001Let us call to order the June 8th, 2026 regular board meeting of the Corpus Christie Independent School District Board of Trustees at 5:01 p.m. All items discussed or voted upon this afternoon have been posted as required by state law. This meeting is being livereamed and a complete recording will be archived for the public to view at their convenience. Please speak into your microphone so those watching the live stream will be able to hear what you're saying. At this time, I will call to establish a quorum. Eric Gerrial >> here. >> Don Clark >> here. [clears throat] >> Do Dr. Alice Upshaw Hawkins. >> Marty Bell >> here. >> Same Eridando >> here. >> Steve Barrera >> and I am Dolly Gonzalez Trolley. A quorum has been established and we will proceed with the agenda. Uh
002we will have our invocation with Dr. Mindy. >> Yes. Good afternoon. If I could have everybody stand please. Bow your head. Heavenly Father, we come with grateful hearts as we reflect on the many successes of this school year. We're thankful for the growth and achievements shown by our students and our dedicated campus staff. We celebrate our graduates and we wish them continued success as they take toward a bright and promising future. We also are thankful for a year filled with learning and accomplishment. And we look forward to these opportunities that the summer will bring in the many enrichment programs on our campuses and the camps being hosted to help continue this to support the growth of our students. We extend our sincere gratitude to our teachers and our principles. Their commitment and care have made
003a lasting difference in the lives of the students that they serve this year. And also Lord this evening as decisions are made in service of our students and our families and our communities may they be guided by the wisdom of our board. Together we remain committed to the excellence knowing that CCISD is the place to be. In your name we pray. Amen. Now for the pledges. I pledge allegiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. Honor the Texas flag. I pledge allegiance to thee, Texas, one state under God, one and indivisible. Thank you. And next we're going to have our district mission and vision. Uh and I would like to see if uh Mr.
004Verrial, would you remind us of our mission? [clears throat] >> Certainly. Our mission is to develop the hearts and minds of all students, preparing them to be lifelong learners who continue their education, enter the world of work, and become productive citizens. Thank you. Mr. Bareric, can you remind us of our vision? >> Vision to become a world class uh school system where every student is a learner, every student is a graduate, and every graduate is success. >> Thank you. We'll keep that in mind as we move through our agenda today. And uh our next item is our audience participation of non-aggenda comments as we begin. Actually, I don't think we have anybody signed up today, so I will not get to read that long part of the script. [laughter] Um, now we're going to move
005to our special recognitions. Miss Libby, as the board makes their way forward, if we have any parents who are waiting to be seated, I still have some open seats. I know everybody loves to sit in the front row, but I do I do have some open seats. Also, a reminder, um when we honor our each group, we'll have the district photographer take the first photo and then we'll ask everybody to freeze those beautiful smiles and we'll give our families and loved ones a chance to come forward and get their photo as well. And we do post all these photos to social media as well. So, we'll get everyone a picture. And as our board gets into position, I'll begin by saying that President Trolley and members of the board and Dr. Hernandez, we have some
006great recognitions this evening, both for adults and our students. And we begin tonight with our American Heart Association and the District of Lifesavers program. And we are celebrating tonight that CCISD has been named a District of Lifesavers by the American Heart Association. We are only the second district in the state of Texas to receive this designation. This designation certifies that the district has worked with the AHA to complete a district-wide cardiac emergency response plan as well as having 100% campus participation in the Kids Heart Challenge and the American Heart Challenge. At this time, I'm going to invite development director Sonia Marine to come forward to introduce her colleagues this evening and to say a few words. >> Thank you, Miss Libby. Thank you, everybody. I have the honor to be here. Just like Miss Libby
007said, CCISD is only the second school district in the state of Texas out of 35 that attempted this last school year to establish a district-wide cardiac emergency response plan and implement the Kids Heart Challenge and American Heart Challenge program at all schools earning this designation of district of lifesavers. We would like to recognize district health and physical education specialist Christy Koul for her leadership of this initiative. Christy played a pivotal role in the development and district-wide implementation of a cardiac emergency response plan. She also collaborated closely with campuses to successfully expand the kids challenge and American Heart Challenge programs across the district, ensuring equitable access to resources and opportunities for all students and their families to learn life-saving skills such as handsonly CPR. Just in this year alone, over 600 kids in CCISD learned handsonly
008CPR and over 1,500 students participated in our program. We look forward for the expansion to the next school years and beyond. We would also like to acknowledge Dr. Cynthia Hernandez, who is the senior director of teaching and learning, for her unwavering support throughout the implementation process. The District of Lifesavers designation honors CCISTD's commitment to cardiac emergency preparedness and student wellness. We're proud of our partnership and look forward to the continual pursuit to make Corpus Christi a safer and healthier place for this generation and the next. And I have here my colleagues, this is Melissa Deagarza who is helpful with the community with the sorry the cardiac emergency response plan. Lots of letters. And we have Aaron Ranki who is our um director over South Texas and we have many board members here with us as
009well. Erin, did you want to say anything? No, we just we want to congratulate um CCISD for all of their work to make sure that their school campuses are a healthier place in or a safer place in the event of a cardiac arrest. Um, thank you for looking out for the safety of our our students. And I would like to thank three of our board members that are involved um with our nation of lifesavers, Dr. Mary Jane Garza, Dr. Osbert Blow, and Judge Joe Benvitas, who are are definitely um champions of of our cause as well. So, thank you [applause] We're going to invite them to come forward as well as the aforementioned PE and health specialist Christine Clewell, please come forward. Dr. Cynthia Hernandez, Dr. Sandra Clement, please come forward for the photo. And
010when we complete the photo, I'm going to ask you to please exit down the center aisle because we do have students coming in for their recognitions and we will need to leave that aisle open for people to pass through. Please All right, hold those smiles, please. All right, I think the district photographer is going to do it. If you'll exit down the center aisle. Thank you so much. [applause] At this time, we would like to recognize CCISD's honores for the Texas Association of School Boards Media Honor Role. This honor was created to recognize individuals and media outlets for reporting fair, accurate, and balanced stories on our schools. My wonderful honores, when I call your name, please come forward to greet the board members. We have a certificate for each of you and then please remain
011standing so we may take a group photo. This year's media honoral recipients for CCISD are general manager for KEDT South Texas Public Broadcasting, Don Dunlap, [applause] KD is recognized for their partnership with the news division as well as the longrunning challenge academic quiz show and other programming and initiatives. We also honor this evening assignments planner and photographer for Klei, Jeremy Landers. >> [applause] >> Jeremy has been and continues to be a valued partner in coordinating early morning live shots of upcoming events and has all around been a great partner to work with between CCISD and the station. We thank you both for playing such a valuable role in public education and we'll take a photo at this time. All right, hold those beautiful smiles, please. All right, congratulations. Thank you FOR YOUR SERVICE. >> [applause]
012>> UP NEXT, WE WOULD LIKE TO recognize our Destination Imagination team from Collegiate High School. These students recently competed at the Destination Imagination Global Competition in Kansas City, Missouri against students from over 40 states and dozens of other countries. The team finished first in the world for the give and take service learning challenge and won the highest instant challenge score. [applause] Students, when I call your name, please come forward to greet the board members. Remain standing. We'll take a group photo. This time, I would like to call forward Anna Shiao. [applause] Julia Wright [applause] Luke LADA [applause] Jaden Molina [applause] if principal Dr. Dr. Tracy Rodriguez, Destination Imagination sponsor Sari Jack, and assistant superintendent for high schools, Dr. Bruce Wilson. Please come forward to join the photo. [applause] Now hold those smiles, please. I know
013we have some folks who want to take your picture. Y'all can come forward if you'd like. You can come on up. All right, congratulations. Please exit down the center aisle. [applause] We're now going to recognize our career and technical education students who competed at state level competitions and we're going to honor a portion of them this evening. And then Carol High School and Veterans Memorial High School will be here in July so we can honor them as well. We're going to begin by recognizing some Ray High School students who competed in Skills USA Texas. We begin tonight with Sebastian Sandival, [applause] Ian Deleon, [applause] Daniel Cisneros, Eduardo Hernandez, [applause] Hayden Daniel, [applause] Julian Huarez, >> Gabriella Santos, [applause] Chloe Clark, [applause] Elanora Giannis, [applause] Madison Martinez, >> [applause] >> Marissa Raldon, Mariah Escobedo, [applause] Maria
014Lozano. All right. I'm also going to add to that group from Ray High School, the Family Career and Community Leaders of America, the culinary group, and they are advancing to national competition. And representing this evening is Aaliyah Ala [applause] able to make it tonight. All right, I'm going to jump around a little bit here because we have some different groups from different schools. So, uh, Principal Roxan Gonzalez Quas, if you would please come join. and Ron Midlinsky are if you're here this evening as well. Yes, sir. There you are. Please come forward. Yes. [applause] Oh, Jeff Johnson, please come forward. Thank you. >> And Dr. Wilson, I'm think you're behind me as well. If you come forward to join the photo and Dr. Pet pres Peterson, are you here as well? Come on forward. So
015sorry what I get for jumping around a little. Dr. Clement, did you want to join that photo as well? All right, hold those smiles, please. Families, you're welcome to come up. Cheerleaders, other supporters. Wait, one more. One more. All right. Congratulations. You please exit down the center aisle. [applause] Come back to these other pictures, too. >> All right. We have two students who competed in the Weld Wars 2026 welding competition from Moody High School. Daniel Pena >> [applause] >> and Keshan Odum. [applause] Dr. Enrique Veila, would you please come forward? And Dr. Peterson, come on forward. Dr. Wilson. And then I know we have a sponsor, I think, from Moody here as well. Dr. Veila, Dr. Peterson, is there a sponsor I should be calling up? >> Okay. All right. Thank you. >> All right.
016Please hold those smiles. Hold on. Hold on. Hold on. And Dr. Clement, I didn't get you in here, but if you want to hop back in with the families, you're more than welcome. But give her a moment. Don't rush her. There she goes. >> All right, congratulations students. [applause] Also tonight, we have students from Branch and Collegiate who com recently competed in the Texas Association of Future Educators, and we honor them this evening. Advancing to national competition, we have Liliana Pales [applause] and Victoria Shaw. [applause] From Collegiate High School, we have Lyanna Agiri, [applause] Khani Amalano, [applause] Violet Gomez, [applause] Kayn Martinez, Josiah Pon, Alejandra Rodriguez, [applause] and Dr. Tracy Rodriguez, if you'd please come forward, as well as Dr. Wilson, Dr. Peterson, and if we have a sponsor here this evening, they're welcome to
017come forward as well. Come on forward. All right, hold those beautiful smiles, please. I give a few more [clears throat] photographers. Y'all come on up and get the photo you want. Come on forward. No, you're good. You drove that car a lot. I know. All right. Congratulations students. You make us very proud. [applause] Madam President, this concludes this evening's presentations. >> [snorts] >> Our next item is a public hearing for the purpose of receiving public comments on the adoption of proposed 2026 27 budget and tax rate. It is 5:24 PM and we'll open and conduct a public hearing for the purpose of receiving comments on the adoption and propose of proposed 2627 budget and tax rate. Um Miss Roxan Doug I'm sorry [clears throat] Miss Roxan Douglas will open and provide some information to begin
018the hearing. Is that better? >> Okay. As I was saying, good afternoon, President Gonzalez Charlie, Dr. Hernandez, and all members of the board. I am here to go over our financial review for the general fund, food service, and debt service fund for our upcoming 2627 fiscal year. So to begin, as I mentioned at our last budget workshop, I'm required to mention a taxpayer income impact statement that is new to our meetings. So as a reminder, it is out there. It is stated on our website and there's a link on our website and it looks like this. It's just the basic information of our median valued homestead values, their expected taxes based on our proposed tax rate. and as values come in and in July if things should change this taxpayer impact statement will certainly be
019revised and posted on the website. So therefore, okay, the financial review of the general fund, our proposed budget that we are asking to adopt is shows our revenues at 365 million, expenditures at 368 million, leaving us to adopt a deficit of 2.7 million for this upcoming year. Food service is a balanced budget showing revenues of 26.7 million. same amount of expenditures, hence the balanced budget. Our debt service is showing a slight increase in net activity. We have 63.8 million in expected revenues with 63.7 million in expected expenditures. compensation recommendations all based on our TASBY salary study we had which will include a general pay increase of 1% for our teachers which equates to $680 for 187day teacher. Our equity adjustments to teachers in certain years of experience and moving nurses, librarians and instructional coaches from
020the teacher salary schedule to an admin pay grade. All of our paygrades for mid mid midm max were posing proposing to be adjusted to align closer to market. The last time it was adjusted was 2122. Administrators a 1% of midpoint for general pay increase. As all of the scales are being increased if that leaves somebody still below minimum they would also get a slight increase to get them to the new minimum. There are some pay equity adjustments for DIOG's principles, assistant principles, counselors, and librarians. They anyone will be allowed to go over max to receive the full general pay increase of 1%. And as we had previously spoken, our maintenance employees currently who are 236 are going to be reduced to 230 days in lie of a raise this year. your auxiliaries 1% of midpoint
021an adjustment to men is applicable there are some I won't go over all these bullets but there's some other adjustments that could be realized as an auxiliary employee food service they are receiving a 3% of GPI recall food service is funded by department of a and she has that ability to pay her employees a different pay increase. What does that mean in general fund costs? That is going to cost for all of our teachers around 1.9 million. Administrators about 1.3 auxiliary 14 1.5 for a total increase for pay raises of $4.7 million which is built into the budget. Tax rate information. We don't anticipate an increase at this time. We're proposing the same tax rate that we currently have which is listed here for M and INS. This is something new as well. Each time
022we go to adopt our budget, I am to append the tax rate calculation worksheet. However, because we're a July one year, that is not yet available. When it does become available, it will be posted on our website where prior year tax rate calculation worksheets are stored. So just needed to mention that. So that leaves the remaining today is June 8th, the day that we will have the public hearing to discuss the budget proposed tax rate. When July 24th comes around, our certified tax role will be received by the district and around August 24th is the anticipated date of discussing and adopting our proposed tax rate officially. That is the conclusion of my presentation. I guess if anybody has any comments or questions turn I didn't turn it on but go ahead and um Dr. Hawkins.
023>> Thank you. I was just looking at um [clears throat] excuse me. Um [snorts] looking at the other food group fund groups uh the second paragraph you were saying that the interest in seeking fund um is was 63.7 but our document has 63.6. Was that a roundup or something? I'm on uh page >> for the debt service. Um >> you don't see 63.8 revenue and 63.6 expenditures >> on your slide. >> Well, I see >> I may have rounded up when I verbally spoke. >> Okay. >> It was on page 78. Well, I was actually I'm actually looking at the write up that's on 78. Uh you were going over the slides. Is that correct? >> Yes, ma'am. >> Okay. So, uh I I just wanted to make to ask about that difference because you
024said 63 7 um in your speech, but in the write up it's 63.6 million. for the syncing fund for dead services. >> Yes, ma'am. I anything over 500,000 I tend to round up to the next digit. So, but 63.67 is exactly the expenditures budgeted. >> Okay. >> Yeah. Okay. >> I don't want to be approved. That was all I had. >> Okay, >> your deliberators are open now if anybody else has any questions or comments. Anybody? Okay. appreciate the team's hard work considering where we were last year and where we are this year and what we're adopting and made the fact that we've made a roughly $23 million gain. Um, thank you very much and kudos. >> Thank you for your support. >> Yeah, and I will add and on to that. Thank you. But
025um you know and if if not mentioning it later or or I'll mention it now instead of later but uh you know just for our public's awareness we have not increased our t tax rate since the 2122 school year and in fact we've decreased it twice which I think gets very little attention. So we are in fact doing a lot more with less uh and and um kudos again to you. It's great news. Thank Thank you. >> Okay. Uh, our next item is close session. Um, >> oh, I'm sorry. I didn't close the public hearing. Apologize. It is and public comment. Does anybody wish to make public comment on the public hearing? Okay, seeing none, we're going to close the public hearing at 5:33 p.m. and that will take us to close session. Right. Uh,
026the board of trustees will now enter close session at 5:33 p.m. pursuant to Texas Government Code sections 551.071 and 551.074. returned from session at 5:43 p.m. Do we have a motion? >> Madame President, I move to non-renew the contract of a term contract employee as discussed in close session and to give notice to the employee. >> You have a second. Um, your deliberators are open actually. Sorry. Let's see why they're not blinking. There we go. >> Stuck on. Yes. >> Motion. Motion carries. >> [clears throat and cough] >> Okay, that's going to take us to our administrative reports and uh Mr. Kites. >> Good evening, President Gonzalez Trolley, members of the board, and Dr. Hernandez. My name is Ron Kypes, and I proudly serve as the director of the office of admissions, attendance, and student
027support services. This evening, I'll present an overview of the district's discipline and attendance trends. I'll also provide an update on the progress of programs and interventions [clears throat] currently being implemented to support improved student attendance and behavior outcomes in alignment with the district's mission to develop the hearts and minds of all students, preparing them to be lifelong learners who continue their education, enter the world of work, and become productive citizens. Our Lone Star governance goal of 4 point 4.1 for discipline is to reduce the percentage of out of school suspensions or OSS for 7 to 7.75% and decrease removals to the district's alternative education program or the DAP SSC to 3.25% by 2027. This chart compares discipline data across district campuses for the 2324, 2425, and 2526 school years. Please note that the 2526 data
028reflects end of the fifth six weeks results. The data includes out of school suspensions or OSS and removals to the district's alternative education program or DAP. Out of school suspensions are assigned by campus administrators. DAP removals are recommended by campus administrators and reviewed and approved by the office of admissions, attendance, and student support services. Campus administrators may assign inschool and out of school suspensions in conjunction with recommendations for removal in accordance with the recommendations required requirements outlined in chapter 37 of the Texas Education Code. Excuse me. Analysis of the 2526 fifth semester data indicates that the district is currently on track to meet our end of the year goals. Out of school suspensions are at 7.66% and removals to the DAP are at 2.89%. Out of school suspensions are limited by the Texas Education Agency
029to a maximum of three school days per incident. Students experiencing homelessness as defined by the Mckinty Vento Act and students enrolled below grade grade three may not receive an OSS placement unless the infraction meets the specific criteria outlined in chapter 37 of the Texas Education Code. House Bill 6 expanded the criteria for suspension of students experiencing homelessness and students below grade three. Chapter 37 also requires campus administrators to consider mitigating factors when determining whether to assign an out of school suspension or recommended removal to the DAP SSC. These factors include self-defense, intent or lack of intent, a student's discipline history, the presence of a disability, whether the student is in the conservatorship of the Department of Family Protective Services, and if they're experiencing homelessness. When determining whether to suspend a student or recommend placement in
030the DAP, campus administrators must balance the responsibility of maintaining a safe and orderly learning environment with the district's goal of limiting suspensions and DAP removals. This slide highlights the top discipline infractions resulting in removals to the DAP. These categories consistently represent the highest areas of removal each year. The top row are violence related infractions which include assaults that are mandatory infractions, simple assaults and mutual combat that are discretionary infractions. The bottom row are substance abuse related infractions which are illegal substance possession or abuse that are mandatory infractions and those which are discretionary infractions. Overall, we observe decreases in most infractions compared to this time last year with the exception of a modest increase in simple assaults. Our office collaborates with the guide with guidance and counseling, social work services, the nursing department, MTSS, section 504,
031special education, and the CCISD police department to support campuses and address underlying factors that may contribute to these infractions. This slide highlights the district strategies implemented this year to help reduce out of school suspensions and removals to the DAP across all our campuses. Our first strategy was the implementation of a standardized discipline training protocol for administrators. This includes completion of the Texas Education Agency or TEA's Chapter 37 discipline course, which was updated this year in response to changes enacted through House Bill 6. Completion of this course was required for all administrators and part-time administrators who have access to student discipline. Additionally, our office recently conducted targeted training for campus administrators addressing common discipline errors identified through local audits. As a result, disciplinary decision-making by campus administrators has improved and non-compliance with chapter 37 procedures has
032been reduced. The second strategy focused on correcting discipline data entry errors within the system. Ongoing discipline audits will reduce errors in the end of the year PE submissions and reinforce compliance with chapter 37 requirements. The third strategy was the implementation of six weeks discipline reports provided to campus administrators to support monitoring of discipline trends. In addition, district leadership receives weekly discipline reports to assist with oversight of campus outcomes and emerging trends. Our Lonear go governance goal for attendance states that by 2027 CCISTD will meet a daily attendance goal of 92%. I'll be reviewing our current progress including attendance data statistics and the progress of strategies implemented to assist campuses in improving their attendance rates. This table compares the district's attendance trends for elementary, middle schools, and high schools, and the district for the 2023 24
033and 2425 school years. It also includes our unodudited attendance rate for the 2526, which was 92.54% at the end of the fifth six weeks. The district's end of the year attendance goal is 91.5%. As you can see, current attendance rates indicate that we are exceeding the district, elementary, middle, and high school goals for 2526. In analyzing the data, we recognize that attendance is influenced by multiple compounding barriers, including absences related to illnesses, generational chronic absenteeism, which I'll discuss in the next slide, a highly mobile student population, students who are experiencing homelessness, family and work responsibilities, emotional and mental health challenges, housing and food insecurity, as well as academic difficulties. These diverse and persistent barriers require a coordinated schoolwide approach supported by multiple departments. While acknowledging many of these factors may be beyond our direct control,
034it remains critical for campuses to identify individual student barriers and implement targeted wraparound supports to meet unique needs of students and families. Chronic absenteeism is defined as a student being absent for more than 10% of the school year's required operational and instructional time within a school year or within an enrollment period that exceeds 30 instructional days. This equates to nine days in a semester long course or 18 days in a year-long course. Chronic absenteeism includes both excused and unexcused absences and is calculated based on each campus's 88 time or designated attendance period. Students enrolled for 30 instructional days or fewer are not eligible to be identified as chronically absent. Absences that qualify for state funding, such as verified medical appointments, court appearances, and approved college visits, are excluded from the chronic absentism calculation. Chronic absenteeism
035is not a board goal. However, the district closely monitors the data due to its impact on average daily attendance, which is a board goal. Chronic abs absenteeism remains the significant priority for both the state and district because it's strongly correlated with lower academic performance in including decreased assessment outcomes, lower course averages, and increased rates of grade retention and student dropout. As reflected in this chart, chronic absenteeism has continued a gradual decline since the 39.1% surge experienced during the 2122 school year. For 2526, our current unaudited rate is 26% as of the end of the fifth six weeks. This post-pandemic surge in subsequent decline mirror trends observed in districts across the state. To address chronic absenteeism, the district has implemented several key strategies, which I'll discuss on the next slide. The strategies on this chart focus
036on areas where the district systems can have the greatest impact on improving attendance, strengthening parent communication, supporting campuses campuses in data analysis and implementation of best practices and auditing attendance procedures to improve both accuracy and ADA funding. To enhance parent communication, the district implemented Power School's attendance innovation intervention suite in January. This platform provides campuses with two-way text messaging capabilities, allowing direct realtime communication with families to address attendance concerns promptly. Campuses can send text messages and emails to individual parents or predetermined groups sharing personalized attendance data. Messages may be sent daily or automated at scheduled intervals. Parents are actively engaging with the platform by responding to messages and submitting documentation such as doctor's notes directly to the campuses. In addition, campuses are distributing attendance report cards, similar to academic progress reports that provide families with
037indivi individualized attendance data and clear indicators of any concerns. The attendance intervention suite also tracks student attendance patterns and logs parent communication, enabling campuses and the district to analyze trends, evaluate the effectiveness of these interventions, and maintain documentation that may support truency prevention and intervention procedures. Our second strategy focuses on addressing denial of credit due to non-attendance. A district team reviewed current data and local policy and developed a consistent district-wide process across all high school campuses. This process automated loss of credit procedures while ensuring students ensuring students are provided meaningful opportunities to re regain their credit without inadvertently encouraging absenteeism. The third priority is the continued de deployment of attendance officers and recovery specialists to conduct six week campus audits. These audits ensure accurate attendance coding and play a critical role in protecting and maximizing
038the district's average daily attendance funding. In addition to these priorities, the department provides weekly data reports to district leadership. These reports include attendance rates, chronic absenteeism, enrollment trends, suspensions, disciplinary removals, students with 10 or more conse consecutive absences, and enrollment and withdrawal patterns. Campus administrators also receive comprehensive attendance and discipline reports every six weeks to support ongoing monitoring and decision-making. The district will continue to implement, review, and refine these systems while maintaining close collaboration with campuses to strengthen parent communication, enhance data analysis practices, ensure credit audit accuracy, and improve each campus's ability to proactively identify and address both individual student and campus level attendance concerns. These are some of the recipients of the superintendent's perfect attendance award for the second semester. Every six weeks, students with perfect attendance are randomly selected to receive a certificate
039of recognition along with a backpack or gift bag filled with gift cards and other incentives to celebrate and reinforce the importance of being present at school every day. In addition, every six weeks we recognize campus principles who demonstrate the highest growth in attendance and we provide them with a monetary award for their student activi activity fund to support campus incentive activities. This is our second year partnering with Sams Ford through the perfect attendance incentive program. This year, Leia Pettis, a freshman from Veterans Memorial High School, won a 2026 white Ford Bronco Sport for maintaining perfect attendance. She's also pictured alongside last year's winner, Sophia Selenus. During last year's incentive program, 4,96 high school students earned attendance vouchers. Students who maintain perfect attendance during each six weeks grading period receive a voucher for the end of
040the year drawing. This year we distributed 5,143 vouchers, which is an increase of of 147 vouchers compared to last year's total. We're extremely proud of our partnership with SS Ford and the positive impact this initiative continues to have on promoting daily attendance across our high schools. Thank you for your time and attention. Our office will continue to monitor and attendance and discipline data and implement targeted strategies to support the district's mission to develop the hearts and minds of all students, preparing them to be lifelong learners who continue their education, enter the world of work, and become protective citizens. This concludes my presentation. I'm very happy to answer any questions you may have. >> Thank you. U great report and we do have a lot of questions and comments. Mr. Clark, we'll start with you. >>
041Mr. Knipes, thank you. Uh, three quick questions. [clears throat] What does the percentage look like after 41026? I'm [snorts] talking about your your attendance percentage, the district attendance comparison. As of April April 10th, 26, our district is 92.54%. How much does that pull back in that last say six weeks of the school year? I don't have that data yet because we're doing our audits right now and there >> historically >> I don't know maybe half a percent probably. It's just a guess. >> Okay. So, it's not it's not too bad then. >> It's not too bad and we still have that one uh that attendance day because of weather that the we put in the waiver that they're going to take out that we submitting today after this at the end of this presentation. >>
042Okay. One one would think, you know, the last couple weeks of May the high school percentages would fall pretty significantly. Um [snorts] the last date that we report to the state for attendance, is it our last day of school or is it a different date? >> It's the last day of school. >> Okay. Um I see [clears throat] your goal for 2027 is 92%. Uh for district seeing that we have already met that and you're not expecting the fall to go if it's a half percent then it goes to 92. Will you adjust that goal for 27? We only come back to adjust the goals when we meet with you all. We don't customarily, we keep shooting for lower, lower, lower, but we're due to come back in 2027, which is next school year, to
043relook at all of our goals and see where we're at at that time. At that time, we would definitely adjust it, but we keep moving down. If we start adjusting what we we would be happy to do, but we would come back and then reopen it if you'd want, but normally that's not what we do. We wait until the next year that we that we revisit all of them. >> Well, we wouldn't we wouldn't want to move that percentage down. >> Oh, we are working hard to move that percentage down regardless, sir. We want to take that up. >> That percentage up. Sorry. Up. Apologies. Up. That percentage. We're working No, seeking discipline. That percentage we're working hard to move even further up so that when we do go to redo and recommend the goals
044that it'll be even higher than this. >> Well, well, that's our intention. We've already met the goal of 2027. >> We're going to talk about increasing that goal. >> Yes, sir. We will next year what we have here. >> Yes, sir. Next school year. >> Thank you. Thanks again. Thank you, >> Dr. Huggin. >> You should put that in a better spot. >> Don tells me I need to move that. But anyway, [laughter] um I was just um thank you for the report. Um, but I had a question and I don't know if I misheard or if I wasn't paying attention or whatever, but when parents um did I hear you say that parents uh submit uh excuses online? Is that is that correct? >> No, they can text uh they can text their attendance
045excuses to the individual campuses. >> So if there's like a piece of paper, they just take a picture of it and send [clears throat] it in. >> Yes, ma'am. >> Okay. So, I was just wondering if we had something on the website where they could upload anything, any document. >> Our new process is that they can text because that most people text nowadays instead of using their email or other purposes. So, that's where we've gone at this point. >> Okay. Uh my the other question is um I hear the winner of this year's Ford is a ninth grader. >> Yes, ma'am. >> Is she is does she have driver's license? >> Not yet, but they're working on it. [laughter] So, is a car brother >> is a car in her name or her guardian? >>
046I assume it's in her parents' name. Her guardians. >> Okay. All right. >> Because they were there when she won there. >> I'm sure she's going to be chomping that bit. So, >> freshman. >> Oh, okay. Last year was a freshman, too. I didn't realize that. I was thinking she was a junior. These freshman are racking it up. >> They're go-getters. >> Um, Mr. Clark reminds me that they are both from veterans. >> Lucky. you spread the world. >> I don't know. Thank you so much. >> You're welcome, >> Mr. Eerodondo. >> Thank you for the for >> you. Um, the percentages are good as far as showing how we're meeting our goals and I'm wondering you we used to have a graph where we had the number of the different offenses by school and
047I'm wondering if that could be provided. >> Yes, sir. I can get that for you. Yeah, because I think that's, you know, you look at percentages off, obviously they're lower. You look at the graph, you know, they're they're coming down, but uh just just as to just kind of configure as to campuses, areas, and whatever as far as some of the challenges that both our teachers and administrators have, I'd like to just say that certainly proud of all the hard work that administrators are doing. You look at that across the district, uh the different uh networking, the different advertising and the consistent attention to attendance and it's showing. But like Mr. Clark said, you know, we reached the goal and that's awesome. Now, you know, just looking at the data, look at the numbers, looking
048at the areas. I would think that would be a good way to have this team that's going to work with this with the schools look at either trends or areas that we need to just kind of help and support our administrators and teachers for and that's the reason I was curious about numbers. Um the other thing is you one of the uh strategies that talks about uh having audits every six weeks and giving numbers to the uh principles as to how things are going. When you say the leadership is helping with that support, who is the leadership that you're referring to? >> You're talking about discipline audits or >> discipline issues? >> Well, the campus administrators and then of course the uh the school assistant superintendents. Oh, >> okay. Gotcha. So is there any uh
049well I don't know what the team's going to do to kind of help you know [laughter] would be the first time that we have a team working with schools as far as discipline I mean excuse me attendance. >> I could repeat that please. >> Would this the first time you're going to convene a team to work with schools as far as attendance? >> No we currently have a an impact team that meets with the high schools and we go over attendance levers dropouts. That's something that's been going on for the last several years. >> How about the other levels, elementary, middle school? >> Uh, no sir, they do it individually at the council. >> Okay. So then maybe this team is going to be comprehensive to cover all three levels. >> That's something we can
050look at. Yes sir. >> Okay. Because I guess in in doing that, what is the discipline plans? We we talk about consistency of be at the high school, be at the middle school, and be at the elementary. what is a discipline plan that that is being fac or utilized across the district to work towards consistency as far as rules, patterns, consequences, etc. And then the second part to that is is there any ongoing training and support for the teachers because obviously they play a very key role in uh inspiring attendance of their students. Well, we provide the training for the administrators with the chapter 37 training. My my office doesn't directly provide training on for teachers as far as their uh campus man classroom management. >> Well, it's not just about classroom management. It's also
051about just attendance. What it what specific activity might there be besides the posters, the reminders, the news flashes, things that go out, you know, uh to the parents, etc. all inclusively it's good but what do we do to help the teachers and support for trying to [clears throat] make a point about good attendance to their students and that's maybe something that this team can kind of look at. >> Yes. >> Uh to try and help and provide support at the schools. >> Um >> we do provide that data to the campus administrators. >> Okay. And then you look at uh uh some of the changes that we're looking at and uh in in attendance uh some of the the procedures. Is there any uh consideration to look at policy? Uh you know right now we
052have a policy as far as certain number of days that a student can either lose course credit and or uh you know uh you know >> lose credit >> you know. Yeah. Exactly. So, is there any any interest in looking at policy? Because I think I see in in kind of talking to families in general that they're really paying a little bit better attention to attendance uh and having their children go to school. Uh but I think you know I've always felt that policy might be good to reinforce and get a little stronger to just to not only remind the community but also the students in and of themselves that uh they have a responsibility and that's maybe another way that we can help our administrators and teachers to kind of improve attendance because as
053Mr. Clark said in asking the question about where is a percentage between April and now uh that there's that uh what is it uh history about maybe the high schools attendance really becoming less towards the end of the school year and that you're saying that you're working specifically with high schools right now but uh what can we do to maybe curtail that in you know in any way and I'm just thinking maybe polic policy is something we need to look at. >> We can look at that. Thank you. >> You bet. Um it's interesting you talk about excuses are not by being done by text. So parents are you you can verify that these texts are coming from actual parents and guardians etc. >> Well, we use their phone numbers entered in the system. So
054it sends it out to the parent the students parent or guardians. Well, that just a kind of like what is it a general question and and kind of knowing some of the answer already but but anyway that I I commend your effort certainly again I really commend the effort of the schools and certainly the things that we have provided to encourage and provide uh what is it awards to the variety of people that we do for good attendance efforts. So thank you very much >> continue your effort. Thank you >> Mr. Mr. Bill Rio. >> All right. Thank you for the information, the presentation. I think we're all um I think happy with the the trend of how things are going both um with discipline and absenteeism. Um, can you tell me what I'll I'll
055say this that obviously I think we all know that um there's only so much that a teacher or an administrator you know or us you know as schoolboard members can do um and we have to rely on the community a lot and actually I see you know Miss Biranda Davis here um with Esparansa deas and and um you know I know how much they do in the community and you mentioned you know students who you know, maybe lacking food or um you know, their home life. You know, we we have no idea what's going on. Um I know we work with organizations throughout the community such as CIS. I know we know we do the Keys Walk. What are some other um organizations that that we're able to utilize that that can help us, you
056know, lower the discipline number and increase the attendance number? Well, we we recently my office recently met with the housing authority because the the organization that runs the housing areas in the district in this in in our area. They want they have a they have a new CEO and he has a big he has a big push on attendance. So, he's talking about doing everything from, you know, we're riding with them or I'm working on that to to share information because he has a big push for attendance. Some of the things he's he's looking at is like even purchasing buses to help transport kids back and forth, you know, from the the housing areas to the school. They also want to uh they have uh community centers where they have laptops in there and they
057they wanted to work with us to get tutors to help the kids after school if that's something possible. But there's lots of uh possibility with that collaboration that we're just starting to work with and we've only met with them once. So that's a good that's a good thing that I'm working on. >> That that's good to hear. Um, obviously we know that, you know, we we >> we we can't do everything ourselves and so I would encourage you to continue to um seek out um, you know, that assistance from other community organizations and and if it's something that you know, maybe something that don't wait for them to come to you. you know, maybe we can actively go out and um you know, I think the Keys walk is is one where we've got people
058from all over the community that help us out and say, "Hey, uh we can use this help throughout the year, not just this one day walking doortodoor." So, uh I appreciate um the work and uh I look forward to to you know seeing those numbers even better next year. We had also met with the mayor earlier in the year to kind of de develop a communitywide approach, but with all the other issues going on with the city, we've kind of held off on that right now. >> Thank you. That's all I've got, >> Mr. Bell. >> Yes, Mr. Knives, thank you very much for your information. It's you draw the short straw, you get attendance and discipline. Sorry about that. Um, couple things. I know there was a big uh earlier in the school year
059we talked about um kiddos that had uh chronic absences or or excessive absences. They were going to be denied credit and that was kind of kind of hit home at Christmas break, right? How'd that work out? >> It worked pretty well. The policy was already in place, but it's just the process. they automated the the denial of the credit that they can go back once the if they have 75 to 90% of loss of attendance then they have to go to the principal's plan and if it's below 75% they have to write a letter to the attendance campus attendance committee to regain that credit but it's worked pretty well. We're hoping that's going to trickle down once the uh >> and and do we have any data on that about how many kiddos that uh
060were would check that box to be excessive absences that that failed their course because of ex excessive absences and went through the process to recover and and uh and got their we got them back on track in terms of attendance and and and they continued showing up the second semester. I think that's the most important thing. >> Uh so um the registars on Thursday of last week finished the X removal. So the campus administrators provided names to the registars of students who made up the hours who implemented the principal plan and made up the hours and the registars went in and removed the X's. And so now technology is going back to run a clean updated report and I can start pulling that data. Right now I don't have any data because we're just so
061close to >> actually removing X and last week >> and reissuing and you know current juniors want their rate calculated. That's what we're focusing on to get their rate calculated for for senior applications. So um we're just going into that window to be able to start pulling the data and analyzing how effective it was. You know did we see trends by campus or trends within student groups and things like that. So, we don't have any of that yet, but we will. >> Yeah. And that that that might be something that we could include next year or or in one of our updated uh attendance deals to to see if that's you know, if there's a little bite there because it's all about if there's something that's if if not going to school is pain, it's
062painful is is easy, then they're going to stay home. But if it's painful, then we can get them back back up and running and whatnot. >> Um, also the chronic absences, we have it that's broken down for the district. Do we have a breakdown of chronic absences? Where where do we see them most at middle elementary school, middle school, or or high school? Where are we seeing that 26%. >> Is it And is it higher in the elementary school and lower in the high school? I mean, where are we seeing that? >> I'd have to get that data for you >> right in front of me. >> Um, also something that that kind of struck me in in our data right here is that and by the way, 92.54 is awesome. Kudos to your team
063getting out there and working hard, but we we we we see our attendance rate going up for the district, but we still have one out of every four kids in our our district is chronically absent. I I don't see how we can have 92% attendance when we have 25% of our 26% of our kids that have 10 or more absences over the course of the year. And I would venture to say 10 absence is probably a low number. There are some kiddos out there that have a bunch of absences. And so I I I don't I don't see how you can reconcile the two where you have 92% success rate over here, but yet we have one out of every four kids over here that is absent 10 or more days during the course of
064a school year. So I I don't know and make it make sense to me. Well, that's why we're hoping our the policy that we're just talking about is going to decrease those amount of chronic absenteeism and as we decrease that, we're going to see our tenants continue to go up. That's our hope. >> So, so what we should see is our chronic absentee go down and our attendance goes up. That that's the trend that we're looking for. >> Yes, sir. >> Okay. And the last one was is how and and it kind of goes back to what Dr. as Mendes was just saying is that how many students were denied credit because of ex excessive absences this year and and if and if those kids were denied credit and couple couple things. What does uh
065you're denied credit, you go to summer school or do you have to come in and get seat time in? What does that look like to recover the credit? >> So that's where the principal plan comes in and it is designed with the the campus administrator. So the campus has several tools that they could use. Every student might need, you know, we might have a student who can't do summer school, but they're having to come in after school, Saturday school, you know, something along those lines to be able to make up their attendance. And so that's where the committee will come together and work with that principal to design the plan that the student then has to execute. and and and I I'm hoping we have some type of uni uniformity there that >> yes we
066do. So um if a child has passed the class and demonstrated proficiency in that course then we want to look at we have kind of a flowchart. So first of all are they TSI ready? If not we're going to provide them TSI um interventions and preparation for them to pass the TSIA2. Then we look at ACT, SAT, STAR Prep. So, we're looking at all of those different things and we're giving principles those options so that they're not just sitting in class time. >> We're not doing seat time. We're giving them very purposeful options based on what each individual student needs. >> And and I guess it goes back to my question about the chronic absenteeism with 26% where are we seeing it the most? And that would dictate where what do we our plans if
067we have a lot of chronic absentee and that elementary school we have something in place there and whatnot >> and you and you were on DOT it was high school it's it's been a high school last year at this time uh 39% was the was the percentage of students right now they're at 31% principal plans have really have really made a dent. We're only going to It was our first year of implementation with them. It It was always there, but it was more, I'd say, heaviness from Dr. Hernandez from our assistant superintendent from this office from CNI to ensure that they had the support and that they were following through and how could we help them do that and discern >> and what I struggle with that is is if we have a ninth grader
068that is chronically absent got let's say 16 or 17 absence and I still get credit for my deal and next year I'm a sophomore and there was really well it really wasn't a big deal and now I'm at 21 or 22 and I get to make it up and I'm going to get to go to the the secret plan at the end of the school year. kids kids talk and and and siblings talk and and um and if we don't have some level of of um bite to not showing up to school then and I don't know what that looks like because I know that the state of Texas has really really handcuffed us on that and and so I I just struggle with the well you have 39 absences and you can come to
069the weekend school. I love TSI and and and and but but what if they don't do it? What what if they show up and they just I'm not going to do it. >> The number one thing that's going to bring kids to school is the relationship with the teachers. Absolutely. >> And so when they have a good relationship with their teachers and they like coming to school, that's what brings them to school. And so we have a lot that I mean I I can tell you many kids only come to school because of their extracurriculars, their coaches, their um art and music, fine arts. So all of those things are the things that get kids to come to school and and that's going to be the number one thing. The compulsory bit is not going
070to help kids as much as a strong loving relationship with an adult. >> I I I completely agree with that. and as graduation went through, you know, the 20 graduations we did that it was really kind of interesting to see how many kids were involved in in some schools that we had a a great involvement in our band and our choir and and RO whatever programs were available and whatnot. And other schools we didn't. And I know that, you know, here's the one that that I love. Data shows, statistics shows that when kids are involved in things, they're going to show up. Their grades are going to be better. their discipline is going to be better and things like that. I I just am concerned about 26% chronic absentee. One out of every four kids
071in CCISD has 10 or more absences a year. That that's just that's striking. And we have what is our motility rate is at 20%. So one out of every five kids is not is going to leave the school that they're at right now at least once during their school year. and yet we're at 92% which is kudos to you guys, you know, recovering and getting your records right and everything like that. Um, I would really like to see a how many students were denied credit because of excess excessive absence. I know you're going to have that stuff and whatnot. I I think it it might see trends, help us see trends, help you guys see trends and and and where we really need to focus and and really get after it. Thank you for Mr.
072Kypes, man. I appreciate you. Thank you very much. Mr. Burr. >> Thank you, Mr. Kypes. Great information. You know, attendance and discipline is always in the forefront. You know, the three Rs, rules, responsibility, zero tolerance, capturing kids hearts. Uh my specific question is, do we have an in elementary or middle school? I'm not sure. But do we have an initiative now that we're incorporating a whistle or harmonica? Uh I cuz I don't know if maybe I missed a meeting or something but I I'm not sure. Um I haven't heard anything about that but specifically and and if we are you can send us that information. You don't have to get it now. >> We have a new program PAX we will send you the information but yes go ahead. specifically is what I'm and and
073I'm always going whether it's CNI uh with our admin with our teachers if we're adding something to their plate what are the what are we taking away from their plate because now we're if we're at you know four questions what are you doing what were you supposed to be doing what's going to happen if you don't now we blow a whistle >> I mean we need to I just like some more information and again as we're moving forward and adding >> to and we did we I I believe Amanda Cameron brought earlier uh that or it could have been missile. I'm sorry I don't remember. Uh that uh we were replacing CKH with PAX. So PAX is a very researched uh protocol to use and the harmonica is just the um it's the call back.
074It's the item to get the students to focus. So you know just like waterfall waterfall, you know those types of callbacks. That's what the harmonica does just to get that student's attention. Um, and that's just part of the research that they did. And so, um, absolutely, Miss Cameron, um, her office is the one that has been leading the initiative. She's not here at this time or we'd call her up to the podium to, um, to explain it to you. But yes, we'll get that information. >> Awesome. Thank you, Mr. >> Just a followup related question. I know that at the end of the summer, we get a summer report as to how summer school went. I'm just would be curious to see if we could get a report at the front end as to how
075especially uh credit you know when they when our secondary students are going to get uh their credit back by attending summer school. uh you know we have that for what four weeks uh how many weeks is our summer school I know it's changed over the years >> six >> I think it's six semester A semester B I think it's three weeks >> as we talk about attendance is it required that they be there the whole summer and >> there is an attendance requirement built into the summer school >> and I've heard that sometimes some of our high school students get on on their computers and are able to complete credit in two or three days and they're done. So, I'd like to get a report soon if we could as to the front end as
076to how we are requiring our students and what what instruction are they getting. You know, Dr. Nandas talked specifically about some of these items and which are excellent, but the academic part, how are we doing? And and the other part that I want to uh uh kind of mention, there's no question in my mind what you mentioned, Dr. on us about the relationship with teachers as far as attendance. Uh you know I think that's critical and that's one of the reasons I was talking about what other things can we do to support our teachers. Uh and I know that Mr. But it speaks about, you know, we don't want to uh what is it buffet on a plate, so to speak, but by the same token, what support items can we give our teachers to
077help build those relationships relative to having some good attendance? [snorts] That's basically where I was coming from. Thanks again, Dr. Hawin. I don't want to get caught up here with a hot mic, so I always turn it off, but I need to move that around. I I wanted to kind of uh go back to something that you were saying um in terms of students who are in jeopardy of losing their credit and they uh you issue or you send for them to show up one way or the other. And you're saying that um when they come back to make up that time you they either study uh different uh tests stuff like that. I'm not sure uh Dr. You mentioned a list of things that that you offer. Yes. >> Can you repeat that again
078for me please? >> So you're going to prioritize. So, you're going to look did the child pass star and yes or no. And if they didn't pass star, we're going to help them with star preparation. And then we're going to say, did you now pass your TSIA? And then we're going to help them with that. And then SAT or ACT. So, it's individualized based on what the child needs. And the principles provide, they create those plans. They call it the principal plan. It's probably a counselor helping them, but it's the principal plan for making up the credit. And we were very specific in hearing that we didn't want them to just sit in a room and do seat time. We wanted to give them something that was purposeful and meaningful and helpful. So, so I
079guess uh what I want to try to get at is um does every student I'm talking maybe high school now uh maybe juniors maybe seniors um um do they all I know that we issued the TSIA in what 10th grade 11th grade >> can be taken >> any in time >> anytime >> and so if they take it as a ninth grader is whatever score that they make is that going to be the score that's going to get them into uh um >> if they score the criteria that's needed. >> Yes. >> But they have to you have to meet a certain criteria, >> right? But but at ninth grade if they meet the criteria, then that's good for the next four years until they get out of high school and go. So that's going
080to be >> some kids even do it in eighth grade. >> Okay. So So that's going to be part of their permanent record. >> Okay. And so, uh, then, uh, that means that they don't necessarily have to do SAT or ACT if they pass the TSIA, right? Is that correct? >> Depending on where they're going to college, >> well, isn't the TSIA opening them up to places like >> I'm going to refer that to Brian Davis to answer that for you. He's the director for advanced academics. All right. As you said, Brian Davis is director academics and guidance services. Um, so TSI2 will determine college placement in terms of if they have to take good developmental courses or not. SAT and ACT is often used for college admissions, um, scholarships, things of that nature. So
081the SAT, ACT would get them in, possibly make them eligible for scholarships. TSI determines if they have to take Ruby dual courses or not. Well, I'm just kind of confused about that because historically SAT and uh ACT were typically a little more difficult than the TSIA. >> So, so um the way you >> explain that, >> right, the way it works, um if a student hits a certain level on the SAT or ACT, it actually negates them having to take TSIA2, right? But because of our dual credit offerings and everything, we try to frontload TSIA2 first because um the students have I think an easier time passing that one typically than SAT or ACT hitting that mark. But um the um the way uh we operate for dual credit purposes is get the students, you
082know, as early as possible so that they can take those college courses while they're in high school. That SAT, ACT, we're looking at more junior, senior year, trying to get them, you know, ready for their applications and everything. Okay. All right. Thank you so much. >> Okay. You're almost done, but I have a couple questions that I don't think I asked yet. Uh, okay. On the discipline part of your report, um, I noticed that uh on the strategic priorities, you have provide fixed discipline reports to district uh and campus administrators. Do those get reported to the parents and the students just like the attendance reports do >> as well? >> No, not at the summer. >> Okay. [clears throat] Um I mean obviously I know there's communication with the parents when when discipline problems occur,
083but I just didn't know if there was a similar system to the powers school program with discipline. >> No. >> Okay. >> Um [clears throat] then on the attendance uh this is the first year we use powers school, right? >> Yes ma'am. Can you remind me what the investment we made in that was financially? >> Remember? >> I don't remember off the top of my head. We've only we incorporated for the second semester, so we don't really have accurate data to see how successful it's going to be used, but uh I can get back with you on that. >> Okay. Um do you I I mean I applaud the the improvements too. It's it's great news. Uh, but do you do you think that that's a big part of the improvement or do you think
084it's the whole package of everything we've been doing and not just the tool and the >> I think it's I think it's improve communication. That's just one of the part parts that we need to improve as far as attendance goes. I um I've I've anecdotally and I've experienced as a parent a lot I think I've brought this up before a lot of um mistakes in the in the communication where I've gotten many reports that my you know student has missed a class and they didn't and I I got back and forth with this with and and it is easy to communicate back and forth that this is incorrect or whatever and I have gotten a lot of commun gotten used to communicating and they're like oh just wait we usually correct those on our own
085we get we get corrected you know at the end the week we correct them and reconcile. My question is um and that's understandable but my question is do you think that most of those I mean because our numbers are higher do you think that most of those that are in inaccuracies um are are getting that that may have happened throughout the week through per class per child are are getting corrected and and we're catching those and the system is is auditing itself and [clears throat] getting corrected. >> Yes, that's the purpose of our audits that we do correct those mistakes. Okay. Um because I'm I'm sure there's a lot of parents who don't don't have time to go and contact every single time like, "Oh, I know my kids is there. I'm not going to
086call this time." Okay. Um and then one last question on slide 29. Um on on those 29. Yeah. Um how are we in relation to are these numbers especially this year u because those I know those those are great numbers and we're meeting our goal in relation to um the averages for our region in our in the state. Do you know >> but I'm talking >> that'd be great. We we get their information with our taper report and it runs two years behind. But yes, we when we bring the taper report, we compare what the region has and with and also we also do it with talk with our truck district. Good information too because I I seem to remember this these numbers being higher than what we've seen from anything that's compared to in
087the past. So >> congratulations. That's great. Thank you. Thank all I have. Okay, next we have our um administrative report on our teacher incentive aotment program with Miss Randy Garcia. >> Good evening president and schol members of the board and Dr. Anand. My name is Brandy Garza and I am the director for strategic evaluation and assessment supports. I am here to provide updates on the teacher incentive aotment program for TIA. This slide shows the CCISDT journey and how we have evolved through the past several years. Originally implemented as part of House Bill 3 of the 86 Texas Legislature, one of the main tenants for TIA is to support teachers and reward them for excellent instruction, especially in high needs and hard to fill teaching positions. House Bill 2 of the 89th legislative session provided an
088expansion to the teacher incentive a lotment program accounting for a comprehens comprehensive financial boost for districts to continue funding teachers. Currently 98% of our CCISD teachers are in TIA eligible positions. The district has been able to add eligible positions each year as we have built the program. The remaining 2% of teachers who are not eligible for TIA are in positions such as Driscoll Children's Hospital and Bay View Behavioral Hospital where they do not meet the requirements due to either not teaching the majority of the day, not having a minimum number of students, or not having students long-term in order to collect the beginning of the year to the end of the year measurable data to show student growth. Our spending P plan continues to emphasize teacher payout at 90% of the to award a allotment
089and 10% maintained by the district. In addition, the district has prioritized teacher recruitment and retention. Investment in thirdparty assessment platforms, test item banks for assessment development, and a data dashboard system continued to be a priority as well. As the teacher incentive aotment program has expanded, the need for additional personnel has occurred as well with a new TIA assessment advisor added to the TIA team and salary expenses shared by the TIA department and local funds resulting in a few a few splitfunded positions. In addition to our new features launched this past year, we continue to provide support through our ongoing communication plan and resources. Listed here are the ways we continue to provide updates and facilitate the sharing of new information. The roster verification process has been strengthened into a more user-friendly process for teachers. We
090have enhanced communication efforts and will continue to do so. This slide breaks down the number of teacher designations by category of master, exemplary, and recognized. We had an additional 410 new or higher designated teachers this year. This brings our CCISD total to 952 TIA designated teachers. The image on the upper far right depicts how the designation will appear on a teacher state board certification. This slide represents the average allotment amounts for CCISD by designations from the TEA funding site. This shows you a comparison of TIA averages of Corpus Christi ISD versus surrounding districts. As you can see, Corpus Christi ISD has the highest averages for each designation level with the exception of West Oso ISD. It is important to note though that CCISD does have several campuses that have tea aotment payouts that are competitive
091with West OSO ISD as well such as Savala Elementary School which has a current TIA payout for recognized of $8,481 $16,963 for exemplary and $30,271 for masters and Driscoll Middle School which has a current T out TIA payout amount of $7,81 for recognized, $15,61 for exemplary, and $28,2 for master. Other campuses that have aotments higher than Westo include Allen, Garcia, Gibson, and Oak Park elementary schools. There will be a new designation level for the 2026 2027 school year that will make it easier to qualify for a TIA designation of acknowledged in which teachers will need to show 50% student growth and earn a 3.5 test average score on domains two and three. These are a few highlights of our TIA celebration that was held in May. Teachers shared that earning a TIA designation was both
092meaningful and motivating. Many expressed appreciation for being recognized for their dedication to students and noted that the financial incentive provided opportunities to support personal and family goals. Also pictured are plaques that every CCISD designated teacher received to proudly display in their classrooms. Special thanks to the amazing Carol High School Madiachi group for their outstanding performance throughout the evening. Teachers were full of excitement and energy as they celebrated the financial impact TIA will have on their families. Some teachers shared that TIA has even renewed their passion for teaching. Teachers are experiencing strengthened confidence and seeing that they are making a meaningful difference in their students lives. Many teachers shared how proud they were of the outcomes that their students achieved. As you can see, Tia has positively impacted our CCISD teachers by motivating them, renewing their
093confidence in their teaching abilities, reinforcing that their time, dedication, and effort are truly making a difference. TIA is changing lives. Please know that our office is here to support our teachers and administrators in any way we can. Their success is our district success and most importantly our student success. Thank you to all CCISD teachers for everything they do each and every day to make a positive difference. Thank you and I welcome any questions that you may have. >> Thank you for your report. We do have some questions. Mr. Clark, we'll start with you, >> Mr. Garza. Thank you. A couple quick ones. Uh 98% eligible positions. Where does that fall in surrounding districts [clears throat] or area districts as far as a percentage of how much they're how many positions they're offering that are TA
094eligible? Do we know? >> We do not, but we can look into and get the data for you. >> It would just be curious because that would be pretty good marketing point [laughter] >> to pass around. Um, >> you know, the the West Coast ISD, I think this is more for >> for people outside of us. I think we understand it, but the reasons that they're >> that their structure is higher is based on the ecodis of those areas. >> Correct. >> And so it's important to understand we're a lot are in that that area as well. >> Okay. And maybe a dumb question, but where does acknowledge fall? Is that below recognized? Yes, it will be the first designation level and it will require the lowest um percentage of student growth which is 50%.
095>> Okay, awesome. Thank you. Appreciate you. >> You're welcome. >> Um Dr. Hawkins, >> um uh thank you for the report. It's it's always good to see that our teachers are recognized for the jobs that they do and also for the incentive that the TIA has brought to our district. It's really nice to hear. I I just wanted to ask you if we could get a breakdown of those campuses that you rolled off uh in our district. if we could get a breakdown of that information uh and and the monies that are in those different uh on those different campuses. >> Yes, ma'am. Absolutely. We have a document that has um every school in the district and what those payout aotment amounts are. >> That would be nice if we could have a copy of
096that. >> Yes, ma'am. >> All right. That's all I had. Thank you, >> Mr. B. >> Yes. Thank you. I said it's, you know, I'm I'm always for up for teachers getting as much as they possibly can. I know it's been a really difficult task along the way to do a merit-based pay within any school district and whatnot. Uh we we talked about the uh 98% the 2% over at Driscoll or Bay Area because they don't have enough kids or or they don't see them beginning to end stuff like that. >> Yes, sir. >> Because those those kiddos are 30 days or 15 days or whatnot and for their services and whatnot. Are our teachers over there that's servicing uh at Bay View and at Driscoll? Are they servicing other school districts as well? Students
097as well? >> Um I think they do. They service all the students that come into the hospital. >> Yes, they come to us from other school districts. They'll enroll in ours. So technically they're, you know, we're serving students in our school district, but they are coming from other school districts. And so there's there's no way that that we to me that seems like those they're really kind of going above and beyond situations and in a very difficult thing and and then we don't allow them to participate in a merit-based pay uh system. So that's something I I think we need to really take a don't reinvent the wheel, see what other people are doing and and see if we can't help them out. The second thing is if if I'm if I'm that teacher at
098Bay View or at at Driscoll and I'm I'm thinking, wait a minute, I I'm I can't participate in the teacher incentive aotment, so I want to transfer. Are we going to accommodate them and say, okay, we we we're going to let you go ahead and transfer and put you in a position to where, hey, you could be a great teacher and and we we're going to really utilize that. Are we going to just say, "Well, no, that's that's the horse you're riding. You're going to stay on it?" >> Yeah, I believe that they can apply. I think we actually had somebody that did do that and they applied to go to a a special ed position. >> Okay. Um, and then I had some teachers share with me about having students in their classroom, and
099this goes back to Mr. Knife. You need to get with him and figure this out, >> okay? is that that there there's kids that are absent during chronically during the course of the year and they may miss the beginning [clears throat] test or they may miss the but then they all at the end of the year we're trying to get everybody back into the classroom for the final round of of our STAR test and things like that. And so now we have kiddos that may not have been in that classroom along the the way, but the teachers are still being held accountable for that student's growth over the course of the year. Um, how does that work out? >> And actually for TIA, if they're not here for the beginning of the year assessment and
100the end of the year assessment, it does not count against them. They have to be here for both assessments. >> And we don't we don't look at any chronic absentee issues. We there's no way to exempt a kid and say, you know, they really weren't in my classroom a whole bunch. Or I've had teachers come up to me and said, I've had kids on my role the whole year. And I go, well, go to the front office. Well, I do, but anyway, they end up showing up and and they really haven't had a chance to to participate in that educational process. >> Yes. >> Uh there's no way to exempt those kids or say, "No, you don't get to be part of our our statistical analysis or something like that." So we do look at
101that if they have a beginning of the year assessment, end of year assessment, but they were a chronic absence absence problem. Um teachers are able to look at their rosters and then they can reach out to us and put in a we call it a ticket and let us know there were issues and we do we can look at that. We do have a little bit of local discretion. >> Good. So there's an appeals process or a uh absolutely good because I you know when we're looking at at at 26% chronic absentee and a high motility rate >> I think there needs to be something also miss Hawkins kind of touched on it. N we have 952 teachers that are are currently in teacher incentive aotment. I I'd really like to see a list of
102what schools have them what subject matter and and uh and what level they're they're at and whatnot. I think that would be that for you >> a good look at at at trends across what we're seeing across the district. >> Um, and the last thing is is there now that we're like in year three or four and we have teachers that have been on the TF now for for two or three years, are we seeing a correlation in the uh the TEA rating of that school in relation to the number of teachers that are that are currently on the teacher incentive aotment? we can look into that and pull the data and check it. >> I I think that should be something that we that I think that that's a whole focus of >> I
103don't know if that was done previous before I got into this position. and I started in January, but absolutely we're looking at a lot of um we do have a teod data analysis now specialist and so we're having her pull a lot of that data for us and do some of those studies so we can see the impact of it and >> and have we had the you know one of the things about teacher incentive aotment was is that if you're at this school and you're a master teacher you're going to get x amount of dollars and if you're at this school over here you're going to get more. Are we seeing a a quest for for transfer so that we can get more money uh on it or is this like I'm happy where
104I am and and we're good. >> Actually, we did we did ask teachers that and they're happy where they are. A lot of them they feel that their schools are at that's their school family and they don't want to move regardless of the amount of money. >> Yeah. Do you get those last five years? >> Okie do. [laughter] >> Thank you. >> Yes, sir. >> Mr. I don't know. [clears throat] >> I I've got a few questions, but I'll forward those to you. But then >> Okay. I just wanted to make mention that that uh I'm certain as we have dealt with the closures and the you know the different campuses that those teachers that have been assigned have all been actually say satisfied with what their transfers have processed regarding what their their tea
105aotment will be. >> If any of them were not satisfied I did not hear about it. We did a lot of work behind the scenes before even closing the campuses. We um shared out among district leadership what the amounts were at different campuses. And I know that I believe the assistant superintendents did a lot of work when they were looking at what schools teachers would go to. I gave them a list of the teachers that were already designated and the amounts that they were getting and for the most part they tried to match them up to that as best they could. >> Yeah. Well, I want to commend you and the office of human services as well as the le the you know our assistant superintendents in ensuring that meeting the goal of that aspect
106for all the teachers that were you know enclosed and consolidated campuses are understanding no and look forward to the new year. So thank you very much appreciate you >> Mr. Billy Rail. >> Okay thank you. I just have one quick question just a clarification on going on that 98% of the eligible teachers. Is it just the Bay View and Driscoll or there anybody else like such as >> There's very few teachers that don't qualify if they're not coded in 087 in PS they have to be coded that way and then they have to spend at least 50% of their day teaching and my understanding is some of those positions that do not like at the hospitals they work on their case load so they're in an office most of the day and then they service
107the kids which is a good thing for a short amount of time because we hope that they aren't in the hospital long term. But >> so so let's say adaptive ed are they elig eligible? Yes sir. Okay. So >> our spend teachers, dyslexia teachers, all of all of them now are eligible. >> And and to be clear, right, I think um you know to to Mr. Bell's point um about having you know what what can we do for those other teachers? This is set by the state, not by us. Right. >> Correct. And I have had this conversation many times with the education service center and just making sure I was correct at when teachers did reach out and ask why they weren't eligible to make sure that we understood why they weren't. Um I
108will continue to advocate for those teachers and continue seeing what we could do or if there's anything else you know we could I don't know offer them in the way of the incentive but that's the information that we were given in the state guidelines. >> Thank you so much. >> Yes sir. All right. I don't see any other lights on, so I think that's it. Thank you so much for your report. >> No. >> All right, that's going to take us to our consent agenda. I did not receive any request to have anything pulled. >> Move to approve. >> All right, we have a mo a motion uh by Mr. Varel and a second by Mr. Clark. And um deliberators are open actually. >> No, I'm sorry. That's Let me clear that. That is not
109uh >> I was going to say I didn't move it. >> Yeah, that's not it. There you go. It pop back up. >> Motion carries. Okay. So, now we have our action items. Uh, and our first action item is our budget considerations. Miss Douglas. >> Hello. >> Um, any questions? >> Does anybody have any questions or comments before we move make a motion to approve? >> Second. Wait, we have a motion by Mr. Ver and who made the second? Mr. Arerodondo and this is um this is just for item A. >> Item A. Yeah, >> this is just for A. Right. >> Right, >> Mr. vote. >> Sorry. Motion carries. Okay. And now we have item B. Um, which is our possible action on the 2627 compensation plan. Does anybody have any questions or comments
110on that? >> And this is the recommended plan that we we heard from earlier. Correct. >> This is Yes, this is the recommended plan. >> I would make a motion to approve both action items B and C. Okay. >> Second. >> We have a motion to approve both items B and C and a by Mr. Clark and a second by Mr. Verrial. Is that correct? >> Mhm. >> Okay. And deliberators are open. Motion carries. Okay. And our last action item is uh approval to fill the board officer vacancy and that is our uh vice president's position. We have any nominations? >> Madam President. >> Mhm. uh I placed a nomination the name of Eric Variel and one of the regions is being a former president and uh and the activities that he supported as we've
111commenced our committee meetings as far as the curriculum and uh the finance committee meetings and uh it's one of the reasons that I'm supporting that name for nomination. >> Okay. Do you have any other nominations? Uh, yes. I'd like to uh nominate uh Dr. Hawkins. >> I'm not going to make a speech about it. I'm just going to nominate her. >> Okay. Uh we have a nomination for Mr. Vriel and a nomination for Dr. Hawkins. >> Take that stuff seriously. >> Well, all those in favor of uh Mr. Verriel, raise your hands, please. >> Let the record show there's four. For all those in in in favor of Dr. Hawkins, please raise your hands. There's three. Okay. So now I'll entertain a motion to confirm uh Mr. Villa Realel for the office of vice president.
112>> We have a motion by Mr. Arerodondo. Do I have a second? >> Second. >> We have a motion by Mr. Erdondo and a second by Mr. Clark. Um and we have your deliberators open. >> It's just voting to to confirm the it's procedure to confirm the All right, motion carries. Congratulations. Um, that brings us to our calendar. Uh, the item has been uh I'm sorry that we have our upcoming uh next board meeting is on July 27th, our regular board meeting. And then July 30th, we have our summer graduations at Veter summer graduation at Veterans Memorial High School at 5:30. That'll take us to our board of trustees and superintendent remarks. Uh we'll start with Mr. Barrera. >> Uh just want to congratulate uh all the staff involved in graduation. Uh so much hard
113work uh dedication behind the scenes. Uh such amazing great speeches and stories. Uh kudos and congratulations to all our uh hardworking students, staff. Uh it was a culminating uh two days and so uh appreciate all the hard work. Hope everybody has a blessed summer and comes back refreshed and ready to go. Thank you so much. >> Second that motion. Um I need to explain my absence at different graduations. Um, I was had a health emergency in our Brmpton and collegiate graduations. And then as far as the other graduations, I had a grandson graduating out of town uh the son of the only son of one of my granddaughters. And uh it was an exciting event because being there, but more importantly, there were 858 graduates of this high school. and uh they graduated in an
114hour and 37 minutes and uh I'm still at awe at that. I'm also at a fact that it was held in the Frisco Cowboys training center. a great facility, but it was really uh you know we do that's the highlight for us and I can speak for myself but for the committee I mean for the board that seeing the youngsters cross that stage and the excitement uh and and it seemed I only attended the u cole's graduation the other day but Mr. Beretta mentioned speech speeches of some of our graduates. The speech given at the end was I think a combination of a validictorian saludiatoran kind of speech. I think through the years it's really been very heartwarming to see the youngsters take to heart and the things that they share. Especially thanking their teachers
115and the administrators and their friends and the parents that have supported them to to see their day come to fruition walking across the street. >> But uh again, kudos to our teachers and our administrators and all the staffs in our schools really, as you may not realize or not, have that >> certain impact on all of those graduates having gotten their diplomas. >> And we look forward, >> Mr. Bell. Sorry. I'm sorry. I thought you were just going to go for a holiday. >> I have to wait to be recognized. Um, a couple of things. First off, Dr. Wilson, I think, uh, you know, I don't know what Mr. Ardondo said, but I think he just challenged you. Anyway, um, this past the past week or so, last past couple of weeks, we've had a
116couple of our former employees pass away. Uh, Linda Garcia was a a longtime teacher uh at Lexington and and and at Hicks Elementary and and she served our community uh uh well as a teacher but also as uh for her church as well. Uh and then uh you know Robert Parks, I was very very fortunate to uh catch Mr. Parks on on the beginning of his uh his teaching journey as as a first year teacher. Uh, I was a student at Tom Brown Middle School and then I also caught him at the end of his career where we taught together at at Carol High School and uh students that had the were fortunate to uh um have him as a teacher, they they were blessed and and you look up the uh uh the definition
117of teacher in in a dictionary and you'll see a picture of Robert Parks. And so um you know truly missed by his our family. Um and also u uh congratulations to uh uh Dr. Shaw Hawkins as she completed her I want to say I did a little bit of figuring it's like 25,000 students you've shook hands with so far. You're right behind Dr. Hernandez. Okay. And and you know uh and Haimey was going to Mr. Donna was going to be there, but he skipped out. >> Thank you, >> Miss Dr. Hawkins. >> Uh, I just want to um congratulate all the parents, all the grandparents, the aunts, the uncles, everybody [laughter] that had something to do with the students that marched across that stage. And there was, it was electric. uh aside from a few
118that thought they wanted to do something on the stage. But >> but uh it is always um exciting to see the fervor and and and that excitement that the kids have and that the parents have. I didn't have that when I graduated. It was you gonna do this or not. And you know, we just it was a thing that we did. But nowadays, it is awesome to see so many students walking across the stage and getting that first taste of success. And so, um, I I'd like to, uh, send out kudos to those and also the the the students who are first in family. And we heard those we heard those speeches and so often um you know the first and that's first and family but I want to go back over to Kohl's uh
119Kohl's high school the alternative campus and it is really awesome to hear some of those speeches that those students give on how they made it on broken pieces. And so my hats go off to them because most of the time those are the ones that give up. But when they come on back and and they understand the importance of what it is uh what it means to graduate, you you cannot help but celebrate with them because some of them really struggled to get across that stage. So So my congratulations goes out to all of the the um graduates and um thank you uh Mr. Bell. Mr. Bell, you can tell he was a coach, right? It's always about statistics and I [laughter] and numbers. So, thank you for that. But I I just want to
120congratulate everybody that was a part of what we do here in CCISD. I'm really proud to be a member of this community, a graduate of this community, and now I serve in a different role, but I also was a teacher, and I appreciate everything. Thank you. offered congratulations earlier to the finance group for the hard work they did. That can't be said enough, but I would be remiss not to recognize that all the departments had to had to send y'all some some cuts and they had to they had to trim some fat in places that they probably maybe didn't know that they had. So, we appreciate everybody's work from there. I mean, it it shows up kind of on on our scorecard, but it's really the work that y'all do, and we certainly appreciate that.
121And I don't know who's in charge of it, but we have to find um a spot for another banner because we happen to have the superintendent of the region sitting up here on the dis with us. SO [applause] So we we we we need some more spots. And if any other board members are looking and you're jealous, tough, work harder. >> Yeah. I'll just add that, you know, graduation season for for me really >> [snorts] >> um really uh reinforces why I'm here. Um you know, again, our our vision to be a school system where every student's a learner, every learner is a graduate, and every graduate is a success. And I feel proud that we put over 2500 students out into the real world that I feel are prepared where wherever they're gonna whatever
122they're going to be in in the world. And so, um, it it's it's a good, you know, it's a good note to end in. And, you know, like you said, Mr. Badetta, um, hopefully we get this time to to, you know, recharge, refresh, and come back in the fall, uh, in August and in summer. Um, ready to to to make our numbers even better. And I also want to offer my congratulations to Dr. H as well on his, uh, on his recognition. We're going to have to get a new bank with all the money we're waiting. [laughter] >> Did you have anything you wanted to say? >> Just a thank you to the board and everything that you're doing being at all these events. I know y'all are busy, but you show up and you've
123been there. Also, I want to recognize Dr. Clement for being back with us. You just come back. Uh so, yes, [applause] keep keep on fighting. That's wonderful. And then just to our amazing team. They've been busy with all the graduations and it just couldn't happen without them. So, thank you to all of you. >> And I'll go last um and kind of wrap it all up and and take a moment to um it would congratulate Dr. Clemen on your retirement as well. And we're glad to have you back today, but we will miss you and thank you for your service to the district. Uh and best wishes on your on your next endeavors. Um and and congratulations, Dr. Hernandez. But but really taking a bigger look um to to thank everybody as we wrap up
124the school year and everybody officially and everybody goes on a little bit of a break. Um it has been quite a year and I think we've all we've all been been through a little bit of the ringer this year but some highs, a lot of highs uh a couple of lows uh in in a in a way that just some tough choices and things we've had to do and tackle. But we've done it and and we've worked together and we've come out the other side with um I've had the opportunity to travel around the state through leadership tasby and see a lot of districts and a lot of challenges around the state. And I'm so proud of the work we've done and and what the story we have to tell now. And so I know
125it's taken every single one of the people in this room to do it. And I'm really really proud of that. Um, so I hope everybody gets a little time to rest and recharge and enjoy it and and I look forward to everybody coming back and starting a new with the next school year. So, thank you. Uh, and with that, this concludes our June 8th, 2026 Corpus Christie Independent School District Board of Trustees meeting. Our next regular board meeting will be held on July 27th, 2026. We are adjourned at 7:08 p.m.