Oct 28, 2025 Board Meetings

[00:00:01]

>> GOOD EVENING, MANSFIELD ISD FAMILY.

[1. Call to Order]

LET THE RECORD SHOW THE TIME IS NOW 6:00 PM.

LET THE RECORD SHOW THAT ALL SCHOOL BOARD TRUSTEES ARE PRESENT WITH THE EXCEPTION OF TRUSTEE JESSE CANNON.

HE WILL BE HERE SHORTLY.

AT THIS TIME, LET'S MOVE ON TRUSTEES TO 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 BOARD POLICY BED LOCAL.

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

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

THIS EVENING, WE HAVE THREE SPEAKERS.

OUR FIRST SPEAKER IS DONNA WRIGHT.

IS MS. WRIGHT PRESENT?

>> I THINK THEY'RE NOT GOING TO BE HERE TILL SEVEN.

>> WHAT WE'RE GOING TO DO IS WE'LL PUSH OUR PUBLIC COMMENTS AFTER CLOSED SESSION BECAUSE THERE IS A NEW LAW THAT SAYS THAT WE HAVE TO HAVE THE PUBLIC COMMENTS AT THE TOP OF THE MEETING.

THAT'S WHY THERE'S BEEN AN ADJUSTMENT, BUT WE WILL PUSH THOSE COMMENTS UNTIL AFTER CLOSED SESSION.

TRUSTEES, LET'S MOVE ON TO ITEM 4,

[4. Closed Session]

WE'RE GOING TO ADJOURN A CLOSED SESSION PURSUANT TO TEXAS GOVERNMENT CODE SECTION 551.074 PERSONNEL TO DELIBERATE REGARDING THE APPOINTMENT, EMPLOYMENT, EVALUATION, REASSIGNMENT, DUTIES, DISCIPLINE, OR DISMISSAL OF A PUBLIC OFFICER OR EMPLOYEE, OR TO HEAR A COMPLAINT OR CHARGE AGAINST AN OFFICER OR EMPLOYEE, 551.071, CONSULTATION WITH THE BOARD'S ATTORNEY.

551.072 REAL PROPERTY AND 551.076 TO CONDUCT DELIBERATIONS REGARDING SECURITY DEVICES OR SECURITY AUDITS.

4.2 IS OUR DISCUSSION OF THE SUPERINTENDENT'S RETIREMENT, AND AT THIS TIME, WE WILL ADJOURN AT 6:02.

TRUSTEES. THANK YOU SO MUCH.

WE WILL RETURN SHORTLY. WE ARE RECONVENING FROM CLOSED SESSION AT 7:00 PM.

[5. Reconvene]

[6. Meeting Opening]

THIS EVENING, TRUSTEE JASON THOMAS WILL PROVIDE THE PRAYER WHILE TRUSTEE DR. CRUTCHFIELD, WILL RECITE THE PLEDGES FOR US, AND WE WILL HAVE, IT'S AN HONOR FOR US TO HAVE THE PRESENTATION OF COLORS BY THE SUMMIT HIGH SCHOOL JROTC.

AT THIS TIME, WE WILL HAVE OUR PRAYER.

[BACKGROUND]

>> PLEASE JOIN ME IN THE PLEDGE OF ALLEGIANCE.

>> LET US PRAY. HEAVENLY FATHER, WE THANK YOU FOR BRINGING US TOGETHER THIS EVENING TO SERVE OUR SCHOOLS, OUR STUDENTS, AND OUR COMMUNITY.

WE RECOGNIZE THAT EVERY CHILD IS A GIFT FROM YOU, AND THAT OUR DUTY IS TO GUIDE THEM WITH WISDOM, COMPASSION, AND INTEGRITY.

LORD, GRANT US DISCERNMENT IN THE DECISIONS WE MAKE TONIGHT.

[00:05:04]

MAY EVERY DISCUSSION BE FILLED WITH RESPECT, EVERY DISAGREEMENT, HANDLED WITH HUMILITY, AND EVERY CHOICE, HONOR THE TRUST PLACED IN US.

BLESS OUR TEACHERS, STAFF, PARENTS, AND STUDENTS.

LET YOUR PRESENCE DWELL IN OUR SCHOOLS THAT THEY MAY BE PLACES OF LEARNING, SAFETY, AND INSPIRATION.

WE ASK ALL THESE THINGS IN THE NAME OF YOUR SON, JESUS CHRIST, AMEN.

>> THANK YOU, TRUSTEE DR. CRUTCHFIELD, FOR THE PLEDGES AND TRUSTEE JASON THOMAS, FOR THE PRAYER, AS WELL AS OUR SUMMIT HIGH SCHOOL JROTC FOR THE PRESENTATION OF COLORS.

AT THIS TIME, WE WOULD LIKE TO REDIRECTS OURSELVES BACK

[3. Public Comments]

THIS EVENING WE HAVE THREE PERSONS FOR PUBLIC COMMENTS, 3.1 REMINDS US THAT THE CORRECT PROCEDURE FOR ADDRESSING THE BOARD DURING PUBLIC COMMENTS IS AS FOLLOWS.

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

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

COPIES OF 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.

FIRST SPEAKER THIS EVENING IS DONNA WRIGHT.

SHE'S SPEAKING ON AGENDA ITEM 4.2, SUPERINTENDENTS RETIREMENT FIRM HIRING FOR THE SEARCH.

IS MS. WRIGHT PRESENT?

>> I'M RIGHT HERE. GOOD EVENING.

>> HELLO AS WELL.

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

THANK YOU FOR YOUR TIME TONIGHT.

MY NAME IS DONNA WRIGHT.

I'M MOM TO TWO SONS SOON TO BE THREE MANSFIELD ISD GRADUATES.

I'VE LIVED IN THIS CITY FOR OVER 20 YEARS AND I'M A AND VERY BOLD SUPPORTER OF MISD.

THE CURRENT SEASON OF TRANSITION WE'RE IN CONCERNS ME FOR A FEW REASONS.

MANSFIELD ISD HAS AN AWARD WINNING REPUTATION FOR FINANCIAL STABILITY AND FISCAL RESPONSIBILITY.

WITH STATE FUNDING STILL LACKING, IT SEEMS FRIVOLOUS TO SPEND THOUSANDS OF DOLLARS FOR A FIRM IN OUR SUPERINTENDENT SEARCH.

THE SECOND PART OF THIS CONCERN STEMS FROM HIRING A FIRM THAT IS CURRENTLY FACING NATIONWIDE SCRUTINY FOR ITS PREVIOUS PERFORMANCE FOR ANOTHER DISTRICT.

BAD PRESS IS EASIER TO GET THAN TO OVERCOME.

MY LAST THOUGHT IS THIS.

WE HAVE QUALIFIED INDIVIDUALS WHO SERVE THIS DISTRICT DAILY AND HAVE FOR YEARS.

THEIR CONTRIBUTION SHOULD NOT GO UNNOTICED IN THIS TRANSITION.

OUR SCORES AND GROWTH IN ALL AREAS ARE NOT BY ACCIDENT.

EXPERTISE IS A GIFT, AND WE SHOULD USE IT.

WHILE I RESPECT YOUR ROLES ON THE BOARD, I DON'T ENVY YOUR POSITIONS.

THANK YOU FOR YOUR SERVICE.

STAY FOCUSED AND KNOW THAT I AND MANY OTHERS CONTINUE TO BELIEVE THAT MANSFIELD ISD IS A GREAT PLACE TO LIVE, LEARN, AND TEACH, AND I AM ALL IN.

>> THANK YOU MS. WRIGHT. MY SECOND SPEAKER THIS EVENING IS MR. ALLAN TURNER JR. IS MR. TURNER PRESENT? WE'LL GO TO THE NEXT SPEAKER AND THEN SEE IF MR. TURNER MAY BE PRESENT.

THIRD SPEAKER THIS EVENING IS MS. ANITA MOORE.

MS. ANITA MOORE IS SPEAKING ON AGENDA ITEM 4.2, PROCESS OF FUTURE SUPERINTENDENT. THANK YOU MS. MOORE.

>> SCHOOL BOARD PRESIDENT REED, SUPERINTENDENT CANTU, AND BOARD MEMBERS.

MY NAME IS ANITA MOORE.

I LIVE AT 3 MORNINGSIDE COURT MANSFIELD.

MY HUSBAND AND I ARE LONG-TERM PUBLIC SCHOOL ADVOCATES AND COMMUNITY VOLUNTEERS.

I COME TO YOU THIS EVENING AS A CONCERNED CITIZEN.

OUR PUBLIC SCHOOLS ARE UNDER SIEGE AS A RESULT OF STATE FUNDING AND RECENT REFERENDUMS. TO COMPLICATE THINGS, OUR SCHOOL DISTRICT COMMUNITY IS FRACTURED AND THOSE CRACKS ARE WIDENING.

YOU'RE NOW FACED WITH PERHAPS THE GREATEST RESPONSIBILITY OF PRIVILEGE,

[00:10:01]

IT'S THE PERFECT STORM.

UNFORTUNATELY, I DON'T HAVE THE ANSWER.

HOWEVER, I DO BELIEVE THE ANSWER IS ATTAINABLE.

IT'S ATTAINABLE BY LISTENING TO THE COMMUNITY.

AFTER ALL, YOU WERE ELECTED TO REPRESENT ALL OF US.

IT'S ATTAINABLE BY CONSTANTLY COMMUNICATING PROGRESS.

IT'S ATTAINABLE BY CASTING A WIDE NET.

BY LOOKING BOTH INTERNALLY AND EXTERNALLY QUALIFIED CANDIDATES.

IT'S THINKING OUTSIDE THE BOX, AND AT THE SAME TIME, LOOKING AT OUR OWN BACKYARD.

IN MY OPINION, THE BEST CANDIDATE WILL BECOME A PARENT.

MISD IS AND STILL IS A DESIRABLE SCHOOL DISTRICT.

IT'S WHY WE ALL MOVED HERE TO RAISE OUR KIDS, OUR FAMILIES, VOLUNTEER, AND PARTICIPATE.

WE ALL WANT OUR SCHOOL DISTRICT TO SUCCEED, WHETHER WE CURRENTLY HAVE CHILDREN IN THE DISTRICT OR NOT.

THAT SAID, THERE IS ALWAYS ROOM FOR IMPROVEMENT IN CHANGE.

BUT JUST AS CHANGE FOR CHANGE SAKE, IS IT OPTIMAL? NEITHER IS DOING THE SAME THING BECAUSE IT'S ALWAYS THE WAY WE'VE DONE IT.

AS I STATED, I DON'T HAVE THE ANSWER.

I DON'T THINK ANYONE DOES AT THIS TIME.

HOWEVER, BY COMMUNICATING AND WORKING TOGETHER, I BELIEVE WE CAN ALL COME UP WITH THE ANSWER AND BEGIN TO HEAL THIS DIVIDE.

I LOOK TO YOU AS OUR SCHOOL BOARD TRUSTEES TO LEAD THIS CHARGE. THANK YOU FOR YOUR TIME.

>> THANK YOU, MS MOORE.

OUR LAST SPEAKER THIS EVENING IS MR. ALLAN TURNER JR. MR. TURNER.

TRUSTEES, WE WILL MOVE ON TO ITEM 7,

[7. District Recognition]

>> YES, MA'AM. DR. [INAUDIBLE] LORD JOE TO COME FORWARD FOR OUR DISTRICT RECOGNITIONS THIS EVENING.

>> THANK YOU, DR. CANTU.

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

WE HAVE SEVERAL RECOGNITIONS TO SHARE WITH YOU THIS EVENING, AND WE'RE GOING TO BEGIN WITH OUR SCHOOL BOARD SUPERSTARS.

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

THESE YOUNG STUDENTS HAVE BEEN CHOSEN FROM THEIR CAMPUS BASED ON THE VIRTUES OF OUTSTANDING CHARACTER, CITIZENSHIP, FAIRNESS, HONESTY, KINDNESS, RESPECT, RESPONSIBILITY, AND TRUSTWORTHINESS.

BEFORE WE BRING OUR SUPERSTARS UP, I'D LIKE TO ASK YOU TO PLEASE TURN YOUR ATTENTION TO THE SCREENS TO LEARN WHAT MAKES THESE YOUNG [OVERLAPPING]

>> I JUST CALL OUT TO BE THE SUPERSTAR BECAUSE SHE IS ALWAYS WILLING TO HELP OTHER STUDENTS.

SHE EXEMPLIFIES A STUDENT WHO SHOWS LEADERSHIP ABILITY.

>> BEING SUPER STAR MAKES ME FEEL AMAZING.

I JUST CAN'T WAIT TO TELL MY PARENTS.

I THINK I WAS CHOSEN BECAUSE I JUST LIKE BEING HELPFUL AND CARING.

XINEMA'S LIKE THE GREATEST STUDENT.

SHE ALWAYS GIVES HER BEST EFFORT ON EVERYTHING, AND SHE'S WILLING TO HELP OTHERS AS WELL.

>> SHE IS ALL IN EVERY SINGLE DAY, AND SHE IS AN EXEMPLAR STUDENT.

>> I FEEL THAT I'M DOING GOOD AT SCHOOL AND MY FAMILY IS GOING TO BE PROUD.

I THINK I WAS CHOSEN BECAUSE I WAS DOING LEADERSHIP.

>> WHAT MAKES GRAYSON A SUPERSTAR IS, HE ALWAYS KNOW WHAT HE'S SUPPOSED TO BE DOING.

HE ALWAYS PARTICIPATING IN CLASS.

HE IS FOLLOWING IN THE DIRECTIONS OF ALL TEACHERS LISTENING AND WORKING HARD EVERY SINGLE DAY.

>> IT MAKES ME FEEL BEING A SCHOOL BOARD SUPERSTAR, GOOD.

I THINK I'VE CHOSEN AS A SUPERSTAR BECAUSE I'M A GOOD STUDENT.

>> LONDYN IS A GREAT SUPERSTAR STUDENT BECAUSE SHE IS AN AWESOME STUDENT.

SHE WORKS REALLY HARD.

SHE'S VERY RESPONSIBLE, BUT NOT ONLY ALL OF THOSE THINGS THAT YOU LOVE TO SEE IN STUDENTS, SHE ALSO HAS A KIND AND SWEET HEART.

>> IT MAKES ME FEEL GOOD AND IT FEELS LIKE I'M SPECIAL.

I USUALLY HELP PEOPLE AND I'M VERY NICE.

>> CERENITY IS A SUPERSTAR BECAUSE OF THE WAY THAT SHE CARRIES HERSELF IN THE CLASSROOM, THE WAY THAT SHE SPEAKS TO HER PEERS, THE WAY THAT SHE STAYS POSITIVE AND JUST THE LIGHT THAT SHE BRINGS INTO THE CLASSROOM EACH DAY.

>> BEING A SUPERSTAR MAKES ME FEEL WONDERFUL BECAUSE I WAS BEING NICE TO MY FRIENDS, AND I HELPED MY TEACHER.

>> KLARKE, SHE'S A SUPERSTAR BECAUSE SHE'S A HARD WORKER.

SHE'S A GREAT CITIZEN IN OUR CLASSROOM, AND SHE IS ALWAYS VERY ENTHUSIASTIC ABOUT LEARNING AND ABOUT SUPPORTING HER PARENTS.

>> BEING A SUPERSTAR MAKES ME FEEL GOOD BECAUSE I WAS HARD.

[00:15:02]

>> I CHOSE ANDREW AS A SUPERSTAR BECAUSE HE'S VERY RESPECTFUL.

HE'S GREAT ROLE MODEL AND HE'S ALSO VERY MANNERABLE AT ALL TIMES.

>> I THINK I WAS CHOSEN AS SUPERSTAR BECAUSE I'M REALLY GOOD AT STUFF.

IT MAKES ME FEEL GREAT, POWERFUL, HAPPY.

>> WHAT MAKES LAYLA A SUPERSTAR STUDENT IS THAT SHE IS ALWAYS READY TO LEARN, ALWAYS RESPECTFUL OF HER PEERS AND TEACHERS.

SHE SETS HIGH GOALS AND EXPECTATIONS FOR HERSELF, AND SHE'S JUST SUCH A ROLE MODEL AND LEADER AND WE HAVE THE PRIVILEGE OF TEACHING LAYLA FOR TWO YEARS, AND WE JUST LOVE HAVING HER IN OUR CLASS.

>> BEING A SUPERSTAR MAKES ME FEEL PROUD.

>> ANGELLY IS A SUPERSTAR BECAUSE SHE IS A HARD WORKER, VERY FRIENDLY, POSITIVE, HAS A GREAT ATTITUDE.

SHE COMES TO SCHOOL, AND IS ALWAYS HAPPY AND HAS A BIG SMILE ON HER FACE, AND WE LOVE JUST HAVING HER AROUND.

>> IT FEELS WEIRD AT FIRST.

I THOUGHT IT WAS GOING TO BE MY BEST FRIENDS, BUT I DIDN'T KNOW IT WAS GOING TO BE ME. [MUSIC] [APPLAUSE]

>> PARENTS AND STUDENTS AS YOUR SPECIAL TIME.

STUDENTS, AS I CALL YOUR NAME, PLEASE COME FORWARD AND GO TO DR. CANTU TO GET YOUR SPECIAL RECOGNITION, AND THEN WE'LL HAVE YOU COME OVER AND STAND RIGHT AT THE CENTER UNTIL ALL OF OUR STUDENTS HAVE BEEN CALLED, AND WE'LL TAKE SOME PICTURES.

OUR FIRST SUPERSTAR THIS EVENING IS LONDON BAILEY FROM BRENDA NORWOOD ELEMENTARY.

[APPLAUSE] NEXT IS GRAYSON POWERY FROM NANCY NEAL ELEMENTARY.

[APPLAUSE] SERENITY DUNN FROM GLYNN HARMON ELEMENTARY.

[APPLAUSE] CARWELLS FROM CAROL HOLT ELEMENTARY.

[APPLAUSE] ANDREW WORM FROM JUDDY K MILLER ELEMENTARY.

[APPLAUSE] CLARK LATOUR FROM IRMA NASH ELEMENTARY.

[APPLAUSE] SAMANA LEILA FROM DP MORRIS ELEMENTARY.

[APPLAUSE] ANGEL CASTILLO HERNANDEZ FROM LUIS AVIANS ELEMENTARY.

[APPLAUSE] FINALLY, LEYLA ROBERTS FROM KENNETH DAVIS ELEMENTARY.

[APPLAUSE] LET'S GET EVERYONE TOGETHER FOR A PICTURE.

CONGRATULATIONS TO OUR STUDENTS.

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

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

[APPLAUSE] WE'RE DONE. MOVING ON TO OUR NEXT RECOGNITION, I'D LIKE TO INVITE DR. GEORGIE SWEEZY, AREA SUPERINTENDENT TO THE PODIUM FOR THE ACADEMIC RECOGNITION PORTION OF THE NIGHT.

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

TONIGHT, WE ARE RECOGNIZING STUDENTS WHO MADE THE 2025 NATIONAL COLLEGE BOARD RECOGNITION.

EACH YEAR, STUDENTS AROUND THE WORLD TAKE PSAT ASSESSMENTS AND ADVANCED PLACEMENT COURSES TO AID THEM IN THEIR JOURNEY FROM HIGH SCHOOL TO COLLEGE AND BEYOND.

THE COLLEGE BOARD NATIONAL RECOGNITION PROGRAMS CRITERIA INCLUDE A GPA OF A B+ OR ABOUT A 3.3 AND ONE OF TWO ACADEMIC ACHIEVEMENTS, SCORING IN THE TOP 10% ON THE PSAT NMSQT, OR PSAT10, OR EARNING A THREE OR HIGHER ON AT LEAST TWO AP EXAMS BY THE END OF TENTH GRADE.

[00:20:01]

TONIGHT, WE'LL START BY RECOGNIZING OUR STUDENTS FROM FRONTIER STEM ACADEMY.

AS THEY COME OUT, FIRST, WE HAVE NATHAN HICKEY.

[APPLAUSE] ROMAN CASTILLO.

[APPLAUSE] GAVIN BOYD [APPLAUSE] ARIELLE KING [APPLAUSE] CHANCE MILLER [APPLAUSE] KAYLEE KOYIANIS [APPLAUSE] IS ISHAAN KAPIL.

[APPLAUSE] AYAMIDI TANJI AKONDE.

[APPLAUSE] ETHAN OPOLACH.

[APPLAUSE] KYLE ALFRENIK.

[APPLAUSE] LUKE DICKEY.

[APPLAUSE] JAMES HANNON.

[APPLAUSE] DAVID FAN.

[APPLAUSE] EMMANUEL ALAMU.

[APPLAUSE] LINDSAY KEE.

[APPLAUSE] DEBRA AKANMU.

[APPLAUSE] MCKENZIE OLIVE.

[APPLAUSE].

BESSAN NAFFA [APPLAUSE] HANNAH ABRAHAM.

[APPLAUSE].

ADEBOLA ADESHOL.

[APPLAUSE] BOAZ BADRIU.

[APPLAUSE] AND MICAH HOBBS.

[APPLAUSE] GUYS, IF WE'LL GET TOGETHER FOR A PICTURE.

THIS IS AN AMAZING ACADEMIC ACHIEVEMENT.

WE ARE SO PROUD OF YOU, THANK YOU FOR BEING HERE TONIGHT, AND PLEASE GIVE THESE STUDENTS ONE MORE ROUND OF APPLAUSE AS THEY EXIT.

[APPLAUSE]

>> THANK YOU, DR. SWEEZY.

NOW I'D LIKE TO INVITE FLORES, DIRECTOR HERE AT THE CENTER FOR OUR NEXT ROUND OF RECOGNITIONS.

>> HELOO. GOOD EVENING, DR. CANTU, MEMBERS OF THE BOARD.

TONIGHT, WE'RE REPRESENTING OUR TOYS FOR TOTS YOUTH AMBASSADORS.

THE MARINES TOYS FOR TOTS FOUNDATION INITIATED THE TOYS FOR TOTS YOUTH AMBASSADOR PROGRAM IN 2021, AND IS NOW IN HIS FIFTH YEAR.

A YOUTH AMBASSADOR IS A MEMBER OF A SELECT GROUP OF OUR NATION'S YOUTH THAT SERVES AS A REPRESENTATIVE FOR TOYS FOR TOTS.

AMBASSADORS HELP RAISE PEER GROUP AWARENESS AND ENCOURAGE SUPPORT FROM OUR YOUNGER GENERATIONS.

MY ACCENT, SORRY. THANK YOU.

THE PROGRAM SPOTLIGHTS CHILDREN HELPING CHILDREN AND HONOR THOSE THEY HAVE GONE ABOVE AND BEYOND IN THEIR COMMUNITIES TO HELP FAMILIES IN NEED.

SENIOR MALACHI CLARK WAS PROUDLY NOMINATED BY HIS TEACHER AT SUMMIT HIGH SCHOOL, CHERYL HARVEY, WHO'S HERE WITH US.

IN HER NOMINATION, SHE HIGHLIGHTED MALACHI AS A STUDENT BODY PRESIDENT, A LEADER IN BOTH STUDENT COUNCIL AND THEATER, AS WELL AS HIS THREE YEARS OF CONTRIBUTION TO THEIR CAMPUS TOYS FOR TOTS CAMPAIGN.

SHE DESCRIBES MALACHI AS HAVING A PASSION FOR HELPING CHILDREN.

HI WORK WITH HIS CHURCH NURSERY, AS WELL AS CAMP TERMAN, SAID THAT RIGHT? DURING THE SUMMERS.

MALACHI EVEN STEP IN TO ASSIST A SUBSTITUTE TEACHER WHEN HIS MENTOR TEACHER WAS ON MATERNITY LEAVE.

IN HIS APPLICATION, MALACHI WROTE, GIVING BACK TO THE NEXT GENERATION IS ONE OF THE MOST IMPORTANT THINGS TO ME.

I WANT TO CELEBRATE HELPING KIDS AND MAKE SURE MORE COMMUNITIES AND PEOPLE ARE INVOLVED.

THAT WAY WE CAN MAKE A BIGGER THAN EVER IMPACT.

I WANT TO ADD THAT MALACHI HAS BEEN AN INTERN HERE AT THE CENTER.

I KNOW, YOU GUYS HAVE SEEN HIM BACK THERE IN THE CONTROLS SINCE 2022, AND AS A PART TIME AB EMPLOYEE HERE AT THE CENTER SINCE 2024.

DURING GRADUATION, HE SAVED MY LIFE WHEN I NEEDED SOMETHING IN THIS ROOM AND HE CAME RUNNING AND HE SAID, I GOT IT, AND I LIKE THAT.

[00:25:03]

WE ARE PROUD TO RECOGNIZE THIS EVENING OUR VERY OWN MALACHI TOTS CLARK AS ONE OF THOSE FEW SELECTED AND TO RECOGNIZE HIS DEDICATION TO SERVING OTHERS IN THE MANSFIELD COMMUNITY.

CONGRATULATIONS, MALACHI.

[APPLAUSE] LET'S GO AND TAKE A PICTURE.

THANK YOU, EVERYONE. LET'S GIVE ONE MORE ROUND OF APPLAUSE TO ALL OF THOSE THAT WERE HONORED TONIGHT.

[APPLAUSE] THIS CONCLUDES TONIGHT'S RECOGNITIONS.

>> THANK YOU, MISS JOB.

CONGRATULATIONS TO ALL THOSE WHO ARE RECOGNIZED, OUR SUPERSTARS, AS WELL AS TO OUR VERY OWN MALACHI CLARK.

TRUSTEE, NOW, LET'S MOVE ON TO ITEM NUMBER 8,

[8. Instructional Focus]

>> YES, MA'AM. I WOULD LIKE TO INVITE DR. GEORGIE SWEEZY TO PLEASE COME FORWARD AND GIVE US OUR BEGINNING OF YEAR ASSESSMENT UPDATE. DR. SWEEZY.

>> MEMBERS OF THE BOARD. TONIGHT, I HAVE THE PLEASURE AND HONOR OF GETTING TO TELL YOU ALL ABOUT THE AMAZING ACADEMIC THINGS THAT ARE HAPPENING IN OUR DISTRICT.

I'M GOING TO BEGIN BY SHARING WITH YOU ABOUT OUR LITTLEST LEARNERS.

OUR KINDERGARTEN THROUGH SECOND GRADE STUDENTS.

I'M GOING TO SHARE TONIGHT WITH YOU DATA FOR OUR KINDERGARTEN THROUGH SECOND GRADE AND THEN ALSO OUR THIRD THROUGH EIGHTH GRADE WITH A DIFFERENT ASSESSMENT.

WE'LL START WITH OUR MCLASS ASSESSMENT.

AS IN EVERYTHING WE DO IN MANSFIELDISD, WE ALWAYS HAVE A REMINDER OF OUR GUIDING STATEMENTS, OUR MISSION VISION AND VALUES, GUIDING STATEMENT NUMBER 1 THAT OUR STUDENTS WILL READ ON A GRADE LEVEL, BY THE TIME IN SECOND GRADE AND THEY'LL REMAIN ON GRADE LEVEL OR HIGHER THROUGHOUT THEIR CAREER AT MANSFIELDISD.

THIS IS THE FOUNDATIONAL TIME WHERE OUR STUDENTS ARE LEARNING TO READ IN KINDERGARTEN THROUGH SECOND GRADE.

OUR STUDENTS PARTICIPATE IN AN ASSESSMENT CALLED MCLASS.

THIS IS AN ASSESSMENT.

IT USES THE DIBBLES PLATFORM CALLED MCLASS.

WE BEGAN GIVING THIS ASSESSMENT IN THE 2021 SCHOOL YEAR.

WE NOW HAVE FIVE YEARS OF TREND DATA THAT WE CAN LOOK AT OVER TIME.

JUST A REMINDER OF WHAT MCLASS IS, IT'S AN ALL IN ONE EARLY LITERACY ASSESSMENT, INTERVENTION, AND INSTRUCTIONAL SUITE, AND IT JUST REALLY ALLOWS US TO UNDERSTAND WHERE OUR STUDENTS ARE AS READERS.

THE STUDENTS WILL TAKE FIVE DIFFERENT ASSESSMENTS, THEIR ONE ON ONE ASSESSMENTS WITH THEIR TEACHERS, SO THEY'RE NOT ON THE COMPUTER.

THEY TAKE FIVE DIFFERENT ASSESSMENTS IN PHONEMIC AWARENESS, FLUENCY, COMPREHENSION, VOCABULARY, AND PHONICS.

EACH TEACHER SITS WITH THEIR KIDS, ONE ON ONE AND THEY GIVE THEM THESE TESTS OVER TIME, RECORD THE DATA, AND THEN WE CAN CALCULATE THAT TO DETERMINE WHERE WE ARE AS READERS.

LET'S LOOK AT HOW WE'VE DONE OVER TIME.

WE TALKED ABOUT, WE STARTED THIS TEST IN 2021, AND AT THAT TIME AT THE BEGINNING OF THE YEAR, 59% OF OUR SECOND GRADERS WERE READING ON GRADE LEVEL OR HIGHER, AND WE PROGRESSED TO THE END OF THE YEAR.

IN 2022, WE STARTED OUT A LITTLE HIGHER AT 64%, 64% AGAIN, MOVING UP TO 65% LAST YEAR.

THIS YEAR, WE'RE STARTING OUT THE HIGHEST THAT WE'VE EVER STARTED IN SECOND GRADE AT 67%.

AS YOU LOOK TO THE RIGHT AND YOU SEE THE COLORS AND THE GOAL, THIS IS OUR END OF YEAR STATUS, WHERE WE WANT OUR STUDENTS TO BE AT THE END OF THE YEAR.

FOR REFERENCE LAST YEAR, WE STARTED AT 65 AND WE ENDED THE YEAR AT 76%.

WE ARE VERY CONFIDENT WITH THE WORK THAT WE'RE DOING THAT WE WILL BE ABLE TO CONTINUE THAT TREND OF MOVING THESE STUDENTS UP THROUGH THE END OF THE YEAR TO REACH OUR ULTIMATE GOAL AT GETTING THEM TO AT LEAST 82% OF OUR STUDENTS READING ON OR ABOVE GRADE LEVEL.

ONE OF THE GREAT THINGS THAT WE DID LAST YEAR WITH THIS DATA IS WE ALLOWED OUR ASSISTANT PRINCIPALS AT THE ELEMENTARY TO OWN THIS GUIDING STATEMENT.

ALL ASSISTANT PRINCIPALS HAD A ONE THING, AND I WAS AROUND GUIDING STATEMENT NUMBER 1, ENSURING THAT OUR STUDENTS WERE READING ON GRADE LEVEL.

WITH THAT MONITORING WITH THAT ONE ON ONE TIME WITH ASSISTANT PRINCIPALS AND SECOND GRADE TEACHERS LOOKING AT STUDENT DATA, WE NOTICED MORE GROWTH THAN WE HAD SEEN IN THE PAST.

AS WE'RE CONTINUING THAT MODEL THIS YEAR, WE'VE ALREADY HAD A TRAINING FOR THE BEGINNING OF YEAR TRAINING FOR OUR ASSISTANT PRINCIPALS ON THIS.

WE HAVE A MIDDLE OF THE YEAR TRAINING PLANNED WITH THEM.

WE'VE ASKED OUR RETURNING ASSISTANT PRINCIPALS TO TAKE ON KINDERGARTEN AND FIRST GRADE AS WELL,

[00:30:01]

THEN OUR NEW PRINCIPALS ARE TAKING ON SECOND GRADE AND ARE MONITORING THAT, AND WE'RE REALLY EXCITED TO SEE OUR OUTCOMES AND ME, HOW MUCH WE GROW THIS YEAR.

WHAT DO WE DO WHEN WE GET THIS CLASS DATA BACK? LIKE ANYTHING AND EVERYTHING THAT WE DO IN MANSFIELD, WE LOOK AT IT.

WE STUDY IT, WE DO A ROOT CAUSE, WHAT'S HAPPENING, WHAT'S GOING ON.

WHAT ARE OUR KIDS LEARNING? WHAT ARE THEIR HOLES? WHAT ARE THEIR GAPS? WHAT DO WE NEED TO DO? WE HAVE AN AMAZING EARLY LEARNING TEAM LED BY MISS LAUREN BENNER, AND THEY TAKE EVERY SINGLE CAMPUS AND THEY DESEGREGATE THE DATA.

THEN THEY SHARE THAT WITH EACH CAMPUS.

THEY DO PROFESSIONAL LEARNING ON EVERY SINGLE CAMPUS WITH ALL OF THE TEACHERS, THEY MEET WITH KINDERGARTEN TEACHER, FIRST GRADE TEACHER, SECOND GRADE TEACHERS, AND THEY GO THROUGH AND THEY SHOW PATTERNS AND TRENDS.

THEY GIVE SUGGESTIONS AND IDEAS FOR THE HOLES OR THE GAPS THAT STUDENTS MAY HAVE OR HOW TO MAYBE EVEN PUSH STUDENTS FURTHER.

WE HAVE COACHING AND PLANNING SUPPORT THAT OUR DISTRICT COACHES ARE ABLE TO ROTATE THROUGH AND TO HELP OUR CAMPUSES THAT MAY BE IN THE MOST NEED OF HELP.

THAT IS A REALLY NEAT THING THAT WE DO AND OUR EARLY LEARNING TEAM HAS DONE AN AMAZING JOB OVER THE YEARS OF PLANNING AND PREPARING FOR THOSE DATA MEETINGS WITH ALL OF OUR TEACHERS.

WE'RE WELL ON OUR WAY TO ACHIEVING OUR GOAL AND WE'RE LOOKING FORWARD TO REPORTING TO YOU IN THE MIDDLE OF THE YEAR, HOW OUR STUDENTS ARE DOING IN CLASS IN KINDERGARTEN THROUGH SECOND GRADE.

>> NOW LET'S MOVE INTO OUR NEXT LEARNERS, OUR THIRD THROUGH EIGHTH GRADERS.

YOU'VE PROBABLY HEARD THIS ASSESSMENT BEFORE.

IT'S OUR NWEA MAP ASSESSMENT.

AGAIN, IT GOES WITH OUR GUIDING STATEMENTS ONE AND TWO AS WE'RE WANTING TO ENSURE THAT OUR STUDENTS ARE READING ON GRADE LEVEL AND REMAINING THERE THROUGHOUT THEIR YEARS.

WE'RE ALSO TRYING TO PREPARE STUDENTS FOR MASTERY OF ALGEBRA 2 BY THE TIME THEY'RE GETTING INTO THEIR HIGH SCHOOL YEARS.

THE MATH THAT THE STUDENTS ARE LEARNING IN ELEMENTARY AND MIDDLE SCHOOL, OBVIOUSLY, IS THE FOUNDATION FOR SUCCESS IN ALGEBRA AND ALGEBRA 2 AND BEYOND.

WE WANT TO MAKE SURE THAT WE'RE HAVING A REALLY GOOD, SOLID FOUNDATION OF THAT.

OUR NWEA MAP ASSESSMENT, IT'S DESIGNED TO MEASURE STUDENT GROWTH.

IT IS NOT DESIGNED NECESSARILY TO SHOW MASTERY.

THERE HAVE BEEN LINKING STUDIES THAT THE NWEA PEOPLE HAVE DONE AND LOOKED AT, THAT CAN HELP US PREDICT FUTURE SUCCESS, BUT IT'S TRULY INTENDED TO BE LOOKED AT ON AN INDIVIDUAL, ONE STUDENT AT A TIME BASIS.

THAT'S WHAT WE LOVE ABOUT THIS TEST SO MUCH.

WHILE SOMETIMES AT THE DISTRICT LEVEL, WE MIGHT EVEN GET FRUSTRATED, SOMETIMES IT DOESN'T ALWAYS GIVE US ALL THE DATA WE WANT, BUT IT'S NOT SUPPOSED TO.

IT'S SUPPOSED TO BE LOOKING FOR EVERY SINGLE STUDENT, HOW THEY'RE GROWING AND WHAT THEIR STRENGTHS AND WEAKNESSES ARE, SO THAT THE TEACHERS CAN INTERCEDE AND HELP THOSE STUDENTS GROW AND BECOME BETTER STUDENTS.

50% OF THE TEST WHEN A STUDENT TAKES IT, CHILDREN ARE GOING TO GET THE ANSWERS RIGHT.

AS YOU CAN IMAGINE, THAT MIGHT BE FRUSTRATING IF YOU WOULD LIKE TO GET ALL YOUR QUESTIONS RIGHT ON AN ASSESSMENT.

BUT IT'S DESIGNED. IT'S CALLED A COMPUTER ADAPTIVE TEST.

IT WILL ADAPT TO THE STUDENTS' QUESTIONS.

IF THEY'RE GETTING THE QUESTIONS RIGHT, THEY'LL GET A NEXT QUESTION THAT MIGHT BE A LITTLE HARDER.

IF THEY MISS A QUESTION, IT MIGHT DROP THEM DOWN A LEVEL, STILL IT FINDS THAT PERFECT SWEET SPOT SO THAT WE CAN SEE WHERE STUDENTS ARE READY TO BEGIN LEARNING NEW SKILLS.

NEW NORMS HAVE BEEN SET FOR THIS YEAR.

THIS HAS BEEN A FUN AND INTERESTING PROCESS WATCHING THOSE PLAY OUT.

THE EXCITING THING IS WHAT'S HAPPENING IN OUR CLASSROOMS REMAINS UNCHANGED AND IS SOLID, AND OUR STUDENTS ARE GETTING WHAT THEY NEED TO GET ON AN INDIVIDUAL BASIS.

WHAT WE DO KNOW IS THAT IT'S DESIGNED FOR GROWTH.

IF WE NEED STUDENTS TO ACHIEVE ATYPICAL GROWTH, THEN THAT COMES WITH ATYPICAL INSTRUCTION.

THIS ALLOWS US TO DIFFERENTIATE SCAFFOLD PINPOINT WHERE SPECIFIC NEEDS ARE SO THAT WE CAN ACCELERATE GROWTH WHEN IT'S NEEDED.

I WANT TO SHARE WITH YOU HOW OUR STUDENTS ARE DOING IN MANSFIELD ISD, JUST IN A COMPARATIVE WAY AGAINST STUDENTS ACROSS THE NATION WHO ARE TAKING THIS ASSESSMENT.

STUDENTS ACROSS THE NATION TAKE THE NWEA MAP ASSESSMENT, AND THEY RECEIVE SCORES.

THEY RECEIVE WHAT'S A RIT SCORE.

IF YOUR RIT SCORE IS 207, YOU MIGHT SET A GOAL TO GET 215.

AS WE ALL KNOW, 207S AND 215S DON'T REALLY MEAN A LOT TO US OR EVEN TO KIDDOS, BUT ALLOWS US TO PINPOINT THE EXACT SKILLS THAT STUDENTS ARE MISSING SO THAT WE CAN MAKE GOALS FOR THOSE SKILLS.

HOW ARE WE DOING COMPARED TO THE NATION? I'M GOING TO SHOW YOU A SERIES OF SLIDES THAT MAY LOOK A LITTLE STATISTICAL.

IF YOU KNOW ANYTHING ABOUT BELL CURVES, THEY REPRESENT A NORMAL DISTRIBUTION PATTERN.

ON THE SCREEN, YOU CAN SEE SOME PRETTY COLORS, AND YOU CAN SEE A BELL CURVE WITH A LINE IN THE MIDDLE.

THAT IS WHERE THE CURVE'S HIGHEST POINT SHOWS THE MOST PROBABLE EVENT, THE NUMBER THAT WAS MOST PROBABLE TO HAPPEN FOR A SERIES OF DATA.

IN THIS CASE, WE'RE LOOKING AT 3RD GRADE MATH.

THERE'S OTHER OCCURRENCES THAT ARE EQUALLY SCATTERED ON BOTH SIDES OF THE SCATTER PLOT, OR SCATTER PLOT ON A BELL CURVE, BECAUSE THAT'S WHAT A CURVE DOES.

IT DIVIDES THAT DATA.

WHAT WE CAN SEE IS THIS IS DESCRIBING STUDENTS, OUR STUDENTS IN 3RD GRADE MATH, COMPARED TO STUDENTS WHO HAVE TAKEN THIS TEST AT THE SAME TIME FRAME WITH THE SAME NUMBER OF INSTRUCTIONAL WEEKS ACROSS THE NATION.

THIS SHOWS THAT THE MEDIAN SCORES FOR OUR MATH ASSESSMENT AT THE 50TH PERCENTILE,

[00:35:03]

HOWEVER, MISD 3RD GRADERS' MEDIAN SCORE IS AT THE 66TH PERCENTILE.

THE BOTTOM NUMBERS SHOW PERCENTILE MEASURES.

YOU SEE 1-44, 45-71, 72-88 AND 89-99.

THOSE ARE INDICATIVE OF WHERE THE NEW NORMING STUDY WOULD PREDICT THAT A STUDENT WOULD SCORE IF THEY FELL INTO A CERTAIN PERCENTILE RANGE.

BASICALLY, OUR MEDIAN STUDENTS DID AS WELL AS OR BETTER THAN 66% OF THE STUDENTS WHO TOOK THIS TEST ACROSS THE NATION.

AT THE DISTRICT'S LARGEST MANSFIELD ISD, WE WOULD EXPECT THE LOW OF AVERAGES AND NUMBERS THAT WOULD BE PRETTY AVERAGE AND IN THE MIDDLE.

IT'S REALLY EXCITING AS WE SLIDE THROUGH THESE SLIDES TO SEE THAT WE ARE ALWAYS ABOVE THAT 50TH PERCENTILE, TYPICALLY ARRANGING IN THE HIGH 60S TO THE LOW 70S, JUST KNOWING THAT OUR STUDENTS ARE DOING VERY WELL AND THAT WE ALSO STILL HAVE WORK TO DO.

LET'S LOOK AT 4TH GRADE MATH.

AGAIN, VERY SIMILAR TO 3RD GRADE, 3RD GRADE WAS 66 PERCENTILE.

THIS SHOWS THAT 67% OF OUR STUDENTS ARE SCORING OR OUR MEDIAN STUDENTS SCORED AS WELL AS OR BETTER THAN 67% OF THE STUDENTS WHO TOOK THE 4TH GRADE MATH TEST AT THE SAME TIME WITH THE SAME NUMBER OF WEEKS OF INSTRUCTION.

YOU'LL NOTICE THE PERCENTILE NUMBERS AT THE BOTTOM CHANGE FROM ONE TEST TO ANOTHER.

EVERY TEST IS NORMED WITH GRADE LEVEL PEERS ACROSS THE NATION FROM THE 2025 NORM STUDY.

5TH GRADE MATH, 69% OF OUR STUDENTS ARE PERFORMING AT OR ABOVE GRADE LEVEL.

YOU CAN SEE IT MAY BE A LITTLE EASIER IN 5TH GRADE MATH TO GET AT THE MEETS NUMBER THAN IT MAY HAVE BEEN IN THIRD AND FOURTH GRADE.

IN 6TH GRADE MATH, VERY DIFFERENT.

63% OF OUR STUDENTS ARE SCORING AS WELL AS ARE BETTER THAN THEIR PEERS WHO TAKE THIS TEST, BUT YOU'LL NOTICE THE 63% REMAINS IN THE APPROACHES.

IT GIVES US SOME IDEA OF WHICH TESTS MAY BE MORE DIFFICULT FOR OUR STUDENTS, MAYBE THAN OTHERS.

IN OUR 7TH GRADE MATH, 65%.

WE ARE PERFORMING AS WELL AS ARE BETTER THAN 65% OF THE STUDENTS ACROSS THE NATION.

AS WE MOVE INTO 8TH GRADE MATH, I WANT TO REMIND YOU IN 8TH GRADE, MANY OF OUR STUDENTS, ABOUT 35% OF OUR STUDENTS, DO NOT TAKE THE 8TH GRADE MATH ASSESSMENT BECAUSE THEY ARE ENROLLED IN ALGEBRA 1.

THEREFORE, WE DON'T GIVE THEM THE 8TH GRADE ASSESSMENT.

AT THE 44TH PERCENTILE, WE'RE SCORING AS WELL AS ARE BETTER THAN 44% OF THE STUDENTS WHO TOOK THIS TEST ACROSS THE NATION.

IT IS NOT AS ALARMING BECAUSE REMEMBER, OUR TOP STUDENTS OR OUR STUDENTS THAT ARE IN ACCELERATED CLASSES ARE NOT TAKING THIS ASSESSMENT.

JUST TO GIVE YOU SOME REFERENCE AND SOME CONTEXT.

LAST YEAR, WE WERE AT 39%.

IN THE YEAR BEFORE, I THINK WE WERE AT 43.

WE'RE DEFINITELY GAINING GROUND AND IMPROVING IN 8TH GRADE MATH, THAT THERE'S A LITTLE ANOMALY WITH 8TH GRADE MATH.

AS WE MOVE INTO READING, AND WE LOOK AT OUR 3RD GRADE READING.

WE KNOW THAT 62% OR THE 62ND PERCENTILE SCORING AS WELL AS BETTER ACROSS THE NATION.

IN 4TH GRADE, READING AT 67%.

YOU'LL NOTICE THE PERCENTILE RANGES ARE VERY DIFFERENT FOR READING THAN THEY WERE IN MATH.

I CAN FILL YOUR YEAR WITH THAT LATER IF YOU WANT.

5TH GRADE READING AT 70 PERCENTILE, 6TH GRADE READING AT 66.

YOU'RE SEEING A COMMON THEME IN THE 60S AND THE 70S.

WE HAVE 7TH GRADE READING, WE'RE PERFORMING AS WELL AS ARE BETTER THAN 67% AND EIGHTH GRADE READING, AS WE ARE BETTER THAN 69% OF THE STUDENTS WHO ARE TAKING THIS ASSESSMENT ACROSS THE NATION.

THEN, THE LAST TEST WE HAVE, WE'RE GOING TO LOOK AT FIFTH AND 8TH GRADE SCIENCE.

5TH AND 8TH GRADE SCIENCE, LOOK AT THIS.

ONE, THE 53RD PERCENTILE WOULD BE PREDICTED TO BE IT DID NOT MEET.

YOU CAN SEE HOW SCIENCE IS ACTUALLY THE NORMS ARE SO DIFFERENT THAN EVEN MATH AND READING.

BUT OUR STUDENTS ARE DOING WELL, WE'RE SCORING AS WELL OR BETTER THAN 67% ACROSS THE NATION, AND THEN IN 8TH GRADE, SCORING AS WELL AS ARE BETTER THAN 68%.

YOU SEE SOME CONSISTENCY WITH THOSE NUMBERS AND HOW OUR STUDENTS ARE DOING.

JUST LIKE I TALKED ABOUT EARLIER, THOSE NUMBERS DON'T REALLY TELL YOU WHAT'S HAPPENING IN THE CLASSROOM.

THEY GIVE US A GOOD OVERVIEW AND A GOOD.

WHAT'S HAPPENING? WHAT ARE WE DOING WITH THIS DATA? WE USE THIS DATA FROM THE DISTRICT LEVEL TO THE TEACHER LEVEL, AND MOST IMPORTANTLY AND MOST OFTEN AT THE STUDENT LEVEL.

WE ALWAYS SET GOALS.

I MENTIONED EARLIER, A SCENARIO, IF A STUDENT HAS A 207 AND THEY WANT TO GROW TO A 215, WHAT DOES THAT MEAN? THE KIDS ARE GOING TO GO. WHAT DO I HAVE TO DO TO GET TO 215? THAT DOESN'T MAKE ANY SENSE.

BUT THE TEST GIVES US THE ABILITY TO DRILL DOWN IN THE PLATFORM TO FIND OUT HOW YOU GET FROM A 207 TO 215? WHAT SKILL IS IT THAT YOU'RE MISSING? WHAT SKILL IS IT THAT YOU'RE MOST READY TO LEARN? THAT'S THE MOST EXCITING PART.

IT DOESN'T JUST TELL YOU WHAT YOUR DEFICITS ARE.

IT TELLS YOU WHAT YOU'RE MOST READY TO LEARN.

OUR TEACHERS ARE ABLE TO LOOK AT WHAT WE CALL LEARNING CONTINUUM.

IT ALLOWS STUDENTS TO SEE A STUDENT'S RATE SCORE, WHAT THEY'RE MOST READY TO LEARN, WHAT THEIR WEAKNESSES ARE AND WHAT THEIR STRENGTHS ARE, SO THAT THEY CAN BUILD INDIVIDUALIZED PLANS SO THAT

[00:40:01]

THEY'VE RECENTLY, OVER THE LAST SUMMER, LEARNED HOW TO REALLY TAKE THE DATA, LINE UP AND FIND OUR MEDIAN AVERAGE KID AND WHAT IS THE ENTRY AND THE STARTING POINT FOR SPECIFIC SKILLS SO THAT WHEN WE BUILD OUR CURRICULUM, WE'RE BUILDING THAT AROUND THE MOST COMMON AREA THAT OUR STUDENTS ARE READY TO ENTER THE LEARNING.

THAT'S BEEN REALLY FUN AND EXCITING.

HEY, WHAT DO WE DO WITH THE DATA? WE USE IT IN THE CLASSROOM, BUT WE FOLLOW UP AND WE PROGRESS MONITOR THROUGHOUT THE YEAR.

THROUGH CBAS THAT WE GIVE, CURRICULUM BASED ASSESSMENTS, THROUGH DISTRICT UNIT ASSESSMENTS, THROUGH OUR TEACHERS, COMMON FORMATIVE ASSESSMENTS.

OUR TEACHERS ARE CONSTANTLY LOOKING INTO DATA, FINDING OUT HOW OUR STUDENTS ARE GROWING AND TRACKING THAT SO THAT WE'RE ENSURING THAT THEIR GROWTH GOALS ARE MET.

THAT'S ONE OF THE BEST THINGS AND THE THINGS WE LOVE.

WE PARTNER WITH OUR ASSESSMENT DEPARTMENT WITH DR. SPENCER'S DEPARTMENT TO WORK WITH OUR TEACHERS ON HOW TO USE DATA.

WE'VE HAD SOME AMAZING TRAININGS THIS YEAR AND SOME MORE TO GO, AND REALLY DEVELOPING SOME MORE IN ADVANCED PROTOCOLS FOR OUR TEACHERS AND STAFF TO USE TO REALLY LOOK AT DATA AND TO MAKE SURE THAT WE UNDERSTAND WHERE EVERY KIDDO IS AS A LEARNER.

WHEN OUR INTENTION IS CLEAR, WHICH I REALLY BELIEVE IT IS, I THINK WE'RE ON THE RIGHT TRACK, THAT WE ARE REALLY ANALYZING OUR DATA, THEN OUR WAY BECOMES CLEAR.

IT BECOMES EASY TO KNOW WHAT TO DO, AND WE DON'T HAVE TO WONDER AND GUESS ANYMORE.

THAT'S THE PHASE THAT WE'RE AT RIGHT NOW.

IT IS THE BEGINNING OF THE YEAR DATA.

WE HAVE A GOOD STARTING POINT, AND WE KNOW JUST AHEAD TO GET TO THE MIDDLE OF THE YEAR AND GET TO REPORT BACK TO YOU AND LOOK AT HOW OUR STUDENTS HAVE GROWN, AND THAT'S THE EXCITING PART IS WATCHING OUR STUDENTS GROW.

WHAT QUESTIONS CAN I ANSWER FOR YOU TONIGHT?

>> THANK YOU, DR. SWEEZY.

BOARD MEMBERS TO MY LEFT.

DO YOU HAVE ANY QUESTIONS?

>> NO QUESTIONS.

>> OH, I'M SORRY.

>> NO QUESTIONS. JUST THANK YOU FOR THE INFORMATION.

LOOKING FORWARD TO IT, I HAVE TWO SECOND GRADERS.

JACKSON AND AARON ARE LOOKING FORWARD TO THEIR PERFORMANCE, HELPING TO BRING THE SCORES UP MORE. THANK YOU.

>> AWESOME. WE'RE LOOKING FORWARD TO THEM, TOO.

>> TRUSTEES TO MY RIGHT. DR. CRUTCHFIELD.

>> THANK YOU. WE GET TO HAVE A 2ND GRADER IN THE HOUSE, TOO.

BUT WHAT I'M IMPRESSED WITH THAT'S HAPPENING ON CAMPUSES IS THAT STUDENTS ARE ABLE TO TALK ABOUT THIS DATA WITH A HIGH LEVEL OF DETAIL.

A LOT OF OUR STUDENTS ARE ABLE TO TALK ABOUT WHAT THE SCORES MEAN IN TERMS OF THEIR GROWTH.

I THINK IN TERMS OF THE GOAL SETTING, YOU SEE THAT EFFECTIVENESS THERE.

MY QUESTION IS, THANK YOU ALL FOR PROVIDING THE EXHIBITS WITH THE SUBGROUP STUDENT DATA.

WHAT YOU PRESENTED TO US IS OUR ALL STUDENT DATA.

I WONDER BECAUSE WE SEE FOR THE BEGINNING OF THE YEAR, DATA THAT SOME OF THE SUBGROUPS ARE JUST UNDER WHAT THE ALL STUDENT DATA IS REPORTING IN TERMS OF PERFORMANCE.

I WONDER IF THERE ARE COMMONALITIES THAT YOU ALL ARE SEEING AS ROOT CAUSES WITHIN SUBGROUPS, AND WHAT THAT DISCUSSION SOUNDS LIKE IN CNI.

>> WHAT ARE THE COMMONALITIES OR DISCUSSIONS THAT WE SEE A LOT? OFTENTIMES, AROUND VOCABULARY.

JUST THIS LAST WEEK, OUR COORDINATORS WERE DOING THEIR CADENCE OF ACCOUNTABILITY AROUND THEIR ONE THING AND PRESENTING DATA TO US AS EXECUTIVE COUNSEL LEADERSHIP GROUP.

I REMEMBER THERE WAS A QUESTION ON ONE OF THE STAR TESTS AND SOCIAL STUDIES, AND IT HAD A SIGN.

THEY WERE DIVIDING THINGS INTO TWO CATEGORIES, WHAT THEY WERE OPTIMISTIC ABOUT OR NOT OPTIMISTIC ABOUT.

OPTIMISTIC IS A BIG WORD.

IF YOU DON'T KNOW WHAT OPTIMISTIC MEANS, YOU CAN'T ANSWER THE QUESTION.

SOME OF THE THINGS THAT WE'RE LEARNING, ESPECIALLY WITH OUR STUDENTS THAT MAY BE NEW TO OUR ENGLISH SPEAKING LANGUAGE THAT MAY HAVE ANOTHER LANGUAGE AS THEIR FIRST LANGUAGE, THAT THAT IS SOMETIMES CAN CAUSE AN IMPEDING FACTOR THAT DOESN'T NECESSARILY REPRESENT THEIR ABILITY.

REALLY WORKING TO BUILD IN PIECES INTO OUR CURRICULUM, WE HAD SOME CURRICULUM WRITERS THIS SUMMER, BUILD IN LESSONS THAT WOULD GIVE THE VOCABULARY FOR THE STORY THEY WERE ABOUT TO READ.

THERE WAS A PARTICULAR STORY THAT HAD A LOT OF WEATHER IN IT.

WE'VE TALKED ABOUT WHAT A TORNADO IS, WHAT WIND SPEED IS, ALL OF THOSE THINGS THAT THEY WOULD NEED TO KNOW AND UNDERSTAND TO COMPREHEND THE STORY, SO THEY COULD SHOW US WHAT THEY REALLY KNOW AND UNDERSTAND.

THAT'S AN EXAMPLE OF SOME OF THE CONVERSATIONS THAT WE HAVE IS BY LOOKING AT HOW OUR STUDENTS ARE PERFORMING AND LOOKING AT THE LANGUAGE.

IS IT TRULY AN ABILITY CONCERN OR IS IT SOMETHING AS SIMPLE AS LANGUAGE? THEN THE SECOND PIECE OF THAT, I WOULD SAY IS THE SCAFFOLDING PIECE, THAT WE HAVE TO BE SO CAREFUL THAT WE'RE NOT SCAFFOLDING BELOW THE RIGOR OF THE STANDARD, THAT A SCAFFOLD IS INTENDED TO ENSURE THE STUDENTS ARE ABLE TO PERFORM THE STANDARD AND NOT SAYING, THEY'RE NOT ABLE TO DO THE STANDARD, LET'S DROP IT A LITTLE BIT.

THAT'S ALSO BEEN A REALLY BIG THING IN THE CURRICULUM DEPARTMENT.

WE HAVE TO ENSURE THAT WE'RE PROVIDING THOSE SO THAT TEACHERS KNOW THAT ENTRY POINT TO ENSURE THAT WE'RE STAYING ON THE LEVEL OF THE RIGOR THAT'S INTENDED.

>> GREAT. I THINK WHAT THAT SOUNDS LIKE.

YOU GAVE THE EXAMPLE OF LANGUAGE.

BUT IF YOU THINK ABOUT STUDENTS, I THINK ALMOST 50% OF OUR DISTRICT IS ECONOMICALLY DISADVANTAGED OR SPECIAL EDUCATION POPULATION,

[00:45:01]

>> ABSOLUTELY.

>> FILLING IN FOR THAT BACKGROUND KNOWLEDGE.

>> THE SCENARIO THAT I GAVE YOU WITH THE STORY AND GIVING THE WEATHER, NOT ONLY DOES THAT FILL IN THE LANGUAGE BARRIERS, BUT IT ALSO FILLS IN THOSE EXPERIENCES.

SOME STUDENTS HAVEN'T HAD THE PLEASURE OF LIVING IN TEXAS AND KNOW WHAT WE DO WHEN THE SIREN GOES OFF AND WE'RE ALL TAKING COVER AND SHELTER AND WHY.

BEING ABLE TO MARRY BOTH OF THOSE INTO ONE.

>> GREAT. THANK YOU.

>> THANK YOU.

>> THE DATA IS ALWAYS GREAT AND I LOVE HOW IT INDIVIDUALIZES PER KID.

I KNOW IT HELPS INFORM THE TEACHERS IN THE CAMP, BUT IS THIS DATA COMMUNICATED BACK TO PARENTS, AND IF SO, HOW IS THAT?

>> THERE ARE SEVERAL DIFFERENT WAYS.

A LOT OF TIMES THE BEGINNING OF THE YEAR DATA IS AVAILABLE AND IT'S TIME TO DO PARENT TEACHER CONFERENCES.

THAT IS A GREAT PLACE THAT WE DO THAT.

NWEA MAP GIVES US PARENT REPORTS THAT CAN BE SENT HOME.

THOSE ARE TWO PROBABLY THE MOST COMMON WAYS THAT WE'RE ABLE TO.

WE ALSO USE THE DATA FOR SCREENING PURPOSES FOR WHEN WE'RE LOOKING AT STUDENTS THAT MAY NEED EXTRA SUPPORTS AND DATA AND HELP, IF WE HAVE RD MEETINGS, 54, LPA MTSS, ANY OF THOSE TYPES OF MEETINGS WHERE WE DRAW IN WITH THAT PARENT SUPPORT.

>> YEAH, THAT'S AWESOME. THAT WAS A LITTLE BIT RHETORICAL FOR ME, BUT AS A PARENT WITH THE DISTRICT, THE PAPERS THAT GET SENT HOME WITH THESE SCORES ARE SO SPECIFIC TO WHAT YOUR KID NEEDS AND IT'S REALLY HELPED OUR FAMILY ALSO.

FOR THOSE KIDS THAT DO HAVE SUPPORT IN THAT WAY, IT IS REALLY HELPFUL TO UNDERSTAND WHAT'S HAPPENING.

I APPRECIATE THAT THAT DATA IS SENT HOME.

>> LET ME HAVE IT THAT.

>> THANK YOU, MS. HORN. MS. LUCKY, MY APOLOGIES.

>> I ALSO DON'T NECESSARILY HAVE ANY QUESTIONS, BUT I DID APPRECIATE YOU POINTING OUT HOW WELL WE DO IN MATH, BECAUSE THAT IS SUCH A HOT TOPIC RIGHT NOW, BUT THE FACT IS, MAYBE IF YOU WOULD ELABORATE A LITTLE MORE ON WHY WE GO WITH ALGEBRA 2, BECAUSE MAYBE I THINK IT WAS BECAUSE OF HOW WELL WE DID A ALGEBRA 1.

>> YES. I CAN REMIND GUYS OF THAT.

>> THAT'S THE THING I WANT TO MENTION TO YOU.

>> WHEN WE HAD VISION 2020, OUR GOAL WAS ALGEBRA 1, AND WE WERE EXCEEDING THOSE GOALS AND DOING REALLY WELL.

AS WE BEGAN TO PREPARE AND LOOK FOR COLLEGE READINESS, WE SHIFTED THAT GOAL FROM ALGEBRA 1 TO ALGEBRA 2.

HOWEVER, LIKE WE DO WITH ANY GOAL, WHEN WE REMOVE A GOAL FROM THAT PLAN, IT STILL REMAINS ON OUR LIST OF THINGS THAT WE'RE CONSTANTLY MONITORING AND CHECKING, SO WE DEFINITELY STILL MONITOR AND ENSURE ALGEBRA 1.

THAT'S WHY I LIKE THAT WE DO THE MAP ASSESSMENT THROUGHOUT SCHOOL BECAUSE WE CAN'T BE SUCCESSFUL IN ALGEBRA 2 WITHOUT THE THAT WE'RE DOING AND REALLY TEACHING THAT CONCRETE MATH, MOVING INTO THAT REPRESENTATION LOOK TO FINALLY GETTING TO THAT ABSTRACT LEVEL IN ALGEBRA 2, BUT THEY REALLY HAVE TO HAVE A GOOD STRONG HANDLE ON THAT CONCRETE AND THAT REPRESENTATIONAL THINKING.

>> YES. THANKS FOR MENTIONING THAT TOO, JUST BECAUSE WE'VE REACHED A GOAL, FOR THE MOST PART, WE DON'T NECESSARILY JUST QUIT LOOKING AT IT.

WE MAKE SURE WE KEEP IT UP AS WELL, LET'S START ATTAINING OTHER GOALS.

THE OTHER THING IS YOU MENTIONED AND I KNOW MS. HORN MENTIONED IT AS WELL HOW SHE LOVES GETTING THE SHEETS.

I JUST CALLED THE STUDENTS SELF BASED SCORECARD.

I DON'T KNOW IF YOU ALL HAVE A MORE TECHNICAL NAME, MS. [INAUDIBLE], DR. [INAUDIBLE].

BUT I REALLY WAS REALLY EXCITED WHEN I KNEW THAT OUR DISTRICT WAS LOOKING AT THIS AND SAT IN ON A PRESENTATION.

THEN SINCE THEN, OUR TEAM HAS DONE SEVERAL ON THE SCORE CARDS.

BECAUSE IT SOUNDS LIKE IT'S WORKING BECAUSE THE KIDS ARE ABLE TO BE NOT NECESSARILY SELF ACCOMMODATING, BUT SELF RELIANT AND ALSO KEEPING THEMSELVES RESPONSIBLE, AND THEY'RE LEARNING HOW TO DO THAT.

BECAUSE THAT'S GOING TO BE A BIG THING AS THEY MOVE ON INTO LIFE, WHETHER THEY GO THE COLLEGE ROUTE OR WORK ROUTE.

YOU GOT TO BE ABLE TO HOLD YOURSELF ACCOUNTABLE TO YOUR OWN ASSESSMENTS AND THINGS LIKE THAT.

I WOULD THINK IT ALMOST AS FAR AS A COMPETITION IN THEMSELVES WHEN THEY'RE SEEING HOW THEY'RE DOING AND WHAT'S THE NEXT STEP, AND THOSE KIND OF THINGS.

THEN ALSO TO WHAT MS. HORN JUST MENTIONED ALSO AS WELL, WAS THAT SHE APPRECIATES THE SHEETS FOR THE PARENTS THAT ARE HEAVILY INVOLVED, BUT I WOULD THINK IT HELPS THE STUDENTS THAT PARENTS AREN'T HEAVILY INVOLVED ALWAYS.

IT'S NOT FAULT OF ANYONE.

IT'S SOMETIMES THE WAY LIFE GOES.

I JUST THINK IT'S REALLY COOL THAT YOU IMPLEMENTED, I WANT TO SAY, IT'S PROBABLY FIVE, SIX YEARS AGO, AND WE STARTED LOOKING AT IT, AND NOW WE'VE SEEN IT FINALLY INVOLVED IN FULL YEAR AND WE SEE THAT EVERYBODY'S ON, AND WE'RE SEEING THE IMPROVEMENTS, RIGHT?

>> YES.

>> JUST APPRECIATE YOU GUYS ALWAYS BEING PROGRESSIVE AND LOOKING FORWARD IN THE FUTURE, WHAT OUR KIDS MIGHT NEED BECAUSE WE'RE NOW FULL CYCLING A LOT OF THINGS.

AGAIN, THANKS TO THE WHOLE TEAM.

THEY'RE KIND OF SCATTERED OUT HERE TONIGHT.

USUALLY I CAN STEREO. [LAUGHTER] BUT THANKS, GUYS.

[00:50:02]

>> THANK YOU.

>> THANK YOU SO MUCH, DR. SUSAN.

WE APPRECIATE YOUR PRESENTATION.

>> THANK YOU.

>> THANK YOU. DR. CANTU, WE'RE MOVING TO ITEM NUMBER 9 PRESENTATION.

[9. Presentation]

>> YES, MA'AM. THANK YOU VERY MUCH.

I'M GOING TO BRING FORWARD DR. SEAN SCOTT, LAURA JOB, AND EMILY HONNER.

BUT WHILE THEY'RE MAKING THEIR WAY UP, WANT TO SEND A LITTLE BIT OF CONTEXT, YOU MIGHT BE WONDERING WHY DESTINATION MANSFIELD, WHY BUILDING A COMPETITIVE ADVANTAGE, WHAT'S GOING ON? WHAT'S BEEN GOING ON FOR A WHILE IS A LOT OF CHALLENGES.

NOT JUST MANSFIELD ISD FACES, BUT A LOT OF DISTRICTS FACE, BUT SPECIFIC TO US.

WE GO ALL THE WAY BACK TO TO 2014 WHEN WE BEGAN DEVELOPING VISION 2030.

AT THAT TIME, DR. VASZAUSKAS WE ALL SAT AROUND AND ONE OF THE THINGS THAT WE WERE STRUGGLING WITH WAS CHARTER SCHOOLS, AND THE INFLUX OF CHARTER SCHOOLS.

TO COMBAT THAT CHOICE WAS BORN IN MANSFIELD ISD.

WE HAVE GROWN AND PROVIDE THAT TO OUR FAMILIES.

THAT WAS REALLY IN RESPONSE TO THAT.

NO ONLY WERE THEY LEAVING FOR CHARTERS, BUT THEY WERE GOING TO SOME OTHER REGULAR ISDS, BUT FOR THE MOST PART WE KNEW AT THAT TIME, THEIR PARENT WORKED IN THAT DISTRICT, AND SO THEY WERE ALLOWED TO TAKE THEIR CHILD.

FLASH FORWARD, AND AT THAT TIME, OUR DELTA OF WHAT WAS COMING IN VERSUS WHAT WAS GOING OUT, BECAUSE OUR TEACHERS WERE BRINGING THEIR KIDS AS WELL.

WHAT WAS COMING IN VERSUS WHAT WAS GOING OUT, THE DELTA WAS A LITTLE ABOUT RENTAL 1,100.

OVER TIME, THAT DELTA HAS INCREASED.

NOW, AS THAT DELTA HAS INCREASED, SO HAS OUR BUDGET TIGHTENED, AS WE ALL KNOW, THE DELTA HAS INCREASED, NUMBER 1, BECAUSE THERE HAS BEEN AN EXPLOSION OF CHARTER SCHOOLS AND THEY ARE EXTREMELY GIFTED AT MARKETING.

WE'RE NOT LOSING THEM TO CHARTER SCHOOLS THAT OUTPERFORM US.

I THINK YOU'LL SEE SOME OF THAT TONIGHT.

ALSO, MANY ISDS ALSO AS THEIR BUDGETS WERE TIGHTENING AND WE WEREN'T QUITE THERE YET.

WE HAVE HAD AMAZING CFOS AND WHAT'S HAPPENING RIGHT NOW MANSFIELD ISD HAS A LOT TO DO WITH WHAT'S GOING ON DOWN IN AUSTIN.

AS THAT WAS HAPPENING, WE WATCHED DISTRICTS ALL AROUND US SURROUNDING US COMPLETELY OPEN UP THE BORDERS. COME ONE, COME ALL.

THEY VOTED IN POLICY.

WE ACTUALLY ADOPTED A DEFICIT BUDGET RIGHT IN 2024, AND AT THAT TIME, THE BOARD ALSO MADE THE DECISION AS A BOARD TO MAKE AN ADJUSTMENT TO POLICY CHANGE, A POLICY WHERE WE WOULD OPEN UP OUR BORDERS TO 11 SPECIFIC SCHOOLS AT K4 THAT WERE UNDER 500 IN ENROLLMENT, TO MAKE BETTER USE OF OUR FACILITIES, ALL OF THAT, AND ALSO TO INCREASE SOME OF THAT ENROLLMENT AND PROVIDE THE WONDERFUL, WE JUST HEARD FROM DR. SWEEZY, INCREDIBLE EDUCATION THAT WE OFFER THAT KIDS THAT LEAVE US, WE DON'T BELIEVE WE'RE GETTING BECAUSE THEY'RE NOT LEAVING US TO DISTRICTS THAT ARE RATED HIGHER THAN US OR TO CHARTER SCHOOLS THAT ARE RATED HIGHER THAN US.

WE WANT OUR KIDS HERE, AND WE ALSO WANT TO BE ABLE TO ATTRACT OTHER KIDS TO AVAIL THEMSELVES OF THE WONDERFUL EXPERIENCES HERE IN MANSFIELD ISD.

AS OF 2025, THAT DELTA I MENTIONED OF 1,100 HAS TRIPLED.

WITH ALL THESE THINGS THAT HAVE HAPPENED.

ISC'S OPENING UP, THE EXPLOSION OF CHARTER SCHOOLS, ALL OF THAT, AND THEIR INCREDIBLE MARKETING.

I JUST WANTED TO SET THE SATES, THESE ARE THE CHALLENGES AND REALLY WHAT GOT US ALL AROUND THE TABLE QUITE A WHILE AGO AND SOME OF THE THINGS THAT WE'VE SHARED WITH YOU ALL OVER TIME AND HAVE BROUGHT US TO THIS POINT, BUT I WANT TO GO AHEAD AND KICK IT OVER TO DR.

SCOTT TO GIVE YOU GUYS A LITTLE MORE INFORMATION.

>> I JUST WANT TO CONTINUE THE INTRO BY SETTING THE STAGE A LITTLE BIT.

GONE ARE THE DAYS WHERE AS AN EDUCATOR, YOU ARE CALLED TO LOVE AND FACILITATE LEARNING FOR THE STUDENTS THAT WALK THROUGH THE DOOR.

IN ADDITION TO BE AN EXCEPTIONAL LEARNING ORGANIZATION, WE'RE GOING TO BE A PREMIER MARKETING AND RECRUITING ORGANIZATION.

I'M GOING TO TELL YOU THAT'S NOT A BUSINESS THAT VERY MANY OF US ARE COMFORTABLE GOING IN.

WHEN THE BOARD LOOKED AT US AND SAID, FIND ANOTHER SOLUTION IN 2014, 2018, 2022, WE WE'RE LIKE, COOL, LET'S KEEP DOING WHAT WE'RE GOOD AT.

BUT NOW WE'RE TO THE POINT WHERE IF WE'RE GOING TO BE FISCALLY RESPONSIBLE, IF WE'RE GOING TO MANAGE CAPACITY WITHIN THE WITHIN OUR DISTRICT AND NOT FALL TO HAVING TWO CLOSE SCHOOLS LIKE OTHER HIGH PERFORMING DISTRICTS LIKE NORTHWEST, COPPELL, FRISCO ISD.

NORTHWEST IS BUILDING SCHOOLS OVER HERE AND CLOSING THEM OVER HERE.

BECAUSE OF THE WAY THEIR POPULATION MOVE AND WAY THEIR FAMILY ARE NOT TURNING OVER IN SOME NEIGHBORHOODS.

[00:55:02]

WE NEGOTIATED, WHAT ARE WE COMFORTABLE WITH? THAT'S HOW WE GOT TO THE PARAMETERS THAT DR. CANTU TALKED ABOUT.

THE BIGGEST ISSUE AND WE KNEW THAT WE WOULD HAVE TO MAKE ADJUSTMENTS GOING FORWARD IS REALLY OUR TIMELINE.

BECAUSE BY THE TIME WE WERE ABLE TO OPEN THAT UP IN APRIL, AND THE WAY OUR POLICY IS CURRENTLY WRITTEN, IT HAS A TIMELINE.

OTHER DISTRICTS, OTHER CHARTERS AND NOW NOW PRIVATE SCHOOLS WITH A VOUCHER STARTING.

THEY'VE ALREADY DONE THEIR ENROLLMENT PERIODS NOVEMBER, DECEMBER, JANUARY.

I REALLY PUTS US BEHIND.

THE ODDS THAT THE NUMBER OF KIDS THAT WE GOT ENDED UP QUALIFYING, AS LOW AS THAT NUMBER WAS REALLY SURPRISED US A LITTLE BIT.

BECAUSE WE SHOULDN'T BE A 700 STUDENT DEFICIT TO ARLINGTON ISD.

WE DON'T WANT TO PRETEND THAT WE CAN CHOICE OUR WAY OUT OF A DEFICIT.

BUT WE DO WANT TO MAKE GOOD ON OUR PROMISE TO OUR FAMILIES TO PROVIDE EQUITY AND CHOICE ACROSS THE DISTRICT.

CHOICE IS NOT AN OPTION IF THAT OPTION IS TOO FAR AWAY TO BE A CHOICE.

WHAT WE DID WHEN WE STARTED WITH JERRY KNIGHT, THAT WAS CENTRAL IN THE MIDDLE OF THE DISTRICT.

THEN WE HAD THE OPPORTUNITY TO BUILD THE NEW SCHOOLS WITH THE BOND.

WE PUT IN THE STEM AND FINE ART SCHOOLS DOWN THERE.

WHEN WE DID THAT, WE PROMISED A COMMUNITY THAT WE WOULD DO THE SAME ON THE NORTH SIDE OF THE DISTRICT.

THAT ALSO ALIGNS WITH SOME EASE FOR TRANSPORTATION.

THE EXPANSION THAT YOU SEE IN CHOICE COMING UP HERE IN THE PRESENTATION IT'S NOT NEW CHOICE PROGRAMS. IT IS A ROLL UP FULFILLING OUR PROMISE TO PROVIDE THAT EQUITY.

THE OTHER THING THAT IT IS IS THAT WE WANT TO BRING NEW STUDENTS TO THE DISTRICT, YES, BUT WE WANT TO MAKE FOR OUR CURRENT FAMILIES, MIS EITHER ACTIVE CHOICE.

WE DON'T WANT THEM TO COME TO SCHOOL HERE JUST BECAUSE THEY LIVE HERE.

PARENTS WANT TO FEEL THAT THEY ARE MAKING AN AFFIRMATIVE CHOICE.

WE SEE IT WITH TRAVEL BALL TEAMS. NOT AS MANY PEOPLE AS IN PREVIOUS YEARS, SAID, THIS IS WHERE I'M PLANTED, THIS IS WHERE I'M GOING TO GROW.

THEY WANT TO GO IN AND MOVE INTO SOMETHING THAT THEY CHOOSE AND BELIEVE IN.

A COUPLE OF NUMBERS, TO CONTINUE TO OFFER THE CHOICE THE WAY WE DO AND TO PAY FOR IT.

IF WE WERE ABLE TO RECRUIT 157 STUDENTS, WE COULD PAY FOR THE $1.2 MILLION THAT WE SPEND TRANSPORTING STUDENTS IN CHOICE, WHICH IS A BIG PART OF THAT EQUITY PROVISION.

A BIG PART OF WHAT WAS IMPORTANT TO OUR BOARD WHEN WE FIRST STARTED THE CHOICE PROGRAMS. IF WE HAVE IN 1726 STUDENTS, THAT COVERS THE STAFFING AND THE TRANSPORTATION FOR OUR CHOICE PROGRAMS. REMEMBER, IF OUR CHOICE PROGRAMS GO AWAY, THAT DOESN'T MEAN ALL THE COSTS ASSOCIATED WITH THOSE PROGRAMS. THOSE KIDS ARE GOING TO GO SOMEWHERE WITHIN THE DISTRICT.

THERE'S A BIG RANGE 157-1726.

WE'RE NOT SUGGESTING THAT WE GET TO 1726 IN A YEAR.

WE WANT TO HAVE A CONTROLLED PROCESS, AND THAT'S WHAT THE TIMELINE AND THE APPLICATION PROCESS AND THE SELECTION PROCESS, AND THE SELECTION CRITERIA, AND MEASURING THE CAPACITY AT OUR SCHOOLS.

IT'S A LITTLE TIGHTER MEASUREMENT AT ELEMENTARY THAN IT IS AT INTERMEDIATE MIDDLE AND HIGH SCHOOL.

WE DON'T WANT TO JUST LOOK AT THAT SCHOOL.

WE WANT TO LOOK AT WHERE THOSE KIDS ARE ROLLING UP SO THAT WE ENSURE WE HAVE THE CAPACITY FOR THEM THROUGHOUT THEIR TIME IN K12.

BEFORE OPEN UP THE PRESENTATION, I JUST WANT TO REMIND YOU.

I SAID EARLIER THAT THIS IS NOT NECESSARILY AN AREA THAT WE'RE 100% COMFORTABLE WITH.

BUT I THINK WE'VE SHOWN OVER TIME THAT WHEN WE MAKE SOMETHING A MAJOR INITIATIVE, WE INCLUDED AS PART OF OUR VISION 2030, WHICH IF WE DID, THIS WOULD BE PART OF OUR SCORECARD MEASURES, AND WE ALIGN OUR RESOURCES, AND WE ALIGN OUR EFFORTS AND WE PUT THE RIGHT PEOPLE IN THE RIGHT PLACES, WE CAN MAKE A HUGE DIFFERENCE.

WE DON'T ALWAYS KNOW WHERE THAT INNOVATION IS GOING TO COME FROM.

GIVE AN EXAMPLE. WE HAD SOME GOOD PIECES IN PLACE FOR CCMR. BUT IT TOOK SOME INNOVATING, AND THEN THE STANDARDIZATION ACROSS THE DISTRICT TO GO 63-98 IN FOUR YEARS.

[01:00:04]

FROM 2014, WHEN WE STARTED VISION 2020 TO THIS LAST YEAR.

IN 2029, IS TRESA POLLOCK.

STILL BACK THERE, SO I'M GOING TO TALK ABOUT IT.

WE INCREASED THE NUMBER OF STUDENTS TAKING AP COURSES BY 67%.

WE INCREASED THE NUMBER OF EXAMS TAKEN BY 94%.

IT'S A TEN YEAR PERIOD.

WE INCREASED THE NUMBERS OF THREE PLUSES OR EARNING COLLEGE CREDIT BY 227%.

WE WENT FROM 5% TO 59%.

THAT IS A 227% INCREASE.

WE DID THAT WHILE INCREASING OUR ECD RATE BY 10%.

38-48. NOW, I KNOW THAT GEORGIA SHOWED YOU A LOT OF BELL CURVES EARLIER.

BUT I DON'T REALLY BELIEVE IN THEM.

I KNOW THEY'RE REAL, I KNOW THEY EXIST, BUT THEY'RE FOR EVERYBODY ELSE.

OUR KIDS, WE WANT TIGHT AND RIGHT.

WE WANT TO WANT A SMALL PART OF THAT DISTRIBUTION BECAUSE THAT'S WHAT THEY DESERVE WHEN THEIR FAMILY AGREES, CHOOSES TO COME TO MANSFIELD ISD.

WE'RE EXCITED TO OFFER YOU FEEDBACK HERE FROM THE BOARD, AND WE'RE EXCITED TO GAIN MORE FEEDBACK FROM THE COMMUNITY.

WE HAVE A GREAT OPPORTUNITY FOR ACHIEVEMENT FOR ALL OF OUR STUDENTS.

I'M GOING TO TURN IT OVER TO EMILY, SHE AND LAURA, AND THE COMMUNICATIONS DEPARTMENT, WE'RE TASKED WITH LEADING ACROSS DIVISIONAL STUDY.

THIS HAS BEEN A HEAVY LIFT.

I'M EXCITED ABOUT WHAT THEY'RE GOING TO PRESENT TONIGHT, AND THEN THE ENTIRE CABINET IS PREPARED TO ANSWER ANY QUESTIONS THAT YOU MAY HAVE.

I'LL TURN IT OVER TO EMILY NOW.

>> GOOD EVENING, BOARD PRESIDENT, DOCTOR REED, TRUSTEES, AND DOCTOR KANTU.

WELCOME TO DESTINATION MANSFIELD.

AS DOCTOR SCOTT SAID, WE LAUNCHED DESTINATION MANSFIELD BACK IN THE SPRING, BUT IT WAS MAINLY JUST TARGETING OUT OF DISTRICT TRANSFER STUDENTS.

WHAT WE DID IS WE DISCOVERED THAT THERE'S A LOT MORE INVOLVED THAN JUST TARGETING OUT OF DISTRICT TRANSFER STUDENTS.

THESE ARE THE THREE DIFFERENT PARTS THAT WE NOTICED, IS THAT WE NEED TO RECRUIT STUDENTS, WHICH IS AT THE OUT OF DISTI TRANSFERS, RETAIN OUR CURRENT STUDENTS, AND THEN RECOVER ANY STUDENTS THAT HAVE LEFT US.

THEN WE WANT TO REINFORCE OUR BRAND AND THEN REFORM THE CLIENT EXPERIENCE.

YOU MAY BE WONDERING, HOW DO ALL OF THESE WORK TOGETHER? WELL, RECRUITING, BRANDING, AND CLIENT EXPERIENCE ALL WORK TOGETHER TO TELL THE SAME STORY ABOUT WHO WE ARE AS AN ORGANIZATION.

YOUR BRAND IS YOUR REPUTATION.

YOUR RECRUITING REFLECTS THE BRAND BY ATTRACTING THE PEOPLE WHO BELIEVE IN OUR MISSION, AND THEN THE CLIENT EXPERIENCE JUST PROVES THAT OUR BRAND IS REAL.

TO GET INTO IT FOR PART ONE, I JUST WANT YOU TO THINK THAT WE'RE IN THE RECRUITING BUSINESS NOW MOVING FORWARD.

THINK OF US AS A COLLEGE FOOTBALL TEAM AND WE'RE COACHES.

COLLEGE FOOTBALL COACHES, THEY USED TO JUST RECRUIT HIGH SCHOOL STUDENTS, BUT NOW THEY CAN'T DO THAT ANYMORE.

THEY HAVE TO RETAIN THE CURRENT PLAYERS THAT THEY HAVE ON THEIR TEAM.

THEY HAVE TO LOOK AT THE COMPETITION AND SEE WHO THEY WANT TO BRING OVER, AND WE WANT TO DO THE SAME THING BECAUSE YOU CAN'T HAVE A WINNING TEAM UNLESS YOU HAVE ALL THREE OF THOSE.

AT MANSFIELD, WE WANT TO HAVE A WINNING TEAM.

FOR PART 1, WE WANT TO MAXIMIZE THE NUMBER OF FAMILIES THAT CHOOSE MANSFIELD ISD AS THEIR BEST OPTION. HOW ARE WE GOING TO DO THAT? WE'RE GOING TO RECRUIT NEW STUDENTS, RETAIN OUR STUDENTS, AND RECOVER FORMER STUDENTS.

BY BRINGING MORE STUDENTS INTO MISD, IT ALLOWS US TO PROVIDE MORE RESOURCES AND SUPPORT FOR ALL STUDENTS.

WE'VE DONE A LOT OF RESEARCH.

WE'VE BEEN DOING RESEARCH SINCE JULY WHEN WE RECEIVED THE REPORT FROM THE DEMOGRAPHERS.

EVEN BEFORE THEN, WE'VE BEEN DOING RESEARCH AND JUST TAKING A LOOK AT THE MARKING THAT WE DID FOR OUT OF DISTRICT TRANSFERS AND RE EVALUATING AND DECIDING HOW CAN WE FIX THIS? THE FIRST THING THAT WE DID IS RE EVALUATE THE OUT OF DISTRICT FRAMEWORK, AND HOW CAN WE MAKE IT A LITTLE MORE COMPETITIVE THAT WAY WE ARE COMPETING WITH ISDS AND WITH CHARTER SCHOOLS? WE ALSO TOOK A LOOK AT OUR NUMBERS AND COMPARED IT AGAINST THE COMPETITORS.

HOW IS MANSFELD ISD DOING VERSUS OTHERS? WHAT WE HAVE TO DO AND WHAT WE HAVEN'T DONE YET IS SURVEY FAMILIES, AND WE WANT TO ASK THEM WHY DID YOU LEAVE MANSFIELD, OR WHY ARE YOU STAYING AT MANSFIELD ISD? THAT'S REALLY IMPORTANT INFORMATION THAT WE REALLY WANT TO GATHER.

THEN WE ALSO WANT TO GATHER JUST INFORMATION FROM OUR STAFF, PARENTS, TEACHERS ON DIFFERENT THINGS THAT WE CAN DO WITHIN THE DISTRICT.

AGAIN, TAKING A LOOK FROM THE DEMOGRAPHERS REPORT THAT THEY PROVIDED BACK IN JULY.

WE NOTICED THAT THERE'S 13% OF M OR STUDENTS THAT RESIDE IN MISD,

[01:05:03]

THESE FAMILIES ARE DECIDING TO CHOOSE OTHER OPTIONS SUCH AS PRIVATE SCHOOLS, CHARTER SCHOOLS, BEING HOME SCHOOLED, BUT NOT MANSFIELD.

THAT'S A LITTLE BIT OVER THAN 4,000 KIDS THAT CHOOSE TO GO TO THESE OTHER LOCATIONS.

WE TOOK A DEEPER DIVE, INTO THOSE NUMBERS AND WE SAW THAT THE SUMMIT FEEDER PATTERN IS THE ONE FEEDER PATTERN THAT HAD THE MOST AMOUNT OF STUDENTS THAT LIVED IN THAT AREA BUT DIDN'T GO TO MANSFIELD SCHOOLS.

THE BIG QUESTION IS WHY? WE ALL KNOW THAT SUMMIT LOVE IS A REAL THING.

WE ALL FEEL IT, WE ALL SEE IT AND WE PREACH IT ALL THE TIME.

WE REALLY WANT TO SHOW THESE OTHER FAMILIES THAT DON'T CHOOSE SUMMIT FEEDER PATTERN IN PARTICULAR AND MANSFIELD, WHY THEY SHOULD COME HERE BECAUSE SUMMIT LOVE IS IS A CULTURAL THING.

WHAT WE WANT TO DO IS CREATE FOCUS GROUPS IN PARTICULAR WITH THE SUMMIT FEEDER PATTERN USING COACH MUTT AND THEN OTHER PRINCIPALS AND FIGURE OUT WHAT ARE WE OFFERING THAT WE CAN HIGHLIGHT TO PEOPLE THAT DON'T CHOOSE TO COME HERE OR STUDENTS THAT HAVE LEFT, AND WHAT CAN WE DO TO IMPROVE THAT? WE ALSO WANT TO SURVEY ALL FAMILIES IN THE SUMMIT FEEDER PATTERN AND MAKE SURE THAT WE GET THEIR THOUGHTS AND IDEAS AS WELL.

AGAIN, LOOKING AT THE RESEARCH, WE'VE FIGURED OUT THAT OUR TOP THREE COMPETITORS WITH CHARTER SCHOOLS IS ILT INTERNATIONAL LEADERSHIP OF TEXAS, GREAT HEARTS OF TEXAS, AND ARLINGTON CLASSICS ACADEMY.

FROM THERE, ALL WE COULD SEE FROM THE REPORTS REALLY ARE THEIR SCORES VERSUS OUR NUMBERS.

WE TOOK A LOOK AT ALL OF THEIR WEBSITES TO SEE WHAT DO THEY OFFER.

A HUGE FOCUS THAT THEY HAVE IS LEADERSHIP.

WE ALSO HAVE LEADERSHIP PROGRAMS. THEY FOCUS ON EXCLUSIVITY, WHICH IS LIMITED SEATING, AND HONESTLY, THAT'S JUST MARKETING BUZZ.

ANOTHER THING IS THEY OFFER FOREIGN LANGUAGE STUDIES, AND THEN THEY PROMOTE HIGH STANDARDS AND EXPECTATIONS.

WE ALSO HAVE HIGH STANDARDS AND EXPECTATIONS FOR OUT OF DISTRICT TRANSFER STUDENTS, BUT WE DON'T PROMOTE IT THE WAY THEY DO.

AFTER LOOKING AT THE CHARTERS, WE WANTED TO COMPARE US AGAINST OTHER ISDS.

ARLINGTON ISD, GRAND PRAIRIE, ISD, AND THEN HALLSVILLE ISC, WE OUR TOP THREE COMPETITORS.

YOU MAY BE WONDERING, WHY IS HALLSVILLE ON HERE? WHERE IS HALLSVILLE? WELL, HALLSVILLE IS IN EAST TEXAS, AND THEY ACTUALLY OFFER AN ONLINE PROGRAM.

A LOT OF THE STUDENTS ARE TAKING ONLINE COURSES THROUGH THAT ISD.

I SAID, WE STARTED THE MARKETING FOR OUT OF DISTRICT TRANSFERS BACK IN APRIL, AND WE PUT OUT FOUR ADS BETWEEN APRIL AND SEPTEMBER.

WHAT WE NOTICED IS THAT WELL, FIRST OFF, THIS AD WAS OUR MOST POPULAR AD THAT WE PUT OUT.

FROM ALL THOSE ADS, THE NUMBERS THAT WE FOUND WAS THAT 6,800 PEOPLE CLICKED ON THE LINK THAT TOOK THEM TO OUR OUT OF DISTRICT TRANSFER WEBSITE.

BUT FROM THE WHILE THOSE PEOPLE MIGHT HAVE JUST BEEN INTERESTED AND TO KNOW WHAT WE HAVE TO OFFER.

THERE'S STILL A HUGE DISCREPANCY BETWEEN THAT 6,800 AND THE TOTAL OF PEOPLE THAT FILLED OUT THE APPLICATION, WHICH WAS ONLY 124.

THEN OUT OF THAT 124, ONLY 31 OF THOSE STUDENTS MET OUR CRITERIA AND 22 OF THEM CAME TO MANSFIELD ISD.

WE WANT TO TAKE A LOOK AT OUR CURRENT OUT OF DISTRICT FRAMEWORK, AND THEN HOW CAN WE BE A LITTLE MORE COMPETITIVE WITH ISDS AND CHARTERS? RIGHT NOW WE OFFER KINDER THROUGH FOURTH GRADE, WHILE THAT'S GREAT, A LOT OF PARENTS WANT TO SEND THEIR KIDS UP UNTIL HIGH SCHOOL UNTIL THEY GRADUATE.

THAT WAY, THEY DON'T HAVE TO LEAVE THEIR FRIENDS, THEY DON'T HAVE TO CHANGE AFTER FOURTH GRADE, IT'S JUST AN EASY TRANSITION.

WE DON'T OFFER CHOICE PROGRAMS TO ANY OF OUR OUT OF DISTRICT TRANSFER STUDENTS, BUT WE WOULD LIKE TO FILL ALL AVAILABLE CHOICE PROGRAM SEATS, AFTER MISD STUDENTS GET PRIORITY.

WE DO HAVE NOT A LOT, BUT WE HAVE SEATS THAT ARE AVAILABLE RIGHT NOW AND WHY HAVE THEM BE EMPTY WHEN WE CAN FILL THEM WITH STUDENTS THAT ARE INTERESTED IN THE PROGRAMS? STUDENTS MUST REAPPLY EVERY SINGLE YEAR TO COME TO MANSFIELD, AND THAT MIGHT SCARE SOME PARENTS THAT, HEY, MY STUDENT MAY NOT BE ABLE TO COME HERE NEXT YEAR.

WE'RE RECOMMENDING THAT PARENTS NEED TO REAPPLY ONLY WHEN THAT STUDENT CHANGES SCHOOLS.

WHEN THEY GO FROM ELEMENTARY TO INTERMEDIATE TO MIDDLE TO HIGH IS WHEN THEY'RE GOING TO REAPPLY.

THEN LASTLY, THE BIGGEST THING IS OUR OUT OF DISTRICT TRANSFER PROCESS.

IT BEGAN IN APRIL.

A LOT OF CHARTERS AND OTHER ISDS CLOSE THEIR APPLICATION PROCESS IN JANUARY AND FEBRUARY, AND WE'RE NOT STARTING UNTIL APRIL.

WE'RE MISSING OUT ON A HUGE GROUP OF PEOPLE RIGHT THERE.

WHAT WE'RE RECOMMENDING IS THAT WE START THE PROCESS IN NOVEMBER.

ON THE PROPOSED FRAMEWORK, THE LAST 3, THE FILL AVAILABLE CHOICE PROGRAMS, THE REAPPLYING WHEN CHANGE SCHOOLS AND BEGINNING THE OUT OF DISTRICT TRANSFER IN NOVEMBER, THOSE ARE ALL GOING TO REQUIRE A POLICY CHANGE JUST SO YOU KNOW.

ANOTHER RECOMMENDATION THAT WE HAVE IS WE HAVE THE ALPHA ACADEMY AND THE STEM ACADEMY AT CAROL HOLT.

RIGHT NOW, THOSE PROGRAMS GO UP UNTIL FOURTH GRADE, AND THAT'S GREAT, BUT WE REALLY WANT TO RETAIN OUR STUDENTS.

WE WANT OUR STUDENTS TO BE ABLE TO STAY IN THIS PROGRAM UNTIL EIGHTH GRADE BECAUSE WE HAVE COMPETITORS THAT AFTER FOURTH GRADE, THEY MAY BE OFFERING THIS PROGRAM UNTIL EIGHTH AND WE DON'T WANT TO LOSE OUT ON THOSE FAMILIES AND WE WANT TO KEEP THEM HERE.

THE RECOMMENDATION FOR THIS FOR ALPHA ACADEMY IS FOR GRADES THREE THROUGH FIVE?

[01:10:01]

THEN FOR THE STEM PROGRAM AT HOLT, IT'S GOING TO BE GRADES THREE AND FOUR.

THEN THEY'LL GO THERE FOR GRADES FIVE ONLY UNTIL RENOVATIONS AT EISENHOWER ARE DONE.

ONCE THEY'RE DONE, STUDENTS IN GRADES FIVE AND SIX WILL THEN GO TO EISENHOWER, AND THE GRADE SEVEN AND EIGHT, THOSE STUDENTS WILL FINISH OFF THE STEM PROGRAM AT COBL.

NOW MY FAVORITE PART IS THE MARKETING PLAN.

HOW ARE WE GOING TO DO ALL THIS? LAST YEAR, WE SENT OUT OR LAST SCHOOL YEAR WE SENT OUT THIS MAILER, AND I THOUGHT THIS WAS A GREAT MAILER, BUT IT LOOKS VERY SIMILAR TO A LOT OF OUR COMPETITORS MAILERS.

WE WANTED TO STAND OUT AND BE UNIQUE.

YOU ALL HAVE A FOLDER IN FRONT OF YOU AND IN THERE, YOU HAVE A LITTLE EXAMPLE OF WHAT OUR NEW MAILER IS GOING TO LOOK LIKE.

WE WANTED TO MAKE IT INTERACTIVE THAT WAY IT ENGAGES WITH PEOPLE AND PEOPLE CAN OPEN IT UP OUT OF CURIOSITY, WHEN THEY SEE IT, THEY'RE GOING TO OPEN IT, LEARN ALL ABOUT THE INFORMATION THAT WE HAVE TO OFFER.

BUT WHAT'S REALLY IMPORTANT IS INCLUDING THAT TRACKABLE LINK.

WE CAN GO IN THERE AND SEE HOW MANY PEOPLE CLICK ON THE LINK AND VISIT OUR WEBSITE AND THAT'S GREAT INFORMATION FOR US TO USE FOR MARKETING PURPOSES MOVING FORWARD TO KEEP EVERYTHING ON BRAND, WE'RE GOING TO PUT OUT BILLBOARDS FOR THE BRAND AWARENESS STAGE.

IT'S GOING TO LOOK AND FEEL VERY SIMILAR TO THE MAILER.

I JUST WANT TO NOTE THAT THE TWO KIDS ON THIS MAILER, WE'RE CHANGING OUT WITH OUR STUDENTS, AND WE WILL BE REPRESENTING ELEMENTARY, MIDDLE INTERMEDIATE AND HIGH SCHOOL STUDENTS ON THIS.

WE WANT TO KEEP THIS ON BRAND WITH THE MAILER AND SOCIAL MEDIA POST.

THAT WAY WHEN SOMEBODY SEES MAILER, THEY'LL BE LIKE, I SAW THE BILLBOARD AND THEN THEY'LL GO TO OUR WEBSITE AND LEARN MORE ABOUT THAT.

WE'RE GOING TO STRATEGICALLY PLACE BILLBOARDS THROUGHOUT THE AREA FOR BRAND AWARENESS.

THIS IS REALLY COOL. THIS IS MY FAVORITE THING.

THERE'S A THING CALLED GEOFENCING.

I DON'T KNOW IF YOU GUYS ARE FAMILIAR WITH IT, BUT I USE FACEBOOK ADS FOR MARKETING PURPOSES.

THROUGH THERE, YOU CAN GEOFENCE.

WHAT IT LOOKS LIKE IS THAT RADIUS, BUT IT'S INVISIBLE.

YOU CAN SET IT AS SMALL AS 0.6 MILES OR A COUPLE MILES BIG.

ANYBODY WHO DRIVES THROUGH THIS RADIUS WILL RECEIVE OUR FACEBOOK ADS AS LONG AS THEY FIT IN THE AGE RANGE THAT I SET ON FACEBOOK.

JUST THINK, YOU'RE WAITING FOR YOUR STUDENT IN LINE AT A CHARTER SCHOOL AND YOU'RE BORED AND YOU'RE SCROLLING THROUGH YOUR PHONE.

BOOM, MANSFIELD ISD POPS UP.

IT'S GREAT MARKETING.

THIS IS ALSO REALLY COOL.

THIS IS ONE OF MY FAVORITE THINGS TOO THAT WE WE'RE PLANNING ON DOING.

FOR OUT OF DISTRICT TRANSFER STUDENTS, WE WANT TO SEND THEM THIS BOX.

FOR YOU, YOU'RE LIKE, WHAT IS THIS BOX? WELL, MILLENNIALS AND ISIS.

THEY'RE THE ONES WITH STUDENTS RIGHT NOW IN SCHOOL.

BEING A MILLENNIAL MYSELF, I GREW UP IN THE PARTICIPATION TROPHY ERA.

WE LOVE FREE THINGS, AND THIS ISN'T JUST FOR THE STUDENTS, BUT THIS IS ALSO FOR THE PARENTS.

IT'S SOMETHING TO MAKE THEM FEEL SPECIAL AND WELCOME AT MANSFIELD.

THEY'RE GOING TO RECEIVE THIS BOX IN THE MAIL ONCE THEY SAY YES TO MANSFIELD, OFF IN SEPTEMBER, AND THEY'LL RECEIVE THIS BANNER.

THIS BANNER IS GOING TO BE FREE MARKETING FOR US.

WE'RE GOING TO ENCOURAGE THEM TO TAKE A PICTURE WITH IT, POST AND SHARE ON SOCIAL MEDIA, WHICH WE'LL RE SHARE.

THEN INSIDE THE BOX, WHAT I REALLY LIKE IS TO GET THEM ACCLIMATED TO MANSFIELD.

WE'RE GOING TO HAVE GIVEAWAYS FROM COMMUNITY PARTNERS.

A WATER BOTTLE FROM TEXAS HEALTH OR COUPONS TO TORT CHEESE, SOMETHING TO GET TO FEEL THEY BELONG IN THIS COMMUNITY, EVEN THOUGH THEY DON'T LIVE IN THIS COMMUNITY.

ANOTHER THING, NOT THE BOX, BUT THE BANNER, WE WILL BE GIVING OUT TO PRE K AND KINJRE FAMILY.

WHEN THEY SAY YES TO COMING TO MANSFIELD, WE'LL HAVE A BACKDROP AT THE SCHOOL, THEY CAN TAKE A PICTURE WITH THE BACKDROP, AND THEN POST ON SOCIAL MEDIA, WE'LL SHARE IT AS WELL.

ANOTHER THING, NOT WITH OUT OF DISTRICT TRANSFERS, BUT JUST MARKETING IN GENERAL, WE'RE GOING TO BE CREATING THIS FLYER JUST WITH THE MAIN MISD POINTS THAT WE WANT TO SHARE.

THERE'S ONE THING ON HERE THAT WE REALLY WANT TO HIGHLIGHT, WHICH IS OUR SAFETY AND SECURITY AND THE POLICE OFFICERS.

WE HAVE CHARTER SCHOOLS DON'T SHARE THEIR SAFETY.

THEY PROBABLY DON'T HAVE SAFETY THE WAY WE DO, AND WE REALLY WANT TO HIGHLIGHT THAT BECAUSE THAT'S A HUGE THING THAT PEOPLE WANT IN A SCHOOL DISTRICT.

BUT WHAT WE WANT TO FOCUS ON WITH THIS FLYER IS HANDING IT OUT AT DIFFERENT EVENTS THAT WE HAVE.

OR IF WE GO TO DIFFERENT COMMUNITY THINGS WE'LL GIVE IT OUT.

BUT THE BIGGEST THING IS APARTMENT COMPLEXES, THERE'S A LOT OF THEM BEING BUILT IN MANSFIELD IN THE SURROUNDING AREA.

WE WANT THOSE FAMILIES THAT GO TO THOSE APARTMENT COMPLEXES TO THINK OF MANSFIELD FIRST WHEN THEY THINK OF THEIR SCHOOL FOR THEIR STUDENTS.

WE'LL BE WORKING WITH THOSE APARTMENT COMPLEXES AND HANDING OUT FLIERS.

BUT ANOTHER GROUP THAT WE REALLY WANT TO FOCUS ON IS REALTORS.

WE WANT TO WORK WITH ALL REALTORS IN THE AREA BECAUSE WHEN YOU MOVE AND WHENEVER YOU MOVE TO A NEW AREA, I'M SURE YOU ASKED YOUR REALTOR, WHAT'S THE BEST RESTAURANT IN THIS AREA, OR WHAT'S THE BEST SCHOOL THAT I CAN SEND MY KID TO? WE WANT THOSE REALTORS TO SHARE THIS FLYER AND SAY, YOU SHOULD SEND YOUR KIDS TO MANSFIELD ISD.

IN ARLINGTON REALTOR THAT'S SELLING A HOME IN ARLINGTON, WE WANT THEM TO SAY MANSFIELD ISD.

ANOTHER MARKETING THING THAT WE'RE GOING TO DO IS HAVE A ONE STOP SHOP ON OUR DISTRICT WEBSITE, AND ON DIFFERENT CAMPUSES WEBSITES.

THEY'RE ALL GOING TO HAVE A ONE STOP SHOP WITH ALL THE THINGS THAT THEY OFFER AND THAT'S UNIQUE TO THAT SCHOOL.

FOR EXAMPLE, FOR THE DISTRICT, WE'RE GOING TO HAVE ALL OF OUR STEM ACADEMIES,

[01:15:02]

BUT FROM THERE, THEY CAN CLICK ON THAT LINK AND IT'LL TAKE THEM TO OUR STEM WEBSITE, OR IT'LL TAKE THEM TO OUR EARLY COLLEGE HIGH SCHOOL WEBSITE.

THAT WAY, IT'S JUST AN EASY PLACE FOR THEM TO GO AND FIND ALL THE INFORMATION THEY NEED.

AT THE BOTTOM, WE'RE ALSO GOING TO INCLUDE TESTIMONIALS FROM REAL FAMILIES WITH REAL STUDENTS HERE.

THIS IS JUST AN EXAMPLE, THIS WILL NOT BE ON OUR WEBSITE. I'M NOT A MOM.

BUT WE WANT TO SHARE EVERYONE'S STORY.

EVEN DIFFERENT SCHOOLS, ANYBODY THAT GOES TO TIMBERVIEW, WE WANT THOSE PARENTS TESTIMONIAL.

WE'LL BE SHARING THAT ON THEIR WEBSITE.

ANOTHER THING IS LAST YEAR, ON THE LEFT, WE PUT OUT THIS SOCIAL MEDIA AD.

IT'S US VERSUS CHARTER SCHOOLS.

IT WAS A GREAT MARKETING PIECE.

THE INFORMATION ON THE RIGHT IS THE SAME EXACT INFORMATION.

WHAT WE'RE GOING TO DO IS JUST UPDATE IT WITH CURRENT STATS.

WHAT I JUST WANTED TO SHOW YOU HERE IS CREATING A PIECE THAT IS ON BRAND WITH EVERYTHING ELSE WE'RE PUTTING.

THE ONE ON THE LEFT IS NOT ON BRAND WITH WHAT WE HAVE, THE ONE ON THE RIGHT IS.

WE PUT OUT A LOT OF I CHOOSE MISD VIDEOS, BUT NOT ENOUGH.

WE'RE GOING TO START RAMPING THAT UP AND WE'RE GOING TO SHARE MORE ABOUT WHY PEOPLE CHOOSE MANSFIELD.

IT'S GOING TO BE FROM STUDENTS, FAMILIES, PARENTS, JUST EVERYBODY BECAUSE WE WANT THEM TO KNOW THAT THIS IS A GREAT DISTRICT TO ATTEND.

WE REALLY WANT TO SHARE THOSE STORIES AND HAVE PEOPLE SHARE THOSE STORIES AS WELL.

NEXT IS USER GENERATED CONTENT.

THIS IS A REALLY COOL THING.

IT'S SO SIMPLE, WHERE IF I WERE TO POST, I WENT TO MANSFIELD ISD TODAY AND IT WAS A GREAT PLACE.

I'M GOING TO RESHARE THAT ON OUR SOCIAL MEDIA PAGES.

WE REALLY WANT TO SHARE ANYTIME SOMEBODY SPEAKS HIGHLY OF MANSFIELD, AND WE WANT TO SHARE THEM BECAUSE IT MAKES THEM FEEL SPECIAL.

BUT ALSO FOR ANYBODY WHO'S LEFT US, WE WANT TO SHOW THEM THAT WE'RE STILL A HIGHLY SUCCESSFUL DISTRICT AND THAT OUR ACCOUNTABILITY RATINGS JUST KEEP GOING UP, AND THAT'S TEA EVIDENCE.

WE WANT PEOPLE TO SEE, HEY, YOU'RE MISSING OUT, YOU LEFT.

THE BIGGEST THING WITH USER GENERATED CONTENT IS THAT PEOPLE TRUST PEOPLE.

WHEN THEY SEE OTHER PEOPLE, THEY'RE GOING TO HAVE A HIGHER TRUST IN OUR DISTRICT.

JUST A QUICK RECAP ON P ONE.

WE WANT TO REFINE OUR MARKETING BASED ON WHAT WE LEARNED.

I SAID, WITH ALL THOSE FLYERS AND THE MAILERS, WE'RE GOING TO HAVE QR CODES.

THAT WAY WE CAN SEE WHAT WORKS, WHAT DOESN'T WORK THAT WAY MOVING FORWARD, WE CAN ADJUST, AND IT'S JUST GOING TO CHANGE EVERY SINGLE YEAR.

THEN WE WANT TO CREATE A HANDBOOK BASED ON CAMPUS SUCCESS STORIES WITH BEST PRACTICES.

THAT SUMMIT FOCUS GROUP, WHATEVER WORKS FOR THEM AND WHATEVER SUCCESS STORIES COMES FROM THAT.

WE WANT TO PUT IT INTO A HANDBOOK, THAT WAY, OTHER FEEDER PATTERNS CAN USE THAT AS WELL AND ALSO HAVE GREAT SUCCESS STORIES.

THINK OF IT, AS WHAT DOCTOR SAID, IT'S VERY SIMILAR TO THE CCMR HANDBOOK THAT WAS CREATED BECAUSE THAT WAS VERY SUCCESSFUL AND THE SCORES WENT 63-98% OF STUDENTS BEING COLLEGE CAREER AND MILITARY READY AND THAT'S IN PART OF HAVING THAT HANDBOOK.

PART 2, IS REINFORCING AND REINVENTING BRANDING.

WE REALLY WANT TO JUST FOCUS ON OUR BRAND.

WE HAVE A STRONG BRAND AS IT IS, BUT WE WANT TO MAKE IT STRONGER.

OUR MAIN GOAL HERE IS TO REALLY ENSURE THAT OUR BRAND IDENTITY REFLECTS WHO WE ARE AS A DISTRICT, AND WE JUST WANT TO STRENGTHEN WHAT WE HAVE ALREADY.

>> WHEN YOU TAKE A LOOK AT THIS SLIDE, YOU SEE A LOT OF MESSAGES THAT WE'VE PUT OUT THROUGHOUT THE YEARS.

THESE ARE JUST EIGHT EXAMPLES, BUT THERE'S MORE EXAMPLES INVOLVED.

A LOT OF PEOPLE SAY MANSFIELD ISD IS A GREAT PLACE TO LIVE LEARNING AND TEACH.

A LOT OF PEOPLE SAY THAT VISION 2030 WERE COLLEGE CAREER AND LIFE READY.

BUT WE DON'T HAVE ONE UNIFIED MESSAGE THAT WHEN YOU'RE OUT AT THE GROCERY STORE AND YOU SAY, HEY, TELL ME ABOUT MANSFIELD ISD, YOU'RE PROBABLY GOING TO GET DIFFERENT ANSWERS.

WE'RE GOING TO WORK WITH DIFFERENT GROUPS, INTERNAL AND EXTERNAL GROUPS ON THIS IS CALLED A BRAND DEC. WE'RE GOING TO WORK WITH THEM AND REALLY FIND OUT WHAT DOES MANSFIELD ISD MEAN TO YOU.

THEN WE'LL TAKE ALL OF THOSE RESULTS AND COMPILE A MESSAGE, AND THAT'S WHAT WE'RE GOING TO USE MOVING FORWARD FOR MANSFIELD TO HAVE THAT ONE STRONG MESSAGE THAT EVERYONE CAN SAY.

WE WANT TO CREATE CONSISTENCY ACROSS THE BOARD.

ON THE LEFT, THESE ARE ALL OF OUR MASCOTS AND LOGOS, AND THEY'RE ALL GREAT.

THEY'RE WONDERFUL LOGOS.

BUT IF YOU WERE TO TAKE ONE OF THOSE LOGOS AND SHOW IT TO SOMEBODY THAT'S NOT FROM THIS AREA OR NOT FAMILIAR WITH THE SCHOOL DISTRICT, THEY'RE GOING TO ASK, WHERE DOES THIS LOGO BELONG? WHERE DOES IT GO? WE WANT TO CREATE CONSISTENCY ACROSS THE BOARD BY KEEPING ALL THE MASCOTS, BUT UNIFYING OR MAKING IT A UNIFORM LOOK FOR ALL OF THE NEW LOGOS.

THAT WAY, WHEN YOU LOOK AT IT, YOU REALIZE, THIS IS A MANSFIELD ISD LOGO, BUT YET IT'S SPECIFIC TO THAT CAMPUS BECAUSE WE'RE GOING TO KEEP THEIR COLORS AND THEIR MASCOTS.

WE ALSO WANT TO DEVELOP STANDARD DEPARTMENT LOGOS.

WE HAVE A LOT OF DIFFERENT DEPARTMENT LOGOS THAT ARE OUT THAT USE PURPLE AND PINK THAT DOESN'T MATCH OUR BRAND AND WE WANT TO KEEP IT CONSISTENT.

WE HAVE THESE FOUR DIFFERENT LOGOS THAT THE DEPARTMENTS CAN USE, AND THEY CAN USE ALL FOUR IF THEY WANT, THEY CAN USE JUST ONE.

BUT AGAIN, THIS CREATES CONSISTENCY ACROSS THE BOARD.

AGAIN, THIS IS JUST VERY SIMILAR WITH CREATING EMAIL SIGNATURES, CONSISTENCY EVERYBODY WILL USE BUT WE HAVE A GREAT GRAPHIC DESIGNER, JENNIFER, AND THROUGH CANVA, A LOT OF OUR TEACHERS USE CANVA.

[01:20:01]

CANVA IS USED MAINLY FOR MARKETING, FLYER PURPOSES AND IN CANVA, YOU CAN CREATE A BRANDING KIT.

IN THERE, WE'LL HAVE ALL OF THE LOGOS, SO TEACHERS CAN JUST PULL IT.

WE'LL HAVE ALL THE SPECIFIC COLORS, THEY CAN JUST PULL ALL THAT INFORMATION, SO IT'S GOING TO BE IN ONE PLACE FOR EVERYBODY.

I JUST SHOWED YOU A LOT OF LOGOS.

THAT'S A LOT OF WHAT PEOPLE SEE AND IT'S A LOT OF WHAT PEOPLE THINK A BRAND IS, BUT LOGOS AREN'T BRANDS.

BRANDING IS HOW YOU FEEL, IS WHAT A COMPANY MAKES YOU FEEL.

IT'S WHAT YOU SAY ABOUT THAT COMPANY WHEN THE DOORS CLOSE AND WHEN THEY'RE NOT AROUND AND IN PARTICULAR, IT'S HOW PEOPLE FEEL.

I JUST WANT YOU TO TAKE A MOMENT AND THINK ABOUT THAT ONE BRAND THAT YOU'RE ALWAYS RAVING ABOUT BECAUSE IT MAKES YOU FEEL THAT SOMETHING SPECIAL INSIDE.

WITH THAT, I WANT US TO BE THAT BRAND.

I WANT MANSFIELD ISD TO BE THE ONE THAT SAYS, I LOVE THAT PLACE THEY TREAT MY KID GREAT, AND I WOULDN'T RECOMMEND IT ENOUGH TO OTHER FAMILIES TO ATTEND.

WITH THAT, YOU MAKE PEOPLE FEEL A CERTAIN WAY THROUGH CLIENT EXPERIENCE, AND WE'RE GOING TO HAVE LAURA JOE TALK ABOUT THAT.

>> WELL, I HOPE YOU CAN FEEL EMILY'S EXCITEMENT ABOUT THIS PROJECT AND I AM FEELING THE SAME WAY.

WE WERE SO EXCITED WHEN DOCTOR SCOTT BROUGHT US SOME PORT AND SAID, DO SOMETHING OF THIS.

THIS IS OUR NICHE, SO WE'RE EXCITED ABOUT IT.

I AM MOST EXCITED ABOUT PART 3 BECAUSE AS A CONSUMER, I KNOW HOW IMPORTANT A CLIENT EXPERIENCE IS AS I MAKE DECISIONS.

I REALLY WANT TO TRANSFORM THAT HERE IN MANSFIELD ISD SO THAT WE CAN MAKE OTHER PEOPLE FEEL VERY SPECIAL AS WELL.

ALSO WANT TO POINT OUT THAT THIS IS CLIENT EXPERIENCE.

THIS IS NOT CUSTOMER SERVICE AND THIS IS MUCH MORE FAR REACHING THAN CUSTOMER SERVICE.

WE WANT EVERY CLIENT'S EXPERIENCE TO TRULY REFLECT WHO WE ARE AS A BRAND.

I THINK AS WE GO THROUGH, YOU'LL SEE HOW THAT IS DIFFERENT.

REFORMING THE CLIENT EXPERIENCE, WHAT DOES THAT REALLY MEAN? WE WANT TO MAKE SURE THAT WE ARE PROVIDING A CONSISTENT, EXCELLENT EXPERIENCE FOR OUR CLIENTS.

THAT'S REALLY WHAT IT ALL BOILS DOWN TO.

IT'S NOT THAT ONE INTERACTION OF THAT CAMPUS SECRETARY WAS REALLY NICE TO ME TODAY.

IT IS EVERY TIME I GO IN THAT SCHOOL, THEY'RE JUST SO KIND AND THEY GO OUT OF THEIR WAY.

IT'S AN ENTIRE EXPERIENCE THAT IS REINFORCED EVERY TIME YOU HAVE IT.

WHY IS THIS IMPORTANT? BECAUSE HAPPY PEOPLE BECOME VERY LOYAL CUSTOMERS, AND THAT'S WHAT WE'RE GOING FOR.

I BELIEVE THAT THAT WILL BE THE GAME CHANGER THAT WILL SET US APART FROM ALL OF OUR COMPETITORS, REALLY DO.

SHEP HYKEN IS A WELL KNOWN CUSTOMER EXPERIENCE EXPERT, AND HE SUPPORTS THESE IDEAS AS WELL.

BUT HE REMINDS US THAT A CLIENT'S EXPERIENCE IS ACTUALLY DELIVERED BY OUR EMPLOYEES.

THAT'S WHERE THIS PART OF OUR PLAN IS GOING TO BE FOCUSED ON.

I WANTED TO SHARE WITH YOU A STUDY THAT I FOUND BY TWO PROFESSORS, ONE FROM UTSA, ONE FROM RICE, AND IT CAME OUT LAST YEAR IN 2024.

THEY LOOKED AT SOME OF THE CHALLENGES THAT ARE FACING PUBLIC EDUCATION AND THEY WERE TRYING TO FIGURE OUT WHAT'S THE ANSWER? WHAT'S THE THING THAT'S GOING TO REALLY MOVE THE NEEDLE? WHAT THEY CAME UP WITH AFTER INTERVIEWING ABOUT 10,000 PARENTS WAS CLIENT EXPERIENCE.

I THOUGHT THAT WAS A VERY INTERESTING WAY TO LOOK AT THIS AND I GAVE YOU ALL I EMAILED YOU ALL A COPY OF THAT STUDY YOU CAN READ AT YOUR LEISURE LONG.

BUT WHO ARE OUR MOST IMPORTANT CLIENTS? WE HAVE A LOT OF STAKEHOLDERS.

WE HAVE OUR COMMUNITY, WE HAVE PARENTS, WE HAVE EMPLOYEES.

WE'VE PARENTS, WE HAVE STUDENTS, BUT WHO IS THE MOST IMPORTANT? REALLY, ACCORDING TO THIS STUDY, IT'S OUR PARENTS AND CLIENTS AND THAT'S WHERE WE NEED TO FOCUS OUR EFFORTS AND MAKING SURE THAT THEIR NEEDS ARE BEING MET.

THAT'S NOT TO SAY THAT OUR OTHER STAKEHOLDERS ARE NOT IMPORTANT AND THAT WE DON'T LISTEN TO THEM AS WELL.

WE ARE ALL PART OF THE MANSFIELD ISD COMMUNITY.

BUT FOCUSING OUR EFFORTS PRIMARILY ON OUR PARENTS AND OUR STUDENTS, MAKING THEM FEEL VALUED, APPRECIATED.

IF A PARENT FEELS THEIR CHILD IS CARED FOR AND LOVED, THAT'S WHAT GETS THEM BACK EVERY DAY.

THAT'S WHERE WE ARE GOING TO FOCUS OUR EFFORTS IN THIS PART OF OUR PLAN.

OUR GOAL REALLY IS TO MAKE A CULTURAL SHIFT.

BUT THAT TAKES SOME TIME.

THIS IS NOT AN OVERNIGHT EXPERIENCE.

I'M HOPING YOU ALL CAN HAVE A LITTLE BIT OF PATIENCE AS WE SEE THIS UNFOLD.

[01:25:02]

BUT I THINK YOU WILL SEE RESULTS SOON.

LIKE ANY GOOD COMMUNICATIONS PLAN, WE WILL BEGIN WITH RESEARCH TO ASSESS OUR SITUATION.

WE NEED TO KNOW REALLY WHAT IS THE CLIENT EXPERIENCE IN MANSFIELD ISD? WHAT ARE PEOPLE FEELING AND HOW DO THEY EXPRESS THAT TO OTHERS? WHAT I LIKE MOST ABOUT THIS PART AND WHAT MAKES ME SO EXCITED IS THIS IS NOT A TOP DOWN MANDATE.

THIS IS NOT ABOUT CENTRAL OFFICE DECIDING, THIS IS HOW WE'RE GOING TO TREAT OUR CUSTOMERS FROM NOW ON.

THAT'S NOT WHAT THIS IS. THIS IS GOING TO COME FROM OUR STAFF DIRECTLY.

WE ARE GOING TO INVITE THOSE WHO BELIEVE THAT THIS WILL MAKE THE DIFFERENCE TO BE PART OF A PILOT GROUP MOVING FORWARD.

THEY WILL DECIDE WHAT WILL MAKE THE DIFFERENCE ON THEIR CAMPUS AS INDIVIDUALS.

THEY'LL CREATE THEIR OWN PLANS.

THEY'LL EXECUTE THOSE CLANS.

THEY WILL HAVE THEIR OWN WAYS OF MEASURING AND THEN ONCE THEY FIGURE OUT WHAT WORKS FOR THEM, WE'LL CREATE ANOTHER HANDBOOK THAT WE CAN SHARE WITH OTHER CAMPUSES.

THE RESULTS, WE HOPE, WILL BE AN EXCELLENT EXPERIENCE FOR EVERY CLIENT IN THE DISTRICT, WHICH WILL INCREASE OUR LOYALTY, WHICH WILL WILL KEEP OUR STUDENTS HERE, AND I BELIEVE IT RESULT IN POSITIVE STUDENT OUTCOMES AS WELL.

I DO WANT TO MAKE JUST A QUICK MENTION OF BUDGET AND SAY THAT THESE ARE PRETTY GRAND PLANS, AND I REALIZE THE BUDGET SITUATION THAT WE'RE IN, WE WILL BE ABLE TO ACCOMPLISH ALL OF THESE GOALS AND ALL OF THESE PLANS WITHIN OUR CURRENT BUDGET THAT WE HAVE.

WE WILL DO SOME REALLOCATION OF OUR FUNDS BUT YOU APPROVE THAT BUDGET IN JUNE, WE INTEND TO LIVE WITHIN IT AND AS A PERSONAL STATEMENT, I'VE NEVER GONE OVER BUDGET, BUT BEFORE THE END OF THE YEAR AND I DON'T INTEND TO START NOW.

BUT THAT IS IMPORTANT AND IT IS AN IMPORTANT ISSUE, AS DR. SCOTT MENTIONED SO I JUST WANTED YOU TO KNOW THAT THIS IS NOT NEGATIVELY IMPACTING YOUR BUDGET.

THE RECRUITING BRANDING AND CLIENT EXPERIENCE, ALL THREE WORK TOGETHER.

I HOPE WE'VE SHOWN HOW THOSE ALL MELD TOGETHER AND REALLY MATTER.

RECRUITING AND RETENTION SHOULD REFLECT OUR BRAND.

OUR CLIENT EXPERIENCE WILL PROVE OUR BRAND IS REAL AND WHEN ALL OF THESE ALIGN, WE MAINTAIN OUR STATUS AS A DESTINATION DISTRICT.

THAT'S OUR PLAN. I'M HAPPY TO ANSWER ANY QUESTIONS AND EMILY AND DR. SCOTT ARE HERE AS WELL.

>> THANK YOU, DR. SCOTT AND EMILY AND MS. JOE FOR YOUR PRESENTATION.

AT THIS TIME, TRUSTEES, TO MY RIGHT, DO YOU HAVE ANY QUESTIONS OR COMMENTS?

>> YES. THANK YOU. EMILY, THANK YOU FOR GREAT PRESENTATION AND THE REST OF THE TEAM AS WELL.

I REALLY APPRECIATE HEARING YOU SAY THAT YOU WILL BE HAVING INTERNAL AND EXTERNAL CONVERSATIONS, ESPECIALLY REGARDING THE LOGO TO AVOID ALL CRACKO BARREL DEBACLES IN MISD.

BUT I ALSO WANTED TO QUESTION WITH DOCTOR SCOTT ON THE WATCHES MANSFIELD ISD WEB PAGE, THAT LANDING PAGE THAT HAS THE STEM ACADEMICS AND THINGS LIKE THAT.

IF WE CAN INCLUDE INFORMATION ABOUT FINE ARTS AND ATHLETICS AS WELL AS PARENTS, ESPECIALLY REGARDING THE SECONDARY EXPERIENCE, WHAT THAT WILL LOOK LIKE.

WHO'S THE POINT OF CONTACT FOR CHEER TRYOUTS, RIOTING, THINGS LIKE THAT, ESPECIALLY IF WE PLAN ON SENDING THIS OUT EARLY? HAVE THERE BEEN CONVERSATIONS?

>> WE'RE GOING TO INCLUDE ALL OF THAT.

THAT WAS JUST AN EXAMPLE OF SOME OF THE THINGS WE OFFER, BUT WE'RE GOING TO INCLUDE EVERY SINGLE THING.

I'LL LINK THEM TO THE FINE ARTS PAGE, THEN THEY CAN GO THERE AND THEN FIND ALL THAT CONTACT INFORMATION AND FOR ALL THE OTHER THINGS THAT WE'RE GOING TO LIST.

>> THEN, DR. SCOTT, HAVE WE HAD COLLABORATIVE CONVERSATIONS WITH ATHLETICS ABOUT WHAT THE APPLICATIONS WOULD BE FOR TRANSFER OF STUDENTS COMING TO OUR DISTRICT?

>> WE HAVE. MR. REED HAS TALKED WITH BOTH FINE ARTS AND ATHLETICS AND THE RULES DON'T CHANGE.

WE JUST HAVE TO MAKE SURE THAT THE PEOPLE THAT ARE COMING IN UNDERSTAND WHAT THE RULES ARE.

BUT YES SIR, WE'VE ALREADY HAD THOSE DISCUSSIONS PRELIMINARILY AND HAVE A PLAN FOR WE'LL FILL OUT A PLAN TO MOVE FORWARD FOR THOSE KIDS.

>> THANK YOU.

>> THANK YOU, MR. GAN. MS. HORN.

>> I REALLY APPRECIATE THE PRESENTATION.

I THINK A LOT OF WHAT YOU GUYS ARE TALKING ABOUT TO THE AVERAGE PERSON CAN BE INTERPRETED AS.

WELL, OF COURSE WE'RE GOING TO TALK ABOUT ALL THOSE THINGS, BUT IT TAKES EXTREME STRATEGY AND EMPHASIS TO BUILD A CULTURE AND REPUTATION.

[01:30:06]

I KNOW AS I DO THIS AS PART OF MY PROFESSIONAL JOB.

I'M SORRY YOU TOLD MS. JOE, I GEEKED OUT A LITTLE BIT ABOUT THIS.

EMILY, YOU DID SUCH A GREAT JOB JUST EXPLAINING HOW MUCH STRATEGY AND TIME AND INTENTIONALITY GOES INTO THAT AND EVEN WHAT MR. CANNON SAID ABOUT WHAT WE CHOOSE TO HIGHLIGHT BUILDING, THAT STORY BUILDING CULTURE IS EXTREMELY FOUNDATIONAL TO THE SUCCESS OF OUR DISTRICT. I APPRECIATE WHAT YOU DO.

>> THANK YOU, MS. HORN, DR. CRESSID.

TRUST THESE TO MY LEFT. MS. NEWSOME.

>> THANK YOU FOR THAT PRESENTATION.

I THINK LIKE MS. HORN, WE'RE ALL EXCITED TO SEE SOMETHING LIKE THIS.

I CAN REMEMBER A TIME WHERE WE REALLY NEEDED TO BE CREATIVE WITH WHAT WE WERE DOING TO COME UP WITH SOMETHING NEW FOR BUDGET ISSUES BECAUSE WE'VE BEEN CREATIVE OVER THE FEW YEARS.

OUT OF THAT, BIRTHED OUR AFTER SCHOOL CARE PROGRAMS AND THINGS LIKE THAT.

SOME OF US HAVE BEEN HERE LONG ENOUGH TO WATCH THOSE THINGS EVOLVE AND SEE WHAT THEY ARE NOW AND HOW IT CAN BE AN IMPACT.

BUT I THINK THE THING THAT REALLY STOOD OUT FOR ME AS EXCITED AS I AM FOR ALL THE MARKETING STUFF.

THIS REALLY MEANS SOMETHING TO DEFINE WHO WE ARE AND DEFINE OUR MESSAGE.

WE'RE ACTUALLY GOING TO DEFINE THE MOUNTAIN TOP THAT WE'RE GOING TO SHOUT IT FROM.

BUT I THINK WHEN DR. SCOTT SAID, WE CAN'T CHOICE FAR WAY OUT OF A DEFICIT, THAT REALLY JUST SAT WITH ME AND MY SOUL BECAUSE WE'VE GOT TO THINK ABOUT SOMETHING ELSE RIGHT NOW OF HOW WE CAN BE CREATIVE WITH WHAT WE NEED TO DO.

THAT REALLY IS AT THE END OF IT.

THAT'S SOMETHING THAT'S REALLY WHAT WE'RE GREAT AT.

I CAN REMEMBER STORIES OF JEFF BROGDEN AND A NAPKIN.

I ALSO KNOW THERE'S A RECENT STORY OF DR. CANTU AND DR. SCOTT WITH A NAPKIN IN NEW ORLEANS.

WE'VE REALLY HAD A HISTORY OF WHEN WE DOUBLE DOWN ON IT.

I JUST THINK THAT THIS IS SO FORWARD THINKING OF WHAT WE CAN DO TO NOT CHOICE OURSELF OUT OF THIS DEFICIT BECAUSE THAT'S NOT WHAT WE'RE TRYING TO DO.

WE'RE REALLY JUST TRYING TO SAY WHAT WE DO AT THE CORE OF WHAT WE DO EVERY DAY.

IT'S NOT JUST ABOUT OUR CHOICE SCHOOLS.

IT'S AT THE CORE OF WHAT MANSFIELD ISD MEANS.

WE DO IT GREAT AND WE WANT TO SHARE OUR MESSAGE IN A REALLY GOOD WAY, AND WE'RE REALLY GOOD AT THAT.

THANK YOU GUYS. I APPRECIATE IT. I'M EXCITED.

>> THANK YOU, MS. NEWSOME. MR. THOMAS?

>> YES. FIRST AND FOREMOST, THANK YOU FOR THAT INFORMATION AND IF PEOPLE DON'T KNOW IT.

MARKETING AND SALES, IT'S VERY MUCH A STEM REGARDLESS OF WHAT YOU THINK ABOUT.

IT'S A LOT OF STATISTICS, SCIENCE AND MATH THAT GOES INTO HELPING TO MAKE THESE DECISIONS AND EVEN PICKING OUT COLORS.

THANK YOU FOR WHAT YOU DO AND GREAT INFORMATION AND AS WE GET TO KNOW EACH OTHER, YOU GUYS WILL LEARN A LOT ABOUT ME.

ONE THING ABOUT ME, I CONSIDER MYSELF MODERN DAY FS GUMP.

I'VE BEEN A LOT OF PLACES SEEN A LOT OF THINGS AND BE IN THOSE PLACES AND SEEING SOME THINGS, I HAD AN OPPORTUNITY TO WORK AT CRAYOLA, AND AT CRAYOLA, I LEARNED THAT KIDS DRIVE CONSUMPTION.

THEY DIDN'T MARKET THE PARENTS, THEY MARKETED THE KIDS AND SO THAT'S WHY WHEN YOU GO IN THE STORE AND I TAKE MY SEVEN OR EIGHT YEAR OLDS AND SAY, MOMMY, DADDY, WOULD YOU BUY ME THIS? BECAUSE THEY HAVE IT AT EYE LEVEL, THEY DO CERTAIN THINGS AND I THINK THERE'S AN OPPORTUNITY THERE FOR US TO MARKET TO THE KIDS BECAUSE I THINK BACK TO, AND THIS IS A JASON STORY HERE, BACK WHEN I WAS IN SCHOOL, I WAS GOING ALL THE WAY ACROSS TOWN TO GO TO A CHOICE SCHOOL, BEING BUS, WAKING UP AT SIX IN THE MORNING, DRIVING ACROSS TOWN, TO GO TO A SCHOOL THAT MY PARENTS WANTED ME TO GO TO.

I DIDN'T LIKE IT BECAUSE THEY DIDN'T HAVE SPORTS.

THEY DID NOT HAVE FOOTBALL AND I WANTED TO PLAY FOOTBALL MY MOM TOLD ME ONLY WAY YOU CAN PLAY BECAUSE WE DON'T HAVE MONEY IS IF YOU PLAY ORGANIZED FOOTBALL.

I KICKED AND I SCREAMED UNTIL I WAS TRANSFERRED BACK TO MY HOME SCHOOL SO I COULD PLAY FOOTBALL.

SOME THINGS TO THINK ABOUT, JUST SOME THINGS I'VE OBSERVED.

I THINK THAT WILL HELP US BECAUSE I DIDN'T SEE A LOT ABOUT THE KIDS IN THAT RECRUIT AND RETAIN PART.

I SAW THE BANNER AND EVERYTHING, BUT I THINK THAT'LL GET US THERE BECAUSE I DID A QUICK GOOGLE AND I DIDN'T SEE THAT ACADEMY HAD THOSE CHARTER SCHOOLS HAVING SPORTS.

IF I KNOW ANYTHING ABOUT TEXAS, I'M FROM ALABAMA, BUT IF I KNOW ANYTHING ABOUT TEXAS AND THE SOUTH IN GENERAL, HIGH SCHOOL FOOTBALL,

[01:35:04]

I THINK IT'S A GREAT SALES POINT FOR US.

>> THE DATA REFLECTS EXACTLY ABOUT.

FOR EARLY GRADES, WE LOSE A LOT MORE KIDS TO CHARTERS.

>> FOR OUR LATER GRADES, IF WE LOSE A KID, IT'S TO OTHER ISDS.

THAT IS BECAUSE OF POST SECONDARY PROGRAMS AND THOSE EXTRA CURRICULARS AS WELL.

THEY TAKE OUT A SCHOOL THAT DOESN'T HAVE THAT OPTION FOR THEM.

THAT'S WHY WE ONLY HAVE 100 SEATS PER CLASS AT FRONTIER.

IT TAKES A SPECIALLY DIRECTED STUDENT TO WANT TO BE IN THAT ENVIRONMENT OR EARLY COLLEGE HIGH SCHOOL.

MOST OF OUR HIGH SCHOOL KIDS STILL WANT TO BE IN A COMPREHENSIVE HIGH SCHOOLS WITH ALL OF THOSE TRADITIONAL OPPORTUNITIES.

>> THOSE GREAT MEMORIES, GOOD TIMES, I REMEMBER THEM ALL.

A LONG TIME AGO, BUT STILL. THANK YOU.

>> YES. DR. CRUTCHFIELD. YES, MA'AM.

>> THANK YOU GUYS FOR THIS PRESENTATION.

IT SEEMS LIKE IT WAS THREE DIFFERENT THINGS.

I THINK WE WERE TALKING ABOUT MARKETING, SO SOME ABOUT CHOICE AND THEN SOME ABOUT OPEN ENROLLMENT.

JUST TO START OUT WITH MARKETING, EXTREMELY WELL DONE.

IT'S EXCITING. I AM LAYING CLAIM TO THE FIRST T-SHIRT WITH ALL THE NEW LOGOS ON IT.

REMEMBER THAT I SAID IT FIRST.

THE ONLY ISSUE I HAD WAS THAT YOU A STUDY BY A PROFESSOR AT UTSA AND NOT UTA.

HAD THAT ISSUE AS WELL.

JUST JOKING.

I DO WANT TO HIGHLIGHT THE FOCUS ON THE CLIENT EXPERIENCE AND UNDERSTANDING IN TERMS OF RESEARCH, HOW BELONGING REALLY HAS A POSITIVE IMPACT ON STUDENT ACHIEVEMENT, SO VERY WELL DONE.

IN THE MARKETING, I DO KNOW THAT PEOPLE BRAG A LOT ABOUT THE BOXES THEY GET FROM THE CERTAIN, I DON'T THINK I'M A MILLENNIAL, BUT I GOT A BOX FROM WHEREVER, SO STILL BRAVO.

I THINK ANOTHER PIECE OF IT, IF YOU GUYS WILL GO TO THE CHOICE SLIDE WITH THE ROLL UP, THERE'S A LOT ON FOCUSING WHAT THE COMPETITION OFFERS THAT WE DON'T OFFER.

MAYBE THAT WASN'T THAT PARTICULAR SLIDE, BUT I KNOW THERE WAS A COMPARISON OF SOME OF WHAT MAY BE ILT OFFERS, GREAT HEARTS, LIKE THAT.

I THINK CHOICE IS ONE IDEA TO ADDRESS THE CREATIVITY TO BRING FOLKS IN.

I THINK YOU GUYS USE SOME AT FEEDER PATTERN AS ONE OF THOSE EXAMPLES OF WHERE WE HAVE A LOT OF SPACE TO BE ABLE TO GROW.

BUT I ALSO THINK THAT PERFORMANCE MIGHT ALSO BE AN ISSUE IN THAT FEEDER PATTERN IN PARTICULAR.

IF YOU LOOK AT THE SUMMIT FEEDER PATTERN, I THINK RIGHT NOW, WE MAY HAVE FOUR OR FIVE CHOICE PROGRAMS. MY DAUGHTER'S AND ONE OF THEM AT CROSS TIMBER.

SOME OF THE SCHOOLS ARE NOT NECESSARILY A-RATED CAMPUSES.

IF WE LOOK AT THE LOGIC IN TERMS OF PERFORMANCE, CHARTERS COVERED, I THINK ILT GREAT HEARTS, IF THEY'RE RATED C CAMPUSES, IT COULD BE THAT NEARBY SCHOOLS, PARENTS ARE NOT GOING TO TAKE THEIR KIDS OUT OF A C-RATED CAMPUS TO COME TO A C-RATED OR A B-RATED.

I THINK THAT SOME OF THE FOCUS ON CHOICE AS AN OPTION IS GOOD, BUT ALSO JUST THE BASIC BUSINESS THAT WE'RE IN AS EDUCATION, IS JUST GETTING TO THE HIGHEST PERFORMANCE LEVELS THAT WE CAN.

WE TALKED ABOUT EARLIER BEGINNING OF THE YEAR DATA AND SOME OF THAT WORK THAT GOES IN THERE.

I KNOW YOU GUYS SAID EVERYBODY'S ON HAND TO ANSWER SOME OF THESE QUESTIONS.

BUT I GUESS THE WORK IN DOING JUST THE BASICS, AND SO NOT NECESSARILY CHOICE, BUT GETTING THESE CAMPUSES THAT ARE IN THAT FEEDER PATTERN TO WHERE, HEY, I'M DEFINITELY NOT GOING TO STAY AT A C IF THERE'S AN A RATED CAMPUS RIGHT NEXT TO ME.

I THINK THAT'S PART OF IT.

I WOULD SAY IN TERMS OF EXPANDING THAT CONCEPT OF EQUITY FOR ME AS A BOARD MEMBER, I THINK THAT IT IS ANY KID, NO MATTER WHERE THEY ARE AND WHAT FEEDER PATTERN THEY'RE IN, ANY CAMPUS THEY STEP ONTO COULD BE THAT HIGHEST PERFORMING CAMPUS.

WE WANT TO MAKE SURE THAT WE'RE DOING THAT WORK DAY IN AND DAY OUT.

I KNOW THE EFFORT IS THERE.

I WONDER IF THERE IS A BALANCE BETWEEN HOW WE ARE ASSIGNING CHOICE, YOU GO TO THE SLIDE, WHERE IT'S ROLL UP, I THINK IT'S LIKE A LADDER, MAYBE.

THERE YOU GO. IN PARTICULAR AT THESE CAMPUSES.

[01:40:02]

BY THAT, I MEAN IF WE THINK ABOUT SCHOOLS THAT JUST DO WELL, WHETHER THEY HAVE CHOICE OR NOT.

IDEAL. WE KNOW THERE'S DISTRICTS WHERE THEY DON'T HAVE A LOT OF CHOICE OPTIONS AND THEY'RE HIGHER PERFORMING EVEN THAN MANSFIELD ISD.

I WONDER IF WE CAN TALK A LITTLE BIT ABOUT THE ACADEMIC RETURN ON INVESTMENT FOR OUR CHOICE PROGRAMS IN THE DISTRICT.

I DON'T KNOW IF THAT'S THE MONEY PERSON, IF THAT'S THE CNI FOLKS, OR WHO THAT MIGHT BE.

BUT THAT WOULD BE A GOOD QUESTION AS WE'RE TALKING ABOUT EXPANDING CHOICE IN THESE AREAS.

>> I CAN START US OFF AND ANYBODY CAN JUMP IN.

ONE OF THE WAYS WE BREAK DOWN DATA WHEN WE GET IT IS IT'S NOT JUST DAVIS.

WE LOOK AT DAVIS FINE ARTS AND WE LOOK AT DAVIS COMPREHENSIVE.

WHILE ABSOLUTELY, THE FINE ARTS PROGRAM HAS HELPED BOOST THE SCORES OF THE SCHOOL, THE WAY WE VIEW IT IS IT GIVES US A LITTLE RUNWAY TO DO THE HARD WORK YOU'RE TALKING ABOUT.

NOW WHEN YOU'RE LOOKING AT THE COMPREHENSIVE SIDE, THAT IS INCREASING OVER TIME AND HAS FOR THE LAST COUPLE OF YEARS.

WE WANT TO SEE THE SAME THING HAPPEN AT HARMON.

FOR THE LAST TWO OR THREE YEARS, TIPPS HAS BEEN AN A SCHOOL.

THAT WAS NOT THE CASE FIVE YEARS AGO.

THAT WAS A BIG EFFORT PUT IN AROUND THEIR REBRANDING.

THAT GAVE THEM A LITTLE PLACE TO HAVE A POINT OF PRIDE, SOME WAYS TO FRAME SOME INSTRUCTIONAL LESSONS.

BUT EXACTLY TO YOUR POINT, WE'VE GOT TO PROVIDE THIS OPPORTUNITY, WE'VE GOT TO IMPROVE THE INSTRUCTION, WE'VE GOT TO DIRECT ALL THE WAY DOWN TO THE STUDENT, AND WE'VE GOT TO IMPROVE OVER TIME.

I WOULD SAY SIMILAR THING, YOU MOVE ON UP THROUGH.

WE'VE SEEN A SIMILAR EFFORT AT WORLEY OVER TIME, STARTING WITH DR. BRANDON WHEN HE WAS THERE.

YOU'VE SEEN A SIMILAR EFFORT AT TIMBERVIEW HIGH SCHOOL.

EARLIER, THEY MENTIONED THAT WE MOVED OFF ALGEBRA 1.

IT'S NOT A STORY WE TELL AS MUCH NOW BECAUSE WE'VE GONE TO ALGEBRA 2 AND CCMR, BUT TIMBERVIEW WAS THE ONE WHO SOLVED ALGEBRA 1 AT NINTH GRADE.

WE NEVER HAD A PROBLEM WITH THEIR EIGHTH GRADERS.

WE HAD A PROBLEM WITH OUR NINTH GRADERS AND OUR ABILITY TO GIVE THEM WHAT THEY NEEDED TO BE SUCCESSFUL.

TIMBERVIEW SOLVED THAT PROBLEM FOR US IN THE NINTH GRADE AND WE WERE ABLE TO SPREAD THAT ACROSS THE DISTRICT, ALONG WITH THE REDESIGN IN OUR CURRICULUM IN GRADES 4-7, WHICH WAS DESIGNED TO CREATE MULTIPLE TRACKS TO ADVANCED MATHEMATICS ABOVE ALGEBRA 2.

YES. ABSOLUTELY. ON THIS SHEET RIGHT HERE, HOLT THIS YEAR WAS AN A. HOLT WAS AN A.

THEY HAD A BIG IMPROVEMENT IN THEIR ACHIEVEMENT, BUT HOLT IS AN A BECAUSE OF THEIR PROGRESS.

THAT'S A TEMPORARY STANDING BECAUSE TO DO THAT IN OUR CONFIGURATION, YOU GOT TO HAVE BASICALLY YOUR THIRD GRADERS NOT DO SO GREAT AND YOUR FOURTH GRADERS DO GREAT AND THAT'S NOT ACCEPTABLE WAY TO LIVE.

ALICIA SOMERVILLE UNDERSTANDS AND WE'RE PROVIDING HER WITH THE RESOURCES THAT STARTING WITH THAT M CLASS WITH THOSE BABIES, THEY'RE COMING THROUGH AND WE'RE BUILDING THOSE EDUCATIONAL MUSCLES OVER TIME.

A MATURE A IS AN ACHIEVEMENT A.

WE KNOW THAT WHEN WE LOOK AT DOMAIN 3, OUR KIDS ARE MEETING THAT INTERMEDIATE AND LONG TERM GOAL IN MOST CATEGORIES.

THAT'S WHY WE HAVE AN 89.

BUT WE REALLY HAVE A 90.

WE HAVE AN 89 BECAUSE WE HAVE ONE SCHOOL THAT WAS A D IN DOMAIN 3.

IF YOU DO THE MATH, WE'RE AT A 90, BUT WE STILL HAVE A SCHOOL WHO'S NOWHERE NEAR WHERE THEY NEED TO BE.

WE RECOGNIZE THAT HARD WORK THAT HAS TO CONTINUE TO BE DONE.

I MENTIONED, WE KNOW WHAT A BELL CURVE LOOKS LIKE.

THOSE ARE FOR PEOPLE THAT DON'T LIVE HERE.

WE WANT OUR KIDS TIGHT AND RIGHT.

WE WANT OUR KIDS TO BE MEETING THE LONG TERM GOALS REGARDLESS OF WHAT POPULATION OF STUDENT THEY'RE IN.

THANK YOU, TA FOR GIVING US CREDIT BECAUSE THIS KID IS GROUPED IN THIS GROUP.

THAT'S NOT OURS, THOUGH.

[01:45:01]

WHEN YOU SORT OUT FOR THOSE NUMBERS, THOSE GAPS ARE A LOT TIGHTER.

THEY DO NOT DISAPPEAR, AND WE'VE NEVER SHIED AWAY FROM THAT.

THEY DON'T DISAPPEAR, BUT THEY TIGHTEN UP A LOT.

OUR MOST SUCCESSFUL HIGHEST PERFORMING HIGH SCHOOL, AND IT'S NOT BY A LITTLE BIT WHEN YOU'RE JUST LOOKING AT SCORES ACADEMICALLY IS LAKERIDGE HIGH SCHOOL.

LAKERIDGE HIGH SCHOOL IS OUR MOST DIVERSE HIGH SCHOOL IN THE DISTRICT, AS FAR AS HAVING KIDS FROM EVERY POPULATION.

BUT IT'S ALSO OUR MOST AFFLUENT HIGH SCHOOL.

WE RECOGNIZE THAT THAT WORK DOES NOT GO AWAY.

THAT ONLY HAD THE PRINCIPAL AT HARMON THAT WE HAVE NOW.

BECAUSE SHE PROVED THAT SHE COULD DO IT SOMEPLACE ELSE, AND SHE PROVED A LITTLE LATITUDE IN AND OUT OF OUR SYSTEM TO INNOVATE, AND WE WANT TO SUPPORT HER IN DOING THAT.

>> GOT YOU. THE HARD WORK IS HAPPENING.

I THINK WE HAVE A LOT OF OBVIOUSLY GREAT THINGS HAPPENING ALL OVER THE DISTRICT.

I'M THINKING IN TERMS OF CHOICE JUST SOMETHING TO CONSIDER.

HOW THAT IS ALSO HELPING US TO EARN THOSE HIGHER GRADES, SO LIKE THE HIGHER PERFORMANCE THROUGH CHOICE.

THAT'S WHAT I'M THINKING.

BUT I ALSO WANTED TO TALK ABOUT SOMETHING EXCITING THAT MISS JOB SAID ABOUT OUR BUDGET, WHERE SHE SAID THAT ALL OF THIS COULD BE INCLUDED, I THINK IS WHAT YOU SAID COVERED.

THEN DR. SCOTT, YOU SAID EARLIER THAT I THINK YOU WERE TALKING ABOUT THE NUMBER OF STUDENTS THAT POTENTIALLY WOULD COME OVER THROUGH OPEN ENROLLMENT, THAT COULD HELP PAY FOR SOME CHOICE PROGRAM.

I DIDN'T KNOW IF YOU WERE TALKING ABOUT THESE OR OTHER ONES SO I'M GOING TO ASK SOME NUMBERS QUESTIONS.

>> ABSOLUTELY. I THINK LAURA WAS TALKING ABOUT THE MARKETING PIECE.

SHE CAN DO WITHIN HER CURRENT BUDGET.

>> GOOD.

>> THE PIECE THAT I WAS TALKING ABOUT IS WE LOOK AT OUR DEFICIT AND WE GO, THERE'S $1.2 MILLION THAT WE SPEND IN TRANSPORTATION JUST FOR CHOICE SCHOOLS.

THEN WE WRESTLE WITH OURSELVES, IS IT REALLY A CHOICE OR NOT? ALL WE'RE TRYING TO DO IS WE WERE LOOKING FOR SOME THINGS TO PUT NUMBERS ON.

WE CAN DO OTHER OFFSETS.

UNFORTUNATELY, ALL THE OFFSETS DON'T ADD UP BECAUSE KIDS ARE IN MULTIPLE THINGS.

BUT THAT NUMBER CAME FROM, HEY, IF WE GOT 157 KIDS, THAT PAYS FOR THE TRANSPORTATION FOR OUR CHOICE SCHOOLS.

IF WE GOT WHATEVER THE NUMBER 1,700 OR WHATEVER, AND MULTIPLY THAT BY OUR ADA, THAT PAYS FOR BASICALLY OUR ENTIRE CHOICE PROGRAM, STAFF AND TRANSPORTATION.

AGAIN, THOSE ARE NOT ZERO SUM BECAUSE THE KIDS YOU HAVE TO GO.

WE WERE JUST TRYING TO THINK OF A COUPLE OF THINGS THAT WOULD MAKE SENSE TO FOLKS OF, HEY, IF YOU'RE DOING A DEFICIT, WHY DON'T YOU JUST GET RID OF YOUR CHOICE PROGRAMS? WE DON'T THINK THAT'S THE RIGHT THING TO DO INSTRUCTIONALLY, ESPECIALLY THIS FAR INTO IT.

WE DON'T THINK THAT'S UPHOLDING WHAT WE'VE TOLD OUR COMMUNITY WE WANT TO DO, BUT WE DO FEEL A RESPONSIBILITY TO NOT JUST WRITE CHECKS WITH NO MONEY IN THE ACCOUNT.

WE WANT TO TRY TO BE FISCALLY RESPONSIBLE.

WE ALSO WANT TO CREATE A WAY.

TONIGHT A LITTLE BIT OF A FOCUS HAS BEEN ON ACHIEVEMENT.

PART OF THE CHOICE TOO IS ON CAPACITY.

THIS HAS REALLY HELPED US WITH THE CAPACITY ISSUE AT SOME OF OUR SCHOOLS SO THAT A COMMUNITY SCHOOL A CHOICE, WHICH IS THE CHOICE THAT THE VAST MAJORITY OF OUR FAMILIES MAKE.

GOING TO THEIR COMMUNITY ELEMENTARY SCHOOL, MATRICULATING UP THROUGH THAT INTERMEDIATE, THROUGH THAT MIDDLE, AND INTO THAT HIGH SCHOOL, KNOWING WHAT THAT TRACK IS GOING TO BE.

SOME OF OUR FAMILIES CHOOSE DIFFERENTLY AND ZIG AND ZAG OUT OF IT.

BUT THE VAST MAJORITY, AND WE'VE DONE DIFFERENT PATHS FOR DIFFERENT ONES OF OUR PERSONAL CHILDREN.

BUT WE DO NOT WANT ANY OF OUR STUDENTS, AS I MENTIONED EARLIER IS BEING DONE IN SO MANY DISTRICTS AROUND THE STATE.

WE DON'T WANT TO TAKE THAT COMMUNITY SCHOOL CHOICE AWAY FROM OUR FAMILIES.

[01:50:01]

>> NOT CUTTING ANY CHOICE.

IF I LOOK AT THIS SLIDE, IS THIS AN EXPANSION OF CHOICE? IS IT ROLLING UP? WHAT ARE THE ASSOCIATED COSTS WITH THIS?

>> IT'S A ROLLING UP.

MISS CHONGARD AND DR. STOKER CAN FURTHER ANSWER SOME OF THOSE QUESTIONS.

>> WE'RE GETTING OUR THOUGHTS TOGETHER OVER HERE.

I CAN SPEAK TO THE STAFFING PORTION OF THIS.

WHEN WE LOOK AT ROLLING UP ALPHA.

ROLLING UP ALPHA FOR NEXT YEAR, GOING TO FIFTH GRADE.

THAT IS GOING TO REQUIRE FOUR TEACHERS.

KEEP IN MIND THOSE KIDDOS THEY WOULD NEED TEACHERS WHEREVER THEY WERE.

THEY'LL NEED TEACHERS ALPHA FOR THE NEXT YEAR.

THEN FOR STEM ROLLING UP AS WELL.

MOVING ON UP TO FIFTH GRADE, LET ME BE SURE I'LL TELL YOU THE RIGHT THING.

JUST A SECOND, PLEASE.

I'M AFRAID I GOT A LITTLE OFF HERE.

SAY FOR ALPHA, WE'LL NEED FOUR.

IN ADDITION TO THAT, WHEN WE ROLL UP FOR OUR NEXT PROGRAM, WHICH WE ARE DISCUSSING STEM, IF THEY'RE ROLLING UP TO FIFTH GRADE, WE THINK WE WILL PROBABLY NEED FOUR TEACHERS AS WELL, TWO FOR CORE AND TWO FOR ELECTIVES, FOR THE UPCOMING SCHOOL YEAR, WHEN THEY MOVE ON UP TO FIFTH GRADE.

CURRENTLY, THEY GO THROUGH FOURTH; THEY'LL BE MOVING UP TO FIFTH.

>> THE SIXTH, SEVENTH, AND EIGHTH ARE AFTER THAT, AND FOR THOSE PARTICULAR COHORTS. IS THAT RIGHT?

>> THAT WILL REALLY VARY.

AT THAT POINT, THERE'S A QUESTION ON HOW MANY STUDENTS WE WILL HAVE IN THE PROGRAM AT THAT TIME.

AT SOME POINT, WILL WE ALLOW OTHER STUDENTS WHO AREN'T CURRENTLY BEING SERVED IN A CHOICE PROGRAM TO ADD IN? IF SO, THEN PER CHANCE WE WILL NEED MORE TEACHERS, OR WHEN THEY'RE AT A LARGER CAMPUS, SO WHEN THEY MOVE TO THE MIDDLE SCHOOL, CAN SOME OF THEIR COURSES BE ABSORBED INTO EXISTING COURSES? A LOT OF VARIABLES, BUT MOVING UP TO FIFTH, IT'S A LITTLE MORE STRAIGHTFORWARD.

WE'RE TALKING ABOUT OUR CURRENT FOURTH GRADERS, MOVING TO FIFTH, WE KNOW WHAT THEY'LL NEED.

ONCE THEY GET TO SIX, WE'VE GOT ALL KINDS OF OPTIONS, AND DEPENDING ON THE DIRECTION WE GO, THAT'S GOING TO DETERMINE HOW MANY TEACHERS WE NEED AT THAT POINT.

>> THAT'S THE TEACHER SIDE.

I'M THINKING BECAUSE I'VE BEEN TO THE STEM ACADEMY AT HOLT.

I GUESS I'M THINKING OF EISENHOWER, OR ALPHA DOESN'T HAVE NECESSARILY CONSTRUCTION PIECES.

BUT IS EISENHOWER, THEN ARE THERE COSTS ASSOCIATED WITH RETROFITTING IT?

>> YES, MA'AM. THERE WILL BE COSTS ASSOCIATED WITH THE STEM RENOVATIONS.

I'LL TELL YOU ON THE ALPHA ACADEMY SIDE, NOT QUITE AS EXTENSIVE RENOVATIONS REQUIRED, SO THOSE COSTS ARE PRETTY LOW.

BUT WHEN YOU DO CONVERT A CAMPUS TO HAVING A FULL STEM LIKE YOU'RE ACCUSTOMED TO SEEING AT CAROL HOLT, THERE ARE SOME COSTS ASSOCIATED WITH THAT.

THE GOOD NEWS IS THERE'S ACTUALLY QUITE A BIT GOOD NEWS.

THE GOOD NEWS IS THESE FUNDS CAN BE TAKEN FROM OUR 2024 BOND PROGRAM.

THESE CAN BE CONSIDERED CAMPUS RENOVATIONS THAT WE WERE ALREADY PLANNING A LOT OF CAPITAL UPGRADES AT ALL OF OUR CAMPUSES.

THIS CAN ACTUALLY BE ROLLED INTO THAT CONSTRUCTION PROGRAM.

THE OTHER GREAT PART OF IT IS, WE HAVE THE CAPACITY THERE.

WE'VE ALREADY STARTED, WE'VE HAD OUR FIRST MEETING TO SKETCH OUT WHAT IT WOULD LOOK LIKE.

IN THE UPCOMING WEEKS, WE'LL BE MEETING WITH EACH CAMPUS PRINCIPAL TO MAKE SURE, HEY, DOES THIS WORK FOR YOU? DOES THE FLOW WORK? DO THESE SPACES WORK, AND HOW DOES IT STILL WORK WITH YOUR GENERAL POPULATION? CAN BE PAID FOR FROM OUR BOND PROGRAM.

IS IT EXTENSIVE RENOVATION? YES, BECAUSE WE WANT IT TO LOOK SIMILAR.

AS THOSE KIDS PROGRESS THROUGH THE GRADE LEVELS, WE WANT THEM TO HAVE THAT SAME EXPERIENCE.

IF THEY WENT TO HOLT, WE WANT THEM TO HAVE THE SAME EXPERIENCE AT EISENHOWER AND THE SAME EXPERIENCE AT COBL.

ALL OF THOSE THINGS THAT WE HAVE IN PLACE AT HOLT, WE WANT THEM TO CONTINUE TO SEE IN THEIR STEM JOURNEY.

>> GREAT. THANK YOU.

ANY OTHER MONEY STUFF? I KNOW MISS STAR IS LIKE LET ME GET TO MY PRESENTATION.

[LAUGHTER] BUT I GUESS MY QUESTION IN MY HEAD AND THINKING ON THE FLY WITH THIS SLIDE IS JUST WITH THE OFFSET.

AGAIN, BETWEEN THE ACADEMIC RETURN AND INVESTMENT, ARE THESE THINGS ACTUALLY HELPING OUR STUDENTS TO PERFORM BETTER, WITH COSTS ASSOCIATED, AND WITH POTENTIALLY OFFSETTING ANY COSTS WITH STUDENTS COMING IN, AND WE DON'T KNOW HOW MANY STUDENTS, JUST MAKING SURE WE'RE NOT BALLOONING OUR DEFICIT IN ANY WAY.

>> THINGS COST MONEY. BUT YES, THE PERFORMANCE IS IMPACTED AT, LET ME USE THE EXAMPLE OF EARLY COLLEGE HIGH SCHOOL.

100% OF THOSE STUDENTS HAVE ASSOCIATE'S DEGREES.

0% OF THOSE STUDENTS WOULD HAVE ASSOCIATE'S DEGREE IF WE DIDN'T HAVE THE EARLY COLLEGE HIGH SCHOOL.

[01:55:03]

NOW, JUST THE ACT OF A PARENT FILLING OUT THE APPLICATION IS A LEVEL OF SUPPORT THAT NOT ALL OF OUR KIDS ENJOY AT HOME.

BUT IT IS TO AS MUCH AS WE CAN CONTROL FOR LEGALLY, REPRESENTATIVE OF THE DISTRICT.

WE CAN CONTROL FOR FEEDER PATTERN, AND WE CAN CONTROL FOR A COUPLE OF OTHER THINGS LEGALLY, AND WE DO A PRETTY GOOD JOB, VICKI AND HER TEAM, AND THEN NOW DR. JOHNSON AND HIS TEAM.

I FEEL LIKE I'VE DONE A REALLY GOOD JOB OF MAKING SURE THAT THERE'S REPRESENTATIVE MEANING THAT THOSE KIDS HAVE OPPORTUNITIES THAT THEY WOULDN'T MAYBE HAVE.

ANOTHER EXAMPLE.

MY SON WAS ABLE TO GO TO JAN DRICO WELL, FOR PART OF A YEAR, BECAUSE WE HIT COVID WHEN HE WAS IN PRE-K.

HE WAS ABLE TO GO THROUGH SPRING BREAK.

HIS VOCABULARY WAS DRASTICALLY EXPANDED COMPARED TO THAT OF HIS SISTERS, AND WE WORK REALLY HARD AT PROVIDING OUR KIDS EXPERIENCES SO THAT THEY HAVE THAT BACKGROUND, SO THAT WHEN THEY READ A BOOK ABOUT THE FOUNDING FATHERS, THEY'VE SEEN THOSE BUILDINGS.

THEY'VE LOOKED THROUGH GLASS AT THOSE DOCUMENTS.

THEY KNOW WHO THOSE SILHOUETTES ARE.

THEY'RE NOT THINKING ABOUT ALL THAT.

THEY'RE ABLE TO GET EXCITED ABOUT WHAT I KNOW THIS AND GO ON.

WITHOUT JENRCO, WHICH TO ME IS A CHOICE THAT ALL OF OUR KIDS GO TO.

WE HAVE SO MANY KIDS FROM A BACKGROUND THAT PROBABLY WOULDN'T BE ABLE TO PROVIDE ALL THOSE EXPERIENCES.

EVEN FOR THE MOST DEDICATED OF PARENTS WHO LOOKS FOR CHEAP OPTIONS OF THINGS TO GO DO FOR THEIR KIDS AND HAS THE TIME TO DO IT.

WE'VE BEEN ABLE TO PROVIDE A FUTURE FOR THOSE KIDS THAT THEY JUST WOULDN'T HAVE HAD OTHERWISE.

WE'RE DOING THE SAME THING.

I'VE HEARD ANNA TALK ABOUT HER CHILDREN BEING ABLE TO SPEAK SPANISH.

I'M 48-YEARS-OLD AND I COULD UNDERSTAND WHAT A LOT OF MY BASEBALL PLAYERS SAY, BUT I CAN'T SPEAK A LICK OF IT.

I'VE HAD A LOT OF HIGH SCHOOL AND COLLEGE SPANISH, BUT IT'S NOT THE SAME.

IT'S NOT THE SAME IMMERSIVE ENVIRONMENT.

I MISSED OUT ON THAT.

FOR OUR PARENTS WHO WANT THAT IT DOES MAKE A DIFFERENCE.

THOSE KIDS DO PERFORM HIGHER IN ALL OF OUR STEM ACADEMIES.

SOMEBODY TELL ME IF I'M WRONG, IN ALL OF OUR STEM ACADEMIES AND ALL OF OUR FINE ARTS ACADEMIES AND ALL OF OUR BILINGUAL PROGRAMS, THEN THEY DO ON THE COMPREHENSIVE SIDE AT THAT SCHOOL.

DOESN'T MEAN THAT THE OUTPERFORM CORA SPENCER, WHICH IS IN COMPLETELY NOT ONLY AN INCREDIBLE SCHOOL, BUT A COMPLETELY DIFFERENT SOCIOECONOMIC BACKGROUND THAN ALMOST ANY OTHER SCHOOL IN OUR DISTRICT REPRESENTS.

>> GOT YOU. WITH THE CHOICE PROGRAMS. LET ME MAKE SURE I'M CLEAR BECAUSE MY DAUGHTER IS STILL IN ONE, AND JC, MY SON, AND BOTH MY DAUGHTER HAVE BEEN IN THE TWO-WAY DUAL LANGUAGE PROGRAM.

OBVIOUSLY, THE CHOICES THAT WE HAVE ARE PHENOMENAL.

BUT JUST IN TERMS OF STUDENTS IN THOSE CHOICE PROGRAMS, YOU JUST SAID THAT EVERYONE PERFORMS HIGHER THAN THE COMPREHENSIVE SIDE.

THAT GOES BACK TO JUST MY ORIGINAL STATEMENT ABOUT THE SCHOOL AS A WHOLE, AND SO MAKING SURE THAT WE HAVE BALANCE ON THOSE SIDES.

THAT'S THE MAIN THING.

>> ABSOLUTELY. IN NO WAY DOES THIS SIGNIFY ANY VARIANCE FROM DEDICATION TO THAT EFFORT FOR ALL OF OUR KIDS.

>> APPRECIATE YOU.

>> ANY OTHER QUESTIONS, TRUSTEES? MR. CANNON?

>> AS WE'RE LOOKING AT CHOICE PROGRAMS OR EXPANDING THOSE, DO WE HAVE ANY IDEA OF OTHER CAMPUSES WHERE WE'LL BE PLACING THOSE? THEN, LOOKING AT THE STEM PROGRAMS AS WE EXPAND THEM FROM THE CNI SIDE, WILL THOSE CAMPUSES BE SUPPORTED WITH CURRICULUM FOR THOSE PROGRAMS AS WELL?

>> YEAH. I'LL LET C AND I TALK ABOUT THE WAY WE SUPPORT THOSE CURRICULARLY.

BECAUSE WE DO ON THE STEM SIDE, ESPECIALLY.

WELL, THEY ARE FOR THIS LONG BECAUSE THEY'VE BEEN IN PRACTICE FOR THE LONGEST.

WHILE I WAS TELLING YOU I WAS GOING TO DO THAT,

[02:00:02]

>> AS WE EXPAND OR HAVING THE CONVERSATION ABOUT CHOICE PROGRAMS, ARE THERE CONVERSATIONS IN CAMPUSES OR IDEATION WHERE STAFF IS HAVE THOSE CONVERSATIONS?

>> YES. BEYOND WHAT YOU SEE RIGHT HERE, WE HAVE NOT COMMITTED TO ANYTHING OTHER THAN WHAT YOU SEE HERE.

WE DON'T HAVE ANYBODY WORKING IN THE BACKGROUND ON A BIG NEW SCHOOL OF CHOICE OPTION.

ONE THING WE HAVE DISCUSSED IS DENSITY IN OUR SOUTHEAST PART OF OUR DISTRICT AND WHETHER IT'S SMART TO HAVE THAT CONCENTRATION OF CHOICE.

I WANT TO BE CLEAR, WE'RE NOT ANNOUNCING OR SAYING WE'RE TALKING, WE'RE LOOKING TO THE FUTURE AND SAYING, DOES THIS MAYBE A BETTER FIT HERE TO PROVIDE THIS LOW-CAPACITY SCHOOL WITH SOME ADDITIONAL STUDENTS? WHEN THIS IS DONE, WE'LL BE DOWN JUST TO TWO OR THREE SCHOOLS THAT WE'RE REALLY WORRIED ABOUT THE CAPACITY WITH AT ELEMENTARY LEVEL.

WE'RE NOT WORRIED ABOUT BEING UNDER CAPACITY AT OUR MIDDLE AND HIGH SCHOOLS.

BUT WHEN THIS IS DONE, WE'LL JUST BE DOWN TO A COUPLE OF ELEMENTARIES THAT WE'RE GOING TO NEED TO WATCH AND MAKE SURE THAT WE ARE PROPERLY SUPPORTING THEM.

THAT'S BEFORE WE POTENTIALLY BRING ANY ADDITIONAL STUDENTS FROM OUTSIDE THE DISTRICT.

DOES THAT HELP ANSWER THAT QUESTION?

>> IT DOES. I ALSO APPRECIATE YOU SHARING ABOUT THE ACCOUNTABILITY WITH THE PROGRAMS BECAUSE I THINK IN THE COMMUNITY, THE OPTICS ARE THAT WE'RE ADDING CHOICE PROGRAMS LIKE YOU MENTIONED EARLIER, ABOUT WE CAN'T CHOOSE OUR WAY OUT OF SOMETHING.

WE ALSO CAN'T CHOOSE OUR WAY OUT OF ACCOUNTABILITY RIGHT NOW.

IN SUPPORT OF DR. KURA, WHAT SHE'S SAYING, I WANT TO MAKE SURE THAT WE'RE NOT JUST THROWING MONEY AT SOMETHING WHEN WE COULD ALSO BE PROVIDING THE RESOURCES AT THOSE CAMPUSES ACTUALLY NEED IN ORDER TO IMPROVE STUDENT OUTCOMES.

I THINK THAT FOR ME, AS WE'RE LOOKING AT THE RECOMMENDED CHOICE PATHWAYS GOING UP, IS IF THAT WE'RE PUTTING ADDITIONAL PROGRAMS ANYWHERE IS THAT WE REALLY LOOK AT IF WE ADD ADDITIONAL STAFFING, IF WE ADDED FOUR TEACHERS TO THAT PYRAMID THAT WERE IN A PART OF ALPHA ACADEMY TO THAT CAMPUS, TO REALLY SUPPORT THE NEEDS OF THE CAMPUS.

APPRECIATE YOU SHARING THAT INFORMATION.

>> YES, SIR. CENA FOLKS.

>> I CAN ADDRESS A LITTLE BIT WITH THE CURRICULUM.

WE HAVE THREE BIG ONES AND SOME OTHER ONES THAT AREN'T AS BIG, BUT MISS VICKY WEBSTER HAS BEEN OVER HER STEM ACADEMIES FOR A LONG TIME, AND SHE HAS REALLY BUILT A MODEL THAT OUR OTHER CHOICE ACADEMIES HAVE BEEN ABLE TO FOLLOW AND FOLLOW BEHIND.

WITHIN THE STEM PROGRAM, SHE HAS REWRITTEN, ALONG WITH A TEAM, A LOT OF THE CURRICULUM TO ENSURE THAT THE STEM HABITS OF MINE ARE PRESENT AND THAT THE WAY THAT WE TEACH IS STEM-RELATED.

IN OPENING ALPHA AND THE ADVANCED IN THE GIFTED PROGRAM.

MISS WEBSTER, IT HAS REALLY BEEN AN INTEGRAL PART IN SITTING DOWN.

I KNOW MISS POLLOCK IS HERE TONIGHT, AND SHE'S BEEN A HUGE PART, ALONG WITH MISS CARDINESE, MAKING SURE THAT WE'RE CHALLENGING OUR STUDENTS AND WRITING THAT CURRICULUM; THEY HAVE ALL THE CURRICULUM SUPPORTS.

MISS SMITH, WHO IS ALSO HERE TONIGHT, IS THE PRINCIPAL AT HARMON AND ALPHA, AND SHE HAS DONE AN AMAZING JOB OF ENSURING THAT BOTH THE HARMON AND THE ALPHA, WHILE THEY HAVE VERY DIFFERENT NEEDS, WHEN IT COMES TO THE ACADEMIC AND WHAT THEY'RE LEARNING, HAVE ALL THE SUPPORTS THAT THEY NEED.

WE HAVE COACHES, WE HAVE EVERYONE WORKING ON BOTH SIDES, BUT THEY'RE ONE CAMPUS.

THEY'VE REALLY BRIDGED THAT, AND THAT'S BEEN AN AMAZING THING TO SEE.

THEN IN THE FINE ARTS DEPARTMENT.

DARWOR HAS TWO AMAZING INSTRUCTIONAL SPECIALISTS, MISS KELSO AND MISS JOYCE, WHO HAVE WORKED TIRELESSLY TO ENSURE THAT THE ARTS ARE INTEGRATED INTO EVERYTHING THAT WE'RE LEARNING IN A SEAMLESS WAY, THAT IT MAKES SENSE, AND IT FITS.

KNOWING THAT THEY ARE LOOKING AT PUSHING THROUGH FROM HOLT TO EISENHOWER INTO COBL.

I DON'T FEEL AT ALL THAT WE WILL BE IN ANY WAY STRUGGLING WITH THE CURRICULUM SIDE OF IT.

IT IS SET, AND IT IS ON THE RIGHT TRACK AND GOING. IT'S EXCITING.

>> THANK YOU.

>> ARE THERE ANY OTHER QUESTIONS? TRUSTEE THOMAS, DID YOU HAVE A QUESTION?

>> YEAH. JUST ONE QUICK QUESTION.

REGARDING THE RENOVATIONS THAT WE'RE TALKING ABOUT DOING, ARE THOSE RENOVATIONS A PERMANENT THING, ARE WE RENOVATING TEMPORARILY BEFORE WE MOVE ON TO SOMETHING ELSE?

>> IF YOU LOOK AT HOLT, I WOULD CALL THE MAJORITY OF THE RENOVATION AT HOLT PERMANENT.

OBVIOUSLY, SOME OF THE CLASSROOMS THERE COULD BE CONVERTED BACK TO GENERAL POPULATION, BUT FOR THE MOST PART, WHEN YOU CREATE A STEM ACADEMY,

[02:05:01]

GOSH, THE NAME OF THE LAB JUST SLIPPED MY MIND.

>> MAKER SPACE.

>> MAKER FAT LAB.

THOSE TYPE OF THINGS ARE REALLY A PERMANENT INSTALLATION.

COULD YOU REPURPOSE THEM? ABSOLUTELY. BUT ON THE OUTSIDE LOOKING IN, IT'S A PERMANENT SOLUTION.

>> THERE WON'T BE ANY ADDITIONS OR? [LAUGHTER]

>> NO. ABSOLUTELY. AT ALL OF THE CAMPUSES THAT YOU SEE AT EISENHOWER AND AT COBL, WE HAVE THE CAPACITY TO DEVELOP THE STEM ACADEMY WITHIN THE BUILDING.

I MENTIONED THAT EARLIER. WE'LL ACTUALLY BE SITTING DOWN WITH EACH CAMPUS PRINCIPAL.

WE'VE ALREADY SKETCHED OUT SOME PRETTY COOL DESIGNS THAT UTILIZE THE EXISTING SPACE.

WE'VE OPTIMIZED THE USE OF THE EXISTING SPACE, AND SO THEY'RE PERMANENT, BUT THEY'RE INTERNAL TO WHAT WE ALREADY HAVE.

WE HAVE THE CAPACITY TO DO IT WITH THE BUILDING WE ALREADY HAVE.

>> THAT SOUTH ARLINGTON AREA, WE WANT TO MAKE SURE THAT WE ARE GIVING THE EQUIVALENT TO WHAT WE'VE GIVEN TO OTHER AREAS OF THE DISTRICT.

THAT'S ALL I WANT TO JUST ENSURE THAT WE HAVE EQUIVALENCY THERE.

>> I AM SO GLAD YOU SAID THAT, THAT'S ONE OF THE THINGS THAT'S SUPER IMPORTANT TO ME.

I WANT THAT EXPERIENCE.

IT'S ONE THING TO SAY, HEY, WE GOT A STEM ACADEMY.

IF THAT STEM ACADEMY LOOKS JUST LIKE THE REST OF THE BUILDING, DO YOU REALLY HAVE A STEM ACADEMY? IT NEEDS TO BE MODELED AFTER THE STEM ACADEMY THAT WE HAVE.

FOR INSTANCE, WE'VE USED THE MODEL FROM MARTINEZ.

WE'VE USED THE MODEL FROM MCKENZIE, AND WE'VE USED THE MODELS FROM NORWOOD TO GO.

THIS IS THE EXPECTATION.

THAT'S WHY IT'S SO IMPORTANT TO ME THAT AS THEY ROLL THROUGH THE GRADE LEVELS, THAT EXPERIENCE IS THE SAME, THAT IT'S COMPARABLE AND EQUITABLE TO THOSE OTHER EXPERIENCES IN OTHER PARTS OF OUR DISTRICT.

IT'S GOT TO BE AS GOOD AND EVEN A LITTLE BETTER.

>> THANK YOU.

>> MS. LACKEY WILSON. GREAT QUESTIONS.

I KNOW THAT I DON'T WANT TO BELABOR THIS.

THANK YOU FOR THE PRESENTATION, DR. SCOTT, EMILY, YOUR FIRST PRESENTATION AND MS. JOB.

I THINK MOST PEOPLE KNOW THAT I BEGAN MY TEACHING CAREER WHEN I WAS TEACHING DEVELOPMENTAL ENGLISH.

EVEN NOW I WHAT WE CALL TWICE EXCEPTIONAL STUDENTS, WHICH MEANS THAT THERE ARE SOME ACCOMMODATIONS.

I DON'T WANT TO BELABOR, BUT BECAUSE I KNOW THAT WE'RE GOING TO HAVE CONTINUED CONVERSATIONS, BUT I'D LIKE US TO THINK ABOUT THAT PARTICULAR POPULATION OF STUDENTS AND HOW THAT WILL IMPACT US.

THEN THE SPECIAL EDUCATION ASPECT AS IT RELATES TO THAT PARTICULAR MEASURE OF ACADEMIA.

CAN WE JUST FOLLOW UP LATER AS WE'RE HAVING CONTINUED CONVERSATIONS ABOUT THAT, AS WELL AS ADDRESSING THE BECAUSE AS YOU KNOW, MS. TRONGARD, I LOVE TALKING ABOUT THE MONEY ASPECT.

I DON'T WANT TO OVER STEPS.

WE CAN JUST TALK ABOUT THAT AT A LATER DATE, BUT I WOULD LIKE FOR US TO CONSIDER THOSE THINGS BECAUSE I THINK THOSE ARE SOME OF THE THINGS THAT OUR TEACHERS IN THE DISTRICT ARE CONCERNED ABOUT WITH THE SPECIAL EDUCATION ASPECT THAT WILL BE ESSENTIAL WITH THOSE TWICE EXCEPTIONAL STUDENTS AND ALSO NEEDING SPARE TEACHERS.

>> YES. WE CAN ABSOLUTELY BRING THAT FORWARD, AND WE CAN TALK ABOUT HOW YOU WANT TO SEE THAT.

YEAH, ABSOLUTELY WE CAN DO IT.

>> JUST WHENEVER WE, BECAUSE I KNOW WE'RE GOING TO HAVE CONTINUED CONVERSATIONS.

>> YES.

>> THANK YOU SO MUCH. DR. [INAUDIBLE], DID YOU HAVE ANYTHING YOU WANT TO SAY? AT THIS TIME, TRUSTEES, WE'LL MOVE ON TO ITEM 10, PUBLIC HEARING.

[10. Public Hearing ]

MOVING ON TO MICHELLE TRONGARD, FOR OUR FIRST REPORT.

>> GOOD EVENING. MADAM PRESIDENT, DR. REED, BOARD OF TRUSTEES, DR. [INAUDIBLE].

THIS IS A PUBLIC HEARING ON A FINANCIAL INTEGRITY RATING SYSTEM OF TEXAS.

THIS IS MISD'S 2025 SCHOOL FIRST RATING AND IS BASED ON A 2023, 2024 DATA.

OF COURSE, I'M PROUD TO PRESENT THAT THIS IS A SUPERIOR RATING, AND I WANT TO MAKE NOTE THAT MONICA IRVIN IS HERE, OUR EXECUTIVE DIRECTOR OF FINANCE.

SHE IS A BIG PART OF THIS SUCCESS, BUT ALL ACROSS THE BOARD FROM THE DEPARTMENTS, THE LEADERS, OUR STAFF, FINANCE STAFF, AND EXECUTIVE COUNSEL CABINET.

ALL OF THEM TAKE A HUGE PART IN THIS IN BEING SUCCESSFUL AND FOLLOWING OUR RULES WHEN WE SAY NO,

[02:10:02]

IT'S A COLLABORATIVE EFFORT.

JUST A LITTLE BIT ABOUT THIS.

THE MAIN THING IS IT'S VERY MUCH SIMILAR TO THE A-F RATINGS WHERE THEY HAVE THEIR ACCOUNTABILITY SIDE, WHERE THEY WANT IT ON THE SAME SIDE AS THE FINANCE SIDE.

THAT'S THAT. IT'S BASICALLY OPENLY REPORTS IT TO THE GENERAL PUBLIC AND MEASURES AND REPORTS THE EXTENT TO WHICH FINANCIAL RESOURCES ARE ALLOCATED FOR DIRECT INSTRUCTIONAL PURPOSES.

ON THIS, THERE'S THE RATINGS.

THAT HASN'T CHANGED AS FAR AS THE SCALE IS CONCERNED, BUT I'M PROUD TO PRESENT THAT WE SCORED IN 94.

LAST YEAR, THAT WAS TWO MORE THAN LAST YEAR AND TWO, TWO MORE THAN THE YEAR BEFORE.

WE'RE ACTUALLY FOUR, NO 2+2+2+2+2.

WE'RE FOUR POINTS HIGHER THAN WE WERE TWO YEARS AGO.

I'M PROUD TO SAY THAT AND I WILL SHOW YOU WHERE THAT IMPROVEMENT HIT.

LET'S GO THROUGH THIS FAIRLY QUICKLY.

HOW THERE ARE TESTS. I'M GOING TO GO THROUGH.

INDICATOR 1, DID WE DO THE COMPLETE AUDITED FINANCIAL REPORT AND SUBMIT IT WITHIN 30 DAYS, AND YES, THAT'S SOMETHING THAT MS. IRVIN DOES BACK THERE.

WE SUBMITTED ON NOVEMBER 21ST.

WAS THERE AN UNMODIFIED OPINION ON THE AUDITED FINANCIAL REPORT? THAT MEANS WAS IT GOOD? DID WE HAVE ANY FINDINGS OR ANYTHING? YES. IT WAS GOOD.

WE HAD AN UNMODIFIED REPORT.

WE PASSED THAT RATING ON THREE.

WAS THE SCHOOL DISTRICT COMPLIANCE WITH PAYING OUR TERMS OR PAYING OUR DEBTS? YES, WE PASSED THAT ONE.

DID THE SCHOOL DISTRICT DID WE MAKE TIMELY PAYMENTS IN TIME FOR TRS, WORKFORCE IRS? YES, WE DID.

LET'S KEEP GOING ON THIS ONE.

INDICATOR 5 WAS A TOTAL NET POSITION IN THE GOVERNMENT ACTIVITIES COLUMN, BASICALLY IN ACCOUNTING VERBIAGE.

DID WE DO GOOD IN NET PENSION BORROW GRADED THAN ZERO? YES. WE PASSED THAT ONE.

IN SIX, THE AVERAGE CHANGE AND ASSIGNED AND UNASSIGNED FUND BALANCES.

THIS IS CRITICAL, HITTING SCHOOL DISTRICTS SOMEWHAT HARDER THESE YEARS, BUT OVER THREE YEARS LESS THAN A 25% DECREASE OR DID THE CURRENT YEARS ASSIGN? BASICALLY, DID YOUR FUND BALANCE GO MORE THAN 25% BELOW OVER THREE YEARS TIME PERIOD, AND I'M PROUD TO SAY WE ACTUALLY WENT UP FOR 2% OVER THE LAST THREE YEARS.

BUT THERE'S SEVERAL DISTRICTS, THIS IS GETTING HARDER.

WE DID PASS THAT.

ON NUMBER 7, NUMBER OF DAYS OF CASH ON HAND IN OUR CURRENT INVESTMENTS IN THE JOURNAL FUND, YOU NEEDED TO HAVE AT LEAST 75 DAYS.

WE HAD 104 DAYS OF CASH ON HAND.

WE RECEIVED THE MAXIMUM OF 10 POINTS.

THEN NUMBER 12, THE CORRELATION BETWEEN FUTURE DEBT REQUIREMENTS AND THE DISTRICTS ASSESSED PROPERTY VALUE. IS THAT RIGHT? KEEP GOING THERE. NUMBER 8, THERE WE ARE.

SORRY, I'M ON THE BACK SIDE.

WAS A MEASURE OF THE CURRENT ASSETS TO CURRENT LIABILITIES RATIO, SUFFICIENT TO COVER SHORT TERM DEBT? YES. THIS IS EIGHT POINTS.

THIS IS SOMETHING THAT IT CAN BE DIFFICULT FOR THOSE THAT AREN'T ABLE TO HAVE THE CASH ON HAND TO PAY THEIR BILLS ON TIME.

NUMBER 9, DID THE SCHOOL DISTRICTS GENERAL FUND REVENUES EXCEED EXPENDITURES? WE DID. TEN POINTS FOR THAT.

ON NUMBER 10, THIS ONE WASN'T BEING SCORED.

IN NUMBER 11, THE RATIO OF LONG TERM LIABILITIES, THE TOTAL ASSETS FOR THE SCHOOL DISTRICT SUFFICIENT TO SUPPORT LONG TERM SOLVENCY.

THIS IS THE ONE WHY WE'RE NOT 100 PLUS, BUT WE RECEIVED SIX POINTS OUT OF 10 ON HERE.

I WANT TO NOTE, WE'RE CLOSE.

BUT I WILL TELL YOU, WE HAVE PAID DOWN THE DEBT.

THANKS TO YOUR APPROVALS, WE'VE BEEN ABLE TO PAY DOWN 173 MILLION IN OUR LONG TERM LIABILITIES OVER SINCE 2020.

WHEN WE TAKE THOSE BOND REFUNDS TO YOU, SAY IT'S TIME, WE SAVE ON THOSE INTEREST RATES THAT PAYS DOWN THE DEBT.

WE'VE BEEN STRATEGICALLY DOING THIS AND DOING THE BEST WE CAN.

WE ARE NOT LIKE RICHARDSON ISD THAT HAS A BUNCH OF COMMERCIAL PROPERTY THAT HAS HIGHER PROPERTY VALUES THAT CAN PAY THEIR DEBT DOWN FASTER FOR THE SAME NUMBER OF STUDENTS.

WHAT NUMBER 12, THE CORRELATION FUTURE DEBT REQUIREMENTS AND ASSESSED PROPERTY VALUES? THIS IS THE ONE I'M REALLY PROUD OF BECAUSE WE WENT UP ON THIS POINT.

IT WAS EIGHT POINTS LAST YEAR, WE WENT UP TO 10.

I'M VERY PROUD OF THIS PART, NUMBER 13, THE SCHOOL DISTRICT ADMINISTRATIVE COST RATIO.

THEY LOOK TO SEE IF OUR DISTRICT IS 8.55% OR LESS, AND IT'S FOR DISTRICTS OVER 10,000.

WE ARE AT 6%.

DID THE DISTRICTS HAVE A 50% DECLINE IN STUDENTS TO STAFF RATIO OVER THREE YEARS?

[02:15:04]

WAS THE SCHOOL DISTRICTS ADA WITHIN THE ALLOTED RANGE OF THE DISTRICT'S BRIAN PUPIL? DID I SUBMIT THE PROJECTIONS ACCURATELY OR AS CLOSE AS POSSIBLE TO ACTUAL AND THAT IS WITHIN THE PARAMETERS.

YES, WE RECEIVED THE MAXIMUM THERE.

THEN NUMBER 16. THIS IS COMPARING PEIMS, WE SUBMIT OUR DATA TO PEIMS REPORTS.

YOU CAN MAKE A POSSIBLE ERRORS OF 377 MILLION OPTIONS TO MAKE A MISTAKE AND WE DIDN'T.

WE GOT THAT PASSED.

THE EXTERNAL INDEPENDENT AUDITOR, DID WE HAVE ANY MATERIAL WEAKNESS IN OUR INTERNAL CONTROLS AND OUR FINANCIAL REPORTING AND COMPLIANCE, AND WE DIDN'T, SO WE PASSED THAT ONE.

IN 18, THIS ONE IS LOOKING FOR ANY INSTANCES AND MATERIAL NON COMPLIANCE IN OUR AUDIT, SO WE RECEIVED THE MAXIMUM THERE NUMBER 10 OR 10 POINTS THERE.

DID WE POST OUR REQUIRED FINANCIAL INFORMATION ON WEBSITE? YES. MAXIMUM FIVE.

TWENTY, DID OUR ADMIN RATIO, OR DID OUR DISTRICTS ADMINISTRATION AND SCHOOL BOARD MEMBERS DISCUSS ANY CHANGES IN OUR IMPACT OR LOCAL STATE AND FEDERAL FUNDING AT A BOARD MEETING, WHICH WE DO IN OUR BUDGET WORKSHOPS, SO WE PASSED THAT ONE.

NUMBER 21, DID WE RECEIVE AN ADJUSTED REPAYMENT SCHEDULE FOR MORE THAN ONE FISCAL YEAR BASICALLY TO THE STATE FOR TEA, FOR STATE A, FOR FINANCIAL HARDSHIPS? WE DID NOT. THERE'S SOME DISCLOSURES.

THE SUPERINTENDENT'S EMPLOYMENT CONTRACT IS LOCATED ON OUR WEBSITE, OUTSIDE COMPENSATION AND FEES.

WE ASK FOR THE SUPERINTENDENT.

THERE'S NONE TO REPORT ON GIFTS FROM THE BOARD EXECUTIVE OFFICERS.

IT'S FISCAL YEAR 24, NONE IN BUSINESS TRANSACTIONS.

THERE ARE NONE ON THERE WITH BOARD MEMBERS.

WE DO HAVE TO REQUIRE THE TRAVEL AND THESE TYPE OF EXPENDITURES HAVE TO BE BROUGHT OUT BY BOARD MEMBERS AND THOSE THAT WERE ON THE BOARD IN 2023, '24.

THAT'S IT. I'M GOING TO TURN IT OVER TO YOU, DR. REED, FOR QUESTIONS, COMMENTS, PUBLIC HEARING, CLOSINGS.

>> THANK YOU, MS. TRONGARD.

AT THIS TIME, WE WILL NOW OPEN THE PUBLIC HEARING OF THE FIRST REPORT AT 09:15 P.M. AT THIS TIME, THOSE SPEAKERS WHO WOULD LIKE TO COMMENT REGARDING MS. TRONGARD'S REPORT, IF YOU HAVE NOT SUBMITTED A PUBLIC COMMENT REQUEST AND WOULD LIKE TO SPEAK IN REGARDS TO THE FIRST REPORT, YOU MAY COME UP AT THIS TIME AND SUBMIT ONE.

AT THIS TIME, WE'LL WAIT FOR ONE MINUTE.

WE WILL NOW CLOSE THE PUBLIC HEARING AT 9:16 P.M. TRUSTEES, DO YOU HAVE ANY QUESTIONS? TRUSTEES TO MY RIGHT.

ANY QUESTIONS OR COMMENTS?

>> CONGRATULATIONS ON GOING UP IN SEVERAL CASES.

I THINK YOU SAID YOU WERE REALLY PROUD.

YOU SHOULD BE REALLY PROUD. NICE WORDS.

>> THANK YOU, DR. CRUTCHFIELD, TRUSTEES TO MY LEFT.

YES. MS. LACKEY WILSON.

>> CONGRATULATIONS AS ALWAYS.

DISTRICT MAKES PROUD ALL THE WAY ACROSS THE BOARD. VERY COOL.

CONGRATULATIONS. I KNOW YOU ALL WORKED HARD.

I SEE YOU'RE OUT THERE TOO. CONGRATULATIONS.

>> TRUSTEE THOMAS. TRUSTEE NEWSOME.

WELL, MS. TRONGARD, WE APPRECIATE YOU AND YOUR TEAM.

WE WANT TO SAY CONGRATULATIONS AND THANK YOU FOR ALWAYS DONE AN EXCEPTIONAL JOB. WE APPRECIATE YOU.

>> THANK YOU.

>> AT THIS TIME, TRUSTEES,

[11. Business Items Requiring Board Action]

ITEM 11.1, CONSIDERATION AND APPROVAL OF ACTION OF CLASS SIZE WAIVERS.

TRUSTEES, MAY I RECEIVE A MOTION FOR CONSIDERATION AND APPROVAL OF ACTION OF CLASS SIZE WAIVERS?

>> MOVED.

>> SECOND.

>> IT'S BEEN PROPERLY MOVED AND SECONDED BY TRUSTEES, LACKEY WILSON AND NEWSOME.

[02:20:01]

LET'S RAISE YOUR HAND. ANY OPPOSE? NONE OPPOSE SO THE MOTION CARRIES WITH A VOTE OF 7-0.

THIS TIME, TRUSTEES WILL MOVE ON TO BUSINESS ITEM NUMBER 11.2, CONSIDERATION AND APPROVAL OF THE SHARED SERVICE AGREEMENT BETWEEN ARLINGTON ISD AND MANSFIELD ISD CONCERNING SERVICES FOR STUDENTS WITH AUDITORY IMPAIRMENTS ATTENDING THE REGIONAL DAY SCHOOL PROGRAM FOR THE DEATH.

AT THIS TIME, TRUSTEES MAY RECEIVE A MOTION?

>> MOVE APPROVAL.

>> SECOND.

>> IT HAS BEEN PROPERLY MOVED AND SECONDED BY TRUSTEE THOMAS AND TRUSTEE CANNON.

ARE THERE ANY QUESTIONS OR DISCUSSIONS, TRUSTEES?

>> JUST A COMMENT.

I RECEIVED FEEDBACK FROM A PARENT WHO'S VERY HAPPY WITH THE STATE OF THE PROGRAM.

SHE HAD NOTHING BUT GREAT THINGS TO SAY ABOUT IT SO.

>> EXCELLENT. THANK YOU FOR SHARING THAT TRUSTEE THOMAS.

AT THIS TIME. SHALL WE TAKE A VOTE, ALL THOSE IN FAVOR? WOULD YOU PLEASE WRITE YOUR HAND? ANY OPPOSE? THE MOTION CARRIES WITH 7-0.

THANK YOU SO MUCH, TRUSTEES.

THEN WE HAVE? YES AT THIS TIME, DR. [INAUDIBLE] WOULD LIKE TO SPEAK ABOUT [OVERLAPPING].

>> YES. THANK, DR. REED.

BOARD MEMBERS, I WOULD LIKE TO GO AHEAD AND TAKE NO REQUEST NO ACTION TONIGHT ON ITEM 11.3 AND POTENTIALLY BRING THAT BACK AT A LATER MEETING. THANK YOU.

>> THANK YOU, DR. [INAUDIBLE].

TRUSTEES WILL MOVE NOW TO ITEM 12 CONSENT AGENDA.

[12. Consent Agenda]

WOULD A TRUSTEE LIKE TO PULL AN ITEM AT THIS TIME? SAYING THAT THERE ARE NO HANDS.

THEN SHALL WE VOTE, ALL THOSE IN FAVOR, RAISE YOUR HAND, PLEASE? ANY OPPOSE? THE MOTION CARRIES WITH 7-0.

ITEM NUMBER 13, TRUSTEES, WE MOVE FORWARD WITH THE SUPERINTENDENT'S REPORT.

THIS IS AN ITEM WHERE IT'S FOR DISCUSSION ONLY.

ARE THERE ANY TRUSTEES WHO WOULD LIKE TO DISCUSS THE SUPERINTENDENT'S REPORT AND ITEM OR SEVERAL ITEMS FOR THE SUPERINTENDENT? WOULD YOU LIKE TO DISCUSS WITH HER AT THIS TIME? SEEING THAT NO ONE WOULD.

WE WILL MOVE NOW TO ITEM 14 ADJOURN.

WE WILL ADJOURN AT 9:20 P.M. WE THANK YOU ALL FOR BEING HERE.

WE THANK THOSE FOR TUNING IN.

WE APPRECIATE YOUR PARTICIPATION.

WE CONTINUE TO SERVE TOGETHER.

AS ALWAYS, WE END OUR NIGHT BY SAYING WE ARE [INAUDIBLE].

THANK YOU SO VERY MUCH.

* This transcript was compiled from uncorrected Closed Captioning.