[{"_1":2,"_123":-5,"_124":-5},"loaderData",{"_3":4,"_26":27},"root",{"_5":6,"_17":10,"_18":19,"_20":21,"_22":10,"_23":-5,"_24":-5,"_25":10},"user",{"_7":8,"_9":10,"_11":10,"_12":-5,"_13":-5,"_14":15,"_16":-5},"roles",[],"isAuthenticated",false,"isPremium","planName","subscriptionStatus","featureFlags",{},"insightsBudget","isDevelopmentHost","userPreferences",{},"recaptchaSiteKey","6LcvOJcUAAAAAHsB-gPGfGktcRlKpH7OTIU_dMTD","isImpersonating","impersonation","affiliateStatus","isFreedomPortal","routes/v2/article/layout",{"_28":29,"_30":31},"notFound",true,"relatedArticles",[32,76,87,99,111],{"_33":34,"_35":36,"_37":38,"_39":40,"_41":42,"_43":44,"_45":46,"_47":48,"_49":50,"_51":52,"_53":54,"_55":56,"_57":58,"_59":60,"_61":62,"_63":64,"_65":66,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},"mediaId",6373223,"mediaKeyId","2146169-36993922e177740b7004b57596aa1333","parentId",2146169,"title","Votes at a glance: Key actions the Judson ISD board took Jan. 31","audioSeconds",1802,"startMs",14198000,"endMs",16000000,"viewUrl","/Search/View?dp=1&key=2146169-36993922e177740b7004b57596aa1333&start=14198&end=16000","thumbnailUrl","https://assets.pipeline.soar.com/2146169-36993922e177740b7004b57596aa1333/thumbnail_14198000.jpg","articleUrl","/articles/6373223/Texas/Votes-at-a-glance-Key-actions-the-Judson-ISD-board-took-Jan-31","mediaUrl","https://secure.pipeline.soar.com/6373223-8b0c6a0321b674239ff733dfb5d0d71a/orig.mp4?Expires=1774929618&Signature=bjnqd8Ap7qAlJ0Nwi-pLGbdyZIanZ5nFBqDNN5Vaycyq2w6hqZo3iKO9s7CRCmkjRJ7mD4t7muIO8MugKeZi~p6waM9cWTCD0sPJ36wN5BPkkm6nlZAH13jTcXmAzjVvxaIknfulpN8htx3lPxWLMwLhOtZ0gzTj93EGOkkO0wERmqIXZ3MNwCOFjsFdr9EHsx01BCjVfW2b5XZc1CU5FZiqEeDcYFXHKXvzERbOqcgUFKCjhd0n2XqatJ5FnrBQFS792khqSc5xhG~NGrZi0gxk8Z4O6XX242pDh~l-lrsUzqZiatjdtRc45CzIb0-dBH7WHPJtIGV2W0tXlyrsUA__&Key-Pair-Id=KUT5TJCACFTXG","author","Judson ISD","date","2025-01-24T05:29:21Z","article","The board took a number of formal actions during the Jan. 31 meeting. Below are the motions and outcomes recorded on the public record.

Votes at a glance

- Consent agenda (multiple routine items): Approved as presented (vote recorded after discussion).

- Expenditures equal to or greater than $50,000 (procurements and safety purchases including gates, panic-button hardware and a vehicle funded from a safety grant): Motion carried (recorded vote: 6-1). Board discussion noted the use of safety-allotment/cycle funds and asked staff to check whether bond funds could be reclassified later to cover portions of the work.

- Selma Elementary School library book collection RFP ranking: Approved (recorded vote: 7-0). Staff said the new bilingual collection and other library materials would be procured for the new campus; a small set of title-funded bilingual books from Coronado will transfer.

- 2025 Civic and Athletic Hall of Honor inductees (gala invitations): Approved (recorded vote: 7-0). Trustees voted to approve the recommended inductees; administration will notify honorees and invite them to the gala.

- Order calling trustee election for May 3, 2025 (single-member districts 2, 3, 4 and 5): Approved (recorded vote: 7-0). The board signed the order to hold the election for the specified single-member districts.

- Initiate internal audit risk assessment (direction to begin risk assessment and prepare RFQ/RFP for ongoing internal-audit services): Approved (recorded vote: 6-0; one trustee marked absent for the vote). The board asked staff to pursue a districtwide risk assessment to guide future internal audits and to consider a multi-year internal-audit contract.

How to read these items

- Routine consent items cover personnel actions, budget amendments, standard contracts and procurement items; the board approves these as a block unless a trustee pulls a specific item for discussion.

- Procurement and safety purchases were discussed on the record; the board approved them subject to staff follow-up on specific funding sources where reclassification could be possible.

Ending

Minutes and formal agendas list detailed line items and contract numbers for each procurement; staff indicated supporting documentation and links are posted on the district agenda page for public review.","mediaType","Video","parentTitle","JISD Public Hearing and Regular Board Meeting 1/23/2025 6:00 pm","oneSentenceSummary","The Judson ISD board approved a slate of routine and operational items during the Jan. 31 meeting, including procurement and election call items. Below are summarized formal actions recorded in the meeting and their outcomes.","taxTitle","JUDSON ISD, School Districts, Texas","taxId",14234,"location","Texas","headline","","shortSummary",{"_33":77,"_35":36,"_37":38,"_39":78,"_41":79,"_43":80,"_45":80,"_47":81,"_49":82,"_51":83,"_53":84,"_55":56,"_57":58,"_59":85,"_61":62,"_63":64,"_65":86,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6373228,"Parents and students press Judson board on bullying, cyberbullying and alternative placements; administrators outline processes",0,7129000,"/Search/View?dp=1&key=2146169-36993922e177740b7004b57596aa1333&start=7129&end=7129","https://assets.pipeline.soar.com/2146169-36993922e177740b7004b57596aa1333/thumbnail_7129000.jpg","/articles/6373228/Texas/Parents-and-students-press-Judson-board-on-bullying-cyberbullying-and-alternative-placements-administrators-outline-processes","https://secure.pipeline.soar.com/6373228-589bd05d8500411a802c25a8b09a3e7f/orig.mp4?Expires=1774929618&Signature=BRqTgyhLrApv45S3TJWfTd9fh7Ay6f-3ahRSSw~INpS4EaCHG8GHG8g7J0a3IPT4yFnnFLlbDgMO1jRGM9MhFt-DAw~wV6YDAH-GgUVtznep9AHoa1Wz9lFXI7Hfm~Cw9UxIVWAdy979przdSLsb4cJKYx1OTUEhT7h3HPkdlAu78RCwdpPoKAHCXYOPgsnpX0RYPkuhQuv51YwJP1mpv9DpNeMLsypfj96A7pYE04HrdDjRuXwIweo4-vqns65iB5To3JcM2doOFfiSbB3vgEHEl9ZD1LS5ixvahcd~hyHi01i5n24mrXmfZakjeg7eFRBt9AUzz1BzaJzRds5kmw__&Key-Pair-Id=KUT5TJCACFTXG","During the public comment period multiple community members described bullying and cyberbullying incidents and asked the board to change district processes and improve transparency. Speakers included parents and a student who said prior reporting did not prevent a later assault, and a parent who said cyberbullying investigations required escalation.

Public concerns described

- Physical assaults and perceived under-response: Several speakers described incidents they said resulted in serious injury or threat and said campus responses had been inadequate. One parent read local news coverage and said \"bullying tends to be met with an underwhelming sense of urgency.\" Another parent said she and her son reported threats to administrators repeatedly and did not feel protected.

- Cyberbullying and agency escalation: Speakers praised members of Judson's technology team and the superintendent for helping escalate a cyberbullying investigation to the FBI when local investigation avenues were judged insufficient, and they urged consistent escalation for serious online threats.

- Anti-bullying committee access and David's Law: A parent asked whether campus anti-bullying committees comply with David's Law (the Texas anti-cyberbullying statute). Assistant superintendent Dr. Gosch told the board campuses have anti-bullying committees and that behavioral threat-assessment teams \"serve in those capacities as well\"; he described a process by which campus administrators and pupil services review cases to determine if the incident meets statutory bullying criteria.

- Disciplinary placement clarifications: Administrators clarified the difference between district alternative placements (DAEP/JCARE) and juvenile justice alternative education program (JJAEP). Dr. Gosch explained that mandatory expulsions carry JJAEP placement and may be paid by the state; discretionary placements are district decisions, sometimes billed to the district. He said the state\u0000\u0000\u0000\u0000\u0000\u0000vaping law increased DAEP/JCARE placements in some instances.

Board and staff responses

Administration invited specific cases to be handled offline and noted operational steps already taken: training on conflict resolution and reporting, campus-level character and social-emotional instruction, home visits and a district truancy effort in response to dropout and mobility concerns. Dr. Gosch confirmed anti-bullying committees and behavioral threat-assessment teams are part of district policy and are activated when appropriate.

Ending

Speakers called for clearer communication with parents and consistent investigative follow-through; administrators said processes exist and pledged additional attention and follow-up for specific cases raised during public comment.","Multiple public speakers urged the Judson ISD board to strengthen anti-bullying responses, transparency and enforcement. Speakers described alleged incidents of physical and cyberbullying; district staff explained campus anti-bullying committees, DAEP and JJAEP distinctions and local response practices.",{"_33":88,"_35":36,"_37":38,"_39":89,"_41":90,"_43":91,"_45":92,"_47":93,"_49":94,"_51":95,"_53":96,"_55":56,"_57":58,"_59":97,"_61":62,"_63":64,"_65":98,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6373232,"Dyslexia therapists ask Judson board for stipend and title recognition",416,6574000,6990000,"/Search/View?dp=1&key=2146169-36993922e177740b7004b57596aa1333&start=6574&end=6990","https://assets.pipeline.soar.com/2146169-36993922e177740b7004b57596aa1333/thumbnail_6574000.jpg","/articles/6373232/Texas/Dyslexia-therapists-ask-Judson-board-for-stipend-and-title-recognition","https://secure.pipeline.soar.com/6373232-dacecc4185e918d0acae345418062642/orig.mp4?Expires=1774929618&Signature=bgpeh0z5prp7HfAeywibU~dvmfHbkZkyPjc9JyWV~g0W54XfKS69TCH4Ve6eG~0QLhEjeTUCf4vuvYAwuRcP-p3B~QJdBZQb37ls4rIWZv0ZwbYMaDAiJedL2JcdYNdZZqcyBwVX2rmTRLfQ-~VxkVNpDB27F9sntm~3s5svq8uLHdfquR-AHQBuDDyAd2e1Eia6TP-~9QlfGEuB7JvmPjfvLI1jzPG11FpJCMK8CZ5zqgdPYFqUF1nERRsfuoUE3QStwArNokFHLnU1M1vy~~Fbt~LG3Ba5RNyXouX~Om4LadcVqqcE6xhow1xKyDYesR0rsU9sMxxr3rBj6KO-gQ__&Key-Pair-Id=KUT5TJCACFTXG","Several certified dyslexia therapists used public comment time to ask the board to create a dyslexia stipend and to adjust hiring titles to reflect their clinical credentials.

What speakers said

Kyra McCarron, who identified herself as a licensed dyslexia therapist and certified academic language therapist working across elementary, middle and high campuses, asked the board to implement \"retention incentives\" such as a stipend and a title change for therapists. McCarron said dyslexia therapists provide specially designed instruction in small-group settings and perform work similar to special education teachers and diagnosticians; she asked the board to consider pay parity and recognition.

Felicia Castaneda and Christina Kastner, also certified academic language therapists, described the training and clinical hours dyslexia therapists complete and contrasted their duties with speech-language pathologists and educational diagnosticians. They told the board the district's dyslexia program is widely used by families and argued the program and its staff need both retention incentives and a hiring schedule that recognizes the therapists' experience and specialized training.

What the speakers asked the board to do

- Establish a district stipend for dyslexia therapists to aid recruitment and retention.
- Modify hiring/title language to reflect therapists' credentials (examples cited included listing dyslexia therapist alongside teachers, counselors and librarians in hiring and compensation schedules).

Context and next steps

Speakers said the district's dyslexia program follows the science of reading and provides early identification and intervention. Board members acknowledged the request and said staff would consider the request as part of compensation and staffing discussions; no immediate action or vote on a stipend was taken during the meeting.

Ending

Therapists asked for recognition of their training and compensation parity. Trustees asked administration to review the request and report back; staff indicated pay and title changes would be evaluated within broader compensation and staffing reviews.","A group of certified dyslexia therapists addressed the board during public comment, asking the district to add a stipend and to recognize their role with a hiring title change that reflects clinical training. Speakers compared their training to other roles and asked pay and title parity.",{"_33":100,"_35":36,"_37":38,"_39":101,"_41":102,"_43":103,"_45":104,"_47":105,"_49":106,"_51":107,"_53":108,"_55":56,"_57":58,"_59":109,"_61":62,"_63":64,"_65":110,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6373237,"Independent staffing review finds Judson ISD 'sufficiently staffed' numerically but urges changes in scheduling and training",1661,8005000,9666000,"/Search/View?dp=1&key=2146169-36993922e177740b7004b57596aa1333&start=8005&end=9666","https://assets.pipeline.soar.com/2146169-36993922e177740b7004b57596aa1333/thumbnail_8005000.jpg","/articles/6373237/Texas/Independent-staffing-review-finds-Judson-ISD-sufficiently-staffed-numerically-but-urges-changes-in-scheduling-and-training","https://secure.pipeline.soar.com/6373237-60fd2f065137b8178212821207010a02/orig.mp4?Expires=1774929618&Signature=A9qYtgGpnPd3NYSBB780o4elSK3Bd-HFJ2nwXpTtecWzMvgIH2XF22fxVT-4tIoNePxDIzke1Rd-cg7B8xrRpN2mjjdqTsf7cMWtmPDC7C2x2eeIqUv1lYMbf-6dRLQYeldnEAQKNQ06TBMQveBqBGL3ErN4GlsRYXq8IP8evLKpRcakUdMw55C-1BlN5IXPfdPy0xqhKowb8l0J7qc9ocxxJj0cY8KykwZ76fMhP2HsAYKnLx0lKiaQEVgDq3e7Bgngjii8oMzMC2NJmhAMIjkwNSPqccA4Qrv2ZdnzIQDnj4d4CibVqariF~iqgNIraYdiPaQUvm0UoBtYzBAmyw__&Key-Pair-Id=KUT5TJCACFTXG","Stetson & Associates presented the results of an internal staffing study of Judson ISD's special education department during the board's regular meeting. Dr. Cynthia Short, the consultant who led the review, told trustees the study combined a comparable-district analysis, staff and principal focus groups, classroom learning walks and a staff survey.

Sufficiency and the numbers

Stetson reported the district is \"sufficiently staffed\" on a head-count basis compared with similar districts, and that Judson employs a higher share of special education teachers than statewide averages. Dr. Short noted the district's special education population runs higher than the state average — her report cited a higher percentage of students with disabilities overall and particular concentrations in learning disabilities and emotional-disability categories.

Efficiency, effectiveness and appropriateness

Dr. Short identified scheduling and instructional-practice issues that reduce the district's effective capacity: she recommended moving toward a noncategorical staffing model so district leaders allocate staff by student need instead of by fixed program labels, and she urged changes to master-scheduling methods so special education services are built into schedules before general sections are set.

Classroom observations found many co-teaching settings operating as \"one teach, one assist,\" not as fully collaborative co-teaching; Dr. Short recommended targeted professional development and protected collaborative planning time so two-certified-teacher models deliver consistent co-teaching instruction. Stetson also recommended calibration for special education evaluative decisions and tighter MTSS/RTI protocols so interventions are documented and exhausted prior to special education referral when appropriate.

Board discussion and follow-up

Board members pressed about caseload distribution and turnover. Dr. Short and district leaders acknowledged point-in-time data can change quickly, especially in a district with high mobility, and said vacancies or midyear influxes can create temporary staffing pressures. Trustees asked administration to pursue the report\u0000\u0000\u0000\u0000\u0000\u0000recommendations on scheduling and expanded training and return with implementation steps.

Ending

District leaders said they would incorporate Stetson\u0000\u0000\u0000\u0000\u0000\u0000recommendations into ongoing work on MTSS, master scheduling and professional development. Dr. Short concluded that while head-count sufficiency exists, the district could increase effectiveness by reallocating staff and investing in collaborative teaching and evaluation calibration.","Stetson & Associates presented an audit of Judson ISD special education staffing. The firm found the district has numerically sufficient special education staffing compared with peers but recommended a noncategorical staffing model, strengthened co-teaching practices, calibrated evaluations and expanded training to increase effectiveness.",{"_33":112,"_35":36,"_37":38,"_39":113,"_41":114,"_43":115,"_45":116,"_47":117,"_49":118,"_51":119,"_53":120,"_55":56,"_57":58,"_59":121,"_61":62,"_63":64,"_65":122,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6373241,"Judson ISD presents state academic report; board hears gaps in reading and special education",3667,391000,4058000,"/Search/View?dp=1&key=2146169-36993922e177740b7004b57596aa1333&start=391&end=4058","https://assets.pipeline.soar.com/2146169-36993922e177740b7004b57596aa1333/thumbnail_391000.jpg","/articles/6373241/Texas/Judson-ISD-presents-state-academic-report-board-hears-gaps-in-reading-and-special-education","https://secure.pipeline.soar.com/6373241-ac4468060c2f9fad49b11815b20b2ab1/orig.mp4?Expires=1774929618&Signature=XOt1XLgDg9fdCAbgNQaNAYWF5irPKh7mFzlOxzB5pWEV9PoNeHyIB8Q-LV-NeSedrihU9YsXrSRQ9EPYkC2MYRsGRx7-kFMV~ETrQDFae6G19A~ya0-D2i4clhEXKs3vMQf0Ajo11iNgsNRYgS28tDbfWYb1qIqvGvrgZ5SD9aqUSVUZmISPaFC4VAQXb70wRHMHd7ie0TQcaPBQ0Og0qzrpG4SMTDTPjheOYo2CSQesqm2qIL5fk4ob7EWOK81YSX1z~HbrPUcz2F8AyYYZACp5unAqtoxiJXEXyFmGwHvQYdbgjdSzkyxO3ROUrt8trRKGa70TsKUFtsETehtAqg__&Key-Pair-Id=KUT5TJCACFTXG","The Judson Independent School District Board of Trustees heard an overview of the Texas Academic Performance Report (TAPR) at a public hearing called at 6 p.m., with Superintendent Tom Fields and Dr. Duarte Toppin presenting district data and describing priorities to address student needs.

Dr. Toppin told the board the TAPR presentation \"summarize[s] tonight's meeting\" and covers enrollment, finance, campus performance and special programs, adding that the district posts the TAPR and campus-level TAPR material online for public review. She said the district is holding its 2022 accountability rating while the Texas Education Agency (TEA) has delayed issuing new accountability ratings and noted a pending court case the district expects to affect whether those ratings are released.

Why it matters: TAPR is a required public report that aggregates test results, demographic data and program information used by trustees, staff and the public to track district performance. Trustees pressed staff for explanations about achievement gaps, special education outcomes, and district-level efforts to retain teachers and strengthen instruction.

Key figures and findings presented

- Enrollment and demographics: Dr. Toppin reported an October snapshot enrollment (the dataset used for accountability) of 23,848 students, of whom 12.4% are classified as English learners and 68.5% are designated \"at risk.\" Dr. Toppin said a high percentage of economically disadvantaged and at-risk students \"require a little bit more in our services.\"

- Accountability status: The district continues to hold its prior accountability rating pending TEA release; Dr. Toppin said the district received a \"superior achievement waiver\" for one standing and that the district remains \"accredited,\" but the statewide accountability release has been delayed.

- Special education determination: Dr. Toppin reported the district's special education determination for 2023\t6 was \"Needs Assistance.\" She flagged the classification and said staff would discuss related interventions later in board briefings.

- Reading and math concerns: Trustees and staff singled out reading and math as priority areas. Dr. Toppin explained how the state\u0000\u0000\u0000\u0000\u0000\u0000STAR 2.0 performance levels are reported (\"do not meet, approaches, meets, masters\") and said the state has added writing components and expanded how results are scored, which affects comparisons year to year. She said the district will review grade-by-grade and subject-level data at a February workshop and in a midyear scorecard presentation.

- Subgroup gaps: Board members and presenters referenced gaps between district averages and specific subgroups. In their discussion trustees quoted third-grade comparisons shown on slides: the district-level third-grade reading figure and the third-grade special education subgroup were cited by trustees from the presentation materials as substantially different. Dr. Toppin urged attention to early identification and interventions, noting that earlier pre-K participation helped identification in prior years and that lower pre-K participation can delay special education identification.

- Teacher experience and turnover: The presentation included staffing demographics. Dr. Toppin described a multi-year effort to retain teachers and reported growth in experienced staff, but also noted the district continues to track turnover closely and has taken steps (including pay increases) to improve retention.

District actions and next steps

Dr. Toppin told the board that TAPR details and supporting documents would be posted and that the board would return to the data at the midyear scorecard workshop and in upcoming meetings dedicated to grade- and subject-level results. Trustees directed staff to bring more detailed grade-level reports and to continue work on interventions for early reading and targeted math support.

Ending

Trustees and staff agreed to carry TAPR follow-up into February workshop work, with Dr. Toppin and central office leaders set to present deeper grade-level and subgroup breakdowns. The district emphasized it will continue monitoring interventions, teacher staffing and the delayed TEA accountability release.","At a public hearing the Judson ISD board received the district\u0000\u0000\u0000\u0000\u0000\u0000Texas Academic Performance Report overview. Administration highlighted enrollment and demographic figures, delays in statewide accountability ratings, and persistent gaps for special education students in early grades; reading and math remain district priorities.","actionData","errors"]

Article not found

Votes at a glance: Key actions the Judson ISD board took Jan. 31

Parents and students press Judson board on bullying, cyberbullying and alternative placements; administrators outline processes

Dyslexia therapists ask Judson board for stipend and title recognition

Independent staffing review finds Judson ISD 'sufficiently staffed' numerically but urges changes in scheduling and training

Judson ISD presents state academic report; board hears gaps in reading and special education