Nov 18, 2025 Board Meetings

[00:00:04]

>> GOOD EVENING MANSFIELD ISD FAMILY.

[1. Call to Order]

LET'S PLEASE COME TO ORDER FOR OUR NOVEMBER REGULAR MEETING OF OUR BOARD OF TRUSTEES.

LET THE RECORD SHOW THAT ALL TRUSTEES ARE PRESENT.

THIS EVENING THE PRAYER WILL BE LED BY TRUSTEE ANNA ALICIA HORNE AND THE PLEDGES BY TRUSTEE COURTNEY LACKEY WILSON, WITH THE PRESENTATION OF COLORS BY THE LEGACY HIGH SCHOOL JROTC.

>> BOW YOUR HEADS WITH ME. LORD, THANK YOU FOR BRINGING US TOGETHER THIS EVENING IN SERVICE TO OUR STUDENTS, OUR STAFF AND OUR COMMUNITY.

AS WE APPROACH THANKSGIVING NEXT WEEK, WE PAUSE WITH GRATEFUL HEARTS FOR THE MANY BLESSINGS YOU'VE ENTRUSTED TO US, OUR FAMILIES, OUR SCHOOLS, AND THE OPPORTUNITY TO HELP KIDS HELP SHAPE THE FUTURE OF OUR KIDS.

GRANT US WISDOM AND CLARITY TONIGHT IN UNITY AS WE MAKE DECISIONS.

WE ASK FOR YOUR GUIDANCE AND PROTECTION OVER OUR DISTRICT, FOR THE REST AND RENEWAL, AND FOR ALL THE DAYS AHEAD. WE PRAY. AMEN.

>> SAINTS OF AMERICA AND TO THE REPUBLIC FOR WHICH IT STANDS.

ONE NATION UNDER GOD, INDIVISIBLE, WITH LIBERTY AND JUSTICE FOR ALL.

AMEN. I PLEDGE ALLEGIANCE TO TEXAS, ONE STATE UNDER GOD. INDIVISIBLE.

>>

>> THANK YOU, TRUSTEES HORNE AND LACKEY WILSON FOR THE PRAYER AND PLEDGES.

THANK YOU TO OUR LEGACY HIGH SCHOOL JROTC FOR THE PRESENTATION OF COLORS.

AT THIS TIME WE WILL MOVE TO OUR DISTRICT RECOGNITIONS, DR. CANTU.

[4. District Recognition ]

>> YES, MA'AM. I WOULD LIKE TO INVITE LAURA JOE FORWARD TO BEGIN OUR RECOGNITIONS FOR THIS EVENING.

>> THANK YOU, DR. CANTU. GOOD EVENING.

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

WE HAVE SEVERAL RECOGNITIONS TO SHARE WITH YOU THIS EVENING.

AND TONIGHT WE'LL BEGIN OUR RECOGNITIONS WITH OUR SCHOOL BOARD SUPERSTARS.

EACH MONTH DURING THE SCHOOL YEAR, STUDENTS FROM OUR ELEMENTARY SCHOOLS ARE SELECTED TO RECEIVE THE SCHOOL BOARD'S SUPERSTAR AWARD FOR OUTSTANDING CITIZENSHIP.

THESE YOUNG STUDENTS HAVE BEEN CHOSEN FROM THEIR CAMPUS BASED ON THE VIRTUES OF OUTSTANDING CHARACTER, CITIZENSHIP.

FAIRNESS. HONESTY, KINDNESS, RESPECT, RESPONSIBILITY, AND TRUSTWORTHINESS.

BUT BEFORE WE BRING OUR SUPERSTARS UP, I'D LIKE TO ASK YOU TO PLEASE TURN YOUR ATTENTION TO THE SCREENS TO LEARN WHAT MAKES THESE YOUNG SCHOLARS SO SUPER.

>> WE CHOSE ELLA AS OUR SCHOOL BOARD SUPERSTAR BECAUSE SHE ALWAYS COMES TO SCHOOL PREPARED.

VERY POSITIVE ATTITUDE.

JUST VERY EXCITED TO LEARN.

>> I THINK I WAS CHOSEN BECAUSE I'M ALWAYS NICE AND KIND, AND SOMETIMES I EVEN PICK UP AFTER THE WHOLE CLASSROOM.

IT MAKES ME FEEL HAPPY BECAUSE I LIKE HELPING PEOPLE AND BEING NICE.

>> I CHOSE BRAELYN AS MY SUPERSTAR BECAUSE SHE EXHIBITS BEING A WHOLE STUDENT.

SHE CELEBRATES THE SUCCESSES OF HER CLASSMATES AS WELL AS HERSELF, AND SHE IS JUST A JOY TO HAVE IN MY CLASSROOM EVERY SINGLE DAY.

>> BEING CHOSEN AS SUPERSTAR MAKES ME FEEL GOOD.

IT JUST FEELS LIKE I'M A GOOD PERSON BECAUSE I'M VERY NICE AND I HELP OTHERS.

>> I CHOSE MUNA AS MY SUPERSTAR

[00:05:02]

SHE'S A STAR THAT SHINES BRIGHTLY NO MATTER WHERE SHE GOES ON CAMPUS.

>> I THINK I WAS CHOSEN AS SUPERSTAR BECAUSE I NEVER REALLY GET IN TROUBLE AND I HAVE GOOD GRADES.

IT MAKES ME FEEL SPECIAL AND HAPPY.

>> KYLA IS A KIND STUDENT TO HER PEERS, AND IS ALWAYS WILLING TO GO ABOVE AND BEYOND WHAT SHE HAS ASKED OF.

>> BEING A SUPERSTAR MAKES ME FEEL PROUD.

I THINK I WAS CHOSEN BECAUSE I FOLLOWED ALL THE DIRECTIONS.

>> I CHOSE ELEANOR AS A SUPERSTAR BECAUSE IN THE CLASSROOM, SHE'S ALWAYS READY TO LEARN.

SHE'S KIND AND SHE IS RESPECTFUL TO ALL HER PEERS AND ADULTS.

>> I THINK I'M A GOOD SUPERSTAR BECAUSE I WAS A BIG, GOOD STUDENT.

IT MAKES ME FEEL GOOD.

>> GIOVANNI IS OUR SUPERSTAR BECAUSE HE IS A ROLE MODEL IN OUR CLASS.

HE IS THE ONE I'VE SEEN THE MOST OUT OF THIS YEAR, AND I'M JUST SO PROUD OF EVERYTHING HE'S ACCOMPLISHED.

>> HAPPY FACE.

>> I CHOSE LUNA BECAUSE SHE IS EMPATHETIC.

SHE IS A HARD WORKER.

SHE GIVES 100% EVERY SINGLE DAY AND SHE EARNS HER NICKNAME, LUNA LOVE.

>> BEING THE SUPERSTAR MAKES ME FEEL GOOD BECAUSE I'M KIND AND RESPECTFUL AND I HELP OTHERS WHEN THEY NEED.

>> ADELYN IS A SUPERSTAR BECAUSE SHE PUTS FIRST THINGS FIRST ALL THE TIME.

SHE WORKS HARD AND SHE ALSO IS VERY KIND TO OTHERS AND SHE'S OVERALL JUST AMAZING.

>> BEING CHOSEN AS A SUPERSTAR MAKES ME FEEL LIKE SHOCKED.

I THINK I WAS CHOSEN TO BE SUPERSTAR BECAUSE I'M ALWAYS ON TASK.

>> I TOOK OLIVER AS MY SUPERSTAR BECAUSE HE IS SO HARD WORKING, ALWAYS RESPECTFUL, A REALLY GREAT, INTRINSICALLY MOTIVATED KID, ALWAYS LOOKING TO BETTER HIMSELF AND CONSTANTLY MAKING ME AND HIS OTHER TEACHERS REALLY PROUD.

>> I THINK I WAS CHOSEN BY SUPERSTAR BECAUSE I PAY ATTENTION AND I FINISH MY WORK ON TIME.

I FEEL PROUD AND SURPRISED.

>> WHAT MAKES BRAELYN A SUPERSTAR IS THAT HE IS ALWAYS READY TO LEARN, COMES TO SCHOOL EXCITED WITH A POSITIVE ATTITUDE, EVEN MAINTAINS A POSITIVE ATTITUDE WHEN HE IS CHALLENGED IN HIS LEARNING, AND DISPLAYS MANY OF OUR CHARACTER TRAITS THAT OUR CAMPUS WORKS ON THROUGHOUT THE YEAR.

>> BEING A SUPERSTAR MAKES ME FEEL HAPPY.

I THINK I'VE CHOSEN BECAUSE I'M A HARD WORKER AND I LISTEN.

>> WELL, PARENTS AND STUDENTS, THIS IS YOUR SPECIAL TIME.

STUDENTS, AS I CALL YOUR NAME, PLEASE COME FORWARD AND GO TO DR. CANTU TO GET YOUR SPECIAL RECOGNITION.

THEN WE'LL HAVE YOU COM OVER AND STAND RIGHT IN THE CENTER UNTIL ALL OF OUR STUDENTS HAVE BEEN CALLED, AND THEN WE'LL TAKE PICTURES.

WE'RE GOING TO START WITH FOURTH GRADE ANNETTE PERRY ELEMENTARY AND WELCOME MUNA BHAIYA.

FROM ELIZABETH SMITH INNOVATION ACADEMY WE HAVE ELEANOR HUNTER.

FROM ALICE PONDER ELEMENTARY, KYLA LLOYD.

FROM THE TARVER SCHOOL OF AGRICULTURAL LEADERSHIP, PLEASE WELCOME BRYESON SMITH.

FROM REPORTED TIPS STEAM ACADEMY, THIS IS LUNA OSORNIO.

FROM MARY JO SHEPHERD ELEMENTARY, WE HAVE OLIVER HARRIS.

FROM ARTHUR REED ELEMENTARY SCHOOL, PLEASE WELCOME ADELYN CUMMINGS.

FROM CORA SPENCER ELEMENTARY, WE HAVE GIOVANNI DAVILA.

[00:10:18]

SALINAS. LET'S GET EVERYONE TOGETHER FOR A PICTURE.[APPLAUSE] 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 THEM ONE MORE ROUND OF APPLAUSE.

[APPLAUSE] 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 TONIGHT.

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

TONIGHT, WE'RE RECOGNIZED STUDENTS WHO MADE THE 2025 NATIONAL COLLEGE RECOGNITION LIST.

EVERY 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 RECOGNITION PROGRAMS CRITERIA INCLUDE A GPA OF B+ OR ABOUT A 3.3 OR HIGHER AND ONE OF TWO ACADEMIC ACHIEVEMENTS THEY CAN SCORE IN THE TOP 10% OF THE PSAT, NMSQT, OR THE PSAT 10, OR THEY CAN EARN A THREE OR HIGHER ON AT LEAST TWO AP EXAMS BY THE END OF THEIR 10TH GRADE YEAR.

WE HAVE MANY STUDENTS THROUGHOUT MANSFIELD ISD THAT HAVE ACHIEVED THIS ACCOMPLISHMENT AND MADE THIS LIST, AND WILL BE RECOGNIZING STUDENTS FROM VARIOUS HIGH SCHOOLS THROUGHOUT THE NEXT SEVERAL BOARD MEETINGS.

TONIGHT, WE'RE RECOGNIZING STUDENTS FROM LEGACY HIGH SCHOOL.

FIRST WE HAVE RAYMOND LAUREY.

NEXT IS JADE CLARK.

WE HAVE COLBIE ADKINSON.

WE HAVE MARAKI YESELAM, FERNANDO VALENZUELA, GAVIN GALASSO, AND SALEH BANI MUSTAFA.

WE'RE GOING TO SQUEEZE IN FOR A PICTURE REAL QUICK.

PLEASE JOIN ME IN CONGRATULATING THESE STUDENTS ONE MORE TIME.[APPLAUSE].

>> THANK YOU, DR. SWEEZY.

NOW I'D LIKE TO INVITE DR. DARWIN JOHNSON, DIRECTOR OF FINE ARTS, TO THE PODIUM.

>> OUR TERM REVIEW. HIGH SCHOOL LEGACY HIGH SCHOOL IN NORWOOD FINE ARTS ACADEMY ACHIEVED EXEMPLARY STATUS IN THE TEXAS EDUCATIONAL THEATRE ASSOCIATION'S AWARD OF DISTINCTION.

THE AWARD RECOGNIZES INDIVIDUAL SCHOOLS AND DISTRICTS THAT ARE MAKING OUTSTANDING CONTRIBUTIONS TO RAISING STANDARDS FOR THEATRE EDUCATION THROUGH ACHIEVEMENT, CREATION AND RESOURCES, DIVERSITY, AND ADVOCACY OF THEATRE ARTS.

TO ACHIEVE THIS STATUS, SCHOOLS MUST ANNUALLY SUBMIT A DETAILED APPLICATION TO THEIR DEDICATION TO THEATRE THROUGH MULTIPLE AVENUES.

POINTS ARE AWARDED BASED ON A RANGE OF CRITERIA, INCLUDING QUALITY AND QUANTITY OF THEATRICAL PERFORMANCES, A ROBUST PLAY LIBRARY AND ACCESS TO ACTING SPACES.

COMMUNITY AND ADMINISTRATIVE SUPPORT FOR THEATRE PROGRAMS, STUDENT INVOLVEMENT IN UNIVERSITY INTERSCHOLASTIC LEAGUE CONTEST.

PARTICIPATION IN THEATRICAL DESIGN COMPETITIONS AND THEATRE TECHNOLOGY.

LET'S GIVE THESE GUYS A ROUND OF APPLAUSE.

[APPLAUSE] I'M NEVER GOING TO HAVE LEGACY AND TIMBERVIEW STAY UP THERE.

NEXT, I'D LIKE TO RECOGNIZE LEGACY HIGH SCHOOL AND TIMBERVIEW HIGH SCHOOL THEATER WHO HAVE BEEN NAMED IN HONOR TROOP THROUGH THE TEXAS THESPIANS ORGANIZATION.

OUR STUDENTS COMPLETED THE LEADERSHIP ACADEMY.

THIS YEAR IS A YEAR LONG ONLINE TRAINING PROGRAM THAT INCLUDES MONTHLY TASKS, ADVOCACY, AND LEADERSHIP TRAINING.

[00:15:02]

THE LEADERSHIP ACADEMY DEVELOPS LEADERSHIP SKILLS, IMPROVES TROOP DYNAMICS, PROMOTES COLLABORATION, CREATES BEST PRACTICES, STRENGTHENS YOUR PROGRAM.

TROOPS WHO COMPLETE THE LEADERSHIP ACADEMY ATTAIN HONOR, TROOP STATUS, LEGACY AND TIMBERVIEW EARNED GOLD STATUS OF DISTINCTION.

PLEASE JOIN ME IN CONGRATULATING LEGACY HIGH SCHOOL AND TIMBERVIEW HIGH SCHOOL. [APPLAUSE]

>> THANK YOU, DR. JOHNSON.

LET'S GIVE ONE MORE ROUND OF APPLAUSE TO THESE HONORED TONIGHT.

[APPLAUSE] THAT CONCLUDES TONIGHT'S RECOGNITIONS.

>> TRUSTEES, WE WANT TO SAY CONGRATULATIONS TO ALL OF OUR SUPERSTARS AND TO OUR COLLEGE BOARD AWARDEES, AS WELL AS THOSE DISTINCTIVE HONOREES FOR FINE ARTS.

CONGRATULATIONS AGAIN. AT THIS TIME, WE'LL MOVE TO ITEM NUMBER 5,

[5. District Introductions ]

>> YES, MA'AM.

I WOULD LIKE TO TURN THIS OVER TO DR. STOKER FOR OUR INTRODUCTION THIS EVENING.

>> THANK YOU. DR. CANTU, MEMBERS OF THE BOARD, THIS EVENING WE HAVE ONE ADMINISTRATIVE NEW HIRE TO INTRODUCE AND SHE IS DR. LIZ RUSSO.

SHE'S MAKING HER WAY TO THE PODIUM.

SHE'S OUR NEW DIRECTOR OF STUDENT SERVICES AND CAMPUS SUPPORT IN THE STUDENT SERVICES DEPARTMENT AND SHE'S COMING TO US FROM A NEARBY DISTRICT WHERE SHE RECENTLY SERVED AS A HIGH SCHOOL PRINCIPAL.

>> THANK YOU.

>> GOOD EVENING BOARD DR. CANTU, AND THANK YOU FOR THIS OPPORTUNITY.

I AM STARTING MY 26TH YEAR IN EDUCATION AND I ACTUALLY BEGAN IN MANSFIELD ISD AS A YOUNG BABY HIGH SCHOOL TEACHER.

WHEN MANSFIELD WAS A ONE HIGH SCHOOL TOWN, AND THEN I HAD THE PRIVILEGE OF OPENING SUMMIT HIGH SCHOOL AND COACHING DRILL TEAM THERE, TEACHING HIGH SCHOOL MATH.

THIS IS VERY MUCH LIKE COMING HOME, SO I'M VERY EXCITED TO BE HERE.

I HAVE MY WONDERFUL FAMILY HERE WITH ME TONIGHT, MY HUSBAND MICHAEL, AND MY SON CAMERON.

HE'S 16 AND A SOPHOMORE IN HIGH SCHOOL.

THEN OUR OLDEST IS A FRESHMAN AT THE UNIVERSITY OF KANSAS, WE'VE RECENTLY BECOME JAYHAWK FANS, SO SHE'S UNABLE TO BE HERE THIS EVENING, BUT THEY ARE CERTAINLY MY SUPPORT AND MY ROCK, I HAVE SOME PRETTY AWESOME KIDS.

I WANT TO SAY A SPECIAL THANK YOU TO MR. RIGHT, TO DR. BROWN, TO MISS LOU SINGER.

THEY HAVE WELCOMED ME ON THEIR TEAM AND HAVE OPENED THEIR ARMS AND WE'VE GOTTEN RIGHT TO WORK.

I AM REALLY APPRECIATIVE TO BE HERE.

IT IS AN HONOR TO BE IN THIS GREAT DISTRICT.

THANK YOU [APPLAUSE] [MUSIC]

>> CONGRATULATIONS AGAIN AND WELCOME TO MANSFIELD ISD.

WE'RE SO HAPPY YOU'RE HERE AT THIS TIME.

TRUSTEES WILL MOVE TO PUBLIC COMMENTS.

[6. Public Comments]

IN FACT, TRUSTEES, WE DO NOT HAVE ANY PUBLIC COMMENTS AT THIS TIME.

WE WILL MOVE QUICKLY TO ITEM

[7. Closed Session]

[00:20:01]

AT THIS TIME. WE WILL ADJOURN TO CLOSED SESSION AT 6:20. THANK YOU SO MUCH.

GOOD EVENING. WE ARE RECONVENING BOARD.

[8. Reconvene]

[9. Instructional Focus]

>> YES, MA'AM. I WOULD LIKE TO INVITE DR. TIFFANY SPENCER AND MISS.

ERICA JACKSON TO THE PODIUM.

WE ARE REALLY EXCITED.

EVERY NOW AND THEN WE LIKE TO SHOWCASE OUR CADENCE OF ACCOUNTABILITY, JUST TO LET EVERYONE KNOW HOW IT IS THAT WE WE MONITOR ALL THE THINGS THAT WE DO FOR OUR KIDS, AND WE HAVE AN OUTSTANDING COA THAT MISS ERICA JACKSON DELIVERED TO US PRIOR, UH, PRIOR TO THIS MEETING EARLIER THIS YEAR AND WE ARE EXCITED TO SHOWCASE THAT AS WELL. DR. SPENCER.

>> THANK YOU, DR. CANTU.

GOOD EVENING. PRESIDENT REED.

DR. CANTU, MEMBERS OF THE BOARD.

AS DR. CANTU STATED, THIS IS AN EXCITING EVENING.

WE GET TO HEAR FROM ONE OF OUR PHENOMENAL PRINCIPALS, MISS ERICA JACKSON.

SHE IS THE PRINCIPAL OF ANNETTE PERRY ELEMENTARY, AND I HAD THE OPPORTUNITY TO FIRST WORK WITH MS. JACKSON WHEN SHE WAS AN ASSISTANT PRINCIPAL AT KENNETH DAVIS ELEMENTARY, AND SHE HAD A TREMENDOUS ROLE IN TURNING THAT CAMPUS AROUND AND SO WE ARE GOING TO GET TO HEAR TONIGHT HOW SHE HAS TAKEN HER EXPERTISE TO ANNETTE PERRY AND JUST CONTINUE TO DO GREAT THINGS THERE SO I'M EXCITED ABOUT THAT, I'M GOING TO START US THIS EVENING WITH JUST REVISITING WHY WE DO THE CADENCE OF ACCOUNTABILITY AND HOW IT TIES INTO VISION 2030.

THE CADENCE OF ACCOUNTABILITY PROCESS IS AN EXTENSION OF THE CONTINUOUS IMPROVEMENT VALUE, AND HOW WE REALLY LOOK AT HOW DO WE GET BETTER AS FAR AS WHAT WE'RE DOING IN DEPARTMENTS AND ON OUR CAMPUSES AND SO I'M JUST GOING TO DO A QUICK REVIEW OF WHAT THAT PROCESS LOOKS LIKE, SO THAT EVERYONE IN THE COMMUNITY IS AWARE OF OF WHERE WE START AND THEN MS. JACKSON IS GOING TO SHARE WHAT IT LOOKS LIKE ACTUALLY ON THE CAMPUS LEVEL.

FOR OUR MISD PLANNING PROCESS, THIS IS A CHART THAT SHOULD BE FAMILIAR ON THE FAR LEFT OF COURSE, THAT'S OUR BOARD OF TRUSTEES.

YOU ALL MONITOR AND RECEIVE UPDATES ON EVERYTHING THAT WE DO AS FAR AS DEPARTMENTS ARE CONCERNED, THROUGH OUR EXECUTIVE COUNCIL AND EXECUTIVE SUMMARIES THAT YOU ALL RECEIVE.

OF COURSE, EVERYTHING STARTS WITH MISD, OUR VISION 2030, OUR MISSION VISION VALUE AND THEN OF COURSE OUR DEPARTMENTS MAKE THEIR GOALS FROM THERE, BUT TODAY WE'RE GOING TO SPECIFICALLY TALK ABOUT THE GRAY AREA AND OUR CAMPUSES.

OUR CAMPUSES OF COURSE START WITH MISSION, VISION AND VALUES, BUT THEN THEY DEVELOP THEIR ONE THING, THEIR CAMPUS GOAL.

FROM THOSE CAMPUS GOALS, THEY THEN DETERMINE THEIR STRATEGIC MEASURES AND HOW THEY'RE GOING TO MEASURE IF THEY'RE ON TRACK TO MEETING THOSE GOALS EVERY YEAR AND THEN THEY PUT A PLAN OF ACTION IN PLACE.

OUR JOBS AND WHAT WE DO THROUGH THE CADENCE OF ACCOUNTABILITY PROCESS IS REALLY HOW DO WE MONITOR WHAT WE SAY WE'RE GOING TO DO.

IF WE'RE DOING WHAT WE SAID THAT WE SET OUT TO AT THE BEGINNING OF THE YEAR, SO THE CADENCE OF ACCOUNTABILITY IS JUST THAT.

IT'S JUST A WAY TO HOLD US ACCOUNTABLE AS A DISTRICT THROUGH DEPARTMENTS AND CAMPUSES, AND SO WE TALK A LOT ABOUT DATA ANALYSIS AND HOW WE'RE STRATEGICALLY LOOKING AT THAT DATA AND THEN MAKING IMPROVEMENTS ALONG THE WAY AND NOT WAITING UNTIL THE END, UNTIL IT'S TOO LATE, BUT REALLY USING THOSE DATA POINTS IN ORDER TO MAKE ADJUSTMENTS, AND SO MS. JACKSON IS GOING TO TALK TO YOU ABOUT WHAT THAT LOOKS LIKE AT THE CAMPUS LEVEL.

JUST A REMINDER, THIS PROCESS ALL STARTS WITH THE ROOT CAUSE ANALYSIS.

THAT ROOT CAUSE ANALYSIS STARTS WITH A PROBLEM STATEMENT AND DEFINES A PROBLEM STATEMENT AND THEN FROM THERE, OUR CAMPUSES OR OUR DEPARTMENTS LOOK AT MULTIPLE PIECES OF DATA.

WE UNDERSTAND THAT ONE PIECE OF DATA WILL NOT TELL US EVERYTHING THAT WE NEED TO KNOW SO MS. JACKSON IS GOING TO SHARE ALL OF THE DATA THAT THEY LOOK AT BEFORE THEY MOVE ON IN THIS PROCESS, AND THEN THEY IDENTIFY THINGS THAT CONTRIBUTE TO THE PROBLEM.

THINGS THAT ARE WITHIN THEIR CONTROL AT THE CAMPUS AND THINGS THAT ARE OUT OF THEIR CONTROL AND THEY MAY NOT BE ABLE TO INFLUENCE AND THEN THEY USE DIFFERENT QUALITY TOOLS.

MS. JACKSON IS GOING TO SHARE SPECIFIC QUALITY TOOLS THAT SHE USED WITH HER STAFF AND HOW COLLABORATIVE THAT PROCESS IS AND THEN THEY DEVELOP A PLAN AND THEN THEY MONITOR THAT PLAN.

THAT'S REALLY WHAT THIS WHOLE CADENCE OF ACCOUNTABILITY PROCESS STARTS WITH, AND THEN HOW THEY MOVE FORWARD IN THAT.

JUST A REMINDER THERE ARE TWO TYPES OF MEASURES HERE IN MISD THAT'S REALLY SPECIFIC TO US.

WE LOOK AT FIDELITY MEASURES AND FIDELITY MEASURES REALLY ARE FOUNDED ON THREE THINGS.

ONE, IT FOCUSES ON ADULT BEHAVIORS.

WE RARELY MAKE GOALS ABOUT WHAT STUDENTS ARE GOING TO DO.

WE REALLY FOCUS ON WHAT ADULTS CAN DO DIFFERENTLY.

THEN WE'RE LOOKING TO SEE, ARE WE DOING WHAT WE SAID WE WERE GOING TO DO? IF THIS WAS OUR ONE THING, IF THIS IS WHAT WE SAID WE WERE GOING TO FOCUS ON FOR THIS SCHOOL YEAR, ARE WE MAKING ACTIONS AND DOING ACTIONS IN ORDER TO LEAD TO THAT GOAL?

[00:25:03]

PERFORMANCE MEASURES ARE REALLY FOCUSED ON WHAT STUDENTS ARE DOING.

IF ADULTS CHANGE THEIR BEHAVIOR, IT SHOULD HAVE AN IMPACT ON STUDENT PERFORMANCE.

WE ARE LOOKING TO SEE IF IF THOSE CHANGES IN ADULT BEHAVIOR ARE ACTUALLY HAVING AN IMPACT ON STUDENT PERFORMANCE, AND THEN ARE THOSE PERFORMANCE MEASURES RELIABLE.

ARE WE LOOKING AT DATA THAT ACTUALLY IS GOING TO GIVE US A LEAD MEASURE FOR HOW WE'LL LOOK AT THE END OF THE YEAR? WITHOUT FURTHER ADO, MS. JACKSON IS GOING TO COME UP AND SHARE HER BEGINNING OF THE YEAR COA FOR ANNETTE PERRY.

>> THANK YOU. GOOD EVENING, DR. REED.

DR. CANTU AND TO THE BOARD, I HAD THE PLEASURE OF PRESENTING THE COA CADENCE OF ACCOUNTABILITY FOR ANNETTE PERRY ELEMENTARY SCHOOL EARLIER THIS SCHOOL YEAR, AND I WOULD LIKE TO SHARE THAT JOURNEY WITH YOU GUYS.

I WANT TO FOCUS NOT JUST ON THE DATA, BUT WHAT THIS JOURNEY HAS MEANT FOR OUR TEACHERS AND FOR ME AS A LEADER AT ANNETTE PERRY ELEMENTARY.

WHEN I WAS APPOINTED PRINCIPAL, WE SET A GOAL AND OUR GOAL WAS TO REFINE OUR PRACTICES.

IT WAS TO GROW AS EDUCATORS, AND IT WAS TO, MOST IMPORTANTLY, MAKE SURE EVERY STUDENT ON OUR CAMPUS REACHED THEIR HIGHEST POTENTIAL.

WHAT THIS COA PROCESS DID FOR US, IT ALLOWED US TO TAKE THESE BIG GOALS THAT WE HAD AND MAKE ACTIONABLE STEPS FOR US.

AS THE PRINCIPAL, I WAS ABLE TO BALANCE MY VISION AND THE DATA ALONG WITH ALL OF THESE BIG DREAMS AND THESE BIG IDEAS, AND HAVE TRACKABLE AND CREATE TRACKABLE SYSTEMS. WHAT I LEARNED THROUGH THE PROCESS IS THAT IT IS NOT JUST FOR STRUGGLING CAMPUS.

THE COA PROCESS IS FOR ANY CAMPUS THAT IS LOOKING TO GET TO GET BETTER.

WE STARTED THE PROCESS EARLIER IN THE SUMMER.

IN JULY, WE MET AS A GUIDING COALITION.

OUR GUIDING COALITION TEAM IS A TEAM OF TEACHERS.

THERE'S A REPRESENTATIVE FROM EACH GRADE LEVEL AND FROM EACH TEACHER TEAM, AND WE SAT DOWN AND WE JUST DUG THROUGH THE DATA.

WE LOOKED AT DATA FROM K-2.

FOR READING DATA MATH DATA PROGRESS LEARNING.

IN CLASS WE LOOKED AT THIRD AND FOURTH GRADE DATA.

WE LOOKED AT MATH AT OUR STAR.

WE EVEN LOOKED AT PROGRESS CHECKS AND WE LOOKED AT OUR WALK THROUGH DATA FROM THE YEAR.

WE JUST SPENT THAT TIME AS LEADERS ON CAMPUS, JUST GETTING USED TO THE DATA AND BECOMING EXPERTS IN THAT AREA.

WE EXPANDED THAT WHEN TEACHERS RETURNED IN AUGUST AND DURING IN-SERVICE, WE JUST SPENT TIME WITH OUR TEACHERS, AND THIS WAS ACROSS THE BOARD LOOKING AT THAT SAME DATA, AND BECAUSE WE HAD EXPERTS IN THE ROOM, WE WERE ABLE TO TAKE OUR K-2 TEACHERS AND NOT JUST LOOK AT K-2 DATA.

THEY WERE LOOKING AT THIRD AND FOURTH GRADE DATA AS WELL AND THIRD AND FOURTH GRADE TEACHERS WERE LOOKING AT K-2 DATA.

IT DID STRETCH US IN A IN A LITTLE IN A WAY, BUT IT ALLOWED US TO SEE THAT CONNECTION AND HOW EARLY LEARNING IMPACTS OUR STAR SCORES, AND IT JUST BROKE DOWN THOSE SILOS THAT WE HAD.

IT JUST REMINDED US THAT WE'RE ALL IN IT TOGETHER AND THAT WE ALL HAVE AN IMPACT ON THE STORES.

LOOKING AT THE DATA, WE PICKED TWO TOOLS THAT WE WANTED TO USE.

WE CHOSE AFFINITY DIAGRAM BECAUSE WE NEEDED SOMETHING THAT WAS GOING TO TAKE ALL THIS QUALITATIVE DATA AND MAKE IT VISIBLE.

WE WANTED SOMETHING WHERE EVERY TEACHER VOICE WAS GOING TO BE HEARD.

THE PROCESS WAS THAT EVERY TEACHER RECEIVED STICKY NOTES AND THEY JUST WROTE DOWN WHAT OBSERVATIONS DID YOU SEE? WHAT WHAT QUESTIONS DO YOU HAVE ABOUT THE DATA? THEN WE GATHERED THOSE STICKY NOTES AND GROUPED THEM INTO COMMON THEMES.

ONCE WE HAD THAT THEME, WE REALIZED WHAT OUR PROBLEM STATEMENT WAS.

OUR PROBLEM STATEMENT IS THAT STUDENT PERFORMANCE TRENDS INDICATE GAPS IN MASTERY ACROSS STUDENT GROUPS, PARTICULARLY IN TIER 1 MATH INSTRUCTION, BUT WE NEEDED TO DIG DEEPER, SO WE THEN MOVED INTO THE FIVE WRITE PROCESS, WHICH IS ASKING WHY A MINIMUM OF FIVE TIMES, JUST TO PEEL BACK THOSE LAYERS TO SEE WHAT OUR ROOT CAUSE IS.

THAT'S WHEN WE FOUND THAT OUR ROOT CAUSE IS THAT WE WERE NOT AS CONSISTENT UNTIL ONE INSTRUCTION IN MATH AS WE WERE IN OTHER SUBJECTS.

THAT LED US TO WHAT ARE WE GOING TO DO? WE HAVE OUR ONE THING.

THIS IS OUR GOAL FOR THE YEAR, OUR ONE THING.

ANNETTE PERRY IS THAT OUR TEACHERS WILL DELIVER TIER 1 MATH INSTRUCTION TO THE DEPTH AND COMPLEXITY OF THE ESSENTIAL TASKS THAT TARGETS ACHIEVEMENT FOR ALL STUDENT GROUPS.

WHAT EXACTLY DOES THAT MEAN? THAT MEANS THAT WE ARE GOING TO DELIVER STRONG DAILY MATH INSTRUCTION THAT CHALLENGES EVERY STUDENT AND REACHES EVERY LEARNER.

WHEN WE CREATED OUR ONE THING LAST YEAR, WE SPENT A LOT OF TIME IN PLANNING,

[00:30:02]

THEY DUG IN THERE, THEY LEARN TO TEACH, AND NOW WE'RE STRETCHING OURSELVES, AND WE'RE ADDING ON TO THAT, AND WE'RE MOVING INTO THE ACTUAL DELIVERY OF THAT INSTRUCTION.

WE'RE ALSO INCORPORATING K-2 IN OUR GOAL AS WELL.

THIS IS NOT JUST FOR THIRD AND FOURTH GRADE.

THIS IS FOR THE ENTIRE CAMPUS, SO HOW ARE WE GOING TO MONITOR THAT AND MAKE SURE THAT WE'RE DOING THIS DAY TO DAY.

THAT'S WHERE OUR LEAD MEASURES COME IN.

OUR FIDELITY MEASURES ARE WALK THROUGH OF TIER 1 MATH AND CALIBRATION OF STUDENT WORK.

THIS IS GOING TO TAKE A LITTLE BIT OF EXPLAINING.

WHEN WE ARE WALKING THROUGH.

WE ARE LOOKING TO SEE IF OUR MATH INSTRUCTION IS ALIGNED AND WHAT THAT MEANS IS THAT WE LOOK AT THE STANDARD AND WE BREAK IT DOWN INTO THREE DIFFERENT PIECES.

WE LOOK AT THE COGNITIVE LEVEL OF THE STANDARD, WE LOOK AT THE CONTENT, AND WE LOOK AT THE CONTEXT REALLY BRIEFLY.

THE COGNITIVE LEVEL IS THE LEVEL OF THINKING THAT THE STUDENT MUST DO.

THE CONTENT IS THE WHAT IS THE MEAT OF THE STANDARD, AND THEN THE CONTEXT LEVEL OF THE STANDARD IS UNDER WHAT CONDITIONS ARE WE ASKING STUDENTS TO DO? WHEN WE'RE LOOKING FOR ALIGNMENT, WE'RE LOOKING FOR ALL THREE PIECES TO BE ALIGNED BECAUSE THAT'S WHERE STUDENT LEARNING TAKES PLACE.

THAT'S WHERE MASTERY IS, IS WHEN WE HAVE ALIGNMENT.

AS WE'RE WALKING THROUGH, WE'RE NOT EVALUATIVE.

WHAT WE'RE DOING IS WE'RE LOOKING FOR AREAS TO CELEBRATE AND WE'RE ALSO LOOKING FOR AREAS WHERE WE NEED TO SUPPORT TEACHERS.

IF WE NEED TO HAVE ADDITIONAL PROFESSIONAL DEVELOPMENT, IF TEACHERS NEED INSTRUCTIONAL COACHING, WE GET THAT DATA FROM OUR WALK THROUGH AND THEN WE MOVE TO CALIBRATION.

CALIBRATION IS ACTUALLY WHAT STUDENTS ARE ASKED TO DO AND WE ALSO CALIBRATE THAT TO THE SAME THREE C'S OF THE STANDARD THAT COGNITIVE THE CONTENT AND THE CONTEXT LEVEL OF THE STANDARD.

IF IT IS ALIGNED THEN WE KNOW THAT STUDENT LEARNING IS TAKING PLACE.

THEN WE HAVE OUR PERFORMANCE MEASURES.

OUR PERFORMANCE MEASURES IS GOING TO BE THIRD AND FOURTH GRADE, MIDDLE TO YEAR MATH FOR MATH AND THIRD AND FOURTH GRADE CBAS.

WHAT THIS DOES IS IT GIVES US DATA DURING THE YEAR SO THAT IF WE NEED TO MAKE CHANGES, WE CAN BEFORE WE GET TO THE END OF THE YEAR, WHERE OUR LAG MEASURES ARE AND OUR LAG MEASURES ARE THIRD AND FOURTH GRADE IN THE YEAR, MATH FOR MATH AND THIRD AND FOURTH GRADE MATH, BUT THE BEST THING ABOUT THE COA PROCESS IS THAT WE DON'T CONCENTRATE ON OUR ON OUR LAG MEASURES.

WE CONCENTRATE ON WHAT WE CAN CONTROL EACH DAY AND SO IF WE'RE DOING WHAT WE'RE SUPPOSED TO DO EACH DAY, OUR LAG MEASURES ARE GOING TO SHOW.

HOW DOES THAT LOOK DATA WISE.

IF YOU'LL NOTICE THAT OUR END OF YEAR GOAL IS 90%.

WE WANT 90% OF OUR MATH INSTRUCTION TO BE ALIGNED TO THE TO THE STANDARD.

THIS IS FROM THE BEGINNING OF THE YEAR.

THIS IS AFTER ONLY A COUPLE OF WEEKS OF SCHOOL, MAYBE FOUR OR FIVE WEEKS OF SCHOOL AND WE ARE ALMOST AT OUR 90% END OF YEAR GOAL, SO THAT MEANS THAT WE ARE DOING THE WORK.

WE STILL HAVE SOME WORK TO GO.

WHAT THIS IS TELLING ME IS THAT WE HAVE SOME AREAS TO CELEBRATE, BUT WE ALSO HAVE SOME AREAS WHERE WE NEED ADDITIONAL SUPPORT, AND THAT'S EXACTLY WHAT WE'VE DONE.

WE HAVE PROFESSIONAL DEVELOPMENTS.

WE'VE GOT GIVING TEACHERS, INSTRUCTIONAL COACHING, INDIVIDUAL COACHING PLANS IN ORDER TO MAKE SURE THAT WE REACH OUR END OF YEAR GOAL AND WE'RE WELL ON OUR WAY.

THEN WE LOOK AT OUR LEAD FIDELITY MEASURES.

AS YOU CAN SEE, WE HAVE SOME WORK TO DO IN THIS AREA.

WE ARE BELOW OUR GOAL AND OUR GOAL IS AGAIN 90% FOR THE END OF THE YEAR.

THIS IS WHERE WE ARE LOOKING AT STUDENT WORK.

THE WORK OF CALIBRATION IS VERY NEW TO OUR TEACHERS.

IT'S SOMETHING THAT WE STARTED LATE LAST YEAR AND WE'RE CONTINUING TO GROW IN THAT AREA.

THIS ISN'T A FAILURE FOR US.

THIS IS JUST TELLING US WHERE WE NEED TO CONCENTRATE AND DO THE MOST OF OUR WORK AND WE'RE WE'RE GETTING THERE. WE'RE DOING THE WORK.

HOW DOES THAT TRANSPIRE FOR OUR STUDENT DATA? THIS IS OUR BEGINNING OF THE YEAR MATH FOR THIRD GRADE.

NO, OUR DATA DOESN'T LOOK THE WAY WE WANT IT TO LOOK.

HOWEVER, THERE IS SOME CONTEXT THAT I NEED TO INFORM YOU GUYS ABOUT.

FIRST THING IS THAT MAP HAD A NEW LINCOLN STUDY THIS YEAR, AND WE ALSO HAVE NEW NATIONAL NORMS. OUR DATA IS GOING TO LOOK A LITTLE BIT DIFFERENT, BUT THERE'S ANOTHER THING THAT WE ARE CELEBRATING BECAUSE THIS IS VERY SIMILAR TO WHERE WE STARTED LAST YEAR.

THIS GROUP OF THIRD GRADERS HAD THE HIGHEST GROWTH IN THE DISTRICT FOR MATH, SO I KNOW THAT WE'RE GOING TO REACH OUR GOAL IN THIS AREA.

THE GOAL IS HIGH, BUT WE HAVE EVERYTHING IN OUR SYSTEMS IN PLACE TO REACH THAT GOAL, AND WE CAN SEE THAT IT IS WORKING FOR OUR FOURTH GRADE, WHERE WE ARE MUCH CLOSER TO OUR 60% GOAL AT 49%.

OUR FOURTH GRADERS, THE ONES THAT HAD THE HIGHEST GROWTH IN THE DISTRICT.

THEY ARE SHOWING US THAT THE WORK AND THE CONSISTENCY,

[00:35:01]

AS WE GO THROUGH THE YEAR, WE KNOW THAT WE'RE GOING TO CAPTURE THOSE KIDDOS AND WE'RE GOING TO REACH OUR END OF THE YEAR GOAL.

>> EVEN WITH STRONG SYSTEMS IN PLACE, WE KNOW WE STILL NEED HELP AND ASSISTANCE.

OUR TEACHERS NEED SUPPORT IN IMPLEMENTING EFFECTIVE STRATEGIES IN THE CLASSROOM.

SINCE THIS PRESENTATION WAS FIRST DELIVERED, WE HAVE GOTTEN TRAINING IN A PROCESS THAT'S CALLED QSSSA, AND WE RECEIVED THAT TRAINING FIRST AS A PRINCIPAL.

I RECEIVED IT AT PRINCIPALS TRAINING, AND THEN WE HAVE AN EB TASK FORCE THAT HAS RECEIVED TRAINING ON IT AS WELL, AND AS WELL AS OUR CAMPUS SPECIALISTS, AND WE TURN THAT TRAINING AROUND AND DELIVERED IT TO OUR STAFF IN THE AFTER-SCHOOL PD.

WHAT THIS INSTRUCTIONAL STRATEGY DOES IT BUILDS VOCABULARY, AND IT'S GOING TO INCREASE PARTICIPATION IN THE CLASSROOM AND ENGAGEMENT.

IT'S NOT JUST FOR OUR BEST STUDENTS, IT'S FOR ALL STUDENTS.

BUT IF YOU RECALL THE BEGINNING, MY GOAL WAS FOR ALL STUDENTS, AND THAT'S WHY WE'RE LOOKING AT STRATEGIES TO HELP ALL OF OUR STUDENTS.

IN ADDITION, WHEN WE ARE LOOKING AT K-2 THEY HAVE BEEN PRIMARILY FOCUSED IN LANGUAGE ARTS.

THEN WE'RE ASKING THEM TO TAKE THOSE SAME SKILLS AND STRATEGIES AND APPLY IT TO MATH.

THAT'S GOING TO TAKE A MIND SHIFT.

WE'RE NEEDING ADDITIONAL SUPPORT AND TIME TO GET THAT MIND SHIFT AND TO HELP TEACHERS AND SUPPORT THEM ON THAT JOURNEY.

ONE THING I WOULD LIKE TO POINT OUT IS HOW OUR PTA HAS BEEN SO SUPPORTIVE WITH OUR ONE THING.

THEY HAVE BROUGHT A MATH PROGRAM ON CAMPUS BECAUSE THEY KNOW THAT OUR ONE THING IS TO ONE MATH INSTRUCTION.

THEY REACHED OUT AND FOUND A MATH PROGRAM AND BROUGHT THAT ON CAMPUS FOR US.

WE'RE REALLY EXCITED ABOUT THE WORK THAT WE'RE DOING AND THE SUPPORT THAT WE'RE GETTING FROM OUR COMMUNITY.

OUR GOAL AT ANNETTE PERRY IS NOT JUST TO REMAIN IN CAMPUS.

WHAT WE WANT TO DO IS WE WANT TO SUSTAIN THAT THROUGH SYSTEMS THAT EMPOWER THE PEOPLE ON OUR CAMPUS.

ONE THING THAT WE ARE MOST PROUD OF IS THAT OUR PLCS ARE MODELS FOR OTHER SCHOOLS.

WHEN THEY SEE THAT WE ARE MOVED FROM A 91 TO A 93 CAMPUS, THEY WANT TO KNOW, WHAT ARE YOU GUYS DOING ON CAMPUS? WHEN WE TALK ABOUT THE WORK WE'RE DOING, THE CALIBRATION WE'RE DOING, THEY WANT TO COME IN AND SEE THAT.

WE'VE OPENED THE DOORS FOR OTHER PRINCIPALS, OTHER TEACHERS, OTHER TEACHER LEADERS ARE COMING IN AND SEEING THE WORK THAT WE'RE DOING.

THAT NOT ONLY JUST STRENGTHENS US, AND WE GET BETTER AT OUR CALIBRATION AND OUR COLLABORATION, WE GET BETTER AT LEADERSHIP.

WE'RE JUST NOT JUST GROWING, PERRY, WE'RE GROWING MANSFIELD ISD, AND ANY QUESTIONS? [LAUGHTER] THANK YOU.

>> GREAT. THANK YOU, DR. SPENCER, THANK YOU SO MUCH FOR THAT PRESENTATION.

BOARD MEMBERS, DO WE HAVE ANY QUESTIONS TO MY RIGHT?

>> THANK YOU.

>> YES.

>> AM I GOOD?

>> YES.

>> DR. CRUTCHFIELD, PLEASE.

SORRY ABOUT THAT. [LAUGHTER]

>> NO PROBLEM. THANK YOU SO MUCH.

MS. JACKSON, IT'S REALLY GREAT TO HEAR FROM YOU.

TO SEE THE ENERGY AND THE SUCCESS YOU'RE HAVING.

THANKS FOR SHARING WITH US THIS REAL LIFE EXAMPLE.

EACH CAMPUS IS DOING A COA RIGHT.

SOME OF THE SUPPORTS THAT CAMPUSES NEED OBVIOUSLY ACROSS 43 CAMPUSES MAY BE A LOT.

CAN YOU ALL SHARE WITH US WHEN CAMPUSES PUT IN THEIR COA THINGS THAT THEY NEED FOR SUPPORT.

HOW DO YOU PRIORITIZE THAT AT THE DISTRICT LEVEL?

>> THANK YOU. YES, ALL OF OUR CAMPUSES ASK FOR SUPPORT.

SOME MORE THAN OTHERS.

WHAT WE ALWAYS START WITH IS DATA.

WE LOOK AT THE DATA TO SEE HOW EACH INDIVIDUAL CAMPUS IS DOING.

JUST A REMINDER, I THINK WE PRESENTED EARLIER IN THE MAYBE IN AUGUST, WE TALKED ABOUT HOW WE TIER OUR CAMPUSES AND HOW WE'RE LOOKING AT INSTRUCTIONAL LEADERSHIP CAPACITY OF THE PRINCIPAL.

WE DO TRAININGS FOR OUR PRINCIPALS DURING OUR PLC, OUR TIME WITH ALL OF OUR PRINCIPALS, AND SO A SPECIFIC TRAINING ON SPECIFIC STRATEGIES.

THAT'S HOW MS. JACKSON HEARD ABOUT THE SSA ORIGINALLY.

WE'RE LOOKING AT PRIORITIZING BASED ON STUDENT DATA FIRST AND CAMPUS DATA.

THEN WE LOOK AT INSTRUCTIONAL LEADERSHIP ON THE CAMPUS.

IF WE'RE ABLE TO PROVIDE THAT TRAINING FOR THE PRINCIPAL AND THEY'RE ABLE TO TURN IT AROUND.

WE'RE ALSO LOOKING AT IF THAT CAMPUS HAS AN INSTRUCTIONAL SPECIALIST OR NOT.

[00:40:01]

WE HAVE GOTTEN TO WHERE SHE TALKED ABOUT WE TRAINED THEIR INSTRUCTIONAL SPECIALISTS OR WE TRAINED THEIR ELL SPECIALISTS, AND THEY'RE ABLE TO TRAIN THAT, TURN THAT TRAINING AROUND.

IF THEY DON'T HAVE THAT, THOSE CAMPUSES GO TO THE TOP OF OUR LIST, ESPECIALLY IF THE DATA SUPPORTS THEY NEED TO BE AT THE TOP.

THAT'S SOMETHING THAT WE LOOK AT IN OUR CIA LEADERSHIP MEETINGS ON MONDAYS RIGHT AFTER COAS.

WHERE ARE WE GOING? WHAT NEEDS TO BE THE FOCUS? WHO IS THE PRIORITY, AND THEN FOLLOWING UP TO BE SURE THAT THOSE CAMPUSES GOT THE THE SUPPORT THAT THEY REQUESTED.

>> THANK YOU. WHAT I HEAR SOUNDS VERY EFFECTIVE.

YOU'RE EMPOWERING LEADERS TO LEAD AND TO BE ABLE TO DO THINGS ON THEIR CAMPUSES SO THAT YOU CAN ALSO SUPPORT OTHERS THAT MAY NOT HAVE THE LEADERSHIP CAPACITY AT THE TIME.

>> CORRECT.

>> THANK YOU.

>> THANK YOU.

>> TRUSTEE HORN I DON'T REALLY HAVE ANY QUESTIONS, BUT I JUST WANT TO THANK MS. JACKSON FOR THE REPORT.

EVEN WHEN YOU HAVE SUCH GREAT SCORES, BEING ABLE TO NAME YOUR CHALLENGES JUST CONTINUES TO COMMUNICATE TO OUR COMMUNITY THAT EVERY KID MATTERS.

IF WE WERE AT A 99, WE'D STILL BE TRYING TO FIGURE OUT THAT 1%.

JUST THANK YOU FOR LEADING WITH TRANSPARENCY AND ALSO PROVIDING VERY, SOLUTIONS DRIVEN PLAN THAT OUR COA HELPS SETS UP FOR YOU GUYS.

BUT IT SHOWS YOUR LEADERSHIP BEING WILLING TO STAND UP HERE AND SHARE THOSE CHALLENGES WITH ALL OF US.

>> THANK YOU.

>> YES. THANK YOU.

>> TRUSTEE CANNON.

>> PRINCIPAL JACKSON, THANK YOU FOR YOUR PRESENTATION.

YOUR JOY IS INFECTIOUS WHEN YOU TALK ABOUT YOUR CAMPUS.

IT WAS JUST REALLY GREAT JUST TO SEE YOU SO PASSIONATE ABOUT THE WORK THAT'S HAPPENING THERE.

I KNOW A FEW KIDDOS THAT ATTEND THERE, AND THE CULTURE THERE AT PERRY IS FANTASTIC FROM THE THE COMMUNITY THAT SURROUNDS IT.

JUST THANK YOU FOR THE WORK THAT YOU'RE DOING THERE.

AS TRUSTEE, TRUSTEE HORNE STATED, YOU YOU'RE ALREADY IN A CAMPUS AND YOU'RE STILL WANTING TO BE BETTER.

SO THANK YOU FOR THE WORK THAT YOU AND YOUR TEAM ARE DOING EACH DAY. THANK YOU.

>> THANK YOU.

>> TRUSTEE NEWSOME.

>> GREAT PRESENTATION.

I LOVE THESE PRESENTATIONS BECAUSE IT ALLOWS THE LIGHT TO SHINE.

BUT IT ALSO EXPLAINS THE JOURNEY AND TO HELP UNDERSTAND A UNIQUE PERSPECTIVE TO BE ABLE TO SEE WHERE WE STARTED WITH OUR CADENCE OF ACCOUNTABILITY AND HOW WE LIKE WE ALL HAD THE ONE THING BOOK, AND WE ALL READ IT AND TRIED TO GET ON BOARD AND TO UNDERSTAND HOW IT STILL IS PLAYING OUT AND HOW IT STILL IS CHANGING LIVES AND AND MAKING A DIFFERENCE AND TAKING US ALL ON THE JOURNEY WITH IT.

I THINK ONE OF THE THINGS THAT THAT SHOULDN'T BE LOST IN THE, IN THE DISCUSSION OF THIS IS THE FACT THAT THIS IS THIS ISN'T AT PERRY, THIS IS AT MSD, AND THAT THERE IS A PRESENTATION JUST LIKE THIS AT EVERY CAMPUS, AND THERE'S SOME FIRE AT EVERY CAMPUS THAT IS GETTING THE LEADERS.

THEY'RE INSPIRED TO DO THINGS AND MAKE THINGS DIFFERENT FOR CHILDREN EVERY SINGLE DAY.

THANK YOU FOR SHARING THAT, BECAUSE WHAT WE WANT TO BE ABLE TO SAY AND SHARE IS THAT EVERY PRINCIPAL HAS A ONE THING.

EVERY CAMPUS HAS A ONE THING, BECAUSE MANSFIELD ISD HAS A ONE THING, AND THAT ONE THING IS A GREAT FIRE.

NOT ALL DISTRICTS HAVE THIS WAY THAT WE GET TO A LEGACY PER SE THAT WE'RE GETTING TO SHARE AND BRING NEW TEACHERS ALONG WITH ABOUT HOW WE MAKE THINGS BETTER.

THANK YOU SO MUCH FOR SHINING YOUR LIGHT.

>> THANK YOU.

>> MISS WILSON.

>> I JUST WANT TO SAY WHAT THE BRAGGY BRAGGER ARE YOU? NO, BUT THAT IS GREAT, I LOVE THAT.

MISS HORNE MENTIONED IT, AND I KNOW DR. CRUTCHFIELD TOUCHED ON IT AS WELL AS MS. NEWSOM.

WE JUST APPRECIATE THE FACT THAT YOUR SCORES IMPROVE OR YOUR DATA IMPROVES.

BUT AT THE SAME TIME, YOU RECOGNIZE THAT IT'S NOT 100%.

YOU KEEP GOING AND KEEP WORKING AT IT.

I LIKE NOT JUST THAT YOU SAID THAT IT IS NOT JUST PERRY, BUT IT'S MISD AND THAT YOU MENTIONED ON WORKING WITH OTHER CAMPUSES WITH YOUR PEERS.

THAT WAY IT DOES REACH ALL STUDENTS ON ALL OUR SCHOOLS.

THE THE COOL THING ABOUT WHEN WE STARTED IMPLEMENTING OUR CADENCE OF ACCOUNTABILITY, AND THE ONE THING IS MS. NEWSOM MENTIONED IS THAT IT HELPS TO EXCEED THOSE GOALS AND KEEP GOING.

BECAUSE YOU CONSTANTLY ARE WATCHING THE DATA AND YOU'RE FEEDING THE DATA, AND THEN YOU'RE SEEING WHAT WE NEED TO DO ABOUT IT AND WHAT ARE OUR PROCESSES GOING TO BE.

BUT THEN ALSO WITH THE ONE THING THAT WHAT EVERYONE DOESN'T REALIZE IS THAT ONCE YOU'VE ACCOMPLISHED OR AT LEAST HAD A GOAL MARKER WITH THE ONE THING,

[00:45:02]

THAT'S THAT CAN CHANGE.

BUT YOU'RE ABLE TO ADD THE NEXT ONE THING.

YOU'RE NOW WATCHING BOTH ITEMS OR WHATEVER, HOWEVER THAT WORKS OUT.

IT'S REALLY NEAT THAT THE WAY YOU GUYS HAVE DONE ALL THESE PROCESSES AND SYSTEMS AND WE'RE SEEING THE RESULTS OF IT.

SOMETIMES IT'S WELL, MOST ALL THE TIME IN THIS INDUSTRY, IT'S NOT OVERNIGHT, THAT'S FOR SURE.

EVEN BACK WITH DR. V, HE WOULD TELL YOU THE FACE I FIRST MADE.

BUT THEN I'VE LEARNED TO BE PATIENT AND LET YOU ALL DO YOUR JOB.

NOW WE'RE SEEING THE GREAT BENEFITS OF IT.

BUT THANK YOU GUYS. I WAS TEASING. NOT REALLY.

BUT IT'S GREAT TO SEE THAT YOU CAN BRAG ON WHAT A GOOD JOB YOU'RE DOING. THANK YOU.

>> THANK YOU.

>> TRUSTEE THOMAS.

>> YES. PRINCIPAL JACKSON, THANK YOU SO MUCH FOR ALL THAT YOU DO.

I'M VERY AND THOROUGHLY IMPRESSED THAT YOU'VE HIT AN A AND YOU'RE CONTINUING TO GET BETTER.

DR. SPENCER, JUST SAYING THAT WE'RE DOING THIS PROCESS, IT MAKES IT WARMS MY HEART BECAUSE THESE ARE ENGINEERING TOOLS THAT I'VE SEEN USED TIME AND TIME AGAIN TO SOLVE ENGINEERING PROBLEMS THAT SAVE MILLIONS OF DOLLARS.

WE'RE USING IT USING THESE TOOLS, THE ROOT CAUSE ANALYSIS PLAN DO CHECK ACT.

THAT'S WHAT WE CALL AN ENGINEER.

USING THE FIVE WHYS TO SOLVE PROBLEMS AND GET DOWN TO THAT ONE THING THAT CAN MAKE A DIFFERENCE IN OUR KIDS LIVES.

I APPRECIATE ALL THAT YOU'RE DOING.

I KNOW IT'S SOMETIMES IT FEELS LIKE YOU'RE NOT SEEN, BUT WE SEE YOU AND WE APPRECIATE EVERYTHING THAT YOU'RE DOING.

I THANK YOU FOR THAT.

CONTINUE TO DO THE HARD WORK AND THE GOOD WORK FOR US.

>> THANK YOU.

>> THANK YOU SO MUCH, PRINCIPAL JACKSON.

THAT WAS AN EXCELLENT PRESENTATION AND AN EXAMPLE OF DEMONSTRATING THE DIFFERENT PROCESSES AND NOT GIVING UP WHEN YOU FEEL LIKE YOU HAVE YOU'VE MET THE MARK.

WE THANK YOUR PTA.

WE THANK YOUR TEACHERS, YOU AND YOUR YOUR ASSISTANT PRINCIPALS, AND WE THANK YOU FOR BEING VULNERABLE AND TRANSPARENT.

WHERE THERE WAS AN A PROBLEM, YOU ASKED WHY AND YOU ASKED WHY SEVERAL TIMES.

THANK YOU FOR YOUR TRANSPARENCY, YOUR VULNERABILITY.

WE THANK YOU, DR. SPENCER, YOU AND YOUR TEAM FOR ALWAYS COLLABORATING THROUGHOUT THE DISTRICT.

DR. CANTU, YOU AND YOUR TEAM COLLABORATING, MAKING CERTAIN THAT OUR ADMINISTRATORS HAVE THE TOOLS AND THE RESOURCES, AS WELL AS THE SUPPORT THAT'S ESSENTIAL FOR THEM TO IMPROVE AND BE VERY SUCCESSFUL.

MS. JACKSON, WE ARE SO PROUD OF YOU AND YOUR CAMPUS. THANK YOU.

>> THANK YOU.

>> WE APPRECIATE YOU. GREAT PRESENTATION.

AT THIS TIME, TRUSTEES,

[10. Presentation]

A PRESENTATION. DR. CANTU.

>> YES, I WOULD LIKE TO ASK DR. MATT BROWN TO COME FORWARD AND GIVE OUR PRESENTATION DESTINATION MANSFIELD.

>> I WENT TOO FAR ALREADY.

I DON'T KNOW HOW IT JUMPED ON ME. WELL, GOOD EVENING.

GOOD EVENING, DR. CANTU, DR. REID, MEMBERS OF THE BOARD.

I'M EXCITED TO BE HERE TONIGHT TO TALK TO YOU A LITTLE BIT ABOUT DESTINATION MANSFIELD AND MORE SPECIFICALLY, THE INTER-DISTRICT TRANSFERS.

I FIRST THOUGHT I'D START OUT BY TALKING A LITTLE BIT ABOUT THE WHY.

AS YOU KNOW FROM LAST MONTH WHEN MISS HOMELESS GOT UP HERE AND SPOKE, SHE TALKED A LOT ABOUT THE FACT THAT WE WANT TO RECAPTURE STUDENTS THAT HAVE LEFT MANSFIELD ISD.

WE WANT TO BRING BACK THOSE STUDENTS THAT POTENTIALLY MIGHT CHOOSE VOUCHERS.

BUT MORE IMPORTANTLY, WE HAVE AN OPPORTUNITY AS WELL TO INVITE STUDENTS INTO MANSFIELD ISD THAT MEET CRITERIA THAT WE ESTABLISH.

I SAY THAT BECAUSE WE HAVE A GREAT PRODUCT HERE IN MANSFIELD ISD, WE HAVE GREAT FACILITIES, WE HAVE GREAT EDUCATORS AND PRINCIPALS, GREAT DISTRICT STAFF AND DISTRICT DEPARTMENT STAFF, AND THEY CARE ABOUT KIDS.

WE'RE DOING IT VERY WELL HERE.

I THINK THERE'S A LOT OF PARENTS AND FAMILIES OUT THERE THAT WOULD LIKE TO BE A PART OF THIS.

THIS ISN'T NEW, LAST YEAR, WE BROUGHT FORWARD THE RECOMMENDATION TO START THIS PROCESS WITH THE KINDERGARTEN THROUGH FOURTH GRADE.

WE DID THIS WITH 11 ELEMENTARY SCHOOLS AND THE DATA FROM THAT IS SHOWING THAT THE KIDS ARE DOING EXTREMELY WELL AND WE'RE EXCITED ABOUT THAT.

PART OF THIS IS ALSO US BEING STRATEGIC ABOUT THINKING ABOUT THE FACT THAT THESE STUDENTS THAT ARE WITH US RIGHT NOW, THEY HAVE A NEXT STEP TOO, LIKE THEY HAVE.

WE HAVE TO THINK ABOUT THE NEXT GRADE LEVEL THAT THEY'RE GOING TO AND, AND WHAT STEPS WE'RE TAKING TO ENSURE THEY CAN CONTINUE ON IN MANSFIELD ISD.

BEFORE WE GET TOO FAR INTO THE PRESENTATION, I WANTED TO TAKE A MINUTE AND JUST TALK A LITTLE BIT ABOUT, THE DIFFERENT POLICIES THAT ARE IN FRONT OF YOU.

[00:50:03]

FDA LOCAL IS TALKING ABOUT THE INTER-DISTRICT TRANSFERS.

THAT IS OUR OUT OF DISTRICT RESIDENTS THAT ARE WANTING TO TRANSFER THEIR CHILDREN INTO MANSFIELD ISD.

THE EXAMPLE I GIVE IS WE HAVE A KENNARD-DALE RESIDENT WHOSE STUDENTS ATTEND KENNARD-DALE ISD, AND THEY'RE WANTING TO SEEK ENTRY INTO MANSFIELD ISD TO BECOME A MANSFIELD ISD STUDENT.

WHEN WE TALK ABOUT FDB LOCAL, WHICH IS OUR INTER-DISTRICT TRANSFERS.

THESE ARE OUR IN-DISTRICT RESIDENTS. THEY LIVE HERE.

THEY'RE IN AN MANISD SCHOOL, THEY HAVE AN OPPORTUNITY TO APPLY FOR A TRANSFER TO ANOTHER MANISD SCHOOL.

AN EXAMPLE WOULD BE DONNA SHEPHERD TO MARIA.

FOR THE SAKE OF CONSISTENCY AND JUST CLARITY, FOR THE, FOR THE REST OF THIS PRESENTATION, I'LL REFER TO THESE AS OUT OF DISTRICT AND IN DISTRICT.

THAT WAY EVERYBODY AND THE COMMUNITY, CAN FOLLOW ALONG BECAUSE INTRA AND INTER, EVEN FOR ME, SOMETIMES GETS CONFUSING.

I HAVE TO GO BACK AND REVIEW.

I THOUGHT I'D START BY TALKING ABOUT SOME STANDARD CONDITIONS THAT WE HAVE IN OUR TRANSFERS.

THESE ARE ALREADY ESTABLISHED AND IN PLACE ESPECIALLY FOR OUR DISTRICT.

WE HAVE THAT K-12 PIECE.

WE ALLOW TRANSFERS IN DISTRICT FOR DISTRICT RESIDENTS AND OUR EMPLOYEES, K-12.

LIKE I TOLD YOU EARLIER, OUT OF DISTRICT, WE, WE HAVE ONLY GONE THROUGH K- 4.

THE HOPE IS THAT THROUGH THE RECOMMENDATION AND THROUGH THE CONVERSATION TONIGHT, WE CAN EXPAND THAT TO K-12 FOR OUR OUT OF DISTRICT AS WELL.

ANOTHER THING THAT WE TALK ABOUT IS THAT, FOR TRANSFERS, WHEN YOU TRANSFER, WHETHER YOU'RE IN DISTRICT OR OUT OF DISTRICT, TRANSPORTATION ISN'T PROVIDED.

PARENTS HAVE TO THEIR KIDS BACK AND FORTH FROM CAMPUS TO CAMPUS AND OUT OF DISTRICTS.

IT'S FROM WHERE THEY LIVE INTO OUR DISTRICT.

WE ALSO BRING UP UIL BECAUSE WE'RE STILL OBLIGATED TO FOLLOW ALL THE POLICIES AND GUIDELINES AND PROCEDURES THAT ARE ESTABLISHED THROUGH UIL.

TRANSFERS STUDENTS HAVE TO ADHERE TO THOSE CONDITIONS.

THEN ONE OF THE OTHER PIECES THAT WE SPENT A LOT OF TIME ON IS CAPACITY AND CAPACITY IS BROAD.

WE LOOK AT THIS FROM A CAMPUS CAPACITY TO A GRADE LEVEL CAPACITY TO A PROGRAM CAPACITY TO ENSURE THAT WHETHER WE'RE TALKING ABOUT IN OR OUT OF DISTRICT TRANSFERS, WE'RE ENSURING THAT THERE'S SPACE AVAILABILITY, THERE'S STAFF THAT ARE AVAILABLE TO PROVIDE THE SERVICES THAT WE'RE OFFERING, AND WE CAN ENSURE THAT WE CAN MEET THE NEEDS OF ANY STUDENT AND THE STUDENTS THAT ARE ALREADY EXISTING IN THOSE SCHOOLS.

>> I WANTED TO TALK A LITTLE BIT ABOUT OUR ACADEMIC OR OUR ACCEPTANCE STANDARDS, AND SO WE HAVE CRITERIA THAT WE LOOK AT TERMS OF DISCIPLINE, OUR BEHAVIORAL STANDARDS ALSO OUR ACADEMIC STANDARDS AND OUR ATTENDANCE STANDARDS.

WE'RE GOING TO GO A LITTLE BIT MORE IN DEPTH ON THOSE NOW.

WHEN WE TALK ABOUT BEHAVIOR AND MORE IMPORTANTLY, THAT DISCIPLINARY RECORD WHAT CONDITIONS WE'VE SET FOR ENSURING THAT STUDENTS MEET CRITERIA IS THAT STUDENTS HAVE NOT EXPERIENCED EITHER IN THE PREVIOUS OR CURRENT YEAR, SOME EXCLUSIONARY DISCIPLINE.

THIS INCLUDES IN-SCHOOL SUSPENSION, OUT OF SCHOOL SUSPENSION PLACEMENTS AT OUR DISCIPLINARY ALTERNATIVE EDUCATIONAL CENTER, OR PLACEMENTS AT THE TARRANT COUNTY JUVENILE CENTER.

ADDITIONALLY, WE VET THEM FOR CLEAN ARREST RECORDS OR CHARGES OR CONVICTIONS ON CRIMINAL OFFENSES.

WE MAKE SURE WE LOOK AT THAT TO ENSURE THAT THOSE DON'T EXIST, AND THEN ALSO THAT STUDENTS AREN'T CURRENTLY ON PROBATION OR ON CONDITIONAL RELEASE.

THOSE ARE STANDARDS THAT WE HAVE SET FOR THIS PROCESS IF WE MOVE FORWARD.

WHEN WE LOOK AT THE ACADEMIC PIECES, WE HAVE IT BROKEN INTO THREE LEVELS AND SO WE'LL TALK ABOUT EACH OF THESE LEVELS A LITTLE BIT DIFFERENTLY.

AT THE HIGH SCHOOL LEVEL AGAIN, WHEN WE'RE TALKING ABOUT THAT PREVIOUS YEAR AND THE CURRENT REPORT CARD YEARS OR THE CURRENT YEAR, WE'RE LOOKING AT THEIR THEIR ACADEMIC PERFORMANCE.

HOW ARE THEY DOING IN SCHOOL? ARE THEY PASSING THEIR CLASSES? ADDITIONALLY, WE'RE LOOKING AT THAT END OF YEAR DATA THAT STAR AND END OF COURSE ASSESSMENT TO SEE WHETHER STUDENTS ARE MEETING THOSE APPROACHES MEETS OR MASTER STANDARDS.

THEN ALSO WE'RE LOOKING AT THAT ON TRACK TO GRADUATE STATUS FOR HIGH SCHOOL STUDENTS AT THE INTERMEDIATE AND MIDDLE LEVEL, WE'RE TALKING ABOUT PASSING CLASSES AGAIN, AND WE'RE TALKING ABOUT THAT PERFORMANCE ON THE END OF YEAR STANDARDS.

THEN WHEN WE GET TO ELEMENTARY, IT GETS A BIT MORE COMPLICATED BECAUSE THERE'S NOT A SET CRITERIA AT THE ELEMENTARY LEVEL THAT EVERY ELEMENTARY STUDENT FOLLOWS.

WE HAVE STANDARDS BASED REPORT CARDS, WHICH ARE ONES, TWOS, THREES AND FOURS.

WE HAVE ACADEMIC REPORT CARDS FOR SOME GRADE LEVELS.

[00:55:02]

WE HAVE A CURRICULUM AND INSTRUCTION TEAM THAT LOOKS AT ALL OF THESE PIECES AND IS TRAINED TO MAKE SURE THAT STUDENTS THAT ARE WISHING TO COME INTO MANSFIELD CAN MEET THE CRITERIA TO BE SUCCESSFUL HERE IN THE DISTRICT.

ATTENDANCE IS ONE OF THE PIECES THAT WE LEARNED A LITTLE BIT ABOUT THIS YEAR.

WE HAD THIS PREVIOUSLY SET AT 96% AND ABOVE, BUT WHAT WE LEARNED IS THAT WE FOUND THAT STUDENTS WERE MEETING THE BEHAVIORAL EXPECTATIONS AND THEY WERE DOING WELL ACADEMICALLY BUT SOMETIMES THERE ARE ONE OFFS WHERE KIDS GET REALLY SICK.

THEY HAVE FLUS, OR THEY HAVE MEDICAL CONDITIONS OR OTHER NEEDS THAT COME UP THROUGHOUT THE YEAR THAT MIGHT BE AN EXCUSED ABSENCE.

SOMETIMES THEY'RE UNEXCUSED, BUT THERE'S VALID REASONS BEHIND THAT AND SO WE JUST FELT LIKE WE LOST A COUPLE OF STUDENTS IN THE PROCESS BECAUSE OF THAT 96% SO WE THOUGHT IF WE WIDENED IT A LITTLE BIT DOWN TO 95 IT WOULD GIVE US AN OPPORTUNITY TO CAPTURE MORE STUDENTS.

THEN AS WELL WE WERE TAKING A REALLY CLOSE LOOK AT THE REASONS BEHIND THESE ABSENCES TO MAKE SURE THAT WE'RE MAKING THE BEST DECISIONS POSSIBLE ABOUT THEM AS WELL.

IN THE PIECE OF TALKING ABOUT OUR PROCESS ONCE WE'VE VETTED THOSE STUDENTS ACADEMIC RECORDS AND BEHAVIORAL RECORDS AND ATTENDANCE RECORDS, WE HAVE TO LOOK AT THE CONDITIONS OF THE CAMPUS AND THE AVAILABILITY OF SPACE.

WE LOOK VERY CLOSELY FROM OUR LENS AND STUDENT SERVICES AT THE BUILDING.

WHAT'S THE CAPACITY OF THAT BUILDING IN TERMS OF STUDENT POPULATION? WE LOOK AT PROJECTIONS AND WHAT THE FUTURE HOLDS.

WHAT'S THE NEXT GRADE LEVEL COMING UP LOOK LIKE AND WHAT IS THE STAFFING ASSOCIATED WITH THAT? WE LOOK AT THE PROGRAM AVAILABILITY AND THE PROGRAM SPACE BECAUSE WE'RE NOT A FACTORY THAT HAS EVERYTHING LOOK THE SAME.

ONE YEAR WE MIGHT HAVE SOME STUDENTS IN A PROGRAM, AND THE NEXT YEAR WE MIGHT HAVE DOUBLE THAT NUMBER.

WE HAVE TO BE VERY INTENTIONAL ABOUT LOOKING AT THESE THINGS TO ENSURE THAT ANY STUDENT THAT WE'RE OFFERING AN OPPORTUNITY, WHETHER IT'S IN DISTRICT OR OUT OF DISTRICT, THAT WE'RE DOING THAT WITH AN INTENTIONALITY THAT ENSURES THAT NOT ONLY ARE THERE NEEDS GOING TO BE MET, BUT THE STUDENTS THAT ARE CURRENTLY THERE OR ARE COMING THERE ALSO ARE MET.

WE TAKE A VERY CAREFUL APPROACH TO LOOKING AT THAT DATA AND ENSURING THAT'S THE WAY IT WORKS.

JUST BEFORE WE GET TOO FAR DOWN IN THE NEXT PART OF IT, JUST HOW THIS LOOKS.

A STUDENT APPLIES FOR A TRANSFER.

AGAIN, WE LOOK AT THAT BEHAVIORAL, ACADEMIC AND ATTENDANCE CRITERIA AND THEN AS A STUDENT SERVICE DEPARTMENT, WE LOOK AT THOSE CAPACITIES BUT THEN THE OTHER THING THAT WE DO THAT'S INTENTIONAL IS, EACH OF OUR DEPARTMENTS THAT HAVE PROGRAMS IN THEM THAT WE SUPPORT.

THEY ALSO HAVE A STEP IN THE PROCESS TO VERIFY BECAUSE STUDENT SERVICES CANNOT DETERMINE THE NEEDS OF A STUDENT ASSOCIATED WITH SOME OF THE PROGRAMS AND SO EACH OF OUR DEPARTMENTS WILL LOOK AT THE NEEDS OF THE STUDENTS BASED ON THE PROGRAMS AND CRITERIA THAT THEY HAVE, AND THEY GO THROUGH A CAREFUL PROCESS AGAIN TO ENSURE THAT CAPACITY AND THE NEEDS ARE MET.

WHEN I TALK ABOUT CAPACITY, IT'S ALSO IMPORTANT TO SAY WE'RE NOT TALKING JUST ABOUT NUMBERS.

SOMETIMES WE'RE TALKING ABOUT JUST THE NEEDS OF THE STUDENTS AND SOMETIMES THERE'S MORE NEEDS THAN OTHERS.

WE HAVE TO BE VERY CAREFUL ONCE THAT HAPPENS AND OUR DEPARTMENT SIGN OFF ON THOSE THINGS, THEN IT COMES BACK TO STUDENT SERVICES, AND THEN WE DO THE FINAL APPROVALS BASED ON ANY OTHER ADDITIONAL FACTORS.

SOMETHING I THOUGHT WAS IMPORTANT FOR OUR COMMUNITY TO KNOW IS THAT WE DO HAVE IN THE PROPOSAL, THE OPPORTUNITY WHEN IT ARISES FOR STUDENTS POTENTIALLY TO APPLY FOR CHOICE PROGRAMMING IF THERE ARE SEATS AVAILABLE.

THESE SEATS WOULD ONLY BE AVAILABLE IF ALL IN DISTRICT MISD STUDENTS HAD BEEN OFFERED THE OPPORTUNITY AND THERE WERE SPACES AFTER THAT HAD HAPPENED AVAILABLE, THOSE WOULD THOSE COULD POTENTIALLY BE AVAILABLE TO OUR OUT-OF-DISTRICT STUDENTS BUT PRIOR TO APPLYING FOR THE CHOICE PROGRAM, OUR STUDENTS WOULD HAVE TO APPLY FOR THE OUT-OF-DISTRICT TRANSFER, MEET THOSE CRITERIA AND CONDITIONS, AND THEN THEY WOULD HAVE THE OPPORTUNITY TO APPLY FOR A CHOICE PROGRAM.

IF SPACE WAS AVAILABLE AFTER ALL SEATS WERE EXHAUSTED AND OFFERED, THEN WE WOULD BE ABLE TO POTENTIALLY GIVE THEM A SEAT IN ONE OF THOSE PROGRAMS. A BIG PART OF THIS IS COMMUNICATION, BECAUSE WE DO HAVE SOME CHANGES TO THE PROCESS AND SO I'M HAPPY TO REPORT THAT STUDENT SERVICES AND

[01:00:03]

ALL OF OUR TRANSFERS, ALL OF OUR CHOICE APPLICATIONS WILL BE IN ONE PLACE, VERY EASILY ACCESSIBLE AND DETAIL HOW AND WHAT YOU NEED TO DO TO ENSURE YOU GET YOUR APPLICATION IN ON TIME.

THE OTHER PIECE WE USE IS WE HAVE PARENT SQUARE, WHICH IS DOING AN AMAZING JOB OF COMMUNICATING WITH OUR PARENTS.

WE PLAN TO USE THAT TO REALLY DRIVE THE MESSAGE HOME TO PARENTS ABOUT NOT ONLY WHAT THE PROCESS IS, BUT WHAT THE DEADLINES ARE, BECAUSE THAT'S A CRITICAL PIECE AND THEN OUR SOCIAL MEDIA PLATFORMS, AS WELL AS PUTTING SOME INFORMATION IN SKYWARD.

WHEN PARENTS LOG IN TO LOOK AT REPORT CARDS, THEY SEE, HEY, DON'T FORGET APPLICATIONS ARE OPEN PLEASE APPLY. THOSE TYPES OF THINGS.

WE FEEL LIKE WE'RE GOING TO HAVE THE BASES COVERED IN TERMS OF COMMUNICATION AND THEN OF COURSE STUDENT SERVICES IS A 24/7 OPEN LINE. NO, I'M JUST KIDDING.

IT'S NOT 24/7 BUT WE ARE OPEN AND WE ANSWER A LOT OF QUESTIONS WHEN PARENTS CALL SO OUR NUMBER'S ON THERE.

AGAIN, HIERARCHY OF APPROVAL.

IT'S JUST IMPORTANT IN THIS PHASE TO MAKE SURE THAT EVERYBODY UNDERSTANDS THAT WHEN WE'RE LOOKING AT APPROVING TRANSFERS TO CAMPUSES, WE ARE STARTING WITH OUR IN-DISTRICT RESIDENTS AND OUR EMPLOYEES THAT ARE WISHING TO BRING THEIR STUDENTS INTO MANSFIELD ISD AND THEN WE ARE MOVING TO THE OUT OF DISTRICT TRANSFER REQUESTS.

WE DO NEED FOR ALL OF OUR EMPLOYEES AND OUR IN-DISTRICT FAMILIES TO PUT THE APPLICATION IN ON TIME SO THAT IS AN IMPORTANT PIECE AS WELL AS OUR OUT-OF-DISTRICT FAMILIES BUT WE ADDRESS THAT IN THAT ORDER.

STUDENT SERVICES DOES CONTROL AND SUPPORT THAT.

I DON'T KNOW WHY THESE SLIDES ARE BLACK.

MR.. RIGHT BUT THEY'RE NOT PULLING UPRIGHT.

WELL, WHAT YOU DON'T SEE ON THIS SLIDE THAT I WISH YOU SAW ON THIS SLIDE IS, CAPACITY LIMITS.

WHAT THIS SAYS THAT YOU CAN'T SEE RIGHT NOW, AND I APOLOGIZE, IS THAT AT THE HIGH SCHOOL LEVEL CAPACITY FOR THE PROGRAM IS SET AT 90% AND THEN AT OUR MIDDLE SCHOOL AND INTERMEDIATE, THAT CAPACITY IS SET AT 80%.

THE PUZZLE PIECES, WHICH IS THE ONLY THING THAT'S SHOWING UP RIGHT NOW, IS OUR ELEMENTARY AND THAT JUST REFERENCES THE FACT THAT AT THE ELEMENTARY LEVEL, IT IS A VERY COMPLICATED PROCESS TO MAKE SURE THAT WE FOLLOW IN TERMS OF LOOKING AT THINGS LIKE OUR 22 TO 1 RATIOS AND SOME OF THE OTHER CAVEATS THAT ELEMENTARY HAVE IN TERMS OF WE MIGHT HAVE 10 FIRST GRADERS AND NOT HAVE ENOUGH SEATS IN FIRST GRADE, ALTHOUGH WE MIGHT HAVE CAPACITY IN SECOND AND THIRD GRADE, WE MAY JUST NOT HAVE SEATS AVAILABLE IN FIRST GRADE.

IT IS A LITTLE TRICKIER AT ELEMENTARY, BUT WE KEEP A VERY CLOSE EYE ON THAT AND WHAT I WANTED TO SAY ABOUT THE CAPACITY LIMITS IS WHAT OUR COMMITMENT IS IN THIS DISTRICT IS NOT THAT WE'RE AT THOSE CAPACITIES IN OUR SCHOOLS, BUT THAT WE WOULD NOT PLACE ADDITIONAL STUDENTS INTO SCHOOLS AT THE HIGH SCHOOL LEVEL ABOVE WHAT 90% HOLDS AND THEN AT THE MIDDLE SCHOOL AND INTERMEDIATE, THE 80%.

SOMETHING ALSO TO SAY ABOUT THAT IS YOU MIGHT BE WONDERING, EVEN THOUGH YOU CAN'T SEE IT, WHY IS HIGH SCHOOL 90% AND INTERMEDIATE MIDDLE IS 80%.

WHAT I WANT TO SAY ABOUT THAT IS AT THE HIGH SCHOOLS, AT ANY GIVEN MOMENT, WE HAVE A LARGE NUMBER OF SENIORS THAT DON'T COME IN THE MORNINGS UNTIL LATE BECAUSE THEY'VE EARNED THAT LATE ARRIVAL STATUS.

WE HAVE A LARGE NUMBER OF HIGH SCHOOL STUDENTS THAT LEAVE EARLY BECAUSE THEY'VE GOT THE EARLY RELEASE BECAUSE THEY DON'T HAVE TO BE IN SCHOOL ALL DAY LONG FOR THAT.

THEN WE ALSO HAVE A VERY LARGE POPULATION OF STUDENTS THAT ARE AT BEN BARBER AT ANY GIVEN TIME.

THE CAPACITY FOR THE BUILDING CAN BE A LITTLE BIT HIGHER, BECAUSE THERE'S A LARGE PERCENTAGE OF STUDENTS THAT ARE OFF THE CAMPUS AT A GIVEN MOMENT IN OTHER PROGRAMS, AND THEN THEY COME BACK AND OTHER KIDS LEAVE AND COME BACK.

THAT'S THAT PIECE. THEN OUR NEXT SLIDE, WHICH I DON'T THINK IS COMING UP AS WELL.

>> HEY, DOCTOR BROWN, JUST SO YOU KNOW, WE CAN SEE IT ON OUR LAPTOPS.

IT'S JUST NOT UP THERE. JUST WANTED YOU TO KNOW.

>> THIS GUY'S NOT WORKING EITHER NOW SO I'M NOT SURE IF THEY PAUSE THE PRESENTATION [INAUDIBLE] I'LL PAUSE FOR JUST A SECOND.

[01:05:11]

THIS IS THAT SLIDE YOU COULDN'T SEE AND I DON'T KNOW THAT I HAVE CONTROL OVER MOVING IT BUT THEY'LL MOVE IT TO SLIDE 14 OR THE NEXT SLIDE FOR ME.

[BACKGROUND] I THINK MR. WRIGHT DID THIS ON PURPOSE TO ME.

NO, I'M JUST KIDDING. THE OTHER PIECE WHEN WE TALK ABOUT THE CAPACITY IS IT'S IMPORTANT THAT WE SHARE THAT THERE ARE SOME SCHOOLS THAT WE ALREADY KNOW ARE CURRENTLY ABOVE THOSE CAPACITY.

IT'S NOT A LARGE NUMBER, AS YOU CAN SEE.

IT'S FIVE AND SO WE WOULD NOT BE OFFERING THESE OPTIONS TO OUR OUT OF DISTRICT TRANSFERS BECAUSE OF THE CAPACITY LIMITS SO THOSE SCHOOLS AT THE HIGH SCHOOL ARE MANSFIELD LAKE RIDGE.

WE HAVE MCKENZIE MIDDLE SCHOOL, WE HAVE MARTINEZ INTERMEDIATE, AND THEN WE HAVE NORWOOD ELEMENTARY AT THE ELEMENTARY.

THERE ARE A COUPLE OF CAMPUSES THAT ARE ON THE CUSP, AND WE'RE WATCHING THOSE TO MAKE SURE BUT AGAIN WHAT I CAN ASSURE YOU IS THAT STUDENT SERVICES AND HUMAN RESOURCES ARE VERY GOOD AT MAKING SURE THAT WE'RE HERE AND WE KNOW WHAT WE'RE DOING, AND WE'VE LEARNED A LOT IN THIS PROCESS.

WE DEFINITELY PAY ATTENTION TO THE NUMBERS.

THE OTHER THING I WANT TO SHARE WITH YOU IS IT WAS INTERESTING TO ME, AND I LEARNED IT WAS THAT IF WE TAKE INTO ACCOUNT THE 90% AT THE HIGH SCHOOL, THE 80% AT THE MIDDLE AND THE 80% AT THE INTERMEDIATE, AND WE FACTOR IN THAT THESE CAMPUSES AT THE INTERMEDIATE, MIDDLE AND HIGH SCHOOL ARE NOT OPEN AND WE DON'T FILL ABOVE THOSE CAPACITIES, THERE ARE ACTUALLY 1700 SEATS AVAILABLE BEFORE WE EVER HIT THOSE 90, 80, 80%.

IF WE WERE TO GET 300 STUDENTS INTO THIS DISTRICT ON AN OUT OF DISTRICT TRANSFER, THEY'RE STILL OVER 1400 OR AROUND 1400 SEATS AVAILABLE BEFORE WE EVER HIT THOSE 90, 80, 80`S AND THAT'S FACTORING IN THAT WE'RE NOT GOING TO OFFER THESE OPTIONS.

I SAY THAT TO SAY THERE IS SPACE AND WE DO HAVE THAT OPPORTUNITY TO BE ABLE TO INVITE STUDENTS WHO MEET CRITERIA IN.

A COUPLE MORE THINGS BEFORE I CLOSE.

I WOULD JUST WANT TO REMIND EVERYONE THAT BACK IN JUNE YOU VOTED AND APPROVED A DISTRICT OF INNOVATION PLAN THAT THE STAKEHOLDERS IN MANSFIELD ISD WORKED ON WITH MISTER BENAVIDES.

IN THAT PLAN, WE UPDATED OUR INNER INTER-DISTRICT TRANSFER POLICY TO INCLUDE A PIECE REGARDING STUDENTS WHO MAY MEET OUR CRITERIA INITIALLY, BUT THEN NOT HOLD TO THE EXPECTATION AND GIVES THE DISTRICT THE ABILITY TO CONSIDER REVOKING THAT TRANSFER AT SEMESTER OR THE END OF THE YEAR.

WE ALREADY HAVE THAT IN PLACE AND HAVE HAD A PROCESS FOR OUR END DISTRICT.

IF YOU DON'T FOLLOW CONDITIONS AT THE SCHOOL YOU'RE AT, YOU HAVE AN OPTION BUT WE DID ADD THAT AS PART OF THE INNOVATION PLAN FOR INTER-DISTRICT FOR LAST YEAR.

WE HAVE NOT HAD TO USE IT AT ALL FOR OUR STUDENTS WHO CAME IN THIS YEAR SO I'M EXCITED ABOUT THAT.

>> LASTLY, IF YOU APPROVE THE ADJUSTMENTS, THEN WHAT WE'RE LOOKING AT IS OUR IN DISTRICT AND EMPLOYEE AND OUT OF DISTRICT TRANSFER WINDOW WILL OPEN DECEMBER 1ST.

THIS IS A CHANGE BECAUSE WE'VE ALWAYS OPENED FEBRUARY 1ST.

THIS WOULD OPEN DECEMBER 1ST AND IT WOULD CLOSE ON FEBRUARY 1ST AND THEN OUR CHOICE PROGRAMMING APPLICATIONS COME ONLINE DECEMBER 15TH AND I BELIEVE CLOSED JANUARY 16TH.

BEFORE I CLOSE, I JUST WANT TO REITERATE THAT WE'RE EXCITED.

I THINK THIS IS AN OPPORTUNITY FOR US TO REALLY OFFER SOME THINGS TO KIDS THAT MAY NOT BE ABLE TO EXPERIENCE IT IN OTHER PLACES AND OTHER DISTRICTS.

OUR GOAL IS TO GROW OUR CAMPUSES THAT ARE UNDER ENROLLMENT CAPACITY WHILE MAINTAINING A VERY HIGH LEVEL OF SERVICE AND INSTRUCTION FOR ALL KIDS, AND THAT WILL BE WITH NO NEGATIVE AND ONLY POSITIVE IMPACT TO THE DISTRICT.

WE GET CALLS FAIRLY OFTEN IN STUDENT SERVICES ABOUT FAMILIES WANTING TO CONSIDER COMING HERE.

RIGHT NOW WE CAN ONLY OFFER K-4.

THAT IS A BARRIER SOMETIMES IF YOU'RE IN MY FAMILY AND I HAVE A 17-YEAR-OLD, A 12-YEAR-OLD AND A EIGHT-YEAR-OLD, ONLY ONE CAN GET IN.

I CAN'T BRING THE REST.

WE'RE HOPING THAT YOU WILL CONSIDER THAT AS YOU LOOK AT THIS AND I'M HAPPY TO ANSWER ANY QUESTIONS.

>> THANK YOU, DR. BROWN, FOR THAT PRESENTATION.

TRUSTEES, DO YOU HAVE ANY QUESTIONS FOR DR. BROWN? TO MY LEFT, TRUSTEE THOMAS.

[01:10:04]

>> YES, THANK YOU.

FIRST AND FOREMOST, THANK YOU FOR THE PRESENTATION.

LOTS OF GREAT INFORMATION THERE.

THERE WAS A SLIDE WHERE YOU REFERENCED THE NO BUSING.

I WAS JUST CURIOUS.

I WAS WONDERING, IS THE NO BUSING OF DISTRICTS/STATE POLICY OR LAW, OR IS THAT A DISTRICT PREFERENCE OR PRACTICE?

>> THAT'S A GREAT QUESTION.

MR. BROGDEN, DO YOU HAVE ANYTHING TO ADD ON THAT ONE?

>> REALLY THE ISSUE WITH TRANSFERS IS LOCATION.

SOMETIMES, ESPECIALLY WHEN WE'RE TALKING ABOUT OUT OF DISTRICT TRANSFERS, BEEN VERY DIFFICULT TO PROVIDE TRANSPORTATION WITH THE RESOURCES THAT WE HAVE, AND SOMETIMES EVEN IN-DISTRICT TRANSFERS, MAKE IT PRETTY TOUGH.

WITH OUR CHOICE SCHOOLS, WE RUN A LOT OF EXTRA ROUTES.

THAT'S WHY AT THIS TIME WE WOULD NOT PROVIDE TRANSPORTATION FOR ANYBODY OUTSIDE OF THE DISTRICT.

IT'S A MATTER OF RESOURCES.

>> BUT IT'S NOT A LAW OR ANYTHING.

>> I DO NOT BELIEVE IT'S A LAW.

>> IT IS NOT A LAW. AS LONG AS I'VE BEEN HERE IN MANSFIELD, WE HAVE NEVER PROVIDED TRANSPORTATION FOR TRANSFER STUDENTS.

IT IS NOT A LAW EITHER WAY.

IT'S REALLY A SITUATION WHERE THE CAPACITY OF THE DISTRICT PROHIBITS US FROM DOING IT.

>> THANK YOU. ONE LAST THING. I'M SORRY.

WITH THAT BEING SAID I WOULD BE CURIOUS ONCE WE OPEN THIS WINDOW UP I WOULD WONDER, GOING FORWARD, WHAT THE ATTENDANCE RATE IS FOR THOSE OUT OF DISTRICT TRANSFERS VERSUS OUR PEOPLE WHO ARE CURRENTLY HERE.

I'D BE CURIOUS TO SIDE BY SIDE COMPARISON ON A GO FORWARD BASIS JUST TRACK THAT.

>> WE CAN TRACK THAT.

>> GREAT.

>> THANK YOU, MR. THOMAS. THANK YOU, MR. WRIGHT.

MS. LACKEY WILSON, MS. NEWSOM, TRUSTEES TO MY RIGHT.

DR. CRUTCHFIELD. TRUSTEE CANNON.

>> DR. BROWN, JUST A QUESTION.

THE CONDITIONS THAT WERE LISTED IN THE PRESENTATION ARE THE SAME, WHETHER THEY ARE INTER OR INTRA, CORRECT?

>> WE LOOK AT THOSE CONDITIONS FOR EACH GROUP.

WE HAVE A LITTLE BIT MORE INFORMATION.

IN ADDITION, WHEN WE LOOK AT OUR IN-DISTRICT STUDENTS BECAUSE THEY'RE IN OUR SCHOOLS, WE CAN LOOK AT THAT CRITERIA.

WE HAVE A LITTLE BIT MORE FLEXIBILITY, BUT WE DO LOOK AT ACADEMICS, BEHAVIOR, AND ATTENDANCE WHEN WE ARE REVIEWING AND MAKING RECOMMENDATIONS FOR STUDENTS THAT GET APPROVED TRANSFERS. CORRECT.

>> GOT YOU. BECAUSE I'M LOOKING AT ISS LIKE A DRESS CODE VIOLATION AT ONE CAMPUS MAY NOT BE THE SAME ACROSS THE DISTRICT BECAUSE CONSISTENCY.

I'M JUST MAKING SURE IF WE'RE HOLDING STUDENTS THAT ARE COMING INTO THE DISTRICT, THAT WE'RE HOLDING THE SAME STANDARD ACROSS THE DISTRICT, BUT ALSO AT OTHER CAMPUSES AS WELL.

>> MR. CANNON, LET ME TAG ON TO THAT QUESTION AND I WANT TO PAUSE A LITTLE BIT AND MAKE SURE I'M SAYING THIS REALLY CLEARLY.

WHEN IT COMES TO STUDENTS FROM OUTSIDE THE DISTRICT.

I'M NOT TALKING ABOUT EMPLOYEE KIDS, BUT OTHER KIDS COMING IN, THERE'S A VERY STRENUOUS CRITERIA THAT THE STUDENTS HAVE TO MEET TO COME INTO THE DISTRICT.

IF THEY DON'T MEET THOSE STANDARDS THEY WILL NOT QUALIFY TO COME IN.

THOUGH WE USE LOOSE GUIDELINES, VERY LOOSE FOR ANY PARENT OR STUDENTS OF EMPLOYEES, OR ANY IN-DISTRICT STUDENT WHO WANTS US TO PROVIDE A TRANSFER FOR THEM.

IN OTHER WORDS THEY MAY GET A TRANSFER AND WE MAY TALK TO THE PARENT AND SAY,

[01:15:01]

IF THEY DON'T STRAIGHTEN UP THEIR ATTENDANCE, IF THEY DON'T STRAIGHTEN UP THEIR GRADES THE PRINCIPAL MAY REVOKE BUT WE MAY NOT STAND IN THE WAY OF THEM GETTING THE TRANSFER. DOES THAT MAKE SENSE?

>> I BELIEVE SO. MY OTHER QUESTION IS FOR THE CAMPUSES THAT YOU LISTED THAT WERE AT CAPACITY, IS THAT BASED ON LIVE DATA OR THE UPDATED DEMOGRAPHER RESULTS THAT WE GOT THIS SUMMER?

>> IT'S LIVE DATA.

>> ARE WE TRACKING WITH THE UPDATED, WITH THE CORRECT INFORMATION THAT WE NOW HAVE? ARE WE UPDATED WITH TRACKING THAT TO SAY ARE THERE ADDITIONAL CAMPUSES THAT MAY FALL WITHIN BEING AT CAPACITY GOING INTO NEXT YEAR WITH THAT NEW DATA?

>> CAN YOU REPEAT THAT?

>> ABSOLUTELY. THE NEW DATA THAT WE GOT, THE CORRECT DATA THAT WE GOT THIS SUMMER FROM THE NEW DEMOGRAPHER, ARE WE ON TRACK, IN ADDITION TO LOOKING AT THE LIVE DATA FOR THE CAMPUSES THAT ARE AT CAPACITY, THE INFORMATION THAT WE RECEIVED THIS SUMMER FROM THE DEMOGRAPHER ALSO SHOWED THAT SOME OF THE NUMBERS THAT WE RECEIVED PREVIOUSLY WERE INCORRECT.

ARE WE IN A SITUATION WHERE WE'RE LOOKING AT WAS IT FIVE CAMPUSES? ARE WE GOING TO BE LOOKING AT ADDITIONAL CAMPUSES NEXT YEAR WHERE WE ALREADY NEED TO INCLUDE THOSE CAMPUSES THAT WILL BE AT CAPACITY.

>> WELL, THE WAY I'LL PUT THAT IS, AS WE GO THROUGH AND LOOK AT STUDENTS THAT WANT TO TRANSFER, WE WILL LOOK AT EVERY DATA POINT, INCLUDING THE DEMOGRAPHERS AND OUR LIVE DATA BEFORE WE MAKE ANY TRANSFER.

WE'RE NOT LOOKING AT JUST DEMOGRAPHERS REPORT, WE'RE LOOKING AT ALL DATA, INCLUDING OUR OWN.

JUST AS YOU DO, YOU GET AN ENROLLMENT REPORT EVERY BOARD MEETING. WE LOOK AT THOSE TWO.

>> DR. BROWN, DIDN'T YOU ALSO SAY RIGHT NOW WE HAVE SOME CAMPUSES THAT ARE I THINK YOU REFERRED TO HIM AS BEING ON THE CUSP? WE'RE WATCHING THOSE AND SEEING SO THAT WE RESERVE THE RIGHT TO MAKE ADJUSTMENTS AND SAY THE CAMPUS IS NOT AVAILABLE IF NUMBERS CONTINUE TO TREND UP.

>> THAT'S CORRECT. WE DO THAT IN OUR OFFICE ALL THE TIME.

WE MAKE THOSE DECISIONS AND WE HAVE TO STOP AT SOME POINT TO NOT OFFER ANY MORE IF WE'RE GOING TO HIT IT.

WE HAVE SOME GREAT TOOLS THAT WE USE THAT MR. WRIGHT TALKED ABOUT.

THEN MS. LUCHSINGER OVER HERE IN THE BACK BUILT A MAP.

WE CAN PUT EVERY STUDENT INTO IT AND WE KNOW EXACTLY WHERE THEY'RE GOING TO GO.

WE'RE VERY ON TOP OF IT.

>> THANK YOU.

>> TRUSTEE HORNE.

>> I JUST WANTED TO POINT SOMETHING OUT SPECIFICALLY JUST TO OUR COMMUNITY ON THE RECORD.

EVERYTHING THAT YOU SAID IS GREAT.

JUST EVEN THE IMPORTANCE OF TRYING TO DRAW BACK KIDS THAT MAYBE LEFT TO GO TO A CHARTER SCHOOL OR MIGHT BE INTERESTED IN VOUCHERS REALLY EMPHASIZING BRINGING THEM BACK.

BUT A FEW TIMES YOU TALKED ABOUT SCHOOLS THAT ARE UNDER ENROLLMENT CAPACITY.

THE REASON WHY THAT'S A VERY IMPORTANT BUZZWORD, IF WE HAVE IT ALL FIGURED OUT BY NOW, IS BECAUSE OUR ENTIRE DISTRICT'S FUNDING IS SET BASED ON ENROLLMENT, NOT JUST ENROLLMENT CAPACITY ON ATTENDANCE, BUT WE CAN'T CARE ABOUT ATTENDANCE UNTIL THE KIDS ARE ENROLLED FIRST.

THIS IS JUST ANOTHER STEP OF WHEN A CAMPUS IS UNDER CAPACITY, THE FIXED COSTS DON'T REALLY CHANGE.

THAT REALLY SPREADS OUR FUNDING AND RESOURCES THINNER THAN MAYBE WE WOULD WANT IT TO BE.

AS WE HAVE THESE DISCUSSIONS AND WE MOVE TOWARDS THIS, I WANT TO POINT OUT TO OUR COMMUNITY THAT WE ARE ADDRESSING UNDER ENROLLMENT CAPACITIES BECAUSE WE ARE TRYING TO PROACTIVELY MAINTAIN OUR FISCAL RESPONSIBILITY WITH HOW FUNDING AROUND PUBLIC EDUCATION IS GOING AT THE MOMENT.

NOT REALLY A QUESTION, BUT THANK YOU, DR. BROWN.

>> THANK YOU FOR SAYING IT.

>> CAN I ADD ONE THING TO THAT VERY GOOD POINT ABOUT THE FISCAL RESPONSIBILITY.

THE OTHER COMPONENT OF THAT IS THE VAST MAJORITY OF MANSFIELD ISD FAMILIES ARE FAMILIES IN THE STATE OF TEXAS AND FAMILIES THROUGHOUT THE COUNTRY.

EVEN WITH THE PROLIFERATION AND GROWING CHOICE SCHOOLS STILL CHOOSE A NEIGHBORHOOD SCHOOL.

WE HAVE SOME SCHOOLS THAT ARE UNDER CAPACITY.

WE WANT THE NEIGHBORHOOD SCHOOL THAT THEY'RE

[01:20:03]

WE SEE IN EVERY DISTRICT AROUND US WHETHER THEY ARE AFFLUENT, WHETHER THEY ARE HIGH POVERTY, WHETHER THEY ARE RECAPTURED DISTRICT, WHATEVER THE SITUATION, EVEN DISTRICTS THAT ARE BUILDING SCHOOLS ON ONE SIDE OF TOWN AND CLOSING THEM ON THE OTHER.

THOSE FAMILIES ARE LOSING THAT OPTION OF THAT NEIGHBORHOOD SCHOOL, AND THAT IS SOMETHING WE WANT TO AVOID HERE AT ALL COSTS.

BUT WE HAVE TO TAKE SOME STEPS IN ORDER TO DO THAT.

>> THANK YOU, DR. SCOTT. DR. CRUTCHFIELD.

>> YES, THANK YOU.

I APPRECIATE THE PRESENTATION.

I THINK IT'S INFORMATIVE FOR THE COMMUNITY TO UNDERSTAND WHAT THIS IS.

AGAIN, JUST TO RECAP ON OUR BOARD CONSENT AGENDA TODAY, THE SECOND READING OF THESE POLICIES WILL BE VOTED ON.

IF THEY'RE APPROVED THAT MEANS THAT THIS WILL BECOME A POLICY.

WE WILL HAVE K-12 OPEN ENROLLMENT.

AS IS BEING DISCUSSED NOW, WE'RE HOPING FOR A FINANCIAL IMPACT; IS THAT RIGHT? IS THAT WHAT WE'RE SAYING?

>> THAT'S PART OF IT FOR SURE.

>> YES, THAT'S A PART OF IT. BRINGING PEOPLE BACK, OPENING ENROLLMENT, TRYING TO GROW OUR CAMPUSES.

I WONDER IF WE SEE THE POSSIBILITY OF GROWING TO A CERTAIN CAPACITY THAT WILL HELP US IN OUR FINANCIAL STATUS AND OUR SOLVENCY AND OUR FISCAL RESPONSIBILITY OR NO, OR IF THERE IS NO NUMBER THAT WE'RE LOOKING FOR TO BRING IN.

I KNOW YOU MENTIONED THE NUMBER 300.

I DON'T KNOW IF THAT WAS JUST OFF THE CUFF.

>> NO, THAT WAS JUST AN EXAMPLE.

I MEAN, ULTIMATELY, I THINK WHAT I SAID IS OUR GOAL IS TO HELP GROW CAPACITY AT OUR SCHOOLS THAT ARE UNDER CAPACITY AND DO THAT IN A WAY THAT CAUSES NO NEGATIVE IMPACT AND MAKES IT POSITIVE FOR ALL.

DON'T HAVE A SPECIFIC NUMBER OR GOAL.

BUT INTERESTED TO SEE THE INTEREST IN WHAT OPTIONS THAT PROVIDES US AS A DISTRICT IN TERMS OF BEING ABLE TO WORK ON THAT.

>> THE ONLY OTHER THING I HAD WERE YOU TALKED ABOUT IN TERMS OF CAPACITY AND NOT JUST BEING SPACE BUT ALSO BEING THE RESOURCES AND THE STAFF NEEDED.

I THINK YOU GUYS ARE SAYING YOU ALREADY DO THIS WHEN YOU'RE CONSIDERING EVEN IN-DISTRICT TRANSFERS, BUT MAKING SURE THAT WE HAVE STAFF TO SERVE STUDENTS WITH IEPS 504 EMERGENT BILINGUAL NEEDS.

THAT'S PART OF THE STAFFING CAPACITY WHEN WE ARE DECIDING WHERE KIDS WILL BE GOING?

>> CORRECT. ONE OF THE REASONS NOT ONLY TO BE COMPETITIVE THAT WE BRING THE TIMELINE UP IS SO THAT THOSE CONVERSATIONS CAN OCCUR PRIOR TO STAFFING, AND WE CAN TALK ABOUT THOSE THINGS.

IF WE DO SEE A GREAT NEED IN AN AREA, WE DO SEE A LARGE NUMBER, THOSE CONVERSATIONS CAN HAPPEN.

YOU GUYS, THE BOARD, THE CABINET CAN DECIDE IF THEY WANT AND HOW WE WANT TO TO WORK ON THAT PIECE FOR SURE.

BUT YES, WE WILL VERY CAREFULLY MAKE SURE THAT THE NEEDS CAN BE MET.

THAT'S WHY PARENTS HAVE A COUPLE OF OPTIONS THAT THEY SELECT.

IT MIGHT BE THAT THEIR NEEDS CAN'T BE MET AT THEIR FIRST CHOICE, BUT THERE IS THE ABILITY TO MEET IT AT THE SECOND CHOICE, AND SO WE CAN OFFER ANOTHER OPTION.

THAT'S WHY WE GIVE THEM SOME OPTIONS.

>> GREAT. THE ONLY OTHER THING IS TALKING ABOUT THESE CHANGES, IF THIS PASSES TONIGHT AND HOW THAT SHARED OUT WITH THE COMMUNITY.

THAT MAY BE YOU, MS. JOB.

THERE'S A LOT OF COMMUNICATIONS GOING ON RIGHT NOW.

BUT HOW WILL PEOPLE KNOW, FOR INSTANCE, THAT THE INTRA DISTRICT OR IN-DISTRICT TRANSFER WINDOW IS NOW DECEMBER 1ST OPENING INSTEAD OF FEBRUARY?

>> I'LL LET MS. JOB TALK.

>> THANK YOU, DR. CRUTCHFIELD. YES, WE HAVE A PLAN READY TO LAUNCH TOMORROW IF Y'ALL GO AHEAD AND APPROVE THIS TONIGHT.

WE ARE GOING TO BE READY WITH ANYTHING FROM DIRECT MAIL TO SOCIAL MEDIA TO PARENT SQUARE TO ALL THE WAYS THAT WE REACH OUT TO OUR COMMUNITY.

I BELIEVE IT WILL BE HARD TO MISS THAT THAT DATE HAS MOVED, AND THAT'S WHERE WE'RE GOING TO FOCUS INITIALLY FOR THOSE FIRST, FROM NOW UNTIL DECEMBER 1ST.

THAT IS THE KEY MESSAGE IS NOT EVEN THAT WE'RE OPENING ENROLLMENT.

IT'S THAT IF YOU WANT TO TRANSFER, NOW IS THE TIME.

>> THIS INCLUDES OUR EMPLOYEES.

>> CORRECT.

>> ALL OF THAT.

>> EVERYTHING IS ON ONE TIMELINE NOW.

HOPEFULLY, THAT WILL BE A SIMPLE MESSAGE FOR OUR COMMUNITY.

>> THANK YOU, ALL.

>> GREAT. THANK YOU, DOCTOR BROWN.

I DO HAVE A COUPLE OF QUESTIONS.

FIRST OF ALL, THANK YOU FOR YOUR TRANSPARENCY BECAUSE I THINK WE'RE ALL CONCERNED ABOUT CAPACITY.

WE DO NOT WANT TO CLOSE CAMPUSES OR ANYTHING LIKE THAT.

IN TERMS OF THAT MISS JOE, WERE YOU WERE TALKING ABOUT INFORMING THE PARENTS.

IF THERE ARE PARENTS WHO BECOME

[01:25:02]

DO YOU WANT TO SPEAK TO THAT, SO THAT IS THE REASON THAT WE'RE TRYING TO PUSH THIS FORWARD NOW BETWEEN DECEMBER 1 AND FEBRUARY 1.

>> I MEAN, IN RESPONSE TO THAT, I WOULD SAY, I MEAN, ABSOLUTELY, IT'S IMPERATIVE FOR US TO BE ABLE TO EVALUATE ALL OF OUR RESOURCES AND PLACE THEM APPROPRIATELY.

BUT IT'S ALSO IMPERATIVE THAT WE ARE AND LAURA CAN PROBABLY CAN SPEAK TO THIS MORE.

THERE IS WHEN WE THINK ABOUT COMMUNICATING SOMETHING LIKE THIS, AND WE'RE TALKING ABOUT CHARTER SCHOOLS AND BEING ABLE TO BRING KIDS BACK.

ALREADY THEY'RE BEGINNING THEIR CAMPAIGN, SO TO SPEAK, SO IT'S ABOUT US BEING ABLE TO GET OUR MESSAGE OUT THERE THAT YOU SHOULD CHOOSE MANSFIELD ISD.

>> THANK YOU. DOCTOR KEN, YOU SHOULD DEFINITELY CHOOSE MANSFIELD ISD JUST AS A MAJOR NOTATION.

[LAUGHTER] ONE OTHER QUESTION, DOCTOR BROWN, SO THOSE STUDENTS THAT WE HAVE FIVE CAMPUSES THAT ARE ALREADY AT CAPACITY.

CORRECT. THOSE THEY'RE STUDENTS WHO ARE SAYING THEIR PARENTS AND THE STUDENTS LIKE, I WANT TO GO TO ONE OF THOSE CHOICE SCHOOLS, BUT THEY LIVE IN THOSE AREAS WHERE THOSE SCHOOLS ARE ALREADY AT CAPACITY.

WILL THEY BE ABLE TO? I THINK THE ANSWER IS YES.

THEY WILL BE ABLE TO GO TO OTHER CHOICE SCHOOLS IN THE DISTRICT.

MY QUESTION IS, WILL THEY BE ABLE TO.

MR. BROGDEN, THIS IS A QUESTION FOR YOU. I THINK.

WILL THEY BE ABLE TO GET TRANSPORTATION THOUGH? THEY LIVE IN NEAR NORWOOD.

THEY LIVE BY MCKENZIE.

WILL WE BE ABLE TO TRANSPORT THOSE STUDENTS WHO ARE ALREADY IN THE DISTRICT? BUT WE'RE RECAPTURING THEM.

WE'RE GETTING THEM BACK FROM WHEREVER, BECAUSE MANSFIELD IS DEFINITELY WHERE YOU WANT TO BE.

WILL WE BE ABLE TO TRANSFER THOSE PARTICULAR STUDENTS WHO ARE IN THE DISTRICT, BUT THEY'RE NOT ENROLLED PRESENTLY AT MANSFIELD ISD.

THEY WILL BE ABLE TO GET AN OPPORTUNITY TO BE TRANSPORTED.

>> DAVID, I CAN.

>> WELL, THE SHORT AND LONG OF THE QUESTION IS STUDENTS THAT ARE ON REGULAR TRANSFERS DO NOT GET WILL NOT GET TRANSPORTATION.

STUDENTS THAT GET INTO CHOICE PROGRAMS WILL USUALLY GET TRANSPORTATION UNLESS THEY CHOOSE TO GO TO A PROGRAM THAT WAS NOT THE PROGRAM THAT THEY WERE SUPPOSED TO GO TO.

>> IN THEIR NEIGHBORHOOD SCHOOL.

>> CORRECT.

>> THANK YOU.

>> BUT JUST TO ADD CLARITY TO THAT, IF THE CAMPUS IS CLOSED, THEN WE PROVIDE TRANSPORTATION TO THE NEXT CAMPUS.

>> THANK YOU. I WA NTED PARENTS, I KNEW THE ANSWER.

I HAD THE CHEAT SHEET.

BUT I WANT PARENTS TO KNOW THAT IF THE CAMPUS IS CLOSED, WE DO, IN FACT, TRANSPORT YOUR KIDDOS OVER THERE BECAUSE WE WANT THEM TO [OVERLAPPING] THOSE CHOICE PROGRAMS. THANK YOU. THANK YOU SO MUCH, DOCTOR BROWN.

THAT WAS A GREAT PRESENTATION.

THANK YOU FOR BEING TRANSPARENT AND ANSWERING ALL THE QUESTIONS.

THANK YOU, DOCTOR CANTU AND DOCTOR SCOTT ANSWERING THOSE QUESTIONS.

>> I APPRECIATE YOU. THANK YOU VERY MUCH.

>> AT THIS TIME, TRUSTEES, WE WILL MOVE ON TO ITEM NUMBER 10 PUBLIC HEARING.

DOCTOR CANTU. ITEM NUMBER 11 PUBLIC HEARING DOCTOR CANTU.

[11. Public Hearing ]

>> YES, MA'AM. I WOULD LIKE TO INVITE DOCTOR GEORGE SWEEZY, WHO HAS ALREADY MADE HER WAY TO THE PODIUM, AND MISS KELSEY SMITH TO GIVE US SOME INFORMATION ABOUT TARGETED IMPROVEMENT PLAN AT GLENN HARMON ELEMENTARY PRIOR TO THE PUBLIC HEARING.

>> THANK YOU, DOCTOR CANTU. GOOD EVENING.

PRESIDENT REED, DOCTOR CANTU, MEMBERS OF THE BOARD, EXECUTIVE COUNCIL, CABINET, EVERYBODY UP HERE.

WE ARE HERE TONIGHT TO HOST A PUBLIC HEARING.

THE PURPOSE OF TONIGHT'S MEETING IS TO FULFILL A REQUIREMENT FROM THE TEXAS EDUCATION AGENCY TO HOST A PUBLIC MEETING WHERE WE ARE GOING TO BE LOOKING AT AND TALKING THROUGH A TARGETED INTERVENTION.

EXCUSE ME? A TARGETED IMPROVEMENT PLAN FOR GLENN HARMON ELEMENTARY.

LET'S GET TALK ABOUT A LITTLE BACKGROUND INFORMATION AND WHAT THIS MEANS.

SO WE ARE A CAMPUS AT GLENN HARMON ELEMENTARY THAT HAS BEEN IDENTIFIED FOR SCHOOL IMPROVEMENT.

HOW DOES A CAMPUS BECOME IDENTIFIED FOR SCHOOL IMPROVEMENT? ACCORDING TO OUR EVERY STUDENT SUCCEEDS ACT, THERE ARE CRITERIA THAT MUST BE MET FOR TITLE ONE CAMPUSES AND IF YOU FALL BELOW A THRESHOLD, YOU CAN BE IDENTIFIED FOR SCHOOL IMPROVEMENT.

WE'RE GOING TO TALK ABOUT THAT ON THE NEXT SLIDE.

WHEN YOU ARE IDENTIFIED FOR SCHOOL IMPROVEMENT IT IS A TWO YEAR COMMITMENT.

REGARDLESS OF HOW WELL YOU DO THE FIRST YEAR IN IT, YOU ARE IN THAT CATEGORY CATEGORIZATION FOR AT LEAST FOR TWO YEARS.

[01:30:06]

WHEN WE CAME BACK FROM COVID IN THE 2021, '22 SCHOOL YEAR.

SCHOOL YEAR WE WERE IDENTIFIED FOR SCHOOL IMPROVEMENT.

BASED ON THOSE RESULTS, WE WENT INTO COMPREHENSIVE SCHOOL IMPROVEMENT.

DURING THAT SCHOOL YEAR, THE CAMPUS IMPROVED THEIR RATING FROM A 64-75.

DURING THE 23-24 SCHOOL YEAR, THUS MOVING US UP A STEP IN THAT SECOND YEAR TO COMPREHENSIVE SCHOOL IMPROVEMENT PROGRESSING.

LIKE I SAID, IT'S A TWO YEAR COMMITMENT AND WE COULDN'T COME OUT OF SCHOOL IMPROVEMENT UNTIL WE COMPLETED THAT SECOND YEAR.

WE HAD RAISED IT UP TO A 75, WHICH WAS GREAT.

HOWEVER, DURING THE NEXT SCHOOL YEAR, WE ENDED UP IN OUR CLOSING THE GAPS DOMAIN, FALLING FROM A 73 TO A 43, THUS RESULTING IN A RE-IDENTIFICATION OF COMPREHENSIVE SCHOOL IMPROVEMENT.

DURING LAST SCHOOL YEAR 2024-25, THAT WAS OUR FIRST YEAR OF ANOTHER TWO YEAR CYCLE.

DURING THIS SCHOOL YEAR, THERE WAS GAINS AND WE WERE MOVED ABOVE THAT THRESHOLD AND ARE BACK INTO PROGRESSING AGAIN.

EVERY TIME THAT YOU'RE IN SCHOOL IMPROVEMENT, YOU ARE REQUIRED TO WRITE A TARGETED IMPROVEMENT PLAN.

AS YOU HEARD FROM TONIGHT FROM MS. JACKSON AND WE HAVE COA'S AND WE HAVE OUR OWN CAMPUS IMPROVEMENT PLANS, WE HAVE THESE IN PLACE AND WE USE THEM.

HOWEVER, TEA REQUIRES THEM TO PUT THEM IN A DIFFERENT FORMAT EVERY YEAR.

TEA IS REQUIRED, A DIFFERENT FORMAT, SO WE TAKE OUR EXISTING CAMPUS IMPROVEMENT PLAN, OUR PDSA CYCLE, AND WE INPUT IT INTO THEIR FORMAT.

LAST YEAR YOU APPROVED IT ON IN JANUARY AT THAT BOARD MEETING THROUGH THE CONSENT AGENDA, IF YOU REMEMBER, IF YOU CAN THINK BACK TO WHAT THAT LOOKED LIKE, IT WAS A ONE PAGE EXCEL SPREADSHEET THAT HAD ABOUT 10 OR 15 QUESTIONS.

IT WAS KIND OF LIKE, WOW, OKAY, THIS IS WHAT YOU EXPECT FOR A SCHOOL IMPROVEMENT PLAN? WELL, WE HAD ANOTHER PLAN.

WE HAD OUR PDSA.

WE HAD ALL OF THE INFORMATION IN THAT WHAT WAS REQUIRED TO TURN INTO TO WAS VERY MINIMAL.

HOWEVER, THIS YEAR, IF YOU WERE ABLE TO LOOK AT THE POSTED TARGETED IMPROVEMENT PLAN.

YOU NOTICED IT WAS A BIG WORKBOOK.

IT HAD ABOUT 11 DIFFERENT TABS AT THE BOTTOM THAT WE HAD TO GO THROUGH AND FILL OUT.

TAKING OUR INFORMATION FROM OUR CURRENT PLAN AND PUTTING IT INTO THEIR FORMAT.

NOW WE WILL BE LATER THIS WEEK. IT'S DUE THIS WEEK.

WE WILL BE INPUTTING THAT INTO A SURVEY THROUGH T.A.

SO THAT THEY CAN CAPTURE THAT DATA.

GLENN HARMON ELEMENTARY MADE GREAT PROGRESS LAST YEAR WITH PRINCIPAL CRANE.

THEY MOVED EIGHT POINTS IN THEIR T.A.

ACCOUNTABILITY AND MOVED TO THAT PROGRESSING MODEL.

THIS YEAR WE HAVE PRINCIPAL KELSEY SMITH, WHO WE'RE SUPER EXCITED ABOUT THAT IS LEADING THE CHARGE AT GLENN HARMON ELEMENTARY.

IN THAT SHE HAS WORKED WITH HER CAMPUS IN DEVELOPING THE TIP PLAN FOR THIS YEAR, HER CAMPUS IMPROVEMENT PLAN.

LET'S TALK ABOUT HOW IS A TIP PLAN DEVELOPED, SO THIS IS A STRUCTURED PROCESS AND IT INCLUDES MANY ELEMENTS.

AS WITH ANY PLAN WHEN WE CREATE WE ALWAYS BEGIN WITH THE NEEDS ASSESSMENT.

WHAT IS IT THAT OUR STUDENTS ARE ABLE TO DO WELL AND WHAT IS IT THAT THEY NEED HELP IN? WHERE ARE GAPS? HOW DO WE ADDRESS THOSE IN THIS NEEDS ASSESSMENT? IT SHOWED SEVERAL THINGS THE NEED FOR MORE FAMILY ENGAGEMENT, STRENGTHENING INSTRUCTIONAL PRACTICES, AND TARGETING INSTRUCTION FOR FOR STUDENT GROUPS.

MISS CRANE LAST YEAR WAS ABLE TO BEGIN THAT WORK WITH DOCTOR LIDDELL AND THE FAMILY ENGAGEMENT FAMILY ENGAGEMENT GROUP AND BRINGING PARENTS AND COMMUNITY INTO THE SCHOOL.

MISS SMITH IS CARRYING THAT VISION OUT THIS YEAR AS WELL IN STRENGTHENING INSTRUCTIONAL PRACTICES.

WE KNOW THAT THOSE WERE STRENGTHENED LAST YEAR BY THE RESULTS OF OUR ACCOUNTABILITY DATA IMPROVING LIKE THEY DID LAST YEAR.

MISS SMITH IS BRINGING A LOT OF EXPERTISE AND EXPERIENCE IN TURNAROUND WORK FROM PREVIOUS DISTRICTS AND WORK WITHIN OUR DISTRICT AS WELL TO HELP AND STRENGTHEN THOSE INSTRUCTIONAL PRACTICES, AND KEEPING A KEEN EYE ON HOW TO TARGET INSTRUCTION FOR ALL OF OUR STUDENT GROUPS.

THROUGHOUT THAT PROCESS OF CREATING A TIP PLAN IS SO IMPORTANT THAT WE GET STAKEHOLDER ENGAGEMENT.

MISS SMITH HELD A COMMUNITY MEETING ON OCTOBER 28TH WITH HER COMMUNITY AT GLENN HARMON, WHERE SHE TOOK FEEDBACK.

SHE SHARED THE PLAN AND TOOK FEEDBACK, AND WE WERE ABLE TO INSERT SOME OF THAT FEEDBACK INTO THE TARGETED IMPROVEMENT PLAN.

AS WITH ANY PLAN YOU CAN IMAGINE, THERE ARE GOALS.

ULTIMATELY, OUR GOAL IS WE'RE GOING TO BE OUT OF SCHOOL IMPROVEMENT.

WE WANT TO HAVE A GREAT RANKING OR A GREAT ACCOUNTABILITY SCORE IN TEA, AND MORE SPECIFICALLY THROUGH HER CADENCE OF ACCOUNTABILITY AND HER COA.

ONE THING SHE HAS GOALS TO IMPROVE TIER ONE INSTRUCTION.

THEN IF YOU WERE TO DRILL INTO THE SHEETS THE DATA ON THE TARGETED IMPROVEMENT PLAN, YOU WOULD SEE SOME SPECIFIC NUMBERS AND READING AND MATH AND IN DIFFERENT STUDENT GROUPS AS WELL.

IN THAT PLAN WE HAD TO CHOOSE A STRATEGY AND THEY GIVE YOU A LIST TO CHOOSE FROM.

IT WORKED OUT PERFECTLY BECAUSE THE STRATEGY THAT KELSEY HAS ALREADY USING HER CAMPUS IS A STRATEGY THAT TEA ALLOWS YOU TO SELECT, AND THAT'S INTENSIVE CURRICULUM AND INSTRUCTION SUPPORTS.

THIS IS BASED ON HER ROOT CAUSE THAT SHE DID WITH HER STAFF,

[01:35:04]

WE'RE GIVING HER EVERY RESOURCE POSSIBLE TO BE SUCCESSFUL AT GLENN HARMON.

WHEN YOU LOOKED AT THAT PLAN, YOU PROBABLY NOTICED.

LIKE I SAID, THERE ARE 11 TABS AT THE BOTTOM.

I WANT TO TELL YOU A LITTLE BIT ABOUT THOSE TABS, AND WHAT INFORMATION YOU WOULD FIND IN HER TARGETED IMPROVEMENT PLAN.

ONE OF THEM IS A STUDENT OUTCOME GOALS, AND THIS IS WHERE SHE'S GOING TO PUT HER GOAL IN THE ROOT CAUSE ANALYSIS.

IN THE SCHOOL IMPROVEMENT STRATEGY SECTION, WE LIST ALL OF THE DISTRICT RESOURCES AND THE PEOPLE IN THE DISTRICT THAT ARE HELPING AND PROVIDING SUPPORT AND TRAINING TO HER STAFF AND TO HER TEAM.

IN THE CURRICULUM AND INSTRUCTION SECTION OF THE PLAN.

WE TALK THOROUGHLY ABOUT HER ASSESSMENT PLAN, THE DATA DISAGGREGATION AND HOW THAT IS MONITORED AND HOW IT IS REVIEWED.

WE TALK ABOUT THE PLC STRUCTURE AND ORGANIZATION, AND THE PLC PROTOCOLS THAT SHE HAS IMPLEMENTED AT HER CAMPUS.

IN CAPACITY BUILDING, WHICH IS ONE OF THE BIGGEST ONES THAT WE ARE REALLY FOCUSING ON DESCRIBING HOW WE PROVIDE TRAINING NOT JUST FOR OUR PRINCIPAL AT GLENN HARMON AND THE STAFF AND THE TEACHERS, BUT ALSO FOR OUR PRINCIPAL MANAGER AND OUR DISTRICT STAFF, TOO, AND HOW WE CAN GROW AND LEARN TO SUPPORT MISS SMITH IN THE WORK AT GLENN HARMON ELEMENTARY.

ALSO IN THE CAPACITY SECTION, WE TALK THROUGH THE DIFFERENTIATION OF TRAINING FOR LESS EXPERIENCED TEACHERS AND HOW WE WOULD PROVIDE SPECIFIC TRAINING TO THOSE.

WE ALSO TALK THROUGH MONITORING THE IMPLEMENTATION OF THAT TRAINING AND A LOT ABOUT THAT COACHING, THAT OBSERVATION AND FEEDBACK CYCLES THAT OUR TEACHERS ARE RECEIVING AT A GLENN HARMON.

WE HAVE COACHING CYCLES BASED UPON YEARS OF EXPERIENCE BASED UPON THINGS THAT THEY'RE WHEN THEY DO THE WALKTHROUGHS AND THEY SEE NEED FOR MORE ADDITIONAL COACHING.

OF COURSE, DATA ALWAYS DRIVES THOSE DISCUSSIONS.

YOU CAN BE COACHED MAYBE WEEKLY, COULD BE BI-WEEKLY, IT COULD BE MONTHLY.

BUT THEY HAVE COACHING CYCLES THAT THEY'RE TRACKING AND MONITORING.

ANOTHER SECTION OF THE PLAN WAS IN THE MILESTONES SECTION.

THESE ARE JUST THE ACTIVITIES THAT SHE'S IMPLEMENTING THAT SHE NEEDS TO FULLY IMPLEMENT THE STRATEGY.

THEN OF COURSE PERFORMANCE MANAGEMENT.

HOW ARE OUR DISTRICT AND CAMPUS LEADERS MONITORING THE PLAN.

ALL OF THOSE IDEAS AND RESOURCES ARE DISCUSSED THOROUGHLY.

THERE'S ALSO A SECTION ON RESOURCES.

WHAT RESOURCES HAVE WE GIVEN HER THAT MAY BE DIFFERENT OR ADDED TO MOVE? GLENN HARMON IN THE RIGHT DIRECTION.

WHEN I THINK OF THOSE RESOURCES, I BEGIN.

WE HAVE TALKED A LOT ABOUT STRATEGIC STAFFING AS A DISTRICT.

MOST PEOPLE THAT YOU SEE UP HERE IN THE FRONT, MISS COBB, DOCTOR SPENCER WAS AN INSTRUMENTAL PART IN WRITING A PROPOSAL, DOCTOR STOKER, EXCUSE ME.

AND HUMAN RESOURCES WORKING WITH US AND STAFFING.

MICHELLE TRIGGERED BEING HELPING US BE CREATIVE AND FIND HOW WE CAN STAFF IT WITHIN THE BUDGET THAT WE CURRENTLY HAVE.

BUT WE HAVE, AS A DISTRICT, PROVIDED AN INCENTIVE PROGRAM SO THAT OUR STRONGEST TEACHERS ARE TEACHING AT GLENN HARMON ELEMENTARY.

WE ARE IMPLEMENTING A TWO PART INCENTIVE PROGRAM WHERE ONE WE NEED OUR TEACHERS TO STAY.

EMPLOYEE RETENTION.

THERE IS A LOT OF RESEARCH THAT INDICATES WHEN TEACHERS ARE STAYING IN YOUR BUILDING THAT CAPACITY, AND YOU'RE NOT STARTING OVER EVERY YEAR AND RETRAINING ANOTHER NEW STAFF, THAT THE RESULTS CAN MOVE FORWARD AT A MUCH QUICKER PACE.

THAT IS OUR GOAL WITH STAFF RETENTION THIS YEAR.

WE ALSO HAVE AN INCENTIVE PILOT FOR PERFORMANCE AND WE'RE LOOKING AT HOW ARE OUR STUDENTS GROWING.

EVERY TEACHER IS ABLE TO RECEIVE AN INCENTIVE PILOT PROGRAM STIPEND BASED UPON THE DATA THERE.

MISS SMITH WAS ABLE TO COME IN AT THE END OF THE YEAR AND TO HIRE EVERY SINGLE TEACHER THAT IS THERE.

SHE EVEN WAS ABLE TO SNAG A FEW THAT HAD BEEN WITH HER BEFORE AT CABINETS THAT ALREADY KNEW HER SYSTEMS AND PROCESSES AND PROCEDURES.

MANY OF US SAT IN ON THOSE INTERVIEWS THAT THEY GAVE A LESSON THEY TAUGHT FOR US.

WE WOULD GIVE THEM DATA, ASK THEM QUESTIONS.

WHAT WOULD YOU DO? HOW WOULD YOU RESPOND TO THIS DATA? WE ARE SO CONFIDENT IN THE TEACHERS THAT WE HAVE AT GLENN HARMON ELEMENTARY AND I KNOW MISS SMITH WILL TALK ABOUT THAT IN A MOMENT.

THAT IS SOME EXCITING THINGS AS A DISTRICT THAT WE'VE DONE DIFFERENTLY FOR GLENN HARMON THIS YEAR.

AT THIS TIME I'D LIKE TO BRING UP MISS SMITH AND IT'S ALMOST DOCTOR SMITH, SO SHE IS GETTING REALLY CLOSE TO BEING THERE.

BUT SHE HAS BEEN WITH US FOR I THINK FIVE YEARS NOW.

SHE WAS AT CABANISS ELEMENTARY LAST YEAR AND FOR A FEW YEARS BEFORE THAT, AND SHE BROUGHT THAT CAMPUS UP FROM A 70 TO AN 88 BEFORE SHE JOINED US IN MANSFIELD.

SHE WAS IN A NEIGHBORING DISTRICT AND DID TURNAROUND WORK AND DID TIP PLANS AND WORKED THROUGH AND BROUGHT SCHOOLS OUT OF SCHOOL IMPROVEMENT AND WERE VERY SUCCESSFUL.

SHE IS A SYSTEMS MINDED PRINCIPAL WHO GETS RESULTS, AND THAT'S WHY SHE'S IN THIS POSITION AND WE'RE SO HAPPY TO HAVE HER AND I WANT HER TO TAKE A LITTLE BIT OF TIME AND SHARE WITH YOU WHAT SHE'S DOING AT GLENN HARMON.

[01:40:03]

>> GOOD EVENING. BOARD PRESIDENT REED.

DOCTOR CANTU, BOARD MEMBERS, THANK YOU SO MUCH FOR HAVING ME HERE TONIGHT.

ONE OF MY GREATEST JOYS IS TALKING ABOUT THE WORK THAT MY TEACHERS ARE DOING AND WATCHING THEM GROW AS INSTRUCTIONAL LEADERS.

I JUST WANT TO TAKE A MOMENT TO TALK TO YOU ABOUT THE INSTRUCTIONAL SYSTEMS WE HAVE IN PLACE, STARTING WITH OUR PDSA CYCLE, LOOKING AT AND THAT STANDS FOR PLAN-DO-STUDY-ACT.

IT TIGHTLY ALIGNS TO OUR COA PROCESS THAT WE HAVE.

WHENEVER WE LOOKED AT OUR COA PROCESS THIS YEAR, OUR INSTRUCTIONAL LEADERSHIP TEAM REALLY LOOKED AT THAT TIER 1.

BUT WITH PRETTY MUCH A WHOLE NEW STAFF TEACHING, READING, AND MATH.

WE WANTED TO MAKE SURE THAT ALL OF OUR TEACHERS HAD THAT TRAINING OF INTERNALIZATION AND PLANNING AND DELIVERY.

AS PART OF THAT, PDSA, IT'S A LIVING DOCUMENT.

OUR FIRST PHASE IS REALLY LOOKING AT INTERNALIZATION.

IN EACH PHASE OF THAT PLAN WE HAD PROFESSIONAL DEVELOPMENT WHERE WE TRAINED ALL OF OUR TEACHERS.

THEY HAD GUIDED PRACTICE WITH OUR INSTRUCTIONAL COACHES AND OUR INSTRUCTIONAL LEADERSHIP TEAM, AND THEN THEY HAD INDEPENDENT PRACTICE.

BASED ON THAT INDEPENDENT PRACTICE, WE USED THAT.

WHENEVER WE'RE LOOKING AT TEARING OUR TEACHERS AND PROVIDING THEM COACHING AND FEEDBACK.

THEN WE'RE LOOKING AT THE DATA THAT'S REFLECTING OF THAT.

JUST AS I SAID, PDSA IS A LIVING DOCUMENT TO HELP US CONTINUALLY IMPROVE OUR PROCESSES AT GLENN HARMON.

JUST THIS LAST WEEK, WE WERE WALKING CLASSROOMS AND A THEME THAT WE SAW WAS STUDENT ENGAGEMENT.

WE IMMEDIATELY ADDRESSED THAT.

WE TURN THAT AROUND IN OUR PLC.

WE TRAIN TEACHERS ON AN ENGAGEMENT PROCESS TO QUICKLY LIFT THAT LEVEL, WHERE MORE STUDENTS ARE ENGAGING MORE OFTEN OF THE TIME WITH THAT TIER 1 INSTRUCTION.

THIS WEEK, WHENEVER WE WERE WALKING CLASSROOMS, THAT'S SPECIFICALLY WHAT WE WERE LOOKING FOR.

THAT PLAN-DO-STUDY-ACT IS JUST AN ONGOING DOCUMENT THAT TIGHTLY ALIGNS WITH OUR COA AT GLENN HARMON.

WHENEVER WE LOOK AT GLENN HARMON, EACH OF OUR TEACHERS HAVE A COACH AND WE TEAR OUR TEACHERS.

LOOKING AT THE TEARS.

WE LOOK AT MULTIPLE FACTORS, WHETHER IT BE THE YEARS OF EXPERIENCE OR THE OBSERVATION AND FEEDBACK THAT WE'RE SEEING EACH WEEK IN THOSE CYCLES.

BUT MOST IMPORTANTLY, WE LOOK AT STUDENT DATA, AND EVERY OTHER WEEK WE'RE RETIRING THOSE TEACHERS BASED ON WHAT OUR COACHES AND WHAT OUR ADMIN TEAM ARE SEEING DURING THOSE OBSERVATIONS AND WHAT OUR DATA IS TELLING US.

BECAUSE EVEN THOUGH WE KNOW WE MIGHT HAVE A VERY EXPERT TEACHER IN THE CLASSROOM, WE ALWAYS WANT TO RESPOND TO STUDENT NEEDS AND WHAT THE DATA IS TELLING US.

OUR TEACHERS ARE TIERED.

THOSE COACHES MET WITH THEIR TEACHERS AT THE BEGINNING OF THE YEAR.

THEY BUILD THAT RELATIONSHIP WITH THEM.

THEN DEPENDING ON THE TIER THAT YOU'RE ON, EACH TEACHER IS RECEIVING EITHER WEEKLY, SIX WEEKS OR MONTHLY COACHING.

BUT I THINK THE GREAT THING ABOUT THIS IS OUR TEACHERS ARE HUNGRY FOR THE FEEDBACK.

WE CANNOT GET OUT OF OUR TEACHERS CLASSROOMS, AND THEY'RE IMMEDIATELY COMING AND FINDING US.

THEY WANT TO HEAR THE FEEDBACK BECAUSE THEY WANT TO GROW.

AND THAT SPEAKS TO THE CULTURE THAT WE'RE BUILDING IN GLENN HARMON, TEACHERS ARE BEING VULNERABLE AND SAYING, WE DON'T HAVE ALL THE ANSWERS, BUT WE WANT TO GO, WE WANT TO GROW, AND WE WANT THAT COACHING FEEDBACK.

PROBABLY THE FAVORITE PART OF MY WEEK IS ATTENDING PLCS AND ILT MEETINGS.

PROFESSIONAL LEARNING COMMUNITIES, IF YOU COME TO GLENN HARMON ON A TUESDAY, EVERY GRADE LEVEL IS MEETING AND WE'RE FOCUSING ON INTERNALIZING OR PLANNING AND THE DELIVERY OF INSTRUCTION BASED ON OUR MOST CURRENT DATA FROM OUR CBAS.

OUR ILT TEAM INSTRUCTIONAL LEADERSHIP TEAM SAW THAT REALLY THE DELIVERY OF THAT IS WHERE WE NEED TO LIFT OUR FOCUS.

WE'RE MAKING ADJUSTMENTS TO OUR PLCS.

WE'RE BEGINNING AFTER THANKSGIVING BREAK.

TEACHERS ARE BRINGING IN LESSONS AND THEY'RE GOING TO MODEL THAT INSTRUCTION BEFORE WE PUT IT IN FRONT OF STUDENTS.

THAT GIVES TEACHERS THE OPPORTUNITY TO PRACTICE THAT INSTRUCTION.

WHENEVER WE GO IN FRONT OF STUDENTS, OUR TEACHERS ARE DELIVERING THE VERY BEST INSTRUCTION POSSIBLE FOR OUR STUDENTS.

BUT SITTING IN PLCS IS CANDY TO MY EARS BECAUSE TEACHERS ARE BEING VULNERABLE.

THEY'RE ASKING QUESTIONS.

THEY'RE RECEIVING FEEDBACK, BUT THEY ARE GROWING AS INSTRUCTIONAL LEADERS.

IT IS JUST WONDERFUL TO HEAR, BECAUSE COLLABORATION IS A CULTURE AT HARMON, AND THAT'S WHAT WE'RE BUILDING.

IT'S JUST WONDERFUL TO HEAR INSTRUCTIONAL LEADERSHIP MEETINGS HAPPEN EVERY FRIDAY.

THAT'S WHERE MYSELF, MY ASSISTANT PRINCIPALS, MY COACHES, OUR COUNSELORS, THEY ARE MEETING AND WE'RE LOOKING AT STUDENT DATA.

WE'RE LOOKING AT WHAT WE'RE SEEING IN THE CLASSROOMS. WE'RE HEARING TEACHERS BECAUSE SOMEONE, ONE OF MY MENTORS IN LIFE TOLD ME, SO GOES LEADERSHIP, SO GOES THE CAMPUS.

WE'RE HAVING TO POUR INTO OUR LEADERSHIP TEAM SO THAT WE CAN, IN TURN, POUR INTO OUR TEACHERS AND GROW THEM AS INSTRUCTIONAL LEADERS.

AGAIN, OUR ONE THING IS INTERNALIZING AND PLANNING AND DELIVERING TIER 1 INSTRUCTION.

I JUST CAN'T SPEAK ENOUGH ABOUT MY TEACHERS BECAUSE WE RECOGNIZE WE'RE NOT WHERE WE WANT TO BE, BUT WE ARE DOING THE VERY BEST WORK. IT'S HARD WORK.

EVERY DAY OUR TEACHERS ARE SHOWING UP FOR OUR KIDS AND PUTTING IN THE WORK AND JUST IT'S AMAZING TO LISTEN TO THEIR CONVERSATIONS AND WATCH THEM RESPOND TO THE NEEDS OF STUDENTS.

LASTLY IS OUR MONTHLY GUIDING COALITION MEETINGS.

OUR MONTHLY GUIDING COALITION IS.

THESE ARE INDIVIDUALS ON OUR CAMPUS.

THEY HAD TO APPLY FOR THIS POSITION.

WE USED RESEARCH BASED FROM SOLUTION TREE.

[01:45:02]

THESE INDIVIDUALS, IT WASN'T BASED ON YEARS OF EXPERIENCE OR CONTENT.

IT WAS TRULY BASED ON A MINDSET.

THESE INDIVIDUALS MEET EVERY MONTH WITH OUR LEADERSHIP TEAM AND THEY BRING BACK ESSENTIAL TEAKS AND ESSENTIAL TEAKS ARE THE TEAKS THAT WE SAY KIDS HAVE TO MASTER THESE IN KINDERGARTEN.

THEY HAVE TO MASTER THESE IN FOURTH GRADE.

EACH MONTH, THOSE GUIDING COALITION MEMBERS BRING THAT DATA BACK.

WE LOOK AT THOSE DATA, WE LOOK AT THOSE DATA PIECES VERTICALLY SO WE CAN SEE WHERE THE GAPS ARE AND WHERE WE NEED TO MAKE ADJUSTMENTS.

BUT ALSO AN IMPORTANT PIECE OF THIS IS WE ALSO FOCUS ON THE CULTURE WITH OUR, MR. BENAVIDEZ BROUGHT A BOOK TO OUR PRINCIPAL LEADERSHIP TEAM OF THE TWIN THIEVES.

THIS HAS BEEN WORK THAT WE'VE BEEN DOING WITH OUR GUIDING COALITION, BECAUSE IN THE BOOK IT TALKS ABOUT THAT YOU HAVE TO KNOW THE PERSON BEHIND THE TITLE.

INVESTING IN PEOPLE AT GLENN HARMON IS TRULY SOMETHING THAT I AM EXTREMELY PASSIONATE ABOUT, BECAUSE WE HAVE THE RIGHT PEOPLE IN THE SEATS AND WE'RE DOING THE RIGHT WORK.

I'M JUST VERY PROUD OF THE WORK THAT THESE INSTRUCTIONAL SYSTEMS ARE GROWING.

OUR INSTRUCTIONAL LEADERS.

>> THANK YOU, MISS SMITH. ONE OF THE THINGS THAT I LOVE THAT SHE TALKED ABOUT IS MINDSET.

IF YOU'RE IN MANSFIELD ISD AND IF YOU'RE AT GLENN HARMON ELEMENTARY SCHOOL, YOU HAVE TO HAVE THE MINDSET THAT WE BELIEVE EVERY SINGLE STUDENT CAN LEARN.

IF YOU JUST GOT HERE AND YOU CAN'T SPEAK THE ENGLISH LANGUAGE, YOU CAN LEARN.

IF YOU HAVE LEARNING DIFFICULTIES THAT CAUSE IT TO BE MAYBE A LITTLE HARDER OR MORE DIFFICULT FOR YOU.

THEY BELIEVE, AND WE BELIEVE THAT YOU CAN LEARN.

WHEN IT COMES TO THE DIFFERENTIATION, THE SCAFFOLDING, THE WORK THAT SHE'S DOING WITH HER STAFF AND ON THAT CAMPUS, I WISH YOU COULD ALL JUST COME WALK WITH US EVERY DAY. IT'S AMAZING.

IT TRULY IS, AS SHE SAYS, CANDY TO HER SOUL.

HOW DID YOU SAY THAT? IT IS.

IT IS TRULY JOYFUL TO WATCH WHAT IS HAPPENING.

WE'RE VERY EXCITED TO SEE THE GREAT THINGS THAT ARE GOING TO HAPPEN AT THIS TIME.

I'M GOING TO TURN IT OVER TO DOCTOR REED TO PULL US INTO A PUBLIC HEARING, AND THEN WE CAN COME BACK AND HAVE SOME CONVERSATION AND QUESTIONS THAT YOU MIGHT HAVE.

>> AT THIS TIME, BOARD MEMBERS, WE WILL ENTER INTO A PUBLIC HEARING.

THE BOARD OF TRUSTEES WILL NOW HOLD A PUBLIC HEARING FOR THE TA REQUIRED TARGETED IMPROVEMENT PLAN FOR GLENN HARMON ELEMENTARY.

STATE LAW REQUIRES THE OPPORTUNITY FOR COMMUNITY FEEDBACK VIA PUBLIC HEARING.

IF ANY MEMBER OF THE PUBLIC WOULD LIKE TO COMMENT ON THE TARGETED IMPROVEMENT PLAN FOR GLENN HARMON ELEMENTARY, PLEASE APPROACH THE MICROPHONE AT THIS TIME.

I WILL OPEN THE HEARING AT 9:26.

IT WILL LAST FOR ONE MINUTE.

TRUSTEES, WE WILL NOW CLOSE THE PUBLIC HEARING AT 9:27 PM. AT THIS TIME.

TRUSTEES, IF YOU HAVE ANY QUESTIONS OR DISCUSSION, LET'S DO SO WITH.

THANK YOU SO MUCH, DOCTOR SWEEZY, AND THANK YOU SO MUCH, DOCTOR SMITH.

>> WE'RE ALMOST NINE MONTHS.

WE'RE GOING TO WILL IT INTO EXISTENCE.

>> PLEASE. TO MY RIGHT. TRUSTEE CANNON.

>> LET'S STICK TO THE SCRIPT.

BUT PRINCIPAL SMITH, THANK YOU SO MUCH FOR NOT ONLY YOUR PRESENTATION, BUT SHOWING UP EVERY DAY FOR THE KIDS AT THEIR SCHOOL AND THE TEACHERS AND BEING THE LEADER THAT YOU ARE.

PRESIDENT REED, I APOLOGIZE FOR BEING REALLY CANDID ON THE MIC.

I'LL PREFACE, MY QUESTION WITH THE STATEMENT BEFORE THAT.

MANY OF YOU HEARD, ESPECIALLY AS WE WERE TALKING ON THE CAMPAIGN TRAIL, THAT I THINK WE'VE MOVED AWAY FROM.

THE ORANGE SLICES APPROACH THE LITTLE LEAGUE, RIGHT WHERE WHEN I WAS GROWING UP IN LITTLE LEAGUE SPORTS.

YOU GOT A LIST OF THINGS OR THE LIST OF, THE SNACK SCHEDULE.

IF YOU DIDN'T BRING THE SNACKS ON THAT CERTAIN DAY, YOU WERE THE PARENT THAT DIDN'T BRING THE SNACKS.

I SAY THAT BECAUSE THERE ARE A LOT OF PEOPLE THAT HAVE LOTS TO SAY ABOUT OUR BOARD, AND HOW PASSIONATE THEY ARE ABOUT THE DISTRICT,

[01:50:01]

BUT ALSO THE STUDENTS ARE THERE THAT NEED THAT SUPPORT.

I SAY THAT, IN WANTING TO ASK YOU, WHAT IS IT THAT WE AS A BOARD, WE AS A COMMUNITY NEED TO DO TO SUPPORT YOU, YOUR STUDENTS AND YOUR TEACHERS?

>> I FROM A HONESTLY, JUST FROM KELSEY HART, NOT A PRINCIPAL AT MANSFIELD ISD.

HART BUT THAT'S WHERE I LEAD WITH IS.

MY HEART IS TRULY, JUST TRULY JUST THE BELIEF THAT ALL KIDS CAN LEARN NO MATTER THEIR ZIP CODE.

A ZIP CODE DOESN'T DEFINE YOUR SUCCESS.

WE DON'T SET THE CEILING FOR OUR KIDS AT GLENN HARMON.

IF YOU WALK THROUGH OUR CAMPUS OUTSIDE EVERY DOOR IS OUR VALUES AND OUR GOALS.

IT SAYS, PROVE THEM WRONG.

THAT'S HOW WE STARTED THIS YEAR, WAS WE'RE GOING TO PROVE THEM WRONG BECAUSE OUR KIDS DESERVE IT.

AGAIN, LIKE I SPOKE ABOUT, WE RECOGNIZE THAT WE'RE NOT WHERE WE WANT TO BE AND WE RECOGNIZE WE HAVE A LONG ROAD AHEAD OF US.

BUT I TRULY BELIEVE WITH ALL OF MY HEART THAT WE HAVE THE RIGHT PEOPLE IN THE BUILDING, AND IT'S THE PEOPLE INSIDE THOSE WALLS OF THE BUILDING THAT ARE GOING TO MAKE THAT DIFFERENCE. THE SUPPORT? I CAN'T SPEAK HIGHLY ENOUGH FROM THE FIRST TIME THIS OPPORTUNITY WAS PRESENTED TO ME LAST YEAR.

THE PEOPLE, THE BELIEF THAT WE CAN DO THIS.

FROM EXECUTIVE CABINET ALL THE WAY UP TO DOCTOR CANTU, ANYTHING THAT I HAVE ASKED OR RECOGNIZED THAT THERE'S A NEED FOR.

IT IS IT'S NEVER IT'S NEVER BEEN NO, IT'S ALWAYS BEEN.

LET'S WORK TOGETHER AND COLLABORATE BECAUSE HERE WE'RE CREATING A CULTURE OF COLLABORATION.

THAT'S WHAT IT'S GOING TO TAKE BECAUSE IT'S NOT JUST ME.

IT'S NOT GOING TO BE ONE INDIVIDUAL IN CNI.

IT'S NOT GOING TO BE TEACHERS.

IT'S GOING TO TAKE A COLLABORATIVE APPROACH TO MAKE SURE THAT WE REACH ALL OF OUR KIDS.

BUT I JUST COME TO COME TO HARMON, COME SEE WHAT WE'RE DOING.

COME VISIT WITH OUR TEACHERS, COME WALK OUR CLASSROOMS BECAUSE WE'RE DOING EXCEPTIONAL WORK.

WE WERE TALKING ABOUT TODAY WITH OUR LEADERSHIP TEAM IS WE ALWAYS START PLCS WITH CELEBRATIONS.

I SHARED WITH MY FIRST GRADE TEAM THAT IT'S JUST INCREDIBLE TO SIT THERE AND LISTEN TO THE WORK THAT THEY'RE DOING BECAUSE THEY'RE NOT QUITTING KIDS.

WE DON'T QUIT KIDS AT HARMON.

WE'RE GOING TO HAVE GREAT GAINS.

I HOPE THAT ANSWERED YOUR QUESTION.

>> IT DOES. BUT IF THERE'S ANYTHING ELSE THAT WE CAN DO TO SUPPORT, PLEASE KNOW THAT WE ARE ARE HERE.

I DO THE WORK THAT YOU'RE DOING EACH DAY, AND I KNOW THAT IT IS A HEAVY LIFT.

I THINK THAT THERE THERE'S SO MANY STIGMAS AROUND CAMPUSES IN OUR DISTRICT WHEN KIDS ARE THE MOST CONSISTENT THING IN EDUCATION, BUT ADULTS CONTINUE TO FAIL OUR STUDENTS BECAUSE ADULTS DON'T CONTINUE TO BE ADULTS.

I THINK THAT IT'S TIME FOR THE ADULTS TO STEP UP.

IF WE'RE GOING TO SAY WE'RE ALL IN, THEN WE BE ALL IN AND NOT JUST ALL IN FOR CERTAIN CORNERS OF THE DISTRICT, BUT FOR EVERY CAMPUS IN OUR DISTRICT, BECAUSE ALL KIDS MATTER.

THANK YOU FOR THAT. I WOULD ALSO SAY, DOCTOR SCOTT, IT LOOKS LIKE WE'RE DOING A LITTLE TIA PILOT.

THAT'S OUR LITTLE SIDE JOKE, BUT THANK YOU AGAIN FOR THE WORK THAT YOU'RE DOING. SORRY.

>> THANK YOU. TRUSTEE CANNON. TRUSTEE HORNE.

>> I DON'T HAVE A QUESTION, BUT JUST THANK YOU, MISS SMITH, FOR I THINK WE COULD ALL FEEL HOW MUCH PASSION YOU HAVE FOR YOUR CAMPUS AND FOR YOUR KIDS.

TRUSTEE CANNON SAID THE THEME OF ALL IN, IT'S VERY CLEAR THAT YOU EMBODY THAT.

I LOVE ALL THE SAYINGS.

SO GOES THE LEADER, SO GOES THE CAMPUS.

BUT WHEN YOU'RE THE LEADER CARRYING THAT, I KNOW IT'S A LOT.

I JUST COMMEND YOU AND I APPRECIATE EVERYTHING THAT YOU'RE DOING.

I'M EXCITED TO HEAR ABOUT THIS IN THE NEXT YEAR BECAUSE, LIKE YOU SAID, I KNOW YOU FEEL LIKE EVERYBODY IS BELIEVING THIS WITH YOU, BUT JUST I HOPE YOU HEAR THAT THE BOARD IS BEHIND YOU IN THIS. THANK YOU.

>> THANK YOU TRUSTEE HORN. TRUSTEE. DOCTOR CRUTCHFIELD.

>> YES. THANK YOU ALL FOR THE PRESENTATION.

I WANTED TO SAY THAT CANDY TO MY EARS OR TO MY SOUL WAS WHEN YOU SAID, MISS SMITH, YOU'RE SHOWING UP TO DO THE HARD WORK.

I THINK THAT IT'S SO IMPORTANT AT ALL OF OUR CAMPUSES, BUT PARTICULARLY AT OUR CAMPUSES THAT NEED IMPROVEMENT, THAT PEOPLE ARE SHOWING UP TO DO THE HARD WORK.

THANK YOU FOR LEADING WITH THAT.

I THINK THE PLAN, DEMONSTRATES A LOT OF THE COMPREHENSIVE STRATEGIES THAT WE'LL USE.

I WOULD LIKE TO ASK, THOUGH, BECAUSE WE HAVE HAD SEVERAL OF THESE PLANS, IF THERE HAVE BEEN LESSONS LEARNED WHEN YEARS THAT WE HAVE IMPROVED VERSUS NOT LIKE, WHAT HAVE WE CARRIED THROUGH TO THIS YEAR THAT WE CAN MAKE SURE THAT THIS, THIS PLAN WILL, WILL GET THE JOB DONE? IF YOU GUYS COULD SPEAK TO MAYBE SOME CONSISTENCIES ACROSS PLANS,

[01:55:05]

>> DOCTOR SPENCER, I SEE YOU RAISING YOUR HAND. YES, MA'AM.

>> I THINK I WAS, YES.

WHEN WE FIRST STARTED THE PLAN FOR GLENN HARMON, THE INITIAL TIP PLAN, THERE'S ABSOLUTELY STILL THE PIECES THAT ARE IN PLACE THAT.

>> WAS REALLY IMPORTANT WHEN WE HAD THE 11 POINT GAIN IN THE FIRST YEAR.

AND SO ONE OF THOSE THINGS MISS SMITH SPOKE ABOUT THE PLC PROCESS AND BEING VERY TIGHT IN THAT PROCESS AND WHAT WE'RE PROVIDING TO TEACHERS, BEING SURE THAT TEACHERS UNDERSTAND HOW TO UNPACK A STANDARD, UNDERSTANDING WHAT A STANDARD IS ASKING OF A STUDENT, AND NOT ONLY UNDERSTANDING HOW TO PLAN, BUT HOW DO WE DELIVER THAT AT A LEVEL TO WHICH OUR STUDENTS ARE GOING TO BE SUCCESSFUL? IT'S NOT JUST SAYING, OKAY, WELL, THAT'S HOW WE'RE GOING TO DELIVER IT, BUT HOW DO WE SCAFFOLD TO PROVIDE ACCESS TO THAT INSTRUCTION? THOSE THINGS ARE STILL IN PLACE THROUGH THE MODELING, THROUGH THE PLCS.

THE OTHER THING THAT DR. SWEEZY AND HER TEAM HAVE CONTINUED, THE PIECES OF PROVIDING SUPPORT DURING PLCS AND THE PROFESSIONAL LEARNING FOR TEACHERS, AND ALSO KEEPING A CONSTANT FIDELITY CHECK.

WEEKLY WALKS, THEY GET WEEKLY PROFESSIONAL SUPPORT.

MISS COBB IS ON THE CAMPUS EVERY OTHER WEEK AND DR. SWEEZY IS ON.

THAT'S SOMETHING THAT WE PUT IN PLACE THE FIRST YEAR, IS THAT SOMEONE WAS ON CAMPUS EVERY WEEK WALKING CLASSROOMS, PROVIDING FEEDBACK TO THE INSTRUCTIONAL LEADERS SO THAT THEY HAD THE FEEDBACK TO PROVIDE TO THOSE TEACHERS.

THE PLANS, THERE ARE CERTAIN PIECES OF THAT THAT THAT ARE STILL IN PLACE.

THE MOST IMPORTANT PIECE, I THINK, THAT HAS COME OUT OF THIS IS REALLY THE INCENTIVE PROGRAM.

IT'S REALLY IMPORTANT BECAUSE WHAT HAPPENED AFTER THE FIRST YEAR IS THAT WE TURNED OVER TEACHERS, AND IT'S HARD TO KEEP THAT MOMENTUM GOING IF WE'RE RETRAINING TEACHERS, THAT'S A RESOURCE THAT YOU'RE RETRAINING EVERY YEAR.

THE FACT THAT SHE WAS ABLE TO GET TEACHERS THAT WANTED TO BE THERE, THAT HAVE COMMITTED TO BEING THERE, THAT'S REALLY IMPORTANT THAT I BELIEVE IS GOING TO HAVE A BIG IMPACT ON WHAT SHE'S ABLE TO DO THIS YEAR.

GREAT. THANK YOU ALL SO MUCH.

>> THANK YOU DR. CRUTCHFIELD. TRUSTEE NEWSOME.

>> THANK YOU GUYS. I KNOW THIS IS SO EXCITING FOR US.

EVEN THOUGH IT SEEMS LIKE A LOT OF WORK, IT'S A LOT OF HARD WORK.

BUT I HOPE THAT WHEN YOU LOOK UP HERE, YOU SEE YOUR BIGGEST FANS AND YOUR LOUDEST CHEERLEADERS.

WHEN TRUSTEE CANNON SAYS, WHAT CAN WE DO FOR YOU? WE REALLY MEAN THAT.

LIKE, DO YOU NEED US TUESDAYS AT FOUR? LIKE, WHAT DO YOU NEED FROM US? BECAUSE WE WANT TO MAKE SURE THAT WE'RE SUPPORTING EVERYTHING THAT YOU'RE DOING AND ALL THESE TEACHERS THAT THAT ARE POURING INTO THESE KIDS.

WE ALSO KNOW THAT YOU'RE NOT DOING IT ALONE.

WE WANT TO PUT THAT CRY OUT TO THE DISTRICT AS WELL, BECAUSE WE KNOW THERE'S PTA VOLUNTEERS THAT ARE THERE, BUT WE ALSO KNOW THAT WE'RE ASKING THE DISTRICT TO BE MORE VOLUNTEERS FOR PTA, ESPECIALLY AT HARMON EDUCATION FOUNDATION, FATHERS LEADS.

ALL THESE GROUPS THAT WE HAVE THAT ARE REALLY GREAT ACROSS THE DISTRICT, BUT MAKING SURE THAT WE'RE NOT LEAVING OUT YOU GUYS AND THAT YOU'RE GETTING THE FOCUS AND THE ATTENTION THAT YOU NEED.

I WANT YOU TO SEE US IN SOME REALLY CUTE CHEERLEADER UNIFORMS AND PIGTAILS, MAYBE FOR THE GUYS.

BUT WE WE WANT YOU TO KNOW THAT WE REALLY BELIEVE IN WHAT YOU'RE DOING AND WE SEE YOU AND WE SEE THE REST OF THIS TEAM.

MANY OF US HAVE WATCHED THIS FOR SEVERAL YEARS GO ON.

WE KNOW THE JOURNEY THAT'S GONE ON FOR THIS CAMPUS.

WE COULDN'T BE ANY MORE EXCITED TO FINALLY HAVE MAYBE KEY PEOPLE AND THINGS IN PLACE RIGHT NOW TO ACTUALLY GET THIS DONE FOR THESE KIDS.

THANK YOU SO MUCH.

>> THANK YOUR TRUSTEE NEWSOME.

TRUSTEE LACKEY WILSON.

>> I THINK MY CONSTITUENTS HAVE SAID A LOT OF IT, BUT MOSTLY I JUST WANT TO TELL YOU THANK YOU.

I KNOW IT'S TOUGH SOMETIMES.

I'M SURE IT FEELS LIKE THERE'S A LOT OF WEIGHT ON YOUR SHOULDERS AND YOU'RE NOT REAL BIG TO HAVE ALL THAT WEIGHT ON YOUR SHOULDERS.

BUT I DO LOVE TO THAT AT THE SAME TIME, THOUGH, WHEN YOU SAID YOU COULDN'T HELP IT, YOU'RE LEADING WITH YOUR HEART.

THAT SAYS A LOT.

BUT WE APPRECIATE YOU.

WE HAVE EVERY BIT OF FAITH IN YOU WITH AND YOUR SUPPORT TEAM. WE CAN DO IT.

WE KNOW WE HAVE FAITH IN THOSE LITTLE KIDDOS YOU GET TO WORK WITH.

IT'S GOING TO HAPPEN.

THERE'S WE CAN JUST GO UP FROM HERE AS WE ALWAYS DO.

>> THANK YOU TRUSTEE WILSON. TRUSTEE THOMAS.

[02:00:02]

>> THANK YOU. THANK YOU SO MUCH FOR WHAT YOU DO, PRINCIPAL.

BECAUSE WHAT YOU'RE DOING IS A DIFFICULT JOB.

I JUST WANT THE PUBLIC TO UNDERSTAND AND KNOW THAT THIS PLAN IS NOT A SLIGHT ON YOU.

IT'S JUST A FIX TO A PROBLEM THAT WE'RE HAVING AND WE'RE TRYING TO AVOID BECAUSE AND NOT TO JUST TO JUST BE OPEN AND TRANSPARENT.

YOU KNOW, ALL IT TAKES IS ONE SCHOOL TO HIT FAILURE SO MANY TIMES THAT TA COMES IN AND SAYS, HEY, WE GOT YOUR DISTRICT.

WE'RE REALLY TRYING TO AVOID THAT HERE.

RIGHT NOW THIS IS TRIAGE AND WE'RE TRIAGING THE PATIENT.

RIGHT NOW WE GOT SNIFFLES AND WE'RE TRYING NOT TO GET TO FULL BLOWN FLU, FULL BLOWN PNEUMONIA AND THOSE THINGS.

I PERSONALLY APPRECIATE WHAT YOU'RE DOING.

IF YOU NEED ANYTHING FROM ME TO COME BY TO READ THE KIDS TO WHATEVER YOU NEED, DON'T HESITATE TO REACH OUT AND ASK. I'LL BE THERE.

BECAUSE THIS IS A CALL TO THE COMMUNITY, THIS IS A TIME TO RALLY AROUND THIS SCHOOL AND TRY TO HELP GLENN HARMON GET TO WHERE IT NEEDS TO BE.

FOR THOSE OF YOU THAT WANT TO VOLUNTEER OUT IN THE COMMUNITY, THOSE WHO WANT TO DO ANYTHING, THIS SCHOOL NEEDS YOUR HELP.

YOU KNOW, IT GOT SNIFFLES.

WE'RE TRYING NOT TO GET THE FULL BLOWN FLU.

PLEASE HELP OUR PRINCIPALS IN THIS SCHOOL DISTRICT TO GET TO WHERE THEY NEED TO BE, BECAUSE SOUTH ARLINGTON, THEY NEED THE ATTENTION.

THIS IS WHAT THIS PLAN IS ABOUT.

THE IMPROVEMENT PLAN IS ABOUT IMPROVING AND MAKING SURE ALL STUDENTS LEARN, AND THAT ALL STUDENTS GET WHAT THEY NEED.

YOU'RE DOING THAT HARD WORK BECAUSE IF I'M NOT MISTAKEN, TITLE 1 SCHOOL.

CORRECT? THAT MEANS THIS IS A CERTAIN DEMOGRAPHIC POPULATION THAT NEEDS MORE, AND THEY'RE GIVEN ADDITIONAL RESOURCES.

TO GO INTO A TITLE 1 SCHOOL IS TO SAY YOU HAVE A LOVE FOR WHAT YOU DO, BECAUSE I'VE COME FROM TITLE 1 SCHOOL, PUBLIC SCHOOL DISTRICT IN BIRMINGHAM, ALABAMA.

I KNOW WHAT YOU DEAL WITH DAY IN AND DAY OUT.

THANK YOU FOR DOING THE HARD WORK.

WE GOT YOUR BACK. HOPEFULLY THE COMMUNITY STEPS UP AND HAS YOUR BACK AS WELL.

>> THANK YOU SIR.

>> THANK YOU. MY COLLEAGUES HAVE SAID EVERYTHING I WOULD HAVE SAID PRINCIPAL SMITH.

DR. SWEEZY, WE THANK YOU. WE APPRECIATE YOU.

PRINCIPAL SMITH, YOU SAID A ZIP CODE DOESN'T DEFINE THEIR SUCCESS.

WE APPRECIATE YOU.

WE YOU AND PRINCIPAL JACKSON SAID A KEY THING ABOUT A MINDSET SHIFT.

WE KNOW IN EDUCATION THAT WE'RE EVER LEARNING.

THERE THERE ARE CONSTANT CHANGES THAT WE MUST MAKE TO ENSURE THAT ALL STUDENTS ARE SUCCESSFUL.

THANK YOU FOR ALL THAT YOU DO.

I LOVE THE WAY THAT BOTH OF YOU BRAGGED ON YOUR TEACHERS AND THE GREAT WORK THAT THEY DO, THAT THEY'RE INSTRUCTIONAL LEADERS AND YOU'RE PROVIDING SUPPORT.

I THINK BY NOW THE ENTIRE BOARD HAS SAID THE SAME THING.

WE SUPPORT YOU.

IF THERE'S ANYTHING WE CAN DO, ANY OF THE CAMPUSES ACROSS THE DISTRICT, IF THERE'S ANYTHING WE CAN DO, WE ARE AVAILABLE.

WE WANT TO DO IT.

WE WANT TO SHOW UP AND SUPPORT IN WHATEVER CAPACITY THAT'S NECESSARY.

THANK YOU SO MUCH FOR BEING HERE, AND THANK YOU FOR THE GREAT WORK THAT YOU'RE DOING.

>> I THINK I CAN SAY ON BEHALF OF KELSEY AS WELL.

BUT WE'RE TRULY GRATEFUL FOR YOU GUYS TO KNOW THAT WE HAVE A BOARD THAT'S BEHIND US LIKE YOU ARE, AND EVERY ONE OF YOU WILLING TO STEP UP AND GET OUR COMMUNITY INVOLVED.

WE KNOW THAT WE COULDN'T DO IT WITHOUT YOU, SO THANK YOU FOR YOUR SUPPORT IN THIS JOURNEY.

>> WE ARE ALL IN.

>> ALL IN.

>> ALL IN.

>> AT THIS TIME, TRUSTEES, WE WILL MOVE TO ITEM 12, HUMAN RESOURCES REPORT.

[12. Human Resources Report]

>> THIS EVENING WE HAVE ONE PERSON WITH OVER 20 YEARS AND I WANTED TO TAKE JUST A MINUTE TO MENTION MR. DAVID MCDONALD FOR 22 YEARS WITH MISD AND GIVE HIM JUST TO SAY THANK YOU TO MR. MCDONALD FOR HIS 22 YEARS OF SERVICE TO THE MISD STUDENTS, PARENTS AND COMMUNITY MEMBERS THAT HE HAS TOUCHED.

HE WAS A TEACHER AT SUMMIT HIGH SCHOOL AND A TENNIS COACH.

THAT WILL NEVER BE FORGOTTEN FOR HIS COUNTLESS STUDENTS DURING HIS TENURE.

MR. MCDONALD WAS NOT ONLY A DEDICATED TEACHER, BUT AN EXCELLENT EXAMPLE OF THE AMAZING SUMMIT LOVE.

THANK YOU, MR. MCDONALD.

YOU WILL BE ETERNALLY GRATEFUL FOR YOUR SERVICE.

[APPLAUSE]

>> DR. CANTU. 12.2 NEW HIRES FOR BOARD APPROVAL.

>> YES, MA'AM. I WOULD JUST ASK THAT YOU GUYS APPROVE THE HIRING OF THE NEW CONTRACTUAL PERSONNEL AS PRESENTED.

>> THANK YOU. AT THIS TIME, TRUSTEES, WE WILL MOVE TO ITEM 13.

I'M SORRY, DR. STOKER. PLEASE FORGIVE ME. [OVERLAPPING]

[02:05:02]

>> THAT'S ALL RIGHT. YES, MA'AM.

IF YOU ALL WOULD CONSIDER TAKING ACTION ON THAT NEW HIRES PRESENTED, WE WOULD APPRECIATE IT.

>> YES. TRUSTEES, MAY I RECEIVE A MOTION? THANK YOU DR. STOKER. TRUSTEE THOMAS.

>> MOVE APPROVAL.

>> TRUSTEE THOMAS AND TRUSTEE NEWSOME, PROPERLY MOTIONED AND SECONDED.

AT THIS TIME, LET'S SHOW A HAND IN FAVOR OF APPROVAL FOR THE NEW HIRE.

WE HAVE A VOTE OF 7-0 OR ANY OPPOSED? AT THIS TIME, WE HAVE APPROVAL AND WE PROPERLY FIRST AND SECONDED.

WE DO APPROVE OF THE NEW HIRES RECOMMENDED BY DR. STOKER AND DR. CANTU.

THANK YOU SO MUCH, TRUSTEES.

AT THIS TIME WE'LL MOVE TO ITEM NUMBER 13 BUSINESS ITEMS REQUIRING BOARD ACTION.

[13. Business Items Requiring Board Action]

TRUSTEES, MAY I RECEIVE A MOTION FOR CONSIDERATION AND APPROVAL OF THE GLENN HARMON TARGETED IMPROVEMENT PLAN?

>> SECOND.

>> TRUSTEES LACKEY, WILSON AND NEWSOME HAVE PROPERLY FIRST AND SECONDED AT THIS TIME.

ARE THERE ANY QUESTIONS, TRUSTEES? ANY DISCUSSION? NONE. THERE ARE NONE.

ALL THOSE IN FAVOR, WOULD YOU PLEASE RAISE YOUR HAND THERE? ARE THERE ANY WHO OPPOSE THIS MOTION CARRIES WITH A VOTE OF 7-0.

THANK YOU TRUSTEES.

THE SECOND ITEM IS 13.2.

CONSIDERATION AND APPROVAL OF MID CONTRACT.

TERMINATION OF PROBATIONARY CONTRACT.

TRUSTEES, MAY I RECEIVE A MOTION FOR CONSIDERATION AND APPROVAL OF CONTRACT TERMINATION OF PROBATIONARY CONTRACT.

>> I MOVE THAT THE BOARD TERMINATE THE 2025 TO 2026 PROBATIONARY TEACHER CONTRACT OF THE NAMED TEACHER FOR GOOD CAUSE, EFFECTIVE IMMEDIATELY, AND AUTHORIZE THE SUPERINTENDENT OF SCHOOLS TO SEND THE NOTICE LETTER.

>> THANK YOU, TRUSTEE THOMAS. HAVE A SECOND?

>> SECOND.

>> TRUSTEE LACKEY WILSON.

SECONDED. WE PROPERLY MOTIONED AND SECONDED.

IT HAS BEEN PROPERLY MOVED.

ARE THERE ANY QUESTIONS OR DISCUSSION? SEEING THAT THERE ARE NONE.

ALL THOSE IN FAVOR TO CONSIDER AND APPROVE THE MID CONTRACT TERMINATION OF PROBATIONARY CONTRACT, PLEASE RAISE YOUR HAND.

ARE THERE ANY OPPOSED? SEEING THERE ARE NONE. THE MOTION CARRIES WITH A VOTE OF 7-0. THANK YOU TRUSTEES.

LET US NOW MOVE TO ITEM 13.3, CONSIDERATION AND APPROVAL OF ACTION OF TEACHER CONTRACT ABANDONMENT.

TRUSTEES MAY I RECEIVE A MOTION FOR THE CONSIDERATION AND APPROVAL OF ACTION OF TEACHER CONTRACT ABANDONMENT?

>> I MOVE THAT THE BOARD DETERMINED THAT GOOD CAUSE DID NOT EXIST UNDER TEXAS EDUCATION CODE SECTION 21.210 C2, FOR ADMINISTRATOR KELLY MAHON TO ABANDON HER TEACHING CONTRACT WITH MANSFIELD ISD, AND THAT THE BOARD AUTHORIZED THE SUPERINTENDENT TO NOTIFY THE STATE BOARD FOR EDUCATOR CERTIFICATION TO SEEK SANCTIONS AGAINST ADMINISTRATORS TEACHING CERTIFICATES.

>> SECOND.

>> IT HAS BEEN PROPERLY MOVED AND SECONDED BY TRUSTEE THOMAS AND TRUSTEE NEWSOME.

AT THIS TIME TRUSTEES, ALL THOSE IN FAVOR, WOULD YOU PLEASE RAISE YOUR HAND? ARE THERE ANY OPPOSED? SEEING THAT THERE ARE NONE, WE PROPERLY CARRIED IN MOTION AND MOVED THAT WE HAVE A VOTE OF 7-0 TRUSTEES.

THANK YOU SO VERY MUCH.

THE LAST ITEM HERE IS 13.4 CONSIDERATION AND APPROVAL OF CLASS SIZE WAIVERS.

TRUSTEES, MAY I RECEIVE A MOTION FOR CONSIDERATION AND APPROVAL OF CLASS SIZE WAIVERS.

TRUSTEE HORNE MOVES THE MOTION.

>> SECOND.

>> TRUSTEE DR. CRUTCHFIELD HAS SECONDED.

IT HAS BEEN PROPERLY MOVED AND SECONDED.

ARE THERE ANY QUESTIONS OR DISCUSSION? SEEING THAT THERE ARE NONE, TRUSTEES ARE IN FAVOR OF THE MOTION TO CONSIDER AND APPROVE THE CONSIDERATION AND APPROVAL OF CLASS SIZE WAIVERS, PLEASE RAISE YOUR HAND.

ARE THERE ANY OPPOSED? SEEING THAT THERE ARE NONE, THE MOTION CARRIES WITH THE VOTE OF 7-0.

THANK YOU TRUSTEES.

AT THIS TIME WE WILL MOVE TO ITEM NUMBER 14, CONSENT AGENDA TRUSTEES.

[14. Consent Agenda]

WOULD ANYONE LIKE TO PULL AN ITEM AT THIS TIME? SEEING THAT THERE ARE NONE MAY RECEIVE A MOTION.

DON'T NEED A MOTION. NO MOTION.

DO WE APPROVE THE CONSENT AGENDA. THE CONSENT AGENDA.

[02:10:02]

THANK YOU SO MUCH TRUSTEES.

AT THIS TIME, WE WILL MOVE TO THE SUPERINTENDENT'S REPORT, WHICH IS ITEM 15.

THIS IS FOR DISCUSSION ONLY.

TRUSTEES, WOULD ANY OF US LIKE TO DISCUSS AN ITEM WITH DR. CANTU AT THIS TIME? SEEING THAT THERE ARE NONE, WE WILL MOVE TO ITEM 16.

ADJOURNMENT. SO WE WANT TO SAY THANK YOU SO MUCH FOR YOUR ATTENDANCE AND YOUR PARTICIPATION.

WE WILL NOW ADJOURN OUR BOARD MEETING AT 9:49, AND WE'D LIKE TO LEAVE YOU WITH 1 OR 2 WORDS AND THAT WE ARE ALL IN.

THANK YOU SO MUCH. IN MY FAMILY. HAVE A GOOD NIGHT.

* This transcript was compiled from uncorrected Closed Captioning.