Jun 23, 2026 Board Meetings

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GOOD EVENING. WE STILL HAVE FOLKS COMING IN. WELCOME IN. I LOVE THE CELEBRATION, THE MOOD, THE ATMOSPHERE. I WANT TO WELCOME EVERYONE JOINING US IN THE ROOM AND THOSE VIEWING ONLINE. I WILL NOW CALL TO ORDER THE JUNE 23RD REGULAR BOARD MEETING OF THE MANSFIELD ISD BOARD OF TRUSTEES AT 6 O'CLOCK PM. LET THE RECORD SHOW THAT ALL TRUSTEES ARE PRESENT.

WITH THE EXCEPTION OF BOARD SECRETARY MR. JASON THOMAS, AND WE WISH HE AND HIS FAMILY SAFE TRAVELS. SO, WE WILL BEGIN WITH ITEMS 3.1, 3.2, AND 3.3 ON OUR AGENDA. OUR PRAYER WILL BE LED BY TRUSTEE CANNON II, FOLLOWED BY PLEDGES FROM TRUSTEE NEWSOME, THEN BOARD NORMS BY DR. REED.

LET US PRAY. FATHER GOD, HOW WE THANK YOU FOR THIS DAY.

GOD, THANK YOU FOR ANOTHER OPPORTUNITY TO SERVE OUR COMMUNITY. GOD, I THANK YOU FOR EACH INDIVIDUAL THAT'S REPRESENTED HERE IN THIS ROOM RIGHT NOW AND HOW THEY IMPACT NOT ONLY THE DISTRICT, BUT GOD, THE, THE CITIES THAT WE REPRESENT AS WELL. AS WE CONDUCT BUSINESS TONIGHT AT THIS MEETING, FATHER GOD, BE WITH US IN OUR THOUGHTS, IN OUR, IN THE PRESENTATIONS.

FATHER GOD, WE JUST THANK YOU RIGHT NOW FOR YOUR HEDGE OF PROTECTION, OVER OUR STUDENTS, OVER OUR FAMILIES, OVER OUR STAFF. GOD, CONTINUE TO KEEP EVERYONE SAFE OVER THE SUMMER. AND GOD, AS WE CONDUCT BUSINESS AS A BOARD TONIGHT, GIVE US UNITY, DISCERNMENT, AND A SPIRIT OF SERVICE.

IN THE MATCHLESS NAME OF JESUS, WE PRAY. AMEN.

I PLEDGE ALLEGIANCE TO THE FLAG OF THE UNITED STATES OF AMERICA AND TO THE REPUBLIC FOR WHICH IT STANDS, ONE NATION, INDIVISIBLE, WITH LIBERTY AND JUSTICE FOR ALL.

HONOR THE TEXAS PLEDGE OF ALLEGIANCE.

HONOR THE TEXAS FLAG; I PLEDGE ALLEGIANCE TO THEE, TEXAS, ONE STATE UNDER GOD, ONE AND INDIVISIBLE.

BEFORE DR. REED SHARES OUR BOARD NORMS, I WANTED TO JUST TALK ABOUT WHY WE WILL NOW BE READING OUR BOARD NORMS AT THE START OF EACH MEETING.

SO OUR BOARD IS VERY PRESENT AND VISIBLE IN THE COMMUNITY, AND SO I LOVE THAT ABOUT US.

YOU'LL SEE US AT EVENTS ACROSS CAMPUSES, BUT THE WORK OF GOVERNANCE, THE WORK THAT YOU GUYS ELECTED US TO DO, IS OFTEN DONE BEFORE YOU SEE US ON THE DAIS. AND SO ONE EXAMPLE IS TONIGHT'S MEETING.

TONIGHT, WE WILL BE CONSIDERING ADOPTING OUR DISTRICT BUDGET, AND THE BUDGET HAS BEEN SHAPED THROUGH MULTIPLE MEETINGS, QUESTIONS, CAREFUL STUDY LONG BEFORE IT GOT ON THE AGENDA.

AND SO A LOT OF THAT WORK IS DONE BEHIND THE SCENES. AND SO TO DO ALL OF THE WORK THAT WE DO, WE HAVE TO BE GUIDED BY SHARED EXPECTATIONS FOR HOW WE INTERACT WITH EACH OTHER, HOW WE DELIBERATE, AND HOW WE MAKE DECISIONS TOGETHER. AND SO OUR BOARD NORMS WERE DEVELOPED AND AGREED UPON THIS SPRING IN 2026 AT OUR BOARD RETREAT. AND SO SOME BOARDS CALL THESE EXPECTATIONS THEIR SOCIAL CONTRACT. WE CALL THEM NORMS. AND SO READING OUR NORMS ALOUD SERVES TWO PURPOSES. IT REMINDS US OF THE COMMITMENTS WE'VE MADE TO ONE ANOTHER, AND IT HELPS YOU, OUR COMMUNITY, UNDERSTAND THE PRINCIPLES THAT GUIDE THIS WORK, AS WE GOVERN ON BEHALF OF MANSFIELD ISD. SO WITH THAT, WE WILL NOW HAVE THE BOARD NORMS READ BY DR.

REED.

THANK YOU, DR.

CRUTCHFIELD. GOOD EVENING.

IT'S GREAT TO SEE YOU ALL HERE THIS EVENING. THE BOARD NORMS ARE ARRANGED ACCORDING TO DR.

CRUTCHFIELD'S ACRONYM, WE GOVERN. THE W, WE WORK. WE WORK TO HONOR EACH OTHER'S TIME BY READING OUR MATERIALS KEEPING OUR COMMENTS BRIEF AND AVOIDING REPEATING POINTS THAT HAVE ALREADY BEEN MADE. E IS FOR EVIDENCE-BASED, EVIDENCE-BASED DECISIONS USING OBJECTIVE DATA AND FACTS RATHER THAN PERSONAL AGENDAS OR NEIGHBORHOOD RUMORS. G IS FOR GOALS AND POLICIES, GOALS AND POLICIES MADE AT A HIGH LEVEL AND TRUST THE SUPERINTENDENT TO HANDLE THE DAY-TO-DAY OPERATIONS. O IS FOR OFFER POSITIVITY OFFER POSITIVITY ABOUT OUR DISTRICT, STAFF, AND FELLOW BOARD MEMBERS WHEN WE ARE OUT IN THE COMMUNITY. V IS FOR VOTE FOR STUDENTS. VOTES AND DISCUSSIONS WITH STUDENT SUCCESS AND WELL-BEING ARE AT THE HEART OF EVERY CONVERSATION. E IS FOR EFFORT TO STAND TOGETHER.

EFFORT TO STAND BEHIND THE BOARD'S FINAL DECISION IN PUBLIC REGARDLESS OF HOW WE INDIVIDUALLY VOTED IN THE MEETING. R IS FOR RESPECTFUL LISTENING.

RESPECTFULLY LISTEN TO ONE ANOTHER WITH GENUINE CURIOSITY, ESPECIALLY WHEN WE HAVE DIFFERENT POINTS OF VIEW, AND NOT MAKE, AND NOT MAKE DISAGREEMENTS PERSONAL. AND N IS FOR NEVER SHARE SENSITIVE INFORMATION. NEVER SHARE SENSITIVE INFORMATION OR DETAILS ABOUT STAFF, STUDENTS, OR LEGAL MATTERS WITHOUT ANYONE WITH ANYONE OUTSIDE

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THANK YOU, DR.

CRUTCHFIELD.

THANK YOU, DR. REID. SO, THANKS TO OUR COMMS TEAM AS WELL. THE BOARD NORMS ARE LISTED

[4. District Recognition]

AND SO THIS MOVES US TO OUR DISTRICT RECOGNITIONS, WHY MANY OF US ARE HERE TONIGHT TO CELEBRATE DR. SPENCER.

AND I'LL CALL TO THE PODIUM KATIE FLOWERS.

THANK YOU, DR. SPENCER. GOOD EVENING, BOARD PRESIDENT DR.

CRUTCHFIELD, DR. SPENCER, TRUSTEES, CABINET, AND MEMBERS OF OUR MISD COMMUNITY. WE HAVE SEVERAL EXCITING STUDENT RECOGNITIONS TO SHARE WITH YOU THIS EVENING, AND I WOULD LIKE TO START BY WELCOMING TO THE PODIUM OUR DIRECTOR OF STEM AND CHOICE PROGRAMS, VICTORIA WEBSTER, TO KICK OFF OUR STUDENT RECOGNITIONS TONIGHT.

GOOD EVENING, BOARD PRESIDENT DR. CRUTCHFIELD, DR.

SPENCER, AND MEMBERS OF THE BOARD. TONIGHT, IT'S MY PLEASURE TO RECOGNIZE AN EXTRAORDINARY GROUP OF MANSFIELD ISD LEARNERS WHOSE INNOVATION, CREATIVITY, AND PROBLEM-SOLVING SKILLS HAVE EARNED THEM RECOGNITION AT BOTH THE STATE AND NATIONAL LEVELS THROUGH INNOVATION INVENTION CONVENTION. INVENTION CONVENTION TEXAS, HELD AT TEXAS A&M UNIVERSITY IN APRIL, PROVIDES LEARNERS THE OPPORTUNITY TO ENGAGE IN HANDS-ON CHALLENGES THAT ENHANCES STEM LITERACY WHILE DEVELOPING ESSENTIAL SKILLS IN SCIENCE, TECHNOLOGY, ENGINEERING, AND MATH.

LEARNERS FROM ACROSS THE STATE COMPLETED COMPETED WITH ONLY 21 LEARNERS SELECTED TO REPRESENT TEXAS AT THE NATIONAL COMPETITION.

WE ARE INCREDIBLY PROUD TO SHARE THAT 4 OF THOSE 21 NATIONAL DELEGATES CAME FROM MANSFIELD ISD, ALL OF THEM FROM JERRY KNIGHT STEM ACADEMY. EVEN MORE IMPRESSIVE, JERRY KNIGHT STEM ACADEMY SWEPT THE MIDDLE SCHOOL DIVISION, EARNING FIRST, SECOND, THIRD, AND FOURTH PLACE STATEWIDE.

PLEASE JOIN ME IN RECOGNIZING ANNA LEE, WHO EARNED FIRST PLACE FOR HER INVENTION, THE ANY BRUSH CLEANER, AN INNOVATIVE DEVICE DESIGNED TO SIMPLIFY AND IMPROVE THE CLEANING OF VARIOUS TYPES OF BRUSHES. MIKAYLA YOUNG, WHO EARNED SECOND PLACE FOR DUAL GEOPAVEMENT, AN INVENTION FOCUSED ON IMPROVING PAVEMENT PERFORMANCE AND SUSTAINABILITY.

ANNA LACKEY, WHO EARNED THIRD PLACE FOR RHYTHM, AN INVENTION DESIGNED TO ADDRESS REAL-WORLD CHALLENGES THROUGH INNOVATIVE TECHNOLOGY.

AND HIBA HAMDAN, WHO EARNED FOURTH PLACE FOR THE PATCH, AN INVENTION THAT USES PH MONITORING TECHNOLOGY TO SUPPORT SUCCESSFUL EGG INCUBATION. THESE OUTSTANDING LEARNERS ADVANCE TO THE RTX INVENTION CONVENTION U.S.

NATIONALS HELD AT THE HENRY FORD MUSEUM OF AMERICAN INNOVATION IN DEARBORN, MICHIGAN, WHERE 513 FINALISTS FROM 35 STATES COMPETED IN WHAT MANY PARTICIPANTS DESCRIBED AS THE DISNEYLAND FOR GENIUSES.

AT THE NATIONAL COMPETITION, ANNA LEE REACHED ANOTHER INCREDIBLE MILESTONE BY RECEIVING A PROVISIONAL PATENT FOR HER INVENTION, THE ANYBRUSH CLEANER. THIS ACHIEVEMENT ESTABLISHES AN OFFICIAL FILING DATE AND ALLOWS HER INVENTION TO CARRY THE DESIGNATION OF PATENT PENDING. WE ARE ALSO PROUD TO CELEBRATE HIBA HAMDAN FOR EARNING SECOND PLACE IN THE 8TH GRADE DIVISION NATIONWIDE FOR THE PATCH. IN ADDITION, HIBA WAS RECOGNIZED WITH THE AWARD FOR BEST LIVE PRESENTATION, SELECTED FROM ALL 513 NATIONAL FINALISTS.

THESE STUDENTS EXEMPLIFY THE INNOVATION, CREATIVITY, PERSEVERANCE, AND EXCELLENCE THAT MAKES MANSFIELD ISD A LEADER IN STEM EDUCATION. WE CONGRATULATE THEM, THEIR FAMILIES, AND THE EDUCATORS THAT SUPPORT THEM THROUGHOUT THIS JOURNEY. TRUSTEES, PLEASE JOIN ME IN CONGRATULATING THESE REMARKABLE YOUNG INVENTORS, AND LET'S GATHER TOGETHER FOR A PICTURE, AND PLEASE JOIN ME IN CONGRATULATING THESE STEM LEARNERS.

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FOR OUR NEXT RECOGNITION, I WOULD LIKE TO INVITE CHEYENNE ATWOOD TO THE PODIUM TO RECOGNIZE OUR FFA AND STOCK SHOW STUDENTS.

GOOD EVENING, BOARD PRESIDENT DR. CRUTCHFIELD AND DR.

SPENCER AND MEMBERS OF THE BOARD. TONIGHT IS MY PLEASURE TO RECOGNIZE A REMARKABLE GROUP OF MISD STUDENTS WHO HAVE EARNED TOP HONORS AT SOME OF THE MOST PRESTIGIOUS LIVESTOCK SHOWS AND AGRICULTURE COMPETITIONS ACROSS THE STATE, AND THE NATION. THROUGH AGRICULTURE SCIENCE PROGRAMS, STUDENTS DEVELOP LEADERSHIP, RESPONSIBILITY, WORK ETHIC, AND TECHNICAL SKILLS, ALL WHILE CARING FOR AND EXHIBITING LIVESTOCK.

THE DEDICATION REQUIRED TO COMPETE AT THIS LEVEL IS EXTRAORDINARY, OFTEN INVOLVING MONTHS AND MONTHS OF PREPARATION, DAILY ANIMAL CARE, AND COUNTLESS HOURS OF HARD WORK. WE ARE PROUD TO CELEBRATE THE FOLLOWING STUDENTS FOR THEIR OUTSTANDING ACHIEVEMENTS. FROM LEGACY HIGH SCHOOL, TRINITY WAGNER EARNED RESERVE CHAMPION TURKEY AT THE STATE FAIR OF TEXAS.

REAGAN BLANTON HAD AN EXCEPTIONAL SHOW SEASON THIS YEAR, EARNING 3RD PLACE GOAT AT AUSTIN, 1ST PLACE DORPER SHEEP AT THE ARIZONA NATIONAL LIVESTOCK SHOW, 2ND AND 3RD PLACE AT THE HEART OF TEXAS FAIR AND RODEO. FROM JOBE MIDDLE SCHOOL, MADDIE TAYLOR EARNED 1ST PLACE SOUTHDOWN SHEEP AT THE AUSTIN STOCK SHOW. SECOND PLACE SHEEP AT THE ARIZONA NATIONAL LIVESTOCK SHOW. LIZETTE PIÑA EARNED BEST OF BREED RABBIT AT THE HOUSTON LIVESTOCK SHOW AND RODEO. PAISLEY KING HAD A GREAT SHOW SEASON WITH HER HEIFERS, EARNING FIRST PLACE AND DIVISION CHAMPION WITH HER CALF AT THE FORT WORTH STOCK SHOW AND RODEO AND SUPREME CONTINENTAL HEIFER AT THE HOUSTON LIVESTOCK SHOW AND RODEO, WHICH IS A TOP HONOR. FROM FRONTIER STEM ACADEMY, WE HAD ASHLYN ADDICKS WINNING SECOND PLACE AT FORT WORTH WITH HER RABBIT. FROM DONNA SHEPHERD LEADERSHIP ACADEMY, KINSLER JINGO HAD AN OUTSTANDING YEAR, EARNING RESERVE CHAMPION SHOWMAN AT FORT WORTH STOCK SHOW AND RODEO, 3RD PLACE AT FORT WORTH STOCK SHOW AND RODEO, 3RD PLACE AT SAN ANGELO STOCK SHOW, 3RD PLACE AT HOUSTON, AND RESERVE BREED CHAMPION AT HOUSTON LIVESTOCK SHOW AND RODEO. HUDSON ATWOOD HAD A SUPERIOR YEAR, EARNING 1ST PLACE AND DIVISION CHAMPION AT FORT WORTH STOCK SHOW AND RODEO, 2ND PLACE AT SAN ANGELO, 3RD PLACE AT HOUSTON, AND RESERVE DIVISION CHAMPION AT AUSTIN.

ADELINE THORNTON ALSO EARNED RESERVE GRAND CHAMPION WITH HER PIG AT SAN ANGELO.

FROM TARVER-RENNER ELEMENTARY, KYLIE PEERY, WHO COULDN'T BE WITH US TONIGHT SHE'S AT A HORSE SHOW EARNED GRAND CHAMPION WITH HER DAIRY GOAT AT THE STATE FAIR OF TEXAS, 3RD PLACE YOUTH SHOWMAN WITH HER DAIRY GOAT AT STATE FAIR, GRAND CHAMPION DAIRY GOAT AT THE FORT WORTH STOCK SHOW AND RODEO, AND RESERVE CHAMPION ALPINE DAIRY GOAT AT HOUSTON. THESE STUDENTS HAVE DEMONSTRATED EXCEPTIONAL DEDICATION, PERSEVERANCE, AND EXCELLENCE WHILE REPRESENTING MANSFIELD ISD AT THE HIGHEST LEVEL OF AGRICULTURE COMPETITION.

THEIR ACCOMPLISHMENTS REFLECT NOT ONLY THEIR HARD WORK AND COMMITMENT, BUT ALSO THE SUPPORT OF THEIR FAMILIES, TEACHERS, AGRICULTURE SCIENCE INSTRUCTORS, AND FFA ADVISORS. LET'S GATHER TOGETHER FOR A PICTURE, AND PLEASE JOIN ME IN CONGRATULATING THESE STUDENTS.

CONGRATULATIONS TO OUR FFA STUDENTS.

FOR OUR NEXT RECOGNITION, I WOULD LIKE TO CALL STEPHANIE MARTINEZ, THE ASSOCIATE PRINCIPAL OF BEN BARBER INNOVATION AND FRONTIER STEM ACADEMY, TO THE PODIUM.

GOOD EVENING, BOARD PRESIDENT DR. CRUTCHFIELD, DR.

SPENCER, AND MEMBERS OF THE BOARD. TONIGHT, I AM HONORED TO RECOGNIZE A GROUP OF OUTSTANDING MANSFIELD ISD STUDENTS WHO HAVE EXCELLED THROUGH THEIR PARTICIPATION IN THE TEXAS PUBLIC SAFETY ASSOCIATION. THE TEXAS PUBLIC SAFETY ASSOCIATION, OR TPSA, IS A NONPROFIT CAREER AND TECHNICAL STUDENT ORGANIZATION THAT PROVIDES HIGH SCHOOL STUDENTS WITH LEADERSHIP DEVELOPMENT OPPORTUNITIES AND REAL-WORLD EXPERIENCES THROUGH COMPETITIONS AND CO-CURRICULAR ACTIVITIES IN PUBLIC SAFETY FIELDS.

THROUGH TPSA, STUDENTS GAIN VALUABLE KNOWLEDGE AND HANDS-ON EXPERIENCE WHILE EXPLORING FUTURE CAREERS IN LAW ENFORCEMENT, EMERGENCY RESPONSE, AND PUBLIC SERVICE.

AT THE TEXAS PUBLIC SAFETY ASSOCIATION STATE COMPETITION, MANSFIELD ISD STUDENTS DEMONSTRATED EXCEPTIONAL SKILL, PROFESSIONALISM, AND TEAMWORK, EARNING TOP HONORS IN MULTIPLE EVENTS. PLEASE JOIN ME IN RECOGNIZING OUR STATE CHAMPIONS WHO EARNED FIRST PLACE HONORS IN CRIME SCENE INVESTIGATION.

THE TEAM OF AUSLAN ARREDONDO FROM LEGACY HIGH SCHOOL, DIANA CARLSON FROM LAKERIDGE HIGH SCHOOL, AND RACHEL TUCKER FROM MANSFIELD HIGH SCHOOL CAPTURED THE STATE CHAMPIONSHIP.

IN OPENING STATEMENT, AUBREY KATE EVANS FROM LEGACY HIGH SCHOOL EARNED FIRST PLACE.

IN PARLIAMENTARY PROCEDURE, THE

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THROUGH RIGOROUS COMPETITIONS AND REAL-WORLD EXPERIENCES, STUDENTS SHOWCASE THE KNOWLEDGE AND EXPERTISE THEY HAVE GAINED THROUGH CAREER AND TECHNICAL EDUCATION PROGRAMS. AT THE SKILLSUSA TEXAS STATE TOURNAMENT, MANSFIELD ISD STUDENTS EARNED TOP HONORS IN SEVERAL HIGHLY COMPETITIVE EVENTS. PLEASE JOIN ME IN RECOGNIZING OUR STATE CHAMPIONS WHO EARNED FIRST-PLACE HONORS.

ETHAN MAZZITI FROM FRONTIER STEM ACADEMY EARNED FIRST PLACE IN CNC PROGRAMMER. WILLIAM KELLER FROM FRONTIER STEM ACADEMY EARNED FIRST PLACE IN 3-AXIS CNC PROGRAMMER.

ISAAC PORTER FROM FRONTIER STEM ACADEMY EARNED FIRST PLACE IN 2-AXIS CNC PROGRAMMER. IN AUTOMATED MANUFACTURING TECHNOLOGY, THE TEAM OF MACY MILSTEAD, ADON WINDSOR, AND COLBY WATERS, ALL FROM FRONTIER STEM ACADEMY, EARNED FIRST PLACE AND WERE CROWNED STATE CHAMPIONS. WE ALSO CELEBRATE OUR SECOND-PLACE FINISHERS IN AUTOMOTIVE MANUFACTURING TECHNOLOGY: VICTOR ACOSTA FROM LAKE RIDGE HIGH SCHOOL, STEVEN MELTON FROM FRONTIER STEM ACADEMY, AND MELVIN SANCHEZ FROM LEGACY HIGH SCHOOL. FINALLY, WE RECOGNIZE NATHAN HICKEY FROM FRONTIER STEM ACADEMY, WHO EARNED FIRST PLACE IN ELECTRONICS, DEMONSTRATING EXCEPTIONAL TECHNICAL KNOWLEDGE AND PROBLEM-SOLVING SKILLS.

THESE ACCOMPLISHMENTS REFLECT THE DEDICATION, TALENT, AND PERSEVERANCE OF OUR STUDENTS, AS WELL AS THE COMMITMENT OF THE TEACHERS AND INDUSTRY PARTNERS WHO HELP PREPARE THEM FOR FUTURE CAREERS.

THROUGH THEIR SUCCESS, THESE STUDENTS EXEMPLIFY THE EXCELLENCE OF MANSFIELD ISD'S CAREER AND TECHNICAL EDUCATION PROGRAMS AND THE BRIGHT FUTURE OF OUR SKILLED WORKFORCE.

LET'S GET TOGETHER FOR A PICTURE. PLEASE JOIN ME IN CONGRATULATING THESE STUDENTS. OUR NEXT GROUP WAS NOT ABLE TO BE WITH US TONIGHT, BUT WE DO HAVE PROSTART AND WE WANTED TO RECOGNIZE THEM. UM, I AM HONORED TO RECOGNIZE A GROUP OF TALENTED MANSFIELD ISD STUDENTS WHO HAVE DEMONSTRATED EXCELLENCE THROUGH THE TEXAS PROSTART PROGRAM. PROSTART IS AN INNOVATIVE CAREER AND TECHNICAL EDUCATION PROGRAM DEVELOPED BY THE NATIONAL RESTAURANT ASSOCIATION EDUCATIONAL FOUNDATION. THE PROGRAM COMBINES CULINARY ARTS AND RESTAURANT MANAGEMENT EDUCATION, PROVIDING STUDENTS WITH HANDS-ON EXPERIENCES AND INDUSTRY-FOCUSED LEARNING THAT PREPARES THEM FOR CAREERS IN THE HOSPITALITY AND FOOD SERVICE INDUSTRIES. EACH YEAR, STUDENTS FROM ACROSS TEXAS GATHER TO COMPETE IN THE TEXAS PROSTART INVITATIONAL, A PREMIER EVENT THAT SHOWCASES

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FIRST, CONGRATULATIONS TO OUR INDIVIDUAL COMPETITION STATE CHAMPIONS. PEYTON BICKLE FROM LAKE RIDGE HIGH SCHOOL SHE EARNED FIRST PLACE IN THE ONE POT WONDER CATEGORY WITH A RAMEN DISH THAT SHOWCASED CREATIVITY, TECHNICAL SKILL, AND FLAVOR. JADEN JENKINS FROM MANSFIELD HIGH SCHOOL EARNED FIRST PLACE IN THE PLANT-BASED AFTER SCHOOL SNACK CATEGORY WITH A VEGETARIAN QUESADILLA DEMONSTRATING INNOVATION AND CULINARY EXCELLENCE. WE WOULD ALSO LIKE TO RECOGNIZE OUR TEXAS PROSTART INVITATIONAL CULINARY TEAM, WHICH EARNED SECOND PLACE AT THE STATE COMPETITION.

PLEASE JOIN ME IN CONGRATULATING ITZEL MARTINEZ AND CADEN WALKER FROM LAKERIDGE HIGH SCHOOL, IRENA FARLOW FROM SUMMIT HIGH SCHOOL, AND DEMETRIUS KELLY AND JONATHAN MELGOZA FROM TIMBER VIEW HIGH SCHOOL. THESE STUDENTS WORKED COLLABORATIVELY TO SHOW ADVANCED CULINARY TECHNIQUES TEAMWORK AND PROFESSIONALISM WHILE COMPETING AGAINST SOME OF THE BEST PROSTART PROGRAMS IN TEXAS.

FINALLY, WE RECOGNIZE OUR TEXAS PROSTART INVITATIONAL MANAGEMENT TEAM, WHICH ALSO EARNED SECOND PLACE AT THE STATE LEVEL. PLEASE CONGRATULATE, CONGRATULATE LISSY MARTINEZ FROM MANSFIELD HIGH SCHOOL, LEEN ALKAWAFI AND ESTEBAN FRANCO FROM TIMBER VIEW HIGH SCHOOL. THESE STUDENTS DEMONSTRATED EXCEPTIONAL BUSINESS ACUMEN, STRATEGIC THINKING, AND RESTAURANT MANAGEMENT SKILLS THROUGH A RIGOROUS COMPETITION THAT MIRRORS REAL-WORLD HOSPITALITY INDUSTRY CHALLENGES. THE ACCOMPLISHMENT OF THESE STUDENTS HIGHLIGHT THE STRENGTH OF MANSFIELD ISD'S CULINARY ARTS AND HOSPITALITY PROGRAMS AND REFLECT THE DEDICATION OF BOTH OUR STUDENTS AND EDUCATORS. THEIR SUCCESS SHOWCASES THE VALUABLE CAREER-READY SKILLS THAT ARE THEY ARE DEVELOPING AND THE BRIGHT FUTURES THAT LIE AHEAD.

THANK YOU.

CONGRATULATIONS TO ALL OF OUR CTE STUDENTS ON BEING RECOGNIZED. AND MOVING ON TO OUR NEXT RECOGNITION, I WOULD LIKE TO INVITE OUR FINE ARTS COORDINATOR BROOKE PARLAND TO THE PODIUM.

GOOD EVENING, BOARD PRESIDENT DR. CRUTCHFIELD, DR.

SPENCER, AND MEMBERS OF THE BOARD. TONIGHT IS MY HONOR TO RECOGNIZE AN EXCEPTIONAL GROUP OF STUDENT LEADERS FROM MANSFIELD HIGH SCHOOL. THE MANSFIELD HIGH SCHOOL JROTC LADY TIGERS COLOR GUARD TEAM.

LET'S GET THEM IN HERE FIRST.

EVERYWHERE WE GO, HO! EVERYWHERE WE GO, HO! PEOPLE WANT TO KNOW.

PEOPLE WANT TO KNOW. THEY WANT TO KNOW WHO WE ARE.

WHO WE ARE.

THEY WANT TO KNOW WHERE WE COME FROM. WHERE WE COME FROM.

SO WE TELL THEM. SO WE TELL THEM. WE'RE MANSFIELD! WE ARE MANSFIELD! A COLLEGE-READY MANSFIELD! COLLEGE-READY MANSFIELD! CAREER-READY MANSFIELD! CAREER-READY MANSFIELD! AND MILITARY MANSFIELD! MILITARY MANSFIELD! I SAID READINESS MANSFIELD! READINESS MANSFIELD! I'M NOT SURE I CAN TOP THAT INTRO. HOWEVER, I'LL GIVE IT A SHOT. THE MANSFIELD HIGH SCHOOL JROTC LADY TIGERS COLOR GUARD TEAM RECENTLY COMPETED AT THE ARMY AND NATIONAL HIGH SCHOOL DRILL TEAM CHAMPIONSHIPS IN DAYTONA BEACH, FLORIDA. THIS PRESTIGIOUS EVENT BROUGHT TOGETHER THE NATION'S TOP JROTC PROGRAMS WITH THE LADY TIGERS FACING 20 OF THE MOST ELITE DIVISION I MASTER LEVEL TEAMS FROM ACROSS THE COUNTRY. WE ARE PROUD TO ANNOUNCE THAT THE MANSFIELD HIGH SCHOOL JROTC LADY TIGERS FINISHED AS SECOND PLACE NATIONAL CHAMPIONSHIP.

AT THE HEART OF THIS ACHIEVEMENT WERE FOUR OUTSTANDING CADETS WHOSE LEADERSHIP HELPED GUIDE THE TEAM TO NATIONAL SUCCESS.

PLEASE JOIN ME IN RECOGNIZING CADET SERGEANT MAJOR ISLA PICKERING, RIGHT GUARD, WHOSE COMMANDING PRESENCE, AND EXCEPTIONAL EXECUTION CONTRIBUTED TO THE TEAM'S SUCCESS. CADET CAPTAIN HALEY STORM, LEFT GUARD, WHO DEMONSTRATED PRECISION, CONSISTENCY, AND EXCELLENCE THROUGHOUT THE COMPETITION. CADET SERGEANT FIRST CLASS KAYLIN MCGEE, BATTALION COLORS, WHOSE DETERMINATION, RESILIENCE, AND COMMITMENT TO THE TEAM EXEMPLIFIED OUTSTANDING LEADERSHIP. AND CADET COMMAND SERGEANT MAJOR GLADYS PALACIOS, THE TEAM'S COLOR GUARD COMMANDER, WHOSE LEADERSHIP, CONFIDENCE, AND COMMAND PRESENCE INSPIRED HER TEAMMATES AND HELPED LEAD THE LADY TIGERS TO NATIONAL PROMINENCE. THESE CADETS REPRESENTED MANSFIELD HIGH SCHOOL, MANSFIELD ISD, AND THE STATE OF TEXAS WITH DISTINCTION. THEIR ACHIEVEMENT REFLECTS NOT ONLY THEIR INDIVIDUAL TALENTS BUT ALSO THE STRENGTH OF THE JROTC PROGRAM AND THE DEDICATION OF THE INSTRUCTORS WHO MENTOR AND PREPARE THESE STUDENTS FOR SUCCESS. LET'S GO AHEAD AND GET TOGETHER FOR A PICTURE, AND PLEASE HELP ME CONGRATULATE THESE STUDENTS.

[00:25:22]

FOR OUR ATHLETIC PORTION OF THE RECOGNITIONS TONIGHT, I'D LIKE TO START BY INVITING SUMMIT HIGH SCHOOL BASKETBALL COACH EDMUND PRITCHETT TO THE PODIUM.

GOOD EVENING, BOARD PRESIDENT DR. CRUTCHFIELD AND DR.

SPENCER, MEMBERS OF THE BOARD. TONIGHT, I'M EXCITED TO PRESENT THE SUMMIT HIGH SCHOOL BOYS BASKETBALL THEY ARE BACK-TO-BACK STATE CHAMPIONS. I TOLD THEM TO GO ON THE STAGE. I PROMISE WE REHEARSED IT IN THE HALLWAY.

WELL, I'M COACH PRITCHETT. I'M THE HEAD BOYS BASKETBALL COACH AT SUMTER HIGH SCHOOL. THAT MIGHT HAVE BEEN THE FIRST TIME I GOT TO SAY BACK-TO-BACK STATE CHAMPIONS. I CAN TELL YOU IT FEELS REALLY, REALLY SPECIAL. I REMEMBER BEING HERE LAST YEAR AND HOPING TO COME BACK, AND A LOT OF THINGS TRANSPIRED BETWEEN LAST YEAR WHEN WE WERE HERE AND THE TIME THAT WE'RE HERE THEN. NOW, TO BE HONEST, I MEAN, YOU PROBABLY HAVE TO READ ABOUT IT ONE DAY, BUT JUST TO SAY THAT WE WERE, WE WERE LEFT FOR DEAD, OR PEOPLE DIDN'T BELIEVE IN US. THERE'S A LOT OF PEOPLE I GET THAT ALL THE TIME.

PEOPLE SAY, COACH, I DON'T KNOW HOW Y'ALL DID IT. WE DIDN'T THINK Y'ALL COULD DO IT. WE DIDN'T THINK Y'ALL COULD MAKE IT TO THE PLAYOFFS. WELL, I CAN TELL YOU, TAKE YOU INTO OUR LOCKER ROOM. THESE GUYS CAME TOGETHER, THEY BECAME A FAMILY, AND WE TALKED ABOUT BEING LEFT FOR DEAD OR SAYING THAT WE'RE IN A 15-PASSENGER VAN AND THAT 15-PASSENGER VAN HAS BEEN THROWN INTO THE OCEAN AND ALL THE WINDOWS ARE UP. SO YOU KNOW WHAT YOU GOT TO DO? YOU GOT TO BUST THAT WINDOW. SO WE TALKED ABOUT HOW ARE YOU GOING TO BUST THE WINDOW? WHAT ARE YOU GOING TO DO? ARE YOU GOING TO SLAP AT THE WINDOW? IF YOU'RE SLAPPING AT THE WINDOW, THEN OF COURSE YOUR HANDS ARE APART AND THAT MEANS YOU'RE ALL SPREAD OUT AND YOU'RE APART. OR ARE YOU GOING TO PUNCH THE WINDOW? AND THE WAY YOU PUNCH THE WINDOW IS FOR ALL OF US TO COME TOGETHER AND CREATE ONE FIST AND BE ONE TEAM. AND MAYBE YOU'LL GET TO BUST THE WINDOW. WELL, WE GOT THE OPPORTUNITY TO BUST THAT WINDOW. AND NOT ONLY DID WE BUST THE WINDOW, WE ALL GOT OUT. WE ALL SWAM THE OCEAN AND WE'RE HERE TO TELL YOU ABOUT IT.

THE MEDALS REPRESENT A FAMILY, REPRESENT A TEAM, REPRESENT, WHAT CAN HAPPEN IF YOU ARE COMING TOGETHER, WHAT CAN HAPPEN IF YOU ARE DEDICATED TO ONE GOAL. WE HAD NO EGOS.

EVERYBODY SHOWED UP AND DID THEIR PART. EVERYBODY CHEERED FOR THEIR TEAM. AND PEOPLE ALWAYS GOING TO ASK, WELL, WHAT'S THE DIFFERENCE BETWEEN LAST YEAR'S TEAM AND THIS YEAR'S TEAM? WELL, I CAN TELL YOU WHAT IT IS. IF YOU WERE IN THE HALLWAY JUST NOW, YOU KNOW EXACTLY WHAT IT IS.

THOSE KIDS ARE THEY'RE GOOFY.

THEY LAUGH ALL THE TIME. THEY CARE ABOUT EACH OTHER. THEY'RE GOING TO MAKE A BUNCH OF JOKES. THEY'RE ALL GOING TO PROBABLY WALK OUT OF HERE LAUGHING BECAUSE THERE'S AN INSIDE JOKE RIGHT NOW ABOUT COACH GOING ON.

BUT THEY JUST CAME TOGETHER.

THEY JUST BELIEVED IN EACH OTHER. THEY CAME TOGETHER. THEY BELIEVED IN THEIR COACHES. THEY BELIEVED IN THEIR COMMUNITY. THEY BELIEVED IN OUR SCHOOL, WHICH IS A GREAT PLACE TO BE.

AND I CAN TELL YOU THAT WE FELT YOUR SUPPORT, MANSFIELD ISD.

WE FELT, WE FELT THE COMMUNITY SUPPORT THE WHOLE WAY.

SOMETIMES IT WAS PRESSURE BECAUSE PEOPLE LIKE, Y'ALL KNOW Y'ALL GONNA WIN STATE AGAIN.

I'M LIKE, OKAY, WELL, WE GOT A LOT TO DO. BUT I CAN TELL YOU THAT THE SUPPORT IN THIS COMMUNITY HAS BEEN GREAT.

THANK Y'ALL FOR SUPPORTING THE GUYS, AND THE GIRLS. THANK Y'ALL FOR WHAT Y'ALL DID FOR US. I MEAN, TELL YOU, IF YOU WEREN'T AT THE STATE GAME, JUST SEEING OUR STAFF, SEEING OUR STUDENT BODY AT THE GAME, THEY, THEY TOOK US THROUGH. THEY TOOK US THROUGH, BUT THESE GUYS, THESE GUYS AND GIRLS DID THE WORK, PUT IN THE WORK EVERY SINGLE DAY, AND THEY GET TO CHERISH THE MOMENT. SO YOU'RE BACK-TO-BACK STATE CHAMPIONS.

THANK YOU.

[00:30:07]

WE HAVE SOME MORE STATE CHAMPIONS TO RECOGNIZE, AND SO I WOULD LIKE TO INVITE TO THE PODIUM TIMBER VIEW HIGH SCHOOL BOYS TRACK COACH TRAY BATES TO THE PODIUM.

GOOD EVENING, BOARD PRESIDENT DR. CRUTCHFIELD, DR.

SPENCER, AND MEMBERS OF THE, OF THE BOARD. TONIGHT, I'M EXCITED TO REPRESENT TO PRESENT TIMBER VIEW HIGH SCHOOL BOYS TRACK TEAM AS THE 5A STATE CHAMPIONS.

OBVIOUSLY, WE'RE MISSING QUITE A FEW GUYS THAT ARE OUT WITH 707 REPRESENTING TIMBER VIEW AND GUYS OUT SICK.

BUT JUST WANT TO TALK A LITTLE BIT ON THESE GUYS AND THE PERFORMANCE THAT THEY PUT IN AT AUSTIN. THESE GUYS CAME IN THIS YEAR JUST WITH TREMENDOUS WORK ETHIC AND DEDICATION. AND EVERY YEAR OUR GOAL IS TO GO OUT AND TO REPRESENT OUR SCHOOL AND OUR COMMUNITY IN AUSTIN AT THE STATE MEET.

THESE GUYS, EVERY YEAR WHEN WE EVERY TIME WE PRACTICE AT THE END OF MEETS, WE BREAK IT OUT WITH STATE.

AND THIS IS THE FIRST TIME THAT THESE GUYS WERE ABLE TO BRING A STATE CHAMPIONSHIP TO MANSFIELD.

I THINK A COUPLE OF Y'ALL CAN STAY UP HERE BECAUSE YOU'RE ABOUT TO BE RECOGNIZED AGAIN.

ALL RIGHT, I'M GOING TO TURN THE MIC OVER, UM, FOR OUR FINAL RECOGNITION TONIGHT TO JARED WOMACK, OUR EXECUTIVE DIRECTOR OF ATHLETICS. HE HAS MORE STATE TRACK MEET RECOGNITIONS FROM ACROSS OUR DISTRICT.

WELL, FIRST OF ALL, GOOD EVENING, BOARD PRESIDENT DR.

CRUTCHFIELD, DR. SPENCER, AND MEMBERS OF THE BOARD. THE TWO STATE CHAMPIONSHIP TEAMS THAT JUST BROUGHT Y'ALL GIFTS, I WANT TO LET EVERYBODY KNOW WHAT'S IN THE BAG, RIGHT? SO THEY EACH BOARD MEMBER GOT A STATE CHAMPIONSHIP GOLD MEDAL FROM THE UIL, AND I WOULD APPRECIATE IF Y'ALL WOULD GO AHEAD AND GET THOSE OUT AND PUT THOSE ON. SO Y'ALL CAN WALK AROUND AND LET EVERYBODY KNOW THAT Y'ALL ARE THE STATE CHAMPIONSHIP SCHOOL BOARD AND SUPERINTENDENT.

TONIGHT, WE ARE VERY PROUD TO RECOGNIZE A GROUP OF OUTSTANDING STUDENT ATHLETES WHOSE EXCEPTIONAL PERFORMANCE AT THE UIL STATE TRACK AND FIELD CHAMPIONSHIPS EARNED THEM A PLACE AMONGST THE BEST COMPETITORS IN TEXAS.

COMPETING AT THE STATE LEVEL REPRESENTS A CUMULATIVE OF YEARS OF TRAINING, DEDICATION, AND PERSEVERANCE.

THESE STUDENT ATHLETES NOT ONLY ACHIEVED PERSONAL EXCELLENCE BUT ALSO REPRESENTED THEIR SCHOOLS AND MANSFIELD ISD WITH PRIDE ON ONE OF THE BIGGEST STAGES IN HIGH SCHOOL ATHLETICS.

PLEASE JOIN ME IN RECOGNIZING THE FOLLOWING STATE MEDALISTS.

WE WILL START WITH TIMBERVIEW HIGH SCHOOL, AND LIKE COACH BATES SAID, SEVERAL ARE OUT.

ONE IS ACTUALLY FLYING BACK FROM EUGENE, OREGON, THAT GOT TO GO RUN IN THE NATIONAL NIKE TRACK MEET, SO A LOT OF GREAT THINGS STILL GOING ON.

SO THE FIRST IS NOT HERE.

DESTINY OJO EARNED THIRD PLACE IN THE DISCUS, DEMONSTRATING TREMENDOUS STRENGTH, TECHNIQUE, AND CONSISTENCY THROUGHOUT THE SEASON. AND NOW WE HAVE ALEXANDRIA DRUMMOND. SHE EARNED SECOND PLACE IN THE LONG JUMP, SHOWCASING EXCEPTIONAL ATHLETICISM IN COMPETITIVE EXCELLENCE.

AGAIN, ALEXANDRIA DRUMMOND.

AND NOW OUR THIRD-PLACE FINISHERS IN THE 4X2 RELAY, TIMBER VIEW HIGH SCHOOL GIRLS 4X2 MILE RELAY TEAM. COME ON OUT, LADIES. DENAE BATISTE, BROOKE MIDDLETON, JAYLA BLEDSOE, AND REAGAN WILLIAMS. OKAY, AND THEN PART OF OUR BOYS TEAM THAT WE RECOGNIZED A FEW MINUTES AGO.

THE TIMBER VIEW HIGH SCHOOL BOYS 4X100-METER RELAY TEAM CAPTURED THE STATE CHAMPIONSHIP, EARNING FIRST PLACE AND THE TITLE OF STATE CHAMPIONS.

CONGRATULATIONS TO TRISTAN SHAW, COLBY SMITH, CLIFF WYNN, AND BRANDON GILMORE. A COUPLE OF NAMES I'LL REPEAT.

BRANDON GILMORE ALSO EARNED SECOND PLACE IN THE 400-METER DASH,

[00:35:02]

TRISTAN SHAW EARNED THE TITLE OF STATE CHAMPION IN THE 300-METER HURDLES, FINISHING FIRST PLACE AND DEMONSTRATING ELITE SPEED, TECHNIQUE, AND GREAT DETERMINATION. AND NOW FROM LEGACY HIGH SCHOOL, LINCOLN WRIGHT. THAT'S THE ONE THAT'S FLYING BACK FROM EUGENE, OREGON. HE FINISHED SECOND PLACE IN THE 800-METER RUN IN A HIGHLY COMPETITIVE UIL 6A DIVISION, ESTABLISHING HIMSELF AS ONE OF THE TOP MIDDLE-DISTANCE RUNNERS IN TEXAS AND IN THE UNITED STATES. AND THEN LAST, FROM SUMMIT HIGH SCHOOL, DOMINIQUE DJ YOUNG. HE EARNED THE STATE TITLE IN THE UIL 5A STATE CHAMPIONSHIP IN THE LONG JUMP, CAPTURING FIRST PLACE AND SHOWCASING EXTRAORDINARY ATHLETIC TALENT AND DEDICATION. THESE STUDENT ATHLETES HAVE DEMONSTRATED WHAT IS POSSIBLE THROUGH HARD WORK, DISCIPLINE, AND PERSEVERANCE. THEIR ACCOMPLISHMENTS REFLECT STRENGTHS OF MANSFIELD ISD ATHLETICS AND THE COMMITMENT TO COACHES, FAMILIES, AND SUPPORTERS THAT HAVE HELPED THEM ALONG THE WAY. LET'S GIVE ONE MORE TIME OUR STATE MEDALISTS FROM MANSFIELD ISD A BIG ROUND OF APPLAUSE.

THANK YOU, AND CONGRATULATIONS AGAIN TO ALL WHO ARE HONORED TONIGHT.

LET'S GIVE ONE MORE ROUND OF APPLAUSE FOR OUR OUTSTANDING STUDENTS.

THIS CONCLUDES TONIGHT'S RECOGNITIONS.

WELL, WE ECHO THE CONGRATULATIONS, EVERYONE IN THE AUDIENCE. I KNOW PARENTS, FAMILY MEMBERS ARE SO PROUD, COACH WOMACK, THANK YOU FOR THINKING OF US, WITH THESE MEDALS, ALTHOUGH STAFF AND STUDENTS DID ALL THE

[5. District Introductions ]

ITEM 5.1, DR. STOKER.

THANK YOU, DR.

CRUTCHFIELD. BOARD MEMBERS, THIS EVENING WE HAVE 9 INDIVIDUALS TO INTRODUCE TO YOU AS ADMINISTRATIVE NEW HIRES AND/OR PROMOTIONS. LOOKS LIKE THEY'RE IN POSITION.

YES.

MRS. BURNS, YES. ALL RIGHT, FIRST UP WE'D LIKE TO INTRODUCE NATALIE CHASE.

NATALIE WILL BE THE PRINCIPAL AT ANNETTE PERRY ELEMENTARY SCHOOL, AND SHE HAS MOST RECENTLY SERVED IN MANSFIELD ISD AS AN ASSISTANT PRINCIPAL AT CORA SPENCER.

SO EXCITED! WOO-HOO! GOOD EVENING, BOARD PRESIDENT DR.

CRUTCHFIELD, DR. SPENCER, AND MEMBERS OF THE BOARD. I AM SO HONORED TO BE ABLE TO SERVE AS A PRINCIPAL OF ANNETTE PERRY ELEMENTARY. I AM THANKFUL FOR THIS OPPORTUNITY, AND I'M EQUALLY EXCITED TO HELP OUR FALCONS CONTINUE TO SOAR HIGH AND BE THE BEST SCHOOL IN THE UNIVERSE.

TOGETHER WE WILL CONTINUE THE WORK OF ELEVATING EVERY LEARNER EVERY DAY WITH EXCELLENCE.

TONIGHT, I BROUGHT WITH ME MY SUPPORT SYSTEM. I BROUGHT MY HUSBAND TERRENCE, MY DAUGHTER SYDNEY, AND MY SON MILES, ALONG WITH SO MANY FRIENDS AND FAMILY WHO CONTINUE TO SUPPORT ME. SO I'M SO THANKFUL AGAIN FOR THEM COMING OUT AND FOR MY ANNETTE PERRY FAMILY AS WELL AS MY CORA SPENCER FAMILY. THANK YOU GUYS FOR COMING OUT AND SUPPORTING ME. I'M EXCITED TO DO THIS WONDERFUL WORK, SO LET'S CONTINUE TO SOAR ABOVE, FALCONS, AND LET'S MAKE AN AMAZING YEAR.

THANK YOU AGAIN. NEXT UP IS RITA DENTON. MRS. DENTON IS OUR NEW ASSISTANT SUPERINTENDENT OF FACILITIES AND BOND PROGRAMS, AND SHE RECENTLY OR MOST RECENTLY, I SHOULD SAY SERVE IN THE DISTRICT AS OUR EXECUTIVE DIRECTOR OF FACILITIES AND OPERATIONS.

THANK YOU.

GOOD EVENING, BOARD PRESIDENT DR. CRUTCHFIELD, DR.

SPENCER, MEMBERS OF THE BOARD. THANK YOU SO MUCH FOR THIS OPPORTUNITY TO SERVE AS THE ASSISTANT SUPERINTENDENT FOR FACILITIES AND BOND PROGRAMS. I'M VERY PASSIONATE ABOUT THE WORK. I'M VERY PROUD

[00:40:03]

PLEASE STAND.

MY HUSBAND JAY AND OUR FOUR CHILDREN: TRENT, MACY, REBECCA, AND BRADLEY, ALL MISD STUDENTS. I ALSO WANT TO SHOUT OUT TO MY PARENTS WHO ARE WATCHING, FROM OUT OF STATE VIRTUALLY. SO HI, MOM AND DAD, AND THANK YOU FOR YOUR CONTINUED LOVE AND SUPPORT ALWAYS. I ALSO WANT TO THANK MY MENTOR AND ONE OF MY GREATEST TEACHERS IN THIS INDUSTRY AND THROUGHOUT MY CAREER, MR. JEFF BROGDON. HE HAS JUST POURED IT IN SO MUCH TO ME THROUGHOUT THE YEARS, AND SO I'M FOREVER GRATEFUL.

AND THEN LAST BUT NOT LEAST, I WANT TO THANK MY TEAM, MANY MEMBERS WHO ARE HERE TONIGHT AS WELL, AND I'M JUST SO EXCITED.

THANK YOU.

NEXT IS RASHAWN EVANS.

RASHAWN WILL SERVE AS ASSISTANT PRINCIPAL AT WORLEY MIDDLE SCHOOL, AND HE'S BEEN SERVING AS AN ASSISTANT PRINCIPAL AT CROSS TIMBERS INTERMEDIATE.

GOOD EVENING, BOARD PRESIDENT DR. CRUTCHFIELD, DR.

SPENCER, AND MEMBERS OF THE BOARD. UM, I AM VERY MUCH HONORED TO BE NAMED AS ASSISTANT PRINCIPAL AT WORLEY MIDDLE SCHOOL THIS YEAR.

COMING FROM CROSS TIMBERS, I HAVE FELL IN LOVE WITH MANSFIELD ISD, AND SO I'M VERY APPRECIATIVE OF THIS OPPORTUNITY. I LOOK FORWARD TO THE WORK THAT WE WILL BE PUTTING IN, AND I'M EXCITED TO GET STARTED.

SO TONIGHT I HAVE MY MINI-ME, MY SON KAMANI. HE CAN STAND UP.

YES, YES, YES.

YOU PROBABLY SEE WHY WE CALL HIM MINI-ME.

WE ALSO HAVE MY PRINCIPAL, MS. CHANDLER, IS HERE, AND THE OTHER ASSISTANT PRINCIPAL, MISS NOE. SO THANK YOU GUYS FOR COMING AS WELL.

AND AGAIN, I'M VERY EXCITED, AND AGAIN, THANK YOU GUYS FOR THIS OPPORTUNITY.

COMING UP NEXT IS EDITH FAVELA. MISS FAVELA WILL SERVE AS THE PRINCIPAL WOO, WOO TO EVERYONE! MISS FAVELA WILL SERVE AS THE PRINCIPAL AT JUDY K.

MILLER ELEMENTARY MOST RECENTLY SHE'S BEEN IN THE DISTRICT AS AN ASSISTANT PRINCIPAL AT DONNA SHEPHERD.

GOOD EVENING.

GOOD EVENING, BOARD PRESIDENT DR. CRUTCHFIELD, DR.

SPENCER, AND MEMBERS OF THE BOARD.

I HAVE HAD THE TREMENDOUS PRIVILEGE OF SERVING OUR DISTRICT AS A TEACHER AND ASSISTANT PRINCIPAL, AND NOW I AM DEEPLY HONORED TO BE NAMED THE PROUD PRINCIPAL OF JUDY K.

MILLER ELEMENTARY.

I AM COMMITTED TO WORKING HARD EACH DAY TO ENSURE OUR STUDENTS AND STAFF CONTINUE TO ACHIEVE GREAT THINGS TOGETHER.

TONIGHT, I AM BLESSED TO BE JOINED BY SEVERAL MEMBERS OF MY FAMILY, INCLUDING MY WONDERFUL HUSBAND ENRIQUE, MY IN-LAWS, AND THE BEST SISTER IN THE WORLD, JANET, AND HER FAMILY.

MY BROTHERS AND PARENTS WHO ARE NOT IN TOWN ARE WATCHING AND CHEERING FROM AFAR.

I'M ALSO GRATEFUL FOR THE SUPPORT OF FORMER COLLEAGUES AND THREE OF MY FORMER PRINCIPALS, IF YOU CAN BELIEVE IT, HERE IN THE ROOM TODAY, AS WELL AS MEMBERS OF MY NEW JUDY K.

MILLER FAMILY.

THANK YOU ALL FOR ALREADY WELCOMING ME WITH SUCH KINDNESS AND OPEN ARMS. I'M INCREDIBLY THANKFUL FOR THIS OPPORTUNITY, AND IF I'M BEING HONEST, I'M READY TO SKIP JULY AND GO STRAIGHT TO AUGUST SO WE CAN BEGIN THIS NEW CHAPTER TOGETHER.

THANK YOU.

COMING UP NEXT IS LAKEISHA HICKERSON, OUR NEW PRINCIPAL AT GLENN HARMON ELEMENTARY SCHOOL.

THANK YOU.

AS YOU MIGHT HAVE IMAGINED FROM THE GLENN HARMON CROWD, MISS HIGGERSON WAS JUST THE ASSISTANT PRINCIPAL AT HARMON, IS NOW GOING TO START THE YEAR AS THEIR PRINCIPAL.

ALL RIGHT, GOOD EVENING, BOARD PRESIDENT DR.

CRUTCHFIELD, DR. SPENCER, AND BOARD MEMBERS. I AM SO HONORED TO BE NAMED THE PRINCIPAL OF THE BEST GLEN HARMON ELEMENTARY SCHOOL. I'M GRATEFUL FOR THE OPPORTUNITY TO CONTINUE THIS JOURNEY WITH SUCH AN AMAZING GROUP OF TEACHERS AND STAFF. TONIGHT MEANS SO MUCH TO ME. I'M THANKFUL TO HAVE A LOT OF PEOPLE WITH ME TONIGHT MY FAMILY, MY FRIENDS,

[00:45:02]

I WOULD NOT BE STANDING HERE WITHOUT THE PEOPLE WHO POURED INTO ME THOSE WHO PUSHED ME TO GROW, LIFTED ME UP WHEN I NEEDED IT, AND BELIEVED IN ME WHEN I JUST DOUBTED MYSELF.

TO MY TEACHERS AND STAFF AT GLENN HARMON, THANK YOU. THANK YOU GUYS SO MUCH FOR SHOWING UP EVERY DAY FOR OUR STUDENTS AND FOR EACH OTHER. YOUR HEART, YOUR DEDICATION, AND CARE FOR OUR SCHOOL IS WHAT MAKES HARMON SUCH A SPECIAL PLACE.

AND TO MY, MY PERSONAL CHILDREN WHO ARE IN THE AUDIENCE SOMEWHERE, THANK YOU FOR SHARING ME WITH SO MANY STUDENTS OVER THE YEARS. YOU GUYS ARE MY WHY. YOU KEEP ME GROUNDED AND YOU REMIND ME EVERY DAY WHY THIS WORK MATTERS. GUYS, I'M JUST SO EXCITED TO BE HERE. I'M SO EXCITED FOR WHAT'S AHEAD AND HONORED TO CONTINUE SERVING THE GLENN HARTMAN COMMUNITY.

THANK YOU.

NEXT WE HAVE KELSEY JACKSON.

MISS JACKSON WILL BE AN ASSISTANT PRINCIPAL AT THELMA JONES ELEMENTARY SCHOOL, AND SHE'S COMING TO US FROM WOO! I HAVE TO SAY, GUYS, I DO LOVE THIS WOO-WOO IN THE SUMMER.

IT'S AWESOME.

MISS JACKSON IS GOING TO SERVE AS AN ASSISTANT PRINCIPAL, AS I MENTIONED, AT THELMA JONES, AND SHE'S COMING TO US FROM A NEARBY DISTRICT WHERE SHE HAS BEEN SERVING AS AN INSTRUCTIONAL COACH.

GOOD EVENING, BOARD PRESIDENT DR. CRUTCHFIELD, DR.

SPENCER, AND MEMBERS OF THE BOARD.

THANK YOU FOR THIS OPPORTUNITY AND FOR ENTRUSTING ME WITH THIS LEADERSHIP ROLE. I'M HONORED TO BE A PART OF THE MANSFIELD ISD FAMILY AND TO SERVE AS THE ASSISTANT PRINCIPAL OF THELMA JONES ELEMENTARY SCHOOL.

I LOOK FORWARD TO SUPPORTING THE STUDENTS, STAFF, AND FAMILIES OF MANSFIELD ISD. I'M COMMITTED TO FOSTERING POSITIVE RELATIONSHIPS, STUDENT ACHIEVEMENT, AND CONTINUING THE TRADITION OF EXCELLENCE.

TONIGHT, I'M JOINED BY MY FAMILY AND FRIENDS.

IF YOU'LL WAVE.

AND I AM I JUST WANT TO THANK THEM THAT THEY'VE SUPPORTED ME EVERY STEP OF THE WAY, AND I'M THANKFUL TO SHARE THIS MOMENT WITH THEM.

THANK YOU.

COMING UP NEXT, WE HAVE DR.

TONYA JONES. DR. JONES WILL BE SERVING IN MANSFIELD ISD AS THE PRINCIPAL AT ELIZABETH SMITH, AND SHE'S COMING TO US FROM A NEARBY DISTRICT WHERE SHE ALSO SERVED MOST RECENTLY AS AN ELEMENTARY PRINCIPAL.

GOOD EVENING, BOARD PRESIDENT DR. CRUTCHFIELD, DR.

SPENCER, AND MEMBERS OF THE BOARD. I AM TRULY HONORED TO BE NAMED THE PRINCIPAL AT THE ELIZABETH SMITH ELEMENTARY SCHOOL. I AM EXCITED TO PARTNER WITH OUR FACULTY, STAFF, STUDENTS, AND FAMILIES AS WE BUILD ON THE STRONG FOUNDATION ALREADY IN PLACE AT SMITH ELEMENTARY WHILE WE CONTINUE TO STRIVE FOR EXCELLENCE IN ACHIEVEMENT AND STUDENT GROWTH.

LOOK OUT MANSFIELD, ELIZABETH SMITH IS COMING! OUR FUTURE IS SO BRIGHT. TONIGHT, MY HUSBAND AND ADULT CHILDREN ARE HERE IN SPIRIT. THEY ARE WATCHING ONLINE, BUT I DO HAVE WITH ME MY AUNT DEB, AND SHE AUNT DEB IS REPRESENTING MY IMMEDIATE FAMILY, AND I HAVE MY ENTIRE WORK FAMILY WITH ME TONIGHT. WOULD YOU ALL STAND, MY WORK FAMILY? I LOVE THIS SUPPORT SYSTEM RIGHT HERE. AND I SAW OUR SMITH ELEMENTARY TEACHERS IN THE HOUSE. THANK YOU ALL SO MUCH FOR BEING HERE. I AM SO HONORED. THANK YOU, THANK YOU. ONCE AGAIN, THANK YOU FOR THIS AMAZING OPPORTUNITY. I WILL NOT LET YOU DOWN.

THANK YOU.

NEXT, WE'D LIKE TO PRESENT DR. LONNIE LAWSON, WHO WILL BE SERVING AS ASSOCIATE PRINCIPAL AT MANSFIELD HIGH SCHOOL. MOST RECENTLY, WOOHOO, MOST RECENTLY DR. LAWSON HAS BEEN SERVING AT MANSFIELD HIGH AS AN ASSISTANT PRINCIPAL AND SHE'LL BE STARTING HER NEW ROLE THIS SUMMER.

AWESOME, THANK YOU FOR THAT INTRODUCTION. GOOD EVENING, BOARD PRESIDENT DR.

CRUTCHFIELD, DR. SPENCER, AND MEMBERS OF THE BOARD. I AM HONORED AND OVERLY EXCITED TO START MY NEW ROLE AS THE ACADEMIC ASSOCIATE PRINCIPAL AT THE MANSFIELD HIGH SCHOOL.

TONIGHT, I HAVE A SINGLE PIECE OF MY SUPPORT SYSTEM WITH ME, MY HUSBAND DEVONTE. OUR CHILDREN SAID THAT A SCHOOL BOARD MEETING WAS NOT ON THEIR SUMMER FUN LIST, SO I DID GIVE THEM A PASS FOR TONIGHT. UM, 3 YEARS AGO I STARTED AT MANSFIELD AS AN AP INTERN, AND SO MANY PEOPLE IN THIS ROOM HAVE POURED INTO ME, AND FOR THAT I AM THANKFUL AND TRULY BLESSED.

THANK YOU FOR THIS OPPORTUNITY TO CONTINUE TO SERVE OUR MANSFIELD HIGH SCHOOL COMMUNITY AS WE CONTINUE TO STRIVE FOR EXCELLENCE.

THANK YOU.

AND FINALLY THIS EVENING, WE'D LIKE TO RECOGNIZE DR.

TAMIKA PATTON, OUR NEW ASSISTANT SUPERINTENDENT OF CURRICULUM, INSTRUCTION, AND ACCOUNTABILITY. DR. PATTON,

[00:50:04]

GOOD EVENING, BOARD PRESIDENT DR. CRUTCHFIELD, DR.

SPENCER, AND MEMBERS OF THE BOARD. I AM TRULY HONORED AND GRATEFUL FOR THE OPPORTUNITY TO SERVE AS THE ASSISTANT SUPERINTENDENT OF CURRICULUM, INSTRUCTION, AND ACCOUNTABILITY. I CONSIDER IT A PRIVILEGE TO SUPPORT STUDENT SUCCESS IN A BROADER ROLE ACROSS THE DISTRICT. THANK YOU TO THE BOARD, DR. SPENCER, OUR DISTRICT LEADERSHIP FOR YOUR TRUST AND CONFIDENCE IN ME. I AM EXCITED FOR THE WORK AHEAD AND I'M COMMITTED TO SERVING OUR STUDENTS, STAFF, FAMILIES WITH CONTINUED DEDICATION AND PURPOSE.

TONIGHT, I AM GRATEFUL TO HAVE MY SUPPORT SYSTEM HERE WITH ME. MY HUSBAND DAMIAN, WHOSE PATIENCE, ENCOURAGEMENT, AND SUPPORT REMAINS A SOURCE OF STRENGTH FOR ME. MY DAUGHTER MORGAN, AN MISD STUDENT. MY FAMILY THAT'S WATCHING ONLINE THAT COULDN'T BE HERE TONIGHT, AND MY FRIENDS THAT HAVE BECOME FAMILY. THANK YOU TO EACH OF YOU FOR BEING HERE TO SHARE IN THIS MOMENT WITH ME.

THANK YOU.

CONGRATULATIONS ON YOUR PROMOTIONS, MOVEMENT INTO NEW ROLES. WE ARE EXCITED FOR WHAT YOU WILL DO FOR OUR DISTRICT. THIS MIGHT BE A GREAT TIME. I SEE PEOPLE EXITING. IF YOU HAVE GOTTEN AN ACKNOWLEDGMENT OR RECOGNITION, IT IS A GREAT TIME FOR YOU GUYS TO MAKE YOUR WAY TO THE HALLWAY. WE WILL GIVE YOU A SECOND BEFORE WE MOVE ON TO ITEM 6.1. 1. ALL RIGHT, GREAT VIBES. LOVE IT, LOVE IT, LOVE IT, LOVE IT. SO EXCITING, RIGHT? ALL RIGHT, WELL, WE'LL MOVE TO ITEM 6.1,AS EVERYBODY MAKES THEIR WAY OUT.

[6. Public Comments]

COPIES OF PRESENTATIONS SHOULD BE MADE AVAILABLE TO ALL TRUSTEES AND THE SUPERINTENDENT. BOARD POLICY PROHIBITS THE DISCUSSION OF COMPLAINTS AGAINST DISTRICT EMPLOYEES DURING AN OPEN FORUM. WE DO NOT HAVE ANY SPEAKERS SIGNED UP FOR PUBLIC COMMENT TODAY,

[7. Closed Session]

CONSULTATION WITH THE BOARD'S ATTORNEY, 551.072, REAL PROPERTY, AND 551.076, TO CONDUCT DELIBERATIONS REGARDING SECURITY DEVICES OR SECURITY AUDITS. SO WE WILL ADJOURN TO CLOSED SESSION AT . GOOD

[8. Reconvene]

[9. Instructional Focus]

[00:55:02]

SPENCER.

YES, THANK YOU, DR.

CRUTCHFIELD. I WOULD LIKE TO INVITE, MR. BENAVIDES AND DR.

PATTON TO THE PODIUM TO PRESENT OUR STAR AND ELC PERFORMANCE FOR THE 2026 SCHOOL YEAR.

THANK YOU. GOOD EVENING, BOARD PRESIDENT DR.

CRUTCHFIELD, DR. SPENCER, MEMBERS OF THE BOARD. UM, DR.

PATTON AND I ARE HERE TONIGHT TO PRESENT OUR STUDENTS' RESULTS ON STAAR AND EOC, FOR THE GRADES 3 THROUGH HIGH SCHOOL FOR THE 25-26 SCHOOL YEAR. AS DR. SPENCER INDICATED, WE ARE SHARING THESE RESULTS WITH YOU ONE MONTH EARLIER THAN WE DID LAST YEAR, BUT THAT'S GOING TO ALLOW US TO BEGIN DISCUSSIONS AND START ACTION PLANNING, SOONER RATHER THAN LATER.

BEFORE WE BEGIN, I WANT TO EXTEND OUR SINCERE APPRECIATION TO DR. ONSONGO, AND HIS TEAM FOR THEIR OUTSTANDING WORK IN PREPARING THE DATA AND VALIDATING THE DATA FOR US, TONIGHT. SO TONIGHT'S PRESENTATION WILL FOCUS SPECIFICALLY ON STUDENT PERFORMANCE MEASURES ALIGNED WITH OUR VISION 2030 GUIDING STATEMENTS. AS PART OF THE EXHIBIT IN THE BOARD DOCUMENTS, YOU HAVE ALL THE DATA AVAILABLE FROM TA AT THIS TIME. THE INFORMATION IS ALSO AVAILABLE ONLINE FOR OUR COMMUNITY, AND JUST REMEMBER, IT IS PRELIMINARY DATA. YOU MAY NOTICE THAT WE DO NOT HAVE SCIENCE STAAR RESULTS IN 5TH OR 8TH GRADES. THE REASON FOR THIS, THE DATA IS MISSING IS BECAUSE THE SCIENCE TEKS HAVE WERE RECENTLY REVISED, AND TEA IS FINALIZING THOSE PASSING STANDARDS TO BE USED IN DOMAIN 1 FOR ACCOUNTABILITY. WE EXPECT THOSE RESULTS TO COME OUT IN JULY, SOMETIME IN JULY. THERE IS MUCH TO CELEBRATE, AND THERE'S ALSO AREAS THAT WE KNOW WE MUST IMPROVE. LATER IN THE PRESENTATION, DR.

PATTON WILL SHARE HOW WE WILL RESPOND TO THIS YEAR'S RESULTS TO STRENGTHEN TEACHING AND LEARNING AND ALSO OUR STUDENT OUTCOMES FOR THE UPCOMING SCHOOL YEAR.

SO AT THIS TIME, I'D LIKE TO TURN OVER TO DR. PATTON, WHO WILL EXPLAIN HOW TO INTERPRET THE STAR AND ELC RESULTS AND WALK YOU THROUGH THE ORGANIZATION DATA PRESENTED THIS EVENING.

THANK YOU, MR. BENAVIDEZ.

GOOD EVENING AGAIN. WHEN WE SHARE DATA, IT IS IMPORTANT FOR US TO ENSURE THAT WE CLARIFY THE TERMS THAT WE USE WHEN WE TALK ABOUT THE OUR STUDENTS' PERFORMANCE MEASURES.

THE TERMS WE USE ARE APPROACHES, MEETS, AND MASTERS. AND SO IT IS IMPORTANT FOR US TO UNDERSTAND THESE AS WE MOVE THROUGH THE PRESENTATION. SO THE STAAR PERFORMANCE IS MEASURED BY LEVELS, AND THESE LEVELS TELL US HOW WELL STUDENTS UNDERSTAND THE STATE STANDARDS OR THE TEKS. I WILL START FROM THE BOTTOM OF WHAT YOU SEE ON THE SCREEN, AND I WILL BE MOVING UP. SO THE FIRST PERFORMANCE LEVEL IS DID NOT MEET. WHEN A STUDENT PERFORMS AT THIS LEVEL, IT MEANS THAT THEY DID NOT MEET THE STANDARD TO BE CONSIDERED PASSING. IF THEY PERFORM IN THIS CATEGORY, IT INDICATES THAT THEY ARE UNLIKELY TO SUCCEED IN THE NEXT GRADE OR COURSE WITHOUT SIGNIFICANT ONGOING INTERVENTION. SO AGAIN, STUDENTS AT THIS LEVEL DID NOT MEET THE PASSING STANDARD.

MOVING UP, NEXT IS APPROACHES. THIS LEVEL IS CONSIDERED PASSING. STUDENTS ARE LIKELY TO SUCCEED IN THE NEXT GRADE LEVEL OR COURSE WITH TARGETED INTERVENTION AT THIS LEVEL. STUDENTS ARE PASSING WITH SUPPORT, AND THEY DEMONSTRATE AN ABILITY TO APPLY THE ASSESSED KNOWLEDGE AND SKILLS IN FAMILIAR CONTEXT. SO STUDENTS WHO ACHIEVE APPROACHES, THEY HAVE PASSED.

AS WE MOVE UP, THE NEXT LEVEL IS MEET. MEET GRADE LEVEL MEANS THAT STUDENTS HAVE DEMONSTRATED GRADE LEVEL PROFICIENCY. STUDENTS AT THIS PERFORMANCE LEVEL HAVE A HIGH LIKELIHOOD OF SUCCESS IN THE NEXT GRADE LEVEL OR COURSE BUT THEY MAY NEED SOME SHORT-TERM TARGETED INTERVENTION. SO STUDENTS HAVE GRADE-LEVEL PROFICIENCY AND THEY ARE GENERALLY ABLE TO DEMONSTRATE AN ABILITY TO THINK CRITICALLY AND APPLY THE ASSESSED KNOWLEDGE IN FAMILIAR CONTEXTS. MEETS IS WHERE WE STRIVE, UM, AS A DISTRICT TO BE AND ALSO WHERE WE STRIVE FOR OUR CAMPUSES TO BE, AND WE BUILD OUR GOALS AROUND MEETS. AND THE NEXT LEVEL IS MASTERS. STUDENTS AT THIS PERFORMANCE LEVEL ARE EXPECTED TO SUCCEED IN THE NEXT GRADE OR COURSE WITH LITTLE OR NO ACADEMIC INTERVENTION. AND SO STUDENTS PERFORMING HERE, THEY ARE DEMONSTRATING AN ABILITY TO THINK CRITICALLY AND APPLY THE ASSESSED KNOWLEDGE IN MULTIPLE CONTEXTS, BOTH FAMILIAR AND UNFAMILIAR.

AS YOU'VE LISTENED TO BOARD PRESENTATIONS, YOU MAY HAVE HEARD US REFER TO THE 90-60-30 RULE. SO WHAT THAT MEANS IS WE'RE LOOKING FOR AT LEAST 90% OF OUR STUDENTS TO BE AT APPROACHES OR ABOVE.

AT LEAST 60% OF OUR STUDENTS TO BE AT MEET GRADE LEVEL OR ABOVE, AND AT LEAST 30% OF OUR STUDENTS TO BE AT LEAST AT MASTER'S OR ABOVE. WE STRIVE FOR THIS TARGET BECAUSE WHAT IT DOES, IT REPRESENTS A VISION OF SUCCESS FOR ALL STUDENTS, NOT JUST PASSING, BUT THEY ARE DEMONSTRATING THEIR UNDERSTANDING AND READINESS FOR FUTURE LEARNING. WHAT THIS TARGET ALSO DOES IS IT GIVES US A WAY TO TRACK OUR PROGRESS IDENTIFY AREAS FOR IMPROVEMENT, AND FOCUS OUR EFFORT EFFORTS

[01:00:03]

AND IT'S ALSO IMPORTANT TO NOTE THAT OUR PRINCIPALS ARE AWARE OF HOW AND HAVE BEEN TRAINED ON THE 90-60-30 RULE, AND THEY ALSO USE THIS AS THEY ARE SETTING THEIR CAMPUS GOALS AND ALSO WHEN THEY ARE GOING THROUGH THEIR DATA ON THEIR CAMPUSES AS WELL. SO LOOKING AT HOW THE DATA IS GOING TO BE ORGANIZED THAT YOU WILL SEE.

SO UNDERSTANDING THIS FLOW WILL HELP, UM, EVERYTHING MAKE SENSE AS WE ARE GOING THROUGH, BECAUSE YOU ARE GOING TO SEE A LOT OF DATA. SO WHEN WE LOOK AND WE SEE OUR PEER DISTRICT COMPARISON DATA, THIS DATA WILL REFLECT DISTRICTS THAT ARE SIMILAR TO US BY THE NUMBER OF STUDENTS THAT ARE ENROLLED, THEIR PERCENT OF ECONOMICALLY DISADVANTAGED STUDENTS, THEIR PERCENT OF EMERGENT BILINGUAL AND SPECIAL EDUCATION STUDENTS, AND THEIR MOBILITY RATE, WHICH IS HOW FREQUENTLY STUDENTS MOVE IN AND OUT OR HOW STABLE STUDENTS ARE.

THE NEXT SET YOU'LL SEE IS OUR HISTORICAL DATA AT PERCENT OF MEETS. YOU'RE GOING TO SEE 4 YEARS OF PERFORMANCE DATA, SO STARTING WITH 2023. AND I ALSO WANT TO JUST NOTE THAT IN 2023 IS WHEN STAAR IT WAS REDESIGNED, WHERE WE SAW DIFFERENT ITEM TYPES THAT STUDENTS WERE FACED WITH. IT WAS NO LONGER ONLY MULTIPLE CHOICE. THERE WERE EXTENDED CONSTRUCTED RESPONSES, MULTIPLE, OR DIFFERENT ITEM TYPES THAT STUDENTS HAD TO RESPOND TO. AND IT WAS ALSO THE FIRST TIME THAT WE WERE REQUIRED TO ADMINISTER THE ASSESSMENT ONLINE. SO AFTER SHARING EACH GRADE LEVEL'S PERFORMANCE, YOU'RE GOING TO SEE A SLIDE THAT'S TITLED STUDENT PERFORMANCE BY STUDENT GROUPS. AND SO ON THIS SLIDE, WHEN WE GET TO IT, YOU'LL SEE THE PERFORMANCE OF 8 STUDENT GROUPS THAT WILL BE AGGREGATED BY GRADE BAND. SO YOU'LL SEE 3RD AND 4TH GRADE TOGETHER, 5TH, 6TH, 7TH, AND 8TH, AND SO ON. SO THE DATA THAT YOU'RE GOING TO HEAR ABOUT TONIGHT IS OUR PRELIMINARY DATA. OUR OFFICIAL RESULTS WE'LL RECEIVE THOSE IN AUGUST, BUT WE ARE USING THIS DATA THAT WE CURRENTLY HAVE TO DIG INTO IT AND PLAN AND MAKE DECISIONS, AND WE'LL MAKE ADJUSTMENTS IF NEEDED ONCE WE RECEIVE OUR OFFICIAL RESULTS.

JUST TO SHARE WITH YOU SOME OF THE THINGS YOU ARE GOING TO SEE THROUGHOUT THE DATA: YOU ARE GOING TO SEE SOME AREAS WHERE OUR DATA IS STAGNANT, AND YOU'RE GOING TO SEE SOME AREAS WHERE OUR DATA IS WITHIN, IS WITHIN THE MARGIN OF AREA, SO PLUS OR MINUS 3. WHAT I CAN TELL YOU SINCE STEPPING INTO THIS ROLE LAST WEEK. I HAVE BEEN TAKING STEPS TO ANALYZE THE DATA, UM, THAT'S AVAILABLE. WITH OUR EXECUTIVE DIRECTORS AND MR. BENAVIDEZ, WE CONDUCTED A ROOT CAUSE ANALYSIS FOR MATH, AND WE PLAN TO DO THE SAME WITH READING. AND I'LL SHARE MORE ABOUT THE ROOT CAUSE ANALYSIS LATER IN THE PRESENTATION. YOU WILL ALSO SEE THAT WE ARE STILL WORKING TO CLOSE GAPS BETWEEN OUR STUDENT GROUPS AND ALL STUDENTS.

BUT YOU WILL SEE MOVEMENT IN OUR EB STUDENTS AS A RESULT OF OUR LONG-RANGE PLANNING.

AND IF YOU REMEMBER, THAT PRESENTATION WAS SHARED BY DR. SPENCER AND, UM, ANA MUÑOZ, OUR EL DUAL LANGUAGE COORDINATOR. YOU WILL ALSO SEE THAT OUR EB STUDENTS ARE PERFORMING AT OR ABOUT THE SAME, UM, AS OUR ALL STUDENTS. AND IN ONE GRADE BAND, YOU'LL SEE THAT THEIR PERFORMANCE IS ACTUALLY HIGHER THAN OUR ALL STUDENTS. IN ADDITION TO ME LOOKING AT THIS DATA, OUR PRINCIPALS LOOKING AT THIS DATA, OUR CONTENT COORDINATORS ARE ALSO DOING THE SAME. THIS SLIDE IS REGIONAL COMPARISON DATA, AND THE PURPOSE OF IT RIGHT NOW IS JUST TO SHOW YOU AN EXAMPLE. YOU HAVE THIS DATA IN YOUR ATTACHMENTS, BUT I WANT TO WALK THROUGH IT JUST SO WE ARE YOU UNDERSTAND

[01:05:01]

ON THIS SLIDE, IF WE LOOK AT IT JUST FIRST GLANCE, YOU SEE A LOT OF GREEN AND YOU SEE SOME WHITE, AND THEN YOU SEE MANSFIELD ISD HIGHLIGHTED IN YELLOW. GREEN SHOWS THAT MISD PERFORMED THE SAME OR OUTPERFORMED THE COMPARISON DISTRICT, SO GREEN IS GOOD. AND THE WHITE INDICATES SCHOOL DISTRICTS THAT OUTPERFORMED US AT CERTAIN PERFORMANCE LEVELS.

THERE ARE DISTRICTS THAT YOU SEE THAT ARE SHOWING WHITE, BUT OUR PERFORMANCE IS WITHIN A FEW PERCENTAGE POINTS OF THESE SCHOOL DISTRICTS. SO JUST SO WE'RE ALIGNED, LET'S TAKE A LOOK AT READING AND APPLY THE 90-60-10 60-30 TARGET. IN 3RD GRADE READING, OUR PERFORMANCE IS SHOWING 79% OF OUR STUDENTS ARE AT APPROACHES GRADE LEVEL OR ABOVE, 56% OF OUR STUDENTS ARE AT MEETS GRADE LEVEL OR ABOVE AND REMEMBER, THIS IS GRADE LEVEL PROFICIENCY AND 28% OF OUR STUDENTS ARE AT MASTER'S GRADE LEVEL. SO FOR 3RD GRADE READING, WE ARE CLOSE TO THE TARGET IN MEETS AND MASTER'S. MOVING OVER TO MATH, OUR PERFORMANCE IS 72% OF OUR STUDENTS AT OUR APPROACHES GRADE LEVEL, 51% OF OUR STUDENTS ARE AT MEETS GRADE LEVEL OR ABOVE AND REMEMBER AGAIN, GRADE LEVEL PROFICIENCY AND 26% OF OUR STUDENTS ARE AT MASTER'S GRADE LEVEL. SO IN 3RD GRADE MATH, WE ARE CLOSE, CLOSER TO THE TARGET OF 30% IN MEETS I'M SORRY, IN MASTERS, BUT WE DO HAVE SOME WORK TO DO IN OUR MEETS AND APPROACHES.

SO LIKE I SAID, YOU DO HAVE THAT IN YOUR THE REMAINDER OF THE GRADE LEVELS IN YOUR EXHIBIT. SO MOVING THROUGH THIS DATA, SO THIS WILL CONNECT THE SLIDE WHERE I WAS SHARING HOW OUR DATA IS ORGANIZED. SO ON THE LEFT-HAND SIDE, YOU SEE OUR 2026 STAAR PERFORMANCE. THE DISTRICTS THAT ARE SHOWN WITH MANSFIELD ISD ARE THOSE COMPARISON DISTRICTS THAT LOOK SIMILAR TO US. AND JUST REMEMBER, IT MAY NOT ALWAYS BE AN APPLES-TO-APPLES COMPARISON. THERE CAN BE SOME VARIATIONS, BUT WE DO HAVE A LOT OF SIMILARITIES WITH THESE DISTRICTS. AND THEN ON THE RIGHT-HAND SIDE, YOU SEE OUR HISTORICAL DATA AT PERCENT THE PERCENT AT MEETS. SO BEGINNING WITH THIS SLIDE, YOU WILL SEE TWO OF OUR COMPARISON DISTRICTS APPEARING IN WHITE: ALVIN ISD AND LAMAR CONSOLIDATED ISD. YOU WILL SEE A TREND CONTINUE THROUGHOUT OUR 3 THROUGH 8 DATA. IF YOU REMEMBER, LAMAR CONSOLIDATED IS THE SCHOOL DISTRICT THAT OUR TEAM WENT TO VISIT BACK IN THE FALL. WE LOOKED AT THE THINGS THEY WERE DOING AND WHAT THEY WERE OFFERING, AND WE DIDN'T NECESSARILY IDENTIFY ANYTHING THAT THEY WERE DOING THAT WAS DRASTICALLY DIFFERENT FROM WHAT WE WERE DOING, BUT THEY'RE DOING SOMETHING.

FROM THE TREND, WE SEE THAT WE DO NEED TO TAKE ANOTHER LOOK AT WHAT WE'RE DOING, AND I'LL GO THROUGH THAT THROUGHOUT THE, UM, TOWARDS THE END OF THE PRESENTATION. SO WE'RE AT 51% MEETS FOR OUR, UM, 3RD GRADE PERFORMANCE AND 26% MASTERS. SO AGAIN, PRETTY CLOSE THERE. MOVING ON TO 4TH GRADE MATH, LOOKING AT OUR TREND, WE ARE WITHIN THE MARGIN OF ERROR FROM LAST YEAR TO THIS YEAR.

WITH OUR PERFORMANCE BEING CLOSE TO THE TARGET, UM, OF MEETS AT 58% OF OUR STUDENTS, AND 30% OF OUR 4TH GRADERS ATTAINED MASTERS.

WHEN WE GET TO THIS SLIDE, THIS IS THE SLIDE WHERE YOU WILL SEE OUR STUDENT PERFORMANCE DATA AGGREGATED. SO ON THE SCREEN YOU SEE 3RD AND 4TH GRADE MATH.

REMEMBER, YOU'LL SEE IT THROUGH OUR 8 STUDENT GROUPS, AND I'LL SHOW YOU THE COMPARISON FOR BOTH CONTENT AREAS.

FOR ALL OF THE GRADE BANDS. I DO WANT TO NOTE THAT SOMETIMES, DEPENDING ON THE GRADE LEVEL AND THE CONTENT, YOU'LL NOTICE THAT OUR STUDENT GROUPS ARE PERFORMING WITH SOME OF OUR STUDENT GROUPS ARE PERFORMING WITH OUR ALL STUDENTS. AND SO WE HAVE AREAS WHERE WE ARE WORKING TO CLOSE THE GAPS.

IN SOME AREAS, YOU WILL SEE THAT WE HAVE CONTINUED WORK TO DO. AND JUST KNOW THAT WE ARE PAYING CLOSE ATTENTION TO ALL OF OUR STUDENT GROUPS AND REALLY WORKING, UM, ON PLANS TO EXAMINE AND REFINE OUR SUPPORT FOR OUR ECONOMICALLY DISADVANTAGED STUDENTS AND OUR SPECIAL EDUCATION STUDENTS.

IN 3RD AND 4TH GRADE MATH, OUR EMERGENT BILINGUAL STUDENTS ARE PERFORMING WHERE OUR ALL STUDENTS ARE PERFORMING, WITH THIS SLIDE SHOWING A PERCENTAGE 1 PERCENTAGE POINT DIFFERENCE IN PERFORMANCE. THEY ARE 1 TO 2 PERCENTAGE POINTS BELOW ALL STUDENTS. WE DO SEE THAT OUR AFRICAN AMERICAN AND HISPANIC AND ECONOMICALLY DISADVANTAGED ARE SHOWING GAPS.

AND WE ALSO SEE THAT OUR SPECIAL EDUCATION STUDENTS ARE SHOWING, SHOWING AN EVEN LARGER GAP.

MOVING OVER TO 3RD GRADE READING, OUR '25 AND '26 PERFORMANCE IS THE SAME WITH A SLIGHT INCREASE FROM '23 AND '24. ALTHOUGH YOU SEE 2 SCHOOL DISTRICTS THAT ARE WHITE,

[01:10:03]

OUR TEACHERS CONTINUE TO RECEIVE SUPPORT TO, UM, HELP THEIR STUDENTS UNDERSTAND AND HAVE OPPORTUNITIES TO PRACTICE WHAT GOOD WRITING LOOKS LIKE.

OUR TEACHERS ARE ALSO RECEIVING TRAINING ON HOW TO MODEL GOOD WRITING AND ALSO ASSISTING STUDENTS WITH LEARNING HOW TO ANSWER THE PROMPT. ALSO, OUR ELAR COORDINATOR IS WORKING ON EXAMINING THE PROMPT FROM THIS YEAR TO FIND AREAS OF OPPORTUNITY, UM, TO ALLOW US TO BETTER PREPARE OUR THIRD GRADERS.

IN FOURTH GRADE READING, OUR 2026 PERFORMANCE IS LOWER THAN LAST YEAR BUT SLIGHTLY HIGHER THAN WHERE WE WERE IN '23 AND '24. YOU CAN SEE THAT 83% OF OUR FOURTH GRADERS IN READING ARE AT APPROACHES 59% OF OUR 4TH GRADERS ARE AT MEET, SO THEY ARE ABOUT 1 PERCENTAGE POINT AWAY FROM MEETING THE TARGET. AND 28% OF OUR 4TH GRADERS ARE AT MASTER'S. AND I DO WANT TO POINT OUT THAT AS I WAS DIGGING INTO THE DATA, THIS GROUP AS 3RD GRADERS, THEY WERE AT 56% MEETS LAST YEAR, SO THEY DID MAKE SOME GAINS. 3RD AND 4TH GRADE DATA BY STUDENT GROUP. THE TREND THAT YOU SEE HERE IS ABOUT THE SAME ACROSS STUDENT GROUPS, AND WE CONTINUE TO FOCUS, UM, ON CLOSING GAPS FOUND BETWEEN OUR ALL STUDENTS AND OUR ECONOMICALLY DISADVANTAGED AND OUR SPECIAL EDUCATION STUDENTS.

HERE, OUR EB STUDENTS ARE CLOSE TO CLOSING THE GAP BETWEEN OUR ALL STUDENTS, WITH US AGAIN CONTINUING TO PAY ATTENTION TO OUR SPED AND ECONOMICALLY DISADVANTAGED.

MOVING ON TO 5TH GRADE MATH.

THE LAST 2 YEARS, ON IF YOU'RE LOOKING AT OUR HISTORICAL DATA, THE LAST 2 YEARS WE'VE BEEN 6 TO 7 PERCENTAGE POINTS LOWER THAN OUR PERFORMANCE IN '23 AND '24 WITH OUR COMPARISON DISTRICTS.

THIS IS THE ONLY SLIDE WHERE YOU WILL SEE MORE WHITE THAN GREEN, MAINLY IN MASTERS, AND THEY ARE SHOWING JUST A FEW PERCENTAGE POINTS HIGHER THAN WE ARE. 6TH GRADE MATH. OUR PERFORMANCE HERE REMAINS STAGNANT DESPITE A SLIGHT INCREASE IN PERFORMANCE FROM LAST YEAR. WHEN WE LOOK AT OUR PERFORMANCE ACROSS THE PERFORMANCE LEVELS, MOVING OVER TO THAT 2026, UM, PERFORMANCE, WE HAVE A LARGER PERCENTAGE OF OUR STUDENTS AT APPROACHES IN 6TH GRADE MATH. THIS GROUP OF STUDENTS, THEY PERFORMED AT 46% MEETS LAST YEAR, AND THEY'RE PERFORMING NOW AT 49%. SO AS 5TH GRADERS, THEY WERE 46%. AND WE ARE WITHIN 2 TO 4 POINTS OF THE, UM, ONE OF THE DISTRICTS THAT YOU SEE IN WHITE. 5TH AND 6TH GRADE MATH BY STUDENT GROUPS. HERE YOU CAN SEE THAT OUR EMERGENT BILINGUAL STUDENTS ARE PERFORMING HIGHER THAN OUR ALL STUDENTS HERE AND ALSO HIGHER THAN THE MAJORITY OF THOSE, OUR STUDENT GROUPS HERE, WITH THE EXCEPTION OF WHITE AND ASIAN. THIS CONTINUES TO SHOW THE IMPACT OF OUR IMPLEMENTATION OF OUR PLAN TO SUPPORT AND ADDRESS THE NEEDS OF OUR EB STUDENTS, OR OUR LONG-RANGE PLANNING.

YOU CAN SEE THAT OUR ECONOMICALLY DISADVANTAGED, AFRICAN AMERICAN, AND HISPANIC STUDENT GROUPS ARE PERFORMING CLOSE TO EACH OTHER, BUT NOT WHERE OUR ALL STUDENTS ARE.

FIFTH GRADE READING. HERE WE ARE PERFORMING ABOUT THE SAME WITH SMALL VARIATIONS FROM YEAR TO YEAR, BUT WE CONTINUE TO MEET OR HOVER RIGHT AT OUR 60% FOR MEETS. OUR PERCENTAGE OF STUDENTS AT MASTERS IS ABOVE THE TARGET WITH 35%, AND MEETS IS SITTING REALLY CLOSE TO THE TARGET, AND WE'VE GOT 79% OF OUR STUDENTS ARE AT APPROACHES. MOVING ON TO 6TH GRADE READING. HERE WE'VE REACHED THE 60% TARGET FOR MEETS IN 2024, WE, UM, ARE SHOWING THAT WE ARE NOT QUITE WHERE WE WERE, UM, OR I'M SORRY, WE WERE 65% IN 2024, SLIGHT DECREASE YEAR OVER YEAR, BUT OUR PERCENTAGE OF STUDENTS AT MASTER'S IS ABOVE THE 30%, AND 34% OF OUR STUDENTS ARE SHOWING MASTER'S WITH MEETS BEING AT 61%. 5TH AND 6TH GRADE READING. IF YOU LOOK HERE, OUR STUDENTS ARE PERFORMING ABOUT WHERE OUR 3RD AND 4TH GRADE STUDENT GROUPS WERE PERFORMING.

IN THIS GRADE BAND, WE DO SEE THAT OUR PERFORMANCE OF OUR ECONOMICALLY DISADVANTAGED STUDENT GROUPS, IT DOES INCREASE FROM YEAR TO YEAR. AND THEN YOU WILL SEE

[01:15:01]

BUT IT IS IMPORTANT TO NOTE HERE THAT IN OTHER DISTRICTS, THEIR 7TH GRADE ADVANCED STUDENTS DO TAKE THE 8TH GRADE STAAR.

BUT OUR MEETS PERFORMANCE IS AT 50% AND 19% MASTERS. 8TH GRADE MATH. THIS IS ANOTHER PLACE TO TAKE NOTE. THIS SLIDE IS NOT GOING TO SHOW YOU AN APPLES-TO-APPLES COMPARISON WITH OUR PEER DISTRICTS BECAUSE OUR ADVANCED STUDENTS ARE NOT REPRESENTED IN THIS DATA. OUR ADVANCED STUDENTS TAKE ALGEBRA 01, AND IN OTHER DISTRICTS REPRESENTED HERE, THEIR 7TH AND 8TH GRADE STUDENTS ARE TAKING THIS TEST. THE 8TH GRADE STAAR.

SO ALTHOUGH 42% OF OUR STUDENTS HERE ARE AT MEETS FOR 8TH GRADE MATH, YOU CAN SEE ON THE RIGHT-HAND SIDE THAT OUR DATA IS STAGNANT.

7TH AND 8TH GRADE MATH TOGETHER. HERE THE PERFORMANCE BY STUDENT GROUPS FOR 7TH AND 8TH GRADE MATH. 7TH GRADE READING. HERE WE ARE SITTING RIGHT AT THE 60% TARGET FOR MEETS, AND THAT HAS BEEN WE'VE BEEN SITTING IN THE 60% AT THE TARGET FOR THE PAST 3 YEARS, AND OUR MASTER'S PERFORMANCE IS AT 35% ABOVE THE TARGET. 8TH GRADE READING, WE'VE SEEN A STEADY INCREASE IN OUR MEETS PERFORMANCE HERE WITH 60% OF OUR STUDENTS PERFORMING AT THIS LEVEL. 8TH GRADE, IF YOU LOOK ACROSS, IS RIGHT AT THE 90-60-30. WE'RE RIGHT THERE IN APPROACHES. WE ARE REALLY CLOSE WITH 88% OF OUR STUDENTS MEETING THE APPROACHES AND 67% AT MEETS AND 38% AT MASTERS. 7TH AND 8TH GRADE READING I MENTIONED THE INCREASE IN OUR ECONOMICALLY DISADVANTAGED STUDENTS' PERFORMANCE AS THEY MOVED ACROSS THE GRADE BAND. AS 7TH AND 8TH GRADERS, 52% OF OUR STUDENTS IN THIS STUDENT GROUP WERE PERFORMING AT MEETS. WHILE OUR WORK CONTINUES ON CLOSING THE GAP AMONG OUR STUDENT GROUPS, I WANTED TO HIGHLIGHT THE GROWTH, UM, OF THIS GROUP OF STUDENTS. AS YOU ALSO CAN SEE, OUR EB STUDENTS ARE WITHIN 3 PERCENTAGE POINTS OF OUR ALL STUDENTS AND THROUGHOUT THE PRESENTATION, YOU SAW GAINS MADE BY OUR EB STUDENTS, AND I JUST WANT TO REINFORCE AGAIN THE WORK THAT WAS DONE BY OUR EB LONG-RANGE PLANNING THAT WAS STARTED LAST YEAR. AND SO I KNOW YOU, YOU WANT A REFRESHER. WHAT DID THEY DO? THEIR GOAL WAS TO CREATE AN EDUCATIONAL ENVIRONMENT THAT EMPOWERED OUR EMERGENT BILINGUAL STUDENTS, AND IT FOSTERED ACADEMIC GROWTH AND ALSO PERSONAL GROWTH. SO A SYSTEMATIC APPROACH WAS TAKEN TO INTEGRATE EDUCATIONAL PRACTICES THAT WOULD SUPPORT OUR EB LEARNERS. THIS INCLUDED A FOCUS ON INTEGRATING BEST PRACTICES AND PERSPECTIVES TO ENHANCE THE LEARNING EXPERIENCES OF OUR EB STUDENTS. IT ALSO INCLUDED PROFESSIONAL DEVELOPMENT THAT WAS FOCUSED ON SECOND LANGUAGE ACQUISITION, TEACHING METHODS TO ADDRESS THE UNIQUE LEARNING NEEDS OF STUDENTS. A FOCUS WAS ALSO PLACED ON STRENGTHENING THE INSTRUCTIONAL ALIGNMENT ACROSS CAMPUSES AND PREPARING OUR CAMPUS LEADERS AND OUR TEACHERS WITH EMBEDDING LANGUAGE DEVELOPMENT STRATEGIES IN LESSONS THAT THEY PLANNED AND LESSONS THAT WERE DELIVERED TO STUDENTS. SO THIS COMMITTEE ALSO WORKED WITH OUR CURRICULUM AND INSTRUCTION TEAM TO EMBED INSTRUCTIONAL STRATEGIES INTO CURRICULUM DOCUMENTS TO BETTER SUPPORT OUR EB STUDENTS.

THEY REMAINED COMMITTED TO REINFORCING A LANGUAGE-RICH INSTRUCTION AS A SHARED RESPONSIBILITY ACROSS ALL CONTENT AREAS AND DISCIPLINES ACROSS OUR DISTRICT. AND SO AGAIN, WHAT YOU SEE IS OUR EB STUDENT GROUP, THEY SHOWED GAINS, WHICH TELLS US THAT THE WORK OF THE COMMITTEE DID HAVE AN IMPACT. SO BECAUSE OF THIS, OUR PLAN IS TO REPLICATE THIS PLANNING AND THIS PROCESS OF BUILDING A COMMITTEE TO DO THE SAME THING TO ADDRESS THE NEEDS OF OUR SPECIAL EDUCATION STUDENTS.

AND WE CAN ALSO DO THIS WORK TO SUPPORT OUR OTHER STUDENT GROUPS AS WELL. SO BEFORE I TURN IT OVER TO MR. BENAVIDEZ, I JUST WANT TO BRING ALL OF, UM, WHAT WAS SHARED TOGETHER SO YOU COULD SEE THE CONNECTION. WHAT YOU SEE ON THE SCREEN IS WHAT I'M GOING TO CALL OUR CIRCLE OF IMPACT.

AS WE REFLECT BACK ON THE DATA THAT YOU SAW, SOME OF THE NOTICING MAY HAVE BEEN: WHEN COMPARED TO LAST YEAR, OUR PERFORMANCE WAS THE SAME OR WITHIN 3 PERCENTAGE POINTS FOR BOTH READING AND MATH. WE HAVE STAGNATION IN OUR DATA.

READING PERFORMANCE IS BETTER

[01:20:01]

SO WHAT DOES THIS TELL US? OUR DATA MAKES IT CLEAR THAT THIS WORK IS NOT ISOLATED TO SPECIFIC CAMPUSES. WHAT IT TELLS US IS THAT WE HAVE SOME INCONSISTENCIES AND SOME GAPS IN OUR SYSTEM, AND BECAUSE OF THAT, OUR RESPONSE HAS TO BE SYSTEMIC HAS TO BE ALIGNED AND IT HAS TO BE FOCUSED ON DISTRICT-WIDE IMPACT. SO WHAT YOU SEE HERE IN THE CIRCLE OF IMPACT AND I MADE THAT UP, I DIDN'T GET THAT FROM ANYWHERE SO OUR CIRCLE OF IMPACT SHOWS US THAT OUR STUDENTS ARE AT THE CORE. AND SO WE'LL USE STUDENT OUTCOMES BECAUSE ULTIMATELY THAT'S THE GOAL. OUR STUDENTS' OUTCOMES ARE DEFINITELY IMPACTED BY WHAT THEY, WHAT THEY RECEIVE IN THE CLASSROOM, THE INSTRUCTION THAT'S BEING DELIVERED TO THEM, AND THE SUPPORT THAT THEY RECEIVE.

EVERYTHING ELSE AROUND IT ONLY STRENGTHENS WHAT HAPPENS IN OUR CLASSROOMS EVERY DAY.

SO NOW, TAKING THE CIRCLE OF IMPACT, AND WE'RE GOING TO MOVE AND KIND OF THINK OF IT THROUGH THIS LENS, A SYSTEM OF INFLUENCE. SO THE CHALLENGES WITHIN OUR SYSTEM ARE THE STRENGTH OF OUR CURRICULUM, THE ALIGNMENT BETWEEN WHAT IS WRITTEN, TAUGHT, AND TESTED, AND THE CONSISTENCY OF INSTRUCTION THAT'S BEING DELIVERED. SO AGAIN, WE KNOW THIS IS NOT ISOLATED TO A CAMPUS THIS IS SOMETHING THAT WE WILL ADDRESS AS A DISTRICT. IT'S A BROAD AREA THAT WE NEED TO LOOK THROUGH.

SO ANY ADJUSTMENTS THAT ARE MADE HAVE TO START AND TAKE PLACE AT THE DISTRICT LEVEL. SO WHAT ARE OUR NEXT STEPS? SO UNDERSTANDING THE SYSTEM OF INFLUENCE IS ESSENTIAL.

WHAT YOU'LL SEE, YOU SEE INSTRUCTIONAL ALIGNMENT, CAPACITY BUILDING, IMPLEMENTATION AND EVALUATION, AND CONTINUOUS IMPROVEMENT.

WHICH ALL OF THESE CONNECT BACK TO OUR EFFORTS TO IMPROVE STUDENT OUTCOMES.

SO TAKING THOSE APART JUST FOR A BIT, INSTRUCTIONAL ALIGNMENT DEFINITELY HAS A STRONG, LARGE INFLUENCE ON OUR STUDENT OUTCOMES. SO STARTING WITH WHAT IS HAPPENING IN OUR CLASSROOMS EVERY DAY, WE HAVE TO ENSURE THAT OUR CURRICULUM, OUR STANDARDS, OUR SCOPE AND SEQUENCE, OUR ASSESSMENTS EVERYTHING IS ALIGNED. AND SO WHEN WE TALK ABOUT CURRICULUM, IT IS HOW THE MATERIAL IS TAUGHT. SO WE'RE LOOKING AT THE SPECIFIC LESSONS, THE ACTIVITIES, AND THE RESOURCES THAT ARE BEING USED AND PRESENTED TO STUDENTS. OUR DATA DOES SHOW US THAT THIS IS AN AREA THAT WE NEED TO LOOK AT.

WHEN WE LOOK AT WHAT WE TEACH AND THE IMPACT THAT IT HAS ON STUDENT LEARNING, IT DEFINITELY IS GOING TO REQUIRE US TO DO THOSE THINGS THAT YOU SEE IN THE BOX. SO SOME OF OUR ACTIONS WILL BE EVALUATING AND REFINING OUR CURRICULUM FOR STANDARDS ALIGNMENT.

ENSURING ALIGNMENT BETWEEN WHAT'S WRITTEN, TAUGHT, AND TESTED. REVIEWING THE IMPLEMENTATION OF ALIGNED PRACTICES ACROSS CAMPUSES. SO WHEN WE IDENTIFY SOMETHING AS A PRACTICE THAT IS GOOD FOR KIDS, AND THE EXAMPLES THAT YOU HEARD, OR WHAT YOU HEARD FROM OUR DATA WITH OUR EB STUDENTS, WE'VE IMPLEMENTED SOME REALLY GOOD PRACTICES. WE CAN ALIGN THOSE THINGS ACROSS OUR CAMPUSES AND SEE, HAVE A STRONG IMPACT. WE ALSO CAN, UM, CONDUCT CAMPUS WALKTHROUGHS THAT ARE FOCUSED ON THESE ALIGNED PRACTICES.

THIS WILL ALLOW US THE OPPORTUNITY TO BE ABLE TO PROVIDE SUPPORT WHERE SUPPORT IS NEEDED. AND A HUGE PIECE IS DEFINING AND STRENGTHENING WHAT OUR EXPECTATIONS ARE FOR TIER 1 INSTRUCTION AND THEN MONITORING THAT ALIGNMENT ACROSS OUR CAMPUSES. THE NEXT PIECE IS CAPACITY BUILDING.

THIS WAS ALSO A FOCUS OF THE LONG RANGE PLANNING COMMITTEE.

BUT WE ALSO KNOW THAT STUDENT OUTCOMES DEFINITELY DEPEND ON HOW WELL THEY RECEIVE INSTRUCTION, SO HOW WELL THEY ARE TAUGHT.

SO AS WE WORK TO IMPROVE STUDENT OUTCOMES, IT'S NOT JUST THROUGH OUR TEACHERS BUT THROUGH THE ENTIRE SYSTEM THAT SUPPORTS INSTRUCTION. SO OUR TEACHERS, THEY HAVE THE, A DIRECT IMPACT. THEY ARE THE CLOSEST TO OUR STUDENTS. OUR CAMPUS LEADERS, THEY IMPACT THE CAMPUS SYSTEMS AND THE COACHING AND FEEDBACK THAT TAKE PLACE ON THEIR CAMPUS. OUR CORE CURRICULUM COORDINATORS AND COACHES, THEY'RE RESPONSIBLE FOR THE CONTENT, THE CURRICULUM, AND THEY ALSO CAN RECEIVE COACHING. AND THEN OUR TEACHING AND LEARNING AND LEADERSHIP TEAM, WE ARE RESPONSIBLE FOR LEADERSHIP DEVELOPMENT, INSTRUCTIONAL DEVELOPMENT, AND THEN ALSO COACHING AND FEEDBACK. SO HOW DO WE IMPACT WHAT TAKES PLACE IN OUR CLASSROOMS AND WHAT OUR STUDENTS ARE RECEIVING? SO WE START WITH BUILDING THE CAPACITY OF THOSE THAT IMPACT WHAT OUR STUDENTS ARE RECEIVING. AND THEN WE WALK THROUGH LOOKING AT THE PROFESSIONAL LEARNING THAT'S TIED TO THE GAPS THAT EXIST IN OUR DATA. WE IMPLEMENT COACHING CYCLES BECAUSE THAT'S HOW WE SUPPORT TEACHERS.

THAT'S HOW WE GROW. THAT'S HOW WE SUPPORT OUR COORDINATORS.

THAT'S HOW WE SUPPORT OUR CAMPUS LEADERS. I THINK WE ALL BENEFIT FROM COACHING. WE BUILD CAPACITY TO LEAD DATA CONVERSATIONS AND INSTRUCTION.

OUR DATA TELLS A STORY, RIGHT? BUT IT DEPENDS ON WHAT WE DO

[01:25:02]

AND WE HAVE TO BUILD CAPACITY TO SUPPORT OUR STUDENT GROUPS.

EVERY STUDENT IS DIFFERENT AND ALL OF THEIR NEEDS ARE DIFFERENT, AND WHAT MAY WORK FOR ONE STUDENT MAY NOT WORK FOR ANOTHER STUDENT. SO WE BUILD CAPACITY TO SUPPORT ALL STUDENTS. AND THEN SHARING BEST PRACTICES FROM HIGH-PERFORMING CAMPUSES.

CAMPUSES.

IF WE'VE GOT CAMPUSES THAT ARE DOING THINGS WELL AND THEIR DATA SHOWS THAT THEY'RE DOING THINGS WELL, WE LIKE TO SHARE IT AND OUR PRINCIPALS DO A GREAT JOB OF SHARING WITH EACH OTHER. MOVING ON TO IMPLEMENTATION AND EVALUATION.

SO THIS YEAR WE ARE GETTING A NEW MATH RESOURCE FOR THIS UPCOMING YEAR. WE'VE HAD A 4-YEAR GAP WITH NOT HAVING A RESOURCE, SO WE KNOW I'M NOT GOING TO SAY WE BELIEVE OR WE THINK, WE KNOW THAT WE ARE GOING TO SEE AN IMPACT. WE ARE ALSO AWARE THAT IT CAN TAKE 3 TO 5 YEARS TO SEE GAINS, BUT WE ARE EXCITED ABOUT THE IMPLEMENTATION. A PART OF INFLUENCING OUR, UM, SYSTEM IS THE IMPLEMENTATION AND EVALUATION. AS WE IMPLEMENT STRATEGIES AND BEST PRACTICES, WE HAVE TO MONITOR THEM, RIGHT? WE HAVE TO CONDUCT TARGETED WALKTHROUGHS TO MONITOR AND MAKE ADJUSTMENTS ALONG THE WAY BASED ON WHAT OUR DATA SAYS. SO INSTEAD OF WAITING UNTIL THE END, WE'LL MONITOR, WE'LL WALK, AND WE'LL MAKE THOSE ADJUSTMENTS ON THE WAY, ALONG THE WAY BASED ON OUR DATA AND WHAT WE OBSERVE. AND THEN WE ALSO HAVE TO CONTINUALLY MONITOR AND ASSESS OUR STUDENT PROGRESS ALONG THE WAY AS WELL. AND THEN THIS ONE WE KNOW WE ARE ALL FAMILIAR BECAUSE WE ARE A DISTRICT OF CONTINUOUS IMPROVEMENT. SO I SAID EARLIER, AS I STEPPED INTO MY ROLE LAST WEEK, I DO UNDERSTAND THAT IT IS IMPORTANT FOR US TO MEET THE NEEDS OF ALL STUDENTS. AND I AM AWARE ALSO THAT OUR DATA SHOWS THAT WE DO HAVE SOME WORK TO DO.

BUT THAT ALSO STARTS WITH ANALYZING THE DATA. I MENTIONED TO YOU THAT WE CONDUCTED A ROOT CAUSE ANALYSIS FOR MATH. OUR CIA LEADERSHIP TEAM PULLED, UM, DIFFERENT MEMBERS OF OUR CURRICULUM TEAM, SOME OF OUR PRINCIPALS, MEMBERS OF OUR SPECIAL POPULATIONS TEAM, FINE ARTS, CTE, FEDERAL PROGRAMS. WE WANTED TO HAVE A VAST REPRESENTATION OF PEOPLE FROM ACROSS THE DISTRICT WITH ALSO DIFFERENT EXPERIENCES AND BRING DIFFERENT INSIGHT AND VIEWS, UM, SO WE CAN DIG INTO OUR DATA. I WILL SAY WITH OUR MATH DATA, WE WERE LIMITED. WE DIDN'T HAVE THE INDIVIDUAL STANDARDS, SO WE DIDN'T HAVE OUR TEKS DATA, BUT WE DID HAVE OUR OVERALL DATA THAT MUCH OF WHAT YOU SAW TODAY. AND SO WHAT WE FOUND WAS THAT OUR STUDENTS WERE WHAT THEY WERE BEING PROVIDED AND WHAT WAS BEING TAUGHT DID NOT ALWAYS MEET THE VERY NEEDS OF OUR STUDENTS. SO WITH THAT, WE DO HAVE TO TAKE A DEEPER LOOK INTO OUR INDIVIDUAL GRADE LEVEL DATA, OUR CAMPUS DATA, AND ALSO PERFORMANCE ON THE INDIVIDUAL STANDARDS TO ENSURE THAT OUR PLAN TRULY ADDRESSES THE ROOT CAUSE OF A PROBLEM AND NOT A SYMPTOM.

SO WE WILL CONTINUE OUR ANALYSIS. WE'LL DO THE SAME THING FOR READING. WE JUST HADN'T GOTTEN TO IT YET, BUT WE WILL, UM, COMPLETE THAT. AND WITH THIS INFORMATION AT THE DISTRICT LEVEL, THE NEXT STEP WOULD BE TO DEVELOP A PLAN THAT WE WILL USE TO SUPPORT THESE FINDINGS FROM OUR DATA. WE'LL TAKE A LOOK AT THE IMPLEMENTATION OF OUR CURRICULUM, OUR INSTRUCTIONAL PRACTICES, AND THE ALIGNMENT OF WHAT'S WRITTEN, TAUGHT, AND TESTED, AND MAKE REFINEMENTS FROM THERE. SO AT THIS TIME, I WILL TURN IT OVER TO MR. BENAVIDEZ.

OKAY, THANK YOU, DR.

PATTON. SO THE COMPARISON DATA THAT'S AVAILABLE CURRENTLY RIGHT NOW FROM OUR PEER DISTRICTS IS BASED ON ALL TESTERS. SO THAT INCLUDES OUR FIRST-TIME TESTERS AS WELL AS STUDENTS WHO HAVE NOT BEEN SUCCESSFUL THE FIRST TIME THEY'VE TAKEN THE TEST AND HAVE GIVEN OR, AND THEY'RE GIVEN MULTIPLE OPPORTUNITIES THROUGHOUT THE YEAR, TO, BE ABLE TO MEET THAT APPROACH LEVEL.

SO WE TYPICALLY USE OUR FIRST-TIME TESTER DATA TO ENSURE THE MOST ACCURATE AND MEANINGFUL COMPARISONS ACROSS CAMPUSES AND OVER TIME, ARE THERE. SO YOU'LL SEE BOTH DATA SETS THIS EVENING BECAUSE OF, AGAIN, THE COMPARISON THAT WE WANT TO MAKE. IT'S ALSO IMPORTANT TO REMEMBER THAT HIGH SCHOOL STUDENTS MUST SUCCESSFULLY PASS THE 5 END-OF-COURSE ASSESSMENTS AT THE HIGH SCHOOL LEVEL IN ORDER TO MEET GRADUATION REQUIREMENTS. SO THAT'S CURRENTLY ENGLISH 1, ENGLISH 02, ALGEBRA 1, BIOLOGY, AND U.S. HISTORY. AGAIN, AND THAT'S AT THE APPROACHES LEVEL, AS DR. PATTON INDICATED. SO OUR FIRST SLIDE IS ABOUT THE ALGEBRA 1, AND AS YOU CAN SEE ON THE RIGHT, OUR ALGEBRA 1 RESULTS AT THE MEETS GRADE LEVEL HAS SHOWN SIGNIFICANT IMPROVEMENT OVER THE PAST 4 YEARS. THIS GROWTH IS A TESTAMENT AND THE CAPACITY BUILDING, WE BELIEVE, OF OUR INSTRUCTIONAL LEADERSHIP OF OUR CAMPUSES, HIGH SCHOOL PRINCIPALS, AS WELL AS THE DEDICATED WORK OF OUR TEACHERS WORKING THROUGH THE PLC PROCESS.

AT ITS CORE, THE PLC PROCESS IS GUIDED BY 4 ESSENTIAL QUESTIONS THAT TEACHERS WORK THROUGH TOGETHER AS A COLLABORATIVE TEAM.

WHAT WE WHAT DO WE WANT OUR STUDENTS TO KNOW AND BE ABLE TO DO IN THEIR CONTENT AREA?

[01:30:02]

AND ONCE AGAIN, WE'RE VERY PROUD AND CELEBRATE THE WORK OF OUR ALGEBRA 1 TEAMS AT ALL OUR HIGH SCHOOLS BASED ON THIS DATA. WHEN YOU LOOK AT THE TABLE HERE, IT THIS ILLUSTRATES HOW OUR STUDENTS PERFORMED AT THE APPROACHES, MEETS, AND MASTERS LEVEL COMPARED TO OUR NEIGHBORING DISTRICTS.

AND AS YOU CAN SEE, OUR STUDENTS HAVE OUTPERFORMED OUR NEIGHBORS, REGION 11, AS WELL AS STATE ACROSS EACH PERFORMANCE. AND AGAIN, NOTING THE 90-60, RULE THE 90-60-30 RULE 91% OF OUR STUDENTS PERFORMED AT THE APPROACHES LEVEL, 75 AT THE MEETS LEVEL, AND THIS IS 52 AT THE MASTER LEVEL. AND ONCE AGAIN, THIS IS ALL STUDENTS, SO THOSE FIRST-TIME TESTERS AS WELL AS OUR RETESTERS. WHEN WE LOOK AT OUR STUDENT GROUPS IN ALGEBRA 1, INTENTIONALLY THIS IS UP FOR OUR FIRST-TIME STUDENTS.

SO AGAIN, YOU'RE GOING TO SEE A CHANGE IN THE DIFFERENT BETWEEN, THE MEETS HERE. BUT AGAIN, INTERNALLY LOOKING AT THE MEETS LEVEL, THIS IS, THE LARGEST ACHIEVEMENT GAP THAT WE SEE IS BETWEEN ALL STUDENTS AND OUR SPECIAL EDUCATION STUDENTS. THE SECOND LARGEST GAP IS WITH OUR ECONOMICALLY DISADVANTAGED AND OUR HISPANIC STUDENTS. THIS IS AN IMPROVEMENT FROM LAST YEAR. LAST YEAR THE GAP WAS 11% COMPARED TO 7%, THIS YEAR. BUT AGAIN, THIS IS THE WORK THAT WE'RE FOCUSED ON, THE WORK THAT, AGAIN, OUR TEACHERS ARE COLLABORATING AROUND BEING ABLE TO SHARE AND BUILD CAPACITY WITH EACH OTHER. FOR ENGLISH 1 PERFORMANCE THIS YEAR, 75% OF OUR FIRST-TIME ENGLISH 1 TESTERS ACHIEVED AT THE MEETS LEVEL. THIS REPRESENTS THE HIGHEST LEVEL MEETS PERFORMANCE IN THE LAST 4 YEARS. AS YOU CAN SEE, WE OUTPERFORM EACH OF OUR COMPARABLE DISTRICTS AS WELL AS REGION 11 IN THE STATE AT THE MEETS LEVEL. AND BASED ON THE FEEDBACK FROM OUR PRINCIPALS DURING THEIR COA END OF THE YEAR COAS, AGAIN, THEY SAY THE SUCCESS IS ALSO A DIRECT RESULT OF THE CONSISTENT IMPLEMENTATION OF PLC PROCESS, ENSURING THAT OUR TEACHERS ARE CLEAR ON WHAT THE MOST ESSENTIAL STANDARDS ARE, WHAT HOW THEY'RE BEING ASSESSED, EVALUATING STUDENT WORK, AND PROVIDING TIMELY FEEDBACK DURING THE WRITTEN PROCESS, THE WRITING PROCESS. ALSO, WE WORK TO PROVIDE INTERVENTIONS WHEN STUDENTS NEED EXTRA TIME AND EXTRA SUPPORT, AND THAT'S ALL PLANNED THROUGH THE PLC PROCESS. PLC TEAMS. WHEN WE LOOK AT WHEN WE COMPARE OUR STUDENTS' PERFORMANCE TO THAT OF OUR NEIGHBORS, WE OUTPERFORM MOST DISTRICTS ACROSS MOST MEASURES, WITH ONLY A FEW AREAS WHERE OTHER DISTRICTS HAVE EXCEEDED OUR RESULTS. BUT OVERALL, THESE COMPARISONS DEMONSTRATE THAT OUR STUDENTS CONTINUE TO PERFORM AT THE HIGH LEVEL AND HELP US IDENTIFY SPECIFIC OPPORTUNITIES FOR CONTINUOUS IMPROVEMENT.

WHEN WE BREAK DOWN AND DISAGGREGATE OUR STUDENT GROUPS FOR OUR FIRST-TIME TESTERS, THE ACHIEVEMENT GAPS AT THE APPROACHES GRADE LEVEL ARE LESS THAN 10 PERCENTAGE POINTS FOR BOTH OUR EMERGENT BILINGUAL STUDENTS AS WELL AS OUR ECONOMICALLY DISADVANTAGED STUDENTS. BUT ONCE AGAIN, WE ARE TRYING TO FOCUS ON THE MEETS LEVEL. WE'RE ENCOURAGED BY THE PROGRESS, BUT THE WORK DOES NOT STOP, AND HELPING OUR STUDENTS MEET THIS REQUIREMENT. OUR FOCUS IS INCREASING THE PERCENTAGE OF STUDENTS WHO PERFORM AT THE MEETS LEVEL BECAUSE STUDENTS WHO ACHIEVE AT THIS LEVEL ARE HIGHLY LIKELY TO SUCCEED AT THE NEXT GRADE LEVEL. AND WITH THE GOAL OF BEING AT MEETS AND MASTERS, WE KNOW THAT THEY WILL BE PREPARED FOR COLLEGE-LEVEL WORK BY THE TIME THEY GRADUATE HIGH SCHOOL.

FOR ENGLISH 2, WE DID SEE AN IMPROVEMENT IN THE MEETS GRADE LEVEL STANDARD, INCREASING TO 72% THIS YEAR. WHILE THIS DOES REPRESENT GROWTH FROM LAST YEAR, IT, IT FALLS JUST SHORT OF OUR HIGHEST PERFORMANCE OVER THE PAST 4 YEARS, WHICH IS AT THE 73 IN 2024. AS YOU CAN SEE FROM THE COMPARISON DATA OF ALL TESTERS ON THE LEFT, WE OUTPERFORMED THE MAJORITY OF OUR COMPARABLE DISTRICTS AS WELL AS REGION 11 AND THE STATE OF TEXAS.

FOR OUR REGIONAL COMPARISON, THIS SLIDE SHOWS HOW WE COMPARE TO OUR PEER DISTRICTS, AGAIN REGION 11 AND STATE, AND HOW WE PERFORMED AT THE VARIOUS LEVELS. AND AS YOU CAN SEE, THERE'S A LOT OF GREEN ON THIS SLIDE AS WELL, REFLECTING HOW WELL WE COMPARE, TO OUR NEIGHBORING SCHOOL DISTRICTS. AND SO FOR ENGLISH II, DISAGGREGATING THE DATA BASED ON THE STUDENT GROUPS, THE ACHIEVEMENT GAP THAT MEETS GRADE LEVEL STANDARD IS LESS THAN 10 PERCENTAGE POINTS FOR EMERGENT BILINGUAL STUDENTS AND JUST SLIGHTLY ABOVE THE 10 PERCENTAGE POINTS FOR ECONOMICALLY DISADVANTAGED STUDENTS.

AT THE APPROACHES GRADE LEVEL, STANDARD, THE GAP IS LESS THAN 10 PERCENTAGE POINTS FOR ALL STUDENT GROUPS EXCEPT FOR OUR SPECIAL EDUCATION STUDENTS. AND WHILE WE ARE AGAIN ARE ENCOURAGED BY THE PROGRESS WE'VE MADE IN CLOSING MANY OF THESE GAPS, WE SEE THE NEED TO IMPROVE OUTCOMES FOR OUR SPECIAL EDUCATION STUDENTS.

AND JUST LIKE DR. PATTON SAID, NEXT SCHOOL YEAR WE WILL IMPLEMENT A COMMITTEE, A TASK FORCE IF YOU WILL, THAT WILL TAKE A DEEPER DIVE INTO OUR SYSTEM AND DEVELOP LONG-RANGE STRATEGIC PLAN TO ADDRESS THE GAPS WE SEE ACROSS ALL OUR CONTENT AREAS

[01:35:01]

FOR THE CLASS OF 2025 GRADUATION, THE CCM RATES, IS AT 98%. VERY PROUD OF THE WORK THAT WE'VE BEEN DOING EVER SINCE, 2023 WITH THAT CLASS.

BUT AGAIN, AGAIN, 98%, THAT'S JUST PHENOMENAL. ONCE AGAIN, THIS WILL BE APPLIED TO THIS YEAR'S ACCOUNTABILITY RATINGS, AND WE'RE REALLY, REALLY PROUD OF THE RESULTS WE'RE GETTING HERE. DOMAIN 1 OVERALL REPRESENTS 70% OF OUR ACCOUNTABILITY RATINGS, AND WE EXPECT THOSE PRELIMINARY RESULTS TO BE PUBLISHED BY TA IN AUGUST. SO THE NEXT SLIDE I WANT TO SHARE WITH YOU JUST ABOUT HOW WE'RE PERFORMING IN THE CT. SO THERE ARE VARIOUS WAYS THAT STUDENTS CAN EARN A CCMR POINT. WHEN THEY GRADUATE.

TONIGHT, I WANT TO HIGHLIGHT HOW OUR STUDENTS HAVE PERFORMED, EARNING AN INDUSTRY-BASED CERTIFICATION, OR WHAT WE CALL IBCS. SO, AS YOU CAN SEE, THIS YEAR WE HAVE, EARNED A HISTORIC, 2,646 IBCS BY A HISTORIC NUMBER OF STUDENTS ENROLLED IN OUR IBC COURSES THIS YEAR.

SO VERY PROUD OF THE WORK THAT WE'RE DOING AT BEN BARBER. DR. HAMPLIN LEADING THAT WORK, AND MICHELLE WOODALL, THE PRINCIPAL OF BEN BARBER, AGAIN ENSURING THAT OUR KIDS ARE GETTING NOT ONLY GETTING THE CONTENT THEY NEED TO PASS THE COURSE BUT ALSO TO BE ABLE TO PASS THAT IBC AND EARN A CERTIFICATION, WHICH IN TURN THEN GIVES US A CCR POINT. AND THAT'S JUST ONE OF THE WAYS.

SO VERY PROUD OF ALL THE WORK THAT OUR HIGH SCHOOL TEACHERS, BOTH IN ALGEBRA AND ENGLISH AND ONCE AGAIN, YOU DO HAVE THE OTHER CONTENT AREAS IN YOUR ATTACHMENT OUR PROBOLOGY AND US HISTORY. SO NOW I WANT TO TURN BACK OVER TO DR.

PATTON, WHO WILL SHARE HOW THE CI LEADERSHIP TEAM AND THE DOE THE DEPARTMENT OF INSTRUCTION STAFF WILL PROVIDE TARGETED SUPPORT TO OUR CAMPUSES THAT NEED THAT SUPPORT.

OKAY, AS WE WORK TO CONTINUE TO IMPROVE OUR STUDENT OUTCOMES, WE ALSO KNOW THAT WE HAVE TO LOOK AT THE SUPPORTS THAT ARE PROVIDED TO OUR CAMPUSES AND ALSO OUR CAMPUS LEADERS.

SO ONE OF THE THINGS WE'LL DO IS MAKE SURE THAT WE ARE PROVIDING DIFFERENTIATED LEVELS OF SUPPORT TO OUR CAMPUSES, TO OUR AND ALSO TO OUR LEADERS, BECAUSE JUST AS I SPOKE ABOUT WITH OUR STUDENTS, EVERYONE'S NEEDS ARE THE SAME.

OUR CAMPUS MAKEUP IS NOT ALL THE SAME, SO WE'RE GOING TO DIFFERENTIATE THAT SUPPORT THAT'S BEING PROVIDED. THAT WORK WILL BE DONE THROUGH OUR EXECUTIVE DIRECTORS AND THEN ALSO OUR TEACHING AND LEARNING TEAM. WHEN WE LOOK AT THE CAMPUS VISITS, SO IF YOU REMEMBER FROM WHAT I SHARED AS I WAS GOING THROUGH OUR DATA, WE TALKED ABOUT HAVING WALKTHROUGHS SO WE CAN GO AND MONITOR AND THEN ALSO PROVIDE SUPPORT THAT'S NEEDED. OUR EXECUTIVE DIRECTORS WILL ALSO BE DOING THE SAME THING. THEY WILL CONDUCT CAMPUS VISITS, AND THOSE VISITS COULD BE WEEKLY, BIWEEKLY, OR MONTHLY, AGAIN BASED ON THE NEED OF THE CAMPUS. AND THEN ALSO DEVELOPING PLANS OF SUPPORT.

SO OUR CONTENT AND SPECIAL POPULATION COORDINATORS WILL COLLABORATE WITH OUR CAMPUS ADMINISTRATORS. I MEAN, THAT ALSO, UM, OUR EXECUTIVE DIRECTORS WILL BE A PART OF THAT TO DEVELOP PLANS FOR OUR CAMPUSES THAT HAVE SHOWN TO BE IDENTIFIED FOR VERY INDIVIDUALIZED SUPPORT. SO THAT COULD BE, AS WE LOOK AT CAMPUS PERFORMANCE, THAT WE SEE THAT THEY NEED ADDITIONAL SUPPORT WITH THEIR AFRICAN AMERICAN STUDENT GROUP. OR THE HISPANIC, STUDENT GROUP. SO WE'LL LOOK AT IT THROUGH THAT LENS TO PROVIDE, UM, VERY SPECIFIC SUPPORT. AND THEN MONITORING THE FIDELITY OF IMPLEMENTATION. SO OUR CIE LEADERSHIP TEAM WILL BE RESPONSIBLE FOR DOING JUST THAT, MONITORING THE WORK, UM, AND THEN ALSO ESTABLISHING A CADENCE OF ACCOUNTABILITY FOR OUR CIE DIVISIONS. AND SO WHAT THAT IS, IS JUST GETTING INTO THE CADENCE, THE SAME THING OUR PRINCIPALS COULD DO WHERE WE'RE LOOKING AT OUR DATA TO ENSURE THAT WE ARE MONITORING AND MAKING ADJUSTMENTS ALONG THE WAY. AND SO THAT'S OUR PLAN OF HOW WE WOULD PROVIDE TARGETED CAMPUS SUPPORT. SO AT THIS TIME, WE'LL OPEN IT UP FOR QUESTIONS.

THANK YOU ALL SO MUCH FOR THE PRESENTATION AND INFORMATION, AND WE'LL START WITH QUESTIONS OR COMMENTS FROM TRUSTEES TO MY LEFT.

ANYBODY? MR. CANAAN.

[01:40:02]

THANK YOU FOR THAT PRESENTATION. UM, Y'ALL KNOW I LOVE DATA, UM, AND SO I'M EXTREMELY APPRECIATIVE OF THE PRESENTATION TONIGHT AND JUST PROVIDING A SNAPSHOT OF THE GREAT WORK THAT'S BEING DONE IN OUR DISTRICT.

BEFORE I GO INTO QUESTIONS, I WANT TO THANK OUR TEACHERS THAT ARE BOOTS ON THE GROUND EVERY DAY THAT ARE ACTUALLY MAKING THIS HAPPEN. SO I KNOW WE SEE NUMBERS ON THE PAGE, BUT I, I CAN PERSONALLY TESTIFY THAT OUR TEACHERS ARE DOING THE WORK EVEN WHEN THE POWERS THAT BE ARE PUSHING THE GOALPOSTS BACK EVEN FURTHER EVERY YEAR.

UM, AND SO I KNOW WE'LL HAVE MORE TIME TO DIVE INTO THE DATA SO WE CAN PROVIDE SOME ADDITIONAL COACHING AND RESOURCES AND STAFFING TO SOME OF OUR MOST NEEDED CAMPUSES.

UM, BEFORE I GO INTO MY QUESTION, I WOULD LIKE TO OFFER ONE PIECE OF FEEDBACK ON THE CIRCLE OF INFLUENCE IS THAT WE ADD PARENTS. AS A PARENT, I THINK IT'S REALLY IMPORTANT FOR ME, AS I JUST SHARED, UM, THE TEACHERS AT NORWOOD HAVE BEEN PHENOMENAL WITH THIS WITH MY OWN KIDS. AND SO I THINK EVEN WITH THE PARENT UNIVERSITY, WE BREAK THAT DOWN.

IN REALLY OUTLINING, UNPACKING WHAT IT LOOKS LIKE WHEN YOU LOOK AT YOUR SCORES, EVEN BEYOND STAAR, WHAT THAT LOOKS LIKE AS YOU UNPACK SORRY, AS YOU UNPACK THE SORRY, THE MAP DATA. YES, SORRY, THERE WE GO. UM, AND SO, AND I KNOW WE HAVE ADDITIONAL TESTING THAT'S COMING DOWN FROM THE STATE THAT WILL, WILL HAVE TO DO THIS YEAR. SO I THINK IT'S EVEN MORE IMPORTANT THAT WE SHOW PARENTS HOW TO NAVIGATE THAT. I LOOKED AT, LOOKED AT SKYWARD THE FIRST DAY THAT WE COULD AND SAW GROWTH.

AS A PARENT, THAT'S REALLY EXCITING. SO I THINK THE MORE THAT WE CAN REALLY PUSH THAT OUT THERE, IT HELPS EXTREMELY WITH THAT.

AND SO IN LOOKING AT OUR CURRICULUM MAPS THAT WE CURRENTLY HAVE IN PLACE, AS WE ARE DOING, THE WORK THAT YOU DESCRIBED, DR. PATTON, ARE WE EXPLORING WHERE THERE MAY BE GAPS IN WHAT WE CURRENTLY HAVE IN PLACE TO WHERE, UM, WE CAN CLOSE THE GAP A LOT FASTER WITH, WITH ALL OF OUR STUDENT GROUPS? ABSOLUTELY. UM, AND I THINK THAT'S A, A GREAT QUESTION.

THAT IS SOME WORK THAT, UM, HAD BEEN TAKING PLACE, UM, EVEN BEFORE NOW. UM, BUT WHERE WE WERE LIMITED WAS AS OUR STAFF MAY HAVE CHANGED, THE FOCUS MAY HAVE BEEN ON WHERE WE WERE RIGHT NOW OR AT THAT PRESENT TIME. AND SO PART OF THE PLAN REALLY IS, AS WE ARE MOVING THROUGH AND AS WE SEE THINGS OR WE IDENTIFY THINGS, THAT WE MAKE ADJUSTMENTS RIGHT AWAY. AND SO BEING ON CAMPUSES, FINDING WAYS TO GET FEEDBACK, UM, USING OUR DATA, THAT'LL PROVIDE US THE OPPORTUNITY TO BE ABLE TO MAKE THOSE ADJUSTMENTS.

IT'S GREAT. AND THEN LAST QUESTION, AS IT RELATES TO CCMR, MR. BENAVIDES, WITH THE STUDENTS THAT ARE ENROLLED IN THE COURSES WHERE THEY CAN OBTAIN THE INDUSTRY-BASED CERTIFICATIONS, ARE ALL OF OUR STUDENTS TAKING ADVANTAGE OF THAT? I KNOW, LIKE, WE HAVE I'VE HAD STUDENTS THAT HAVE ENROLLED IN THE AP COURSE THAT HAD NO DESIRE TO TAKE THE AP TEST, THEY JUST WANTED THE BUMP. SO IF WE DO WE HAVE STUDENTS THAT ARE CURRENTLY IN THOSE COURSES THAT ARE NOT TAKING THE IBCS? SO I HAVE TO REALLY JUST ANSWER YOUR QUESTION HONESTLY.

I HAVE TO ASK DR. TAMPLIN AGAIN WHAT IS THE BUT WE DO I KNOW WE DO OFFER THAT. WE PAY FOR THOSE IBCS. I BELIEVE THAT AFTER THE FIRST TIME, IF THEY ARE NOT ABLE TO BE SUCCESSFUL, THEN THERE MAY BE A SMALL FEE.

BUT I CAN GET BACK TO YOU ON THAT WITH DR. TAMPLIN. I KNOW THAT ACCESS IS 100%.

ANYONE ENROLLED IN THE COURSE HAS ACCESS TO IT FOR FREE.

GOT IT. I'M JUST TRYING TO GET US EXTRA TO 2% SO WE CAN BE AT 100.

THANK YOU.

THOSE ARE ALL MY QUESTIONS.

THANK YOU. WELL, AGAIN, THAT'S JUST ONE WAY OF GETTING THERE. THERE'S OTHER MULTIPLE WAYS TO GET THAT CCMR POINT, BUT YEAH, THE IBCS ARE DEFINITELY ONE WAY.

THANK YOU.

GREAT. MS. GOOCH OR MS. MOORE? I DON'T HAVE QUESTIONS, BUT JUST THANK YOU FOR LOVING DATA AND MORE IMPORTANTLY ANALYZING IT TO A PLACE THAT IS USEFUL FOR OUR CAMPUS LEADERS. SO THANK YOU FOR THIS. MISS HORN.

YES, TO JUMP ON THE, THE DATA TRAIN, UM, I LOVE THAT THE DATA HAS ALLOWED US TO IDENTIFY THAT, UM, LIKE YOU MENTIONED, THERE'S NOT A CAMPUS IN PARTICULAR THAT'S STRUGGLING, BUT WE'RE ABLE TO MORE QUICKLY IDENTIFY WHERE THERE MIGHT BE SYSTEMIC ISSUES THAT MIGHT BE HAPPENING. UM, THIS THIS MIGHT BE A DUMB QUESTION, AND IF IT'S A LONG ANSWER, DON'T WORRY ABOUT IT. BUT, YOU MENTIONED ON THE SLIDE SOMEWHERE THAT LIKE ONE OF LIKE THE QUICK THINGS THAT WE CAN DO OR SOMETHING WE LOOK AT IS EVALUATING OUR TIER 1 INSTRUCTION. WHAT IS TIER 1 AND WHAT ARE THE THAT IS NOT A DUMB QUESTION, SO I APPRECIATE YOU

[01:45:01]

WHERE IT BECOMES A CHALLENGE IS THE KIDS THAT WE ARE LOOKING TO GET IT RIGHT AWAY ARE ALL VERY DIFFERENT, AND THEIR NEEDS ARE ALL DIFFERENT. THEY ARE ALL THEIR STARTING POINTS MAY BE DIFFERENT, THEIR EXPERIENCES MAY BE DIFFERENT. AND SO WHAT WE HAVE TO WORK ON IS OUR ENTRY POINT, FINDING WAYS TO ENSURE THAT WE HAVE AN ALIGNED LEVEL BASED ON THE ALL OF THE INDIVIDUAL NEEDS THAT OUR STUDENTS HAVE, BECAUSE THE GOAL IS NOT TO CREATE HOLES OR GAPS BUT TO GET STUDENTS WHERE THEY NEED TO BE IN THE FIRST TEACH. BUT THOSE ARE SOME OPPORTUNITIES THAT WE DEFINITELY CONTINUE TO SUPPORT, UM, TO ENSURE THAT IT IS STRENGTHENED AND MEETS THE NEEDS OF EVERYBODY.

AWESOME, THAT WAS VERY HELPFUL.

SO, UM, I REALLY LOVED ALSO YOUR CALLBACKS SUGGEST WHAT WE WERE ABLE TO DO WITH THE EMERGING BILINGUAL BAND OF STUDENTS AND WHAT HAPPENS WHEN WE DO TARGET SYSTEMIC THINGS AND ALL THE VOICES ARE AT THE TABLE THAT NEED TO BE THERE TO HELP IDENTIFY ANY OF THOSE HOLES OR GAPS. AND I THINK WE'VE SEEN THE OUTCOME WHEN WE ARE ABLE TO DO THAT.

AND SO I'M LOOKING FORWARD TO THAT. I THINK WE ALL SAW THE DATA, SO THIS ISN'T SHOCKING.

UM, THE SOME OF THE SPECIAL EDUCATION NUMBERS ARE SIGNIFICANTLY LOWER THAN THE OTHERS. I DON'T THINK THAT'S ANYTHING LIKE SUPER NEW THIS YEAR, UM, BUT AS WITH THE TIER 1 INSTRUCTION AND EVERYTHING, UM, WHAT RESOURCES IS IT STAFF? IS IT PERSONNEL? IS IT EXTRA? LIKE, I, I COULD BE OPENING A CAN OF WORMS, BUT SORRY, TRUSTEE CANNON. BUT EVEN WITH OUR ECONOMICALLY DISADVANTAGED THERE'S JUST SIGNIFICANT GAINS THAT NEED TO HAPPEN THERE. SO SOMETIMES FROM SOMEBODY WHOSE BACKGROUND ISN'T EDUCATION, IT FEELS LIKE IT'S MORE THAN JUST CURRICULUM THAT SOME OF THESE BANDS MIGHT NEED. AND SO I DON'T KNOW IF YOU COULD SPEAK A HIGH LEVEL TO WHAT THAT MIGHT BE.

OH, I WILL, I WILL CHIME IN JUST A LITTLE BIT.

SO ONE OF THE THINGS THAT WAS MENTIONED IS THAT WE WATCHED LAMAR CONSOLIDATED FOR MANY, MANY YEARS, AND SO WE WENT TO VISIT LAMAR CONSOLIDATED TO SEE WHAT ARE THEY DOING, RIGHT? UM, AND SO AS DR.

PATTON SAID, LIKE, WE LOOKED AT THEIR CURRICULUM, THEIR RESOURCES, THEIR INSTRUCTIONAL PRACTICES.

UM, THE BIGGEST DIFFERENCE IS THE WAY THAT THEY STAFF.

THAT'S THE LARGEST DIFFERENCE.

UM, IT'S IN THE WAY THAT THEY STAFF AND IT'S IN THE WAY IN WHICH THEY PROVIDE INCENTIVES.

AND SO, UM, THAT HAS BEEN SOMETHING THAT WE ARE WORKING TO CLOSE THE GAPS THERE.

AWESOME. THAT IS ALL. THAT WAS A GREAT PRESENTATION.

THANK YOU SO MUCH FOR TAKING US THROUGH ALL OF THOSE PIECES.

APPRECIATE IT.

THANK YOU, MISS NEWSOME.

GREAT PRESENTATION. WE'RE ALWAYS EXCITED AROUND THIS TIME OF YEAR AND THEN MILDLY NERVOUS, BUT IT ALL WORKS OUT. IT'S ALWAYS THE GREATEST TIME TO SAY GREEN IS GOOD. RIGHT.

AND I THINK THAT SOMETIMES WE CAN LOOK AT A PRESENTATION LIKE THIS AND GET LOST IN THE PLACES WHERE WE NEED TO IMPROVE WITHOUT UNDERSTANDING ALL THOSE GREEN SQUARES AND WHAT IT MEANS FOR THE STUDENTS AND THE TEACHERS AND THE ADMINISTRATORS AND THE COACHES AND EVERYBODY THAT MADE THAT HAPPEN. AND THAT DIDN'T HAPPEN OVERNIGHT. THIS HAS BEEN, YOU KNOW, DAYS AND WEEKS AND MONTHS AND YEARS OF WORK OF THESE TEAMS TOGETHER COMING TOGETHER WITH FOCUS, TRYING TO GET THOSE THINGS DONE. AND SO I LOVE THAT WE ARE TALKING ABOUT WHAT, WHAT OUR CHALLENGES ARE GOING FORWARD, AND IT'S TOO SOON TO HAVE A FULL PLAN, BUT TO NOT, TO NOT MISS THAT, THAT GREEN IS GOOD. AND, AND MY GOODNESS, WHAT KIND OF WORK THESE TEACHERS DO.

IT'S JUST, IT'S JUST AMAZING, RIGHT? CCMR, WHAT IS THAT? WHAT DOES THE WORLD PAYING ATTENTION TO THAT? DO THEY UNDERSTAND WHAT THAT MEANS? I STILL THINK THAT NEEDS TO BE ON THE SIDE OF A SCHOOL BUS OR BILLBOARD SOMEWHERE, Y'ALL. I DON'T KNOW.

THERE'S SO MANY LAYERS TO THAT AND SO MANY COMPLEXITIES, AND IT JUST TAKES A TEAM EFFORT.

ADDITIONAL TEAM EFFORT.

WHAT IT TAKES TO MAKE THAT SCORE LIKE, OH, THAT IS NOT A TEST. LIKE, THAT'S SO MANY THINGS. ALSO, I WOULD LIKE TO PETITION FOR SLIDE 20 TO BE PERMANENTLY THROWN OUT FROM THE REST OF ITS LIFE.

BECAUSE EVERY TIME WE READ 8TH GRADE SCORES EVERY YEAR, I LOOK AT THE PRESENTATION BEFORE THE MEETING AND I'M LIKE, OH MY GOD, WHAT'S GOING ON? AND THEN WE GET IN THE PRESENTATION, THEY'RE LIKE, SO THIS IS WRONG BECAUSE THESE PEOPLE ARE NOT TESTING AT THE RIGHT TIME. AND I GO, OKAY. SO THAT'S FOR MY LITTLE PANIC ATTACK I HAVE EVERY YEAR.

I WOULD LIKE SLIDE 20 THROWN OUT, WHATEVER. I DO THINK THAT I DID MY QUESTION WAS ABOUT THE NEW MAP. SYSTEM OR THAT YOU TALKED ABOUT THAT WE HAVEN'T HAD FOR 4 YEARS THAT WE'RE GOING TO HAVE TO OUR NEW MATH RESOURCE?

[01:50:02]

CAN YOU EXPLAIN THAT A LITTLE BIT? WHAT IS THAT? I CAN'T GO INTO DETAIL BECAUSE I'VE NOT SEEN IT. NO, NO, IT'S NOT BY ANY MEANS A SECRET. IT HAS GONE OUT TO TEACHERS. SO LAST YEAR, UM, OR ACTUALLY AS WE GOT READY TO ADOPT A NEW MATH RESOURCE, UM, WE HAD SEVERAL, I GUESS I WOULD CALL THEM SAMPLES, WHERE OUR CURRICULUM TEAM AND ALSO TEACHERS HAD THE OPPORTUNITY TO PREVIEW AND LOOK THROUGH IT. DOES IT MEET OUR NEEDS? DOES IT MEET THE NEEDS OF OUR, OF OUR STUDENTS BEFORE DECIDING ON WHAT WE WOULD ADOPT TO USE HERE IN THE DISTRICT? AND SO IT'S, IT'S NEW. THE TEAM HAS BEEN, HAS EMAILED IT OUT TO TEACHERS. THEY PROVIDED SOME PROFESSIONAL DEVELOPMENT DURING OUR SUMMER CONFERENCE FOR TEACHERS TO START JUST DIGGING INTO IT. AND SO I WOULD SAY THAT'S WHERE WE ARE RIGHT NOW.

AND SO I DON'T LIKE TO MAKE STUFF UP, SO THAT'S, THAT'S WHAT I KNOW OF IT RIGHT NOW.

GREAT WAY TO NOT LIE.

SO YOU'RE GOOD.

BUT THAT'S EXCITING BECAUSE IF WE GET NEW TOOLS, IT BECOMES EXCITING. IT'S MORE SUPPORT. IT'S SOMETHING THAT THE TEACHERS ARE ASKING FOR.

SO THANK YOU SO MUCH FOR BOTH OF, OF YOU GUYS AND YOUR PRESENTATION, BUT MORE IMPORTANTLY FOR YOUR TEAM AND ALL IT TAKES TO GET THERE.

SO THANK YOU, DR. REED.

YES, THANK YOU, DR.

CRUNCHFIELD. THANK YOU BOTH FOR YOUR PRESENTATION. IT WAS EXCELLENT. WANT TO, AS, UM, AS NOT TO REPEAT, BUT I DO WANT TO THANK THE TEACHERS BECAUSE THEY ARE BOOTS ON THE GROUND, AS WE SAY, AND THEY'RE IN THE TRENCHES. I DID HAVE AN OPPORTUNITY TO, AND I TALKED TO DR. SPENCER ABOUT THIS, I THINK YOU, DR.

PATTON, AND DR. BRANNON, WHEN I CAME BACK, I WAS SUPER EXCITED WHEN I WENT TO LAMAR CONSOLIDATED WITH LEADERSHIP. I WAS BLOWN AWAY BECAUSE THEY WERE ABLE, WITH THEIR SCHEDULING I THINK THAT'S WHAT YOU'RE REFERENCING THEY'RE ABLE TO ALLOW THEIR STAFF TO HAVE 2 HOURS A DAY TO CLASS. HOW DO YOU DO THAT? AND SO I CALL IT CREATIVE SCHEDULING, WHERE THEY WERE THE PLCS, AND THEN I GUESS IT WAS STRATEGIC VERTICAL ANALYSIS OUR VERTICAL INSTRUCTIONAL PREPARATION, WHICH IS WHAT YOU JUST DEMONSTRATED TODAY WITH THE SYSTEMS OF IMPLEMENTATION. SO WE'RE DOING, AS YOU STATED, UM, AS DR. SPENCER STATED, WE'RE DOING THE SAME WORK HERE.

WE MAY CALL IT SOMETHING DIFFERENTLY. AND SO, UM, WATCH OUT LAMAR CONSOLIDATED IS WHAT I WANT TO SAY. I HAVE, UM, ONE QUESTION IN TERMS OF, UM, DIFFERENTIATED TEACHING, WHEN WE FIND THAT WE HAVE STUDENTS LEARN DIFFERENTLY, WE'RE DIFFERENTIATING, DIFFER DIFFERENTIATED TEACHING, THERE ARE TIMES THAT WE HAVE TO MOVE ON TO TIER 2 INSTRUCTION. CAN YOU SPEAK JUST A TAD BIT TO THAT SO THAT PARENTS LIKE ME AND OTHER PARENTS WHERE OR PARENTS WHO WHERE THEIR KIDDOS NEED ADDITIONAL SUPPORT, THAT THEY WILL HAVE AN IDEA OF ONE OR TWO TOOLS EDUCATIONAL TOOLS, INSTRUCTIONAL TOOLS THAT ARE IN PLACE TO SUPPORT THEIR KIDDOS? ABSOLUTELY. THAT'S, THAT'S A GREAT QUESTION. SO JUST STEMMING FROM WHAT I SHARED ABOUT TIER 1, WE DO KNOW THAT SOMETIMES EVERYBODY IS NOT GOING TO GET IT IN THE FIRST TEACH. AND SO WHEN WE TALK ABOUT BEING ABLE TO MONITOR, TEACHERS ARE GATHERING DATA AS THEY ARE WORKING WITH STUDENTS THROUGH THE FEEDBACK THAT THEY'RE GETTING FROM STUDENTS. THE TASKS THAT STUDENTS MAY BE PERFORM WORKING ON. AND FROM THERE, THEY IDENTIFY STUDENTS THAT NEED A LITTLE MORE SUPPORT. AND SO I HEAR TEACHERS A LOT OF TIMES, BECAUSE I WAS GUILTY OF THIS, I'M GOING TO PULL THEM TO MY TABLE. AND SO WE'RE GOING TO DO SOMETHING A LITTLE BIT DIFFERENT BECAUSE WHAT I WANT TO DO IS ALLOW THEM THE OPPORTUNITY TO MASTER THAT CONTENT BEFORE WE MOVE ON. AND IT'S BEEN DAYS, UM, AGAIN, BECAUSE THAT'S HOW WE END UP WITH GAPS. SO THAT WOULD BE TIER 2. AND THEN TIER 3, I MIGHT NEED A LITTLE MORE SUPPORT, AND THAT COULD BE JUST BECAUSE MAYBE WHERE I STARTED I HAD SOME GAPS, OR MAYBE I WAS ABSENT AND I MISSED SOME OF THE CONTENT. AND AS WE KNOW, SCHOOL DOESN'T STOP, THE DAYS GO ON. AND SO THE, THE LEVEL OF NEED THAT THE STUDENT MAY HAVE MAY BE GREATER. AND SO WITH THAT, THEN WE'RE JUST GOING TO GET A LITTLE MORE INTENSE STUDENTS AND TRULY ENSURE THAT WE ARE WORKING AND MEETING THE NEED OF WHERE THE STUDENT IS. SO IF I TAKE IT FROM KIND OF THE HIGHEST TO THE LOWEST LEVEL, WHEN A TEACHER MAY START WITH I'LL USE READING BECAUSE WE TALKED ABOUT HOW THE ASSESSMENT HAS CHANGED. AS WE ARE READING, WE KNOW COMPREHENSION IS HUGE, RIGHT? AND I CAN SAY I'M READING A BOOK TO COMPREHEND, BUT THERE ARE SO MANY PIECES THAT GO WITH COMPREHENSION. SO I'VE GOT SOME STUDENTS THAT MAY IMMEDIATELY READ SOMETHING, THEY MAY READ IT INDEPENDENTLY.

I HAVE SOME STUDENTS THAT WILL NEED IT READ TO THEM. THAT'S WHERE A TEACHER CAN ALSO DIFFERENTIATE. YOU CAN READ IT INDEPENDENTLY, WE MAY WORK TOGETHER AT THE TABLE.

BUT THEN THE NEXT LAYER OF THAT IS, AS WE ARE WORKING THROUGH, THE TEACHER WILL IDENTIFY, YOU KNOW WHAT, BECAUSE YOU ARE STRUGGLING WITH MAKING INFERENCES, THAT'S PREVENTING YOU

[01:55:03]

THAT WAS PERFECT. THANK YOU FOR ANSWERING THE QUESTION AND THEN PROVIDING THE CONTRASTIVE ANALYSIS BETWEEN TIERS 1, 2, AND 3. AND I'M HOPING OUR PARENTS AT HOME WHO ARE LISTENING OR WILL LISTEN TO OUR BOARD MEETING TODAY WILL SEE WE MOVE PAST WE MOVE AND MEET THE STUDENTS WHERE THEIR NEEDS WHERE THEY NEED US. SO THANK YOU SO VERY MUCH TO BOTH OF YOU. I APPRECIATE YOU.

GREAT. ALL RIGHT, THANK YOU ALL. THAT HAS BEEN SAID A LOT. UM, SO I APPRECIATE THE LEVEL OF DETAIL, UM, FOCUS ON STUDENT GROUPS, CALLING OUT THE GAPS, UM, WITH A PLAN TO BE ABLE TO MOVE FORWARD.

AND SO I THINK ABOUT, UM, AS A PARENT, COMPLAINTS ABOUT STAAR, AND WE DO 3 MILLION TESTS A YEAR AND ALL OF THIS STUFF, RIGHT? UM, SO I WONDER IF YOU GUYS COULD SHARE WITH US THIS IS AN END OF THE YEAR, UM, OUTCOME, BUT WE ARE DOING THINGS THAT HELP US TO BE ABLE TO POTENTIALLY GAUGE HOW OUR STUDENTS WILL DO.

AND SO NOT ONLY ARE THE INTERVENTIONS YOU'RE TALKING ABOUT NOW IN PLACE, BUT AS WE MEASURE AND GO ALONG.

AND SO I WONDER IF YOU GUYS CAN JUST REMIND US ABOUT HOW MAP IS INTENDED TO GIVE US AN IDEA OF HOW OUR STUDENTS ARE DOING ONCE SCHOOL DOES START. SO EVEN BE HOW IT FEEDS INTO WHAT WE THINK ABOUT STAAR, IF THAT'S A BRIEF ENOUGH ANSWER THAT YOU CAN GIVE.

SO HOW WE USE MAP SO OUR STUDENTS WILL TAKE MAP 3 TIMES A YEAR. AND SO WE START WITH THE BEGINNING OF YEAR DATA. AND SO FOR, I'LL SAY, A STUDENT, IF IT'S THEIR FIRST TIME TO TAKE MAP, IT GIVES US SOME BASELINE DATA.

WE'VE DONE A LOT OF TRAINING WITH OUR PRINCIPALS FROM OUR ASSESSMENT DEPARTMENT, AND EVEN AS EXECUTIVE DIRECTORS WHEN WE'RE WORKING WITH PRINCIPALS, OF HELPING THEM DIG INTO THEIR DATA AND THEN TRANSFER THAT OVER TO THE WORK THEY DO WITH THEIR TEACHERS. AND SO MAP WILL HELP US LOOK AT GROWTH AND ALSO ACHIEVEMENT.

AND SO ALSO HELPING OUR LEADERS WORK WITH TEACHERS ON THE DIFFERENCE BETWEEN THE TWO, BECAUSE SOMETIMES WHAT WE SEE WE'LL SEE SOME DATA WHERE IT WILL LOOK AS IF A STUDENT HAS MADE TREMENDOUS GROWTH, RIGHT? BUT IT ALSO COULD DEPEND ON WHERE THEY STARTED, RIGHT? OR BECAUSE I'M A HIGH STUDENT, I'M MAKING AN ASSUMPTION THAT THAT BECAUSE YOUR ACHIEVEMENT WAS HIGH THAT YOU'RE GROWING, AND YOU'RE NOT, RIGHT? AND SO THE WORK IS TRULY DIGGING INTO ALL OF THAT DATA AND BUILDING OUR PLANS TO SUPPORT KIDS SO WE CAN ACTUALLY WE CAN CONTINUE TO SEE GROWTH AND THEY CAN CONTINUE TO ACHIEVE. SO AS WE TALK ABOUT OUR STUDENTS MOVING FROM MEETS TO MASTERS, OR OUR STUDENTS THAT ARE AT MEETS TO STAY AT MEETS, AND OUR STUDENTS THAT ARE AT MASTERS TO STAY AT MASTERS, OUR WORK HAS BEEN ALSO ASSISTING WITH HOW DO WE USE THESE MULTIPLE SOURCES OF DATA THAT CAN TELL US SOME DIFFERENT THINGS BUT TRULY CATER AND DRILL DOWN TO THE INDIVIDUAL NEEDS OF OUR, OF OUR STUDENTS. SO MAP DOES PLAY A HUGE PIECE IN THAT FOR US. UM, I WILL SAY WHERE OUR STRUGGLE IS, IS JUST FINDING THE BALANCE OF HOW TO USE SOME OF THE DATA THAT WE HAVE, UM, BECAUSE WE DO HAVE ASSESSMENTS THAT ARE GOING ON AS, UM, TEACHERS ARE DELIVERING INSTRUCTION. WE WANT YOU TO ASSESS, RIGHT? AND SO WE'RE WORKING THROUGH SOME OF THOSE PIECES AS WELL OF A DAY-TO-DAY ASSESSMENT.

DOESN'T NECESSARILY NEED TO BE 10. I CAN DO SOMETHING REALLY QUICKLY. I COULD HAVE 01, 2, OR 3 QUESTIONS THAT TRULY ARE DEDICATED TO THE LEARNING OR THE CONTENT THAT WAS COVERED FOR THE DAY. SO I'M MOVING AWAY FROM YOUR QUESTION BUT KIND OF PUTTING IT ALL TOGETHER OF HOW WE USE JUST TRULY THE DIFFERENT DATA SOURCES THAT WE HAVE THAT CAN TELL US DIFFERENT THINGS TO TRULY MEET THE NEEDS OF KIDS. WE'VE DONE A LOT OF WORK WITH, UM, OUR CAMPUS LEADERS ON DRILLING DOWN. I THINK I'VE SAID IT SO MUCH THEY PROBABLY WILL SEE ME AND GO, PLEASE DON'T SAY THAT AGAIN.

BUT, UM, HOW WE START AT THE VERY TOP, WE'VE GOT DISTRICT-LEVEL DATA, CAMPUS DATA, THEN WE'VE GOT OUR GRADE LEVEL, AND THEN INDIVIDUAL TEACHER DATA, AND THEN STUDENT DATA.

SO WALKING THEM THROUGH GETTING TO THAT PLACE OF WHERE WE ARE LOOKING AT LOOKING AT EVERY INDIVIDUAL STUDENT AND TRULY IDENTIFYING WHERE THEIR NEED IS. AND THAT'S A HUGE LIFT, RIGHT? BECAUSE IF I'VE GOT 22 KIDS, OR IF IT'S OLDER AND THERE'S 28 KIDS IN A CLASS, THAT'S A LOT OF STUDENTS TO BE ABLE TO DO THAT. AND SO IT HAS BEEN A WORK IN PROGRESS, BUT THAT'S WHY WE CONTINUE TO PROVIDE, YOU KNOW, THE SUPPORT. AND IT CAN BE A CHALLENGE, BUT WE DO UNDERSTAND THE IMPORTANCE AND, AND ALSO HOW CRITICAL IT IS THAT WE DO THAT. SO IT'S A CONTINUED WORK IN PROGRESS.

GREAT. SO CHECK-IN POINTS ALONG THE WAY IS WHERE POTENTIALLY WE CAN SEE THIS.

[02:00:02]

YES, IT'S AMAZING TO HAVE A STUDENT SAY, HERE'S MY TARGET, DID I MAKE IT OR DID I NOT? AND HERE'S THE INTERVENTION THAT I MIGHT BE PART OF, AND OH, I MADE IT THIS TIME. AND SO THOSE THINGS ARE NECESSARY. SO THAT BALANCE, BUT JUST HELPING FOLKS TO UNDERSTAND WE'RE NOT JUST ALWAYS TESTING JUST TO TEST,

[10. Public Hearing]

ABSOLUTELY.

ALL RIGHT, THANK YOU ALL.

YOU'RE WELCOME.

ALL RIGHT, OKAY, SO WE ARE GOING TO MOVE TO ITEM 10, THE PUBLIC HEARING ON THE 2026-2027 BUDGET AND PROPOSED TAX RATE. DR.

SPENCER? YES, I'D LIKE TO INVITE MONICA IRVIN TO THE PODIUM.

SHE'S GOING TO GIVE A RECAP OF OUR BUDGET PRESENTATION, A LITTLE BIT FROM LAST MONTH, AND THEN GO INTO OUR SESSION.

READY? GOOD EVENING.

WELL, HERE WE ARE.

AS YOU SAID EARLIER, THIS, THE BUDGET PREPARATION IS MONTHS IN THE MAKING, AND SO HERE WE ARE. WE'RE HERE TO DISCUSS THE BUDGET FOR '26-'27 AND, MOVE FORWARD IN PREPARATION FOR THE SCHOOL YEAR. OH, THERE'S MY SO TONIGHT WHAT I'M GOING TO DO IS I'M GOING TO GO OVER FIRST WHERE WE THINK WE'RE GOING TO LAND FOR '25-'26, THE CURRENT SCHOOL YEAR, WHAT THOSE PROJECTIONS ARE.

WE'RE GOING TO TAKE A LOOK AT WHAT, WHAT ARE WE PROPOSING FOR '26-'27, AS WELL AS A COMBINED BUDGET SUMMARY. SO WE ARE THE BOARD ADOPTS A BUDGET FOR THE GENERAL FUND, THE DEBT SERVICE FUND, AND THE CHILD NUTRITION FUND.

AND THEN WE'LL COVER THE BUDGET HIGHLIGHTS OF WHAT IS INCLUDED IN THAT BUDGET. OUR '25-'26 RECAP, OR WHERE WE, WE BELIEVE OUR SCHOOL YEAR IS GOING TO LAND. LAST MONTH IN THE MAY MEETING, MS. TRONGARD SHARED WITH YOU SOME, HISTORY AS TO WHERE WE'VE BEEN, KIND OF HOW WE GOT WHERE WE ARE, AND THE BACKGROUND OF THE FINANCES SINCE 2020.

AND THEN I SHARED WITH YOU A PROJECTION AT THAT POINT IN TIME OF AN APPROXIMATE $8 MILLION DEFICIT BUDGET. WE HAVE, ADOPTED FOR '25-'26 IT WAS A, $397 MILLION BUDGET, REVENUE BUDGET, AND I'M HAVING TROUBLE READING THESE THINGS. THE, ACTUAL PROJECTIONS IS $398 MILLION. WITH THE ADDITIONAL STATE AID THAT WE HAVE RECEIVED SINCE THAT POINT IN TIME DUE TO PROPERTY VALUE STUDY AUDIT AND THE CLOSING OF SOME PURCHASE ORDERS, IT LOOKS LIKE AT THIS POINT IN TIME WE SHOULD CLOSE THE YEAR WITH A $5 MILLION DEFICIT AS OPPOSED TO THE $8 MILLION PREVIOUSLY PROJECTED. THIS, $5 MILLION DEFICIT IS MUCH LESS THAN THE $13 MILLION THAT WAS ADOPTED. IN LOOKING FOR OPPORTUNITIES TO PARTNER WITH ORGANIZATIONS, BOARD MEMBER MR. JASON THOMAS HELPED MAKE A CONNECTION WITH THE DISTRICT AND THE TEXAS RANGERS ORGANIZATION TO IN THE, THE TEXAS RANGERS ORGANIZATION DONATED $60,000 TOWARDS THE PURCHASE OF CHROMEBOOKS THAT WERE IN NEED OF REPLACEMENT. THIS GRAPH I SHOWED LAST MONTH, BUT I THINK IT'S IMPORTANT TO SHOW AGAIN, AND THIS SHOWS THE TRAJECTORY AND WHERE WE HAVE BEEN SINCE 2020-2021 TO TODAY. THE DARK BLUE LINE REPRESENTS THE REVENUES, THE RED LINE REPRESENTS THE EXPENDITURES. YOU CAN SEE BEGINNING IN 2020-2021, OUR REVENUES EXCEEDED OUR EXPENDITURES. ALSO IN THE CHART BELOW, THE, OUR FUND BALANCE WAS 39.04% OF OUR OPERATING EXPENDITURES.

AS WE GET TO '23-'24, WE SEE THIS IS WHERE OUR REVENUE MEETS OUR EXPENDITURES, AND WE BEGIN TO SEE THE IMPACT OF THE STATE BASIC ALLOTMENT NOT BEING ADJUSTED TO INFLATION SINCE 2019 UNDER THE HOUSE BILL 3.

THAT IS WHEN WE ALSO BEGIN TO SEE DECLINES IN ENROLLMENT, AND THEN THAT TREND CONTINUES TO COMPOUND INTO '24-'25 AND '25-'26 WHEN YOU SEE THE RED LINE EXCEEDING THE BLUE LINE WHERE EXPENDITURES ARE EXCEEDING THE REVENUES. WE BEGAN THIS, THIS SCHOOL YEAR WITH A FUND BALANCE OF $115.3 MILLION, OR 30.37% OF OUR OPERATING EXPENDITURES.

OUR BOARD POLICY STATES THAT 17 TO 25% OF ANNUAL OPERATING EXPENDITURES REMAIN IN FUND BALANCE, BUT WE STRIVE FOR 25%. THAT 25% IS APPROXIMATELY $94.9 MILLION.

[02:05:03]

WITH THE PROJECTED DEFICIT OF $5 MILLION, THAT WOULD PUT US AT AN APPROXIMATE FUND BALANCE OF $110.2 MILLION, OR 29.1% OF ANNUAL EXPENDITURES. SO ON TO THE 26-27 BUDGET PRESENTATION. AS ALWAYS, THE BUDGET IS EVERYTHING THAT WE DO. THE BUDGET IS PRESENTED TO YOU WITH VISION 2030 IN MIND. THE GOALS THAT WE HAVE WHEN WE ARE DEVELOPING THE BUDGET, NUMBER ONE IS WE WANT TO SUSTAIN HIGH-QUALITY INSTRUCTIONAL AND STUDENT SUPPORT. AND I THINK THAT WAS DEMONSTRATED EARLIER TONIGHT WITH ALL OF THE RECOGNITIONS FOR OUR AWESOME STUDENTS. AND SO WE WANT TO BE ABLE TO MAINTAIN THAT. WE WANT TO BE ABLE TO ATTRACT AND RETAIN HIGH-QUALITY STAFF. WE WANT TO ALSO MAKE SURE THAT OUR STAFFING NEEDS ARE ALIGNED WITH OUR ENROLLMENT TRENDS. IN LAST MONTH'S BUDGET PRESENTATION, I SHARED WITH YOU THE OVERALL ENROLLMENT HAS DECLINED 1.09%, WHEREAS OUR SPECIAL POPULATIONS GROUP HAS GROWN 20 OVER 28%. AND THEN WE ALSO MUST BE ABLE TO BUILD A LONG-TERM SUSTAINABLE BUDGET AND MAINTAIN OUR, OUR FINANCIAL HEALTH. SO SOME OF THE CHALLENGES THAT WE HAVE ENCOUNTERED IN, IN DEVELOPING THIS BUDGET: DECLINING ENROLLMENT. THE, DECLINING ENROLLMENT THAT WE ARE EXPERIENCING IS IT'S NOT UNIQUE TO MISD. THIS IS SOMETHING THAT IS HAPPENING STATEWIDE. THERE IS A REPORT OUT THAT SAYS 76,000 STUDENTS STATEWIDE HAVE LEFT PUBLIC EDUCATION, AND THE, THE STATEWIDE, 60% OF THOSE ARE LEAVING PUBLIC EDUCATION TO ATTEND EITHER PRIVATE SCHOOLS OR 18% ARE HOMESCHOOLED.

BUT THAT IS A STATEWIDE NUMBER.

ALSO, WE HAVE RECORD INFLATION.

OUR INSURANCE HAS INCREASED 70 OVER, 74.8% SINCE 2020. OUR FUEL COSTS HAVE INCREASED 93.9% SINCE 2020. YOU CAN EQUATE THAT TO YOUR OWN PERSONAL HOUSEHOLD, YOU KNOW, LOOK AT HOW MUCH MORE YOU'RE PAYING FOR GAS, HOW MUCH MORE YOU'RE PAYING FOR GROCERIES AND WHATNOT. SO WE ARE EXPERIENCING THAT AS WELL AS A SCHOOL DISTRICT. WE ALSO HAVE PRESSURE TO INCREASE WAGES BECAUSE REMEMBER, ONE OF OUR GOALS IS TO RECRUIT AND RETAIN HIGH-QUALITY STAFF.

WELL, IN ORDER TO DO THAT, WE NEED TO ALSO BE ABLE TO MEET THEIR NEEDS WITH THEIR THE INCREASED, INCREASED WAGES. WE ALSO HAVE WE COMPETE FOR STAFF TOO WITH NEIGHBORING DISTRICTS.

THIS IS A SLIDE THAT I SHARED WITH YOU LAST MONTH AS WELL, BUT I THINK IT'S IMPORTANT TO LEAVE IN THE PRESENTATION BECAUSE IT REFLECTS ON THE LEFT SIDE THE BASIC ALLOTMENT HAS REMAINED UNCHANGED SINCE 2019.

BUT IF YOU INFLATION ADJUST THAT NUMBER, WHERE WE SHOULD BE TODAY, THAT BASIC ALLOTMENT OF $6,215 SHOULD BE $7,500. IF WE WERE TO HAVE THAT AS A BASIC ALLOTMENT, THAT WOULD MEAN AN ADDITIONAL $55 MILLION TO THE DISTRICT.

ON THE RIGHT SIDE, THOSE ARE EXPENDITURES THAT ARE THE BIGGEST PIECES OF OUR BUDGET.

OF COURSE, STAFF, UTILITIES, AND INSURANCE, TRANSPORTATION, FUEL, SAFETY AND SECURITY, SPECIAL EDUCATION SERVICES.

JUST AS A FOR INSTANCE, OUR TRANSPORTATION COSTS ARE APPROXIMATELY $13.8 MILLION VERSUS THE ALLOTMENT THAT WE RECEIVE FOR TRANSPORTATION IS $3.7 MILLION. AS FAR AS SAFETY AND SECURITY, WE VALUE SAFETY AND SECURITY, AND WE WANT OUR STUDENTS AND STAFF TO BE SAFE. AND SO WE, WE SPEND APPROXIMATELY $9.2 MILLION ON SAFETY AND SECURITY COMPARED TO OUR STATE ALLOTMENT OF $2.2 MILLION. OUR SPECIAL EDUCATION DEPARTMENT, WE SPENT $47.2 MILLION WHERE OUR ALLOTMENT WAS $42 MILLION. THIS WAS SHARED LAST MONTH AS WELL, BUT I THINK IT'S IMPORTANT TO KEEP THE ENROLLMENT CHANGES IN THE TREND AT THE FOREFRONT. BASED ON THEIR THE BLUE LINE IS GOING TO BE OUR HISTORICAL ENROLLMENT, WHEREAS THE BLUE EXCUSE ME, THE YELLOW DOTTED LINE IS OUR PROJECTIONS FROM THE DEMOGRAPHERS, AND THAT IS THE MIDPOINT OF THEIR PROJECTIONS. BASED ON THE DEMOGRAPHER'S REPORT, THEN WE CAN SEE THAT THERE IS A STEADY DECLINE, AND THE MAJORITY OF THAT IS BASED ON LOWER BIRTH RATES. PEOPLE ARE HAVING FEWER, FEWER BABIES. AND I MENTIONED EARLIER THAT THE OVERALL ENROLLMENT HAS DECLINED 1.09% SINCE 2020. OUR SPECIAL

[02:10:01]

THAT'S A DECLINE OF 414 STUDENTS OVER THE CURRENT YEAR, AND AN ATTENDANCE RATE OF 95%. THIS PIE REPRESENTS THE MAJORITY OF OUR, OUR BUDGET, FOR THE GENERAL FUND. IT IS PAYROLL, 85%. PUBLIC EDUCATION IS A PEOPLE-CENTERED SERVICE, AND SO AS A RESULT, 85% OF THE BUDGET IS IN PAYROLL.

THIS IS A LOT OF INFORMATION AND IT'S TEENY TINY AND I KNOW YOU CANNOT READ IT, BUT, FOR ADOPTION OF THE BUDGET, IT IS LEGALLY REQUIRED FOR US TO, REFLECT THE BUDGET IN, MAJOR CATEGORIES FOR REVENUE AND MAJOR FUNCTION CODES. I, I'M GOING TO BREAK THAT DOWN INTO, TO SMALLER PIECES THAT YOU CAN READ, BUT WHAT I WANT TO HIGHLIGHT FOR YOU ON THIS PAGE IS FOR '26-'27, WE ARE LOOKING AT A, $391.7 MILLION IN REVENUES, $415.3 MILLION IN EXPENDITURES, WITH A TRANSFER FROM OUR WORKERS' COMP OF $4 MILLION, LEAVING US WITH A DEFICIT BUDGET OF $19.6 MILLION. THAT WOULD LEAVE US WITH AN APPROXIMATE FUND BALANCE OF $90.7 MILLION, WHICH THAT WOULD BE A 22% OF OUR ANNUAL OPERATING EXPENDITURES, WHICH STILL FALLS WITHIN THE BOARD'S POLICY OF 17 TO 25%. I ALSO WANT TO POINT OUT THAT FOR 23 YEARS, MISD HAS EARNED A SUPERIOR RATING ON MULTIPLE FACTORS OF, UM, WHETHER FOR THE SCHOOLS FIRST. THAT IS A RATING GIVEN BY TEA. ONE OF THOSE RATINGS IS RELATED TO HOW MUCH CASH IS ON HAND, AND THAT IS 60 DAYS WORTH OF CASH. THAT, FUND BALANCE WOULD BE APPROXIMATELY 80 DAYS OF CASH ON HAND, SO WE WOULD STILL MEET THAT REQUIREMENT.

SO HERE'S A LITTLE EASIER TO READ. THIS IS THE, GENERAL FUND BUDGET. THIS IS THE REVENUE PIECE OF IT. THIS BUDGET IS BASED ON A 2% OF THE MIDPOINT FOR EXCUSE ME, 5% FOR THE MIDPOINT FOR ALL PARAPROFESSIONALS, 2% FOR ALL OTHER STAFF MEMBERS, PLUS SOME ADDITIONAL POSITIONS I'LL COVER IN JUST A MOMENT.

WE HAVE LOCAL REVENUES OF $175.8 MILLION TO STATE REVENUES, $212 MILLION.

FEDERAL REVENUES, $3.8 MILLION, FOR TOTAL REVENUES OF $391.7 MILLION. AND THERE'S THE $4 MILLION TRANSFER FROM THE WORKERS' COMP FUND.

THE TOTAL ESTIMATED SALARIES UNDER THIS PARTICULAR PROPOSAL IS 3 $56.7 MILLION. OUR OTHER EXPENDITURES, THOSE REPRESENT THOSE ARE CAMPUS AND DEPARTMENT ALLOCATIONS. THAT IS $56.7 MILLION. THE ADDITIONAL REQUEST OF $1.8 MILLION, THAT HAS TO DO WITH SOME ADDITIONAL SPECIAL EDUCATION POSITIONS.

THAT WOULD BE 8 PROFESSIONAL POSITIONS AND 8 PARA POSITIONS.

FOR TOTAL EXPENDITURES OF $415.2 MILLION, WITH A PROJECTED SURPLUS EXCUSE ME, A PROJECTED DEFICIT OF $19.6 MILLION. I WANT TO POINT OUT THAT IF WE DID NOT DO ANYTHING AT ALL, WE STILL WOULD HAVE A $13 MILLION DEFICIT BUDGET.

THE OTHER FUND THAT IS REQUIRED TO BE ADOPTED BY THE BUDGET BY THE BOARD IS THE DEBT SERVICE FUND. THIS FUND IS USED TO COLLECT TAXES AND MAKE THE PAYMENTS ON VOTER-APPROVED APPROVED BONDED DEBT. IT'S KIND OF LIKE YOUR HOME MORTGAGE.

THIS FUND CAN ONLY BE USED TO PAY FOR THAT BONDED DEBT.

AND SO THE TOTAL REVENUES THAT ARE ESTIMATED TO BE $88.1 MILLION AND OUR ESTIMATED EXPENDITURES OF $89.1 MILLION, THAT'S A SMALL DEFICIT BUDGET, BUT, AND THAT KEEPS OUR TAX RATE CONSISTENT AT THE 6 CENTS.

BUT REMEMBER, WE HAVE A FUND BALANCE IN DEBT SERVICE OF $69.8 MILLION, AND THAT CAN ONLY BE USED FOR BONDED DEBT PAYMENTS. THE NEXT FUND THAT'S REQUIRED TO BE ADOPTED BY THE BUDGET IS BY THE BOARD.

I KEEP CALLING YOU BUDGET.

[02:15:01]

THEY, THEY PRESENTED A BASICALLY EVEN BUDGET, BALANCED BUDGET, REVENUES OF $23.7 MILLION WITH EXPENDITURES OF $23.7 MILLION, AND THEY SHOULD END THE YEAR WITH A FUND BALANCE OF AROUND $3 MILLION. THIS IS A SUMMARY OF THE COMBINED 3 BUDGETS. WE HAVE A TOTAL OF THE 3 FUNDS OF $503.4 MILLION IN REVENUES, $528 MILLION IN EXPENDITURES. WE HAVE A NET DEFICIT OF $20.6 MILLION WITH A THAT SHOULD END US WITH TOTAL COMBINED FUND BALANCE OF $162 MILLION. RIGHT NOW WE ARE NOT PROJECTING ANY KIND OF TAX INCREASE. WE'RE PRETTY IT SHOULD BE THE SAME.

WE WON'T KNOW THOUGH UNTIL THE CERTIFIED VALUES ARE RELEASED JULY 25TH, AND THEN THEY WE WOULD ADOPT THE TAX RATE IN AUGUST. SOME HIGHLIGHTS THAT ARE INCLUDED IN THIS PROPOSAL: THE 5% OF THE MIDPOINT FOR PARAPROFESSIONALS. THAT IS THE RESULT OF CONVERSATIONS WITH STAFF, WITH COMMUNITY MEMBERS, SURVEYS. WE HEARD RESOUNDINGLY THAT THE DISTRICT NEEDED TO ADDRESS PARAPROFESSIONAL PAY.

THESE STAFF MEMBERS, THEY WORK HAND IN HAND WITH THE PROFESSIONALS AND THE STUDENTS THAT THEY SUPPORT. THIS ADDITIONAL AMOUNT IS IN RESPONSE TO THAT FEEDBACK.

THEY TOO ARE ALSO EXPERIENCING THE INFLATION THAT I TALKED ABOUT IN THE EARLIER SLIDE.

WITH ONE OF OUR MAIN GOALS OF RECRUITING AND RETAINING HIGH-QUALITY STAFF, WE ARE PROPOSING A 2% INCREASE OF, TO ALL OTHER STAFF MEMBERS.

AGAIN, IF WE WERE TO DO NOTHING, WE STILL WOULD HAVE A $13 MILLION DEFICIT. THE SECOND PART OF THAT IS THAT WE ARE, INCREASING THE CONTRIBUTION, THE DISTRICT CONTRIBUTION TO HEALTH INSURANCE FOR THOSE EMPLOYEES THAT ARE ON TRS ACTIVECARE PRIMARY PLAN.

I WILL, IT'S PROBABLY HARD TO SEE. I DID FIND AN ERROR, OR IT WAS POINTED OUT TO ME.

IT'S NOT THE HIGH DEDUCTIBLE PLAN, IT IS THE PRIMARY PLAN.

THAT AFFECTS 2,827 OF OUR EMPLOYEES. THAT WOULD CHANGE THEIR MONTHLY CONTRIBUTION FROM THE DISTRICT FROM $375 TO $412. $1,000 A MONTH FOR THOSE EMPLOYEES.

EARLIER I SPOKE ABOUT THE INCREASE IN THE SPECIAL POPULATIONS OF 28.42%. THAT IS THROUGH THE FEEDBACK, AGAIN, WHEN CONVERSATIONS THAT WE'VE HAD THAT WE NEEDED TO PROVIDE SOME ADDITIONAL SUPPORT FOR OUR SPECIAL EDUCATION DEPARTMENT. I THINK THE PRESENTATION EARLIER ALSO KIND OF LENDS ITSELF TO THAT, THAT WE NEEDED TO ADDRESS THAT. AND THAT SO THIS PRESENTATION INCLUDES 8 PROFESSIONAL POSITIONS AND 8 PARAPROFESSIONAL POSITIONS IN THE SPECIAL EDUCATION DEPARTMENT. SO WHAT ARE WE DOING RIGHT NOW? WHAT HAVE WE DONE AS FAR TO ADDRESS THIS BUDGET? SO WE'RE REVIEWING ALL, ALL RESIGNATIONS, ALL POSITIONS THAT WHERE PEOPLE HAVE RESIGNED. WE'RE TAKING A LOOK AT THAT AND EVALUATING THOSE POSITIONS. SO TODAY WE'VE BEEN ABLE TO ELIMINATE $1.2 MILLION IN SAVINGS THROUGH ATTRITION.

WE ALSO HAVE OPEN ENROLLMENT NOW. WE HAVE 128 NEW STUDENT APPROVED APPLICATIONS, AND THAT WOULD EQUATE TO AROUND $755,000 IN ADDITIONAL REVENUE. WE'RE ALSO LOOKING AT OUR FEDERAL FUNDS AND HOW CAN WE MAXIMIZE THOSE. IS THERE A WAY FOR US TO MOVE SOME POSITIONS FROM THE GENERAL FUND AND ALLOW THE FEDERAL FUNDS TO BE ABLE TO COVER THOSE. THAT WOULD BE APPROXIMATELY $900,000 OF POSITIONS THAT WE'VE IDENTIFIED. WE'VE ALSO CANCELED THE CONTRACTED SUBSTITUTE CONTRACT SYSTEM AND BROUGHT THAT BACK IN-HOUSE. THAT SHOULD SAVE AROUND $1.1 MILLION. SO TODAY WE'RE AT A SAVINGS OF $3.95 MILLION, AND THAT'S JUST THE BEGINNING.

DR. SPENCER IS FALL, CREATING THIS FINANCIAL FUTURE COMMITTEE IN THE FALL FOR US TO BEGIN LOOK LOOKING AT WHAT ARE SOME OF THE THINGS AND WHAT ARE THE OPTIONS THAT WE CAN DO TO ADDRESS THE DEFICIT. SO I SHARED WITH YOU WHAT THE PROJECTIONS WERE FOR THE '25-'26 SCHOOL YEAR, WHICH IS OUR CURRENT YEAR. WE SHOULD END THE YEAR IN A DEFICIT OF AROUND $5 MILLION. I SHARED WITH YOU WHAT THE CHALLENGES WERE IN DEVELOPING THIS BUDGET. WE HAVE THE DECLINING ENROLLMENT, WE HAVE RECORD INFLATION, BUT WE HAVE THE CHALLENGE OF

[02:20:01]

SO NOW I AM OPEN FOR QUESTIONS YOU MAY HAVE BEFORE WE BEGIN OUR BUDGET HEARING PROCESS.

ALL RIGHT, SO WE'LL START WITH QUESTIONS TO MY RIGHT.

DR. REED, I DON'T HAVE ANY QUESTIONS, BUT I'M GOING TO SAY THIS FIRST, SO IF ANYONE WANTS TO REPEAT THIS, THIS IS GREAT. THANK YOU FOR ANSWERING ALL OF OUR CALLS AND QUESTIONS AND REWORKING EVERYTHING AND THEN ORGANIZING THE BUDGET IN SEVERAL DIFFERENT LAYOUTS SO THAT WE CAN SEE IT, THE PUBLIC CAN SEE IT, PARENTS CAN SEE IT, THE COMMUNITY, DR. SPENCER CAN SEE IT, AND SEE THAT YOU AND MS. TRONGARD HAVE WORKED. I DON'T KNOW HOW YOU MADE THAT PENNY MOVE. MOVE. BUT I DESPERATELY APPRECIATE ALL THE WORK THAT YOU ALL HAVE DONE TO REDUCE THE DEFICIT. SO THANK YOU SO VERY MUCH. THANK YOU, DR. CROUCH.

THANK YOU, MISS NEWSOM.

THANK YOU SO MUCH FOR THE PRESENTATION. I KNOW THIS HAS BEEN A TEDIOUS SEVERAL I'M JUST GOING TO GO WITH MONTHS FOR ALL OF US TOGETHER AS WE JOURNEY DOWN THIS ROAD, UM, BECAUSE THIS SEEMS REALLY, UM, I THINK SCARY IS THE RIGHT WORD. EVERY YEAR IT GETS A LITTLE MORE SCARY THAN THE PREVIOUS YEAR, AND IT DOESN'T FEEL GOOD. AND SO I WANT TO MAKE SURE THAT WE'RE ALWAYS MAKING GOOD CHOICES, THAT IS A BUDGET THAT'S SUSTAINABLE FOR US, THAT WE FEEL LIKE NEXT YEAR WE'RE NOT GOING TO GO BACK AND BE LIKE, MAN, I WISH WE DIDN'T DO THAT, RIGHT? AND THAT WE'RE REALLY ABLE TO DO OUR BEST GUESS WITH INFLATION BECAUSE WE CAN'T REALLY LIKE THROWING A DART IN THE AIR WITH THAT SOMETIMES. WE WOULD NEVER GUESS. BUT I GUESS MY ONE THING IS THAT I ALWAYS WANT TO MAKE SURE THAT THIS IS THAT WE'RE THINKING FORWARD INSTEAD OF ONE YEAR IN ADVANCE. AND A LOT OF WHAT WE TALK ABOUT IS RIGHT NOW AND ONE YEAR AND WHAT WE CAN DO AND OUR BEST GUESS, RIGHT? AND SO, UM, AND WE KEEP ADOPTING A LARGER DEFICIT BUDGET. SO, UM, I, I REALLY, REALLY APPRECIATE YOU GUYS AND HOW EVERYONE COMES TOGETHER TO BE MORE THOUGHTFUL AND COME UP WITH IDEAS AND TRYING TO FIGURE THINGS OUT. AND I FEEL LIKE THERE'S A LOT OF PRESSURE ON THIS FINANCIAL COMMITTEE GOING FORWARD TO COME UP WITH SOME REALLY GREAT THINGS FOR US. UM, BUT I, I DO HAVE ONE QUESTION, AND THAT IS JUST BECAUSE I'VE GOTTEN THIS QUESTION FROM PEOPLE IN THE COMMUNITY, IS IF WE HAVE A RAINY DAY FUND OF $17.8 MILLION, WHY AREN'T WE JUST WHY AREN'T WE JUST MAKING THAT MOVE SO THAT IT DOESN'T FEEL LIKE THE DEFICIT AS MUCH? DOES THAT MAKE SENSE? AND I CAN'T APPROPRIATELY ANSWER THAT QUESTION.

THE WELL, IT'S NOT NECESSARY.

IT'S NOT A SEPARATE FUND. IT'S ALL PART OF THE FUND. THAT'S JUST WHAT WOULD BE I DON'T WANT TO SAY IT WOULD BE ABOVE THE BOARD'S GOAL, SO IT WOULD ALLOW US TO DIP INTO THAT BUCKET, RIGHT? RIGHT. SO BY ADOPTING A DEFICIT BUDGET, WE'RE DIPPING INTO THAT QUOTE-UNQUOTE RAINY DAY FUND, RIGHT? I GUESS JUST SO THAT AT THE END OF THE DAY, WOULD WE NOT DIP INTO THAT? SO WE IT'S THE DEF AND THE BUCKET'S ONLY SO BIG, CORRECT? AND SO I GUESS I WANT TO MAKE SURE THAT WHILE WE'RE SITTING THERE SAYING THAT WE DO HAVE THIS $17 LITTLE OVER $17 MILLION WE CAN DIP FROM WITHOUT KIND OF AFFECTING OUR FIRST REPORT AND SOME THINGS LIKE THAT, AT SOME POINT THAT'S GOING TO RUN OUT, RIGHT? AND SO AND WE DON'T REALLY KNOW WHAT THE YEAR IS GOING TO TURN OUT.

WHILE THIS YEAR WE WERE ABLE TO KIND OF BE IN A LITTLE BIT BETTER PLACE THAN WE THOUGHT, RIGHT? IT JUST KIND OF WORKED OUR WAY, BUT IT ALWAYS COULD WORK THE OTHER WAY. SO, UM, I GUESS I JUST WANT I DON'T WANT THAT EVER TO BE LOST ON ANYONE WHILE WE HAVE THESE CONVERSATIONS, RIGHT? THAT WE'RE THAT IT'S BECAUSE OF THE FISCAL RESPONSIBILITY OF THE DISTRICT AND YOUR TEAM AND THE WORK THAT MS. TRONGARD HAS DONE AND THE WORK THAT ADMINISTRATION HAS DONE TO JUST MAKE SURE THAT WE'RE REALLY WATCHING P'S AND Q'S. YOU KNOW WHAT I MEAN? LIKE EVERYBODY, EVERYBODY'S MADE THEIR OWN LITTLE SACRIFICES ABOUT THIS SO THAT WE CAN MOVE FORWARD. SO, UM, I GUESS THAT'S, THAT'S MY QUESTION,

[02:25:02]

OKAY, THANK YOU.

ALL RIGHT, TO MY LEFT.

YES, MA'AM. THANK YOU, DR.

CRISFIELD, AND THANK YOU FOR THIS COMPREHENSIVE PRESENTATION, AS THIS HAS BEEN, I KNOW, A LABOR OF LOVE FOR YOU THROUGHOUT ABOUT THIS PROCESS OF WORKING WITH US. UM, I'M, I'M EXTREMELY ECSTATIC THAT HOPEFULLY TONIGHT AS A BOARD THAT OUR ACTIONS WILL MATCH WHAT WE SAY WE VALUE IN OUR DISTRICT. AND SO I KNOW ON PAPER IT LOOKS SCARY, AS I QUOTE, RIGHT? UM, AND THERE ARE QUITE A FEW PEOPLE THAT LIKE TO POLITICIZE THINGS THAT ARE HAPPENING IN PUBLIC EDUCATION, BUT PROPERLY FUNDING PUBLIC EDUCATION IS ONE OF THE THINGS THAT PEOPLE NEED TO BE CONCERNED ABOUT BECAUSE THIS IS NOT ISOLATED TO MANSFIELD ISD. AND IF WE DON'T SAY ANYTHING NOW, WE'LL CONTINUE TO HAVE THE SAME CONVERSATIONS.

AND SO, UM, EXTREMELY THANKFUL FOR YOU AND YOUR TEAM AND THE WORK THAT YOU GUYS HAVE DONE TO, TO REALLY ALLOW US TO BE A DESTINATION DISTRICT IN SPITE OF NOT HAVING THE RESOURCES.

WE CELEBRATED MANY PROGRAMS TONIGHT. THAT IF WE HAD TO MAKE CRUCIAL CONVERSATIONS WOULD NOT EXIST, RIGHT? AND THOSE PROGRAMS ARE WHAT BROUGHT MANY OF OUR FAMILIES TO MANSFIELD ISD. AND SO IF ANYONE'S LISTENING OUT THERE OR STILL HERE IN THE ROOM, THOSE ARE THE THINGS IF THE PEOPLE THAT HAVE ISSUE WITH ENGAGE MANSFIELD, THAT'S ONE OF THE REASONS WHY IT EXISTS, BECAUSE WE HAVE TO EDUCATE OUR COMMUNITY ON THE REAL ISSUES THAT ARE AT HAND. THERE'S A VIDEO THAT CAME OUT TODAY WHERE TEACHERS ARE HAVING TO WORK ADDITIONAL JOBS OUTSIDE OF WHAT THEY'RE DOING. THOSE ARE MANSFIELD ISD TEACHERS, TWO TEACHERS IN OUR DISTRICT.

AND SO WE HAVE THE MONEY.

THAT'S THE MOST CONCERNING PART, BUT THAT'S I'M PREACHING TO THE CHOIR HERE BECAUSE EVERYONE HERE WOULD LOVE FOR US TO HAVE THOSE FUNDS, RIGHT? AND SO JUST THANKFUL THAT WE ARE HERE SERVING IN A DISTRICT THAT VALUES OUR TEACHERS AND OUR EMPLOYEES AND WANTS TO MAKE THAT HAPPEN FOR THEM. SO JUST THANK YOU AGAIN FOR YOUR WORK ON THIS.

ANYONE ELSE ON THE LEFT? MISS GOOCH? I JUST WANT TO SAY THANK YOU FOR THE WORK YOU AND THE WHOLE TEAM HAVE DONE. THANK YOU FOR NOT RUNNING AWAY, RIGHT? THANK YOU FOR STAYING WITH IT, AND THANK YOU FOR DOING THE WORK SO THAT WE CAN RETAIN OUR EXCELLENT STAFF.

MISS HOWARD.

YES, UM, LIKE MY COLLEAGUES HAVE SAID, THAT THIS HAS BEEN A LOT OF BACK AND FORTH AND A LOT OF EXPLAINING AND RE-EXPLAINING AND DIGGING AND FINDING. AND SO JUST THANK YOU FOR YOUR PATIENCE, YOU AND MISS STRONGARD, FOR ALWAYS BREAKING IT DOWN IN A WAY THAT MAKES SENSE, BUT ALSO, UM, IN A WAY THAT IS JUST SO CLEAR THAT, LIKE WITH THE LAST PRESENTATION AND EVEN THIS, WE'RE TALKING A LOT OF NUMBERS AND DATA, NUMBERS AND DATA, BUT BEHIND EVERY NUMBER AND DATA IS A REAL STUDENT IN A SEAT IN A CLASSROOM AND A TEACHER THAT IS DOING THEIR BEST TO MAKE THEM ALL THAT THEY CAN BE. AND SO WE, WE TAKE THAT HEAVY WORK, BUT I THINK WE ALL TREAT IT AS AN HONOR THAT WE HAVE. AND, UM, SOMETIMES WHEN YOU'RE TALKING ABOUT FINANCES, IT CAN YOU CAN EASILY STRIP THAT HUMANITY PART OF IT AWAY, BUT I JUST YOUR DEPARTMENT HAS ALWAYS CARRIED THAT, AND IT'S VERY EVIDENT TO US AND I'M SURE OUR COMMUNITY.

I WANTED TO JUST CAPITALIZE ON A FEW THINGS. WHETHER YOU KNOW WHAT IT MEANS OR YOU DON'T, I'M SURE PEOPLE ARE SO TIRED OF HEARING THE BASIC ALLOTMENT.

PEOPLE ARE SO TIRED OF HOW IT HAS OR HASN'T CHANGED. BUT JUST SOMETHING TO REITERATE IS THAT IS LIKE THE PRIMARY SOURCE OF THE STATE FUNDING THAT LIKE WE SAID IN THE LAST PRESENTATION, WHILE EVERY CAMPUS ISN'T COOKIE CUTTER, EVERY DISTRICT ISN'T COOKIE CUTTER. AND SO THE FLEXIBILITY IN THAT BASIC ALLOTMENT ALLOWS EACH DISTRICT TO USE THE MONEY THAT MAKES SENSE IN THEIR COMMUNITY WITH THE NEEDS THAT THEY HAVE.

AND YOU MENTIONED IT, BUT I WANTED TO CAPITALIZE ON THIS, IS THERE ARE OTHER ALLOTMENTS THAT THE STATE GIVES US OUTSIDE OF THE BASIC ALLOTMENT. BUT I THINK FUEL WAS AN EXAMPLE.

THOSE FUEL COSTS HAD GONE UP 93%. AND WHILE THERE IS AN ALLOTMENT FOR TRANSPORTATION, DOES THAT ALLOTMENT FULLY COVER OUR FUEL COSTS? RIGHT.

NO, IT DOES NOT.

DOES NOT.

IT IS NOT. AND SO TYPICALLY, WHENEVER A SPECIFIC ALLOTMENT DOESN'T COVER AN ENTIRE COST AMOUNT, WHERE DO WHAT ALLOTMENT DOES COVER THAT WOULD COME FROM? THE BASIC, THE BASIC ALLOTMENT.

AND SO YOU HAD A SLIDE ON HERE THAT SHOWED HOW THE BASIC ALLOTMENT HADN'T REALLY CHANGED, BUT IF IT HAD,, WE WOULD BE GETTING A SIGNIFICANT AMOUNT OF MONEY MORE PER STUDENT.

APPROXIMATELY $55 MILLION.

YES. SO THAT BRINGS ME TO THAT NUMBER THAT IT WASN'T ON THE SCREEN, AND I JUST WANT

[02:30:02]

CORRECT? CORRECT.

SO I JUST THAT'S A REALLY BIG NUMBER, LIKE TRUSTEE CANNON SAID. THIS IS NOT UNIQUE TO MANSFIELD ISD. UM, OUR, OUR DISTRICTS ALL AROUND US ARE, UM, SOME HAVE ALREADY CLOSED CAMPUSES. UM, SOME DISTRICTS AREN'T ABLE TO DO RAISES AT ALL, AND SOME ARE JUST HAVING TO GET REALLY CREATIVE. ALSO, LIKE YOU SAID, CUT THINGS THAT ARE REALLY IMPORTANT TO THEIR COMMUNITY. AND SO AGAIN, GOING BACK TO LIKE, THESE NUMBERS REPRESENT REAL KIDS, I'M JUST REALLY GRATEFUL HOPEFUL AT HOW WE ARE MAKING IT WORK.

AND TO MS. NEWSOM'S POINT, I KNOW WE DON'T HAVE A CRYSTAL BALL, AND OF COURSE IT'S OUR GOAL TO BE STRATEGIC GOING FORWARD.

BUT WITH THIS SPECIFIC BUDGET, UM, I JUST I'M GLAD THAT AS WE LISTEN TO A PRESENTATION THAT TALKS ABOUT HOW TEACHERS ARE AT THE CENTER OF WHAT WE DO, OF THE OUTCOMES, AND THAT IF THEY ARE A VITAL ASSET TO THIS COMMUNITY, WE DON'T TREAT THEIR COMPENSATION AS OPTIONAL. AND I AM JUST VERY GRATEFUL THAT WE HAVE THE OPPORTUNITY TO STILL DO SOMETHING ABOUT IT, BECAUSE LIKE I SAID, OUR PEER DISTRICTS HAVEN'T BEEN ABLE TO DO IT.

AND SO THANK YOU FOR BREAKING THAT DOWN. SCHOOL FINANCE IS NOT EASY. UM, SOMETIMES IT FEELS PURPOSELY CONFUSING.

AND, AS WE HEAD TOWARDS THE 90TH LEGISLATIVE SESSION, ALL OF THESE NUMBERS ARE REALLY IMPORTANT TO MAKE SURE OUR COMMUNITY STAYS INFORMED. SO THANK YOU FOR BREAKING IT DOWN.

MY PLEASURE.

GREAT. ALL RIGHT, SO TO RECAP SOME THINGS, UM, THIS, ADOPTING MULTI-MILLION DOLLAR DEFICIT BUDGETS IS A REGIONAL TREND, UM, BECAUSE OF DECLINING ENROLLMENT AROUND, THE STATE, BUT ALSO THE STATE'S FAILURE TO INCREASE PER STUDENT FUNDING.

UM, SO IF YOU READ THE SHIRT, IT SAYS FUND PUBLIC SCHOOLS, AND MY COLLEAGUES HAVE ALREADY SHARED, UM, AS WELL AS YOUR POINT ABOUT HOW MUCH MONEY WE COULD HAVE IF WE WERE PROPERLY FUNDED. SO IT, TO ME, IT SIGNALS SOMETHING STRUCTURAL THAT LEGISLATORS, WE HOPE, WILL PAY ATTENTION TO. ANOTHER POINT THAT'S BEEN MADE IS OUR DEFICIT IS DRIVEN BY YOU I THINK THE NUMBER MAY HAVE BEEN 400 STUDENTS OVER THE LAST 5 YEARS THAT WE'VE DECLINED IN ENROLLMENT.

SO THAT'S A PIECE OF IT. AND SO I THINK THAT'S AN IMPORTANT DISTINCTION BECAUSE WE'RE TALKING ABOUT SPENDING, UM, WHEN REALLY WE'RE EDUCATING FEWER STUDENTS RIGHT NOW, AND THE FUNDING FORMULA WE HAVE IS WHAT WE HAVE. UM, SO WE HAVE LESS REVENUE TO WORK WITH AS OPPOSED TO, UM, SPENDING. UM, THIS ALSO BUILDS ON, UM, AN EXISTING DEFICIT.

SO I'M GLAD WE LANDED AT A LOWER AMOUNT, UM, BUT WE DID ADOPT A $13 MILLION DEFICIT BUDGET LAST YEAR. UM, AND SO AS WE TALK ABOUT YEAR OVER YEAR. UM, THE COMMUNITY SHOULD UNDERSTAND THAT THIS ISN'T A BRAND NEW PROBLEM.

IT'S NOT A ONE-YEAR PROBLEM.

UM, AND WE ARE WE'VE BEEN MANAGING, UM, THIS, UM, FOR SEVERAL YEARS. LASTLY, I AM PLEASED THAT YOU'VE SHARED WHAT THE DISTRICT HAS ALREADY BEEN DOING, UM, SOLUTIONS THAT ARE ALREADY UNDERWAY, UM, WITH THE PROPOSED, UM, BUDGET SHORTFALL. UM, SO WE LOOK FORWARD TO THE CONVENING OF THE FINANCIAL FUTURES COMMITTEE AND ALL THE THINGS THAT WILL COME FROM THE COMMUNITY. UM, THAT VOICE IS IMPORTANT. UM, AND SO I THINK THAT'S PROACTIVE, UM, IT'S TRANSPARENT. AND TO FINALIZE, THIS DOES INCLUDE A RAISE FOR STAFF. IT DOES INCLUDE A RAISE FOR STAFF, THIS PROPOSAL, WITH AN ADDITIONAL RAISE FOR PARAPROFESSIONALS. IT ADDS ADDITIONAL SPECIAL EDUCATION STAFFING. UM, SPED STAFFING AND PARAPROFESSIONAL PAY WERE THINGS THAT WE'VE HEARD OBVIOUSLY FROM FEEDBACK. AND SO THERE WAS A RECENT BOARD SURVEY THAT WENT OUT THAT CLOSED THIS PAST SUNDAY, AND EVEN THOUGH IT WAS DIRECTED TO THE BOARD, THOSE SAME THINGS SHOWED UP IN THAT SURVEY. AND SO I ECHO MY COLLEAGUES IN SAYING IT IS AMAZING TO BE ABLE TO RESPOND TO THE COMMUNITY'S NEEDS IN SUCH A DIRECT WAY. AND SO WE THANK YOU AND YOUR TEAM FOR YOUR WORK IN BRINGING THIS TO US.

YES, MY PLEASURE.

OKAY, SO THE BOARD WILL NOW HEAR COMMENTS FROM ANYONE WHO HAS SIGNED UP TO SPEAK DURING THE PUBLIC HEARING.

COMMENTS WILL BE LIMITED TO 3 MINUTES FOR EACH SPEAKER, AND THE COMMENTS MUST BE LIMITED TO THE SUBJECT MATTER. SO I WOULD ASK THAT ANYONE ADDRESSING THE BOARD PLEASE DO SO WITH RESPECT FOR THE PRIVACY OF OUR STUDENTS AND STAFF WHILE SPEAKING.

BOARD MEMBERS, IF YOU HAVE ANY ADDITIONAL THINGS TO ADDRESS

[02:35:01]

DO WE HAVE ANY SPEAKERS SIGNED UP? OKAY, THERE ARE NO PUBLIC COMMENTS, SO WE WILL NOW CONCLUDE THE PUBLIC COMMENT PORTION OF OUR HEARING AT .

UM, WE'VE HAD QUESTIONS. IS THERE ANY MORE DISCUSSION

[11. Human Resources Report]

UM, THIS EVENING WE DO HAVE A FEW SPECIAL FOLKS THAT I WANTED TO THANK TODAY. UM, I HAVE A SPECIAL THANK YOU TONIGHT FOR TWO EDUCATORS THAT ARE CLOSE TO MY HEART, DR.

KIMBERLY CANTU AND MR. JEFF BROGDON. I WANTED TO MAKE SURE THAT I THANKED BOTH OF YOU FOR YOUR YEARS OF DEDICATION, SERVICE, LEADERSHIP, AND COMMITMENT TO THE STUDENTS, STAFF, AND FAMILIES OF OUR DISTRICT.

THIS ALSO INCLUDES WORK THAT YOU'VE DONE FOR ALL STUDENTS ACROSS THE STATE OF TEXAS IN THE FIGHT FOR A BETTER PUBLIC EDUCATION FOR ALL. TO OUR RETIRING SUPERINTENDENT, DR. CANTU, THANK YOU FOR YOUR VISION, YOUR STEADY GUIDANCE, AND UNWAVERING FOCUS ON OUR STUDENT SUCCESS. YOUR LEADERSHIP HAS LAST LEFT A LASTING IMPACT ON OUR SCHOOLS, COMMUNITY, AND ME. TO OUR RETIRING ASSOCIATE SUPERINTENDENT OF FACILITIES, MR. JEFF BROGDON, THANK YOU FOR ENSURING THAT OUR STUDENTS ARE SAFE AND THAT OUR STAFF ARE SAFE AND FUNCTIONAL, AND THAT OUR, OUR FACILITIES ARE WELCOMING LEARNING ENVIRONMENTS FOR ALL STUDENTS. YOUR BEHIND-THE-SCENES WORK HAS PLAYED A VITAL ROLE IN THE SUCCESS OF OUR DISTRICT, AND YOUR VISIONS CONTINUE TO BECOME REALITY AND BE AMAZING TO WATCH COME TO LIFE EVEN WHEN YOU'RE NOT HERE.

ON BEHALF OF THE BOARD OF TRUSTEES, THANK YOU BOTH FOR YOUR SERVICE, YOUR PROFESSIONALISM, AND THE LEGACY THAT YOU LEAVE BEHIND. WE WISH YOU BOTH HEALTH, HAPPINESS, AND MANY BLESSINGS IN YOUR RETIREMENT. WE ALSO HAVE OTHER STAFF WITH 20 YEARS OF SERVICE ON OUR LIST THIS EVENING.

MIRIAM BARONA WITH 28 YEARS WITH MISD. MR. JEFF BROGDON, 22 YEARS WITH MISD. DR.

KIMBERLY CANTU, 27 YEARS WITH MISD. KEVIN DODGE, 21 YEARS WITH MISD. VICTORIA PAULSON, 25 YEARS WITH MISD.

LAURIE REMINGTON, 21 YEARS WITH MISD. RONNIE ROBERSON, 27 YEARS WITH MISD. DON RAWSON, 29 YEARS WITH MISD. KIMBERLY SCHWARTZ, 29 YEARS WITH MISD.

BRIDGET WIGLEY, 20 YEARS WITH MISD. AND TIMOTHY WILLIAMS, 23 YEARS WITH MISD.

THANK YOU ALL FOR THESE EXCEPTIONAL EDUCATORS AND WHAT YOU'VE BROUGHT TO OUR STUDENTS. YOU'VE MADE A DIFFERENCE TO EVERY SINGLE STUDENT'S LIVES AND TEAMS THAT YOU'VE TOUCHED. BEST WISHES FROM THE BOARD.

[12. Business Items Requiring Board Action]

SO NEXT UP ARE GOING TO BE OUR BUSINESS ITEMS REQUIRING BOARD ACTION. WE WILL MOVE TO ITEM 12.1, WHICH IS THE CONSIDERATION OF COMMITTEES.

SO TRUSTEES, THE RECOMMENDED MOTION IS TO APPROVE COMMITTEES AS LISTED FOR THE 26-27 YEAR.

SO MOVED.

SECOND.

MOVED BY MS. HORN, SECONDED BY TRUSTEE CANNON. UM, IS THERE ANY DISCUSSION? SEEING NONE, ALL THOSE IN FAVOR OF APPROVING OUR COMMITTEES, PLEASE RAISE YOUR HAND. ALL RIGHT, THAT MOTION CARRIES 6-0. SO THAT'LL MOVE US TO ITEM 12.2, WHICH IS THE CONSIDERATION AND APPROVAL OF RESOLUTION 2624, APPOINT OFFICER OR DISTRICT PERSONNEL TO OVERSEE THE TAX RATE. AND SO THAT RECOMMENDED MOTION IS TO ADOPT RESOLUTION 2624, APPOINT RICK D. BARNES, TAX ASSESSOR-COLLECTOR, TARRANT COUNTY TAX OFFICE, TO OVERSEE MISD TAX RATE AS PRESENTED.

SO MOVED.

OKAY, MOVED BY MR. CANNON, SECONDED BY MISS GOOCH. OKAY, ALL THOSE IN FAVOR OF THE MOTION OH, ACTUALLY, IS THERE ANY DISCUSSION?

[02:40:05]

THE SUGGESTED MOTION IS TO ADOPT THE 26-27 BUDGET AS PRESENTED. MOVED BY DR.

REED.

SECOND.

SECONDED BY TRUSTEE CANNON. IS THERE ANY MORE DISCUSSION? IS YOUR HAND UP, MISS GOOCH? NO.

ARE YOU WAVING? IT IS UP.

OKAY, MISS GOOCH. EVERY BUDGET REQUIRES SOME DIFFICULT CHOICES. THIS ONE ASKS US WHETHER WE BELIEVE PEOPLE WHO WORK ALONGSIDE OUR MOST VULNERABLE STUDENTS DESERVE COMPENSATION THAT REFLECTS THAT WE VALUE THEM, AND OBVIOUSLY WE DO. SO OUR BUDGET NEEDS TO REFLECT OUR VALUES, AND AT THE SAME TIME, WE WANT TO COMMIT TO DEVELOPING A DISCIPLINED PLAN FOR LONG-TERM SUSTAINABILITY.

SO I THINK WE'RE THINKING ABOUT BOTH/AND RIGHT NOW, AND THAT'S IMPORTANT TO REMEMBER. THANK YOU. OTHER DISCUSSION? OKAY. SEEING NONE, ALL THOSE IN FAVOR OF THE MOTION, PLEASE RAISE YOUR HAND. ALL RIGHT. THE MOTION CARRIES 6-0.

ALL RIGHT. WE ARE ON ITEM 12.4. AND THAT IS THE CONSIDERATION AND APPROVAL OF THE FINAL BUDGET AMENDMENT FOR 25-26. AND THE SUGGESTED MOTION, UM, IS TO APPROVE THE FINAL BUDGET AMENDMENT FOR THE 25-26 SCHOOL YEAR AS PRESENTED.

MOVED BY MS. NEWSOM, SECONDED BY MS. HORN. IS THERE ANY DISCUSSION ON THIS MOTION? SEEING NONE, ALL THOSE IN FAVOR OF THE MOTION PLEASE RAISE YOUR HANDS. THIS MOTION CARRIES 6-0. BRINGS US TO ITEM 12.5, THE CONSIDERATION AND APPROVAL OF THE EDUCATION FOUNDATION MOU. THE SUGGESTED MOTION IS TO APPROVE THE ED FOUNDATION MOU AS PRESENTED.

ALL RIGHT, DR. REED MOVED AND MISS NEWSOME SECONDED. IS THERE ANY DISCUSSION ON THE MOTION?

[13. Consent Agenda]

ALL RIGHT, THAT MOTION WILL CARRY AS WELL, 6-0. ALL RIGHT, TRUSTEES, THAT MOVES US TO ITEM 13, THE CONSENT AGENDA. AS A REMINDER, ALL ITEMS ON THE CONSENT AGENDA ARE CONSIDERED ROUTINE AND WILL BE APPROVED BY A SINGLE VOTE WITHOUT DISCUSSION UNLESS A BOARD MEMBER REQUESTS THAT AN ITEM BE PULLED FOR SEPARATE CONSIDERATION. SO BEFORE, WE VOTE, DOES ANY BOARD MEMBER WISH TO PULL AN ITEM FROM CONSENT AT THIS TIME? OKAY, ITEM 13.10, UM, WILL BE MOVED TO A FUTURE MEETING. SO WE WILL BE VOTING ON THE CONSENT AGENDA AS PRESENTED WITH THE EXCEPTION OF ITEM 13. 13.10. IS THAT CLEAR TO EVERYONE? OKAY, SO THE MOTION WOULD BE TO APPROVE THE CONSENT AGENDA WITHOUT ITEM 13.10. OKAY, 1 POINT YEAH, 10, 1, 1, 0.

YEAH. YOU GOT IT.

I WAS, I WAS CLARIFYING. I THOUGHT YOU SAID 13.10. YOU SAID 10, SO 13.10.

YES.

OKAY, 13.10. OKAY, AND SO MISS HORN MADE A MOTION. DO WE HAVE A SECOND? OKAY, MISS GOOCH WILL HAVE A SECOND. ALL

[14. Superintendent's Report]

OKAY, THIS MOVES US TO ITEM 14, THE SUPERINTENDENT'S REPORT. SO THIS IS FOR DISCUSSION PURPOSES ONLY.

UM, WE WILL BE DISCUSSING ITEMS 14.16 NOT ONE SIX AND 14.17 TOGETHER. DOES ANY TRUSTEE WISH TO DISCUSS ANY OTHER ITEM WITH DR. SPENCER AT THIS TIME? OKAY, SO WE'LL MOVE TO ITEM 14.16, BOARD COMMITTEE REPORTS. SO IN THIS PORTION OF THE AGENDA, OUR BOARD COMMITTEES WILL SHARE HIGHLIGHTS OF THE WORK, UM, THAT THEY PLAN TO DO THROUGHOUT THE YEAR ON A ROTATING BASIS. AND SO TODAY'S REPORTS, UM, EACH COMMITTEE CHAIR WILL SHARE THE

[02:45:01]

SO WE WILL START WITH THE A'S ADVOCACY.

YEAH, SO, UM, WE ARE EXCITED TO CONTINUE THE WORK THAT THE ADVOCACY COMMITTEE WAS ABLE TO START LAST YEAR. UM, I THINK A LOT OF YOU SAW IN ONE OF OUR BOARD MEETINGS HOW MR. WILLIAMS AND THE LEGISLATIVE LEADERSHIP COMMITTEE WAS ABLE TO COME UP WITH OUR PRIORITIES FOR THAT SESSION, AND WE'RE REALLY GOING TO FOCUS IN THE FALL OF JUST BUILDING ON GETTING THAT WORD OUT. AND SO OUR GOALS ARE TO SUSTAIN THE FRAMEWORK AND INITIATIVES ESTABLISHED BY MR. WILLIAMS' LEADERSHIP AND THE LEGISLATIVE LEADERSHIP COMMITTEE THUS FAR, EXPAND BOARD-WIDE ENGAGEMENT AND OWNERSHIP NOW THAT THE COMMITTEE'S FOUNDATION IS IN PLACE, AND TO PREPARE OVER THE SUMMER TO ENSURE STRONG COORDINATED MESSAGING AT THE START OF THE NEW SCHOOL YEAR. SCHOOL YEAR. I WOULD BE REMISS TO NOT PLUG ENGAGE MANSFIELD ISD. IT IS ENGAGE.MANSFIELDISD.ORG, AND YOU CAN FIND OUT MORE INFORMATION AROUND THE BUDGET STUFF WE JUST TALKED ABOUT, OUR STUDENT OUTCOMES.

BUT MOST IMPORTANTLY, THAT'S WHERE THE INFORMATION WILL BE AROUND OUR ENGAGEMENT SESSIONS WHERE WE WANT TO GO OUT INTO THE COMMUNITY AND HAVE CLEARER DISCUSSIONS WITH YOU. THE BOARD IS GOING TO BE AVAILABLE FOR THOSE KIND OF THINGS. AND THEN ALSO YOU CAN FOLLOW ENGAGE ON MOST SOCIAL MEDIA PLATFORMS. THAT IS HOW YOU STAY EQUIPPED TO BE ABLE TO HELP US TO ADVOCATE FOR OUR COMMUNITY.

GREAT. NOW THE NEXT COMMITTEE IS APPRAISAL DISTRICT. MS. NEWSOME, YOU MENTIONED TO ME SOMETHING YOU MIGHT HAVE WANTED TO SHARE ABOUT COMMITTEES.

NOT ABOUT THAT COMMITTEE, JUST THAT, THAT THIS IS STILL KIND OF FORMATIVE FOR US. AT LEAST WITH COMMITTEES, WE'RE KIND OF WISHING AND DREAMING RIGHT NOW.

AND THEN SOON-TO-BE NEXT STEPS WOULD BE MEETING WITH OUR DISTRICT LIAISONS THAT OVERSEE EACH ONE OF THESE COMMITTEES AND KIND OF MORE FORMALIZING, YOU KNOW, A STRONGER PATH FORWARD. SO THIS IS US KIND OF, YOU KNOW, DOING OUR BEST GUESS. SO THIS IS REALLY FORMATIVE. I JUST WANT TO MAKE SURE PEOPLE DIDN'T THINK THAT WE WERE MAKING ALL OUR DECISIONS ABOUT THE WHOLE YEAR RIGHT NOW.

SO GOTCHA.

YES, SO SOME COMMITTEES HAVE BEEN ABLE TO MEET WITH STAFF LIAISONS, AND SOME HAVE NOT YET. AND SO I'LL BE REPORTING FOR THE APPRAISAL DISTRICT.

THE CHAIR IS SECRETARY JASON THOMAS, AND THE PRIORITIES LISTED ARE TO MONITOR AND REPORT, SO ATTEND THE TARRANT COUNTY AND JOHNSON COUNTY APPRAISAL DISTRICT MEETINGS CONSISTENTLY THROUGHOUT THE YEAR, PROVIDE UPDATES TO THE FULL BOARD, INFORM VOTING, EQUIP THE BOARD MEMBERS WITH DATA, CONTEXT, AND ANALYSIS NEEDED TO MAKE SOUND, WELL-INFORMED DECISIONS WHEN VOTING ON APPRAISAL DISTRICT CANDIDATES. UM, TAXPAYER TRANSPARENCY, COMMUNICATING RELEVANT APPRAISAL TRENDS, VALUATION CHANGES, AND THEIR POTENTIAL IMPACT ON THE DISTRICT'S TAX BASE TO THE BROADER BOARD AND COMMUNITY, AND THEN SUPPORTING PUBLIC UNDERSTANDING OF HOW APPRAISAL DISTRICT DECISIONS AFFECT MISD. I THINK THOSE ARE GREAT PRIORITIES. AND SO, AUDITOR, WE HAVE THE CHAIR, MISS GOOCH.

THANK YOU.

UM, YES, MRS. NEWSOM AND I WILL JOIN THE AUDIT COMMITTEE THIS IS NOT A BOARD COMMITTEE, OBVIOUSLY, BUT WE WILL JOIN THE AUDIT COMMITTEE. AND THAT COMMITTEE, THE WHOLE PURPOSE IS TO MAINTAIN STRONG FINANCIAL STEWARDSHIP AND SUPPORT LONG-TERM FINANCIAL SUSTAINABILITY. AND OUR ROLE IS TO REPORT BACK TO THE BOARD THE FINDINGS AND THE RESOLUTIONS THAT WILL COME FROM THE AUDIT. FANTASTIC. AND SO SECRETARY THOMAS IS ALSO CHAIRING A SECOND COMMITTEE, UM, THE BOARD OPERATING PROCEDURES.

AND SO THE GOALS THERE ARE TO HAVE AN ANNUAL REVIEW, UM, CONDUCT A THOROUGH REVIEW OF THE CURRENT BOARD OPERATING PROCEDURES DOCUMENT BY APRIL, ENSURING ALIGNMENT WITH ANY GOVERNANCE OR POLICY CHANGES FROM THE PRIOR YEAR. TIMELY ADOPTION, PRESENTING THE RECOMMENDATIONS, UM, FOR REVISIONS TO THE FULL BOARD BEFORE NEWLY ELECTED TRUSTEES ARE SEATED, ENSURING CONTINUITY AND CLARITY. UM, BEST PRACTICES ALIGNMENT, SO BENCHMARK PROCEDURES AGAINST TASB GOVERNANCE STANDARDS AND COMPARABLE TEXAS SCHOOL DISTRICTS TO IDENTIFY OPPORTUNITIES FOR IMPROVEMENT AND ENSURE MISD REFLECTS THE HIGHEST STANDARD OF BOARD GOVERNANCE STATEWIDE.

ALL RIGHT, THE NEXT COMMITTEE IS BOARD OVERSIGHT COMMITTEE, AND SO I'M CHAIRING THAT ONE. AND SO THANK YOU ALL TO THE COMMUNITY MEMBERS WHO DID COMPLETE OUR BOARD SURVEY. THE BOARD OVERSIGHT COMMITTEE WILL BE REVIEWING THAT TO MAKE RECOMMENDATIONS ON ANY NEEDED CHANGES TO BOARD POLICY OR PRACTICE, DEVELOPING AND TRYING TO IMPLEMENT A PLAN TO RELAUNCH OUR COMMUNITY CONVERSATIONS MANY OF YOU HAVE ATTENDED IN THE PAST, AND THEN PROVIDE A REPORTING CALENDAR FOR OUR COMMITTEES AND MONITOR TO MAKE SURE THAT WORK IS HAPPENING. THE POLICY REVIEW COMMITTEE IS CHAIRED BY DR.

REID.

YES, THANK YOU, DR.

CRUTCHFIELD. SO WITH THE POLICY COMMITTEE, I DO WANT TO MAKE A NOTATION. I, UM, UM, FIRST SPOKE WITH, UM, DR.

SWEEZY AS WELL AS MR. WRIGHT TO CONFIRM WHAT WE SHOULD DO GOING FORWARD. AND FOR THE YEAR, WE'RE PROPOSING TO REVIEW OUR

[02:50:01]

SECONDLY, WE PLAN TO CONDUCT AN AUDIT REVIEW, OR AT LEAST DISCUSS CONDUCTING AUDIT FEW POLICIES TO DETERMINE IF ANY UPDATES, AMENDMENTS, AND/OR EXPIRATIONS OF POLICIES ARE NECESSARY.

MR. WRIGHT INFORMED ME THAT HE AND DR. SPENCER HAD BEEN TALKING WITH SOMEONE FROM TASB, AND THAT MAY BE A VITAL RECOMMENDATION FOR OUR DISTRICT. SO WE PLAN TO DO THAT. AND LASTLY, WHICH HAS ALREADY BEEN OUT, MR. WRIGHT HAS BEEN WORKING WITH THIS, AND SO WE'LL MEET WITH HIM REGARDING THE UPDATE TO POLICY 127 THAT'S ALSO SUGGESTED BY TASB. THANK YOU SO MUCH, DR. CROUCHFIELD.

NO PROBLEM. AND SO, UM, LASTLY, WE HAVE MR. CANNON, WHO WILL BE CHAIRING THE SAFETY COMMITTEE.

JUST SO THANK YOU. WE, UM, ACTUALLY HAD OUR FIRST SAFETY AND SECURITY COMMITTEE MEETING WHERE WE WERE ABLE TO REVIEW SOME OF THE DISTRICT THE RISK ASSESSMENT FINDINGS.

SO OUR GOALS LEND ITSELF TO INCREASING THE SAFETY AND SECURITY COMPLIANCE TRAINING, TO MAINTAIN A 100% COMPLETION RATE. AND I THINK THAT WE ARE ALREADY, HEADED IN THAT DIRECTION AS WE DISCUSSED WITH DR. SPENCER. AND THEN ONE ANOTHER ONE OF OUR GOALS WAS TO ADDRESS THE DISTRICT RISK ASSESSMENT FINDINGS FROM THE '25-'26 SCHOOL YEAR AND DEVELOP AN ACTION PLAN TO IDENTIFY, TO ADDRESS AND IDENTIFY, SOME OF OUR VULNERABLE POINTS AT CAMPUSES ACROSS THE DISTRICT, AND THEN DO A PROGRESS MONITORING MONTHLY TO ACHIEVE IMPLEMENTATION OF THOSE STRATEGIES BY THE END OF THE SCHOOL YEAR.

GREAT, THANK YOU. UM, SO THAT'LL CONCLUDE THIS REPORT.

AND SO JUST A REMINDER, I WANT TO TAKE A SECOND TO REMIND EVERYBODY THAT MY COLLEAGUES UP HERE ARE UNPAID VOLUNTEERS.

AND SO WHILE I'M IN THIS SEAT, I'M GOING TO GIVE AS MUCH APPRECIATION AS I CAN FOR THE UNSEEN WORK THAT THEY DO. SO I WANT TO PAUSE. AS YOU HEARD COMMITTEE CHAIRS GIVE THEIR PRIORITIES, JUST TO SAY THANK YOU TO DR. REED FOR CHAIRING THE POLICY COMMITTEE. THANK YOU, SECRETARY THOMAS, WITH YOUR OTHER COMMITMENTS FOR CHAIRING TWO COMMITTEES.

THANK YOU TO VICE PRESIDENT HORNE MANAGING YOUR HIGH WORK AND FAMILY AND EVERYTHING, FOR BEING A CHAMPION FOR ADVOCACY. TRUSTEE GOOCH, NEW KID ON THE BLOCK, ALREADY STEPPING UP TO CHAIR THE AUDITOR COMMITTEE WHILE MANY FOLKS SIT BACK ON THEIR FIRST YEAR AND JUST WATCH. AND MR. CANNON II STEPPING UP TO CHAIR SAFETY AS YOU CHAMPION FINE ARTS ALL OVER THE STATE. SO I ALSO JUST WANT TO THANK THE STAFF WHO ARE SERVING AS LIAISONS FOR THESE COMMITTEES. THANK YOU FOR LEADING THE WORK IN A WAY THAT HELPS US TO MAKE INFORMED DECISIONS.

AND THANKS AGAIN TO OUR COMMS TEAM. THE COMMITTEE CHAIRS THAT WERE SPEAKING ARE NOW LISTED ON OUR WEBSITE UNDER THE BOARD OF TRUSTEES. SO WE WILL MOVE NOW TO BOARD MEMBER REPORTS, ITEM 14.17. OR 14.17. DOES ANY BOARD MEMBER HAVE A REPORT FOR THE MONTH OF JUNE THAT THEY WOULD LIKE TO SHARE AT THIS TIME? TO MY RIGHT.

I WILL SHARE. UM, THIS HAS BEEN A GREAT MONTH. UM, I WAS HONORED TO BE SELECTED FOR A LEADERSHIP TASB FOR THE 2026 CLASS, AND WE GRADUATED ON YES, I WAS GOING TO, UM, YOU CAN SHARE THAT, GO AHEAD. I WAS GOING TO GIVE YOU SOME PROPS.

GO AHEAD.

OH, OKAY, GO AHEAD AT THE END SO, SO YOU CAN SHARE SOMETHING OTHER THAN LEADERSHIP TASB. OKAY, ALL RIGHT, ALL RIGHT. MISS NEWSOME, YOU HAVE ANYTHING? UM, I JUST WANTED TO SHARE A LITTLE BIT. UM, IN THE PAST 2 WEEKS, THE BOARD, WE'VE BEEN AT OUR SUMMER LEADERSHIP INSTITUTE WITH TASB, UM, AND ALL ATTENDING TRAININGS TOGETHER AND LEARNING, TRYING TO COME UP WITH NEW IDEAS, CREATIVE OF, FOR WHAT WE CAN DO TO HELP SOME OF THE THINGS THAT ARE GOING ON IN THIS WORLD AND HOW TO ALSO JUST BUILD OURSELVES AND BUILD OUR TEAM. AND SO THAT'S REALLY EXCITING AND IT'S A FUN TIME FOR US. WE REALLY ENJOY THAT ASPECT OF IT AND IT'S A GREAT LEARNING, LEARNING SPACE FOR US. AND WE GET TO KIND OF NERD OUT TOGETHER ONCE ON IT.

SO, SO IT'S GOOD.

ALL RIGHT, TO MY LEFT, ANYBODY REPORT? AS A NEW TRUSTEE, I'VE COMPLETED ABOUT MAYBE 6 HOURS OF ONBOARDING WITH OUR DISTRICT CABINET AND A FEW MORE HOURS TO GO ON THAT, AND ABOUT 5 DAYS OF STATE-LEVEL LEARNING. THE FIRST 2 AND A HALF DAYS WERE THE TEXAS TRUSTEE INSTITUTE, WHICH IS DESIGNED FOR NEW TRUSTEES. SO I'M

[02:55:03]

MR. CANNON, I WOULD LOVE TO GIVE KUDOS TO ALL OF OUR STAFF THAT ARE STILL WORKING THIS SUMMER, WHETHER IT'S CAMP DESTINATION OR ANY OF OUR SCIENCE AND SUMMER CAMPS AND THINGS LIKE THAT. AND THEN A SPECIAL SHOUT OUT TO OUR STUDENTS AND STAFF THAT WILL PUT ON A PRODUCTION FOR THE MISD SUMMER MUSICAL.

TICKETS ARE STILL AVAILABLE, GET THEM WHILE THEY ARE, ARE THEY FREE, DR. JOHNSON? JUST KIDDING. UM, YOU CAN CHECK THE WEBSITE FOR MORE INFORMATION, BUT ALSO ENCOURAGING PARENTS TO WHILE SCHOOL IS STILL OUT, YOU STILL HAVE A RESPONSIBILITY TO CHECK SKYWARD. YOUR STUDENT'S STAR INFORMATION IS THERE, AND SO YOU CAN THE INSTRUCTIONS TO DO SO ARE ON THE DISTRICT WEBSITE, SO YOU CAN BE INFORMED ABOUT YOUR CHILD'S GROWTH.

BUT ALSO TO THE BOARD FOR THE WORK THAT WE'VE DONE AT LEADERSHIP TASB AS WE STRIVE TO MAKE THE MAIN THING THE MAIN THING AGAIN AND WORK AND ROW ALL IN THE SAME DIRECTION. SO JUST APPRECIATIVE OF THE WORK THAT IS BEING DONE HERE AT THE DESK.

GREAT. ANYTHING, MS. HORNE? YEAH, I JUST, I ALSO WANT TO SPEAK TO BEING AT SLI WITH THE TEAM, ESPECIALLY WITH MS. GOOCH. JUST, IT IS A TIME FOR US TO REALLY FOCUS ON THE MAIN THING AND REALIZE WE'RE MUCH MORE ALIGNED THAN NOT, AND OUR GOALS FOR THIS COMMUNITY AND OUR KIDS ARE THE MAIN THING, LIKE TRUSTEE CANNON SAID. AND SO, YEAH, COMING OFF 2 WEEKS OF THOSE TRAINING HOURS WITH YOU GUYS HAVE BEEN REALLY, REALLY IMPORTANT, AND WE ARE READY TO DO THE WORK.

GREAT. ALL RIGHT, SO I WILL JUST SHARE THAT I APPRECIATE YOU ALL ENGAGING, SHOWING UP.

FOR MANY ON THE BOARD, WE TRAVELED TO SAN ANTONIO ONE WEEK AND THEN MET IN FORT WORTH AS WELL. DR. SPENCER ALSO WAS ABLE TO JOIN AND MR. WILLIAMS. AND SO, UM, GREAT, FEW DAYS OF LEARNING. UM, SO THANK YOU FOR THAT EFFORT. AND SO ON THE LAST NIGHT OF THE SUMMER LEADERSHIP INSTITUTE IN FORT WORTH, OUR OWN DR.

BERNITA REED GRADUATED FROM LEADERSHIP TASB. SO LEADERSHIP TASB IS A YEAR-LONG PROGRAM DESIGNED TO TRAIN TEXAS SCHOOL BOARD TRUSTEES IN ADVANCED GOVERNANCE, ADVOCACY, AND COMMUNITY ENGAGEMENT.

ESTABLISHED IN 1993, EACH COHORT VISITS DISTRICTS STATEWIDE TO STUDY INNOVATIVE EDUCATIONAL APPROACHES AND CULMINATES IN A CAPSTONE PROJECT THAT EARNS GRADUATES THE ESTEEMED TITLE OF MASTER TRUSTEE. SO LADIES AND GENTLEMEN, I WOULD LIKE TO INTRODUCE TO YOU, WEARING HER LEADERSHIP TASB GRADUATION CARD, MASTER TRUSTEE DR. DR.

BONITA REED. SEE, I JUST WANTED TO TEE YOU UP. NOW, NOW YOU CAN SHARE WHATEVER YOU WERE GOING TO SHARE, DR. REED.

THANK YOU SO MUCH, DR.

CRUTCHFIELD. THAT WAS AWESOME.

WELL, I WILL SAY, FIRST OF ALL, THANK YOU TO THE ENTIRE BOARD, DR.

SPENCER AND YOUR STAFF. DR.

MR. WILLIAMS WAS ALSO THERE TO SUPPORT ME. WE DID HAVE AN OPPORTUNITY, MY TEAM, THEIR TEAMS WHERE WE HAVE TO DO RESEARCH PROJECTS AND PRESENT.

SO WE HAD AN OPPORTUNITY TO PRESENT IN FORT WORTH AND THE BOARD WAS THERE TO SUPPORT AND CHEER ON.

OF COURSE, I HIGHLIGHTED ALL THINGS MANSFIELD, ENGAGE MANSFIELD.

OKAY. THAT'S A SHAMELESS PLUG.

AND, UM, IT WAS REALLY THE, ON THE LAST DAY, DR.

CRUTCHFIELD JOINED ME AND MY FAMILY AND OTHER MASTER TRUSTEES. HINT, HINT, MASTER TRUSTEES AND THEIR FAMILIES AND BOARDS. UM, AS WE GRADUATED AND WE RECEIVED I DIDN'T KNOW WHAT, WHAT TO EXPECT, BUT WE RECEIVED CORDS. SO I FELT PRETTY SPECIAL, YOU KNOW, THE FLOWERS, THE CARD, THE PRESENTS. I THINK IT WAS VERY TOUCHING, AS I TOLD YOU, DR.

CRUTCHFIELD. SO I REALLY APPRECIATE THE DISTRICT. I STARTED THIS JOURNEY WITH DR.

CANTU, SO I MUST THANK HER, DR. SPENCER, FOR ALLOWING ME TO CONTINUE TO TRAVEL AND GO, AS DR. CRUTCHFIELD STATED, TO VARIOUS PARTS OF THE STATE OF TEXAS. SO THANK YOU, THANK YOU, THANK YOU SO MUCH TO THE DISTRICT. THANK YOU TO ALL OF THE EDUCATORS. WE WILL BE WE'VE ALREADY BROUGHT ONE THING BACK, RIGHT, IN THE BEGINNING. AND ACTUALLY, YOU'VE EXPOUNDED ON THAT ONE IDEA THAT FROM MY FIRST MEETING IN HOUSTON SO THANK YOU TO YOUR TEAM, DR. SPENCER, FOR MAKING THAT A REALITY.

THANK YOU SO MUCH, DR.

CRUTCHFIELD, FOR THIS TIME.

THANK YOU FOR THAT, THAT CUE. I LIKE THAT.

YEAH, IT WAS A CUE. IT WASN'T AN INTERRUPT. IT WAS JUST A CUE BECAUSE I WAS GOING TO BE TEEING YOU UP. OKAY, SO WE ARE FINISHING WITH THAT CELEBRATION. WE'RE MOVING TO ITEM 15, WHICH IS ADJOURNMENT, AND UNLESS THERE ARE ANY OBJECTIONS, WE WILL ADJOURN AT 9:47 PM.

* This transcript was compiled from uncorrected Closed Captioning.