001[snorts] >> We don't have any action to take uh under A or under B. So, we're going out to uh action A, 10 items. Number A uh I think to approve the minutes for the uh board meetings held on February the 9th, 2006. That was a special meeting. Want to take them all at one time or one by one? I have item A and B. All of them and we have three of them. We have Just A Just item A. >> Well, A to take the the the meetings and then we'll take the uh the meetings on the uh February the 9th, February the uh 9th and then uh February the 16th. I mean, they're all together, so >> And then the 27th of March. There's one also on the uh February the 27th, March
0025th, 2006. Here, if I may, sir, I uh submit that we do a uh a blanket motion on A uh the minutes. I didn't see any uh any anything that needed to be corrected. On which one? On A, all five minutes. Uh the ones for February 9th, February 16th, February 27th, March 5th. Uh minute presented uh uh we adopted uh B. Uh minute presented uh uh we adopted uh B. It's our Feb- February 9th, first two of them, 2026, February 16th, 2026, February 27th, 2026, and March 5th, 2026. Okay, there's a motion by Mr. Medina to approve the uh minutes of the uh meetings that he has uh uh I'll second. I second it. Seconded by Mr. Espinoza. Questions, concerns? For the record, I want to note that on February 27th, I was absent for
003that meeting, so Are you going to abstain from voting on that one? Okay. Uh all in favor? 1 2 3 4 5. We're abstaining on on the one. Okay, the the the motion carried, but on on on which one? That you abstained? Yeah. Motion carries. Number nine, uh support. We have to take action on item eight. >> Consideration to approve the minutes Oh, we also uh The bills uh so then who's going to It's under consent, Mr. Espinoza's report. Consider to approve the treasurer's report. Uh yes, sir. Uh for our uh district enrollment as of March 6, 2026, um we were at 14 uh 1467. In comparison to last year this time, or at least as of December 19th, we were uh 1584. In terms of attendance this year as of March 6, 2026, our
004attendance is at 92%. Uh in comparison to this time last year, we were at 91%. Do you Do you see our enrollment going up, ma'am, because we submitted an estimate of TEA, and that means that uh if it's lower than what we submitted, the actual one that was going to be our settle up. Uh right, so our projection is at 1425, and Robert, if I'm not mistaken, the last summary of finance, our projection uh as of the estimate is at 1383, the one we looked at last week. 13 1315? Thank you for the clarification. 1315 was a prediction? No, the 1425 is what we projected. Uh what what summary of finance is showing as of last week is 1315. Yes, we we have been reporting all year that we have declining enrollment. Yes. [snorts] The
0051415 was what was reported. Projected. Yes, sir. Yes. Calculated at 1367. Minus Coming in at 1315. >> Dropping it's now down to 1315. Mhm. That's all I have for >> Business Business office reports. Who will be presenting, Mr. Velasquez or Ms. Estrada? Ms. Estrada. Good evening. What are the evening business for attendance? Um 40.20 So, we kept comparison revenue to On page 56 of your packet. 56? Yes. It's going to be the recap comparison revenues >> [laughter] >> So, we're going to look into >> [clears throat] >> They have it, median. Yeah. Yes. Page is what again? 56. >> 56, okay. That would be the first one. Uh board report uh recap comparison of uh revenue to budget. You can see the same one that I provided the last time. And this is going to
006be it's the same, it's different format. The first one is going to be by fund. As you can see there on the left side, same data, it includes the same data as the next one. And all of these reports includes the general fund with the food service and special revenue funds and the debt service. And this is all funds. The left one on the left side, you have the funds listed there. In the next column, we have the estimated revenue and current realized revenue that's as of February. And realized revenue to date, that column is including the current revenue. It's included all of them there. And then the next one is revenue balance. And the revenue You see there the total revenues at the bottom is at 5,543,136 and 69 cents. That's actual as of
007February. And due to date is 20,240,813 and 22 cents. And plus the You can see there the seven That's the 60 That's the transfers in. As you can see there the 80,616 and 50 cents. That's the payment for the time warrant that funds payments that were done this February the 15th. So, that realized revenue brings us to the total revenues for realized for current is 5.6. Realized year to date, you can see there is 20.3. And They were done in February. And you can see the expenditures there on the bottom and uh and the recap comparison, expenditures and encumbrances to budget. Those are the expenditures. We have encumbrances on that column. We see includes those uh expenditures that already have uh purchase orders. And we have the next column is expenditures year to date, as
008well as the current expenditures are already included in that column on the year to date. So, as you can see there, our total expenditure encumbrances, we have as 1,031,0775. 79. And year to date expenditures, you can see there is 8.0. Current expenditures, which is those uh are included already in the year to date, it's 6.2. >> [clears throat] >> As you can see the bond payments for this uh February the 15th were 2.5. And uh that As you can see also there the transfers out, which is the time warrant, the 80,600. And also the transfers out includes the same amount for the health insurance. That's 133,000. Plus the time warrant, the 80,616, which totals to the thousand >> [clears throat] >> 700 14. And um the next report is the same as these, the data
009is the same. But it's in a different format. It includes the same account, the general fund service, special revenues, which are the grants, and the debt service. As you can see these statement is un audited revenues and expenditures. Budget versus actuals as of the month of February. These expenditures are by function. We have on the top the revenues. For the local revenues collected for the month of February we have 13,109,819.57. That's the state revenue for local, which are the taxes. And um the 58 which those are the state revenues, which we have received year-to-date actuals 5,580,208 and two cents. Next we have the federal, the 59. Year-to-date actuals 1,550,785.63. Total revenue collected year-to-date you can see there is 23,240,813.22. And on the bottom middle section we have the expenditures, which are by function. As you
010can see there the total expenditures 18.2 which is the same as the prior the the first report. It's the those are the same same data. And it also includes the transfers in and [clears throat] the transfers out, which zero out. Our revenues are listed here as credits and our expenditures are debits, so those two accounts uh zero out. And as you can see the same uh dollar amount for the operating transfers 633 as the previous month, which those numbers belong to the health insurance. They didn't change. And the difference between the revenues and expenditures as you can see there at the bottom is 1 million, which is a credit, which is a good number on all of these accounts. All of the all of the funds is 1 million 604,795.87. And uh on the next
011report we're going to see now the break now the breakdown of all of these funds. We're going to do first the general fund and the general fund you're going to be seeing the transactions only for the general fund. Budget versus actuals as of February. The general fund has collected as you can see there for the local revenue has collected 9,900 9,580,352, which is the on the right side you can see there is the 62% of the total revenue collected for the month year-to-date. And and you can see the state there at the bottom, the revenue collected is 5,162,643.93, which is 33% of the total revenue collected year-to-date actuals. And on the bottom we have the federal total revenue for the general fund collected is the 15,543,673.54. You can see there on the bottom in the
012middle we have the expenditures, the total expenditures for the general fund, which includes also the food service. Year-to-date actuals 13,831, 633.02. The difference between the revenues and expenditures is for the general fund it's a credit 897,000 103.40. So as you can see there the fund has spent 13.3, which is approximately >> [clears throat] >> 61% of the overall budget expenditures as of the month of February. That percent? 61% of the budget. As those month So this number of the negative 897 is showing as a positive, right? Positive. Um does that already include the encumbrances or does that not subtract the encumbrances? No, that's that's that's year-to-date actuals for the expendi- The encumbrances are listed on the other So the encumbrances is 998,000, so those are still bills and things that still need to be paid.
013>> pending. So for this the actual would have been I mean it's it's like a negative 100,000 practically, right? Negative is a it's a good number since the revenues are negative. But the encumbrances exceed that number. So we actually have a def- deficit of 100 and something thousand in our And that's the same realized for the rest of the reports you're showing, so for the all funds even though we show a 1.6 billion um positive you know, we still have the encumbrances of 1 million 31 or 1 million 31,000, you know, so it's But we received our revenue They offset. Yeah, we still have bills to pay, so that number is a lot less than what we have. I mean yeah, numbers in there. Yes, and those encumbrances are as of February. We still have
014March and we have more encumbrances in March. It's more than 990 998. At any point in our yearly projections have there been a point where the district expects to not have enough money to cover our bills? By now our cash flow is looking into May. Is it possible our cash flow is to May? I know as part of the these little that was submitted to TEA that was requested there was a a yearly projection that was submitted and my memory if it's I mean I you know, what we saw that there was a projection sometime in April where we were projected to have a negative fund or you know, not have enough money to cover the bills. As of And we projected the 1425. Is that I'm not too sure what the number is, but
015I know there was a negative amount of you know, it started showing red of about 2 million dollars and and um I took it as we're not going to be having enough money to cover all of our bills that were that are projected. That was for last year that wrong. That was for last year, not for this year. We're looking into May for the cash flow running out of money. Which is why we reported to you all last month that we have to that we were beginning the conversation with the bank about the second the second note. We're not worried about the first one. Monday? We're done with >> Yes, we've the first loan has been paid off. The next page I included the graphs. Those graphs are so you can see it better. So
016as you can see in the general fund the general fund these are revenues collected year-to-date. As you can see there the 57 charter schools as of received more 62% which are as you all know it includes the taxes, local taxes, transportation fees, interest, payment of fees, and athletic fees, total fees and donations. And on the 58 the state includes both the FSPs, the foundations, and the 59 state federal we have in the general fund food service, which is the breakfast and the lunch program and the indirect costs, which is included in in that percentage. The next one we have the general fund year-to-date. It's the same data, but now it's in in a graph. That way you can see better, which as you can see there the instruction has the function 11 has the biggest
017state expenditures. Come on, and the next one you can see there is the the plant plant maintenance and operation, which is the 61. The main reason is because it includes the payroll, the 61 percent the switches the payroll. That's why you can see a big number. And also this 51 includes the vehicle and property insurance. Which uh I would imagine payments that we have done is 500 and 2,764. And also this includes the other utilities, utilities, electricity, water bills. So mostly this is why the 51 is a little bit bigger and then the next one is 71 the 71. Which is the debt service that payment that we made to the bank. Which is the 1.4. We paid it all that's next one in line. The 99 you all know it's the shared services agreement.
018Which is the state account. 1.23 and the 99 is the appraisal other intergovernmental charges. Uh it's appraisal and collections. And the one that has the function 00 is other operating transfers which is the same as the health insurance and the time warrant. That's why it's 714. This is this data is the same as the report that I gave you in a graph. As you can see by year to versus to actuals, this report is the same one as the other ones. And the next one that I have is the which you actuals but I have the special revenues. I did one for the special revenues only for the grants. So you can see there also our expenditures. Special revenue funds consist of the state and federal. And these are listed all the funds. As you
019can see on the first report is the 211 down to the 140 140. And the state includes the fund 140. As you can see there which is instructional materials. Year-to-date actuals for that one is 207,000 630. And 9 cents. And for the next one is the federal programs which consist of the other ones the 200s. The 200s listed on the report. And for that one we have collected year-to-date actuals revenues 850,108. And then we have expenditures for the grants which is the total revenues is 1.1. And the expenditures for those grants as you can see 1.0. The difference is 27,886 for the special revenues collected. And these drawdowns we do them between the 10th and the 15th of the month. After all the transactions have been done for the previous month we do the the
020drawdowns and it takes about the two to three days to get the reimbursement to refund the general fund. So with these special revenues you say the grant money and and state state dollars that are coming to the district. Um I guess we have budgeted in excess of 856,000. This one is the the 140. Um The 140. Yes. I mean you know the the revenues are 1.9 million. Um our expenditures is uh I guess 1.989. But our variance you know year-to-date actuals so we still have 856,000 throughout the year of these funds. On the on the 140 we we received the money first and then we expended. And on the other ones the 200 we spent it first the general fund covers that and then we get a reimbursement so to refund the Okay. >> reimbursement
021and all of them. And where do you guys our CTE dollars fall in? Because as part of the audit you know we were told that we held 500 thousand dollars that we didn't use last year. Um you know where does that money lie within the budget? CTE falls on the the 100 funds in the general fund. Oh. Are we going to utilize all that money? It's the local money. State money. Will that money be utilized at all this year or will it be We have a lot of encumbrances that are already accounted in the special revenue. You can see it there in the general fund. It's the 100 system number Miss Uh if you go Vince to page 56 if you go down towards the bottom of the page all funds >> Mhm. you'll see
022do you see 122/6 career and tech and go all the way across we've expended 46% of our threshold. Our threshold is 55%. And we're yes and we have encumbrances uh to report. >> So we have 9% left. >> So that percent should change uh by the end of when they bring you the reconciled March expense. Okay. That's encumbrances of 86,000. Questions for Myrna? I have a question. I got that. Oh we're not done. I still need the debt service. >> [clears throat] >> I have the debt service also created another one for the debt service. Which is This debt service includes the 598 and the 599. The time warrant and the debt service and the activity expenditures. All of these activity expenditures are listed in the Lone Star account. As you can see there on
023the 58 that it doesn't have a budget but it's the ADA EDA the 16 that allowed me that we received. It was not accounted for the in the budget but the money is there. As I told you before the bonds we made a payment of 2.5 for the month of February. And um the revenue there is 3.6 expenditures 3.0 with a difference of 179,000 and 28 cents. And the next one we have the graph. This I created I created this and this the month tax collection is for the month of February. As you can see there I created prior year and current year for the month of February only. On the left side you can see current month tax tax collections. And below we have fiscal year to date collections. And on the bottom we
024have the total budget tax revenue which includes the current delinquent and the P&I. And at the bottom we have the percentage of budget collected. As you can see there there's a line in the middle we have prior year and we have current year. On the very far right you can see the current tax collections for the month of February. The total there you can see is 4 million 688,111 and 99. Representing as you can see there 32% of the levy collected in the month of February. Which is approximately as you can see there on the bottom 86.41% of the total levy has been collected through the uh end of the month of February. Compared to the prior month uh February of 2025. We have there 87.97%. And about as you can see there on the
025bottom very far right about 90.8% of the total budget tax revenue has been realized year-to-date. Compared to prior year we had 86 92% 96 the previous year. It's 96. 96. Uh for this month. Hopefully it helps you. And I can bring it over for them. Just a question on this last year we collected 104.44% of for the debt service. This year are we expected to collect only 100% or are we going to exceed? The debt service last year from the budget it was 104. And right now for the debt service is 95 from the budget that's that we have in the system. Are we projected to collect more than what we actually need to pay? We hope so. For the month of March collections, we only received $73. So, we're almost sitting at We only
026have received $60. We're hoping to receive more. And that excess fund for those excess dollars if we do receive like this 4% last year, what did the district use that or how was that money used? Was it put back into the pay up the debt service or the the debt we had? I mean, part of our audit that was presented last year was that we actually increased our deficit that we owed to the debt service and we still utilize that money in our budget. Is that [clears throat] the same case now? Whenever we receive our tax collections, we get a breakdown. Whatever percentage belongs to the general fund, we leave it there. Whatever belongs to the debt service, we transfer it to the debt service. So, that money stays in the debt service for specially
027for bond payments. Yeah. Any other questions? Any questions [clears throat] from the board? Thank you, ma'am. Thank you. >> [clears throat] [cough] >> Going Item number 10, uh the TIA uh update, the teacher initiative. Uh Hold on. Give us a minute, Matthew. So, before we move on, we have uh Dr. Reina and Mr. Hines that are going to provide an update in the community. Good evening, Board of Trustees. Good evening. Mr. Espinosa, members of the board, and uh Ms. Benavides. Uh thank you for the opportunity to address you this evening and to the community of Crystal City ISD. Uh we want to just basically give you an overview of our role here in um uh in Crystal City. Uh we are the Texas Education Agency appointed conservators for the school district and I want to
028begin by acknowledging your service to the community. Serving on a school board is both an honor and a significant responsibility. And I approach this work with a deep respect for that commitment that you give as the volunteers to serve on this board. My role here, Mr. Hines' role here, is not to replace the board or the superintendent, but to support, guide, and when necessary, ensure that the district operates in full compliance with Texas law and in the best interest of all students. Very briefly, I want to tell you the purpose of this conservatorship. The appointment of a conservator at is by Texas Education Agency and they have in fact appointed two conservators. It reflects serious and sustained concerns regarding both the academic performance of the district and the operational systems within the district. Specifically, the
029district is facing two very serious and major concerns. One is the academic accountability concern that we have uh specifically and Mr. Hines will address the academic concerns. Uh specifically, the repeated um F accountability ratings at Benavides Elementary School. The second one are the financial and governance concerns. Addition In addition to the academic challenges, the recent audit indicates a need for strong internal controls and a balanced sustainable budget. The third reason is board governance. And I want you to understand that we we train all of our our formulate all of our plans around the effective schools framework. And board governance is that area that we are focusing in when we talk about this. And the priority here is to strengthen fiduciary and oversight responsibilities of the board. So, when the budget is presented to you or
030the expectation for expending monies to buy whatever or to assign whatever or to hire whomever, that you all as board members are fully aware of the implications for that those decisions because you are the decision makers of the district. And so, therefore, you have to literally know what is it that you're approving so that when they are expended, that the that the staff is doing what they're supposed to be doing to keep this district uh fiscally responsible. The fourth area is continuous improvement systems. And that is again establishing monetary monetary uh I mean, monitoring systems for both the academics and for the operations. And we hope here to implement data-driven decision-making, regular progress monitoring, whether it's academic progress monitoring or financial uh progress monitoring, and also have clear accountability structures. So, that everyone knows, including
031our community, knows what's being spent, why is it that we're doing this, how is it that we're doing this, and can we please get everyone together on the same page in the best interest of students. And we have what we're going to call a 30-day plan, a 60-day plan, and a 90-day plan. And initially, uh we're going to conduct a review of the elementary school that we're going to look at instructional practices, leadership capacity, and student performance data, and Mr. Hines will go more into detail with that. Then we really are talking about how is it that we are going to initiate or reinitiate board governance training. As I interviewed you all and I really enjoyed our conversations last week, that we really need to kind of revisit some of those expectations as board members
032about how is it that we govern and what are the kinds of questions that we need to ask or that you need to ask as those elected members of the community to represent them in the school system. Days 31 to 60 or thereabouts, we hope to uh provide some control and compliance, implementing targeted campus improvement plans, rebuilding the district's budget aligned to actual revenues, implementing internal financial controls and monitoring systems, and begin formal reporting aligned to TEA requirements. Then we want to talk about systematization. Days 61 through days 90, how is it that we establish the sustainable instructional systems at the campus level? [clears throat] How is it that we develop a multi-year financial plan? How is it that we implement performance-based budgeting? Also, institutionalize board oversight and monitoring practices. You all are the ones
033that have the authority to ask the questions and to receive the answers. And we want the staff to be well prepared to be able to help you all make those critical and crucial decisions that you have to make. So, the expectations of the board, what is it that we want from you? Is to continue to maintain your focus on student outcomes. Every single one of you when I spoke with you last week had at the center of your conversations how important it was to do what is right by children, what is right to do for this community, and your primary focus was on the students. And that was very very inspirational for me to hear because as a group of individuals, you have your hearts and your minds in the right place. Exercising strong fiduciary
034responsibility means making some hard decisions, making some hard decisions about what we're going to spend money on, what you all are going to approve to spend money on, and what cannot [clears throat] be. Because again, if the goal is to be fiscally responsible and sound as a school system so that you can continue as a school system, we have to prioritize those financial decisions to support and establish those compliance regulations. Again, to operate within the governance best practices. You all are a governing board. You set the policy for the way the district operates. It is not my It's not management. It's not to go tell someone what to do and how to do it. It literally is governance. You have You have one employee and that employee is the superintendent. And that superintendent then goes
035and deals with the with the staff. Monitoring outcomes. What is it that we said we were going to do? How are we doing it? What do we need to change? Etc. That's again in the purview of the board. And then again, avoid operational interferences. We need you to support the corrective action efforts that we will recommend cuz when we make recommendations, we're aligning them to the TEA requirements. We're also demonstrating to you the commitment to systemic improvement, but we're also not taking away your responsibility to make those decisions. But we want you to have all the information and all the rationale necessary to make a sound sound uh decision. And again, a commitment to moving forward. We have urgent academic needs here at the school at the school district. We also have critical financial and
036governance systems that need to be shored up. So, again, we are about making sure that students succeed, making sure that our systems function effectively, and making sure that the leadership running this school district is accountable. Because in essence, again, we want what is best for the children of this school district and this is the governing body to have them. So, I hope that you will entrust me, entrust Mr. Hines to help you along the way. We're not here to replace you. We're not here to do any of that. Just to give you some little bit of comfort, I've been doing this for a very long time. I have had 37 years of public school experience having retired from Dallas Independent School District as the second in command for 160,000 student population school district. So, as
037far as the governance structures, as far as the fiduciary responsibilities, organizational systems, I think that I can help you in those areas. I also have continued my experiences by teaching at UT Austin in in in the superintendent preparation program there as an adjunct professor. So, I think that we have the resources together. We have the will to do it and just listening to you all I there's a will to do what we need to do and I hope that you will entrust us to help you all do that. I do want to give you give the podium to Mr. Hines who himself is the academic guru here. We have [clears throat] those expectations of the board and we have them both like I said instructional as well as fiscal and governance. So, I'm going to
038have Mr. Hines also introduce himself. I think she said most of it but uh >> [clears throat] >> Hello, good evening board members, superintendent, district staff, parents, community members. My name is John Hines and I'm honored to serve as the academic conservator for Crystal City ISD. I want to start by acknowledging that my presence here represents both serious challenges and a strong belief in the district's potential. The goal of this work is not compliance for compliance's sake. It's about ensuring that every student in this district receives the quality education they deserve. By way of background, I've spent 30 years in public education serving as a teacher, assistant principal, principal with a strong focus on instructional improvement, campus support, and student outcomes. That experience shapes how I approach this role with the urgency, clarity, and collaboration.
039As the academic conservator, my responsibility is to support, guide, and when necessary direct academic actions to improve student performance. This includes ensuring that academic plans are implemented with fidelity, that campuses receive the support they need, and that decisions remain centered on students. This role works with the board and the superintendent, not against and always in service of student success. There are two overarching goals of the conservatorship. That Benito Juarez campus earns an A, B, or C by the end of next year. And that the district moves up one letter grade from where it is right now. I want to be very clear. This work cannot be done in isolation. Sustainable improvement happens when the board and the superintendent and the staff and the community are aligned around a shared purpose. I deeply respect the commitment
040many of you've shown to the district and under certain difficult circumstances. My expectation and my promise is to approach this work with professional respect, transparency, and consistency. There will be moments of challenge but also moments of progress worth celebrating. Everything we do moving forward will be anchored in a few core questions. Do we know the performance level of every student every day on every scale? Do we know the quality of instruction for every teacher for every lesson every day? Are our decisions improving teaching and learning? And are we building systems that will outlast this intervention? When we stay focused on these questions, even the hard conversations become productive and even difficult changes become meaningful. In closing, I want the community to know this. This work is about strengthening the district by building human capacity and
041building sustainable systems. The ultimate goal is to build capacity, restore confidence, and ensure the district can sustain success long after the conservatorship is successfully completed. I look forward to working alongside you, listening carefully, and keeping students at the center of every decision we make together. Thank you, Mr. Hines. Do either of you have any questions of us now that we're here for the community to hear? No, I I like this. Go ahead. I just want to welcome you out of Crystal City first. You know, as a new board member, I welcome this, you know, to help us as a district as one. Uh when I came onto the board, you know, it was uh it's a eye-opening experience of what's what was going on in the district behind behind closed doors or behind the curtain
042as you could say. Um so, you know, I don't see this as a as a bad thing. I see it as a good experience for us that the district can learn and so that our staff can can better themselves as well. You know, hopefully take some learning from a very experienced principal, a very experienced um individuals like yourselves and and um us also us as a board um with all the experience and knowledge you all have. Um welcome these next 30, 90 days. I don't know exactly how long it's going to be but uh thank you for for coming and and trying to help us out and Thank you. And if we don't know the answers, we'll find them for you. Well, the conservatorship is for 2 years. Okay. Well, just to piggyback off of
043uh board member Martinez, I also welcome you. We had a very great conversation uh Dr. Reyna. So, I'm I'm at first I was very skeptical but >> [clears throat] >> uh having after after that conversation, I felt very comfortable. So, I mean, thank you for being here and uh and I want to learn as much as I can and then have that good experience and then it also to improve our decision-making and then turn this district around. So, thank you very much for being here. >> Thank you. Thank you. Ours is like I said, ours is to be of service to you. Thank you. Thank you. Thank you. Okay, we go now to item 10. Uh You have it on the uh teacher incentive allotment. Good evening, board. Uh I did I know it wasn't
044in your board packet but it is what I I handed out. Um we're going to start off with the teacher incentive allotment. Um we're just I just want to give you guys a brief update on what uh where we're at and the process that we've gone through. Um so, in front of you is the actual application that I'm going to submit once uh we go through it tonight. I'm going to I'm going to submit it tomorrow morning. I've already gone over it with Region 20. We uh region uh I always forget which region it is. The one Lubbock. Up there um we've kind of gone through it over to make sure that we're all on the same page and we all meet uh and we've all met, you know, the criteria and everything that we've
045gone. So, on that first page you can see um the TIA lead so you can see uh I am the district's TIA lead with Juan being our um our my backup um along with being in charge of any IT needs that we may need um as well. Um we're just going to go through that this part kind of quickly. This is just kind of the information part that you guys already know about our district. Um you know, this is about our region center. Um we did get some help through our region center uh ESC 20 out of San Antonio. Um and they've helped us with our system development, our application, our application review, and our logistical support. Um the big part that I really want to show you all is going to be the waiting
046tab. It's going to be the one that's sideways. It looks like this. One more page up. That one right there. So, this is the waiting tab. So, this is where we saw a major change. So, as you guys are aware, um our TIA plan did not get approved for the second year, um which is why we we as a district we met and we decided as a committee to change that plan. So, how did we change that plan? We made our plan a star only plan because we were able to see that a lot of the skew came out of um the Istation data. It just wasn't matching what we were seeing um along the way. So, we were we made the decision as a committee to remove the Istation and go with star only.
047So, you can see we we once had four categories. We had a category for Istation reading, Istation math, um star reading, and then the non-linear subjects. We did we did um move uh we did remove Istation reading and Istation math and now we have a category one which is our reading and math which is going to cover fourth grade reading, language arts all the way through English two, and fourth grade math um to algebra one. Then we have category two which is third grade math and third grade reading. As we all know, they don't have them that's the first year that they take a star. So, we in TIA we measure the previous year um but since these this category there is no previous year, we use a beginning of the year benchmark which is
048ultimately the released uh star test from the year before. Um and those are for like the when I mean by non-linear, I mean elementary science. Elementary science covers third, fourth, and fifth uh third, fourth, and fifth grade along the lines um but they're only tested in fifth grade, correct? So, they don't have a previous year test. Along the same ways, we have the middle school science which is sixth, seventh, and eighth grade. Um again, they're tested in eighth grade only. So, the last time they would have tested a science grade uh was in fifth grade. So, that's why we don't see um we only see it in eighth grade again. And then of course, we also have it for eighth grade uh social studies as well cuz that's the first time they test social studies,
04911th grade social studies, and biology. So, those are the subjects that are going to be in category two. And all of those are going to be given a benchmark at the beginning. Usually, we do it within the first 9 weeks of school um and they they take the test. They score it and then at the end of the year we compare it to their end of year uh their end of year scores at the whatever they however they scored on star. So, the that was the major change. We we did get rid of two categories and we met as a committee. It was voted upon. I was a non-voting member. Um so, we let it amongst the committee. And the committee if you um you'll see the committee in just a minute. It is comprised
050of teachers from DTR, LDZ, VJ, um all the campuses. And you can see how um it you know it was everything was pretty much unanimous almost all the time. It was unanimous most of the time because the committee really came to the point where they were really like they wanted to make sure that at least somebody got it. Even if I didn't get it, I wanted to make sure somebody in my community got it which kind of tells us what what we do with the teachers that we have here in Crystal City. One of the other changes that we saw is we previously had our T tests weight 30% and growth 70%. After meeting with the region center, they recommended that we lower that because that was giving a skew as well. So we lowered
051it to 50/50 meaning that a teacher has to have met at minimum a 3.7 on T tests and a 55% growth to to be considered recognized. A teacher might have must have have a minimum of 3.9 with a growth of 60 to be considered exemplary and a 4.5 with a minimum score score of 70 to be considered a master teacher. So those are the categories that has been made up front. We have presented this this was this was what the committee decided. We haven't presented it to the district because I wanted to we wanted to present it to you first. We wanted to make sure that you guys were the first to hear it and then once now that we've hear what we know we'll be able to present it out to the campuses. And
052for category one it is going to be we're still in the waiting the waiting period. It is going to be the TEA star transition table. It's the growth model that we we seen before the one that has the tables and it shows you know student was high did not meet last year this year they got meets it showed growth. We're going to use the we're going to use those for category one and then for category two like I said we're going to be creating district district determined growth levels. And then the rest is the rest of this application is really just kind of going through you can see we did it remove any teaching assign we did remove teaching assignments I'm sorry. So for example we had to remove the kindergarten first and second grade
053teachers. So we did remove them. We didn't however remove any of the campuses. So all of the campuses will still be eligible. So by next year our goal is to hopefully implement a new system. We have already discussed it. We were looking to see if we can move into the map the map growth which you probably heard. So that way we can start implementing the lower grade levels as well. We want to bring them back in but right now we really just want to I mean it's been two years and we we've had teachers qualify and we you know based off of skew we just haven't made it. We feel like this plan is going to limit the skew so that way we can at least get some teachers starting to see hey it is
054possible to to get teachers qualified. Uh So again we didn't remove any of the campuses because if we did we would have had to have brought it back and gone through that whole process again. So we left them in the plan. Right now there's just no categories for those teachers to qualify. Um And then if you turn to the to this page you can actually see the committee. So this is the committee and it has the dates that we met. You know it's not like we met just once we've we've actually met three times. The first time was when we discussed the plan the very first time when when I when I talked when I spoke to you all about the first time of TIA that's when we met. And then we've met mostly here
055in the spring to kind of discuss and change that the plan and make it improve it so that way we can make sure we get some teachers qualified in October. >> [snorts] >> And like I said this was really just a quick little update that I wanted to bring bring up to you guys just so that way you can see that we did make changes. We are trying to make make teachers qualify for the TIA. You know hopefully over the next couple years we'll be able to bring back those elementary grade levels along as well as open up those CTE courses art you know those other courses that you know elective courses that aren't included in our plan as of yet but we you know our plan is to hopefully grow this plan so that
056way we can get as many teachers as as we can. Is there any questions? >> Yes, may I ask one? Mhm. So did you guys venture some region 20 for the training or I've attended going to SLIs Mhm. And I I know I I went to a couple of workshops dealing with TIA and one was presented by a teacher from that from that district and the district is pretty very very successful in getting their teachers rewarded. And I think that's what we're willing to to talk to any any any district representative so they can show what they've done to get to that level because so far we haven't been approved. Yes, I did I've actually been I've also been attending some TIA trainings specifically and we we've met with some of those districts that have
057qualified teachers. I've also been reaching out to you know our neighboring districts. We had Cotulla did qualify some teachers we reached out that way. I've reached out to Crystal City I'm sorry Crystal Springs you know and we've talked you know kind of what their process is. I have reached out when it comes to the region center I didn't just rely on region 20. I can never like I said I can't remember what region it is but it's that Lubbock region which is like the guru region eight it's the guru for TIA and that's the one that they really kind of guided us and they helped us with our skew plan and they kind of helped us identify the skew because the data is the data the students are qualifying and we're getting what we're getting.
058The issue is when it came to T tests and the data they weren't talking. They you know our our T tests were saying our rating our teachers exemplary but our students performance was at recognized. And so they weren't talking. So you know that's really where we're going to focus on. The region center is really adamant that they really want to make sure that we're calibrating and we're doing all the activities that we are doing already but making sure that we're we're calibrating across the district regardless of you know if it's uh Miss Houston or Miss Lopez or Mr. Alvarado going into a classroom they're seeing the same thing and they're rating it the same way. It's not like one is going to rate it a five and one's going to rate it a one. You
059know they're they're going to rate honestly going around and making sure that that's that's really where the issues were lying when it came to ours. It wasn't so much the data because if you look at our plan we have teachers who qualify but the skew was just too much for the for the TIA to approve. On the I guess in the second tier you know it talks about who sets the expectations the expected growth targets. Mhm. And we have district created has has the TIA already reviewed what we're going to do? >> Yes, so the district created what it means is so the way that it works is the students take the boy and then they're put into quintiles and then at the end of the year they take their they take their end of
060the year and they're put into quintiles. So based off of the growth I'm going to say Matthew is in quintile one and he scored a 10. And the average of the group was a 10. And then in the spring he scored a 15 and the average was a 15. So they grew five. So as long as every individual in there grows a certain amount. So that's why we can't set them yet because they're not set until after the scores come in. And so once the scores come in we look and we see the quantile scores and you know this quantile group everyone in this quantile is expected to grow three three points I'm just going to make up a number and we're going to look at Matthew and Matthew grew three points check mark he
061gets he's credited for getting the teachers credited. So that's kind of how it works. It's not like an actual set number like you can set a number and say like okay every student has to grow 25 points. But the way that the district had been doing it before is they we we use the the beginning of the year and the end of the year and that's kind of why we have a pretest and a posttest. Was was there any discussion [clears throat] to utilizing some of the other growth measures measures whether it's portfolios or any other value added measures? We did yeah we did bring that up but right now the recommendation from both region centers was really just to stick to those third party vendors. Those third party vendors really allow us to make
062sure that there is limited skew because once we start opening up to portfolios and the SLOs and the value added measures the skew kind of opens up a little bit and right now we're it's been three years already and we haven't passed anything. So right now like I said our goal is just to get as the the most teachers we can right now with our plan because if not we're going to you know we don't want to end up in the same boat next year and you know still have a skew and but we yes we did we did look into it and we are open to adding but for right now we said let's just kind of keep it simple because they started you know the more bells and whistles you add the more
063skew you have and so you know that's kind of where we're at right now. We just wanted to make sure let let's get one teacher to qualify and then we you know from there we can start making our adjusting our plan. Any other questions? >> I I appreciate you bringing this. I I think it's a win-win for the kids the teachers the district. I mean scores go up teacher incentives go up. Everything's right about it. >> Yes, I I 100% agree and you know I and I appreciate I'm very appreciative of Mr. Alvarado he kind of helped me along the way. He you know he kind of guided me on which you know where where we need to go and what we needed to add and where we were at and what our scores were.
064So I'm very appreciative for him you know it's kind of been a collaborative effort especially once we meet in the committees. The committees are very open to getting a teacher. And it's even if it's not themselves it's getting a teacher to qualify because they know that the teachers in Crystal City ISD definitely deserve it. And like I know everyone in this room thinks our teachers deserve it. Know our teachers deserve it and you know this is just hopefully we're all crossing our fingers in October when we get there we you know we can get some teachers to qualify. There's one more thing. I just see you know questions not answered hopefully when you Yeah, some of them were no and when you put no like you don't have to answer the rest. And so that's
065why they're they're not answered yet. But yeah I noticed that too. I was like I was like why are these circled but it's because if there's a no we don't have to answer the rest. All right, so that's TIA. Okay? So next I'm going to present our spring benchmark scores. I'm going to go by campus. As you can see, this year one of the major differences that we did between our benchmark scores and our interim from the fall is as you guys remember in the fall I reported interim scores. Interims are scores or tests that were created by Cambium or created by TEA issued on Cambium. However, we felt they weren't to the level of rigor that we needed our students. Our students weren't experiencing the full level test. So, what we decided to do
066is we decided to um to not give an interim in the spring, but instead give a full-blown benchmark which was a released test and it was a released test from last year. So, all our students took their respective STAR tests from last year. So, if you were a biology student this year, you took last year's biology test. >> [snorts] >> Um so, we can kind of see a little bit more and the students were able to to see a full-blown cuz for example on the reading and writing, they weren't able to to actually do the writing portion and we know that's a big portion of the test now on the interim, but on the full-blown benchmark they were able to do a writing and we were able to see an essay. So, that's just kind
067of a a little bit of a difference that I want to preface before we kind of looking at the interim. And the interim is also a projection. Um the the benchmark is the actual score. That's where they're at. Interim was a projection, the benchmarks are the actual scores. So, I'm going to start with uh third grade math. Third grade math is a 66% uh compared to a 62 in the fall meaning they grew about four points in approaches. I'm going to report approaches first and then we're going to move into meets and masters. Um and then reading um they were at a six also at 66% which grew uh 14% from the fall. If we look at math uh at meets, we're at 32% and 34% respectively. At uh masters, we're at 8% and 14%.
068And that is the at at Lorenzo de Zavala, those are the the grade levels that are tested. At Zavala, you can see we did see some we did see some growth in the approaches. Um we did see a little bit of dip in the meets, but I know um like I said this didn't include a writing especially on the writing part on the rate on the writing test. So, it's something that the kids are you know for the most part probably saw for the one of the very first few times. Um so, you know we were expecting kind of seeing that as well. Um and then of course we need them to masters which our goal in this district has always been getting the kids to meets and then ultimately moving them to masters. Um
069as we move into fourth uh fourth grade, so fourth grade we see a dip at 38% um to 38%. So, it's a dip of 14 in fourth grade math in approaches. Um 15% at meets and 5% at masters. And I know this is one of the areas that Mr. Alvarado has really been working on and Miss Miss um Miss Briones and even Mr. Hines, they've been really working on that fourth grade math trying to figure out you know what can we do to help increase um that percentage score cuz uh you know that that's one of the concerning ones that we see at in fourth grade math. Um in fourth grade reading, we see 28 uh an increase in 28% to 79% in approaches in fourth grade reading. 46% at meets and 20% at masters.
070At fifth grade math, we saw it stays uh consistent at 69%, 34% at meets and 9% at masters. At fifth grade reading, we did see an increase of 13% to 65%, 43% at meets and 17 at masters. Grade five science, we saw an increase of 33% to 61%, uh 12% and 1% at masters. Um these are the BJ scores, so you know this is our our high focus campus. This is what we're seeing. This is what we you know we're hoping. We're really working with that third grade that fourth grade math. You know we we did see we are making adjustments, you know on pace, they're doing the review, they're getting ready for for the test. Um so, we're hoping to see that third grade math uh I'm sorry that fourth grade math improve so
071that we can help the overall rating of Benavidez Elementary. If you flip the page, we can see uh Sterling H. Fly Junior High. Uh Sterling H. Fly Junior High, we see >> [cough] >> an increase of 3% to 47% in approaches for sixth grade math, 9% at meets, 1% at masters. At sixth grade reading, we have uh an increase of 8%. I don't know why I put three. Uh 8% to approaches, uh 58% at approaches, 35% at meets, 29% at masters. Seventh grade reading, um this was our concerning level if you remember in the fall that was our lowest one um overall. We did see an increase, however, it's not as big as an increase that we wanted. I know this is intervention. They they kind of adjusted their schedule to address this issue. Um
072they kind of put more intervention in this class as well because uh we are already at 22% at approaches, 2% at meets and 0% at masters. Seventh grade reading, we saw an increase of 3% to 56%, 37% meets and 11% masters. Our Algebra 1, um we do have we were able to get that last 4% to improve it to 100%, 76% meets and 38% masters. Believe it's 22 kids at that are taking a grade eight Algebra 1. So, those grade those 22 kids are all at passing as of right now. Um we do have eighth grade math. Um I do want to preface this this this also includes our advanced grade seven math students. So, we have we have students in grade seven who are advanced at the end of this school year that will
073be taking the grade eight math. So, they they're in this category as well. So, um we did see an increase of 67 uh to uh sorry of 15% to 67% in approaches, 25% meets, 0% masters. In eighth grade reading, we saw an increase of 4% to 71% in approaches, 33% meets, 10% at masters. Grade eight science, we saw an increase of 2% to 54%, uh 28% meets, 5% masters. Grade eight social studies, 46% approaches, 17% meets, 5% masters. And that is at Fly. Um so, again the key areas here that we're going to really focus on is um that that that seventh grade math. That seventh grade math is really going to be one of our key areas that we we need to focus on. And then we're going to jump uh jump to Crystal
074City High School. At Crystal City High School, we have we saw a decrease of 5% to Algebra 1 and I know um Miss Houston has already addressed that. We are addressing we're PLCing with the she's PLCing with she's PLCing with the um with the Algebra 1 teacher. They're giving him an RTI an RTI class. You know we're addressing that that drop so that way we can hopefully increase those numbers especially get those meets and masters up because I know our goal is to get as many meets and masters as we can. English 1, we did see a a decrease of 56% to at approaches, 34% at meets, uh 3% at masters. English 2, we saw an increase of 9% to 61%, 41% at meets, 1% at masters. Biology, we saw an increase of 11% to
07592%, 54 54% at meets and 12% at masters. Uh US history, uh we saw a dip in 88%, a decrease of 38% and uh a masters at 10%. Goal right now, um we should hopefully from what we see a distinction in biology. Uh that's the goal. Uh those kids have been working hard. They they're mad at me right now, but they're they're okay. No pressure. No pressure, but they're they're going to get they earned a distinction. They're going to get it. Uh so, you know that's that's our goal. Um but yes, so those are our benchmark scores that we saw overall in February. Um like I said everybody's working on. Everybody has plans. Everybody is working. Uh everybody should be getting ready to do their walk interview. Um so, hopefully start working our way and
076you know before we know it STAR will get here. Um STAR will be testing April 8th and 9th, 15th and 16th, 21st and 22nd. Those will be the STAR the days that we'll be testing our STAR kiddos. Uh and you know all our hard work will pay off. I know it. Um especially all the hard work that they're doing at Benavidez. So, they're definitely going to they're work work they're going to reap the benefits of their of all the work that they've been doing. And all our campuses, everyone will be doing well. So, do you have any questions? What our accountability look like if these were the scores that were submitted? So, if these were the scores that were submitted because we're seeing uh low numbers in meets and masters, I believe every campus with
077the exception of high school uh was an F. So, we saw LDZ at an F. We saw um BJ at an F. Um we saw Fly at an F and then we saw Crystal City High School at a C at about a 72. Questions for Mr. Goodloe to the staff and Mr. Goodloe to the teachers. Thank you, Matthew. >> [clears throat] >> Okay, on my own number three, this is uh I submitted I submitted my letter of resignation as president of the uh one of the Crystal City Independent School District. Uh I discussed this with Miss [snorts] Lorena and told her I also meeting right now. I mean I've been traveling a lot uh with my grandkids. We were in Kingsville uh this year. We're having traveling next year and some other important things that
078uh And the thing with uh I know how much you're going to help us and we're here to help us. >> [snorts] >> Then I mean we're going to have to be hiring a new superintendent very soon and to me that's going to be like a regression type of thing. I mean we don't know who we're getting. Uh I don't know how much time it's going to take. Uh I don't know if Miss Lorena has been doing a good job in the hardest and you continue to do a good job in the hardest. >> [snorts] >> Last day uh is I think next week on Saturday. And so, that that's not completely the thing. The the thing is I mean I I have other important things to do and I don't feel that this time
079I can uh do the job that requires uh as a board president. I mean, I'll be I'll continue to be a board member and I'll do uh everything that I can to uh leave all and uh and and whatever you presented to us, whatever goal is for us uh >> [snorts] >> trying to help all the district not [clears throat] that direction financially. You know [snorts] that, so uh with that uh uh all the board members have If I may uh make a comment, sir. Um I believe that uh if if possible, maybe here among the board members. I know you submitted your your resignation. You committed to it, I understand. But right now, uh there's only six of us. I'm going to table it so that Okay, well, we can't table it until Well,
080no, we get to the uh the reorganization of the board, I was going to I was going to say stick around as a board president until we have our next meeting where where hopefully one will be here and then we can deal with Yeah, I mean, I I can do that, but I was going to recon- uh proceed I mean, unless I mean, there's a majority of of of of it somebody else that we wait we table it until we have the seven board members. That's what I wanted to uh mention. Excuse me, I'm on the on the agenda uh is the uh 11 uh discussion action to approve the instructional calendar 26-27. If you want to come up, the recommendation uh for this specific action item is that the board of trustees approve the
08126-27 instructional calendar. Uh Mrs. Garcia will entertain questions about the process. So, our process for the calendar is um that we we drafted uh the the calendars A and B. I called forth our DSPDM committee. We reviewed and and you have in front of you the um the agenda and the sign-in sheet for um the the meeting. I presented the calendars A and B, explained the difference between the calendars, explained the number of minutes, um and there was a unanimous vote for calendar A. Um we put these two up before survey uh for the whole for the entire district and we put it through Google Forms. Um and staff had, I believe, 2 days to make their selections A or B. And if you look on page 68, um 73.1% of staff members selected calendar
082A and 26.9% selected calendar B. I did include the timestamps of which uh with which every single member that participated because we only received 134 responses. Um where each one each person made their selection. Um but as you can see, they selected calendar A. I have a question. I mean, I know we have a little calendar on this time. But sometimes but but with time we get into almost the beginning of the school year of May. We make other changes. Have you looked into all that or is it impossible to really predict? We had some extra time left over or we went over the 75,600 minutes, so we there is wiggle room in case we need to. I would say that we need to save those days for broken pipes, for a rainy day, for
083freeze, a late start. We also have to make sure that we we have enough minutes for those just in case. I need a lot of days for broken pipes. Does our spring break coordinate with the junior college? Yes, I believe >> for the kids. >> [snorts] >> Any So, what's the recommendation? The recommendation is that the board of trustees approve the 26-27 instructional calendar as presented by Mrs. Garcia. Do I have a motion? That would be A, right? Calendar A. I move, sir. Motion by Mr. Orduna, second. Second. And Mrs. Hinojosa, questions, concerns? All in favor. All 7-0. 6-0. 6-0, sorry. Thank you. Uh B, discussion action to authorize CCISD staff to solicit proposals for permanent uh superintendent search services, Mrs. Hinojosa. Uh the recommendation is that the board of trustees authorize the CCISD staff
084to solicit proposals for permanent superintendent search services. Uh Do we have a motion? That's all it is, right? It's just we're going to be putting out request for proposals for the uh search Yes, sir. services. Yes, sir. Do you have a question? >> No, I just I'll make the I'll make the motion. Okay, make a motion. Do I have a second? Second. [clears throat] Second. Mr. Orduna. Uh any other questions uh Who is going to be CCISD staff? It will be once we are authorized to look for proposals, we're going to bid it out, so it it's going to follow the bidding process. So, it'll involve the the business department. It'll while I'm still here, myself, and then Dr. Reyna if she is going to be part of the process. >> Okay, it'll be part
085of the process. Will um will Region 20 TASB be contacted to provide proposals as well? >> Yes, after after board approval, yes, sir. Another question uh Will uh local superintendents that have been here before, will they be able to apply? I would I would not think. I mean, I don't know why they would not be able to. Yes. But that would be later. First we're going to First we're going to look up we're going to look for proposals. Yeah, but I mean, like if they want to be come back to superintendents. Once we do the proposals, not right now. Once the application Once the Once the vacancies are posted and applications are posted, yes, sir. Okay, uh kind of motion. >> the motion, second. You have the motion, second. No, I'm good. All in favor.
086Eight, motion carries. Uh Number C, uh I'll make a motion to table for second. [clears throat] Uh sir, I'll make the motion that we table the uh items 11C simply because to give the courtesy to uh one other members of society here so they can also be able to participate in their reorganization. Uh we can I guess either have a uh special meeting or at the next regular meeting uh as long as all seven members are present. But that is my motion to table. Do we have a second? Second. Okay, we have a motion and second, uh questions, concerns? I'd like to enter an alternate motion. Um I move that the board of trustees table the item to a special meeting posted next Monday and make the postings. Do we have time for next Monday?
087No, it would have to be We would have to post Tuesday. We have to post tomorrow in order to um schedule the meeting for Monday. >> We would We would be able to We would be good for Monday as for a special if we post tomorrow. Okay, do I have a second uh for for the alternate motion? Second. Uh All in favor for for Mr. Martinez's motion. Against. Abstain. Okay. Carries and this will be what day? Uh March 30th. March 30th. What's tomorrow, Monday or That would be a Monday, yes, sir. Um a motion to adjourn. I so move. Second. Second. Motion by Mr. Orduna, second by by Mr. Martinez. All in favor. Eight, motion Time. I move that we adjourn.