIDES WHILE OUR KIDS SUFFER ARE OFFICIALLY OVER.

THE CLOCK HAS RUN OUT.

THE PATIENCE OF DEL VALLE IS GONE.

FLIP THIS BOARD ON NOVEMBER 3.

ELVIA GUADIAN: THANK YOU FOR YOUR COMMENT.

[APPLAUSE] NEXT, WE HAVE JESSICA MARQUEZ SPEAKING ON TRANSPARENCY.

JESSICA MARQUEZ: GOOD EVENING, MADAM PRESIDENT, BOARD OF TRUSTEES, AND DR. GUTIERREZ.

MY NAME IS JESSICA MARQUEZ, AND I SERVE AS PRESIDENT OF THE LARGEST EMPLOYEE UNION IN THE DISTRICT, DEL VALLE EDUCATION ASSOCIATION.

JUST LOST MY SPOT, SORRY.

SCHOOL BOARD ELECTIONS-- AS SCHOOL BOARD ELECTIONS GET UNDERWAY, I WANT TO REVISIT THE BASIC RESPONSIBILITY OF THE SCHOOL BOARD MEMBER IN TEXAS.

THE COMMUNITY-ELECT SCHOOL BOARD MEMBERS TO COMMUNICATE WITH ALL STAKEHOLDERS, PARENTS, EMPLOYEE ORGANIZATIONS, AND OF COURSE, THE COMMUNITY AT LARGE.

THE TEXAS ASSOCIATION OF SCHOOL BOARDS STATES THAT THE SUPERINTENDENT MANAGES THE DISTRICT WITH THE OVERSIGHT AND MANAGEMENT OF THE BOARD.

IT FURTHER STATES THAT EACH INDIVIDUAL BOARD MEMBER'S PRIMARY RESPONSIBILITY IS TO STUDY ISSUES FACING THE DISTRICT, EVALUATE NEEDS AND RESOURCES, AND AFTER DUE CONSIDERATION, VOTE IN WHAT'S BEST-- IN VOTE, IN THE BEST INTEREST OF STUDENTS AND THE DISTRICT AT SUCH A MEETING.

FOR BOARD MEMBERS TO MEMBERS TO EFFECTIVELY FULFILL THEIR OVERSIGHT ROLE, THEY MUST ASK QUESTIONS OF ADMINISTRATION AND SEEK CLARIFICATIONS.

THIS IS PART OF THEIR DUE DILIGENCE.

YET MANY OF US HAVE NOTICED THAT SINCE THE LAST SUPERINTENDENT

[00:35:01]

LEFT, DISCUSSION AMONG TRUSTEES IN OPEN SESSION HAS BEEN CONSIDERABLY LESS THAN IT USED TO BE.

DVA SEES THIS AS PROBLEMATIC.

TEXAS EDUCATION CODE 11.1513 STATES THAT SCHOOL DISTRICT EMPLOYEE POLICIES CANNOT RESTRICT THE ABILITY OF A SCHOOL DISTRICT EMPLOYEE TO COMMUNICATE DIRECTLY WITH A MEMBER OF THE BOARD OF TRUSTEES REGARDING MATTERS RELATING TO OPERATION OF THE DISTRICT.

THERE ARE TWO SPECIFIC EXCEPTIONS.

RULE ONE, IF THE COMMUNICATION RELATES TO AN ONGOING OR PENDING EMPLOYMENT HEARING OR TWO, IF THE COMMUNICATION INVOLVES AN ONGOING GRIEVANCE THAT INVOLVES AN EMPLOYEE IN QUESTION.

I MENTION THIS BECAUSE FREEDOM OF COMMUNICATION AND FREEDOM OF SPEECH IS EMBEDDED IN THE DNA OF ALL POLITICAL BODIES.

FREE AND OPEN COMMUNICATION IS CRITICAL TO THE EFFECTIVE FUNCTIONING OF ANY PUBLICLY ELECTED BODY.

YET THERE SEEMS TO BE AN EVER INCREASING PORTION OF SCHOOL BOARD MEETINGS OCCURRING IN CLOSED SESSION.

WHILE CERTAIN ITEMS OF BUSINESS CAN AND SHOULD BE RESTRICTED TO CLOSED SESSION, IT IS HAPPENING SO MUCH THAT THE COMMUNITY AND WORKFORCE FEEL LIKE THEY ARE BEING KEPT IN THE DARK.

WHILE THE EFFORT DID NOT SUCCEED, WE HAVE NOT FORGOTTEN THE ATTEMPT BY ADMINISTRATION AND SCHOOL BOARD MEMBERS IN APRIL OF LAST YEAR TO CENSOR THE COMMUNITY BY SEEKING TO RESTRICT PUBLIC COMMENTS TO ONLY ITEMS LISTED ON THE BOARD AGENDA.

DVA IS NOT THE ONLY STAKEHOLDER IN THE DISTRICT THAT IS CONCERNED ABOUT CENSORSHIP AND TRANSPARENCY.

THE COMMUNITY IS ALSO RAISING CONCERNS.

THE SCHOOL BOARD HAS-- SORRY, THE SCHOOL BOARD OF TRUSTEES NEED TO COMMUNICATE MORE OPENLY DURING OPEN SESSION.

DARLA WEGNER: THAT'S YOUR TIME.

JESSICA MARQUEZ: THANK YOU.

PLEASE VOTE EDUCATION FIRST.

PASS PROP A.

[APPLAUSE] ELVIA GUADIAN: NEXT, WE HAVE BRETT COVINGTON SPEAKING ON THE BOARD.

BRETT COVINGTON: GOOD EVENING, DR. GUTIERREZ, MADAM PRESIDENT, MEMBERS OF THE BOARD.

IT IS MY PLEASURE TO BE BACK HERE TONIGHT.

I'VE MISSED COMING AND ATTENDING THE BOARD MEETINGS MOST RECENTLY SINCE I RESIGNED.

I'M PART OF THAT 23% WHO QUIT.

BUT I HAVE BEEN HIRED BY TSTA TO BE A POLITICAL ORGANIZER.

SO I HAVE BEEN WORKING VERY, VERY HARD ON TRYING TO ORGANIZE MEMBERS, GET OUT THE VOTE, AND RAISE THE PUBLIC AWARENESS OF EDUCATION ISSUES AND HOW CRITICAL THIS UPCOMING ELECTION IS IN THE RACES FROM SCHOOL BOARD ALL THE WAY UP.

SO WHY AM I HERE TONIGHT? [SIGHS] IN SITTING IN THE BACK FIGURING OUT HOW I COULD BREAK THROUGH BECAUSE I SUSPECT THAT SOME OF Y'ALL ARE KIND OF HUNKERED DOWN.

YOU'VE BEEN TAKING SOME BODY BLOWS TONIGHT, SOME CRITICISM.

SO I'M GOING TO TAKE A SLIGHTLY DIFFERENT TACT.

FIRST OF ALL, I'M GOING TO THANK YOU.

IN A VERY PERVERSE WAY, SOME OF THE CONTROVERSIES OVER THE ELECTIONS FOR THIS SCHOOL BOARD HAVE ENERGIZED THE COMMUNITY AND PROBABLY ARE GOING TO GET MORE PEOPLE TO THE POLLS.

THAT MAY NOT HAVE BEEN THE WAY I WOULD HAVE LIKED FOR THAT TO HAPPEN.

MIGHT HAVE LIKED TO HAVE HAD IT HAPPEN IN A MORE PROACTIVE WAY.

BUT I'LL TAKE WHAT I CAN GET RIGHT NOW IF IT MEANS THAT PEOPLE VOTE EDUCATION FIRST, ALL THE WAY UP, THE BALLOT.

GET OUT AND VOTE, FOLKS.

EARLY VOTING STARTS ON MONDAY.

BUT THEN BEYOND THAT, WHAT I WOULD LIKE TO SAY TO YOU ALL, SPOKEN TO YOU MANY UPON TIMES, SOME OF YOU, WE'VE HAD PRIVATE CONVERSATIONS.

I'D SIMPLY LIKE TO APPEAL TO THE BETTER ANGELS OF YOUR NATURE.

HOW MANY THOUSANDS OF HOURS, MS. GUADIAN, HAVE YOU DONATED TO THIS SCHOOL DISTRICT? DARLA WEGNER: YOU HAVE ONE MINUTE REMAINING.

BRETT COVINGTON: I COULDN'T COUNT THEM.

YOU HAVE BEEN A TIRELESS WORKER FOR THE STUDENTS OF THIS DISTRICT.

AND I WOULD HATE FOR THE END OF YOUR 14 YEARS HERE OR 12-- WHATEVER IT IS.

FORGIVE ME IF I MISQUOTE-- TO BE ON A REALLY SAD, DIVISIVE, HURTFUL SET OF INTERACTIONS.

YOU'RE GOING TO GO TO A CLOSED BOARD MEETING IN A LITTLE BIT.

AND SO WHAT I WOULD ASK EACH OF YOU TO DO IS THINK ABOUT WHY YOU ORIGINALLY STEPPED UP TO THIS JOB.

I REMEMBER ASKING NICOLE BURTON TO GET HER HUSBAND TO FILL THE SPOT BECAUSE WE NEEDED SOMEBODY GOOD.

WE ARE IN A WONDERFUL PLACE THAT WE HAVE COMPETITIVE RACES AND MULTIPLE GOOD CANDIDATES.

THAT'S GOOD FOR DEMOCRACY.

DARLA WEGNER: THAT'S YOUR TIME.

BRETT COVINGTON: I SIMPLY ASK THAT YOU LEAVE ON A POSITIVE NOTE AND CELEBRATE

[00:40:03]

THE GOOD THINGS YOU'VE DONE, INSTEAD OF FOULING THE WELL.

[APPLAUSE] ELVIA GUADIAN: NEXT UP, WE HAVE AMYNA DOSANI, SPEAKING ON TRANSPARENCY AND CULTURE.

AMYNA DOSANI: GOOD EVENING, BOARD MEMBERS AND DR. GUTIERREZ.

MY NAME IS AMYNA DOSANI.

I'M A COUNSELOR AT THE HIGH SCHOOL AND A DEL VALLE ISD COMMUNITY MEMBER.

I AM HERE TO SPEAK ON BEHALF OF SELF ON A CONTINUING ISSUE I EXPRESSED CONCERN ABOUT AT THE APRIL 2024 BOARD MEETING, WHERE THE BOARD WAS GOING TO VOTE ON SIGNIFICANT SHADY AMENDMENTS TO THE BOARD OPERATING PROCEDURES.

IT WAS ABOUT LACK OF TRANSPARENCY, CENSORSHIP, RESTRICTION AND CONTROL OF INFORMATION, PARTICULARLY THROUGH THE SUPERINTENDENT, AND A NEGATIVE ATTITUDE TOWARD ANY DISAGREEMENT WITH THE SUPERINTENDENT OR INITIATIVE TO ASK IMPORTANT QUESTIONS.

MOST CONCERNING WERE SECTION 7 BOARD MEMBER COMMUNICATION BETWEEN MEETINGS, SUBSECTION A, COMMUNICATION BETWEEN TRUSTEES, SUBSECTION E, COMMUNICATION WITH STAFF, AND SUBSECTION F, ABOUT BOARD AND SUPERINTENDENT COMMUNICATION.

SOME OF THESE WERE IN OPPOSITION OF THE TEXAS EDUCATION CODE, AS WAS DISCUSSED EARLIER.

THE BOARD APPROVED THE CHANGES I SPOKE ON, ENABLING THE CURRENT CULTURE.

I ENCOURAGE NEWER BOARD MEMBERS AND THE PUBLIC TO WATCH THE RECORDING OF THAT MEETING, ALTHOUGH AN IMPORTANT PART OF WHAT TOOK PLACE THAT NIGHT WAS CUT OUT.

THAT'S A WHOLE OTHER THING.

THAT FULL AGENDA WITH THE INFORMATION ABOUT THE OPERATING PROCEDURES WAS NOT SHARED PUBLICLY UNTIL THE MIDDLE OF THE DAY BEFORE THAT INITIAL BOARD MEETING DATE, ONLY AFTER DVA INQUIRED ABOUT IT.

AND THAT'S CONCERNING.

MY APPREHENSION ABOUT THE IMPLICATIONS AND CONSEQUENCES OF THE CHANGED OPERATING PROCEDURES WERE CORRECT, AS THIS IS THE EXACT PATTERN THAT HAS BEEN TAKING PLACE EVER SINCE, INCREASINGLY SO.

I WANT TO REMIND THE BOARD MEMBERS AND THE SUPERINTENDENT THE IMPORTANCE OF FREE SPEECH, TRANSPARENCY, AND THE CRUCIAL DUTY OF THE BOARD MEMBERS TO ASK QUESTIONS, TO CLARIFY AND FULLY UNDERSTAND ISSUES AND PROPOSALS PRIOR TO IMPORTANT VOTES, ESPECIALLY CONSIDERING THE RESTRICTIVE CONTROL OF INFORMATION THAT MUST NOW GO THROUGH THE SUPERINTENDENT TO BE SHARED WITH BOARD MEMBERS ACCORDING TO THOSE NEW OPERATING PROCEDURES FROM 2024.

AFTER ALL, BOARD MEMBERS ARE ELECTED TO REPRESENT THEIR COMMUNITIES, NOT DISTRICT LEADERSHIP, INCLUDING THE SUPERINTENDENT WHO THEY OVERSEE.

DARLA WEGNER: YOU HAVE ONE MINUTE REMAINING.

AMYNA DOSANI: ASKING DIFFICULT QUESTIONS IS A NECESSARY PART OF ENSURING ACCOUNTABILITY FROM ALL PARTIES.

I ASK THAT THESE ISSUES BE SERIOUSLY CONSIDERED AND IMPROVED UPON WITH AN ACTION PLAN FOR HOW TO DO SO BY THE BOARD AND FOR THE BOARD TO REVISIT THE BOARD, OPERATE-- THOSE BOARD OPERATING PROCEDURES THAT WERE AMENDED ON APRIL 2024.

[APPLAUSE] ELVIA GUADIAN: THAT CONCLUDES OUR PUBLIC COMMENT.

NEXT UP, WE HAVE--

[V.A. Superintendent's Comments]

I'M GOING TO TURN IT OVER TO DR. GUTIERREZ FOR THE SUPERINTENDENT'S COMMENTS.

MATTHEW GUTIERREZ: GOOD EVENING, TRUSTEES AND COMMUNITY.

ONE OF MY PRIORITIES IS MAKING SURE WE ARE LISTENING TO THE PEOPLE CLOSEST TO THE WORK.

LAST YEAR, WE ESTABLISHED-- TWO YEARS AGO, THE TEACHER ADVISORY COUNCIL AND SUPPORT STAFF ADVISORY COUNCIL TO CREATE MORE OPPORTUNITIES FOR STAFF TO SHARE THEIR PERSPECTIVES DIRECTLY WITH THE DISTRICT LEADERSHIP.

WE'RE CONTINUING THAT WORK THIS YEAR WITH RETURNING MEMBERS AND NEW VOICES, BRINGING FRESH PERSPECTIVES TO THE CONVERSATION.

THESE COUNCILS STARTED OVER THE PAST FEW WEEKS, AND I'M EXCITED ABOUT THE CONTINUED MOMENTUM THAT THESE INDIVIDUALS ARE BRINGING, THE PERSPECTIVES THEY'RE BRINGING.

OUR RECENT MEETINGS HAVE GIVEN US VALUABLE INSIGHT INTO HOW WE CAN BETTER SUPPORT OUR EMPLOYEES.

TEACHERS HAVE SHARED FEEDBACK ABOUT TIME NEEDED TO PROCESS AND APPLY EXPECTATIONS COMING OUT OF PROFESSIONAL LEARNING COMMUNITIES, AS WELL AS THE IMPORTANCE OF ALIGNING THOSE DISCUSSIONS WITH THE LESSONS THAT THEY ARE TEACHING.

OUR SUPPORT STAFF HIGHLIGHTED OPPORTUNITIES TO IMPROVE CONSISTENCY AND CROSS TRAINING IN PROCESSES LIKE STUDENT REGISTRATION.

THE VALUE OF THESE COUNCILS IS IN WHAT WE DO WITH THAT FEEDBACK.

WE CAN IDENTIFY COMMON CONCERNS, BRING THEM TO THE APPROPRIATE DISTRICT DEPARTMENTS, AND WORK TOGETHER TO DETERMINE WHAT NEEDS TO CHANGE.

SOME IMPROVEMENTS MAY INVOLVE CLARIFYING EXPECTATIONS OR STRENGTHENING COMMUNICATION, WHILE OTHERS MAY REQUIRE A CLOSER LOOK AT OUR SYSTEMS AND PROCESSES.

WE WANT OUR STAFF TO SEE THAT THEIR INPUT IS HEARD, CONSIDERED, AND USED TO HELP GUIDE DECISIONS.

WE'RE SEEING ENCOURAGING PROCESS IN OUR CLASSROOMS TOO.

AFTER OUR HER FIRST YEAR USING BLUEBONNET LEARNING, DEL VALLE ISD SAW A 7% POINT GAIN IN ELEMENTARY READING AND 2% POINT GAIN IN SECONDARY MATH IN THE PERCENTAGE OF STUDENTS MEETING GRADE LEVEL ACROSS OTHER DISTRICTS USING BLUEBONNET.

THIS IS WELL ABOVE THE STATE AVERAGE ACROSS THE STATE.

THAT'S PROMISING PROGRESS AFTER JUST ONE YEAR.

WE KNOW SUSTAINED ACADEMIC PERFORMANCE TAKES TIME, BUT THESE RESULTS REFLECT THE IMPORTANT WORK THAT OUR TEACHERS ARE DOING EVERYDAY, AND WE NEED TO KEEP SUPPORTING THEM AS WE BUILD ON THAT PROGRESS.

[00:45:02]

AND I HONESTLY TAKE OFFENSE WITH SOME OF THE COMMENTS THAT ARE ATTACKING THE WORK THAT OUR PRINCIPALS ARE DOING.

AND I WANT OUR PRINCIPALS TO KNOW THAT YOU ARE DOING THE RIGHT WORK FOR YOUR KIDS, FOR YOUR TEACHERS, AND FOR YOUR COMMUNITIES.

YOU'RE DOING A PHENOMENAL JOB.

WE'RE ALSO CELEBRATING STUDENT ACCOMPLISHMENTS BEYOND THE CLASSROOM.

THREE DEL VALLE HIGH SCHOOL STUDENTS WERE SELECTED TO SHOWCASE THEIR ARTWORK AT THE 2026 TASA TASB EXHIBITION IN HOUSTON, WHERE THEIR ART WAS ON DISPLAY FOR ADMINISTRATORS AND TRUSTEES FROM ACROSS TEXAS, IN ADDITION TO OUR DVHS PROUD CARDINAL BAND, WHO EARNED FIRST PLACE IN THE 3A DIVISION AT THE CAP CITY MARCHING FESTIVAL.

CONGRATULATIONS TO THESE STUDENTS.

THESE ARE THE GOOD THINGS THAT ARE HAPPENING THAT SOME BOARD MEMBERS REFUSE TO ACKNOWLEDGE.

THERE ARE GREAT THINGS HAPPENING ACROSS THE DISTRICT EVERY SINGLE DAY-- AWARD-WINNING PROGRAMS, AWARD-WINNING CTE PROGRAMS, STUDENTS GRADUATING WITH IBC CERTIFICATIONS, WITH ASSOCIATE'S DEGREES.

OUR TEACHERS ARE POURING THEIR HEART AND SOULS INTO THE WORK THAT THEY ARE DOING, AND IT SADDENS ME THAT IT CAN'T BE ACKNOWLEDGED.

BUT YOUR WORK DOESN'T GO UNNOTICED BY ME AND THE TEAM AND BOARD MEMBERS.

I ENCOURAGE YOU TO KEEP IT UP.

ENCOURAGE YOUR TEACHERS BECAUSE OUR KIDS DESERVE IT.

THEY DESERVE THAT DEDICATION.

WE'RE THE HIGHEST POVERTY SCHOOL DISTRICT IN THE REGION.

AND THE NEXT DISTRICT BEHIND US IS 11 POINTS BEHIND US.

YOU ARE DOING THE RIGHT WORK.

DON'T LISTEN TO THE NOISE, THE NEGATIVITY.

WE HAVE TO KEEP UP WITH THE POSITIVE MOMENTUM.

AND FINALLY, PRINCIPALS, WE ARE TAKING THIS MONTH TO RECOGNIZE YOU.

AND I THANK YOU FOR EVERYTHING THAT YOU POUR INTO YOUR CAMPUSES.

YOUR WORK IS ESSENTIAL TO THE SUCCESS OF OUR SCHOOLS, AND WE HAVE AN AMAZING GROUP OF PRINCIPALS WHO ARE GIVING EVERYTHING AND SOME.

THERE'S SO MUCH GREAT WORK HAPPENING IN OUR DISTRICT, AND WE'RE SEEING IT IN OUR CLASSROOMS TO THE ACCOMPLISHMENTS OUR STUDENTS ARE MAKING AND THE DEDICATION OF OUR STAFF AND WHAT THEY'RE DOING, BRINGING THE CURRICULUM TO LIFE EVERY SINGLE DAY.

THANK YOU TO EVERYONE WHO CONTINUES TO SHOW UP FOR OUR STUDENTS, TO SUPPORT ONE ANOTHER.

YOU MAKE A DIFFERENCE.

AND I WILL NOT LET OTHERS TELL YOU OTHERWISE.

ELVIA GUADIAN: THANK YOU, DR. GUTIERREZ.

NEXT, WE'RE GOING TO GO ON WITH THE OJEDA MIDDLE SCHOOL UPDATE.

[V.B. Ojeda Middle School Update]

I WILL TURN IT OVER TO CHIEF OF LEARNING AND LEADERSHIP, DR.

BAILEY AND OJEDA MIDDLE SCHOOL PRINCIPAL, MR. RUISHI WANG.

KATRINA BAILEY: GOOD EVENING, PRESIDENT GUADIAN, DR. GUTIERREZ, MEMBERS OF THE BOARD, COMMITTEE MEMBERS GATHERED.

OJEDA MIDDLE SCHOOL SERVES APPROXIMATELY 725 STUDENTS.

THE DISTRICT HIRED PRINCIPAL WANG AT THE END OF THE 2025 SCHOOL YEAR TO STRENGTHEN INSTRUCTIONAL LEADERSHIP, OPERATIONAL SYSTEMS, STUDENT SUPPORT, AND IMPROVE ACCOUNTABILITY.

THE CAMPUS CONTINUES TO BE A SIGNIFICANT FOCUS FOR THE 2026-2027 SCHOOL YEAR.

THE DISTRICT AND CAMPUS LEADERSHIP TEAMS ARE WORKING COLLABORATIVELY, EXCUSE ME, TO ESTABLISH CLEAR SYSTEMS AND TO STRENGTHEN TIER 1 INSTRUCTION, IMPROVE STUDENT ENGAGEMENT, ENSURE A SAFE AND SUPPORTIVE LEARNING ENVIRONMENT.

TONIGHT'S UPDATE WILL BE PRESENTED BY PRINCIPAL WANG.

HE UPDATE AREAS WILL INCLUDE LEADERSHIP AND SYSTEMS, TEACHING AND LEARNING, STUDENT SUPPORT AND ENGAGEMENT, CULTURE, SAFETY, AND STUDENT EXPECTATIONS, AND THE WORK WE ARE CONTINUING TO DO IN TERMS OF SCHOOL IMPROVEMENT.

SO I WILL NOW TURN OVER OUR PRESENTATION.

RUISHI WANG: EVENING, BOARD OF TRUSTEES AND SUPERINTENDENT DR. GUTIERREZ.

I'M HERE HAPPY TO PRESENT AN UPDATE ON OJEDA MIDDLE SCHOOL.

THE STRENGTH, INITIALLY, OUR GOAL IS WE ARE FOCUSED ON ALL OF OUR STUDENTS.

WE ARE THE OJEDA GATORS.

AND AS A TEAM, WE ARE UNITED IN LEARNING, AND WE ARE ALWAYS FOCUSED ON OUR GROWTH FOR OUR STUDENTS.

WE ARE TRULY ALIGNED WITH OUR DISTRICT'S MISSION AND VISION AND ALSO OUR SIGHTS ARE SET FOR THIS SCHOOL YEAR FOR BEING ABLE TO READY, CONNECT, AND FLY.

AT OJEDA MIDDLE SCHOOL, WE WANT TO MAKE SURE THAT OUR STUDENTS ARE ALWAYS PREPARED EVERY SINGLE DAY.

WE WANT TO MAKE SURE THAT WE'RE BUILDING STRONG CONNECTIONS TO OUR STUDENTS, OUR FAMILIES, OUR COMMUNITY.

AND AT THE SAME TIME, WE WANT TO MAKE SURE ALL OF OUR STUDENTS

[00:50:02]

ARE FLYING, THEY'RE EMPOWERING EVERY SINGLE STUDENT TO REACH THEIR HIGHEST AND TO SOAR TO GREATER HEIGHTS.

AS A CAMPUS FOR OUR CAMPUS PRIORITIES, WE HAVE SIX MAIN PRIORITIES.

ALL OF OUR PRIORITIES ARE LEARNED AND ALIGNED TO WHAT IS BEST FOR OUR STUDENTS, WHAT IS BEST FOR OUR COMMUNITY, AND WHAT IS BEST TO HELP SUPPORT STUDENTS AND THEIR GROWTH.

SO FIRST, WE ARE LOOKING AT STRONG SCHOOL-WIDE SYSTEMS. WE WANT TO WORK ON IMPROVING OUR SCHOOL ATTENDANCE.

WE WANT TO SUPPORT AND EMBRACE OUR EMERGENT BILINGUAL STUDENTS, HAVE EFFECTIVE TIER 1 INSTRUCTION BECAUSE WE KNOW TIER 1 INSTRUCTION.

HAVING THE HIGHEST QUALITY TEACHER AND EDUCATOR IN OUR CLASSROOM IS OF UTMOST IMPORTANCE.

WE WANT TO MAKE SURE THAT OUR STUDENTS ARE HIGH SCHOOL READY AND THEY ARE ALSO FUTURE READY.

AND LASTLY, WE WANT TO MAKE SURE THAT WE MAINTAIN SAFETY AND SECURITY FOR ALL OF OUR LEARNERS AND ALL OF OUR ADULTS IN OUR CAMPUS.

IF YOU EVER BEEN TO OJEDA MIDDLE SCHOOL AND YOU'VE EVER TALKED TO OJEDA GATOR, YOU WILL KNOW WE'RE ALL ABOUT THE GATOR WAY.

WE ARE THE GATORS, AND ALL OF OUR STUDENTS WILL EXEMPLIFY THE GATOR WAY.

AND I JOKINGLY SAY THIS BECAUSE EVEN OUR STUDENTS THAT GO TO OTHER MIDDLE SCHOOLS, THEY WILL TALK ABOUT HAVING THE GATOR WAY.

AND SO THE GATOR WAY IS OJEDA MIDDLE SCHOOL WILL BE A COMMUNITY WHERE STUDENTS, STAFF, FAMILIES WORK TOGETHER TO CREATE A SAFE, ENGAGING, SUPPORTIVE, AND CHALLENGING LEARNING ENVIRONMENT THAT PROMOTES GROWTH AND ACHIEVEMENT FOR ALL AND ESPECIALLY ALL OF OUR GATORS AND ALL OF OUR PARTNER COMMUNITY ELEMENTARY SCHOOLS THAT COME TO OJEDA MIDDLE SCHOOL.

AND THESE ARE THE POSTERS THAT IF YOU COME TO A MIDDLE SCHOOL, YOU'LL SEE ALL THROUGH OUR HALLWAYS, AND OUR CLASSROOMS, AND BY OUR WATER FOUNTAINS, BY OUR BATHROOMS. HERE, YOU'LL SEE WE ARE EXEMPLIFYING WHAT IS THE OJEDA WAY AND ALSO WHAT IS THE GATOR WAY.

AND SO ALL OF OUR STUDENTS, IF YOU ASK ANY OF THEM, THEY KNOW EXACTLY WHAT THE GATOR WAY IS IN TERMS OF ARRIVING TO SCHOOL, DEPARTING FROM SCHOOL, BEING IN OUR CLASSROOMS, AND WHAT IT MEANS TO BE OJEDA GATOR AND A STRONG LEARNER.

AND SO, IN TERMS OF THE WORK THAT WE'VE DONE, I CAME ON BOARD AT THE END OF APRIL IN 2025, AND WE'VE REALLY LOOKED AT, WHAT IS THE MACRO LEVEL OF CHANGE, AND WHAT IS A MICRO LEVEL OF CHANGE? I'VE SHARED WITH ALL OF OUR EDUCATORS THAT THIS SCHOOL YEAR, WE'RE LOOKING AT GRANULARITY AND MAKING SURE THAT ALL OF OUR STUDENTS HAVE DEFINED POINTS OF GROWTH FOR ALL OF OUR LEARNERS, SO WE KNOW EXACTLY WHERE OUR LEARNERS ARE.

WE KNOW EXACTLY WHERE EACH OF OUR LEARNERS ARE HEADED.

AND SO IF YOU LOOK AT THIS GRAPHIC, JUST HAVE AN IDEA.

ON THE RIGHT SIDE IS OUR MACRO LEVELS OF SCHOOL IMPROVEMENT.

THAT'S A SCHOOL IMPROVEMENT WORK THAT WE'VE DONE ALL LAST YEAR THAT WE'RE STILL UNDERTAKING RIGHT NOW.

BUT WE WANT TO MAKE SURE THAT WE HAVE A STRONG SCHOOL AND CULTURE CLIMATE.

STRATEGIC PLANS AND PLANNING ARE PART OF OUR GOALS, DISTRIBUTIVE LEADERSHIP AND REALLY EMPOWERING OUR TEACHERS.

AND JUST SO YOU HAVE A KIND OF UNDERSTANDING OF OUR LEADERSHIP, WE'VE BUILT TEACHER LEADERS, DEPARTMENT CHAIRS, AND THEY'VE SHARED WITH US THAT THEY'VE NEVER HAD THAT LEVEL OF INVOLVEMENT AND SUPPORT AT A CAMPUS AND BEING INVOLVED IN CAMPUS INTERVIEWS AND DIFFERENT THINGS, AND REALLY EMPOWERING OUR EDUCATORS AND OUR TEAM AT OUR CAMPUS, HAVING STRONG PROFESSIONAL DEVELOPMENT, HAVING STRONG COMMUNITY AND PARENT ENGAGEMENT.

AND HOPEFULLY, YOU'VE SEEN ME IN THE COMMUNITY, MY TEAM IN THE COMMUNITY.

WE'RE REALLY ABOUT BUILDING WHAT IS THE GATOR WAY AND MAKING SURE OUR STUDENTS COME TO CELEBRATE OJEDA MIDDLE SCHOOL.

ALSO, IF YOU LOOK ON THE LEFT SIDE, THE MICRO-LEVEL IMPROVEMENT, THAT'S PART OF OUR GRANULARITY OF WORK.

WE LOOK AT COARSE GRANULARITY AND ALSO FINE GRANULARITY, AND LOOKING AT WHAT IS THE DEFINITIVE, FINITE LEVELS OF IMPROVEMENT FOR ALL OF OUR STUDENTS AND KNOWING EXACTLY WHAT THEIR GROWTH IS AND WHERE THEY'RE HEADED, TO MAKE SURE THAT WE AS A CAMPUS ARE A B OR BETTER AND MAKE THAT LEVEL OF GROWTH FOR ALL OF OUR STUDENTS.

AND OUR TEACHERS ARE SET THEIR SIGHTS ALIGNED TO THAT SAME FOCUS.

AND SO WE'RE LOOKING AT ENHANCING TEACHER INSTRUCTION, STUDENT LEARNING AND ASSESSMENTS, HAVING THOSE DEFINED TO MAKE SURE IT'S ALIGNED WITH OUR STAAR ASSESSMENTS, HAVING STRONG CURRICULUM IMPLEMENTATION, BEING POSITIVE CLASSROOM CLIMATE, MAKING SURE THERE'S INDIVIDUAL STUDENT SUPPORTS FOR ALL OF OUR LEARNERS AND ALL OF OUR GATORS.

IF YOU EVER LOOKED AT THE CLIMATE SURVEY FOR OJEDA MIDDLE SCHOOL-- IF YOU'VE NOT YET, I REALLY EMPOWER YOU TO LOOK AT THAT CLIMATE SURVEY AND LOOK AT THE IMMENSE AMOUNT OF GROWTH THAT'S HAPPENED AT THE CAMPUS, BUT FROM A STAFF SURVEY PERSPECTIVE, ALSO FROM A CLIMATE-- OR COMMUNITY SURVEY PERSPECTIVE.

AND YOU WILL SEE DOUBLE DIGITS OF GROWTH ACROSS THE CAMPUS FOR STAFF AND FOR OUR COMMUNITY OF LEARNERS.

AND THESE ARE 5, 10, 15 POINTS OF GROWTH.

AND SO HERE'S A SUMMARY OF JUST SO YOU HAVE AN IDEA-- JUST SO YOU HAVE AN IDEA OF WHAT THAT GROWTH LOOKS LIKE FROM OUR MOST IMPORTANT STAKEHOLDERS, OUR FAMILIES, AND OUR COMMUNITY.

AND YOU'LL SEE 90% TO 96% GROWTH IN TERMS OF AREAS, MAKING SURE THAT FAMILIES FEEL THAT THEIR STUDENT LEARNING IS A HIGH PRIORITY AT THE CAMPUS.

THE STUDENTS, TEACHERS CARE ABOUT THE SUCCESS OF ALL OF OUR STUDENTS.

AND THERE'S A LOT OF COMPARISON QUESTIONS ABOUT COMPARED TO LAST SCHOOL YEAR, I FEEL MORE COMFORTABLE TALKING TO SOMEONE AT THE SCHOOL ABOUT MY CHILD'S NEEDS.

COMPARED TO LAST YEAR, THE QUALITY OF PROGRAMS AVAILABLE TO MY STUDENTS' INDIVIDUAL NEEDS ARE IMPROVED.

ADULTS AT THIS SCHOOL ARE MORE AVAILABLE TO ME THAN THEY WERE LAST YEAR.

AND THE PRINCIPAL OF THIS SCHOOL IS RESPECTFUL, RECEPTIVE, AND RESPONSIVE TO INPUT.

THE QUALITY OF PROGRAMS THAT BUILD STUDENT SKILLS

[00:55:01]

AND SELF-CONTROL, PROBLEM SOLVING, AND GET ALONG WITH OTHERS IS BETTER THAN LAST YEAR.

AND COMPARED TO LAST YEAR, THE LEVELS OF CARE AND CONCERN SHOWN BY ADULTS AT THE SCHOOL TOWARDS MY STUDENTS ARE IMPROVED.

AND THIS IS A COMPARISON OF YEAR TO YEAR IN COMPARISON TO 2024-'25 SCHOOL YEAR IN COMPARISON TO '25-'26 SCHOOL YEAR.

SO YOU SEE THOSE DOUBLE DIGITS OF GROWTH.

OUR INSTRUCTIONAL PRIORITIES AT OJEDA MIDDLE SCHOOL ARE DIRECTLY ALIGNED TO OUR CAMPUS AND DISTRICT WORK AND OUR CAMPUS AND DISTRICT PRIORITIES.

AND SO WE ARE FOCUSED ON MAKING SURE THAT WE ARE IMPLEMENTING AND HAVE HIGH QUALITY INSTRUCTIONAL MATERIALS FOR ALL OF OUR STUDENTS AND ALL OF OUR TEACHERS.

MAKE SURE THE STUDENT DISCOURSE AND ACTUAL CONVERSATIONS ARE HAPPENING IN OUR CLASSROOMS, SO WE KNOW EXACTLY WHERE STUDENTS ARE AND WHAT THOSE LEARNING NEEDS ARE.

THERE'S WRITING ACROSS THE CURRICULUM AND WRITING ACROSS THE CAMPUS IN ALL OF OUR AREAS.

YOU'LL EVEN SEE OUR PE CLASSES, WHERE STUDENTS ARE WRITING AND REFLECTING ON THE FEEDBACK THAT THEY'RE LEARNING IN THAT DAY, AND ALSO HAVING CONSTANT CHECKS FOR UNDERSTANDING.

AND WE KNOW THAT-- WE KNOW AND WE FORMATIVELY ASSESS WHERE OUR STUDENTS ARE.

WE KNOW EXACTLY HOW TO HELP OUR LEARNERS AND MAKING SURE THAT THEY ARE READY FOR THAT NEXT STEP OF LEARNING.

THIS IS OUR CAMPUS SCHOOL IMPROVEMENT FRAMEWORK.

I PRESENTED THIS AT OUR FAMILY COMMUNITY CONNECT NIGHT AS WELL.

BUT WE ARE FOCUSED ON INSTRUCTION, IMPROVING TIER 1 INSTRUCTION, MONITORING STUDENTS' LEARNING FREQUENTLY, MAKING SURE THAT WE'RE ALIGNING CURRICULUM, INSTRUCTION, AND ASSESSMENT, AND CHECKS FOR UNDERSTANDING, ENSURING ALL STUDENTS RECEIVE TIMELY, TARGETED INTERVENTIONS ALIGNED TO ACADEMIC AND BEHAVIORAL NEEDS, IMPLEMENT A DATA-DRIVEN MTSS FRAMEWORK THAT FOCUSES ON TIER 1, TIER 2, AND TIER 3 INTERVENTIONS, LOOKING AT OUR ENGAGEMENT, IMPROVING STUDENT CLASSROOM LEARNING ENGAGEMENT, CREATING ATTENDANCE SYSTEMS AND INCENTIVES, AND INCREASING STUDENT SENSE OF BELONGING AND CONNECTEDNESS TO OUR CAMPUS.

CULTURE WISE, WE'RE LOOKING AT INCREASE TIME ON TASK AND STUDENT ENGAGEMENT, SCHOOL-WIDE CULTURE ROUTINES, AND COMMON AREAS FOR OUR COMMON AREAS, ESTABLISHING CLEAR, CONSISTENT SUPPORT SYSTEMS FOR OUR STAFF.

OUR GOAL ULTIMATELY FOR ALL OF OUR STUDENTS IS TO MAKE SURE THEY HAVE A PATHWAY TO BEING MASTERS ON THEIR STAAR TEST.

SO REGARDLESS OF WHERE OUR STUDENTS ARE AT THEIR CURRENT LEVELS OR WHERE THEY COME TO US WHEN THEY COME TO OUR CAMPUS.

WE WANT TO MAKE SURE THERE'S A PATHWAY FOR ALL OF OUR STUDENTS TO HAVE SUCCESS AS THEY MOVE UP EACH WEEK.

AT OJEDA, WE CALL IT ONE BAND, ONE SOUND.

WE WANT TO MAKE SURE THAT ALL OF OUR STUDENTS IMPROVE, AT LEAST, AT A MINIMUM, ONE ACHIEVEMENT BAND EVERY SINGLE SCHOOL YEAR FROM THEIR BEGINNING OF THE YEAR.

WE LOOK AT THEIR MAP TEST DATA AND MAKE SURE THAT IMPROVEMENT IS HAPPENING AT THE MID-YEAR, AT THE END OF YEAR, AND THAT IS REFLECTIVE ON THE STAAR TEST.

AND IF YOU VISIT OUR CAMPUS, IF YOU'VE SEEN OUR PLC ROOM, OUR DATA ROOM, WE ARE ALL ABOUT DATA AND OUR STUDENTS AND UNDERSTANDING EXACTLY WHERE OUR STUDENTS ARE AND WHERE-- AND SO THIS IS JUST A SNAPSHOT IN OUR PLC ROOM WHERE WE HAVE OUR PROFESSIONAL LEARNING COMMUNITIES, OUR CAMPUS, OUR TEACHERS COME TOGETHER AND MEET WITH OUR INSTRUCTIONAL COACH, MYSELF, OUR ASSOCIATE PRINCIPAL, OUR ASSISTANT PRINCIPALS.

AND WE REALLY DELVE INTO THE DATA OF WHAT THE INSTRUCTION LOOKS LIKE IN THE CLASSROOM AND HOW DO WE ASSESS WHERE OUR STUDENTS ARE AND WHERE THEY'RE HEADED.

AND SO YOU MIGHT SEE ALL THE COLORFUL CHARTS IN THE PHOTOS AND WONDER WHAT THEY ARE.

AND SO HERE'S JUST AN EXAMPLE OF THE LEFT SIDE AND RIGHT SIDE OF THE WORK THAT WE ARE DOING AT OJEDA MIDDLE SCHOOL.

ON THE LEFT SIDE, ALTHOUGH THAT AREA IS COVERED, BECAUSE IT'S OUR STUDENT INFORMATION, BUT YOU WILL SEE EACH GROWTH AREA WHERE OUR STUDENTS HAVE PERFORMED AND EXACTLY HOW MANY QUESTIONS AWAY THEY WERE ON THE STAAR TEST IN THAT CONTENT AREA TO REACH ONE BAND OF PERFORMANCE GROWTH, AND SO ON.

THE FAR RIGHT COLUMN ON THAT LEFT SIDE, YOU'LL SEE THE NUMBER OF QUESTIONS.

EACH STUDENT WAS AWAY, AND WE ARE TRACKING THAT REGULARLY FOR OUR STUDENTS.

SO THAT WAY, OUR TEACHERS AND OUR INTERVENTIONS KNOW IN OUR CLASSROOM EXACTLY HOW MANY STUDENTS WERE AWAY-- HOW MANY QUESTIONS THEY WERE AWAY FROM THAT NEXT LEVEL OF GROWTH, HAVING TARGETED SUPPORTS THAT MAKE SURE THAT ALL OF OUR STUDENTS REACH THAT LEVEL OF GROWTH.

ON THE RIGHT HAND SIDE, YOU'LL LOOK AT OUR TELPAS DATA.

WE ARE TRACKING HOW OUR STUDENTS PERFORMED ON THEIR TELPAS AT A COMPOSITE LEVEL WHILE ALSO LOOKING AT THEIR READING, WRITING, SPEAKING, AND LISTENING, AND TRACKING HOW THEY'VE PROGRESSED YEAR AFTER YEAR AND HOW MANY YEARS THEY'VE BEEN IN THE UNITED STATES TO ENSURE THAT LANGUAGE ACQUISITION IS THERE FOR OUR STUDENTS TO REACH MASTERY ON THEIR STAAR TEST AND ON TELPAS.

BUT WE'RE NOT JUST LOOKING AT ALL STUDENTS.

AND I'M GOING TO GO BACK ONE SLIDE, IF YOU GO ON THE BOTTOM.

IT'S BROKEN DOWN ON THAT VERY BOTTOM TAB BY PER TEACHER.

SO EVERY SINGLE TEACHER HAS ACCESS TO THEIR STUDENT ROSTERS AND KNOW EXACTLY WHAT STUDENTS WITHIN THEIR ROSTER, WHERE THEIR GROWTH IS AT, AND WHERE THEY'RE HEADED, AND WHAT THEY NEED TO HIT FOR THAT NEXT LEVEL OF BAND GROWTH.

BUT AT THE SAME TIME, THOUGH, WE ARE LOOKING ALSO AT OUR SPECIAL EDUCATION STUDENTS, OUR EMERGENT BILINGUAL STUDENTS ON THE LEFT HAND SIDE.

THIS IS ACCESSIBLE AND SHARED WITH ALL OF OUR CAMPUS STAFF.

AND SO YOU'LL SEE HOW OUR SPECIAL EDUCATION STUDENTS HAVE PERFORMED AND WHAT THEIR LEVELS OF GROWTH NEED TO BE FOR THAT LEVEL OF BAND GROWTH.

AGAIN, AT OJEDA, WE'RE ABOUT ONE BAND, ONE SOUND.

AND THEN A RIGHT HAND SIDE, YOU'LL SEE OUR EMERGENT BILINGUAL STUDENTS.

AND THAT DATA IS BROKEN DOWN ON HOW MANY QUESTIONS THEY ARE AWAY FROM REACHING APPROACHES, MEETS AND MASTERS, AND MAKING SURE THAT ALL OF OUR STUDENTS SEE THAT SUCCESS, AND THEY KNOW THAT THAT'S AVAILABLE TO THEM, AND THEY'RE CAPABLE OF THAT SUCCESS.

[01:00:03]

AND WE'RE HIGHLY FOCUSED FOR OUR ATTENDANCE.

AND SO IF YOU KNOW ANYTHING ABOUT OJEDA, WE DON'T NECESSARILY HAVE A NEIGHBORHOOD RIGHT NEXT TO US.

BUT WE REALLY WANT TO BUILD THAT SENSE OF CONNECTEDNESS TO OUR CAMPUS AND HAVE OUR STUDENTS HAVE A SENSE OF BELONGING.

THESE ARE JUST SOME SAMPLE GRAPHICS AND INFORMATION THAT HAVE GONE OUT ON OUR PARENTS SQUARE TO MAKING SURE THAT WE ARE EMPHASIZING A FOCUS ON STUDENT ATTENDANCE AND STUDENT ATTENDANCE GROWTH.

AND SO EVEN IN THE TOP LEFT, YOU'LL SEE OUR ATTENDANCE IS GROWING WEEKLY.

AND I WILL BE THE ONE TO ATTEST TO YOU THAT I SIT IN THREE HOURS OF ATTENDANCE MEETINGS EVERY SINGLE WEEK, WHETHER IT'S BEFORE SCHOOL, DURING SCHOOL DAY, OR AFTER SCHOOL.

WE CALL OUR FAMILIES.

AND IF YOU KNOW ANYTHING ABOUT OUR FAMILIES, YOU CAN ASK THEM HOW MANY CALLS THEY'RE GETTING FROM US.

WHEN THEY'RE NOT AT SCHOOL, WE ARE WORRIED.

WE WANT TO MAKE SURE THEY'RE HERE.

AND WE CHECK IN ON THEM TO MAKE SURE THAT THEY ARE HERE THE VERY NEXT SCHOOL DAY.

SO WE'RE REALLY SEEING THAT INCREMENTAL AND SIGNIFICANT LEVELS OF GROWTH FOR ATTENDANCE.

AND WE KNOW THAT MATTERS BECAUSE IF OUR STUDENTS ARE IN OUR CLASSROOMS, THEY'RE GETTING ACCESS TO HIGH QUALITY TIER 1 INSTRUCTION.

AND WE KNOW THAT'S WHERE THE MOST IMPORTANT FACTORS OF INSTRUCTION ARE OCCURRING.

AND I SHARE WITH OUR COMMUNITY MEMBERS, I SHARE WITH OUR STAFF, I SHARE WITH THIS BOARD THAT AT OUR CAMPUS, EVERY SINGLE PERSON IS A LEARNER.

I DON'T COME IN A SINGLE SCHOOL DAY WITHOUT LEAVING, THINKING THAT I'VE LEARNED SOMETHING NEW AND SOMETHING SIGNIFICANT TO IMPROVE MY PRACTICE AS AN EDUCATOR THAT VERY NEXT DAY.

AND THESE ARE JUST SOME EXAMPLES OF PHOTOS OF PROFESSIONAL DEVELOPMENT, PROFESSIONAL LEARNING THAT'S HAPPENING, NOT JUST ON CAMPUS OR DISTRICT PD DAYS.

THESE ARE HAPPENING ON A DAY-TO-DAY BASIS.

ON OUR FRIDAYS, OUR STAFF ARE ENGAGED IN PROFESSIONAL DEVELOPMENT AND LEARNING.

SO THESE ARE SOME PHOTOS.

YOU'RE SEEING HOW WE'RE NAVIGATING PROFESSIONAL LEARNING AND GROWTH FOR OUR EDUCATORS.

AND JUST ANOTHER SET OF GROWTH OF WHAT THAT LOOKS LIKE AT OUR CAMPUS.

AND JUST THE CULTURE AND COLLABORATION THAT EXISTS AT OJEDA MIDDLE SCHOOL.

YOU'LL SEE MANY PEOPLE IN OUR DISTRICT WEAR OJEDA SHIRTS.

WE'RE TRYING TO MAKE SURE THAT OUR INFORMATION IS OUT THERE AND EVERYONE KNOWS.

THE GATOR GREEN IS THERE.

SO YOU'LL SEE THE COLLABORATION THAT'S HAPPENING AT OUR CAMPUS ACROSS DIFFERENT GRADE LEVELS AND ACROSS ALL OF OUR ELECTIVES AS WELL.

AND I'M AVAILABLE FOR ANY QUESTIONS THAT YOU MAY HAVE.

THANK YOU FOR YOUR TIME.

ELVIA GUADIAN: BOARD MEMBERS, ANY QUESTIONS? WE'LL START WITH TRUSTEE PANTOJA.

DAMIÁN PANTOJA: PRINCIPAL WANG, THANK YOU.

THANK YOU SO MUCH.

DR. BAILEY, THANK YOU AND YOUR TEAM BECAUSE EARLIER, THERE WAS A COMMENT ABOUT NOT ASKING ENOUGH QUESTIONS.

AND THIS JUST SHOWS THAT BECAUSE THROUGH OUR WORKSHOPS WE'VE HAD, THE NUMBER OF WORKSHOPS WE'VE HAD, THESE WERE THE QUESTIONS WE WERE ASKING, HOW CAN WE SHOW OUR COMMUNITY, HOW CAN WE SEE PROGRESS, HOW ARE WE GOING TO HOLD EACH OTHER ACCOUNTABLE? AND YOU DID THAT TONIGHT.

SO I JUST WANT TO THANK YOU.

I WANT TO THANK THE OJEDA TEAM.

I WANT TO THANK THE CURRICULUM TEAM AT THE DISTRICT LEVEL.

THIS INFORMATION IS CRITICAL, AND IT'S IMPORTANT THAT WE KNOW NOW WHAT TO DO.

NOT KNOW NOW, NOT JUST NOW, BUT HOW CAN WE MOVE FORWARD? I MEAN YOU'RE SHOWING THAT.

SO THANK YOU SO MUCH.

AND THAT'S BECAUSE OF THE QUESTIONS WE'RE ASKING DURING THE WORKSHOPS.

ELVIA GUADIAN: SECRETARY WEGNER.

DARLA WEGNER: I'M A PARROT.

BUT THANK YOU FOR THE PRESENTATION BECAUSE IT DOES SHOW THE INDIVIDUAL DEDICATION TO OUR STUDENTS, TO OUR DISTRICT.

SO THANK YOU FOR THAT.

AND ONE THING I WANT TO POINT OUT, AS SOMEBODY WHO RECENTLY GOT TO DO A WALKTHROUGH, WAS THAT THOSE GATOR SIGNS ARE ALSO IN SPANISH.

SO THAT WAS REALLY COOL JUST TO SEE THAT THEY'RE EVERYWHERE, THE GATOR WAY SIGNS, I APOLOGIZE, AND THAT THEY'RE IN SPANISH AND ENGLISH FOR ALL OF OUR STUDENTS.

ELVIA GUADIAN: ANY OTHER QUESTIONS? VICE PRESIDENT LEDESMA WOODY.

SUSANNA LEDESMA WOODY: THANK YOU, PRINCIPAL WANG.

I JUST WANT TO SAY YOU ARE ONE OF OUR NEW PRINCIPALS THAT HAVE BEEN IN THE DISTRICT FOR A SHORT TIME.

AND IN THAT SHORT TIME, I HAVE HEARD NOTHING BUT GREAT THINGS ABOUT THE WORK THAT YOU ARE DOING, THE PROCESSES THAT YOU ARE IMPLEMENTING TO HELP OUR STUDENTS.

I MEAN, YOU'RE BASICALLY SHOWING, HEY, WE KNOW THAT WE HAVE ISSUES.

WE'RE GOING TO ADDRESS THEM.

THIS IS HOW WE'RE ADDRESSING THEM.

SO IF ANYBODY WANTS TO KNOW WHAT'S GOING ON AT OJEDA, THIS IS THE MAN TO TALK TO.

AND I'VE BEEN TO ONE OF HIS MEETINGS WHERE HE DID PRESENT.

AND THE FOLKS THAT WERE IN THERE WERE JUST LIKE, OH, MY GOD, THIS MAKES SO MUCH SENSE NOW.

IT'S TYING EVERYTHING TOGETHER, WHY WE ASKED FOR LUNCH APPLICATIONS, WHY WE DO THIS, WHY WE DO THAT.

SO THANK YOU FOR THAT.

THANK YOU FOR BEING OUR NEW PRINCIPAL AND REALLY SHOWING PEOPLE THAT WHEN YOU HAVE DEDICATED PEOPLE WHO CARE ABOUT STUDENTS, WE CAN MAKE CHANGES.

SO I APPRECIATE THAT.

RUISHI WANG: THANK YOU.

ELVIA GUADIAN: BOARD MEMBERS, ANY OTHER QUESTIONS? TRUSTEE FRANCO.

SAMUEL FRANCO: I JUST WANT TO SAY THANK YOU VERY MUCH FOR THE PRESENTATION, ESPECIALLY THE DATA PORTION.

THE PERSON WHO STUDIED ENGINEERING LIVES IN EXCEL SPREADSHEETS.

I THOUGHT THAT WAS FASCINATING.

BUT YOU ARE DOING AN AMAZING JOB.

EVERY TIME I GO TO OJEDA, I SEE THE FOLKS THAT ARE THERE.

THEY'RE ALL HAPPY.

THEIR KIDS ARE HAPPY.

YOU'RE DOING A WONDERFUL, WONDERFUL JOB.

AND THANKS FOR THE HARD WORK THAT YOU'VE PUT IN.

RUISHI WANG: THANK YOU.

ELVIA GUADIAN: ANY OTHER QUESTIONS? TRUSTEE CISNEROS.

MELINDA CISNEROS: JUST A COMMENT-- THANK YOU AGAIN

[01:05:01]

FOR THIS INFORMATION.

AND THANK YOU FOR ALL THE HARD WORK AND EFFORT THAT YOU'RE PUTTING INTO YOUR CAMPUS, INTO THE STUDENTS, ESPECIALLY WHEN IT COMES TO ATTENDANCE.

THAT TAKES A LOT OF TIME AND EFFORT.

AND THANK YOU AND YOUR TEAM FOR DOING THAT BECAUSE THAT ATTENDANCE DOES MATTER.

AND JUST LIKE YOU SAID, WE NEED TO HAVE THEM IN THE CLASSROOM GETTING THE EDUCATION THAT IS NEEDED, ESPECIALLY WITH THE HIGH QUALITY MATERIALS.

SO THANK YOU FOR THAT.

I APPRECIATE THAT-- RUISHI WANG: THANK YOU.

MELINDA CISNEROS: --YOU AND YOUR TEAM.

ELVIA GUADIAN: TRUSTEE PANTOJA.

DAMIÁN PANTOJA: QUESTION FOR THE IMPROVEMENT FRAMEWORK.

CAN THAT BE ACCESSIBLE TO THE COMMUNITY? AND IF IT IS ACCESSIBLE, IS IT IN MULTIPLE LANGUAGES? RUISHI WANG: WE CAN MAKE IT.

I'LL SEND OUT A TRANSLATED COPY AS WELL TO DR. BAILEY.

DAMIÁN PANTOJA: JUST SO PEOPLE CAN SEE WHAT WE'RE TRYING TO DO WITH INSTRUCTION AND INTERVENTIONS AND ENGAGEMENT, JUST SO IT'S JUST THERE.

WHETHER IF SOMEONE NEEDS ADDITIONAL SUPPORT OR NEEDS A STARTING POINT, WE CAN POINT THEM TO THE CAMPUS WEBSITE.

RUISHI WANG: YEAH.

ELVIA GUADIAN: ANY OTHER COMMENTS? I ALSO WANT TO MAKE A COMMENT.

THANK YOU TO YOU AND ALL THE PRINCIPALS AND OUR STAFF.

YOU ALL ARE DOING A WONDERFUL JOB.

I'VE BEEN PRIVY TO DO SOME WALKTHROUGHS AND TO SEE THE WORK THAT'S GOING ON, COLLABORATION AND HOW YOU ALL ARE WORKING TOGETHER.

IT'S GREAT.

DON'T BE DISAPPOINTED ON WHAT YOU HEAR.

YOU ALL ARE DOING GREAT.

AND WITH THAT, I'M GOING TO LET DR. GUTIERREZ MAKE THE LAST COMMENT.

MATTHEW GUTIERREZ: I JUST WANT TO COMMEND THE WORK THAT OJEDA IS DOING, THE STAFF.

IT TAKES A VILLAGE, AND THAT VILLAGE IS DOING AN AMAZING JOB.

FOR YOUR TEACHERS TO KNOW EXACTLY WHERE THEIR KIDS ARE, TO KNOW HOW MANY QUESTIONS THEY WERE AWAY FROM GETTING APPROACHES OR MEETS OR MASTERS, TO DOUBLE BLOCKING CONTENT AREAS TO ENSURE THAT KIDS GET THE SUPPORT THEY NEED, COMPLETELY CHANGING YOUR MASTER SCHEDULE, THE WAY THAT YOU HAVE CONVERSATIONS IN PLCS AND SO MUCH MORE.

KEEP ON WITH THAT.

AND IT IS MY HOPE THAT IS NOT DISRUPTED THIS YEAR BECAUSE ALL OF THE RIGHT INGREDIENTS ARE IN PLACE FOR THIS CAMPUS TO SHINE.

AND OUR OTHER MIDDLE SCHOOLS ARE DOING JUST AS GREAT OF WORK.

AND SO KUDOS TO YOU AND YOUR TEAM.

LET THEM KNOW THAT WE APPRECIATE IT AND WE BELIEVE IN THEM AND WE BELIEVE IN YOUR STUDENTS.

RUISHI WANG: THANK YOU.

I GREATLY APPRECIATE IT.

AND I'LL TAKE THAT BACK TO OUR TEAM AS WELL, SO THANK YOU.

[APPLAUSE] ELVIA GUADIAN: WITH THAT, WE'LL GO ON TO OUR BILINGUAL EDUCATION

[V.C. Bilingual Education Program Evaluation and Review Annual Update]

PROGRAM EVALUATION AND REVIEW ANNUAL UPDATE.

DR. KATRINA BAILEY.

KATRINA BAILEY: HOPEFULLY, Y'ALL DON'T GET TIRED OF SEEING ME THIS EVENING.

DAMIÁN PANTOJA: NO.

KATRINA BAILEY: AWESOME.

ALRIGHTY.

SO, IN ACCORDANCE WITH TEXAS ADMINISTRATIVE CODE 89.1265, THE BOARD OF TRUSTEES WILL ANNUALLY-- THE BILINGUAL PROGRAM EVALUATION FOR OUR DISTRICT.

THE EVALUATION PROVIDES AN OVERVIEW OF THE DISTRICT'S BILINGUAL AND ESL IMPLEMENTATION PROGRAM AND EXAMINES THE ACADEMIC ACHIEVEMENT OF OUR ENGLISH LANGUAGE DEVELOPMENT AND-- ENGLISH LANGUAGE DEVELOPMENT, EXCUSE ME, OF OUR EMERGENT BILINGUAL STUDENTS, AS MEASURED BY OUR STATE OF TEXAS ASSESSMENTS OF ACADEMIC READINESS, STAAR, AND OUR TELPAS ASSESSMENT, WHICH IS THE ASSESSMENT THAT WE USE TO ASSESS THE ENGLISH LANGUAGE PROFICIENCY OF OUR EMERGENT BILINGUAL STUDENTS.

SO TONIGHT'S PRESENTATION IS BEING PRESENTED BY DR. YOLANDA GRIJALVA, WHO IS OUR DIRECTOR OF MULTILINGUAL EDUCATION, AND I'LL BE HERE TO SUPPORT AND ANSWER ANY QUESTIONS THAT YOU ALL HAVE AS WELL.

YOLANDA GRIJALVA: GOOD EVENING, MADAM PRESIDENT, MEMBERS OF THE BOARD, AND DR. GUTIERREZ.

TONIGHT, I WILL PROVIDE OUR ANNUAL BILINGUAL AND ESL PROGRAM EVALUATION, HIGHLIGHTING OUR STUDENT POPULATION, ACADEMIC AND LANGUAGE OUTCOMES, PROGRAM IMPLEMENTATION, AND PRIORITIES FOR CONTINUED IMPROVEMENT.

AS DR. BAILEY MENTIONED, THE TEXAS ADMINISTRATIVE CODE REQUIRES DISTRICTS TO EVALUATE THE EFFECTIVENESS OF THEIR BILINGUAL AND ESL PROGRAMS ANNUALLY AND PRESENT THE FINDINGS TO THE BOARD BEFORE NOVEMBER 1.

THIS EVALUATION GOES BEYOND COMPLIANCE.

IT PROVIDES AN OPPORTUNITY TO EXAMINE HOW EFFECTIVELY OUR PROGRAMS SUPPORT ACADEMIC ACHIEVEMENT, LANGUAGE ACQUISITION, AND LONG-TERM STUDENT SUCCESS.

OUR FINDINGS WILL GUIDE INSTRUCTIONAL DECISIONS AND CONTINUOUS IMPROVEMENT.

THIS IS OUR EMERGENT BILINGUAL STUDENT PROFILE.

DEL VALLE ISD CURRENTLY SERVES 05,259 EMERGENT BILINGUAL STUDENTS, WHICH IS AN INCREASE OF 191 STUDENTS FROM LAST YEAR.

OUR DISTRICT REPRESENTS 35 HOME LANGUAGES, REFLECTING THE LINGUISTIC DIVERSITY OF OUR COMMUNITY.

ONE IMPORTANT DATA POINT IS THAT AMONG OUR EMERGENT BILINGUAL

[01:10:04]

STUDENTS IN GRADES 3 THROUGH 12, MORE THAN 1,600 STUDENTS HAVE ATTENDED US SCHOOLS FOR SIX OR MORE YEARS.

THIS REINFORCES THE IMPORTANCE OF STRENGTHENING ACADEMIC LANGUAGE DEVELOPMENT THROUGHOUT A STUDENT'S EDUCATIONAL EXPERIENCE, NOT JUST IN THE EARLY YEARS.

THE PROGRAM TYPES THAT WE HAVE AT DEL VALLE ISD ARE DUAL LANGUAGE IMMERSION ONE WAY AND DUAL LANGUAGE IMMERSION TWO WAY WITH ESL AT THE SECONDARY LEVEL.

OUR EXPECTATION IS CONSISTENT.

EVERY EMERGENT BILINGUAL STUDENT MUST HAVE ACCESS TO HIGH-QUALITY, GRADE-LEVEL INSTRUCTION WHILE ALSO DEVELOPING THEIR ENGLISH PROFICIENCY.

THIS IS OUR LANGUAGE ALLOCATION PLAN.

THIS YEAR, WE ARE STRENGTHENING THE IMPLEMENTATION OF OUR DISTRICT-WIDE LANGUAGE ALLOCATION PLAN FOR PRE-K THROUGH FIFTH GRADE.

THE PLAN ESTABLISHES CLEAR EXPECTATIONS FOR WHEN STUDENTS WHEN-- I'M SORRY, WHEN AND HOW STUDENTS RECEIVE INSTRUCTION IN SPANISH AND IN ENGLISH.

OUR FOCUS IS ENSURING THAT LANGUAGE ALLOCATION IS INTENTIONAL, CONSISTENT ACROSS CAMPUSES, AND ALIGNED WITH THE DEVELOPMENT OF BILITERACY.

YOU WILL NOTICE THAT THERE IS A STRONG FOUNDATION FOR OUR EMERGENT BILINGUAL STUDENTS IN SPANISH, STARTING IN PRE-K WITH A 90/10 MODEL, MOVING ON TO 50/50 IN LANGUAGE ARTS BY SECOND GRADE, AND THEN IN MATH AND LANGUAGE ARTS, THIRD THROUGH FIFTH GRADE.

THEY RECEIVE INSTRUCTION, ONE WEEK IN ENGLISH AND ONE WEEK IN SPANISH.

WE EVALUATE STUDENT PROGRESS THROUGH TWO IMPORTANT MEASURES.

TELPAS MEASURES ENGLISH LANGUAGE DEVELOPMENT ACROSS LISTENING, SPEAKING, READING, AND WRITING, WHILE STAAR MEASURES MASTERY OF GRADE-LEVEL ACADEMICS AND STANDARDS.

TOGETHER, THESE ASSESSMENTS HELP US UNDERSTAND WHETHER STUDENTS ARE DEVELOPING IN LANGUAGE SKILLS AND ACADEMIC KNOWLEDGE NECESSARY FOR SUCCESS.

IN SPRING 2026, APPROXIMATELY 05,000 STUDENTS PARTICIPATED IN TELPAS.

THAT'S THE TEXAS ENGLISH LANGUAGE PROFICIENCY ASSESSMENT.

ONE IMPORTANT TREND IS THE DIFFERENCE IN PROFICIENCY LEVELS ACROSS GRADE LEVELS.

WE SEE A HIGHER PERCENTAGE OF STUDENTS AT THE BEGINNING LEVEL IN OUR EARLY GRADES, WHICH IS EXPECTED, WHILE MORE STUDENTS MOVE TO THE ADVANCED AND ADVANCED HIGH PROFICIENCY AS THEY PROGRESS.

BUT YOU WILL ALSO NOTICE THAT MANY STUDENTS REMAIN AT THE INTERMEDIATE LEVEL, REINFORCING THE NEED FOR MORE INTENTIONAL ACADEMIC LANGUAGE DEVELOPMENT, ESPECIALLY AT THE SECONDARY LEVEL.

OUR GOAL IS TO MOVE STUDENTS FROM INTERMEDIATE TO ADVANCED AND ADVANCED HIGH, AND WE HAVE MADE THIS A HIGH INSTRUCTIONAL PRIORITY.

LOOKING AT THE TELPAS COMPOSITE RATINGS FOR MIDDLE SCHOOL, WE SEE STUDENTS DEMONSTRATING STRONGER LEVELS OF ENGLISH PROFICIENCY, ALTHOUGH AGAIN, A SIGNIFICANT PERCENTAGE REMAIN AT THE INTERMEDIATE LEVEL.

OUR FOCUS IS STRENGTHENING ACADEMIC LANGUAGE DEVELOPMENT ACROSS ALL CONTENT AREAS SO THAT STUDENTS CAN SUCCESSFULLY ENGAGE WITH THE INCREASINGLY COMPLEX ACADEMIC EXPECTATIONS AT THE SECONDARY LEVEL.

LOOKING AT OUR TELPAS HIGH SCHOOL DATA, OUR DATA CONTINUES TO SHOW STUDENTS AT VARYING STAGES IN ENGLISH PROFICIENCY.

THIS HIGHLIGHTS THE IMPORTANCE OF ENSURING THAT LANGUAGE DEVELOPMENT DOES NOT STOP AT THE ELEMENTARY OR MIDDLE SCHOOL LEVEL.

STUDENTS MUST CONTINUE RECEIVING INTENTIONAL LANGUAGE SUPPORT AS THEY PREPARE FOR GRADUATION, ADVANCED COURSEWORK, AND POSTSECONDARY OPPORTUNITIES.

THIS IS OUR RECLASSIFICATION DATA.

RECLASSIFICATION IS AN IMPORTANT INDICATOR OF PROGRAM EFFECTIVENESS BECAUSE IT REFLECTS STUDENTS MEETING THE CRITERIA FOR ENGLISH PROFICIENCY.

IN 2026, 137 STUDENTS WERE RECLASSIFIED, COMPARED TO 232 IN 2025.

THIS DECLINE REQUIRES OUR ATTENTION.

WE ARE FOCUSING ON STRENGTHENING LANGUAGE INSTRUCTION, MONITORING INDIVIDUAL STUDENT PROGRESS, AND ENSURING STUDENTS HAVE THE ACADEMIC AND LINGUISTIC SUPPORT NEEDED TO MEET RECLASSIFICATION CRITERIA.

SO WHAT HAS BEEN GOING WELL WITH OUR PROGRAMMING? WE HAVE MADE IMPORTANT PROGRESS IN STRENGTHENING THE SYSTEMS SUPPORTING MULTILINGUAL PROGRAMS. THIS INCLUDES PROVIDING HIGH-QUALITY INSTRUCTIONAL MATERIALS IN BOTH LANGUAGES AT THE ELEMENTARY LEVEL, IMPLEMENTING OUR LANGUAGE ALLOCATION PLAN, AND STRENGTHENING PROFESSIONAL DEVELOPMENT FOR CAMPUS LEADERS AND FOR TEACHERS.

[01:15:01]

WE HAVE ALSO DEVELOPED CAMPUS TELPAS PLANS AND LAUNCHED OUR MULTILINGUAL EDUCATION ADVISORY COMMITTEE TO INCREASE STAKEHOLDER INVOLVEMENT.

THESE EFFORTS ESTABLISH A STRONGER FOUNDATION FOR CONSISTENT PROGRAM IMPLEMENTATION.

SO LOOKING AHEAD, THIS SLIDE OUTLINES OUR THREE-YEAR IMPROVEMENT PLAN.

CURRENTLY, WE ARE IN YEAR TWO.

OUR WORK IS ORGANIZED AROUND FIVE PRIORITIES, PROGRAM EXPECTATIONS, PROFESSIONAL DEVELOPMENT, MONITORING AND ACCOUNTABILITY, CURRICULUM RESOURCES, AND STUDENT OUTCOMES.

IN YEAR TWO, OUR EMPHASIS IS MOVING TOWARD FULL IMPLEMENTATION FIDELITY, STRENGTHENING INSTRUCTIONAL PRACTICES, AND DEMONSTRATING MEASURABLE IMPROVEMENT IN TELPAS AND IN STAAR.

BY YEAR THREE, OUR GOAL IS TO DEMONSTRATE SUSTAINED ACADEMIC GROWTH ALIGNED WITH THE BOARD'S STUDENT OUTCOME GOALS, PARTICULARLY IN EARLY LITERACY, MATHEMATICS, AND COLLEGE AND CAREER READINESS.

THE GOAL IS TO MOVE FROM ESTABLISHING SYSTEMS TO MEASURING THEIR IMPACT ON STUDENT LEARNING AND STUDENT OUTCOMES.

STUDENT ACADEMIC PERFORMANCE-- TO IMPROVE STUDENT PERFORMANCE, WE ARE FOCUSING ON THREE AREAS.

FIRST, STRENGTHENING TIER 1 INSTRUCTION THROUGH BILITERACY, SHELTERED INSTRUCTION, AND ACADEMIC LANGUAGE DEVELOPMENT.

SECOND, USING TELPAS, STAAR, MAP, AND CLASSROOM DATA TO IDENTIFY LEARNING GAPS AND PROVIDE TARGETED ACCELERATION.

THIRD, ENSURING TEACHERS HAVE ACCESS TO ALIGNED, HIGH-QUALITY INSTRUCTIONAL RESOURCES IN BOTH LANGUAGES-- THESE ACTIONS DIRECTLY SUPPORT OUR DISTRICT'S ACADEMIC OUTLYING GOALS.

LANGUAGE ACQUISITION PRACTICES-- ONE OF OUR PRIMARY INSTRUCTIONAL PRIORITIES IS MAKING LANGUAGE DEVELOPMENT INTENTIONAL IN EVERY CLASSROOM.

WE ARE SUPPORTING TEACHERS IN IMPLEMENTING THE ENGLISH LANGUAGE PROFICIENCY STANDARDS, DEVELOPING MEANINGFUL LANGUAGE OBJECTIVES, AND USING TELPAS DATA TO INFORM INSTRUCTION.

OUR GOAL IS FOR EVERY CONTENT AREA TEACHER TO UNDERSTAND THEIR ROLE IN DEVELOPING STUDENTS' ACADEMIC ENGLISH PROFICIENCY.

MATTHEW GUTIERREZ: DR. GRIJALVA, CAN YOU GO BACK TO THE LOOKING AHEAD, PLEASE? YOLANDA GRIJALVA: YES, SIR.

MATTHEW GUTIERREZ: I JUST WANT TO STRESS THE IMPORTANCE THAT EVERYTHING IS A JOURNEY.

AND THIS IS A THREE-YEAR PROCESS.

IT DOESN'T HAPPEN IN ONE YEAR.

IT'S THREE YEARS.

WE HAVE TO GIVE OUR TEACHERS THE OPPORTUNITY TO LEARN.

WE HAVE TO GIVE OUR STUDENTS THE OPPORTUNITY TO ADJUST TO THE NEW INSTRUCTIONAL STRATEGIES.

IT'S A JOURNEY.

IT'S A PROCESS.

AND IT'S IMPERATIVE THAT WE ARE PATIENT WITH THE PROGRAM, THAT WE GIVE IT THREE YEARS, BECAUSE IF YOU KEEP IN MIND THE BIGGEST SUBGROUP-- ONE OF THE BIGGEST SUBGROUPS IS OUR EMERGENT BILINGUAL, WHICH IS ABOUT 54%, I THINK IT WAS THE LAST TIME I SAW.

AND SO IT'S IMPERATIVE THAT WE MAKE THESE ADJUSTMENTS.

AND WHAT REALLY MAKES ME PROUD IS YOU SEEING THE LANGUAGE ACQUISITION PLANS COMING TO LIFE IN THE CLASSROOM AND THE TEACHERS MAKING THOSE ADJUSTMENTS TO THEIR INSTRUCTION TO GIVE STUDENTS THE OPPORTUNITY TO NOT ONLY PRACTICE WRITING BUT TO ENGAGE IN ACADEMIC DISCOURSE.

THAT'S WHAT'S GOING TO MOVE THE NEEDLE.

COULD WHAT WE SEE TODAY IN THE CLASSROOM HAVE HAPPENED THE YEAR BEFORE? NO, BECAUSE WE HAD TO CHANGE THE MODEL.

AND SO WHAT I WANT TO STRESS TO THE COMMUNITY AND TO OUR BOARD IS THAT IT'S A THREE-YEAR JOURNEY.

AND WE HAVE TO GIVE OUR TEACHERS, OUR LEADERS, OUR MULTILINGUAL PROGRAM THE OPPORTUNITY TO SEE IT THROUGH.

YOLANDA GRIJALVA: I WOULD JUST LIKE TO ADD, DR. GUTIERREZ, THAT YES, AS DR. GUTIERREZ MENTIONED, AT THE BEGINNING, WHEN I FIRST ARRIVED HERE, OUR LANGUAGE ALLOCATION PLAN CONSISTED OF LANGUAGE ARTS BEING TAUGHT PRIMARILY IN SPANISH FROM PRE-K THROUGH FIFTH GRADE.

AND WHAT WAS HAPPENING IS THAT WHEN OUR KIDS WERE COMING TO THE MIDDLE SCHOOLS OR TO THE HIGH SCHOOLS, THEY DIDN'T HAVE THE ENGLISH PROFICIENCY THAT THEY NEEDED TO BE SUCCESSFUL.

AND SO, AGAIN, WE CHANGED THE LANGUAGE ACQUISITION PLAN LAST YEAR.

BUT WE STILL HAVE A LOT OF THOSE STUDENTS THAT ARE CURRENTLY IN OUR MIDDLE SCHOOLS AND OUR HIGH SCHOOLS.

AND EVEN THOUGH WE ARE PRIORITIZING THAT LANGUAGE DEVELOPMENT FOR THEM, WHILE WE'RE GIVING THEM ACCESS TO THE CONTENT, IT IS GOING TO TAKE TIME.

KATRINA BAILEY: THAT FOUR AND SIX YEARS-- YOLANDA GRIJALVA: AND-- I'M SORRY, YES.

I CAN-- KATRINA BAILEY: I JUST WANTED TO GO BACK TO THAT DATA POINT TOO.

[01:20:02]

IS WHAT WE'RE SEEING IN THE DATA.

BECAUSE OF THAT, WHAT WE'RE SEEING IN THE DATA IS WE HAVE STUDENTS THAT HAVE BEEN IN OUR DISTRICT FOR THREE, FOUR, FIVE, SIX YEARS, OR THEY'VE BEEN HERE SINCE PRE-K.

BUT BECAUSE THEIR PRIMARY INSTRUCTION HAS BEEN IN SPANISH, THEY HAVEN'T DEVELOPED THE ACADEMIC LANGUAGE TO BE ABLE TO BE SUCCESSFUL.

SO THAT'S WHY YOU SEE IN OUR TELPAS DATA, WILL YOU SEE STUDENTS AT THE HIGH SCHOOL LEVEL STILL PERFORMING-- AT THE MIDDLE SCHOOL LEVEL, STILL PERFORMING AT THE INTERMEDIATE TO BEGINNER LEVEL, IT'S BECAUSE THEY DIDN'T HAVE ACCESS TO ACADEMIC LANGUAGE AND CONTENT IN BOTH LANGUAGES.

AND SO WHAT WE'RE TRYING TO DO IS RIGHT THE SHIP AND MAKE SURE THAT WE'RE DOING RIGHT BY OUR STUDENTS SO THAT THEY CAN DEVELOP THAT ACADEMIC PROFICIENCY IN BOTH LANGUAGES.

AND SO I JUST WANTED TO MAKE SURE THAT WE GO BACK TO THAT.

YOLANDA GRIJALVA: AND WHEN YOU LOOK AT OUR PROFICIENCY LEVEL DESCRIPTORS, WHICH IS WHAT TELLS US WHAT STUDENTS CAN DO WITH LANGUAGE, YOU WILL SEE A LOT OF THEM ARE IN THIS INTERMEDIATE LEVEL, WHICH IS A LOT OF THE CONVERSATIONAL.

BUT WE REALLY NEED THEM TO MOVE TO ADVANCED AND ADVANCED HIGH.

AND THAT HAS A LOT TO DO WITH THE ACADEMIC LANGUAGE THAT THEY'RE NOT FAMILIAR WITH.

LET ME FIND MY PLACE AGAIN.

OK, SO WE WENT OVER RECLASSIFICATION.

ONE MORE.

STUDENT ACADEMIC PERFORMANCE, WE TALKED ABOUT THIS ONE AS WELL.

I'M SORRY? YES.

RIGHT HERE.

[LAUGHS] SO OUR BILINGUAL EXCEPTIONS AND ESL WAIVERS.

THIS SLIDE IDENTIFIES CAMPUSES OPERATING UNDER BILINGUAL EXCEPTIONS OR ESL WAIVERS DUE TO CERTIFICATION AND STAFFING NEEDS.

THESE EXCEPTIONS AND WAIVERS REPRESENT AN IMPORTANT AREA OF CONTINUED ATTENTION.

OUR PRIORITY IS ENSURING STUDENTS CONTINUE RECEIVING APPROPRIATE LANGUAGE SERVICES WHILE WE STRENGTHEN RECRUITMENT, CERTIFICATION PATHWAYS, AND PROFESSIONAL DEVELOPMENT FOR EDUCATORS.

WE WILL CONTINUE MONITORING THESE NEEDS AND WORKING WITH OUR HUMAN RESOURCES DEPARTMENT AND CAMPUS LEADERSHIP TO REDUCE OUR RELIANCE ON EXCEPTIONS AND WAIVERS.

I ALSO WANT TO STRESS THE FACT THAT WE DO HAVE AN ESL ACADEMY, WHICH HELPS OUR TEACHERS PREPARE FOR THE ESL CERTIFICATION TEST, AND WE ALSO DO REIMBURSE FOR THE ESL TESTS ONCE THEY HAVE PASSED.

SOME OF THESE TEACHERS THAT ARE NOT ESL CERTIFIED YET STILL ALSO RECEIVE SHELTERED INSTRUCTION, PROFESSIONAL DEVELOPMENT OPPORTUNITIES SO THAT THEY CAN BETTER SERVE OUR STUDENTS.

IN CLOSING, OUR MULTILINGUAL PROGRAMS SERVE A SIGNIFICANT PORTION OF OUR DISTRICT'S STUDENTS, AND THEIR SUCCESS IS DIRECTLY CONNECTED TO THE SUCCESS OF DEL VALLE ISD.

OUR FOCUS MOVING FORWARD IS CLEAR, TO STRENGTHEN INSTRUCTION, ENSURE PROGRAM FIDELITY, DEVELOP EDUCATOR CAPACITY, AND HOLD OURSELVES ACCOUNTABLE FOR MEASURABLE STUDENT OUTCOMES.

WE ARE COMMITTED TO ENSURING THAT MULTILINGUALISM BECOMES AN ACADEMIC ASSET AND OPENS DOORS FOR EVERY STUDENT WE SERVE.

THANK YOU FOR YOUR CONTINUED SUPPORT, AND I WELCOME ANY QUESTIONS.

ELVIA GUADIAN: SECRETARY WEGNER.

DARLA WEGNER: THANK YOU FOR ALL OF THIS INFORMATION.

I WANT TO GO BACK TO THE SLIDE IN REFERENCE TO THE '26-'27 ELEMENTARY INSTRUCTIONAL MINUTES.

AND MY QUESTION-- THAT RIGHT THERE.

SO MY QUESTION IS BECAUSE I KNOW THERE'S A TAPERING DOWN OF THE ENGLISH TO SPANISH, WHAT HAPPENS IF WE GET A THIRD-GRADE STUDENT THAT ONLY SPEAKS SPANISH AT HOME? AND THEN HOW DO WE CATCH THEM UP? YOLANDA GRIJALVA: SO WE ALWAYS-- WE WILL ALWAYS PROVIDE THAT-- WELL, WE HAVE TO HAVE AN LPAC FIRST AND LOOK AT THIS DATA THAT THEY'RE COMING WITH.

ELVIA GUADIAN: ASSESSMENT? YOLANDA GRIJALVA: YES, ASSESSMENTS, ENGLISH PROFICIENCY LEVELS, BECAUSE NO MATTER WHAT SCHOOL THEY'RE AT, IF IT'S IN TEXAS, THEY'LL TAKE A LANGUAGE PROFICIENCY TEST.

IF THEY HAVE NOT TAKEN A LANGUAGE PROFICIENCY, WE GIVE THEM A LANGUAGE PROFICIENCY TEST AND JUST TO KNOW THEIR LEVELS.

AND WE DO HAVE A LOT OF STUDENTS THAT ARE AT DIFFERENT LEVELS, DIFFERENT EDUCATIONAL EXPERIENCES, SIMULTANEOUS THAT THEY'VE LEARNED BOTH LANGUAGES AT THE SAME TIME.

AND THEN YOU HAVE YOUR SEQUENTIAL BILINGUAL STUDENTS THAT LEARN ONE LANGUAGE FIRST AND THEN THE OTHER.

SO WHEN WE SERVE OUR STUDENTS, WE HAVE TO TAKE ALL OF THESE THINGS INTO CONSIDERATION.

BUT IF WE DO GET A THIRD-GRADE STUDENT, WE WILL OBVIOUSLY GIVE THEM ACCESS TO THE CONTENT IF THEY'RE PRIMARILY SPANISH DOMINANT.

BUT WE WILL ALSO START WITH THE ENGLISH.

ABSOLUTELY, WE CANNOT WAIT, EVEN IF WE HAVE A FIFTH GRADER,

[01:25:01]

BECAUSE WE KNOW THAT ONCE THEY GET TO SIXTH GRADE, THEY'RE NOT GOING TO HAVE THAT SUPPORT IN SPANISH.

AND THAT'S WHERE WE PROVIDE PROFESSIONAL DEVELOPMENT TO OUR TEACHERS SO THAT THEY'RE ABLE TO GIVE ACCESS TO OUR STUDENTS IN A LANGUAGE THAT THEY CAN UNDERSTAND BUT THEN ALSO BRIDGE THAT, ESPECIALLY THE ACADEMIC LANGUAGE, TO THE ENGLISH.

AND IT'S LIKE, IF THEY KNOW SOMETHING IN SPANISH, THEY'RE GOING TO KNOW IT IN ENGLISH.

IT'S JUST GOING TO BE A MATTER OF DEVELOPING THE LANGUAGE AND THEN ALSO TRANSFERRING AND BRIDGING THAT FROM ONE LANGUAGE TO THE OTHER.

ELVIA GUADIAN: AND YOU MENTIONED THE SIXTH GRADE CUTOFF.

THAT'S NOT US DECIDING WE'RE NO LONGER HELPING.

THAT'S STATE MANDATED, CORRECT? YOLANDA GRIJALVA: RIGHT.

YOLANDA GRIJALVA: SO STATE ASSESSMENTS ARE AVAILABLE IN ENGLISH AND SPANISH FOR OUR THIRD THROUGH FIFTH GRADERS.

BUT ONCE YOU GO ONTO SIXTH STRAIGHT, STATE ASSESSMENTS ARE ONLY GIVEN IN ENGLISH.

ELVIA GUADIAN: AND MY LAST QUESTION IS GOING TO BE ON THE WAIVERS.

DO WE HAVE MORE OR LESS NOW THAN WE HAD LAST YEAR? AND I DON'T WANT TO PUT YOU ON THE SPOT AS MUCH AS IT'S JUST A CURIOSITY AT THIS POINT.

YOLANDA GRIJALVA: AND I CAN GIVE YOU SPECIFICS.

THAT'S A LITTLE BIT HARD TO COMPARE ONLY BECAUSE WE HAVE SOME TEACHERS WHO WERE ON A DIFFERENT TYPE OF WAIVER LAST YEAR, AND THEN THEY COULD BE POTENTIALLY ON A DIFFERENT TYPE OF WAIVER THIS YEAR.

WE HAVE THE ONE-YEAR EMERGENCY PERMIT, AND SO THEN THEY WOULDN'T COUNT FOR US NECESSARILY.

BUT I CAN GIVE YOU THAT.

AND I CAN TELL YOU, IT'S ABOUT THE SAME, IF NOT LESS THIS YEAR.

ELVIA GUADIAN: PERFECT.

YOLANDA GRIJALVA: AND EVEN WITH THIS DATA, I CAN TELL YOU, JUST TODAY, I HAD A TEACHER COME UP TO ME AND TELL ME SHE PASSED HER TEST.

SO A LOT OF THE NUMBERS THAT YOU DO SEE HERE ARE TEACHERS WHO ARE WAITING TO PASS THE TEST.

BUT WE STILL HAVE TO FILE ON THEM BECAUSE THEY DON'T HAVE IT AS OF-- ELVIA GUADIAN: YOUR PASSION IS CONTAGIOUS, AND I APPRECIATE IT.

YOLANDA GRIJALVA: YEAH, I LOVE EVERYTHING THAT HAS TO DO WITH BILINGUAL STUDENTS.

ELVIA GUADIAN: WHO DOES THE ACADEMY FOR THEM? YOLANDA GRIJALVA: ROGELIO GUZMAN.

ELVIA GUADIAN: YES, THANK YOU.

YOLANDA GRIJALVA: AND HE HAS A SYNCHRONOUS AND ASYNCHRONOUS TO MAKE IT MORE ACCESSIBLE FOR US.

AND ONE THING THAT WE DID DO IS I SHARED THE LIST OF THE TEACHERS WHO ARE ON WAIVERS, AND HE IS CONTACTING THEM DIRECTLY TO OFFER THE ACADEMY FOR THEM.

ELVIA GUADIAN: TRUSTEE PANTOJA.

DAMIÁN PANTOJA: IS THERE A COST TO THE ACADEMY TO THE TEACHER? YOLANDA GRIJALVA: NO.

DAMIÁN PANTOJA: SO IT'S A MATTER OF JUST THE TEACHER AGREEING, SIGNING UP, AND THEN TAKING THE OPTION THAT FITS BEST FOR THEM? YOLANDA GRIJALVA: YES.

THERE IS NO COST.

WE PROVIDE THE MATERIAL.

DAMIÁN PANTOJA: AND HOW MUCH IS THE EXAM? I KNOW WE SAID THAT WE REIMBURSE THEM.

YOLANDA GRIJALVA: I BELIEVE IT'S $180, BETWEEN $160 AND $180 THAT WE REIMBURSE THEM.

ELVIA GUADIAN: NOW, THE ESL AND BILINGUAL CERTIFICATION ARE DIFFERENT? YOLANDA GRIJALVA: YES.

ELVIA GUADIAN: RIGHT.

TRUSTEES, ANY OTHER QUESTIONS? VICE PRESIDENT LEDESMA WOODY.

SUSANNA LEDESMA WOODY: SO I WANT TO THANK YOU FOR THIS INFORMATION.

WHEN WE WERE DOING GOALS AND TALKING ABOUT WHERE WE WANT TO SEE WHAT OUR PRIORITIES ARE, THIS WAS ONE OF MY PRIORITIES BECAUSE WE DO HAVE A HUGE DEMOGRAPHICS OF STUDENTS THAT ARE ESL.

AND SO FOR ME, IT WAS TARGETING A GROUP OF STUDENTS THAT I FELT NEEDED THE MOST HELP.

SO I APPRECIATE YOU PRESENTING THIS AND GIVING US, THIS IS OUR THREE-YEAR PLAN, WE KNOW WE NEED TO WORK ON IT, THESE ARE OUR STRATEGIES, AND WE'RE GOING TO GET TO WHAT WE GET, AND WE'RE GOING TO HELP OUR STUDENTS BE SUCCESSFUL.

SO I APPRECIATE THAT, BECAUSE NOW I DON'T HAVE TO PUSH THE BOARD HARD TO, LIKE, LET'S MAKE THIS A GO BECAUSE YOU AS A DISTRICT ALREADY ARE MAKING IT AS A GOAL.

AND I APPRECIATE YOU BRINGING THIS INFORMATION TO US BECAUSE NOW WE CAN KEEP TRACK AND EVALUATE AND MONITOR AND DO ALL THAT GOOD STUFF.

SO THANK YOU.

YOLANDA GRIJALVA: THANK YOU.

ELVIA GUADIAN: AND I'M GLAD YOU MENTIONED THE THREE-YEAR PLAN BECAUSE THAT HAVE BEEN ON THE BOARD A LITTLE BIT LONGER.

AND WE'VE BEEN THROUGH THIS BEFORE.

WE KNOW THAT IT TAKES AT LEAST THREE YEARS.

AND AT THE WORKSHOP, WE WERE ACTUALLY TOLD THREE TO FIVE.

YOLANDA GRIJALVA: RIGHT.

AND YOU ARE ALREADY SEEING, LIKE DR. GUTIERREZ MENTIONED, WHEN YOU GO INTO THE CLASSROOM, THE LEVEL OF ENGAGEMENT OF STUDENTS IS VERY DIFFERENT.

WHEREAS BEFORE, IF THEY WERE ONLY BEING TAUGHT MATH IN ENGLISH AND THEIR ENGLISH PROFICIENCY WAS NOT HIGH, THEY WERE STRUGGLING.

THEY WOULD KIND OF JUST SIT THERE, NOT REALLY UNDERSTANDING.

AND NOW WITH THE ONE WEEK IN ENGLISH AND ONE WEEK IN SPANISH, YOU SEE THEM BECAUSE THEY'RE TRANSFERRING ALL OF THAT KNOWLEDGE THAT IS ACCESSIBLE TO THEM FROM ONE LANGUAGE TO THE OTHER.

SO EVEN THOUGH IT'S A THREE-YEAR PLAN, WE'RE ALREADY SEEING A LOT OF SUCCESS.

ELVIA GUADIAN: TRUSTEES, ANY OTHER QUESTIONS OR COMMENTS? THANK YOU.

WITH THAT, WE'LL GO ON TO MAP GROWTH, READING AND MATH,

[V.D. MAP Growth (Reading & Math) BOY Data Update]

BEGINNING OF YOUR DATA UPDATE, DR. KATRINA BAILEY.

KATRINA BAILEY: ALRIGHTY.

GOOD EVENING AGAIN.

SO TODAY, WE ARE REVIEWING THE BEGINNING OF THE YEAR LITERACY RESULTS AND WHAT THEY TELL US ABOUT READINESS FOR OUR THIRD-GRADE READING GOAL.

WE WILL EXAMINE KINDERGARTEN THROUGH THIRD GRADE, INCLUDING CAMPUS AND STUDENT GROUP DIFFERENCES.

WE ARE ALSO BRINGING FORWARD OUR PROPOSED FIRST-GRADE LITERACY

[01:30:01]

GOAL, AS YOU HAVE HEARD US TALK ABOUT THIS LAST SPRING.

AND I KNOW THAT YOU ALL RECENTLY HAD A WORKSHOP AS WELL WHERE THIS INFORMATION WAS DISCUSSED, OR YOU HAD AN OPPORTUNITY TO LEARN MORE, DISCUSS, AND CONSIDER AN ADDITIONAL FIRST-GRADE LITERACY GOAL AND FOCUS.

SO THE RESULTS TONIGHT ARE OUR BASELINE FOR THIS SCHOOL YEAR.

OUR RESPONSIBILITY IS TO USE THEM TO IDENTIFY OUR NEEDS, STRENGTHEN INSTRUCTION, AND MONITOR WHERE STUDENT SUPPORTS NEED TO BE.

SO OUR BOARD MONITORING CALENDAR JUST TO RE-ACCLIMATE-- SO OF COURSE, TODAY, WE'RE BRINGING OUR LITERACY.

BUT OVER THE COURSE OF THIS SCHOOL YEAR AND ON A MONTHLY BASIS, WE'LL BRING FORWARD ADDITIONAL DATA AND INFORMATION OVER THE COURSE OF THE SCHOOL YEAR RELATED TO BOARD GOALS, MONITORING, AND ALSO, OF COURSE, OUR GOAL PROGRESS MEASURES AND HOW WE'RE MONITORING AS A DISTRICT ALONG THE WAY.

I JUST WANTED TO MAKE SURE THAT WE ALSO HAD AN OPPORTUNITY TO SHARE THE CALENDAR AND WHEN THE BOARD CAN EXPECT TO RECEIVE UPDATES AND OTHER SUBJECT AREAS IN REGARDS TO WHETHER IT'S MATH, LITERACY, OR, OF COURSE, OUR COLLEGE AND CAREER READINESS GOALS AS WELL TOO.

SO I WANTED TO MAKE SURE YOU ALL HAD THE OPPORTUNITY TO SEE THAT.

SO JUST TO RE-ACCLIMATE OURSELVES-- AND OF COURSE, YOU'LL HAVE AN OPPORTUNITY TO VOTE ON THE PROPOSED BOARD GOALS LATER THIS EVENING.

EARLY LITERACY GOAL ONE IS FOCUSED ON THE PERCENTAGE OF THIRD-GRADE STUDENTS WHOSE SCORE MEETS GRADE-LEVEL OR ABOVE ON THE STAAR READING, INCREASING FROM 40% IN 2026 TO 60% BY 2030.

AND THEN, OF COURSE, GOAL 1A IS OUR PROPOSED GOAL FOCUSED ON FIRST-GRADE LITERACY, INCREASING ENGLISH READING, EXCUSE ME, FROM 30.1% TO 85% AND THEN THE SAME FOR SPANISH READING, FROM 46.8% TO 85%, IN ALIGNMENT WITH WHAT RESEARCH SAYS ABOUT OUR FIRST GRADERS BEING ON GRADE LEVEL BEFORE THEY GET TO THE END OF THE SCHOOL YEAR OR BY THE TIME THEY END THE SCHOOL YEAR.

GOAL 2 IS FOCUSED ON EARLY MATHEMATICS.

THE PERCENTAGE OF THIRD-GRADE STUDENTS SCORING AT THE PERFORMANCE LEVEL FROM 33% IN JUNE 2026 TO 60% BY AUGUST 2030.

AND THEN AGAIN, GOAL 3 IS STILL FOCUSED ON SEVENTH-GRADE MATH, WITH GOAL 3A, FOCUSED ON ALGEBRA 1, PERFORMANCE, AND THEN GO FOR FOCUS ON OUR COLLEGE AND CAREER READINESS.

SO WHAT WE ARE PROPOSING-- THE PERCENTAGE OF FIRST-GRADE STUDENTS ALL HAD AN OPTION TO LEARN MORE ABOUT THIS AT THE WORKSHOP AND WHY WE'RE REALLY FOCUSED ON FIRST GRADE AS A GOAL.

WE KNOW THAT BY THE TIME OUR STUDENTS GET TO THIRD GRADE, IT'S ALMOST TOO LATE TO CATCH THEM UP.

AND SOME OF OUR STUDENTS WON'T.

WHAT RESEARCH SAYS IS THAT IF WE DON'T CATCH AT LEAST THE MAJORITY OF OUR STUDENTS IN FIRST GRADE, 85% IF THEY'RE NOT ON GRADE LEVEL AT THE END OF FIRST GRADE, WILL NOT CATCH UP.

SO WE WANT TO MAKE SURE THAT WE HAVE AN OPPORTUNITY TO CATCH OUR STUDENTS AND TO BRING THEM UP TO GRADE-LEVEL PERFORMANCE IN KINDER AND FIRST GRADE, CERTAINLY BY THE TIME THEY GET TO SECOND GRADE, SO THAT THEY CAN BE READY FOR WHAT'S GOING TO BE EXPECTED WHEN THEY DO HIT THIRD GRADE AND BEYOND.

SO WE'RE PROPOSING AN ADDITIONAL FIRST-GRADE GOAL, ONE, TO FOCUS OUR ATTENTION, OUR TEACHERS, BUT THEN ALSO OUR COMMUNITY'S ATTENTION ON JUST HOW IMPORTANT LITERACY IS TO OUR STUDENTS AND THEIR DEVELOPMENT OVER THE COURSE OF THEIR EDUCATIONAL CAREERS.

SO WE ARE PROPOSING TWO ADDITIONAL GOALS.

AND AGAIN, I WON'T GO INTO ALL OF THE DETAILS BECAUSE I KNOW YOU'LL HAVE AN OPPORTUNITY LATER.

WITH ME TONIGHT TO SHARE IN THE PRESENTATION IS ANDREA JARAMILLO, WHO IS OUR EXECUTIVE DIRECTOR OF CURRICULUM AND INSTRUCTION.

AND SHE WILL HELP DELIVER THIS PRESENTATION THIS EVENING.

YOU ALL ARE GETTING AN OPPORTUNITY TO SEE ALL OF THE PHENOMENAL PEOPLE THAT I GET TO WORK WITH ON AN ANNUAL BASIS.

AND YOU DON'T GET TO HEAR FROM ME ALL YEAR LONG LIKE YOU ALL DID LAST YEAR.

SO I WANT YOU ALSO TO BE ABLE TO HEAR FROM THE PHENOMENAL PEOPLE THAT I GET TO WORK WITH, NOT JUST OUR PRINCIPALS BUT ALSO OUR TEACHING AND LEARNING TEAM AS WELL TOO, BECAUSE IT TAKES A VILLAGE, AS WE CONTINUE TO SAY.

ANDREA JARAMILLO: THANK YOU, DR. BAILEY.

GOOD EVENING, MADAM PRESIDENT, DR. GUTIERREZ, AND BOARD OF TRUSTEES.

WE'RE NOW GOING TO DIG INTO OUR DATA.

SO WHAT YOU ARE SEEING RIGHT NOW IS OUR THIRD-GRADE STUDENT DATA FOR OUR RECENT MAP ASSESSMENT.

WE BEGIN THE YEAR WITH 33.5% OF THIRD GRADERS AT MEET OR ABOVE ON MAP, COMPARED WITH OUR ANNUAL TARGET OF 45%.

THAT REPRESENTS APPROXIMATELY 93 ADDITIONAL STUDENTS WE NEED TO REACH TO GET TO OUR STANDARD.

THIS SLIDE ALSO SHOWS YOU EACH CAMPUS BROKEN DOWN, AND THEN YOU CAN SEE OUR SUB POPS ON THE FAR RIGHT.

THIS BREAKS IT DOWN BY CAMPUS.

THIS CHART SHOWS OUR CAMPUS BREAKDOWN.

COLLINS AND SMITH BEGAN CLOSEST TO THE TARGET AT 43% NEEDING ONLY TWO ADDITIONAL STUDENTS-- I BELIEVE AT BOTH, YES-- WITH BATY, GILMORE, AND HORNSBY HAVING LARGER GAPS.

WE'RE USING THESE DIFFERENCES TO GUIDE CAMPUS SUPPORT AND TARGET INSTRUCTION WHILE LOOKING CLOSELY AT PRACTICES WE CAN LEARN FROM THE OTHER CAMPUSES.

THESE SLIDES, YOU WILL HAVE IN YOUR BOARD PACKETS.

[01:35:03]

AND THIS IS BROKEN DOWN BY CAMPUS AND BY SUB POP.

SO YOU WILL HAVE THESE FOR EACH GRADE LEVEL.

THESE CAMPUS BREAKDOWNS HELP US MOVE FROM A DISTRICT PERCENTAGE TO A SPECIFIC STUDENT NEED.

WE CAN SEE ALL DATA.

AND NOW WE CAN DIG INTO SPECIFIC POPULATIONS OF STUDENTS AND KNOW WHERE TO TARGET, THOSE STUDENTS.

OUR TEAMS ARE USING THE ADDITIONAL SKILL-LEVEL DATA TO DETERMINE WHETHER STUDENTS NEED SUPPORT WITH DECODING, FLUENCY, VOCAB, OR COMPREHENSION AND MATCH THOSE INTERVENTIONS ACCORDINGLY.

AGAIN, YOU SHOULD HAVE THESE IN YOUR PACKET SOMEWHERE, MAYBE TOWARDS THE END.

HERE ARE THE REST OF OUR ELEMENTARY CAMPUSES.

AGAIN, THIS IS THIRD GRADE, SAME MAKEUP, BROKEN APART BY CAMPUS, AND THEN BY SUB POPS.

EVEN CAMPUSES WITH STRONG OVERALL RESULTS HAVE GROUPS OF STUDENTS WHO NEED THE ADDITIONAL SUPPORT.

WE'RE LOOKING BEYOND THE CAMPUS TOTAL TO ENSURE THAT PROGRESS REACHES STUDENTS ACROSS GROUPS, AND THAT INTERVENTION IS RESPONSIVE TO NEEDS.

SO THESE CHARTS HELP US IDENTIFY, YES, YOUR SCHOOL IS MAKING GREAT SUCCESS, BUT NOW LET'S DIG IN MORE SPECIFICALLY TO SUB POPS, SO WE CAN SEE EXACTLY WHICH STUDENTS NEED WHICH INTERVENTION.

AND NOW WE'RE GOING TO KINDERGARTEN.

FOR MANY KINDERGARTEN STUDENTS, THIS IS THEIR FIRST YEAR IN SCHOOL AND THEIR FIRST ASSESSMENT.

IT GIVES US A STARTING POINT FOR UNDERSTANDING THE SKILLS THEY BRING TO SCHOOL.

WE BEGIN WITH 39.1% AT MEETS OR ABOVE USING THE COMBINED BEST OF RESULTS.

AND OUR FOCUS IS BUILDING THE FOUNDATIONAL SKILLS THAT WILL SUPPORT THEIR READING DEVELOPMENT.

AND WHEN I SAY THE BEST OF SKILLS, AS YOU HEARD FROM DR. GRIJALVA, WE ARE TRYING TO BUILD BILITERATE STUDENTS.

AND SO THE BEST OF OUR BILINGUAL STUDENTS, OUR DUAL-LANGUAGE STUDENTS, TOOK ASSESSMENTS IN ENGLISH AND IN SPANISH.

SO WE-- YES.

SO-- [CHUCKLES] MATTHEW GUTIERREZ: I JUST WANT TO MAKE SURE-- BECAUSE YOU SEE A LOT OF RED, AND I KNOW THE BOARD IS WONDERING THERE'S A LOT OF RED.

BUT THIS TARGET IS FOR-- WE'RE LOOKING AT-- ANDREA JARAMILLO: KINDERGARTEN.

MATTHEW GUTIERREZ: --KINDERGARTEN.

BUT WHAT THE TARGET IS FOR THE END OF THE YEAR? ANDREA JARAMILLO: 85%.

MATTHEW GUTIERREZ: AND SO KEEP THAT IN MIND.

I JUST WANT TO MAKE SURE THAT THE BOARD UNDERSTANDS BECAUSE THE FIRST REACTION IS, OH, MY GOSH, THERE'S SO MUCH RED.

BUT THE TARGET WE'RE AIMING FOR IS THE END OF THE YEAR.

SO YOU'RE GOING TO SEE A LOT OF RED AT THE BEGINNING OF THE YEAR.

BUT YOU CAN ALSO SEE HOW SOME CAMPUSES ARE GETTING CLOSER TO THAT TARGET ALREADY.

ANDREA JARAMILLO: YES.

AND YOU CAN SEE ON OUR DISTRICT, WHICH IS THE FAR-LEFT COLUMN, THE AMOUNT OF YELLOW, THAT'S APPROACHING GRADE LEVEL.

SO LOOK AT THE AMOUNT OF YELLOW KINDERGARTEN STUDENTS THAT WE HAVE THAT ARE ALREADY APPROACHING GRADE-LEVEL STANDARDS.

AND SO WE REALLY WANT TO TARGET AND LOOK AT THOSE SETS OF KIDS TO ENSURE THAT THEY CONTINUE GROWING THROUGHOUT THE SCHOOL YEAR.

AND SO OUR KINDERGARTEN STUDENTS ENTER WITH DIFFERENT EXPERIENCES AND LEVELS OF READINESS.

THESE RESULTS HELP TEACHERS PLAN FOUNDATIONAL INSTRUCTION AND IDENTIFY STUDENTS WHO NEED ADDITIONAL PRACTICE AND SUPPORT EARLY.

COLLINS, HILLCREST, AND SMITH HAVE STRONGER STARTING POINTS, WHILE HORNSBY AND CREEDMOOR SHOW GREATER NEEDS.

AT THIS STAGE, WE ARE FOCUSED ON HELPING STUDENTS BUILD THE CODE, CONNECTING SOUNDS AND LETTERS, AND DEVELOPING EARLY DECODING SKILLS WITH TARGETED SUPPORT WHERE NEEDED.

AND AGAIN, LIKE DR. GUTIERREZ SAID, YES, WE DO SEE A LOT OF RED, ESPECIALLY ON THIS SLIDE.

BUT AGAIN, REMEMBER WE'RE LOOKING AT KINDERGARTENERS, AND WE'RE LOOKING AT END OF THE YEAR GOALS OF 85%.

NOW WE'RE MOVING TO FIRST GRADE.

FIRST GRADE IS A CRITICAL FOCUS FOR US.

WE DECIDED LAST YEAR AFTER WE WERE LOOKING AT DATA, THAT WE REALLY WANTED TO PINPOINT THIS GRADE LEVEL THIS SCHOOL YEAR, TO PROVIDE MORE ADDITIONAL SUPPORT FOR THEM.

OF THE 853 STUDENTS TESTED, 36 BEGIN AT MEETS OR ABOVE IN THE COMBINED RESULTS.

AND WHEN WE SAY MEETS OR ABOVE, THAT MEANS ON GRADE-LEVEL END OF THE YEAR ON GRADE LEVEL.

WE HAVE TARGETED INTERVENTIONS IN PLACE THAT WE WILL DISCUSS IN A FEW UPCOMING SLIDES.

AND WE'RE USING PROGRESS CHECKS TO DETERMINE WHETHER THAT SUPPORT IS HELPING STUDENTS DEVELOP THE SKILLS THAT THEY NEED.

THE CAMPUS VIEW HELPS US PRIORITIZE SUPPORT.

THE EXPECTATION IS THAT EACH CAMPUS USES ITS DATA TO IDENTIFY STUDENT NEEDS, DELIVER TARGETED INSTRUCTION, AND REVIEW PROGRESS REGULARLY.

WE SAW EVIDENCE OF THAT IN MR. WANG'S PRESENTATION EARLIER WHERE HE WAS GOING STUDENT BY STUDENT.

THAT IS WHAT WE DO AT ALL OF OUR CAMPUSES.

COLLINS BEGINS AT 57.4%, FOLLOWED BY POPHAM AT 45.5% AND SMITH AT 41%.

THE DIFFERENCES ACROSS CAMPUS REINFORCED THE NEED FOR CONSISTENT FOUNDATIONAL INSTRUCTION AND SUPPORT

[01:40:02]

TAILORED AT EACH CAMPUS.

OUR FOCUS IS HELPING MORE STUDENTS BUILD THE CODE AND BECOME LEADERS.

AND NOW WE'RE MOVING INTO SECOND GRADE.

SECOND GRADE BEGINS CLOSEST TO ITS ANNUAL TARGET.

WE'RE REALLY EXCITED ABOUT THIS DATA.

40.4% ARE AT MEET OR ABOVE, COMPARED WITH THE 43% TARGET.

THAT IS APPROXIMATELY 22 ADDITIONAL STUDENTS THAT WE NEED TO REACH THE STANDARD.

THIS IS AN ENCOURAGING STARTING POINT, BUT WE MUST ALSO ADDRESS THE LARGER GAPS FOR STUDENTS THAT WE ARE SEEING WHEN WE DIG INTO THOSE.

WE WANT TO BUILD ON THE STRONGER RESULTS WHILE ENSURING THAT STUDENTS, WHO ARE STRUGGLING, RECEIVE TIMELY SUPPORT.

THE NEXT STEP IS TO MONITOR HOW STUDENTS RESPOND AND USE THAT EVIDENCE TO KEEP IMPROVING INSTRUCTION.

GILBERT AND COLLINS ALREADY BEGIN ABOVE THE ANNUAL TARGET.

WE WANT TO BUILD ON THE STRENGTH OF WHAT'S HAPPENING AT THAT CAMPUS TO SUPPORT OUR OTHER CAMPUSES.

THE INSTRUCTIONAL FOCUS IS STRENGTHENING, BUILDING THE CODE IN FLUENCY AND COMPREHENSION AS STUDENTS PREPARE FOR THIRD-GRADE READING.

WE HAVE PROMISING STARTING POINTS AND A CLEAR PICTURE OF WHERE SUPPORT IS NEEDED.

SECOND GRADE IS CLOSEST TO ITS TARGET, WHILE KINDER AND FIRST REQUIRE ACCELERATION.

OUR RESPONSE IS TO STRENGTHEN DAILY INSTRUCTION, PROVIDE TARGETED INTERVENTIONS, AND MONITOR WHETHER STUDENTS ARE RESPONDING.

WE WANT THE BOARD TO KNOW THAT WE ARE MOVING FORWARD WITH PURPOSE.

WE ARE SEEING STUDENTS GROW IN THEIR DAILY LEARNING, AND WE ARE CHECKING THAT PROGRESS THROUGH CLASSROOM EVIDENCE AND INTERVENTION MODELING.

THESE BEGINNING OF THE YEAR RESULTS GIVE US A CLEAR BASELINE.

AND OUR NEXT UPDATE WILL SHOW YOU HOW THAT PROGRESS TRANSLATES INTO STRONGER OUTCOMES.

AND THEN THESE ARE THINGS THAT OUR TEAM IS CURRENTLY WORKING ON.

SO WE KNOW TEACHERS ARE IN THE CLASSROOM DOING THE WORK WITH THE STUDENTS.

AND THEN WHAT IS THE TEACHING AND LEARNING TEAM DOING TO ASSIST TEACHERS? AND SO THIS REALLY SHARES WHAT WE ARE DOING AND WHAT OUR INTENDED OUTCOMES ARE.

OUR LITERACY TEAM WORKED DILIGENTLY THIS SUMMER TO CREATE A FRAMEWORK AND A GUIDEBOOK FOR EARLY LITERACY FOR OUR TEACHERS THAT HAS BEEN RECEIVED REALLY WELL.

ANOTHER THING THAT WE'RE DOING IS IMPLEMENTING DISTRICT PROFESSIONAL LEARNING, SPECIFICALLY FOR FIRST GRADE.

SO ONCE A MONTH, THEY ARE MEETING VIRTUALLY DURING THEIR FRIDAY PLC TIME, AND THEY ARE MEETING AS A DISTRICT FIRST-GRADE TEAM.

AND THEY ARE REHEARSING THEIR UPCOMING FOUNDATIONAL SKILLS LESSONS.

IT WAS REALLY EXCITING TO SEE THAT LAST WEEK OR THE WEEK BEFORE.

TEACHERS WERE HELPING AT EACH OTHER'S-- EACH OTHER'S CAMPUSES BECAUSE WE KNOW WE SEE STRONG RESULTS AT SOME CAMPUSES.

WHAT ARE THEY DOING? YOU SHARE BECAUSE WE WANT TEACHERS TO BE SHARING WITH TEACHERS BEST PRACTICES.

MATTHEW GUTIERREZ: AND I THINK IT'S IMPORTANT TO NOTE THAT THIS IS THE FIRST TIME THAT YOU'RE SEEING THE PLCS HAPPEN ACROSS THE DISTRICT, WHERE ALL TEACHERS COME TOGETHER AS A GRADE LEVEL.

THAT'S IMPORTANT TO NOTE.

AND THEN JUST THE WILLINGNESS OF OUR TEACHERS TO WANT TO DO THAT, TO WANT TO BE BETTER, AND WANT TO LEARN FROM OTHERS BECAUSE THEY KNOW THAT THE CURRICULUM IS CHALLENGING.

AND SO THEY ARE WILLING TO GO ABOVE AND BEYOND.

AND SO I'LL SAY AGAIN, THESE ARE ALL NEW PRACTICES THAT WE STARTED PUTTING IN PLACE LAST YEAR THAT WE NEED TO MAKE SURE THAT WE CONTINUE.

THIS IS WHAT IS GOING TO MOVE THE NEEDLE ACADEMICALLY.

AND HAVING THIS DATA EARLY ON, WE CAN, OUR TEACHERS CAN, OUR LEADERS CAN PROVIDE INTERVENTIONS TO STUDENTS IN A TIMELY WAY SO THAT WE CAN SEE SIGNIFICANT PROGRESS IN THE MIDDLE OF THE YEAR.

AND SO I JUST WANT TO MAKE IT CLEAR THAT OUR TEACHERS ARE GETTING SIGNIFICANT SUPPORT.

I THINK WE GET LOST IN THE NEGATIVITY THAT'S OUT THERE.

OUR TEACHERS ARE GETTING MORE SUPPORT THAN EVER FROM THE TEACHING AND LEARNING TEAM, AND WE'RE EQUIPPING OUR PRINCIPALS MORE THAN EVER THROUGH THE [INAUDIBLE] COACHING, THROUGH THE COACHING THEY GET FROM DR. CANTU, DR. BAILEY, DR.

HICKS, AND MYSELF.

WE ARE EQUIPPING THEM FOR SUCCESS SO THAT OUR STUDENTS IN TURN CAN BE SUCCESSFUL.

ANDREA JARAMILLO: THANK YOU.

ONE OF THE OTHER THINGS I WANTED TO CALL YOUR ATTENTION TO WAS THE PROFESSIONAL LEARNING FOR LEADERS, LIKE DR. GUTIERREZ SAID.

RECENTLY AT OUR LEADERSHIP MEETING, WHICH IS OUR PRINCIPAL MONTHLY MEETING, OUR PRINCIPALS ACTUALLY REHEARSED A FOUNDATIONAL LEARNING SKILL LESSON.

THAT WAY, THEY KNEW WHAT THEY WERE WALKING INTO SO THAT THEY COULD PROVIDE TIMELY FEEDBACK TO THE TEACHERS.

SO THEY GOT UP IN FRONT OF PEERS AND WERE ABLE TO REHEARSE.

AND WE PROVIDED GUIDANCE FOR THEM ON WHAT THAT SHOULD LOOK LIKE.

SO THAT WAS EXCITING.

WE'LL TAKE ANY QUESTIONS.

ELVIA GUADIAN: TRUSTEES, ANY QUESTIONS.

VICE PRESIDENT LEDESMA WOODY.

SUSANNA LEDESMA WOODY: SO I JUST WANT TO SAY I PERSONALLY LOVE THE ATTENTION THAT WE'RE GIVING TO OUR KINDER.

FOR ME, EARLY LITERACY IS THE FOUNDATION.

[01:45:01]

I KNOW IN THE PAST, WE FOCUSED ON CTE AND STAAR AND THOSE HIGHER GRADE LEVELS.

AND SO FOR ME, US IDENTIFYING THAT, HEY, WE NEED TO GET OUR KIDS ON LEVEL AT THE KINDERGARTEN LEVEL, THAT IS JUST AMAZING.

AND I APPRECIATE THAT THE DISTRICT HAS THE FORESIGHT TO SEE THAT AND THEN MAKE THESE PLANS BECAUSE IT'S GOING TO HELP TREMENDOUSLY ONCE THEY START GETTING TO THOSE STAAR TESTING GRADES.

SO THANK YOU FOR DOING THAT.

AND I ALSO LOVE THAT YOU GUYS HAVE THE STRATEGY ON THERE BECAUSE A LOT OF TIMES WE HEAR THE DISTRICT'S NOT DOING ENOUGH, THERE'S NOT A SENSE OF URGENCY.

WE'RE JUST UP HERE-- [SPANISH] JUST RAISING OUR HAND.

BUT THERE IS STRATEGIC PLANNING BEHIND THIS.

AND THE DISTRICT IS DOING WHAT WE THINK WAS THE BEST FOR OUR STUDENTS, SO STARTING ALL THE WAY FROM PRE-K ALL THE WAY TO THE HIGH SCHOOL.

SO THANK YOU FOR PROVIDING ALL THIS STUFF AND TO THE BOARD FOR IDENTIFYING THESE GOALS AND MONITORING THEM AND MAKING THOSE ADJUSTMENTS THAT, HEY, WE KNOW WE HAVE A PROBLEM HERE, BUT WE THINK WE NEED TO FOCUS HERE.

LET'S GO AHEAD AND ADD THIS LATER.

SO GOOD JOB.

KUDOS TO EVERYBODY.

ANDREA JARAMILLO: THANK YOU.

AND I WILL SAY THAT A LOT OF THE ADJUSTMENTS AND THE CHANGES THAT WE HAVE MADE HAVE COME FROM FEEDBACK THAT WE'VE HEARD FROM OUR TRUSTEES, FROM THE BOARD, FROM THINGS THAT YOU'RE HEARING FROM COMMUNITY MEMBERS ON HOW WE CAN BETTER SUPPORT OUR TEACHERS, HOW WE CAN BETTER SUPPORT PARENTS AT HOME, WHAT WE'VE HEARD IN LISTENING SESSIONS IN DR. GUTIERREZ'S LISTENING SESSIONS AND HIS ADVISORY GROUPS FROM PARENTS, FROM TEACHERS, THE COMMUNITY MEETINGS.

SO A LOT OF THE ADJUSTMENTS THAT WE HAVE BEEN MAKING HAVE REALLY BEEN IN RESPONSE TO THE WORK THAT WE'VE BEEN ABLE TO DO WITH THE FEEDBACK THAT WE'VE BEEN HEARING, AND SO IT IS GOING REALLY WELL.

WE'RE REALLY EXCITED ABOUT THAT.

AS YOU CAN SEE, YOU'VE HEARD FROM DR. HOLLIDAY LAST MONTH, YOU'RE HEARING FROM MR. WANG THIS MONTH, YOU'LL HEAR FROM ADDITIONAL PRINCIPALS COMING UP THAT WE DON'T LACK THE SYSTEMS. WHAT WE'RE REALLY FOCUSED ON RIGHT NOW IS THE CONSISTENCY AND IMPLEMENTATION AND MAKING SURE THAT WE CAN CONTINUE TO SUPPORT AND KEEP THAT MOMENTUM GOING BECAUSE IT'S REALLY IMPORTANT TO SEE THE OUTCOMES THAT WE KNOW WE ARE SEEING, THAT WE'LL SEE IN A GREATER WAY AS WE CONTINUE TO BRING THIS DATA BACK FORWARD.

ELVIA GUADIAN: TRUSTEE CISNEROS.

MELINDA CISNEROS: HI.

THANK YOU BOTH FOR THIS INFORMATION.

I DO HAVE A QUESTION.

GOING BACK TO THE PROPOSED BOARD GOALS SLIDE, I SEE THAT THE PROPOSED BOARD GOAL IS ON GOAL 1, ADDING THE GOAL 1A.

HOWEVER, ON GOAL 2, THE EARLY MATHEMATICS, I'M SHOWING HERE THAT IT'S 27% IN JUNE OF 2025 TO 60% BY AUGUST 2030.

THE BOARD GOALS THAT WE ADOPTED A YEAR AGO SHOWED 30%.

ARE WE PROPOSING TO CHANGE GOAL 2 AS WELL FROM 27%-- I MEAN, FROM 30% TO 27%, OR IS THIS JUST A CLERICAL ERROR? ANDREA JARAMILLO: I'M LOOKING AT-- YOU'RE TALKING ABOUT GOAL 3? MELINDA CISNEROS: GOAL 2, EARLY MATHEMATICS, THIRD-GRADE MATH.

ANDREA JARAMILLO: I'M SORRY.

MELINDA CISNEROS: YEAH.

SO GOAL 2, EARLY MATHEMATICS.

ANDREA JARAMILLO: YOU'RE SAYING THAT THE BASELINE WAS 27%? MELINDA CISNEROS: THE BASELINE WAS 30% WHEN WE ADOPTED THE BOARD GOALS.

BUT HERE-- ANDREA JARAMILLO: I SHOULD SAY-- I THINK THAT THIS SHOULD SAY 2025.

33% WAS WHERE WE WERE.

DATA WAS AT 33%.

SO WE DID START AT 27% IN 2025.

AND SO THIS ONE HERE IS 2026.

SO IT PROBABLY-- SO WHAT WE PROBABLY NEED TO UPDATE THE GOALS TO GO BACK AND SAY IS THE 2025 BASELINE VERSUS THE 2026, BECAUSE THIS IS WHERE WE WERE-- MELINDA CISNEROS: ACTUALLY THIS SLIDE IS NOT WHAT I HAVE IN MY BOARD PACKET.

THAT'S WHY I'M SEEING A DIFFERENCE.

WHAT DOES YOURS SAY? RIGHT? IT'S DIFFERENT.

THAT MAKES SENSE BECAUSE NOW THAT I'M SEEING IT HERE, I WAS SEEING IT HERE AS YOU WERE PRESENTING.

OK, I JUST WANT TO-- THAT MAKES SENSE RIGHT THERE.

YEAH, NO, IT STILL SHOWS THE ORIGINAL, THE 27%.

WELL, THE 27% BUT WHEN WE ADOPT-- I THINK THAT WAS THE CONVERSATION WHEN WE WERE STRUCTURING THE GOALS.

BUT THEN WHEN WE ADOPTED THE GOALS, IT WAS AT 30%.

BUT THIS PRESENTATION SAYS 27, SO.

OK, THANK YOU FOR THAT INFORMATION.

DAMIÁN PANTOJA: MADAM PRESIDENT, THE DATA-- ELVIA GUADIAN: TRUSTEE PANTOJA.

DAMIÁN PANTOJA: YEAH, I WAS JUST GOING TO COMMENT, THE DATA IN HERE DOES NOT REFLECT THAT DATA.

SO JUST FOR ALL OF THEM.

ELVIA GUADIAN: ARE THEY IN THESE EXTRA PACKETS THAT WE GOT? SO IT'LL BE TO ACCEPT AS PRESENTED.

[CHATTER] MATTHEW GUTIERREZ: SO IF YOU GO TO THE LATEST EMAIL, IT'LL HAVE THE MOST UPDATED SLIDE.

ELVIA GUADIAN: NO, YEAH.

SO CAN WE-- DO YOU MIND IF-- CAN WE GET A COPY OF AT LEAST THIS RIGHT HERE THAT'S BEING PROPOSED BECAUSE WE HAVE SOMETHING DIFFERENT.

MATTHEW GUTIERREZ: SO WHAT IS POSTED WILL BE-- THIS BOARD BOOK REFLECTS THIS.

[01:50:01]

ANDREA JARAMILLO: AND THEN I BELIEVE WHAT'S COMING IN THE ACTION ITEM LATER TODAY WILL HAVE THE MOST INFORMATION AND WHAT YOU WILL ACTUALLY WILL ADOPT THIS EVENING.

ANY OTHER QUESTIONS? [CHATTER] NEXT, WE'LL MOVE ON TO THE ANNUAL ANNOUNCEMENT

[V.E. Annual Announcement of Board Training Credit]

OF BOARD TRAINING CREDIT.

IN ACCORDANCE WITH BOARD POLICY, BBD LEGAL, AND BBD LOCAL, AS BOARD PRESIDENT, I AM REQUIRED TO ANNUALLY ANNOUNCE THE CONTINUING EDUCATION STATUS OF EACH BOARD TRUSTEE AT THE LAST REGULAR BOARD MEETING BEFORE THE UNIFORM ELECTION DATE.

COMPLETION OF REQUIRED CONTINUING EDUCATION IS A BASIC OBLIGATION AND EXPECTATION OF ALL BOARD TRUSTEES UNDER STATE BOARD OF EDUCATION RULES.

THE MINUTES OF THIS MEETING WILL REFLECT EACH TRUSTEES TRAINING STATUS.

SO LOCAL DISTRICT ORIENTATION-- THE FOLLOWING FIRST-YEAR BOARD MEMBER HAS COMPLETED THE LOCAL DISTRICT ORIENTATION TRAINING, JASON SIERRA.

ORIENTATION TO THE TEXAS EDUCATION CODE-- THE FOLLOWING FIRST-YEAR BOARD MEMBER HAS COMPLETED THE TEXAS EDUCATION CODE TRAINING, JASON SIERRA.

THE POST LEGISLATIVE UPDATE TO THE TEXAS EDUCATION CODE-- THE FOLLOWING BOARD MEMBERS HAVE COMPLETED POST LEGISLATIVE UPDATE TO THE TEXAS EDUCATION CODE TRAINING, JASON SIERRA, CHARLES BURTON.

TEAM BUILDING-- THE FOLLOWING BOARD MEMBERS HAVE COMPLETED THE ANNUAL TEAM BUILDING TRAINING.

ALL BOARD MEMBERS HAVE COMPLETED THE ANNUAL TEAM BUILDING TRAINING, INCLUDING DR. GUTIERREZ.

ADDITIONAL CONTINUING EDUCATION-- THE FOLLOWING BOARD MEMBERS HAVE COMPLETED THE ADDITIONAL CONTINUING EDUCATION REQUIREMENTS.

ALL BOARD MEMBERS HAVE COMPLETED THE REQUIREMENTS.

AS FAR AS EVALUATING STUDENT ACADEMIC PERFORMANCE AND SETTING GOALS, THE FOLLOWING BOARD MEMBERS HAVE COMPLETED THE TRAINING ON EVALUATING STUDENT ACADEMIC PERFORMANCE AND SETTING GOALS.

ALL BOARD MEMBERS HAVE COMPLETED THIS.

IDENTIFYING AND REPORTING ABUSE, TRAFFICKING, AND OTHER MALTREATMENT OF CHILDREN-- THE FOLLOWING BOARD MEMBERS HAVE COMPLETED THE BIANNUAL TRAINING ON IDENTIFYING AND REPORTING ABUSE AND TRAFFICKING.

ALL BOARD MEMBERS HAVE COMPLETED THIS.

SO THE FOLLOWING BOARD MEMBERS HAVE COMPLETED THE BIENNIAL TRAINING ON SCHOOL SAFETY.

ALL BOARD MEMBERS HAVE COMPLETED THIS.

THE FOLLOWING BOARD-- THIS IS EXCEEDING REQUIRED CONTINUAL EDUCATION.

BOARD MEMBER SAMUEL FRANCO HAS EXCEEDED BY 11.5 HOURS.

BOARD MEMBER DAMIÁN PANTOJA HAS EXCEEDED HIS TRAINING BY 18.75 HOURS.

BOARD MEMBER CHARLES BURTON HAS EXCEEDED THE REQUIRED TRAINING BY 9.75 HOURS.

BOARD MEMBER MELINDA CISNEROS EXCEEDED THE REQUIRED AMOUNT OF TRAINING BY 28.5 HOURS.

BOARD MEMBER JASON SIERRA EXCEEDED THE REQUIRED AMOUNT OF TRAINING BY 8.5 HOURS.

BOARD MEMBER CHANTE WRIGHT-HAYWOOD EXCEEDED THE REQUIRED TRAINING BY 7 ADDITIONAL HOURS.

BOARD MEMBER SUSANNA LEDESMA WOODY HAS EXCEEDED THE REQUIRED TRAINING BY ABOUT 27.25.

BOARD MEMBER DARLA WEGNER EXCEEDED BY ABOUT 32.75.

AND ELVIA GUADIAN EXCEEDED THE REQUIRED AMOUNT OF CONTINUING EDUCATION TRAINING ABOUT 27.75 HOURS.

THIS CONCLUDES THIS HEARING.

AND THE-- HMM? YEAH.

AND THE TIME IS 8:08 FOR THAT.

WELL-- WELL, I DID OPEN IT.

CALL FOR PUBLIC HEARING.

[VI.A. School Financial Integrity Rating System of Texas (FIRST)]

THE SCHOOL FINANCIAL INTEGRITY RATING SYSTEM OF TEXAS.

THE TIME IS 8:09.

AND I NOW OPEN THE PUBLIC HEARING REGARDING THE SCHOOL FINANCIAL INTEGRITY RATING SYSTEM OF TEXAS.

I WILL TURN IT OVER TO DEPUTY SUPERINTENDENT OF ADMINISTRATIVE SERVICES.

SPEAKER: GOOD EVENING, PRESIDENT GUADIAN, DR. GUTIERREZ, AND MEMBERS OF THE BOARD.

THIS EVENING, I'LL BE PRESENTING RESULTS OF THE 23RD ANNUAL SCHOOL FIRST REPORT.

SO I BROKE THE PRESENTATION DOWN INTO THREE SECTIONS.

FIRST, I'LL PROVIDE A BRIEF OVERVIEW OF WHAT SCHOOL FIRST IS.

THEN WE'LL LOOK AT DEL VALLE ISD'S RESULTS.

AND FINALLY, WE WILL REVIEW DISCLOSURES THAT ARE REQUIRED BY THE TEXAS EDUCATION AGENCY.

SO SCHOOL FIRST IS ESSENTIALLY A REPORT CARD OF THE DISTRICT'S

[01:55:03]

FINANCIAL CONDITION.

FIRST IS AN ACRONYM FOR FINANCIAL INTEGRITY RATING SYSTEM OF TEXAS.

IT WAS DEVELOPED BY TEA IN 1999 AND THEN PUT INTO PRACTICE BEGINNING IN 2002.

THE REPORT ALWAYS LAGS A YEAR BEHIND, SO THE RESULTS I'M PRESENTING TO YOU THIS EVENING ARE BASED ON FISCAL YEAR '24-'25.

WE'RE CURRENTLY AGAIN, IN OUR 23RD YEAR OF SCHOOL FIRST REPORTING, AND WE HAVE RECEIVED THE HIGHEST RATING POSSIBLE FOR ALL CONSECUTIVE YEARS, WHICH IS SUPERIOR.

THERE ARE 21 INDICATORS FOR RATING YEAR 2026, WHICH CAN BE BROKEN DOWN INTO THREE CATEGORIES THAT MEASURE CRITICAL FINANCIAL COMPONENTS, FINANCIAL SOLVENCY, AND FINANCIAL COMPETENCY.

THE INDICATORS ARE RATED DIFFERENTLY FOR A MAXIMUM SCORE OF 100.

THE SCORING RUBRIC THEN DETERMINES THE STATUS ASSIGNED TO THE DISTRICT, WHICH IS A LETTER GRADE OF A-F.

SO ACCORDING TO SCHOOL FIRST REGULATIONS, THE DISTRICT IS REQUIRED TO HAVE A PUBLIC HEARING EACH YEAR WITHIN 60 DAYS OF TEA RELEASING THE FINAL RATINGS AS WELL AS ISSUE AN ANNUAL FINANCIAL MANAGEMENT REPORT, WHICH CAN BE FOUND ON THE BUSINESS SERVICES WEB PAGE UNDER THE SECTION LABELED FINANCIAL ACCOUNTABILITY.

A COPY OF THIS REPORT IS ALSO IN YOUR BOARD PACKET THIS EVENING.

SO LET'S TAKE A LOOK AT OUR RESULTS.

WE ARE REQUIRED TO PRESENT RESULTS ON ALL 21 INDICATORS.

TONIGHT, I'LL BE HIGHLIGHTING JUST A FEW OF THESE IN EACH OF THE THREE CATEGORIES.

SO LET'S BEGIN WITH THE CRITICAL INDICATORS.

QUESTIONS 1 AND 2 ARE ASKING ABOUT OUR ANNUAL EXTERNAL AUDIT TO ENSURE THAT THE ANNUAL FINANCIAL REPORT WAS SUBMITTED TO TEA ON TIME.

AND IT'S ASKING IF WE RECEIVED A CLEAN AUDIT WITH NO INSTANCES OF MATERIAL WEAKNESS IN OUR INTERNAL CONTROLS.

INDICATOR 3 RELATES TO DEBT SERVICE PAYMENTS, ENSURING THAT THE DISTRICT DID NOT DEFAULT, NUMBER 4 CONFIRMS TIMELY PAYMENTS TO GOVERNMENT AGENCIES LIKE TRS, AND 5 IS LOOKING AT OUR STATEMENT OF NET POSITION TO ENSURE THE DISTRICT'S NOT-- QUESTION 7 IS UNDER FINANCIAL SOLVENCY.

AND THAT'S AN INDICATOR THAT MEASURES HOW LONG, IN DAYS, AFTER THE END OF THE FISCAL YEAR, THE SCHOOL DISTRICT COULD HAVE DISBURSED FUNDS WITHOUT RECEIVING REVENUE.

SO A PERFECT SCORE WOULD BE 90 DAYS, AND THE DISTRICT WAS AT 137 DAYS.

INDICATOR 8 MEASURES CURRENT ASSETS OVER CURRENT LIABILITIES TO DETERMINE IF THE DISTRICT COULD COVER SHORT-TERM DEBT.

TO SCORE A PERFECT 10, THE RATIO HAD TO BE GREATER OR EQUAL TO 3%, AND OUR RATIO WAS 5.7%.

QUESTION 11, STILL UNDER SOLVENCY, IS LOOKING AT THE RATIO OF LONG-TERM DEBT LIABILITIES, TOTAL ASSETS.

A PERFECT SCORE IS LESS THAN 60%.

THE DISTRICT SCORED 69% BUT THERE'S A CAVEAT THAT IF STUDENT GROWTH WAS 7% OR MORE OVER THE PAST FIVE YEARS, WE COULD EARN ALL POINTS AVAILABLE.

AND WE GREW EXACTLY AT 7%.

SO HAD WE NOT GROWN AT 7%, WE WOULD HAVE LOST A COUPLE OF POINTS IN THIS INDICATOR.

THE LAST SIX QUESTIONS ARE RELATED TO COMPETENCY MEASURES, WITH INDICATOR 16 QUESTIONING THE ACCURACY OF OUR TEAMS DATA SUBMISSION VERSUS WHAT WE REPORTED IN OUR ANNUAL FINANCIAL REPORT.

THE ALLOWABLE VARIANCE IS LESS THAN 3%, AND OUR VARIANCE WAS-- QUESTION 18 REFERS BACK TO THE ANNUAL FINANCIAL REPORT LOOKING FOR INSTANCES OF MATERIAL NONCOMPLIANCE WITH LAWS RELATED TO LOCAL, STATE, OR FEDERAL FUNDS.

AND FINALLY, INDICATOR 21 RELATES TO REPAYMENTS OF STATE AID THAT MAY HAVE BEEN OVERPAID AND IF THE DISTRICT HAD TO GO INTO A PAYMENT PLAN TO PAY TEA BACK AT YEAR END.

SO BASED ON ALL 21 INDICATORS, DEL VALLE SCORED 100 POINTS OUT OF 100.

AND THIS LAST SECTION BRINGS US TO THE REQUIRED DISCLOSURES.

SO THE DISTRICT DOES NEED TO DISCLOSE ANY GIFTS RECEIVED FROM VENDORS OVER $250 IN ANY BUSINESS TRANSACTIONS A BOARD MEMBER OR SUPERINTENDENT MAY HAVE ENGAGED IN WITH THE DISTRICT.

THERE HAVE BEEN NO GIFTS AND NO TRANSACTIONS.

ADDITIONALLY, WE MUST PROVIDE INFORMATION RELATED TO THE SUPERINTENDENT'S INCOME.

THE SUPERINTENDENT'S CONTRACT IS AVAILABLE IN THE ANNUAL FINANCIAL MANAGEMENT REPORT LOCATED ON OUR WEBSITE.

AND THERE WAS NO INCOME RECEIVED DURING THE YEAR OUTSIDE OF DEL VALLEY ISD.

AND FINALLY, WE'RE REQUIRED TO SHOW REIMBURSEMENT BY BOARD MEMBER AND SUPERINTENDENT.

IN '24-'25, THOSE RELATIVELY LOW ACTIVITY IN ALL ARE RELATED TO REGISTRATION AND EXPENSES ASSOCIATED WITH CONFERENCES THAT ALLOWS THE BOARD TO MEET THEIR STATUTORY REQUIREMENTS.

AND THIS LAST SLIDE CONCLUDES THE SCHOOL FIRST PRESENTATION WITH A SUPERIOR RATING, A SCORE OF 100 AND A LETTER GRADE OF AN A.

[APPLAUSE]

[02:00:02]

AND I'M HAPPY TO ANSWER ANY QUESTIONS.

ELVIA GUADIAN: ANY QUESTIONS, ANYBODY? ANY QUESTIONS? FURTHER COMMENTS, I OFFICIALLY DECLARE THE PUBLIC HEARING

[VII. Close Public Hearing]

CLOSED AT 8:15 PM.

NEXT, WE'LL CONTINUE WITH OUR GOVERNANCE ITEMS.

[VIII.A. Committee Updates by Board Trustees]

DO I HAVE-- ARE THERE ANY COMMITTEE UPDATES FROM ANY TRUSTEES? NO UPDATES.

CONFERENCE REPORTS BY BOARD TRUSTEES--

[VIII.B. Conference Reports by Board Trustees]

ARE THERE ANY CONFERENCE REPORTS FROM ANY TRUSTEES? TRUSTEE LEDESMA WOODY.

SUSANNA LEDESMA WOODY: THANK YOU.

SO I ATTENDED A COUPLE OF CONFERENCES OVER THE LAST COUPLE OF MONTHS, AND I JUST WANT TO LET EVERYONE KNOW THE BIGGEST CONCERNS THAT IT'S NOT JUST DEL VALLE BUT IT'S ALL OVER TEXAS IS SCHOOL FINANCING.

THERE IS A LOT OF PUSH TO CHANGE THE SCHOOL FINANCING FROM A DAILY ATTENDANCE RATE TO ENROLLMENT, WHICH WOULD HELP OUT A LOT OF DISTRICTS.

SO THOSE CONVERSATIONS WERE HAPPENING THROUGHOUT THE CONFERENCES AS WELL AS VARIANTS.

WE ARE NOT THE ONLY DISTRICT THAT IS GOING OUT TO OUR TAXPAYERS AND ASKING FOR SOME ADDITIONAL HELP.

AND I THINK THAT SPEAKS VOLUMES TO THE STATE THAT THE PUBLIC EDUCATION IS IN, IN THE STATE OF TEXAS, WHICH IS WHY VOTING IS VERY IMPORTANT.

BUT THAT'S ANOTHER SOAPBOX.

SO I JUST WANTED EVERYONE TO KNOW THAT THOSE WERE THE CONVERSATIONS THAT I KEPT HEARING OVER AND OVER, SCHOOL FINANCING, SCHOOL FINANCING.

AND THAT'S IMPORTANT BECAUSE IT DIRECTLY TIES INTO STUDENT OUTCOMES.

IF DISTRICTS DON'T HAVE MONEY TO PROVIDE FOR PROGRAMS AND TO PAY FOR TEACHERS, THEN THE QUALITY OF EDUCATION DECREASES.

SO A LOT OF SCHOOLS ARE-- A LOT OF SCHOOLS ARE FEARING AND HAVING THE SAME ISSUES THAT WE ARE.

SO DON'T THINK THAT WE ARE ALONE IN THIS BOAT AND ASKING FOR OUR TAXPAYERS' HELP.

SO YEAH, I JUST WANTED TO SAY THAT.

AND THOSE ARE THE CONVERSATIONS THAT I KEPT HEARING OVER AND OVER.

ELVIA GUADIAN: I ALSO ATTENDED THE SAME CONFERENCES AND AGAIN, HEARING THE SAME THING AS VICE PRESIDENT LEDESMA WOODY.

THAT WAS THE COMMON THEME ACROSS THE BOARD.

I DID ATTEND ONE THAT WAS REALLY INTERESTING.

AND IT REALLY HIT CLOSE TO HOME BECAUSE IT WAS ON THE STATE OF OUR IMMIGRANT STUDENTS, IN OUR PUBLIC SCHOOLS, AND WHAT WE CAN DO TO ASSURE THEM AND HOW THEY CAN BE SAFE AND THE CHALLENGES THAT WE'RE FACING IN THIS POLITICAL CLIMATE.

I THINK-- [LAUGHS] THEY WERE LAUGHING AT ME.

REALLY, WE DID A SCREENING.

WE WERE ABLE TO SEE A SCREENING OF THE LIBRARIAN.

AND I ACTUALLY-- HAD A FELLOW LTASB BOARD MEMBER THAT WAS FEATURED IN IT, AND SHE STARTED OFF SUPPORTING THE BOOK BANNING.

AND AT THE END, YOU CAN SEE WHERE SHE SWITCHED.

SHE SAW THAT IT WASN'T RIGHT.

I GOT REALLY TRIGGERED BECAUSE OF THE ERA THAT I GREW UP IN, AND TO SEE THAT COMING BACK, IT WAS TRIGGERING, AND IT WAS DISTURBING.

BUT IT'S VERY EYE OPENING TO WATCH IT, WHAT'S GOING ON, AND WHAT THEY'RE TRYING TO DO.

ONE OF THE OTHERS THAT ONE OF OUR KEYNOTE SPEAKERS SPOKE A LOT, ABOUT PLYLER VERSUS DOE, IF YOU'RE FAMILIAR WITH THAT.

AND THAT'S WHAT-- PRIOR TO THAT, WE WOULD CHARGE-- SOME DISTRICTS WOULD CHARGE UNDOCUMENTED FAMILIES FOR THEIR KIDS TO ATTEND SCHOOL.

AND TALKING ABOUT THE PUSH TO GO BACK TO THAT IS REALLY ALARMING.

SO YEAH, WE NEED TO GET OUT THERE AND VOTE, PEOPLE.

BUT THE OTHER HIGHLIGHT WAS THE SESSION THAT WE GOT TO PRESENT WITH DR. GUTIERREZ AND TALKING ABOUT OUR GOALS AND GOVERNANCE AND THE STRUGGLES AND THE CHALLENGES THAT WE DO FACE, BUT HOW WE PIVOT AND WE HAVE TO KEEP FOCUSING AND MOVING FORWARD.

SO WHEN YOU HEAR THAT WE'RE NOT FOCUSED ON KIDS, YES, WE ARE.

WE ARE FOCUSED ON OUR KIDS.

THAT'S WHAT'S IMPORTANT.

IS THERE NOISE ALONG THE WAY? ABSOLUTELY, ABSOLUTELY.

BUT WITH THAT, DO I-- TRUSTEE WEGNER.

DARLA WEGNER: I'D LIKE TO ADD, FOR THE SECOND TIME IN SIX MONTHS, THAT I GOT TO PRESENT ALONG DR. GUTIERREZ TO A PACKED ROOM.

THERE WERE PEOPLE WAITING IN THE HALLWAY, QUIETLY LISTENING TO EVERYTHING THAT WE SAID, BECAUSE WE HAVE MADE A DIFFERENCE.

AND IN CREATING THE BOARD HUB AND LIAISONS, WHICH I'M GRATEFUL FOR AND THINGS LIKE THAT.

SO THANK YOU FOR WHAT WE DO.

THANK YOU AGAIN THAT WE GOT TO PRESENT ALONGSIDE YOU.

AND THE REST OF MINE IS GOING TO BE IN THE REPORT FOR THIS WEEK.

ELVIA GUADIAN: BECAUSE THAT'S ABOUT WHAT IT'S ABOUT, RIGHT? LIFTING OUR DISTRICT UP, LIFTING OURSELVES UP, PROMOTING THAT.

WE'VE GOT TO WORK TOWARDS TELLING OUR STORY.

[02:05:03]

WE'RE NOT HERE TO BASH OUR DISTRICT.

WE'RE HERE TO RAISE IT, RAISE IT UP, AND PRAISE IT.

ANY OTHER COMMENTS? DARLA WEGNER: I HIGHLY RECOMMEND EVERYONE WATCHING THE DOCUMENTARY THE LIBRARIANS, IT'S REALLY GOOD.

BUT DON'T WATCH IT WITH PRESIDENT GUADIAN BECAUSE SHE'LL THROW A FIRE.

ELVIA GUADIAN: YES, YES, ABSOLUTELY.

ALL RIGHT.

AND WITH THAT, WE'LL GO AHEAD AND MOVE ON TO OUR CONSENT AGENDA.

[IX. Consent Agenda]

DO I HAVE A MOTION TO APPROVE THE CONSENT AGENDA? SECRETARY WEGNER MAKES A MOTION.

ALL THOSE IN FAVOR? I MEAN, SECOND IS TRUSTEE PANTOJA.

MOTION PASSES UNANIMOUSLY.

AND WE GO ON.

WE'LL GO ON TO ACTION ITEMS, RIGHT?

[X.A. 2026-2027 TASB Energy Cooperative — Interlocal Participation Agreement — Energy/Fuel Prices]

ALL RIGHT.

2026-2027 TASB ENERGY COOPERATIVE INTERLOCAL PARTICIPATION AGREEMENT, ENERGY FUEL PRICES.

MARK WILLOUGHBY, IT IS YOUR SHOW.

MARK WILLOUGHBY: GOOD EVENING, PRESIDENT GUADIAN, LADIES AND GENTLEMEN OF THE BOARD, DR. GUTIERREZ.

THE TEXAS ASSOCIATION OF SCHOOL BOARDS ENERGY COOPERATIVE WAS CREATED IN 2008 TO SIMPLIFY THE ENERGY PROCUREMENT PROCESS FOR TEXAS SCHOOL DISTRICTS, LOCAL GOVERNMENTS, AND PUBLIC COLLEGES AND UNIVERSITIES.

IT LESSENS THE BURDEN OF GOVERNMENT AND PROVIDING FOUR MAIN BENEFITS FOR THE FUEL PROGRAM-- OR FUEL PURCHASING.

NUMBER ONE, IT CREATES BUDGET CERTAINTY BY UNLOCKING THE RATES-- BY LOCKING IN RATES FOR AN EXTENDED CONTRACT PERIOD, ADDING PREDICTABILITY TO THE BUDGET.

NUMBER TWO, IT PROTECTS FROM MARKET VOLATILITY DURING MARKET FLUCTUATIONS BY MAINTAINING A SET RATE OVER THE TERM OF THE CONTRACT.

NUMBER THREE, IT PROVIDES CHOICE AND COMPETITIVE PRICING FOR MULTIPLE GASOLINE PROVIDERS, GASOLINE AND DIESEL PROVIDERS.

AND IT PROVIDES FIXED PRICING OVER THE LENGTH OF THE CONTRACT INSTEAD OF THE SAME COEFFICIENT OVER THE MARKET PRICE.

BY JOINING THE TASB ENERGY COOPERATIVE, DVISD WILL BENEFIT FROM INCREASED PURCHASING POWER, PREDICTABLE PRICING, AND FIXED RATE OPTIONS FOR FUEL PURCHASES, AND SIMPLIFIED AND LEGALLY COMPLIANT PROCUREMENT PROCESSES.

TONIGHT, WE ARE NOT ASKING FOR APPROVAL OF ANY SET PURCHASING AMOUNT.

WE ARE ONLY ASKING FOR APPROVAL TO JOIN THE COOPERATIVE, WHICH WOULD PUT US IN A SITUATION WHERE WE COULD BENEFIT FROM FIXED PRICING, FIXED FUEL PRICING FROM A POOL OF VENDORS.

SOME OF THE LOCAL DISTRICTS THAT PARTICIPATE IN THE COHORT-- MANOR ISD, AUSTIN ISD, PFLUGERVILLE, HUTTO, ELGIN, FLATONIA, SCHULENBURG, AS WELL AS NORTHSIDE ISD, SCHERTZ, CLEMENS, AND SOME OTHERS.

SO JUST BY JOINING THE COOPERATIVE, IT WOULD ALLOW US TO BENEFIT FROM SOME FIXED FUEL RATES.

YOU CAN SEE THE LAST SLIDE THAT I HAVE HERE.

THIS IS A COMPARISON.

SO WE CURRENTLY PURCHASE FUEL FROM PETROLEUM TRADERS.

THAT IS WHO WE ARE UNDER CONTRACT WITH FOR THIS CURRENT SCHOOL YEAR.

YOU CAN SEE IN THE 2025-2026 SCHOOL YEAR, WE USE 230,900 GALLONS OF DIESEL FUEL.

AND OUR CURRENT RATE-- THE CURRENT RATE THAT WE PAY FOR DIESEL FUEL IS $4.82 PER GALLON, WHICH WOULD AMOUNT TO ABOUT 1.1 MILLION THAT WE WOULD HAVE PAID LAST YEAR FOR THAT AMOUNT OF FUEL.

THE SAME CAN BE SHOWN FOR THE GASOLINE USAGE FROM 2025-2026.

WE PURCHASED 76,800 GALLONS.

AND AT TODAY'S PRICE FOR PETROLEUM TRADERS, THAT WOULD BE ABOUT $274,000.

THE TASB AS COMPARED-- AS A COMPARISON, THE TELPAS CO-OP, THE CURRENT RATE FOR DIESEL FUEL IS 4.33, AND THE CURRENT RATE FOR GASOLINE IS 3.29.

SO YOU CAN SEE ABOUT THE AMOUNT OF SAVINGS THAT WE WOULD HAVE OVER THE LIFE OF PURCHASING THAT FUEL BY THE END OF THE YEAR WOULD BE ROUGHLY BETWEEN 100 TO $130,000.

NOW, WHAT WE WOULD DO IS WE WOULD DESIGNATE A SET AMOUNT OF FUEL PER GALLON THAT WE WOULD PURCHASE.

WE WOULD COMMIT TO PURCHASING OVER A SIX-MONTH PERIOD OF TIME, OR A NINE-MONTH PERIOD OF TIME, OR A 12-MONTH PERIOD OF TIME.

AND WE WOULD ONLY BE OBLIGATED TO PURCHASE THAT AMOUNT.

SO I DON'T RECOMMEND THAT-- WHEN IT COMES TIME TO THE RECOMMENDATION, I WOULDN'T RECOMMEND THAT WE LOCK IN LONG TERM, ESPECIALLY IN THIS VOLATILE MARKET.

WE WOULD LOOK AT AND EVALUATE THE PRICES IN HOW MANY GALLONS WE'VE USED OR HOW MANY WE MIGHT NEED TO FINISH OUT THE YEAR.

SO AGAIN, TONIGHT'S RECOMMENDATION, THE ADMINISTRATION RECOMMENDS THE BOARD OF TRUSTEES APPROVE AND ENTER INTO THE TASB COOPERATIVE INTERLOCAL PARTICIPATION AGREEMENT.

THIS IS NOT TO PURCHASE ANY SET AMOUNT OF FUEL RIGHT NOW.

IT'S ONLY TO JOIN THE COOPERATIVE.

I'LL ANSWER ANY QUESTIONS, PLEASE.

ELVIA GUADIAN: TRUSTEE PANTOJA.

[02:10:01]

DAMIÁN PANTOJA: MR. WILLOUGHBY, THANK YOU SO MUCH FOR THIS.

I APPRECIATE YOUR PRESENTATION ON FINDING WAYS TO SAVE MORE MONEY.

I KNOW WE'RE LOOKING AT THE CURRENT USAGE OFF IN GALLONS.

DOES THIS CHANGE IN WHEN HIGH SCHOOL 2 OPENS? OR DOES THAT-- WHAT IS THAT-- DOES THAT ADD MORE MILEAGE AND MORE GALLON USAGE DOWN THE LINE, OR WE JUST DON'T KNOW YET? MARK WILLOUGHBY: WELL, WE CAN PREDICT THAT IT WOULD ADD MORE MILEAGE AND MORE GALLONS USAGE, YES, SIR, BECAUSE YOU'RE THINKING ABOUT NOW TAKING STUDENTS TO TWO HIGH SCHOOL CAMPUSES FROM THREE MIDDLE SCHOOL CAMPUSES OR THOSE NEIGHBORHOODS.

SO WE CAN ANTICIPATE THAT THERE'LL BE INCREASED MILEAGE WITH THAT.

DAMIÁN PANTOJA: IS THERE A WAY TO SEE A FORECAST OF WHAT THAT WOULD LOOK LIKE? MARK WILLOUGHBY: CURRENTLY NOT, NOT RIGHT NOW BECAUSE WE STILL HAVEN'T DESIGNATED WHAT ROUTES.

WE DON'T HAVE THE ATTENDANCE BOUNDARIES.

YES, SIR.

ELVIA GUADIAN: TRUSTEE CISNEROS.

MELINDA CISNEROS: THANK YOU FOR THIS INFORMATION IN RECOGNIZING THE COST SAVINGS FOR THIS.

BUT I'M JUST CURIOUS, DO YOU HAPPEN TO HAVE ANY HISTORICAL KNOWLEDGE ON WHY WE WEREN'T PART OF THIS BEFORE? MARK WILLOUGHBY: I DO NOT.

MELINDA CISNEROS: NO, OK.

ALL RIGHT.

ELVIA GUADIAN: TRUSTEE FRANCO.

SAMUEL FRANCO: YEAH.

COULD YOU EXPLAIN A LITTLE BIT THE DIFFERENCE BETWEEN THIS-- OR RATHER GO INTO MORE DETAIL ON WHAT THE FUEL POOL LOOKS LIKE? WOULD WE BE-- I GUESS THE QUESTION IS, WOULD WE BE CONSIDERING GOING INTO THIS 42-MEMBER FUEL POOL THAT YOU SHOW? MARK WILLOUGHBY: YES, SIR.

SAMUEL FRANCO: AND WHO IS THAT? IS THAT FROM ALL OVER THE STATE, OR DO WE HAVE TO COMBINE JUST LIKE LOCAL SCHOOL DISTRICTS? HOW DOES THAT WORK? MARK WILLOUGHBY: FROM ALL OVER THE STATE, ESPECIALLY-- I JUST LISTED THE SCHOOLS THAT WERE IN OUR AREA, BUT THIS IS FROM ALL OVER THE STATE OR THAT WOULD USE THE VENDORS IN THIS AREA.

SO WE WOULD BECOME A PART OF THAT POOL.

WITH MORE POOL MEMBERS, THE BETTER PRICING RATES WE CAN GET.

SAMUEL FRANCO: SO IT'S-- HELP ME UNDERSTAND BETTER.

IT'S ALMOST LIKE A TWO-TIERED SYSTEM.

WE JOINED THIS SYSTEM, AND WE GET ONE SET OF PRICING IF WE LOCK INTO 6 TO 24 MONTHS.

AND THEN IF WE JOIN THE FUEL POOL, WE COULD GET EVEN MORE REDUCED RATES? OR IS IT ALL THE SAME CONCEPT? MARK WILLOUGHBY: IT'S ALL THE SAME CONCEPT.

IF WE JOIN THIS COOPERATIVE, WHATEVER DISTRICTS DECIDE TO JOIN IN FOR THE NEXT ROUND OF PRICING, THOSE NUMBERS WOULD THEN BE ABLE TO LEVERAGE A BETTER FUEL PRICE.

SAMUEL FRANCO: GOTCHA.

SO THIS 42-MEMBER FUEL POOL IS THE TOTAL NUMBER THROUGHOUT THE STATE IS WHAT YOU'RE SAYING? MARK WILLOUGHBY: CORRECT.

SAMUEL FRANCO: OK, UNDERSTOOD.

MARK WILLOUGHBY: YES, SIR.

ELVIA GUADIAN: TRUSTEE LEDESMA WOODY.

SUSANNA LEDESMA WOODY: I APPRECIATE THE COMMENT ABOUT NOT WANTING TO STICK TO THIS THE LONG TERM BECAUSE OF THE POLITICAL CLIMATE THAT WE'RE IN, AND GAS PRICES CAN FLUCTUATE.

SO THANK YOU FOR SAYING THAT BECAUSE THAT WAS ONE OF MY BIGGEST CONCERNS WAS, ARE WE GOING TO BE STUCK IN THIS LONG-TERM COMMITMENT WITH THIS GROUP IF PRICES DROP? AND NOW WE HAVE TO STAY WITH THIS ONE PRICE SET.

MARK WILLOUGHBY: OH, IT'S DEFINITELY-- INDEED, IT'S LIKE A MORTGAGE RATE.

YOU'RE PLAYING THE MARKET.

WE'RE TRYING TO GET THE BEST FUEL PRICE POSSIBLE.

AND IN THIS VOLATILE MARKET RIGHT NOW, WE WANT TO BE CONSERVATIVE TO MAKE SURE WE MAKE A GOOD DECISION.

SUSANNA LEDESMA WOODY: THANK YOU.

ELVIA GUADIAN: NOW TYPICALLY, WHEN WE JOIN CO-OPS WITH TASB, THEY USUALLY HAVE BETTER PRICING? TYPICALLY, NOT ALWAYS? MARK WILLOUGHBY: WELL, PURCHASING POWER IS BASED ON THE NUMBER OF PEOPLE THAT YOU CAN GET INVOLVED TO COMMIT TO A CERTAIN NUMBER OF GALLONS TO PURCHASE.

SO IF YOU HAVE A BUNCH OF PEOPLE THAT ARE COMMITTED TO PURCHASING MORE GALLONS, THEN THAT RATE USUALLY COMES DOWN.

SO THERE'S POWER IN NUMBERS.

ELVIA GUADIAN: FOR THAT, I KNOW YOU GAVE ME A LOT OF INSIGHT ON THAT-- MARK WILLOUGHBY: YES, MA'AM.

ELVIA GUADIAN: --THIS PAST WEEKEND.

ANY OTHER QUESTIONS? TRUSTEE PANTOJA.

DAMIÁN PANTOJA: ON ONE OF THE SLIDES, IT SAYS THAT THERE'S NO OBLIGATION TO PURCHASE, BUT THEN THERE'S BOARD APPROVED AND SIGNED INTERLOCAL AGREEMENT.

IS THAT BECAUSE THERE MAY NOT BE A FEE UP FRONT, BUT WE'LL BE RESPONSIBLE FOR WHAT WE USE IN THAT AGREEMENT? SO THAT'S WHY IT'S GOING TO EXCEED OVER THE X AMOUNT THAT'S ABOVE DISTRICT? I'M TRYING TO UNDERSTAND WHY WOULD WE NEED TO GO INTO A BOARD APPROVAL FOR THIS ONE IF WE'RE NOT PURCHASING ANYTHING.

MARK WILLOUGHBY: SO IN ORDER TO BECOME A MEMBER OF THE COOPERATIVE, THE STIPULATIONS SAY WE HAVE TO HAVE BOARD APPROVAL TO ENTER INTO THAT AGREEMENT.

ANY OTHER QUESTIONS? SO THEN WE GO ON.

GO AHEAD.

DO I HAVE A MOTION? DARLA WEGNER: I'D LIKE TO-- PARDON ME.

I'D LIKE TO MAKE THE MOTION THAT WE ENTER INTO THE TASB ENERGY COOPERATIVE INTERLOCAL WITH OTHER DISTRICTS.

ELVIA GUADIAN: SECRETARY WEGNER MAKES A MOTION.

TRUSTEE PANTOJA MAKES A SECOND.

MOTION PASSES UNANIMOUSLY.

MARK WILLOUGHBY: THANK YOU, LADIES AND GENTLEMEN.

ELVIA GUADIAN: WE WILL NOW GO INTO CLOSED SESSION.

[02:15:03]

WELL, NO, WE HAVE ONE-- NO, NO, THAT'S-- OK.

OH, YES.

[LAUGHS] I WANTED TO RUSH.

ADOPT UPDATED STUDENT OUTCOME GOALS, DR. CANTU.

[X.B. Adopt Updated Student Outcome Goals]

MARK CANTU: GOOD EVENING, PRESIDENT GUADIAN, MEMBERS OF THE BOARD, AND DR. GUTIERREZ.

THIS EVENING, I BRING TO YOU REVISED GOALS.

THIS, AS YOU ALL KNOW, HAS TAKEN A LOT OF MONTHS OF WORK.

AND THEN AT THE LAST TWO WORKSHOPS THAT WE HAD UNDER THE SUPPORT OF DR. GIBSON, WE HAVE SOME PROPOSED GOALS FOR YOU TONIGHT.

SO THE FIRST SLIDE THAT YOU SEE HERE ARE WHERE WE STARTED TALKING ABOUT THIS FOR THE '25-'26 SCHOOL YEAR.

AT THAT TIME, THE BOARD ADOPTED FOUR ORIGINAL GOALS.

WE HAD A BASELINE, WE HAD A TARGET, AND THEN WE HAVE WHERE WE ENDED UP CURRENTLY AFTER THIS ADMINISTRATION OF STAAR.

SO IN THIRD GRADE, WE'RE CURRENTLY AT ABOUT 40%-- I SAY AT ABOUT 40%.

AND I THINK THIS IS SOMETIMES REALLY HARD TO EXPLAIN.

WE HAVE TAPR, WHICH IS OUR ULTIMATE-- LIKE, THAT'S WHAT IS FINAL.

AT THIS POINT IN TIME, WE DON'T HAVE TAPR RESULTS.

WE JUST HAVE THE LATEST, CLEANEST DATA THAT WE HAVE.

WHAT WE ALSO HAVE SHARED WITH YOU IN THE PAST IS HERE'S ALL THE GRADE LEVELS.

SOMETIMES, BECAUSE WHEN WE DO COMPARISONS TO OTHER DISTRICTS, WE DON'T INCLUDE STAAR ALT.

STAAR ALT IS FOR OUR MOST SEVERELY STUDENTS WHO ARE-- OR SEVERELY DISABLED OR HAVE AN INTELLECTUAL DISABILITY, AND THEY TAKE STAAR ALT. BUT THAT IS NOT ALWAYS PUBLISHED AHEAD OF TAPR, SO WE DON'T HAVE THAT.

AND SO I KNOW I'VE HAD A CONVERSATION WITH A COUPLE OF YOU THAT SAY, WHY DID THEY SAY 32 VERSUS 33? AND THEN WHEN IT FINALLY CAME AROUND TO TAPR, WE ENDED UP AT 34 OR WHATNOT.

THAT'S ONE EXAMPLE OF WHY THAT IS.

WHAT WE WANT TO DO TODAY IS SAY, WHERE ARE WE CURRENTLY AFTER THE LAST STAAR ADMINISTRATION, AND WHERE DO YOU WANT TO GO AS FAR AS A TARGET FOR 2030? AND SO AGAIN, THE POINT OF THIS SLIDE TODAY IS JUST TO REMIND US.

WE STARTED WITH FOUR, THE THREE THAT ARE MANDATED BY THE STATE, WHICH IS THIRD-GRADE READING, THIRD-GRADE MATH.

WE HAVE A GOAL FOR SEVENTH-GRADE MATH, WHICH IS NOT MANDATED BY THE STATE.

BUT AT THAT TIME, THE BOARD THOUGHT IT WAS REALLY IMPORTANT TO MEASURE IT.

SO WE'LL CONTINUE TO MEASURE THAT ONE.

AND THEN THE LAST ONE THAT IS MEASURED BY THE STATE IS OUR CCMR DATA.

SO THESE ARE THE PROPOSED GOALS BASED OFF THE LATEST INFORMATION THAT WE HAVE.

AND SO I'LL TAKE TIME TO MAKE SURE THAT WE READ THROUGH THESE CAREFULLY.

WE HAVE GONE THROUGH THEM IN THE BOARD WORKSHOP.

AND THIS IS WHERE I WANT TO MAKE SURE THAT BECAUSE WE'RE ASKING YOU TO VOTE ON THESE PROPOSALS, THAT WE UNDERSTAND THEM.

SO THE FIRST ONE, AGAIN, IS STILL THIRD-GRADE READING.

THIS IS THE PERCENT OF THIRD-GRADE STUDENTS WHO SCORE MEETS GRADE LEVEL OR ABOVE ON STAAR READING.

THAT IS GOING TO INCREASE FROM WHERE WE ARE IN JUNE OF 40% TO 60%.

THE 60% STAYS.

THAT IS THE THRESHOLD THAT THE BOARD HAD DECIDED ALMOST A YEAR AGO WHEN YOU ADOPTED THE FIRST ROUND.

FOR THIRD GRADE-- OR SORRY, FOR BOARD GOAL 1A, WE'RE ADDING THE EARLY LITERACY.

THAT'S THE CONVERSATION THAT WE HAD EARLIER TODAY.

AND SO ONE OF THE THINGS THAT WE KNOW IS IMPORTANT IS NOT TO WAIT TO THIRD GRADE AND START MEASURING IN FIRST GRADE.

DURING THE WORKSHOP, WE READ THE RESEARCH.

YOU ALL DISCUSSED THAT.

AND WHAT WE'RE PROPOSING IS THAT THE PERCENTAGE OF FIRST-GRADE STUDENTS THAT SCORE ON-GRADE LEVEL-- FIRST GRADE DOESN'T TAKE STAAR, BUT THEY DO TAKE MAP.

AND SO WE SPLIT IT INTO ENGLISH READING AND SPANISH READING.

AND SO IN ENGLISH READING, CURRENTLY AT THE BEGINNING OF THIS YEAR, WHEN THE STUDENTS TOOK THE TEST, WE WERE AT ABOUT 30% OR 31% OR 30.1% TO BE EXACT.

AND IN SPANISH, WE WERE AT 46.8% THAT WE WANT TO MOVE TO 85%.

THIS IS A LOFTY GOAL, LIKE WE TALKED ABOUT AT OUR BOARD WORKSHOPS.

BUT WE KNOW THAT IF WE DON'T HIT THAT THRESHOLD, WE ALSO KNOW THAT THE RESEARCH SAYS ONLY ONE INNATE STUDENT WILL ACTUALLY CATCH UP.

AND SO WE'RE GOING TO PUSH FOR THAT 85% THIS YEAR.

AND SO THE PROPOSAL IS THAT WE ADD THIS GOAL 1A, WHICH IS THE EARLY LITERACY COMPONENT ON FIRST GRADE.

GOAL BOARD 2 FOR THIRD-GRADE MATH IS REQUIRED.

WE WANT TO INCREASE FROM 33%-- WHEN WE TOOK STAAR, WE WERE AT 33% THIS SUMMER-- OR AT THE END OF THAT SCHOOL YEAR, WHICH WAS PUBLISHED THIS SUMMER.

AND AGAIN, WE WANT TO HIT THAT 60% THRESHOLD,

[02:20:01]

ALL AT THE MEET LEVEL.

THE 60% THRESHOLD HAS NOT CHANGED, AND IT'S STILL A 2030 GOAL.

WE HAD THIS CONVERSATION ABOUT SEVENTH-GRADE MATH AT THE WORKSHOP ABOUT KEEPING IT, ABOUT UPDATING IT, ABOUT REPLACING IT AT THE WORKSHOP.

THE BOARD RECOMMENDED, LET'S KEEP IT.

SO HERE YOU SEE IT AGAIN TODAY.

CURRENTLY, AFTER THE LAST ADMINISTRATION, WE ARE AT 5%.

NOBODY IS HAPPY ABOUT THAT.

THERE'S A LOT OF WORK TO DO IN THAT SEVENTH-GRADE MATH.

THAT CONTINUES TO BE A FOCUS.

AND WE WANT TO GET TO 40% BY 2030.

AGAIN, ALL THIS IS AT THE MEET LEVEL.

A NEW GOAL THAT WE WILL INTRODUCE-- THANK YOU ALL FOR THE FEEDBACK ON THAT ONE AS WELL-- IS ALGEBRA 1 EOC.

AND THIS IS AROUND FIRST-TIME TEST TAKERS.

REMEMBER THAT SOME OF OUR STUDENTS ARE IN THE ADVANCED TRACK.

THEY TAKE IT IN EIGHTH GRADE.

THAT'S HOW WE DON'T SAY EIGHTH GRADE AND/OR NINTH GRADE.

WE JUST SAY THE FIRST TIME YOU TAKE IT.

OUR FIRST-TIME EIGHTH GRADE PASSING RATE-- OR NOT EIGHTH GRADE, BUT ALGEBRA 1 EOC PASSING RATE CURRENTLY STANDS AT 28%.

WE WANT TO GET TO 50% BY 2030.

AND THEN THE FINAL ONE IS OUR CCMR MEASURE, SO COLLEGE CAREER MILITARY READINESS.

OUR LAST RATE, WE ENDED UP AT 72% OF OUR STUDENTS BEING COLLEGE, CAREER, OR MILITARY READY FOR THAT GRADUATING CLASS OF 2025, WHICH WAS MEASURED IN AUGUST OF 2026.

REMEMBER, THIS IS A LAGGING MEASURE.

AND SO WE STILL WANT TO HIT THAT 90% BY 2030.

SO FOR THE BOARD TODAY, I WILL GO INTO THE GPMS HERE SHORTLY, BUT THESE ARE THE GOALS THAT WE'RE ASKING YOU.

THIS IS JUST BROKEN DOWN BY THE GPMS. AND SO AGAIN, THIRD-GRADE READING, WE WANT TO MOVE FROM 40% TO 60% WE'RE GOING TO MEASURE THE GPMS, WHICH IS AROUND MAP GROWTH.

AND SO FROM KINDER, WE'RE CURRENTLY AT 29.4.

WE NEED TO GET TO THAT 85.

AT SPANISH, WE'RE AT THAT 56.9, WE NEED TO GET TO THAT 85.

THAT FIRST-GRADE READING GPM IS THE SAME AS OUR GOAL.

AND THEN THE 1.3 IS THE SECOND-GRADE READING.

WE'RE AT 37.3 AT THE BEGINNING OF THIS YEAR.

WE WANT TO GET TO 43%.

REMEMBER THAT THE GPMS ARE YEARLY TARGETS, WHERE THE GOAL IS THAT LONG-TERM 2030 GOAL.

IN FIRST-GRADE READING, THIS IS THE NEW ONE THAT YOU CAN SEE.

WE TALKED ABOUT THIS EARLIER TODAY WITH MS. JARAMILLO AND DR. BAILEY.

WE CURRENTLY STAND ON MAP ENGLISH READING AT 30.1 AND IN SPANISH, 46.8.

AND WE WANT TO GET TO 85 BY THE END OF THIS-- BY THE END OF 2030.

IT IS ALSO OUR GOAL AND OUR TARGET TO GET TO 85 BY THE END OF THIS SCHOOL YEAR.

AND SO THAT'S WHY YOU'LL SEE IN KINDER, WE'RE SAYING 29.4 TO 85 IN THE READING, AND THE SPANISH, 36.9 TO 85.

WE CANNOT CHANGE THAT BECAUSE OUR STUDENTS NEED TO BE READY THIS YEAR.

THIRD-GRADE MATHEMATICS FROM 33% TO 60% BY 2030.

OUR GPMS THEN, WHAT'S LEADING UP TO OUR THIRD GRADE, WHAT ARE THOSE EARLY INDICATORS? WE'RE AT 17.7.

WE NEED TO GET TO 33% THIS YEAR ON MAP MATH.

FOR FIRST GRADE FOR MAP MATH, WE ARE AT 16.3.

WE WANT TO GET TO 23 BY THE END OF THIS SCHOOL YEAR.

AND IN SECOND-GRADE MATH, WE'RE AT 13.9, AND WE WANT TO GET TO 20.

OUR BOARD GOAL NUMBER 3 FOR SEVENTH-GRADE MATH, AGAIN, WE WERE AT 5% THIS YEAR.

WE DID DECREASE 1 PERCENTAGE POINT FROM 6% LAST YEAR.

THAT WAS WHAT WAS ORIGINALLY ADOPTED.

WE STILL WANT TO GET TO 40%.

IN FOURTH GRADE, WE ENDED UP AT 37.8% OF THE STUDENTS ON-GRADE LEVEL.

WE WANT TO GET TO 43 BY THIS YEAR.

WE'RE USING MAP MATH FOR THAT MEASURE.

FOR FIFTH GRADE, WE WERE AT 35.6.

WE WANT TO CLOSE THE GAP, AND WE WANT TO GET TO 41, AGAIN, ON MAP MATH.

AND THEN FOR OUR SIXTH GRADERS ON-LEVEL, WE'RE AT 13.7.

WE WANT TO GET TO 20.

AND WE BELIEVE THAT IF WE HIT THESE TARGETS, WE'LL MOVE THAT 5%.

OUR FIRST-TIME ALGEBRA TEST TAKERS, AGAIN, WE'RE CURRENTLY STANDING AT 28%.

WE WANT TO GET TO THAT 50% THRESHOLD BY 2030.

AND SO THIS YEAR, WE HAVE TO MOVE THAT SIXTH-GRADE MATH FROM 13.7 TO 20.

AGAIN, THIS IS ON MAP, NOT STAAR.

I THINK THAT'S ALSO SOMETIMES CONFUSING.

SEVENTH-GRADE MATH, AGAIN, THIS IS ON MAP, FROM 14.6% TO 20.

AND THEN EIGHTH-GRADE MATH, FROM 5.5% TO 15%, AGAIN, MEASURING MAP MATH.

AND OUR FINAL ONE IS OUR CCMR READINESS FOR COLLEGE CAREER MILITARY READY.

THESE TSI READINESS, 4.1, IT IS--

[02:25:03]

AGAIN, AFTER CONVERSATION THAT WE HAD AT THE LAST BOARD WORKSHOP, WE REALLY WANT TO SAY, ARE OUR STUDENTS COLLEGE READY? IN OTHER WORDS, WHEN THEY ENTER THE UNIVERSITY, WE DON'T WANT THEM TO TAKE ANY REMEDIAL COURSES.

SO THAT MEANS THAT THEY NEED TO PASS TSI 2 EXAM.

THEY NEED TO TAKE SAT AND HIT THE THRESHOLD THAT THE STATE SAYS THAT IS COLLEGE READY, OR ACT AND MAKE SURE THAT THEY HIT THAT THRESHOLD THAT THE STATE SAYS IS COLLEGE READY.

CURRENTLY, WE'RE SITTING AT 16.8.

WE WANT TO MOVE THAT TO 20% BY THE END OF THIS SCHOOL YEAR.

THE ASSOCIATE'S DEGREE, THESE ARE STUDENTS WHO ARE ALREADY ON TRACK TO COMPLETE THEIR ASSOCIATE'S DEGREE.

THAT'S WHY IT'S A SMALL GOAL.

WE CANNOT MOVE THAT RIGHT NOW BECAUSE MOST OF OUR STUDENTS ARE ALREADY EITHER ON TRACK OR OFF TRACK.

BUT WHAT WE CAN DO IS WITH THE NEW COHORT OF FRESHMEN, MAKE SURE THAT THEY STAY ON TRACK.

AND THEN, OF COURSE, WHEN WE ADD IN OUR SOPHOMORES WHO HAVE TAKEN POTENTIALLY ONE OR TWO COURSES, THAT WE MOVE THAT COHORT AS WELL.

ONCE A STUDENT GETS OFF TRACK, WHETHER THEY'RE SOPHOMORE, JUNIOR, OR SENIOR YEAR, IF THEY DON'T HIT THAT ASSOCIATE'S DEGREE OF 60 HOURS, IT'S REALLY HARD FOR THEM TO CATCH UP.

WE DO PARTNER WITH ACC CURRENTLY.

AND ACC DOES ALLOW OUR STUDENTS TO TAKE A SUMMER COURSE.

AND SOME OF OUR STUDENTS, IN FACT-- I THINK WE HAD A HANDFUL WHO WITH SUMMER COMPLETED THAT ASSOCIATE'S DEGREE.

AND THEN THE LAST ONE IS AROUND OUR IBC.

SO WE KNOW THAT SOME OF OUR STUDENTS WILL NOT CHOOSE COLLEGE RIGHT OUT OF HIGH SCHOOL.

THEY'RE GOING TO CHOOSE TO GO INTO THE WORKFORCE.

AS OF RIGHT NOW, WE'RE LOOKING AT 11TH-GRADE STUDENTS.

THIS ONE WAS ALSO TWEAKED.

SO THIS ONE IS NEW.

WE FEEL THAT IF WE START MEASURING THIS IN 11TH GRADE, CURRENTLY, WE HAVE 27% OF OUR STUDENTS WHO ARE ON TRACK IN 11TH GRADE.

THAT MEANS THAT THEY'VE TAKEN AN ENTRY-LEVEL COURSE, THAT SECONDARY COURSE, AND THEN A THIRD-LEVEL COURSE, WHICH IS TYPICALLY THEIR FRESHMAN, SOPHOMORE, JUNIOR YEAR OR THEIR SOPHOMORE, JUNIOR, SENIOR YEAR.

AND THEN THEY TAKE AND PASS AN IBC TEST THAT IS TIED TO THAT COURSE.

WE'RE AT 27% WE WANT TO GET TO 34% BY THE END OF THIS YEAR.

AGAIN, THESE GPMS WILL HELP US ULTIMATELY GET TO OUR GOAL OF 90% BY 2030.

SO WITH THAT, WE WANTED TO SHOW A ONE-STOP SHOP OF THESE ARE THE GOALS THAT WE'RE, AGAIN, ASKING YOU ALL TO VOTE ON TODAY.

AS BOARD OF TRUSTEES, WE'RE ASKING TO VOTE ON GOAL 1, WHICH IS EARLY LITERACY, GOAL 1A, WHICH IS THE NEW FOUNDATIONAL LITERACY THAT WE ADDED, GOAL 2 FOR THIRD-GRADE MATHEMATICS, GOAL 3, SEVENTH-GRADE MATHEMATICS, GOAL 3A FOR ALGEBRA, AND THEN GOAL 4, COLLEGE CAREER MILITARY READINESS.

DR. BAILEY BRIEFLY WENT OVER THIS.

WE BELIEVE THAT EVERY MONTH, THE BOARD SHALL RECEIVE A REPORT.

WE DID THAT ALL SCHOOL YEAR LAST YEAR.

I THINK THE INFORMATION THAT YOU ALL RECEIVES HELPS US BUILD CONFIDENCE IN THE SYSTEM.

IT HELPS IDENTIFY GAPS IN THE SYSTEM.

AND THEN IT GIVES US FEEDBACK OF WHAT WE ALSO NEED TO DO.

AND SO WE WILL CONTINUE TO DO THIS.

YOU'LL ALSO NOTICE THAT WE HAVE ADDED.

SO FOR EXAMPLE, IF YOU LOOK AT OCTOBER-- TODAY, WE WENT OVER THE BEGINNING OF THE YEAR LITERACY WHICH INCLUDED OUR PROPOSED GOAL FOR FIRST GRADE.

AND THEN ON TOP OF THAT, FROM A SCHOOL IMPROVEMENT LENS, WE HAD MR. WANG PRESENT OVER OJEDA MIDDLE SCHOOL.

NEXT MONTH, YOU'LL NOTICE THAT WE ARE BRINGING IN DAILEY MIDDLE SCHOOL, AND THEN DEL VALLE MIDDLE SCHOOL, AND BATY ELEMENTARY, AND WE WILL BEGIN TO BRING IN ON TOP OF JUST THE GOAL WORK, THE ACTUAL WORK THAT YOU-- SO YOU CAN HEAR FROM A SCHOOL PRINCIPAL.

WITH THOSE SCHOOL PRESENTATIONS, YOU WILL ALSO HEAR IF THEY HAVE A TARGETED PLAN THAT IS REQUIRED FROM THE STATE OR A TARGETED-- OR A TURNAROUND IMPLEMENTATION PLAN.

I HAD TO LOOK AT DR. ALARCON BECAUSE DR. ALARCON LEADS THAT WORK.

THEY'LL ALSO GIVE AN UPDATE, RIGHT? IN YOUR PACKET, YOU SAW AN EXAMPLE OF WHAT THAT LOOKS LIKE IN A SIMPLE-- WE TRY TO KEEP IT TO A PATRON AND BACK.

IN THIS CASE, WHAT WAS SHARED FROM OJEDA MIDDLE SCHOOL, IT WAS A THREE-PAGE DOCUMENT.

AND SO WE ALSO WANTED TO SHARE THAT BOARD MONITORING CALENDAR THAT AGAIN, WE SHARED AT THE WORKSHOPS.

ANOTHER NEW TOOL THAT WE WANT TO INTRODUCE THIS YEAR, IT IS NOT FINAL.

AGAIN, THANK YOU FOR THE FEEDBACK AT THE LAST WORKSHOP.

WE ARE TWEAKING THIS, BUT THIS IS OUR PATH FORWARD FROM 2026 TO 2030.

AND THIS IS OUR BLUEPRINT THAT INCLUDES OUR LONG-TERM GOALS, OUR GPMS. AND THEN YOU ALL ASK, WE NEED THE ACTIONS,

[02:30:02]

LIKE, WE NEED THE STRATEGIES.

AND SO ON ONE PAGE, YOU WILL SEE THE STRATEGIES THAT WE'RE DOING TO GET TO OUR GOALS, WHETHER IT'S OUR TARGET FOR ONE YEAR OR THE LONG-TERM 2030 GOAL.

AS SOON AS THAT IS COMPLETE, WE WILL PUT IT BACK OUT, AND THEN WE'LL SHARE, OF COURSE, WITH OUR COMMUNITY.

SO TO WRAP UP IN FRONT OF YOU TODAY AND THE DECISION FOR TODAY, FOR TONIGHT, IS TO APPROVE THE BOARD GOALS THAT WE'VE WORKSHOPPED OVER THE LAST TWO BOARD MEETINGS.

AND WITH THAT, I WILL TAKE ANY QUESTIONS.

ELVIA GUADIAN: WE'LL START DOWN THE LINE.

TRUSTEE PANTOJA.

DAMIÁN PANTOJA: DR. CANTU, THANK YOU SO MUCH FOR THIS.

YOU REFERENCED THE LAST BOARD WORKSHOPS.

I BELIEVE WE STARTED FURTHER THAN JUST TWO WORKSHOPS.

I MEAN, I THINK IT WAS OVER A YEAR AND A HALF AGO.

WE WERE ALL IN THIS ROOM FOR A WHOLE WEEKEND, AND WE WERE JUST TALKING ABOUT HOW CAN WE IMPROVE.

AND I BELIEVE IT WAS ALL OF US ON THIS BOARD THAT SAID, WE WANT TO GET TO 100 FOR EVERY SINGLE THING.

BUT THEN WHEN WE STOPPED, WE SAW THAT STEPPING LADDER JUST TO GET WHAT IT TOOK-- OR OK, HOW DO WE ADJUST, HOW DO WE PIVOT AND ADJUST? AND WE GOT TO THIS.

SO I DO APPRECIATE THAT WORK.

I WANT TO JUST APPLAUD YOU FOR THAT AND JUST PRESENTING THIS TO US.

THE QUESTION I DO HAVE IS-- SO, TO THAT IS I WANT TO SAY JUST THIS TWO WORKSHOP.

IT'S BEEN AN 18-MONTH CONVERSATION THAT WE'VE HAD, MAYBE A LITTLE BIT MORE THAN THAT, TO GET HERE.

MARK CANTU: YES.

AND I APOLOGIZE IF IN THE LAST TWO WORKSHOPS, WHAT I WAS TRYING TO SAY IS WE REWORKED THE ORIGINAL BOARD GOALS TO GET TO THESE PROPOSED BOARD GOALS.

DAMIÁN PANTOJA: CORRECT.

MARK CANTU: SO IF I WAS NOT CLEAR, I APOLOGIZE FOR THAT.

DAMIÁN PANTOJA: ABSOLUTELY.

AND SO MY QUESTION IS ONCE THESE ARE APPROVED, READY TO GO, IS THERE GOING TO BE SOME TYPE OF DASHBOARD OR SOME TYPE OF REFERENCE WHERE PARENTS, COMMUNITY MEMBERS, NEIGHBORS, BOARD OF TRUSTEES CAN GO ONLINE AND SEE WHERE WE'RE AT? AND YOU'RE GOING TO BE PRESENTING TO US THROUGHOUT THE YEAR.

BUT WHERE CAN SOMEONE TAKE THE INITIATIVE AND JUST GO SEE HOW WE'RE DOING AND FOR THE SEE IT FOR THEMSELVES? MARK CANTU: YES.

SO THE CURRENT DASHBOARD THAT WE HAVE TRACKS THE OLD BOARD GOALS.

WE WILL REWORK THAT.

WE'RE WORKING WITH ABRE.

THEY'RE THE ONES WHO PUT TOGETHER OUR DASHBOARD.

SO THAT WILL ALSO BE REFRESHED SO THAT PARENTS CAN SEE THAT.

IF YOU ALL, AS A BOARD, DECIDE TO ADOPT THESE SIX THAT ARE ON THE SCREEN HERE, WE'LL GO AND WE'LL TWEAK THAT, AND WE WORK IT.

OF COURSE, THEN YOU HAVE THE MONTHLY UPDATES.

AND THEN AS THE BOARD-- OR NOT THE BOARD.

WELL, THE BOARD WILL HEAR FROM THE PRINCIPALS.

WE'LL ALSO BRING IN ANY RELEVANT CFA DATA, NOT FOR PARENTS BUT FOR IN-BOARD COMMUNIQUE.

WE'RE ALSO TARGETING COMMON FORMATIVE ASSESSMENTS.

IN OTHER WORDS, THE FORMATIVE ASSESSMENTS THAT ARE ACROSS EVERY SINGLE CAMPUS SO THAT WE CAN SAY ON A WEEK-TO-WEEK BASIS, HERE'S WHERE WE'RE MOVING THE NEEDLE.

THAT IS THE SAME INFORMATION THAT OUR PLCS USE TO DRIVE THE INSTRUCTION FOR THE FOLLOWING WEEK.

SO THE DASHBOARD WILL BE UPDATED.

THE DASHBOARD WILL BE ACCESSIBLE TO COMMUNITY THEN, AS BOARD MEMBERS WILL GET THE EXTRA.

ELVIA GUADIAN: TRUSTEE CISNEROS.

MELINDA CISNEROS: THANK YOU FOR THIS INFORMATION.

GOING TO BACK TO GOAL 4, GPM 4.1.

WHEN WE ORIGINALLY ADOPTED THE GOALS ALMOST A YEAR AGO, WE STATED THAT IT WAS GOING TO BE 25% BY AUGUST OF 2028.

HERE, YOU HAVE 20%.

SO IS THAT AN ERROR, OR ARE WE ACTUALLY WANTING TO PROPOSE A LESSER PERCENTAGE THAN WHAT WE HAD ORIGINALLY PROPOSED OR ADOPTED? MARK CANTU: YOU'LL NOTICE THAT THIS IS A REVISED GPM.

SO THE MEASURE WITH THIS IS SLIGHTLY DIFFERENT THAN THE ORIGINAL MEASURE THAT WE ADOPTED LAST YEAR.

SO ON HERE, WHEN WE LOOK AT HOW MANY STUDENTS AT THE BEGINNING OF 12TH GRADE ARE ON TRACK, WE'RE AT 16.8, AS THEY'RE LEAVING THEIR JUNIOR YEAR AND ENTERING THEIR SENIOR YEAR.

WHAT WE WANT TO DO IS NOT MEASURE IT AT THE END.

WE WANT TO MEASURE IT AS THEY ENTER SO THAT THEN, THE CAMPUS KNOWS, I HAVE TO WORK WITH DR. CANTU IF I WERE A STUDENT.

I HAVE TO WORK WITH CISNEROS IF WE WERE STUDENTS BECAUSE THEY'RE NOT ON TRACK.

SO WE ARE ACTUALLY MOVING THE TARGET A LITTLE FURTHER IN TIME OR A LITTLE EARLIER IN TIME SO THAT WE CAN MEASURE AT THE BEGINNING OF THE YEAR AND NOT THE END OF THE YEAR.

SO THAT'S WHY THERE'S A DIFFERENCE.

MELINDA CISNEROS: THAT MAKES COMPLETE SENSE THERE.

THANK YOU FOR THAT EXPLANATION.

MARK CANTU: GOOD CATCH.

MELINDA CISNEROS: THANK YOU.

ELVIA GUADIAN: ANY OTHER QUESTIONS? DR. GUTIERREZ.

MATTHEW GUTIERREZ: I JUST WANT TO MAKE A POINT.

WE HAD PRESENTATIONS EARLIER.

WE HAD THE PRESENTATION REGARDING OJEDA MIDDLE SCHOOL.

WE HAD THE PRESENTATION ON EMERGENT BILINGUAL.

WE HAD THE PRESENTATION ON MAP DATA.

ALL OF THAT INFORMATION TIES BACK

[02:35:02]

TO THE GOAL, THE GOALS THAT HAVE BEEN SET FORTH BY THIS BOARD.

A MAJORITY OF OUR TIME TODAY HAS BEEN SPENT ON ACADEMICS.

AND SO I WANT TO MAKE THAT CLEAR.

IT HAS BEEN SPENT ON ACADEMICS.

AND THAT IS SOMETHING THAT THIS DISTRICT SHOULD BE REALLY PROUD OF BECAUSE IN MANY OTHER PLACES, THE TIME IS BEING SPENT ON THE DAIS ON OTHER THINGS THAT AREN'T GOING TO IMPROVE STUDENT OUTCOMES.

SO BOARD, KUDOS TO YOU FOR YOUR FOCUS ON ACADEMICS.

THAT IS WHAT IS GOING TO MOVE THE NEEDLE.

AND I WANT TO GIVE YOU THE CREDIT THAT YOU DESERVE.

ELVIA GUADIAN: THANK YOU, DR. GUTIERREZ.

ANY OTHER QUESTIONS OR COMMENTS? WITH THAT, DO I HAVE A MOTION TO ADOPT THE UPDATED STUDENT OUTCOME GOALS AS PRESENTED? TRUSTEE PANTOJA MAKES THE MOTION.

DO I HAVE A SECOND? SECRETARY WEGNER MAKES A SECOND.

MOTION PASSES UNANIMOUSLY.

MARK CANTU: THANK YOU, TRUSTEES.

NOW-- [LAUGHS] WE WILL NOW RECESS FOR EXECUTIVE SESSION,

[XI. Closed Session]

AS AUTHORIZED BY CHAPTER 551 OF THE TEXAS GOVERNMENT CODE UNDER SECTION 551.071, 551.072, 551.074, AND 551.076.

AS A REMINDER, EXECUTIVE SESSION IS A CONTINUATION OF THE BOARD MEETING.

I RESPECTFULLY ASK THAT THE AUDIENCE MEMBERS REFRAIN FROM APPROACHING THE DAIS AND BOARD MEMBERS AT THIS TIME.

THE TIME IS 8:51.

THE BOARD IS BACK IN OPEN SESSION.

[XII. Approve Action Items Discussed in Closed Session]

IT ENDED ITS CLOSED SESSION AT 10:58.

WITH THAT-- YEAH.

THE TIME IS NOW 11 O'CLOCK.

DO I HAVE A MOTION TO APPROVE THE EMPLOYMENT RESIGNATIONS, TERMINATIONS OF PROFESSIONAL CONTRACTED STAFF? DARLA WEGNER: MADAM PRESIDENT, I WOULD LIKE TO MAKE THE MOTION THAT WE ACCEPT THE EMPLOYMENT NEW HIRES AS PRESENTED.

ELVIA GUADIAN: SECRETARY WEGNER MAKES THE MOTION.

DO I HAVE A SECOND? TRUSTEE PANTOJA MAKES A SECOND.

NOTHING ON B. NOTHING ON B. DO I HAVE A MOTION FOR C? DARLA WEGNER: MADAM PRESIDENT, I MOVE THAT WE AUTHORIZE THE BOARD PRESIDENT TO WORK WITH LEGAL COUNSEL TO DRAFT A RESOLUTION OF CENSURE AGAINST TRUSTEE FRANCO FOR VIOLATIONS OF BOARD POLICY AND BOARD OPERATING PROCEDURES, AS DISCUSSED, AS WELL AS TOMA VIOLATIONS AS DISCUSSED IN CLOSED SESSION AND BRING BACK THE RESOLUTION FOR THE BOARD'S CONSIDERATION AT A FUTURE.

MOTION PASSES.

ELVIA GUADIAN: SECRETARY WEGNER MAKES THE MOTION.

DO I HAVE A SECOND? VICE PRESIDENT LEDESMA WOODY MAKES A SECOND.