The district can accept suggestions from Hays CISD residents; taxpayers; business and nonprofit partners; and current and former students, staff and parents. Use the suggestion form button at www.hayscisd.net/naming2026.  The name suggestion window is open until noon Friday, Oct. 30, 2026.

Current district policy allows new schools in Hays CISD to be named after former district employees who made significant contributions/ accommodations to better the educational experiences of district students and left employment with the district in good standing or a historical or geographical site in the community, but not the name of a subdivision with no historical significance.

Following the closing of the name suggestion nomination window, a name suggestion report will be presented to the Hays CISD Board of Trustees, which is likely to select final names for the schools no later than December 2026.

According to Human Resources director Christina Courson, the Chapter 26A Grievance Policy was adopted as part of Senate Bill 12, which provided several protections for parents and their rights. Among other changes, this included a 60-to-90 day filing window for grievances. The district has amended their policies for FNG — parent/student complaints — DGBA — employee complaints — and GF — public complaints — to adhere to this change. However, Courson noted that this extended timeline has raised several concerns for staff, as it delays the resolution of disputes, taxes administrative capacity and causes evidence to “become stale,” since video footage is lost after 30 days and memories fade. It also allows evidence to be submitted throughout the entire escalation process.   

“Right now, somebody could technically file a grievance on something that was a year ago. That’s passed the 60 [and] 90 days, but the new law requires us to still hear it. We can’t dismiss it based on untimeliness and we still have to address the substance of the concern. That creates an issue. If it was a year ago, the person [may] not even be employed here anymore and we definitely don't have clear memories of what happened at that time,” explained the director, adding that staff also does not have the capacity to complete what is required.

The district’s previous policy dictated that complaint forms must be filed within 15 days of the individual knowing of the complaint. Additionally, all evidence must be presented within the Level One conference, rather than throughout the duration of the investigation to other levels, which is allowed by Chapter 26A.

Following these state-mandated policies takes away local control, said Courson, which is the entire purpose of being a District of Innovation (DOI). DOIs were created in 2015, after the 84th Legislature passed House Bill 1842 to provide public school districts more local control on certain provisions of TEC and allowing the same flexibilities as charter schools.

The district and board is exercising its right as a DOI to file an amendment to its grievance policy to better fit its needs, said Courson. The exemption would apply to Chapter 26A, Section 26A.001 Grievance Policy; Section 26A.002 Timelines for Filing and Appeal; Section 26A.003 Posting of Procedures and Forms; Section 26A.004 Testimony Before State Board of Education; and Section 26.011 Grievances.

“The net effect is that 26A shifts us from a more efficient, timely resolution-oriented model, to a longer one that increases the administrative burden at a time when we’re all doing more with less,” she said at the Sept. 21 meeting. “So, this would be a return to [some of] the process[es] that the district used successfully, prior to Senate Bill 12.”

If approved, the amendment would provide an exemption and the district and the board could look at returning to a similar grievance policy held in the past. The Local Innovation Strategy & Plan, according to agenda documents, states that the district’s previous policy provides an opportunity for grievances to be solved through informal means. This, in turn, allows to sometimes bypass the grievance timelines, since the resolutions can be prompt, permitting for more transparency, responsiveness and engagement.

The future policy, if approved by the board at a later date, would still provide every core protection, she explained, as there would be notice, an opportunity to respond, a hearing, an appeal, a level three board hearing and a written decision. What primarily changes is the timeline structure, filing deadlines and whether evidence is capped at the first level, which is consistent with judicial practices, said Courson.

“The ask is to please approve this exemption from 26A and 26.011. Not because we don’t want to be accountable. We’ve always been accountable, but we want local control over our grievance policies,” concluded the director.

Trustee Courtney Runkle had a slew of questions that she prompted prior to the Sept. 21 meeting, including: How many grievances has the district had for the 26A requirements to create an issue; why do we believe the person whose decision is being challenged should be the person deciding whether that decision was appropriate; can counsel explain exactly what the district is exempting themselves from; and what protection does a parent lose by allowing them 30, 60 or 90 days to initiative a grievance.

“I had hoped I would have had these questions answered prior to tonight’s meeting, so that I could review them and feel a little bit better about this,” said Runkle. “I hear what you’re saying; Chapter 26A was put into place to expand parental rights, one of which I very much am in support of. I do recognize that this may put some strain on our staff, so I really want to understand all of these things before I make a decision.”

Courson noted that the trustees did not yet have to vote, as it wasn’t required until the Sept. 28 meeting, which would provide time to get the questions answered. She also added that the amendment emphasizes the district’s ability to address parent concerns in a timely manner, when the evidence still exists and those involved are still employed.

“In short, our amendment doesn’t take away parents’ rights; it holds all to a higher standard of response to make sure that we create a resolution in a timelier manner,” said Courson.

Suggesting considering more about the process was Geoff Seibel, who stated that this is an opportunity to look at what the state is trying to do with the law and how Hays CISD’s policy aligns or misaligns with it. He shared that the state policy seemed to be more vague, which could mean that the district may need to look at its policy and perhaps provide a less structured approach, as a parent may try to file a grievance, but be cut off by time.

In response, Courson stated that the “beautiful thing about policy is that we can always amend it.”

She also stated that the district is working on a more centralized system, which will enable the district to track grievances and analyze them.

At the Sept. 28 meeting, Hays Educators Association member Addison Keller took to the podium to speak in support of the local policy, though added that the timeline for a grievance should start only once the individual filing could have “reasonably known about the problem.”

Superintendent Eric Wright explained that an attorney asked the board to consider the DOI amendment, due to the implications of not having timely grievances and the potential lack of video evidence with the new state policy, sharing that, “They saw a lot of glaring issues with it.”

“I’m voting no on [the proposed] amendment 22, but I want you all to understand why. I understand the purpose behind the amendment. I understand the desire for local control and I understand the concern that the grievance process created by Chapter 26A can take longer than what Hays CISD previously used,” said Runkle.

Although the protections for families would still be in place with the amendment, she stated that her concern lies within the time limit. Currently, state legislation cites an up to 90-day window to file a grievance, while the district policy is 15 days, she said. The language also prevents new evidence being added to the complaint after the first level. She feels it’s important to allow information to be entered into record, if needed. Finally, Runkle shared that the board would not be expected to respond to grievances, as the level two administrative decision can be upheld.

“The response I received to my questions, or lack thereof, was that we are simply being asked to approve the DOI amendment, so our previous grievance policies can remain in place and that additional administrative procedures or potential policy edits can be discussed after the amendment passes. I respect that position, but I reach a different conclusion about the sequence. I don’t believe we should exempt ourselves from these protections first and then, decide later which protections we want to put back,” emphasized Runkle.

Trustee Esperanza Orosco stated that she will be voting in favor of the amendment, as she has both filed a class action grievance against a district and has represented multiple employees, she “understand[s] how the process works and our administration really has worked hard to make it a fair and equitable system.”

The amendment was approved 6-1, with Runkle dissenting.

Although the amendment is approved, there are still several steps to go through before the grievance policy is formally changed, said Courson. Despite this, she noted that staff is recommending returning to most of its former policy.

Following the meeting, Courson sent the amendment for approval to the Texas Education Agency, which has confirmed receipt. Next steps include creating a policy that deviates from the Senate Bill requirements, receiving approval and recommendation from Policy Pals — the subcommittee that reviews policy proposals — and bringing it back to the board for final approval.

The Hays CISD Board of Trustees held a special meeting Oct. 6 and will continue its regular schedule Oct. 19.

This item follows the board approving the 2026-27 budget in June. The initial proposed tax rate, said Chief Financial Officer Randy Rau, was $1.1052. But after receiving the certified property values in July, along with the Texas Education Agency’s (TEA) final maximum compressed rate (MCR) calculation for the district, the final tax rate is lower than expected, said Rau, at $1.0985.

Maintenance and operations (M&O), which fund’s the day-to-day operations of the district, and interest & sinking (I&S) — strictly for debt repayment — make up the two portions of the tax rate.

The M&O rate also has two components: tier one and tier two, said Rau. According to TEA, tier one, or the MCR, is $0.6102 and is adjusted based on changes in the district’s property values. Tier two is labeled enrichment and provides additional funding after tier one.

Currently, DSISD’s tier two rate is $0.1383, bringing the total M&O rate.

“When you look at the I&S rate, it’s a little bit easier to calculate the I&S rate than the M&O. Essentially, you look at the debt payments that you have in a given year, you take into consideration your property tax values that you received and there’s a calculation that you go through that helps set that rate,” explained Rau, adding that state funding is also taken into consideration and whether the district wants to use its fund balance to lessen the rate.

The new proposed tax rate of $1.0985 is both $0.0067 less than the recommended rate from June and the 2025 tax rate.

This means that the average homeowner with a house value of $562,547 would pay an estimated $6,179.58 in taxes for DSISD.

Trustee Rob McClelland stated that there are several positives to this tax rate, including a modest raise for the teachers,  support the programs they have, carry the ability to fully fund the district and the fact that it’s lower than last years.

He also noted that the rate is $0.004389 away from the no-new-revenue tax rate, which is good because “the goal of this board has been to get as close to that rate as possible. We want growth to pay for growth.”

The no-new-revenue tax rate for 2026-27 is $1.094111 and is the benchmark to produce the same amount of taxes for the same properties as the year prior, according to the Texas Comptroller.

“Yes, oceans of work went into this and it’s wonderful for taxpayers, but at the end of the day, we didn’t come close to giving teachers the raise that we wanted to, [yet] we’re still sending millions back [to the state] in recapture. So, to everybody listening, the 90th Legislative Session starts in January, but the interim charges are being formed right now,” said trustee Mary Jane Hetrick. “It seems fundamentally unfair, as it has for so many years in this district, that we send millions back to the state. And I will say that any donations to the [Dripping Springs] Ed[ucation] Foundation, the state can’t touch.”

Hetrick then motioned to set the tax rate at $1.0985 per $100 valuation for the upcoming fiscal year. It passed 7-0.

The Dripping Springs Board of Trustees will meet next Oct. 19.

Waypoint is built around a simple idea: kids learn best when academics and the outdoors both get their due, according to a news release. The campus sits on eight acres tucked inside the 120-acre Hog Heaven Sporting Club property off of Ranch Road 12, serving students in four grade-band cohorts, each designed for where kids actually are developmentally.

Waypoint is a specialty school within the Alpha School family and shares Alpha's academic model. According to the release, the school makes three commitments to its families: kids will love school, they will learn 2X in two hours and they will learn life skills.

Through advanced technologies and mastery-based learning, Waypoint students complete core subjects in just two hours daily. The approach combines adaptive artificial intelligence for personalized 1:1 learning, mastery-based methods for deep understanding and time management techniques, like the Pomodoro method, to keep students focused and thriving.

The results show up in the data, the release continued. On average, students grow 2.6 times faster than their peers on nationally normed MAP tests, the majority consistently outperform national averages in the 99th percentile and top performers achieve up to 6.5 times growth.

That efficiency frees the rest of the day for what makes Waypoint distinct. Afternoons are devoted to life skills workshops covering resilience, grit, leadership, teamwork and communication, public speaking, financial literacy and more. Workshops take place outdoors, with students building, kayaking, hiking and working through everything from survival skills and navigation to archery and leadership exercises. In that kind of dynamic natural setting, kids build confidence, resilience and real-world skills that hold up well beyond a classroom.

At Waypoint, they believe that classrooms don't build leaders; the wild does.

Waypoint is a fit for kids who light up outside and for families who sense the lecture-based classroom is not working for their child, the release concluded.

To learn more or schedule a tour, visit https://waypointacademy.school or contact admissions@waypointacademy.school.

Garza grew up around sports, with her father being a football coach, and fell in love with basketball at a young age.

“Basketball was my first love. It was the first thing I was really, really good at and it’s still now this never ending journey toward growing better and better at a skill,” she said.

This opportunity to grow is what attracted her to the sport. She shared that it required “the audacity of self belief,” which stood out to her. It taught her “how to stare fear in the face and have a conversation with it, rather than letting it dictate what I do.”

It also offered room for spite, though whether or not this was healthy, she said, laughing, was up for debate.

“I had coaches tell me I was never going to make it, that I was never going to be good enough to play at the next level and those are the types of moments in your life, where either you make the easy choice to be defeated or the harder choice … to believe in [yourself],” Garza said.

While choosing to believe in herself was important, she shared that it was also difficult having everyone against her, which was her experience at Hays High School, where she was bullied. It wasn’t until she transferred to Lehman High School that she had the support she longed for.

“It was the first time I remember stepping into a space where everybody's arms were open and my coach, coach [Daniel] Pruess, at the time really gave me the keys to the whip and let me lead,” she recalled. “So, Lehman was the first place where somebody, some leader of mine, finally gave me the chance to step into a leadership position, which is all I really ever wanted to do.”

This initiative to lead would follow Garza to Baker University after she was recruited and offered a scholarship to continue basketball.

Her first year there, the team had a 20-win season, meaning that out of a 32 games, the team won 20. This was remarkable, she emphasized, as the team previously hadn’t even won half of its games in years.

One of the most memorable moments from her time at Baker was “the best bet [she] ever made.”

After the success of her junior year, she made a bet with the coach that she would take the team to nationals and when she did, he would offer her an additional semester scholarship, so that she could study abroad. Ultimately, she kept her end of the bargain and reached the Sweet 16.

Garza concluded her time at Baker University in 2015. She continued her sports career in education, earning a master’s in both sport psychology and education. From there, she began Shooters Shoot LLC, where she works as a professional student coach, teaching young players how to shoot basketballs.

She also has a nonprofit titled Changing the Game, which is currently running a Shoot Like a Girl campaign, focused on creating more access, resources and opportunities for girls.

More than a decade after graduating from Baker, she received a call from the assistant athletic director, letting her know that she would be inducted into the Athletic Hall of Fame.

The university’s website notes that the Athletic Hall of Fame was crafted to honor its former athletes in order to foster the relationship between them. Nominees must have completed two full seasons, while those that have earned several letters, set records or won honors are given preference.

“Garza established herself as one of the top players in the NAIA, earning Heart of America Athletic Conference Player of the Year and NAIA All-American honors in 2013-14. In her senior season, she helped lead the Wildcats to a 27-7 record and the first NAIA Round of 16 appearance in program history. During that historic year, she scored 509 points, the third-highest mark in Baker women's basketball history and recorded 150 assists, the second-most in program history,” said the university. “Through her work [after graduating], Garza has continued to make a significant impact on the game of basketball as a coach, educator and entrepreneur."

“It means that all of those 12-hour drives my mom made from Kyle, Texas, to Kansas City didn’t go to waste,” she said, laughing.

Garza stated that she believes her approach to the National Association of Intercollegiate Athletics is what made her stand out, sharing that her “ball is life” mindset was not common amongst players. Additionally, she made sure to be active in the school community through attending games and participating in events, adding that she also regularly participated in the bowling tournaments.

“It’s a reinforcement of all of the things [I] talked about, like being told one thing or being made to believe that you weren’t going to achieve something or that you weren’t good enough for something and not letting that frustration dictate the choices I made. You have to learn the skill of overcoming [difficulty] to ripple into everything that you do. I think that this is the ultimate ripple,” she concluded.

“ACC has a responsibility to be good stewards of our resources. That means planning ahead and making thoughtful decisions about how we use taxpayer dollars. Through careful budget oversight, I’m proud the board has positioned ACC to manage this year’s property tax revenue without reducing programs or services,” said Sean Hassan, ACC board chair. “At a time when many Texans are facing higher costs, we’re pleased that the average ACC property tax bill will decrease, while the college continues to invest in our students and the communities we serve.”

The board approved a tax rate of $0.103643 per $100 of property valuation, including $0.09 for maintenance and operations and $0.013643 for debt service, according to a news release. Based on the adopted rate, the annual amount of taxes imposed on an average home valued at approximately $537,358 will be $557.

“Affordability is at the heart of what we do at ACC,” said ACC Chancellor Dr. Russell Lowery-Hart. “This tax rate allows us to keep investing in the people and programs our students rely on, while recognizing that every dollar matters to the people and communities we serve. We want ACC to remain a place where cost doesn’t stand in the way of opportunity.”

The slightly higher tax rate is offset by a larger decline in property values across the ACC District, resulting in an estimated 2.2% decrease in average ACC property tax bills, said the release. The decrease applies to both residential and commercial property owners. For homesteads, the average tax bill is expected to decrease by approximately 1%.

The increase in the tax rate is related to debt service for bonds issued as part of the voter-approved 2022 General Obligation Bond Referendum. ACC's maintenance and operations tax rate is capped at $0.09.

According to the release, ACC's approved tax rate continues to rank among the lowest of Texas community colleges.

Property tax exemptions remain

ACC continues to offer property tax exemptions for eligible homeowners:

• Homestead exemption: ACC provides a $5,000 homestead exemption to all residential taxpayers or 1% of the property's value, whichever is greater.

• Exemption for seniors and homeowners with disabilities: ACC provides an additional $75,000 exemption for homeowners age 65 and older and homeowners with disabilities, for a total homestead exemption of $80,000.

• Commercial property: Commercial properties are taxed at the same ACC tax rate as residential properties. Under the Texas Property Tax Code; however, commercial properties are taxed on both real and personal property, while residential properties are taxed only on real property.

Annual budget

In July, the board adopted a $583 million operating budget for FY27. Approximately 67% of ACC’s annual budget comes from property tax revenue, with additional support from tuition, fees and state funding.

The board also voted earlier this year to maintain in-district tuition rates for the 13th consecutive year.

For more information about the college’s budget and tax rate, visit bit.ly/4AVfHhR.

Prior to adoption, Chief Financial Officer Deborah Ottmers presented the board with background information at its Sept. 21 meeting. She noted that the district budgeted for 25,400 students at 28 campuses, with 3,500 employees across the 221 mile area it covers.

In order to calculate the tax rate, the district has to wait until July for certified property tax values to be released from the Hays Central Appraisal District, she said.

“When we get those July certified values, we use those in the months of July through September to come to the point of adopting the tax rate. We do have to publish notices. We start the first one in June, when we’re about to adopt the budget, and if we have to we will have a second notice published in September. At this point, we did not have to do that because our tax rates are equal to or lower than our initial posting,” said Ottmers, adding that the initial proposed rate, prior to certified values, was the same as 2025 at $1.1546 per $100 valuation.

Despite the rate not changing, estimates in April assumed that an average homeowner with a value of $182,110, after the homestead reduction, would expect to pay $86 less than before, for a total of $2,103.

“We end up seeing now a different tax rate, now that we have more detailed information with the July [certified value] amounts,” Ottmers explained.

Because the home values actually increased, the district’s Texas Education Agency’s (TEA) calculated compressed maintenance and operations (M&O) tax rate decreased from $0.6169 to $0.6023.

Based on these numbers, the new tax rate would be $1.1400, a $0.0546 decrease. This includes an M&O rate of $0.6523 — which includes $0.0500 of copper pennies, also known as enrichment funding — and an interest and sinking rate of $0.4877.

Now, an average homeowner with a value of $173,290 after homestead exemptions can expect to pay $1,976, for an estimated $210 savings from 2025 for the year.

“Because we are in that grey area, where we could potentially become a recapture district with excess local revenue and have to send money back to the state, they want to look at all of our information and agree that we’re in good shape and that we know what’s going on … and then, we have to wait for this letter to come back [from TEA] to approve for us to adopt the tax rate,” said Ottmers, adding that the letter was dated past their last meeting in August, so they had to wait, though TEA does not anticipate that the district will have to send money back.

“Thank you for you and your team for definitely doing all the work needed to make these things happen for our community. It’s so important. We’re all — most of us — are hurting financially right now, so every bit counts,” said trustee Esperanza Orosco.

The board of trustees approved the tax rate at $1.1400 unanimously at the Sept. 28 meeting.

The city of Woodcreek notified the community that on Monday, Sept. 28, a portion of Woodcreek Drive became closed for construction, read a news release. The closure will extend from Champions Circle in Woodcreek to Cypress Point — roughly the north side of the bridge near Cypress Falls.

The closure is expected to last approximately five weeks. The road is anticipated to re-open in early November.

This closure means that vehicles will be unable to travel through Woodcreek on Woodcreek Drive from FM 2325 to Ranch Road 12 and vice versa.

WISD is aware that many parents use this route to travel from Jacob’s Well Elementary or secondary campuses to Blue Hole Primary. Other routes include Jacob’s Well Road, Emergency Lane or La Buena Vista.

For questions regarding the construction project, reach out to the city of Woodcreek at 512-847-9390.

DRIPPING SPRINGS — Dripping Springs High School announced the 2026 Homecoming Court, including senior nominees for this year’s King and Queen, as well as the Duke and Duchess candidates for the freshman, sophomore and junior classes, Thursday, Sept. 17.

Homecoming Week will feature several community events on Wednesday, Sept. 30, leading up to the Oct. 2 football game against Buda’s Johnson High School.

Homecoming Parade, Pep Rally & Carnival – Wednesday, Sept. 30
The Homecoming Parade will take place at 6 p.m. Wednesday around the DSHS campus. A community pep rally will follow at 7 p.m. at Tiger Stadium, where the Dukes and Duchesses will be presented. The night's festivities will conclude with a carnival at 7:30 p.m. in the G Lot, located north of Tiger Stadium.

Community members may park in any DSHS parking lot, but are encouraged to arrive before 5:50 p.m., as the campus will be closed to traffic until after the parade has concluded.

Homecoming Game – Friday, Oct. 2
The Tiger football team will host the Johnson High School Jaguars at Tiger Stadium at 7:30 p.m. Friday. The 2026 Homecoming King and Queen will be crowned at halftime.

Hwang, a professor of civil and environmental engineering in TXST’s Ingram School of Engineering, received a $457,000 grant from the city of Kyle for the three-year project, “In-Reservoir Water Quality Management with Floating Wetlands,” according to a news release.

The research comes as Kyle continues to grow rapidly. U.S. Census Bureau estimates show the city’s population jumped by 53% from 2020 to 2025, reaching 69,917 residents. Continued development can increase stormwater runoff, which can carry sediment, nutrients, bacteria and other pollutants into local waterways.

Lake Kyle is a 12.5-acre recreational lake, where residents can fish, walk trails, picnic and spend time outdoors. Cleaner water can support recreation, aquatic habitat and waterways beyond Kyle, as Plum Creek flows through Hays and Caldwell counties before joining the San Marcos River.

“This grant represents recognition and trust from the community that our research can contribute to addressing real-world environmental and water challenges,” Hwang said. “It provides an opportunity to translate our academic research into practical solutions that can directly benefit the community.”

Floating wetlands are buoyant platforms planted with wetland vegetation. Their roots dangle into the water, where they absorb nutrients, such as nitrogen and phosphorus, and host microorganisms that break down pollutants and trap suspended particles.

Unlike traditional treatment methods that rely primarily on mechanical equipment or chemicals, floating wetlands harness plants, roots and natural processes to clean the water. They can be anchored directly in lakes and ponds without requiring additional land or major infrastructure.

Hwang’s team is monitoring Lake Kyle to measure current water quality conditions and pinpoint potential pollution sources. The researchers have already tested a small-scale floating wetland in the lab and are now testing a larger version under conditions that better match Lake Kyle, continued the release. The team expects to launch the floating wetlands in spring 2027, followed by continued monitoring to measure how well they work.

“Our research goes beyond the laboratory,” Hwang said. “Rather, we are working on-site and testing a nature-based solution that could have practical value for the community.”

As part of its baseline monitoring, the research will also screen for contaminants of emerging concern, including per- and polyfluoroalkyl substances (PFAS) — often called “forever chemicals” — although PFAS have not been identified as a current water quality problem in Lake Kyle or the Plum Creek Watershed.

Hwang is the project’s sole principal investigator, leading a team of doctoral, graduate and undergraduate students from his HEDGE Research Group. The student team includes:

• Pranesha Dangol, a civil engineering undergraduate student who focuses on water quality monitoring and analysis.

• Prajwal Bhattarai, a civil engineering doctoral student who works on the design and construction of the floating wetlands.

• Bibek Paudel, a computer science undergraduate student who supports data analytics.

The project will give Kyle clearer data and new tools to protect local water resources as the community grows, while providing a model other cities can adapt to their own water-quality challenges, said the release. By pairing natural processes with existing treatment and stormwater practices, the research could help shape a more sustainable approach to managing water across Texas and beyond.

The award recognizes the university’s success in transforming a voluntary, co-curricular learning opportunity into a broad engagement strategy that connects students, faculty and staff with flexible, online, industry-recognized learning opportunities aligned with high-demand skills and career pathways, stated a news release.

“Texas State’s Coursera Career Academy initiative demonstrates what is possible when career readiness becomes an integrated part of the student experience,” said Jorge F. Figueroa Flores, vice provost for Academic Innovation at TXST. “By connecting students’ academic interests and majors with employer-valued skills and credentials, we are helping prepare Bobcats not only for their first opportunity after graduation, but for lifelong learning and career advancement.”

Through Coursera Career Academy, TXST provides students, faculty and staff with access to credentials and learning experiences from leading companies and organizations. For students, the initiative offers an opportunity to complement their academic majors with industry-recognized skills that can strengthen their competitiveness for internships, employment and future career opportunities, continued the release.

The initiative also engaged faculty in exploring new approaches to teaching and curriculum innovation. Through webinars and the Coursera Faculty Institute, instructors learned how Coursera content could complement courses and support workforce-relevant competencies, creating opportunities for curricular integration alongside co-curricular learning.

Rather than simply providing access to an online learning platform, TXST developed a coordinated engagement ecosystem involving students, faculty, staff, university leadership, media outreach, curriculum integration and student government advocacy.

Student government support further demonstrated the campus-wide value of the initiative and helped reinforce the importance of accessible, career-focused learning opportunities for students.

“Coursera Career Academy has helped Texas State build a culture in which students can pursue both the knowledge of their academic disciplines and the skills employers are seeking,” said Figueroa Flores. “This recognition reflects the collective work of our campus community to make career readiness and lifelong learning part of the Texas State experience.”

Certifications were earned across a variety of career pathways, including animal science, biotechnology, business, communications, computer science, engineering, floral design, health science, transportation and welding.

Students in the health science pathway earned the most certifications at 102, including 50 Certified Clinical Medical Assistant (CCMA) certifications. The AWS D9.1 Sheet Metal Welding certification was the most awarded certification, with 54 students earning the credential.

Whether students plan to attend college or enter the workforce directly, these certification courses equip them with valuable technical, communication, collaboration and leadership skills, stated the district in a news release. These credentials help students build strong career portfolios and earn higher wages. They also provide foundational knowledge and skills critical for future jobs, giving students a competitive edge.

A complete list of students earning certifications can be found at www.dsisdtx.us/o/dshs/page/career-and-technical-education.

School districts whose local revenue exceeds the level of entitlement established by the state are required to reduce their excess local revenue under Texas Education Code (TEC) Chapters 48 and 49, according to agenda documents. This has historically been known as “recapture” or “Robin Hood,” but is now referred to as excess local revenue by the Texas Education Agency (TEA).

DSISD is required to use one or more of the statutory options to reduce excess local revenue, in which the district has chosen to pursue the purchase of attendance credits again for the 2026-27 school year.

“It’s time for this law to change,” stressed trustee Rob McClelland. “This is getting old.”

Based on the approved budget, the district’s anticipated recapture payment is between $3.5 and $4 million, according to Chief Financial Officer Randy Rau.

The district could do “a lot” with those funds if it weren’t required to send it back to the state, said McClelland. This includes increasing teacher pay at a higher scale — something that was echoed during public comments by high school educator Chelsea Owens-Ramirez.

She explained that with 10 years of experience and two degrees, she will make just above $63,000 in base pay this year. Then, in March, her take-home pay will be less than $1,000, with taking maternity leave and daycare deductions into consideration — close to 75% of her paycheck.

“In the last eight years, we have had a total of roughly 16.8% in pay raises, not including the $5,000 given by the state. Seven out of those years have included an increase in insurance premiums and a decrease in [health savings account] contributions. Inflation over the same years has increased by 27% for this area, per the Bureau of Labor and Statistics. Again, 16.8% in pay increase and 27% in inflation increase,” she stated. “The median income per the Federal Census Bureau for [Dripping Springs] was between $120[,000] and $150,000 in 2024. The median house price here is $570,000 to $700,000. With current rates, that is a monthly mortgage payment of about $4,000 for this area using the bottom of that range. That's $48,000 a year for housing and would leave somebody at my pay stub with $1,250 a month for utilities, payments, food [and] gas; this is just for a single household income with no dependents.”

Owens-Ramirez continued on to cite that the National Education Association ranked Texas as 46th in percent change for keeping up with increasing teacher pay over the last two years and current dollar salaries for classroom teachers has decreased by an estimated 4.6% since 2016.

“I'm tired of emails that say the board is pleased to announce a 1% pay raise, like I should be thankful for less than the bare minimum. In a board meeting years ago, it was stated: If teachers want more than a 1% raise, we need to know that before a specific date. In what reality should we be content with 1% when inflation is higher? We are losing educators because we cannot afford to live here nor anywhere nearby on our own and we shouldn't have to rely on a second income,” she said.

DSISD is required to pay the recapture payments or else it would be subject to other options, such as being forced to consolidate with a non-Chapter 49 district. While there could be a question of if lowering the tax rate could help, Rau explained that is not the case: “Essentially, the recapture payment is on our tier two, which is the money that we voted to increase. So, the tax rate that the voters voted to help the district out is really where we're sending money back, which are copper pennies.”

“There's no other option and if we don't have copper pennies, this district cannot be fully funded and we can't pay for all the programs that we offer … Obviously, we're going to do this because there's no other option, but I think it's important as we have conversations about compensation, about all kinds of things we're doing in this district, that we are constrained heavily by this law, Chapter 49 of the Texas Education Code,” McClelland stated. “So, if we're looking for something to get behind reforming in the next legislative session, this would certainly be one of them.”

There was also a slight increase of $50 per student for the average daily attendance allotment that the district receives from the state, but DSISD does not get all of that funding, unless every student comes to school every single day, trustee Kim Cousins clarified.

“So, it's very misleading thinking that we get this basic student allotment and it's around $6,500 and … our average attendance, I believe, is 96.5. That drops it to about $5,800 or so in funding for the students in this district,” she said. “It's just getting very, very difficult to make these ends meet with the constraints that we have and what the state continues to tell us what to do.”

Board president Shanda DeLeon noted that these kinds of conversations would be good to continue with the legislative subcommittee, so the ideas can be put on paper on what the district is fighting for.

School districts have been advocating for transparency in taxation and funding for at least the last three or four legislative sessions, said trustee Olivia Barnard. However, she said that it’s going to take parents and taxpayers also talking to the legislatures to help make a difference, because $5 billion a year in the state of Texas that is collected under school district taxation “does not stay in education; it goes to the state general fund.”

The board unanimously approved an agreement for the purchase of the attendance credits, which includes the delegation of the superintendent to obligate the district under TEC Chapter 49.

The broad strokes of The Celia Fund initially came in 2022, in honor of the life of Hudnall’s aunt, who, preceding her death, was known as a public educator for at least 30 years, avid gardener, relentlessly curious person and lifelong learner with a spirit to teach those around her.

“I really wanted to just honor her and her life, and her work and her spirit. The other reason is that the name itself, Celia, means ‘of heaven,’” Hudnall shared. “It just seemed like the perfect fit for the fund.”

The profession runs in Hudnall’s blood, as several other members of her family — including herself for 15 years — have worked in education. After a year of trying to juggle her own business and career, but then being faced with financial needs as a parent — even through multiple salary increases over the years — she left the profession in 2019.

While teachers could be making $65,000 per year, for example, and having the summers off, there are deductions that still come out of their paycheck, including the cost of health insurance — with increases if their children or spouses are on their plan — federal taxes and retirement, Hudnall emphasized. These impact the take-home pay for public educators.

Hudnall found that while there are online fundraisers for classroom supplies, or websites like Teachers Pay Teachers, where they can purchase lesson plans or suggestions for a small cost, there are limited options for just financial assistance.

“As much as they're appreciated, they don't really need another Starbucks gift card. They don't. Again, as much as it's appreciated, they don't need a massage. No, they need help, real financial assistance,” she said. “That was really where the beginnings of the idea came from and then, as I started to search [for] any kind of financial assistance that was targeted towards public educators; as far as I can tell, there is nothing out there. So, I thought, ‘Well, there's nothing out there, so what can I do to fill this gap? And so, it just kind of grew from there.’”

The founder is currently in the process of raising $75,000 for The Celia Fund to support the secure lending platform, organizational systems, launch preparation and first rounds of low-interest emergency loans.

Though grants are “certainly” a second goal for special causes, Hudnall said that she decided to focus on loans, due to the potential for growth and being able to help more people.

“The number of people that we could assist would simply be limited by the amount of money that we could fundraise, whereas, by creating a revolving loan fund, we raise the initial funds for that first round of loans,” she said.

The loans would need to be paid back; however, the goal is to have the interest rates remain well under 10%. Hudnall explained that this gives the teachers the option of not being forced to use an emergency credit card, where they are having to pay 20% or more interest.

Currently, the planned eligibility for the loans is for qualifying public educators and is expected to include currently-employed classroom teachers, counselors, librarians and other certified public-school educators who meet the program’s income and emergency criteria.

Hudnall said they are still in the process of determining eligibility specifics and qualifying emergencies, in addition to fundraising and having conversations with educators to gauge how this assistance would have helped them, before opening applications.

She is piloting the fund in Wimberley ISD, but is looking to quickly expand to the San Marcos, Dripping Springs, Hays and Blanco school districts.

For more information on The Celia Fund and learn how to make a donation, visit www.theceliafund.net.

A 2005 graduate of DSHS, Szkotak has served as the assistant coach for Tiger baseball for five years. During his tenure, he has helped lead the Tigers to four state playoff appearances and guided more than 30 players to collegiate baseball careers, stated a news release.

As the program’s pitching coach, Szkotak was named the 2025 Region 8 Assistant Coach of the Year by the Texas High School Coaches Association. That season, he helped lead the Tigers to their first district title as a 6A program, a then-school-record 29 wins and a berth in the state semifinals. The Tigers continued that success in 2026 with a second straight state semifinal appearance, while setting school records for wins at 32 and shutouts at 13.

During his playing career at DSHS, Szkotak was a First Team All-Centex and All-State selection as a pitcher and third baseman. He continued his playing career for McLennan Community College in Waco, before finishing at Concordia University in Austin. In 2006, he earned American Southwest Conference (ASC) Freshman of the Year accolades and went on to earn ASC All-Conference honors four times.

Following college, Szkotak played professionally for three years with the Big Bend Cowboys in Texas and the Florence Freedom in Kentucky, before transitioning to private and collegiate coaching.

Szkotak began his career in public education in 2020 as an assistant coach at Manor High School, where he helped the Mustangs record their most wins in more than 20 seasons.

He earned a bachelor’s degree in Kinesiology from Concordia University and a Master of Education from Sul Ross State University.

He replaces former head coach Chris Payne, who was promoted to assistant athletic director in July.

Beginning with the proposed tax rate, Chief Financial Officer Michael Doyle explained that because local property value grew by 2.87%, the state provides a compression to the maximum compressed tax rate (MCR). This resulted in the maintenance and operations tax rate decreasing by $0.0023, from $0.7088 to $0.7065. The interest and sinking rate is holding at $0.3011, making the total tax rate for the upcoming fiscal year $1.0076, as compared to $1.0099 from the current year.

“If you approve a higher rate, that automatically triggers a voter-approval tax rate election. If you approve a rate lower than your voter-approval tax rate, you're actually subject to penalization and you don't collect the funding that you would actually need to operate at a full capacity,” warned Doyle.

He then moved on to the operating budget.

“Our assumed [average daily attendance (ADA)] rate for next year is 2,400, which is pretty right in line with where we finished. We've completed this past school year at 2,401. We've really looked at trends in the past. We don't want to overestimate our ADA and assume that we're going to have more students at the end of the year collecting for us than what we [do because] that will cause a deficit at the end of the day. So, this is a conservative rate, but it also matches trends and it also is based on a 95% assumed attendance rate, which is holding steady to years past or the last couple years,” said Doyle.

The total revenue projected for FY 2026-27 is $45,493,063, combining: $38,630,586 from local revenue; $6,190,983 from state revenue, $549,644 from federal revenue; and $121,850 from other sources.

“We report our budget based on function to the state and that is how the board has to adopt the budget. It's down at the function level. You can see, again, the categories [for the expenditures in] the funding, if you will: the general fund, food service fund, debt service fund and total amount of the proposed budget. Within our general fund, specifically, our total expenditures are budgeted at $31,578,232 … You can see our total [food service] expenditures are budgeted at $1,169,335,” said Doyle, though for child nutrition, the district will be in a deficit, due to increased food prices.

The debt service budget expenditures sit at $12,185,767, continued the CFO, stating that staff is looking into debt and determining if the district will have the opportunity to pay it off early. This would “save the community money” and allow the district to work on its fund balance, with the possibility of a refund in the future.

The total proposed expenditures are $44,933,334.

Both the budget for FY 2026-27 and a tax rate of $1.0076 passed unanimously.

The Wimberley ISD Board of Trustees will meet next Monday, Sept. 21.

Through this expanded commitment, CHRISTUS Health will help provide meaningful educational opportunities for deserving student-athletes, including scholarship support and resources that help them thrive both academically and athletically, according to a news release.

"This partnership reflects our deep commitment to the health and success of student-athletes and the broader Texas State community," said Ernie Sadau, president and CEO of CHRISTUS Health. "Together, we are building on a relationship that spans athletic healthcare, clinical education and community care, creating meaningful opportunities for students and strengthening the communities we are privileged to serve."

CHRISTUS Health will also be recognized as a strategic official athletics health care partner of the university, with its logo featured on Texas State Athletics uniforms for home and away competitions across all sponsored sports starting this fall.

"We're excited to deepen our relationship with CHRISTUS Health through this innovative partnership," said Dr. Kelly R. Damphousse, president of Texas State University. "This collaboration will open doors for our student-athletes through expanded scholarship opportunities, while showcasing the strength of our community partnerships. We value our relationship with CHRISTUS Health and have been aligned partners with our global initiatives, campus involvement and athletics.”

For years, CHRISTUS Health has been a valued corporate partner of Texas State Athletics, supporting student-athlete scholarships, advertising across all sports programs and the health and welfare of student-athletes, the release continued. Beyond athletics, the relationship reflects a shared commitment to student opportunity, community well-being and the continued growth of Central Texas.

"This is a landmark moment for Texas State Athletics as we enter into the Pac-12 Conference," said Don Coryell, vice president for Intercollegiate Athletics and director of Athletics at Texas State University. “Their support will have a lasting impact on our student-athletes receiving a degree by providing them with the resources they need and we're grateful to CHRISTUS Health for their commitment to Texas State."

The award recognizes high school students who exemplify the "cooperative difference" by exhibiting traits of leadership, dedication to their craft and concern for their community.

“A team player puts in the hard work, gives their all and inspires those around them to be their very best,” said Mikayla Herron, PEC community outreach specialist. “These students lead both in the classroom and in their extracurricular activities, whether that’s football, band or theatre. We want to celebrate their efforts, sportsmanship and achievements and encourage them to participate in other PEC youth programs.”

Cooperatives work for the sustainable development of their communities. As the nation’s largest member‑owned electric cooperative, PEC is member focused and places a high priority on community giving through grants, scholarships, youth programs, appreciation events and more, stated a news release.

“We feel confident that investing in area students is investing in our communities. By providing enriched learning, programs and opportunities, it’s our hope that students will go off to college or trade school and return home to the Hill Country with all the skills and knowledge they’ve gained, so they can continue to strengthen and improve our communities for years to come,” Herron said.

PEC’s Power Player Award is one of several ways the cooperative gives back to area students and teachers through its community engagement programs, the release continued. PEC’s Educational Spotlight Grants help teachers fund dynamic classroom projects and the cooperative also provides $100,000 in scholarships each year to support area high school students. Collectively, these programs highlight the importance of PEC’s values and celebrate members who give back and strengthen their communities.

The deadline to nominate a student for PEC’s Power Player Award is Sept. 17. To be eligible, nominees must attend high school within or surrounded by PEC’s service area. PEC will announce winners and publicly recognize them later this fall.

Visit myPEC.com/power-player to nominate a student.

UIL initially approved WBGT as the recommended forecast measurement to be used for monitoring environmental conditions during outdoor physical activities in 2023. Then, the Medical Advisory Committee recommended to the Legislative Council that the policies should become mandated, which is now the case beginning with the 2026-27 school year.

WetBulb Globe Temperature

The WBGT tool estimates the effect of temperature, relative humidity, wind speed and solar radiation, leading to a more comprehensive overview as compared to the weather app found on smartphones, explained Dr. Jaismeen Nijjar, head of emergency medicine at Baylor Scott & White Medical Center - Buda.

“ ... When you are in a high humidity area, your ability to sweat and evaporate that sweat is altered, so that more heavily impacts our body and our body's ability to cool down. The other thing that's important is how much direct sunlight is going on to you and how much sun is hitting you itself because that will also affect your body's ability to cool itself. So, beyond just the regular temperature itself, there's so many other factors,” Nijjar said. “These are those tools that implement those things that we kind of already know and feel, but then, help us figure out how we're going to react to that.”

Readings should be taken within 15 minutes before the start of outdoor activities and every 30 minutes throughout, according to UIL. This applies to all practices held outdoors, including covered pavilions, as well as indoor facilities that are not climate-controlled.

The following guidelines are now mandated by UIL — the values are WBGT measurements, not temperature or heat index.

• Class 3 at < 82.0 and Class 2 at < 79.7: Normal activities with at least three separate rest breaks each hour with a minimum duration of three minutes each during the workout.

• Class 3 at 82-86.9 and Class 2 at 79.7-84.6: Use discretion for intense or prolonged exercise. Schools should provide at least three separate rest breaks each hour with a minimum duration of four minutes each. A mandatory onsite rapid cooling zone is also required.

• Class 3 at 87-90 and Class 2 at 84.7-87.6: The maximum practice time is two hours. A mandatory onsite rapid cooling zone is also required.

- Football players are restricted to a helmet, shoulder pads and shorts during practice. If the WBGT rises to this level during practice, players may continue to workout wearing football pants without changing to shorts.

- All sports: Provide at least four separate rest breaks each hour with a minimum duration of four minutes each.

• Class 3 at 90.1-92 and Class 2 at 87.7-89.7: The maximum practice time is one hour. A mandatory onsite rapid cooling zone is also required.

- Football players: No protective equipment may be worn during practice and no conditioning activities

- All sports: There must be 20 minutes of rest breaks throughout the hour of practice.

• Class 3 at ≥ 92.1 and Class 2 at ≥ 89.8: No outdoor workouts and practices should be delayed until a cooler WBGT is reached.

Practice guidelines and limitations do not apply to UIL competitions, but it is recommended that schools monitor WBGT conditions before and during the game and use the appropriate emergency action plans for high temperature and humidity, according to the league’s website. Also, any contest played in WBGT of 79.7 in Class 2 or 82 in Class 3 degrees or higher must have a rapid cooling zone on site and available at all times.

Impact to local schools

Hays CISD started using WBGT during the 2023-24 school year, when it was first recommended by UIL. Prior to that, the district used the previous UIL guidelines, which were primarily based on the “feels like temperature,” calculated using the air temperature, humidity and wind speed, said chief communication officer Tim Savoy.

In doing so, Hays CISD moved all of the outdoor practices to the morning, instead of after school, at the middle school level. Athletic and marching band practice is every day, WBGT-permitting, Savoy said, with UIL limiting practice outside of the school day to a total of eight hours per week. However, there are no time limits for fine arts, other than, along with athletic teams, not being permitted to practice on Sundays — they can only travel on those days to games or performances if needed.

Along with following the WBGT requirements, coaches and instructors ensure that their students are staying safe in the Texas heat by doing the following: having periods of time for them to acclimate to being outside; providing plenty of breaks and hydration; and ensuring dedicated athletic trainers, position coaches and other staff are on standby to help, according to Savoy.

New this year, the Multipurpose Activity Centers have “made a tremendous difference in helping to keep the athletes and artists cool,” Savoy shared.

These facilities include a covered and lighted space for education, rehearsals and performances at Hays, Lehman and Johnson high schools; they are shared by athletics and fine arts, based on schedules worked out at each campus.

“[On] Aug. 7 at Hays High School at 3:55 p.m., the wet bulb temperature on the grass field outside of the Multipurpose Activity Center was 94, which would have required practice to be canceled. Inside the Multipurpose Activity Center, the wet bulb temperature was 82, which allowed practice to occur,” the chief communication director said.

At Dripping Springs ISD, the district started following the WGBT during 2024-2025, prior to the required implementation, but previously solely used Perry Weather, an on-site station that monitors real-time weather conditions, for a number of years.

“DSISD has been following the WBGT guidelines for a couple of years, so there was no impact to our procedures for the 2026-27 school year,” said DSISD communications specialist Blake Barington, who added that most programs practice daily during the week at varying times.

Athletics, specifically football, within Wimberley ISD, started using WBGT in the summer of 2023, when UIL made the recommendation, and the marching band implemented it in the protocol in 2025.

Prior to this, the programs monitored the air temperature, wherein the band, in particular, would limit outdoor practice time if it reached 100 degrees, said WISD communications director Allen Bruggman. Football practices are daily, up to eight hours per week, but generally, are no more than one hour and 45 minutes at a time; band practices three times a week for two and a half hours.

“Schedules for our activities have been modified in order to comply with the requirements. Our high school football practice has been moved to the mornings, which has forced junior high to practice at different times or to move to a different facility,” Bruggman explained. “Band has more inside rehearsals than normal. They set up three stations inside and divide the students into smaller groups to work on different skills when they're not able to be outside together as a full group. Additionally, band monitors the [WBGT measurements] before and during practices and while planning outside activities, so that students aren't placed in a situation that could potentially be dangerous.”

As the WBGT rises, multiple steps are required — most of which are already in place at all of WISD’s practices.

For example, once the rating exceeds 90.1, football is reduced to one-hour practices with no pads, with required breaks within that hour, while still maintaining cooling zones and ice water tub availability, Bruggman said.

“Our football program teaches students about hydration, rehydration and color of urine and what that means for their bodies. Students are given mandatory breaks. They have numerous opportunities to get water; our trainers always have water bottles with them as they circulate throughout the practice space and a cooler of cold towels is available at every practice,” he explained. “Also, for many years, [Wimberley High School] football has utilized cooling zones that have shade, misters and water available.”

Other outside activities, including band and tennis, are limited to one hour or less of being outside when the rating exceeds that. Band also has shade canopies in place that were donated by First Baptist Church Wimberley and cold snap towels donated by Wimberley Methodist Church, as well as misters and a student requirement of half-gallon jugs of water.

Heat illness

Heat exhaustion and stroke are on a spectrum of heat-related illnesses, Nijjar said, with the major difference being the latter adding in neurological deficits.

The doctor explained that heat exhaustion is “your body starting to tell you that something is happening, meaning that you are getting overheated and it’s going to be those first signs of that for athletes and a lot of younger and healthier people that are in school.”

With this, people will have excessive sweating, a feeling of incoordination and dizziness, as well as nausea, Nijjar said.

Then, when it gets to heat stroke, even if people might stop sweating, that could be a more dangerous sign, Nijjar explained; they may lose consciousness, get confused and not make sense anymore.

“If you're starting to recognize the signs of heat exhaustion or heat stroke, the number one thing to do is stop that activity and get to a cooler place. If there isn't a place that you can go inside, go into a shaded area. If there's a place you can go inside, go inside. If there's water, any type of liquid, like cold liquid available, drink that liquid,” she said. “If you have the ability to do an ice immersion, do that. You have to get out of that environment and you have to stop that activity. If you're wearing a helmet, pads, heavy equipment, take that off. Allow your body to sweat and evaporate that sweat. If you have signs of heat stroke, altered mental status [or] any type of neurological deficit, you have to be seen in the emergency department or in a hospital setting immediately.”

Parents can help their students reduce the risk of heat-related illnesses by slowly helping prepare their body for being outside, ensuring they are getting adequate sleep and nutrition, as well as recovering afterwards, the doctor said.

“If you're starting to get symptoms of heat exhaustion [and] heat stroke, your body's telling you signs that it needs to rest. Listen to your body. Don't try to tough it out,” she said. “If you are seeing these signs, please seek help immediately or talk to your coach or your parents and get that looked at.”

To learn more about WBGT, visit www.uiltexas.org/health/info/heat-stress-and-athletic-participation.

DSISD parents can find more information on protocols at bit.ly/4g90Esj. Parents and families should also contact their respective school districts if they have questions on specific practices.

House of DIGS, a family-owned re-commerce business, was started in Kyle earlier this year to keep usable goods out of landfills by selling curated secondhand apparel with a real focus on extended sizes — a gap that owners Andrea Candia and Geoffrey Candia found in the resale market.

“It grew out of something I'd already been exploring personally: a concept I call ‘Mining Mentality,’ the idea that you dig inward for the tools you need — self-awareness, discipline [and] courage — rather than waiting for circumstances outside yourself to change,” Geoffrey said. “I wanted to build something that put that idea into practice: a business that combined a real environmental mission with something Andrea and I could build together as a family, using the strengths we each already had — she has an eye for photography and merchandising and I like building systems and sourcing.”

Most recently, the duo launched its community clothing donation program, called Porch-to-Podium, where neighbors and school communities are asked to donate gently-used clothing, apparel and household goods to go toward House of DIGS’ inventory. The business then handles the cleaning, sorting, photographing, listing and selling the items through its resale channels.

This comes on the heels of Hays CISD implementing a sliding scale student athletic participation fee, beginning with the 2026-27 school year. The current fee schedule, according to the district’s website, is as follows:

High school

• Standard: $175 first sport, $90 second sport, $50 third sport and $315 family maximum

• Free lunch: $18 first sport, $9 second sport, $5 third sport and $32 family maximum

• Reduced lunch: $88 first sport, $45 second sport, $25 third sport and $158 family maximum

Middle school

• Standard: $100 first sport, $50 second sport, $25 third sport and $175 family maximum

• Free lunch: $10 first sport, $5 second sport, $3 third sport and $18 family maximum

• Reduced lunch: $50 first sport, $25 second sport, $13 third sport and $88 family maximum

Due to this, House of DIGS is in an active, good-faith partnership in progress with the Hays CISD Education Foundation, who will receive 10% of net resale proceeds — rising to 18% when the foundation contributes assets — from the Porch-to-Podium program and choose how to allocate the funding, whether that is for athletic fees or other initiatives, Geoffrey said.

“Recognizing that these foundations have comprehensive plans to support the entire district, we agreed to allow them to allocate the funds as they see fit. While our contributions help cover direct athletic costs, they can also support broader initiatives, ensuring that students who might otherwise be priced out of extracurricular activities have the opportunity to participate,” Geoffrey said.

Knowing that help should not be limited to just one school district, what started out in July as a simple idea of weekly neighborhood porch pickups has evolved quickly since then. The Candias have built out a route model with dedicated pickup days for each area, such as Hays CISD on Thursdays.

The same model is also in the works for the Comal ISD and San Marcos CISD education foundations.

Additionally, they have added the on-campus “Bags to Bleachers” clothing drives at Hays, Johnson and Lehman high school varsity football games, which has become the main collection method.

For anyone in Hays County who wants to get involved or request a porch pickup, visit www.houseofdigs.com or text 512-636-3922.

According to JHS principal Robert Hensarling, the school has been on a waiting list for the program since opening, with the initial construction including a range and a classroom made for the curriculum. While Lehman and Hays high schools house the Navy and Marine Corps programs, respectively, Johnson will host the Air Force branch.

“You don’t want too many of the same branch. The military has some guidelines in terms of the distance between different programs and my understanding is you can’t have two of the same program in the same district,” explained Hensarling. “Air Force made great sense because of the aerospace engineering program that the campus [has] … We’re the only campus that offers that program study, with the intent that it would coexist with the Air Force JROTC once we had it approved because there’s some carryover between things, like learning to fly aeronautics.”

The school had to be inspected prior to approval, where they were told that the “facilities were top notch,” said Hensarling.

When the first email was sent out gauging interest, 48 responses were received of the required 50 students needed, so the school knew that students were “chomping at the bit to get started,” many of whom are in the aerospace engineering career and technology education track.

Prior to the 2026-27 school year, students interested in JROTC were required to transfer schools to either Lehman or Hays to participate.

The curriculum will be led by aerospace science instructor Senior Master Sergeant Jacequlyn Rider and senior aerospace science instructor Colonel Shelly Mendieta.

Rider served for 22 years in the Air Force and retired in March 2026. She held positions at the tactical, operational and strategic levels of leadership.

Mendieta is retired from the Air Force and also served as a F-15E Weapon Systems Officer. She accumulated more than 2,400 flying hours as an instructor and flew more than 100 combat missions.

In the class, students will learn several basic fundamentals as the other branches, said the principal, but also teach Air Force specific lessons.

“We’ll do a seven-year curriculum planning, but the core components of the curriculum are the aerospace science, which is going to cover aviation history, science of flights, basic exploration, astronomy, cybersecurity, unmanned aircraft systems, but also … we have leadership education. So, it’s a lot of citizenship, traditions, personal growth, financial management, career paths, college preparation and, of course, military drill and ceremonies,” described Rider. “They’ll [also] get [physical education] credit for it. So, we focus on building active, healthy lifestyles through targeted exercise and national fitness standards. It’s not a military recruitment tool, but we have curriculum components that the Air Force dictates that we’ll make sure we’re meeting.”

Because this is the first year, there are currently no outside extracurricular options, but as the program grows and student interest increases, outside opportunities like drill teams will be added.

It’s Rider’s first time teaching and although she’s nervous, she explained that she wants to create a precedent of a great program.

“I went to Hays [High School] and I was in the Marine Corps Junior ROTC all four years of high school and then, I joined [the military] about two years after I graduated and I realized the impact that my Marine Corps Junior ROTC instructors had on me. In fact, when I was promoted to senior master sergeant in 2023, I asked my former instructor to come back and preside over my promotion ceremony and when I think about it, that's the kind of impact I want to have,” said the sergeant. “I want somebody to come back to me 20 years later or 25 years later or whatever and say, ‘Hey, this is the impact you made on me when I was a high school student and I would like for you to be part of this significant event in my life.’”

Both Hensarling and Rider shared that all students should consider joining the program, not just those interested in a military career.

“We want any student that’s interested in learning how to better themselves [or] push themselves. The ultimate goal is not to have all the cadets join the military. I’m sure some are interested in that field and we absolutely want to cultivate that, but we understand that the vast majority won’t go into a career in the military. We want them to be leaders in whatever field they pursue next. Learn some self discipline, learn some leadership skills, learn to take care of your mind and body and be a good citizen — that’s the ultimate goal of the program,” emphasized Hensarling.

Those who participate in all four years can qualify for an industry-based certification, which lets industry professionals know that they’re college, career or military ready. Students can also opt to take the Armed Services Vocational Aptitude Battery test, if interested in the military.

When asked what it means for Johnson to have this program, Rider simply said: “Everything.”

As the Air Force JROTC program is in its first year, JHS will allow students to sign up for the class for the first few weeks of school, said the principal. Students in any grade level can join and there are no prerequisites. Additionally, there will be an informational session available for families in the coming weeks.

Director Cassandra Behr developed the idea from the already-established “Ride and Drive” events that the department does as a weekend job fair to recruit drivers, knowing that it can be intimidating to step into a job that involves a 40-foot vehicle. This allows them to practice turning, slowing down, using red lights, etc. to see what it’s like to drive a bus, while also being in the confines of a parking lot.

Through doing these events, Behr shared that they also tried doing on-the-spot, mobile interviews at locations, like in the parking lot at Hays High School near Bob Shelton Stadium, where they don’t necessarily have access to the building.

“We were like, ‘Hey, you know what? What if we were able to take a bus that we're getting ready to auction off and change it into kind of like a mobile office?’ There are other districts that have them for mobile libraries [and] mobile food items,” she said. “But, what if we were able to change this into something where we could sit down with individuals and have that interview with them? Then, they have a place to do an application because we found our laptops were dying because they're sitting out in the heat and the sun's bearing down on them for several hours.”

It took two years for the department to retrofit the school bus — which was already identified to go to auction — from breaking down the seats, taking the metal to a local business to get some funds back and sourcing materials. The total cost, Behr said, was approximately $2,000 for the items on the inside of the bus, as the majority of them were donated or found on sale.

“I have an amazing shop team out there, so they kind of worked it in a little bit here and a little bit there, which is why it took us two years to do the retrofit because we didn't want to impact our normal daily operations,” she said. “From our upholstery tech who redid the seats that we have in there, because those are bus seats from other buses that we were able to utilize, to the mechanics that worked on taking all the seats out and then, redoing the floor in there to getting it all installed. [Also], the mechanic who did all of the welding for the generator on the front, so that we could run it without having bus fumes in that using that diesel because a generator is better able to run any electricity on the inside versus the bus actually running because that can actually hurt the engine because it's not moving.”

School districts nationwide have been seeing a shortage in bus drivers, Behr said, which is another reason why Hays CISD is looking at alternative ways to recruit individuals to join the team.

There are several barriers that come with looking for individuals to drive a bus, from managing 50-70 students, being responsible for the routes to and from school and understanding the split shift schedule, she continued.

“We have individuals who joined us because their own kids were riding the bus and they wanted to make sure that they were safely getting to and from school, but then we have some people who don't have students, they just want to be able to give back to the community,” the Transportation director said.

Currently, Hays CISD is fully staffed with enough bus drivers to start the school year for the nearly 100 routes that are on the map. However, Behr said that they are still looking to hire drivers because they have have seen an increase in enrollment already this year and “we are already in the plans of what routes we're going to need to add in and so, we want to make sure that we are ready to fill those positions as those bus routes get added on.”

The interview bus started as one idea and it has continued to grow, Behr noted. The director shared that they are looking at utilizing it beyond just interviews, rather for the following, as well: parent events — helping them sign up for Secured Mobility Authorized Ridership Technology tag or answer questions about bus routes; helping students get registered; and other ways to benefit the community.

Following the first week of school, the Hays CISD Transportation Department plans to begin rolling out the bus on the weekends and get out in the community, with the possibility of partnering with local businesses to do so.

Those who have questions about the bus or the department, email transportation@hayscisd.net.

The pre-kindergarten and childcare learning center was built for love from the beginning. Terrell shared that the idea sparked after both her daughters were pregnant and she wanted an opportunity to see her grandchildren everyday, while still being a working woman. So, she retired from a career of teaching in Austin ISD to build, design and open Rocking Horse Academy in 2002.

“I built this school for my grandchildren, [but] Emily and Nicholas are now 26; both have graduated from college. Caitlin is 22; she’s graduated from college,” said Terrell. “I’ve literally got to be with my family, my grandchildren and now, I have two great-grandchildren here that are now 1 year old. I get to see them everyday and I am a very vital part of their lives and that’s what I wanted.”

This endeavor has been such an important part of her life, she said, so it was easy to ignore the various emails over the years inquiring about purchasing the company, until last year when, at age 77, Terrell simply asked, “What would that look like?”

From there, she sent the requested documentation to KinderCare, a childcare and early childhood education company operating throughout the nation, and received an offer that, for the first time in 24 years, made Terrell pause and ask herself what she wanted.

“I’m [now] 78 years old and I’m not dying, but reality is, when you look at the calendar, 78’s kind of up there. I just don’t want to spend the rest of my life working,” she said.

But the choice wasn’t easy. Tearing up, Terrell emphasized that choosing to be “selfish” for the first time was difficult.

“It’s been extremely hard. My family works here. My four grandchildren grew up here; that’s all they’ve ever known is the family owning Rocking Horse Academy. Sydney was 2 weeks old [and] Emily and Nicholas were only 2 years old when they started here. They all got their first job here and I now have two great-grandchildren … [that] have four more years of childcare that they need and I am taking all that away,” Terrell said. “I would sit at home at night going, ‘This is such a selfish decision,’ but I also have to say — I’ve worked 62 years. I deserve the opportunity to enjoy the fruits of my labor and to enjoy the freedom that I’ve earned by operating a business. I put a lot at risk and I put in a lot of time and a lot of hard work. So, I do want to reap those benefits and enjoy [life].”

Retirement for the business owner looks like art classes, international traveling — including a trip to Finland this fall — volunteering to stay involved in the community and having a glass of wine at lunch with her girlfriends.

Although excited for her new adventure, she recalled fond memories, like the days of her grandchildren stopping by for a snack from her famous snack drawer or the connections she’s formed with teachers, some of whom have been with her for 15 years.

The effort and care these teachers put into their students is why Terrell was assured that KinderCare has no intention to affect staff during the transition, which will happen over a weekend in September. The concept of Rocking Horse Academy will stay the same, with the age groups served, but some basics, such as procedures, menus and curriculum, may change, she explained.

“I’ve had so many people that have gone on Facebook, people who used to work here, but don't anymore or students who came here or parents have stopped me and said, ‘My kids came here’ and now their kids are coming here,” Terrell said. “I’m so proud of so many of my students that have graduated and who come back and remember Rocking Horse Academy. And for me, I feel fulfilled that I've been successful, but that we have played such an important role in the development of Kyle and all of these children that went to Rocking Horse Academy. There are thousands of them in the world and they, so many of them, have reached out kindly with support and you know how much they loved us and that just means the world to me.”

Rocking Horse Academy will continue to serve its families until Friday, Sept. 18, when KinderCare will begin the transition and reopen Monday, Sept. 21.

To learn more, visit Rocking Horse Academy at rockinghorseacademy.com or KinderCare at www.kindercare.com.

According to the presentation completed by Chief Financial Officer Michael Doyle, the district is currently estimating $37,062,253 of total operating revenues and $29,587,332 of total operating expenditures for the conclusion of its fiscal year (FY) 2025-26 budget. This difference is a fund balance of $7,353,413, which, when added to the beginning balance of $6,629,803, results in an ending fund balance of $13,983,216.

In an effort to understand funding, Doyle discussed estimated enrollment numbers, as this, along with attendance average, directly affects the district’s revenue available from the state legislature.

“School districts need to have students and then, they need to have the students attend class. When you look at roll-up numbers and anticipated students in our classes, you can see that in [20]27, we're anticipating an enrollment of about 2,612,” he said. “That ADA [or] average daily attendance rate is the driving factor in our revenue template … We’ve seen at our high school, a higher number of students graduating early, which is great and I’m glad that they’re able to finish their educational pathway, but once they finish, it affects our ADA rate. I wanted to build that projection now, so that way we’re not projecting higher and actually receiving lower [next school year].”

He then presented several payroll scenarios for potential approval in the compensation plan, including:

•   A 2% pay increase for all employees

•   Increasing the district’s health insurance contribution by $40, for a total of $390 per month

•   Market-based salary adjustments across the district

•   Increase bus driver pay to maintain compensation at 90% of the market

•   Increase the starting teacher salary to $50,000 from the current $48,500

Trustee Rob Campbell asked whether staff considered increasing the starting pay even higher, since only several new teachers are hired each year, but Doyle stated that this can’t be done because it would outpace the other teachers, if this was the case.

“We looked at all positions and we wanted to provide a package that shows that we’re investing in our employees, investing in their benefits. We’re remaining competitive. We’re supporting retention, attracting those high-quality teachers for our district, as well, and staff, not just teachers, but all of our staff,” said Doyle.

Because of these changes, next year’s payroll expenditures would increase by approximately $423,000. This, along with an approximate increase of $200,000 in non-payroll expenditures, leads to a total operating expenditures cost of $30,378,488 for FY 2027, with $31,040,870 in revenue.

“When you take that estimated ending fund balance for this current year of $13.9 million, you’ll see that we’re about breaking even,” he shared, adding that there would still be $28,000 added to the fund balance, totaling $14 million.

The compensation plan passed 4-0. Trustees Chad Canine, Will Conley and Andrea Justus were not in attendance.

The presentation also detailed that the anticipated tax rate for the upcoming fiscal year is $1.0076 per $100 tax valuation, comprising of $0.7065 for maintenance and operations and $0.3011 for interest and sinking, though this will come back to the board in August for approval.

The Wimberley Board of Trustees will meet next Aug. 7.

The team competed at the Scholastic Shooting Sports Foundation (SSSF) National Championship in July in Columbus, Ohio, taking part in 11 disciplines over six days, including pistol, revolver, rifle and pistol caliber carbine (PCC) events.

The team — which included the following students from DSISD — brought home 49 topthree finishes, highlighted by 13 individual national titles and four team national championships.

Dripping Springs Middle School

• Addison Gray

Sycamore Springs Middle School • Riley Cook

Dripping Springs High School • Westley Alison

• Shawn Aylstock

• Colin Beckley

• Andrew Cerna

• Thomas Cook

• Niklas Egli

• Brenden Filler

• Brayden Gray

• Quin Hollingshead

• Maddie Johanningsmeier

• Ashton Johnsey

• Trevor LeBas

• Collin McAfee

• Reid McAfee

• Paisley Rosas

• Xavier Sanchez

• Jacob Steffen

• Landon Treague

• Vaughn Vincent

During his 20 years leading the Tiger baseball program, Payne compiled 427 career victories — the third most wins by a coach in any sport in school history, according to a DSISD news release. He guided the Tigers to 17 playoff appearances, five district championships and two state tournament appearances. Under his leadership, 88 student-athletes also committed to continue their careers at the collegiate level.

He was a four-time district coach of the year and earned Texas High School Coaches Association Region 8 Coach of the Year honors in 2025.

Payne led one of the most successful stretches in program history during his final two seasons as head coach, the release continued. In 2025, he led the team to its first state semifinal appearance in 27 years and its first district championship as a Class 6A program. The Tigers followed that success with another state semifinal appearance in 2026, setting school records for wins at 32, hits at 356 and shutouts at 13.

Before becoming head baseball coach at DSHS, Payne served for five years as athletic coordinator at Dripping Springs Middle School. In that role, he was the head football coach, an assistant high school baseball coach and taught special education and physical education.

He is a graduate of then-Southwest Texas State University, where he earned a bachelor’s degree in exercise and sports science.

Payne and his wife, Kristin, have three children, Colton, Coy and Janessa, a daughter-in-law, Macy, and two grandchildren, Callie and Carter.

He will begin his new role immediately.

Annen joins Dripping Springs ISD after serving five years as the head swimming and water polo coach for Lehman High School (LHS) in Kyle. During his tenure, he doubled the size of the Lobos' swim program, while leading athletes to set eight new school records and qualify for the regional meet in each of his five seasons, according to a DSISD news release. His success earned him District Coach of the Year honors in 2023.

In 2022, Annen launched the LHS water polo program and guided the Lobos to a bi-district championship in the team’s inaugural season.

In addition to coaching, Annen will teach social studies at DSHS.

Annen is a graduate of Stephen F. Austin State University, where he earned a Bachelor of Arts degree in criminal justice.

The district has always offered what director of Curriculum and Instruction Emily Herrin describes as “à la carte” online classes. These were opportunities for students to take select courses, such as Health or Speech, in the evening or over the summer. Students would often sign up for these as a junior or senior, when both their independence was higher and a two-period class block was needed for an extracurricular activity or a Career and Technical Education course, said Herrin.

“À la carte” options were strictly outside of school hours, due to the way school funding was determined by the state legislature, which is through in-person attendance. However, Herrin noted that in the most recent legislative session, minutes could now be counted toward attendance, opening the opportunity for the district to begin considering virtual learning options, without losing the minimal funding received by the state.

“What we learned during COVID-19 was that the structure of the four walls brought a lot of consistency for [some] students, [but] the students who were successful in COVID didn’t need to come to school. They were the ones that have the skills that you need to time manage, stay on top of things, communicate and advocate for themselves,” explained the director.

Those high school students and families who feel as though online learning would be a good option can fill out an application, which considers grade history, attendance, career and personal goals and whether there are any extenuating circumstances that contribute to this request.

If the district agrees with the notion that the applicant would thrive in this environment, two options are available:

• A hybrid schedule that allows students to come to school for half the day and participate in extracurricular activities, while completing core classes virtually. Though, Herrin stated that the district will need to fit each of the extracurriculars into the same portion of the day, which is not always possible.

• A fully virtual experience, with students having complete control over the pace and time in which classes are completed.

Though, this could bring a potential barrier for families, Herrin noted, as students could ride the bus in the morning or in the evening, but would need to be picked up or dropped off midway through the day, to ensure security and safety.

The courses are completely online and instructed by the same teachers as Live Oak Academy. These professionals would check in regularly to ensure students are performing well and offer additional instruction, if needed. At the same time, a virtual teacher facilitator will check in with the students at the end of each week to keep students on track with the timeline of the courses, similar to a counselor.

“We tried to model the system around what we already have in place with our à la carte model and then, model what Live Oak does and find the happy medium. System wise, it’s definitely a team approach. So, everybody has a little role in it,” she said, adding that each student would still be tied to the high school in which they are zoned to, even if they are virtual. “The counselors, they’re at the point in their scheduling of students, where they’re hand-scheduling students now.”

Although the district is not prioritizing any grade level, Herrin did share that the majority of those requesting the program are juniors and seniors, but the reasoning for applying is vast. One student noted that they needed to get a job to support their family and this would provide flexibility, while another wanted to take on an apprenticeship. As of July 22, 30 students have completed the application, while another 100 are in the process.

The director did state that the legislation requires that no more than approximately 30% of a school’s population can be virtual.

In reviewing these applications, Herrin stated that staff has also able to find students that may succeed more at Live Oak than the virtual option, such as those who may not have the best grades or attendance and are looking for an alternative.

“Live Oak Academy fits the needs of a lot of students [because] it's a small environment. They do traditionally have to come in person a little bit, but we're talking much smaller class sizes and you get to know your teachers very well. That in-person environment is such a different experience than a traditional high school [and] that's where we capture students who are kind of in between,” she explained. “We're going through the applications and saying, ‘Okay, this student missed a lot of school. [It] might not be a hybrid opportunity for this student, but this student sounds like a really good Live Oak student because maybe they just need that support’ … It really is looking at this at the individual student level.”

Some families that previously switched to homeschooling have also applied, seeing this as another chance for their student to receive an education that works for them.

The application and registration for virtual learning will be open until the first day of school, which is Aug. 13. Herrin did state that the students must be committed to complete at least one semester in the virtual option chosen, but can reevaluate at the spring mark, if a change is needed.

“I know that COVID opened our eyes to the flexibility that virtual learning offers students … Every family knows their children best and probably within their family has a student who would do really well [online] and a student who would not,” she said. “I know we have groups of students who this would be helpful for and so, that's where it's nice to be able to offer this because now we can meet the needs of more children.”

For more information on Hays CISD’s virtual learning program, visit bit.ly/4wcffJ2.