001and welcome to this uh tapr public hearing for Southside Independent School Adiser for Wednesday, March 26, 2025. Uh please let the record show that there is a quorum present. Jesse Hernand is present. Mrs. Brenda Levarez, >> present. >> Mrs. Mrs. Monales Garcia >> present. >> Mrs. Lisa O Salazar >> here. >> Mrs. Silva >> here. >> Mrs. Angles >> here. >> Thank you. The time is now 5:30 p.m. on Wednesday, March 26, 2025. As president, Jesse call this public hearing of the Southside Independent School District Board of Trustees to order. At this time, I'd like to uh invite uh Mrs. uh Lisa El Salazar to welcome our visitors and guests. >> Thank you. I'd like to welcome everyone who has joined us tonight. Whether you are attending in person or on social media, we are
002excited that each of you chose to be here where a lot of good things are happening. On behalf of my colleagues, the superintendent and myself, I would like to say congratulations to the following. Our boys soccer team and coaches for making the playoffs. Chef Angel Machado and high school culinary arts students for third place Pyella challenge. our high school cheer team and coach for taking first place in the fun cheer national championship and our Pierce Heritage Freedom and Gallardo staff for earning a spot in the sweet 16 as top reading campuses in San Antonio. >> Thank you u Mrs. Salazar. Please note that this meeting is being held and has been posted in accordance with government code chapter 551 state of Texas Open Meetings Act. At this time, we'll move on to our uh agenda
003item, which is a presentation uh on the public hearing to discuss Texas academic performance uh report, the taper report. Superintendent, good afternoon, board of trustees, staff, and community members. We have the public hearing to discuss the Texas academic performance report, the taper report, and we have Mr. Castillo and Mr. Kadales with a presentation. It is 5:32 and we open the public hearing. >> Good evening, members of the board. Uh, President Ernnandez, Superintendent Ramirez, the uh, Texas Education Agency requires all districts in the state of Texas to present their Texas academic and performance report, also known as a taper, uh, in an annual public hearing. And here we are today. Uh, the annual hearing consists of eight sections and they include information on the taper report. It's also provided in PDF and accessible online. uh it
004provides uh PI's financial standard uh report the financial actual reports uh for the uh district and the campuses and uh Mr. Carales will speak on that. Uh it also uh covers a section on district accredititation status, campus performing objectives, that's the campus improvement plan and district improvement plans. uh a report on violent or criminal incidents on campuses if any uh student performance in post-secondary institutions uh the presenting of the board adopted H3B goals and of course the taper glossery which will define uh and provide methodology uh for anybody who may not be aware. So section one of the taper report was compiled by the tea, the Texas education agency using two data points. They use PI's information that's the um public education information uh management system data and student assessment data that's a star or
005EOC. The uh taper uh report as mentioned before it is published in as a PDF to make it easily accessible to anybody at home uh online or if uh need be they can come into the district well where a hard copy or digital copy can be presented to them. It includes a wide information of student performance um in each uh district and campus within the state and uh performance is shown uh in desertated data by student groups including ethnicity and socioeconomic status. The paper reports cover page uh in includes several things. It includes the 2025 accountability rating, the 2025 special education determination status, uh the 2025 distinctions for the district if any. And uh they report all of that information for the district and by each campus. Section one uh also uh includes information on
006student performance. Now as you've uh been shared it's been shared with you before uh we always look at the approaches the meets and the masters at uh all levels. U the taper report uh uses each assessment including the SAT or ACT for accelerated testers. Those are the ones who took uh algebra in 8th grade. Uh so it looks at math and reading and includes all subjects, all grades, all grades by subject and by students enrolled in grades third through 8th grades for STAR and EOCC that could be 9th, 10th and 11th graders. So as we look here uh in our taper report, we have seen an increase in the approaches, meets and masters from 2024 to 2025. In the approaches we had went from a 70 to a 71 in the meats from a 41
007to a 42 and in masters from a 15 to a 16%. Where um we can see growth in all areas of approaches meets and masters. The uh taper report also has information on the annual uh growth. That's how much did a student grow from one year to the other. Again, very much like the overall student achievement. It looks at both RLA and math grades fourth through 8th. Now, it doesn't include third because they didn't test second grade. So, whatever they got in third, the how they grew to fourth grade all the way through 8th grade. And uh for RA looks at EOCC English 1 and two, that's end of course. And for math, it looks at grades four through 8th and EOCC algebra 1. That's our eighth graders and most of our ninth uh most
008of our eighth graders and some of our ninth graders. Uh it also looks at accelerated learning. Uh those are the students that took uh algebra 1 in 8th grade. We provide 8th grade for all but sometimes we have students that transfer in from other districts that did not take algebra in 8th grade. So uh those are included as well. they look at the ACT scores for those students who who uh were in that category and that's why it's called accelerated learning. So, uh all this is the academic growth that's in part 2A of the Texas uh accountability system. When we look at all grades for both subjects, we pretty much held with a 63% from the 24 to 25 school year. uh in reading uh we went up two points from a 60 to a
00962 and we had a uh two-point difference in math from a 66 in 2024 to a 64 in 2025. That's in growth. So we also look in the paper report we have information on our bilingual education and English as a second language. So bilingual education is mostly in elementary and secondary is your our uh ESO courses, your English as a second language. It's disagregated data for uh various uh uh bilingual education or ESL program instructional models and groups. So the taper report looks at star performance reported from uh 24 and 25 and includes all subjects, all grades in RLA, all grades in math, all grades in science and all grades in social studies. So it looks at how our subgroups performed overall when we look at the star performance for all subjects. uh we pretty
010much for approaches held with a 71% from 24 to 25 in the meets and masters uh from a 45 to a 42 from 24 to 2025 in the masters uh and we pretty much held at an 18%. One thing that I would like to note for our bilingual education uh ESL students is that uh we had a 2% increase in our master's uh level. For annual growth for our bilingual ESL uh students uh in 24 to 25 we pretty much held at a 63. In reading we went up one percentage point from a 60 to a 61. And in math, uh, there's a difference of two points, uh, four points from a 66 to a 62, uh, in the growth for our bilingual education students. We also have the taper report also looks at the
011just real quickly and and just could you uh also inform the community that in the cut scores for those different subjects compared to prior year they've increased and even with the increase in some case like in this case of the meats there was a decrease of two points but we had run the scores with the same cut scores and had it been the same cut scores there would have been improvement women in all uh categories, approaches, meets and masters. >> Yes. And that that that is correct. What what we've seen here is that the the uh the cut scores and the rigor has increased has been uh more difficult. But yes, if we had run the uh scores with with the prior cut scores, you know, there would have been improvement all across. >> Can
012can you explain cut please? So the cut scores is like in in reading third grade if the passing standard was a 72 in 2024. Then in 2025 in order to pass you had to get a 76. So now the student has to get a 76 or higher compared to the prior year the student needed to get a 72 or higher. Let's say in the approaches in the meats the prior year if it was an 82 and then this year it's an 86. So now the student needs to get an 86 or higher to be in the meats category. And the masters the prior year let's say it was a 90 and then this year it's a 94. So now the student needs to get a 94 or higher in order to get into the mast's
013category. So the the cut score has increased compared to prior year and still in some cases like in reading and in the other subjects we're able to improve and but in math we ended up going a little bit down but we in in in doing the comparisons when the same cut score was used to do the comparison there was an increase in math overall. So in that comparison, let's say that last year for the approaches was a 72. This year is a 72. We increase in the meets and in the masters using the same cut scores. But the state has done that and it's all across for all schools. And uh but I just want to make sure that the community and the board is aware of the increase in the cut scores. >> I
014just wanted to make sure everybody was aware what a cut score was. Thank you. >> Thank you. >> Yes. Very much kind of like in with our CTE or CCMR points too. Um also the taper report looks at the star participation. So that's uh data reported for students that actually uh participated in the assessments or taking of the assessments. So the assessment participants uh include uh are for students included in accountability. the ones that count for the grade. Uh not included in accountability. Those the ones that are mobile not included in account like other for some other reason in their in their uh plans or they weren't here uh when uh snapshot was snapshot is the last Friday of every October and that's where they capture the students that will count for uh accountability um
015or the ones who were excluded. Let's say they their uh education individual education plan warranted them not be uh allowed to take the test and then the ones and then also the ones not tested that say that they were absent. So the reported this is reported for all tests by subject area. So when we looked at assessment participants for Southside ISD it's it was at 99% of which 89% were included in the accountability. We had 7% of mobile students meaning that they they left the district um uh or when it came down to testing not including accountability was 2% or other exclusion not tested 1% we had one students not 1% of students not take it uh and absent was 1%. And then we didn't have any any other uh we also have the in
016the table report a look at the attendance rate the four-year longitudal graduation rate like who finishes in four years and the dropout rate. If we look at our attendance rate we were at at 91.3%. Uh not too different from the region or the state maybe a percentage point of a difference. Uh when we look at the four-year longitudinal graduation rate, those who finish within the four years, uh we're above the region and we're pretty much on par with the state. The state had it at a 90.7, we're at a 90.8. The region has it at an 88.1%. So that's that's that's good for Southside. Uh the dropout rate also uh looks uh good for Southside. Uh the state had it at a 1.9% dropout rate. The region had it at a 2.4. We had it
017at a 1.6. Lower than the region, lower than the state. You know, in the dropout rate, the deal is you want it as closest to zero as possible. And uh we're we're firing better than the region or the state. >> Mr. Castio on the graduation rate. Have we looked at the reason for the decline in that >> on the in the within the four years? >> Within within the uh four years um it could be a number of different uh reasons. This is reported from the 23 24 and 22 23 school year. So it lags the data. Uh so um I know that when we are looking we are constantly looking at accountability and and our accountability right now it is higher than the uh 90.8%. We're calculating at a 93.1 >> for 2425. >>
018Yes sir. >> Thank you. The table report also looks at the graduation profile. Right. So it looks at at our students. We had a total of 387 students graduate. And again, this is information that's lagging, but uh of this uh cohort of students, we had 94.1% Hispanic. Uh this is the the division of uh through ethnicity. 94.1% Hispanic, 3.1% white, uh.5% African-American, uh 1% Asian, and 1% two or more races. We all the table report also looks at our graduation profile in regards of subpopuls that's uh special ed economically disadvantaged emergent bilingual um atrisisk students and CTE completers. So um we are at a 10.9 for special ed 79.1 for ecois economically disadvantaged uh 18.6 for uh emergent bilingual uh we had 68.2% 2% as at risk and we had 33.6 of our students being
019CTE completers. So if you look compared to the state uh we're doing uh pretty well AC in comparison to the state where uh in in in terms of having students in those sub populations being able to graduate. Another thing that the taper report looks at is the college career and military readiness. So um here we have the CCMR we have CCMR related indicators and we have other postsecondary indicators as well. So for college career military readiness uh we had uh 75.5% of the students compared to the region and the state were higher than the region and were you know chomping at the bit over by the state they're at an 81.8 uh percent. So if you look at the 23 uh to 24 there is a decline but just like how Mr. Ramirez was uh
020sharing on the race standards for uh uh CCMR uh for for our star and ELC we have the same thing for CCMR but uh we are improving and if we look at our current state and our our our uh projections are uh has an improvement from a 75.5%. So the CCMR indicators also include uh students with associates degrees. This is one of the highlights of Southside ISD. Our uh students uh graduating are at a 15.8% of our graduating class had an associate degree. If you compare that to the region and to the state, we're far beyond them. The region is at a 2.3% and the state is at a 3.1%. for dual credit course completion. Again, if we look at Southside ISD compared to the region and the state, we're above them. We're at a
02127.1%. For uh students graduating with an advanced diploma and identified as current special education students, uh we are above the region and the state. So, uh students in that subop are we have more students graduating with advanced diplomas. we have uh 8.8% of our students uh where the region has only 6.8 and the state has 6%. And uh IBC's industrybased certifications that are approved by the state uh we're at a 46.8% where in the region they are at a 28.8% and the state at a 34.9%. Even though we had a little drop, we're still doing far better than the region and far better than uh the state. >> Yes, >> um Okay, thank you. I have a quick question. So, I know one of our goals is to have a higher CCMR participation rate. Um
022can you explain why that goal has or why the numbers have fallen like maybe six points between the years of um 2022 to 2023 and then this current last year. >> There's a number of different reasons. Uh some of the programs and uh have been sunseted like they are no longer approved. That's why there it says approved industry based certifications. Um, you know, I've been at meetings where at a university says, "Oh, they can get a certificate, but they also have to be approved by the Texas Education Agency. If they're not approved, then we don't get a point for it." You know, uh, so, uh, some of them have been sunseted, meaning that they are no longer approved. Uh, industry based certifications, we had the OSHA 30, right? So that's something very popular that people
023use when they go to work in the oil fields or go work in scaffolds or you know those uh a lot of those uh uh uh jobs ready for our students right out of uh gra right after graduation and those are no longer uh part of the approved industry based certification. So uh we have to adjust also now if in order for a student to earn a point they have to be in a program of study for at least 3 years. So sometimes we tend to accommodate uh uh for our students um and they want to change their career but it has a ripple effect. So let's say I'm I was uh interested in welding my freshman year then I want to go into nursing. Well, we can still help the student out and then
024they can get a a uh industry based certification, but it won't count as a CCMR points because they needed to be there throughout their whole entire high school career. >> Okay. Thank you for that explanation because that actually answered my second question as to why the industry based certifications dropped. >> Yes. And and we're working to to add and expand our programs constantly. Yes, sir. So that was one of the reasons why the some schools opted to sue the state. Uh because two years ago they said in order to get a CCMR point, all you got to do is pass a test and that that's it. You pass a test, you get the point. Then they said no, that's no longer in existence. Now you have to have that program of study and you have
025to have a sequence of two courses. So two years ago, we didn't have that in place. So you saw the dramatic drop and then this past year they said now instead of two courses you have to have three courses. So now even another drop. So that the the like a lot of schools we felt that it was unfair that that was placed without allowing time to put that in place. So right away you saw a dip in those CCMR points. Now that we've had time to put those uh courses into place and that now students have that sequence, you're going to see an improvement this upcoming year to a 90 90%. >> Uh there's still a uh >> 89 90% this next year and then the following year we're going to see it at 94
02695% because now we've had had time to put those courses in sequence for the kids and now we're going to get those points now that you know we're allowed to do that. So because of that you know you see that quite quite a bit of a dip from that 62.5% to that 46.8% and the approved industry based certifications. >> Thank you. >> Okay. The taper report also looks at student and program information uh for the students themselves and for the teachers as well. So the student demographics uh have uh 51.4% 4% of the students being male and uh 48.6% of the students being female. That's a that's from a total of 6,91 students. Uh out of which the ethnicity is composed uh from 1.4% out of African-American uh 91.8% Hispanic and 5.7% uh white. There's
027also another column there with the state. So uh for uh people to get a a point of reference for program information uh we have uh students that are economically disadvantaged at an 87% uh emergent bilingual students uh at a 24.8%. So that's a quarter of our student population is emergent bilingual. Special ed uh uh student population is consisted of 90 19.3% gifted and talented 8% and atrisisk students 67.5%. If we look at the uh our staff, we have 81.3% of our staff being minority uh and teachers with a master's degree uh is at a 29.3%. That's almost a third of our students of our teachers, I'm sorry, our instructors uh being uh or having or holding a master's degree. Um beginning teachers at are at a point8%. Uh teachers with one to five experience 22%
028teachers with 6 to 10 years of experience are at 22.8%. Teachers with the experience of 11 to 20 years. Those are seasoned teachers are at a 39.1%. Uh teachers with 20 to 30 years are at a 12.7%. uh over 30 years 2.5% and the average number of years of teachers in the district are 6 and a half years where in the state is seven. The average teacher salary is at a uh uh $68,000 68 $67,000. I believe it's still the the the highest in in in the area. And uh the teacher turnover rate is at a 14.8%. which is lower than the state average. And now Mr. Carales is going to come and speak on our uh actual financial data uh for the campuses and the districts. Good evening. Um going through the financials, first
029thing that I want to mention to the board is this information is the budgeted information for the 2425 school year, which it was last year. So this is some of the same information that was presented in the budget workshop of August 2024. So I will go quickly. Um something to mention on the first page here is um it has the original budget that was submitted in PES and that was our $71 million budget that we did um budget for the uh 2425 school year. Um as you can see from that second line item uh state operating funds that it was $44.1 million. That is uh 65.87% of our general fund budget. um just showing that we are um supported by the state by um the majority of our money 30% is collected locally where 65%
030is brought in by the state. Um moving on to the next page um first line is uh payroll expenditures um also known as object 6100s. Um there's $59.3 million that was budgeted in that. Um, I want to back up and say again, this was not how much money we actually spent in that school year. These are not actuals. The these are the budget that we actually submitted to the state with the original budget for the year. Um, at the time it was 84.35% of the budget. Um, we've also mentioned that's that's that's pretty standard from what we're seeing these days, but at least 15% of the budget for everything else. Um it also inside the report um includes um by function and you can see where uh second column starts there operating expenditures by function.
031Um 38.8 million or approximately 55% of the budget is instructional. Um that also is very standard. Um we we have a lot of employees, a lot of operational costs, a lot of other things most districts do that are not actually tied to a a function 11. Um this board meeting is an example of that. Um going on to the next page, they provide the information here broke out by what they call program intent code. Um we talked about some of the program intent. For example, the college and career military readiness. Last year we budgeted $687,897. Um we budget those amounts based on the fact that the state actually gives us a dollar amount and we actually have to spend those amount by those program intent codes. So we make sure that we budget appropriately and
032then we also make sure we spend appropriately what's inside those program intent codes. This last page just shows that the total dispersements once again not actually dispersements. These were budgets but these dispersements were $71 million in total. Um total dispersements on our original budget were $71 million. Total revenue were $71 million. And um the report gives us the opportunity to break this down um even further by each campus but due to time um we will actually provide the links and if somebody wants that or wants to discuss any of the information by campus level we'll be glad to pro provide that or discuss that. That is the end of my section. >> Thank you. The taper report also uh discusses the uh accredititation status uh for the district. It look it can either be accredited,
033accredited, warned, accredited, probation, not accredited or revoked. Uh it looks at the accountability ratings. It looks at financial accountability ratings and data integrity. Uh and it also looks at our RDA. So happy to say that Southside ISD is an accredited district. goes without saying. The t the taper report also gives uh an opportunity for uh the community to uh uh speak to or uh learn a little bit more about the campus improvement plans. Uh basically each uh as per Texas Education Code 11.253, each campus uh needs to develop and implement a campus improvement plan. These are brought to the board uh an annual uh basis. uh it has performance objectives and it requires each campus to periodically measure the progress towards its own performance objectives. This is uh again documented through meetings and agendas and
034signing sheets. Uh and updated CIPs for the school are posted on our district website available for the community uh uh and any uh stakeholder to view at their leisure. If a um indivi individual wishes to obtain a hard copy of a campus improvement plan for their school year, they can go to the website or a hard copy can be made uh readily available to them um or at their applicable uh applicable campus. The uh section five of the of the uh hearing or taper report uh is in relation to the report on violent or criminal incidents. It looks at the types of incidents that uh happen uh the number, the rate, the type of uh uh incident that happens under the campus's descriptions of school violence prevention and in intervention policies. uh findings from any
035evaluations if any conducted under the safe and drug and free schools and communities act. So we do have a district report and I'm proud to say and happy to report that there were no findings that would warrant any of the Southside ISD campus to be uh identified as an unsafe school. We also have the paper report student performance in post-secondary institutions. So they look at students uh from the graduating class of 23. Uh they look at their uh for one year they look at the fall of 2023, spring of 24 and summer of 24. So here it breaks down the graduating class as to what we're doing postsecary. So we had 54 students in a 4-year public university, 127 uh students in a two-year uh public college, 22 in independent colleges or universities. Seven were
036not trackable, meaning that we couldn't find them. Uh we had 177 students either were in the workforce or not enrolled in a post-secary institute of higher education or other. So we had a total of uh graduates and um that's how they performed in the post-secary institutions. There we go. All right. Section seven also uh has the uh we're required to state for the community and uh at large and uh whether they're in person or online uh the stated HB3 goals. Basically, it's an improvement in third grade star reading scores by 2027. So, we're looking at improving kindergarten reading scores, first grade reading scores, and second reading scores. Again, also part of the HB3 goals uh adopted board adopted goals are to improve the third grade math scores by 2027. Uh and the progress measures include
037improving uh math for kindergarten, math for first grade, and improving math for second grade. Goal four is uh to improving or or looking at the percentage of students who graduate, meeting the CCMR uh readiness standards. Uh so we're looking at increasing them uh from an 82 to a 92 by 2027. Uh and it'll it's looking to improve students uh earning industry based certifications, which is what we just touched upon a little while ago. uh students receiving dual credit and students uh attaining associates degrees. And then finally in the taper report, we'd have a uh taper glossery. This section of the taper report provides definitions on uh certain terminology, methodology, or any of the other uh uh questions that uh any anyone in the public may have. A Spanish version of the taper glossery is scheduled
038to be released uh early this 2026. Again, the district's taper report will be posted on the website after within two weeks after tonight's meeting. Uh paper copies will be made readily available here in central office uh and are available upon request. If anybody has any information on the taper report, they can contact myself, Miguel Castillo, uh, at 882-1600 extension 5163 or by email, [email protected]. This will conclude my presentation of the taper report. >> Thank you, uh, Mr. Castillo, for for that information on the taper report and and, um, it's nice to see the continued progress even with the challenging changes that we saw. Some great work there. Uh any additional comments or or questions for Mr. Custoio? Okay. Uh at this time, I'll go ahead and make a motion to adjurnn. Do I have a
039second? >> Second. >> This is our second. All in favor say I. >> I. I. >> I. >> Okay. The time is now 6:05 p.m. And we are adjourned. And we will uh transition over to our regular call school board meeting of the Southside Independent School District for Wednesday, March 25th, 2026. Please let the record show that there is a quorum present. Just mind is present. Mrs. Olivarees >> present. >> Mrs. Sang Robles >> here. >> Mrs. Males Garcia >> here. >> Mrs. Lisa El Salazar >> here. >> Mrs. Silva >> here. >> Thank you. The time is now 6:06 p.m. on Wednesday, March 25th, 2026. As president, Jesse Hernandez called this regular meeting of the Southside Independent School District Board of Trustees to order. At this time, I'd like to welcome uh Mrs. Olivarees
040to welcome our visitors and guests. >> Good evening. On behalf of your board of trustees, welcome to the Southside Independent School District's monthly board of trustees meeting. We're glad to have our family, staff, and community members with us tonight. We'd like to begin by congratulating our boys soccer team on the outstanding season. Your hard work and teamwork has made us very proud. Congratulations also for as well for our high school cheer team for earning first place in our front cheer national championship. An incredible achievement representing Southside ISD with pride. We also celebrate Pierce Freedom Heritage and Gallardo elementary campuses for earning a spot in the sweet 16 as top reading campuses in San Antonio. This reflects the strong academic progress across the district. And finally, best of luck to all our students preparing for the
041STAR EOCC exams in just eight days. Stay confident and do your very best. And we do and we believe in you. As a board, we stand united in our commitment to every student, every classroom, and every opportunity for success. We are grateful for the trust you placed in us and the continued leadership of our superintendent, Rolando RmIrez, as we move forward together with purpose, pride, and a shared vision of for excellence. Thank you for being here and believing in Southside ISD. >> Thank you, uh, Miss Olivarees. And now, if you u join us on the mission and vision statement. Our mission statement, Southside ISD seeks to be the choice when it comes to providing a quality public education by upholding the highest standards for our core values. Our vision Southside ISD will lead educational excellence
042by providing innovative programs. >> Thank you, Mrs. Olivarez. Please note that this meeting is being held and has been posted in accordance with government code chapter 551, State of Texas Open Meetings Act. If during the course of this meeting, the board should determine that a close or executive meeting or session of the local board is required, then such close or executive meeting or session can be held as authorized by the Texas Open Meetings Act, Texas government code 551. At this time, uh I would like to have uh Emily Sen, a 12th grader from Southside ISD, Southside High School, excuse me, to lead us in the pledge. If everyone could please stand. I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God,
043indivisible, with liberty and justice for all. Thank you to Miss Stockton and our ROC team. At this time, we do not have any public comment. Um, so we will move on to our consent agenda. Uh, please note that the following items make up the consent agenda, which consists of routine and non-controversial matters that will be approved with a single vote unless a board trustee requests a separate discussion on a separate item or a specific item. Trustees have had the opportunity to review all supporting documents related to these items prior to today's meeting. At this time, are there any items up for discussion or do I have a motion for approval of items A through F? >> I'll make a motion to approve the consent agenda A through F. >> Mrs. Lisa Ozone makes a motion.
044Do I have a second? >> I second. >> Mrs. Morales Garcia seconds. Mrs. Olivarees. >> Yes. >> Mr. Sarles. >> Yes. >> Mrs. Morales Garcia. >> Yes. >> Mrs. Lisa El Salazar. >> Yes. >> Mrs. Silva. >> Yes. >> Nigel Sandes. Yes. Motion carries. At this time, we'll move on to uh section five, which is our presentation and information. Our first presentation is the campus student VIP award winners. Superintendent. >> Good evening, board of trustees, staff, and community members. This evening, we're proud to recognize students who have gone above and beyond in their attendance, conduct, and academic performance. Joining us to present these outstanding students, we have Miss Ggo and Miss Orosco. >> Good evening, Miss Ggo. Miss Rosco, welcome. Good evening, Board President Ernnandez, members of the board, Superintendent Ramirez, and members of the
045Southside ISD community. Thank you for the opportunity to speak tonight. It is my privilege to introduce our Cardinal VIP students for March, a remarkable group of students. These students exemplify exemplify what it means to be a Southside ISD cardinal. Please join me in welcoming our Southside ISD cardinal VIP students. For Manaka we have Salom Rodriguez. For freedom we have Adeline Galvan. For Gallo we have Reuben Aila Zuniga. For Heritage we have Nicholas Vance. For Pierce we have Kate Escalante. For Loya, we have Yaeli Garcia. For Matthew, we have Bassini Bassina Azi. And then for Southside High School, we have Emily Stockton. Okay, >> congratulations. Congratulations guys. Okay, moving on to our next presentation which is the attendance award. Superintendent. >> Mr. Board President, to recognize the campuses with the best attendance for the month of
046February, we have our team's director, Miss Sanchez. >> Welcome, Miss Sanchez. >> Good evening. Good evening, board president, board of trustees, superintendent Ramidas, and Southside community. Thank you for coming this evening. This evening, we're recognizing the February attendance winners for the 2526 school year. I'm going to go grab my toes. I'll be right back. So, sorry. To kick it off, we have our secondary winner, which is Loya Middle School. Thank you, Principal Blackman. If you would, >> I went to pick it up this week and she says, "Am I getting it right back?" I said, "Yes, ma'am." And next we have our elementary winner and that is Freedom Elementary with a 92.8%. >> Move this right up. >> I'll get you. >> Oh, don't worry. I got you. I need to carry one of those
047lanyards. >> Thank you so much. >> She's going through my wallet. Putting that back. Mr. Mater and Mr. Martell, I don't know. Just getting very comfortable over here up here. So, >> all right. Congratulations to our attendance award winners. Uh, moving on to our next item, which is information on the review of the financial statements for February 2026. Superintendent, >> Mr. Board President, for the report on the finances for February, we have our CFO, Mr. Kales. >> Welcome again, Mr. Kales. Good evening again. Um, finances for the end of February. This is halfway through the year for us right now and we're we're still um not not too much to update the board on actually. We're we're we're still the same spot. We're we're revenues are going to be tough time meeting that that full
048revenue amount. And um of course expenditures um I mean everybody's seen everything from gas to um we're still seeing the deflationary issues with with cost and so things remain tight. We made time for every campus, every department and then of course for the complete district-wide budget. Um we we have um at $73.5 million and halfway through the year we have spent a little bit more than half um halfway through the year. Once again, that is intentional to get as much money spent. Um, I think there's eight days till testing now, something like that. Um, we want to make sure we get everybody everything they need to start the year. Of course, now we start to slow down on the spending and and that's where we're at right now. Um, moving on to the food service,
049we have a $9 million budget, 9.5 in uh expenditures there. So we we have um a budget that exceeds what our revenue is anticipated to be and once again that is planned. We have brought that to the board and we've also brought the items that we are um working with the cafeters and what that money will be spent on. Um their revenue is 4.9 million. Their expenditures are 4.8. Once again that's very typical for this time of year. You want to see your revenues being a little higher than your expenditures because they will have payroll in the summer months and and not not have the revenue from the feeding the students. So, they're also on track right now halfway through the year. Um, and the debt service fund, $8 million. We still have a balanced
050budget there, $8 million and 8 million. We will um most of our tax collections come in through January, February. So, we'll continue to watch how much comes in. Um, if you remember last year towards the end of the year, we did defease um some some additional bonds. I think approximately $5.5 million. So, as this additional revenue comes in there, we will bring you the same. Uh the board did adopt a resolution in August to to do the same thing. Um so we'll see how much more of that debt we can continue to pay off early. Um we will see a you can see a payment here. We did have a payment in February, the 1.9. We finally have some expenditures in here. Um we will see the next big expenditures inside the debt service fund
051in August when we have our second payment for the year. And that is a finance update. >> Thank you, Mr. Gales. Any questions or comments for Mr. Gales? >> Appreciate it, sir. Thank you. Um, >> I do have one. So, on your plant maintenance and operations on your general funds on the regular general funds page. >> Yes, ma'am. >> Did we just not did we just not round it up and we left the cents in? Is that what what I'm seeing or >> correct ma'am? There there's no pennies inside the 7 $73 million budget. That's correct. On the expend when we're actually expending, of course, there is, but on the budget, there are no pennies. um it causes rounding problems as you um have $73 million you roll up. I don't know if you caught
052it, but on that report that we had, it had 71 and $1. So, as this these pennies round into uh the PEM software, it can round it up or down a dollar or two. So, in order to keep from having those rounded numbers, we like to keep it with no pennies in the budget. >> And I and I say that, Mike, can can you put it back on that slide? >> Yes, ma'am. I just want to make sure that I'm seeing this correctly. So, under 51 when you go under the outstanding encumbrances. >> Yes. >> That's a big number. >> Yes, ma'am. Um 485,000 of that. I'm using round numbers. I don't remember exact amount of the chillers. Um so so almost half of that is one item in the chillers and and then um
053I think we have some utilities that we encumber also inside inside that. So um we tried to get a good idea of encumbering as much of things that we know we're going to have to pay. So that money is now encumbered and can't be spent somewhere else. >> Okay. So it was a one-time shopper like just a onetime incumbrance of all that or >> Yes, ma'am. >> Okay. I think like like 450 of that was one time, right? >> Yeah, about 450 if I read correctly. >> Thanks. >> Any any other questions? >> It it just app >> I had to go take a second look. >> Okay. Thank you, sir. >> Okay. Um don't go too far. Uh we'll move on to new business. Discuss and consider approval of the general fund budget amendment
054number two. Superintendent. Mr. Mr. Board President, administration is requesting to do a budget amendment number two to make sure budget adjustments are made to cover all expenses. We have Mr. Kales with a presentation. Budget amendment number two. Um going back a recap for number one was the 4% raise. We we brought a budget in in September right away. Um budget amendment number two is um a midyear cleanup adjustment. It's all the things that we need to catch. we need to make adjustments, things um things that were coded differently, could have been even a mistake or something we needed to adjust in the budget. But the um February budget amendment is halfway through the year and what we're doing is making small adjustments um to all the functions in order to stay in compliance. Um the
055one item that actually required us to bring is the payment for the regional school um for the death. we had um um extra student in there which raised our cost and that's what that $32,000 is in function 93. So that was a reason for bringing it plus just midyear time time to make midear adjustments to the budget. >> Thank you Mr. Carales. Any questions or comments for Mr. Carales? Okay. Uh, at this time, do I have a motion for approval of the general fund budget amendment number two? >> I'll make a motion to approve the general fund budget amendment number two. >> Thank you. Mrs. Salisar makes the motion. Do I have a second? >> I'll second. >> Mrs. Silva, second. Miss Olivarez, >> yes. >> Mrs. Zang Robles, >> yes. >> Mrs. Morales Garcia,
056>> yes. >> Mrs. Salazar, >> yes. >> Mrs. Silva, >> yes. >> I just Yes. Motion will carry. Uh, at this time, we will not be going to close meeting. And I think this might be a record meeting for us. Uh >> so u at this time I will make a motion to adjurnn. I have a second. Miss Salisar second. >> All in favor say I. >> I. >> Okay. The time is now 6:22 p.m. and we are adjourned.