Feb 28, 2023 Board Meetings

[1. Call to Order]

[00:00:08]

GOOD EVENING.

I KNOW IT IS 6 P.M..

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

LET THE RECORD SHOW THAT ALL TRUSTEES ARE PRESENT.

I WANT TO THANK EVERYONE SO MUCH FOR BEING HERE THIS EVENING.

AND THANK YOU ALSO FOR YOUR FLEXIBILITY WITH THE CHANGES THAT HAVE BEEN MADE FOR TONIGHT'S MEETING.

WE ARE EXCITED THAT LEGACY SUMMIT AND TIMBER VIEWS BOYS BASKETBALL TEAMS ARE COMPETING IN THE REGIONAL QUARTERFINALS TONIGHT.

IN AN EFFORT TO ENSURE THAT OUR COMMUNITY, INCLUDING OUR EMPLOYEES AND BOARD MEMBERS HERE TONIGHT, CAN SUPPORT OUR TEAMS, WE'RE MODIFYING THE ORIGINALLY POSTED AGENDA FOR TONIGHT'S MEETING. WE HAVE CANCELED CLOSED SESSION AND WE HAVE TABLED ALL OF OUR STUDENT AND STAFF RECOGNITIONS.

WE THANK EVERYONE FOR BEING FLEXIBLE WITH THE ADJUSTMENTS AND WE WILL LOOK FORWARD TO CELEBRATING ALL OF THESE GREAT ACCOMPLISHMENTS IN THE COMING MONTHS.

[5. Meeting Opening]

LED BY SCHOOL BOARD MEMBER BIANCA BENAVIDEZ ANDERSON, THE PRESENTATIONS OF COLORS LED BY THE LAKERIDGE HIGH SCHOOL JROTC AND THE PLEDGES LED BY BOARD MEMBER DEZ THOMAS. LET US PRAY.

DEAR LORD, WE THANK YOU FOR THIS EVENING LORD.

WE THANK YOU FOR THESE GLORIOUS DAYS THAT YOU'VE BEEN GIVING US, LORD.

WE ASK FOR THE CONTINUED SUPPORT AND GUIDANCE THROUGHOUT OUR DISTRICT, LORD.

WE THANK YOU FOR OUR A LOT OF OUR TEAMS GOING TO THE QUARTERFINALS.

WE ASK THAT YOU BLESS EACH OF OUR SCHOOLS AND EACH OF OUR TEACHERS AND OUR STUDENTS LORD AND ALL OF THIS WE ASK FOR IN JESUS CHRIST'S NAME, AMEN.

WELL, I HAVE TO ADMIT, I DIDN'T MIND THEM STANDING IN FRONT OF ME.

OH, NO. AND I'M SURE YOU DIDN'T MIND LOOKING AT THEM INSTEAD OF ME.

SO. BUT WE WILL WITH THAT.

[6. District Recognition]

DR. CANTU? YES. BOARD MEMBERS. AGAIN, IN REFERENCE TO OUR PLAYOFFS THIS EVENING, WE ARE MOVING OUR RECOGNITIONS TO NEXT MONTH AND WE LOOK FORWARD TO CELEBRATING ALL OF OUR SUPERSTARS, OUR ATHLETES, OUR FINE ARTS AND OUR STAFF NEXT MONTH IN MARCH.

[00:05:03]

[7. District Introductions]

STOKER TO LEAD US IN OUR INTRODUCTIONS FOR THIS EVENING.

YES, BOARD MEMBERS THIS EVENING.

GOOD AFTERNOON. MY GRACIOUS.

LET'S START AGAIN. BOARD MEMBERS.

GOOD EVENING.

THIS EVENING WE HAVE TWO FOLKS WILL BE INTRODUCING TO YOU.

IT LOOKS LIKE THEY'RE MAKING THEIR WAY TO THE DOOR.

FIRST, I'D LIKE TO INTRODUCE TO YOU BRYAN MERCHANT.

HE IS OUR NEW DIRECTOR OF TRANSPORTATION.

WOO HOO.

MR. MERCHANT IS COMING BACK TO US FROM ANOTHER DISTRICT WHERE HE SERVED AS DIRECTOR OF TRANSPORTATION.

BUT BEFORE LEAVING US, HE SERVED AS OUR ASSISTANT DIRECTOR.

WE ARE SUPER HAPPY TO HAVE YOU BACK.

WELL, THANK YOU SO MUCH.

SO BOARD PRESIDENT WILSON AND DR.

CANTU AND MEMBERS OF THE BOARD, I'M VERY THANKFUL AND VERY PROUD TO BE BACK HOME AT MANSFIELD ISD.

THIS IS WHERE I CUT MY TEETH IN TRANSPORTATION.

AND MY KIDS GRADUATED FROM MANSFIELD HIGH SCHOOL AND I LIVE HERE IN TOWN AND HAVE THIS WHOLE TIME.

I'M WITH MY WIFE OF 36 YEARS, MICHELLE MERCHANT.

SO GLAD SHE'S WITH US.

AND THEN MY SUPPORT STAFF BACK THERE FROM MY DEPARTMENT.

AND SO THEY'RE ALL HERE AS WELL.

SO. WELL, THANK YOU ALL SO MUCH.

VERY GOOD. THANK YOU. NEXT UP, WE HAVE DR.

TAMIKA PATTON, OUR NEW EXECUTIVE DIRECTOR OF ELEMENTARY SCHOOLS AND EQUITY.

AND AS YOU ALL KNOW, SHE'S CURRENTLY SERVING AS OUR PRINCIPAL AT NANCY NEAL ELEMENTARY SCHOOL.

[APPLAUSE] THANK YOU.

GOOD EVENING BOARD PRESIDENT WILSON, DR.

CANTU AND BOARD MEMBERS.

I AM HONORED TO BE NAMED THE EXECUTIVE DIRECTOR OF ELEMENTARY SCHOOLS AND EQUITY.

I AM DELIGHTED TO HAVE THE OPPORTUNITY TO SERVE OUR CAMPUSES, OUR STUDENTS, OUR STAFF MEMBERS, AND THE COMMUNITY OF MANSFIELD ISD.

WITH ME TONIGHT, CELEBRATING IS MY AMAZING HUSBAND, DAMIEN.

OUR DAUGHTER, MORGAN.

MY MOM IN LOVE PAM.

I HAVE SEVERAL EXTENDED FAMILY MEMBERS THAT ARE ALSO HERE THAT HAVE MENTORED AND POURED INTO ME.

SO THANK YOU FOR BEING HERE.

AND THEN AS YOU HEARD, MY AMAZING NANCY NEAL FAMILY IS ALSO HERE CELEBRATING WITH ME.

SO THANK YOU.

AND I WILL SAY, YOU GUYS, THERE'S NEVER A CONTEST.

BUT I THINK TONIGHT BOTH OF YOU GUYS BROUGHT IT WITH YOUR CHEERING COMMITTEE, SO GREAT JOB.

WELL, IT'S NICE TO SEE THAT MISD HAS ALREADY SCORED TWICE TONIGHT.

SO LET'S SEE HOW THE REST OF THIS EVENING PLAYS OUT WITH OUR BASKETBALL GAMES.

SO THERE WE GO.

SO WE WILL NOW MOVE TO ITEM 8.1, BUT I WOULD LIKE TO LET YOU ALL KNOW THAT WE WILL BE MOVING THAT ONE TO THE MARCH AGENDA

[8. Discussion]

[9. Instructional Focus]

CANTU. YES, I WOULD LIKE TO INVITE DR.

GEORGIE SWEEZEY FORWARD TO GIVE US AN UPDATE AND REVIEW OF OUR MIDDLE OF YEAR LOCAL ASSESSMENT DATA.

DR. SWEEZEY. ALL RIGHT.

THANK YOU.

THANK YOU. PRESIDENT WILSON AND DR.

CANTU AND MEMBERS OF THE BOARD.

EXCITED TO BE HERE TONIGHT.

BACK WITH YOU TO GIVE YOU AN UPDATE ON OUR MIDDLE OF THE YEAR, LOCAL ASSESSMENTS AND WHAT'S BEEN GOING ON WITH CURRICULUM AND INSTRUCTION.

SO I'M GOING TO BEGIN TONIGHT BY STARTING WITH OUR LITTLEST AND TINIEST LEARNERS AGAIN, OUR K-2 STUDENTS, AND WALKING THROUGH SOME DATA THEN WE'RE GOING TO JUMP TO THE BIG KIDS AND WE'RE GOING TO TALK ABOUT OUR HIGH SCHOOL DATA AND THEN FINALLY FINISH WITH OUR MAP DATA FOR GRADES THREE THROUGH EIGHT.

[00:10:04]

SO THIS IS AN ALL IN ONE EARLY LITERACY ASSESSMENT INTERVENTION AND INSTRUCTIONAL SUITE, KIND OF ALL IN ONE.

AND THIS IS A PROGRAM THAT WE HAVE IN AN ASSESSMENT THAT HELPS EVERY EDUCATOR AND TEACHER UNDERSTAND THEIR STUDENTS AS READERS AND LEARN HOW THEY'RE GROWING.

THIS IS AN INTERESTING ASSESSMENT BECAUSE IT'S GIVEN IN ONE MINUTE, SO A BATTERY OF 5 TO 8 ASSESSMENTS FOR EACH GRADE LEVEL IS GIVEN.

AND AS YOU CAN IMAGINE, IN ONE MINUTE THE FOCUS WOULD BE AUTOMATICITY.

SO HOW QUICKLY CAN THEY RECALL? SO WE'RE LOOKING AT FIVE DIFFERENT AREAS IN MCLASS.

WE'RE LOOKING AT PHONICS, PHONEMIC AWARENESS, FLUENCY, VOCABULARY AND COMPREHENSION.

SO IF YOU'LL RECALL, YOU MAY RECALL FROM TWO YEARS AGO, WE USED TO GIVE AN ASSESSMENT CALLED EYE STATION AND REPORTED ON THAT EVERY YEAR.

AND IT WAS A COMPLETELY DIFFERENT ASSESSMENT.

IT WAS ON TIMES STUDENTS HAD TIME TO TO LOOK AT IT AND DECIPHER THROUGH IT.

AND THEN TWO YEARS AGO, THROUGH HOUSE BILL THREE, WE WERE REQUIRED TO CHOOSE A DIFFERENT ASSESSMENT BASED ON A LIST THAT TEA HAD GIVEN US.

AND SO THIS IS THE ONE THAT OUR DISTRICT HAS CHOSEN.

AND WE WILL BE LOOKING AT OUR DATA TODAY, LOOKING AT BEGINNING OF THE YEAR COMPARED TO THE MIDDLE OF THE YEAR AND HOW OUR STUDENTS ARE PERFORMING AS READERS RIGHT NOW. SO THE FIRST SLIDE THAT I HAVE FOR YOU WITH THE MCLASS DATA DISAGGREGATED IT WITH KINDERGARTNERS, FIRST GRADERS AND SECOND GRADERS AND THE FIRST BAR OF EACH DOUBLE BAR GRAPH, THERE IS GOING TO BE THE BEGINNING OF THE YEAR AND WHERE OUR STUDENTS WERE, AND THE SECOND BAR WILL BE THE MIDDLE OF THE YEAR.

SO IF YOU LOOK AT THE YELLOW THAT IS SECOND GRADE.

AND SECOND GRADE IS THE REPORTING MEASURE WITH OUR GUIDING STATEMENT, NUMBER TWO, THAT ALL STUDENTS ARE READING ON GRADE LEVEL BY THIRD GRADE.

SO THAT'S THE GRADE LEVEL THAT WE'RE MEASURING HERE.

IF YOU LOOK AT EACH GRADE LEVEL, THERE WAS AN INCREASE FROM THE BEGINNING OF THE YEAR TO THE MIDDLE OF THE YEAR.

BUT LET ME TALK TO YOU FOR A MINUTE ABOUT HOW HARD IT IS TO EVEN GET AN INCREASE.

AND I'LL USE AN EXAMPLE FROM A FIRST GRADE STUDENT.

A FIRST GRADE STUDENT MAY SCORE A 419 THE BEGINNING OF THE YEAR, AND THAT IS CONSIDERED WELL ABOVE AVERAGE.

AND THAT'S GREAT.

IN THE MIDDLE OF THE YEAR, IF THE STUDENT SCORES THE SAME SCORE OF 419, THEN THEY ARE CONSIDERED WELL BELOW GRADE LEVEL.

SO THIS IS ON A SLIDING SCALE AND THE EXPECTATION CONTINUES TO INCREASE BEGINNING OF YEAR TO THE MIDDLE OF THE YEAR TO THE END OF THE YEAR.

SO WE HAVE TO ENSURE THAT OUR STUDENTS ARE GROWING AT A CONSTANT RATE.

TO GIVE YOU SOME CONTEXT, AT THIS TIME LAST YEAR, 63% OF OUR STUDENTS WERE READING ON GRADE LEVEL IN SECOND GRADE.

AND YOU CAN SEE WE'RE AT 66%.

AND TO GIVE YOU AN EVEN BIGGER CONTEXT OF ALL OF THE STUDENTS IN THE NATION THAT HAVE TAKEN IN MCLASS AS SECOND GRADERS, 53% ARE CONSIDERED READING AT GRADE LEVEL IN SECOND GRADE, WHEREAS WE'RE AT 66.

SO WE KNOW THAT WE'RE TRENDING IN THE RIGHT DIRECTION.

YELLOW MEANS THAT WE'RE NEAR OUR GOAL.

SO WE ARE WORKING TO ENSURE THAT ALL OF OUR STUDENTS ARE READING ON GRADE LEVEL AND GIVING INTERVENTIONS AND EXTENSIONS JUST AS QUICKLY AS WE CAN, AND EVALUATING OUR STUDENTS WHO ARE EXCITED ABOUT THIS DATA.

AND WE KNOW THAT IT'S MOVING IN THE RIGHT DIRECTION.

SO THAT'S FOR OUR TINIEST LEARNERS.

AND THEN I MENTIONED WE WOULD MOVE TO OUR BIG KIDS, OUR HIGH SCHOOL STUDENTS.

SO WE HAVE STAAR INTERIM ASSESSMENTS.

WE ACTUALLY GIVE STAAR INTERIM ASSESSMENTS IN GRADES THREE THROUGH EIGHT, BUT WE'RE GOING TO BE REPORTING OUT WITH MORE CURRENT DATA FOR THREE THROUGH EIGHT WITH THE MAP TEST IN A MOMENT FOR HIGH SCHOOL STUDENTS, ALGEBRA AND ENGLISH ONE AND ENGLISH TWO, WE'RE LOOKING AT THE INTERIM ASSESSMENT.

AND I WANT YOU TO KNOW, THEY TOOK THIS INTERIM ASSESSMENT IN NOVEMBER.

SO IT WAS SHORTLY AFTER THE BEGINNING OF THE YEAR PRESENTATION THAT WE DID FOR YOU.

SO WE DID NOT HAVE THIS DATA.

THEN WE HAVE TAKEN OUR SECOND INTERIM THIS WEEK.

SO WE ARE CLOSING THE DOORS ON THAT DATA AND ARE SUPER EXCITED TO GET THAT BACK AND TO LOOK AT THE GROWTH OF OUR STUDENTS FROM NOVEMBER UNTIL NOW.

SO AS I SHOW YOU THESE RESULTS, LET ME TELL YOU A LITTLE BIT ABOUT THE TEST.

SO THIS IS A TEST AND EVERY STUDENT HAS THE SAME FIRST 20 QUESTIONS OF THE ASSESSMENT.

SO EVERY STUDENT HAS THE SAME FIRST 20 QUESTIONS AND THEN CALCULATED ON THOSE RESULTS.

IT ROUTES THEM INTO A PATHWAY EITHER A HIGH OR A MEDIUM OR LOW, AND THEN THEY RECEIVE ANOTHER SET OF QUESTIONS THAT WON'T BE IDENTICAL TO EACH OTHERS.

SO THE MOST IMPORTANT THING ABOUT THIS TEST IS THIS IS A SNAPSHOT IN TIME THAT IT GIVES US THE ABILITY TO KNOW WHERE OUR STUDENTS ARE AT A PARTICULAR TIME.

SO THE TIME WE'RE TALKING ABOUT IS NOVEMBER.

SO WE HAD GOTTEN THROUGH ALL OF SEPTEMBER, OCTOBER AND MOST OF NOVEMBER IN SCHOOL AT THIS TIME.

SO WE OBVIOUSLY HAVE NOT COMPLETED OUR CURRICULUM.

SO IT IS A PREDICTIVE IN THE FACT THAT IF WE DID NOTHING ELSE FROM NOVEMBER TO THE END OF THE YEAR, HOW OUR STUDENTS WOULD SCORE ON THE STATE EXAM, THE STAR TEST.

SO AS WE LOOK AT THE RESULTS AND WE'RE LOOKING AT ALGEBRA ONE ON THE SCREEN, WE HAVE APPROACHES, MEETS AND MASTERS.

[00:15:07]

SO AGAIN, IF THIS HAD BEEN THE STAR TEST AND IT WERE NOVEMBER AND WE HAD TAKEN IT, 71% OF OUR STUDENTS ARE PREDICTED TO SCORE AT THE MEETS LEVEL BASED ON WHAT THEY'VE BEEN TAUGHT SO FAR THROUGH NOVEMBER, 23% AT THE MEETS AND 7% AT THE MASTERS.

I ADDED THE BLUE LINES TO SHOW YOU LAST YEAR'S SCORES AND HOW THAT COMPARES TO WHERE WE WERE AT THIS TIME OF YEAR LAST YEAR.

SO LAST YEAR, ONLY 27% OF OUR STUDENTS BY NOVEMBER WERE READY TO BE AT THE MEETS LEVEL.

BUT OBVIOUSLY THROUGH GOOD TEACHING INSTRUCTION, INTERVENTIONS, ENRICHMENT, WALKING THROUGH OUR TIER ONE INSTRUCTION, WE WERE ABLE TO END THE YEAR AT 68% OF OUR STUDENTS AT THE MEETS. SO AGAIN, THIS IS PREDICTIVE AND THAT IF WE DID NOTHING ELSE FROM NOVEMBER FORWARD, WHERE OUR SCORES WOULD BE, WE ARE TRENDING IN A GOOD DIRECTION, JUST AS WE WERE SIMILAR TO WHERE WE WERE LAST YEAR TO REACH OUR GOALS.

AND WE KNOW THAT OUR GOALS ARE TYPICALLY 90% APPROACHES, 60% MEETS AND 30% MASTER'S.

AND WE EXCEEDED THE MASTER'S LAST YEAR AND THE MEETS.

AND SO I THINK WE ARE ON TRACK TO DO THAT AGAIN IN ALGEBRA ONE.

JUST A REMINDER, WE DO HAVE A HANDFUL OF EIGHTH GRADERS THAT ARE TAKING ALGEBRA ONE AND THEIR DATA IS ALSO INCLUDED.

SO WE HAVE NINTH GRADERS AND EIGHTH GRADERS FOR THE MAJORITY THAT ARE IN ALGEBRA ONE, AND THAT WILL COME INTO PLAY IN A LITTLE BIT WHEN WE TALK ABOUT EIGHTH GRADE MATH WITH THE STAR OR WITH THE MAP ASSESSMENT.

SO AND ALSO AT THIS TIME, JUST FOR CONTEXT, ONLY FIVE STANDARDS HAD BEEN TAUGHT TO MASTERY AT THE TIME THROUGH OUR CURRICULUM.

SO WE ARE EXCITED ABOUT THE RESULTS AND HOW THE STUDENTS ARE TRENDING.

WHEN WE LOOK AT ENGLISH ONE AND THEN WE'LL LOOK AT ENGLISH TWO IN A MOMENT AS WELL.

IT'S VERY INTERESTING THE WAY OUR STANDARDS ARE SET UP.

THEY'RE RECURSIVE, SO WE MAY TEACH SOMETHING IN THE FIRST SIX WEEKS OF SKILL AND IT MAY BE TAUGHT THROUGH, LET'S SAY, POETRY IN THE SECOND SIX WEEK.

THAT SKILL IS TAUGHT AGAIN, MAYBE THROUGH A DIFFERENT GENRE, MAYBE THROUGH AN INFORMATIONAL TEXT AND SO FORTH.

SO OUR SKILLS ARE DESIGNED TO REACH MASTERY BY THE END OF THE YEAR BECAUSE WE LEARN THAT SKILL THROUGH MULTIPLE CONTEXT AND MULTIPLE GENRES.

SO AS WE'RE LOOKING AT OUR ENGLISH ONE DATA WE HAVE RIGHT NOW, IF WE WERE TO STOP IN NOVEMBER AND TAKE THE STARR ASSESSMENT, WE WOULD EXPECT 67% TO BE AT APPROACHES, 48% MEETS AND 7% MASTER'S.

AND THEN LOOKING BACK AT LAST YEAR, WE DEFINITELY HAVE IMPROVED FROM WHERE WE WERE AT THIS TIME LAST YEAR.

BUT YOU CAN SEE AGAIN, THE BLUE DOTTED LINE SHOWING WHERE WE ENDED UP.

SO AGAIN, IT LOOKS LIKE WE'RE TRENDING IN A GOOD DIRECTION AND HOPEFULLY WE'LL BE ABOVE WHERE WE WERE LAST YEAR IN ENGLISH ONE, ENGLISH TWO VERY SIMILAR TO ENGLISH, ONE TRENDING HIGHER THAN WE WERE AT THIS TIME LAST YEAR FOR THE MIDDLE OR FOR NOVEMBER.

AND THEN AGAIN, LOOKING AT WHERE WE ENDED THE YEAR AS WE APPROACH THIS YEAR, HITTING AT LEAST THOSE TARGETS, I THINK WE ARE ALSO TRENDING IN THE RIGHT DIRECTION FOR OUR STAR RESULTS.

SO THAT'S WHAT WE HAVE.

AGAIN, LIKE I MENTIONED, WE JUST ARE FINISHING OUR SECOND ROUND OF INTERIM ASSESSMENTS.

WE TAKE INTERIM ASSESSMENT TWICE A YEAR.

REMEMBER, THIS IS THE FIRST YEAR THAT OUR STAR TEST IS MANDATORY ONLINE WITH ALL OF THE NEW ITEM TYPES.

THIS IS THE ONLY ASSESSMENT THAT WE HAVE THAT TRULY GIVES STUDENTS A FEEL AND A LOOK AT WHAT THOSE ITEM TYPES ARE GOING TO LOOK LIKE.

WE CAN SIMULATE AND EMULATE THAT AS MUCH AS WE CAN THROUGH OUR PLATFORMS AND SYSTEMS, BUT WE KNOW THIS TEST IS ALIGNED TO EVERY DIFFERENT ITEM TYPE.

IF YOU'LL REMEMBER BACK IN THE BEGINNING OF THE YEAR PRESENTATION WHEN I GAVE YOU A LITTLE BIOLOGY QUESTION THERE AT THE END TO SEE HOW WELL YOU COULD DO WITH THE NEW STAR ITEM TYPES. SO THESE ARE HOW OUR STUDENTS ARE DOING AND I'M REALLY EXCITED ABOUT THE RESULTS, KNOWING THAT THESE ARE ALSO IN THE NEW ITEM TYPE FORMATS, WHICH IS ANOTHER HURDLE THAT OUR STUDENTS HAVE TO OVERCOME.

ALL RIGHT. LET'S MOVE ON TO OUR THIRD THROUGH EIGHTH GRADERS AND OUR NWEA MAP ASSESSMENT.

SO THIS TEST IS DESIGNED TO MEASURE ACHIEVEMENT AND GROWTH.

AND I REALLY LIKE TO FOCUS ON GROWTH WHEN I TALK TO YOU IN THE MIDDLE OF THE YEAR, BECAUSE THAT'S WHAT IT'S ABOUT.

THIS IS THE TIME OF YEAR WHEN WE ARE WATCHING EVERY STUDENT DIAGNOSING, ASSESSING, LOOKING AT WHAT THEY KNOW AND WHAT THEY DON'T KNOW, AND WHAT WE CAN BUILD IN TO IMPROVE UPON THOSE THINGS.

SO UNLIKE WHEN YOU AND I GREW UP AND WE TOOK A PAPER PENCIL TEST AND WE ALL HAD THE SAME TEST, WE MAY HAVE HAD THE ONE TEACHER WHO DID THE A, B, A B TEST.

SO IF YOU CHEATED OFF YOUR NEIGHBOR, IT MIGHT BE THE ALTERNATE TEST VERSION.

BUT ULTIMATELY WE PRETTY MUCH HAD MOSTLY THE SAME QUESTIONS AND WE'RE GIVEN THE SAME AMOUNT OF TIME TO COMPLETE THAT TEST.

THESE TESTS OUR STUDENTS ARE TAKING NOW, LIKE THE NWEA MAP TEST, IS AN ADAPTIVE TEST.

AND SO NO ONE HAS THE SAME QUESTIONS THROUGHOUT THE WHOLE TEST, STUDENTS ARE GIVEN ABOUT 50 QUESTIONS, BUT THE TEST IS DESIGNED THAT IF THEY GET A QUESTION CORRECT, IT PUTS THEM IN A PATHWAY OF A HARDER QUESTION.

IF THEY MISS A QUESTION, THEN THEY GET AN EASIER QUESTION.

SO EACH TIME A QUESTION IS ANSWERED, THEIR PATHWAY IS KIND OF CHANGING THROUGHOUT THIS ASSESSMENT.

[00:20:06]

AND IF YOU ARE ANYTHING LIKE ME IN SCHOOL, TO GET HALF THE QUESTIONS RIGHT, I WOULD HAVE BEEN BAWLING AND CRYING BECAUSE WE ALL WANTED 100.

WE WANTED TO GET EVERYTHING RIGHT.

SO FOR OUR STUDENTS THAT ARE THE PERFECTIONISTS, IT CAN BE FRUSTRATING BECAUSE THEY DO WANT TO GET EVERYTHING RIGHT.

BUT IT'S ALSO EXCITING BECAUSE IT CHALLENGES THEM AND IT ALLOWS US TO SEE WHERE OUR STUDENTS STRUGGLE.

THAT ALLOWS US TO SEE THE CAPABILITIES OF WHAT SOME OF OUR STUDENTS ARE CAPABLE OF.

SO THERE'S SOME REALLY FUN THINGS, I THINK, ABOUT THE MATH ASSESSMENT THAT ARE FUN TO DIG INTO.

SO REMEMBER, THE PURPOSE OF THIS TEST IS TO SHOW GROWTH OVER TIME.

SO WE'RE GOING TO LOOK AT TWO THINGS TODAY.

SO AS I TALK AND SHOW YOU THE GRAPHS IN A MOMENT, I WANT TO JUST GIVE YOU A REALLY CLEAR DEFINITION OF HOW THEY CALCULATE GROWTH.

CLEAR. WE'LL TRY.

OKAY. SO THEY HAVE WHAT'S CALLED A RISK SCORE.

SO YOU ARE AND IF YOU WERE HERE LAST YEAR, I KIND OF USE THE SAME EXAMPLE.

SO MAYBE IT WILL YOU'LL BE FAMILIAR WITH THAT.

BUT WE'RE GOING TO SAY THAT WE HAVE A FOURTH GRADE STUDENT AND WE'LL CALL HER SOPHIA.

AND SHE HAS SCORED A 141 ON THE MATH MATH TEST AT THE BEGINNING OF THE YEAR.

SO WHAT THIS SYSTEM DOES IS IT LOOKS BACK AT LAST YEAR AND IT SAYS EVERY STUDENT WHO HAD THE SAME STARTING POINT AS HER AT THE END OF THE YEAR, WHAT'S THE AVERAGE AMOUNT OF GROWTH THAT THEY HAD? SO THE AVERAGE AMOUNT OF GROWTH FOR THIS PARTICULAR PERSON AT THIS PARTICULAR STARTING POINT IS 11 POINTS.

SO THEN THEY SAY, OKAY, IF YOU CAN HIT 11 POINTS, THEN YOU HAVE SHOWN AVERAGE GROWTH.

YOU WOULD BE IN THE 50TH PERCENTILE FOR GROWTH.

IF YOU ARE PERFORMING MORE AND IN YOUR SCORE INCREASES BY MORE THAN 11 POINTS, MAYBE YOU INCREASE BY 14 POINTS, YOU'VE EXCEEDED YOUR GROWTH.

YOU MAY BE IN THE 65TH PERCENTILE FOR GROWTH.

AND EVEN IF YOU DO GROW, YOU GROW MAYBE EIGHT RIT SCORES, BUT YOU DON'T HIT THE ENTIRE 11, YOU'RE STILL GROWING, JUST NOT AT THE SAME RATE AS YOUR PEERS THAT STARTED AT THE SAME POINT THAT YOU STARTED AT AT THE BEGINNING ASSESSMENT.

SO THAT IS JUST SOME GOOD CONTEXT WHEN WE TALK ABOUT AND YOU SEE, WOW, 50TH PERCENTILE, WE'RE CALLING THAT GOOD, THAT'S BECAUSE YOU ARE ACHIEVING GROWTH AT LEAST THE RATE OF YOUR PEERS, THE AVERAGE RATE.

SO LET'S LOOK A LITTLE BIT AT WHAT SOME OF OUR GROWTH RATES ARE.

AND WE'LL START WITH MATH.

AS I SHOWED YOU THESE SLIDES, THERE ARE TWO BARS ON THE LEFT AND A COLORED BAR ON THE RIGHT ON EVERY SLIDE.

THE TWO BARS ON THE LEFT ARE INDEPENDENT OF THE BAR ON THE RIGHT.

SO YOU CANNOT LOOK AT THE TWO BARS ON THE LEFT AND THEN EXPECT TO FIND A TREND JUST BY LOOKING AT THE BAR ON THE RIGHT.

SO LET ME EXPLAIN THAT.

SO FOR THIRD GRADE, LOOKING AT MATH, WE HAVE THIS YEAR THE PREDICTED PERCENTAGE OF STUDENTS PREDICTED TO BE AT THE MEETS LEVEL IS 49% BASED OFF THE ASSESSMENT. JUST FOR CONTEXT, THIS TIME LAST YEAR, IN 21-22, 42% OF THIRD GRADERS WERE EXPECTED TO BE AT THE MEETS LEVEL FOR MATH.

OK SO THAT'S GREAT.

AND WE SEE A POSITIVE TREND MOVING UP IN THE RIGHT DIRECTION.

SO THEN WE LOOK AT HOW OUR STUDENTS HAVE GROWN FROM BEGINNING OF THE YEAR, THIS YEAR TO NOW THE MIDDLE OF THE YEAR.

SO 66% OF OUR STUDENTS IN THIRD GRADE HAVE MET THAT 50TH PERCENTILE OR HIGHER AND ARE MEETING OR EXCEEDING THEIR EXPECTED GROWTH.

AND SO THAT'S REALLY EXCITING NEWS.

SO EACH GRADE LEVEL WILL HAVE A DIFFERENT NUMBER OF STUDENTS MEETING OR EXCEEDING GROWTH.

THE FUN THING ABOUT DATA IS ALWAYS THAT YOU GET TO LOOK AND DIG INTO IT AND HAVE ROOT CAUSE ANALYZES AND LOOK AT WHY ARE OUR STUDENTS PERFORMING THE WAY THEY ARE.

SO I'M REALLY EXCITED ABOUT ONE SLIDE AND IT'S RED, WHICH I KNOW IS SOMETIMES A REALLY SCARY WORD WHEN WE SAY WE THINK OF RED.

BUT THERE IS ONE COMING UP THAT WE'RE LEARNING A LOT ABOUT.

SO THIRD GRADE AND FOURTH GRADE, 66% OF OUR STUDENTS ARE MEETING AND EXCEEDING GROWTH IN MATH.

YOU CAN SEE THE TREND FOR MEETS FOR THE STAR TEST IS ALSO IN A POSITIVE DIRECTION.

WHEN WE GET TO FIFTH GRADE, WE'RE STILL INCREASING IN OUR MEETS.

THE PERCENTAGE OF STUDENTS EXPECTED TO BE AT THE MEETS LEVEL FROM LAST YEAR TO THIS YEAR WHICH IS EXCITING.

BUT THEN IT'S LIKE, HOW CAN ONLY 37% OF OUR STUDENTS BE MEETING OR EXCEEDING GROWTH? AND SO IT JUST IT SEEMS AWKWARD AND IT TAKES A LITTLE BIT OF TIME TO LOOK AT AND FIGURE OUT WHAT'S GOING ON.

SO I DID SOME DIGGING.

AND WHAT I REALIZED AND LEARNED THROUGH OUR DIGGING IS THAT EVERY ONE OF OUR INTERMEDIATE CAMPUSES AND EVERY ONE OF OUR SCHOOLS IN FIFTH GRADE MATH WERE ABOVE THE NATIONAL ACHIEVEMENT PERCENTILE TO BEGIN WITH.

SO WE WERE ALREADY STARTING OUT AT ABOVE 50% OF OUR STUDENTS.

WE WERE ALL ON THAT SIDE OF THE GRAPH THAT ARE AT THE ACHIEVEMENT LEVEL.

SO THEREFORE IT SHOWS THAT OUR STUDENTS ARE HIGH ACHIEVING, BUT WE DO NOT HAVE THE GROWTH THAT WE WOULD WANT.

AND THIS ONE, I SAID THIS WAS EXCITING TO ME IS BECAUSE IT MADE US THINK WHY? AND WHEN WE DIG IN AND WE THINK ABOUT OUR PROCESSES AND OUR SYSTEMS THAT WE HAVE IN PLACE, IT'S OUR RESPONSIBILITY TO ENSURE ALL KIDS ARE GROWING AND THAT EVERYONE MEETS A YEAR'S GROWTH IN OUR SCHOOL YEAR AND IN OUR SYSTEM.

SO WHAT WE LEARN IS AND WE HAVE OUR PLC PROCESS AND WE HAVE THAT FOURTH QUESTION THAT WE ALWAYS END ON AND LAND ON.

AND IT SAYS, WHAT DO WE DO IF OUR STUDENTS ALREADY KNOW WHAT WE'RE DOING?

[00:25:04]

BUT IT'S OUR RESPONSIBILITY TO FIGURE OUT HOW TO GROW THEM AND TO ENSURE THAT THEY'RE NOT STAGNANT WHERE THEY ARE.

SO THAT'S BEEN EXCITING AND SOME GOOD CONVERSATIONS THAT WE'VE HAD WITHIN THE CURRICULUM TEAM AND OUR CAMPUSES.

SO THAT IS 37% OF OUR STUDENTS RIGHT NOW MEETING OR EXCEEDING GROWTH.

AND WE'RE DETERMINED TO ENSURE THAT ALL STUDENTS CAN AT LEAST MEET THEIR GROWTH.

LOOKING AT SIXTH GRADE AGAIN, YOU SEE THAT SAME TREND WITH OUR MEETS PERCENTAGES TRENDING UPWARD, MORE STUDENTS ARE EXPECTED TO BE AT THE MEETS LEVEL THIS YEAR THAN THERE WERE LAST YEAR, AND 46% OF OUR STUDENTS ARE MEETING OR EXCEEDING THEIR GROWTH MEASURE RIGHT NOW WHERE THEY STARTED THE YEAR COMPARED TO OTHER PEOPLE, THEIR SAME PEERS, WHERE THEY STARTED IN MIDDLE SCHOOL.

WE HAVE 48% OF OUR STUDENTS MEETING OR EXCEEDING GROWTH.

THE MEETS DATA VERY SIMILAR TO LAST YEAR.

EXACTLY. AND IN EIGHTH GRADE WE HAVE 46% OF OUR STUDENTS MEETING OR EXCEEDING GROWTH.

YOU'LL NOTICE THE MEET NUMBERS ARE A LITTLE LOWER.

REMEMBER, WE HAVE SEVERAL, SEVERAL, MANY, AT LEAST A SECTION TO TWO SECTIONS ON EVERY CAMPUS.

EIGHTH GRADERS ARE TAKING ALGEBRA ONE AS WELL.

SO OUR STUDENTS ENROLLED IN ALGEBRA ONE ARE NOT TAKING THE EIGHTH GRADE MAP GROWTH ASSESSMENT THEY ARE TAKING THEY TOOK THE STAAR INTERIM FOR ALGEBRA, AND THEY'RE NOT BEING CALCULATED IN THESE RESULTS.

AND THEY WON'T TAKE THE EIGHTH GRADE STAAR TEST EITHER.

THEY'LL TAKE THE ALGEBRA ONE STAR TEST.

SO WE'VE HAD CONVERSATIONS IN THE PAST ABOUT OUR EIGHTH GRADE DATA.

SOMETIMES WE'LL LOOK A LITTLE DIFFERENT WHEN YOU COMPARE IT TO OUR OTHER GRADE LEVELS.

WE'RE ALSO REMOVING A PORTION OF STUDENTS.

OK, LET'S MOVE ON TO READING AND READING.

WE'LL START WITH OUR THIRD GRADERS AGAIN, 52% OF THEM MEETING OR EXCEEDING GROWTH.

THE SAME TREND WITH THE MEETS DATA IMPROVING MORE STUDENTS THAN LAST YEAR, FOURTH GRADE IMPROVING 45 TO 46% IN MEETS, WE HAVE 62% OF OUR STUDENTS MEETING OR EXCEEDING THEIR GROWTH MEASURE, WHICH IS A VERY HIGH NUMBER.

FIFTH GRADE READING AGAIN FROM 44 TO 45 PERCENTAGE OF STUDENTS THAT ARE EXPECTED TO BE AT MEETS AND 46% OF OUR STUDENTS MEETING OR EXCEEDING THEIR GROWTH MEASURES. STILL IN INTERMEDIATE SCHOOL, 40 TO 44 AT THE MEETS AND 45% MEETING OR EXCEEDING GROWTH IN MIDDLE SCHOOL, 52 TO 48% LOOKING AT THE MEETS CLOSE.

SO WE KNOW WE WANT TO PAY SOME CLOSE ATTENTION IN SEVENTH GRADE IN READING AND THEN 48% OF THOSE STUDENTS ARE STILL MEETING OR EXCEEDING, SHOWING THAT THEY'RE ON TRACK TO GROW A YEAR OR MORE. AND IN EIGHTH GRADE, VERY SIMILAR FROM 58 TO 57 FOR THE MEETS AND 53% OF THE STUDENTS MEETING OR EXCEEDING GROWTH IN SCIENCE.

I'M GOING TO REPORT WITH FIFTH GRADE AND EIGHTH GRADE IN FIFTH GRADE FROM 33 TO 40% EXPECTED TO BE AT MEETS AND 56% OF STUDENTS MEETING OR EXCEEDING GROWTH. AND IN EIGHTH GRADE, SIMILAR TO WHERE WE WERE AT THIS TIME LAST YEAR, WITH 54 TO 52% EXPECTED TO BE AT MEETS AND 55% MEETING OR EXCEEDING GROWTH. SO NOW WHAT? WHAT DOES THAT MEAN? IT MEANS THAT WE HAVE TO LOOK, WE HAVE TO STUDY.

WE HAVE TO ENSURE THAT WE'RE NAMING KIDS BY NAME.

AND WE'VE TALKED ABOUT THAT BEFORE AND THAT WE UNDERSTAND WHERE EVERY SINGLE STUDENT IS.

BUT I WANT TO GIVE YOU JUST A LITTLE BIT OF BACKGROUND INFORMATION.

I DID SOME RESEARCH WITH THE NWEA MAP TEST, AND ONE THING THAT WE HAVEN'T MENTIONED IS COVID AND THE PANDEMIC AND LEARNING LOSS AND DISRUPTED LEARNING AND THOSE THINGS FOR THE LAST THREE YEARS THAT HAVE KIND OF COME OUT OF OUR MOUTHS THE FIRST TIME, THE FIRST THING WHEN WE TALK ABOUT DATA.

BUT WE ARE MAKING GREAT GAINS AND IMPROVEMENTS AND STRIDES.

BUT I WANTED TO LOOK AT WHAT ARE THE EFFECTS, WHERE ARE WE POST PANDEMIC? WHAT ARE OUR RESULTS LOOK LIKE? SO NNEA MAP DID A STUDY WHERE THEY LOOKED AT THE ESTIMATED NUMBER OF YEARS THAT WE FEEL LIKE IT'S GOING TO TAKE OR THE COMPANY THROUGH THEIR DATA AND METRICS, THINK THAT IT WILL TAKE TO HAVE FULL RECOVERY FOR EVERY SUBJECT IN GRADE LEVEL.

SO IF YOU CAN SEE IN THIS GRAPH THE GRADE LEVELS ON THE LEFT.

THIRD, FOURTH, FIFTH, SIXTH, SEVENTH AND EIGHTH GRADE, AND THE NUMBER OF YEARS THAT IT WOULD TAKE TO HAVE FULL RECOVERY AND BE RIGHT BACK ON TRACK WHERE WE WERE BEFORE THE PANDEMIC BEGAN.

NOTICE THE TOP AND THE BOTTOM THIRD GRADE IN EIGHTH GRADE.

ALL THE DATA SHOWS THAT IT WILL TAKE FIVE OR MORE YEARS, FIVE PLUS YEARS TO BE BACK TO WHERE WE WERE TO BEGIN WITH, AND THEN SOME OF THE GRADES IN BETWEEN, AT LEAST BETWEEN 2 TO 3 YEARS, FOURTH GRADE IS A LITTLE BIT LONGER.

BUT LET'S THINK ABOUT OUR THIRD GRADERS.

AND IF YOU HAVE A THIRD GRADE STUDENT, YOU CAN REMEMBER WHEN THE PANDEMIC STARTED, THEY WERE IN KINDERGARTEN AND THAT WAS IN FEBRUARY.

SO THE MAJORITY OF THEIR FIRST GRADE YEAR WAS DISRUPTED WITH LEARNING AT HOME, COMING TO SCHOOL, WHO'S THERE, WHO'S NOT THERE.

AND IF YOU REMEMBER ABOUT GROWING UP, WHAT DO WE LEARN IN FIRST GRADE? HOW TO READ THE BASICS OF PHONICS, PHONEMIC AWARENESS, THE READING INSTRUCTION, SO THAT I CAN UNDERSTAND WHY THAT DATA WOULD BE WHERE IT IS FOR READING AND MATH.

[00:30:07]

SO FIFTH GRADE, THE PANDEMIC WOULD HAVE STARTED.

THEY CAME HOME AND THEY DID SCHOOL THE INTO FIFTH GRADE, BUT THEN SIXTH GRADE, WE DIDN'T GO TO SCHOOL FOR THE FIRST, WHAT, MONTH AND A HALF.

WE DIDN'T START UNTIL SEPTEMBER OR OCTOBER.

SOME PLACES WE HAD ONLINE SCHOOL FOR NINE WEEKS.

SO IN SIXTH GRADE MATH, THE MOST NEW TEKS ARE INTRODUCED IN ANY GRADE LEVEL, AND THAT IS THE FOUNDATION WITH RATIOS, PROPORTIONS, ALGEBRAIC REASONING.

SO THERE'S A LOT OF THINGS THAT OUR SIXTH GRADERS MISSED THAT YEAR THAT THEY WERE IN AND OUT OF.

AND SO SOME OF THOSE TYPES OF THINGS WE'VE HAD TO BUILD INTO OUR CURRICULUM TO ENSURE THAT WE'RE ABLE TO HELP CLOSE THOSE GAPS AT A FASTER RATE THAN FIVE PLUS YEARS.

SO THE LITTLE RED DOTTED LINE THAT LOOKS LIKE IT'S GOING DOWN THROUGH THE MIDDLE OF THE GRAPH, THIS IS A LINE THAT REPRESENTS WHEN THE MONEY THAT WE RECEIVE FROM THE FEDERAL GOVERNMENT, CALLED OUR ESSER FUNDS RUNS OUT AND IT STOPS.

AND IF YOU REMEMBER, WE WERE GIVEN THAT WONDERFUL ALLOTMENT AND AMOUNT OF MONEY TO ITS GOAL WAS TO HELP CLOSE ACHIEVEMENT GAPS TO GET US BACK ON TRACK.

SO WHILE THE MONEY IS GOING TO STOP AND THE RESOURCES THAT IT IS PROVIDED MAY STOP, WE STILL HAVE A JOB TO DO.

SO WE STILL HAVE TO ENSURE THAT WE'RE CLOSING THOSE GAPS, EVEN IF THEY'RE GOING TO TAKE AWAY OUR RESOURCES AND TAKE AWAY SOME OF THOSE THINGS THAT WE HAVE GROWN ACCUSTOMED TO AND THAT HAVE PROVEN HELPFUL.

SO WE'RE DOING A LOT OF WORK RIGHT NOW TO ENSURE THAT WE HAVE THE SYSTEMS IN PLACE AND THE RESOURCES THAT WE NEED TO CONTINUE TO CLOSE THOSE GAPS.

AND I LEFT YOU WITH THIS A SLIDE SIMILAR TO THIS IN OUR LAST ONE, BECAUSE WHEN WE TALK ABOUT NOW, WHAT WE TALK ABOUT WHAT WE'RE DOING, IF WE WERE TO USE STANDARDIZED TESTING RESULTS AND TO MAKE INTERVENTION GROUPS AND ALL THESE KINDS OF THINGS AND WORK WITH OUR KIDS, AND THAT'S THE ONLY DATA THAT WE USED, WE WOULD DO A DISSERVICE TO OUR STUDENTS BECAUSE IT'S A ONE TIME TEST ON A ONE TIME DAY.

BUT WHAT WE DO KNOW IS HOW OUR KIDS PERFORM DAILY AND OUR CLASSROOM TEACHERS ARE THE BIGGEST EYES AND THE BIGGEST ADVOCATES FOR OUR STUDENTS, AND THEY TRULY KNOW WHERE OUR KIDS ARE. AND THROUGH THAT PLC PROCESS AND THE TIME THAT WE GIVE THEM TO MEET WITH THEIR TEAMS, TO MEET WITH EACH OTHER, THEY GO THROUGH THEIR CLASS LISTS AND THEY TALK EVERY STUDENT BY NAME.

AND IT'S NOT YOUR KIDS, IT'S OUR KIDS.

AND SO IN MANSFIELD ISD, EVERY CAMPUS HAS A LIST OF KIDS THAT THEY TEACH IN THEIR CLASSROOM, THAT THEY HAVE A BIGGER LIST IN THEIR GRADE LEVEL, AND THAT'S OUR KIDS.

AND WE ENSURE THAT WE'RE GIVING EVERY SINGLE KID WHAT THEY NEED.

SO I'M SUPER EXCITED ABOUT THE PLC PROCESS AND WHAT OUR TEACHERS ARE DOING.

AND AGAIN, THAT THIRD AND FOURTH QUESTION, WHAT DO WE DO IF THEY DON'T LEARN IT AND WHAT DO WE DO IF THEY ALREADY KNOW IT? IT'S NOT A BIG ONE SIZE FITS ALL PROGRAM IN MANSFIELD.

IT IS TRULY GIVING EVERY KID WHAT THEY NEED.

SO THAT'S WHERE WE ARE IN THE MIDDLE OF THE YEAR.

ANY QUESTIONS? BOARD MEMBERS DID YOU HAVE ANY QUESTIONS OR STATEMENTS? MR. DAVIS. DR.

SWEEZEY, THANK YOU SO MUCH FOR THE UPDATE.

GREATLY APPRECIATE IT.

IF MEMORY SERVES ME RIGHT AND I RECOGNIZE THIS IS A SNAPSHOT IN TIME RIGHT.

AND I APPRECIATE EMPHASIZING THAT RIGHT, BECAUSE IT REALLY IS IS SUCH.

WHEN WE WERE COMING OUT OF THAT PERIOD OF TIME, WE WANT TO TALK ABOUT WE RECOGNIZED THERE WAS A SHORTFALL IN TERMS OF THE EXPECTED LEARNING, PARTICULARLY AROUND MATH IN THIRD AND EIGHTH GRADE, WHERE AT LEAST TWO OF THE GRADE LEVELS FOR SURE WE TALKED TO.

IT APPEARS, BASED ON MY UNDERSTANDING OF THE DATA THAT YOU PRESENTED TONIGHT, WE ARE SEEING THAT THAT WAS THE EFFORT, THE RESULTS OF THOSE EFFORTS IN A POSITIVE WAY. WE I DON'T RECALL US PUT AS MUCH HYGIENE AROUND THE READING.

AND SO I'M WONDERING IF, BECAUSE OF OUR FOCUS TO THE MATH TO GET FOLKS UP THERE, I RECOGNIZE GROWTH IS STILL OCCURRING, RIGHT? SO I DON'T WANT ANYONE TO WALK AWAY WITH THINKING THAT'S NOT THE CASE.

I HEARD THAT CLEARLY, GROWTH IS STILL OCCURRING, JUST NOT THE RATE WE WOULD LIKE.

AND SO GIVEN THE FACT THAT ESSER DOLLARS WILL BE RUNNING OUT HERE SHORTLY AND WE HAD OUR FIRST TAKE, WAS THAT FIRST SWING AT THIS WAS AT MATH.

WHAT ARE WE DOING TO KIND OF BALANCE IT OUT, THE EXPERIENCE? ABSOLUTELY. SO ONE OF THE THINGS THAT WE'VE DONE THAT I THINK IS GOING TO BE I THINK IT'S REALLY GOING TO YIELD AMAZING RESULTS IS WE HAVE A LOT OF STANDARDS THAT WE TEACH.

SO IN READING LANGUAGE ARTS, THERE MAY BE 50 STANDARDS FOR THIRD GRADE STUDENTS TO LEARN AND KNOW AND WALK AWAY WITH.

THEY ARE IN ALL DIFFERENT CATEGORIES SPELLING, DIFFERENT READING, COMPREHENSION, FLUENCY.

SO WHAT WE'VE DONE IS WE'VE TAKEN THE STANDARDS AND WE'VE IDENTIFIED WHAT WE CALL ESSENTIAL STANDARDS, AND THESE ARE THE ABSOLUTE NON-NEGOTIABLE.

A KID WILL NOT LEAVE THEIR GRADE WITHOUT UNDERSTANDING THESE 12, 15, 14 TO 18 STANDARDS.

SO BY PRIORITIZING THOSE AND WE LOOK FOR THREE THINGS, DOES THE STANDARD HAVE ENDURANCE? IS IT GOING TO CARRY ON THROUGHOUT THE YEARS? DOES IT HAVE LEVERAGE AND IS IT A READINESS? IS IT SOMETHING THAT'S GOING TO PREPARE THEM FOR SOMETHING IN THE FUTURE? SO WE FEEL LIKE IF WE WE FOCUS ON ALL THE T'S, WE PLAN, WE TEACH EVERYTHING.

[00:35:04]

WE DON'T GRADE THAT ASSESSMENT AND SAY, OKAY, THAT'S DONE.

NEXT UNIT, HERE WE GO.

THOSE ESSENTIAL STANDARDS CONTINUE TO COME BACK AT A TEACHER TABLE ONE ON ONE.

SO WE ARE MAKING SURE THAT THOSE ESSENTIAL STANDARDS THAT WE KNOW THEY'RE GOING TO SEE FOR YEAR AFTER YEAR AFTER YEAR OR IT'S NON-NEGOTIABLE.

THE KID CAN'T LEAVE A GRADE LEVEL WITHOUT UNDERSTANDING THOSE BECAUSE THEY ARE IMPERATIVE FOR THE NEXT GRADE LEVEL.

SO WE'RE HOPING THAT BY BY FOCUSING A LOT OF OUR TIME, EFFORT AND ENERGY AND OUR [INAUDIBLE] COMMUNITIES, IT REALLY STRENGTHENS OUR INSTRUCTION IN OUR INTERVENTION AND ENRICHMENT CYCLE.

WELCOME. JUST A LITTLE BIT OF REMINDER, BACK WHEN SHE MENTIONED THAT WE SWITCHED OVER FROM ISTATION TO THE NEW ASSESSMENT, THE THE TIMING ON THAT FROM THE STATE COULD NOT HAVE BEEN ANY WORSE.

AND I DON'T EVEN REMEMBER A COUPLE OF YEARS AGO WHEN WE MADE THAT PRESENTATION THAT WE'RE GOING TO HAVE STUDENTS COMING IN FROM NOT HAVING BEEN IN FRONT OF A TEACHER FOR MULTIPLE YEARS.

AND THE STATE HAS MANDATED THAT WE CHANGE ASSESSMENT.

SO THE WHOLE STATE PETITION THE STATE, PLEASE DON'T DO THIS TO US NOW BECAUSE WE DON'T KNOW WHAT THIS DATA IS GOING TO MEAN.

SO IN THE OLD ISTATION, WE WERE UP TO OUR LAST YEAR, I BELIEVE 88% IS WHERE WE FINISHED THE YEAR.

AND SO THE THE NUMBERS DO NOT CORRELATE.

THERE'S NO CORRELATIVE STUDY.

THE STATE DID NO CORRELATE OF STUDY BETWEEN THOSE TWO ASSESSMENTS.

THEY JUST MANDATED THAT YOU HAD TO USE IT.

SO FOR THE FIRST YEAR, WE HAD A LITTLE BIT OF ISSUE TRYING TO FIGURE OUT WHAT THE DATA MEANS A LITTLE BIT.

IT DOESN'T MEAN THAT THE EFFORT, YOU KNOW, SHE TALKED TO YOU ABOUT THE EFFORT THAT WITH THE CURRICULUM.

BUT ALSO REMEMBER, ALL OF OUR TEACHERS HAVE BEEN THROUGH THE NEW LEARNING LITERACY ACADEMY IN ADDITION TO THE ONE THAT WE ALREADY THROUGH THE STATE, IN ADDITION TO THE ONE THAT WE ALREADY HAD HERE IN THE DISTRICT.

SO A GREAT DEAL OF EFFORT IS IS GONE INTO IT.

JUST WE HAVE A NEW BASELINE NOW AND WE'VE GOT TO CONTINUE TO BUILD UP.

AND I WILL TELL YOU, OUR TEACHERS AND THE PRINCIPALS, BECAUSE OUR PRINCIPALS WENT THROUGH IT AS WELL, A GREAT, GREAT, GREAT MANY NUMBER OF HOURS AND TIME COMMITMENT.

AND IT WAS NOT AN EASY PROGRAM FOR THEM TO WORK THEIR WAY THROUGH.

SO WE'RE VERY APPRECIATIVE OF THEM FOR DOING THAT.

ARE THERE ANY MORE COMMENTS DOWN HERE? YEAH. HOW ABOUT THIS SIDE? KEZIAH.

THANK YOU SO MUCH FOR THE PRESENTATION.

THE NUMBERS AREN'T VERY ENCOURAGING.

I JUST DO HAVE ONE QUICK QUESTION.

YOU MENTIONED YOU HAD THE CHART WHERE THE ONE, TWO, THREE, FOUR YEARS TO RECOVERY, AND THEN THERE WAS THE DOTTED LINE WHERE THE ESSER FUND WILL RUN OUT.

DO WE ANTICIPATE ARE THERE ANY PROGRAMS THAT ARE CURRENTLY IMPLEMENTED THAT ARE WE ARE USING ESSER FUNDS THAT IF THE FUNDS, ONCE THEY RUN OUT, WE'LL HAVE TO DO AWAY WITH THOSE? OR HAVE YOU PUT ANYTHING IN PLACE TO BE ABLE TO CONTINUE WITH THE PROGRAMS THAT WE ALREADY HAVE IN PLACE? YEAH, WE'VE BEEN WORKING WITH MS..

TRONGAARD AND HER TEAM AND THROUGHOUT THE NEW BUDGET CYCLE AND WITH OUR IMA TO ENSURE THAT WHATEVER IF WE HAVE SOME PROGRAMS THAT ARE BEING SUCCESSFUL RIGHT NOW WITH OUR STUDENTS, THAT WE CAN'T LOSE.

SO WE ARE BUDGETING AND PRIORITIZING AND ENSURING THAT OUR STUDENTS HAVE ACCESS TO THOSE.

OKAY, THAT'S GREAT TO HEAR. THANK YOU SO MUCH.

DOES THIS IS KIND OF GOING INTO THE FUTURE OR ARE YOU LOOKING INTO LIKE OUR SUMMER SCHOOL? YOU ALL DID SUCH A FANTASTIC JOB WITH THAT LAST YEAR WITH THE MATH PROGRAM AND AND FANTASTIC TEACHERS THAT WORK THAT PROGRAM.

SO ARE WE PLANNING ON CONTINUING? WE ARE IN THE MIDST IN THE THROES RIGHT NOW AND PLANNING AND ENSURING THAT WE PROVIDE THE BEST SUMMER SCHOOL TO DATE.

YES. ARE THERE ANY OTHER QUESTIONS OR STATEMENTS? OKAY. I'LL REITERATE WHAT MS. FARRAR SAID, THAT WE DO APPRECIATE THIS AND ESPECIALLY LIKE TO SEE WHERE THE NUMBERS ARE GOING.

AND ONE OF THE LAST STATEMENTS YOU MADE THAT I THINK SHOWS IN THE WORK IS WHEN YOU SAY THAT THERE ARE KIDS, THEY'RE NOT THEIR KIDS OR YOUR KIDS.

YEAH, THAT THERE OUR KIDS AND YOU CAN SEE THOSE RESULTS BECAUSE OF THAT, BECAUSE EVERYBODY'S WORKING AS A TEAM FOR OUR KIDS.

YES. THANK YOU. WE ARE. THANK YOU.

[10. Presentation]

DR. CANTU. YES.

AT THIS TIME I WOULD LIKE TO ASK ROBERT BALL TO COME FORWARD AND I KNOW KATE SHAW IS WITH HIM AS WELL TO GIVE OUR SYSTEMS REPORT.

JUST AS A QUICK REMINDER FOR THE BOARD, OUR THE PURPOSE OF OUR SYSTEMS REPORTS ARE TO INFORM THE BOARD AND THE COMMUNITY ABOUT A MAJOR SYSTEM, THE VITAL PROCESSES, THE RELATED POLICY, THE ORGANIZATIONAL STRUCTURE BY MAJOR DIVISIONS.

AND SO THEY COME UP ONCE EVERY THREE YEARS.

AND IT IS TIME FOR OUR OUR SAFETY SYSTEMS REPORT.

AND SO I'LL TURN IT OVER TO YOU.

MR. BALL. THANK YOU VERY MUCH.

ALL RIGHT. THANK YOU AND GOOD EVENING.

BOARD PRESIDENT WILSON, DR.

CANTU, MEMBERS OF THE BOARD, IT IS MY HONOR TONIGHT TO GIVE YOU GUYS THE SYSTEM SUPPORT FOR OUR AWESOME SAFETY, SECURITY AND THREAT MANAGEMENT DEPARTMENT.

I ALSO WOULD LIKE TO THANK ANY BOARD MEMBERS THAT WE HAVE THAT HAVE BEEN ON OR HAVE BEEN A PART OF OUR SAFETY AND SECURITY COMMITTEE.

[00:40:05]

SO THE TOPICS TONIGHT WE'RE GOING TO LOOK AT IS THE BREAKDOWN OF OUR DEPARTMENT, WHAT WE DO, WHAT WE ARE, WHAT WE LOOK LIKE, OUR SCORECARD.

WE'RE GOING TO LOOK AT SOME OF THE STRENGTHS OF OUR DEPARTMENT AS WELL AS SOME OF THE FUTURE CONSIDERATIONS WE'RE LOOKING AT TO ENHANCE OUR DEPARTMENT AS WELL.

SO AS YOU CAN SEE, WE'VE GOT FOUR KIND OF DIVISIONS WITHIN OUR SAFETY AND SECURITY DEPARTMENT.

WE HAVE EMERGENCY MANAGEMENT WHICH OVERSEES OUR DRILLS, MAKING SURE THE STANDARD RESPONSE PROTOCOL IS FOLLOWED, AS WELL AS OUR DISTRICT EMERGENCY OPERATIONS PLAN.

WE HAVE A THREAT ASSESSMENT, WHICH IS A SECTION THAT IS OVER ALL REPORTS OF CONCERNING BEHAVIOR AND THE ASSESSMENTS AND INTERVENTIONS THAT ARE PART OF THAT PROCESS TO HELP WITH PREVENTION, OUR FIRE SYSTEMS IS PRETTY SELF EXPLANATORY.

IT TAKES CARE OF EVERYTHING FIRE, SOUNDERS, PANELS, THE FIRES, SMOKE DETECTORS AND THE MAINTENANCE AND OPERATIONS OF ALL THOSE DEVICES TO KEEP OUR CAMPUSES AS SAFE AS POSSIBLE.

AND FINALLY, OUR SAFETY SYSTEMS IS ALL OF OUR CAMERAS, OUR CAMERA SERVERS ARE IN OUR KEYCARD ACCESS, AS WELL AS THE INSTALLATION AND MAINTENANCE OF THOSE.

SO HERE'S OUR ORGANIZATIONAL CHART.

AND AS YOU CAN SEE, WE'VE KIND OF GROWN OVER THE LAST YEAR OR SO.

KATE SHAW IS OUR THREAT ASSESSMENT COORDINATOR.

AND KATE OVERSEES OUR FIVE THREAT ANALYSTS THAT ARE HOUSED AT OUR FIVE HIGH SCHOOLS.

WE HAVE SHELBY RICHARDSON, WHO IS OVER THE MANSFIELD HIGH SCHOOL FEEDER PATTERN.

CASSANDRA ROWE IS WITH THE LAKE RIDGE HIGH SCHOOL FEEDER PATTERN.

WE HAVE DEANNA RUST OVER SUMMIT AND WE HAVE TRAYVON PERKINS WITH TIM REVIEW AND AMANDA WHITE OVERSEES LEGACY AND BEN BARBER.

LIKE I SAID, YOU CAN SEE THAT WE'VE GROWN QUITE A BIT AND THAT'S ONLY IT'S IN FULL SUPPORT BECAUSE OF WHAT YOU GUYS HAVE DONE WITH YOUR SUPPORT AND BRINGING ON OUR ANALYSTS, WE ARE MUCH ABLE BE ABLE TO PUT SOME PREVENTION IN PLACE WITH HAVING THEM BE ABLE TO RESPOND AND DO THE JOB THAT THEY NEED TO DO.

AND THAT'S BECAUSE YOU GUYS HAVE SET SAFETY AS A HIGH PRIORITY AND WE GREATLY APPRECIATE THAT.

AS WE LOOK AT THE REST OF OUR DEPARTMENT, WE HAVE MATTHEW VAN CLEAVE AS OUR EMERGENCY MANAGEMENT SPECIALIST.

KRISTY WATERMAN SERVES AS OUR SAFETY SPECIALIST.

ROBERT O'NEILL IS OUR SAFETY SYSTEMS SPECIALIST AND FRANK ALVARENGA IS OVER OUR FIRE SYSTEMS. SO AS YOU START TO LOOK AT THE BREAKDOWN OF WHAT OUR DEPARTMENT DOES WITH EMERGENCY MANAGEMENT, THEY ARE OVER THE DRILLS AND DOCUMENTATION.

THEY MAKE SURE THE STANDARD RESPONSE PROTOCOL IS BEING FOLLOWED THAT THOSE DRILLS ARE BEING DOCUMENTED TO WHAT IS EXPECTED BY THE STATE.

THEY ALSO WRITES THE EMERGENCY OPERATIONS PLAN FOR THE DISTRICT, WHICH IS A VERY LARGE, ROBUST DOCUMENT.

WITHIN THE DRILLS WE DO OVER 160 OF THEM A MONTH, INCLUDING OUR AFTERSCHOOL PROGRAMS, WHICH WE MAKE MANDATORY FOR AFTER SCHOOL PROGRAMS TO BE ABLE TO DO THOSE AS WELL.

HE'S ALSO IN CHARGE OF THE RAPTOR SUITE OF OF ITEMS THAT WE HAVE WITH VISITOR MANAGEMENT.

VISITOR MANAGEMENT IS IMPORTANT TO BE ABLE TO ALLOW THOSE PEOPLE THAT WANT TO COME VISIT OUR CAMPUSES TO MAKE SURE THEY CAN BE WITH THEM.

THE SAFETY AUDITS AND TRAINING, WE WE DO ALL THESE KIND OF SAFETY AUDITS.

HE GOES AROUND AND HE LOOKS AT THE CAMPUSES AND DOES ASSESSMENTS ON THEM AND MAKE SURE THAT WE'RE UP TO PAR WITH WHAT'S EXPECTED BY THE STATE, AS WELL AS TRAINING OUR STAFF AND STUDENTS TO BE READY FOR ANY TYPE OF SITUATION.

THE EMERGENCY MANAGEMENT SUITE, WHICH IS THE SOUNDS THAT COME ACROSS OUR PHONES, THAT WE RUN ALL OF OUR DRILLS THROUGH TO DOCUMENT THOSE DRILLS AND MAKE SURE THAT ANYBODY THAT HAS THE APP IS ALLOWED IS ABLE TO KNOW THAT THERE'S A SITUATION OCCURRING AND SAFETY WALKS.

WE WALK CAMPUSES, LEADERSHIP TEAM WALKS CAMPUSES AND REALLY TRIES TO EMPHASIZE THAT WE'RE OUT AND ABOUT MAKING SURE OUR CAMPUSES ARE AS SAFE AS POSSIBLE.

AND KIND OF A LITTLE TIDBIT UP TO THIS DATE, THE VISITOR MANAGEMENT SYSTEM HAS LOGGED 187,263 VISITORS SO FAR THIS SCHOOL YEAR.

SO WE KNOW IT'S DOING ITS JOB, GETTING THE MONEY'S WORTH ON THAT ONE.

WITH OUR FIRE SYSTEMS HE'S TRAINED AND CERTIFIED IN ALL OF OUR PANELS.

HE ASSISTS ON INSTALLATION FOR ANYTHING THAT NEEDS TO BE PUT IN, AND HE ALSO INSTALLS A LOT OF DEVICES HIMSELF.

HE HELPS WITH THE PANEL NOTIFICATIONS.

IF IF A SIGNALER IS GIVING A SIGNAL TO THE PANEL, HE GOES AND MAKES SURE THAT IT GETS CLEARED OUT, MAKE SURE SOMETHING'S GOING ON TO IT HELPS WITH INSPECTIONS WHENEVER THOSE ARE SCHEDULED FOR THE DIFFERENT CAMPUSES AND EVERY CAMPUS IS SCHEDULED AND WE HAVE A SCHEDULE OF THOSE PER MONTH.

MAINTENANCE AND BECAUSE HE'S ON CALL 24 HOURS A DAY, HE WILL RESPOND TO THESE AT ANY TIME.

SO IF THE TROUBLE SIGNAL COMES ACROSS, HE'S NOTIFIED BY DISPATCH AND HE RESPONDS TO THOSE AS QUICKLY AS POSSIBLE AND MAKE SURE THAT THERE IS THERE IS NO PROBLEM GOING ON.

AND WITH THAT BEING 24 HOURS A DAY, HE'S RESPONDED TO 15 WEEKEND CALLS, WHICH IS ROUGHLY 50% OF THE WEEKENDS THE SCHOOL YEAR FROM A NOTIFIER THAT HAS COME ON FROM A SPECIFIC CAMPUS ROOM TO GO CHECK OUT AND SEE WHAT THE ISSUE IS AND REMEDY AND TROUBLESHOOT.

NEXT, WE HAVE OUR SAFETY SYSTEM SPECIALIST WHO WAS IN CHARGE OF 2160 CAMERAS.

HE HELPS WITH THE INSTALLATION OF THESE AND THE MAINTENANCE OF THEM, TROUBLESHOOTING ANY OF THOSE ITEMS THAT MIGHT COME ABOUT MAKING SURE THE CAMPUSES HAVE THE VIEWS THEY NEED, THAT THE VIDEO THAT NEEDS TO BE PULLED FROM RECORDINGS CAN BE DONE.

AND THE BIG PROJECT THAT WE HAVE COMING UP NOW IS WE'RE GOING TO BE REPLACING 45 OF OUR SERVERS.

[00:45:03]

SOME OF THEM ARE A DECADE OLD.

SO THE MANAGEMENT OF THE SOFTWARE TO GET THOSE MOVED OVER, AS WELL AS THE MANAGEMENT BEING PUT ON COMPUTERS FOR THOSE CAMPUSES TO SEE, IS GOING TO BE A LARGE UNDERTAKING THAT HE'S GOING TO DO A GREAT JOB AT.

AND LITTLE TIDBIT FOR OUR SAFETY SYSTEM SPECIALIST TO THIS DATE HE'S RECEIVED 240 CAMERA RELATED WORK ORDERS.

SO OUR ASSISTANT SPECIALIST, SHE'S IN CHARGE OF THE KEYCARD ACCESS PROGRAM.

SHE HELPS PROGRAM THE DOORS.

SHE HELPS PROGRAM KEY CARDS FOR INDIVIDUALS TO BE ABLE TO USE AT DIFFERENT CAMPUSES AT DIFFERENT TIMES A DAY.

SHE TURNS THEM OFF WHEN THEY NEED TO BE TURNED OFF FOR WHATEVER REASON THAT MIGHT BE.

SHE ALSO LETS OUR SAFETY SYSTEMS SPECIALIST KNOW ABOUT ANY ADDITIONS OR MAINTENANCE THAT COMES ABOUT OR INSTALLS THAT NEED TO BE DONE IF WE HAVE AN ISSUE AT A SPECIFIC CAMPUS, SHE LETS HIM KNOW ABOUT IT SO HE CAN RESPOND TO IT AND GET IT TAKEN CARE OF AND WHICH IS A BIG UNDERTAKING BECAUSE WE HAVE OVER 600 KEYCARD ACCESS POINTS THROUGHOUT THE DISTRICT.

SO AS WE MOVE ON, WE'RE GOING TO LOOK AT OUR SCORECARD AND A FEW THINGS I WANT TO POINT OUT ON THE SCORECARD WITH SOME OF THE NUMBERS THAT YOU SEE WITH 9.1 OF THE STUDENT SURVEY FEELING SAFE, YOU CAN SEE THAT OUR 2122 NUMBERS WERE AT 46%, WHICH IS UNDER THE FIVE YEAR GOAL AND UNDER THE BASELINE.

A FEW THINGS I'D LIKE TO POINT OUT ABOUT THIS TO GIVE US SOME CONTEXT.

FIRST OF ALL, THE SURVEY WAS GIVEN IN THE SPRING OF 22 AND AT THE TIME IT WAS GIVEN, IT WAS ONLY SIX MONTHS REMOVED FROM THE SITUATION INCIDENT THAT HAPPENED AT TIMBER VIEW.

SO IT'S IT'S OBVIOUSLY KIND OF UNDERSTOOD THAT THERE ARE GOING TO BE SOME FEELINGS OF UNCERTAINTY WITH THAT TYPE OF EVENT THAT OCCURRED.

THE OTHER THING TO UNDERSTAND ABOUT THIS IS THAT THE CHOICES THAT THE STUDENTS HAVE ON THE SURVEY AT THAT TIME WERE VARY.

THERE WERE STRONGLY AGREE AND AGREE.

THEY'RE STRONGLY DISAGREE AND AGREE.

THERE'S ALSO A NEUTRAL CHOICE.

30% OF THAT, 46% CHOSE NEUTRAL.

SO THAT REALLY DIDN'T GIVE US A GOOD DATA BASELINE TO UNDERSTAND EXACTLY HOW THE STUDENTS WERE FEELING ABOUT ESPECIALLY SO FAR, YOU KNOW, LESS REMOVED FROM THAT SITUATION.

SO WHAT WE'VE DONE FOR THIS SPRING, WE'VE REMOVED THE NEUTRAL CHOICE FROM THE SURVEY.

SO WE ARE GOING TO BE ABLE TO HAVE A TRUE DATA POOL FOR US TO SEE AND PULL FROM TO UNDERSTAND EXACTLY HOW THEY'RE GOING TO HAVE TO TELL US EXACTLY HOW THEY FEEL ABOUT IT.

EITHER YOU REALLY LIKE IT OR YOU'RE JUST KIND OF LIKE IT OR YOU'RE ON THE OTHER SIDE OF IT.

BUT THAT'LL GIVE US A GOOD TRUE READING OF WHERE WE NEED TO GO.

AND IF WE NEED TO COME IN AND ADJUST THE FIVE YEAR GOAL WITH THAT DATA OR THE BASELINE WITH THAT DATA, THEN WE'LL COME BACK AND DO THAT.

WITH OUR EMERGENCY MANAGEMENT COMPLIANCE DRILLS ARE AT 100%.

THIS ISN'T EXPECTED TO BE 100%.

WE WE DO A VERY GOOD JOB OF MAKING SURE THAT CAMPUSES FOLLOW THROUGH WITH THE DRILLS THAT THEY'RE EXPECTED TO DO EACH MONTH.

SO THAT WILL MORE THAN LIKELY SHOULD STAY AT 100%.

AND THEN ON THE LAST ONE, WITH OUR SECURITY ASSESSMENT RISK SCORES, YOU CAN SEE THAT WE'VE MOVED THE BEIGE BASELINE TO THIS SCHOOL YEAR.

AND REALLY WHAT IT IS IS THAT WITH THE GROWTH OF THE DEPARTMENT BEFORE ME, THE MY PREDECESSOR, IT WAS JUST HIM AND HE WAS ONLY ABLE TO GET TO ONE OR TWO CAMPUSES.

AND THAT REALLY WASN'T ENOUGH DATA TO PULL TO SAY, OKAY, THIS IS HOW WE'RE DOING.

SO OUR EMERGENCY MANAGEMENT SPECIALIST IS GOING TO HAVE ALL THE ASSESSMENTS DONE BY APRIL 15TH.

WE'LL START PUTTING ALL THOSE SCORES TOGETHER, MEETING WITH THE CAMPUSES ON THAT PART OF IT TO SEE WHERE THEIR SCORES ARE AT, AND THEN WE'LL BE ABLE TO CREATE A BASELINE TO SEE WHERE WE NEED TO GO FROM THERE AND MOVE ON TO REALLY GET SOME GOOD DATA TO PULL FROM AND MAKE A GOOD DECISION ON WHERE WE NEED TO GO WITH OUR ASSESSMENTS.

SO AT THIS TIME, I'M GOING TO GO AHEAD AND LET KATE SHAW COME UP AND GIVE YOU THE BREAKDOWN OF THE THREAT ASSESSMENT DEPARTMENT.

HI, GOOD MORNING OR GOOD EVENING.

WHATEVER IT IS, IT FEELS LIKE WE'VE BEEN DOING THIS ALL DAY, SO WE'RE GOING TO GO OVER SOME THREAT ASSESSMENT STUFF, BRING INTO A LITTLE BIT OF DETAIL, ALSO A HIGH OVERVIEW.

TO START, THOUGH, WE ARE GOING TO SHOW A VIDEO IF THERE ARE ANY KIDS, THIS VIDEO IS KIND OF EMOTIONAL.

SO IF YOU ALL WANT TO TAKE THE TIME TO STEP OUT RIGHT NOW, THAT'S PROBABLY A GOOD CHOICE.

AND KAYLA, I WOULD ACTUALLY SAY, PARENTS, IF YOU HAVE A CHILD HERE, WE STRONGLY ENCOURAGE YOU TO HAVE YOUR CHILD LEAVE DURING THE VIDEO.

WE ONLY SHOW THIS TO ADULTS.

YES. SO WE'RE GOING TO IT'S FROM THE SANDY HOOK PROMISE BASED ON SOME EVENTS THAT THAT HAPPENED.

SO WE JUST WANT TO MAKE SURE THAT EVERYONE IS PREPARED.

IT IS A HEAVY VIDEO, BUT THE REALITY IS, IS A LOT OF THE THINGS THAT WE DO ARE VERY HEAVY.

SO WE'LL GO AHEAD AND GET STARTED.

OF TOMORROW'S SHOOTING WHERE A 15 YEAR OLD WILL KILL FOUR CHILDREN, TWO ADULTS, AND THEN TURN THE GUN ON HIMSELF WHEN THE SHOOTING STARTS HAPPENING TOMORROW, FIRST, I'LL PROBABLY JUST THINK IT'S FIRECRACKERS OR A CAR BACKFIRING OR SOMETHING.

HE TOLD SOME OF US THAT HIS DAD KEPT A GUN IN HIS CLOSET AND HE ALWAYS TALKED ABOUT USING IT ON, YOU KNOW, THE PEOPLE THAT BULLIED HIM.

TOMORROW, I'LL PROBABLY SAY THAT I WISH I TOLD SOMEONE.

YOU KNOW, AFTER THE SHOOTING, WE'RE GOING TO FEEL PRETTY BAD ABOUT PICKING ON HIM.

BUT UNTIL THEN, WE'LL PROBABLY JUST KEEP DOING IT BECAUSE HE'S PRETTY WEIRD.

[00:50:02]

AND I'M NOW JOINED BY THE OFFICERS WHO WILL BE THE FIRST RESPONDERS TOMORROW.

WHAT ADDITIONAL DETAILS CAN YOU SHARE WITH US? WELL, SOMEONE IS EXPECTED TO TELL US AFTER THE SHOOTING THAT THE SHOOTER HAS BEEN POSTING ON SOCIAL MEDIA ABOUT DOING THIS FOR WEEKS.

SO HOW WILL YOU EXPLAIN THE SHOOTING TO YOUR DAUGHTER? ACTUALLY, I WON'T GET TO EXPLAIN IT TO HER BECAUSE SHE WON'T MAKE IT.

THIS IS CHRISTINE LIN REPORTING FROM THE SCENE OF ANOTHER SHOOTING WE'LL SAY WE NEVER SAW COMING.

SO I KNOW THAT THAT'S A HEAVY VIDEO.

I'VE BEEN DOING TRAININGS LIKE THIS.

I'VE USED THIS VIDEO A LOT BECAUSE THE REALITY OF WHAT I DO EVERY DAY AND MY TEAM DOES EVERY DAY IS THAT WE HAVE TO LOOK AT WHAT DATA IS OUT THERE FOR WARNING SIGNS, WHAT DATA IS OUT THERE THAT WE CAN FIGURE OUT WHAT'S GOING ON AS EARLY AS POSSIBLE.

SO WE ARE NEVER IN THAT SITUATION.

AND, YOU KNOW, IT'S HEAVY AND IT'S SOMETHING I MEAN, I GET USED TO IT, BUT EVERY TIME I WATCH THAT VIDEO, I STILL GET EMOTIONAL.

AND I'VE SEEN IT PROBABLY HUNDREDS OF TIMES AT THIS POINT.

SO WHAT RESEARCH HAS SHOWED US ABOUT TARGETED SCHOOL ATTACKS IS THAT MOST ATTACKS ARE PERPETRATED BY CURRENT STUDENTS, WHICH IS A REASON THE TEXAS STATE LAW PUT OUT THAT THREAT ASSESSMENTS ARE REQUIRED ACROSS THE STATE FOR ALL PUBLIC SCHOOLS.

THERE ARE CLEAR INDICATED INDICATORS AND WARNING SIGNS GIVEN IN EVERY SINGLE MASS TARGETED ATTACK ON A SCHOOL CAMPUS, EVERY SINGLE ONE.

HOWEVER, WHAT THOSE LOOK LIKE IS DIFFERENT.

SO ALL OF OUR TRAINING IS BASED OFF OF BEHAVIORS AND THINGS THAT HAVE BEEN SEEN.

SO EVERY TIME WE CATCH IT AT THE LOWEST POINT POSSIBLE, SO WE'RE NOT WAITING FOR SOMEONE TO END UP AT ONE OF OUR CAMPUSES WITH A WEAPON.

MANY FELT BULLIED OR PERSECUTED OR HAD GRIEVANCES.

ATTACKS ARE NOT IMPULSIVE.

THAT'S WHY THE THAT'S WHY THIS WORKS.

MOST ATTACKS, IT HAS RANGED FROM ABOUT TWO YEARS ALL THE WAY TO THREE DAYS.

BUT IT'S A PROCESS BECAUSE IT'S A PROCESS THAT MEANS THAT PEOPLE DON'T WAKE UP ONE DAY AND GO, HEY, I'M GOING TO GO DO THIS.

THEY GO, ALL RIGHT, I'M MAD.

I DON'T KNOW. AND THEY DON'T KNOW HOW TO SOLVE PROBLEMS. SO THE AGGRESSION STARTS BUILDING.

THEN THEY HAVE MORE GRIEVANCES AND THAT BUILDS AND BUILDS FURTHER TO WHEN AN EVENT HAPPENS.

BUT BECAUSE IT'S A PROCESS THAT MEANS YOU CAN STOP IT.

THAT'S WHY THREAT ASSESSMENT, THAT'S WHY THE DEPARTMENT OF HOMELAND SECURITY, SECRET SERVICE, EVERYONE HAS SAID THIS IS THE BEST MODEL FOR THAT, BECAUSE IF YOU IDENTIFY IT EARLY ENOUGH, YOU CAN PREVENT THIS.

SO LET'S TALK ABOUT HOW WE ARE DOING IT HERE IN MANSFIELD.

SO VERY, VERY BROADLY, OUR GOAL IS TO DETERMINE IF THERE'S A THREAT OR AGGRESSION, TO DETERMINE IF THERE'S MOTIVES OR INTENT AND DETERMINE INTERVENTIONS IF NEEDED.

BUT MOSTLY AND MOST IMPORTANTLY, THIS IS A PREVENTION MEASURE.

OUR GOAL IS TO PREVENT, AT THE EARLIEST SIGN POSSIBLE OF ANY TYPES OF VIOLENCE AND FIGURE OUT WHAT'S GOING ON THAT HAS CAUSED THIS BEHAVIOR AND HOW DO WE ASSIST THE STUDENT TO MAKE SURE THAT THEY'RE SUCCESSFUL AS WELL AS KEEPING EVERYONE ELSE SAFE.

IN OUR PROCESS, WE LOOK AT A LOT OF DIFFERENT CASES, BUT A THIRD OF OUR CASES DO NOT GO FORWARD TO NEEDING MONITORING.

SO WE'RE DOING A VERY GOOD JOB RIGHT NOW THAT OUR STAFF IS GOING, HEY, WE'RE CONCERNED ABOUT THIS AND WE'RE GETTING REPORTS.

BUT EVEN WHEN WE GET THOSE REPORTS, WE LOOK INTO IT.

WE WANT TO TAKE IT SERIOUSLY.

WE DON'T EVER WANT TO SAY, OH, THAT'S NOTHING.

WHEN WE LOOK INTO THOSE, WE END UP NOT HAVING TO MONITOR BECAUSE IT ISN'T SOMETHING.

BUT THEY DIDN'T HAVE TO MAKE THAT DECISION BY THEMSELVES.

THERE WAS A PROCESS IN PLACE THAT ALLOWED US TO MOVE FORWARD.

SO AS TWO THIRDS WE DO GO TO MONITORING, A THIRD OF THEM WE DON'T HAVE TO.

SO AGAIN, THIS IS A VERY, VERY HIGH LEVEL OVERVIEW.

SO WHAT DOES IT LOOK LIKE WHEN YOU NEED A THREAT ASSESSMENT? SO AN INCIDENT OCCURS DEPENDING ON WHAT THE INCIDENT IS, THE CAMPUS IS GOING TO HANDLE WHATEVER THEY NEED TO HANDLE IN THAT MOMENT SAFETY WISE.

SO IF THEY NEED TO GO INTO LOCKDOWN, IF WE'RE AT THAT POINT, THEY'RE GOING TO HANDLE IT.

IF THEY NEED TO SEPARATE STUDENTS, IF THEY NEED TO ADDRESS SOMETHING, THEY'RE GOING TO DO IT IN THAT MOMENT AND THEN THEY REPORT IT TO THE THREAT ASSESSMENT.

ONCE THAT COMES IN, MY TEAM, AS WELL AS THE CAMPUS TEAM, REVIEWS THAT INFORMATION TO GO, ALL RIGHT, WHERE DO WE NEED TO GO ON TO A FULL ASSESSMENT? DOES THIS MEET THE NEEDS FOR A THREAT ASSESSMENT? AND WHAT DOES THAT LOOK LIKE? IF THE ANSWER IS YES OR WE NEED IMMEDIATE SAFETY PLAN, WE'LL HANDLE IT THERE.

OR IT COULD BE, HEY, WE DON'T NEED TO DO THIS HERE AND IT ENDS UP CLOSING OUT.

WE NEVER GO ON TO ANY FURTHER STEPS.

BUT IF IT MEANS OUR CRITERIA IS WE GO AHEAD AND START.

AND THAT'S OUR INFORMATION GATHERING.

AND THIS IS A VERY LARGE PROCESS BECAUSE THIS IS A HOLISTIC VIEW OF WHAT'S GOING ON IN A SITUATION.

SO THAT'S TALKING TO PARENTS, THAT'S TALKING TO STUDENTS, THAT'S TALKING TO STAFF WITNESSES, IF THERE ARE ANY.

[00:55:01]

IT IS ALSO IMPORTANT TO NOTE HERE, PARENTS ARE NOTIFIED BEFORE WE NORMALLY START TALKING TO STUDENTS.

NOW, THERE ARE TIMES THAT THAT DOESN'T NOT HAPPEN.

SO THERE ARE TIMES THAT WE CAN'T GET A HOLD OF PARENT, BUT WE ALWAYS ATTEMPT FIRST.

OR IT IS SUCH A SEVERE SITUATION THAT WE'VE TALKED TO THE STUDENT BEFOREHAND BECAUSE IT'S A SAFETY ISSUE IN THE MOMENT.

BUT THE PARENTS ARE CONTACTED VERY QUICKLY.

SO ONCE ALL OF THAT INFORMATION IS TAKEN, ONCE WE'VE HAD ALL OF THOSE DIFFERENT PEOPLE INVOLVED IN THIS PROCESS, IT THEN GOES TO THE CAMPUS TEAM.

SO ALL OF THAT INFORMATION IS SYNTHESIZED AND PUT TOGETHER AND THEY GO TO OUR CAMPUS TEAM, WHICH EVERY CAMPUS HAS TO HAVE AN ADMINISTRATOR AND A COUNSELOR AND THE SRO FOR THAT CAMPUS IS ALSO ON THAT TEAM, IF THEY HAVE ONE AND THEY GO THROUGH ALL THAT INFORMATION AND AS A TEAM DECIDE, OKAY, IS THERE A CONCERN HERE, DOES THE STUDENT NEED ASSISTANCE? ARE THEY AGGRESSIVE? WHAT'S GOING ON AND WHAT DOES IT LOOK LIKE? SO IT COULD END THERE WHEN WE DON'T GO ANY FURTHER OR IF THEY'RE SAYING, NO, THERE'S SOMETHING ELSE HAPPENING.

WE'RE GOING TO GO INTO MONITORING.

WE'RE AND GO INTO INTERVENTIONS.

AND ALSO, WHAT LEVEL OF CONCERN ARE WE AT AT THIS POINT? SO ONCE THE TEAM MAKES THAT DECISION, WHATEVER IT IS THAT IT LOOKS LIKE IT COULD THEN GOES TO ONE OF OUR TWO DISTRICT TEAMS. SO MY TEAM AND MY ANALYSTS LOOK AT ANY CASES THAT GO FROM A DEFERMENT, MEANING THERE WASN'T ANY CONCERNS FOUND OR A REASON TO MOVE FORWARD ALL THE WAY UP TO A MODERATE.

SO IT GOES TO FERMENT LOW AND MODERATE.

MY TEAM REVIEWS THAT WE MAKE SURE THAT EVERY SINGLE CASE GOES THROUGH TWO TEAMS OF REVIEW.

SO THAT WAY THAT CAMPUS BY THEMSELVES DON'T HAVE TO TAKE ON BY THEMSELVES.

HEY, WE KNOW ALL OF THIS.

WE DID THIS WELL.

EVERYONE'S GOING TO GET TWO REVIEWS.

WE'RE NOT GOING TO MAKE ANYONE HAVE TO MAKE THIS DECISION BY THEMSELVES.

IF IT IS A HIGH OR AN IMMINENT, IT THEN GOES TO OUR DISTRICT LEVEL TEAM.

OUR DISTRICT LEVEL TEAM IS MEMBERS OF OUR EXECUTIVE CABINET ARE I KNEW I WAS GOING TO MESS THIS WORD UP, OUR EXECUTIVE LEADERSHIP, OUR EXECUTIVE DIRECTORS.

IT HAS MEMBERS OF OUR COUNSELING DEPARTMENT, SCL, ARE OUR ALTERNATIVE CAMPUS AS WELL AS OUR CHIEF OF POLICE ALL SIT ON THIS AND WE GO THROUGH ANY TYPE OF CASE THAT IS A HIGHER IMMINENT.

SO AND THE POINT IS REALLY TO MAKE SURE THAT EVERYONE, IF A CAMPUS IS CONCERNED ENOUGH TO SAY THIS IS A HIGH OR AN IMMINENT AND WE NEED THOSE TYPES OF INTERVENTIONS THAT THE WHOLE DISTRICT HAS A BUY IN OF GOING, YES, THAT IS WHAT'S GOING ON AND MAKING SURE THAT IF THEY SEE A HOLE IN THE PLAN OR WHATEVER IT IS THAT THEY'RE ABLE TO SAY, HEY, WE'RE GOING TO COME, WE'RE GOING TO HELP SUPPORT THESE CAMPUSES.

ONCE ALL OF THAT GOES THROUGH, THEN WE GO THROUGH OUR MANAGEMENT PLAN AND THE CAMPUS IS RESPONSIBLE FOR IMPLEMENTING WHATEVER MANAGEMENT PLAN IS NEEDED.

AND THEN WE DO A REVIEW REGULARLY, DEPENDING ON THE LEVEL OF CONCERN, HOW OFTEN WE REVIEW THOSE CASES.

BUT WE LOOK, HEY, HAS THIS BEHAVIOR GOTTEN WORSE? HAS IT GOTTEN BETTER? BASICALLY, IS OUR MANAGEMENT PLAN WORKING? SO THAT'S KIND OF A REALLY, REALLY HIGH OVERVIEW OF WHAT WE DO.

SO SOME STRENGTH OF OUR DEPARTMENT IS OUR DESIGNATED STAFF THAT WE HAVE.

I WANT TO THANK ALL OF YOU ALL AGAIN FOR MAKING SURE THAT WE HAVE A GOOD DESIGNATED STAFF FOR THIS.

I'VE WORKED IN A LOT OF I'VE WORKED WITH A LOT OF DIFFERENT DISTRICTS, AND THERE ARE PEOPLE WHO ARE HAVING TO DO THIS PART TIME AND TO DO THIS EFFECTIVELY AND WITH FIDELITY AND MAKING SURE THAT YOU'RE CATCHING IT AT A LOW LEVEL AND NOT WHEN PEOPLE ARE BRINGING WEAPONS ONTO CAMPUS.

IT'S AN UNDERTAKING AND WE'RE NOT HAVING ADMIN AND COUNSELORS HAVE TO DO THIS BY THEMSELVES WHEN THIS ISN'T THEIR SPECIALTY IN A LOT OF A LOT OF SCHOOL DISTRICTS ARE.

INSTEAD, WE HAVE DESIGNATED STAFF THAT ARE PROFESSIONALS IN THIS THAT DO THIS EVERY DAY, AND IT MAKES A HUGE DIFFERENCE IN THE FIDELITY AND THE QUALITY OF THE ASSESSMENTS WE ACTUALLY GET. THIS IS EVIDENCE BASED AND IT'S A HOLISTIC APPROACH.

SO I'M A SOCIAL WORKER BY TRADE FIRST, AND A HUGE THING IS WE DO NOT LOOK AT A KID AND GO, OH, YOU'RE BAD, WE WANT YOU OUT.

WE GO, OKAY, WHAT GOT YOU HERE? WHAT'S GOING ON AT HOME? WHAT'S GOING ON AT SCHOOL, WHAT'S HAPPENING, AND WHAT RESOURCES DO YOU NEED TO BEST ACHIEVE AND BE THE SAFEST FOR YOURSELF AS WELL AS EVERYONE ELSE HERE? DO YOU NEED RESOURCES AT HOME? HOW DO WE PROVIDE THAT? ARE YOU HAVING ISSUES MAKING FRIENDS? HOW DO WE ASSIST YOU WITH THAT TO MAKE SURE THAT WE'RE NOT JUST GOING, OH, LET'S MAKE SURE THAT WE CHECK A BAG, LET'S MAKE SURE THAT WE'RE GOING IN ONE ENTRANCE.

WE WANT TO LOOK AT HOW DO WE HELP THE STUDENT IN THE LONG RUN.

SO WHEN STUFF HAPPENS LATER, THEIR NEXT THING ISN'T A VIOLENCE RESPONSE.

WE HAVE A MULTIDISCIPLINARY TEAM, SO EVERY MEMBER OF MY TEAM HAS A VERY DIVERSE BACKGROUND, AS WELL AS MAKING SURE THE CAMPUS TEAMS ARE ADMINISTRATORS, COUNSELORS, SROS WHO ALSO HAVE A DIVERSE BACKGROUND.

ONE PERSON ISN'T GOING, OH, I'M AN EDUCATOR, I'M SEEING THIS THROUGH AN EDUCATOR LENS AND THIS IS THE DECISION I'M MAKING.

WE HAVE PEOPLE WITH LAW ENFORCEMENT BACKGROUNDS, MENTAL HEALTH BACKGROUNDS, DIFFERENT TYPES OF SENSITIVE TOPICS THAT THEY'VE WORKED IN THE PAST TO MAKE SURE THAT WE ARE

[01:00:06]

AND AGAIN, THIS IS NOT PUNITIVE, THAT WE ARE NOT PART OF DISCIPLINE.

WE DON'T HAVE ANY SAY IN WHAT HAPPENS WITH DISCIPLINE.

WE WORK ALONGSIDE THAT, OF COURSE, BECAUSE OFTEN WE HAVE TO.

BUT OUR JOB IS TO BE HERE AND GO, HEY, WHAT DO WE DO? BECAUSE KICKING THEM OUT OR SUSPENDING THEM MIGHT NOT ALWAYS BE AN OPTION.

LIKELY THEY'RE WITHIN WALKING DISTANCE OF OUR CAMPUS.

LIKELY THAT MIGHT CAUSE AN EXTRA GRIEVANCE.

SO WHAT DO WE DO TO MAKE SURE THAT WE'RE SUPPORTING THEM THE BEST WAY WE CAN AND MAKING SURE THAT THEY DON'T FALL DOWN FARTHER ON THIS PATH.

SO FUTURE CONSIDERATIONS.

SO WE ARE DOING A FULL OVERVIEW OF ALL OF OUR DATA, ALL OF OUR DOCUMENTS, OUR ENTIRE THREAT ASSESSMENT PROCESS.

WHEN THIS FIRST CAME UP, IT WAS A MAN OF ONE, LIKE HE SAID EARLIER, THAT IT WAS OVERALL SAFETY AND SECURITY AND TRAINED A LOT OF STAFF MEMBERS ON HOW TO DO THIS. AND NOW WE HAVE A TEAM WHO DOES THIS AND WE WANT TO MAKE SURE THAT THE PROCESSES THAT WE HAVE ARE THE BEST AND WE ARE DOING WHAT WE NEED TO.

AND IF WE'RE NOT, THEN WE WANT TO MAKE SURE THAT WE FIX, THAT.

WE STAY CURRENT WITH OUR BEST PRACTICES.

WE HAVE ONGOING TRAINING.

I SAY WAY TOO UP TO DATE WITH CURRENT LEGISLATION ABOUT THIS EVERYWHERE TO MAKE SURE AGAIN WE'RE DOING IT THE BEST WE CAN.

WE ARE HOPING NEXT YEAR TO START LOOKING AT WHAT STUDENT INVOLVEMENT LOOKS LIKE.

SO RECENT RESEARCH HAS SHOWED US THAT MAJORITY OF THE TIME WHEN SOMEONE KNOWS SOMETHING AHEAD OF TIME, IT'S YOUR PEERS.

SO OF COURSE, AGE APPROPRIATE.

WE'RE NOT GOING TO TRY TO TEACH LITTLE KIDS ABOUT THIS.

BUT WORKING WITH COMMUNICATIONS AND WHAT DOES OUTREACH LOOK LIKE OF EDUCATING KIDS, HOW TO REPORT, WHEN TO REPORT, THINGS LIKE THAT.

AND THEN, OF COURSE, CONTINUOUS STAFF TRAINING AS WE LEARN, WE WANT TO MAKE SURE THAT ALL OF OUR CAMPUSES AND STAFF LEARN AS WELL.

SO I'LL LET ROBBY FINISH US OUT.

ALL RIGHT.

THANK YOU, KAY. GOOD JOB, AS USUAL.

SO AS WE LOOK AT SOME OF THE STRENGTHS, STARTING WITH EMERGENCY MANAGEMENT DEPARTMENT, THE SANDY HOOK RESPONSE PROTOCOL IS A MAJOR STRENGTH THAT GIVES US A COMMON TERMINOLOGY THROUGHOUT THE DISTRICT THAT NO MATTER WHERE YOU ARE OR WHAT FACILITY ARE AT ANY TIME OF DAY, IF YOU HEAR SOMETHING SPECIFIC SAID WITH THAT, THAT THE WAY WE TRAIN IT, EVERYBODY KNOWS WHAT IT MEANS.

REUNIFICATION. REUNIFICATION IS A STRENGTH BECAUSE DISTRICT IS DONE ONE.

WE'VE GONE THROUGH THAT ASPECT AND A LOT OF DISTRICTS HAVE NOT.

SO IT'S DEFINITELY A STRENGTH. BUT ANOTHER PART OF THE STRENGTH WITH THAT IS THAT THE DEBRIEF THAT HAPPENED BEHIND THE SCENES TO FIGURE OUT WHAT WENT WELL, WHAT NEEDED TO BE WORKED ON, AND NOW LOOKING AT HOW TO IMPLEMENT, HOW WE CAN BE BETTER AT IT IF THAT SITUATION ARISES AGAIN AND TRAINING ON THAT.

OUR EMERGENCY OPERATIONS PLAN, THAT PLAN IS A VERY ROBUST DOCUMENT.

IT TAKES A LOT OF DETAIL FROM KNOWING WHERE TRAIN TRACKS ACROSS THE DISTRICT TO GAS AND OIL LINES TO HAVING A PLAN FOR, YOU KNOW, WHAT HAPPENS WITH SEVERE WEATHER AND WHAT THE RESPONSE SHOULD BE.

AND OUR PLAN HAS BEEN APPROVED BY THE TEXAS SCHOOL SAFETY CENTER FOR THE SCHOOL YEAR.

SO, YOU KNOW, OUR SPECIALIST, MATT VAN CLEAVE DOES AN OUTSTANDING JOB WITH THAT, BUT ALSO A STRENGTH AS A CAMPUS EMERGENCY OPERATIONS PLAN.

THIS IS DONE BY THE CAMPUS TO SETTLE IN ON WHAT THEY NEED TO DO SPECIFICALLY FOR THEIR OWN CAMPUS.

SO EVERY SITE IS GOING TO BE DIFFERENT WHERE THEY NEED TO GO, WHERE THEY NEED A SHELTER, WHERE THEY EVACUATE IS ALL GOING TO BE SPECIFIC TO THEIR CAMPUS.

AND THEN THE DRILLS THAT WE DO, THE PLANS AND DRILLS.

SO ALL THOSE ARE PLANNED OUT.

WE DO ABOVE AND BEYOND WHAT THE STATE RECOMMENDS OR MANDATES FOR US TO DO AS A DISTRICT, AS THAT DOES NOT MANDATE THAT WE DO A HOLD.

WE DO TWO OF THEM. IT MANDATES TWO LOCKDOWNS AND WE DO THREE.

SO WE GO ABOVE AND BEYOND WITH THAT TO MAKE SURE THAT WE ARE BEING AS PREPARED AS POSSIBLE FOR OUR STUDENTS AND OUR STAFF.

SO FUTURE CONSIDERATIONS IS ONE THING YOU'LL SEE A COMMON THEME HERE IS ALWAYS STAYING IN CURRENT BEST PRACTICES, AND THIS CAN VARY FROM WEBINARS AND FEMA TRAINING AND TEXAS SCHOOL SAFETY CENTER TRAINING, BUT ALSO NETWORKING.

WE TALK A LOT WITH DISTRICTS THAT ARE OF OUR SIZE WITHIN THE METROPLEX OF OUR SIZE OF WHAT THEY'RE DOING, WHAT WHAT, HOW THEY SAW THIS LEGISLATION, WHAT WHAT IS THE BEST PRACTICE THEY USE THAT WE CAN LOOK TO SEE HOW IT WILL WORK FOR US, IF IT WILL WORK FOR US.

BUT REALLY JUST TALKING TO PEOPLE THAT DO THIS JOB AND UNDERSTAND IT'S A COMMON THEME THAT IT'S ALWAYS ABOUT GETTING THE KIDS IN THE STAFF HOME SAFE, THAT'S THE BOTTOM LINE.

AND HOW WE'RE GOING TO TRAIN, WE WERE LOOKING AT THE METHOD OF HOW WE'RE GOING TO TRAIN STUDENTS, HOW WE'RE GOING TO TRAIN ALL INDIVIDUALS THAT COME IN CONTACT WITH OUR CAMPUSES AND HOW THOSE LOOK DIFFERENT PER PLACE.

MAINTENANCE IS GOING TO HAVE A DIFFERENT TRAINING THAN WHAT STUDENT NUTRITION WOULD, BUT EVERYBODY ACROSS THE BOARD IS GOING TO GET A TRAINING AND HAVE AN UNDERSTANDING OF WHAT'S EXPECTED.

WITH OUR FIRE SYSTEMS, DIALERS, WE'VE GOT TO REPLACE DIALERS.

DIALERS ALLOW THE SYSTEM TO CALL OUT TO MAKE SURE TO LET THE MONITORING COMPANY AND THE FIRE DEPARTMENT KNOW SOMETHING'S GOING ON.

WE'RE GOING TO HAVE TO START REPLACING THOSE BECAUSE THE TECHNOLOGY THAT RUNS THOSE RIGHT NOW IS BECOMING OBSOLETE.

SO WE'RE PUTTING A PLAN TOGETHER FOR THAT.

ALSO REPLACING THOSE DATED PANELS.

WE'VE HAD A GOOD START ON GETTING A COUPLE DONE, BUT WE NEED TO MAKE SURE THAT NOT ONLY REPLACING THEM, BUT WE'RE ALSO MAKING OF THE SAME CONFIGURATION.

WE DON'T WANT TO HAVE OLD PANELS THAT DOES NOT HAVE TECHNICIANS THAT CAN WORK ON THEM ANYMORE OR HAVE PARTS.

[01:05:02]

AND WITH OUR SAFETY SYSTEMS, THE COST OF ADDING CAMERAS AND SERVERS CAMPUSES NEED CAMERAS.

I MEAN, THAT'S THE BOTTOM LINE.

AND SO THE MORE WE CAN COVER THAT CAMPUS WITH CAMERAS TO MAKE IT AS SAFE AS POSSIBLE, THAT'S SOMETHING THAT WE'RE LOOKING TO DO, AS WELL AS THOSE SERVERS TO HOUSE THOSE ADDITIONS AND THE SOFTWARE MANAGEMENT SYSTEM BEING ABLE TO ALLOW OUR CAMERAS TO RUN TO THEIR FULL CAPACITY AND THE SYSTEM THAT CAN RUN THEM ON THE BACK END AND MAKE IT USER FRIENDLY FOR AN ADMINISTRATOR OR SOMEONE USING THE CAMERAS TO KNOW HOW TO LOOK, HOW TO RECORD THOSE KIND OF THINGS.

AND THAT'S WHAT I GOT.

I'M HAPPY TO TAKE ANY QUESTIONS.

AND WE'LL START ON THIS SIDE THIS TIME.

TRUSTEES MISS THOMAS, I'VE GOT TO GET MY MICROPHONE UP HERE ON A QUICK QUESTION ON THE SURVEY THAT YOU SEND TO THE STUDENTS.

DO YOU TEXT THAT TO OUR KIDS OR DO YOU EMAIL THAT OR DO YOU DO BOTH? DR. CANTU, DO YOU DO YOU DO WE REMEMBER HOW IT'S GIVEN IN THE SPRING AND IT'S A IT'S A PANORAMA MED? I BELIEVE I CAN I CAN JUST TELL YOU WHERE I'M GOING WITH THIS.

MOST OF OUR HIGH SCHOOLERS ARE PROBABLY NOT GOING TO CHECK THEIR EMAIL.

THEY'LL PROBABLY HAVE A BETTER RESPONSE IF YOU TEXT IT OR KIND OF TOUCH BASE WITH WHAT THEY'RE USED TO THEIR TECHNOLOGY.

SO IF YOU JUST TO ME, IF YOU WANT A MORE ACCURATE..

WE CHEAT A LITTLE BIT IN THAT WE DO IT THROUGH THEIR ENGLISH CLASSES.

OKAY IT'S NOT REQUIRED BECAUSE YOU REMEMBER WE HAD THAT DISCUSSION A COUPLE OF YEARS AGO BUT WE DO IT THROUGH THROUGH A CLASS THAT A SUBJECT THAT EVERYONE HAS GENERALLY THAT'S ENGLISH. OKAY.

I JUST THINK THAT CONNECT WITH THEM AND THEN GO IN TO BACK TO THREAT ASSESSMENT, WHICH I WANT TO COMMEND YOU AND YOUR TEAM, KATE.

AND I'M SORRY, MS. SHAW. MR. VAN CLEAVE, MR. GATES, DAVID WRIGHT, FOR FOR DOING YOUR PARENT UNIVERSITIES IN DOING SO MANY OF THEM AND GETTING OUT THERE.

I WISH THEY HAD BETTER ATTENDANCE.

I KNOW I ATTENDED SEVERAL AND WE WERE LUCKY TO GET TWO PEOPLE THERE.

SO IT WAS A WEALTH OF INFORMATION.

ALL OF YOU DID A GREAT JOB OF GOING THROUGH THE DETAIL AND THE PRESENTATION THAT YOU PRESENTED.

I THINK IT WAS A GREAT SOURCE OF INFORMATION.

WHAT? I HAVE A QUESTION WELL, NOT REALLY A QUESTION, BUT A CONCERN, BECAUSE I'M LOOKING AT THE BREAKDOWN AND IT SEEMS LIKE THAT WE DO HAVE A HIGH NUMBER IN OUR ELEMENTARY AGED KIDS.

AND IF YOU BREAK THAT DOWN LIKE PER CAMPUS, YOU HAVE QUITE A FEW PER ELEMENTARY AND IT'S LIKE EIGHT PER CAMPUS IN ELEMENTARY AND ONLY IN 14 IN HIGH SCHOOL.

SO AND YOU'RE QUADRUPLING THE AMOUNT OF KIDS, RIGHT? SO I'M THINKING THROUGH THIS AND IT'S LIKE HOW CAN WE DO BETTER? BECAUSE TO ME, ELEMENTARY IS SUCH AN AREA WHERE IT'S A LOT OF LEARNING, RIGHT? THESE KIDS ARE COMING TO SCHOOL AND I'M GOING TO USE MY LITTLE SEVEN YEAR OLD NEPHEW.

HE'S THE YOUNGEST OF FOUR, SO OR AND SO WHEN HE'S SEVEN, WE HAVE A 17, 19 AND 21 YEAR OLD AT HOME THAT ARE IN CHARGE OF HIM. SO SOME OF HIS VERBIAGE AND HAND GESTURES I WOULD NOT DEEM APPROPRIATE FOR SCHOOL, BUT HE THOUGHT IT WAS PRETTY CUTE AND FUNNY WHAT HE WAS SAYING. RIGHT.

BUT WHEN HE WAS ON THE BUS RIDE HOME, HE FOUND HIMSELF IN THE OFFICE A LOT OF TIMES THE NEXT MORNING I WAS LIKE, DUDE, YOU CAN'T DO THAT.

SO ELEMENTARY I FEEL SOMETIMES OUR LITTLE ONES, IT'S A IT'S A LEARNING OPPORTUNITY, RIGHT, TO GEAR THEM.

OK I GET THAT YOU PLAY LIKE THAT WITH YOUR BROTHER, BUT YOU CAN'T SAY THAT AND YOU CAN'T DO THAT WHEN YOU'RE IN PUBLIC AROUND KIDS.

SO I'M THINKING THROUGH HOW CAN WE ADDRESS THAT AT THE ELEMENTARY LEVEL? AND I KNOW WE'RE SO IN IN THE NUANCE OF THIS, BUT IS THERE SOME WAY THAT YOU CAN, LIKE DO LIKE A A PARENT LIKE PROGRAM WHERE YOU'RE EDUCATING THE PARENTS ON, LIKE MAYBE THESE TRIGGER BEHAVIORS OR THESE TRIGGER WORDS THAT THE PARENTS CAN HELP SAY, OKAY, I GET THAT WE DO THAT, BUT THAT IS NOT OKAY TO DO AT SCHOOL, RIGHT? I MEAN, THERE'S JUST SOME OF THE KIDS.

IT'S JUST A LEARNING CURVE.

SO I'M THINKING, YOU KNOW, PITAS ARE ALWAYS LOOKING FOR A FREE PROGRAM.

THIS WOULD BE FANTASTIC FOR YOU ALL TO GO OUT AND AND YOUR PARENT UNIVERSITIES WERE GEARED ONE WAY.

BUT I'M THINKING THIS HAS GOT TO BE GEARED MORE OF AN EDUCATION FOR YOUR PARENTS ON DIRECTING THEM OF HELPING WITH THEIR KIDS ON CERTAIN BEHAVIORS THAT YOU JUST THAT'S GOING TO CHANGE YOU IN THE OFFICE BECAUSE THAT'S WE CONSIDER THAT A TRIGGER WORD.

THAT'S A TRIGGER BEHAVIOR. DOES IT MAKE SENSE OR EVEN WELCOMING YOU GUYS AT OUR COUNCIL OR PTA MEETINGS AT THE BEGINNING OF YEAR? YOU HAVE A REPRESENTATIVE FROM EVERY CAMPUS THERE.

THAT WOULD BE A GREAT OPPORTUNITY TO COME OUT AND AND GIVE THEM SOME GUIDANCE AS WE AS A PARENT, BECAUSE WE'RE ALL WE'RE ALL IN THIS TOGETHER.

RIGHT. AND WE'RE ALL WORKING TOGETHER TO GET THE SAME RESULT.

[01:10:03]

SO I DON'T REALLY HAVE A QUESTION, BUT THAT'S JUST MY THOUGHTS ON THIS BECAUSE THE NUMBER IN ELEMENTARY SCHOOL IS IT CONCERNS ME.

I MEAN, IT'S CONCERNS ME. SO IT'S LIKE, WHAT CAN WE DO TO HELP THESE LITTLE GUYS BEFORE? AND EXCEPT FOR PULLING THEM OUT IN SUCH A TRAUMATIC WAY, IF WE CAN MAYBE HELP FROM HOME.

SO THAT'S THAT'S MY THOUGHTS.

I COMPLETELY AGREE. WE ACTUALLY HAVE LOOKED AT THAT.

BUT WITH THE STARTING OF EVERYONE THIS YEAR, THAT THAT WAS JUST A LITTLE BIT HARDER.

BUT YOU'RE RIGHT, THAT WAS THE EXACT DIRECTION WE WERE WANTING TO GO.

AND ACTUALLY A LOT OF OUR ELEMENTARY SCHOOLS THAT HAD SUCH A HIGH NUMBER BECAUSE THERE WAS SO MUCH OF THESE BEHAVIORS, WE ACTUALLY WORKED WITH THEIR CAMPUSES AND THEY SENT OUT STUFF TO THE PARENTS, HEY, HEADS UP.

IF THEY DO X, Y, AND Z, OR WE HEAR THESE THINGS, THIS IS WHAT THIS LOOKS LIKE.

THIS IS NOT OKAY. AND THEY ALSO TOOK THE TIME TO EDUCATE STUDENTS, HEY, WE CAN'T SAY THIS AT SCHOOL BECAUSE WE DO GET STUFF THAT GETS REPORTED AND THEY'RE LIKE, OH, I DIDN'T KNOW I COULDN'T DO THAT AT SCHOOL. AND, YOU KNOW, WE THEN WE WORK THROUGH THAT PROCESS AND WHAT THAT LOOKS LIKE AND WORKING WITH THAT STAFF OF THEM BEING LIKE, HEY, YOU KNOW, THEY WERE JUST MESSING AROUND AND THIS IS WHAT WAS HAPPENING AND FIGURING OUT WHAT IS THE CONTEXT BEHIND THOSE BEHAVIORS.

BUT I THINK YOU'RE ABSOLUTELY RIGHT. I THINK LETTING GO, HEY, WE SHOULDN'T DO THIS, I THINK IS A HUGE FIRST STEP, ESPECIALLY AT OUR YOUNGER GRADES.

IT'S MORE PREVENTATIVE.

CORRECT. THAN THAN A CORRECTION.

AND I'D LIKE TO SEE LIKE MORE OF A PREVENTATIVE SO WE DON'T HAVE TO GET TO THE CORRECTION PART.

AND THAT WILL ALSO BE A PART OF OUR PROCESS REVIEW IS NOT JUST LOOKING AT OUR DOCUMENTATION AND THE METHOD OF HOW WE'RE DOING THINGS, BUT ALSO LOOKING AT AN OVERVIEW OF THE DATA TO SEE IF WE HAVE TRENDS, IF WE HAVE THINGS LIKE THAT, IT'LL BE A PART OF OUR PROCESS REVIEW.

AND THE OUTREACH PIECE IS WE'RE ALWAYS I MEAN, YOU KNOW, KATE LIKES TO TALK, SO WE'RE ALWAYS, YOU KNOW, WE'RE ALWAYS WILLING TO DO OUTREACH PIECES TO HELP, YOU KNOW, EDUCATE OUR PARENTS ON THESE THINGS AND FROM ANY QUESTIONS THAT THEY MAY HAVE REGARDING THIS PROCESS OR THE OTHER ITEMS THAT WE DO WITHIN THE DEPARTMENT.

THAT'S WHAT WE'RE HERE FOR. SO WE'RE DEFINITELY GETTING WHAT THE COUNCIL TOS AND AND GETTING IN FRONT OF PARENTS TO HELP GUIDE THEM TO UNDERSTAND WHAT WE'RE LOOKING AT.

WHY THESE ARE CONCERNING AND THINGS IS DEFINITELY A THING TO LOOK AT QUICKLY.

I WAS ACTUALLY GOING TO SAY WHAT MR. BALL JUST SAID, WHICH I THINK THAT'S A FANTASTIC IDEA ABOUT GOING THROUGH THE PTA'S AND HAVING THAT FRONT END EDUCATION THAT THEY CAN THEN TAKE HOME AND TALK, YOU KNOW, THINGS TO TALK TO YOUR CHILDREN ABOUT.

SO THANK YOU FOR THAT.

MR. NEWSOM.

SO WE TALK A LOT ABOUT THE REVIEW PROCESS AND THAT YOU'RE GOING TO GO THROUGH THIS WHOLE THING.

WHEN DO WE EXPECT THAT YOU'RE GOING TO COMPLETE THIS REVIEW AND BE DONE AND THAT THERE MIGHT BE SOME LEARNING POINTS THAT COME OUT OF IT OR OR ANYTHING LIKE THAT.

SO WHAT DOES THAT TIMELINE LOOK LIKE? WE'VE DONE AN INITIAL REVIEW THAT WE MET ON THIS WEEK WITH FIVE OF US THAT ARE LOOKING AT OVER.

WE'RE GOING TO GO BACK AND LOOK AT SOME OF THOSE CHANGES AND THEN AND THEN WE'RE GOING TO REALLY DIVE INTO THE KIND OF THE MINUTIA, I GUESS YOU COULD SAY, OF THE PROCESS.

IF THERE ARE THINGS THAT WE FEEL NEED TO BE ADDRESSED OR COULD BE SOME SMALL CHANGES THAT COULD BE LOOKED AT RIGHT NOW, THAT WILL NOT BE AN OVERARCHING CHANGE.

WE WILL LOOK AT IMPLEMENTING THOSE AND GETTING THOSE TRAINED TO THE STAFF THAT NEED IT.

IF WE'RE GOING TO HAVE SOME OTHER LARGER CHANGES, IT'LL BE A SUMMER PROCESS TO BE ABLE TO PLAN THE TRAINING OF WHAT'S EXPECTED.

THE REASON BEHIND WHY WE NEED TO MAKE THESE CHANGES AND ALSO BE ABLE TO TRAIN CORRECTLY ACROSS THE BOARD SO EVERYBODY IS ON THE SAME PAGE.

MY ONLY OTHER QUESTION WAS OBVIOUSLY WE HAVE A PRETTY ROBUST SUMMER PROGRAM.

SO DOES ALL OF THESE THINGS.

ALL THE SAME CRITERIA, ALL THE SAME STANDARDS CARRY OVER THROUGH THE SUMMER AND ON THE ALL THAT FUN STUFF.

YES. YES IS THE BEST ANSWER FOR YOU.

IT'S A LITTLE BIT MORE COMPLICATED, BUT THE SUMMER SCHOOLS JUST WORK A LITTLE BIT DIFFERENTLY.

AND I WORK REALLY CLOSELY WITH MR. GATES ON THE SUMMER SCHOOL KIDS.

WE DON'T SEE AS NEARLY AS MUCH OF THIS TYPE OF BEHAVIOR.

BUT IF THERE'S LITTLE THINGS THAT WE CAN CHANGE HERE AND THERE BECAUSE IT IS A SMALLER SETTING, WE CAN GO IN AND SAY, HEY, WHEN THIS COMES UP, THIS IS WHAT IT'S GOING TO LOOK LIKE, AND GIVE THOSE THAT SMALL INCREMENTS VERSUS TRYING TO DO THE WHOLE DISTRICT IN THE MIDDLE OF A YEAR.

RIGHT. IS A LOT EASIER.

OKAY. THANK YOU, MS. FARRAR. THANK YOU GUYS SO MUCH FOR ALL THE WORK THAT YOU DO.

I KNOW WE ALL SEND OUR KIDS TO SCHOOL EVERY DAY EXPECTING THEM TO BE SAFE.

SO YOU GUYS ARE DOING A FANTASTIC JOB.

I 100% AGREE WITH DEZ ON THIS.

I THINK THAT'S A FANTASTIC IDEA.

I WILL SAY WHEN I GOT THE INITIAL REPORT, I WAS PRETTY SURPRISED BY THE NUMBERS IN ELEMENTARY AS WELL, JUST BASED ON THE PERCENTAGES.

SO I THINK IT'S A GOOD IDEA TO TALK TO THE PARENTS.

WHAT CAN WE DO? AND ALSO THAT INITIAL WHEN YOU SAID A THIRD OF THEM ARE DISMISSED, I FORGET HOW IT WAS WORDED..

CLOSED ON INTAKE.

CLOSED ON INTAKE. WHAT EXACTLY DOES THAT MEAN? SO ARE THEY CLOSE ON INTAKE? AS IN THE STUDENTS NEVER CONTACTED.

THEY'RE NEVER GONE THROUGH AN INTERVIEW PROCESS.

SO NOTHING, NOTHING HAPPENED.

SO YOU JUST LOOK AT IT CLOSE ON INTAKES ARE ARE COMPLETELY THEY DON'T GET GO ANYWHERE.

NOW THERE HAS BEEN TIMES THAT CLOSED ON INTAKES LIKE THE CAMPUS IS GOING TO TALK TO THEM ABOUT THE INCIDENT AND GET CLARIFICATION.

MY TEAM'S NOT GOING TO TALK TO THEM.

SO THAT'S THE DIFFERENCE IS MY TEAM DOESN'T START THEIR PROCESS.

[01:15:02]

OKAY? AND SO AS FAR AS TRAINING, SO CAN YOU TELL US JUST A LITTLE BIT ABOUT HOW TEACHERS ARE TRAINED? ARE THEY GIVEN SPECIFIC SCENARIOS, LIKE IF A STUDENT SAYS SOMETHING THIS, THIS, THIS, THIS, THIS WOULD BE CAUSE TO MAKE A REPORT.

AND I LOVE THE IDEA OF THEN TAKING THAT TO THE PARENTS AND SAYING, HEY, THESE ARE THINGS THAT COULD TRIGGER A I DON'T WANT TO SAY INVESTIGATION, AN ASSESSMENT.

SO THESE ARE GREAT THINGS TO TALK TO YOUR KIDS ABOUT, TO MAKE SURE THAT THEY'RE NOT DISCUSSING THIS OR ACTING LIKE THIS AT SCHOOL.

BUT WHAT WHAT DOES THE TRAINING LOOK LIKE FOR OUR STAFF AND OUR TEACHERS? YEAH, SO ADMIN AND COUNSELORS HAVE WAY MORE IN DEPTH TRAINING.

HOWEVER, TEACHERS. SO WHAT? WHAT DO WE NEED THEM TO REPORT? ALL OF THOSE THINGS THEY GET ABOUT A 15 TO 30 MINUTE TRAINING.

WE WENT TO EVERY SINGLE CAMPUS AND BY WE I MEAN ME AND MY WHOLE TEAM BECAUSE GOING TO EVERY SINGLE CAMPUS AND TRAINING EVERY SINGLE TEACHER WAS A VERY LARGE UNDERTAKING AND WENT THROUGH, HERE'S WHAT THEIR ASSESSMENT IS.

THEY ALL SAW THIS VIDEO.

AND WHAT DOES IT LOOK LIKE FROM A VERY AGAIN, VERY LARGE AREA, BECAUSE WE DON'T NEED THEM TO KNOW ALL THE NITTY GRITTY DETAILS OF WHAT IT LOOKS LIKE, BUT WHAT ARE WE LOOKING FOR? SO THERE IS 8 BEHAVIORS THAT WE'VE MADE, LIKE A ONE PAGER THAT EVERY SINGLE STAFF MEMBER IN THE DISTRICT GETS.

IF YOU SEE THESE TYPES OF BEHAVIORS, PLEASE MAKE SURE YOU REPORT THEM.

AND THEN WE GO THROUGH DON'T EVER BE THE ONE THAT HAS TO MAKE THAT DECISION BY YOURSELF.

WE DON'T EVER WANT A TEACHER TO HAVE TO GO, OH, I DON'T THINK THIS THIS REACHES THIS LEVEL.

IF IT FALLS UNDER THESE BEHAVIORS OR YOUR CONCERN, REPORT IT.

LET THE PEOPLE WHO HAVE GONE THROUGH THE HOURS AND HOURS OF TRAINING AND ALL THE EXPERTISE TO LOOK AT IT AND GO, HEY, THIS DOESN'T MEET OUR CRITERIA, BUT YOU DIDN'T HAVE TO MAKE THAT DECISION BY YOURSELF.

YOU DIDN'T HAVE TO GO, OH, I KNOW THIS KID IS KIDDING RIGHT NOW.

WE CAN FIGURE THAT OUT BY THE PEOPLE WHO ARE SUPPOSED TO, BECAUSE UNFORTUNATELY, WHEN THINGS LIKE THIS HAPPEN, THEY GO, OH, YEAH, BUT I ALWAYS THOUGHT THEY WERE JOKING OR THEY SAID IT ALL THE TIME AND THEY NEVER DID IT.

AND WE DON'T WANT EVER TO HAVE A TEACHER HAVE TO BE PUT IN THAT POSITION AND MAKE THAT DECISION BY THEMSELVES.

ARE THE EIGHT POINTS THAT YOU ARE REFERRING TO HER, THOSE AVAILABLE FOR PARENTS? I BELIEVE THEY'RE ON THE WEBSITE, BUT IF THEY'RE NOT, WE'LL GET THERE AND GET THEM ON THERE.

YEAH. SO I THINK THAT I THINK HAVING THAT, THAT OPEN COMMUNICATION IS, IS SO VITAL.

I FELT LIKE I HAD SOME OTHER.. I KNOW THAT WE'VE DONE IT AT OUR PARENT NIGHT, SO I DON'T SEE ANY REASON WHY WE COULDN'T SEND IT OUT.

SO YEAH, IT'S NOT A PROBLEM.

OKAY, GO AHEAD. IF I FIND SOMETHING ELSE ABOUT THIS SIDE, YOU WANT TO KNOW, THIS SIDES GOOD.

DID YOU WANT TO? IT'S BACK TO YOU.

AND ANOTHER POINT TO MAKE ON THAT IS ALSO THAT BECAUSE THE STAFF IS TRAINED, THE NUMBERS WILL BE MORE BECAUSE WE ARE WANTING THEM, BECAUSE THEY ARE THE FRONT LINES.

THEY'RE EDUCATING OUR KIDS EVERY SINGLE DAY.

THEY'RE THE ONES THAT ARE GETTING THEM READY FOR EVERYTHING THEY NEED TO KNOW.

SO THEY SEE THE CHANGE IN BEHAVIORS.

THEY SEE THE THINGS THAT COULD BE CONCERNING OR THINGS THAT NEED TO BE REPORTED.

SO HAVING THAT TRAINING ALLOWS THEM TO HAVE THE ABILITY TO REPORT AND WE WANT TO ENCOURAGE THEM TO REPORT BECAUSE THEN WE CAN GO AND START THE ASSESSMENT AND KATE AND HER TEAM GO START THE ASSESSMENT AND BE ABLE TO REALLY DIVE IN EXACTLY IF NEEDED.

HOW WE CAN HELP THE STUDENT.

IT'S ALL THE IDEA HERE IS IT'S ALL ABOUT PREVENTION AND THE IDEA OF PREVENTING THINGS THAT MIGHT COME AND HELP THAT STUDENT OVERCOME ANY SITUATION THAT MIGHT BE ENDURING, OR AT THAT TIME WHEN REVIEWING THE PROCESS IS IF YOU'RE GOING TO MAKE ANY UPDATES, ARE YOU LOOKING AT CURRENTLY MAKING ANY UPDATES? AND I KNOW SHE ASKED WHEN THE FULL REVIEW WOULD BE DONE, BUT LET'S SAY YOU DECIDE TO MAKE AN UPDATE TO THE PROCESS THAT'S CURRENTLY IN PLACE.

WILL WE BE NOTIFIED OF THAT OR WHAT IS HOW WILL THAT BE IMPLEMENTED? YES. YOU WILL YOU'LL BE NOTIFIED OF THAT IF A DECISION IS MADE THAT WE NEED TO MAKE SOME CHANGES TO AN ASPECT OF THE PROCESS OR ANYTHING LIKE THAT, WE'LL MAKE IT. WE'LL TAKE IT TO CABINET AND EXECUTIVE COUNCIL AND GO THROUGH THE PROCESS TO SEE THE REASON WHY IT'S NEEDED.

HOW WE GOT TO THIS POINT OF THE DECISION TO BE MADE AND THEN GO UP, YOU KNOW, GO UP THE CHAIN OF COMMAND, IS THAT SO TO SPEAK, SO IT CAN BE NOTIFIED OUT TO YOU ALL TO UNDERSTAND WHAT'S GOING ON? MS. ANDERSON.

SORRY. I DO HAVE, THANK YOU AGAIN FOR EVERYTHING THAT YOU DO THINKS.

I MEAN, I'VE SEEN THAT VIDEO QUITE A FEW TIMES NOW AND IT ALWAYS MAKES AN IMPACT WITH ME AS WELL.

I AGREE IT DOES, BECAUSE BOTH THE ONE THING I QUESTION I HAD AND I THINK IT ALL ALARMED US ALL SEEING HOW MANY ASSESSMENTS WE HAD IN THE YOUNGER, YOUNGER GRADES.

AND I THINK SOMETIMES, AS WE TALKED ABOUT BEFORE, KIDS ARE KIND OF NOT UNDERSTANDING THEIR WHEREWITHAL RIGHT.

AND I GUESS MY QUESTION IS ON THAT SURVEY WITH THE OLDER KIDS, ARE THE QUESTIONS BEING ASKED AS THEY KIND OF KNOW WHAT'S COMING DOWN AND SO THEY JUST DON'T BEHAVE IN THAT SIMILAR WAY? OR IS THE QUESTIONS MORE BASED ON DO YOU FEEL SAFE? DO YOU FEEL LIKE THE DOOR'S LOCKED? DO YOU LIKE. BECAUSE I FEEL LIKE THEY SEEM TO BE MORE EDUCATED FOR SOME REASON, WHEN I WOULD ALWAYS THINK IT WOULD BE, THEY WOULD BE HIGHER.

[01:20:01]

SO YOU THINK THAT SOMETHING'S OKAY WHEN IT MIGHT NOT BE TAKEN OKAY.

AND HOW DO WE THEN TRANSPIRE THAT TO BACK TO BRING IT BACK TO THE PARENTS AND ALSO THE TEACHERS, BUT THE PARENTS OF YOUNGER CHILDREN TO JUST HAVE AN OPEN DIALOG OF, YOU KNOW, I MEAN, I CAN REMEMBER I'M GOING TO SAY OUT LOUD, BUT WHEN MY KIDS WERE PLAYING BACK AND FORTH AND THEY WERE SAYING THINGS THAT THEY PROBABLY SHOULDN'T SAY IN PUBLIC. SO THERE'S A QUESTION.

I DON'T KNOW.

YEAH. DR.

SCOTT. SO TALK ABOUT THE THE YOUNGER KIDS FIRST AT THE BORDER.

REMEMBER, AS PART OF OUR ESSER FUNDING, THE BOARD APPROVED FIVE BEHAVIOR SPECIALISTS, FOUR TO WORK WITH OUR YOUNGER KIDS.

SO THE THREAT ASSESSMENT IS NOT THE ONLY WAY THAT WE'RE APPROACHING THE BEHAVIOR OF THESE KIDDOS.

THE REASON WE DID THAT IS BECAUSE COMING OUT OF THE PANDEMIC, WE SAW BEHAVIORS NOT ONLY IN SEVERITY BUT IN QUANTITY THAT WE HAD NEVER SEEN BEFORE. AND OUR TEACHERS, QUITE FRANKLY, WERE BEGGING FOR ADDITIONAL ASSISTANCE.

AND SO THAT'S ONE OF THE WAYS THAT WE ADDRESSED IT.

SO YOU'RE GOING TO SEE SOME OF THAT BEHAVIOR THAT'S GOING TO GO OVER UNTIL WE GET THIS ALL CALIBRATED OUT AND THEN MAKE THE CHANGES THAT YOU'RE TALKING ABOUT.

YOU'RE GOING TO SEE SOME OF THESE BEHAVIORS KIND OF PLAY OUT ON BOTH SIDES, GET EMPHASIZE THAT IT'S NOT PUNITIVE ON THE THREAT ASSESSMENT SIDE.

AND THEN AS FAR AS THE OLDER ONES, THE QUESTION THAT'S ASKED IS, YES, IT'S BASICALLY JUST A DO YOU FEEL SAFE AT SCHOOL? AND SO THAT'S BASICALLY THE THE THAT QUESTION.

IT'S NOT THE WHOLE SURVEY IS NOT ABOUT SAFETY.

THERE'S TWO OR THREE SAFETY QUESTIONS WITHIN THE OVERALL SURVEY.

ANYONE ELSE. WELL, THANK YOU.

I THINK YOU'VE GOTTEN A LOT OF GOOD QUESTIONS AS WELL AS INPUT AND BUT WE DO APPRECIATE YOU BECAUSE I KNOW THAT EVERYTHING IS DONE WITH ALL INTENTIONS.

AND IT'S ALL FOR OUR KIDS.

OUR KIDS. THANK YOU.

AWESOME. THANK YOU VERY MUCH. THANK YOU.

[11. Public Comments]

THE CORRECT PROCEDURE FOR ADDRESSING THE BOARD DURING PUBLIC COMMENTS IS AS FOLLOWS EACH SPEAKER SHOULD ADDRESS THE BOARD FROM THE PODIUM, MICROPHONE AND STATE HIS OR HER NAME BEFORE SPEAKING.

ALL SPEAKERS WILL BE LIMITED TO 3 MINUTES TO MAKE COMMENTS REGARDING ITEMS ON THE AGENDA UNLESS MODIFIED BY THE BOARD PRESIDENT BASED ON BOARD POLICY BED LOCAL.

COPIES OF PRESENTATION SHOULD BE MADE AVAILABLE TO ALL TRUSTEES AND THE SUPERINTENDENT.

BOARD POLICY PROHIBITS THE DISCUSSION OR HAVE COMPLAINTS AGAINST DISTRICT EMPLOYEES DURING AN OPEN FORUM.

I HAVE ONE RIGHT HERE.

ARE THERE ANY MORE MS. MOYE. OKAY.

SO OUR SPEAKER IS JOLENE BARKSLEY.

HELLO. GOOD EVENING.

I'M JOLENE BARKSLEY.

IT'S NICE TO SEE YOU.

PRESIDENT WILSON, DR.

CANTU AND TRUSTEES.

SO SINCE THE LAST MEETING, I'VE CONTINUED TO SPEAK WITH THE PARENTS OF ELEMENTARY AGED CHILDREN WHO HAVE BEEN DRAGGED THROUGH THE THREAT ASSESSMENT PROCESS.

I MAINTAIN THAT THE THINGS THEY'RE TELLING YOU JUST AREN'T TRUE BASED ON MY ACTUAL EXPERIENCE WITH THE PROGRAM.

IT'S SHAMEFUL TO OUR CHILDREN WHO FEEL LIKE THEY HAVE DONE SOMETHING WRONG WHEN THEY WERE PLAYING AND WHEN THEY'RE INNOCENT.

THIS TEAM HAS DISREGARDED IEPS, DENIED PARENTS THE OPPORTUNITY TO BE PRESENT IN INTERVIEWS WITH MINORS AND SPOKEN IN PRIVATE WITH SMALL CHILDREN ABOUT, FRANKLY, WHO KNOWS WHAT, BECAUSE I'M THE SINGLE PARENT WITH A RECORDING OF THAT INTERVIEW, THE SINGLE PARENT.

THERE'S A LIST OF QUESTIONS THEY'LL PROVIDE, BUT CLEARLY THEY GO OFF SCRIPT.

OUR CHILDREN ARE GUINEA PIGS.

THOSE 206 CHILDREN, ELEMENTARY AGED CHILDREN, HAVE BEEN GUINEA PIGS.

AND EVEN WITH THE FORCE WITH WHICH YOU ALL HAVE SEEN ME ADVOCATE, THEY STILL LEFT MY SON FEELING LIKE THE WORST KID IN THE WORLD.

THAT'S WHAT HE SAID.

AND ON INDEFINITE PROBATION OR THEY CALL DEFERRED.

MEANWHILE, OUR UPPER LEVEL CAMPUSES ARE PLAGUED WITH FIGHTS, DRUGS AND ARE UNDERSTAFFED.

PLEASE DEMAND ACCOUNTABILITY FROM THIS DEPARTMENT.

DEMAND THAT THEY CREATE A PROCESS FOR 4 TO 10 YEAR OLDS.

THERE IS NOTHING I WOULD DISCUSS WITH BOTH A FOUR AND A 14 YEAR OLD.

LIKE THERE'S NO CONVERSATION I WOULD HAVE WITH BOTH OF THOSE PEOPLE.

BUT EVERY DAY YOU LET THEM.

EVERY DAY YOU LET THEM INTERVIEW TWO KIDS TO ONE HIGH SCHOOLER ABOUT PERSONAL LIVES IN THE NAME OF THREAT ASSESSMENT AND JUSTIFYING AN OVERSTAFFED DEPARTMENT.

PLEASE DO NOT LET THIS MASSIVE LIABILITY OF A PROGRAM CONTINUE PUSHING GROWN UP IDEAS AND FEARS ONTO THE SHOULDERS OF OUR CHILDREN.

AND I REALLY DO THANK YOU SO, SO MUCH FOR THE COMPASSION THAT SO MANY OF YOU HAVE SHOWED ME AND MY SON DURING THIS TIME, BECAUSE THEIR DEPARTMENT HAS SHOWED US NONE.

[01:25:07]

THANK YOU. SO NOW WE'LL MOVE ON TO OUR BUSINESS ITEMS

[12. Business Items Requiring Board Action]

STARTING WITH ITEM 12.1.

MAY I PLEASE RECEIVE A MOTION TO APPROVE THE RESOLUTION AS PRESENTED? IT'S A MOTION MADE BY MS. THOMAS, A SECOND MADE BY MS. NEWSOME. ARE THERE ANY QUESTIONS OR CONCERNS REGARDING THIS TOPIC? ALL THOSE IN FAVOR OF THE MOTION MAY PLEASE SEE A SHOW OF HANDS? SO THERE ARE NONE OPPOSE AND THE MOTION PASSES SEVEN ZERO.

ITEM 12.2.

MAY I PLEASE RECEIVE A MOTION TO APPROVE THE BOARD MEETING DATE CHANGES FOR THIS FOLLOWING YEAR? A MOTION MADE MADE BY SORRY, MS. WARREN, AND SECOND BY MS. ANDERSON.

ARE THERE ANY QUESTIONS OR CONCERNS? ALL THOSE IN FAVOR OF THE MOTION MAY I PLEASE SEE A SHOW OF HANDS.

THE MOTION PASSES 7-0.

ITEM 12.3.

DR. CANTU, WOULD YOU LIKE TO ADDRESS THAT? BECAUSE WE WON'T NEED TO.

YES. WE HAVE NOTHING FOR CONSIDERATION HERE, SO NO ACTION IS NEEDED.

OKAY. SO THIS TAKES US TO ITEM 13, OUR CONSENT AGENDA.

[13. Consent Agenda]

DOES ANYONE WANT TO PULL AN ITEM AT THIS TIME? SO ALL THOSE IN FAVOR OF APPROVING THE CONSENT AGENDA AS PRESENTED, MAY I PLEASE SEE A SHOW OF HANDS? SO NONE OPPOSED AND THE CONSENT AGENDA PASSES SEVEN ZERO.

[14. Superintendent's Report]

THE SUPERINTENDENTS REPORT THIS IS FOR DISCUSSION ONLY.

IS THERE ANYTHING LISTED IN THE REPORT THAT ANYONE WOULD LIKE TO DISCUSS AT THIS TIME WITH DR.

CANTU? SO WE MOVED TO ITEM 15 AND WE WILL ADJOURN AT 7:27 AND I'LL JUST SAY GO MANSFIELD.

* This transcript was compiled from uncorrected Closed Captioning.