[00:00:02]
>> GOOD EVENING. LET US PLEASE COME TO
[1. Call to Order]
ORDER FOR THE REGULAR MEETING OF THE BOARD OF TRUSTEES.PLEASE LET THE RECORD SHOW THAT ALL TRUSTEES ARE PRESENT.
[BACKGROUND] SORRY, [LAUGHTER] WE'RE STILL MOVING AROUND HERE.
AND WE WILL NOW MOVE ON TO ITEM 3
[3. Closed Session]
OUR CLOSED SESSION 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.WE WILL NOW RECESS AND A CLOSED SESSION, AND THE TIME IS 06:01.
>> GOOD EVENING. THE BOARD WILL NOW RECONVENE FROM CLOSED SESSION AT 7:00 PM.
[4. Reconvene]
I WILL ASK THAT IF EVERYONE WOULD PLEASE RISE FOR OUR PRAYER, THAT'LL BE LED BY DR. BENITA REED, OUR TRUSTEE, BENITA REED, AND OUR PLEDGES THAT WILL BE LED BY TRUSTEE MICHELLE NEWSOM, AS WELL AS OUR PRESENTATION OF COLORS BY THE LEGACY J ROTC.[6. District Recognition]
OUR DISTRICT RECOGNITIONS. DR. CANTU?>> YES. I WOULD LIKE TO INVITE HEATHER CARSON FORWARD, SO WE CAN DO OUR DISTRICT RECOGNITIONS.
FOR TONIGHT WE HAVE SOME INCREDIBLE PEOPLE TO RECOGNIZE.
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.
BUT BEFORE WE BRING OUR SUPERSTARS UP, I'D LIKE TO ASK YOU GUYS TO PLEASE TURN YOUR ATTENTION TO THE SCREENS, TO LEARN WHAT MAKES THESE YOUNG SCHOLARS SO SUPER.
>> [MUSIC] I NOMINATED HIMENA BECAUSE I'VE BEEN IN MULTIPLE ROLES ON MY CAMPUS, AND NO MATTER WHAT ROLE ON IN, SHE EXCELS IN EVERYTHING THAT SHE DOES AND SHE'S SUCH A HARD WORKER AND I'VE SEEN HER GROW OVER THE YEARS, AND I JUST LOVE HER.
>> GETTING THE AWARD MAKES ME FEEL PROUD.
>> I CHOSE CHANDLEY, BECAUSE TWO WEEKS BEFORE SCHOOL STARTED,
[00:05:01]
SHE GOT OFF A PLANE FROM VIETNAM, AND SINCE THEN SHE LOVES TO LEARN AND SHE HAS JUST BLOSSOMED.NOW SHE'S BILINGUAL, SHE KNOWS TWO LANGUAGES, AND SHE'S JUST A JOY TO HAVE IN OUR CLASS.
>> LILLIAN JUST STOOD OUT TO ME BECAUSE SHE'S ALWAYS DOING WHAT HE'S SUPPOSED TO DO NO MATTER WHAT GOING ON.
SHE HAS A BEAUTIFUL STORY THAT SHE LIVED AND SHE BE ACTIVE PARTICIPANT IN EVERYTHING THAT WE DO.
>> THAT MAKES ME FEEL CARED FOR AND MAKES ME JOYFUL.
>> YASEEM HAS A POSITIVE OUTLOOK ON LIFE AND HE IS A GREAT KID.
YASEEM DISPLAYS GREAT LEADERSHIP SKILLS.
>> GETTING THE SUPERSTAR AWARD MAKES ME HAPPY.
>> I CHOSE SAM FOR THE SUPERSTAR AWARD BECAUSE NOT ONLY IS SHE AN IDEAL ACADEMIC STUDENT, BUT SHE POSSESSES SO MANY OF THE CHARACTER TRAITS THAT WE LOOK FOR IN OUR STUDENTS HERE AT ELIZABETH SMITH.
SHE ALWAYS LEADS WITH KINDNESS.
SHE'S RESPECTFUL, RESPONSIBLE, TRUSTWORTHY.
SHE'S ALWAYS READY AND EAGER TO LEARN.
>> GETTING THE AWARD MAKES ME VERY EXCITED.
>> I NOMINATED KELLY FOR THE SUPERSTAR STUDENT AWARD BECAUSE SHE IS SUCH A ROLE MODEL IN OUR CLASS.
SHE'S ALWAYS SOMEONE THAT OTHERS CAN COUNT ON FOR HELP.
SHE IS THAT ROLE MODEL THAT I CAN LOOK TO TO SHOW OTHERS HOW WE SHOULD BE ACTING.
>> I CHOSE ELLA AS MY SCHOOL BOARD SUPERSTAR BECAUSE SHE IS A PHENOMENAL STUDENT.
SHE EMBODIES EVERYTHING MANSFIELD IS TRYING TO TEACH.
SHE'S DEFINITELY CAREER AND COLLEGE READY.
SHE'S JUST A BEAUTIFUL HUMAN BEING, JUST ALWAYS STRIVING FOR PERFECTION.
>> GETTING THE SUPERSTAR AWARD MAKES ME FEEL GOOD AND HONORED.
>> I CHOSE REIDEL TO BE OUR SCHOOL BOARD SUPERSTAR BECAUSE HE HAS EXHIBITED SKILLS BEYOND HIS GRADE LEVEL.
HE IS BRAIN AND HE HELPS OTHERS WHEN THEY ARE IN NEED.
>> GETTING THE AWARD MAKES ME EXCITED BECAUSE I HAVE NEVER HAD ONE.
>> LET'S GIVE OUR SUPERSTARS ANOTHER ROUND OF APPLAUSE.
[APPLAUSE] PARENTS AND STUDENTS, IT'S YOUR SPECIAL TIME.
STUDENTS, AS I CALL YOUR NAME, PLEASE COME FORWARD AND YOU'LL GO RIGHT OVER THERE TO DR. CANTU IS WAVING YOUR HAND.
YOU WILL GET A SPECIAL RECOGNITION AND THEN WE'LL HAVE YOU COME RIGHT OVER AND STAND RIGHT INTO THE CENTER UNTIL ALL OF OUR STUDENTS HAVE BEEN CALLED AND WE WILL TAKE PICTURES. ARE YOU GUYS READY? ARE YOU READY? FROM ALICE PONDER ELEMENTARY AND SECOND GRADE.
REIDEL [APPLAUSE] FROM ANNETTE PERRY ELEMENTARY IN FOURTH GRADE, ELA JOHN.
[APPLAUSE] CORA SPENCER ELEMENTARY IN SECOND GRADE, KELLY BISHOP.
[APPLAUSE] FROM ELIZABETH SMITH INNOVATIVE LEARNING ACADEMY IN FOURTH GRADE.
SAMANTHA CABALLERO [APPLAUSE] FROM MARTHA REID LEADERSHIP ACADEMY IN FOURTH-GRADE YASEEN CHATARI [APPLAUSE] FROM MARY JO SHEPPARD ELEMENTARY IN FOURTH-GRADE, LILLIAN JESTER, [APPLAUSE] AND FROM TARVER-RENDON SCHOOL OF AGRICULTURAL LEADERSHIP IN FOURTH-GRADE, AMINA ARDUINO.
[APPLAUSE] AS AMINA IS MAKING HER WAY TO THE CENTER, WE'RE GOING TO GET EVERYONE TOGETHER FOR A PICTURE.
LET'S GIVE OUR STUDENTS ANOTHER ROUND OF APPLAUSE.
[APPLAUSE] I'M SORRY, FROM ROBERTA TIPPS STEAM ACADEMY IN FIRST GRADE, LET'S GIVE A BIG ROUND OF APPLAUSE FOR TRAN LEE. [APPLAUSE] WE'RE GOING TO GET EVERYONE SQUEEZED IN THERE FOR A NICE PICTURE.
PARENTS, THIS IS YOUR TIME TO GET THAT PHOTO.
AS YOU'RE GETTING THAT PHOTO, PLEASE TAG MANSFIELD ISD.
AND 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 SHAPED THESE YOUNG LEADERS.
[00:10:01]
LET'S GET ONE MORE ROUND OF APPLAUSE FOR OUR SUPERSTARS [APPLAUSE] AS THEY MAKE THEIR WAY BACK TO THEIR SEATS.MOVING ON TO OUR NEXT RECOGNITION, I'D LIKE TO INVITE OUR EXECUTIVE DIRECTOR OF ELEMENTARY EDUCATION, KRISTI COBB TO THE PODIUM FOR OUR SPECIAL RECOGNITIONS [APPLAUSE].
>> GOOD EVENING, DR. CANTU, PRESIDENT WILSON, AND MEMBERS OF THE BOARD.
EACH YEAR, WHERE IS SHE? HERE SHE COMES.
THE TEXAS ASSOCIATION OF EDUCATORS OF YOUNG CHILDREN RECOGNIZES INDIVIDUALS WHO'VE MADE EXTRAORDINARY CONTRIBUTIONS TO THE FIELD OF EARLY CHILDHOOD EDUCATION IN TEXAS.
THESE AWARDS ACKNOWLEDGE THOSE WHO HAVE WORKED TIRELESSLY TO CELEBRATE, EDUCATE, AND ADVOCATE FOR YOUNG CHILDREN FAMILIES IN THE EARLY CHILDHOOD PROFESSION.
THIS YEAR, ONE OF OUR VERY OWN, JENNIFER FOSTER WAS AWARDED THE SUSAN HARGRAVE TRAINER OF THE YEAR AWARD.
THIS IS AWARDED FOR AN OUTSTANDING TRAINER WHO'S TRAININGS POSITIVELY BENEFIT YOUNG CHILDREN AND EARLY CHILDHOOD PROFESSIONALS.
WE ARE SO PROUD OF YOU MISS FOSTER AND THANK YOU FOR ALL THAT YOU DO FOR THE KIDS AND FAMILIES OF MANSFIELD ISD [APPLAUSE].
>> AND THAT CONCLUDES TONIGHT'S RECOGNITIONS. THANK YOU.
[7. Instructional Focus]
OUR INSTRUCTIONAL FOCUS. DR. CANTU.>> YES, KRISTI, JUST SIT DOWN TO HOP RIGHT BACK UP.
I WOULD LIKE TO INVITE THE EXECUTIVE DIRECTOR OF EARLY LEARNING KRISTI COBB FORWARD TO SHARE SOME INFORMATION ABOUT OUR INCREDIBLE PRE-K PROGRAM. THANK YOU, KRISTI.
>> PERFECT. I DON'T THINK THAT'S THE BEGINNING.
THAT'S ABOUT THE MIDDLE OF THE PRESENTATION.
THANK YOU. AGAIN, PRESIDENT WILSON, DR. CANTU, AND MEMBERS OF THE BOARD, THANKS FOR HAVING ME HERE TONIGHT.
I AM SUPER-EXCITED AND PASSIONATE TO SHARE WITH YOU THE WORK THAT WE'RE DOING IN EARLY LEARNING AND IN PRE-K MISD AND JUST TO REALLY REVISIT THE JOURNEY THAT WE'VE BEEN ON AS A DISTRICT, AND THEN ESPECIALLY TO BRING TO YOU SOME OF THE RESULTS THAT WE'RE SEEING AS A RESULT OF THOSE EFFORTS.
SO SOME MIGHT BE ASKING WHY NOW, WHY ARE WE TALKING ABOUT PRE-K, WHY THIS PRESENTATION? AND SO I JUST WANT TO START BY REMINDING THE COMMUNITY AND MEMBERS OF THE BOARD THE WORK THAT WE DID ABOUT A SEMESTER AGO, THIS SUMMER OR EARLY THIS SUMMER WITH ATTENDANCE ZONES BUILDING CAPACITY IN USAGE.
AS A RESULT OF SOME OF THAT WORK, THERE WAS 100% RECOMMENDATION THAT WE EXPLORE AS A DISTRICT LOOKING FURTHER INTO EXPANDING WHAT WE'RE DOING IN PRE-K IN EARLY CHILDHOOD.
SO REALLY I FELT LIKE THIS WAS A GREAT OPPORTUNITY FOR US TO TALK ABOUT WHAT DOES THAT REALLY MEAN TO US? WHAT ARE WE CURRENTLY DOING AND WHAT WOULD POTENTIALLY EXPANDING THAT LOOK LIKE? SO LET'S DIVE RIGHT IN.
I DO WANT TO QUICKLY JUST RECOGNIZE THE PEOPLE IN THE ROOM.
I'M SIMPLY THE REPRESENTATIVE OF THE WORK THAT WE'RE DOING.
BUT SOME OF THE LADIES THAT YOU SEE HERE ARE PEOPLE THAT HAVE DONE THIS WORK ALONGSIDE US, SPECIFICALLY JENNIFER FOSTER, ASHTON OLIVER, ALISON FAN, SO REALLY EXCITED THAT THEY'RE HERE THIS EVENING.
SO AS WITH EVERYTHING IN MISD, WE ALWAYS WANT TO START WITH OUR STRATEGIC PLAN.
AND SO YOU CAN SEE VISION 2030 UP THERE.
[00:15:04]
SPECIFICALLY TONIGHT WITHIN THAT STRATEGIC PLAN, WHAT WE'RE GOING TO BE TALKING ABOUT IS GUIDING STATEMENT 1.AND HOW DOES THE WORK THAT WE'RE DOING IN PRE-K SUPPORT GUIDING STATEMENT 1 AS A DISTRICT? AND NOT THAT WE DON'T BELIEVE THAT ALL OF OUR GUIDING STATEMENTS ARE IMPORTANT AND ALL OF OUR CORE VALUES ARE IMPORTANT, BUT WE KNOW THAT IN ORDER FOR OUR EARLY LEARNERS TO GROW UP AND BE COLLEGE AND OR CAREER READY AS WELL AS LIFE READY, THAT IT REALLY STARTS WITH THEM LEARNING TO READ AND CONTINUING TO READ ON GRADE LEVEL THROUGHOUT THEIR CAREERS AS AN MISD STUDENT.
AND SO YOU MIGHT BE THINKING, WHAT DOES PRE-K HAVE TO DO WITH GUIDING STATEMENT 1? AND SO IT ACTUALLY HAS QUITE A BIT TO DO.
RESEARCH TELLS US THAT 90% OF A CHILD'S BRAIN DEVELOPMENT ACTUALLY HAPPENS BEFORE AGE FIVE.
AND MOST OF US IN THIS ROOM AS EDUCATORS AND THOSE THAT WORK WITH EDUCATORS KNOW THAT AGE FIVE IS REALLY THAT MAGIC NUMBER OF WHEN STUDENTS ENROLL IN KINDERGARTEN.
BUT I LOVE THIS VISUAL BECAUSE THIS VISUAL REALLY EXEMPLIFIES WHAT THAT MEANS.
WHEN WE THINK ABOUT KINDERGARTEN, WE ARE TRULY TALKING ABOUT A COHORT OF STUDENTS WITH ONE THING IN COMMON, AND THAT THING IS THEIR AGE.
BUT AGE DOESN'T MEAN CERTAIN ABILITY LEVELS.
YOU CAN SEE HERE IT DOESN'T MEAN HEIGHT, IT DOESN'T MEAN ALL OF THOSE DIFFERENT THINGS.
AND SO WE'RE STARTING AT THE AGE OF FIVE IN KINDERGARTEN, BUT OUR STUDENTS ARE STARTING AT MUCH DIFFERENT PLACES.
AND SO ANOTHER VISUAL OF THAT THAT WE LIKE TO THINK ABOUT WHEN WE THINK ABOUT THE WORK IN PRE-K IS WHAT CAN WE DO TO REALLY ALLOW OUR STUDENTS TO START THAT RACE OF TRADITIONAL SCHOOLING THAT STARTS AT AGE FIVE IN KINDERGARTEN AT A MORE EVEN PLAYING FIELD, BECAUSE WHAT TYPICALLY HAPPENS IS WE HAVE STUDENTS ENTERING SCHOOL AT ALL DIFFERENT ABILITY LEVELS.
WITH THAT SAID, I WANT TO TAKE YOU JUST ON A QUICK JOURNEY OF WHERE WE HAVE BEEN AS A DISTRICT WITH PRE-K.
SPECIFICALLY AS IT RELATES TO THE DR. SARAH K JANDRUCKO ACADEMY FOR EARLY LEARNERS.
AND SO ON THIS TIMELINE, YOU CAN SEE THAT WE STARTED OFFERING PRE-K IN THE DISTRICT IN 1993 SO IT'S NOT SOMETHING NECESSARILY NEW.
BUT THE BOARD THAT WAS IN PLACE AROUND THE FALL OF 2006 STARTED TALKING ABOUT I THINK WE NEED TO LOOK AT HAVING A PRE-K ACADEMY.
I THINK WE NEED TO LOOK AT SOMETHING DIFFERENT, SOMETHING SPECIAL AND UNIQUE FOR OUR PRE-K LEARNERS.
LOTS OF STUFF HAPPENED AND LOTS OF DIFFERENT INITIATIVES AND ALL OF THAT STUFF AND ABOUT 10 YEARS LATER, THE BOARD IN THE FALL OF 2016, FINALLY SAID, OKAY, WE'RE READY, WE'RE READY TO REALLY PURSUE THIS VISION THAT WE HAVE AND SO THEY SENT US OUT TO FIND THE VERY BEST OPTIONS.
THAT'S WHAT WE'RE GOING TO TALK ABOUT TONIGHT, IS THAT JOURNEY OF FINDING THE BEST OPTIONS, BRINGING THOSE OPTIONS BACK TO OUR BOARD AND WHAT THAT HAS RESULTED IN.
I WOULD BE REMISS TO TALK ABOUT JANDRUCKO WITHOUT TALKING ABOUT THE INFAMOUS NAPKIN.
THE FIRST VISION FOR THE WORK IN PRE-K STARTED OVER LUNCH.
I WAS NOT AT THAT LUNCH, SO THANKS A LOT FOR THAT INVITATION.
BUT THERE WAS A CONVERSATION ABOUT HOW CAN WE DO SOMETHING INNOVATIVE AND DIFFERENT? IT REALLY CENTERED AROUND THE IDEA OF COLLABORATION.
YOU'LL SEE HOW THIS NAPKIN ACTUALLY LOOKS QUITE A BIT LIKE WHAT WE ENDED UP WITH THE JANDRUCKO.
BUT AGAIN, WE STARTED TO DIG INTO THE RESEARCH AND WE SPEND ABOUT A FULL YEAR, YEAR-AND-A-HALF REALLY STUDYING WHAT DOES IT MEAN? BECAUSE IF WE'RE GOING TO BUILD SOMETHING, WE KNOW THAT WE'RE A DESTINATION DISTRICT COMMITTED TO EXCELLENCE AND SO WE'RE NOT GOING TO JUST DO SOMETHING TO DO IT.
IF WE'RE GOING TO DO IT, WE WANT IT TO BE THE BEST.
SO WHEN WE THINK ABOUT THE RESEARCH, I'M GOING TO TALK TO YOU ABOUT THREE DIFFERENT BUCKETS OF RESEARCH THAT WE LOOKED AT.
THAT FIRST BUCKET, IF YOU REMEMBER, I TALKED ABOUT GUIDING STATEMENT 1, WE WANTED TO SPEND A LOT OF TIME LOOKING AT THE RESEARCH ABOUT HOW STUDENTS LEARN TO READ.
WHEN WE THINK ABOUT THAT, THERE IS LOTS OF STUFF OUT THERE ABOUT STUDENTS LEARNING TO READ.
IN FACT, A LOT OF TIMES THE RESEARCH IS CALLED THE READING WARS BECAUSE THERE'S LOTS OF VARIOUS OPINIONS ABOUT WHAT'S BEST.
BUT ONE THING THAT MOST EDUCATORS CAN AGREE ON IS THE WORK OF DR. HOLLIS SCARBOROUGH.
DR. HOLLIS SCARBOROUGH WAS A PROFESSOR AND IN THE EARLY '90S, SHE WAS WORKING WITH EDUCATORS AND SHE WAS WORKING WITH FAMILIES OF STUDENTS WHO HAD DYSLEXIA.
SHE WANTED TO CREATE A VISUAL TO SHOW TO THE WORLD IN SOME SIMPLE FASHION HOW DIFFICULT IT TRULY WAS FOR A STUDENT TO LEARN TO READ, HOW MANY PIECES HAD TO COME TOGETHER TO BUILD A SKILLED READER.
YOU CAN SEE ALL OF THOSE DIFFERENT ROPES THAT HAVE TO COME TOGETHER PERFECTLY AND BEAUTIFULLY TO BUILD A SKILLED READER.
[00:20:05]
WE'RE GOING TO TALK ABOUT HOW THE WORK WE'RE DOING IN PRE-K ADDRESSES EACH OF THOSE ROPES, SPECIFICALLY THE TWO BIG CATEGORIES, WORD RECOGNITION AND LANGUAGE COMPREHENSION.AGAIN, WE HAVE THE WORK OF DR. HOLLIS SCARBOROUGH.
IN ADDITION TO THAT, WE ALSO HAVE THE WORK THAT COMES OUT OF OUR TEXAS EDUCATION AGENCY.
ONE OF THE GRAPHICS THAT I LOVE IS THIS HOUSE HERE ON THE RIGHT.
THIS AGAIN SHOWS ALL OF THE DIFFERENT THINGS THAT HAVE TO LAYER ON PERFECTLY TO BUILD THAT PERFECT, BEAUTIFUL HOUSE OF A STUDENT READING ON OR ABOVE GRADE LEVEL.
BUT I SPECIFICALLY WANT TO DRAW YOUR ATTENTION TO THE FOUNDATION.
AGAIN, WE'RE TALKING ABOUT PRE-K.
WHEN WE TALK ABOUT BUILDING A SKILLED READER BY THE END OF SECOND GRADE, WE HAVE TO START WITH THAT SOLID FOUNDATION.
WHAT'S REALLY UNIQUE ABOUT WHAT'S IN THE RED THERE IS IT TALKS ABOUT THINGS THAT YOU WOULDN'T NECESSARILY THINK ABOUT.
IT TALKS ABOUT BACKGROUND KNOWLEDGE AND LIFE EXPERIENCES.
WHAT DOES THAT REALLY MEAN FOR US AS A DISTRICT? IF WE KNOW THAT OUR STUDENTS HAVE TO HAVE A FOUNDATION OF BACKGROUND KNOWLEDGE AND LIFE EXPERIENCES, HOW ARE WE GOING TO BRING THAT TO THEM WITHIN THE FOUR WALLS OF A SCHOOL? IN ADDITION, THERE IS SOME RESEARCH THAT WAS DONE IN THE '90S THAT'S REFERRED TO AS THE BASEBALL STUDY.
WHAT THE BASEBALL STUDY DID IS IT TOOK A GROUP OF STUDENTS AND BASICALLY GROUPED THEM.
FIRST IT GROUPED THE STUDENTS INTO WHAT THEY REFERRED TO AS HIGHLY SKILLED READERS, WHICH MEANT STUDENTS THAT WERE SCORING IN THE 80TH PERCENTILE OR GREATER WHEN THEY TOOK READING COMPREHENSION TEST.
THEN IT TOOK A GROUP OF STUDENTS THAT THEY REFERRED TO AS LOW SKILLED READERS.
THIS WASN'T JUST A LITTLE BIT STRUGGLING, BUT THESE WERE OUR LOWEST READERS, THE BOTTOM 20TH PERCENTILE.
WITHIN THOSE TWO GROUPS THEY THEN SEPARATED THEM ONCE MORE INTO WHICH OF THESE STUDENTS HAVE A HIGH KNOWLEDGE OF BASEBALL? WHICH WE KNOW AFTER THE RANGERS WON THE WORLD SERIES, THEY SHOULD ALL HAVE A HIGH KNOWLEDGE OF BASEBALL AND WHICH OF THESE STUDENTS DO NOT HAVE A HIGH KNOWLEDGE OF BASEBALL? THE RESULTS WERE A LITTLE BIT INTERESTING.
THE INITIAL GROUP OR THE GROUP THAT SCORED THE HIGHEST ON THE READING COMPREHENSION TEST ABOUT BASEBALL, IT WAS NOT SURPRISING, IT WAS OUR HIGHLY SKILLED READERS AND THE STUDENTS WHO HAD A HIGH KNOWLEDGE OF BASEBALL.
BUT WHAT WAS REALLY INTERESTING ABOUT THE RESEARCH WAS THAT SECOND BAR GRAPH.
THE STUDENTS THAT SCORED THE SECOND HIGHEST ON THAT READING COMPREHENSION TEST, OR NOT THE HIGHLY SKILLED READERS WITH A LOW KNOWLEDGE OF BASEBALL BUT IT WAS ACTUALLY THE LOW SKILLED READERS WITH A HIGH BACKGROUND KNOWLEDGE OF BASEBALL.
SO WE REALLY FELT THAT RESEARCH FOLDED IN BEAUTIFULLY WITH WHAT THE OTHER RESEARCH WAS ALREADY TELLING US ABOUT READING WHICH WAS, IT'S MORE THAN JUST PHONICS AND IT'S MORE THAN JUST THIS EXPLICIT INSTRUCTION, THERE'S A LOT OF WORK THAT HAS TO BE DONE WITH BACKGROUND KNOWLEDGE.
THE OTHER LENS, I TALKED TO YOU ABOUT THREE BUCKETS OF RESEARCH.
THAT SECOND BUCKET WE WANTED TO LOOK AT WHAT IS THE RESEARCH TELLING US ABOUT KIDS THAT ARE ENROLLING IN PRE-K.
WHEN I TALK TO YOU ABOUT STUDENTS THAT ARE ENROLLING IN PRE-K, IT'S IMPORTANT TO NOTE THAT IN THE STATE OF TEXAS, WE DO NOT FUND OR OFFER PRE-K FOR ALL, THE STATE DOES NOT GIVE US SPENDING FOR THAT.
WHAT IT DOES IS IT GIVES US A LIST OF SEVEN CRITERIA THAT A STUDENT HAS TO MEET TO QUALIFY FOR FREE PRE-K.
WITHIN THAT LIST OF SEVEN CRITERIA, THE TOP 2 THAT I WANT TO TALK ABOUT TONIGHT, WHICH MAKE UP ABOUT 85, 90% OF OUR PRE-K ENROLLMENT, ARE STUDENTS THAT THE STATE REFERS TO AS EDUCATIONALLY DISADVANTAGED, MEANING THEY COME FROM A LOW-INCOME FAMILY OR STUDENTS WHO ENGLISH IS NOT THEIR FIRST LANGUAGE.
IN A LOT OF RESEARCH, THOSE TWO FACTORS ARE CONSIDERED RISK FACTORS AND SO THAT'S WHY THOSE STUDENTS ARE QUALIFYING FOR PRE-K.
SO WHEN WE THINK ABOUT THOSE TWO FACTORS SPECIFICALLY, THE BIGGEST PIECE OF RESEARCH ABOUT THAT FIRST GROUP ARE STUDENTS THAT COME FROM LOW-INCOME FAMILIES.
WHAT RESEARCH IS TELLING US IS PRETTY ASTOUNDING IN REGARDS TO THEIR LITERACY DEVELOPMENT.
WE KNOW THAT LANGUAGE COMES BEFORE LITERACY BUT WHAT RESEARCH IS TELLING US IS THAT THOSE STUDENTS BEFORE THEY EVER EVEN REACH PRE-K, BY THE AGE OF THREE, HAVE BEEN EXPOSED TO AND HEARD APPROXIMATELY 30 MILLION FEWER WORDS THAN STUDENTS FROM NON LOW INCOME FAMILIES, SO 30 MILLION WORD GAP.
YOUR HIGHER INCOME STUDENTS ARE COMING IN WITH ABOUT 40 MILLION WORD EXPOSURE AND LOWER INCOME ABOUT 15 MILLION.
BUT THE BEAUTY OF THIS RESEARCH IS,
[00:25:03]
IT'S NOT ALL NEGATIVE.WHAT HAPPENED IS THE HARVARD CENTER FOR THE DEVELOPING CHILD WENT IN AND SAID, OKAY, SO IF WE KNOW THESE STUDENTS ARE COMING IN WITH A 30 MILLION WORD GAP, WHAT'S GOING TO HELP US? WHAT'S GOING TO MITIGATE THOSE AT-RISK FACTORS? THEY CAME OUT WITH SOME RESEARCH IN THE EARLY 2000S THAT'S REFERRED TO AS SERVE AND RETURN.
SERVE AND RETURN SIMPLY MEANS THAT BACK-AND-FORTH VOLLEY OF COMMUNICATION BETWEEN AN ADULT AND A STUDENT.
IT'S THAT EYE CONTACT, IT'S THE TALKING BACK AND FORTH, IT'S A STUDENT PLAYING WITH LEGOS AND ADULT ENGAGING IN A CONVERSATION WITH THEM.
WE KNOW IT SEEMS REALLY SIMPLE, BUT I CAN PROMISE YOU IF IT COMES FROM HARVARD, IT'S PROBABLY PRETTY TRUE THAT, THAT ONE THING THAT SERVE AND RETURN PROCESS CAN ACTUALLY MITIGATE SOME OF THOSE AT-RISK FACTORS INCLUDING THAT 30 MILLION WORD GAP.
THEN THE LAST BUCKET OF RESEARCH THAT WE WANTED TO LOOK AT WAS ABOUT THE ENVIRONMENT.
IF OUR BOARD WANTS US TO BUILD A PRE-K ACADEMY, WE PROBABLY SHOULD TAKE A LOOK AT WHAT RESEARCH TELLS US ABOUT HOW THOSE STUDENTS LEARN BEST.
I'LL GIVE YOU JUST A MINUTE TO READ THAT STATEMENT UP THERE.
I GAVE A COUPLE OF HINTS WITH THE UNDERLINING AND BOLDING.
BUT IT'S VERY CLEAR STUDENTS IN PRE-K LEARN BY DOING, THEY LEARN THROUGH ACTIVE EXPLORATIVE EXPERIENCES.
RESEARCH AGAIN, IS TELLING US WE NEED LOTS OF BACKGROUND KNOWLEDGE.
WE NEED TO PROVIDE THEM EXPERIENCES.
WE NEED LOTS OF LANGUAGE DEVELOPMENT.
WHAT WE DID IS WE TOOK ALL OF THAT IN ADDITION TO RESEARCH AROUND PLAY, SOCIAL, EMOTIONAL LEARNING, NURSERY RHYMES, THERE'S LOTS OF OTHER THINGS THAT I COULD TALK ABOUT, BUT I THINK I'M LIMITED ON TIME TONIGHT.
BUT WHEN WE TOOK ALL OF THAT TOGETHER, WE WERE ABLE TO CREATE WHAT FIRST STARTED OUT AS A BUILDING, BUT HAS SINCE BECOME OUR MODEL IN OUR PROGRAMMING FOR EARLY LEARNERS, WHICH IS THE DR. SARAH KAY JANDRUCKO ACADEMY FOR EARLY LEARNERS.
OUR MOTTO WITH ALL OF OUR PRE-K PROGRAMMING IS THAT WE FEEL LIKE IT'S PERFECTLY DESIGNED FOR INQUIRING YOUNG MINDS.
LET'S GO BACK TO THAT RESEARCH AND TALK ABOUT SPECIFICALLY WHY WE FEEL LIKE IT'S PERFECTLY DESIGNED.
BUT BEFORE WE DO, I WANT TO TAKE YOU INSIDE JANDRUCKO JUST IN CASE THERE ARE ANY COMMUNITY MEMBERS OR BOARD MEMBERS THAT HAVEN'T HAD AN OPPORTUNITY TO SEE THE MAGIC OF THIS FACILITY.
IF YOU REMEMBER THAT NAPKIN, WE CAME PRETTY CLOSE WITH WHAT JANDRUCKO ACTUALLY ENDED UP LIKE.
THE BUILDING ITSELF HAS FOUR UNIQUE PODS OF LEARNING.
ALL OF THOSE PODS OF LEARNING ARE CENTERED AROUND A COMMON COLLABORATION SPACE.
IF YOU'VE NEVER GOTTEN A CHANCE TO GO OVER THERE AND WATCH LUNCH OR BREAKFAST.
I'M SORRY, MS. OLIVER DON'T KILL ME FOR SAYING THAT.
IT'S A BEAUTIFUL THING TO GO SEE BECAUSE OUR STUDENTS ENGAGE IN LANGUAGE DEVELOPMENT THROUGH FAMILY-STYLE DINING FOR BOTH BREAKFAST AND LUNCH.
BUT YOU CAN SEE THE PODS OF LEARNING ARE CENTERED AROUND THE COLLABORATION SPACE.
THE OTHER THING THAT'S UNIQUE IS EACH OF THE 16 CLASSROOMS ARE REFERRED TO AS EXPERIENCES.
IF WE KNOW RESEARCH TELLS US THAT STUDENTS NEED LIFE EXPERIENCES TO GIVE THEM BACKGROUND KNOWLEDGE, THEN WHY WOULD WE HAVE A TRADITIONAL CLASSROOM? WHY WOULDN'T WE BRING THOSE EXPERIENCES TO OUR STUDENT? YOU CAN SEE THERE ARE 16 UNIQUE EXPERIENCES AND STUDENTS HAVE THE ABILITY TO ROTATE THROUGH EACH OF THOSE EXPERIENCES.
BY THE END OF THEIR PRE-K YEAR, THEY'VE BEEN IN ALL 16 OF THOSE ENVIRONMENTS.
BEFORE WE MOVE ON, I JUST WANTED TO TOUCH ON SOME JUST NUMBERS AND LOGISTICS IN REGARDS TO PRE-K. WE HAVE THE HIGHEST PRE-K ENROLLMENT THAT WE'VE EVER HAD SINCE I'VE BEEN IN THE DISTRICT, WHICH IS 21 YEARS.
WE HAVE OVER A THOUSAND STUDENTS ENROLLED IN OUR PRE-K PROGRAM AT MIC THIS YEAR.
THAT IS ABOUT 53% OF OUR KINDER ENROLLMENT.
WHEN YOU SEE THE DATA HERE IN A MINUTE, IT'S PRETTY EXCITING BECAUSE ABOUT HALF OF OUR INCOMING KINDERGARTNERS ARE GETTING EXPOSURE TO THIS PROGRAMMING.
WITHIN THAT, ABOUT 32% OF THOSE STUDENTS ARE EXPERIENCING PRE-K AT THE JANDRUCKO ACADEMY FOR EARLY LEARNERS.
JUST AS A POINT OF CLARIFICATION, I HATE THAT THAT KEEPS DOING THAT, I APOLOGIZE.
THAT NUMBER WAS AROUND 55-60% SERVICE AT JANDRUCKO WHEN WE ORIGINALLY BUILT THE BUILDING.
BUT ABOUT TWO YEARS AFTER WE BUILT THE BUILDING, THE STATE OF TEXAS CAME OUT WITH HOUSE BILL III, WHICH REQUIRED US TO TRANSITION ALL OF OUR PRE-K PROGRAMMING FROM HALF-DAY TO FULL-DAY.
IT DRASTICALLY CUT THE AMOUNT OF STUDENTS THAT WE WERE ALLOWED TO SERVE AT THE FACILITY.
[00:30:07]
AGAIN, JUST A COUPLE OF QUICK PICTURES INSIDE SOME OF THOSE EXPERIENCES.THIS IS THE EXPERIENCE OF THE TROPICS.
WHAT SOME OF US WOULD REFER TO AS THE RAINFOREST.
WE HAVE THE EXPERIENCE OF THE OCEAN, JOURNEY AND TIME WHERE WE'RE REALLY TALKING ABOUT PAST, PRESENT, AND FUTURE.
THEN SPACE, WHICH IS ONE OF OUR MOST POPULAR EXPERIENCES AND THE ONE THAT I'LL USE AND REFERENCE AS WE MOVE FORWARD.
YOU CAN SEE THESE ARE FAR FROM TRADITIONAL CLASSROOMS. THEY ARE TRULY AN IMMERSIVE EXPERIENCE FOR STUDENTS TO ENGAGE IN LEARNING.
I PROMISED YOU THAT WE'D GO BACK TO THE RESEARCH AND TALK ABOUT IT AS IT RELATES TO JANDRUCKO.
LET'S GO BACK TO THAT READING ROPE, IF YOU REMEMBER, WE TALKED ABOUT ALL OF THE THINGS THAT HAVE TO WEAVE TOGETHER BEAUTIFULLY.
THE BOTTOM OF THAT READING ROPE IS REALLY THAT LIFE EXPERIENCE, BACKGROUND KNOWLEDGE, VOCABULARY PIECE.
THE WAY THAT THAT'S PERFECTLY DESIGNED AT JANDRUCKO AND ADDRESSED IS THROUGH WHAT WE REFER TO AS CONCEPTUAL PACKAGING.
AGAIN, YOU HAVE THIS SPACE EXPERIENCE HERE.
WHAT WE'RE DOING WITHIN THAT SPACE EXPERIENCE IS ALIGNING ALL OF THE LITERACY AND NUMERACY INSTRUCTION WITH THE BACKGROUND KNOWLEDGE THAT STUDENTS NEED TO HAVE IN ORDER TO SET THEM UP FOR SUCCESS IN KINDERGARTEN AND FIRST GRADE.
IT'S HARD TO SEE ON THE SCREEN, BUT HOPEFULLY YOU CAN SEE BETTER IN FRONT OF YOU.
WE THINK ABOUT WHAT ARE SOME OF THE SCIENCE AND SOCIAL STUDIES STANDARDS THAT OUR STUDENTS REALLY NEED TO HAVE A GRASP ON.
SO THAT WHEN THEY ENTER KINDERGARTEN FIRST GRADE AND THEIR TEACHER IS READING TO THEM ABOUT PLANETS IN THE SKY.
THEY HAVE A VISUALIZATION OR A CONCEPTUAL PACKAGE TO BRING THAT VOCABULARY AND THAT EXPERIENCE INTO IT.
YOU CAN SEE THE TWO GOALS IN TERMS OF CONCEPTUAL PACKAGING WITH THIS PARTICULAR ROOM, IS THAT WHEN A STUDENT LEAVES AT THE END OF TWO WEEKS, THEY'RE ABLE TO IDENTIFY AND DESCRIBE DAY AND NIGHT AND OBSERVE OBJECTS IN THE SKY WHICH ARE DIRECTLY CORRELATED AGAIN WITH KINDERGARTEN FIRST SCIENCE STANDARDS.
HERE ARE JUST A COUPLE OF PICTURES OF STUDENTS LEARNING WITHIN THAT CONCEPTUAL PACKAGE.
THAT FIRST PICTURE YOU HAVE STUDENTS CENTERED AROUND A TEN FRAME.
THEY'RE DOING SOME EARLY NUMERACY OR MATH INSTRUCTION, BUT IT'S WITH THE PLANETS.
AS THEY'RE LEARNING TO COUNT, THEY'RE ALSO SIMULTANEOUSLY LEARNING ABOUT THE PLANETS.
YOU CAN SEE THE ALPHABET CHART THERE AND THEN THE VOCABULARY WALL ALONG THE BOTTOM.
AS THEY'RE LEARNING VOCABULARY AND THEY'RE LEARNING THEIR LETTERS, THEY'RE ACTUALLY ALSO LEARNING THAT BACKGROUND KNOWLEDGE AS WELL BECAUSE ALL OF THE VOCABULARY IS CONCEPTUALLY PACKAGED.
WE KNOW THAT THERE'S ANOTHER PIECE OF THAT ROPE THAT IS VERY, VERY IMPORTANT, AND THAT'S THAT WORD RECOGNITION PIECE.
I WANT TO DRAW YOUR ATTENTION TO THE MIDDLE, I THINK IT'S IN YELLOW, WHERE IT TALKS ABOUT PHONOLOGICAL AWARENESS.
WITHIN ALL OF THE READING RESEARCH, THERE IS ALSO SPECIFIC RESEARCH THAT TALKS ABOUT IN PRE-K.
IF A STUDENT CAN MASTER PHONOLOGICAL AWARENESS SKILLS, THEY ARE MUCH MORE LIKELY TO BE READING ON GRADE LEVEL BY THE END OF SECOND GRADE.
NOT ONLY DO WE ADDRESS THE BACKGROUND KNOWLEDGE AND THE LIFE EXPERIENCES, BUT WE ALSO ADDRESS THE EXPLICIT SYSTEMATIC PHONOLOGICAL AWARENESS INSTRUCTION THAT HAS TO TAKE PLACE FOR STUDENTS TO LEARN TO READ.
YOU CAN SEE THE SCOPE AND SEQUENCE THERE WHERE IT'S VERY CLEARLY OUTLINED.
THE PHONOLOGICAL AWARENESS STANDARDS THAT ARE INTRODUCED ALONG WITH THE ALPHABETIC PRINCIPLE, HANDWRITING.
THEN HAGGERTY IS OUR PHONOLOGICAL AWARENESS CURRICULUM THAT SUPPORTS THAT WORK.
I MENTIONED EARLIER A LITTLE BIT ABOUT NURSERY RHYMES.
I WON'T GO INTO THAT SPECIFIC RESEARCH, BUT EACH OF OUR EXPERIENCES STUDENTS ARE EXPOSED TO AND GET TO PRACTICE THE MEMORIZATION OF NURSERY RHYMES.
THEN OF COURSE, JUST EARLY EXPOSURE TO READING.
LOTS AND LOTS OF READ-ALOUDS THAT ARE CENTERED AROUND THAT CONCEPTUAL PACKAGE.
WITH ALL OF THAT SAID, LET'S GET TO THE FUN STUFF, WHICH IS, IS IT WORKING? I THINK IT'S OBVIOUSLY OUR MORAL AND ETHICAL IMPERATIVE TO ASK OURSELVES AS A SCHOOL DISTRICT, WHEN WE'RE DOING SOMETHING, ARE WE DOING IT WELL? LET'S SPEND A LITTLE BIT OF TIME TALKING ABOUT THAT.
BEFORE WE GET INTO THE SPECIFIC DATA THOUGH, I WANT TO ADDRESS THE IMPACT OF PRE-K PROGRAMMING AS A WHOLE.
I KNOW I'VE SPENT A LOT OF TIME TALKING ABOUT THE BUILDING OF JANDRUCKO.
BUT THE BIGGEST IMPACT BESIDES THE DATA THAT YOU'RE GOING TO SEE HAS BEEN THAT IT'S CHANGED OUR THINKING AROUND HOW WE TEACH STUDENTS IN EARLY GRADES.
IT'S NOT LIMITED JUST TO THE BUILDING OF JANDRUCKO ITSELF, BUT HERE YOU CAN SEE A PRE-K CLASSROOM AND ONE OF OUR TRADITIONAL CAMPUSES.
[00:35:02]
THE STUDENTS ARE STILL ENGAGED IN THAT EXPERIENCE-BASED LEARNING OF SPACE.WITH THAT SAID, I STILL WANT TO BE CRYSTAL CLEAR THAT WE RECOGNIZE IT'S NOT THE SAME.
IT'S NOT COMPLETELY EQUITABLE TO THE EXPERIENCE THAT STUDENTS GET AT JANDRUCKO, THAT THE WORK WE HAVE DONE HAS TRANSFORMED WHAT INSTRUCTION LOOKS LIKE ACROSS THE DISTRICT.
THEN IF YOU REMEMBER, WE STARTED OUT LOOKING AT HOW STUDENTS START KINDERGARTEN AND HOW IT'S ALL OVER THE PLACE.
WHAT YOU'RE GOING TO SEE IN THE DATA HERE IN JUST A MINUTE IS THAT WE'RE BEGINNING TO, NOT ONLY EVEN THE PLAYING FIELD, BUT ACTUALLY GIVE OUR STUDENTS THAT ARE ENROLLED IN MIC PRE-K SPECIFICALLY AT JANDRUCKO A HEAD-START TO THAT KINDERGARTEN EDUCATION.
SO OUR FIRST SLIDE OF DATA, THIS IS THE VERY FIRST YEAR THAT JANDRUCKO OPENED.
THESE STUDENTS ONLY SPENT A SEMESTER THERE BECAUSE WE OPENED IN JANUARY.
SO THESE STUDENTS THAT ARE IN GREEN STARTED WITH US IN JANUARY OF 2019, AND THEN THEY WENT TO KINDERGARTEN IN THE FALL OF 2019.
ALL OF OUR STUDENTS TAKE A BEGINNING OF YEAR EARLY LITERACY ASSESSMENT BECAUSE THAT'S HOW WE INFORM INSTRUCTION.
SO WHEN YOU LOOK AT HOW THE STUDENTS WHO SPENT A SEMESTER WITH US AT JANDRUCKO PERFORMED IN COMPARISON TO STUDENTS WHO WERE NOT ENROLLED IN OUR PROGRAM, IT'S PRETTY EVIDENT THAT ACROSS THE BOARD, OUR JANDRUCKO STUDENTS WERE OUTPERFORMING STUDENTS THAT WERE NOT ENROLLED IN THE PROGRAM.
THEN WE HAD THIS THING THAT I HATE TO EVEN HAVE TO INCLUDE IN A PRESENTATION, BUT COVID CAME ALONG, ALONG WITH HOUSE BILL 3.
SO THE NEXT TWO SLIDES YOU'RE GOING TO SEE ABOUT A YEAR AND A HALF JUMP FROM THE NEXT TIME WE WERE ABLE TO COLLECT CONSISTENT DATA.
AS WELL AS YOU'RE GOING SEE A SMALLER NUMBER OF CAMPUSES ON THE NEXT TWO SLIDES BECAUSE, REMEMBER, WE WENT FROM HALF-DAY PRE-K TO FULL DAY.
LET'S TAKE A LOOK AT THE '21-'22 COHORT.
THESE STUDENTS WERE IN PRE-K, AGAIN IN '21-'22.
THEY GO TO KINDERGARTEN AND THEY TAKE THEIR BEGINNING OF YOUR READING ASSESSMENT AND THE FALL OF 2022.
HERE'S HOW THEY PERFORM COMPARED TO STUDENTS WHO WERE NOT ENROLLED IN JANDRUCKO.
AGAIN, THE RED ARE JANDRUCKO, THE GRAY ARE NOT JANDRUCKO.
THEN HERE'S OUR MOST RECENT COHORT OF STUDENTS.
THE STUDENTS IN BLUE, WERE AT JANDRUCKO LAST YEAR AND THESE ARE OUR CURRENT MIST KINDER STUDENTS.
IN SEPTEMBER OF THIS YEAR, THEY TOOK THEIR BEGINNING OF YOUR LITERACY ASSESSMENT.
YOU CAN SEE THAT THE STUDENTS ENROLLED IN JANDRUCKO, AGAIN, WERE NOT ONLY EVENING THAT PLAYING FIELD, BUT IN MANY CASES WELL EXCEEDING.
I THINK IT'S IMPORTANT ALONG WITH QUANTITATIVE DATA TO ALSO CONSIDER SOME QUALITATIVE DATA.
WHAT ARE PEOPLE IN OUR DISTRICT SAYING ABOUT WHAT THEY'RE NOTICING IN STUDENTS AS A RESULT OF THAT WORK.
I'LL LET YOU READ JUST A MINUTE FROM ONE OF OUR PRINCIPLES, MICO RHINES.
THAT'S FOUNDATION FOR LEARNING.
NEXT, WE HAVE A KINDER TWO-WAY DUAL LANGUAGE TEACHER FROM DP MORRIS.
EIGHT OUT OF THE 12 STUDENTS THAT SHE RECEIVED THIS YEAR FROM JANDRUCKO SCORED BENCHMARK OR GREATER ON THEIR BEGINNING OF YEAR ASSESSMENT.
THEN ONE OF OUR PARENTS WHOSE TWINS ARE NOW IN SECOND GRADE BUT STARTED OUT IN JANDRUCKO ABOUT THREE YEARS AGO.
SUCCESSFULLY PREPARED FOR KINDERGARTEN.
BEFORE I ASK FOR ANY QUESTIONS OR FEEDBACK, I JUST WANTED TO MAKE SURE THAT I GO BACK TO THAT TIMELINE, THAT JOURNEY.
I RECOGNIZE THE GROUP IN THE ROOM FOR THE WORK THAT THEY'VE DONE, BUT I ALSO WANT TO TAKE TIME TO RECOGNIZE THE COMMITMENT THAT WE'VE GOTTEN FROM OUR BOARD.
JANDRUCKO WOULD HAVE NEVER BEEN BUILT IF IT WEREN'T FOR THAT BOARD IN 2016.
THE REALITY IS, AS ANYTIME YOU'RE ASKING A SCHOOL BOARD TO DO SOMETHING INNOVATIVE, YOU'RE TAKING A LITTLE BIT OF A RISK BECAUSE WE HAD NONE OF THIS DATA WHEN WE STARTED.
WE HAD ALL THIS RESEARCH AND WE FELT LIKE THIS REALLY MAKES SENSE.
LET'S PULL ALL OF THIS RESEARCH TOGETHER AND CREATE THIS PROGRAM.
BUT WE HAD NO IDEA IF IT WAS GOING TO WORK.
IT'S REALLY EXCITING TO SHARE THE DATA, BUT I WOULD JUST BE REMISS TO OPEN IT UP TO QUESTIONS WITHOUT JUST THANKING THE BOARD THAT WAS IN PLACE AT THE TIME AND THEN THINKING OUR CURRENT BOARD FOR
[00:40:01]
THE CONTINUED SUPPORT OF THE WORK THAT WE DO IN EARLY LEARNING.>> YES. WE'LL START TO MY RIGHT, THAT IS MS. ANDERSON.
>> THANK YOU, SCOTT. I JUST WANTED TO SAY THANK YOU FOR PUTTING THAT SO ELOQUENTLY YET EXPLAINING EVERYTHING TO THE DETAIL.
I'VE HAD THE PLEASURE OF GOING OVER THERE SEVERAL TIMES AND I TELL YOU IT IS A JOY.
ALL OF THE KIDS AND THE TEACHERS AND I ESPECIALLY LOVE THE DAYS THEY DRESS UP.
IF WE COULD HAVE 10 OF THOSE AROUND THE CITY [LAUGHTER], EVERYBODY WOULD BE MOVING HERE FOR SURE.
SO GREAT JOB TO ALL OF THE STAFF AND EVERYONE THAT PUTS ALL OF THEIR HARD WORK, SWEAT, TEARS TO THAT.
I'M GETTING CHILLS, JUST THINKING ABOUT THAT JANDRUCKO. THANK YOU AGAIN.
>> I DON'T HAVE A QUESTION. I JUST HAVE A LITTLE BIT OF A COMMENT, BUT OPENING JANDRUCKO AND THE DEDICATION WAS ONE OF MY FIRST THINGS I WAS ABLE TO DO IS A NEW SCHOOL BOARD MEMBER.
I'VE BEEN WAITING FOR THE DATA TO SEE, IS IT WORKING? I THINK YOU-ALL ARE TEACHING THERE, YOU'VE BEEN WAITING FOR IT TOO.
SO THIS IS REALLY EXCITING BECAUSE YOU SEE THE KIDS AND YOU SEE THAT TRANSFORMATION AND YOU SEE IT A LOT MORE THAN WE DO BECAUSE YOU LIVE AND BREATHE IT.
BUT THIS IS EXCITING BECAUSE YOU KNOW YOU'RE MAKING SUCH AN IMPACT AND SUCH A DIFFERENCE ON THESE CAMPUSES LIKE HARMON AND GIDEON AND MORRIS.
THANK YOU FOR THE DATA AND THANK YOU FOR ALL YOU DO.
I KNOW IT'S A FUN JOB DEALING WITH THE LITTLE PRE-KS, BUT SEEING THIS IS REALLY EXCITING. SO THANK YOU, GUYS.
>> NO. AGAIN JUST TO ECHO THE THANKS THAT YOU'VE HEARD.
I DEFINITELY LOVE GOING OVER THERE AS WELL AND SEEING THOSE YOUNG LEARNERS.
IT LOOKS LIKE, JUST BASED OFF OF THE NUMBERS, THERE'S THAT NEED TO CONTINUE THIS PROGRAM AND EXPAND UPON IT AND GROW IN ANY WAY THAT WE CAN WITH IT.
THAT WOULD BE OBVIOUSLY THE CHALLENGE TO YOU-ALL AND THE CHALLENGE TO US TO SEE HOW WE CAN EXPAND ON THIS.
IF THERE'S A NEED, LET'S FULFILL THAT NEED.
>> ABSOLUTELY. THANK YOU. TO MY LEFT, MS. FAN.
>> JUST A COMMENT. WHEN I WAS PREPPING FOR THE MEETING AND LOOKING AT THE DATA, I ALMOST HAD TO TAKE A DOUBLE TAKE AT IT BECAUSE IT WAS SO IMPRESSIVE FROM THE BEGINNING.
EVEN FROM THE FIRST YEAR THAT YOU HAD IT, UP UNTIL THIS YEAR, THE DATA IS THERE THAT PROVES THAT THIS IS WORKING.
SO THANK YOU-ALL FOR ALL THE HARD WORK THAT YOU DO.
I THINK IT'S SOMETHING THAT WE NEED TO REMEMBER.
LIKE YOU SAID, SOMETIMES IT'S SCARY DOING SOMETHING INNOVATIVE, BUT I TRUST OUR STAFF.
LET'S JUST REMEMBER WHEN THEY BRING US NEW INNOVATIVE IDEAS.
THIS IS PROOF THAT WHEN WE THINK OUTSIDE THE BOX, A LOT OF TIMES IT DEFINITELY PAYS OFF.
>> I WASN'T AT THE LUNCH, BUT HE CARRIED IT AROUND FOR AWHILE.
I THINK MS. WILSON AND I WERE PRIVILEGED ENOUGH TO BE ON THE BOARD DURING THIS TIME AND IT WAS REALLY, REALLY EXCITING TO WATCH IT GO ON.
THEY WENT ON TRIPS AND THEY COME BACK FROM THESE SUPER COOL PLACES AND SHOW US THESE THINGS.
THEY NEVER WANTED TO RECREATE WHAT THEY SAW SOMEWHERE ELSE.
THEY WANTED TO TAKE IT AND MAKE IT MANSFIELD.
IT WAS SUPER EXCITING TO SEE ALL THE ITERATIONS OF THE DRAWINGS AND GO BACK AND FORTH WITH THE ARCHITECTS AND LET US BUILD THIS VISION TOGETHER.
MOST OF THE FOLKS THAT YOU SEE OUT THERE AND ON THIS EXECUTIVE PANEL AND STUFF WERE HERE DURING THAT TIME.
JUST TO BE ABLE TO WATCH IT WAS ONE OF THE MOST AMAZING THINGS.
THEN EVEN NOW TO WATCH IT GROW, TO SEE THE IMPACT.
I THINK THAT MOST OTHER EDUCATORS AND TEACHERS DON'T GET AN OPPORTUNITY TO SAY THAT THE WORK THAT THEY DO EVERY DAY TOUCHES EVERY CAMPUS IN THIS DISTRICT.
I THINK THAT THIS BOARD TAKES THIS AS A CHALLENGE.
YOUR DATA IS A CHALLENGE TO US TO BE ABLE TO STAND UP AND SEE WHAT WE CAN DO NEXT.
WE KNOW WHAT WE'RE CAPABLE OF, AND WE ACCEPT YOUR CHALLENGE.
>> YES, MS. COBB GREAT PRESENTATION.
IT'S DIFFICULT FOR US TO SAY NO, BUT WE VISITED [INAUDIBLE] AND THOUGHT IT WAS AMAZING.
I DIDN'T WANT TO LEAVE AS AN ADULT.
THANK YOU FOR ALL THAT YOU HAVE DONE AND CONTINUE TO DO AND FOR YOUR COURAGE TO DO EVEN MORE.
I APPRECIATE AND I'M HOPING PARENTS ARE LISTENING AND WATCHING.
I APPRECIATE ALL OF THE DILIGENT SPECIFIC RESEARCH THAT YOU
[00:45:04]
ALL HAVE DONE AND THAT YOU HAVE FROM THE RESEARCH AND ALL THE DATA.YOU'RE ALSO PROVIDING INSIGHT TO OTHER TEACHERS ACROSS THE DISTRICT.
I DON'T WANT PARENTS TO THINK, WELL, BECAUSE YOU'RE GOING TO HAVE A FLOOD OF INVOLVEMENTS.
I DON'T WANT PARENTS TO THINK, THEY'RE JUST GETTING IT.
NO, THEY'RE GETTING IT EVERYWHERE.
BUT TO LOOK AT THIS WITH A KEEN EYE, TO SEE WHAT'S WORKING BASED ON THE RESEARCH AND THEN IMPLEMENTING THE RESEARCH, THAT IS A HUGE COMPLIMENT TO THE TEACHERS, THE EDUCATORS, THE COORDINATORS.
IT'S A HUGE COMPLIMENT TO YOU MS. COBB AND YOUR TEAM.
BECAUSE NOW OUR PARENTS KNOW THE FOUNDATIONAL PART IS REALLY SOLID BECAUSE IT'S BASED ON THE RESEARCH.
THEN TO LOOK AT IT FROM A STANDPOINT WHERE YOU'RE LOOKING AT THE VARIOUS PEDAGOGY THAT WORKS WITH EACH CHILD IS HUGE.
THAT'S WHY WE'RE DESTINATION DISTRICT AND AS TRUSTEE NUISANCES, WE DO ACCEPT THE CHALLENGE.
WHEN I VISITED A COUPLE OF YEARS AGO, I THOUGHT, WHY ISN'T EVERY PRE-K AND KINDERGARTEN SCHOOL LIKE THIS? WE ACCEPT THE CHALLENGE AND I'M SURE THAT DR. CANTU AND HER TEAM [LAUGHTER] WILL COME TOGETHER.
MR. BARTON IS GOING TO DO SOME MORE DRAWING. BUT IT WILL HAPPEN.
I REALLY WANT TO SAY THANK YOU, WE APPRECIATE THE HARD WORK AND THEN TO DEMONSTRATE AND EXPRESS HOW WE WENT ABOUT.
I WANT ALL OF OUR PARENTS AND MISD TO SEE THAT WE'RE NOT JUST GOING OUT THERE TEACHING.
WE HAVE THE DATA, THE RESEARCH, AND WE'RE LOOKING FORWARD AND WE'RE ON THE CUSP.
WE'RE ALWAYS DOING SOMETHING INNOVATIVE HERE AT MISD, SO THANK YOU.
>> YES, MS. COBB. AS MS. NEWSOM SAID, THAT WE WERE FORTUNATE ENOUGH TO GET TO BE ON THAT WHEN THE WHOLE STAFF BROUGHT IT TO US.
AT FIRST IT WAS SO AT IMAGINABLE.
THEN THE MORE WE LEARNED ABOUT HOW THE CHILDREN WILL LEARN AND WHAT YOU GUYS HAVE PUT TOGETHER AND THE WHOLE TIME IT WAS BEING BUILT, EVEN WHEN ON THE RAINY DAYS, I WOULD JUST TAKE MY RAIN BOOTS [LAUGHTER] AND MY UMBRELLA AND JUST WALK AROUND IT, IT'S STILL MY HAPPY PLACE.
I DON'T EVEN NEED TO GO ANYWHERE.
BUT IT IS SO EXCITING TO SEE HOW THE DIFFERENT LEARNING STYLES, AND I LOVE THE QUOTE FROM THE ONE MOTHER WITH HER TWINS.
WHERE THE ONE SON WAS LEARNING THIS WAY AND I'M ONE OF THOSE KIDS GROWING UP.
I'M HYPER SITTING UP HERE JUST TRYING TO GET THIS MEANING, [LAUGHTER] BUT TO HAVE A DIFFERENT LEARNING STYLE AND THE WAY IT STICKS WITH THEM SO MUCH BETTER AND THE WAY IT SHOWS UP.
I KNOW THAT THAT WAS ONE OF OUR CONCERNS AT THE TIME THE BOARD LAUGHED BECAUSE WE SAID HOW ARE WE EVER GOING TO GET THEM TO GO TO SCHOOL? [LAUGHTER] THE SCHOOL THAT EVERYBODY GOES TO.
IN THE MEANTIME, IT'S ALWAYS BEEN OUR GOAL TO HAVE A SECOND, THIRD, OR EVEN FOURTH ONE.
ALL OUR PRE-KS WOULD BE FANTASTIC IF WE CAN HAVE THAT FACILITY FOR EVERYONE.
BUT WE DO APPRECIATE ALL THE WORK THAT YOU GUYS DO.
I KNOW YOU'LL MAKE IT LOOK FINE AND YOU MAKE IT LOOK EASY, BUT I KNOW IT'S ALWAYS NOT.
I'M HOPING TO COME MEET WITH YOU AGAIN ONE DAY BECAUSE I LOVE THAT PART, [LAUGHTER] WHICH IS THE KENZIE FAMILY STYLE.
WE APPRECIATE EVERYTHING. THANK YOU.
>> THANK YOU, PRESIDENT WILSON.
>> I WANTED TO JUST SAY SOMETHING, KRISTI, BEFORE YOU STEP AWAY.
I'VE BEEN SO EXCITED ABOUT THE PRESENTATION OF THIS DATA BECAUSE WE WATCH HOW HARD THE LEADERSHIP IN EARLY LEARNING AND THOSE OF YOU THAT WORK WITHIN THOSE CLASSROOMS EVERY SINGLE DAY, THE WORK YOU DO WITH THOSE KIDS AND THE IMPACT THAT WE'RE GOING TO CONTINUE TO SEE OVER THE REMAINDER OF THEIR TIME WITH US.
MANSFIELD ISD IS GOING TO BE INCREDIBLE.
I JUST WANT TO TAKE A MOMENT TO SAY THANK YOU.
KRISTI, ALLISON, JENNIFER, ASHTON, AND TO ALL OF THE EDUCATORS THAT WORK INSIDE THE WALLS OF THOSE BUILDINGS.
IT'S REALLY, REALLY INCREDIBLE WORK.
PEOPLE COME TO SEE IT. YOU GUYS ARE SUPER BUSY.
THE FACT THAT YOU CONTINUE TO BE ABLE TO DO WHAT YOU DO WHILE STRANGERS ARE COMING IN, PEOPLE FROM ALL ACROSS THE COUNTRY ARE COMING IN TO SEE THE WORK THAT YOU'RE DOING.
WE KNOW FOR A FACT THAT THERE ARE MULTIPLE DISTRICTS ACROSS THE NATION THAT HAVE TRIED TO REPLICATE EXACTLY WHAT WE'RE DOING HERE.
YOU CAN CREATE THE BEAUTIFUL SPACE.
WE'RE VERY BLESSED THAT WE HAVE THAT.
BUT IT'S ALSO WHAT GOES ON INSIDE THOSE WALLS THAT REALLY MAKES A DIFFERENCE, IS WHAT YOU DO WITH THAT BUILDING.
THANK YOU FOR TAKING THAT MAGICAL PLACE AND MAKING IT REALLY MEAN SOMETHING FOR OUR KIDS. THANK YOU.
>> IT'S TRUE. THEY ARE TRYING TO DUPLICATE, WHETHER THEY'RE NOT ABLE TO DO IT IN THE BUILDING OR IN WHAT GOES INSIDE IT.
I'VE BEEN CHECKING AND WATCHING, YOU GUYS ARE STILL WAY AHEAD OF THEM.
[8. Presentation ]
OUR PRESENTATION ON OUR ANNUAL COMPREHENSIVE FINANCIAL REPORT. DR. CANTU.>> YES, I WOULD LIKE TO INVITE MONICA IRVIN TO COME FORWARD TO INTRODUCE US TO OUR SPEAKER TONIGHT, MR. LUPE, ABOUT OUR ANNUAL COMPREHENSIVE FINANCIAL REPORT.
BOARD PRESIDENT WILSON, DR. CANTU, MEMBERS OF THE BOARD.
[00:50:04]
I'M EXCITED TO BE HERE.IT'S ONE OF MY FAVORITE TIMES A YEAR.
I KNOW IT'S WEIRD, BUT ANYWAY.
[LAUGHTER] BUT IT'S EXCITING TO ME.
BEFORE I INTRODUCE OUR SPEAKER THOUGH, I WANT TO BE SURE AND RECOGNIZE THE HARD WORK THAT THE ENTIRE BUSINESS OFFICE THAT THEY PUT IN BECAUSE IF IT WEREN'T FOR THEM AND THE CAMPUS STAFF, THAT HAS TO WORK TO MAKE SURE THAT ALL THE TRANSACTIONS ARE DONE CORRECTLY, THIS WOULDN'T BE POSSIBLE.
WE EVERY YEAR THE TEA REQUIRES THAT WE ISSUE AN AUDIT REPORT AND WE HAVE AN EXTERNAL AUDITOR TO COME IN AND DOUBLE-CHECK OUR WORK AND THEY REVIEW ALL OF THOSE FINANCIAL TRANSACTIONS.
THIS REPORT IS A CULMINATION OF AN ENTIRE YEAR'S WORTH OF FINANCIAL TRANSACTIONS AND PLUS THEY CHECK A FEW OTHER THINGS.
I WOULD LIKE TO INTRODUCE LUPE GARCIA, HE HAS A PARTNER WITH WHITLEY PENN TO ISSUE THE OPINION ON THOSE FINANCIAL STATEMENTS.
>> GOOD EVENING, PRESIDENT WILSON, MEMBERS OF THE BOARD, DR. CANTU.
MY PRESENTATION TONIGHT WILL TAKE YOU THROUGH THE AUDIT RESULTS FOR THE FISCAL YEAR 2023 FINANCIAL STATEMENTS AND THE FEDERAL SINGLE AUDIT.
THE AUDIT TEAM CONSISTED OF AILENE COMPLE MAKALINTAL, SHE WAS THE SENIOR MANAGER WORKING WITH THE DISTRICT AND SENIOR STAFF THROUGH EACH PHASE OF THE AUDIT.
MICHAEL HAZARD WAS THE SENIOR ASSOCIATE ONSITE WORKING WITH THE ASSOCIATES, AND TOM PEDERSEN WAS THE SECOND PARTNER INVOLVED IN THE AUDIT, HE REVIEWED THE ANNUAL COMPREHENSIVE FINANCIAL REPORT, THE FEDERAL SINGLE AUDIT REPORT, AND KEYWORD PAPERS AND OUR AUDIT FILES, A LEVEL OF QUALITY CONTROL.
THE AUDIT PROCESS TAKES SEVERAL MONTHS TO COMPLETE.
THE FIRST PHASE OF THE AUDIT HAPPENS LATE SPRING, EARLY SUMMER, WHERE WE TEST INTERNAL CONTROLS AND COMPLIANCE WITH THE FEDERAL MAJOR PROGRAMS. IT'S DURING THIS PHASE OF THE AUDIT THAT THE DISTRICT FEELS THAT THE AUDIT IS HAPPENING BECAUSE WE'RE MEETING WITH A LOT OF INDIVIDUALS, ALL THE DEPARTMENTS THAT ARE INVOLVED IN THE AUDIT THAT IMPACT THE DISTRICT'S FINANCIAL STATEMENTS, HUMAN RESOURCES, PAYROLL PROCUREMENT, PAYROLL, INFORMATION TECHNOLOGY, FEDERAL GRANTS, PIMS. WE'RE MEETING AND ASKING QUESTIONS, ASKING TO REVIEW DOCUMENTATION, AND SO THEY FEEL AND KNOW THAT THE AUDIT HAS STARTED.
ONCE THE FISCAL YEAR ENDS JUNE 30TH, THE DISTRICT HAS A COUPLE OF MONTHS TO POST CLOSING ENTRIES, PREPARE SCHEDULES AND RECONCILIATIONS, AND WE RETURN FOR YEAR END FIELD WORK WHERE THE FOCUS IS MORE ON THE FINANCIALS.
WE'RE TESTING THE ACCOUNT BALANCES, WE'RE CONFIRMING BALANCES DIRECTLY WITH THIRD PARTIES OR PERFORMING A VARIETY OF ANALYTICAL AND OTHER SUBSTANTIVE PROCEDURES.
ALL THE PROCEDURES THAT WE PERFORMED OVER ALL THESE MONTHS IS TO OBTAIN ENOUGH AUDIT EVIDENCE TO EXPRESS OUR OPINION.
BECAUSE ULTIMATELY, THAT'S WHAT WE WERE ENGAGED TO DO, IS EXPRESS AN OPINION AS TO WHETHER YOUR FINANCIAL STATEMENTS ARE MATERIALLY STATED AND PREPARED IN ACCORDANCE WITH GENERALLY ACCEPTED ACCOUNTING PRINCIPLES.
AS EXTERNAL AUDITORS, WE CAN EXPRESS A FEW DIFFERENT TYPES OF OPINIONS, BUT THE GOOD NEWS IS THAT WE'VE EXPRESSED AN UNMODIFIED OPINION WHICH IS THE BEST OUTCOME IN A FINANCIAL STATEMENT AUDIT THAT'S OTHERWISE KNOWN AS A CLEAN OPINION.
ONCE THIS REPORT IS MADE PUBLIC, THE USERS OF THE FINANCIAL STATEMENTS WE'LL LOOK TO OUR REPORT, SEE THAT THE OPINION IS UNMODIFIED, AND THAT'S GOING TO INDICATE THAT THE FINANCIAL STATEMENTS ARE MATERIALLY STATED AND THAT THE DISTRICT IS FOLLOWING GENERALLY ACCEPTED ACCOUNTING PRINCIPLES.
WE ALSO ISSUE A REPORT ON THE DISTRICT'S COMPLIANCE WITH THOSE REQUIREMENTS THAT ARE MATERIAL TO THE FINANCIAL STATEMENTS AND ON INTERNAL CONTROLS OVER FINANCIAL REPORTING.
OUR PROCEDURES DO NOT IDENTIFY ANY MATERIAL WEAKNESSES OR SIGNIFICANT DEFICIENCIES, SO GOOD NEWS HERE AS WELL WITH THE SECOND REPORT THAT'S REQUIRED BY GOVERNMENT AUDITING STANDARDS.
THEN THE THIRD AND FINAL REPORT WE ISSUE IS RELATED TO YOUR FEDERAL PROGRAMS. WE IDENTIFIED THESE MAJOR PROGRAMS AND THE FEDERAL SINGLE AUDIT, TITLE 1, PART A, YOUR ESSER SPENDING, YOUR 21ST CENTURY COMMUNITY LEARNING CENTERS, AND YOU'VE RECEIVED AN AWARD FROM FEMA RELATED TO PUBLIC ASSISTANCE.
THESE MAJOR PROGRAMS EACH HAVE THEIR OWN COMPLIANCE REQUIREMENTS, SO WE TESTED THESE MAJOR PROGRAMS IN ACCORDANCE WITH THOSE COMPLIANCE REQUIREMENTS.
NO QUESTION COSTS, NO NON-COMPLIANCE OR OPINION HERE IS ALSO UNMODIFIED.
THIS IS EXTREMELY IMPORTANT BECAUSE WITHIN 30 DAYS OF THIS REPORT BEING ISSUED, THE DISTRICT WILL MAKE A SUBMISSION TO THE FEDERAL AUDIT CLEARINGHOUSE, AND THIS IS ONE WAY ALL THE FEDERAL AND STATE AGENCIES BECOME AWARE OF HOW THE DISTRICT PERFORMED IN THE SINGLE AUDIT AND THE FINANCIAL STATEMENT AUDIT.
LOOKING AT SOME OF YOUR FINANCIAL STATEMENTS, THE STATEMENT IN NET POSITION IS YOUR GOVERNMENT-WIDE FINANCIAL STATEMENT ON AN ACCRUAL BASIS OF ACCOUNTING, YOUR TOTAL ASSETS AND DEFERRED OUTFLOWS OF RESOURCES AS OF THE END OF THE FISCAL YEAR TOTALED JUST UNDER $1.2 BILLION.
OF THAT AMOUNT, THAT'S PRIMARILY YOUR CASH AND INVESTMENTS AND YOUR CAPITAL ASSETS.
CASH INVESTMENTS TOTALED 220.7 MILLION AND YOUR CAPITAL ASSETS, WHICH IS THE LAND, THE CONSTRUCTION IN PROGRESS, THE BUILDINGS, VEHICLE AND EQUIPMENT, FURNITURE AND EQUIPMENT WAS 792.4 MILLION.
YOUR LIABILITIES AND YOUR DEFERRED INFLOWS OF RESOURCES TOTALED $1.2 BILLION AS WELL,
[00:55:06]
THAT PRIMARILY CONSIST OF YOUR LONG-TERM DEBT, YOUR BONDS, YOUR LEASES, AND YOUR SUBSCRIPTION-BASED IT ARRANGEMENTS PAYABLE, THAT WAS 876.8 MILLION.THEN THE DISTRICT PARTICIPATES IN THE TEACHER RETIREMENT SYSTEM OF TEXAS, SO THERE'S TWO LIABILITIES THAT ARE REPORTED IN YOUR FINANCIAL STATEMENTS RELATED TO THOSE RETIREE BENEFITS, ONE FOR THE PENSION AND ONE FOR THE RETIREE HEALTH CARE, WHICH IS REFERRED TO AS THE OTHER POST EMPLOYMENT BENEFIT.
THESE LIABILITIES TOTALED 108.8 MILLION AND 59.1 MILLION AS OF THE END OF THE FISCAL YEAR, THOSE LIABILITIES HAVE TO BE REPORTED IN YOUR FINANCIAL STATEMENTS IN ORDER TO COMPLY WITH GENERALLY ACCEPTED ACCOUNTING PRINCIPLES.
THE DISTRICT IS BUDGETING AND CONTRIBUTING TO BOTH OF THOSE PLANS EXACTLY LIKE IT'S SUPPOSED TO.
THESE AMOUNTS ARE CONSIDERED AN ESTIMATE, THEY ARE MEASURED EACH AND EVERY YEAR BY TRS AND THEIR AUDITORS AND THEIR ACTUARIES, IT'S THE DISTRICT'S RESPONSIBILITY TO TAKE THOSE AMOUNTS THAT REPRESENT YOUR PROPORTIONATE SHARE OF THE OVERALL PLAN LIABILITY, AND REPORT THEM IN YOUR FINANCIAL STATEMENTS.
BECAUSE OF THOSE TWO LIABILITIES, YOUR NET POSITION IS A DEFICIT $54.2 MILLION.
IF WE TAKE THAT $54.2 MILLION, THAT'S A DEFICIT ON YOUR STATEMENT AND NET POSITION.
WE BACK OUT THE IMPACT OF THE PENSION AND THE OTHER POST EMPLOYMENT BENEFITS, YOU CAN SEE ON THE FAR RIGHT FOR FISCAL YEAR 2023, YOUR NET POSITION, MEANING THE ASSETS AND THE LIABILITIES THAT ARE UNDER THE CONTROL OF THE SCHOOL DISTRICT WOULD REPRESENT IN TOTAL $157.3 MILLION.
THAT'S A POSITIVE NET POSITION, THIS REPRESENTS AND YOU CAN SEE WHAT THE NET POSITION HAS BEEN OVER THE LAST TWO PREVIOUS FISCAL YEARS, IT'S STEADILY INCREASING.
THAT MEANS THAT THE DISTRICT IS BEING GOOD STEWARDS OF TAXPAYER DOLLARS, THAT YOU'RE NOT SPENDING MORE THAN YOU'RE RECEIVING AND THAT YOU'RE ADDING TO YOUR NET POSITION OR THE NET WORTH OF THE SCHOOL DISTRICT.
THE GENERAL FUND IS YOUR MAIN OPERATING ACCOUNT FOR FISCAL YEAR 2023, TOTAL REVENUES WERE $359.3 MILLION OF YOUR GENERAL FUND REVENUE, THAT PRIMARILY COMES FROM TWO SOURCES, PROPERTY TAXES REPRESENTED 53% AND STATE AID REPRESENTED 37%.
THERE'S ANOTHER 5% OF OTHER STATE FUNDING, WHICH IS PRIMARILY TRS ON BEHALF PAYMENTS THAT THE STATE MAKES ON BEHALF OF THE SCHOOL DISTRICT DIRECTLY TO TRS.
YOU HAVE 3% OF FEDERAL FUNDING AND 2% OF OTHER LOCAL FUNDING, WHICH IS PRIMARILY YOUR INTEREST INCOME.
GENERAL FUND EXPENDITURES TOTAL 345.8 MILLION, THE MAJORITY OF THAT GOES TOWARDS INSTRUCTION AND INSTRUCTION RELATED EXPENDITURES, THAT WAS 62%.
13% OF YOUR GENERAL FUND EXPENDITURES ARE FOR STUDENTS SUPPORT SERVICES, THAT'S PRIMARILY GOING TO BE STUDENT TRANSPORTATION, CO-CURRICULAR, EXTRA-CURRICULAR ACTIVITIES, HEALTH AND RELATED SERVICES.
YOU HAVE 10% FOR FACILITIES MAINTENANCE AND OPERATIONS, 8% FOR INSTRUCTIONAL AND SCHOOL LEADERSHIP, 4% FOR SECURITY MONITORING AND DATA PROCESSING, GENERAL ADMINISTRATION AT 7.8 MILLION, IS 2% OF YOUR GENERAL FUND EXPENDITURES.
I DO MANY PRESENTATIONS AND THAT PERCENTAGE FOR THE GENERAL ADMINISTRATION IS TYPICALLY 3 OR 4%, SO IT'S NOTABLE THAT IT'S ONLY 2%, MEANING THE DISTRICT IS RUNNING VERY LEAN FROM A GENERAL ADMINISTRATION STANDPOINT.
OTHER MISCELLANEOUS EXPENDITURES REPRESENTED 1% OF YOUR GENERAL FUND EXPENDITURES.
AS FAR AS BUDGET TO ACTUAL, THE GENERAL FUND REVENUES WERE MORE THAN BUDGETED REVENUES BY 8.4 MILLION.
YOUR EXPENDITURES WERE LESS THAN BUDGETED EXPENDITURES BY 4.7 MILLION, SO TWO FAVORABLE VARIANCES THERE.
OVERALL YOUR REVENUES EXCEEDED YOUR EXPENDITURES AND THERE WAS A SLIGHT INCREASE IN FUND BALANCE OF $300,000 AND THAT WAS AFTER A TRANSFER OF $14 MILLION TO THE CAPITAL PROJECTS FUND FOR FUTURE CAPITAL OUTLAY.
AS OF THE END OF THE FISCAL YEAR, YOUR FUND BALANCE WAS $116.5 MILLION, THIS IS NOT YOUR SAVINGS ACCOUNT, THIS IS YOUR OPERATING WORKING CAPITAL, THIS IS HOW YOU PAY VENDORS AND YOU PAY YOUR EMPLOYEES.
NON-SPENDABLE FUND BALANCE IS 1.8 MILLION, WHICH IS ITEMS THAT ARE TIED UP IN INVENTORY OR PREPAID ITEMS AND THE UNASSIGNED FUND BALANCE IS THE PORTION OF FUND BALANCE THAT'S AVAILABLE FOR SPENDING, WAS $114.7 MILLION.
THAT $114.7 MILLION REPRESENTS 33.2% OF YOUR GENERAL FUND EXPENDITURES, YOU HAVE A BOARD POLICY TO MAINTAIN BETWEEN 2 AND 3 MONTHS OF UNASSIGNED FUND BALANCE, WHICH IS 17 TO 25%, SO YOU CAN SEE THAT 33% IS MEETING THAT BOARD POLICY AND YOU'VE BEEN MEETING THAT BOARD POLICY FOR THE LAST FIVE FISCAL YEARS.
TWO ADDITIONAL BUDGETARY COMPARISON SCHEDULES INCLUDED IN THE REPORT OR FOR YOUR CHILD NUTRITION PROGRAM AND YOUR DEBT SERVICE FUND, YOUR REVENUES AND CHILD NUTRITION, WERE LESS THAN BUDGETED BY 1.1 MILLION.
YOUR EXPENDITURES AND THE CHILD NUTRITION FUND, WERE LESS THAN BUDGETED EXPENDITURES BY $700,000.
OVERALL, THERE WAS A DECREASE IN YOUR FUND BALANCE OF $1 MILLION, FOR AN ENDING FUND BALANCE OF 3.9 MILLION.
YOUR DEBT SERVICE FUND HAD REVENUES GREATER THAN BUDGETED AT 1.9,
[01:00:04]
THAT'S PRIMARILY YOUR INTEREST AND SINKING PORTION OF TAX RATE.YOUR ACTUAL EXPENDITURES IS 71.6 MILLION WERE LESS THAN BUDGETED EXPENDITURES BY $1 MILLION, THAT'S PRIMARILY THE PRINCIPAL AND INTERESTS THAT WAS PAID DURING THE YEAR ON YOUR LONG-TERM DEBT.
FUND BALANCE INCREASED AND YOUR DEBT SERVICE FUND BY 2.9 MILLION FOR AN ENDING BALANCE OF $61 MILLION.
THE DISTRICT IS FOLLOWING ALL CURRENT ACCOUNTING PRONOUNCEMENTS.
THERE WAS A NEW PRONOUNCEMENT IMPLEMENTED DURING FISCAL YEAR 2023 RELATED TO SOFTWARE SUBSCRIPTIONS AND SOFTWARE LICENSES THAT THE DISTRICT HAS IMPLEMENTED, GASB 96 IN THESE FINANCIAL STATEMENTS.
THE FINANCIAL STATEMENTS INCLUDE ESTIMATES, THE LARGEST ESTIMATE IN YOUR FINANCIAL STATEMENTS IS RELATED TO THE PENSION AND OTHER POST EMPLOYMENT BENEFIT LIABILITY AND RELATED INFLOWS AND OUTFLOWS AND EXPENSES RELATED TO TRS.
THERE'S ALSO ESTIMATES RELATED TO YOUR ALLOWANCES FOR UNCOLLECTIBLE ACCOUNTS.
THEN STATE FUNDING, THERE'S A LOT OF VARIABLES THERE AND SO ANYTHING RELATED TO STATE FUNDING IS CONSIDERED AN ESTIMATE.
WE REVIEWED MANAGEMENT SPACE FOR RECORDING THOSE ESTIMATES AND THE FINANCIAL STATEMENTS AND HAVE DEEMED THAT THE HUMAN-MADE PROPERLY AND IN ACCORDANCE WITH GAAP.
THERE ARE RISKS INVOLVED IN EVERY FINANCIAL STATEMENT AUDIT.
THIS IS A NEW COMMUNICATION ITEM THAT WE HAVE TO MAKE TO YOU AS BOARD MEMBERS OF THE SCHOOL DISTRICT.
THESE RISKS ARE NOT UNIQUE TO MANSFIELD, THEY'RE NOT SPECIFIC TO MANSFIELD.
BUT AS MEMBERS OF THE GOVERNING BODY, YOU HAVE TO BE AWARE AND KNOW THAT EVEN THOUGH YOU HAVE ESTABLISHED POLICIES AND PROCEDURES, WHAT WE CALL INTERNAL CONTROLS, THERE'S ALWAYS THE RISK THAT MANAGEMENT CAN OVERRIDE THOSE INTERNAL CONTROLS.
IMPROPER REVENUE RECOGNITION IS ALWAYS A RISK IN EVERY FINANCIAL STATEMENT AUDIT, SO WE PERFORM PROCEDURES TO ADDRESS BOTH OF THESE RISKS IN OUR AUDIT.
I'M HAPPY TO REPORT THAT WE DIDN'T ENCOUNTER ANY DIFFICULTIES IN PERFORMING AND COMPLETING OUR AUDIT.
I'D LIKE TO THANK THE DISTRICT FOR ITS COOPERATION THROUGH EACH PHASE OF THE AUDIT.
THERE'S A TREMENDOUS AMOUNT OF INFORMATION THAT WE REQUEST, THAT WE TEST.
WE ASKED TO MEET WITH VARIOUS INDIVIDUALS.
WE DO THANK THE DISTRICT FOR ITS COOPERATION ON TOP OF MAINTAINING ITS DAY-TO-DAY RESPONSIBILITIES AND ALSO GETTING THROUGH THE AUDIT WITH US AND BEING ON TIME.
WE APPRECIATE THAT. OUR PROCEDURES DIDN'T IDENTIFY ANY MATERIAL MISSTATEMENTS AS FAR AS WE'RE AWARE, AND THERE WERE NO DISAGREEMENTS WITH MANAGEMENT ON ANY MATTERS TO REPORT TO YOU.
WE DO OBTAIN A LETTER AT THE END OF THE AUDIT REFERRED TO AS A MANAGEMENT REPRESENTATION LETTER.
IN THAT LETTER, MANAGEMENT ASSERTS TO US THAT THEY'VE PROVIDED US WITH ALL THE INFORMATION THAT WE'VE REQUESTED.
THE DISTRICT HAS BEEN AN OPEN-BOOK.
THESE FINANCIAL STATEMENTS ARE ACCURATE.
AS FAR AS WHERE IT WERE THE DISTRICT IS NOT CONSULTING WITH ANY OTHER AUDITORS OR ACCOUNTANTS ON ANY MATTERS AND THEN THE LAST BULLET ON THIS SLIDE, DURING THE YEAR, WE MAY ANSWER QUESTIONS, PROVIDE INFORMATION AND GUIDANCE ON VARIOUS ACCOUNTING AND FINANCIAL REPORTING-RELATED ITEMS. BUT AT NO TIME DO WE FEEL THE WAY WE ANSWER OR THE INFORMATION WE PROVIDE OR THE GUIDANCE WE GIVE IS A CONDITION TO OUR RETENTION AS THE DISTRICT'S EXTERNAL AUDITORS.
THAT COMPLETES MY PRESENTATION.
IF THERE ARE ANY QUESTIONS, I'D BE HAPPY TO ANSWER THOSE QUESTIONS AT THIS TIME.
>> WE'LL START TO MY LEFT THIS TIME.
TRUSTEES, DID ANYONE HAVE ANYTHING? DR. RAY.
>> I WAS ASKING MS. STRONG GUARD IF SHE HAD ANY QUESTIONS.
>> I THINK THEY REALLY DON'T. [LAUGHTER]
>> THERE ARE NO QUESTIONS. [LAUGHTER] THANK YOU.
>> LOOK HOW GOOD YOU DID [INAUDIBLE].
WE APPRECIATE ALL YOUR HARD WORK AND WE DEFINITELY KNOW THAT YOU MS. YOUNG GUARD HAD PROBABLY TALKED A COUPLE TIMES. AM I RIGHT?
>> KEEPS YOU ON YOUR TOES, AREN'T YOU? BUT ANYWAY, WE THANK YOU GUYS VERY MUCH.
WE APPRECIATE THE WORK THAT YOU'VE DONE.
[9. Public Comments]
THE CORRECT PROCEDURE FOR ADDRESSING THE BOARD DURING PUBLIC COMMENTS IS AS FOLLOWS.EACH SPEAKER SHOULD ADDRESS THE BOARD FOR THE PODIUM, MICROPHONE HAS STAYED HIS OR HER NAME BEFORE SPEAKING.
ALL SPEAKERS WILL BE LIMITED TO THREE MINUTES TO MAKE COMMENTS REGARDING ITEMS ON THE AGENDA AND LESS MODIFIED BY THE BOARD PRESIDENT BASED ON BOARD POLICY BED LOCAL.
COPIES OF PRESENTATIONS SHOULD BE MADE AVAILABLE TO ADDRESS THESE AND THE SUPERINTENDENT.
POLICY PROHIBITS THE DISCUSSION OR COMPLAINTS AGAINST DISTRICT EMPLOYEES DURING AN OPEN FORUM.
JUST A QUICK REMINDER THAT THE PROCESS IS ONLINE NOW TO FILE IF YOU WANT TO HAVE A PUBLIC COMMENT, AND IT BEGINS FROM THE MOMENT THAT THE AGENDA IS POSTED, WHICH IS NO LATER THAN 72 HOURS BEFORE THE MEETING TIME AND UP UNTIL 1 O'CLOCK THE DAY OF THE MEETING.
[01:05:02]
THAT CAN BE FOUND ON OUR WEBSITE.I HAVE ONE PUBLIC COMMENT THIS EVENING IN MYRA MILLER CASTLES.
WITH THAT, WE WILL MOVE TO ITEM 10 ON
[10. Human Resources Report]
HUMAN RESOURCES REPORT STARTING WITH 10.1 OR 20 PLUS YEARS RECOGNITION.MS. THOMAS, WOULD YOU LIKE TO SHARE THOSE WITH US?
WE HAVE TWO TONIGHT, MS. GENOVE BOLDEN FROM ALMA MARTINEZ.
SHE'S HAD 20 YEARS WITH EDUCATION IN ONE WITH MISD, SO WE WILL MISS YOU AND THEN OUR MR. PHILIP O'NEIL, HE'S HAD 37 YEARS IN EDUCATION AND SEVEN WITH MISD, AND WE WILL GREATLY MISS MR. O'NEILL WITH HIS RETIREMENT.
>> THANK YOU, MS. THOMAS. [APPLAUSE]
IT'S AWESOME. I ALWAYS LOVE TO SEE HIM MANY YEARS THEY DID WITH US.
LET'S GO TO ITEM 10.2 ON OUR NEW HIRES FOR BOARD APPROVAL.
MAY I PLEASE RECEIVE THE MOTION ON THE RECOMMENDATIONS?
>> WE HAD A MOTION MADE BY MS. THOMAS AND A SECOND MADE BY MS. ANDERSON.
ARE THERE ANY QUESTIONS OR CONCERNS FOR THE STAFF? CNN. ALL THOSE IN FAVOR OF THE MOTION MAY I PLEASE SEE A SHOW OF HANDS? THE MOTION PASSES 7-0.
[11. Business Items Requiring Board Action]
OUR BUSINESS ITEMS REQUIRING BOARD ACTION, STARTING WITH 11.1 OUR CONSIDERATION APPROVAL OF THE 2022, 2023 ANNUAL COMPREHENSIVE FINANCIAL REPORT.>> WE HAVE A MOTION MADE BY MS. ANDERSON.
WE JUST HAD IT, BUT JUST IN CASE, IS THERE ANY QUESTIONS OR CONCERNS BEFORE WE VOTE? ALL THOSE IN FAVOR OF THE MOTION MAY I PLEASE SEE A SHOW OF HANDS? THE MOTION PASSES UNANIMOUSLY 7-0.
NOW, ITEM 11.2, OUR CONSIDERATION AND APPROVAL OF ACTION OF TEACHER CONTRACT ABANDONMENT.
MAY I PLEASE RECEIVE THE MOTION? WAS THAT DR. RAY? IT WAS MS. NEWSOM.
WE HAD A MOTION MADE BY MS. FARRAR AND A SECOND MADE BY MS. NEWSOM.
ARE THERE ANY QUESTIONS ON STAFF? ALL THOSE IN FAVOR OF THE MOTION, MAY I PLEASE SEE A SHOW OF HANDS.
WE WILL NOW MOVE TO OUR CONSENT AGENDA.
[12. Consent Agenda]
LET ME REMIND YOU THAT WE VOTE THE CONSENT AGENDA UP OR DOWN AS IT IS PRESENTED, UNLESS SOMEONE NEEDS TO PULL AN ITEM.IS THERE ANYTHING THAT ANYONE WOULD LIKE TO PULL IT THIS TIME? WITH THAT ALL THOSE IN FAVOR OF THE CONSENT AGENDA AS IT IS PRESENTED MAY I PLEASE SEE A SHOW OF HANDS? THE CONSENT AGENDA IS APPROVED 7-0.
ITEM 13 IS OUR SUPERINTENDENT'S REPORT.
THIS IS FOR INFORMATIONAL PURPOSES ONLY.
DOES ANYONE HAVE ANY OF THESE ITEMS THAT THEY WOULD LIKE TO DISCUSS WITH DR. CANTU AT THIS TIME? NO. WELL, I'M GOING TO STALL.
I'M KIDDING. [LAUGHTER] JUST BECAUSE I DON'T WANT TO TURN OFF THE HOOK THAT EASY.
NO, ACTUALLY, WE ARE ALREADY TO ITEM 14.
BEFORE ADJOURN JUST WANT TO TELL EVERYBODY TO HAVE A NICE BREAK AND I HOPE YOU ALL GET THE REST THAT I KNOW YOU DESERVE AND SPEND GREAT TIMES WITH YOUR FAMILIES.
WE WILL ADJOURN AT 8:08.
* This transcript was compiled from uncorrected Closed Captioning.