Jul 26, 2022 Board Meetings

[00:00:05]

OKAY. GOOD EVENING.

[1. Call to Order ]

LET US PLEASE COME TO ORDER FOR THE REGULAR MEETING OF THE BOARD OF TRUSTEES.

LET THE RECORD SHOW THAT ALL TRUSTEES ARE PRESENT.

WE WILL NOW MOVE TO ITEM THREE CLOSED SESSION PURSUANT TO TEXAS GOVERNMENT CODE SECTION 551.074 PERSONNEL TO DELIBERATE REGARDING

[3. Closed Session]

551.071 CONSULTATION WITH THE BOARD'S ATTORNEY AND 551.072 RURAL PROPERTY WE WILL NOW ADJOURN INTO CLOSED SESSION AT. IT IS STILL 6:00 PM AND WE WILL RECONVENE IN CLOSED SESSION IN ABOUT 5-10 MINUTES.

WE WILL NOW RECONVENE FROM CLOSED SESSION AT 7:00 PM.

[4. Reconvene ]

ANDERSON, I'M SORRY.

THE PLEDGES. OH, LORD, WE THANK YOU FOR THIS OPPORTUNITY TO GATHER THIS EVENING.

FATHER, AS WE BEGIN, WE PRAY THAT OUR HEARTS ARE CONSECRATED IN SUCH A WAY THAT WE MAY DO YOUR WILL FOR THE GOOD OF THESE YOUNG PEOPLE THAT WE HAVE THE RESPONSIBILITY FOR IN THIS COMMUNITY, THAT WE LIFT A SPECIAL PRAYER FOR OUR EDUCATORS, ADMINISTRATION STAFF AND IN THE CLASSROOM AS THEY'VE ALREADY BEGUN THE BUSY WORK OF GETTING PREPARED FOR THE STUDENTS TO RETURN TO THE CLASSROOM.

FATHER WE PRAY THAT YOU WOULD JUST GOVERN THEM IN SUCH A WAY AND MOTIVATE THEM AND ENCOURAGE THEM IN SUCH A WAY, FATHER, THAT THEY WOULD BE READY TO DO THE WORK BY THE. LIKEWISE, WE PRAY FOR OUR CHILDREN AS THEY'RE ENDING THEIR SUMMER MONTHS, GETTING READY TO RETURN TO SCHOOL.

WE PRAY THAT THEY WOULD HAVE A PRODUCTIVE SEASON THIS YEAR, THAT THERE WILL BE ENORMOUS GROWTH THAT WILL OCCUR AND THEY'LL HAVE SOME FUN AS WELL ALONG THE WAY.

HELP US FATHER TO DO YOUR WILL ALWAYS HELP THAT TO BE THE FOCUS OF OUR CONVERSATION, OUR DIALOG.

LET IT BE SPIRITED, BUT LET IT BE.

ULTIMATELY, YOUR WILL BE DONE IN CHRIST NAME WE PRAY.

AMEN. {PLEDGE OF ALLEGIANCE], . [INAUDIBLE] THIS TAKES US TO ITEM SIX, OUR DISTRICT RECOGNITIONS.

[6. District Recognition]

[INAUDIBLE], MEMBERS OF THE BOARD CABINET AND TO THE PUBLIC HERE WITH US TONIGHT, MANY FAMILIES TONIGHT, WE HAVE A NUMBER OF STUDENT RECOGNITIONS TO BRING FORWARD, RECOGNIZING ATHLETICS, FINE ARTS AND ACADEMICS.

AND I'D LIKE TO FIRST START BY INVITING NEW PRINCIPAL MICHELE WOODALL, BEN BARBER INNOVATION ACADEMY FORWARD TO GET RECOGNITION STARTED.

SHE'S COMING, I PROMISE.

GOOD EVENING, PRESIDENT WILSON.

DR. CANTU. MEMBERS OF THE BOARD, I AM THRILLED TO ANNOUNCE OUR NATIONAL WINNERS AND STATE COMPETITORS AND SKILLS USA.

I'M GOING TO BEGIN WITH OUR HEALTH SCIENCE GROUP.

I'M GOING TO CALL THEIR NAMES AND THEN I'M GOING TO HAVE THEM INTRODUCE THEMSELVES.

I JUST DO WANT TO POINT OUT HOW INCREDIBLY PROUD WE ARE OF ALL OF THEIR ACCOMPLISHMENTS FOR THE SKILLS USA NATIONAL COMPETITION.

I DID GET TO ATTEND THAT EVENT WITH THEM AND I CAN TELL YOU BEYOND A SHADOW OF A DOUBT THAT THEY ARE READY FOR THEIR NEXT STEPS.

THEY ARE COLLEGE, CAREER AND LIFE READY MANY TIMES.

EVEN DIRECTING MS. HOLBROOK'S, THEIR SPONSOR, AND I ON WHAT WE NEEDED TO BE DOING NEXT.

SO IT IS WITH MY PLEASURE TO INTRODUCE THEM TO Y'ALL.

AVERY PICKEREL.

I COMPETED IN MEDICAL ASSISTING AND I GOT SECOND IN STATE, AND FOURTH AT NATIONALS.

[00:05:10]

MARCUS METSALA.

I COMPETED IN THE HEALTH KNOWLEDGEABLE PLACED SECOND AT STATE AND THEN COMPETED IN NATIONALS.

RAHUL RAJAN HI.

I COMPETED IN HEALTH KNOWLEDGEABLE PLACE FIRST IN STATE AND I COMPETED IN NATIONALS.

HELLO. MY NAME IS TIM SHERWOOD.

I'M THE CMC MANUFACTURING TEACHER AT BEN BARBER.

I'M HERE TO INTRODUCE TWO OF MY STUDENTS THAT COMPETED.

THERE WAS THREE TOTAL THAT COMPETED AT THE STATE CONTEST AND WON FIRST AND WERE ABLE TO ADVANCE TO THE NATIONAL CONTEST.

OUT OF THOSE THREE, ONLY TWO OF THEM WERE ACTUALLY ABLE TO GO AND COMPETE.

SO FIRST WE HAVE WILLIAM CUNNINGHAM AND HE PLACED HE COMPETED IN C AND C MILLING AND HE PLACED FIRST AT THE STATE CONTEST AND THEN WENT ON TO THE NATIONALS WHERE HE PLACED FIRST IN THE COUNTRY.

NEXT WE HAVE ETHAN TANG.

HE COMPETED IN C AND C TECHNICIAN, WHICH IS A COMBINATION OF BOTH TURNING AND MILLING.

HE WON FIRST AT THE STATE CONTEST AND THEN COMPETED AT THE NATIONAL CONTEST AND PLACED 13TH.

AND THEN WE HAD ALSO HENRY JOHNSON, WHO WAS NOT ABLE TO BE HERE.

HE PLACED FIRST AT THE STATE AND THEN WASN'T ABLE TO COMPETE AT THE NATIONAL CONTEST.

ALL RIGHT. I'M ANGELA FULLER.

I TEACH AT MANSFIELD HIGH SCHOOL.

I'M THE TAFFY TEACHER LEADER OVER THERE.

AND TAFE STANDS FOR TEXAS ASSOCIATION OF FUTURE EDUCATORS.

SO THESE ARE OUR FUTURE TEACHERS, WHICH WE'RE SUPER EXCITED ABOUT.

AND THEN THEY COMPETE LOCALLY AT THE STATE LEVEL FOR TAFE.

AND THEN TAFE TIES IN TO EDUCATORS RISING AT THE NATIONAL LEVEL.

AND THAT WAS IN WASHINGTON, D.C.

THIS YEAR. SO THESE KIDDOS ARE THE ONES THAT MADE IT TO NATIONALS.

THE FIRST ONE IS MEGAN GUNN.

SHE COMPETED IN INTERACTIVE BULLETIN BOARD AND TEACHER CREATED MATERIALS.

BUT LET HER TELL YOU A LITTLE BIT ABOUT THAT.

MY NAME IS MEGAN GUNN.

MY PARTNER WAS RAINA COLLIER.

SHE WASN'T HERE TODAY, BUT SHE COMPETED WITH ME.

WE SCORED A 100 ON OUR INTERACTIVE BULLETIN BOARD AT STATE AND MADE IT TO NATIONALS, AND WE SCORED A 98 ON OUR TEACHER CREATED MATERIALS WHERE WE ALSO MADE IT TO NATIONALS. OUR INTERACTIVE BULLETIN BOARD WAS CREATED FOR FIRST GRADERS TO TEACH THEM ABOUT SIZE, WEIGHT AND TEXTURE BECAUSE COMING BACK FROM COVID, THEY DIDN'T KNOW MUCH ABOUT SENSORY AND OUR TEACHER CREATIVE MATERIALS WAS A BOARD GAME TO TEACH STUDENTS ABOUT HOW TO USE MONEY IN THE REAL WORLD AND SEE THEMSELVES IN THAT POSITION.

[APPLAUSE]. ALL RIGHT.

UP NEXT, I HAVE LEXY CHRIST AND SHE COMPETED WITH THREE OTHER PEOPLE WHO WEREN'T ABLE TO BE HERE TONIGHT, RILEE ANDERSON, ELLA CRYER AND SAVANNAH VELA.

AND THEY CREATED IN A COMPETITION CALLED RESEARCHING LEARNING CHALLENGES, AND THEY PLACED FIFTH IN THE NATION FOR THIS COMPETITION.

SO I WILL LET HER TELL YOU A LITTLE BIT ABOUT IT.

RESEARCHING AND LEARNING CHALLENGES COMPRISED OF A SIX PAGE ESSAY AND A SLIDE SHOW REGARDING THE DEVELOPMENT OF HISTORY AND TECHNIQUES AND VISUAL IMPAIRMENT IN EDUCATION HERE.

OKAY. THEN UP NEXT, WE HAVE NOELLE KULAS.

SHE COMPETED IN EDUCATOR'S RISING MOMENT AND SHE TOOK SECOND IN THE NATION FOR EDUCATORS RISING MOMENT.

AND I'M GOING TO LET HER TELL YOU A LITTLE BIT ABOUT HERS.

HI. I'M NOAH KULAS. EDUCATORS RISING MOMENT IS A COMPETITION WHERE STUDENTS COMPOSE A 3 TO 4 MINUTE SPEECH ON WHY THEY WANT TO BECOME A TEACHER.

AND IT'S JUST A REALLY AMAZING OPPORTUNITY THAT GIVES STUDENTS THE PLACE TO SHARE THEIR STORY.

AND NEXT WE HAVE TAYLOR BAILEY.

SHE WAS UNABLE TO GO WITH US TO NATIONALS, BUT SHE PLACED VERY HIGH AT STATE AND WAS ABLE TO CONTINUE ON.

WOULD HAVE BEEN ABLE TO CONTINUE ON TO NATIONALS IN JOB INTERVIEW.

AND SO I'M GOING TO LET HER TELL YOU A LITTLE BIT ABOUT WHAT THE JOB INTERVIEW COMPETITION IS LIKE.

[00:10:06]

AND BASICALLY THE JOB INTERVIEW IS YOU CREATE A COVER LETTER AND A RESUME AND YOU BASICALLY HAVE A 15 MINUTE MEETING LIKE INTERVIEW WITH OTHER PERSON AND THEY SCORE YOU ON HOW WELL YOUR COVER LETTER WAS, HOW WELL YOUR RESUME WAS WRITTEN, AND ALSO YOUR ABILITY TO SPEAK AND ACT INSIDE OF AN INTERVIEW.

WE HAD ONE OTHER STUDENT THAT WENT WITH US AND SHE COMPETED IN IMPROMPTU SPEAKING AND SHE WAS UNABLE TO BE HERE TONIGHT.

SO HER NAME IS ALORA LAVELLE AND SHE CAME FROM BEN BARBER'S TAFE PROGRAM.

I JUST WANT TO SHARE A FEW EXTRA WORDS SAYING HOW INCREDIBLY WE ARE PROUD OF THESE STUDENTS AS WELL AS THEIR TEACHERS.

SO FOR HEALTH SCIENCE, WE HAVE MS. HOLBROOK'S AND MS. KEECH THAT WORKED CLOSELY WITH THESE TEACHERS.

FOR TAFE, WE HAD MS..

HENNINGTON, WHO'S HERE TONIGHT, AND MS. FORE AS WELL AS CHRISTINE TAYLOR, WHO WORKED WITH THOSE STUDENTS.

AND THEN FOR C AND C, WE ALREADY HEARD FROM MR. SHERWOOD, BUT HE WORKED CLOSELY WITH THOSE STUDENTS.

AND SO WE ARE VERY APPRECIATIVE OF ALL THE LONG HOURS AND THE DEDICATION AND WORK THAT THEY'VE PUT IN.

THANK YOU. SO I KNOW ALL THOSE FUTURE EDUCATORS HAVE LEFT THE ROOM, BUT I'M GOING TO REMIND THEM THAT MANSFIELD ISD IS A GREAT PLACE TO LIVE, LEARN AND TEACH.

AND I SAW DR.

STOECKER TAKING SOME NOTES OVER THERE WITH NAMES, BUT VERY PROUD OF THOSE YOUNG ADULTS AS THEY MOVE FORWARD.

LIFE READY, COLLEGE READY AND CAREER READY.

NEXT STEP, I'D LIKE TO INVITE EXECUTIVE DIRECTOR OF ATHLETICS PHILLIP O'NEILL FORWARD FOR OUR ATHLETICS RECOGNITION.

THANK YOU, ELIZABETH. DR.

CANTU, SCHOOL BOARD, DISTINGUISHED MEMBERS OF THE DISTRICT.

IT'S ALWAYS AN HONOR AND A PLEASURE TO HAVE THE OPPORTUNITY TO INTRODUCE SOME SPECIAL ATHLETES TO YOU AND TO RECOGNIZE THEIR SUCCESSES.

AND SO AT THIS TIME, I'M GOING TO CALL COACH CHRIS MCMULLEN, THE HEAD BASEBALL COACH AT LEGACY HIGH SCHOOL, TO THE PODIUM TO INTRODUCE HIS PLAYERS.

AND THEN I'LL TALK ABOUT THEIR TEAM, WHAT HE'S DONE.

ALL RIGHT. GOOD EVENING.

THANKS FOR HAVING US. WE HAVE THREE PLAYERS REPRESENTING US TONIGHT.

FIRST ONE IS ANDREW TAYLOR AND THE BLACK POLO IS COLE MOORE.

AND THE THIRD PLAYER WE HAVE NOW IS DIEGO SANCHEZ.

ALL RIGHT. SO THERE'S TWO MORE DOWN HERE.

DO WE HAVE MEDALS FOR THESE TWO GUYS? YEAH, THEY GOT LEFT OUT.

NO, NO, NO, NO. CHRIS. RIGHT HERE.

COACH MCMULLEN, THE TWO THAT ARE TAKING THE PHOTO WITH YOU.

THERE YOU GO. SO THE LEGACY BASEBALL TEAM THIS YEAR WON THE DISTRICT EIGHT FIVE A CHAMPIONSHIP AND THEY WENT INTO THE PLAYOFFS AND THEY KIND OF BREEZED THROUGH THE PLAYOFFS UNTIL THEY GOT TO THE REGIONAL FINALS.

AND IN THE REGIONAL FINALS THEY PLAY OLEDO.

AND IN BASEBALL, THE MAJORITY OF THE TIME YOU PLAY BEST TWO OUT OF THREE SERIES.

SO IN THAT SERIES FOR A CHANCE TO GO TO THE STATE TOURNAMENT, THE BASEBALL TEAM, THE LEGACY BRONCOS, THEY SPLIT THE FIRST TWO GAMES.

SO THE WINNER OF THE THIRD GAME HAS THE OPPORTUNITY TO GO TO THE STATE TOURNAMENT.

SO THERE'S A LOT OF PRESSURE IN THAT.

AND THE BRONCOS STRUGGLED EARLY.

THEY STRUGGLED EARLY AND THEY STRUGGLED LATE.

AND THEY WERE DOWN 9 TO 1 GOING INTO THIS FINAL INNING, THE SEVENTH INNING.

AND IN THE SEVENTH INNING, THEY SCORED 12 RUNS, WHICH IS UNHEARD OF TO WIN THE GAME.

AND THAT PROPELLED THEM INTO THE FIRST BASEBALL TEAM IN THE HISTORY OF MANSFIELD ISD TO MAKE IT TO THE STATE TOURNAMENT.

SO WE'RE REALLY PROUD OF THESE GUYS.

AMAZING GROUP AND AN AMAZING COACH.

I WON'T GET INTO THE DETAILS, BUT COACH MCMULLEN WAS RECRUITED PRETTY HARD THIS SUMMER TO GO TO SOME OTHER SCHOOLS AND WE WERE FORTUNATE ENOUGH TO RETAIN HIM AND WE'RE EXCITED ABOUT THAT. HE'S AN INCREDIBLE COACH, DOES AMAZING THINGS WITH OUR STUDENTS AND OBVIOUSLY INSTILLS A WINNING MINDSET IN THEM.

SO WE'RE REALLY PROUD OF HIM.

SO, COACH MCMILLAN, THANK YOU AND THANK YOU, GUYS.

WE'RE PROUD OF THE LEGACY BRONCOS.[APPLAUSE] . THEY'RE SO GOOD, THEY DIDN'T EVEN WANT TO LEAVE.

SO NEXT I WOULD LIKE TO INTRODUCE THE HEAD LADIES TRACK COACH AT TIMBER VIEW HIGH SCHOOL, BECCA MORRISON.

AND SHE'S GOING TO INTRODUCE HER PLAYERS AND THEN I'LL HAVE AN OPPORTUNITY TO SHARE YOU A LITTLE BIT ABOUT THEIR STORY.

ALL RIGHT, GOOD. GOOD EVENING.

FIRST OF ALL, WE HAVE GLYNIS WOOLDRIDGE.

[00:15:03]

SHE'S HEADED TO LAMAR UNIVERSITY.

WE HAVE PRINCESS MILLER.

SHE WAS A STATE CHAMPION FOUR BY ONE AND THIRD PLACE, FOUR BY TWO.

THEN WE HAVE TAYLOR FINGERS.

SHE WAS SECOND PLACE IN LONG JUMP AND THIRD PLACE IN FOUR BY TWO.

AND THEN HANNAH MILLIGAN WAS PART OF THE STATE CHAMPION, FOUR BY ONE.[APPLAUSE] . ALSO ACCOMPANYING THEM IS THE HEAD BOYS TRACK COACH TREY BATES AND TRACK A LOT OF OUR COACHES CROSS OVER.

SO COACH BATES IS A SPRINT COACH.

SO HE COACHES BOTH, BOTH THE BOYS AND THE GIRLS.

SO HE'S HERE WITH HIM AS WELL.

YEAH. YOU GUYS ARE GETTING THAT PICTURE.

YOU DESERVE TO BE IN THAT PICTURE.

SO THERE WERE SIX GIRLS ON THE TRACK TEAM THAT COMPETED.

AND IT DOESN'T TAKE A LOT OF POINTS AT THE STATE TRACK MEET TO HAVE SUCCESS.

BUT WE HAD ENOUGH ATHLETES THERE THAT AFFORDED THIS TEAM THE OPPORTUNITY TO BE THE STATE RUNNER UP IN FIVE A GIRLS TRACK, WHICH IS A HUGE ACCOMPLISHMENT FOR BEN MARSHALL.

THE PREVIOUS DISTRICT I WAS IN WHERE I CAME FROM, THEY WERE THE TEAM TO BEAT THEM AND I WAS SO HOPING WE WOULD BEAT THEM.

I LOVE TO RUB IT IN THEIR FACE AND WE DIDN'T GET THERE, BUT WE'RE GOING TO DO THAT NEXT YEAR.

SO I'M EXCITED ABOUT THAT.

BUT AGAIN, THIS IS YOUR TIMBERVIEW HIGH SCHOOL GIRLS, TRACK TEAM, STATE RUNNER UPS COACH BECCA MORRISON AND COACH TREY BATES.

I LOVE THAT JINGLE.

THAT IS A COOL SOUND . SO NEXT I WANT TO INTRODUCE THE LAKERIDGE GIRLS SOFTBALL TEAM COACH CRUFT.

YOU'RE COMING RIGHT HERE TO INTRODUCE YOUR PEOPLE.

THEY DON'T LIKE THE MICROPHONE.

THEY'RE COACHES. AND AGAIN, I'LL HAVE AN OPPORTUNITY TO TALK ABOUT THEM HERE IN JUST A MINUTE.

BUT I WANT COACH BOBBY CRUFT, THE HEAD COACH, TO INTRODUCE THE PEOPLE SHE HAS WITH HER TODAY.

THANK YOU FOR YOUR TIME TODAY.

WE HAVE COACH RENEE WHITE, WHO IS OUR JV COACH.

WE HAVE COACH TIFI WHO WAS VARSITY ASSISTANT COACH.

WE HAVE MADISON BARNES SENIOR.

SHE GRADUATED. AND THEN WE ALSO HAVE AVERY HONG, WHO WAS A FRESHMAN ON VARSITY.

UNFORTUNATELY, A LOT OF OUR KIDS ARE.

THIS IS THE NATIONAL TOURNAMENT.

SO THEY ARE OUT OF TOWN RIGHT NOW.

SO THANK YOU.

THANK YOU. THANK YOU. SO THIS TEAM WAS ONE OF THE MORE FUN TEAMS WE HAD TO WATCH THIS YEAR.

THEY THEMSELVES GOT INTO THE PLAYOFFS BY WINNING THE DISTRICT CHAMPIONSHIP.

THEY KIND OF BREEZED THROUGH THE PLAYOFFS, EVEN THE REGIONAL TOURNAMENT, WHEN THEY PLAYED THE WOODLANDS.

THEY PLAYED THE BEST TWO OUT OF THREE SERIES AND WON THAT IN TWO GAMES.

THEY GOT TO THE STATE SEMIFINAL AND THEY COMPETED AGAINST DEER PARK HIGH SCHOOL IN THE HOUSTON AREA.

AND DEER PARK WAS I DON'T KNOW, THEY'RE RANKED IN THE WORLD, I THINK NOT LITERALLY, BUT THEY HAD A REALLY GOOD TEAM.

PEOPLE DID NOT ANTICIPATE THIS TEAM BEATING THEM, BUT WE PLAYED INCREDIBLE.

COACH KRAFT HAD HER TEAM PREPARED.

THEY PLAYED AMAZING.

AND THEY WON THAT STATE SEMIFINAL GAME AND GOT TO THE STATE CHAMPIONSHIP GAME AND JUST PLAYED THEIR HEARTS OUT AND LOST A VERY CLOSE GAME TO SAN ANTONIO O'CONNOR.

THEY LOST THAT GAME 7 TO 6, BUT IT WAS AN AMAZING GAME.

THE STUDENTS PERFORMED INCREDIBLE AND WE'RE SO PROUD AGAIN.

THE FIRST SOFTBALL TEAM IN THE HISTORY OF MANSFIELD ISD TO MAKE IT TO THE STATE TOURNAMENT.

LET'S GIVE THEM A ROUND OF APPLAUSE.

[APPLAUSE].

WE GOO HABASH? WE GOT THE PHOTOS? YOU SURE YOU DON'T WANT MORE? THEY'RE A PRETTY GOOD LOOKING GROUP.

ALL RIGHT. WE'RE GOOD.

THANK Y'ALL. WE'RE EXTREMELY PROUD OF WHAT'S GOING ON IN THE ATHLETIC DEPARTMENT.

WE'RE PROUD OF OUR ATHLETES.

I GENUINELY BELIEVE THAT A LOT OF THE REASON WE HAVE SUCCESS IS THAT WE DON'T FOCUS ON WINNING AND LOSING.

WE REALLY FOCUS ON TRANSFORMING AND BEING TRANSFORMATIONAL WITH OUR STUDENT ATHLETES.

AND I THINK THAT LEADS TO SUCCESS.

SO I'M PROUD OF THE COACHES THAT WERE HERE TONIGHT.

AND WE APPRECIATE YOU GUYS.

YOU GUYS ALL GOT A MEDAL BECAUSE OF THE SUPPORT YOU GUYS PROVIDE US.

AND SO WE APPRECIATE THAT.

THANK YOU VERY MUCH.

AND LAST UP THIS EVENING FOR OUR FINAL RECOGNITION.

DR. DERRICK JOHNSON, DIRECTOR OF FINE ARTS.

GOOD EVENING, DR. CANTU, BOARD MEMBERS.

I AM REALLY EXCITED TO DO OUR FINAL RECOGNITIONS TONIGHT.

[00:20:01]

AND WE'LL START OFF WITH THE MANSFIELD CHOIR.

THEY WERE INVITED TO THE SOUTHWEST CORPS DIRECTORS ASSOCIATION NATIONAL CONFERENCE.

THIS IS A CONFERENCE WHERE THESE YOUNG LADIES WERE SITTING THERE RECORDING AND THEY WERE SELECTED BY THEIR CHOIR DIRECTORS ALL OVER THE COUNTRY TO PERFORM AT THIS EVENT.

THEY WERE ONLY SEVEN HIGH SCHOOLS TO REPRESENT OVER THE COUNTRY AT THIS NATIONAL CONVENTION, SO WE WERE EXCITED TO RECOGNIZE MANSFIELD HIGH SCHOOL'S WOMEN'S CHOIR AS PERFORMERS AT THE NATIONAL CONVENTION.

SO LET'S GIVE THEM A ROUND OF APPLAUSE.

I'M ALSO GOING TO ASK HALEY TO STAY UP THERE BECAUSE HALEY WAS THE FIRST DIVISION IN THE UIL REGION SOLO SUMMER CONTEST WHICH ADVANCED HER TO THE UIL STATE SUMMER CONTEST THERE, SHE PERFORMED HER SOLO FOR A JUDGE AMONGST 10,000 OTHER STUDENTS.

AND ONLY ABOUT A FEW HUNDRED STUDENTS RECEIVE A FIRST DIVISION AT STATE.

SHE ALSO WAS SELECTED BY HER JUDGE TO BE AN OUTSTANDING SOLOIST, WHICH ONLY A HANDFUL OF STUDENTS GET THIS AWARD.

AND SO SHE RECEIVED THE EURO STATE SLOAN ENSEMBLE GOLD MEDAL AS AN OUTSTANDING SOLOIST.

SO ROUND OF APPLAUSE.

[APPLAUSE]. SO NOW I'D LIKE TO INVITE MARIA SHORUNKE FOR TO JOIN THE BOARD. TIMBERVIEW THEATER GROUP RECENTLY PERFORMED AT THE BETTY LYN BUCKLEY AWARDS AT CASA MANANA.

THE BETTY LYN BUCKLEY AWARDS ARE NAMED AFTER FORT WORTH'S OWN TONY AWARD WINNING BEST ACTRESS AND COSTUMING ALUMNI BETTY LYNN BUCKLEY.

THIS SCHOLARSHIP AWARDS PROGRAM HAS CELEBRATE THE BEST IN HIGH SCHOOL PERFORMING ARTS SINCE 2000.

MARIA RECEIVED THE BEST ACTRESS IN MUSICAL HONOR FOR HER SHOWSTOPPING PERFORMANCE AS T.J.

MOON IN ONCE ON THIS ISLAND.

MARIA'S HONOR ALSO INCLUDED A $1,000 SCHOLARSHIP.

PLEASE GIVE HER A ROUND OF APPLAUSE.

[APPLAUSE].

I ALSO WANT TO THANK THE SCHOOL BOARD AND ALL THE SUPPORT OF OUR DISTRICT ADMINISTRATION.

WE WOULD NOT BE ABLE TO HAVE THIS SUCCESS WITHOUT YOUR SUPPORT.

THANK YOU VERY MUCH.

AND THAT CONCLUDES THIS EVENING'S RECOGNITIONS.

THANK YOU. GREAT.

THANK YOU SO MUCH.

ONE OF OUR FAVORITE PART OF THE MEETINGS, THIS TAKES US TO ITEM SEVEN, OUR DISTRICT INTRODUCTIONS.

[7. District Introductions]

STOECKER. WE HAVE A LOT OF NEW PEOPLE WE WOULD LOVE TO INTRODUCE YOU GUYS TO THIS EVENING, SO WE DO THANK YOU AND BOARD MEMBERS.

AS MUCH AS I LOVE THE STUDENT RECOGNITION SINCE OUR INTRODUCTIONS IS ONE OF MY FAVORITE PARTS TO.

ALL RIGHT SO THIS EVENING BOARD MEMBERS WE HAVE SOME FOLKS INTRODUCED TO YOU.

FIRST UP, WE HAVE DR. STEPHANIE BYNOE AS SHE'S MAKING HER WAY TO THE PODIUM.

DR. BYNOE IS OUR NEW PRINCIPAL AT LEGACY HIGH SCHOOL.

SHE'S COMING TO US FROM HENDERSON ISD, WHERE SHE SERVED AS ASSISTANT SUPERINTENDENT OF CURRICULUM INSTRUCTION.

BUT BEFORE THAT, WHEN SHE WAS A TEACHER, WHEN SHE LEFT TEACHING IN 2015, SHE WORKED AS A TEACHER AT LEGACY HIGH SCHOOL.

SO WELCOME BACK.

THANK YOU. GOOD EVENING.

PRESIDENT WILSON, DR.

CANTU BOARD OF TRUSTEES.

I'M HONORED TO RETURN TO THE DISTRICT WHERE I DID THE BULK OF MY TEACHING TO SERVE AS THE PRINCIPAL AT LEGACY HIGH SCHOOL.

I HOPE TO SERVE IN THE GREATEST CAPACITY OF ALL OF OUR STUDENTS AND OUR COMMUNITY IN THE BRONCO NATION, AND MAKE SURE THAT ALL OF OUR STUDENTS LEAVE LEGACY PREPARED FOR LIFE, CAREER AND COLLEGE.[LAUGHTER] . OOPS, I HAD NOTES AND EVERYTHING, BUT REALLY THANK YOU ALL.

IT IS A TREMENDOUS HONOR AND WE WILL DO THE BEST WE CAN TO SERVE MANSFIELD ISD IN THE HIGHEST CAPACITY.

THANK YOU. NEXT, I'D LIKE TO INTRODUCE TABITHA CLARK.

TABITHA CLARK WILL BE THE NEW ASSISTANT PRINCIPAL AT CROSS TIMBERS.

SHE HAS BEEN MOST RECENTLY SERVING IN CEDAR HILL AS AN ASSISTANT PRINCIPAL.

SHE ALSO USED TO BE IN MANSFIELD ISD AS A TEACHER.

SO WELCOME BACK TO YOU. MISS CLARK.

THANK YOU. GOOD AFTERNOON.

A PRESIDENT WILSON, DR.

CANTU AND BOARD MEMBERS IT IS AN HONOR TO BE THE NAME OF THE ASSISTANT PRINCIPAL AT CROSS TIMBERS INTERMEDIATE.

ONE OF THE THINGS THAT I PLAN TO DO, I'M A PERSON OF MY WORD.

I AM GOING TO FULFILL THAT THING OF WHERE MY FIRST GRADE AND THIRD GRADE TEACHER TOLD ME, HAVE A PLACE WHERE YOUR KIDS WILL ALWAYS HAVE A PLACE TO CALL HOME.

[00:25:06]

I REMEMBER THE SUPPORT.

AND I ALSO REMEMBER THAT I CAN CALL THEM RIGHT NOW TO THIS DAY, AND THEY WILL PICK UP THE PHONE AND BE THERE FOR ME.

SO WE HAVE A LOT OF THINGS THAT'S IN BLACK AND WHITE THAT WE NEED TO DO.

BUT MY OVERALL GOAL IS TO POUR OUT THAT LOVE THAT WE HAVE IN THIS COMMUNITY.

AND THANK YOU ONCE AGAIN FOR THE OPPORTUNITY.

COMING UP NEXT IS RITA DENTON.

MRS. DENTON IS OUR NEW EXECUTIVE DIRECTOR OF STUDENT NUTRITION, AND MOST RECENTLY, SHE SERVED, AS YOU KNOW, AS OUR DIRECTOR OF STUDENT NUTRITION.

GOOD EVENING, PRESIDENT WILSON.

DR. CANTU, MEMBERS OF THE BOARD, THANK YOU SO MUCH FOR THIS NEW OPPORTUNITY.

I LOOK MOST FORWARD TO CONTINUING TO SERVE OUR STUDENTS AND OUR STAFF.

I WANT TO THANK SOME OF THE MENTORS I'VE HAD ALONG THE WAY.

MR. BROGDON, DR.

V, DR. CANTU, THANK YOU ALL SO MUCH FOR YOUR LEADERSHIP.

I WANT TO THANK MY STUDENT NUTRITION TEAM.

THEY ARE THE MOST DEDICATED GROUP OF PEOPLE THAT I GET TO WORK WITH EVERY DAY.

IT IS NOT IN EVERY JOB THAT YOU CAN DRIVE TO WORK SMILING MOST OF THE TIME.

AND SO THEY JUST REALLY MAKE IT SUCH A GREAT AND HAPPY PLACE TO LIVE.

AND THAT GOES DOWN TO THE STUDENTS, OF COURSE.

I WANT TO THANK MY CHEER SQUAD AS WELL.

SO INTRODUCE YOU TO MY FAMILY.

YOU GUYS STAND UP.

STAND UP. MY HUSBAND, JAY, MY FOUR KIDS.

OUR FOUR KIDS, TRENT, MACY, REBECCA AND BRADLEY.

THANK YOU SO MUCH.

NEXT UP, WE HAVE LISETTE GONZALEZ.

SHE'S A NEW ASSISTANT PRINCIPAL AT SUMMIT HIGH SCHOOL COMING TO US FROM ARLINGTON HEIGHTS, WHERE SHE SERVED AS AN ASSISTANT PRINCIPAL AS WELL.

GOOD EVENING, BOARD PRESIDENT WILSON, DR.

CANTU AND MEMBERS OF THE BOARD.

I AM HONORED TO BE NAMED ASSISTANT PRINCIPAL AT SUMMIT HIGH SCHOOL IN THIS WONDERFUL DISTRICT.

MANSFIELD ISD.

I LOOK FORWARD TO CONTINUING MY LEADERSHIP JOURNEY HERE AND MY CAREER HERE.

MISD. AS A SERVANT LEADER, I WILL WORK HARD TO ENSURE THAT ALL OUR STUDENTS GRADUATE COLLEGE AND CAREER READY AND ALSO WORK ALONGSIDE OUR STAFF AND COMMUNITY TO MAKE SURE THAT WE ACHIEVE EXCELLENCE.

WITH ME HERE TONIGHT, I HAVE MY WONDERFUL SUPPORT SYSTEM, MY FAMILY RIGHT HERE IN THE FRONT ROW, MY HUSBAND, MY SEVEN YEAR OLD MESIAL, MY 11 YEAR OLD MIGUEL AND MY 13 YEAR OLD MOSES.

PRAY FOR ME. THEY'RE ALL AT DIFFERENT LEVELS AT SCHOOL, NONE OF THEM IN HIGH SCHOOL.

BUT I DO HAVE A HIGH SCHOOL SCHEDULE, SO WE HAVE FOUR DIFFERENT SCHEDULES.

PLUS, DADS WORK SCHEDULE IS GOING TO BE A THRILL.

AND I HAVE IT'S GOING TO BE WONDERFUL.

I WAS STEPDAUGHTER AS WELL.

SHE'S IN COLLEGE. SO THAT'S THE SIXTH SCHEDULE WE HAVE TO WORK WITH.

AND I KNOW SHE SUPPORTING ME TONIGHT.

SHE JUST TEXTED ME. SO WE'RE JUST GLAD TO BE HERE.

AND THANK YOU SO MUCH AGAIN FOR THE OPPORTUNITY.

COMING UP NEXT IS APRIL JACKSON.

APRIL IS OUR NEW PRINCIPAL, MARTHA REID.

MOST RECENTLY, SHE SERVED US HERE IN THE DISTRICT AS AN ASSISTANT PRINCIPAL AT ALMA MARTINEZ.

GOOD AFTERNOON. GOOD EVENING.

ACTUALLY, DR. CANTU AND SCHOOL BOARD MEMBERS AND EXECUTIVE COUNCIL.

IT IS JUST AN HONOR TO ACTUALLY HAVE THE OPPORTUNITY TO STAND IN FRONT OF YOU TO SAY THAT I GET THE OPPORTUNITY TO LEAD MARTHA REID LEADERSHIP ACADEMY.

EVERY BUILDING AND PERSON HAS A STORY.

AND I JUST WANT YOU TO KNOW THAT THE PEOPLE THAT I'VE CONNECTED WITH THAT ARE UP HERE.

WE HAVE STORIES.

SO THE RELATIONSHIPS THAT YOU HAVE BUILT WITH ME, I APPRECIATE, I THANK AND I THANK YOU ALL TONIGHT.

SITTING OUT IN THE AUDIENCE IS MY FAMILY RIGHT THERE.

BUT I HOPE TO LEAD MARTHA REID TO EXCELLENCE AND MAKE YOU ALL PROUD.

NEXT, I'D LIKE TO INTRODUCE CHRISTY MILLER IN HER NEW ROLE.

SHE WAS GOING TO BE THE ACADEMIC ASSOCIATE AT MANSFIELD HIGH SCHOOL, AND MOST RECENTLY, SHE SERVED US AS AN ASSISTANT PRINCIPAL AT COBOL.

GOOD EVENING, BOARD PRESIDENT WILSON, DR.

CANTU AND MEMBERS OF THE BOARD.

IT IS TRULY AN HONOR AND A BLESSING TO BE ABLE TO SERVE AT MANSFIELD HIGH SCHOOL AS OUR ACADEMIC ASSOCIATE PRINCIPAL.

I AM VERY EXCITED TO WORK WITH OUR TEACHERS AND TO SEE GROWTH IN OUR STUDENTS TO WORK ON IMPROVING OUR ACADEMICS.

BEEN WORKING ALREADY WITH SOME OF OUR TEACHERS WHO HAVE AFFECTIONALLY ALREADY NAMED ME 2.0 MILLER 2.0 SINCE I AM CHRISTY MILLER REPLACING CHRISTY MILLER.

THAT'S MADE IT INTERESTING ALREADY IN MANY ASPECTS, BUT I AM EXCITED AND I APPRECIATE THIS OPPORTUNITY.

I UNFORTUNATELY MY FAMILY'S NOT ABLE TO BE HERE TONIGHT, BUT THEY ARE WATCHING OR LISTENING ONLINE, WATCHING ONLINE.

AND SO I'D LIKE TO THANK THEM.

MY FATHER JUST GOT HOME FROM THE HOSPITAL TODAY, SO THEY'RE ALL TAKING CARE OF HIM.

IT'S RUBY AND RICK MILLER AND THEN MY SISTER, MISTY TERRY, WHO IS ALSO A TEACHER AT MANSFIELD TIMBERVIEW.

AND THEN MY SON, JOSHUA, HE WAS HANGING OUT WITH WITH HIS FRIENDS, WHICH IS MORE IMPORTANT THAN ME, I GUESS.

[00:30:02]

I HAVE AN ISHA AND MR. SNEED HERE IN SUPPORT OF ME.

THEY BROUGHT ME INTO THE DISTRICT.

AND SO MY JOB HAS BEEN NOT TO EMBARRASS THEM.

THANK YOU ALL. COMING UP NEXT, WE HAVE RUBEN MULLINER.

HE'S THE NEW ASSOCIATE PRINCIPAL AT TIMBERVIEW HIGH SCHOOL.

HE'S AN ACADEMIC ASSOCIATE AND HE IS MOST RECENTLY BEEN SERVING THE DISTRICT AS AN AP AT SUMMIT HIGH SCHOOL.

GOOD EVENING, PRESIDENT WILSON, DR.

CANTU AND MEMBERS OF THE BOARD.

MY NAME IS RUBEN MOLINARI AND I WILL BE THE NEW ACADEMIC ASSOCIATE PRINCIPAL AT TIMBERVIEW.

I'M SUPER EXCITED TO BE WORKING ALONGSIDE THE TIMBERVIEW FAMILY.

THEY HAVE BEEN JUST GRACIOUS ENOUGH AND IN JUST A COUPLE OF DAYS THAT I'VE BEEN THERE, IT FEELS LIKE A FAMILY.

SORRY, MR. BROWN. YOU KNOW I STILL LOVE YOU.

PRINCIPAL AT SUMMIT JUST SAW HIM THERE, SO I'M LIKE, OH, LORD.

BUT NOW, IN MY TWO YEARS HERE IN MANSFIELD, IT HAS BEEN AN HONOR TO BE WORKING HERE WITH THE PRINCIPAL AT THE SUMMIT LEVEL, WORKING WITH THE COMMUNITY THERE.

AND NOW I GET TO WORK WITH OUR STUDENTS AND COMMUNITY AT TIM REVIEW.

SO I'M REALLY ENJOYING IT.

SO I DO WANT TO SAY THANK YOU.

MY WIFE AND MY KIDS COULD NOT BE HERE TONIGHT, BUT MY DAUGHTER IS ABOUT TO GRADUATE FROM THE UNIVERSITY AT UTBB.

SHE'S PLAYING SOCCER THERE, SO I'M REALLY EXCITED.

MY SON IS OFF SOMEWHERE PLAYING SOFTBALL TONIGHT AND MY WIFE IS TAKING CARE OF OUR OTHER BABIES AT HOME.

BUT MY NEW FAMILIA IS HERE TODAY.

I WANT TO SAY THANK YOU TO MR. DOUGLAS, OUR PRINCIPAL, MS. MURRAY, ONE OF OUR OTHER ASSISTANT PRINCIPALS.

AND I THINK MR. MARSH WAS TRYING TO GET HERE, BUT HE'S TRYING TO GET HERE.

SO AND THEN MY OTHER ADMINISTRATIVE STAFF IS ONLINE CHEERING ME ON.

SO I DO WANT TO SAY THANK YOU FOR THIS WONDERFUL OPPORTUNITY.

AND WE WILL CONTINUE DOING GREAT THINGS AT TIMBERVIEW AS WE WERE DOING THAT SUMMIT.

THANK YOU. NEXT WE HAVE SANDRA PENA, WHO'S OUR NEW COORDINATOR OF PARENT AND FAMILY ENGAGEMENT, AND SHE HAS MOST RECENTLY COME TO US FROM KELLER ISD, WHERE SHE WAS SERVING AS A TITLE ONE DISTRICT FAMILY INVOLVEMENT SPECIALIST.

GOOD EVENING, BOARD PRESIDENT DR.

CANTU AND MEMBERS OF THE BOARD.

I AM HONORED TO HAVE JOINED MANSFIELD ISD AS A FAMILY, A PARENT AND FAMILY ENGAGEMENT COORDINATOR.

I AM COMMITTED FIRST AND FOREMOST TO OUR STUDENTS AND BUILDING POSITIVE RELATIONSHIPS BETWEEN OUR FAMILIES AND SCHOOLS.

TONIGHT, I AM JOINED BY MY FAMILY.

MY HUSBAND TRAVIS IS A RECORDING FOR MY MOM BECAUSE SHE COULDN'T BE HERE.

AND THE REASON WHY I GET UP EVERY MORNING, LITTLE TRAVIS RIGHT THERE WITH HIS DAD.

THANK YOU FOR THE OPPORTUNITY TO SERVE THE MANSFIELD COMMUNITY.

I LOOK FORWARD TO A GREAT SCHOOL YEAR.

NEXT IS DR. TIFFANY SPENCER, OUR NEW AREA SUPERINTENDENT.

SHE'S COMING TO US FROM DUNCAN NICEVILLE, DUNCANVILLE ISD, PARDON ME, WHERE SHE SERVED AS EXECUTIVE DIRECTOR OF TEACHING AND LEARNING.

BEFORE THAT, SHE WAS A PRINCIPAL AND MANSFIELD ISD AT URBAN ASH, BUT ACTUALLY SHE WAS A STUDENT IN MANSFIELD ISD AS WELL.

SO SHE'S REALLY COME HOME.

YES. GOOD EVENING, PRESIDENT WILSON, DR.

CANTU AND MEMBERS OF THE BOARD.

I'M SO EXCITED TO BE HERE TONIGHT, AS DR.

STOKER SAID, JUST TO BE ABLE TO POUR BACK INTO THE DISTRICT THAT HAS POURED SO MUCH INTO ME.

SO TO SEE THIS FROM A STUDENT PERSPECTIVE AND AS ADMINISTRATOR PERSPECTIVE, I REALLY BELIEVE IN SERVING AND SUPPORTING.

AND I BELIEVE THAT'S GOING TO BE MY DUTY AS I SERVE AND SUPPORT THE STUDENTS, STAFF AND COMMUNITY OF MANSFIELD ISD.

THANK YOU SO MUCH.

THIS EVENING I HAD MY HUSBAND AND MY CUTE LITTLE BABY HERE, BUT IT IS BEDTIME SO WE ARE SCHEDULE PEOPLE.

SO HE WAS DONE.

BUT MY FAMILY IS HERE.

MY MOM IS HERE AND MY FAMILY AND MY MENTORS AND ONE OF MY PRINCIPALS FROM DUNCANVILLE IS HERE TO SUPPORT ME.

SO I JUST APPRECIATE THE OPPORTUNITY AND I LOOK FORWARD TO SERVICE.

THANK YOU SO MUCH.

AND OUR FINAL PERSON INTRODUCE IN HER NEW ROLE IS MICHELLE WOODALL.

YOU'VE ALREADY GOTTEN A SNEAK PEEK OF HER EARLIER THIS EVENING.

SHE IS OUR NEW PRINCIPAL AND BARBARA FRONTIER, AND MOST RECENTLY SHE SERVED ALSO BEEN BARBARA FRONTIER'S ACADEMIC ASSOCIATE.

GOOD EVENING AGAIN, PRESIDENT WILSON, DR.

CANTU AND MEMBERS OF THE BOARD.

IT IS A GOOD MEETING WHEN YOU CAN START AND CELEBRATE YOUR STUDENTS AND YOUR EDUCATORS BEFORE BEING INTRODUCED.

SO I, NO OFFENSE, HAVE THE BEST JOB IN THE DISTRICT AND I AM SUPER HONORED TO CONTINUE SERVING IN THIS ROLE WITH ME TONIGHT.

I DO HAVE MY BEN BARBARA FRONTIER FAMILY, MS. HUTCHINS, MENTOR AND FRIEND DR.

TAMPLIN, MS. MARTINEZ AND MR. STRITES AND THEN MY INCREDIBLE FAMILY THAT SUPPORTS ME THROUGH THE GOOD, BAD AND THE UGLY.

MY HUSBAND BRANDON, DAUGHTER BRANDI, DAUGHTER CARLY AND SON GARRETT.

THANK YOU SO MUCH FOR THIS OPPORTUNITY AND I DO LOOK FORWARD TO IT.

[00:35:03]

[INAUDIBLE].

OH, WELL, THANK YOU, JENNIFER.

WHAT A GREAT GROUP YOU BROUGHT US.

WE TRY TO CAP IT AT TEN EVERY MONTH.

SO SUPER EXCITED.

YES, WE ARE, TOO.

SO THIS TAKES US TO ITEM EIGHT INSTRUCTIONAL FOCUS, SPECIFICALLY 8.1 VISION 2030, THE SCORECARD UPDATE.

[8. Instructional Focus ]

YES, MA'AM. WHILE I'M INVITING JENNIFER POWERS AND MINDY GREGORY TO COME FORWARD AND KIND OF GET SETTLED, I JUST WANT TO GIVE A LITTLE BIT OF BACKGROUND THAT'S BRINGING US TO WHERE WE ARE TODAY FOR EVERYONE AS A BOARD.

SO THIS JOURNEY FOR VISION 2030 AND STUDENT SCORECARDS REALLY STARTED BACK IN 2016 WHEN AS A DISTRICT WE JOINED THE THE NATIONAL REDEFINING READY MOVEMENT AND DR.

SCOTT AND MYSELF ATTENDED ALL OF THOSE MEETINGS.

AND IN AUGUST OF 2017, A COMMITTEE OF STAKEHOLDERS WAS PUT TOGETHER TO REALLY DEVELOP OUR OWN INDICATORS FOR COLLEGE, CAREER AND LIFE READINESS. SO IT STARTED WAY BACK IN 27, WELL, BACK IN 2016.

BUT OUR WORK REALLY BEGAN IN 2017.

HERE AT THE DISTRICT LEVEL.

THAT WAS FOLLOWED BY ANOTHER YEAR OR SO OF WORKING TOGETHER INTERNALLY TO DEVELOP SCORECARDS FOR ALL FOUR LEVELS ELEMENTARY, INTERMEDIATE, MIDDLE AND HIGH SCHOOL.

IN 18-19, WE HAD OUR SOFT LAUNCH WHILE WE WERE WRAPPING UP AND STILL WORKING THROUGH VISION 2030 AND 2020 IN THOSE FINAL PHASES OF THAT STRATEGIC PLAN.

AND WE HAD SOME TRAILBLAZER CAMPUSES THAT PILOTED THE SCORECARD.

WE DID THE SAME THING AGAIN IN 19-20, AGAIN AS WE WERE WRAPPING EVERYTHING UP AND LAUNCHING INTO VISION 2030.

THIS YEAR, HOWEVER, WE ARE REALLY DOING A FULL LAUNCH.

WE LAUNCHED IT IN THE 2021 SCHOOL YEAR, BUT THERE WAS A LOT GOING ON LAST YEAR AND SO THIS YEAR WE WERE REALLY EXCITED AS WE REALLY MOVE FORWARD AGAIN WITH THAT RELAUNCH OF OUR TEN YEAR STRATEGIC PLAN, VISION 2030, THAT REALLY CENTERS AND IS GROUNDED IN THAT STUDENT SCORECARD AND STUDENTS BEING ABLE TO TRACK WHERE THEY ARE ON THEIR LIFE JOURNEY, CAREER JOURNEY AND COLLEGE JOURNEY.

AND SO AT THIS TIME, I'D LIKE TO TURN IT OVER TO THESE TWO LADIES TO SHARE WITH YOU ALL OF THE HARD WORK AND JUST AN AMAZING LOOK AT THE STUDENT SCORECARD.

ALL RIGHT. THANK YOU. THAT'S A GREAT WAY TO START.

ALL RIGHT, PRESIDENT WILSON, DR.

CANTU, MEMBERS OF THE BOARD.

I'M JENNIFER POWERS.

THIS IS MINDY GREGORY.

AND WE ARE HERE TO TALK ABOUT THE STUDENT SCORECARD.

DR. CANTU GAVE YOU ALL A REALLY QUICK SNAPSHOT OF SORT OF THE JOURNEY.

SO HERE'S A LITTLE BIT AGAIN, BUT JUST A LITTLE BIT TO MAKE SURE EVERYBODY IS KIND OF USING THE SAME VOCABULARY AND ON THE SAME PAGE.

THE REAL PURPOSE OF THE STUDENT SCORECARD IS FOR STUDENTS TO KNOW THAT THEY'RE LIFE READY, COLLEGE READY AND CAREER READY.

YOU KNOW, OUR TEACHERS IN MISD DO A GREAT JOB OF TAKING CARE OF OUR KIDS WHILE THEY'RE HERE AND HELPING THEM ALONG AND BEING SUPPORTIVE AND ENCOURAGING AND HELPING THEM GET TO WHERE THEY NEED TO BE, WHICH IS GRADUATION.

BUT WE ALSO WANT TO MAKE SURE THAT WE'RE SETTING THEM UP TO BE SUCCESSFUL IN LIFE.

AND THAT'S REALLY WHAT THE SCORECARD AIMS TO DO.

AGAIN, LIKE DR. CANTU SAID, THIS PATH TO THE SCORECARD HAS BEEN A BIT OF A JOURNEY.

WE DID LAUNCH THE CONCEPT A FEW YEARS AGO, AND ORIGINALLY THE CONCEPT WAS REALLY JUST FOCUSED ON HIGH SCHOOL NINE THROUGH 12.

BUT AS WE STARTED LOOKING AT JUST THE WHOLE IDEA OF HAVING VERY TANGIBLE INDICATORS THAT STUDENTS CAN REALLY POINT TO AND LOOK AT, WE REALIZED THAT.

[00:40:03]

AND SO WE THEN TOOK A LITTLE BIT OF A STEP BACK AND REORGANIZED A BIT AND MET WITH TEACHERS AT ALL LEVELS AND DIFFERENT FOCUS GROUPS SEVERAL TIMES TO REALLY HONE IN ON WHAT MAKES A FOURTH GRADER LIFE READY, COLLEGE READY, CAREER READY? WHAT MAKES A SEVENTH GRADER LIFE READY, COLLEGE CAREER READY? AND REALLY LOOK AT EACH OF THOSE FOR ALL FOUR OF OUR LEVELS.

SO ELEMENTARY, INTERMEDIATE, MIDDLE AND HIGH SCHOOL.

LAST YEAR WE DID HAVE A SOFT ROLLOUT, AS DR.

CANTU SAID, AND AS WE ALL KNOW, LAST YEAR WAS HAD A LOT OF CHALLENGES WITH IT.

SO OUR ROLLOUT WAS A LITTLE SLOWER THAN WE PROBABLY THOUGHT THIS TIME LAST YEAR, LAST JULY, BUT WE ROLL WITH IT. AND SO THIS YEAR WE ARE HERE TO REALLY IMPLEMENT FULLY.

AND IN ADDITION TO THE SCORECARD ITSELF AND THE INDICATORS, IT ALSO HAS COME A LITTLE BIT WITH A LITTLE BIT STIR, NOT STIRRED.

THAT'S NOT THE RIGHT WORD, MORE FOCUSED DIRECTION SO THAT SOME OF THE VAGUENESS IS OUT OF IT AND IT'S VERY COHERENT AND WELL-PLANNED.

ALL RIGHT. SO WHAT DOES THE SCORECARD LOOK LIKE FOR A STUDENT? WELL, THAT'S A LITTLE BIT DEPENDENT ON HOW OLD YOUR STUDENT THE STUDENT IS.

BUT IF THE STUDENT IS K THROUGH, EIGHT RIGHT, THEIR SCORECARD IS HOUSED IN XELLO.

YOU CAN SEE ON THE LEFT HAND SIDE OF THE SCREEN, THIS IS ACTUALLY AN ELEMENTARY SCORE CARD, IF ANYBODY'S INTERESTED.

AND ON THE LEFT SIDE OF THE SCREEN ARE THE INDICATORS.

THIS IS JUST A SNIPPET OF JUST THE VERY JUST A SMALL PART OF THE SCORECARD.

AND THEN YOU CAN SEE OVER ON THE RIGHT HAND SIDE OF THE PAGE THAT ONCE THE STUDENT HAS COMPLETED THAT ACTIVITY, THE LITTLE CIRCLE AND CHECK COMES UP SO THAT WHEN THEY LOG INTO THEIR XELLOW, THEY HAVE THIS WHOLE LIST OF INDICATORS AND CAN SEE ALL THE THINGS THEY'VE COMPLETED OR THINGS THAT THEY HAVE NOT COMPLETED.

AND IF IT'S NOT COMPLETED, THERE'S JUST NOTHING THERE.

INSTEAD OF THE CHECK, IT'S JUST LIKE, ALL RIGHT, THIS IS HIGH SCHOOL SCORECARD.

IT'S HOUSED IN INDIGENCE AGENCIES WHERE OUR STUDENTS GO TO SEE THEIR GPA.

IT'S WHERE THEY'RE GOING TO LOOK AT THEIR ATTENDANCE.

SO OUR STUDENTS ARE GETTING FAMILIAR WITH GOING TO EDUGENCE FOR OTHER THINGS THAT THEY ARE NEEDING.

AND SO NOW THE SCORECARD IS ALSO HOUSED IN EDUGENCE.

WE HAVE TWO EXAMPLES OF THE SCORECARD HERE FOR YOU.

THE FIRST ONE OVER ON THE LEFT IS ACTUALLY A RISING SOPHOMORE.

AND YOU CAN SEE THAT SHE IS I THINK THAT'S 60%.

I DIDN'T WEAR MY GLASSES BECAUSE I DON'T LIKE THEM AND I PROBABLY SHOULDNT TO SEE FAR AWAY.

BUT SHE'S 60% LIFE READY AND SHE'S NOT.

I THINK IT'S ABOUT 20% COLLEGE AND CAREER READY.

YOU CAN ALSO SEE UNDERNEATH THOSE CIRCLES, THE INDICATORS, AGAIN, IS JUST A SMALL SNIPPET.

THE INDICATORS ARE LISTED AND OUT TO THE SIDE.

THE ONES THAT ARE COMPLETED HAVE A YES AND THE ONES THAT ARE NOT.

YOU CAN SEE THAT FOURTH ONE IS NOT COMPLETED AND IT DOESN'T HAVE A YES.

AND THE REASON IT DOESN'T HAVE A YES IS BECAUSE THE STUDENT HASN'T DONE THAT INDICATOR YET.

I THINK THE INDICATOR IS ABOUT CIVIC RESPONSIBILITY AND HOW A STUDENT COMPLETES THAT IS BY TAKING THE REQUIRED GOVERNMENT CLASS.

SO ONCE THAT STUDENTS ARE SENIOR EITHER IN THE FALL OR SPRING SEMESTER, THEN THAT WOULD CHECK.

YES, AS WELL. THE OTHER SCORECARD IS A RISING SENIOR AND YOU CAN SEE THAT THIS STUDENT AND THIS IS ACTUALLY A PIECE FROM COLLEGE READY.

AND HE YOU CAN SEE HE IS ONLY ABOUT 40% LIFE READY AND HE'S 100% COLLEGE READY.

AS WE WERE GOING THROUGH THIS AND PULLING DIFFERENT SCORECARDS, A QUESTION CAME UP AMONGST OUR GROUP, HEY, WE HAVE THIS YOUNGER STUDENT WHO'S A LOT MORE LIFE READY THAN THIS OLDER STUDENT. SO WHY WOULD THAT BE? WELL, THAT WOULD BE JUST BECAUSE OF TIMING.

AS WE SAID, EVERYTHING HAS A START DATE.

AND WHEN THIS STUDENT, THE SENIOR STUDENT OVER HERE ON THE RIGHT, WHEN THEY WERE IN THE YOUNGER GRADES, THE SCORECARD WASN'T AS FOCUSED ON.

SO SOME OF THE INDICATORS THEY DID, WE JUST DIDN'T CAPTURE IT IN EDUGENCE AT THAT TIME OR PUT IT INTO A CIRCLE.

SO THAT'S WHY IT'S REALLY JUST A MATTER OF WHEN WE HAVE REALLY HONED IN ON CAPTURING THE DATA, AND THAT'S JUST HOW THAT PLAYED OUT WITH THOSE TWO STUDENTS.

ALL RIGHT. SO WHO FACILITATES THE SCORECARD IN THE CLASSROOM? IT DEPENDS ON THE INDICATOR.

SOME OF OUR INDICATORS ARE TEACHER LED.

SOME OF THOSE EXAMPLES WOULD BE THINGS LIKE ATTENDANCE, THINGS LIKE MATH GOALS, READING GOALS, THINGS THAT TEACHERS ARE GOING TO BE HAVING CONVERSATIONS WITH STUDENTS ANYWAY.

SOME OF OUR INDICATORS ARE COUNSELOR LED, SO SOME OF THEM ARE GUIDANCE LESSONS, SOME OF THEM ARE INFORMATIONAL THINGS LIKE HIGH SCHOOL, TALKING ABOUT SCHOLARSHIPS AND GETTING INTO COLLEGE, THOSE KINDS OF THINGS.

AND SOME OF THEM ARE STUDENT LED, WHICH MIGHT MEAN IT'S A XELLO LESSON THAT THE STUDENT CAN DECIDE TO DO ON THEIR OWN.

AND THEN IT MIGHT ALSO MEAN, PARTICULARLY FOR THE HIGH SCHOOL SCORECARD, SO MANY OF THOSE INDICATORS THERE'S ACTUALLY ON THE HIGH SCHOOL SCORECARD, THERE'S 43 INDICATORS.

[00:45:05]

SO WE GET THAT INFORMATION INTO EVIDENCE FROM SKYWARD AND FROM COLLEGE BOARD AND ALL THOSE KINDS OF THINGS.

SO THOSE ARE SELF POPULATED.

SO THAT'S KIND OF WHAT WE MEAN BY STUDENT LEAD.

ALL RIGHT. SO MINDY IS GOING TO TALK TO YOU ABOUT HOW TEACHERS AND PARENTS KNOW WHAT THE SCORECARD LOOKS LIKE AND WHAT THE INDICATORS ARE.

SO BECAUSE XELLOW AND EDUGENCE DO NOT HAVE A PARENT PORTAL, WE WANT PARENTS TO BE ABLE TO SEE, HEY, WHAT IS MY CHILD WORKING ON THIS SIX WEEKS OR WHAT SHOULD THEY BE DOING AS FAR AS THEIR INDICATORS OR THEIR MISSIONS GO? AND SO YOU COULD ALWAYS ASK YOUR CHILD TO LOG INTO THEIR CLASS LINK, GET INTO THEIR EDGENCE, GET INTO THEIR XELLOW AND LOOK AT IT FROM THAT, THAT ASPECT.

BUT THAT'S NOT ALWAYS THE EASIEST WAY.

AND SOMETIMES YOUR CHILD IS JUST NOT THERE AND YOU JUST WANT TO KNOW.

SO ON MANSFIELD ISD WEBSITE, OBVIOUSLY YOU CAN CLICK ON TO VISION 2030 AND IT GIVES JUST A BRIEF OVERVIEW OF WHAT VISION 2030 IS. AND THEN THERE'S THREE BOXES DOWN AT THE BOTTOM.

AND IF I WANTED TO LOOK AT STUDENT SCORECARD, I CLICK ON THAT STUDENT SCORECARD BOX AND IT WILL TAKE ME TO THE PAGE THAT EXPLAINS THE STUDENT SCORECARDS, KIND OF WHAT WE JUST DID, WHERE THE HIGH SCHOOL STUDENT SCORECARDS ARE HOUSED, WHERE THE K THROUGH EIGHT STUDENT SCORECARDS ARE HOUSED.

AND IF I WANTED TO LOOK AT AND WE'RE JUST WE'RE ABOUT TO LOOK AT A SNIPPET OF A FIVE, SIX STUDENT SCORECARD.

SO THIS IS JUST A ROADMAP, KIND OF A GUIDE TO LET YOU KNOW, TO LET THE PARENTS KNOW.

AND WHAT TEACHERS LOOK AS FAR AS WHAT THE MISSION OR ACTIVITY IS IS GOING TO BE THE TARGET TIMELINE AND THE DELIVERY METHOD.

IF YOU'LL NOTICE, THIS IS JUST A SNIPPET OF THE LIFE READINESS PIECE.

AND FOR THE TIMELINE, NOT EVERYTHING IS DONE IN THE SAME SIX WEEKS THEY'RE SPREAD OUT THROUGHOUT THE YEAR.

MULTIPLE THINGS THAT ARE THAT ARE PART OF THE DELIVERY METHOD ARE COUNSELOR DIRECTED WHEN IT SAYS THAT THEY'RE TEACHER DIRECTED, YOU CAN CLICK ON THAT LINK.

I CAN'T CLICK ON IT RIGHT NOW, BUT YOU COULD IF YOU WERE LOOKING AT IT ONLINE BECAUSE IT'S ALL LIVE AND YOU COULD SEE THAT WE GIVE WE DON'T WANT TO PUT EXTRA WORK ON THE TEACHERS. SO WE GIVE TEACHERS AN EXACT SCRIPT OF, HEY, HAVE YOUR STUDENTS LOG INTO YOUR CLASS LINK, GET INTO XELLOW AND TELL THEM TO GO TO THIS MISSION AND COMPLETE IT.

IT'S A REALLY QUICK EITHER A LESSON OR A COMPLETION TASK.

IF IT'S A TEACHER DIRECTED LESSON, A LOT OF TIMES IT'S THEY DO THE LESSON AND THEN THEY GO IN AND COMPLETE A TASK.

IF, SAY, DOWN AT THE BOTTOM, IT SAYS FINDING A MENTOR, EVERY SCORECARD, EVERY GRADE LEVEL HAS THAT LESSON BECAUSE WE WANT STUDENTS TO HAVE AN ADULT IN THE BUILDING THAT THEY HAVE A CONNECTION WITH.

THAT IS THEIR GO TO PERSON THAT THEY HAVE A STRONG RELATIONSHIP WITH.

THAT'S DIFFERENT THAN OUR MENTORSHIP PROGRAMS THAT WE HAVE WITH COMMUNITY MEMBERS AND THAT WE'RE BUILDING BETWEEN THE HIGH SCHOOL AND THE ELEMENTARY AND INTERMEDIATE STUDENTS.

BUT THAT'S JUST AN ADULT IN THE BUILDING THAT THEY HAVE A CONNECTION WITH.

AND IT BASICALLY JUST WALKS THEM THROUGH THAT AND IT HAS THEM LIST THEIR WHO IS THE ADULT, WHO IS YOUR GO TO PERSON.

SOME OF THE SCORECARD YOU'LL SEE HAS HAS TO BE DETERMINED BECAUSE WE'RE TRYING TO FIGURE OUT HOW WE'RE GOING TO CAPTURE THAT DATA EITHER THROUGH SKYWARD AND HOW WE'RE GOING TO HAVE THAT COMPLETION TASK.

SO YOU'LL SEE SOME OF THAT ON SOME OF THE SCORECARDS.

THIS IS AN EXAMPLE.

THIS IS PART OF A NINE OR 12, NINE THROUGH 12, JUST THE COLLEGE READINESS PIECE.

AND I WANT TO POINT OUT THAT YOU DON'T HAVE TO COMPLETE OR A STUDENT DOESN'T HAVE TO COMPLETE ALL OF THESE TO GET THE CIRCLE 100%.

IT'S JUST FIVE OR MORE.

AND AS YOU'LL SEE AND MS. POWERS TOUCHED ON THIS A LITTLE BIT, SO MUCH OF THIS IS AUTOMATICALLY POPULATED FROM SKYWARD AND OTHER DATA SOURCES THAT WE HAVE.

AND SO IT'S JUST AN AUTOMATIC THROUGHOUT THE YEAR, AND THAT'S JUST THE SNIPPET OF THE CAREER READINESS PIECE.

ALL RIGHT. SO IN SUMMARY, WHAT IS THE BENEFIT OF THE SCORECARD? THE BENEFIT IS THAT IT ENABLES STUDENTS TO DEVELOP AN AGENCY FOR THEMSELVES.

THEY'RE REALLY ABLE TO START ADVOCATING FOR THEIR OWN.

FUTURES. THEY ARE ABLE TO GO INTO THEIR SCORECARD.

THEY CAN SEE ALL OF THE INDICATORS, INDICATORS THAT THEY'VE COMPLETED.

THEY CAN FEEL GOOD ABOUT THAT.

THEY CAN LOOK AND SEE IF THERE ARE SOME INDICATORS THEY HAVE NOT COMPLETED THAT THEY WANT TO.

THEY CAN START LOOKING AT THAT AND THEN REACH OUT TO PEOPLE TO HELP THEM.

WE ALSO HAVE COUNSELORS WHO WILL BE PERIODICALLY REVIEWING SCORECARDS WITH STUDENTS AND HONING IN ON SOME OF THOSE THINGS THAT NEED TO BE COMPLETED AS WELL.

YOU KNOW, ONE THING MINDY SAID THAT'S REALLY IMPORTANT, PARTICULARLY AT HIGH SCHOOL, STUDENTS ARE NOT THE SCORECARD IS NOT DESIGNED FOR EVERY STUDENT TO COMPLETE EVERY INDICATOR. THEY'RE MORE INDIVIDUALIZED THAN THAT.

AND SO THAT'S WHY YOU'LL SEE WHERE IT'LL SAY FIVE OR MORE, KIND OF LIKE EXACTLY WHAT MINDY SAID.

NOT KIND OF. BUT THAT'S REALLY WHY A LOT OF TIMES PEOPLE WILL ASK THAT IN OUR GROUP OR WHEN WE'RE TALKING WITH COUNSELORS, WELL, THESE ARE ALL GOOD THINGS.

[00:50:09]

AND IF A KID DOES, I MEAN, THAT'S FABULOUS.

BUT IT'S NOT REALLY DESIGNED THAT WAY.

IT'S DESIGNED FOR STUDENTS TO BE ABLE TO BE HAVE AGENCY OVER THEIR OWN FUTURE, WHAT THEY'RE DOING, WHAT'S IMPORTANT TO THEM.

AND SO THEY DON'T HAVE TO DO EVERYTHING ON THE SCORECARD.

QUESTIONS. ALL RIGHT.

THANK YOU. TRUSTEES ARE THERE ANY QUESTIONS? MS. THOMAS SO JUST A QUICK QUESTION.

MAYBE EXPLAIN TO ME IT MIGHT BE JUST ME.

I JUST DON'T UNDERSTAND ON THE HIGH SCHOOL SCORECARD BECAUSE IT IS POPULATED THROUGH SKYWARD MOSTLY.

WHAT IS THE INCENTIVE TO GET OUR HIGH SCHOOLERS TO ACTUALLY GO IN THERE, LOOK AT IT AND ACTUALLY UTILIZE IT? THAT IT'S NOT JUST THEM COMING IN AND GOING, YEAH, I DID IT.

IT'S CHECKED OFF AND NOBODY EVER LOOKS AT IT.

I MEAN, WHAT'S THE RIGHT WHAT'S THE END GOAL WITH OUR HIGH SCHOOLERS? SO, YOU KNOW, IT'S LIKE ANYTHING ELSE, OUR STUDENTS WHO ARE JUST WHO ARE SENIORS THIS YEAR, THEY MAY NOT CARE AS MUCH ABOUT.

THE SCORECARD IS THE KID WHO'S SITTING IN THIRD GRADE RIGHT NOW AND THEY'RE GOING TO HAVE THE SCORECARD EVERY SINGLE YEAR THAT THEY ARE HERE WITH US.

SO IT'S GOING TO BE SOMETHING THAT THEY'RE MORE FAMILIAR WITH AND THAT THAT MEANS SOMETHING MORE TO THEM BECAUSE IT'S SOMETHING THEY'RE USED TO AS FAR AS WHAT'S GOING TO FOR OUR CURRENT HIGH SCHOOLERS, YOU KNOW, LIKE I SAID, THAT'S IT'S HOUSED IN EDUGENCE WHICH IS WHERE THEY GO TO LOOK FOR OTHER THINGS.

SO THEY'LL SEE IT AS TEACHERS.

COUNSELORS ARE GOING INTO CLASSROOMS AND DOING DIFFERENT LESSONS.

THEY'RE GOING TO BE REFERRING TO IT AND SO THEY'RE GOING TO SEE IT.

AND THERE'LL BE DISCUSSIONS ABOUT WHY THIS IS IMPORTANT, HOW WHATEVER THIS INDICATOR IS GOING TO BE BENEFICIAL FOR THEM LATER ON IN LIFE TO ENSURE THAT THEIR LIFE READY, COLLEGE AND CAREER READY.

AND SO, YOU KNOW, IT'S JUST SOMETHING THAT'S GOING TO BECOME THE WAY WE DO THINGS.

AND SO IT WILL BE MORE MEANINGFUL FOR STUDENTS AS THEY MATRICULATE THROUGH OUR SYSTEM.

IT ALSO BUILDS LIKE A DIGITAL PORTFOLIO, AND WE START WORKING AT THAT WAY BEGINNING IN THE YOUNGER GRADES.

THAT IS THEIR DIGITAL PORTFOLIOS IS WHERE THINGS ARE HEADED WHEN THEY GO TO APPLY FOR JOBS AND EVEN COLLEGES, THAT THEY CAN PULL A LOT OF THAT INFORMATION FOR THOSE COLLEGE APPLICATIONS AND ON THEIR RESUMES.

OKAY, PERFECT. THANK YOU.

AND THEN I HAD ANOTHER QUESTION AND KIND OF LIKE INTERMEDIATE SCHOOL AND PROBABLY MIDDLE SCHOOL IS, I BELIEVE LIKE LAST YEAR IT WAS USED DURING LIKE ONE TIME OR ADVISORY TIME.

AND YOU MIGHT HAVE ALREADY ADDRESSED THIS WITH HOW YOU'RE DOING THAT NOW, BECAUSE THE TEACHERS SEEMED LIKE THEY WERE REALLY FRAZZLED ON TRYING TO STICK SOMETHING ELSE INTO THAT TIME BECAUSE THEY WERE TRYING TO DO STAR CATCH UP AND ALL OF THAT.

AND IT'S LIKE, OKAY, HERE'S ANOTHER THING THAT WE'RE GOING TO HAVE TO DO.

AND THEY REALLY FELT THAT IT WAS JUST KIND OF LIKE MORE OF AN INTERVIEW PROCESS.

LET'S JUST GET THIS INTERVIEW DONE AND MOVED ON.

SO I THINK YOU'VE MENTIONED IT IN THE SCORECARD THAT YOU'RE DOING IT MORE ON THE GUIDANCE COUNSELOR.

THERE'S A LOT MORE ON THIS YEAR.

THERE'S A LOT MORE THAT THE COUNSELOR IS GOING TO BE RESPONSIBLE FOR.

THERE ARE STILL SOME THINGS THAT THE TEACHER IS RESPONSIBLE FOR, BUT THAT WE REALLY TRY TO MATCH THE INDICATORS WITH WHO LOGICALLY WOULD BE THE BEST PERSON FOR THIS.

SO IN EVERY K THROUGH EIGHT SCORECARD, THERE IS A INDICATOR ABOUT SETTING READING AND MATH GOALS, AND THEN ONE ABOUT REVIEWING THOSE GOALS. SO THAT MIGHT BE WITH THE CLASSROOM TEACHER BECAUSE THAT ONLY MAKES SENSE AS FAR AS EVERYTHING HAPPENING IN ADVISORY OR IN ONE TIME, THAT'S REALLY A CAMPUS DECISION.

AND SO SOME OF THEM, SOME OF OUR PRINCIPALS MAY PULL IT INTO A DIFFERENT TIME.

BUT I THINK WE'VE ALSO LIKE I SAID, WE'VE PULLED SOME OF THOSE LESSONS AWAY FROM THE TEACHERS AND THEY'RE ALSO VERY SPREAD OUT.

SO I THINK WHEN PEOPLE REALLY LOOK AT THE SCORECARD AND IT'S ALL LIVE ON THE WEBSITE AND THEY'LL REALLY SEE, OH, THIS, THERE'S ONLY FOUR THINGS THAT HAPPEN IN THE FIRST SEMESTER, IN THE FIRST SIX WEEKS, AND I'M JUST USING THAT AS AN APPROXIMATE NUMBER.

AND THE TEACHER ONLY HAS ONE OF THOSE ROLES.

SO I THINK SOMETIMES IT'S ONE OF THOSE THINGS OF SEEING IT ALL LAID OUT IN ONE PLACE MAKES IT A LITTLE MORE CLEARER THAN JUST KIND OF HAVING IT BACK IN THE BACK OF YOUR MIND, RIGHT? WE TRY TO BE VERY INTENTIONAL ON ANYTHING THAT WAS TEACHER LED.

IT'S VERY SCRIPTED, SO THEY DON'T HAVE TO COME UP WITH ANYTHING.

IF THEY CLICK ON THAT LINK, THE SCRIPT IS THERE EXACTLY WHAT THEY SAY TO THE KIDS TO GO IN AND DO ONCE THEY GET IN? XELLO SO IT'S VERY, VERY MINIMAL ON THE TEACHER.

WE WERE REAL STRATEGIC ON HOW WE DID THAT FOR THEM BECAUSE THAT'S THE LAST THING WE WANT TO DO IS PUT MORE WORK ON THAT.

AND LIKE I SAY, THE ELEMENTARY, I'VE HEARD LOTS OF POSITIVE FEEDBACKS ON THE ELEMENTARY, THE LITTLE ONES LIKE TAKE AN OWNERSHIP AND IT'S LIKE, LOOK WHAT I DO FOR YOUR TOWN.

YEAH, THEY DO, THEY DO.

THEY TRULY DO. IT'S K THROUGH TWO, IT'S CAREER TOWN.

[00:55:01]

BUT NOW THAT WE BROUGHT IT UP, KINDERGARTEN, FIRST AND SECOND GRADE, THAT'S THE ONLY PART OF THE SCHOOL CARD THEY HAVE IS CAREER TOWN AND IT'S IN XELLO AND IT'S GAMES AND WE PLAYED THEM AND THEIR FUN. I DON'T KNOW IF THEY'RE REAL CUTE AND THE KIDS SEEM TO LIKE THEM, YEAH, THANK YOU.

THAT'S GOOD. MS. FARRAR, THANK Y'ALL SO MUCH.

I HAVE JUST A COUPLE OF QUESTIONS.

OKAY. SO GOING BACK TO WHERE THE PARENTS CAN TAKE A LOOK AT THE SCORECARDS, SO WE GO ON THE WEBSITE.

WILL THE PARENTS HAVE A SEPARATE LOGIN? IN LIKE WE DO FOR SKYWARD.

SO IS THAT SOMETHING THAT THEY CAN LOG IN? HOW DO THEY LOG IN? ONCE THEY GO TO THE WEBSITE? TO LOOK AT THE SCORECARD? IT'S JUST ON THE WEBSITE.

SO YOU JUST GO TO MISD WEBSITE.

YOU CAN EVEN DO THE FIND IT FAST VISION 2030 AND THEN IT WILL COME UP.

LET'S SEE. SO IS IT JUST A GENERIC ONE THAT POPS UP OR ARE THEY ARE THEY ABLE TO? SO THE ONLY WAY THEY'RE ABLE TO ACCESS THEIR OWN STUDENT SCORECARD IS TO LOG IN WITH THEIR STUDENTS INTO XELLOW.

SO WELL FOR K THROUGH EIGHT ISN'T XELLOW CURRENTLY XELLOW DOES NOT HAVE A PARENT PORTAL BUT OUR COUNSELING COORDINATOR, CASEY HOLDER, WHO'S ACTUALLY HERE, HAS BECOME PRETTY MUCH BEST FRIENDS WITH JEROME, WHO IS THE CEO AT XELLOW.

AND THAT IS SOMETHING THAT THEY'RE WORKING ON IS A PARENT PORTAL.

THEN WE WILL BE ABLE TO BE ROLLING THAT OUT.

AND THEN ANOTHER QUESTION.

SO I GUESS WHEN THE PARENTS LOG INTO THEIR STUDENTS SCORECARD AND THEY LET'S JUST SAY I THINK THE INTERMEDIATE SLIDE WAS SLIDE 12, THEN IT HAS ALL OF THE SCRIPTS ARE YOU ABLE TO JUST CLICK ON THAT LINK AND THE PARENT CAN WATCH THE LESSON OR SO THE PARENTS CAN JUST CLICK ON IT.

YOU GET ON THE WEBSITE AND YOU CAN CLICK ON IT RIGHT NOW, SEE THE SCRIPT.

ABSOLUTELY. AND HAS THE SCRIPT.

NOW THAT'S FOR TEACHERS.

THE TEACHER LED LESSONS.

SOME OF THE COUNSELOR LED LESSONS DO NOT HAVE A SCRIPT BECAUSE WE WANTED OUR COUNSELORS TO BE ABLE TO TAILOR IT A LITTLE BIT MORE TO THE NEEDS OF THEIR CAMPUS.

AND OUR COUNSELORS ARE USED TO GOING IN AND DOING GUIDANCE LESSONS AND DEVELOPING THOSE KINDS OF KINDS OF THINGS.

SO THAT'S WHY THEIR STUFF IS NOT LINKED, BUT THE TEACHER SCRIPTS ARE OKAY.

AND THEN JUST ONE MORE QUESTION ABOUT THE END GOAL.

SO AT THE END, LET'S SAY WE HAVE A SENIOR, ARE THEY EXPECTED TO HAVE 100% IN ALL LIFE? NO. SO I KNOW THAT I KNOW THEY'RE NOT EXPECTED TO COMPLETE EVERYTHING 100% CORRECT.

BUT LET'S SAY THEY HAVE FIVE SECTIONS AND THAT WOULD GIVE THEM 100%.

SO AT THE END, THEY'RE HOPING TO HAVE FULL CIRCLES AT 100%.

YES. SO WHAT HAPPENS IF A STUDENT I MEAN, IS THERE ANYTHING THAT HAPPENS IF A STUDENT DOESN'T FULLY COMPLETE IT? IS THIS JUST SOMETHING FOR THEM TO KEEP TABS ON, ON THEIR PROGRESS? THERE'S NO REQUIREMENT.

NO, NO, NO. THERE'S NOT ANYTHING PUNITIVE ABOUT THE SCORECARD WHATSOEVER.

SO AS STUDENTS GET LET ME BACK UP, COUNSELORS AT ALL LEVELS CAN WILL BE GOING IN, PULLING REPORTS AND KIND OF LOOKING WHERE KIDS ARE ON THE SCORECARD.

AND IF THEY FIND THAT THERE'S SOME STUDENTS WHO ARE REALLY LAGGING, THEY MAY CALL THEM IN AND TALK WITH THEM, HEY, WHAT CAN WE DO? WHAT DO YOU WANT TO WORK ON? HOW CAN I HELP YOU? AND THEN AS WE MOVE ON WITH HIGH SCHOOL, THEY WILL BE DOING THOSE THINGS TOO.

BUT NO, THERE'S NOTHING PUNITIVE AT ALL.

OKAY. THANK YOU SO MUCH.

ON THIS SIDE, MS..

ANDERSON? FIRST OF ALL, WANT TO SAY THANK YOU VERY MUCH.

I LOVE THE SCORECARD.

AND I ACTUALLY LOOKED AT MY SON'S PROBABLY FRESHMAN YEAR, AND HE'S NOW FINISHED SOPHOMORE YEAR.

SO I WAS WAY AHEAD OF THE GAME.

BUT BUT I WANTED TO ASK A COUPLE OF QUESTIONS, LIKE AS FAR AS FOR PARENTS, IS THERE A WAY TO I GUESS I'M THINKING I HAVE TWO HIGH SCHOOLERS, RIGHT? AND SO THEY'RE LIKE, HE DIDN'T HAVE HEALTH ON THERE.

AND I'M LIKE, YOU TOOK HEALTH. IT SAYS YOU DON'T HAVE IT.

YOU NEED TO GO TALK TO THEM. OH, IT'S NO BIG DEAL.

BUT I'M THINKING I REALLY WANT HIM TO BE ENGAGED IN THIS REGARD.

AND SO I DO BELIEVE THAT OBVIOUSLY THE YOUNGER THEY ARE, THEY'RE GOING TO KNOW IT AND THEY'RE GOING TO KEEP GOING.

AND I THINK THE HARDEST PART IS GOING TO BE TO GET THOSE KIDS THAT ARE IN HIGH SCHOOL RIGHT NOW THAT HADN'T HAD TO USE IT.

RIGHT. SO I GUESS THE QUESTION IS, HOW DO WE TRY TO HELP GET PARENTS ENGAGED IN THAT AND MAKE SURE THAT THEY'RE LOOKING AT THEIR KIDS THINGS SO THAT THEY'LL BE ENGAGED? BECAUSE I DO THINK LONG TERM IT HELPS THEM IN LIFE PERIOD TO PLAN.

RIGHT. IF YOU DON'T PLAN, YOU PLAN TO FAIL KIND OF THING.

HOW DO WE HOW CAN WE DO THAT? AND IT MAY NOT BE A QUESTION TODAY, BUT IF THERE'S A WAY TO, I DON'T KNOW, SEND OUT EMAILS OR I DON'T KNOW ANYTHING, I MEAN, BECAUSE I KNOW MY SOPHOMORE THAT'S GOING TO BE A JUNIOR RIGHT NOW PROBABLY HAS LESS INTEREST IN SCHOOL THAN HE DOES VIDEO GAMES.

SO I WOULD LOVE FOR HIM TO GET INVOLVED IN SCORECARDS AND MAKING SURE THAT EVERYTHING IS LISTED THERE AND MAKING SURE THAT HE'S MAKING PROGRESS, THINGS OF THAT NATURE.

I THINK JUST DISCUSSING THE SCORECARD IS IMPORTANT.

YOU KNOW, OUR COMMUNICATIONS DEPARTMENT IS DOING A LOT OF COMMUNICATING ABOUT VISION 2030 AS A WHOLE.

AND SO SCORECARD IS A PART OF THAT.

AND SO THERE WILL BE LOTS OF THINGS COMING OUT.

WE LAST YEAR DID SOME STUDENT VIDEOS STARRING STUDENTS TO TALK ABOUT THE SCORECARD FOR STUDENTS.

[01:00:03]

WE ALL KNOW THIS. AND SO WE'LL BE PUSHING SOME OF THOSE OUT AGAIN.

AND I THINK IT'S JUST, YOU KNOW, IT'S KIND OF A GRASSROOTS THING.

SO IT STARTS SMALL AND IT GETS BIGGER AND BIGGER.

AND, YOU KNOW, I THINK THE FIRST COUPLE OF YEARS, WE'LL JUST HAVE TO REALLY TALK IT UP AND BE INTENTIONAL ABOUT HAVING THOSE CONVERSATIONS.

OUR COUNSELORS WILL BE OUR ADMINISTRATORS AND TEACHERS WILL BE FAMILIES.

THAT ARE INTERESTED. LIKE I SAID, IT'S ALL ON THE WEBSITE, THE SCORECARD ITSELF.

AND JUST ASK YOUR STUDENT, HEY, LOG INTO XELLO.

LOG INTO YOUR EDUGENCE.

LET ME SEE WHAT'S HAPPENING AND THEN JUST GO THROUGH AND START TALKING TO THEM ABOUT IT.

MR. WILLIAMS YES, MA'AM.

AND WE'LL BE WORKING WITH MS. POWERS AND ALSO MS. GREGORY IN ORDER TO BE ABLE TO EXECUTE THAT PLAN TOMORROW.

WE'RE GOING TO BE ROLLING OUT THE WHOLE VISION 2030 CAMPAIGN AND PUSHING FORWARD.

A HUGE PIECE OF THAT IS ACTUALLY THEIR PRESENTATION TONIGHT, AND IT'S GOING TO HAVE THE LINKS THAT ARE TIED TO IT.

BUT I THINK WHAT MS.. POWER SAID WAS SO POWERFUL FROM THAT STANDPOINT ON, IT'S ABOUT EVERYONE HAVING THIS COMMON LANGUAGE REGARDING VISION 2030, REGARDING THE SCORECARD AND EVERYONE TALKING ABOUT IT.

AND IT'S NOT JUST THEM IN THEIR DEPARTMENT AS FAR AS ZONING.

IT'S ALL OF US WORKING TOGETHER.

AND IT'S WHEN YOU WHEN THE BOARD GOES AND HAVE THEIR TWO WAY COMMUNICATION CONVERSATIONS WITH THE COMMUNITY, THAT'S A COMPONENT AS FAR AS TALKING ABOUT IT.

WHEN DR. CANTU GOES OUT AND SHE'S TALKING WITH THE COMMUNITY, THAT'S A PIECE OF IT.

SO IT'S A HUGE EDUCATION PIECE AS FAR AS ALL OF US WORKING TOGETHER TO BE ABLE TO MAKE THAT HAPPEN.

AND IT'S ONGOING. IT DOESN'T STOP.

IT'S A CONTINUOUS PROCESS.

THE MORE WE BRING IT BACK TO THE STUDENTS AS FAR AS WHEN THEY'RE FILLING OUT APPLICATIONS, ESPECIALLY WHEN THEY START DOING THEIR COLLEGE APPLICATIONS, WELL, LET'S PULL UP YOUR SCORECARD. IT'S ALL THE DATA IS.

ALL RIGHT. THERE YOU CAN SEE WHEN YOU COMPLETED THIS WHAT COMMUNITY SERVICE HOURS YOU HAD.

AND THE MORE WE HONE IN ON THAT LIFE SKILL OF GETTING THEM PREPARED, THE MORE THEY'LL BUY IN, I THINK.

AWESOME. WELL, I'M EXCITED ABOUT IT, SO THAT'S EASY.

ANY MORE QUESTIONS? MS. NEWSOME? SORRY. I JUST HAD A QUESTION REGARDING WHETHER OR NOT IT COULD INTERFACE WITH ANY OF THE OTHER SYSTEMS AND HOW EASY OR DIFFICULT THAT WILL BE.

WE'VE ALL HAD KIDS IN HIGH SCHOOL AND SCHOOL, AND I WOULDN'T KNOW IF THEY DIDN'T HAVE A GRADE UNLESS I HAD REMINDERS FROM SCHOOL SENT.

I MEAN, YOU KNOW, I'M ATTACKING BEFORE TO A 2:00 IN THE AFTERNOON.

SO WOULD IT BE A TALKING POINT IF IT COULD COME OUT THAT WAY? YOU KNOW HOW THE PRINCIPALS SEND OUT THROUGH SKYWARD AND WE GET GRADES THROUGH SKYWARD AND STUFF LIKE THAT.

IS THERE AN OPPORTUNITY EVEN ONCE A YEAR, ONCE A SEMESTER, ANYTHING AT ALL WHERE WE CAN GIVE SOME KIND OF SNAPSHOT OF IT BECAUSE THEN IT'S SERVED UP TO THE PARENT AND THEN THAT TRIGGERS THAT CONVERSATION.

BECAUSE I'M GOING TO TELL YOU, IF THERE WAS NO TRIGGER TO CONVERSATION ABOUT WHY THEY DIDN'T TURN THAT IN, SOMETIMES I WOULDN'T I WOULDN'T THINK TO LOG IN TO SKYWARD EVERY DAY. AND I'M A PRETTY ATTENTIVE PARENT, BUT SERVING UP THAT EMAIL TO THEM KIND OF TRIGGERS THAT CONVERSATION TO MISS ANDERSON'S POINT.

RIGHT? WE'RE LOOKING FOR A WAY TO ENGAGE.

SO HOW CAN WE KIND OF PUT THAT OUT? I KNOW THAT WE'VE GOT LOTS OF MARKETING AND THINGS LIKE THAT THAT GO ON, BUT HOW DO WE HOW DO WE ACTUALLY PLACE IT IN FRONT OF THEM? BECAUSE I THINK THAT MAY BE FOR AN EARLY ENGAGEMENT.

WE'RE JUST TRYING TO GET THAT INFORMATION OUT.

IS THERE A WAY FOR THOSE SYSTEMS TO DUNK? WELL, LET US HAVE THAT IS AN AMAZING IDEA.

WE'RE SITTING HERE, WE'RE LOOKING AT EACH OTHER LIKE, YEAH, YEAH, YES.

THAT IS SOMETHING THAT WE WANT TO HAVE CONVERSATION ABOUT.

I THINK THAT'S A FANTASTIC IDEA AND A WAY ALSO TO MS. ANDERSON'S POINT, TO KEEP PARENTS ACTIVELY ENGAGED IN WHAT THEIR KIDS ARE DOING.

BUT THAT'S GOING TO BE ON US TO PUSH THAT INFORMATION OUT.

SO LET US HAVE SOME CONVERSATION ABOUT SOME WAYS THAT WE CAN MAKE THAT HAPPEN.

THANK YOU FOR THAT. MICHELLE YOU STILL HAVE ANOTHER QUESTION? AGAIN, EVERYONE? WELL, THANK YOU, LADIES.

I ACTUALLY I GOT TO SIT IN, I THINK, FOR DR.

SCOTT, WASN'T IT, WHEN WE FIRST WERE INTRODUCED TO THIS SCORECARD FOR THE STUDENTS AND I, ESPECIALLY WITH HAVING A LARGE FAMILY, LOVE THE INDEPENDENCE THAT IT CREATES AND THE SELF-EVALUATION THAT IT CREATES FOR OUR STUDENTS.

BUT THEY ARE SUPER YOU KNOW, OUR KIDS ARE SUPER SMART.

THEY'VE GOT THIS. SO AND THAT'S WHAT I REALLY LIKE ABOUT IT.

I MEAN, EVERYBODY WORKS BETTER WITH THE CHECKLIST, RIGHT? AND BEING THAT'S WHEN WE MADE OUR OWN SCORECARD.

SO IT KEEPS US ALL ACCOUNTABLE.

SO. BUT THANK YOU VERY MUCH.

THANK YOU. SO NOW ONTO ITEM 8.2, THE STAR AND EOC 2022 PRESENTATION.

DR. CANTU I SEE MS. YOUNG WALKING ACROSS THERE, SO I'M GOING TO TURN IT OVER TO HER TO SHARE OUR STAR EOC INFORMATION FOR THIS PAST YEAR.

ALL RIGHT. PRESIDENT WILSON AND DR.

KING AND MEMBERS OF THE BOARD, I AM REALLY EXCITED TONIGHT TO SHARE WITH YOU THE RESULTS OF OUR STAR EOC TEST THAT WE

[01:05:08]

THIS TIME LAST YEAR, I STOOD BEFORE THIS GROUP A LITTLE NERVOUS BECAUSE IT WAS OUR FIRST TEST POST COVID.

AND SO NOW WE ACTUALLY HAVE SOME COMPARATIVE DATA.

AND SO I'M EXCITED TO SHARE WITH YOU THE GROWTH THAT WE HAVE SEEN IN OUR STUDENTS THIS YEAR.

AND SO I WANT TO START BY JUST KIND OF SETTING THE STAGE FOR WHAT OUR DEPARTMENT DOES, THE CURRICULUM INSTRUCTION DEPARTMENT.

AND I THINK IT'S REALLY IMPORTANT THAT YOU UNDERSTAND KIND OF THE BACKGROUND BEFORE WE GET INTO THE SCORES SO YOU CAN KIND OF SEE OUR PLAN OF ATTACK AND THE WAY WE APPROACH STUDENT ACHIEVEMENT.

SO WE REALLY BELIEVE THAT IF YOU HAVE HIGH QUALITY CURRICULUM, THAT'S THAT WRITTEN CURRICULUM THAT ALL OF OUR TEACHERS HAVE ACCESS TO.

IF YOU HAVE A HIGH QUALITY CURRICULUM AND YOU HAVE HIGH QUALITY INSTRUCTION IN THE CLASSROOM FOR ALL STUDENTS, IF YOU HAVE THOSE TWO THINGS MARRIED TOGETHER, STUDENT LEARNING AND STUDENT ACHIEVEMENT, TAKE CARE OF THEMSELVES.

AND SO OUR FOCUS IN THE CIA DEPARTMENT IS REALLY ON THAT CURRICULUM, THE WRITTEN PART, AND THEN HOW WE DELIVER IT, HOW WE TEACH IT AND HOW WE TEST IT.

AND SO WE OPERATE UNDER SOME CORE PROCESSES AND AS A CONTINUOUS IMPROVEMENT DISTRICT, WE ARE FOCUSED ON THE CURRICULUM, WE'RE FOCUSED ON CALIBRATING THE CURRICULUM.

AND BY CALIBRATING WHAT I MEAN BY THAT IS TEA SAYS, HERE'S THE LEVEL OF RIGOR THAT YOU SHOULD BE TEACHING THIS CONCEPT AT. WE CALIBRATE IT TO MAKE SURE THAT THAT LEVEL OF RIGOR IS PRESENT IN THE CURRICULUM, BUT ALSO PRESENT IN THE INSTRUCTION AND THEN THE CADENCE OF ACCOUNTABILITY SYSTEM. YOU GUYS ARE FAMILIAR WITH THAT FOUR TIMES A YEAR OUR PRINCIPALS COME TO US, THEY PRESENT THEIR PROGRESS AND WE MONITOR THAT THROUGHOUT THE YEAR.

AND THEN SOMETHING THAT'S REALLY BEEN A NEW CORE PROCESS FOR US, IT'S REALLY DRIVING OUR WORK RIGHT NOW IS THAT COLLABORATION PIECE AND THAT'S WHAT YOU SEE IN OUR PROFESSIONAL LEARNING COMMUNITIES.

ARE TEACHERS WORKING TOGETHER TO DETERMINE WHAT IT IS WE WANT OUR KIDS TO KNOW? HOW DO WE KNOW IF THEY KNOW IT? WHAT DO WE DO IF THEY DON'T KNOW IT? AND THEN WHAT DO WE DO IF THEY ALREADY HAVE MASTERED THAT CONCEPT? SO THAT'S JUST OUR CORE PROCESSES.

AND SO AS WE GET DATA FROM THE STATE AND I WILL TELL YOU THAT THE STATE IS BEHIND ON GETTING US THE DATA THAT WE'RE SUPPOSED TO HAVE.

AND SO THEY'RE LAGGING BEHIND A COUPLE OF WEEKS.

BUT THANKFULLY WE HAD EVERYTHING WE NEEDED FOR THIS PRESENTATION.

BUT WHAT WE DO WHEN WE GET THE DATA FROM TEA IS WE BREAK THAT DATA DOWN AND WE REALLY USE THAT DATA, THE TEK AND SE LEVEL DATA TO DRIVE OUR CURRICULUM.

WE LOOK AT THAT DATA AND DETERMINE, DO WE NEED TO MAKE ADJUSTMENTS? DO WE NEED TO CHANGE, EDIT, REVAMP, REVISE.

WE ALSO USE IT TO DRIVE HOW WE PLAN AND HOW OUR TEACHERS PLAN THEIR DELIVERY, AND THEN WE USE IT TO DICTATE INSTRUCTIONAL CHANGES THAT WE MAY NEED TO MAKE.

AND SO I WANTED TO GIVE YOU JUST KIND OF THE BACKGROUND OF WHAT OUR CNI DEPARTMENT REALLY FOCUSES ON AND KIND OF THE CORE PROCESSES THAT DRIVE OUR WORK.

SO TODAY WE'RE GOING TO LOOK AT STAR RESULTS.

AND SO I WANTED TO JUST KIND OF REVIEW HOW TEA PRESENTS THIS INFORMATION TO US.

A STUDENT TAKES A TEST AND WHEN THEY TAKE THE TEST, THEY GET ONE OF FOUR DIFFERENT PERFORMANCE LEVELS.

THE FIRST ONE IS THEY DID NOT MEET GRADE LEVEL.

SO THAT'S CONSIDERED A FAILING GRADE OR A NOT PASSING APPROACH IS GRADE LEVEL IS CONSIDERED PASSING.

SO THEY PASS THE TEST BUT REALLY APPROACHES.

THEY'RE NOT FULLY ON GRADE LEVEL.

THEY'RE PREPARED TO MOVE TO THE NEXT LEVEL, BUT THEY MAY NEED SOME ADDITIONAL SUPPORTS.

THE MEETS GRADE LEVEL MEANS THAT THEY HAVE MET THE GRADE LEVEL CONTACT CONTENT AND THEY'RE PREPARED FOR THE NEXT GRADE.

AND THEN THE MASTER'S GRADE LEVEL IS THAT THEY ARE ACHIEVING AT THAT RATE WHERE THEY WOULD BE COLLEGE AND CAREER READY.

SO THEY'VE MASTERED THAT CONTENT AT THAT COLLEGE CAREER READINESS LEVEL.

AND SO AGAIN, THREE OF THOSE ARE CONSIDERED PASSING BY THE STATE.

ALSO, THE STATE KIND OF SETS A BENCHMARK AND THE STATE TELLS US THAT IF 90% OF OUR KIDS ARE AT APPROACHES, 60% OF OUR KIDS ARE AT MEETS AND 30% OF OUR KIDS ARE AT MASTERS, THAT IS.

REALLY THEY'RE MAGIC FORMULA FOR BEING AN A-RATED CAMPUS AND OR AN A-RATED DISTRICT.

SO THAT 90, 60, 30 MARK.

SO WHENEVER I PRESENT OUT THE INFORMATION TO YOU HERE IN THESE NEXT FEW SLIDES, ALL OF THE NUMBERS I GIVE YOU ARE GOING TO BE AT THE MEET'S LEVEL BECAUSE WE WANT ALL OF OUR KIDS ON GRADE LEVEL AND READY TO MOVE AHEAD WITHOUT THAT EXTRA SUPPORT.

[01:10:02]

THAT'S NOT VERY GOOD, BUT WE REALLY MAY HAVE 92% PASSING.

BUT AGAIN, WE'RE FOCUSED AT THAT MEETS LEVEL AND SO ON THE SLIDES, YOU'RE GOING TO HAVE A TARGET OF 60 ON ALL OF THOSE SLIDES BECAUSE THAT'S THE TARGET TEA SETS FOR THAT MEETS LEVEL.

SO I'M GOING TO SHARE WITH YOU TWO DIFFERENT SETS OF DATA.

THE FIRST IS WE'RE GOING TO LOOK JUST AT MANSFIELD ISD'S DATA OVER THE LAST FOUR YEARS OF STAR AND EOC SCORES.

AND THEN WE'RE GOING TO END THE PRESENTATION, LOOKING AT THOSE COMPARISON DISTRICTS THAT WE ALWAYS COMPARE OURSELVES TO AND ALSO COMPARE OURSELVES TO THE REGION IN THE STATE.

SO I'M GOING TO START WITH HIGH SCHOOL, AND WHAT I WANT TO DO IS JUST KIND OF EXPLAIN TO YOU HOW THIS SLIDE IS LAID OUT BECAUSE YOU'LL SEE THE SAME FORMAT IN THE FOLLOWING SLIDES.

BUT THESE FIVE HIGH SCHOOL TESTS, YOU HAVE FOUR YEARS OF DATA, SO YOU'VE GOT DATA FROM 2018 AND 2019.

THAT'S THE BLUE AND ORANGE GRAPH.

AND THEN REMEMBER, WE DID NOT TEST IN 2020 AND THEN YOU'VE GOT 2021, WHICH WAS LAST YEAR, AND THEN 2022, WHICH WAS THIS YEAR.

SO THIS IS THE LAST FOUR YEARS WORTH OF EOC DATA FOR OUR KIDS, THE LITTLE BLUE HORIZONTAL LINE THAT SAYS 60%.

SO AGAIN, WE WANT OUR RESULTS TO BE ABOVE THAT 60% MEETS.

SO LET'S LOOK NOW AT WHAT THE TEST RESULTS WERE FOR THIS YEAR.

SOMETHING THAT'S VERY EXCITING TO ME IS IF YOU LOOK AT US HISTORY ON THE FAR RIGHT, YOU LOOK AT ENGLISH TWO, WE ARE ABOVE PRE-PANDEMIC LEVELS ON THOSE TESTS.

AND TO ME, THAT IS PHENOMENAL.

IF YOU LOOK AT ALGEBRA ONE, YOU LOOK AT BIOLOGY, YOU LOOK AT ENGLISH ONE, WE'RE RIGHT AT PRE-PANDEMIC LEVELS ON ALL OF THOSE HIGH SCHOOL TESTS.

AND ALSO, IF YOU LOOK, WE'RE ABOVE THE 60% STATE TARGET FOR MEETS.

SO A LOT OF GREAT THINGS HAPPENING AT OUR HIGH SCHOOL LEVEL.

LOTS OF GROWTH.

YOU SEE WE DID TAKE A LITTLE BIT OF DIP IN ENGLISH ONE THIS YEAR, BUT OTHER THAN THAT, WE REALLY SAW SOME GREAT GAINS IN OUR HIGH SCHOOL EOC SUBJECTS. SO THE NEXT HIGH SCHOOL SLOT I WANT TO SHOW YOU NOW TAKES OUR SCORES JUST FROM THIS YEAR AND COMPARES US TO THE STATE AND THE REGION.

SO THE BLUE BAR IS THIS YEAR MISD.

THE ORANGE IS REGION 11 AND THE GRAY IS THE STATE AGAIN.

THE STATE TARGET HORIZONTAL LINE THERE IS AT 60.

YOU CAN SEE THAT IN ALL FIVE HIGH SCHOOL TESTS.

WE PERFORMED ABOVE THE STATE AND REGION, ACROSS THE BOARD.

SO NEXT, WE'RE GOING TO MOVE ON TO THIRD THROUGH EIGHTH GRADE.

SO WE'LL LOOK FIRST AT READING AGAIN.

THIS IS SET UP THE SAME WAY.

THIS IS FOUR YEARS OF MISD DATA.

AND YOU CAN SEE THAT WE SAW JUMPS IN EVERY SINGLE TEST THIS YEAR.

SO THIRD GRADE THROUGH EIGHTH GRADE, WE SAW AN INCREASE IN READING SCORES AT EVERY GRADE LEVEL.

SO YOU SEE FROM THE GRAY BAR LAST YEAR TO THE YELLOWISH COLOR BAR GROWTH ACROSS ALL OF THOSE AREAS, YOU'LL ALSO SEE THAT GRADE SIX, WE ARE BELOW THE 60 STATE TARGET.

AND SO WE KNOW THAT THAT'S AN AREA THAT WE NEED TO CONTINUE TO FOCUS ON.

THAT'S ALSO AN AREA THAT IS LOW STATEWIDE AND YOU'LL SEE THAT IN THE NEXT SLIDE.

ALSO, I WANTED TO POINT OUT THAT IN GRADE EIGHT, IN GRADE SEVEN, YOU CAN SEE THAT WE'RE A GRADE SEVEN.

WE'RE ABOVE PRE-PANDEMIC LEVELS.

GRADE EIGHT, WE'RE RIGHT AT PRE-PANDEMIC LEVELS.

AND THEN YOU CAN SEE GRADE THREE AND FOUR.

WE'RE BACK UP ABOVE WHERE WE WERE IN 2019.

SO NOW HERE'S THE THIRD THROUGH EIGHTH GRADE READING COMPARED TO THE REGION AND COMPARED TO THE STATE.

AGAIN, YOU CAN SEE SIXTH GRADE STATE AND REGION IS LOW.

SO THAT'S NOT AN MISD ISSUE.

IT'S A REGION AND A STATE ISSUE AS WELL.

BUT YOU CAN SEE THAT WE OUTPERFORMED THE REGION IN THE STATE IN ALL AREAS AND WE KIND OF TIED WITH THE REGION IN GRADE SIX READING.

SO LOTS OF GREAT NEWS THERE IN READING AND SO VERY EXCITED ABOUT THOSE RESULTS.

NOW, RESEARCH TOLD US THAT MATH WAS GOING TO BE THE MOST IMPACTED BY COVID, AND YOU CAN SEE THAT IN OUR NEXT COUPLE OF SLIDES.

SO THE NEXT COUPLE OF SLIDES ARE THIRD THROUGH EIGHTH GRADE MATH.

AND AGAIN, THIS SLIDE IS THE FOUR YEAR DATA SET.

AND YOU CAN SEE THAT LAST YEAR WE TOOK A BIG DROP ACROSS THE BOARD IN ALL OF OUR MATH GRADE LEVELS.

BUT YOU CAN SEE THAT THIS YEAR WE'VE STARTED BACK ON THAT UPWARD TREND.

[01:15:03]

AND SO WE'RE REALLY TRYING TO STAY TRUE TO OUR CORE PROCESSES AND NOT LOOK FOR THAT QUICK FIX OR THAT PROGRAM THAT WE BUY TO FIX THINGS.

WE KNOW THAT WE HAVE A PROCESS THAT WORKS.

AND SO REALLY STICKING TRUE TO WHAT WE KNOW WORKS FOR OUR STUDENTS AND OUR STAFF.

SO YOU CAN SEE WE DID HAVE SOME GAINS IN MATH AND A COUPLE OTHER GRADE LEVELS.

STILL HAVE A LOT OF WORK TO DO IN THOSE.

NOW YOU CAN SEE AS COMPARED TO THE REGION AND STATE, EVEN THOUGH WE'RE NOT WHERE WE WANT TO BE RIGHT NOW, YOU CAN SEE THAT WE ARE OUTPERFORMING THE STATE AND REGION AND EVERYTHING EXCEPT THAT ONE EIGHTH GRADE MATH AREA THERE ON THE RIGHT.

THE LAST COUPLE OF TESTS I WANT TO LOOK AT ARE FIFTH AND EIGHTH GRADE SCIENCE AND THEN EIGHTH GRADE SOCIAL STUDIES.

YOU CAN SEE WE HAD SOME GROWTH IN ALL THREE OF THESE TESTS THIS YEAR.

AND THEN IF YOU COMPARE US ON THOSE TESTS TO THE REGION AND STATE, WE'RE OUTPERFORMING THE REGION AND STATE ON ALL THREE OF THOSE TESTED AREAS THERE.

SO NOW WE'RE GOING TO MOVE INTO THE COMPARISON PART OF THE DATA PRESENTATION.

SO THIS IS WHERE WE SELECT DISTRICTS THAT WE BORDER WITH, ALSO DISTRICTS THAT LOOK LIKE US AND ALSO SOME DISTRICTS THAT ARE HIGH ACHIEVING DISTRICTS.

AND WE COMPARE OURSELVES WITH THESE DISTRICTS.

A THING THAT I THINK IS IMPORTANT FOR YOU TO UNDERSTAND IS WE ALSO PARTNER WITH THESE DISTRICTS.

WE MEET WITH THEM ON TEAMS, CALLS EVERY TWO WEEKS, AND WE SHARE STRATEGIES AND IDEAS.

AND IF WE HAVE AN ISSUE, WE REACH OUT AND SAY, HEY, WE'RE STRUGGLING WITH THIS.

WHAT ARE YOU GUYS DOING? IF WE HAVE A DISTRICT AROUND US THAT'S KNOCKING IT OUT OF THE PARK IN A CERTAIN AREA, WE CALL THEM UP, WE GO VISIT THEM.

AND SO THE DATA THAT I'M GOING TO SHOW YOU NOW COMPARES US TO THOSE DISTRICTS, AND IT ALSO COMPARES US TO THE STATE AND THE REGION.

SO I WANT TO SHOW YOU HOW THIS SLIDE WORKS.

THESE NEXT FEW SLIDES THERE IN THE BLUE ARE ALL THE DISTRICTS THAT WE COMPARE OURSELVES WITH.

AND THEN YOU ALSO SEE TOWARDS THE BOTTOM THERE'S A REGION 11 AND A STATE ROW AS WELL.

AND SO MANSFIELD ISD IS HIGHLIGHTED IN YELLOW.

AND SO THIS PARTICULAR SLIDE SHOWS HOW WE DID IN THIRD GRADE READING AND MATH.

AND THIS SLIDE HAS US AT APPROACHES MEETS AND MASTERS FOR BOTH TESTS.

AND SO IF YOU LOOK ON THIRD GRADE READING IN MANSFIELD THIS YEAR, WE WERE AT 83% APPROACHES.

AND IF YOU GO UP AND LOOK AT THE TOP AT ARLINGTON ISD, THEY WERE AT 70% APPROACHES.

SO ANY SPOT WHERE WE HAVE A HIGHER SCORE, WE COLOR THAT GREEN.

SO EVERYTHING THAT IS GREEN IS WHERE WE OUTPERFORM THOSE DISTRICTS.

SO ANYTHING IN WHITE.

SO IF YOU LOOK AT H-E-B IN THIRD AND FOURTH GRADE OR SORRY THIRD READING AND MATH, THEY OUTPERFORMED US ON BOTH OF THOSE SUBJECTS ON ALL THREE PERFORMANCE LEVELS.

BUT EVERYTHING THAT IS GREEN, WE PERFORM BETTER THAN THAT DISTRICT.

ALSO, IF YOU SEE THE REGION AND THE STATE, YOU CAN SEE THAT WE OUTPERFORM THEM AS WELL.

SO THAT'S HOW THE NEXT FEW SLIDES ARE FORMATTED.

AND THIS GIVES US A GREAT WAY TO JUST QUICKLY LOOK AND SEE HOW WE'RE DOING IN COMPARISON TO OTHERS.

SO THE NEXT GRADE LEVEL IS FOURTH GRADE.

YOU CAN SEE STILL A LOT OF GREEN ACROSS THE BOARD.

FIFTH GRADE, WE HAVE A LITTLE BIT OF A DIP IN READING.

AND SO THAT'S SOMETHING THAT WE'RE ALREADY ADDRESSING AND ALREADY WORKING ON.

BUT IF YOU LOOK AT MATH AND SCIENCE, A LOT OF GREEN IN FIFTH GRADE AS WELL.

SIXTH GRADE I SHOWED YOU EARLIER.

THAT'S THAT'S ONE OF OUR LOW AREAS WHEN YOU LOOK AT HOW WE PERFORMED.

NORM. WE'RE IN THE 40 RANGE IN TERMS OF MEETS, AND THAT'S WELL BELOW WHERE WE ARE IN A LOT OF OTHER AREAS.

BUT EVEN THOUGH THAT'S A LOW AREA FOR US, WE'RE STILL OUTPERFORMING THE MAJORITY OF THE DISTRICTS AROUND US AND THE REGION AND THE STATE.

SEVENTH GRADE, LOTS OF GREEN IN SEVENTH GRADE.

YOU CAN SEE READING AND MATH, VERY STRONG PERFORMANCE, EIGHTH GRADE.

I MENTIONED EARLIER THAT EIGHTH GRADE MATH WE HAVE IDENTIFIED AS A PROBLEM AREA THAT WE'RE GOING TO NEED TO ADDRESS.

AND SO THAT'S CLEARLY VISIBLE WITH THE FORMAT OF THIS SLIDE.

AND THEN HIGH SCHOOL, WE'VE GOT ALGEBRA AND BIOLOGY, ENGLISH ONE AND ENGLISH TWO.

AND THEN FINALLY OUR LAST YEAR, OUR LAST HIGH SCHOOL TEST IS U.S.

[01:20:02]

AND JUST A REMINDER, GREEN IS GOOD.

AND SO IT'S VERY EXCITING FOR ME TO STAND UP HERE TONIGHT AND JUST BRAG ON THE WORK THAT OUR TEACHERS DID THIS LAST SCHOOL YEAR.

IN SPITE OF A LOT OF OBSTACLES, A LOT OF JUST THINGS THEY HAD TO OVERCOME, OUR TEACHERS STAYED THE COURSE AND THEY STUCK TO OUR CORE PROCESSES.

THEY FOLLOWED OUR CURRICULUM, THEY DELIVERED HIGH QUALITY INSTRUCTION.

THEY WERE GREAT SUBS, THEY DIDN'T HAVE CONFERENCE PERIODS, AND THEY STILL SHOWED UP EVERY DAY AND DID INCREDIBLE WORK FOR OUR KIDS.

AND I'M SO PROUD OF THE WORK THAT THEY DID.

AND I'M SO PROUD OF OUR CAMPUS LEADERSHIP BECAUSE OUR CAMPUS LEADERSHIP SUPPORTED THE TEACHERS SO THAT THEY COULD DO THE WORK THAT OUR KIDS NEEDED.

AND SO JUST VERY EXCITED TO SHARE THE GROWTH THAT WE HAVE.

WE KNOW THAT WE HAVE AREAS TO STILL GROW, BUT I FEEL LIKE WE HAVE A SOLID PLAN IN PLACE AND I'M REALLY EXCITED ABOUT WHAT THIS SCHOOL YEAR IS GOING TO HOLD.

AGAIN, JUST TO RECAP, WE KNOW WHAT WORKS.

WE HAVE THE FORMULA FOR WHAT WORKS AND WE'RE GOING TO STAY THE COURSE.

THIS MORNING WE HAD PROFESSIONAL LEARNING WITH ALL OF OUR PRINCIPALS AND ASSISTANT PRINCIPALS, AND WE SPENT ABOUT 3 HOURS AND 15 MINUTES THIS MORNING DIVING INTO THE CURRICULUM AND MAKING SURE OUR PRINCIPALS AND OUR APS KNOW WHAT'S IN THE CURRICULUM, HOW TO FIND IT, HOW TO LEAD TEACHERS THROUGH THE PROCESS.

AND IT WAS JUST A POWERFUL MORNING OF LEARNING TOGETHER AND JUST MAKING SURE THAT WE'RE ALL ON THE SAME PAGE, HEADED IN THE RIGHT DIRECTION.

SO JUST REALLY EXCITED ABOUT OUR CAMPUS LEADERS AND WHAT THEY'RE GOING TO DO THIS NEXT YEAR.

ONE OF THE THINGS THAT I SAID TO YOU GUYS LAST YEAR IS THAT COMING OUT OF A PANDEMIC, RECOVERING FROM COVID ISN'T A ONE YEAR FIX.

AND WE'RE JUST GOING TO SPRINKLE SOME DUST AND THE WORK'S GOING TO BE DONE.

IT'S A PROCESS.

BUT AGAIN, THE GROWTH THAT WE SHOWED IN ONE YEAR IS VERY ENCOURAGING.

AND I CAN'T WAIT TO COME BACK NEXT YEAR TO SHOW YOU THE GROWTH THAT WE'RE GOING TO CONTINUE TO MAKE.

AND I KNOW THAT EVEN THOUGH IT'S NOT A QUICK FIX, I KNOW THAT THE WORK THAT WE'RE DOING IS THE RIGHT WORK.

AND I FEEL COMFORTABLE AND CONFIDENT IN THE PEOPLE THAT WE HAVE ON OUR TEAM AND ON OUR CAMPUSES TO LEAD THIS WORK.

AND SO AT THIS TIME, I'LL OPEN IT UP FOR ANY QUESTIONS YOU MIGHT HAVE.

[INAUDIBLE] TRUSTEES. SURE.

THANK YOU AND YOUR TEAM FOR PULLING THIS INFORMATION TOGETHER.

I WOULD BE REMISS IF I DIDN'T AT LEAST PAUSE AND ACKNOWLEDGE AND HONOR THE HARD WORK THAT HAPPENED IN THE CLASSROOM IN TERMS OF INSTRUCTION, BUT ALSO FOR THE DISTRICT LEADERSHIP IN TERMS OF GETTING THE RIGHT THINGS AND THE RIGHT TOOLS IN PLACE, AT LEAST WANT TO MAKE SURE THAT I STATE THAT I THINK IT'S APPROPRIATE TO DO SO.

MY INITIAL THOUGHTS, AFTER INITIALLY REVIEWING, I WAS TEMPTED TO GO DOWN THE SIXTH GRADE TRACK, BUT THEN I REALIZED THAT IT'S BIGGER THAN US AND IT'S STATEWIDE AND I'M NOT SURE IF IT'S THE RIGHT MEASURE OR THE TOOL OR WHAT HAVE YOU.

SO I'M GOING TO NOT USE MY TIME FOR THAT.

OKAY. INSTEAD, WHAT I'D LIKE TO DO IS JUST REAL QUICK HERE, LET ME FIND THE RIGHT WAY TO ASK THIS QUESTION.

BUT IN THAT INTERMEDIATE PARTICULAR AREA OF FIFTH, SIX AND THIS MIGHT BE ACROSS ALL THE CAMPUS LEVELS, I'M TRYING TO GET A FEEL FOR JUST HOW WIDESPREAD.

SO CLEARLY, THAT'S AN AGGREGATE NUMBER YOU PRESENTED TODAY.

RIGHT. AND SO I'M COMFORTABLE SAYING THAT IT'S NOT A CAMPUS OR A COUPLE OF CAMPUSES.

BUT COULD YOU GIVE US AN INDICATION.

YEAH, ABSOLUTELY.

TEA WILL RELEASE.

ALL OF THE DATA ON AUGUST 15TH THAT HAS ALL THE RESULTS BROKEN DOWN BY CAMPUS, AND THAT'S WHEN THEY'LL RELEASE THE CAMPUS RATINGS AND THE DISTRICT RATING. A COUPLE OF WEEKS AGO, THEY WERE SUPPOSED TO RELEASE ALL THE DISAGGREGATED DATA BY TECH OR BY THE TEKS AND THE SE THAT WAS JUST RELEASED THIS WEEK.

AND SO WE HAVE JUST RECENTLY RECEIVED THAT INFORMATION.

BUT WHAT WE DO IS WE DISAGGREGATE THAT.

WE BREAK IT DOWN AT THE CAMPUS LEVEL, WE BREAK IT DOWN INTO THE STUDENT GROUP.

WE DIG DEEP TO FIND OUT, IS THIS A CURRICULUM ISSUE? IS IT SOMETHING THAT WE'VE GOT TO ADJUST IN OUR CURRICULUM DOCUMENTS? IS IT AN INSTRUCTIONAL DELIVERY ISSUE OR IS IT AN ALIGNMENT ISSUE? IS OUR CURRICULUM NOT ALIGNED WITH EXACTLY HOW THE STATE'S TESTING IT? AND SO WE WILL GO THROUGH THAT WHOLE ROOT CAUSE ANALYSIS AND WE WILL DIVE IN THERE.

AND IF IT IS DEEMED A DISTRICT ISSUE OR A CURRICULUM ISSUE, WE'LL ADDRESS IT AT THE DISTRICT LEVEL.

[01:25:06]

GREAT. VERY FINE. AND WE LOOK FORWARD TO GETTING THE BEST INFORMATION HOPEFULLY NEXT MONTH.

YES. THANK YOU.

YES, GREGG. GO AHEAD.

YES. THANK YOU SO MUCH FOR THE PRESENTATION.

VERY ENLIGHTENING.

I JUST HAD ONE QUESTION.

I KNOW THAT AS A DISTRICT, OUR GOAL IS TO HIT THAT MEETS LEVEL, LIKE YOU SAID, LOOKING AT THAT 60% AND SEEING WHERE WE'RE AT IN THAT.

BUT MY QUESTION IS IN REGARDS TO THE APPROACHES AND MASTERS, BECAUSE THEN WE'RE TALKING MORE EITHER LOWER PERFORMING OR HIGHER PERFORMING STUDENTS.

AND IN THOSE NUMBERS, I'M JUST LOOKING FOR AT AN EXAMPLE HERE OF ENGLISH ONE, THE REGIONAL COMPARISON WE WERE AT, JUST FOR EXAMPLE, MASTERS, WE WERE AT 14%.

SO, YOU KNOW, THE STATE SAYS 30% IS WHAT WE'RE WHAT WE'RE STRIVING FOR IN THAT.

AND OF COURSE, 78% ON THE APPROACHES IN THAT SAME GRAPH.

SO I GUESS MY QUESTION IS, I KNOW OUR FOCUS IS MEETS, BUT WHAT ARE WE DOING ON THOSE ENDS AS WELL? THAT'S A GREAT QUESTION.

AND I WILL TELL YOU THAT WHEN TO ME, LOOKING AT OUR DATA AND I'M GOING TO JUST GO TO THAT ONE SLIDE YOU WERE LOOKING AT, IF YOU LOOK AT ENGLISH ONE AND HOW IT'S BROKEN DOWN IN APPROACHES MEETS IN MASTERS, TO ME THIS IS THE PERFECT EXAMPLE OF OUR DNI INITIATIVE. IT'S MAKING SURE EVERY KID HAS WHAT THEY NEED TO BE SUCCESSFUL.

AND ONE OF THE THINGS OUR TEACHERS ARE ASKING WHEN THEY'RE PLANNING IS WHAT DO WE WANT THEM TO KNOW? HOW DO WE KNOW IF THEY KNOW IT? WHAT DO WE DO IF THEY DON'T KNOW IT? SO THE KIDS THAT DON'T KNOW IT, THOSE ARE THE KIDS WE BUILD IN SUPPORTS AND INTERVENTIONS SO THAT THEY CAN EITHER GET TO APPROACHES OR GO FROM APPROACHES TO MEETS. BUT A LOT OF TIMES WHAT WE FORGET ABOUT IS WHAT ABOUT THE KID THAT ALREADY KNOWS IT? WE CAN'T FORGET ABOUT THEM BECAUSE WE'RE TRYING TO TO MEET THEIR NEEDS.

SO THE LAST PART OF THAT PLC PROCESS IS WHAT DO WE DO FOR THE KIDS THAT ALREADY KNOW IT? AND SO IF WE'RE FOCUSING ON THE KID THAT IS ADVANCED INSTEAD OF TEACHING TO THE MIDDLE, WHAT WE DO IS WE PROVIDE EXTENSIONS FOR THOSE STUDENTS.

AND BY EXTENSION, THAT DOESN'T MEAN EXTRA WORK.

THAT MEANS, HEY, WE'RE GOING TO GIVE YOU AN OPPORTUNITY TO SHOW YOUR LEARNING IN A DIFFERENT WAY.

MAYBE YOU CREATE A VIDEO AS OPPOSED TO IN A MULTIPLE CHOICE TEST, OR YOU CREATE A PROJECT OR AN ART REPRESENTATION.

BUT IF WE'RE TRULY LOOKING AT THE PLC PROCESS AND ANSWERING THOSE FOUR QUESTIONS BY DOING THAT, WE'LL ADDRESS THE APPROACHES, WE'LL ADDRESS THE MEETS, AND YOU'LL SEE THE MASTER'S LEVEL INCREASE.

AND A LOT OF TIMES PEOPLE JUST ASSUME THAT YOU'RE MASTERS KIDS OR KIDS THAT ARE SITTING IN PRE AP OR AP CLASSES.

WE HAVE KIDS IN ON LEVEL CLASSES THAT SCORED THE MEETS LEVEL.

AND SO EXTENDING THEIR LEARNING WHETHER THEY'RE IN A SPECIAL ED CLASS, AN ON LEVEL CLASS OR AN ADVANCED CLASS, TRULY DOES MOVE THE MARK.

AND SO, MR. TIPPING, TO YOUR POINT, WE LOOK AT ALL THREE OF THOSE WE REALLY FOCUS ON THAT MEETS BECAUSE WE'RE MOVING KIDS TO THE RIGHT AS MUCH AS POSSIBLE.

BUT WE HAVE TO LOOK AT ALL OF THOSE GROUPS AND FIGURE OUT WHAT IT TAKES TO MOVE THE KIDS THAT DIDN'T PASS TO APPROACHES.

THE APPROACH IS THE MEETS AND THE MEETS TO MASTERS, AND THAT REALLY IS THE WORK THAT WE'RE DOING IN THE WRITING AND DEVELOPING OF OUR CURRICULUM.

OKAY.

WELL, THEY ASKED BOTH OF MY QUESTIONS.

[LAUGHTER].

BUT I THINK IT'S HONESTLY, IF YOU LOOK AT THIS SLIDE, I MEAN, HANDS DOWN, WE'RE DOING FANTASTIC.

SO AND I WANT TO SAY THANK YOU SO MUCH TO YOU AND ALL OF YOUR STAFF.

SO THANK YOU.

AND THIS SIDE? THEY PRETTY MUCH TOUCHED ON BOTH OF MY QUESTIONS AS WELL.

WE WERE READING EACH OTHER'S MINDS.

GOOD JOB, GUYS. I THINK WE'VE TOUCHED ON THIS BEFORE, BUT IS THERE A TIME FRAME THAT WE ANTICIPATE MAKING UP FOR LOST TIME BECAUSE OF COVID? I MEAN, ARE WE LOOKING AT THERE HAS TO BE SOME SORT OF STUDY THAT'S BEEN DONE? I MEAN, ARE WE LOOKING AT 3 TO 5 YEARS? ARE WE LOOKING AT IS THIS GOING TO TAKE? WHAT ARE WE ANTICIPATING? A LOT OF IT REALLY DEPENDS ON THE IMPACT TO THE STUDENT BECAUSE WE'VE SEEN SOME STUDENTS JUST THEY'RE A LITTLE BIT BEHIND SOME OR, YOU KNOW, THE GAP'S BIGGER.

SO IT'S HARD TO SAY IT'S A ONE YEAR OR TWO YEAR PROBLEM.

I THINK IT REALLY IS INDIVIDUALIZED.

[01:30:01]

IF THE KIDS ARE JUST A LITTLE BEHIND OR IF THE KID'S REALLY BEHIND OR ON THE OTHER SIDE IF THEY'RE AHEAD.

AND SO JUST BUILDING THOSE SUPPORTS INTO OUR CURRICULUM SO THAT TEACHERS HAVE ACCESS TO IT.

RIGHT. WELL, I'M REALLY ENCOURAGED BY THE GROWTH.

I THINK IT ALSO TOUCHES ON A LOT OF THE TESTING THAT WE DO IS THE MATH TESTING THAT WE DO IN THE CLASSES THAT MEASURES GROWTH AS WELL.

I THINK THAT'S KIND OF WHERE WE'RE REALLY ABLE TO SEE HOW THESE THESE KIDS ARE IMPROVING WHERE THEY'RE AT.

ABSOLUTELY. AND I'M GLAD YOU BROUGHT UP MATH, BECAUSE THAT HAS BEEN OUR FOCUS ALL YEAR ON MATH IS THAT GROWTH PIECE.

WE KNOW IF WE GROW KIDS RIGHT, THEY'RE GOING TO MOVE.

AND SO I APPRECIATE YOU BRINGING THAT UP BECAUSE THAT HAS BEEN A HUGE FOCUS OF OUR WORK THIS YEAR.

THANK YOU. ANYTHING ELSE? WELL, I'LL START WITH MR. DAVIS.

THANK YOU FOR SAYING WHAT YOU SAID, BECAUSE AND THOSE WERE THE SAME STATEMENTS THAT I WAS THINKING.

SO, AGAIN, YOU MUST HAVE COVERED ALL YOUR BASES VERY WELL.

AND WE APPRECIATE THE STAFF.

AND THE NUMBERS ARE REALLY ACTUALLY GOOD, AREN'T THEY? YEAH. AND SO I'M PRETTY PROUD OF OUR STAFF AND OUR STUDENTS AS WELL, YOU KNOW, FOR ALL THAT WE'VE BEEN THROUGH.

SO THANK YOU.

THANK YOU. THIS TAKES US TO ITEM NINE PUBLIC COMMENTS.

THE CORRECT PROCEDURE FOR ADDRESSING THE BOARD DURING PUBLIC COMMENTS IS 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 3 MINUTES TO MAKE COMMENTS REGARDING ITEMS ON THE AGENDA UNLESS MODIFIED BY THE BOARD PRESIDENT BASED ON BOARD POLICY.

BED LOCAL 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 THIS MORNING.

[9. Public Comments]

[10. Human Resources Report]

WE HAVE QUITE A FEW.

SO, FIRST OF ALL, I'D LIKE TO THANK ALL OF OUR OVER 20 YEAR VETERANS HERE FOR SERVING AS OUR KIDS.

AND I JUST REALLY APPRECIATE ALL THE WORK AND SERVICE THAT YOU HAVE DONE.

FIRST ONE IS LESLIE BARTON.

SHE IS 26 YEARS AND TWO WITH MISD.

MELANIE BECKETT, 31 YEARS WITH 31 WITH MISD.

SHELLY BUTLER, 28 YEARS WITH 11 WITH MISD SHARON DRESSEL 30 YEARS AND EIGHT WITH MISD.

AMY FUTRELL 24 YEARS.

21 OF THOSE WITH MISD MAYA GAMBLE 20 YEARS AND EIGHT WITH MISD FELICIA GRAHAM 22 YEARS SIX WITH MISD.

JENNIFER HALTOM 20 YEARS 11 WITH MISD.

KIRSTIE HOLBROOK, 23 YEARS AND NINE WITH MISD.

ALEX HOWARD 26 YEARS AND NINE WITH MISD.

CATHERINE HUDGINS 24 YEARS AND 24 WITH MISD.

AMY JOHNSON 21 YEARS 15 WITH MISD.

TAMIKA KING-JONES 23 YEARS SEVEN WITH MISD.

DOUGLAS KLAUDT 21 YEARS 19 WITH MISD.

MELISSA LANGE 25 YEARS NINE OF THOSE WITH MISD.

HENRY LEE 23 YEARS ONE WITH MISD.

KESHANTA MANNING 20 YEARS 14 WITH MISD.

TERRANCE MCCLOUD 25 YEARS SIX WITH MISD.

DEBORAH NORMAN 23 YEARS SEVEN WITH MISD.

SANDRA MURRAY 21 YEARS ONE WITH MISD.

ZELMARIN READY 33 YEARS 14 OF THOSE WITH MISD.

LAKEITA RICHARDSON 21 YEARS 14 WITH MISD.

JOANNA ROBBINS 29 YEARS IN 17 WITH MISD.

FRANCENE WILSON 20 YEARS 14 WITH MISD.

MELISSA YBARRA-JIMENEZ 24 YEARS 20 WITH MISD.

JENNIFER ZANTI, 21 YEARS AND NINE WITH MISD.

AND AGAIN, THANK YOU ALL FOR YOUR SERVICE.

YES, THANK YOU. SO ITEM 10.2 OUR BOARD APPROVED NEW HIRES. MAY I PLEASE RECEIVE A MOTION? A MOTION MADE BY MISS ANDERSON.

[01:35:02]

DR. CANTU, WOULD YOU LIKE TO BELIEVE THAT'S GOING TO BE DR.

STOECKER THIS EVENING? DR. STOECKER YES, MA'AM.

THANK YOU. BOARD MEMBERS. THIS EVENING WE ASK YOUR CONSIDERATION IN APPROVING FOUR INDIVIDUALS FOR EITHER ADMINISTRATIVE NEW HIRES OR PROMOTIONS.

THOSE FOLKS ARE AMANDA BASS, WHO'S BEING RECOMMENDED AS A SPECIAL EDUCATION COORDINATOR.

SHE'S CURRENTLY IN THE DISTRICT AS AN INSTRUCTIONAL COACH, DR.

JANEL MORRIS AS ANOTHER SPECIAL EDUCATION COORDINATOR WHO IS CURRENTLY A PRINCIPAL IN MORGAN STATE.

KIM SCHWARTZ, A SPECIAL ED DIRECTOR, CURRENTLY A SPECIAL ED COORDINATOR HERE IN THE DISTRICT.

AND FINALLY, DR. FAIDA STOKES AS A SPECIAL EDUCATION COORDINATOR WHO HAS BEEN A DIAGNOSTICIAN IN HEB.

THANK YOU. SO WITH A MOTION MADE AND A SECOND, MAY I PLEASE RECEIVE A VOTE? OF ALL THOSE IN FAVOR, PLEASE SAY AYE.

ALL THOSE OPPOSED, PLEASE SAY NO.

MOTION PASSES SEVEN ZERO.

MOVE TO ITEM 11.1.

[11. Business Items Requiring Board Action]

D.H. LOCAL.

MAY PLEASE RECEIVE A MOTION? MOTION MADE BY MS. THOMAS. IS THERE A SECOND? SECOND. SECOND MADE BY MS. FARRAR. IS THERE ANY DISCUSSION? ALL THOSE IN FAVOR OF APPROVING THE POLICY HAS PRESENTED ME PLEASE USE SOUND VOTE OF AYE.

AYE. ALL THOSE OPPOSED.

PLEASE SAY NO. AND, THE MOTION PASSES SEVEN ZERO.

ITEM 11.2 CONSIDER APPROVAL OF AN ENDORSEMENT OF CANDIDATE FOR THE TASB BOARD OF DIRECTORS THE REGION 11 POSITION A.

MAY I PLEASE RECEIVE A MOTION SO MOVED.

MS. THOMAS MAKES THE MOTION.

MAY I PLEASE RECEIVE A SECOND? SECOND. MS. NEWSOM MAKES THE SECOND.

IS THERE ANY DISCUSSION ON THIS TOPIC? WELL, I'D LIKE TO ACTUALLY NOMINATE JULIE COLE.

I WOULD LIKE TO ASK FOR US TO ENDORSE HER AS THE TASB CANDIDATE.

AND MY REASONING BEHIND THAT IS SHE HAS BEEN A GREAT ADVOCATE FOR PUBLIC EDUCATION.

SHE HAS SERVED ON THE LAT COMMITTEE FOR FOUR CONSECUTIVE YEARS, ADVOCATING AT THE LEGISLATIVE LEVEL FOR DIFFERENT THINGS.

AND I THINK WE NEED TO MAKE SURE THAT WE HAVE SOMEBODY IN PLACE THERE THAT'S GOING TO BE ABLE TO REPRESENT OUR DISTRICT AS WELL AS OTHER DISTRICTS ACROSS TEXAS.

BUT SHE DOES A GREAT JOB OF ADVOCATING FOR PUBLIC EDUCATION AND OF ALL YEARS, I THINK THIS IS ONE THAT WE NEED A FANTASTIC ADVOCATE ADVOCATING FOR FUNDING AND OTHER ITEMS FOR OUR PUBLIC EDUCATION.

AND I THINK JULIE COLE WOULD BE THAT PERSON JUST BECAUSE SHE HAS THE EXPERIENCE.

I THINK SHE'S BEEN ON THE BOARD FOR TEN YEARS AND SHE'S ALSO BEEN THE PRESIDENT OF OUR NORTH AREA, TASB NORTH TEXAS AREA ASSOCIATION OF SCHOOL BOARD.

SHE HAS SERVED ON THAT.

SO SHE'S THIS IS NOT NEW TO HER.

THIS IS SOMETHING THAT COMES SECOND NATURE TO HER.

AND SHE'S DONE A FANTASTIC JOB.

AND I'M NOT THE ONLY ONE THAT HAS PERSONALLY WORKED WITH HER.

I THINK MICHELLE HAS.

I THINK, COURTNEY, YOU'VE HAD THE OPPORTUNITY TO WORK WITH HER SO THAT THAT WOULD BE WHAT I WOULD PUT BEFORE THE BOARD TONIGHT IS TO ASK FOR OUR ENDORSEMENT FOR JULIE COLE TO REPRESENT MISD GOING FORWARD AT THE TASK BE DELEGATE ASSEMBLY.

SO ANY OTHER COMMENTS FROM THE BOARD? BECAUSE I DO KNOW WE HAVE, YOU KNOW, A HANDFUL OF, YOU KNOW, NEW TRUSTEES THAT HAVEN'T HAD THE OPPORTUNITY THAT WE'VE HAD.

AND THAT WAS JUST GOING TO BE MY STATEMENT IS NOT NECESSARILY FOR OR AGAINST ANYBODY SPECIFICALLY.

I JUST I FEEL LIKE I DON'T PERSONALLY HAVE ENOUGH INFORMATION RIGHT NOW TO KNOW WHO MIGHT BE THE BEST CANDIDATE AND SO FORTH.

I MEAN, SOME OF THE INDIVIDUALS WE, YOU KNOW, JUST RECEIVED INFORMATION A DAY OR TWO AGO.

AND I WOULD LIKE THE OPPORTUNITY TO BE ABLE TO REACH OUT TO THEM MORE JUST TO TO SEE WHERE THEY STAND AND SO FORTH.

AND AGAIN, IT'S NOT SO MUCH FOR OR AGAINST.

IT'S JUST I DON'T FEEL LIKE I HAVE ENOUGH INFORMATION RIGHT NOW.

AND I WAS GOING TO SAY, IS THIS SOMETHING THAT WE COULD POSSIBLY TABLE UNTIL OUR NEXT MEETING? I MEAN, I KNOW IT HAS TO BE DONE BY THE END OF AUGUST.

I BELIEVE SO.

THERE WAS TIME TO DO IT AT THE NEXT MEETING.

BUT I NEED TO SEE.

AND THEN I WOULD JUST LIKE TO ADD, I ALSO I'VE REACHED OUT TO THEM.

I HAVE HEARD BACK FROM SOME AND NOT OTHERS JUST BECAUSE I WANTED TO HAVE A CONVERSATION WITH EVERYONE, BECAUSE LIKE SOME OTHER BOARD MEMBERS, I DON'T REALLY KNOW THEM.

SO JUST WITH THE LIMITED INFORMATION THAT I'VE BEEN GIVEN, I DON'T FEEL LIKE I HAVE ENOUGH INFORMATION WITHOUT HAVING A CONVERSATION WITH THEM TO MAKE A DECISION.

[01:40:04]

DID ANYONE ELSE HAVE ANYTHING ADD? WELL, THE INFORMATION HAS BEEN OUT THERE SINCE THE 1ST OF JULY.

JUST FYI, JULIE SENT THAT OUT EARLIER.

SO I'M JUST SAYING THAT THE INFORMATION HAS BEEN AVAILABLE FOR US TO REVIEW, BUT I'M JUST THINKING MY PERSONAL OPINION IS I THINK JULIE COLE IS A GREAT REPRESENTATIVE FOR OUR DISTRICT AND I WOULD LIKE TO SEE US GO AHEAD AND MOVE FORWARD ON THAT INSTEAD OF TABLING IT TONIGHT AND NO OTHER REASON.

I MEAN, SHE'S JUST SHE'S JUST A GREAT ADVOCATE AND THEY DO IN ORDER THEY NEED 19 ENDORSEMENTS IN ORDER TO BE AUTOMATICALLY ON THE BALLOT.

IF THEY DO NOT GET THOSE ENDORSEMENTS, THEN TASB WILL PICK A CANDIDATE.

AND SO THEN THAT TAKES OUR VOICE OUT OF IT IN ALLOWING TASB TO DO THAT.

SO THE SOONER THAT WE CAN ENDORSE THEM, THE BETTER FOR THEM.

SO THEY KNOW WHO THEY CAN REACH OUT TO TO TRY TO GET THOSE 19 VOTES.

AND I'M JUST SAYING THAT THIS GIVES US MORE CONTROL OVER WHO IS GOING TO BE ADVOCATING FOR US AT THAT LEGISLATIVE LEVEL.

SO I ABSOLUTELY UNDERSTAND EXACTLY WHAT YOU'RE SAYING.

AND SHE MIGHT BE THE RIGHT ONE.

I JUST I HAVEN'T HAD A CONVERSATION WITH HER OR A COUPLE OF THE OTHER NOMINEES.

SO. CAN DO.

YOU KNOW EXACTLY WHEN WE HAVE TO HAVE.

AUGUST 29. IT'S ABOUT FIVE DAYS, I BELIEVE, AFTER OUR NEXT OR AUGUST BOARD MEETING.

I'M JUST SAYING THAT THE INFORMATION HAS BEEN OUT THERE.

THAT'S ALL I'M SAYING. YEAH.

DOES ANYONE ELSE I'D LIKE TO HEAR FROM EVERYONE ON SOMETHING LIKE THIS IF WE'RE GOING TO [INAUDIBLE] FOR IT? I'M HAPPY TO SPEAK ABOUT IT.

I'VE HAD SEVERAL OPPORTUNITIES TO WORK WITH HER OR WORK WITH HER AT TRAINING SESSIONS, HEAR HER SPEAK AT PRESENTATIONS AT SUMMER LEADERSHIP INSTITUTE ON SEVERAL OCCASIONS.

SEVERAL OF US KNOW MANY PEOPLE THAT ARE CLOSE TO JULIE AS WELL AND HAVE SHARED OUR HEART AND PASSION FOR EDUCATION TOGETHER.

AND I THINK THERE'S THE ABILITY FOR US TO UNDERSTAND THAT WE'VE THAT WE CAN VOUCH FOR WHAT SHE IS AND WHO SHE BELIEVES AND HER EXPERIENCE. I BELIEVE EVEN A SIMPLE REVIEW OF HER RESUME SHOWS HER PASSION AND LONG TERM DEDICATION TO WHAT SHE'S DOING. AND WE'RE ROLLING INTO A LEGISLATIVE YEAR AND HAVING SOMEONE THAT REALLY HAS THAT EXPERIENCE ALREADY THERE, KNOWS THE BACKGROUND, KNOWS THE HISTORY, KNOWS THE KEY PLAYERS, RIGHT? BECAUSE IN THESE KIND OF ROLES, WE'RE LOOKING FOR SOMEONE WHO CAN PICK UP THE PHONE AND CALL PEOPLE AND UNDERSTAND WHAT THAT MEANS AND ALSO HOW TO RALLY THE TROOPS.

RIGHT. HOW TO SEND OUT THE FLAG TO THE REST OF US ABOUT WHAT WE NEED TO BE PAYING ATTENTION TO AND HOW TO GET THE APPROPRIATE INFORMATION OUT TO SEVERAL OTHER DISTRICTS.

SHE'S VERY WELL RESPECTED AROUND THE STATE OF EDUCATION AROUND THE STATE IN REFERENCE TO EDUCATION AND SCHOOL BOARD MATTERS.

SO I HIGHLY RECOMMEND.

I WOULD LIKE TO HEAR FROM SOMEONE ON THE OTHER SIDE OF THE TABLE.

SO JUST A COUPLE OF THINGS.

FROM A PROCESS PERSPECTIVE, IT DOES MAKE A MOTION, IF THAT'S THE CASE, THAT WE NEED TO ADDRESS THAT.

YES. SO IF WE WERE GOING TO DO IT, I WOULD NEED HER TO AMEND HER.

IF WE WERE NOT GOING TO IF WE'RE GOING TO TABLE IT THIS EVENING.

YES. HER AMENDMENT, HER MOTION WOULD NEED TO BE AMENDED.

OKAY. JUST WANT TO MAKE SURE.

SO I READ.

I'VE HAD THE TIME TO RESEARCH.

I HAVE HAD THE OCCASION TO BUMP INTO MS. COLE AS PART OF TRAINING OR TWO.

AND SO ALTHOUGH VIRTUAL AND VIRTUAL BUMPS, IF YOU WILL, AND FOUND HER TO BE RESOURCEFUL AND SHE WAS A KEY PLAYER IN THOSE TRAININGS. RIGHT SO.

THAT'S MY ONLY DATA POINT IN TERMS OF A LIVE INTERACTION WITH ANY OF THE THREE.

OKAY. AND JUST TO REMIND EVERYONE IN PROCESSING, I KNOW WE SOME OF US HAVE HAD THE OPPORTUNITY TO WORK WITH JULIE IN THIS CASE AND TO SEE.

BUT WE DO ALSO HAVE POSITION TO CONSIDER AS WELL.

AND SO I DON'T KNOW.

I'M JUST ASKING YOU TO MAKE THAT PLAY A THOUGHT, YOU KNOW, IF YOU'RE GOING TO MOVE FORWARD WITH THAT AS WELL.

MR. CHIPPING. MS.. ANDERSON, DID YOU HAVE ANY INPUT? WELL, I'M KIND OF AT THE SAME POINT OF NOT REALLY KNOWING ANY OF THEM.

UNFORTUNATELY, I DO THINK THAT IT'S A CRITICAL YEAR FOR US.

I HAVE REACHED OUT BECAUSE MR. NAKAMURA AND ONE OF THE OTHER CONSTITUENTS HAVE REACHED OUT TO US.

[01:45:04]

I'M WAITING TO HEAR BACK FROM THEM.

I DID READ OVER THEIR STUFF A LONG TIME AGO BECAUSE JULIE HAS BEEN SENDING THEM OUT LIKE THREE TIMES.

SO. BUT I DIDN'T.

I GUESS I WAS TRYING TO FIGURE OUT WHAT THE IMPACT WAS FOR US.

SO I GUESS MY THOUGHT IS IF WE GET IT IN BY AUGUST 29TH, WHICH IS WHAT THE DATE IS ON THERE, WE'RE STILL BEFORE ANYTHING GOING ON OR ANYBODY ACTUALLY APPOINTING ANYONE.

SO I GUESS I DON'T SEE THE HARM OF WAITING ANOTHER MONTH AND REALLY ACTUALLY FEELING CONFIDENT ABOUT OUR CHOICE.

SO. [INAUDIBLE].

HER MOTION THAT'S MADE.

SO SHE NEEDS TO MAKE IT. BUT AND THEN ALSO IT DOESN'T NECESSARILY HAVE TO WAIT AN ENTIRE MONTH.

AND THEN WE DO HAVE A CALLED MEETING WITH THE CITY TOO.

IF WE WANTED TO GIVE SOME OF THE TRUSTEES SOME TIME TOO.

I'M JUST SAYING, OUT OF RESPECT TO THE CANDIDATES, THE SOONER THE BETTER THAT YOU DECIDE WHETHER YOU'RE GOING TO ENDORSE OR NOT, GIVES THEM TIME TO KNOW WHAT THEY NEED TO DO TO GET THE ENDORSEMENTS THAT THEY NEED.

BECAUSE LIKE I SAID, IF THEY DON'T RECEIVE 19 ENDORSEMENTS, THEN TASB GETS TO PICK WHO'S GOING TO GO ON THAT NOMINATING FORM.

AND, AND LAST YEAR WHAT TASB ENDED UP DOING IS THEY PICK SOMEBODY THAT DIDN'T GET ANY ENDORSEMENTS, NONE WHATSOEVER.

AND THAT WAS THEIR PICK THAT WENT ON THERE.

AND THEN YOU HAVE PEOPLE, SCHOOL DISTRICTS THAT COME TO THE DELEGATE ASSEMBLY THAT HAVE NO CLUE WHAT THAT EVEN IS, AND NOW THEY'RE VOTING ON IT.

SO THAT TAKES OUR LOCAL CONTROL COMPLETELY AWAY FROM US.

SO WE DON'T GET TO PICK WHO'S GOING TO ADVOCATE BEST FOR US.

AND THAT'S THAT'S WHY I'M SAYING WE NEED TO DO OUR DUE DILIGENCE.

THEN IF WE'RE GOING TO TABLE THIS, WE NEED TO DO OUR RESEARCH BECAUSE WE HAVE HAD THIS INFORMATION OUT THERE.

WE HAVE HAD IT IN PLENTY OF TIME TO LOOK AT IT.

THAT'S ALL I'M GOING TO SAY.

SO I DO NOT LIKE TO BE IN THE HABIT OF TABLING THINGS BECAUSE IT PUSHES THINGS BACK FURTHER AND FURTHER.

I DO NOT LIKE TO BE IN THE HABIT OF THAT, SO I'M JUST GOING TO SHARE THAT.

SO IF WE'RE GOING TO DO THIS, I WOULD LIKE TO SEE IT BACK ON THE AGENDA AS SOON AS POSSIBLE.

JUST OUT OF RESPECT FOR THE PEOPLE THAT ARE TRYING TO GET THOSE ENDORSEMENTS POINT.

AND THEN IF WE DO THAT TONIGHT, THEN I WOULD RECOMMEND GOING FROM WHAT YOU JUST SAID, THAT WE DO IT NEXT WEEK AT THE.

WELL, WE'VE GOT TO VOTE BECAUSE I MADE A MOTION TO ENDORSE HER.

THEN YOU HAVE TO BE THE ONE TO AMEND IT, BUT I MADE A MOTION FOR ENDORSING HER.

SO WE NEED TO VOTE WHETHER WE'RE GOING TO ENDORSE HER TONIGHT OR NOT.

NOT AN AMENDMENT, BECAUSE THE AMENDMENT WOULD BE TO TABLE IT.

RIGHT. BUT I MADE THE MOTION TO WHETHER ENDORSE HER.

SO WE NEED TO VOTE ON THAT.

RIGHT. UNLESS THERE'S DECIDED.

AND I WOULD PREFER NOT TO MAKE THAT AMENDMENT.

SO ALL THOSE IN FAVOR OF THE MOTION MADE BY MS. THOMAS, AND THAT IS TO NOMINATE JULIE COLE FOR OUR TASB.

I JUST WANT TO MAKE SURE I WAS SAYING EVERYTHING RIGHT.

JULIE COLE IS OUR TASB CANDIDATE.

YES. ALL THOSE IN FAVOR OF SUPPORTING THE MOTION MADE.

PLEASE SAY AYE.

AYE AND ALL THOSE OPPOSED? NO, NO. OH, GREAT.

I KNOW JULIE. I'M FINE WITH IT, SO I'M GOING TO ACTUALLY SUPPORT THIS ONE, SO.

YEAH. IT'S ACTUALLY FOUR THREE.

MR. TAYLOR, YOU DID VOTE.

YOU VOTED TO TABLE.

NO. I DIDN'T MEAN TO CALL YOU OUT LIKE THAT.

[INAUDIBLE]. I'M SORRY.

OKAY. AND SO WE WILL NOW MOVE.

IT WAS. IT WOULD HAVE BEEN THREE.

I VOTED. DO WE NEED TO RAISE OUR HANDS? THAT'S WHAT I WAS GOING TO SUGGEST.

SHOULD WE RAISE? I BELIEVE IT WAS FOR THREE.

EVERYBODY THAT VOTED YES RAISE YOUR HAND.

THAT'S ONE, TWO, THREE, FOUR.

EVERYBODY THAT VOTED NO, RAISE YOUR HAND.

THAT'S ONE, TWO, THREE. SO THAT DOES TAKE US TO 11.3.

I SAID IT'S FIVE TWO.

[INAUDIBLE]. TRY AGAIN. ALL THOSE FOR THE MOTION MADE FOR MS. JULIE. HANDS UP.

OKAY, SO IT IS FIVE TWO.

MY APOLOGIES.

I WAS PART OF THAT MATH SCALE THAT HURT YALL SCORECARD.

SORRY. SIXTH GRADE.

YOU CAN ASK MISS LINDA JOB ABOUT THAT.

[LAUGHTER] [INAUDIBLE].

[01:50:01]

OK YES WARREN BULLIES ME IN PUBLIC.

OK 11.3.

CONSIDER APPROVAL AND ENDORSEMENT OF CANDIDATE FOR THE TASB BOARD OF DIRECTORS REGION 11 POSITION D.

MAY I PLEASE RECEIVE A MOTION? AND I GUESS WE SHOULD SAY A MOTION FOR A CANDIDATE TO SUPPORT IF THERE IS ONE RIGHT NOW.

OKAY. I'M GOING TO MAKE A MOTION TO ENDORSE STEVEN NEWCOMB FOR OUR TASB DELEGATES.

SECOND OR NOT DELEGATE BUT ENDORSEMENT FOR THE BOARD.

SO A MOTION IS MADE BY MS. THOMAS TO ENDORSE MR. NEWCOMB FOR POSITION D FOR REGION 11, THE TASB BOARD OF DIRECTORS.

IS THERE A SECOND TO THIS MOTION? I SECONDED IT.

MS. NEWSOM SECOND.

RIGHT. I HAD MY HEAD TURN.

IS THERE ANY DISCUSSION ON THIS ONE? I WOULD JUST LIKE TO ADD MY CONCERN IS THE SAME ON THIS ONE AS WELL.

AND ON THIS ONE, I DO NOT KNOW HIM PERSONALLY.

I AM JUST GOING BY WHAT PEOPLE THAT HAVE WORKED WITH HIM FOR OVER THE FEW YEARS COMPARATIVE TO THE GENTLEMAN THAT IS RUNNING AGAINST HIM. SO IF ANYBODY ELSE HAS ANYTHING IN REFERENCE TO HIM, THAT WOULD BE MY PICK.

JUST FROM THE INTERVIEWING AND THE CONTEXT THAT I HAVE REACHED OUT TO GET A FEEL FOR HIM, HE'S VERY DEDICATED FOR PUBLIC EDUCATION.

AND THAT'S WHAT I LOOKED AT, IS WHERE THEY FELL WHEN IT CAME TO PUBLIC EDUCATION.

WHAT IS YOUR FIGHT WHEN YOU'RE WHEN YOU'RE GOING TO BE THERE AT TASB? WHAT KIND OF RESOLUTIONS ARE YOU GOING TO BE LOOKING FOR AND IS IT GOING TO ALIGN WITH MISD? THAT'S MY MOST IMPORTANT FOCUS IS WHO IS GOING TO BEST REPRESENT OUR DISTRICT GOING FORWARD IN THIS LEGISLATIVE YEAR.

AND AGAIN, ON THIS ONE, I DON'T FEEL AS STRONGLY AS I DID WITH JULIE COLE BECAUSE I WORKED WITH HER.

HIM I HAVE NOT. I'M JUST GOING BY WHAT HIS COWORKERS AND PEOPLE HAVE REACHED OUT AND TOLD ME.

HE'S VERY DEDICATED TO HIS SCHOOL DISTRICT, BEEN THERE 27 YEARS, BEEN ON THE SCHOOL BOARD FOR 27 YEARS, GREW UP THERE, HAS KIDS THERE, VERY DEDICATED, VERY STUDENT, FIRST ORIENTED AND JUST LOCAL CONTROL.

HE LIKES THE LOCAL CONTROL AND THOSE ARE JUST A FEW THINGS ABOUT HIM.

BUT I WISH I HAD MORE TO SHARE WITH YOU GUYS.

BUT THAT'S ALL I HAVE WITH HIM.

I HAVE SIMILAR FEEDBACK AS WELL.

MANY TIMES WHEN THINGS LIKE THIS COME UP FOR US, WE DON'T HAVE AN OPPORTUNITY TO NECESSARILY SPEAK WITH EVERYONE.

SO WE REACH OUT TO FOLKS THAT WE KNOW OR WE TRUST, THAT WE'VE WORKED WITH, THAT WE KNOW THEIR HEART, THEIR EXPERIENCE AND TAKING RECOMMENDATION.

IT'S KIND OF LIKE TAKING A RECOMMENDATION WHEN SOMEONE'S INTERVIEWING FOR A JOB AND THEIR REFERENCES, SAME KIND OF THING.

YOU'RE REVIEWING THEIR RESUME AND THEIR REFERENCES.

SO JUST LIKE DES, WE'VE REACHED OUT TO PEOPLE THAT WE TRUST, THAT DO KNOW AND HAVE SOME VALUE TO INPUT.

BUT FROM A REVIEW PERSPECTIVE THAT WAS MY SAME INTERPRETATION AS WELL.

OKAY. THAT'S THE BENEFIT OF GOING TO THOSE NORTH TEXAS AREA ASSOCIATION SCHOOL BOARD IS YOU HAVE THE OPPORTUNITY TO MEET PEOPLE THAT ARE WORKING IN DIFFERENT DISTRICTS.

AND A LOT OF THOSE PEOPLE THAT ATTEND THOSE AS WELL WILL SERVE ON THOSE LEGISLATIVE ACTION COMMITTEES AND DO THINGS AND YOU HAVE THE OPPORTUNITY TO WORK WITH THEM PERSONALLY. SO I ENCOURAGE YOU GUYS, WE HAVEN'T STARTED THOSE MEETINGS, BUT WHEN THEY COME UP, IF YOU CAN GO AND ATTEND, I HIGHLY RECOMMEND YOU ALL ATTENDING BECAUSE IT'S A GREAT WAY TO NETWORK WITH OUR SCHOOL DISTRICTS.

AND AGAIN, PUBLIC EDUCATION IS KIND OF UNDER THE GUN AND WE ALL HAVE TO BAND TOGETHER TO GET WHAT WE NEED FOR OUR KIDS AND OUR STAFF AND OUR STUDENTS AND EVERYTHING ELSE. SO I JUST ENCOURAGE YOU ALL TO TAKE ADVANTAGE OF THOSE TRAININGS WHERE YOU CAN GET TOGETHER WITH OTHER SCHOOL DISTRICTS BECAUSE IT DOES COME INTO PLAY WITH THINGS LIKE THIS, BECAUSE THEN YOU KNOW, RIGHT, YOU'VE WORKED WITH SOMEBODY OR YOU'VE HAD THOSE CONVERSATIONS WHERE YOU CAN SAY, OKAY, I KNOW THAT PERSON, I CAN VOUCH FOR THEM.

AND THAT'S WHERE I'M COMING FROM.

I'VE REACHED OU TO PEOPLE THAT I TRUST THAT I HAVE WORKED WITH FOR THE LAST FOUR YEARS ON DIFFERENT THINGS.

AND THAT'S WHERE I'M COMING FROM.

BUT AGAIN, I DO NOT KNOW HIM AND I HAVE NOT WORKED WITH HIM PERSONALLY.

WELL, WHAT ABOUT MS. ANDERSON? I MEAN, IF I'M SPEAKING ABOUT THIS ONE VERSUS THE OTHER, I KNOW WE HAD SEVERAL PEOPLE WITHIN OUR DISTRICT WORK WITH THIS PERSON.

I KNOW THIS PERSON IS AN ATB, WHICH DOES VERY WELL.

[01:55:05]

MY RESERVE IS I'VE REACHED OUT TO HIM AND HE HASN'T WRITTEN ME BACK YET.

WE LIKE HIS RESUME BECAUSE IT WAS GOOD.

BUT ON THIS ONE I PROBABLY FEEL MORE STRONGLY ABOUT TABLING.

SO. GENTLEMEN.

I MEAN, AGAIN, MY THOUGHTS ARE JUST NOT HAVING ENOUGH INFORMATION.

AND I DO AGREE WITH MS. ANDERSON, YOU KNOW, ON THE PREVIOUS ONE, Y'ALL DID HAVE MORE EXPERIENCE AND HAVING WORKED WITH THAT INDIVIDUAL IN THE PAST AND SO FORTH.

AND I DO APPRECIATE THE RESOURCES THAT YALL HAVE IN REGARDS TO OTHER INDIVIDUALS THAT YOU'VE WORKED WITH AND DO TRUST THAT VOUCH FOR AN INDIVIDUAL.

BUT AGAIN, MY WHOLE THING FROM BEFORE WAS JUST FEELING LIKE, PERSONALLY, I NEED MORE INFORMATION AND I HAVE REACHED OUT TO SOME OF THEM AS WELL AND JUST HAVEN'T GOTTEN THAT BACK AS OF YET, SO.

MR. DAVIS SURE.

AND I TOO HAVE NOT SPOKEN WITH EITHER GENTLEMEN.

I DON'T KNOW EITHER OF THEM PERSONALLY HAVE NOT BUMPED INTO EITHER.

I DID REACH OUT TO THREE FOLKS SEPARATELY REGARDING THEM AS POTENTIAL CANDIDATES AND HEARD BACK TWO, MORE IN FAVOR OF MR. NEWCOMB AT POST, BUT ONE DEFINITELY A STRONG RECOMMENDATION FOR MR. BELMONT'S AS WELL.

RIGHT. BUT NEWCOMB, WAS A LITTLE BIT MORE WELL VERSED AND BUT BELMONT WAS CONSIDERED REALLY STRONG.

SOMEBODY I VALUED SAID THAT, YOU KNOW, ALL OF US HAVEN'T BEEN AROUND 20 YEARS.

RIGHT. SO THAT'S I DON'T WANT TO MINIMIZE THE CURSE THAT YOU HAVE TO BE AROUND 20 YEARS TO SERVE, BECAUSE THAT ELIMINATES MOST OF US.

RIGHT. RIGHT.

AND I DO JUST HAVE ONE OTHER POINT.

I DO 100% AGREE THAT WE WANT THE CONTROL IN OUR HANDS OF THIS.

AND SO BY NO MEANS AM I WANTING TO STALL AND WAIT THIS OUT.

I DO WANT THE DECISION IN OUR HANDS.

I JUST PERSONALLY WOULD LIKE MORE INFORMATION SO FROM THEM BEFORE I MAKE A DECISION.

BUT. MR. FARRAR, I THINK YOU'RE THE ONLY PERSON.

I DIDN'T HAVE ANY INPUT BEGINNING.

I'M SORRY. THEY'RE STARTING TO RUN TOGETHER.

ALL RIGHT. ANYONE ELSE? SO WE WILL MOVE FORWARD WITH THE MOTION THAT MS. THOMAS HAS MADE.

YEAH.

MS. NEWSOM SECOND.

IN SUPPORT OF MR. NEWCOMB FOR A POSITION D FOR THE REGION 11 REPRESENTATION.

ALL THOSE IN FAVOR, PLEASE SAY AYE.

AYE. YEAH.

LET'S DO OUR HANDS SO WE DON'T DO THAT AGAIN.

PLEASE RAISE YOUR HAND. ONE, TWO, THREE, FOUR.

ONE, TWO, THREE. I DID IT.

YOU'RE DOING. NO, NO.

OKAY. AND THEN ALL THOSE OPPOSE.

PLEASE RAISE YOUR HAND. SO MOTION PASSES FOUR THREE.

SO LET'S MOVE ON TO THE CONSENT AGENDA.

[12. Consent Agenda ]

UNLESS SOMEONE WANTS TO PULL AN ITEM.

DOES ANYONE WANT TO PULL AN ITEM AT THIS TIME? YES. I'D LIKE TO HAVE 12.6, PULLED PLEASE.

12.6 OK.

ARE THERE ANY OTHERS? YES, I WOULD LIKE 12.14.

12, 14.

ANYONE ELSE ON THIS END.

HOW ABOUT THIS? I JUST WANT TO PULL.

12.4. 12.4.

SO THEN WE WILL MOVE FORWARD WITH VOTING ON THE REST OF THE CONSENT AGENDA AND THEN MOVE TO THOSE ITEMS THAT WERE PULLED OUT.

SO ALL THOSE IN FAVOR OF THE CONSENT AGENDA WITH ITEMS FOUR, SIX AND 14 BEING PULLED.

PLEASE USE THE SOUND VOTE OF AYE.

AYE. ALL THOSE OPPOSED. PLEASE SAY NO.

THE CONSENT AGENDA MINUS THREE ITEMS PASSES SEVEN ZERO.

THIS TAKES US TO ITEM 12.4 CONSIDERATION AND APPROVAL OF RESOLUTION 23-01 EXTRACURRICULAR STATUS FOR THE 4H JOHNSON COUNTY.

MS. THOMAS ACTUALLY, IF YOU MAKE THE MOTION FIRST SO THAT WE CAN.

MAKE A MOTION TO CONSIDER THAT CONSIDER.

[02:00:01]

SO WOULD YOU LIKE TO SPEAK TO? I JUST KIND OF BASICALLY HAD A COMMENT.

ONE, IT JUST STATES JOHNSON COUNTY.

WE'VE DONE THIS FOR TARRANT COUNTY IN THE PAST, HAVE WE NOT? OR WE HAVE.

OKAY. THERE'S ONE THAT WILL COME FROM TARRANT COUNTY AND FROM ELLIS COUNTY.

WE JUST DON'T HAVE THEM YET.

SO AS THEY COME IN, WE BRING THEM FORWARD TO YOU.

LAST YEAR I THINK WE RECEIVED TARRANT COUNTY'S IN AUGUST, THE YEAR BEFORE THAT, I THINK SEPTEMBER.

SO WHEN IT COMES TO US, WE'LL BRING IT TO YOU GUYS.

OKAY. WE ACTUALLY GOT ELLIS COUNTY JUST TODAY, SO THAT WILL COME IN AUGUST.

OKAY, PERFECT. AND THEN JUST A LITTLE TIDBIT I LOVE THAT WE'RE USING 4H AS A EXTRACURRICULAR.

IT GETS COUNTED AS ON OUR SCORECARD BECAUSE THOSE KIDS, THEY GET TO EIGHTH GRADE.

AND THERE ARE SO MANY THINGS THAT THEY LEARN WITH FOUR H WITH JUST BUSINESS ETHICS AND WORK ETHIC AND JUST TIME MANAGEMENT AND SO MANY THINGS. AND THEN A LOT OF THESE 4 FOUR KIDS WILL END UP TAKING FFA IN HIGH SCHOOL.

SO I'M GOING TO CHALLENGE I HAVE YET TO SEE OUR FFA KIDS BE RECOGNIZED HERE AT OUR MEETINGS.

AND I WOULD LOVE TO SEE SOME OF OUR FFA KIDS.

YES, I WOULD LOVE TO BRING A LITTLE PIGGY.

I'LL LOVE ON LITTLE PIGGY.

I WILL HOLD ONE.

I WILL HOLD ONE. BUT SO MANY OF OUR KIDS, THEY'VE GONE TO STATE AND I KNOW WE'VE HAD SOME THAT HAVE DONE THEY'VE RECEIVED GRAND CHAMPION AWARDS AT OUR TARRANT COUNTY STOCK SHOW IN FORT WORTH.

AND I WOULD JUST LOVE TO SEE I'M PUTTING YOU ON THE SPOT, MY FRIEND.

I'M SORRY. ABSOLUTELY.

WE'RE ALL ABOUT RECOGNIZING KIDS.

NOT A PROBLEM AT ALL.

AND YOU AND I HAVE TALKED ABOUT THIS, SO YOU'RE NOT REALLY PUTTING ME ON THE SPOT.

OKAY, WELL, I DIDN'T MEAN TO.

I WAS JUST LET THAT PRESSURE OFF OF YOURSELF.

AND WHAT I WILL SAY TO YOU REGARDING THAT IS WHEN WE SPOKE ABOUT IT BEFORE WE REACHED OUT AND WE TOUCHED BASE WITH THE VARIOUS HIGH SCHOOLS AND WITH THE INDIVIDUALS THAT WERE OVER THAT. AND WHAT THEY SHARED WAS WHEN WE TALKED ABOUT THE STANDARD AS FAR AS FROM A RECOGNITION STANDPOINT, THIS PAST YEAR WHEN WE VISITED ABOUT IT AND WE TALKED ABOUT IT, WE DIDN'T IT DIDN'T RISE TO THE LEVEL AS FAR AS BRINGING THEM FORWARD.

SO KNOW THAT IT'S ON OUR RADAR.

WE ABSOLUTELY WILL BRING THEM FORWARD AS FAR AS BEING A PART OF THE RECOGNITIONS.

OKAY. THANK YOU.

THAT'S ALL I HAVE. OKAY.

SO WITH THAT, WE HAVE A MOTION MADE BY MS. THOMAS WITH A SECOND. MS. FARRAR. ALL THOSE IN FAVOR OF APPROVING ITEM 12.4 PLEASE USE SOUND VOTE OF AYE.

AYE. AND ALL THOSE OPPOSED.

PLEASE SAY NO. THE MOTION PASSES SEVEN ZERO.

WE MOVE ON TO ITEM 12.6 CONSIDERATION AND APPROVAL OF LIST OF INVESTMENT BROKERS AND DEALERS.

MAY I PLEASE RECEIVE A MOTION? A MOTION MADE BY MS.. THOMAS? IS THERE A SECOND OK MS. NE WSOM MAKES A SECOND.

DID YOU HAVE SOME DISCUSSION ON THAT MR. DAVIS? YEAH, I'M JUST DON'T HAVE ANY SUPPORTING INFORMATION ABOUT HOW THE DECISION WAS MADE TO IDENTIFY THESE BROKERS AND DEALERS FOR THIS RESPONSIBILITY.

AND SO I DIDN'T FEEL COMFORTABLE TAKING IT TO A VOTE.

MS. TRONGAARD SO, MR. DAVIS, WHAT WE DO IS THESE ARE LONG STANDING, LONG TERM, HAVE ALREADY BEEN A GOOD RELATIONSHIP WITH THE DISTRICT.

IT'S NOT SOMETHING THAT WE GO OUT AND SEEK OUT AN RFQ OR AN RFP FOR, BUT THESE ARE ONES THAT WE ALREADY HAVE A GOOD RELATIONSHIP WITH. AND I'VE DONE A GOOD EXPERIENCE WITH THE DISTRICT.

THANK YOU. I APPRECIATE THAT.

I'M STILL NOT SURE THAT ANSWERS MY QUESTION.

RIGHT. SO JUST BECAUSE THEY'VE BEEN GOOD DOESN'T MEAN THERE'S SOMEBODY GREAT NOT OUT THERE AND.

DOES THAT MEAN SOMEBODY GUARANTEED THE BUSINESS UNTIL THEY DON'T WANT THE BUSINESS ANYMORE.

NO. SO WHAT WE DO.

THESE ARE JUST OPTIONS FOR US TO USE, IF THERE IS ONE THAT WE WANT TO ADD TO THIS LIST.

WE CAN ALSO ADD THAT TOO.

OK. AND THESE ARE JUST OPTIONS, BUT WE MAKE IT AS PART OF AN ANNUAL.

THESE ARE ONES WE MAY CHOOSE TO GO WITH.

RIGHT. I WAS GOING TO SAY IT'S THE SHORTENED VERSION OF WHO WE HAVE WORKED WITH BEFORE AND HAVE HAD KIND OF A PREFERRED LIST. BUT THERE'S NOT A WE CAN'T USE IT LIST.

IS MY UNDERSTANDING.

RIGHT. OKAY.

OKAY. THANK YOU. I GUESS THAT'S AN IMPORTANT NUGGET.

SO IF SOMEBODY WANTS TO BE ADDED TO THAT LIST, LIKE A FIRM COMES IN.

WHAT'S THE PROCESS TO BE ADDED TO THAT? I WOULD BE GLAD TO SPEAK WITH THEM.

[02:05:01]

I MEAN, IT'S FLUID, RIGHT? CORRECT. YES, MA'AM.

OKAY. MR. DAVIS DID THIS THE HELP? YES. THANK YOU. SO THEN MOVING ON TO VOTE FOR ITEM 12.6 AS PRESENTED WITH THE MOTION MADE BY MS. THOMAS AND A SECOND BY MS. NEWSOM. ALL THOSE IN FAVOR OF THE MOTION, PLEASE SAY AYE.

AYE. ALL THOSE OPPOSED.

PLEASE SAY NO. THE MOTION PASSES SEVEN ZERO.

TAKES US TO THE FINAL ITEM ON THE CONSENT AGENDA.

ITEM 1214 CONSIDER APPROVAL OF THE 2022 2023 STUDENT CODE OF CONDUCT.

MAY I PLEASE RECEIVE A MOTION MOTION MADE BY MS. THOMAS AND A SECOND MADE BY MR. DAVIS? CRAIG, I THINK YOU PULLED IT FIRST.

WOULD YOU LIKE TO SPEAK TO THAT? YES. MY MAIN QUESTIONS WERE IN REGARDS TO THE STUDENT CODE OF CONDUCT VERSUS THE STUDENT HANDBOOK, AND SPECIFICALLY IN REGARDS TO LIKE DRESS CODE ITEMS AND SO FORTH.

IF WE LOOK ON PAGE 13 OF THE STUDENT CODE OF CONDUCT, THE STATEMENT SAYS VIOLATE DRESS AND GROOMING STANDARDS AS COMMUNICATED IN THE STUDENT HANDBOOK.

AND SO MY QUESTION WAS THEN HOW IS THAT STUDENT HANDBOOK DEVELOPED? HOW IS IT APPROVED? WHO DECIDES, YOU KNOW, THE FINAL SAY ON ON THOSE TYPE OF ITEMS. AND THE MAIN REASON I BRING THIS UP IS BECAUSE I'VE HEARD FROM A NUMBER OF STUDENTS, A NUMBER OF PARENTS AND COMMUNITY MEMBERS THAT JUST HAVE CONCERNS IN REGARDS TO CERTAIN ASPECTS OF THE DRESS CODE.

SO, SURE, I CAN SPEAK A LITTLE BIT TO THAT.

AND THEN, MR. WRIGHT, PLEASE FEEL FREE TO CHIME IN.

BUT THE TEXAS ASSOCIATION OF SCHOOL BOARDS ACTUALLY ISSUES A MODEL STUDENT HANDBOOK, AND THEY SEND AN EQUAL VERSION OF A MODEL EMPLOYEE HANDBOOK THAT COMES TO US ANNUALLY.

IT COMES IN A SIDE BY SIDE WITH WHAT THERE WAS THE YEAR BEFORE AND ANY ADJUSTMENTS THAT WERE MADE, USUALLY DUE TO JUST SOME.

IT COULD BE MINOR TWEAKS, IT COULD BE GRAMMATICAL THINGS THAT MAYBE THEY CATCH OR IT COULD BE ANYTHING FROM A LEGISLATIVE CHANGE OR LEGAL UPDATE, SOMETHING OF THAT NATURE.

SO THAT'S HOW THE MODEL STUDENT HANDBOOK COMES.

IT GOES TO STUDENT SERVICES.

WE INSERT SOME THINGS THAT ARE MORE SPECIFIC TO US AS A SCHOOL DISTRICT AND THEN FROM KNOW, MAYBE LIKE LUNCH VISITOR GUIDELINES, SOMETHING ALONG THOSE LINES, AND THEN IT MOVES FORWARD FROM THERE.

SO THEN IF WE DO MAKE CHANGES WITHIN THE STUDENT HANDBOOK, YOU SAID STUDENT SERVICES IS THE ONE THAT DECIDES THAT OR WHO DETERMINES WHAT CHANGES NEED TO BE MADE THAT ARE SPECIFIC TO OUR DISTRICT.

SO I CAN ADDRESS THAT.

SO IT JUST KIND OF DEPENDS.

MR. TIPPING.

WHEN IT DEPENDS ON WHEN AND WHAT IT IS.

SO SOME OF THE THINGS THAT WE ADD TO THE MODEL SCHOOL HANDBOOK IS GOING TO BE GRADING GUIDELINES.

TASB IS NOT GOING TO SEND US AND TELL US HOW WE'RE GOING TO GRADE OUR KIDS OR WHAT THOSE GRADING GUIDELINES ARE.

WE PUT THEM IN THE BACK OF THAT OF THE HANDBOOK IN ANNEX.

THOSE ARE THINGS THAT WE DETERMINE OR ACTUALLY OUR CURRICULUM WORKS WITH ADMINISTRATORS, TEACHERS TO DETERMINE THAT SPECIFICALLY.

THE DRESS CODE IS PERIODICALLY ADDRESSED.

MATTER OF FACT, JUST TWO YEARS AGO THIS MONTH, I THINK WE FELT LIKE THERE WERE SOME CONCERNS, BOTH FROM THE PARENT STUDENT SIDE AND FROM A DISCONNECT FROM SOME STUFF THAT WAS IN THERE FROM THERE'S A DRESS CODE FOR STAFF AND THERE WAS SOME DISCONNECT ON WHAT WE SAW WHERE STAFF COULD WEAR CERTAIN THINGS, BUT KIDS COULDN'T OR VICE VERSA.

AND SO WE TASKED BOTH GARY GATES AND JENNIFER BURNS, WHO WORKS SHE WORKS IN H.R. TO TAKE A LOOK AND LOOK AT THE BOTH AND DRESS CODES FROM THAT ASPECT. AND SO ON THE STUDENT SIDE, I KNOW THAT IT WAS A COMMITTEE.

[02:10:02]

SO ONE OF THE THINGS THAT YOU PROBABLY KNOW IS THE DRESS CODE IS ALWAYS ONE OF THOSE FORTUNATE THINGS THAT IT'S GOOD ENOUGH TO JUST MAKE EVERYBODY UNHAPPY BECAUSE SOMETHING'S IN THERE THAT'S GOING TO THAT THEY DON'T LIKE AND SOME THINGS IN THERE.

SO BUT WE WILL PERIODICALLY TAKE A LOOK AT IT.

WE CAN TAKE A LOOK AT IT.

AGAIN, IT'S NOT SOMETHING THAT WE WERE EVER SATISFIED WITH.

SO WE HAVE WE DID NOT ADDRESS IT LAST SUMMER OR I'M SORRY THIS SUMMER, BUT WE CAN WE CAN CERTAINLY TAKE A LOOK AT IT AND SEE WHAT, YOU KNOW, TIMES CHANGE, TOO.

AND SO IT JUST THERE'S NO RHYME OR REASON OF WHEN WE LOOK AT IT.

IT'S NOT EVERY SUMMER, BUT WE LOOK AT IT PERIODICALLY.

I JUST HAD KIND OF ONE FOLLOW UP WITH THAT.

AS FAR AS, YOU KNOW, THE ENFORCEMENT OF DRESS CODE AND I REALIZE IT'S THE SAME TYPE OF THING WITH THE NAME BADGE AND, YOU KNOW, THOSE TYPES OF THINGS.

THERE'S ALWAYS GOING TO BE KIDS THAT GET AWAY WITH IT AND, YOU KNOW, SLIP BY AND SO FORTH.

BUT DO YOU FEEL LIKE MAYBE LIKE IN A LOT OF OTHER AREAS OVER THESE LAST COUPLE OF YEARS WITH COVID AND SO FORTH, THAT MAYBE WE'VE BEEN A LITTLE MORE LENIENT ON WHAT WE'VE ALLOWED IN SCHOOLS.

AND AGAIN, I ONLY MENTIONED THIS, I'VE HAD A HIGH SCHOOLER FOR THE LAST FOUR YEARS THAT JUST GRADUATED.

AND, YOU KNOW, SOME OF THE THINGS THAT I'VE HEARD COMING HOME FROM HER AND SOME OF THE YOU KNOW, THE PICTURES THAT I'VE SEEN OF KIDS IN SCHOOL, I MEAN, ARE ARE OBVIOUS, CLEAR VIOLATIONS, YOU KNOW, OF THE DRESS CODE AND SO FORTH.

AND AGAIN, I KNOW KIDS ARE ALWAYS GOING TO GET BY WITH THINGS, BUT DO YOU FEEL LIKE WE'VE BEEN MORE LENIENT OVER THESE PAST COUPLE OF YEARS? I WOULD TELL YOU THIS IN SOME ASPECTS, YES, CLEARLY.

BUT IT KIND OF DEPENDS ON THE CAMPUS AND ON WHAT THEY WILL ALLOW TO GET AWAY WITH AND WHAT THEY WON'T.

AND IT MAY BE DIFFERENT AT EACH CAMPUS, BUT ALSO, YOU KNOW, WE GET PHONE CALLS, EMAILS ABOUT AND PICTURES AS WELL ABOUT CERTAIN THINGS.

AND WE ADDRESS IT WITH THE ADMINISTRATORS ON THAT CAMPUS AND THAT ARE, AS YOU TALKED.

ABOUT THERE. OBVIOUSLY THINGS AND WHAT HAPPENS THERE IS THEY'LL ADDRESS IT. NOW, THE ISSUE IS, YOU KNOW, YOU'VE GOT 2000 OF THEM AND SIX ADMINISTRATORS.

SO KIDS ARE GOING TO FLIRT WITH THE LINE AND YOU JUST HAVE TO DEAL WITH IT.

AND WE CAN WE ALWAYS CAN DO A BETTER JOB.

BUT, YOU KNOW, IT MEANS THAT THE ADMINISTRATORS JUST HAVE TO BE MORE DILIGENT ALONG WITH THE TEACHERS.

OH, THANK YOU.

I THINK I HAVE A SIMILAR THOUGHT PROCESS AS MR. TIPPING, AND I DEFINITELY HEAR A LOT OF THINGS GOING ON.

AND I GUESS OUR QUESTION MIGHT BE, HOW DO WE HELP GET IT UNDER CONTROL WITH CAMPUSES ACROSS THE BOARD? SO IT'S, I GUESS, ALIGNED.

AND THAT WOULD BE THE SAME THING IN THIS CODE OF CONDUCT THAT I'M LOOKING AT AS FAR AS EVEN A DISCIPLINE AS WELL, WHICH I KNOW MR. GATES HAD SPOKEN ABOUT, THAT Y'ALL ARE GETTING UNDER WRAPS AS WELL.

I'M TRYING TO TIE IT ALL IN BECAUSE IT KIND OF ALL GOES WITH THIS.

AND HOW CAN WE.

BECAUSE IT'S BEEN HARD, RIGHT? I MEAN, WE'RE TRYING TO BE LENIENT ON KIDS BECAUSE WE'RE TRYING TO HELP MENTAL CAPACITY.

WE'RE TRYING TO HELP THE TEACHERS.

WE'RE TRYING I'M LIKE, YOU KNOW, BUT, YOU KNOW, THIS MIGHT BE THE TIME THIS YEAR TO REALLY MAKE SURE THAT WE'RE IMPLEMENTING SOME DECISIONS, WHICH I THINK I DON'T.

CAN YOU TALK ON, CAN YOU SPEAK ON THAT, PLEASE? I WOULD LOVE TO. THANK YOU.

NO, THAT IS ACTUALLY SOMETHING THAT WE'RE VERY FOCUSED ON AS A DISTRICT THIS YEAR.

WE REALLY HAVE THREE INITIATIVES.

WE'RE JUST THE RELAUNCH OF VISION 2030, REALLY FOCUSING ON REENGAGING WITH OUR COMMUNITY AND WITH OUR PARENTS AND STAKEHOLDERS.

AND PART OF THAT RE-ENGAGEMENT IS WE WANT OUR PARENTS IN OUR SCHOOLS BACK IN OUR BUILDINGS.

RIGHT. AND SO THAT'S REALLY IMPORTANT TO US.

BUT THE THIRD THING THAT WE'RE REALLY FOCUSED ON THIS YEAR IS REALLY THAT STUDENT AND BUILDING MANAGEMENT.

[02:15:05]

I KNOW A HUGE PART WHEN IT COMES TO STUDENT BEHAVIORS AND THE WAY THAT WE AS ADULTS RESPOND TO IT.

SO MUCH OF THAT JUST REALLY COMES DOWN TO CONSISTENCY AND COMMUNICATION, RIGHT.

AND SO ALSO HAVING A BASIS FROM WHICH TO WORK THAT'S CONSISTENT.

SO WHAT WE'VE BEEN FOCUSED ON IN BUILDING OVER THE LAST COUPLE OF MONTHS IS LOOKING AT IT BY LEVEL, RIGHT? SO WHAT ARE THE BEHAVIORS AT ELEMENTARY, INTERMEDIATE, MIDDLE AND HIGH? AND THEN WHAT ARE APPROPRIATE GRADE LEVEL RESPONSES TO THOSE WAYS IN WHICH ADMINISTRATORS WILL RESPOND TO CERTAIN SITUATIONS, SORT OF HAVING THAT GUIDELINE SO THAT WE ARE ALL ON THE SAME PAGE AND WE CAN CONSISTENTLY APPLY THAT IN ANY DISCIPLINE SITUATION.

AS YOU GUYS KNOW, ALL OF US ARE PARENTS.

THERE'S GRAY AREA, THERE'S ALWAYS GRAY.

YOU COULD HAVE TWO KIDS WHO DO THE EXACT SAME THING.

AND THIS KID IS THIS KID IS HE'S DONE IT FOR THE FIFTH TIME AND THIS KID HAS DONE IT FOR THE VERY FIRST TIME.

SO THAT'S WHERE THE GRAY A LITTLE BIT OF THE GRAY AREA COMES IN.

THEY MIGHT RECEIVE SOMETHING THAT LOOKS DIFFERENT.

RIGHT. BUT YOU MIGHT HAVE THE SAME KIDS DOING THE EXACT SAME THING ON THE SAME DAY WITH THIS EXACT SAME EXPERIENCE.

THE SAME THING SHOULD OCCUR WHETHER THEY GO TO THIS ASSISTANT PRINCIPAL OR THIS ASSISTANT PRINCIPAL.

SO IT'S REALLY ABOUT OUR STAFF, TEACHERS AND ADMINISTRATORS WORKING TOGETHER, TALKING ABOUT THAT, LOOKING AT THESE THESE GUIDELINES AND SAYING, OKAY, WE'RE ALL ON THE SAME PAGE NOW AS WE MOVE FORWARD, WE CAN APPLY THIS WITH CONSISTENCY, WE CAN APPLY IT WITH LOVE, BUT WE CAN APPLY IT WITH CONSISTENCY, RIGHT? BECAUSE WHAT WE WANT TO DO IS SET IT SET THE BOUNDARIES AND THE EXPECTATIONS AT THE VERY BEGINNING OF SCHOOL.

BECAUSE WHAT WE WANT TO DO IS GET ALL OF THOSE THINGS ESTABLISHED SO THAT THE LEARNING ENVIRONMENT IS SETTLED AND KIDS CAN LEARN.

RIGHT. YOU DON'T WANT TO CONTINUE ALL YEAR LONG TRYING TO BACKTRACK AND CATCH UP WITH THE BEHAVIOR.

YOU WANT THAT LOCK DOWN WHERE EVERYONE HAS AN UNDERSTANDING OF WHAT THEY NEED TO BE DOING AND HOW THEY NEED TO BE BEHAVING SO THAT WE CAN MOVE FORWARD WITH THAT INSTRUCTION AND MOVING FORWARD WITH ALL THE WONDERFUL THINGS THAT YOU HEARD ABOUT TONIGHT FROM BOTH OF OUR PRESENTERS, RIGHT.

IN OUR INSTRUCTIONAL FOCUS.

AND SO THAT'S REALLY WHERE WE ARE.

WE'RE REALLY FOCUSED ON SAFETY AS WELL AND THE NON-NEGOTIABLES OF THE COME WITH IDS AND DOORS NOT BEING PROPPED INTERNAL AND EXTERNAL.

RIGHT. AND SO JUST MOVING FORWARD, THOSE NON-NEGOTIABLES AND A LOT OF CONVERSATION, I WANT TO GO BACK TO THAT GRAY AREA OF DISCIPLINE BECAUSE WE'VE HAD SOME CONVERSATIONS AS WELL AND I'VE TALKED TO PRINCIPALS ON TWO DIFFERENT OCCASIONS.

I THINK WHAT'S SO IMPORTANT SOMETIMES FOR A TEACHER IS IF SOMETHING HAPPENS OUTSIDE OF WHAT YOU'RE EXPECTING, YOU JUST NEED TO KNOW WHY, RIGHT? AND SO WE GET SO BUSY IN OUR DAY TO DAY.

AND AS A FORMER AP, WHO WAS VERY BUSY IN MY DAY TO DAY, BUT WE ALL IT'S THE POWER OF THAT CONVERSATION.

IF THERE'S SOMETHING WHERE WE HAVE TO DEVIATE BECAUSE THERE'S SOMETHING THAT THAT WE FOUND OUT THAT ALTERED A DECISION THAT SHOULD, NUMBER ONE, BE THE RARITY.

RIGHT. BECAUSE THOSE THINGS DON'T HAPPEN VERY OFTEN.

BUT WHEN THEY DO HAVE. AND IT'S ABOUT THE CONVERSATION.

IT'S ABOUT WALKING BY MS. WILSON'S CLASSROOM AND SAYING, HEY, LISTEN, YOU KNOW, YOU SENT ME A LITTLE JOHNNY AND HERE'S WHAT HAPPENED.

BUT LET ME EXPLAIN TO YOU WHY.

AND IF WE NEED MORE CONVERSATION, WE CAN TALK LATER.

SO IT'S REALLY ABOUT THAT CONSISTENCY, BUT ALSO ABOUT COMMUNICATION ON THAT CAMPUS AND ABOUT EVERYBODY BEING ON THE SAME PAGE AND SO CONSISTENTLY APPLIED OVER TIME.

I THINK WE'RE GOING TO GET EXACTLY WHERE WE NEED TO BE.

AND I JUST WANT TO SAY THANK YOU, DR.

CANTU, I KNOW THIS.

YOU'VE PUT A LOT OF WORK INTO THIS, AND YOU ALL HAVE BEEN FOCUSING ON THIS THROUGH THE SUMMER.

AND I KNOW YOU'VE TAKEN A LOT OF TIME TO GO OUT AND AND DO THOSE FACE TO FACE MEETINGS ON THE CAMPUSES, WHICH ARE SO MUCH BETTER THAN ZOOM.

RIGHT. YOU CAN GET YOUR QUESTIONS ANSWERED.

AND I KNOW THE PRINCIPALS AND THE TEACHERS AND STAFF APPRECIATE THAT.

SO I JUST WANT TO SAY THANK YOU FOR SEEING THAT AND KNOWING THAT IT'S AN ISSUE AND YOU'RE ADDRESSING IT, YOU'VE TACKLED IT AND YOU'RE MOVING FORWARD.

SO I APPRECIATE ALL THE TIME THAT YOU HAVE PUT INTO TO HELPING US HAVE A GREAT YEAR COMING.

THANK YOU. I THINK WE GOT EVERYBODY ON THIS END.

IS THERE ANYONE ELSE IN THIS THING THAT WOULD LIKE TO SAY? I WAS JUST GOING TO ECHO WHAT DEZ SAID.

I APPRECIATE YOU SHARING THAT.

YOU'VE SHARED THAT INFORMATION WITH US AND SO REALLY LOOKING FORWARD TO A GOOD SCHOOL YEAR.

JUST A COUPLE OF THINGS I WANT TO TOUCH ON.

SO IN THE STUDENT CODE OF CONDUCT, ARE WE MAKING ANY MODIFICATIONS FROM LAST YEAR? THERE'S ONLY ONE MODIFICATION AND THAT WAS REALLY TAKING MY NAME OUT OF ONE SECTION.

AND IT WASN'T NOT FOR ANY REASON OTHER THAN IT INDICATED THAT I WAS THE ONLY PERSON THAT COULD SIGN

[02:20:09]

AND SO WE JUST WANTED TO TAKE THAT OUT SO THAT THERE'S NO QUESTION THAT SOMEBODY ELSE COULD HAVE THE AUTHORITY, BUT NORMALLY IT WOULD BE ME. OKAY.

AND SO I THINK JUST TOUCHING ON THAT AND THE DISCIPLINE PRESENTATION THAT YOU GAVE LAST MONTH AND THEN WITH DR.

CANTU EXPLAINING KIND OF WHAT OUR ONE OF OUR FOCUS IS ON THIS YEAR IS REALLY JUST CONSISTENCY AND COMMUNICATION.

I THINK IF WE DO THAT, WE'RE GOING TO SEE SOME BIG CHANGES.

I'M EXCITED ABOUT THAT. A COUPLE OF POINTS I WANT TO MAKE ON THE DRESS CODE.

I'VE BEEN TRYING TO HAVE A CONVERSATION ABOUT THIS FOR MONTHS AND I HEAR FROM TEACHERS OFTEN THAT THE TWO BIGGEST THINGS THAT I HEAR FROM TEACHERS WHERE IT'S JUST AN ISSUE ARE HOODIES.

THEY'RE PUTTING HOODIES ON DURING CLASS.

THEY'VE GOT THEIR THEN THEY HAVE THEIR AIRPODS IN.

SO THEY'RE CONSTANTLY HAVING TO MONITOR KIDS THAT HAVE HOODIES.

I LOVE HOODIES. IF YOU'RE AT MY HOUSE, I HAVE A HOODIE ON.

SO IT'S NOT ANYTHING THAT IT'S NOT.

I UNDERSTAND WANTING TO WEAR THEM, BUT IT SEEMS TO BE A VERY BIG DISTRACTION.

I'M HEARING MOST OF THAT FEEDBACK FROM JUNIOR HIGH AND HIGH SCHOOL TEACHERS.

SO SOMETHING REALLY TO CONSIDER LOOKING AT HOODIES IF THEY'RE APPROPRIATE ON CAMPUS.

AND THEN ANOTHER ONE THAT THEY'RE CONSTANTLY BATTLING IS LEGGINGS.

YOU KNOW, KIDS ARE GETTING SENT TO THE OFFICE WEARING LEGGINGS BECAUSE THEIR SHIRTS ARE NOT LARGE ENOUGH OR IT DOESN'T GO TO THEIR FINGERTIPS.

SO THEY'RE HAVING TO SEND KIDS, PULL THEM OUT OF CLASS.

SO THERE'S SOME TWO THINGS THAT I HEAR CONSISTENTLY WHEN I'M TALKING TO TEACHERS AND FRUSTRATION FROM PARENTS.

AND SO JUST TWO THINGS THAT I WOULD APPRECIATE, THOSE TWO THINGS AT LEAST BEING LOOKED AT MOVING FORWARD AND SEE IF THERE'S ANYTHING THAT WE CAN DO TO MAKE THAT EASIER ON THE TEACHERS.

WE CAN LOOK AT THAT. THANK YOU.

OKAY. IF THERE'S NOTHING ELSE, WE CAN MOVE FORWARD WITH A VOTE.

WITH A MOTION MADE BY MS. THOMAS AND A SECOND BY MR. DAVIS ON ITEM 14 OR SORRY, FOR 12.14.

THE STUDENT CODE OF CONDUCT.

ALL THOSE IN FAVOR OF PLEASE USE SOUND VOTE OF AYE.

AYE.. ALL THOSE OPPOSED, PLEASE SAY NO.

THE MOTION PASSES SEVEN ZERO.

THIS TAKES US TO THE SUPERINTENDENT'S REPORT.

[13. Superintendent's Report]

IS THERE ANYTHING LISTED IN THE REPORT THAT ANYONE WOULD LIKE OR SOMEONE WOULD LIKE TO PULL AND DISCUSS? I'M NOT HEARING OF ANY, WHICH NOW TAKES US TO ITEM 14.1 AND WE WILL ADJOURN AT 9:21 P.M..

* This transcript was compiled from uncorrected Closed Captioning.