[00:00:04]
>> GOOD EVENING. IT IS NOW 6:00 PM.
[1. Call to Order]
LET US PLEASE COME TO ORDER FOR THE REGULAR BOARD MEETING OF THE BOARD OF TRUSTEES.LET THE RECORD SHOW THAT ALL TRUSTEES ARE PRESENT.
WE WILL NOW ADJOURN TO CLOSED SESSION PURSUANT TO TEXAS GOVERNMENT CODE SECTION
[3. Closed Session]
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 IN A CLOSED SESSION AT 6:01.
WE WILL NOW RECONVENE FROM CLOSED SESSION AT 7:00 PM.
[4. Reconvene]
I'LL ASK IF EVERYONE WILL PLEASE RISE AS WE ARE LED IN PRAYER BY DR.BENITA REED AND OUR PLEDGE IS LED BY TRUSTEE CRAIG TIPPING, AND OUR PRESENTATION OF COLORS BY THE LAKE RIDGE HIGH SCHOOL JROTC.
>> PLEASE JOIN ME IN THE PLEDGES.
>> WE WILL NOW MOVE ON TO ITEM 6,
[6. District Recognition]
OUR DISTRICT RECOGNITIONS. DR. CANTU.>> YES, MA'AM I WOULD LIKE TO ASK HEATHER CARSON TO COME FORWARD AND KICK OFF OUR RECOGNITIONS FOR THE EVENING.
GOOD EVENING BOARD PRESIDENT WILSON, DR. CANTU, MEMBERS OF THE BOARD, CABINET, AND TO THE PUBLIC HERE WITH US TONIGHT.
TONIGHT WE WILL BEGIN OUR RECOGNITIONS WITH OUR SCHOOL BOARD SUPERSTAR AWARDS.
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 OF OUTSTANDING CHARACTER, CITIZENSHIP, FAIRNESS, HONESTY, KINDNESS,
[00:05:02]
RESPECT, RESPONSIBILITY, AND TRUSTWORTHINESS.BEFORE WE BRING OUR SUPERSTARS UP, I'D LIKE TO ASK YOU TO PLEASE TURN YOUR ATTENTION TO THE SCREENS TO LEARN WHAT MAKES THESE YOUNG SCHOLARS SO SUPER.
>> I CHOSE DIANA BECAUSE HE IS A GREAT STUDENT, AND SHE'S ALWAYS WILLING TO LEARN NEW CONCEPTS.
[MUSIC] AND SHE'S VERY FLEXIBLE AS A STUDENT AND VERY RESPONSIBLE.
I LOVE HAVING DIANA IN MY CLASSROOM. SHE'S GREAT.
>> BEING A SUPERSTAR IS MAKING ME HAPPY.
>> BRYCE IS A SCHOOL BOARD SUPERSTAR BECAUSE HE IS AMAZING.
HE'S A GREAT FRIEND TO OTHER PEOPLE.
HE'S ALWAYS ON TASK DOING THE RIGHT THING.
HE SHOWS OTHER PEOPLE WHAT TO DO.
HE LEADS BY EXAMPLE AND HE JUST GETS IT.
HE'S GREAT TO HAVE IN THE CLASSROOM.
>> I'M SUPERSTAR BECAUSE I WORK HARD AND I'M SUPER FRIENDLY.
>> I CHOSE MAYA AS THE SCHOOL BOARD SUPERSTAR BECAUSE SHE IS A GREAT EXAMPLE TO OTHER STUDENTS WITH DOING HER WORK AND BEING A STUDENT WHO IS KIND TO OTHERS AND ALWAYS HELPFUL.
I THINK I WAS CHOSEN FOR THE SUPERSTAR STUDENT BECAUSE I TRY MY BEST TO WORK REALLY HARD.
>> LONDON HENDERSON IS BRILLIANT.
SHE IS ABOVE GRADE LEVEL IN HER ACADEMICS, BUT SHE IS SO MUCH MORE THAN THAT.
SHE APPROACHES CONFLICTS WITH KINDNESS AND CHALLENGES WITH CONFIDENCE.
SHE'S CLEVER, THOUGHTFUL, AND HUMBLE.
>> I THINK IT IS BECAUSE I'VE BEEN FRIENDLY AND GOOD TO MY FRIENDS.
>> I CHOSE ELENA AS THE SUPERSTAR BECAUSE SHE'S ALWAYS SETTING THE EXAMPLE FOR THE OTHER STUDENTS.
SHE'S EXTREMELY KIND, VERY RESPECTFUL, AND SHE'S AN AWESOME HELPER.
>> WHY I THINK I'M LIKE NOMINATED FOR THE SCHOOL BOARD AWARD IS BECAUSE I'M LIKE JUST SUPER RESPECTFUL AND I KNOW MY TEACHER, MISS LONGSHORE, SHE REALLY LIKES ME.
>> BOTH MISS MAYA AND I CHOSE VOSHON IS OUR SUPERSTAR FOR OUR SCHOOL IS BECAUSE HE'S AN AMAZING LEADER, HE FOLLOWS DIRECTIONS.
>> I'M EXCITED BECAUSE I HAVEN'T BEEN PICKED FOR SOMETHING AS BIG AS THIS BEFORE.
>> I CHOSE KYLIE BECAUSE SHE IS ALWAYS HELPING PEOPLE, HER CLASSMATES.
SHE'S SO RESPECTFUL AND SHE IS JUST SUPER HARD WORKING ALL THE TIME.
>> GETTING THE SUPERSTAR AWARD MAKES ME HAPPY.
>> CASE WAS CHOSEN AS THE SCHOOL BOARD SUPERSTAR BY OUR ENRICHMENT TEAM AND HE COMES TO SCHOOL EVERY DAY WITH A POSITIVE ATTITUDE.
HE'S KIND AND HARDWORKING AND ALWAYS WILLING TO HELP OTHERS NO MATTER WHERE HE GOES.
>> GETTING THE AWARD MAKES ME FEEL GOOD. [MUSIC]
>> [APPLAUSE] WELL, PARENTS AND STUDENTS, IT IS YOUR SPECIAL TIME.
STUDENTS, AS I CALL YOUR NAME, PLEASE COME FORWARD AND YOU WILL GO SEE DR. CANTU TO GET YOUR SPECIAL RECOGNITION.
AND THEN WE'LL HAVE YOU COME OVER AND STAND RIGHT IN THE CENTER UNTIL ALL OF OUR STUDENTS HAVE BEEN CALLED AND WE WILL TAKE SOME PICTURES.
FROM ALICE PONDER ELEMENTARY IN THIRD GRADE, DIANA RUBIO.
[APPLAUSE] FROM ANNETTE PERRY ELEMENTARY IN SECOND GRADE, ELENA BENNETT.
[APPLAUSE] FROM CORA SPENCER ELEMENTARY IN THIRD GRADE, MAYA MAYO.
[APPLAUSE] FROM ELIZABETH SMITH INNOVATIVE LEARNING ACADEMY IN PRE K, LONDON HENDERSON.
[APPLAUSE] FROM MARTHA RED LEADERSHIP ACADEMY IN THIRD GRADE, VOSHON DAVIES.
[APPLAUSE] FROM MARY JO SHEPPARD ELEMENTARY IN FIRST GRADE, BRYCE DAVIS.
[00:10:04]
[APPLAUSE] FROM ROBERTA TIPPS STEAM ACADEMY IN SECOND GRADE, KYLIE WADDELL.[APPLAUSE] FROM TARBA-RENDON SCHOOL OF AGRICULTURAL LEADERSHIP IN SECOND GRADE, CASE GUERRERO. AS CASE IS MAKING HIS WAY TO THE GROUP, WE'RE GOING TO GET EVERYONE TOGETHER FOR A PICTURE.
PARENTS, THIS IS YOUR TIME TO GET THAT PICTURE.
LET'S GIVE ANOTHER ROUND OF APPLAUSE FOR OUR STUDENTS.
[APPLAUSE] CONGRATULATIONS TO ALL OF OUR STUDENTS.
WE'D ALSO LIKE TO GIVE A SPECIAL THANK YOU TO OUR PARENTS, OUR 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 AND THEIR FAMILIES.
[APPLAUSE] YOU GUYS CAN MAKE YOUR WAY BACK TO YOUR FAMILIES.
MOVING ON TO OUR NEXT RECOGNITION, I'D LIKE TO INVITE OUR DIRECTOR OF FINE ARTS, DR. DARWERT JOHNSON, TO THE PODIUM FOR OUR FINE ARTS RECOGNITIONS THIS EVENING.
>> THANK YOU. GOOD EVENING, DR. CANTU AND BOARD.
WE ARE PROUD TO ANNOUNCE THAT WE HAD 12 AMAZING MUSICIANS THAT WERE ABLE TO PERFORM AT THE TEXAS MUSIC EDUCATOR ASSOCIATION CLINIC AND CONCERT IN SAN ANTONIO.
THE SEVEN BAND STUDENTS AND FIVE CHOIR STUDENTS WERE NAMED ALL STATE MUSICIANS, WHICH IS REGARDED AS THE HIGHEST HONOR A STUDENT CAN RECEIVE IN THE TEXAS MUSIC EDUCATION.
THIS REMARKABLE ACHIEVEMENT IS A TESTAMENT OF OUR STUDENTS COMMITMENT AND PERSEVERANCE.
THEY HAVE PROVEN THAT WITH PASSION AND DETERMINATION, DREAMS CAN BECOME REALITY.
CONGRATULATIONS TO EACH OF OUR STUDENTS AND THEIR DIRECTORS.
WE'RE GOING TO START WITH RECOGNIZING OUR BAND STUDENTS FIRST.
AT LEGACY HIGH SCHOOL, WE HAVE TY GERY, PERCUSSION, AND ABI WARREN, FLUTE.
THEIR DIRECTOR IS ANDREW NANCE.
[APPLAUSE] AT LAKE RIDGE HIGH SCHOOL, WE HAVE KAMRON BROWN, PERCUSSION; ALLEN CABTREE, TRUMPET; ADELINE KEITH, FRENCH HORN.
THEIR DIRECTOR IS MR. BRADLEY BONEBRAKE.
[APPLAUSE] AT MANSFIELD HIGH SCHOOL, WE HAVE GRACE LIPSCOMB, TROMBONE AND DIRECTOR WILLIAM LUDLOW.
[APPLAUSE] AT CHOIR FOR MANSFIELD HIGH SCHOOL, WE HAVE MASON MOLEN, TENOR 2, CHRIST TAKAM, BASS 2, AND BRAEDEN WURTZ, TENOR 1.
[APPLAUSE] AT TIMBERVIEW HIGH SCHOOL, WE HAVE ASHLAND HENSON SOPRANO 1, AND OLIVIA WYNN, SOPRANO 1.
[APPLAUSE] WE'RE GOING TO TAKE A GROUP PICTURE OF PARENTS.
IF YOU WANT TO TAKE PICTURES, THIS IS THE TIME TO DO SO.
[BACKGROUND] LET'S GET THESE MUSICIANS ANOTHER ROUND OF APPLAUSE.
CONGRATULATIONS, GUYS. [APPLAUSE]
>> AS OUR STUDENTS ARE MAKING THEIR WAY OUT, PARENTS DON'T FORGET TO TAG MANSFIELD ISD.
LET'S GIVE THEM ONE MORE ROUND OF APPLAUSE AS THEY'RE MAKING THEIR WAY OUT.
[APPLAUSE] THANK YOU, DR. JOHNSON.
AT THIS TIME, I'D LIKE TO INVITE ANDY STARNES, THE DISTRICT'S ATHLETIC TRAINER, TO THE PODIUM FOR SPECIAL RECOGNITION OF THE EVENING.
>> GOOD EVENING, BOARD PRESIDENT WILSON, DR. CANTU, BOARD OF TRUSTEES AND CABINET.
[00:15:02]
THIS IS A VERY SPECIAL RECOGNITION INDEED, AS IT TRULY PORTRAYS A PICTURE OF HOW WE ARE STRONGER TOGETHER IN MANSFIELD ISD.CIRYE CARPENTER, AN EIGHTH GRADE ATHLETE AT JOBE MIDDLE SCHOOL, EXPERIENCED TWO LIFE THREATENING MEDICAL INCIDENTS DURING BASKETBALL GAMES IN NOVEMBER.
CIRYE BECAME UNRESPONSIVE, HER PULSE DANGEROUSLY SLOW, AND HER HEALTH WAS QUICKLY DETERIORATING.
THE QUICK ACTIONS OF OUR COACHING STAFF AND ONE OF OUR PARENTS AT JOBE SAVED CIRYE'S LIFE.
DURING BOTH INCIDENTS, OUR STAFF USED OUR AEDS LOCATED IN OUR GYMNASIUMS TO DIAGNOSE AND DETERMINE THE MEDICAL RESPONSE NEEDED TO HELP CIRYE.
KARI MCCONNELL, WHO IS A NURSE, AND A JOBE PARENT STEPPED IN TO HELP OUR COACHES ADMINISTER MEDICAL CARE UNTIL AMBULANCES ARRIVED.
DOCTORS CREDIT THE AED REPORTS WITH HELPING THEM DIAGNOSE A CONGENITAL HEART DEFECT THAT COULD HAVE BEEN FATAL FOR CIRYE.
SHE UNDERWENT SURGERY TO FIX THE DEFECT THE FIRST WEEK OF FEBRUARY, AND CIRYE AND HER MOM AND DAD ARE WITH US TONIGHT.
AT THIS TIME, I WOULD LIKE TO ASK THAT YOU ALL TURN YOUR ATTENTION TOWARDS THE SCREENS WHERE WE WILL SEE WHERE CIRYE'S STORY WAS SHARED ON NBC 5.
>> A 14-YEAR-OLD CC CARPENTER IS LUCKY TO BE ALIVE.
BECAUSE OF A HEART CONDITION SHE DIDN'T KNOW SHE HAD THE MANSFIELD ISD MIDDLE SCHOOLER COLLAPSED AND STOPPED BREATHING DURING A BASKETBALL GAME, ONLY SURVIVING WHEN A PARENT JUMPED IN TO PERFORM CPR SAVING HER LIFE.
WELL, NBC 5, KEENAN WILLARD SPOKE WITH CARPENTER'S FAMILY AND THE WOMAN THEY CALL HER GUARDIAN ANGEL.
>> FOR 14-YEAR-OLD, CIRYE CARPENTER, NICKNAMED CC, SPORTS HAVE ALWAYS BEEN THE BIGGEST PART OF HER LIFE.
[NOISE] IN NOVEMBER, CARPENTER WAS PLAYING ON THE JOBE MIDDLE SCHOOL BASKETBALL TEAM WHEN SHE STARTED FEELING OFF.
>> I WAS REALLY, REALLY DIZZY AND I JUST FELT LIKE REALLY NAUSEOUS.
>> CARPENTER COLLAPSED ON THE SIDELINE.
KARI MCCONNELL WAS LEAVING THE GYM WITH HER DAUGHTER, ANOTHER JOBE MIDDLE SCHOOLER.
>> I HEARD SOMEONE SAY THEY GOT THE AED OUT.
I'M IN MY 20TH YEAR OF NURSING, SO THE NURSE IN ME, I'M LIKE, I'M GOING TO GO TO MAKE SURE EVERYTHING'S FINE.
>> MCCONNELL TESTED CARPENTER'S PULSE WITH THE SCHOOL'S DEFIBRILLATOR, A TOOL THAT CAN SHOCK A STOPPED HEART BACK INTO RHYTHM.
>> BUT THE HEART RATE AND RHYTHM WAS FINE, NOT TO SHOCK AND SHE WAS TALKING TO ME.
>> CARPENTER WAS HOSPITALIZED THAT DAY, BUT DOCTORS DIDN'T FIND ANYTHING WRONG AND RELEASED HER.
TWO WEEKS LATER, SHE WAS PLAYING IN ANOTHER BASKETBALL GAME AND MCCONNELL WAS ONCE AGAIN NEARBY.
>> WE WALKED BACK THAT BACK HALL TO LEAVE AND I HEAR, "MCCONNELL" BEING YELLED FROM ACROSS THE GYM.
>> SHE RUSHED INSIDE AND FOUND CARPENTER.
>> HER FACE IS SLOWLY GETTING GRAYER AND GRAYER.
TO WHERE I KNOW SHE'S NOT BREATHING.
>> WATCHING THE NURSE CALL FOR THE DEFIBRILLATOR, CARPENTER'S MOTHER FEARED THE WORST.
>> WHEN I NOTICED THAT SHE WASN'T BREATHING, I THOUGHT SHE WAS GONE.
>> MCCONNELL HAD NEVER PERFORMED CPR BY HERSELF BEFORE.
>> I GOT UP ON MY KNEES AND I WENT TO START DOING A FIRST COMPRESSION AND CC TOOK A HUGE GASP OF BREATH.
SHE WAS RUSHED TO THE HOSPITAL WHERE THIS TIME CARDIOLOGIST FOUND SOMETHING, A LIFE THREATENING HEART DEFECT, THAT SHE'D HAD SINCE BIRTH AND NEVER KNEW ABOUT.
CARPENTER HAS TO HAVE OPEN HEART SURGERY NEXT WEEK TO FIX THE CONDITION.
HOPEFULLY ALLOWING HER TO PLAY SPORTS AGAIN ONE DAY.
GOING TO THE HOSPITAL WITH THE FAMILY, KARI MCCONNELL, THE WOMAN WHO KEPT CARPENTER'S HEART BEATING.
>> IF I DIDN'T DO WHAT I WAS SUPPOSED TO DO, CC COULD HAVE NOT SURVIVED.
>> I CAN CALL HER MY SECOND MOM.
>> TWO FAMILIES LINKED FOREVER BY AN ACT OF HEROISM.
>> BECAUSE ONE SECOND LONGER, JUST ONE SECOND, AND MY BABY WOULDN'T BE HERE. [APPLAUSE]
>> IN MANSFIELD, KEENAN WILLARD, NBC 5.
>> WE'D LIKE TO INVITE THE JOBE GIRLS BASKETBALL STAFF TO STEP FORWARD.
THIS IS ATHLETIC COORDINATOR, TRACY PEREZ, COACH GERI REDDEN, COACH BEVERLY COMPTON, COACH KATIE HENRICKS, AND JUST IN FROM THE TENNIS MATCH, JON CADY.
[APPLAUSE] WE WOULD ALSO LIKE TO ASK KARI MCCONNELL TO COME UP ALONG WITH CC AND HER PARENTS.
[00:20:46]
>> NO. I'M SURE. THANKS, COACH.
>> THAT DOES CONCLUDE TONIGHT'S RECOGNITIONS.
THANK YOU ALL FOR BEING HERE AGAIN.
>> [INAUDIBLE] [LAUGHTER] THANK YOU. [BACKGROUND]
>> I KNOW, JUST WATCH THAT AND YOU'D TEAR UP.
>> LET'S GIVE THEM ANOTHER LITTLE MINUTE.
>> DEFINITELY AN EXCITING EVENING AND ESPECIALLY WITH THOSE SPECIAL KIND OF AWARDS AND RECOGNITION.
AS ALWAYS, WE ARE THE BEST DISTRICT, I THINK, AND IT'S ALWAYS SHOWN IN OUR STAFF AND IN OUR COMMUNITY AND STUDENTS.
WE WILL NOW MOVE ON TO ITEM 7,
[7. District Introductions ]
OUR DISTRICT INTRODUCTIONS. DR. CANTU?>> YES. I'D LIKE TO TURN IT OVER TO DR. JENNIFER STOECKER.
I BELIEVE WE HAVE AN INTRODUCTION TONIGHT.
>> YES, MA'AM, WE DO. THANK YOU VERY MUCH.
BOARD MEMBERS, THIS EVENING, I'D LIKE TO INTRODUCE TO YOU AN ADMINISTRATIVE PROMOTION WITHIN OUR MISD.
MR. MATTHEW VAN CLEAVE, IF YOU'LL MAKE YOUR WAY TO THE PODIUM, PLEASE.
MR. VAN CLEAVE IS OUR NEW COORDINATOR OF EMERGENCY MANAGEMENT AND HE PREVIOUSLY SERVED IN THE DISTRICT AS OUR EMERGENCY MANAGEMENT SPECIALIST.
>> GOOD EVENING, BOARD PRESIDENT WILSON, DR. CANTU, AND MEMBERS OF THE BOARD.
I AM GRATEFUL FOR THE OPPORTUNITY TO SERVE THE DISTRICT AS THE EMERGENCY MANAGEMENT COORDINATOR.
AS A PRODUCT OF MISD, I KNOW HOW GREAT THIS DISTRICT IS AND LOOK FORWARD TO SERVING THE DISTRICT FOR MANY YEARS TO COME.
[00:25:10]
>> NOW TO SOME OF THE REAL FUN PART, AS IF IT COULD GET MORE EXCITING, BUT IT ACTUALLY IS FOR ME.
ITEM 8, OUR INSTRUCTIONAL FOCUS, DR. CANTU.
[8. Instructional Focus]
>> YES. I'D LIKE TO ASK DR. SWIZE TO COME FORWARD AND SHARE SOME INFORMATION WITH US ON OUR MIDDLE OF YEAR ASSESSMENT DATA.
>> GOOD EVENING, PRESIDENT WILSON, DR. CANTU, AND MEMBERS OF THE BOARD.
I AM HERE TONIGHT TO GIVE YOU AN UPDATE ON OUR MIDDLE OF THE YEAR ASSESSMENTS AND LOOKING AT OUR STUDENT GROWTH FROM OUR TINIEST LEARNERS TO OUR BIGGEST LEARNERS.
HERE WE GO. ALWAYS KEEP 2030 IN OUR FOREFRONT IN OUR VISION, CORRECT? WE HAVE TWO GUIDING STATEMENTS.
WE HAVE STUDENTS ARE READING ON OR ABOVE GRADE LEVEL AT THE BEGINNING OF THIRD GRADE AND REMAINING ON GRADE LEVEL AS AN MISD STUDENT, AND THEN WE HAVE STUDENTS ARE DEMONSTRATING MASTERY OF ALGEBRA 2.
ALL OF OUR GUIDING STATEMENTS ARE IMPORTANT, BUT I'M GOING TO BE FOCUSING ON THESE TWO TODAY AS WE LOOK AT SOME ASSESSMENT RESULTS.
I'M GOING TO START WITH OUR EARLIEST LEARNERS, OUR KINDERGARTEN, FIRST AND SECOND GRADE STUDENTS.
THEY TAKE AN ASSESSMENT CALLED MCLASS.
MCLASS IS AN ALL-IN-ONE EARLY LITERACY ASSESSMENT AND INTERVENTION SUITE OF ASSESSMENTS, AND IT ENABLES ALL OF OUR EDUCATORS TO REALLY UNDERSTAND WHERE THEIR STUDENTS ARE AS READERS.
EACH OF THESE ASSESSMENTS IS GIVEN TO STUDENTS INDIVIDUALLY AND ONE ON ONE.
WE ALSO USE IT NOT ONLY AS A UNIVERSAL SCREENER FOR OUR STUDENTS, BUT A DYSLEXIA SCREENER AS WELL.
IT MEASURES FOUNDATIONAL SKILLS IN PHONICS, PHONEMIC AWARENESS, COMPREHENSION, FLUENCY, AND VOCABULARY.
LIKE I SAID, IT'S A ONE-ON-ONE ASSESSMENT.
EVERY SINGLE ONE OF OUR KINDERGARTEN, FIRST GRADE, AND SECOND GRADE TEACHERS MEET WITH THE STUDENT AND GIVE ANYWHERE FROM 5-8 DIFFERENT ASSESSMENTS TO RECORD THEIR ABILITIES AND THEIR GROWTH.
THIS ASSESSMENT, IT'S ABOUT THE THIRD YEAR WE'VE BEEN TAKING THIS.
IT WAS PART OF THOSE HOUSE BILL 3 REQUIREMENTS FROM SEVERAL YEARS AGO.
WE'RE GOING TO BE LOOKING AT OUR BEGINNING OF THE YEAR DATA AS COMPARED TO OUR MIDDLE OF THE YEAR DATA THAT WE HAVE RECENTLY COMPLETED. HERE WE GO.
THIS IS A SET OF DATA THAT REPRESENTS OUR KINDERGARTEN STUDENTS ON THE LEFT, OUR FIRST GRADE STUDENTS IN THE MIDDLE, AND THEN OUR SECOND GRADE STUDENTS ON THE RIGHT.
IT IS LOOKING AT HOW OUR STUDENTS PERFORM FROM THE BEGINNING OF THE YEAR TO THE MIDDLE OF THE YEAR.
IT'S TAKING A COMPOSITE SCORE, AND WE'RE CONSIDERING THIS AS OUR STUDENTS THAT ARE READING ON OR ABOVE GRADE LEVEL AT THIS TIME.
IN KINDERGARTEN, AT THE BEGINNING OF THE YEAR, WE HAD 66% OF OUR STUDENTS WHERE WE WANTED THEM TO BE.
NOW THEY HAVE GROWN TO 69%, AND IN FIRST GRADE FROM 63-62, AND IN SECOND GRADE FROM 64-65.
JUST TO GIVE YOU A FRAME OF REFERENCE, VERY SIMILAR TO WHERE WE WERE IN SECOND GRADE LAST YEAR AT 66, AND A NATIONAL REFERENCE FOR EVERYONE IN THE NATION THAT TOOK THIS TEST, THE NATION WAS AT 54% READING ON OUR ABOVE GRADE LEVEL.
WHEREAS IN SECOND GRADE, WE WERE AT 65%.
THAT'S JUST TO GIVE YOU A LITTLE BIT OF A COMPARISON.
ONE OF THE WAYS THAT HOW THIS ASSESSMENT IS GRADED, IT HAS A SLIDING SCALE.
LET ME EXPLAIN TO YOU WHAT THAT MEANS.
IF YOU'RE A FIRST GRADER IN ONE OF THIS AND YOU TAKE THESE ASSESSMENTS, AND MAYBE YOU SCORE A 419 AT THE BEGINNING OF THE YEAR, YOU WOULD BE CONSIDERED ABOVE AVERAGE AT THAT TIME.
IF YOUR SCORE REMAINS THE SAME, AROUND 419, EVEN IF YOU INCREASE 5-10 POINTS, YOU WOULD ACTUALLY BE CONSIDERED WELL BELOW GRADE LEVEL AT THE MIDDLE OF THE YEAR.
EVERY TIME YOU TAKE THE TEST, THE SCORE THAT YOU HAVE TO PERFORM GROWS.
WHILE ALL OF OUR STUDENTS ARE INCREASING IN THEIR SCORES, SOME MAY NOT BE INCREASING AT THE RATE AT WHICH WE WANT THEM TO INCREASE.
TO MOVE UP, EITHER TO STAY THE SAME OR TO MOVE UP ANOTHER LEVEL OF PROFICIENCY.
WHILE WE ARE SEEING SOME GROWTH IN ALL OF OUR STUDENTS, AND JUST TO GAIN ONE POINT FROM BEGINNING TO THE MIDDLE OF THE YEAR IS GOOD GROWTH TO CELEBRATE, WE DO NOTICE THAT FROM THE BEGINNING OF THE YEAR TO THE MIDDLE OF THE YEAR, WE DIDN'T MAKE HUGE GAINS AND IMPROVEMENTS.
THIS IS VERY SIMILAR TO LAST YEAR.
LAST YEAR, FROM THE BEGINNING TO THE MIDDLE OF THE YEAR, WE'RE VERY SIMILAR IN SCORES.
BUT LOOKING BACK AT HISTORICAL DATA, TYPICALLY FROM MIDDLE OF THE YEAR TO THE END OF THE YEAR, WE'VE GROWN ANYWHERE FROM 6-10 MORE PERCENTAGE POINTS BY THE END OF THE YEAR.
WE'RE REALLY EXCITED ABOUT THE WORK THAT WE'RE DOING THIS YEAR.
OUR EARLY LITERACY TEAM HAS DONE AN AMAZING JOB OF DIGGING INTO THIS DATA.
THEY'VE GONE AND LOOKED AT TRENDS.
THEY'VE LOOKED AT EVERY CAMPUS INDIVIDUALLY.
THEY'VE GONE AS FAR AS CREATING A TRAINING FOR EVERY SINGLE ELEMENTARY CAMPUS, AND ARE MEETING WITH EVERY ELEMENTARY CAMPUS IN EVERY KINDERGARTEN, FIRST GRADE, AND SECOND GRADE TEAM TO LOOK SPECIFICALLY AT THEIR DATA AND THE THINGS THAT THEY CAN DO TO IMPROVE.
ONE OF THE AREAS THAT WE SAW SOME NEED FOR IMPROVEMENT IS CALLED NONSENSE WORD FLUENCY.
[00:30:04]
FOR EXAMPLE, YOU MAY HAVE LETTERS LIKE J, A, D. THAT'S NOT A WORD THAT WE KNOW, JAD, BUT WE'RE LOOKING IF STUDENTS CAN PIECE TOGETHER THE SOUNDS TO MAKE A WORD.THEY'VE BUILT IN LOTS OF SPIRALING INTO THE CURRICULUM, REALLY BUILT IN OPPORTUNITIES TO TRAIN TEACHERS.
ANOTHER PIECE OF THIS TEST IS A FIDELITY PIECE.
IF YOU CAN IMAGINE EVERY SINGLE TEACHER MEETING ONE ON ONE WITH EVERY SINGLE STUDENT SEVERAL TIMES TO GIVE DIFFERENT ASSESSMENTS AT THE SAME TIME.
JOHNNY, SIT DOWN. BOBBY, CLOSE THE DOOR.
THERE ARE LOTS OF PIECES THAT WE HAVE TO BE CAREFUL OF, AND I KNOW THAT SOMETIMES FIDELITY, I DON'T WANT TO SAY HIT OR MISS, BUT SOMETIMES IT CAN BE DIFFICULT WHEN CIRCUMSTANCES ARE HAPPENING.
WE'RE DEFINITELY WORKING WITH TEACHERS ALSO WHEN WE GET A NEW TEACHER WHO'S NEVER GIVEN THIS ASSESSMENT AND OUR TEACHERS THAT HAVE GIVEN IT FOR THREE YEARS.
THERE'S DEFINITELY A DIFFERENCE THERE IN CONFIDENCE AND ABILITY TO GIVE THAT.
WE HAVE LOTS OF FACTORS THAT WE'RE LOOKING AT AND WE'RE TRAINING ON ALL THOSE PIECES, BUT WE'RE LOOKING FORWARD TO SEEING HOW OUR STUDENTS GROW AT THE END OF THE YEAR AND REPORTING BACK TO YOU THAT MORE OF OUR KIDDOS ARE READING ON OR ABOVE GRADE LEVEL.
WE MOVE TO OUR NEXT LEVEL OF LEARNERS.
NOW WE'RE TALKING ABOUT OUR THIRD GRADE THROUGH EIGHTH GRADE STUDENTS.
I HAVE TALKED ABOUT THIS ASSESSMENT AT THE BEGINNING OF THE YEAR AND SEVERAL TIMES THROUGHOUT THE YEARS.
THIS IS OUR NWEA MAP GROWTH ASSESSMENT.
IT'S PRIMARILY DESIGNED TO SHOW INDIVIDUAL STUDENT GROWTH.
OUR STUDENTS TAKE THIS TEST ON THE COMPUTER.
UNLIKE PAPER AND PENCIL TESTS, WE'RE ALL GIVEN THESE EXACT SAME QUESTIONS, GIVEN A SET AMOUNT OF TIME TO ANSWER THOSE QUESTIONS.
THIS TEST, A STUDENT GETS A QUESTION.
IF THEY GET THE QUESTION CORRECT, IT WILL LEVEL THEM UP, MOVE THEM TO A HARDER QUESTION.
IF THEY MISS A QUESTION, IT MIGHT BRING THEM DOWN A LEVEL.
SO THERE'S THIS CONSTANT FLUCTUATING OF GETTING IT RIGHT, GETTING IT WRONG, AND IT'S EQUALING OUT UNTIL THEY HAVE COMPLETED ABOUT 50 QUESTIONS, AND THEY'VE GOTTEN ABOUT HALF OF THEM RIGHT AND HALF OF THEM WRONG.
AS YOU CAN IMAGINE FOR A HIGH ACHIEVING STUDENT GETTING HALF OF THE QUESTIONS WRONG IN AN ASSESSMENT ALMOST GIVES YOU PALPITATIONS THERE FOR A MOMENT.
SO IT CAN BE QUITE FRUSTRATING FOR OUR HIGH ACHIEVING STUDENTS AND FOR ALL OF OUR KIDDOS.
AS THEY TAKE THIS ASSESSMENT AND IT WILL FINALLY GIVE THEM A WRIT SCORE WHEN THEY ARE FINISHED.
AT THE BEGINNING OF THE YEAR, IT TAKES THAT WRIT SCORE AND IT PUTS YOU INTO A GROUP OF STUDENTS WHO HAS THE SAME STARTING POINT AS YOU, AND THEY CAN CALCULATE FROM YEARS OF RESEARCH, THE EXPECTATION OF HOW MUCH YOU SHOULD GROW BY THE TIME YOU TAKE THIS TEST AGAIN IN THE MIDDLE OF THE YEAR.
IT TRACKS THEIR MEASURE OVER TIME. HERE'S AN EXAMPLE.
IF YOU'RE A STUDENT AND YOU TAKE THE TEST AT THE BEGINNING OF THE YEAR, AND YOU'RE SUPPOSED TO GROW FIVE POINTS.
IF YOU GROW FIVE POINTS, THINK OF A BELL CURVE.
THAT'S THE AVERAGE GROWTH THAT THEY WOULD EXPECT.
FIFTY PERCENT OF THE KIDS WOULD PROBABLY BE A LITTLE LESS THAN FIVE POINTS GROWTH AND 50% WOULD BE MORE THAN FIVE POINTS GROWTH.
BECAUSE THAT'S AN AVERAGE, AND IF YOU THINK OF THAT BELL CURVE, THAT'S 50% GROWTH.
IT GETS A LITTLE TRICKY WHEN WE'RE LOOKING AT HOW OUR STUDENTS ARE GROWING.
IF THEY'RE IN THE 50TH PERCENTILE, THAT IS A CELEBRATION BECAUSE THEY ARE ACHIEVING A YEAR'S WORTH OF GROWTH.
IF THEY'RE ABOVE THE 50TH PERCENTILE, THAT'S FANTASTIC.
THEY ARE ON THE RIGHT SIDE OF THE BELL CURVE, THAT SIDE WHERE THEY'RE ACHIEVING MORE THAN WHAT IS AVERAGE.
WE'RE LOOKING FOR GROWTH MEASURES OF AT LEAST 50%, AND YOU CAN IMAGINE IF THERE MAY BE A STRUGGLING READER OR A STRUGGLING LEARNER, AND WE WANT TO INCREASE THAT AND GET THEM UP TO ABOVE 50TH PERCENTILE.
BUT OVERALL, WE'RE LOOKING FOR EXPECTED GROWTH AROUND 50TH PERCENTILE.
LET'S LOOK AT WHAT THAT MEANS. WE'LL GO THROUGH MATH, AND THEN OUR READING SLIDE, AND THEN A SCIENCE.
IN MATH, WE'LL START WITH OUR THIRD GRADE STUDENTS.
THESE REPRESENT THE PERCENTILE OF STUDENTS THAT ARE MEETING OR EXCEEDING THEIR EXPECTED GROWTH MEASURE.
IF YOU HAVE IN THIRD GRADE, I THINK THAT SAYS 68%, SO THAT MEANS OF ALL OF OUR THIRD GRADE STUDENTS IN MATH THAT TOOK THIS ASSESSMENT, THEY OUTGREW AS MUCH OR MORE THAN 68% OF THE STUDENTS THAT HAD THE SAME STARTING POINT AS THEM.
THAT'S A VERY HIGH AND EXCITING NUMBER TO LOOK AT.
FOURTH GRADE ROCKET AND ENROLL AND STILL, I THINK THAT SAYS 59% OF THE STUDENTS MEETING OR EXCEEDING THEIR EXPECTED GROWTH.
IN INTERMEDIATE SCHOOL, WE'RE HOVERING RIGHT AROUND THAT 50% MARK, AT 48% AND 53%.
THEN IN MIDDLE SCHOOL, 48% AND 42%.
LET ME REMIND YOU, IN THE EIGHTH GRADE MATH, IF YOU'LL REMEMBER, THAT'S THE FIRST TIME OUR STUDENTS CAN TAKE A HIGHER PATHWAY IN MATHEMATICS AND THEY CAN TAKE ALGEBRA I.
THE STUDENTS THAT ARE TAKING THIS ASSESSMENT ARE ONLY TAKING MATH 8.
OUR ALGEBRA I STUDENTS WILL TAKE A DIFFERENT ASSESSMENT LATER.
IT'S A DIFFERENT SET OF STUDENTS.
FORTY-TWO PERCENT OF THEM ARE MEETING OR EXCEEDING THEIR EXPECTED GROWTH ON THAT ASSESSMENT.
READING LOOKS VERY SIMILAR IN OUR YOUNGER GRADES.
IN THIRD AND FOURTH GRADE, WE'VE GOT THIRD IN READING,
[00:35:01]
THE PERCENT OF STUDENTS AT 55%.THESE ARE ALL OF OUR STUDENTS ARE MEETING OR EXCEEDING THEIR EXPECTED GROWTH MEASURE MORE THAN 55% OF THEIR PEERS.
IN FOURTH GRADE, 49%, AND IN FIFTH GRADE, 49%, RIGHT AT THE 50TH PERCENTILE IN SIXTH GRADE, AND THEN 47% AND 46% IN MIDDLE SCHOOL.
AGAIN, RIGHT AROUND THAT 50TH PERCENTILE, THEY'RE GROWING AT LEAST A YEAR'S WORTH OF GROWTH IN READING.
IN SCIENCE, WE MEASURE IN FIFTH AND EIGHTH GRADE, AND THOSE ARE THE TWO GRADES THAT STUDENTS ARE ASSESSED AT THE END OF THE YEAR WITH OUR STAAR SCIENCE EXAM.
WE'RE LOOKING AT FIFTH GRADERS, THAT OF ALL OF OUR FIFTH GRADERS WHO TOOK THE SCIENCE EXAM, THEY OUTPERFORMED THEIR PEER GROUP OR THEY GREW AS MUCH OR MORE THAN 60% OF THOSE THAT HAD THE SAME STARTING POINT AS THEY DID, AND THEN 52% IN EIGHTH GRADE.
OUR NWEA MAP ASSESSMENT THAT WE JUST WENT THROUGH, REMEMBER IT'S ABOUT STUDENT GROWTH.
WE ARE VERY FORTUNATE THAT WE HAVE SOME REPRESENTATIVES FROM THE NWEA MAP, THAT COME IN AND HELP TRAIN OUR TEACHERS AND HELP TRAIN OUR ADMINISTRATORS ON ALL OF THESE GROWTH REPORTS AND WHAT THEY MEAN.
THESE REPORTS GET DOWN TO THE STUDENT LEVEL.
WE CAN LOOK AT WHAT THEY'RE READY TO LEARN, WHAT THEY NEED INTERVENTIONS ON, AND WHAT THEY NEED EXTENSIONS ON, AND OUR TEACHERS ARE ABLE TO PROVIDE SUPPORTS ON AN INDIVIDUAL BASIS TO ENSURE OUR STUDENTS ARE GROWING.
AGAIN, LOOKING FORWARD TO THE END OF THE YEAR AND ENSURING THAT OUR STUDENTS ARE GROWING AT LEAST A YEAR'S WORTH OF GROWTH OR MORE.
WE GIVE STAAR INTERIM ASSESSMENTS, WHICH YOU MAY HAVE HEARD OF BEFORE.
WE ACTUALLY GIVE THE ASSESSMENTS IN 3RD-8TH GRADE, AS WELL AS OUR HIGH SCHOOL ALGEBRA I, ENGLISH I, AND ENGLISH II.
THIS, WE DO IT WITH OUR YOUNGER ONES TO GIVE THEM EXPERIENCE TO AN ONLINE PLATFORM.
THEY GET TO SEE WHAT IT LOOKS LIKE, WHAT THE STAAR TEST IS GOING TO LOOK LIKE, AND GET A FEEL FOR IT.
WE DO UNDERSTAND THAT THE STAAR ASSESSMENT IS WHAT WE WOULD CONSIDER A FLOOR, NOT THE CEILING OF WHAT WE TEACH.
IS THE BASIC FOUNDATIONS THAT WE WANT OUR KIDS TO KNOW, BUT THERE'S A COMPONENT FOR OUR LITTLE ONES OF LEARNING HOW TO DO THE SYSTEM ONLINE.
WE DEFINITELY WANT TO GIVE THEM THOSE EXPERIENCES.
FOR OLDER KIDS, WE CAN USE IT IN TWO WAYS.
WE CAN USE IT TO LOOK AT A LITTLE BIT OF WHAT WE'VE ALREADY LEARNED IN INTERVENTIONS.
BUT A LOT OF WHAT WE HAVE TO LOOK AT IS WHAT OUR STUDENTS ALREADY KNOW AND HOW WE NEED TO TAILOR OUR CURRICULUM AND OUR LESSONS FOR THE REST OF THE YEAR.
THIS PARTICULAR ASSESSMENT I'M TALKING TO YOU ABOUT WAS GIVEN IN NOVEMBER OF THIS YEAR.
WE'RE ACTUALLY TAKING THE SECOND ONE RIGHT NOW.
WE HAVE SOME CAMPUSES TODAY, YESTERDAY, LAST WEEK, AND NEXT WEEK THAT WE'LL BE FINISHING UP TAKING STAAR INTERIMS, SO WE'LL HAVE MORE DATA FOR THE SPRING.
HOW THIS TEST WORKS. IT'S A COMPUTER ADAPTIVE TESTS, A LITTLE BIT LIKE THE MAP TEST.
EVERY STUDENT GETS THE FIRST 20 QUESTIONS THE SAME IN ALGEBRA I OR WHATEVER TEST THEY'RE TAKING.
THE FIRST 20 QUESTIONS ARE THE SAME.
FROM THERE, DEPENDING ON THE RESPONSES, IT ROUTES THEM INTO A PATHWAY, A HIGH, A MEDIUM, OR A LOW.
EVERY STUDENT WILL RECEIVE DIFFERENT QUESTIONS BASED ON THOSE PATHWAYS.
WHAT WE CAN DO IS TAKE THOSE FIRST 20 QUESTIONS AND LOOK AT THOSE QUESTIONS DEEPLY.
LOOK AND SEE WHICH ONES WE HAVE TAUGHT ALREADY, WHICH ONES ARE COMING UP AND USE THE DATA IN THOSE WAYS.
BUT IT'S REALLY JUST A SNAPSHOT IN TIME THAT GIVES US THE ABILITY TO KNOW WHERE OUR KIDS ARE AT THAT PARTICULAR TIME.
IT'S PREDICTIVE IN NATURE THAT IF WE DID NOTHING ELSE FOR THE REST OF THE YEAR, THIS IS HOW OUR KIDDOS WOULD PERFORM.
SO LET'S LOOK AT HOW THEY DID.
LET ME EXPLAIN LOTS OF DOTS AND LINES AND BAR GRAPHS HERE.
WE'RE LOOKING AT 2022, '23 LAST YEAR WITH THE LIGHT GRAY BARS, AND WE'RE COMPARING THAT TO THIS YEAR WITH THE DARK GRAY BARS.
APPROACHES, MEETS AND MASTERS.
LAST YEAR, IT WAS EXPECTED, THIS TEST PREDICTED 71% WOULD GET APPROACHES.
WHAT WE ACTUALLY GOT IS THAT 91% THAT YOU SEE UP THERE.
THE DARK LINES THAT ARE SOLID, REMEMBER THAT'S THAT 90, 60, 30 THRESHOLD THAT WE HOLD OURSELVES TO, TO BE AN A DISTRICT OR A CAMPUS.
THAT'S ALWAYS OUR GOAL, IS TO GET AT THAT 90 IN APPROACHES, 60 IN MEETS, AND 30% IN MASTERS.
WHILE WE STARTED OUT AT 71%, THAT WAS OUR PREDICTION, WE GREW THAT TO 91%.
WE'RE STARTING A LITTLE HIGHER THIS YEAR AT 74% PREDICTION, SO WE'RE HOPING TO INCREASE 91% TO EVEN MORE THIS YEAR.
IN MEETS, WE WERE PREDICTED AT 23% AND ENDED UP AT 68%.
WE'RE ALREADY STARTING AT 64% NOW.
IN MASTERS, WE WERE ONLY PREDICTED TO BE AT 7% MASTERS, WE ENDED UP AT 43%.
WE ARE STARTING THIS YEAR AT 56% MASTERS.
NOW THERE'S A LITTLE BIT OF CRAZY MATH THAT I WANT TO WARN YOU ABOUT.
I DON'T KNOW IF YOU REMEMBER, LAST SUMMER WHEN THEY WERE RECALIBRATING THE SCORES.
THEY ALL CAME OUT, WE WERE LIKE, WHAT'S THIS? THEY'RE LIKE, OH, LET US GO BACK AND RELOOK AT THAT TEA, AND SO THERE WERE SOME ADJUSTMENTS TO WHERE CUT SCORES WERE TO BE FOR MASTERS AND MEETS.
I CAN'T TELL YOU EXACTLY HOW THAT PLAYED INTO THOSE RESULTS, BUT WE WERE DEFINITELY PERFORMING HIGHER THAN THAT WAS EXPECTED, AND THAT'S SOMETHING THAT WE'RE SUPER EXCITED ABOUT.
ENGLISH I IS SIMILAR IN THAT WE OUTPERFORMED THE PREDICTIONS EVERY TIME.
IN APPROACHES, THEY EXPECTED US TO BE AT 67%,
[00:40:03]
AND WE ENDED UP AT 85%.WE'RE ALREADY STARTING THIS YEAR ON THE STAAR INTERIM AT 71%.
OF COURSE, WE LIKE TO FOCUS ON MEETS.
WE ENDED UP THE YEAR AT 72% LAST YEAR ON THE ACTUAL STAAR EXAM AND ONLY PREDICTED TO BE AT 48% THEN AGAIN THIS YEAR WE'RE ALREADY STARTING AT 63%, AND WE'RE ALREADY AT THAT 60% THRESHOLD.
THEN IN MASTERS, WE WENT FROM 7%-35%.
THAT'S A MISTAKE, I'LL NEED TO FIX THAT.
BUT WE ENDED UP SURPASSING OUR GOALS IN ENGLISH I AS WELL.
IN ENGLISH II, THE SAME RESULTS.
YOU CAN SEE THE BLUE LINES ARE WHERE WE ENDED UP.
STARTING OUT, I'LL JUST DO THE MEETS HERE AT 49% AND ENDING UP AT 70% IN THE MEETS.
MASTERS HAD TREMENDOUS GAINS FROM 5%-40% OR FROM 5%-12% TOO.
WE'RE ALREADY STARTING AT 40% IN THE MASTERS AREA IN ENGLISH II.
AGAIN, THESE TESTS ARE PREDICTIVE IN NATURE THAT IF WE DID NOTHING ELSE FROM THIS TIME, THIS IS WHERE WE WOULD END UP.
CERTAINLY, WE ARE DOING A LOT MORE SINCE NOVEMBER AND ENCOURAGING OUR STUDENTS.
THE THING THAT WE REALLY LOOK AT THE MOST IS WHY? WE GET THESE TEST RESULTS BACK AND WE SAY NOW WHAT? THEY'RE NOT JUST SOMETHING THAT GOES IN OUR DRAWER AND WE MOVE ON.
LIKE I TALKED ABOUT WITH OUR EARLY LITERACY TEAM AND THE ROOT CAUSE ANALYSIS, HAVING OUR NWEA MAP CONSULTANTS COME IN AND REALLY PROVIDE US SOME GUIDANCE, AND OUR CURRICULUM COORDINATORS REALLY DIGGING INTO THE DATA TO SEE WHAT NEEDS TO HAPPEN WITH OUR CURRICULUM AND TRAINING THAT NEEDS TO HAPPEN WITH OUR TEACHERS.
WE'VE BEEN PROVIDING ONGOING PROFESSIONAL DEVELOPMENT FOR OUR TEACHERS AS WELL, AND THAT CONTINUOUS SUPPORT THAT THEY NEED IN THE SPIRIT OF CONTINUOUS IMPROVEMENT FOR MANSFIELD.
MOST IMPORTANTLY, IS THAT OUR KIDS ARE TAKING OWNERSHIP OF THEIR LEARNING.
WITH OUR SCORECARD, WE HAVE GOAL SETTING AND SO EVERY TEACHER GETS TO MEET WITH EVERY SINGLE STUDENT AND TO HELP THEM DETERMINE WHAT THEIR GOALS ARE FOR THE YEAR EDUCATIONALLY AND HOW TO REACH THOSE GOALS.
THAT'S WHAT WE'RE IN THE PROCESS OF RIGHT NOW, IS TEACHERS MEETING WITH STUDENTS, ENSURING THEY UNDERSTAND THEMSELVES AS LEARNERS, AND WHAT THEIR NEXT STEPS ARE.
WHAT QUESTIONS CAN I ANSWER FOR YOU?
>> BOARD MEMBERS WILL START TO MY RIGHT.
ANYONE OUT HERE HAVE QUESTIONS?
>> THEY'RE ALL WRITING FEVERISHLY.
>> I GUESS MINE WAS MORE TOWARDS THE SCORECARD AND I REALLY LOVED HEARING YOU SAY THAT AT THE END.
I KNOW THAT WHEN WE VERY FIRST STARTED IT, I THINK MY KIDS WERE MAYBE NINTH GRADE AND IT WAS A NEW THING AND WE'RE TRYING TO SEE WHAT WE'RE GOING TO DO.
BUT I KNOW WE ALWAYS THOUGHT OF IT AS WHEN THEY START YOUNGER, THEY'RE NEVER GOING TO KNOW ANYTHING DIFFERENT.
THEY'RE GOING TO BE STRIVING AND STRIVING.
I'M REALLY, REALLY HAPPY TO HEAR THAT THE TEACHERS ARE ACTUALLY USING THIS.
NOW THAT MY TWO ARE GOING TO BE SENIOR OR ARE SENIORS, THEY USE IT ALL THE TIME NOW BECAUSE ALL OF A SUDDEN IT'S WORTH SOMETHING.
ANYWAYS, I JUST WANT TO SAY THANK YOU AND THANK YOU FOR THIS AND I'M GLAD THAT WE KEEP EXCEEDING AND I JUST LOOK FORWARD TO RESULTS THIS YEAR.
>> IS ANYONE ELSE THEN? NO? [INAUDIBLE] MISS BARR? I'M SORRY. I SAW HER HAND FIRST.
>> GOOD EVENING. I JUST HAD A QUICK QUESTION.
WHEN WE'RE LOOKING AT THE DATA, WE'LL JUST USE THE EIGHTH GRADE.
I THINK IT WAS MAYBE THE MATH, WHERE THE STUDENTS WERE AT 46%.
WE'RE MEETING THE EXPECTED GROWTH MEASURES AT MIDDLE OF YEAR.
COULD YOU GIVE US SOME EXAMPLES OF WHAT WE DO WITH THE OTHER 54% OF THE STUDENTS? WHAT DO WE LOOK AT AND HOW DO WE GET THEM TO MEET THEIR GOAL BY THE END OF THE YEAR?
>> ABSOLUTELY. THE WONDERFUL THING ABOUT THE MAP ASSESSMENT IS THAT ALLOWS US TO LOOK AT EVERY SINGLE STUDENT AND IT SHOWS US THE THINGS THAT THEY'RE READY TO LEARN.
SO SOMETIMES YOU MIGHT HAVE AN EIGHTH GRADE STUDENT WHO ISN'T ALWAYS EXCEEDING AT THE EIGHTH GRADE LEVEL.
SO IT NARROWS DOWN SPECIFICALLY TO, HERE ARE SOME SEVENTH GRADE SKILLS THAT NEED TO BE SCAFFOLDED IN SO THAT THEY CAN GET CAUGHT UP; AND THE SAME THING WITH OUR ADVANCED STUDENTS.
A STUDENT MAY BE DOING REALLY, REALLY WELL IN THAT ASSESSMENT AND THEY'RE LIKE, MAN, THEY'RE ALREADY READY TO LEARN THIS.
SO WE TRY TO FOCUS ON, INSTEAD OF TAKING AN ALGEBRA 1 STUDENT TO THE NEXT COURSE, GEOMETRY, WE'RE REALLY DEEPENING THOSE ALGEBRA 1 SKILLS THAT THEY CAN APPLY THEM AT A MUCH HIGHER LEVEL VERSUS JUMPING INTO THE NEXT SUBJECT AREA.
SO IT'S REALLY VALUABLE FOR THOSE KINDS OF INTERVENTIONS AND EXTENSIONS.
>> I WAS GOING TO MISS MARIE JUST ASK A QUESTION AND SO JUST TO CONTINUE OR FOLLOW UP ON HER QUESTION.
ACTUALLY, NOT A QUESTION, BUT A STATEMENT.
[LAUGHTER] THE FIDELITY PIECE DOES THAT THEN ACCENTUATE SO THAT WE CAN IDENTIFY ONE ON ONE WHAT EACH STUDENT NEEDS AND THE ACTUAL MEASURES AND STRATEGIES WE TAKE TO ENSURE THAT THEY MEET IN THE [OVERLAPPING]
>> ABSOLUTELY. THAT'S PART OF THE TRAINING THAT OUR EARLY LITERACY TEAM HAS PUT TOGETHER IS IDENTIFYING SOME OF THOSE AREAS.
THE NWEA MAP TEST EVEN GOES AS FAR AS WE CAN RUN REPORTS FOR HOW LONG A STUDENT WAS ON IT.
WE CAN TELL IF THEY'RE CLICKING FAST, IF THEY'RE SPENDING TOO MUCH TIME OR NOT ENOUGH TIME.
[00:45:02]
SO WE HAVE LOTS OF DIFFERENT REPORTS AT OUR FINGERTIPS THAT CAN HELP WITH THAT FIDELITY PIECE.BUT MORE IMPORTANTLY WITH THOSE K2 AND THAT ONE ON ONE WITH OUR STUDENTS JUST ENSURING THAT TEACHERS HAVE THE RIGHT TESTING CONDITIONS AT THE TIME.
TEACHERS HAVE TRAINING AND FEEL CONFIDENT ON HOW TO GIVE THE ASSESSMENT.
SO THAT'S DEFINITELY SOMETHING THAT THE EARLY LEARNING TEAM HAS DONE A GREAT JOB OF WORKING WITH THEM.
>> SO MY QUESTION IS MORE RELATED TO ARE THESE TESTS ANY DIFFERENT THAN WHAT THEY'RE DOING REGULARLY DURING CLASS TIME? ARE THESE COMPUTERIZED ASSESSMENTS WHEN THEY'RE NOT NORMALLY DOING THAT? I JUST KNOW THAT SOMETIMES THAT'S A BIGGER CHALLENGE WHEN THEY GO FROM PEN AND PAPER, MATH TEST OR WHATEVER THAT LOOKS LIKE, READING TESTS AND WRITING, AND THEN THEY'RE GOING TO COMPUTERIZED TESTS; AND IF SO, WHAT ARE WE DOING TO HELP THIS.
>> THAT'S A GREAT QUESTION AND ACTUALLY WE'RE JUST DISCUSSING THAT TODAY IN OUR MATH CORE MEETING.
SO WE ARE WORKING REALLY HARD TO PROVIDE OPPORTUNITIES THAT STUDENTS ARE HAVING, THAT STUDENTS CAN ANSWER QUESTIONS, THEY HAVE AN INTERACTIVE PIECE ON THEIR COMPUTERS.
BUT BALANCING THAT WITH PAPER AND PENCIL, ESPECIALLY WITH OUR YOUNGER LEARNERS, WE KNOW THAT YOU'VE GOT TO LEARN HOW TO WRITE, YOU'VE GOT TO LEARN HOW TO SHOW YOUR WORK.
AS A TEACHER WHEN YOU'RE ASSESSING STUDENT WORK, IF YOU CAN'T LOOK AT THEIR WORK, YOU CAN'T FIND THEIR MISTAKES.
SO WE'VE BEEN BUILDING IN A LOT OF STRATEGIES THAT WHEN YOU TAKE AN ONLINE TEST, YOU TAKE YOUR PAPER, YOU FOLD IT LIKE A HOT DOG, AND THEN A HAMPER, IT ENDS UP MAKING EIGHT LITTLE SQUARES.
SO YOU SHOW YOUR WORK IN THOSE SQUARES.
SO WE STILL HAVE THE ABILITY TO SEE WHERE THEIR THINKING WENT WRONG, BUT AT THE SAME TIME WE'RE HELPING THEM BEAT THE SYSTEM TO BE ABLE TO PUT IT IN.
WE WERE JUST TALKING TODAY, THERE'S AN EQUATION EDITOR, AND HOW MANY OF OUR STUDENTS MISSED THE QUESTION BECAUSE THEY FUMBLED THROUGH PUTTING IT INTO AN EQUATION EDITOR.
SO PROVIDING EXPERIENCES AND HELPING OUR TEACHERS TO UNDERSTAND THE VALUE OF THAT AND THE IMPORTANCE OF, WHILE PAPER AND PENCIL IS IMPERATIVE, WE'RE LIVING IN A WORLD OF TECHNOLOGY TOO.
THAT WE HAVE TO MAKE SURE THEY CAN DO BOTH.
>> I JUST CAN'T EVEN IMAGINE LEARNING HOW TO DO LONG DIVISION OR THINGS LIKE THAT ON A COMPUTER.
>> THE GOOD THING IS WE STILL DO ON PAPER.
>> I MADE THE FORCE TO BE WITH YOU. I DON'T EVEN KNOW WHAT TO SAY.
THEN MY OTHER LAST QUESTION IS, WHILE THIS LOOKS GREAT AND I KNOW THAT YOU CARRY A GLASS BALL WITH YOU THAT PREDICTS THE FUTURE.
BUT DOES THIS LEAD YOU TO BELIEVE THAT WE'RE GOING TO BE WHERE WE NEED TO BE AT THE END OF THE YEAR?
>> IT DOES. I THINK ONE OF THE THINGS I'M MOST EXCITED ABOUT, I WORK DIRECTLY WITH CURRICULUM INSTRUCTION AND WITH THE COORDINATORS EVERY DAY.
THE WORK THAT OUR TEAM IS DOING ALONG THE LINES OF DIFFERENTIATION AND INTERVENTIONS AND EXTENSIONS, AND REALLY UNDERSTANDING THAT OURSELVES AS A TEAM SO THAT WE CAN TRAIN TEACHERS ON HOW TO IMPLEMENT THOSE SUCCESSFULLY.
I REALLY THINK THE MORE THAT WE'RE GETTING DOWN TO THE INDIVIDUAL STUDENT, WE'RE GOING TO SEE MORE RESULTS LIKE THAT JUST INCREASING.
>> IT'S AMAZING. THANK YOU TO YOU AND YOUR TEAM.
>> THANK YOU SO MUCH. I WILL NOW MOVE TO ITEM 8.2 OUR POWER OF CHOICE PROGRAM UPDATES. DR. CANTU.
>> YES, MA'AM. I WOULD LIKE TO SEE JENNIFER YOUNG STANDING ALREADY AT THE PODIUM READY AND EXCITED TO PRESENT JUST AN UPDATE ON OUR POWER OF CHOICE PROGRAMMING AND GIVE US AN OPPORTUNITY TO SHARE SOME DATA WITH YOU ALL JUST RELATED TO SUCCESSES AND ALSO ENROLLMENT IN NUMBERS.
SHE HAS TWO INCREDIBLE PARTNERS WITH HER AND I'LL LET HER DO THOSE INTRODUCTIONS, SO I'LL TURN IT OVER TO YOU.
>> ALL RIGHT. GOOD EVENING, PRESIDENT WILSON, BOARD OF TRUSTEES AND DR. CANTU.
WE ARE EXCITED TONIGHT TO TALK ABOUT THE POWER OF CHOICE UPDATE.
I HAVE THE AMAZING DR. DARWERT JOHNSON, AND VICKI WEBSTER HERE WITH ME.
SO I'M GOING TO OPEN UP THE PRESENTATION AND THEN TURN IT OVER TO THEM.
BUT WHAT I WANTED TO JUST SHARE WITH YOU IS WE FRAME EVERYTHING THROUGH VISION 2030.
BUT PRIOR TO VISION 2030, WE HAD VISION 2020 AND IN THAT STRATEGIC PLAN, GUIDING STATEMENT NUMBER 5 WAS PROVIDING STUDENTS AND PARENTS CHOICE WHEN IT COMES TO THEIR EDUCATIONAL OPPORTUNITIES.
BECAUSE OF THAT WORK IN VISION 2020, WE REALLY BECAME FOCUSED ON CHOICE AS JUST WHO WE ARE AND WHAT WE DO.
WHEN WE MOVED INTO VISION 2030, THE CHOICE PIECE WAS NO LONGER LISTED BECAUSE WE DIDN'T FEEL LIKE IT HAD TO BE LISTED BECAUSE WE'RE LIVING THAT EVERY DAY.
WHAT THIS WHOLE CHOICE JOURNEY, THE PATH THAT'S TAKEN US DOWN IS JUST HELPING US REALIZE THE VISION OF OUR DISTRICT, WHICH IS TO BECOME A DESTINATION DISTRICT COMMITTED TO EXCELLENCE.
I WANT YOU TO KEEP THAT DESTINATION IN MIND AS WE TALK ABOUT OUR CHOICE JOURNEY.
THIS TIME, LAST YEAR WE FORMED A COMMITTEE TO LOOK AT FACILITY USAGE IN A DISTRICT, TO LOOK AT OUR CHOICE PROGRAMS AND TO LOOK AT ATTENDANCE ZONES.
PART OF ME CAN'T BELIEVE IT'S BEEN A YEAR, AND PART OF ME FEELS LIKE IT JUST HAPPENED YESTERDAY.
BUT A YEAR AGO, WE STARTED THAT WORK WITH A COMMITTEE.
WE WERE CHARGED WITH REALLY LOOKING AT THOSE THREE AREAS.
HOW DO WE USE OUR FACILITIES MORE EFFECTIVELY, HOW DO WE INCREASE CHOICE OFFERINGS, AND HOW IS ALL THAT RELATED TO THE ATTENDANCE ZONES.
IN THAT COMMITTEE, I WORKED WITH THE CHOICE SUBCOMMITTEE;
[00:50:02]
AND WHAT CAME OUT OF THAT COMMITTEE WERE SEVERAL RECOMMENDATIONS.FIRST OF ALL, THEY WANTED MORE CHOICE.
THEY SPECIFICALLY WANTED MORE TWO WAY DUAL LANGUAGE, MORE STEM, MORE FINE ARTS OPPORTUNITIES FOR OUR KIDS.
BUT THEY WERE ALSO CONCERNED ABOUT SOME OF OUR FACILITIES THAT HAD SMALLER ENROLLMENTS.
WE HAVE SOME ELEMENTARY SCHOOLS WITH LOW ENROLLMENTS, AND SO HOW DO WE INCORPORATE CHOICE PROGRAMMING AND FULLY UTILIZING THOSE BUILDINGS? WHAT I WANT TO DO IS TAKE YOU THROUGH A LITTLE TIMELINE OF OUR CHOICE JOURNEY AND TALK TO YOU ABOUT SOME EXCITING THINGS THAT ARE COMING SOON.
ALL OF THIS REALLY BEGAN BACK IN 2016 WITH THE VISION TO HAVE A STEM ACADEMY AND AN EARLY COLLEGE HIGH SCHOOL.
YOU CAN SEE THAT IN AUGUST OF 2017, OUR FIRST TWO CHOICE PROGRAMS OPENED FOR BUSINESS, AND THEN THEY WERE BOTH VERY SUCCESSFUL WITH JERRY KNIGHT STEM ACADEMY AND EARLY COLLEGE HIGH SCHOOL.
THEN THE VISION JUST KEPT GROWING, AND THEN WE DECIDED IN THE MIDDLE OF A PANDEMIC, TO OPEN THE FRONTIER STEM ACADEMY.
THAT WAS GREAT. THE GREAT THING IS IF YOU BUILD IT, THEY WILL COME.
WE HAD LOTS OF INTEREST IN THE HIGH SCHOOL OPTION.
FROM THERE, WE DECIDED, THE PANDEMICS FUND, THAT IT'S NOT GOING TO SLOW US DOWN.
WE DECIDED THAT WE WERE GOING TO OPEN THREE NEW SCHOOLS AND MAKE ALL THREE OF THOSE NEW SCHOOLS CHOICE PROGRAMS. WE OPENED MCKENZEY, MARTINEZ, AND NORWOOD.
THOSE WERE OUR FIRST FINE ARTS ACADEMIES.
THEN MCKENZEY WAS A STEM ACADEMY.
THEN WE DECIDED, YOU KNOW WHAT? FINE ARTS IS REALLY TAKEN OFF.
IT WAS A HIT AT NORWOOD, AND IT WAS A HIT AT MARTINEZ.
WE'RE GOING TO EXPAND THAT TO THE NORTHERN SIDE OF THE DISTRICT.
WE OPENED THE KENNETH DAVIS FINE ARTS ACADEMY IN THE FALL OF 2022, AND ALSO CROSS TIMBERS FINE ARTS ACADEMY.
THOSE PROGRAMS ARE NOW IN THEIR SECOND YEAR.
AGAIN, THINKING BACK TO OUR COMMITTEE LAST YEAR, ONE OF THE THINGS THEY STARTED TALKING ABOUT IS HOW CAN WE PROVIDE MORE CHOICE OPTIONS FOR OUR HIGH SCHOOL KIDS? REALLY EXCITING NEWS IS THAT IN AUGUST, WE WILL OPEN OUR FIRST EVER P-TECH ACADEMY, THAT WILL BE AT SOME AT HIGH SCHOOL.
VICKI'S GOING TO TALK TO YOU A LITTLE BIT MORE ABOUT THAT PROGRAM, BUT WE'RE REALLY EXCITED ABOUT BRINGING THAT NEW CHOICE OPTION TO MANSFIELD ISD.
THEN ALSO IN THE FALL, WE'RE GOING TO BE EXPANDING OUR TWO WAY DUAL LANGUAGE PROGRAM.
WE CURRENTLY HAVE THE PROGRAM AT ERMA NASH AND D.P.
WE ARE EXCITED TO OPEN TWO WAY DUAL LANGUAGE NEXT YEAR AT CHARLOTTE ANDERSON ELEMENTARY SCHOOL.
IT JUST SO HAPPENS THAT THEIR PRINCIPAL HAS EXPERIENCE AS A TWO WAY DUAL LANGUAGE TEACHER.
WE'RE REALLY EXCITED TO OFFER THAT PROGRAM AT CHARLOTTE ANDERSON.
2024 FALL, LOTS OF GREAT THINGS.
BUT ONE OF THE THINGS THE COMMITTEE STATED LAST YEAR WAS THEY WANTED MORE STEM OPTIONS AND MORE STEM SEATS.
IN THE FALL OF 2025, CAROL HOLT ELEMENTARY WILL BE OUR NEXT STEM ACADEMY.
WE'VE ALREADY ENGAGED WITH HUCKABEE, JEFF BROGDEN AND HIS TEAM HAVE ALREADY WALKED THE BUILDING.
THEY HAVE AN ENTIRE A SECOND FLOOR WING THAT WE WILL DEVOTE TO STEM.
THAT CONSTRUCTION WILL START THIS FALL AND IT WILL BE OPEN FOR BUSINESS IN 2025.
ALSO, WE WILL ROLL UP TWO WAY DUAL LANGUAGE AND CONTINUE GROWING THAT PROGRAM AS WELL.
WE'RE REALLY EXCITED ABOUT THE TWO WAY DUAL LANGUAGE EXPANSION AND CAROL HOLT.
ALSO WITH KENNETH DAVIS, WE'VE HAD A LOT OF INTEREST IN FINE ARTS THERE.
IN THE FALL OF 2025, WE WILL BE ADDING TWO SECTIONS OF FINE ARTS AT KENNETH DAVIS.
THIS IS JUST AN OVERVIEW AND TO REMIND YOU OF THE WORK THAT OUR COMMITTEE DID LAST SPRING AND HOW WE'RE WORKING ON TAKING THOSE RECOMMENDATIONS FORWARD.
AT THIS TIME, I'M GOING TO TURN IT OVER TO DR.
JOHNSON AND HE'S GOING TO TALK ABOUT FINE ARTS.
>> THANK YOU, MS. YOUNG. WHAT MAKES US UNIQUE AT A FINE ARTS ACADEMY IS THAT OUR CURRICULUM IS BASED ON THE ARTS INTEGRATION MODEL, WHICH IS ROOTED IN THE SEVEN STUDIOS OF HABIT.
OUR TEACHERS GO THROUGH EXTENSIVE LONG TRAINING IN THE SUMMER.
WHAT THAT MEANS IS THAT OUR CORE TEACHERS AND OUR DIRECTORS WORK TOGETHER TO CREATE ART BASED LESSONS THAT INTERTWINE WITH THE SKILLS THEY'RE LEARNING IN THEIR ARTS CLASSES AND THE SKILLS THEY'RE LEARNING IN OUR CORE CLASSES.
[00:55:01]
IF YOU CAN SEE THE PICTURE THERE ON THE LEFT IS A MATH TEACHER AND AN ART TEACHER CO-TEACHING PLOTTING IN A MATH CLASS.ON THE PICTURE ON THE FAR RIGHT IS THE ARTWORK THAT WAS CREATED BY THE STUDENTS BASED ON THEIR PLOTTING IN THE MATH CLASS.
WHAT DO WE OFFER AT OUR FINE ARTS ACADEMIES? WE HAVE MUSIC AND PIANO IN OUR ELEMENTARY, AND THEN IT EXPANDS TO BAND, CHOIR, AND ORCHESTRA AS THEY GO INTO THEIR FIFTH AND SIXTH GRADE CAMPUS.
THEN WE HAVE THEATER, DANCE, AND VISUAL ARTS.
VISUAL ARTS WILL EXPAND TO DIGITAL ART ALSO WHEN THEY GET INTO FIFTH AND SIXTH GRADE.
WE HAVE INDUSTRY PROFESSIONALS THAT COME IN AND DO MASTER CLASSES WITH OUR STUDENTS.
IF THEY'RE NOT ABLE TO HAVE A ONE ON ONE INTERACTION WITH SOME OF OUR INDUSTRY PROFESSIONALS, THEY GET OPPORTUNITY, WE BRING IN PERFORMANCES WITH THE OPERA, THE SYMPHONY, OR WE DO FIELD TRIPS AROUND DFW, SO THOSE STUDENTS CAN HAVE THAT EXPOSURE AND THAT EXPERIENCE.
THEN WE ARE A PERFORMANCE BASED PROGRAM AND SO OUR STUDENTS DO GO TO COMPETITIONS IN THE AREA.
ACADEMICALLY, OUR STUDENTS IN THE MEETS AND MASTERS IS PERFORMING ABOVE THE DISTRICT.
IN MOST OF THE AREAS WE STILL HAVE OPPORTUNITY TO GROW IN ELEMENTARY MATH, BUT WE ARE VERY EXCITED ABOUT THE GROWTH OUR STUDENTS ARE MAKING ACADEMICALLY.
WE HAVE A TOTAL NUMBER OF 576 SEATS IN OUR ACADEMY.
AS YOU CAN SEE THAT THIRD COLUMN, THE 24-25 APPLICATIONS, THAT'S HOW MANY STUDENTS OR FAMILIES APPLIED FOR OUR PROGRAMS. THEN SECOND COLUMN, THE AVAILABLE SEATS OF WHO WE CAN OFFER THOSE SEATS TO.
IF YOU JUST, FOR AN EXAMPLE, AS YOU CAN SEE AT BRENDA NORWOOD, WE HAD 110 APPLICATIONS AND ONLY 47 SEATS AVAILABLE.
WE HAD TO TURN AWAY OR DENY 63 STUDENTS TO THE PROGRAM.
WE ARE GROWING AND WE'RE EXCITED THAT WE ARE GOING TO EXPAND OUR PROGRAM AT KENNETH DAVIS AND ADD SOME MORE SEATS THERE SO MORE STUDENTS CAN HAVE THE OPPORTUNITY.
NOW I'M GOING TO HAND THIS OVER TO MS. WEBSTER TO TALK ABOUT THE REST OF OUR PROGRAM.
NO, I'M NOT. [LAUGHTER] SORRY.
I HAVE TO BRAG ABOUT OUR THEATER PROGRAM. THANK YOU.
THAT LAST BULLET IS OUR THEATER COMPETITION AND YOU WANT TO TAKE NOTICE AS MIDDLE SCHOOL THEATER TOURNAMENT.
FOR THE LAST THREE YEARS, OUR STUDENTS HAVE RECEIVED FIRST, SECOND, AND THIRD PLACE MEDALS IN FIFTH AND SIXTH GRADE AT THIS THEATER COMPETITION, AGAINST SEVENTH AND EIGHTH GRADERS.
I JUST WANTED TO HIGHLIGHT THAT.
BUT AS YOU CAN SEE, WE HAVE SEVERAL COMPETITIONS THAT OUR STUDENTS DO AT 10 IN THE AREA, AND THEY HAVE BEEN VERY SUCCESSFUL IN THOSE COMPETITIONS.
NOW, I'M GOING TO HAND IT OVER TO MS. WEBSTER.
>> HE DID THAT BECAUSE I WAS NERVOUS.
I SEE SOME OF MY OLD JOB PEEPS OUT THERE, AND I DON'T WANT THEM MAKING FUN OF ME LATER.
I GET THE HONOR OF GOING OVER SEVERAL PROGRAMS AND UPDATING YOU ON THEM TONIGHT.
ALTHOUGH I'M THE DIRECTOR OF SOME EDUCATION, WE'RE GOING TO START WITH TWO WAY DUAL LANGUAGE.
WITH OUR TWO WAY DUAL LANGUAGE PROGRAM, OUR GOAL IS TO IMPROVE COGNITIVE ABILITIES THROUGH IMBERSING OUR LEARNERS IN A BILINGUAL ENVIRONMENT.
IN THAT BILINGUAL ENVIRONMENT.
THEY ARE FOCUSED ON LEARNING TO SPEAK, READ, AND WRITE IN SPANISH.
WHILE BEING IMMERSED IN THAT BILINGUAL ENVIRONMENT, THEY'RE ALSO PARTICIPATING IN CELEBRATIONS OF CULTURE AND COMMUNITY IN A MULTICULTURAL ENVIRONMENT.
AS YOU KNOW, TWO WAY DUAL LANGUAGE HAS BEEN IN THE DISTRICT FOR A WHILE.
THE FIRST YEAR THAT WE STARTED THE PROGRAM, WE HAD 86 APPLICANTS.
THIS YEAR WE HAD 108 APPLICANTS.
DURING THE COVID YEARS, I THINK A LOT OF THINGS HAD A LITTLE DIP DURING THE COVID YEARS, BUT WE HAVE REBOUND IT JUST LIKE EVERYTHING ELSE.
NOW WE ARE OUTPACING THE NUMBER OF AVAILABLE SEATS WITH A NUMBER OF APPLICATIONS THAT WE RECEIVE.
MORRIS AND ERMA NASH IN 2018 AND THEN EXPAND IT TO OUR INTERMEDIATE AT DONNA SHEPPARD IN '22.
THEN WE EXPANDED AGAIN THIS YEAR TO ASA LOW.
IN ORDER TO ACCOMMODATE SOME OF THOSE APPLICATIONS, WE'LL BE EXPANDING AGAIN NEXT YEAR TO CHARLOTTE ANDERSON.
THEN IT'S IMPORTANT TO UNDERSTAND THAT WITH THE APPLICATIONS AND THE NUMBER OF AVAILABLE SEATS, THAT THEY'RE BOTH BILINGUAL ENROLLEES AND NON-BILINGUAL ENROLLEES.
BECAUSE OUR BILINGUAL ENROLLMENT HAS INCREASED, THAT THROWS OUR NUMBERS WHERE WE NEED MORE SECTIONS AT CHARLOTTE ANDERSON.
NEXT IS EARLY COLLEGE HIGH SCHOOL.
WHAT'S GREAT ABOUT EARLY COLLEGE HIGH SCHOOL IS THAT OUR HIGH SCHOOL LEARNERS CAN RECEIVE A HIGH SCHOOL DIPLOMA AND AN ASSOCIATE'S DEGREE THROUGH TCC SOUTHEAST CAMPUS FOR FREE.
[01:00:07]
THAT'S HUGE FOR OUR FAMILIES.THAT CAN BE A GAME CHANGER, ESPECIALLY FOR OUR FIRST GENERATION COLLEGE STUDENTS.
THEY ARE ABLE TO ACHIEVE THIS THROUGH THE CAMPUS SUPPORTS AND STRUCTURES THAT ARE IN PLACE, BUT ALSO INCORPORATING THAT COLLEGIATE CURRICULUM.
AGAIN, APPLICATIONS THIS YEAR, WE HAD 185.
WE ARE ONLY GOING TO HAVE ABOUT 100 SEATS AVAILABLE, SO WE'RE GOING TO BE TURNING AWAY A LITTLE LESS THAN 50 PERCENT OF THOSE THAT APPLY.
WE RECEIVE APPLICATIONS FROM ACROSS THE DISTRICT.
WE ARE ON TARGET WITH WHO WE'RE SERVING WITH 31 PERCENT OR SO BEING FIRST GENERATION COLLEGE STUDENTS APPLYING, AND ALSO A LARGE PERCENTAGE BEING UNDER REPRESENTED IN THE COLLEGIATE AREA.
BUT WHAT'S REALLY EXCITING ABOUT EARLY COLLEGE HIGH SCHOOL IS LAST YEAR, 100 PERCENT OF THAT GRADUATING CLASS EARNED ASSOCIATES DEGREES.
BUT THEY ALSO BROUGHT IN ABOUT FIVE MILLION DOLLARS IN SCHOLARSHIP MONEY.
[APPLAUSE] YEAH, AS MISS YOUNG MENTIONED, NEXT UP IS THE P-TECH AT SUMMIT HIGH SCHOOL.
WE ARE SUPER EXCITED FOR THIS.
THIS IS GOING TO BE NEW IN THE FALL LOCATED AT SUMMIT HIGH SCHOOL.
THE WHOLE FOCUS HERE IS AGAIN, EXTENDING OUR PARTNERSHIP WITH TCC TO OFFER COLLEGE COURSES IN COMPUTER PROGRAMMING AND SOFTWARE DEVELOPMENT, BUT ALSO THAT WORK BASED EXPERIENCE WITH INDUSTRY PARTNERS, AGAIN, IN COMPUTER PROGRAMMING AND SOFTWARE DEVELOPMENT.
THE WHOLE IDEA IS THAT THESE KIDS ARE GOING TO BE ABLE TO COME IN, LOOK AT A STEM AREA THAT THEY'RE REALLY PASSIONATE ABOUT, GET THAT WORK BASED INDUSTRY EXPERIENCE, THE COLLEGE CREDITS, AND WALK AWAY WITH A DIPLOMA, AS WELL AS POSSIBLY AN INDUSTRY CERTIFICATION.
THERE WE GO. ANYTIME YOU START A PROGRAM, YOU'RE NOT GOING TO HAVE THOSE BIG, HUGE NUMBERS OF APPLICATIONS BECAUSE THE COMMUNITY IS JUST KNOWING ABOUT IT.
BUT 61 APPLICATIONS FOR 50, 55 SPOTS, WE'RE STILL EXCEEDING THE NUMBER OF SPOTS THAT WE'RE GOING TO BE ABLE TO OFFER.
AGAIN, GOOD REPRESENTATION FROM ACROSS THE DISTRICT, AND AGAIN, GOOD REPRESENTATION OF APPLICANTS FROM FIRST GENERATION COLLEGE STUDENTS, AND THEN THOSE THAT MAY BE UNDER REPRESENTED IN THE COLLEGE ENVIRONMENT.
OKAY, FINALLY, THE ONE I'M MOST FAMILIAR WITH, THE STEM ACADEMY PROGRAMMING.
WITHIN THE STEM ACADEMY, WE FOCUS ON DEVELOPING STEM HABITS OF MIND THROUGH BUILDING 21ST CENTURY SKILLS AND GLOBAL CITIZENSHIP.
WE DO THIS VERY STRATEGICALLY BY ENGAGING IN REAL WORLD PROBLEM SOLVING THROUGH PROJECT BASED LEARNING AND PROBLEM BASED LEARNING AND EVERY PBL IS GUIDE IT BY DESIGN PROCESS, EITHER ENGINEERING DESIGN PROCESS OR DESIGN THINKING AND WE CALL OUR TEACHERS DESIGNERS.
WE TRAIN OUR DESIGNERS ON THOSE TWO PROCESSES AND WHEN IT'S APPROPRIATE TO ENGAGE IN DESIGN THINKING OR WHEN IT'S APPROPRIATE TO USE THE ENGINEERING DESIGN PROCESS.
WELL, WHAT ALL OF THIS ALLOWS US TO DO IS REALLY UNSILO OUR CONTENT AND GET OUR KIDS ENGAGED IN INTEGRATIVE STEM INSTRUCTION.
I'M NOT GOING TO READ THIS SLIDE TO YOU GUYS.
I REALLY THOUGHT ABOUT THIS SLIDE.
BUT THE EXPERIENCE THAT OUR STEM LEARNERS GET WHEN THEY COME TO US IS ABOUT EXPLORING, CREATING, INNOVATING, AND BECOMING GLOBAL CITIZENS.
LET ME GIVE YOU AN EXAMPLE OF WHAT THAT LOOKS LIKE.
I'M NOT SURE IF YOU GUYS KNOW WHO CARTER IN THE CLASSROOM IS.
NEW CREW, HE DOES VIDEOS ON LIKE INNOVATION IN THE CLASSROOM.
HE WORKED WITH OUR MARTINA STEM ACADEMY FIFTH GRADERS A COUPLE OF WEEKS AGO AND THEIR PBL DRIVING QUESTION IS, HOW CAN WE AS ACCESSIBILITY SPECIALISTS INNOVATE FIELD DAY TO MAKE IT MORE INCLUSIVE OF DIFFERENTLY ABLED STUDENTS? THAT'S WHAT THEY'RE WORKING ON.
HOW DO THEY NOT ONLY CHANGE FIELD DAY ON THEIR CAMPUS, BUT HOW CAN THEY CHANGE IT AT OTHER CAMPUSES ALSO.
BUT THEY DON'T JUST RESEARCH ON THE LAPTOPS OR IN THE LIBRARY.
THEY GOT TO PARTNER WITH THE UTA MOVING MATHS, THEY GOT TO LEARN FROM THOSE ATHLETES IN THE WHEELCHAIR BASKETBALL TEAM OF HOW THAT ADAPTIVE SPORT HAS BEEN CHANGED SO THAT THEY CAN CONTINUE BEING ATHLETES.
THEY GOT TO TALK TO THE ATHLETES, THE ATHLETES PUT SOME OF THEM IN THEIR CHAIRS, THEY GOT TO REALLY EXPERIENCE AND THAT'S THAT DESIGN THINKING PROCESS.
THE VERY FIRST STEP OF IT IS EMPATHY.
SO IT ALLOWED THEM TO REALLY EMPATHIZE WITH SOMEONE WHO MAY BE TRYING TO ENGAGE IN AN ACTIVITY BUT IS DIFFERENTLY ABLED.
[01:05:01]
AND THAT TAKES THEM THROUGH ALL OF THAT.THEY'RE EXPLORING, THEY'RE CREATING THE INNOVATING, BUT ULTIMATELY THEY WALK AWAY WITH HOW CAN STEM BE USED TO IMPACT THE COMMUNITY? WE HAVE ACADEMIC ACHIEVEMENTS TOO.
WE REALLY FOCUS ON MASTERS LEVEL PERFORMANCE BECAUSE WE KNOW IF WE HIT THE TOP, LIKE THAT'S OUR GOAL AND WE SCAFFOLD IN SUPPORTS, OUR KIDS ARE GOING TO GET THERE.
FOR OUR STEM ACADEMIES, OUR DEPARTMENT GOAL IS THAT 60 PERCENT OF OUR LEARNERS WILL BE PERFORMING AT THE MASTERS LEVEL ON STAAR AND EOC AND ACROSS THE BOARD, WE HIT THAT TARGET, BUT WE ALSO HAVE A STEM HIGH SCHOOL SO WE NEED TO LOOK AT AP SCORES.
I'M NOT SURE IF YOU KNOW THIS, BUT OUR FRONTIER STEM ACADEMY IS RANKED IN THE TOP FOUR PERCENT OF NATIONAL HIGH SCHOOLS.
WHEN I LOOK AT DATA, I LOOK AT HOW OUR STEM ACADEMY IS PERFORMING AGAINST THE NATION.
WHAT THIS IS, IS OUR AP TESTS AND WHERE WE ARE OUTPERFORMING THE NATION IN MOST OF THEM.
BUT OF COURSE, WE HAVE AREAS TO IMPROVE AND TO CONTINUE WORKING.
THESE ARE THE SAME NUMBERS THAT DR. JOHNSON PRESENTED FOR FINE ARTS BUT FOR STEM.
IF YOU'LL NOTICE THAT OUR SEATS BECOME AVAILABLE THROUGH MATRICULATION.
ALTHOUGH YOUR CAPACITY MAY BE AT 1,288 WE REALLY ONLY HAVE 379 SEATS FOR NEXT YEAR AS KIDS ARE ROLLING OUT OF PROGRAMS AS THEY MOVE UP AND WE HAD 1,092 APPLICATIONS.
THE UNFORTUNATE REALITY IS THAT WE'RE GOING TO TELL 713 KIDS THAT WE DON'T HAVE A SEAT FOR THEM.
THEN FINALLY, SOME OF OUR NON ACADEMIC SUCCESSES.
WE HAVE A HISTORY OF PERFORMING REGIONALLY IN THE STATE, NATIONALLY, AND GLOBALLY.
BUT A COUPLE OF THINGS I WANT TO JUST POINT OUT IS OUR NORWOOD BEEBOTS ARE GOING TO BE COMPETING AT STATE THIS COMING WEEKEND.
THEY ARE THE FIRST MISD ROBOTICS TEAM TO MAKE IT TO STATE EVER.
ADDITIONALLY, I JUST GOT A TEXT FROM OUR SPONSORS AT MACKENZIE STEM ACADEMY ON SUNDAY, AND THEY COMPETED AT THE REGIONAL TAM COMPETITION, WHICH IS THE TEXAS ALLIANCE FOR MINORITIES IN ENGINEERING AND THEY BROUGHT HOME FIRST AND SECOND PLACE RIBBONS FOR THEIR ENGINEERING SOLUTIONS.
A LOT OF GREAT THINGS HAPPENING, SO I'M GOING TO TURN THIS BACK OVER TO MISS YOUNG.
>> THANK YOU. JUST AGAIN, TO WRAP UP, WE REALLY WANTED TO TAKE THE WORK OF THE COMMITTEE LAST SPRING AND TAKE THEIR RECOMMENDATIONS AND SEE HOW WE CAN EXPAND OUR CHOICE PROGRAMS. BECAUSE YOU CAN TELL FROM THE PRESENTATION, WE HAVE A LOT OF GREAT THINGS GOING ON AND WE HAVE A LOT OF INTEREST IN THOSE PROGRAMS. WE HOPE BY TAKING THEIR RECOMMENDATIONS AND FOCUSING ON CAMPUSES WHERE WE HAD CAPACITY AND ADDING PROGRAMS THERE THAT OUR CHOICE PROGRAM WILL CONTINUE TO GROW AND IT WILL HELP US REALIZE OUR VISION OF BEING A DESTINATION DISTRICT COMMITTED TO EXCELLENCE.
WITH THAT, WE'LL OPEN IT UP TO QUESTIONS YOU MIGHT HAVE.
>> TRUSTEES, I'LL START TO MY LEFT THIS TIME. MISS NEWSOM.
>> THANK YOU FOR THE PRESENTATION.
I KNOW THAT COMMITTEE SEEMS LIKE A LONG TIME AGO, BUT TO SEE IT COME TO FRUITION AND KIND OF I ALSO ENJOYED BECAUSE I'VE BEEN ON THE BOARD FOR A WHILE, THE TIME LINE OF KIND OF HOW THAT KIND OF PULLED TOGETHER.
ONE OF THE THINGS THAT YOU GUYS TALKED ABOUT SEVERAL TIMES WAS HOW THIS UNSILOED EDUCATION AND HOW WE WORK TOGETHER ON SO MANY DIFFERENT LEVELS.
AND I JUST THINK THAT THAT'S A REALLY KEY ASPECT OF HOW WE REALLY FOCUS AND TARGET THE WAY WE WANT LEARNERS TO LEARN IS WE NO LONGER WANT THEM TO JUST LEARN READING AND MATH, AND WE WANT THEM TO THINK ABOUT IT IN SO MANY DIFFERENT WAYS, AND SO.
I LOVE THE WAY WE'VE BEAUTIFULLY PUT THAT TOGETHER IN SO MANY DIFFERENT ASPECTS.
TO THOSE PEOPLE IN THE COMMUNITY THAT HAVE NEVER SEEN IT BEFORE.
YOU CAN HEAR ABOUT TWO WAY DUAL LANGUAGE OR OUR STEM ACADEMIES AND THINGS LIKE THAT AND THINK THAT'S REALLY GREAT.
BUT UNTIL YOU SEE AND ACTUALLY EXPERIENCE WHAT THESE STUDENTS EXPERIENCE, AND THE TEACHERS AND DESIGNERS AND ALL OF THAT, IT'S AMAZING TO WATCH IT COME ALL TOGETHER.
MOST OF US NEVER EVER LEARNED IN THIS CAPACITY BEFORE.
I DON'T KNOW HOW I'VE SUCCEEDED IN LIFE IN ANY WAY AND I CAN'T IMAGINE WHAT WE COULD DO IF THAT'S WHAT WE'VE BEEN TAUGHT WITH.
AND I ENCOURAGE EVERYONE TO REALLY LISTEN FOR THINGS WHEN THEY'VE GOT THESE BEEBOT COMPETITIONS AND DIFFERENT CHOIR AND STEM THINGS LIKE THAT TO BE ABLE TO ATTEND BECAUSE IT'S AMAZING.
[01:10:01]
THANK YOU FOR WHAT YOU DO.THIS IS AMAZING. TWO WAY DUAL LANGUAGE.
MY ONLY QUESTION THAT I ACTUALLY HAD WAS ABOUT MANIPULATIVES AND ONE TIME WHEN I VISITED A DUAL LANGUAGE CAMPUS IN THE CLASS, I NOTICED THAT EVERY SINGLE THING IN THAT ROOM WAS LABELED AND IT WAS SO IMPRESSIVE, BUT I DID NOTICE THAT ONE OF THE THINGS THE TEACHER SAID WAS THAT SHE HAD DONE IT ALL HERSELF.
JUST MAKING SURE THAT WE'RE TALKING ABOUT WHAT THE FUNDING LOOKS LIKE BEHIND THAT [OVERLAPPING].
>> I SAT DOWN AND MET WITH DESIGNERS AT D.P. MORRIS LAST YEAR AND DONNA SHEPPARD TO LISTEN TO CONCERNS AND RESOURCES AND THINGS THAT THEY NEEDED, SO WE WERE ABLE TO MAKE SOME PROGRESS IN THAT.
SOME OF THE THINGS WERE JUST HAVING SPANISH LABELS ON THE WALL THAT WE COULD PURCHASE AS A DISTRICT WHERE THE TEACHERS AREN'T HAVING TO MAKE THEM ALL THEMSELVES AND SO WE DID A LOT BASED ON THE CONVERSATIONS WE HAD WITH THE TEACHERS LAST SPRING.
>> THAT'S GREAT. I KNOW IT WAS JUST AS A PARENT WALKING IN, YOU CAN TELL WHAT A TEACHER DOES AND WHAT'S BEEN PURCHASED AND SO SENSITIVE TO IT. BUT THANK YOU SO MUCH.
>> THANK YOU FOR THAT PRESENTATION.
I JUST HAVE ONE QUICK QUESTION.
EVERYTHING WAS EXCELLENT AND YOU'VE ALREADY GIVEN US SOMEWHAT OF A PROGRESSION PLAN FOR FALL OF '24, FALL OF '25.
WHEN YOU HAVE COMPLETED ALL THE DATA, GATHERED ALL THE DATA AND THE METRICS, WILL YOU COME BACK AND GIVE US THE REST OF THAT PROGRESSION PLAN? BECAUSE AS YOU CAN SEE, PARENTS ARE GOING TO WANT TO KNOW WHERE CAN I SEND MY CHILD FOR DUAL LANGUAGE? WHERE CAN I SEND MY CHILD FOR ONE OF THE OTHER CHOICE PROGRAMS? WILL YOU COME BACK IN?
>> ABSOLUTELY AND I THINK IN THE LAST YEAR AND A HALF, THIS MAY BE THE THIRD POWER OF CHOICE UPDATE AND SO I'M SURE THAT WE'LL CONTINUE TO DO THOSE, ESPECIALLY AS WE'RE ADDING AND MAKING PROGRESS AND GETTING CLOSE TO OPENING NEXT FALL.
I DO APPRECIATE OUR DISTRICT FOR UTILIZING THE FACILITIES AND MEETING THE NEEDS OF THE PARENTS AND THEIR STUDENTS, THEIR KIDDOS TO ENSURE THAT THEY'RE GETTING THE BEST EDUCATION.
THIS IS A DESTINATION DISTRICT SO I APPRECIATE THAT.
>> MS. [INAUDIBLE] DR. REED WAS READING MY MIND BECAUSE THAT WAS GOING TO BE ONE OF MY QUESTIONS, ALSO JUST HOW THIS IS GOING TO ROLL OUT MOVING FORWARD.
SO I'M EXCITED TO SEE WHAT UPDATES COME OUT OF THAT.
I DO HAVE ONE OTHER QUESTION. IT JUST PAINS ME TO KNOW THAT 700 AND SOMETHING KIDS ARE BEING TURNED DOWN.
I'M SO THANKFUL THAT PARENTS ARE APPLYING FOR THIS BECAUSE I THINK IT IS SO IMPORTANT AND IT SHOWS THAT THERE'S DEFINITELY A NEED FOR IT SO I APPRECIATE THAT WE ARE GOING TO CONTINUE TO DO THIS.
WHAT IS THE SELECTION PROCESS? AND I'M NOT ASKING IN DETAIL OR ANYTHING, BUT HOW DO YOU DECIDE? AND I KNOW IT'S PROBABLY DIFFERENT FOR EACH PROGRAM, WHICH STUDENTS ACTUALLY GET AWARDED A SEAT AND THEN WHICH ONES.
WHEN THE APPLICATIONS COME IN, WE HAVE AN APPLICATION WINDOW AND THEN ONCE THE APPLICATIONS COME IN, VICKI AND DARWOOD ACTUALLY ORGANIZE THE PRINCIPALS TOGETHER, AND JERRY KNIGHT HAS CERTAIN REQUIREMENTS AND THEN THE FINE ARTS AND OTHER STEM ACADEMIES ARE BASED ON GRADE LEVEL ATTENDANCE AND THEN DISCIPLINE AND ATTENDANCE HISTORY.
WE GO THROUGH AND WE REVIEW ALL OF THOSE TO MAKE SURE A, THAT THEY SELECTED THE CORRECT GRADE LIKE IF THEY'RE IN FIFTH GRADE THIS YEAR THEY SELECTED SIXTH GRADE FOR NEXT YEAR.
GO THROUGH ALL OF THOSE THINGS FIRST, AND THEN ANYBODY THAT DOESN'T MEET THE QUALIFICATIONS, THEY'RE REMOVED AND THEN THE REST OF THEM, THEY DO AN AUTOMIZED LOTTERY SYSTEM WHERE BASICALLY ALL THE KIDS ARE PUT IN THERE AND IT SPITS OUT THE NUMBER.
IF YOU'RE NUMBER 22, THEN YOU GOT IN NUMBER 27 AND IT SPITS THEM ALL OUT LIKE THAT AND THEN WHEN WE NOTIFY THE PARENTS, WE LET THEM KNOW THAT IF THEY DID NOT GET IN, THEY'RE PUT ON A WAITING LIST.
EVERY YEAR WE DO HAVE A FEW STUDENTS WHO ARE NOTIFIED THAT THEY'VE BEEN ACCEPTED THEY MAY SAY, OH, I'VE CHANGED MY MIND, I WANT TO GO TO MY COMPREHENSIVE HOME CAMPUS AND SO WE THEN TAKE STUDENTS OFF OF THE WAITING LIST.
>> THANK YOU FOR EXPLAINING THAT. I APPRECIATE IT.
>> THEN ONE THING THAT YOU BROUGHT UP THAT I FAILED TO MENTION IN THE PRESENTATION IS IN THE FALL, WE DO A POWER OF CHOICE EXPO AND SO THAT HAPPENS FIRST PART OF NOVEMBER, AND WE HOST IT HERE AT THE CENTER.
EVERY ONE OF OUR CHOICE PROGRAMS AND EVERY ONE OF OUR BRANDED SCHOOLS IS HERE AND SO PARENTS AND STUDENTS CAN COME DO HANDS-ON ACTIVITIES WITH STEM.
THEY CAN MEET WITH THE FINE ARTS DESIGNERS AND SEE THE COSTUMES THAT THEY'VE MADE, AND JUST EXPERIENCE THE DIFFERENT OFFERINGS THAT WE HAVE.
WE SPEND FIVE HOURS, ONE SATURDAY IN NOVEMBER EVERY YEAR TO GET OUT THE WORD OF OUR DIFFERENT PROGRAMS.
>> OKAY. TO MY RIGHT, MS. ANDERSON.
[01:15:02]
>> I ACTUALLY WAS GOING TO ECHO DR. REED AND MS. FARRAR, BUT THE ONE THING THAT I DIDN'T WANT TO HIGHLIGHT WAS, I REALLY APPRECIATE THE COMMITTEE NUMBER 1 PEOPLE CARING ENOUGH TO HAVE SOME FORESIGHT TO LOOK FORWARD.
I THINK HAVING THAT FORESIGHT AND US BEING ABLE TO LOOK AT WHERE CAN OUR NEEDS BE MET AND GOTTEN LARGER.
I DO THINK ONCE ALL THESE THINGS COME TO FRUITION, I THINK MORE AND MORE PEOPLE WILL ACTUALLY STILL WANT TO COME HERE SO I'M NERVOUS ABOUT THAT 1,000 GOING TO 2000.
BUT HOPEFULLY, WE'LL MAKE SOME MORE CHOICE SCHOOLS AFTER THAT.
ANYWAYS THANK YOU ALL FOR THAT.
>> ANYONE ELSE? SORRY, I CAN'T SEE. MR. TIP.
>> YES, NOT REALLY A QUESTION, MORE JUST I WAS THANKFUL TO BE ABLE TO PARTICIPATE IN JUDGING A COMPETITION AT ONE OF THE STEM ACADEMIES RECENTLY, AND WAS THOROUGHLY IMPRESSED, JUST BEYOND WHAT I EXPECTED.
EVEN SO, I'M A HUGE ADVOCATE FOR US EXPANDING THIS, AND I'M THANKFUL THAT WE ARE LOOKING AT THAT.
OBVIOUSLY, WE HAVE THE INTEREST THERE AND BEING ABLE TO EXPAND ON THAT IS OBVIOUSLY NEEDED AND JUSTIFIED, AND SO FORTH.
JUST SO IMPRESSED, IT WAS BEYOND WHAT I WOULD HAVE EXPECTED FROM, AND THIS WAS AT THIRD AND FOURTH GRADE, SO THANK YOU.
>> IF YOU'RE LIKE ME, WHEN I LEAVE THOSE CONTESTS, WHEN I'VE JUDGED THEM, I GET IN THE CAR AND FEEL VERY INADEQUATE. WOW.
>> YOU DIDN'T HAVE TO POINT THAT OUT WITH ME.
>> IT'S PROBABLY JUST ME. THAT'S PROBABLY JUST THE ME THING.
>> YOU GUYS DEFINITELY GOT TO HAVE THE MOST IMPRESSIVE FUN AND THEN THE EXCITING THING IS WHAT ALL IT COMES TO OFFER ALL OUR STUDENTS, AND THEN WE SEE THAT THERE'S SUCCESS, AND THAT REALLY MAKES IT ALL WORTH IT.
BUT AT THE SAME TIME, IT'S REALLY, REALLY NEAT, ISN'T IT? EVEN WITH YOUR LITTLE DIGIT CRACK THAT WAS CUTE.
[LAUGHTER] NO, BUT I AGREE, AND WE TALKED ABOUT THAT EARLIER AFTER COMING TO A COUPLE OF DIFFERENT EVENTS WITH OUR STUDENTS LATELY, I ACTUALLY LAUGHED AND SAID I SOUGHT OUT COUNSELING AFTERWARDS BECAUSE I FELT LIKE [OVERLAPPING].
>> YES, THE SPELLING BEE WAS ONE OF THEM.
[LAUGHTER] BUT ANYWAY, THANK YOU GUYS FOR ALL THAT YOU DO AND WE REALLY APPRECIATE IT.
>> WE'LL NOW MOVE ON TO ITEM 9, OUR PUBLIC COMMENTS.
[9. Public Comments]
A QUICK REMINDER THAT WE'VE GONE TO ONLINE REGISTRATION FOR IT AND YOU CAN START REGISTERING TO SPEAK IN PUBLIC COMMENTS BEGINNING AT THE TIME THAT THE AGENDA IS POSTED, WHICH IS 72 HOURS IN ADVANCE OF THE MEETING UP UNTIL ONE O'CLOCK THE DAY OF.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 PRESENTATIONS SHOULD BE MADE AVAILABLE TO ALL TRUSTEES AND THE SUPERINTENDENT.
BOARD POLICY PROHIBITS THE DISCUSSION OR COMPLAINTS AGAINST DISTRICT EMPLOYEES DURING AN OPEN FORUM.
OUR FIRST SPEAKER THIS EVENING IS BRIAN ROLLIO.
BY ALL MEANS, CORRECT ME IF I WAS WRONG, BUT I ALSO CAN'T ROLL MY ARMS CORRECTLY.
>> ACTUALLY YOU DID A VERY GOOD JOB OF PRONOUNCING MY NAME.
GOOD EVENING. MY NAME IS BRIAN ROLLIO.
I'M HERE TO ADDRESS THE HUMAN RESOURCES REPORT AND ALSO, AFTER HEARING THE REPORT ON THE MIDDLE-OF-YEAR ASSESSMENTS, I BELIEVE MY COMMENTS WILL BE VERY RELEVANT TO THAT AS WELL.
SPECIFICALLY IN LOOKING AT HUMAN RESOURCES, I CAN'T HELP BUT NOTICE THAT THIS DISTRICT SEEMS TO HAVE A LACK OF SPEECH THERAPISTS, PARTICULARLY TO DELIVER SERVICES REQUIRED FOR STUDENTS, IEPS.
FOR EXAMPLE, MY SON WAS SUPPOSED TO BE RECEIVING SPEECH THERAPY ONCE A WEEK FOR FIVE OUT OF EVERY SIX WEEKS FOR THE SCHOOL YEAR.
HOWEVER, HE DIDN'T EVEN MEET A SPEECH THERAPIST UNTIL DECEMBER BEFORE THE SEMESTER FINISHED.
NO ONE AT THE DISTRICT INFORMED US THAT HE WASN'T RECEIVING HIS SPEECH THERAPY SERVICES UNTIL WE HAD A PARENT-TEACHER CONFERENCE THAT WAS OCCURRED IN NOVEMBER.
AT THAT TIME, WE WERE JUST TOLD THAT THERE WAS NO SPEECH THERAPIST FOR THE SCHOOL AND THE CAMPUS WAS TRYING TO GET ONE FROM THE DISTRICT.
IT WAS ALSO, APPARENTLY, THE JOB OF THE SPEECH THERAPIST TO INFORM HIS TEACHER THAT HE HAD AN IEP.
A TEACHER HAD NO KNOWLEDGE OF HIS IEP SO IN ADDITION TO NOT RECEIVING HIS SERVICES, HE WAS NOT GETTING ANY ACCOMMODATIONS IN THE CLASSROOM.
THIS IS ALL BECAUSE THERE JUST WAS NO SPEECH THERAPIST PROVIDED BY THE DISTRICT TO HIS CAMPUS.
[01:20:05]
WE HELD AN ART MEETING IN EARLY DECEMBER TO PUT IN PLACE SOME COMPENSATORY SERVICES THAT INCLUDED ADDING A 6TH ONE FOR EACH WEEK AND AS WELL AS A SECOND ONE WEEK TO BE IN THE CLASSROOM TO WORK ON GOALS THAT COULD BE DONE IN THE CLASSROOM, SPECIFICALLY BECAUSE HE HAD REDUCED THE NUMBER TO ENSURE THAT HE HAD MORE TIME IN THE CLASSROOM.WHILE THE PRINCIPAL AGREED THAT THE LAW IS CLEAR THAT A COMMITTEE DETERMINES THE SERVICES THAT THE DISTRICT IS REQUIRED TO PROVIDE THOSE SERVICES DETERMINED ON AN INDIVIDUALIZED BASIS BY A GROUP OF AUDIBLE PERSONS.
AT THAT TIME, THE DISTRICT WAS ONLY PROVIDING A SPEECH THERAPIST ONE DAY PER WEEK TO THE SCHOOL.
THE SCHOOL HAD A SPECIFIC TIME BUILT INTO THE SCHEDULE FOR RE-TEACHING AND FOR STUDENTS TO RECEIVE SERVICES SUCH AS SPEECH OR OCCUPATIONAL THERAPY.
IT'S DURING THIS ONE TIME, ONE DAY A WEEK, THAT ALL STUDENTS WHO NEED SPEECH THERAPY CAN RECEIVE IT.
PERHAPS SOME OF THE GRADES ARE STAGGERED, BUT FOR AN ELEMENTARY SCHOOL WITH OVER 800 STUDENTS, THAT IS WELL BEYOND THE CAPACITY OF WHICH IT'S BUILT.
IT'S INSUFFICIENT TO DELIVER THE THERAPY TO ALL STUDENTS.
OUR SON HAS NEVER RECEIVED THESE COMPENSATORY SERVICES OF THE SECOND, PRESUMABLY BECAUSE THE DISTRICT HAS DETERMINED UNILATERALLY THAT NO STUDENT NEEDS MORE THAN ONE SESSION OF SPEECH THERAPY PER WEEK.
HIS TEACHER HAS INFORMED US THAT HIS SPEECH REGRESSION IS ALSO AFFECTING OTHER AREAS OF LANGUAGE WHICH DIRECTLY IMPACTS HIS READING AND HIS ABILITY TO STAY ON GRADE LEVEL.
WITH THE DISTRICT'S HIRING PLAN, THE DISTRICT NEEDS TO EVALUATE ITS HIRING A SPECIAL EDUCATION STAFF TO ENSURE THAT LEVELS ARE APPROPRIATE FOR A LARGE DISTRICT LIKE MANSFIELD ISD.
THERE'S NO CLEAR CHAIN OF COMMAND IN TERMS OF RESPONSIBILITY FOR ENSURING TEACHERS RECEIVE IEPS AND ENSURING THAT SERVICES CAN BE DELIVERED.
>> THANK YOU. OUR SECOND SPEAKER IS MELISSA PIU.
NO? OKAY. OUR THIRD SPEAKER IS NICOLE WOOLDRIDGE.
>> GOOD EVENING, DR. CANTU AND DISTINGUISHED BOARD.
MY NAME IS NICOLE WOOLDRIDGE AND I LIVE IN MANSFIELD.
I REALLY JUST WANTED TO COME TONIGHT AND EXPRESS SOME GRATITUDE FOR ONE OF OUR DISTINGUISHED TRUSTEES, DESIREE THOMAS.
SHE'S NOT RUNNING AGAIN, AND I JUST WANTED TO EXPRESS MY GRATITUDE TO HER.
SHE HAS SPENT HALF OF HER LIFE SERVING OUR DISTRICT IN THE VOLUNTEER CAPACITY, WHICH IS AMAZING.
I COULD WRITE A BOOK ABOUT ALL THE THINGS SHE'S DONE.
SHE'S BEEN A FRIEND, A MENTOR, AND I JUST WANTED TO THANK HER FOR ALL THE YEARS OF SERVICE SHE'S DONE FOR OUR COMMUNITY.
SHE HAS IMPACTED THOUSANDS OF FAMILIES OVER THE YEARS AND I JUST CAN'T EVEN TELL YOU HOW MUCH I APPRECIATE HER SERVICE. SO THANK YOU, DES.
>> FOURTH SPEAKER LISA KIBLER.
NO? OUR FIFTH SPEAKER JOANNA CARDOZA.
>> GOOD EVENING BOARD PRESIDENT, TRUSTEES.
DR. CANTU. YOU ALL KNOW WHO I AM.
MY NAME IS JOANNA CARDOZA, [INAUDIBLE] MOM COMMUNITY ADVOCATE.
WELL, I TOO HEARD THE NEWS THAT YOU'RE RESIGNING, DES, AND SO WHERE DO I START? I WANT TO SAY THANK YOU.
THANK YOU FOR THE COUNTLESS VOLUNTEER HOURS YOU HAVE INVESTED IN OUR COMMUNITY IN YOUR SERVICE ON THE BOARD.
YOU HAVE ALWAYS BEEN A STRONG ADVOCATE AND VOLUNTEER FOR ALL OF OUR MISDPTAS.
YOU HAVE NO IDEA HOW RELIEVED AND HAPPY YOU MADE DEBBIE AND I, WHEN YOU WOULD WALK INTO THE COOKIE ROOM AT SUMMIT HIGH SCHOOL NOT KNOWING THAT YOU WERE COMING TO SAVE US WHEN WE DID NOT HAVE ANY OTHER HELP TO BAKE AND BAG 1,000 COOKIES.
SO MANY CHILDREN IN OUR COMMUNITY BENEFIT FROM THE MISD COUNCIL OF PTAS CLOSED CLOSET.
NOT MANY PEOPLE SIGN UP TO CHAIR THAT POSITION BECAUSE IT IS A POSITION THAT REQUIRES A LOT OF VOLUNTEER HOURS.
[01:25:01]
BUT YOU DID FOR MANY YEARS AND CONTINUE TO SUPPORT WHEN AN EXTRA HAND IS NEEDED.WE HAVE SO MANY ECONOMICALLY DISADVANTAGED SCHOOLS IN OUR COMMUNITY THAT NEED THE EXTRA SUPPORT, AND YOU HAVE BEEN AT THOSE CAMPUSES TO SUPPORT STAFF AND PTAS.
NO ONE CAN QUESTION YOU WHEN IT COMES TO YOUR LOVE FOR CHILDREN IN OUR DISTRICT BECAUSE WE SEE YOU IN OUR SCHOOLS.
ALTHOUGH WE DO NOT ALWAYS STAND ON THE SAME SIDE ON ISSUES, THROUGH OUR CONVERSATIONS, WE HAVE FOUND THAT WE HAVE SOME OF THE SAME LIVED EXPERIENCES.
IT IS MY HOPE THAT YOU WILL CONTINUE TO VOLUNTEER FOR THE MISD COMMUNITY IN SOME CAPACITY, AND THAT YOU WILL USE YOUR VOICE TO BE A STRONGER AND LOUDER ADVOCATE FOR UNDERSERVED COMMUNITIES IN OUR SCHOOL DISTRICT.
I WOULD LIKE TO END WITH AN MLK QUOTE, "OUR LIVES BEGIN TO END THE DAY WE BECOME SILENT ABOUT THINGS THAT MATTER." IN CONCLUSION, DES, THANK YOU FOR EVERYTHING YOU'VE DONE FOR OUR SCHOOL DISTRICT.
>> OUR LAST SPEAKER IS CHRISTINA FUENTES. CHRISTINA FUENTES.
WE WILL MOVE ON THEN TO ITEM 10,
[10. Human Resources Report]
OUR HUMAN RESOURCES REPORT.WE'LL START WITH ITEM 10.1 OUR 20+ YEARS RECOGNITION.
SPEAKING TO MISS THOMAS, WOULD YOU LIKE TO READ THOSE FOR US, PLEASE?
>> YES, AND THANK YOU FOR THOSE KIND COMMENTS.
I APPRECIATE IT. FOR OVER 20 YEARS, WE HAVE QUITE A FEW.
BRIAN BARRETT FROM MANSFIELD HIGH, 23 YEARS WITHIN MISD.
TRENT DOWD, 20 YEARS, EIGHT WITH MISD.
TERRY FRANKS, 23 YEARS WITH MISD.
GREGORY GOBER FROM LEGACY HIGH SCHOOL.
HE'S BEEN 31 YEAR EDUCATOR ONE WITH MISD.
ROBIN HUSBAND FROM WILLIE BROWN, EIGHT YEARS WITH MISD.
DARRELL LEJEUNE, MARY JO SHEPPARD, 17 YEARS WITH MISD, AND CAROL MCINTYRE, 19 YEARS WITH MISD.
I HOPE EACH AND EVERY ONE OF YOU ENJOY YOUR RETIREMENT.
THANK YOU FOR YOUR SERVICE AND DEDICATION FOR OUR KIDS.
>> THANK YOU. YES, THANKS SO MUCH FOR ALL YOUR SERVICE.
THAT'S A LOT OF YEARS PUT TOGETHER, ESPECIALLY, ISN'T IT? ITEM 10.2 IS OUR BOARD APPROVED NEW HIRES THAT WE NEED TO TAKE ACTION ON.
MAY I PLEASE RECEIVE A MOTION?
>> WE HAVE A MOTION MADE BY MS. ANDERSON.
>> WHO SAID THAT? OKAY, AND A SECOND MADE BY MISS NEWSOM.
IS THERE ANY DISCUSSION ON THE ITEMS OR QUESTIONS? WITH THAT, ALL THOSE IN FAVOR OF THE MOTION, MAY I PLEASE SEE A SHOW OF HANDS.
THEN THERE ARE NONE LEFT TO OPPOSE.
WE'LL NOW MOVE ON TO ITEM 11 ARE BUSINESS ITEMS REQUIRING BOARD ACTION.
[11. Business Items Requiring Board Action]
STARTING WITH 11.1, THE CONSIDERATION AND APPROVAL OF ACTION OF TEACHER CONTRACT ABANDONMENT.MAY I PLEASE RECEIVE A MOTION?
>> WAS THAT MISS THOMAS? A MOTION MADE BY MISS THOMAS.
>> A SECOND MADE BY MS. ANDERSON.
ARE THERE ANY DISCUSSIONS OR QUESTIONS? NO. WITH THAT, ALL THOSE IN FAVOR OF THE MOTION, MAY I PLEASE SEE A SHOW OF HANDS.
WE'LL NOW MOVE TO ITEM 11.2, CONSIDERATION AND APPROVAL OF THE RESOLUTION, TEXAS ASSOCIATION AND SCHOOL BOARD SUPERINTENDENT OF THE YEAR.
MAY I PLEASE RECEIVE A MOTION?
>> WE HAVE A MOTION MADE BY MS. FARRAR AND A SECOND MADE BY DR. REED.
EVERYBODY WANTED TO MAKE A MOTION ON THAT ONE.
MS. FARRAR, SINCE YOU MADE THE MOTION, DID YOU?
>> DR. REED IS GOING TO READ IT.
>>DR. REED IS GOING TO READ IT? OKAY.
>> THIS IS A RESOLUTION TO THE TEXAS ASSOCIATION SCHOOL BOARDS SUPERINTENDENT OF THE YEAR.
WHEREAS THE MANSFIELD INDEPENDENT SCHOOL DISTRICT BOARD OF TRUSTEES RECOGNIZES AND APPRECIATES THE SIGNIFICANT CONTRIBUTIONS
[01:30:02]
THAT DR. KIMBERLY CANTU HAS MADE TO THE DISTRICT, AND WHEREAS DR. CANTU SERVED MANSFIELD ISD AS A TEACHER, COACH, ASSISTANT PRINCIPAL, DIRECTOR OF HUMAN RESOURCES, AND DEPUTY SUPERINTENDENT BEFORE BEING NAMED SUPERINTENDENT OF SCHOOLS IN 2019.WHEREAS DR. CANTU DEMONSTRATES EXCELLENT LEADERSHIP IN THE AREAS OF LEADERSHIP, MANAGEMENT, AND SCHOOL CLIMATE, SCHOOL BOARD SUPERINTENDENT RELATIONS, SCHOOL IMPROVEMENT AND INSTRUCTIONAL LEADERSHIP, FISCAL MANAGEMENT AND SCHOOL COMMUNITY RELATIONS.
WHEREAS DR. CANTU CONTINUALLY DISPLAYS WISDOM IN LEADERSHIP, DEDICATION TO STUDENTS, STAFF, AND COMMUNITY, AN ONGOING COMMITMENT TO DOING WHAT IS BEST FOR OUR STUDENTS.
WHEREAS DR. CANTU REPRESENTS MANSFIELD ISD IN LOCAL, STATE, AND NATIONAL LEVEL ORGANIZATIONS, WHEREAS DR. CANTU CONTINUALLY STRIVES TO OFFER NEW OPPORTUNITIES FOR STUDENTS, TEACHERS, STAFF, AND COMMUNITY GROWTH AND LEARNING.
THEREFORE, THE MANSFIELD INDEPENDENT SCHOOL DISTRICT BOARD OF TRUSTEES, ON THIS 27TH DAY OF FEBRUARY 2024 RESOLVES TO NOMINATE DR. KIMBERLY CANTU, SUPERINTENDENT, AS THE SUPERINTENDENT OF THE YEAR FOR THE TEXAS ASSOCIATION OF SCHOOL BOARDS FOR HER EXEMPLARY WORK AND LEADERSHIP IN ALL AREAS OF MANSFIELD SCHOOLS.
>> WE HAVEN'T VOTED YET. NO, I'M JUST KIDDING.
[LAUGHTER] ALL THOSE IN FAVOR OF THE MOTION AND RESOLUTION, MAY I PLEASE SEE A SHOW OF HANDS, AND THERE ARE NONE OPPOSED.
>> I'M A BIT AT A LOSS FOR WORDS, SO I JUST WANT TO SAY DEEPLY FROM THE BOTTOM OF MY HEART THANK YOU SO MUCH JUST FOR THE NOMINATION.
I AM REALLY MOVED BY IT AND HUMBLED, AND I'M VERY PROUD TO BE THE SUPERINTENDENT AND TO WORK WITH THE SEVEN OF YOU EVERY SINGLE DAY FOR KIDS.
THANK YOU FOR THAT. [LAUGHTER].
>> WELL DESERVED. WELL, WE'VE HAD A LOT OF EMOTIONS TONIGHT, HAVEN'T WE? THERE'S RECOGNITIONS EARLIER TONIGHT AND I THINK EVERYBODY'S HEART'S STILL FEELING THAT ONE AND THEN THAT WAS NICE.
[12. Consent Agenda]
WE'LL MOVE ON TO ITEM 12, OUR CONSENT AGENDA.LET ME REMIND EVERYONE THAT WE VOTE THE CONSENT AGENDA UP OR DOWN AS PRESENTED UNLESS SOMEONE WOULD LIKE TO PULL AN ITEM.
IS THERE ANYTHING THAT ANYONE NEEDS TO OR WANTS TO PULL AT THIS TIME? WITH THAT, ALL THOSE IN FAVOR OR APPROVAL OF THE CONSENT AGENDA AS PRESENTED, MAY I PLEASE PLEASE SHOW OF HANDS.
THE CONSENT AGENDA IS APPROVED 7-0.
WE'LL NOW MOVE ON TO ITEM 13, OUR SUPERINTENDENT'S REPORT.
[13. Superintendent's Report]
THIS IS FOR INFORMATIONAL PURPOSES, REALLY ONLY.HOWEVER, AT THIS TIME, IF THERE IS SOMETHING YOU WOULD LIKE TO DISCUSS WITH THE SUPERINTENDENT, NOW IS YOUR TIME.
LOOK AT THIS, NICE QUIET EVENING.
WITH THAT, WE'RE AT THE BOTTOM OF THE AGENDA.
ITEM 14, WE WILL ADJOURN AT 8:32 PM.
* This transcript was compiled from uncorrected Closed Captioning.