Jul 23, 2024 Board Meetings

[00:00:03]

>> GOOD EVENING. IT IS 6:00 PM.

[1. Call to Order]

LET THE RECORD SHOW THAT ALL TRUSTEES ARE PRESENT.

WE ARE NOW GOING TO ADJOURN TO CLOSED SESSION PURSUANT TO TEXAS GOVERNMENT CODE SECTION

[3. Closed Session]

WE WILL NOW RECESS INTO CLOSED SESSION AT 6:01 PM. GOOD EVENING.

[4. Reconvene]

PLEASE RISE FOR THE PRAYER LED BY SCHOOL BOARD MEMBER DR. BENITA REED, AND THE PLEDGES WILL BE LED BY BOARD MEMBER COURTNEY LACKEY WILSON.

ALL RIGHT.

THANK YOU. NOW WE ARE GOING TO MOVE RIGHT INTO OUR DISTRICT RECOGNITIONS. DR. CANTU.

[6. District Recognition]

>> YES, MA'AM. I WOULD LIKE TO INVITE LAURA JOBE, OUR NEW ASSOCIATE SUPERINTENDENT FOR COMMUNICATIONS AND MARKETING.

I THINK THIS IS YOUR FIRST BOARD MEETING.

>> IT IS.

>> WE'RE GOING TO LET YOU GO AHEAD AND KICK OFF RECOGNITIONS.

>> WHY NOT?

>> WELCOME.

>> WELL, THANK YOU, DR. CANTU.

GOOD EVENING, BOARD PRESIDENT FARRAR, DR. CANTU, MEMBERS OF THE BOARD, CABINET, AND MEMBERS OF THE COMMUNITY.

WE HAVE A NUMBER OF RECOGNITIONS TO SHARE WITH YOU THIS EVENING, AND OUR FIRST GROUP COMES FROM OUR BEN BARBER INNOVATION ACADEMY, AND I'D LIKE TO INVITE PRINCIPAL MICHELLE WOODALL TO JOIN US.

>> GOOD EVENING, DR. CANTU, AND BOARD.

EVEN THOUGH IT'S SUMMER, OUR STUDENTS, THEIR TEACHER, AND ORGANIZATION SPONSORS HAVE BEEN HARD AT WORK.

THEY'VE PERFORM SO WELL AT THE STATE LEVEL, THEY QUALIFIED FOR NATIONAL AND EVEN INTERNATIONAL COMPETITIONS.

THE FIRST STUDENT WE'D LIKE TO RECOGNIZE IS LAKE RIDGE HIGH SCHOOL STUDENT, ANDREW YACINDA, ALONG WITH HIS TEACHER AND SPONSOR, TIMOTHY SHERWOOD, WHO IS ON A MUCH NEEDED CRUISE RIGHT NOW AND COULDN'T JOIN US THIS EVENING.

ANDREW PLACED SECOND IN THE NATION IN CNC PROGRAMMING AT THE SKILLS USA NATIONAL COMPETITION IN ATLANTA.

CONGRATULATIONS, ANDREW.

[APPLAUSE] NEXT UP, WE ARE EXCITED TO RECOGNIZE FRONTIER STEM ACADEMY STUDENT, ZACHARY RUBIO, AND HIS SPONSORS, ANNETTE GONZALEZ AND CRISTA PAR.

ZACHARY QUALIFIED FOR THE HEALTH OCCUPATIONS STUDENTS OF AMERICA INTERNATIONAL COMPETITION, WHERE HE TOOK FIRST PLACE IN CLINICAL LABORATORY SCIENCE IN HOUSTON.

WE ARE SO OF YOU, ZACH.

[APPLAUSE] WE WOULD LIKE TO RECOGNIZE THESE STUDENTS AND THEIR SPONSORS, VICKI POLSON AND JORDAN HENNINGTON.

CONGRATULATIONS TO FRONTIER STEM ACADEMY STUDENT, JESSE AIKENS, AND MANSFIELD HIGH SCHOOL STUDENT,

[00:05:01]

[APPLAUSE] SUMMIT HIGH SCHOOL STUDENTS, ALEXANDER CARDENAS AND TYLER GATES WERE SEMI FINALISTS IN INSIDE OUR SCHOOLS.

WE'RE JUST GOING TO GO TO TAFFY ALL AT ONCE.

MANSFIELD HIGH SCHOOL STUDENT, AVA HERRING, WAS A SEMIFINALIST IN LESSON PLANNING.

LET'S GIVE ALL OF OUR STUDENTS ANOTHER BIG ROUND OF APPLAUSE.

[APPLAUSE] AS ALWAYS, THANK YOU SO MUCH FOR ALLOWING US THE TIME TO BRAG ON THESE STUDENTS AND THEIR TEACHERS.

>> THANK YOU, MRS. WOODALL, AND TO THE STAFF AND STUDENTS OF BEN BARBER.

AT THIS TIME, I'D LIKE TO INVITE BROOK PARLAN TO JOIN US WITH THE FINE ART RECOGNITIONS.

>> GOOD EVENING, DR. CANTU AND BOARD.

OUR FIRST RECOGNITIONS TONIGHT GO TO STUDENTS WHO ACHIEVED AT THE HIGHEST LEVEL IN THE STATE UIL JOURNALISM.

TIFFANY LAMB FROM SUMMIT HIGH SCHOOL IS ACCOMPANIED BY HER TEACHER AND SPONSOR, MISS. LISKA BEST.

IN THE 5A COMPETITION, TIFFANY RECEIVED FIRST PLACE IN COPY EDITING, AND SECOND PLACE IN EDITORIAL, AND ACCUMULATED ENOUGH POINTS BY HERSELF TO TIE FOR FIRST PLACE WITH ANOTHER SCHOOL DISTRICT IN THE TEAM RESULTS.

YES, BIG ROUND OF APPLAUSE FOR THAT.

[APPLAUSE] GREAT. THANK YOU.

NEXT, FROM EARLY COLLEGE HIGH SCHOOL, WE WOULD LIKE TO RECOGNIZE CAITLIN WYNN, ALONG WITH HER TEACHER AND SPONSOR, JACOB BUSCH.

CAITLIN HAS ADVANCED TO STATE TWICE IN COPY EDITING.

SHE IS THE 2024 STATE CHAMPION IN 3A, AND MR. BUSCH SAID CAITLIN POSITIVELY SUPPORTS HER TEAMMATES IN UIL AND IS A LEADER IN THE ECHS COMMUNITY.

CONGRATULATIONS. [APPLAUSE] I WOULD LIKE TO INVITE KAYLA PARKER TO JOIN US.

KAYLA IS A RECENT LEGACY GRADUATE WHO COMPETED IN THE UIL THEATRICAL DESIGN CONTEST FOR INDIVIDUAL COSTUME DESIGN IN MAY, AND HER CREATIVE DESIGNS FOR THE MUSICAL HAYES TOWN EARNED THE FIRST PLACE MEDAL AT STATE.

THE FIRST IN MISD HISTORY, IN FACT. CONGRATULATIONS, KAYLA.

[APPLAUSE] IF THE REST OF THE LEGACY HIGH SCHOOL THEATER STUDENTS COULD JOIN HER.

IN ADDITION TO THE UIL CONTEST, KAYLA WAS JOINED BY SEVEN OTHER LEGACY THEATER STUDENTS WHO QUALIFIED FOR NATIONALS AT THE TEXAS THESPIAN FESTIVAL LAST NOVEMBER AND INDIVIDUAL EVENTS KNOWN AS THE THESPY AWARDS.

THESE STUDENTS ATTENDED THE INTERNATIONAL THESPIAN FESTIVAL AT INDIANA UNIVERSITY IN BLOOMINGTON THIS SUMMER AND ACHIEVED HIGH RANKINGS, SUPERIOR BEING THE HIGHEST.

THE INTERNATIONAL THESPIAN SOCIETY IS AN ORGANIZATION SPONSORED BY THE EDUCATIONAL THEATER ASSOCIATION.

WE'D LIKE TO LIST THEIR AWARDS.

KAYLA PARKER RECEIVED SUPERIOR IN COSTUME DESIGN.

[APPLAUSE] TRISTAN DELOS, SUPERIOR IN COSTUME DESIGN.

[APPLAUSE] MCKENZIE BRIDGEWATER, SUPERIOR IN STAGE MANAGEMENT.

[APPLAUSE] CODY LEVEQUE, SUPERIOR IN MONOLOGUE.

[APPLAUSE] COLIN WYNN, EXCELLENT IN SOLO MUSICAL.

[APPLAUSE] JADEN NEWMAN, EXCELLENT IN SOLO MUSICAL.

[APPLAUSE] HANNAH ROBERTS AND BRIN THOMPSON RECEIVED EXCELLENT FOR DUET MUSICAL.

[APPLAUSE] CONGRATULATIONS TO ALL OF YOU FROM LEGACY THEATER ON YOUR ACCOMPLISHMENTS.

THEY'RE JOINED TONIGHT BY THEIR DIRECTORS AS WELL, JEREMY FERMAN AND SARAH CORLY. CONGRATULATIONS.

>> NOW, NEXT MONTH, REPRESENTATIVES FROM REGION 11 WILL BE HERE TO FORMALLY RECOGNIZE DR. CANTU AND OUR SCHOOL BOARD.

HOWEVER, WE DID NOT WANT TO MISS THIS MONTH'S OPPORTUNITY TO MENTION TWO SPECIAL AWARDS THAT WE WERE RECENTLY TOLD ABOUT.

DR. CANTU, CAN YOU PLEASE STAND FOR JUST A MOMENT? DR. CANTU HAS BEEN NAMED THE 2024 REGION 11 SUPERINTENDENT OF THE YEAR.

THE SUPERINTENDENT OF THE YEAR AWARD, WHICH IS SPONSORED BY THE TEXAS ASSOCIATION OF SCHOOL BOARDS, HONORS OUTSTANDING TEXAS ADMINISTRATORS FOR ACHIEVEMENT AND EXCELLENCE IN PUBLIC SCHOOL ADMINISTRATION.

CANDIDATES ARE NOMINATED BY THEIR SCHOOL BOARDS

[00:10:03]

AS THE REGION 11 WINNER, DR. CANTU WILL MOVE ON TO THE STATE LEVEL OF THE COMPETITION, AND A WINNER WILL BE ANNOUNCED IN SEPTEMBER.

CONGRATULATIONS FORMALLY.

[APPLAUSE] NOW I'D LIKE TO ASK OUR BOARD TO STAND FOR A MOMENT BECAUSE THEY ARE ALSO WINNERS.

OUR MANSFIELD ISD SCHOOL BOARD HAS BEEN SELECTED AS THE 2024 REGION 11 WINNER OF THE SCHOOL BOARD AWARDS PROGRAM, WHICH IS ALSO SPONSORED BY THE TEXAS ASSOCIATION OF SCHOOL ADMINISTRATORS KNOWN AS TASA.

TO PARTICIPATE IN THIS AWARDS PROGRAM, SCHOOL SUPERINTENDENTS MUST NOMINATE THEIR SCHOOL BOARD AND SUBMIT THE APPLICATION TO THEIR REGIONAL EDUCATION SERVICE CENTER.

THE SELECTION PANEL, WHICH IS COMPRISED OF VARIOUS SCHOOL DISTRICT SUPERINTENDENTS, EVALUATES THE APPLICATIONS AND RATES HOW WELL EACH BOARD ADDRESSED 10 DISTINCT AREAS OF FOCUS.

MANSFIELD ISD'S BOARD WILL NOW JOIN 13 OTHER REGIONAL WINNERS THAT WILL COMPETE FOR THE TITLE OF OUTSTANDING SCHOOL BOARD AT THE STATE LEVEL.

LATER THIS MONTH, TASA'S SCHOOL BOARD AWARDS COMMITTEE WILL SELECT UP TO FIVE OF THE NOMINATED BOARDS TO BE RECOGNIZED AS HONOR BOARDS, AND THOSE FINALISTS WILL BE INTERVIEWED DURING THE TASA TASB CONVENTION ON SEPTEMBER 27, AND THE OUTSTANDING BOARD WILL BE ANNOUNCED DURING THE GENERAL SESSION THERE.

CONGRATULATIONS TO ALL OF YOU.

WE HAVE JUST ONE MORE HIGHLIGHT TO MENTION TONIGHT.

TODAY, FORBES MAGAZINE NAMED MANSFIELD ISD AS ONE OF AMERICA'S BEST EMPLOYERS FOR WOMEN FOR 2024.

[APPLAUSE] AMERICA'S BEST EMPLOYERS FOR WOMEN WERE IDENTIFIED IN AN INDEPENDENT SURVEY FROM A VAST SAMPLE OF 150,000 WOMEN WORKING FOR COMPANIES EMPLOYING AT LEAST 1,000 PEOPLE WITHIN THE US FROM ALL INDUSTRY SECTORS.

OVER FOUR MILLION EMPLOYEE EMPLOYER EVALUATIONS WERE CONSIDERED, WHICH I THINK IS PRETTY AWESOME FOR MANSFIELD.

THAT CONCLUDES TONIGHT'S RECOGNITION.

THANK YOU. [APPLAUSE]

>> THANK YOU SO MUCH. WE ARE MOVING ON TO ITEM 7,

[7. District Introductions ]

>> YES, DR. STOKER, I BELIEVE WE HAVE QUITE A FEW TONIGHT AGAIN, SO I'LL TURN IT OVER TO YOU.

>> YES, MA'AM. THANK YOU. IT'S THAT TIME OF THE YEAR.

BOARD MEMBERS, THIS EVENING, WE HAVE 12 INDIVIDUALS TO INTRODUCE TO YOU AS ADMINISTRATIVE NEW HIRES AND/OR PROMOTIONS.

STARTING OFF, I'D LIKE TO INTRODUCE DELRICK BURLEY.

MR. BURLEY WILL BE THE NEW ASSISTANT PRINCIPAL AT BROCKETT ELEMENTARY SCHOOL, AND HE'S PREVIOUSLY SERVED AS THE ASSISTANT PRINCIPAL INTERN AT KENNETH DAVIS. [APPLAUSE]

>> HEY. GOOD EVENING, DR. CANTU, BOARD, PRESIDENT FARRAR, AND THE REST OF THE BOARD.

I APPRECIATE THIS OPPORTUNITY.

I WAS BLESSED TO JOIN MANSFIELD ISD LAST YEAR AS THE INTERN AT KENNETH DAVIS.

SHOUT OUT TO MR. BENDER AND THE REST OF THE DOLPHIN FAMILY, I'LL MISS THEM, AND ALL OF MY LITTLE PEOPLE, BUT I'M READY TO ROLL WITH PRIDE WITH THE BROCKETT LIONS AND START A NEW LEGACY.

TONIGHT, I HAVE MY WIFE OF 17 YEARS, ALICIA, DAVID, MY OLDEST SON, WHO'S FRESHLY 12 ON SUNDAY, AND MY YOUNGEST SON, DANIEL, WHO'S SEVEN.

I APPRECIATE THIS OPPORTUNITY.

YOU MADE AN EXCELLENT CHOICE, IF I DON'T SAY SO MYSELF.

I'M JUST READY TO GET ROCK AND ROLLING. THANK YOU. [APPLAUSE]

>> NEXT, WE HAVE TIFFANY CHANDLER.

SHE'S THE NEW ASSOCIATE PRINCIPAL AT MANSFIELD HIGH SCHOOL, AND SHE'S COMING TO US FROM A NEARBY DISTRICT WHERE SHE SERVED AS AN ASSISTANT PRINCIPAL AT A HIGH SCHOOL THERE AS WELL.

>> GOOD EVENING, BOARD PRESIDENT FARRAR, DR. CANTU, AND MEMBERS OF THE BOARD.

I AM HONORED TO BE A PART OF MANSFIELD ISD AS A CAMPUS ADMINISTRATOR.

IT IS TRULY A GREAT PLACE TO LIVE, LEARN, AND TEACH.

IT IS WITH GREAT APPRECIATION THAT I ACKNOWLEDGE THE TRUST AND CONFIDENCE YOU HAVE PLACED IN ME.

I LOOK FORWARD TO CONTINUING THE GREAT WORK AT THE MANSFIELD HIGH SCHOOL.

THANK YOU. [APPLAUSE]

>> COMING UP NEXT, WE HAVE MARCUS CLARK, WHO IS GOING TO BE SERVING AS AN ASSISTANT PRINCIPAL, ASA E LOW.

HE ACTUALLY SERVED AS A PRINCIPAL AT AN ELEMENTARY SCHOOL IN A SMALLER DISTRICT IN TEXAS, SO WELCOME.

>> THANK YOU. APPRECIATE IT.

BOARD PRESIDENT FARRAR, SUPERINTENDENT DR. CANTU, AND BOARD MEMBERS.

CONGRATULATIONS, DR. CANTU ON BEING SUPERINTENDENT OF THE YEAR.

ALSO BOARD, CONGRATULATIONS TO ALL OF YOU AS WELL.

I'VE NEVER BEEN MORE EXCITED TO GET A SCHOOL YEAR STARTED THAN RIGHT NOW.

[00:15:05]

AGAIN, THANK YOU FOR THIS OPPORTUNITY.

I'M REALLY EXCITED TO BE HERE, AND I WANT TO THANK MY SIGNIFICANT OTHER. SHE'S HERE TONIGHT.

CHASTITY, WILL YOU PLEASE STAND.

SHE HAS BEEN WITH ME THROUGH THIS WHOLE PROCESS, AND IT'S BEEN A GREAT OPPORTUNITY TO BE HERE IN MANSFIELD, AND I'M READY TO GET ROLLING. [APPLAUSE]

>> NOW I'D LIKE TO FORMALLY INTRODUCE LAURA JOBE, OUR NEW ASSOCIATE SUPERINTENDENT OF COMMUNICATIONS AND MARKETING.

AS MENTIONED, SHE'S COMING TO US FROM A NEARBY DISTRICT WHERE SHE SERVED IN A SIMILAR ROLE.

>> THANK YOU AND GOOD EVENING TO EACH OF YOU AGAIN.

I AM DEEPLY HONORED TO JOIN MANSFIELD ISD, AND I WOULD LIKE TO EXTEND MY HEARTFELT GRATITUDE TO DR.

CANTU AND THE BOARD FOR ENTRUSTING ME WITH THIS INCREDIBLE OPPORTUNITY.

I LOOK FORWARD TO WORKING WITH EACH OF YOU TO MAKE A POSITIVE IMPACT IN THIS COMMUNITY GOING FORWARD.

I'D ALSO LIKE TO TAKE A MINUTE TO EXPRESS MY PROFOUND APPRECIATION TO MY TEAM, SEVERAL OF WHOM ARE HERE TONIGHT AND THEY'RE SERVING IN VARIOUS ROLES AND SOME ARE HERE, SOME ARE BEHIND THE SCENES.

I JUST WANTED TO THANK YOU AND SAY FROM DAY ONE, YOUR WARM WELCOME AND UNWAVERING SUPPORT HAS MADE ME FEEL AT HOME, AND I'M EXCITED ABOUT THE WORK WE'RE GOING TO DO TOGETHER AND TO SHARE WHAT MAKES MANSFIELD ISD SUCH A SPECIAL PLACE. THANK YOU SO MUCH.

>> COMING UP NEXT, WE HAVE JENNIFER CORRECA.

SHE'S DIRECTOR OF THE EDUCATION FOUNDATION, AND SHE CURRENTLY SERVED IN THE FOUNDATION AS A SPECIALIST.

>> GOOD EVENING, PRESIDENT FARRAR, DR. CANTU, BOARD MEMBERS.

I AM DEEPLY HONORED THAT I HAVE BEEN CHOSEN TO BE THE DIRECTOR OF THE MANSFIELD ISD EDUCATION FOUNDATION.

IT IS A PRIVILEGE TO BE ABLE TO WORK WITH OUR COMMUNITY, WITH OUR SPONSORS, WITH ORGANIZATIONS THAT WE HAVE FOR TEACHERS, STUDENTS, IN CREATING EDUCATIONAL EXPERIENCES THAT GO BEYOND WHAT OUR TRADITIONAL TAX DOLLARS ARE ABLE TO SUPPORT AND PROVIDE.

WE WANT MANSFIELD ISD TO CONTINUE TO BE A DESTINATION DISTRICT, AND WE WANT OUR STUDENTS TO WANT TO COME BACK AND TO GIVE TO OUR ORGANIZATIONS AND TO BE EMPLOYED HERE.

I MUST ACKNOWLEDGE THAT I WOULD NOT BE STANDING HERE TODAY WITHOUT THE UNWAVERING SUPPORT OF MY FAMILY.

MY HUSBAND, MICHAEL, HAS BEEN MY BEDROCK.

HE HAS SUPPORTED ME THROUGH THICK AND THIN, AND THEN OUR FOUR CHILDREN ARE PRODUCTS OF MANSFIELD ISD.

I'M VERY THANKFUL FOR THEM.

MARY ELIZABETH, KATHERINE.

REBECCA IS NOT ABLE TO BE HERE TONIGHT AS SHE IS DOING AN INTERNSHIP, BUT THEY ARE ALL GRADUATES OF LEGACY HIGH SCHOOL, AND THEN RACHEL WILL BE A SENIOR WITH LEGACY THIS YEAR.

WE ARE VERY PROUD SUPPORTERS OF MANSFIELD ISD.

AT MANSFIELD ISD, WE ARE NOT JUST A DISTRICT, BUT WE ARE A FAMILY.

TONIGHT, I HAVE MY FAMILY HERE TO ALSO SUPPORT ME, AND I AM SO VERY THANKFUL [APPLAUSE] FOR THEM FROM VARIOUS SCHOOLS THROUGHOUT THE DISTRICT AND FOR MY EDUCATION BOARD.

WITHOUT THEM, I WOULD NOT BE ABLE TO DO THE THINGS THAT I AM ABLE TO DO.

THANK YOU AGAIN FOR THIS OPPORTUNITY.

I AM THRILLED ABOUT THIS UPCOMING SCHOOL YEAR AND EAGER TO CONTINUE THE WORK OF THE FOUNDATION, PROVIDING AN EXCEPTIONAL OPPORTUNITIES FOR OUR STUDENTS, AND THANK YOU FOR TRUSTING THIS POSITION TO ME.

>> NEXT, I'D LIKE TO INTRODUCE BELINDA LINKER.

SHE'S OUR NEW ASSISTANT PRINCIPAL AT KENNETH DAVIS ELEMENTARY SCHOOL, AND SHE'S COMING TO US FROM ANOTHER DISTRICT WHERE SHE SERVED AS EARLY CHILDHOOD COORDINATOR THERE.

>> HELLO, EVERYONE.

THANK YOU SO MUCH.

I JUST WANT TO SAY HOW GRATEFUL AND EXCITED I AM FOR THIS NEW POSITION AND TO SERVE NOT ONLY IN THE DISTRICT THAT I GREW UP IN, BUT ALSO FOR THE FAMILIES AND KIDDOS AT KENNETH DAVIS.

I WOULD NOT BE HERE TONIGHT WITHOUT MY NUMBER ONE CHEERLEADER, ANDREW, MY HUSBAND, HE'S OVER THERE.

OUR TWO GIRLS WANTED TO BE HERE, BUT IT'S A LITTLE PAST THEIR BEDTIME, BUT THEY'RE EXCITED TO BE HERE AS WELL. THANK YOU SO MUCH.

>> I FEEL LIKE WE HAVE A ROWDY CROWD TONIGHT [LAUGHTER].

COMING UP NEXT, I'D LIKE TO INTRODUCE GREG OWENS.

HE'S A NEW ASSISTANT PRINCIPAL AT LEGACY, AND HE'S BEEN SERVING AT LEGACY AS AN ASSISTANT PRINCIPAL INTERN.

>> GOOD EVENING, BOARD, PRESIDENT FARRAR, DR. CANTU, AND THE MEMBERS OF THE BOARD.

I AM HONORED TO BE NAMED ASSISTANT PRINCIPAL AT LEGACY HIGH SCHOOL, AND I WILL CONTINUE MY CAREER HERE AT MISD AS ADMINISTRATOR.

[00:20:03]

TONIGHT, I HAVE BROUGHT ALL MY SUPPORT SYSTEM, MY WIFE KAYLEE.

MY KIDS: AVERY, CARSON, AND BRITTON.

MY DAUGHTER AVERY ATTENDS LEGACY WITH ME.

THEY'RE ALL GOING TO ATTEND, OBVIOUSLY.

I'D ALSO LIKE A SPECIAL THANK YOU TO THANK DR.

BONNEAU AND ALL THE LEGACY ADMINISTRATION FOR THEIR SUPPORT.

I COULD NOT HAVE DONE THAT WITHOUT THEM.

GO BRONCOS [APPLAUSE].

>> COMING UP NEXT WE HAVE MAN PHAN, OUR NEW ASSISTANT PRINCIPAL AT BROOKS WESTER.

HE'S MOST RECENTLY BEEN SERVING AS AN AP AT LEGACY, BUT HE'S GOING BACK HOME TO WESTER.

>> GOOD EVENING PRESIDENT FARRAR, DR. CANTU, MEMBERS OF THE BOARD.

FIRST, I WANT TO THANK GOD FOR ALL MY BLESSINGS.

I WANT TO THANK YOU GUYS FOR ALLOWING ME THE OPPORTUNITY TO RETURN HOME TO WESTER, AND I WANT TO THANK MRS. DUDLEY FOR SELECTING ME SO THAT I CAN GO BACK TO WESTER.

THANK YOU ALL. I WANT TO MAKE SURE THAT I THANK MY FORMER PRINCIPAL, MRS. GATES, AND WESTER'S TEACHER OF THE YEAR WHO'S HERE TONIGHT, MRS. ADAMS. MY BIGGEST SUPPORTER, MY ROCK, MY WIFE, ALLISON. THANK YOU, Y'ALL.

>> NEXT, I'D LIKE TO INTRODUCE TIFFANY ROLLINS.

MS. ROLLINS IS JOINING US AS AN ASSISTANT PRINCIPAL AT HOWARD MIDDLE SCHOOL, AND SHE'S COMING TO US FROM A NEARBY DISTRICT WHERE SHE ALSO SERVED AS A MIDDLE SCHOOL IP.

>> ALL RIGHT, GOOD EVENING BOARD, PRESIDENT FARRAR, DR. CANTU, AND MEMBERS OF THE BOARD.

I WOULD LIKE TO FIRST THANK YOU ALL FOR ALLOWING ME THE OPPORTUNITY TO SERVE IN MANSFIELD ISD.

I'M HONORED TO BE INTRODUCED AS THE NEW ASSISTANT PRINCIPAL AT TA HOWARD MIDDLE SCHOOL.

WITHOUT THE SUPPORT OF MY FAMILY AND FRIENDS, I WOULDN'T BE HERE TODAY.

I'M SO THANKFUL TO HAVE SO MANY OF MY SUPPORTERS HERE WITH ME AND WATCHING ONLINE, MY MOTHER, MY SISTER, MY NIECES, MY BEST FRIEND, AND MY NICHOLS FAMILY.

IT WAS SO HARD TO LEAVE THEM.

I'VE LEARNED SO MUCH FROM THEM IN MY EDUCATIONAL JOURNEY, AND THEY WILL TRULY BE MISSED.

AGAIN, THANK YOU FOR THE OPPORTUNITY TO SERVE IN MANSFIELD ISD, AND I'M COMMITTED TO SUPPORTING THE CAMPUS VISION AND WORKING ALONGSIDE MY NEW PRINCIPAL, MS. EPPS, TO INSPIRE EXCELLENCE, FOSTER GROWTH, AND UNLEASH THE FULL POTENTIAL IN EACH STUDENT THAT WE TOUCH.

THANK YOU [APPLAUSE].

>> COMING UP NEXT IS AMBERS SKINNER, A NEW ASSISTANT PRINCIPAL AT GIDEON ELEMENTARY SCHOOL.

SHE'S COMING TO US AS A MATH SPECIALIST FROM ANOTHER DISTRICT.

>> GOOD EVENING, BOARD, PRESIDENT FARRAR, DR. CANTU, AND MEMBERS OF THE BOARD.

I'M HONORED TO BE NAMED ASSISTANT PRINCIPAL AT GIDEON ELEMENTARY, AND WE'LL WORK DILIGENTLY WITH STAFF, STUDENTS, AND FAMILIES TO CONTINUE TO STRIVE FOR EXCELLENCE.

THANK YOU FOR THIS OPPORTUNITY TO MAKE AN IMPACT AT GIDEON, AS WELL AS MISD.

TONIGHT, I HAVE MY HUSBAND BRENT HERE.

I ALSO HAVE THE SUPPORT OF OUR TWO TODDLERS AT HOME.

BUT THANK YOU AGAIN, AND I LOOK FORWARD TO A GREAT YEAR [APPLAUSE].

>> NOW, HEADING TO THE PODIUM IS DUSTIN STREITZ.

HE'S OUR NEW ASSOCIATE PRINCIPAL AT BEN BARBER CAREER ACADEMY, AND HE FORMERLY SERVED AS THE ASSISTANT PRINCIPAL AT BEN BARBER AS WELL.

>> DR. CANTU, PRESIDENT FARRAR, BOARD MEMBERS, CABINET MEMBERS, THANK YOU GUYS FOR THE OPPORTUNITY TO STAND BEFORE YOU ALL TODAY.

THE LAST TWO YEARS, I'VE HAD THE PRIVILEGE OF BEING ABLE TO WORK AT BEN BARBER AND HELP ENSURE THAT THOSE STUDENTS ARE COLLEGE AND CAREER AND LIFE READY.

I'M REALLY EXCITED OF THE OPPORTUNITY TO CONTINUE TO DO SO AND BE ALL IN ON THE WORK THAT WE'VE ALREADY STARTED.

TONIGHT WITH ME IS MY FAMILY, MY WIFE, VANESSA, MY BOYS, BRAN AND JACKSON, AND ALL OF MY BEN BARBER FAMILY.

SOME OTHER FAMILIAR FACES [APPLAUSE].

SO THANK YOU AGAIN FOR THE OPPORTUNITY TO CONTINUE TO SERVE OUR STUDENTS [APPLAUSE].

>> ROUNDING US OUT THIS EVENING IS JULIE WASHMAN.

SHE'S OUR NEW DIRECTOR OF 504 DYSLEXIA AND SPECIAL SERVICES, AND SHE PREVIOUSLY SERVED AS OUR RTI COORDINATOR IN THAT DEPARTMENT.

>> GOOD EVENING, BOARD, PRESIDENT FARRAR, DR. CANTU, MEMBERS OF THE BOARD, CABINET.

IT IS SUCH AN HONOR TO BE NAMED DIRECTOR OF 504 MDSS DYSLEXIA.

I'M SO HONORED AND HUMBLED AT THIS NEW OPPORTUNITY TO MAKE SURE THAT EVERY STUDENT RECEIVES THE RESOURCES AND SUPPORTS THAT THEY NEED IN ORDER TO THRIVE.

I WOULD NOT BE HERE TONIGHT WITHOUT MY HUGE SUPPORT SYSTEM.

I HAVE MY ROCK, MY HUSBAND, BRAD WAXMAN,

[00:25:02]

HE'S ALSO A OF LEGACY HIGH SCHOOL, AND MY HUGE TEAM WHO SURPRISED ME TONIGHT THAT THEY COULDN'T BE HERE.

BACK IN THE BACK, DR. EDWARD SCOTT, NITA ALEXANDER, WHO IS LEAVING, AND I'M SUPER SAD, BUT SHE'S TAUGHT ME SO MUCH.

STACY BUCK, CARLA THOMAS AND DR SESSIONS, THANK YOU ALL SO MUCH.

I'M SO HONORED AND CANNOT WAIT FOR THIS OPPORTUNITY [APPLAUSE].

>> AS EVERYONE IS LEAVING, WE ARE JUST SUPER EXCITED TO HAVE A LOT OF NEW FACES IN THIS DISTRICT, SO WE CAN'T WAIT FOR EVERYONE TO GET STARTED, EXCITING NEW SCHOOL YEAR.

WE'RE GOING TO GO AHEAD AND MOVE ON TO ITEM 8,

[8. Instructional Focus]

>> YES. MS. YOUNG IS RIGHT THERE, AND I'M EXCITED FOR HER TO BE ABLE TO SHARE WITH US ALL OF OUR STUDENT PERFORMANCE RESULTS FROM THIS PAST YEAR. MS. YOUNG?

>> I WAS GETTING A LITTLE WORRIED. IT WASN'T LOADED UP.

GOOD EVENING DR. CANTU, PRESIDENT FARRAR, AND MEMBERS OF THE BOARD.

I'M EXCITED TO SHARE WITH YOU TONIGHT THE PERFORMANCE RESULTS FROM THIS PAST SCHOOL YEAR.

I'LL START BY JUST SAYING THIS YEAR'S PRESENTATION IS A LITTLE BIT DIFFERENT THAN WHAT YOU'VE SEEN IN THE PAST.

TYPICALLY, WE TALK ABOUT STAR AND EOC SCORES, AND THAT'S IT.

THEN LATER IN THE YEAR, WE COME BACK AND TALK ABOUT AP SCORES AND CCMR DATA.

BUT TONIGHT'S PRESENTATION HAS ALL OF THAT INFORMATION IN ONE PRESENTATION BECAUSE YOU KNOW THAT EVERYTHING WE DO HERE IS ROOTED IN VISION 2030.

WHEN WE LOOK AT OUR GUIDING STATEMENTS: ONE, TWO, THREE, AND FOUR, WE'RE NOT JUST TALKING ABOUT MATH IN ENGLISH LANGUAGE ARTS, BUT WE'RE TALKING ABOUT COLLEGE CAREER AND LIFE READY.

WITH TONIGHT'S PRESENTATION, INSTEAD OF JUST FOCUSING ON GUIDING STATEMENTS ONE AND TWO, WE'RE GOING TO COVER ALL FOUR OF THOSE IN TONIGHT'S PRESENTATION.

JUST A REMINDER FROM OUR DEPARTMENT OF CURRICULUM INSTRUCTION, WE HAVE FOUR CORE PROCESSES THAT WE HOLD VERY CLOSELY.

THE FIRST ONE IS OUR CURRICULUM, AND YOU'VE HEARD ME TALK BEFORE ABOUT OUR WRITTEN TAUGHT AND TESTED CURRICULUM, AND I'LL TALK A LITTLE BIT ABOUT THAT LATER TONIGHT.

ALSO, THE CALIBRATION OF OUR CURRICULUM.

WE WANT TO MAKE SURE THAT WHAT WE ARE TEACHING IS ALIGNED TO WHAT THE STATE'S EXPECTING AND WHAT THE STATE'S TESTING.

OUR CADENCE ACCOUNTABILITY PROCESS, THAT'S WHERE OUR CONTINUOUS IMPROVEMENT WORK COMES THROUGH.

[00:30:01]

LET'S GO AHEAD AND JUST DIVE IN AND START WITH OUR HIGH SCHOOL DATA FROM THIS PAST SCHOOL YEAR.

THIS SLIDE RIGHT HERE SHOWS ALL FIVE OF THE TESTS THAT WE GIVE AT THE HIGH SCHOOL LEVEL AND IT SHOWS THE APPROACHES, MEETS AND MASTERS CATEGORIES.

JUST A REMINDER, THESE ARE THREE PERFORMANCE CATEGORIES THAT ARE ALL CONSIDERED PASSING BY THE STATE OF TEXAS.

SO APPROACHES, MEETS, AND MASTERS.

WHAT WE REALLY LOOK FOR IS A 90, 60, 30 TREND.

WE WANT FOR AT LEAST 90% OF KIDS TO BE AT APPROACHES, AT LEAST 60% IT MEETS, AND AT LEAST 30% AT MASTERS.

THAT'S THE FORMULA FROM TEA THAT WOULD TRANSLATE TO AN A IF YOU WERE ONLY LOOKING AT STAR OR EOC DATA.

SO WE ALWAYS AIM FOR THAT 90, 60, 30.

THIS IS JUST A SLIDE THAT SHOWS HOW WE DID ON THOSE FIVE TESTS.

THIS NEXT SLIDE SHOWS SOME HISTORICAL DATA, AND I PUT 2019 ON THIS SLIDE SO THAT YOU COULD SEE WHERE WE WERE PRE PANDEMIC AND WHERE WE ARE NOW SEVERAL YEARS LATER.

THAT YELLOW LINE GOING ACROSS THE SLIDE REPRESENTS THAT 60 MARK BECAUSE EVERYTHING I REPORT OUT WILL BE AT THE MEETS LEVEL, AND SO 60 IS OUR TARGET FOR THE MEETS IN ALL OF OUR TESTED SUBJECTS.

YOU CAN SEE POST COVID WE HAD A LITTLE BIT OF A DIP.

BUT WITH OUR HIGH SCHOOL DATA, YOU CAN SEE THAT WE'VE EITHER OUTPACED WHERE WE WERE PRE COVID, OR WE'RE GETTING RIGHT THERE CLOSE BY.

YOU CAN JUST SEE THAT FIVE YEARS WORTH OF TREND DATA.

ALSO, I'LL JUST REMIND YOU ON THIS SLIDE, I WON'T REFERENCE IT EVERY TIME, BUT ON 2023 I PUT AN ASTERISK BESIDE THAT.

BECAUSE IF YOU'LL REMEMBER LAST YEAR, WE HAD THE STAR REDESIGN.

THE TEST WAS OVERHAULED AND SO LAST YEAR WAS OUR FIRST YEAR WITH THAT TEST, AND SO WE'RE LOOKING AT OUR SECOND YEAR'S WORTH OF DATA ON THE NEW TEST.

SO NOW WE ALWAYS LOOK AT HOW WE COMPARE WITH THE STATE AND WITH THE REGION.

AGAIN, WHAT WE'RE LOOKING AT HERE IS OUR MEETS CATEGORY.

THIS DOESN'T REPRESENT THE FULL NUMBER OF STUDENTS THAT PASS, BUT THIS IS AT THE MEETS LEVEL.

YOU CAN SEE IN ALL FIVE OF THE SUBJECTS HERE, THE HIGH SCHOOL SUBJECTS, WE ARE OUTPACING THE REGION AND THE STATE.

NOW LET'S MOVE ON TO GRADES THREE THROUGH EIGHT.

SO THIS FIRST SLIDE RIGHT HERE IS LOOKING JUST AT READING IN GRADES 3 THROUGH 8.

AGAIN, I LISTED THE APPROACHES, THE MEETS, AND THE MASTERS.

JUST AS A REMINDER, WE'RE ALWAYS LOOKING FOR THAT 90, 60, 30, AND SO YOU CAN SEE WHERE WE ARE ON ALL OF THE GRADE LEVELS THERE.

AGAIN, THIS IS JUST READING GRADES 3 THROUGH 8.

THIS IS THE SAME SLIDE REPRESENTATION, BUT LOOKING AT OUR MATH DATA.

IF YOU'LL REMEMBER POST COVID, WHEN WE STARTED LOOKING AT OUR STUDENT RESULTS, MATH WAS MORE IMPACTED THAN READING.

WE'RE STILL REBOUNDING FROM THAT.

YOU'LL SEE THAT OUR MATH SCORES LAG A LITTLE BIT BEHIND OUR READING SCORES ACROSS THE GRADE BANDS THERE.

BUT AGAIN, THAT'S OUR APPROACHES, MEETS, AND MASTERS IN THIRD THROUGH EIGHTH GRADE MATH.

NEXT SLIDE SHOW SOME HISTORICAL TREND DATA.

AGAIN, THE YELLOW LINE REPRESENTS THAT 60 TARGET.

YOU CAN SEE WHERE WE ARE IN READING AND HOW CLOSE WE ARE TO THAT 60 TARGET.

YOU CAN SEE WE'VE SURPASSED 60 AND MULTIPLE GRADE LEVELS, AND WE'RE PRETTY CLOSE IN THE ONES THAT WE'RE NOT AT 60 ON THOSE.

NOW IF WE LOOK AT READING AND WE COMPARE WHERE WE ARE WITH THE REGION IN THE STATE, YOU'LL SEE THAT WE OUTPACED THE REGION IN THE STATE AND ALL OF THOSE GRADE LEVELS ON THE READING TEST.

>> HISTORICAL DATA FOR MATH.

AGAIN, I MENTIONED THAT COVID HIT OUR MATH LEVELS HARD, AND YOU CAN SEE SOME BIG DIPS FROM THAT 2019-2020, AND SO WE ARE REBOUNDING IN MATH AND TRYING TO GET BACK TO THAT 60 RANGE.

ONE OF THE THINGS I WANT TO POINT OUT IS OUR EIGHTH-GRADE MATH.

YOU'LL SEE IN SEVERAL SLIDES A LITTLE BIT LATER THAT EIGHTH-GRADE MATH, OUR SCORES ARE REALLY LAGGING BEHIND, EVEN SOME OF THE STATE AND REGIONAL DATA.

BUT I WANTED TO REMIND YOU THAT IN EIGHTH GRADE, OUR KIDS THAT TAKE ALGEBRA I, IN EIGHTH GRADE, DO NOT TAKE THE EIGHTH-GRADE STAR TEST.

WE HAVE ABOUT 36% OF OUR EIGHTH GRADERS TAKE THE ALGEBRA I HIGH SCHOOL TEST.

OUT OF THOSE STUDENTS, 100% WHERE IT APPROACHES, OVER 90% WHERE IT MEETS, AND OVER 80% WHERE IT MASTERS.

[00:35:02]

ALSO WHEN WE START LOOKING AT COMPARISONS WITH OTHER DISTRICTS, A LOT OF THE DISTRICTS AROUND THE STATE, THEIR ADVANCED SEVENTH-GRADE MATH STUDENTS SIT FOR THE EIGHTH-GRADE MATH TEST.

IT'LL LOOK LIKE SOME DISTRICTS ARE REALLY OUTPERFORMING US IN TERMS OF EIGHTH-GRADE MATH, BUT THEY'VE GOT ADVANCED STUDENTS FROM SEVENTH GRADE TAKING THAT TEST.

JUST A LITTLE BIT OF CONTEXT ON THE EIGHTH-GRADE MATH SCORES.

HERE'S WHERE WE ARE IN REGION AND STATE WITH MATH.

AGAIN, YOU CAN SEE THAT EIGHTH GRADE, THE REGION AND STATE ARE OUTPERFORMING US IN THAT EIGHTH-GRADE MATH CONTENT AREA.

BUT YOU CAN SEE IN ALL THE OTHERS WE ARE OUTPACING THE REGION AND THE STATE THERE IN MATH.

NEXT, LET'S TALK ABOUT SOCIAL STUDIES AND SCIENCE.

A FUN FACT, IF YOU WANT TO CALL IT A FUN FACT, IT'S REALLY NOT FUN FOR US, BUT STATE-WIDE SCIENCE AND SOCIAL STUDIES SCORES PLUMMETED.

WHEN WE GET TO SOME SLIDES LATER YOU WILL SEE IN SOME AREAS THAT WE HAVE MULTIPLE GRADE LEVELS WHERE LESS THAN 70% OF THE STUDENTS IN THE STATE OF TEXAS, ARE PASSING THE TEST.

SCIENCE AND SOCIAL STUDIES WERE HIT REALLY HARD.

OUR DATA LINES UP WITH WHAT'S HAPPENING IN THE REGION AND THE STATE.

YOU CAN SEE IN SOCIAL STUDIES.

SOCIAL STUDIES IS JUST AN EIGHTH-GRADE TEST, AND YOU CAN SEE WE DROPPED IN ONLY 35% OF OUR STUDENTS WHERE IT MEETS.

THE INTERESTING THING TO ME IS AS WE LOOK AT THIS EIGHTH-GRADE SOCIAL STUDIES DATA, IT LOOKS DISMAL.

BUT THEN WHEN YOU LOOK AT US HISTORY, YOU'RE GOING TO SEE 97% OF OUR KIDS PASS THREE YEARS LATER WHEN THEY TAKE THE NEXT SOCIAL STUDIES TEST.

SAME TRENDS IN SCIENCE.

FIFTH GRADE HAS THE HIGHEST PASSING STANDARD OF ANY OF OUR STAR TESTS.

YOU HAVE TO GET MORE QUESTIONS RIGHT ON THE FIFTH-GRADE SCIENCE TEST THAN ANY OTHER TEST TO PASS THAT TEST.

YOU CAN SEE THAT WE TOOK A HIT IN FIFTH-GRADE SCIENCE AND ALSO EIGHTH-GRADE SCIENCE.

IN A FEW MINUTES WHEN WE LOOK AT BIOLOGY, [LAUGHTER] YOU CAN SEE THAT WE'RE AT OVER 90% OF OUR STUDENTS ARE PASSING BIOLOGY ONE YEAR AFTER THEY LEAVE EIGHTH GRADE.

THAT'S A LITTLE FRUSTRATING WITH SOME DISCREPANCIES ACROSS THE STATE, ESPECIALLY IN THOSE SCIENCE AND SOCIAL STUDIES AREAS.

ONE OF THE THINGS WE ARE DOING AS A CURRICULUM DEPARTMENT TEAM, IS WE HAD A MEETING TODAY WITH OUR SOCIAL STUDIES CURRICULUM COORDINATOR, AND WE'RE DIGGING INTO ROOT CAUSE, AND WE'RE LOOKING AT THE TEST, WE'RE LOOKING AT OUR CURRICULUM.

WE'RE LOOKING AT THE AREAS WHERE WE DID NOT PERFORM WELL, AND THEN MAKING SURE THAT WHAT WE'RE ASKING KIDS TO DO IS ALIGNED TO WHAT THE STATE'S EXPECTING, AND THEN ALSO ALIGNED TO HOW THE STATES TESTING IT.

WE HAD OUR SOCIAL STUDIES MEETING TODAY, WE'VE GOT SCIENCE I THINK NEXT WEEK, AND WE'LL DO THAT WITH ALL THE CONTENT AREAS, BUT ESPECIALLY IN GRADES 5 AND 8 HERE, WHERE WE SAW SOME DROPS IN THOSE SCORES.

IF YOU LOOK AT THE REGION IN THE STATE, I SAID THIS MIRRORS THE SAME THING THAT WE'RE SEEING ACROSS THE STATE.

YOU CAN SEE THAT EVEN THOUGH WE DROPPED IN SCIENCE AND SOCIAL STUDIES AT THOSE GRADE LEVELS, WE ARE STILL OUTPERFORMING THE REGION IN THE STATE ON ALL THREE OF THOSE TESTS.

NOW WE'LL MOVE ON TO THE GREEN IS GOOD PORTION, WHICH YOU GUYS ARE VERY FAMILIAR WITH.

AGAIN, THIS IS JUST AN EASY PICTURE REPRESENTATION TO SEE HOW ARE WE DOING COMPARED TO OTHER DISTRICTS AROUND US.

THESE DISTRICTS RIGHT HERE ARE JUST NEIGHBORING DISTRICTS, SURROUNDING DISTRICTS THAT WE COLLABORATE WITH.

ANYTIME YOU SEE GREEN ON THAT SLIDE, THAT MEANS WE OUTPERFORM THEM IN THOSE DIFFERENT CATEGORIES.

YOU CAN SEE MANSFIELD, WE'RE HIGHLIGHTED YELLOW, AND THEN YOU CAN SEE TWO BELOW US IS THE REGION, AND AT THE BOTTOM YOU SEE THE STATE.

IN THIRD AND FOURTH GRADE, YOU CAN SEE WE GOT LOTS OF GREEN ON THAT SLIDE FOR READING AND FOR MATH.

FOURTH GRADE, EVEN MORE GREEN.

LOTS OF GREAT RESULTS THERE IN FOURTH GRADE, ESPECIALLY ON THE MATH SIDE.

YOU CAN SEE THAT IS READING AND MATH AGAIN, COMPARED WITH OUR OTHER DISTRICTS.

NEXT SLIDE IS FIFTH GRADE.

FIFTH GRADE IS A LITTLE BIT INTERESTING, BECAUSE WE SAW SOME DIPS IN FIFTH GRADE.

I MENTIONED THOSE ON THE SLIDE PREVIOUS WHEN WE WERE TALKING ABOUT SCIENCE AND SOCIAL STUDIES.

BUT ONE OF THE THINGS THAT IS PROBLEMATIC FOR US IS AT FIFTH GRADE, THAT'S A TRANSITION YEAR.

MANY OF THESE DISTRICTS THAT ARE LISTED HERE,

[00:40:01]

FOR EXAMPLE, IN ARLINGTON, IT'S K-6, AND SO THEY DON'T HAVE THAT FIRST TRANSITION YEAR UNTIL SEVENTH GRADE.

YOU'LL SEE SOMETIMES THAT WE WILL HAVE DIPS IN FIFTH GRADE, AND THAT COULD BE ATTRIBUTED TO TRANSITION, BUT ALSO A BIG CHANGE THAT HAPPENS AT FIFTH GRADE IS WE'RE GOING FROM 90 MINUTES OF INSTRUCTION IN MATH AND READING AT THE ELEMENTARY, TO FIFTH GRADE, WE'RE DROPPING DOWN TO ABOUT 60 MINUTES.

THAT HAS AN IMPACT, AND SO WE'RE REALLY WORKING HARD ON OUR CURRICULUM PACING DOCUMENTS TO MAKE SURE THAT WE HAVE ADEQUATE TIME BUILT IN FOR THAT INITIAL TIER 1 INSTRUCTION, BUT ALSO TIME FOR RETEACH AND INTERVENTION WHERE NEEDED.

THAT'S A LITTLE BIT PROBLEMATIC AS WE'VE GONE FROM ELEMENTARY WHERE WE HAVE THE 90 MINUTES, TO NOW AT FIFTH GRADE WHERE WE'RE DROPPING DOWN TO 60 MINUTES.

IN SIXTH GRADE, WE HAVE A REBOUND.

WE'VE GOTTEN USED TO SIXTH GRADE NOW, AND WE'RE USED TO INTERMEDIATE, AND SO YOU CAN SEE THAT EVEN THOUGH WE HAD A LOT OF WHITE ON THE FIFTH GRADE, OUR SIXTH GRADE LOOKS A LOT MORE GREEN THERE.

THEN WE COME TO SEVENTH GRADE, AND SEVENTH GRADE WAS A LITTLE BIT SURPRISING TO ME THIS YEAR.

YOU CAN SEE WE HAVE LOTS OF GREEN.

ONE OF OUR CONCERNS WITH SEVENTH GRADE OR OUR MIDDLE SCHOOLS IN GENERAL, AS I MENTIONED IN ELEMENTARY, WE'VE GOT ABOUT 90 MINUTES OF INSTRUCTION AND READING AND MATH EVERY DAY.

THEN IN INTERMEDIATE, IT DROPS TO 60.

AT MIDDLE SCHOOL, IT DROPS TO 45.

WE KNOW THAT THAT'S TOUGH FOR THE TEACHER TO GET THEM IN, GET THEM SETTLED, GET THEM TAUGHT, AND MAKE SURE THAT WE HAVE TIME FOR THE THINGS THAT THE KIDS NEED.

THAT'S SOMETHING JUST INTERNALLY WE'RE LOOKING AT, IS HOW CAN WE GET MORE INSTRUCTIONAL MINUTES AT THAT MIDDLE SCHOOL LEVEL.

BUT OVERALL, SEVENTH GRADE LOOKS REALLY STRONG IN MATH AND READING.

THEN HERE'S EIGHTH GRADE.

AGAIN, WE'VE TALKED ABOUT THE MATH DISCREPANCIES WHERE YOU SEE A LOT OF WHITE THERE.

AGAIN, MANY OF OUR PEER DISTRICTS, THERE'S ADVANCED SEVENTH GRADE STUDENTS ARE TAKING THAT EIGHTH GRADE MATH TEST, AND WE HAVE OVER 30% OF OUR KIDS TAKING THE ALGEBRA TEST THERE AT EIGHTH GRADE.

READING AND SCIENCE AND SOCIAL STUDIES, EVEN THOUGH OUR SCIENCE AND SOCIAL STUDIES SCORES DIPPED, YOU CAN SEE THAT WE HAVE LOTS OF GREEN.

ONE OF THE THINGS I WANT TO POINT OUT IS ON THE SOCIAL STUDIES TEST IN EIGHTH GRADE, IF YOU LOOK DOWN AT THAT VERY BOTTOM ROW, ONLY 57% OF THE KIDS IN THE ENTIRE STATE PASS THAT TEST.

THAT'S SOMETHING THAT'S A LITTLE BIT FRUSTRATING FOR US, BECAUSE SOMETIMES THAT'S AN ISSUE OF MISALIGNMENT.

THAT'S SOMETHING THAT AGAIN WE'RE WORKING THROUGH, AND WE STARTED WORKING WITH THAT TODAY WHEN WE DID OUR ROOT CAUSE ANALYSIS WITH SOCIAL STUDIES.

BUT I JUST WANT TO POINT OUT THAT LOW PASSING NUMBER FOR THE STATE.

NOW WE'RE LOOKING AT COMPARISON DATA FOR OUR HIGH SCHOOL TEST.

ALGEBRA I, YOU CAN SEE LOTS OF GREEN THERE.

JUST AS A REMINDER, WHEN WE ROLLED OUT VISION 2020, IF YOU'LL REMEMBER, ALGEBRA I WAS OUR FOCUS.

I THINK THE SUCCESS THAT WE HAVE IN ALGEBRA I, EVEN WITH OUR EIGHTH-GRADE STUDENTS AND OUR HIGH SCHOOL STUDENTS IS A DIRECT RESULT OF THAT WORK WITH VISION 2020.

AGAIN, BIOLOGY, WE'VE GOT 94% AT APPROACHES, 69 AT MEETS, AND 26 AT MASTERS.

IF YOU'LL REMEMBER THE EIGHTH-GRADE TEST, OUR SCIENCE SCORES WEREN'T VERY GOOD.

WE HONESTLY BELIEVE THAT WE DON'T HAVE HORRIBLE SCIENCE TEACHERS IN MIDDLE SCHOOL, AND A HORRIBLE SCIENCE CURRICULUM, BUT THEN EXCELLENT TEACHERS AT HIGH SCHOOL AND A WHOLE NEW COOL CURRICULUM.

WE'RE REALLY WORKING HARD TO TRY TO SEE WHAT TRENDS WE CAN FIND FROM THE DATA.

NEXT, WE HAVE OUR ENGLISH I AND ENGLISH II, COMPARISON DATA.

AGAIN, THAT LOOKS GOOD, LOTS OF GREEN.

THEN FINALLY, US HISTORY.

I REFERENCED US HISTORY EARLIER WHEN WE TALKED ABOUT THE SOCIAL STUDIES RESULTS, AND THEN JUST A FEW YEARS LATER THEY'RE ALL PASSING AND DOING REALLY WELL.

A COUPLE OF YEARS AGO, IF YOU'LL REMEMBER, WE'VE ALWAYS LOOKED AT THESE DISTRICTS AND COMPARED OURSELVES TO THEM JUST BECAUSE THEY'RE GEOGRAPHICALLY LOCATED.

BUT WHAT WE DECIDED WE NEEDED TO DO IS REALLY COMPARE APPLES TO APPLES.

WE FOUND DISTRICTS THAT THE STATE IDENTIFY AS PURE DISTRICTS FOR US.

THESE ARE CONSIDERED PURE DISTRICTS BECAUSE THEY ARE SIMILAR TO US IN THE NUMBER OF ECONOMICALLY DISADVANTAGED STUDENTS WE HAVE, THE PERCENT OF OUR KIDS IN SPECIAL ED, OUR MOBILITY RATE.

THEY USE THOSE FACTORS TO DETERMINE THE DISTRICTS THAT ARE MOST LIKE US.

WHEN WE LOOK AT APPLES TO APPLES, YOU CAN SEE WE DID THE SAME TYPE OF COMPARISON MATRIX, AND YOU CAN SEE THIRD AND FOURTH-GRADE READING AND MATH, AGAIN, LOTS OF GREEN THERE.

[00:45:03]

LAST YEAR, DR. SWEEZY AND I MET WITH THEIR CURRICULUM PEOPLE, AND TALKED ABOUT WHAT THEY DO AND WHAT THEY DO DIFFERENT FROM US, AND HOW THEY'RE SIMILAR TO US.

WE LEARNED A LOT FROM THEM.

THEY ALSO WRITE THEIR OWN CURRICULUM.

ONE OF THE KEY THINGS THAT'S DIFFERENT FOR THEM IS THEY HAVE AN INSTRUCTIONAL COACH ON EVERY CAMPUS.

THAT'S SOMETHING THAT WE DON'T HAVE.

WE HAVE DISTRICT COACHES, AND THEN WE FARM THOSE OUT TO THE CAMPUSES THAT NEED THEM.

THAT'S ONE OF THE THINGS THAT IS A KEY DIFFERENCE FROM US, BUT WE'VE ENJOYED THE COLLABORATION WE'VE HAD WORKING WITH THEM OVER THE LAST YEAR.

NEXT, YOU CAN SEE FIFTH AND SIXTH-GRADE DATA.

WE KEEP GOING HERE AND WE SEE SEVENTH AND EIGHTH GRADE.

AGAIN, YOU SEE THOSE SAME TRENDS WITH THE EIGHTH-GRADE MATH THAT WE'VE TALKED ABOUT.

AGAIN, EVEN IN EIGHTH GRADE WHERE WE STRUGGLED WITH SCIENCE AND SOCIAL STUDIES, YOU CAN SEE WE STILL OUTPERFORM MANY OF OUR PEER DISTRICTS.

THEN THIS IS THE HIGH SCHOOL PEER COMPARISON DATA.

AGAIN, A SHOUT OUT TO VISION 2030, WITH ALGEBRA I.

YOU CAN SEE WE'RE OUTPERFORMING ALL OF THE PEOPLE IN OUR PEER DISTRICTS.

THEN BIOLOGY, LOTS OF GREEN.

THEN LOOKING AT ENGLISH I AND ENGLISH II.

THEN FINALLY, US HISTORY.

THIS IS TYPICALLY WHERE OUR PRESENTATION CONCLUDES, BUT WE'VE GOT MORE SLIDES.

THIS IS ALL OF OUR DATA THAT REALLY REFERENCES GUIDING STATEMENTS 1 AND.

NOW WHAT I WOULD LIKE TO DO IS TRANSITION AND TALK ABOUT GUIDING STATEMENTS 3 AND 4, WHICH IS LIFE COLLEGE AND CAREER READY.

THIS SLIDE RIGHT HERE SHOWS OUR ADVANCED PLACEMENT DATA AND ITS TREND DATA OVER THE LAST THREE YEARS.

WHAT YOU CAN SEE IN THE THREE COLUMNS IS THE NUMBER OF TESTS WE'VE GIVEN IN 2022, THEN 2023, AND 2024.

YOU CAN SEE JUST FROM LAST YEAR WE GAVE ALMOST 1,200 MORE AP TESTS THAN THE YEAR BEFORE.

ALSO IT'S IMPORTANT THAT WE ARE GETTING KIDS TO TEST.

AS YOU KNOW, WE HAVE AN OPEN-ENROLLMENT AP PROGRAM.

THERE'S NOT A QUALIFYING SCORE.

YOU DON'T HAVE TO TAKE A TEST OR HAVE A CERTAIN GRADE POINT AVERAGE TO HAVE ACCESS TO THESE COURSES.

ANYBODY THAT WANTS TO TAKE AN AP CLASS, WE LET THEM.

YOU CAN SEE THAT WE HAD OVER 260 ADDITIONAL KIDS TAKE A TEST THIS YEAR.

THE REALLY COOL THING IS A LOT OF TIMES WHEN YOU INCREASE THE NUMBER OF TEST AND YOU INCREASE THE NUMBER OF KIDS TAKING TEST, YOU'LL SEE A DECREASE IN PERFORMANCE.

BUT WE SAW A 5% INCREASE IN THE NUMBER OF STUDENTS EARNING A 3 OR HIGHER.

JUST AS A REMINDER, A 3 OR HIGHER, IN MOST CASES GRANTS YOU COLLEGE CREDIT FOR THOSE COURSES.

THIS WAS A BIG DEAL FOR US, BECAUSE THAT IS ONE OF OUR GOALS, IS TO CONTINUOUSLY INCREASE THE NUMBER OF KIDS AT 3 OR HIGHER.

WE'RE EXCITED THAT WE WERE ABLE TO INCREASE THE NUMBER OF KIDS AND THE NUMBER OF TEST, AND STILL INCREASE PERFORMANCE BY 5%.

THE NEXT THING I WANT TO TALK ABOUT IS OUR INDUSTRY-BASED CERTIFICATIONS.

WE GOT TO RECOGNIZE OUR BEN BARBER STUDENTS EARLIER TONIGHT.

THIS GRAPH IS JUST REALLY COOL BECAUSE THIS REALLY TO ME SPEAKS TO SEVERAL OF THE CORE PROCESSES THAT WE HOLD TIGHT.

COLLABORATION IS HUGE FOR US, AND CALIBRATION IS HUGE FOR US.

OUR CTE DEPARTMENT WITH DR. TAMPLIN, AND THEN MICHELLE WOODALL, THE PRINCIPAL OF BEN BARBER, THEY HAVE DONE A PHENOMENAL JOB IN TAKING THE CURRICULUM AND CALIBRATING IT AND ALIGNING IT TO THE CERTIFICATION TEST.

MUCH LIKE AP, WE HAVE OPEN ACCESS TO THESE COURSES.

THE EXPECTATION FOR OUR TEACHERS AND THE EXPECTATIONS FOR OUR KIDS IS IF YOU'RE IN A CLASS THAT HAS AN INDUSTRY-BASED CERTIFICATION, THE EXPECTATION IS YOU'RE GOING TO TAKE THE TEST.

OUR TEACHERS KNOW THAT.

OUR TEACHERS KNOW THAT THE EXPECTATION IS THAT THEY PREPARE THE KIDS BY MAKING SURE THAT THAT ALIGNED CURRICULUM IS TAUGHT WITH FIDELITY.

YOU CAN SEE THAT THROUGH THE WORK OF OUR CTE AND OUR BEN BARBER TEAM, YOU CAN SEE THAT THIS LAST YEAR GAVE ALMOST 2,000, WE DIDN'T GIVE.

WE HAD ALMOST 2,000 EARNED INDUSTRY BASED CERTIFICATIONS.

THIS REALLY SPEAKS TO THE CAREER-READY PIECE OF VISION 2030, BUT IT ALSO SPEAKS TO THE LIFE-READY PIECE AND THE COLLEGE-READY PIECE.

BECAUSE SOME OF THESE IBCS ARE COMPUTER PROGRAMMING, SOFTWARE DEVELOPMENT.

THESE ARE THINGS THAT ARE GOING TO BENEFIT THEM WHEN THEY GO AND DO THEIR COLLEGE WORK AND GO INTO INTERNSHIPS.

[00:50:01]

JUST REALLY PROUD OF THAT WHOLE TEAM AND THAT DEPARTMENT FOR THE WORK THAT THEY'RE DOING THERE.

THEN OUR LAST THING THAT I WANT TO TALK ABOUT IS REALLY THE CULMINATION OF ALL OF THE WORK OF VISION 2030.

BECAUSE YOU CAN'T BE COLLEGE CAREER, MILITARY LIFE READY, IF YOU CAN'T READ, IF YOU DON'T HAVE NUMERACY SKILLS.

TO ME, CCMR IS REALLY A GREAT INDICATION OF THE HEALTH OF OUR SYSTEM.

I HAVE TWO COLUMNS UP THERE.

FIRST IS THE CLASS OF 2023.

>> THIS WAS OUR GROUP OF STUDENTS THAT GRADUATED NOT THIS MOST RECENT MAY, BUT IN 2023.

I PUT THEM UP THERE BECAUSE IT'S REALLY IMPORTANT TO UNDERSTAND AND REMEMBER THAT CCMR DATA LAGS.

THE STUDENTS THAT GRADUATED IN 2023 WILL BE THE ONES THAT FACTOR INTO HIGH SCHOOL ACCOUNTABILITY THIS YEAR AND DISTRICT ACCOUNTABILITY.

WE GET THE RESULTS A YEAR LATER.

IN 2023, YOU'LL NOTICE THAT OUR DISTRICT CCMR RATE WAS AT 78%, AND THAT WAS THE HIGHEST IT HAD BEEN.

BUT IF YOU'LL LOOK AT THAT SECOND ROW, SOME AT HIGH SCHOOL HAD 91% OF THEIR GRADUATES CCMR-MET, AND THAT'S NOT DEFINED BY MANSFIELD, THAT'S DEFINED BY TEA.

MATT BROWN WAS THE PRINCIPAL AT THAT TIME, AND SO WHAT ARE YOU DOING AT SUMMIT HIGH SCHOOL, THAT 91% OF YOUR KIDS ARE GRADUATING AND LEAVING YOUR CAMPUS, COLLEGE CAREER, MILITARY READY? ONE OF OUR CORE PROCESSES IS COLLABORATION.

WE GOT WITH THE SUMMIT TEAM, THE SUMMIT COUNSELORS, THE APS, THE PRINCIPAL, FERNANDO BENAVIDES GOT WITH THEM.

WE GOT LEIGHANN TAMPLIN INVOLVED, WE GOT EVANS ONSANGO, AND JUST EVERYBODY THAT HAD ANYTHING TO DO WITH THE CCMR PIECE, WE SAT DOWN AND WE LISTENED AND LEARNED WHAT SUMMIT DID.

WE WERE ABLE TO TAKE THE SUMMIT PROCESSES AND THE SUMMIT PROCEDURE, AND WE WERE ABLE THIS YEAR TO APPLY IT TO ALL OF OUR HIGH SCHOOLS.

OUR FACILITIES ASSOCIATE PRINCIPALS AT ALL OF THE HIGH SCHOOLS OWN CCMR, AND THEY LED THE CHARGE OF KNOWING EACH KID BY NAME AND NEED.

THEY KNEW THAT MICHELLE NEWSOM WAS A SENIOR SITTING IN ENGLISH 4, AND SHE HAD MET CCMR. IF MICHELLE NEWSOM HAD MET CCMR, WHAT WAS THE PLAN FOR HER? THOSE APS LED THAT WORK ON CAMPUS WITH THE HELP OF THEIR COUNSELORS, THE ENGLISH TEACHERS, THE MATH TEACHERS.

IT WAS A COORDINATED EFFORT.

JENNIFER CASTRILLO, WORKS ON POST SECONDARY READINESS, AND TEXAS COLLEGE BRIDGE, SHE WOULD GO AND SPEND A FULL DAY AT A HIGH SCHOOL GETTING KIDS, THE TEXAS COLLEGE BRIDGE PROGRAM.

IT WAS TRULY A TEAM EFFORT THAT SHOWS WHAT HAPPENS WHEN EVERYBODY COMES TOGETHER AND COLLABORATES ON THE RIGHT WORK AND MEETS THE NEEDS OF THE KIDS.

YOU CAN SEE THAT THIS YEAR, THE KIDS THAT JUST WALKED THE STAGE, WE HAVE OVER 96% OF THEM WE CCMR-MET.

THAT'S AN 18% INCREASE, AND YOU CAN SEE SOME AT HIGH SCHOOL, THEY WERE AT 91 WENT UP TO 98.

AND ALL OF OUR HIGH SCHOOLS WERE ABOVE 90%.

YOU CAN SEE THE TREMENDOUS GAINS THAT WERE MADE AT THE DIFFERENT CAMPUSES.

JUST REALLY, REALLY PROUD OF THAT WORK, AGAIN, IT GOES TO SHOW YOU THAT WHEN YOU FOLLOW YOUR CORE PROCESSES AND YOU HOLD TIGHT TO THE THINGS THAT WORK AND YOU WORK TOGETHER AND YOU LEARN FROM EACH OTHER, THE ANSWERS IN THE ROOM, WE JUST NEED EVERYBODY TO COME TOGETHER AND SHARE THE THINGS THAT WORK.

REALLY, REALLY PROUD OF THIS.

THIS TIME NEXT YEAR, WHEN YOU'RE GETTING READY TO TALK ABOUT ACCOUNTABILITY, THOSE ARE THE KIDS FROM 2024 THAT WILL FACTOR INTO NOT ONLY THE ACCOUNTABILITY FOR THOSE CAMPUSES, BUT FOR THE DISTRICT.

JUST REALLY PROUD OF THAT WORK.

AS WE CLOSE OUT, THE THING THAT WE ALWAYS KNOW IS THAT OUR JOB IS TO ENSURE THAT OUR KIDS HAVE WHAT THEY NEED AND TO KNOW THE KIDS BY NAME AND NEED.

WHEN WE DO THAT AND WE HOLD TRUE AND HOLD THOSE PROCESSES TRUE WITH FIDELITY, WE KNOW THAT WE CAN MAKE SURE ALL OF OUR KIDS ARE SUCCESSFUL.

I MENTIONED THE ROOT CAUSE ANALYSIS THAT WE DID TODAY WITH SOCIAL STUDIES.

WE'RE DOING THAT WITH ALL OF OUR CONTENT AREAS.

BUT WE KNOW THAT IN A LOT OF AREAS, WE HAVE SCORES THAT LOOK REALLY GOOD BECAUSE WE'RE SHOWING IT AT THE DISTRICT LEVEL, BUT WE HAVE SOME CAMPUSES THAT STRUGGLE.

AND SO WHAT WE HAVE TO BE INTENTIONAL WITH IS ENSURING THAT THE RESOURCES THAT THEY NEED ARE DELIVERED TO THEM IN A TIMELY MANNER AND THAT IF THEY NEED SUPPORT THAT WE'RE THERE TO PROVIDE THAT SUPPORT.

[00:55:02]

SOMETIMES THAT SUPPORT MEANS HELPING THEIR ADMINISTRATORS WITH THE PLC PROCESS.

SOMETIMES IT'S LOOKING AT OUR CURRICULUM AND SAYING, YOU KNOW WHAT, IN OUR CAMPUSES THAT HAVE A LOT OF ECONOMICALLY DISADVANTAGED KIDS, THEY'RE NOT GETTING THIS.

THEY'RE STRUGGLING ON THIS CONCEPT.

SO DO WE NEED TO HAVE A DIFFERENT RESOURCE IN THE CURRICULUM THAT CAN MEET THE NEEDS OF THOSE KIDS? THAT'S THE WORK THAT WE'RE DOING RIGHT NOW IS POURING OVER THOSE TESTS, ALIGNING OUR CURRICULUM, MAKING SURE OUR RESOURCES ARE GEARED TO MEET THE NEEDS OF THE KIDS SO THAT WE CAN ENSURE THAT BY THE TIME THEY GRADUATE THAT CCMR PERCENTAGE IS AT 100 AND THAT WHEN WE'RE LOOKING AT THE 90/60/30, IT'S 90/60/30 ACROSS THE BOARD, SO WE DON'T HAVE TO SEE ANY OF THOSE AREAS WHITE.

WE WANT IT TO BE ALL GREEN.

BUT AGAIN, I'M REALLY PROUD OF MY TEAM AND THE WORK THAT THEY'RE DOING AND JUST REALLY PROUD OF THE CCMR WORK, AND A LOT OF THOSE PEOPLE ARE SITTING OVER THERE AND SO A BIG SHOUT OUT TO THEM AND THANKS TO THEM FOR MAKING THAT WORK HAPPEN.

AT THIS TIME, I'LL ANSWER ANY QUESTIONS.

>> BOARD MEMBERS, I WILL GO AHEAD AND START TO MY LEFT, AND DOES ANYONE HAVE ANY QUESTIONS OR COMMENTS? DR. CRUTCHFIELD.

>> THANK YOU, MS. YOUNG.

IT LOOKS LIKE OUR STUDENTS ARE WHEN WE COMPARE OUR SCORES BY DISTRICT, BY REGION, AND STATE THAT WE DO HAVE SOME THINGS TO BE HAPPY ABOUT.

IT LOOKS LIKE YOU'VE ALREADY IDENTIFIED AREAS WHERE WE HAVE SLUMPED AND HAVE THINGS IN PLACE ALREADY.

SOMETHING I WAS INTERESTED IN, IF YOU'LL GO BACK TO THE CCMR SLIDE, IS THIS CONCEPT OF WHAT YOU TALK ABOUT AND GIVING SPECIFIC SUPPORT TO CAMPUSES THAT ARE IN NEED.

I LOVE THIS SLIDE BECAUSE IT'S DISAGGREGATED, IT'S NOT JUST THE HIGH SCHOOL LEVEL.

I WONDER IF WE HAVE DESEGREGATED DATA FOR STAAR AND EOC FOR OUR CAMPUSES, TO BE ABLE TO TELL WHERE MORE HELP IS NEEDED, OR LIKE YOU SAID, WITH COLLABORATION, WHAT GREAT IS HAPPENING AT THIS CAMPUS THAT WE CAN REPLICATE ELSEWHERE.

>> YES, WE HAVE THAT DATA AND THE CAMPUSES GET THAT DATA, AND OUR ASSESSMENT TEAM.

DR. SPENCER IS IN CHARGE OF OUR ASSESSMENT TEAM AND THEY DO A GREAT JOB OF NOT ONLY JUST GIVING THE DATA TO THE PRINCIPALS, BUT WE HAVE, IS IT MONDAY? WE HAVE WHAT WE CALL A BIG DATA DIG, AND THE PRINCIPALS ARE GOING TO COME TOGETHER AND HER TEAM IS GOING TO LEAD THEM THROUGH LOOKING AT THEIR DATA, BREAKING IT DOWN, IDENTIFYING, HERE ARE THE TRENDS, HERE ARE THE THINGS WE'RE SEEING.

WHAT ARE THE SPECIFIC THINGS WE NEED HELP ON AND THEN THAT HELPS US SERVE THEM AND HELP THEM MEET THEIR NEEDS.

AND THEN ALSO IT HELPS THE PRINCIPALS JUST HAVE SOME DATA LITERACY, SO THAT WHEN THEY GO BACK AND TALK TO THEIR TEACHERS, THEY DON'T JUST SAY, WELL, WE GOT 68%, BUT WHAT DOES THAT MEAN? AND WE BREAK IT DOWN BY STUDENT EXPECTATION AND HOW IT'S ALIGNED IN THE TEAKS.

>> THANKS. ONE MORE QUESTION ABOUT DESEGREGATION IS, OUR GROWING STUDENT POPULATIONS, ENGLISH LANGUAGE LEARNERS, ECONOMICALLY DISADVANTAGED STUDENTS, SPED STUDENTS.

DO WE HAVE STAAR, EOC DATA THAT HELPS US TO UNDERSTAND HOW THEY'RE PERFORMING?

>> RIGHT NOW WE HAVE THAT AT THE DISTRICT LEVEL.

WE'LL HAVE THAT AT THE CAMPUS LEVEL, I THINK AUGUST 13TH.

BUT DISTRICT WIDE, YOU'LL SEE THE BIGGEST INDICATOR FOR SUCCESS IS SOCIOECONOMIC STATUS.

OUR CAMPUSES THAT HAVE HIGHER SOCIOECONOMIC PERCENTAGES, THEY STRUGGLE AND SO WE HAVE TO PROVIDE ADDITIONAL RESOURCES BECAUSE WE HAVE A CAMPUS AND IT WAS CABANISS ELEMENTARY SCHOOL, AND I THINK THEIR ECD RATE IS OVER 60% AND THEY HAD PHENOMENAL GROWTH, PHENOMENAL PERFORMANCE.

AND SO WE'VE GOT AREAS THAT ARE KNOCKING IT OFF THE CHARTS IN SPITE OF.

AND SO WE JUST HAVE TO KEEP CONTINUING TO PROVIDE RESOURCES AND THEN TAKING WHAT THEY'RE DOING AND DUPLICATING THAT AT OTHER CAMPUSES.

>> THAT WAS IT. THANK YOU SO MUCH.

>> THANK YOU. ANYONE ELSE? MS. WILSON.

>> I LIKE THIS, ESPECIALLY MYSELF BECAUSE IT'S A SEA AND COLLABORATION THAT I LOVE THAT YOU GUYS DO, AND Y'ALL OBVIOUSLY TREAT OUR WHOLE DISTRICT AS A TEAM AND IT'S NOT JUST WELL, MY CAMPUS DOES GREAT, AND YOURS DOESN'T.

THEN WE LEAVE IT AT THAT.

BECAUSE THE IMPROVEMENT, IT MEANS SO MUCH.

WE ALL KNOW THAT THESE KIND OF THINGS ARE WHAT'S GOING TO AFFECT OUR OVERALL SCORES AND CHILDREN.

FEELING, NOT JUST ACCEPTED, BUT ALSO PARTICIPATING AND ACCOUNTABLE AND ALSO JUST BEING PROUD OF THEMSELVES,

[01:00:01]

I'M REALLY IMPRESSED THAT ALL OUR HIGH SCHOOLS DID IT, AND WE DIDN'T JUST STICK WITH THE FIVE TRADITIONAL HIGH SCHOOLS BECAUSE SOMETIMES IT MAY BE EASIER, SO TO SAY BECAUSE THEY HAVE MORE ACTIVITIES AND THINGS TO PARTICIPATE IN.

BUT ANYWAY, I JUST WANT TO THANK YOU GUYS FOR THIS.

I GOT TO SEE YOU GUYS DO THIS PRESENTATION.

I DON'T REMEMBER EXACTLY WHERE WE WERE, BUT I JUST REMEMBER THE FEEDBACK YOU GOT FROM THE PEOPLE IN THE AUDIENCE WERE REALLY IMPRESSED.

AND THEY WANTED TO KNOW A LOT MORE ABOUT WHAT THEY WERE DOING AND THEN HOW YOU MADE THAT WORK ON THE OTHER CAMPUSES.

ANYWAY, THANK YOU GUYS FOR KEEPING UP THE GOOD WORK AND MAKING SURE THAT YOU WERE HOLDING ALL YOURSELVES ACCOUNTABLE TO IT.

>> ANYONE ELSE LEFT AND TO MY RIGHT? MRS. ANDERSON.

>> I WANT TO THANK YOU AND YOUR TEAM.

AWESOME WORK. I DID WANT TO JUST TOUCH ON ONE THING THAT YOU HAD MENTIONED WITH LAMAR.

WHEN I LOOK BACK, IT SEEMS LIKE IT WAS FROM GRADE 3-8 THAT WE WERE PROBABLY DISPROPORTIONATE, NOT MUCH.

YOU HAD MENTIONED THAT YOU ALL HAD COLLABORATED WITH THEM LAST YEAR.

ARE WE STILL COLLABORATING WITH THEM?

>> YES.

>> THE FIRST COUPLE OF TIMES WE TALKED WITH THEM, WE DID ZOOM, AND THEN NOW A LOT OF IT IS EMAILS BACK AND FORTH.

HEY, WHAT ARE YOU DOING ABOUT ADVANCED MATH AND WHAT ARE YOU DOING WITH THIS DIFFERENT TOPIC? WE DO A LOT OF EMAIL COLLABORATION NOW.

>> I WONDERED IF AND I DON'T KNOW THIS, I WONDERED IF MAYBE IT WAS THE DIFFERENTIATION OF OUR ECONOMIC CLIMATE BECAUSE WE'RE VERY DIVERSE AND I DON'T KNOW THEIRS AS WELL.

I LOOKED THEM UP AS WE WERE SPEAKING AND I FEEL LIKE WE HAVE A LOT OF NEW NEIGHBORS AND SUCH MOVING IN.

I DIDN'T KNOW IF THAT WAS THE DISCONNECT BECAUSE I FEEL LIKE OUR CURRICULUM IS FANTASTIC.

WE WRITE IT OURSELVES.

I JUST WAS CURIOUS IF WE KNEW AND I DON'T HATE THESE OR DISCONNECT, YOU KNOW WHAT I MEAN.

>> I THINK THE BIGGEST DIFFERENCE IS JUST I MENTIONED THAT THEY HAVE INSTRUCTIONAL COACHES ON EACH CAMPUS.

AND SO WE HAVE SOME CAMPUSES RIGHT NOW AND I'LL JUST USE ELEMENTARY AS AN EXAMPLE.

WE HAVE SOME ELEMENTARY CAMPUSES THAT MAY SEE A MATH COACH TWICE A YEAR, JUST BECAUSE THEY'RE STOPPING BY TO CHECK IN, BECAUSE WE DON'T HAVE ENOUGH PEOPLE TO SUPPORT THEM MORE THAN THAT.

BECAUSE WHEN WE HAVE CAMPUSES THAT HAVE BIGGER NEEDS, WE HAVE TO DEPLOY PEOPLE THERE.

REALLY THE BIGGEST ISSUE OR DIFFERENCE FROM TALKING WITH THEM IS THEY JUST HAD MORE HANDS THERE TO HELP AT THE CAMPUS LEVEL.

>> THAT'S GREAT TO KNOW. WELL, THANK YOU SO MUCH AGAIN. APPRECIATE IT.

>> YOU'RE WELCOME.

>> DR. REED?

>> YES. THANK YOU, MS. YOUNG.

EXCELLENT PRESENTATION.

THANK YOU FOR PROVIDING US WITH ALL THE DATA.

I THINK NUMBER 1, WE APPLAUD YOU AND YOUR TEAM FOR THOSE NUMBERS.

SO OUR PARENTS KNOW THAT THE EXPECTATION IS NEARLY 100% CCMR. I HAD A COUPLE OF QUESTIONS.

I THINK YOU'VE ALREADY MENTIONED A NUMBER OF RESOURCES THAT YOUR TEAM IS PROVIDING FOR THE DIFFERENT AREAS.

YOU MENTIONED IN MATH THAT WE'RE REBOUNDING.

COULD YOU EXPOUND ON THAT JUST A LITTLE BIT?

>> JUST COMING OUT OF COVID, WHEN KIDS WERE AT HOME, THEY COULD PICK UP STUFF AND READ, BUT THEY DIDN'T REALLY HAVE ANYBODY THERE TEACHING THEM MATH.

AND SO WE'VE REALLY HAD TO GO BACK AND IF THEY WERE A FOURTH GRADER DURING COVID, WHEN THEY CAME BACK IN FIFTH GRADE, WE HAD TO GO BACK AND RETEACH A LOT OF THE THINGS THAT WERE SUPPOSED TO BE TAUGHT IN FOURTH GRADE.

AND SO JUST HAVING TO SPIRAL THAT INFORMATION IN.

ONE OF THE THINGS THAT WE'VE REALLY NOTICED IN MATH IS YOU HAVE TO GET AWAY FROM JUST I'M GOING TO COMPLETE A WORKSHEET AND BY COMPLETING 20 PROBLEMS, I'M NOW GOING TO UNDERSTAND THE CONCEPT.

THAT'S HOW I LEARN MATH AND THAT DIDN'T TURN OUT SO WELL.

WE KNOW THAT JUST FILLING OUT A WORKSHEET, YOU CAN CHECK IT OFF, BUT YOU DON'T HAVE THAT UNDERSTANDING, AND SO REALLY FOCUSING ON CREATING HIGH LEVERAGE TASKS WHERE KIDS ARE ASKED TO TAKE THE CONCEPTS AND APPLY THEM IN DIFFERENT WAYS.

BECAUSE WITH THE NEW STAAR REDESIGN, IT'S NOT ALL MULTIPLE CHOICE.

NOW THEY'RE HAVING TO DRAG AND DROP AND THEY'RE TO ACTUALLY GRAPH ON THE COMPUTER.

JUST HELPING THEM UNDERSTAND HOW TO TAKE A CONCEPT,

[01:05:04]

JUST REALLY LOOKING AT OUR CURRICULUM DOCUMENTS, AND LOOK AT THE TASK, WHAT IS IT THAT WE'RE ASKING KIDS TO DO? BECAUSE IF YOU GIVE THEM A HIGH LEVEL TASK, YOU'RE MORE LIKELY TO GET HIGH LEVEL PERFORMANCE.

IF YOU GIVE THEM A LOW LEVEL TASK, YOU'RE GOING TO GET LOW LEVEL PERFORMANCE.

REALLY HONING IN ON THE ACTUAL THINGS WE'RE ASKING KIDS TO BE ABLE TO DO AND NOT JUST COMPLETE A WORKSHEET, JUST TO SAY WE'VE DONE IT, AND MOVE ON.

>> THANK YOU. ONE OTHER QUESTION.

I KNOW YOU MENTIONED MULTI DISCIPLINARY COLLABORATION AND CALIBRATION.

I THINK THAT'S PHENOMENAL.

SO WHAT'S WORKING IN SCIENCE, SO TO SPEAK, YOU AND YOUR TEAM TALK TO THOSE TEACHERS, AND SEE IF THE SAME PROCEDURES AND METHODOLOGIES COULD WORK IN ENGLISH.

WOULD YOU ALL COME BACK AND SHARE THAT WITH US?

>> YEAH. ABSOLUTELY. WE ACTUALLY TALKED A LITTLE BIT ABOUT THAT TODAY IN SOCIAL STUDIES.

WITH THE STAAR REDESIGN, THEY'RE WRITING ACROSS CONTENTS NOW.

AND SO WHEN THEY WRITE FOR THE ENGLISH TEST, A LOT OF TIMES THEY'RE WRITING ABOUT SOMETHING THEY STUDIED IN SOCIAL STUDIES OR SCIENCE.

BUT THERE'S ALSO WRITING ON THE SCIENCE TEST AND THE SOCIAL STUDIES TEST.

OUR KIDS DID NOT DO WELL ON THE WRITING PORTION OF THE SOCIAL STUDIES TEST, THE SHORT CONSTRUCTED RESPONSES.

AND SO WE IDENTIFIED THAT AS AN AREA THAT WE NEED TO FOCUS ON.

WHEN WE GET BACK TO BACK TO SCHOOL PD AND TRAINING, THAT'S SOMETHING THAT WE'RE GOING TO HIT HARD WITH THE TEACHERS, IS THAT SHORT CONSTRUCTED RESPONSE AND HOW TO GET OUR TEACHERS TO HAVE KIDS WRITE A LITTLE BIT A LOT IN ALL CONTENT AREAS.

WE'LL MAKE THAT A FOCUS OF OUR PD IN AUGUST.

>> EXCELLENT. I KNOW PARENTS WILL BE HAPPY TO HEAR THAT KNOWING THAT WHEN OUR KIDDOS COME HOME WITH WRITING IN MATH, WE WILL KNOW WHY.

WE APPRECIATE ALL THE WORK THAT YOU ALL ARE DOING.

I LOVE YOUR QUOTE, I'M GOING TO USE IT, BUT I'LL GIVE YOU CREDIT WHERE YOU SAID, I'M NOT GOING TO PLAGIARIZE.

WHERE YOU SAID, KNOW THE KIDS BY NAME AND BY NEED.

I APPRECIATE THAT PHILOSOPHY.

THANK YOU AND YOUR TEAM FOR SUCH A GREAT WORK THAT YOU'RE DOING. THANK YOU.

>> THANK YOU.

>> MR. TIPPING.

>> YES. THANK YOU FOR YOUR PRESENTATION.

FIRST, I'LL JUST SAY, I APPRECIATE THE FACT OF TALKING TO LAMAR.

I REMEMBER AT THIS TIME LAST YEAR, WE SAW THOSE NUMBERS AND THERE WAS THAT DISCUSSION HAD ABOUT THEIR OUTPERFORMING.

>> HEY, WHAT ARE THEY DOING?

>> AND WHAT ARE THEY DOING? AND SO I APPRECIATE THE FACT THAT WE CAN SEE SOMEBODY DOING BETTER THAN US, AND WE'RE NOT GOING TO HAVE THAT.

WE'VE GOT TO FIGURE OUT A WAY TO BE BETTER THAN THEM. I DO APPRECIATE THAT.

I DO HAVE ONE QUESTION.

YOU HAD MENTIONED THAT IN A COUPLE OF GRADE LEVELS AND SUBJECT LEVELS ACROSS THE STATE, THE SCORES HAD PLUMMETED.

>> WE REALIZED THAT MAY NOT BE AN ISSUE SO MUCH WITH THE WAY WE'RE TEACHING.

IT MAY BE AT A DIFFERENT LEVEL THAT THOSE ISSUES ARE AT.

YOU SAID THAT WE'RE DOING SOME ROOT CAUSE ANALYSIS AND EVALUATING THE TESTS AND OUR CURRICULUM.

HOW DO WE MAKE SURE THAT WE DON'T OVERCORRECT SO THAT THEN WE'RE TEACHING TO THE TEST?

>> WELL, I THINK THE MOST IMPORTANT THING IS OUR COORDINATORS, OUR INSTRUCTIONAL COACHES, OUR EXECUTIVE DIRECTORS, OUR PRINCIPALS, THEY HAVE TO KNOW THE TEAK AND THE STANDARD.

WHAT DOES THE STANDARD SAY THAT KIDS NEED TO KNOW AND BE ABLE TO DO? IF WE STAY FOCUSED ON TEACHING THAT WITH FIDELITY AND NOT CHANGING, THE STATE HAS GIVEN US THE TEAKS, AND SO WE HAVE TO TAKE THAT AND THEN MAKE SURE THAT ALL OF OUR CURRICULUM DOCUMENTS, ALL OF OUR TASK, ALL OF OUR FORMATIVE ASSESSMENTS, ALL OF OUR SUMMATIVE ASSESSMENTS ARE TRULY LINED UP AND CALIBRATED TO WHAT THE STATE SAYS THE KIDS HAVE TO KNOW.

BECAUSE WE CAN'T GUESS AND SAY, WELL, THIS YEAR, THEY TESTED IT THIS WAY, SO LET'S TEACH IT THIS WAY.

WE KNOW THAT IF THE STANDARD SAYS THEY NEED TO BE ABLE TO APPLY A CONCEPT, WE'VE GOT TO TEACH THE MATERIAL IN A WAY THAT THEY CAN APPLY IT, NOT JUST RECITE IT.

JUST LOOKING AT THE VERBS AND WHAT IT'S ASKING KIDS TO DO AND MAKING SURE THAT KIDS HAVE EXPERIENCE WITH THE CONTENT IN THE WAY IT'S GOING TO BE TESTED.

WE JUST START EVERYTHING WITH THE STANDARD AND THEN GO FROM THERE, BECAUSE IF WE START DEBATING, WELL, WHAT IF, THAT'S WASTED TIME AND YOU CAN GO DOWN A RABBIT HOLE AND NOT BE ANY BETTER FOR IT.

JUST REALLY STAYING FOCUSED ON THOSE ESSENTIAL STANDARDS AND THINGS THAT KIDS HAVE TO KNOW AND BE ABLE TO DO WHEN THEY LEAVE A CERTAIN GRADE LEVEL.

>> THANK YOU. I DO HAVE A COUPLE OF QUESTIONS AND JUST SOME COMMENTS.

I KNOW WE KEEP GOING BACK TO THE CCMR DATA, BUT TO ME, THIS IS SO IMPRESSIVE.

[01:10:01]

BUT WHEN I LOOK AT THIS NUMBER, THE TEST NUMBERS ARE IMPORTANT STAR NUMBERS, WE HAVE TO LOOK AT THOSE.

BUT KNOWING THAT OUR KIDS ARE GRADUATING AND READY TO MOVE ON TO WHATEVER THEY NEED TO DO, WHETHER IT IS TO GO TO COLLEGE, THIS SHOWS THAT THEY ARE ACTUALLY READY, SO WE'RE PREPARING THEM AND WHATEVER THEY DO.

THIS JUST BLEW ME AWAY WHEN I SAW THIS CHART THE OTHER DAY.

GREAT WORK TO EVERYBODY THAT HAS PUT WORK INTO THIS.

WE APPRECIATE IT SO MUCH, AND I CAN'T WAIT TO SEE WHAT IT LOOKS LIKE NEXT YEAR.

IT'S A HUGE IMPROVEMENT.

SAME WITH THE INDUSTRY-BASED CERTIFICATIONS.

I REMEMBER BEING BLOWN AWAY LAST YEAR ON THE INCREASE AND THEN WE'RE UP AGAIN.

SAME. THESE KIDS ARE LEAVING OUR DISTRICT WITH AN UPPER HAND IF THEY WANT TO GO RIGHT INTO THAT INDUSTRY OR EVEN INTO COLLEGE.

THIS IS SOMETHING THAT THEY CAN TAKE WITH THEM.

GREAT WORK ON THAT JUST WHEN I THOUGHT IT COULDN'T GET ANY BETTER.

SINCE YOU MENTIONED THE INSTRUCTIONAL COACHES, WE'LL GO BACK TO LAMAR CISD.

LIKE MR. TIPPING SAID, I REMEMBER LAST YEAR AT THIS TIME WHEN WE WERE LIKE, WHAT ARE THEY DOING? I WAS GLAD THAT YOU MENTIONED THAT THEY HAVE INSTRUCTIONAL COACHES.

I KNOW THAT WE HAVE THEM IN THE DISTRICT.

I WAS CURIOUS, AND IF YOU DON'T KNOW OFF THE TOP OF YOUR HEAD HOW MANY WE HAVE.

CAN YOU JUST EXPLAIN JUST REALLY BRIEFLY WHAT THEIR ROLE IS AND WHAT THEY DO?

>> ABSOLUTELY. I CAN GIVE YOU SCIENCE AND SOCIAL STUDIES AS A PERFECT EXAMPLE.

SOCIAL STUDIES, WE HAVE A SECONDARY COORDINATOR AND AN ELEMENTARY COORDINATOR, AND WE HAVE ONE COACH.

THEN SCIENCE, WE HAVE AN ELEMENTARY COORDINATOR, A SECONDARY COORDINATOR, AND ONE COACH.

IN ENGLISH AND MATH, WE HAVE AN ELEMENTARY AND SECONDARY COORDINATOR FOR EACH OF THOSE.

THEN IN MATH, GEORGI IS A FIVE COACHES, AND IN ELA, IT'S FIVE OR SIX COACHES.

THEIR JOBS ARE ALL REALLY DRIVEN BY CAMPUS NEED.

BUT IF I'M AN ELEMENTARY ENGLISH LANGUAGE ARTS COACH, I'LL LOOK AT THE DATA OVER THE SUMMER.

I HELP DELIVER PD AT THE START OF SCHOOL.

IF WE'VE GOT A TEAM OF NEW THIRD GRADE READING TEACHERS AT A CAMPUS, I'LL GO AND COACH THEM AND HELP THEM UNDERSTAND HOW TO USE THE CURRICULUM DOCUMENTS.

I'LL GO IN AND I'LL MODEL A LESSON ON HOW A TOPIC SHOULD BE TAUGHT.

IF WE HAVE A TEACHER ON A TEAM THAT'S STRUGGLING, I MAY WORK WITH AN INDIVIDUAL TEACHER OR I COULD WORK WITH A WHOLE TEAM.

THEY DO THAT AT ALL THE DIFFERENT CAMPUSES.

AGAIN, SINCE WE DON'T HAVE ENOUGH FOR EVERYBODY TO HAVE THEIR OWN, WE REALLY LOOK AT THE DATA AND DETERMINE WHICH CAMPUSES NEED MORE SUPPORT.

SOMETIMES THEY SIT AND WORK WITH THEIR PLC AS THEY'RE PLANNING THEIR LESSONS AND PLANNING THEIR ASSESSMENTS.

SOMETIMES IT'S LITERALLY, I'M GOING TO GO INTO THIS CLASSROOM, AND I'M GOING TO TEACH THIS LESSON, HIGH QUALITY LESSON SO THAT YOU CAN SEE IT, LEARN IT, AND THEN TURN IT AROUND AND DO IT IN YOUR CLASS.

THE HELP THAT THEY PROVIDE JUST REALLY DEPENDS ON WHAT THE CAMPUS NEEDS, WHETHER IT'S A TEACHER ISSUE OR A CURRICULUM ISSUE OR A DELIVERY ISSUE.

>> THANK YOU FOR THAT. I THINK THAT THAT REALLY SHOWS THE VALUE AND WHAT THEY DO EVERY DAY, AND ESPECIALLY IF WE'RE LOOKING AT ANOTHER DISTRICT THAT DOES HAVE MORE ACCESS TO THOSE ON EACH CAMPUS, AND IT DOES SHOW THE IMPORTANCE OF HAVING THOSE POSITIONS.

>> ANOTHER REALLY IMPORTANT THING THEY DO IS THEY HELP WRITE THE CURRICULUM.

THAT'S A BIG PIECE OF IT AS WELL.

>> GREAT. I THINK THAT'S IT.

I APPRECIATE YOUR TIME. GREAT JOB.

>> GO RIGHT AHEAD.

>> MISS YOUNG, DO NOT WALK AWAY.

WHAT I WANTED TO SAY IS, I THINK THIS IS YOUR LAST PRESENTATION.

YOU EVEN HAVE YOUR SUPPORT TEAM OUT HERE.

BUT WHAT I WANT TO SAY IS, WHAT A WAY TO DELIVER A FINAL PRESENTATION.

IT'S INCREDIBLE DATA, AND IT'S A TESTAMENT TO YOU AND YOUR TEAM AND YOUR LEADERSHIP OVER THE LAST 4.5 YEARS THAT YOU'VE BEEN THE HEAD OF CURRICULUM AND INSTRUCTION FOR MANSFIELD ISD.

YOU TOOK US FROM A REALLY LOW PLACE AFTER COVID, AND YOU HAVE DONE AN INCREDIBLE JOB LEADING THAT DEPARTMENT, AND I JUST WANTED TO ACKNOWLEDGE YOU AND THANK YOU FOR THAT.

>> THANK YOU.

>> I WILL COME UP WITH SOMETHING FOR NEXT MONTH.

>> THANK YOU. [APPLAUSE]

>> WE ARE GOING TO MOVE ON TO ITEM 9, WHICH IS PUBLIC COMMENTS.

IT'S MY UNDERSTANDING WE DON'T HAVE ANY PUBLIC COMMENTS THIS EVENING, IS THAT CORRECT? I WILL SKIP THE LONG PARAGRAPH AND MOVE

[10. Human Resources Report]

>> I THINK THIS HUMAN RESOURCES REPORT, THIS IS OUR 20 PLUS YEARS.

SO THIS IS WHERE I THINK,

[01:15:01]

>> I'VE GOT A LIST FOR YOU OF MANSFIELD ISD OVER 20 YEARS.

I WANTED TO MAKE SURE THAT WE ACKNOWLEDGED SOAD ALI WITH 23 YEARS OF TEACHING EXPERIENCE WITH 23 AT MISD, KATHY BARKER, 33 YEARS IN EDUCATION, 20 WITH MISD, CHRISTOPHER COURSEY, 30 YEARS IN EDUCATION, 24 WITH MISD, CYNTHIA DANDRIDGE, 24 YEARS IN EDUCATION, 22 WITH MISD, AND EMILY YOUNG, 27 YEARS IN EDUCATION,21 WITH MISD.

THANK YOU SO MUCH FOR ALL YOU DO FOR ALL OF OUR STUDENTS.

[APPLAUSE]

>> THANK YOU SO MUCH.

WE'RE GOING TO MOVE ON TO ITEM 11,

[11. Business Items Requiring Board Action]

I'M SO SORRY. AT 10.2, DR. CANTU. I APOLOGIZE.

>>I WOULD JUST ASK THAT YOU GUYS APPROVE THE RECOMMENDATION AS PRESENTED.

>> MAY I RECEIVE A MOTION TO APPROVE THE BOARD NEW HIRES? FIRST IS DR. REED, AND A SECOND IS MRS. ANDERSON.

ANY QUESTIONS? ALL THOSE IN FAVOR, PLEASE RAISE YOUR HAND.

ALL THOSE OPPOSED? THE MOTION PASSES 7-0.

NOW WE ARE MOVING ON TO 11.1. SORRY ABOUT THAT, GUYS.

11.1, CONSIDERATION AND APPROVAL OF THE FIRST AND ONLY READING OF THE MISD LOCAL DATE POLICIES FFAC LOCAL, FN LOCAL AND FO LOCAL.

MAY I PLEASE RECEIVE A MOTION TO APPROVE THESE RECOMMENDATIONS.

FIRST BY COURTNEY WILSON. COULD I HAVE A SECOND? BY CRAIG TIPPING. DO YOU HAVE ANY QUESTIONS? ANY COMMENTS? YES, MA'AM. DR. CRUTCHFIELD.

>> THANK YOU. I KNOW WHEN WE HAVE POLICY CHANGES, WE ARE HIGHLIGHTING THOSE CHANGES IN BLUE, AND I THINK IT'S IMPORTANT TO JUST BRING THE COMMUNITY ALONG WITH US.

MR. WRIGHT, IF YOU COULD JUST BRIEFLY SUMMARIZE SOME OF THE CHANGES, WHY THEY WERE NEEDED AND HOW THEY'LL IMPACT US, I DON'T THINK IT WAS VERY MANY.

>> ABSOLUTELY. THESE CHANGES, FIRST OF ALL, FFAC IS A SLIGHT DEVIATION THAT NURSES IN OUR DISTRICT MUST FOLLOW.

IN THE PAST, WHAT OCCURS AND THIS IS LAYMAN'S TERMS THAT I'M GOING TO TELL YOU ABOUT IS PARENTS WOULD EITHER PROVIDE NON-PRESCRIPTION MEDICATION OR PRESCRIPTION MEDICATION WITH DOCTOR'S ORDERS, BRING IT TO SCHOOL, NURSES WOULD ADMINISTER THAT MEDICATION.

NOW THE CODE THAT THEY HAVE TO FOLLOW IS THAT SAME SITUATION.

HOWEVER, IT MUST ALSO HAVE THE DOCTOR'S ORDER THAT FOLLOWS AND IS TO THE NURSE TO GIVE THAT MEDICATION.

A LITTLE BIT DEVIATION, IT'S GOING TO PROVIDE SOME ANGST MAYBE A LITTLE BIT.

ONCE YOU HOPEFULLY PASS THIS, WE'LL WORK WITH HUMAN HEALTH SERVICES AND COMMUNICATION TO GET A WORD OUT SO THAT IT WON'T BE AS DIFFICULT AS POSSIBLE ON PARENTS AND STUDENTS FOR THAT MEDICATION.

FO POLICY IS SOMETHING THAT WE FEEL LIKE WE NEED TO PUT IN POLICY BECAUSE OF SOME NEW INTERPRETATIONS AT THE STATE LEVEL.

THEIR INTERPRETATION NOW IS THAT WE CANNOT

[01:20:01]

YOU CAN DO ONE OR THE OTHER.

THERE ARE TIMES WHEN WE NEED BOTH, AND SO WE NEED TO PUT IT IN POLICY SO THAT WE CAN TAKE ADVANTAGE OF THAT.

THEN FNF IS A SAFETY PRECAUTION FOR OVERNIGHT TRIPS SO THAT WE CAN SEARCH STUDENTS BAGS BEFORE THEY LEAVE FOR THAT TRIP IS THE ESSENCE OF THAT POLICY.

THAT'S ALL THREE OF THE POLICIES.

>> IT SOUNDS LIKE SAFETY, FAIRNESS, MEDICATION ADMINISTRATION.

IT SOUNDS LIKE WITH SCHOOL COMING UP, YOU USE THE WORD ANGST.

WE GOT TO GET THE INFORMATION OUT THERE, AND THAT'S THE REASON FOR THE FIRST AND ONLY READING PIECE.

>> CORRECT. WE WE NEED TO GET COMMUNICATIONS AND OUT TO BOTH TO COMMUNICATIONS SO THEY CAN HELP US IN ALL THREE AREAS TO NOTIFY PARENTS AND STUDENTS.

THAT IS CORRECT. GREAT. THANK YOU.

>> MRS. WILSON.

>> I DID WANT TO SAY THANKS TO YOU AND YOUR TEAM, DAVID, BECAUSE THIS WAS NOT BROUGHT TO US IN REGULAR UPDATE THAT WOULD MAKE IT BLATANT AWARE THAT WE NEEDED TO DO THIS.

YOU GUYS WERE ON TOP OF IT AND CAUGHT THAT THESE WERE CHANGES THAT WE NEEDED TO MAKE AND GET THEM DONE IN TIME FOR SCHOOL SO THAT WE HAVE PLENTY OF TIME TO COMMUNICATE WITH THE PARENTS.

I APPRECIATE THAT, DAVID.

I KNOW THAT IT WASN'T HANDED TO YOU ON A LITTLE PLATTER LIKE SOMETIMES THE UPDATES ARE.

THIS WAS TOTALLY YOU GUYS DOING THE WORK. THANKS.

>> THANK YOU.

>> ANY OTHER QUESTIONS? CAN I PLEASE SEE A SHOW OF HANDS.

ALL THOSE IN FAVOR, RAISE YOUR HAND.

MOTION PASSED 7-0.

MOVING ON TO 11.2, CONSIDERATION AND APPROVAL OF THE 2024-2025 CODE OF CONDUCT.

MAY I PLEASE RECEIVE A MOTION TO APPROVE THESE RECOMMENDATIONS?

>> SO MOVED.

>> SECOND.

>> MOVED BY COURTNEY WILSON.

SECOND AND BY MICHELLE NEWSOM.

ANY QUESTIONS? MR. TIPPING.

>> THANK YOU. I DON'T REALLY HAVE A QUESTION SPECIFIC TO THE CODE OF CONDUCT MORE ABOUT WHAT IT INVOLVES IN GENERAL AND SO FORTH.

I KNOW WE'VE HAD A LOT OF DISCUSSION OVER THE PAST COUPLE OF YEARS OF DISCIPLINE AND SO FORTH BEING A PRIMARY CONCERN OF OURS, BOTH US AS A BOARD, BUT ALSO ADMINISTRATION AND SO FORTH, IT SEEMS TO HAVE HAD A RISE SINCE THE PANDEMIC AND WHATNOT IN DISCIPLINARY ACTIONS AND SO FORTH.

THE REASON I WANT TO BRING THIS UP IS BECAUSE IT SEEMS LIKE THIS IS THE BIGGEST IF YOU WANT TO CALL AN ISSUE THAT WE HEAR ON A REGULAR BASIS, WHETHER IT BE FROM PARENTS OR TEACHERS OR ADMINISTRATION OR THE COMMUNITY IN GENERAL AND SO FORTH.

I KNOW THAT WE'RE WORKING IN THE RIGHT DIRECTIONS.

BUT I HAD A QUESTION OR TWO JUST INVOLVING THAT.

BECAUSE ONE OF THE THINGS WE HEAR IS THAT A LOT OF TIMES MAYBE STUDENTS AREN'T SERVING OUT A FULL DISCIPLINARY ACTION OR SOMETHING ALONG THOSE LINES.

WHETHER THAT'S TRUE OR NOT, THAT'S THE NARRATIVE THAT WE HEAR AND SO FORTH.

BUT MY QUESTION IS REALLY, ARE THERE SCENARIOS? ARE THERE REASONS WHY MAYBE THOSE AREN'T BEING COMPLETELY SERVED OUT OR FULFILLED, WHATEVER TYPE OF ACTION IT IS.

I DON'T KNOW IF MR. WRIGHT WANTS TO ANSWER THAT OR TO YOU, DR. CANTU.

>> MR. WRIGHT.

>> CERTAINLY.

>> YES, SIR.

>> THE BEST ANSWER I'LL GIVE YOU, MR. TIPPING, IS YES AND NO.

I DON'T MEAN I DON'T MEAN TO BE TRIED OR ANYTHING LIKE THAT.

I BELIEVE THAT THERE THERE PROBABLY ARE ARE SOME TIMES WHERE STUDENTS AREN'T FULFILLING THEIR ENTIRE PLACEMENTS.

WE'VE TALKED ABOUT IN STUDENT SERVICES, MATT BROWN AND I ABOUT THAT.

WHAT WE'RE TALKING ABOUT THERE IS STUDENTS THAT HAVE BEEN PLACED IN BI OR THAT TYPE OF THING.

TO KEEP A TIGHTER REIN ON WHO GETS

[01:25:03]

THAT DOES OCCUR.

WE WANT TO CURTAIL THAT OR HAVE SOME SAY SO ON THAT.

BUT WE'LL ALSO TELL YOU THAT THERE ARE PRINCIPALS THAT WILL TELL US THAT THIS STUDENT AND THIS STUDENT CANNOT BE LET OUT FOR GOOD BEHAVIOR, BUT THESE STUDENTS CAN.

IT JUST DEPENDS ON THE PRINCIPAL.

>> NOW, BUT IF IT'S A CAMPUS DECISION OR I SHOULD SAY IF IT'S A CAMPUS BEHAVIOR AND A CAMPUS ASSIGNMENT, I WOULDN'T KNOW ABOUT THAT AND WE CAN START HAVING THOSE CONVERSATIONS, BUT ANY OF THOSE ASSIGNMENTS WITH THE EXCEPTION OF THE DISCIPLINE THAT HAPPENS LIKE IN THE HIGH SCHOOL OF THE DEAP THAT'S ON CAMPUS WOULD BE THREE DAYS OF IN SCHOOL SUSPENSION, THREE DAYS OF OUT OF SCHOOL SUSPENSION, THOSE ARE THE PRINCIPLES UNDER THE PRINCIPAL'S CONTROL.

WE CAN HAVE THOSE CONVERSATIONS.

I JUST DON'T KNOW IF THEY'RE MAKING THOSE CALLS AND LETTING STUDENTS OUT.

NOW, I WILL TELL YOU THERE ARE OTHER SITUATIONS THAT WE'RE AWARE OF THAT MAY MAYBE THE TEACHERS ARE NOT AWARE OF AND REALLY SHOULDN'T BE AWARE OF, AND I DON'T MEAN THAT NEGATIVELY, BUT THAT STUDENTS THAT ARE EITHER A MANIFESTATION DETERMINATION IN SPECIAL ED, WHERE THE KID WAS PROBABLY DETERMINED THAT HE WAS GOING TO GO TO BIC FOR 30 DAYS, BUT THE MANIFESTATION DETERMINATION DETERMINED THAT IT WAS PART OF HIS DETERMINATION THAT IT WASN'T HIS FAULT, I GUESS, I WOULD SAY IN BETTER TERMS, THEN HE COMES BACK TO CAMPUS BY LAW.

THERE'S OTHER THINGS THAT ARE JUST LAW THAT WE WORK WITH CAMPUSES TO SAY, THIS IS LAW, THIS IS NOT LAW, THIS IS WHAT YOU CAN DO, THIS IS WHAT YOU CAN'T DO, BUT OUTSIDE OF THAT, WE JUST WORK WITH CAMPUSES TO SAY, THIS IS THE RANGE, THIS IS UP TO YOU, WHATEVER YOU FEEL LIKE YOU CAN DEFEND, WE'LL HELP YOU.

>> MISTER, OFFER CLARIFICATION, YOU WERE YOU WERE SAYING THAT THE MANIFESTATION DETERMINATION BASICALLY SHOWS THAT IT IS WHATEVER THE BEHAVIOR WAS SENDING THE STUDENT TO BIC WAS A FUNCTION OF HIS OR HER DISABILITY?

>> YES. EXACTLY. BETTER SAID THAN I DID.

>> JUST A FOLLOW UP BECAUSE YOU MENTIONED THERE AT THE END CERTAIN THINGS ARE JUST DETERMINED BY LAW, THEY'RE OUT OF OUR HANDS AT A DISTRICT LEVEL BECAUSE THEY'RE DETERMINED AT THE STATE LEVEL WHAT WE CAN OR CAN'T DO AS FAR AS DISCIPLINARY ACTION.

>> YES. SOME THINGS ARE WITHIN OUR CONTROL, SOME THINGS ARE OUT OF OUR HANDS BECAUSE OF STATE, SOME THINGS ARE OUT OF OUR HANDS BECAUSE OF FEDERAL.

>> THANK YOU. I DID JUST HAVE ONE OTHER QUESTION.

WE'RE SHIFTING TO A DIFFERENT TOPIC WITHIN THE CODE OF CONDUCT AND SO FORTH.

I KNOW IN THE PAST THAT WE'VE USED DOGS FOR SEARCHES AND SO FORTH.

I KNOW MAYBE THAT HASN'T BEEN AS MUCH OF A NEED SINCE WE PUT OTHER TOOLS IN PLACE AND SO FORTH.

I JUST DIDN'T KNOW, THIS IS FOR MY OWN PERSONAL KNOWLEDGE, MAYBE SOMEBODY ELSE WANTS TO KNOW, BUT ARE WE STILL UTILIZING SEARCH DOGS AND SO FORTH? BECAUSE WE MENTIONED SEARCHES IN ONE OF OUR POLICIES.

WHAT'S BEING UTILIZED FOR THOSE SEARCHES?

>> THAT'S A GOOD QUESTION.

WE DID NOT LAST YEAR BECAUSE WE USED THE FUNDS THAT WE HAD ALLOCATED FOR EVOLVE,

[01:30:08]

WE'RE STILL DOING EVOLVE.

WE'RE MOVING EVOLVE DOWN TO THE ELEMENTARIES, BUT WE'VE ALLOCATED SOME FUNDS TO DO SOME CLASSROOM SEARCHES, DOG SNIFFING OF BAGS AT THE MIDDLE SCHOOLS AND AT THE HIGH SCHOOLS.

>> ANYONE ELSE? YES, DR. REED.

I DIDN'T HAVE A QUESTION, BUT I DID WANT TO MAKE A POINT OF CLARIFICATION.

THOSE ARE GREAT QUESTIONS, MR. TIPPING, ARE YOU SAYING MR. WRIGHT AND DR. CANTU WE'RE NOW VOTING ON THE STUDENT CODE OF CONDUCT, BUT WE'RE STILL IN THE PROCESS OF WORKING THINGS OUT TO ENSURE THAT WE MAINTAIN THE SAFETY AND INTEGRITY OF OUR STUDENTS AS WELL AS ALL PERSON STAFF, FACULTY ON CAMPUSES, BUT THESE THINGS ARE IN PLACE, AND THEN WE'RE DOING THIS SPECIFICALLY BECAUSE THE SCHOOL YEAR IS BEGINNING AND WE WANT TO ENSURE EVERYONE WHO'S ON THE CAMPUSES, EVERYONE WHO LOVES AND CARES FOR OUR KIDDOS WILL HAVE THE PROPER TRAINING, AND WE WILL BE ABLE TO GIVE THEM ACCESS TO EVERYTHING NECESSARY TO DO SO.

>> YEAH, THAT'S EXACTLY CORRECT.

WHILE WE'RE ON THAT SUBJECT, I JUST WANT YOU TO UNDERSTAND, WE'LL ROLL OUT THE MIDDLE SCHOOL EVOLVE JUST LIKE WE ROLLED OUT THE HIGH SCHOOL EVOLVE.

THE EVOLVE SYSTEMS ARE ACTUALLY IN THE DISTRICT RIGHT NOW.

WE'RE PLACING THEM IN THE MIDDLE SCHOOLS AS WE SPEAK, BUT WHAT WE'VE BEEN TOLD IS IT'S NOT GOOD TO TRY TO START THOSE WHEN SCHOOL STARTS, SO WE WILL ROLL THEM OUT CAMPUS BY CAMPUS PROBABLY WEEK 2, AND PROBABLY WITHIN 4-5 WEEKS, WE'LL HAVE ALL SCHOOLS DONE JUST LIKE WE DID THE HIGH SCHOOLS.

>> ANYTHING ELSE TO MY RIGHT? TO MY LEFT? YES, DR. CRECHEL [PHONETIC].

>> JUST TO PICK UP ON THE CONVERSATION ABOUT DISCIPLINE.

I THINK WE'RE VOTING ON ADOPTING THE UPDATED STUDENT CODE OF CONDUCT.

I THINK THE ULTIMATE GOAL IS TO MAKE SURE THAT STUDENTS ARE LEARNING IN THE BEST ENVIRONMENT POSSIBLE.

RATHER THAN THAT PUNITIVE APPROACH, IT IS WHERE IS THE BEST PLACE FOR OUR STUDENTS TO BE ABLE TO LEARN? I THINK THAT'S CLEAR IN THE STUDENT CODE OF CONDUCT.

I JUST WANTED TO CLARIFY AS WE'RE VOTING, THE ONLY MAJOR CHANGE TO THE STUDENT CODE OF CONDUCT IS THE FO LOCAL CONCERNING THE USE OF BOTH ISS AND OSS IN TANDEM.

>> THAT'S A GOOD POINT. THE ONLY DIFFERENCE BETWEEN LAST YEAR'S CODE OF CONDUCT AND THIS YEAR'S CODE OF CONDUCT IS THE ADDITION OF THAT IN-SCHOOL SUSPENSION AND OUT-OF-SCHOOL SUSPENSION PIECE THAT WE'RE VOTING ON TONIGHT.

>> THANKS.

>> ANYONE ELSE? I DO HAVE JUST A COUPLE OF QUESTIONS.

JUST SOME QUESTIONS THAT I'VE HAD, A LOT OF PEOPLE HAVE QUESTIONS ABOUT WHAT RESTORATIVE DISCIPLINE LOOKS LIKE.

WHAT IS THAT? HOW DO WE IMPLEMENT IT IN OUR DISTRICT? COULD YOU GIVE US JUST A BRIEF OVERVIEW OF WHAT THAT IS AND HOW WE USE IT OR DON'T USE IT IN OUR DISTRICT?

>> CERTAINLY. IF I DON'T GIVE YOU A REALLY GOOD DEFINITION THAT YOU CAN UNDERSTAND, I'LL BRING MATT UP, BUT RESTORATIVE DISCIPLINE OR RESTORATIVE PRACTICES CAN BE SUCH A VARIETY OF THINGS THAT SOMETIMES YOU DON'T EVEN KNOW YOU'RE DOING RESTORATIVE PRACTICES OR DISCIPLINE, YOU DON'T EVEN KNOW IT.

GIVE YOU AN EXAMPLE. YOU PROBABLY THINK I WAS AN ANGEL, BUT I GOT A FIGHT WHEN I WAS IN EIGHTH GRADE.

>> YOU?

>> YEAH. I DIDN'T WANT TO FIGHT, BUT I GOT IN A FIGHT, BUT IT WAS CLEAR THAT ME AND THE GUY THAT I FOUGHT WITH, WE WERE GOING TO FIGHT AGAIN.

IT WASN'T OVER, AND SO THE NEXT DAY.

NOW, WHAT I DIDN'T KNOW WAS MY MOM CALLED MR. LOVE, MY ALGEBRA TEACHER,

[01:35:09]

>> YOU ARE DROPPING NAMES. THIS IS BEING RECORDED.

>> I DON'T CARE. I DON'T LIKE HIM ANYWAY.

I'M STILL HARBORING THIS.

IT'S IN WEST TEXAS, NOBODY KNOWS.

ANYWAY, MR. LOVE CALLS US IN AND HAS THIS POWWOW WITH US BECAUSE WE WERE FIXING A FIGHT AGAIN, EVEN THOUGH I DIDN'T WANT TO.

THAT POWWOW, THAT RESTORATIVE PRACTICE, THAT'S WHAT THAT WAS.

IT WAS A WAY TO KEEP US TO MEND FENCES, AND REALLY WHAT RESTORATIVE PRACTICES DO, IT'S ABOUT SOCIAL AWARENESS, IT'S ABOUT SELF AWARENESS, IT'S ABOUT RESPONSIBILITY, IT'S ABOUT SELF MANAGEMENT, IT'S ABOUT RELATIONAL SKILLS.

HOWEVER YOU DO IT, WHETHER YOU DO IT IN A BIG GROUP, WHETHER YOU DO IT ONE ON ONE, WHETHER YOU DO IT IN A GROUP OF FOUR, IT'S ABOUT WHAT DO YOU DO WITH A GROUP OF KIDS THAT DON'T KNOW HOW TO INTERACT? IT WORKS SOMETIMES, IT DOESN'T WORK OTHER TIMES.

RESTORATIVE PRACTICES IS PART OF A DISCIPLINE TECHNIQUE? IT'S ONE TECHNIQUE, AND IT'S IN THE CODE OF CONDUCT.

IT'S AMONG 27 TECHNIQUES THAT THE CODE OF CONDUCT TALKS ABOUT.

MOST OF THE TIME, IT IS YOU STILL GET THE PUNISHMENT THAT YOU DESERVED OR WOULD HAVE GOTTEN.

NOT ALL THE TIME, BUT MOST OF THE TIME YOU'RE GOING TO GET THE PUNISHMENT OR THE CONSEQUENCES, AND THEN WE'RE GOING TO DO RESTORATIVE PRACTICES.

>> I THINK THAT THAT WAS GOING TO BE MY MAIN QUESTION IS IS THIS SOMETHING THAT WE JUST PUT AWAY THE CONSEQUENCES AND JUST WORK ON THE RESTORATIVE, OR IS THERE A CONSEQUENCE ASSOCIATED WITH THE RESTORATION OF WHATEVER SITUATION THAT CHILD IS IN? IT SOUNDS LIKE STILL OFTENTIMES THERE'S A CONSEQUENCE.

>> OFTENTIMES.

NOW, IT'S UP TO THE PROFESSIONAL JUDGMENT OF THE TEACHER OR THE ADMINISTRATOR, THE COUNSELOR, THE DIRECTOR, WHOEVER IS DOING THAT, IT'S UP TO THEIR JUDGMENT OF WHAT'S THE BEST SCENARIO, BUT I WILL TELL YOU THIS, WE DON'T RUN RESTORATIVE PRACTICES RIGHT NOW.

WE USED TO, BUT WE DON'T RUN RESTORATIVE PRACTICES OUT OF STUDENT SERVICES.

WE TALK ABOUT WHAT'S THE MATRIX, WHAT DISCIPLINE DOES THE STUDENT GET? IS IT THIS DISCIPLINE? IS IT THAT DISCIPLINE? DID YOU CALL THE PARENT? WHAT SHOULD HAVE HAPPENED? DID YOU SEND THE KID BACK TO THE CLASS? WE TYPICALLY, IN STUDENT SERVICES, DON'T TALK ABOUT RESTORATIVE PRACTICES, ALTHOUGH IT DOES MENTION IT IN THE CODE OF CONDUCT.

THAT'S NOT SOMETHING THAT WE TYPICALLY ARE PART OF OR STRESS.

>> WELL, THANK YOU FOR THAT EXPLANATION.

I THINK OUR FOCUS IS ALWAYS MAKING SURE STUDENTS ARE SAFE THAT THEY'RE LEARNING IN THE CLASSROOM AND THAT TEACHERS FEEL SUPPORTED AND HEARD.

JUST TO PIGGYBACK OFF OF WHAT MR. TIPPING HAS SAID IS A LOT OF THE THINGS THAT WE HEAR ARE THE BIGGEST COMPLAINTS IS STUDENT DISCIPLINE.

JUST MOVING FORWARD, I KNOW WE HAVE A VERY ROBUST DISCIPLINE PLAN.

I THINK A LOT OF THE PROBLEM IN THE COMMUNITY IS THEY DON'T KNOW WHAT WE CAN AND CAN'T DO, AND SO MOVING FORWARD, IT MAY BE SOMETHING THAT WE CAN DISCUSS, POSSIBLY HAVING A PRESENTATION WHERE WE JUST HIGHLIGHT

[01:40:02]

BECAUSE YOU'LL ALWAYS HEAR, WELL, BACK IN MY DAY, THEY WERE GETTING A SPANKING STILL.

A LOT HAS CHANGED, AND I DON'T THINK THAT THE COMMUNITY NECESSARILY ALWAYS UNDERSTANDS WHAT WE CAN AND CAN'T DO BECAUSE IT CHANGES ALL THE TIME, SO I THINK THAT IT WOULD BE BENEFICIAL JUST TO BE AS TRANSPARENT WITH THE COMMUNITY AS WE CAN AND WHAT THAT LOOKS LIKE FOR OUR DISTRICT.

IF WE CAN CONTINUE TO HAVE THAT CONVERSATION AND MAYBE BRING SOMETHING FORWARD, I WOULD APPRECIATE THAT.

ANYTHING ELSE? EVERYBODY GOOD? ALL THOSE IN FAVOR, CAN I SEE A SHOW OF HANDS? PASSES 7-0. WE ARE MOVING ON TO THE CONSENT AGENDA.

[12. Consent Agenda]

DOES ANYONE WANT TO PULL AN ITEM AT THIS TIME?

>> I DO.

>> YES. WHICH ONE?

>> MEETING NOTES OF JUNE 25TH.

>> FROM 12.1?

>> CORRECT. I WASN'T HERE.

>> WE'RE GOING TO VOTE ON THE CONSENT AGENDA MINUS 12.1, AND THEN WE'LL COME BACK AND VOTE ON THAT ONE SEPARATELY.

ANY OTHER ITEMS THAT NEED TO BE PULLED?

>> NO.

>> ALL THOSE IN FAVOR OF APPROVING THE CONSENT AGENDA AS WRITTEN MINUS 12.1, PLEASE RAISE YOUR HAND.

THAT PASSES 7-0.

THEN NOW WE WILL GO BACK TO ITEM 12.1.

[12.1. Approval of Minutes from the June 25, 2024 Regular Board Meeting ]

ANY DISCUSSION? ALL THOSE IN FAVOR, PLEASE RAISE YOUR HAND. ALL THOSE OPPOSED.

[INAUDIBLE] THAT PASSES 6-0.

NOW WE MOVE ON TO ITEM 13, THE SUPERINTENDENT'S REPORT.

[13. Superintendent's Report]

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

>> NO.

>> THAT MOVES US TO ITEM 14, ADJOURNED, AND WE WILL ADJOURN AT 8:50 PM.

* This transcript was compiled from uncorrected Closed Captioning.