McAllen ISD Regular Board Meeting (November 11, 2025)

001A regular board meeting of the board of trustees of the Macallen Independent School District will be held Tuesday, November 11th, 2025, beginning at 5:30 p.m. in the Dr. Dardlo Chapa boardroom of the administration building of the Mallen Independent School District, 2000 North 23rd Street, Macallen, Texas 78501. Items listed on this agenda may be taken in an order other than is shown on this agenda unless removed from the consent agenda. Items identified within the consent agenda will be acted on at one time. At this meeting, there may be discussion and action by the board on the items and subjects listed as follows. Item number one, call the meeting to order. I have done so at 5:38 p.m. Item number two, a moment of silence. Thank you. Item number three, the pledge of allegiance. >> I pledge

002allegiance 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. Item number five, consent agenda items. >> I'm sorry. Item number four, I skipped forward. Public comments. So, we do have public comments this evening and we're going to go ahead and play the video first and then we'll call you up in order. >> Here are the public comment procedures. Number one, individuals who wish to participate during the portion of the meeting designated for public comment shall sign up at mckllenisd.org or at least one hour prior to the start of the scheduled meeting. Number two, an individual's comments to the board shall not exceed two minutes per meeting. Number three, the board shall not tolerate disruption of the

003meeting by members of the audience. Thank you. ISD. Okay, first we have Dr. Jack Ruelas. Good evening board members. My name is Dr. Jackles and I'm here as a parent spokesperson advocating for equitable fine arts facilities across McKenna high schools and I've reviewed the bond proposal presented on November 7th and I want to highlight a critical gap. The district correctly identified middle schools with music and performing arts spaces that are inadequate, housed in portables that need replacement or are currently used [clears throat] housed in schools cafeteritoriums. These are necessary investments and I commend the district for recognizing these needs. However, the high schools are absent from any music or art space construction or modernization plans. The bond proposes HVAC and lighting upgrades across multiple campuses and performing arts and a performing arts center that is

004supposed to serve the entire district, but nothing to address the daily learning environments where our current high school students spend hours, hundreds of hours each year. Let me be clear about what inadequate inadequate looks like at the high school level. Licky roofs and band halls and auditoriums, rodent infestations, practice rooms converted to offices due to the lack of space, and multiple music programs sharing facilities never designed for that purpose. Our students are learning music and fine arts in overcrowded, unsanitary conditions, then expected to perform at a state-of-the-art center. That's a showcase without a a foundation. The data tells the story. From 2014 to 25, choir enrollment dropped 32%. Band enrollment fell 20%. And we're losing students between middle and high school at an alarming rate. In 2024 25, we had over 5,000 middle school fine

005arts students, but only 3,912 transferred over to high school. That's a 23% drop. Students are leaving fine arts programs and inadequate facilities are a contributing factor. If we can identify inadequate facilities at the middle school level and propose solutions, we must do the same for our high schools. I'm asking the board to amend the bond proposal to include rehabilitation, construction, expansion, and modernization of art, music, and performing arts spaces across all the high schools. Our students deserve spaces that match the district's commitment to excellence. Thank you for your time and consideration. >> Thank you, Dr. >> Thank you. Thank you. >> Next we have Sida Roules. >> Good evening. My name is Sarles and I'm here to continue the conversation my husband Jack just started. A districtwide performing arts center sounds impressive. It will look

006beautiful in renderings and press releases, but we need to ask ourselves what problem does it actually solve? A perform performing arts center hosts performances, special events, but our students don't spend all their time performing. A lot of the time they spent is rehearsing and growing as musicians, actors, artists, and in their home campuses. And right now, those spaces are failing them. Let me paint you a picture of what daily fine arts education looks like at our high schools. Vanhal's roof van roofs leak. Practice rooms are being used as storage closets and director offices because there's no other space. Auditoriums have poor air conditioning and ventilation. Mariachi programs hold classes in portables or must share rooms allocated for other arts. These are systemic infrastructure failures. Jack shared enrollment data that it demonstrates students are leaving fine

007arts programs. They're not leaving because we don't have a performance venue. They're leaving because their daily experience is uninspiring, uncomfortable, and in some cases even unsafe. When students walk into a band hall with a leaky roof and rodent droppings, they get a clear message. This program is not a priority. When talented students choose to draw fine arts and or transfer to other districts, we lose not just their participation, we lose their potential. The bond proposal correctly identifies inadequate facilities in middle schools. I'm asking this board to apply that same logic to our high schools. Excuse me. Our high schools deserve modernized expanded facilities that can actually support these programs. um ref redirect the funds allocated for a district-wide performing arts center towards rehabilitation, expansion, and modernization of existing high school fine arts facilities, build adequate

008storage, fees, fix leaking roofs, and poor air conditioning, create dedicated spaces. I urge this board to amend the bond proposal to prioritize high school fine arts facility upgrades, give our students the foundation they need to succeed, and the performances will take care of themselves. Thank you. Sorry for the cost. >> Thank you. Next we have Joshua Vento. >> Uh good evening. My name is Joshua Vento and I'm the athletic coordinator for Morris Middle School. I'm here today to ask for consideration at the next board meeting to name our Morris gym to the William Bill Cameron Gym. Coach Cameron came here to Morris the year we received our name in 1985. He taught there for 33 years, 14 of them as our athletic coordinator. During his tenure, coach Cameron established a tradition of excellence that is

009highly respected by the students he coached and the colleagues he worked with. I along with many others played for this program while he was here and many of us have had the privilege to return here and work with him. During his time here, coach set a standard for how great PE uh programs succeed. He set a high standard for his athletes and we all strive to meet that expectation through his leadership. He and his coaches led their teams to many district championships and winning seasons. If you were to ask him how many championships he's won, he will tell you none. He will only say it was all the kids. He used to sign off on his messages to us coaches by saying, "Thank you for all you do for our kids. We are here to

010say thank you for all he did for our kids." Although he is retired, coach continues to be a strong presence here at Morris and within the MISD athletics community. He continues to donate his time to athletes and coaches whenever he can. Cameron introduced me to athletics when I was here as a student. He continued to teach me as I coached for him and he continues to mentor me today. I'm honored to represent our Morris community along with all those present that he coached and worked with over his amazing career. Thank you for your time and consideration. We believe this gesture will honor all the time, dedication, and commitment that Coach Cameron has given to our kids in Morris community through his 33 years of service. >> Thank you. >> We have David Soliss. Oh, I'm

011sorry. I skipped over Juan Lopez. >> Uh, good evening members of the board and distinct district leadership. I'd like to address the recent changes to the teacher incentive a lotment criteria that have caused deep concern among our teachers. When this program was introduced, educators were informed that a test score of 4.5 would qualify for the master design designation. Many of us work toward that goal, aligning our professional growth and instructional practices with that clear expectation. However, the district has now raised the threshold of to a 4.8 test score and also increased the student growth measure requirements to 75% for masters, 65% for exemplary, and 60% for recognized. Previously, those standards were 70, 60, and 55% aligning with the state's minimums. This unchanged drastically reduces the number of teachers who can qualify for the higher designations

012and is and it does so after we have already been evaluated. In in any fair system, the rules and expectations remain consistent throughout the process. Changing them retroactively undermines teacher trust and the integrity of the program. The district compared this process to sports, finding an MVP among teachers. But in sports, the goalposts don't move after the game ends. In the same way, teachers deserve a fair and consistent standard, one that honors the work already done under the original criteria. We respectively ask that district honor the previous criteria for this cycle and that any new thresholds be applied prospect prospectively and retroactively. Thank you for your time and for supporting fairness and transparency for all educators. Thank you. >> Thank you, >> David Soliss. >> Good evening. My name is David Feliz. I'm the head choir

013director at Morris Middle School. And I would like to begin with a quote. The influence of a good teacher can never be erased. I came here today to ask for consideration to name our Morris choir room the Beverly Bradburn Avula choir room. Miss Bradburn started working in Macallen in 1986 and at Morris from 1990 to 2015. But her impact continues to benefit countless students. I am joined today by Miss Lopez and Miss Een who are examples of those students inspired by Mrs. Bradburn to become the next generation of choir directors. It's always a pleasure to speak with former students of Mrs. Bradburn. Their eyes glow with excitement and pride as they speak of their years singing in the Morris choir. Some now excited for their own children to get the same opportunity. During her time

014at Morris, Mrs. Bradburn established a legacy of success and excellence that has set the standard. She held the largest choir program in the region, consistently maintained sweepstakes at UIO, and consistently placed the largest number of all region choir members. Beverly has always been a supportive mentor teacher. As chairman of TMEA region 15, she offered leadership and mentorship to all new choir directors both in Mallen ISD and in the region, including myself. Even after retirement, Beverly continues to share her love of music and mentorship with students and teachers by substituting and donating her talent for the performances and competitions. In support of our school teachers, Beverly continues to serve on the state executive board of aft and the Macallen AFT executive board. 15 years after meeting Mrs. Bradburn and learning from her dedication and mentorship, I

015find myself privileged to be at the helm of the very same program along with Miss Lopez, inspired by the legacy that she built over 25 years. I believe this kind gesture would honor that legacy. Thank you for your consideration. Thank you. Next, we have Frank Chave. Good afternoon board members. [snorts] My name is Frank Cherto and I'm here today to provide comments supportive facilities upgrades new construction to the current facilities where Mame CHO is currently housed. As a community member who supports fine arts and as a dad who to an amazingly talented trumper who's in the audience today who is a member of the Mame CHO city group as well as a Mai band win ensemble. I am deeply concerned at the trajectory of the preliminary bond election items to be discussed at the board

016workshop tomorrow. Mito is currently practicing in a refurbished portal which is over 40 years old with a history of mold leaking and non- workinging AC units ants vermin and on and on. These deficiencies check off the box in the health and safety category modernization category and sighted infrastructure category of the bond election items that should be included in the list of priority one projects for MAI. I had the opportunity to be a member a community member on the facility needs assessment group and tour the MAI ver vertical campuses to identify facility needs. I and multiple others including me ISD staff had the opportunity to see firsthand the facility needs for the money and music programs and CTE. To my disappointment, in the PowerPoint that is to be presented to you all tomorrow, in the $335

017million bond projection of possible bond election items, there is no mention of any upgrades to the fine arts building at Makai and no mention of any new construction for the Americ program. Now is the time to clearly identify the needs for upgrades without the need for an off-site performing arts facility. An off-site performing arts facility will in no way address the needs of the music programs at MAI, including your very own eighttime state mariachi champions. This is a call to action to each and every one of you to visit the portable and other financial facilities of Mai and to see for yourselves where these talented musicians are making beautiful music and enriching their lives. Respectfully, I would say it's hopeless, but I have faith that each and every one of you will do the right

018thing tomorrow and ask your facilities group to include the request to new construction to the MEI manto program facilities and fine art facilities at MEAI like there are in other districts. Thank you for your time. >> Thank you. >> And lastly, we have Sylvia Tanguma. Good evening uh Dr. Gutierrez and trustees. I'm speaking tonight on behalf of Macall and AFT regarding the recent adjustments to the teacher incentive aotment cut points and as I've learned SGM many of our members feel they have negatively been impacted by the district's decision to raise the measurement standards after the data capture year teachers plan their instruction and professional goals based on the information originally provided to them the state minimum standards and these post adjustments have resulted in some being moved down in designation or removed from the program

019entirely. While the district cites the clause stating that cut points may be adjusted and finalized in September, that detail we feel was not clearly communicated or emphasized from the outset. As a result, many teachers feel reasonably I'm sorry, many teachers believed the original measurement were final and reliable. They would also like clarification on SGM. We also heard from a campus where staff were instructed to watch a recorded presentation by Mr. Graci with no opportunity to ask questions or seek clarification for a program as complex and consequential as TIA. Two-way communication is essential. Additionally, it appears that the list of members serving the TIA committees has not been updated in over two years and includes individuals who may no [clears throat] longer be with the district. We believe this presents a valuable opportunity to refresh and

020broaden participation so that current staff voices are represented in the process. To strengthen communication and trust, we respectfully suggest that the district include at least one teacher representative from each campus on the TIA committee. This would ensure consistent two-way communication and provide teachers with a clearer understanding of how TIA decisions are made. The central issue here is clear and consistent communication with stronger collaboration, regular updates, and opportunities for staff input, confidence in the TIA process can be reinforced. Our educators remain committed to excellence and accountability. They simply ask for clarity and open communication in return. As I was learning right now, there's some questions that some of the teachers want me to give to you all. So I will be typing those up and sending them to you all so that you can see what

021it is that they are asking. >> Thank you. >> We are now at item number five, consent agenda items. Madame Vice President, I move that we approve consent uh agenda items A through F. >> Do I have a second? >> Second. Okay, I have a um motion by trusty Sophia Pena, a second by trustee KDman. Dr. Trusty Dr. Trusty KDman. Um all in favor say I. >> All opposed. The motion carries 6. >> And that takes us to item six, instructional services, instructional leadership, human resources, business and operations and board of trustees items. 6A1 instructional services instructional leadership items 6A1 report regarding elementary science olympiad Dr. with us >> administration will report on elementary science olympiad. Miss Janette Nino, associate superintendent for instructional leadership will share more news about this and this is an information

022purposes only. Go ahead Miss Nino. >> Yes sir. Thank you. Good evening everyone. Um this is just to uh provide a background on something that has started uh for the first time here um at elementary schools of Macallen which is science olympiad. Science Olympiad began back in 2015 with the goal to increase the representation of Macallen ISTD schools competing in this prestigious science, technology, engineering, and mathematics STEM opportunity, especially because this competition is hosted here in Macallen, Texas. South Texas College is our regional host for the secondary science olympiad competition. And since then in uh involving our Macau ISD secondary schools, we now earn the top ranks in this area for the regional competition. And now it's time for elementary students to engage and be pioneers of having science olympiad at the elementary level for

023the first district in Texas and that we have researched only four across the nation. So um again, we are pioneers of having our students compete. And with that being said, we might ask, well, why science olympiad for students at Macallen ISD in the elementary level. Um, it really allows students to try on a variety of science experiences. It also allows them to develop soft skills like teamwork, collaboration, and problem solving. And it just gives them an opportunity to consider a future career possibly in the area of STEM. And overall, just their experience helps them decide in choosing or attending a college or university. And that's why the competitions are hosted at a college or university setting. Um, and lastly, it also serves as just recruitment and retainment for our students who are currently enrolled in

024our district and just creating that pipeline for students in elementary to know that there are um strong teams in our middle schools and high schools that they can continue to be [cough and clears throat] involved in as they're moving across their secondary experiences. I'm appreciative to our uh partnering with our Mallenist D secondary Olympiad coaches. They were very excited that this opportunity is now expanding into the elementary and I'm thankful to our teachers who have said yes to um be a sponsor and become an elementary science olympiad coach. So they have had an opportunity to just have um collaborative conversations around some questions and more importantly just how to support our firstear science olympiad elementary coaches. Here's just an infographic on membership snapshot of what science olympiad looks like um in our in our nation

025and how competitive it is and a prestigious opportunity and in uh working with Mrs. Beltran who is our elementary science coordinator. Uh we have adopted a lot of those those events from the the secondary science olympiad into the elementary and then also added some events there for students to engage that are grade um and age appropriate for them as well. And um our teachers again our science olympiad coaches we have um one per campus. So, all 18 of our elementary schools are represented and they're going to be um competing in January. Um all of our coaches had a great experience at their first inaugural coaches clinic at South Texas College and again just giving them the opportunity to engage in what this is going to be about and they've already started practicing with our students

026at the schools. This is overall a tournament timeline and so we are excited to host our inaugural elementary science olympiad competition in January of 2026 and overall just this is the competition overview. Again all 18 of our elementary schools are represented. [clears throat] Um the competition team includes third to fifth graders this year. We are looking to onboard kinder through fifth grade next year um in moving into year two. They are small teams, 15 students plus two alternates. And overall, their goal is to make sure they earn the least number of points, which earns them the highest rank. And so, in doing so, they're not just competing um themselves, they're competing with a partner in each event. And the overall goal is to work between all 15 of us to make sure that we get

027the least amount of points to rank the highest. And um our first through third um place students will earn a medal at this event, at this competition. and first through third overall for school teams, they'll earn trophies. And again, we're excited for January 2026. And um something Science Olympiad is known for in their nationwide statewide competitions is that spirit award. So we will also mirror that for the elementary experience. And again um a big thank you to our teachers who have stepped up to say I'm willing to try this. We don't want a student to lose an opportunity such as elementary science olympiad. And so again um at least 18 coaches across the district. Some have found a colleague to co-sponsor. And I'd like to introduce Mrs. Stephanie Beltran, our elementary um science coordinator, and

028have her add just a few words. And also, if any of our elementary science olympiad coaches are in the audience, if you would stand so we can recognize you for taking on this new experience for our students. [applause] >> Good evening. I'm super excited to be bringing this opportunity to our kiddos. Um when we first brought Science Olympiad, everyone's like, "What is and that at the elementary were like, what is that? Like what are we going to be doing?" And then we had our coaches clinic and they just left like I wish you could have felt the energy in that room. they left feeling pumped and then they've already started practicing with their students and um each event is very unique and every kid that's passionate about science like we had such a high um

029number of kids that were interested where we actually had to have tryyous. I know at RAN specifically the team's only um 15 students but she had like one grade level just fourth grade like 20 kids interested. So you could just see just the opportunity that we bring to our students here. I'm super excited that we get to bring this circuits. >> Thank you, Miss Wil. >> Thank you, Dr. Gut. Thank you, board. >> Thank you. >> And please make sure that that's on our calendar. >> Yes, please. >> Yes, absolutely. >> Absolutely. We'd love to. U Madame Vice President, uh if I may, I'd like to reorganize the agenda to bring up item C1, I'm sorry, six C. Is it six? No, >> you're looking for the text. >> Yeah. >> Uh C1 C1. >>

030Okay. I have a motion by Trusty Bña. Is there a second? >> I'll second. >> Okay. All in favor? >> I um motion passes. We 6. Now we will take up item 6C1. That is business and operations report regarding the delinquent tax collections for the period of July 1st 2025 to September 30th 2025. Dr. Guutz uh Miss Khalis Salasad from the firm Limeburgger Goen Blair and Samson will present the delinquent tax collections report for July 1st 2025 through September 30th of 2025. This item is for information purposes only. Miss Alasar. >> Thank you Dr. Guier, vice president regalo and esteemed members of the board. Kelly Salasad here on behalf of blind Margaren Samson. Like to break from my usual reporting and to introduce our newest attorney, Alejandra Robloo. She comes she comes from the DA's

031office for the last four years. So, we're excited to have her part of the team and hopefully you'll be seeing her more, but maybe not here because I like it here, too. [laughter] I'm here to present the delinquent tax collection report for the period July 1st through September 30th, which is your uh first quarter report. As always, uh behalf of Mallan ISD, we focus our collections on two basic premises. The first is to collect from the individual taxpayer first and secondly use a tool of litigation only as a final option to collect. During this reporting period, we completed three demand mailings, mailing over 6,500 statements to delinquent taxpayers in the district. We made or received over 1300 phone calls. We had 74 payoff requests and we knocked on 54 doors within this jurisdiction to encourage

032folks to come in in um initiate payment agreements. We filed 16 lawsuits, disposed of 15, and we currently have pending 255 lawsuits representing over 1.5 million owed to the district in base penalty and interest. We regularly conduct tax sales and resells involving properties with little or to no effort to pay. We completed two tax sales, placing four properties for sale. Two were sold and two were were pulled prior to sale due to a payment in full or a payment agreement with our office. Your first quarter collection highlights, you'll see we collected over $1.3 million in base penalty and interest, including those amounts of refunded dollars. That is slightly down compared to the prior year, but I mean prior first quarter. This is just the first quarter, but last year's first quarter was a bit of

033an outlier historically. the current dollars that you see right now are on par for the past five years as a whole. Um, but I also wanted to highlight that you haven't got as many refunds this first quarter compared to the last first quarter. So, we'll continue monitoring that and reporting back to you on it. Looking forward to the next quarter and beyond. We will continue litigate cases to their fullest on behalf of the district. We'll continue with our mailing program and I'm not sure if I shared with um the board our digital outreach program which is a new program that we've initiated uh back at the end of August which is text messaging and not just simple text messaging but the kind that you received from valid sources and I don't know how informed the

034district is. I am recently pretty well informed on this process. But if you get a text message from an organization or a business that is five to seven digit coded and um that indicates a higher level of scrutiny and um authenticity, that's what we're doing on behalf of your district. Um, included with that text message is a logo indicating that it's our firm and it's so far seen some positive results and I look forward to reporting to you specifically on those results as we accumulate those maybe at the fiscal year end. Um, it's pretty interesting. Kind of have to evolve technology as it as as things go by. So, I look forward to sharing more of those results with you at a later time. But that concludes my report. If you have to answer any

035questions, Alejandra is here if you want to ask her any questions, too. But she's only been with us for about two weeks, so that would be a little unfair. [laughter] Put on the spot. >> Miss Balisad, on the text messaging that they receive, are they able to make arrangements or is it kind of a notification? >> What is really neat is they are able to click on the link and initiate the the payment options there. Um, we have received quite a few calls. Is this real? What's going on? I think the more it goes on, the more people will become accustomed to it. you know, the younger people maybe like Alejandra's age, it's something they're used to. You know, let me just pay on it on pay my bills, you know, electricity bills, water bills,

036everything online. And kind of we need to make that transition in what we do as well. >> They don't write. >> No, they don't they don't know how to write checks or put a stamp. My my children are like, "What is this you put on a postcard?" I'm like, >> so yes. Does anybody have any questions? it. >> Thank you, Miss Miss Alisa. >> Thank you. Have a wonderful evening. >> Thank you. >> Good luck. >> Thank you. We started taking cash and >> Okay, we'll move forward to the next item number two. Uh that's >> 62 >> 6C2 >> 682 I'm sorry. Report regarding state and federal programs. Dr. >> Administration will report on the state and federal programs. Dr. Dr. Cynthia Olivarees, director of state and federal programs will present more information on

037this item and this is also an item that is for information purposes only. Go ahead, Dr. Olivaris. >> Good evening, Dr. Board of Trustees. My name is Cynthia Levaris and I'm the director for state and federal programs and this evening I'm going to provide you with a presentation um an overview and update of our state and federal programs and the grants that uh we operate out of our office. So the overarching uh goal of state and federal programs is to support the district with uh ensuring academic success for all of our students. We share the same vision and mission as the district and the funding that we receive really is channeled into goal one which is um student achievement and goal two which is people development. These are the four federal grants that we receive

038from um the federal government through our Every Student Succeeds Act. When we apply for our grants um through the consolidated uh federal grants application, we're applying for Title One Part A improving basic programs, uh Title One Part C, the education of migratory children, title two part A supporting effective instruction, and title four part A uh student support and academic enrichment. Um there is also a title three grant that I do not um manage that is managed uh through the bilingual office uh through Miss Rosio Nava. But all of the grants uh run from a period from July 1st, 2025 of the current year through September 30th of the following year. There's another uh budget that we also take care of in our office and that is a state budget and that's the state compensatory education

039program which is now uh the compensatory education program. There was a name change on that. Um, ever since I started in this program and for many years, districts were required to provide 55% of the money that they received for uh, state compensatory education program to be sure that those that 55% was being used towards uh, closing the achievement gaps for all of our atrisisk students. Um this year we still did receive that 55% which uh turned into 11.7 million a little over 11.7 million. With that money we do um fund 166 full-time employees of which 101 of those are teachers. We have teachers at our ING uh instruction guidance center. We fund uh part-time tutors, contracts for services and contracts for um instructional materials. We fund social workers, credit recovery programs, um our summer school

040program and extra duty tutoring allocations, and then um our not all but 15 of our Head Start teachers. Now, the compensator education program, as I mentioned, there was an update. The name changed. They dropped state and so now it is simply compensator education program. And under Senate Bill 991, they did ask add two at risk indicators. So now we're up to 17 at risk indicators. They did ask add excessive absences and truency uh to as two more indicators for students who are at risk and that is just simply so that schools can focus on the students who um need those interventions and additional supports. Um they also remove that 55% ceiling. So now districts are not required to provide 55% of their state uh comped funding to um at risk students but um they can

041give more or less. Uh the ceiling just isn't there. However, the services must continue. So we still have to provide services for atrisisk population. Now circling back to our title one part A um grant. This is the largest of our federal grants and this year's award came in at a little over $11 million. And with in that one, we do fund 140 full-time employees. Only 27 are teachers, but the the rest are in other positions at campuses. They just aren't teachers. They could be um specialists. They could be um other positions um school improvement facilitators and such. But you'll notice that approximately 7.5 million does go towards salaries. And then we do have um monies for campus allocations so that campuses can uh purchase um whatever they need for their campuses based on their needs

042assessments, any instructional materials or resources that they may need for their campuses. We do also uh set aside monies for contracts for summer school and we have to reserve some funding uh for other special programs. And then we also have we leave money aside for district-wide purchases as well. Parent and family engagement is a component of title one. It is a required component of title one. And we have a very um robust program for our parents. Everything that we offer for our parents is free. And the whole purpose of our program really is to inform our parents and to help our parents help their child at home so that the child can be success successful at school. Um this month actually is parent engagement um month and November 20th is parent and family engagement day.

043We are having our parent engagement conference this Thursday at Cathy Middle School from 5:00 to 7:30 and I believe all of you are invited so if you want to drop by. But we found out today there are two basketball games going on too. So, uh, it'll be busy. Um, this, uh, program is really fantastic. We have so many parents that drop in at Navado to take advantage of the classes and the resources that we offer. We do set aside 275,000 for this program, which is a big amount, but we see a lot of parent participation at our at our campus. So, we do also have 13 parent family engagement specialists and four instructional assistants at all of our title one campuses, which is 17 of our elementary, six middle schools, and five high schools. Um,

044we also partnered with Mallen PD uh Crimestoppers so that um we can identify 200 families. We already have identified 200 highnee families that will be receiving vouchers for Thanksgiving. And this is just some of the skills, some of the the classes that we offer. We have the evening study program, which is really uh our our citizenship classes and our ESL classes, job skills classes during the day, um sewing classes, crafts, CPR, and Cricut class. We haveus with STC and region one to provide um ESL classes, uh cake decorating classes, sewing, I mean welding classes, excuse me, and uh basic mechanics. So this year we've had already over 530 uh parents participating in our programs and we do offer child care in the evenings and so every Tuesday and Thursday parents come to class the children

045um are taken to child care and our child nutrition program offers dinner for uh for the children um as well as activities and then our title one part C uh program which is the education of migratory children. This year we've identified so far 473 students and their award this year came in at a little under 500,000 and they provide services for additional services for our migrant families. Um they try to provide opportunities that the students may not get uh educational field trips. Um we have monthly parent meetings. Uh we just had a PSAT uh boot camp for our 10th and 11th graders to provide that additional support for them right before the test. And um there is a literacy night that is also uh created uh for the families to join in and participate as

046a family so that the parents can also understand all of the services that are afforded to them. Um it's a great program. It's a small program. Mr. Raul Vega is a coordinator and he has four office staff that um that help him with the program. Title two. This is a fantastic grant. This helps us support effective instruction. And with this one, um I really like it because we get to I get to work with Dr. Deoyos, with Miss Nino, uh with the coordinators, with Patty Pñena to try to bring down um consultants and professional development for our teachers so that our teachers can have the best um uh professional development and in turn provide excellent uh instruction in the classroom. Um, this past summer we did uh partner with the National Math and Science Initiative

047and I think they're a little afraid to present me with it because it was a big tag to it, but we do have a a a good amount of money in in this uh grant and so we were able to get them to come and train a lot of our teachers here. It was much it was more cost-effective than sending teachers out. So, um, and we're continuing that partnership this spring, which is very exciting. Um, and so Title Two is a fantastic um little grant. It's small but but it is mighty and it it we're able to do many things with that. We also partner with uh Utrgv and we pay we hope to support the teacher interns with UTRG which is a fantastic program and great uh we're beginning to really see our return

048on investment with that program. Um last is the title four part A which is the student support and academic enrichment program. This is the fun one that um really is not tied to stars, not tied to state assessments or anything. It is really um helping children just be creative, right? So we do offer campus allocations for steam activities to each campus. Um we support the library services uh so that they can provide um funding for their maker space and their libraries and then uh summer enrichment programs for fine arts and PE with our self and safe and healthy students component. We um we split fund two officers um with that handle Penny and Buddy and then uh they do a lot of community outreach. They also do some mental health and um we have a

049healthy students program with the nurse with nurse Gutierrez um that supports the high school um uh nurse assistance support the middle the elementary uh nurses as well and then our elevate program provides supplemental uh equipment to the elevate program and so that is um that's been really great working with Mr. Money on that. And then the technology component. We've got a lot of um uh of various contracts again maker space and the library to help students um just explore coding and um and a lot of fun activities. So all of the activities that are in in title 4 have to be tied into uh literacy or math and um we do have an outline for for the campuses to provide it. There's a lot of documentation to it, but um the schools are are making

050good use of this money as well. Thank you. >> Thank you. >> I do have one question. Yes, >> you guys are doing such a great job. Wonderful outreach. Thank you for all you do. Something that just came to my mind on the parents end. I know they we partner with STC and others to help with courses and strengthening those relationships. One thing I'm just wondering if there's space for is um courses related to technology. Uh I I wonder if those families get support because our district communicates primarily through technology and I think it's tough to learn and for students to do homework, take home, all that stuff. >> Is there any space for that >> support? Well, with our parent program, definitely we did we did offer a technology course uh through STC and

051that is every year we do take a a survey from parents to see what classes they're interested in and if the course makes then we we do that. Um so yes, we do have uh we have a lab actually where parents can come in and if they need support, they know they can come to us for help. But in addition to that, we have through title one at the um elementary at the middle schools and the high schools, we have a title one instructional assistant for tech support. And that individual is a full-timer that's at each uh middle school, each high school that is there to support parents with tech support. And they're housed out of the library and they're funded through Title One. And so they're there to support parents with any kind of

052technical support that they might need. um and students. And so we help parents that way. And so we do try to also provide that support for parents with technology through our parent specialists when they're at the campuses. But we can definitely um offer a class and ask parents again if that is something that they would want to to >> There's something I thought of. And then also um just for families who have a language barrier when they come to our campuses, >> what support is provided for them to be able to even communicate with >> I mean I know this happens campus to campus level probably but I do hear from a lot of families that >> maybe are not as involved. It's because of this language barrier and does this department offer >> all

053of the communication that goes out from our parent and family engagement is in English and Spanish. >> Okay. And so, um, but if they do need help, um, we always provide our contact information. Uh, the parent specialist is always there to to support, if they need some help if parents have questions about certain programs. Um, unfortunately, we only have we don't have a parent specialist at each campus. We only have 13 of them. So, they each have two campuses. So, they're every other day at their at each campus. But, um, but definitely, it's just a matter of them asking. We are available for any kind of of u translating that they may need. >> Sure. Okay. Thank you. >> Thank you. [clears throat] >> Anybody else have any comments or questions? >> Thank you, Dr.

054[clears throat] Moving on to item three. A report regarding intention to apply for student teachers and officers preventing stop school violence program grant through the US Department of Justice. Dr. The US Department of Justice will be providing grant opportunities that will increase support for students and families that will allow for preventive measures for school violence. Mr. Adrien Garca, our family treatment program manager will present more information and this item is for information purposes only. Mr. Garc, >> thank you so much. Um Dr. Goodis, thank you. Board of Trustees. Uh what we're doing is we're going to apply for a grant um that is totaled in $1 million. Um but it's over a span of three years. Uh with the grant, it's more for training, right, for officers, teachers. Uh before we we currently have a

0552021 grant through the stop uh department of justice program and uh the only um issue that we have is that we can't uh hire clinicians through this grant, right? It's all for training. Uh right now, the current 2021 grant, we're allowed to hire clinicians, but um with this one, it's just all for training. All right. So, what we're doing on our end is trying to figure out a way where we can leverage our partnerships with Tropics Bure Health, DHR, uh South Texas Health, and Palms to make sure that we have those clinicians in place to provide those services that are beyond training. Right. We we um family program right now has you know responsibilities for threat assessment for school safety. Uh we are involved in safe support school program teams. Uh but all this this

056grant is just strictly training. So we want to make sure that you know as far as the school district we we move forward with clinical support. We move forward with mental health services and not just training. Um, I know that chief will come up, you know, a little bit later, but right now we're in collaboration with Chief U Silva and RPD um, our Macallen PD as well. And we're trying to make sure that we have all the the tools that they need to ensure that they're trained and they know exactly what to do. But this um Department of Justice, they switched things a little bit and uh we can't get clinical services and that's what we need. We need uh clinicians in the schools. We need clinicians at the campuses. We need to support our

057counselors which this will do. So that's why we're intending to apply for this. >> Thank you. Does anybody have any questions? >> Can you break down the training? like >> what does the training look like? But then also what does it look like on the day-to-day level for teachers and staff? >> Yeah, we're looking at usually what the DOJ asks us to do when we we write these grants is uh they look for an evidence-based program. >> Okay, good. >> Right. So, right now we're we're training staff on ask suicide prevention, >> right? So, that is the training that we require for all uh staff members at each campus. So, that is what we're doing right now. So that would be like just involving those staff members and a lot of times our issues are

058um staff members are so busy and we can't send them to like a youth mental health first aid training for seven hours a day uh because they're involved in campus activities and that's why we have ask and that's only about an hour training. So that's what we're doing right now. It's evidence-based. Um, TA approves it and that's what we're doing right now. >> Any other questions or comments? >> Thank you, Mr. Garc. >> Thank you. Thank you, sir. Thank you. >> Next, we have a 6 C4 report regarding teacher incentive aotment 2024 2025 data submission. Dr. Guettis. >> Yes. administration will report on the teacher incentive aotment for the 2425 data submission. Mr. John Graci, our TIA instructional facilitator, will present more information and this also is an item for information purposes only. Mr. Graci,

059>> good evening everybody. Um, I want to start off by saying um that before I even begin with this presentation, I know we've received a lot of feedback and I want to make sure that I frontload the most important thing which is that this district has taken very seriously our responsibility and our our our um goal in this program to maximize the number of eligible teachers and also to maximize the number of proposed designations in alignment with the state's expectations for the program um for validation and for system alignment and also with our district plan alignment as well. Um, however, we do want to designate teachers and I want to stress that right at the beginning. Um, [clears throat] that being said, uh, I'll go ahead and get started. The teacher incentive aotment is designed

060to incentivize teachers to maximize two primary things, which is student growth and their teacher evaluation scores. The purpose of this is that evaluation leads to researchbased instruction, which leads to increased student growth. So we check to make sure the instruction is happening in a researchbased manner and then we check to make sure that that student growth is occurring in the classrooms and those are the two components of the scoring system that the state uh mandates. Um the this the state does have expectations regarding the statewide averages for each level of designation. Once we analyze the teacher scores under the teacher incentive aotment, they can be proposed for a designation by any district that uh that's submitting or participating in the program including us. Um and so excuse me when districts propose their teachers not other

061districts excuse me. Um but what I'm saying is there is an expectation that districts can uh propose teachers for recognized exemplary and master level. Each level uh comes with an increased allotment amount which the teacher is eligible for 90% of uh under our local district plan. When the excuse [clears throat] me when a teacher earns a designation that begins a five-year clock that designation will be placed on their certificate in the year following the data capture and it will last for five years from August 1st onward. Because the district because a designation follows a teacher for five years over the course of a program, districts acrew more designations because the fact that you earned a designation in year A does not require you to earn a designation in year B to still count as a

062designated teacher. As I said earlier, we are prioritizing the expansion of our eligible teachers. In year one of our plan, we had 750 eligible teachers and in year two, we had expanded that to 1,239 eligible teachers. Uh I did receive a question about what is our teacher population. We have approximately 1500 teachers in Macallen ISD at any given time. Right now, I believe we're at 1514 according to um but [clears throat] we're a little bit over what we were at last year. Uh we had about 1,400 and some teachers last year. Uh and [clears throat] that 1239 lists eligible teachers. There are some that were taken out because if they don't complete an eligible year of service, if they don't if they were hired midyear, if they're not actually a district employee, they may be

063like a Head Start employee or something like that. So we remove them from the grand total. This is information about the individual data captures. As I said, in year one, we had 750 eligible teachers. And as you can see, uh on the second slide with the percentages, our total designation percentage for the first year was 29% of our eligible teacher population, not of our total staff population. Uh 29% of our eligible teacher population. In the second year, which was our big expansion year, we took big steps to expand, and I'll show that on the next slide. Um when we increased our number of eligible teachers, we increased from having one student growth measure to having a total of 11 student growth measures. And this was done to include other teachers uh from CTE department, physical

064education department, fine arts department. Many many many teachers were started to be included in the teacher incentive here in McAllen. Uh and as you can see in the second year we had 1239 but our total percentage of proposed designations proposed because we have to submit them for validation to the state went up to 33% of that eligible teacher population. Earlier I talked about the acrrual process and when a district continues to run its program we acrew more and more designations out of our total teacher population. This is still based on our current eligible teacher population, which was 1,239 in the first year. Based on the number we currently have, if I said, well, how many of you were designated in year 1, it would be about 16.4% of those teachers. And if we said, how

065many of you were designated based on year two based on our proposed designations, that would be at just shy of 50%. Uh again I want to state what I stated up front which is that we prioritize and are prioritizing the expansion of the system and the designation of McGallan ISD's teachers. Um [clears throat] however that 46.7% is a number that is based on the state's validation. We undergo system alignment validation and data validation. System alignment goes through tea. Data validation goes through Texas Tech University. They match us up to a series of statistical checks. And when the district makes decisions based on the data set that we have, it is our responsibility to present the data in a manner that is in alignment with those expectations to ensure that the teachers who meet the state's

066expectations of or excuse me [clears throat] approximately the state's expectations um are able to be identified and proposed. Um [clears throat] let me slide it to the next one. This is the source of some of the feedback that we've gotten uh regarding cut points. Um the state minimums have been propos have been posted in our state in our guide book and in all district communications. However, in all district communications regarding this material, we also stated that the district's minimum performance standards would be state would be determined at the end of the data captured here. It's even written there in the guide book. And this is part of a district's responsibility. All districts that participate in TIA are able to go through this process in order to ensure that when we submit, we have our greatest

067chance of having our proposed designations validated by the state and therefore those teachers getting those designations. It's important to note that the district's data validation takes place as a whole. We either all go in or none go in. So we proposed 406 new designations this year. we will either walk away with those designations or no designations. I also want to note while I'm here that other districts in our area who we have received feedback about also do this process and have other cut points besides the state minimum cut points and I'll talk about that when I get a little further down the line. As I said there are two components to the plan student growth and teacher evaluation. This uh histogram shows our or bar chart shows our distribution of district data. The normal curve

068that's there, the bell curve if you will, is there for visual reference. Uh as you can see, our data crests at a different place than the expected values because our data is skewed and and shows that it's collected to the right side of the chart. our curve shifts to the right as well. And that's what ends up happening when we have to analyze the data. We sit with care with um we sat with partners from Tixie and from region one to analyze the data and to determine what would be the best way to at to submit our data in a way that presented what was aligned with our district's local plan and also what was aligned with the state's validation expectations. There are many factors that go into it over and above those original percentages

069I showed at the beginning. They compare many things and those consultants help us analyze and understand that while we go through and analyze the options that are available to us. The same phenomenon happened with our teacher evaluation scores. You can see that the scores are collected at the right. The state's expected average is a three. Our average was actually closer to a four. Again, that curve looks more like that for us. And because those numbers move to the right, because our data set moved to the right, that means that these minimum numbers would also increase because they slide with the data because you're trying to identify the percentages within that band of teachers. And that is exactly how we propose designations and how districts propose designations in general. >> I don't know what happened there.

070This doesn't count towards my total time. While I'm here, I want to just say one more time that McGallan is prioritizes expanding our total number of eligible teachers and maximizing our number of designations but appropriately and in alignment with the state's validation expectations because again we get validated as a whole and it's our responsibility to make sure that we present that data in the correct light. [clears throat] I guess the thing is over there, is it? Okay, this is some information that was shared in the teachers in the video that I I I shared out to the campuses. Excuse [clears throat] me. Um, when our data moved to the right, those were the numbers that we arrived at. I want to uh use this opportunity to explain a couple of things. In the first year

071when I said we had one student growth measure, that student growth measure is called MAP. That assessment is a national assessment. It is highly normed. When the state sets their expectations, they're generally in alignment with the star, which is also highly normed. And therefore, when we have map data and star data to look at, generally that data because it's normed tends to be more aligned. In 2023 24, because we only had that one for that data capture year, we only had that one assessment. our data was mostly aligned and therefore we were able to use the state minimum performance standards as our district's local standards and I think that's the first thing that people need to understand is that yes we decided to remain with those numbers uh but that does not mean that those

072numbers were uh set they were analyzed at the end and we made the determination as a district to remain with those numbers this year the district looked at the data from 2425 and realized that the the data had slipped to the Okay, this is also because we increased to 11 different assessments and when you add 11 different assessments, you add some capacity for variation within the shape of that data. That is a big expansion. I will share that with you now. We did that on purpose to make sure that we maximize the number of eligible teachers because different departments align with different exams. For example, our CTE teachers were not included in year one of the plan, but with the youth science exam, they are able to be included. Our physical education teachers were not

073included in year one of the plan, but with the fitness grant, they are able to be included in the plan. And that happens throughout. And in phase three, we also have expansions that allow us to further include and appropriately test special education populations and other uh areas. [clears throat] The state minimums are listed there. Again, at this moment, I would like to point out that we do get feedback sometimes about what's happening up in FAR. uh that seems to be an exemplar district for the area regarding teacher incentive aotment. Um and I want to share that for they had a meeting like this back in March and their data cut points were set at 4.0 4.25 and 4.5 and their student growth measures were set at 80% 85% and 90%. 90%. Um the reason that

074their numbers look different than ours is because every district has a unique system. Every district aligns with different assessments. Every district takes a different approach in their local system. The two data sets will not be the same shape and therefore different districts make different decisions. However, I was able to determine that they actually even use the same data consultant that we used this year and receive the same feedback. These are consultants that run out of region 18 and they work with districts across the state as a data hub to give feedback and run simulations of the state's validation process. Again, we get validated as a whole uh either zero or all. So, this shows the acred impact. Again, I just want to make sure that I stress the fact that we are acrewing. I also

075wanted to talk about while I have this on the screen uh this document which I believe this is a district by district comparison. I was able to gather up the data from the other districts. These numbers are based on total teacher population rather than eligible teacher population um for a couple of reasons uh but primarily because that seemed to be the best way to compare across districts. Uh so some of these percentages will not match because there's a different denominator but for comparison purposes it is the same. Um [clears throat] the way to read this because districts start in different years I aligned up the green the green column is year one for either for each district. The blue column is year two and then you can see that PSJA has like an orange column.

076That's because they have a third year and they will be proposing for their fourth year this year. Our blue column, we had a green column which was year one which I talked about at the beginning. Our blue column is our second year. And you can see that if you compare those green columns and those blue columns that the feedback that we have received regarding PSJ is reflective of the fact that people are not understanding the um approval process. The acrual process would lead to PSJ having currently an acred total percentage of 74% of their teachers carrying designations. But that's because in a given year they designated different percentages of teachers. So in year 1 they had 18% and you can see that we had 15% in year 1. In year two they were at 45%.

077We are currently at proposed 38. That number is actually a little bit distorted because we actually hired teachers. We hired uh we have 85 additional teachers that we've added currently uh whereas they did not hire as many teachers and so therefore our percent is a little off. I also want to point out that because this does not um reflect eligible teachers. The 38% is not an not necessarily [clears throat] the most um best representative number. I prefer to compare based on eligible teacher population because again there are teachers that would need to be taken out because they're not eligible for the program. Then they have uh you know less than a year of service. They have um they may not be district employees and a number of other reasons. Uh however again based on total

078population this is the comparison that we have. Uh and just finally I would like to say a couple of quick words of thanks to the team. Um we had a lot of late nights here uh myself and the TIA core team we meet every week. Um but while we were preparing for the data submission uh we did have a lot of data to process and we did have a big expansion to deal with and I appreciate all of their efforts and some of us stayed here quite late uh working on this. I also want to thank the teachers of Macallen ISD who we have the opportunity to represent and to propose designations for. Um, we really do care about establishing and setting quality uh, data points. Um, I had said to a few people not

079long ago that, you know, I'm proud to be a part of a district that's willing to take responsibility for our data. We may not have had a data a data set that mirrors the state's averages 100%. But the program allows us to take responsibility and set our cut points um and preserve the designations for those teachers who we are able to designate within the framework of the program. Um the alternative is to leave them at the state minimums and to sort of say well we'll blame it on the state if when it goes through and we the consultants words were likely to not be validated. um we can say well the state minimums we kept them because we didn't want to receive emails. Uh but instead I'm very happy to be part of the team

080that said no um those of us in leadership have a responsibility and we will will communicate it and we'll share it. We have been communicating these program intentions since the beginning of the year. This was always the plan. This was always the plan from the beginning of year one as well. Um and finally I would like to say that [clears throat] it continues to be the plan. Some people have asked me if the numbers are permanently like this. They are not. They are based on each year's data and the shape of that data. And we are making changes this year. So it's possible that we will have a different distribution again. Uh each year we reflect, we take feedback, we take that feedback seriously and that is the purpose of communicating with the teachers the

081cut points that we established etc etc. and also to continue to improve and expand the program. Thank you. >> Does anybody have any questions? >> I do. >> Mr. Graci, thank you so much for your presentation tonight and thank you for taking time uh to meet with me earlier to discuss this. Dr. Deos, Dr. Visino, Dr. I know we've had a lot of questions. Um I think it's clear to me from talking to you all and all the work that's been in uh Mr. Graci you mentioned you some some light some some late nights in fact I heard you were here 2 in the morning some nights validating data um >> I would like to say thank you to Miss Dar Rosel and Mr. said in Orosa as well. >> And I and I know

082this is not easy. Um but it's clear to me that y'all made every effort to ensure that we were able to designate or at least propose to designate as many teachers as humanly possible within the state parameters because if we had continued with the state minimums that it's very likely almost guaranteed that the state would have said no designations for MIC this year. And just by going from um the year two we're at 46.7% potentially if the state does validate it we'll be close to 50% of the eligible teachers designated. I think that's um that shows how much dedication and commitment that y'all have. I think the fact that our bell curve is to the right of what the state expects um shows that this district that our teachers are doing what they need to

083do that we have such incredible teachers. They're putting the time, they're putting the dedication that our whole bell curve is just shifted to the right. Um, you mentioned our data skewed. Am I right? By by interpreting that way, their teachers at MISD are performing above what the state expected them to do. >> Absolutely. I think that when we look at the when we look at the growth and when we when we compare the test data, we see that um, you know, I know that we are a high performing district and people have cited that to me. Um, and I think that that's something that it's great to have uh high performing data and data that's over and above state averages and um and to have teachers that are accomplishing those things. Um, and again, that

084is part of the reason why we're happy to work within the framework of the program to ensure that we're able to propose designations for those and to continue to acrew every year. Um, and as Mr. said um you know it's it's for me the satisfaction is seeing that number be just shy of 50% within our second year and having the idea of saying well where can we be in another year or another two years um and that also goes back to our teachers and just the quality of their instruction >> and I do think um given the number of teachers that we're expecting that estate minimum [clears throat] equal, you know, guaranteed designation. I think that provides us opportunity for better communication and I know we've talked about that. Um, you know, I went through

085I read the field guide. I watched the 2024 uh presentation by Miss Hannah. I saw the current materials. It's clear to me that in there it does state that the numbers, the cut points would be selected after the data reviewed. Um, but the number of teachers that didn't get that message shows that while we did communicate it, maybe it wasn't effective. So, uh, Dr. Joy, I know you and I have talked extensively about that. Can you share what, um, the ideas that you brought forward about how to include teachers in the process past April through the stakeholders committee? Um, you know, I asked you, someone brought up that PSJ does have a stakeholders committee, um, representation from every campus. you mentioned that we have something similar and that we can make it a little bit

086more robust to ensure that this communication goes on throughout the year um and through the evaluation when we have a third party that the teachers have input and insight into that process. >> That is right um good [clears throat] afternoon. So um we do have stakeholder committee meetings and one of the things that I was explaining to Mr. Hadad is that mainly uh on the year one that these stakeholder committees were mainly um meeting for what plan we were going to submit for the application. And so being that year one we didn't have to make a tough decision to change Scott scores and all that uh we continue that process. we continue getting stakeholder uh uh feedback and to the future the plan the application where we're going to submit. So one thing that I

087propose to uh TIA core committee is we don't stop on in the April when we submit the application. We continue these meetings and just give updates on the um the cohort that we picked up the data, the cohort that we're currently in and then the future cohort instead of where before the agenda was only what is the future plan for the application that we're going to submit. And that was the discussion and that's what we worked on really on what we were going to submit and asked for the next cohort. Now I believe that we're at a at the at the place where these meetings will continue year round and we give an update on cohort prior current cohort and a future cohort. So that's one thing that um um recommended [clears throat] to the

088TIA core meeting which we meet every week. The other uh adjustment that we've already uh started is through the lead committee. So the lead committee is composed of 90% of the members are teachers and each campus sends a representative to the lead committee and this this committee is really an advisory committee to the superintendent and mainly look at things like what how can we improve professional development for teachers? How can we improve curriculum? How can we improve efforts like the teacher incentive aotment? And um so when uh these members are selected by the campus, the task is or the ask is whatever you you hear in the in the lead meeting, you then take it to the campus and ensure that you turn it around to your campus and then if there's any questions or

089or feedback, you bring it back. Right? So the uh this year we've asked for more like a verification of when you turn around that presentation to your campus, the date that you you went back and you spoke to your campus, when did you present and then also what feedback or what questions do you still have? And so just continuing with that, I think we will have a better uh form of communication to our campuses and then get more feedback from our teachers. So those are the two adjustments that we're doing this year. >> Thank you. And I think you know when we do the evaluations next summer was it August September that you know involving whether it's a lead committee or teacher representations in those that process so they have some insight into the data

090I think would be very helpful. Um and then one I have one more question for you Mr. Ross, you [snorts] already I think you believe you covered in your presentation, but this year our cut points were above the state minimums, >> but that doesn't mean next year we can't uh submit data that's at the state minimums. Are we always are we is this are we always going to be increasing the cup points is my question. >> No. Um the validation protocols don't call for us to do that at all. In fact, they call for us to look at the data that we have. Um and every year any adjustments that we make to the program of course introduce variability. There may be uh changes that are made. There may be recalibrations that are done. Uh

091so for example as we continue to improve the program it's a reflective cycle. Uh we we ask teachers to reflect. Uh they execute lessons and we have excellent growth every year and no matter how well we do we always say take a look at how you did this year. Think about your lessons. Think about your standards. look at your student performance and think about how you're going to do better next year. And I think we do that in our program as well. Um we've had our program here for two years and we're modeling that practice for our teachers um in the sense that uh we take in feedback. Our program is currently two years old and you know um as I said we're compared to PSJA. We're making our second our second year is our

092proposed year. They're in their fourth. this is their proposed you know the proposal will be VR4. Um so of course they have some characteristics from going through that cycle more times and of course we look and see what has been modeled and see what has been effective and think about adopting it. We take all uh feedback in that sense [clears throat] >> else. >> Yeah, a couple quick questions. Thank you all for all of this. Um, one of the questions I received, yes, >> one second. I'm just to loop back and say a more direct answer because we have to look at the data as it comes in by the end of the year. Of course, we look at the shape of that curve and align that bell curve with uh with care every year.

093So those those numbers can be the state minimums or they they could potentially be different. >> So it could move to the left or it could move to the right depending on the data. >> Correct. It's static depending on the >> right. I mean, sorry, it's not static is what I'm >> Yeah, not static. So, it could be that we go and submit the data based on the on the state minimums if that's what the data shows. >> Yeah. Um, thank you. One of the questions I received in talking to folks is, is there any way to make the TIA payouts not taxable? >> I think the answer to that is no. The IRS would argue otherwise wholeheartedly. Correct. >> Unfortunately, no. That's within the state guidelines. Um applicable taxes and fees apply and of

094course um uh TRS applies. >> Y >> um and I think that um I've I've talked to people on the other side of the coin that um because TRS is calculated off the top five years >> um and your clock lasts for five years uh there are some teachers who are very happy to make that TRS contribution. I think it just depends on yeah >> where you're at in your story. >> Thank you. Um, looking forward for the 2526 school year, is there any intention to expand the number of student growth measures again? Because I I know we went through a major expansion. >> Yes, we did go through a major expansion uh for this data capture year 2526. We're going to be looking at 13 assessments instead of 11. Uh, one assessment that I'm

095happy to say we include is N2Y, uh, which helps us to include and more appropriately test students who are in the special education um, [clears throat] environment. Uh and so again, every year we reflect and we say what is a better way for us to serve our students uh by using this program to incentivize teachers and be able to measure that growth effectively and see that every student in Macan ISD is getting the best service possible. Uh and so that's part of our program goals and yes we are expanding because again we want to serve the students we want to maximize our eligibility and we would like to maximize our proposed number of designations. >> Thank you. One last question. I know this is all coming new. In House Bill 2 in 2025, there was

096a re reformulation of TIA. There was a new designation coming online acknowledged. When does that become available for teachers in our context? >> Very exciting. And uh I want to point out uh that we did get feedback about the guidebook, but we have posted an updated guide book at this time. And um it does include the acknowledged designation, right? Um, and yeah, that designation is going to be able to designate the top 55%. So that aligns with the top 55% of Texas teachers. Um, and then recognized will actually move up a bit. Uh, so they're bas they're sort of pushing the scale up by introducing a designation um of acknowledged. Uh, they're also going to add a separate designation for those who are national board certified. >> How many national board certified teachers do we

097have? Do you have that number? Presently not. >> Okay. Thank you. >> Is it possible that the payout, excuse me, um the additional money could be in a separate check? I've had people ask me that as well. >> Actually, and and again, that's feedback that we did get. >> That's the plan. That's the plan for this year. >> Okay. >> Yeah, we can do that. >> Um and I just want to speak this is very complicated even for someone with a background in education. And so, thank you, Mr. Rossi for explaining this. You're you and your team are working around the clock. I also want to directly speak to those of you who we've received emails from who um understandably had a misunderstanding. I know it's very complicated. Um and I think there's a lot

098of room for improvement as with anything that's rolled out like this. Um do we have anything on our website or FAQ page dedicated to TIA? >> Yes. and we're planning to roll out more as we take in feedback. That's how we're determining what we're what we're going to be putting through. Um, as I said, we are currently in the process of collecting and analyzing this data. Well, as you see, it has been collected and analyzed and collated. Um and therefore we're able to reflect on that as a as a as a source of information as well as the feedback that we get regarding uh teacher communication or uh taxation or separate checks or any other things that we introduce into the book. >> Right. I just I understand a lot of people understood that that

099they would be eligible for this and made arrangements and I get that is an awful feeling. So just on behalf of us, we're gonna all do better job and u move forward with this. So and thank you admin everyone else. >> Thank you to Mr. >> I have I have one question. I'm sorry. Um going back to um the comment that was made about the TIA the TIA committee. Is the TIA committee the in the same as our lead committee? Like are those the representatives? So then I guess my question would also be for those that are on the TIA committee if there are people that should be rolled off um not necessarily change that committee annually because I think it's great to have experts um at your campus regarding all of this information given

100the complexity of it all um to ensure that they're taking back to their campus correct information most up-to-date information um is ensuring ing that every campus does have someone that understands and is able to communicate and take that to their campus and likewise return whatever concerns or comments to you. Um, just because I think we've all said it, it's very complex. It's very personal. It's very emotional for a lot of families because this could mean $50,000 to $100,000 for a married couple. You know, it it it is impactful in the most biggest way for for our staff. And so I can understand the emotion behind the emails and the calls that we got. But I think if we do our part in getting that information back to the campus, um, you know, that's that is

101the most that we can do. if there's a part of the website, if there's a chat bot that can, you know, help respond to questions, [clears throat] whatever it is that we can do. But I think that you are doing an amazing job for us only having this as our second year and you just, you know, took this on this year and and I appreciate the work that you're done and the staff that that we've done and and I appreciate that we are trying to get the most design designations for our staff here at Mac. And if I can add uh the reason I mentioned the lead committee is because every meeting we have a TIA update. Yes. A TIA TIA update in those meetings because of the the amount of of uh representatives that

102come to the the meeting and that's another uh venue where we inform campuses. Also monthly we meet with our principles. We also bring presentations updates to elementary secondary principles. We um we also have uh well the website which I do have to say Mr. Graci we're very grateful that Mr. Graci came to us and he's new and he just came straight to a pile of data and that that is the truth and that's why he would stay which I [clears throat] found out later he would stay till 1 or two in the morning. I was like, "No, that's not healthy." But anyways, but he he was here and that's what he came to. And so now that the data is submitted, now the next level work is updating as much as we can the the

103website and also putting up a lot more information and so it's also a work in progress, right? And uh >> our curve is moving to the right as well. >> Exactly. Exactly. >> Got it. Thank you, >> Trusty Pñena. I just want to say thank you, Mr. Graassi. Like that is >> you're a brave man. >> Thank you. >> And as I just in response, I think that it's just um you know, we're all very proud to do our part for the teachers that are working as hard. Um because I know some of them stay up late as well, >> working on lessons, working on grades, >> preparing for those kiddos. Um and so I'm happy to have the job and thank you for the opportunity. >> And in closing, Mr. Rossi, I echo the

104same sentiments and just in the vein of wanting to support um all of our teachers, but especially those that maybe, you know, I guess working to to our moving target is really difficult and it's a moving target [clears throat] to all of us. So, whatever we could do as a board to help support our teachers and get them um access to the training and things that they need to hit that mark, you know, we're all ears. So, thank you all. >> Thank you, >> Trusty. May I say one more? May I make one more comment? I meant to say this earlier. Um, when I'm looking at the presentation, the TBD, anytime you write that or anyone writes that, I just think it's a really big cliffhanger. And maybe there's a way that we can >>

105better explain that because TBD is like, well, what does that mean? I I know it probably does come from but it just see >> just word it determined to be determined by be determined by the state or to be determined >> actually modified that caption to the bottom of the chart. Okay >> in bold please >> I [laughter] maybe red letters >> chunk of the book as well. >> Thank you. >> Okay. >> Thank you Mr. Graci. >> Oh my gosh. Okay. Now item 6 A5, discussion and possible action on the purchase of the proposed book titles for elementary and middle school libraries posted October 1 to October 30th. Dr. Guutieres. >> Yes. Uh in compliance with Senate Bill 13, 780 book titles. They're focusing on diverse age appropriate literature to enrich our students uh

106reading experiences. was publicly posted on our district website and at all school sites for the required 30-day review period in full compliance with Senate Bill 13. During this time, we have not received any public comments or concerns. Miss Anne Vega, our director for digital learning and library services, is available to answer any questions. We are recommending action on this item. >> Hi, Miss Vega. >> Hi. >> Hello. >> Good evening. Does anybody have any questions for Miss Vega? And if not, do we have a motion? >> Yes. >> Are you gonna move, Miss Burger? >> Wait, say that again. >> Asked if we have a motion. This is for action. >> I will move. >> I'll second it. >> Okay, we have a motion by Trusty Hatad and a second by Trustee Pena. All in

107favor? I >> I. All oppose. Okay. Motion carries. 6. >> Thank you, Miss Sega. >> And item 6 A6, discussion and possible action on student and staff travel to Salamanca, Spain for the study abroad program. Dr. with yes. >> Yes. Malliz in partnership with Corso's inner international de Salamanca offers malaniz 11th grade students the opportunity to study abroad for two weeks in Salamanca Spain. Miss Alexandra Gonzalez our director for advanced academic services will present more information on this item and we are recommending action on this item as well. >> Hi good evening everybody. Good evening. Um so we do have our fourth year going on with the study abroad program. It is uh going to be taking place from June 13th through the 27th of um of June. And there is three courses that the

108students are going to be participating while they're over in um Salamanca in Spain which is our Spanish language um our culture our language and then the speech which is a communications course. So students while they're there for the two weeks, they are attending class from 900 a.m. to 1:00 p.m. Um the trip does include all of the uh room and board. It includes transportation. There is also two excursions that go on in the weekend uh with the students and um they have journaling activities as well. And it's a great opportunity for them to just go and participate in this, you know, life-changing cultural experience um as they're over there. and they do acquire a half credit for high school with the special topics in social studies. >> Does anybody have any questions? >> Sounds like

109a great program. >> It really is. And I want to thank Miss Dr. Gonzalez for taking the the uh continuing with this program. As you know, Miss Gaba is retiring. So, >> Miss Gonzalez is saying yes to continuing on with the program. So, thank you. >> Yes. No, thank you all for the opportunity. We're excited. >> We're recommending. >> Okay. And this um this item is for action. Is there a motion? >> So moved. >> Second. >> Okay. I have a motion by Trusty Ad by Trusty Deagar Lopez. All in favor say I. >> I. Any opposed? Motion carries. 6. Thank you, Dr. Gonzalez. >> Okay. Now we're on item 6B1. Uh madame uh vice president if I may ask that if we could pull out items uh one two and three we will be

110bringing these items to our December 9th meeting due to u we need more time on those three items. >> Okay very well. So items 6B 1 2 and three have been pulled. We've already taken care of care of items 6 C1. So that takes us to item 6 C2 report regarding taxes collected for the quarter of July to September 2025. Dr. Guthus. Uh, 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 Mallalen ISD for the quarter of July through September of 2025. This item is for information purposes only. Miss Garcia, go ahead. >> Uh, yes. Um, uh, as you can see on the report, uh, we don't have yet the 2025 tax ro. So, this is only, uh, 2024

111and prior years. And for July, we had uh um collected to date $251,62859. And then uh in addition to that in August, we collected $68,329,54. Um and then finally for September uh we had a collection to date of $915,85166. And those are the three uh uh tax collections for the quarter of July through September. >> Does anybody have any questions or comments? >> Thank you, Miss Garcia. >> Thank you. And that takes us to the next item number three report regarding the financial and investment report for the quarter of July to September 2025. Dr. Guthus. >> Yes. U Miss Lora Garcia again our deputy superintendent for business and operations will present the financials and investment report for the quarter of July through September of 2025. And this item is for information purposes only. Go ahead,

112Miss Garcia. >> Uh yes. What you're seeing on the screen is comparison of budget to revenues and expenditures and incumbrances. And we have a two-year comparison. Uh we have the approved budget from the prior year and the year-to- date actual. Um and then column C is the approved budget for 2526 where revenues were 265 u million u and uh 73,660 expenditures uh were uh 273 um as approved by the board to 173,81689. Um year to date our actual expenditures are a,953 uh 1115 under uh the revenues. Uh we also have the quarterly investment report and um if I may scroll to this the report um this is our report um yield uh for the quarter was at 430 um and then our uh current quarter earnings were one um 1,413819 uh60 60 cents. >> Does

113anybody have any questions or comments for Miss Rarcia? Trusty had >> I do I have um on the investment report, you know, there's um at the federal level there's move to allow you know pensions uh investment funds to invest in private equity type investments. Would we be allowed to do that? And I will be very upfront. I would not want us to do that. But it's just a question at this point. uh we follow um the public investment act and it has very stringent and conservative investment guidelines and we work with our uh financial uh consultant in in making those investments. So at this time I don't believe that that's something that has changed uh because we would have had to have brought it back to you for inclusion in in our board policy. >>

114Thank you. >> Any other questions? Thank you, Miss Garcia. Okay, the next item number four, report regarding intent to apply for fiscal year 2025 strategies to support children exposed to violence and fiscal year 2025 bodywn camera policy and implementation program to support law enforcement agencies. Dr. Dr. Gutierrez, >> the funding opportunity for fiscal year 2025 strategies to support children exposed to violence seeks to develop support for children exposed to violence in their homes, schools, and communities, and to develop, enhance, and implement violent crime reduction strategies that focus on violent juvenile offenders. The fiscal year 2025 bodywn camera policy and implementation program supports publicly funded law enforcement and correctional agencies in establishing or expanding expanding body warn camera programs. Miss Laura Williams, our director for purchasing services, will present more information on this item and this

115is also an item that is for information purposes only. Go ahead, Miss Williams. >> Thank you, Dr. Gutierrez. Good evening, Dr. Gutierrez and board of trustees. I am here to provide a report regarding these two grants. Our intention to apply and or we have already applied for the fiscical year 2025 strategies to support children exposed to violence grant and the fiscal year 2025 bodywn camera policy and implementation program to support law enforcement agencies. The first grant is a 36-month three-year uh grant period. There are nine anticipated awards. Our anticipated award is $730,000 to provide our school-based law enforcement officers with res restorative justice techniques, trauma-informed practices and adolescent development. Also utilizing our K9 therapy, Chewy, uh Penny and and >> Buddy Buddy. Sorry, he was just in our office yesterday. Uh this training will establish

116structured partnerships with our community stakeholders, student focused prevention and intervention programs, thus creating a positive and protective environment for our students. The next grant, our bodywn camera policy grant is again a three-year 36-month uh grant opportunity. There are 30 anticipated awards nationwide. Our anticipated award is a little came in a little bit less than this at 215,784. This grant does have a 50% match which equates to 107,892. And this would equip all 63 officers with bodywn cameras to uh enhance the accountability within our department transparency and make sure that our officers stay safe on a daily basis. And that is my report regarding these two grants. Any questions? [clears throat] >> Okay. Thank you, Miss Williams. >> Thank you, Miss Williams. >> Okay. The next item number five, discussion and possible action of the Macallen

117Independent School District October budget amendment for fiscal year beginning July 1, 2025 and ending June 30th, 2026. Dr. Guthus, >> we recommend approval of the October 2025 budget amendment for the 2526 fiscal year. Miss Lauren Garcia, Deputy Superintendent for Business and Operations, will present more information on this item and we are recommending action on this item as well. >> Mr. Garcia. >> Uh yes. Uh in terms of revenue, we are transferring some um safe and secure funds for uh a vinyl wrap at Pettis in the amount of 8,465. In regards to our expenditures, uh we are uh using uh fund 199 to purchase supplies, ebooks for dual and uh science courses at Utrgb collegiate academy. This is part of the new instructional facilities aotment. We also uh will be uh reimbursing the maintenance department for

118some projects that they they funded earlier in the year. Um and that they will be using this 200,000 for uh contracted maintenance repairs and maintenance and supplies. Um uh and then in addition to that uh we have um some a video wall that is being purchased for the police department and that is out of the school safety allotment grant in the amount of 70,71. >> We recommend an action on this item. >> Is there a motion? >> A motion to approve. Second. I >> have a mo a motion by trusty adot and a second by trustee deagel Lopez. All in favor say I. >> I. >> Any opposed? >> Motion carries 6. Number six. [clears throat] Discussion and possible action on competitive seal proposal number 2026-1020 Veterans Memorial Stadium upgrades. Dr. Gutz. >> Administration solicited

119competitive seal proposals for Veterans Memorial Stadium upgrades. Mr. Mr. Ruben Terino, executive director for facilities and maintenance and operations is available to answer questions. We are recommending action on this item and this is a three-part um motion item. Is >> there a motion? >> Madame Chair, I uh motion to approve the rule. Sorry. Motion to approve the ranking for the selection of general contractor for competitive steel proposal [snorts] number 2026-1020 Veterans Memorial Stadium upgrades. >> Is there a second? >> Second. I have a motion by trusty adot and a second by trusty pñena. All in favor say I. I. Any opposed? Motion part A carries 6. Madame vice president, I move to approve that administration begin with negotiations with the highest ranked contractor. The district is unable to negotiate a satisfactory contract with the selected

120contractor. The district shall formally and in writing end negotiations with that contractor and proceed to the next contractor in the order of the selection ranking until a contract is reached or all proposals are rejected. Have >> a motion. Is there a second? >> Second. >> Okay. I heard trustee card. I have a motion by trustee Dr. KDman and trustee Kion second. All in favor say I. >> All opposed. Motion part B carries 6. And madame vice chair, I move to authorize the superintendent to execute a contract in ordinance with the procedure set out in the Texas government code section 2269.254 once the contractor negotiations have been successfully achieved. >> Second have a trust uh trustee. I have a motion by trustee Lopez and a second by trusty pña. All in favor? I. >> All opposed.

121Motion part C carries 6. Item number seven, discussion and possible action on competitive seal proposal number 2026 1019 silent panic alarm system rebid. Dr. Gutis >> administration solicited competitive seal proposals for silent panic alert systems. Miss Judith Esamir, our executive director for technology is available to answer questions. We are recommending action on this item and this is also a three-part motion item. >> Do I have a motion as to part A? Move to approve the ranking for selection of general contractor for competitive seal proposal number 2026-1019 silent panic alarm system rebid have a motion. Is there a second? >> I have a motion by trustee Lopez and a second by trusty pñena. All in favor say I. I. >> I. Any opposed? Motion carries a part A6. >> I move to approve that administration begin

122with negotiations with the highest ranked contractor. If the district is unable to negotiate a satisfactory contract with the selected contractor, the district shall formally and in writing in negotiations with that contractor and proceed to the next contractor in the order of the selection ranking until a final contract is reached or all proposals are rejected. >> Second. >> I have a motion by trustee card and a second by trustee pñena. All in favor say I. >> I. All opposed. >> Motion carries 6. Madam, [clears throat] Vice President, I motion that the I move to authorize the superintendent to ex execute a contract in accordance with the procedures set out in Texas government code section 2269 period 254 once contractor negotiations have been successfully achieved. >> Second. >> Have a motion by trustee Dr. Kdleman and a

123second by trustee Pñena. All in favor say I. >> I. >> All opposed. Motion carries 6. Item D, board of trustees. Items D1, discussion and possible action regarding setting a workshop date and/or special board meeting to update and/or modify the Mallen ISD strategic plan. Dr. Guthis. >> Yes. The board is asking us to consider setting a date for a workshop or special board meeting to review and discuss potential updates and modifications to the Mckelaniz strategic plan. Uh we are recommending uh direction on this item but uh we have already been inquiring with uh different u groups out there that can help us uh update our strategic plan and uh Mr. Canales will oh Dr. Canales I'm sorry will present uh an overview of what we have in mind in designing an updated strategic plan for

124Mckllen ISD. Go ahead Dr. Canales. Let me get you. >> So, we did have the we're trying to get it up right here, but I can kind of go over it really quickly while we're getting that up there. Uh, so the strategic plan has been it's uh little old, right? It was uh board approved in uh 9:26 of 2016, updated in 2018 uh in July. Uh current strategies, we do have four uh goals there. The goals remain the same. The strategies have changed a little bit slightly. when you look at our approaches to leadership model uh those seven uh strategies have changed right so we do need to do a little bit of updating there for sure uh the strategic plan as well has uh should be about a three to five year plan uh

125so it definitely needs to to be looked at and updated uh should include an executive summary overview uh should include a purpose of the plan uh stakeholder and community feedback uh also the vision mission and district core beliefs right those are some new terminologies that are being used now with new uh strategic plans that are being [clears throat] uh put out there by districts. Also, Mac district profile should include student enrollment, demographics, uh academic achievement, what our strengths of the district are, uh challenges, opportunities that we have uh to enhance the district and student uh achievement. Also, strategic priorities such as our seven uh district strategies in our new plan. Uh the goal should be specific and measurable. an example like advanced academics uh in dual enrollment. How many should we increase by? What are

126the percentages we should have by year one, year two, year three. So we definitely want to see some measurable outcomes there and CT pathways as well. Uh promote transparency and accountability and community communication and community engagement. Uh the planning committee should include of course our schoolboard members, our superintendent, uh central office administration, uh teachers, students, uh parents, and community members. And the strategic plan should be a plan where it's anywhere from 15 to 30 pages. Our plan right now is 138 pages, >> right? So it's it's it's it's [clears throat] a big uh plan there. Uh concise plan, and I've looked up the research on it, should be 10 to 15 pages. uh if you want it more detailed maybe 25 to 30 pages uh should be a living document of course right so we

127can make edits as we need and then the community and stakeholders should see a one to two page [snorts] document outlining our plan right so a quick at a glance uh for our community members uh teachers and everybody else and administration is recommending an update to the current strategic plan and the administration also recommending outside uh consultation >> well then um madam Madam Vice President, I'd like to make a motion that we go ahead and set a date for a workshop to review [clears throat] and update the MISD strategic plan. >> Okay. >> And the outside we're looking at cost, you know, maybe up to 20,000 uh possibly, but that'll take us through the whole uh process of a strategic plan. >> I think I think we we have a timeline that we could probably

128maybe within six months to to get this all together. So that because we have to involve so many stakeholders and have meetings and then probably do breakout meetings with them so that they could help us design the strategic plan but it it may take up I don't think it's more than six months but just to be on the safe side about up to six months. >> Yes trusty kman >> um I think it's important as we have a workshop [clears throat] tomorrow over facilities needs that we also are kind of paralleling with our strategic plan. And that's why I think it's important that we have both of those aligned as we go potentially for um talking about our facilities needs. So that is why I think it's important that we continue this and six months

129is good to note. So does that mean six months from whenever we have the meeting plan the meeting or what does that mean? >> Well as soon as we uh we we can start we're already starting the process. Okay. So this is already we're already starting that process like in November and so uh I would say that >> potentially before the end of the school year. >> Absolutely. >> Okay, >> that would be the goal. >> Good. >> That would be fair. >> And just so I understand then we're saying we're going to have a strategic plan before the a new strategic plan before the end of the school year or we're going to have the meeting before the end of the school year. >> Well, the strategic plan >> by the end of the

130school year. >> Okay. >> Which is in May. >> Okay. >> No later than May. Correct. >> Uh brief comment. I was at a um training uh hosted by TASBY earlier this semester and in one of the sessions uh the presenter sort of noted that they have a suite of services around this. I am not in a position to evaluate the strength of those services. I believe they said it was included as a membership benefit for districts that are members. um and that their model has three days of intensive consultative support with work spread in between. So it wouldn't be like we come in on a Tuesday and then we're done by Thursday, but it'd be start on a Tuesday, four weeks later, come back on another day. >> It takes time. >> Eight weeks

131after that, come back with homework. >> Yeah. >> In between. I'll leave it to you all to do the sort of vetting if that is indeed the right fit for who we are and what we need but a no cost option if it's high quality might be a good way to go. >> Uh Dr. Dr. Who have we've been talking to three three uh agencies or three consultants if you will. >> We were talking to three consultants. So right now we have a consultant uh one is Mo Casey. Uh the other one is region one and then uh region 18 [clears throat] also reached out to them. So I've been in talks I just talked with region one today via zoom uh and I'm doing another call back with them uh hopefully before the end

132of the week. and and we're looking at those strategic plans that they've worked with from the so we've asking like we're asking Mo Casey we're asking region one TASBY whomever is to tell us which districts they've worked with that they have a strategic plan in place so that we can go online and look at it and see what it looks like and see what we think fits us better. >> Correct. And some said they can do it uh you know [clears throat] some said it could take up to a year and some are saying six months, four months. So it's also you know how how quickly we're going to need this to to have an updated plan as well. We got to look at all those options. Any other comments or we have a motion

133on the floor. Is that what we >> We don't have a It's uh We were just having a discussion for requesting direction, but I think we've already discussed that. But >> there's a motion by Trusty Pñena to discuss. >> We It appeared that we needed a motion to go ahead and set a meeting. So, because it's >> written there. So, I made a motion. If we don't need a motion, I resend it. >> Second. Do we need a motion? >> Yeah. >> The vote's not going to do any harm if you want to make a motion to superintendent to set a date coordination with all that. >> Okay. So, Trusty Pas motion and then uh Trusty KDman second. All in favor? >> I all opposed. Motion carries 6. Item D2 is approval of the board

134of education meeting minutes regular board meeting October 21st, 2025. Move to approve. >> Is there a second? >> Second. >> I have a motion by trusty PÑA and a second by Trusty Deagar Lopez. All in favor say I. >> I. >> All opposed. Motion carries. 6. Item number seven, recess to close session. The board of trustees may go into close session pursuant to sections 551.071, 551.072, 072 551.074 551.076 and 551.089 of the Texas Government Code to discuss the following. A human resources recommendations for the school year 2025 2026. B discussion of human resources employee resignations and retirees for school year 2025 2026. C discussion regarding school safety and security. D pending and/or potential litigation. And E possible real estate acquisition. At this time it is 7:31 and the board is recessed to closed. It's 8:30

135and we are reconvened in open session at number eight. Moving to number nine, action on items in close session 9A. Discussion and possible action of human resources recommendations for the school year 2025 2026. Dr. Gutierz, >> human resources submitted a list of recommendations for the 2526 school year under a separate cover for discussion during close session. uh administration is recommending action on this item. >> Is there a motion? >> Move to approve. >> Second. I have a motion by trustee Pñena and a second by trustee Lopez. All in favor say I. >> I. >> All opposed. Motion carries 6. Item 9B. Discussion and discussion of human resources employee resignations and retirees for school year 2025 2026. Human resources submitted a list of resignations and retirees for the 2526 school year under a separate cover for

136discussion during close session. Administration is recommending action on this item. >> Move to approve. >> Second. >> I have a motion by trusty P and a second by trustee Dr. Kleman. All in favor say I. >> I. >> All opposed. Motion carries 6. >> Item 9 C. Discussion regarding school safety and security. >> Nothing to report. >> Nothing to to report. Item D, pending and or potential litigation. Mr. B report. >> Item 9E, possible real estate acquisition. >> Same announcement. >> And that takes us to number 10, scheduled meetings. Regular board meeting December 9th, 2025 at 5:30 in the Dr. Regard Chapa boardroom administration building and board workshop. Student recognitions December 16th, 2025. 5:30 p.m. Macallen McCallen High School auditorium 5:30 p.m. And >> don't we have a workshop tomorrow? Uh in addition to our

137posted workshop tomorrow, November 12th at 5:30 p.m. >> Yes. >> Here in the Dr. Degarda boardroom. >> Okay, that takes us to number 11, adjournment. >> Move to adjourn. >> Second, sir. >> Okay. A motion by trusty BA and a second by Trusty Yad. All in favor say I. I. Motion carry 6. We are adjourned at 8:32 p.m. >> Thank you, Chris Artist. Thank you, Chris.