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[1. Call to Order]

[00:00:04]

GOOD EVENING. THE TIME IS SIX P.M., LET US PLEASE COME TO ORDER FOR THE REGULAR MEETING OF THE BOARD OF TRUSTEES.

LET THE RECORD SHOW THAT ALL TRUSTEES ARE PRESENT.

[3. Closed Session]

MOVING ON TO CLOSE SESSION, WE WILL NOW ADJOURN INTO CLOSED SESSION PURSUANT TO TEXAS GOVERNMENT CODE 551.74.

TO HEAR A COMPLAINT OR CHARGE AGAINST AN OFFICER OR AN EMPLOYEE, OR TO DELIBERATE THE APPOINTMENT, EMPLOYMENT EVALUATION, REASSIGNMENT DUTIES, DISCIPLINE OR DISMISSAL OF A PUBLIC OFFICER OR AN EMPLOYEE.

551.071, CONSULTATION WITH THE BOARD'S ATTORNEY AND 551.072, REAL PROPERTY.

WE WILL NOW ADJOURN INTO CLOSED SESSION AT SIX P.M.

WE WILL RECONVENE IN SIX MINUTES.

THANK YOU. GOOD EVENING.

THANK YOU FOR THE RESPONSE.

[4. Reconvene to Public]

WE WILL NOW RECONVENE FROM CLOSED SESSION AT 7:47 P.M.

THANK YOU FOR WAITING.

TONIGHT, OUR LAKE RIDGE HIGH SCHOOL, JROTC, WILL LEAD THE PRESENTATION OF COLORS, THE STUDENTS, LED BY LIEUTENANT COLONEL ARICAI BERRY AND FIRST SERGEANT SEDRIC WADE, HAVE EARNED SOME OUTSTANDING ACCOMPLISHMENTS THIS YEAR.

THEY WERE NAMED BEST MARCHING UNIT IN THE MANSFIELD VETERANS PARADE, GRAND CHAMPIONS AT THE SOUTH GRAND PRAIRIE AND FORT WORTH ISD DRILL COMPETITIONS.

1ST PLACE OVERALL AT MISD JROTC FIELD DAY, AND THEY WERE NAMED AN HONOR UNIT WITH DISTINCTION BY THE JROTC PROGRAM FOR ACCREDITATION.

THIS IS THE HIGHEST AWARD A JROTC PROGRAM CAN ACHIEVE, AWARDED FOR DEMONSTRATING EXCEPTIONAL PERFORMANCE IN ALL AREAS OF PROGRAM OPERATIONS.

PLEASE JOIN ME IN WELCOMING THE LAKE RIDGE JROTC AS WE RISE FOR PRAYER

[5. Meeting Opening ]

LED BY SCHOOL MEMBER KAREN MARCUCCI AND THE PRESENTATION OF COLORS AND PLEDGES LED BY KEZIAH FARRAR.

PLEASE BOW YOUR HEAD SINCE WE BEGIN TO PRAY.

GOD OF OUR HOPE AND FAITH.

PLEASE BE WITH US TONIGHT AND IN THE COMING YEAR.

WE THANK YOU FOR THE CANDIDATES THAT ARE IN OUR PRESENCE TONIGHT.

WE ASK THAT YOU GIVE THEM INSIGHT INTO THE FAMILIES OF MANSFIELD ISD SO THEY CAN UNDERSTAND HOW THEY CAN BEST SERVE OUR COMMUNITY.

WE PRAY TO YOU THAT YOU'LL HELP OUR STUDENTS NOT JUST SURVIVE BUT THRIVE IN THESE TROUBLING TIMES.

MAY YOU USE THIS TIME TO HELP MOLD THEM INTO OUTSTANDING LEADERS SECURE IN THEIR FAITH.

WE PRAY THAT YOU'LL OFFER A SPIRIT OF RENEWAL TO OUR STAFF AND PROVIDE THE ENCOURAGEMENT AND PEACE THAT ONLY YOUR PRESENCE CAN BRING.

REMIND THEM THAT YOU HAVE ORDAINED EACH OF THEM TO SERVE OUR STUDENTS IN A UNIQUE WAY AND THAT THEIR WORK IS VALUED BEYOND MEASURE.

MAY YOU ENLIGHTEN US ON THE BOARD WITH YOUR WISDOM AND HELP US REJOICE IN THE KNOWLEDGE OF YOUR TRUTH AS WE PONDER THE FUTURE OF MANSFIELD ISD TONIGHT.

WE ASK ALL OF THESE THINGS IN YOUR HOLY AND POWERFUL NAME.

AMEN.

THIS MOVES US ON TO ITEM NUMBER 6.1.

[6. District Recognition]

MS. THOMAS AND MR. DAVIS IF YOU WANT TO WALK DOWN TO THE FRONT.

[00:05:02]

DR. CANTU, IF YOU'D LIKE TO TAKE IT AWAY.

YES, MA'AM. SO TONIGHT THE MAJORITY OF OUR COMMUNICATIONS AND MARKETING DEPARTMENT IS AT THEIR STATE CONFERENCE AND SO WE HAVE A SPECIAL TREAT.

DR. SEAN SCOTT IS GOING TO TAKE OVER TONIGHT FOR ITEM 6.1 AND ALL OF OUR DISTRICT RECOGNITIONS, DR. SCOTT.

PROMISED NOT TO AD LIB.

THANK YOU, DR. CANTU.

TONIGHT, I HAVE THE HONOR OF PRESENTING DISTRICT RECOGNITIONS.

WHILE AS SHE SAID, SOME OF OUR COMMUNICATIONS TEAMS ARE ATTENDING THEIR ANNUAL CONFERENCE . EACH MONTH, STUDENTS FROM OUR ELEMENTARY SCHOOLS WILL BE SELECTED TO RECEIVE THE SCHOOL BOARD SUPERINTENDENT.

EXCUSE ME SCHOOL BOARD SUPERSTAR AWARD FOR OUTSTANDING CITIZENSHIP, AND I LEARNED TONIGHT THAT WE STARTED THIS ALL THE WAY BACK IN 2005.

THESE YOUNG STUDENTS ARE CHOSEN FROM THEIR CAMPUS BASED ON THE VIRTUES OF OUTSTANDING CHARACTER, CITIZENSHIP, FAIRNESS, HONESTY, KINDNESS, RESPECT, RESPONSIBILITY AND TRUSTWORTHINESS. PARENTS AND STUDENTS, IT IS YOUR SPECIAL TIME.

STUDENTS AS I CALL YOUR NAME, PLEASE COME FORWARD AND GO TO DR.

CANTU TO GET YOUR SPECIAL RECOGNITION AND THEN WE'LL HAVE YOU COME OVER AND STAND IN THE CENTER AND WE'LL GET A PICTURE OF YOU ALL.

FROM DR.

SARAH K JANDRUCKO ACADEMY FOR EARLY LEARNERS, LIAM [INAUDIBLE].

[APPLAUSE] FROM DP MORRIS ELEMENTARY, FOURTH GRADER EMILIANO [INAUDIBLE].

[APPLAUSE] ERMA NASH ELEMENTARY, FOURTH GRADER ADELINE FELKER.

[APPLAUSE] FROM NANCY NEAL ELEMENTARY, JAMIESON MCKINNEY.

[APPLAUSE] BRENDA NORWOOD ELEMENTARY, ROSALIND FUHRMAN.

[APPLAUSE] ANNETTE PERRY ELEMENTARY, MICHAELA YOUNG.

[APPLAUSE] ALICE PONDER ELEMENTARY, PRESLEY WILLIAMS. [APPLAUSE] FROM MARTHA REID, RYAN DALONEY. [APPLAUSE] MARY JO SHEPHERD ELEMENTARY, SOPHIA FAULKNER.

[INAUDIBLE] ELIZABETH SMITH INNOVATION LEARNING ACADEMY, MING LING MAX ZHOU.

[APPLAUSE] CORA SPENCER ELEMENTARY, LEAH CAIN. [APPLAUSE] TARVER-RENDON AGRICULTURAL LEADERSHIP ACADEMY, VANESSA LOPEZ.

[APPLAUSE] AND FROM THE ROBERTA TIPS STEAM ACADEMY, FIRST GRADER SAWYER SMITHSON.

[APPLAUSE] ALL RIGHT, WE'LL GET THEM ALL LINED UP, AND THE DISTRICT, WILL TAKE A PICTURE AND THEN PARENTS WE'LL ALLOW YOU ALL TO COME ON DOWN AND GET A PICTURE AS WELL REAL QUICK.

OK, PARENTS, Y'ALL CAN GET IN THERE AND CENTER IT UP IF YOU WANT TO.

TAKE YOUR TIME, YOU HAD TO WAIT ON US.

WE APPRECIATE YOU.

[00:10:22]

OK, CONGRATULATIONS TO OUR STUDENTS.

[APPLAUSE] PARENTS AND GRANDPARENTS WE'D ALSO LIKE TO GIVE A SPECIAL THANK YOU TO YOU WHO ARE HERE WITH US TONIGHT AND YOU HAVE HELPED, YOU HAVE HELPED, YOU HAVE SHAPED THESE YOUNG PEOPLE, THESE YOUNG LEADERS, THEN LET'S GIVE ONE MORE ROUND OF APPLAUSE FOR OUR STUDENTS AND FAMILIES.

[APPLAUSE] AT THIS TIME, I'D LIKE TO INVITE DR. DARWERT JOHNSON, DIRECTOR OF FINE ARTS, UP FOR OUR NEXT RECOGNITION.

THANK YOU, DR. SCOTT.

TONIGHT, WE ARE VERY EXCITED TO WELCOME BACK OUR ASA LOW INTERMEDIATE SCHOOL CHOIR, AND AS THEY ARE COMING UP TO THE STAGE, I'D LIKE TO GIVE YOU SOME INFORMATION, SOME HISTORY AND WHILE WE'RE INVITING THEM BACK, AND AS YOU RECALL, LAST MONTH, THEY PERFORMED FOR YOU GUYS, FOR THE SCHOOL BOARD APPRECIATION.

SO THERE ARE A LITTLE OVER 1000 SCHOOL DISTRICTS IN THE STATE OF TEXAS, AND WITHIN THOSE DISTRICTS, WE HAVE A LITTLE OVER 7200 ELEMENTARY CAMPUSES.

TMEA, THE TEXAS MUSIC EDUCATORS ASSOCIATION SELECTS FIVE CAMPUSES, FIVE ELEMENTARY CAMPUSES OUT OF 7200 IN THE STATE TO PERFORM AT THE TEXAS MUSIC EDUCATORS ASSOCIATION CONVENTION EVERY YEAR.

SO THE GROUP THAT YOU SEE IN FRONT OF YOU, CONDUCTED BY MS. BRIDGETT WIGLEY, WAS INVITED TO PERFORM AT THE TMEA MUSIC CONVENTION THIS SEPTEMBER.

AND LET ME TELL YOU THEIR PERFORMANCE WAS OUTSTANDING.

SO I WOULD LIKE TO HAVE EVERYONE GIVE THEM A ROUND OF APPLAUSE FOR THEIR GREAT PERFORMANCE AND THIS GREAT ACCOMPLISHMENT.

[APPLAUSE] ALL RIGHT, OUR FINAL AWARD THIS EVENING IS FOR A LEADER IN OUR DISTRICT WITH EXEMPLARY SERVICE. LAST MONTH, THE TEXAS COUNCIL OF WOMEN SCHOOL EXECUTIVE'S ANNUAL CONFERENCE, DR.

KIMBERLY CANTU, WAS PRESENTED WITH THE 2022 BRAVO AWARD AND DR.

CANTU NOW YOU GET TO COME DOWN AND HAVE YOUR PICTURE TAKEN REAL QUICK.

[APPLAUSE] WHILE WE'RE GETTING THE PICTURE I'LL READ OFF WHAT THE AWARD IS REPRESENTS.

THE BRAVO AWARD IS GIVEN FOR EXEMPLARY PRACTITIONERS, INNOVATIVE PROGRAMS AND INITIATIVES THAT PROMOTE COMMUNITY AND PARENTAL INVOLVEMENT.

BRAVO AWARD WINNERS ARE NOMINATED BY CURRENT TCWSE MEMBERS.

THERE WAS ONE WINNER FROM EACH REGION AND CONGRATULATIONS TO DR.

CANTU FOR EXEMPLARY LEADERSHIP AND SERVICE.

[APPLAUSE] AND THAT CONCLUDES TONIGHT'S RECOGNITIONS.

THIS IS THE TIME WHERE WE TAKE JUST A MINUTE TO DISCUSS THAT THERE COULD BE SOME STUDENTS LEFT IN THE AUDIENCE, POSSIBLY THAT MAY OR MAY NOT HAVE TO DO SOME HOMEWORK, CLEAN THEIR ROOM, WORK ON CHORES OR JUST DO A KIND DEED FOR A FRIEND OR A NEIGHBOR.

SO IF THIS IS YOU? NOW IS THE TIME FOR YOU TO HEAD THAT WAY.

THANKS FOR COMING AND JOINING US TONIGHT, BUT WE KNOW THAT YOU HAVE OTHER REALLY IMPORTANT THINGS TO DO.

THIS LEADS US TO AGENDA ITEM 7.1 INSTRUCTIONAL FOCUS, DR.

[7. Instructional Focus]

CANTU. YES, I WOULD LIKE TO ASK OUR AREA SUPERINTENDENT FOR CURRICULUM INSTRUCTION, DR.

GEORGIE SWIZE, TO COME FORWARD AND GIVE US AN LOCAL ASSESSMENT UPDATE WITH OUR MIDDLE OF

[00:15:03]

YEAR DATA. ALL RIGHT.

GOOD EVENING, PRESIDENT NEWSOM, DR.

CANTU, MEMBERS OF THE BOARD, I'M EXCITED TO BE HERE TONIGHT AND TO GIVE YOU AN UPDATE ON OUR MIDDLE OF THE YEAR LOCAL ASSESSMENTS.

AND LET ME MAKE SURE I REMEMBER HOW TO WORK THIS.

ALL RIGHT, I'M GOING TO TALK ABOUT THREE ASSESSMENTS WITH YOU TONIGHT THAT WE GIVE FROM OUR EARLY LEARNERS, OUR TINY LEARNERS, OUR K2 LITERACY AND MCLASS TO OUR MIDDLE LEARNERS AND THIRD THROUGH EIGHTH GRADE WITH MAT DATA AND THEN SOME OF OUR HIGH SCHOOL STUDENTS THAT WE'VE MEASURED WITH STAAR INTERIM ASSESSMENTS.

SO I'LL FIRST BEGAN BY TALKING ABOUT OUR MCLASS DATA, AS YOU'LL REMEMBER, MCLASS IS A NEW ASSESSMENT THIS YEAR.

IT IS AN ALL IN ONE EARLY LITERACY ASSESSMENT, INTERVENTION AND INSTRUCTIONAL SUITE, AND IT ALLOWS OUR TEACHERS TO UNDERSTAND THEIR STUDENTS AS READERS.

SO IT'S BOTH A UNIVERSAL SCREENER AND A DYSLEXIA SCREENER, AND IT DIRECTLY MEASURES FOUNDATIONAL SKILLS IN EARLY LITERACY, PARTICULARLY THE PHONICS, THE PHONICS AWARENESS, THE FLUENCY, THE VOCABULARY AND THE COMPREHENSION IN OUR YOUNG EARLY LEARNERS IN KINDERGARTEN THROUGH SECOND GRADE.

SO REMEMBER, THIS IS A NEW ASSESSMENT, AND IT'S IN RESPONSE TO HOUSE BILL THREE.

SO WE HAVE BEGUN THAT ASSESSMENT THIS YEAR.

WE HAVE PERFORMED MIDDLE OF THE YEAR, BEGINNING OF THE YEAR ASSESSMENT AND MIDDLE OF THE YEAR ASSESSMENT. SO THE DATA LOOKS A LITTLE DIFFERENT THAN WHAT WE HAD SEEN WITH ISTATION. ISTATION IS WHAT WE USE FOR SEVERAL YEARS, AND SO THIS HAS BEEN A REPLACEMENT OF THAT. SO ON THE SCREEN, YOU WILL SEE DATA FROM OUR KINDERGARTEN STUDENTS, OUR FIRST GRADE STUDENTS AND OUR SECOND GRADE STUDENTS.

YOU PROBABLY SEE THAT UPWARD TRAJECTORY FROM THE BEGINNING OF THE YEAR TO THE MIDDLE OF YEAR FOR ALL THREE GRADE LEVELS.

SO OUR KINDERGARTEN STUDENTS BEGIN AT FORTY NINE PERCENT OF OUR STUDENTS READING ON OR ABOVE GRADE LEVEL AND AT THE MIDDLE OF THE YEAR, WE'RE AT 58 PERCENT.

OUR FIRST GRADERS INCREASED FROM FIFTY SIX TO FIFTY NINE PERCENT.

AND OUR SECOND GRADERS FROM FIFTY NINE TO 63 PERCENT.

SO THIS DATA IS DOING WHAT IT'S SUPPOSED TO DO AND THAT IS INFORMING INSTRUCTION.

IT'S VERY INTERESTING, WHEN WE REALLY DUG INTO THE DATA, YOU WILL SEE, FOR INSTANCE, A KINDERGARTEN STUDENT IF THEY SCORE A SCORE AT THE BEGINNING OF THE YEAR, I THINK IT WAS 332. IF THEY MAINTAIN THAT SCORE AT THE MIDDLE OF THE YEAR, THEY WENT FROM THE HIGHEST POSSIBLE ABOVE LEARNING TO A LOW LEVEL LEARNER.

SO THE AMOUNT OF GROWTH THAT THESE STUDENTS MUST SHOW FROM BEGINNING TO MIDDLE TO END OF YEAR IS REALLY TREMENDOUS.

THE DATA IS VERY EXCITING.

IT HAS SO MUCH INFORMATION AT THE STUDENT LEVEL, THE INSTRUCTIONAL LEVEL.

YOU CAN LOOK AND PINPOINT SO MANY THINGS FOR INDIVIDUAL STUDENTS, AND THAT'S EXACTLY WHAT OUR CAMPUSES ARE DOING WITH THIS DATA.

SO THE NEXT SET OF DATA THAT WE'RE GOING TO TALK ABOUT TONIGHT IS OUR MAP GROWTH ASSESSMENT. YOU MAY BE A LITTLE FAMILIAR WITH THIS IF YOU'LL REMEMBER THIS TIME LAST YEAR AND MRS. O'BRIEN SPOKE, AND SHE GAVE A VERY LENGTHY GOOD PRESENTATION AND I WAS ABLE TO WATCH THAT, AND SHE GAVE YOU A LOT OF INFORMATION IN DETAIL ABOUT MAP GROWTH.

SO I'M NOT GOING TO GIVE YOU AS MUCH BACKGROUND INFORMATION AS YOU MAY HAVE RECEIVED BEFORE, BUT I DO WANT TO TAKE A LITTLE BIT OF TIME AND TALK ABOUT WHAT MAP GROWTH TEST IS. THIS IS AN ASSESSMENT WE USE IN GRADES THREE THROUGH EIGHT IN READING, MATH AND SCIENCE. SO UNLIKE PAPER AND PENCIL TESTS WHERE STUDENTS WILL ALL TAKE AN ASSESSMENT, THEY'LL HAVE THE SAME NUMBER OF QUESTIONS AND IT'S IN A FIXED AMOUNT OF TIME.

THIS TEST IS A COMPUTER ADAPTIVE TEST, SO THAT MEANS THAT EVERY STUDENT GETS A UNIQUE SET OF TEST QUESTIONS.

IF A STUDENT ANSWERS A QUESTION CORRECTLY, THE NEXT QUESTION IS A HARDER QUESTION.

WHEN A STUDENT MISSES A QUESTION, THE NEXT QUESTION IS AN EASIER QUESTION.

SO BY THE END OF THE ASSESSMENT, THE STUDENTS HAVE ANSWERED ABOUT 50 PERCENT OF THE QUESTIONS CORRECTLY.

SO THEN A SCORE IS FORMED FROM THE AMOUNT OF QUESTIONS THAT THEY HAVE TAKEN, AND YOU CAN MEASURE A LOT OF THINGS THE BEGINNING OF THE YEAR AND THE END OF THE YEAR.

WE OFTEN LOOK AT INFORMATION LIKE THE NUMBER OF STUDENTS PREDICTED AT APPROACHES MEETS IN MASTERS, BUT AT THE MIDDLE OF THE YEAR, WE REALLY CONCENTRATE ON OUR STUDENTS THAT ARE GROWING. SO THIS ASSESSMENT IS CALLED MAP GROWTH, AND IT'S ABOUT ENSURING THAT OUR STUDENTS ARE GROWING.

SO AS WE TALK ABOUT GROWTH, I WANT TO TALK ABOUT AND EXPLAIN AND MAYBE GIVE YOU A SCENARIO AN EXAMPLE THAT WE CAN TALK THROUGH.

SO WHAT IS MAP GROWTH? SO LET'S JUST SAY WE HAVE A LITTLE STUDENT.

WE'LL CALL HER SOPHIA.

SOPHIA TAKES A TEST.

SHE'S A FOURTH GRADER, THE BEGINNING OF THE YEAR SHE SCORES, LET'S SAY, ONE HUNDRED AND NINETY FOUR POINTS.

SO THE ASSESSMENT WILL TAKE ALL OF THE STUDENTS IN THE NATION THAT HAVE THE SAME STARTING POINT AS HER, AND IT WILL PREDICT A YEAR'S WORTH OF GROWTH.

SO FOR THIS STUDENT, WE'LL SAY 11 POINTS FROM BEGINNING OF THE YEAR TO THE END OF THE YEAR WOULD BE THE AMOUNT OF POINTS THAT SHE WOULD NEED TO SCORE TO SHOW THAT SHE IS GROWING FOR A YEAR'S WORTH.

SO IF YOU THINK OF A BELL CURVE, IF SOFIA HITS 11 POINTS, THEN SHE WOULD BE AT THE MIDDLE OF THAT BELL CURVE. SO 50 PERCENT OF PERCENTILE FOR GROWTH.

SO WHILE NUMBERS LIKE 40 PERCENT, 50 PERCENT AND 60 PERCENT OFTEN ALARM US AND SCARE US

[00:20:05]

IN MAP GROWTH, 40 TO 60 PERCENT IS A REALLY GOOD PERCENTAGE WHEN WE'RE TALKING ABOUT STUDENTS MEETING OR EXCEEDING GROWTH.

SO IF WE THINK OF STUDENTS THAT MAY BE AT THE TOP END OF THAT ASSESSMENT IN THE BEGINNING, THEY MAY NOT BE LOOKING AT, IT WOULD BE DIFFICULT TO MOVE BEYOND MAYBE THAT 11 POINTS FOR THAT PARTICULAR STUDENT.

WHEREAS STUDENTS THAT MAY HAVE STRUGGLED OR STARTED AT A LOWER POINT AND HAVE RECEIVED MORE INTERVENTIONS, THEY MAY BE EXCEEDING THEIR GROWTH.

SO FOR INSTANCE, IF SOPHIA MET HER GROWTH WITH 11 POINTS, SHE WOULD BE IN THE 50TH PERCENTILE FOR GROWTH.

IF SHE EXCEEDED THAT, MAYBE SHE WENT UP 14 POINTS, SHE'D BE IN THE SIXTY FIFTH PERCENTILE FOR GROWTH. AND THEN LET'S SAY SHE DID GROW.

MAYBE SHE ONLY GREW EIGHT POINTS, THOUGH SHE DIDN'T MEET AT THIS POINT, A YEAR'S WORTH OF GROWTH. THE IMPORTANT THING IS THAT SOPHIA IS STILL GROWING AND WE CAN AGAIN USE THAT DATA TO INFORM OUR INSTRUCTION.

SO I WANTED TO GIVE YOU A LITTLE CONTEXT ON GROWTH.

SO AS WE WALK THROUGH THE NEXT FEW SLIDES, WHEN WE SEE LOTS OF INFORMATION FROM THE 40TH TO THE 60TH PERCENTILE, THAT WOULD MAKE SENSE TO YOU.

ONE OTHER THING THAT I THREW IN THIS PRESENTATION, AND IT'S GOING TO BE A LITTLE BIT EASIER FOR YOU TO SEE, PROBABLY ON YOUR PAPER THAN IT IS ON THE SCREEN.

BUT I WANTED TO JUST SPEND A FEW MINUTES TO TALK ABOUT NATIONWIDE HOW THE RESULTS FROM THE PANDEMIC HAVE AFFECTED RESULTS FROM THE MAP GROWTH TEST.

SO THE TOP GRAPH THAT YOU SEE IS READING IN THE BOTTOM GRAPH IS MATH, AND YOU CAN QUICKLY SEE THERE'S A DOTTED LINE THAT IS ABOVE A SOLID LINE IN BOTH OF THE GRAPHS.

THE BOTTOM GRAPH BEING MATH, YOU SEE A LITTLE BIT MORE DIFFERENCE BETWEEN THE DOTTED LINE AND THE SOLID LINE.

THE DOTTED LINE IS OUR LAST NORMAL YEAR OF INSTRUCTION SCHOOL YEAR 18-19.

AND THEN IN NEW SCHOOL YEAR 20-21, THIS GRAPH GIVES US AN INDICATION ACROSS THE NATION HOW THE PANDEMIC AND THE DISRUPTED LEARNING HAS AFFECTED OUR STUDENTS.

THE POSITIVE PIECE IS THAT STUDENTS ARE STILL GROWING.

THEY WEREN'T MAYBE GROWING AT THE RATE WE HAD SEEN IN THE PAST AND ACHIEVEMENT LEVELS MAYBE A LITTLE BIT LOWER.

BUT AGAIN, THE POINT I KEEP EMPHASIZING IS THAT OUR ASSESSMENTS ARE DOING THEIR JOB AND THAT'S INFORMING OUR INSTRUCTION AND USING THIS DATA AT THE STUDENT LEVEL.

SO NOW THAT WE KIND OF HAVE A CONTEXT AND A BACKGROUND WE'RE GOING TO MOVE INTO, I'M GOING TO SHOW YOU A SLIDE FOR MATH, READING AND SCIENCE FOR EACH GRADE LEVEL.

SO KEEPING IN MIND THAT CONTEXT, IF ANYWHERE BETWEEN THE 40TH TO 60TH PERCENTILE IS A GOOD SOLID NUMBER FOR STUDENTS MEETING OR EXCEEDING THEIR GROWTH.

SO WE'LL START WITH MATH.

SO LET'S LOOK AT THIRD GRADE.

I MAY SPEND A LITTLE MORE TIME ON THIS SLIDE THAN I WILL IN THE REST JUST TO MAKE SURE THAT WE UNDERSTAND WHAT THE SLIDES LOOK LIKE.

SO IN MATH, THIRD GRADERS, SIXTY SEVEN PERCENT OF OUR STUDENTS MET OR EXCEEDED THEIR GROWTH. THAT'S A REALLY SOLID, SOLID AMOUNT OF STUDENTS.

AT THE BOTTOM YOU'LL SEE MIDDLE OF YEAR APPROACHES, MEETS AND MASTERS.

WHILE THAT'S IMPORTANT INFORMATION AND IT'S OFTEN THE INFORMATION WE MAY USE AT THE BEGINNING OF THE YEAR OR THE END OF THE YEAR TO PREDICT STUDENT PERFORMANCE IN THE MIDDLE OF THE YEAR, WE REALLY WANT TO CONCENTRATE ON STUDENT GROWTH.

AND SO YOU'LL NOTICE THAT NONE OF THOSE NUMBERS ON THE BOTTOM WILL MATCH TO THE GRAPH.

FOR INSTANCE, APPROACHES IS PREDICTED AT SEVENTY TWO PERCENT, MEETS AT FORTY TWO, MASTERS AT 13, BUT WE'RE LOOKING AT 60 PERCENT OF OUR STUDENTS MEETING OR EXCEEDING THEIR GROWTH.

SO JUST SO YOU HAVE A CONTEXT.

IN FOURTH GRADE, FIFTY FIVE PERCENT OF OUR STUDENTS ARE MEETING OR EXCEEDING THEIR GROWTH. IN FIFTH GRADE, FORTY SIX PERCENT OF STUDENTS MEETING OR EXCEEDING GROWTH.

SIXTH GRADE, FORTY FIVE PERCENT.

SEVENTH GRADE, FORTY FIVE PERCENT IN MATH AND FINALLY IN EIGHTH GRADE MATH FORTY SEVEN PERCENT. IF WE LOOK AT THAT DATA TOGETHER THIRD THROUGH EIGHTH GRADE, FIFTY ONE PERCENT OF STUDENTS ARE MEETING OR EXCEEDING GROWTH.

AGAIN, A SOLID NUMBER OF STUDENTS THAT ARE MEETING AND EXCEEDING.

WHILE WE LOOK AT THIS INFORMATION FROM A BIRD'S EYE VIEW, FROM A DISTRICT LEVEL STANDPOINT, THE EXCITING PART IS THAT EACH AND EVERY CAMPUS THROUGH THEIR PROFESSIONAL LEARNING COMMUNITIES ARE REALLY DISSECTING THIS DATA AND TEACHERS ON AN INDIVIDUAL STUDENT BASIS. SO THAT IS EXCITING.

SO LET'S MOVE TO READING.

THE NUMBERS ARE A LITTLE SIMILAR IN THIRD GRADE READING, FIFTY TWO PERCENT OF OUR STUDENTS ARE MEETING OR EXCEEDING THEIR GROWTH.

FOURTH GRADE, FORTY SEVEN PERCENT.

FIFTH GRADE, FORTY FIVE PERCENT OF STUDENTS.

SIXTH GRADE, FORTY FIVE PERCENT MEETING OR EXCEEDING GROWTH AND IN MIDDLE SCHOOL, SEVENTH GRADE, FORTY NINE PERCENT.

IN EIGHTH GRADE, 51 PERCENT.

SO ALTOGETHER, FORTY EIGHT PERCENT OF OUR STUDENTS ARE MEETING OR EXCEEDING GROWTH ON THE READING, ASSESSMENT AND MATH.

AND THEN WE ALSO GIVE SCIENCE.

SO I HAVE FIFTH AND EIGHTH GRADE FOR US TO LOOK AT.

IN FIFTH GRADE SCIENCE, SIXTY ONE PERCENT OF STUDENTS MEETING OR EXCEEDING THEIR GROWTH EXPECTATION AND IN EIGHTH GRADE, FIFTY EIGHT PERCENT.

SO TOGETHER, WE'RE LOOKING AT ABOUT 60 PERCENT OF STUDENTS MEETING OR EXCEEDING THEIR GROWTH IN THOSE STANDARDS.

SO AGAIN, THOSE NUMBERS ARE THEY ARE POSITIVE, ENCOURAGING AND TEACHERS, STUDENTS AND

[00:25:02]

STAFF, OUR TEACHERS ARE WORKING EXTREMELY HARD, THE AMOUNT OF WORK THAT THEY'VE DONE IN OUR LAST COUPLE OF YEARS OF REALLY INDIVIDUALIZING AND DISSECTING STUDENT DATA BECAUSE WE ALL KNOW THAT WE HAD A PANDEMIC AND WE'RE STILL IN THAT AND WE KNOW THAT WE HAD DISRUPTED LEARNING. AND I REALLY AM HESITANT TO USE THE WORD LEARNING LOSS BECAUSE YOU CAN'T LOSE SOMETHING THAT YOU MAY HAVE NEVER HAD TO BEGIN WITH.

BUT WE KNOW THAT STUDENTS ARE OUT AT DIFFERENT TIMES AND OUR TEACHERS ARE WORKING WITH INDIVIDUALS, SMALL GROUPS.

WE'RE REALLY WORKING HARD TO SHORE UP GAPS.

THE LAST ASSESSMENT THAT WE'RE GOING TO TALK ABOUT TONIGHT IS THE STAAR INTERIM ASSESSMENTS. THESE TESTS WERE TAKEN IN NOVEMBER AND THEY'RE TAKEN TWICE A YEAR.

I'M GOING TO SPECIFICALLY TALK ABOUT ALGEBRA, ENGLISH ONE AND ENGLISH TWO.

SO AGAIN, THIS TEST IS ON THE COMPUTER AND IT'S AN ADAPTIVE ASSESSMENT.

SO THIS TEST THE FIRST 20 QUESTIONS, EVERY STUDENT WILL HAVE THE SAME QUESTION.

AND THEN FROM THERE, THEY'RE ROUTED INTO A PART TWO AND YOU CAN THINK OF IT AS MAYBE A HIGH, MEDIUM OR LOW.

SO THEY GET A SECOND SET OF QUESTIONS THAT ARE ALL DIFFERENT FROM EACH OTHER, AND THEY'RE ALL ASSESSING DIFFERENT TEKS.

SO THE INNER ASSESSMENT, IT'S A TOOL AND IT MEASURES ACADEMIC IMPROVEMENT.

IT ALLOWS OUR TEACHERS TO SEE WHERE THE STUDENTS ARE AND WHAT THEY WOULD NEED TO DO TO INCREASE OR TO INTERVENE.

AND OFTENTIMES, IT'S USED TO LOOK AT THE TEKS THAT WE'VE ALREADY TAUGHT AND ASSESS HOW OUR STUDENTS ARE DOING IT AND LOOK AT THE TEKS THAT ARE COMING UP TO GET AN IDEA OF WHAT OUR STUDENTS MAY OR MAY NOT ALREADY KNOW.

SO THIS INFORMATION WE USE TO SUPPORT STUDENTS WITH THEIR CONTENT AND MOVE THEM TO THE NEXT LEVEL. SO BASICALLY, IF WE WERE TO STOP RIGHT NOW AND DO KNOW MORE INSTRUCTION IN NOVEMBER WHEN WE TOOK THIS ASSESSMENT, THIS WOULD BE AN INDICATION OF HOW OUR STUDENTS WOULD PERFORM. SO IN ALGEBRA ONE I KNOW READ IS ALWAYS KIND OF AN ALARMING COLOR WHEN WE SEE THAT. BUT REMEMBER, THIS IS A TEST TAKEN IN NOVEMBER.

SO IF WE WERE TO STOP AND ASSUME THAT NO MORE INSTRUCTION WOULD HAPPEN FOR THE REST OF THE SCHOOL YEAR, THESE MIGHT BE RESULTS THAT WE'D BE LOOKING AT.

SO THIS IS PREDICTIVE.

OBVIOUSLY, WE HAVE A LOT MORE INSTRUCTION THAT'S HAPPENING FROM NOVEMBER UNTIL THE END OF THE SCHOOL YEAR. SO THIS IS A GOOD WAY FOR OUR TEACHERS TO LOOK AT WHAT STUDENTS ALREADY KNOW AND WHAT THEY NEED TO KNOW.

AGAIN, DIVING INTO THE DATA, LOOKING AT INDIVIDUAL STUDENT DATA.

SO IN ALGEBRA WE LIKE RIGHT NOW, IN NOVEMBER, WE WERE AT TWENTY SEVEN PERCENT MEETS.

IN ENGLISH ONE, WE WERE AT 40 PERCENT AT THE MEET STANDARD AND IN ENGLISH TWO, 43 PERCENT. OK, SO REMEMBER, THIS IS A PROBABILITY, A PREDICTION IF WE DIDN'T HAVE ANY MORE INSTRUCTION AT THAT TIME, HOW OUR STUDENTS WOULD PERFORM.

SO AGAIN, I THINK I'M REALLY SUPER PROUD OF OUR HIGH SCHOOL TEACHERS FOR THE WORK THAT THEY'RE DOING ON AN INDIVIDUALIZED BASIS.

WE OFTEN THINK OF ELEMENTARY STUDENTS AND SMALL GROUP INSTRUCTIONS, AND WE BEGIN TO THINK OF DIFFERENTIATION AND OUR SECONDARY TEACHERS ARE DIVING IN 100 PERCENT LOOKING AT INDIVIDUAL STUDENT DATA IN THEIR PLC MEETINGS. IT'S REALLY EXCITING AND ENCOURAGING THIS YEAR.

SO WHAT NOW? WHAT NOW IS WE USE OUR DATA TO INFORM OUR INSTRUCTION, AND THAT'S WHAT WE'RE GOOD AT. SO OUR CAMPUSES ALL PARTICIPATE IN PROFESSIONAL LEARNING COMMUNITIES.

WE CALL IT A PLC.

AND THIS IS A CYCLE THAT WE USE FORMATIVE ASSESSMENT IN DIFFERENTIATION, AND WE'RE CONSTANTLY EVALUATING OUR STUDENT DATA.

WE'RE CONSTANTLY LOOKING AT WHAT OUR STUDENTS KNOW.

WE ASK OURSELVES FOUR QUESTIONS IN THIS PROCESS.

WE ASK OUR STUDENTS OR WE ASK OURSELVES, WHAT DO WE WANT ALL OF OUR STUDENTS TO KNOW AND BE ABLE TO DO? AND THEN WE LOOK AT THAT AND WE SAY, HOW WILL WE KNOW IF THEY'VE LEARNED IT? AND THEN OUR THIRD QUESTION IS, WELL, HOW DO WE RESPOND IF STUDENTS HAVEN'T LEARNED IT? AND THEN ANOTHER SIDE IS, HOW DO WE RESPOND IF THEY ALREADY KNOW THE INFORMATION? SO WE'RE CONSTANTLY LOOKING AT THAT.

SO THIS DATA FROM THE MIDDLE OF THE YEAR IS A VALUABLE ASSESSMENT.

WE'RE CONSTANTLY USING THAT FORMATIVE ASSESSMENT INTO FREE DIFFERENTIATION TO DRIVE OUR INSTRUCTION, AND THAT IS WHAT WE HAVE FOR YOU TONIGHT WITH MY MCLASS, MAP DATA AND THE STAAR INTERIM ASSESSMENTS.

WHAT QUESTIONS CAN WE ANSWER FOR YOU? BOARD MEMBERS TO MY LEFT MS. MARCUCCI.

THANK YOU FOR THE PRESENTATION AND IT'S VERY HOPEFUL.

SO THANK YOU FOR THAT. I'M HAPPY TO SEE THAT.

I JUST KNOW THAT OUR TEACHERS HAVE BEEN SO EXHAUSTED AND OUR EVEN OUR STUDENTS FOR THAT MATTER. AND SO I HOPE THAT THEY CAN TAKE SOME, YOU KNOW, HOPE IN THE FACT THAT THEY'RE MAKING A DIFFERENCE. SO THANK YOU FOR SHARING THAT.

BUT I'M CURIOUS A LITTLE BIT ABOUT THE MAP TESTING SPECIFICALLY.

I KNOW THAT AS YOU ALLUDED TO BEFORE, WE HAD GOTTEN IN DEPTH PRESENTATION ABOUT IT, AND THIS IS RELATIVELY NEW FOR MANSFIELD ISD.

CAN YOU TELL US, IS IT WORKING AS YOU HOPED IT WOULD OR THERE ARE NEW LEARNINGS THAT YOU'VE LEARNED, YOU KNOW, USING IT? I MEAN, HOW IS THAT ASSESSMENT TOOL? WE FEEL LIKE IT'S A GOOD INVESTMENT.

WE THINK WE'RE GOING TO STICK WITH IT.

DO YOU THINK THAT THERE'S WAYS THAT WE CAN IMPROVE IT? I'M JUST CURIOUS ABOUT THE TESTING METHOD ITSELF AND WHAT WE THINK WE CAN GET FROM IT.

WE REALLY DO FEEL LIKE IT'S A GREAT ASSESSMENT MEASURE.

I WILL TELL YOU THERE'S A LOT OF REPORTS IN THERE AND IT CAN BE OVERWHELMING FOR ANYONE TO REALLY SIT DOWN AND START LOOKING AT WHAT DO I LOOK AT? WHERE DO I EVEN START? SO WE'VE SPENT A LOT OF TIME, MR. JOHNSON WITH THIS ASSESSMENT DEPARTMENT AND BRINGING IN PEOPLE, PEOPLE FROM MAP PEOPLE WITHIN OUR ORGANIZATION TO REALLY HELP TEACHERS, PRINCIPALS TO LEARN HOW TO USE THE REPORTS AND HOW TO HAVE THAT INFORM OUR INSTRUCTION.

[00:30:03]

SO IT IS A REALLY VALUABLE TOOL.

I'VE HAD THE PRIVILEGE OF WORKING WITH THE MAP ASSESSMENT FOR A NUMBER OF YEARS IN A PREVIOUS DISTRICT. SO GOSH, 10 15 YEARS.

SO I REALLY HAVE SEEN WE'VE BEEN ABLE TO USE THE DATA FOR LOTS OF DECISION MAKING PROCESSES AND HAVE FOUND IT TO BE VERY ACCURATE IN THAT SO.

SO YOU FEEL LIKE IT'S BEEN A GOOD INVESTMENT FOR US AND OUR STUDENTS? ABSOLUTELY, I THINK THE INFORMATION THAT OUR TEACHERS ARE GAINING FROM THIS TO KNOW WHAT OUR STUDENTS NEED HELP IN OR MAYBE EVEN WHAT THEY ALREADY KNOW, IT'S REALLY EXCITING FOR OUR ADVANCED KIDDOS.

I KNOW THAT WHENEVER I WAS A PRINCIPAL AT SPENCER AND WE WERE ONE OF THE FIRST ONES TO PILOT THIS. AND A LOT OF IT WAS BECAUSE WE HAD A LOT OF KIDDOS THAT WERE ALREADY AT THAT LEVEL AND WE WANTED TO KNOW HOW TO ENRICH THEM.

SO IT DEFINITELY SERVES BOTH AND SERVES ALL OF OUR STUDENTS.

MM-HMM. ANY OTHER QUESTIONS TO MY LEFT? MS. FARRAR.

I'D ALSO LIKE TO THANK YOU FOR THE PRESENTATION.

I HAD JUST A COUPLE OF QUESTIONS.

I'M CURIOUS WHAT THE TEACHER FEEDBACK HAS BEEN AS FAR AS IMPLEMENTING THIS IN THE CLASSROOM, HOW THE TESTING IS GOING FOR THEM AND HOW THEY'RE ACTUALLY LIKING THE FEEDBACK OR THE DATA THAT'S PRESENTING.

BUT ALSO, I KNOW YOU'D MENTIONED A COUPLE OF TIMES THEY USED THE DATA TO INFORM INSTRUCTION. SO WHAT EXACTLY DOES THAT MEAN ONCE YOU TAKE THE DATA AND YOU HAVE A PERCENTAGE? DO WE ADJUST THE CURRICULUM WITHIN THAT CLASSROOM OR IS THAT ACROSS A DISTRICT OR FIRST. SO AS OVERALL FROM A DISTRICT, FROM A DISTRICT PERSPECTIVE, IT HELPS US IN THE CURRICULUM DEPARTMENT TO KNOW WHAT AREAS AS A WHOLE AS THE SYSTEM THAT MIGHT BE LACKING IN OUR CURRICULUM OR THAT WE MIGHT NEED TO MAKE MORE ROBUST.

BUT MORE IMPORTANTLY, ON THE INDIVIDUAL LEVEL, TEACHERS, MAYBE I'LL GIVE YOU AN EXAMPLE.

MAYBE A THIRD GRADE TEAM IS MEETING IN THEIR PROFESSIONAL LEARNING COMMUNITY WITH THEIR PRINCIPAL, WITH OTHER STAKEHOLDERS SITTING AT THE TABLE, AND WE'RE LOOKING AT STUDENT BY STUDENT. WHEN YOU LOOK AT THE DATA, IT WILL SHOW YOU WHAT A STUDENT NEEDS HELP IN AND WHAT A STUDENT MAY BE READY FOR NEXT.

IT WILL ALSO, FOR INSTANCE, IF A STUDENT IS STRUGGLING IN A CONCEPT, IT WILL BACK THAT CONCEPT DOWN TO MAYBE THE SECOND GRADE LEVEL.

WHAT IS IT THAT THEY MISS? SO IT REALLY PROVIDES SPECIFIC IDEAS FOR YOU TO FIND FROM REMEDIATION AND INTERVENTION? AND THEN THE FIRST PART OF YOUR QUESTION WAS THE TEACHER RESPONSE.

JUST WITH ANY NEW ASSESSMENT, LIKE I MENTIONED A MINUTE AGO, IT CAN BE OVERWHELMING AT F IRST, WHEN YOU'RE JUST OPEN THAT UP AND YOU SEE ALL THESE REPORTS, BUT AGAIN, WE'VE TRIED TO GIVE SOME TRAINING LIKE HERE ARE THE TOP THREE REPORTS THAT WE WANT YOU TO LOOK AT RIGHT NOW. SOME CAMPUSES ARE TAKING ONE REPORT AT A TIME AND REALLY LOOKING AT THAT DATA BECAUSE OUR TEACHERS ARE DOING A PHENOMENAL JOB AND THE LAST THING WE WANT IS FOR THEM TO BE DISCOURAGED AND OVERWHELMED WITH THE DATA.

WE WANT THEM TO OBVIOUSLY FEEL THAT THIS IS SOMETHING HELPFUL.

WELCOME. ANYONE ELSE TO MY LEFT, TO MY RIGHT? MR. DAVIS.

[INAUDIBLE] THANK YOU. AS MENTIONED, THIS IS A WONDERFUL PRESENTATION, VERY MUCH ENCOURAGED ABOUT THE OPPORTUNITY TO BE RESPONSIVE DURING THE ACADEMIC YEAR THROUGHOUT THE ACADEMIC YEAR, AND I APPRECIATE THIS FERRARA'S QUESTION ABOUT HOW THAT WORKS.

MY QUESTION IS WHAT LEARNINGS CAN WE TAKE GOING FORWARD TO THE NEXT YEAR? AND SO SAY, IF WE'RE MAPPED OUT WHERE WE ARE WITH THIRD GRADERS AND A PARTICULAR SUBJECT AND WE SEE OPPORTUNITY? ARE THERE PLANS TO HAVE THAT CARRY OVER TO THE NEXT YEAR? AND IF SO, HOW? YEAH. WELL, THE EXCITING THING IS, WHEN WE LOOK AT OUR DATA, WE'RE LOOKING AT ANY STUDENT AND SHOWING GROWTH.

THEY MAY BE STARTING OUT A YEAR BELOW GRADE LEVEL AND WE WANT THEM TO GROW.

THEY MAY BE STARTING OUT A YEAR ABOVE GRADE LEVEL AND WE'RE LOOKING AT WAYS TO HELP THEM GROW. SO WHEN WE TALK ABOUT A THIRD GRADE STUDENT, WE KNOW THAT THIRD GRADE STUDENTS CAN BE ANYWHERE FROM A FIRST GRADE LEVEL UP TO A FIFTH GRADE LEVEL.

SO IT REALLY HELPS US TO PLAN THAT INDIVIDUAL STUDENTS INSTRUCTION.

SO MAPPING OUT OR TOPPING OUT THE MAP TEST IS A REALLY HARD THING TO DO.

IT'S A MATTER OF FACT, IT CAN BE ALMOST DISCOURAGING SOMETIMES FOR OUR REALLY HIGH PERFORMING STUDENTS. THEY'RE USED TO GETTING EVERY QUESTION RIGHT.

AND WHEN WE TALK ABOUT THE TEST IS DESIGNED FOR YOU TO GET 50 PERCENT OF THE QUESTIONS RIGHT AND 50 PERCENT OF THE QUESTIONS WRONG, IT'S LIKE, OH MY GOSH, I DIDN'T GET THEM ALL RIGHT. SO IT REALLY DOES CHALLENGE ALL OF OUR STUDENTS AND INFORMS THAT INSTRUCTION.

DOES THAT HELP YOU? MR. CANEDY. THANK YOU AND THANK YOU, DR.

SWIZE, ABOUT THE OUTSTANDING PRESENTATION.

MY QUESTION IS A LITTLE ON THE LINES OF MS. FARRAR AND MR. DAVIS.

WHEN WILL YOU GET THE DATA FOR THE END OF THE YEAR TESTING? SO WE AT THE DATA VERY QUICKLY AS SOON AS THE WINDOW CLOSES.

THE WINDOW IS TYPICALLY THREE WEEKS LONG OR SO ACROSS THE DISTRICT.

SO ONCE THAT CLOSES, WE HAVE ACCESS TO ALL OF THOSE REPORTS AT THAT TIME.

SO WE'RE ABLE TO VERY QUICKLY.

WE DON'T HAVE TO WAIT TYPICALLY A LONG TIME.

AS A MATTER OF FACT, AS SOON AS A STUDENT TAKES THE TEST, TEACHERS CAN GO IN AND LOOK AT THAT INDIVIDUAL STUDENT AND SEE, BOY, THAT'S GREAT BENEFIT.

I WAS JUST CONCERNED THAT YOU WOULD GET THE DATA SO LATE YOU WOULDN'T HAVE TIME TO BE NIMBLE ENOUGH TO IMPLEMENT POSITIVES AND MAYBE SOME AREAS OF IMPROVEMENT THAT YOU CAN WORK ON BEFORE THE NEXT SCHOOL YEAR.

BUT THAT'S GREAT THAT WE HAVE ACCESS TO THAT DATA SO QUICKLY.

[00:35:01]

THANK YOU. YOU'RE WELCOME.

ANY OTHER QUESTIONS? WELL, THANK YOU, DR. SWIZE.

I DID WANT TO, I HAD MANY OF THE SAME QUESTIONS, BUT I LOVE THE FACT THAT YOU USE THE WORDS DISRUPTIVE LEARNING INSTEAD OF LEARNING LOSS.

I THINK WE'RE ALL A LITTLE SENSITIVE TO THAT, AND WE WANT TO MAKE SURE THAT WE KIND OF UNDERSTAND WHY WE'RE IN THE PLACE THAT WE'RE IN.

SO I ALSO THINK THAT IT FEELS BETTER TO TO ENCOURAGE STUDENTS RIGHT RATHER THAN TO TALK ABOUT LOSS. SO THANK YOU SO MUCH FOR YOUR PRESENTATION AND YOUR WORK.

THANK YOU. MOVING ON TO AGENDA ITEM EIGHT POINT ONE PRESENTATIONS, DR.

[8. Presentation ]

CANTU.

YES, AT THIS TIME I WOULD LIKE TO INVITE BRUNO DIAZ, DAVID WRIGHT AND JEFF BROGDON UP TO THE PODIUM TO SHARE WITH US THE ONGOING WORK OF OUR SAFETY PROCEDURE AND PLANNING COMMITTEE THAT RESULTED IN SOME RECOMMENDATIONS TO OUR DISTRICT SAFETY COMMITTEE THAT WE WOULD LIKE TO BRING FORWARD AND SHARE WITH YOU TONIGHT.

ALL RIGHT, THANK YOU. PRESIDENT NEWSOM, SUPERINTENDENT DR.

CANTU AND BOARD MEMBERS.

WE ARE PLEASED TO BE HERE TONIGHT TO PROVIDE YOU THE SAFETY AND SECURITY COMMITTEE.

SCHOOL BOARD UPDATE WITH RECOMMENDATIONS.

AND SO JUST TO RECAP THE PURPOSE OF OUR SAFETY PROCEDURE PLAN COMMITTEE, WHICH IS AN AD HOC COMMITTEE WHICH MEANS THEY MET FOR A SPECIFIC TIME PERIOD, WAS TO REVIEW AND UPDATE THE MISD SAFETY PROCEDURE PLAN USING BOTH COMMUNITY FEEDBACK AND THE RECOMMENDATIONS THAT THEY GENERATED AS A COMMITTEE WITH OUR END GOAL OF CREATING SAFER SCHOOLS AND FACILITIES FOR OUR DISTRICT. THIS WOULD BE A GOOD TIME TO, LET ME BACK UP.

THIS WOULD BE A GOOD TIME TO RECOGNIZE THIS COMMITTEE, WHILE SOME OF THEM ARE, OBVIOUSLY SEVERAL OF THEM ARE NOT WITH US TONIGHT, BUT WE DO PLAN ON BRINGING THEM BACK TO THE NEXT BOARD MEETING. BUT YOU KNOW, ANY TIME YOU HAVE A COMMITTEE AND YOUR COMMITTEES WORK AS NOVEMBER AND DECEMBER, THERE'S A LOT OF THINGS THAT CAN GET IN THE WAY WITH FAMILY AND SCHOOL DISTRICT ACTIVITIES.

BUT I DO WANT TO TELL YOU THAT OUR 92 PEOPLE FROM OUR COMMUNITY AND OUR STUDENTS AND 25 MEMBERS OF OUR STAFF WERE IN ATTENDANCE AT ALL FOUR MEETINGS.

THE ATTENDANCE WAS FABULOUS, AND THAT'S JUST A TESTAMENT TO HOW SERIOUSLY THEY TOOK THE WORK, ESPECIALLY DURING NOVEMBER AND DECEMBER.

SO I JUST WANT TO GIVE A SHOUT OUT TO THAT COMMITTEE.

OK, MOVING FORWARD, I WANT TO DISCUSS THE TIMELINE REALLY QUICK.

WE HAD OUR FIRST MEETING NOVEMBER THE 4TH, AND WE HAD OUR FOURTH AND FINAL MEETING ON DECEMBER THE 16TH.

EARLIER THIS MONTH ON THE 10TH, WE GAVE THE RECOMMENDATIONS FROM THE SAFETY PROCEDURE PLAN COMMITTEE TO THE SAFETY AND SECURITY COMMITTEE.

NOW REMEMBER THAT SAFETY AND SECURITY COMMITTEE WAS BORN OUT OF SENATE BILL 11 AND IS A STANDING COMMITTEE THAT MEETS QUARTERLY.

THAT'S HEADED UP BY BRUNO DIAZ AND DAVID WRIGHT, WHICH WILL BE PART OF THIS PRESENTATION IN JUST A SECOND. AND THEN HERE TONIGHT ON THE 22ND, WE'RE MAKING OUR FIRST BOARD PRESENTATION. COMMUNITY FEEDBACK.

AFTER THE EVENT THAT OCCURRED IN OUR DISTRICT IN OCTOBER, WE RECEIVED A LOT OF FEEDBACK FROM OUR COMMUNITY.

WE RECEIVED TEXT MESSAGES.

WE RECEIVE PHONE CALLS, EMAILS.

WE SOLICITED FEEDBACK AT TOWN HALL MEETINGS, ONE WHICH WAS HELD RIGHT HERE IN THIS BUILDING, ONE AT TIMBER VIEW HIGH SCHOOL, AS WELL AS A DISTRICT WIDE SURVEY.

AND SO WHAT YOU HAVE ON THE SLIDE TONIGHT IS THE REOCCURRING TAKEAWAYS FROM ALL OF THE COMMUNITY FEEDBACK THAT WE COLLECTED.

WE'RE GOING TO TALK ABOUT EACH ONE OF THEM TONIGHT, BUT I DO WANT TO POINT OUT TWO ON THE BOTTOM LEFT AND THE BOTTOM RIGHT AND BOTTOM LEFT IS FOCUS ON MENTAL HEALTH AND COUNSELING. AND ON THE BOTTOM RIGHT IS METAL DETECTORS AND CLEAR BACKPACKS, WHICH COULD ALSO BE DESCRIBED AS PHYSICAL SECURITY.

AND THE REASON I WANT TO POINT THOSE TWO OUT TO YOU IS YOU'RE GOING TO SEE THEM AGAIN LATER AND REOCCURRING TAKEAWAYS FROM THE COMMITTEE'S WORK.

IT'S A LITTLE LATER IN THIS PRESENTATION, ALONG WITH SEVERAL OTHERS THAT REOCCUR.

OKAY, MOVING RIGHT INTO OUR FIRST MEETING, OUR FIRST MEETING, WE BROKE UP INTO SEVERAL TABLES AND SEVERAL GROUPS.

ALL THE TABLES HAD A DISTRICT FACILITATOR TO HELP GUIDE THE PROCESS.

AND SO WHAT WE ACCOMPLISHED ON OUR FIRST MEETING IS WE PROVIDED THE COMMITTEE ALL OF THE DATA AND COMMENTS THAT WE HAD RECEIVED FROM OUR COMMUNITY, AS WELL AS WE DOVE INTO THE FIRST SAFETY AND SECURITY COMMITTEE WORK THAT WAS DONE IN 2018.

MANY OF YOU REMEMBER THAT AND WERE ON THE BOARD AT THAT TIME, BUT WE WENT OVER THAT ENTIRE PROCESS, HOW IT WORKED, WE WENT OVER THE RECOMMENDATIONS AND ULTIMATELY THE RECOMMENDATIONS THAT RECEIVED BOARD APPROVAL.

AND THEN WE TURNED THE COMMITTEE LOOSE TO DEVELOP THEIR OWN RECOMMENDATIONS, AND OVER 100 RECOMMENDATIONS WERE GENERATED AT THAT FIRST MEETING.

VERY IMPORTANT TO US THAT EVERY SINGLE VOICE WAS HEARD, AND OF THE 92 MEMBERS FROM THE COMMUNITY AND OUR STUDENTS, OVER 100 RECOMMENDATIONS WERE GENERATED.

I THINK THAT'S A VERY GOOD INDICATION THAT VOICES WERE HEARD ON OUR COMMITTEE.

MOVING ON, I TALKED ABOUT THOSE REOCCURRING THEMES HERE, THE REOCCURRING THEMES FROM THE

[00:40:05]

COMMITTEE, AND YOU SEE I MENTIONED MENTAL HEALTH AND SOCIAL EMOTIONAL LEARNING AND ALSO MENTIONED PHYSICAL SAFETY.

THE PHYSICAL SAFETY INCLUDED THE REVIEW OF METAL DETECTORS, AS WELL AS CLEAR BACKPACKS AND PAUSE JUST A SECOND HERE, WHERE YOU CAN READ THE REST OF THE THEMES AND WE'LL MOVE ON. SAID I WAS GOING TO COUNT THE TWO.

SO I THINK WE'RE THERE, WE'RE MOVING ON.

AND SO SECOND MEETING, WE GATHERED ALL OF THE RECOMMENDATIONS AND FEEDBACK FROM THE COMMITTEE AND WE SORTED THEM INTO THREE MAIN CATEGORIES AND THEN WE USE COLOR CODING TO HELP US SORT THEM INTO THE CATEGORIES.

AND SO BOARD MEMBERS, WHAT YOU'RE GOING TO SEE TONIGHT IS THE RECOMMENDATIONS THAT WILL APPEAR IN YELLOW IN THIS PRESENTATION ARE OUR RECOMMENDATIONS WERE A PROCESS WAS ALREADY IN PLACE. THIS IS SOMETHING THAT WE'RE ALREADY DOING IN OUR DISTRICT.

AND THEN WHAT WILL BE SHOWN IN BLUE IS A PROCESS THAT MAY BE IN PLACE, BUT IT MAY BE GOING THROUGH AN IMPROVEMENT OR A MODIFICATION.

YOU KNOW WE'RE A CONTINUOUS IMPROVEMENT DISTRICT.

SO WE'RE ALWAYS LOOKING TO IMPROVE.

AND SO THE PROCESSES THAT YOU SEE IN BLUE, THEY MAY BE EXISTING, BUT THEY'RE GETTING A SLIGHT MODIFICATION OR AN IMPROVEMENT.

AND THEN FINALLY, WHAT YOU'LL SEE IN GREEN IS THE COMMITTEES VETTED PROCESSES, STRATEGIES AND ITEMS FOR FURTHER CONSIDERATION, AND THAT'LL BE WRAPPED UP AT THE END OF THIS PRESENTATION. SO I'M GOING TO GO OVER SOME OF THE PROCESSES THAT ARE ALREADY IN PLACE, AND I KNOW THAT IS A WHOLE LOT OF WORDS ON THE ON THE SLIDE AND I KNOW IF HOLLY TEAGUE WAS RIGHT HERE, I'D BE IN A LOT OF TROUBLE.

BUT THESE ARE THE PROCESSES THAT WERE IN PLACE, AND I'M JUST GOING TO TOUCH ON ONE AND WE'LL GO RIGHT TO THE BOTTOM OF THE PAGE, ENSURE THAT ALL CAMPUSES HAVE A POLICE OFFICER.

NO, THAT WAS THE RECOMMENDATION FROM THE 2018 COMMITTEE THAT WAS ULTIMATELY APPROVED BY THE BOARD AND IS IN PLACE TODAY.

GOING TO THE SECOND PAGE WILL HIT THE TOP AGAIN, WE'RE UNDER SECURITY OFFICERS WALKING THE HALLS THROUGHOUT THE DAY.

THAT IS PART OF OUR STANDARD OPERATING PROCEDURE TODAY.

WE WANT OUR OFFICERS MOVING AROUND AND THAT IS PART OF THE PROCESS.

SO WE'LL MOVE INTO THE PROCESS IMPROVEMENTS.

THESE ARE THE PROCESSES I TALKED ABOUT EARLIER, THERE MAY BE GOING UNDER A SLIGHT IMPROVEMENT OR A MODIFICATION.

AND SO THIS IS THE POINT WHERE I'M GOING TO TURN IT OVER TO DAVID WRIGHT TO TALK TO YOU ABOUT THOSE PROCESSES, AS WELL AS THE ACCOUNTABILITY MEASURES WE PUT IN PLACE TO KEEP UP WITH THESE PROCESS IMPROVEMENTS.

DAVID.

THANK YOU, JEFF. SO JUST TO REITERATE, JEFF TALKED ABOUT THE ONES IN YELLOW AND THOSE WERE PROCESSES THAT WE ALREADY HAD IN PLACE.

I'M GOING TO TALK ABOUT THE ONES IN BLUE.

THEY JUST WANT TO POINT OUT THAT THEY EACH OF THESE HAVE A SIGNIFYING BLUE TARGET, THAT IS THE SAME.

I CAN'T TALK TODAY.

PHYSICAL SAFETY, COMMUNITY INVOLVEMENT, THOSE ARE THE SAME THINGS THAT YOU'LL SEE IN THE YELLOW AND THE BLUE AND THE GREEN AS WE GO THROUGH THIS.

SO AS WE TALK ABOUT THIS, THE BLUE ARE PROCESSES THAT WE MAY HAVE ALREADY HAD PRIOR TO OCTOBER THE 6TH.

WE MAY HAVE PUT IT IN AT THE BY THE TIME WE HAD THE TOWN HALL MEETING.

SO IT WAS, BUT IT WAS ALREADY IN PLACE AT SOME POINT IN TIME.

IT MAY JUST NOT BE IN PLACE AS WELL AS WE WOULD LIKE IT TO BE.

SO WE WERE RE-VETTING THOSE, MODIFYING THOSE OR IMPROVING THOSE.

AND SO IT IS IMPORTANT TO KNOW THAT EVERY ONE OF THE ONES THAT YOU SEE HERE AND ON THE FOLLOWING PAGES WE'VE ASSIGNED A CABINET MEMBER TO KEEP UP WITH TO HAVE MEETINGS ABOUT OR TO SEE WHERE IT IS AND WHAT WE CAN DO TO MAKE IT BETTER.

SO MOVING ON, WE'RE GOING TO WE'VE SEEN SEVERAL THINGS HERE.

WE'VE GOT SOME COMMUNICATION.

YOU REALLY CAN'T SEE IT.

BUT THE BOTTOM TWO LINES HERE ARE COLOR CODED, BETTER, FASTER COMMUNICATION AND CREATE A MARKETING PLAN.

SO WE'RE GOING TO I WANT TO POINT OUT THESE TWO SPECIFICALLY TO YOU.

SO YOU SEE, OK, THERE'S THE COLOR CODING.

SO BETTER, FASTER COMMUNICATION.

ONE OF THE THINGS THAT THAT COMMUNICATION DEPARTMENT DID WAS TO MAKE THE PROCESS EASIER

[00:45:08]

FOR PARENTS AND STUDENTS FOR FASTER COMMUNICATION BY DOING A PUSH IN MODEL INSTEAD OF MAKING PEOPLE SIGN UP FOR A TEXT ACCOUNT.

SO WHAT YOU CAN SEE HERE IS AT THE BEGINNING OF THE YEAR, WE HAD ABOUT 2900 PARENTS OR STUDENTS THAT HAD A MISD TEXTING ACCOUNT.

TODAY, THAT'S ABOUT 40000, AND THAT HAS OCCURRED SINCE WE HAD THESE MEETINGS. NEXT, WE HAD A COMPREHENSIVE MEDIA PLAN.

WE'VE BEEN WORKING ON THIS ME AND BRUNO AND DONALD WILLIAMS HAD BEEN WORKING ON THIS AS WE WENT, BUT WE IT WAS CREATED SINCE THE COMMITTEE AND THE MEDIA PLAN IS CALLED THIS IS OUR HOUSE.

WHAT YOU'LL SEE IS A ONE STOP SHOP FOR A POLICE DEPARTMENT PIECE.

A SAFETY AND SECURITY DEPARTMENT OR THE GUIDANCE AND COUNSELING AND ALSO THE SOCIAL AND EMOTIONAL PIECE THERE WILL BE AT THIS AND I WILL TELL YOU THAT IT WILL BE ON THE FRONT PAGE OR RIGHT THERE ON THE DISTRICT HOME PAGE SO ANYBODY CAN GO AND EASILY FIND OUT SOME INFORMATION. THEY CAN EASILY FIND HOW TO REPORT BULLYING OR A THREAT ASSESSMENT INSTEAD OF HAVING TO GO TO TWO DIFFERENT PAGES.

THE OTHER THING THEY'VE DONE HERE IS PUT IN SOME REALLY GOOD GRAPHICS EVEN PUT OUT SOME ARE GOING TO HAVE A FEATURE STORY IN A MAGAZINE.

SO THAT IS IN PLACE, BUT ALSO IS GOING TO BE ONGOING AS WE LOOK AT WHAT ARE THE NEEDS ARE, WHAT ARE THE STUDENTS TELL US THAT WE NEED OR WHAT'S LACKING THERE.

SO WE MOVE ON TO MENTAL HEALTH AND STANDARD OPERATING PROCEDURES, SECURITY.

YOU SEE ALL THE CATEGORIES THERE ARE.

BEFORE I TURN IT OVER TO BRUNO, I WANT TO TALK TO YOU THROUGH THE PROCESS OF THE COMMITTEE. THE COMMITTEE, WHO WERE ABOUT 92 PEOPLE, SET AT TABLES.

THERE WERE MANY TABLES IN THE ROOM.

AND WHEN THEY FINISHED WITH THESE ITEMS, THEY THEY SIT AND THEY TALKED ABOUT EACH ITEM AND PUT THEM IN A PLUS DELTA TYPE CHART, WHICH MEANS PROS AND CONS.

WHAT'S GOOD ABOUT IT? WHAT'S BAD? WHAT'S THE CONCERNING THING ABOUT THIS ITEM THAT WE'RE TALKING ABOUT? ARE THERE ANY UNINTENDED CONSEQUENCES? SO EVERYBODY HAD A VOICE AT THE TABLE, THEN THE NEXT STEP WOULD BE EACH INDIVIDUAL AT THE TABLE GOT AN INDIVIDUAL SCORECARD.

THEY RATED THAT ITEM THAT THEY WERE TALKING ABOUT FROM ONE TO FIVE AS THEY SAW IT ON THE EFFECTIVENESS ON UNINTENDED CONSEQUENCES.

AND WAS IT EASY TO TRAIN IN THE DISTRICT? SO THAT WAS AN INDIVIDUAL INDIVIDUAL REPORT.

THEN THEY GOT THEM TOGETHER AT THE TABLE AND WE HAD A TABLE AVERAGE.

ONCE WE GOT THE TABLE AVERAGE, WE TAKE THEM TO THE BIT FRONT TABLE AND WE GET A GROUP OR A ROOM AVERAGE THAT YOU WILL SEE ACTUALLY WITHIN THE ITEMS THAT BRUNO WILL TALK TO YOU ABOUT HERE IN A MINUTE.

THE TOP 25 OR THE 25 THAT WE VETTED ACTUALLY HAVE THE AVERAGE FROM THE COMMITTEE AS A WHOLE.

AND SO I'M GOING TO TURN IT OVER TO BRUNO AT THIS TIME.

THANK YOU, MR. WRIGHT. GOOD EVENING BOARD, DISTRICT LEADERSHIP AND MISD COMMUNITY.

[00:50:01]

SO BEFORE I GET TO THE VETTED 25 ITEMS, I WANT TO TALK TO YOU, I WANT TO SHARE A LITTLE BIT MORE LIGHT THAN WHAT MR. WRIGHT SAID, WHICH IS WE DIDN'T WAIT FOR THE COMMITTEE'S FINDINGS TO TAKE ACTION IN ENHANCING AND ELEVATING OUR SAFETY AND SECURITY POSTURE.

IN FACT, WE HAD MULTIPLE INITIATIVES ALREADY IN PLACE.

ONE OF THE INITIATIVES THAT WE TALKED ABOUT WAS THE NEED TO BUILD A COLLABORATIVE SCHOOL SAFETY CULTURE WHERE EVERYONE VIEWS SAFETY SECURITY AS A COMPONENT OF THEIR DAILY ACTIVITIES. AND WHEN I SAY EVERYONE, I'M TALKING ABOUT STUDENTS, I'M TALKING ABOUT PARENTS AND STAFF, IN ESSENCE THE ENTIRE COMMUNITY.

SCHOOL SAFETY ISSUES CAN IMPACT COMMUNITIES JUST LIKE COMMUNITIES CAN IMPACT SCHOOL SAFETY. SO WE DEVELOPED THIS IDEA OF OUTREACH AND ASSESSING WHERE WE ARE.

WE DID A STUDENT SURVEY LAST YEAR THROUGH A FOCUSED GROUP, AND WE FOUND THAT 90 PERCENT OF OUR STUDENTS DID NOT FEEL COMFORTABLE REPORTING CONCERNING BEHAVIORS.

SO WE MUST COUNTER THIS NARRATIVE.

THEY'RE EXPOSED TO OUR INFORMATION, AND WE NEED TO GET OUR STUDENTS TO UNDERSTAND THAT REPORTING DOESN'T MEAN PUNISHING DOESN'T MEAN CRIMINALIZING A PROBLEM.

IT MAY MEAN OFFERING SOMEONE WHO IS IN NEED OR IN A CRISIS TO HELP AND SUPPORT THAT THEY NEED SO THAT WE CAN REMOVE A STUDENT FROM A POTENTIAL PATHWAY TO VIOLENCE TO A PATHWAY TO HOPE. THAT'S WHAT WE'RE TRYING TO DO WITH OUR OUTREACH INITIATIVES AND THROUGH OUR THREAT ASSESSMENT PROCESS.

INITIALLY, MOST OF OUR THREAT ASSESSMENT FUNCTIONS WERE BEING MANAGED BY ME AND AND THE CAMPUS ADMINISTRATORS THROUGH CAMPUS LEVEL THREAT ASSESSMENT TEAMS. TO DO THREAT ASSESSMENT WITH FIDELITY, IT REQUIRES A GREAT DEAL OF TIME.

WE USE A STRUCTURED JUDGMENT PROCESS THAT SEEKS DATA FROM MULTIPLE SOURCES AND THEN WE GET TOGETHER AS A GROUP, A MULTIDISCIPLINARY GROUP WHERE WE COME TOGETHER AND LOOK AT FACTS SO WE DON'T USE A HUNCH OR PERSONAL OPINIONS.

WE USE DATA TO GUIDE OUR DECISIONS AND TO INVEST AND APPLY THE LEVEL OF FIDELITY NEEDED.

WE NEEDED MORE PEOPLE ASSIGNED TO THE TEAM AND OUR PEOPLE NEEDED TO REFLECT THIS MULTIDISCIPLINARY STRUCTURE THAT I OUTLINED.

WE HAVE THE DISTRICT HIRED A GREAT DEAL OF SUPPORT, AND I'M VERY HAPPY WITH THAT SUPPORT.

WE HAVE SIX NEW PEOPLE WORKING AS PART OF A CENTRAL THREAT ASSESSMENT TEAM THAT PROVIDES SUPPORT TO OUR CAMPUSES.

THE SIX INDIVIDUALS ARE, LIKE I SAID, ARE MULTIDISCIPLINARY.

WE HAVE A MASTER SOCIAL WORKER.

WE HAVE A LICENSED PROFESSIONAL COUNSELOR.

WE HAVE AN ASSOCIATE LICENSED PROFESSIONAL COUNSELOR.

AND WE HAVE OTHER INDIVIDUALS.

WE HAVE ONE OFFICER WITH MENTAL HEALTH TRAINING.

SHE USED TO BE A MANSFIELD ISD SRO.

SHE'S NOW ASSIGNED TO THIS TEAM NOT AS AN SRO, BUT AS A THREAT ASSESSMENT ANALYST.

WE HAVE A FORMER PARALEGAL AND WE HAVE AN INDIVIDUAL WHO WORKED WITH SPECIAL EDUCATION CHILDREN AS A TEACHER.

SO AGAIN, YOU HAVE PEOPLE WITH DIFFERENT PERSPECTIVES, DIFFERENT EXPERIENCE, DIFFERENT TRAINING, HELPING US ASSESS CONCERNING BEHAVIORS AND DEVELOP INTERVENTION PLANS SO THAT OUR STUDENTS CAN BE SUCCESSFUL.

THAT'S WHAT THOSE POSITIONS ARE DOING DAILY.

THEY'VE ALL BEEN TRAINED, THEY'VE ALL BEEN PLACED IN DIFFERENT HIGH SCHOOLS, AND THEY'RE SUPPORTING CAMPUSES THAT FALL WITHIN EACH HIGH SCHOOL FEEDER PATTERN.

IN ADDITION TO THAT, ON THE MENTAL HEALTH SIDE ARE GREAT COUNSELING DEPARTMENT.

WE HAVE CARE SALAS, WHICH IS A PROGRAM NOW THAT PROVIDES COUNSELING, REFERRAL AND SUPPORT SERVICES TO FAMILIES, AND OUR SEL DEPARTMENT IS ALSO GROWING.

WE HAVE ADDITIONAL FTE POSITIONS THAT ARE NOW OPEN TO SUPPORT OUR SEL DEPARTMENT WITH THEIR FUNCTIONS.

SO AGAIN, THE COMMUNICATION PLAN, THE THREAT ASSESSMENT PLAN AND THE EMPHASIS ON PREVENTION IS SOMETHING THAT WE'RE REALLY FOCUSING ON BECAUSE THE RESEARCH SHOWS THAT WHEN KIDS CHOOSE TO ENGAGE IN VIOLENCE, THESE ARE NOT SUDDEN ACTS.

THERE'S A THOUGHT PROCESS, A DECISION IS MADE AND THOSE AROUND THAT INDIVIDUAL ARE POSITIONED TO REPORT AND PROVIDE INFORMATION.

AND IF WE HAVE SYSTEMS IN PLACE TO MANAGE THOSE BEHAVIORS, WE ARE WELL POSITIONED TO PREVENT VIOLENCE, WHICH IS WHAT WE'RE TRYING TO DO.

SO MR. WRIGHT, EXPLAINED HOW THE 25 VETTED ITEMS CAME TOGETHER.

I'M NOT GOING TO READ EVERY SINGLE ITEM, BUT AS YOU CAN SEE, THERE'S A MIXTURE OF PHYSICAL SECURITY RECOMMENDATIONS, PERSONNEL SECURITY.

WHEN I TALK ABOUT PERSONNEL SECURITY, I'M TALKING ABOUT SECURITY STAFF, ADDITIONAL MONITORING STAFF, MORE POLICE INVOLVEMENT.

WHEN I TALK ABOUT PHYSICAL SECURITY, I'M TALKING ABOUT MORE ACCESS CONTROL WANDING, K-9 SEARCHES AND THINGS ALONG THOSE LINES, CLEAR BACKPACKS, THINGS LIKE THAT.

WE DO NOT CAME TO THESE CONCLUSIONS AND TO THIS VETTING PROCESS, JUST AS A GROUP, WE BROUGHT IN SUBJECT MATTER EXPERTS TO HELP GUIDE THE TEAM THROUGH THIS JOURNEY.

I'M PROUD TO SAY THAT THE TEXAS SCHOOL SAFETY CENTER CAME TO EVERY SINGLE MEETING.

THEY ARE THE BODY THAT IN OUR STATE PROVIDES GUIDANCE TO SCHOOLS AS IT RELATES TO SAFETY AND SECURITY INITIATIVES.

THEY ALSO DO THE AUDITING PROCESS AS OUTLINED IN SENATE BILL 11, SO IT WAS REALLY GOOD TO HAVE THEM HERE. THEY DIDN'T JUST SEND ANYONE.

THE DIRECTOR OF THE TEXAS SCHOOL SAFETY CENTER CAME AND WHEN SHE WASN'T AVAILABLE, SHE

[00:55:02]

SENT ONE OF HER ASSOCIATE DIRECTORS.

SO THEY WERE THERE, THEY WERE THERE ANSWERING QUESTIONS, AND THEY WERE FUNCTIONING AS SUBJECT MATTER EXPERTS TO PROVIDE ADDITIONAL DETAILS TO OUR COMMITTEE.

AND OUT OF THE 25 RECOMMENDED ITEMS, THE VETTED ITEMS, THERE WERE EIGHT ITEMS THAT WERE VETTED AS MOST DESIRABLE TO THE COMMITTEE.

AND THAT MEANS THAT THE EACH ITEM SCORED AT THREE POINT THREE OR ABOVE.

YOU WILL SEE THAT AT THE BOTTOM, THERE'S A THREE POINT NINE, WHICH WAS ROUNDED TO THREE POINT THREE. AND THOSE ARE THE EIGHT RECOMMENDED ACTION ITEMS THAT OUR COMMITTEE PUT TOGETHER.

AS MR. BROGDON EXPLAINED, THESE ITEMS WERE PRESENTED TO THE COMMITTEE I CHAIR, WHICH IS A SAFETY AND SECURITY COMMITTEE.

THAT MEETING TOOK PLACE ON FEBRUARY 10TH, AND THEY REVIEWED EVERY SINGLE ONE OF THESE RECOMMENDATIONS, AND WHAT THE COMMITTEE DECIDED TO DO IS TO CONDUCT FURTHER STUDIES TO SEE IF A LOT OF THESE INITIATIVES ARE ALREADY IN PLACE IF THEY ARE IN PLACE.

WHAT ELSE IS PENDING? WHAT ELSE CAN WE DO? AND I'M GOING TO BE COMPILING REPORTS TO LOOK AT WHAT WE HAVE IN PLACE NOW, AND I'M GOING TO PRESENT THAT TO THE SAFETY AND SECURITY COMMITTEE AT OUR QUARTER FOUR MEETING SO THAT THEY CAN ASSESS AND VOTE IF WHAT WE HAVE IN PLACE ALIGNS WITH WHAT THE SAFETY PLANNING COMMITTEE RECOMMENDED OR IF ADDITIONAL WORK IS NEEDED.

I'M GOING TO GO OVER EACH ITEM BRIEFLY AND YOU'RE GOING TO SEE THAT, FOR EXAMPLE, IN ITEM ONE, WHICH IS A TOP SCORING LINE ITEM AT FOUR POINT TWENTY FIVE.

YOU WILL SEE THAT AT THE END, THERE IS DIFFERENT NUMBERS ON THE PARENTHESES, AND THAT'S BECAUSE IT TOUCHED IN OUT OF THE 25 VETTED ITEMS. IT CAME UP MORE THAN ONCE, AND THIS IS JUST SIMPLY SHOWING THE SCORE LINE THAT IT CAME UP WITHIN THAT 25 SCALE.

SO TRAINING TRAINING FOR STUDENTS AND STAFF, AND THEY'RE TALKING ABOUT THREAT DETECTION, SECURITY OF OUTSIDE DOOR ACCESS, THREAT TO DE-ESCALATION.

SO AGAIN, THIS FALLS WITHIN THAT COLLABORATIVE SAFETY, SECURITY CULTURE THAT WE'VE BEEN WORKING ON THAT WE'VE BEEN TALKING ABOUT.

AND THE DE-ESCALATION PIECE FALLS IN LINE WITH OUR BEHAVIORAL THREAT ASSESSMENT AND MANAGEMENT PROGRAM.

SO I'LL BE PROVIDING SOME REPORTS AND SOME FINDINGS FOR THE SAFETY AND SECURITY COMMITTEE SO THAT THEY CAN REVIEW OUR ONGOING EFFORTS AND ASSESS IT, AS I STATED EARLIER.

INCREASED MENTAL HEALTH COUNSELORS AND GROUPS TO BUILD BETTER RELATIONSHIPS WITH STUDENTS. VERY IMPORTANT PIECE.

AGAIN, THERE'S EMPIRICAL EVIDENCE BEHIND THIS THAT SHOWS THAT KIDS WHO FEEL CONNECTED TO CAMPUSES, CAMPUSES THERE ARE POSITIVE CLIMATES TO KIDS ARE LESS LIKELY TO BE PLACES OF VIOLENCE. DOG SEARCHES.

AND WHAT THEY'RE TALKING ABOUT IS AFTER THE THE INCIDENT ON OCTOBER 6TH, STUDIES SHOW THAT FOLLOWING AN ACT OF VIOLENCE, THE LEVEL OF CONCERN AND THE ACTIVITY SURGES, THERE'S A CONTAGION EFFECT THAT TAKES PLACE.

SO WITH ELEVATED RISK LEVELS, THE DISTRICT INCREASED CONTROL MECHANISMS TO HELP US BETTER TO HELP US BETTER MANAGE THE ELEVATED RISK PICTURE.

SO WHAT WE PUT IN PLACE WERE RANDOM CANINE SEARCHES.

THESE CANINES ARE TRAINED TO DETECT GUNPOWDER RESIDUE.

SO IF SOMEONE TOUCHES BULLETS OR A WEAPON, IT MAY CAUSE AND MAY GENERATE AN ALERT DURING THESE SEARCHES. AND IN ADDITION TO THAT, WE'RE DOING RANDOM WANDING, WHICH IS A METAL WANDING, CHECKING FOR POTENTIAL METAL ITEMS THAT COULD BE A WEAPON.

THE WAY WE SELECT PEOPLE FOR SCREENING.

IT'S DONE THROUGH AN APP, AN APP THAT USES AN ALGORITHM THAT WILL RANDOMLY SELECT PEOPLE USING THIS APPLICATION PROCESS, SO THERE'S NO ONE PERSON DECIDING WHO SHOULD BE SEARCHED.

STUDENT ID ENFORCEMENT AND IMPROVEMENT AND THEY'RE TALKING ABOUT IMPROVEMENT IS WE NEED TO FIND MORE APPEALING WAYS TO GET KIDS TO WEAR THEIR IDS WITH FIDELITY.

WE ALREADY HAVE ID PLACEMENTS IN MANY CAMPUSES, BUT MANY KIDS DON'T WEAR THE ID.

SO WE'RE LOOKING AT COULD WE POTENTIALLY HAVE CAFETERIA INCENTIVE WHERE KIDS WILL USE THEIR IDS FOR LUNCHES FOR TO CHECK OUT A BOOK OR MAYBE FOR TRANSPORTATION.

SO AGAIN, IT'S ABOUT BUILDING THAT CULTURE WHERE THERE'S THERE'S A RETURN FOR THEM IN WEARING THE ID. AND THEN CONTINUE SCREENING THROUGH WANDING ALREADY COVERED THE CANINE AND THE WANDING PROCESS IS SOMETHING THAT WE DO IN TANDEM AND WE DO THAT AT RANDOM, WE DO DIFFERENT ENTRANCES, WE DO DIFFERENT TIMES.

THERE IS A ROTATING SCHEDULE FOR THAT, THAT IS MANAGED BY MR. WRIGHT.

HIRE STAFF TO MONITOR COMMON AREAS, CAFETERIAS, HALLWAYS AND RESTROOMS. THIS FIRST ADMIN OFFICES THROUGH BUILDING, I WILL TELL YOU THAT FROM A PHYSICAL PERSPECTIVE, OUR CAMPUS IS ALREADY BUILT.

THEY ALREADY HAVE OFFICES ALREADY BEEN DESIGNED.

SOME CAMPUSES HAVE ALREADY SHIFTED STAFF TO DIFFERENT LOCATIONS, AND IN SOME CASES THEY MOVED AN AP TO AN EMPTY CLASSROOM BECAUSE AN EMPTY CLASSROOM WAS AVAILABLE.

BUT WE DON'T WANT TO CREATE.

WE DON'T WANT TO FIX A STATIC SITUATION BY CREATING ANOTHER STATIC SITUATION.

SO WHAT WE'RE ASKING OUR ADMINISTRATORS TO DO IS TO REALLY FOCUS ON GREETING KIDS, DOING

[01:00:03]

HALLWAY TIME AND BEING OUT AND ABOUT THROUGHOUT OUR CAMPUSES, AND THAT'S IN PLACE NOW.

AND AGAIN, THERE'S A CONTINUITY PLAN SO THAT WE CAN CHECK FOR FIDELITY AND EXECUTION OF THESE PRACTICES. PARKING LOT IMPROVEMENTS, THIS WAS ONE OF THE MOST CHALLENGING ITEMS AND THE ONLY ITEM THAT REQUIRED FURTHER REVIEW BY THE COMMITTEE.

THERE'S A TALK. THERE WAS RECOMMENDATIONS ABOUT SPEED BUMPS, BUT WHEN I CONSULTED WITH PUBLIC SAFETY PERSONNEL, ESPECIALLY PEOPLE WHO DRIVE FIRE ENGINES, SPEED BUMPS CAN BE A PROBLEM FOR THEM. IT COULD IT COULD CREATE OTHER ISSUES.

IF WE CHANGE TRAFFIC PATTERNS ON CAMPUSES, WHAT IS WHAT'S THE IMPACT GOING TO BE TO THE CITY? SO THERE'S A LOT OF QUESTIONS, AND THIS IS AN AREA THAT REQUIRES FURTHER STUDY FOR VISIBILITY. SO THOSE ARE THE ITEMS. AND AGAIN, I'M GOING TO BE PROVIDING REPORTS TO THE COMMITTEE OUTLINE OUTLINING ALL OF OUR INITIATIVES AND WHERE WE GO FORWARD AND WHAT ELSE IS PENDING AND SHOULD BE RECOMMENDED FOR EXECUTION.

AS WITH EVERYTHING, IF THERE IS A DOLLAR AMOUNT ASSOCIATED WITH IT, WE WILL FOLLOW THE THE APPROPRIATE BOARD APPROVAL PROCESS FOR IMPLEMENTATION.

ONE THING THAT I'M REALLY PROUD ABOUT THIS COMMITTEE AND THE RECOMMENDATIONS THAT THEY MADE IS THAT IN MAY OF 2020, WE ESTABLISHED THE SAFETY SECURITY FRAMEWORK FOR THE SCHOOL DISTRICT. AND THIS FRAMEWORK IS IMPORTANT BECAUSE WE DON'T WE'RE NOT LOOKING FOR A PANACEA FOR SCHOOL SAFETY.

THERE'S NO SUCH THING.

THERE'S NO SINGLE SOLUTION.

SCHOOL SAFETY IS A COMPLEX PROBLEM AND IT'S A DYNAMIC PROBLEM.

SO WE HAVE MULTIPLE WE LEVERAGE MULTIPLE INITIATIVES TO HELP DRIVE OUR SAFETY SECURITY OBJECTIVES, AND WE CALL THIS OUR SAFETY SECURITY ECOSYSTEM BECAUSE OF THE EMPHASIS IN BALANCE. WE TRY TO DISTRIBUTE THIS.

IT'S REVOLVING.

WE'RE ALWAYS ASSESSING AND THE RECOMMENDATIONS ALIGN WITH OUR EXISTING SAFETY SECURITY FRAMEWORK. UM.

AND YOU CAN SEE HERE HOW THE EIGHT RECOMMENDATIONS FELL PRIMARILY WITHIN EITHER PHYSICAL SECURITY OR SOMETHING THAT HAD TO DO WITH EMOTIONAL SAFETY.

SO YOU SEE THIS AS A ONGOING THEME THROUGHOUT EACH RECOMMENDATION THAT WAS MADE BY THE COMMITTEE. AND AGAIN, WHERE WE ARE NOW IS JUST TO CLARIFY, I'M LOOKING AT, I'M EVALUATING EACH OF THE EIGHT RECOMMENDATIONS.

I'M GOING TO BE PROVIDING A REPORT WITH WHAT'S IN PLACE.

I'M GOING TO PROVIDE A REPORT TO THE SAFETY AND SECURITY COMMITTEE, AND WE'RE GOING TO VOTE AS A GROUP TO SEE IF THE ITEMS THAT WE HAVE IN PLACE MEET THE RECOMMENDATION OR IF IMPLEMENTATION OF ADDITIONAL INITIATIVES IS RECOMMENDED BY THE SAFETY AND SECURITY COMMITTEE. ALL OF OUR FINDINGS, ALL OF THE VOTING, ALL OF THE REPORTS WILL BE PROVIDED TO THE BOARD. OUR FINDINGS WILL BE PROVIDED TO THE BOARD IN SUBSEQUENT MEETINGS.

SO WITH THAT, I WANT TO OPEN FOR ANY QUESTIONS OR COMMENTS.

BOARD MEMBERS TO MY RIGHT, MR. DAVIS. GENTLEMEN, THANK YOU.

AND EXPRESSLY THANKFUL TO THE ROBUST COMMUNITY OUTREACH THAT PARTICIPATED IN THIS.

NINETY TWO PERSONS, IT'S NOT A SMALL GROUP AT ALL.

AND TO HAVE 100 PLUS RECOMMENDATIONS COME FROM THAT GROUP IS SIGNIFICANT.

I APPRECIATE ALL THE WORK THAT WENT THROUGH TO KIND OF GET US HERE AND LOOKING FORWARD TO THE FINAL RECOMMENDATIONS THAT MAY COME.

I DID HAVE JUST A COUPLE OF OBSERVATIONS AND A QUICK QUESTION HERE.

I'D LOVE TO HEAR ABOUT THE HOW WE'VE JUMPED UP.

I THINK THE FIGURE WAS 2900 TO OVER FORTY THOUSAND PEOPLE THAT ARE GETTING THE INFORMATION ON VIA TEXT MESSAGING.

A QUICK FOLLOW UP THERE, ARE WE, HAVE WE THOUGHT ABOUT OR ARE WE DOING THAT IN MAYBE DIFFERENT LANGUAGES AS WELL WHILE MOST OF OUR STUDENTS ARE ENGLISH SPEAKING OR WORKING IN THAT DIRECTION. MANY, OF THE PARENTS IN THE HOUSEHOLDS ENGLISH MAY NOT BE THEIR PRIMARY LANGUAGE AND JUST MAKING SURE THEY GET INFORMATION TIMELY IN A WAY THAT'S MOST IMPACTFUL FOR THEM, RIGHT.

SO I WOULD LOVE TO MAKE SOMETHING UP FOR YOU.

DONALD WILLIAMS AND HIS TEAM IS OUT OF TOWN, AND SO I DON'T KNOW THE ANSWER TO THAT QUESTION UNLESS KIM OR SEAN DOES.

I DON'T KNOW THE ANSWER OFFHAND, BUT I CAN TELL YOU THAT'S THANK YOU FOR MAKING THAT POINT. AND I JUST WROTE A NOTE TO HAVE A CONVERSATION WITH DONALD.

GREAT. THANK YOU. THANK YOU.

LOVE THE FOLLOW UP REGARDING THE ALGORITHM.

I THINK THAT WAS A BIG BONE OF CONTENTION AND A NUMBER OF THE COMMUNITY MEETINGS.

THE SENSITIVITY AROUND WHO AND WHEN FOLKS WOULD BE WANDED.

AND SO I THINK MS. DIAZ YOU SPOKE ELOQUENTLY ABOUT WHAT THAT WOULD LOOK LIKE.

AND I APPRECIATE THAT IN PARTICULAR, YOU BRINGING THAT BACK FOR THIS GROUP LIKE THE IDEA

[01:05:04]

OF, YOU KNOW, THIS, THIS RANDOM ALGORITHM.

I THINK WHEN YOU COME BACK WITH THAT AND WE GET FINAL RECOMMENDATIONS, IT'D BE GOOD TO KIND OF EMPHASIZE THAT POINT AGAIN.

AGAIN, IT WAS SUCH A BIG POINT OF CONTENTION FOR A NUMBER OF HISTORICAL OR SOCIAL REFERENCE REASONS.

SO THANK YOU AGAIN, GENTLEMEN.

ANYONE ELSE TO MY RIGHT? MR. SNEED.

I JUST WANT TO ECHO WHAT MR. DAVIS SAID AND I THANK THE COMMITTEE FOR THEIR HARD WORK AND LABOR IN TERMS OF MEETINGS.

ALL OF US ARE VERY SENSITIVE TO SCHOOL SAFETY, AND WE CERTAINLY WANT TO MAKE SURE THAT MANSFIELD ISD CONTINUES TO PUT SCHOOL SAFETY FIRST FOR ALL OF OUR KIDS AND OUR STAFF.

SO THANK YOU ALL FOR WHAT YOU'VE DONE SO FAR AND HOPEFULLY WE'LL CONTINUE TO IMPROVE IN THE AREAS THAT'S BEEN RECOMMENDED SO THAT OUR KIDS AND OUR PARENTS CAN FEEL COMFORTABLE KNOWING THAT WE'RE DOING ALL WE CAN TO MAKE SURE KIDS HAVE A GREAT DAY OF A GREAT LEARNING EXPERIENCE EACH AND EVERY DAY.

THANK YOU.

MR CANEDY. THANK YOU TO EACH OF YOU FOR YOUR PRESENTATION TONIGHT, AND MORE IMPORTANTLY, PLEASE CONVEY TO THE MEMBERS OF YOUR COMMITTEE THAT WE STEADFASTLY HONOR THEM FOR THE AMOUNT OF WORK THEY'VE PUT INTO THIS.

IT'S OBVIOUS THAT THERE'S A TREMENDOUS AMOUNT OF EFFORT THAT WAS DONE HERE.

AND I MEAN, THERE'S SO MANY DIFFERENT THINGS THAT YOU HAVE TO LOOK AT.

THE ONE THING THAT'S CONCERNED TO ME AND AND I THINK WE'RE ALL VERY, VERY AWARE OF THE FACT THAT OUR STUDENTS HAVE BEEN UNDER SIGNIFICANT EMOTIONAL PRESSURE THE LAST COUPLE OF YEARS. I'VE HEARD A SPEAKER RECENTLY TALK ABOUT STUDENTS BEING ANGRY NOW, AND HE WAS SPEAKING NOT ABOUT OUR STUDENTS, BUT THE ENTIRE UNIVERSE OF EDUCATION IN OUR COUNTRY.

I AM A FIRM BELIEVER THAT 95 PERCENT OF OUR STUDENTS ABSOLUTELY ARE GREAT KIDS.

THERE'S NO PROBLEM WHATSOEVER.

WHAT CONCERNS ME ARE THE ONES WHERE YOU SEE IN VIDEOS, WHERE THERE'S A FIGHT GOING ON AND THERE'S FIVE KIDS IN THE BACKGROUND FILMING THAT FIGHT.

I THINK THAT'S ONE OF OUR GREATEST CHALLENGES TO CHANGE THAT CULTURE IN OUR KIDS.

CHANGE THAT FROM ME TAKING SOMETHING I CAN POST ON SOCIAL MEDIA TO SOMETHING WHERE I CARE ABOUT MY FELLOW MAN ENOUGH TO WHERE I'M GOING TO REPORT THAT ANONYMOUSLY AND GET SOMETHING TAKEN CARE OF.

I KNOW Y'ALL ARE ON THE SAME PATH AS WE ALL BELIEVE.

JUST MAKE THAT A PRIORITY, PLEASE.

AND I ALSO AGREE WITH, YOU KNOW, I DON'T NECESSARILY FEEL LIKE THAT WE HAVE TO HIRE ADDITIONAL INDIVIDUALS TO WALK THE HALLS.

I THINK WE HAVE THE MANPOWER.

THE PRESENCE OF AUTHORITY CAN DIMINISH A LOT OF THINGS THAT GO ON IN THE HALLWAY, SO I WOULD JUST CHALLENGE US TO UTILIZE THE PERSONNEL WE HAVE IN THE SCHOOLS IN ORDER TO PRESENT THAT LEVEL OF AUTHORITY, THAT CHILDREN WILL NOT TAKE AGGRESSIVE ACTION AGAINST ONE ANOTHER. THAT'S JUST, THAT'S MY TWO CENTS.

BUT THANK YOU AGAIN FOR ALL YOUR HARD WORK.

THANK YOU, SIR. MS. THOMAS. OK, I'VE GOT SEVERAL QUESTIONS.

THANK YOU FOR YOUR PRESENTATION.

OK, SO ON THE LAST SLIDE TO PIGGYBACK ON RANDALL, THE HIRING STAFF, I'M NOT SURE IF I'M SOLD ON THAT.

IS THERE SOMETHING THAT WE COULD DO LIKE VOLUNTEERS ADDRESS OR LIKE OUR PTA'S, OUR BOOSTER CLUBS. IT'S JUST TO HAVE AN EXTRA PRESENT.

I KNOW AT ONE TIME WE DID THAT, WE ASKED FOR VOLUNTEERS TO BE HALL MONITORS AND BATHROOM MONITORS. SO I WOULD SAY MAYBE LOOK INTO THAT.

PARKING LOT IMPROVEMENTS, THE SPEED BUMPS.

I WAS CONCERNED ABOUT THAT.

WHAT I'VE NOTICED IS NOT SO MUCH KIDS SPEEDING THROUGH THE PARKING LOT IS THEY'RE JUST NOT PAYING ATTENTION.

THEY'RE IGNORING THE STOP SIGNS.

THEY'RE WHIPPING AROUND OUT OF THEIR LANE AND GOING INTO THE OPPOSITE ONCOMING TRAFFIC.

SO JUST THEM JUST NOT PAYING ATTENTION TO WHAT THEY'RE SUPPOSED TO BE DOING.

THAT HAS ME MORE CONCERNED THAN JUST THEM SPEEDING THROUGH THE PARKING LOT, ESPECIALLY ON DROP OFF AND PICK UP.

THAT WAS MY CONCERN THERE.

ON THE IDS, I KNOW YOU'D PUT IN THERE IN ORDER YOU WANT TO GET THEM IN THE HABIT OF WEARING THE ID BEFORE WE CAN CHANGE THEM, BUT I WOULD ENCOURAGE YOU TO MAYBE THINK ABOUT THAT AND MAYBE CHANGE THEM A LITTLE BIT BECAUSE I THINK IT'S SO EASY FOR OUR KIDS JUST TO GRAB AN ID AND THEY COULD BE A SENIOR WEARING THEIR FRESHMAN ID OR WEARING SISTER'S ID.

AND WHEN YOU'RE A TEACHER, I THINK OR STAFF, IT'S HARD TO MONITOR THAT BECAUSE YOU'RE JUST LOOKING TO SEE IF THERE'S AN ID HANGING ON THEM.

IT'S IT MIGHT NOT BE VALID.

DOES IT MAKE SENSE? I'M JUST AND I KNOW YOU PUT IN HERE, YOU'VE GOT TO GET THEM IN THE

[01:10:02]

HABIT OF WEARING IT, SO IT'S GOT TO BE ENFORCED FIRST.

BUT THAT WOULD BE MY CHALLENGE IS TO TRY TO FIGURE OUT HOW TO CHANGE THEM WHERE THEY WOULD LOOK DIFFERENT EVERY YEAR SO YOU CAN'T WEAR THE SAME ID OR GET THE SAME ID FROM YEAR TO YEAR. I DID HAVE A QUESTION ON THE FIDELITY CHECKS THAT WE DO WITH THE EQUIPMENT, WHAT IS OUR TURNAROUND LIKE WHEN A SCHOOL, LIKE SAY THEY'RE THEIR CAMERA DOESN'T WORK OR THEY'RE THEIR KEY CODE IS NOT WORKING. WHAT IS THE TURNAROUND LIKE WHEN THEY PUT IN A WORK ORDER? WHAT IS THE TURNAROUND OF GETTING THAT REPAIRED? SO IT'S WORKING AGAIN? SURE. GREAT QUESTION.

IT DEPENDS ON SEVERAL FACTORS.

I'LL TELL YOU. CURRENTLY, THE TURNAROUND IS DELAYED.

WE'RE HAVING SIGNIFICANT PROBLEMS WITH GETTING COMPONENTS BECAUSE OF SHORTAGES AND IN CHIPS AND AND DIFFERENT THINGS.

WE DO HAVE A SURPLUS OF EQUIPMENT THAT WE'VE BEEN USING, AND WE'VE BEEN ABLE TO BE A LITTLE BIT SELECTIVE ABOUT HIGH TRAFFIC ZONES VERSUS NON HIGH TRAFFIC ZONES, AND WE'RE TRYING TO PRIORITIZE THE PLACEMENT CURRENTLY.

THAT'S BEEN A PROBLEM FOR THE PAST 12 MONTHS.

I DO SEE LIGHT AT THE END OF THE TUNNEL OR OUR VENDOR IS TELLING US THAT THINGS ARE ABOUT TO CHANGE. WE'RE ALSO LEVERAGING TECHNOLOGY FROM NEW VENDORS SO THAT WE'RE LOOKING FOR WHAT WE CAN FIND AND WE'RE ACTUALLY FINDING THAT THERE'S SOME MULTI VIEW IN DIFFERENT TECHNOLOGY SYSTEMS FROM DIFFERENT VENDORS ARE ACTUALLY COMPLEMENTARY TO OUR NEEDS.

I CAN'T GIVE YOU AN EXACT NUMBER.

I CAN GIVE YOU THAT FROM THE TOP OF MY HEAD ON AVERAGE FOR A CARD READER, IF I HAVE IT IN STOCK, THE TURNAROUND TYPICALLY IS ABOUT A WEEK FOR CAMERAS.

I HAVE CAMERAS IN PLACE.

THE TURNAROUND IS USUALLY QUITE SHORT.

I ALSO HAVE TO INFORM YOU THAT WE HAVE ABOUT 2300 CAMERAS.

WE HAVE OVER 500 ACCESS CONTROL POINTS AND WE HAVE OVER THREE HUNDRED AND FIFTY PANIC ALARMS. THEY'RE ALL MAINTAINED BY ONE INDIVIDUAL.

SO THAT'S WE PRIORITIZE, WE ASSESS.

WE LOOK AT TRAFFIC ZONES SO THAT WE CAN GIVE THOSE LOCATIONS PRIORITY.

OKAY. AND THEN I HAVE ANOTHER QUESTION ON OUR ESPECIALLY OUR HIGH SCHOOLS.

THERE'S LOTS OF DOORS.

AND IS THERE A WAY WE CAN MONITOR LIKE WHO'S WHEN THOSE DOORS ARE OPEN, LIKE AFTER THE BELL RINGS AND EVERYBODY'S SUPPOSED TO BE IN CLASS? IS THERE A MONITORING WHERE ALARM GOES OFF OR SOMETHING LIKE THAT, WHERE SOMEBODY COMING IN LATE, THEY CALL SOMEBODY AND THEY COME DOWN THERE AND PUSH OPEN A BACK DOOR AND LET SOMEBODY IN? IS THERE A WAY THAT WE CAN MONITOR THAT? SO THERE'S A, YOU KNOW, WHERE OUR OFFICERS ARE SITTING IN THEIR ROOM AND THEY'RE WATCHING THE MONITORS? IS THERE SOMETHING THAT'S GOING TO GO OFF THAT SAYS, OK, THAT DOOR JUST OPENED? WHY DID THAT OPEN? BECAUSE EVERYBODY SUPPOSED TO BE IN CLASS.

THERE'S NO LATE ARRIVALS. IT'S SOMEBODY THAT'S PROBABLY TARDY THAT DOESN'T WANT TO GET CAUGHT AND THEY'RE SNEAKING IN THE BACK DOOR.

SO IS THERE A WAY TO KIND OF MONITOR THAT? THERE ARE WAYS I I HAVE TO BE CAREFUL WITH WHAT I SAY IN OPEN SESSION BECAUSE I DON'T MAKE TOO MUCH OF A SAFETY SECURITY FRAMEWORK.

BUT I CAN TELL YOU THAT EVERY DOOR, WHILE MOST DOORS, A LARGE, LARGE PERCENTAGE OF OUR DOORS HAVE THE CAPABILITY OF PUSHING OUT SILENT COMMUNICATION, IT COULD BE A DFO WHICH IS A DOOR FORCE OPEN.

IT COULD BE DIFFERENT THINGS, DENIED ACCESS, SO WE HAVE THAT TECHNOLOGY IN PLACE.

I CAN TELL YOU THAT THE NUMBER OF ALARMS THAT WE SEE ARE PRETTY OVERWHELMING, AND IT CAN BE DIFFICULT FOR PEOPLE TO MAINTAIN THEIR EYES ON A PARTICULAR DOOR BECAUSE DOORS ARE OPEN FOR LEGITIMATE REASONS.

AS YOU KNOW, THERE'S ATHLETICS ACTIVITIES GOING ON.

WE HAVE SHUTTLES IF IT'S A HIGH SCHOOL ENVIRONMENT, SHUTTLES TO BEN BARBER AND CAREER PLACEMENTS THAT CAUSES DOORS TO BE OPEN, CONSTANTLY DOING INSTRUCTIONAL TIME.

AS FAR AS AUDIBLE ALARMS, THERE ARE NO AUDIBLE ALARMS. WE TYPICALLY DON'T SEE THAT IN A SCHOOL ENVIRONMENT BECAUSE WE DON'T WANT TO CAUSE DISRUPTION TO THE LEARNING ENVIRONMENT, BUT OUR DOORS ARE EQUIPPED TO PUSH OUT INFORMATION TO DIFFERENT PEOPLE.

WE CAN SET GROUPS OF PEOPLE WHO RECEIVE THAT INFORMATION.

RECENTLY HAD A CONVERSATION WITH MS. COHEN ABOUT OUR SERVER ROOMS. VERY FEW PEOPLE HAVE ACCESS TO THAT.

SHE ASKED TO BE NOTIFIED IF SOMEBODY ATTEMPTS TO GAIN ACCESS AND THEY'RE DENIED ACCESS, SOMEONE WHO DOESN'T HAVE ACCESS TO BE THERE SO SHE CAN RECEIVE THOSE MESSAGES.

WE HAVE THE CAPABILITY NOW.

OK. AND THEN I'LL HAVE ONE MORE QUESTION, AND THEN I'LL STOP ON THE COMMUNICATION, HOW WE'VE IMPROVED IT TO GO OUT A LOT QUICKER.

IN LIEU OF THE SITUATION THAT HAPPENED IN OCTOBER, I THINK THE RESPONSE BY THE TIME WE GOT IT TO OUR PARENTS WAS 30 MINUTES.

AND TO ME, THAT'S A PRETTY QUICK TURNAROUND FOR SOMETHING THAT WAS SO TRAGIC AND SO, JUST I DON'T EVEN KNOW WHAT THE WORD, HOW TO EVEN DESCRIBE IT.

[01:15:04]

IT WAS JUST TO TRY TO GET THE COMMUNICATION OUT TO OUR PARENTS.

I KNOW THE PARENTS THAT WERE WAITING.

IT SEEMED LIKE AN ETERNITY, BUT FOR US TO MAKE SURE OUR KIDS AND OUR STAFF WERE SAFE AND TO TURN IT AROUND IN 30 MINUTES, THAT'S A PRETTY GOOD TURNAROUND.

DO YOU, ARE YOU TRYING TO IMPROVE ON THAT OR DO YOU HAVE A SET GOAL? I MEAN, I'VE SPOKEN TO A LOT OF SCHOOL DISTRICTS AROUND AND THEY'RE LIKE, OH MY GOSH, HOW ON EARTH DID YOU GET THAT TURNED AROUND SO QUICK? HOW DID YOU LET THE PARENTS KNOW IN 30 MINUTES? BUT IS THAT THE COMMUNICATIONS THAT YOU HAVE SET UP? IS THAT GOING TO IMPROVE ON A SITUATION WHERE A SCHOOL HAS TO GO INTO LOCKDOWN? IS IT GOING TO BE A LOT QUICKER AND IMMEDIATE FOR OUR PARENTS TO KNOW? SURE. I CAN JUST ANSWER JUST A LITTLE BIT ABOUT THAT.

AND THEN MR. DIAZ MIGHT HAVE SOME MORE INFORMATION.

I KNOW ONE OF THE THINGS THAT WE, DONALD WILLIAMS AND HIS TEAM AND WE TALK ABOUT IS IF WE SEND SOMETHING OUT, WE WANT IT TO BE ACCURATE, RIGHT? SO FIRST, YOU NEED TO VET IT OUT AND MAKE SURE THAT IT'S AN ACCURATE MESSAGE.

BUT AT THE SAME TIME, WE'VE TALKED ABOUT THINGS THAT WE CAN PUT IN PLACE, WHICH IS YOU MIGHT BE RECEIVING REPORTS OF THIS.

WE ARE LOOKING INTO IT.

AND AS SOON AS WE HAVE CONFIRMATION WE WILL GET BACK TO YOU.

I THINK SOMETIMES JUST KNOWING THAT WE KNOW SOMETHING'S GOING ON AND ACKNOWLEDGING THAT I THINK IN THE PAST WE'VE WAITED AND SAID LET'S MAKE SURE WE HAVE ACCURATE INFORMATION, BUT NOW IT'S WE CAN PUSH OUT AND SAY, YES, THERE'S SOMETHING GOING ON.

WE'RE ASSESSING THE SITUATION AND AS SOON AS WE HAVE ACCURATE INFORMATION, WE'LL GET THAT TO YOU ASAP.

OK, AND THEN ONE MORE QUESTION, I PROMISE I'LL LET SOMEBODY ELSE GO.

ON THE THE BULLYING PROMPT ON THE WEBSITE, YOU'RE SAYING THAT YOU'RE GOING TO PUT THAT IN PLACE. IS THAT GOING TO GO, WILL YOU HAVE THAT AT THE LOCAL CAMPUSES? I THINK IT'S ON SLIDE 11.

WE TALKED ABOUT THAT. IS THAT GOING TO BE ON THE CAMPUS WEBSITE AS WELL OR JUST OUR MISD WEBSITE? BECAUSE I THINK A LOT OF KIDS AND PARENTS ARE VERY FAMILIAR WITH THEIR CAMPUS WEBSITE? NOT SO MUCH OUR MISD WEBSITE.

SO IF WE'RE WANTING TO MAKE IT LIKE CONVENIENT AND A QUICK RESPONSE AND THE KIDS TO GET TO IT, THAT MIGHT BE AN IDEA.

SO I DON'T I DON'T KNOW IF THAT WAS IN THE PLAN, IF IT WAS GOING TO GO ON THE CAMPUS WEBSITE. WE ARE.

YES, I'M SORRY. OK.

WE'RE LOOKING FOR THE HIGHEST POTENTIAL.

WE WANT THIS TO REACH AS MANY PEOPLE AS POSSIBLE.

SO THERE'S NOTHING THAT'S OFF THE TABLE.

THERE IS PROMOTING THESE PORTALS FOR PEOPLE TO REPORT CONCERNING BEHAVIOR ON MONITORS, ON CAMPUSES, IN THE FRONT OFFICE.

THERE'S A MR. WILLIAMS HAS A VERY AGGRESSIVE PLAN FOR FOR FIXING THAT GAP IN TERMS OF OUTREACH. WE'RE LOOKING FOR OLDER KIDS AT PUTTING INFORMATION ON CLASS LINK.

IN FACT, I WAS JUST HAVING A DISCUSSION TONIGHT WHERE WE'RE LOOKING FOR A ONE STOP SOLUTION, WHERE OUR STUDENTS WILL BE ABLE TO CLICK A REPORTING PORTAL, A TILE ON CLASS LINK AND THEY'LL CLICK ON THAT.

AND A PAGE WILL OPEN UP WITH DIFFERENT OPTIONS WITH HIGH LEVEL BULLET POINTS JUST SO THAT YOU KNOW IT'S FOR THEM THAT NEEDS TO BE QUICK AND NEEDS TO BE BOTTOM LINE UP FRONT.

AND THERE WILL BE DIFFERENT OPTIONS FOR THEM TO TO REPORT DIFFERENT SITUATIONS.

SO WE ARE WORKING ON THAT AND YOUR POINT IS VERY VALID AND IT'S SOMETHING THAT WE'VE DISCUSSED. OK, THANK YOU.

YES. I'LL STOP NOW.

MS. FERRAR, THANK YOU SO MUCH FOR THE PRESENTATION.

Y'ALL HAVE ASKED A LOT OF THE SAME QUESTIONS THAT I HAD ONE, THOUGH THE COMMUNICATION I FEEL LIKE HAS IMPROVED SO MUCH, JUST THOSE TEXT MESSAGES COMING OUT ON A CONSISTENT BASIS. THANK YOU SO MUCH FOR DOING THAT.

IT SEEMS LIKE THAT WAS SUCH A AN EASY THING TO DO AND IT'S BEEN GREAT.

I'VE GOTTEN, I MEAN, ME AS A PARENT, I LOVE IT, GOTTEN GREAT FEEDBACK FROM THE COMMUNITY, SO THAT'S BEEN GREAT.

I WILL SAY I WAS KIND OF SURPRISED TO SEE ON THE TOP RECOMMENDATIONS.

NOTHING TOUCHED ON STUDENT DISCIPLINE AND KIND OF TO PIGGYBACK ON MR. CANEDY'S CONCERNS WITH JUST KIDS THAT ARE AGGRESSIVE AND ANGRY.

AND I CAN'T TELL YOU HOW MANY TEACHERS I'VE TALKED TO THAT ARE LIKE KEZIAH WE DO NOT FEEL SUPPORTED AT ALL. WE DON'T KNOW WHAT TO DO.

SOME OF THESE KIDS ARE OUT OF CONTROL.

WE SIT IN THE OFFICE, THEY GET SENT BACK.

SO ARE WE LOOKING AT OUR POLICY AS FAR AS LOOKING AT THAT AND WHAT HOW HOW WE'RE GOING TO IMPLEMENT THAT MOVING FORWARD, HOLDING KIDS ACCOUNTABLE FOR THEIR ACTIONS, HAVING ZERO TOLERANCE ON FIGHTING OR WHATEVER, WHATEVER THE ISSUE MAY BE.

YES, THOSE ARE COMING.

THOSE ARE IN THE BLUE.

WE ALREADY HAVE SOME PROCESSES.

SOMETIMES THE PROCESSES ARE REALLY GOOD.

SOMETIMES THE PROCESSES NEED SOME TWEAKING.

SO BUT THOSE ARE THOSE ARE NOT PROCESSES THAT THE WE FELT LIKE THE COMMITTEE NEEDED TO LOOK AT FURTHER BECAUSE WE ALREADY HAVE SOME IN THE DISTRICT AND THEY'RE ALREADY IMPLEMENTED WITH PEOPLE TO LOOK INTO AND TO FOLLOW UP AND TO HAVE IDEAS.

AND SO THOSE ARE NOT LOST IN THIS IN THIS PROCESS.

IT'S JUST ANOTHER WAY THAT WE'RE LOOKING AT THEM.

OK, SO THAT'S KIND OF WHAT I WANTED CLARIFICATION BECAUSE I KNOW WE HAVE, I MEAN, LISTS

[01:20:02]

AND LISTS OF THINGS.

AND SO I JUST WANTED TO MAKE SURE THAT WE WERE STILL FOCUSING ON A LOT OF THESE ISSUES THAT ARE WITHIN. WE ARE FOCUSING ON EVERYTHING IN BLUE.

OK. IT'S GOING TO BE LOOKED AT VERY WITH VERY INTENSE EYES.

AND IT HAS TO COME BACK TO US AT THE CABINET LEVEL.

OK, PERFECT. AND THEN JUST TO TOUCH ON THE DOORS TOO JUST AT THE HIGH SCHOOLS.

I MEAN, I CAN'T TELL YOU HOW MANY TIMES I'VE BEEN THERE SELLING COOKIES IN THE CAFETERIA.

AND THERE'S A POLICE OFFICER THERE.

THERE'S ADMINISTRATION THERE AND THERE'S KIDS KNOCKING ON THE DOOR AND THEY'RE GETTING LET IN ALL THE TIME.

SO I THINK THAT'S A BIG ONE.

I DON'T HAVE A SOLUTION HOW TO MAN IT, BUT I DO, I'M WITH YOU ON THAT.

I MEAN, THAT'S A THAT'S A BIG ONE, KIDS IN AND OUT CONSTANTLY.

AND THEN AS FAR AS IDS, WHAT HAPPENS IF A STUDENT, LET'S SAY, GOES TO SCHOOL WITHOUT AN ID? BECAUSE I KNOW YOU HAD MENTIONED, LET'S MAKE IT MORE APPEALING TO WEAR THEM.

BUT FOR ME, I'M LIKE, WELL, NO, THAT'S JUST THE RULE YOU'RE YOU'VE GOT TO WEAR ONE.

SO WHAT HAPPENS IF THEY DON'T WEAR ONE OR THEY'RE NOT FOLLOWING SOMETHING AS SIMPLE AS PUTTING AN ID ON? THAT'S A GREAT QUESTION, IT'S PART OF THE PROCESS THAT WE'RE GOING TO BE PRODUCING.

AND WHEN I MEET WITH THE SAFETY AND SECURITY COMMITTEE, WE HAVE TO LEVERAGE MULTIPLE THINGS. SO IF WE ARE, LET'S SAY WE'RE SENDING KIDS WITH REPETITIVE ID ISSUES TO ISS, CAN OUR ISS ROOM SUSTAIN THAT? WHAT WAYS CAN WE PROMOTE THIS? AND THAT'S WHY, RATHER THAN EMPHASIZING THE CONSEQUENCE PIECE, WHICH I KNOW THERE HAS TO BE ONE, WE'RE TRYING TO REALLY TRY THE VENUE OF PROMOTING AN INCENTIVE FOR KIDS TO USE THE ID. CURRENTLY, IT VARIES BY CAMPUS.

CAMPUS IS SET DIFFERENT TEMPOS IN TERMS OF EXPECTATIONS FOR IDS.

I'VE SEEN, YOU KNOW, DIFFERENT LEVELS OF IMPLEMENTATION, AND WHAT WE'RE TRYING TO DO IS GET EVERYBODY TO BE ON THE SAME PAGE AND GET ALSO STUDENTS TO UNDERSTAND WHY WE NEED TO MAKE TIME TO EXPLAIN TO THEM WHY IT IS IMPORTANT FOR THEIR OWN PERSONAL SAFETY TO WEAR THAT ID, WHICH IS SOMETHING THAT FALLS WITHIN THE SCOPE OF MY REACH.

AND THAT'S SOMETHING THAT I'M TRYING TO DO SO THAT WE CAN EDUCATE OUR STUDENTS THAT A BY YOU WEARING THIS ID, YOU'RE HELPING PROMOTE SAFE ENVIRONMENTS AND THAT'S SOMETHING THAT WE CAN DO BETTER. IT'S SOMETHING THAT I CAN DO BETTER AND SOMETHING THAT I PLAN TO DO BETTER. THAT'S ANOTHER PIECE IS EDUCATING THEM ON THE IMPORTANCE OF HAVING THAT.

I RECENTLY DID A PENETRATION TEST ON A CAMPUS AND I WAS ALLOWED INTO CAMPUS BY STUDENTS.

I TOOK TIME TO TALK TO THE STUDENT ABOUT WHY THIS SHOULD NOT HAPPEN.

AND, YOU KNOW, AND THE STUDENT ACTED AS IF I NEVER THOUGHT ABOUT THAT.

YOU LOOKED PRETTY LEGIT IS WHAT THE STUDENT TOLD ME.

IT MADE MY DAY, BUT STILL, IT ALSO RUINED MY DAY.

SO AND I EXPLAIN THAT TO THE STUDENT.

AND THAT'S AGAIN, THAT'S PART OF THAT COLLABORATIVE SAFETY, SECURITY, CULTURE.

EVERYBODY PLAYS A PIECE IN THIS.

WE CAN PUT WHATEVER SAFETY SECURITY MECHANISMS IN PLACE AND I GUARANTEE YOU, A KID WILL FIND A WAY TO BYPASS IT.

SO THAT'S WHY THEY HAVE TO BE PART OF THE SOLUTION, NOT PART OF THE PROBLEM.

THANK YOU. MS. MARCUCCI.

AND JUST PARROTING WHAT EVERYBODY ELSE THAT I REALLY DO APPRECIATE, THE WORK THAT'S GONE INTO THIS AND THE THOUGHTFULNESS IN WHICH THINGS ARE BEING APPROACHED.

I HAVE A FEW QUESTIONS THAT ARE KIND OF ALL OVER THE PLACE.

THE FIRST ONE, I WAS JUST CURIOUS, DR.

CANTU WHAT IS THE EXPECTATION OF THE AMOUNT OF TIME THAT DIFFERENT ADMINISTRATORS ARE SUPPOSED TO SPEND IN THE HALLWAY? AND I KNOW THAT THAT WAS ONE OF THE THINGS THAT WAS LISTED IN HERE TOO, THAT WAS TALKING ABOUT MAKING SURE THAT JOB DESCRIPTIONS INCLUDED ATTENDING TO THE WELL-BEING OF STUDENTS.

BUT I WAS JUST WONDERING WHAT THE CURRENT EXPECTATION IS FOR THAT.

I MEAN, AS A I MEAN, AS A FORMER BUILDING PRINCIPAL, YOU KNOW, THE EXPECTATION AND I THINK IT'S PROBABLY SAME FOR THE MAJORITY OF OUR ADMINISTRATORS IS WHEN IT'S PASSING PERIOD, WE NEED TO BE IN THE HALLWAYS.

YOU KNOW, WE HAVE OFFICERS THAT ARE WALKING THE HALLWAYS WHILE STUDENTS ARE IN CLASS.

THERE ARE TIMES THAT ADMINISTRATORS ARE WALKING THE HALLWAYS WHEN STUDENTS ARE IN CLASS.

THEY'RE ALSO ALSO TIMES THAT THEY'RE IN THE OFFICE WITH STUDENTS OR THEY'RE ON THE PHONE WITH A PARENT, OR THEY HAVE A PARENT IN THEIR OFFICE.

AND SO, YOU KNOW, TO SET A SPECIFIC THRESHOLD, YOU KNOW, THERE'S NOT A CERTAIN PERCENTAGE THAT THEY'RE THAT THEY'RE TRYING TO MEET.

BUT IT IS THE EXPECTATION THAT WE'RE OUT AS MUCH AS WE POSSIBLY CAN BE AND AS OUR JOB ALLOWS. AND I KNOW THAT YOU'RE DOING SOME WORK ON THIS BECAUSE ONE OF MY THOUGHTS IS THAT THAT EXPECTATION MAY HAVE BEEN A CERTAIN PERCENTAGE, YOU KNOW, THREE OR FOUR YEARS AGO THAT AS THE DIFFERENT TYPES OF TESTING HAVE INCREASED, THE AMOUNT OF REPORTING THAT'S REQUIRED HAS INCREASED AND THINGS LIKE THAT.

IT'S BECOMING HARDER AND HARDER FOR THEM TO SPEND THAT TIME IN THE HALLWAYS.

AND I'M JUST CURIOUS HOW THAT HAD MAYBE CHANGED OVER TIME.

AND I KNOW THAT YOU'RE PUTTING SOME EFFORT INTO TRYING TO FIGURE OUT WHAT THINGS ARE WE DOING JUST BECAUSE WE'VE ALWAYS DONE THEM AND WHAT THINGS CAN WE ELIMINATE? SO I WOULD JUST CONTINUE TO GO DOWN THAT PATH BECAUSE I'M VERY CONCERNED ABOUT JUST HOW

[01:25:03]

TO BALANCE ALL OF THOSE THINGS.

SO I WAS JUST CURIOUS IF WE HAD ANY IDEA ABOUT THAT, YOU KNOW ABOUT HOW THAT HAS CHANGED OVER TIME. WE'LL CONTINUE TO LOOK AT THAT.

ABSOLUTELY. OK.

AND THEN I THINK WE'VE DANCED ALL AROUND THIS ISSUE, BUT I JUST WANTED TO BE COMPLETELY STRAIGHTFORWARD ABOUT THIS STUDENT OWNERSHIP.

I MEAN, THEY ARE BY FAR THE LARGEST POPULATION THAT WE HAVE IN OUR SCHOOLS IS OUR STUDENTS. AND SO HAVING THEM HAVE OWNERSHIP OF THEIR SAFETY, I THINK IT'S VERY IMPORTANT.

AND SO I WOULD LOVE TO INCLUDE THEM NOT JUST AS COMMUNITY MEMBERS, NOT JUST AS PART OF SOME OF THESE BROADER THINGS, BUT REALLY GIVING THEM MAYBE SOME SPECIFIC THINGS TO WORK ON. AND MAYBE LIKE THE ID WEARING AN IMPLEMENTATION THAT, YOU KNOW, IF WE CAN GET SOME DIFFERENT FOCUS GROUPS TOGETHER AND LET THE STUDENTS DEVELOP THE IDEAS ON HOW TO DO THAT? AND, YOU KNOW, I THINK THAT WOULD BE VERY INSIGHTFUL BECAUSE I KNOW MY KIDS TELL ME THINGS ALL THE TIME THAT I NEVER WOULD HAVE THOUGHT OF.

AND SO I WOULD JUST ENCOURAGE US TO REALLY GET THAT GROUP INVOLVED BECAUSE THEY OBVIOUSLY ARE THE LARGEST GROUP TO BE AFFECTED BY THIS AND THEY HAVE THE MOST MANPOWER AT THIS POINT, FRANKLY. I AGREE WITH YOU AND I WANT TO INFORM YOU THAT THEY WERE WE INVOLVED THEM DOING THE SAFETY PLANNING COMMITTEE AND THERE WERE A VERY VOCAL GROUP.

YES. AND THE INFORMATION THAT THEY PROVIDED WAS QUITE USEFUL.

SO I AGREE WITH THAT.

ONE HUNDRED PERCENT WILL. WE'LL CERTAINLY NEED TO LEVERAGE THEM AND WE WILL.

AND I THINK THAT IF WE CAN TASK THEM AND GIVE THEM OWNERSHIP OF SOME THINGS, THAT MIGHT ACTUALLY IMPROVE THE OUTCOMES AS WELL.

SO I APPLAUD YOU FOR THAT.

BUT I JUST WANT TO BE VERY CLEAR THAT, YOU KNOW, THAT'S SOMETHING WE REALLY NEEDED TO DO.

AND THEN AS A SCHOOL BOARD MEMBER, WHAT ARE SOME THINGS THAT WE CAN DO TO TRY TO HELP, WHETHER IT BE RESOLUTIONS LOOKING AT LEGISLATION THAT WE SHOULD ASK FOR? I MEAN, WE ARE INVOLVED PEOPLE AND ALL OF THIS COSTS MONEY.

SO, YOU KNOW, OBVIOUSLY THAT'S ONE OF THE THINGS THAT WOULD BE SUPER HELPFUL.

BUT ANYTHING YOU CAN TELL US THAT WE CAN DO TO TRY TO HELP ADVOCATE AT THE STATE LEVEL OR THE NATIONAL LEVEL, LET US DO IT.

I MEAN, WE REALLY NEED SOME CLEAR IDEAS ON HOW WE MIGHT BE ABLE TO HELP AS ELECTED OFFICIALS UP HERE TO GIVE YOU THE SUPPORT THAT YOU NEED GOING FORWARD.

SO I DON'T EXPECT AN ANSWER TONIGHT, BUT I DON'T WANT THAT BECAUSE THAT I NOTICED THAT THAT WASN'T ANYTHING ON THESE COMMITTEE RECOMMENDATIONS THAT MIGHT BE OUTSIDE OF WHAT OTHER PEOPLE ARE THINKING ABOUT, BUT THIS IS A NATIONWIDE ISSUE.

AND SO, YOU KNOW, WE'RE ELECTED OFFICIALS THAT ARE SUPPOSED TO BE HERE TO SERVE.

SO LET US FIGURE OUT WAYS THAT WE MIGHT BE ABLE TO LEVERAGE OUTSIDE OF MANSFIELD ISD TO HELP US. THAT MAY BE IN TURN, HELPS OTHER COMMUNITIES AS WELL.

SO PLEASE DON'T TAKE THAT OFF THE LIST OF CONSIDERATIONS THERE.

AND THEN THE OTHER THING THAT I WANTED TO TALK ABOUT IS, AND I FEEL LIKE WE'VE TALKED ABOUT COMMUNICATION A LOT, BUT ONE GROUP THAT I THINK COULD BE REALLY IMPACTFUL, AND MAYBE IT'S BECAUSE I LIVE DIRECTLY BEHIND A HIGH SCHOOL IS REALLY GETTING THE COMMUNITY INVOLVED TO REPORT SUSPICIOUS ACTIVITY.

I MEAN, JUST AS ME, AS A PARENT, I HAVE SEEN, YOU KNOW, KIDS DOING, YOU KNOW, SMOKING, VAPING AND ALL OF THAT KIND OF STUFF, LEAVING CAMPUS WHEN THEY SHOULDN'T BE LEAVING CAMPUS, GO INTO OUR COMMUNITY PARK AND THINGS LIKE THAT.

BUT JUST REALLY TRYING TO LET OUR COMMUNITY KNOW WHAT WE'RE DOING, TOO, SO THAT THEY FEEL LIKE THEY'RE PART OF IT AND UNDERSTAND HOW THEY MIGHT BE ABLE TO SUPPORT THE WORK THAT WE'RE DOING WITHIN THE SCHOOLS TO AND TO MS. THOMAS'S POINT.

YOU KNOW, THEY MAY EVEN BE WILLING TO SUPPORT US IN WAYS THAT WE.

DIDN'T KNOW THAT THEY COULD SUPPORT US, WHETHER IT BE THROUGH VOLUNTEERING IN THE SCHOOLS OR MONITORING OR THAT KIND OF STUFF.

SO I JUST ENCOURAGE US TO CONTINUE TO HAVE THIS CONVERSATION WITH OUR ENTIRE COMMUNITY AND NOT JUST OUR MANSFIELD ISD COMMUNITY.

SO ABSOLUTELY, THERE'S JUST SOME THOUGHTS AND QUESTIONS THERE.

WELL, THANK YOU, GUYS AGAIN, I THINK MOST OF MY QUESTIONS ARE ANSWERED AS I SIT ON THE COMMITTEE, SO YOU GUYS HAVE ALREADY UNFORTUNATELY SPENT A LOT OF TIME WITH ME GOING THROUGH THAT. BUT I THINK YOU HEAR YOU HEAR A UNIFORM VOICE HERE ABOUT THE FACT THAT WE REALLY CARE ABOUT WHAT'S GOING ON AS WELL AS THE COMMUNITY DOES, AND WE WANT TO KNOW WHAT WE CAN DO TO HELP.

AND WE'VE HEARD A LOT OF GOOD IDEAS, AND I THINK WE WANT TO EMPOWER STUDENTS AND WE WANT TO WE WANT ACCOUNTABILITY WITH STUDENTS TOO.

I THINK WE HEAR THAT AND I THINK THAT WE CARE ABOUT KNOWLEDGE SHARING, WHETHER OR NOT THAT'S WITH OUR COMMUNITY, COMMUNITY HELPERS ORGANIZATIONS.

I MEAN, IF WE CAN DO MEALS ON WHEELS, WE CAN DO LUNCH DUTY, YOU KNOW, FOR FOR FOLKS IN THE COMMUNITY, THEY DON'T HAVE TO BE PARENTS THAT ARE SELLING COOKIES, WHICH WE'VE ALL DONE. THIS CAN BE OTHER PEOPLE THAT CARE ABOUT WHAT WHAT GOES ON IN OUR SCHOOLS AND CARE ABOUT OUR KIDS. SO, YOU KNOW, THESE ARE CHURCHES AND OTHER ORGANIZATIONS.

SO BUT THANK YOU GUYS FOR YOUR WORK.

WE KNOW THAT THIS WASN'T SOMETHING THAT YOU DID ON YOUR OWN AND THERE WAS THERE WAS A GREAT AMOUNT OF OF FEET AND WEIGHT BEHIND YOU GETTING THIS DONE.

SO THANK YOU SO MUCH FOR YOUR TIME.

WE APPRECIATE IT. THANK YOU FOR THIS REPORT.

THIS MOVES US ON TO OUR DISCUSSION REGARDING REGIONAL 11 GRASSROOTS MEETING UPDATE.

[01:30:01]

OH, STOP! 8.2, LOOK AT HIM.

I DID THIS TO HIM BEFORE.

HEY, COME ON UP.

I'M USED TO IT. I'M USED TO IT BY NOW.

WAIT, WHAT? YES, I WOULD LIKE TO ASK PHILLIP O'NEIL TO CONTINUE TO STAND AT THE PODIUM AND WAIT. JUST WAIT FOR A MINUTE.

PLEASE PROVIDE US WITH AN UPDATE.

DR. CANTU, PRESIDENT NEWSOM, DISTINGUISHED MEMBERS OF THE BOARD, DISTRICT EXECUTIVES.

I LOOK FORWARD TO PROVIDING YOU HOPEFULLY SOME GOOD NEWS IN REGARDS TO THIS MONTH'S COVID UPDATE. WE'LL TALK ABOUT DATA, TALK A LITTLE BIT ABOUT OUR TESTING SITE AND SOME UPDATES.

I HAVE A FEW CLOSING REMARKS AND THEN WE'LL HAVE AN OPPORTUNITY FOR YOU GUYS TO ASK SOME QUESTIONS AT THE END.

SO LET'S LOOK AT THE DATA.

THIS IS TARRANT COUNTY REPORTED CASES BY WEEK.

WE SHOW THIS TO YOU EACH MONTH AND YOU CAN SEE THERE ON THE FAR RIGHT.

OVER THE COURSE OF THE LAST FOUR WEEKS, WE'VE BEEN TRENDING DOWNWARD.

WE'VE BEEN TRENDING IN A POSITIVE DIRECTION.

THE NUMBER OF CASES HAVE DECLINED.

YOU CAN SEE THAT PEAK THERE ABOUT FIVE WEEKS AGO WITH THE OMICRON VARIANT.

YOU CAN ALSO SEE AS A DISTRICT, WE PRETTY MUCH MIRROR THAT.

ABOUT FIVE WEEKS AGO, WE HIT THE PEAK WITH THE OMICRON VARIANT.

IN THE LAST FOUR WEEKS OUR NUMBERS HAVE DECLINED.

THESE ARE STUDENT DISTRICT PERCENT OF STUDENT POSITIVE CASES BY WEEK.

WHEN I CAME TO YOU IN JANUARY, YOU CAN SEE THAT WE HAD 576 ACTIVE STUDENT CASES ON JANUARY THE 24TH, WHICH WAS ABOUT ONE POINT SIX PERCENT OF OUR STUDENT BODY.

WE HAD 89 ACTIVE STAFF CASES, WHICH WAS 1.9 PERCENT.

AS OF LAST THURSDAY, THOSE NUMBERS WERE MUCH BETTER.

YOU CAN SEE THAT WE HAD 46 ACTIVE STUDENT CASES, WHICH WAS 0.1 PERCENT AND 13 ACTIVE STUDENT, PARDON ME, STAFF CASES.

BIG DECLINE. WE ALSO SHARED WITH YOU THE DASHBOARD ON THE LEFT, THERE IS THE DASHBOARD ON JANUARY THE 24TH THAT WE SHOWED YOU.

THESE ARE ALWAYS DIFFICULT, OBVIOUSLY, TO READ THE NUMBERS THAT ARE ON THERE, BUT THE VISUAL IS YOU CAN SEE THE GREEN.

THE BLUE ARROW WAS THE CURRENT CAMPUS PERCENTAGES OF THAT DAY.

WE HAD A FEW SCHOOLS THAT WERE YELLOW OVER THAT THREE PERCENT THRESHOLD THERE.

ON THE UNDERNEATH THE BLACK ARROW IS THE DATA THAT SHOWS THAT SOME POINT IN TIME IN THE PREVIOUS TWO WEEKS THAT CAMPUS HAD EITHER MET THAT THREE PERCENT THRESHOLD OF THE YELLOW OR THAT FIVE PERCENT THRESHOLD HOLD IN THE RED.

AND SO THEY WERE UTILIZING OUR TIERED SYSTEM AND THEY WERE OPERATING WITH YELLOW OR RED PROTOCOLS. YOU CAN SEE THERE ON THE RIGHT.

AGAIN, THAT IS OUR DASHBOARD AS OF LAST THURSDAY.

WE DO STILL HAVE TWO TESTING SITES THAT ARE UP AND RUNNING.

THEY'RE NOT DOING A LOT OF BUSINESS RIGHT NOW, WHICH IS A GOOD THING.

SO IN CLOSING, I WANT TO SHARE WITH YOU VERY BRIEFLY, WE HAVE BEEN INTENTIONAL AS A DISTRICT THIS YEAR TO DO OUR VERY BEST TO BALANCE THE PROTOCOLS THAT WE USE THAT WE HAVE UTILIZED WITH COVID TO ALLOW US TO DO A BETTER JOB OF TEACHING, PROVIDING INSTRUCTIONS SO THAT OUR STUDENTS COULD LEARN OVER THE COURSE.

IT'S HARD TO BELIEVE THIS COMING MARCH WILL BE THE THIRD YEAR THAT WE'VE BEEN DEALING OR THE ANNIVERSARY, THE THIRD ANNIVERSARY OF US DEALING WITH COVID.

SO WHEN WHEN IT FIRST BEGAN, NOBODY KNEW HOW TO NAVIGATE THROUGH COVID AND WE WEREN'T VERY GOOD AT IT, AND OUR PROTOCOLS THAT WERE IN PLACE REALLY PREVENTED US FROM PROVIDING THE LEVEL OF INSTRUCTION THAT WE REALLY WANTED TO PROVIDE.

AND THIS YEAR, WE'VE BEEN VERY INTENTIONAL IN TRYING TO CREATE PROTOCOLS AND PROCESSES THAT HAVE ALLOWED US TO PROVIDE BETTER INSTRUCTION TO WHERE LEARNING TOOK PLACE.

I THINK WE'VE GOTTEN BETTER AT THAT.

HOPEFULLY, WE'RE GOING TO CONTINUE TO IMPROVE AT THAT.

I THINK THAT'S A REFLECTION OF DR.

CANTU AND HER LEADERSHIP.

WE ARE MUCH MORE BALANCED IN HOW WE MITIGATE COVID TO PREVENT US FROM REALLY NOT PROVIDING THE LEVEL OF INSTRUCTION THAT WE WANT TO.

SO IT'S AGAIN, IT'S A TESTAMENT TO DR.

CANTU AND HER TEAM, AND WE ARE MUCH BETTER AT THAT AS A DISTRICT THAN WE WERE WHEN IT BEGAN. WE'RE MUCH MORE BALANCED.

SO IT'S MY INTENTION MOVING FORWARD TO BASED ON THE INFORMATION THAT I PROVIDED YOU TODAY AND THE LOW NUMBERS THAT WE HAVE TO PRESS, PAUSE ON THESE MONTHLY PRESENTATIONS TO

[01:35:01]

YOU GUYS. I DON'T THINK IT'S REALLY SOMETHING THAT'S REQUIRED AT THIS POINT.

SO I THINK IT'S BEEN SOMETHING THAT WE'VE NEEDED TO DO.

WE'VE NEEDED TO USE THIS VENUE TO SHARE THIS INFORMATION WITH YOU TO PROVIDE TRANSPARENCY. BUT I THINK WE'RE IN A VERY GOOD PLACE AND I DON'T THINK IT'S IMPERATIVE THAT WE DO THAT UNLESS WE EXPERIENCE ANOTHER SPIKE.

DOES THAT MEAN WE'RE GOING TO ELIMINATE TRACKING DATA? ABSOLUTELY NOT.

DOES THAT MEAN WE'RE GOING TO ELIMINATE THE HEALTH AND SAFETY PROTOCOLS THAT WE HAVE ON OUR CAMPUSES? ABSOLUTELY NOT.

DOES THAT MEAN WE'RE GOING TO ELIMINATE THE DASHBOARD ON OUR WEBSITE? ABSOLUTELY NOT.

ARE WE GOING TO DO AWAY WITH THE COVID TIER PROTOCOL PROCESS? ABSOLUTELY NOT.

WE'RE GOING TO CONTINUE TO DO ALL THOSE THINGS BEHIND THE SCENES THAT WE'VE BEEN DOING.

BUT AND THE PUBLIC CAN GO ON OUR WEBSITE AND THEY CAN FIND THE DASHBOARD TO DETERMINE WHERE WE ARE AS A DISTRICT AND WHERE THEY ARE AS A CAMPUS AND.

I THINK PRESSING PAUSE ON THESE IS A GOOD TIME TO DO THIS, AND IF AGAIN, IF WE HAVE A SPIKE, I'LL BE BACK TO SHARE WITH YOU GUYS HOW THAT'S GOING AND WHERE WE ARE.

QUESTIONS? BOARD MEMBERS TO MY LEFT.

MS. THOMAS. I'M JUST GOING TO SAY THANK YOU.

TO MY RIGHT. I THINK OUR GENERAL CONSENSUS IS AMEN.

SO THANK YOU SO MUCH.

I JUST DID WAY BETTER THAN THESE GUYS.

THEY TOOK WAY, TOO [INAUDIBLE] I ONLY ASK THAT YOU USE A DIFFERENT SLIDE AT THE BEGINNING OF YOUR UPDATE. I'M DONE SEEING THAT PICTURE.

YOU'RE DONE SEEING THAT? AND HERE'S THE GOOD NEWS NEXT TIME YOU DON'T HAVE TO SKIP ME.

THERE YOU GO. THERE YOU GO.

WE'RE JUST GOING TO REALLY SKIP YOU NEXT TIME.

THANK YOU, GUYS. NOW THIS ACTUALLY LEADS US TO OUR DISCUSSION REGARDING REGION 11

[9. Discussion]

GRASSROOTS MEETING UPDATE.

MS. MARCUCCI AND MS. THOMAS WERE IN ATTENDANCE, AND WE'LL BE ABLE TO PROVIDE SOME OVERVIEW.

THIS IS IMPORTANT INFORMATION TO SHARE AS A BOARD, BUT ALSO FOR OUR COMMUNITY TO BETTER UNDERSTAND THE ISSUES AHEAD OF US AND WHERE WE CAN PUT FORTH OUR EFFORTS AS A COMMUNITY.

MS. MARCUCCI. YES, SO IT WAS A GOOD MEETING.

THERE WEREN'T AS MANY PEOPLE THERE THIS YEAR AS THERE HAVE BEEN IN THE PAST, WHICH I THINK WORKED TO OUR ADVANTAGE, BUT I'LL GET INTO THAT IN A MINUTE.

SO WE CAME TO CONSENSUS PRETTY QUICKLY ABOUT OUR PRIORITIES.

AND JUST TO REMIND YOU ABOUT THE PROCESS, THE WAY THAT THIS WORKS IS THAT REGION 10 HAD THEIR OWN MEETING AND THEY PUT TOGETHER THEIR PRIORITIES.

AND REGION 11 PUT TOGETHER THEIR OWN PRIORITIES BECAUSE A LOT OF TIMES WE DO THINGS TOGETHER, BUT THIS ONE IS ACTUALLY DONE SEPARATE.

EVERY REGION IN TEXAS HAS THIS OPPORTUNITY, AND THEN THE LEGISLATIVE ADVISORY COMMITTEE WILL COME TOGETHER AND LOOK AT THE DIFFERENT PRIORITIES AND TRY TO COME UP WITH SOME OVERALL PRIORITIES FOR TASB TO ADVOCATE FOR.

SO THE TOP FIVE PRIORITIES THAT CAME OUT OF THIS MEETING AFTER SOME DISCUSSION WAS SUSTAINED FUNDING OF SCHOOL FINANCE SYSTEM THAT FUNDS SCHOOLS BASED ON STUDENT ENROLLMENT. BECAUSE THERE'S A LOT OF CONCERN RIGHT NOW WHEN YOU LOOK AT THE ATTENDANCE DATA AND THINGS LIKE THAT THAT WE ARE GOING TO REALLY STRUGGLE IN THAT WAY.

I THINK YOU'RE ALL FAMILIAR WITH THAT.

STAFF RECRUITMENT AND RETENTION.

I DON'T KNOW IF YOU'VE SEEN THE LATEST STUDIES THAT HAVE COME OUT THAT SAID THAT OVER 50 PERCENT OF EDUCATORS ARE CONTEMPLATING RETIREMENT.

LIKE, THAT'S A BIG PROBLEM, AND THAT'S GOING TO REALLY HURT US, AND ALL OF US, WE'RE IN AGREEMENT THAT THAT'S SOMETHING THAT WE REALLY NEED TO BE FOCUSED ON.

TRANSPARENCY OF CHARTER SCHOOL OPERATIONS AND EXPANSION PROCESS.

A LOT OF TALK ABOUT THE AUTHORITY OF THE COMMISSIONER WHEN IT COMES TO GRANTING THESE EXPANSIONS FOR EXISTING CHARTER SCHOOLS AND THE GROWTH OF CHARTER SCHOOLS IN OUR SPECIFIC REGION AS WELL WITHOUT THE SAME LEVEL OF ACCOUNTABILITY AND TRANSPARENCY THAT'S REQUIRED FOR PUBLIC SCHOOLS.

THE NEXT PRIORITY WAS A STATE ACCOUNTABILITY SYSTEM THAT INCLUDES A REDUCTION OF REQUIRED STATE TESTING, MORE FLEXIBILITY FOR LOCALLY DETERMINED ACCOUNTABILITY SYSTEMS AND A MORE ACCURATE AND TRANSPARENT RATING SYSTEM THAN THE A THROUGH F SYSTEM.

SO TO BE HONEST WITH YOU, WHEN WE PUT OUR PRIORITIES UP FOR THE FIRST TIME, THIS WAS LIKE FOUR OF THEM AND WE THOUGHT WELL THEY'RE ALL RELATED, WE SHOULD PROBABLY COMBINE THOSE INTO ONE. SO THAT'S WHY IT'S AS LONG AS IT IS, BECAUSE WE FELT LIKE THAT WAS ALL RELATED.

AND THEN THE LAST ONE IS ACCOUNTABILITY AND FUNDING ISSUES RELATED TO NATURAL DISASTERS SUCH AS WAIVERS, PROPERTY TAX CALCULATIONS AND ATTENDANCE HOLD HARMLESS PROVISIONS.

SO AGAIN, LOOKING AT FUNDING, BUT I'LL TELL YOU, DOCS GONZALEZ WAS THERE FROM TASB, AND HE TALKED TO US AND SAID, YOU KNOW, THIS LAST LEGISLATIVE SESSION, THEY DID LOOK AT SCHOOL FINANCE A LITTLE BIT MORE THAN THEY HAD DONE IN THE PAST.

AND SO WE SHOULD NOT EXPECT IN THE NEXT SESSION FOR THEM TO LOOK AT COMPLETELY REVAMPING

[01:40:03]

THE SYSTEM. SO REALLY ADVOCATING ABOUT THE SPECIFIC POINTS THAT WE'RE CONCERNED ABOUT.

HEB BROUGHT UP SOME CONCERNS ABOUT THE TRANSITION FUND FORMULA TRANSITION GRANT AND WHEN THEY FOUND OUT WE WEREN'T GOING TO BE AFFECTED BY THAT ANYMORE, THEY WANTED TO KNOW HOW WE DID THAT AND WE EXPLAINED ABOUT THE TREE.

BUT I DIDN'T REALIZE THIS.

BUT OUR REGION HAS MORE PEOPLE DEPENDENT ON THAT THAN ANY OTHER REGION IN THE STATE, SO IT WOULDN'T SURPRISE ME IF THAT ISSUE COMES UP AGAIN AS WELL.

SO THERE'S A LOT OF GOOD DISCUSSION REALLY TALKING ABOUT THE THINGS THAT WE HAD IN COMMON AND WHERE WE WANTED TO ADVOCATE THIS NEXT LEGISLATIVE SESSION.

AND THEN ALONG THOSE LINES, EACH DISTRICT BASED ON STUDENT POPULATION GETS TO HAVE SO MANY REPRESENTATIVES THAT SERVE ON THAT LEGISLATIVE ADVISORY COMMITTEE.

THAT'S GOING TO TAKE ALL OF THESE PRIORITIES FROM ALL THE DIFFERENT REGIONS AND COMBINE THEM AND PRIORITIZE THEM.

AND I'M PLEASED TO ANNOUNCE THAT OUR VERY OWN DESIREE THOMAS WILL BE ON THE LEGISLATIVE ADVISORY COUNCIL REPRESENTING OUR REGION.

AND SHE CONTINUES A LONG HISTORY OF ADVOCACY.

THIS IS SOMETHING THAT WE'VE DONE FOR MANY, MANY YEARS, AND I MAKE SUCH A BIG DEAL ABOUT THAT BECAUSE WE WANT TO HAVE A SEAT AT THE TABLE.

AND SO I ENCOURAGE AND WE HAVE CANDIDATES IN THE AUDIENCE AND WE HAVE EXISTING BOARD MEMBERS THAT'LL BE HERE A FEW MORE YEARS TO REALLY GET INVOLVED WITH THIS BECAUSE I WILL TELL YOU HOW SHE GOT ON THAT COMMITTEE.

IT WAS A VERY FIERCE PROCESS.

SHE HELD UP HER NAMETAG AND SAID, I'D LIKE TO BE ON THAT COMMITTEE.

AND BUT BECAUSE SHE WAS ONE OF THE FIRST PEOPLE TO DO IT, SHE WAS ABLE TO DO IT.

SO THIS YEAR, LIKE I SAID, IT WAS A LITTLE BIT DIFFERENT BECAUSE IN THE PAST IT'S BEEN A LITTLE BIT MORE COMPETITIVE THAN THAT.

BUT PEOPLE WANT TO HEAR FROM US AND MANSFIELD ISD.

THEY THINK THAT WHAT WE'RE DOING IS IMPRESSIVE.

I'LL TELL YOU, LIKE THE LOCAL ACCOUNTABILITY THING, YOU KNOW, THERE WERE SOME PEOPLE THAT WERE THROWING UP THEIR HANDS AND BASICALLY SAID, WELL, I DON'T EVEN KNOW HOW TO DO A LOCAL ACCOUNTABILITY SYSTEM, AND WE WERE ABLE TO SHOW THEM THAT MANSFIELD ISD HAS A LOCAL ACCOUNTABILITY SYSTEM THAT WE THINK IS PRETTY DARN GOOD, AND WE WOULD LIKE TO RECEIVE SOME MORE FREEDOM BECAUSE, YOU KNOW, WE PUT THAT IN PLACE.

AND SO WE REALLY ARE LEADERS IN OUR REGION AND IN THE STATE.

AND SO I'M JUST HERE TO JUST ENCOURAGE YOU TO CONTINUE DOWN THAT PATH.

AND THEN I'M GOING TO LET MS. THOMAS TALK A LITTLE BIT MORE ABOUT WHAT OUR NEXT STEPS ARE AFTER THIS.

THANK YOU FOR COVERING THAT. BUT SHE DIDN'T SHE'S NOT QUITE HONEST, THE FIRST TIME I WAS ON THE [INAUDIBLE] COMMITTEE.

MS. MARCUCCI AND MR. GONZALEZ TOLD ME, OK, WHEN THEY GO TO ASK FOR VOLUNTEERS, YOU NEED TO RUN UP THERE.

SO I'M LIKE ALL GEARED UP, READY TO RUN UP THERE.

AND SO I JUMP OUT OF MY CHAIR AND THEY'RE LIKE, NO, WE JUST NEED YOUR BADGE.

SO THANK YOU.

MS. MARCUCCI, MR. MR. GONZALEZ. I WANT EVERYBODY TO BE REAL EXCITED ABOUT IT [LAUGHING] BUT IT WAS FUN.

SO THE NEXT STEPS ARE AS A BOARD, GETTING TOGETHER AND DOING OUR COMMITTEE AND WRITING RESOLUTIONS. IN THE LAST TWO YEARS, WE'VE WRITTEN SEVERAL AND THEY HAVE PASSED ON TO TASB AND TASB HAS TAKEN THEM FORWARD AND WHAT I SAID, EXCEPT IT LOOKS A LITTLE BITTER ABOUT THAT, I WAS GETTING READY TO ADD TO THAT, EXCEPT FOR ONE WHICH DEALT WITH A THROUGH F ACCOUNTABILITY AND AND WE'RE LIKE, OK, THAT'S WHAT THE STATE TELLS US DO.

WE'RE GOING TO WORK IT AND WE'RE GOING TO MAKE IT WORK FOR US.

SO WE DID. SO WE WROTE A RESOLUTION THAT I WAS LIKE, OK, IT'S GOING TO BE A LITTLE CONTROVERSIAL BECAUSE WE'RE SAYING YOU GIVE US MORE LOCAL CONTROL.

IF WE'RE IN A DISTRICT THAT CAN GIVE US SOME SOME LEEWAY ON WHAT THE STATE IS CHANGING OR DOING. LIKE THESE READING ACADEMIES? LET US OPT OUT OF THAT.

SO WE PUT THAT ONE FORWARD AND MS. MARCUCCI AND MS. FARRAR WERE AT THAT COMMITTEE AND MS. MARCUCCI DID A WONDERFUL JOB TRYING TO DEFEND THAT TO PUSH IT FORWARD, AND IT LOST BY ONE VOTE. BUT IT MAY MAYBE WITH US HAVING A VOICE AT THE TABLE.

IT'S MAKING OTHER SCHOOL DISTRICTS AROUND US THINK ABOUT THAT AND BEFORE THEY JUST KIND OF WENT ALONG WITH THIS IS WHAT WE'RE DOING.

WE'RE GOING TO FIGHT THIS A THROUGH F, BUT MAYBE, MAYBE IT'S MAKING THEM THINK SPEAKERS] AND I WILL SAY THE COMMISSIONER SAW OUR RESOLUTION AND TALKED TO US ABOUT THAT TOO. SO I MEAN, IT DID GET US SOME LEEWAY.

I MEAN, HE KNOWS WHAT WE'RE WORKING TOWARDS AND I DON'T THINK THAT WAS A LOST EFFORT AT ALL. SO WHEN YOU HEAR THE TERM RELATED TO SCHOOL BOARD ABOUT GOVERNANCE, THIS IS WHERE THAT FALLS. THIS IS WHERE WE NEED TO BE.

WE NEED TO BE ADVOCATING FOR OUR SCHOOL AND WE ARE SUCH A BIG DISTRICT AND WE ARE VERY RESPECTED DISTRICT.

I MEAN, OTHER DISTRICTS COME TO US AS AN EXAMPLE AND WE NEED TO BE ADVOCATING.

WE NEED TO HAVE THAT VOICE AT THE TABLE AND NOT JUST ADVOCATING FOR US, BUT FOR ALL OF OUR PUBLIC SCHOOLS ACROSS TEXAS.

SO IF WE CAN HELP WITH THAT, THAT'S WHAT WE'RE GOING TO DO.

SO OUR NEXT STEP IS WRITING RESOLUTION, SO I'M EXCITED ABOUT THAT.

AND THEN HOPEFULLY THEY'LL GO ON TO THE NEXT LEGISLATIVE SESSION AND THAT'S.

ANY QUESTIONS FOR OUR TEAM? I DON'T HAVE ANY QUESTIONS, BUT I DO WANT TO THANK THE BOARD MEMBERS FOR YOUR

[01:45:01]

REPRESENTATION AT THOSE MEETINGS AND THE IMPACT THAT YOU'RE HAVING IN OUR REGION, BUT ALSO IN THE STATE. SO THANK YOU FOR YOUR SERVICE.

ALL RIGHT, WELL, THANK YOU SO MUCH FOR ALL OF THAT INFORMATION, AND I LOOK FORWARD TO US MOVING ALONG. I WILL SAY THAT IT'S AN IMPORTANT PLACE FOR US TO BE.

TO BE A VOICE NOT ONLY HERE IN MANSFIELD ISD, BUT AT THE STATE LEVEL AS WELL.

SO THIS MOVES US ALONG TO AGENDA ITEM NUMBER 10.1, PUBLIC COMMENTS.

[10. Public Comments]

THE CORRECT PROCEDURE FOR ADDRESSING THE BOARD DURING PUBLIC COMMENTS AS AS FOLLOWS.

EACH SPEAKER SHOULD ADDRESS THE BOARD FROM THE PODIUM MICROPHONE AND STATE HIS OR HER NAME BEFORE SPEAKING.

ALL SPEAKERS WILL BE LIMITED TO THREE MINUTES TO MAKE COMMENTS REGARDING ITEMS ON THE AGENDA. COPIES OF PRESENTATION SHOULD BE MADE AVAILABLE TO ALL TRUSTEES AND THE SUPERINTENDENT BOARD.

POLICY PROHIBITS THE DISCUSSION OF COMPLAINTS AGAINST DISTRICT EMPLOYEES DURING AN OPEN FORUM. I HAVE ONE CARD, MS. MOYE DO YOU HAVE ANY OTHERS? WE'LL GO AHEAD AND GET STARTED, OUR FIRST SPEAKER IS BAILEY STRENGTH.

THE PODIUM. OH, DO YOU HAVE PAPERS? CAN HAND IT RIGHT OVER THERE, WE'LL PASS IT DOWN.

THANK YOU. GOOD EVENING.

MY NAME IS BAILEY STRENGTH.

UM, MEMBERS OF THE MISD SCHOOL BOARD, AS I SAID, MY NAME IS BAILEY STRENGTH, I AM AN ALUMNI OF MANSFIELD HIGH SCHOOL, ACTUALLY SO.

OK, WE'RE READY.

OK. I ATTEND UNIVERSITY OF TEXAS AT ARLINGTON, AND I AM IN THE SCHOOL OF SOCIAL WORK.

UNLESS SOMEONE LIKE YOU CARES A WHOLE AWFUL LOT, NOTHING IS GOING TO GET BETTER, IT'S NOT . DR. SEUSS. BOTH DR.

SEUSS AND COUNSELORS HAVE A WAY TO MEET KIDS WHERE THEY ARE AT.

WHETHER THAT IS THROUGH STORYTELLING AND HELPING EXPLAIN WHAT THEY'RE FEELING IN A DRAMATIC FASHION OR JUST BEING THERE FOR THEM AND TEACHING THEM HOW TO COPE WHILE BEING AN ADVOCATE, THE COUNSELORS AT MISD ARE GREAT PEOPLE AND DESERVE ALL THE RESPECT THAT CAN AND SHOULD BE GIVEN. HOWEVER, THEY CARRY THE WEIGHT OF EVERY STUDENT, PARENT AND FACULTY MEMBER UPON THEM BEFORE, AND ESPECIALLY DURING THE PANDEMIC.

I AM HERE TODAY TO PROPOSE BARNETT'S BILL.

MIDDLE GROUND PREPAREDNESS TEAM MGPT.

HOW TO HELP MANSFIELD ISD SCHOOL COUNSELORS AND STUDENT SUPPORT TEAM.

THIS THREE STEP PROGRAM WILL TAKE PLACE OVER FOUR YEARS AND WILL GRADUALLY TAKE WEIGHT OFF THE GUIDANCE COUNSELORS AND STUDENT SUPPORT TEAM AFTER EXPERIENCING A PRE-COVID COUNSELOR TIME AND TALKING TO A COUNSELOR DURING THE PANDEMIC.

IT IS CLEAR THAT THE WEIGHT OF BEING PART OF THE THREAT ASSESSMENT TEAM, HANDLING ACADEMIC RESOURCES AND JUST HELPING STUDENTS IN GENERAL KEEPS A WEIGHT ON THEIR SHOULDERS DAILY.

CASES GET PILED ON.

THIS LEAVES CHILDREN LYING IN THE CRACKS.

IT MAKES THEM FEEL INADEQUATE TO GO TO THEIR COUNSELORS.

COUNSELORS ALSO DEAL WITH HIGH AMOUNTS OF BURNOUT, ESPECIALLY IN URBAN SETTINGS AND ON THE PANDEMIC, AND IT IS UNDERSTANDABLE TO SEE HOW THE COUNSELORS AND STUDENTS SUPPORT TEAM NEED SOME WEIGHT TO BE LIFTED OFF.

HOW WOULD THIS HAPPEN? THE FIRST PART IS THE NEW PROGRAM WE WILL BE WORKING ON FINDING RESOURCES AND REDOING THE THREAT ASSESSMENT CRISIS MANAGEMENT TEAM.

DON'T GET ME WRONG, THEY ARE AMAZING ALREADY, BUT ASPECTS OF THIS TEAM WILL BE FINDING RESOURCES FOR THE COUNSELORS ON POVERTY, FOSTER CARE, DRUG OUT AND ALCOHOL ABUSE AND MENTAL HEALTH. AND ALSO WITH THIS TEAM, ONE COUNSELOR AT EACH SCHOOL WILL EVALUATE THE REPORTED THREATS BASED OFF A LIST THAT THE TEAM HAD GONE OVER TOGETHER THAT IS SEEN AS A THREAT. THE LIST WILL BE EVIDENCE BASED IN RESEARCH FROM WHAT OTHER STATE SCHOOLS AND THE SECRET SERVICE AND OTHER THINGS HAVE ALREADY SAID.

NEXT, THE TEAM WILL BE ADDING MORE COUNSELORS TO THE STUDENT SUPPORT TEAM AND JUST AROUND MISD IN GENERAL.

SIX COUNSELORS ARE SPLIT OVER FORTY THREE SCHOOLS.

ONE PERSON AT MAXIMUM MANAGES 10 SCHOOLS, ADDING IN MORE COUNSELORS WOULD HELP BENEFIT THE TEAM AND THE STUDENTS BOTH.

FINALLY, MEDIA MANAGEMENT AND THERAPY DOGS.

MEDIA MANAGEMENT IS IMPORTANT TO THE MIDDLE GROUND PREPAREDNESS TEAM, AS ANYONE AFFILIATED WITH MANSFIELD ISD SHOULD KNOW THAT THERE ARE RESOURCES OUT THERE.

MS. STRENGTH. YOUR TIME IS UP.

OK, THANK YOU. THANK YOU.

[01:50:01]

OUR NEXT SPEAKER IS JANDEL CRUTCHFIELD.

THANK YOU, BOARD FOR THE TIME, AND IT'S QUITE INTERESTING, I'M ACTUALLY VERY PROUD YOU SAID YOUR NAME IS WHAT? BAILEY, SO BAILEY'S IN THE UTA SCHOOL OF SOCIAL WORK.

SO I TRAIN STUDENTS IN THE UTA SCHOOL OF SOCIAL WORK, SO I'M VERY PROUD OF YOU.

THAT'S THAT'S RANDOM THAT WE'RE HERE TODAY, BUT I ACTUALLY AM HERE SIMILARLY TO SPEAK UP FOR SCHOOL SOCIAL WORKERS.

I'M A FORMER SCHOOL SOCIAL WORKER, SO I KNOW WHAT WE CAN DO.

AND I DO AGREE THAT THE ADDED BURDEN OF THE PANDEMIC IS WEIGHING HEAVY ON COUNSELORS WHO HAVE LOTS OF OTHER THINGS TO DO AND SO I KNOW THAT.

LET'S SEE WHAT THEIR NAMES WERE IN THE REPORT ABOUT SCHOOL SAFETY.

MR. WRIGHT, MR. BROGDON AND MR. DIAZ, EVEN THOUGH WE DON'T TALK ABOUT BRUNO RIGHT, TALKED ABOUT THAT THE MENTAL HEALTH, THE SOCIAL, EMOTIONAL AND SO FOR A SOCIAL WORKER, RIGHT THAT'S VERY EXCITING TO HEAR THE WORD HOLISTIC BEING USED AND IN REFERENCE TO SCHOOLS.

AND SO WHATEVER NEEDS TO BE DONE RIGHT, THAT I THINK IS A DIRECTION TO GO.

AND SO I'M HERE TO SUPPORT THAT.

IN ADDITION TO SAYING THAT A LICENSED, TRAINED PROFESSIONAL IS WHO WE WANT TO BE DOING THAT. VOLUNTEERS POTENTIALLY WALKING THROUGH THE HALLS.

I WANT US TO ASK THE QUESTION OF OURSELVES BECAUSE WE DO HAVE A BIG, DIVERSE DISTRICT, WHO DOES THAT MAKE FEEL SAFER, RIGHT? AND SO WE CAN'T ASSUME BECAUSE WE HAVE DIFFERENCES IN OUR DISTRICT THAT RANDOM PEOPLE, RIGHT, THAT OTHER FOLKS DON'T KNOW, THAT DON'T HAVE A LICENSE OR CREDENTIAL, A BADGE THAT THAT ACTUALLY MAKES STUDENTS AND TEACHERS FEEL SAFER.

WE HAVE SOME VERY PUBLIC RIGHT CRIMINAL CASES HAPPENING AROUND THE COUNTRY RIGHT NOW WHERE PEOPLE SAY THAT THEY ARE ACTUALLY COMMUNITY SAFETY PATROLS, RIGHT.

AND THEY ARE NOT. AND SO WE HAVE TO THINK ABOUT THAT AS WELL.

AND SO IF SCHOOL SOCIAL WORKERS CAN BE TRAINED LOCALLY AT UTA BY FOLKS, NOT JUST ME, WE CAN TRY TO, I THINK, ENCOURAGE THAT.

AND I'M NOT SURE ALL THE DETAILS OF THE PROPOSAL.

BUT HEY, ALL I GOT TO SAY IS IS GOOD JOB AND THAT'S SOMETHING TO CONSIDER.

SO THANK YOU FOR THE TIME.

THANK YOU. THIS MOVES US ON TO AGENDA ITEM 11.1

[11. Human Resources Report]

, THE HUMAN RESOURCES REPORT.

MS. MARCUCCI WOULD LIKE YOU TO SHARE THE 20 YEAR REPORT.

I WOULD. I HAVE ONE TODAY THAT I WOULD LIKE TO RECOGNIZE.

TRACEY GRAY, DIAGNOSTICIAN, SPECIAL SERVICES DEPARTMENT.

SHE HAS 24 YEARS IN EDUCATION AND NINE OF THOSE ARE WITH MANSFIELD ISD.

AND SHE'S LEAVING US BECAUSE SHE'S GETTING A PROMOTION AND I'M PROUD OF HER, BUT WE WILL CERTAINLY MISS HER. SO LET'S GIVE HER A ROUND OF APPLAUSE FOR ALL OF HER SERVICE.

[APPLAUSE] AGENDA ITEM 11.2, BOARD APPROVED NEW HIRES.

MAY I PLEASE RECEIVE A MOTION? MS. THOMAS. MR. CANEDY. DR.

CANTU, DO YOU HAVE INFORMATION TO SHARE? TURN THAT OVER TO DR.

STOECKER TO TALK ABOUT THE TWO PEOPLE THAT WE ARE ASKING FOR YOUR APPROVAL FOR THIS EVENING. YES, THANK YOU.

BOARD MEMBERS THIS EVENING WE WERE ASKING YOUR CONSIDERATION AND APPROVING NUMBER ONE MARGARET CALDERON FOR A DIRECTOR OF HEALTH SERVICES.

SHE CURRENTLY SERVES THE DISTRICT AS OUR INTERIM DIRECTOR OF HEALTH SERVICES AND PREVIOUSLY SHE WAS OUR COORDINATOR OF HEALTH SERVICES.

SECONDLY, WE'D LIKE YOUR CONSIDERATION IN NAMING KATRINA MABRY SMITH AS PRINCIPAL AT ROGENE WORLEY MIDDLE SCHOOL, AND SHE'S CURRENTLY THE ACADEMIC ASSOCIATE PRINCIPAL AT LAKE RIDGE HIGH SCHOOL. BOARD MEMBERS, ANY QUESTIONS? HEARING NONE, ALL THOSE IN FAVOR OF THE MOTION, PLEASE USE THE SOUND VOTE OF I.

ALL THOSE OPPOSED, PLEASE SAY NO.

MOTION PASSES SEVEN-ZERO.

AGENDA ITEM 12.1.

CONSIDER APPROVAL FOR ORDER OF ELECTION FOR THE MAY 7TH 20.

OH, I DID MISS IT.

DR. STOECKER, PLEASE.

YES. IT'S ELEVEN POINT THREE.

WE HAVE ONE INDIVIDUAL TO INTRODUCE TO YOU TONIGHT IN HIS NEW POSITION, OFFICIALLY, DR.

MARCUS BRANNON IS MAKING HIS WAY TO THE PODIUM.

AS YOU KNOW, LAST MONTH YOU APPROVED DR.

BRANNON TO BE OUR NEW EXECUTIVE DIRECTOR OF MIDDLE GRADES, AND HE PREVIOUSLY SERVED US AT WORLEY MIDDLE SCHOOL AS PRINCIPAL.

SO DR. BRANNON, WELCOME, CONGRATULATIONS.

THANK YOU ALL VERY MUCH, AND YOU SKIPPED ME.

YOU CAN GO SIT OVER THERE WITH COACH O'NEILL.

OK.

TO BOARD PRESIDENT NEWSOM, DR.

CANTU, MEMBERS OF THE BOARD AND DISTRICT LEADERSHIP.

THANK YOU ALSO VERY MUCH FOR THIS OPPORTUNITY.

I'M SO HUMBLED AND BLESSED TO LEAD IN THIS CAPACITY IN THE MIDDLE LEVEL GRADES.

WE'RE GOING TO SUPPORT OUR PRINCIPALS AND DO WHAT'S BEST FOR CHILDREN EACH AND EVERY DAY . TO MY WORLEY TIGER FAMILY.

THANK YOU ALL SO MUCH.

WE HAVE BEEN THROUGH A LOT LEADING AND NAVIGATING AND EDUCATING OUR CHILDREN THROUGH A

[01:55:05]

PANDEMIC AND JUST CONTINUE TO KEEP OUR CHILDREN FIRST AND KEEP THEM ON THE FOREFRONT OF YOUR MIND, AND THAT WILL ALWAYS GUIDE YOU TO YOUR GUIDING LIGHT.

HERE WITH ME, TONIGHT I HAVE MY MOM, JACKIE MCLENDON.

HEY, MOM. OTHER PEOPLE ALSO HAD TO LEAVE TO GET THE LITTLE ONES TO BED.

BUT I WANT TO THANK MY EXTENDED WORLEY FAMILY WHO WERE WHO WERE ALSO PARTICIPATING WITH ME HERE TONIGHT IN THE AUDIENCE.

TO MY FAMILY THAT'S WATCHING ONLINE, HELLO. AND MY DAD IS WATCHING FROM HEAVEN AND ABOVE.

THANK YOU VERY MUCH AND THANK YOU ALL.

[APPLAUSE]

[12. Business Items Requiring Board Action]

ONCE AGAIN, WE'RE MOVING ON TO AGENDA ITEM 12.1.

CONSIDER APPROVAL FOR ORDER OF ELECTION FOR THE MAY 7TH, 2022 TRUSTEE ELECTION.

MAY I PLEASE RECEIVE A MOTION? MR. SNEED, MS. MARCUCCI. ANY QUESTIONS OR DISCUSSION? HEARING NONE, ALL THOSE IN FAVOR OF THE MOTION, PLEASE USE THE SOUND VOTE OF AYE.

ALL THOSE OPPOSED, PLEASE SAY NO.

A MOTION PASSES SEVEN-ZERO.

AGENDA ITEM 12.2.

CONSIDER APPROVAL FOR ORDER OF SPECIAL ELECTION FOR MAY 7TH, 2020 TWENTY TRUSTEE ELECTION. MAY I PLEASE RECEIVE A A MOTION.

MR. CANEDY. MS. MARCUCCI, ANY QUESTIONS OR DISCUSSION? HEARING NONE, ALL THOSE IN FAVOR OF THE MOTION PLEASE USE SOUND VOTE OF AYE.

ALL THOSE OPPOSED, PLEASE SAY NO.

MOTION PASSES SEVEN-ZERO.

AGENDA ITEM 12.3.

CONSIDER APPROVAL OF BOARD MEETING DATE CHANGES AND ADDITIONS FOR THE 2022-2023 SCHOOL YEAR. MAY PLEASE RECEIVE A MOTION.

MS. THOMAS, MS. FERRAR. ANY QUESTIONS OR DISCUSSIONS, MR. WIGHT? [INAUDIBLE] I'M THINKING CALENDAR, WE WERE TALKING ABOUT CALENDAR EARLIER.

ALL RIGHT. ANY QUESTIONS? ALL RIGHT, HEARING NONE, ALL THOSE IN FAVOR OF THE MOTION PLEASE USE SOUND VOTE OF AYE.

ALL THOSE OPPOSED, PLEASE SAY NO.

MOTION PASSED A SEVEN-ZERO.

AGENDA ITEM 12.4.

CONSIDER APPROVAL OF RESOLUTION 22-17 TO EXTEND WAGE PAYMENTS FOR EMPLOYEES DOING EMERGENCY CLOSINGS.

MAY I PLEASE RECEIVE A MOTION? MS. MARCUCCI. MR. RANDALL WON THAT ONE WE'LL GO WITH.

DR. CANTU.

NO, WE JUST WE'RE ASKING FOR YOUR APPROVAL FOR THE RECOMMENDATION IS PRESENTED.

DR. STOECKER, WOULD YOU LIKE TO PROVIDE ANY ADDITIONAL INFORMATION? CERTAINLY, IF YOU HAVE QUESTIONS, I'LL BE HAPPY TO ADDRESS THOSE.

GENERALLY SPEAKING, THIS RESOLUTION WOULD PAY OUR EMPLOYEES WHO WERE IDLED DUE TO OUR SECOND SNOW DAY THAT WE EXPERIENCED BACK ON FEBRUARY 4TH WAS THE SECOND SNOW DAY.

YES. THANK YOU SO MUCH.

ANY OTHER QUESTIONS? DISCUSSION. HEARING NONE, ALL THOSE IN FAVOR OF THE MOTION, PLEASE USE THE SOUND VOTE OF AYE. ALL THOSE OPPOSED, PLEASE SAY NO.

MOTION PASSES SEVEN-ZERO.

[13. Consent Agenda ]

THIS MOVES US TO AGENDA ITEM 13, THE CONSENT AGENDA.

LET ME REMIND YOU THAT WE VOTE THE CONSENT AGENDA UP OR DOWN UNLESS SOMEONE WANTS TO PULL AN ITEM. WOULD ANYONE LIKE TO PULL AN ITEM? HEARING NONE, ALL THOSE IN FAVOR OF THE CONSENT AGENDA, PLEASE USE A SOUND VOTE OF AYE.

ALL THOSE OPPOSED, PLEASE SAY NO.

[02:00:02]

CONSENT AGENDA PASSES SEVEN ZERO.

ONTO THE AGENDA ITEM 14, THE SUPERINTENDENTS REPORT THIS IS FOR DISCUSSION ONLY.

IS THERE ANY ITEM ON AGENDA ITEM 14 THAT ANYONE WOULD LIKE TO DISCUSS WITH THE SUPERINTENDENT AT THIS TIME? AND WITH NO OTHER BUSINESS TO DISCUSS, WE WILL ADJOURN AT 9:46.

THANK YOU SO MUCH FOR YOUR ATTENTION AND YOUR TIME THIS EVENING.

* This transcript was compiled from uncorrected Closed Captioning.