001That's the 6030 program. This aligns uses with that goal that the state of Texas has that by 2030 they they would like to have at least 60% of Texas adults to either have a college degree or a certification to be on the job. And and that's why they offered ADA funding and they offer if we can perhaps uh uh be able to put them in CTE programs or South Texas College uh they offer those additional uh funds uh for this population. uh we will not know uh how many of these 18 to 26 year olds are out there until we try it out and we pilot a program and see there if there is a if there's a waiting list or there might not be a waiting list. We we don't know but at least
002give it a chance and and and do our part to to help out this population that has been left behind in many areas. And that's why the the region one service center started a school for 18 to 55 year olds. And that school is uh going to be started in PE in in the far area, but that's too far for our population in the event that there is people in our community that that need that diploma. And they're that, you know, they're not that far away from getting it. And we just want to be able to bring them back and recapture them and and and and give them that second, third, or fourth chance that they need in life. And a lot of them have changed over the years that they did things as teenagers
003that they regret and they're 25, 24 year olds, 23 year olds that uh that want that second opportunity. And we'd like for Mckllen ISD maybe to have that opportunity for them. And we'll find out how many are out there once if we can roll it out, try it out and and see how that goes and see how many are interested in in in enrolling. And then we'll go from there. But let's give it a try and let's see what what's out there for that age group in our community in our district that uh we can help. >> So you >> Well, I don't know. This is just >> microphone. Excuse me. uh like partnering with city city um either programs like I'm just thinking of facilities via boys and girls club or something just like
004other spaces that maybe if we're Lamar is not quite ready that we could and is Crockett totally out of the question. >> So can I just before you go on? >> Yeah. So, precinct 2 and I work for the county precinct 2 as a uh commissioner can programs director and we offer ESL GED citizenship and then once we get them through GED we move them through to STC whether it's a CTE program or not. It's all free to the community. All the community centers across county offer it. So recruitment, it's going to be a task, but I love the fact that we would offer it in a school setting. >> Um, so Lizzie is right. Community centers already have space for that. So maybe we want to partner with that or something. >> Okay. We
005we we'll look into other options, but we like to see first of all, we like to see how many are are interested >> and and then go from there. >> So they're interested like we I have a waiting list. Um I we just graduated um 14 15 brand new citizens and they're moving right into the ESL. As soon as they're done with ESL, they move into the GED. Um some of them are more advanced than others. And so some of them will be transient. They'll come in, they just need a refresher, they'll take their GED and they'll move forward. So it may not always be 50. You have may have more, you may have less, but um the need is there. We have a wait list because it's there. >> I think our intent is
006to 50 students and see how that goes. >> Trusty. >> Um so I was noticing that the initial presentation that we were sent had a different amount and less teachers. So it had only two teachers at 65,000 and the same amount of anticipated students or goal of students. So how did we come to or what was the thought process and how many teachers we need for the >> uh originally when we were putting the presentation together we're looking at a half day ADA and then uh about an hour ago we got uh clarification from region one that we can receive full day ADA. So that changed the the really the the amount of money we can work with and so that's why and then also another Other thing is that we do have a posting
007for the two teachers, but when you look for multiple certifications in in an educator, it's hard to to really get a teacher that is certified in math and science, which that will be ideal. And the reason that we didn't want to go with four teachers right away is because we don't know if we're going to get the 50 students or not, right? So, we wanted to start with two teachers and then see if if there was the need and then move it to uh two more because actually Dr. Gutierrez uh and and us we were discussing that let's see if we can at least get 10 students, right? And so if for you to hire four teachers for 10 students, well, it's not it's not um it's not uh efficient, right? And so um but
008when we calculate 50 students even though they come half day we get a full ADA from them then we're looking at a bigger amount of money. And so looking also at the challenges that we've had on attracting multiple certific uh certification teachers, we went ahead and expanded to four teachers and believe that we will get the 50 students or more >> with I guess with 50 students. What is the number of teachers you need or we just don't know about yet? Well, um the thing is about the four teachers is that you want them to be at least certified in the core, right? So, you want an English, a maths, a science, and a social studies teacher. And then the electives can depending on the need, they can always come from the evidence-based uh uh
009credit recovery program. And and for that, you don't need a certified teacher in that particular subject. But if you're going to be preparing a student to um to take a state assessment, you want a certified teacher to be teaching the reading or the writing, right? Uh and so that's why we're looking at four teachers at least in the core area. >> Um just one additional clarification. So I assume that our staffing structures are driven by a student enrollment at a particular location. And so for the questions and the staff positions that trustee deaga Lopez shared, those are a function of the number of students that are currently attending that physical location in two programs. >> I am then inferring that if we are adding 50 additional students that's at it wouldn't cross a threshold to
010convert let's say an LVN to an RN or a part-time social worker to a full-time social worker. Is there yet clarity on the number of students that would enroll in this program that would actually convert some of those positions to full-time? And if not, um, that might be helpful for us to see. And then the second assumption I want to test is I'm hearing the number 50. If there are 150 applications and they're all qualified, am I fair to assume that we are going to cap enrollment for the pilot year at 50 or do we >> take them all? >> We we'll we'll we'll work at at 50 because we want to see because the the uh this population comes with so many different needs. Some of them may need assessments only, some of them
011need credits only, some of them need a combination of both. Uh some of them can only come in like maybe half a day or in the morning. in the afternoon. It It's a very uh the needs are so different because of their >> It all depends where they left off. So >> So kept at 50. >> We're trying to 50 because they're going to come in with so many different needs and and we'll add up to four if the need arises that we need four because of 50 students. We'll start off with two of two teachers and and see how how many are interested in enrolling. Now again, we're trying to serve our Mallen former Macallen students who did not finish and we want them to finish and see who see what the what the
012interest is out there and if there's that population in our community. >> Thank you. >> Okay. Well, this was for information purposes only. Is there any further discussion? I I just want to say that I would uh we will bring reports to the board regularly on this on this uh program so that uh we can give you updates of if it does take off and it does have a group of interest we'll bring you reports regularly to to keep you informed. >> Okay. Thank you. Item 6 A2 report regarding the advanced placement in the IB and dual enrollment programs. Dr. >> Yes. Administration will provide a report on our Mckllen ISD um AP IB and dual enrollment programs that we have. We have a a a report to show the board comparisons for the last
013three or four years on some of these programs and uh and the areas that we have been doing well and the areas that we need to continue to improve. So go ahead Dr. >> Thank you Dr. Gutierrez and also I want to thank um those that are here this afternoon with me. We have the principal at the IB campus u Miss Nora Sanchez. We also have Miss Rachel Downey, which is our IB coordinator and assistant principal there at Lamar. We also have Alex Gonzalez, our advanced academics coordinator, and uh Norma Cabrera, our director for college, career, and counseling, which you will see why all these ladies are part of this one report. each one of them assist and lead uh the the efforts that make this report um successful or the the results of our
014students successful. So I will I am going to start with the results for advanced placement testing and passing scores earned and that this is primarily led by the advanced academics department and that's why Alex Gonzalez, Miss Alex Gonzalez is here and also will serve as um help me answer any questions that you might have. So I'm just going to take you through the the charts here. You have data from 2021 all the way to last year 24-25. And as you can see there on the second column on the first chart, you have the number of advanced placement courses and you see an increase that has always been an effort to continue to offer as many uh courses that we can to our students and we're constantly focusing on student outcomes. So that is that is
015the goal and as you increase courses you increase the number of students that enrolled in these courses and the number of exams that are taken. So then take you I will take you now to the fourth um fourth column there as you can see the increase from 2021 for with 3,848 exams taken to last year 4589 exams taken. Um, we also have in the next column the number of advanced placement capstone diplomas starting from year 2021 at eight and now last year we ended with 20 diplomas. Now, those scores that are passing scores as as you may know already that an advanced placement exam uh have scores from one to five and three, four and five scores are passing scores and those are reflected here. of those 3,884 students that exams that were taken in
0162021, 1,265 exam were uh in the scores three, four and five which they were passing. So that yield a 33 passing score uh 33% passing score in that year. Now let me move uh let's take you to the last row there 2425 with 4,589 exams taken 273 exams were uh passing scores and that yield a 45% passing rate. Uh and so it is even though um probably some someone looking out uh from outside in to to this report might think well it's it's an improvement uh yet we also through the advanced placement program we also not only look for passers but we also look at exposure of rigorous curriculum. So for us that is a success and it's something to celebrate and thank uh the advanced academic uh department and everyone at the campus that
017make this happen. The next part there in the chart below we have those um exams that have been challenged. the number of courses. Again, I give it uh we give it to you in a different format, but I want to um uh call your attention to the last row there a number of advanced placement exams challenge. Now, we had in 20122 we had 234 exams challenged every year. You pretty much looks like a constant uh number of challenging students that are challenging the exams. Now, who are the students that challenge an exam? I have that that list over here. It could be students that enrolled in a a different uh program like on RAMs or dual credit and feel that they're strong in that subject and they want to challenge that exam so that they
018can also take that that credit with them to the university that they are planning to attend. Uh it could be also students that had a schedule change during the second semester after an advanced placement exam had already been ordered. So, we invite them to go ahead and test. And then we could be students that opt to challenge the AP exam for a language course because they feel strong in the language. Students also that demonstrate language proficiency and challenge an exam uh an AP language exam. And then also those senior students that are still looking at how they could fulfill a CCMR requirement, we also invite them to challenge the exams. And uh at the last part is also a student who took a course, scored a two, and then they're taking an upper level course
019and they feel like, okay, now I can retake that exam that I scored a two and didn't pass, and I can gain credit now by retesting. So those are are the reasons why students challenge an exam. >> I do want to say that I'm sorry. >> I'm sorry, but I didn't I just wanted to ask before we jump to so we don't I don't forget my questions either. Um, I know obviously there's been a change in the advanced academics department and historically we have made all students test for these AP tests whether they wanted to or not or whether they knew that their college or university was not going to accept these credits. Um, the concern that I have with that and my son was a prime example. He knew that the university he was
020going to was not going to accept U credits and but he still took the test but it was kind of like me I'm gonna take the test because I have to. But for a parent that is looking to enroll their student in Macallen ISD and is doing research amongst different um districts and they see the AP pass pass rate is only 45%. that would give me pause to whether or not I want my child to go there, thinking they're going to spend their time in these rigorous courses and then they have a 50-50 shot of of getting credit for it. Um, so I don't I don't know if there's been discussions about this. I know that the exams cost the district money, but I would ask that maybe um staff and administration look at whether
021we offer the test to those who want to take it and know that they're going to get credit for it. Um or not get credit, but know that they're going to use the credit should they pass. because I think my opinion is, you know, if you have uh 4,500 exams taken and only 2,000 were given credit, um that's a lot of money and that's, you know, students could have used that opportunity in in a different way. I I just I understand that it's important for kids to test because they spend their college years testing and and practicing to how to take exams is important, but at what end? So, I I just I have concerns about this um and and I always have, but I just I think now is a good time to look
022back and reflect on this. >> Yeah, I agree. Trusty Dearcal Lopez. Um, or another idea is just to students pay for their exams. If they pass the exam, then we credit them. That's that's a could be a potential idea. >> I don't have a problem paying for them if they want to take it. I don't want to pay for it if they're going to go in and blow it off because they know that either they weren't ready or their university isn't going to accept the credits anyway. >> Right. How much off the top of your head or anyone's head um do we spend in these? >> I'm calling Miss Gonzalez to come in here >> because I know I I I'm calling her because I know that also we are working with a timeline on
023when to order the exams and maybe at that time students don't really know if they have a good chance on passing or not and so and then also the amount of of how it costs. Go ahead. >> Uh on average we're spending uh $285,000 a year. We do have a federal program that does assist with our economically disadvantaged and so they take on a portion of that that expense. >> But also when when are the exams uh ordered? >> Our exams are ordered the first week of November. Right. College Board does have a preferred ordering deadline for October, early October first week, but we do have to order by November the 10th. >> How based off your experience, how what percentage do you think if if maybe we went this route that trustee Delivers Lopez
024is recommending, you know, give them the option, how what percentage do you think students would follow this >> that would want to take the right I think that we would have a very high percentage. The only ones there might be just about three or four subject areas and we've looked at those, you know, um in having a concern for taking that exam. >> Okay. >> Like how how many how many different tests do we offer? So, we offered a to we offered a total of um >> 4589 assessments. >> Wow. Okay. >> But that's because they're being >> test and any student that's enrolled in an AP course does take it. >> What's the benefit? >> Yes, we can take a look. Yeah. And we did like for our AP dual courses, they are dual
025and no longer required to uh take the exam. >> What's the benefit of requiring everyone to take it? >> Since they're sitting in the class um and they are going through the curriculum, we do encourage them to see where they stand, right? um with the course with the curriculum see you know if they do pass that three four or five and they gain credit you know um they're able to put it on the transcript so we we recommend for this >> I have one more thing um if we somehow were to minimize that would also make day-to-day for some teachers and staff and even the whole buildings look a little different right if not everyone or how does it work during these AP tests? Like is the whole school shut down? Is it anything like
026that? >> The campus continues to run. We just uh we section off area where the students go in and test and we have proctors. The AP teachers cannot proctor their own assessment. So then we have other teachers step in and >> okay those exams. >> I I just know I still hear a lot about how often how many different tests and benchmarks we have to take. That's another conversation. Conversely, um, thinking about our success rate on the AP exams, what like what roadblocks or how can we help to increase our passing percentage if we're going to, you know, commit the money and resources that we have to the AP program in general. I feel like we're at that level of we need to just maybe invest a little bit more to ensure their success. >>
027Definitely through our professional learning with our teachers, right? ensuring that they have, you know, the resources available to them, that they know the, you know, the program, the course. Also, you know, we do have student prep sessions on Saturdays, but possibility of maybe increasing those for students that might need, you know, there is a lot of conflicts that do take place over the weekend as well with other programs. Um, and so just really having, you know, the teachers and the students prepared. And may I add to that? Um, I think this might just call for a whole look at >> year at a glance the assessments that we give because if we can minimize some benchmarks that are maybe unnecessary and spend more time focusing on these AP that would help a lot of students
028and it wouldn't help staff as well. So >> trusty >> um I think I have an orientation more similar to trusty hural which is my question is how do we get more students taking AP exams to see higher rates of success and the clarification that I would just offer is a 45% passing rate with a student population in our district that is above 70% economically disadvantaged is something we should be shouting from the rooftops and celebrating. I just pulled up a taper report from another district in another part of the state that has a 20% economically disadvantage rate and the past two years of publicly available data for that school district has a 41.7 and a 53.1% passing rate on AP and IB exams. And so the fact that we are within striking distance with
029three times as many more economically disadvantaged students tells me that something is going right and we should be striving to grow this program and get more of our students passing this exam. Now whether or not they must take the exam because they know they're going to a college or university that's not going to accept it, you know, I think we should give parents as much choice as possible within our system. But this is not something I think that we should be uh afraid to put on a bumper sticker, a banner, and a marquee. It might take some education for our community to understand that 45% in this context is worth shouting from the rooftops, but great work. I also I also have always from day one that I've been on this board because of my
030background in higher ed with an emphasis in dual credit, early college, all of that have asked over and again and I know when you look at the data it says that we're not paying that much for on-ramps. onramps has them out for every student that takes ons courses. It's not fair to the AP students and it's not fair to the dual credit course students. They have to take a test at the end or somewhere in between. AP is extremely difficult. It is a um comprehensive exam at the end and that's why it's so hard to pass. Dual credit has support all the way through. So they test, they have monitoring, they're all all the way through. On-ramps on the other hand, I've said it and I'll say it again 100 times over. Those kids have
031an opportunity to take the test. If they fail, they have the option to not even put it on their transcript. And for me personally, that's unacceptable. It's an out and it's not fair to those students who try and maybe they don't get an A, but they get a B and they're stuck with a B on their transcript. So, I'm going to challenge every chance I get, how much money we're spending on ramps, and I would love to see our AP programs and our dual credit courses get the credit they deserve for the rigor that they go through in order to pass those and get the credits that they do. So, >> thank you. Okay, this item was for information purposes. Any further? >> Well, you have we still have to go through IV and everybody
032else. >> Oh, yeah. >> I feel I feel like we went through all the data. I'm scrolling through and I've already >> I got paper reports and a bunch of other stuff. I I just wanted to I just wanted to say on the on the uh AP advanced placement is that that 45 and Trusty Kion mentioned it is something to celebrate because I've seen the scores from across the region one area and 45% is one of the highest and it's something to celebrate >> uh because it's you know it's over the top 45% it's tremendous for the you know >> which I'm sure would be much higher if it was those that If we look at the if we look at the Yes. If we look at the criteria as to who should test and
033and kids that are in the AP pro classes as well as those that want to take it versus just a blanket of giving it to everyone. Absolutely. We'll have better rates because then we will give it to that population that has prepared for the test and wants to take the test instead of just signing up students that may not want to take it and then uh they're not serious about it and it it impacts our overall rating. But 45% is something to celebrate. It's something that uh it's it's very rigorous to get a three or four and a five in an AP test. It's a lot of rigor. And we got to offer all programs for all kids. That's all I can say. >> And moving on to kids and all programs. The results for
034the IB testing and diploma awards is here. And again, I gave you several years prior to last year and just because of time I'm going to take you through the 2425 uh u results. There we have as you can see 31 uh courses offered 18 uh of the DP 12th grade courses were offered uh 55 candidates and those candidates uh we took 441 IB exams in May and the 80% score of four through seven and just like a uh advanced placement they have a score from one to five Ivy has a score from 1 to seven. And so that that is what we are seeing. 27 received the bilingual diploma and 47 received the IP diploma in. Um if we look at the other chart underneath, you can see through the years where we compare
035to the world average, the world um schools uh average. And so in 2425 our Lamar Academy students score uh average is 4.52 very close to the world average 4.89 looking at the diploma attainment rate 86 above above the world diploma attainment rate at 81. So since 2003 to we've been able to award um a,119 IB diplomas and that is a 92% attainment rate and I want to thank the IB staff and also the advanced academics department staff that have um make this possible. If there aren't any questions, we can go on to >> I do the context comparing the world average just >> and I I think I need to do that for >> Yeah, that trusty car for for bringing that but that's what that's what we need to do. >> I do have
036one question. If our if the IB program historical is from 2003 to 2025 at 92%. >> And we're below 92% from 2020 forward except for one year. >> Are are more recent years lower attainment rates than our looks like our historical average. Is that due to like a COVID hangover or is there anything concerning that we need to be looking at there? This this graduating class was the kids that went back their freshman year for all our all our graduating are >> everyone. Um do you see that drop when you look at the past if we go back all the way to the data we had several years where it was 100%. >> And in the 90% um yes this is definitely part of the pandemic but also part of the trend was for a
037time the students starting with the class of 2019, we had open admissions. There was no rubric. There was no guidelines about the expectations. Um, a lot of students came into the program not realizing those expectations of what it entails for IB because everything they take has to be under that IB curriculum to be a candidate. Whereas an AP student can select AP courses and pick and choose. When that open happened, that's when we saw that first year drop in 2019. As we started to move in the right direction with the class of 2020, the pandemic hit, they didn't even have the opportunity to take their IB exams to show what they could do. Um, and then we went back to our stricter admissions practices and making sure families were informed and they understood the rigor
038of the program before joining the program. that started with the class of I want to say it was 2023. So yes, there is definitely been a gap like we've seen across all of education involving scores, struggles, um skills struggling, but uh we are seeing a trend going back up this direction. We're very proud of the 2025 class. They struggled for three years. Um and the fact that they got it to the 86 and went above the world which is amazing for them and how much they struggled. Um, it absolutely is the goal to go back to 100%. It always will be, but of course the pandemic was an issue. >> Thank you. Appreciate that. >> Okay. And our last slide. Thank you, Miss Downey. Our last slide is on dual enrollment and um this is
039mostly led by um our uh director for guidance and counseling and also advanced academics and and you'll see the dynamics in in a minute. So for the dual enrollment with South Texas College, uh we have three partnerships. So the first one I'm going to address is the one in in the yellow chart and that is the partnership with South Texas College. Uh one uh goal that we have is increase the number of courses, increase the number of students, and obviously increase the success rate. And so we I believe we've done that and we continue to have efforts in place to to increase that. Um starting from 2022 with 110 courses. Uh and then moving on to last year uh we ended with 174 courses. Uh,,080 students participated in this uh program and 12,811 credits were
040attempted. 12,79 credits were earned. So 94% if you want to call success rate there. Uh now moving on to the chart in orange is the dual enrollment with south uh with UTRGB and uh you can see the big uh increase in the number of uh credits and the number of students that um we went from 2023 to 2024 last year and that's mainly because of our collegiate campus that we have our first cohort of students taking UTRGB courses. And uh we're very proud that even though we increased uh more than tripled the number of of students uh and um the number of credits was increased for more than almost close to 2,000 credits, we still maintain a 94% uh passing rate. So that's that's a very good indication that the that the program is is
041strong and um and that those students are benefiting from these uh dual enrollment options. Uh and then third we have that uh chart in the bottom that is the partnership with UT on ramps and you can see there the number of courses kind has maintained the number of students have maintained more or less yet the percentage of uh students that are earning credits has increased. So that is also yielding a success there in that in that partnership. So that is what we have for you. This is the uh report Advanced placement do enrollment in international program or report. You have any questions? We're here to address. >> Does anybody have any questions? >> I have one. >> Why is such a disparity between on-ramp success credits earned and the other two programs >> because they
042don't have to keep them? Um the one of the the biggest uh indicators there is that the UT on RAM students can choose to accept the credit or u reject it if they get an F. They don't have to keep it on their transcript. But if a dual or even if they get a D or whatever it is, but if you're a traditional dual credit student and you get an F, you got an F. It's on your transcript. >> Thank you. I've said my piece. >> All right. >> So, when we say credits earned, that includes an F. No, credits that you earn uh and keep for your for your transfer that you're going to trans what is it um taking to the university. >> Also, it I mean it looks and can help me
043with assist me with there, but also uh some courses. Okay, I'll be quiet. >> No, no, no. >> It's just basically that >> I just saw my boss. >> We're here. >> They're just very different programs. Uh even though they all um um help students with dual enrollment, they're very different programs and the the instruction is different, the course is different, curriculum's different. >> That's what I was going to say. This course of work is different. Thank you. >> Thank you very much. I think that with all of that being said, a workshop. >> I agree. >> Be great. >> I asked for a workshop since I got here. >> Okay. All right. >> Moving forward. >> Those are, by the way, those are three great reports. No matter what, the data shows it here.
044>> Let's just let's just say that. Okay. >> Mr. President, I'd like to see if you would entertain a motion to reorganize the agenda to move item 6C3 forward to right now. >> Okay. I have >> I'll second that. >> I have a motion by Trusty Legal, a second by Trusty Pñena to move 6 C3 uh to the president. All in favor? >> All oppose? Motion passes 70C3. Yes. Okay. >> Thank you, President Rietta, >> Dr. Gettes, and esteemed members of the board. I'm here to present the delinquent tax collection report for April 1st, 2025 through June 30th, 2025. As always, our delinquent tax collection program on behalf of Macallen ISD focuses on two basic premises. The first is to collect from the individual taxpayer first and secondly use the tools litigation only as a
045final option to collect. During this fourth quarter, we completed one demand mailing mailing 895 statements to delinquent taxpayers within this district. Uh because June 30th represents the end of the fiscal year, we've also included in our report a um annual summary of all of our collection activities. And you'll see we completed six demand mailings during the entire fiscal year regarding our fourth quarter contacts with taxpayers. We initiated or received over,00 phone calls. We had 102 payoff requests and we knocked on 100 doors of delinquent taxpayers within this jurisdiction during this fourth quarter alone educating and informing them about their delinquency and doing our best to get them in a payoff uh agreement payment agreement. You'll see for the enti entire fiscal year we knocked on 625 doors within this community. On the next page you'll
046see our litigation summary. In the fourth quarter we filed 24 lawsuits. We took 11 judgments and we disposed of 27 lawsuits. Pending litigation. You'll see in the fiscal year summary, we have 266 lawsuits currently pending for this district, representing over 1.5 million owed in base penalty and interest to the district. We regularly conduct tax sales and resales as part of our collection program. During the fourth quarter, we placed four properties up for sale and they were all pulled due to a payment agreement initiated with the taxpayer. For the entire fiscal year, we sold five properties. One was pulled and eight were also pulled in addition to that uh payment in full due to payment agreement. On the next page, you'll see our fourth quarter collection comparison. You'll see we were down significantly compared to the
047prior year. in the fourth quarter. You'll note that if you'll recall at the end of March, Governor Greg Abbott issued a disaster declaration for this area due to the massive flooding. As a result of that, the tax assessor collector issued a no collection um uh no outward collection efforts for us for a period of 30 days in order to show compassion to the individuals that um were affected by all the um flooding. So that led in large part to the decline. However, for the fiscal year, we are up um so that's that's great. Uh you'll see we collected for the entire fiscal year a little over $3.3 million. If you scroll up just a little bit of note, you'll see in green, I think we've discussed it um before. If you could scroll a little
048bit. Um there we go. Um over $1.1 million were were um paid to We've been over this a couple times, right? refunding due to protests um with the appraisal district or folks getting homestead um um classification and and being entitled to a credit for that. So that's money that we collected the district did not see. Um but we it's important for you to see that that was the efforts those were the results of our work. So we're pleased with the fiscal year end collections for the district. Looking forward to the future. We will continue our lawsuit activity working closely with the taxpayers and I'd be happy to answer any questions that you might have. >> Thank you. >> Well, thank you so much. Have a great evening. Thank you. >> Thank you. >> Okay, we
049are going back to our regularly scheduled program here. 6B1 discussion and possible action on the 2025 26 teacher Texas teacher evaluation and support system. >> Yes. The Mckllen ISD board of trustees annually approves the appraisal calendar specifying the time frame in which teacher appraisals must occur. This is a requirement that has to go to the board. Uh Dr. Albert Canales, chief human resources officer will uh answer any questions or share any information and we are recommending action on this item. Any discussion from the board? >> I move to approve. >> I have a motion to approve by Trusty Pñena. >> I'll second. >> Second by Trusty Garion. All in favor? >> I oppose. Motion passes 70. All right. 6B2. Discussion and possible action on the 202526 list of certified Texas teacher evaluation support uh appraisers.
050>> This is also another requirement that needs board approval. Mall ISD board of trustees approves the annual list of certified teacher appraisers. Dr. Albert Canales, chief human resources officer, will share any more information or answer any questions. And we are recommending action on this item is required. >> Okay. >> Any discussion from the board? >> I have a motion by trusted. >> I'll second. >> Second by trustee hadad. All in favor? >> All opposed? Motion passes 70. Got the All right. 6B3. Discussion possible action of Macallen ISD policy FNC local student. >> Dr. >> Yes. Uh update. This is an update to the Mallen ISD policy FNC local. It covers student conduct related to personal electronic devices. Specifically, changes needed to address two key areas. how confiscated cell phones are stored and the clarification that
051the district will not dispose of any confiscated phones. These revisions ensure our practices are clearly defined and consist consistent with legal and operational expectations. Dr. Albert Canales, chief human resources officer will share more information. We are recommending action on this item as required by law and we had our first reading um about a week or two ago and now this is the second reading uh that uh we're asking the board to to approve uh this item as school is about to start this coming Thursday and uh we need to notify our parents our students about the new requirements of the cell phones in our schools. In second reading, >> we're looking for an approval. We do have the two uh policies. The first one was that students shall not use a personal communication device on
052campus. The second one that they wouldn't bring it at all to campus. So, this one allows them to bring it to school as long as it's stored as long as it's kept on silent or turned off in a backpack. >> And no fines. >> No fines. >> No, we're not. >> I have one uh comment. So, there was a question today um about headphones. And I don't see that this was included at all in the policy. And I don't think that my reading of the law required anything to do with headphones. Um, do we have a policy about prohibiting the use of of headphones? >> Yeah, we put it down in our in our student uh handbook. So, when we look at the the law and so what the law says just personal communication devices
053defined in the text education code 37.082, It also includes any wearable technology that is capable of digital communication or telecommunication like glasses. Uh the only concern that's come up is to use your headphones, you're going to need your cell phone or Bluetooth if you're if you're looking at that part. So communication with positively on the phone when they have their headphones on with their cell phone andor just listening to music, you have to have your cell phone at one point to take it out to either adjust or hang up or do other things. >> So, the reason or what precipitated my question was that there was a I heard from a parent about uh cell phones, I'm sorry, um headphones being a required um >> school like Yeah. So, and I know that maybe it's
054been a long time. I don't use headphones other than for talking, but um but I know there's other uses and we may even require them to use them with their Chromebooks. So I worry about our policy being too restrictive. >> Yeah, I talked to I talked to Judith that's coming in today. Uh and our Chromebooks that we do provide for the students do have the either the plug-in for the headphones. So we are looking at at either one purchasing or one looking at the schools giving that advice to parents to buy the ones that are actually wired. Uh the Bluetooth on our actual devices aren't they're not going to work as well. a cell phone. So, we'll get that message out to parents to ensure that they're either and or buying the plug-in ones or
055that we provide as a campus uh to students that need it for that purpose. Now, if students do need it on a 504 RTI or other basis possibly that's there, but we also have the plugin, so we think we can do it uh with that there. >> So, if I might just ask Mr. Ball um does your reading of the law require us to prohibit headphones? >> So, something that if we were so inclined to we could non legal opinion as a parent which is going to make my daughter upset when she hears this is it would be better to just say don't have to the extent that we can except to the to the extent that they're needed for a 504 plan somebody that has anything related to special education and I understand that
056that has to be permitted and it should be, but I'm not sure. >> I think it's important to clarify what we're talking about. You know, the Bluetooth headphones, right? >> Correct. >> Just that solely is what we're talking about. >> Policy implicated, >> right? There's nothing that prevents them from having a walk with a cassette. >> And I'm not being funny, but we can that's nothing off limits about that. >> Well, I'm just thinking like from a practical standpoint for us to prohibit them from using Bluetooth headphones that may be needed for the classroom. um at the direction of their instructor, then certainly they'd be able to use them. So, I feel like if we're prohibiting them, then we're making parents spend on something that is I mean, we don't Well, I guess maybe some
057people are going back to wired, but I don't think there's nothing. >> Let me clarify something real quick. As far as what is being used in the district, the district does provide headphones for testing and uh they are wired. They're required to be wired. We do not allow Bluetooth because then if you open Bluetooth then you can connect to other Chromebooks by accident or things like that. So if you do allow headphones it would have to be wired USB or the jack the 3.5. >> I will echo what Trusty said because I did receive phone calls from parents as well asking why that was uh on their list and not the plug-in headphones how it has been in the past especially elementary students that we've heard from. So >> yes and the campuses typically buy
058wired and they provide them for the students. >> Okay. Yes. Like to if they want to listen to a book, an ebook or things like that, but they're always wired. We do not allow the Bluetooth. >> My son's seventh grade said earphones that fit Chromebooks. So, >> yeah. >> But going back to earphones for only 504. I mean, there's other classes I know even um at the high school level where they're required to watch video instructional videos or just curriculum videos. >> Um would be necessary as long as they can plug into their Chromebooks. >> And what the law says too, it there's a part that says that we must utilize every effort if it's our Chromebook to to have the students use our devices for any kind of communication at all would be based
059on our device. >> And I want to clarify what Miss Escomia said. So, um, because you know, one option would be to allow it during instruction time, but what you're saying is that our Chromebooks won't connect Bluetooth. >> We currently have it off because you could accidentally connect to another Chromebook. So, we leave Bluetooth off. >> So, there'll be no reason to allow students to have, you know, Bluetooth earphones. >> Correct. >> Unless they're going to use it after instructional time, >> right? They can store it. when just Mr. Martinez and I looked at different policies like on the and when we finished the meeting last time that next morning we had a TA guideline that came up with some different policies and on every one of those policies at least three out of the
060five you see I think it has where they put it in a pouch including their wireless headphones they wouldn't be able to use or you know hold it in their ear >> hide it >> um those are called Faraday bags or like quasi faraday bags so you don't have any communication come through the device so it kind and needs to, you know, no communication fits through. >> And we do, did you say we do provide, I mean, like on day one, are we going to have enough headphones for every student that may need it for instructional purposes? >> Typically, um, the campuses are the ones that have that um ability to buy for every student. I know they have that initiative for like their classrooms where they do class sets and they have like their
061little names for the students that in their classroom but not for them to like keep. >> Correct. >> Yes. >> We've been using them for several years. The headphones. >> Oh yeah. We've been using correct >> wire connected to the to our >> Yes. >> Chromebooks. >> Just to clarify, Dr. Panales, when you say in the backpack, it's off like power off or silent? It says powered off or on silent. >> So >> or silent. It says powered off or or on silent. >> Not on vi not on vibration mode. >> All right. >> I move to approve. >> Well, we have two options. >> The first this is the first >> the first option is >> I move to approve this. >> This one was to go into the we decided to go to
062the backpack. >> The option the >> No, I mean but there's two policies in our back, right? I move to approve the option where students can bring in >> you prohibit use. Second is prohibit possession. >> Correct. >> Oh, I thought we were you were presenting. >> There's two different ones that we did. So, the first one we're doing is the is that they can bring it to school property. They just have to have it stored. Okay. >> In their backpack. The second one is they can't bring it at all on school property. >> So, those are the just those are the two major differences. >> But we we selected that they could bring it and keep it in backpack. So, so that would be this option number one. >> So, this is what we
063recommend. Amen. My motion trustee though I got this recommend move to approve to approve option one which is allowing >> allowing students to bring their devices be put away on powered off or on silent. >> I second >> with wired headphones. >> All right. I have a second by trustee Hadad. All in favor? >> I. >> All opposed. Motion passes 70. If you are a parent who bought Bluetooth headphones, I hope you have your receipt so you can return them for some that the plug in because it's unfortunate. 6B4 discussion and possible action of 2526 student code of conduct. >> Yes. Um, as per chapter 37.001 of the Texas Education Code, the board of trustees shall adopt a student code of conduct for the district. The code of conduct must be post uh posted and
064prominently displayed at each campus. Dr. Canalis, chief human resources officer, will share more information. We are recommending action on this item. >> Go ahead. >> So, here's here's the student code of conduct. Uh the first time we did bring it over. The stuff that is in red is what was is what was added here. uh we had on there that we wouldn't that we're going to give the kid a warning and then we met with the principles this past week and as of yesterday the hard part is especially at the secondary they're saying well how if we give eight warnings how do we know or seven who who gave the actual warning because we'll never have any kind of feedback of who did it right so it'll just be the kid will go to first
065period get a warning second period didn't take it out third period get a warning we'll never know so they we wanted to amend this one the first offense to say the device will be confiscated. Student will be issued a warning. So, she'll get the warning, but we'll have the device. That way, we know that we taken it up already once and then at the end of the day, the student can come back and pick it up. So, we're not going to burden the parent to come in the first time to get the device. You know, the kid can go and we'll still we can still notify the parent, hey, your student had the device picked up. And then for the second one, uh the device will be confiscated and doc and documented on a discipline
066document form. And it says the parent or guardian must pick up the device. So second time we'll have the parent pick up the device. So first time kid get it, second time the student can pick it up and then the rest of them stayed the same except for the last part we had had their the principal to meet with the campus principal to pick up the device. So we put on their uh a campus administrator because we don't know like what if it's a principal only and then they have 50 devices to give out or 20. We don't know yet. So we thought we'd leave it like that to be uh better that they could pick up from any admin on the campus. or designate, right? >> Or designate. Correct. >> Um I did have
067a question not on this particular portion of the student code of conduct. Uh I believe it's on page 28 of the code of conduct having to do with the penalties for um ecigarettes or vaping devices. So my understanding is that in the 2023 legislative session, there was a bill passed that required a mandatory placement in an alternative education program for possession of a ecigarette or vaping device on a school campus. Um but that bill was revised. There was a cleanup essentially um in 2025 which allows for discretionary placement in an alternative education setting. I see that reflected in the middle school and high school consequences for possession of a vaping um or ecigarette um but not at the elementary school. And I wonder if um it's worth conversation around like I'm just wondering why why
068that is. So, for the elementary part, and I can have Jesse also speak to this part, we're looking at anything really from third to fifth grade, >> uh, that kids bring in some of those devices, but you do have kids that do bring them because maybe their parent left it and they just put it in their backpack. >> Hey, look at this cool thing I brought. >> Yes, I think that's what you Jess, if you come up. I think that's what they they've dealt with more. You don't have too many students that go to discipline to the to >> correct. At the elementary level, we don't have, but it it applies for that grade level also. So if a student and an elementary student is in possession or usage of an ecigar pin, they will
069have the similar consequences, but we call it an elementary DAP. So they will be sent. >> They will be >> correct. Okay. So it's it's actually different now because what I'm seeing is that at the first time offense at the middle and high school level, it's 10 days of inschool suspension. It's not a referral to a separate educational facility. >> Correct. Because at the elementary levels, we don't have like a dedicated in school suspension. You don't have an Yes. Correct. Like middle schools and high schools have a setup for in school suspension. So we could offer that at the elementary levels. You don't have in school suspensions at the campuses. So we couldn't go with that option there. >> Okay. >> So that's why they go straight to a DAP. >> Okay. >> We do
070consider mitigating factors of course on that part of it. Okay. Thank you. >> Uh any further discussion? >> Can I entertain a motion? Move to approve. >> I have a motion >> second >> and a second by trustee. All in favor? >> I opposed. Motion passes 70. >> Okay. 6C1 report regarding 2025 anticipated collection rate in 2024 excess debt uh tax collections. Dr. The district must consider anticipated collections and calculating the debt uh component of its roll back tax rate now titled the voter approved tax rate. Miss Lorena Garcia, deputy superintendent for business and operations will have more information on this. This item is for information purposes only. Go ahead, Miss Garcia. >> Uh good evening. The 2025 anticipated collection rate and the 2024 excess debt tax collection have been projected by Idaho County at
071100% collection. >> Thank you. >> 6P3 discussion and possible action on the county. Oh no >> 6C2 >> report regarding taxes collected for April through June 2025. Dr. Miss Lorena Garcia, our deputy superintendent for business and operations will report on the taxes collected by the Dalgo County tax office on behalf of Mckllen ISD for the quarter of April through June of 2025. Go ahead. >> Uh yes, the April through June 2025 tax collection reports uh are attached in your report agendas. Uh the amount that was collected is 1.7 million. Uh in April we had local maintenance of uh 578,000 and 107,000 in debt service collection. In May we had a collection of $488,185 and a debt service of uh 90,875. In June we had a collection of 39957,000 and a debt service collection of 72,297.
072Overall, we are trending uh we uh ended the year a little bit higher than the prior year in in current collections and as reported earlier with the our delinquent tax attorney uh we were a little bit behind but uh on the quarter uh as on the uh delinquent tax collection. >> Thank you. >> And this is an information item. Okay, any questions >> moving forward 64 report regarding facilities needs assessment? >> Yes, Miss Lorena Garcia, deputy superintendent for business and operation is presenting an update on the committee's walkthrough findings which are still happening and uh any recommendations and the process that that uh is used to reach them. ensuring transparency and community engagement in facility planning decisions and we'll just have a this is an information purposes item only and it's a brief just a
073briefing on to the board as to where we are with the facilities forecast committee. Go ahead. >> Uh yes and this is a visual that shows you where the phases that we've already completed through this process and we're currently entering the community input phase. Capacity capacity and utilization report already been completed by MGT and they provided us a draft for verification. We do have a meeting on Thursday with them to review those numbers and to give them back our feedback. The facility assessments have been completed. The site walkthroughs by the companies, both companies, MGT and then half mechanical assessments have been completed. They're entering that information into their basis system which is their software program. And then the uh currently we are working with FFAC for the What what we have done is we have
074divided the facility forecast advisory committee into three vertical teams and we created a schedule uh based on the vertical teams uh through the month of August for various campus visits and we started last week with uh with our walkthroughs and as a matter of fact we have some appointments scheduled for tomorrow for Wednesday and for Thursday and here is the schedule of the different walkthroughs. You're welcome to join us at any point in time. Uh we in any one of these uh these um walkthroughs and we encourage our campus principles to to invite the members of the committee to also attend uh the walkthroughs. We will be requesting their feedback through electronic format. There is a survey after they complete their walkthrough. they would submit a survey providing their their insights on that particular facility
075and then that information gets funneled back to MGT and they put put it into their report. Now, as far as community engagement is concerned, we will be hosting a uh town hall meeting where we invite the community of Mckllen ISD, the city of Mckllen, our partners for September 11, 2025. MGT will be spearheading that meeting. they will be here on site and they will review the the information that they have with the community and also will provide another mechanism for collecting feedback from the community at large. So these are the the dates that are coming up October 1st they will provide us with a a report uh draft report and then we are hoping to bring October 7th uh the final uh report presentation. These dates have changed since initially because remember we were on
076a fast track and then we've gone back to the original timeline as uh uh prior to to the the changes that we were contemplating on the legislature >> questions. >> This is an information item only still ongoing and will continue to be ongoing for the next several months and keep the board informed as we move along with this uh report. I just have one comment. Um, it was mentioned at the last facilities uh committee meeting regarding checking with the campus principles since it's being so close to the school start date and teachers still setting up campuses getting ready to get kids in the next morning. Just want to make sure that these dates are still working for every campus and if that due diligence was done. Um the difficulty is that we have to u
077you know complete this before the month of September and we did schedule them at night because that's when the community is available. Um if we would have scheduled them during the day we might not be able to get any participants. >> No I understand that but I mean even now even during the school year you have teachers that are working past six o'clock 7 o'clock. many of them uh on the weekends you have people that are going to the campuses and stuff since especially at the beginning of school year. So I was just wondering if if uh we've cleared that. >> We I I did work with Miss Dino and Dr. Deos as far as those state to make sure that we didn't book them on a day that was already taken by other activities
078uh on that night. So those nights are technically free nights on the calendar. >> Thank you. Okay, moving forward. 65 report regarding interlocal cooperative agreement number 2020- 0002 Texas Association School Board purchasing co-op by board Dr. >> administration is required to report fees including management fees paid for purchases by or to the district through this cooperative agreement in accordance with TEC chapter 44 section 44.0331. Miss Lara Williams director purchasing services will provide uh this report and this is for information purposes only. Williams. Go ahead. >> Good evening, Dr. Gutier and Board of Trustees. For the time period of September 1st, 2023 through August 31st, 2024, district-wide purchases through the cooperative by board totaled approximately 5.6 million. And through the use of that cooperative, we had rebates back to the district in the amount of $46,823.33.
079We did have to pay an administrative fee assessed due to a vehicle purchase in the amount of $800. So any questions? >> This was for information. >> Okay, moving on. We are on Thank you. We are on 6C6 discussion and possible action of a resolution authorizing designated district officials to open and maintain bank accounts with Lonear National Bank. Dr. >> The Mallen Independent School District is transitioning its uh its depository services to Lonear National Bank. This resolution formally authorizes designated officials to open and maintain checking, savings, and other required accounts on behalf of the district. This action is required to ensure proper financial administration and alignment with state law and board policy. Mrs. Lorena Garcia, Deputy Superintendent for Business and Operations, is available to answer any questions. We are recommending action on this item as
080required under this depository contract. >> Mr. Chair, I need to recuse myself from this item. >> Okay, we are noting trustee that Lopez is recusing herself. >> Mr. President, I will also recuse myself. >> Trustee Hadad is recusing. >> Mr. President, I move to approve. I have a motion to approve by trustee PÑA. >> Second. >> I have a second by trustee Agilo. All in favor? >> I. >> All opposed. Motion passes 52. >> I will also be recusing myself from the next. >> Okay. and 6C7 discussion and possible action of a resolution authorizing designated district officials as signitories on bank accounts with Lonear National Bank. >> Mr. President, I will also recuse myself on this. >> Noted. >> Mr. President, I move to approve. >> Okay. >> I have a motion by Trusty Pena
081and a second by Trusty Agalo. All in favor? >> I. All opposed. Motion passes 502. Okay. Discussion and possible action on the resolution of the board regarding review of the investment policy CDA local. Dr. >> The public funds investment act Texas Government Code Chapter 2256.005 requires each local government entity to have a written investment policy. An annual review of the district's investment policy and strategy must be documented by formal action by the board of trustees. This action would also record any changes made to either the policy or strategies. We are recommending as an administration action on this item. >> Okay. >> Do I have a any discussion on the board? >> I'm going to Mr. President, I'm going to move to approve. >> I have a motion by Trusty Pñena. >> I'll second. >> A
082second by Trusty Hadad. All in favor? I. All >> opposed. Motion passes 70. 6C9 discussion and possible action on the resolution adopting authorized broker dealer list. Dr. >> The public funds investment act the Texas government code chapter 2256 governs local government investment and requires the governing body or its designated investment committee no less than annually to review, revise and adopt a list of qualified broker dealers authorized to engage in investments in transactions. Administration is recommending action on this item. >> Move to approve. >> Motion by trustee Pñena, second by trustee KDman. All in favor? >> I. All oppose. >> Motion passes 70. 610. Discussion possible action on the resolution approving independent sources for investment training and designation of investment officers. Dr. Peters. >> The resolution lists the independent sources who provide investment training sessions related
083to investment responsibilities. Additionally, the resolution names deputy superintendent for business and operations, chief financial officer, director of accounting, coord coordinator for budget and coordinator for accounting as the district's investment officers. Miss Lorina Garcia, deputy superintendent for business and operations is available to answer any questions. We are recommending action on this item. >> Second. >> Okay. Motion by trusted, second by trustee Pñena. All in favor? >> All opposed? Motion passes 70. Okay. Can 6D, Board of Trustee items 6D1, approval of board of education meeting minutes for June 24th, July 30th, and July 31st. >> We're recommending action on this item. >> Let's say you board >> I I have a on the June 24th minutes, there seems to be confusion on the public comments. There's a I believe those comments were made at a different meeting.
084I'm not seeing that on the June June 24th minutes. Um we see Fanny Johnson cellular phone use by students during school hours as it pertains to communication with parents. I believe those were made at the >> the last >> Yeah. to July 30th, not the June 24th because if you look at July 30th, it's the same comments. >> And June 24th was our budget meeting. >> So we omit that those public comments to omitting those. >> Yeah, >> but we did have some librarians comment on June 24th. That's not reflected either. >> I think we can approve it >> with the changes that Trusty has indicated. >> Can we do that? >> I'll amend my motion to approve as >> by. >> All right. I'll second. >> I have a motion by trusted and a
085second by trustee Hadad. All in favor? >> I opposed. Motion passes 70 with those changes. >> Good. Seated. >> Uh 62. Discussion and possible action of travel for board of trustees. >> The administration is recommending action on this item as well. >> All right. >> I move to approve. >> I have a motion by Trusty Pena. >> I'll second >> and a second by Trustee Hadad. All in favor? >> All oppose. >> Motion passes 70. Item number seven, recess to close session. At this time, the board of trustees will go into close session to discuss the following report regarding superintendent authority to hire professional staff from June 24th to August 11th. Human resource recommendations. Discussion of human resource employee resignations. Discussion of human resource employee resignations and retirees. Discussion of recommendation for principal at Mac
086Memorial High School. and pending and/or potential litigation, possible real estate 7:08. We are in executive session. timeline of June the 24th through August 11th. A list was provided to the board in close session and this is for information purposes only. >> Thank you. 9B discussion and possible action of human resources recommendation for school year 202526. Human Resources submitted a list of recommendations for the 2025 2026 school year under a separate cover for discussion during close session. The administration is recommending action on this item. >> Move to approve. Second. >> Have a motion by trusted, second by trusted Lara. All in favor? >> I oppose. Motion passes 70. All right. Uh 9 C discussion of human resources employee resignations and retirees for school year 2024 25. Human resources submitted a list of resignations and retirees for
087the 24-25 school year under separate cover for discussion during close session. This item is for information purposes only. >> Thank you. 9D discussion of human resources employee resignations and retirees for school year 202526. >> Human resources submitted a list of resignations and retirees for the 2025 2026 school year under a separate cover during close session. And this information this is also for information purposes only. >> Thank you. 9E discussion and possible action of recommendation for principal at Macall Memorial High School for 202526. >> Administration recommends the approval of Mr. Ramro Castillo for the principal at Macallen Memorial High School and administration is recommending action on this item. >> Move to approve. Second. >> I have a motion by trust and a second by trustee Lopez. All in favor? >> I. >> All opposed. Motion passes
08870 unanimous. >> Congratulations, Mr. Castillo. [Applause] As a fellow Mustang, I know you're going to make us proud. >> All right. And 9F, Mr. Ball. >> 9G, Mr. Ball. >> Same announcement. >> 9H. >> Same announcement. >> Thank you. >> I move to adjourn. >> I have a motion to adjourn by Miss Pñena. Trusty Pña. Second by Miss Trustee Garcia Lopez. All in favor? I >> opposed. Motion passes 70. Good night everybody.