Jul 22, 2025 Board Meetings

[00:00:03]

>> GOOD EVENING, MANSFIELD ISD FAMILY.

IT IS NOW 6:00 PM.

LET US COME TO ORDER FOR OUR JULY REGULAR MEETING, A BOARD OF TRUSTEES.

LET THE RECORD SHOW THAT ALL TRUSTEES ARE PRESENT.

NOW AT THIS TIME, WE WILL GO INTO CLOSED SESSION.

[3. Closed Session]

THEREFORE, WE WILL ADJOURN TO CLOSED SESSION PURSUANT TO TEXAS GOVERNMENT CODE SECTION 551.074 PERSONNEL TO DELIBERATE REGARDING THE APPOINTMENT, EMPLOYMENT, EVALUATION, REASSIGNMENT, DUTIES, DISCIPLINE OR DISMISSAL OF A PUBLIC OFFICER OR EMPLOYEE, OR TO HEAR A COMPLAINT OR CHARGE AGAINST AN OFFICER OR EMPLOYEE, 551.071, CONSULTATION WITH THE BOARD'S ATTORNEY, 551.72, REAL PROPERTY, AND 551.076, TO CONDUCT DELIBERATIONS REGARDING SECURITY DEVICES AND SECURITY AUDITS.

THE TIME NOW IS 6:01 PM.

[4. Reconvene]

>> GOOD EVENING. IT'S SO GOOD TO SEE YOU.

TRUSTEES, WE WILL NOW RECONVENE FROM CLOSED SESSION.

THE TIME IS NOW 7:00 PM.

TONIGHT'S PRAYER WILL BE LED BY TRUSTEE HORN AND THE PLEDGES BY TRUSTEE NEWSOME.

>> BOW YOUR HEADS WITH ME. GOD, WE THANK YOU FOR THE OPPORTUNITY TO GATHER THIS EVENING IN SERVICE TO OUR STUDENTS, OUR STAFF, AND OUR COMMUNITY.

GIVE US WISDOM IN OUR DISCUSSIONS, CLARITY IN OUR DECISIONS, AND UNITY IN OUR PURPOSE.

I PRAY THAT WE'D BE GUIDED BY FAIRNESS, COMPASSION, AND A DEEP COMMITMENT TO THE WELL BEING OF THE KIDS IN OUR CARE.

GOD, I PRAY AS SUMMER COMES TO A CLOSE, AND OUR NEW SCHOOL YEAR APPROACHES, WE ASK FOR YOUR GUIDANCE AND PROTECTION OVER OUR CAMPUSES AND FAMILIES, AND WE JUST ASK AGAIN THAT YOU WOULD BE WITH US THIS EVENING.

IT'S IN YOUR NAME WE PRAY. AMEN.

>> [INAUDIBLE] PLEDGE OF ALLEGIANCE

>> THANK YOU, TRUSTEES HORN AND NEWSOM FOR THE PRAYER AND THE PLEDGES FOR THIS EVENING.

[6. District Recognition]

6.1 IS MANSFIELD TARGET TEAM. DR. CANTU.

>> YES.

>> I WOULD LIKE TO TURN IT OVER TO LAURA JOBE TO KICK OFF OUR DISTRICT RECOGNITIONS FOR THIS EVENING.

>> THANK YOU, DR. CANTU. GOOD EVENING, BOARD PRESIDENT, DR. REED, DR. CANTU, MEMBERS OF THE BOARD, CABINET, AND MEMBERS OF OUR MISD COMMUNITY.

WE HAVE SEVERAL RECOGNITIONS TO SHARE WITH YOU THIS EVENING.

TO START, I'D LIKE TO INVITE MICHELLE WOODALL, PRINCIPAL OF BEN BARBER INNOVATION ACADEMY AND FRONTIER STEM ACADEMY TO JOIN US FOR THE CTE RECOGNITIONS.

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

I WOULD LIKE TO INTRODUCE OUR MANSFIELD ISD TARGET TEAM, CHAMPIONS OF THE STATE TOURNAMENTS [APPLAUSE].

THIS OUTSTANDING GROUP NOT ONLY BROUGHT HOME THE TEAM TITLE, BUT ALSO HAD A REMARKABLE INDIVIDUAL SHOWING AS WELL.

WITH SEVEN TEAM MEMBERS, YOU CAN SEE, WE ARE SHORT JUST A FEW, BEING IN THE MIDDLE OF THE SUMMER.

FINISHING IN THIS TOP 13 STATEWIDE, AND THE SUCCESS DOES NOT STOP THERE.

FIVE SHOOTERS FROM THE TEAM QUALIFIED TO REPRESENT MANSFIELD ISD AT THE NATIONAL TOURNAMENT IN JULY. THANK YOU [APPLAUSE].

OUR NEXT CTSO RECOGNITION IS OUR MANSFIELD ISD FFA CHAPTER.

THIS CHAPTER WAS NAMED A GOLD RATED CHAPTER BY THE TEXAS FFA ASSOCIATION, AN HONOR AWARDED TO ONLY THE TOP PERFORMING PROGRAMS IN THE STATE.

THIS RECOGNITION HIGHLIGHTS THE CHAPTER'S EXCELLENCE IN LEADERSHIP DEVELOPMENT, COMMUNITY SERVICE, AND AGRICULTURAL EDUCATION [APPLAUSE].

[00:05:03]

THIS NEXT GROUP IS TAFE, OUR FUTURE EDUCATORS.

THIS GROUP BECAME NEAR AND DEAR TO ME AS THIS WAS THE GROUP I GOT TO TRAVEL WITH THIS PAST SUMMER AT THE NATIONAL COMPETITION IN ORLANDO.

THIS IS THE STUDENT ORGANIZATION THAT HELPS PREPARE HIGH SCHOOL STUDENTS FOR CAREERS AND EDUCATION.

THROUGH COMPETITIONS, LEADERSHIP DEVELOPMENT, AND HANDS ON EXPERIENCES, TAFE ENCOURAGES OUR FUTURE EDUCATORS TO BUILD SKILLS IN LESSON PLANNING, CLASSROOM MANAGEMENT, AND STUDENT ENGAGEMENT.

CONGRATULATIONS [APPLAUSE].

NEXT UP, WE HAVE OUR FUTURE HEALTH OCCUPATIONS COMPETITORS.

MARYLINNE MBI, PLACED SECOND IN THE NATION FOR CLINICAL LABORATORY SCIENCE.

LAN-AHN LA IS NOT ABLE TO BE WITH US TONIGHT, BUT SHE PLACED FIRST IN PHYSICAL THERAPY, AND WE ARE SO PROUD OF BOTH OF THESE STUDENTS [APPLAUSE].

I'D LIKE TO ALSO TAKE A MOMENT TO THANK AND RECOGNIZE MS. ANNETTE GONZALEZ AND MS. CRISTA PARR FOR ALL THE WORK THAT THEY POUR INTO THEIR STUDENTS TO MAKE IT THIS FAR.

IT IS TRULY REMARKABLE [APPLAUSE].

>> THANK YOU, MS. WOODALL. WE WILL BE RECOGNIZING THE MANSFIELD SHINE RUNNERS IN THE GERMAN STATE COMPETITION IN NEXT MONTH'S BOARD MEETING.

NOW I WOULD LIKE TO INVITE DR. DARWERT JOHNSON TO THE PODIUM FOR THE FINE ARTS RECOGNITION THIS EVENING.

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

I'D LIKE TO INTRODUCE THE MANSFIELD HIGH SCHOOL JROTC TEAM WHO EARNED OUTSTANDING HONORS AT THE NATIONAL LEVEL THIS YEAR.

THE ARMED DRILL TEAM TOOK HOME THE RUNNER UP OVERALL ARMED DRILL TROPHY IN THE ALL SERVICE NATIONALS DIVISION 2, ALONG WITH FIRST PLACE FINISHES IN THE ARMED REGULATION COMMANDER TROPHY, ARMED REGULATION TROPHY AND ARMED [INAUDIBLE] TROPHY, ALL IN DIVISION 2.

ADDITIONALLY, THEY SECURED SECOND PLACE IN THE ARMED EXHIBITION TROPHY FOR DIVISION 2.

THE UNARMED TEAM TOOK THE SEVENTH PLACE ARMY NATIONALS, AND 9TH PLACE ALL SERVICE FOR FIRST PLACE COMMANDER TROPHY.

PLEASE HELP ME IN CONGRATULATING SERGEANT DANIEL KINNEL AND THE MHS ARMED AND UNARMED DRILL TEAM ON THEIR EXCEPTIONAL PERFORMANCE AT NATIONALS [APPLAUSE].

AND, SERGEANT KINNEL, WE'RE GOING TO CONVINCE HIM SO WE CAN GET A PICTURE WITH THE BOARD MEMBERS [BACKGROUND] [APPLAUSE].

>> THANK YOU, DR. JOHNSON.

LET'S GIVE ONE MORE ROUND OF APPLAUSE FOR EVERYONE HONORED THIS EVENING [APPLAUSE].

THAT CONCLUDES TONIGHT'S RECOGNITIONS.

>> THANK YOU SO MUCH FOR COMING.

I KNOW IT'S THE END OF THE SUMMER, BUT WE APPRECIATE YOUR TIME AND YOUR PARTICIPATION, SO WE HAVE AN OPPORTUNITY TO CONGRATULATE YOU ON YOUR AWESOME WORK.

[7. District Introductions]

>> YES. THANK YOU, DR. REED.

I WOULD LIKE TO TURN IT OVER TO DR. STOECKER FOR A LOVELY LONG LIST OF INTRODUCTIONS.

>> THANK YOU SO MUCH. BOARD MEMBERS THIS EVENING,

[00:10:01]

FIRST UP, WE HAVE JENNIFER BECAN.

SHE IS GOING TO BE OUR NEW COORDINATOR FOR GRAPHIC ARTS AND BRANDING.

SHE'S COMING TO US AS A COMMUNICATION SPECIALIST FROM ANOTHER DISTRICT HERE IN THE METROPLEX.

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

I AM TRULY HONORED TO JOIN THE MANSFIELD ISD FAMILY AS A GRAPHIC ARTS AND BRANDING COORDINATOR.

I WANT TO THANK EACH OF YOU AND MY COMMUNICATIONS TEAM FOR ENTRUSTING ME WITH THIS ROLE.

I'M EXCITED TO USE MY PASSION AND CREATIVE SKILLS TO SUPPORT MISDS MISSION OF INSPIRING AND EDUCATING STUDENTS TO BE PRODUCTIVE CITIZENS.

I'D ALSO LIKE TO RECOGNIZE MY PARENTS, CHARLES AND KIM BECAN, WHO ARE HERE WITH ME TONIGHT.

THANK YOU FOR YOUR CONSTANT SUPPORT AS I TAKE THIS NEXT STEP IN MY CAREER.

ALTHOUGH I'VE ONLY BEEN WITH MANSFIELD FOR FOUR DAYS SO FAR, I CAN ALREADY SEE THAT THIS IS A GREAT DISTRICT FILLED WITH GREAT PEOPLE, AND I'M PROUD TO BE A PART OF IT. THANK YOU [APPLAUSE].

>> NEXT, WE HAVE KATRINA MABRY SMITH, WHO IS THE NEW PRINCIPAL AT LAKE RIDGE HIGH SCHOOL.

OF COURSE, MISS MABRY SMITH IS COMING TO US AS A PRINCIPAL FROM WORLEY MIDDLE SCHOOL.

>> GOOD EVENING, TO BOARD PRESIDENT DR. REED, DR. CANTU, AND TO OUR BOARD OF TRUSTEES, I'D LIKE TO THANK YOU FOR THE OPPORTUNITY TO RETURN TO LAKE RIDGE AS THEIR NEW PRINCIPAL.

I CAN'T EXPRESS HOW DEEPLY HONORED AND HUMBLED I AM TO JOIN THEIR AMAZING TEAM.

I'VE BEEN ABLE TO SERVE AND SUPPORT WONDERFUL STUDENTS, FAMILIES, AND EDUCATORS IN OUR BELOVED DISTRICT, AND I'M GRATEFUL TO SERVE NOW IN THE PLACE THAT I KNOW AS HOME.

I'M COMMITTED TO CONTINUING THE LEGACY OF EXCELLENCE AND ACHIEVEMENT AND OF LAKE RIDGE PRIDE.

I'D LIKE TO THANK MY HUSBAND OF 24 YEARS, DOUG, MY DAUGHTERS WHO ARE HERE, AND MY SON AND DAUGHTER WHO ARE WATCHING, AND FAMILY WHO'S WATCHING ONLINE.

HERE WITH ME, I HAVE FRIENDS AND MENTORS AND FELLOW EDUCATORS WHO I CONSIDER FAMILY, AND WITHOUT ALL OF THEM, AND ALL OF YOU, THIS OPPORTUNITY IN THIS MOMENT WOULD NOT BE POSSIBLE.

I WOULD LIKE TO THANK YOU ALL FROM THE BOTTOM OF MY HEART, AND LET'S GO EAGLES [APPLAUSE].

>> COMING UP NEXT TO YOU HAVE ASHTON OLIVER, WHO'S OUR NEW DIRECTOR FOR EARLY CHILDHOOD.

SHE FORMERLY SERVED AS A PRINCIPAL AT JANDRUCKO ACADEMY OF EARLY LEARNERS.

>> GOOD EVENING, DR. REED, DR. CANTU, MEMBERS OF THE BOARD, AND EVERYBODY ELSE IN THE ROOM WHO HAS BEEN PART OF THIS JOURNEY. THANK YOU SO MUCH.

I AM TRULY HONORED TO CONTINUE THE AMAZING WORK AND LAYING THE FOUNDATION FOR OUR EARLIEST LEARNERS IN MANSFIELD ISD.

I KNOW THAT I WOULD NOT HAVE BEEN HERE IF GOD HADN'T LAID ALL OF THE STEPS THAT HAVE GOTTEN ME TO THIS POINT IN MY PATH AND MY JOURNEY, AND WITHOUT THE MENTORS THAT ARE HERE SUPPORTING ME, WITHOUT MY TEAM, WITHOUT MY FAMILY, AND SO THANK YOU GUYS.

I APPRECIATE IT. MY MOM CAME IN FROM OUT OF TOWN, I'VE GOT MY HUSBAND ROGER, MY TWO KIDDOS, AND MY JANDRUCKO FAMILY.

I'M EXCITED TO CONTINUE THIS. THANK YOU [APPLAUSE].

>> NEXT IS ALYCEN PHAN, WHO'S A NEW PRINCIPAL AT MARY LILLARD INTERMEDIATE SCHOOL WHO FORMERLY SERVED AS DIRECTOR OF EARLY LEARNING.

>> THANK YOU. GOOD EVENING, BOARD PRESIDENT DR. REED, DR. CANTU, ALL MEMBERS OF THE BOARD, AND FAMILIES AND FRIENDS.

THANK YOU SO MUCH FOR THIS OPPORTUNITY, FOR THE OPPORTUNITY TO SERVE IN THIS CAPACITY AS THE NEW PRINCIPAL OF MARY LILLARD INTERMEDIATE SCHOOL.

THE INTERMEDIATE LEVEL IS TRULY MY FIRST LOVE WHERE I SPENT 20 YEARS OF MY EDUCATION, SO I AM BEYOND EXCITED TO RETURN TO THE STUDENTS WITH DOUBLE DIGIT ATTITUDES.

I AM SO HONORED TO BE THERE AS THE PRINCIPAL.

I THANK YOU SO MUCH, ALL OF MY FRIENDS AND FAMILY WHO ARE HERE TO SUPPORT ME, AND OF COURSE, MY WONDERFUL AND VERY SUPPORTIVE HUSBAND, MON PHAN. THANK YOU [APPLAUSE].

>> NOW WE HAVE ELIZABETH RAY, OUR NEW COORDINATOR FOR ASSESSMENT IN OUR SPECIAL EDUCATION DEPARTMENT, AND SHE'D PREVIOUSLY SERVED IN THE DISTRICT AS A LEAD DIAGNOSTICIAN.

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

I'M REALLY GRATEFUL AND EXCITED TO CONTINUE TO SUPPORT THE MANSFIELD ISD COMMUNITY IN THIS NEW ROLE.

TONIGHT, I HAVE MY BIGGEST SUPPORTER WITH ME, TJ PLANIS, AND MY FAMILY WATCHING ONLINE, WHO I'M VERY GRATEFUL FOR. THANK YOU [APPLAUSE].

>> COMING NEXT, WE HAVE CHRISTI STINSON, WHO IS ONE OF OUR NEW ASSISTANT PRINCIPALS IN THE DISTRICT.

SHE'LL BE SERVING AT LINDA JOBE MIDDLE SCHOOL.

SHE'S COMING TO US FROM A NEARBY DISTRICT, WHERE SHE WAS ALSO A MIDDLE SCHOOL ASSISTANT PRINCIPAL.

>> GOOD EVENING, BOARD OF TRUSTEES, DR. CANTU.

THANK YOU FOR THE OPPORTUNITY TO BECOME PART OF THE MISD FAMILY.

IT HAS TRULY BEEN ON MY BUCKET LIST FOR SOME TIME TO JOIN THIS DISTRICT.

I AM GRATEFUL AND EXCITED TO BE ABLE TO BE NAMED

[00:15:02]

I'D ALSO LIKE TO ACKNOWLEDGE MY PERSONAL SUPPORT TEAM.

ONE OF MY BIGGEST SUPPORTERS, MY HUSBAND, WHO IS NOT HERE, BUT HE IS WATCHING ONLINE, SO HE'S PROBABLY MAKING SURE I CALLED HIS NAME OUT.

BUT HERE WITH ME, I HAVE MY DAUGHTER ANISA, MY SON, ISAIAH, AND A VERY CLOSE FRIEND, KAYLA OKO. THANK YOU AGAIN.

>> NEXT UP, WE HAVE ROCHELLE THOMPSON.

SHE'S A NEW ASSISTANT PRINCIPAL IN THE DISTRICT AT MARY LILLARD INTERMEDIATE SCHOOL.

SHE'S BEEN SERVING MOST RECENTLY AS THE READING SPECIALIST AT COBOL MIDDLE SCHOOL.

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

I AM HONORED TO BE INTRODUCED AS THE ASSISTANT PRINCIPAL AT LILLARD INTERMEDIATE SCHOOL.

I THANK GOD FOR ORDERING MY FOOTSTEPS AND EQUIPPING ME FOR THIS VERY MOMENT.

I FEEL EXTREMELY BLESSED TO HAVE THE OPPORTUNITY TO CONTINUE MY CAREER IN MISD AS AN ADMINISTRATOR.

IT REMINDS ME OF ONE OF MY FAVORITE QUOTES THAT I WROTE A FEW YEARS AGO.

YOUR GOALS BECOME DREAMS, AND YOUR DREAMS ARE YOUR REALITY.

I'M EXCITED TO SERVE THE LILLARD COMMUNITY, SPOTLIGHT ON EXCELLENCE.

TONIGHT, I BROUGHT WITH ME MY HUSBAND AND MY SON, AND MY MENTOR FRIEND, AND I APPRECIATE THEIR AMAZING SUPPORT ALONG MY JOURNEY.

THANK YOU. [APPLAUSE]

>> NEXT UP, WE HAVE DR. KRISTA TILMAN YOUNG, WHO WILL BE OUR NEW PRINCIPAL AT ALMA MARTINAS INTERMEDIATE SCHOOL, WHERE SHE PREVIOUSLY SERVED AS THE ASSOCIATE PRINCIPAL.

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

I AM BEYOND EXCITED TO BE NAMED THE PRINCIPAL OF ALMA MARTINAS INTERMEDIATE SCHOOL.

AS A FORMER ACADEMIC ASSOCIATE PRINCIPAL, I'VE HAD THE HONOR OF WORKING WITH SOME OF THE MOST DEDICATED AND HARD-WORKING EDUCATORS.

I AM TRULY GRATEFUL FOR THEIR PASSION, COMMITMENT, CARE FOR OUR STUDENTS AND THEIR FAMILY, AND THEIR UNWAVERING SUPPORT OF MY TRANSITION INTO THE ROLE OF PRINCIPAL.

TODAY, I'M PROUD TO BE HERE WITH SOME OTHER TILMA YOUNG, SO I DIDN'T KNOW WE'RE GOING TO BE HERE, BUT MY SIBLINGS ARE IN THE BUILDING.

ALSO MY MANSFIELD ISD FAMILY.

I HAVE WORKED IN MISD FOR ALMOST 20 YEARS, AND THERE ARE MEMBERS IN THIS ROOM THAT I CLAIM TO BE FAMILY.

WITH THEM, I WOULD NOT BE HERE.

OTHER IMPORTANT FIGURES I'D LIKE TO THANK ARE WINSTON GIBSON, JASON SHORT, AND LEAH BOYLES, WHO TOOK A CHANCE ON ME AND WELCOMED ME INTO THE LEADERSHIP SPACE.

THEIR GUIDANCE AND ENCOURAGEMENT HAVE SHAPED MY PATH, AND I AM FOREVER THANKFUL TO YOU.

MARTINEZ IS A BEAUTIFUL CAMPUS, RICH IN DIVERSITY, WHERE BOTH STUDENTS AND TEACHERS BRING NEW IDEAS, CULTURES, AND PERSPECTIVES TO OUR COMMUNITY EVERY DAY.

I COUNT IT A BLESSING THAT I'M ABLE TO CONTINUE SERVING THIS COMMUNITY IN MY NEW ROLE.

AGAIN, THANK YOU. I HOPE I MAKE YOU PROUD.

[APPLAUSE]

>> OUR FINAL INTRODUCTION THIS EVENING IS SHANE TROTTER.

HE'S A NEW ASSISTANT PRINCIPAL IN THE DISTRICT AT LINDA JOB.

HE TAUGHT AND COACHED IN MANSFIELD FOR A NUMBER OF YEARS AND LEFT US TO BECOME A DIRECTOR OF STRENGTH AND CONDITIONING, BUT HE'S BACK NOW AS AN ASSISTANT PRINCIPAL OF JOB.

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

I'M GRATEFUL AND HONORED TO BE NAMED AN ASSISTANT PRINCIPAL AT LINDA JOBE MIDDLE SCHOOL, AND TO GET TO SERVE UNDER THE GREAT ELIZABETH HUSTON.

I'M EXCITED TO MEET THE STUDENTS AND STAFF, TO GET TO WORK WITH THEM, TO HELP THEM REACH THEIR POTENTIAL, AND TO HELP THEM EMBRACE THE PURSUIT OF EXCELLENCE.

WITH ME TONIGHT, I HAVE MY HYPE SQUAD.

MY MOTHER-IN-LAW IS HERE.

SHE IS A SECRETARY AT MARY.

I'VE GOT MY NIECE, OAKLAND, HERE.

I'VE GOT MY WIFE WHO, WITHOUT HER, THERE'S NO WAY I WOULD BE HERE RIGHT NOW.

SHE IS MY ROCK, SHE'S OUR FAMILY'S ROCK.

SHE IS THE PE TEACHER AT BOURNE ELEMENTARY SCHOOL. I'VE GOT ACE.

HE IS GOING TO BE A THIRD GRADER AT BOURNE ELEMENTARY, AND I HAVE RICKS, AND SHE WILL BE A FIRST GRADER AT BOURNE ELEMENTARY.

AS YOU CAN SEE, OUR FAMILY IS A TRUE TESTAMENT TO A GREAT PLACE TO LIVE, LEARN, AND TEACH.

THIS IS HOME, AND I'M THRILLED TO BE BACK.

THANK YOU VERY MUCH.

[APPLAUSE]

[00:21:31]

>> THANK YOU SO MUCH FOR COMING AND SHARING YOUR TIME WITH US AND CELEBRATING OUR NEW, WELL, SOME OF THEM ARE NOT NEW, BUT THANK YOU SO MUCH FOR COMING AND CELEBRATING WITH US, MISD FAMILY.

WE APPRECIATE YOU, ESPECIALLY IN THE MIDDLE OF SUMMER.

AT THIS TIME, WE'RE GOING TO HEAR FROM DR. CANTU.

>> YES. MS. JOB IS BACK UP AT THE PODIUM.

WE HAVE SOME MORE OF OUR SHOOTING TEAM HERE.

>> THAT'S CORRECT.

>> TARGET TEAM. WE'RE GOING TO GO AHEAD, AND I'M GOING TO GIVE IT BACK OVER TO YOU SO WE CAN INTRODUCE THOSE TO BRING THOSE KIDDOS UP.

>> WE ARE ROUNDING THEM UP RIGHT NOW.

[BACKGROUND] [LAUGHTER] BETTER LATE THAN NEVER.

THESE ARE THE REMAINING MEMBERS OF OUR SHOOTING TEAM.

[APPLAUSE] AGAIN, THESE ARE THE STATE CHAMPIONS.

ONE MORE ROUND OF APPLAUSE FOR THEM.

[APPLAUSE]

>> TRUSTEES, AT THIS TIME, WE'LL MOVE TO ITEM 8,

[8. Instructional Focus]

>> YES, MA'AM. THANK YOU.

MR. BENAVIDES AND DR. SPENCER ARE UP HERE TO TALK TO US ABOUT OUR STAR AND EOC RESULTS, AND SO WE CAN'T WAIT. WE'LL TURN IT OVER TO YOU.

>> VERY GOOD. GO, PRESIDENT REID, DR. CANTU, MEMBERS OF THE BOARD.

WE ARE HERE, DR. SPENCER AND I ARE HERE TONIGHT TO SHARE THE STUDENT PERFORMANCE DATA FOR THE '24/'25 SCHOOL YEAR.

OF COURSE, EVERYTHING WE DO IS ALIGNED TO OUR VISION 2030, AND TONIGHT, OUR STUDENT PERFORMANCE DATA DOES ALIGN WITH VISION 2030 GUIDANCE STATEMENTS.

YOU MAY NOTICE THAT WE'RE NOT PRESENTING TONIGHT STAR OC DATA AND SCIENCE OR SOC STUDIES, BUT THIS DATA IS INCLUDED IN THE EXHIBIT THAT WE PROVIDED.

ADDITIONALLY, WE HAVE STUDENT PERFORMANCE DATA FOR EACH CAMPUS, AS WELL AS REGIONAL AND STATE COMPARISON DATA THAT ARE AVAILABLE FOR THE PUBLIC TO VIEW ONLINE.

THE INFORMATION WE'RE SHARING TONIGHT IN THIS PRESENTATION IS THE LAG DATA THAT OUR CAMPUS PRINCIPALS USE, AND DEPARTMENT LEADERS USE WHENEVER THEY PRESENT THEIR END-OF-YEAR COAS.

WE HAVE LOTS TO CELEBRATE AND, OF COURSE, AREAS THAT WE CAN IMPROVE.

BUT AGAIN, WE'RE EXCITED TO SHARE TONIGHT THE DATA.

BEFORE WE SHARE THE DATA, WE WANT TO MAKE SURE THAT EVERYONE UNDERSTANDS

[00:25:02]

WE USE THE TERMS OF APPROACHES, MEETS, AND MASTERS.

OUR STUDENTS, PARENTS, AND COMMUNITY MEMBERS AGAIN NEED TO UNDERSTAND THE MEANING OF THESE, AND SO WE WANT TO TALK A LITTLE BIT ABOUT THAT.

AS YOU SEE FROM THE TOP 3 CATEGORIES, WE HAVE MASTER'S MEETS AND APPROACHES.

THESE ARE ALL CONSIDERED PASSING.

IT'S ESPECIALLY IMPORTANT FOR OUR HIGH SCHOOL STUDENTS WHO TAKE EOC TEST DURING THEIR HIGH SCHOOL YEARS BECAUSE THESE ARE GRADUATION REQUIREMENTS.

STUDENTS WHO PERFORM AT THE MASTER'S LEVEL ON SR OR EOC ARE EXPECTED TO SUCCEED WITH LITTLE OR NO INTERVENTION WHENEVER THEY GET PROMOTED TO A HIGHER COURSE OR THE NEXT GRADE LEVEL.

AT THE APPROACHES LEVEL, WHICH IS INDICATED BY THE ARROW THERE, THAT'S STILL CONSIDERED PASSING, AS WE SAID, BUT STUDENTS WILL LIKELY NEED SOME TARGETED INTERVENTIONS AT THE NEXT GRADE OR THE NEXT COURSE LEVEL THAT THEY GET PROMOTED TO.

METS IS THE LEVEL WHICH STRIVE TO ACHIEVE FOR EACH STUDENT.

AS THIS INDICATES THAT STUDENTS MAY REQUIRE ONLY SHORT-TERM TARGETED INTERVENTION TO SUCCEED AT THE NEXT GRADE LEVEL.

ADDITIONALLY, WHEN PRINCIPALS SET CAMPUS GOALS WITH THEIR GUIDING COALITION, THEY STRIVE CONTINUOUSLY TO IMPROVE EVERY YEAR, OF COURSE, AND ACHIEVE WHAT WE CALL THE 90, 60, 30 PERCENTAGES.

THIS IS THE MINIMUM NEEDED TO BE RATED AS AN A CAMPUS IN DOMAIN 1 UNDER OUR ACCOUNTABILITY SYSTEM.

HIGH SCHOOLS HAVE GRADUATION RATES AND CCMR RATES THAT THEY ALSO HAVE TO BE INCLUDED AS PART OF THAT DOMAIN 1 RATING.

NOW, I'LL TURN IT OVER TO DR. SPENCER.

>> GOOD EVENING, EVERYONE.

WE HAVE A LOT OF DATA TO PRESENT THIS EVENING, AND IT'S IMPORTANT FOR US TO GO OVER THE ORGANIZATION OF THE DATA SO THAT THE PRESENTATION FLOWS.

IT MAKES SENSE WHAT WE'RE PRESENTING TO YOU THIS EVENING.

WHEN WE LOOK AT THE DATA, YOU'LL SEE PEER DISTRICT COMPARISON DATA.

WHAT YOU MAY NOTICE IS THAT SOME OF THESE DISTRICTS ARE NOT IN THE DFW AREA, YOU MAY SAY, WHERE IS THAT? WHY ARE WE LOOKING AT THAT PARTICULAR DISTRICT? WELL, WHEN WE'RE TALKING ABOUT PEER DISTRICTS, THESE ARE DISTRICTS THAT LOOK LIKE US, WITH THE PERCENT OF ECONOMICALLY DISADVANTAGED STUDENTS THAT WE SERVE.

THERE ARE SIMILAR TO US IN STUDENT ENROLLMENT IN THE SIZE OF THE DISTRICT, AND THE MOBILITY RATE OF OUR STUDENTS.

THAT'S HOW FREQUENTLY OUR STUDENTS ARE MOVING IN AND OUT AND HOW STABLE THEY ARE IN OUR DISTRICT.

THEN AS WELL AS OUR PERCENT OF EMERGENT BILINGUAL STUDENTS AND OUR PERCENT OF SPECIAL EDUCATION STUDENTS.

THIS DOESN'T MEAN IT'S AN APPLES-TO-APPLES COMPARISON ALL THE TIME.

THERE COULD BE SOME VARIATION IN SOME OF THOSE NUMBERS, BUT THIS IS HOW SIMILARLY WE LOOK TO THOSE DISTRICTS.

WHEN THE DATA IS PRESENTED ON THE LEFT-HAND SIDE WILL BE THAT PEER COMPARISON DATA, AND IT WILL BE IN A TABLE THAT HAS GREEN AND WHITE.

IF YOU HAVE SEEN ANY OF OUR DATA PRESENTATIONS, WE ALWAYS SAY GREEN IS GOOD.

YOU'LL SEE THE GREEN AND GREEN MEANS THAT MISD PERFORMED BETTER THAN THOSE PEER DISTRICTS IN THOSE PARTICULAR AREAS, EITHER IN APPROACHES MEETS OUR MASTERS.

IF YOU SEE WHITE, THAT INDICATES THAT THOSE DISTRICTS HAVE OUTPERFORMED US IN SOME AREAS, AND WE MAY TALK ABOUT SOME OF THE THINGS THAT WE WANT TO LOOK AT TO SEE WHAT WE'RE DOING IN THOSE AREAS.

YOU'LL SEE THE DATA ON THE LEFT-HAND SIDE.

ON THE RIGHT-HAND SIDE, YOU'LL SEE THE HISTORICAL DATA AT MEETS.

AS MR. BENAVIDES SAID, WE REALLY LOOK FOR OUR STUDENTS TO BE AT 60% MEETS.

THAT'S SOMETHING THAT INDICATES THAT THEY ARE READY FOR THE NEXT GRADE LEVEL WITH MINIMAL INTERVENTION, AND WE CAN MOVE TO ON-GRADE LEVEL STANDARDS PRETTY QUICKLY.

THIS IS OUR FIRST YEAR OF HISTORICAL DATA, THAT WE HAVE THREE YEARS OF DATA POST STAR 2.0.

YOU'LL SEE 2023 DATA, 2024 DATA, AND OUR CURRENT 2025 DATA.

THREE YEARS. THAT'S POST STAR 2.0.

ONCE WE STARTED HAVING THE NEW ITEM TYPES, WE HAD THE EXTENDED CONSTRUCTED RESPONSE AT ALL OF THE WRITING LEVELS AND ALL OF OUR ROA, AND THEN NEW ACCOUNTABILITY.

THESE ARE REALLY HISTORICAL DATA COMPARISONS THAT ARE APPLES TO APPLES IN THAT SENSE.

THEN ON THE NEXT SLIDE, SO WE'LL FLIP TO THE NEXT SLIDE, YOU'LL HAVE OUR STUDENT PERFORMANCE DATA BY STUDENT GROUPS.

WE'LL LOOK SPECIFICALLY AT EIGHT STUDENT GROUPS, AND THIS DATA IS AGGREGATED.

THIS MEANS YOU'LL SEE THIRD AND FOURTH-GRADE MATH DATA FOR THOSE STUDENT GROUPS TOGETHER.

YOU'LL SEE FIFTH AND SIXTH GRADE READING DATA TOGETHER.

IN YOUR EXHIBITS, YOU HAVE ALL OF THOSE GRADE LEVELS BROKEN APART SO THAT YOU CAN SEE EACH GRADE LEVEL INDIVIDUALLY.

SOMETHING THAT'S ALSO IMPORTANT TO NOTE IS THAT SOME OF THE DATA, SPECIFICALLY IN OUR STUDENT GROUPS, THEIR TRENDS ARE PRETTY CONSISTENT AMONGST GRADE LEVELS AND IN THAT DATA.

I WILL MAKE LITTLE POINTS WHEN WE GET TO THAT STUDENT GROUP DATA.

BUT THEN AT THE END, BEFORE I GO OVER, WHEN I FINISH THE EIGHTH-GRADE READING DATA.

I'LL TALK ABOUT TRENDS THAT WE SEE OVER TIME AND SOME OF THE GAPS THAT WE SEE IN OUR STUDENT PERFORMANCE, AND HOW WE'RE GOING TO ADDRESS THAT.

I MAY NOT DO IT ON EACH OF THOSE SLIDES, BUT I WILL DO IT AT THE END.

WE'RE GOING TO GO OVER THE START PRELIMINARY DATA.

IT'S IMPORTANT TO NOTE THAT THIS IS PRELIMINARY DATA.

WE'LL HAVE FINAL DATA IN AUGUST.

THE FIRST COUPLE OF WEEKS IN AUGUST,

[00:30:01]

BUT THIS IS PRELIMINARY, AND THIS IS WHAT WE'RE USING IN ORDER TO MAKE DECISIONS AND MOVE FORWARD BECAUSE IT'S PRETTY ACCURATE.

THE FIRST THING WE'RE GOING TO LOOK AT IS THIRD-GRADE REGIONAL COMPARISON DATA.

THIS IS THE DATA THAT WE TYPICALLY PRESENT IN STAR PERFORMANCE DATA OR WHEN WE'RE LOOKING AT OUR DATA.

THESE ARE DISTRICTS THAT YOU MAY BE FAMILIAR WITH THAT ARE IN THE DALLAS-FORT WORTH AREA.

WHAT HAPPENS IF YOU LOOK AT THE RIGHT-HAND SIDE? THIS IS FOR OUR THIRD-GRADE MATHEMATICS, IT'S A LOT OF GREEN.

WE WERE REALLY PROUD OF THAT, AND WE STILL ARE PROUD OF THAT.

WE'RE DOING WELL. BUT THE REALITY IS THAT THESE DISTRICTS DON'T LOOK LIKE MANSFIELD ISD.

THAT'S WHY WE'RE REALLY BEING INTENTIONAL ABOUT THE DATA THAT WE'RE PRESENTING TO YOU IN THE PRESENTATION.

YOU HAVE ALL OF THE REGIONAL COMPARISON DATA IN YOUR EXHIBITS.

BEFORE THIS EVENING, WE'RE REALLY GOING TO FOCUS ON DISTRICTS THAT LOOK LIKE MANSFIELD ISD AND HOW WE'RE COMPARED TO THOSE DISTRICTS.

>> FIRST DATA IS OUR THIRD-GRADE MATH DATA.

ACROSS THE TOP, YOU'LL SEE MISD AND HOW WE HAVE PERFORMED IN APPROACHES, MEETS, AND MASTERS.

JUST TO REITERATE, THE 90, 60, 30 IS 90 AND APPROACHES, 60 IN MEETS, AND 30 IN MASTERS.

THAT'S WHAT WE STRIVE FOR.

IN OUR MATH DATA, WE'VE HAD A LITTLE BIT OF INCREASE OVER THE YEARS, AND THIS YEAR, IT WAS A 3% INCREASE, BUT EVERY YEAR WE'VE INCREASED A LITTLE BIT, WHICH IS WHAT WE TYPICALLY WANT TO SEE.

WE'RE STILL LOOKING AT SPECIFIC SCES, HOW WE CAN SPEND MORE TIME IN SPECIFIC UNITS IN ORDER TO ADDRESS THOSE SCES, BUT WE'RE DIGGING INTO THE DATA TO UNDERSTAND WHERE WE NEED TO MAKE THOSE ADJUSTMENTS IN THE CURRICULUM.

WE'LL POINT OUT AS WE GO THROUGH THESE SLIDES, AND I'LL GO AHEAD AND GO TO THE NEXT SLIDE.

YOU WILL SEE ONE DISTRICT THAT'S PRETTY CONSISTENTLY IN WHITE.

WE HAVE LOOKED AT THAT DATA, AND MR. BENAVIDES IS GOING TO SPEAK A LITTLE BIT TO WHAT WE'RE GOING TO DO IN ORDER TO LOOK TO SEE WHAT'S HAPPENING THERE.

THIS IS OUR FOURTH-GRADE MAP DATA.

AGAIN, WE'VE HIT THE 30 IN THE MASTER, SO THAT'S SOMETHING WE'RE REALLY PROUD OF.

WE KNOW THAT THOSE STUDENTS ARE PREPARED.

AGAIN, WE'VE HAD STEADY INCREASE, NOT THE INCREASE THAT WE WOULD LIKE TO SEE, BUT WE ARE MOVING IN THE RIGHT DIRECTION.

AGAIN, THIS IS AN AREA THAT WE'RE LOOKING TO SEE WHERE WE WHERE THE OPPORTUNITIES FOR IMPROVEMENT.

CONSISTENTLY, THESE ARE IN OUR PROCESSING STANDARDS, AND THOSE PROCESSING STANDARDS ARE ADDITIONAL THINGS THAT STUDENTS NEED TO BE ABLE TO ANALYZE AND THINK CRITICALLY THROUGH THE MATH CONTENT, AND SO HOW WE CAN DO THOSE THINGS BETTER.

THIS IS THE STUDENT POPULATION OR THE STUDENT GROUP DATA.

AGAIN, THIS IS THIRD AND FOURTH-GRADE MATH DATA AGGREGATED.

THIS IS TOGETHER.

ONE OF THE THINGS THAT YOU'LL NOTICE, AND AGAIN, I'LL TOUCH ON IT AT THE END WHEN I TALK ABOUT ALL OF THE DATA TOGETHER.

WE'RE LOOKING AT ALL OF OUR STUDENT GROUPS.

SOME OF OUR STUDENT GROUPS AT DIFFERENT TIMES, DEPENDING ON THE GRADE LEVEL OR THE CONTENT, THEY'RE SCORING WITH ALL STUDENTS.

THEY ARE CLOSING THAT GAP.

WE HAVE OTHER STUDENT GROUPS, OUR ECONOMICALLY DISADVANTAGED, OUR SPECIAL EDUCATION, THAT WE ARE PAYING VERY CLOSE ATTENTION TO.

WHEN YOU TAKE THE DATA APART AND WE'RE LOOKING AT IT SEPARATELY, OUR FOURTH-GRADE SPECIAL EDUCATION STUDENTS ARE PERFORMING WITH OUR PEER GROUPS.

MATTER OF FACT, WE'RE OUTPERFORMING FOUR OF OUR FIVE COMPARISON DISTRICTS.

BUT THIRD GRADE, THERE IS WORK TO DO.

I'LL TALK SPECIFICALLY ABOUT THOSE GRADE LEVELS WHERE WE ARE SEEING THE CONSISTENT GAPS AND WE'RE NOT PERFORMING WITH OUR PEER DISTRICTS, AND I'LL TALK ABOUT OUR RESPONSE TO THAT.

OUR THIRD-GRADE READING DATA.

THIS IS AN AREA WHERE WE SEE A LITTLE BIT.

AGAIN, WE'RE INCREASING, BUT WE'VE BECOME A LITTLE STAGNANT, SO WE WERE AT 55% FOR TWO YEARS AND THEN AT 56%.

WE SPECIFICALLY LOOKED AT WHY WHAT'S HAPPENING WITH OUR THIRD GRADERS, AND THIS IS THE FIRST TIME THAT THEY SEE AN EXTENDED CONSTRUCTED RESPONSE.

THAT'S A WRITING PROMPT.

WHAT WE SEE IN THE WRITING PROMPT FOR THE LAST TWO YEARS IS THAT THEY HAVE PAIRED PASSAGES.

THEY HAVE TWO DIFFERENT PASSAGES THAT THEY HAVE TO READ, THEN THEY HAVE TO WRITE THEIR RESPONSE HANDWRITTEN, AND THEN THEY HAVE TO TYPE IT INTO THE COMPUTER.

OVERALL, WHEN WE LOOKED AT THE STATE AND HOW THE STATE IS PERFORMING, 51% OF OUR STUDENTS IN ALL OF TEXAS SCORE ZEROS ON THE THIRD-GRADE WRITING PROMPT.

NOT SOMETHING THAT EVERYONE SHOULD BE HAPPY ABOUT, BUT WE WERE HIGHER THAN THE STATE AVERAGE AS FAR AS HOW OUR STUDENTS ARE PERFORMING.

ONE OF THE THINGS THAT WE LOOKED AT IN ORDER TO BE SURE THAT WE'RE RESPONDING TO THIS IS LAST YEAR, WE STARTED CALIBRATING WRITING SAMPLES WITH OUR TEACHERS SO THAT THEY UNDERSTAND WHAT THE RUBRIC IS ASKING FOR, HOW TO PROVIDE TARGETED FEEDBACK TO STUDENTS IN REAL TIME, SO THAT STUDENTS ARE WAITING ON FEEDBACK.

OTHER PIECE THAT WE'RE ADDING AND DOCTOR SWEEZY HAS BEEN WORKING WITH HER TEAM ON OVER THIS SUMMER IS ADDING STUDENT EXEMPLARS INTO OUR CURRICULUM DOCUMENTS SO THAT TEACHERS CAN SEE WHAT AN EXEMPLAR, WHAT A GREAT PIECE OF STUDENT WRITING LOOKS LIKE SO THAT THEY CAN PLAN AND BACKWARDS DESIGN WHAT THAT LESSON SHOULD SOUND LIKE, LOOK LIKE, FEEL LIKE FOR THOSE STUDENTS TO CLOSE THIS GAP AND HELP MOVE THE NEEDLE A LITTLE QUICKER.

OUR FOURTH-GRADE WRITING DATA.

WE'RE PROUD OF THIS, AND SO WE TAKE TIME TO CELEBRATE WHERE WE NEED TO CELEBRATE, AND THIS IS AN AREA OF CELEBRATION.

WHEN WE STARTED START 2.0,

[00:35:02]

WE'VE HAD 8% GROWTH OVER THE LAST FEW YEARS, WHICH IS REALLY GREAT.

WE'RE NOT DOING ANYTHING DRASTICALLY DIFFERENT IN THIRD GRADE THAT WE'RE DOING IN FOURTH OR FIFTH GRADE.

WHAT'S THE DIFFERENCE HERE IS THESE STUDENTS HAVE SEEN THE EXTENDED CONSTRUCTED RESPONSE BEFORE.

THEY WROTE THE EXTENDED CONSTRUCTED RESPONSE IN THIRD GRADE AND SO NOW THEY HAVE SOME TIME TO UNDERSTAND WHAT THAT TEST LOOKS LIKE AND WHAT'S REQUIRED OF THEM.

WHAT'S PROVIDED IN THE CURRICULUM DOCUMENTS, AS FAR AS INSTRUCTIONAL STRATEGIES AND WHAT WE'RE DOING AS FAR AS THE EXEMPLARS, ARE THE SAME THING BEING DONE IN THIRD GRADE AS IN FOURTH GRADE.

BUT I'M GOING TO TALK ABOUT SOME OF THE VERTICAL PIECES THAT WE'VE TALKED ABOUT WITH OUR PRINCIPALS TO ADDRESS THAT THIRD-GRADE PIECE AS WELL.

THIS IS OUR THIRD AND FOURTH-GRADE READING DATA.

AGAIN, THIS IS OUR STUDENT GROUPS.

WHAT THIS LOOKS LIKE OVERALL? AGAIN, I'LL TALK ABOUT WHAT ARE THOSE TRENDS THAT WE'RE SEEING BECAUSE THE TRENDS ARE PRETTY MUCH THE SAME IF WE LOOK ACROSS ALL OF THESE STUDENT GROUPS, AND WHAT WE'RE GOING TO DO TO ADDRESS THEM.

IN OUR FIFTH-GRADE MATH, THIS IS ONE OF THE AREAS WHERE, YES, ARE WE PERFORMING BETTER THAN MOST OF OUR PEER GROUPS? YES. FOUR OUT OF THE FIVE, WE ARE PERFORMING BETTER THAN THEM IN THE AREA OF MEATS, WHICH IS REALLY WHERE WE LOOK.

HOWEVER, WHEN WE LOOK AT OUR DATA OVER TIME, WE'RE BUBBLING 52 53, AND THEN WE HAD TO DROP TO 46.

WE'VE SPECIFICALLY LOOKED AT THE DATA.

WE DON'T HAVE SC STUDENT EXPECTATION DATA.

THAT'S THE SPECIFIC SC THAT STUDENTS PERFORM ON, BUT WE DO HAVE REPORTING CATEGORY DATA.

OUR LOWEST REPORTING CATEGORY WAS REPORTING CATEGORY TWO, AND THAT REALLY DEALS WITH DATA LITERACY.

DO OUR STUDENTS UNDERSTAND DATA LITERACY AND HOW TO USE THAT? ONE OF THE THINGS THAT WE'VE DONE REALLY INTENTIONALLY IS PROVIDED ADDITIONAL TIME ON THAT PARTICULAR UNIT IN THE CURRICULUM DOCUMENTS.

THEN WE'VE STARTED TALKING ABOUT VERTICAL ALIGNMENT, AND THIS IS SOMETHING THAT I'M REALLY EXCITED ABOUT.

OVER THE LAST COUPLE OF WEEKS, SINCE OUR PRINCIPALS HAVE COME BACK, WE'VE BEEN VERY INTENTIONAL ABOUT VERTICAL PLANNING THROUGH FEEDER PATTERNS.

EVEN TODAY, DOCTOR PATTON LED A DATA SESSION WITH OUR PRINCIPALS OF LOOKING AT ALL OF THEIR START DATA THROUGH TIMBER VIEW'S FEEDER PATTERN.

YOU HAD YOUR ELEMENTARY PRINCIPALS, YOUR INTERMEDIATE, AND THEY'RE LOOKING AT OUR FOURTH-GRADE DATA TO OUR FIFTH-GRADE DATA, AND WHERE ARE LSCS, AND WHERE CAN WE START AND SCAFFOLD FOR OUR STUDENTS FROM THE BEGINNING OF THE YEAR INSTEAD OF WAITING TO INTERVENE? THOSE ARE THE CONVERSATIONS THAT WE'RE REALLY HAVING OF HOW DO WE VERTICALLY PLAN FROM ELEMENTARY ALL THE WAY TO HIGH SCHOOL TO HAVE THAT IMPACT.

FOR OUR SIXTH-GRADE DATA.

AGAIN, WE'RE MAKING A LITTLE PROGRESS, BUT WE ARE HITTING THE MARK AS FAR AS PERFORMING BETTER THAN FOUR OUT OF OUR FIVE PEER GROUPS.

THERE IS STILL WORK TO BE DONE HERE. WE'VE BEEN LOOKING.

DATA LITERACY IS SOMETHING THAT COMES UP IN SIXTH GRADE AS WELL.

THESE ARE THOSE THINGS THAT WE'RE LOOKING FOR VERTICALLY.

WHAT ARE WE LOOKING FOR? AND THEN WHAT DO OUR STUDENTS NEED IN ORDER TO CLOSE GAPS AND MOVE QUICKLY? I'M GOING TO TALK A LITTLE BIT ABOUT SOME OF THE FEEDBACK THAT WE'VE RECEIVED OUR CURRICULUM AT AND SOME OF OUR FEEDBACK FROM OUR PRINCIPALS AND TEACHERS, AND WHAT WE'RE DOING TO ADDRESS SOME OF THOSE.

THIS IS OUR FIFTH-GRADE AND SIXTH-GRADE AGGREGATED DATA.

AGAIN, ONE OF THE THINGS I WANT TO HIGHLIGHT THAT THERE ARE SOME OF OUR STUDENT GROUPS THAT ARE PERFORMING RIGHT WHERE EVERYBODY ELSE IS, THAT THEY HAVE CLOSED THE GAPS, THAT THEY ARE DOING WELL.

02 OR MORE RACES HERE, THEY'RE IN THE SAME PLACE AS OUR ALL STUDENT GROUPS.

WHEN WE LOOK AT OUR EMERGENT BILINGUALS, THEY'RE AT 46%, COMPARED TO OUR ALL STUDENTS.

WHEN WE TALK TO OUR PRINCIPALS, WE ALWAYS TALK ABOUT THE MARGIN OF ERROR, AND THAT'S WITHIN THREE.

ANYTHING WITHIN THREE, WE'RE IN A GOOD PLACE BECAUSE THAT COULD BE ONE OR TWO STUDENTS, THAT COULD BE SOMETHING SCORED WRONG, SO THAT'S SOMETHING THAT WE ARE LOOKING AT.

FOR OUR FIFTH-GRADE READING, AGAIN, THIS IS SOMETHING THERE ARE A COUPLE OF PEER DISTRICTS THAT ARE IN THE WHITE, BUT WE'RE LOOKING AT, ARE WE HITTING OUR 90, 60, 30? FOR HERE, WE ARE MEETING OUR MEETS AT 60 AND OUR MASTERS AT 31.

WE REALLY DO ARE CELEBRATING THAT THAT'S SOMETHING THAT WE WANT TO CONTINUE TO SEE.

WE TOOK A LITTLE DIP LAST YEAR, AND WE'RE BACK AT THAT 60%, SO WE'RE GOING TO CONTINUE TO FOCUS ON THAT AREA.

THEN FOR OUR SIXTH-GRADE READING, AGAIN, REALLY CLOSE TO THAT 906030.

WE GOT TO THE 83, BUT STILL WORK TO BE DONE HERE.

WE DID TAKE A LITTLE DIP.

WE LOOKED AGAIN SPECIFICALLY AT WHAT ARE WE DOING DIFFERENTLY FOR OUR FIFTH GRADE OR OUR SIXTH GRADE THAT WE'RE DOING FOR FOURTH GRADE, THAT'S DOING REALLY WELL.

WE HAVE A NEW ELR COORDINATOR THAT STARTED WITH US LAST YEAR.

A LOT OF HER FOCUS LAUREN BENNER WAS IN THIRD AND FOURTH GRADE LAST YEAR.

SHE WAS REALLY LOOKING AT THE CURRICULUM.

WHAT CAN SHE DO? THIS YEAR, HER FOCUS REALLY IS ABOUT FIFTH AND SIXTH GRADE.

LOOKING AT OUR DOCUMENTS, OUR RESOURCES, BEING SURE THAT WE'RE REALLY TIGHT WITH THE THINGS THAT ARE GOING TO MAKE THE BIG DIFFERENCE, BECAUSE OUR ECR, OUR EXTENDED CONSTRUCTIVE RESPONSES, ARE WORTH 25% OF OUR OVERALL RLA SCORES IN READING.

HERE'S OUR FIFTH AND SIXTH-GRADE DATA BY OUR STUDENT GROUPS.

[00:40:03]

I'M GOING TO DO SEVENTH-GRADE MATH.

I'M GOING TO PRESENT SEVENTH-GRADE MATH AND EIGHTH-GRADE MATH A LITTLE DIFFERENTLY.

I WANT US TO TAKE A LOOK AT HOW MANSFL DSD IS PERFORMING.

ACROSS THE TOP, YOU SEE WE'RE AT 69, 50, AND 20.

ALL OF THOSE PEER COMPARISON GROUPS, IF YOU NOTICED ON THE PREVIOUS SLIDES, THEY'VE BEEN RIGHT AROUND WHERE WE ARE.

THEY'VE BEEN WITHIN A COUPLE OF POINTS.

BUT NOW IF WE LOOK, WE CAN SEE THAT THEY'RE AT 17, 21.

YES, WE SEE HOW DIFFERENT THOSE SCORES ARE.

NOW LET'S LOOK AT EIGHTH GRADE.

OUR EIGHTH-GRADE MATH, WE SEE THAT MANSFIELD IS AT 42, AND THEN EVERYBODY ELSE IS OUTPERFORMING US.

THEY GET TO A POINT WHERE THEY'RE WAY AHEAD OF US.

WELL, THIS IS NOT AN APPLES-TO-APPLES COMPARISON.

I'M GOING TO GO BACK TO SEVENTH GRADE.

WHAT HAPPENS IN SEVENTH GRADE FOR THESE OTHER DISTRICTS? I CAN'T SPEAK TO STATE IN THE REGION, BUT I CAN SPECIFICALLY SPEAK TO OUR FIVE COMPARISON DISTRICTS.

ALL OF THOSE FIVE COMPARISON DISTRICTS, THEIR SEVENTH-GRADE, ADVANCED STUDENTS TAKE EIGHTH GRADE START.

ALL OF THEIR SEVENTH AND EIGHTH-GRADE STUDENTS ARE TAKING ADVANCED STUDENTS ARE TAKING EIGHTH GRADE MATH STAR.

OUR ADVANCED MATH STUDENTS IN EIGHTH GRADE TAKE ALGEBRA ONE.

NONE OF OUR ADVANCED KIDS ARE IN THIS DATA, AND ALL OF THEIR ADVANCED KIDS ARE IN THIS DATA, WHICH IS WHY WE LOOK SO GREAT HERE AND NOT SO GREAT HERE.

THAT IS A DISTRICT DECISION.

DISTRICT CAN DECIDE WHAT THEY WANT THEIR SEVENTH GRADERS AND EIGHTH GRADERS, WHICH ASSESSMENT THAT THEY WANT THEM TO TAKE.

BUT THE DATA IS GOING TO LOOK DIFFERENTLY DEPENDING ON WHERE YOU ARE.

BUT HERE'S WHAT'S IMPORTANT AND WHAT WE'VE BEEN HAVING THE CONVERSATION WITH OUR MIDDLE GRADES PRINCIPALS.

WE KNOW THAT WE'RE PULLING OUT OUR ALGEBRA ONE STUDENTS.

WE KNOW THAT THEY'RE TAKING THE ALGEBRA ONE COURSE.

WE HAVE 42% OF OUR KIDS PERFORMING AT MEETS.

WHAT ELSE? BECAUSE WE HAVE MORE KIDS THAT CAN PERFORM AT THAT LEVEL.

WHAT DO WE NEED TO DO? WE HAD GREAT CONVERSATIONS LAST WEEK WITH SEVERAL OF OUR MIDDLE SCHOOL PRINCIPALS TALKING ABOUT WHAT'S THE ENTRY POINT.

HOW DO WE START THE YEAR, AND HOW DO WE START SCAFFOLD THE INSTRUCTION FOR THEM TO GET TO GRADE-LEVEL INSTRUCTION QUICKLY TO CLOSE THOSE GAPS? WE ARE HAVING THOSE CONVERSATIONS BECAUSE WE DON'T WANT ALL OF OUR KIDS, WHETHER THEY'RE IN ADVANCED OR NOT, THEY SHOULD HAVE THE OPPORTUNITY TO SCORE AT MEETS AND MASTERS.

THIS IS OUR SEVENTH AND EIGHTH-GRADE MATH DATA.

AGAIN, WE SEE A COUPLE OF OUR STUDENT GROUPS.

WE'RE LOOKING AT TWO OR MORE RACES IN OUR EMERGENT BILINGUAL.

THEY ARE WHERE OUR ALL STUDENTS ARE PERFORMING.

THAT'S VERY ENCOURAGING TO SEE, BUT WE STILL HAVE WORK TO DO.

THIS IS OUR SEVENTH-GRADE READING.

AGAIN, WE'RE LOOKING FOR IF WE'RE MAKING THE PROGRESS THAT WE WOULD LIKE TO.

WE HAD A SLIGHT DIP WITH THE 1%, BUT WE'RE LOOKING ACROSS IF WE'RE HAVING THE GROWTH FOR MEETING OUR 60 AND 30 MARK, SO WE ARE THERE.

SOME OF THE THINGS THAT WE'RE DOING HERE, AGAIN, IS THE EXTENDED CONSTRUCTED RESPONSE.

WE'RE FOCUSING ON WRITING AND THE STANDARDS AND BEING SURE THAT OUR TEACHERS UNDERSTAND HOW TO PROVIDE THAT FEEDBACK BECAUSE A LARGE PORTION OF OUR TEST IS THE WRITING PIECE.

THEN, OUR EIGHTH-GRADE READING THIS IS SOMETHING TO CELEBRATE.

THIS IS THE ONLY AREA WHERE WE'RE ALL GREEN EVERYWHERE.

EVEN FOR THOSE PEER DISTRICTS, WE ARE REALLY DOING A GREAT JOB, AND WE'RE REALLY CLOSE TO THAT 906030.

WE GOT IT IN MEETS AND IN MASTERS, BUT ALMOST AT THAT 87 WITH OUR APPROACHES.

THE DIFFERENCE HERE BECAUSE WE HAD TO TALK WHY IS EIGHTH GRADE BEFORE SEVENTH GRADE.

THAT'S THE SAME CONCEPT.

WELL, EIGHTH GRADE STARTED THIS WORK.

THE FIRST YEAR THAT WE FOUND OUT WE WERE HAVING EXTENDED CONSTRUCTIVE RESPONSES.

THEY STARTED CALIBRATING.

THEY BECAME REALLY TIGHT ON THEIR RESOURCES AND THEIR TIME PERIODS FOR WHEN THEY WERE COVERING THINGS, AND THOSE THINGS HAVE MADE A DIFFERENCE, AND WE'VE SEEN A STEADY INCREASE WITH THEM OVER THE LAST THREE YEARS.

THIS IS OUR SEVENTH AND EIGHTH GRADE READING DATA, AND I'M GOING TO GO BACK TO TALKING ABOUT WHAT DO WE SEE CONSISTENTLY.

WE DO SEE GAPS, ESPECIALLY BETWEEN ALL STUDENTS AND OUR ECONOMICALLY DISADVANTAGED STUDENTS, OUR SPECIAL EDUCATION STUDENTS, AND EVEN SOME OF OUR OTHER STUDENT GROUPS.

WHAT WE'VE TALKED ABOUT SPECIFICALLY IS THAT WE RECEIVE FEEDBACK FROM OUR CURRICULUM AUDIT IN MAY OF 2024.

PART OF THAT FEEDBACK SPECIFICALLY TALKED ABOUT DIFFERENTIATION AND SCAFFOLDING, AND REALLY TALKING ABOUT WHAT DO WE DO IN ORDER TO MEET OUR KIDS WHERE THEY ARE AND BE SURE THAT WE'RE PUSHING THEM FORWARD.

THIS IS NOT ABOUT INTERVENTION.

WE'VE HAD A LOT OF TALK ABOUT WHAT'S THE DIFFERENCE BETWEEN SCAFFOLDING AND INTERVENTION, AND WHERE ARE WE? OUR KIDS ARE JUST STARTING AT DIFFERENT POINTS.

WE'RE REALLY TALKING ABOUT AND FOCUSING ON BUILDING THE INSTRUCTIONAL CAPACITY OF OUR TEACHERS TO SCAFFOLD QUICKLY.

WITH GRADE LEVEL CONTENT, HOW DO WE PROVIDE BACKGROUND KNOWLEDGE, CONTENT KNOWLEDGE, INSTRUCTIONAL STRATEGIES FOR STUDENTS TO WHERE WE CAN CLOSE THEIR GAPS, AND JUST NOT KNOWING GAPS, NOT BECAUSE THEY CAN'T WE REALLY QUICKLY AND MOVE FORWARD.

SOME OF THE DATA IS REALLY EXCITING TO CELEBRATE.

WHEN WE LOOK AT OUR SEVENTH AND EIGHTH-GRADE DATA,

[00:45:01]

THAT DOESN'T MEAN THAT THAT'S ENOUGH.

WE STILL HAVE WORK TO DO, BUT THERE'S AREAS THAT WE CAN ABSOLUTELY GROW.

WE'VE ALSO LOOKED AT AS FAR AS WHAT WE'RE DOING FOR OUR GENERAL EDUCATION TEACHERS.

MOST OF OUR STUDENTS THAT ARE IN SPECIAL EDUCATION ARE IN IN-CLASS SUPPORT.

THEY ARE NOT IN PULL-OUT.

THIS MEANS THAT REALLY WE NEED TO FOCUS ON HOW WE'RE BUILDING THE CAPACITY OF OUR GENERAL EDUCATION TEACHERS IN ORDER TO OFFER ACCOMMODATIONS.

WE STARTED THAT TODAY.

WE HAD THE SAME GOAL TRAINING FOR ALL OF OUR PRINCIPALS, AND WE REALLY TALKED ABOUT GENERAL EDUCATION TEACHERS AND HOW ARE WE LOOKING AT ACCOMMODATIONS AND PROVIDING THOSE ACCOMMODATIONS FOR OUR STUDENTS.

A LOT OF WORK TO BE DONE, BUT WE'RE BEING VERY INTENTIONAL ABOUT PLANNING AND EXECUTION OF THE FIDELITY OF THAT PLAN.

>> BEFORE I TALK ABOUT THE END OF COURSE, I DO WANT TO SPEAK A LITTLE BIT ABOUT LAMAR CONSOLIDATE, BECAUSE YOU'LL SEE SOME OF THE SAME PATTERNS HERE WHEN I PRESENT THE READING AND MATH FOR HIGH SCHOOL.

WE'VE ALREADY REACHED OUT TO SOME OF OUR COLLEAGUES AT LAMAR CONSOLIDATED, SO WE'RE LOOKING FORWARD TO HAVING A VISIT WITH THEM.

ALREADY HAVE A SCHEDULED TRAINING IN SEPTEMBER THAT WE'RE GOING OUT AND GETTING TRAINING FOR OURSELVES, AND SO WE'RE HOPING TO MAKE THAT WORK, AND WE'LL KNOW SOON WHETHER WE CAN MAKE THAT HAPPEN.

>> LET'S TALK ABOUT THE HIGH SCHOOL.

HERE IS OUR STUDENT PERFORMANCE IN THE COURSE OF ALGEBRA 1.

AGAIN, AS DR. SPENCER SAID EARLIER, THIS IS WHERE EVEN OUR EIGHTH GRADERS WHO TAKE THE ALGEBRA 1 ARE REPORTED HERE, AND YOU CAN SEE GREEN IS GOOD ALL OVER, VERY PROUD OF THE WORK.

AGAIN, MEETING THAT 60, 30 FORMULA THERE TO GET THAT A RATING AGAIN.

THAT'S LOTS TO CELEBRATE HERE, VERY PROUD OF THE WORK THAT WE'RE DOING.

WE DID SEE A DIP THAT 72, 71, BUT AGAIN, THAT'S WITHIN THAT 3% MARGIN OF ERA AT TIMES WITH OUR DATA.

THERE'S HOW THE STUDENT GROUPS ARE BROKEN DOWN.

AGAIN, THIS IS ALSO MONITORED AND TRACKED AND DOMAIN 3, AND HOW WE'RE ACCOUNTABLE FOR THAT 30% OF OUR OVERALL SCORE IS THAT DOMAIN 3 AND HOW WE'RE ENSURING THAT WE'RE MEETING THE NEEDS OF ALL OUR STUDENT GROUPS ON THIS PARTICULAR SLIDE.

FOR ENGLISH 1.

AGAIN, YOU SEE SOME CONSISTENCY THERE WITH SOME OF OUR PEER DISTRICTS.

LAMAR CONSOLIDATE IS ONE OF THEM.

BUT AGAIN, VERY PROUD OF THE WORK HERE.

AGAIN, WE KNOW WE HAVE ALWAYS HAVE AREAS WHEN STUDENTS ARE NOT MEETING THAT APPROACHES LEVEL AT THE HIGH SCHOOL LEVEL, THAT MEANS THEY DID NOT PASS, AND THAT'S AGAIN, LIKE WE SAID, A GRADUATION REQUIREMENT.

WE HAVE TO AGAIN, BUILD IN THOSE SCAFFOLDS, DO THE INTERVENTIONS FOR THEM AT THE NEXT GRADE LEVEL BECAUSE THEY'LL HAVE ANOTHER OPPORTUNITY TO TAKE THE TEST FOR HIGH SCHOOL IN DECEMBER, OR THEY CAN TAKE IT IN THE SUMMER IF THEY HAD ENOUGH INTERVENTION IN SUMMER SCHOOL WORK THERE.

THIS IS HOW OUR STUDENT GROUPS WERE BROKEN OUT, AND HOW THEY PERFORMED.

AGAIN, HERE'S ENGLISH 2.

A LOT OF THE SAME REASONS WHY OUR KIDS ARE NOT PERFORMING.

WE'RE LOOKING AT THOSE ECR PROMPTS.

WE ARE PROVIDING THAT IN OUR CURRICULUM DOCUMENTS, PROVIDING THAT TRAINING, WRITING CALIBRATION WITH OUR TEACHERS.

WE'LL DO THAT THROUGHOUT THE YEAR.

OF COURSE, DOING THE UNPACKING TRAINING AND TRYING TO HELP TEACHERS UNDERSTAND HOW THIS PARTICULAR SC IS ASSESSED AND THE VARIOUS WAYS THAT IT CAN BE ASSESSED.

THAT'S REALLY AT THE CRUX, ESPECIALLY WITH OUR NEW TEACHERS NOT REALLY KNOWING, AGAIN, HOW THIS CONTENT THAT WE'RE TEACHING THEM, HOW IT'S GOING TO BE ASSESSED IN THE MULTIPLE WAYS THAT IT CAN BE ASSESSED WITH SOMETIMES THE MULTIPLE GENRES.

AGAIN, WORK THAT WE'RE CONTINUING TO BUILD UPON AND OFFERING MORE STRUCTURE SUPPORTS FOR OUR PRINCIPALS AND FOR OUR TEACHERS.

AGAIN, YOU SEE ALL THE STUDENT GROUPS FOR ENGLISH 2.

NEXT AS IT RELATES TO OUR GUIDING STATEMENTS.

IS THAT COLLEGE CAREER AND MILITARY RATES? WE'VE PRESENTED THIS INFORMATION TO YOU IN THE PREVIOUS PRESENTATION WITH OUR SYSTEMS REPORT, BUT WE WANTED TO SHOW YOU AGAIN, OFFICIALLY THAT THE CLASS OF 2024 SCORED A 97% ALL THE STUDENTS WHO GRADUATED.

AGAIN, OUR CCMR MET, ACCORDING TO THE WAY THE STATE CALCULATES THAT, AND THAT HAS REALLY GOING TO HAVE A HUGE IMPACT ON THE RATINGS WHEN WE GET THOSE 83F RATINGS IN SEPTEMBER ON HOW THE HIGH SCHOOLS ARE PERFORMING AND WHAT THE RATINGS ARE THIS YEAR.

REALLY PART OF THAT WORK, WE WANTED TO SHARE THAT WITH YOU AGAIN.

FOR AP PLACEMENT.

AGAIN, YOU'LL SEE SOME REALLY NICE TRENDS HERE.

WE HAVE A 6% INCREASE IN TOTAL NUMBER OF EXAMS TAKEN.

WE HAD A 3% INCREASE IN TOTAL NUMBER OF STUDENTS TAKEN EXAMS. THEN YOU SEE THAT PHENOMENAL SCORE THERE PLUS 26% ON THE NUMBER OF SCORES WHERE STUDENTS HAVE SCORED THREE OR HIGHER.

THREE OR HIGHER MEANS, AGAIN, THEY COULD POSSIBLY GET COLLEGE CREDIT AT ALL MAJOR PUBLIC UNIVERSITIES AND

[00:50:02]

BUT AGAIN, THAT REALLY DOES GET THEM COLLEGE CREDIT AT CERTAIN UNIVERSITIES AND COLLEGES.

AGAIN, EXTREMELY PROUD.

OF COURSE, THIS IS ANOTHER WAY A STUDENT CAN EARN CCMR POINTS.

YOU LOOK AT THE PERCENT OF SCORES 3 OR HIGHER, AGAIN, PLUS 10% GAIN THERE.

REALLY, REALLY PROUD OF THE ADVANCED ACADEMIC TEAM, THERESA POLLOCK, GEORGIE SWEEZY, AGAIN, ALL THE PEOPLE THAT ARE INVOLVED WITH ADVANCED PLACEMENT PROGRAM.

THEN I'M GOING TO FINISH WITH DR. SPENCER.

>> THANK YOU. AFTER ALL OF THE DATA, THE QUESTION IS NOW WHAT? WHAT DO WE DO NOW? REALLY, WE'VE BEEN FOCUSED ON TARGETED CAMPUS SUPPORT.

HOW DO WE DIFFERENTIATE OUR SUPPORT TO OUR CAMPUSES BASED ON WHAT THEY NEED? FOR CIA LEADERSHIP, WE'VE REALLY LOOKED AT VARIOUS LEVELS.

DO WE HAVE NEW PRINCIPLES AT CAMPUSES? ARE WE LOOKING AT DATA TO SEE IF DATA IS DIPPING, IF THEY'RE GROWING, IF THEY'RE STRUGGLING IN A PARTICULAR AREA, IF WE HAVE A STUDENT GROUP THAT'S STRUGGLING? THEN WE'RE PROVIDING DIFFERENTIATED SUPPORT IN THAT WAY.

ONE OF THE THINGS THAT WE'RE DOING IS REALLY CONDUCTING CAMPUS VISITS AND OUR EXECUTIVE DIRECTORS ARE GOING TO BE RESPONSIBLE FOR THOSE, AND THE NUMBER OF VISITS IS GOING TO DEPEND ON WHAT THE CAMPUS NEEDS, SO THAT COULD BE WEEKLY, IT COULD BE BI WEEKLY, OR IT COULD BE MONTHLY.

BUT IT'S REALLY SPECIFIC TO THE NEEDS OF THE PARTICULAR PRINCIPAL AND THEN HOW DO WE FILL IN AND PROVIDE THAT SERVICE AND SUPPORT? THE OTHER PIECE IS DEVELOPING PLANS OF SUPPORT FOR OUR COORDINATORS.

THIS IS OUR CONTENT COORDINATORS AND OUR SPECIAL POPULATIONS COORDINATORS.

WE'VE REALLY BEEN WORKING TOGETHER AND COLLABORATIVELY TO REALLY UNDERSTAND WHAT WE NEED TO PROVIDE IN CURRICULUM DOCUMENTS AND MEET THE NEEDS OF ALL STUDENTS THROUGH THAT DIFFERENTIATION AND THAT SCAFFOLDING PIECE, AND WE'VE BEEN VERY INTENTIONAL ABOUT THAT OVER THE LAST YEAR.

THEN HAVING ADMINISTRATORS PARTICIPATE IN THAT PROCESS, IT'S IMPORTANT FOR THEM TO BE ABLE TO GIVE FEEDBACK AND LET US KNOW WHAT THEY NEED AND BEING SURE THAT WE'RE MEETING THEIR NEEDS OF WHAT THEY SEE IN THEIR CAMPUS AS NEEDING SUPPORT.

THEN FINALLY, MONITORING THE FIDELIITY OF IMPLEMENTATION? ARE WE DOING WHAT WE SAID WE WERE GOING TO DO? CIA LEADERSHIP WILL BE RESPONSIBLE FOR MONITORING THE SERVICE, THE SUPPORT THAT OUR TEAMS ARE PROVIDING AND BEING SURE THAT IT'S MAKING A IMPACT.

IF WE'RE DOING THE SAME THING OVER AND OVER AND WE'RE NOT GETTING THE RESULTS THAT WE NEED, WE NEED TO DO SOMETHING DIFFERENT AS PART OF THAT CONTINUOUS IMPROVEMENT PROCESS.

THEN ESTABLISHING A CADENCE OF ACCOUNTABILITY FOR OUR CIA DIVISIONS.

IF THEY'RE GOING OUT, HOW ARE WE TRACKING THE SUPPORT, HOW ARE WE TRACKING HOW MANY TIMES THAT THEY'RE GOING TO OFFER THE SUPPORT AND THEN IS IT MAKING THE DIFFERENCE IN THE IMPACT THAT WE WOULD LIKE TO SEE? JUST BEING VERY INTENTIONAL ABOUT THE PLANS, WE ALL SAT IN A SMALL OFFICE TOGETHER AND WENT THROUGH THE PLAN AND REALLY PLANNED ON WHAT WAS BEST FOR ALL OF OUR CAMPUSES AND JUST THE COLLABORATION BETWEEN THE EDS AND THE WHOLE CIA LEADERSHIP TEAM HAS BEEN REALLY INCREDIBLE TO PUT THIS PLAN TOGETHER.

THAT'S ALL WE HAVE FOR YOU TONIGHT. ANY QUESTIONS?

>> THANK YOU, MR. BENAVIDES, AND DR. SPENCER.

TRUSTEES, ARE THERE ANY QUESTIONS AT THIS TIME? TRUSTEES TO MY RIGHT. DR. CRUTCHFIELD.

>> THANK YOU ALL. IT'S CLEAR THE INTENTIONALITY THAT YOU PUT INTO THE PRESENTATION AND THE AMOUNT OF DATA THAT YOU PROVIDED.

CONGRATULATIONS TO US ON ALL OF THE MANY THINGS THAT I THINK WE GET TO CELEBRATE BY LOOKING AT THIS DATA.

I APPRECIATE AGAIN THE INTENTIONALITY IN LOOKING AT DISTRICTS THAT ARE LIKE US.

I APPRECIATE THE INTENTIONALITY IN GOING AFTER DISTRICTS THAT ARE DOING BETTER THAN US AND THAT MINDSET OF CONTINUOUS IMPROVEMENT.

THANK YOU TO YOUR TEAM.

I HAD JUST A COUPLE OF THINGS TO CLARIFY.

I THINK THIS IS PROBABLY ONE OF THE FIRST PRESENTATIONS WHERE WE'VE HAD THE SPECIFIC STUDENT GROUPS LAID OUT FOR US IN TERMS OF HOW THEY'RE DOING IN DATA.

I THINK YOU TOUCHED ON IT, MR. BENAVIDES, BUT WHY DO WE TRACK THOSE GROUPS? WHAT ARE WE REPORTING TO THE STATE?

>> THAT'S AGAIN, 30% OF OUR OVERALL SCORE COMES FROM DOMAIN 3.

THAT'S THE FEDERAL REQUIREMENTS. WE DO TRACK THAT.

AGAIN, IT'S BECAUSE WE HAVE TO MEET THOSE TARGETS.

THERE ARE VARIOUS TARGETS THAT THE FEDERAL GOVERNMENT HAS LAID OUT FOR US, AND SO THE STATE OF TEXAS HAS TO MONITOR THAT AND ENSURE THAT WE ARE MEETING THE NEEDS AND CLOSING THOSE ACHIEVEMENT GAPS.

>> GOT IT. AGAIN, I KNOW WE HAVEN'T ALWAYS SEEN IT, SO I WANTED TO MAKE SURE PEOPLE ARE AWARE.

THIS IS A REQUIREMENT FOR US, AND THANK YOU ALL FOR PROVIDING THAT TO US.

ADDITIONALLY, I THINK THE LAST SLIDE, POTENTIALLY, WHERE YOU TALKED ABOUT DIFFERENTIATED SUPPORT TO CAMPUSES.

I THINK THAT IS PHENOMENAL.

I JUST WANTED TO CLARIFY AGAIN WHAT YOU ALL WERE LOOKING AT IN TERMS OF THE LEVELS OF SUPPORT.

I THINK YOU MENTIONED DR. SPENCER.

HOW STUDENT GROUPS ARE DOING, MAYBE IF THERE'S A NEW PRINCIPLE, OTHER GAPS.

I'M SURE THERE'S PROBABLY A BIGGER FORMULA THAN YOU WANT TO LIST HERE.

[00:55:03]

>> YES, WE SPECIFICALLY LOOKED AT FOUR AREAS.

WE LOOKED AT OUR STAR DATA.

OF COURSE, DATA MAP DATA, AND WE TALK ABOUT A TRIANGULATION OF DATA.

DO WE HAVE AT LEAST THREE DATA POINTS THAT ARE SHOWING THAT WE HAVE SOME CONCERN SOMEWHERE OR THEY'RE DOING REALLY WELL IN A PARTICULAR AREA.

WE ALSO LOOKED AT DECISION MAKING OR IF A PRINCIPAL MAY HAVE SOME TROUBLE WITH JUST CULTURE, HOW DO WE GET PEOPLE TO MOVE ALL IN THE RIGHT DIRECTION BECAUSE THAT'S A SKILL SET AND WE HAVE TO TEACH.

IT'S OUR JOB TO BUILD LEADERSHIP CAPACITY, AND INSTRUCTIONAL CAPACITY.

WE LOOKED AT IT IN THOSE TERMS, AND THEN JUST OVERALL, IF THEY HAD SOME AREAS FOR STUDENT GROUPS.

IF EMERGING BILINGUALS MAYBE WEREN'T MEETING A TARGET, WE LOOK AT THAT DOMAIN THREE AND ALL OF OUR PRINCIPLES, WE'VE BEEN DOING A LOT OF DATA LITERACY WITH OUR PRINCIPLES, AND YOU CAN HEAR IT WITH THEM.

THEY LOOK TO SEE WHERE THEIR TARGETS ARE, IF THEY'RE CLOSE TO MEETING THEIR LONG TERM TARGET, BECAUSE ONE OF OUR TARGETS IS IN 2036.

REALLY BEING SURE THAT THEY'RE ON TARGET, AND SO IF THEY HAVE THOSE AREAS FOR ANY STUDENT GROUP THAT THEY'RE NOT MEETING, IT'S REALLY ABOUT WRAPAROUND SUPPORT AND NOT JUST SUPPORT IN A CONTENT AREA.

>> THANK YOU SO MUCH. I THINK THAT'S REALLY GOING TO BE GREAT SUPPORT TO OUR CAMPUSES.

THE ONLY OTHER THING AND I THINK I KNOW THE ANSWER TO THIS, BUT I WANT TO ASK TO CLARIFY.

ONE OF THE IDEAS YOU MENTIONED WAS ABOUT FINDING OUT WHERE THERE ARE SOME OF THOSE CALIBRATION NEEDS AND SO SPENDING EXTRA TIME IN A UNIT OR SOMETHING LIKE THAT FOR GETTING OUR STUDENT SCORES HIGHER.

I WONDER IF YOU FIND OUT IF THAT WORKS BASED ON THE NEXT YEAR'S STAR, ARE THOSE THINGS PREDICTED IN OUR MIDDLE OF THE YEAR MAP OR INTERIM STARS, HOW WE KNOW WHETHER THOSE AMAZING THINGS WILL BE WORKING.

>> YES. NWEA MAP, IT'S GREAT FOR PREDICTIONS.

HOWEVER, IT DOES NOT HAVE A WRITING COMPONENT.

THAT WAS SOMETHING THAT OUR COORDINATORS IN OUR DEPARTMENT OF INSTRUCTION THROUGH DR. SWEEZY'S LEADERSHIP NOTICED AFTER STAR 2.0 CAME OUT.

THEY DID MOVE TO BENCHMARKS.

DISTRICT CREATED BENCHMARKS THAT DO HAVE EXTENDED CONSTRUCTED RESPONSES, AND THEN WE HAVE CURRICULUM BASED ASSESSMENTS, AND A FEW OF THOSE THROUGHOUT THE YEAR HAVE EXTENDED CONSTRUCTED RESPONSES SO THAT WE CAN GET A GAUGE ON REALLY THAT LEAD FIDELITY MEASURES OF HOW OUR STUDENTS ARE PERFORMING OUR LEAD PERFORMANCE MEASURES.

>> THAT'S IT. AGAIN, THANKS FOR THE INTENTIONALITY.

>> DR. CARAFIDEL, I'LL JUST ALSO ADD THAT WE ARE PILOTING AN AI PROGRAM THROUGH ONE OF OUR VENDORS TO GET SOME MORE TIMELY FEEDBACK ON THE WRITING THAT STUDENTS DO, AND AGAIN, THAT'S A PILOT THAT WE'RE GOING TO MONITOR AND SEE IF IT'S HAVING AN IMPACT, MID YEAR.

>> BONUS POINTS, GOOD JOB.

>> TRUSTEE HEOWA.

>> YES. I APPRECIATE THE BREAKDOWN OF DATA.

I KNOW IT'S A LOT OF DATA, AND THANK YOU FOR GOING THROUGH ALL OF THAT.

BUT JUST SEEING IT BROKEN DOWN REALLY SHOWS THAT WE ARE BEING INTENTIONAL WITH EVERY POPULATION GROUP IN OUR DISTRICT.

I REALLY APPRECIATE THE VERTICAL PLAN YOU WERE TALKING ABOUT IN FEEDER PATTERNS THAT IS VERY INTENTIONAL AND I THINK IT'S GOING TO BE A REALLY BIG DEAL AND EVEN JUST THESE PRESENTATIONS, RIGHT, WE WANT TO CELEBRATE HOW GOOD OF A DISTRICT IS, BUT I APPRECIATE YOU NOT SHYING AWAY FROM ACKNOWLEDGING WHERE WE CAN GROW BECAUSE WE CAN ALWAYS GET BETTER.

MY MAIN QUESTION WAS, ARE WE REACHING OUT TO LAMAR CONSOLIDATED? I WAS VERY EXCITED TO HEAR YOU SAY THAT, OTHER THAN THAT, DON'T HAVE ANY QUESTIONS, BUT I REALLY APPRECIATE HOW THOROUGH YOU GUYS WERE WITH THIS.

>> THANK YOU.

>> TRUSTEE CANNON.

>> DR. SPENCER, HAS ECHOED THE SENTIMENTS FROM OTHER BOARD MEMBERS, JUST THANKING YOU FOR THE INTENTIONALITY AND THE DEPTH OF DATA THAT YOU PROVIDED IN THIS PRESENTATION, KUDOS TO YOU AND YOUR TEAM FOR THAT.

I WILL SHOUT IT FROM THE MOUNTAIN TOPS THAT I THINK THAT SPECIAL TEAMS AT THE ELEMENTARY LEVEL ARE THE MOST UNTAPPED RESOURCE AS IT RELATES TO NUMERACY AND LITERACY.

ANY OPPORTUNITY THAT WE HAVE TO PLUG THOSE TEACHERS IN WITH SUPPORTS INSTEAD OF PULLING THOSE STUDENTS OUT OF THOSE SPECIAL CLASSES TO REALLY ENGAGE ART MUSIC TEACHERS AT THE ELEMENTARY LEVEL TO FILL IN THOSE GAPS.

MISS SWEEZY, AND DR. JOHNSON, CAN COLLABORATE WITH THAT.

I THINK THAT THAT IS SOMETHING THAT IS ALREADY HAPPENING, BUT AS WE LOOK AT OUR CAMPUSES AND THE ADDITIONAL DATA THAT YOU PROVIDED FROM SOME OF OUR OTHER CAMPUSES, I THINK THOSE ARE OTHER OPPORTUNITIES THAT WE CAN LOOK AT.

EVEN LOOKING AT THE TARGETED CAMPUS SUPPORTS THAT YOU HAVE, I WOULD LOVE IT IF WE COULD POSSIBLY EXPLORE PEOPLE AT THE CENTRAL ADMIN LEVEL, GOING INTO THOSE CAMPUSES AND BEING ASSIGNED SPECIAL GROUPS TO WORK WITH THOSE STUDENTS FROM THE BEGINNING OF THE YEAR TO THE END SO THAT WE CAN HAVE IMMEDIATE IF WE NEED TO CHANGE SOMETHING AS IT RELATES TO OUR CURRICULUM, THAT CAN BE DONE BECAUSE THEY HAVE INSIGHT BECAUSE EVERYONE IN CENTRAL ADMIN IS CERTIFIED TO TEACH.

[01:00:01]

BUT THOSE ARE OTHER OPPORTUNITIES WHERE WE HAVE EXPERT EDUCATORS THAT CAN GO DIRECTLY, AND WE CAN SEE THE IMMEDIATE IMPACT WITH THAT.

I KNOW DR. NEVENS AND ALFONZO BATES AT LAMAR CONSOLIDATED ARE TWO STAND UP GUYS, AND I'M REALLY LOOKING FORWARD TO HOW OUR DISTRICT WILL BE ABLE TO ENGAGE WITH THEM WITH THAT.

AS WE LOOK AT THE DATA POINTS THAT YOU ALL PROVIDED, LOOKING FORWARD TO MIDDLE OF THE YEAR DATA THAT YOU ALL WILL BE ABLE TO SHOW AS THE YEAR PROGRESSES AS WELL.

FOR AP, I DID HAVE A QUESTION.

FOR ALL OF OUR STUDENTS THAT TAKE AP COURSES, ARE THEY REQUIRED TO TAKE THE AP EXAM, AND IS THE DISTRICT FUNDING THOSE EXAMS AND HOW IS OUR CURRENT FINANCIAL SITUATION AT THE STATE LEVEL GOING TO IMPACT ALL OF THOSE.

>> WE DO HAVE A CCMR BUDGET THAT WE AGAIN PAY FOR THE TEST UPFRONT TO ENSURE THAT WE HAVE ENOUGH TESTS FOR OUR STUDENTS, BUT THERE IS A SMALL FEE FOR STUDENTS TO HAVE A LITTLE SKIN IN THE GAME TO ENSURE THAT THEY WANT TO TAKE THE TEST AS WELL, AND THAT IS AGAIN, EVEN A SMALLER AMOUNT FOR OUR ECONOMICALLY DISADVANTAGED STUDENTS.

>> FOR ECONOMICALLY DISADVANTAGED STUDENTS, HOW COULD THEY BENEFIT IS IT AN APPLICATION THAT THEY NEED TO DO FOR FREE AND REDUCED LUNCH SO WE CAN IDENTIFY THEM?

>> WE ALREADY HAVE THAT DATA IN OUR PROGRAM SKYWARD PROGRAM AND SO WE KNOW WHO THEY ARE, AND AGAIN, THEY'RE CHARGED ACCORDINGLY.

BUT ANY STUDENT WHO TAKES AN AP COURSE IS ELIGIBLE TO TAKE AN AP EXAM.

WE ENCOURAGE THAT. AGAIN, AS YOU SEE THE DATA, WE HAVE MORE STUDENTS TAKING THE TESTS AND WE HAVE MORE STUDENTS IN OUR AP PROGRAM AS WELL.

>> ABSOLUTELY. THEY'RE ONLY FLAGGED IN SKYWARD THOUGH IF THEY COMPLETE THE APPLICATION FOR FREE AND REDUCED LUNCH OR HOW ARE WE GETTING THAT DATA TO KNOW THAT THEY'RE ECONOMICALLY DISADVANTAGED?

>> YES, SIR. THAT IS AN ANNUAL THING, I BELIEVE.

AGAIN, THERE'S MAYBE SOME OF THE REQUIREMENTS WHERE THEY'RE AUTOMATICALLY CONSIDERED ECONOMIC DISADVANTAGE, BUT YES, SIR. THAT'S HOW IT WORKS.

>> THANK YOU.

>> TRUSTEE [INAUDIBLE].

>> YES.

>> TRUSTEE NEWSOME.

>> THANK YOU AGAIN, YOUR TRANSPARENCY HERE WITH THE DATA, AND AGAIN, PUTTING DATA IN SOMETHING THAT WE CAN ALL LOOK AT AND UNDERSTAND IS DELICATE BALANCE.

THANK YOU FOR THAT, AND THE EXHIBIT.

THANK YOU FOR PUTTING ALL THE DATA THERE.

THAT WOULD BE TOO MUCH FOR US IN THIS FORMAT.

BUT THANK YOU IN CASE WE WANT TO DRILL DOWN, AND I KNOW THAT PARENTS AND COMMUNITY MEMBERS REALLY CARE ABOUT DIGGING IN SOMETIMES, SO I APPRECIATE THAT.

THEN I'M TRYING NOT TO SNARL MY LIP WHEN I SAY THANK YOU FOR SHARING LAMAR.

I'LL JUST END THAT WITH HEALTHY COMPETITION AND IT HELPS US GROW.

>> ABSOLUTELY.

>> BUT I DID WANT YOU GUYS TO TALK JUST A LITTLE BIT ABOUT WRITING PROMPTS BECAUSE SOMETIMES THESE TESTS FOR OUR KIDS IS SIGNIFICANTLY DIFFERENT.

TAKING IT ON A COMPUTER WHEN YOU'RE DOING WRITING, AND I DO THINK THAT IT'S IMPORTANT THAT EVERYONE UNDERSTAND WHAT THAT LOOKS LIKE, BE IT TAKING A PROMPT, UNDERSTANDING, THERE'S TYPING, THERE'S GOING BACK AND FORTH.

IF YOU COULD JUST SHARE A LITTLE BIT ABOUT WHAT THAT LOOKS LIKE.

I THINK IT'S A REALLY IMPORTANT ASPECT TO UNDERSTAND WHEN WE UNDERSTAND WHAT TEACHERS AND STUDENTS ARE CHALLENGED WITH IN SOME OF THESE TYPES OF THINGS.

>> WE'LL START BEFORE SR 2.0, WHAT WE PREVIOUSLY HAD.

PREVIOUSLY, THERE WAS ONLY WRITING IN FOURTH AND SEVENTH GRADE.

THAT WAS THE ONLY PLACE WHERE WE HAD A WRITING ASSESSMENT.

THEY RECEIVED A PROMPT, THEY RESPONDED TO A PROMPT AND THEY WROTE IT, AND THEY DIDN'T HAVE TO WRITE IT, TYPE IT ON A COMPUTER.

THEY COULD STILL HANDWRITE AND THAT'S HOW IT WAS SCORED.

WE'RE TALKING ABOUT A CHANGE FOR TEACHERS AND A CHANGE FOR STUDENTS.

THEN SR 2.0, EVERY READING COURSE HAS AN EXTENDED CONSTRUCTIVE RESPONSE OR A SHORT CONSTRUCTIVE RESPONSE, BUT THEY HAVE TO WRITE AND IT'S A RESPONSE TO LITERATURE.

THEY'RE ASKED TO OUR THIRD GRADERS THIS YEAR, WE'RE ASKED TO READ A STORY, AND THEN THEY WERE ASKED TO READ A DIFFERENT STORY AND RESPOND TO THE QUESTIONS.

THEY RESPONDED TO ALL OF THEIR COMPREHENSION QUESTIONS, AND THEN THEY WERE GIVEN A PROMPT.

THE PROMPT WAS A PEER COMPARISON.

THEY HAD TO THEN COMPARE THEIR ASSESSMENT 2 LITERATURE PIECES THAT THEY READ, AND THEN THEY HAD TO PLAN HOW THEY WERE GOING TO RESPOND. HOW WAS IT ALIKE? HOW WAS IT DIFFERENT? THEY HAD TO ANALYZE BOTH BOTH LITERATURES, AND THEN THEY HAD TO TYPE IT INTO A COMPUTER.

YOU HAVE EIGHT YEAR OLD TRYING TO SYNTHESIZE THROUGH TWO PASSAGES AND THEN ANSWER THEIR QUESTIONS, WRITE THEIR RESPONSES, AND THEN TYPE IT IN A COMPUTER.

WE REALLY THINK THAT THAT'S WHY WE SEE SUCH A DIFFERENCE AT THE THIRD GRADE LEVEL AND THEN WHY WE SEE IT UPTICK WHEN WE GET TO FIFTH GRADE BECAUSE NOW THEY'VE SEEN IT A FEW TIMES.

[01:05:01]

>> YOU DEFINITELY CAN SEE IT IN THE DATA FOR SURE.

BUT I GUESS I JUST WANT TO MAKE SURE THAT EVERYONE APPRECIATES WHAT THAT PICTURE OF WHAT A STUDENT'S ACTUALLY DOING WHEN THEY'RE DOING THESE TESTS FOR SOME OF THOSE THINGS.

SOMETIMES MATH IS MATH AND STUFF.

BUT THOSE THINGS ARE REALLY A MULTI DYNAMIC TESTING CAPABILITIES.

IT WOULD BE REALLY SCARY FOR A THIRD AND FOURTH GRADER, I WOULD THINK, TO BE ABLE TO DO THAT.

I REALLY APPRECIATE THAT.

THANK YOU SO MUCH FOR YOUR INFORMATION.

I JUST WANT TO MAKE SURE WE WERE HIGHLIGHTING SOME OF THOSE KEY POINTS.

>> TRUSTEE WILSON.

>> MOST OF MY FELLOW TRUSTEES ASKED THE REALLY GOOD QUESTIONS AND HAD A LOT OF GOOD INPUT AND I AGREE AND I DO APPRECIATE THE FACT THAT YOU GUYS AND YOUR TEAM HAVE ALWAYS BEEN SO ON TOP OF IT AND RECOGNIZE, AS I SAID, THAT WE WANT TO BENEFIT ALL STUDENTS AND THAT WE APPRECIATE THAT IN THEM AS WELL.

GOING OFF OF WHAT MS. NEWSON JUST MENTIONED WITH THAT OTHER DISTRICT THAT STARTS WITH AN L, AND THE WAY THEY DID THEIR NUMBERS COMPARED TO OURS.

I THINK THAT WHAT I APPRECIATE THAT YOU GUYS AND OUR TEAM KEEPING IT REAL, SO TO SAY.

BECAUSE IF WE CAN ALL PUT ON A MASK, I CAN GO INTO A RACE WITH TODDLERS AND I MIGHT WIN.

BUT DID I RUN AGAINST YOU OR DID I RUN AGAINST THEM? THE SAME THING THAT WE CAN MAKE IT LOOK PRETTY FOR A CHART BY SETTING IT UP A CERTAIN WAY, AND THEN IN THE MEANTIME, WHAT GOOD HAVE WE DONE OUR STUDENTS IF WE DO THAT.

I APPRECIATE YOU GUYS AND REALLY TAKING CARE OF THE NUMBERS AND NOT TREATING OUR CHILDREN AS SUCH, AS JUST MICHELLE SAID ALSO WITH RECOGNIZING THE TESTS, HOW MUCH THEY'VE CHANGED IN THE MORE AND MORE THAT'S EXPECTED OUT OF OUR STUDENTS.

THANK YOU GUYS FOR ALL YOUR HARD WORK. I APPRECIATE IT.

>> TRUSTEE THOMAS?

>> YES, FIRST AND FOREMOST, THANK YOU ALL FOR THAT WONDERFUL PRESENTATION, GREAT INFORMATION, GREAT DATA.

DOCTOR SPENCER VERY IMPRESSED THAT YOU DID ALL OF THAT TALKING WITH NO WATER.

THAT'S JUST FLOOR, ME AND I'VE DRANK A WHOLE BOTTLE HERE, SO A GREAT JOB ON THAT.

BUT I WOULD LIKE TO SAY, I LIKE THE FACT THAT YOU GUYS ARE GOING DOWN TO LAMAR BECAUSE AS AN ENGINEER, STILL GOOD IDEA SHAMELESSLY, AND I'M GLAD TO SEE THAT YOU'RE GOING OUT TO DO THE WORK AND TO DO THE RESEARCH TO UNDERSTAND WHAT IT IS THEY'RE DOING TO CONSISTENTLY BE WHERE THEY ARE.

JUST DOING A QUICK LOOK UP, THEY'RE LOCATED LIKE RIGHT OUTSIDE OF HOUSTON IN PORT B ISD SCHOOL DISTRICT.

IS THERE ANY PORT BEND COUNTY IS WHERE THEY'RE LOCATED.

IS THERE ANYTHING UPON YOUR PRELIMINARY LOOKING AT THEIR DISTRICT? IS THERE ANYTHING THAT JUMPS OUT AT YOU AS FAR AS THEIR EMPLOYERS OR ANYTHING THAT'S HAPPENING DOWN THERE AS FAR AS DEMOGRAPHICS THAT MAKE YOU JUST SAY, OR YOU JUST GOT TO GET DOWN THERE AND DIG INTO IT RIGHT NOW?

>> NOT SO MUCH AS EMPLOYERS, BUT WE HAVE LOOKED AT OUR TPA SCORES AS COMPARED TO THEIRS.

THEY HAVE DOUBLE ALMOST THE AMOUNT OF EMERGING BILINGUAL STUDENTS THAT WE HAVE.

THAT'S SOMETHING THAT WE'RE LOOKING AT THAT THEY HAVE EVEN MORE THAN WHAT WE HAVE AS FAR AS SOME OF OUR STUDENT GROUPS, AND THEY'RE STILL HAVING THIS PERFORMANCE.

THAT'S ONE OF THE QUESTIONS AS FAR AS STUDENT GROUPS AND SPECIAL POPULATIONS.

WHAT DO YOUR CLASSROOM SETUPS LOOK LIKE? WHAT'S YOUR DELIVERY OF SERVICES? HAVING ALL OF THOSE QUESTIONS JUST ON THE FRONT END BECAUSE WE HAVE THAT DATA FOR HOW MANY STUDENTS THAT THEY HAVE IN DIFFERENT STUDENT GROUPS AND THINGS OF THAT NATURE.

I'M NOT SURE ABOUT EMPLOYER, BUT I HAVE LOOKED AT THE STUDENT GROUPS.

>> GREAT. THANK YOU.

>> THANK YOU, MR. BENAVIDES AND DR. SPENCER. I DON'T HAVE A QUESTION.

THE ONE WORD I WROTE DOWN, I THINK IS THE WORD FOR YOUR PRESENTATION IS INTENTIONALITY, SO WE WANT TO THANK YOU.

I SHARE THE SENTIMENTS OF MY FELLOW TRUSTEES.

IT WAS EXCEPTIONAL.

WE APPRECIATE THE DATA, UNDERSTANDING IT.

WE ALSO APPRECIATE THE CLARITY WITH THE TERMINOLOGIES.

WE THANK YOU FOR PROVIDING US WITH THE STRATEGIC AS WELL AS IN STRUCTURAL A APPROACHES THAT YOU ARE GOING FORWARD OR GOING TO UTILIZE IN THE SCHOOL YEAR, AND WE LOOK FORWARD TO FOLLOWING UP WHENEVER YOU HAVE AN OPPORTUNITY TO GIVE US SOME MORE GREAT NEWS. THANK YOU.

>> THANK YOU.

[9. Presentation]

>> TRUSTEES AT THIS TIME, LET'S MOVE ON TO ITEM 9 PRESENTATION, DR. CANTU.

>> YES, MA'AM.

>> MR. WRIGHT, WOULD YOU CARE TO INTRODUCE OUR DEMOGRAPHER PRESENTATION THIS EVENING? I KNOW WE HAVE GUESTS WITH US TODAY?

>> ABSOLUTELY.

>> THANK YOU, SIR.

>> DOCTOR REID AND DR. CANTU, AND THE MEMBERS OF THE BOARD AS I INTRODUCE AND BRING KRIS POOL AND CAROLINE COUCH FOR THIS PRESENTATION.

[01:10:09]

MS. POOL, IF YOU WANT TO START WITH YOU.

>> THANK YOU, DAVID. GOOD EVENING, DR. REED, BOARD MEMBERS, DR. CANTU.

MY NAME IS KRIS POOL.

I'M WITH POPULATION SURVEY ANALYSTS AND WE ARE LOCATED IN COLLEGE STATION.

I'VE PERSONALLY BEEN DOING THIS WORK FOR ALMOST 30 YEARS NOW.

THE FIRM HAS BEEN AROUND SINCE 1980, AND WE WORK EXCLUSIVELY FOR SCHOOL DISTRICTS DOING EXACTLY THIS WORK.

I ACTUALLY WORKED FOR MANSFIELD, IST ABOUT 25 YEARS AGO.

A LONG LONG TIME AGO BEFORE I HAD KIDS, AND SO IT'S GOOD TO BE BACK.

I HAVE CAROLINE COUCH HERE WITH ME.

SHE DID A LOT OF THE HOUSING WORK AND PROJECTIONS, YOU'LL HEAR FROM HER IN A LITTLE BIT.

YOU DO HAVE HARD COPIES OF THE REPORTS IN FRONT OF YOU.

WE DID BRING A STACK OF REALLY LARGE MAPS OVER HERE THAT WE HOPE THE DISTRICT WILL FIND VERY USEFUL.

WE'RE HOPING THIS EVENING JUST TO SPEND A LITTLE BIT OF TIME WALKING THROUGH THE PRESENTATION HERE TO GIVE YOU AN IDEA OF SOME OF OUR FINDINGS AND MAYBE HOW TO FIND DATA IF YOU HAVE QUESTIONS LATER ON.

WE'LL START JUST A LITTLE BIT WITH AN UNDERSTANDING OF THE DEMOGRAPHIC STUDY PROCESS.

THE PROCESS ITSELF TAKES AROUND FOUR MONTHS, AND THERE ARE A DOZEN OF US, EVEN THOUGH YOU'RE ONLY SEEING TWO OF US HERE, PRETTY WELL ALL OF US TOUCH THE PROJECT DURING THAT PROCESS DURING THE FOUR MONTHS.

WE START WITH COLLECTING BACKGROUND DATA, AND SOME OF THAT DATA MAY BE FROM THE CENSUS AND SOME OF THAT DATA MAY BE FROM TEA, BUT THEN WE ALSO BUILD A VERY ROBUST GIS MAP, AND THAT'S WHAT IS PRINTED HERE.

THERE ARE SMALL VERSIONS OF IT IN APPENDIX 3 THAT YOU GUYS HAVE THERE.

THAT WE FIND IS VERY IMPORTANT FOR EVERYBODY TO BE ON THE SAME PAGE TO UNDERSTAND.

MOST OF OUR CLIENTS HAVE THOSE MAPS PINNED UP ON THE WALL WITH STICKY NOTES AND LITTLE PUSHPINS AND THINGS LIKE THAT ALL OVER, SO WE HOPE THAT YOU WILL FIND THOSE VERY USEFUL.

WE HAVE TO STUDY THE ECONOMIC AND HOUSING DATA BECAUSE MOST OF THE TIME WHEN YOU HAVE NEW ROOFTOPS, YOU HAVE NEW STUDENTS.

THAT'S ONE OF THE REASONS THAT WE'RE HERE IS TO STUDY ALL OF THAT INFORMATION, CAROLINE SPENT TIME IN THE DISTRICT.

WE HAVE OTHER PEOPLE THAT HAVE SPENT TIME IN THE DISTRICT DRIVING, TALKING TO VARIOUS INDIVIDUALS.

SHE CAN TALK ABOUT THAT HERE IN A LITTLE BIT.

WE STUDY PAST AND CURRENT STUDENT POPULATION, WE HAVE GEOCODED YOUR STUDENT POPULATION.

WE'VE ALSO GEOCODED OLDER SETS OF YOUR STUDENT POPULATION, SO WE CAN LOOK AT ANY GIVEN SUBDIVISION AND SAY, HOW DID THOSE K4 STUDENTS AGE UP TO BECOME FIRST THROUGH FIFTH GRADERS THAT NEXT YEAR.

WE FIND THAT SOME OF THOSE THINGS ARE VERY IMPORTANT BECAUSE THE MOST OF THE STUDENTS THAT YOU'RE GOING TO HAVE COME AUGUST ARE STUDENTS THAT YOU HAD BACK IN MAY.

WE HAVE TO START WITH THAT AS OUR BASE LEVEL DATA AND THEN LAY A LOT OF OTHER COMPONENTS ON TOP OF THAT.

WE GENERATE PROJECTIONS.

YOU'LL SEE THREE GROSS SCENARIOS THERE, OUR MAIN GROWTH SCENARIO, PRIMARY GROW SCENARIO, AND A REDUCED AND ACCELERATED SCENARIO, AND THEN WE LOOK AT WHAT THAT MEANS COMPARED TO CAPACITY, AND HOW YOU ALL MAY TRANSITION FORWARD IN THE NEXT SEVERAL YEARS.

ONE OF THE VERY FIRST THINGS THAT WE'LL LOOK AT HERE IS JUST A LITTLE BIT OF A STUDY TO GIVE YOU AN UNDERSTANDING OF WHAT'S GOING ON IN THE REGION.

THIS IS A FIVE YEAR LOOK AT A CHANGE IN ENROLLMENT.

THE MOST IMPORTANT THING TO ME TO LOOK AT HERE IS THE COLORS.

THE THINGS THAT ARE IN BLUE ARE TYPICALLY LOSING STUDENT POPULATION OVER THE LAST FIVE YEARS.

ALL OF THE DISTRICTS THAT ARE IN A VARIOUS SHADE OF MAROON ARE GAINING STUDENT POPULATION OVER THE LAST FIVE YEARS.

YOU CAN SEE THAT MISD IS RIGHT THERE IN THE MIDDLE.

HAVING LOST 315 STUDENTS IN THE LAST FIVE YEARS.

BUT WHAT IS INTERESTING IS THE CONSOLIDATION OF BLUES TOWARD THE URBAN AREAS, DALLAS ISD, FORT WORTH ISD.

SOME OF THOSE NUMBERS HAVE BEEN IN THE PAPER.

FORT WORTH HAS LOST LIKE 16,000 STUDENTS IN THE LAST FIVE YEARS.

DALLAS ACTUALLY GAINED THIS YEAR, 556 STUDENTS.

THAT WAS THE FIRST TIME SINCE 2014, BUT OVERALL THEY'RE DOWN ABOUT 20,000 STUDENTS IN THE LAST FIVE YEARS.

YOU CAN SEE THAT PUSH OUTWARD OF THE DISTRICTS THAT ARE LOSING IN THE CENTER PORTION OF THE DISTRICT OF THE METRO AREA AND THEN THE GROWTH RING THAT IS SURROUNDING THE URBAN CENTERS.

THIS IS WHAT YOUR ENROLLMENT LOOKS LIKE OVER THE PAST SEVERAL YEARS.

YOU CAN SEE IT'S BEEN QUITE A STEEP UPTICK FROM THE FIRST YEAR HERE IN 2014, BUT YOU CAN SEE IN THE LAST HANDFUL OF YEARS IT'S BEEN VERY UP AND DOWN.

WE SEE THAT A LOT OF TIMES WITH DISTRICTS THAT HAVE GROWN VERY RAPIDLY AS THEY'RE GROWING, WE SEE A BIG UPTICK, AND THEN WE SEE SOME VARIATION FOR A LITTLE WHILE BEFORE ULTIMATELY WE

[01:15:04]

NOW, ONE THING THAT IS VERY IMPORTANT FOR US TO TRY TO UNDERSTAND IS YOUR KINDERGARTEN STUDENT POPULATION.

WE CAN'T KNOCK ON DOORS AND ASK HOW MANY TWO YEAR OLD ARE IN EVERY ONE OF THE HOMES THAT ARE ALREADY EXISTING IN THE DISTRICT.

BUT WHAT WE CAN DO IS WE CAN GET AT THE BIRTH DATA BY ZIP CODE OF THE BIRTH MOTHER.

WE CAN GET THAT FROM THE STATE.

NOW WE KNOW THAT THE ZIP CODES DON'T LINE UP WITH THE DISTRICT BOUNDARIES EXACTLY, BUT WE DO SOME DATA MANIPULATION.

THEY'RE USING SOME POPULATION POINTS AND THINGS.

THEN WE CAN TAKE THOSE BIRTHS AND WE CAN MOVE THEM FIVE YEARS FORWARD AND COMPARE THEM TO YOUR KINDERGARTEN ENROLLMENT.

WHAT YOU CAN SEE HERE IS THAT THEY'VE TRENDED QUITE CLOSELY TOGETHER OVER THE LAST HANDFUL OF YEARS, BUT THEY'VE TRENDED SLIGHTLY DOWNWARD.

THAT MIGHT EXPLAIN A LITTLE BIT ABOUT WHAT'S BEEN GOING ON WITH SOME OF YOUR STUDENT POPULATION, KINDERGARTEN POPULATIONS BEING A LITTLE BIT LOWER OVERALL, HAVING LOST SOME STUDENT POPULATION IN THE LAST COUPLE OF YEARS.

WHAT IS INTERESTING THOUGH IS WE CAN LOOK SEVERAL YEARS FORWARD TO THAT GRAY LINE IS WHERE WE ARE NOW, SO WE CAN LOOK FORWARD ABOUT THREE OR FOUR YEARS, AND SO WE CAN SEE A LITTLE BIT OF A POTENTIAL OPTIC.

THE QUESTION IS, HOW LONG IS THAT UPTICK GOING TO CONTINUE? WE'VE WORKED THAT UPTICK INTO OUR PRIMARY SCENARIO OF GROWTH.

IT IS POSSIBLE THAT THAT MIGHT FLATTEN OUT, BUT THAT IS A VERY POSITIVE SIGN FOR YOUR KINDERGARTEN ENROLLMENT IN THE FUTURE.

NOW I'M GOING TO TALK A LITTLE BIT ABOUT PAST AND CURRENT STUDENTS.

I MENTIONED THE GEOCODING OF THE STUDENTS, BUT FIRST, I DO WANT TO ALSO POINT OUT THE PLANNING UNITS.

THAT'S OUR ORGANIZATIONAL SCHEME AND ALL OF OUR SPREADSHEETS AND ALL OF OUR MAPS HAVE THE PLANNING UNITS ON THERE.

THOSE ARE PIECES OF THE PUZZLE.

THOSE ARE THINGS THAT FIT TOGETHER INSIDE YOUR CURRENT ATTENDANCE ZONES.

WE GATHER OUR DATA DOWN TO THAT PLANNING UNIT LEVEL, THEN MAKES IT POSSIBLE FOR US TO TAKE THAT PLANNING UNIT DATA, PUT IT BACK TOGETHER INTO YOUR CURRENT ATTENDANCE ZONES, AND THEN IF THERE'S ANY PLANNING THAT NEEDS TO BE DONE REZONING OR NEW SCHOOLS OR THAT THING, THEN WE CAN BREAK EVERYTHING APART.

IF YOU'RE INTERESTED PARTICULARLY IN YOUR NEIGHBORHOOD, FIGURE OUT WHAT PLANNING UNITS YOU'RE IN AND YOU CAN LOOK IT UP PRETTY WELL THROUGHOUT THE ENTIRE REPORT.

I MENTIONED EARLIER, THE GEOCODING OF THE STUDENT POPULATION, AND THIS IS TWO YEARS OF STUDENT POPULATION LAID ONE ON TOP OF THE OTHER.

IT'S PROBABLY A LITTLE HARD TO SEE HERE.

BUT ANYWHERE THAT YOU SEE A YELLOW DOT IS A STUDENT THAT IS NEW COMPARED TO A COUPLE OF YEARS AGO WHERE ALL OF THE GRAY IS.

IF YOU HAVEN'T SEEN SOMETHING LIKE THIS BEFORE, I THINK IT'S VERY VERY INTERESTING WHEN I WORKED FOR THE DISTRICT LONG LONG TIME AGO, WE WERE IN THAT NORTHERN PORTION OF THE DISTRICT WHERE ALL OF THAT STUDENT DENSITY IS, AND SO LIKE I MENTIONED, THIS IS OUR BASE LEVEL DATA FOR THE ENTIRE STUDY.

>> NOW, THIS IS ANOTHER THING THAT IS USEFUL FOR US IN A LOT OF SITUATIONS AND QUITE UNIQUE TO THIS PARTICULAR DISTRICT.

WHAT THIS DOES IS IT SHOWS US IN COLOR CODES ALL OF YOUR STUDENT COHORTS BY YEAR FROM KINDERGARTEN THROUGH 12TH GRADE EXCLUSIVE OF NINTH GRADE, BECAUSE A LOT OF TIMES NINTH GRADE IS THE LARGEST GRADE FOR VARIOUS REASONS.

BUT WHAT THIS SHOWS US IS WHICH OF THOSE GRADE LEVELS ARE THE LARGEST IN THE DISTRICT.

YOU CAN SEE YOU ALL VERY CONSISTENTLY HAVE SECONDARY STUDENTS THAT ARE THE LARGEST COHORTS IN THE DISTRICT.

THERE ARE TIMES IN OTHER DISTRICTS WHERE WE WILL SEE BULGES OF STUDENTS MOVE THROUGH, AND THAT'S NOT SOMETHING THAT IS AFFECTING YOU GUYS AT ALL.

BUT WE ARE VERY AWARE OF THOSE SECONDARY STUDENTS BEING HEAVILY LOCATED HERE IN MANSFIELD ISD.

THEN ONE OF THE THINGS THAT'S VERY IMPORTANT FOR US TO DO WITH THOSE GEOCODED STUDENTS IS TO DEVELOP A RATIO OF STUDENTS PER HOUSEHOLD.

BECAUSE IF I ASK YOU HOW MANY KIDS ARE IN EVERY HOUSE, YOU MIGHT SAY TWO.

THAT MIGHT BE CORRECT FOR EVERY FAMILY, BUT NOT EVERY FAMILY HAS STUDENTS ENROLLED IN THE DISTRICT AT THE SAME TIME.

I'VE GOT TWO KIDS, THEY'RE IN COLLEGE, AND SO WHEN MY HOME IS AVERAGED IN LIKE THAT, MY HOME COUNTS AS A ZERO EVEN THOUGH I'VE GOT TWO KIDS.

FOR SINGLE FAMILY HOMES, THE AVERAGE IN THE ENTIRE DISTRICT IS 0.58, AND FOR MULTIFAMILY IT'S 0.29.

NOW, THE MINUTE WE GATHER THAT INFORMATION, WE ABSOLUTELY THROW IT AWAY BECAUSE WHEN WE ARE DOING OUR PROJECTIONS OF NEW HOMES, WE PROJECT NOT ONLY WHEN AND WHERE WE'RE GOING TO HAVE NEW HOMES AND HOW MANY NEW HOMES IN ANY GIVEN YEAR, BUT WE ALSO ASSIGN A SPECIFIC RATIO TO EACH ONE OF THOSE HOMES.

YOU HAVE SUBDIVISIONS THAT VARY FROM ZERO STUDENTS TO YOU HAVE 13 SUBDIVISIONS THAT EXCEED 1.0 STUDENTS.

IT'S VERY IMPORTANT THAT WE MANAGE TO ASSIGN THE CORRECT RATIO TO EACH ONE OF THESE NEW HOMES THAT WE HAVE COMING IN.

SIMILARLY AT THE MULTIFAMILY LEVEL 0.29, THAT'S RELATIVELY COMMON FOR A SUBURBAN DISTRICT, THAT 0.29.

YOU HAVE FIVE COMPLEXES THAT ARE LESS THAN 0.1 STUDENTS AND YOU HAVE THREE THAT ARE GREATER THAN 0.8.

ALL OF THESE THINGS ARE VERY IMPORTANT LITTLE PARTS OF THE PUZZLE AND BITS OF INFORMATION THAT WE HAVE TO TRY TO UNDERSTAND.

THE NEXT COUPLE OF SLIDES, LOOK AT WHAT WE HAVE NOW DECIDED TO CALL ALTERNATIVE EDUCATIONAL OPPORTUNITIES.

POST COVID, WE HAVE BEGUN TO SEE

[01:20:03]

WHAT THIS IS DOING IS THIS IS SHOWING YOU JUST THE PRIVATE SCHOOLS AND THE CHARTER SCHOOLS THAT ARE IN YOUR AREA, AND THIS AREA IS VERY RIFE WITH AN AWFUL LOT OF THOSE, AND YOU ALL HAVE BEEN IMPACTED BY THAT IN THE LAST COUPLE OF YEARS.

WE HAVE CONTACTED ALL OF THE CHARTER SCHOOLS, WE GET DATA FROM TEA, WE BREAK ALL OF THAT DATA DOWN.

TEA MASKS A BUNCH OF THE DATA, AND SO WE DO HAVE TO DO SOME ESTIMATES AND WE DO AN NORM AMOUNT OF WORK BECAUSE THIS IS SO IMPORTANT TO CLIENTS LIKE YOU ALL TO UNDERSTAND EXACTLY WHAT IS GOING ON WITH THE CHARTER SCHOOLS.

WE ALSO HAVE GONE IN, WE STUDY ALL OF THE AMENDMENTS EVERY SUMMER WHEN THEY ARE PREPARED.

UNFORTUNATELY ENOUGH, MOST OF THOSE AMENDMENTS AREN'T VERY SPECIFIC.

IT WILL SAY A NEW CHARTER SCHOOL IS APPROVED IN THIS GENERAL AREA.

WHAT WE HAVE FOUND IS THAT SINCE MOST OF THESE DO NOT PROVIDE TRANSPORTATION, THE OVERWHELMING MAJORITY OF THE IMPACT WILL COME FROM RELATIVELY CLOSELY AROUND THAT CHARTER SCHOOL.

WITH THIS DENSITY NEAR YOU GUYS, IT'S NO SURPRISE THAT YOU ARE SEEING THAT IMPACT FROM CHARTER SCHOOLS.

THEN THIS BREAKS DOWN A LITTLE BIT ABOUT WHERE ELSE ALL OF THE STUDENTS ARE GOING.

YOU'RE NETTING STUDENTS IN, YOU'RE TRANSFERRING STUDENTS OUT FOR VARIOUS REASONS.

THIS SHOWS THE CHARTER SCHOOLS, IT SHOWS THE PRIVATE SCHOOLS.

WE HAVE CONTACTED THE PRIVATE SCHOOLS.

THEY DON'T ALWAYS GIVE US GOOD INFORMATION.

SOMETIMES WE APPEAR LIKE WE'RE WORKING FOR THE ENEMY, BUT WE HAVE CONTACTED THEM TO THE BEST OF OUR ABILITY, AND THEY DON'T ALWAYS KNOW WHERE THEIR STUDENTS ACTUALLY WOULD BE FROM TO START WITH.

BUT WE HAVE CONTACTED THEM TO GET AS MUCH INFORMATION AS WE HAVE.

YOU ALSO CAN SEE STUDENTS TRANSFERRING OUT TO OTHER ISDS AND YOU CAN SEE STUDENTS TRANSFERRING IN FROM OTHER ISDS.

VIRTUAL ACADEMIES ALSO IS SOMETHING THAT WE ARE BEGINNING TO TRACK BECAUSE THAT'S OF COURSE NOT VERY OLD, BUT WE ARE SEEING AN ENORMOUS UPTICK PERCENTAGE WISE FOR THE STUDENTS THAT ARE TRANSFERRING OUT TO VIRTUAL ACADEMIES AND THAT CAN IMPACT ABSOLUTELY EVERY DISTRICT IN THIS STATE.

THE MISD, WE THINK IS CAPTURING ABOUT 82% OF THE STUDENTS THAT RESIDE IN THE DISTRICT.

SOME RURAL DISTRICTS THAT DON'T HAVE ANY CHARTER SCHOOLS OR ANYTHING AROUND MAY CAPTURE 97% OF THEIR STUDENTS.

BUT THEN SOME OF THE URBAN DISTRICTS THAT HAVE A LOT OF THAT THING AROUND MAY CAPTURE 79 AND 80%.

YOU GUYS ARE SITTING THERE RIGHT IN THE MIDDLE.

WITH THAT I'M GOING TO TURN IT OVER TO CAROLINE AND THEN I'LL BE BACK TO TALK ABOUT PROJECTIONS HERE IN JUST A MINUTE.

>> [NOISE] GOOD EVENING, DR. LEE, DR. CANTU, AND BOARD MEMBERS.

AS WE BEGIN OUR DISCUSSION ON DEVELOPMENT IN THE DISTRICT, IT'S IMPORTANT TO CONSIDER THESE ECONOMIC FACTORS THAT GO INTO OUR HOUSING PROJECTIONS.

RIGHT NOW THE MARKET IS IN A LITTLE BIT MORE OF A HOLDING PATTERN OR A WAIT AND SEE MODE.

ALTHOUGH THE FEDERAL RESERVE HAS INDICATED MORE CUTS THAT ARE LIKELY THROUGH THE REMAINDER OF THIS YEAR IN 2026.

THOSE HAVE NOT QUITE YET TRANSLATED INTO THOSE LOWER MORTGAGE RATES THAT PEOPLE WERE HOPING TO SEE.

THAT 30 YEAR FIXED RATE IS STILL HOLDING PRETTY STEADY BETWEEN SIX AND SEVEN PERCENT.

ON TOP OF THAT BUILDING MATERIAL COSTS WHICH NEVER FULLY RETURN TO PRE-COVID PRICES.

THEY'RE BEING FURTHER IMPACTED BY TARIFFS.

AS A RESULT, THE HOME BUILDING INDUSTRY IS MOVING FORWARD A LITTLE CAUTIOUSLY.

THAT BEING SAID, DEVELOPMENT DOES CONTINUE IN MANSFIELD ISD.

ON THIS MAP HERE, WE HAVE LABELED SINGLE FAMILY DEVELOPMENTS ADDING OVER 200 HOMES WITHIN THE PROJECTION PERIOD.

THAT'S THE NEXT 10 YEARS.

THE SHAPES THAT ARE SHADED IN A DARK MAROON COLOR ARE ACTIVELY DEVELOPING SUBDIVISIONS, AND THE SHAPES IN THE LIGHTER COLOR ARE PLANNED OR PROBABLE DEVELOPMENT SITES.

WE HAVE LABELED HERE THE 15 LARGEST, LIKE I SAID, BUT THERE ARE 64 TOTAL IN THE DISTRICT.

IN THE SOUTHERN PORTION OF THE DISTRICT, YOU'LL SEE THAT WE HAVE REALLY BIG THREE MASTER PLAN COMMUNITIES.

THIS IS M3 RANCH, SOUTH POINTE, AND SOMERSET.

THESE ARE CONTINUING TO BUILD OUT.

THEY'RE EXPECTING TO ADD ANOTHER 1,000 HOMES BY YEAR 6.

WEST OF US 287, WE ALSO HAVE ROCKWOOD AND KINNEY PARK, AND THESE WILL HAVE A COMBINED APPROXIMATELY 650 HOMES AT BUILDOUT.

NOW WE'RE JUST GOING TO JUMP INTO SOME SPECIFICS OF THE FIVE LARGEST SUBDIVISIONS IN YOUR DISTRICT.

CIPRIANI IS A 310 ACRE MASTER PLAN COMMUNITY.

THEY'RE STILL CURRENTLY FINALIZING THEIR DEVELOPMENT PLANS RIGHT NOW.

OVER THE PROJECTION PERIOD, THEY ARE EXPECTED TO HAVE 600 NEW HOMES ADDED TO THE DISTRICT.

NOW, THE COMPLETE TOTAL OF THAT SUBDIVISION WILL BE MORE AROUND 1,300 HOMES, BUT A LOT OF THOSE WILL BE OUTSIDE THIS PROJECTION PERIOD, SO THAT'S WHY YOU DON'T SEE THEM HERE.

M3 RANCH IS ALSO PLATTED FOR A TOTAL OF 895 SINGLE FAMILY HOMES AND 155 TOWN HOME LOTS.

M3 RANCH IS ALREADY ABOUT 61% OCCUPIED AT THE TIME OF OUR STUDY, AND IT IS ON TRACK TO COMPLETE SINGLE FAMILY BUILDOUT BY YEAR 3 WITH THE TOWN HOME CONSTRUCTION STARTING SOON AFTER THAT.

THERE'S ALSO A 120 ACRE MASTER PLAN COMMUNITY STARLIN RANCH, WHICH WAS ORIGINALLY PLATTED FOR 427 LOTS SOUTH OF WEST BROAD STREET.

BUT THIS PROJECT IS CURRENTLY IN LIMBO.

THE ORIGINAL OWNERS HAVE GONE BACK TO THEIR DRAWING BOARD,

[01:25:01]

THERE'S ALSO WEST HILL PARK, WHICH IS A NEW SUBDIVISION PLANNED NEAR THE WEST HILL PARK LAND IN MANSFIELD.

IT WILL PROVIDE APPROXIMATELY 350 HOMES THROUGH THREE DEVELOPMENT PHASES.

THE FIRST RESIDENTS ARE EXPECTED BETWEEN LATE 2026 AND EARLY 2027.

THEN SOMERSET, THIS MASTER PLAN COMMUNITY IS PROGRESSING TOWARDS COMPLETION WITH 199 HOMES AND 134 TOWN HOMES TO BE FINISHED BY 2030.

HERE ON THIS SLIDE, THESE HEAT MAPS OR THE HIGHLIGHT PROJECTED DEVELOPMENT OVER THE NEXT 10 YEARS IN THE DISTRICT.

YOU'LL SEE IN YEAR 1 ACTIVITY IS PRETTY CONCENTRATED IN THE SOUTH AROUND M3 RANCH, SOMERSET, BERZON, ONES PREVIOUSLY MENTIONED.

AS TIME PROGRESSES THROUGH THE DISTRICT, THE DARKEST MAROON AREAS SHOW WHERE THE MOST OCCUPANCIES ARE EXPECTED.

OVERALL, GROWTH WILL REMAIN FOCUSED IN THE SOUTHERN AND WESTERN PARTS OF THE DISTRICT, WHERE THERE IS MORE LAND AVAILABLE FOR RESIDENTIAL DEVELOPMENT IN MANSFIELD AND IN THE FORT WORTH ETJ.

WE'LL MOVE TO THE RENTAL PROJECTS.

THIS INCLUDES BOTH TRADITIONAL APARTMENTS AND ALSO BUILD TO RENT OR BTR COMMUNITIES.

THESE ARE PROJECTS THAT HAVE THE CHARACTERISTICS OF SINGLE FAMILY HOMES BUT WERE SPECIFICALLY BUILT AS RENTAL COMMUNITIES.

THERE ARE OVER 5,000 MULTIFAMILY UNITS ANTICIPATED TO OCCUPY OVER THE NEXT 10 YEARS, AS WELL AS 226 BUILD TO RENT UNITS.

NOW, WHILE MULTIFAMILY AND BTR WILL ACCOUNT FOR A LITTLE OVER 37% OF THE TOTAL PROJECTED NEW HOUSING, IT WILL ONLY MAKE UP ABOUT 13.7% OF THE NEW STUDENTS DUE TO NEW CONSTRUCTION APARTMENTS, THEY TEND TO PRODUCE LOWER STUDENT RATIOS.

ON THIS SLIDE, WE HAVE MAPPED OUT MULTIFAMILY AND RENTAL DEVELOPMENTS IN THE DISTRICT.

WE HAVE JEFFERSON LAKEHAVEN, WHICH IS A 450 UNIT COMPLEX NEAR STATE HIGHWAY 360.

THIS ONE IS CURRENTLY LEASING AND EXPECTED TO BE FULLY OCCUPIED IN 2026.

THERE ARE EIGHT OTHER PROPERTIES, INCLUDING THAT YARDLEY EDEN BUILD TO RENT COMMUNITY THAT ARE STILL UNDER CONSTRUCTION.

THESE WILL ADD OVER 2,000 UNITS IN THE FIRST HALF OF THE PROJECTION PERIOD.

ADDITIONAL GROWTH IS EXPECTED FROM PROBABLE MULTI FAMILY SITES.

THESE ARE MARKED IN THE YELLOW DOTS ON THE MAP.

A LITTLE HARD TO SEE HERE, BUT THESE MAPS ARE FOUND IN YOUR REPORT.

FOR EXAMPLE, YOU WILL HAVE THE RESERVE, WHICH IS A FUTURE MIXED USE DISTRICT, BUT IT'S STILL IN EARLY PLANNING, SO WE DON'T HAVE EXACT NUMBERS THERE.

IT'S ALSO WORTH NOTING THAT THE LOCKS AT MATLOCK IS MARKED ON THIS MAP AS SITE F, BUT IT IS AN AGE RESTRICTED DEVELOPMENT AND WILL NOT CONTRIBUTE TO STUDENTS IN YOUR DISTRICT.

ALSO SHOWN ON THE MAP, YOU CAN SEE THAT MULTIFAMILY PROPERTIES ARE CONCENTRATED PRETTY MUCH IN THE EASTERN PORTION OF THE DISTRICT, AND THIS IS IN AREAS WHERE YOUR DISTRICT IS FURTHER ALONG IN THE DEVELOPMENT CYCLE.

NOW, BEFORE WRAPPING UP, I JUST WANT TO COVER SOME THINGS THAT WE KEEP AN EYE ON MOVING THROUGH THE PROJECTION PERIOD, AND IT'S ALSO IMPORTANT FOR YOU TO KNOW AS WELL.

THE FIRST ONE IS GOING TO BE THOSE OLDER MULTIFAMILY COMPLEXES BECAUSE THESE TYPICALLY ATTRACT MORE FAMILIES WITH SCHOOL AGED CHILDREN.

THIS IS BECAUSE OF THEIR HIGHER AFFORDABILITY AND FAMILY FRIENDLY LAYOUTS.

IN CONTRAST, A LOT OF THESE NEWER LUXURY DEVELOPMENTS THAT ARE COMING IN, THEY TEND TO DRAW YOUNG PROFESSIONALS WITHOUT CHILDREN.

AS TODAY'S PROJECTS CONTINUE TO AGE IN THE FUTURE, THEY MAY EVENTUALLY DRIVE FUTURE STUDENT ENROLLMENT GROWTH.

ALSO LARGE TRACTS OF LAND BEING SOLD ARE ALWAYS AN INDICATOR OF POSSIBLE FUTURE RESIDENTIAL DEVELOPMENT.

EVEN LARGE LOT DEVELOPMENT THAT ALLOWS FOR MITIGATION OF FLOODPLAINS THAT YOU'LL SEE THROUGH THE CENTER OF THE DISTRICT, THIS COULD SOMEWHAT SHIFT GROWTH PATTERNS.

WATCHING FOR THOSE AND THEN WATCHING FOR THOSE LARGE LOTS AS YOU'RE MOVING WEST INTO THE FORT WORTH ETJ.

FINALLY, THOSE BUILD TO RENT COMMUNITIES ARE A GROWING TREND THAT WE'RE SEEING IN A LOT OF DISTRICTS ACROSS TEXAS BECAUSE THEY'RE OFFERING RENTAL ALTERNATIVES TO HOMEOWNERSHIP.

THESE NEIGHBORHOODS ALSO MIMIC TRADITIONAL SUBDIVISIONS, BUT THEY'RE DEVELOPED AS RENTAL PROPERTIES.

THESE ARE REALLY APPEALING TO THOSE YOUNG FAMILIES BECAUSE THEY ALSO OFFER AMENITIES LIKE SWIMMING POOLS, PLAYGROUNDS, THINGS LIKE THAT.

STUDENT YIELDS FROM BTR COMMUNITIES OFTEN MATCH OR SOMETIMES EXCEED THOSE OF OWNER OCCUPIED HOMES.

MANSFIELD ISD ALREADY HAS ONE BTR COMMUNITY AND THIS OTHER ONE UNDER CONSTRUCTION.

THERE IS POTENTIAL TO SEE MORE OF THESE IN THE FUTURE.

TO SUMMARIZE, WE WILL BE PROJECTING 14,152 TOTAL NEW HOUSING OCCUPANCIES IN THE NEXT 10 YEARS.

56.8% OF THIS WILL BE FROM SINGLE FAMILY HOUSING.

37.3% WILL COME FROM MULTIFAMILY, AND THEN 1.6% WILL BE FROM BUILD TO RENT.

WITH THAT, I WILL TURN IT BACK TO CHRISTIE TO EXPLAIN HOW THIS INFORMATION TRANSLATES TO THE NUMBER OF STUDENTS IN YOUR DISTRICT.

>> THANK YOU. WE'VE GOT A HANDFUL OF SLIDES HERE TO CONTINUE ON WITH.

[01:30:05]

THIS IS A BIT OF A SUMMARY SLIDE THAT MENTIONS A LOT OF THE FACTORS THAT GO INTO OUR PROJECTIONS MODEL.

WE'VE TOUCHED ON BASICALLY ALL OF THESE.

IF I START AT THE 12:00 TIME, BIRTH RATES, WE TALKED ABOUT THAT, FLAT BEEN DECLINING AND AN UPTAKE.

IF THAT UPTAKE DOES NOTE, IT WILL IMPACT WHAT I'M GOING TO SHOW YOU HERE ON THE NEXT COUPLE OF SLIDES.

YOUR INCOMING KINDERGARTEN CLASS IS THE LOWEST THAT IT'S BEEN SINCE 2005, AND SO THAT'S QUITE LOW.

WE ARE ASSUMING THAT BIRTH RATES WILL IMPACT THAT KINDERGARTEN CLASS SIZE IF THAT DOES NOT OCCUR.

THOSE LARGER STUDENT POPULATIONS DON'T THEN BEGIN MATRICULATING THROUGH THE SYSTEM, THEN THAT WILL CAUSE CHANGES.

WE LOOK AT THINGS THAT THE STUDENTS THAT ARE IN THE EXISTING SUBDIVISIONS, WHAT IS GOING ON? ARE THEY AGING OUT? ARE THEY ADDING NEW STUDENTS AND REGENERATING? IN THE SITUATION FOR MANSFIELD ISD IN YOUR EXISTING SUBDIVISIONS, THAT'S SOMETHING THAT WE DO.

WE GO IN AND CLASSIFY EACH ONE OF YOUR SUBDIVISIONS AS EITHER BEING EXISTING OR DEVELOPING IF THERE ARE QUITE A FEW LOTS STILL LEFT.

BUT RIGHT NOW, THOSE EXISTING SUBDIVISIONS ARE LOSING SEVERAL HUNDRED STUDENTS A YEAR.

WHEN I WENT DOWN AND BROKE DOWN BY GRADE, WE HAD ABOUT 1,400 KINDERGARTNERS AND ABOUT 02,000 FIFTH GRADERS IN WHAT WE CALLED EXISTING SUBDIVISIONS.

YOU CAN SEE HOW AS YOU REPLICATE THAT SMALL KINDERGARTEN CLASS, WHAT THAT'S GOING TO MEAN ULTIMATELY WORKING THROUGH THE SYSTEM.

NOW WE HAVE NOT ASSUMED THAT THAT 1,400 KINDERGARTNERS DROPS TO 13 AND 12 AND 11 AND 10, AT SOME POINT IT WILL CAP.

WERE IT TO CONTINUE, OF COURSE, THAT WILL ALSO HAVE SOME EFFECT ON THE INFORMATION THAT I'M ABOUT TO PRESENT. COHORT SIZE.

WE ALWAYS HAVE TO BE SURE, IS THERE A SECOND GRADE CLASS THAT'S ODDLY LARGE AS IT WORKS ITS WAY THROUGH.

ALTERNATIVE EDUCATIONAL OPPORTUNITIES.

I'VE MENTIONED A LOT OF THAT.

WE HAVE GONE THROUGH AND PULLED OUT STUDENTS, PARTICULARLY IN THE NORTHERN PORTION WHEN WE KNOW THAT THERE ARE ADDITIONAL SCHOOLS THAT ARE GOING TO OPEN.

THERE WILL SURELY BE ADDITIONAL SCHOOLS THAT OPEN BEYOND THIS NEXT COUPLE OF YEARS THAT WE DON'T KNOW ABOUT YET.

WE HAVE ALSO THEN OFFSET THAT WITH YOUR DESTINATION MANSFIELD NUMBERS FOR THE FUTURE.

WE LOOK AT THE AGING OF THE CURRENT STUDENTS, BUT IN THIS SITUATION, PRETTY WELL YOUR SECONDARY STUDENTS ARE QUITE LARGE.

THEN WE ALSO LOOK AT THE NEW HOUSING CONSTRUCTION, OF COURSE, WHICH COULD YIELD AS MANY AS 400 OR 500 STUDENTS FROM NEW HOUSING.

THEN THE QUESTION WHEN WE'RE LOOKING AT OVERALL PROJECTIONS IS, HOW MUCH THAT PLUS IS OFFSET BY SOME OF THE MINUSES HERE THAT ARE ON THE REST OF THE PAGE.

THEN THIS SHOWS OUR PRIMARY SCENARIO OF GROWTH IN OUR DASH LINE AND THAT'S WHAT WE USE FOR MOST OF THE REPORT, BUT THEN ALSO SHOWS AN ACCELERATED AND A REDUCED NUMBER.

I'VE MENTIONED ALL OF THESE THINGS THAT MIGHT CONTRIBUTE TO A REDUCED NUMBER, BUT THEN ON THE FLIP SIDE, AN ACCELERATED NUMBER MAY MEAN LOWER INTEREST RATES.

IT MAY MEAN SOME OF THESE LARGER PIECES OF LAND THAT ARE STILL UNDEVELOPED, BREAKING OUT A LITTLE BIT SOONER.

WE GO AHEAD AND DO PROJECT FOR 10 YEARS.

WE KNOW THAT THE FIRST SEVERAL YEARS ARE GOING TO BE THE MOST ACCURATE.

BUT WE KNOW THAT IF YOU'VE GOT TO MAKE CHANGES OR BUILD A NEW SECONDARY SCHOOL, THAT MAY TAKE TWO YEARS TO CONSTRUCT AND YOU GOT TO BACK UP AND PASS A BOND AND GET IT DESIGNED AND GET THE SITE AND SO FORTH.

EVEN THOUGH WE DON'T EXPECT THE TENTH YEAR TO BE THE MOST ACCURATE, WE DO WANT TO KNOW WHERE WE THINK WE'RE HEADED.

THIS IS WHAT THE NUMBERS LOOK LIKE.

THE PRIMARY SCENARIO OF GROWTH, WE'RE LOOKING AT ABOUT AN 800 STUDENT GAIN OVER FIVE YEARS, BUT MAYBE A BIT OF A DECREASE FIRST AS SOME OF THOSE SMALL KINDERGARTEN CLASSES ARE CONTINUING TO WORK THROUGH BEFORE WE SEE A BIT OF AN UPTICK POTENTIALLY IN KINDERGARTEN THERE.

WE'RE LOOKING AT MAYBE 3,000 STUDENTS UNDER THAT PRIMARY SCENARIO OF GROWTH BEING ADDED TO THE DISTRICT OVER THE 10 YEARS.

>> NOW, THE NEXT COUPLE OF THINGS, WE'RE GOING TO LOOK JUST BRIEFLY AT A COUPLE OF MAPS AND A COUPLE OF TABLES.

BUT I WANTED TO TALK ABOUT RESIDENT STUDENTS VERSUS ENROLLED STUDENTS.

ALL OF OUR PROJECTIONS ON THE MAPS THEMSELVES ARE DONE AS RESIDENT STUDENTS.

THAT IS THE ROOFTOPS THAT WE SEE COMING IN AND THE DOTS ON THE MAP WHERE THOSE KIDDOS ACTUALLY RESIDE.

THAT DOES NOT MEAN THAT THAT'S WHERE THEY ARE ENROLLED BECAUSE YOU HAVE LOTS OF DIFFERENT OPPORTUNITIES FOR THEM TO MOVE AROUND.

WHEN YOU LOOK AT A MAP AND YOU'RE LIKELY TO SEE RESIDENT STUDENTS, BE SURE TO READ THE TITLE FOR ALL OF THE MAPS OR ANYTHING THAT YOU MIGHT LOOK AT COMPARED TO MOST OF THE TABLES ARE GOING TO HAVE ENROLLED STUDENTS.

WE DO A COMPARISON SO THAT WE UNDERSTAND THE NET NUMBER IN AND OUT OF ANY PARTICULAR SCHOOL.

WE HAVE PUT THAT ON TOP AND ASSUMED THAT THAT NUMBER MAY CARRY FORWARD FOR ABOUT 10 YEARS.

ALL OF THE DATA AGAIN IS PREPARED AT THE PROJECTIONS AT THE PLANNING UNIT LEVEL.

FOR ANY PLANNING UNIT, WE HAVE PROJECTED STUDENTS BY ALL FOUR OF YOUR GRADE GROUPS FOR EVERY YEAR FOR THE 10 YEARS OF THE PROJECTION PERIOD.

WE CAN THEN USE THAT TO HELP THE DISTRICT IN PLANNING IN THE FUTURE.

THEN THIS SHOWS THE PROJECTED RESIDENT STUDENTS, NOT ENROLLED, BUT RESIDENT STUDENTS BY YOUR ELEMENTARY ATTENDANCE ZONES.

[01:35:03]

THOSE THAT ARE IN MAROON IN THE SOUTHERN PORTION OF THE DISTRICT, PROBABLY NO BIG SURPRISE TO YOU ALL, ARE THE AREAS THAT WE WOULD BE EXPECTING TO SEE THE BIGGEST INCREASES.

WE WOULD BE EXPECTING TO SEE SOME LOSSES IN SOME OF THESE BLUE AREAS THAT ARE IN THE NORTHERN AND THE EASTERN PORTIONS OF THE DISTRICT.

WHEN WE APPLY THE TRANSFERS TO THAT, WE CAN SEE THE NUMBERS THAT WE WOULD BE EXPECTING ON THIS PARTICULAR PAGE HERE, AND THERE'S A LOT OF NUMBERS.

WHAT WE'VE TRIED TO DO IS JUST HIGHLIGHT THOSE THAT ARE WHEN WE WOULD EXPECT THE PROJECTED NUMBER OF STUDENTS TO EXCEED CAPACITY.

YOU SEE TWO COLORS HERE.

THE TAN IS FOR THE SCHOOLS THAT WE WOULD EXPECT TO EXCEED CAPACITY AT 100%.

BUT THEN THAT MAROON COLOR IS WHEN WE WOULD EXPECT THEM TO EXCEED CAPACITY AT 120%.

WE KNOW THAT YOU CAN USE PORTABLE BUILDINGS.

THEY'RE NEVER ANYBODY'S FAVORITE, BUT YOU CAN USE THEM.

BUT AT SOME POINT, THOSE KIDDOS HAVE TO COME INSIDE AND USE THE CAFETERIA AND USE THE LIBRARY AND THAT THING, AND IN ORDER TO NOT HAVE LUNCH STARTING AT 10 O'CLOCK IN THE MORNING AND ENDING AT 2 O'CLOCK IN THE AFTERNOON.

MOST OF OUR CLIENTS TELL US THAT 120% IS WHERE THEY START LOOKING.

WE REALLY ARE GOING TO HAVE TO MAKE SOME CHANGES THERE.

YOU CAN SEE REALLY IT'S PROBABLY NO SURPRISE THAT IT'S NORWOOD AND PERRY AND PONDER AND TARVER-RENDON THAT ARE GOING TO BE NEEDING SOME ADDITIONAL RELIEF EITHER FROM NEW FACILITIES OR FROM REZONING IN THE FUTURE.

BUT THIS SLIDE SHOWS JUST A LITTLE BIT ABOUT THE UTILIZATION LEVELS.

I KNOW THE DISTRICT HAS SITES AND HAS THINGS IN THE SOUTHERN PORTION OF THE DISTRICT THAT MIGHT RELIEVE SOME OF THOSE SCHOOLS.

THEY ALSO HAVE SPACE IN OTHER PORTIONS OF THE DISTRICT, BUT IT'S AWAY FAR UP NORTH, AND SO ALL OF THE STUDENTS EVERYWHERE FROM THE SOUTH TO THE NORTH WOULD HAVE TO BE REZONED.

IT'S VERY POSSIBLE THAT THE DISTRICT MAY CHOOSE TO GO AHEAD, AND EVEN THOUGH THOSE ARE SPACE AVAILABLE IN OTHER PORTIONS OF THE DISTRICT, TO GO AHEAD AND BUILD ADDITIONAL FACILITIES IN THE SOUTH.

MOST OF THE NUMBERS IN THE MAPS LOOK THE SAME FOR INTERMEDIATES FOR MIDDLE SCHOOLS AND FOR HIGH SCHOOLS.

AGAIN, THIS IS THE PROJECTED RESIDENT INTERMEDIATE STUDENTS.

YOU CAN SEE THE BIGGEST CHANGES THERE IN SHEPARD, AND ORR, AND MARTINEZ IN EXACTLY THE SAME PORTIONS OF THE DISTRICT BECAUSE THAT'S WHERE SO MUCH OF THE DEVELOPMENT IS OCCURRING AS YOU MIGHT EXPECT.

THEN THIS LOOKS AT ONCE WE HAVE PUT THOSE TRANSFER NUMBERS DIRECTLY ON TOP, THERE ARE ABOUT 167 STUDENTS THAT ARE TRANSFERRING INTO MARTINEZ THAT ARE NETTING IN THAT WAY.

IT IS IMPORTANT TO GO AHEAD AND BE SURE WE KNOW THOSE TRANSFERS ARE GOING TO CHANGE, BUT WE DO NEED TO BE SURE AND LOOK AT THOSE.

THE GOOD NEWS IS THERE'S VERY LITTLE COLOR ON THIS TABLE, AND IT'S FAR FAR OUT AND IT'S ONLY TEN. IT'S NOT MAROON.

CERTAINLY ANY OF THE OVERAGE THAT WE'RE PROJECTING IN THE NEXT 10 YEARS SHOULD BE ABLE TO BE HANDLED WITH SOME REZONING.

SAME STORY, SECOND OR THIRD VERSE HERE FOR THE MIDDLE SCHOOL POPULATION, WORLEY AND MCKENZIE AND JOE, OF COURSE, THOSE THAT WOULD BE EXPECTED TO SEE THE LARGEST GROWTH.

BUT THE GOOD NEWS IS THAT THERE'S REALLY ONLY ONE SCHOOL THAT WE'RE SHOWING AGAIN ONLY IN 10 AND REALLY MORE TOWARD END OF THE PROJECTION PERIOD THERE.

ANY OVERAGE THERE IS PROBABLY LIKELY TO BE ABLE TO BE HANDLED WITH SOME REZONING.

THEN AT THE HIGH SCHOOL LEVEL HERE, LIKE I SAID, IT IS THE SAME PORTIONS OF THE DISTRICT THAT WE WOULD EXPECT TO SEE GROWTH.

WE'RE LOOKING AT MANSFIELD AND LEGACY BEING THE ONES THAT WILL BE EXPECTED TO SEE THE MOST GROWTH.

THEN THE NUMBERS HERE SHOW THE PROJECTED ENROLLMENT.

THAT INCLUDES ABOUT 700 KIDDOS THAT ARE TRANSFERRING OUT TO SOME OF YOUR OTHER PROGRAMS. THAT MEANS THAT EVERYBODY RESIDES IN AN ATTENDANCE ZONE, BUT THEY'RE NOT ALL ATTENDING ONE OF THE FIVE MORE TRADITIONAL SCHOOLS THAT HAVE ZONES.

DO REALIZE THAT THOSE NUMBERS OF STUDENTS OUT TO EARLY COLLEGE AND THOSE THINGS ARE NOT INCLUDED IN THESE NUMBERS.

REALLY, WE'RE LOOKING AT LAKE RIDGE.

IT WOULD TEETER RIGHT AROUND ITS CAPACITY AND ULTIMATELY FLATTEN OUT A LITTLE BIT.

THEN MANSFIELD COULD ULTIMATELY NEED SOME REZONING TOWARD THE MIDDLE OR END OF THE PROJECTION PERIOD.

BUT THE GOOD NEWS IS THERE THAT IT TOUCHES ALL OF THE REST OF THE ATTENDANCE ZONES.

IT SHOULD BE RELATIVELY EASY TO ACCOMPLISH THAT AS OPPOSED TO REZONING AT THE ELEMENTARY SCHOOL LEVEL.

WITH THAT, WE'LL OPEN IT TO QUESTIONS.

YOU GUYS ARE SO PATIENT HAVING SAT THROUGH SUCH DATA-HEAVY PRESENTATIONS HERE TONIGHT.

>> THANK YOU, MISS POLLER, MISS COUCH FOR THAT PRESENTATION.

VERY DETAILED AND IN DEPTH.

WE APPRECIATE THE INFORMATION.

TRUSTEES, DO WE HAVE ANY QUESTIONS AT THIS TIME TO MY RIGHT? SORRY, TO MY OTHER RIGHT, MY LEFT. TRUSTEE WILSON.

>> THANK YOU SO MUCH.

WOW. THAT'S A LOT.

>> YOU'RE GOING TO GO HOME AND READ IT ALL TONIGHT, RIGHT?

>> BUT I'M GOING TO TELL YOU BEING ON THE BOARD FOR 10 YEARS NOW, AND THAT WAS THE MOST PALATABLE DEMOGRAPHERS REPORT I'VE EVER SEEN.

>> WE WERE WORKING SO HARD AT THAT.

>> I DON'T EVEN HAVE ENOUGH WORD TO SAY TO FOLKS.

[01:40:05]

>> EXCELLENT. THANK YOU.

>> IT REALLY MADE SENSE.

IT IS A LOT TO TAKE IN.

IT IS A LOT TO FORECAST AND STUFF LIKE THAT.

I WANT TO START BY SAYING THAT.

BUT OBVIOUSLY, THE THING THAT STUCK OUT TO ME IS SOMETHING WHERE I SEE THAT TAN IN AN EARLIER NUMBER RATHER THAN A LATER NUMBER.

WITH THAT, I'M JUST GOING TO ASK WHOEVER NEEDS TO BE ASKED ABOUT WHAT THAT LOOKS.

WE SEE THAT WITH MANSFIELD HIGH RIGHT NOW.

IF WE CAN TALK JUST A LITTLE BIT ABOUT WHAT THAT LOOKS LIKE AND WHAT WE'RE DOING FOR IT BECAUSE THAT'S A RIGHT-NOW PROBLEM.

>> WELL, NORMALLY FOR THE TAN, THAT'S WHEN SOMEBODY MIGHT UTILIZE PORTABLE BUILDINGS OR DO A LITTLE BIT OF REZONING.

I KNOW THAT YOU GUYS HAVE DONE SOME REZONING HERE.

AT THE HIGH SCHOOL LEVEL OF ANY OF THE PLACES WHERE THE CAPACITY FIGURE IS EXTREMELY FLUID, IT'S AT THE HIGH SCHOOL LEVEL.

HOW DO YOU COUNT A BAND HALL THAT'S GOING TO HOLD 110 PEOPLE AT ANY GIVEN POINT IN TIME, BUT NO KIDS FOR THE REST OF THE DAY? THAT'S REALLY PROBABLY A BETTER QUESTION FOR THE DISTRICT ITSELF TO FIGURE OUT HOW EXACTLY THAT'S GOING TO BE HANDLED, BUT TEMPORARY BUILDINGS, OF COURSE, ARE ALWAYS THE FIRST LINE OF DEFENSE.

>> MR. WRIGHT.

>> WHEN I WAS YOUNG, WE WOULD TALK ABOUT P FOR K. I WOULD LIKE TO OPT OUT OF THIS QUESTION, BUT I WON'T. [LAUGHTER]

>> GOT A BUZZER.

>> ONE OF THE QUESTIONS AND WHAT IS SO HARD ABOUT THIS PROCESS, NOT HAVING EVER DONE IT.

THESE PEOPLE ARE THE EXPERTS, BUT I'VE TALKED TO THEM AND THEY'VE TALKED ABOUT HOW WHAT KEEPS THEM UP AT NIGHT IS MAKING MISTAKES IN SOMEBODY'S PRESENTATION.

WE'VE HAD MORE THAN ONE DEMOGRAPHER OVER THE YEARS, AND THEY'VE DONE REALLY GOOD JOBS FOR US.

BUT WE BROUGHT IN PASA BECAUSE WE GOT SOME INACCURATE NUMBERS FOR IN A RECENT PAST WHEN WE WERE DOING OUR HIGH SCHOOL, MIDDLE SCHOOL, AND INTERMEDIATE REZONING, AND WE DIDN'T FIND THAT OUT UNTIL RECENTLY.

WE IMMEDIATELY WENT AND TRIED TO FIND ANOTHER DEMOGRAPHER AND WE CAME OUT AND GOT PASA, AND WE'RE THRILLED TO DEATH WITH THEM.

WE KNOW THAT THE HIGH SCHOOL NUMBERS IN A COUPLE OF PLACES, ESPECIALLY MANSFIELD HIGH SCHOOL ARE NOT WHERE WE WANT THEM TO BE.

THEY'RE NOT AS HIGH AS LAKE RIDGE HAS BEEN AS IN A COUPLE OF YEARS IN THE PAST.

IT'S NOT THAT MANSFIELD IS NOT MANAGEABLE, IT'S A VERY MANAGEABLE POSITION RIGHT NOW.

BUT WE KNOW THAT WE'VE GOT SOME WORK TO DO TO FIGURE OUT BEFORE THEY BECOME UNMANAGEABLE IN THE NEXT SEVERAL YEARS.

WE'VE GOT SOME WORK TO DO IN THAT, THE OTHER THING I WOULD LIKE TO SAY IN THIS IS DR. SCOTT HAS BEEN A HIGH SCHOOL PRINCIPAL, I'VE BEEN A HIGH SCHOOL PRINCIPAL, MR. BENAVIDES HAS BEEN A HIGH SCHOOL PRINCIPAL.

IF YOU HAVE A BUILDING THAT SAYS YOU ARE BUILT FOR, LET'S SAY OUR BUILDINGS ARE BUILT FOR 2,500, THAT'S A FLUID STATEMENT BECAUSE AT ANY POINT IN TIME, YOUR STUDENTS ARE EVERYWHERE.

THEY'RE IN YOUR BUILDING, THEY'RE AT YOUR CAREER TECH CENTER, THEY'RE AT TCC, THEY'RE AT SENIOR RELEASE.

[01:45:05]

IF YOU HAVE 2,900 STUDENTS, YOU DON'T HAVE 2,900 STUDENTS IN YOUR BUILDING.

TYPICALLY, OUR STUDENT BODIES ARE GOING TO BE 300 LESS BECAUSE THEY'RE GONE TO TCC.

WHAT I ALWAYS WORRIED ABOUT WAS, CAN I GET MY STUDENTS IN CLASS? CAN THEY GET IN THE HALLS? CAN THEY GET THEM TRANSPORTED BACK AND FORTH AND CAN I FEED THEM? IT'S NOT ABOUT THE NUMBER IS, CAN I DO THOSE THREE THINGS? WITH THAT NUMBER, IT'S DOABLE.

WE'VE DONE IT AT SUMMIT HIGH SCHOOL, WE'VE DONE IT AT LAKE RIDGE.

WE CAN DO IT AT MANSFIELD HIGH.

IT'S NOT THAT BIG A DEAL.

WE'LL FIGURE IT OUT, AND THEN WE'LL WORK TO ADDRESS THE POPULATION AT MANSFIELD HIGH, AND WE'LL GO AND IT'LL BE FINE.

YES, WE HAVE A ISSUE, BUT WE'LL ADDRESS IT.

>> THANK YOU FOR THAT INFORMATION.

I THINK THAT'S A DIFFICULT CONVERSATION TO HAVE, SO WE UNDERSTAND WHAT THAT FEELS LIKE.

THAT'S NEW INFORMATION FOR US AS WELL.

BUT ANY OF US AND THOSE OUT THERE LISTENING AND WATCHING, WE'VE ALL BEEN TRYING TO GET INTO THE PACK BEFORE WITH BIN BARBARA STUDENTS AND BUSES COMING.

WE KNOW FULL WELL THAT THE HIGH SCHOOLS ARE ABUZZ ALL DAY LONG.

WE KNOW THAT THAT'S NOT 2,500 KIDS IN A BUILDING AT A TIME.

MOST OF US CAN'T GET DOWN THE ROAD EVEN AT 11 O'CLOCK.

WE'RE PRETTY AWARE. THANK YOU FOR ALL THAT INFORMATION.

UNDERSTANDABLE AND JUST SOMETHING TO DEAL WITH AS WE GO DOWN THE ROAD.

I DO THINK THAT UNDERSTANDING THAT THIS IS THE FIRST YEAR THAT WE HAVE TRANSFERS INTO THE DISTRICT, I JUST WANTED TO UNDERSTAND WHAT WE WERE LOOKING AT.

I CAN'T REMEMBER WHAT THE NUMBER WAS THAT WE TALKED ABOUT TRANSFERRING INTO THE DISTRICT THIS YEAR SINCE THAT'S SOMETHING SO NEW FOR US ABOUT HOW MANY WE BELIEVE THAT WE'RE ACCOUNTING FOR.

>> THIS LAST FALL, ACCORDING TO TEA, THERE WERE 570 STUDENTS TRANSFERRING INTO THE DISTRICT. IS THAT YOUR QUESTION?

>> NO.

>> FROM OUTSIDE?

>> THOSE TRANSFERS ARE GOING TO BE TRANSFERS THAT ARE COMING FROM EMPLOYEES' KIDS. AM I RIGHT?

>> CORRECT.

>> NOW THIS YEAR WITH THE INTERDISTRICT TRANSFER THAT YOU'RE REFERRING TO FOR THOSE ELEMENTARY CAMPUSES, ONLY THOSE IDENTIFIED ELEMENTARY.

DAVID, DO YOU REMEMBER OR MATT WHERE WE ARE, THAT LATEST NUMBER, DR. SCOTT?

>> I GOT A NUMBER FROM DAVIS DEPARTMENT, TAMMY LUCENER.

AS OF JULY 15, WE WERE AT A TOTAL OF 91 COULD GO UP 1,015 MORE, I THINK, MAX OUT RIGHT NOW.

>> BUT THE THING I WANT TO ADD TO THAT IS 91 IS ONLY AT ELEMENTARY, AND IT'S ONLY AT CERTAIN ELEMENTARIES THAT THEIR POPULATION IS BELOW 50%.

>> THAT WERE APPROVED, CORRECT.

>> THEY THEY'RE APPROVED, YES.

>> JUST CHECKING. THAT'S SOMETHING NEW THIS YEAR, SO I JUST WANT TO MAKE SURE WE'RE TALKING ABOUT IT. THANK YOU.

>> THESE ARE NOT KIDS THAT ARE AT MANSFIELD HIGH?

>> CORRECT. [LAUGHTER]

>> IF SO, THEY'RE QUICKLY TO GO TO BIN BARBARA.

>> TRUSTEE THOMAS.

>> YES. I JUST HAD A QUICK QUESTION HERE.

I SAW A LOT OF DATA ABOUT SURROUNDING HOUSING, STARTS, AND APARTMENTS, AND STUFF LIKE THAT.

WHEN DOING YOUR CALCULATIONS, DO YOU LOOK AT ANY SINGLE FAMILY HOME SALES OR ANYTHING LIKE THAT, AND IF SO, HOW DOES THAT FACTOR INTO IT OR DO YOU JUST CONTROL THAT VARIABLE AND TAKE IT OUT OF YOUR ANALYSIS?

>> YOU MEAN SINGLE FAMILY HOME SALES LIKE EXISTING HOMES BEING SOLD FOR ANOTHER?

>> YES. BECAUSE YOU'RE ASSUMING THAT NEW FAMILIES ARE COMING IN WITH THE KIDS.

>> WHEN I PUT UP THE SLIDE THAT HAD ABOUT HALF A DOZEN THINGS ALL AROUND IN A CIRCLE, I MENTIONED THE EXISTING HOMES THAT WE LOOK AT, AND SO YES, WE DO LOOK AT THAT AS A SEPARATE CATEGORY.

EVERYTHING THAT IS BUILDING NEW HOMES, WE CALL THAT A DEVELOPING SUBDIVISION.

THAT'S WHERE WE'VE BEEN BOOTS ON THE GROUND, TALKING TO PEOPLE, NEW DEVELOPMENTS THAT HAVEN'T STARTED,

[01:50:02]

BUT THEN THE EXISTING HOMES ARE HIGHLIGHTED IN BLUE ON ALL OF THE MAPS.

THAT'S WHERE WE GO IN AND LOOK AT WHERE I MENTIONED, YOU HAVE 1,400 KINDERGARTNERS AND 2000 FIFTH GRADERS IN THOSE EXISTING HOMES.

WE DON'T REALLY PULL MLS DATA AND TRY TO COMPARE BECAUSE SO MUCH OF THE TIME LIKE ATTRACTS LIKE.

IF IT'S AN AREA THAT HAS PEOPLE WITH OLDER STUDENTS, IT'S LIKELY TO DO THAT AND STILL HAVE PEOPLE WITH OLDER STUDENTS COMING IN UNTIL THERE'S A TIPPING POINT AT SOME POINT, AND A LOT OF TIMES IT'S NEVER AT THE SAME SPOT.

IT DEPENDS ON INTEREST RATES, AND THE ECONOMY, AND ALL THAT SORT OF A THING, BUT A LOT OF TIMES IT'S AT 25, 30-YEARS-OLD OR SOMETHING LIKE THAT, WHERE WE WILL BEGIN TO SEE SOME REGENERATION AND THAT'S WHERE WE SEE LARGER KINDERGARTEN CLASSES THAN FIFTH GRADE CLASSES.

THAT'S HOW WE HANDLE IT. WE HANDLE IT BY LOOKING IN THE AGGREGATE AT THE SUBDIVISION LEVEL AND AT THE PLANNING UNIT LEVEL BY GRADE LEVEL, AS OPPOSED TO LOOKING AT MLS DATA OR SOMETHING LIKE THAT BECAUSE STUDENTS IN, STUDENTS OUT, WE CAN'T REALLY GET AT THAT FROM THE MLS, BUT WE CAN GET AT THAT WHEN WE'RE LOOKING AT HISTORICAL INFORMATION AND CURRENT DATA BY GRADE LEVEL FOR THOSE HOMES.

>> THANK YOU.

>> SURE.

>> TRUSTEE TO MY RIGHT. DOCTOR CRUTCHFIELD.

>> I DON'T HAVE A QUESTION, I JUST WANTED TO THANK YOU ALL FOR YOUR PRESENTATION.

I THINK AS A BOARD MEMBER, IT GIVES A VERY CLEAR IDEA OF PROJECTED GROWTH FOR THE DISTRICT.

AS THE DISTRICT IS PLANNING LONG RANGE USE OF FACILITIES, I THINK IT GOES TO THE STUDENT EXPERIENCE TO MAKE SURE OUR STAFF AS WELL HAVE SPACE AND THE RESOURCES THEY NEED. THANK YOU.

>> GREAT. THANK YOU.

>> TRUSTEE CANNON?

>> YOU MENTIONED DATA. I DON'T KNOW THAT THERE IS ANOTHER SCHOOL BOARD IN THE STATE OF TEXAS THAT LOVES DATA MORE THAN THIS ONE RIGHT HERE.

BUT DATA DRIVES INSTRUCTION, BUT IT ALSO DRIVES EVERY DECISION THAT WE MAKE HERE IN THE DISTRICT AS DR. CRITCHFIELD WAS JUST STATING. JUST A COUPLE OF THINGS.

I KNOW WITH OUR NEW LEGISLATION, IN ADDITION TO CHARTER SCHOOL ENROLLMENT, CAN WE PULL PRIVATE SCHOOL ENROLLMENT NOW AS WELL BECAUSE I KNOW THAT THAT WILL IMPACT SOME OF THE NUMBERS THAT WE WERE SHOWN TONIGHT AS WELL.

>> WE CAN'T GET AT ANY OF THAT BECAUSE WE DOWNLOAD DATA FROM DEA, AND OF COURSE, ANYTHING THAT HAS JUST BEEN APPROVED ISN'T IN FACT IN ANY OF OUR DATASETS YET.

WE HAVE TALKED EXTENSIVELY FOR THE LAST YEAR OR 18 MONTHS ABOUT WHAT THAT'S GOING TO MEAN.

ONE THING THAT IS VERY IMPORTANT TO THINK ABOUT AND GO THROUGH IS HOW MUCH SPACE IS EVEN AVAILABLE IN YOUR PRIVATE SCHOOLS.

MOST PRIVATE SCHOOLS RUN ON A SHOESTRING BUDGET TO START WITH.

FOR MANY OF THEM, THEY'RE NOT DOING WELL AND RUNNING WELL IF THEY HAVE EMPTY CLASSROOMS. MOST OF THEM, WE THINK THAT THE VOUCHER THING MAY BE AN ISSUE FOR THE AREAS THAT HAVE ADDITIONAL SPACE, BUT THEN ALSO IT MAY TAKE A COUPLE OF YEARS TO ACTUALLY REALLY COME INTO PLAY WHERE A SCHOOL THAT IS FULL AND IS ANSWERING THE PHONE CALLS ALL THE TIME, SAYING, WE'VE GOT VOUCHERS, LET'S GO BEFORE THEY CAN ACTUALLY GET CONSTRUCTION GOING SO THAT THEY HAVE THOSE ADDITIONAL CLASSROOM SPACES.

>> THANK YOU FOR THAT. THEN NOT SURE IF YOU CAN SPEAK TO HOW YOUR PROJECTIONS ACCOUNT FOR THE HISTORICAL MARGIN OF ERROR FROM THE PREVIOUS DEMOGRAPHERS.

I KNOW YOU SHOWED US A LOT OF THINGS, YOU'VE REFERENCED THE CIRCLE AND THINGS LIKE THAT.

BUT WHAT ADDITIONAL STEPS ARE YOU TAKING IF BOTH DEMOGRAPHER COMPANIES ARE PULLING THE DATA FROM THE SAME PLACE TO ENSURE THAT THE DATA THAT WE'RE PRESENTED WITH IS ACCURATE?

>> WELL, I DON'T THINK WE DO PULL FROM THE SAME PLACE.

WE HAVE DEVELOPED OVER 45 YEARS WORTH OF EXISTENCE AT THE COMPANY, DIFFERENT THINGS THAT WE DO IN DIFFERENT PROTOCOLS.

WE DIDN'T LOOK AT DATA FROM THE PAST DEMOGRAPHER.

I'M GOING TO SPEAK TO THEIR PROCESS BECAUSE I DON'T KNOW IT.

OURS IS BOOTS ON THE GROUND AND TALKING TO PEOPLE AND LOOKING AT CONCEPT PLANS AND PLATS AND ALL OF THESE VARIOUS THINGS.

GEOCODING THE STUDENTS, AND THEN WE HAVE TO MAKE SOME ASSUMPTIONS AFTER WE HAVE DUG DEEP INTO THOSE ALTERNATIVE EDUCATIONAL OPPORTUNITIES AND LOOKED AT THAT KINDERGARTEN ENROLLMENT AND THE BIRTH DATA.

THEY MAY LOOK AT CENSUS DATA, THEY MAY LOOK AT BIRTH DATA, BUT I DON'T KNOW HOW SIMILARLY WE DO THAT.

I THINK THAT THEY DO PULL A LOT OF DATA THAT IS FROM PERMITS AND THAT SORT OF THING, AND THAT'S ACTUALLY NOT THE DIRECTION WE GO.

I DON'T KNOW IF THAT HELPS YOU MUCH.

>> IS GREEN. THANK YOU FOR BEING DIPLOMATIC IN YOUR RESPONSE, I APPRECIATE IT.

BUT IT'S A HUGE INVESTMENT FOR THE DISTRICT, SO WE JUST WANT TO MAKE SURE THAT IF WE'RE DOING IT THAT WE DO IT WELL AND WE DO IT RIGHT.

MY LAST QUESTION IS FOR MR. BROGDEN.

AS WE'RE LOOKING AT THE HIGH SCHOOLS, THE ASPECTS FOR ALL THE HIGH SCHOOLS,

[01:55:02]

>> THEY'RE VERY SIMILAR, AND THE CAPACITY IS THE SAME.

OBVIOUSLY, THE TIME PERIODS OF CONSTRUCTION DO MAKE THEM A LITTLE BIT DIFFERENT.

TEA SPECIFICATIONS HAVE EVOLVED SINCE WE BUILT SOME.

THERE ARE SOME DIFFERENCES, BUT THE CIRCULATION IS VERY SIMILAR, THE ACTIVITY AREAS ARE VERY SIMILAR.

I THINK WE'VE DONE A FANTASTIC JOB OVER THE LAST THREE BOND PROGRAMS TO MAKE SURE THAT THE SPACES ARE EQUITABLE AMONGST ALL FIVE OF OUR HIGH SCHOOLS, SO VERY SIMILAR.

>> CLASSROOM SPACE WITHOUT A DOUBT, I KNOW.

I'M JUST THINKING OF THE STUDENT EXPERIENCE DURING PASSING PERIODS.

AS WE KNOW, IT'S REALLY CONGESTED, AND AS WE LOOK AT THESE NUMBERS, ESPECIALLY IN 10 AT LAKE RIDGE AND MANSFIELD, IF THERE'S SOMETHING THAT WE NEED TO DISCUSS JUST TO KEEP THAT AT THE FOREFRONT.

>> YES, SIR.

>> THANK YOU.

>> THANK YOU, MISS FULL AND MISS COUCH.

I DON'T KNOW WHO WILL ANSWER THIS QUESTION.

YOUR INFORMATION WAS VERY INSIGHTFUL AND GIVES THE PICTURES, THE ILLUSTRATIONS GIVE US SUCH A GREAT SCOPE OF WHAT IS HAPPENING NOW AND WHAT AS TRUSTEE NEWSOME SAID, WHAT IS TO FORECAST IN THE NEXT SEVERAL YEARS.

I DON'T KNOW, MR. BROGDEN AS WELL AS OUR DEMOGRAPHERS, BASED ON YOUR INFORMATION AND THE PROJECTED POPULATION DO YOU THINK WE SHOULD BE REZONING? I ALMOST HATE TO ASK THIS QUESTION.

REZONING AND BUILDING AT THE SAME TIME.

BECAUSE WE'RE CONSIDERING, OF COURSE, THE STUDENT EXPERIENCE, AS FELLOW TRUSTEES HAVE STATED, SAFETY SECURITY, WE WANT TO MAKE CERTAIN THAT THE TIME, WHICH IS EIGHT HOURS PLUS THAT OUR STUDENTS ARE SPENDING ON OUR CAMPUSES THAT THEY ARE HAVING A GREAT EXPERIENCE AS WELL AS LEARNING AND HAVING FUN DOING THAT.

BUT WHAT DO YOU PROJECT OF FORECAST?

>> I CAN SPEAK TO WHAT OTHER DISTRICTS ARE DOING.

>> ALL OF OUR CLIENTS, WE WORK FROM LITTLE TINY DISTRICTS TO HOUSTON AND DALLAS, VERY LARGE DISTRICTS.

HAVING WORKED FOR THE COMPANY NOW SINCE THE MID '90S, I HAVE SEEN THE FRISCO ISDS OF THE WORLD GROW VERY RAPIDLY, AND LIKE I MENTIONED AT THE VERY BEGINNING OF THE SLIDE, THEN THEY UP AND DOWN A LITTLE BIT, AND THEN ULTIMATELY THEY MAY END UP DECLINING.

BUT ESPECIALLY IN A LARGE GEOGRAPHIC AREA, WE DO SEE CLIENTS THAT ARE LOSING STUDENTS ON ONE SIDE OF THE DISTRICT AND STILL IN NEED OF OPENING AN ADDITIONAL FACILITY OR THREE IN THE AREAS THAT ARE GAINING STUDENTS AND HAVING NEW DEVELOPMENTS.

THAT'S WHY I MENTIONED ON THE ELEMENTARY SLIDES AND SHOWED THE UTILIZATION, THE UTILIZATION LEVELS ARE REALLY HIGH IN THE SOUTH AND NOT AS VERY MUCH AT ALL IN THE NORTH, BUT ARE YOU GOING TO REZONE THAT ENTIRE AREA? IT MAY BE PREFERABLE FOR THE DISTRICT TO BUILD A COUPLE OF ADDITIONAL FACILITIES THAT WAY.

AT THE SECONDARY LEVEL, IT LOOKED TO ME PERSONALLY LIKE THERE IS SPACE AND THAT IT'S ULTIMATELY PROBABLY REZONING UNTIL YOU'RE OUT A LITTLE BIT FURTHER.

BUT THAT'S ULTIMATELY A DECISION THAT YOU ALL HAVE TO MAKE.

>> IF YOU LOOK BACK AT THE PROJECTIONS ON K-12, ONE OF THE THINGS THAT WE DIDN'T SHOW YOU IS OUR PRACTICAL CAPACITY IS 12,500 STUDENTS ACROSS OUR FIVE HIGH SCHOOLS.

I THINK IN '25, '26, WE'RE AT 11,879.

THAT DOES NOT TAKE INTO ACCOUNT WHAT MR. WRIGHT TALKED ABOUT.

WE HAVE HUNDREDS OF KIDS THAT ARE OFF THE CAMPUS, AND WE HAVE HUNDREDS OF KIDS THAT ARE IN THE LARGER SPACES.

WE HAVE KIDS THAT ARE IN ATHLETICS, WE HAVE KIDS THAT ARE IN BAND, SO OUR PRACTICAL CAPACITY IS NOT WHAT WE CAN COMFORTABLY OPERATE AT.

IF YOU JUST SAID, HEY, WE CAN OPERATE AT 3,000.

WE CAN OPERATE COMFORTABLY AT 3,000 BECAUSE OF BIN BARBARA AND BECAUSE ALL OF THE ACTIVITIES THAT OUR KIDS ARE INVOLVED IN.

IN TCC, WE'RE ABOUT 3,000 UNDER CAPACITY, AND SO IT TAKES A LOT OF CAREFUL PLANNING AND CONSIDERATION.

TYPICALLY, WHAT HAPPENS NEXT IS WE TAKE THIS DATA AND START DIVING INTO IT AND START DEVELOPING OPTIONS AS A CABINET TO BRING BACK TO THE BOARD AND GO, THIS IS THE DATA, THIS IS WHAT WE PROJECT, AND HEY, THIS IS WHAT WE POTENTIALLY WOULD RECOMMEND, BE IT A REZONING, AND I THINK YOU SAID EARLIER THAT WAS AN EASY OPTION OR SOMETHING.

>> WELL, IT TOUCHES ALL OF THEM. NEVER EASY.

>> IT IS NEVER EASY.

IN FACT, I DON'T WANT TO BE A PART OF IT. NO.

[02:00:01]

>> YOU DON'T WANT TO LEAD THAT COMMITTEE?

>> I'M JUST KIDDING. I'M NOT LEADING IT, AND I'LL FOLLOW DAVID.

BUT THERE'S OPTIONS.

REZONING IS ONE OF THOSE OPTIONS.

I DO NOT THINK IT'S TIME TO TALK ABOUT CONSTRUCTING.

WE DO HAVE TWO BEAUTIFUL HIGH SCHOOL PROPERTIES THAT HAVE ALREADY BEEN BOUGHT THAT WILL TAKE CARE OF THIS DISTRICT FOR AN ETERNITY, BUT IF WE'RE TALKING ABOUT EQUITY AND WE WANT THE BUILDING TO BE THE SAME AS OUR FIVE HIGH SCHOOLS, WE'RE TALKING ABOUT A $400 MILLION COMMITMENT WHEN WE HAVE CAPACITY WHEN WE CAN JUST DO SOME ADJUSTMENTS.

THERE'S A LOT WE HAVE TO ABSORB FROM THE DATA THAT WE RECEIVE TONIGHT AND TO REALLY SIT DOWN AND STUDY IT AND BRING BACK A CAREFUL RECOMMENDATION.

I THINK WE'RE IN A GREAT SPOT ON K-12, I THINK WHERE WE'RE GOING TO HAVE TO SPEND MOST OF OUR TIME IS IN THE ELEMENTARY IN THE SOUTHEAST SECTION OF OUR DISTRICT.

I THINK THAT'S WHERE WE'RE GOING TO HAVE TO REALLY STUDY AND COME UP WITH A PLAN.

THE GREAT NEWS IS IF WE DECIDED WE'RE GOING TO HAVE TO BUILD SOMETHING, WE HAVE PROPERTIES IN ALMOST EVERY SINGLE SUBDIVISION THAT WAS MENTIONED TONIGHT.

WE OWN PROPERTIES IN M3 RANCH, WE HAVE PROPERTIES THAT ARE NEAR SOMERSET, WE STILL HAVE PROPERTIES IN SOUTHPOINT, AND SOME PROPERTIES THAT ARE JUST ADJACENT TO THOSE SITES THAT ARE BOTH SLATED FOR AN ELEMENTARY SCHOOL AND INTERMEDIATE SCHOOL.

WE'RE WELL POSITIONED FOR ANY OPTION THAT WE HAVE TO BRING FORWARD.

>> THANK YOU, MR. BROGDEN. AS I SAID, I HESITATED ASKING, BUT I HAD TO ASK.

THANK YOU SO MUCH, MR. BROGDEN. I REALLY APPRECIATE IT.

THANK YOU, MISS COUCH AND MISS FULL, WE APPRECIATE YOU.

BOTH YOUR PRESENTATION AND THE DOCUMENTATION WAS EXCEPTIONAL.

IT GIVES US A LOT TO THINK ABOUT, BUT IT GIVES DR. CANTU AND HER ELITE TEAM A LOT TO WORK ON AS WELL.

WE APPRECIATE YOU FOR TAKING OUT TIME TO SPEND THIS WITH US AND TO GIVE US THE INFORMATION.

THANK YOU FOR THE THOROUGH WORK.

>> THANK YOU.

>> AT THIS TIME, TRUSTEES, WE ARE MOVING ON TO ITEM 10, PUBLIC COMMENTS.

THE CORRECT PROCEDURE FOR ADDRESSING THE BOARD DURING PUBLIC COMMENTS IS AS FOLLOWS.

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

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

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

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

TRUSTEES, THERE ARE NO PUBLIC COMMENTS AT THIS TIME, THEREFORE, WE WILL MOVE TO ITEM 11, HUMAN RESOURCES.

AT THIS TIME, THERE ARE NO NEW HIRES,

[12. Consent Agenda]

REMEMBER THAT WITH THE CONSENT AGENDA AS A REMINDER, WE VOTE THE CONSENT AGENDA UP OR DOWN UNLESS THE TRUSTEE PULLS AN ITEM.

WOULD ANYONE LIKE TO PULL AN ITEM AT THIS TIME? GREAT. TRUSTEES, MAY I RECEIVE A MOTION TO ADOPT THE CONSENT AGENDA? LET ME JUST VOTE.

MY APOLOGIES. SHALL WE VOTE? CAN I GET A SHOW OF HANDS TO APPROVE THE CONSENT AGENDA AS IS? THE VOTE IS APPROVED SEVEN TO ZERO.

DOES ANYONE OPPOSE? I HAVE TO ASK. THANK YOU SO MUCH.

[13. Superintendent's Report]

REMEMBER THIS REPORT IS FOR DISCUSSION ONLY.

I'D LIKE TO ADDRESS TRUSTEES TO MY RIGHT.

IS THERE AN ITEM THAT YOU'D LIKE TO DISCUSS WITH THE SUPERINTENDENT? ADDRESS THESE TO MY LEFT, WOULD YOU LIKE TO DISCUSS AN ITEM WITH THE SUPERINTENDENT? SEEING THAT NO ONE WOULD LIKE TO DISCUSS AN ITEM WITH THE SUPERINTENDENT, WE'RE GOING TO MOVE ON TO ITEM 14, ADJOURNMENT.

WITH NO OTHER BUSINESS TO DISCUSS, WE WILL ADJOURN AT 9:03 PM.

WE'D LIKE TO THANK EVERYONE FOR ATTENDING AND PARTICIPATING THIS EVENING.

MANSFIELD ISD FAMILY, LET'S CONTINUE TO SERVE TOGETHER.

HAVE A GOOD NIGHT. THANK YOU.

* This transcript was compiled from uncorrected Closed Captioning.