Dec 17, 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 WITH THE EXCEPTION OF BIANCA BENEVIDES ANDERSON.

WE'LL NOW MOVE TO CLOSED SESSION,

[3. Closed Session]

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 INTO CLOSED SESSION AT 6:01 PM.

WE WILL NOW RECONVENE FROM CLOSED SESSION AT 7:01 PM.

[4. Reconvene]

PLEASE RISE FOR THE PRAYER LED BY SCHOOL BOARD MEMBER DR. JAN DE CRUTCHFIELD, AND THE PLEDGES LED BY BOARD MEMBER COURTNEY LACKEY WILSON AND THE PRESENTATION OF COLORS LED BY THE MANSFIELD HIGH SCHOOL ROTC.

MANSFIELD HIGH SCHOOL JROTC COLOR GUARD UNDER THE DIRECTION OF SERGEANT FIRST CLASS DANIEL KENNEL, AND CADET SERGEANT MAJOR WESLEY MOORE.

ON MAY 3RD, 2024, THE STORMING TIGERS ARMED COLOR GUARD PLACED FIRST OVERALL IN THE ARMY NATIONAL DRILL TEAM CHAMPIONSHIP IN DAYTONA BEACH, FLORIDA.

IN AUGUST OF 2024, THE MANSFIELD HIGH SCHOOL COLOR GUARD PERFORMED IN THE COMMANDING GENERAL OF THE US ARMY CADET COMMAND CHANGE OF COMMAND AND RETIREMENT CEREMONY.

THEY'RE THE FIRST JROTS TO EVER DO AN ACTIVE DUTY CHANGE OF COMMAND CEREMONY.

MARCHING AT THE POSITION OF AMERICAN GUARD AND CADET CAPTAIN ALEXANDER GENSER, MARCHING AT THE POSITION OF THE AMERICAN FLAG AS THE COLOR GUARD COMMANDER, CADET CAPTAIN ABDUL SHODA, MARCHING AT THE POSITION OF FLAG IS CADET SERGEANT MAJOR WESLEY MOORE, MARCHING AT THE POSITION OF TEXAS GUARD IS CADET STAFF SERGEANT ALAN PRESTON.

>> IF YOU WOULD PLEASE JOIN ME IN OUR PLEDGES.

>>

>>

>> NOW, DR. RUHFELD, WITH OUR PRAYER.

>> PLEASE PRAY WITH ME.

GOD WE THANK YOU SO MUCH FOR BRINGING EVERYONE IN OUR DISTRICT TO THE END OF A SEMESTER.

WE KNOW THAT YOU'VE BROUGHT US THROUGH CHALLENGES, BROUGHT US THROUGH VICTORIES.

WE HONOR YOU AND WE PRAY THAT AS A BOARD, WE CONTINUE TO PUT DISTRICT FIRST, OUR STAFF, AND OUR STUDENTS.

WE PRAY THAT YOU KEEP US ALL SAFE OVER THE HOLIDAY.

THANK YOU FOR EVERY WAY THAT WE'VE BEEN ABLE TO SERVE OUR COMMUNITY, AND WE PRAY THAT YOU BRING US ALL BACK INTO A BRAND NEW YEAR IN JESUS NAME YOU PRAY, AMEN.

>> AMEN.

>> THANK YOU. YOU MAY BE SEATED. WE WILL

[6. District Recognition]

>> YES. I SEE THAT LAURA JOB IS UP THERE AT THE PODIUM.

WE'LL GO OR IS IT LAURA? IS IT LAURIE? THERE WE GO.

I IS LAURI JOB, WHO'S GOING TO DO OUR RECOGNITIONS THIS EVENING.

>> THANK YOU DR. CANTU. GOOD EVENING.

BOARD PRESIDENT FOR DR. CANTU AND MEMBERS OF THE BOARD, CABINET AND TO THE PUBLIC WHO ARE HERE WITH US TONIGHT.

TONIGHT, WE WILL BEGIN OUR RECOGNITIONS WITH OUR SCHOOL BOARD SUPERSTARS.

EACH MONTH DURING THE SCHOOL YEAR, STUDENTS FROM OUR ELEMENTARY SCHOOLS ARE SELECTED TO RECEIVE THE SCHOOL BOARDS SUPER STAR AWARD FOR OUTSTANDING CITIZENSHIP.

[00:05:01]

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.

>> ELIZABETH IS A SUPERSTAR SCHOLAR HERE AT HER SCHOOL BECAUSE SHE CONSISTENTLY SHOWS OUR FIVE PILLARS HERE.

SHE IS COMPASSIONATE, BRAVE, RESILIENT, AMBITIOUS, AND SHE IS RESPONSIBLE, AND SHE IS A FANTASTIC ROLE MODEL.

>> GETTING A SUPERSTAR AWARD IT JUST MAKES ME FEEL PROUD.

>> THE REASON JAMES WAS SELECTED AS A SUPERSTAR WAS HE DOES THESE THINGS EVERY DAY.

FOR EXAMPLE, LAST WEEK, ONE OF OUR STUDENTS WAS UPSET BECAUSE SHE WANTED TO READ TO THE CLASS, AND I SAID, WE DON'T REALLY HAVE TIME BECAUSE OTHER PEOPLE ARE PLAYING AND HAVING FUN.

SHE WAS CRYING AND JAMES SAID, MS. CARRISALEZ, WHAT IF THEY ALL JUST SIT AND KEEP PLAYING AND WE CAN JUST ALL LISTEN TO HER ACROSS THE ROOM READ? BY THE END OF THE STORY, JAMES HAD OUR ENTIRE CLASS WITH THEIR CHAIRS AROUND THE STUDENT LISTENING TO HER READ.

JAMES WALKED UP TO ME AND SAID, MS. CARRISALEZ, LOOK AT HER.

DOESN'T SHE LOOK SO PROUD? THAT JUST SHOWS ME WHAT HEART HE HAS.

>> BEING THE SUPERSTAR IS MAKING ME HAPPY.

I'VE NEVER BEEN A SUPERSTAR BEFORE.

>> I PICKED JASON FOR THE SCHOOL BOARD SUPERSTAR, BECAUSE HE WORKS HARD.

HE COMES IN EVERY DAY EXCITED TO LEARN, AND HE HAS ADJUSTED AND WORKED AMAZINGLY IN MY CLASS, AS WELL AS MS. CARRISALEZ CLASS.

WE ARE ALL JUST SUPER EXCITED AND HAPPY TO HAVE HIM HERE.

>> IT ACTUALLY MAKES ME FEEL A LITTLE PROUD.

MOST OF THE TIME ACTUALLY FEEL A LITTLE HAPPY ACTUALLY.

>> CARTER RAYE WAS CHOSEN AS THE SUPERSTAR BECAUSE SHE IS KIND, SHE IS RESPECTFUL, SHE WORKS HARD EVERY DAY, AND SHE'S JUST ALL AROUND A GREAT STUDENT.

>> BEING THE SUPERSTAR MAKES ME HAPPY.

>> I THINK HE WAS CHOSEN BECAUSE HE IS SUPER GOOD IN BOTH CLASSES, WHETHER IT'S THE READING, MATH SCIENCE, OR SOCIAL STUDIES.

THEN HE ALSO IS, LIKE, A PERFECT BEHAVIOR STUDENT.

>> BECAUSE I DO GOOD IN CLASS EVERY YEAR.

LIKE, I WAS GOOD IN CLASS IN KINDERGARTEN, FIRST GRADE, SECOND GRADE AND THIRD GRADE AND NOW FOURTH GRADE.

>> MS. WRIGHT AND I CHOSE KORBIN AS OUR SUPERSTAR.

IN THE CLASSROOM, KORBIN ASKS REALLY INSIGHTFUL QUESTIONS THAT KEEPS OUR LESSONS INTERESTING AND ENTERTAINING.

KORBIN REALLY PARTICIPATES FULLY IN THE CLASSROOM.

HIS EYES ARE ALWAYS BRIGHT AND EXCITED TO LEARN, AND HIS HAND IS ONE OF THE FIRST ONE THAT ALWAYS SHOOTS UP.

>> KORBIN IS ALSO A GREAT FRIEND, HE'S VERY ENCOURAGING, AND HE LOVES TO SUPPORT THOSE AROUND HIM.

HE'S A GREAT STUDENT, AND HE'S A JOY TO TEACH.

>> BEING THE SUPERSTAR MAKES ME FEEL GOOD.

>> I CHOSE MILA AS MY SCHOOL BOARD SUPERSTAR BECAUSE SHE IS SUCH A KIND FRIEND.

SHE EXHIBITS OUR JANDRUCKO VALUES OF EXCELLENCE, KINDNESS, AND SERVICE TO HER FRIEND.

SHE'S ALWAYS HELPING.

ANYTIME A FRIEND NEEDS HER HELP, SHE IS WILLING TO STEP IN AND ASSIST THEM IN ANY WAY.

>> BEING THE SUPERSTAR MAKES ME HAPPY.

>> PARENTS AND STUDENTS IT'S YOUR SPECIAL TIME.

STUDENTS, AS I CALL YOUR NAME, PLEASE COME FORWARD AND GO TO 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'LL TAKE PICTURES.

FIRST IS JASON BERRY, THIRD GRADER AT LOUIS CAVINESS ACADEMY OF YOUNG SCHOLARS.

[APPLAUSE] NEXT, WE HAVE CHRISTIAN WRIGHT, A FOURTH GRADER AT KENNETH DAVIS ELEMENTARY.

[APPLAUSE] JUST GETTING AHEAD OF MYSELF.

NEXT IS ELIZABETH HUDSON,

[00:10:02]

FROM JAIL BORN ELEMENTARY, THIS IS CARTER RAYE LISSA IN PRE K.

[APPLAUSE] FROM THE JANDRUCKO EARLY LEARNERS ACADEMY, MILA, ALSO IN PRE K. NEXT IS KORBIN STAMPER, SECOND GRADER AT ANIME DALTON ELEMENTARY.

[APPLAUSE] OUR LAST SUPERSTAR THE EVENING IS JAMES LOZANO, A SECOND GRADER AT CHARLOTTE ANDERSON PREPARATORY ACADEMY.

[APPLAUSE].

LET'S GET EVERYONE TOGETHER FOR A PICTURE.

CONGRATULATIONS TO ALL OF OUR STUDENTS AGAIN.

WE'D ALSO LIKE TO GIVE A SPECIAL THANK YOU TO OUR PARENTS, GRANDPARENTS, TEACHERS, AND ADMINISTRATORS WHO ARE HERE WITH US TONIGHT AND HAVE HELPED SHAPE THESE YOUNG LEADERS.

LET'S GIVE ONE MORE ROUND OF APPLAUSE FOR OUR STUDENTS AND THEIR FAMILIES.

[APPLAUSE] THAT CONCLUDES TONIGHT'S RECOGNITIONS.

>> WELL, CONGRATULATIONS TO ALL OF OUR STUDENTS.

NOW IS THE TIME IF YOU WOULD LIKE TO TAKE YOUR KIDDOS HOME AND GET THEM ALL READY FOR BED, YOU ARE MORE THAN WELCOME TO EXIT NOW OR YOU ARE MORE THAN WELCOME TO STAY AND LISTEN TO THE REST OF THE SCHOOL BOARD MEETING.

THANK YOU GUYS SO MUCH FOR COMING.

I DO WANT TO MENTION WHILE EVERYONE'S EXITING.

WE HAVE A LOT OF GOODIES UP HERE THIS EVENING.

LOTS OF DIFFERENT GIFTS THAT WERE GIVEN TO US, BUT I WANTED TO MENTION A COUPLE OF THEM.

WE HAVE THESE FUN PINS, AND THEN ALSO SOME CARDS THAT WERE MADE BY OUR FOWLE STUDENTS.

I BELIEVE BOTH OF THESE WERE PURCHASED AT THE CRAFT FAIR ON SATURDAY.

JUST A SHOUT OUT TO THEM.

THEY DID THE AMAZING JOB CREATING THESE GIFTS.

THANK YOU ALL FOR GETTING THESE FOR US.

I APPRECIATE IT.

>> WE ARE GOING TO MOVE RIGHT INTO OUR PRESENTATIONS, DR. CANTU?

[7. Instructional Focus]

>> YES, MA'AM. I WOULD LIKE TO INVITE DR. TIFFANY SPENCER TO COME FORWARD AND SHARE WITH US A LITTLE BIT ABOUT OUR '24, '25 DISTRICT IMPROVEMENT PLAN.

>> THANK YOU. GOOD EVENING, PRESIDENT FORA, DR. CANTU, AND MEMBERS OF THE BOARD.

THIS EVENING, I'LL BE PRESENTING OUR DISTRICT IMPROVEMENT PLAN FOR THE '24, '25 SCHOOL YEAR.

WE START WITH VISION 2030 AND EVERYTHING THAT WE DO.

IT JUST SO HAPPENS THAT OUR DISTRICT IMPROVEMENT PLAN CLOSELY ALIGNS WITH OUR CORE VALUE OF CONTINUOUS IMPROVEMENT.

A LOT OF THE THINGS THAT I TALKED TO YOU ABOUT THIS EVENING WILL ALIGN TO THE PRESENTATION THAT I GAVE YOU ALL IN SEPTEMBER THAT REALLY TALKED ABOUT THE WORK THAT WE'RE DOING AS A DISTRICT TO REVISIT OUR PROCESS OF CONTINUOUS IMPROVEMENT, AND THE THINGS THAT WE'RE DOING WITH OUR PRINCIPALS AND OUR DIRECTORS AND OUR COORDINATORS TO BE SURE THAT THEY'RE REALLY TIGHT IN THAT PROCESS AND IN THAT SYSTEM AND HOW IT DIRECTLY CORRELATES WITH OUR DISTRICT IMPROVEMENT PLAN AND THE WORK THAT WE'RE DOING THERE.

PART OF HAVING A DISTRICT IMPROVEMENT PLAN IS A LEGAL REQUIREMENT AND IT IS A BOARD POLICY.

YES, WE'RE DOING IT BECAUSE WE'RE A DISTRICT OF CONTINUOUS IMPROVEMENT, BUT IT'S JUST ALIGNS WITH OUR CORE VALUES AND THE THINGS THAT WE DO.

ESSENTIALLY, WHAT THIS SAYS IS THAT OUR DISTRICT AND OUR CAMPUSES ARE TO REVIEW OUR DATA THAT WE HAVE, THINGS THAT WE HAVE IN PLACE, AND TO REALLY DETERMINE IF IT'S BEING EFFECTIVE OR NOT, AND IF WE HAVE SOME AREAS FOR GROWTH TO MAKE A COMPREHENSIVE PLAN, PUT THOSE THINGS IN PLACE AND BE SURE THAT WE'RE MEETING THE NEEDS OF ALL OF OUR STUDENTS.

THAT'S WHAT WE'VE DONE THROUGH THIS PROCESS.

OUR DISTRICT WIDE EDUCATIONAL IMPROVEMENT COUNCIL, DIC, IS WHO YOU WILL HEAR ME REFER TO THEM AS IS A COMMITTEE OR A COUNCIL OF INDIVIDUALS THAT COME TOGETHER IN ORDER TO HELP US WITH THIS PROCESS.

THIS COUNCIL CONSISTS OF TEACHING POSITIONS AND NON TEACHING POSITIONS.

TEACHING POSITIONS, OF COURSE, ARE TEACHERS AND LIBRARIES, THINGS OF THAT NATURE AND OUR NON TEACHING.

ADMINISTRATORS, ASSISTANT PRINCIPALS, COUNSELORS, THOSE PEOPLE THAT DON'T HAVE ACTUAL CLASSES OR KIDS SCHEDULED TO THEM.

THE PROCESS FOR THAT IS THAT OUR CAMPUSES VOTE.

[00:15:01]

CAMPUSES KNOW WHICH POSITION THEY HAVE AVAILABLE, AND SO THEIR COLLEAGUES OUR CAMPUSES VOTE FOR THE PEOPLE THAT ARE ON THIS COMMITTEE.

THESE ARE TWO YEAR TERMS FOR OUR PARTICIPANTS.

WHAT YOU'LL SEE IS THAT A LOT OF ON THE CHARTER, THAT THOSE POSITIONS ARE FOR TWO YEARS, YOU MAY SEE SOME PEOPLE THAT ARE THERE FOR ONE YEAR.

THAT'S BECAUSE OUR PEOPLE GET PROMOTIONS, THEY MOVE TO ANOTHER CAMPUS, ANYTHING LIKE THAT, AND IF THAT HAPPENS, THEN THAT CAMPUS HAS TO REPLACE THAT POSITION FOR ONE YEAR.

ON THAT CHARTER, YOU'LL SEE SOME PLACES WHERE THERE ARE JUST ONE YEAR POSITIONS.

WHAT'S ALSO EXTREMELY IMPORTANT IS THAT THIS COMMITTEE IS DEVELOPED OF ALSO OUR PARENTS, COMMUNITY AND BUSINESS PARTNERS.

WE HAVE THREE PARENT REPRESENTATIVES.

WE HAVE TWO BUSINESS AND TWO COMMUNITY.

>> IF YOU ARE THINKING, WELL, HOW DO I BECOME A PART OF DEIC, HOW DOES THAT PROCESS WORK? THIS YEAR, WE ACTUALLY HAD THREE POSITIONS THAT WERE AVAILABLE.

WE HAD ONE PARENT, ONE COMMUNITY, AND ONE BUSINESS, AND I COLLABORATED WITH OUR COMMUNICATIONS DEPARTMENT AND WITH MS. LAURA JOB.

WE PUT OUT INFORMATION TO THE COMMUNITY.

WE SENT OUT E-MAILS, WE SENT OUT TEXT INFORMATION, WE POSTED ON SOCIAL MEDIA FOR ANYONE THAT WAS INTERESTED IN THESE THREE POSITIONS.

I THINK WE HAD CLOSE TO ALMOST 200 PEOPLE THAT WERE INTERESTED IN THESE THREE POSITIONS.

MS. JOB DID A RANDOM DRAWING FOR THOSE POSITIONS AND THEN WE LET THE PEOPLE KNOW WHO WERE ON THE COMMITTEE.

IT'S JUST BEEN A REALLY GREAT PROCESS TO GET TO COLLABORATE WITH NOT ONLY OUR TEACHERS AND OUR ADMINISTRATORS, BUT ALSO PEOPLE IN THE COMMUNITY, SO OUR BUSINESS OWNERS AND COMMUNITY MEMBERS AND PARENTS JUST TO GET THEIR PERSPECTIVE, BECAUSE WHEN WE'RE IN IT, WE'RE LOOKING AT IT FROM A SCHOOL STANDPOINT.

JUST TO GET THEIR INSIGHT HAS BEEN VERY VALUABLE.

WHAT YOU SEE HERE ARE PICTURES OF OUR ACTUAL COMMITTEE GOING OVER OUR PLANS ON THE PAGE FROM OUR DEPARTMENTS.

OUR DEPARTMENTS CONDUCTED THEIR ONE THING.

REMEMBER, I TALKED TO YOU ALL ABOUT, THEY CONDUCT A ROOT CAUSE ANALYSIS.

THEY LOOK AT THEIR DATA, THEY DEVELOP THEIR ONE THING OF WHAT THEY'RE GOING TO WORK ON.

THEN THEY PUT ACTION PLAN IN PLACE.

WHAT OUR DEIC COUNCIL HAD THE OPPORTUNITY TO DO WAS TO REVIEW ALL OF THE DEPARTMENT PLANS ON A PAGE.

THAT'S WHAT YOU HAVE IN YOUR CONSENT AGENDA TODAY WITH THE DISTRICT IMPROVEMENT PLAN.

THEY WERE ABLE TO PROVIDE FEEDBACK ON REVISING, EDITING.

THEY HAD A LOT OF QUESTIONS ABOUT SMART GOALS AND IF WE TRACK DATA AND WHAT THAT LOOKS LIKE.

I HAD THE OPPORTUNITY TO TALK TO THEM ABOUT OUR PLAN DO STUDY ACT AND WHAT A LEAD MEASURE IS AND LAG MEASURES AND THINGS OF THAT NATURE, SO JUST TO FAMILIARIZE THEM WITH OUR PROCESS.

BUT JUST TO HEAR THEIR FEEDBACK WAS GREAT.

WE TALK ABOUT THAT THEY ARE AN ADVISORY COMMITTEE.

THEY MAKE SUGGESTIONS AND SOME OF THE SUGGESTIONS EVERYONE TAKES AND SOME OF THEM, WE HAVE TO TALK ABOUT WHY IT MAY NOT WORK NECESSARILY FOR A SCHOOL DISTRICT OR FOR A PARTICULAR DEPARTMENT.

SOME OF THE DISTRICT IMPROVEMENT PLAN REQUIREMENTS IS THAT WE ESTABLISH A CHARTER.

THAT'S THE PROCESS THAT I JUST TALKED TO YOU ABOUT.

IT'S A TWO YEAR COMMITMENT.

CAMPUSES VOTE ON THOSE PARTICULAR POSITIONS, AND WHEN WE HAVE OTHER POSITIONS OPENED UP FOR THE COMMUNITY, BUSINESS OR PARENTS, WE GO THROUGH THE PROCESS OF SEEKING VOLUNTEERS.

THEN WE ALSO WORK WITH OTHER DEPARTMENTS.

DR. LADELL, OUR DIRECTOR OF FEDERAL PROGRAMS IN SCHOOL AND PARENT AND FAMILY ENGAGEMENT, WILL COME AND PRESENT AND SHE DID COME AND PRESENT OUR INTENT FOR FEDERAL FUNDS.

HOW DO WE USE TITLE I, TITLE II, TITLE III? WHAT IS THE INTENDED USE FOR THOSE FUNDS? SHE CAME TO PRESENT TO DEIC ON THAT INFORMATION.

OUR ASSESSMENT TEAM WORKS TO DEVELOP AND PUT TOGETHER ALL OF THE DATA FOR OUR COMPREHENSIVE NEEDS ASSESSMENT.

THEY LOOK AT OUR SURVEYS, OUR PARENT SURVEYS, OUR STUDENT SURVEYS, OUR CLIMATE SURVEYS, ALSO OUR STAR DATA, EOC DATA, ALL OF THAT INFORMATION, AND PUT IT INTO A DOCUMENT.

THEN WE LOOK, WHAT DID WE DO WELL? WHAT ARE OUR AREAS FOR IMPROVEMENT AND THEN WE IDENTIFY PRIORITIES FROM THAT.

THEN IN NOVEMBER, WE UPDATE OUR MISD SCORECARD, WHICH IS ONLINE FOR EVERYONE TO VIEW, AND THEN OUR DEPARTMENTS DEVELOP THEIR PLAN ON A PAGE.

GOING THROUGH THAT CONTINUOUS IMPROVEMENT PROCESS, WHY WE'VE BEEN SO INTENTIONAL WITH OUR DIRECTORS AND OUR COORDINATORS AND OUR PRINCIPALS OF REALLY GOING BACK THROUGH THAT CONTINUOUS IMPROVEMENT PROCESS AND REALLY UNDERSTANDING HOW DO WE DEVELOP USING DATA TO DEVELOP A ROOT CAUSE AND REALLY DEVELOPING A INTENTIONAL ONE THING THAT WE'RE GOING TO WORK ON AS A DEPARTMENT OR UNIT.

THEN IN DECEMBER, PLAN FOR AT RISK AND OUR COMPENSATORY EDUCATION, JUST THAT ADDITIONAL MONEY.

WHAT ARE WE DOING FOR OUR AT RISK STUDENTS AND HOW ARE WE USING THAT? FOR OUR PLANNING PROCESS, EVERYTHING FOR US STARTS, OF COURSE, WITH OUR DISTRICT MISSION, VISION AND VALUES, SO VISION 2030.

FOR OUR CAMPUSES, AGAIN, THEIR ONE THINGS TYPICALLY RELATE BACK TO OUR GUIDING STATEMENTS,

[00:20:01]

BUT THOSE GOALS ARE ALL IN ALIGNMENT.

IT'S IMPORTANT FOR DEPARTMENT GOALS AND FOR OUR CAMPUS GOALS TO ALL BE IN ALIGNMENT WITH VISION 2030.

FOR US TO ALL HAVE SCORECARDS, HOW ARE WE PERFORMING? HOW ARE WE COMMUNICATING THAT INFORMATION? THEN JUST KEEPING A CADENCE OF ACCOUNTABILITY.

IF WE SAID WE WERE GOING TO DO IT AND THIS IS THE ADULT BEHAVIOR THAT WE SAID THAT WE WERE REALLY GOING TO WORK ON TARGETING, THEN WHAT IS THE DATA SAYING ABOUT OUR PROCESS AND ARE WE MAKING ADJUSTMENTS ALONG THE WAY? JUST STAYING IN THE CONTINUOUS IMPROVEMENT PROCESS AND HAVING A CADENCE OF ACCOUNTABILITY AND HOLDING OURSELVES ACCOUNTABLE.

THE ALIGNMENT OF THE SYSTEM IS JUST REALLY IMPORTANT.

THESE ARE ALL THE THINGS THAT WE'VE TALKED ABOUT BEFORE AND I'VE SHARED WITH YOU.

BEING SURE THAT WE'RE CONDUCTING A ROOT CAUSE ANALYSIS AND USING DATA TO REALLY DRIVE WHAT WE'RE DOING AS FAR AS THE DISTRICT IMPROVEMENT PLAN.

BEING SURE THAT WE HAVE PLANS ON A PAGE, THAT IS SOMETHING THAT WE CAN LOOK AT VERY QUICKLY TO TELL WHAT ARE WE DOING IN A PARTICULAR DEPARTMENT, WHAT'S OUR FOCUS, AND THEN REALLY STAYING WITHIN THAT CONTINUOUS IMPROVEMENT CYCLE OF PLAN DO STUDY ACT.

REALLY VISITING OUR LEAD AND LAG MEASURES, MAKING ADJUSTMENTS ALONG THE WAY, AND THEN BEING SURE THAT OUR DASHBOARD AND OUR SCORECARD ARE VISIBLE SO THAT PEOPLE KNOW WHERE WE'RE GOING AND HOW WE'RE PERFORMING.

THEN OF COURSE, KEEPING THAT CADENCE OF ACCOUNTABILITY.

THIS IS THE AMAZING GROUP THAT I HAD THE OPPORTUNITY TO WORK WITH THIS YEAR, AND THIS IS OUR DEICI.

COUNSEL, THIS IS MY FIRST YEAR HAVING THE OPPORTUNITY TO COLLABORATE WITH THIS GROUP, AND WE'RE HAVING A REALLY GOOD TIME TOGETHER.

IT'S REALLY GREAT TO HEAR THEIR PERSPECTIVE AND TO USE THAT AS WE DO THE WORK THAT WE DO EVERY DAY.

THAT'S ALL I HAVE FOR YOU.

ANY QUESTIONS?

>> THANK YOU. BOARD MEMBERS, I'M GOING TO START TO MY RIGHT.

DO YOU HAVE ANY COMMENTS OR QUESTIONS? DR. REED.

>> THANK YOU SO MUCH FOR DEMONSTRATING THE THOROUGH WORK THAT YOU DO.

I THINK IT HELPS WHEN WE CAN SEE PICTURES, ROOT CAUSE ANALYSIS, ALL THE DATA.

THERE ARE NO QUESTIONS FROM ME.

I'M JUST THANKING YOU ALL FOR DOING AN EXCELLENT JOB AND THANK YOUR COMMITTEE FOR THE OPPORTUNITY TO WORK WITH YOU AND YOU ALL LISTEN TO EACH OTHER TO SEE WHAT IT'S BEST FOR OUR DISTRICT. THANK YOU SO MUCH.

>> THANK YOU.

>> MR. TIPPING.

>> YES. I DON'T HAVE ANY QUESTIONS.

I JUST APPRECIATE SEEING THE ALIGNMENT THAT HAPPENS ACROSS THE DISTRICT WITH THIS, IN THE DIFFERENT DEPARTMENTS, IN THE DIFFERENT LEVELS, ADMINISTRATIVE OR IN THE CLASSROOM, HOW IT AFFECTS EACH AREA AND SO FORTH.

I THINK THAT ALIGNMENT IS WHAT BUILDS CONSISTENCY, AND THAT CONSISTENCY BUILDS THE STABILITY THAT WE NEED.

I APPRECIATE SEEING THAT.

>> THANK YOU.

>> BOARD MEMBERS TO MY LEFT. DR. CRUTCHFIELD.

>> THANK YOU FOR THE PRESENTATION.

I HAD A QUESTION ABOUT THE PRIORITIES LISTED IN THE ACTUAL DISTRICT IMPROVEMENT PLAN.

THERE ARE A LOT OF THEM.

YOU MENTIONED THE SCORECARD BEING WHERE WE COULD GO TO SEE THOSE UPDATES, ACCOUNTABILITY.

WITH THOSE PRIORITIES, I GUESS ARE THERE STRATEGIC GOALS LISTED TO THAT? IS IT MONITORED AT THE CAMPUS LEVEL? HOW DO WE KNOW, I GUESS, YEAR OVER YEAR, THAT THOSE PRIORITIES ARE ACTUALLY HAPPENING?

>> OUR NUMBER ONE PIECE IS RELATED TO OUR GUIDING STATEMENTS AND THE SCORECARD.

FOR US AT THE DISTRICT LEVEL, WE'RE LOOKING AT THE SCORECARD.

FOR OUR CAMPUSES, THEY'RE MORE LOOKING AT WHAT THEIR ROOT CAUSE IS FOR THEIR PARTICULAR AREA OF NEED.

BUT AGAIN, THAT PLANNING CHART THAT WE LOOKED AT, EVERYTHING IS RELATED BACK TO OUR VISION 2030.

WE'RE REALLY INTENTIONAL WITH PROVIDING THEM FEEDBACK AND OUR CADENCE OF ACCOUNTABILITY MEETINGS.

ARE YOU REALLY ALIGNED TO OUR PRIORITIES AS A DISTRICT AND THAT YOU'RE NOT LEADING TO SOMETHING THAT'S NOT GOING TO SUPPORT VISION 2030 IN OUR GUIDING STATEMENTS.

>> THANKS. THAT WAS IT.

>> ANYONE ELSE TO MY LEFT? THANK YOU SO MUCH. WE APPRECIATE THE PRESENTATION.

I TOO APPRECIATE JUST THE INTENTIONALITY BEHIND EVERY SINGLE STEP, STARTING WITH CREATING THE CHARTER AND THEN MOVING FORWARD, ALIGNING EVERYTHING.

THANK YOU FOR YOUR GOOD WORK.

ALL OF THOSE ARE LOCATED IN THE CONSENT AGENDA IF YOU'D LIKE TO READ ALL THE DIFFERENT ONES, I THINK ITEM 11.5 OR SOMETHING.

THANK YOU SO MUCH. I KNOW THAT THAT TAKES A LOT OF WORK, AND WE APPRECIATE IT.

>> THANK YOU.

>> WE'RE GOING TO CONTINUE TO MOVE ON TO OUR PRESENTATIONS. DR. CANTU.

[8. Presentation]

>> YES, MA'AM. I'D LIKE TO INVITE DR. GEORGIE SWEEZY FORWARD TO TALK ABOUT THE 25 - 26 CALENDAR RECOMMENDATION, A LITTLE BIT ABOUT THE PROCESS AND WHAT OUR RECOMMENDATION IS.

>> THANK YOU. GOOD EVENING, PRESIDENT FARRAR, DR. CANTU, AND BOARD.

I'M GOING TO TALK TO YOU A LITTLE BIT ABOUT THE FUTURE.

FOR 2025 - 26, WE HAVE A CALENDAR OPTION THAT WE WOULD LIKE FOR YOU TO CONSIDER TONIGHT.

BEFORE WE SHOW YOU THAT OPTION, WE WANT TO GIVE YOU A LITTLE BIT OF THE BACKGROUND ON HOW WE COME UP WITH AND HOW WE DEVELOP POSSIBLE CALENDARS FOR THE NEXT SCHOOL YEAR.

WE PUT TOGETHER A COMMITTEE, LIKE WE DO WITH ALMOST EVERYTHING IN MANSFIELD.

[00:25:02]

WE HAVE REPRESENTATION FROM EVERY LEVEL OF OUR CAMPUSES.

WE HAVE FINE ARTS AND ATHLETICS, AND THEY PLAY A BIG ROLE IN HELPING US DETERMINE HOW THOSE PROGRAMS NEED TO FIT INTO A SCHOOL CALENDAR YEAR.

WE HAVE PROGRAMS LIKE OUR CTE PROGRAM.

WE HAVE CURRICULUM REPRESENTATIVES THAT HAVE ATTENDED. THIS IS A BIG ONE.

WE HAVE OUR ADVANCED PLACEMENT AND DUAL CREDIT PEOPLE IN THE ROOM WITH US TO MAKE SURE THAT OUR PARTNERSHIPS THAT WE HAVE WITH OUR COLLEGES AND OUR STUDENTS TAKING DUAL CREDIT, THINGS THAT THEIR TWO CALENDARS, THEIRS AND OURS CAN CO-EXIST TOGETHER, ESPECIALLY WHEN THINGS LIKE SPRING BREAK OR EXTENDED BREAKS.

WE HAVE OUR COUNSELING DEPARTMENT THERE, WE HAVE REPRESENTATIVES FROM PARENTS IN OUR COMMUNITY.

WE ACTUALLY INVITED STUDENTS THIS YEAR TO THE COMMITTEE.

WE'RE REALLY EXCITED ABOUT THAT.

THEY HAD SOME GREAT INPUT.

WE ALSO HAVE, LIKE WE SAID, TEACHERS.

WE INVITE REPRESENTATIVES FROM OUR UEA AND ATPE, AND THEN DIFFERENT LEVELS OF OUR ADMINISTRATION FROM CAMPUS TO CENTRAL OFFICE ADMINISTRATION THAT CAN ALL BRING THEIR UNIQUE PERSPECTIVES AS WE BEGIN THINKING ABOUT A NEW CALENDAR FOR ANOTHER SCHOOL YEAR.

AT THIS FIRST COMMITTEE MEETING THAT WE HAVE, WE BEGIN BY ESTABLISHING PRIORITIES.

AS MR. WRIGHT, WHO'S NOT HERE TONIGHT, HE ALWAYS SAID, ''YOU CAN HAVE ANYTHING YOU WANT, YOU JUST CAN'T HAVE EVERYTHING YOU WANT.'' WE HAVE TO PRIORITIZE THOSE THINGS.

WE LOOK AT, WHEN DO WE START SCHOOL? WHEN DO WE HAVE TO START SCHOOL? DO WE HAVE FLEXIBILITY IN THAT? WE LOOK AT THINGS LIKE, I DON'T KNOW IF YOU REMEMBER, BUT I REMEMBER A TIME WHEN WE DIDN'T HAVE THE WHOLE WEEK OFF FOR THANKSGIVING BREAK, WE WOULD ONLY JUST HAVE TWO OR THREE DAYS.

PROBABLY FIVE OR SIX YEARS AGO, WE BEGAN GIVING TEACHERS AND STAFF AND STUDENTS THAT ENTIRE WEEK OFF.

WE TRY TO SEE, DOES THAT FIT IN TO THE SCHEDULE? WE LOOK AT THINGS LIKE PROFESSIONAL DEVELOPMENT AND WORK DAYS.

WE KNOW IT'S SO IMPORTANT THAT OUR TEACHERS HAVE TIME IN THEIR CLASSROOM FOR WORKDAYS, AND THEN THERE ARE REQUIREMENTS THAT WE HAVE TO TRAIN TEACHERS ON.

MAKING SURE THAT WE HAVE A GOOD BALANCE OF TEACHER TIME IN THEIR CLASSROOM TO WORK, AND THEN ALSO THAT TEACHERS CAN LEARN AND GROW IN THEIR PROFESSION, IN THEIR CRAFT.

WE LOOK AT THINGS LIKE REJUVENATION PERIODS.

IS IT POSSIBLE FOR US TO GET A FOUR DAY WEEKEND, NOT JUST FOR KIDS, BUT FOR OUR TEACHERS TOO SO THAT THEY CAN COME BACK AND BE RECHARGED.

WE ALSO WANT TO LOOK AT WHEN OUR SEMESTERS START, WHEN OUR SEMESTERS END.

DO WE WANT TO TRY TO GET THAT WHOLE FIRST SEMESTER BEFORE THE WINTER BREAK SO THE KIDS AREN'T COMING BACK IN JANUARY AND TRYING TO REMEMBER AND TAKE FINAL EXAMS? WHERE CAN WE FIT A PARENT-TEACHER CONFERENCE IN? WHAT MAKES THE MOST SENSE? THEN ULTIMATELY, WHEN DO WE WANT IT IN SCHOOL? TRADITIONALLY, WE'VE BEEN ABLE TO END BEFORE MEMORIAL DAY, EITHER THURSDAY OR FRIDAY BEFORE AND THAT'S BEEN NICE FOR OUR FAMILIES AS THEY PLAN TO GET OUT OF TOWN OR TO SEE THEIR FAMILIES.

WE WALK THROUGH ALL THESE THINGS AND WE BEGIN PUTTING TOGETHER DRAFTS.

IN THE FIRST COMMITTEE MEETING, WE HEAR ALL THE PRIORITIES, AND WE PUT TOGETHER SOME POSSIBLE OPTIONS.

WE GIVE THOSE TO THE COMMITTEES AND WE HAVE LOTS OF CONVERSATION.

THEY PROVIDED US LOTS OF FEEDBACK, THEY TAKE STICKY NOTES, WE PUT IT ON THE CALENDARS, WE COME BACK, WE SYNTHESIZE THAT INFORMATION AND WE REBUILD.

FROM THIS FEEDBACK, WHAT OTHER OPTIONS? WHAT SERVES OUR STUDENTS AND OUR STAFF BEST SO THAT WE CAN HAVE THE MOST PRODUCTIVE LEARNING IN OUR DISTRICT? WE DID THAT THROUGH A COUPLE OF MEETINGS, KEPT COMING BACK.

ONCE WE FELT LIKE WE HAD FOUR OR FIVE DIFFERENT CALENDARS, THEN WE BEGAN GETTING INPUT FROM OTHER STAKEHOLDERS.

WE MET WITH OUR DEIC, THE COMMITTEE THAT DR. SPENCER JUST TOLD US ABOUT.

WE BROUGHT IT TO THEM. NOW WE'VE GOT AN EVEN BIGGER REPRESENTATIVE GROUP OF OUR DISTRICT.

WE'VE GOT MORE BUSINESS AND COMMUNITY MEMBERS GETTING ALL OF THEIR INPUT ON DOES THIS MAKE SENSE? WE ALSO TOOK IT TO OUR STUDENT GROUP.

WE HAVE A SUPER SAC COMMITTEE THAT'S COMPOSED OF STUDENTS THAT ARE IN MIDDLE SCHOOL OR HIGH SCHOOL, AND THEY GIVE US THEIR FEEDBACK.

GREAT THINGS. WE SHOULD PROBABLY HAVE EXTRA SPRING BREAKS.

WE CAN HAVE ALL KINDS OF TIME OFF.

BUT IN HONEST FASHION THEY REALLY DID HAVE SOME GREAT INPUT IN THE STUDENT GROUP.

THEN ULTIMATELY IT CYCLES BACK THROUGH CABINET AND EXECUTIVE COUNCIL AND WE CAN WEIGH ALL OF THE DIFFERENT OPTIONS AND THE INPUT TO TRY TO MAKE SURE WE HAVE SOMETHING THAT REPRESENTS WHAT OUR STUDENTS AND STAFF REALLY NEED.

WE CAME DOWN TO TWO OPTIONS.

IF YOU LOOKED ONLINE DURING THE CALENDAR SURVEY, YOU WOULD HAVE SEEN A DRAFT A AND A DRAFT B. I'LL TELL YOU JUST A COUPLE OF THE DIFFERENCES BETWEEN THOSE TWO DRAFTS.

BOTH OF THEM HAD THE SAME STARTING AND ENDING DATES.

THE ONE IN DRAFT A ACTUALLY HAD A LONG FOUR DAY WEEKEND IN OCTOBER, NOT JUST FOR STUDENTS, BUT FOR STAFF.

THAT WAS SOMETHING THAT WE DIDN'T HAVE THIS YEAR IN OUR CURRENT CALENDAR.

WE HAD OFF A COUPLE OF DAYS IN NOVEMBER, THOUGH OUR TEACHERS DIDN'T.

THEY HAD PROFESSIONAL LEARNING, BUT OUR KIDDOS DID.

WHEREAS IN DRAFT B, THE SECOND ONE, IT KEEPS THAT SAME LONG WEEKEND IN NOVEMBER, BUT IT'S NOT FOR STAFF, IT'S JUST FOR STUDENTS.

THEN GOING BACK TO DRAFT A, WE WERE ABLE TO GET SOME TIME IN APRIL.

APRIL AND OCTOBER ARE SOMETIMES OUR HARDER MONTHS.

THEY'VE BEEN REALLY PUSHING THROUGH AND GOING.

ANYTIME WE CAN GIVE TEACHERS A BREAK AND KIDS IN OCTOBER AND APRIL,

[00:30:05]

BOTH CALENDARS, LIKE I SAID, HAVE THE SAME STARTING AND ENDING BREAK.

THEY HAD THE SAME WINTER BREAK, NUMBER OF DAYS IN THERE. THEN SPRING BREAK.

WE HAD TO MAKE SURE THAT WE ALIGNED WITH TARRANT COUNTY COLLEGE AND ALL OF OUR COLLEGE PARTNERS TO ENSURE THAT OUR STUDENTS GOT A SPRING BREAK.

IF THEY'RE IN DUAL CREDIT, WE CERTAINLY DIDN'T WANT THEM HAVING TO GO TO COLLEGE DURING OUR SPRING BREAK AND VICE VERSA.

IN PUTTING TOGETHER ALL OF THAT INFORMATION, PUTTING IT OUT TO THE COMMUNITY, TAKING A VOTE ON WHAT OUR COMMUNITY FEELS LIKE AND TEACHERS, ANYONE IN THE SYSTEM FEELS LIKE REPRESENTS THE NEEDS OF MISD THE BEST IT WAS CALENDAR A WITH 57% OF THE COMMUNITY INPUT VOTES, AND CALENDAR B HAD 43%.

WE ARE BRINGING TO YOU TONIGHT, CALENDAR A FOR CONSIDERATION AND APPROVAL FOR THE 25 - 26 SCHOOL YEAR.

HOW CAN I ANSWER SOME QUESTIONS?

>> I WILL START TO MY LEFT THIS TIME.

ANY QUESTIONS OR COMMENTS? NOTHING. TO RIGHT? DR. REED.

>> THANK YOU. I REMEMBER WHEN WE HAD A COUPLE OF DAYS OFF FOR THANKSGIVING.

THANK YOU FOR TAKING THE WEEK OFF.

WE AT TARRANT COUNTY COLLEGE THEN BEGAN TO TAKE A WEEK OFF. THANK YOU.

I LOVE THAT WHEN WE'RE OFF, OUR TEACHERS, ADMINISTRATORS COME BACK FRESH, REJUVENATED. THANK YOU.

I LOVE THAT THE STUDENTS HAD A LOT TO SAY.

A SECOND SPRING BREAK MAY BE A CONSIDERATION.

>> MAYBE NEXT YEAR WE'LL WORK ON THAT ONE.

>> MR. TIPPING.

>> YES, THANK YOU FOR BRINGING THAT TO US.

I DID JUST HAVE ONE QUESTION.

IT'S JUST BECAUSE IT'S THINGS I'VE HEARD BEFORE.

THE NUMBER OF PROFESSIONAL DEVELOPMENT DAYS VERSUS TEACHER WORK DAYS IN THE CLASSROOM AND SO FORTH.

IS THERE A CERTAIN FORMULA, A CERTAIN AMOUNT THAT HAS TO BE OF EACH OF THOSE? THE REASON I ASK IS BECAUSE SOME OF THOSE FEEDBACK FORMS AND THINGS THAT WE'VE HAD BEFORE, WHEN TEACHERS HAVE COME AND SPOKEN TO US, I TRY TO SAY, WELL, I KNOW THERE HAS TO BE A CERTAIN NUMBER OF PROFESSIONAL DEVELOPMENT DAYS AND THEY'RE ALWAYS WANTING MORE OF THOSE TEACHER WORK DAYS AND SO FORTH.

>> YEAH. WHAT WE DO, ESPECIALLY AT THE BEGINNING OF THE YEAR IS WE REALLY TRY TO BALANCE IT.

WE TYPICALLY HAVE AROUND SEVEN DAYS BEFORE SCHOOL BEGINS FOR THE KIDDOS, THAT THE TEACHERS ARE ON CONTRACT.

WE LIKE TO HAVE THEM COME BACK, AT LEAST GET A WORKDAY.

WE KNOW IF WE'RE DOING PROFESSIONAL DEVELOPMENT ON THAT FIRST DAY BACK, WE'RE PROBABLY NOT REALLY LISTENING.

THEY WANT TO GET YOUR STUFF READY, YOUR ROOM TOGETHER.

WE ALWAYS WANT TO GIVE THEM AT LEAST TWO WORK DAYS WHENEVER WE COME BACK, AND THEN WE HAVE A COUPLE OF DISTRICT DAYS AND A LOT OF THAT IS, MAYBE LIKE THIS YEAR AS A LEGISLATIVE YEAR AND THERE MAY BE MANDATES THAT COME DOWN, SOME REQUIRED TRAININGS THAT WE HAVE TO DO.

THEN WE ALWAYS WANT TO MAKE SURE CAMPUSES HAVE AT LEAST TWO DAYS SO THAT THEY CAN GET NEW TEACHERS ACCLIMATED TO THEIR SYSTEMS AND THEY CAN BEGIN PUTTING TOGETHER HOW THEIR SCHOOL YEAR IS GOING TO WORK.

THEN ONE DAY IS OUR DISTRICT CONVOCATION DAY TWO.

WE DEFINITELY TRY TO BALANCE THAT.

THEN WHEN WE DO HAVE DAYS THROUGHOUT THE YEAR, WE BALANCE THAT WITH WORK DAY, SOME CAMPUS TIME, AND THEN USUALLY ONE DISTRICT DAY DURING THE SCHOOL YEAR THAT WE CAN MAYBE GRAB SOME TEACHERS.

DURING THOSE DISTRICT DAYS, WE TRY TO BE REALLY RESOURCEFUL AND SMART AND A LOT OF TIMES IT'S LIKE UNIT PREVIEWS.

LIKE IN JANUARY, WHEN WE COME BACK, WE'LL HAVE ELEMENTARY AND HIGH SCHOOL FOR DISTRICT TIME.

IT'S, WHAT ARE YOU ABOUT TO TEACH? LET US HELP YOU GET THAT SET UP, TRY TO MAKE IT REALLY USEFUL OF THEIR TIME IN SOMETHING THAT THEY'RE GOING TO BE REALLY VESTED IN THAT'S GOING TO BE HELPFUL.

>> WELL, THANK YOU SO MUCH. I WILL SAY THAT JUST READING ON SOCIAL MEDIA AND A LOT OF THE TEACHERS' INPUT, THEY WERE DEFINITELY LEANING TOWARDS A. I THINK THAT THAT FOUR-DAY WEEKEND IN OCTOBER IS SOMETHING THAT'S REALLY NEEDED, SO I APPRECIATE YOU VALUING AND TAKING THAT INTO CONSIDERATION, KNOWING THAT WE ALREADY HAVE A WEEK OFF IN NOVEMBER, LIKE SOME OTHERS HAVE SAID.

THANK YOU VERY MUCH FOR EXPLAINING THE PROCESS OF HOW THIS COMES ABOUT.

IT IS A LITTLE BIT MORE THAN JUST THROWING SOME DATES ON THE CALENDAR AND CALLING IT TODAY.

THANK YOU AND ALL OF YOUR TEAM FOR YOUR HARD WORK PUTTING IT TOGETHER.

>> THANK YOU.

>> WE HAVE ONE MORE PRESENTATION? [INAUDIBLE].

>> SEE, MR. BROGDEN HAS MADE HIS WAY UP THERE.

HE HAS A TEAM WITH HIM TONIGHT, AND I'M REALLY EXCITED ABOUT THIS PRESENTATION.

IT'S A FIRST LOOK AT OUR EARLY LEARNERS ACADEMY 2.0, I BELIEVE IS IT'S BEING CALLED.

[LAUGHTER] REALLY EXCITED TO JUST TALK ABOUT THE PLANNING AND GET THAT FIRST LOOK. MR. BROGDEN.

>> JUST TO BE CLEAR, I VOTED FOR THE CALENDAR THAT HAD TWO WEEKS AT SPRING BREAK. I WAS DOWN WITH THAT.

I AM EXCITED, PRESIDENT FARRAR, BOARD MEMBERS, AND DR. CANTU, TO GIVE YOU A FIRST LOOK AT THE EARLY LEARNERS ACADEMY.

WE HAVE SOME NEW BOARD MEMBERS THAT HAVEN'T BEEN THROUGH THIS PROCESS YET.

I'M GOING TO GIVE YOU A LITTLE OVERVIEW.

THIS IS A SCHEMATIC DESIGN.

THIS IS A LARGE PERCENTAGE OF THE DESIGN WORK HAS BEEN COMPLETED.

TONIGHT, THE PURPOSE IS TO SHOW YOU WHERE WE'RE AT AND TAKE ANY COMMENTS,

[00:35:02]

I BELIEVE JOSH WILL TALK ABOUT IT IN THE SCHEDULE TONIGHT.

THAT'S WHAT THE PROCESS IS.

TONIGHT, WE THOUGHT THAT WE WOULD WALK YOU BACK THROUGH THE WHY.

WHY ARE WE BUILDING ANOTHER EARLY LEARNERS ACADEMY? THE EXECUTIVE DIRECTOR OF ELEMENTARY EDUCATION, KRISTI COBB, WILL DO THAT PIECE OF THE PRESENTATION, AND THEN WE'LL TURN IT OVER TO JOSH COGBURN, OUR ARCHITECT, TO GO THROUGH THE DESIGN, AND THEN WE'LL BE HAPPY TO ANSWER ANY QUESTIONS.

IF YOU ALL ARE READY, I'M READY.

WE'RE GOING TO GET KRISTI SET UP.

>> THANK YOU. BACK IN NOVEMBER OF LAST YEAR, I WENT THROUGH SOME OF THIS RESEARCH IN DEPTH.

IF ANYONE IN THE COMMUNITY IS WATCHING OR IF ANY OF YOU WANT TO GO BACK AND WATCH THAT FULL PRESENTATION, ABSOLUTELY, TAKE THE TIME TO DO THAT.

BUT JUST WANTED TO REITERATE SOME OF THE KEY POINTS FOR WHY INVESTING IN EARLY LITERACY AND EARLY CHILDHOOD IS SO CRITICAL AND WHY WE BELIEVE IN IT SO PASSIONATELY IN MANSFIELD.

WHEN WE THINK ABOUT THE JOURNEY OF PRE-K IN MANSFIELD, JUST A REMINDER, AS I TURN IT OVER TO JOSH, TO GO THROUGH THE DESIGN.

THE ROOMS IN OUR BUILDINGS FOR PRE-K, WE REFER TO AS EXPERIENCES.

THE REASON FOR THAT, AND I'LL SHOW YOU A SLIDE IN JUST A MINUTE TO REITERATE THAT RESEARCH, IS WE BELIEVE IN CONCEPTUAL PACKAGING.

WHAT CONCEPTUAL PACKAGING DOES FOR OUR EARLIEST LEARNERS IS IT GIVES THEM BACKGROUND KNOWLEDGE, IT BUILDS LANGUAGE, AND IT BUILDS VOCABULARY.

WE KNOW THOSE ARE THE PILLARS THAT NEED TO BE IN PLACE FOR A STUDENT TO BECOME A READER.

ALL OF THE WORK THAT WE DO IN PRE-K IS CENTERED AROUND SUPPORTING GUIDING STATEMENT 1 AND CENTERED AROUND PROVIDING AN EVEN PLAYING FIELD FOR OUR STUDENTS TO START, SO THAT THEY CAN EXPERIENCE SUCCESS IN SCHOOL.

WE JUST HAVE A COUPLE PICTURES UP THERE OF FOUR OF OUR ROOMS THAT ARE CURRENTLY IN JANDRUCKO.

THOSE DON'T JUST EXEMPLIFY ROOMS OR EXPERIENCES, IT ALSO EXEMPLIFIES WHAT OUR CURRICULUM LOOKS LIKE, BECAUSE OUR CURRICULUM IS PACKAGED CONCEPTUALLY.

ALL OF THIS, LIKE I WENT IN DEPTH THAT LAST DECEMBER, IS BASED ON THE RESEARCH AROUND HOW STUDENTS LEARN TO READ.

IF YOU LOOK AT THE TOP LEFT, DR. HOLLIS SCARBOROUGH DID SOME RESEARCH, AND ACTUALLY, HER RESEARCH WAS CENTERED AROUND HELPING PARENTS OF DYSLEXIC STUDENTS UNDERSTAND HOW COMPLICATED IT ACTUALLY IS TO LEARN TO READ.

THERE ARE ALL THESE STRANDS THAT HAVE TO WORK TOGETHER AND COME TOGETHER SEAMLESSLY FOR A STUDENT TO BECOME A FLUENT READER.

I REALLY WANT YOU TO LOOK AT THOSE TWO STRANDS AT THE BOTTOM THAT TALK ABOUT VOCABULARY KNOWLEDGE AND BACKGROUND KNOWLEDGE.

WITH THAT BACKGROUND KNOWLEDGE PIECE, IF YOU LOOK IN THE BOTTOM LEFT, THERE'S A PICTURE OF A BASEBALL.

THAT'S REPRESENTATIVE OF WHAT'S CALLED THE BASEBALL STUDY.

IT WAS DONE BACK IN 1988.

BASICALLY, THE PREMISE OF THE STUDY WAS COMPARING HOW DID HIGHLY SKILLED READERS WHO HAVE A HIGH OR LOW KNOWLEDGE OF BASEBALL PERFORM ON A READING TEST ABOUT BASEBALL AS COMPARED TO LOW-SKILLED READERS WITH HIGH AND LOW BACKGROUND KNOWLEDGE? YOU CAN SEE THAT BLUE GRAPH THAT CIRCLED THERE.

THOSE STUDENTS ARE ACTUALLY THE LOW-SKILLED READERS, BUT THEY HAVE A HIGH BACKGROUND KNOWLEDGE AROUND BASEBALL.

YOU CAN SEE HOW THEY PERFORMED UP AGAINST THE HIGHLY SKILLED READERS.

THE PREMISE OF THAT STUDY WAS REALLY TO SUPPORT THAT ROPE THAT YOU SEE UP IN DR.

SCARBOROUGH'S ROPE OF WHY BACKGROUND KNOWLEDGE AND EXPERIENCES ARE SO IMPORTANT FOR STUDENTS.

YOU CAN SEE RIGHT ABOVE THAT BAR GRAPH, THE LITTLE EAR WITH THE QUOTATION MARK, THAT REFERS TO THE 30-MILLION WORD GAP.

THE 30-MILLION WORD GAP REALLY TALKS ABOUT STUDENTS THAT COME FROM LOWER INCOME FAMILIES, WHICH THAT MAKES UP ABOUT 80% OF OUR PRE-K POPULATION, BECAUSE THAT'S ONE OF THE QUALIFYING FACTORS TO ENROLL IN PRE-K IN THE STATE OF TEXAS.

BY THE TIME THEY START KINDERGARTEN, THEY'VE ACTUALLY HEARD OR BEEN EXPOSED TO 30 MILLION FEWER WORDS THAN PEERS FROM FAMILIES THAT ARE NOT LOW INCOME.

THEN FINALLY, OVER ON THE RIGHT, THAT'S A GRAPHIC FROM TEA THAT REALLY JUST SUPPORTS THE SCIENCE OF TEACHING READING, AND I CIRCLED THE VERY BOTTOM OR THE FOUNDATION OF THAT.

STUDENTS IN PRE-K ARE NOT READERS YET, BUT THEY NEED THAT FOUNDATION, AGAIN, OF BACKGROUND KNOWLEDGE AND LIFE EXPERIENCES.

THAT'S WHY WE'VE CREATED THOSE EXPERIENCES FOR OUR STUDENTS TO HAVE.

THE RESEARCH AROUND THE ENVIRONMENT, I STARTED OFF BY SAYING WE DON'T REFER TO THE ROOMS AS ROOMS, BUT AS EXPERIENCES.

I'LL GIVE YOU A MINUTE JUST TO LOOK AT THAT QUOTE UP THERE.

OBVIOUSLY, YOU CAN SEE IT'S BEEN UNDERLINED CHILDREN LEARN BY DOING.

CONCEPT DEVELOPMENT IS OPTIMIZED THROUGH ACTIVE EXPLORATIVE EXPERIENCES.

IS THE PROGRAMMING THAT WE'RE DESIGNING IN MANSFIELD ISD,

[00:40:01]

WE KNOW THAT 90% OF A CHILD'S BRAIN DEVELOPMENT ACTUALLY HAPPENS BEFORE THE AGE OF FIVE, AND SO PRE-K IS A REALLY CRITICAL TIME FOR OUR STUDENTS.

THEN TRULY WE BELIEVE IN MANSFIELD THAT EARLY CHILDHOOD EDUCATION IS NOT ONLY THE BETTERMENT OF OUR COMMUNITY, BUT THE BETTERMENT OF SOCIETY AS A WHOLE.

I DID INCLUDE SOME DATA SLIDES THAT I'VE SHOWN YOU BEFORE, BECAUSE WE ALWAYS WANT TO TRACK.

THIS IS SOME REALLY GOOD RESEARCH, BUT IS IT ACTUALLY WORKING? ARE WE SEEING STUDENTS GROW? I HAVE TWO COHORTS UP HERE FOR YOU OF STUDENTS.

THE STUDENTS ON THIS GRAPH IN THE RED BAR, THOSE STUDENTS WERE ENROLLED IN PRE-K AT JANDRUCKO IN THIS EXPERIENCE-BASED LEARNING SETTING.

THEN THE STUDENTS IN GRAY WERE NOT ENROLLED IN PRE-K IN MANSFIELD ISD.

THEY ENTERED KINDERGARTEN AND TOOK THEIR BOY, WHICH IS BEGINNING OF YEAR LITERACY ASSESSMENT.

YOU CAN SEE THAT THE STUDENTS THAT WERE ENROLLED FOR A FULL YEAR AT JANDRUCKO DRASTICALLY OUTPERFORMED, IN MOST CASES, THE STUDENTS WHO WERE NOT.

ANOTHER YEAR'S COHORT DATA IS HERE FOR YOU AS WELL.

THIS TIME, IT'S IN DARK BLUE, WHERE THE JANDRUCKO STUDENTS, AND THEN GRAY WERE NOT.

LIKE I SAID, THIS IS A REAL QUICK OVERVIEW, BUT JUST WANTED TO REITERATE WHY WHAT JOSH IS GETTING READY TO WALK YOU THROUGH IS SO CRITICAL AND IMPORTANT TO THE WORK THAT WE DO IN MANSFIELD.

>> THANK YOU.

>> I'M SORRY.

>> BEFORE I GET STARTED I'D LIKE TO TAKE A MINUTE TO RECOGNIZE THE DESIGN COMMITTEE THAT WE'VE BEEN WORKING WITH TO GET US TO THIS POINT ON THE PROJECT.

AS I SAY THE NAMES, IF THERE'S ANYBODY PRESENT, IF YOU'D PLEASE STAND.

JENNIFER YOUNG, FERNANDO BENAVIDES, DR. GEORGIE SWEEZY, KRISTI COBB, TAMEKA PATTON, ALYCEN PHAN, KIMBERLY SCHWARTZ, ASHTON OLIVER, AND JENNIFER FOSTER.

AS I MENTIONED, WE'VE BEEN MEETING WITH THESE INDIVIDUALS ON A REGULAR BASIS OVER THE LAST SEVERAL MONTHS TO GET US TO WHERE WE ARE TODAY, AND THEY WILL CONTINUE TO BE A VITAL PART OF OUR PROCESS GOING FORWARD AS WELL.

WHEN WE STARTED LOOKING AT THE PLANNING PROCESS FOR THIS PROJECT, WE REALLY WANTED TO START AT THE BEGINNING.

WE UNDERSTOOD THAT, OBVIOUSLY, THERE'S JANDRUCKO IN MANSFIELD, BUT WE WANTED TO TAKE A LOOK AT WHAT IS HAPPENING ACROSS THE STATE OF TEXAS AND HOW DIFFERENT DISTRICTS ARE APPROACHING EARLY CHILDHOOD EDUCATION, AND HOW THAT MIGHT IMPACT OUR DESIGN FOR THE BUILDING.

ON THIS CHART, YOU SEE HERE, OBVIOUSLY, MANSFIELD OFF TO THE RIGHT IS A FULL EXPERIENTIAL LEARNING AREA, ALONG WITH ALIEF AND GOOSE CREEK AS OTHER DISTRICTS THAT ARE TAKING THAT SAME APPROACH.

FAR LEFT END IS KELLER ISD.

THEY'RE TAKING A MORE APPROACH TO THE TRADITIONAL SIDE, JUST UPDATING THOSE SPACES.

THE TWO PHOTOS DOWN BELOW ARE EXAMPLES OF HOW THOSE EXPERIENTIAL LEARNING AREAS CAN DIFFER FROM DISTRICT TO DISTRICT.

JUST LEFT OF THE EXPERIENTIAL LEARNING AREA, GREGORY PORTLAND ISD AND NORTHWEST ISD IS AN EXAMPLE.

THEY'RE TAKING A COMBO APPROACH.

THEY HAVE EXPERIENTIAL LEARNING AREAS AS WELL AS SOME OF THE TRADITIONAL CLASSROOMS WITHIN THE SAME POD AREA.

AS WE DOVE INTO THOSE DIFFERENT DISTRICTS AND HOW THEY'RE APPROACHING EARLY CHILDHOOD EDUCATION, WE IDENTIFIED GREGORY PORTLAND ISD AS ONE DISTRICT THAT WE WANTED TO GO AND TOUR, AND VISIT AND SEE FIRSTHAND THAT BUILDING, TALK TO THE PRINCIPAL, TALK TO THE STAFF THERE, SO WE CAN UNDERSTAND HOW THE BUILDING IS FUNCTIONING, WHAT'S WORKING WELL, WHAT MIGHT NEED TO BE IMPROVED, AND WHAT WE CAN TAKE AWAY FROM IT FOR OUR 2.0 BUILDING.

YOU CAN SEE IN THE UPPER LEFT CORNER A PHOTO OF THE INTERNAL COURTYARD AT GREGORY PORTLAND.

THIS IS SURROUNDED BY THE ENTIRE BUILDING, BUT IT IS WHERE THEIR PLAY STRUCTURE IS FOR THE STUDENTS.

WE WEREN'T JUST LOOKING AT THE EXPERIENTIAL LEARNING AREAS.

WE WERE LOOKING AT BUILDING COMPONENTS, LIKE THE TRADITIONAL CLASSROOM IN THE PHOTO YOU SEE THERE, THE CASEWORK, EVEN DOWN TO THE BACKPACK HOOKS.

HOW IS THAT WORKING? WHERE THE PLACEMENT IS.

WE'RE TRYING TO GLEAN INFORMATION FROM THIS TOUR, SO IT CAN INFORM OUR DESIGN.

THEN WHEN WE GET BACK FROM THOSE TOURS AND SOME OF THESE CONVERSATIONS, WE START TO ASK OURSELVES SEVERAL QUESTIONS.

WHAT DO WE WANT TO SEE? WHAT DO WE WANT TO HEAR? WHAT DO WE WANT TO FEEL, WHAT DO WE WANT TO DO, AND WHAT DO WE WANT TO THINK? AS WE ASK OURSELVES IN THE DESIGN COMMITTEE THESE QUESTIONS, SEVERAL KEY TERMS START TO EMERGE THAT HELP INFORM US AS WE START LOOKING AT THE DESIGN FOR THE BUILDING.

[00:45:01]

YOU CAN SEE HERE THE STUDENTS, TEACHERS, AND PARENTS, ALL HAVE DIFFERENT REQUIREMENTS OF HOW THIS BUILDING SHOULD FUNCTION TO THE BEST OF ITS ABILITY FOR EACH ONE OF THEM.

STUDENTS, AS AN EXAMPLE, WANT A FUN AND ENJOYABLE PLACE.

THEY WANT TO FEEL SECURE.

TEACHERS, THEY WANT TO HAVE PSYCHOLOGICAL SAFETY.

THEY WANT THE INTERACTIVE LEARNING AREAS.

PARENTS, YOU SIT THERE WITH PARKING WITH A SMILEY FACE.

I THINK WE CAN ALWAYS PROVIDE MORE PARKING THAN WHAT WE DO.

WE TAKE ALL THIS INFORMATION, WE TAKE THE TOUR INFORMATION, AND WE HAVE A MEETING AND WE CALL IT THE CHARRETTE.

THIS IS REALLY, AS SOME PEOPLE REFER TO IT, IT'S THE FUN PIECE, BECAUSE WE'RE TAKING OUT SCRATCH PAPER, IT'S VERY LOOSE, NOTHING IS SET IN STONE, AND WE'RE TRYING TO DEVELOP A CONCEPT THAT WE CAN USE AS WE DEVELOP THE DESIGN.

WE HAD THAT MEETING, YOU CAN SEE PHOTOS THERE OF THE DESIGN COMMITTEE DURING THAT CHARRETTE PROCESS, AND WHAT EMERGED FROM THAT IS THE SKETCH THAT YOU SEE IN THE MIDDLE OF WHAT ONE POD AT OUR 2.0 BUILDING MIGHT LOOK LIKE.

AGAIN, NOT SET IN STONE, BUT IT'S A STARTING POINT FOR OUR DESIGN.

AS WE'RE DIVING FURTHER INTO THOSE CONVERSATIONS, WE'RE ALSO HAVING CONVERSATIONS AROUND WHAT DO WE WANT TO KEEP, WHAT DO WE WANT TO TOSS, AND WHAT DO WE WANT TO CREATE? ON THE KEEP SIDE, YOU SEE A LONG LIST THERE OF THINGS THAT ARE WORKING WELL.

THE 16 EXPERIENCES, WE WANT TO KEEP THOSE.

WE WANT TO KEEP TRANSPARENCY.

WE WANT TO KEEP THE WAY FINDING.

THINGS THAT WE WANT TO TOSS.

WE WANT TO TOSS THE RECEPTION AREA BEING OPEN.

WE WANT TO TOSS HARD KEYS.

WE WANT TO TOSS THE SMALL PARKING LOT.

AS WE TOSS THINGS, IT ALSO ALLOWS US TO CREATE SOME THINGS.

YOU SEE A LONG LIST THERE OF THINGS THAT WE HOPE TO INCORPORATE INTO OUR NEW BUILDING.

ALL THROUGH THIS PROCESS, AS WE'RE HAVING THESE MEETINGS, WE OBVIOUSLY KEEP OUR PURPOSE AND OBJECTIVES IN MIND.

THE DESIGN NEEDS TO PROMOTE JOY AND THE LEARNING THROUGH EXPLORATIVE EXPERIENCES.

IT NEEDS TO BE ENGAGING.

IT NEEDS TO HAVE THE SAFE SPACES AND BE AN INVITING ATMOSPHERE.

IT NEEDS TO PROVIDE THE SECURE ENVIRONMENT, AND THE CAMPUS NEEDS TO PROVIDE A CULTURE OF JOYFUL TEACHING AND LEARNING.

WE ALWAYS KEEP THAT IN OUR MIND AS WE MOVE THROUGH THE PROCESS.

ONE OF THE KEY CATEGORIES THAT WE MENTIONED WAS THE EXPERIENTIAL LEARNING AREAS.

THIS IS JUST A FEW PHOTOS OF SOME OF THOSE SPACES AT JANDRUCKO THAT WE INTEND TO CARRY OVER INTO OUR NEW EARLY LEARNERS ACADEMY.

WHAT'S INTERESTING, THOUGH, IS WE HAVE CONVERSATIONS WITH EXHIBIT CONCEPTS WHO HELPED US DESIGN THESE SPACES.

THEY TOO HAVE MADE PROGRESS OVER THE YEARS.

THEY HAVE IMPROVED THEIR DESIGNS.

WHILE WE'RE KEEPING THE SAME THEMES AND YOU'RE GOING TO SEE SOME OF THE SAME ELEMENTS, THERE'S GOING TO BE IMPROVEMENTS.

JUST INHERENTLY OVER TIME, THEY HAVE IMPROVED THEIR PROCESS, THEIR DESIGN, AND THE ELEMENTS THAT GO INTO THOSE SPACES.

THEN WE START TAKING A LOOK AT THE SITE.

AS WE DEVELOP THE FLOOR PLAN, WE'RE LOOKING AT THE PLACEMENT ON THE SITE.

OUR SITE IS LOCATED AT THE CORNER OF BROAD AND RETTA ROAD.

YOU CAN SEE, ONE OF THE THINGS THAT WE LEARNED FROM GREGORY PORTLAND THAT HELPS THEM WITH THEIR PICKUP AND DROP-OFF IS HAVING MULTIPLE POINTS OF ACCESS FOR THAT PICKUP AND DROP-OFF PROCESS.

OFF OF BROAD STREET YOU SEE THE BLUE LINE COMING UP NEXT TO THE LEFT SIDE OF THE BUILDING, CIRCLING AROUND AND EXITING BACK OUT ONTO BROAD.

WE HAVE A COMPLETELY SEPARATE PICKUP DROP-OFF OFF TO THE RIGHT FROM RETTA ROAD THAT CIRCLES UP NEXT TO THE RIGHT SIDE OF THE BUILDING AND THEN EXITS OUT TO RETTA ROAD.

SEPARATE FROM ALL THOSE IS THE BUS DRIVE AT THE BACK OF THE BUILDING OFF OF RETTA ROAD CIRCLES AROUND TO THE BACK SIDE OF THE BUILDING AND THEN BACK OUT TO RETTA.

THEN, AGAIN, ANOTHER DROP-OFF AREA IS THE DAYCARE PIECE AT THE BACK OF THE BUILDING.

YOU CAN SEE HERE WITH SOME OF THE NOTES, NUMBER 9 HAS ADDITIONAL PARKING TO TRY TO ADDRESS THAT NEED OF THE PARKING REQUESTS.

BUT THERE'S ALSO NUMBER 5 AT THE FRONT OF THE BUILDING INTENDED FOR VISITOR PARKING, OR IF A PARENT CHOOSES TO DRIVE UP, PARK, AND WALK THEIR CHILD UP TO THE CAMPUS.

AS WE STUDY THE SITE, WE'RE ALSO LOOKING AT THE SUNSET, SUNRISE, AND THE WINTER AND SUMMER MONTHS, AND THE WIND PATTERNS THAT OCCUR ACROSS OUR SITE SO THAT IT'LL HELP INFORM GLAZING LOCATIONS FOR US IF WE NEED TO PROVIDE CANOPIES OR SHADE STRUCTURES, JUST THE DIFFERENT ELEMENTS AROUND THE BUILDING SO WE CAN CREATE AS EFFICIENT A BUILDING AS POSSIBLE FOR YOU.

FROM THAT EARLY CONCEPTUAL SKETCH DURING THE CHARRETTE PROCESS, YOU CAN POSSIBLY SEE HOW IT EMERGED AND HELPED INFORM THE FLOOR PLAN THAT YOU SEE HERE TONIGHT.

THE YELLOW AREAS BEING THOSE PODS.

YOU CAN SEE THEY'RE VERY IDENTICAL.

AS YOU WORK YOUR WAY AROUND THE BUILDING, THERE ARE FOUR IDENTICAL PODS.

THE ORANGE COLOR AT THE FRONT IS ADMINISTRATION AREA, AND YOU CAN SEE HOW THAT STARTS TO FLANK EACH SIDE OF THAT CENTRAL COURTYARD AS IT WORKS ITS WAY UP THAT CORRIDOR.

[00:50:04]

THIS WILL ALSO SERVE AS OUR SHELTER FOR THE BUILDING.

THEN BEHIND THAT IN THE GREEN AREA IS THE KITCHEN WITH THE DAYCARE COMPONENT AT THE FAR NORTHERN PIECE OF THE PLAN.

THIS IS AN ENLARGED VIEW OF ONE OF THE PODS.

WE HAVE 16 EXPERIENTIAL LEARNING AREAS WITHIN THIS BUILDING PLUS 16 PARTNER CLASSROOMS. IT IS A LARGER BUILDING THAN WHAT WE HAVE AT JANDRUCKO.

IN EACH OF THE POD AREAS, WE HAVE A VERY SIMILAR SETUP.

IT'S THE FOUR INTERACTIVE LEARNING AREAS, THE FOUR PARTNER CLASSROOMS, THE STORAGE AREAS, RESTROOMS, A TEACHER WORKROOM, AND AN ECSC ROOM WITH STORAGE AND RESTROOM THERE AS WELL.

THE MULTIPURPOSE ROOM, THE CENTER IS SIMILAR.

IF YOU'VE BEEN TO JANDRUCKO AND YOU WALK INTO THAT MULTIPURPOSE AREA, IT'S A HIGHER VOLUME SPACE.

IT LETS IN SOME OF THAT NATURAL LIGHT, AND THIS IS WHERE THOSE STUDENTS WILL BE DINING IN THAT AREA.

>> THEN WE ALSO START LOOKING AT WHAT DOES THIS BUILDING WANT TO LOOK LIKE ON THE EXTERIOR.

WHAT WE'RE PROPOSING RIGHT NOW IN OUR SCHEMATIC DESIGN PHASE IS A MASONRY BUILDING THAT YOU SEE IN THE WHITE AREA WITH POSSIBLY A METAL PANEL THAT RESEMBLES WOOD, THAT'S IN THE BROWN.

THEN INTRODUCING A COLOR ON THE EXTERIOR OF THE BUILDING THAT REALLY HELPS BRING SOME OF THE EXCITEMENT THAT'S HAPPENING INSIDE THE BUILDING OUT TO THE FRONT OF THE BUILDING.

THIS IS A GOOD COLOR, IT'S A CALMING COLOR.

WE'RE LOOKING AT POSSIBLY A METAL PANEL THAT REFLECTS THIS COLOR AT THAT FRONT ENTRY TO HELP WELCOME PEOPLE TO THIS BUILDING.

YOU CAN SEE THE TALLER CANOPY.

THIS IS A REPEATING ELEMENT THAT OCCUR AROUND THE BUILDING.

THIS OBVIOUSLY HELPS BRING THOSE STUDENTS INTO THE BUILDING, HELPS PROVIDE THAT HIGHER SPACE THAT I MENTIONED IN THE INTERACTIVE POD AREAS AND THE MULTIPURPOSE SPACES.

THEN LASTLY, OUR SCHEDULE, WE ARE WRAPPING UP DESIGN DEVELOPMENT IN FEBRUARY, SO WE WILL COME BACK TO YOU AND SHOW ADDITIONAL PROGRESS AT THAT TIME.

THEN WE WRAP UP OUR CONSTRUCTION DOCUMENTS IN APRIL, AND THEN WE MOVE INTO A BIDDING AND PERMITTING PHASE, AND THEN AFTER THAT, WE GET INTO CONSTRUCTION. ANY QUESTIONS?

>> PRETTY EXCITING STUFF.

I'M GOING TO START TO MY LEFT, MRS. WILSON.

>> AS BEFORE, JEFF WILL REMEMBER, THIS IS ONE OF THE MOST EXCITING PROJECTS I THINK WE'VE EVER DONE.

THOSE OTHER PLACES WERE NICE THAT YOU ALL VISITED, BUT WE ALL KNOW WHERE IT STARTED.

I WANT TO GIVE THAT CREDIT TO OUR STAFF, ALTHOUGH I TRY TO TAKE IT MOST OF THE TIME.

BUT I WAS JUST GOING TO ASK A COUPLE OF QUICK QUESTIONS AND ONE OF THEM IS PROBABLY MORE FOR JEFF.

I NOTICED ONE OF THE DESIGN DIFFERENCES, AT LEAST FROM WHAT I RECALL, BECAUSE I PLAYED MOST OF THE TIME IN THE ACTUAL EXPERIENCES WHEN I'M THERE, IS THAT WE'VE ADDED CLASSROOMS. ACTUAL CLASSROOMS TO EACH EXPERIENCE, SO TO SAY.

OKAY, SO APPARENTLY I GUESS WAS THAT TO BETTER HELP THE TRANSITION AS THEY MOVE INTO ELEMENTARY?

>> NOT TECHNICALLY. IT WAS ACTUALLY SO THAT WE COULD ADDRESS ONE OF THE CONSTRAINTS OF JANDRUCKO WAS THAT WE JUST CAN'T SERVICE ENOUGH STUDENTS.

WE WANTED TO LOOK AT A WAY WHERE WE COULD MAINTAIN THE INTEGRITY OF OUR CURRICULUM, WHICH IS CENTERED AROUND THOSE 16 CONCEPTUAL PACKAGES, BUT ALSO SERVICE MORE STUDENTS.

WHAT WILL HAPPEN IS ACTUALLY TWO CLASSES, SO 44 STUDENTS WILL BELONG TO ONE EXPERIENCE.

WHAT WE CAN DO WITH THE SCHEDULE IS REST TIME OR NAPTIME, FINE ARTS TIME, EXPLICIT WRITING INSTRUCTION, THINGS LIKE THAT, WILL TAKE PLACE IN THAT TRADITIONAL CLASSROOM AND THEN THE EXPERIENCE BASED LEARNING WILL TAKE PLACE IN THE EXPERIENCE.

BASICALLY, IT'S THE BEST OF BOTH WORLDS.

WE CAN BASICALLY DOUBLE THE STUDENTS THAT WE CAN AT JANDRUCKO WITHOUT HAVING TO CREATE 16 MORE EXPERIENCES. DOES THAT MAKE SENSE?

>> YES, IT DOES. THAT'S NEAT TO KNOW.

REMIND ME AND LET'S DON'T GO WITH HOLLY TAG NUMBERS THAT THOSE OF US THAT REMEMBER THAT.

HOW MANY KIDS DO JANDRUCKO CURRENTLY SERVICE AND WITH THIS, WHAT WOULD THAT DOUBLE NUMBER LOOK LIKE?

>> JANDRUCKO IS RIGHT AROUND 352.

THE NEW BUILDING WHEN WE THINK ABOUT OUR GENERAL EDUCATION IS ABOUT 704, BUT THERE'S FOUR ECSC CLASSROOMS FOR OUR SPECIAL ED STUDENTS, AND SO THE TOTAL CAPACITY IS RIGHT AROUND 750, GIVE OR TAKE FIVE-ISH KIDS.

>> THEN WITH THAT TALKING ABOUT SPACING, IS THE DAYCARE AREA THE SAME SIZE AS WE HAD AT JANDRUCKO, OR DID THAT CHANGE AS WELL, JOSH?

>> NO. I BELIEVE IT'S VERY COMPARABLE TO WHAT WE HAVE AT JANDRUCKO.

>> DO YOU REMEMBER ABOUT HOW MANY KIDS?

>> I BELIEVE WHEN I LOOKED IT WAS AROUND 40.

>> OKAY. WHICH IS A NICE SIZE FOR DAYCARE.

THEN ONE MORE THING,

[00:55:01]

>> YES. WE'RE STILL DOING THE FAMILY STYLE DINING AND THAT'S ONE OF THE KITCHEN IS CENTRALLY LOCATED THIS TIME SO MAKE IT A LITTLE EASIER.

>> JUST JUST BECAUSE WE DO HAVE A LOT OF, LIKE YOU SAID EARLIER PEOPLE THAT DIDN'T GET TO BE INVOLVED INITIALLY.

I BELIEVE RITA DIDN'T DISCOVER THAT IF WE SERVED FAMILY STYLE, THAT WAS ACTUALLY BENEFICIAL TO US.

>> YES. ACTUALLY, THE REIMBURSEMENT IS A LITTLE BIT HIGHER THAN A TRADITIONAL MEAL FOR A KID.

>> WHEN I'VE EATEN WITH THE KIDS, I THINK IT'S REALLY COOL IF YOU HAVEN'T BECAUSE IT GIVES THEM THAT OPPORTUNITY TO ACTUALLY SIT AROUND THE TABLE AND MAKE THEIR OWN PLATE AND THINGS LIKE THAT.

>> THE REAL BENEFIT IS KIDS LEARN HOW TO GET THE RIGHT PORTIONS AND HAVE CONVERSATIONS, AND IT'S AN AMAZING PROCESS.

>> THEY GET ALL KINDS OF EXPERIENCES THAT'S NOT ALWAYS IN THE CLASSROOM.

>> EXACTLY. NOT JUST IN THE CLASSROOM, THEY GET IT JUST SERVING A MEAL TOGETHER, HAVING A MEAL TOGETHER.

>> IN THE PLAY AREA, IS IT IN THE CENTER? THEN I'M DONE.

>> I'M SORRY, CAN YOU REPEAT THAT?

>> I THINK THAT'S REALLY COOL TOO.

[OVERLAPPING]

>> SHE WAS ASKING ABOUT THE PLAY AREA [OVERLAPPING].

>> THE INTENT IS FOR THAT MAIN PLAY AREA FOR THE TRADITIONAL CLASSROOMS OR PARTNER CLASSROOMS AND INTERACTIVE LEARNING AREA, WILL BE IN THAT CENTRAL COURTYARD AREA, AND THEN WE HAVE A SEPARATE PLAYGROUND AT THE BACK OF THE BUILDING FOR DAYCARE.

>> PERFECT. THANK YOU.

AGAIN, I'M EXCITED, SO I APPRECIATE YOU ALL.

>> MRS. NEWSOME.

>> MOST IMPORTANT, WHERE'S THE CHICKENS GOING TO GO?

>> I WAS ACTUALLY AT JANDRUCKO ON FRIDAY.

>> PART OF THE WHOLE THING.

>> THAT CAME UP, SO WE ARE LOOKING AT WHERE WE CAN PLACE AN ENCLOSURE FOR THAT.

>> IT'S REALLY A PROBLEM.

>> WE SAW SOME CHICKENS ROAMING.

>> I WAS TRYING TO GET THROUGH THIS WHOLE PRESENTATION WITHOUT THAT QUESTION.

>> IT'S LIKE MY FAVORITE THING.

I WANT TO GO READ WITH THE KIDS, I WANT TO EAT FAMILIES SALAD.

I WANT TO GO SEE THE CHICKENS.

I'M NOT GOING TO LIE, I'M A LITTLE BIT SCARED.

THE KIDS ARE TOTALLY NOT SCARED JUST FOR THE RECORD, AND I'M SO IMPRESSED BY THAT ABOUT HOW BRAVE THEY ARE IN FRONT OF CHICKENS.

BUT THE WHITE AREA, IS THAT OUTSIDE? IT'S ACTUALLY EXTERIOR, CORRECT?

>> YES, MA'AM. THAT CENTER AREA, THAT'S THE WHITE, THAT'S THE COURTYARD, THAT'S COMPLETELY OPEN TO THE EXTERIOR.

SIMILAR IF YOU FLIP BACK AND REMEMBER THE IMAGE FROM GREGORY PORTLAND, THAT'S HOW WE APPROACH THAT DESIGN, A DONUT WORKING AROUND THAT COURTYARD.

>> OKAY. JUST MAKING SURE.

I CAN REMEMBER WHEN YOU GUYS CAME BACK FROM THAT TRIP AND THAT WAS ONE OF THE THINGS THAT YOU GUYS WERE TALKING ABOUT SO I THINK THAT'S REALLY GREAT.

I LOVE THE WAY WE'VE BEEN ABLE TO INCREASE CAPACITY THERE.

OBVIOUSLY, ONCE YOU SEE KIDS GO THROUGH THIS PROCESS AND HOW WE SEE THESE INCREDIBLE OUTCOMES ON THE OTHER SIDE AND THE IMPACT THAT IT'S BEEN MAKING ON THE DISTRICT, YOU WANT TO BE ABLE TO MAKE 50 OF THESE.

THANK YOU GUYS. IT'S WONDERFUL.

>> DR. CRUTCHFIELD.

>> YES. I JUST WANTED TO COMMENT AGAIN AND THANK YOU ALL FOR, I THINK THIS PLAN IS RESPONSIVE TO THE CHANGING DEMOGRAPHICS IN THE DISTRICT.

I BELIEVE WE'RE ALMOST A 50/50 SPLIT BETWEEN STUDENTS THAT ARE ECONOMICALLY DISADVANTAGED AND THOSE WHO ARE NOT SO THE EXPERIENCES THAT THESE STUDENTS ARE ABLE TO HAVE, ALMOST HALF OF THE DISTRICT MAY NOT BE ABLE TO DO OVER AND ABOVE AND BEYOND.

WE TAKE IT FOR GRANTED THAT SOME FAMILIES CAN TAKE THEIR KIDS TO THE ZOO OR TO AN ASTRONAUT MUSEUM OR SOMETHING LIKE THAT SO I THINK IT'S RESPONSIVE TO THE GROWING DISTRICT THAT WE HAVE SO GOOD JOB.

>> THANK YOU.

>> F. MARSH MURRAY.

DR. REED.

>> I DON'T HAVE ANY QUESTIONS I'M NOT GOING TO ASK THAT QUESTION.

I SAID I DIDN'T HAVE ANY QUESTIONS.

I WAS GOING TO ASK, CAN WE HAVE EVERY BUILDING LOOK LIKE THAT? BECAUSE THE EXPERIENCE THAT YOU HAVE WHEN YOU WALK IN IT IS WOW.

I SAW THAT AS A CENTER WORD.

BUT I DO WANT TO THANK YOU AND YOUR TEAM AND ALL OF THE WORK THAT YOU'VE DONE, IT WAS DYNAMIC, IT WAS MULTI LAYERED.

YOU CONSIDERED EVERYTHING.

THANK YOU FOR RESEARCHING.

ALL THE TIME AND EFFORT THAT YOU PUT INTO IT, THANK YOU, MISS COBB FOR COMING BACK TO REITERATE AND REPEAT AND REVIEW THE DATA THAT SUBSTANTIATES A BUILDING LIKE THIS.

NOW, WE'RE ALL ANTICIPATING.

WE WANT YOU TO COMPLETE IT BEFORE THE TIME, BUT WE KNOW WE CAN'T DO THAT.

THEN MR. BROGDEN, THANK YOU.

WE TALKED ABOUT HAVING A VISUAL OF THIS PROCESS AS IT BUILDS, AND IT BUILDS MORE AND MORE ANTICIPATION BY ALL OF US AND EVERYONE IN THE COMMUNITY SO EVEN THOUGH YOU HAVE THE BUILDING IS SET FOR ABOUT SEVEN, I THINK I PUT DOWN 709-ISH.

I THINK MISS COBB, IT MAY BE ABOUT 1480, 1418 IS DOUBLE.

I DON'T KNOW HOW WE'RE GOING TO DO IT, BUT THANK YOU SO MUCH FOR THE WORK.

BUT A BUILDING LIKE THIS IS MONUMENTAL AND IT CHANGES THE LANDSCAPE

[01:00:06]

>> THANK YOU. MR. TIPPING.

>> WELL, THANK YOU SO MUCH. I THINK YOU CAN TELL HOW EXCITED WE ALL ARE.

DEFINITELY JANDRUCKO IS A MAGICAL PLACE SO WHEN I WAS REVIEWING THE PLANS WHEN I GOT THEM LAST WEEK AND WHEN I SAW THAT THE CLASSROOMS WERE ADDED ONTO IT, I WAS LIKE, YES, I JUST SAW YOUR VISION FOR IT THAT WE'RE ABLE TO SERVICE SO MANY MORE KIDS.

THANK YOU. THIS IS SOMETHING THAT OUR COMMUNITY SAID THAT THEY WANTED, AND I APPRECIATE YOU TAKING THAT AND TAKING THE VISION OF THE COMMITTEE AND REALLY CREATING SOMETHING SPECIAL.

THE DATA SPEAKS FOR ITSELF.

IT'S HARD TO ARGUE WITH THE DATA THAT'S PRESENTED.

WE'VE SEEN IT SEVERAL TIMES, BUT I ALWAYS GO BACK TO THAT.

WHAT WE'RE DOING THERE IS WORKING.

THANK YOU VERY MUCH FOR YOUR HARD WORK.

I LOOK FORWARD TO SEEING THIS ALL THE WAY TO THE END.

>> THANK YOU.

>> THANK YOU.

>> WE WILL NOW MOVE TO PUBLIC COMMENTS.

[9. Public Comments]

EACH SPEAKER SHOULD ADDRESS THE BOARD FROM THE PODIUM MICROPHONE AND STATE HIS OR HER NAME BEFORE SPEAKING.

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

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

BOARD POLICY PROHIBITS THE DISCUSSION AND COMPLAINTS AGAINST DISTRICT EMPLOYEES, DURING AN OPEN FORUM.

OUR FIRST SPEAKER WILL BE KAREN MARCUCCI.

AFTER KAREN MARCUCCI, IT WILL BE CYNTHIA DANIELS.

>> GOOD EVENING, MEMBERS OF THE BOARD.

FIRST, I WANT TO THANK THE MAJORITY OF THE BOARD FOR CAREFULLY CONSIDERING THE HISTORY AND QUALIFICATIONS OF THE CANDIDATES FOR THE COUNTY APPRAISAL BOARDS.

IT WAS GREAT TO SEE YOU SUPPORT SO MANY OF THOSE THAT WERE ELECTED.

YOUR DECISION TO VOTE FOR INDIVIDUALS WHO DEMONSTRATE A COMMITMENT TO PUBLIC EDUCATION OR AT THE VERY LEAST HAVE NOT WORKED AGAINST IT, SENDS A VERY POWERFUL MESSAGE TO OUR COMMUNITY ABOUT PRIORITIZING WHAT MATTERS MOST, OUR STUDENTS AND THEIR EDUCATION.

TONIGHT, I URGE YOU ALL TO APPROVE THE PROPOSED LEGISLATIVE PRIORITIES.

AS AN INVESTED TAXPAYER, I'M DEEPLY CONCERNED ABOUT SCHOOL FUNDING AND ACCOUNTABILITY FOR MY TAX DOLLARS, ESPECIALLY IN LIGHT OF OUR STATE REPRESENTATIVE, DAVID COOK, BEING IDENTIFIED AS THE PRO VOUCHER CHOICE FOR SPEAKER OF THE HOUSE THIS YEAR.

THE STATE MUST INCREASE PER STUDENT FUNDING FOR PUBLIC SCHOOLS AND INDEX IT TO INFLATION.

WHILE GOVERNOR ABBOTT CLAIMS THAT SPENDING ON PUBLIC EDUCATION IS AT AN ALL TIME HIGH, THE STATE'S LEGISLATIVE BUDGET BOARD REPORTS THAT PER STUDENT SPENDING HAS ACTUALLY DECREASED BY $590 IN INFLATION ADJUSTED DOLLARS OVER THE PAST 10 YEARS.

I'VE HEARD CONCERNS FROM OTHERS ABOUT TAX DOLLARS BEING WASTED ON ADMINISTRATION AND OVERHEAD COST IN PUBLIC SCHOOLS.

HOWEVER, WHAT'S OFTEN OVERLOOKED IS THAT THESE COSTS ARE DIRECTLY TIED TO IMPLEMENTING STATE REQUIRED MANDATES, WHICH PLACE ENORMOUS STRAIN ON LOCAL DISTRICTS.

THE STATE MUST FULLY FUND THESE UNFUNDED MANDATES AS WELL AS IDENTIFY REVENUE SOURCES FOR FUTURE MANDATES INSTEAD OF CONTINUING TO PASS THE COST DOWN TO DISTRICTS LIKE OURS.

ONE OF THE BIGGEST ISSUES FOR ME IS MY BELIEF THAT PUBLIC DOLLARS MUST REMAIN IN PUBLIC SCHOOLS.

ANY FUNDING THE STATE PROVIDES FOR EDUCATION MUST COME WITH THE SAME PUBLIC ACCOUNTABILITY AND TRANSPARENCY REQUIRED FOR PUBLIC SCHOOLS.

WITHOUT THE SAME ACCOUNTABILITY AND DATA, TAXPAYERS AND PARENTS WILL NEVER BE ABLE TO FULLY UNDERSTAND HOW THIS SCHEME IS IMPACTING STUDENTS AND SCHOOLS.

I FIRMLY BELIEVE THAT VOUCHERS AND ESAS ARE A WASTE OF OUR MONEY THAT DIVERTS CRITICAL RESOURCES FROM THE PUBLIC SCHOOL SYSTEM THAT SERVES THE VAST MAJORITY OF TEXAS CHILDREN.

BUT LET'S BE CLEAR, THIS ISN'T ABOUT MONEY, IT'S ABOUT ENSURING THAT ALL STUDENTS, INCLUDING THOSE WHO WILL BE TURNED DOWN BY PRIVATE SCHOOLS RECEIVE QUALITY EDUCATION.

ONLY THEN CAN THEY GROW INTO SELF SUFFICIENT CONTRIBUTING MEMBERS OF SOCIETY.

APPROVING THE LEGISLATIVE PRIORITIES PROPOSED TONIGHT SIGNALS YOUR COMMITMENT TO EQUITABLE FUNDING THROUGH THOUGHTFUL ACCOUNTABILITY AND SECURING A SUCCESSFUL FUTURE FOR OUR STUDENTS.

ONCE PASSED, THESE PRIORITIES SHOULD BE SHARED WITH THE COMMUNITY SO WE CAN WORK TOGETHER TO EDUCATE OUR STATE REPRESENTATIVES AND SENATORS ON HOW THESE CRITICAL ISSUES WILL AFFECT THE FUTURE AND HOW THEIR PAST DECISIONS HAVE LED US TO WHERE WE ARE TODAY.

THANK YOU FOR YOUR TIME, YOUR LEADERSHIP, AND YOUR COMMITMENT TO EDUCATING THE FUTURE LEADERS OF OUR WORLD.

>> THANK YOU, MRS. MARCUCCI.

NEXT IS CYNTHIA DANIELS, FOLLOWING, MRS. DANIELS WILL BE CORTLAND RIGGS.

[01:05:05]

>> GOOD EVENING. MY NAME IS CYNTHIA DANIELS, AND I COME TO YOU TONIGHT AS A TAXPAYER AND A COMMUNITY MEMBER, NO LONGER A PARENT IN THIS DISTRICT.

BUT I JUST WANTED TO SAY A HEARTFELT THANK YOU TO DR. CRUTCHFIELD, DR. REED, MISS ANDERSON, MRS. NEWSOME, MRS. LACKEY WILSON, AND MR. TIPPING. THANK YOU FOR THE WONDERFUL WORK YOU ALL DID ON CHOOSING WHICH CANDIDATES TO PUT MISD VOTES TO FOR TAD AND CAD.

THANK YOU FOR PRIORITIZING VOTING FOR CANDIDATES WHO HAVE SHOWN WITH THEIR ACTIONS THAT THEY ARE FOR THE SUCCESS AND FUNDING OF PUBLIC SCHOOLS.

DURING A TIME WHEN OUR GOVERNOR AND STATE REPRESENTATIVES WANT TO IMPLEMENT VOUCHERS, WHICH WOULD HURT PUBLIC SCHOOLS, I APPRECIATE MOST OF YOU COMING TOGETHER TO MAKE THE BEST DECISION FOR THE SUCCESS OF MISD, WHERE TAD AND CAD ARE CONCERNED.

I KNOW IT'S NOT EASY TO FIND COMMON GROUND LATELY, SO I REALLY DO APPRECIATE YOUR SUPPORT OF PRO PUBLIC EDUCATION CANDIDATES.

I LOOK FORWARD TO SEEING MORE AND MORE OF THIS NONPARTISAN COLLABORATION FROM THE SCHOOL BOARD MOVING FORWARD.

I ALSO HAVE A HUGE ASK TONIGHT.

I DON'T KNOW WHO SETS THE DAY AND TIMES FOR SPECIAL CALLED BOARD MEETINGS, BUT MOVING FORWARD, CAN YOU SCHEDULE THESE FOR EVENINGS? IT IS NEARLY IMPOSSIBLE FOR MOST PARENTS, BUSINESS OWNERS, COMMUNITY MEMBERS, AND TEACHERS TO HAVE THEIR VOICES HEARD ON THESE VERY IMPORTANT MATTERS WHEN THE MEETING OCCURS AT 7:00 AM.

I'M NOT SURE IF THERE IS AN INTENT IN HAVING THESE MEETINGS AT 7:00 AM.

BUT MOST PEOPLE ARE GETTING THEIR KIDS READY FOR SCHOOL OR ALREADY AT THE SCHOOL OR ARE GETTING READY FOR WORK.

IT'S PROBABLY THE LEAST OPPORTUNE TIME FOR THOSE IN THE COMMUNITY WHO WANT TO PARTICIPATE IN PUBLIC COMMENTS TO DO SO.

YES, EVERYONE CAN SEND EMAILS TO THE BOARD EXPRESSING THEIR COMMENTS, CONCERNS OR QUESTIONS, BUT EVERYONE SHOULD ALSO HAVE FAIR AND EQUAL OPPORTUNITY TO PUBLICLY VOICE THEIR COMMENTS AT ALL MEETINGS SO THE REST OF THE PUBLIC HAS ACCESS TO HEAR COMMENTS AS WELL.

ABOUT TRANSPARENCY AND ACCOUNTABILITY.

BY HAVING THESE SPECIAL CALLED BOARD MEETINGS AT 7:00 AM IT GIVES THE APPEARANCE INTENDED OR NOT OF TRYING TO SILENCE THE COMMUNITY ON REALLY IMPORTANT MATTERS.

THANK YOU AGAIN FOR YOUR TIME AND YOUR CONSIDERATION.

AGAIN, THANK YOU TO THOSE THAT WORK TOGETHER ON THE VOTES FOR TAD AND CAD.

WE THE COMMUNITY APPRECIATE MOST OF YOU WORKING TOGETHER FOR WHAT IS BEST FOR OUR STUDENTS, TEACHERS, AND DISTRICT. THANK YOU.

>> THANK YOU, MRS. DANIELS. NEXT IS CORTLAND RIGGS, FOLLOWED BY MRS. RIGGS WILL BE JENNIFER RIGGS.

>> HI, EVERYONE. BEFORE I START, I WOULD JUST LIKE TO APOLOGIZE FOR STUTTERING OR FORGETTING TO BREATHE AT ALL.

I AM QUITE NERVOUS. BUT GOOD EVENING, MEMBERS OF THE SCHOOL BOARD, FACULTY, AND COMMUNITY.

MY NAME IS CORTLAND RIGGS.

I'M A SOPHOMORE VARSITY CHEERLEADER AT LEGACY HIGH SCHOOL.

TODAY, I'M HERE NOT BECAUSE I WANT TO BE, BUT BECAUSE I FEEL LIKE I HAVE NO OTHER CHOICE.

WHAT I'M SHARING ISN'T JUST MY EXPERIENCE.

IT IS ALSO THE EXPERIENCE OF MANY OTHER STUDENTS WHO HAVE BEEN HURT BY THIS TOXIC CULTURE WITHIN OUR CHEERLEADING PROGRAM.

CHEERLEADING IS SUPPOSED TO BE ABOUT TEAMWORK, UNITY, AND SCHOOL PRIDE, BUT CERTAIN INDIVIDUALS HAVE TURNED INTO SOMETHING UNRECOGNIZABLE.

FRESHMAN AND JUNIOR VARSITY CHEERLEADERS ARE SINGLED OUT, EXCLUDED FROM TEAM EVENTS, AND MOCKED WITH OFFENSIVE NAMES.

IT IS CRUEL AND DEGRADING, AND YET IT CONTINUES BECAUSE NO ONE HOLDS THESE INDIVIDUALS ACCOUNTABLE.

THIS CULTURE OF BULLYING DOES NOT STOP WITH TEAMMATES, IT EXTENDS TO COACHES.

I'VE SEEN MEL AT COACH HUSBAND AND COACH PINCAY IGNORE CORRECTIONS, CALL THEM HURTFUL NAMES.

THESE INDIVIDUALS EVEN CELEBRATE WHEN COACHES QUIT.

BRAGGING, YOU CAN THANK ME FOR THAT.

LAST YEAR, ONE COACH CRIED NEARLY EVERY DAY AND ENDED UP LEAVING BECAUSE THE HARASSMENT WAS TOO MUCH TO HANDLE.

THE WORST EXAMPLE IS WHEN COACH HUSBAND'S CAR WAS VANDALIZED ON SCHOOL PROPERTY.

SEXUAL IMAGES AND OFFENSIVE WORDS WERE WRITTEN ACROSS IT. THAT WASN'T A PRANK.

THAT WAS A TARGETED ATTACK MEANT TO INTIMIDATE AND EMBARRASS HER.

AT GAMES, THIS GROUP EMBARRASSES ALL OF US.

THEY'VE BEEN SEEN TWERKING AND YELLING VULGAR THINGS ON THE FIELD AND ON BUSES.

ONLINE, THEY POST ABOUT DRINKING, VULGAR LANGUAGE, AND INAPPROPRIATE ACTIVITIES, EVEN IN THEIR CHEER UNIFORMS. IT REFLECTS POORLY ON ALL OF US, DAMAGES OUR SCHOOL REPUTATION, AND BREAKS THE CHEER CONSTITUTION THAT WE ALL SIGNED.

THE IMPACT HAS SPREAD BEYOND LEGACY.

FOR EXAMPLE, AT UCA CAMP, STAFF REFUSED BECAUSE THEY HAVE SEEN THE LACK OF DISCIPLINE AND DISRESPECT FROM OUR CHEERLEADERS.

OUR CHEERLEADERS ARE NOW BEING TALKED ABOUT BY OTHER SCHOOLS AS A TEAM THAT NO ONE WANTS TO WORK WITH.

THE MOST UPSETTING THING IS HOW THESE INDIVIDUALS TARGET VULNERABLE STUDENTS, THEY MOCK TRANSGENDER STUDENTS BY USING THEIR DEAD NAMES AND BULLY TEAMMATES FOR BEING A PART OF THE LGBTQ COMMUNITY.

LAST YEAR, THE MASCOT AND ANOTHER CHEERLEADER FELT THEY WERE FORCED TO QUIT THE TEAM BECAUSE OF RELENTLESS HOMOPHOBIC SLURS AND HARASSMENT.

THIS IS UNACCEPTABLE AND HEARTBREAKING, YET THESE ACTIONS CONTINUE WITHOUT CONSEQUENCES.

BECAUSE OF THIS CULTURE, MANY GIRLS, INCLUDING MYSELF, HAVE DECIDED NOT TO TRY OUT FOR CHEER NEXT YEAR.

[01:10:04]

THIS PROGRAM SHOWS SHOULD BE A POSITIVE AND SUPPORTIVE SPACE THAT HAS BECOME TOXIC AND HOSTILE.

OUR COACHES HAVE TRIED TO ENFORCE CONSEQUENCES AND RULES, BUT EVERY TIME THEY DO, ADMINISTRATION TAKES THOSE CONSEQUENCES AWAY, SENDING THE MESSAGE THAT THESE INDIVIDUALS CAN DO WHATEVER THEY WANT WITHOUT PUNISHMENT.

I'M STANDING HERE TODAY TO ASK FOR A CHANGE.

I ASK THE BOARD TO INVESTIGATE THESE ISSUES AND HOLD INDIVIDUALS RESPONSIBLE AND ACCOUNTABLE AND SUPPORT YOUR COACHES, STAFF, STUDENTS WHO ARE TRYING TO MAKE THIS PROGRAM BETTER.

THIS PROGRAM NEEDS LEADERSHIP, ACCOUNTABILITY, AND INTEGRITY.

I HOPE YOU CAN TAKE ALL THESE CONCERNS I HAVE SHARED SERIOUSLY BECAUSE WE ALL DESERVE BETTER. THANK YOU FOR YOUR TIME.

>> THANK YOU, MRS. RIGGS. UP NEXT IS JENNIFER RIGGS AND FOLLOWED BY JENNIFER RIGGS WILL BE ANNA HORN.

>> GOOD EVENING MEMBERS OF THE BOARD, DR. CANTU, AND MANSFIELD ISD LEADERSHIP.

MY NAME IS JENNIFER RIGGS.

I AM HERE TONIGHT AS A LEGACY HIGH SCHOOL PARENT, AN ADVOCATE FOR MY CHILD, AND A VOICE FOR FAMILIES AND STUDENTS WHO FEEL UNHEARD.

WHEN COACH HUSBAND WAS HIRED FOR CHEER, WE WERE THRILLED.

FINALLY, WE HAD A COACH WITH STRONG TIES TO CHEERLEADING TO MISD ITSELF AS A LEGACY ALUMNI.

WE BELIEVE SHE WOULD BRING LEADERSHIP, ACCOUNTABILITY, AND PRIDE BACK TO THIS PROGRAM.

INSTEAD, ONGOING HARASSMENT, BULLYING, AND ADMINISTRATIVE FAILURES HAVE ONLY WORSENED, TURNING THIS PROGRAM INTO THE LAUGHINGSTOCK OF MANSFIELD AND SURROUNDING DISTRICTS.

OVER THE PAST THREE YEARS, LEGACY'S CHEER PROGRAM HAS CYCLED THROUGH 12 COACHES AND ASSISTANT COACHES, A GLARING SIGN OF SYSTEMIC DYSFUNCTION.

EIGHT ATHLETES, INCLUDING MY DAUGHTER, HAVE ALREADY DECIDED NOT TO RETURN TO THE PROGRAM NEXT YEAR.

OTHERS, INCLUDING DISTRICT EMPLOYEES, STAY SILENT FOR FEAR OF RETALIATION.

HERE'S WHAT WE HAVE SEEN.

HAZING AND HARASSMENT, HOMOPHOBIC SLURS FORCED LHS CHEER MASCOT OFF THE TEAM, JB MEMBERS HAVE BEEN EXCLUDED, MOCKED, AND TOLD THEY WOULD BE BULLIED OFF THE TEAM BECAUSE THEY WERE UGLY, VANDALISM, SENIOR VARSITY MEMBERS VANDALIZED COACH HUSBAND'S CAR WITH PHALLIC IMAGES AND SLURS.

DESPITE HAPPENING ON CAMPUS, ADMIN DISMISSED THIS INCIDENT UNDER THE FALSE CLAIM OF A FULL INVESTIGATION.

INAPPROPRIATE CONDUCT, THESE CHEERLEADERS POSTED PICTURES OF THEMSELVES DRUNK, SHARED VULGAR TIKTOKS IN UNIFORM, AND BOASTED ONLINE ABOUT UNDERMINING THE COACHES AND STAFF.

DISRESPECT TO COMMUNITY PARTNERS.

AT THIS SUMMER AT CHEER CAMP, COACHES REFUSED TO WORK WITH LEGACY BECAUSE OF THEIR BEHAVIOR.

ADDING TO THIS DYSFUNCTION IS THE MISMANAGEMENT OF THE BOOSTER CLUB, BUT I WILL DIGRESS FOR TIME SAKE RIGHT NOW.

WHEN MYSELF AND ANOTHER PARENT SPENT NEARLY TWO HOURS WITH SCHOOL LEADERSHIP ADDRESSING THESE ISSUES, WE RELIED TO AND LEFT WITH EMPTY PROMISES OF A MEETING AFTER THE HOLIDAYS.

EVEN THE CHEER PROGRAM'S NEW AP ADMITTED THAT OTHER SCHOOLS TALK ABOUT HOW BAD LEGACY CHEERLEADERS ARE AND THAT MANSFIELD HIGH SCHOOL WOULDN'T PUT UP WITH THIS BEHAVIOR.

MISD CLAIMS TO BE AN INCLUSIVE GROWTH-ORIENTED DISTRICT WITH A 2030 VISION CENTERED ON GROWTH AND ACCOUNTABILITY.

BUT WHERE IS THE GROWTH WHEN COACHES AND STUDENTS LEAVE TO PROTECT THEIR MENTAL HEALTH YEAR OVER YEAR? WHERE IS THE INCLUSION WHEN BULLYING AND HAZING ARE SWEPT UNDER THE RUG? WHERE IS THE ACCOUNTABILITY FOR LEADERSHIP THAT REFUSES TO ACT? THE DECISION FOR MY DAUGHTERS AND THE SUPPORT OF THESE CHEERLEADERS HERE WITH HER TODAY TO STAND UP AND SPEAK TONIGHT IS NOT ONE THAT THEY TAKE LIGHTLY OR MYSELF.

DOING SO COMES WITH THE REAL RISK OF FACING RETALIATION, BUT THEY UNDERSTAND AS DO I, THE IMPORTANCE OF COURAGEOUSLY ADVOCATING FOR CHANGE AND ACCOUNTABILITY.

I RESPECTFULLY ASK THIS BOARD TO TAKE IMMEDIATE ACTION.

PLEASE LAUNCH A FULL INVESTIGATION OF THE CHEER PROGRAM, INCLUDING STUDENT MISCONDUCT, BOOSTER CLUB MISMANAGEMENT, AND LEADERSHIP FAILURES.

ALLOW STAFF TO ENFORCE APPROPRIATE REPERCUSSIONS FOR BULLYING, HAZING, VANDALISM, AND MISCONDUCT IN ALIGNMENT WITH MISD CODE OF CONDUCT AND THE CHEER CONSTITUTION THESE STUDENTS SIGNED.

REINSTATE COACH HUSBAND AND PROVIDE HER WITH THE SUPPORT TO UTILIZE HER DISTRICT FUNDED.

>> THANK YOU, MRS. RIGG.

ANNA HORN. AFTER ANNA HORN WILL BE COURTNEY WATERS.

>> MEMBERS OF THE BOARD, DR. CANTU. MY NAME IS ANNA HORN.

I'M JUST HERE TONIGHT TO THANK YOU FOR HEARING THE INPUT FROM THE COMMUNITY AND LISTENING TO THE CONCERNS THAT WERE RAISED AT THE LAST MEETING IN REGARDS TO THE ELECTION OF MEMBERS TO THE BOARD OF DIRECTORS FOR TAD.

WHILE IT WASN'T UNANIMOUS TO THE TRUSTEES THAT VOTED FOR CANDIDATES WHO HAVE THE BEST INTEREST OF OUR DISTRICT SPECIFICALLY IN THE AREA OF HOW WE ARE FUNDED, I OFFER MY SINCERE THANKS FOR LISTENING AND CONSIDERING ALL THAT WENT INTO THAT DECISION.

IN THAT SAME VEIN WHEN REVIEWING THE LEGISLATIVE PRIORITIES ON TONIGHT'S AGENDA.

I'M ENCOURAGED TO SEE REAL ISSUES BEING ADDRESSED THAT WILL PRIORITIZE OUR STUDENTS IN OUR DISTRICT.

[01:15:03]

I'M ENCOURAGED AND HOPEFUL THAT YOU ALL WILL VOTE YES FOR THEM, HOPEFULLY THIS TIME UNANIMOUSLY. THANK YOU.

>> THANK YOU, MRS. HORN. COURTNEY WATERS, FOLLOWED BY MRS. WATERS, WILL BE JESSE CANNON II.

>> GOOD EVENING AND MERRY CHRISTMAS, PRESIDENT FARRAR, DR. CANTU, AND TRUSTEES.

MY NAME IS COURTNEY WATERS.

I AM A PARENT OF TWO MISD STUDENTS, A SPECIAL EDUCATOR, A HOMEOWNER, AND SMALL BUSINESS OWNER.

I WOULD LIKE TO TAKE THIS OPPORTUNITY TO THANK THE MAJORITY OF THE TRUSTEES THAT VOTED TO SUPPORT THE NOMINEES FOR THE TAD BOARD AND THE CARDBOARD THAT WILL PRIORITIZE PUBLIC DOLLARS FOR PUBLIC SCHOOLS.

YOUR ACTIONS SHOW THAT YOUR PRIORITY IS MISD STUDENTS AND STAFF.

I WOULD LIKE TO ENCOURAGE EACH OF YOU TO CONTINUE YOUR ADVOCACY FOR PUBLIC SCHOOL FUNDING WITH OUR STATE LEGISLATORS AND OUR GOVERNOR.

MY HOPE IS THAT MISD CAN AVOID BUDGET DEFICITS OR SCHOOL CLOSURES THAT OTHER DISTRICTS IN OUR AREA ARE FACING.

MY CONCERN IS SPECIFICALLY WITH SPECIAL EDUCATION FUNDING AS I HAVE A STUDENT WITH DYSLEXIA AND ALSO AS A SPECIAL EDUCATION ADVOCATE AND TEACHER.

TEXAS SPECIAL EDUCATION POPULATION GREW BY 14% IN THE '23/'24 SCHOOL YEAR.

TO PUT THAT IN PERSPECTIVE, 14% OF MANSFIELD ISD IS 5,000 STUDENTS.

THAT'S THE SIZE OF TWO OF OUR LARGEST HIGH SCHOOLS, THE WHOLE CAMPUS.

AS SEEN IN THE LEGISLATIVE PRIORITIES, MANSFIELD ISD IS AT A $21.8 MILLION DEFICIT.

IN TEXAS IS AT A $2.2 BILLION DEFICIT.

THIS INCREASE IN STUDENT NEEDS IS SIGNIFICANTLY UNDERFUNDED, OBVIOUSLY.

TEACHERS AND ASSESSMENT STAFF ARE LITERALLY DOING MORE WITH LESS.

ALSO, MOVING THOSE MONIES OUT THROUGH ESAS OR VOUCHERS, WE'LL BE DOING MUCH LESS BECAUSE PRIVATE SCHOOLS CAN ALSO TURN AWAY SPECIAL NEEDS STUDENTS.

I WOULD ENCOURAGE YOUR APPROVAL OF THE PROPOSED LEGISLATIVE PRIORITIES.

DOING SO WILL DEMONSTRATE YOUR CONTINUED COMMITMENT TO SUPPORT FULLY FUNDING PUBLIC EDUCATION. THANK YOU.

>> THANK YOU, MRS. WATERS. NEXT IS JESSIE CANNON LL, FOLLOWED BY MR. CANNON.

WILL BE OUR FINAL SPEAKER, DENIS ZELENSKY.

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

FIRST, I WANT TO THANK THE TAD AND THE CARD COMMITTEE FOR THEIR WORK LEADING UP TO THE SPECIAL MEETING LAST FRIDAY AND TO THE BOARD MEMBERS WHO CONTINUE TO SUPPORT AND ADVOCATE FOR PUBLIC EDUCATION.

YOUR WORK IS APPRECIATED AND CRUCIAL TO THE CONTINUED SUCCESS OF MANSFIELD ISD.

TONIGHT, I'D LIKE TO ADDRESS THE AGENDA ITEM ON THE DISTRICT'S LEGISLATIVE PRIORITIES AS THESE PRIORITIES PRESENT THE FUTURE OF OUR STUDENTS, BUT NONE OF THEM CAN BE REALIZED IF WE HAVE MEMBERS ON THE BOARD WHO OPENLY SUPPORT VOUCHERS.

PUBLIC DOLLARS BELONG IN PUBLIC SCHOOLS.

SEEMS LIKE A SIMPLE STATEMENT.

WE NEED LEADERS WHO WILL STAND FIRM IN THEIR ADVOCACY FOR PUBLIC EDUCATION AND PROTECT THE INTEGRITY OF THE EDUCATIONAL EXPERIENCE FOR ALL STUDENTS IN MANSFIELD ISD.

I'VE ALSO BROUGHT INFORMATION AND PROVIDED YOU TONIGHT ON HOUSE BILL 22, WHICH IS AN AUTHORIZED STUDY OF STUDENT PARTICIPATION IN EXTRA AND CO-CURRICULAR ACTIVITIES AS A POTENTIAL ADDITION TO CAMPUS AND DISTRICT PERFORMANCE EVALUATIONS.

WHY DOES THIS MATTER? CURRENTLY, CCMR METRICS ARE TIED TO ACCOUNTABILITY RATINGS AND CTE PROGRAMS RECEIVE SIGNIFICANTLY HIGHER FUNDING COMPARED TO FINE ARTS ACROSS THE STATE.

IN MANSFIELD ISD, FINE ARTS PROGRAMS HAVE DEMONSTRATED TIME AND TIME AGAIN, THEIR OUTSTANDING SUCCESS.

THE BOARD EVEN RECEIVED CLEAR DATA SHOWING THE DIRECT CORRELATION BETWEEN PARTICIPATION IN FINE ARTS IN ACADEMIC ACHIEVEMENT.

YET STUDENTS ARE OFTEN FUNNELED INTO CTE COURSES SIMPLY BECAUSE THEY GENERATE MORE FUNDING.

AS YOU REVIEW NEXT YEAR'S BUDGET, PLEASE ENSURE THAT EQUITABLE FUNDING FOR FINE ARTS IS PRIORITIZED AS IT IS VITAL FOR SUSTAINING THE SUCCESS OF THE PROGRAMS IN MANSFIELD ISD AND ENSURING THAT EVERY STUDENT HAS THE OPPORTUNITY TO PARTICIPATE IN THEM.

ON ANOTHER NOTE, I'M GLAD TO SEE THE ENROLLMENT DATA PROVIDED IN TONIGHT'S AGENDA AS THE DISTRICT IS TAKING PROACTIVE STEPS IN ADDRESSING OVERCROWDING AT

[01:20:01]

I UNDERSTAND THAT THIS RELIEF MAY COME FROM COMBINATIONS OF PERRY, NASH, TARVAR RENDON, SMITH, BROWN, AND OR PONDER, HOWEVER, I HAVE CONCERNS THAT THE TIMING OF THE MEETINGS MAY LIMIT PARENT PARTICIPATION.

THE CURRENT MEETING TIME OUTLINED ON THE APPLICATION OF 5:00 PM DOES NOT SEEM EQUITABLE FOR WORKING PARENTS WHO WISH TO CONTRIBUTE THEIR VOICES TO THESE IMPORTANT DISCUSSIONS.

IF WE ARE TRULY SEEKING TO INVOLVE ALL FAMILIES, I WOULD ENCOURAGE THE DISTRICT TO CONSIDER ALTERNATIVE MEETING TIMES THAT ACCOMMODATE THE SCHEDULES OF MORE PARENTS.

ADDITIONALLY, I WOULD APPRECIATE AN UPDATE REGARDING THE ENROLLMENT PROCESS FOR THE '25/'26 SCHOOL YEAR, AS IT'S IMPORTANT THAT PARENTS UNDERSTAND THAT BASED ON THE TIME OF THE ENROLLMENT, THEY MAY NOT BE ABLE TO ATTEND THE CAMPUS THAT THEY'RE ZONED FOR AS MY FAMILY EXPERIENCED THIS YEAR.

BASED ON THE RESULTS OF THE COMMITTEE ACTION STEPS, THIS MAY NOT EVEN TAKE PLACE FOR ANOTHER YEAR IN CLEAR COMMUNICATION ON THIS IS NEEDED TO ENSURE FAMILIES HAVE THE INFORMATION THAT THEY NEED.

THANK YOU FOR YOUR LEADERSHIP AND YOUR TIME.

>> THANK YOU, MR. CANNON. MRS. LINSKY.

>> GOOD EVENING, BOARD, EVERYBODY.

CAN YOU'LL HEAR ME OKAY? I'M DENISE LINSKY, AND I WOULD LIKE TO TALK TO THE BOARD TONIGHT CONCERNING THE DISTRICT IMPROVEMENT PLAN AND THE NEWLY ADOPTED BLUE BONNET CURRICULUM.

THE BLUE BONNET CURRICULUM WAS ADOPTED BY THE TEXAS STATE BOARD OF EDUCATION ON NOVEMBER 10, 2024.

THIS CURRICULUM IS NOT HIGH QUALITY AND IT IS COMPLETELY NOT AGE APPROPRIATE.

THIS CURRICULUM WILL CAUSE STUDENTS TO LEARN LESS.

IN ADDITION, IT WILL COST THE TAXPAYERS THAT WOULD BE ME MORE MONEY FOR SCHOOL TAXES.

I ASK THAT THE MANSFIELD ISD SCHOOL BOARD NOT ADOPT THE BLUE BONNET CURRICULUM.

IF YOU WANT MORE INFORMATION ABOUT THE BLUE BONNET CURRICULUM, I INVITE YOU TO A DEBATE ON IT ON JANUARY 6, 2025, AT 6:00 PM AT 201 NORTH RUPERT STREET, STREET 117 FORT WORTH, TEXAS 76107. THANK YOU.

>> THANK YOU, MRS. LINSKY.

THAT CONCLUDES OUR UP-COMMENT PORTION OF THE MEETING.

WE WILL MOVE INTO ITEM 10.1 CONSIDERATION AND APPROVAL OF

[10. Business Items Requiring Board Action]

MAY I PLEASE RECEIVE A MOTION TO APPROVE THESE RECOMMENDATIONS?

>> SO MOVED.

>> I HAVE A MOTION BY COURTNEY WILSON.

DO I HAVE A SECOND? MISSES NEWSOME.

I WOULD LIKE TO TAKE JUST A MOMENT TO GIVE DR. SCOTT JUST A MOMENT IF HE WOULD LIKE TO HIGHLIGHT SOME THINGS AND THEN ALSO WOULD LIKE TO HEAR FROM THE ADVOCACY COMMITTEE, WHICH CONSISTS OF MYSELF, DR. CRUTCHFIELD, AND DR. REED.

WE'LL GO IN THAT ORDER AND THEN THE REST OF THE BOARD MEMBERS CAN WEIGH IN IF THEY'D LIKE TO.

>> EXCELLENT. FIRST THING ON MY LIST HERE IS TO THANK THE LEGISLATIVE ADVOCACY COMMITTEE, WHICH IS, AS YOU SAID, MADE UP OF YOURSELF, DR. CRUTCHFIELD, AND DR. REED.

THE FOUNDATION OF WHAT YOU SEE HERE IN THE BOARD BOOK, FOLKS THAT ARE LOOKING ONLINE WAS SET FROM THE NORTH TEXAS PUBLIC SCHOOLS LEGISLATIVE NETWORK OF WHICH WE'RE A MEMBER.

IT'S ABOUT 30 DISTRICTS THAT WORK CLOSELY TOGETHER, LOOKING TO USE COMMON DATA SOURCES, WHICH IS GENERALLY THE LEGISLATIVE BUDGET BOARD AND TEA SO THAT WE CAN ALL SPEAK THE SAME LANGUAGE.

WE ARE RECRUITING OTHER DISTRICTS ACROSS THE STATE TO JOIN US SO THAT WE'LL ALL BE SPEAKING THE SAME LANGUAGE WHEN WE GO SPEAK TO OUR REPRESENTATIVES.

THEN I WOULD LIKE JUST TO POINT OUT TO THE PUBLIC, ENCOURAGE YOU TO GO SEE FUND SCHOOLS FIRST.ORG.

IT'S A GREAT WEBSITE THAT EVEN GIVES YOU A LITTLE SLIDER THERE TO PLAY WITH SOME OF THE NUMBERS.

THEN THE GROUP TOOK AND REVIEWED THE LEGISLATIVE PRIORITIES OF SEVERAL OTHER DISTRICTS AND WE COMBINED THOSE THINGS TO MAKE UP OURS FIRST.

IS FOUR MAJOR PARTS.

THE FIRST ONE IS TO FUND SCHOOLS FIRST.

WE PRAISE BY INCREASING THE PER-STUDENT BASIC ALLOTMENT.

THE 86 LEGISLATURE IN 2019 DID A REALLY GOOD JOB WITH HOUSE BILL 3, AND THEY PUT IN LEVERS TO INCREASE THINGS LIKE TEACHER SALARY,

[01:25:01]

WE'RE ASKING THE LEGISLATURE TO HONOR THEIR OWN WORK AND IT WOULD TAKE $1,340 TO BRING US BACK EVEN TO $20.

IN MANSFIELD ISD, THAT WOULD BRING AN AVERAGE TEACHER PAY RAISE TO OVER $5,300.

IT WOULD INCREASE OUR SPECIAL EDUCATION FUNDING BY ALMOST $12 MILLION AND INCREASE OUR SCHOOL SAFETY FUNDING BY ABOUT 860,000.

>> IF YOU WANT TO PUT YOUR NAME ON A SIGNATURE BILL.

WE WOULD ASK THAT BE DONE IN SOME OF THESE AREAS WHERE WE HAVE VERY LARGE GAPS, SUCH AS SPECIAL EDUCATION, TRANSPORTATION COSTS, AND THE NEW POLICY LAWS AROUND SCHOOL SAFETY.

AS WAS MENTIONED EARLIER, WE SPEND ABOUT $21.8 MILLION ON SPECIAL AD, THEN THE STATE SENDS US FOR THE USE OF SPECIAL AD.

THAT OBVIOUSLY LIMITS THE WAY WE WOULD LIKE TO SERVE OUR KIDS AT SOME POINT.

THEN A-F ACCOUNTABILITY.

THIS IS ONE WHERE YOU SEE THE MOST BULLET POINTS BECAUSE IT'S THE ONE THAT'S THE MOST BROKEN.

WE A COUPLE OF SIMPLE THINGS, LIMIT THE NUMBER OF TESTS TO THOSE THAT ARE REQUIRED BY FEDERAL LAW.

TAKE AWAY THE GRADUATION REQUIREMENT FROM EOC.

FULLY RETURN CCMR BACK TO ITS LEGISLATIVE INTENT, WHEN YOU'RE TALKING ABOUT THE WEIGHT, WE WENT FROM THAT BEING 40% OF OUR DISTRICT GRADE TO NOW WE'RE AT ABOUT 18% OF OUR DISTRICT GRADE.

AS OUR CCMR NUMBERS SOAR UP TO 96% THIS LAST YEAR, IT'S NOT REALLY HAVING AN IMPACT ON OUR DISTRICT GRADE WITH THE WEIGHTED AVERAGING.

THEN PRIORITIZE PUBLIC DOLLARS FOR PUBLIC SCHOOLS.

AGAIN, TAKING A STANCE AGAINST ESAS AND VOUCHERS, AS WELL AS THE EXPANSION OF CHARTERS.

FOR A NEW CHARTER TO COME IN, IT HAS TO GO TO THE STATE BOARD OF EDUCATION FOR A CHARTER EXPANSION.

IT SIMPLY HAS TO BE APPROVED BY THE COMMISSIONER OF EDUCATION.

THERE ARE A SET OF CRITERIA THAT ARE SUPPOSED TO BE THE REASON FOR THAT.

WE ANSWER THOSE EACH TIME WE FIND OUT.

NONE OF THE CHARTERS THAT ARE IN OUR DISTRICT ARE APPROVED FOR HERE.

EVERY ONE OF THEM IS AN EXPANSION, AND THEY COST US ABOUT 3,100 STUDENTS PER YEAR REGARDLESS OF THEIR PERFORMANCE.

WE WOULD LIKE FOR THE LEGISLATURE TO TAKE BACK SOME OF THAT RULE MAKING AUTHORITY FROM THE COMMISSIONER.

>> ALL RIGHT. THANK YOU, DR. SCOTT.

I'LL START WITH DR. RACHAEL, DO YOU HAVE ANYTHING TO ADD?

>> NO, I JUST WANT TO REITERATE THE PURPOSE OF THE LEGISLATIVE PRIORITIES, DR. SCOTT BENIN, SPEAKING THE SAME LANGUAGE AND SO BEING ABLE TO START THOSE CONVERSATIONS WITH OUR LEGISLATORS FOR THOSE THAT ARE HEAVILY INVOLVED, FOR THOSE THAT ARE MONITORING EDUCATION BILLS AS THEY COME UP IN THE LEGISLATIVE SESSION BEGINNING IN THE SPRING.

IS THIS SOMETHING GOOD FOR MANSFIELD ISD? THESE LEGISLATIVE PRIORITIES CAN GIVE YOU A CLUE ABOUT THOSE THINGS.

I REALLY WANT TO THANK DR. SCOTT, I KNOW, MISS TRONGAR HAS ALSO TRAVELED AROUND TO LOTS OF DIFFERENT LEGISLATIVE MEETINGS AND SESSIONS AND WORKING AND COLLABORATING WITH OTHER DISTRICTS ACROSS NORTH TEXAS.

BUT I THINK TYPICALLY WITH LEGISLATIVE SESSIONS, LOTS OF ENTITIES ADOPT PRIORITIES.

IF YOU THINK ABOUT TEACHERS UNIONS OR YOU THINK ABOUT, EVEN THE PTA HAS LEGISLATIVE PRIORITIES, AND I THINK IT'S REALLY IMPORTANT FOR US AS A DISTRICT TO HAVE THIS.

I JUST WANT TO THANK DR. SCOTT FOR YOUR WORK ON THIS, THE COMMITTEE AS WELL.

>> DR. REED, DID YOU HAVE ANYTHING TO ADD?

>> I TOO WANTED TO THANK DR. SCOTT AND ALL OF US WHO WORKED ON THE COMMITTEE.

I THINK IT GIVES US A FOCUS.

IT ALSO ALERTS THE COMMUNITY ON THE THINGS THAT ARE PRIORITY TO US, AND THAT AS DR. CUTCH SAID, AND AS PRESIDENT FARRAR HAS STATED, WE CAN ALL SPEAK THE SAME LANGUAGE.

WE CAN ALL FOCUS ON THOSE LEGISLATIVE PRIORITIES.

I'VE ALREADY BEGUN, DR. CUTCH MENTIONED, I'VE ALREADY BEGUN SPEAKING TO DIFFERENT STATE REPRESENTATIVES, DIFFERENT COMMUNITY LEADERS, FORMER SCHOOL BOARD, TRUSTEES FOR MANSFIELD ISD.

THEY ARE SUPPORTIVE.

I WOULD CALL NAMES, BUT I'M NOT GOING TO CALL NAMES BECAUSE I WANT US TO UNANIMOUSLY PASS LEGISLATIVE PARTIES, WHICH I BELIEVE WILL PASS.

BUT I WANT TO THANK THE COMMUNITY AND I WANT TO THANK OUR TEACHERS, OUR EDUCATORS, PARAPROFESSIONALS, BUS DRIVERS.

DR. CANTU, YOU AND YOUR AMAZING TEAM, BECAUSE WE'RE WORKING AS DR. SCOTT SAID, WE'RE WORKING AND WE'RE ACCOMPLISHING GREAT THINGS WITH LESS MONEY.

THEN ON TOP OF THAT, THE STATE SAYS, YOU KNOW WHAT, WE WANT YOU TO DO SOME OTHER THINGS TO CONTINUE TO IMPROVE,

[01:30:04]

WE IN TEXAS LIKE TO DO THINGS BIG, SO WE WANT TO BE THE BEST.

IT IS IMPERATIVE.

I IMPLORE, NO MATTER WHAT YOUR POLITICAL AFFILIATION IS, PLEASE SUPPORT OUR PUBLIC SCHOOLS, AS A PARENT, AS A COMMUNITY LEADER, AS A NEIGHBOR.

FIND A SCHOOL, GO TO THAT SCHOOL, VOLUNTEER, BUT PLEASE SUPPORT THE PUBLIC SCHOOLS.

YOU'RE SUPPORTING THE TEACHERS, YOU'RE SUPPORTING EVERY FROM THE CUSTODIANS TO EVERYONE WHO'S CREATING AN ENVIRONMENT THAT IS CONDUCIVE FOR LEARNING AND FOR EDUCATING, AND FOR COMMUNITY.

I DON'T HAVE ANY QUESTIONS, BUT I REALLY WANT TO IMPLORE ALL OF US TO SPEAK THE SAME LANGUAGE.

LET'S LET THEM KNOW, WE'RE DOING GREAT THINGS, BUT WE REALLY NEED THE FUNDS SO THAT WE CAN CONTINUE TO SUPPORT WHAT WE HAVE, AND THEN THOSE PLANS THAT WE HEARD ABOUT IN THE PRESENTATIONS TONIGHT. THANK YOU SO MUCH.

>> YES, MA'AM. YES, I WOULD JUST SAY THE SAME THING.

I DON'T HAVE A WHOLE LOT TO ADD BECAUSE I THINK BOTH OF YOU DID SUCH A GREAT JOB OF COMMUNICATING WHAT IS IMPORTANT TO MANSFIELD ISD.

THANK YOU, DR. SCOTT FOR YOUR WORK ON THIS.

THANK YOU TO MY FELLOW COMMITTEE MEMBERS.

I THINK THAT THIS IS LAID OUT IN SUCH A WAY THAT ANYBODY THAT TAKES A LOOK AT IT KNOWS WHAT'S IMPORTANT TO MANSFIELD ISD AND WHAT WE'RE VERY CLEAR AND SPECIFIC WHAT WE'RE ASKING OF THE STATE TO DO.

I DON'T FEEL LIKE THERE'S ANYTHING IN HERE THAT IS OUT OF LINE.

WE JUST WANT TO BE ABLE TO OPERATE AT THE BEST CAPACITY.

WE'RE DOING AN AMAZING JOB, AND A LOT OF PEOPLE I DON'T THINK REALIZE THE MANDATES THAT WE HAVE IN PLACE THAT WE'RE REQUIRED TO PARTICIPATE IN WHETHER THEY GIVE US FUNDING OR NOT.

THERE'S SO MANY DIFFERENT THINGS IN HERE.

GREAT WORK WITH THE COMMITTEE.

I THANK YOU BOTH FOR YOUR HARD WORK.

I'M GOING TO START TO WRITE THIS.

MR. TIPPING, DO YOU HAVE ANYTHING TO ADD?

>> FIRST OF ALL, THANK YOU DR. SCOTT.

THANK YOU COMMITTEE FOR PUTTING THIS TOGETHER.

I KNOW THESE ARE THINGS THAT WE'VE DISCUSSED OVER THE LAST COUPLE OF YEARS AS BEING PRIORITIES FOR US.

I APPRECIATE THE FACT THAT THEY'RE ALL TOGETHER IN ONE PLACE NOW THAT WE HAVE A CLEAR AND CONCISE PLAN OF HOW WE'RE GOING TO ADDRESS THESE WITH THE LEGISLATURE.

PLUS, IT GIVES US THE OPPORTUNITY TO PUSH THIS OUT TO OUR COMMUNITY MEMBERS AND TO OTHER INDIVIDUALS THAT CAN HELP US IN THAT TASK.

WE CAN'T DO THIS ALONE.

WE NEED NUMEROUS PEOPLE FROM THE COMMUNITY, FROM TEACHERS, ADMINISTRATORS, AND WHATNOT.

WHEN WE'RE ALL SPEAKING THE SAME LANGUAGE AND COMING AT THEM WITH THE SAME PRIORITIES, I THINK IT HOLDS MORE WEIGHT THAT WAY BECAUSE THEY'RE HEARING IT REPETITIVELY OVER AND OVER AGAIN.

LIKE WE SAID, WE'RE A GREAT DISTRICT, BUT WE GOT TO HAVE MONEY TO BE A GREAT DISTRICT AND TO CONTINUE TO DO WHAT WE DO.

THANK YOU ALL FOR PUTTING THIS TOGETHER AND GIVING US A PLAYBOOK THAT WE CAN GO BY.

>> THANK YOU, MR. TIPPING TO ALERT. MRS NITA.

>> I'M NOT GOING TO THANK DR. SCOTT AGAIN.

BUT WE DO KNOW THE WORK THAT YOU PUT IN AND DR. CANTU, YOU GUYS.

I'M NOT SURE PEOPLE UNDERSTAND THE AMOUNT OF TIME AND EFFORT AND READING AND RESEARCH AND MEETINGS AND CALLS, AND THINGS THAT GO ON TO EVEN UNDERSTAND AND THEN WATCH THESE THINGS AS THEY TICK, ESPECIALLY DURING LEGISLATIVE YEARS.

IT'S REALLY HARD TO KEEP TRACK OF.

IT'S HARD TO UNDERSTAND.

IT'S HARD TO BE AGILE WITH IT AND FIGURE OUT WHAT YOU NEED TO DO NEXT.

BUT MOST OF US UP HERE ARE VERY PROUD PRODUCTS OF PUBLIC EDUCATION, AND WHAT WE FEEL IS A SINCERE PASSION FOR THAT.

THE REASON WE SERVE IS BECAUSE OF OUR SINCERE PASSION FOR THAT.

HAVING A GOOD PLAN TO BE ABLE TO WORK IT, IS OF UTMOST IMPORTANCE.

BUT I BELIEVE THIS IS OUR PLAN ON A PAGE.

I RECOMMEND THAT ALL OF US, BUT ALSO IN THE COMMUNITY, THIS BE SOMETHING THAT YOU PRINT OUT AND YOU KEEP IN YOUR WALLET IN YOUR BACK POCKET BECAUSE SHOULD YOU GET AN OPPORTUNITY TO SPEAK TO A FRIEND, A NEIGHBOR, A FAMILY MEMBER, A STUDENT.

THESE ARE SOME GREAT TALKING POINTS.

THEY'RE VERY EASY TO UNDERSTAND AND THEY'RE VERY CONCISE AND THEY SAY WHAT WE MEAN, AND THEY VERY WELL EXPLAIN OUR NEEDS.

I HIGHLY RECOMMEND BECAUSE WE CAN GO TALK TO LEGISLATORS ALL DAY LONG, BUT IT'S GOING TO TAKE A MUCH MORE POWERFUL VOICE.

WE IMPLORE YOU.

WHEN WE ADOPT THINGS LIKE THIS, IT'S BECAUSE WE'RE IMPLORING THE COMMUNITY.

WE'RE BEGGING AND WE'RE PLEADING FOR EVERYONE TO PARTICIPATE RIGHT ALONG WITH US.

PLEASE DO THOSE THINGS.

SOMEONE KNOWS SOMEONE THAT THEY CAN SHARE THIS INFORMATION WITH,

[01:35:01]

IT'S LIKE WHEN WE'RE TALKING ABOUT VOTING, BRING FIVE FRIENDS, YOU SHOULD TELL FIVE PEOPLE.

THIS IS YOUR PLAN ON A PAGE AND THANK YOU TO THE COMMITTEE FOR PUTTING THIS TOGETHER, SO BEAUTIFULLY. THANKS.

>> THANK YOU, MRS NITA. MISS WILSON.

>> I DON'T KNOW IF MY CONSTITUENTS LEFT ME ANYTHING LEFT TO ADD TO THAT.

BUT I DO AGREE WITH WHAT MR. TIPPING JUST SAID, AND THAT'S GREAT.

WE LOVE HOW YOU PUT IT TOGETHER FOR EVERYONE, AS MICHELLE SAID, A PLAN ON A PAGE.

I WANT TO FIRST THANK TO THE ADVOCACY COMMITTEE FOR REALLY GOING TO WORK ON THIS BECAUSE I KNOW THIS WAS A BIG DEAL FOR ALL OF US, AND THAT MEANS ALL OF US.

BUT ALSO, SEVERAL OF YOU MENTIONED IT AND FOR OUR CONSTITUENTS THAT ARE WATCHING TONIGHT AND SO INVOLVED BECAUSE WE DO HAVE A VERY INVOLVED COMMUNITY.

WE'VE SAID FOR THE LAST I'M GOING TO SAY A COUPLE OF YEARS BEING NICE BECAUSE WE ALL KNOW WE'VE BEEN TORTURED LONGER THAN THAT.

BUT I THINK THAT IT GOES BEYOND MISD, WHEN YOU KNOW PEOPLE IN OTHER DISTRICTS, YOU KNOW OTHER BOARD MEMBERS, YOU KNOW OTHER STAFF MEMBERS, YOU KNOW COMMUNITY MEMBERS FROM OTHER DISTRICTS, THAT THIS IS SOMETHING WE CAN SHARE JOINTLY, BECAUSE ESPECIALLY WHEN YOU LOOK AT THE FUNDING ON NUMBER 2, AND I BELIEVE IT WAS DR. REED THAT POINTED THAT OUT AND ONE OF OUR SPEAKERS TONIGHT, THEY HAD A GREAT FIRST NAME.

THEY MENTIONED IT AS WELL.

IT'S NOT THAT OUR STAFF, AND OUR TEAMS, AND OUR COMMUNITIES HAVEN'T BEEN PUTTING IN THE MONEY AND PUTTING IN THE EFFORTS, AND PUTTING IN THE WORK ON THE STAFF SIDE.

IT'S JUST THAT THEY'VE TAKEN WHAT WE'VE ALREADY DOING ADDED TO IT AND WHAT WE HAVE TO DO, BUT THEN NO EXTRA FUNDING CAME WITH THAT.

WHEN IT'S MANDATED, OF COURSE, WE'RE GOING TO DO IT BECAUSE WE'RE GOING TO OBEY THE RULES AND THE LAWS AND THINGS LIKE THAT.

IF IT'S COSTING JUST US THIS AND WE HAVE A GREAT COMMUNITY, WE HAVE GREAT SUPPORT.

WE'VE GOT A STRONG BOARD AND ADMINISTRATION, IT'LL HELP FIGHT FOR OUR KIDS AND OUR EDUCATION.

BUT THERE'S SOME DISTRICTS IT'S NOT THAT THEY WON'T OR CAN, IT'S JUST THAT THEY DON'T HAVE MAYBE THE MAN POWER.

WE NEED TO MAKE SURE WE'RE SPEAKING UP FOR ALL PEOPLE BECAUSE IT'S POWER NUMBERS, AS YOU ALL STATED, AND THIS IS SOMETHING THAT IS GREAT TO SHARE WITH ALL THAT YOU KNOW, BECAUSE FOR A LONG TIME, I THINK THAT WE SHOULD HAVE PUBLIC EDUCATION AS A WHOLE, BECAUSE EVEN IF WE ONLY HAD TWO PEOPLE, WHETHER THAT BE A BOARD MEMBER OR ADMINISTRATOR OR COMMUNITY MEMBERS FROM EVERY DISTRICT IN TEXAS, SHOW UP AT THE SAME TIME, THAT'S 2,400 PEOPLE, SENDING ON TOP OF THE CAPITAL ON LEGISLATIVE DAY, INSTEAD OF HAVING MISD DAY AND GPISD DAY, AND AIS DAY, LET'S SHOW UP POWER AND NUMBERS, AND TO SHOW THAT IT'S ALL PEOPLE, THAT WE WANT TO TAKE CARE OF EVERYONE IN OUR COMMUNITIES.

THANK YOU GUYS FOR YOUR HARD WORK AND SHOWING THAT WE ALL STAND FOR PUBLIC EDUCATION AND FOR OUR KIDDOS.

>> THANK YOU, MRS WILSON. DR. CANTU.

>> YES. I'M GOING TO REITERATE THE THING, BUT TRULY, THANK YOU TO THE LEGISLATIVE ADVOCACY COMMITTEE.

THANK YOU, DR. SCOTT FOR WORKING WITH THEM AND COMING UP WITH THESE.

I LOVE WHAT MICHELLE SAID ABOUT TELL A NEIGHBOR, TELL A FRIEND, KEEP SPEAKING THESE THINGS, CALLING THESE TALKING POINTS.

I WOULD ENCOURAGE EVERYONE TO DO EXACTLY THAT, BUT TO EVEN GO A STEP FURTHER, PLEASE.

ASK THEM ALSO TO CONTACT THEIR LEGISLATORS.

THESE ARE PRIORITIES THAT DISTRICTS ALL AROUND US ARE TALKING ABOUT.

WE'RE ALL SPEAKING THE SAME THING.

BUT SPEAKING THAT INTO THE PEOPLE DOWN IN AUSTIN IS WHAT WE HAVE TO DO.

WHETHER YOU CAN ALL GO DOWN 250 PEOPLE ON ONE DAY IN AUSTIN, I THINK THAT'S AMAZING.

BUT JUST TAKING A SECOND TO MAKE A PHONE CALL WITH THESE RIGHT HERE IN FRONT OF YOU AND TELLING YOUR LEGISLATORS WHAT IT IS THAT YOU WANT DOWN IN AUSTIN OR SENDING AN EMAIL IS POWERFUL.

THE MORE THAT WE CAN HAVE PEOPLE DO THAT AND MORE DISTRICTS THAT ARE TELLING THEIR PEOPLE TO DO THAT, WHICH I KNOW THAT'S HAPPENING ALL ACROSS THE STATE OF TEXAS, MAYBE WE CAN SEE SOME MOVEMENT.

AGAIN, THANK YOU GUYS SO MUCH.

>> THANK YOU. JUST TO COURTNEY'S POINT, ONE MORE THING, THESE ARE MANSFIELD ISD'S PRIORITIES, BUT REALLY WE'RE ADVOCATING FOR THE ENTIRE STATE.

IF YOU'RE NOT TAKING A LOOK AT THE HANDOUT RIGHT NOW, THERE ARE FOUR POINTS AND FOUR PARAGRAPHS AND THERE'S BULLET POINTS UNDER EACH ONE OF THEM, BUT THE HEADLINES FOR EACH ONE OF THEM IS FUND SCHOOLS FIRST.

NUMBER 2 IS FULLY FUND STATE MANDATES.

NUMBER 3 IS A-F ACCOUNTABILITY REFORM, AND NUMBER 4 PRIORITIZE PUBLIC DOLLARS FOR PUBLIC SCHOOLS.

THIS IS WHAT WE FEEL LIKE IS IMPORTANT TO MANSFIELD ISD, AND I LOOK FORWARD WITH NOT ONLY WORKING AMONGST OUR OWN DISTRICT, BUT WITH DISTRICTS ACROSS THE STRAIT TO LET OUR VOICES BE HEARD.

[01:40:03]

I HAVE A MOTION ON THE FLOOR BY COURTNEY WILSON.

I HAVE A SECOND BY MICHELLE NEWSOME.

ALL THOSE IN FAVOR, PLEASE RAISE YOUR HAND. ALL THOSE OPPOSED.

THE MOTION PASSES SIX, ZERO.

WE WILL MOVE TO ITEM 11, THE CONSENT AGENDA.

[11. Consent Agenda]

DOES ANYONE WANT TO PULL AN ITEM AT THIS TIME? ALL RIGHT.

ALL THOSE IN FAVOR OF APPROVING THE CONSENT AGENDA AS PRESENTED, MAY I PLEASE SEE A SHOW OF FANS? ALL THOSE OPPOSED.

MOTION PASSES SIX, ZERO.

THAT MOVES US INTO THE SUPERINTENDENT REPORT.

[12. Superintendent's Report]

IS THERE ANYTHING LISTED IN THE REPORT THAT THEY WOULD LIKE TO DISCUSS WITH DR. CANTU NOW? THAT MOVES US TO ITEM 13, ADJOURN.

I WOULD LIKE TO WISH EVERYONE A VERY MERRY CHRISTMAS A HAPPY HOLIDAY SEASON.

I HOPE THAT NOT ONLY OUR STUDENTS AND FAMILIES GET SOME TIME TO REST AND REJUVENATE, BUT ALSO OUR STAFF AND TEACHERS, AND EVERYBODY.

YOU ALL HAVE A SAFE NEXT COUPLE OF WEEKS AND WE'LL SEE YOU IN THE NEW YEAR.

WE'RE GOING TO ADJOURN AT 8:41 PM.

* This transcript was compiled from uncorrected Closed Captioning.