>> GOOD EVENING. LET US PLEASE
[00:00:03]
COME TO ORDER FOR THE REGULAR MEETING OF THE BOARD OF TRUSTEES.[1. Call to Order]
LET THE RECORD SHOW IT IS 06:00 PM AND ALL TRUSTEES ARE PRESENT, SPREAD OUT THEIR.WE'LL NOW ADJOURN TO CLOSED SESSION AT 06:00 PM PURSUANT TO TEXAS GOVERNMENT CODE SECTION 551.074, PERSONNEL TO DELIBERATE REGARDING THE APPOINTMENT, EMPLOYMENT EVALUATION, REASSIGNMENT DUTIES, DISCIPLINE, OR DISMISSAL OF A PUBLIC OFFICER OR EMPLOYEE, OR TO HEAR A COMPLAINT OR CHARGE AGAINST AN OFFICER OR EMPLOYEE.
551.071, CONSULTATION WITH THE BOARD'S ATTORNEY, 551.072 REAL PROPERTY, AND 551.076 TO CONDUCT DELIBERATIONS REGARDING SECURITY DEVICES OR SECURITY AUDITS.
IT IS NOW 6:01 AS WE ADJOURN INTO
[3. Closed Session]
CLOSED SESSION AND WE'LL RECONVENE IN CLOSE QUARTERS IN ABOUT FIVE-MINUTES.>> GOOD EVENING. WE WILL NOW RECONVENE BACK
[4. Reconvene]
INTO PUBLIC SESSION FROM CLOSED SESSION AT 07:00 PM.I'LL ASK IF EVERYONE WILL PLEASE RISE FOR THE PRAYER THAT WILL BE LED BY BOARD MEMBER CRAIG TIPPING.
THE PLEDGES WILL BE LED BY BOARD MEMBER DESIREE THOMAS AND THE PRESENTATIONS OF COLORS WILL BE PRESENTED BY SUMMIT HIGH SCHOOL'S JROTC.
>> PLEASE PRAY WITH ME. LORD GOD, WE COME TO YOU RIGHT NOW.
WE JUST THANK YOU FOR THIS DAY THAT YOU'VE GIVEN US, LORD, WE THANK YOU FOR THE RAIN THAT WE NEED AND WE THANK YOU FOR ALWAYS PROVIDING.
LORD I PRAY THAT AS WE'RE HERE TONIGHT THAT WE WILL SEEK YOUR GUIDANCE AND EVERYTHING THAT WE SAY AND DO IN DECISIONS THAT ARE MADE AND THAT WE WILL COME TOGETHER AS ONE LORD.
LORD, WE PRAY FOR THOSE HERE AND AROUND THE WORLD THAT ARE SUFFERING RIGHT NOW WE PRAY THAT YOU JUST GIVE THEM YOUR PEACE AND YOUR GRACE AND YOUR MERCY.
LORD JUST CONTINUE TO GUIDE US AS A GREAT DISTRICT WITH GREAT STAFF AND GREAT KIDS, LORD, AND WE'RE SO THANKFUL TO LIVE HERE AND BE A PART OF THIS GREAT DISTRICT.
LORD, WE LOVE YOU, WE PRAISE YOU, AND I ASK ALL OF THIS IN JESUS NAME, AMEN [BACKGROUND]
>> THANK YOU. NOW WE WILL MOVE ONTO WHATEVER ONE CAME FOR I BELIEVE, IN ITEM SIX OUR DISTRICT RECOGNITIONS AND I WILL START WITH DR. CANTU.
[6. District Recognition]
>> YES, MA'AM, I WOULD LIKE TO BRING HEATHER CARSON FORWARD TO START OUR RECOGNITIONS FOR THIS EVENING.
GOOD EVENING, BOARD PRESIDENT WILSON, DR. CANTU, MEMBERS OF THE BOARD CABINET AND THE PUBLIC HERE WITH US TONIGHT.
TONIGHT WE WILL BEGIN OUR RECOGNITIONS WITH OUR SCHOOL BOARD SUPERSTARS.
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 THE VIRTUES ABOUT STANDING, CHARACTER, CITIZENSHIP, FAIRNESS, HONESTY, KINDNESS, RESPECT, RESPONSIBILITY, AND TRUSTWORTHINESS.
[00:05:04]
BEFORE WE BRING OUR SUPERSTARS UP, I'D LIKE TO ASK YOU GUYS TO PLEASE TURN YOUR ATTENTION TO THE SCREENS TO LEARN MORE ABOUT WHAT MAKES THESE YOUNG SCHOLARS SO SUPER.>> WE CHOSE KRISHNA FOR THIS SCHOOL BOARD STAR AWARD.
SHE'S ONE OF OUR STUDENTS WHO'S ALWAYS VERY HARD WORKING AND SHE'S ALWAYS ON A PATH FOR HERSELF, INTRINSICALLY MOTIVATED TO GET TO THAT NEXT LEVEL OF WORK.
>> [MUSIC] THE SUPERSTAR AWARD MAKES ME REALLY PROUD AND MADE ME FEEL CONFIDENT.
>> I PICKED CARSON, BECAUSE HE IS CONSTANTLY SETTING THE BEST EXAMPLE FOR EVERYBODY THAT IS AROUND HIM.
HE IS KIND, HE'S RESPECTFUL, AND I'M REALLY PROUD TO BE HIS TEACHER.
>> I FEEL REALLY HAPPY AND I'VE BEEN THAT WHOLE SINCE KINDERGARTEN, AND I REALLY LOVE MY SCHOOL AND MY TEACHERS, AND I FEEL REALLY HONORED TO HAVE GET CHOSEN FOR THIS AWARD.
>> I CHOSE PIPER TO BE OUR SCHOOL BOARD SUPERSTAR FOR OUR MONASH BECAUSE PIPER CONTINUOUSLY SHOWS SEVERAL CORE VALUES FOR OUR MONASH AND FOR MANSFIELD ISD.
>> THE SUPERSTAR IS EXCITING AND I LOOK FORWARD TO DOING IT.
>> I NOMINATED MAX BECAUSE I SEE A LOT OF POTENTIAL [NOISE].
HE IS VERY KIND TO OTHERS, HE'S ALWAYS WILLING TO HELP.
>> ALI IS RESPECTFUL, SHE IS HARDWORKING AND IN EVERYTHING SHE DOES, SHE DOES IT WITH KINDNESS.
>> I FEEL REALLY EXCITED BECAUSE I'VE GOT A LOT OF REWARDS AND THIS IS PROBABLY MY BIGGEST ONE.
I THINK IT'S MY BEST ONE THAT I'VE GOT.
>> I CHOSE JOANNA TO BE THE SCHOOL BOARD SUPERSTAR BECAUSE SHE IS EXTREMELY KIND, SHE'S A VERY HARD WORKER, SHE'S ALWAYS HELPFUL TO MYSELF AND TO EVERY OTHER STUDENT IN OUR CLASSROOM AND IN THE SCHOOL, AND SHE'S JUST AN AMAZING KID.
>> GETTING THE SUPERSTAR AWARD IS VERY EXCITING.
>> THE REASON WHY I NOMINATED HER, BECAUSE SHE IS VERY KIND, VERY HELPFUL AND NOT ONLY THAT SHE'S CAREFUL.
PRETTY MUCH EVERYBODY IN THE CLASSROOM.
>> COPING IS ONE OF THE THINGS THAT I LOVE TO DO A LOT AND IT MAKES ME FEEL REALLY HAPPY AND I LIKE HELPING OTHER PEOPLE BECAUSE IT'S NICE.
>> I NOMINATED BLAIRE BECAUSE SHE IS BASICALLY THE PERFECT STUDENTS.
>> I CHOSE ARORA BECAUSE SHE IS ALWAYS HELPFUL TO ALL THE OTHER STUDENTS IN THE CLASS.
SHE IS A HARD WORKER AND SHE NEVER GIVES UP.
>> [NOISE] SUPERSTAR MAKES ME FEEL HAPPY [MUSIC] [APPLAUSE].
>> PARENTS AND STUDENTS, IT IS YOUR SPECIAL TIME.
STUDENTS AS I CALL YOUR NAME, PLEASE COME FORWARD, YOU ARE GOING TO GO TO DR. CANTU RIGHT OVER THERE SHE'S WAVING HER HAND TO GET YOUR SPECIAL RECOGNITION AND THEN WE'LL HAVE YOU COME OVER AND STAND RIGHT IN THE CENTER WITH OUR BOARD MEMBERS AND UNTIL ALL STUDENTS HAVE BEEN CALLED AND THEN WE WILL TAKE PICTURES.
FROM BRENDA NORWOOD ELEMENTARY, FOURTH-GRADE CHRISTIA LATIAH, [APPLAUSE] FROM CARROLL HALL ELEMENTARY, FOURTH-GRADE CARSON HADEMIO, [APPLAUSE] FROM D. P. MORRIS ELEMENTARY, SECOND GRADE, AURORA IRDIS, [APPLAUSE] FROM ERMA NASH ELEMENTARY IN FOURTH-GRADE, PIPER LADIC, [APPLAUSE] FROM GLENN HARMON ELEMENTARY IN SECOND GRADE.
MAX SOLACE, [APPLAUSE] FROM IMOGENE GIDEON ELEMENTARY IN FOURTH-GRADE, BALLERIA GONZALEZ ZUNIGA, [APPLAUSE] FROM JUDY K. MILLER ELEMENTARY IN FOURTH GRADE.
[APPLAUSE] FROM NANCY NEAL ELEMENTARY IN FOURTH-GRADE JOANNA LOPEZ,
[00:10:01]
[APPLAUSE] FROM THELMA JONES ELEMENTARY AND FIRST GRADE, KYLIE TOPYS.[APPLAUSE] AS KYLIE IS MAKING HER WAY THERE, LET'S GET EVERYONE TOGETHER FOR A PICTURE LET'S GIVE ANOTHER ROUND OF APPLAUSE FOR OUR STUDENTS.
[APPLAUSE] PARENTS, THIS IS YOUR TIME TO GET THAT SPECIAL PHOTO.
WE'D ALSO LIKE TO GIVE A SPECIAL THANK YOU TO OUR PARENTS, GRANDPARENTS, TEACHERS, AND ADMINISTRATORS WHO ARE HERE WITH US TONIGHT AND HAVE HELPED SHAPE THESE YOUNG LEADERS.
LET'S GIVE ONE MORE ROUND OF APPLAUSE FOR OUR STUDENTS, THEIR FAMILIES AND ADMINISTRATORS.
[APPLAUSE] GUYS, YOU CAN START MAKING YOUR WAY BACK TO YOUR FAMILIES.
AS THEY ARE MAKING THEIR WAY BACK WE WILL MOVE ON TO OUR DISTRICT RECOGNITIONS.
I'D LIKE TO INVITE OUR DIRECTOR OF ADVANCED ACADEMICS TO THE PODIUM FOR OUR ADVANCED ACADEMICS RECOGNITION.
>> GOOD EVENING, PRESIDENT WILSON, SUPERINTENDENT CANTU, BOARD MEMBERS.
I'D LIKE TO INTRODUCE MY CO-WORKER, MY CO-DIRECTOR, THERESA POLLOCK, WHO'S BACK HERE.
WE STAND IN FRONT OF YOU TODAY TO HONOR SOME EXEMPLARY STUDENTS.
ALL 11TH GRADE STUDENTS IN MANSFIELD ISD TAKE A SCHOOL DAY, PSAT, IN OCTOBER EACH YEAR.
THIS TEST IS USED TO DETERMINE, AMONG OTHER THINGS, NATIONAL MERIT STANDINGS.
EACH SEPTEMBER WE RECEIVE THE NOTICE OF THE STUDENTS WHO'VE MET EXCLUSIVE CRITERIA TO MOVE FORWARD AS NATIONAL MERIT SEMI-FINALISTS.
SEMI-FINALISTS ARE STUDENTS WHO SCORE IN THE TOP 1% OF ALL STUDENTS NATIONALLY AND INTERNATIONALLY TAKING THE EXAM.
THIS YEAR WE HAD FOUR STUDENTS WHO MET THOSE CRITERIA, THREE OF THOSE ARE HERE THIS EVENING.
DYLAN LONG FOR MANSFIELD HIGH SCHOOL, [APPLAUSE] VINCENT WEN FROM LAKE RIDGE HIGH SCHOOL, [APPLAUSE] AND ALEXANDER CORLEY FROM EARLY COLLEGE HIGH SCHOOL.
[APPLAUSE] OUR FOURTH STUDENT IS UNABLE TO BE HERE AS HE HAS ALREADY GRADUATED AND IS ATTENDING BOOT CAMP CURRENTLY.
I WOULD LIKE TO ACKNOWLEDGE THEIR ACCOMPLISHMENTS AND WISH THEM LUCK AS THEY MOVE FORWARD TO BE CONSIDERED FOR NATIONAL MERIT SCHOLAR FINALIST POSITIONS.
IF WE COULD GIVE THEM ONE MORE ROUND OF APPLAUSE.
>> THANK YOU, MS. FRANCIS, AND CONGRATULATIONS AGAIN TO THESE TOP SCHOLARS AND THEIR ACCOMPLISHMENTS.
[APPLAUSE] NEXT, I'D LIKE TO INVITE OUR DIRECTOR OF FINE ARTS, DR. DARWERT JOHNSON TO THE PODIUM FOR THIS EVENING'S FINE ARTS RECOGNITIONS.
>> GOOD EVENING. TWO HIGH SCHOOL ARTISTS RECEIVED AN EXEMPLARY WRITING AT THE STATE LEVEL THAT QUALIFY THEM FOR THE GOLD SEAL TITLE.
THESE TWO STUDENTS SCORED A DISTINGUISH WRITING FOR AN AWARD FOR THE GOLD SEAL MEDALLION, WHICH IS WHICH IS RECEIVED AT THE ANNUAL TEXAS ART EDUCATION ASSOCIATION VISUAL ART SCHOLASTIC EVENT.
THEIR ARTWORK WAS SELECTED FOR THEIR EXECUTION OF ARTISTIC CONCEPT, TECHNIQUE, CRAFTSMANSHIP AND CREATIVITY.
THE GOLD SEAL MEDALLION IS THE TOP STATE AWARD PRESENTED TO DISTINGUISHED WORKS OF ART CHOSEN BY THE STATE AND JURY PANEL.
CONGRATULATIONS TO THESE STUDENTS FOR EARNING THE GOLD SEAL AWARD.
BRENLEY BOWLES, HER WORK WAS INTRICATE BALANCE AND HER TEACHER IS EVAYNE STEPHANIE AT MANSFIELD HIGH SCHOOL AND WE HAVE HUDDA DARSIT FOR A TURKISH VASE, HER TEACHERS SHAMILIA HAVI AT LAKE RIDGE HIGH SCHOOL.
THE STUDENTS ART WORK WILL BE EXHIBITED IN VENUES ACROSS THE STATE, ACCUMULATING WITH THE GOLD SEAL EXHIBITION AT THE ANNUAL TAE FALL CONFERENCE THIS FRIDAY, OCTOBER 27TH.
LET'S GIVE THEM A ROUND OF APPLAUSE.
[APPLAUSE] OUR NEXT RECOMMENDATION IS THE TEXAS EDUCATIONAL THEATER ASSOCIATION SCHOOL OF DISTINCTION FOR LEGACY HIGH SCHOOL THEATER AND HERE WITH US TONIGHT TO RECEIVE
[00:15:01]
TONIGHT'S RECOGNITION ARE DIRECTORS OF LEGACY THEATER, JEREMY FURMAN AND SARAH COLIN AND A FEW OTHER STUDENTS.THE TEXAS EDUCATIONAL THEATER ASSOCIATION RECENTLY NAMED LEGACY HIGH SCHOOL IN EXEMPLARY CAMPUS, THE HIGHEST HERE OF DISTINCTION A CAMPUS CAN EARN THROUGH THE TEXAS EDUCATIONAL THEATER ASSOCIATION.
LEGACY HIGH SCHOOL WAS CHOSEN BASED ON THEIR THEATER DEPARTMENTS CONTRIBUTIONS TO RAISING THE STANDARDS FOR THEATER EDUCATION THROUGH COURSE OFFERINGS, STUDENT PERFORMANCE OPPORTUNITIES, LEARNING ACCOMMODATIONS, TECHNICAL CREW OPPORTUNITIES, THEATER ADVOCACY, PROFESSIONAL DEVELOPMENT OPPORTUNITIES, AND COMPETITIONS AND MORE.
THE DEPARTMENT CREATED EIGHT PRODUCTIONS IN A '22, '23 YEAR, INCLUDING THE PLAY THAT GOES WRONG AND BOB, I LIVE 5X.
THE DEPARTMENT ALSO PERFORMED MANY MOONS AS PART OF A STORYBOOK THEATER FIELD TRIP FOR ELEMENTARY STUDENTS.
ADDITIONALLY, STUDENTS HAVE THE OPPORTUNITY TO DIRECT PRODUCTIONS AND RAN A MONTHLY IMPROV SHOW.
LEGACY HIGH SCHOOL THEATER ALSO WORKED WITH THE MANSFIELD COMMISSION FOR THE ARTS AND THE MANSFIELD PARKS AND RECREATION DEPARTMENT TO PRODUCE SHAKESPEARE IN THE PARK AT MANSFIELD'S TOWN PARK.
LET'S GIVE LEGACY HIGH SCHOOL THEY AND THEIR DIRECTORS, MR. FARMING AND MRS. COLIN ONE BIG ROUND OF APPLAUSE.
>> THANK YOU, DR. JOHNSON. LET'S GIVE ANOTHER ROUND OF APPLAUSE FOR OUR FINE ARTS AND ADVANCED ACADEMIC RECOGNITIONS.
[APPLAUSE] FOR OUR LAST RECOGNITION THIS EVENING, I'D LIKE TO TURN IT BACK OVER TO DR. CANTU FOR OUR SPECIAL RECOGNITION.
>> THANK YOU, HEATHER. I'M REALLY EXCITED ABOUT THIS RECOGNITION, I'M EXCITED ABOUT THEM ALL BUT THIS IS OUR VERY OWN ASSOCIATE SUPERINTENDENT OF BUSINESS AND FINANCE, MICHELE TRONGAARD.
SHE WAS SELECTED TO BE ON THE COVER OF THE LEADERSHIP ISSUE OF SCHOOL BUSINESS AFFAIRS MAGAZINE.
MRS. TRONGAARD HAS GARNERED SIGNIFICANT RECOGNITION FOR HER CONTRIBUTIONS TO THE FIELD, INCLUDING THE PRESTIGIOUS CERTIFICATE OF EXCELLENCE IN FINANCIAL REPORTING AND THE MERITORIOUS BUDGET AWARD.
IN 2019. MRS. TRONGAARD, WHO'S PROBABLY BLUSHING OVER THERE, ACHIEVED THE PINNACLE OF ACHIEVEMENT AWARD, WHICH CELEBRATES HER EXCEPTIONAL INGENUITY AND RESOURCEFULNESS IN THIS FIELD.
HER DEDICATION TO HER PROFESSION IS ALSO EVIDENT THROUGH HER ATTAINMENT OF THE CERTIFIED ADMINISTRATOR OF SCHOOL FINANCE AND OPERATIONS CREDENTIAL.
IF YOU HAVE A CHANCE TO VIEW THE ARTICLE, YOU'LL SEE WHERE MRS. TRONGAARD OFFERS SAGE ADVICE TO HER YOUNGER SELF.
SHE SAID, LISTEN MORE AND TALK LESS AND ALWAYS BE AUTHENTIC.
SHE BELIEVES THAT BEING ONESELF IS THE KEY TO SUCCESS BECAUSE NO ONE CAN BE YOU BETTER THAN YOU.
WE FEEL VERY FORTUNATE TO HAVE MRS. TRONGAARD WITH US HERE IN MANSFIELD ISD, SHE IS TRULY ONE OF THE BEST OF THE BEST AND I WANT TO CONGRATULATE YOU AND YOU ALSO HAVE A MAIN COVER MODEL POSE AS WELL.
[LAUGHTER] KUDOS TO THAT AS WELL BUT CONGRATULATIONS TO YOU, MICHELE IT'S A BLESSING TO WORK WITH YOU.
>> COME ON DOWN, WE GOT TO GET ANOTHER PICTURE OF YOU.
YOU CAN DO THE SAME POSE IF YOU'D LIKE TO.
[LAUGHTER] LET'S GET MRS. TRONGAARD ONE MORE ROUND OF APPLAUSE.
THAT CONCLUDES TONIGHT'S RECOGNITION.
>> WE'LL GIVE EVERYONE A MOMENT TO GET EXCITED ABOUT HOMEWORK THAT YOU HAVE.
[00:20:08]
CONGRATULATIONS AGAIN, MS. STRONG GUARD. WE'RE VERY PROUD OF YOU.[APPLAUSE] I THINK THAT YOU HAVE ONE OF THE BEST QUALITIES FOR THIS POSITION THAT A LOT OF, WELL, NOT ME, BUT A LOT OF OTHER PEOPLE KNOW HOW TO DO THAT KIND OF STUFF.
BUT YOU ALSO HAVE THE REAL HEART FOR OUR KIDDOS TOO, AND THAT IS A BIG DEAL IN THAT POSITION.
BECAUSE I THINK SOMETIMES WE GET SO INTO THE BUSINESS SIDE OF THINGS WE FORGET.
BUT YOU DEFINITELY NEVER FORGET.
[7. Instructional Focus]
OUR INSTRUCTIONAL FOCUS, DR. CANTU.>> YES. I WOULD LIKE TO INVITE DR.
GEORGIE SWEEZEY TO COME FORWARD AND SHE IS GOING TO GIVE US OUR FIRST BEGINNING OF YEAR ASSESSMENT DATA UPDATE.
LOOKING FORWARD TO WHAT YOU HAVE TO SAY.
>> THANK YOU. CONGRATULATIONS, MS. STRONG GUARD.
EXCITING. GOOD EVENING, BOARD PRESIDENT WILSON AND DR. CANTU AND MEMBERS OF THE BOARD.
I'M EXCITED TO BE HERE TONIGHT ON THIS NICE RAINY DAY AND I AM GOING TO TALK TO YOU A LITTLE BIT ABOUT WHERE WE ARE THIS TIME OF YEAR.
WE'RE AT THE BEGINNING OF THE YEAR AND WE HAVE DONE SOME LOCAL ASSESSMENTS AND WE'RE GOING TO TALK THROUGH WHAT THOSE LOOK LIKE AND WHAT WE'RE DOING TO SUPPORT OUR STUDENTS AND TEACHERS AND STAFF.
WE'RE GOING TO TALK ABOUT TWO DIFFERENT ASSESSMENTS TODAY.
WE'RE GOING TO TALK ABOUT AN ASSESSMENT WE GIVE OUR TINIEST LEARNERS CALLED MCLASS, AND AN ASSESSMENT WE GIVE IN GRADES 3-8 CALLED THE MAP ASSESSMENT.
BOTH ASSESSMENTS WE'VE TALKED ABOUT IN PREVIOUS YEARS AS WELL.
ANYTIME WE TALK ABOUT ASSESSING OUR STUDENTS OR WE TALK ABOUT WHAT WE BELIEVE IN MISD, WE ALWAYS START WITH VISION 2030.
AS YOU'RE FAMILIAR WITH ALL OF OUR GUIDING STATEMENTS, THE FIRST TWO GUIDING STATEMENTS ARE WHAT WE'RE LOOKING AT AND TALKING ABOUT THOROUGHLY TONIGHT.
THE FIRST ONE BEING THAT STUDENTS WILL READ ON GRADE LEVEL OR HIGHER BY THE TIME THAT THEY'RE IN THIRD GRADE, AND A REALLY IMPORTANT PART IS THAT THEY REMAIN ON GRADE LEVEL THROUGHOUT THEIR TIME IN MISD.
THEN OUR STUDENTS WILL DEMONSTRATE MASTERY OF ALGEBRA 2 BY THE END OF THEIR 11TH GRADE YEAR.
AS WE TALK ABOUT OUR FIRST ASSESSMENT, THE MCLASS ASSESSMENT THAT WE GIVE STUDENTS, THIS IS A READING DIAGNOSTIC ASSESSMENT.
LONG TIME AGO IN THE PAST, I DON'T KNOW IF YOU CAN REMEMBER BACK THAT FAR, WE USED TO TALK ABOUT A TEST CALLED ICE STATION TESTS THAT KIDDOS TOOK ON THE COMPUTER, AND THEN AROUND 2021 WE SWITCHED OVER AND BEGIN USING THE MCLASS ASSESSMENT, WHICH WE LOVE BECAUSE IT'S A ONE-ON-ONE ASSESSMENT OPPORTUNITY BETWEEN A TEACHER AND A STUDENT.
A TEACHER SITS WITH THE STUDENT FACE-TO-FACE.
THEY HAVE A SET AMOUNT OF TIME AND THEY WALK THROUGH DIFFERENT ACTIVITIES, AND A TEACHER GETS TO LEARN WHAT THAT STUDENT KNOWS WHAT THEY ARE ABLE TO DO AND THEY'RE NOT ABLE TO DO, AND THEN BUILD A PLAN FROM THAT POINT FORWARD.
THIS TEST, WE CALL IT MCLASS IT ASSESSES FIVE DIFFERENT THINGS.
IT ASSESSES PHONEMIC AWARENESS, FLUENCY, COMPREHENSION, VOCABULARY, AND PHONICS.
IT'S AN ALL-IN-ONE EARLY LITERACY INSTRUCTIONAL SUITE, AND IT GIVES US IDEAS FOR INTERVENTION AND INSTRUCTION.
IT REALLY ENABLES US TO UNDERSTAND WHERE OUR STUDENTS ARE AS READERS. LET'S LOOK AT THE DATA.
ON THE SCREEN YOU CAN SEE THAT WE HAVE TREND DATA, AND THIS TREND DATA STARTS IN 2015, 16.
AS I SAID IT JUST A MOMENT AGO THAT DATA BEGINS WITH A TEST WE CALLED ICE STATION.
THAT ARE THOSE FIRST SIX DARKER BARS.
THEN YOU CAN SEE WHERE THE LIGHT GRAY BAR START, THAT'S WHEN WE SWITCH TO A COMPLETELY DIFFERENT ASSESSMENT.
THAT WAS OUR BASELINE YEAR, OUR BASELINE DATA.
YOU CAN SEE WE'RE AT A VERY SIMILAR, OR THE EXACT SAME STARTING POINT THAT WE WERE AT THIS TIME LAST YEAR.
WE'RE STARTING WITH ABOUT 64% OF OUR STUDENTS THAT ARE ON TRACK TO BE READING ON GRADE LEVEL AT THE END OF THE YEAR.
MOST IMPORTANTLY, NOW WHAT? WHAT DO WE DO WITH THAT DATA? OUR EARLY LEARNING TEAM AND OUR EARLY LITERACY TEAM HAVE COME TOGETHER AND THEY ANALYZED THE DATA.
LIKE ANY GOOD STEWARDS IN MISD, WE DO A ROOT CAUSE ANALYSIS AND WE FIGURE OUT WHAT IT IS THAT OUR STUDENTS KNOW, WHAT THEY DO WELL, AND WHAT THEY NEED TO WORK ON.
WITHIN THAT, WE MAKE ADDITIONAL MODIFICATIONS TO OUR CURRICULUM, WHICH THEY HAVE DONE.
THEN THEY EMBED PROFESSIONAL DEVELOPMENT OPPORTUNITIES FOR OUR TEACHERS TO LEARN MORE INSTRUCTIONAL MODELS AND WAYS TO ENSURE THAT OUR STUDENTS ARE GROWING TO BECOME THOSE READERS THAT WE'RE LOOKING FOR THEM TO BE.
THEY'VE ALSO WORKED IN A LOT OF COACHING AND PLANNING SUPPORT WITH OUR TEACHERS SO THAT THEY ARE PLANNING LESSONS, SO THAT WE CAN WATCH THEIR GROWTH AND THEIR TRENDS GROW.
THIS ASSESSMENT, IT GETS HARDER THROUGHOUT THE YEAR.
THE SCORE THAT IT TOOK TO GET A CERTAIN LEVEL RIGHT NOW, THAT SAME SCORE WOULD PUT THEM BELOW GRADE LEVEL AS THE YEAR PROGRESSES ON.
WE REALLY HAVE A GREAT OPPORTUNITY TO LOOK AT THE AMOUNT OF GROWTH THAT OUR STUDENTS ARE MAKING AND TO DEVELOP INDIVIDUAL PLANS.
HEY, OUR NEXT SET OF DATA THAT WE WANT TO LOOK AT ARE OUR LEARNERS IN THIRD GRADE THROUGH EIGHTH GRADE.
WE TAKE AN ASSESSMENT CALLED THE NWEA MAP ASSESSMENT.
[00:25:01]
THIS ASSESSMENT IS INTENDED AND DESIGNED TO SHOW INDIVIDUAL STUDENT GROWTH.IT'S ALSO BEEN ABLE TO PREDICT FOR US, THERE'S BEEN A LOT OF STUDIES, AND THEY HAVE CORRELATED THOSE RESULTS WITH PERFORMANCE ON THE STAAR ASSESSMENT.
AS YOU ARE VERY WELL AWARE, OUR STAAR ASSESSMENT HAS CHANGED OVER THE LAST YEAR.
WE HAVE NEW CUT SCORES, WE HAVE NEW QUESTION TYPES, WE HAVE A COMPLETELY DIFFERENT ASSESSMENT.
ANYTIME SOMETHING LIKE THAT HAPPENS, THEN WE HAVE TO RESET NORMS. NWEA MAP IS CURRENTLY IN THE PROCESS OF RESETTING THOSE NORMS; WHAT SCORES YOU WOULD GET ON THE NWEA MAP THAT WOULD CORRELATE WITH STAAR SCORES.
THEY'RE IN THAT PROCESS. WE HOPE TO HAVE THAT BY DECEMBER OR JANUARY.
THEY SHOULD BE COMPLETING THAT STUDY.
AS WE LOOK AT OUR SCORES TODAY, THEY'RE VERY SIMILAR TO WHERE THEY WERE LAST YEAR BECAUSE THE NEW ASSESSMENT STARTED LAST YEAR, SO WE DO HAVE COMPARATIVE DATA THAT WE CAN TELL WHERE WE ARE AT THAT TIME.
AS WE LOOK AT OUR SCORES, WE'RE GOING TO LOOK AT THREE DIFFERENT GRAPHS TODAY.
WE'RE GOING TO LOOK AT READING, MATH, AND SCIENCE.
IF YOU'LL REMEMBER BACK WHEN WE TALK ABOUT THE STAAR ASSESSMENT AND THE CRITERIA TO BE AN A CAMPUS OR AN A DISTRICT, IS THAT 30, 60, 90 THRESHOLD.
IF 30% OF YOUR STUDENTS CAN PERFORM AT THE MASTER'S LEVEL, 60% OF THE MEETS, 90% AT THE MASTERS. LET'S BACK THAT UP.
WE WERE LOOKING AT THIS 60% AT THE MEETS AND THAT'S PART OF THAT FORMULA TO BE AN A DISTRICT.
AS WE LOOK AT THE BEGINNING OF THE YEAR MAP RESULTS, WE'RE LOOKING AT HOW CLOSE ARE WE TRENDING TOWARDS MEETING THAT 60% OF OUR STUDENTS BEING MEETS IN READING.
THAT'S THE BLACK DOTTED LINE THAT YOU'RE GOING TO SEE.
THIS ASSESSMENT WAS GIVEN IN SEPTEMBER OR EARLY OCTOBER, AND YOU CAN SEE WE WERE IN THIRD GRADE AT 47% OF THE STUDENTS EXPECTED TO BE AT MEETS, ALL THE WAY UP TO 56% OF STUDENTS EXPECTED TO BE AT MEETS.
THIS IS RIGHT IN LINE WITH WHERE WE WERE LAST YEAR.
I CAN TELL YOU SPECIFICALLY IN FIFTH OR SIXTH GRADE, THE END OF THE YEAR STAAR TESTS, WE WERE 11 PERCENTAGE POINTS HIGHER THAN WHAT WAS PREDICTED AT THIS TIME.
WHAT THAT TELLS US IS THAT IF WE CONTINUE TO DO WHAT WE KNOW TO DO AND PROVIDE GOOD QUALITY INSTRUCTION, OUR STUDENTS WILL GROW, AND WE FEEL VERY CONFIDENT THAT WE'RE ON TRACK TO MEET THAT 60% MEETS SCORES IN READING.
AS WE LOOK AT MATH, I'LL SWITCH OVER, ALSO VERY SIMILAR TO WHERE WE STARTED LAST YEAR.
MATH IN THE LOWER GRADES, THIRD AND FOURTH GRADE, WE HAVE A LOT OF NEW ITEM TYPES, IF YOU'LL REMEMBER TALKING ABOUT LAST YEAR, THAT ARE VERY DIFFERENT FOR OUR STUDENTS AND THEIR LEARNING HOW TO DO.
BUT I REALLY WANT TO DRAW YOUR ATTENTION TO THE EIGHTH GRADE BAR BECAUSE YOU SEE 28%.
IF YOU'RE LIKE ANYONE ELSE, THAT NUMBER STARTLES YOU AT THE BEGINNING.
BUT WE HAVE TO REMEMBER THAT WE HAVE BETWEEN 30 AND 40% OF OUR EIGHTH GRADE STUDENTS TAKING ALGEBRA 1 IN EIGHTH GRADE.
THEREFORE, THEY ARE NOT TAKING THE NWEA MATH ASSESSMENT FOR EIGHTH GRADE, SO WE HAVE A POPULATION OF STUDENTS THAT ARE BEING REMOVED FROM THIS DATA.
AGAIN, WHEN WE LOOK AT MATH, THIS IS VERY TYPICAL AND WE SAW THE EXACT SAME STARTING POINTS LAST YEAR WITHIN A PERCENTAGE POINT OR TWO.
BUT IN THIRD AND FOURTH GRADE, WE GREW 18 PERCENTAGE POINTS BY THE END OF THE YEAR.
IT DOES NOT ALARM US THAT WE ARE NOT AT THAT 60% YET, AND WE SHOULDN'T BE, IT'S THE BEGINNING OF THE YEAR, BUT WE HAVE COMPLETE CONFIDENCE THAT WE WILL BE ABLE TO REACH TO THE 60% MEETS FOUR STAAR PERFORMANCE.
ALSO VERY SIMILAR TO WHERE WE STARTED LAST YEAR, 34 AND 49% AND, WE EXPECT TO GET VERY VERY CLOSE IF NOT EXCEED THE 60% MEETS.
THEN WE THINK, WHAT DO WE DO WITH THIS DATA? THIS IS MY FAVORITE PART OF THE DATA.
IT MEANS FIELD ISD AS YOU KNOW, WE HAVE OUR STUDENTS' SCORECARD.
SOMETHING WE'RE REALLY PROUD OF, THAT WE ARE VERY EXCITED THAT OUR STUDENTS GET TO TAKE OWNERSHIP OF THEIR OWN LEARNING.
RIGHT NOW OUR STUDENTS ARE IN THE PROCESS OF SITTING DOWN WITH THEIR TEACHER AND LOOKING AT THAT DATA AND SETTING GOALS FOR THEMSELVES.
WE'VE GIVEN TEACHERS SAMPLES AND EXAMPLES OF HOW TO HAVE THOSE CONFERENCES WITH THEIR STUDENTS AND THEY ARE ABLE TO SIT DOWN AND TALK THROUGH WHAT IS YOUR EXPECTED GROWTH AND HOW DO YOU MEET THAT? THIS ASSESSMENT WILL TELL THEM THEIR STRENGTHS AND THEIR WEAKNESSES.
THEY MIGHT LOOK AT THEIR WEAKNESS AND MAYBE IT'S AN ALGEBRAIC REASONING AND THEY CAN SIT DOWN WITH THEIR TEACHER AND MAKE A PLAN.
I'M GOING TO DO ALL OF THEIR DIFFERENTIATED HOMEWORK THAT YOU ASSIGN ME.
I'M GOING TO COME TO AFTER SCHOOL, BEFORE SCHOOL, IN SCHOOL TUTORIALS WHEN CERTAIN CONCEPTS THAT THE ASSESSMENT SHOWED THAT I DIDN'T UNDERSTAND AS WELL.
WE'RE IN THE PROCESS RIGHT NOW OF SETTING GOALS AND STUDENTS TAKING OWNERSHIP OF THEIR LEARNING. THAT'S EXCITING.
REMEMBER THIS ASSESSMENT IS ABOUT GROWTH, SO WE DON'T ONLY CONCENTRATE ON CLOSING GAPS, WHICH IS SUPER IMPORTANT, BUT WE'RE ALSO ENSURING THAT OUR STUDENTS THAT ARE ALREADY DOING VERY WELL IN THE SPIRIT OF CONTINUOUS IMPROVEMENT CONTINUE TO DO WELL AND EXCEED THEIR GROWTH EXPECTATIONS AS WELL.
HOW DO WE DO THAT? SOME OF THE THINGS THAT WE DO, LIKE I SAID,
[00:30:02]
IN THAT SPIRIT OF CONTINUOUS IMPROVEMENT IN MANSFIELD ISD AND EDUCATION IN GENERAL, WE REALLY LIKED TO USE ACRONYMS, SO I'M GOING TO THROW ONE AT YOU IUP.WE COULD PLAY A FUN GUESSING GAME WHEN YOU COULD GUESS WHAT ALL THESE STAND FOR BUT I'LL TELL YOU.
THIS IS AN INSTRUCTIONAL UNIT PLAN.
THIS IS A NEWER TEMPLATE THAT WE'VE PUT TOGETHER IN MANSFIELD AND IT WORKS TO GIVE OUR TEACHERS THROUGH THE PLC FOR QUESTIONS, DIRECTION, AND HOW TO TEACH OUR UNITS IN OUR STANDARDS.
WITHIN THE INSTRUCTIONAL UNIT PLAN, WE CHUNK.
WE DO A FEW DAYS ON A CONCEPT, WE MOVE TO ANOTHER CONCEPT, BUT INSTEAD OF WAITING UNTIL THE END OF A UNIT TO INTERVENE AND TO EXTEND THEIR LEARNING.
WE CHUNK IT AND WE INTERVENE IN REAL TIME.
WITHIN THIS INSTRUCTIONAL UNIT PLAN, WE HAVE INTERVENTIONS AND EXTENSIONS THAT ARE BUILT INTO THE CURRICULUM SO THAT WE'RE CONSTANTLY ASSESSING WHERE STUDENTS ARE AND GIVING THEM WHAT THEY NEED IN THAT MOMENT IN TIME, AGAIN, TO ENSURE GROWTH.
THEN BEYOND JUST GIVING A BEGINNING-OF-THE-YEAR, MIDDLE-OF-THE-YEAR, END-OF-YEAR MAP ASSESSMENT, AND THEN THE INFAMOUS STAAR AT THE END OF THE YEAR, WE MONITOR OUR STUDENTS' PROGRESS THROUGHOUT THE YEAR.
ANOTHER EDUCATIONAL ACRONYM THAT YOU'LL HEAR AROUND HERE ARE CBAS AND YOU MAY HAVE HEARD THAT FROM YOUR OWN KIDS TAKING CBAS.
BUT THOSE ARE CURRICULUM-BASED ASSESSMENTS AND THEY HAVE TWO PURPOSES.
WE GET TO MONITOR AND EVALUATE OUR OWN CURRICULUM, WHAT WE'RE PUTTING IN, IS IT WORKING? IS IT NOT WORKING? THEN WE GET TO GIVE TEACHERS DATA THAT THEY CAN INDIVIDUALIZE AND THEY CAN LOOK AT THEIR SPECIFIC STUDENTS AND WHERE THEIR HOLES AND WEAKNESSES AND HOW CAN THEIR LEARNING BE EXTENDED.
THROUGHOUT THAT PROCESS, WE ASSESS STUDENTS, WE GIVE TEACHERS AND PRINCIPALS, ESPECIALLY PRINCIPALS, THINGS TO LOOK FOR IN THEIR CLASSROOMS. FOR INSTANCE, FOR OUR MATH LOOK FORS IS WE WANT TO SEE A MATH RICH ENVIRONMENT WHEN WE WALK IN THE CLASSROOM.
WE WANT TO SEE THE ANCHOR CHARTS ON THE WALL, SOMETHING THAT'S ANCHORING THEIR LEARNING.
WE WANT TO SEE THAT THERE'S NOT TRICKS AND ALL THOSE THINGS THAT JUST ACRONYMS AND THINGS THAT DON'T REALLY MAKE SENSE.
WE WANT TO SEE EXPLICIT TEACHING STRATEGIES THAT ARE HAPPENING IN THE ROOM.
THOSE ARE JUST SOME OF THE THINGS THAT WE'RE WORKING ON CONSTANTLY THROUGHOUT THE YEAR AT ALL TIMES WITH OUR TEACHERS, SO THAT THEY HAVE EVERYTHING THAT THEY NEED TO HELP OUR STUDENTS BE SUCCESSFUL.
AS WE LOOK FORWARD, WE KNOW THAT WHEN OUR INTENTION IS CLEAR, WE'VE MADE IT VERY CLEAR WHAT WE'RE DOING AND WHERE WE'RE HEADED THAN OUR WAY IS AS WELL.
THIS TIME LAST YEAR, WHEN I GAVE THIS PRESENTATION, I WAS ABLE TO SHOW YOU SOME EXAMPLES OF WHAT THE NEW STAAR TESTS WAS GOING TO LOOK LIKE.
I DON'T KNOW IF YOU REMEMBER, WE HAD THAT BIOLOGY EXAMPLE.
IF THEY HEAR THAT WE WERE ALL LIKE, WHAT IS THIS? I KNOW MISS YOUNG IN HER LAST PRESENTATION TALKS TO YOU A LOT ABOUT THAT EXTENDED CONSTRUCTED RESPONSE, THAT THIRD GRADE RECYCLING PART WHERE THEY HAD TWO PASSAGES AND IT WASN'T REALLY WHAT THE ESSY SAID THEY WERE SUPPOSED TO DO.
WE KNOW AND UNDERSTAND THE GAME NOW.
WE KNOW WHAT OUR STUDENTS NEED AND WE CAN CONTINUE TO DO THAT.
BETWEEN OUR CROSS-CURRICULAR PASSAGES, ENSURING THAT STUDENTS ARE LEARNING ACROSS CONTENT THROUGH THAT EVIDENCE-BASED WRITING MISS YOUNG TALKED ABOUT, WE'VE EMBEDDED WRITING THROUGHOUT OUR CURRICULUM VERY STRATEGICALLY, WITH NOW THAT WE'VE ALL TAKEN ONLINE TESTING, IT'S NOT NEW ANYMORE.
EVERYONE UNDERSTANDS HOW THAT WORKS.
WE'RE VERY FAMILIAR WITH OUR NEW QUESTION TYPES.
WE'VE GOT GREAT PROGRAMS THAT WE'RE ABLE TO GIVE KIDS AND SIMULATE THOSE EXPERIENCES.
WE KNOW THAT WE'RE ON THE RIGHT TRACK IN THE SPIRIT OF CONTINUOUS IMPROVEMENT AND KEEPING MANSFIELD AT DESTINATION DISTRICT, I FEEL LIKE WE ARE GOING TO BE ABLE TO MEET AND EXCEED OUR GOALS AND WE'VE DEFINITELY SHOWN THAT FROM LAST YEAR IMPROVING OUR ACHIEVEMENT.
ARE THERE ANY QUESTIONS FOR US TONIGHT?
>> BOARD MEMBERS WILL START TO MOVE.
DOES ANYONE HAVE ANY QUESTIONS OR COMMENTS? MRS. NEWSOME.
>> JUST A POINT OF CLARIFICATION.
ON SLIDE 12 WITH THE MATH, THE EIGHTH GRADE AT 28, CAN YOU TALK ME THROUGH THAT ONE MORE TIME?
>> IN EIGHTH GRADE, OUR STUDENTS HAVE A CHANCE TO TAKE AN ACCELERATED MATH COURSE.
THEY TAKE ALGEBRA I FOR HIGH-SCHOOL'S CREDIT, AROUND 30% OF OUR STUDENTS WILL TAKE THAT COURSE.
THEY ARE TAKING THE STAAR ALGEBRA AND OF COURSE EXAM, AND THEY ARE NOT TAKING THE EIGHTH GRADE TEST.
WE DO NOT HAVE THE MAP ASSESSMENT FOR ALGEBRA I.
>> HOW COME WE DON'T ADJUST THE NUMBERS FOR THE LAST CASE?
>> WHAT THAT NUMBER REPRESENTS IS THAT 28% OF THE STUDENTS THAT TOOK THE ASSESSMENT ARE ON TRACK TO BE AT THE APPROACHES THAT MEETS LEVEL.
WE ARE JUST SAYING OF ALL THE STUDENTS THAT TOOK THAT ASSESSMENT, THIS IS THE PERCENTAGE OF THOSE STUDENT.
>> YEAH, I THINK WHAT YOU'RE SAYING IS SAYING, TAKING.
THE THING IS WE COULD ASSUME THAT IF THEY'RE IN ALGEBRA I, THAT THEY WOULD HIT THE MEETS POINTS, SO WE WOULD BE HAVING TO, I GUESS, GUESS WHAT THAT SCORE WOULD BE.
WE'RE JUST SAYING OF THE STUDENTS.
>> I SEE IT. THAT MAKES SENSE. NO, GREAT.
>> DID I MAKE IT A LITTLE MUDDIER? [LAUGHTER]
I'M GRATEFUL THAT WE'RE MAKING SOME IMPROVEMENTS.
[00:35:05]
LIKE YOU SAID, WE'VE ALWAYS DONE THAT AND ALWAYS STOOD AT THE FOREFRONT OF DOING SOMETHING THAT WILL MAKE CERTAIN THAT WE'RE AHEAD OF THE GAME AND THAT OUR STUDENTS ARE REACHING HIGHER GOALS.WE'RE SETTING THOSE GOALS. I WANTED TO HIGHLIGHT, I APPRECIATE THE COMPARATIVE DATA.
BUT ALSO AS OUR STUDENTS ARE TRANSITIONING FROM FIFTH TO SIXTH GRADE, AS WE KNOW, THERE'S A DIFFERENCE IN THE TESTING AND THOSE WHO ARE NOT ENGLISH SPEAKERS, THEY HAVE A CHANGE, BUT YOU ALL ARE ADDRESSING THAT.
I DON'T KNOW IF A LOT OF PEOPLE KNOW THAT BECAUSE THAT'S A BIG CHANGE.
I WANT TO HIGHLIGHT IT. THAT WAS GREAT.
IF YOU WANT TO TALK A LITTLE BIT MORE ABOUT THAT, THAT WILL BE GREAT.
I REALLY DON'T HAVE ANY QUESTIONS.
>> I WOULD LOVE TO. THAT'S MY PASSION.
I WON'T TAKE UP TOO MUCH TIME TONIGHT.
BUT LET ME TELL YOU A LITTLE BIT ABOUT IT.
YOU'RE FAMILIAR WE HAD A CURRICULUM AUDIT, AND LAST WEEK OUR CURRICULUM PEOPLE WERE IN TOWN TOO.
AT THE END OF THE AUDIT, THEY SAT DOWN WITH ME AND THEY SAID, GEORGIE, WE ARE SO IMPRESSED WITH YOUR IUP THAT MANSFIELD ISD IS DOING.
THE FACT THAT IT TAKES WHAT OUR TEACHERS ARE WORKING IN EVERYDAY IN COLLABORATION, WE TALK ABOUT PLCS AND WE TALK ABOUT HOW WE PLAN, HOW WE TEACH.
WE'VE REDESIGNED WHAT WE PACKAGE TO TEACHERS TO LAY OUT IN THAT PROCESS SO THAT EVERYTHING IS STREAMLINED AND EVERYTHING FLOWS AND MAKE SENSE.
WE START IN OUR DOCUMENTS WITH WHAT DO WE WANT OUR STUDENTS TO KNOW.
WHAT ARE THOSE STANDARDS THAT WERE WANTING THEM TO KNOW? WHAT'S THE BACKGROUND INFORMATION? WHAT ARE THEY COMING UP FROM THE PREVIOUS GRADE LEVEL, KNOWING? WHERE DO WE WANT THEM TO GO? THEN OUR DOCUMENTS MOVE INTO HOW WILL WE KNOW THAT THEY KNOW IT? THAT ASSESSMENT PIECE.
BEFORE WE CAN EVER TEACH IT, WE HAVE TO UNDERSTAND WHAT IS IT THAT THEY NEED TO KNOW, WHAT KIND OF QUESTIONS CAN WE GIVE THEM? WHAT IS THE STAAR TEST HAVE ON IT? WHAT DID THESE OTHER ASSESSMENTS HAVE THAT ADDRESSED THAT CONCEPT? THEN WE MOVE INTO THE THIRD SECTION THAT SAYS, HOW WILL WE TEACH IT? THIS IS WHERE WE GET REALLY EXPLICIT.
WE PROVIDE, OF COURSE, DISTRICT RESOURCES OUR PACING STRATEGIES.
WE'RE WORKING REALLY HARD TO EMBED THOSE INTERVENTION STRATEGIES, THOSE EXTENSION STRATEGIES AND THE DIFFERENTIATION STRATEGY IS TOO.
WE MARCH THROUGH THE UNIT AND WHAT THAT WOULD LOOK LIKE AND THEN WHEN WE END, WE END WITH A SECTION ON INTERVENTIONS AND EXTENSIONS.
THESE ARE FOR WHAT WE CALL OUR ESSENTIAL STANDARDS.
THESE ARE THE THINGS THAT WE LAID ON OUR LIFE, AND WE SAY, NO MATTER WHAT, WHEN A KID LEAVES THIRD GRADE MATH, THESE NINE, 10 STANDARDS THEY HAVE TO KNOW THIS IS WHAT CARRIES ON TO FOURTH-GRADE.
IT HAS ENDURANCE AND HAS LEVERAGED.
THESE ARE THE READINESS STANDARDS.
WE PROMISE THAT THESE WON'T GO AWAY.
THAT SECTION GIVES TEACHERS IDEAS TO KEEP BRINGING IT BACK, CIRCLING IT BACK, BRINGING IT IN BACK SO THAT IF STUDENTS HAVEN'T COMPLETELY MASTERED IT BY THE END OF THE YEAR, THEY WILL.
THAT'S A JUST A GENERAL FLOW OF HOW THAT WORKS.
BUT WE'VE GOTTEN SOME REALLY POSITIVE FEEDBACK AND IT'S BEEN A REALLY FUN PROCESS TOO.
>> I JUST WANT TO MAKE ONE MORE COMMENT.
I WANTED YOU TO EXPLAIN THAT BECAUSE THERE'S A LOT THAT GOES INTO THERE AND YOU DID A GREAT JOB EXPLAINING THESE MULTILEVELED AND MULTI-TIERED AND IT MAKES A DIFFERENCE BECAUSE THE TEACHERS ARE WORKING WITH THE DIS-AGGREGATED NUMBERS AND THEY ARE MAKING THOSE PLANS SPECIFICALLY FOR THOSE STUDENTS.
>> THAT WE HAVE INDIVIDUAL PLANS FOR THEIR KIDDOS.
>> THAT'S ONE REASON I THINK WHEN WE THINK ABOUT MANSFIELD ISD BEING A DESTINATION DISTRICT, THERE'S NOT A LOT OF DISTRICTS AROUND US THAT GET DOWN TO THAT LEVEL OF SPECIFICITY, SO WE'RE SUPER PROUD. THANK YOU.
>> ANYONE ELSE ARE YOU? YOU GOOD? THANK YOU, GEORGIE.
THIS TAKES US TO ITEM 8 OF PUBLIC HEARING.
[8. Public Hearing ]
>> I WOULD LIKE TO SEE. OUR SUPERMODEL IS COMING UP TO THE PODIUM TO PRESENT OUR FIRST REPORT AND THEN WE'LL MOVE INTO THE PUBLIC HEARING.
>> WELL, THANK YOU, DR. CANTU AND BOARD OF TRUSTEES.
THIS SUPERMODEL HERE LAST WEEK GOT IN THE RIGHT UBER AND THE WRONG HOTEL.
DON'T WORRY, I'M NOT GOING TO CHARGE YOU FOR THIS STUPIDITY, BUT BECAUSE IT WAS FOR A CONFERENCE AND THERE'S A LOT MORE FUNNY STORIES ABOUT THAT.
I CAN'T GO TO A CONFERENCE BY MYSELF, OBVIOUSLY. PUBLIC HEARING.
THIS IS A PUBLIC HEARING TONIGHT, AND WE'RE HERE TO DISCUSS THE 2023 SCHOOL FIRST RATING FOR MANSFIELD ISD.
FIRST STANDS FOR FINANCIAL INTEGRITY RATING SYSTEM OF TEXAS.
IRONICALLY, THE RATING IS BASED ON 2021-'22 BUDGET AND FINANCIAL DATA.
THERE'S DIFFERENT LEVELS TO THIS.
IT STARTS WITH THE BOARD OF TRUSTEES AND THE ROLE OF GOVERNMENTS.
THEN YOU HAVE YOUR SUPERINTENDENT, DR. CANTU, WHO PROVIDES THE LEADERSHIP OF THOSE GOVERNMENTS, THE PRINCIPALS, AND DIRECTORS WHO FOLLOW THE POLICIES AND PROCEDURES.
THEN YOU HAVE OUR FINANCE TEAM ON THIS SIDE OF THE WORLD AND PURCHASING
[00:40:03]
AND ENSURE POLICIES AND PROCEDURES THAT ARE BEING FOLLOWED.THOSE ARE THE ROLES THAT TAKE PLACE, AND TO GET THIS FIRST RATING AND TO FOLLOW OUR FINANCIAL POLICIES AND PROCEDURES.
FOR MANSFIELD ISD, WE RECEIVED A SUPERIOR RATING AND AGAIN, IT'S BASED ON '21-'22 DATA.
THE PURPOSE OF THIS FINANCIAL ACCOUNTABILITY RATING SYSTEM IS IT'S BASED IN 1999 BACK THAT FAR IN THE 76TH LEGISLATIVE SESSION, AND IT EXPANDED THE PUBLIC EDUCATION ACCOUNTABILITY SYSTEM IN TEXAS TO THE FINANCIAL SERVICES.
DR. SWIZZY YOU HEARD FROM HER AND ALL THEIR STUFF.
NOW IT'S ON THE FINANCE SIDE, AND THEN IT'S IN ITS 22ND YEAR.
THE PRIMARY GOAL IS MAINLY TO IMPROVE THE MANAGEMENT OF SCHOOL DISTRICT'S FINANCIAL RESOURCES.
THE OBJECTIVES TO ASSESS THE QUALITY OF FINANCIAL MANAGEMENT IN OUR TEXAS PUBLIC SCHOOLS, MEASURE AND REPORT THE EXTENT TO WHICH THESE FINANCIAL RESOURCES ARE ALLOCATED FOR DIRECT INSTRUCTIONAL PURPOSES.
THEY GOT A CORRELATE TOGETHER.
FAIRLY EVALUATE THE QUALITY OF FINANCIAL MANAGEMENT DECISIONS AND WHAT WE'RE HERE TONIGHT TO IS OPENLY REPORT RESULTS TO THE GENERAL PUBLIC.
THERE'S 20 INDICATORS. HOWEVER, YOU'RE GOING TO SEE IN A LITTLE BIT THERE'S THREE OF THEM I BELIEVE THAT ARE NOT BEING RATED THIS YEAR, AND I'LL GO THROUGH THAT IN THE WHY.
OF COURSE, OUR SCORE, WE GET A 90.
WAS THE AUDIT COMPLETED ON TIME? YES IT WAS.
IT SUBMITTED TO TEXAS EDUCATION AGENCY BY THE DUE DATE.
NOTICE IT'S RIGHT BEFORE THE DUE DATE.
BUT WHAT HAPPENED THAT YEAR IN 2022? WE HAD THE CYBERATTACK.
IT WAS A CHALLENGE FOR THE ACCOUNTING, FINANCE DEPARTMENT, AND PURCHASING TO GET THE FINANCIAL REPORTS READY IN TIME BUT WE DID, AND WE GOT IT IN TIME.
IN FACT, TA OFFERED US ANOTHER 30-DAYS EXTENSION, AND WE SAID WE'RE GOOD.
WE SUBMITTED IT IN TIME, AND THEN INDICATOR NUMBER 2.
WAS IT AN UNMODIFIED OPINION? WAS THE AUDITED FINANCIAL REPORT A CLEAN AUDIT? IT SOUNDS ODD AND MODIFIED, BUT IT'S REALLY MEANS DO YOU HAVE A CLEAN AUDIT.
DID THE DISTRICT MAKE THEIR BOND PAYMENTS ON TIME? YES. WE PASSED THAT ONE.
DID WE MAKE OUR TIMELY PAYMENTS TO TRS, TEACHER RETIREMENT SYSTEM, TEXAS WORKFORCE COMMISSION, IRS? WE DID. WE PASSED THAT ONE.
THIS WAS NOT BEING SCORED, AND IT WASN'T ACROSS ALL SCHOOL DISTRICTS.
THIS ONE HAD TO DO WITH THE IMPLEMENTATION OF SOME NEW RULINGS ON OUR FINANCIALS FOR ALL THE DISTRICTS ON OUR NET POSITION.
THEY ASKED US TO RECORD TRS PAYMENTS EVEN THOUGH THEY'RE NOT OURS OR THE STATE PAYMENTS, AND IT MAKES IT LOOK LIKE A BIG NEGATIVE.
WHAT WAS THE AVERAGE CHANGE IN THE GENERAL FUND BALANCE OVER THREE YEARS? WAS IT LESS THAN A 25% DECREASE, OR WAS THE FUND BALANCE GREATER THAN 75 DAYS OF OPERATIONAL EXPENDITURES? WE PASSED BOTH OF THOSE.
WE GOT PASSED ON INDICATOR NUMBER 6.
THE NUMBER OF DAYS OF CASH ON HAND AND THE CURRENT INVESTMENTS IN THE GENERAL FUND.
WAS IT SUFFICIENT TO COVER YOUR OPERATING EXPENDITURES? ARE YOU GOOD AND YOUR FLUID ON YOUR FUNDS? WE DID.
THERE'S A 90-DAY THRESHOLD, AND WE HAD 136.7 DAYS OF CASH ON HAND.
WAS A MEASURE OF CURRENT ASSETS TO CURRENT LIABILITIES RATIO FOR THE SCHOOL DISTRICT TO COVER OUR SHORT-TERM DEBT.
WE HAVE MADE BIG STRIDES ON THIS, AND WE WERE SO CLOSE, I WAS VERY UPSET.
I WANTED THAT 10 POINTS, BUT IT WAS AT 2.9859, WHICH IS 0.015 SHY OF THE 10 POINTS ON THAT, AND PREVIOUS YEAR, WE WERE AT 2.65.
WE'RE MAKING PROGRESS, AND I'M VERY PROUD OF THAT, BUT I WAS, I JUST WANT THAT TINY LITTLE BIT.
WERE THEY EQUAL OR DID THEY EXCEED EXPENDITURES? AGAIN, THE CASH ON HAND WAS EQUAL TO 60 DAYS.
THEREFORE WE GET THE 10 POINTS.
INDICATOR NUMBER 10 WAS NOT BEING SCORED.
ONE OF THE REASONS FOR THIS IS THE ESSER FUNDS THAT GOT IMPLEMENTED WITH OUR FUNDS.
THIS ONE HAD TO DO WITH, WAS THERE LESS THAN A 10% VARIANCE BETWEEN THE COMPARING BUDGETED REVENUES TO ACTUAL REVENUES FOR THE LAST FISCAL YEARS.
IF YOU'RE TRYING TO THROW IN A BUNCH OF MILLIONS OF DOLLARS WITH ESSER, IT THROWS THINGS FOR A LOOP.
[00:45:01]
ESSER GETS REPORTED ALONG WITH THE PEIMS, OUR GENERAL FUND DATA.THAT THREW THE THING OFF AND SKEWED IT OFF.
INDICATOR NUMBER 11, THE RATIO OF LONG-TERM LIABILITIES TO TOTAL ASSETS.
WE'RE GOING TO TALK ABOUT THIS ONE FOR A MINUTE.
THE LONG-TERM LIABILITIES SHOW HERE IS 886.6 MILLION.
WE HAVE BEEN GOING DOWN RAPIDLY ON OUR LONG-TERM LIABILITIES.
YOU RECALL WE SHARED IN OUR LONG-RANGE COMMITTEE MEETING THAT WE SAVED SINCE 2010, $151 MILLION BY BOND REFUND THINGS AND THINGS LIKE THAT OVER THE YEARS.
WE MAKE BIG PROGRESS IN PAYING DOWN DEBT ALONG WITH DEFICIENCIES.
THAT'S CALLING PAYING DOWN THE DEBT FASTER, AND THAT WE'VE SAVED OVER 39 MILLION IN DOING THAT OVER THE YEARS.
THE TOTAL ASSETS IS 1,084,000,000.
WHAT THE ASSETS ARE IS YOUR BUILDINGS AND YOUR THINGS THAT YOU SEE.
IF IT'S A CAPITAL ASSET, IT'S GOING TO BE A HUGE AMOUNT OF MONEY AND YOUR ASSETS ACROSS THE DISTRICT.
WHEN THEY DID THAT RATIO AT THIS TIME, THEY CAME UP WITH FOUR POINTS AND I SAID, WELL, WAIT, WHY IS THAT? WHAT CAN I DO TO FIX THAT? WE'VE BEEN MAKING PROGRESS, IT DOESN'T MAKE ANY SENSE.
IN 2001, THERE WAS WHAT THEY CALLED GASB34, WHICH IS THE GOVERNMENT ACCOUNTING STANDARDS BOARD, AND THEY SAID YOU NEED TO FIGURE OUT WHAT YOUR DEPRECIATION IS ON YOUR BUILDINGS AND ALL YOUR ASSETS.
BACK THEN, I GUESS A DECISION WAS MADE THAT WE WOULD DO OUR BUILDINGS AT 25 YEARS.
YOU CAN SEE MOST OF THE NUMBERS ON THERE ON THE GRAPH WE'RE THE LOWEST ONE IN THE SURROUNDING DISTRICTS OR DISTRICTS EVEN CLOSE TO OUR SIZE.
THE LARGEST IS 50 YEARS AND WHAT THAT MEANS IS THAT IF I HAVE A $20 MILLION BUILDING AND I SAY I'M GOING TO DEPRECIATE OVER 25 YEARS, THAT 25 YEARS, MY DEPRECIATION THAT FIRST YEAR IS FOR $800,000.
BUT IF I'M AT $20 MILLION BUILDING, AND I'M AT 50 YEARS, THAT'S $400,000.
BUT IF YOU'VE GOT 46 BUILDINGS, THAT'S 18.4 MILLION.
IT MAKES A HUGE IMPACT ON WHAT THAT TOTAL ASSET NUMBER IS BECAUSE NOW MY ASSETS ARE A LOT LESS VALUED THAN ANOTHER DISTRICT THAT MIGHT BE DOING AT 50 YEARS.
WE'RE WORKING WITH OUR AUDITORS ON HOW WE MIGHT BE ABLE TO CHANGE THIS AT LEAST FIXED GOING FORWARD IF NOT CHANGE WHAT WE CAN DO.
I WANTED TO LET YOU ALL KNOW ABOUT THAT, BUT THAT WAS AN EYE-OPENER FOR ME.
WHAT'S THE CORRELATION BETWEEN FEATURE DEBT REQUIREMENTS AND THE DISTRICT'S ASSESSED PROPERTY VALUE? WE'RE IN THE MIDDLE OF THE ROAD ON THE FAR AS THE PROPERTY VALUES GO.
COMPARED TO DISTRICTS OUR SIZE, WE'RE NOT RECAPTURED, WE'RE NOT ANYTHING LIKE THAT BUT SO WE GET ABOUT EIGHT POINTS WHERE IT'S HARD FOR US TO GET THE TOTAL 10 ON THIS ONE IF WE'RE NOT A COMMERCIAL INSTEAD OF A ROOFTOP SCHOOL DISTRICT.
DISTRICT'S ADMINISTRATIVE COST RATIO EQUAL OR LESS THAN THE THRESHOLD.
FOR OUR DISTRICT, OUR SIZE, WE'RE VERY LOW AT 5.69% WE PASS THIS ONE.
THIS ONE IS THE SAME AS EARLIER.
IT'S AN INDICATOR THAT HAD TO DO WITH STAFFING RATIOS AND STUDENT RATIOS OVER THE LAST THREE YEARS, AND IT WAS HAVING TO DO WITH ESSER AND THINGS THAT WE'VE HAD TO DO TO IMPLEMENT TO MAKE THAT HAPPEN.
THEY TOOK THAT OUT FOR ALL DISTRICTS.
SAME WITH INDICATOR NUMBER 15.
THIS ONE HAD TO DO WITH THE PEOPLE PROJECTIONS SUBMITTED TO TEA, AND WE DO THAT, AND ADA THAT HAD TO DO WITH AVERAGE DAILY ATTENDANCE.
SIXTEEN. THIS ONE IS THE PEIMS REPORTS IS OUR PUBLIC EDUCATION INFORMATION MANAGEMENT SYSTEM.
GUESS WHAT, HOW MANY NEW NUMBERS DO WE SUBMIT TO TEA ON OUR PEIMS REPORT SINCE OUR STUDENT DATA AND FINANCIAL DATA? THIS HAS TO DO WITH THE AUDIT PORTION OF IT.
THERE'S AN OPPORTUNITY TO HAVE 320,322,616 ERRORS OR ROUNDING, AND WE HAVE 342.
THAT IS A 14TH THOUSANDTH OF A PERCENT, DR. SWIZZY SHOULD TRY TO CORRECT ME ON THAT WHEREVER SHE IS.
[LAUGHTER] INDICATOR NUMBER 17, EXTERNAL AUDITORS, DID THEY FIND ANY MATERIAL WEAKNESSES?
[00:50:03]
THEY DID NOT, SO WE PASS THAT ONE.INDICATOR NUMBER 18 WAS THE EXTERNAL AUDITORS.
DID THEY HAVE ANY MATERIAL NONCOMPLIANCE? DID THEY FIND ANY RELATED TO GRANTS, CONTRACTS, LAWS, LOCAL, STATE, AND FEDERAL FUNDS? THEY DID NOT, SO IT RECEIVED 10 POINTS.
DID WE POST THE INFORMATION THAT'S REQUIRED ON OUR WEBSITE? YES WE DO, SO RECEIVED FIVE POINTS.
THIS WAS NEW THIS YEAR, DID THE SCHOOL DISTRICT ADMINISTRATION AND SCHOOL BOARD MEMBERS DISCUSS ANY CHANGES OR IMPACT TO LOCAL, STATE, FEDERAL FUNDING AT A BOARD MEETING WITHIN 100 DAYS BEFORE THE DISTRICT ADOPTED ITS BUDGET.
IT'S NOT LIKE I GO UP TO YELL AND ASKS YOU TO ADOPT THE BUDGET.
WE'VE HAD BUDGET WORKSHOPS IN APRIL AND MAY, AND SO THEREFORE, WE DID PASS THIS ONE.
THEN DISCLOSURES, THESE ARE REQUIRED DISCLOSURES.
THERE'S THE SUPERINTENDENT'S CONTRACT THAT CAN BE FOUND ON THE WEBSITE.
DISCLOSURE NUMBER 2, THESE ARE THE REIMBURSEMENTS THAT WE'VE ALL FOR BOARD MEMBERS AND SUPERINTENDENT, THAT'S OUT THERE.
DISCLOSURE NUMBER 3, THIS IS OUTSIDE COMPENSATION FOR THE SUPERINTENDENT, IF ANY. THIS WAS NONE.
DISCLOSURE NUMBER 4, GIFTS RECEIVED AND YOU'VE ALL SIGNED THOSE DOCUMENTS. THANK YOU.
BUSINESS TRANSACTIONS AND YOU'VE SIGNED THOSE DOCUMENTS AS WELL BETWEEN SCHOOL DISTRICT AND BOARD MEMBERS FOR FISCAL YEAR 21, 22.
I'LL SAY I'M NOT ALONE IN THIS.
YOU SEE ME A LOT, BUT MR. ED IS BACK THERE, WAVE.
THANK YOU. HE'S A HUGE PART OF THIS.
THERE'S A LOT ON THIS TEAM OF VERY TALENTED INDIVIDUALS AND I'M PROUD TO SERVE THEM.
RIGHT THERE THAT ENDS MY SPOT TO TELL YOU, COURTNEY LUCKY WILSON, IT'S UP TO YOU NOW.
IT'S YOUR PUBLIC HEARING [LAUGHTER]
>> WE WILL NOW OPEN OUR PUBLIC HEARING ON THE FIRST REPORT AT 7:51.
I DON'T HAVE ANY SPEAKERS UP HERE.
HOWEVER, IF YOU HAVE NOT SUBMITTED A PUBLIC COMMENT REQUESTS AND WOULD LIKE TO SPEAK IN REGARDS TO THE FIRST REPORT AT THIS TIME, YOU MAY COME UP AND SUBMIT ONE AND SPEAK FOR, I GUESS WE GIVE THEM STILL THREE MINUTES IF YOU'D LIKE.
I'M GOING TO WAIT A SECOND SO THAT WE DO OUR PROCESS.
WITH THAT, SINCE I'M NOT SEEING ANY SPEAKERS FOR THIS PARTICULAR ITEM AT THIS TIME, WE WILL CLOSE OUR PUBLIC HEARING AT 7:52 PM. AND I GUESS THAT'S IT.
>> THANK YOU ALL FOR YOURSELF FOR YOUR SUPPORT BY THE WAY.
>> THANK YOU SO MUCH. NOW WE WILL GO TO ITEM 9,
[9. Public Comments]
WHICH IS OUR REGULAR PUBLIC COMMENTS AND 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 THREE 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 SUPERINTENDENT.
BOARD POLICY PROHIBITS A DISCUSSION OR COMPLAINTS AGAINST DISTRICT EMPLOYEES DURING AN OPEN FORUM.
I DON'T SEE ANY THAT WERE SUBMITTED EARLIER TODAY.
JUST WANT TO MAKE SURE THAT MR. WILLIAMS KNOW.
[10. Human Resources Report]
OUR HUMAN RESOURCES REPORT.WE'LL START WITH ITEM 10.1 OUR 20 PLUS YEARS RECOGNITIONS.
DESIREE THOMAS, DID YOU WANT TO READ THOSE FOR US?
>> CERTAINLY. WE HAVE TWO TONIGHT AND I HOPE I DON'T MESS UP THIS LAST NAME.
CONNIE EBELOUGH, FROM JUDY K. MILLER.
SHE WAS A RECEPTIONIST AND SHE IS RETIRING WITH 25 YEARS IN EDUCATION.
THEN SHONDA SHAUNA VANDER COOK.
SHE IS 28 YEARS IN OUR DISTRICT.
THANK YOU GUYS FOR YOUR SERVICE AND ALL THAT.
I'M JUST GOING TO GIVE A PLUG TO ANY OF OUR CURRENT PEOPLE THAT HAVE 20 YEARS OR MORE THAT ARE STILL SERVING IN OUR DISTRICT.
I JUST FEEL LIKE I WANT TO SAY THANK YOU FOR YOUR CONTINUED SERVICE AND YOU'RE STILL SERVE IN OUR DISTRICT.
I KNOW WE'RE RECOGNIZING OUR RETIREES, BUT I JUST WANT TO SAY THANK YOU TO ALL THE ONES THAT HAVE DEVOTED SO MANY YEARS TO EDUCATION AND ARE STILL HERE AND MANSFIELD.
THANK YOU IF YOU'VE 20 YEARS OR MORE [APPLAUSE]
[11. Business Items Requiring Board Action]
[00:55:01]
OUR BOARD ITEMS REQUIRING BOARD ACTION,11.1, CONSIDERATION AND APPROVAL OF ACTION OF TEACHER CONTRACT ABANDONMENT.MAYOR PLEASE RECEIVE A MOTION.
WE HAVE A MOTION MADE BY MS. FARRAR.
IS THERE A SECOND? SECOND MADE BY MS. ANDERSON.
ARE THERE ANY QUESTIONS OR CONCERNS? ALL THOSE IN FAVOR OF THE MOTION MAY I PLEASE SEE A SHOW OF HANDS.
MY MIND JUST WENT BLANK. HERE WE GO.
WE WILL NOW MOVE ON TO OUR CONSENT ITEMS.
[12. Consent Agenda]
I HAVE A DIGITAL PEN AND PAPER.LET ME REMIND YOU THAT WE PRESENT OUR CONSENT AGENDA, WE APPROVE IT.
OUR CONSENT AGENDA UP OR DOWN AS PRESENTED, UNLESS SOMEONE WOULD LIKE TO PULL AN ITEM AND I WILL ASK NOW IF ANYONE NEEDS TO PULL AN ITEM AT THIS TIME. MS. THOMAS?
>> YES. I WOULD LIKE TO PULL 12.1 AND 12.7 PLEASE.
>> LET ME FIRST ASK FOR APPROVAL OF THE CONSENT AGENDA AND THEN WE'LL DO THOSE TWO ITEMS, SO ALL THOSE IN FAVORS.
>> AFTER I STARTED TO SAY IT OUT LOUD, SHE JUST SAID.
>> [LAUGHTER] THAT'S OKAY. THAT'S WHY I WAS CONFUSED AS WELL, BUT IT'S OKAY.
ALL THOSE IN FAVOR OF THE CONSENT AGENDA AS PRESENTED WITH THE EXCEPTION OF ITEMS 12.1 AND 12.7, MAY PLEASE SHOW OF HANDS? CONSENT AGENDA PASSES MINUS THE TWO ITEMS 7-0.
WE WILL NOW GO TO THE FIRST PULLED ITEM.
ITEM 12.1, THE CONSIDERATION AND APPROVAL OF MINUTES FROM THE 925 CALLED MEETING THE 925 CALLED MEETING LEVEL 3 HEARING THE 926 REGULAR MEETING AND THE TINTIN CALLED MEETINGS SLASH TEAM OF EIGHT TRAINING.
MAYOR PLEASE RECEIVE A MOTION?
>> YES. I'D LIKE TO MAKE A MOTION TO APPROVE THE 9.25 CALLED MEETING MINUTES.
>> WE HAVE A MOTION ON THE FLOOR TO APPROVE THE MINUTES 925. IS THERE A SECOND?
>> I THINK I HEARD DR. REED FIRST TIER, SO MS. THOMAS AND DR. REED.
IS THERE ANY? NO QUESTIONS, I'M ASSUMING.
>> I NEED YOUR HELP I WAS NOT IN ATTENDANCE.
>> I HAVE TO ACCUSE MYSELF I WASN'T ATTENDANCE EITHER.
>> TO ACCUSE MYSELF I WAS NOT IN ATTENDANCE.
>> YOU CAN SAY A LOT DIFFERENT [LAUGHTER] WE HAVE MRS. FLORA, MS. NEWSOME, AND MS. ANDERSON WILL BE REFRAINING FROM VOTING ON THIS ONE JUST DUE TO BEING ABSENT, BUT AT THE MEETING.
I HAVE A MOTION MADE BY MS. THOMAS, A SECOND MADE BY DR. REED.
ALL THOSE IN FAVOR OF THE MOTION THAT LEAVES FOUR OF US, MAY YOU PLEASE SHOW OF HANDS? THE MOTION PASSES OUR THE MINUTES ARE APPROVED 4, 0 AND 3.
THE NEXT SET OF MINUTES ARE THE 925 CALLED MEETING LEVEL 3 HEARING.
MAYOR, PLEASE RECEIVE A MOTION.
>> YES. I'D LIKE TO MAKE A MOTION TO ACCEPT THE 925, 23 CALLED MEETING LEVEL 3 HEARING MINUTES.
>> I HEARD MS. ANDERSON THIS TIME.
MS. ANDERSON MADE THE SECOND, SO ANYONE THAT NEEDS TO COMMENT ON THIS?
>> I NEED TO ACCUSE MYSELF I WAS NOT IN ATTENDANCE.
>> ME TOO, I ACTUALLY WAS IN THE FIRST ONE.
I WASN'T IN THE HEARING, BUT I WAS IN THE FIRST ONE.
>> WE WERE ACCUSING OURSELF TO SOMETHING.
>> MS. FARRAR AND MS. NEWSOME WILL BOTH BE ACCUSED THEMSELVES FROM THIS ONE.
MAY I PLEASE SEE A SHOW OF HANDS BY THE REMAINING FIVE TRUSTEES IF YOU APPROVE THESE MINUTES.
WE NOW GO TO OUR 926 REGULAR MEETING MINUTES.
MAYOR, PLEASE RECEIVE A MOTION.
>> I WOULD LIKE TO MAKE A MOTION TO APPROVE THE 926 REGULAR MEETING MINUTES AND
[01:00:03]
THE 1010 CALLED MEETING TEAM OF EIGHT TRAINING MINUTES, PLEASE.>> WHO'S SECOND. MS. NEWSOME, MOTION MADE BY MS. THOMAS.
IS THERE ANYTHING THAT ANYBODY NEEDS TO STAY OR ASKING QUESTIONS? WITH THAT, MAY I PLEASE SEE A SHOW OF HANDS OF ALL THOSE APPROVED THAT THESE TWO MINUTES? THE 926 AND THE 1010 MEETING MINUTES PAST 7-0.
WE'LL NOW GO TO ITEM 12.7, THE APPROVAL OF CONSTRUCTION CONTRACT FOR RON WOODSON DAM INNOVATIONS.
MAYOR, PLEASE RECEIVE A MOTION.
>> I WOULD JUST LIKE TO PULL THIS DOWN FOR LATER CONSIDERATION.
>> FOR LATER DATE WHEN WE HAVE MORE INFORMATION.
>> CAN WE MAKE ANY MOTION TO DO THAT?
>> I WOULD LIKE TO MAKE A MOTION TO PULL THIS.
>> I JUST WANT TO MAKE SURE I WAS UNDERSTANDING.
>> MS. FARRAR A SECOND. ANY QUESTIONS OR CONCERNS REGARDING THIS TOPIC? ALL THOSE IN FAVOR OF POSTPONING THIS TO A LATER DATE, MAY I PLEASE SEE A SHOW OF HANDS? THIS ITEM PASSES 7-0.
WE NOW MOVE TO THE SUPERINTENDENT'S REPORT.
[13. Superintendent's Report]
THIS IS FOR INFORMATION ONLY.IF THERE ANYTHING AT THIS TIME THAT ANY TRUSTEE WOULD LIKE TO HEAR MORE ABOUT OR DISCUSS WITH DR. CANTU.
WITH THAT GUYS, WE WILL CALL IT ADJOURN AT 8:01, ASSUMING ALL MY DEVICES ARE CORRECT. THANK YOU.
* This transcript was compiled from uncorrected Closed Captioning.