001Good afternoon everyone. Thank you all for being here Tuesday, August 12th, uh for our regular board meeting of the board of trustees. Item number one is call this meeting to order. I've done so at 5:30. Let's echo. Item number two, moment of silence. Please join us. Thank you. Uh, number three, pledge of allegiance. 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, for liberty and justice for all. >> That was fast. Tell them to slow down and >> the spirit of that public comments. Uh, no public comment. So, we'll move on. Item number five, consent agenda items. >> Mr. President, I move to approve items 5 A to M with the exception of 5F which has been pulled. Right.
002>> Yes, >> that's correct. >> Second. >> All right. I have a motion by trustee Galado, second by trustee deaga. All in favor? >> I. All oppose. Motion passes. 70. Item number six 6A. Uh report regarding a new initiative for 18 plus student program. Dr. Gupet. >> Uh yes. Uh thank you Mr. President and board of trustees. uh administration will provide a report on the new initiative of an 18 plus student program that uh perhaps we want to start in Macallen ISD. Dr. Deoyos, associate superintendent for instructional services will have more information on this item. This is for information purposes only and we have a PowerPoint to uh present to the board. Go ahead. >> That's right. Thank you, Dr. Gutierrez. And good evening, board. We [clears throat] are here at McKelen. Our goal is
003to always offer opportunities for all students. And so looking at our student outcomes, we also have a particular group that probably we are um not uh serving and those are the individuals that have not completed a graduation diploma and they're in age 18 through 26. So with that um in mind, we also would like to um increase our student enrollment and offer this opportunity to those students that are 18 plus that have not completed a a high school diploma. Like I said, um this uh 18 plus program, we have we would like to call it the Mallen ISD step up program and is for individuals age 18 to to 26 who have not earned a high school diploma. It will be a flexible, free and effective pathway to a high school diploma. It will be
004housed at uh Mallen ISD Lamar campus and we're looking at probably beginning September 2025. We will generate school average daily attendance and we will improve options for McKelen citizens and also surrounding communities. Um the impact in the in the community is to strengthen the regional workforce by providing employers with more job ready credentialed candidates reduces generational poverty by empowering young adults with the education needed for better paying jobs. We also believe that it will support local families, especially young parents, by modeling the importance of education and increase local graduation rates and close educational equity gaps. Um, when we look at the data at Mallen ISD, we do have an extremely low dropout rate, which is a good problem to have. Yet, we know that the dropout data is based on where the student goes when
005they withdraw from our district or from any district. It's only reported where they're going. Yet, there's not much followup without all the different districts in the in the region uh if the student that left the district really completed a high school diploma. So what we can base ourselves is if we do have a need in the valley and what we can base on is on the Idalgo County data. So the Dalgo County data shows that currently right now though the population that is between 18 and 24 years of age, 14,448 of those members of the community do not have a high school diploma. Now this could be students that were at risk and they left their district. It could be dis uh students that came from other region of the state or the nation. It
006could also be students that probably withdrew from a district to get on an online uh home school uh or just homeschool in general and they got disconnected from a from the district support or and then most of the other uh is unknown. So to conclude this slide, the valley data looks like that we have about 14,000 plus uh people without a high school diploma currently right now. Now if we don't have programs like this in districts, we don't offer programs like this in our districts, that number can only increase. So, Mallen ISD is committed to serving all students and we want to pilot this program for the individuals aged 18 through 26 who have not earned a high school diploma yet. Uh like I said earlier, this program or programs like this will improve options
007not only for our Mallen ISD um ex students but it will also provide options for our surrounding communities. So we will pro we're expecting to increase our enrollment by inviting those students that are out there in the surrounding communities. Now some logistics uh on on this program and then in the next slide I will discuss funding. Uh this program we're planning to uh run it in a 4hour probably half day uh uh sessions morning and afternoon and students that have other responsibilities can take advantage of either the morning or the afternoon sessions. Uh the attendance will follow the optional flexible school day model similar to what our students um are right now currently in K through2 students that are in the flex program that will generate the full day attendance through a 4hour program. The
008stepup program accountability will be part of the comprehensive high schools. It won't be a standalone campus. So we won't be at risk of of having a a a campus with a uh low accountability or or you know we won't have that at risk um of any new uh program uh especially because it's a pilot program. We will keep it as part of the comprehensive high schools students will not be co-mingled. I know that I've gotten a lot of questions about this. Students in this program being that they are 18 plus, they will not be together. They will be separate and apart from students on the Lamar campus. Uh we have already dedicated uh some classrooms and uh restrooms are being built and a cafeteria area is already devoted to the this the students in this
009program. So students will receive wraparound services as well. Uh side of all the supports that we have here at Macallen ISD, we will also have a partnership with region one that will provide wraparound services in the social emotional mental health support. The cost um so what is our investment? the facility pretty much we have an area there at Lamar that is not being utilized right now by students and it is divided by a fence so the students will be separated and apart like I said earlier from the Lamar students and um the cost that we're looking at is basically the the building of the restrooms um and talking to Mr. and he's here tonight. If you have additional questions, he can address them. Uh the work will be done inhouse. So the materials that will
010be used is more or less around $5,000. We currently have a principal and she's in attendance also, Miss Sanchez. They at Lamar and she will oversee this small program that we're thinking probably no less than 50 students to start off this pilot program curriculum. We are currently have a evidence-based uh credit recovery program that we will be utilizing and the investment mostly will be our teachers. So we're looking at four teachers at least the core and then they will also uh be trained to do the credit recovery for the elective courses and then the partnership with region one for the wraparound services. total this investment will be at around $280,000 and then if we calculate the full day ADA for these 50 students we're looking at $310,750 that will probably still have some some about
01130,000 to work with if we uh are in need of resources or supplies uh for the program. timeline to start the program uh is as soon as we brought this presentation information to you. We want to start the recruitment process tomorrow and uh we have Miss Lisa Kavasos that is going to take us through that recruitment and also who is the target audience and then also she already created a flyer for our recruitment. So to finalize my part of the presentation, we are looking at hopefully finalizing those restrooms and finalizing everything, the setup and um hiring of the teachers by September 12th, give or take, and class starts on September 15. So now I have Miss Lisa Kavasos to do the recruitment part. Good evening everyone. Um so we are very excited to um expand
012our department to include this 18 to 26 year old program. We want this effort to be really collaborative, to be really positive, to be just um kind of a shining light, right, for the district for individuals who need this particular um program. We have a tagline, your diploma, your future. Let's finish what you started. And you'll notice it's we, it's us, we're helping, right? We want to make sure that we market this and communicate in all recruitment efforts that this is a collaboration. This is a support and an assistance and something that we're doing really for for the betterment of our community. Um, our student recruitment team, our student outreach team will lead the recruitment effort. Um, this is what we do. So, we know how to boots on the ground. We know how to
013knock on doors. We know how to talk to partners. So, this is just an expansion of the work that's already um led by my department. uh we know that we'll leverage all the usual platforms so social media website again boots on the ground um and then promotion via media outlets like radio and or TV. This of course will be done in close collaboration with our um communications and marketing department. So, um, can't do it alone, obviously. Um, and where we're going with this is the lowest hanging fruit, that's the fruit tree, um, are Mallen ISD levers, right? So, we know, um, in running the data over the last few years of students that would fall into this 18 to 26 year old um, bracket. There are about a thousand students, a thousand individuals that are
014not classified as levers, they're not classified as dropouts, but we don't know where they went, right? They've left us. maybe they left for um a homeschool program or an online school program or we just don't know, right? So, we're um really targeting those students that told us they were going to a place to complete a thing, but we're not sure if they did or not. And we have contact information at least for the time that they were with us as students. Um and sometime in some cases that's moms and dads of grown adults, right? But, uh we have a lifeline to those individuals. Second would be our Macallen ISD parents. So, we have a community of adults that are living and working um that may fall into this uh bracket as well as well as
015our staff. Um made a beautiful contact earlier in in uh in in the month um in our Ethalgo County Head Start program who has dedicated um family service individuals who work specifically with the parents of our Head Start students um to find them employment and to find them GED programs. This is a beautiful opportunity to expand that collab that partnership as well. And then our our partners. So through region one of course uh will be our partner in support throughout this program. Um they also have um some tried andrue um things that they have done as we would not be the first district to offer this program but we will le uh leverage their experience. our housing authority, workforce, um Salvation Army shelters, um just other employment um opportunities, right, where individuals may be able
016to work without a high school diploma where we can leverage um individuals there. Um we're also really excited about the um pool of potential students. Um Dr. Doyos mentioned that 14,000 number throughout the county area, but that is census data and we know that our census completion rates are also pretty low. So we actually anticipate that the number of potential candidates for this program to be much higher. Um our goal in this first season is to have 250 leads generated of individuals who could potentially start this program to generate about half as many applications to get those 50 students um enrolled into the program. Um criteria, it's already been mentioned, 18 to 26 years old US um residents, meaning they have a proof of address. They just have to show us that they're living somewhere
017here that is not tied to um immigration status or anything else. Um enrolled in a Texas public school at some point. So they have to have some record of being enrolled in a Texas public school to be eligible. And this is that flyer that Dr. Duyos mentioned, one of many to come. Again, collaborative, exciting. It's a good thing, right? It's something that we want people to feel really positive and good about taking advantage of. And that's our presentation. Is there any questions? >> I will open it up to the board. >> I So on questions of cost, you know, curriculum zero, we already have the curriculum. What about Chromebooks, desks, all those kind of things? >> Uh does we have Chromebooks? We will uh probably also provide and it will as you can see we
018do have that 30,000 that we could potentially work with for any supplies or resources that we might need. >> And this program generally follows the same school year. >> Yes. Yes. >> So, okay. Um, if I can give you a picture, uh, think of the Lamar options students that are currently right now at, uh, in our district. It's just something similar like that, just that the these students will be 18 plus and they have the opportunity of coming only half a day. That's what works best for their schedule. >> Um, I'm very excited about this idea. Uh, I think this represents sort of this ethic and this mantra of being allin for our community. I'm thrilled to see us doing this. I've heard of similar programs in neighboring districts in the valley that have been
019operational for a few years. Some have slowed down and then had to start up again. But in those contexts, we're talking about thousands of individuals who have been reclaimed by the public school system to earn a high school diploma to put them on a path towards a living wage, which we know does wonderful things for families and for ending intergenerational poverty. My clarification is on this slide as well. So the 50 students at 6215, that's the new basic aotment as established by House Bill uh House Bill 2 in the 2025 legislative session. Is it fair to assume that if any of these students have at risk indicators or are qualified for special education services or other uh multipliers in the school funding system that that number could actually be higher? >> That is correct. That
020is correct. This is the basic uh allotment. But if we have an emerging bilingual or special education student or they're part of the dyslexia program or whatever, we would get additional funding than the 6,250. >> Wonderful. Thank you. >> Um, also on this slide on faculty, it shows 65,000 for four teachers um >> times four, >> right? So I'm just going to look at my notes here that I received. Um, this this facility already houses two very different programs. We have IB and we have options there. Um, we only have a part-time librarian, a counselor, one counselor for both programs, an LVN, not an RN, no instructional assistant, one social worker that we share with three other campuses, and one police officer. The clerical staff consists of four staff, a principal secretary, bookkeeper, one attendance
021clerk, one team's clerk, a register, and one receptionist. My concern is that adding a third program to this facility is going to put a huge strain on our staff that's already there and stretch thin. So, I don't even think that you could employ the number of more people that we would need to hire with $30,000. Um, so I do have some serious concerns about adding a whole new program at this location. So, >> is there another location? I mean, I'm just wondering like and I don't know the logistics of it, but achieve those students are already on college campuses or, you know, go back and forth to STC, so those kids are already exposed to older um young adults. Um, we have the ING building. I'm just wondering if it was if this is really
022the best fit. >> And I don't know, I'm sure Dr. Gutierz will also um have something to say on this. We looked at where the space was right now and um at Achieve Early College High School, we don't have four additional classrooms. Uh and it's not only four additional classrooms. We will also need a separate cafeteria, a separate uh set of restrooms, a separate um u location where wraparound services or counseling uh happen. Right. And so I know that uh when Dr. Gutierrez's test us with with this with this uh idea, we looked we looked even at Navaro Elementary, but the thing is that at Navaro Elementary, we don't have a principal. So that we will have to factor in a principal for that location and then we will have to move out all the
023staff there at Navado for example. And then we also looked at achieve that was another location that we looked at but uh like I mentioned earlier we would need to separate and have an additional um set of classrooms and cafeteria and restrooms uh space which we don't have it achieved. Um and then also we even looked at ING but ING does not have the the the space either. Uh we uh in our conversation someone mentioned what about those uh portables at Lamar that are even behind a fence and that's where we went and we did uh a a walk through with our team and uh region one as well because they're they were helping us with with the setup as well and some ideas and practically they're they're set and nobody's using those those u
024those portables and that's that's where we decided that's the place that we would Now to address the the [clears throat] number of students that are already currently at the Lamar campus, we do follow a rubric or a set of um what is it a criteria of how many students uh each campus serves and we all uh allocate staff members based on that at that number of ratio staff to student ratio. And so it's something that we can look at definitely we can look at uh if uh if four teachers are not needed. Um and then if we do need an additional uh assistant principal or additional instructional aid or whatever I'm sure that that will be part of what HR will advise us and we would uh accommodate the the campus and and and support
025the campus as needed. Now uh uh one more thing 50 students if we're we're talking about 50 students it's not 50 students all the time it will be maybe 20 in the morning or 25 and then 30 or 25 in the afternoon. Okay. So if when we factor in the ratio we factor in half of the 50. So it will be 25 students. >> Yes sir. >> Um I was going to say that um it's it's piloting. We're going to pilot this program because we don't know what's out there. Uh and we we we want to see if we can u if there's a need for this population of coming to an alternative uh school to give them an opportunity to u get their diploma. We don't know what we're going to get until we
026we try it. We we want to serve uh kids that have fallen through the cracks that have been left behind uh from acquiring a diploma. It could either be a testing, one test that they need and nobody's pursued that kid to take that test or it could be three credits that they need and just to get a diploma, but they're out there. We want to find out how many are out there in our community that we can serve. Uh it's a pilot. We'll see u if there's a need. It may be that uh since there's other programs that are offered in other places, it may be that they're already going going to other places and and and we'll find that out until we try it. We that's how we're going to find this out. I
027know the state of Texas has always uh promoted the the 6030 program for 24 to 35 year olds. The 60 to 30 program is that by 2030 they want at least 60% of Texans to be have a college degree or an an industry based certification. That's the 6030 program. This aligns us with that goal that the state of Texas has that by 2030 they they would like to have at least 60% of Texas adults to either have a college degree or a certification to be on the job and and that's why they offered ADA funding and they offer uh if we can perhaps uh uh be able to put them in CTE programs or South Texas College uh they offer those additional uh funds uh for this population. uh we will not know uh how
028many of these 18 to 26 year olds are out there until we try it out and we pilot a program and see there if there is a if there's a waiting list or there might not be a waiting list. We we don't know but at least give it a chance and and and do our part to to help out this population that has been left behind in many areas. And that's why the the region one service center started a school for 18 to 55 year olds. And that school is uh going to be started in PE in in the far area, but that's too far for our population in the event that there is people in our community that that need that diploma and they're that, you know, they're not that far away from getting
029it. And we just want to be able to bring them back and recapture them and and and and give them that second, third, or fourth chance that they need in life. And a lot of them have changed over the years that they did things as teenagers that they regret and they're 25, 24 year olds, 23 year olds that uh that want that second opportunity. And we'd like for McClennon ISD maybe to have that opportunity for them. And we'll find out how many are out there once we can roll it out, try it out and and see how that goes and see how many are interested in in in enrolling. And then we'll go from there. But let's give it a try and let's see what what's out there for that age group in our community
030in our district that uh we can help. >> We consider >> so you >> Well, I don't know. This is just out of >> microphone. Oh, excuse me. uh like partnering with city city um either programs like I'm just thinking of facilities via boys and girls club or something just like other spaces that maybe if we're Lamar is not quite ready that we could and is Crockett totally out of the question. >> So can I just before you go on? >> Yeah. So, precinct 2 and I work for the county precinct 2 as a uh commissioner can programs director and we offer ESL GED citizenship and then once we get them through GED we move them through to STC whether it's a CTE program or not it's all free to the community all the community
031centers across county offer it so recruitment it's going to be a task but I love the fact that we would offer it in a school setting. >> Um, so Lizzie is right. Community centers already have space for that. So maybe we want to partner with them >> STC or something. >> Okay. We we we'll look into other options, but we like to see first of all, we like to see how many are are interested and and then go from there. >> So they're interested like we get I have a waiting list. Um I we just graduated >> [clears throat] >> um 14 15 brand new citizens and they're moving right into the ESL. As soon as they're done with ESL, they move into the GED. Um some of them are more advanced than others. And
032so some of them will be transient. They'll come in, they just need a refresher, they'll take their GED and they'll move forward. So it may not always be 50. You have may have more, you may have less, but um the need is there. We have a wait list because it's there. >> Yeah, I think our intent is to 50 students and see how that goes. >> Trusty. >> Um so I was noticing that the initial presentation that we were sent had a different amount and less teachers. So it had only two teachers at 65,000 and the same amount of anticipated students or goal of students. So how did we come to or what was the thought process and how many teachers we need for the >> uh originally when we were putting the presentation together
033we're looking at a half day ADA and then uh about an hour ago we got uh clarification from region one that we can receive full day ADA. So that changed the the really the the amount of money we can work with. And so that's why and then also another thing is that we do have a posting for the two teachers, but when you look for multiple certifications in in an educator, it's hard to to really get a teacher that is certified in math and science, which that would be ideal. And the reason that we didn't want to go with four teachers right away is because we don't know we were going to get the 50 students or not, right? So, we wanted to start with two teachers and then see if if there was the
034need and then move it to uh to more because actually Dr. Gutierrez uh and and us we were discussing that let's see if we can at least get 10 students, right? And so for you to hire four teachers for 10 students, well, it's not it's not um >> cost. is not uh e efficient, right? And so um but when we calculate 50 students, even though they come half day, we get a full ADA from them, then we're looking at a bigger amount of money. And so looking also at the challenges that we've had on attracting multiple certific uh certification teachers, we went ahead and expanded to four teachers and believe that we will get the 50 students or more. with I guess with 50 students, what is the number of teachers you need or we
035just don't know about yet? >> Well, um the thing is about the four teachers is that you want them to be at least certified in the core, right? So, you want an English, a maths, a science, and a social studies teacher. And then the electives can depending on the need, they can always come from the evidence-based uh uh credit recovery program. And for that, you don't need a certified teacher in that particular subject. But if you're going to be preparing a student to um to take a state assessment, you want a certified teacher to be teaching the reading or the writing, right? Uh and so that's why we're looking at four teachers at least in the core area. >> Um just one additional clarification. So I assume that our staffing structures are driven by a
036student enrollment at a particular location. And so for the questions and the staff positions that trustee deaga Lopez shared, those are a function of the number of students that are currently attending that physical location in two programs. I am then inferring that if we are adding 50 additional students at that it wouldn't cross a threshold to convert let's say an LVN to an RN or a part-time social worker to a full-time social worker. >> Is there yet clarity on the number of students that would enroll in this program that would actually convert some of those positions to full-time and if not um that might be helpful for us to see. And then the second assumption I want to test is I'm hearing the number 50. If there are 150 applications and they're all qualified, am
037I fair to assume that we are going to cap enrollment for the pilot year at 50 or do we >> take them all? >> We'll we'll we'll work it at 50 because we want to see because the the uh this population comes with so many different needs. Some of them may need assessments only. Some of them need credits only. Some of them need a combination of both. Uh some of them can only come in like maybe half a day or in the morning, some in the afternoon. It it's a very u the needs are so different because of their >> it all depends where they left off. So >> So capped at 50. >> We're trying to 50 because they're going to come in with so many different needs >> and and we'll add up
038to four if the need arises that we need four because of 50 students. We'll start off with two of two teachers and and see [snorts] how how many are interested in enrolling. Now again, we're trying to serve our Mallen former Macallen IS students who did not finish and we want them to finish and see who see what the what the interest is out there and if there's that population in our community. >> Thank you. >> Okay. Well, this was for information purposes only. Is there any further discussion? I I just want to say that I would we will bring reports to the board regularly on this on this uh um program so that uh we can give you updates of if it does take off and it does have a group of interest we'll bring
039you reports regularly to to keep you informed. >> Okay. Thank you. Item 6 A2 report regarding the advanced placement in the IB and dual enrollment programs. Dr. Gutz. >> Yes. Administration will provide a report on our Mckllen ISD um AP IB and dual enrollment programs that we have. We have a a a report to show the board u comparisons for the last three or four years on some of these programs and uh and the areas that um we have been doing well and the areas that we need to continue to improve. So go ahead Dr. Deo. >> Thank you Dr. Gutierrez. And also I want to thank um those that are here this afternoon with me. We have the principal at the IB campus uh Miss Nora Sanchez. We also have Miss Rachel Downey, which
040is our IB coordinator and assistant principal there at Lamar. We also have Alex Gonzalez, our advanced academics coordinator, and uh Norma Cabrera, our director for college, career, and counseling, which you will see why all these ladies are part of this one report. each [snorts] one of them assist and lead uh the the efforts that make this report um successful or the the results of our students successful. So I will I am going to start with the results for advanced placement testing and passing scores earned and that this is primarily led by the advanced academics department and that's why Alex Gonzalez, Miss Alex Gonzalez is here and also will serve as um uh help me answer any questions that you might have. So I'm just going to take you through the the charts here. You have
041data from 2021 all the way to last year 24-25. And as you can see there on the second column on the first chart, you have the number of advanced placement courses. And you see an increase that has always been an effort to continue to offer as many uh courses that we can to our students. And we're constantly focusing on student outcomes. So that is that is the goal. And as you increase courses, you increase the number of students that enrolled in these courses and the number of exams that are taken. So then take you I will take you now to the fourth um fourth column there. As you can see the increase from 2021 for with 3,848 exams taken to last year 4589 exams taken. Um, we also have in the next column the number
042of advanced placement capstone diplomas starting from year 2021 at eight and now last year we ended with 20 diplomas. Now, those scores that are passing scores as as you may know already that an advanced placement exam uh have scores from one to five and three, four and five scores are passing scores and those are reflected here. of those 3,884 students that exams that were taken in 2021, 1,265 exam were uh in the scores three, four and five which they were passing. So that yield a 33 passing score uh 33% passing score in that year. Now let me move uh let's take you to the last row there 2425 with 4,589 exams taken 273 exams were uh passing scores and that yield a 45% passing rate. Uh and so it is even though um probably some
043someone looking out uh from outside in to to this report might think well it's it's an improvement uh yet we also through the advanced placement program we also not only look for passers but we also look at exposure of rigorous curriculum. So for us that is a success and it's something to celebrate and thank uh the advanced academic uh department and everyone at the campus that make this happen. The next part there in the chart below we have those um exams that have been challenged. the number of courses. Again, I give it uh we give it to you in a different format, but I want to um uh call your attention to the last row there a number of advanced placement exams challenged. Now, we had in 20122 we had 234 exams challenged. Every year
044you pretty much looks like a constant uh number of challenging students that are challenging the exams. Now, who are the students that challenge an exam? I have that that list over here. It could be students that enrolled in a a different uh program like on RAMs or dual credit and feel that they're strong in that subject and they want to challenge that exam so that they can also take that that credit with them to the university that they are planning to attend. Uh it could be also students that had a schedule change during the second semester after an advanced placement exam had already been ordered. So, we invite them to go ahead and test. And then we could be students that opt to challenge the AP exam for a language course because they feel strong
045in the language. Students also that demonstrate language proficiency and challenge an exam uh an AP language exam. And then also those senior students that are still looking at how they could fulfill a CCMR requirement, we also invite them to challenge the exams. Then uh at the last part is also a student who took a course scored a two and then they're taking an upper level course and they feel like okay now I can retake that exam that I scored a two and didn't pass and I can gain credit now by retesting. So those are are the reasons why students challenge an exam. >> I I do want to say that I'm sorry. >> Oh yeah, I'm sorry but I didn't I just wanted to ask before we jump to so we don't I don't forget
046my questions either. Um, I know obviously there's been a change [clears throat] in the advanced academics department and historically we have made all students test for these AP tests whether they wanted to or not or whether they knew that their college or university was not going to accept these credits. Um, the concern that I have with that and my son was a prime example. he knew that the university he was going to was not going to accept some AP um credits and but he still took the test but it was kind of like meh I'm going to take the test because I have to. But for a parent that is looking to enroll their student in Macallen ISD and is doing research amongst different um districts and they see the AP pass pass rate is
047only 45%. That would give me pause to whether or not I want my child to go there, thinking they're going to spend their time in these rigorous courses and then they have a 50-50 shot of of getting credit for it. Um, so I don't I don't know if there's been discussions about this. I know that the exams cost the district money, but I would ask that maybe um staff and administration look at whether we only offer the test to those who want to take it and know that they're going to get credit for it. um or not get credit, but know that they're going to use the credit should they pass. Because I think my opinion is, you know, if you have uh 4,500 exams taken and only 2,000 were given credit, um that's a
048lot of money and that's, you know, students could have used that opportunity in in a different way. I'm I just I understand that it's important for kids to test because they spend their college years testing and and practicing to how to take exams is important, but at what end? So, I I just I have concerns about this um and and I always have, but I just I think now is a good time to look back and reflect on this. >> Yeah, I agree. Trusty Dearal Lopez. Um, or another idea is just to students pay for their exams. If they pass the exam, then we credit them. That's that's a could be a potential idea as well. >> I don't have a problem paying for them if they want to take it. I don't want to
049pay for it if they're going to go in and blow it off because they know that either they weren't ready or their university isn't going to accept the credits anyway. >> Right. How how much off the top of your head or anyone's head um do we spend in these APA exams? >> I'm calling Miss Gonzalez to come in because >> over here to the mic because I know I I calling her because I know that also we are working with a timeline on when to order the exams and maybe at that time students don't really know if they have a good chance on passing or not and so and then also the amount of of how it costs. Go ahead, Miss Gonzalez. >> Uh, on average, we're spending uh $285,000 a year. We do have
050uh federal programs that does assist with our economically disadvantaged and so they take on a portion of that that expense. >> Uh but also when when are the exams uh ordered? >> Our exams are ordered the first week of November. Right. College Board does have a preferred ordering deadline for October, early October first week, but we do have to order by November the 10th. >> How based off your experience, how what percentage do you think if if maybe we went this route that Trusty Degor Lopez is recommending, you know, give them the option, how what percentage do you think students would follow this >> that would want to take the exam, >> right? I think that we would have a very high percentage. The only ones there might be just about three or four subject
051areas and we've looked at those, you know, um in having a concern for taking that exam. >> Okay. Like how how many how many different tests do we offer? >> So, we offered a to we offered a total of um >> 31 489 assessments. My gosh. Wow. Okay. >> But that's because they're being >> basically being made to take take the test. That's what you said. >> And any student that's enrolled in an AP course does take it. >> Take the test. What's the benefit? Yes, we can take a look. And yeah, and we did like for our AP dual courses, they are dual and no longer required to uh take the exam for like that course. What's the benefit of requiring everyone to take it? >> Since they're sitting in the class um and
052they are going through the curriculum, we do [clears throat] encourage them to see where they stand, right? Um with the course, with the curriculum, see, you know, if they do pass that three, four or five and they gain credit, you know, um they're able to put it on their transcript. So, we we recommend for them to do >> I have one more thing. Um, if we somehow were to minimize that would also make day-to-day for some teachers and staff and even the whole buildings look a little different, right? If not everyone or how does it work during these AP tests? Like is the whole school shut down? Is it anything like that? >> The campus continues to run. We just uh we section off area where the students go in and test and we have
053proctors. the AP teachers cannot proctor their own assessment. So then we have other teachers step in and >> okay >> proctor those exams. >> I I just know I still hear a lot about how often how many different tests and benchmarks we have to take. That's another conversation. But >> conversely um thinking about our success rate on the AP exams. what like what roadblocks or how can we help to increase our passing percentage if we're going to you know commit the money and resources that we have to the AP program in general I feel like we're at that level of we need to just maybe invest a little bit more to ensure their success definitely through our professional learning with our teachers right ensuring that they have you know the resources available to them that
054they know the you know the program the course also you know we do have student prep sessions on Saturdays, but pro possibility of maybe increasing those for students that might need, you know, there is a lot of conflicts that do take place over the weekend as well with other programs. Um, and so just really having, you know, the teachers and the students prepared. >> And may I add to that? Um, I think this might just call for a whole look at >> year at a glance the assessments that we give because if we can minimize some benchmarks that are maybe unnecessary and spend more time focusing on these AP that would help a lot of students and it would help staff as well. So >> trusty >> um I think I have an orientation more
055similar to trusty hural which is my question is how do we get more students taking AP exams to see higher rates of success and the clarification that I would just offer is a 45% passing rate with a student population in our district that is above 70% economically disadvantaged is something we should be shouting from the rooftops and celebrating. I just pulled up a taper report from another district in another part of the state that has a 20% economically disadvantage rate and the past two years of publicly available data for that school district has a 41.7 and a 53.1% passing rate on AP and IB exams. And so the fact that we are within striking distance with three times as many more economically disadvantaged students tells me that something is going right and we should be
056striving to grow this program and get more of our students passing this exam. Now whether or not they must take the exam because they know they're going to a college or university that's not going to accept it, you know, I think we should give parents as much choice as possible within our system. But this is not something I think that we should be uh afraid to put on a bumper sticker, a banner, and a marquee. It might take some education for our community to understand that 45% in this context is worth shouting from the rooftops, but great work. Yeah. [clears throat] [applause] >> I also I also have always from day one that I've been on this board because of my background in higher ed with an emphasis in dual credit, early college, all of
057that have asked over and again and I know when you look at the data it says that we're not paying that much for on-ramps. On-ramps has an out for every student that takes ons courses. It's not fair to the AP students and it's not fair to the dual credit course students. [clears throat] They have to take a test at the end or somewhere in between. AP is extremely difficult. It is a um comprehensive exam at the end and that's why it's so hard to pass. Dual credit has support all the way through. So they test, they have monitoring, they're all all the way through. On-ramps on the other hand, I've said it and I'll say it again 100 times over. Those kids have an opportunity to take the test. If they fail, they have the
058option to not even put it on their transcript. And for me personally, that's unacceptable. It's an out. And it's not fair to those students who try and maybe they don't get an A, but they get a B and they're stuck with a B on their transcript. So, I'm going to challenge every chance I get, how much money we're spending on ramps. And I would love to see our AP programs and our dual credit courses get the credit they deserve for the rigor that they go through in [clears throat] order to pass those and get the credits that they do. So, >> thank you. Okay. This item was for information purposes. Any further? >> Well, you have we still have to go through IB and everybody else. >> Oh, yeah. >> We have to >> I
059feel I feel like we went through all the data. I'm scrolling through and I've already >> I got paper reports and a bunch of other stuff. I I just wanted to I just wanted to say on the on the uh AP advanced placement is that that 45 and Trusty Karion mentioned it is something to celebrate because I've seen the scores from across the region one area and 45% is one of the highest and it's something to celebrate. uh because it's you know it's over the top 45% it's tremendous for the you know the >> which I'm sure would be much higher if it was those that wanted >> if we look at the if we look at the yes if we look at the criteria as to who should test and and kids that are
060in the AP pro classes as well as those that want to take it versus just a blanket of giving it to everyone absolutely we'll have better rates because then we will give it to that population that has prepared for the test that wants to take the instead of just signing up students that may not want to take it and then uh they're not serious about it and it it impacts our overall rating. But 45% is something to celebrate. It's something that uh it's it's very rigorous to get a three or four and a five in an AP test. It's a lot of rigor and we got to offer all programs for all kids. That's all I can say. >> I agree. >> And moving on to all kids and all programs. The results for the
061IB testing and diploma awards is uh here and again I gave you several years prior to last year and I just because of time I'm going to take you through the 2425 uh um results there. We have as you can see 31 uh courses offered 18 uh of the DP 12th grade courses were offered uh 55 candidates and those candidates uh we took 441 IB exams in May and the 80% score of four through seven and just like a uh advanced placement they have a score from one to five IB has a score from 1 to 7. And so that that is what we are seeing. 27 received the bilingual diploma and 47 received the IB diploma in total. Um if we look at the other chart underneath, you can see through the years where
062we compare to the world average, the world um schools uh average. And so in 2425 our Lamar Academy students score uh average is 4.52 very close to the world average 4.89 looking at the diploma attainment rate 86 above above the world diploma attainment rate at 81. So since 2003 to we've been able to award um a,119 IB diplomas and that is a 92% attainment rate and I want to thank the IB staff and also the advanced academics department staff that have um made this possible. If there aren't any questions, we can go on to dual. >> I I do the context comparing the ours to the world average just for future >> and I I think I need to do that for placement. >> Yeah, that would trust caron for for bringing that. But that's
063what that's what we need to do. >> I do have one question. If our if the IB program historical is from 2003 to 2025 at 92%. And we're below 92% from 2020 forward except for one year. >> Mhm. >> Are are our more recent years lower attainment rates than our looks like our historical average. Is that due to like a COVID hangover or is there anything concerning that we need to be looking at there? This this graduating class was the kids that went back their freshman year >> for I mean for all our all our graduates were are co >> this is Miss everyone um you see that drop when you look at the past if we go back all the way to the data we had several years where it was 100%. and in
064the 90% um yes this is definitely part of the pandemic but also part of the trend was for a time the students starting with the class of 2019 we had open admissions there was no rubric there was no guidelines about the expectations um a lot of students came into the program not realizing those expectations of what it entails for IB because everything they take has to be under that IB curriculum to be a candidate whereas an AP student can select AP courses and pick and choose. When that open happened, that's when we saw that first year drop in 2019. As we started to move in the right direction with the class of 2020, pandemic hit, they didn't even have the opportunity to take their IB exams to show what they could do. Um, and then
065we went back to our stricter admissions practices and making sure families were informed and they understood the rigor of the program before joining the program. That started with the class of I want to say it was 2023. So yes, there has definitely been a gap like we've seen across all of education involving scores, struggles, um skills, struggling, but uh we are seeing a trend going back up this direction. We're very proud of the 2025 class. They struggled for three years. Um and the fact that they got it to the 86 and went above the world average is amazing for them and how much they struggled. Um, it absolutely is the goal to go back to 100%. It always will be, but of course the pandemic was an issue. >> Thank you. Appreciate that. >> Thank
066you. >> Okay. And our last slide. Thank you, Miss Downey. Our last slide is on dual enrollment and um this is uh mostly led by um our uh director for guidance and counseling and also advanced academics and and you'll see the dynamics in a in a minute. So for the dual enrollment with South Texas College, uh we have three partnerships. So the first one I'm going to address is the one in in the yellow chart and that is the partnership with South Texas College. Uh one uh goal that we have is increase the number of courses, increase the number of students, and obviously increase the success rate. And so we I believe we've done that and we continue to have efforts in place to to increase that. um starting from 2022 with 110 courses uh
067and then moving on to last year uh we ended with 174 courses uh,080 students participated in this uh program and 12,811 credits were attempted 12,79 credits were earned. So 94% if you want to call success rate there. Uh now moving on to the chart in orange is the dual enrollment with south uh with UTRGB and uh you can see the big uh increase in the number of uh credits and the number of students that um went from 2023 to 2024 last year. And that's mainly because of our collegiate campus that we have our first cohort of students taking UTRGB courses. And uh we're very proud that even though we increase um more than tripled [clears throat] the number of of students uh and um the number of credits was increased for more than almost close
068to 2,000 credits. we still maintain a 94% uh passing rate. So that's that's a very good indication that the that the program is is strong and um and that those students are benefiting from these uh dual enrollment options. Uh and then third we have that uh chart in the bottom that is the partnership with UT on ramps and you can see there the number of courses kind uh has maintained the number of students have maintained more or less yet the percentage of uh students that are earning credits has increased. So that is also yielding a success there in that in that partnership. So that is what we have for you. This is the uh report for advanced placement dual enrollment and international balor program board report. You have any questions? We're here to address. >>
069Does anybody have any questions? >> I have one. >> Why is such a disparity between on-ramp success credits earned and the other two programs >> because they don't have to keep them? Um the one of the the biggest uh indicators there is that the UT on RAM students can choose to accept the credit or uh reject it >> if they get an F. They don't have to keep it on their transcript. But if a dual or even if they get a D or whatever it is, but if you're a traditional dual credit student and you get an F, you got an F. It's on your transcript. >> Thank you. I've said my piece. >> All right. >> So, when we say credits earned, that includes an F. >> No, credits that you earn uh and
070keep for your for your transcript that you you're going to trans what is it? Um take into the university. >> Okay. >> All right. Also it I mean it looks and then Miss Cabra can help me with u you want to assist me with there but also uh some courses. [laughter] >> Okay, I'll I'll be quiet. >> No, no, no. >> Please basically that >> I just tell my boss >> we're here. >> They're just very different programs. uh even though they all um um help students with dual enrollment, they're very different programs and the the instruction is different, the course is different, curriculum's different. >> That's what I was going to say. >> Of course work is different. >> Okay. >> Thank you very much. I think that with all of that being said,
071a workshop >> I agree >> would be great. >> Thank you. >> I asked for a workshop since I got here. Okay. All right. Moving forward. >> Those are, by the way, those are three great reports. No matter what the data shows here, [applause] >> let's just let's just say that. Okay. >> Mr. President, I'd like to see if you would entertain a motion to reorganize the agenda to move item 6C3 forward to right now. >> Okay. I have >> I'll second that. I have a motion by trusty legalado, a second by trustee pñena to move 6c3 >> [snorts] >> uh to the president. All in favor? >> I. >> All oppose. >> Motion passes 70 63. Yes. >> Okay. >> Thank you, President Rietta, >> Dr. Gierz, and esteemed members of the board. I'm
072here to present the delinquent tax collection report for April 1st, 2025 through June 30th, 2025. As always, our delinquent tax collection program on behalf of Mallalen ISD focuses on two basic premises. The first is to collect from the individual taxpayer first and secondly use the tool of litigation only as a final option to collect. During this fourth quarter, we completed one demand mailing mailing 895 statements to delinquent taxpayers within this district. Uh because June 30th represents the end of the fiscal year, we've also included in our report a um annual summary of all of our collection activities. And you'll see we completed six demand mailings during the entire fiscal year. Regarding our fourth quarter contacts with taxpayers, we initiated or received over,00 phone calls. We had 102 payoff requests and we knocked on 100 doors
073of delinquent taxpayers within this jurisdiction during this fourth quarter alone, educating and informing them about their delinquency and doing our best to get them in a payoff uh agreement payment agreement. You'll see for the enti entire fiscal year, we knocked on 625 doors within this community. On the next page, you'll see our litigation summary. In the fourth quarter, we filed 24 lawsuits. We took 11 judgments and we disposed of 27 lawsuits. pending litigation. You'll see in the fiscal year summary, we have 266 lawsuits currently pending for this district, representing over 1.5 million owed in base, penalty, and interest to the district. We regularly conduct tax sales and resales as part of our collection program. During the fourth quarter, we placed four properties up for sale, and they were all pulled due to a payment agreement
074initiated with the taxpayer. For the entire fiscal year, we sold five properties. One was pulled and eight were also pulled in addition to that uh payment in full due to payment agreement. On the next page, you'll see our fourth quarter collection comparison. You'll see we were down significantly compared to the prior year. in the fourth quarter. You'll note that if you'll recall at the end of March, Governor Greg Abbott issued a disaster declaration for this area due to the massive flooding. As a result of that, the tax assessor collector issued a no collection um um no outward collection efforts for us for a period of 30 days in order to show compassion to the individuals that um were affected by all the um flooding. So that led in large part to the decline. However, for
075the fiscal year, we are up. Um so that's that's great. Uh you'll see we collected for the entire fiscal year a little over $3.3 million. If you scroll up just a little bit of note, you'll see in green, I think we've discussed it um before. If you could scroll a little bit up. Um there we go. Um over $1.1 million were were um paid to We've been over this a couple of times, right? refunding due to protests um with the appraisal district or folks getting homestead um um classification and and being entitled to a credit for that. So that's money that we collected the district did not see um but we it's important for you to see that that was the efforts those were the results of our work. [clears throat] So we're pleased with
076the fiscal year end collections for the district looking forward to the future. We will continue our lawsuit activity working closely with the taxpayers and I'd be happy to answer any questions that you might have. >> Thank you. >> Well, thank you so much. Have a great evening. Thank you. >> Thank you. >> Okay, we are going back to our regularly scheduled program here. 6B1 discussion and possible action on the 2025 26 teacher Texas teacher evaluation and support system. >> Yes, the Mckllen ISD board of trustees annually approves the appraisal calendar specifying the time frame in which teacher appraisals must occur. This is a requirement that has to go to the board. Uh Dr. Albert Canales, chief human resources officer will uh answer any questions or share any information and we are recommending action on this
077item. Okay. >> Any discussion from the board? >> I move to approve. >> I have a motion to approve by Trusty Pñena. >> I'll second. >> Second by Trusty Garion. All in favor? >> I oppose. Motion passes 70. >> All right. 6B2. Discussion and possible action on the 202526 list of certified Texas teacher evaluation support uh appraisers. >> This is also another requirement that needs board approval. Mall ID board of trustees approves the annual list of certified teacher appraisers. Dr. Albert Canales, chief human resources officer, will share any more information or answer any questions. And we are recommending action on this item is required. >> Okay. [clears throat] >> Any discussion from the board? >> Move to approve. >> I have a motion by trusted. >> I'll second. >> Second by trustee hadad. All in
078favor? >> All oppose. Motion passes 70. Got the gap. [clears throat] All right. 6B3. Discussion possible action of Macallen ISD policy FNCE local student conduct. >> Dr. >> Yes. Uh update. This is an update to the Mallen ISD policy FNCE local. It covers student conduct related to personal electronic devices. Specifically, changes needed to address two key areas. how confiscated cell phones are stored and the clarification that the district will not dispose of any confiscated phones. These revisions ensure our practices are clearly defined and consist consistent with legal and operational uh expectations. Dr. Albert Canales, chief human resources officer will share more information. We are recommending [clears throat] action on this item as required by law and we had our first reading um about a week or two ago and now this is the second reading
079uh that uh we're asking the board to to approve uh this item as school is about to start this coming Thursday and uh we need to notify our parents our students about the new requirements of the cell phones in our schools. [clears throat] Okay, board and second reading. So, >> we're looking for an approval. We do have the two uh policies. The first one was that students shall not use a personal communication device on campus. The second one that they wouldn't bring it at all to campus. So, this one allows them to bring it to school as long as it's stored, as long as it's kept on silent or turned off in a backpack. >> And no fines. >> No fines. >> No, no, we're not fines. Correct. >> I have one uh comment. So,
080there was a question today um about headphones, and I don't see that this was included at all in the policy, and I don't think that my reading of the law required anything to do with headphones. Um, do we have a policy about prohibiting the use of of headphones? >> Yeah, we put it down in our in our student uh handbook. So, [clears throat] when we look at the the law and so what the law says, just personal communication devices defined in the text education code 37.082. 082. It also includes any wearable technology that is capable of digital communication or telecommunication like glasses. Uh the only concern that's come up is to use your headphones, you're going to need your cell phone or Bluetooth if you're if you're looking at that part. So communication with positive
081being on the phone when they have their headphones on with their cell phone andor just listening to music. You have to have your cell phone at one point to take it out to either adjust or or hang up or do other things. >> So, the reason or what precipitated my question was that there was a I heard from a parent about uh cell phones, I'm sorry, um headphones being a required um >> school like Yeah. So, and I know that maybe it's been a long time. I don't use headphones other than for talking, but um but I know there's other uses and we may even require them to use them with their Chromebooks. So I worry about our policy being too restrictive. >> Yeah, I talked I talked to Judith Escomia today. Uh and our
082Chromebooks that we do provide for the students do have the either the plug-in for the headphones. So we are looking at at either one purchasing or one looking at the schools giving that advice to parents to buy the ones that are actually wired. uh the Bluetooth on our actual devices aren't they're not going to work as well as maybe a cell phone. So, we'll get that message out to parents to ensure that they're either andor buying the plug-in ones or that we provide as a campus uh to students that need it for that purpose. Now, if students do need it on a 504 RTI or other basis, possibly that's there, but we also have the plugin, so we think we can do it uh with that there. >> So, if I might just ask Mr.
083of all. Um, does your reading of the law require us to prohibit headphones? >> Headphones, but I think it's it's definitely something that if we were so inclined to, we could. Um, my non-legal opinion as a parent, which is going to make my daughter upset when she hears this, is it would be better to just say don't have them >> to the extent that we can and except to the to the extent that they're needed for a 504 plan. Some u anybody that has anything related to special education and arts, I understand that that has to be permitted and it should be, but I'm not sure. >> I think it's important to clarify what we're talking about. you know the Bluetooth headphones, right? >> Correct. >> Just that solely is what we're talking about. >>
084Sure. I mean, if they want >> policy implicated, >> right? There's nothing [snorts] that prevents them from having a Walkman with a cassette. >> And I'm not being funny, but we can that's nothing off limits about that. >> Well, I'm just thinking like from a practical standpoint for us to prohibit them from using Bluetooth headphones that may be needed for the classroom um at the direction of their instructor, then certainly they'd be able to use them. So, I feel like if we're prohibiting them, then we're making parents spend [clears throat] on something that is I mean, we don't Well, I guess maybe some people are going back to wired, but I don't think there's nothing. >> Let me clarify something real quick as far as what is being used in the district. The district does
085provide headphones for testing and uh they are wired. They're required to be wired. We do not allow Bluetooth because then if you open Bluetooth, then you can connect to other Chromebooks by accident or things like that. So, if you do allow headphones, it would have to be wired, USB or the jack, the 3.5. >> I will echo what Trusty said because I did receive phone calls from parents as well asking why that was uh on their list and not the plug-in headphones how it has been in the past, especially elementary students that we've heard from. So, >> yes. And the campuses typically buy wired and they provide them for the students. >> Okay. >> Yes. Like to if they want to listen to a book, an ebook or things like that, but they're always wired.
086We do not allow the Bluetooth. >> My my son's seventh grade said earphones that fit Chromebooks. So that was >> Yeah. >> But going back to earphones for only 504. I mean there's other classes I know even [clears throat] um at the high school level where they're required to watch video instructional videos or just curriculum videos. >> Um so I would think that there would be necessary as long as they can plug into their Chromebooks. Mhm. >> And what the law says too, it it there's a part that says that we must utilize every effort if it's our Chromebook to to have the students use our devices for any kind of communication at all would be >> based on our device. >> And I want to clarify what Miss Eskam said. So um because you
087know one option would be to allow it during instruction time, but what you're saying is that our Chromebooks won't connect Bluetooth. We currently have it off because you could accidentally connect to another Chromebook. So, we leave Bluetooth off. >> So, there'll be no reason to allow students to have, you know, Bluetooth earphones. >> Correct. >> Unless they're going to use it after instructional time, >> right? >> When just Mr. Martinez and I looked at different policies like on the uh and when we finished the meeting last time that next morning we had a TA guideline that came up with some different policies and on every one of those policies at least three out of the five right this see I think it has where they put it in a pouch including their wireless headphones they
088wouldn't be able to use or you know hold it in their ear >> hide it and >> um those are called Faraday bags or like quasi faraday bags so you don't have any communication come through the device so it kind kind of leaves it, you know, no communication gets through. >> And we do, did you say we do provide, I mean, like on day one, are we going to have enough headphones for every student that may need it for instructional purposes? >> Typically, um, the campuses are the ones that have that um ability to buy for every student. I know they have that initiative for like their classrooms where they do class sets and they have like their little names for the students that in their classroom but not for them to like keep. >>
089Correct. >> Yes. Yeah. >> We've been using them for several years. The headphones. >> Oh yeah. We've been using correct >> wired connected to the to our >> Yes. >> Chromebooks. >> Mhm. >> Just to clarify, Dr. Canales, when you say in the backpack, it's off like power off or silent? It says powered off or in on silent. >> So it's either so either or silent. It says powered off or or on silent. >> Okay. >> Not on vi not in vibration mode. >> All right. >> I move to approve. >> Well, we have two options. >> The first this is the first >> the first option is >> I move to approve this. >> This one was to go into the we decided to go to the backpack. >> The option the the >>
090No, I mean but there's two policies in our packet, right? So you need to approve the option where students can bring in >> you prohibit use. Second is prohibit possession. >> Correct. >> Oh, I thought we were you were presenting. >> There's two different ones that we did. So the first one we're doing is the is that they can bring it to school property. They just have to have it stored. >> Okay. >> In their backpack. The second one is they can't bring it at all on school property. >> So those are the just those are the two major differences. >> But we we selected that they could bring it and keep it in their backpack. So, so that would be this option number one. If everybody so this is what we recommend amend my
091motion trustee though I got to say this is what we recommend move to approve >> to approve option one which is allowing >> allowing students to bring their devices be put away on powered off or on silent. >> I second >> with wired headphones. >> Right. I have a second by trustee Hadad. All in favor? >> I. >> All opposed. Motion passes 70. If you are a parent who bought Bluetooth headphones, I hope you have your receipt so you can return them for some that have the plug in because it's unfortunate. 6B4 discussion and possible action of 2526 student code of conduct. >> Yes. Um, as per chapter 37.001 of the Texas Education Code, the board of trustees shall adopt a student code of conduct for the district. The code of conduct must be post
092uh posted and prominently displayed at each campus. Dr. Canalis, chief human resources officer, will share more information. We are recommending action on this item. Go ahead. >> So, here's here's the student code of conduct. Uh the first time we did bring it over. The stuff that is in red is what was is what was added here. uh we had on there that we wouldn't that we're going to give the kid a warning and then as we met with the principles this past week and as of yesterday the hard part is especially at the secondary they're saying well how if we give eight warnings how do we know or seven who who gave the actual warning because we'll never have any kind of feedback of who did it right so it'll just be the kid will
093go to first period get a warning second period didn't take it out third period get a warning well we'll never know so they we wanted to amend this one the first offense to say the device will confiscated, student will be issued a warning. So, they'll still get the warning, but we'll have the device, right? That way, we know that we taken it up already once and then at the end of the day, the student can come back and pick it up. So, we're not going to burden the parent to come in the first time to get the device. You know, the kid can go and we'll still we can still notify the parent, hey, your student had the device picked up. And then for the second one, uh the device will be confiscated and doc
094and documented on a discipline document form. And it says the parent or guardian must pick up the device. So second time we'll have the parent pick up the device. So first time kicking at it, second time the student can pick it up and then the rest of them stayed the same except for the last part we had had their the principal to meet with the campus principal to pick up the device. We put on their uh a campus administrator because we don't know like what if it's a principal only and then they have 50 devices to give out or 20. We don't know yet. So we thought we'd leave it like that to be uh better that they could pick it from any admin on the campus. or designate, right? >> Or designate. Correct. [clears
095throat] >> Um I did have a question not on this particular portion of the student code of conduct. Uh I believe it's on page 28 of the code of conduct having to do with the penalties for um ecigarettes or vaping devices. >> Yes. So my understanding is that in the 2023 legislative session, there was a bill passed that required a mandatory placement in an alternative education program for possession of a ecigarette or vaping device on a school campus. Um but that bill was revised. There was a cleanup essentially um in 2025 which allows for discretionary placement in an alternative education setting. I see that reflected in the middle school and high school consequences for possession of a vaping um or ecigarette. um but not at the elementary school. And I wonder if um it's worth
096conversation around like I'm just wondering why why that is. >> So for the elementary part, I can have Jesse also speak to this part. We're looking at anything really from third to fifth grade >> uh that kids bring in some of those devices, but you do have kids that do bring them because maybe their parent left it and they just put it in their backpack. >> Hey, look at this cool thing I brought. Yes, that I think that's what you Jesse, if you can come up. I think that's what they they've dealt with more. You don't have too many students that go to discipline to the to >> correct. At the elementary level, we don't have but it it applies for that grade level also. So, if a student and an elementary student is in
097possession or usage of an ecigarette pin, they will have the similar consequences, but we call it an elementary DAP. So, they will be sent >> they will be >> correct. >> Okay. So, it's it's actually different now because what I'm seeing is that at the first time offense at the middle and high school level, it's 10 days of inschool suspension. It's not a referral to a separate educational facility. >> Correct. Because at the elementary levels, we don't have like a dedicated inschool suspension. We don't have an correct like middle schools and high schools have a setup for inschool suspension. So, we could offer that. At the elementary levels, you don't have inschool suspensions at the campuses. So, we couldn't go with that option there. >> Okay. So that's why they go straight to a DAP.
098>> Okay. >> We do consider mitigating factors of course on that part of it. >> Okay. Thank you. >> Okay. >> Uh any further discussion on the board? Can I entertain a motion? >> Move to approve. >> I have a motion. >> Second >> and a second by trustee. All in favor? >> I opposed. Motion passes 70. >> Okay. 6C1 report regarding 2025 anticipated collection rate in 2024 excess debt uh tax collections. Dr. Gutierz, >> the district must consider anticipated collections and calculating the debt uh component of its roll back tax rate now titled the voter approved tax rate. Miss Lorena Garcia, deputy superintendent for business and operations will have more information on this. This item is for information purposes only. Go ahead, Miss Garcia. >> Uh, good evening. Uh, the 2025 anticipated collection rate
099and the 2024 excess debt tax collection have been projected by Idalo County at 100% collection. >> Thank you. Uh, 6B3 discussion and possible action. Oh, no. >> 6 C2 >> report regarding taxes collected for April through June 2025. >> Dr. Viet, >> Miss Lorena Garcia, our deputy superintendent for business and operations will report on the taxes collected by the Idalgo County Tax Office on behalf of Mckllen ISD for the quarter of April through June of 2025. Go ahead. >> Uh yes, the April through June 2025 tax collection reports >> [clears throat] >> uh are attached in your board agendas. Uh the amount that was collected is 1.7 million. Uh in April we had local maintenance of uh 578,17,000 [clears throat] in debt service collection. In May we had a collection of $488,185 and a debt
100service of uh 90,875. In June we had a collection of 39957,000 and a debt service collection of 72,297. Overall, we are trending uh we uh ended the year a little bit higher than the prior year in in current collections and as reported earlier with the our delinquent tax attorney uh we were a little bit behind but uh on the quarter uh as on the uh delinquent tax collection. >> Thank you. >> And this is an information item only. Okay, any questions? >> Moving forward. 6C4 report regarding facilities needs assessment. >> Yes. Uh, Miss Lorena Garcia, deputy superintendent for business and operation is presenting an update on the committee's walkthrough findings which are still happening and uh any recommendations and the process that that uh is used to reach them. Ensuring transparency and community engagement in
101facility planning decisions. And we'll just have a this is an information purposes item only and it's a brief just a briefing on to the board as to where we are with uh with the facilities forecast committee. Go ahead. >> Uh yes and this is a visual that shows you where the phases that we've already completed through this process and we're currently entering the community input phase. Capacity capacity and utilization report has already been completed by MGT and they've provided us a draft for verification. And we do have a meeting on Thursday with them to review those numbers and to give them back our feedback. The facility assessments have been completed. The site walkthroughs by the companies, both companies, MGT and then half mechanical assessments have been completed. They're entering that information into their basis system
102which is their software program. And then the uh currently we are working with FFAC for the walkthroughs. What what we have done is we have divided the facility forecast advisory committee into three vertical teams and we created a schedule uh based on the vertical teams uh through the month of August for various campus visits and we started last week with uh with our walkthroughs and as a matter of fact we have some appointments scheduled for tomorrow for Wednesday and for Thursday and here is the schedule of the different walkthroughs. You're welcome to join us at any point in time. uh we in any one of these uh these um walkthroughs and we encourage our campus principles to to invite the members of the committee to also attend uh the walkthroughs. We will be requesting their
103feedback through electronic format. There is a survey after they complete their walkthroughs. they would submit a survey providing their their insights on that particular facility and then that information gets funneled back to MGT and they put put it into their report. Now, as far as community engagement is concerned, we will be hosting a uh town hall meeting where we invite the community of Macallen ISD, the city of Mckllen, our partners for September 11, 2025. MGT will be spearheading that meeting. they will be here on site and they will review uh the information that they have with the community and also will provide another mechanism for collecting feedback from the community at large. So these are the the dates that are coming up October 1st they will provide us with a a report uh draft report
104and then we are hoping to bring October 7th uh the final uh report presentation. These dates have changed since initially because remember we were on a fast track and then we've gone back to the original timeline as uh uh prior to to the the changes that we were contemplating on the legislature >> questions. >> This is an information item only still ongoing and will continue to be ongoing for the next several months and keep the board informed as we move along with this uh report. I just have one comment. Um, it was mentioned at the last facilities uh committee meeting regarding checking with the campus principles since it's being so close to the school start date and teachers still setting up campuses getting ready to get kids in the next morning. Just want to make
105sure that these dates are still working for every campus and if that due diligence was done. Um the difficulty is that we have to um you know complete this before the month of September and we did schedule them at night because that's when the community is available. Um if we would have scheduled them during the day we might not be able to get any participants. >> No, I understand that. But I mean even now even during the school year you have teachers that are working past six o'clock, 7 o'clock. many of them uh on the weekends you have people that are going to the campuses and stuff since especially at the beginning of school year. So I was just wondering if if uh we've cleared that. >> We we I I did work with Miss
106Nino and Dr. Deoyos as far as those dates to make sure that we didn't book them on a day that was already taken by other activities uh on that night. So those nights are technically free nights on the calendar. >> Thank you. Okay, moving forward. 65 report regarding interlocal cooperative agreement number 2020- 0002 Texas Association School Board purchasing co-op by board Dr. Gutis >> administration is required to report fees including management fees paid for purchases by or to the district through this cooperative agreement in accordance with TEC chapter 44 section 44.0331 0331. Miss Lara Williams, director of purchasing services, will provide uh this report and this is for information purposes only. Miss Williams, go ahead. >> Good evening, Dr. Gutier and board of trustees. For the time period of September 1st, 2023 through August 31st,
1072024, district-wide purchases through the cooperative by board totaled approximately 5.6 million. And through the use of that cooperative, we had rebates back to the district in the amount of $46,823.33. We did have to pay an administrative fee assessed due to a vehicle purchase in the amount of $800. So any questions? >> Okay, this item was for information. >> Okay, moving on. >> We are on Thank you. >> We are on 6C6. Discussion and possible action of a resolution authorizing designated district officials to open and maintain bank accounts with Lonear National Bank. Dr. The Macallen Independent School District is transitioning its dis uh its depository services to Lonear National Bank. This resolution formally authorizes designated officials to open and maintain checking, savings, and other required accounts on behalf of the district. This action is required to
108ensure proper financial administration and alignment with state law and board policy. Miss Lorena Garcia, Deputy Superintendent for Business and Operations, is available to answer any questions. We are recommending action on this item as required under this depository contract. >> Mr. Chair, I need to recuse myself from this item. >> Okay. We are noting trustee that Lagara Lopez is recusing herself. >> Mr. President, I will also recuse myself. >> Trusty Hadad is recusing. >> Mr. President, I move to approve. >> I have a motion to approve by trustee Pña. >> Second. >> I have a second by Trustee Agalo. All in favor? >> I. >> All opposed. Motion passes 502 since >> I will also be recusing myself from the next item. >> Okay. And 6C7 discussion possible action of a resolution authorizing designated district officials
109as signitories on bank accounts with Lonear National Bank. >> Mr. President, I will also recuse myself on this item. >> Noted. >> Mr. President, I move to approve. >> Okay. >> Second. I have a motion by Trusty Pena and a second by Trusted Agalo. All in favor? >> I. >> All opposed? Motion passes 502. >> Okay. Discussion and possible action on the resolution of the board regarding review of the investment policy CDA local. Dr. Gut. >> The public funds investment act Texas government code chapter 2 2256.005 005 requires each local government entity to have a written investment policy. An annual review of the district's investment policy and strategy must be documented by formal action by the board of trustees. This action would also record any changes made to either the policy or strategies. We are
110recommending as an administration action on this item. >> Okay. [snorts] >> Do I have a any discussion on the board? I'm gonna, Mr. President, I'm going to move to approve. >> I have a motion by Trusty Pñena. >> I'll second. >> A second by Trusty Hadad. All in favor? >> I. >> All opposed? >> Motion passes 70. [clears throat] 6C9. Discussion and possible action on the resolution adopting authorized broker dealer list. Dr. V. The Public Funds Investment Act, the Texas Government Code, chapter 2256, governs local government investment and requires the governing body or its designated investment committee, no less than annually, to review, revise, and adopt a list of qualified broker dealers authorized to engage in investments and transactions. Administration is recommending action on this item. >> I move to approve. >> Motion by Trusty
111Pena, second by Trustee KDman. All in favor? >> I. All oppose. Motion passes 70 C10 discussion possible action on the resolution approving independent sources for investment training and designation of investment officers Dr. Peters. >> The resolution lists the independent sources who provide investment training sessions related to investment responsibilities. Additionally, the resolution names deputy superintendent for business and operations, chief financial officer, director of accounting, coord coordinator for budget and coordinator for accounting as the district's investment officers. Miss Lorina Garcia, deputy superintendent for business and operations is available to answer any questions. We are recommending action on this item. >> Approval second. >> Okay. Motion by trusted, second by trustee Pñena. All in favor? >> All opposed? Motion passes 70. Okay. Can 6D, Board of Trustee items 6D1, approval of board of education meeting minutes for June
11224th, July 30th, and [clears throat] July 31st. >> We're recommending action on this item. >> I would say you board >> I I have a on the June 24th minutes. There seems to be um confusion on the public comments. Let me see. There's a I believe those comments were made at a different meeting. >> What? I'm not seeing that on the June June 24th minutes. [clears throat] >> Um, we see Fanny Johnson cellular phone use by students during school hours as it pertains to communication with parents. I believe those were made at the >> the last meeting. >> Yeah. To July 30th, not to June 24th. Cuz if you look at July 30th, it's the same comments. >> And June 24th was our budget meeting. >> So we omit that those public comments approved to
113omitting those. >> Yeah, >> but we did have some librarians comment on June 24th. That's not reflected either. >> Okay. I think we can approve it uh >> with the changes that uh trustee has uh indicated. >> Can we do that, John? >> I'll amend my motion to approve as >> with directions by trusty. >> All right, I'll second. I have a motion by trusted and a second by trustee Hadad. All in favor? >> I I opposed. Motion passes 70 with those changes. >> Good catch. >> I didn't see that. >> Uh 62. Discussion and possible action of travel for board of trustees. >> The administration is recommending action on this item as well. >> All right. >> I move to approve. >> I have a motion by trusty Pena. >> I'll second. >> And
114a second by trustee Hadad. All in favor? I >> I oppose. Motion passes 70. Item number seven, recess to close session. At this time, the board of trustees will go into close session to discuss the following report regarding superintendent authority to hire professional staff from June 24th to August 11th. Human resource recommendations. Discussion of human resource employee resignations. Discussion of human resource employee resignations in retirees. Discussion of recommendation for principal at Macau Memorial High School and pending and/or potential litigation possible real estate 708. We are in executive session. timeline of June the 24th through August 11th. A list was provided to the board in close session and this is for information purposes only. >> Thank you. 9B discussion and possible action of human resources recommendation for school year 202526. Human Resources submitted a list of
115recommendations for the 2025 2026 school year under a separate cover for discussion during close session. The administration is recommending action on this item. Move >> to approve. Second. >> Have a motion by trusted, second by trusted Lagarasa. All in favor? >> I oppose. Motion passes 70. All right. Uh 9C discussion of human resources employee resignations and retirees for school year 202425. Human resources submitted a list of resignations and retirees for the 2425 school year under separate cover for discussion during close session. This item is for information purposes only. >> Thank you. 9D discussion of human resources employee resignations and retirees for school year 202526. >> Human resources submitted a list of resignations and retirees for the 2025 2026 school year under a separate cover during close session. And this information this is also for information
116purposes only. >> Thank you. 9E discussion and possible action of recommendation for principal at Macau Memorial High School for 2025-26 >> administration recommends the approval of Mr. Ramiro Castillo for the principal at Macallen Memorial High School and administration is recommending action on this item >> move to approve second >> I have a motion by trustee and a second by trustee Lopez all in favor I >> all opposed motion passes 70 unanimous >> congratulations Mr. as a fellow Mustang. I know you're going to make us proud. >> All right. And 9F, Mr. Ball, >> nothing to report. >> 9G, Mr. Ball, >> same announcement. >> 9H, >> same announcement. >> Thank you. >> I move to adjourn. >> I have a motion to adjourn by Miss Pña, Trusty Pña, second by Miss Trustee Lopez. All in
117favor? I >> I oppose. Motion passes 70. Good night everybody.