[00:00:06]
[1. Call to Order]
LET US PLEASE COME TO ORDER FOR THE REGULAR BOARD MEETING OF THE BOARD OF TRUSTEES.IT IS 6:02 P.M. LET THE RECORD SHOW THAT ALL TRUSTEES ARE PRESENT WITH THE EXCEPTION OF MS. BIANCA, BEEN A BEAT AS ANDERSON.
WE WILL NOW RECESS INTO CLOSED SESSION AT THIS TIME,
[3. Closed Session]
WHICH IS STILL 6:02 P.M AND RECONVENE IN CLOSED SESSION IN ABOUT FIVE MINUTES. THANK YOU.WE WILL NOW RECONVENE FROM CLOSED SESSION AT 7:04 P.M.
[4. Reconvene]
I WOULD LIKE TO APOLOGIZE FOR SLIGHT TARDINESS AND JUST ME ON A PERSONAL NOTE WOULD JUST LOVE TO BIG SHOUT OUT FOR THOSE OF YOU DO OR DON'T KNOW BUT MY COMMUNITY IS GOOD.NOT ONLY IN MY SOUL, ALWAYS SO PROUD TO GET TO SERVE YOU GUYS, I ALSO LOVE YOU VERY MUCH.
IF THOSE THAT HAVE REACHED OUT THAT I HAVEN'T GOT TO REACH BACK OUT TO YET FOR THE HAPPENINGS IN MY FAMILY OVER THE LAST FEW DAYS, I'M WORKING ON IT I PROMISE.
WITH THAT, I'D LIKE TO CONTINUE ON WITH OUR MEETING BECAUSE WE'RE HERE FOR THESE KIDDOS AND SO I'M SO EXCITED TO SEE THEM.
WE WILL START WITH OUR PRAYER.
[5. Meeting Opening]
IF YOU WOULD PLEASE RISE FOR THE PRAYER LED BY A SCHOOL BOARD MEMBER, WARREN DAVIS, THE PRESENTATION OF COLORS LED BY THE MANSFIELD HIGH SCHOOL JROTC, AND THE PLEDGES LED BY THE BOARD MEMBER CASIO [INAUDIBLE]>> LET'S GO TO GOD. DEAR GOD, THANK YOU FOR THIS OPPORTUNITY TO COME TOGETHER ONCE AGAIN, FATHER FOR THIS EXPRESS PURPOSE OF DOING RIGHT BY THE CHILDREN OF THIS COMMUNITY.
LORD, LET US BE ALL IN ONE ACCORD TONIGHT AS WE CELEBRATE OUR KIDS AND RECOGNIZE THE GREAT WORK THAT THEY'RE DOING, THAT IS LEARNING WAS HAPPENING IN OUR COMMUNITY AND HOW WE CAN BETTER SUPPORT IT SO LET'S LEARN HOW WE CAN HOLD EACH OTHER ACCOUNTABLE IN THE PROCESS AS WELL.
THERE'S SO MUCH GOOD GOING ON.
FATHER WE ALSO COULD JUST PAUSE AND JUST UNDERSTAND WHAT'S GOING ON IN OUR COMMUNITY AND IN OUR WORLD AS A WHOLE.
THERE ARE SO MANY GOING THROUGH SO MUCH RIGHT NOW AND THE WORD OF FOCUS FOR ME TODAY IS JUST BEING GRACE.
HELP US TO UNDERSTAND AND SEEK YOUR GRACE FIRST IN OUR LIVES AND THROUGH THAT LENS EXTENDED TO OTHERS.
AGAIN, AS WE MEET FOR THIS PURPOSE, EXPRESS PURPOSE TODAY, HELP US AGAIN BE ON ONE ACCORD. IN JESUS NAME WE PRAY.
[LAUGHTER] THEY DID SO GOOD MADE ME FORGET I WORE GLASSES.
[LAUGHTER] PUT THOSE ON REAL QUICK.
[00:05:04]
I LOVE THAT TEAM.[6. District Recognition]
OUR DISTRICT RECOGNITIONS. DR. CANTU?>> YES. I'D LIKE TO INVITE ELIZABETH HARMONY TO COME FORWARD AND START OUR RECOGNITIONS FOR US THIS EVENING.
GOOD EVENING BOARD PRESIDENT WILSON, DR. CANTU, MEMBERS OF THE BOARD CABINET AND TO THE PUBLIC HERE WITH US TONIGHT.
TONIGHT I HAVE THE HONOR OF STARTING OFF OUR DISTRICT RECOGNITIONS WITH THE SCHOOL BOARD SUPERSTARS.
YOU CAN SEE ALL OF OUR ELEMENTARY SCHOOL STUDENTS SITTING HERE IN THE FRONT ROW.
EACH MONTH DURING THE SCHOOL YEAR, STUDENTS FROM OUR ELEMENTARY SCHOOLS ARE SELECTED TO RECEIVE THE SCHOOL BOARD SUPERSTAR AWARD FOR OUTSTANDING CITIZENSHIP.
THESE YOUNG STUDENTS HAVE BEEN CHOSEN FROM THEIR CAMPUS BASED ON VIRTUES OF OUTSTANDING CHARACTER, CITIZENSHIP, FAIRNESS, HONESTY, KINDNESS, RESPECT, RESPONSIBILITY, AND TRUSTWORTHINESS.
THOSE ARE A LOT OF VERY BIG WORDS TO BE JUST A FEW MONTHS INTO THE SCHOOL YEAR AND BE AN ELEMENTARY SCHOOL STUDENT SO IT'S A BIG HONOR FOR THEM TO BE HERE.
PARENTS AND STUDENTS, THIS IS YOUR SPECIAL TIME.
STUDENTS AS I CALL YOUR NAME, PLEASE GO FORWARD TO DR. CANTU.
SHE'LL HAVE A LITTLE SPECIAL RECOGNITION FOR YOU AND THEN WE'LL HAVE YOU COME OVER AND STAND RIGHT IN THE CENTER UNTIL ALL OF OUR STUDENTS HAVE BEEN CALLED AND WE'LL TAKE PICTURES.
UP FIRST FROM GIDEON ELEMENTARY SCHOOL, THIRD GRADER, ABIGAIL BELAGOON.
[APPLAUSE] FROM THELMA JONES ELEMENTARY SCHOOL, SECOND GRADER, TIGAN ARTBARRY.
[APPLAUSE] FROM JUDY K. MILLER ELEMENTARY SCHOOL, FOURTH GRADER, ABROR BEG.
MORRIS ELEMENTARY SCHOOL, HELEN ALKILANI.
[APPLAUSE] HELEN IS A SECOND GRADER.
FROM AMINASH ELEMENTARY SCHOOL, THIRD GRADER, MALEKA CRUTCH FIELD.
[APPLAUSE] FROM NANCY NEAL ELEMENTARY SCHOOL, FOURTH GRADER, COREY HAMLIN.[APPLAUSE] FROM BRENDA NORWOOD ELEMENTARY SCHOOL, SECOND GRADER, AIMEE GREEN.
[APPLAUSE] OUR STUDENTS FROM CAROL HOLT AND GLENN HARMON WERE NOT ABLE TO BE WITH US THIS EVENING SO THEY WILL BE JOINING US AND TO BE RECOGNIZED AT THE NOVEMBER MEETING INSTEAD.
AS YOU CAN SEE, WE'RE GOING TO GET EVERYBODY TOGETHER FOR A BIG PICTURE, PARENTS AND FAMILIES WILL GIVE YOU A MOMENT TO TAKE A PHOTO IN JUST A MINUTE AS WELL.
MALAIKA. I APOLOGIZE MALAIKA I DID NOT PRONOUNCE YOUR NAME CORRECTLY.
AS WE TAKE THIS PHOTO, I WANT TO GIVE A SPECIAL THANK YOU TO OUR PARENTS, CAREGIVERS, GRANDPARENTS WHO ARE HERE WITH US TONIGHT AND HAVE HELPED SHAPE THESE YOUNG LEADERS.
THEY COULDN'T HAVE DONE IT WITHOUT YOU SO LET'S GIVE A ROUND OF APPLAUSE FOR OUR ADULTS IN THE ROOM WHO HELPED MAKE THESE YOUNG PEOPLE AMAZING [APPLAUSE] AND OUR CAMPUS ADMINISTRATORS.
AT THIS TIME PARENTS, CAMPUS ADMINISTRATORS, IF YOU WANT TO GET YOUR PHOTOS REAL QUICK, IF YOU HAVEN'T GOTTEN THEM ALREADY.
I THINK WE'VE ALL GOTTEN THEM.
CONGRATULATIONS SCHOOL BOARD SUPERSTARS.
YOU GUYS CAN HEAD BACK TO YOUR SEATS.
[APPLAUSE] UP NEXT FOR OUR RECOGNITIONS, I'D LIKE TO INVITE DR. DARWIN JOHNSON AND DR.
CHUCK ROW AND MEMBERS OF THE FINE ARTS TEAM FORWARD.
I'M GOING TO HAND YOU THIS AS YOU GO.
THIS MONTH, THE TEXAS ART EDUCATION ASSOCIATION ANNOUNCED MANSFIELD ISD IS A WINNER OF THE 2022 DISTRICT OF DISTINCTION AWARD.
MORE THAN 1,200 DISTRICTS WERE ELIGIBLE TO APPLY, AND ONLY 59 DISTRICTS MET THE HIGHEST STANDARD PLACING THEM IN THE TOP FOUR PERCENT OF ART EDUCATION DISTRICTS IN THE STATE.
THAT DOES DESERVE A ROUND OF APPLAUSE.
[APPLAUSE] MANSFIELD ISD RECEIVED THE AWARD FOR PROVIDING A WELL-ROUNDED EDUCATION THAT ADVOCATES AND INTEGRATES VISUAL ARTS CURRICULUM TO INSPIRE CREATIVITY AND BUILD SOCIAL EMOTIONAL LEARNING THAT CONNECT LEARNERS TO THE COMMUNITY AND BEYOND.
THE TAEA DISTRICT OF DISTINCTION AWARD IS IN ITS FOURTH YEAR, AND THIS IS OUR FIRST-YEAR WINNING IN MANSFIELD ISD.
CONGRATULATIONS AGAIN TO THE FINE ARTS DEPARTMENT.
[00:10:04]
AT THIS TIME I'D LIKE TO INVITE DR. JOHNSON TO THE PODIUM TO PRESENT OUR NEXT RECOGNITIONS.>> NEXT UP, I'D LIKE TO INVITE THE MANSFIELD HIGH SCHOOL VARSITY TREBLE CHOIR FORWARD.
THE MANSFIELD HIGH SCHOOL VARSITY TREBLE CHOIR HAS BEEN INVITED TO PERFORM AT THE NATIONAL AMERICAN CHORAL DIRECTORS ASSOCIATION CONVENTION IN CINCINNATI THIS FEBRUARY.
THE CONFERENCE IS A GATHERING OF CORAL MUSICIANS AND EDUCATORS FROM ACROSS THE COUNTRY.
CONGRATULATIONS TO THE DIRECTOR, ORIGINAL RIDE AND THE MEMBERS OF THE CHOIR. [APPLAUSE]
>> LET'S GIVE ANOTHER ROUND OF APPLAUSE.
[APPLAUSE] [LAUGHTER] THE MARK OF EXCELLENCE IS A NATIONAL MUSIC COMPETITION THAT RECOGNIZES MUSICAL ENSEMBLES FROM HIGH STANDARDS AND PERFORMANCE.
SEVERAL MANSFIELD ISD ENSEMBLES WERE AWARDED THE 2022 MARK OF EXCELLENCE AWARD THIS YEAR.
AS I CALL YOUR NAMES, PLEASE COME FORWARD AND WE WILL CONDUCT YOUR PICTURE ONE SCHOOL AT A TIME.
LAKE RIDGE HIGH SCHOOL, DIRECTOR BRAD BONEBRAKE, THEY WERE NATIONAL WINNERS WITH THE WIND SYMPHONY AND COMMENDING WINNER IN NEW MUSIC DIVISION.
HE WASN'T ABLE TO BRING STUDENTS WITH THEM TODAY BECAUSE THEY ARE PREPARING TO GO TO STATE OR TO ATTEMPT TO GO TO STATE THIS WEEKEND AT THE AREA MARCHING BAND CONTESTS.
[APPLAUSE] NEXT, WE HAVE THE LEGACY HIGH SCHOOL BAND AND THE DIRECTION OF ANDREW NETS.
THEY WERE THE NATIONAL WINNER IN NEW MUSIC DIVISION FOR THEIR WIND SYMPHONY.
[APPLAUSE] THANK YOU GUYS AND GIVE THEM ANOTHER ROUND OF APPLAUSE.
[APPLAUSE] OUR NEXT ENSEMBLE IS A TIMBER VIEW HIGH SCHOOL WIND SYMPHONY COMMENDED WINNERS ON THE DIRECTION OF ERIC MULLINS.
[APPLAUSE] [LAUGHTER] LET'S GIVE THEM ANOTHER ROUND OF APPLAUSE.
[APPLAUSE] OUR NEXT ENSEMBLE IS THE DANNY JONES MIDDLE SCHOOL BAND ON THE DIRECTION OF LUZ ENAIDA PASCASIO HONORS BAND COMMENDED WINNER [APPLAUSE].
[00:15:18]
LET'S GIVE THEM ANOTHER ROUND OF APPLAUSE.[APPLAUSE] I'D LIKE TO INVITE THE LEGACY HIGH SCHOOL WIND SYMPHONY BACK TO THE FRONT OF THE ROOM HERE.
THE LEGACY HIGH-SCHOOL WIND SYMPHONY WAS RECOGNIZED AS A MEDAL OF DISTINCTION ENCORE CIRCLE RECIPIENT, BOBBY GLOBAL INITIATIVE FOR TALENTED STUDENTS AND PERFORMANCE AMERICA.
THE ENCORE CIRCLE CONSISTS OF THE TOP 40% OF VARSITY ENSEMBLES ENTERED INTO THE CONTENTS.
THE LEGACY HIGH SCHOOL WIND SYMPHONY IS DIRECTED BY ANDREW NETS.
[APPLAUSE] THANK YOU AND CONGRATULATIONS TO ALL OUR FINE ARTS RECIPIENTS TODAY.
>> AT THIS TIME, WE WOULD LIKE TO MOVE ON TO OUR SPECIAL PRESENTATION.
I DON'T KNOW IF YOU ALL KNOW THIS, BUT OCTOBER IS NATIONAL PRINCIPALS MONTH.
TONIGHT, WE WOULD LIKE TO HONOR OUR PRINCIPALS FOR THE SIGNIFICANT IMPACT THEY HAVE ON THE SUCCESS AND THE WELL-BEING OF ALL OF OUR MANSFIELD ISD STUDENTS.
AT THIS TIME, IF YOU ARE A PRINCIPAL THAT IS WITH US HERE TONIGHT, WOULD YOU PLEASE COME FORWARD? [APPLAUSE] DON'T BE SHY. I SEE YOU OUT THERE.
I'M GOING TO TALK ABOUT TO YOU WHILE YOU'RE STANDING THERE.
I DON'T KNOW IF YOU ALL KNOW, BUT OUR PRINCIPALS JUGGLE SO MUCH ON A DAILY BASIS.
THEY DO AMAZING, INCREDIBLE WORK FOR OUR STUDENTS AND FOR OUR STAFF.
THEY LEAD EVERY DAY WITH JOY AND WITH EXCITEMENT AND WITH A SERVANT HEART.
EVEN WHEN THEY'RE THE FIRST ONE IN THE BUILDING AND THERE THE LAST ONE TO GO HOME AT NIGHT.
A GREAT CAMPUS STARTS WITH A GREAT PRINCIPAL AND WE ARE SO BLESSED TO HAVE LEADERS WHO PUT STUDENTS FIRST, MAKE SURE FAMILIES ARE SUPPORTED, AND EMPOWER OUR TEACHERS TO TEACH EFFECTIVELY EVERY DAY.
AT THIS TIME, LET'S TAKE A LOOK AT OUR FEARLESS MANSFIELD ISD CAMPUS PRINCIPALS.
>> I THINK ALL THE PRINCIPALS DO THE SAME THING AS DRINKING COFFEE IN THE MORNING AND MAKING SURE THE SCHOOL GOES GOOD.
>> THANK YOU FOR ALL THE PRINCIPLES THAT I DON'T REALLY KNOW WHAT YOU DO EXACTLY.
THANK YOU FOR ALL THE HELP YOU DO IN EACH SCHOOL.
>> [MUSIC] I REALLY LOVE MY PRINCIPAL, MS. ALLOY BECAUSE SHE IS A KIND OF WOMAN AND MAKE SURE THAT PEOPLE ARE OKAY INSIDE AND NOW.
SHE DOES HER JOB AND TAKES THE EXTRA MILE TO DO THINGS.
SHE ALWAYS TRIES TO HELP AND MAKE SURE EVERYBODY'S HAPPY IN THEIR PLACE.
I HAVE A STRONG CONNECTION WITH HER AND WE HAVE A GOOD BOND.
>> MR. GAME INTO ME HAS A LEADERSHIP.
HIS HARD WORK TELLS ME THAT AFTER I PASS SCHOOL TO GET TO THE NEXT LEVEL.
I REALLY LOOK UP TO HIM, HE'S REALLY A GOOD PERSON.
HE'S NICE, HE'S FUN, AND WHEN HE DOES A TYPE OF STUFF HE TOUCHES MY HEART.
>> WHAT I FIND INSPIRING ABOUT DR. NEIL IS THAT SHE'S ALWAYS STRIVING TO BE THE BEST PRINCIPAL THAT SHE CAN BE AND SHE'S VERY PASSIONATE FOR HER STUDENTS.
I REALLY FEEL LIKE DR. NEIL IS REALLY CARING AND KIND, AND I FEEL LIKE SHE ALWAYS HAS EMPATHY FOR EVERYONE THAT'S AROUND HER.
I REALLY FEEL LIKE EVERY DAY SHOULD BE APPRECIATING PRINCIPALS BECAUSE THEY DO A LOT TO MAKE OUR SCHOOL SAFE AND STEADY.
>> THANK YOU, MRS. SWAT FOR EVERYTHING YOU'VE BEEN DOING FOR THE STAFF, THE TEACHERS, THE STUDENTS.
YOU'RE SO FUN, YOU'RE EXCITING IN MANY DIFFERENT WAYS AND I HOPE YOU STAY AS OUR PRINCIPAL HERE.
[00:20:03]
>> THEY ARE SO HAPPY TO HONOR AND CELEBRATE ALL OF THE PRINCIPALS FOR NATIONAL PRINCIPALS MONTH.
YOU GUYS ARE IN A JOB IN A POSITION OF LEADERSHIP THAT CONTINUES TO GET MORE AND MORE DIFFICULT AND CHALLENGING EVERY SINGLE YEAR.
I JUST WANT TO THANK YOU FOR YOUR LEADERSHIP AND FOR HOW YOU MAKE SURE THAT EVERYTHING HAPPENS EVERY DAY ON YOUR CAMPUSES SO THAT OUR KIDS HAVE AN INCREDIBLE LEARNING ENVIRONMENT TO COME TO EVERY DAY.
THANK YOU AGAIN FOR ALL YOUR HARD WORK AND DEDICATION TO MANSFIELD ISD.
>> LET'S GET OUR PRINCIPALS ONE MORE ROUND OF APPLAUSE AND NOW I'M GOING TO TURN MY MIC ON.
>> HAPPY [INAUDIBLE] TO ALL OUR PRINCIPALS.
>> I DON'T KNOW WHAT HAPPENED.
>> WE STILL HAVE MORE LET'S ROLL IT.
TECHNICAL DIFFICULTIES? WE'LL BE POSTING THAT ON OUR SOCIAL MEDIA SO YOU CAN WATCH THE REST OF THE VIDEO AND WE'LL BE SHARING IT WITH PRINCIPALS TOMORROW AS PART OF THEIR PRINCIPALS, DIRECTORS, AND COORDINATORS MEETINGS.
THANK YOU AGAIN PRINCIPALS WHO ARE HERE.
FOR THE FINAL RECOGNITION OF THE EVENING, I'D LIKE TO INVITE MEMBERS OF THE STUDENT NUTRITION TEAM AND ANY STAFF WHO ARE HERE FROM TARVER RENDON UP TO JOIN THE BOARD MEMBERS.
GIVE THEM A MINUTE TO COME UP.
AS PART OF A STATEWIDE CELEBRATION OF NATIONAL SCHOOL LUNCH WEEK, TEXAS AGRICULTURAL COMMISSIONER, SID MILLER, STOPPED AT TARVER RENDON A FEW WEEKS AGO AND PAID A SPECIAL VISIT TO HONOR AND RECOGNIZE OUR AGRICULTURAL LEADERSHIP PROGRAM AND OUR STUDENT NUTRITION TEAM.
LET'S TAKE A LOOK AT THAT SPECIAL TRIP WHILE FOLKS COME FORWARD.
>> [MUSIC] EARLIER THIS MONTH, CAMPUSES ACROSS MISD CELEBRATED NATIONAL SCHOOL LUNCH WEEK.
AS PART OF THIS STATEWIDE CELEBRATION, TEXAS AGRICULTURE COMMISSIONER, SID MILLER, VISITED MISD'S TARVER RENDON AGRICULTURAL LEADERSHIP.
THE VISIT OFFERED AN OPPORTUNITY FOR STUDENTS AND STAFF TO SHOWCASE TARVER RENDON'S GREENHOUSE AND GARDENS WHERE STUDENTS GROW VEGETABLES THAT ARE USED IN THE CAFETERIAS SALAD BAR.
THE USE OF THE STUDENT-GROWN CROPS IN ADDITION TO PRODUCE PURCHASED FROM A LOCAL FARM ALIGNS WITH THE STATE AGRICULTURE DEPARTMENT'S FARM FRESH CHALLENGE CAMPAIGN WHICH ENCOURAGES PUBLIC SCHOOLS TO USE FRESH TEXAS PRODUCE IN SCHOOL MEALS.
COMMISSIONER MILLER SAID HE WAS IMPRESSED WITH WHAT HE SAW AND WOULD LIKE TO MODEL SCHOOLS ACROSS THE STATE AFTER THE PROGRAM IN MANSFIELD ISD.
HATS OFF TO OUR TARVER RENDON AGRICULTURAL LEADERSHIP AND ALL OUR CHILD NUTRITION STAFF WHO WORK HARD EVERY DAY TO PROVIDE OUR STUDENTS WITH HEALTHY FOOD OPTIONS.
>> LET'S GIVE THEM ALL A ROUND OF APPLAUSE.
[APPLAUSE] CONGRATULATIONS AGAIN.
THAT CONCLUDES THIS EVENING'S RECOGNITIONS.
>> WHILE WE'RE GIVING ALL THE STUDENTS OPPORTUNITY TO EXIT.
[7. District Introductions]
OUR DISTRICT INTRODUCTIONS.>> YES. I'D LIKE TO TURN IT OVER TO DR. STOCKER FOR THIS EVENING'S INTRODUCTIONS.
>> WE DO. YES, MA'AM. THANK YOU.
BOARD MEMBERS THIS EVENING, WE HAVE FOUR INDIVIDUALS TO INTRODUCE TO YOU.
FIRST UP, I'D LIKE TO INTRODUCE MS. LACEY GOLD.
LACEY WILL BE JOINING US IN MANSFIELD ISD AS THE ASSISTANT DIRECTOR OF HUMAN RESOURCE SERVICES.
SHE WAS IN MANSFIELD ISD FOR QUITE SOME TIME, ABOUT 14 YEARS TO BE EXACT.
SHE MOVED OUT OF STATE A LITTLE WHILE, CAME BACK,
[00:25:03]
IS CURRENTLY A PRINCIPAL IN A NEARBY DISTRICT AND SHE'S COMING BACK TO US IN HUMAN RESOURCES.>> THANK YOU. I'D LIKE TO THANK THE BOARD AND THE CABINET AND THE HUMAN RESOURCES DEPARTMENT FOR BRINGING MY SON COLT, AND I BACK HOME TO MANSFIELD.
[BACKGROUND] [LAUGHTER] [APPLAUSE]
>> NEXT UP, WE HAVE KARLA THOMAS.
KARLA IS OUR NEW COORDINATOR OF SPECIAL EDUCATION.
SHE'S COMING TO US FROM DALLAS ISD WHERE SHE SERVED BOTH AS A SPECIAL EDUCATION COORDINATOR AS WELL AS AN ASSISTANT PRINCIPAL.
WELL. PRESIDENT WILSON AND DR. [INAUDIBLE] AND ALSO THE REST OF THE BOARD, THANK YOU SO MUCH FOR HAVING ME AND I'M SO EXCITED TO BE HERE.
I BROUGHT WITH ME MY HUSBAND, MY DAUGHTER, IMANI, MY HUSBAND BILLY, AND MY SISTER DOROTHY, AND ALSO THE SPED DIRECTOR, MS. SCHWARTZ.
>> NEXT UP IS CHRISTINE YURUBE. COME ON UP.
SHE IS OUR NEW COORDINATOR HERE AT THE CENTER FOR PERFORMING ARTS AND SHE FORMERLY WORKED IN THE DISTRICT AS A TEACHER.
SHE'S A FORMER EMPLOYEE BUT WE'RE SO HAPPY TO HAVE HER COMING BACK. WELCOME BACK TO YOU TOO.
>> THANK YOU. GOOD EVENING, BOARD PRESIDENT, WILSON, DR. [INAUDIBLE], AND MEMBERS OF THE BOARD.
I'M PLEASED AND DEEPLY HONORED TO HAVE THE OPPORTUNITY TO CONTINUE MY CAREER IN MISD AS A COORDINATOR OF EVENTS.
I'M LOOKING FORWARD TO WORKING IN THIS NEW CAPACITY AND CONTINUING TO SERVE THE STUDENTS, FAMILY, AND STAFF OF MANSFIELD ISD.
>> FINALLY, TONIGHT WE HAVE CHRISTINA WILLIAMSON.
SHE'S OUR NEW DIRECTOR OF DIGITAL MEDIA AND MARKETING IN THE COMMUNICATIONS TEAM.
SHE'S COMING TO US FROM EAGLE MOUNTAIN-SAGINAW WHERE SHE'S BEEN SERVING AS COMMUNICATIONS COORDINATOR.
>> GOOD EVENING BOARD PRESIDENT WILSON, DR. [INAUDIBLE], BOARD MEMBERS AND CABINET.
THANK YOU SO MUCH FOR GIVING ME THE OPPORTUNITY TO WORK IN MANSFIELD ISD AND GROW MY FAMILY.
I HAVE HERE WITH ME TONIGHT, MY HUSBAND, KENNY, MY SON, ISAAC, AND MY DAUGHTER, KIARA.
SHE IS SIX AND SHE IS AT ERMA NASH.
>> FABULOUS NEW HIRES AS ALWAYS AND PROMOTIONS TOO, AND SO CONGRATULATIONS AND WELCOME.
WHILE EVERYBODY IS GETTING SETTLED, WE'LL MOVE TO ITEM 8,
[8. Instructional Focus]
OUR INSTRUCTIONAL FOCUS, DR. CANTU.>> YES. DR. SWEEZY IS SO SUPER EXCITED.
LOOK AT HER [LAUGHTER] READY TO SHARE OUR BEGINNING OF THE YEAR ASSESSMENT UPDATES.
I'LL TURN IT OVER TO YOU, DR. SWEEZY.
>> AWESOME, THANK YOU. THERE IT IS.
I'M EXCITED TO BE HERE WITH PRESIDENT WILSON, DR. CANTU, AND BOARD AND TALK TO YOU ABOUT OUR BEGINNING OF THE YEAR ASSESSMENTS THAT WE HAVE HELD UP UNTIL THIS POINT IN MISD.
I'M GOING TO START WITH OUR TINIEST LEARNERS, WITH OUR K2 STUDENTS, AND TALK THROUGH SOME DATA WITH THEM MOVING INTO OUR MIDDLE GRADES AND GRADES 3 THROUGH 8.
I DO NOT HAVE ANY HIGH-SCHOOL DATA TO REPORT AT THIS TIME, BUT THEY WILL BE ALONG WITH THE REST OF OUR DISTRICT PARTICIPATING IN AN INTERIM ASSESSMENT COMING UP IN THE NEXT COUPLE OF WEEKS.
WE'LL BE SURE TO REPORT ON THAT SOON.
WE WILL START WITH OUR TINIEST LEARNERS.
I'M GOING TO GIVE YOU A LITTLE REFRESHER OF WHAT THESE ASSESSMENTS ARE BECAUSE WE HAVE SOME NEW PEOPLE ON OUR BOARD THAT MAY OR MAY NOT HAVE EXPERIENCED WITH THESE ASSESSMENTS.
OUR FIRST ONE IS OUR MCLASS ASSESSMENT, AND THIS IS FOR OUR TINIEST LEARNERS, OUR KINDERGARTEN THROUGH SECOND-GRADE STUDENTS.
THIS IS AN ASSESSMENT THAT WE WERE ABLE TO CHOOSE FROM THE TEXAS TEA-APPROVED VENDOR LIST, SO TO SPEAK, AN ASSESSMENT THAT WE CAN GIVE AND GRADES 2 THROUGH 8.
YOU MAY BE MORE FAMILIAR WITH A TEST CALLED ICE STATION THAT WE USED TO GIVE, THE ISIP.
[00:30:02]
SOME HISTORICAL DATA FROM THAT ASSESSMENT TO OUR IN-CLASS ASSESSMENT.BUT THIS ASSESSMENT ASSESSES STUDENTS ON PHONEMIC AWARENESS, FLUENCY, COMPREHENSION, VOCABULARY, AND PHONICS.
THIS TEST IS AN ALL-IN-ONE LITERACY ASSESSMENT INTERVENTION AND READING ASSESSMENT DIAGNOSTIC.
IT HELPS US TO KNOW WHERE OUR LEARNERS ARE AS OUR STUDENTS.
THE GRAY BARS REPRESENT OUR PREVIOUS ASSESSMENT THAT WE USED TO GIVE YOU SOME COMPARISON AND BACKGROUND.
WE'RE ALL FAMILIAR WITH GUIDING STATEMENT NUMBER 1, THAT WE WANT OUR STUDENTS READING ON GRADE LEVEL AND AT THE BEGINNING OF THIRD GRADE.
THIS IS AN ASSESSMENT THAT WE USE THE MCLASS ASSESSMENT TO DETERMINE THAT METRIC FOR OUR SCORECARD.
BACK WHEN WE USED ICE STATION AND THE ISIP ASSESSMENT, THIS WAS A TEST THAT KIDDO SAT AT A COMPUTER WITH HEADPHONES ON AND THEY WERE ABLE TO LISTEN TO AN ASSESSMENT AND CLICK AND ANSWER QUESTIONS.
THEY HAD LOTS OF PRACTICE WITH THIS.
WHILE IT WAS A TIMED ASSESSMENT, IT WAS NOT A SHORT TIME LIKE THE MCLASS ASSESSMENT.
WHAT WE LOVE ABOUT MCLASS, IT'S A ONE-ON-ONE ASSESSMENT WITH A TEACHER AND A STUDENT AND THE TEACHER GETS TO LISTEN TO THE STUDENT, MAKE THE SOUNDS, PUT THE SOUNDS TOGETHER TO CREATE A WORD THROUGH SEVERAL DIFFERENT ASSESSMENTS.
THEY HAVE ONE MINUTE ON THAT ASSESSMENT.
A TEACHER IS LISTENING TO THE STUDENT, HAS A SHEET OF PAPER IS TRYING TO MARK OFF THOSE SOUNDS THAT THEY'RE HEARING AND WATCH THE TIMER ALTOGETHER.
AS YOU CAN IMAGINE, IT IS A LEARNING CURVE FOR OUR TEACHERS AND GIVING THIS ASSESSMENT AS IT IS FOR OUR STUDENTS IN TAKING IT.
BUT WE DO GET A LOT OF GOOD DATA.
YOU CAN SEE THE TRENDS FOR MY STATION.
THIS TEST DOES NOT LOOK AT ALL LIKE THE MCLASS ASSESSMENT.
IT'S HARD TO COMPARE ONE ASSESSMENT TO ANOTHER.
BUT THE BEGINNING WHEN WE STARTED TAKING THIS TEST IN 2021, YOU CAN SEE 59 PERCENT OF OUR STUDENTS WERE ON OR ABOVE GRADE LEVEL IN SECOND GRADE.
THIS YEAR WE'RE STARTING THE YEAR AT 63 PERCENT OF OUR STUDENTS.
THAT'S EXCITING NEWS COMING OFF THE PANDEMIC AND KNOWING THAT WE HAVE GAPS TO CLOSE AND OUR STUDENTS ARE GROWING AND WE'RE STARTING AT A BETTER POINT THAN WE STARTED AT THIS TIME LAST YEAR.
THE MCLASS ASSESSMENT AND REMEMBER ONE-ON-ONE TESTS, TEACHERS GET TO HEAR THE STUDENTS THAT PRODUCE THOSE SOUNDS AND BLENDS AND RECORD THEIR PROGRESS THROUGHOUT THE YEAR.
WE'LL GET THE TEST SEVERAL MORE TIMES THROUGHOUT THE YEAR AND BE ABLE TO LOOK AT THE GROWTH OF OUR STUDENTS AND HOW THEY'RE PERFORMING.
AS WE MOVE INTO OUR NEXT ASSESSMENT, WE GIVE THE NWEA MAP ASSESSMENT.
THIS ASSESSMENT IS AN ADAPTIVE ACHIEVEMENT AND GROWTH TEST.
BY ADAPTIVE, WHAT HAPPENS IS, A STUDENT IN GRADES 3 THROUGH 8 TAKES THIS ASSESSMENT AND AS THEY GET QUESTIONS CORRECT, THEY GET HARDER QUESTIONS.
IF THEY MISS A QUESTION, THEN IT DROPS THEM TO AN EASIER QUESTION.
THIS CAN BE CHALLENGING FOR A STUDENT THAT IS USED TO ACING EVERY SINGLE TEST AND ALWAYS GETTING 100 PERCENT RIGHT AS IT'S DESIGNED FOR YOU TO GET 50 PERCENT OF THE QUESTIONS CORRECT THEREFORE 50 PERCENT OF THE QUESTIONS WRONG IN ORDER TO ADAPT IT TO THEIR LEVEL.
THIS IS A PERSONALIZED ASSESSMENT EXPERIENCE AND WE'RE GOING TO REPORT OUR DATA TODAY ON ACHIEVEMENT.
WHAT I WANT TO DO IS I WANT TO TAKE YOU THROUGH EACH GRADE LEVEL LOOKING AT THE ASSESSMENTS THAT THEY TAKE BUT I WANT TO PUT IT THROUGH THE LENS OF THEY GIVE US DATA THAT IS A PREDICTION OF HOW STUDENTS MIGHT PERFORM ON OUR END-OF-YEAR STAAR ASSESSMENT.
AS I TAKE YOU THROUGH THIS DATA, IT'S GOING TO BE A LOT OF BARS HERE ON THE SLIDE.
I'M GOING TO WALK YOU THROUGH REALLY SLOWLY ON THIRD GRADE, AND THEN WE CAN MOVE QUICKER THROUGH SOME OF THE OTHER SLIDES.
BUT IF YOU'LL NOTICE THERE'S TWO BARS.
THE FIRST TWO ON THE LEFT ARE OUR DISTRICT.
THIS IS BASED ON THIS ASSESSMENT THAT THEY JUST TOOK A PREDICTION OF WHERE OUR STUDENTS WOULD BE AT THE END OF THE YEAR AT THE MEETS LEVEL.
REMEMBER, APPROACHES IS WHAT WE CALL PASSING.
A STUDENT WOULD BE SUCCESSFUL AT THE NEXT GRADE LEVEL WITH SOME INTERVENTIONS, WHEREAS MEETS IS THE STUDENT WOULD BE SUCCESSFUL AT THE NEXT GRADE LEVEL WITH LITTLE INTERVENTION.
WHILE APPROACHES MAY BE PASSING, WE FEEL IT'S IMPORTANT TO ALWAYS BASE OUR RESULTS ON THE MEETS CRITERIA.
AT THIS TIME AT THE BEGINNING OF THE YEAR, 39 PERCENT OF THIRD GRADERS ARE EXPECTED TO BE AT THE MEETS LEVEL ON THIRD GRADE MATH.
DO YOU SEE THE LITTLE BLACK BAR INSIDE THAT FIRST BAR, THE 39 PERCENT? THAT'S WHERE WE WERE THIS TIME LAST YEAR.
LAST YEAR AT THE SAME BEGINNING OF THE YEAR ASSESSMENT, ONLY 31 PERCENT OF OUR STUDENTS WERE EXPECTED TO BE AT THE MEETS LEVEL.
I'LL SHOW YOU IN A LITTLE WHILE HOW WE ACTUALLY CAME OUT TO BE AND WE ACTUALLY PERFORMED A LOT BETTER THAN WHAT WAS EXPECTED, ESPECIALLY IN GRADES 3 AND 4, WHERE THEY'RE JUST LEARNING THIS SYSTEM.
IF YOU SEE THAT RED BAR, 49 PERCENT OF OUR STUDENTS ARE PREDICTED TO BE AT THE MEETS LEVEL ON THE STAAR ASSESSMENT AT THE END OF THIS YEAR, LAST YEAR WE STARTED AT 51 PERCENT, SO VERY SIMILAR TO WHERE WE BEGAN LAST YEAR.
[00:35:01]
THE REST OF THE BARS ARE THE STUDENT GROUPS THAT WE ARE ABLE TO GET DATA FROM THROUGH THE SYSTEM.WE HAVE OUR ASIAN POPULATION, AFRICAN-AMERICAN, HISPANIC, WHITE, ECONOMICALLY DISADVANTAGED, OUR ENGLISH LANGUAGE LEARNERS, AND SPECIAL EDUCATION STUDENTS.
YOU WILL NOTICE MANY OF THE SAME TRENDS FROM SLIDE TO SLIDE THROUGHOUT ALL OF THE GRADES, THIRD THROUGH EIGHTH GRADE.
THIS DATA IS IMPORTANT TO US BECAUSE IT SHOWS US WHERE WE HAVE GAPS AND WHERE WE CAN WORK WITHIN OUR CURRICULUM DEPARTMENT TO ENSURE THAT ALL OF OUR CHILDREN HAVE ACCESS TO A GOOD QUALITY EDUCATION AND CAN PERFORM AT THEIR LEVEL.
AGAIN, THIS IS THIRD GRADE AND MATH AND READING, IS WHAT THEY TAKE IN THIRD GRADE, AND THEN WE'LL MOVE TO FOURTH GRADE, WHICH WILL LOOK VERY SIMILAR.
THEY ALSO TAKE MATH AND READING.
AT THIS TIME, 46 PERCENT OF OUR STUDENTS IN MATH ARE PREDICTED TO BE AT THE MEETS LEVEL ON THE STAAR TEST AT THE END OF THE YEAR.
LAST YEAR WE STARTED OUT AT 36 PERCENT OF OUR STUDENTS EXPECTED TO BE AT THE MEETS LEVEL.
IT'S EXCITING IN BOTH THIRD AND FOURTH GRADE THAT WE HAVE MADE GREAT GAINS IN MATH AT OUR STARTING POINT BECAUSE OUR RESEARCH HAS SHOWN FROM THE PANDEMIC THAT MATH HAS SUFFERED SOME OF THE GREATEST LEARNING LOSS ACROSS THE NATION.
WE'RE BEGINNING TO FILL THOSE GAPS FROM GRADES K AND 2 TO SHOW UP WHERE THEY ARE COMING IN AND STARTING AT IN THESE GRADE LEVELS.
IN READING FOURTH-GRADE, 50 PERCENT OF OUR STUDENTS ARE EXPECTED TO BE AT THE MEETS LEVEL.
WELL, REMEMBER, WE'RE NOT REPORTING ON APPROACHES.
JUST TO GIVE YOU A CONTEXT IN MATH, 80 PERCENT ARE PREDICTED TO BE AT APPROACHES AND 82 PERCENT IN READING.
JUST TO GIVE YOU SOME CONTEXT BETWEEN APPROACHES AND MEETS.
AGAIN, WE HAVE OUR STUDENT GROUPS, THE SAME STUDENT GROUPS THAT YOU'LL SEE ON EVERY SLIDE.
YOU ALSO WILL NOTICE VERY SIMILAR PATTERNS AND TRENDS FROM THOSE GROUPS FROM GRADE TO GRADE.
I CAN GIVE YOU JUST A SECOND TO LOOK AT THOSE.
IN FIFTH GRADE, WE STILL GIVE MATH AND READING.
WE'RE ALSO GOING TO LOOK AT SCIENCE.
THE END OF THE SCHOOL YEAR, OUR FIFTH GRADER IS NOT ONLY TAKE MATH AND READING STAR, THEY ALSO TAKE SCIENCE.
RIGHT NOW, 55 PERCENT OF OUR STUDENTS ARE PROJECTED TO BE AT THE MEETS LEVEL ON THE MATH STAAR, 51 PERCENT ON THE READING, AND 39 PERCENT ON THE SCIENCE.
YOU CAN ALSO SEE THE BLACK BARS.
YOU REMEMBER THE BLACK BARS ARE WHERE WE STARTED AT THIS TIME LAST YEAR.
EACH SUBJECT AREA IS ABOVE WHERE WE STARTED.
AS A MATTER OF FACT, SCIENCE AT THIS TIME LAST YEAR, ONLY 29 PERCENT OF OUR STUDENTS WERE EXPECTED TO BE AT THE MEETS LEVEL.
I'LL SHOW YOU HOW THEY ACTUALLY ENDED UP LAST YEAR COMPARED TO THAT IN JUST A LITTLE BIT.
AGAIN, THE STUDENT GROUPS ARE TRENDING VERY SIMILARLY.
IN SIXTH GRADE, JUST MATH AND READING.
SIXTH GRADE MATH, 50 PERCENT OF OUR STUDENTS PREDICTED TO BE AT THE MEETS LEVEL, AND 49 PERCENT OF OUR STUDENTS IN READING.
SEVENTH GRADE, 46 PERCENT, THE EXACT SAME PLACE THAT WE STARTED LAST YEAR AND 53 PERCENT IN READING EXPECT IT TO BE, OR PREDICTED TO BE AT THE MEETS LEVEL ON STAAR AT THE END OF THE YEAR THIS YEAR.
YOU CAN SEE THE STUDENT GROUPS.
IN EIGHTH GRADE, WE ALSO ADD IN SCIENCE TO OUR ASSESSMENTS.
EIGHTH GRADE I WANT TO TAKE JUST A MOMENT TO TALK ABOUT.
WE HAVE 33 PERCENT OF OUR STUDENTS EXPECTED TO BE AT THE MEETS LEVEL FOR ALGEBRA 1.
BUT IN EIGHTH GRADE, IT'S IMPORTANT TO REMEMBER, THIS IS THE FIRST TIME OUR STUDENTS ARE ABLE TO GET INTO AN ADVANCED TRACK FOR MATH.
WE HAVE A LARGE NUMBER OF OUR STUDENTS TAKING ALGEBRA 1, AND THOSE STUDENTS ARE NOT TAKING THIS ASSESSMENT BECAUSE THIS ASSESSMENT IS FOR EIGHTH GRADE.
WE ARE TAKING OUT ALL OF THOSE STUDENTS AND THEY WILL BE TAKING THE ALGEBRA 1 AND OF COURSE EXAM AT THE END OF THE YEAR, NOT THE EIGHTH GRADE MATH STAAR.
THAT'S WHY THE 33 PERCENT LOOKS DIFFERENT THAN THE OTHER GRADES.
SIXTY-ONE PERCENT OF EIGHTH GRADERS ARE PREDICTED TO BE AT THE MEETS LEVEL IN READING AND 49 PERCENT EXPECTED TO BE AT THE MEETS LEVEL IN SCIENCE.
JUST ANOTHER SIDE NOTE, 80 PERCENT OF THE STUDENTS IN MATH ARE PREDICTED TO BE AT THE APPROACHES LEVEL.
WHILE WE KNOW THAT MANY OF OUR STUDENTS ARE EXPECTED TO PASS IN MISD, WE CERTAINLY WANT OUR STUDENTS AT THE MEETS LEVEL.
IT REALLY CONSISTS OF GOOD GAUGE AND THINGS TO LOOK OUT WITHIN OUR CURRICULUM AND OUR STUDENTS TO ENSURE THAT OUR KIDS ARE GETTING EVERYTHING THAT THEY NEED.
AS I'VE TALKED ABOUT EACH GRADE LEVEL AND WHERE WE'RE STARTING THE YEAR OUT, AND WHERE WERE PREDICTED TO BE AT THE END OF THE YEAR.
I WANTED TO GIVE THAT SOME CONTEXTS AND TALK ABOUT WHAT HAPPENED LAST YEAR.
IF YOU'LL REMEMBER IN THIRD GRADE, I HAD TALKED ABOUT IN MATH.
THIRTY-ONE PERCENT AT THIS TIME LAST YEAR WERE PREDICTED TO BE AT THAT MEETS LEVEL.
WHEN WE ACTUALLY TOOK THE STARR TEST LAST YEAR, WE HAD 49 PERCENT OF OUR STUDENTS AT THE MEETS LEVEL.
IN FOURTH GRADE, THE SAME TREND.
WE BEGAN THE YEAR WITH ONLY 36 PERCENT EXPECTED AND PREDICTED TO BE AT THE MEETS LEVEL, BUT ENDED THE YEAR WITH 49 PERCENT.
IN THIRD AND FOURTH GRADE, WHILE THEIR PREDICTIONS WERE MUCH LOWER THAN THEY ACTUALLY ARE, I THINK THERE'S A LOT OF THINGS THAT WE CAN CONTRIBUTE THAT TO.
[00:40:01]
THIRD GRADERS HAVE NEVER TAKEN THIS ASSESSMENT BEFORE.IT'S VERY NEW. THEN WE JUST WERE ABLE TO REALLY LOOK AT WHAT OUR STUDENTS DIDN'T KNOW AND ABLE TO FILL IN AND SHOW SOME OF THOSE GAPS.
BUT AGAIN, LOOKING AT FIFTH, SIXTH, SEVENTH, AND EIGHTH GRADE, WHERE OUR STUDENTS WERE PREDICTED TO PERFORM AND WHERE THEY ACTUALLY ENDED UP PERFORMING ON THE ASSESSMENT AT THE END OF THE YEAR.
IN READING, YOU'LL SEE SIMILAR TRENDS.
AT THE BEGINNING OF THIRD GRADE, ONLY 51 PERCENT WERE EXPECTED TO BE AT THE MEETS LEVEL.
BUT WE ENDED UP WITH ALMOST 60 PERCENT AT THE MEETS LEVEL.
THE SAME THING IN FOURTH GRADE, 59 PERCENT ENDED UP AT THE MEETS LEVEL FROM ONLY 49 PERCENT BEING PREDICTED.
THEN FIFTH, SIXTH, SEVENTH, AND EIGHTH FOLLOW MANY OF THE SAME TRENDS THAT YOU'VE SEEN. THEN SCIENCE.
IF YOU'LL RECALL, WE HAD TALKED ABOUT AT THIS TIME LAST YEAR, ONLY 29 PERCENT WERE EXPECTED TO BE AT THE MEETS LEVEL.
WE ENDED UP ALMOST DOUBLING THAT NOT QUITE AT 51 PERCENT OF OUR STUDENTS PERFORMING ON THE ACTUAL STAAR EXAM AT THE END OF THE YEAR, AT THE MEETS LEVEL AND THEN IN EIGHTH GRADE, ALSO INCREASING FROM THE BEGINNING OF THE YEAR TO THE ACTUAL STAAR ASSESSMENT.
ALL PREDICTIONS GIVE US SOME GOOD INFORMATION.
REALLY WITH THE ASSESSMENT IS DESIGNED IS TO LOOK AT GROWTH.
WHEN WE COME BACK IN THE MIDDLE OF THE YEAR, WE REALLY WANT TO FOCUS ON HOW OUR STUDENTS ARE GROWING.
ARE THEY GROWING AS EXPECTED, MORE THAN EXPECTED? SO THAT WE CAN REALLY GET A GOOD UNDERSTANDING OF HOW OUR STUDENTS ARE HOPEFULLY GOING TO BE ABLE TO PERFORM ON THE END OF THE YEAR STAAR ASSESSMENT.
BUT SPEAKING AT THE STARR ASSESSMENT, IF YOU CAN RECALL, BACK IN JULY, MS. YANG WAS ABLE TO GIVE YOU A PRESENTATION AND TALK ABOUT ACCOUNTABILITY AND HAD MENTIONED THERE WAS A REDESIGN OF OUR STARR ASSESSMENT THIS YEAR.
OUR COMMISSION WRATH AND TEA, HAS ENSURED US THAT THIS TEST IS NOT HARDER THAN THE OLD TEST.
I WILL ASK YOU TO LOOK THROUGH YOUR LENS AT THE LEVEL OF DIFFICULTY AND YOU CAN MAKE A JUDGMENT FOR YOURSELF TOO AND WHAT YOU THINK.
WHAT I'D LIKE TO DO IS TAKE YOU THROUGH JUST A SMALL PIECE OF WHAT OUR STUDENTS ARE GOING TO BE ASKED TO DO THIS YEAR AND HOW THAT'S DIFFERENT THAN THEY HAVE BEEN ASKED TO DO THINGS IN THE PAST.
IF YOU'LL RECALL, THE STAAR ASSESSMENT WAS A MULTIPLE CHOICE ASSESSMENT.
AS YOU KNOW, THERE'S USUALLY FOUR ANSWER CHOICES.
YOU HAVE A 25 PERCENT CHANCE OF GETTING A QUESTION RIGHT, EVEN IF YOU DON'T EVEN READ IT.
BECAUSE YOU CAN PICK A, B, C, OR D. THAT IS NO LONGER THE CASE.
THERE WILL STILL BE A FEW, SOME MULTIPLE CHOICE QUESTIONS, BUT THERE'S DIFFERENT ITEM TYPES.
I JUST WANT TO SHOW YOU A FEW OF THOSE AND WHAT OUR STUDENTS WILL BE ASKED TO DO.
FOR INSTANCE, IN MATH, STUDENTS WILL BE ASKED TO SOLVE A QUESTION.
THIS ONE'S ON SIMPLE INTERESTS.
YOU MAY REMEMBER HOW TO DO THAT, BUT THEY WILL NO LONGER HAVE CHOICES TO CHOOSE FROM.
THEY WILL HAVE TO INPUT THEIR ANSWER.
YOU'LL NOTICE THERE'S A PLACE THERE FOR A DECIMAL, YOU GOT A NEGATIVE SIGN IN THE BOTTOM RIGHT, YOU'VE GOT A FRACTION BAR THAT THEY COULD PUT THEIR ANSWER IF THEY GOT A FRACTION.
WE ARE TAKING OUT ANY POSSIBILITY OF JUST GUESSING.
THEY TRULY HAVE TO KNOW THE INFORMATION.
THAT'S ONE EXAMPLE WHERE THE STUDENTS HAVE TO INPUT ANSWERS.
ANOTHER EXAMPLE IS NOW WE HAVE MULTI-PART QUESTIONS.
OFTENTIMES PART B WILL ASK STUDENTS TO GIVE EVIDENCE OR EXPLAIN THEIR THINKING OF THE ANSWER THEY CHOSE IN PART A.
WE HAVE A READING LANGUAGE ARTS GRADE 5, SOCIAL STUDIES, GRADE 8, AND THEN SCIENCE GRADE 8.
I KNOW THE FONT IS SMALL AND I DIDN'T EXPECT YOU TO READ THESE QUESTIONS, BUT YOU CAN SEE THAT THIS DIFFERENT ITEM TYPE.
WHILE IT MAY NOT BE THE CONTENT MORE DIFFICULT, I WOULD ARGUE THAT THE LEVEL OF DIFFICULTY MIGHT BE SOMETHING NEW AND DIFFERENT FOR OUR STUDENTS TO ENCOUNTER.
STUDENTS MAY BE ASKED TO MATCH TABLES TO GRIDS.
WE HAVE SOCIAL STUDIES, GRADE 8.
THE STUDENT IS ASKING THEM ABOUT IMMIGRATION, WHICH IS THE REASONS FOR IMMIGRATION AND THEY HAVE TO MARK IF IT IS THE IRISH, THE CHINESE OR BOTH.
THERE MAY BE ASKING THEM TO DETERMINE IF SOMETHING IS A FUNCTION OR NOT A FUNCTION THROUGH MULTIPLE REPRESENTATIONS.
IN ENGLISH, THEY MAY ASK THEM ABOUT THE INTENDED AUDIENCE OR NOT THE INTENDED AUDIENCE.
BUT AGAIN, MULTIPLE ANSWERS COULD BE CORRECT SO STUDENTS DON'T KNOW, I NEED TO HAVE THREE CHECKMARKS, FOUR CHECKMARKS, TWO CHECKMARKS, THEY ARE TRULY HAVE TO UNDERSTAND THE CONTENT AT A DEEP LEVEL.
ANOTHER OPTION IS A MULTI-SELECT.
NO LONGER IS IT CHOOSE THE RIGHT ANSWER, IT MAY ASK STUDENTS TO CHOOSE MORE THAN ONE CORRECT ANSWER.
MANY OF OUR STUDENTS MIGHT SEE THE FIRST CORRECT ANSWER, "YES, I GOT THE QUESTION", AND MOVE TO THE NEXT ONE WITHOUT REALIZING THERE COULD BE MULTIPLE CORRECT ANSWERS.
SOME OF MY FAVORITE OTHER SHORT CONSTRUCTED RESPONSES, WHERE STUDENTS ARE ASKED TO GIVE A BRIEF EXPLANATION IN THEIR OWN WORDS TO DEMONSTRATE THEIR UNDERSTANDING OF CONTENT.
I THOUGHT IT MIGHT BE FUN IF WE JUST TOOK A LITTLE TEST.
IMAGINE BEING A 14 YEAR-OLD IN BIOLOGY.
THIS IS AN EXAMPLE THAT THEY'VE GIVEN US FROM TEA OF A QUESTION THAT COULD BE ASKED.
MAYBE YOU CAN TRY TO SEE IF YOU CAN GET THIS ANSWER RIGHT.
[00:45:03]
THE PROMPT IS A GENE FROM A PLANT IS INSERTED INTO A BACTERIAL CHROMOSOME.THE BACTERIUM IS THEN ABLE TO EXPRESS THE PLANT GENE.
WHAT DO THE TWO ORGANISMS HAVE IN COMMON THAT ALLOWS THE BACTERIUM TO EXPRESS THE PLANT GENE? IN WHICH TYPE OF MOLECULE IS THE FINAL PRODUCT OF GENE EXPRESSION? READ THIS QUESTION CAREFULLY, ENTER YOUR ANSWER IN THE BOX PROVIDED.
ALL OF THESE TYPES OF QUESTIONS COME WITH A RUBRIC, YOU CAN GET TWO POINTS IF YOU CAN GET THE WHOLE THING RIGHT.
YOU CAN GET ONE POINT IF YOU GET PART OF THAT RIGHT, AND THEN ZERO POINTS IF YOU DON'T.
LET'S SEE WHAT THEY SAY THE RIGHT ANSWER IS.
TO GET IT TWO A STUDENT WOULD HAVE TO DESCRIBE ALL ORGANISMS, USE THE SAME NUCLEIC ACIDS, DNA, RNA, NITROGENOUS BASES, GENETIC CODE, COMMON CODE OR NUCLEOTIDES.
THAT THE PRODUCTS OF GENE EXPRESSION ARE PROTEINS.
THAT STUDENT WOULD RECEIVE FULL CREDIT.
A ONE-POINT ANSWER WOULD GIVE ABOUT HALF OF THOSE DETAILS AND THEN OF COURSE ZERO, THE RESPONSE WOULD BE INCORRECT OR IRRELEVANT.
JUST TO GIVE YOU AN IDEA, THOSE ARE ONLY A FEW OF THE ITEM TYPES THAT THE ASSESSMENT.
THERE'S MANY OTHERS LIKE HOTSPOTS, THE INSERT TEXT, THEY HAVE TO ACTUALLY PHYSICALLY GRAPH NUMBER LINES.
ALL INTERESTING ASSESSMENT ITEMS. WHILE THEY ASSURE US THAT THE CONTENT IS NOT HARDER OR MORE DIFFICULT, I THINK YOU CAN SEE THE LEVEL OF DIFFICULTY IS DEFINITELY DIFFERENT THAN OUR STUDENTS HAVE EXPERIENCED.
WE ARE WORKING HARD TO PROVIDE STUDENTS WITH EXPERIENCES SIMILAR TO THESE.
WE HAVE DIFFERENT THINGS BUILT INTO THE CURRICULUM THAT ALLOWS OUR STUDENTS TO HAVE OPPORTUNITIES TO PRACTICE.
IN NOVEMBER OUR STUDENTS WILL BE TAKING A STAR INTERIM ASSESSMENT THAT IS ACTUALLY THE SAME PLATFORM THAT THE STUDENTS WILL TAKE THE STAAR AT THE END OF THE YEAR ONLINE.
THAT WILL GIVE OUR STUDENTS TWO TIMES THROUGHOUT THE YEAR.
THEY'LL DO IT IN THE FALL AND THE SPRING.
A CHANCE TO EXPERIENCE JUST THE COMPUTER, THE NEW PIECE OF THE NEW ITEM TYPE QUESTIONS.
WHILE I'VE SHARED WITH YOU INFORMATION ON OUR BEGINNING OF YEAR ASSESSMENTS AND SHOWN THE AREAS THAT WE ARE DEFINITELY WATCHING AND ARE GROWING OUR STUDENTS IN AND GIVING YOU A BRIEF OVERVIEW OF WHAT THAT NEW ASSESSMENT MIGHT LOOK LIKE AT THE END OF THE YEAR.
>> THANK YOU. BOARD WILL SIT ON THIS SIDE.
DID YOU HAVE ANY QUESTIONS OR COMMENTS? MR. DAVIS?
>> HEY, GOOD EVENING AND THANK YOU.
THIS IS GOOD INFORMATION TO HAVE.
THANK YOU FOR PUTTING THIS TOGETHER FOR US.
YOU ALL HAVE DONE A GOOD JOB OF HELPING US TO UNDERSTAND SOME OF THE DEFICITS THAT WE BELIEVE WAS ASSOCIATED WITH THE IMPACT OF COVID AND ON OUR PLAN TO REDRESS THAT IN THE CORRECT DIRECTION.
IT'S GREAT TO SEE THAT SOME OF THE RETENTION IS THERE COMING BACK TO SCHOOL THIS YEAR. THAT'S A GREAT POINT.
I GUESS, AS WE START DIVING DEEPER INTO PARTICULARLY THE FOURTH AND FIFTH AND SIXTH GRADE, I'M NOTICING STILL THAT DROP THERE.
CAN YOU SPEAK NOT IN GREAT DEPTH, BUT A LITTLE BIT ABOUT SOME OF THOSE EFFORTS THAT WE'RE DOING TO TRY TO ADDRESS THAT.
I FEEL LIKE I'VE BEEN PRIVY TO SOME STUFF, BUT I LIKE THIS PUBLICLY TO BE SHARED A LITTLE BIT.
>> ABSOLUTELY. I THINK THE THING THAT MAKES THE BIGGEST IMPACT IS THAT OUR TEACHERS ARE WORKING WITH THEIR TEAMS AND GROUPS AND THEY'RE NAMING STUDENTS BY NAME.
WE'RE NOT JUST LOOKING AT DATA, 50 PERCENT OF OUR KIDS GOT THIS QUESTION RIGHT ON THE TEST.
GREAT. WHO ARE THE KIDS THAT DIDN'T GET THAT QUESTION RIGHT ON OUR ASSESSMENT? HOW ARE WE MEETING THEIR NEEDS? OUR TEACHERS ARE REALLY WORKING THROUGH OUR PROCESS LAST YEAR AND THIS YEAR REFINING THAT PROCESS THROUGH OUR PROFESSIONAL LEARNING COMMUNITIES, WHERE TEACHERS ARE LOOKING AT EVERY SINGLE STUDENT INDIVIDUALLY BY NAME THROUGH DATA TO ENSURE THAT NOT ONLY DO WE KNOW WHAT THEY DIDN'T GET.
THEN WE CAN BUILD INTERVENTION.
WE CAN BUILD SMALL GROUP TIME AT TABLES TO WORK WITH OUR STUDENTS TO ENSURE WE KNOW THAT WE HAVE GAPS, LEARNING LOSS FROM COVID AND EVERYBODY DOES ACROSS THE NATION.
BUT IT'S OUR RESPONSIBILITY AND OUR JOB AND ONLY WHAT IS RIGHT AND FAIR TO THE STUDENTS TO ENSURE THAT THEY'RE GETTING THE INTERVENTIONS THAT THEY NEED TO BE SUCCESSFUL.
WE REALLY HAVE COME A LONG WAY IN EDUCATION WHERE WE CAN'T REALLY JUST LOOK AT THINGS HOLISTICALLY.
SEVENTY FIVE PERCENT OF OUR KIDS GOT IT, 82 PERCENT.
BUT WE HAVE TO NAME THEM BY NAME.
WE HAVE TO KNOW WHICH STUDENTS THOSE ARE.
THEN OUR CURRICULUM DEPARTMENT, OUR DEPARTMENT OF INSTRUCTION WORKS REALLY HARD TO ENSURE THAT OUR TEACHERS.
WE'RE BUILDING THIS JUST EVERY SINGLE DAY HAVE RESOURCES AND ACTIVITIES AND LESSONS TO DO WITH OUR STUDENTS THAT MAY NOT KNOW THE MATERIAL AS WELL AS THEY SHOULD.
ALSO TO CHALLENGE OUR STUDENTS THAT ARE SHOWING US THAT THEY ALREADY KNOW IT.
THERE'S JUST A LOT OF INTENTIONALITY THERE.
THE MIDDLE GRADES ARE TOUGH BECAUSE THESE STUDENTS' LEARNING LOSS ARE REALLY ON SOME FOUNDATIONAL CONCEPTS.
THINK IN MATH, IF YOU WERE OUT FOR MOST OF THE YEAR IN FOURTH GRADE,
[00:50:02]
YOU'RE LEARNING A LOT ABOUT THE FOUNDATIONS OF FRACTIONS.WE HAVE REALLY HAD TO WORK HARD IN THE SUMMERS TO IDENTIFY WHAT ARE OUR ESSENTIAL STANDARDS, WHAT IS ABSOLUTELY NECESSARY FOR A STUDENT TO KNOW TO BE SUCCESSFUL.
NOT ONLY AT THE NEXT GRADE LEVEL, BUT LONGITUDINALLY.
WHAT'S GOING TO COME BACK IN ALGEBRA 1? WHAT'S GOING TO COME BACK TO THEM AND ENSURE THAT WE'RE SPIRALING THOSE IN THROUGHOUT EACH GRADE LEVEL.
IF THAT HELPS A LITTLE BIT. YOU'RE WELCOME.
>> ON THIS SIDE. MISS [INAUDIBLE]
>> GOOD EVENING. THANK YOU FOR THE PRESENTATION AS WELL.
I'LL JUST PACK THEM ALL INTO ONE BECAUSE THEY'RE ALL RELATED.
WHEN WE GO BACK TO THE BEGINNING SLIDES, YOU CAN DEFINITELY SEE DISCREPANCIES IN DIFFERENT STUDENT GROUPS.
WHAT ARE WE ATTRIBUTING TO THOSE GAPS AMONG THE DIFFERENT STUDENT GROUPS JUST AS A DISTRICT? WHAT'S BEING DONE TO CLOSE THOSE? THEN HOW ARE WE USING THIS DATA TO ENSURE THAT WE'RE JUST MEETING THE TARGETS ACROSS THE BOARD?
>> ABSOLUTELY. IT GOES BACK TO A LOT OF WHAT I JUST EXPLAINED TO MR. DAVIS, WAS THE INTENTIONALITY OF NAMING OUR STUDENTS BY NAME.
ENSURING THAT OUR TEACHERS UNDERSTAND THE STUDENTS THAT MAY BE LABELED ENGLISH LANGUAGE LEARNERS, OR THAT MAY BE IN OUR SPECIAL EDUCATION PROGRAM, OR ECONOMICALLY DISADVANTAGE.
BY PUTTING A NAME ON EVERY SINGLE ONE OF THOSE STUDENTS, THEN WE'RE ENSURING THAT WE'RE WORKING WITH EVERY STUDENT'S NEEDS AND WHERE THEY ARE AT THE MOMENT.
CURRICULARY, WE'VE HAD TO REALLY GO BACK.
FOR INSTANCE, LET'S JUST USE ENGLISH LANGUAGE LEARNERS.
WE KNOW THAT VOCABULARY CAN OFTEN BE A DETERRENT WHEN IT COMES TO LEARNING NEW MATERIAL.
BY PRE-TEACHING VOCABULARY OR ENSURING THAT MAYBE IN STATIONS THE NEXT UNIT THAT'S COMING UP, WE CAN EMBED VOCABULARY INTO THAT SO THAT WHEN THE NEXT UNIT STARTS THERE'S A SENSE OF I KNOW THIS, I'VE SEEN THAT.
THAT WAS IN ONE OF OUR STATIONS, THAT CIRCUMFERENCE WORD.
SO THAT THERE NOT ALWAYS CONSTANTLY FEELING DEFEATED AND TRYING TO CATCH UP, BUT PUT THEM MORE ON THAT ACCELERATION CYCLE THAT WE CAN GIVE THEM CONFIDENCE IN DIFFERENT UNITS THAT ARE COMING UP TO SET THEM UP FOR SUCCESS.
THERE'S DEFINITELY SOME INTENTIONALITY WITHIN THAT.
THROUGH THE PROFESSIONAL LEARNING COMMUNITIES THAT OUR TEACHERS ARE WORKING WITH, THEY HAVE FOUR QUESTIONS.
THEY SAY, FIRST. HOW ARE WE GOING TO TEACH THIS? WHAT IS THE BEST WAY FOR OUR STUDENTS? DO WE HAVE A LOT OF LANGUAGE LEARNERS THAT ARE REALLY GOING TO NEED THE VOCABULARY SCAFFOLDED IN? WHAT DOES MY CLASSROOM LOOK? WHAT DOES YOUR CLASSROOM LOOK LIKE? THEN WHAT DO WE DO WHEN OUR STUDENTS KNOW IT? WHAT DO WE DO WHEN THEY DON'T KNOW IT? THOSE ARE SOME OF THE PROCESSES AND STEPS THAT WE'VE TRIED TO INSURE ARE PRESENT IN EVERY GRADE LEVEL PLC TO CLOSE GAPS.
>> THANK YOU FOR THE PRESENTATION.
I GUESS MY QUESTION RELATES TO A LITTLE BIT ABOUT THE SHIFT BECAUSE I THINK WHEN WE WENT FROM PAPER TESTING AND PENCILS AND STUFF TO COMPUTERIZED TESTING, THERE'S A LITTLE BIT OF A SHIFT.
THEN THIS IS GOING TO BE ANOTHER SHIFT.
I WORRY ABOUT THOSE OTHER POPULATIONS THAT WE ALL KNOW THAT THERE ARE STUDENTS THAT ARE AUDITORY LEARNERS AND TACTILE LEARNERS AND THINGS LIKE THAT.
SOMETIMES THAT ALSO HELPS WHEN THEY TAKE A TEST OR HOW THEY TAKE NOTES AND STUFF LIKE THAT.
WHAT ARE SOME WAYS THAT WE'RE THINKING ABOUT DOING THAT? I WORRY ABOUT THOSE DYSLEXIC KIDS AND THINGS LIKE THAT.
THAT REALLY NEED TO WRITE IN THERE NOW COMPUTERIZED TESTING AND THINGS LIKE THAT.
>> COMPLETELY AGREE. THERE'S A LOT OF STRATEGIES THAT WE WORK WITH CLASSROOM TEACHERS ON AND STUDENTS ON.
FOR INSTANCE, AN EXAMPLE MAYBE ON THE MATH ASSESSMENT.
I KNOW YOU AND I WILL DEFINITELY WOULD WANT A PIECE OF PAPER AND A PENCIL TO WORK THROUGH THOSE THINGS.
SOME OF OUR STUDENTS THIS IS ALL THEY'VE KNOWN, AND THEY GROWN UP IN THAT ERA.
A STRATEGY WOULD BE WE'LL GIVE THEM A PIECE OF PAPER, WE TEACH THEM HOW TO.
HERE'S YOUR ASSESSMENT YOU'RE TAKING ONLINE.
HERE'S HOW YOU ORGANIZE YOUR PAPER.
YOU CAN BOX IT OFF INTO EIGHT SECTIONS, YOU CAN STILL HAVE QUESTION 1.
EVEN WHEN THEY TURN IN THEIR WORK TO THEIR TEACHER WHILE THE ASSESSMENT MAY BE TAKEN ONLINE AND CAN BE GRADED ONLINE, THE TEACHER CAN LOOK AT THEIR SCRATCH PAPER THAT'S ORGANIZED ONE, TWO, THREE, FOUR, FIVE.
CAN HELP THEM FIND THEIR ERRORS THAT THEY MADE ON THEIR PAPER SO THAT THAT RETEACH PROCESS CAN HAPPEN.
WE NEVER WANT TO BE 100 PERCENT ONLINE AND COMPLETELY PUT THE PAPER AWAY.
WE ALL KNOW THAT THERE'S VALUE IN WRITING, SEEING VISUALLY, PUTTING OUR HANDS-ON.
WE REALLY WANT A BLENDED APPROACH WHERE OUR STUDENTS ARE GETTING BOTH OF THOSE.
WE CERTAINLY WANT THEM TO GET PRACTICE ONLINE, BUT WE DON'T WANT TO TAKE AWAY THE STRENGTH THAT THERE IS IN WRITING AND PUTTING THOSE THINGS ON PAPER.
REALLY ENSURING INTENTIONALLY THAT THERE'S A GOOD COMBINATION AND OVERLAP WITH BOTH.
>> THANK YOU. I ALSO APPRECIATE YOUR EXPLANATION ABOUT EIGHTH GRADE MATH BECAUSE I WAS REVIEWING THE DATA AND I WAS LIKE, WHAT IS GOING ON. [LAUGHTER]
>> DON'T FORGET THOSE ALGEBRA 1.
>> THAT MADE SENSE. BUT THANK YOU.
>> YOU ANSWERED PART OF MY QUESTION ON THAT. THANK YOU.
WITH THE STAR TEST IT SEEMS LIKE THEY JUST KEEP INCREASING THE LEVEL OF DIFFICULTY TO MAKE IT HARDER AND HARDER FOR OUR KIDS TO PASS.
THE WRITTEN PART IS NOW GOING TO BE TYPED.
WE HAVE LITTLE THIRD GRADERS THAT ARE TYPING.
I KNOW IT'S GOING TO BE CHALLENGING FOR OUR TEACHERS.
WHAT CAN WE DO TO HELP YOU GUYS LIKE ADVOCATING AT OUR LEGISLATIVE?
[00:55:05]
WHAT CAN WE HELP WITH YOU GUYS?>> ABSOLUTELY, WE ALL KNOW WITH ACCOUNTABILITY, IT'S HONESTLY ALL OVER THE PLACE.
LOTS OF THINGS HAVEN'T BEEN DECIDED.
I THINK THEY'LL BE RELEASED IN THE SPRING AND WE GET OUR RESULTS PRETTY MUCH IN THE SPRING AND THE SUMMER.
IT'S A CONSTANT MOVING TARGET THAT WE DON'T EVEN KNOW WHAT WE'RE TRYING TO HIT.
YES, IF YOU COULD ADVOCATE AT THE LEGISLATIVE LEVEL THAT WOULD BE ABSOLUTELY WONDERFUL.
I THINK WHAT WE'RE DOING TO KIDS HAS TO BE RIGHT.
I JUST WANT TO ENSURE THAT WE ARE.
IF WE DON'T SPEAK UP THEN THEY WON'T KNOW. DEFINITELY.
>> THANK YOU AND YOUR TEAM SO MUCH FOR ALL THAT YOU DO.
I JUST HAVE TO SAY THAT MY HEART SKIPPED A BIT WHEN I HEARD YOU SAY WE'RE TAKING OUT THE NUMBER AND GIVING THEM A NAME BECAUSE THAT'S ACTUALLY WHERE WE CAN START MAKING SOME PROGRESS BECAUSE EVERY CHILD ESPECIALLY STORY IS DIFFERENT.
THAT'S THE FIRST STEP IN MY OPINION TO ADDRESSING IT.
TO NOT JUST PUT THEM ALL IN ONE BIG GROUP TOGETHER.
THEN LETTING EVERY CHILD BE WHO THEY ARE.
I APPRECIATE THAT, ESPECIALLY.
[9. Presentation]
THE BEGINNING OF OUR PRESENTATIONS AND 9.1, DR. CANTU.>> YES. I WOULD LIKE TO INVITE DAVID WRIGHT AND ROBERT BALL TO COME FORWARD TO SHARE A LITTLE BACKGROUND ABOUT THIS YEAR'S TEA STATE DOOR AUDITS AND SOME CURRENT DATA.
>> THANK YOU DR. CANTU, PRESIDENT WILSON, AND MEMBERS OF THE BOARD.
IF YOU HAVE YOUR STOPWATCHES, THIS MAY BE THE SHORTEST PRESENTATION KNOWN TO MAN, UNLESS WE HAVE A LOT OF QUESTIONS.
BUT THAT'S NOT NECESSARILY BY DESIGN AND IT HAS NOTHING TO DO WITH THE CONTENT NOT BEING OF GREAT IMPORTANCE.
BUT BY RULE, WE HAVE TO GIVE THE BOARD A PRESENTATION, BUT IT HAS TO BE IN A VERY BROAD SCOPE AND WHAT THAT MEANS IS WE ARE TO GIVE YOU ENOUGH INFORMATION.
THIS IS ME PARAPHRASING, BUT WE HAVE TO GIVE YOU ENOUGH INFORMATION FOR YOU TO KNOW THAT WE'RE ON TARGET IN OUR SAFETY AUDITS, BUT NOT ENOUGH DETAIL WHERE A BAD ACTOR COULD USE OUR INFORMATION AGAINST OUR CAMPUS OR TO BE ABLE TO USE THAT INFORMATION IN A WAY THAT COULD BE ABLE TO BREACH A CAMPUS.
WE'RE GOING TO GIVE YOU SOME REALLY GOOD INFORMATION ON HOW WE'VE BEEN DOING IT.
BUT I WOULD LIKE TO JUST GIVE YOU A LITTLE BIT AND GO BACK TO THE SUMMER.
THIS SUMMER, WE WENT THROUGH THE GOVERNOR TO TEA DOWN THROUGH THE TEXAS SCHOOL SAFETY CENTER, THROUGH THE REGIONAL SERVICE CENTERS, BUT WE HAD SOME WORK TO DO IN THE SUMMER.
I'M PROUD TO SAY THAT WE COMPLETED ALL OF IT ON TIME.
FIRST, WE HAD TO CONDUCT A SUMMER TARGETED PARTIAL SAFETY AUDIT, THAT'S A LOT OF WORDS TO SAY THERE WAS SOME DATA THAT WE HAD TO SEND TO THEM.
THEN WE HAD TO CONDUCT AN EXTERIOR DOOR AUDIT.
THAT WAS PRETTY TIME-INTENSIVE, THAT IS, EVERY SINGLE DOOR AT EVERY SINGLE CAMPUS, IF YOU THINK ABOUT JUST ONE HIGH SCHOOL, PROBABLY HAS ABOUT 60,66.
I KNOW LEGACY, WHEN I WAS THERE, WE HAD ABOUT 66 EXTERIOR DOORS ON THAT CAMPUS.
YOU HAVE TO MAKE SURE THEY'RE IN WORKING CONDITION.
IN OTHER WORDS, THEY'RE CLOSING PROPERLY.
YOU GOT TO MAKE SURE THAT THE CENTER MILLION, IF YOU HAVE TWO DOORS THAT THAT IS IN PLACE.
IT'S NOT JUST ABOUT CHECKING DOORS, IT'S ABOUT ARE THEY WORKING PROPERLY? ARE THEY CLOSING PROPERLY? DO THEY HAVE LOCKS? THAT WAS DONE. THEN WE HAD TO CONVENE THE SAFETY AND SECURITY COMMITTEE TO TALK ABOUT THE EOP THAT WAS DONE IN THE SUMMER.
[01:00:08]
WE HAD ENSURE THAT THE CAMPUS STAFF WERE TRAINED ON PROCEDURES, WAS DONE IN THE SUMMER.WE HAD TO SCHEDULE ALL MANDATORY DRILLS HAD BEEN SCHEDULED PRIOR TO AUGUST THAT WAS IN PLACE AND WAS DONE BEFORE THAT FIRST DAY OF SCHOOL.
WE HAD TO ENSURE THAT THE THREAT ASSESSMENT TEAMS WERE TRAINED, THAT WAS DONE.
THEN WE GET TO WHAT WE'RE REALLY HERE TO TALK ABOUT IS WE HAD TO REVIEW AND IF NECESSARY, UPDATE, ACCESS CONTROL AND EXTERIOR DOOR SWEEPS EACH WEEK.
WHAT THAT MEANS IS WEEKLY, WE HAVE TO MAKE SURE THAT THE DOORS ARE ALL LOCKED AND THAT VISITOR MANAGEMENT IS TAKEN CARE OF.
I'M GOING TO TURN IT OVER TO ROBBIE BALL, DIRECTOR OF SAFETY AND SECURITY TO TAKE IT FROM HERE AND TALK ABOUT THOSE TWO THINGS.
[BACKGROUND] THANK YOU DAVID. WHEN WE WERE TOLD THAT THE DOOR SWEEPS AND THE AUDITS ARE GOING TO BE COMING DOWN, IT WAS DONE THROUGH THE TEXAS SCHOOL SAFETY CENTER, AND THEN THEY GAVE IT TO THE EDUCATIONAL SERVICE CENTERS FOR US AS REGION 11 AND REGIONAL 11 GAVE US THE INFORMATION THAT WE ARE GOING TO BE COMING OUT TO YOUR CAMPUSES AND WE HAVE TO DO 650 AUDITS WITHIN NINE MONTHS.
WHEN WE SAY THAT, EVERY CAMPUS IN SCHOOL THAT IS WITHIN THE REGION 11 SERVICE CENTER IS WALKED.
THIS IS NOT JUST MANTLE ISD THIS IS HAPPENING TO.
THIS IS A STATEWIDE THING AND THEY HAVE TO GET THAT MANY DONE WITHIN NINE MONTHS, WHICH AVERAGES ABOUT 72 A MONTH FOR THEM.
THEY HIRED FORMER EDUCATORS, SOME SUPERINTENDENTS, SOME ASSISTANT SUPERINTENDENTS, OTHER ONES THAT HAVE BEEN AROUND EDUCATION AND UNDERSTAND HOW CAMPUSES OPERATE.
WHAT A VISIT LOOKS LIKE IS THEY WILL COME TO THE CAMPUS AND THEY WILL CHECK THREE EXTERIOR DOORS.
THEY'LL MAKE SURE THAT THOSE DOORS ARE CLOSED LIKE THEY'RE SUPPOSED TO BE AND THAT NO STUDENT OR ANYBODY IS LETTING THEM IN.
IF A STAFF MEMBER HAPPENS TO SEE A PERSON FROM THAT IS OUT THERE DOING THIS AUDIT WALK, THEY STOP IMMEDIATELY AND THEN THEY WILL GO INTO THE FRONT OFFICE AND START WITH THE VISITOR MANAGEMENT PROCESS.
THESE INSPECTORS WILL WALK AROUND WITH THESE LARGE YELLOW FOLDERS.
THE ONE THING THAT THEY WERE VERY SPECIFIC ABOUT IS THIS.
THEY ARE NOT TO BE THERE TO CAUSE CHAOS AND THAT TO BE VERY ALARMING AND THEY WILL FOLLOW WHATEVER PROCEDURE IS EXPECTED BY THE DISTRICT AND BY THAT CAMPUS.
THEY HAVE THE REGION 11 ID ON THERE AND THEY SHOW THEIR BINDER AND THEIR ID.
THEY WERE INSTRUCTED THAT WHEN THEY COME TO OUR CAMPUSES, WE REQUIRE A GOVERNMENT ID TO BE SHOWN, SO THEY SHOW THEIR ID.
THEY GO THROUGH THE FULL PROCESS THROUGH RAPTURE.
THEY SHOW THEIR ID AT THE DOOR, THEY ARE BUZZED INTO THE FRONT OFFICE, THEY STATE WHAT THEIR PURPOSES THERE, A CAMPUS ADMINISTRATOR THEN WE'LL COME OUT WITH THEM AND THEY WILL CONTINUE THEIR WALK AFTER BEING RUPTURED AND CHECKED THROUGH AND GETTING THEIR BADGE AND DOING ALL THE PROCESS THAT WE HAVE THROUGH THAT.
ONCE THEY DO THAT VISITOR PROCESS, THEY DID CHECK EIGHT INTERIOR DOORS AND GO THROUGH AND CHECK THE DOORS AND MAKE SURE EVERYTHING IS GOOD.
THROUGH THE TIME FRAME NOW, WE'VE BEEN VISITED SEVEN TIMES.
WITH THOSE SEVEN TIMES, THERE HAVE BEEN NO FINDINGS, WHICH MEANS WE'VE DONE EVERYTHING EXACTLY RIGHT.
THE FORM THAT THEY FILL OUT SHOWS THAT THEY CHECK NO FINDINGS NEEDED TO BE REPORTED AND THEY TURN IT IN, WE GET A COPY OF IT AND WE KEEP IT ON FILE.
CAMPUSES HAVE BEEN DOING GREAT.
BUT I THINK ANOTHER PIECE THAT NEEDS TO BE REALLY KNOWN ABOUT IS THAT AS A DISTRICT, WE'RE ALSO DOING OUR OWN SELF WALKS.
WE ARE GOING THROUGH AND WE'RE CHECKING EVERY SINGLE DOOR AT EVERY SINGLE CAMPUS, INTERIOR AND EXTERIOR.
WE'VE DONE THIS AS A LEADERSHIP TEAM, WE'VE DONE THIS ONCE A WEEK WITH THE SCHOOLS WE'VE BEEN ASSIGNED AND WE'VE DONE OVER 450 SELF AUDITS FOR THIS PROCESS TO MAKE SURE THAT WHEN WE DO HAVE REGIONAL 11 AUDITORS COME, THAT WE'RE RIGHT UP TO SNUFF AND BECAUSE OF DOING THAT, BEING PROACTIVE WITH THIS PART OF IT, ALL THE FINDINGS THAT THEY FOUND WERE EXACTLY WHERE WE NEED TO BE.
AT THIS TIME WE'D LIKE TO OPEN IT UP TO ANY OTHER QUESTIONS THERE MIGHT BE.
HEY, THANK YOU. WE'LL START ON THIS SIDE THIS TIME.
DO YOU HAVE ANY QUESTIONS OR COMMENTS? MS. KELLER.
NOT WELL, KIND OF QUESTIONS AND A COMMENT.
AWESOME ON OUR AUDITS, BUT I COMMEND OUR DISTRICT THAT WE'VE ALWAYS GONE ABOVE AND BEYOND ON THE AUDITS THAT WE DO.
YOU KNOW WHEN THE STATE REQUIRES YOU TO DO ONE, WE'VE ALWAYS DONE THREE, SO KUDOS TO US FOR ALWAYS SEEKING SAFETY SERIOUSLY.
QUESTION FOR YOUR SUB TEACHERS.
IS THERE SOMETHING THAT YOU CAN PUT JUST STANDARD LIKE A SUBFOLDER,
[01:05:04]
SO THAT THE SUBS WHEN THEY COME INTO A CLASSROOM, THEY KNOW THEY HAVE TO KEEP THAT DOOR LOCKED, IF THEY CAN'T PROP IT OPEN, SOMETHING LIKE THAT BECAUSE MOST CAMPUSES HAVE A SUBFOLDER THAT THE SUB PICKS UP AND IT'S SUPPOSED TO HAVE LIKE A CLASS LIST OR WHATEVER, IS THERE SOMETHING IN THAT FOLDER THAT GIVES A SUB AN IDEA OF WHAT IS EXPECTED.DOES THAT MAKES SENSE? AM I MAKING SENSE? YOU MAKE PERFECT SENSE.
I DO KNOW THAT I BELIEVE THAT THE SUBS ARE TRAINED WHEN THEY DO THAT, BUT YES, WE CAN PUT THAT IN THE FOLDERS TO REMIND THEM.
ADDITIONALLY, WHEN THEY GET TO THE CAMPUS.
ANOTHER THING IS, WE ARE ALSO WORKING THROUGH JEFF BROADENS GROUP.
EVERY SINGLE CLASSROOM DOOR THAT WE HAVE HAS THE ABILITY TO LOCK, BUT WE'RE CHANGING OUT LOCKS TO STOREFRONT LOCKS, WHICH MEANS THERE'S NOT THE ABILITY TO NOT HAVE THAT DOOR LOCK.
THE KIDS CAN OPEN THEM FROM THE INSIDE BUT YOU HAVE TO USE A KEY TO GET INTO THE DOOR FROM THE OUTSIDE.
I DON'T KNOW HOW WE'RE ABOUT HALFWAY THROUGH WITH THAT.
EIGHTY PERCENT OF THOSE TYPE OF LOCKS.
THAT'S AWESOME. THERE IS A GREAT IMPROVEMENT ON JUST THE KIDS WEARING THEIR IDS AND THEY'RE SO VISIBLE AND I KNOW WE'VE BROUGHT IT DOWN TO ALL THE MIDDLE SCHOOLS HAVE THEM NOW AND ON THE CAMPUSES THEY'RE ALWAYS VERY VISIBLE AND EVEN THE STAFF, SO KUDOS TO OUR STUDENTS AND OUR STAFF AND ALL OF YOU GUYS FOR TAKING SAFETY SERIOUSLY BECAUSE YOU CAN REALLY TELL A DIFFERENCE THIS YEAR. THANK YOU.
I THINK MOST OF US WHEN WE'RE ON CAMPUS, WHEN WE'RE AT EVENTS, SPORTING EVENTS, ANYTHING AT ALL GOING ON, ON CAMPUS, WE REALLY NOTICED THE DIFFERENCE.
IT'S TANGIBLE HERE. I MEAN, I DON'T KNOW IF YOU'RE DRILLING WITH PIZZA PARTY REWARDS OR WHAT'S GOING ON.
BUT IT'S REALLY OBVIOUS TO THOSE OF US WHO ARE NOT ON CAMPUS EVERY DAY TO SEE WHAT'S GOING ON. I JUST WANT TO SAY THANK YOU.
>> I JUST WANT TO ECHO WHAT THEY SAY THANK YOU GUYS SO MUCH.
I CAN'T IMAGINE THE WORK THAT'S GONE INTO CHANGING ALL OF THE LOCKS.
MYSELF AND MS. ROGERSON WERE WALKING TO SCHOOL LAST WEEK AND HE WAS TALKING ABOUT CHANGING OUT THE LOCKS AND I WAS LIKE, STARTED LOOKING AT ALL THE DOORS AND I'M LIKE, I WONDER HOW MANY DOORS WE HAVE IN THIS DISTRICT.
HE'S LIKE, THERE'S A NUMBER OUT THERE SOMEWHERE, [LAUGHTER] BUT IT'S INCREDIBLE.
THE WORK YOU GUYS HAVE PUT INTO THIS IS INCREDIBLE, I CAN TELL YOU ALL.
WE WERE AT A CAMPUS AND SOMEBODY RANG A LITTLE BUZZER, AND THEY DIDN'T HAVE AN ID AND THEY WOULD NOT LET THEM IN THE BUILDING.
IT MAKES ME FEEL GOOD KNOWING I'M SENDING MY KIDS TO SAFE SCHOOLS EVERY DAY.
I APPRECIATE THE WORK OF YOU GUYS.
I'M GOING TO USE THIS AS A SHAMELESS PLUG.
WHAT'S THE NAME OF THE SAFETY CONVERSATIONS THAT YOU GUYS WERE DOING? [LAUGHTER]
>> WE'RE DOING PARENT INFORMATION SESSIONS THAT WE'RE HOLDING AT A MIDDLE SCHOOL CAFETERIA AS THE NEXT ONE IS NOVEMBER 7TH.
>> GUYS, THEY GIVE YOU SO MUCH INFORMATION ON SAFETY, BULLYING.
IT'S A GREAT MEETING AND I ENCOURAGE EVERY PARENT THAT HAS QUESTIONS.
IT'S VERY INTERACTIVE. YOU CAN ASK AS MANY QUESTIONS AS YOU WANT AND THEY WILL STAY AS LONG AS THEY NEED TO GET THOSE QUESTIONS ANSWERED.
I WOULD ENCOURAGE EVERYONE LISTENING AND EVERYONE HERE THAT HAS NOT BEEN TO ONE, PLEASE MAKE TIME TO GO.
>> THE NEXT ONE IS NOVEMBER 7TH.
>> ARE YOU FEELING THE PRESSURE? [LAUGHTER]
>> GENTLEMEN, AND MR. TIPPING.
>> I DON'T REALLY HAVE A QUESTION. JUST I WANTED TO JUST ECHO THE COMMENTS.
I'VE BEEN ABLE TO SEE A SIGNIFICANT DIFFERENCE THIS YEAR IN THE SCHOOLS AS I'VE VISITED AND BEEN AROUND THEM.
JUST THE DIFFERENCE IN THE PROTOCOLS THAT ARE TAKING PLACE.
THE ID IS BEING CHECKED IN AND SO FORTH.
IT'S JUST REFRESHING TO SEE THAT AND SO WELL DONE ON THAT.
KEEP THAT UP BECAUSE WE ALL KNOW THAT THAT'S IMPORTANT FOR EACH AND EVERY ONE OF US. THANK YOU.
>> THANKS AGAIN. I'M SORRY TO MAKE THIS SHORT REPORT LONGER.
THE QUESTION I HAVE IS REALLY JUST WONDERING, HAS THERE BEEN ANY TANGENTAL LEARNING? WE'VE DONE ALL THESE AUDITS, ALL THESE ADDITIONAL STEPS GOING THROUGH THE CAMPUS LOCATIONS.
HAVE THERE BEEN SOME LEARNINGS THAT WE'VE HAD THAT WEREN'T NECESSARY SAFETY-RELATED THAT WE WERE ABLE TO BETTER THE DISTRICT BY? I'VE GOT TO IMAGINE THAT MANY SETS OF EYES GOING AROUND ALL THE CAMPUSES.
[01:10:03]
WE'VE HAD TO HAVE SOME LEARNINGS AND CAN YOU SPEAK A LITTLE BIT SOME OF THOSE?>> WELL, I THINK WHAT I CAN TELL YOU FROM MY STANDPOINT OR ONE THING FROM MY STANDPOINT IS WHAT YOU'RE EXACTLY TALKING ABOUT IS ALL THE IS.
I'M AT ONE CAMPUS DOING SAFETY CHECKS, DOING INTERIOR DOORS.
THE TEACHER IS DOING WHAT THEY'RE SUPPOSED TO BE DOING EXCEPT FOR THE TEACHER IN THIS CASE WAS A MALE, AND COACH AND HE'S GOT TO GET UP AND PHYSICALLY SHUT THE DOOR 40 OR 50 TIMES A DAY BECAUSE THE DOOR IS CATCHING.
INSTEAD OF NOW TURNING IN A WORK ORDER, WHICH JEFF SCRIPT GETS ONTO THOSE, I JUST CALL SOMEBODY AT MAINTENANCE AND SAY, HEY, THIS IS A SAFETY ISSUE, WE CAN'T LOCK THE DOOR.
THE NEXT DAY WHEN I GO OUT THERE, IT'S FIXED.
ONE OF THE THINGS THAT'S HAPPENING IS WE'RE ALL OUT THERE.
WE ALL HAVE EYES AND SO I LOOK OR ROBBIE LOOKS OR DONALD.
EVEN MS. TRUNK GUARD, WE GOT HER WORKING.
[LAUGHTER] SO BUT SHE'LL CALL ME AND SAY, IS THIS THE WAY IT'S SUPPOSED TO BE, OR SHE'LL TALK TO THE PRINCIPAL.
IT PUTS US IN THE BUILDING NOT ONLY TO LOOK AT SAFETY BUT TO TALK TO TEACHERS, TALK TO PRINCIPALS, TALK TO APS ABOUT OTHER THINGS.
IT'S BEEN NOTHING BUT POSITIVE.
>> JUST A LITTLE BACKGROUND MORN.
A RESULT OF SOME OF THESE SAFETY AUDITS THAT THEY'VE BEEN DOING FOREVER IS WE'VE NOT ALWAYS HAD SECURE FRONTS IN OUR SCHOOLS.
IF YOU NOTICE, THERE'S ALWAYS SETS OF DOUBLE DOORS NOW THAT WAS PUT INTO A BOND PACKAGE BECAUSE WE NOTICED THAT THOSE FRONTS WERE NOT SECURE.
FROM A RESULT OF THAT, YOU HAVE THOSE DOUBLE DOORS SO THEY'RE LOCKED DOWN.
BEFORE YOU DIDN'T HAVE THAT, THE DOOR WAS NOT LOCKED.
GOING IN AND OUT OF THE OFFICES THERE ARE LOCKS.
A LOT OF THAT STUFF, THE KEYLESS ENTRIES THAT'S ALL BEEN FROM THESE CONTINUOUS AUDITS THAT OUR DISTRICTS HAVE ALWAYS DONE GOING FORWARD.
WE'VE ALWAYS TAKEN IT SERIOUSLY.
>> THAT'S TRUE. YES, THEY ALL DO SEEM TO RESULT IN SOME GOOD ITEMS AND PROCESSES AFTER THAT.
FIRST, I WANT TO CONGRATULATE YOU ON FINDING A JOB FOR MS. TRUNK GUARD [LAUGHTER] BECAUSE I TOO HAVE BEEN CONCERNED ABOUT THAT.
BUT IN ALL SERIOUSNESS, WE HAD OUR LAST SECURITY MEETING.
I TOLD YOU EARLIER MY THOUGHTS ARE STILL SCATTERED.
BUT I REALLY ENJOYED THE PRESENTATION FROM, AND I WANTED A LOT OF PEOPLE TO UNDERSTAND THOSE TWO.
WE DON'T JUST HAVE AND I DON'T JUST HAVE BECAUSE WE'RE SO FORTUNATE TO HAVE THEM.
IT'S NOT JUST OUR SECURITY OFFICERS AND ACTUAL POLICE OFFICERS ON CAMPUS, WE'RE ALSO FORTUNATE ENOUGH TO HAVE WHAT I WOULD CALL SAFETY OFFICERS AND AUDITORS AND TO WHERE THEY ARE THERE ALL THE TIME AND CHECKING ALL OF THESE THINGS.
AND MS. THOMAS, SAID THINGS WITH ME WHEN SHE SPOKE WITH THE STUDENTS.
IN THIS PARTICULAR SAFETY ORDER I GUESS I CAN CALL HIM AN OFFICER?
>> HE'S OUR CAMPUS SAFETY SPECIALIST.
>> THANK YOU. HE'S A SPECIALIST.
BUT WHAT I REALLY APPRECIATED ABOUT HIM IS IT WASN'T JUST THAT HE CAME IN AND MAYBE SLAPPED AT A KID FOR OPENING A DOOR OR SAID SOMETHING ABOUT THEIR LANYARD.
HE ACTUALLY SPOKE TO THEM AND MADE THEM UNDERSTAND WHY WE HAVE THESE PROCESSES AND WHY THEY'RE IMPORTANT AND WHAT COULD HAPPEN OR DIDN'T HAPPEN OR SHOULD HAPPEN.
THAT WAY IT STARTS MAKING SENSE TO THEM TOO BECAUSE THEY ARE THE ONES WE'RE PROTECTING THE MOST.
IT'S IMPORTANT FOR ME, FOR THEM TO UNDERSTAND THE IMPORTANCE OF ALL OF THESE THINGS THAT WE'RE PUTTING INTO PLACE BECAUSE THEY ARE A MENACE, SO WE DO NEED THEIR HELP ON IT TOO.
BUT ANYWAY, THANK YOU GUYS SO MUCH.
IT'S ALWAYS BEEN A BIG CONCERN OF MINE.
I'VE ALWAYS SAID ONE STUDENT IS TOO MANY IF WE COULD HAVE PREVENTED IT.
AGAIN, THANK YOU FOR YOUR PRESENTATION AND ESPECIALLY YOUR TIME AND YOUR EFFORTS. THANK YOU.
>> WE'LL TAKE THAT TO ITEM 9.2, DR. CANTU.
>> YES. BEFORE OR AS MARGARET IS PREPARING TO COME UP,
[01:15:04]
WHAT I DO WANT TO DO IS GIVE A LITTLE CONTEXT TO THIS PRESENTATION BECAUSE THE PRESENTATION YOU'RE ABOUT TO HEAR IS ALSO RELATED TO AGENDA ITEMS 13.2 AND 14.4.JUST SOME CONTEXTS FOR THE COMMUNITY ABOUT WHERE WE ARE.
WE'VE BEEN UPDATING TASB 119 OVER THE LAST COUPLE OF BOARD MEETINGS DURING SEPTEMBER AND NOW HERE IN OCTOBER.
AT THAT SAME TIME, WE'VE ALSO BEEN MAKING AND RECOMMENDING CHANGES TO LOCAL POLICY FFAC.
SOME OF THOSE FFAC LOCAL POLICY CHANGES INCLUDE STAFF AUTHORIZATION TO ADMINISTER EPINEPHRINE.
NURSES' AUTHORIZATION TO ASSIGN AND ADMINISTER UNASSIGNED PRESCRIPTION ASTHMA MEDICATION TO A STUDENT DIAGNOSED WITH AN EXPERIENCING ASTHMA SYMPTOMS. ALSO AUTHORIZING OUR NURSES ARE TRAINED OR TRAINED PERSON TO ADMINISTER AN OPIOID ANTAGONIST MEDICATION TO A PERSON EXPERIENCING AN OPIOID-RELATED DRUG OVERDOSE.
ALSO, SOME POLICY THAT PLACES SOME CONSTRAINTS ON WHAT EMPLOYEES CAN DO RELATED TO PSYCHOTROPICS.
ANOTHER PART OF FFAC LOCAL WAS INCLUDING TELEHEALTH AS A WAY TO BETTER SUPPORT OUR STUDENT'S HEALTH.
BUT WE WANTED TO REALLY ACTUALLY PROVIDES YOU A LITTLE BIT MORE INFORMATION ABOUT TELEHEALTH BEFORE ASKING YOU TO MAKE A DECISION GOING FORWARD.
SO WE'VE HAD TO SEPARATE THESE THINGS OUT.
WITH UPDATE 119 AND POLICY FFAC AGAIN, WE'VE SEPARATED THOSE OUT.
TONIGHT, TASBS 119, POLICIES ARE ON THE AGENDA TO MOVE FORWARD AS IN A SECOND READING THIS EVENING UNDER CONSENT IN 14.4.
THEN OUR FFAC LOCAL WE REMOVE THE TELEHEALTH PIECE SO THAT WE CAN SHARE A LITTLE BIT MORE INFORMATION WITH YOU TONIGHT, WHICH IS WHAT MS. CAULDRON IS GOING TO DO.
THAT IS ACTUALLY PRESENT IN ITEM 13.2 WHERE YOU COULD TAKE ACTION ON FFAC LOCAL WITH THE TELEHEALTH REMOVED IN ONE READING TONIGHT IF YOU SO DESIRE.
WITH THAT BEING SAID, MS. CAULDRON IS UP HERE WITH A PRESENTATION TO SHARE MORE INFORMATION ABOUT TELEHEALTH.
I WILL TURN IT OVER TO YOU AT THIS TIME.
>> THANK YOU, DR. CANTU, PRESIDENT WILSON AND FELLOW BOARD MEMBERS FOR HAVING ME.
GOOD SIDE OF HEALTH AS A TELEHEALTH SERVICE THAT WE WOULD LIKE TO OFFER OUR MISD COMMUNITY.
LET'S START WITH THE IMPORTANT STUFF.
HOW DOES IT SUPPORT VISION 2030? BY OFFERING EQUITABLE HEALTH CARE ACCESS THAT PUTS STUDENTS FIRST, BUILDS POSITIVE RELATIONSHIPS, AND SHOWS MANSFIELD ISD IS COMMITTED TO CONTINUOUS IMPROVEMENT TO GRADUATE OUR STUDENTS LIVE COLLEGE AND CAREER-READY.
GOOD SIDE HEALTH HAS OVER ONE MILLION STUDENTS ENROLLED.
THEN HERE IS SOME OF THE LOCAL DISTRICTS.
LET ME JUST POINT OUT, ARLINGTON, GRAPEVINE-COLLEYVILLE, AND FORT WORTH.
WHAT ARE THE BENEFITS? THE BENEFITS ARE OUR STUDENTS STAY IN SCHOOL OR RETURN TO SCHOOL FASTER.
WE ARE PROVIDED DATA TO IDENTIFY AND TRACK ILLNESS PATTERNS.
THEN POINT-OF-CARE TESTING PROVIDES EARLY DETECTION OF COMMON COMMUNICABLE DISEASES TO PREVENT CLASSROOM OUTBREAKS.
EACH CAMPUS WILL RECEIVE A IPAD TO FACILITATE TELEHEALTH VISITS, A HEALTH TOOLKIT AND I HAVE AN EXAMPLE HERE IF YOU HAVE ANY QUESTIONS.
THEN ONSITE ONE-ON-ONE CLINIC TRAINING FOR THE NURSE.
INCLUDED IN THE HEALTH TOOLKIT WE HAVE MEDICATIONS, TREATMENTS, SUPPLIES, POINT-OF-CARE TESTING FOR STREP, COVID AND THE FLU.
HERE I THINK ONE OF THE BEST WAYS TO HELP YOU UNDERSTAND GOODSIDE HEALTH IS TO WALK YOU THROUGH WHAT A CLINIC VISIT WOULD LOOK LIKE.
IN ELEMENTARY, LET'S SAY SALLY COMES TO THE CLINIC COMPLAINING OF A SORE THROAT.
UPON ASSESSMENT, SALLY HAS A TEMP OF 100.6.
THE NURSE CALLS THE PARENT TO COME PICK UP SALLY.
WHILE ON THE PHONE, THE NURSE REMINDS THE PARENT THAT MANSFIELD ISD HAS PARTNERED WITH GOODSIDE HEALTH TO OFFER TELEHEALTH VISITS TO STUDENTS, EXPLAINING THAT HAVING A TELEHEALTH VISIT COULD GREATLY EXPEDITE TREATMENT AND SAVE THE PARENT FROM SCHEDULING AN IN-PERSON DOCTOR'S VISIT.
THE PARENT COMPLETES REGISTRATION AND A VISIT IS REQUESTED BY THE NURSE.
THE PARENT, NURSE, STUDENT AND PROVIDER ARE ALL ABLE TO JOIN THE TELEHEALTH VISIT.
IN THIS CASE, THE PROVIDER WOULD PROBABLY REQUEST A POINT-OF-CARE TESTING AND TYLENOL FOR SALLY'S FEVER.
WHILE THE STUDENT IS WAITING TO BE PICKED UP, HER STREP TEST COMES BACK POSITIVE.
THE PROVIDER AT THAT TIME WOULD GIVE INSTRUCTIONS TO THE PARENT ON ANTIBIOTICS AND A DOCTOR'S NOTE TO THE CAMPUS TO EXCUSE HER ABSENCES.
[01:20:04]
SALLY WOULD BE PICKED UP FROM SCHOOL, START ANTIBIOTICS IMMEDIATELY AND RETURN TO SCHOOL FASTER.CHARLIE IS A SEVENTH GRADE STUDENT.
HE COMES IN COMPLAINING OF A HEADACHE AND A STUFFY NOSE AT 08:30 AM, SCHOOL STARTS AT EIGHT.
HE REQUESTS TO CALL HIS MOM BECAUSE HE FEELS SICK AND WANTS TO GO HOME.
THE NURSE DOES NOT FIND ANY SIGNS AND SYMPTOMS OF ILLNESS OTHER THAN HIS NASAL CONGESTION.
THE NURSE CALLS TO NOTIFY THE PARENT THAT THE STUDENT IS REQUESTING TO GO HOME.
THE PARENT IS AT WORK AND WOULD LIKE CHARLIE TO BE AT SCHOOL IF ALL POSSIBLE.
A VISIT IS REQUESTED WITH GOODSIDE HEALTH.
THE PARENT, PROVIDER, NURSE AND STUDENT ARE ALL ABLE TO JOIN THE VIRTUAL VISIT.
CHARLIE'S GIVEN ALLERGY MEDICINE OUT OF THE GOODSIDE HEALTH TOOLKIT AND HE IS ABLE TO RETURN TO CLASS.
I WOULD LIKE TO POINT OUT THAT IF WE HAD A STUDENT IN THE CLINIC DURING EITHER OF THESE SCENARIOS, WE COULD PAUSE THE VISIT IMMEDIATELY.
THIS PROVIDES PRIVACY TO THE STUDENT ON THE VIRTUAL VISIT, AS WELL AS THE STUDENT THAT COMES INTO THE CLINIC.
I'VE ALSO INCLUDED SOME OF THE MOST COMMONLY ASKED QUESTIONS.
IS EVERY STUDENT REALLY ELIGIBLE TO PARTICIPATE IN THE PROGRAM? YES. EVERY STUDENT, REGARDLESS OF THEIR INSURANCE STATUS, RESIDENCY, OR THEIR ABILITY TO PAY, MAY CHOOSE TO USE THE SERVICE.
WHEN IS IT APPROPRIATE TO CONDUCT A TELEHEALTH VISIT? WELL, MANSFIELD ISD HAS REGISTERED NURSES ON EVERY CAMPUS AND I HAVE TO BRAG, THEY'RE ACTUALLY PRETTY AMAZING.
THE NURSES CAN CARE FOR MOST EVERYTHING THAT COMES THROUGH THEIR DOOR.
NOSEBLEEDS, FALLS, CUTS, INSECT BITES, HEADACHES, ETC.
A TELEHEALTH VISIT WOULD PROVIDE FOR FURTHER EXAMINATION INTO SYMPTOMS OF A SORE THROAT, UPSET STOMACH, EARACHE, HEADACHE, ALLERGIES, FEVER, AND PINK EYE.
HOW LONG DOES THE TELEHEALTH VISIT TAKE? MOST VIRTUAL VISITS WILL TAKE 5-10 MINUTES AND THEN OFFLINE POINT-OF-CARE TESTING COULD TAKE LONGER.
WHAT IS THE COST TO THE DISTRICT? GOODSIDE HEALTH IS A SERVICE WE CAN OFFER TO OUR STUDENTS AND OUR STAFF AT NO COST TO THE DISTRICT.
BEFORE YOU START ASKING QUESTIONS, I WOULD LIKE TO INTRODUCE TRACY SPINNER.
SHE IS THE SENIOR VICE PRESIDENT OF EDUCATION AND STRATEGIC INITIATIVES WITH GOODSIDE HEALTH AND SHE WILL BE JOINING ME TO ANSWER THE QUESTIONS.
>> WE'LL START HERE TO MY RIGHT.
DO YOU GUYS HAVE ANY QUESTIONS OR COMMENTS? MR. DAVIS?
>> YEAH. THE ONLY QUESTION I REALLY HAVE AND THANK YOU FOR THE PRESENTATION.
THE ADDITIONAL INFORMATION IS GOOD TO HAVE.
IT'S JUST MAYBE POTENTIALLY A COORDINATING OF BENEFITS.
I PERSONALLY HAVE AN EXTENSIVE MEDICAL HISTORY, NOT AS A PROVIDER BUT AS A PATIENT [LAUGHTER].
UNFORTUNATELY, I HAD OCCASION OF HITTING A COUPLE OF OFFICES THAT ACCEPTED MY INSURANCE, BUT THE INSURANCE WASN'T ACCEPTED AND SO I FOUND MYSELF WITH A BILL DOWN THE ROAD THAT I WASN'T HAPPY ABOUT.
HOW DO WE COORDINATE THAT TOO.
I LOVE THE IDEA OF IT, BUT I DON'T WANT SOMEONE TO BE STUCK WITH A BILL THAT THEY'RE NOT PREPARED FOR DOWN THE ROAD?
>> ABSOLUTELY. LET ME ANSWER HIM.
>> THANK YOU SO MUCH, MARGARET. GREAT JOB.
PRESIDENT WILSON, DR. CANTU, MEMBERS OF THE BOARD, THANK YOU SO MUCH FOR HAVING ME THIS EVENING TO ANSWER YOUR QUESTION ABOUT COORDINATION OF BENEFITS.
GOODSIDE HEALTH WE'RE IN THAT WORK WITH EVERY PRIVATE AND COMMERCIAL INSURANCE PLAN IN TEXAS, AS WELL AS EVERY MEDICAID PLAN.
ON THE CONSENT FORM, WHEN PARENTS RECEIVE THE FORM, THEY CAN INDICATE ON THE FORM WHAT INSURANCE CARRIER THAT THEY HAVE.
IF THEY HAVE QUESTIONS ABOUT THE VISIT FOR PRIVATE COMMERCIAL AND IT IS AN OFFICE VISIT, SO IT IS WHATEVER THE NORMAL COPAY WOULD BE BASED ON THEIR INSURANCE PLAN AND WE HAVE A PATIENT EXPERIENCE TEAM AND ALL OF OUR MARKETING MATERIALS INCLUDE CONTACT INFORMATION.
IF PARENTS HAVE QUESTIONS AT ANY TIME ABOUT WHAT MIGHT THIS COST ME? WHAT BILL COULD I EXPECT TO RECEIVE? THEY CAN REACH OUT TO OUR TEAM AND TO ASK THE QUESTION.
WE CAN VERIFY BENEFITS FOR THEM AND TELL THEM EXACTLY WHAT THEIR COPAY, WHAT THEY WOULD EXPECT TO RECEIVE.
ANYTIME THEY GO INTO A HEALTH ROOM FOR A VISIT, ANYTHING THAT WE'RE PROVIDING, WHETHER IT'S OVER-THE-COUNTER MEDICATION, A POINT-OF-CARE TEST THAT THEY WILL UNDERSTAND WHAT THEIR FINANCIAL RESPONSIBILITY WOULD BE.
AT ANY POINT IN TIME, IF A PARENT SAYS, I CAN'T AFFORD MY $20 COPAY, I'M SORRY.
THEY HAVE THE OPTION TO SAY NO.
[01:25:01]
AGAIN, THIS IS AN OPTIONAL PROGRAM FOR FAMILIES.THEY CAN SAY NO, THAT'S OKAY RIGHT NOW I DON'T, I'LL JUST COME PICK UP MY CHILD OR DON'T CONDUCT THE TELEHEALTH VISIT, AND WE WILL NEVER TURN A CHILD AWAY FOR INABILITY TO PAY.
>> YES. JUST A COUPLE OF QUESTIONS.
ONE IS IN REGARDS TO THE VIDEO VISITS THEMSELVES.
IS IT A REQUIREMENT FOR THE PARENT TO BE ON THAT VIDEO VISIT? I'M THINKING OF SCENARIOS WHERE A PARENT AT WORK MAY NOT BE ABLE TO STEP AWAY OR HAVE ACCESS TO THAT AT THAT MOMENT.
IS IT A REQUIREMENT FOR THEM TO BE ON THAT VISIT?
>> IN OUR DISTRICT WHAT WE WOULD DO IS WE WOULD ALWAYS HAVE THE NURSE CALL THE PARENT BEFORE AN A AND A VISIT IS STARTED.
IF THEY AREN'T ABLE TO BE ON THE VISIT, THEN THEY WOULD LET US KNOW AT THE TIME WE CALL, HEY, YOU KNOW, YOU CAN DO A VISIT, GO AHEAD AND START A VISIT.
BUT THE NURSES WOULD ALWAYS TRY TO HAVE THAT PARENT ON THE VIRTUAL CALL WITH THEM.
>> SO A CALL WOULD NEVER BE STARTED WITHOUT A PARENT KNOWING AND CONSENTING TO THAT PRIOR?
>> THEN JUST ONE OF MY OTHER QUESTIONS.
OBVIOUSLY, THE SCHOOL HAS PROBABLY SOME MEDICAL HISTORY ON EVERY STUDENT, BUT MAYBE NOT AN EXTENSIVE AMOUNT ON EVERY STUDENT.
A CHILD MAY NOT BE ABLE TO EXPLAIN THEIR MEDICAL HISTORY AND SO FORTH.
THE PARENT MAY NOT BE AVAILABLE TO DO THAT AGAIN, LIKE WE SAID.
HOW WILL THAT WORK ITSELF OUT?
>> THANK YOU FOR ASKING THAT QUESTION.
ON THE CONSENT FORM, WE ASKED FOR MED HISTORY AND OFTENTIMES, PARENTS, AGAIN, THEY'RE FILLING OUT THEIR MEDICAL HISTORY FOR SCHOOL.
THEY COULD GIVE US SOME ADDITIONAL INFORMATION THAT THEY MAY NOT HAVE SHARED WITH THE SCHOOL DISTRICT.
IF THERE'S EVER A QUESTION ABOUT MEDICAL HISTORY, WE PRACTICE EVIDENCE-BASED MEDICINE ACCORDING TO AMERICAN ACADEMY OF PEDIATRICS.
WE'RE NOT GOING TO DO ANYTHING WHERE IT WILL COMPROMISE A CHILD'S HEALTH IF WE CAN'T GET A HOLD OF THE PARENT, IF WE CAN'T GET A HOLD OF THE PROVIDER, AGAIN, WE'LL DECLINE THE VISIT AND SAY AT THIS TIME WE CAN'T PROVIDE TREATMENT BECAUSE WE DON'T KNOW ENOUGH ABOUT THEIR MEDICAL HISTORY TO PROVIDE SAFE CARE.
>> THANK YOU. I APPRECIATE YOU ANSWERING BECAUSE AGAIN, ME COMING FROM THE MEDICAL FIELD LIKE WE'VE TALKED ABOUT BEFORE, I SEE THE BENEFITS OF IT, BUT ALSO SEE SOME OF THE CHALLENGES THAT COULD COME WITH IT AS WELL.
>> I DON'T THINK ACTUALLY TO YOUR SECOND QUESTION, WE WOULDN'T RUN INTO THAT BECAUSE WE WOULDN'T EVEN INITIATE A TELEHEALTH VISIT IF WE HAD NOT CONNECTED WITH THAT PARENT TO START A VISIT.
I'M JUST GOING TO GO QUICK AND QUICK AND FAST WITH IT.
I WORRY A LITTLE BIT ABOUT PRIVACY IN THE CLINIC.
DO YOU BELIEVE THAT ALL THE CLINICS WHERE WE'RE GOING TO BE TRIALING THIS OR SHOULD WE BE ABLE TO MAKE IT DISTRICT WIDE WHERE WE CAN HAVE PRIVACY FOR KIDS BECAUSE SOMETIMES THOSE ASSESSMENTS NEED TO BE IN PRIVATE SO THAT THEY FEEL COMFORTABLE AND SAFE IN THAT SCENARIO.
DO WE HAVE THAT SETUP IN THE CLINICS?
>> WELL, IN THE CLINICS THE NURSES ARE GOING TO BE DOING PRETTY MUCH THE SAME TYPE OF ASSESSMENTS THAT THEY DO EVERY DAY IN THE CLINIC ANYWAY.
IF WE'RE DOING ASSESSMENTS, TALKING TO THE PARENT OR TALKING TO THE CHILD THAT NEEDS TO BE PRIVATE, THEN THE NURSES HAVE AN OFFICE OR THEY HAVE DOORS THAT ABSOLUTELY CAN BE CLOSED? YES. I FELT LIKE [OVERLAPPING].
>> I DON'T KNOW THAT AT ALL THE SCHOOLS, THE CLINIC IT'S WHERE THERE'S A DOOR ALL THE TIME
>> YES. EVERY CLINIC CAN BE CLOSED FOR PRIVACY.
>> THEN WHAT POINT-OF-CARE TESTING IS AVAILABLE BESIDES JUST STREP?
>> THEN I KNOW WE TALKED A LOT ABOUT HOW EVERY INSURANCE IS IN NETWORK AND ALL OF THAT FUN STUFF.
MY CONCERN IS MORE ABOUT THOSE STUDENTS THAT DON'T HAVE INSURANCE FOR WHATEVER REASON.
WHAT ARE WE DOING FOR THOSE? I ALSO HEARD YOU AT ONE POINT SAY THAT NO STUDENT IS TURNED AWAY.
CAN YOU MARRY ALL THAT TOGETHER FOR ME A LITTLE BIT TO BE CLEAR?
>> ABSOLUTELY. THANK YOU SO MUCH.
FOR CHILDREN WHO MAY BE UNINSURED.
WE HAVE A SLIDING FEE SCALE, SO WE WILL COLLECT A FAMILY'S FINANCIAL INFORMATION PRIVATELY.
ON THE CONSENT FORM, WE DO ASK THE QUESTION, ARE YOU INSURED OR UNINSURED? IF A PARENT INDICATES THAT THEY'RE UNINSURED, WE WILL REACH OUT TO THEM PROACTIVELY.
WE HAVE A GOOD SIDE CARES PROGRAM IN WHICH WE'RE ABLE TO OFFER UNCOMPENSATED CARE AT NO COST TO FAMILIES DEPENDING UPON THEIR FINANCIAL STATUS,
[01:30:06]
DEPENDING UPON THEIR FAMILY MEMBERS, THEIR ANNUAL INCOME THEN THE VISIT COULD COST ANYWHERE FROM ZERO UP TO $50 AND THAT WOULD BE THE ABSOLUTE MAXIMUM.AT THE TIME WHEN WE'RE GOING THROUGH THE APPLICATION, IT'S OF A SHORT QUESTIONS, VERY SIMILAR TO A FREE REDUCED LUNCH APPLICATION.
WE WOULD INFORM THE PARENT AT THE TIME THAT BASED ON THE INFORMATION THAT THEY HAVE PROVIDED, THE VISIT COULD BE ZERO DOLLARS OR IT COULD BE UP TO $50.
>> I GUESS I GET JUST A LITTLE BIT CONCERNED WHEN WE GET INTO THE OLDER AGE GROUPS WHERE SOMETHING AS SIMPLE AS ABDOMINAL PAIN SLASH MENSTRUAL CRAMPS.
BECAUSE OF THOSE SITUATIONS, WHAT DO WE DO FOR SITUATIONS WHERE WE FEEL THERE COULD BE A NOTIFICATION NEEDED AND HOW THOSE THINGS ARE ADDRESSED.
BY LAW, IF YOU HAVE A HIGH SCHOOL STUDENT WHO'S 16 YEARS OLD AND THEY CAN SPEAK FOR THEMSELVES IF THEY'RE WITH CHILD THAT'S THE LAW.
HOW DO YOU GUYS HANDLE THOSE SCENARIOS WHEN WE GET UP IN THOSE AGE RANGES?
>> WELL, I THINK THOSE SCENARIOS ARE ALREADY HANDLED WITH THE NURSES ON THE HIGH SCHOOL CAMPUSES AND WITH THE COUNSELORS.
I DON'T THINK THAT THAT WOULD BE SOMETHING THAT WOULD BE A GOOD SIDE HEALTH VISIT.
IF THEY'RE COMPLAINING OF NAUSEA AND VOMITING, THEN WE WOULD PROBABLY DO POINT-OF-CARE TESTING THROUGH GOOD SIDE HEALTH.
BUT THERE'S NOT TESTING IN HERE TO CONCLUDE THE OTHER.
I REALLY DON'T THINK [OVERLAPPING].
>> THAT WAS MY QUESTION. YOU'RE GOOD. [LAUGHTER].
>> THAT'S THE WAY I THOUGHT. [LAUGHTER].
>> I WAS REALLY TRYING TO TALK AROUND [LAUGHTER] I'M NOT SURE HOW CAN I DO. [LAUGHTER].
>> I THINK I ANSWERED THAT AMAZINGLY.
[LAUGHTER] I WAS JUST GETTING READY TO INTERJECT THAT WE DON'T INCLUDE THOSE TESTS IN THERE. [LAUGHTER].
>> I NEEDED TO KNOW. THEN IF THERE IS NO PARENT INVOLVEMENT BECAUSE THEY ARE NOT INITIATED, [NOISE] I GUESS AT THAT POINT IS WHEN WE CAN'T OFFER ANYTHING TO THOSE STUDENTS AT THAT TIME.
THEN YOU MENTIONED SIGNING UP FOR FREE AND REDUCED LUNCH.
I THINK WE HAVE CHALLENGES JUST WITH GETTING FOLKS TO SIGN UP FOR THAT.
DO YOU HAVE ANY REALLY GREAT STRATEGY FOR THIS [LAUGHTER] TO GET PEOPLE TO SIGN UP.
>> WE HAVE A GREAT MARKETING CAMPAIGN THAT WE WOULD PROVIDE THE DISTRICT TO HELP ENCOURAGE FAMILIES INCREASE THE AWARENESS ABOUT THE PROGRAM, ABOUT THE SERVICES IF THEY HAVE QUESTIONS.
THROUGH THE CONSENT PROCESS, MOST IS DONE ELECTRONICALLY.
AGAIN, IF THEY INDICATE THROUGH THE PROCESS THAT THEY'RE UNINSURED, IT GIVES THEM A PROMPT THAT SAYS, WOULD YOU LIKE TO SPEAK ONE OF THE GOODS SIDE HELP TEAM MEMBERS? RIGHT NOW, WE'RE ABLE TO ENGAGE IN THAT, OR WOULD YOU LIKE TO COMPLETE THE VISIT, SO WE DO THE BEST WE CAN TO INCREASE PARENT ENGAGEMENT THROUGH THE PROCESS BECAUSE WE TRULY, TRULY, FOR FAMILIES WHO WANT THIS AS AN OPTION FOR THEIR CHILDREN, WE REALLY DO WANT TO MAKE SURE THAT THEY HAVE ALL THE INFORMATION NECESSARY FOR THEM TO MAKE AN INFORMED CHOICE SO THAT THEIR CHILD CAN RECEIVE THE ADDITIONAL SERVICES.
>> FINAL QUESTION, I PROMISE I SWEAR, IS OBVIOUSLY MAYBE A STUDENT ALREADY HAS A PRIMARY CARE PHYSICIAN, BUT IT'S A DAY THAT PARENTS ARE OPTING FOR A TELEHEALTH VISIT.
IS THERE AN OPTION OR A WAY TO COMPLETE THAT CONTINUUM OF CARE WHERE THAT REPORT AND RESULTS AND STUFF LIKE THAT IS FED OR SENT OVER TO THEIR PRIMARY CARE PHYSICIAN WITHOUT APPARENT HAVING TO COME AND PICK IT UP AND SIGN FOR RELEASES AND THINGS LIKE THAT? IS THERE A WAY TO MAKE ALL THAT MARRIED TOGETHER?
>> YES, ABSOLUTELY. ON THE CONSENT FORM, WE ASKED FOR PARENT EMAIL ADDRESS.
WE ASKED FOR PRIMARY CARE INFORMATION.
IF THE PARENT ON THE CONSENT FORM PROVIDES US WITH THEIR PRIMARY CARE PHYSICIAN, THEN WE'RE ABLE TO AT THE END OF A VISIT, WE CAN EMAIL THAT DISCHARGE SUMMARY OVER TO THEIR PCP AS WELL AS TO THE PARENT.
THE LAST PAGE OF THAT IS THE SCHOOL NOTE FOR THE PM'S CLERK TO ALLOW THEM TO ATTEND SCHOOL OR COME BACK AT AN APPROPRIATE TIME.
IT REALLY HELPS TO INCREASE THAT CONTINUITY OF CARE BETWEEN US AND THEIR PHYSICIAN AND ON ALL OF OUR DISCHARGE INSTRUCTIONS, IT DOES SAY, IF YOU'RE NOT BETTER IN 7-10 DAYS WERE THE APPROPRIATE TIME, PLEASE FOLLOW UP WITH YOUR PCP AND THEN WE PROVIDE OUR CONTACT INFORMATION, IF THE PCP WOULD LIKE TO REACH OUT TO US TO ASK SOME ADDITIONAL QUESTIONS.
NO STUDENT WILL BE SEEN WITHOUT APPARENT APPROVAL AND SIGN OFF ON IT, RIGHT? ABSOLUTELY.
THAT IS FROM THE DISTRICT, YES.
WE WILL NOT INITIATE A VISIT UNLESS THE PARENT ACTUALLY SPEAKS TO THE NURSE, AND SAYS YES, GO AHEAD AND DO VISIT.
[01:35:01]
MS. THOMAS.THE VANTAGE OF BEING LAST IS MOST OF MY QUESTIONS HAVE ALREADY BEEN ANSWERED, SO THANK YOU, FELLOW TRUSTEES.
JUST TO PIGGYBACK ON WHAT MICHELLE WAS TALKING ABOUT IS GETTING OUR KIDS SIGNED UP BECAUSE USUALLY THE ONES THAT ARE IN THE MOST NEED ARE NOT THE ONES THAT ARE SIGNED UP SAME WAY WITH FREE AND REDUCED LUNCH.
IS THIS SOMETHING AND THIS MIGHT BE WHERE YOU PUT IT ON LIKE SKYWARD OR WHEN WE GO TO ENROLL, IT'S AN OPTION RIGHT THERE WHERE IT'S MAYBE A LITTLE BIT MORE CONVENIENT FOR OUR PARENTS? THAT IS WHAT WE WOULD LOVE TO DO.
IS THIS SOMETHING THAT ONCE THE PARENTS ARE SIGNED UP ON IT, CAN THE PARENTS UTILIZE THIS AFTER HOURS? IF THEY'RE SIGNED UP ON IT, THEY CAN CALL IN FOR A TELEHEALTH OVER THE WEEKEND OR LIKE IT'S SEVEN O'CLOCK AT NIGHT, CAN THEY UTILIZE THIS? WE DO HAVE A DIRECT-TO-CONSUMER VIRTUAL CARE PLATFORM.
OUR PARENT COMPANY IS URGENT CARE FOR KIDS AND WE HAVE BRICK-AND-MORTAR URGENT CARE PEDIATRIC CLINICS AND THE DFW, HOUSTON AND AUSTIN AREAS.
THAT DOES ENABLE FAMILIES TO ACCESS EITHER BRICK-AND-MORTAR CLINIC OR OUR VIRTUAL TELEHEALTH ON EVENINGS OR WEEKENDS.
YES, NOW, OF COURSE, THEY'RE NOT GOING TO HAVE ACCESS TO THE KIT OR THE PLATFORM THAT THE SCHOOL NURSES HAVE ACCESS TO.
BUT YES, THEY WILL HAVE ACCESS TO TELEHEALTH THROUGH US EVENINGS UP UNTIL 9:00 P.M. AND THEN WEEKENDS AS WELL.
GOOD EVENING. THANK YOU SO MUCH.
I DO HAVE A FEW QUESTIONS, SO I GUESS I'LL JUST START FIRING THEM OFF FROM THE TIME.
I GUESS MY FIRST QUESTION IS, HAVE YOU SPOKE TO THE NURSES IN THE DISTRICT AND WHAT DO THEY THINK ABOUT THE SERVICE? WELL, I WOULD BE LYING IF ALL OF THEM AND WERE LIKE, THIS IS WONDERFUL.
I'M SO EXCITED WITH SOMETHING ELSE THAT IS GOING TO BE ON MY PLATE.
BUT I THINK MOST OF THEM ARE NOT APPREHENSIVE.
THEY'RE VERY CURIOUS ABOUT WHAT THIS IS GOING TO ENTAIL AND THE TIME CONSTRAINTS THAT IT'S GOING TO BE PUTTING THEM IN.
BUT A LOT OF THEM ARE REALLY EXCITED.
AS A SCHOOL NURSE, WHEN WE'RE IN THE HOSPITAL, WE HAVE THESE GREAT BUTTONS THAT LITERALLY WE CAN PUSH AND THERE'LL BE FIVE PEOPLE IN THE ROOM WITH US.
OR THERE'S OXYGEN ON THE WALL, OR THERE'S SO MUCH RIGHT AT OUR FINGERTIPS.
AS A SCHOOL NURSE, YOU ARE COMPLETELY BY YOURSELF.
I THINK THAT HAVING THIS EXTRA STEP IS SOMETHING THAT OUR NURSES WILL REALLY EMBRACE.
THAT THEY'RE EXCITED TO BE ABLE TO TELL THE PARENT, "HEY, I'M SENDING HER HOME, BUT SHE HAS THIS".
THEN HELPING THE PARENT GO THE EXTRA STEP BECAUSE SO MANY TIMES WE DON'T GET TO FOLLOW THROUGH WITH THE CARE, YOU DO AT A DOCTOR'S OFFICE OR AT A HOSPITAL.
IT JUST STOPS, WE JUST HAVE TO SEND THEM HOME AND HOPE THAT CARE IS DONE.
>> IF WE ULTIMATELY DECIDED TO GO THROUGH AND PROCEED WITH THIS, WHAT WOULD ROLL OUT LOOK LIKE? IS THERE A TRIAL PERIOD THAT WE'RE PLANNING ON GOING THROUGH? ARE WE GOING JUST FULL-ON AT EVERY SCHOOL IN THE DISTRICT? WHAT WOULD THAT LOOK LIKE?
>> WE WOULD LIKE TO HAVE A SLOW START-UP OR A TRIAL PERIOD.
WE HAVE LOOKED AT EIGHT SCHOOLS.
I THINK THERE WERE SOME SCHOOLS THAT WE WANTED TO LOOK AT.
MAYBE THAT WOULD JUST OPEN UP OTHER AVENUES THAT WE HADN'T CONSIDERED AT THE BEGINNING, SO POSSIBLY 10.
WE WOULD RUN THAT FROM IF THE BOARD DECIDES TO APPROVE EVERYTHING FROM JANUARY UNTIL THE END OF THE SCHOOL.
THAT WOULD GIVE US A FULL SEMESTER TO GET THE DATA AND TO SEE WHAT IT LOOKS LIKE ON CAMPUS.
>> AGAIN, IF WE DECIDED TO MOVE THROUGH WITH IT AND LET'S JUST SAY IT WENT GREAT IN THE TRIAL AND WE DECIDED TO GO THROUGHOUT THE WHOLE DISTRICT.
IS THE CONTRACT, A YEAR-TO-YEAR BASIS? IF IT JUST ISN'T WORKING OUT, ARE WE ABLE TO PULL IT OUT? WHAT DOES THAT LOOK LIKE?
>> YES. IT IS A MULTI-YEAR AGREEMENT AND WITHIN THAT AGREEMENT, WE HAVE AGREEMENTS BETWEEN US AND THE DISTRICT, SO WE'LL HAVE WHAT WE CALL A PHASED APPROACH TO ROLLOUT.
WE'LL IDENTIFY THOSE EIGHT CAMPUSES IN THE INITIAL PHASE.
THEN WE'LL COME BACK WORK WITH MARGARET AND CAMPUS LEADERSHIP AND DISTRICT LEADERSHIP TO IDENTIFY WHAT IS THE NEXT FACE LOOK LIKE.
THERE'S ALWAYS A CLAUSE IN OUR AGREEMENTS THAT ALLOW DISTRICTS TO TERMINATE AN AGREEMENT FOR ANY REASON JUST CAUSE IF IT'S NOT SOMETHING THAT MET YOUR EXPECTATIONS.
HANG ON JUST ONE SECOND, SORRY.
[01:40:03]
I KNOW ONE OF THE BENEFITS OF THIS PROGRAM IS MAKE SURE OUR KIDS ARE GETTING GOOD CARE. I LOVE THAT PART OF IT.ANOTHER BENEFIT OF IT IS TO GET KIDS BACK IN CLASS FASTER.
THE MORE WE CAN KEEP THEM IN CLASS, THE BETTER IT IS.
HAVE WE REACHED OUT TO OTHER DISTRICTS IN THE AREA THAT WERE ON THE SLIDE TO SEE HOW THEY LIKED THE PROGRAM? HASN'T IMPROVED ATTENDANCE? DO WE HAVE ANY DATA TO SUPPORT OUR HOPE FOR THAT MOVING FORWARD?
>> YES, I PROVIDED MARGARET WITH A LIST OF REFERRALS FROM ESC 11 AND BELIEVE THAT YOU DID HAVE SOME CONVERSATIONS WITH A COUPLE OF SCHOOL DISTRICT PARTNERS.
IN TERMS OF DATA, WE HAVE A DASHBOARD THAT WE WILL PROVIDE TO MARGARET AND DISTRICT LEADERSHIP ON A MONTHLY BASIS OR MORE FREQUENTLY IF YOU SO CHOOSE TO RECEIVE THAT.
WHAT WE PROVIDE IS WE PROVIDE THE NUMBER OF STUDENTS WHO ARE CURRENTLY REGISTERED FOR THE PROGRAM, THE NUMBER OF CAMPUSES, THE RETURNED TO CLASS RATE, WHAT IS THE MOST REASON FOR A VISIT, THE BREAKDOWN OF POSITIVITY, NUMBER OF POSITIVE TESTS, NEGATIVE TESTS, AND REALLY ANY DATA POINT THAT IS INTERESTING TO THE DISTRICT THAT YOU WOULD LIKE TO COLLECT.
WE COULD ADD THAT AS LONG AS IT IS SOMETHING THAT WE CURRENTLY COLLECT AND WE'RE ABLE TO PROVIDE THAT ON THAT DASHBOARD.
>> OKAY. I THINK I'M DOWN TO TWO QUESTIONS, I'M ALMOST THERE.
I KNOW THAT YOU MENTIONED THAT IT HAS TO BE APPROVED BY A PARENT ANYTIME THERE, CAN WE GO AS FAR AS A DISTRICT TO REQUIRE THE PARENT TO BE ON THE CALL THE ENTIRE VISIT?
>> WELL, I WOULD LIKE TO NOT DO THAT AND LET ME JUST EXPLAIN WHY, BECAUSE IF WE HAVE A PARENT THAT'S DRIVING OR WE HAVE A PARENT THAT IS NOT ABLE TO BE ON THE CALL, IT PUTS THE NURSE IN A VERY UNCOMFORTABLE SITUATION SAYING, WE ACTUALLY CAN'T SERVICE YOU RIGHT NOW.
IF WE MAKE IT A MANDATORY THIS IS IN POLICY, THEN IT REALLY TIES OUR HANDS.
I CAN TELL YOU THAT THAT WOULD ABSOLUTELY BE THE WAY THAT WE WOULD PRESENT IT TO THE NURSES, AND WE WOULD TRY TO MAKE SURE THAT THAT WOULD BE WHAT WE DO IN EVERY SITUATION.
BUT IF WE SAY IT HAS TO HAPPEN, THEN IT JUST CREATES A LIABILITY OR UNCOMFORTABLE SITUATION THAT WE'RE NOT ABLE TO OFFER THE SERVICE TO THE PERSON.
>> WHAT WOULD THE LIABILITY BE OF REQUIRING A PARENT TO BE ON A MEDICAL APPOINTMENT LET'S SAY?
>> I WOULD SAY ANYTHING THAT'S PUT INTO A NURSE'S PROCEDURE IS WHAT THEY HAVE TO GO BY.
IF WE SAY YOU HAVE TO PAT YOUR HEAD AND RUB YOUR STOMACH AT THE SAME TIME, AND THEY DO TAKE CARE OF THE CHILD WHILE THEY'RE PADDING THEIR STOMACH, BUT THEY DON'T FOLLOW THROUGH WITH PADDING THEIR HEAD, THEN THEY HAVE ACTUALLY NOT FOLLOWED A PROCEDURE.
IF SOMETHING WAS TO HAPPEN AND THE PARENTS WONDERING WHY WE DIDN'T FOLLOW PROCEDURE, THAT BECOMES A VERY GRAY SITUATION.
>> I SEE WHAT YOU'RE SAYING. I'M LOOKING AT IT FROM WHY WOULD WE NOT WANT A PARENT ON EVERY SINGLE CALL TO MAKE SURE NOTHING HAPPENS.
I'M LOOKING AT IT FROM THE OTHER SIDE OF PROTECTING THE DISTRICT AND GOOD SIDE HELP JUST MAKING SURE THAT WE HAVE A PARENT ON A MEDICAL VISIT.
>> I THINK MOST TIMES WE WILL ALWAYS HAVE PARENTS ON THE CALL.
WHAT IF THE CHILD IS ACTUALLY IN A FOSTER CARE? WHAT IF WE HAVE A CHILD THAT'S WITH HER SISTER, IT'S STAYING WITH THEIR SISTER AND THEN IT'S NOT THE PARENT, I JUST THINK THAT WE REALLY TIE OUR HANDS IF WE SAY IT HAS TO BE A PARENT OR GUARDIAN ON THE VISIT.
>> THAT IS A CONCERN OF MINE, I'LL JUST BE HONEST WITH YOU.
I WOULD REALLY LIKE TO REQUIRE EITHER A PARENT IF THEY'RE IN FOSTER CARE, THEY HAVE AUTHORITY OVER THEIR MEDICAL APPOINTMENTS.
WHOEVER IS IN THAT CARE, I PERSONALLY WOULD LIKE TO SEE THAT, AND THEN ONE OTHER THING, I GUESS ONE OF MY CONCERNS TOO IS OFFERING THIS SERVICE, ARE WE CONCERNED ABOUT PARENTS NOW SENDING THEIR KIDS TO SCHOOL SICK, KNOWING THAT THEY CAN STILL GO INTO WORK, GET A MEDICAL APPOINTMENT AT SCHOOL, AND NOW WE HAVE AN INFLUX OF ADDITIONAL SICK KIDS?
>> I WILL LET YOU ANSWER THAT, BUT I DO WANT TO LET YOU KNOW THAT, I WOULD LOVE TO SAY THAT DOESN'T HAPPEN NOW, BUT IT ABSOLUTELY HAPPENS.
WE HAVE MAMAS THAT GIVE THEIR STUDENTS OR DADS OR ANSWER GRANDMAS, TYLENOL, AND THEN BY 11: 30, 12 O'CLOCK TYLENOL'S WEARING OFF AND THE KIDS ARE COMING IN LIKE [OVERLAPPING]
>> THAT'S LIKE THE TIME THAT ALL THE KIDS START SHUFFLING [OVERLAPPING].
IT'S NOT SOMETHING THAT DOESN'T HAPPEN, BUT WHAT HAPPENS IS WE DON'T FIGURE OUT THAT THEY'RE ACTUALLY SICK.
WE SEND THEM HOME WITH A FEVER AND THEN THEIR HOME FOR THAT 24-HOUR PERIOD FROM 11: 30,
[01:45:05]
THEY'RE HOME ALL NEXT DAY THEY WOULD COME BACK TO SCHOOL.I THINK WITH A TELEHEALTH, I WOULDN'T WANT THEM TO SEND LET ME BE CLEAR, DO NOT SEND [LAUGHTER] SICK KIDS TO SCHOOL.
THAT IS NEVER THE PLAN, BUT IT HAPPENS ALREADY, AND IT WOULD BE THE SAME THING.
WE WOULD JUST BE TAKING CARE OF KIDS.
>> I APPRECIATE YOU ASKING OR ANSWERING ALL MY MILLION QUESTIONS.
I DON'T KNOW IF YOU'RE ABLE TO PROVIDE US WITH SOME OF THE FEEDBACK THAT YOU'VE GOTTEN FROM SOME OF THE OTHER DISTRICTS THAT SHE'S PROVIDED INFORMATION, BUT I WOULD LIKE TO SEE THAT.
BUT I THINK THAT'S ALL I HAVE. THANK YOU ALL.
>> DID YOU HAVE ANOTHER QUESTION [INAUDIBLE]?
>> I'M GOING TO MIRROR AT KEZIAH.
IF WE CAN WORK WHERE WE CAN HAVE THE PARENT INVOLVED A LITTLE BIT MORE, I WOULD APPRECIATE THAT.
WHEN YOU WERE TALKING ABOUT SENDING SICK KIDS TO SCHOOL, IF THEY CAN UTILIZE THIS AFTER HOURS THAT MIGHT PREVENT THAT, RIGHT? IF A CHILD HAS A FEVER IN THE EVENING OR WHATEVER, THEY COULD DO A TELEHEALTH VISIT, SO MAYBE THAT WILL HELP.
>> I ACTUALLY THINK WE'VE USED YOUR TELEHEALTH SERVICE.
I THINK YOU HAVE LOCATION TO ME, IT'S FILLED IN URGENT CARE.
I'VE USED IT, IT'S A GREAT SERVICE ABSOLUTELY.
I'M NOT KNOCKING THE TELEHEALTH SERVICES, MY FAMILY HAS USED IT [LAUGHTER] SEVERAL TIMES.
I THINK IT BECOMES A LITTLE BIT MORE COMPLEX IN A SCHOOL SETTING, AND SO IF THIS IS SOMETHING THAT WE DECIDED BEFORE, I THINK THERE'S SOME THINGS THAT STILL NEED TO BE IRONED OUT.
>> I THINK IT WILL HELP USING THE PILOT SCHOOLS AND SEEING WHAT WORKS AND STUFF. THANK YOU.
>> WELL, LADIES, I DON'T THINK THAT THERE'S A QUESTION THAT'S BEEN LEFT UNASKED I WILL SAY MAYBE EVEN UNANSWERED BUT UNASKED.
WE DO APPRECIATE ALL THAT YOU'VE GONE THROUGH WITH THIS PRESENTATION AND BEING SO INFORMATIVE AND ALREADY BEGINNING THAT PROCESS FOR US AND GIVING EVERYONE THE OPPORTUNITY TO NOT JUST ASK THE QUESTIONS TONIGHT, BUT MAYBE ALSO FOR YOU GUYS THINGS TO THINK ABOUT TOO AND WHAT ARE CONCERNS FOR OUR PARTICULAR DISTRICT.
BECAUSE AS I SAID EARLIER, WE'RE SPECIAL, AND SO WE EXPECT TO BE DOING IT THAT WAY, AND WE WANT OUR BABIES TREATED THAT WAY.
AGAIN, I KNOW THIS WAS JUST A PRESENTATION TONIGHT, NOTHING TO ACT ON, AND I DO SEE THE BENEFITS OF IT.
JUST ALSO I CAN SEE THE CONCERNS AS WELL.
WE THANK YOU, AND I THINK EVERYONE IS DONE. ARE THERE QUESTIONS FOR YOU?
AS WE MOVE ON TO THE NEXT ITEM, I WANTED TO REAL QUICK BACKTRACK TO MR. WRIGHT'S PRESENTATION EARLIER ON THE SAFETY AUDIT.
I'M NOT GOING TO ASK YOU TWO QUESTIONS, SO NO PRESSURE. YOU DON'T NEED YOUR MICROPHONE.
I DID WANT TO POINT OUT THE FACT THAT IT IS SCHOOL BUS SAFETY MONTH AND NOT ONLY AM I A HUGE FAN OF THE TRANSPORTATION DEPARTMENT ITSELF, I AM A NUMBER ONE FAN OF ALL OUR BEST DRIVERS.
I SEE THAT WHAT ALL THEY DO AND THEY ARE FIRST AND SOMETIMES TWICE A DAY AND MULTIPLE TIMES A DAY DIRECT HANDS-ON, AND CARE AND CONCERN FOR OUR STUDENTS.
I JUST WANTED TO ACKNOWLEDGE THEM AND GIVE THEM A SHOUT-OUT FOR WHAT I KNOW THAT THEY DO.
I'M HOPING THEY'RE ALL ALREADY IN BED BECAUSE I KNOW HOW EARLY THEIR SHIFTS START IN THE MORNING.
MAYBE THEY'LL WATCH THOSE FUN RECORDING.
WITH THAT, WE WILL MOVE ON TO ITEM 10.
[10. Public Hearing]
DR. CANTU, DID YOU WANT TO INTRODUCE THIS?>> YES, I WOULD LIKE MICHELE [INAUDIBLE] TO COME FORWARD AND SHE IS GOING TO SHARE ALL THE INFORMATION RELATED TO OUR FIRST REPORT THAT WILL LEAD US INTO OUR PUBLIC HEARING, MS [INAUDIBLE].
BUT FIRST, I WANT TO THANK MR. WRIGHT FOR ALLOWING ME TO DO MY SECOND JOB, AND THANK YOU, PRESIDENT.
>> PRESIDENT LACKEY WILSON BOARD OF TRUSTEES AND DR. CANTU.
WE ARE HERE TONIGHT TO CONDUCT A PUBLIC HEARING FOR THE 2022 AS SCHOOL FIRST REPORT.
THAT STANDS FOR FINANCIAL INTEGRITY RATING SYSTEM OF TEXAS.
IT JUST STARTS OUT, IT'S BASED ON THE 2020, 2021 BUDGET AND FINANCIAL DATA.
KEEP THAT IN MIND AS WE GO THROUGH THIS.
WELL, IT TAKES A WHOLE YEAR TO PROCESS AND THEN ANOTHER YEAR TO GET IT TOGETHER.
IT STARTS WITH THE BOARD OF TRUSTEES.
IT'S YOUR GOVERNMENT'S, YOUR SUPERINTENDENT, DR. CANTU IS THE LEADERSHIP.
IS THIS AS OUR ROLES THAT PRINCIPALS AND DIRECTORS, THEY'RE FOLLOWING THE POLICIES AND PROCEDURES, AND MY JOB AND OUR BUSINESS OFFICE IS TO MAKE SURE THAT WE ENSURE THOSE POLICIES AND PROCEDURES ARE BEING FOLLOWED.
WITH THE 2022 SCHOOL FIRST RATING FOR MANSFIELD ISD, I'M PROUD TO PRESENT TO YOU THAT WE HAVE THE HIGHEST RATING, THE SUPERIOR RATING THAT WAS EARNED FOR THE 2020, 2021 SCHOOL DATA.
[01:50:02]
THE PURPOSE OF THIS FIRST REPORT IS THAT IT WAS EXPANDED JUST LIKE DR. SWEEZY DID IN HER PRESENTATION.IT'S ACCOUNTABILITY FOR THE FINANCE SIDE, ON THE FINANCIAL SERVICES SIDE.
WE'RE IN THE 20TH YEAR, IT'S PRIMARY GOAL IS TO IMPROVE THE MANAGEMENT OF THE SCHOOL DISTRICT'S FINANCIAL SERVICES.
THE OBJECTIVES OF THIS IS THAT SO IT'S VERY PUBLIC.
IT'S OPENLY REPORT REQUESTS TO THE GENERAL PUBLIC IT WAS, SO PUBLIC HEARING.
IT ALSO WILL BE POSTED ON OUR WEBSITE, SO I'M GOING TO GO THROUGH THIS FAIRLY FAST.
AS WE GET THROUGH IT, IF YOU HAVE ANY QUESTIONS, AND AT THE END, WE'LL HAVE TO CONDUCT A PUBLIC HEARING THAT WE'LL TURN OVER TO YOU, BUT IT IS GOING TO REPORT THE EXTENT TO WHICH THE FINANCIAL RESOURCES THAT ARE ALLOCATED FOR THE DISTRICT DIRECT INSTRUCTIONAL PURPOSES.
THE BASIS OF THE RATINGS IS THE SAME AS IT WAS IN THE PAST.
THE SAME INDICATORS AS THE PRIOR YEAR FOR MANSFIELD ISD, WE SCORED A 90, WHICH RESULTS IN A SUPERIOR RATING.
WE'RE GOING TO GO THROUGH WHY THAT'S A 90.
INDICATOR NUMBER 1, BASICALLY WAS THE AUDIT COMPLETED ON TIME AND AN FAQ THIS YEAR, THAT PARTICULAR LAYER IN 2020-2021, TA GAVE DISTRICTS AN EXTENSION OF 30 DAYS DUE TO THE COVID-RELATED INCIDENTS AND SO WE GOT UNTIL NOVEMBER 27TH.
WE COULD HAVE GONE TO DECEMBER 27TH, BUT WE DID HAVE IT SENT IN ON TIME ON NOVEMBER 22ND, 2020-21.
INDICATOR NUMBER 2, BASICALLY, DO WE HAVE A CLEAN AUDIT? WE SAY IT'S UNMODIFIED.
THAT MEANS THAT'S REALLY GOOD.
IT SOUNDS BAD, BUT IT'S REALLY GOOD.
WE HAD AN ABSOLUTELY CLEAN AUDIT.
WE PASS THAT INDICATOR, AND NUMBER 3, DO WE MAKE OUR BOND PAYMENTS ON TIME? YES. SO WE PASS THAT ONE.
INDICATOR NUMBER 4, DO WE MAKE TIMELY PAYMENTS TO THE TEACHER RETIREMENT SERVICES, TEXAS WORKFORCE COMMISSION, INTERNAL REVENUE SERVICE, OR OTHER GOVERNMENT AGENCIES.
THIS IS A PASS BECAUSE WE DID NOT HAVE ANY DEFAULTS ON ANY OF THOSE PAYMENTS TO THOSE GOVERNMENT AGENCIES.
INDICATOR NUMBER 5 WAS OMITTED FOR THIS YEAR.
INDICATOR NUMBER 6 IS WHAT'S THE AVERAGE CHANGE AND ASSIGN AN UNASSIGNED FUND BALANCE OVER A THREE-YEAR? THE CHANGES OVER THOSE THREE YEARS, WAS IT LESS THAN A 25 PERCENT DECREASE, OR DID YOU HAVE AN INCREASE IN YOUR ENROLLMENT, OR I'M SORRY, OR THE CURRENT YEAR'S ASSIGNED AND UNSIGNED FUND BALANCE EXCEEDS 75 DAYS OPERATIONAL EXPENDITURES FOR MANSFIELD ISD, WE PASSED THIS.
WE DID GET A FULL POINTS ON THIS.
FOR THE PAST THREE YEARS, WE DID NOT DECREASE OUR FUND BALANCED BY OVER 25 PERCENT.
IN FACT, WE'VE RISEN BY 8.46 PERCENT AS A STEADY RATE.
YOU'VE NOTICED WE'VE KEPT IT IN-BETWEEN THAT 25, 30 PERCENT OF EXPENDITURES OVER THE LAST SEVERAL YEARS.
[NOISE] THEN THE OTHER THING IS THEY ASKED US WE PASS BOTH OF THESE.
IT SAYS HOW MANY DAYS OF OPERATIONAL EXPENDITURES, WHAT'S YOUR CASH ON HAND? HOW MUCH DO YOU HAVE? HUNDRED AND THIRTY-EIGHT DAYS OF CASH ON HAND WITHIN THAT FISCAL YEAR.
INDICATOR NUMBER 7, HOW MANY DAYS OF CASH ON HAND AND THIS GOES RIGHT ALONG WITH WHAT I JUST SAID.
HOW MANY DAYS OF CASH ON HAND AND THE CURRENT INVESTMENTS ARE ON OUR GENERAL FUND FOR THE SCHOOL DISTRICT? WAS IT SUFFICIENT TO COVER OPERATING EXPENDITURES? IN THIS CASE, THEY WANT YOU TO GET MORE THAN 90 DAYS OF CASH ON HAND.
THIS IS THE 138 DAYS THAT WE HAVE.
THEN THE BIGGEST PART OF THIS IS WE STILL HAVE TO PAY OUR TEACHERS, WE STILL HAVE TO PAY OUR STAFF THROUGHOUT THE SUMMER AND THOSE PROPERTY TAX COLLECTIONS HAVE ALREADY BEEN COLLECTED.
THAT'S THE REASON THEY WANT US TO MEASURE THAT WE HAVE MONEY IN THE BANK AT THE END OF THE FISCAL YEAR IN JUNE.
THAT WAS THAT ONE WE JUST SAVED 10 POINTS.
INDICATOR NUMBER 8, WAS THE MEASURE OF CURRENT ASSETS TO CURRENT LIABILITIES RATIO FOR THE SCHOOL DISTRICT SUFFICIENT TO COVER THE SHORT-TERM DEBT? IN THIS CASE, WE WERE JUST SHY OF 10 POINTS.
WE WERE AT 2.6548 AND YOU NEEDED A GREATER THAN THREE TO GET THE FULL 10 POINTS ON THIS ONE.
YOU SAY, WELL, HOW COME WE DIDN'T HAVE TEN POINTS ON THAT ONE? A LOT OF THAT HAS TO DO WITH CERTAIN THINGS SUCH AS SUPPLY CHAIN COULD BE THAT OR THAT WE PAID THINGS AHEAD OF TIME ON THE CURRENT LIABILITIES.
IT'S LIKE DATING EVERYTHING IS, TIMING IS EVERYTHING.
THE CASH IN THE BANK AT THE END OF THE YEAR AND WHAT WE PAID OUT THE DOOR IS WHAT THE MAIN CAUSE OF THAT IS.
[01:55:03]
INDICATOR NUMBER 9.IT'S ASKING DID THE SCHOOL DISTRICT'S GENERAL FUND REVENUES EQUAL OR EXCEED EXPENDITURES EXCLUDING YOUR ACQUISITIONS, CONSTRUCTION, IF NOT, WAS THE SCHOOL DISTRICT CASH ON HAND GREATER THAN 60 DAYS? THERE'S THAT CASH AGAIN.
THEY WANT TO MAKE SURE THEY'RE LOOKING AT THE RATIO THERE.
THEREFORE, WE DID RECEIVE THE 10 POINTS.
LET'S SEE, NUMBER 10 WAS NOT SOMETHING THEY DID THIS YEAR, IN FACT, IS TO SAY IT WAS LAST YEAR HAD TO DO WITH THE BUDGETING REVENUES TO ACTUAL FOR THE LAST FISCAL YEARS.
IT WAS LESS THAN 10 PERCENT VARIANCE AND BECAUSE OF EXTRA FUNDS AND COVID AND ALL THAT, THEY TOOK THIS OUT OF THAT INDICATOR BECAUSE SOMETHING'S GOT MISSED.
YOU CAN SHIFT SOME THINGS AROUND.
ON INDICATOR NUMBER 11, BASICALLY WAS THE RATIO OF LONG-TERM LIABILITIES TO TOTAL ASSETS.
FOR THIS ONE, I'M GOING TO TALK ABOUT THIS ONE A LITTLE BIT BECAUSE YOU'RE LIKE, WELL, WHY DO WE ONLY GET FOUR POINTS? LET'S DISCUSS THIS ONE.
SO LONG-TERM LIABILITIES AT FIRST NUMBER YOU SEE RIGHT THERE IN THE 923.7 MILLION, THAT WAS THE AMOUNT OF LONG-TERM LIABILITIES, WHICH INCLUDES YOUR BOND PAYMENTS.
REMEMBER, THIS IS 2021, WHERE AT THE VERY END OF 2021 WE JUST REFINANCED 400 MILLION OF THAT MONEY AND SAVED 50 MILLION IN THE TAXPAYER DOLLARS.
YOU'RE LIKE, WELL, HOW COME THAT STILL FOUR POINTS? LET'S GO DOWN TO TOTAL ASSETS.
OH, BY THE WAY, PRIOR YEAR LONG-TERM LIABILITIES WAS 951.7 MILLION.
WE DECREASED THAT QUITE A BIT BY PAYING DOWN THAT DEBT.
TOTAL ASSETS, 1.1 MILLION AND TOTAL ASSETS THE YEAR BEFORE WAS 1.156 MILLION.
WE DIDN'T GROW AS MUCH IN ASSET.
TYPICALLY WHEN YOU DO YOUR BONDS AND THINGS LIKE THAT AND YOU'RE PAYING ON THOSE BONDS, YOU'RE BUILDING BUILDINGS AND ADDING ASSETS, WERE PAYING DOWN THE DEBT FASTER.
ANOTHER INDICATOR WAS THE STUDENTS.
SEE THE 2021 TOTAL STUDENTS? THAT'S YOUR ACTUAL COVID STUDENTS LIKE 35,063.
THERE WAS A SLIGHT DECREASE IN WHAT WE ARE TODAY.
THOSE ARE SOME FACTORS THAT PLAYED A PART IN THAT.
IF I COULD GO A LITTLE BIT FURTHER WITH YOU-ALL ON THIS, LOOKING AT LONG-TERM LIABILITIES, THIS IS ONLY GOING TO GET BETTER FOR US BECAUSE WE'RE NOT ADDING A LOT OF DEBT AND WE'RE CONTINUING TO PAY DOWN THE DEBT.
THIS NUMBER WILL ONLY GET BETTER.
I'M GOING TO GO A LITTLE BIT FURTHER ON THIS NEXT ONE.
THIS IS NEW LAST YEAR, WAS THE DEBT SERVICE PER $100 OF ASSESSED PROPERTY VALUATION RATIOS SUFFICIENT TO SUPPORT FUTURE DEBT REPAYMENTS? THIS IS OUR DEBT SERVICE.
WHEN YOU LOOK AT THE FIRST NUMBERS AND ALL THAT, YOU GET YOUR REVENUES AND YOUR SOURCES AND THERE'S THAT LONG-TERM LIABILITY AGAIN, 923.7 MILLION.
I WANT TO TALK ABOUT HOW THIS ISN'T RELATED TO ANOTHER DISTRICT SIMILAR TO US.
IF WE TAKE SAY, RICHARDSON ISD, THEY'RE VERY SIMILAR IN SIZE TO US, JUST A LITTLE BIT LARGER.
OUR TAX BASE IS ABOUT 19 BILLION.
THEY ARE SERVING THE SAME TYPE OF STUDENTS, SAME NUMBER, A LITTLE BIT LARGER, BUT NOT MANY MORE STUDENTS AT 30 BILLION.
THERE'S A DIFFERENCE WITH THAT.
THEY ARE PAYING DOWN THEIR DEBT A LOT FASTER AND ALL THAT BECAUSE THEY GET 30 BILLION ON THEIR TAX BASE.
WE HAVE 19 BILLION WE'RE A ROOFTOP HOUSING RESIDENTIAL ABOUT 80 PERCENT AND THERE ARE A LOT MORE COMMERCIAL.
THAT IS A SCHOOL FUNDING AND EFFICIENCY WITH THAT.
BUT THAT'S WHY WE HAVE EIGHT POINTS AND PROBABLY COULD BE AT 10.
INDICATOR NUMBER 13. THAT ONE.
I'M SORRY, INDICATOR NUMBER 14. WHERE'S THAT ONE? THERE WE GO. DID WE DECLINE IN ENROLLMENT AND ADJUST OUR STAFF RATIOS? NO, WE DID NOT ADJUST OUR STAFF RATIO, IS MORE THAN A 15 PERCENT DECLINE OR BASICALLY DO WE DECLINE IN ENROLLMENT BY 15 PERCENT OR MORE? WE DID NOT OVER THE LAST THREE YEARS.
15 WAS NOT ONE OF THE INDICATORS THIS YEAR.
IT WAS NEW LAST YEAR AND I HAD TO DO WITH THE DISTRICTS BY PEOPLE PROJECTIONS, WHICH WE WILL BE DOING FOR THIS YEAR.
INDICATOR NUMBERS 16, THAT'S WHAT WE REPORT TO TEA ON OUR STUDENT DATA OR FINANCIAL DATA,
[02:00:05]
WHEN WE UPLOAD THAT SOFTWARE TO TEA ON THE ACTUAL AUDIT, HOW MANY MISTAKES OR ERRORS, SUM OR DIFFERENCES? IF YOU LOOK AT THIS FROM A DENOMINATOR STANDPOINT, WE HAD AN OPTION TO HAVE 304.2 MILLION MISTAKES AND WE HAD 434.THEY'RE NOT MISTAKES, THEY'RE ROUNDING ISSUES.
IF THE ACTUAL VARIANCE, IF YOU PUT IT IN PERSPECTIVE, IS 14,000TH OF A PERCENT AND OUR MINIMUM, WE COULD NOT ACCEPT MORE THAN THREE PERCENT.
THEREFORE, WE RECEIVED THAT PASSING.
ON NUMBER 17, THIS WAS NEW LAST YEAR.
DID THE EXTERNAL AUDITORS FIND MATERIAL WEAKNESSES? NO, THEY DID NOT FIND ANY MATERIAL WEAKNESSES IN OUR REPORTS, SO WE PASS THAT ONE.
DID THE EXTERNAL AUDITORS FINDING MATERIAL NON-COMPLIANCE? IF THEY DIDN'T FIND ANY THINGS THAT NON-COMPLIANCE ISSUES, WE RECEIVED 10 POINTS FOR THAT ONE.
THIS WAS NEW LAST YEAR AS WELL, DO WE DO WE HAVE THE REQUIRED FINANCIAL INFORMATION ON OUR WEBSITE THAT WERE REQUIRED BY ALL THE DIFFERENT ADMINISTRATIVE CODES, THE GOVERNMENT CODE, EDUCATION CODE? YES, WE DO. WE RECEIVE FIVE POINTS FOR THAT ONE.
INDICATOR NUMBER 20, SPECIFICALLY PROPERTY LAGS.
WE WERE ACTUALLY GOING TO GO AWAY WITH THIS, BUT THIS HAD TO DO WITH THE PROPERTY LAGGING OR SCHOOL FUNDING FORMULAS WHERE WE USED TO GET FUNDING BASED ON THE PRIOR YEAR'S PROPERTY TAXES.
WE HAD TO INFORM YOU ALL AND WE DID A PRESENTATION THAT SAID HERE, THERE'S YOUR PROPERTY LAG.
THIS IS HOW SCHOOL FUNDING WORKS.
NOW THAT THAT'S GONE AWAY BECAUSE THEY INTRODUCED SENATE BILL 2 AND HOUSE BILL 3 THAT DOES THAT PROPERTY TAX COMPRESSION.
THEY DON'T DO THE LAG ANYMORE, IT'S ON CURRENT VALUES.
THAT IS THE DIFFERENCE BETWEEN THAT ONE.
NOW THEY'RE GOING TO REPLACE THAT WITH THE SR FUNDING CLIFF, WHICH WE'VE ALREADY SHARED THAT WITH YOU ON HOW THAT WORKS IN THE GRAPH.
NOW, LET'S GO TO THE DISCLOSURES AND THAT WERE REQUIRED.
AS THE DISCLOSURES, THERE'S FIVE.
ONE IS SUPERINTENDENT'S EMPLOYMENT CONTRACT, WHICH YOU CAN FIND ON OUR WEBSITE.
THESE ARE THE DISCLOSURES OF THE SUPERINTENDENT BOARD MEMBERS FISCAL YEAR.
YOU HAD TO BE A BOARD MEMBER FOR THE YEAR 2020, 2021.
I'VE WORKED WITH ALL OF THE BOARD MEMBERS DURING THAT TIME AND THE SUPERINTENDENT AS WELL, WE HAVE THESE EXPENDITURES.
THESE ARE THINGS THAT WE SPEND ON THEIR BEHALF, ON THINGS THAT THEY ATTEND CONFERENCES AND THINGS LIKE THAT.
OUTSIDE COMPENSATION AND FEES RECEIVED BY THE SUPERINTENDENT AND PROFESSIONAL CONSULTING OR OTHER PERSONAL SERVICES WAS ZERO.
DISCLOSURE NUMBER 4, DID THE EXECUTIVE OFFICERS AND THE BOARD MEMBERS ANY RECEIVED IN THERE OR FIRST DEGREE RELATIVES, IF ANY, IN FISCAL YEAR 2021? WE HAVE SIGNED DOCUMENTS THAT SAY ZERO.
DISCLOSURE NUMBER 5 AS WELL, BUSINESS TRANSACTIONS BETWEEN SCHOOL DISTRICT AND BOARD MEMBERS FOR FISCAL YEAR 2021, ZEROS.
I JUST WANT TO SAY, I APPRECIATE MY STAFF SO MUCH. I'M NOT ALONE.
THIS TAKES A BIG CREW TO MAKE THIS HAPPEN AND BE VERY SUCCESSFUL.
I JUST WANT TO GIVE THEM A BIG ROUND OF HALLELUJAHS BECAUSE THEY DO A REALLY GOOD JOB.
NOW, I'LL TURN IT OVER TO YOU, MS. PRESIDENT LACKEY WILSON.
>> HALLELUJAH. [LAUGHTER] THERE YOU GO.
WE WILL NOW OPEN THE PUBLIC MEETING ON THE FIRST REPORT AT 09:08 PM.
AT THIS TIME, IF YOU HAVE NOT TURNED IN A PUBLIC COMMENT CARD AND WOULD LIKE TO SPEAK IN REGARD TO THE FIRST REPORT, YOU MAY COME UP AND SUBMIT ONE AT THIS TIME.
I JUST WANT TO CLARIFY THAT AT THIS PARTICULAR MOMENT, THIS IS REGARDING THE FIRST REPORT AND THEN WE'LL MOVE ON TO OUR REGULAR PUBLIC COMMENTS.
I'LL GIVE IT JUST A MOMENT TO GIVE ANY ONE TIME IF THEY NEED TO.
MS. MARIA, HAVE YOU HAD RECEIVED ANY THAT I'M AWARE OF? WITH THAT, WE WILL NOW CLOSE THE PUBLIC HEARING AT 09:08 PM.
IS THAT OKAY, MR. YOUNGER, [OVERLAPPING] DID I GIVE YOU EVERYTHING AND THEN AT THE TIME? OKAY. UNLESS THERE'S ANYTHING I'M MISSING,
[11. Public Comments]
MOVE ON TO ITEM 11 OF PUBLIC COMMENTS.THE CORRECT PROCEDURE FOR ADDRESSING THE BOARD DURING PUBLIC COMMENTS IS AS FOLLOWS.
[02:05:04]
EACH SPEAKER SHOULD ADDRESS THE BOARD FROM THE PODIUM MICROPHONE AND STATE HIS OR HER NAME BEFORE SPEAKING.ALL SPEAKERS WILL BE LIMITED TO THREE MINUTES AND 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.
MS. GOYA HAVE A COUPLE OF A FEW RIGHT HERE, THEY'RE A LITTLE ANYMORE?
>. OKAY. THANK YOU. WE WILL START FIRST WITH MS. MIRIAM DOHLILAH.
>> MIGHT GET TO START WHEN YOU'RE READY.
HI, MY NAME IS MIRIAM DOHLILAH.
I'M A SENIOR AT TIMBERVIEW HIGH SCHOOL.
MY FAMILY HAS BEEN A PART OF IT OR MISD FOR ALMOST 18 YEARS.
YOU MAY RECOGNIZE ME FROM THIS TIME LAST YEAR WHEN I SPOKE AT A COMMUNITY EVENT REGARDING THE WELL-BEING OF OUR COMMUNITY.
THE MANSFIELD ISD EXEMPTION POLICY IS THAT EACH STUDENT RECEIVES TWO EXEMPTIONS EACH SEMESTER AND HAS TO HAVE AN 80 OR ABOVE IN EACH CLASS AND LESS THAN TWO ABSENCES.
I'M ASKING THAT THE ATTENDANCE POLICY IS REWRITTEN OR COMPLETELY DISCARDED.
WELL, IT IS OBVIOUS THAT THE DISTRICT IS PAID BASED ON STUDENT ATTENDANCE, I ASK THAT THE BOARD RE-PRIORITIZE IS WHY FINAL EXAMS EXIST IN THE FIRST PLACE, WHICH WAS BECAUSE SOME PARENTS FELT AS OTHER CHILDREN WERE NOT PREPARED ENOUGH FOR COLLEGE AND NOT BY ANY TEACHERS OR STUDENTS.
THE PEOPLE WHO THIS POLICY ACTUALLY AFFECTS.
A PRIME EXAMPLE OF THIS WAS THE EVENTS OF OCTOBER 6 THAT TIMBERVIEW HIGH SCHOOL LAST YEAR.
ONE CANNOT HELP BUT QUESTION THE ENTIRE SITUATION AS A STAFF AND STUDENTS HAVE TIMBER VIEW HAD TO CONTINUE ON WITH LIFE AS IF NOTHING HAD HAPPENED TO THEM.
I ARGUE THAT THIS WOULD NOT HAVE HAPPENED HAD THE CASE BEEN THAT IF THE LIVES OF STUDENTS WHO ARE PRIORITIZED OVER THE DISTRICT'S NET WORTH.
LAST YEAR ON THE WEEK BEFORE FINAL EXAMS, THREE STUDENTS LEFT WITH STRESS-INDUCED NOSEBLEEDS.
THE MENTAL HEALTH OF ARGUABLY ALL HIGH SCHOOLERS AT TIMBERVIEW HIGH SCHOOL WAS AT AN ALL TIME LOW.
IN REFERENCE TO CIRCUMSTANCES LIKE THIS AND ALSO ANY UNFORESEEN TRAGEDIES AS STUDENT MAY FACE IN THEIR OWN LIFE, IT IS UNLIKELY THAT MOST STUDENTS HAVE THE PRIVILEGE OF ONLY ACCRUING TWO UNEXCUSED ABSENCES THROUGHOUT THIS SEMESTER.
WELL, I AGREE THAT NO AMOUNT OF UNEXCUSED ABSENCES SHOULD BE ACCEPTABLE, IT DOES NOT MAKE SENSE TO PUNISH A STUDENT FOR ANY NUMBER OF EXCUSED ABSENCES.
IF AN ABSENCE IS EXCUSED, IT SHOULD NOT BE COUNTED AGAINST THEM AS THERE ARE MANY INSTANCES WHERE STUDENTS SIMPLY CANNOT MAKE IT TO SCHOOL AND THERE SHOULD NOT BE A PUNISHABLE OFFENSE.
MANY STUDENTS MISS SCHOOL SOME DAYS BECAUSE OF SICKNESSES AND ARE NOT ABLE TO AFFORD DOCTORS VISITS EACH TIME, MEANING THEY CANNOT GET A NOTE TO GET A FUNDED ABSENCE.
THIS HAS RESULTED IN AN UNACCEPTABLE AMOUNT OF STUDENTS RETURNING TO SCHOOL WHILE STILL SICK, WHICH CAN BE SEEN AS A MAJOR PROBLEM.
TAKING TIME OFF FOR TRAGEDIES IN THE FAMILY OR AT HOME IS NOT ACCOUNTED FOR.
ACADEMICALLY, STUDENTS ARE ALSO ASKED TO MAKE UNFAIR DECISIONS.
COLLEGE VISITS ARE ONLY COUNTED ON FUNDED ABSENCE FOR UP TO THREE DAYS.
THIS YEAR, I'M PARTICIPATING IN FOUR DIFFERENT COLLEGE BLIND PROGRAMS THAT REQUIRE ME TO MISS SCHOOL.
SHOULD THE DISTRICT FIND THAT FINAL EXAMS UNNECESSARY FOR STUDENTS GROWTH AND SO BE IT.
BUT I ASK THAT YOU DO NOT PUNISH THOSE WHO ARE NOT AS PRIVILEGED AS OTHERS WHO MAY NOT HAVE THE HEALTH TO SUPPORT THEIR ATTENDANCE IN THE PROCESS.
THE CURRENT POLICY IS ABLEST AND CATERS TO THE PRIVILEGE ASSOCIATED WITH THE HIGHER SOCIAL ECONOMIC STATUS.
TO CHANGE THIS, WE MUST REWRITE THE POLICY TO INCLUDE AN EXCUSED ABSENCES OR OMIT THE ABSENCE REQUIREMENT OVERALL.
ALL OF WHICH ARE DETAILS I'M MORE THAN HAPPY TO DISCUSS FURTHER.
THANK YOU SO MUCH FOR YOUR TIME.
>> THANK YOU, MIRIAM. OUR SECOND SPEAKER IS MS. JOANNA [INAUDIBLE] [NOISE].
>> GOOD EVENING SCHOOL BOARD PRESIDENT, DR. CANTU AND SCHOOL BOARD MEMBERS.
I AM HERE TONIGHT TO SPEAK IN SUPPORT OF THE HEALTH PROGRAM BEING OFFERED BY GOODSIDE HEALTH AND THESE ARE THE REASONS WHY.
DATA SHOWS THAT IT IS CRITICAL FOR CHILDREN TO ATTEND SCHOOL EVERY DAY TO KEEP UP WITH CLASSROOM LESSONS AND HOMEWORK.
MANY FAMILIES ARE CURRENTLY STRUGGLING TO PROVIDE A ROOF AND FOOD FOR THEIR LOVED ONES.
GOODSIDE IS OFFERING A WIN-WIN SOLUTION FOR FAMILIES AND THE SCHOOL DISTRICT,
[02:10:02]
AN OPPORTUNITY TO HAVE THEIR CHILD SEEN BY A DOCTOR WITHOUT HAVING TO LEAVE WORK AND LOSING OUT ON WAGES.THE ARLINGTON INDEPENDENT SCHOOL DISTRICT HAS A COMMUNITY CLINIC THAT IS CURRENTLY AT CAPACITY AND HAS HAD TO CHANGE THE STRUCTURE OF WHO IS ACCEPTED TO STUDENTS ONLY DUE TO THE DEMAND.
I LOVE THE FACT THAT GOODSIDE HAS A SLIDING SCALE FOR FEES BASED ON INCOME, TO ALLOW THOSE THAT ARE UNINSURED ACCESS TO HEALTH CARE AT AN AFFORDABLE FEE.
LIKE THE STUDENT JUST MENTIONED, THERE'S MANY FAMILIES IN THIS SCHOOL DISTRICT THAT ARE UNINSURED AND STRUGGLE TO GET ADEQUATE HEALTH CARE.
AS MANY OF YOU KNOW, THE SUMMIT FEEDER PATTERN HAS A HIGHER NEED FOR COMMUNITY RESOURCES AND SUPPORT TO ADDRESS SOCIAL NEEDS.
THE HIGHEST NUMBER OF TEA NON-RATED AND C-RATED SCHOOLS ARE LOCATED IN THIS FEEDER PATTERN AS WELL, INCLUDING SCHOOLS WITH THE LOWEST ATTENDANCE RATES IN THE DISTRICT.
PROVIDING ADDITIONAL HEALTH CARE SUPPORT TO THE COMMUNITY WILL HOPEFULLY MAKE AN IMPACT ON THEIR ACADEMIC SUCCESS ACROSS THE DISTRICT BY KEEPING OR GETTING STUDENTS BACK TO CLASS AS SOON AS POSSIBLE.
I HAVE A MINUTE AND SEVENTEEN.
I WASN'T PLANNING ON SAYING ANYTHING BUT I WOULD LIKE TO COMMEND THE SCHOOL DISTRICT AND ADMINISTRATORS FOR THEIR COMMITMENT TO SAFETY FOR OUR CHILDREN.
I ACTUALLY RAN INTO MICHELLE IN THE PARKING LOT ONE DAY AND SHE WAS SOAKING WET AND I ASKED HER WHY SHE WAS SOAKING WET AND SHE TOLD ME THAT SHE HAD JUST FINISHED CHECKING ON DOORS AT ONE OF THE SCHOOLS.
I DIDN'T REALLY GET TO TALK TO HER THAT MUCH THAT DAY BUT THAT REALLY MADE A BIG IMPACT ON ME AND I REALLY WANT TO SAY THANK YOU FOR Y'ALLS COMMITMENT TO KEEPING OUR CHILDREN SAFE. THANK YOU.
OUR NEXT SPEAKER IS MS. DELLA SEB.
AFTER COMING TO SEVERAL SCHOOL BOARD MEETINGS, ALONG WITH THE COMMUNITY MEETINGS WHICH HAS BEEN PHENOMENAL, I THANK THE BOARD FOR THEM, ACCOUNTABILITY HAS BEEN A GREAT CONCERN OF MINE, TAKING BACK TO MY TRACK RECORD WITH MY GRANDDAUGHTER.
THAT'S EVERYTHING AND THAT HAS BEEN A REALLY PUSH FOR ME IN OUR COMMUNITY MEETINGS, ON HOW YOU GUYS, US BEING FRIENDS EVEN OUTSIDE THE BOARD, HOLD EACH OTHER ACCOUNTABLE.
I KNOW US HAVING FRIENDS SOMETIMES IT'S HARD TO HOLD EACH ONE ACCOUNTABLE, BUT IT MUST BE DONE.
WITH THAT BEING SAID, I KNOW TO BECOME A SCHOOL BOARD MEMBER, YOU GUYS ARE REQUIRED TO UPHOLD A LEVEL OF MORALS AND ETHIC STANDARDS.
THOSE SAME MORAL AND ETHIC STANDARDS SHOULD BE IMPLICATED IN ORDER TO STAY A BOARD MEMBER.
WHEN THEY ARE COMPROMISED, I EXPECT FOR YOU GUYS WITH THE FORMAT THAT YOU ALL HAVE IN PLACE FOR ACCOUNTABILITY THAT WE WERE TOLD, I EXPECT FOR IT TO BE EXERCISED IN THE PROPER WAY, TO THE FULLEST.
WHEN IT IS COMPROMISED, I FEEL AS A SCHOOL BOARD MEMBER JUST HAVING THOSE STANDARDS AND KNOWING THAT YOU HAVE STEPPED IN THE WRONG, THAT WILL JEOPARDIZE THE STANDARDS THAT MISD ITSELF UPHOLD FOR YOU GUYS TO AMPLIFY AND TO DEMONSTRATE NOT ONLY TO THE DISTRICT BUT TO OUR CHILDREN.
WHEN THOSE STANDARDS ARE COMPROMISED, I WOULD EXPECT THAT YOU ALL WOULD STEP DOWN AND ALLOW SOMEONE ELSE TO STEP UP.
I GET THAT THINGS HAPPEN IN OUR LIFE AND WE MAKE A LOT OF COSTLY MISTAKES BECAUSE I HAVE TOO, BUT WE HAVE TO DO WHAT WE NEED TO DO TO KEEP MISD AT IT STANDARDS.
WE CANNOT AFFORD TO LET OUR FRIENDSHIP, OUR MISHAPS, OR WHATEVER, TO JUST TAKE DOWN THE WHOLE THING.
THIS BEING IN THE NEWS, ALL THIS STUFF, IT HAS TO STOP.
WE NEED TO STOP, WE'RE GOING FROM SCHOOL SHOOTINGS, TO BOARD TRUSTEES, WHAT'S NEXT? IT NEEDS TO STOP RIGHT HERE AND IT STOPS BY HOLDING EACH OTHER ACCOUNTABLE FOR OUR ACTIONS.
AS MUCH AS WE DON'T WANT TO DO IT, MUCH AS IT IS GOING TO HURT TO DO IT, IT NEEDS TO BE HELD.
THEY NEED TO BE HELD ACCOUNTABLE, WHOMEVER IT MAY FALL UPON.
WITH THE ACCOUNTABILITY THAT Y'ALL HAVE IN PLACE, I REALLY EXPECT FOR Y'ALL TO UPHOLD THAT.
OUR CITIZENS PUT YOU GUYS IN PLACE, THEN GIVE THEM THAT SAME CONFIDENCE AND TRUST BACK THAT YOU'RE GOING TO CONTINUE TO FOLLOW WHAT YOU GUYS SPOKE OUT THERE ON THE GROUNDS.
THAT'S WHAT I EXPECT. THANK YOU FOR YOUR TIME.
[02:15:06]
>> THANK YOU, MS. SEB. OUR FINAL SPEAKER IS SHARON RASHAD.
I THANK YOU FOR GIVING ME THE GRAMMATICAL.
I GUESS YOU'VE HEARD ME ENOUGH.
MY NAME IS MISPRONOUNCED ALL THE TIME, SO I'M HAPPY TO GIVE LITTLE CLUES.
PRESIDENT [INAUDIBLE] WILSON, I'D LIKE TO EXTEND MY CONDOLENCES TO YOU AND GOOD EVENING TO THE BOARD.
MANSFIELD ISD IS IN THE NEWS AGAIN FOR SOMETHING OTHER THAN A SUCCESS OF OUR STUDENTS.
WHILE WE HOPE THE FAMILY OF BOARD MEMBER ANDERSON IS OKAY, OUR COMMUNITY IS IN NEED OF TRUE LEADERSHIP FROM THE BOARD AT THIS TIME, AS WE NAVIGATE THROUGH THIS VERY PUBLIC INSTANCE OF FAMILY VIOLENCE IN OUR DISTRICT.
TO MOVE FORWARD WE NEED CLEAR AND CONSISTENT COMMUNICATION ABOUT ACTIONS THE BOARD TAKES AS A RESULT OF THIS.
THE BOARD SHOULD HEAR FROM THE COMMUNITY ON THIS ISSUE, BECAUSE AS THE BOARD STATED IN ITS MESSAGE, IT IS AN ELECTED POSITION DECIDED BY MISD PARENTS AND FAMILIES.
AT THE VERY LEAST, WE ASK TO RECEIVE UPDATES ON ALL POLICIES AND PROCEDURES PERTINENT TO RESOLVING THIS.
AS PARENTS AND CONCERNED COMMUNITY MEMBERS, IT IS CRUCIAL THAT OUR LEADERS BE TRANSPARENT WITH US IN RELATION TO ALL ASPECTS OF THIS MATTER.
LET THERE BE A RESOLUTION TO THIS THAT IS WORTHY OF MISD AND ITS STUDENTS.
IN CLOSING, WE AS ADULTS, AS COMMUNITY LEADERS, NEED TO BE EXAMPLES FOR OUR CHILDREN, THE STUDENTS OF MISD.
WE TELL OUR KIDS TO BE TRUSTWORTHY, RESPONSIBLE AND ACCOUNTABLE.
WE HAVE TO NOT ONLY WALK THE WALK, BUT ALSO TALK THE TALK. THANK YOU.
>> THANK YOU, MS. RASHAD. THIS TAKES US TO ITEM 12, SPECIFICALLY 12.1.
[12. Human Resources Report]
THE BOARD APPROVE NEW HIRES.MAY I PLEASE RECEIVE A MOTION TO APPROVE THESE RECOMMENDATIONS?
>> MOTION MADE BY MR. DAVIS AND A SECOND MADE BY MR. TUPPING.
ARE THERE ANY QUESTIONS OR CONCERNS? HEARING NONE, ALL THOSE IN FAVOR MAY I PLEASE SEE A SHOW OF HANDS? ALL THOSE OPPOSED? MOTION PASSES SO 6-0.THIS TAKES US TO ITEM 13.1,
[13. Business Items Requiring Board Action]
CONSIDERATION AND APPROVAL OF ACTION OF TEACHER CONTRACT ABANDONMENTS.MAY I PLEASE RECEIVE A MOTION?
>> MOTION MADE BY MS. [INAUDIBLE] AND SECOND MADE BY MS. THOMAS.
ARE THERE ANY QUESTIONS OR CONCERNS ON THE BOARD? HEARING NONE MAY I PLEASE SEE A SHOW OF HANDS FOR ALL THOSE IN FAVOR OF? OTHERS OPPOSED? THE MOTION PASSES 6-0.
ITEM 13.2, CONSIDERATION APPROVAL AFTER THE FIRST READING FFFAC LOCAL, MAY I PLEASE RECEIVE A MOTION.
A MOTION MADE BY MS. [INAUDIBLE] AND A SECOND MADE BY MS. NEWSOM.
ARE THERE ANY QUESTIONS OR CONCERNS REGARDING THIS MOTION? ALL THOSE IN FAVOR OF THE MOTION MAY I PLEASE SEE A SHOW OF HANDS? ALL THOSE OPPOSED? THE MOTION PASSES 6-0.
THIS TAKES US TO ITEM 14, OUR CONSENT AGENDA.
[14. Consent Agenda]
LET ME REMIND YOU THAT WE VOTE THE CONSENT AGENDA UP OR DOWN UNLESS SOMEONE WANTS TO PULL AN ITEM.DOES ANYONE WANTED TO PULL AN ITEM AT THIS TIME?
>> WELL, PRESIDENT I WOULD LIKE TO PULL AN ITEM.
[14.8. Consideration and Approval of Rental Agreement for Out of School Time Programs Office Space]
>> AS AN ADMINISTRATIVE TEAM WE WOULD LIKE TO GO AHEAD AND PULL 14.8.
WE HAVE CONTINUED TO HAVE CONVERSATIONS SINCE PLACING IT ON THE AGENDA AND WE MAY WANT TO GO IN A DIFFERENT DIRECTION, SO WE'D LIKE TO GO AHEAD AND PULL THAT FOR NOW AND THEN BRING IT BACK TO YOU GUYS WHEN WE HAVE A POSSIBLY DIFFERENT PLAN TO MOVE FORWARD.
>> THANK YOU. AGAIN, WE VOTE THIS ITEM UP OR DOWN AND DR. CANTU HAS ALREADY PULLED ITEM 14.8 AND WITH THAT, ALL THOSE IN FAVOR OF APPROVING THE CONSENT AGENDA AS PRESENTED WITH THE EXCEPTION OF ITEM 14.8, MAY I PLEASE SEE A SHOW OF HANDS.
ALL THOSE OPPOSED? THE MOTION PASSES 6-0.
THIS TAKES US TO ITEM 15, THE SUPERINTENDENT'S REPORT.
[15. Superintendent's Report]
[02:20:03]
THIS IS FOR DISCUSSION ONLY.IS THERE ANYTHING LISTED IN THE REPORT THAT ANYONE WOULD LIKE TO DISCUSS WITH DR. CANTU AT THIS TIME? WE WILL MOVE ON THEN TO ITEM 16, ADJOURNMENT, WHEN I WILL CALL THE MEETING ADJOURNED AT 09:24 P.M. THANK YOU.
* This transcript was compiled from uncorrected Closed Captioning.