001All meeting special uh session 5:30 p.m. Monday the 9th 2026 in the administration building board room 16B [clears throat] uh West Street Crystal City, Texas 7839. [snorts] Uh roll caller >> Mr. Reesa >> present. >> Mr. Sammy Houston >> here. >> Mr. Cruz Mata >> here. >> Mr. Mr. Victor Bonia the third >> present. >> Mr. Gabriel Espinosa absent. Mr. Vince Martinez >> here. >> Mrs. Peggy Young >> here. >> Okay, we do have a quorum. >> What time did we start the meeting? >> 5:30. Three moment of reflection. Number five, uh, public hearing presentation of the, uh, paper with report. >> At this moment, we'll ask uh, Mrs. Sarah Garcia to come up to the podium and uh, commence the presentation. Good evening. >> Okay, I will be presenting the district annual report. Um,
002starting with the taper, the Texas academic performance report. >> Give us the pages. It's going to be there. >> It's uh, yes, we're going to start with page two. Um the taper the the entire annual report is divided up in eight sections. The first section being the actual text academic performance for the taper. Um the second section is the PE's financial standard report. Uh the board adopted HB3 goals and the last section is our taper glossery. The first section which covers our Texas academic performance report is uh divided up in several sections. Um it is compiled by TEA. Every single number out there in this report is compiled by TEA um for every district and campus and the information is pulled from teams and from the student assessment data. the two and it's you'll also
003see that the 202425 taper is published as a PDF. It includes a wide range of information on the performance of students in each district and campus in the state. Performance is shown be segregated by student groups including ethnicity and socioeconomic status and it provides extensive information on school and district staff programs and student demographics. And if you turn to page four, the you'll notice that on the cover page of the taper report, you'll see that it has a 2025 accountability rating, whether it's an A, B, C, D, or F reported for the district and for each campus. Uh you'll also see the 2025 special education determination status. Um you'll also see the TW if um if provided you'll see the 2025 armed services vocational aptitude battery test and then you'll also see the 2025 distinction
004designations if um if earned in the on page five section one of the 2425 paper report you'll notice that you'll you'll see the star performance um information reported for the 20 25 and 24 school years. All three performance rates will be at approaches grade level or above, meets grade level or above, master's grade level. They will be reported for each assessment including SAT and ACT for accelerated testers. reported for all grades, all subjects, all grades by subject by enrolled grade. Third graders [clears throat] through 8th grade at needs grade level or above and math grade 3 to 8 assessment only grade 3 to 8 assessments and EOCC's reading grade 3 to 8 assessments and EOCC's and math grade 3 to 8 assessments and EOCC's. On page six, you'll also see that the taper report also
005reports on school progress reported for the 24 uh 20 2025 and 2024 school years. You'll see that the first section covers the annual growth reported reported by grade and subject of assessment rla and math. Accelerated learning um based on the 1416 performance reported by grade and subject of assessment rla and math. And the third section, academic growth, uh domain 2A in accountability, which is a combination of annual growth and accelerated learning. Um but that's not reported. Also on section one of the taper report, you'll also have um data on bilingual education and ASL >> 536 uh the des you'll see the desegreg desegregated data for various uh bilingual education and ESL program instructional models and groups. >> One the first indicator being the total bilingual education. The second will be bilingual trans early exit. The
006third bilingual education translate exit to the fourth bilingual dual two-way. The fifth bilingual education dual oneway. Six alternative and bilingual exception. Seventh, ALT ESL total ESL. Nine, ESL content based. 10, ESL. 11, ESL with denial. 12 never learner 13 total ED and EL and 14 monitored and former emerging bilingual and English learner. You'll also see the star performance report reported for 2025 and 2024. You'll also see the annual growth. You'll also see the accelerated learning all for bilingual education and English as a second language. Next page, page eight. And also on the taper report, you'll also see the star participation reported for 2025 and 2024 data is reported by assessment participation included in accountability not included in accountability uh not included in accountability other and then our ex exclusions. You'll also see our notested um
007are absent and other and reported for all tests by subject area and for accelerated testers. 9. You are also going to see our attendance, graduation, and dropout rates reported for 2023 24 and for 22 23. You'll see our attendance rate, our chronic absenteeism, our annual dropout rate rate for grades 7 and 8 and grades 9 through 12. You'll see our four-year longitudinal graduation rate, our five-year extended longitudinal graduation rate, our six-year extended long longitudinal graduation rate, and our four-year federal graduation rate without exclusions, and our graduation plan rates, longitudinal and annual. You'll also see our graduation profile for 2023 24 graduates. Those are the total graduates by ethnicity, by graduation type, by program and student attributes. Page 10. Then we will jump into our college career and military readiness for 23 24 and 223 graduates.
008You'll see our CCMR graduates, our college ready graduates overall and by specific college ready indicator. And you will see our career and military ready graduates overall and by specific career and military ready indicator. You'll see the CCMR related indicators for 23 24 and 22 23 [clears throat] graduates. You'll see the TSIA results completed and received credit for college prep courses, the AP and IB results, SAT and ACT results. And you'll also see other post-secary indicators which are the advanced dual credit course completions or 232 24 and 2223. You'll see the graduates enrolled in Texas institutions of higher education. And you'll see the graduates in Texas um IHC completing one year without enrollment in a developmental educational course. Page 11, you'll also see student information, student enrollment numbers, um, by demographic, by ethnicity, um, and other
009student information. Then you we will jump into staff information. We will jump into program information by student enrollment by program, teachers by program as well. And then page 12, we will jump into our PE financial standards reports uh for the 2324 financial actual reports. And then page 13, um we will see our district accreditation status. I'm going to start moving a little bit quicker. Um and [clears throat] then page 14, we will also see our campus performance objectives. uh which we have already seen previously and uh approved previously in a I believe an October board meeting. Under section five, we'll that's where we'll see the report on violence or criminal incidents. Stage 16, we will also see information on student performance and post-secondary institutions. Page 17, section seven will cover the progress of district and
010east campus towards meeting adopted HB3 goals. And then at the end of this book, we'll also see the taper glossery, which is an explanatory glossery. Um, and then I'll I'll be reporting this week. So, now we get into our actual taper um report. If you'll turn over to P, it doesn't have a page number, but it looks the first page or page of the TAFER report. You'll see our district name, Princd 25491. Uh for the 2025 district accountability score, we received a D. And for 2025 special education determination status, we are a needs intervention. I'm not going to go through every I'm not going to go through every single item. I'm going to cover um trying to jump around a couple of things because I I only have limited time. >> Ma'am, uh I will
011I do need your help. >> Mhm. >> Okay. And that dark bar going across with me is some kind of dark blue and I and I can't see. I can't see which is say state district. >> Which is our column? >> The first the third column. Uh one, two, three, four. The four column says district. >> Okay. And what's the first one? >> The first one is going to be school year. >> This one. >> No, no, I'm talking about >> that one is safe. >> I I can't read it. >> And then the next one is region >> and then it should be district. >> Okay. All right. >> Okay. So in grade three reading uh you'll notice that for at approaches grade level or above for 2025 the state received 77% or 77%
012of the students um scored at approaches grade level. At the region 76% of students scored approaches grade level or above and for the district 7% of our students scored approaches or above. Um for 2025 um we had 43% of our students our third grade reading students uh score for score meets grade level or above and then at masters we had 17% of our students score um master's grade level what I want to highlight is our grade three mathematics um at approaches grade level we had 73% of our students um approaches grade level. And I also want to highlight that our third grade math students outperformed our state and our region me at grades at meet grade level uh we had 45% of our students um scoring meets grade level or above and they scored comparable
013to our state and our region. We had 11% of our third grade mathematics students score master's grade level which they're slightly behind the state in the region but they are not too far behind. Fourth grade reading 70% of our fourth graders scored at approaches grade level or above which they are slightly behind um the state in the region. 31% scored meats meets or above and only 2% scored masters um grade level. They are slightly behind the state and the region. Grade four mathematics we had 58% [clears throat] score grade level or above. They are slightly behind the state and the region. I'm going to jump over to five reading. Um, we had 54% of our students score approaches grade level or above. I'm going to jump over to grade 5 mathematics. 55% of our students
014scored approaches grade level or above compared to the 74 and 72 of the states in the region. I'm going to go over to grade five science. um grade five science we had 60% of our students score approaches grade level or above which is right behind they are um comparable to the state and the region at 65 and 62 at meets grade level we had 22% and at masters we had 8% they are not too far behind the state and the region for grade five science grade six reading um we had 56% of our students scoring approaches grade level or above I'm going to jump over to grade basics math. We had 52% um scoring approaches grade level or above which we are slightly behind on both um of those two tested areas. Grade seven reading
015I am now p on page five of 34. We had 69% of our grade seven reading students uh score approaches grade level or above. They're slightly behind the state in the region. I'm going to jump over to grade seven mathematics. We had 52% of our students score at approaches grade level or above. They are pretty much comparable to our state and our region which is pretty good. But I do want to highlight um our meets grade level or above. We did have 35% of our students scoring at means or above which is pretty good for our grade seven mathematics. Um we had 9% of our students scoring at master's grade level which they were higher than our region. Um slightly behind our state, but they're right right below. Grade 8 reading, we had 73% scoring
016at approaches grade level or above. They're just they're slightly behind. Uh grade 8 mathematics, we did have 64% scoring at approaches or above. Um slightly behind the region. Um a little behind the state. I'm going to jump over to grade eight science. We have 63% of our students uh scoring at approaches grade level or above slightly behind the state in the region. Grade 8 social studies. Uh we have 57% of our students scoring grade level approaches grade level or above which is right um on target with the region 20 and right slightly behind the state. Um the state scoring at 58% and the region scoring at 57. End of course English one we had 58% of our students scoring at approaches grade level or above. We are behind the state and region. In end of
017course English two we had excuse me 54% of our student scoring approaches grade level or above which we are pretty behind um compared to the state in the region. I'm going to jump over to end end of course algebra 1 which is on page 734. We had 70% of our students score at approaches grade level or above um which we're right behind the state in the region. I do want to point out that compared to the year 2024 we did have a 16 point increase um in algebra in the course in algebra 1. Um I'm going to jump over to end of course biology. We had 83% of our students scoring at approaches grade level or above. The state and the region were both at 92. So we are uh slightly behind. Then we jump
018over to end of course US history. Uh we score had 92% of our students scoring at approaches grade level or above while the states in the region will score 95%. We are right behind them. Um but I do want to point out that at the meats and masters grade level we are um pretty behind. We're significantly significantly behind where 44% of our students are scoring meets grade level. The state and the region are scoring are at 68% um and at master's grade level we are at 10% and they are at 37%. So we do have to work on um increasing our number of students scoring that meets and masters and end of course uses free. Um I am going to okay SAT and ACT all subjects. Um for the district we have 61% of our
019students at approaches grade level or above. I'm going to jump over to the next question on that. >> Yes sir. >> Uh in that particular one yes that's one of my pet peeves. Um, is that 61% or whatever percentage is it uh percent of the kids that actually take those two exams or comparable to the scoring uh of those two uh uh tests? >> It it's a comparison of this of the test >> because you know that further down I mean we're only like what amount we have very low amount of our kids actually taking either one of those two tests. So, uh I don't know how how comparable it can be since uh it would tend to lower the average if we only have a minimal amount of kids taking like that. >> It's
020it's a comparison of the test >> because we have and I know that high school has been working to increase the numbers um for SAT and ACT both. Um I'm going on page eight of 34. I'm going to go over to the bottom on I'm going to highlight all grades science. Um I do want to note that all grade science we are at uh 70 70% of our students are at approaches grade level or above. Um which is comparable to the state and the region. Um we're comparable. We're slightly behind but we are comparable because we're we're only um eight points away from the state and seven points away from the from the region. Um, and I I know that our science teachers are working hard on that. Um, I'm going to jump over to
021page nine of 34. And I have to be doing pretty fast since we only have a short amount of time, like long time. >> Um, star performance rates by enrolled grade level at meets grade level or above. I do want to highlight our third graders. uh at the first column se section saying reading and mathematics uh we had 33% of our students scoring meets and masters um we are comparable to the state in the region um I do want to point out that our fourth graders are slightly behind at 20%. Fifth graders are slightly behind at 25%. Um I do want to point out that our sixth graders are are also slightly behind. Um, on the next page on page 10 of 34, [clears throat] our seventh graders are performing at 24% reading and mathematics
022for reading and mathematics. Um, they're slightly behind, but I I know that we'll work on closing those gaps. I'm going to jump over to page 11 of 34. Um, third grade to 8th graders mathematics. Um, combined we have 22% of our students scoring at meets and masters. And then I'm going to jump over to page 12 of 34. We get to start progress. And this is annual growth by grade and subject. We start with fourth grade. Um, because fourth grade is is the test that we we are able to compare. You'll notice that on the under district um we only have 44% of our students demonstrating growth um annual growth and but I do want to jump over to grade six mathematics. Um 57% of the students demonstrated annual growth and they outscored the state
023and the region. I also want to highlight grade seven mathematics where 59% of our students outperformed the state and the region. I'm going to highlight grade 8 mathematics where 71% of our students outperform the state and the region. We also had in end of course English one uh we had 69% of our students outperforming the state and the region. But I also want to highlight that we had algebra 1 scoring at not scoring but we had only 47% of our students um demonstrating annual growth which they underperformed compared to the state and the region. That was a big drop of like almost 20%. >> Yes. From >> 2024 >> 62 to 47. You know, I I I just got to say that, you know, this it's a good way to to undermine things. You know,
024the way that to me the way TA sets it up because uh you turning two different classes, class of 24 and class of 25, you're talking about different level, sophistications, uh maturity. I'm not talking about intelligence because all our kids are very very smart. I say it's the water uh that gives us our kids such high intellectual abilities. It's the level of sophistication and maturity that that lets them develop at different rates. That's the way it is. Get the high school everything evens out. But why don't they compare the class of the one of 25 with itself in 24? Then you can see your progress if there's any progress. Not the way not when you compare one totally different class with another totally different class. >> True. >> Africa with that. Uh anyway, I'm sorry
025ma'am. I just had to say what I said. >> Extremely point. Yeah, >> that's true. >> Doesn't sound logical. >> Um thank you sir. Um the next section at the very bottom of that same page 12 uh 12 of 34 you have more on school progress but this is the accelerated learning by grade and subject. These are the extra points that we get um for students that are able to make a even bigger jump a big bigger annual goal annual grow sorry um I'm going to highlight the grade seven uh ELA reading um they outperformed the state in the region with 39%. Uh grade seven mathematics outperformed the state in the region with 19%. um we had grade 8 mathematics outperforming at 54% compared to the 42 and 37 of the state and the region.
026Okay. And then we get to page 14 out of 34. This is a bilingual education ESL um section. And I'm not going to I'm not going to cover the whole thing for time purposes. I think I'm running out of time. Um all grades, all subjects. has 64% of our um ESL students uh reaching approaching approaches grade level or above. For reading, we had 62% at approaches grade level or above. This section just covers our star participation. Um we had 99% of our students participated in the assess in the STAR DOC assessment. Um, and then I'm going to jump over to page the next page. Uh, page 18 just covers the 2020 for STAR participation, which was again 99% of our students participated in STAR EOC. I'm going to head over to page 20 of 34.
027This covers our 2425 attendance, graduation, and rates. Our attendance rate for the 2024 school year was at 90.3. Um we did have a slight increase the year before. Um but then we also had a slight increase in our chronic absenteeism at 33.8. Our annual dropout rate for the 2324 grades 7 to 8 we had 0%. Uh annual dropout rate for grades 9 to 12 we had 1.7 compared to the year before 2.0. So, there was a slight decrease. I'm going to jump over to the next section on page 23. Page 23 is our graduation profile for the 24 25 uh students. We had 121 [laughter] uh annual graduates. Um the district percent was 100%. Then you see that broken down by ethnicity, then by graduation type. We had seven students with a foundation high school
028program and we had 114 with a foundation high school program distinguished. Um we did have 18 special education graduates, 92 economically disadvantaged graduates. We had one emerging bilingual graduate, 82 atrisisk graduates, and 91 CTE completers. Case 24 of 34. Now we get to our college and career military ready graduates. Um for the 2024 school year we had 76% of our students that were CCMR ready and then it gets divided up by college ready graduates. Um for the 2324 school year we had 59.5 of our students were uh college ready. Then we get our information on TSI um ELA on TSI mathematics TSI uh criteria for both subjects. Our AP and IB met criteria. We do not have any students associates degree for the 2324 school year. We did not have any. >> If I if
029I may you confess on that one I understand why but there that's that's what I was talking about KSI criteria for our graduates. I mean, the state, the region, uh, you know, at least 50%, but look at ours. I mean, I know that there's got to be, and it's not our kids. I know it's not our kids. There's got to be something with that exam that um, we need to look at. I don't know if is if it's any different from the ones that are given other parts of the state or I don't know where uh that particular TSI that we use comes from. Um so maybe it's something we need to look at because >> this information comes directly from the state. Correct. They track they track it themselves. Does the district do anything
030to track? >> We I mean the outside track through the reports that we receive from from TA >> TA. So y'all don't call South Texas Junior College and ask how many of our students >> they from my understanding and trainings that we've had with region 20 um all of these other entities when it comes to our military when it comes to the universities colleges that we work with when it comes to even um the the testing centers they have their own way of reporting to the state and we typically don't interfere with that. Um, and I don't even know if they would release information to us, but typically all that information goes to the state through their own way. >> Actually, uh, if I'm not mistaken, I think 23 24 we did have a couple
031of graduates. I don't know if it was reported correctly because what we do, we share that information with the counselors >> that they they had to have graduated by a certain date or we had to know by a certain date is what I was told um by region 20. >> We graduated them earlier in May. We graduate in the first week of May and then high school graduation is after like at the end of May, early June. >> So then under associates degree. >> Okay. Then that's something that we might want to ask TA. But I know that in talking to region 20, they had told us that they typically >> not even do uh students with certifications like your PCT, they're not counted in there. They are those get reported directly from the Southwest
032Texas College to um to the state. >> That was one of my points. >> You you said zero. No, there were zero. Isn't a certification considered some type of >> college ready degree? >> I haven't gotten there yet. That's in the next one. >> That's in the next section. >> Okay. >> Yeah. Okay. So, dual credit courses by any subject. We have 47.1 uh% of our uh annual graduates on RAMs. We do not have any uh graduates under an advanced diploma plan and identified as a current special education student. We have we had 12.4%. Now we get to the career and military ready uh graduates college or or military ready. No, I'm sorry. Career or military ready. Uh for 2324, we had 60.3 students. Pause right there. So that's how many we graduated that are
033going to be should be successful in the workplace and in the military. >> They graduate with a with some type of certificate. Great. >> Yeah. We come back to TSI. Why isn't that percentage a little bit higher? >> The TSI test is um >> it's what gauges while they're going to do over here. At least that's my belief. That's my understanding. [clears throat] I think the TSI is a college entrance exam, right? And then the career military, it tells us who has who's received, I guess, certificates, >> an IBC certificate or um graduating with a level one, level two certificate. Um who's graduating as a completer or concentrator? Um >> do I agree, Vince, I agree, ma'am. But the TSI is used to decide how well they are advanced in order to be successful in
034college or the completion of these certificates. >> Does our does the district push kids to go take the TSI? I mean, if these if the students are leaving with a certificate ready to start working, they may decide to enter the enter the work field and not go to not go to college, right? >> [snorts] >> um not pushing them to take TSI until maybe four or five years down the road whenever they get some experience they want to go back to school then they have to take TSI. >> Is it my understanding that some of these u uh courses are dual credit and their kids need to take the TSI because they're going to take them at the college level. our our counselors do a lot of uh recruiting to get students to take the
035the TSI exams about two or three times a year. Um they also work hard to try to get our students to register and take the ACT and the ACT. They do that all year long. Um they put out posters, they put out social media notices. Um but they do try they do work hard to recruit our students to register for the exams. But concerning the TSI, I do agree to a certain extent that, you know, it's not a very good indicator of college level readiness, but at the same time, I've seen and I've talked to students. Okay, what is going on? That's one of the things that we we we're trying to figure out in our end as well. Uh when they a lot of time what happens with students when they're test taking, they
036rush it. That's what happens a lot of the times, especially on the reading and writing. uh when you take the reading and writing there's a certain you know limit of word that they tell you okay you have to do 300 words well a lot of students just do the minimum instead of going to you know at least doing 500 I always tell students do at least five 500 words or more plus another thing that I've noticed with students they don't follow the old school format as far as how do you do an essay you have your intro body and conclusion right the the students, they just go they just go straight and they don't follow that. So, it kind of dings them. It it dings them on those little things. So, um that's why we
037started doing the the uh five classes without the TSI A2 because in our end we started noticing those type of things. So when you do those five classes holistically, if you do very well on those five five to six courses that you take without the TSI, we can say, you know what, I think you're college ready. So in addition to that, we also did there's also a thing called undeclared. If a student decides to to do undeclared degree, they can take up to 15 hours if they feel that they're ready to take on a college algebra, English 1301, English 1302. They have up to 15 credit hours to do that. After the 15 credit, then they have to uh declare a major and that's according to the state. >> That's TA. >> Then we proceed.
038Uh we're going to give you we're going to give you uh 10 10 more minutes. Uh and and what [clears throat] you're saying, Mr. Mata, is good. And maybe I don't know. I mean, have you gone to high school and counselors or all that? because it's good information to be able to do what you're saying. >> Uh we can go give you >> a few more minutes. >> More minutes. >> Just speed through this. Stage 25 out of 34. You will see um more on the approved the approved industry based certifications, the graduates with level one, level two, and the graduates with committed IEP and workforce ready and the US armed enlistments. These are also tracked in your board goals. the next page 26 out of 34. Now you see the breakdown of the TSI
039results. I'm not going to go into them in detail for time purposes. Uh page 27 out of 34. You'll see a continuation of that. On page 28 out of 34, now you see our advanced dual credit course completion rates by subject. Stage 29 out of 34, we have a breakdown of our student information by grade level, by ethnic distribution, by sex, by other student cohorts. Page 30 out of 34, you see more student information. Um, continuing with the different indicators. Page 31 out of 34, we see more student information on retention by rate level. I'm just going to highlight that. you'll see the greatest attention rates for the district um at grade two um grade grade one, grade two, and grade nine. Uh class size averages at the bottom. The next page, page 32 out
040of 34, you'll see the breakdown of staff information. Um the total staff numbers by breakdown of staff type, um teachers by ethnicity, teachers by sex, teachers by highest degree held, teachers by years of experience. Page 33 out of 34, you'll see more staff information. Um, experience of campus leadership, um, average teacher salary, um, average actual salaries of teacher, professional support, campus administration, central administration compared to the state, um, staff exclusions. And then the last page you'll see staff information um teachers by and then the next page you'll see an explanation of the paper masking results because you might have seen an asterisk that means that there are not enough students to report. I'm going to turn it over to Mr. MCA to report the financial data. Good evening. As you all know, this is all
041TA data. So, we are on page 104. Okay, TA data and it's going to be 2024 2025 budget financial data for Crystal City ISD. As you all know see there the title is the full enroll membership at,635. On the first column you see revenue expenditures. We're going to see the expenditures by object by function program intent. The second column is general fund and the next column is percent dollar amount and the next one is dollar amount per student. Next column is going to be all funds and the next one percentage and per student. You can see all the total revenue real quick for the total revenue we have 20.8 on the general fund. The percentage it's uh so you can calculate it. It's going to be the 15.8 divided by the total which is the
04220.6 6 and you come out to the 75.92%. And then per student the 15.8 we divide that by the 1635 and we come up to the 9 7 9 9,700 and the next column is all funds and it's the same data. In the bottom we have no data other revenues is zero the totals amounts roll over and we have no recapture as you can see there zero the total amount at the bottom carries over carries over from the total revenue grand total is 20.8 8 and all the same across the same number, the same data. On the very bottom, we have the expenditures by object and a general fund and the same comes over. In the next page, we have the by object the total operating expenditure is 190 zero and then the expenditures I'm
043sorry >> what does the health insurance come out from here? [snorts] the health insurance. >> That's uh 7 uh 772. >> Not in this report, Rick. >> No, >> that's on the >> Not in this report. >> It's not in the budget. >> not in the budget. >> It's not on. >> Isn't this a budget? >> This is TA data not included, right? Mr. [clears throat] >> Shouldn't it be included? >> I'm sorry. >> Shouldn't be included. I mean, that's part of the money. No DA puts together and they round out all the expenditure. They don't go in detail such as with your assets. >> Okay. What goes into capital outlay because that's what increase our expenditures by 2.5. >> Capital outlay it's u like the construction like the headlight and function objects. Okay. expenditures.
044We have them by projects. It's going across the general fund and then gives then we have the 63 supplies and the total operating expenditures zon expenditures. We have like the debt service is included in here expenditures that's what you see the dollar amount there the 3.6 and the capital outlays included there for the expenditure. So the total expenditures the grand total is 21.6 that's included with the other nonoperating expenditures. And now the next column we have um operating expenditures by function. Now it's it's all the same data. Now it's by function. As you can see the 19.0 is there the total functions in the first column by the general fund. And then we have the same uh data across on the operating expenditures for the district. Same dollar amounts. And on the next page we
045have four we have the same data also an operating expenses by function same dollar amounts as the grand total expenses on the previous page by object the 21.6 six. And then on the next we have the operating expend by program intent code. As you can see there is the same total as my function at the very bottom total and all the way across is the same as the previous and same amount of the program intent code. The totals at the bottom at the bottom totals to the same uh total expenditures in the previous 1.63 63 and all the way across it's the same data and the last page we have the total dispersements. >> What which one is the last page? >> Page 44. >> 44 we have the total dispersements for the 2425. There
046you can see the same data, same numbers for the general fund 19.0 at the bottom. 22.0. As you can see, all of this is uh legislative planning estimates from the TA the finance and this is not final data because you all know the audit still in process, still pending. >> So, this is telling us we spent about $2 million more than >> we had budgeted revenue. Yes. >> And is the is the loan in here as well? >> Bank loan that we took out. >> this is from the past. It's not from it's not from now. It's it's >> 2425. >> Yeah. But last year we took out >> we took it we took it up. >> We took it from the 24. We took it in the 2425 fiscal year. >> But this is
047not final budgets. >> No, >> it's not final. >> Okay. >> They're not actuals. We're going to see it in the office for next month. >> Are you done with your presentation? >> Yes, sir. >> This point in time, I mean, I'm going to close the uh the uh the uh public hearing and we uh half or more of what's left glossery. I mean different terminologies. Uh the other part is uh I think the uh goals and objectives from these campuses that they put together. So uh uh >> sir if I may sir you might want to ask the the audience if anybody the public would make a comment to make a comment. >> Public uh we have any questions from the principles? Uh, >> is this posted on the district website anywhere if the
048taper >> in case the public wants to review it? >> No questions. Okay. Not I need a motion to go up to adjourn the uh the public hearing. >> So move by Mr. O'Neal. >> Second by >> if I may, I think I have to say this at this point then I have to say that because I did some research. I move to resend the motion regarding the discussion action to approve the modification to the superintendent contract adopted January 21st, 2026. >> It's not it's not on the uh on the agenda, >> right? But according to Robert's rules, I have to say this before the next meeting, >> but we have to we have to we have to uh postal we can get legal to see if we can >> Yeah. I mean, I already
049I already on on on the uh memo that Vince sent me. I already took told Juan Cruz to look at it and send us a >> But you're doing something. I don't know what he's doing exactly, but I'm doing >> the same thing that you're doing. >> No, I'm rescending my vote. >> Oh, but that would have to be in a meeting. >> It just says a meeting. >> Well, it has to be an agenda meeting. A special meeting in the next meeting. >> Special meeting. We set it up. >> Special meeting. >> No, I mean, but it's not on the agenda for the taper. Well, what he wants to do is resend his vote. >> Yeah, but that would be in another meeting. Not here. >> It says that I have to do it
050if on the very next meeting. If I can't do it on paper, it has to be by the next meeting. This was the next meeting. So, I'm sending my >> No, I mean you we can't we can't do it right now. And and on that, I mean, we we'll get you uh legal. Uh >> can we speak with legal now? >> Uh no. I mean, it's not on the agenda. Uh, all in favor of of the uh >> I want to speak. >> All in favor of the uh >> I mean so what >> sir I want to I want to consult with >> All in favor of closing this meeting. >> I have a question though. I have one question. What if I cannot resend on the next meeting because it was supposed to
051be done on this one? >> Nobody Nobody has to post it. >> I know. That's why I'm saying it now. >> So we we we can't resend something that it's not posted. >> Let's ask legal cuz I think we're supposed legal. I think we're supposed what what Mr. Houston's trying to do is >> I know what he's trying to do. I mean all in favor of closing closing the uh public hearing. >> Okay. >> One to three against >> extensions. >> I want to see legal I want to see if legal um >> how many were against closing the >> three three to close >> in favor? I'm >> I'm sorry. I want to request speaking with legal before I move forward on this item. >> We have to >> You would have to go
052into close session. >> Close session. Talk to legal and then uh >> you can go to close session now. >> Yeah. But let's close this [snorts] and then >> No, I want to we want to go into close session now. >> We have to close we have to close >> special meeting. >> This special meeting. >> This is a public hearing, >> right? >> Okay. >> Yeah. So I mean we can after this we can go to legal >> but I'm afraid of a technicality what is this is the meeting and we closed it already and then I can resend my vote >> we have personnel we have a thing I mean we have >> search said the very next meeting this is the very next meeting >> no this is the meeting this is
053a public hearing time that >> meeting board meeting sure it's a possibility that when we start the next meeting right off the bat you can ask that we go to close session right after we uh make the roll call. >> You understand what I'm saying though? This is the meeting, right? >> This is the next meeting that we've had since the last one. >> I suppose it was the next meeting, but we got it for it to become >> I'm supposed to voice this and it's supposed to be voted on before the on the next meeting, which is this one. This is a meeting. It's a special meeting, but it's a meeting nonetheless. >> Yeah. But >> there's a there's a technicality in the virtual of order. If it goes to the next meeting, then
054I may as well you say you you don't want to miss a window to do that. >> Uh so the question now is this is a public hearing. Uh >> does that qualify as >> well because we don't have >> I know I know what you're saying. So >> we don't have anything on this to to go to close session. >> Well, I understand on this one we can go to close session. I mean right quick. I mean, if that's what he wants. There's no >> but the agenda >> and the agenda doesn't say anything here on on this one. >> The meeting is called a sport. It's a special board meeting and we're having a public hearing during the meeting. >> There's nothing. >> So, I understand the technicality. >> Let me see if
055he answers me. >> Try to go. I'm going to call section right now. You can talk with the lawyer. >> Yeah. Yeah. Well, let's do it. Let me just >> uh I recall my motion to adjourn. >> Okay. >> Let me read the uh things for the session. >> Do we have to take action on do we have to motion to go into >> into close session? >> You have to take a vote. I move that the board of trustees uh move or I move that the board of trustees meet in close session authorized by the Texas government and meetings act. >> Okay, there's a motion by Mr. Martinez, second by Mr. Houston. All in favor? Against. Okay. More to go into uh close session. >> What What's the time? >> 6:24. >> Recording stopped.