Aug 25, 2026 Board Meetings

[1. Call to Order]

[00:00:02]

OKAY, WE ARE RECONVENING NOW FROM CLOSED SESSION AT EIGHT OH FOUR P.M. AND. WE WILL MOVE ON TO ITEM NINE INSTRUCTIONAL FOCUS.

DR. SPENCER. YES, AT THIS TIME, I WOULD LIKE TO INVITE.

DR. MARCUS BRANNON. AND.

MISS WENDY SIMPSON TO THE PODIUM TO PRESENT ON OUR DIFFERENTIATED SUPPORT FOR OUR CAMPUSES.

GOOD EVENING, DR.

CRUTCHFIELD, SUPERINTENDENT.

DR. CANTU, AND MEMBERS OF THE BOARD. I AM.

DR. MARCUS BRANNON, EXECUTIVE DIRECTOR OF MIDDLE SCHOOLS, AND HERE WITH ME. TONIGHT IS MY ILLUSTRIOUS COLLEAGUE, MISS WENDY SIMPSON. AND WE ARE HERE, OUR NEW ED OF TEACHING. AND LEARNING, AND WE ARE HERE TO SHARE OUR FRAMEWORK ABOUT DIFFERENTIATED SUPPORT.

GOOD EVENING. DUE TO OUR RECENT STATE ACCOUNTABILITY RESULTS, WE HAVE. SO MUCH TO CELEBRATE ACROSS MANSFIELD ISD. AND THIS YEAR, OUR PROCESS OF THE WAY WE IDENTIFY. AND RESPOND TO THE INDIVIDUAL NEEDS OF THE CAMPUSES THROUGH DIFFERENTIATED SUPPORT IS HOW WE WILL BUILD ON THAT SUCCESS, SUSTAIN WHAT IS WORKING, AND BE INTENTIONAL ABOUT WHAT EACH CAMPUS RECEIVES. THIS PROCESS HELPS US GIVE EVERY CAMPUS THE. RIGHT SUPPORT AT THE. RIGHT TIME. IN MANSFIELD ISD, STUDENTS.

FIRST. AND CONTINUOUS IMPROVEMENT ARE ALIGNED WITH VISION 2030. AND OUR VALUES THAT HELP US GROUND THIS WORK.

WHEN WE'RE LOOKING AT STUDENT DATA, OVERALL PERFORMANCE, CLOSING THE GAPS, AND GROWTH, WE WANT TO ENSURE THAT THE PERFORMANCE.

AND PROGRESS THAT IS HAPPENING, IT GIVES US AN OVERALL PICTURE.

SO THAT WE PULL BACK THE LAYERS. AND ACTUALLY, LOOK AT WHAT STUDENTS ARE EXPERIENCING ACROSS STUDENT GROUPS. WE HAVE SEEN THE IMPACT OF BEING INTENTIONAL THROUGH OUR PROCESS WITH OUR EMERGING BILINGUAL STUDENTS, AND THEY HAVE INCREASED THEIR PERFORMANCE IN COMPARISON TO ALL OF THE STUDENT GROUPS.

AND. SO THAT IS WHAT CLOSING THE GAPS LOOKS LIKE, AND THAT'S WHY WE ARE EXCITED ABOUT THIS SYSTEMATIC PROCESS WHERE ALL OF OUR STUDENTS CAN BE BENEFICIARIES OF THIS WORK. AND WE DO UNDERSTAND THAT THE WORK ULTIMATELY WILL END WITH THE END USER OF THE STUDENT. HOWEVER, WE WANT TO PROVIDE SUPPORT TO THOSE CLOSEST TO THE STUDENTS, WHICH ARE THE TEACHERS, AND TO THE LEADERS WHO CREATE THE SYSTEMS. AND CONDITIONS FOR INSTRUCTIONAL LEARNING. SO LET'S EXAMINE WHAT DIFFERENTIATED SUPPORT LOOKS LIKE. I WANT TO TAKE MY TIME HERE TO BE CLEAR THAT WE UNDERSTAND THAT WHEN WE TALK ABOUT TIERING CAMPUSES, WE'RE NOT GIVING CAMPUSES A LABEL.

WHAT THAT MEANS IS THAT EVERY CAMPUS WILL BE IDENTIFIED WITH A DIFFERENT LEVEL OF SUPPORT. AND. SO THE TIERS ARE THE LEVELS OF SUPPORT, NOT THE LABELS OF A CAMPUS.

AND I'M GOING TO GO THROUGH WHAT EACH ONE OF THOSE TIERS LOOK LIKE. WHEN WE SPEAK ABOUT UNIVERSAL SUPPORT, THAT IS THE SUPPORT THAT EVERY CAMPUS WILL RECEIVE, REGARDLESS OF THEIR SPECIFIC NEEDS. AND.

SO THAT LOOKS LIKE PROFESSIONAL LEARNING WITH CURRICULUM IMPLEMENTATION, ASSISTANCE WITH DATA MONITORING, DISTRICT RESOURCES. AND ALLOCATIONS ACROSS THE DISTRICT. WHEN WE LOOK AT A CAMPUS THAT IS IN NEED OF TIER TWO SUPPORT, THAT'S TARGETED SUPPORT TO GO WITH THE IDENTIFIED NEED OF THAT CAMPUS. ONE EXAMPLE OF THAT COULD BE WHIRLING MIDDLE SCHOOL, WHERE WE HAVE A NEW TEAM OF TEACHERS IN MATH THAT NEED TARGETED SUPPORT TO ENSURE THAT THE MATH INSTRUCTION IS BEING DELIVERED WITH A WRITTEN, TESTED, AND IS BEING DELIVERED. AND ALIGNED FROM THE WRITTEN, TAUGHT. AND TESTED CURRICULUM.

AND. SO I WANT TO BE SURE THAT WE UNDERSTAND THAT THE TIERS ARE THE LEVELS OF SUPPORT. AND THEY INCREASE WITH INTENSITY AS WE MOVE THROUGH THAT PROCESS. AND.

DR. BRENNAN WILL SHARE MORE ABOUT WHAT TIER THREE PRIORITY

[4. District Recognition]

AND CIA TEAM. AND. SO YOU MAY BE ASKING, WELL, HOW DO YOU EVEN DETERMINE THE LEVEL OF SUPPORT? WELL, WE LOOK ACROSS THREE INTERCONNECTED AREAS. THAT'S DATA, INSTRUCTION, AND LEADERSHIP.

AND IT'S IMPORTANT THAT, YES, WE USE STAR. AND EOC. THAT IS LAG DATA. BUT NWEA MATH, CBAS, M-CLASS ARE ALSO DATA POINTS THAT WE USE WHEN WE ARE MONITORING PROGRESS OF THESE CAMPUSES AS. WELL AS PERFORMANCE. AND THEN WE TAKE A

[00:05:01]

AGAIN, WE WANT TO MAKE SURE THAT THE INSTRUCTIONAL STRATEGIES THAT ARE BEING DELIVERED, THE DIFFERENTIATION, THE PROGRAM SPECIFIC COMPONENTS ARE EMBEDDED IN THE INSTRUCTION. SO THAT ALL STUDENTS HAVE ACCESS TO THE LEARNING. AND GET THE LEARNING EXPERIENCE THAT WE ARE BEING INTENTIONAL ABOUT. AND THEN. LASTLY, IT'S CAMPUS LEADERSHIP. ONE OF THE REASONS WHY CAMPUS LEADERSHIP IS ONE OF THE AREAS THAT WE LOOK AT IS BECAUSE WHAT IT LOOKS LIKE FOR A. FIRST YEAR PRINCIPAL IS VERY DIFFERENT THAN IT MAY LOOK FOR A PRINCIPAL THAT'S A VETERAN PRINCIPAL. AND NEW TO THE SYSTEM. AND. SO WE WANT TO ENSURE THAT WE ARE PROVIDING THE LEVELS OF SUPPORT NOT BASED ON ONE AREA, BUT OF THE THREE INTERCONNECTED AREAS TOGETHER.

SO. NEXT, I WANT TO SHARE WITH YOU A LITTLE BIT ABOUT OUR ACTION PLANNING PROCESS. AND.

SO NOW THAT WE HAVE ACTUAL STAR DATA, AND I'M GOING TO REFER TO IT AS PRELIMINARY DATA BECAUSE WE DON'T HAVE OUR FINAL TYPE OF REPORT YET FROM TEA. SO AS YOU CAN SEE HERE DEPICTED ABOVE, AS RECENT AS LAST WEEK, LAST FRIDAY, OUR TEAM, OUR CAMPUS LEADERS SURROUNDED BY OUR TEAM OF EXECUTIVE DIRECTORS, RECEIVE TRAINING, ADDITIONAL TRAINING BEYOND WHAT WE NORMALLY PROVIDE TO ALL PRINCIPALS IN THE SUMMERTIME TO REALLY HELP STRENGTHEN THEIR CAMPUS SYSTEMS AROUND DATA, LOOKING AT STUDENT ACHIEVEMENT, LOOKING AT STUDENT GROWTH, AND REALLY PULLING BACK THE LAYERS TO REALLY GET DOWN TO THE ROOT. AND THE HEART OF THE MATTER. WHAT'S NEW FOR US THIS YEAR, AS WE HAVE BEEN ON THIS JOURNEY FOR A FEW YEARS IN TERMS OF DIFFERENTIATED SUPPORT, THIS IS NOT NEW FOR US.

HOWEVER, WE DO HAVE SOME NEW PLAYERS ON THE TEAM. AND. SO EACH PERSON BRINGS A DIFFERENT LEVEL OF EXPERTISE. AND. SO I REALLY WANT TO WALK THROUGH THIS WITH YOU. SO IN OUR COORDINATION OF SUPPORT, OF COURSE, WE HAVE OUR EXECUTIVE DIRECTORS OF SCHOOLS. THEY'RE GOING TO BRING YOUR EXPERTISE. AND LEADERSHIP SYSTEMS. AND BEST PRACTICES THAT SHOULD BE UTILIZED ACROSS THE CAMPUS FROM A LEADERSHIP PERSPECTIVE.

WE ALSO HAVE OUR ED OF TEACHING. AND LEARNING, WHO IS GOING TO BE EXAMINING OUR CURRICULAR PRACTICES IN TERMS OF TEACHING THE ALIGNMENT TO THE WRITTEN, TAUGHT, AND TESTED CURRICULUM, BUT ALSO LEVERAGING CURRICULAR SUPPORT AS NEEDED. NEW TO US ALSO IS HAVING OUR EXECUTIVE DIRECTOR OF SPECIAL POPULATIONS IN THE ROOM. AND AT THE TABLE. SHE'S THERE TO ENSURE THAT WE ARE LOOKING AT ALL STUDENTS WHO RECEIVE SPECIALIZED LEARNING, SPECIALIZED SERVICES, AND TO ENSURE THAT WE ARE PAYING ATTENTION TO THOSE GAPS.

FOR INSTANCE, OUR EMERGING BILINGUAL STUDENTS. AND OUR STUDENTS WHO RECEIVE SERVICES THROUGH AN IEP. OF COURSE, NONE OF THIS WORK CAN BE CARRIED OUT WITHOUT THE INPUT OF OUR CAMPUS LEADERS, OUR BOOTS ON THE GROUND, OUR PRINCIPALS. THEY'RE SHARING WITH US THEIR PRACTICES, WHAT THEY DO DAY IN. AND DAY OUT, AND THEY'RE BEING REFLECTIVE ABOUT WHAT THEY DO CURRENTLY.

AND WHAT DO THEY NEED TO DO IN THE FUTURE TO LEVEL UP.

ALSO NEW TO US THIS YEAR IS HAVING OUR EXECUTIVE DIRECTOR OF FINE ARTS AT THE TABLE.

THROUGH HIS LENS, HE'S BEEN ABLE TO BRING HIS EXPERTISE IN IT, NOT ONLY INSTRUCTION, BUT ALSO ENSURING THAT WE ARE INCORPORATING THE STUDIO HABITS OF MINE AS WE LOOK AT THE CHOICE CAMPUSES FOR FINE ARTS ACROSS OUR SYSTEM. WE HAVE MEMBERS OF OUR ASSESSMENT. AND ACCOUNTABILITY TEAM, WHICH IS VERY IMPORTANT, BECAUSE GUESS WHAT? OUR DATA IS IMPORTANT. WE WANT TO MAKE SURE THAT IT'S ACCURATE DATA. AND THAT WE ARE USING IT TO DRIVE OUR CONVERSATIONS.

THEY'RE THERE TO KIND OF KEEP US IN LINE, IF YOU WOULD THINK ABOUT THAT AS SUCH. LAST.

BUT NOT LEAST, WE HAVE OUR DIRECTOR OF FEDERAL PROGRAMS, WHICH IS ALSO A NEW LAYER FOR US, AND WE'RE VERY EXCITED. HER

[5. District Introductions ]

MS. SIMPSON, AND THEN WE BEGIN TO TIER USING A RUBRIC PROCESS.

SO. FIRST, WE LOOK AT THE TIER I OR THE SUSTAINING SUPPORT SYSTEMS, AND I REALLY JUST WANT TO PAY ATTENTION TO THE FREQUENCY HERE. SO THIS IS A CAMPUS THAT WILL RECEIVE MONTHLY SUPPORT FROM OUR EXECUTIVE LEADERSHIP TEAM. AND JUST OUR TEAM IN GENERAL, AND JUST ENSURE THAT GROWTH IS

[00:10:01]

SO WE'RE GOING FROM MONTHLY, NOW WE'RE BI-WEEKLY. SO WITH THIS LEVEL OF SUPPORT, WHAT'S DIFFERENT HERE, NOT ONLY IS IT BI-WEEKLY, IT'S REALLY TARGETED AGAINST A FEW GOALS. SO YOU COULD HAVE A CAMPUS THAT PERFORMANCE IS RELATIVELY SOLID, AND THEY JUST HAVE ONE OR TWO OPPORTUNITIES TO IMPROVE STUDENT OUTCOMES.

LAST, WE HAVE OUR HIGHEST PRIORITY, WHICH IS OUR TIER III SUPPORT. CAMPUSES WHO FALL IN THIS CATEGORY WILL RECEIVE WEEKLY CONTACTS, AND THAT CAN LOOK VARIOUS WAYS.

IT'S GOING TO BE A COMBINATION OF WALKS, COACHING, PROFESSIONAL LEARNING, FOLLOW-UP. AND FOLLOW-THROUGH.

BUT YOU CAN SEE CLEARLY HERE THE INTENSITY HAS DEFINITELY PICKED UP, AND WHEN WE'RE IN THIS PHASE, WE ARE REALLY LOOKING FOR ACTION STEPS THAT ARE CARRIED OUT BY THE PRINCIPAL WITH SUPPORT OF THE TEAM. AND ENSURING THAT WE FOLLOW UP ON THOSE ACTION STEPS. AND WE'RE LOOKING FOR EVIDENCE OF IMPLEMENTATION OF THE ACTION STEPS.

FOR EXAMPLE, A CAMPUS CAN ALSO BE HIGH PERFORMING OR RELATIVELY HIGH PERFORMING, AND THEY CAN STILL BE A TIER III SUPPORT CAMPUS.

FOR INSTANCE, I WANT TO JUST PAUSE JUST A LITTLE BIT. AND TALK A LITTLE BIT ABOUT LINDA JOVE MIDDLE SCHOOL, WHO WE ARE VERY PROUD OF.

ABOUT TWO YEARS AGO, THEIR DATA HAD BEEN RELATIVELY CONSISTENT IN TERMS OF HOW THEY HAD BEEN PERFORMING, HAD PRETTY MUCH STAYED THE SAME, NONETHELESS. AS WE BEGAN TO LOOK AT DATA, PULL BACK LAYERS, EXAMINE IT, WHAT WE FOUND IS THAT WE HAD STUDENT GROUPS WHO WERE MISSING THEIR TARGETS, THEIR LEARNING TARGETS FOR CONSECUTIVE YEARS IN A ROW. AS A RESULT, THE CAMPUS ENDED UP BECOMING TARGETED BY TEA, AND IT'S NOT THE SAME FOR ALL CAMPUSES. FOR TITLE I CAMPUSES, THE EXPECTATIONS ARE HIGHER WITH THE STATE IN CONTRAST TO CAMPUSES THAT ARE NOT. SO UPON ENLISTING THE SERVICES FROM OUR TEAM, SPECIAL POPULATIONS, MYSELF AS THE EB, OTHER MEMBERS WITHIN CIA, BECAUSE THIS WORK CANNOT BE DONE ALONE OR IN ISOLATION, WE SUPPORTED THIS CAMPUS OVER A TWO-YEAR SPAN, AND I'M HAPPY TO REPORT.

TONIGHT THAT THE CAMPUS IS NEARLY AN A-RATED CAMPUS DUE TO THE SUPPORT THAT THEY'VE RECEIVED CONSISTENTLY, AND THEY'VE HIT THEIR TARGETS.

AND CLOSED THOSE GAPS, AND THEY'VE ACTUALLY, RECEIVED A DISTINCTION IN GROWTH. SO. NEXT WE MOVE TO THE EVIDENCE OF IMPACT.

KEYWORD, RIGHT? HOW DO WE KNOW IT'S WORKING? ARE WE DOING WHAT WE SAID THAT WE'RE GOING TO DO? ABSOLUTELY. HOW ARE WE GOING TO LOOK AT THAT? WE'RE GOING TO WITHIN OUR CROSS-FUNCTIONAL TEAM OF EXECUTIVE LEADERS, WE'RE GOING TO BE EXAMINING THE IMPLEMENTATION OF THE SUPPORTS THAT WE'RE GIVEN, AND NOT ONLY IF THEY WERE IMPLEMENTED, BUT HOW. WELL THEY'VE BEEN ADHERED TO, AND DO WE HAVE EVIDENCE THAT IT'S ACTUALLY, WORKING. AND THIS IS A LAYERED APPROACH, AS WE WILL BE COMING TOGETHER EVERY SIX TO NINE WEEKS WITHIN THAT RANGING WINDOW, DEPENDING ON WHAT DATA THAT WE HAVE, TO ENSURE THAT WE'RE MAKING PROGRESS, AND IF WE NEED TO ADJUST, WE'RE GOING TO MAKE THOSE ADJUSTMENTS.

NEXT, WE BEGIN TO LOOK AT THE LEADING INDICATORS OF ADULT BEHAVIORS, RIGHT? SO LEADERSHIP PRACTICES, LEADERSHIP BEHAVIORS. DO OUR CAMPUS PRINCIPALS, HAVE THEY IMPLEMENTED THE SYSTEMS THAT THEY'VE BEEN CHARGED TO IMPLEMENT. AND BEEN COACHED AROUND? ARE THEY BEING ADHERED TO BY THE CAMPUS? AND ALSO, ARE THEY MONITORING IT WITH FIDELITY? SO WE'RE LOOKING FOR A CHANGE IN LEADERSHIP BEHAVIOR, AND THEN WE ULTIMATELY WANT TO SEE A CHANGE IN TEACHER BEHAVIOR IN THE CLASSROOM. WE WANT TO ENSURE THAT INSTRUCTION IS CHANGING. AND IS SHIFTING EVEN GREATER TOWARD THE NEED OF EACH INDIVIDUAL STUDENT.

LASTLY, WHAT'S DRIVING THIS? STUDENT OUTCOMES. WE WANT GROWTH FOR ALL OF OUR KIDDOS.

AND. SO ULTIMATELY, WE WANT TO SEE CONSISTENTLY THAT OUR STUDENT LEARNING. AND THE EXPERIENCE IS CHANGING. THAT'S THE GOAL. SO THAT THEN BRINGS US TO OUR SYSTEM OF CONTINUOUS IMPROVEMENT. AND THE WAY WE LOOK AT IT IN TERMS OF THIS CYCLICAL PROCESS. SO IN SUMMARY, WE'RE GOING TO IDENTIFY CAMPUS NEEDS BY WORKING WITH THE CROSS-FUNCTIONAL EXECUTIVE LEADERSHIP TEAM WITH PRINCIPAL INPUT, BECAUSE THIS IS NOT SOMETHING THAT'S BEEN DONE TO PRINCIPALS.

THEY'RE A PART OF THE PROCESS BECAUSE THEY'RE GOING TO TELL US WHAT THEY REALLY NEED.

NEXT, BEYOND IDENTIFYING THAT. AND LOOKING AT MULTIPLE DATA POINTS, REMEMBER NOT JUST ONE, WE'RE THEN GOING TO DIFFERENTIATE THEIR NEEDS, ALIGN TO THE OUTCOMES THAT WE'VE BEEN SEEING. AND THE

[00:15:02]

THEY MAY NEED CERTAIN STRATEGIES. THEY MAY NEED PLC TRAINING, SUPPORT, OR SPECIALIZED COACHING TOWARD A SPECIFIC TARGET.

NEXT, WE'RE GOING TO CONTINUE TO EVALUATE THE IMPLEMENTATION.

ARE WE DOING WHAT WE SAID WE WERE GOING TO DO? THE TRAININGS THAT WE'VE DELIVERED ON, ARE WE GETTING A RETURN ON THOSE? ARE THEY BEING CONSISTENTLY IMPLEMENTED? NEXT, WE'RE GOING TO MONITOR THROUGH MULTIPLE DATA POINTS.

STAR IS LAG DATA. SO GUESS WHAT? WE CELEBRATE. WE'RE. SO HAPPY. BUT NOW WE HAVE TO LIVE IN REAL TIME. SO WE'RE GOING TO BE LOOKING AT THE DATA THAT'S EMERGING.

AND EVER LEAVING. SO OUR MAP DATA, M CLASS FOR OUR YOUNG LEARNERS, OUR DISTRICT CBAS, AND OUR CAMPUS FORMATIVE ASSESSMENTS.

LASTLY, WE WANT TO MAKE SURE THAT OUR PLAN IS FLEXIBLE ENOUGH, YET IT'S HOLDING EVERYONE IN THE SYSTEM ACCOUNTABLE.

IT'S VERY IMPORTANT THAT AS WE BEGIN TO EXAMINE DATA, IF WE START TO SEE RED FLAGS OR IF A TEAM MEMBER STARTS TO INDICATE, HEY, WE MAY NEED TO GO A DIFFERENT DIRECTION.

WE WANT TO MAKE SURE THAT WE ARE DOING JUST THAT.

ULTIMATELY, EVERYTHING THAT WE START WITH. AND END WITH, WE'RE GOING TO BEGIN WITH THE STUDENT IN MIND BECAUSE THEY ARE OUR CUSTOMERS ALONGSIDE OF OUR TEACHERS. AND LEADERS.

THANK YOU. ALL. RIGHT.

THANK YOU ALL. SO MUCH. WE WILL START WITH QUESTIONS OR COMMENTS FROM TRUSTEES. I'M STARTING TO MY. RIGHT.

DR. REED. YES, GREAT PRESENTATION.

THANK YOU. SO MUCH TO BOTH OF YOU. YOU MENTIONED, DR.

BRANNON, THAT TEA REQUIRES TITLE I SCHOOLS TO HAVE A BIT HIGHER STANDARD THAT THEY MUST REACH. MY TONGUE IS TWISTED.

PLEASE FORGIVE ME. WOULD YOU PLEASE SPEAK TO THAT JUST A LITTLE BIT? ABSOLUTELY.

THANK YOU. SO ANY CAMPUS THAT'S RECEIVING FEDERAL FUNDS, IN THIS CASE, WE'RE SPECIFICALLY TALKING ABOUT TITLE I, THEY ARE HELD TO A STANDARD OF A HIGHER STANDARD OF STUDENT ACHIEVEMENT SINCE THEY ARE RECEIVING THOSE FUNDS.

THEY'RE STILL RATED THE SAME AS ALL CAMPUSES, BUT THOSE FEDERAL TARGETS. SO LOOKING AT OUR MATH. AND READING TARGETS WITHIN OUR STUDENT GROUPS, THEY WANT TO ENSURE THAT OUR STUDENTS ARE HITTING THOSE CONSISTENTLY YEAR OVER YEAR OVER YEAR. AND. SO IF WE HAVE A CAMPUS THAT FALLS INTO THAT CATEGORY. AND THEY'RE NOT, THEY BECOME.

ADDITIONALLY, TARGETED BECAUSE THEY'RE RECEIVING THE FUNDS IN CONTRAST TO A NON TITLE I CAMPUS WOULD JUST BE TARGETED.

IF A TITLE I CAMPUS DOES NOT RECEIVE SUPPORT, MAKE ADJUSTMENTS, THEN THEY COULD REACH A STATUS OF COMPREHENSIVE IMPROVEMENT IF THEY DON'T MEET THEIR MARKS OVER TIME, WHICH IS IN CONTRAST TO A CAMPUS THAT IS NON TITLE.

THANK YOU. SO MUCH.

MISS NEWTON, THANK YOU FOR THE PRESENTATION. IT'S VERY EXCITING. I THINK THIS IS A.

GREAT WAY TO KIND OF SHARE WITH THE COMMUNITY. AND THE SCHOOLS. AND EVEN THE STUDENTS ABOUT KIND OF THE FACT THAT THEY ARE GETTING SUPPORT, EVEN THOUGH I DON'T THINK THIS IS NEW THAT CAMPUSES ARE GETTING SUPPORT, BUT KIND OF GIVING IT A NAME. RIGHT.

AND. SO. BUT I DO WANT TO I WANT TO BETTER UNDERSTAND JUST A LITTLE BIT BECAUSE SOMETIMES WHAT WE DO IS WHEN WE HAVE AN ISSUE AT THE CAMPUS, WE MIGHT PUT SOME KEY MAKE SOME KEY CHANGES IN LEADERSHIP.

RIGHT. AND. SO YOU PUT A DIFFERENT LEADER IN THERE. AND MAYBE SOMETHING LIKE THAT IS WHAT WE'RE TALKING ABOUT, MAYBE WITH JOB OVER THE LAST TWO YEARS.

RIGHT. THERE'S BEEN A SIGNIFICANT CHANGE. WE SAW SOME SIGNIFICANT RESULTS FROM THAT CHANGE. AND. SO IS THIS TEARING THOSE KIND OF CHANGES BECAUSE OR ARE WE TALKING ABOUT THESE THE HIGHER LEVEL FOLKS THAT ARE MEANT TO BE SHARED ACROSS ALL ELEMENTARY CAMPUSES OR ALL MIDDLE SCHOOL CAMPUSES? THERE'S A WHOLE LOT OF NEW NAMES FOR THINGS. AND PEOPLE I DON'T REALLY KNOW. SO FORGIVE ME. BUT ARE WE TALKING ABOUT THOSE THINGS OR THE FACT THAT WE'RE WE MAY JUST HAVE TO MAKE SOME CHANGES? IT MIGHT BE TEACHERS. IT MIGHT BE THE PRINCIPAL. I MEAN, IT COULD BE COUNSELORS. IT COULD BE ANYTHING. BUT WE KNOW THAT WHEN WE MAKE SOME OF THOSE KEY STRATEGIC CHANGES, WE GET RESULTS. RIGHT. AND. SO I GUESS I'M JUST TRYING TO FIGURE OUT LIKE I SEE THAT THERE'S A BUNCH OF BULLET POINTS FOR THE THING. BUT LIKE, WHAT IS THE EXACT PICTURE LOOK LIKE? SURE. SURE.

THANK YOU. SO MUCH FOR YOUR QUESTION. AND. SO WE BELIEVE THAT LEADERSHIP.

ABSOLUTELY MATTERS. EVERYTHING RISES. AND FALLS ON CAMPUS LEADERSHIP. THE LEADER IS DRIVING THE WORK.

AND SUPPORTING. AND COACHING TEACHERS TO REACH THE STUDENTS. AND. SO WE HAVE TO MAKE SURE THAT OUR LEADERS ARE BUILDING CAPACITY, BUILDING THEIR OWN CAPACITY, AND THEN ALSO BUILDING THEIR TEACHERS CAPACITY. BUT

[00:20:02]

SO IT'S NOT SUPPORT FOR THE KIDS DIRECTLY OR THE CLASSROOM TEACHER. IT'S SUPPORT FOR THE LEADERSHIP TEAM ON THE CAMPUS. AM I. RIGHT? IT'S LAYERED. GO AHEAD, DR.

SPENCER. I THINK IT'S. YES.

AND. SO TO YOUR. FIRST QUESTION, IT COULD BE A CHANGE IN LEADERSHIP. WE HAVE SEEN THAT OVER A COUPLE OF CAMPUSES WHERE WE'VE HAD TO DO THAT, BUT NOT ONLY A CHANGE IN LEADERSHIP. WE ALSO HAVE TO STILL PROVIDE THE SUPPORT BECAUSE THE TEACHERS ARE THERE.

THE KIDS ARE STILL THERE. IT IS SUPPORT NOT ONLY TO THE PRINCIPAL, BUT ALSO THEY TALKED ABOUT CLASSROOM WALKS. AND WHAT THOSE MAY LOOK LIKE. THAT MAY BE COACHING SPECIFICALLY FOR THOSE TEACHERS WITH THE SUPPORT OF OUR CURRICULUM COORDINATORS DURING PLC'S OUR CURRICULUM FACILITATORS. SO THEY ARE BUILT INTO THAT SYSTEM AS. WELL OF WHAT THAT LOOKS LIKE ON CAMPUSES. SO IT'S. YES. AND I THINK THEY'RE GETTING MULTIPLE LAYERS OF SUPPORT.

AND THEN I JUST WANT TO KNOW HOW IT'S OBVIOUSLY IT GIVES A NAME TO THE SUPPORT, BUT HOW IS IT DIFFERENT THAN WHAT WE WOULD HAVE BEEN DOING EXACTLY? DO YOU ALL WANT TO TALK ABOUT THE CROSS-FUNCTIONAL PIECE. AND ALL OF THE EDS? SURE. SO I JUST WOULD LIKE TO JUST TAKE US BACK TO THIS PREVIOUS SLIDE. RIGHT HERE WITH THE COORDINATION COLUMN.

SO IN THE PAST, WHAT TYPICALLY WAS PRACTICED IS THAT, OF COURSE, THE ED OF SCHOOLS WILL BE A PART OF THE PROCESS. AT THAT TIME, SOME OF OUR AREA SUPERINTENDENTS WILL BE A PART OF THE PROCESS. BUT WHAT'S NEW TO US IS THAT WE ALSO HAVE SPECIAL POPULATIONS AT THE TABLE. THAT'S NEW. WE HAVEN'T DONE THAT BEFORE, BUT IT'S DEFINITELY A POINT.

AND WE SHOULD HAVE THAT EXPERT IN THE ROOM. SO WE CAN ENSURE THAT THOSE GAPS ARE BEING CLOSED. SOMETHING ELSE THAT'S NEW THAT WE HAVE NOT DONE IN THE PAST IS HAVING OUR EXECUTIVE DIRECTOR OF FINE ARTS IN THE ROOM AS.

WELL. HE BRINGS A HIGH LEVEL OF EXPERTISE AS HE HAS ALSO BEEN A VERY SUCCESSFUL BUILDING PRINCIPAL. AND ALSO IN HIS RESPECTIVE AREA AS.

WELL. HE'S HAD A LARGE AMOUNT OF SUCCESS. OUR ASSESSMENT TEAM, THAT'S REMAINED CONSISTENT.

OUR PRINCIPALS, THEY GET TRAINING AT THE BEGINNING OF THE YEAR DURING THE SUMMER. ANYTIME THAT

[6. Public Comments]

LASTLY, WHAT'S NEW FOR US THIS YEAR IS HAVING OUR DIRECTOR OF STATE. AND FEDERAL PROGRAMS IN THE ROOM AT THE TABLE.

IN THE PAST, WE KIND OF PULLED HER IN AS AN AFTERTHOUGHT SOMETIMES, BUT HAVING HER IN THE ROOM ON THE FOREFRONT OF THINGS IS TO ENSURE THAT THE CAMPUS PLAN, THE CAMPUS NEEDS ASSESSMENTS THAT HAVE BEEN SENT TO HER, THAT THEY ALSO ALIGN WITH THE TRUE NEEDS OF THE CAMPUS. AND THAT WE'RE TRYING TO CLOSE GAPS WITH OUR STUDENTS. AND. SO WE JUST HAVE SOME NEW PLAYERS, SOME NEW EXPERTS IN THE ROOM IN WHICH WE HAVE NOT HAD BEFORE.

SO THAT WILL BE A PART OF THE REFINEMENT PROCESS. AND HOW WE'RE DOING THINGS NOW. I LOVE IT. I LOVE IT, DR.

BRANNON. I THINK THAT TO YOU.

AND YOUR TEAM, I REALLY LOVE THE FACT THAT WE KIND OF KNOW, WE GET ALL THE PLAYERS IN THE ROOM EARLY, RIGHT? SO THAT WE'RE MAKING THESE DECISIONS, WE CAN MOVE FASTER, WE CAN BE A LITTLE MORE AGILE AT THE THING. SO I LOVE IT.

THANK YOU. SO MUCH. I'M EXCITED TO SEE HOW THIS IS. AND THAT CAMPUSES ARE SUPPORTED. AND MOSTLY OUR LEADERS, OUR LEADERS IN THE DISTRICT.

THANK YOU. THANKS.

MR. THOMAS, DO YOU HAVE ANYTHING? FIRST OF ALL, THANK YOU ALL FOR THE. GREAT PRESENTATION. AND I'M JUST THANKFUL THAT WE ARE DIFFERENTIATING SUPPORT ACROSS THE CAMPUSES BECAUSE IT'S A KNOWN FACT THAT ONE SIZE DOESN'T FIT ALL. WHAT WORKS ON ONE SIDE OF TOWN MAY NOT WORK ON THE OTHER SIDE OF TOWN, NORTH, SOUTH, EAST, AND WEST. SO I LIKE THAT WE'RE LOOKING INTO THE DIFFERENT FACTORS.

AND GETTING THE CAMPUSES WHAT THEY NEED. AND CHANGES IN LEADERSHIP ALSO POSE, YOU KNOW, CREATE CHALLENGES AS.

WELL. SO I'M GLAD WE'RE ADDRESSING THAT. AND I LOVE THE FACT THAT THE COORDINATION HAS A LAYERED APPROACH. AND IS CROSS-FUNCTIONAL. AND YOU'RE HAVING ALL THE KEY STAKEHOLDERS AT THE TABLE BECAUSE STAKEHOLDERS ARE VERY IMPORTANT. SO.

THANK YOU FOR ALL THAT YOU'RE DOING. I'M LOOKING FORWARD TO FINDING OUT THE TIER ONES, TWOS, AND THREES. SO, YOU KNOW, HAVING SOME DISCUSSIONS AROUND THAT. SO I CAN KIND OF KNOW WHERE THEY ARE.

THANKS. ALL. RIGHT.

[00:25:01]

MS. HORN. WELL, IT'S HARD FOR ME. I, TOO, JUST WANTED TO COMMENT WHEN YOU POINTED OUT DURING YOUR PRESENTATION THAT THE COORDINATION PIECE IS THE. FIRST OR SOME OF THE NEWER THING. I JUST WE TALK ABOUT HOW DIVERSE OUR DISTRICT.

AND COMMUNITY CAN BE. AND JUST LEARNING CAN BE. SO DIFFERENT.

AND. SO I ALWAYS APPRECIATE WHENEVER OUR ACTIONS SHOW WHAT WE VALUE. AND. SO. AND EVEN BEING ABLE TO DIVERSIFY THE PERSPECTIVES IN THE ROOM. IT JUST REALLY SHOWS THAT DIVERSE PERSPECTIVES CAN WORK TOGETHER TOWARDS ONE GOAL WHENEVER IT COMES TO OUR KIDS. AND OUR CAMPUSES.

AND. SO I THINK THAT'S I MEAN, I GUESS I'M SPEAKING BEFORE WE KNOW, BUT I THINK THAT'S GOING TO HELP US CATCH A LOT OF THINGS INSTEAD OF HAVING TO PLAY CATCH UP LATER. AND.

SO JUST THE FOUR THOUGHT TO START OUT THIS WAY THIS YEAR HAS ME REALLY EXCITED TO SEE HOW THESE CONVERSATIONS GO THIS TIME. NEXT YEAR.

THANK YOU GUYS FOR YOUR PRESENTATION. ANYONE ELSE ON MY LEFT.

THANK YOU GUYS. I DON'T HAVE A QUESTION, BUT.

THANK YOU FOR THE SUPPORT THAT YOU'VE GIVEN. AND ALSO FOR THE FEEDBACK LOOP THAT YOU'VE CREATED. AND THE FACT THAT YOU CHOOSE TO ADJUST WHEN YOU GET THE FEEDBACK.

THANK YOU. SO MUCH. ALL.

RIGHT. AND.

MR. CANNON, ONCE AGAIN, JUST REITERATING THE WORDS OF THE BOARD, JUST THANKING YOU ALL FOR YOUR BOOTS ON THE GROUND APPROACH. I THINK. SO MANY TIMES CAMPUS LEADERS OR I'LL GO BACK. WE GET TO CENTRAL OFFICE IN THE APPROACH IS THAT IT'S WE DO LESS WHEN WE GET TO CENTRAL OFFICE WHEN IN FACT WE HAVE TO DO MORE.

OUR COMMUNITY DEMANDS THAT OUR STUDENTS DESERVE IT. SO I JUST APPRECIATE Y'ALL'S APPROACH.

AND EVEN LOOKING AT THE COACHING CYCLE REITERATING WHAT.

TRUSTEE THOMAS TALKED ABOUT.

JUST REALLY SEEING WHAT EACH CAMPUSES IN THEIR LEVEL OF TIER. SO WE CAN PROVIDE THAT ADDITIONAL SUPPORT WHEN WE TALK ABOUT RETENTION WITH STAFF.

AND CAMPUS LEADERS. I THINK THAT THAT ALSO FALLS ON CENTRAL OFFICE BECAUSE CAMPUS LEADERS DON'T LEAVE A PLACE WHERE THEY FEEL SUPPORTED. SO JUST ONCE AGAIN, JUST SHARING OUR APPRECIATION FOR THE WORK THAT Y'ALL DO EACH DAY AS WE WE LIFT AS WE CLIMB.

I THINK OUR OUR RATING FOR.

NEXT YEAR IS ALREADY IN OUR NAME. IT'S A. SECOND LETTER. AND I'M LOOKING FORWARD TO THAT A. NEXT YEAR. GREAT.

WELL, BOTH.

MR. THOMAS. AND.

MR. CANNON, THE. SECOND HAVE TOUCHED ON THE TEARING. AND.

SO HERE'S A HYPOTHETICAL. YOU GUYS COME WITH ME ON THIS JOURNEY. SO LET'S ASSUME SINCE THEN WE HAVE HEARD THIS GOOD NEWS. ALL OF OUR HIGH SCHOOLS ARE RATED A WOULD THE LAY PERSON BE. RIGHT. AND ASSUMING THAT THEY MIGHT BE IN TIER ONE SUSTAINING OR WOULD THAT BE INCORRECT. AND NOT FULLY THE ANSWER. SO I WANT TO JUST KIND OF BRING US BACK TO THE SUPPORT. WE DON'T RANK A CAMPUS USING OUR RUBRIC BASED ON THEIR SCORE. SO THEY COULD BE A B, ETC. IS IT ONE OF THE FACTORS? YES. BUT SUPPORT STILL WILL LOOK DIFFERENT. AS A MATTER OF FACT, YOU CAN BE A RATED CAMPUS. AND YOU CAN STILL HAVE GAPS AMONGST YOUR STUDENT GROUPS IN THE PAST. NOT CURRENTLY.

AND VERY PROUD, BUT IN THE PAST WE'VE HAD HIGH SCHOOL CAMPUSES THAT HAVE BEEN HIGHLY SUCCESSFUL IN TERMS OF THEIR ACADEMIC OUTCOMES. BUT THEY WERE TARGETED BECAUSE THEIR STUDENT GROUPS WEREN'T ALL PERFORMING. AND WE WEREN'T ALL CLOSING THOSE GAPS. SO AMONGST THE HIGH SCHOOLS, EVEN THOUGH THEY'RE ALL RATED WITH OUR TEAM, WE HAVE STILL RANKED THEM TO RECEIVE SUPPORT BASED ON THEIR NEEDS AS. WELL. THAT IS AMAZING. SO WHAT EACH CAMPUS NEEDS. AND. SO I JUST HEAR EVERY SINGLE STUDENT GETTING WHAT THEY NEED TO. AND. SO.

THANK YOU ALL. SO MUCH FOR YOUR PRESENTATION.

THANK YOU. ALL. RIGHT. SO.

WE'LL MOVE ON TO.

ITEM 10. AND THAT WILL BE THE TWENTY TWENTY SIX PROPOSED TAX RATE.

DR. SPENCER. YES, AT THIS TIME, I WOULD LIKE TO ASK MONICA IRVIN TO JOIN US AT THE PODIUM. THERE WE GO.

GOOD EVENING, DR.

CRUTCHFIELD, DR. SPENCER, MEMBERS OF THE BOARD. WE ARE HERE TO CONSIDER ADOPTING THE TWENTY TWENTY SIX TAX RATE.

THIS JOURNEY STARTED BACK IN THE SPRING, MULTIPLE BUDGET WORKSHOPS.

THEN WE GO TO JUNE. WE HAVE TO POST THE NOTICE OF THE PROPOSED BUDGET. WE ADOPT THE BUDGET. AND THEN

[00:30:02]

AND THEN WE TURN AROUND. AND HERE WE ARE. WE ARE AT THE FINISH LINE. SO OUR TOP TAXABLE PROPERTY VALUES WHEN THEY CAME IN, WE GET WE ARE IN TWO COUNTIES. WE'RE IN TARRANT COUNTY. AND JOHNSON COUNTY OR TARRANT COUNTY. WE SAW A ONE POINT FOUR MILLION DOLLAR DECREASE IN THE TAXABLE VALUES. THAT'S ABOUT A SEVEN POINT FOUR THREE PERCENT DECREASE. THAT'S DUE TO MULTIPLE FACTORS, PRIMARILY SOME OF THE FROZEN VALUE COMING OFF DUE TO SOME OF THE HOMESTEAD EXEMPTIONS THAT WERE GIVEN. JOHNSON COUNTY INCREASED BY TWO HUNDRED TWENTY THREE MILLION. I'M SORRY, I SPOKE ONE POINT FOUR BILLION ON THE CHANGE ON THE TARRANT COUNTY. AND. SO THAT WAS FOR JOHNSON COUNTY. THAT INCREASE WAS TEN POINT ONE FOUR PERCENT.

BUT OVERALL, ONE POINT ONE SEVEN THREE BILLION DOLLAR CHANGE DECREASE. AND THAT'S A FIVE POINT FIVE EIGHT PERCENT DECREASE. SO WHAT DOES THAT MEAN? SO FOR THE TAX RATE IN SIMPLISTIC TERMS, OVERALL, THE STATE PREDICTED OR THEY'RE SAYING THAT THE PROPERTY VALUE GROWTH WAS THREE POINT SIX PERCENT BECAUSE OURS ACTUALLY, DECREASED. THAT DECREASE OF FIVE POINT FIVE EIGHT PERCENT IS LESS THAN THE THREE POINT SIX AVERAGE TAXABLE VALUE INCREASE OR PROPERTY VALUE INCREASE FOR THE STATE OF TAXES. THAT MEANS THAT WHEN THEY CALCULATE OUR MAXIMUM COMPRESSED TAX RATE, THAT'S POINT ONE SIX ONE SIX NINE CENTS PER HUNDRED DOLLARS OF PROPERTY VALUE PLUS ANY ENRICHMENT. YOU KNOW, BACK IN TWENTY TWENTY ONE, WHEN WE HAD THE V.R.T.R.E., THAT WAS THE 17 CENTS IN ENRICHMENT. SO THOSE TWO TOGETHER COMPRISE THE TOTAL MAINTENANCE. AND OPERATIONS TAX RATE OF POINT SEVEN EIGHT SIX NINE CENTS PER HUNDRED DOLLARS OF PROPERTY VALUE. NO CHANGE FROM THE PREVIOUS YEAR. THE COMPONENTS, WE HAVE TWO PARTS TO OUR TAX RATE. WE HAVE THE MAINTENANCE. AND OPERATIONS PIECE, WHICH IS POINT SEVEN EIGHT SIX NINE CENTS. AND THEN WE HAVE THE INTEREST IN SINKING FUND TAX RATE. THAT IS TO PAY OUR DEBT SERVICE FOR EACH YEAR. AND THAT'S POINT THREE SIX CENTS PER HUNDRED DOLLARS OF PROPERTY VALUE. SO IT'S A TOTAL TAX RATE OF A DOLLAR POINT ONE FOUR SIX NINE PER HUNDRED DOLLARS OF PROPERTY VALUE. THAT IS NOT AN INCREASE OR DECREASE. IT'S AN UNCHANGED FROM THE PREVIOUS YEAR.

THERE'S JUST A VISUAL OF WHAT OUR TAX RATE HISTORY HAS BEEN THE PAST FEW YEARS. YOU CAN SEE IN TWENTY TWENTY TWO, WE START OUT AT A TOTAL RATE OF ONE POINT THREE THREE FOUR SIX.

AND THEN IN TWENTY FOUR TO.

TODAY, IT'S ONE POINT ONE FOUR SIX NINE CENTS. SO THERE'S A WHENEVER IT COMES TO THE ACTUAL BUSINESS ITEM FOR ADOPTION OF THE TAX RATE.

THERE ARE THREE MOTIONS THAT WOULD NEED TO BE MADE. THERE'S A STRANGE MOTION THAT HAS TO BE MADE. AND THAT'S IN THE STATE LEGISLATURE. THEY MADE THIS LAW THAT IF THE TAX RATE IS GREATER THAN THE. NO NEW REVENUE RATE, WHICH THAT'S A COMPLEX CALCULATION THAT YOU GO THROUGH, THAT THAT'S ASSUMING THERE'S.

NO CHANGE IN PROPERTY VALUES.

THERE'S. NO CHANGE IN STUDENTS. THERE'S. NO CHANGES. THEN IT WOULD BE ONE POINT EIGHT NINE TWO CENTS. BUT BECAUSE THIS RATE IS HIGHER THAN THAT, THAT'S WHAT THAT'S WHY YOU HAVE TO MAKE THIS EXCUSE ME. THIS MOTION SAYS THAT IT WOULD BE INCREASED BY THE ADOPTION OF THE TAX RATE, EVEN THOUGH THERE'S. NO CHANGE.

THERE'S. NO CHANGE IN THE TAX RATE. SO THAT'S IT.

WHAT QUESTIONS COULD I ASK? ANSWER FOR YOU. YES, THANK YOU.

WE'LL START TO MY LEFT THIS TIME, TRUSTEES. ANY QUESTIONS OR COMMENTS FOR.

MR. YES, YES. YOU YOU ANSWERED MY QUESTION, BUT I'M JUST GOING TO SAY IT AGAIN. THERE IS. NO CHANGE. CORRECT. BUT THE MOTION WILL SAY INCREASE. CORRECT. I KNOW. YOU GOT IT. IT'S STRANGE.

OK, GREAT. ANYTHING. ALL.

RIGHT. OVER TO MY. RIGHT. ANY COMMENTS OR QUESTIONS? START WITH MS. NEWSOM. SO THIS ISN'T A QUESTION. IT'S A COMMENT.

[7. Closed Session]

[00:35:01]

THANK YOU FOR THIS PRESENTATION BECAUSE THIS IS A VERY. GREAT TOOL THAT I PULL UP MANY TIMES DURING THE YEAR TO QUITE SHARE A VERY GOOD PICTURE. RIGHT. NO CHANGE IN THE TAX RATE.

YEAH.

THANK YOU. AND MR. THOMAS.

DO YOU HAVE SOMETHING? NO, I WAS JUST GOING TO ECHO THE SAME SENTIMENT THAT THERE IS. NO INCREASE. IT'S THE SAME RATE AS IT'S BEEN SINCE TWENTY TWENTY FOUR. AND A LOT OF PEOPLE IN A LOT OF INSTANCES WENT. AND DISPUTED THEIR TAXES EVEN THOUGH WE DIDN'T HAVE AN ADJUSTMENT. SO PEOPLE ACTUALLY, PROBABLY SAW A DECREASE IF YOU I THINK THE AVERAGE WAS LIKE THREE PERCENT IS WHAT PEOPLE GOT. IF YOU JUST WENT THROUGH THE ELECTRONIC MEANS.

AND DISPUTED YOUR TAXES,

[8. Reconvene]

[9. Instructional Focus]

THANK YOU. YOU'RE WELCOME. OK.

THANKS FOR YOUR PRESENTATION. I JUST WANTED TO POINT OUT AGAIN THAT WHEN WE DO GET TO THAT ACTION ITEM, THERE ARE THREE DIFFERENT MOTIONS TO CONSIDER. CORRECT. YES, MA'AM. ALL. RIGHT. THANKS. SO MUCH. ALL. RIGHT. WE ARE GOING TO MOVE ON TO ITEM TEN POINT TWO, WHICH IS THE DEMOGRAPHERS REPORT PRESENTATION.

DR. SPENCER. YES, I'M GOING TO ASK CHRIS TO COME TO THE PODIUM, PLEASE.

THANK YOU. OK. PULLED UP HERE.

OK. EXCELLENT. OK.

GOOD EVENING BOARD MEMBERS.

AND.

DR. SPENCER. MY NAME IS CHRIS POOLE. I'M WITH POPULATION SURVEY ANALYSTS. I SAW A LOT OF YOU ABOUT 12 OR 15 MONTHS AGO WHEN WE GAVE A PRESENTATION FOR OUR LARGE BINDER THAT'S SITTING OVER HERE ON MY.

CHAIR. WE DID THAT COMPLETE STUDY BASED ON THE FALL 24 DATA. WE CAME BACK. AND WE DID AN UPDATE USING FALL 25 DATA.

WE'LL TALK ABOUT THAT A LITTLE BIT. AND WHAT I'VE BEEN ASKED TO DO.

TONIGHT IS TO GO OVER A LITTLE BIT OF THAT INFORMATION, BUT ALSO TO TALK IN GENERAL TERMS ABOUT SOME OF THE THINGS. AND TRENDS THAT WE'RE SEEING IN STUDENT ENROLLMENT.

FOR THE STATE. AND FOR THE AREA HERE IN DALLAS, FORT WORTH. THE PRESENTATION IS VERY DENSE. WE WANTED YOU GUYS TO HAVE THIS INFORMATION IN THE INTEREST OF TIME. I'M GOING TO JUST TRY TO HIT THE HIGHLIGHTS, BUT WE WANTED YOU GUYS TO HAVE THIS BE ABLE TO ASK QUESTIONS BECAUSE WE'RE CRUNCHING DATA ALL OF THE TIME. AND WE, OF COURSE, FIND IT ALL VERY FASCINATING.

THIS IS OUR STAFF THAT IS BEHIND OUR ENTIRE PROCESS, OUR LARGE BINDER, THE LARGE PRESENTATIONS THAT WE CREATE, THE BINDERS. AND THE FULL STUDIES THAT WE DO.

NORMALLY TAKE ABOUT FOUR MONTHS. AND MOST OF OUR STAFF WILL TOUCH EVERY SINGLE PROJECT. AND. SO THESE ARE THE FACES THAT ARE BEHIND THE DATA THAT WE'RE GATHERING.

LIKE I MENTIONED, WE DID A COMPLETE STUDY. AND THEN WE HAVE COME IN. AND DONE AN UPDATE USING THAT FALL OF 25 DATA. NONE OF THIS USES YOUR FALL OF 26 DATA YET BECAUSE IT'S. SO EARLY IT'S HARD TO GET GOOD DATA REALLY UNTIL AFTER LABOR DAY FOR SURE. AND A LOT OF TIMES REALLY INTO OCTOBER. SO DO KEEP THAT IN MIND THAT THIS DATA REALLY THE NEWEST STUFF THAT WE'LL BE SEEING IS FOR THE FALL OF 25.

BUT THE PROCESS THAT WE WENT THROUGH IS IS A SHORTER PROCESS. WE REGIO CODE THE STUDENTS. WE DO HIT THE HIGH POINTS. AND SOME OF THE NEW HOUSING. CHECK THAT OUT. AND RECREATE A NEW DATA SET FOR YOU GUYS. AND THAT'S WHAT WHAT IS AT THE END OF THIS PRESENTATION. NOW, THIS SLIDE, I THINK, IS VERY IMPORTANT FOR EVERYBODY TO UNDERSTAND, ESPECIALLY WHERE YOU WITH WHERE YOU GUYS ARE SITTING. RIGHT NOW. MOST OF OUR CLIENTS THAT ARE OUTSIDE OF A GROWTH CENTER, THEY UNDERGO SOME SORT OF A GROWTH CURVE LIKE THIS.

OUR BASE CURVE LOOKS A LITTLE BIT DIFFERENT, BUT THEY ARE MORE RURAL. THEY END UP HITTING THIS HIGH GROWTH SORT OF A PHASE. THEY BEGIN TO FLATTEN OUT AS THINGS BEGIN TO BUILD OUT. AND THEN WE'LL SEE STABILIZATION. AND SOMETIMES IN DECLINE. AND WITH A LOT OF OUR CLIENTS.

RIGHT NOW, WE'RE SEEING BIGGER DECLINES THAN WE MIGHT HAVE EXPECTED. AND THEY'RE FOR ABOUT A HALF A DOZEN REASONS THAT WE'RE GOING TO GO OVER. AND I THINK YOU GUYS ARE GETTING A LOT OF THESE THAT ALL ARE COMING TOGETHER AT ONE TIME.

SO WE'LL START HERE WITH SOME DEMOGRAPHIC TREND DATA. THIS.

FIRST SLIDE IS PROBABLY THE DENSEST OF THE GROUP THERE.

BUT IN A NUTSHELL, WHAT THIS IS SHOWING IS THAT BIRTH RATES ARE DECLINING. IF YOU ARE INTERESTED IN WHERE THOSE BIRTH RATES ARE DECLINING BY COUNTY, YOU CAN SEE THAT IN THE UPPER LEFT HAND SIDE THERE.

BUT WHAT IS ALSO GOING ON IS WHILE WE'RE SEEING CONTINUED GROWTH IN POPULATION INTO THE STATE OF TEXAS, THAT'S NOT NECESSARILY YIELDING PUBLIC SCHOOL STUDENTS. AND. SO IF YOU LOOK AT THE LOWER LEFT THERE, YOU CAN SEE THAT THAT BAR GRAPH, THE BARS ON THAT GRAPH ARE SHOWING THE CONTINUED INCREASE IN POPULATION. AND THAT RED LINE IS SHOWING THE PUBLIC SCHOOL STUDENTS THAT WE HAVE SEEN MEETING THOSE. AND YOU CAN SEE VERY LEVELING OUT OVER THE LAST HANDFUL OF YEARS. AND NOT MATCHING THAT GROWTH IN THE STUDENT POPULATION IN THE OVERALL POPULATION IN THE STATE. IF YOU LOOK AT THAT MIDDLE CHART THERE IN THE BOTTOM, WHAT YOU'LL SEE IS THE GROWTH

[00:40:02]

BUT IF YOU TAKE THAT GROWTH BY TEXAS POPULATION. AND DOUBLE IT, THEN ASSUMING TO GIVE US ALL DECADES WORTH, THEN WE'RE GOING TO END UP WITH A PRETTY SUBSTANTIAL POPULATION GROWTH. AND WE MIGHT END UP WITH LESS THAN ONE PERCENT OF GROWTH IN THE ISD STUDENT POPULATION.

AND. SO THAT'S WHAT EVERYBODY IS FACING. RIGHT NOW. I'M GIVING A SIMILAR PRESENTATION TO AN AWFUL LOT OF MY CLIENTS. THESE ARE NEW SLIDES THAT WE'VE CREATED JUST BEFORE WE WERE ASKED TO COME HERE. AND A LOT OF THEM ARE GOING TO BE THE BASIS FOR OUR PRESENTATIONS LEADING INTO THE FALL. AS A MATTER OF FACT, WE'VE GIVEN TWO PRESENTATIONS, ONE AT TASSET-TASBEE. AND ONE AT TASSET MIDWINTER, THAT WERE BASED THIS LAST YEAR THAT WERE BASICALLY, ENTITLED, WHERE HAVE ALL OF THE STUDENTS GONE? AND. SO THAT'S WHAT WE'RE GOING TO TALK ABOUT ON SOME OF THESE. NEXT HANDFUL OF SLIDES HERE. SO THIS DATA IN THIS MAP. AND THE. NEXT MAP IS TEA DATA THAT IS FROM THE FALL OF 19 TO THE FALL OF 25. AND THAT LOOKS A LITTLE WEIRD AT SIX YEARS. BUT IF WE GO BACK JUST FIVE YEARS, WE END UP WITH COVID. AND THE DATA IS A DISASTER. SO WE WENT BACK ALL THE WAY TO 2019 THERE FOR SIX YEARS. AND WHAT THIS SHOWS IS FROM THE DALLAS-FORT WORTH AREA. WE PUT THE TWO REGIONS TOGETHER BECAUSE I THINK IT TELLS A MUCH BETTER STORY. YOU CAN SEE DALLAS. AND YOU CAN SEE FORT WORTH ISDS.

AND ALL OF THAT BLUE.

EVERYWHERE THERE'S BLUE, THERE'S BEEN STUDENT LOSS OVER THAT AMOUNT OF TIME.

EVERYWHERE THERE'S RED OR AGGIE MAROON, IF YOU'RE LIVING IN A COLLEGE STATION, THERE IS GROWTH. AND IT'S THIS RING OF GROWTH THAT IS PUSHING OUTWARD IN SORT OF THIS BLUE WAVE THAT'S MOVING OUT, THE STUDENT LOSS MOVING OUT FROM THESE URBAN AREAS. AND.

SO WE'VE HIGHLIGHTED MANSFIELD ISD THERE. WE CAN SEE THAT YOU GUYS ARE EXPERIENCING SOME OF THAT. BUT EVEN SOME OF THE ONES, THE DISTRICTS THAT HAVE BEEN GROWING VERY TRADITIONALLY, VERY RAPIDLY OVER THE LAST 20 YEARS, FRISCO ISD, FOR EXAMPLE, IS HIGHLIGHTED. IT'S UP THERE IN SORT OF A BIT OF A PALE PINK DUE NORTH OF DALLAS ISD. IT'S SEEING STUDENT LOSS. AND. SO THESE LOSSES ARE PUSHING OUTWARD FROM THAT URBAN AREA. AND YOU GUYS ARE IN THE PATHWAY THERE. THIS.

NEXT SLIDE SHOWS THE PERCENT INCREASE. AND. SO YOU SEE A LOT OF RED THAT POPS UP IN THE MORE RURAL AREAS BECAUSE IT'S. SO MUCH EASIER FOR THE RURAL AREAS THAT HAVE A LOWER POPULATION TO HAVE A HIGHER PERCENT INCREASE.

BUT A LOT OF THOSE AREAS THAT RED IS GOING TO CONTINUE TO PUSH OUT AS TRANSPORTATION IS A LITTLE EASIER, AS MORE PEOPLE CAN WORK FROM HOME. AND ALL OF THAT.

THEY MAY CHOOSE TO LIVE A LITTLE FURTHER OUT.

AND TAKE THEIR STUDENTS WITH THEM. SO WHEN WE DRILL DOWN TO LOOKING AT JUST MANSFIELD ISD, THIS SHOWS OVER TIME WHERE YOUR ENROLLMENT HAS BEEN ON THE LEFT-HAND SIDE.

AND ON THE. RIGHT-HAND SIDE, WHAT THAT UP. AND DOWN HAS LOOKED LIKE EVERY YEAR. AND. SO REALLY WE SAW THE LARGEST ENROLLMENT FOR THE DISTRICT IN ABOUT 2022. AND SINCE THEN A BIT OF DECLINE. AND IF YOU LOOK ON THE. RIGHT-HAND SIDE, YOU CAN SEE BY YEAR THE UPS.

AND THE DOWNS. AND OF COURSE, RIGHT THERE IN THE MIDDLE IS COVID.

EVERYBODY IN THE FALL OF 2020, THE DISTRICT, THE STATE AS A WHOLE, LOST AN AVERAGE OF 2.2 PERCENT OF ITS STUDENT POPULATION IN 2020, OF COURSE. BUT SINCE THEN, I THINK IF YOU DID A TREND LINE, YOU WOULD SEE BASICALLY, A DOWNWARD TREND FOR THE DISTRICT WITH LOSSES OVER THE LAST COUPLE OF YEARS. SO WHAT ARE THE LOSSES FROM? AND THERE ARE FROM SEVERAL DIFFERENT THINGS THAT WE CAN POINT TO. THIS LAST YEAR, THE NUMBER OF STUDENTS ENROLLED IN TEA SCHOOLS, THAT WOULD BE IN TRADITIONAL ISDS. AND CHARTER SCHOOLS COMBINED, WENT DOWN FOR THE FALL OF 25. IT WENT DOWN 77,000 STUDENTS MORE OR LESS STATEWIDE. AND I THINK THAT NUMBER SURPRISES AN AWFUL LOT OF PEOPLE WHEN WE SAY IT.

AND OF COURSE, THE OFFICIAL DATA CAME OUT IN ABOUT APRIL. AND WE'VE BEEN CRUNCHING IT WILDLY SINCE THEN. BUT THAT 77,000 STUDENT DECLINE WAS ACTUALLY, LARGER FOR TRADITIONAL ISDS BECAUSE CHARTER SCHOOLS GAINED ABOUT 11,000 STUDENTS DURING THAT TIME. AND OF THAT 77,000 STUDENT DECLINE, 62,000 OF THOSE STUDENTS WERE HISPANIC. AND. SO WE CAN ONLY ASSUME THAT THERE WAS IMMIGRATION RELATED. WHEN WE DID OUR WORK. AND MOST OF OUR PROJECTIONS FOR THE FALL OF 26, WE HAD ASSUMED THAT SOME OF THAT WOULD CONTINUE, BUT PROBABLY NOT TO THE EXTENT THAT WE SAW IT IN 2025. I WILL SAY SOME OF THE DAY ONE, DAY TWO, DAY THREE DATA I'M GETTING IN MAKES ME QUESTION ABOUT WHETHER OR NOT WE'RE GOING TO SEE A HEAVIER LOSS, CONTINUED LOSS, THAN WE HAD ANTICIPATED MOVING FORWARD.

BUT AGAIN, THE DATA THAT I'M LOOKING AT IS SERIOUSLY, IT'S DAY ONE. AND DAY TWO. AND DAY THREE. SO WHAT THIS SHOWS UP HERE, THE HISPANIC STUDENT POPULATION IS IN THAT THIRD SET OF DATA FROM THE LEFT. AND. SO YOU CAN SEE THAT DROP FOR THE STATE.

SOME OF OUR CLIENTS WERE WILDLY AFFECTED BY THESE NUMBERS.

INSTEAD OF GAINING 1,300 KIDS, THEY LOST 1,800 KIDS OR SOMETHING LIKE THAT. YOU GUYS, THE NUMBERS WERE A LITTLE SMALLER. YOU WERE USED TO GAINING DEPENDING ON HOW YOU AVERAGED. AND DEALT WITH THE COVID LOSS IN 2020.

HISPANIC STUDENT POPULATION

[00:45:02]

SO WHEN YOU SEE THAT, THAT'S A BIG DELTA. THAT'S A BIG SWING WHEN YOU'RE USED TO GAINING THOSE STUDENTS. AND INSTEAD YOU LOSE THEM. AND. SO THAT'S WHY THE 2025 NUMBERS CAME IN A LITTLE LOWER THAN WE EXPECTED. SOME OF IT WAS IMMIGRATION IN THIS REGARD. ANOTHER PIECE TO THAT THAT IS MUCH MORE CURRENT IS H-1B VISA CHANGES.

AND. SO MEXICO. AND INDIAN, MEXICAN. AND INDIAN BUYERS WERE SOME, TEXAS HAD THE. FIRST.

AND. SECOND IN THE NATION NUMBERS OF THOSE BUYERS OF HOMES IN THE STATE. AND. SO AS H-1B VISA THINGS HAVE CHANGED, SOME OF THE JOBS ARE REQUIRING THOSE EMPLOYEES TO COME BACK IN.

THEY MAY NOT ACTUALLY, LIVE IN THE AREA WHERE THEY HAD BEEN EMPLOYED. AND. SO NOW THEY'RE TRYING TO SELL HOMES OR TRYING TO MOVE. IF THEY DON'T GET BACK INTO THE OFFICE, THEN THEY LOSE THEIR JOBS.

THEY ONLY HAVE 60 DAYS TO FIND ANOTHER ONE THAT IS AN H-1B SPONSOR. AND. SO IT'S LESS OF AN ISSUE HERE. BUT IN SOME OF THE NORTHERN PORTIONS OF THE DALLAS AREA, IT'S A VERY HEAVY CONCERN. AND NORTH OF DALLAS, THE REAL ESTATE PRICES HAVE BEEN DEPRESSED IN THE LAST LITTLE WHILE, BY ALMOST NINE PERCENT COMPARED TO THE DALLAS-FORT WORTH AREA WHERE THEY'VE GONE DOWN AN AVERAGE OF ABOUT FOUR PERCENT. AND. SO EVEN FOR THE AREAS THAT AREN'T DIRECTLY AFFECTED BY A HEAVY NUMBER OF H-1B VISA RECIPIENTS, THOSE PEOPLE END UP BRINGING THEIR KIDS WITH THEM. AND THEN THEY CREATE SECONDARY. AND TERTIARY NEEDS. EVERYBODY GOES TO THE DENTIST. AND EVERYBODY GOES TO THE GROCERY STORE. AND IT GENERALLY BUILDS GROWTH.

AND. SO THE DIFFICULTY IS THAT WE'RE SEEING, YOU KNOW, LOSSES IN JOBS IN THOSE TECH SECTORS.

BUT WE'RE SEEING PRODUCTIVITY STAYING HIGH. AND. SO WHAT THAT TELLS US IS, OF COURSE, WITH AI, THAT COMPANIES ARE DOING MORE WITH FEWER EMPLOYEES, MEANING THAT IT MAY NOT BE LIKELY THAT THOSE JOBS RETURN ANYTIME SOON. SO BIRTH RATES, I THINK I SKIPPED A SLIDE HERE.

THIS IS A LITTLE TOUCHY.

OKAY, BIRTH RATES, KINDERGARTEN ENROLLMENT. THIS IS ANOTHER THING THAT WE HIT ON WHEN I WAS HERE IN THE PAST. IT'S VERY, VERY, VERY IMPORTANT. AND I'M SURE THAT YOU'VE HEARD REALLY THAT BIRTH RATES ARE DECLINING BASICALLY, EVERYWHERE IN THE WESTERN WORLD. WHAT WE CAN DO IS WE CAN GET AT THE BIRTH RATES BY ZIP CODE OF THE BIRTH MOTHER. WE MOVE THEM FORWARD FIVE YEARS. AND COMPARE THEM TO YOUR ENROLLMENT. AND THAT'S WHAT YOU'VE GOT ON THE TOP.

YOU GUYS HAVE STILL BEEN IN THE SITUATION WHERE YOU WERE HAVING KINDERGARTEN ENROLLMENT, THAT GREEN LINE AT THE TOP, EXCEEDING YOUR BIRTH RATE.

THAT MEANS PEOPLE MOVED INTO A NEW HOME IN MANSFIELD ISD WITH A TWO-YEAR-OLD.

BUT THAT'S VERY COMMON WITH A GROWING AREA. BUT AT SOME POINT, AS THE DISTRICT BEGINS TO AGE OUT. AND HAS FEWER HOMES BEING BUILT, THAT GREEN LINE FLIPS. AND IT GOES BELOW THE BIRTH RATE.

AND. SO THAT'S WHAT YOU CAN SEE ON THE LOWER LEFT THERE FOR REGION 11. AND FOR THE STATE OF TEXAS, THAT NOT ALL OF THE BIRTHS ARE ACTUALLY, STARTING KINDERGARTEN AT THAT SAME TIME. AND YOU CAN SEE, ESPECIALLY IN REGION 11 THERE ON THE LEFT-HAND SIDE, HOW WIDELY DIVERGENT THOSE TWO LINES HAVE BECOME IN THE LAST HANDFUL OF YEARS.

THAT LINE UP. AND DOWN IS SORT OF WHERE WE WERE FOR THE FALL OF 25. AND. SO WE CAN SEE THAT THERE IS AN UPTICK IN A LOT OF THE BIRTH DATA. IT IS A COVID-RELATED UPTICK, 2020 PLUS NINE MONTHS. YOU'VE GOT KIDDOS THAT ARE COMING IN IN 2026. BUT THE GENERAL LINE IS TYPICALLY A DOWNWARD TREND. AND THAT IS BEING BORN OUT HERE ACROSS THE STATE. AND ALL OF THE DATA BY AGE. AND. SO WHAT THIS DOES IS FOR ALL OF THE YEARS FOR THE ENTIRE STATE, IT HIGHLIGHTS THE LARGEST COHORTS IN RED THERE. AND YOU CAN SEE THAT THOSE COHORTS HAVE MOVED THROUGH. AND THAT THE LARGEST COHORTS IN THE STATE ARE IN THE HIGH SCHOOL GRADES IN 10TH, 11TH, AND 12TH GRADE. AND WE'VE GOT 80 TINY KINDERGARTEN CLASSES THAT ARE ENROLLING THERE.

AND. SO WHEN YOU ARE GRADUATING OUT 12TH GRADERS. AND THERE ARE BIG CLASSES. AND YOU'RE REPLACING THEM WITH VERY, VERY SMALL KINDERGARTEN CLASSES, THEN YOU'RE GOING TO SEE A LOSS. NOW, A YEAR OR TWO AGO, THERE WAS A SIMILAR SORT OF LOSS OCCURRING, BUT YOUR.

SECOND GRADE CLASS, WHEN IT MOVED TO THIRD GRADE, WAS GROWING.

IN YOUR THIRD GRADE TO FOURTH GRADE, IT GREW BECAUSE PEOPLE WERE MOVING IN.

AND WE DEFINITELY DID NOT SEE THAT, PROBABLY VERY MUCH BECAUSE OF THE IMMIGRATION. AND SOME OF THESE OTHER FACTORS IN THIS LAST YEAR. AND. SO WE SAW THAT LOSS. GOODNESS. IT'S VERY TOUCHING HERE. SO WHEN WE ARE LOOKING AT THAT DATA, THOUGH, FOR MANSFIELD ISD, WE CAN SEE THAT YOU GUYS HAVE, MOST OF YOUR STUDENTS HAVE BEEN HISTORICALLY SORT OF CLUSTERED IN YOUR SECONDARY GRADES. AND THAT'S UNIQUE TO MANSFIELD ISD.

A LOT OF TIMES IT CAN HAVE SOMETHING TO DO WITH THE PRICE OF HOUSING. PEOPLE MAY MOVE HERE VERY TYPICALLY WHEN THEY HAVE FOURTH GRADERS OR SOMETHING LIKE THAT. YOU DO HAVE A HEAVY CONCENTRATION IN, SAY, 11TH. AND 12TH GRADE. YOU DO HAVE SOME QUITE LARGE CLASSES AS THEY GRADUATE OUT.

THEN THAT'S GOING TO BE IMPACTING YOU BECAUSE YOU'RE GOING TO BE REPLACING THEM WITH THESE VERY SMALL KINDERGARTEN

[00:50:01]

AND ARE WEIGHING ON ALL OF THE DISTRICT. BUT PROBABLY THE MOST IMPORTANT FACTOR IS WHAT WE CALL AEOS. THOSE ARE ALTERNATIVE EDUCATIONAL OPPORTUNITIES. AND THESE ARE PLACES THAT PARENTS ARE CHOOSING TO SEND THEIR KIDS TO SCHOOL THAT IS NOT THE TRADITIONAL ISD. SO THEY BREAK DOWN IN SEVERAL DIFFERENT WAYS. AND ONE OF THE VERY. FIRST QUESTIONS WE ALWAYS GET ASKED IS ABOUT HOMESCHOOL. AND THIS PARTICULAR SLIDE IS BRAND NEW FOR THIS PRESENTATION BECAUSE IT'S VERY HARD TO TRACK THOSE HOMESCHOOL KIDS.

AND THE PRIVATE SCHOOLS BECAUSE THERE'S NOT A BIG DATABASE OF THAT. TEA DOESN'T TRACK THAT.

ALL WE CAN DO IS LOOK AT WITHDRAWALS. BUT THAT DOESN'T COUNT ANYBODY WHO NEVER ENTERED THE SYSTEM TO START WITH AS A KINDERGARTNER. AND.

SO WHAT WE'VE GOT HERE IS WE CAN NOW LOOK AT THE NUMBER OF, ON THE BOTTOM, TRADITIONAL ISD STUDENTS, KINDERGARTNERS.

THAT'S WHAT WE'RE LOOKING AT HERE. THE LINE ABOVE THAT WOULD BE ALL TEA KINDERGARTNERS. SO THAT WOULD BE CHARTER SCHOOLS. AND TRADITIONAL ISD SCHOOLS. SO THAT GRAY AREA. RIGHT THERE IS YOUR CHARTER SCHOOL ENROLLMENT.

AND THEN THE BLUE AREA UP THERE ABOVE IS BETWEEN ALL OF YOUR KIDDOS THAT ARE ENROLLED. AND THE BIRTHRATE. AND. SO THAT MEANS THAT THAT PROPORTION.

RIGHT THERE IS ANYBODY WHO IS HOMESCHOOLING, PRIVATE SCHOOLING, MICROSCHOOLING, VIRTUAL SCHOOLING, ALL OF THESE DIFFERENT THINGS THAT ARE GOING ON. AND OCCURRING. THE ALTERNATIVE EDUCATIONAL OPPORTUNITIES LARGELY ARE CHARTER SCHOOLS. AND PRIVATE SCHOOLS FOR YOU GUYS. AND. SO WE HAVE MAPPED THE CHARTER SCHOOLS. AND PRIVATE SCHOOLS IN THE AREA. OF COURSE, ANY.

THAT MOST OF THEM DO NOT PROVIDE TRANSPORTATION, AND.

SO THAT IS VERY IMPORTANT FOR PARENTS WHEN THEY'RE TRYING TO GET THEIR KIDS TO SCHOOL.

PROXIMITY IS VERY IMPORTANT.

UNLESS MOM OR DAD HAPPENS TO WORK AT A SCHOOL THAT'S A LONG WAYS AWAY, YOU DON'T SEE NEARLY AS MANY STUDENTS ATTENDING THERE. BUT IN YOUR ENTIRE AREA, THE AREA IS VERY, VERY COVERED WITH OTHER OPPORTUNITIES FOR KIDS IN CHARTER SCHOOLS.

AND PRIVATE SCHOOLS. TIFA FUNDS, THAT OF COURSE WAS VERY, VERY IMPORTANT FOR EVERYBODY THIS YEAR. AND WE HAVE BEEN CRUNCHING DATA. AND CRUNCHING DATA, THEY'RE GOING TO BE. SO TIRED OF US REQUESTING DATA FROM THEM.

BUT WHAT WE HAVE SAW FOR MEANSFIELD ISD WAS ABOUT 2,100 APPLICATIONS, ABOUT 568 PARTICIPANTS. AND ABOUT 244 OF THOSE WERE PREVIOUSLY ENROLLED IN PUBLIC SCHOOL. SO WHAT WE DID IS WE DISCOUNTED THE KINDERGARTNERS, BECAUSE YOU GUYS, ANYBODY GETTING A KINDERGARTEN NUMBER YOU GUYS HAD NEVER SEEN BEFORE PROBABLY, AND THEN ALSO ANYBODY WHO WAS IN PRIVATE SCHOOL. BUT CHARTER SCHOOLS ARE VERY EASY FOR PARENTS TO CHOOSE BECAUSE THEY ARE FREE. THEY ARE A FREE PUBLIC SCHOOL. AND. SO THIS INFORMATION SHOWS ON THE.

RIGHT HAND SIDE, DATA THAT SHOWS THE NUMBER OF STUDENTS LEAVING MISD TO A CHARTER SCHOOL SINCE 2014, 2015, AND YOU CAN SEE HOW THAT IS ALL RAMPED UP. AND WE'VE PINPOINTED WHEN VARIOUS SCHOOLS HAVE OPENED. AND ON THE LEFT HAND SIDE YOU CAN SEE THE CONCENTRATION OF THOSE CHARTER SCHOOLS THROUGHOUT THE STATE.

THEY'RE CONCENTRATING IN THOSE AREAS THAT ARE HEAVILY POPULATED IN THE MAJOR METRO AREAS. BUT THEN I MENTIONED PROXIMITY BEING IMPORTANT, BUT FOR VIRTUAL SCHOOLS THE PROXIMITY IS NOT AN ISSUE. AND. SO VIRTUAL SCHOOLS REALLY HAVE COME ON SINCE COVID. THE NUMBERS ARE STILL RELATIVELY LOW, I MEAN IT'S ACTUALLY, ABOUT 57,000 ACROSS THE STATE. RIGHT NOW, BUT THE PROPORTION, THE PERCENT INCREASE IS VERY, VERY HIGH. WE'RE SEEING RAPID INCREASES THERE. AND THE MAP ON THE UPPER LEFT HAND SIDE SHOWS THAT THE NUMBER OF DISTRICTS THAT WERE LOSING STUDENTS TO A VIRTUAL PROGRAM IN THE FALL OF 2014. AND IN THE FALL OF 25, YOU CAN SEE HOW MANY DISTRICTS ARE NOW LOSING STUDENTS TO VIRTUAL PROGRAMS. AND OF COURSE IT'S ALMOST EVERY SINGLE DISTRICT IN THE STATE. AND THEN JUST WHEN WE THINK WE'VE RUN THE GAMUT ON ALL OF THE PLACES THAT KIDS CAN GO, WE ARE ALSO TRADING KIDS BACK.

AND FORTH WITH YOUR NEIGHBORS. AND. SO THIS IS THE NUMBERS AGAIN FOR THE FALL OF 25 OF COURSE, BUT WHAT WE ARE SEEING FOR ALL OF OUR CLIENTS IS THAT EVERYONE IS OPENING THEIR BORDERS, THEY'RE CREATING PROGRAMS, THEY'RE LOOKING TO ATTRACT STUDENTS. AND. SO THIS REALLY HIGHLIGHTS THE FACT THAT IF ONE OF YOUR NEIGHBORS DOES SOMETHING THAT ENDS UP ATTRACTIVE TO SOME STUDENTS THAT LIVE.

RIGHT ON THE BORDER OR SOMETHING, THAT CAN REALLY AFFECT YOUR ENROLLMENT JUST BY SOMETHING THAT ONE OF YOUR NEIGHBORS DID. AND. SO THAT'S SOMETHING THAT'S GOING TO HAVE TO BE CONTINUALLY LOOKED AT.

OVER TIME, THE BAR GRAPH HERE, THE BARS THAT YOU SEE ARE THE NUMBERS OF STUDENTS THAT HAVE BEEN TRANSFERRING OUT OF MANSFIELD ISD, AND THAT SORT OF LITTLE SNAKY LINE ALONG THE BOTTOM IS THE NUMBER OF STUDENTS THAT HAVE BEEN TRANSFERRING INTO MANSFIELD ISD. AND. SO YOU CAN SEE HOW MANY STUDENTS ARE LEAVING. SO EVEN THOUGH THEY'RE STILL GROWING IN HOMES, THEN WE ARE SEEING STUDENTS THAT ARE CHOOSING TO GO ELSEWHERE, AND. SO THAT'S AFFECTING YOUR ENROLLMENT. AND THEN IN A SUMMARY HERE, WHAT WE'RE SHOWING IS THAT THE GREEN WOULD BE THE MISD RESIDENTS THAT ARE ATTENDING MISD, AND THEN THE BLUE IS THE MISD RESIDENTS THAT ARE ATTENDING ONE OF THESE AEOS THAT WE'RE TALKING ABOUT. AND THAT TIP-TOP IS THE NUMBER OF STUDENTS THAT ARE TRANSFERRING INTO MANSFIELD ISD. SO IF WE HAD NONE OF THESE AEOS,

[00:55:02]

BUT IT'S NOT BECAUSE OF ALL OF THESE OTHER THINGS THAT WE'VE JUST TALKED ABOUT. SO I'M GOING TO TOUCH JUST A LITTLE BIT ON HOUSING. I AM NOT THE DEMOGRAPHER THAT GATHERED ALL OF THIS INFORMATION, BUT I THINK THAT IN A LOT OF WAYS, EVEN THOUGH YOU'RE GROWING VERY RAPIDLY, SOME OF THESE OTHER FACTORS ARE IMPACTING YOUR ENROLLMENT AN AWFUL LOT MORE. I THINK EVERYBODY KNOWS THAT INTEREST RATES ARE STILL REALLY HIGH, AND. SO THAT IS PUTTING A DAMPENING EFFECT ON THE HOMES THAT ARE BEING SOLD. I KNOW I HAVE EMPTY, YOU KNOW, I'M AN EMPTY NESTER AT THIS POINT, AND THERE'S. NO WAY. SO MANY OF US ARE GOING TO GIVE UP THAT 3% MORTGAGE TO GO TAKE A 6% MORTGAGE SOMEPLACE ELSE. AND. SO WHAT THAT MEANS IS THAT PEOPLE ARE STAYING PUT.

AND. SO IF THEY ARE EMPTY NESTERS, THEN. NO NEW STUDENTS ARE COMING IN TO LIVE IN THAT HOME. RIGHT BEHIND THEM. PRICES HAVE BEEN DOWN, SALES HAVE BEEN DOWN HERE, AND THEN THIS TABLE AT THE BOTTOM SHOWS JUST HOW MUCH THAT INTEREST RATE MATTERS FOR PEOPLE TRYING TO BUY HOMES. IT'S HUNDREDS OF DOLLARS PER MONTH. SO THESE ARE SOME OF THE AREAS THAT WE HIGHLIGHTED THAT WE TOUCHED ON WHEN WE DID THE UPDATE. YOU KNOW, WHEN WE COME IN. AND DO THE FOUR-MONTH STUDY, WE COVER. AND WE TURN OVER EVERY ROCK. AND TRY TO FIGURE OUT WHAT'S GOING TO HAPPEN WITH EVERY PARCEL OF LAND IN THE DISTRICT. WHEN WE DO THE UPDATE, WE HIT THE ONES THAT ARE MOST IMPORTANT THAT ARE TURNING DIRT AT THE MOMENT, BASICALLY, OR JUST ABOUT TO TURN DIRT.

AND AT THE END OF THE DAY, WHAT WE FOUND IS THAT SOME OF THE SINGLE FAMILY IS LAGGING A LITTLE BIT, NOT A TON, BUT SOME. ONE OF THEM ACTUALLY, HAS HOPPED UP FORWARD, AND THEN SEVERAL OF YOUR MULTIFAMILY COMPLEXES ARE AHEAD OF SCHEDULE. AND IF YOU – SORRY, IF YOU LOOK AT THE TABLE HERE, YOU CAN SEE THAT THE LARGEST OF THESE DEVELOPMENTS THAT YOU HAVE LEFT IN THE DISTRICT ARE MULTIFAMILY DEVELOPMENTS WITH HUNDREDS OF UNITS. NOW, THE MULTIFAMILY DEVELOPMENTS DO NOT YIELD THE SAME NUMBER OF STUDENTS THAT THE SINGLE FAMILY DEVELOPMENTS NORMALLY DO, BUT YOU DO HAVE LARGE CLUSTERS OF THESE MULTIFAMILY UNITS COMING IN. TURNER RIDGE IS A LITTLE DOWN, REDA OAKS, TIMBER WOLF VALLEY, SOME OF THESE ARE A LITTLE DOWN, WHEREAS ALL OF THESE – A LOT OF THESE MULTIFAMILY UNITS, ESPECIALLY ON THE EAST, ARE A LITTLE HIGHER. AND. SO THE BIGGEST DELTA THAT WE SAW IN THE STUDY THAT WE DID FROM THE COMPLETE STUDY TO THE UPDATE THAT WE DID THE.

NEXT YEAR IS THAT REDA ESTATES – WE HAVE ADJUSTED THOSE FUTURE PROJECTIONS THERE WITH THE ALEXANDER, WITH GROVE AT LA FRONTERA, AND DAWSON. THEY WERE HIGHER THAN EXPECTED, BUT JEFFERSON AT LAKE HAVEN WAS A LITTLE BIT LOWER. SO WE HAVE MADE THOSE ADJUSTMENTS IN THE PROJECTIONS MOVING FORWARD BY COMING IN. AND REASSESSING.

BUT THE DISTRICT IS STILL EXPECTED TO GAIN 13,294 NEW HOUSING UNITS OVER THE. NEXT NINE YEARS, AND. SO THE RATIO.

RIGHT NOW OF STUDENTS PER SINGLE-FAMILY HOME IS ABOUT A.56, AND THE RATIO OF STUDENTS PER MULTIFAMILY HOME IS AT ABOUT A.38. SO THERE ARE STUDENTS COMING IN, BUT THEY ARE BEING ACTED UPON BY ALL OF THESE OTHER THINGS THAT I JUST TALKED ABOUT IN THE. FIRST HALF OF THE PRESENTATION. AND. SO THE STUDENTS FROM NEW HOMES IS NOT BEING ENOUGH TO COUNTERACT ALL OF THESE OTHER FACTORS. SO WHEN WE LOOK AT ENROLLMENT PROJECTIONS, WE. FIRST WANT TO ALWAYS LOOK. AND SEE HOW WE DID, AND I THINK I MENTIONED ALREADY THAT FOR THE FALL OF 25, THE NUMBERS CAME IN A LITTLE BIT LOWER. IT WAS PRIMARILY DUE TO TWO THINGS.

ONE, THE KINDERGARTEN CAME IN, I THINK, ABOUT 70 STUDENTS LOWER THAN WE HAD PROJECTED, AND THAT THERE WAS A DIFFERENCE IN THAT HISPANIC STUDENT POPULATION, AND THE TWO TOGETHER ALMOST ACCOUNT FOR THAT DIFFERENTIAL BETWEEN THE PROJECTIONS. AND THE ACTUAL. THE HOUSING MARKET IS STILL RELATIVELY STRONG.

IT'S STILL KIND OF GOING THE WAY WE GENERALLY EXPECTED IT TO GO, PLUSES. AND MINUSES, BUT MORE OR LESS LEVELING OUT, BUT BEING AFFECTED BY THE BIRTHS, THE AGE OF THE STUDENT POPULATION, AND THE IMMIGRATION ISSUES THAT WE TALKED ABOUT. AND. SO WE PREPARE THREE SCENARIOS OF GROWTH. WE PREPARE THEM FOR, IN THIS CASE, NINE YEARS. WE STARTED WITH 10 YEARS FOR OUR COMPLETE STUDY THE PREVIOUS TIME. THE DASHED LINE THERE IS OUR PRIMARY SCENARIO OF GROWTH. WE HAVE AN ACCELERATED. AND A REDUCED STUDENT ENROLLMENT SCENARIO THERE. YOU CAN SEE THAT ALL OF THE DATA THAT WE NORMALLY USE IN OUR PLANNING. AND OUR MAPS. AND THINGS WILL UTILIZE THAT PRIMARY SCENARIO OF GROWTH IN THE DASHED LINE, BUT THAT WE DO GO AHEAD. AND TRY TO BRACKET IN THE POSSIBILITIES THERE.

NOW, IF BIRTH RATES BEGIN TO FLATTEN OUT, IF INTEREST RATES CHANGE, IF SOME OF THE PARCELS OF LAND OPEN UP A LITTLE BIT SOONER, THEN WE COULD SEE SOME OF THAT, THE UPSIDE THERE, BUT IF WE SEE MORE IN THE WAY OF TIFA FUNDS WITH THE. NEXT LEGISLATURE, IF WE SEE MORE CHARTER SCHOOLS, IF WE SEE ALL OF THESE THINGS THAT WE'RE TALKING ABOUT CONTINUE TO REALLY IMPACT THE DISTRICT, THEN WE COULD SEE THE DOWNSIDE OF THOSE NUMBERS THERE. AND I'M GOING TO SHOW YOU ABOUT FOUR MAPS HERE, BUT I DID WANT TO JUST POINT OUT THAT WE START WITH LOOKING AT RESIDENT STUDENTS, SO ANYTIME YOU'RE LOOKING AT A MAP THAT'S RESIDENT STUDENTS,

[01:00:01]

WHAT THIS DOES IS IT GIVES YOU THE FALL OF 29 PROJECTED RESIDENT STUDENTS. AND THE FALL OF 34, BUT THEY'RE COLOR-CODED.

THAT'S REALLY WHAT I WOULD PAY ATTENTION HERE TO, IS THEY'RE COLOR-CODED BASED ON GROWTH OR DECLINE. AND THE ONES THAT ARE IN RED ARE THE ONES THAT ARE GAINING 50 STUDENTS OR MORE OVER THAT NINE-YEAR TIME FRAME FROM THE FALL OF 25 UNTIL THE FALL OF 34. REALLY.

AND TRULY WITH THE ENROLLMENT. AND THE CAPACITIES THAT YOU GUYS HAVE, THE ONLY ONE THAT WE'RE REALLY SEEING THAT TOWARD THE MIDDLE OR END OF THE PROJECTION PERIOD IS GOING TO NEED A LITTLE BIT OF HELP DUE TO REALIGNMENT OR SOME OTHER THINGS IS NORWOOD.

THEY DO HAVE A CAPACITY OF 700, AND YOU CAN SEE THAT THERE'S A PROJECTION THERE OF ABOUT 1,000 STUDENTS BY THE END OF PROJECTION PERIOD. THEY DO TRANSFER OUT ABOUT 100 STUDENTS NOW, SO IT'S NOT GOING TO QUITE BE 1,000 STUDENTS, BUT THEY WILL NEED A LITTLE BIT OF HELP THERE AT SOME POINT, BUT THERE'S PLENTY OF OPPORTUNITY PROBABLY TO DO SOME REZONING AROUND THERE. I THINK IT'S VERY INTERESTING TOO IF YOU STOP.

AND PICK UP THIS MAP. AND YOU PUT IT IN THOSE. FIRST COUPLE OF MAPS THAT I SHOWED YOU, THAT I MENTIONED THAT BLUE WAVE MOVING OUT FROM THE CENTER PART OF THE METRO AREA, IT SORT OF FITS IN. RIGHT HERE WITH THE COLORS THAT YOU'RE SEEING MOVING ACROSS MANSFIELD ISD.

AND REALLY THE NUMBERS ARE MUCH THE SAME FOR INTERMEDIATE. AND FOR MIDDLE SCHOOL. THE CAPACITIES OF COURSE ARE ABOUT 1,000 STUDENTS FOR THE INTERMEDIATES, AND. SO THERE IS SPACE IN ALL OF THESE THAT WE'RE SEEING.

MARTINEZ GETS A LITTLE BIT FULL BECAUSE IT'S GOT A COUPLE OF HUNDRED STUDENTS TRANSFERRING INTO IT. RIGHT NOW, AND I THINK LIKE IN YEAR NINE OR YEAR TEN WE SHOW IT GETTING BASICALLY, AT THAT 01,000 OR 10 STUDENTS OVER, SO THAT ONE WILL HAVE TO BE WATCHED, BUT AGAIN THERE'S PLENTY OF OPPORTUNITY THERE. AND THEN AT THE MIDDLE SCHOOL AGAIN WITH A CAPACITY OF ABOUT 1,000 STUDENTS, WE'RE NOT REALLY SEEING ANYTHING THAT IS A CONCERN. AT THE HIGH SCHOOL, THESE NUMBERS ARE ALL RESIDENT NUMBERS, LIKE I SAID, IT IS IMPORTANT TO UNDERSTAND THAT ALL OF YOUR SCHOOLS EXCEPT FOR LEGACY ARE LOSING STUDENTS OUT TO TRANSFERS BECAUSE ANYBODY THAT'S AT THE EARLY COLLEGE HIGH SCHOOL, WHICH IS 300 KIDS, THE FRONTIER STEM, YOU KNOW, 350 KIDS, THOSE STUDENTS HAVE TO BE REMOVED FROM THESE NUMBERS HERE. AND.

SO THAT MEANS THAT MOST OF YOUR HIGH SCHOOLS ARE ACTUALLY, NETTING STUDENTS OUT TO THOSE PROGRAMS. SO THE ONLY ONE THAT IS REALLY ABOVE ITS CAPACITY, PROJECTED TO BE ABOVE ITS CAPACITY WOULD BE MANSFIELD HIGH, AND I THINK WE TALKED ABOUT THAT A LITTLE BIT, CAPACITY OF ABOUT 2,500, BUT IT IS LOSING ABOUT 200 STUDENTS OUTWARD. AND. SO SOMETIMES TOWARD THE MIDDLE OF THE PROJECTION PERIOD OR LATER THERE MIGHT NEED TO BE SOME TWEAKING DONE, BUT THERE ALSO MAY BE CAPACITY AVAILABLE. HIGH SCHOOL CAPACITIES SEEM TO SORT OF EBB. AND FLOW. THERE'S ALWAYS A WAY TO MANAGE STUDENTS AT THOSE FACILITIES. AND. SO TO WRAP IT UP, WE'VE REALLY KIND OF HAMMERED ON THE AEOS, THE BIRTH RATES, THE FACT THAT YOU GUYS DO HAVE THE NEW HOUSING. HOW CAN WE BE LOSING STUDENTS? ALL OF THESE ROOFTOPS ARE COMING OUT OF THE GROUND, BUT YET IT'S ALL OF THESE OTHER THINGS THAT WE'RE TALKING ABOUT THAT ARE IMPACTING YOU GUYS.

AND EVERYBODY ELSE IN THE STATE OF TEXAS. RIGHT NOW THAT IS REALLY WEIGHING ON YOUR ENROLLMENT. AND. SO.

WITH THAT, I'LL OPEN IT UP TO QUESTIONS. GREAT.

THANK YOU. SO MUCH. SO WE ARE TO THE. RIGHT THIS TIME, TRUSTEES. ANY QUESTIONS OR COMMENTS? DR. REED. I HAVE A COMMENT.

THANK YOU. SO MUCH FOR YOUR PRESENTATION. VERY THOROUGH, GREATLY APPRECIATED AGAIN. AND I HAVE A COMMENT, NOT A QUESTION, I THINK I SAID THAT. AND. SO THIS PRESENTATION, THIS DOCUMENT HELPS US TO TARGET THE STUDENTS. SO THAT WE CAN RECAPTURE THEM.

CORRECT? WELL, I GUESS I DID ASK A QUESTION. IT HELPS YOU UNDERSTAND SORT OF WHAT IS GOING ON. WE ARE SEEING AN AWFUL LOT OF PEOPLE THAT ARE OF CLIENTS THAT ARE COMING IN. I THINK THE. FIRST TIME I HEARD THE WORD MARKETING, IT WAS IN A DISTRICT IN THE HOUSTON AREA IN ABOUT FIVE OR SIX YEARS AGO.

ALL OF OUR CLIENTS ARE TRYING TO SEND OUT SURVEYS, THEY'RE TRYING TO DO LISTENING, THEY'RE TRYING TO UNDERSTAND FOR THE PARENTS THAT ARE CHOOSING ELSEWHERE, WHY ARE YOU DOING THAT? AND WHAT ARE YOU LOOKING FOR? IS THERE A WAY THAT THE DISTRICT CAN MEET THAT NEED? AND ARE YOU PLANNING TO RETURN? YOU KNOW, IS IT A SITUATION WHERE YOU WANT TO HOMESCHOOL THOSE KIDS AT THE KITCHEN TABLE. AND TEACH THEM MATH. AND THAT SORT OF THING? BUT WHEN WE GET TO ALGEBRA 2, THAT'S A WHOLE OTHER BALLGAME. ARE YOU LOOKING TO RETURN INTO THE SECONDARY SCHOOLS? AND. SO THAT'S WHAT WE'RE SEEING SOME DISTRICTS BEGIN TO DO IS ASK SOME OF THOSE QUESTIONS OF THE PUBLIC.

THANK YOU FOR THAT INFORMATION.

THANK YOU.

[10. Presentation]

ALWAYS, THESE ARE REALLY HARD TO KIND OF DIGEST. AND WRAP YOUR BRAIN AROUND BECAUSE IT IMPACTS. SO

[01:05:01]

BUT LIKE, THE WHY, LIKE, THIS NEVER TELLS ME THE WHY.

THE WHY. AND. SO THAT'S WHY WE ARE SEEING SOME FIRMS GET HIRED TO COME IN. AND DO SURVEYS TO DO LISTENING. AND THAT SORT OF THING BECAUSE WE CAN'T CAPTURE THAT. AND THE DATA THAT WE CAN ONLY GET AT. SO MUCH DATA BECAUSE WE CAN'T KNOCK ON DOORS, YOU KNOW, THAT IS NOT WITHIN OUR CAPABILITY. AND. SO TEA ONLY TRACKS CERTAIN DATA, YOU KNOW, THEY DON'T TRACK THE HOMESCHOOLERS. AND. SO WE HAVE TO TRY TO BACKDOOR THAT DATA IN A DIFFERENT DIRECTION, BUT NONE OF THAT REALLY TELLS US THE WHY. AND. SO THIS SEEMS TO HAVE BEEN A MUCH MORE RECENT PHENOMENON. IT'S ONLY BEEN IN THE LAST COUPLE OF YEARS.

AND. SO WE'RE HAVING DIFFICULTY FINDING ANYBODY WHO HAS ADDRESSED THAT OVER TIME SUCCESSFULLY IN A CERTAIN WAY. YOU KNOW, EVERYBODY IS ASKING, WHAT ARE THEY DOING, WHAT ARE THEY DOING? AND EVERYBODY'S TRYING TO FIGURE OUT WHAT EVERYBODY IS DOING.

RIGHT NOW, WHAT DOES THEIR COMMUNITY WANT.

AND HOW DO YOU RECAPTURE THOSE STUDENTS BACK INTO THE DISTRICT? IF YOU LOOK AT THAT MAP, WELL, LIKE THEY'LL SEND 20. AND WE TAKE 20. RIGHT. RIGHT. I'VE ONLY SEEN ONE, JUST THIS YEAR, OPEN ENROLLMENT SORT OF THING ACTUALLY, BRING IN A SUBSTANTIAL NUMBER OF STUDENTS.

FOR THE MOST PART, THEY'RE TREATING KIDS BACK.

AND FORTH. I GUESS IT HELPS US TO KNOW WHAT OUR HOMEWORK IS, RIGHT? RIGHT.

THANK YOU. SO MUCH FOR YOUR PRESENTATION.

ABSOLUTELY. GREAT.

MR. THOMAS? THANK YOU FOR THE PRESENTATION.

I'M A DATA NERD, SO THIS REALLY WOKE ME UP, YOU KNOW, IT WAS A SHOT OF COFFEE TO ME. JUST. GREAT INFORMATION, JUST ONE THING I DID NOTICE IS THAT I DIDN'T SEE ANY REFERENCE TO DROPOUTS OR ANYTHING OF THAT NATURE. DO YOU THINK THAT IS HAVING ANY IMPACT ON STUDENT ENROLLMENT IN THE STATE OF TEXAS OR IN MANSFIELD AS A WHOLE? I DON'T KNOW THAT IT'S ANY MORE THAN ANY OTHER TIME. WHEN WE MEASURE DROPOUT. AND DEAL. WITH THAT, WHEN WE'RE LOOKING AT COHORT SURVIVAL, HOW DO YOUR EIGHTH GRADERS TURN INTO NINTH GRADERS, YOUR NINTH GRADERS TURN INTO TENTH GRADERS, ETC. SO WE HAVE DIFFERENT FACTORS FOR ALL OF THAT THAT ARE BUILT INTO THE PROJECTIONS THAT OVERALL IMPACT THE TOTAL NUMBER. WHEN WE LOOK AT THE DATA, THE TOTAL ENROLLMENT FROM THE FALL OF 24 FOR THE STATE. AND THE TOTAL ENROLLMENT FOR THE FALL OF 25, ACTUALLY, THE BIGGEST DECREASE WAS IN ELEMENTARY KIDS. AND. SO IT WASN'T A DROPOUT SORT OF SITUATION. THIS. RIGHT HERE IS JUST A SHAMELESS PLUG.

EVERYBODY SEES THE DATA. AND YOU SEE WHERE WE'RE HEADED AS FAR AS LIKE, YOU KNOW, NUMBERS ARE SAYING THAT WE COULD POSSIBLY BE HEADED, SO WE PUT TOGETHER, THE SUPERINTENDENTS PUT TOGETHER A FINANCIAL FUTURES COMMITTEE, I THINK IT'S GOT TO TALK TO.

MR. WILLIAMS, I THINK IT'S GOING TO BE ABOUT 100 PLUS CITIZENS. AND BUSINESS PEOPLE.

AND EDUCATORS. AND EVERYTHING ELSE THAT ARE GOING TO HELP US MAKE THESE TOUGH DECISIONS. SO THEY'LL START CONVENING REAL SOON. AND WE'RE ASKING YOU GUYS, YOU KNOW, FROM THIS BOARD MEMBER, I THINK EVERYBODY MAY FEEL THE SAME, TELL US THE UGLY TRUTH INSTEAD OF PRETTY LIE. SO THAT WE CAN KNOW WHAT TO DO. AND HOW TO GUIDE THIS DISTRICT FORWARD.

ALL. RIGHT, TRUSTEES, ON THE LEFT, QUESTIONS OR COMMENTS? NO? ALL. RIGHT. WELL, THANK YOU.

SO MUCH FOR YOUR PRESENTATION.

THANK YOU. ALL. RIGHT, TRUSTEES, SO UNLESS THERE ARE ANY OBJECTIONS, I AM GOING TO MOVE AGENDA.

ITEM 11.7. SO TAKE A LOOK AT THAT, 11.7 OUT OF ORDER TO OUR. NEXT ITEM. I'M JUST OUT OF RESPECT FOR.

MS. HOLLY TEAGUE, WHO'S BEEN PATIENTLY WAITING HERE. ARE THERE ANY OBJECTIONS TO THAT? OKAY.

MR. WILLIAMS. I WAS WAITING TO MAKE SURE THAT WE DIDN'T HAVE ANY OBJECTIONS. BOARD PRESIDENT, DR. CRUTCHFIELD, SUPERINTENDENT, DR. SPENCER, AND MEMBERS OF THE BOARD, GOOD EVENING. SUPER EXCITED TO BE ABLE TO PRESENT TO YOU.

TONIGHT, EXCUSE ME, THE FACILITIES NAMING COMMITTEE RECOMMENDATION. I WANT TO JUMP INTO IT REALLY FAST REGARDING THE BACKGROUND. THIS HAS BEEN A PROCESS THAT'S BEEN IN THE MAKING FOR QUITE A WHILE. WE STARTED THIS JOURNEY BACK WHEN THE COMMUNITY, OUR CONSTITUENTS, VOTED TO ALLOW MANSFIELD ISD TO HAVE ITS. SECOND EARLY LEARNERS ACADEMY. HUGE DEAL.

AND WE HAVE BEEN TRAILBLAZERS IN THIS SPACE, BECAUSE WE ARE MISD, SO WE CAN TALK ABOUT THE FACT THAT WE HAVE BEEN TRAILBLAZERS IN THIS SPACE FOR QUITE A WHILE, AND. SO IT'S

[01:10:01]

AND THE WORK THAT'S TAKING PLACE, THE WORK IS HAPPENING.

RIGHT NOW. THE FACILITY IS SET TO BE COMPLETED THIS SCHOOL YEAR, AND WE ARE SET TO OPEN OUR DOORS IN AUGUST OF 2027. RITA DENTON. AND HER TEAM ARE DOING A PHENOMENAL JOB WITH REGARD TO THE WORK WITH ALL OF OUR PARTNERS AS.

WELL, OUR HUCKABEE FRIENDS, AND ALL THE INDIVIDUALS THAT ARE CONNECTED TO THIS WORK. I DIDN'T WANT TO MENTION THAT. IT'S GOING TO SET. AND OPEN UP WITH 750 PRE-K STUDENTS. THAT IS AN INCREASE OVER OUR CURRENT EARLY LEARNERS ACADEMY, AND I KNOW WE'VE HAD INFORMATION.

AND BEEN TALKED ABOUT THAT BEFORE. I WANT TO TALK ABOUT THE PROCESS, THE JOURNEY THAT HAS LED US TO THIS MOMENT. OUR COMMUNICATIONS DEPARTMENT DID A FANTASTIC JOB IN JUNE OF 2026.

SO IT'S PUTTING OUT INFORMATION, ASKING OUR COMMUNITY, YOU KNOW WHAT, IT IS A BIG DEAL TO GET YOUR NAME ON A MANSFIELD ISD FACILITY. AND WE DON'T TAKE THAT LIGHTLY. AND DURING THAT PROCESS, WE SENT OUT INFORMATION FROM PUSH NOTIFICATIONS, EMAILS, TEXT MESSAGES, AND AGAIN, WE DID IT PRETTY MUCH FOR THE ENTIRE MONTH OF JUNE DURING 2026. WE GOT OVER 320 NOMINATIONS THAT WERE A PART OF THAT. SO THAT'S A HUGE DEAL.

AND THAT WAS ALMOST, I WOULD SAY, A RECORD-SETTING MOMENT FOR ONE FACILITY. SO THERE WAS A LOT OF INTEREST TIED IN. AND AROUND THAT PARTICULAR CAMPUS.

SO I THINK IT'S REAL IMPORTANT FOR ME TO LIKE SLOW IT DOWN IN THIS MOMENT. AND TALK IN TERMS OF WHAT GOVERNS A NAMING FACILITY PROCESS. A LOT OF QUESTIONS ARE AROUND THAT.

WELL, CAN WE NAME X PERSON FOR IT? IF X PERSON WAS NOT A MANSFIELD ISD EMPLOYEE FROM A FACILITY STANDPOINT, THAT'S NOT POSSIBLE. SO SOME OF THOSE RECOMMENDATIONS THAT YOU SAW IN THAT 320 WERE INDIVIDUALS WHO JUST REALLY ACTUALLY, WERE NOT ELIGIBLE IN ORDER TO BE CONSIDERED. SO I WANTED TO PUT THAT OUT THERE FROM THAT STANDPOINT. BUT FROM A BOARD POLICY LOCAL, CW LOCAL, IT REALLY GOVERNED THE NATURE AS FAR AS HOW THIS PARTICULAR COMMITTEE IS CONSTRUCTED. OUR. BOARD PRESIDENT NOMINATED TWO BOARD MEMBERS TO SERVE ON THE COMMITTEE, TWO COMMUNITY MEMBERS TO SERVE ON THE COMMITTEE, AND THEN ALSO OUR.

SUPERINTENDENT NOMINATED THREE EMPLOYEES. SO THAT'S A BIG DEAL. SO WE MET WITH THEM, HAD A CONVERSATION WITH THEM DURING THAT PROCESS. THE MEMBERS OF THE COMMITTEE, YOU CAN SEE THEM UP THERE NOTATED.

THANK YOU, THANK YOU, THANK YOU FOR ALL THE WORK THAT WAS CONNECTED WITH THIS. AND I WOULD HAVE TO TELL YOU, AND AT SOME POINT IF ANY OF THE BOARD MEMBERS WOULD LIKE TO, AS THEY LIKE TO GIVE ME A HARD TIME, GIVE VOICE TO THIS PROCESS, PLEASE DO. SO. BUT, I MEAN, WE LITERALLY HAD SOME REALLY INTENTIONAL, REALLY PASSIONATE CONVERSATIONS ABOUT, AGAIN, PUTTING YOUR NAME ON A MANSFIELD ISD FACILITY IS A BIG DEAL. SO I WANTED YOU TO BE ABLE TO SEE THAT, NOTATE THE MEMBERS THAT WERE A PART OF THAT COMMITTEE. AND.

AT THIS TIME, I'M GOING TO TURN IT OVER TO OUR.

SUPERINTENDENT, DR. SPENCER, AND SHE'S GOING TO CARRY IT FORWARD FROM HERE. PERFECT, THANK YOU, MR. WILLIAMS. SO IN TALKING ABOUT THE NAMING. AND THE RECOMMENDATION BROUGHT FORWARD BY THE COMMITTEE, WE ARE GOING TO TALK ABOUT.

MS. HOLLY TEAGUE. AND IF YOU HAVE EVER HAD THE OPPORTUNITY OR TO BE BLESSED TO BE MENTORED BY HER OR TO LEARN FROM HER, YOU KNOW THAT SHE IS A REALLY SPECIAL PERSON. I HAVE CHILLS JUST THINKING ABOUT ALL THAT SHE'S POURED INTO EVERYBODY THAT SHE REALLY COMES IN CONTACT WITH. SO SHE REALLY PUTS RELATIONSHIPS OVER EVERYTHING ELSE, RIGHT? AND. SO BUILDING CAPACITY IN OTHERS. AND BEING SURE THAT THEY HAVE WHAT THEY NEED TO BE SUCCESSFUL. AND SHE TRULY, TRULY LEADS FROM HEART. SHE HELPED ESTABLISH THE VERY FOUNDATION THAT IS OUR EARLY LEARNING HERE IN MANSFIELD ISD. SHE SET THE VISION FOR IT. AND. SO A LOT OF THE THINGS THAT YOU SEE AT JINDRUKO. AND ACROSS OUR OTHER PRE-K CLASSROOMS ACROSS THE DISTRICT WAS THE VISION OF HER WORK. AND. SO SHE LAID THE GROUNDWORK NOT ONLY HERE, BUT SHE HAS GONE FAR BEYOND MANSFIELD ISD. AND HAS HAD THE OPPORTUNITY TO BUILD. AND HELP OTHER DISTRICTS NOT ONLY IN TEXAS, BUT ACROSS THE ENTIRE COUNTRY BUILD CAMPUSES THAT REALLY SUPPORT EARLY LEARNERS.

AND. SO SHE UNDERSTANDS THAT A LEARNING ENVIRONMENT CAN CHANGE THE WHOLE TRAJECTORY OF HOW A CHILD LOOKS AT LEARNING FROM THE VERY EARLY STAGES. SO IF WE CAN HOOK THEM WHEN THEY'RE FOUR, RIGHT, HOPEFULLY THEY STAY WITH US FOREVER. AND. SO SHE WAS A BIG PART OF THAT FOR OUR SARAH JINDRUKO BUILDING. AND. SO SHE IS JUST AN INNOVATOR. AND REALLY REPRESENTS THE FUTURE OF LEARNING IN MANSFIELD ISD, NOT JUST THE HISTORY. AND.

SO, HOLLY, WE ARE VERY HONORED TO HAVE YOU WITH US THIS EVENING, JUST FROM PRINCIPAL TO DISTRICT LEADER TO JUST AN ADVOCATE FOR ALL OF OUR STUDENTS. THIS IS REALLY GOING TO BE THE. NEXT

[01:15:03]

THANK YOU. SO MUCH. SO. AT THIS TIME, DR. CRUTCHFIELD, I'D LIKE TO TURN IT OVER TO YOU.

YES. SO THE RECOMMENDED MOTION IS TO APPROVE THE RECOMMENDATION OF THE FACILITY NAMING COMMITTEE TO NAME THE NEW EARLY LEARNERS ACADEMY AFTER.

MS. HOLLY TEAGUE. SO MOVED.

MOVED BY JASON THOMAS. AND SECONDED BY MICHELLE NEWSOM.

MS. NEWSOM, IS THERE. ANY DISCUSSION, TRUSTEES, ON MY.

RIGHT? YES, MS. NEWSOM.

HOLLY, WHAT DO WE SAY, RIGHT? I'M NOT GOING TO CRY. I'M GOING TO SUPER TRY NOT TO CRY.

BUT THERE'S NOT A LOT OF PEOPLE IN THIS ROOM THAT GOT TO SIT.

AND WATCH THIS FIRSTHAND. AND I KNOW YOU DIDN'T DO THIS BY YOURSELF, AND I KNOW THAT'S THE. FIRST THING YOU'RE GOING TO SAY WHEN YOU GET TO THAT MICROPHONE. TO WATCH, TO WATCH YOUR HEART GROW. AND TO WATCH HOW YOUR MIND WORKED.

AND HOW YOU PULL A TEAM TOGETHER. AND HOW YOU PULLED US ALL TOGETHER ALONG FOR THE RIDE. AND FOR THE VISION. AND TO GET TO SEE WHERE IT STARTED, A LONG TIME AGO, I SEE JEFF BACK THERE, RIGHT? NAPKINS, THAT'S ALL I HAVE TO SAY ABOUT HOW THAT HAPPENED. AND THE STORY. AND EVERY DAY. AND LATE NIGHTS. AND OH, WHAT ABOUT THIS. AND TRAVELING ACROSS THE UNITED STATES. AND HOW CAN WE MAKE IT EVEN BETTER? BUT REALLY TO WATCH, TO WATCH THE TEAM WORK TOGETHER WAS SUPER AMAZING. AND. RIGHT NOW TO SEE THE DATA THAT BEFORE WAS THE VISION TO BE A REALITY IS. SO AMAZING.

IT'S. SO AMAZING. SO IT'S. SO EASY. RIGHT NOW TO THINK WE NEED 10 OF THESE.

AND EVERY DISTRICT NEEDS 10 OF THESE.

BUT I DON'T KNOW HOW WE SAY.

THANK YOU MORE THAN DOING SOMETHING THAT WE'RE DOING.

RIGHT NOW, BUT SHOWING YOU.

AND PROVING TO YOU HOW MUCH THIS MEANT TO THIS DISTRICT, TO THIS BOARD. AND TO EVERYONE IN THIS COMMUNITY ABOUT WHAT YOU'VE DONE FOR US. AND ALL OF THESE EARLY LEARNERS. AND ALL THE STUDENTS. AND WHAT YOU'VE DONE FOR US. SO.

THANK YOU. SO MUCH. ANYONE ELSE ON MY. RIGHT? ON MY LEFT? NO.

ALL. RIGHT. WELL, IF THERE'S.

NO FURTHER DISCUSSION, ALL THOSE IN FAVOR OF THE MOTION, PLEASE RAISE YOUR HANDS. ALL.

RIGHT. THAT. MOTION CARRIES 7-0. CONGRATULATIONS. LET ME DO THIS FOR YOU. I'LL BRING IT DOWN FOR YOU. RIGHT THERE.

THERE YOU GO. HE COULDN'T HELP THAT. YOU'RE GOING TO MAKE ME CRY, ALL OF YOU.

DR. SPENCER. AND BOARD OF TRUSTEES, I DON'T KNOW HOW TO BEGIN TO TELL YOU.

THANK YOU. I'M VERY HUMBLED WITH THIS. AND IT'S REALLY SHORT, I PROMISE YOU.

IN MY LITTLE HANDWRITTEN NOTES, I WANT TO, IF I CAN, JUST TAKE A. SECOND BECAUSE THIS DOESN'T HAPPEN WITHOUT A LOT OF OTHER FOLKS INVOLVED. AND CONGRATULATIONS TO MISD. THOSE PRE-K NUMBERS ARE BECAUSE OF WHAT YOU ALL DO. AND THE DECISIONS THAT YOU'VE MADE.

AND YOU'RE LEADING THE WAY.

AND I APPRECIATE THAT.

BUT THE STORY IS.

DR. V CAME. AND SAID THE BOARD FOUND A WAY TO FUND AN EARLY CHILDHOOD CAMPUS. AND HE WANTED IT TO BE THE BEST IN THE WORLD. AND. SO WE TOOK OFF ON A JOURNEY WITH OUR HUCKABEE FRIENDS. AND IT IS TRUE IN A HAMBURGER JOINT ON THE SQUARE IN DENTON, JEFF TOOK HIS PEN, WHERE ARE YOU JEFF? OH, HE'S HIDING, AND DREW OUT A COLLAB AREA WITH FOUR CLASSROOMS AROUND IT. AND. SO WE WERE READY TO GO. AND THAT'S WHAT OUR HUCKABEE ARCHITECTS STARTED WITH. AND THEN, I'M SORRY MONICA, BUT YOU HAVE TO BE NICE IN CURRICULUM INSTRUCTION, YOU HAVE TO BE NICE TO THE CFO. AND.

DR. WIESMAN WANTED US TO GO TO CORPUS. AND I'M THINKING WHY DOES SHE KNOW ABOUT EARLY CHILDHOOD? SHE'S IN FINANCE, BUT WE WENT. AND WE JUST SAT THERE. AND WE SAID WE COULD DO THIS EVERY DAY. AND SOME OF THE FOLKS ON THAT.

FIRST TRIP WERE JEFF. AND.

DR. CANTU. AND CHRISTY ALFRED. AND CHRISTY COBB.

AND.

DR. ROUNTREE. DID YOU GO READ OF THAT. FIRST TRIP? I THINK

[01:20:02]

BUT WENT. AND CAME BACK. AND.

SO HUCKABEE ARCHITECTS THROW THE, KEEP THE NAPKIN, BUT THROW YOUR PLANS AWAY. AND START ON SOMETHING ELSE.

DR. V STILL WASN'T CONVINCED THAT THAT WAS THE WAY TO GO, SO WE MADE HIM GO IN A LITTLE FOUR-YEAR-OLD FISHING IN A ROOM. SHE WRAPPED HIM AROUND HER LITTLE FINGER. AND HE CAME BACK. AND SAID, OKAY, WE CAN DO THIS. SO THEN THAT COLLABORATION, THAT SPACE, WE THOUGHT, I HAVE A CAFETERIA, LET'S JUST DO FAMILY STYLE DINING. RITA, LET'S DO IT. SHE SAID, OKAY, SO LOOK AT WHAT THAT HAS IN THERE.

PEOPLE ALL OVER THE COUNTRY THAT ARE COMING TO MANSFIELD TO SEE WHAT YOU'RE DOING HERE. I WANT MY HUCKABEE FOLKS ON THAT TRIP.

JOSH BROWN WAS THE PRINCIPAL AT THAT TIME, CONRAD JUDD, PAUL, BACK THERE SOMEWHERE.

CASEY CASS STEVENS WAS THE ARCHITECT, THE DESIGNER ON BOTH JEN DRUKO. AND WHAT I. FINALLY HAVE CALLED 2.0. I GET TO PUT A NAME TO IT NOW.

IT'S PRETTY EXCITING.

BUT CAME BACK. AND THEN CHRISTY ALFRED, CHRISTY COBB, JENNIFER FOSTER. AND YOUR VERY OWN ASHTON OLIVER, WE THOUGHT WE BETTER DECIDE WHAT'S GOING TO HAPPEN IN THAT BUILDING.

AND. SO THEY WORKED REALLY HARD WHILE THEY WERE BUILDING THE BUILDING. AND THEY WERE WORKING HARD ON WHAT WAS TEACHING. AND LEARNING WAS GOING TO LOOK LIKE. AND. SO AGAIN, ALL OVER THE COUNTRY, IN THE AREA, YOU HAVE KENNEDALE, TEXAS CITY, ALIE, DUNCANVILLE, NORTHWEST ISD IS GOING TO DO FOUR, GREGORY PORTLAND. SOUTH CAROLINA HAS FOUR SCHOOLS THAT ARE LIKE THAT. CALIFORNIA. AND COLORADO STARTED. RIGHT HERE WITH THE BOARD DECIDING WE CAN DO THIS. I HAVE, AND WHAT I CALL AGAIN, 2.0, YOU WANT ME TO BRING IT DOWN? DONALD, YOU DIDN'T LOWER IT ENOUGH. I HAVE ALSO, JOSH COGBURN WAS THE PRINCIPAL ON 2.0. YOU'VE GOT PAUL OVER THERE. AND YOU'VE GOT CAITLIN, WHO WAS THE PA THAT MADE US ALL BEHAVE. I GOT TO BE THE DIRECTOR OF PLANNING ON THIS SCHOOL. AND. SO AGAIN, NOT HAVING A CLUE WHAT WAS GOING TO HAPPEN, BUT JUST. SO EXCITED TO BE. AND. SO I LEAVE WITH.

THANK YOU, THANK YOU, THANK YOU. AND I CAN'T WAIT TO SEE IT.

THANK YOU, GUYS.

THANK YOU.

THANK YOU.

THANK YOU.

THANK YOU. I'M GOOD.

THANK YOU.

THANK YOU. OH, YEAH. YEAH.

[01:26:26]

MR. CANNON, THE. SECOND.

AND.

MR. THOMAS ARE WILL JOIN US IN JUST A. SECOND, BUT WE WILL KEEP MOVING IN OUR AGENDA.

ITEM 10.3, THE THREE YEARS SAFETY. AND SECURITY REPORT, DR. SPENCER. WE'RE ON.

ITEM 10.3.

OKAY, WE HAVE BRIT BORDNER, WHO'S GOING TO COME. AND PRESENT OUR REPORT.

THANK YOU, BOARD PRESIDENT.

DR. CRUTCHFIELD, SUPERINTENDENT.

DR. SPENCER. AND MEMBERS OF THE BOARD. FIRST. AND FOREMOST, I WANT TO RECOGNIZE THE TEAM THAT I WORK ALONGSIDE EVERY DAY. I TRULY THINK THAT THEY'RE THE BEST SAFETY. AND SECURITY TEAM IN THE WORLD.

THEY WORK VERY HARD TO KEEP OUR CAMPUSES SAFE, OUR BUILDINGS SAFE, AND I ESPECIALLY WANT TO RECOGNIZE MATT VAN CLEAVE.

HE'S HERE. TONIGHT. HE'S OUR DISTRICT EMERGENCY MANAGER.

AND OUR RISK ASSESSMENTS ARE ONE OF HIS MAIN PROJECTS. SO I'M VERY GRATEFUL FOR HIM. HE IS A PRODUCT OF MANSFIELD ISD.

HE STARTED AT IMOGENE GIDEON UNDER PRINCIPAL ELIZABETH HOSTIN. AND THEN GRADUATED FROM TIMBERVIEW HIGH SCHOOL UNDER DARRYL DOUGLAS. SO A PROUD PRODUCT OF MANSFIELD ISD.

ALL. RIGHT, THE THREE YEAR SAFETY. AND SECURITY AUDIT REPORT. SO TEXAS EDUCATION CODE REQUIRES THAT ONCE EVERY THREE YEARS, EVERY SCHOOL DISTRICT IN THE STATE HAS TO COMPLETE A SAFETY. AND SECURITY AUDIT. IN TRUE MANSFIELD ISD FASHION, WE DO THIS ANNUALLY BECAUSE WE DON'T WANT TO WAIT EVERY THREE YEARS TO GET A PULSE ON THE SAFETY.

AND SECURITY OF THE DISTRICT.

AND AS A CONTINUOUS IMPROVEMENT DISTRICT, WE NEED TO KNOW REGULARLY WHAT THE STATUS OF OUR SAFETY IS ON OUR CAMPUSES. SO WE ACTUALLY, MADE IT OUR DISTRICT SCORECARD GOAL FOR SAFETY. AND SECURITY. IF YOU TAKE A LOOK THERE AT NINE POINT TWO, YOU WILL SEE THE DISTRICT PHYSICAL SECURITY AUDIT. THAT'S WHAT WE CALL IT, A PHYSICAL RISK ASSESSMENT, A PHYSICAL SECURITY AUDIT. WE STARTED MEASURING THIS DATA IN TWENTY TWENTY TWO. AND THEN TWENTY TWENTY TWO, TWENTY TWENTY THREE. WE STARTED ASSIGNING A SCORE TO EVERY CAMPUS IN THE DISTRICT. WE GO OUT.

THERE'S A LOT INVOLVED WITH WHAT THIS SCORE INCLUDES.

BUT WE PROVIDE THAT FEEDBACK DIRECTLY TO THE CAMPUSES. AND WORK ALONGSIDE THEM TO MAKE UP ANY GAPS THAT WE SEE IN THEIR CURRENT SAFETY. AND SECURITY. AS YOU CAN SEE, WE WENT FROM 90 PERCENT THAT YEAR TO 93 PERCENT LAST YEAR.

WE'VE SLOWLY BEEN INCREASING. A LOT OF THAT HAS TO DO WITH THE WORK OF EDUCATION THAT

[01:30:03]

AND FOREMOST, ARE WE MEETING LEGISLATIVE MANDATES? SO ITEMS LIKE SECURED EXTERIOR DOORS.

WE KNOW THAT THAT'S A REQUIREMENT OF THE STATE. SO ARE ALL OF OUR EXTERIOR DOORS SECURE? DO WE HAVE AN OFFICER ON EVERY CAMPUS OR DO WE HAVE A RESOLUTION IN PLACE WITH OUR BOARD FOR WHEN THERE ARE VACANCIES? ITEMS LIKE THAT. I CAN TELL YOU THAT WE WERE ABLE TO ANSWER IN THE AFFIRMATIVE ON ALL OF THE LEGISLATIVE MANDATES.

SO WE AS A DISTRICT ARE MEETING ALL OF THOSE REQUIREMENTS. WE ALSO HAVE DISTRICT POLICIES.

SO IN MANSFIELD ISD, WE REQUIRE THAT OUR CLASSROOM DOORS BE LOCKED. AND CLOSED DURING INSTRUCTION. THAT'S SOMETHING SIMPLE THAT CAN HELP SAVE LIVES IN THE EVENT OF AN EMERGENCY. AND. SO THAT'S WHY IT'S A DISTRICT POLICY.

IT'S NOT A STATE MANDATE, BUT WE VALUE THAT. SO THOSE ARE THE TYPES OF ITEMS THAT WE'RE LOOKING FOR FOR DISTRICT POLICIES.

FIRE CODE IS ALSO VERY IMPORTANT. A LOT OF TIMES FIRE CODE IS KIND OF OUT OF SIGHT, OUT OF MIND. BUT WHEN THE FIRE MARSHAL COMES UP, IT'S NOT OUT OF THEIR SIGHT OR OUT OF THEIR MIND. AND. SO WE WANT TO MAKE SURE THAT OUR SCHOOLS KNOW WHAT THOSE REQUIREMENTS ARE. AS SIMPLE AS NOT STORING ITEMS TOO CLOSE TO THE SPRINKLER SYSTEMS, NOT HANGING UP TOO MUCH PAPER WHEN WE'RE DECORATING OUR HALLWAYS IN OUR CLASSROOMS, THINGS LIKE THAT. WE ALSO LOOK AT RISK MANAGEMENT. SO ITEMS THAT COULD BE SLIPS, TRIPS, AND FALLS AROUND THE CAMPUS.

WHERE CAN WE IMPROVE THAT? AND THEN JUST THE GENERAL SAFETY CULTURE. SO ARE ALL OF OUR VISITORS WEARING NAME TAGS? ARE ALL OF OUR STUDENTS, STAFF WEARING THEIR IDS? WHAT DOES THE SAFETY IN THE COMMUNITY LOOK LIKE? WHAT DO OUR BULLYING REPORTS LOOK LIKE ON THOSE CAMPUSES? SO IT TRULY IS A HOLISTIC VIEW OF SAFETY. AND SECURITY. AND SOME OF THE THINGS MY DEPARTMENT'S NOT DIRECTLY RESPONSIBLE FOR. SO, FOR EXAMPLE, WE'RE LOOKING AT OVERGROWTH OF TREES. AND BUSHES BECAUSE THAT CAN ACTUALLY, BE A FIRE RISK. SO WE WORK WITH OUR MAINTENANCE. AND FACILITIES TEAM TO LET THEM KNOW, HEY, WE NEED TO GO TRIM BACK SOME TREES.

AND BUSHES ON THESE CAMPUSES. I WANT TO DIG A LITTLE BIT DEEPER INTO THE NUMBERS BECAUSE I THINK IT'S IMPORTANT TO KNOW WHILE THAT NUMBER IS A 93 FOR THE DISTRICT, IT IS A LITTLE BIT HIGHER AT OUR ELEMENTARY SCHOOLS. AND THEN OUR HIGH SCHOOL CAMPUSES, THE AVERAGE NUMBER IS LOWER. I THINK IT'S IMPORTANT TO KNOW, THOUGH, WE HAVE A LOT MORE DOORS ON OUR HIGH SCHOOL CAMPUSES BECAUSE THEY'RE BIGGER CAMPUSES. AND WE HAVE VERY TRANSIENT POPULATIONS. SO THOSE KIDS ARE LEAVING, THEY'RE COMING. WE ALSO HAVE JUST A LOT MORE STAFF. AND STUDENTS ON THOSE CAMPUSES. SO THE BIGGER THE CAMPUS, THE BIGGER OPPORTUNITY FOR FINDINGS. AND VULNERABILITIES. SO WHAT ARE SOME OF THOSE COMMON FINDINGS? I CAN'T DIVULGE EVERYTHING PUBLICLY BECAUSE WE DON'T WANT TO CREATE ADDITIONAL VULNERABILITIES. BUT I DO WANT TO TALK ABOUT SOME OF THESE THINGS BECAUSE WE NEED TO HOLD EACH OTHER ACCOUNTABLE.

AND THEY ARE ITEMS THAT ANY TIME YOU ALL ARE ON CAMPUS.

AND YOU SEE SOME OF THESE THINGS, MAYBE YOU COULD HELP US EDUCATE OUR CAMPUSES OR JUST LET US KNOW.

AND WE CAN COME OUT. AND HAVE THOSE CONVERSATIONS AS. WELL.

SO ONE OF THE BIGGEST FINDINGS THAT WE HAVE ARE DOOR STOPS NEAR CLASSROOM DOORS. AND I KNOW IT SOUNDS SILLY BECAUSE WE DO WANT OUR DOORS TO BE OPEN DURING PASSING PERIODS. BUT IF YOU LEAVE A DOOR STOP BEHIND, IT BECOMES A TEMPTATION. SO IF SOMEONE FINDS A DOOR STOP, THEY'RE TEMPTED TO USE A DOOR STOP. SO WE JUST ASK THAT THOSE DOOR STOPS GET PICKED UP. AND PUT AWAY WHEN THEY'RE NOT BEING USED.

OF COURSE, I TALKED A BIT ABOUT THE FIRE SAFETY VIOLATIONS.

WHEN IT COMES TO THE EMERGENCY MANAGEMENT PORTION OF OUR RISK ASSESSMENTS, FIRE SAFETY FINDINGS ARE OUR HIGHEST FINDING. AND A LOT OF TIMES WHAT WE HAVE LEARNED IS THAT THE CAMPUSES ARE NOT AWARE.

SO CHRISTMAS LIGHTS ARE REALLY PRETTY, BUT CHRISTMAS LIGHTS ARE NOT ALLOWED. SO WE WORK WITH OUR CAMPUSES TO FIND ALTERNATIVES SUCH AS LAMPS OR LED LIGHTING THAT MAY CREATE THAT SAME ENVIRONMENT IN THEIR CLASSROOMS WITHOUT UPSETTING OUR FIRE MARSHALS OR CREATING SAFETY HAZARDS. AND THEN THAT LAST ONE, PROFANE.

AND OBSCENE GRAFFITI. WE SAW A LARGE UPTICK IN THIS THIS LAST YEAR. AND WHEN YOU THINK ABOUT IT, YOU'RE LIKE, I MEAN, THAT'S NOT REALLY A SAFETY CONCERN. BUT WHEN IT IS CREATING WHAT FEELS LIKE AN UNSAFE CULTURE ON CAMPUS, WE WANT TO MAKE SURE THAT IT GETS REMOVED PROMPTLY.

AND ALSO, IF THERE IS SOMETHING THAT WE CAN EDUCATE OUR COMMUNITY ON TO STOP THAT FROM HAPPENING, WE WANT TO DO. SO. BUT THE MOST IMPORTANT PART ARE THE COMMENDATION. SO WHAT ARE OUR CAMPUSES DOING. WELL? MATT.

AND I. ABSOLUTELY LOVE WHEN SOMEBODY STOPS US IN THE HALLWAY. AND SAYS, WHO ARE YOU OR WHAT ARE YOU DOING HERE? WHAT DO YOU WANT? BECAUSE THEY DON'T RECOGNIZE US. AND WE WANT THEM TO FEEL EMPOWERED TO DO. SO.

SO PART OF OUR RISK ASSESSMENT IS JUST TAKING NOTE

[01:35:04]

ARE THEY ASKING US IF SOMEBODY EVER ASKS US WHO WE ARE, WHAT ARE WE DOING? WE ACTUALLY, TAKE A PICTURE OF THEIR BADGE. AND WE SEND A COMMENDATION EMAIL TO THEIR PRINCIPAL, LETTING THEM KNOW THAT THOSE STAFF MEMBERS ARE THE PEOPLE KEEPING THEIR CAMPUS SAFE. SO THAT THEY CAN GET THAT RECOGNITION. WE ALSO HAVE INCREDIBLE SAFETY MATERIALS THAT ARE ON OUR CAMPUSES, EPIPENS, EVACUATION CHAIRS, FIRE EXTINGUISHERS, OR I SAID EPIPENS, NARCAN. I'M LIKE TRYING TO THINK THROUGH ALL STOP THE BLEED KITS, ALL OF OUR LITTLE SAFETY MEASURES THAT ARE IN OUR CAMPUSES. AND ALL OF THEM WERE UP TO DATE ON INSPECTIONS, WHICH IS WHAT WE LOVE TO SEE.

WE WORK HARD WITH OUR FACILITIES TEAM AS.

WELL AS OUR HEALTH SERVICES TEAM TO MAKE SURE THAT THOSE GET CHECKED REGULARLY. AND THEN ALSO OUR FRONT OFFICE VISITOR PROTOCOLS. THAT IS OUR. FIRST LINE OF DEFENSE WHEN OUR VISITORS COME IN. THEY'RE THE ONES THAT ARE CHECKING IDS, MAKING SURE THAT FOLKS HAVE A VALID REASON TO BE ON CAMPUSES. AND THEY'RE DOING A PHENOMENAL JOB. SO I DO WANT TO SHOUT OUT ALL OF OUR FRONT OFFICE PERSONNEL.

AND THE FANTASTIC WORK THAT THEY'RE DOING TO KEEP OUR CAMPUSES SAFE. AND THAT IS TRULY MY ENTIRE PRESENTATION. I DO WANT TO JUST MAKE A QUICK NOTE. I KNOW THAT SAFETY. AND SECURITY IS NOT CONVENIENT. SOMETIMES THAT IS INTENTIONAL.

BUT THERE IS ALWAYS A WHY BEHIND A POLICY OR A PROCEDURE.

SO IF ANYBODY EVER HAS A QUESTION ABOUT THE WHY, WHY ARE WE DOING THIS? WHY DO WE HAVE TO DO THIS? PLEASE REACH OUT BECAUSE WE LOVE EDUCATION.

AND WE LOVE TALKING TO PEOPLE ABOUT THE WHY. AND.

AT THIS TIME, I WILL OPEN IT TO YOUR QUESTIONS. GREAT.

THANK YOU FOR YOUR PRESENTATION. SO, TRUSTEE, I THINK WE'RE OVER TO THE LEFT. FIRST COMMENTS OR QUESTIONS FROM.

MISS FORTNER, MISS HORN.

THANK YOU. SO MUCH FOR THAT.

AND BEING. SO FORTHCOMING WITH WHAT YOU COULD BE FORTHCOMING WITH. AND JUST REALLY CELEBRATING THE THINGS YOU'RE DOING. WELL. THIS MIGHT BE A QUESTION FOR YOU. IT MIGHT BE A QUESTION FOR.

MISS IRVIN, BUT YOU REFERENCED HOW WE ARE ABLE TO MEET. AND MATCH ALL OF OUR STATE MANDATES THAT ARE REQUIRED TO DO THE SAFETY. AND SECURITY THINGS THAT ARE NEEDED TO DO.

CAN ONE OF YOU CONFIRM IF THE STATE FULLY FUNDS EVERY MANDATE THAT THEY HAVE REQUESTED US TO DO HERE IN MANSFIELD ISD? NO, MA'AM, THEY DO NOT. OK, SO WHENEVER WE THEY DON'T FULLY FUND A MANDATE, WE HAVE TO FIND THAT DOLLAR IN THE BUDGET SOMEWHERE ELSE BECAUSE IT'S LAW FOR US TO DO IT.

CORRECT. YES, MA'AM. THAT'S CORRECT.

THANK YOU.

THANK YOU FOR CLARIFYING THAT. AND.

THANK YOU FOR A PRESENTATION.

ABSOLUTELY.

THANK YOU. ANYONE ELSE? THANK YOU FOR THAT PRESENTATION. I PARTICULARLY LOVE THAT YOU ARE PAYING ATTENTION TO CULTURE. IT'S ONE THING TO PAY ATTENTION TO EVERY DOOR. AND EVERY POLICE OFFICER, BUT THE CULTURE ITSELF IS A REAL KEY. I LOVE THAT. I JUST WANTED TO POINT THAT OUT.

THANK YOU. ANYTHING. ALL.

RIGHT. ALL. RIGHT. COMMENTS OR QUESTIONS.

DR. REED. YES.

THANK YOU FOR YOUR PRESENTATION. THAT WAS EXCELLENT. I LOVE IT.

MS. GOOCH SAID THAT YOU'RE PAYING ATTENTION TO CULTURE BECAUSE IT IS VERY CLOSELY RELATED TO SAFETY. AND SECURITY. THE OTHER THING I WANT TO MENTION IS THAT I REALLY APPRECIATE THE COMMON FINDINGS. AND THEN YOUR SPECIFIC EXAMPLE. SO THAT PARENTS WHO ARE LISTENING. AND CHILDREN WHO MAY BE LISTENING, BUT THEY SHOULD BE IN BED, THEY WILL REALIZE THAT WE ARE MAKING CERTAIN THAT THEY'RE SAFE. AND THEY'RE SECURE. SO WE'RE LOOKING FOR THOSE THINGS. AND DON'T BRING THEM TO SCHOOL, WHATEVER THE CASE IS. BUT.

THANK YOU. SO MUCH FOR YOUR PRESENTATION. I APPRECIATE YOU.

THANK YOU. ANYONE ELSE ON THE. RIGHT? NO.

OKAY. ALL. RIGHT. WELL, WE.

THANK YOU. SO MUCH FOR YOUR PRESENTATION, MS. FORTNER. AND THAT NOW MOVES US TO.

ITEM 10.4, PRESENTATION BY LEGAL COUNSEL. SO I'D LIKE TO INVITE UP BOLA IBIDAPO.

AND CHRISTINE BADIO WITH WALSH GALLEGOS TO SHARE WITH US THEIR PRESENTATION.

AT THIS TIME. HI.

GOOD EVENING.

DR. SPENCER, BOARD OF TRUSTEES. I'M CHRISTINE BADIO. AND THIS IS MY COLLEAGUE BOLA IBIDAPO. AND WE ARE HERE WITH THE WALSH GALLEGOS LAW FIRM TO TALK TO YOU. TONIGHT JUST A LITTLE BIT ABOUT THE SYSTEM BY WHICH YOUR COMMUNITY ELECTS TRUSTEES TO THE BOARD. AND JUST TO BE CLEAR, FOR THE PURPOSES OF THIS PRESENTATION, IN THE.

FIRST PLACE, IT'S GOING TO BE A BRIEF. AND GENERAL OVERVIEW ABOUT HOW THAT MIGHT LOOK. AND WHAT EXACTLY IT IS WE'RE TALKING ABOUT. BUT ALSO JUST TO EMPHASIZE, THE OBJECTIVE.

TONIGHT IS NOT FOR US TO RECOMMEND THE BOARD MAKE A CHANGE OR FOR THE BOARD TO MAKE A CHANGE. IT'S TO CONSIDER WHETHER YOU EVEN WANT TO INITIATE A PROCESS THAT COULD ULTIMATELY RESULT IN MAKING A CHANGE TO YOUR ELECTION SYSTEM. SO.

WITH THAT, I'M GOING TO TURN IT OVER TO MY COLLEAGUE BOLA, WHO'S GOING TO TALK TO YOU ABOUT THE LEGAL UNDERPINNINGS OF WHAT THAT PROCESS MIGHT LOOK LIKE.

GOOD EVENING. I THINK THIS IS OUR CLICKER HERE.

OKAY. IN THE SPIRIT OF THIS BEING INFORMATIONAL,

[01:40:01]

THIS IS WHERE WE GEOGRAPHICALLY SPLIT THE DISTRICT. AND EACH RESIDENT WITHIN THAT DISTRICT CAN VOTE FOR THAT PARTICULAR CANDIDATE AS. WELL AS ANY OTHER AT-LARGE ELECTIONS THAT MAY TAKE PLACE.

AND EACH DISTRICT WOULD HAVE ONE.

TRUSTEE THAT WOULD BE ELECTED FOR THAT PARTICULAR DISTRICT.

AND CHRISSY WILL TALK A LITTLE BIT HERE IN A. SECOND OF HOW DO WE GO ABOUT DRAWING THOSE DIFFERENT DISTRICT ZONES.

OUR TRANSITIONING IS OUTLINED IN OUR TEXAS EDUCATION CODE.

IT GIVES US WHAT OUR REQUIREMENTS. AND STEPS ARE TO TRANSITION TO A SINGLE-MEMBER DISTRICT.

THE. FIRST THING TO KNOW IS THAT A BOARD BY ITS OWN ORDER, BY ITS OWN MOTION, CAN ORDER A SINGLE-MEMBER DISTRICT. SO THERE DOESN'T HAVE TO BE ANY TYPE OF LEGAL PROCEEDING THAT HAPPENS TO INITIATE THIS. AND THERE ARE ADDITIONAL REQUIREMENTS BEYOND JUST POSTING OUR REGULAR AGENDA POSTINGS. WE HAVE TO HAVE AN OPPORTUNITY FOR OUR COMMUNITY TO CHIME IN ON HOW THEY VOTE OR HOW THEY FEEL ABOUT THIS. AND IT SAYS PUBLIC HEARING. IT'S HELD AT A DUALLY HELD MEETING JUST LIKE THIS. AND OUR EXTRA STEP IS THAT WE HAVE TO MAKE SURE THAT WE DO PROPER POSTING IN A NEWSPAPER SEVEN DAYS PRIOR TO THAT HEARING ONCE SCHEDULED.

WE ALSO HAVE A TIMELINE TO CONSIDER. IF THE BOARD DOES CHOOSE TO, BY ITS OWN MOTION, ORDER SINGLE-MEMBER DISTRICTS, THAT ORDER HAS TO BE ADOPTED 120 DAYS BEFORE THE ELECTION DATE OF WHEN THOSE CANDIDATES WILL.

FIRST BE PART OF THE SINGLE-MEMBER DISTRICT ELECTION. AND THIS COMING YEAR, OUR ELECTION DAY IS MAY 1ST, 2027, SO MATH IS. GREAT. I USED GOOGLE TO SUBTRACT 120 DAYS, AND THAT GIVES US TO MAY 1ST, 2027. SO IT'S IMPORTANT THAT WE ARE COGNIZANT OF THAT TIMELINE. RIGHT. SO AS BOLA MENTIONED, YOU ALL CURRENTLY ELECT YOUR TRUSTEES AT LARGE BY NUMBERED PLACES.

AND. SO THAT MEANS CANDIDATES WHO WANT TO SIGN UP TO RUN, SIGN UP TO RUN IN A NUMBERED PLACE AGAINST WHOMEVER ELSE HAS SIGNED UP TO RUN. AND EVERYONE IN THE SCHOOL DISTRICT GETS TO VOTE, WHO IS A REGISTERED VOTER, GETS TO VOTE IN EACH RACE. AND. SO WHAT SINGLE-MEMBER DISTRICTS DO IS THEY DIVIDE UP THE GEOGRAPHICAL TERRITORY OF YOUR SCHOOL DISTRICT INTO ELECTORAL DISTRICTS. AND YOU CAN CHOOSE TO KEEP ALL SEVEN OF THEM AS AT LARGE. YOU COULD CHOOSE TO SPLIT UP INTO, FOR EXAMPLE, FIVE SINGLE-MEMBER DISTRICTS WITH TWO AT LARGE OR SIX SINGLE-MEMBER DISTRICTS WITH ONE AT LARGE. OR YOU COULD GO ENTIRELY TO A 7-0 ALL SINGLE-MEMBER DISTRICT ELECTORAL SYSTEM. SO THAT'S REALLY WHAT'S UP FOR CONSIDERATION. AND AS BOLA TALKED ABOUT, THERE IS A PROCESS YOU WOULD GO THROUGH TO ACHIEVE THAT. AND.

SO I'M GOING TO TALK TO YOU A LITTLE BIT MORE ABOUT WHAT THOSE. NEXT STEPS WOULD LOOK LIKE IF YOU DECIDED TO EVEN EMBARK ON THAT PROCESS. AND. SO, SPECIFICALLY, WHAT WE'D BE DOING IN THE.

FIRST PLACE IS MAKING SURE WE'RE ALL VERY CLEAR ABOUT WHAT THE LEGAL REQUIREMENTS ARE.

BOLA JUST TALKED A LITTLE BIT ABOUT THE STATE LAW REQUIREMENTS. THERE ARE FEDERAL REQUIREMENTS, AS YOU KNOW, ASSOCIATED WITH YOUR ELECTION SYSTEM AS.

WELL. SO THAT WOULD BE AN IMPORTANT SORT OF BACKBONE TO THE WHOLE PROCESS IS MAKING SURE THAT ABOVE ALL WE ARE, WE HAVE, WE MAINTAIN, WE KEEP A LEGAL ELECTION SYSTEM. PART OF DOING THAT IS UNDERSTANDING THE DEMOGRAPHICS OF YOUR SCHOOL DISTRICT, WHERE YOUR VOTERS ARE, WHERE YOUR REGISTERED VOTERS ARE, AND WHAT THE COMMUNITY FEATURES ARE THAT WE WOULD BE LOOKING FOR TO TRY TO DECIDE HOW TO DRAW THOSE DISTRICTS. PART OF DOING THAT, OF COURSE, IS OBTAINING.

TRUSTEE. AND COMMUNITY FEEDBACK. OUR. NEXT SLIDE, WE'RE GOING TO LOOK AT SOME OF THE CONSIDERATIONS THAT POLITICAL SUBDIVISIONS, WHEN THEY'RE LOOKING TO EITHER DRAW OR REDRAW A SINGLE-MEMBER DISTRICT. A LOT OF SCHOOL DISTRICTS THROUGHOUT THE STATE ALREADY HAVE SINGLE-MEMBER DISTRICTS. SO WHAT WE'RE USED TO DEALING WITH. AND WHAT YOU MIGHT BE USED TO HEARING

[01:45:02]

IN THIS CASE, WE WOULD BE DRAWING DISTRICTS ANEW FOR THE. FIRST TIME. AND THAT'S KIND OF A UNIQUE OPPORTUNITY, SO IT WOULD BE VERY IMPORTANT FOR YOUR VALUES. AND YOUR COMMUNITY'S VALUES TO BE REPRESENTED IN THAT PROCESS, AND THE WAY TO DO IT IS TO GET THAT FEEDBACK. FOURTH, WE WOULD BE THEN LOOKING TO DRAW MAPS. AND BY DRAW MAPS, I DON'T MEAN BOLA. AND I, WE'RE NOT CARTOGRAPHERS. WE WOULD BE WORKING WITH A DEMOGRAPHER, AND THEY WILL BE WORKING WITH SOFTWARE. SO NONE OF US WILL ACTUALLY, BE DRAWING ANYTHING. IT'LL BE COMPUTERS. AND THEY WILL BE CRUNCHING DATA TO BASICALLY, GIVE YOU OPTIONS THAT ALIGN WITH YOUR OBJECTIVES. AND ACHIEVE YOUR GOALS. AND WE WILL PRESENT THOSE FOR YOUR CONSIDERATION. WE WILL TAKE COMMUNITY INPUT. AND CHANGES THAT NEED TO BE MADE CAN THEN BE CHANGED.

AND THEN. LASTLY, AGAIN, IF THE BOARD CHOOSES TO INITIATE THIS PROCESS, WE GO THROUGH THE PROCESS. AND AS BOLA MENTIONED, WE'VE GOT TO COMPLETE IT 120 DAYS BEFORE MAY 1ST. THE THING TO DO IS ADOPT A RESOLUTION THAT SETS OUT THE CHANGES YOU'RE GOING TO MAKE, INCLUDES A MAP THAT YOU'RE GOING TO USE, AND THAT'S IT.

IT'S FUNDAMENTALLY AS SIMPLE AS A MOTION. AND VOTE TO ADOPT A RESOLUTION. AND ADOPT A MAP.

BUT THERE ARE A LOT OF IMPORTANT STEPS ALONG THE WAY THAT WOULD TAKE PLACE.

FIRST, AND ALL OF WHICH WOULD BE VERY PUBLIC, VERY TRANSPARENT. AND WE WOULD BE ADVISING YOU ALONG THE WAY TO HELP SHEPHERD THAT PROCESS ALONG, AGAIN, SHOULD YOU CHOOSE TO EMBARK UPON IT. SO.

LASTLY, JUST A QUICK OVERVIEW OF SOME OF THE CONSIDERATIONS THAT HISTORICALLY GO INTO CREATING THESE SINGLE-MEMBER DISTRICTS. THE. FIRST. AND FOREMOST IS GOING TO SOUND TO BOARDS. AND MAYBE TO COMMUNITY MEMBERS, IT ALWAYS SOUNDS A LITTLE BIT SELFISH, BUT THE. FIRST THING WE WANT TO DO IS MAKE SURE WE DON'T DRAW ANY OF YOU OUT OF A DISTRICT. AND I UNDERSTAND THERE MAY BE SOME, YOU KNOW, YOU MAY BE NEIGHBORS UP THERE ON THE BOARD. AND IN REAL LIFE, TOO. AND. SO WE'LL HAVE TO LOOK AT THAT, AND WE WILL LOOK AT WHERE YOU ALL LIVE WITHIN THE GEOGRAPHICAL TERRITORY OF THE SCHOOL DISTRICT. AND MAKE SURE WE ARE NOT DRAWING ANYBODY OUT OF THEIR REPRESENTATION SHOULD WE DO THIS. ANOTHER FACTOR, OF COURSE, IS THAT WE WANT TO MAINTAIN ROUGHLY EQUAL POPULATION SIZE. AND ROUGHLY EQUAL VOTING STRENGTH AMONGST EACH OF THE SINGLE-MEMBER DISTRICTS.

WE WANT TO ADOPT COMPACT. AND CONTIGUOUS DISTRICTS. THESE ARE CLASSIC SORT OF SIGNIFICATIONS IN DISTRICTING, AND WHAT THAT MEANS IS WE ARE NOT GOING TO DRAW SINGLE-MEMBER DISTRICTS THAT LOOK LIKE THE SHAPE OF AN S. YOU KNOW, WE WANT TO TRY TO ADOPT, YOU KNOW, IDEAL IN A 7-0 SYSTEM, YOU'VE GOT SEVEN NEAT LITTLE RECTANGLES LIKE THE STATE OF NEBRASKA OR MAYBE COLORADO, BUT THAT'S RARELY THE CASE.

USUALLY WE'RE HAVING TO DO IT MORE IN THE FORM OF PIE PIECES OR SOMETHING LIKE THAT, BUT THEY HAVE TO BE, YOU KNOW, WE EYEBALL THEM, THEY NEED TO BE COMPACT, THEY NEED TO BE CONTIGUOUS. WE CAN'T HAVE A LITTLE PIECE HERE. AND A LITTLE PIECE HERE ALL IN ONE SINGLE-MEMBER DISTRICT.

THEY ALL HAVE TO MESH TOGETHER. WE ALSO, TO THE EXTENT POSSIBLE, WE USE GEOGRAPHIC BOUNDARIES, SO IF THERE IS A RIVER THAT GOES THROUGH YOUR SCHOOL DISTRICT, VERY OFTEN WE WILL USE THAT AS A NATURAL BOUNDARY. IF THERE IS A, YOU KNOW, GIANT I-35 CORRIDOR, VERY OFTEN WE WILL USE THAT AS A SINGLE-MEMBER DISTRICT BOUNDARY. SO KNOWING THE LITERAL LAY OF THE LAND IS AN IMPORTANT PART OF IT, TOO. OTHER CONSIDERATIONS ARE, LIKE, MAINTAINING COMMUNITIES OF INTEREST. SO THAT'S FREQUENTLY NEIGHBORHOODS.

SOMETIMES IT'S FEEDER PATTERNS TO THE EXTENT THAT THAT'S POSSIBLE. IT ISN'T ALWAYS.

IT'S IMPORTANT TO KNOW. OTHER THINGS LIKE ELECTORAL PRECINCTS. AND ALSO POLLING PLACES. SO THESE ARE JUST SOME OF THE CONSIDERATIONS THAT YOU MIGHT TAKE INTO ACCOUNT WHEN YOU'RE DRAWING SINGLE-MEMBER DISTRICTS. AN IMPORTANT NOTE ALSO FOR ANYONE LISTENING IS THAT THIS IS NOT REDRAWING FEEDER PATTERNS. THIS IS NOT FEEDER PATTERNS AT ALL. THIS IS VOTING FOR TRUSTEES. AND IF THIS IS A NEW CONCEPT TO YOU, IT CAN BE HARD TO UNDERSTAND.

AND HARD TO DIFFERENTIATE, BUT IT IS LITERALLY ABOUT WHICH ELECTIONS YOU VOTE IN. AND HOW THOSE VOTES ARE ORGANIZED. IT IS NOT ABOUT WHERE YOUR KIDS GO TO SCHOOL. SO I JUST WANT TO MAKE THAT VERY CLEAR.

OKAY? SO. WITH THAT, WE'LL TURN IT OVER TO QUESTIONS. AGAIN, WE'RE TRYING TO KEEP IT BRIEF BECAUSE WE REALLY WANT TO GIVE YOU THE OPPORTUNITY TO GET THE INFORMATION YOU NEED.

ALL. RIGHT. SO. WITH THAT, COMMENTS OR QUESTIONS? I THINK WE'RE ON THE. RIGHT.

TRUSTEES, AM I. RIGHT? DR. REED.

THANK YOU.

[01:50:01]

IN ADDITION, MANY, MANY SCHOOL DISTRICTS THROUGHOUT CENTRAL.

AND SOUTH TEXAS HAVE SINGLE MEMBER DISTRICTS. SO IF THAT'S SOMETHING THAT YOU WOULD LIKE TO KNOW, THAT IS INFORMATION WE CAN.

ABSOLUTELY PROVIDE TO YOU, BUT I'D RATHER NOT DO IT IN A PUBLIC FORUM.

OKAY.

THANK YOU. SO I WANTED TO HAVE YOU WORK WITH DISTRICTS OR PROCEEDED WITH THIS PROCESS WITH DISTRICTS THAT ARE SIMILAR TO OUR SIZE? YES MA'AM.

OKAY. JUST A COUPLE OF MORE QUESTIONS. I WANTED TO KNOW, DO WE TYPICALLY HAVE A BOARD INITIATE THIS PROCESS OR IS THIS PROCESS INITIATED BY COMMUNITY MEMBERS OR SOMEONE IN THE COMMUNITY? THAT'S A GOOD QUESTION. AGAIN, AS I MENTIONED, MOST OF THE TIME WHEN WE'RE DEALING WITH DRAWING SINGLE MEMBER DISTRICTS, WE ARE REDISTRICTING. SO IT'S PRETTY UNUSUAL FOR IT TO BE INITIATED BY ANYBODY IN THIS DAY. AND AGE. MANY OF THE SCHOOL DISTRICTS THAT HAVE SINGLE MEMBER DISTRICTS CURRENTLY HAD THAT INITIATED BY THE COMMUNITY. AND MOST OFTEN THROUGH VOTING RIGHTS ACT LITIGATION. AND. SO THEN THE UPSHOT BEING PERHAPS WE RESOLVE THAT VOTING RIGHTS ACT LITIGATION THROUGH ADOPTION OF CHANGES TO OUR ELECTION SYSTEM LIKE SINGLE MEMBER DISTRICTS.

SO IT'S PRETTY UNUSUAL AT ALL IN 2026 TO BE DOING THIS, BUT IT IS SOMETHING BOARDS ARE COGNIZANT OF BECAUSE THERE IS STILL VOTING RIGHTS ACT LITIGATION GOING ON, PARTICULARLY IN THE NORTH TEXAS AREA.

OKAY. THAT'S ALL I HAVE.

AT THIS TIME.

THANK YOU. SO MUCH. I APPRECIATE YOU. ANYBODY ELSE ON THE. RIGHT? MS. NEWSOM. I HAD A FEW QUESTIONS. SO, WOW, I'M ALMOST IN ORDER TO START. SO, HOW DOES, IN YOUR PREVIOUS EXPERIENCE, HOW DOES, HOW DO THEY MAKE THOSE DECISIONS REGARDING THE MAPS? BECAUSE YOU'RE SITTING HERE TALKING ABOUT, YOU KNOW, THAT WE'RE ALL KIND OF LIKE SITTING AROUND. AND USING A COMPUTER SCREEN TO MOVE MAPS. AND THINGS. AND THESE ARE REAL PEOPLE'S LIVES.

AND REAL PEOPLE'S HOMES. AND REAL PEOPLE'S VOTES. AND SUCH.

AND. SO I GUESS IN MY MIND THERE'S A BALANCE OF SOMEONE WHO'S EDUCATED ENOUGH TO DRAW THESE LINES.

AND MAKE THOSE DETERMINATIONS VERSUS DID THE COMMUNITY ELECT THESE PEOPLE TO MAKE THESE DECISIONS? RIGHT? OR DID THEY ELECT SOMEONE ON THE BOARD TO MAKE THOSE DECISIONS? SO, I MEAN, AND THEN THE FEEDER, AND THEN THAT KIND OF GOES INTO THIS FEEDER PATTERN, AND I DON'T KNOW HOW TO ASK THIS QUESTION, SO BEAR WITH ME. SO IF YOU CHOOSE FEEDER PATTERNS, SINCE I'VE BEEN ON THE BOARD, THE FEEDER PATTERNS HAVE CHANGED. WE'VE HAD FOUR OR FIVE INSTANCES WHERE THEY'VE CHANGED. AND. SO HOW DO YOU DO THAT? WHAT IF THE FEEDER PATTERN CHANGES BECAUSE WE NEED TO MAKE AN ECONOMIC DECISION ABOUT WHAT NEEDS TO GO. AND WHERE KIDS, AND THERE'S TOO MANY KIDS IN THIS SCHOOL, BUT MY HOUSE IS. RIGHT HERE? YEAH, I MEAN, MY SHORT ANSWER TO THAT QUESTION IS YOU DON'T.

YOU DON'T USE FEEDER PATTERNS.

IT IS NOT WORKABLE IN MOST DISTRICTS. YOU CAN TRY, BUT TO YOUR POINT, FEEDER PATTERNS CHANGE. GROWTH CHANGES. YOU HAVE TO, YOU REDO, YOU KNOW, THOSE ZONES AS.

WELL. SO THAT WOULD NOT BE THE TOP OF MY LIST OF THINGS TO TRY TO PRIORITIZE IN DRAWING MAPS. AND TO YOUR EARLIER QUESTION ABOUT JUST KIND OF HOW DO WE DO THAT, SORT OF, YOU KNOW, WHO ARE WE TO DRAW THESE MAPS, RIGHT? I TAKE THAT POINT. AND IT'S A CHOICE. THIS IS A CHOICE AS A BOARD YOU CAN MAKE, WHETHER YOU WANT TO DO THIS OR NOT.

FUNDAMENTALLY, WHO WILL BE DECIDING IS GOING TO BE THE BOARD. WE WOULD WORK WITH THE DEMOGRAPHER. THE DEMOGRAPHERS WILL BE THE ONE TO KIND OF LOOK AT WHAT OUR GOALS ARE. AND GIVE US A DRAFT. AND THEN FROM THERE, WE WILL LOOK, YOU KNOW, IN DEPTH AT THOSE DRAFTS. AND RAISE CONCERNS. IF WE FEEL LIKE A COMMUNITY IS BEING SPLIT IN HALF UNNECESSARILY, IF WE FEEL LIKE THERE'S A VERY WEIRD SHAPE THAT WE'VE MADE.

AND WE DON'T UNDERSTAND, THOSE ARE, THAT'S THE KIND OF FEEDBACK WE LOOK FOR.

[01:55:02]

MY OTHER QUESTIONS ARE PROBABLY NOT QUESTIONS FOR YOU, BUT MERELY JUST QUESTIONS IN GENERAL ABOUT WHAT THIS WOULD BE, BECAUSE I DON'T REALLY UNDERSTAND THE WHY BEHIND THIS.

I GUESS I DON'T REALLY UNDERSTAND THE WHY IN ANY DISTRICT, BECAUSE I FEEL LIKE EVERYONE WHO SITS. AND SERVES ON A SCHOOL BOARD IS REPRESENTING EVERY SINGLE STUDENT EVERY SINGLE TIME IN EVERY DECISION. AND. SO THIS IS REALLY HARD FOR ME TO WRAP MY BRAIN AROUND. SO MOST OF THESE ARE JUST KIND OF MY QUESTIONS THAT I HAVE INTO THE UNIVERSE, MAYBE, OR FOR THIS BOARD. BUT WHAT'S THE PROBLEM THAT WE'RE HAVING THAT WOULD BE THAT WE'D BE FIXING? DO YOU WANT ME TO DO YOU WANT ME TO SPEAK TO THAT? YEAH, BECAUSE I CAN.

WHEN YOU ARE LOOKING TO CHANGE YOUR ELECTION SYSTEM, AND WHEN YOU ARE PARTICULARLY LOOKING TO ADOPT SINGLE-MEMBER DISTRICTS, IT IS ALMOST ALWAYS A QUESTION OF REPRESENTATION. AND. SO TO YOUR POINT, ALL OF YOU UP THERE SERVE ALL OF THE KIDS IN THE SCHOOL DISTRICT. AND SERVE ALL OF THE TEACHERS ON ALL OF THE CAMPUSES, AND THAT DOESN'T CHANGE. IT DOES NOT BECOME A FORM OF REPRESENTATIVE GOVERNMENT.

YOU WILL STILL BE TRUSTEES, AND YOUR FIDUCIARY DUTY CONTINUES TO BE TO THE WHOLE DISTRICT.

AND ALL OF ITS KIDS. IT IS A QUESTION OF HOW YOU ARE ELECTED, THE PROCESS BY WHICH YOU ARE ELECTED.

AND. SO ADOPTING A SINGLE-MEMBER DISTRICT SYSTEM, AS I MENTIONED BEFORE, HISTORICALLY HAS BEEN USED AS A REMEDY IN VOTING RIGHTS ACT CASES, BUT THAT'S NOT WHAT WE'RE DEALING WITH HERE. SO WHAT YOU'D BE LOOKING TO SORT OF ASCERTAIN, AND THIS IS A QUESTION MAYBE FOR YOUR BOARD, MAYBE FOR YOUR COMMUNITY, WHAT ARE OUR PRIORITIES. AND WHERE ARE OUR VALUES IN THIS? AND IS THERE ANYONE WE FEEL LIKE IS NOT REPRESENTED? DO WE HAVE COMMUNITIES THAT ARE NOT REPRESENTED ON THIS BOARD. AND HISTORICALLY HAVEN'T BEEN? THOSE ARE THE KINDS OF QUESTIONS TO ASK AROUND HOW WE WOULD REDRAW THE, OR HOW WE WOULD DRAW LINES TO MAKE SURE WE WERE ACHIEVING OUR GOALS. UNDERSTOOD. I GUESS THEN THAT'S PROBABLY MY QUESTION THEN TO THE BOARD IS ABOUT WHY WOULD WE SPEND MONEY, ESPECIALLY LEGAL COSTS, AND TAKE THESE STEPS. AND MOVE TO RESOLUTIONS. AND STUFF WITHOUT KIND OF UNDERSTANDING WHETHER OR NOT THIS IS SOMETHING WE WANT TO DO OR THERE'S A PROBLEM TO SOLVE OR THAT THIS IS REALLY THE INTENTION OR A WAY THE COMMUNITY AT LARGE FEELS. I GUESS I FEEL LIKE. RIGHT NOW THE BIGGEST CONCERN THAT IS HAPPENING FOR US IS MONEY.

WE'RE NOT FUNDED. WE HAVE A DEFICIT BUDGET AGAIN. IT'S ONLY GOING TO GET WORSE. IT'S ONLY GOING TO GET LARGER, AND WE ARE HERE. WE'RE GOING TO HAVE TO MAKE HARD DECISIONS, AND IT FEELS LIKE SOMETHING THAT WOULD REALLY BREAK THIS COMMUNITY APART. WHY WOULDN'T WE BE WORKING TO BRING THE COMMUNITY TOGETHER TO KIND OF HAVE A UNIFIED VOICE AGAINST. AND TO STAND UP FOR OURSELVES AS FAR AS FUNDING.

AND MAKING SURE THAT WE HAVE THE MONEY WE NEED TO TAKE CARE OF THE KIDS THAT ARE HERE IN MISD. AND. SO I DON'T UNDERSTAND EXACTLY WHY THIS IS NECESSARY OR THAT THIS IS HOW THIS NEEDS TO GO IN THIS PATTERN OR AT THIS SPEED WITHOUT GETTING COMMUNITY INPUT. FIRST. THAT'S IT. ALL. RIGHT. ANYBODY ELSE HERE? DR. REED, DO YOU HAVE SOMETHING ELSE? YES, AS YOU WERE SPEAKING. SO.

THANK YOU FOR ALL OF THE INFORMATION. I WANTED TO ASK, SO IF A BOARD CHOOSES TO DO THIS OR IF A DISTRICT THAT YOU'VE WORKED WITH HAS DONE THIS BEFORE, AND IT BEGINS THE PROCESS, AND. SO NOW SINGLE MEMBER DISTRICTS, RIGHT? AND THEY DECIDE, WE DON'T WANT ANY MORE. IS THAT POSSIBLE TO REVERT BACK OR SWITCH BACK IMMEDIATELY? RIGHT. THAT HAS BEEN SORT OF A PERENNIAL QUESTION OF DISTRICTS THAT ARE COMPLYING WITH THE TERMS OF, IN MANY CASES, 30-YEAR-OLD COURT DECREE THAT IMPOSED THOSE. IN YOUR CASE, I WOULD SAY THAT IT IS AN OPTION TO CHANGE BACK. THERE'S NOT EXPRESS AUTHORITY TO CHANGE BACK IN THE EDUCATION CODE. BUT THERE IS ALSO NOT AN EXPRESS PROHIBITION. I DON'T KNOW IF YOU'RE FAMILIAR WITH THIS, BUT BECAUSE YOU HAVE NUMBERED PLACES, A SCHOOL DISTRICT THAT SWITCHES FROM PURE AT LARGE TO NUMBERED PLACES, THE STATUTE EXPRESSLY SAYS YOU CAN'T GO BACK. IT DOES NOT SAY THAT FOR THIS.

BUT I HAVE NOT HAD EXPERIENCE OF A SCHOOL DISTRICT ACTUALLY, UNWINDING THAT PROCESS. NO. I'M NOT SEEING IT HAPPEN.

[02:00:07]

OKAY. ANYTHING ELSE ON THE.

RIGHT? NO. I JUST WANT TO MAKE A COMMENT, THOUGH. I WANT TO MAKE CERTAIN THAT, I BELIEVE ALL OF US WANT TO SERVE. I WANT TO SERVE ALL ACROSS THE DISTRICT, EVERY STUDENT, EVERY STAFF, EVERYONE. AND I BELIEVE THAT'S WHY WE WERE ELECTED. I THINK THAT WE, IN FACT, I KNOW THAT'S WHY WE WERE ELECTED, BECAUSE WE HAD COMMITTED TO THAT. SO IT IS A LITTLE TROUBLING BECAUSE WE ARE AT THIS POINT, AND I'M CONCERNED ABOUT THE FINANCES AS. WELL, AND UTILIZING MONEY WHEN I WOULD HAVE LOVED TO HAVE HAD A MORE DETAILED CONVERSATION.

AND I THINK THAT'S WHY WE'RE ASKING THESE QUESTIONS. WE ARE REPRESENTING THE ENTIRE 94 SQUARE MILES, AND. SO WE'RE REALLY REPRESENTING THE PEOPLE WHO LIVE THERE. AND. SO I WANTED TO BE VERY CLEAR THAT WE'RE ASKING THESE QUESTIONS TO BE CLEAR. AND UNDERSTAND.

SO THAT OUR STAKEHOLDERS WHO ARE LISTENING WILL HAVE AN UNDERSTANDING. I WOULD LOVE TO CONTINUE THE CONVERSATION.

SO I CAN GAIN MORE INSIGHT.

AND WISDOM AS TO, OF COURSE, SOME OF THE QUESTIONS THAT.

MS. NEWSOM ASKED. AND OTHER QUESTIONS THAT I HAVE, BUT I APPRECIATE YOU ALL.

BUT I JUST WANT TO MAKE THAT CLEAR THAT I BELIEVE THERE IS A NEED FOR OUR TO ENGAGE OUR STAKEHOLDERS TO SEE HOW THEY FEEL. AND WHAT THEY THINK, WHICH IS WHAT YOU STATED.

SO.

THANK YOU FOR SAYING THAT.

THANK YOU. SO MUCH FOR ENGAGING ME. I APPRECIATE YOU.

ABSOLUTELY. AND I WILL JUST TAG ON TO THAT. PART OF THE REASON WE ARE HERE. AND WE ARE TRYING TO KEEP IT BRIEF IS BECAUSE ENGAGING YOUR COMMUNITY. AND THINGS LIKE THAT, THAT IS AN UNDERTAKING, THAT IS A COMMITMENT OF RESOURCES. AND NONE OF US WANTED TO BE IN THE POSITION OF DOING THAT WITHOUT BOARD AUTHORITY TO EVEN HAVE THE CONVERSATION.

SO THAT'S KIND OF THE PURPOSE OF. TONIGHT IS, DO YOU EVEN WANT TO INITIATE THE PROCESS? BECAUSE IF YOU DON'T, YOU DON'T HAVE TO. AND IF YOU'RE INTERESTED IN IT, YOU CAN. IT DOESN'T MEAN YOU END UP ADOPTING SINGLE MEMBER DISTRICTS. BUT BEFORE, I THINK THERE WAS A DESIRE TO BE VERY RESPECTFUL TO THE JUDGMENT OF THE FULL BOARD IN WHETHER EVEN TO PURSUE THIS ANY FURTHER, EVEN TO ASK ANY MORE QUESTIONS, BECAUSE, YOU KNOW, MONEY IS TIGHT EVERYWHERE IN THE STATE. AND. SO WE ARE VERY COGNIZANT OF THAT AS.

WELL. SO WE. ABSOLUTELY WANT TO BE RESPECTFUL TO THE DECISION OF THIS BOARD, WHATEVER IT IS, AND THE PROCESS THAT YOU WANT DEVELOPED SHOULD YOU CHOOSE TO DO THIS. FINAL QUESTION.

MAY I ASK ONE MORE QUESTION? YES.

THANK YOU. SO WHEN WE DO HAVE A COMMUNITY CONVERSATION OR A CONVERSATION WITH OUR STAKEHOLDERS, WOULD YOU ALL COME TO SHARE YOUR INSIGHT. AND WISDOM AS THE BOARD IS ENGAGING OUR COMMUNITY TO SEE HOW THEIR THOUGHTS. AND FEELINGS, BUT ALSO THE BOARD EXPRESSING THEIR THOUGHTS. AND FEELINGS REGARDING IT? WOULD YOU ALL BE WILLING TO DO THAT? YES, ABSOLUTELY. I THINK THAT HAVING LEGAL SUPPORT IS AN IMPORTANT PART OF THE PROCESS.

FUNDAMENTALLY, I THINK IT'S IMPORTANT FOR YOUR COMMUNITY TO HEAR FROM YOU. AND TO BE SPEAKING WITH YOU ABOUT WHAT THEY WANT OR DON'T WANT.

BUT IT IS ALSO IMPORTANT TO HAVE LEGAL SUPPORT IN WHATEVER FORM OR FASHION SUITS YOUR NEEDS BEST TO SUPPORT THAT INTERFACE BECAUSE THERE WILL ALMOST ALWAYS BE QUESTIONS ABOUT THE LEGALITIES. AND THINGS LIKE THAT. SO.

ABSOLUTELY, IT WOULD BE OUR OBJECTIVE TO SUPPORT THAT.

OKAY.

THANK YOU. SO MUCH. GREAT.

ANYTHING ELSE? ALL. RIGHT. DID YOU HAVE SOMETHING? YEAH.

MR. THOMAS. JUST ONE COMMENT.

IN GENERAL, YOU SPOKE OF LAWSUITS HAPPENING. AND THINGS OF THAT NATURE, AND THEY HAPPENED PRIMARILY BECAUSE THE VOICE OF THE COMMUNITY WASN'T HEARD OR FELT THEY WEREN'T HEARD. AND I THINK. RIGHT NOW, THIS ACTION IS COMING FROM THE VOICE OF THE COMMUNITY THAT FEELS THEY AREN'T BEING HEARD. AND AREN'T BEING REPRESENTED. I'VE HEARD CATCHPHRASES LIKE WE ALL WE GOT, SO WE GOT TO REALLY RELY ON EACH OTHER OVER HERE IN THIS CERTAIN PART OF TOWN. SO I THINK IT'S IMPERATIVE THAT WE DO. RIGHT BY THOSE PEOPLE WHO ARE FEELING OSTRACIZED OR LEFT OUT OR NEGLECTED. AND DO OUR DUE DILIGENCE AS A BOARD. SO THAT THEY CAN KNOW THAT THEY ARE HEARD. SO THAT IN THE EVENT THAT LAWSUITS.

AND THINGS LIKE THAT WON'T COME TO FRUITION. ALL. RIGHT. WE'RE MOVING TO THE LEFT. ANY QUESTIONS OR COMMENTS FOR? MS. GOOCH. OKAY. BASED ON MISD'S CURRENT DEMOGRAPHICS, WHICH WE HEARD A LOT ABOUT.

TONIGHT, AND OUR VOTING PATTERNS, WHAT LEGAL

[02:05:01]

WE'RE TALKING ABOUT A STEP YOU WOULD BE CHOOSING TO TAKE FOR THE PURPOSES OF YOUR COMMUNITY. WE'RE TALKING ABOUT A STEP YOU WOULD BE CHOOSING TO TAKE FOR THE PURPOSES OF BRINGING MORE PEOPLE INTO THE TENT, BRINGING MORE PEOPLE ONTO THE DAIS. HAVE WE DONE A DEEP DIVE INTO YOUR DEMOGRAPHICS? NO.

THAT'S SOMETHING WE WOULD RELY ON THE DEMOGRAPHER TO DO, IS TO HELP US UNDERSTAND WHAT WE'RE EVEN LOOKING AT. WE'RE MAKING INFORMED DECISIONS ABOUT HOW, IF AT ALL, TO DRAW SINGLE-MEMBER DISTRICTS. I HAVE SEVERAL. GO AHEAD. NO, KEEP GOING. WHAT DOES YOUR RESEARCH.

AND YOUR EXPERIENCE FROM COMPARABLE TEXAS DISTRICTS TELL YOU ABOUT SINGLE-MEMBER DISTRICTS' CHANGE IN BOARD BEHAVIOR? IN BOARD BEHAVIOR? IT DEPENDS.

IT DEPENDS ON THE DISTRICT, OFTEN AS A FUNCTION OF SIZE.

IN SMALLER DISTRICTS, AND WE DEAL WITH SCHOOL DISTRICTS OF EVERY SHAPE. AND SIZE, I DON'T KNOW THAT IT CHANGES BOARD BEHAVIOR ALL THAT MUCH.

DISTRICTS THAT ARE INCLINED TO FEEL LIKE THEY ARE VERY MUCH REPRESENTATIVES STAY THAT WAY.

IT DOESN'T HELP IT. LITTLER DISTRICTS, MIDSIZE DISTRICTS, MID-URBAN DISTRICTS, TEND TO FUNCTION JUST THE WAY THEY KIND OF ALREADY ARE. ONE THING I WILL SAY I DO HEAR FROM TRUSTEES THAT THEY LIKE ABOUT IT IS THEY FEEL LIKE THEY CAN FOCUS ON THESE FIVE SCHOOLS.

IN A DISTRICT WITH A LARGE NUMBER OF CAMPUSES, THAT CAN BE VERY OVERWHELMING. I KNOW THE COMMITMENT THAT YOU GUYS FACE AS UNPAID VOLUNTEERS TO SHOW UP. AND BE PRESENT FOR ALL THE CAMPUSES. IT CAN LIGHTEN THAT LOAD A LITTLE BIT IF YOU FEEL LIKE YOU HAVE SORT OF A NATURAL, THESE ARE THE ONES THAT ARE IN MY SINGLE-MEMBER DISTRICT.

IT DOESN'T ALWAYS WORK NICELY THAT WAY BECAUSE SOMETIMES YOU GET SOMEONE WITH A SINGLE-MEMBER DISTRICT THAT HAS A BUNCH MORE CAMPUSES.

BUT THAT IS ONE THING I'VE HEARD FROM TRUSTEES THAT THEY LIKE IS JUST FEELING LIKE THEY CAN FOCUS THEIR EFFORTS. AND KIND OF DIVIDE THE WORK, SO TO SPEAK. AND THEN. FINALLY, WHAT ARE WE NOT ASKING THAT A BOARD CONSIDERING THIS CHANGE SHOULD BE ASKING BECAUSE WE'RE BRAND NEW AT THIS. SURE. WE'RE JUST NOW LOOKING AT THIS.

YEAH, THAT'S AN EXCELLENT QUESTION. I MEAN, I THINK YOU SHOULD BE CONSIDERING THAT. I MEAN, THE QUESTIONS THAT YOU ARE ASKING ARE VERY GOOD. JUST UNDERSTANDING WHY TO EVEN DO THIS, UNDERSTANDING LIKE WHAT IMPACT IS THIS GOING TO HAVE ON YOUR COMMUNITY. AND THAT'S A QUESTION WE CAN'T ANSWER FOR YOU. YOUR COMMUNITY HAS TO ANSWER THAT. SO I THINK YOU WOULD WANT TO KNOW, WELL, WHAT IS COMMUNITY INPUT GOING TO LOOK LIKE? IF I WERE YOU, I'D WANT TO KNOW HOW MANY MEETINGS AM I GOING TO HAVE TO BE AT. IN ADDITION, TO THE NORMAL SCHEDULE TO TRY TO ACCOMPLISH THIS. AND THESE ARE DECISIONS THAT YOU GUYS CAN MAKE. AND WE CAN MAKE COLLABORATIVELY. AND WE CAN ADVISE YOU ON. I WILL TELL YOU FROM THE MOST RECENT ROUND OF REDISTRICTING THAT WE DID AFTER THE DECENNIAL CENSUS, I WAS REALLY SHOCKED. I MEAN, I DID REDISTRICTING IN 2011.

AND THEN I DID REDISTRICTING AGAIN IN 2021. AND I FEEL LIKE PEOPLE CARED LESS THAN EVER.

SO IF I WERE YOU, I'D REALLY WANT TO KNOW WHAT WE COULD DO TO BRING THIS TO PEOPLE'S ATTENTION IF YOU CHOOSE TO DO IT, BECAUSE A LOT OF PEOPLE ARE REALLY SLEEPING ON STUFF LIKE THIS. AND IT'S IMPORTANT. IT'S A BIG DEAL FOR YOUR COMMUNITY. AND IT'S A BIG DEAL FOR YOUR VOTING RIGHTS, QUITE FRANKLY. AND A LOT OF PEOPLE DO CONFUSE IT WITH FEEDER PATTERNS. SO YOU'RE GOING TO GET A LOT OF THAT, TOO. SO, YEAH, I THINK IT'S IMPORTANT TO CONSIDER HOW YOU'RE GOING TO INCORPORATE COMMUNITY INPUT.

AND WHAT YOU'RE HOPING TO ACCOMPLISH. I THINK AS A BOARD, YOU NEED TO ANSWER THAT QUESTION.

YEAH, THOSE KINDS OF THINGS. I THINK YOU GUYS ARE ASKING EXCELLENT QUESTIONS.

THANK YOU. APPRECIATE YOU BEING HERE. YEAH, OUR PLEASURE.

MR. CANNON II.

THANK YOU BOTH FOR THE PRESENTATION AGAIN. I HAVE A MIXTURE OF COMMENTS. AND QUESTIONS. I THINK, TRUSTEE NEWSOM, I AGREE. I THINK WHILE YOUR INTENTIONS MAY BE PURE, I THINK JUST BECAUSE SOMETHING SHOULD BE DOESN'T MEAN THAT IT HAS BEEN. AND WHILE SUPPORT

[02:10:01]

BUT I'M ALSO ON THE OTHER SIDE WHERE I WANT ADDITIONAL INFORMATION. AS.

TRUSTEE GOOCH SAID, WE WANT TO MAKE INFORMED DECISIONS.

AND. SO I THINK FOR THE COMMUNITY, AS WE DISCUSS THIS PROCESS, IS THERE ANYONE FROM THE COMMITTEE THAT CAN PROVIDE A TIMELINE TO HOW THE PROCESS STARTED.

AND KIND OF FROM IDEATION TO COMMUNITY SURVEY TO KIND OF HOW WE GOT HERE JUST TO CONCEPTUALIZE WHAT WE'RE DISCUSSING. RIGHT NOW? YEAH, SO I THINK THAT'S A. GREAT QUESTION. SO OUR COMMITTEES AS A BOARD, OK, WELL, NOW I'M HAVING TO THINK ABOUT IT. IF ANYBODY HAS A BETTER TIMELINE THAN MAYBE OUR COMMITTEE THAT THE BOARD REFORM PRETTY EARLY IN JUNE. AND. SO AT OUR CALLED MEETING AS AN OVERSIGHT COMMITTEE, WE TALKED ABOUT A COMMUNITY SURVEY.

RIGHT. AND. SO THAT SURVEY RAN, I THINK, IN THE COMMUNITY OVER THE SUMMER FOR TWO WEEKS. AND JUST TALKED ABOUT A HOST OF THINGS IN TERMS OF BOARD GOVERNANCE.

AND I THINK THIS IS ONE OF THE. FIRST SURVEYS THAT A BOARD HAS ELICITED FEEDBACK FROM THE COMMUNITY. AND. SO I'VE GOT OVER A THOUSAND SURVEY RESPONSES, SOME FREE FORM INFORMATION AS.

WELL, WHERE SEVERAL TOPICS CAME THROUGH. AND. SO OUR QUESTION AS A COMMITTEE WAS WHAT THINGS CAN WE TAKE ACTION ON AS A BOARD? RIGHT. SO SOME COMMENTS WERE THINGS THAT MAYBE WERE ADMINISTRATIVE OR WERE NOT MORE POLITICAL. AND. SO AS A BOARD, THERE WERE SEVERAL THINGS THAT KIND OF ROSE TO THE SURFACE, ONE BEING THAT THE COMMUNITY FELT MAYBE PUBLIC COMMENT WASN'T AS FRUITFUL OR WASN'T AS. WELL USED BY THIS BOARD. AND. SO WE GOT CLARITY AROUND HOW WE CAN MAKE SURE PEOPLE FEEL LIKE THEIR PUBLIC COMMENTS ARE HEARD. WE CAN REFER TO PUBLIC COMMENT IN MAKING OUR DECISIONS.

ANOTHER WAS THE FEEDBACK LOOP.

SO WE FEEL LIKE WE COMPLETE THESE SURVEYS ALL THE TIME.

AND NOTHING EVER HAPPENS. HOW DO WE KNOW, ET CETERA? AND. SO AS A COMMITTEE, THINKING OF REOPENING THOSE COMMUNITY CONVERSATIONS. AND. SO HAVING ONE OF THOSE CONVERSATIONS IN JULY. DO WE HAVE IT IN JULY? OKAY. RIGHT. AND. SO RELAUNCHING THAT PROCESS.

THAT'S SOMETHING WE COULD DO AS A BOARD. AND. SO THIS IDEA OF REPRESENTATION, WHETHER THAT'S THROUGH SINGLE MEMBER DISTRICTS AT LARGE, THE SURVEY BROUGHT FORTH THAT PEOPLE DID HAVE INTEREST IN SINGLE MEMBER DISTRICT REPRESENTATION FOR SOME OF THE THINGS THAT HAVE BEEN MENTIONED UP HERE ON THE DAY AS NOT FEELING REPRESENTED. AND. SO THIS IS A BOARD ACTION THAT CAN BE TAKEN.

AND. SO WE'RE IN THE PROCESS OF LEARNING MORE ABOUT WHAT THAT WOULD TAKE.

AND. SO I THINK THAT'S THE INITIAL, THE TIMELINE. AGAIN, WE HAVE TO DECIDE IF WE WANT TO DO IT. I DO WANT TO JUST MENTION THAT A LOT OF THE QUESTIONS THAT WE HAVE, I THINK, WILL BE BORNE OUT IN THE PROCESS, RIGHT? IF WE DECIDE TO GO. AND ASK THOSE THINGS. SO, JESSE, I DON'T KNOW IF THAT WAS THE FULL RECAPPING.

JASON OR ANA, IF Y'ALL HAVE ANYTHING ELSE? THROUGHOUT THE TIMELINE, I GUESS TOWARDS THE END, WAS ANY INFORMATION PROVIDED TO BOARD MEMBERS PRIOR TO.

TODAY'S MEETING? YES. I CAN PIPE UP HERE. WE DID HAVE A CONVERSATION TO KIND OF JUST TALK ABOUT WHAT WE WOULD COVER IN THE PRESENTATION. YEAH.

AND. SO THAT'S REALLY THE EXTENT OF IT. AND JUST TO DOVETAIL ON THE ISSUE OF THE TIMELINE, AGAIN, THE ELECTION IN 2027 IS MAY 1ST. IF YOU WERE TO TRY TO DO THIS. AND IMPLEMENT IT IN THAT MAY 1ST ELECTION, YOU'D NEED TO HAVE IT COMPLETED BY JANUARY 1ST. NOW, FOR PRACTICAL PURPOSES, YOU HAVE A NOTICE DEADLINE IN DECEMBER WHERE YOU POST THE FILING PERIOD. WE'D WANT YOU TO HAVE, IF YOU WERE GOING TO DO IT, WE'D WANT YOU TO HAVE IT DONE BY DECEMBER.

SO THAT THAT COULD BE POSTED.

AND THAT PEOPLE WHO ARE INTERESTED IN RUNNING WOULD HAVE FULL INFORMATION ABOUT WHAT WAS EVEN AVAILABLE TO THEM FOR THE UPCOMING ELECTION CYCLE. AGAIN, IF THIS IS SOMETHING THAT INTERESTS YOU. BUT YOU'RE HAVING TREPIDATION OR YOU'RE FEELING RUSHED ABOUT IT, YOU DON'T LOSE THE OPPORTUNITY TO DO IT IF YOU DON'T DO IT.

RIGHT NOW OR IF YOU DON'T DO IT WITH THIS LEVEL OF AN AGGRESSIVE TIMELINE, IF YOU WILL. SO I JUST WANT TO POINT THAT OUT.

MR. KANE, I JUST WANTED TO MAKE SURE YOU WERE ASKING ABOUT IF PEOPLE WERE PROVIDED INFORMATION. AND. SO I KNOW NOT EVERYTHING WAS

[02:15:01]

TONIGHT, IS THAT CORRECT? RIGHT. THAT'S THE QUESTION THAT'S BEFORE YOU. TONIGHT IS DO YOU EVEN WANT TO GO ANY FURTHER? TONIGHT IS NOT TO REDISTRICT OR TO DRAW DISTRICTS. IT IS JUST TO SAY, TO GIVE YOUR LEGAL COUNSEL AUTHORITY. AND TO GIVE YOUR ADMINISTRATION AUTHORITY TO START THE PROCESS. LAST QUESTION, THAT COULD BE DONE WITHOUT A RESOLUTION, CORRECT, IF WE GAVE? YOU COULD DO IT BY MOTION. AND VOTE. I THINK GENERALLY SPEAKING, IT'S BETTER TO HAVE A RESOLUTION. I THINK IT'S KIND OF IMPORTANT TO MEMORIALIZE IT. AND ALSO, AS YOU KNOW, YOUR RESOLUTIONS ARE NOW REQUIRED TO BE ON YOUR WEBSITE. AND I THINK JUST HAVING THAT TRANSPARENCY AROUND THE DECISION MAKING IS A LITTLE BIT OF AN IMPORTANT PIECE THAT I WOULDN'T WANT YOU TO OVERLOOK.

THANK YOU. YEAH. ANYBODY ELSE? MS. HORN. YES, I HAD A FEW CLARIFYING QUESTIONS. SO LIKE MY JUST COLLEAGUES WHO HAD QUESTIONS ABOUT WHO MAKES THE MATCH, YOU KNOW, LIKE, ARE YOU GUYS DECIDING. AND WHAT ARE THE CRITERIA? AGAIN, I JUST WANT TO CLARIFY THAT'S PART OF THE PROCESS. SO IF WE WANTED OUR COMMUNITY AT THESE COMMUNITY CONVERSATIONS TO NOT JUST GIVE ROGUE OPINIONS, BUT TO MAKE INFORMED OPINIONS, WE WOULD BE ABLE TO DISCUSS THAT. AND PROVIDE THAT. AND HAVE VISUALS FOR THEM TO SEE WHAT IS ACTUALLY, BEING DISCUSSED BY US AS A BOARD, CORRECT? RIGHT. THE WORK OF THE PROCESS IS GOING TO BE ALMOST ENTIRELY IN PUBLIC PUBLIC MEETINGS. AND OPEN SESSION. AND. SO THOSE WOULD BE WE WOULD BE ENCOURAGING YOU TO MAKE A SPECIAL EFFORT TO MAKE YOUR COMMUNITY AWARE OF THOSE MEETINGS. I WOULD ENCOURAGE YOU, OF COURSE, TO HAVE LIKE GOOD INFORMATION ON YOUR WEBSITE. IF AT A POINT WE HAVE A DRAFT MAP, I WOULD ENCOURAGE YOU TO HAVE THAT POSTED. AND HAVE SOME KIND OF ABILITY FOR PEOPLE TO GIVE FEEDBACK.

QUESTIONS, THINGS LIKE THAT.

ABSOLUTELY. GREAT. AND I GUESS I DON'T KNOW IF THIS IS A QUESTION EITHER, BUT TO SOMEBODY THAT WAS ON THE OPERATIONS COMMITTEE.

AND HOW WE CAME ABOUT THIS ONE, I JUST WANT TO BE VERY CLEAR WHILE SOME TRUSTEES FEEL LIKE THIS IS COMING OUT OF NOWHERE. TO OUR COMMUNITY MEMBERS THAT HAVE HAD ONE ON ONE CONVERSATIONS WITH US.

AND GROUP CONVERSATIONS WITH US ABOUT FEELING LIKE MAYBE THEIR CAMPUS WAS FORGOTTEN OR FEELING LIKE THEIR AREA OR THEIR NEIGHBORHOOD WAS FORGOTTEN. I KNOW THIS WAS JUST SPECIFICALLY FOR ME DOOR KNOCKING DURING MY CAMPAIGN. AND TALKING TO PEOPLE. AND HEARING THE HELP THAT THEY NEEDED. AND WANTED.

AND THE SUPPORT THAT THEY WANTED AT THEIR SCHOOLS. WAS SOMETHING THAT I'VE CARRIED WITH ME SINCE BEING ON THIS BOARD. AND. SO IT WASN'T SHOCKING TO ME TO SEE THAT ONE OF THE MAIN THEMES THAT CAME OUT IN THE SURVEY WAS STILL THIS FEELING OF SOME PEOPLE IN OUR COMMUNITY, SOME AREAS OF OUR COMMUNITY, SOME TYPES OF PEOPLE, LIKE ALL THE THINGS, JUST NOT BEING SURE OR NOT BEING CONFIDENT THAT WHAT'S HAPPENING TO THEM. AND THEIR FAMILIES.

AND THEIR CAMPUSES WERE BEING WEIGHED IN THE SAME WAY THAT THINGS ARE WEIGHED FOR OTHER SCHOOLS. AND. SO ONCE AGAIN, THAT'S THERE IN PREVIOUS CAMPAIGNS. THIS HAS EVEN BEEN QUESTIONS AT FORUMS. AND WHAT YOU KNOW, WE'VE TALKED ABOUT THIS. THIS HAS BEEN SEEN ON SOCIAL MEDIA. AND FROM MY PERSPECTIVE, THE DATA IN THE SURVEY, WE DID GET TO HAVE A COMMUNITY CONVERSATION.

AND IF WE WANT TO GET TECHNICAL, DID SOMEBODY IN THE ROOM SAY, I WANT TO EXPLORE SINGLE MEMBER DISTRICT? NO.

BUT DID WE HAVE MULTIPLE PEOPLE IN THAT ROOM SAY. MY CAMPUS NEEDS HELP. NOBODY IS LISTENING TO US. NOBODY IS HEARING US.

NOW, I DON'T KNOW IF THAT'S TRUE. I'M NOT LIKE THE DISTRICT TESTED. YOU KNOW, THERE'S I'M NOT SURE DAILY OPERATIONS. AND HOW WE ADDRESS THAT. BUT I AS A BOARD MEMBER CAN HEAR THAT. AND I CAN TAKE THAT SERIOUSLY. AND WHEN THERE'S MULTIPLE PEOPLE AGAIN IN A. SECOND NOW IN A SECONDARY RECENT SPACE SAYING, I DON'T KNOW IF I'M BEING CONSIDERED, IF MY STUDENT IS BEING CONSIDERED IN DECISIONS THAT ARE BEING MADE ACROSS THE DISTRICT. I SEE THIS AS A SIGN TO OUR COMMUNITY THAT WE ARE TAKING THAT SERIOUSLY. I DON'T KNOW FULLY HOW TO SOLVE THAT SUPER EASILY. BUT IF I HAVE AN OPTION THAT MIGHT

[02:20:02]

NO, LIKE WE HAVE STATED OVER.

AND OVER AGAIN THAT WE'RE NOT DOING. BUT I WANT TO BE ABLE TO GO TO A COMMUNITY MEMBER.

AND SAY, HEY, ONE OF THE OPTIONS THAT WE COULD DO TO HELP MAYBE MAKE SURE EVERY PART OF OUR DISTRICT HAS A REPRESENTED VOICE AT THE TABLE IS TO EXPLORE SINGLE MEMBER DISTRICTS. AND GUESS WHAT? THIS IS WHAT IT COULD LOOK LIKE. THIS IS WHAT A TYPICAL MAP WOULD BE. IS THIS WHAT YOU WERE CONSIDERING? IS THIS BREAKUP OF CAMPUSES? AND OUR COMMUNITY MIGHT SAY, WELL, WE'RE NOT BEING REPRESENTED, BUT THAT'S NOT WHAT WE WANT.

WE SHOW GOOD FAITH THAT WE TOOK THEM SERIOUSLY. WE HEARD THEIR VOICE. AND WE SOUGHT A SOLUTION WHERE WE WERE ABLE TO. AND. SO FOR ME, LIKE WHAT YOU ALSO STATED, CORRECT ME IF I'M WRONG, THE RESOLUTION CONCEPT OF.

TONIGHT IS TO START THIS IN THE NAME OF TRANSPARENCY.

SO THAT THE COMMUNITY DOESN'T THINK THAT WE'RE TALKING ABOUT THIS IN PRIVATE. AND PRIVATE. AND PRIVATE. AND THEN THERE IS ALL OF A SUDDEN A PUBLIC HEARING SEVEN DAYS BEFORE A MEETING IN THE NEWSPAPER. THEY ARE WITH US AS WE DRAW THE MAPS.

AND MAYBE REDRAW THE MAPS. AND THEN WE GET TO HEAR FROM IT.

AND. SO I JUST KNOW FROM MY PERSPECTIVE, I WANT COMMUNITY MEMBERS TO MAKE AN INFORMED OPINION ABOUT WHETHER OR NOT THIS ADDRESSES THE CONCERNS THAT I HAVE HEARD FROM LARGE GROUPS IN OUR COMMUNITY.

DR. CRUTCHFIELD, I HAVE ONE MORE QUESTION. OK, GOOD.

IN YOUR EXPERIENCE IN SCHOOL DISTRICTS OF OUR SIZE. AND STARTING THIS PROCESS, WHAT WOULD THE COST BE? THE COST REALLY DEPENDS ON HOW MUCH YOU CAN. CAN YOU GIVE US A RANGE? YEAH, I CAN GIVE YOU A RANGE. AND. SO OBVIOUSLY WE BUILD FOR OUR WORK BY THE HOUR. WE WOULD BE ON THE DISTRICT'S BEHALF RETAINING THE SERVICES OF A DEMOGRAPHER. IT IS IT IS NOT CHEAP. I MEAN, I'M NOT GOING TO TELL YOU THAT THIS IS A LOOKING FOR ROUND NUMBERS OR HOW MUCH WE'VE ALREADY SPENT. I CAN HEAR YOU.

I THINK WHAT WE'RE LOOKING AT PROBABLY IS IN THE NEIGHBORHOOD OF I WOULD SAY IF I HAD TO COMMIT TO A RANGE AT THIS POINT, I WOULD SAY PROBABLY IN THE NEIGHBORHOOD OF 10 TO 20,000. AND THAT'S VERY MUCH A FUNCTION OF HOW INVOLVED YOU NEED THE LAWYERS TO BE. ARE WE ATTENDING MEETINGS VIRTUALLY VERSUS IN PERSON? HOW MANY CYCLES OF MAPS DO WE GO THROUGH? HOW HEAVILY DO YOU WANT US INVOLVED IN YOUR COMMUNITY OUTREACH? I KNOW THAT'S LIKE PROBABLY A LARGE RANGE THAT YOU'RE THINKING. I'VE JUST TOLD YOU IT LIKE A TEN THOUSAND DOLLAR SWING. BUT WHAT I CAN TELL YOU IS THAT WE WILL BE VERY WE ARE COST CONSCIOUS. WE DO OUR BEST TO BE EFFICIENT. AND WE WILL BE COMMUNICATIVE ABOUT YOUR BUDGETARY CONSTRAINTS. AND HOW THINGS ARE STACKING UP IN TERMS OF COST. DO YOU KNOW HOW MUCH WE'VE ALREADY SPENT? I DO NOT KNOW HOW MUCH YOU'VE ALREADY SPENT.

DR. REED, YOU HAD YOUR HAND UP TO I THINK. YES, I WANTED TO ASK YOU WERE SAYING TO.

AND I.

THANK YOU FOR EXPRESSING THAT THAT WE WOULD ENGAGE THE COMMUNITY. HOW SOON DO YOU ADVISE US TO HAVE A COMMUNITY CONVERSATION? SO IF THE DECISION. TONIGHT IS TO MOVE FORWARD, THEN I THINK THE. NEXT STEP IS TO PLAN A VERY SPECIFIC TIMELINE AROUND YOUR GOALS.

AND I THINK THE. FIRST QUESTION IS, IS DO IS ENGAGING COMMUNITY AROUND WHAT ARE THE OBJECTIVES IN SINGLE MEMBER DISTRICTING? AND. SO IF THAT'S WHERE WE WERE TO START IN TERMS OF COMMUNITY OUTREACH, WE WOULD NEED TO DO THAT VERY SOON. OK, I'M HOPING THIS IS MY LAST QUESTION. SO YOU'RE YOU'RE SAYING TO ME THAT WE AS A BOARD NEED TO. FIRST IDENTIFY OUR GOALS, OUR VALUES, AND THEN HAVE A DECIDE ON HAVING A COMMUNITY CONVERSATION. IS THAT CORRECT? OR ENGAGING THE COMMUNITY. AND WE TOGETHER IDENTIFY VALUE? I THINK YOU COULD DO IT EITHER WAY. I THINK WHATEVER IS GOING TO WORK BEST FOR YOU. AND HOW YOU GUYS LIKE TO HOW YOU LIKE TO SCHEDULE THINGS. AND LAY THINGS OUT AS A BOARD. WE CAN MOST OFTEN WE START WITH THE BOARD. AND A CONVERSATION WITH THE BOARD.

AND THEN WE BROADEN IT TO A COMMUNITY CONVERSATION.

BUT IF WHAT YOU'RE LOOKING FOR IN THE. FIRST PLACE IS TO HEAR FROM YOUR COMMUNITY ABOUT WHETHER TO DO THIS, HOW TO DO IT, ET CETERA, THEN IT MAKES SENSE TO START THERE. AND THEN TAKE THAT. AND PUT IT INCORPORATED INTO YOUR INTO YOUR PLANNING.

THANK YOU. ANYBODY ELSE? I HAVE DONE A. GREAT JOB ANSWERING ALL QUESTIONS. I THINK MY COLLEAGUES HAVE DONE A GOOD JOB OF ASKING MOST OF BECAUSE THIS IS PRELIMINARY.

SO I'M TRYING TO THINK IF THERE IS ANYTHING ELSE TO I THINK WE'LL HAVE SOMETHING FOR CONSIDERATION LATER

[02:25:01]

SO WE CAN ASK THAT.

BUT I APPRECIATE YOUR TIME.

AND THERE'S NOTHING ELSE. WE WILL MOVE ON TO THE. NEXT ITEM.

THANK YOU. OUR PLEASURE TO BE HERE. ALL. RIGHT. SO WE HAVE BUSINESS ITEMS REQUIRING BOARD ACTION. FIRST IS ITEM ELEVEN POINT ONE CONSIDERATION.

AND APPROVAL OF ACTION OF TEACHER CONTRACT ABANDONMENT.

SO TRUSTEES, THE RECOMMENDED MOTION IS THAT THE BOARD DETERMINE THAT GOOD CAUSE DID NOT EXIST UNDER TEXAS EDUCATION CODE SECTION TWENTY ONE POINT TWO ONE ZERO C TWO FOR TEACHERS. KIMBERLY FULLER, MAURO BRAVO, ANGELA BARNES, LASHANA LANGRUM, CATHERINE BEALE. AND HANNAH BRUCE TO ABANDON THEIR TEACHER CONTRACTS WITH MANSLOW ISD.

AND THAT THE BOARD AUTHORIZES.

SUPERINTENDENT TO NOTIFY THE STATE BOARD FOR EDUCATOR CERTIFICATION TO SEEK SANCTIONS AGAINST THE TEACHERS TEACHING CERTIFICATES.

SO MOVED BY JASON THOMAS.

SECOND. SECONDED BY ANNA HORN. ALL. RIGHT. IS THERE.

ANY DISCUSSION ON THIS ITEM? TRUSTEES TO MY LEFT. NO TRUSTEES TO MY. RIGHT. OH, I DO.

MR. CANNON. SO TEACHERS CITED THAT ARE RECEIVING PROMOTIONS IN OTHER DISTRICTS ARE ALSO INCLUDED ON THIS LIST.

CORRECT. I'M SORRY. I HEARD PART OF THAT. COULD YOU PLEASE LIST IT IN THE AGENDA ITEM THAT ARE BEING PROMOTED OR HAVE PROMOTIONS IN OTHER DISTRICTS ARE LISTED ON THIS LIST AS. WELL.

CORRECT. THAT'S CORRECT. THAT MEANS THEY'VE STOPPED REPORTING TO OUR JOBS HERE. YES, SIR.

AND THAT IS, ALTHOUGH OFTENTIMES THAT'S A BIT OF A MISNOMER, THAT'S NOT ONE OF THE ALLOWABLE REASONS FOR US BACK TO MOVE.

THANK YOU IS THE SAME POLICY IN PLACE FOR CENTRAL OFFICE STAFF AS.

WELL. YES, SIR. ANYONE ON CHAPTER 21 DISTRICT UNLESS THEY HAVE BEEN RELEASED.

THANK YOU. ALL. RIGHT. ANYONE ELSE ON THE LEFT. ANYONE TO MY. RIGHT DISCUSSION ON THIS ITEM.

OKAY.

OKAY. SO SEEING. NO FURTHER DISCUSSION, ALL THOSE IN FAVOR OF THIS MOTION, PLEASE RAISE YOUR HANDS. ALL THOSE OPPOSED TO THIS MOTION.

RAISE YOUR HAND. ALL. RIGHT.

THAT. MOTION CARRIES SIX ONE.

SO WE WILL NOW MOVE TO.

ITEM 11.2 CONSIDERATION. AND APPROVAL OF RESOLUTION NUMBER 27-06 ADOPT ORDINANCE LEVYING TAXES FOR THE YEAR 2026. AND DIRECTING THE ASSESSMENT. AND COLLECTION OF TAX TAXES. SO THERE ARE THREE MOTIONS HERE, TRUSTEES. THE. FIRST RECOMMENDED MOTION IS THAT THE PROPERTY TAX RATE BE INCREASED BY THE ADOPTION OF A TAX RATE OF ONE DOLLAR ONE FOUR SIX NINE ONE POINT ONE FOUR SIX NINE, WHICH IS EFFECTIVELY A FIVE POINT TWO NINE PERCENT INCREASE IN THE TAX RATE. SO MOVED.

MOVED BY.

TRUSTEE THOMAS. SECOND.

SECONDED BY.

MISS GOOCH. ALL. RIGHT. IS THERE. ANY DISCUSSION TRUSTEES TO MY. RIGHT. NONE ON THE LEFT. ALL. RIGHT. SO SEEING. NO DISCUSSION. ALL THOSE IN FAVOR OF THIS MOTION, PLEASE RAISE YOUR HANDS. ALL.

RIGHT. THAT. MOTION CARRIES SEVEN ZERO. THE. NEXT RECOMMENDED MOTION IN THIS ITEM IS THAT THE ADOPTION OF THE MAINTENANCE. AND OPERATIONS TAX RATE OF ZERO POINT SEVEN EIGHT SIX NINE BE APPROVED. MOVED BY.

TRUSTEE THOMAS. SECONDED BY.

DR. REED. ANY DISCUSSION ON THIS ITEM. POINT. I'M SORRY.

THAT WAS NEWSOM.

OKAY. SECONDED BY.

MISS NEWSOM. ANY DISCUSSION TO MY LEFT TRUSTEES ON THIS ONE TO MY. RIGHT. NO DISCUSSION. ALL THOSE IN FAVOR OF THIS MOTION, PLEASE RAISE YOUR HAND. ALL.

RIGHT. THAT MOTION ALSO CARRIES SEVEN ZERO. THE THIRD MOTION IN THIS ITEM IS THAT THE ADOPTION OF THE INTEREST IN THINKING TAX RATE OF POINT THREE SIX ZERO ZERO BE APPROVED. ALL. RIGHT. THAT MOVE BY.

DR. REED. AND SECONDED BY.

TRUSTEE THOMAS. ANY DISCUSSION TO MY. RIGHT OR TO MY LEFT.

NONE. SO. ALL THOSE IN FAVOR OF THIS MOTION, PLEASE RAISE YOUR HANDS.

THAT. MOTION CARRIES SEVEN ZERO. SO. WE WILL MOVE TO ITEM ELEVEN POINT THREE.

CONSIDERATION. AND APPROVAL OF THE. FIRST READING OF POLICY ONE TWO SEVEN. AND MISD LOCAL UPDATES. SO TRUSTEES THE RECOMMENDED MOTION IS TO APPROVE THE. FIRST READING OF TASB UPDATE ONE TWENTY SEVEN. AND MISD LOCAL UPDATE POLICIES AS PRESENTED. SO, MOVED. THAT WAS MOVED BY.

DR. REED, SECONDED BY.

MS. NEWSOM. ANY DISCUSSIONS, TRUSTEES TO MY LEFT? ALL.

RIGHT. ALL THOSE IN FAVOR,

[02:30:03]

THAT. MOTION CARRIES 7-0, WHICH MOVES US TO.

ITEM 11.4, DISCUSSION OF PROPOSED EMERGENCY AMENDMENT TO DNA LOCAL. SO THE RECOMMENDED MOTION IS TO APPROVE THE EMERGENCY READING OF TASB MISD LOCAL DNA AS PRESENTED. SECOND.

OKAY. MOVED BY.

DR. REED. AND SECONDED BY.

TRUSTEE THOMAS. ANY DISCUSSION TO MY. RIGHT? MY LEFT. ALL.

RIGHT. ALL THOSE IN FAVOR, PLEASE RAISE YOUR HANDS. ALL.

RIGHT.

OKAY. THAT. MOTION CARRIES 7-0.

ALL. RIGHT. NOW WE'RE ON.

ITEM 11.5, WHICH IS THE CONSIDERATION. AND APPROVAL OF COMPLIANCE CERTIFICATION TEMPLATE RETEC 39.008 AS ENACTED BY SENATE BILL 12. THE RECOMMENDED MOTION HERE IS TO APPROVE THE CERTIFICATION OF COMPLIANCE REGARDING TEXAS EDUCATION CODE 39.008 AS PRESENTED. SECOND. MOVED BY.

MS. NEWSOM, SECONDED BY.

MR. THOMAS. SO IT'S BEEN MOVED.

AND SECONDED. IS THERE. ANY DISCUSSION TO MY LEFT? TO MY.

RIGHT. ALL THOSE IN FAVOR, PLEASE RAISE YOUR HANDS.

OKAY. THAT. MOTION CARRIES 7-0.

MOVES US TO.

ITEM 11.6, CONSIDERATION. AND POSSIBLE ACTION REGARDING A RESOLUTION TO INITIATE PROCESS FOR CHANGE TO SINGLE MEMBER DISTRICTS.

THE RECOMMENDED MOTION IS TO ADOPT THE RESOLUTION AS PRESENTED. SO MOVED. MOVED BY.

TRUSTEE THOMAS. SECOND.

SECONDED BY.

MS. HORN. IS THERE. ANY DISCUSSION, TRUSTEE, TO MY.

RIGHT? MS. NEWSOM. AND THEN.

DR. REED. IS THERE AN OPTION FOR US TO TABLE THIS FOR MORE DISCUSSION? ARE YOU MAKING A MOTION TO TABLE? YES.

OKAY. SO TO TABLE MEANS THAT WE WILL TAKE THIS BACK UP IN THE SAME MEETING. IS THAT WHAT YOU'RE WANTING TO DO? ARE YOU WANTING TO POSTPONE THIS? I WOULD PREFER TO POSTPONE THIS FOR MORE CONVERSATION. YOUR MOTION IS TO POSTPONE UNTIL WHEN? NEXT MEETING.

OKAY. SO I HAVE A MOTION ON THE FLOOR TO POSTPONE THIS RESOLUTION TO THE. NEXT MEETING THAT NEEDS A. SECOND. SECOND.

DR. REED SECONDS. IS THERE.

ANY DISCUSSION? TO MY. RIGHT.

I'LL LET Y'ALL START. NO? WELL, I FEEL LIKE I'VE KIND OF DISCUSSED MY POINTS. I JUST, I FEEL LIKE THERE'S A LOT MORE INFORMATION TO BE HAD BEFORE WE ENGAGE LEGAL COUNSEL TO SPEND. SO THAT'S REALLY MY FUNDAMENTAL REASON AT THIS POINT. SO.

OKAY.

DR. REED. AND I'D LIKE TO TAKE THE ADVISEMENT OF THE ATTORNEYS THAT WERE ALREADY WORKING ON THIS PROJECT TO SEEK AN OPEN DISCUSSION WITH OUR STAKEHOLDERS. SO I'D LIKE TO, THAT IS ONE OF THE, THAT'S THE REASON I TAKE IT.

OKAY. SO THE MOTION ON THE FLOOR IS TO POSTPONE THIS VOTE UNTIL THE. NEXT MEETING. SO WE HAVE A. FIRST, A. SECOND, AND WE'RE ON DISCUSSION NOW. ANY DISCUSSION ON THIS SIDE? NO.

OKAY. SO. ALL THOSE IN FAVOR OF POSTPONING THE RESOLUTION TILL.

NEXT MEETING, PLEASE RAISE YOUR HANDS. ALL.

RIGHT. THREE. AND ALL THOSE OPPOSED, PLEASE RAISE YOUR HAND. ALL.

RIGHT. THAT'S FOUR. SO THAT MOTION FAILS. AND. SO NOW WE WILL CONSIDER THE ORIGINAL MOTION, WHICH IS TO ADOPT THE RESOLUTION AS PRESENTED. THE MOTION'S ALREADY OUT. SO POINT OF ORDER. IT'S ALREADY BEEN, THIS IS THE. FIRST MOTION, SO IT'S ALREADY BEEN. IT'S ALREADY BEEN. FIRST. AND.

SECOND. IS THAT ON RECORD? HOPEFULLY.

OKAY. ALL. RIGHT. SO NOW WE ARE AT DISCUSSION THEN ON THE ORIGINAL MOTION TO ADOPT THE RESOLUTION AS PRESENTED.

IS THERE. ANY DISCUSSION TO MY. RIGHT? YES.

MS. NEWSOM. I DON'T AGREE WITH SPENDING $20,000 PLUS AT THIS MOMENT WITHOUT THIS BEING SOMETHING THAT WE FULLY UNDERSTAND FURTHER FOR CONSEQUENCES. I BELIEVE $30,000. RIGHT NOW COULD BE SPENT BETTER ON STUDENTS FOR BETTER OUTCOMES. AND TEACHERS.

THANK YOU.

DR. REED. YES.

DR. CRUTCHFIELD.

THANK YOU. I WOULD LIKE FOR US TO, AGAIN, TAKE THE ADVISEMENT OF THE ATTORNEYS. AND HAVE A CONVERSATION WITH OUR STAKEHOLDERS BEFORE WE MOVE FORWARD ON THIS. SO I DON'T AGREE.

THERE'S SOME LANGUAGE IN THE RESOLUTION THAT IS CONFLICTING.

[02:35:02]

THANK YOU FOR ALLOWING ME TO DISCLOSE WHAT I'M THINKING.

ALL. RIGHT. ANYONE ELSE ON THE. RIGHT? ON THE LEFT.

MS. HORN. YEAH. I WOULD LIKE TO SAY I FEEL LIKE TO ENGAGE STAKEHOLDERS IN A INTELLIGENT WAY, WE NEED MORE INFORMATION THAN WHAT Y'ALL WERE ABLE TO PRESENT.

MORE CONVERSATIONS WITHOUT DATA, RESEARCH INFORMATION IS STILL JUST A BUNCH OF PEOPLE THROWING OUT THEIR OPINIONS, WHICH ARE FINE, BUT I WOULD LIKE THE CONVERSATION TO CENTER AROUND INFORMED OPINIONS. AND TO.

MS. NEWSOM'S POINT, I THINK SHE SAID 30,000, EVEN THOUGH THEY SAID 10 TO 20, I THINK THAT IS FOR THE COMPLETED PROCESS.

AT ANY POINT, WE COULD LEARN SOMETHING. AND IN DISCUSSION WITH OUR COMMUNITY, WE CAN STOP THE PROCESS IN THE MIDDLE OF DOING. SO. BUT I THINK SEEING HOW THIS COULD LAY OUT WILL BE REALLY BENEFICIAL FOR US AS A BOARD TO KNOW IF IT IS GOING TO ADDRESS THE REPRESENTATION CONVERSATION, WHETHER IT BE CAMPUS, NEIGHBORHOOD, WHATEVER, AND WE CAN ABANDON MID PROCESS, WE CAN ABANDON THIS AT ANY POINT IN THE PROCESS, BUT WITHOUT ANY MORE INFORMATION, IT WOULD ALL BE CONJECTURE. SO THE REASON WHY, IF IT'S 10,000 OR WHATEVER, TO THE POINTS MADE EARLIER.

TONIGHT, THERE ARE A LOT OF DECISIONS THAT ARE GOING TO HAVE TO BE MADE IN SCHOOLS THAT ARE IN PUBLIC EDUCATION OVER THE.

NEXT FEW YEARS. SOME REALLY FAST, LIKE WE'VE DISCUSSED WITH OUR FINANCIAL FUTURES COMMITTEE, AND SOME EACH YEAR AFTER THAT. AND IF WE CONTINUE MAKING THESE HARD DECISIONS WHEN WE HAVE PORTIONS OF OUR COMMUNITY CLAIMING THAT THEY ARE NOT BEING CONSIDERED, THAT THEY ARE NOT BEING HEARD, THAT THEY ARE NOT BEING REPRESENTED, WHY WOULD WE CONTINUE GOING DOWN THESE HARD ROADS, THESE HARD CONVERSATIONS, THESE HARD DECISIONS WHEN PORTIONS OF OUR COMMUNITY DON'T FEEL LIKE THEY'RE BEING CONSIDERED? AND. SO LIKE SOMETHING THAT WAS SAID AT A PREVIOUS BOARD MEETING, BOTH THINGS CAN BE TRUE AT ONE TIME. THIS IS IMPORTANT WORK, AND MONEY IS TIGHT.

RIGHT NOW BECAUSE OF THE ENVIRONMENT THAT WE'RE IN. BUT AT THE END OF THE DAY, YOU PUT DOLLARS BEHIND WHAT IS VALUED. AND MAKING SURE THE FUTURE OF PUBLIC EDUCATION IN MANSFIELD ISD IS CONSIDERED FROM EVERY CITY, EVERY ZIP CODE, EVERY COUNTY, EVERY FAMILY THAT HAS TO SEND THEIR KIDS INTO OUR CARE, THEN I THINK THAT THAT IS GOING TO BE MONEY. WELL SPENT.

WHETHER IT'S $5,000, WHETHER IT'S THE FULL $20,000, I THINK WE NEED MORE INFORMATION TO SEE IF THIS CAN ADDRESS THE CONCERNS THAT HAVE BEEN RAISED.

MR. CANNON. I HEAR THAT. I RESPECT THAT. I DO THINK, AND I RESPECT PEOPLE'S COMMENTS BECAUSE THAT'S THEIR LIVED EXPERIENCE, RIGHT? I CAN'T SAY THAT THAT'S NOT IT.

BUT I ALSO, WE ALSO HAVE TO TAKE INTO ACCOUNT THAT THEIR LIVED EXPERIENCE IS THROUGH THE LENS OF DIFFERENT LEADERSHIP. AND AS A BOARD, WHEN WE TALK ABOUT GOVERNANCE, WE'VE SELECTED A.

SUPERINTENDENT WE HAVE TO TRUST IN HER THAT SHE SELECTED THE.

RIGHT TEAM THAT WILL ENSURE THAT THAT'S NOT THE COMMUNITY'S DISPOSITION ANY LONGER. AND.

SO TWO THINGS CAN BE TRUE, RIGHT? I THINK THAT WE CAN GET THE INFORMATION, BUT ALSO WHAT I JUST STATED, RIGHT? MY QUESTION IS, IN OUR DISCUSSIONS, HAVE WE, IS THERE, HAS THERE BEEN A MOTION MADE TO PUT A CAP ON EXPENSES THROUGHOUT THIS PROCESS? BECAUSE I DO AGREE WITH.

TRUSTEE NEWSOM, RIGHT? WE DO HAVE A FIDUCIARY RESPONSIBILITY, BUT ALSO THINGS COST MONEY.

EVERYTHING WE DO IN THE DISTRICT COSTS MONEY.

THE LIGHTS THAT ARE ON. RIGHT NOW ARE COSTING US MONEY.

BUT WE HAVE TO DO SOMETHING IN ORDER TO GET THE OUTCOME THAT WE WANT. AND I THINK WE HAVE TO HAVE THOSE CONVERSATIONS TO ENGAGE WITH THE COMMUNITY, SO. YEAH, AND YOUR QUESTION, I THINK THAT'S UP TO US, RIGHT? THAT QUESTION, DID YOU HAVE ANYTHING, MS. GOOCH? NOPE. I DO HAVE ONE LAST THING.

OKAY.

MR. THOMAS. I JUST WANTED TO SAY THAT IN EVERY INSTANCE THAT I'VE SEEN IT GO TO LITIGATION WHERE PEOPLE WERE UNHEARD. AND DIDN'T FEEL RECOGNIZED. AND THEY TOOK IT TO TRIAL. AND THEY WENT TO COURT. AND EVERYTHING,

[02:40:02]

WE'RE TALKING ABOUT HUNDREDS OF THOUSANDS OF DOLLARS, LOTS OF LEGAL HOURS, AND YEAH. AND IT TOOK YEARS. SO THAT'S JUST MY TWO CENTS. ALL. RIGHT, DR.

REED.

THANK YOU, DR. CRUTCHFIELD.

TO YOUR POINT, MS. HORN, I THINK A WAY THAT WE CAN GATHER ALL OF THAT INFORMATION. SO THAT IF THERE ARE THINGS THAT WE CAN DO BETTER OR WE CAN DO MORE. AND THERE ARE THINGS THAT.

DR. SPENCER. AND HER TEAM CAN DO, WE CAN GATHER THAT INFORMATION IN AN ENVIRONMENT WHERE IT WOULD BE A COMMUNITY CONVERSATION THAT DOES NOT COST US ADDITIONAL FUNDS. AND JUST ONE LAST THING.

DR. SPENCER'S FINANCIAL FUTURES COMMITTEE SHOULD BE CONCLUDING IN DECEMBER, RIGHT? AND THE REPORT WOULD PROBABLY GET TO YOU. AND ALL OF US AROUND JANUARY, SOMETHING LIKE THAT. THEY'RE GOING TO PRESENT IN DECEMBER. AND.

SO IN TERMS OF BEING VERY COGNIZANT OF OUR FINANCES, I THINK IT WOULD BEHOOVE US TO AT LEAST HAVE A CONVERSATION THAT DOESN'T COST US AS MUCH, MS. HORN, AND THEN ALLOW THE FINANCIAL FUTURES COMMITTEE TO GATHER INFORMATION. SO THAT WE WOULD HAVE SOME TYPE OF IDEA OF WHERE WE WOULD MOVE FORWARD IN TERMS OF OUR FIDUCIARY CONCERNS.

SO.

MS. IRVING CAN THEN FIND MORE MONEY SOMEWHERE ELSE, BUT WE COULD ALSO KNOW WHERE WE ARE.

AND HOW WE GOT HERE. AND. SO I THINK BOTH OF THOSE, WE'RE SAYING THE SAME THING, RIGHT? BOTH CAN BE TRUE. I THINK WE CAN DO SOMETHING THAT DOESN'T COST US AS MUCH. AND GAIN THE INFORMATION FROM OUR COMMUNITY. WHAT CAN WE DO MORE? WHAT CAN THE DISTRICT DO MORE? AND THEN ALSO, HOW DO WE MOVE FORWARD FINANCIALLY? OKAY. ANYTHING ELSE, DR. REED? OH, JUST KIDDING. TRYING TO LIGHTEN THE SITUATION.

OKAY. ALL. RIGHT. SO CONSIDERING THIS MOTION, YOU ALL HAVE HAD GOOD POINTS.

WHAT I THINK I LIKE ABOUT THE RESOLUTION. AND INITIATING THE PROCESS IS THAT IT INVITES EVERYBODY. IT FEELS LIKE OBVIOUSLY PEOPLE HAVE FELT NOT REPRESENTED. MAYBE SOME PEOPLE FEEL LIKE THINGS ARE FINE.

BUT AGAIN, I SEE THIS AS AN OPPORTUNITY TO LEARN MORE. AND I ALSO DON'T THINK YOU CAN PUT A DOLLAR VALUE ON FEELING REPRESENTED.

AND IF YOU HAVE NEVER FELT UNREPRESENTED, THEN YOU DON'T KNOW WHAT THAT MEANS TO THE STUDENT EXPERIENCE.

AND. SO REMEMBER, WE LISTEN TO PARENTS WHO ARE OUR VOTERS.

AND COMMUNITY MEMBERS, BUT THOSE PEOPLE REPRESENT OUR CHILDREN. AND. SO I THINK EVERY CHILD HAS AT LEAST ENOUGH VALUE FOR US TO STEP UP. AND ASK THE QUESTIONS OF OUR COMMUNITY.

AND I THINK THIS RESOLUTION ALLOWS US TO TAKE THAT STEP.

SO. WITH THAT, ALL THOSE IN FAVOR OF PASSING THIS RESOLUTION, PLEASE RAISE YOUR HANDS. THAT IS FOUR. ALL THOSE OPPOSED? THREE. SO THAT. MOTION CARRIES FOUR, THREE.

THANK YOU, TRUSTEES. WE WILL MOVE UP TO.

ITEM 12, 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.

BEFORE WE VOTE, DOES ANY BOARD MEMBER WISH TO PULL AN ITEM FROM THE CONSENT AGENDA? MS. NEWSOM. I HAVE TO RECUSE FROM THAT.

OKAY. THAT'S MY UNDERSTANDING.

ALL. RIGHT. SO LET'S PULL.

ITEM 12.1. AND VOTE ON THE REST OF THE CONSENT AGENDA AS PRESENTED. SO THE MOTION IS TO APPROVE THE CONSENT AGENDA WITH THE REMOVAL OF 12.1. ALL THOSE IN FAVOR OF THAT MOTION, PLEASE RAISE YOUR HANDS. ALL.

RIGHT. THAT CARRIES SEVEN, ZERO. NOW WE WILL CONSIDER.

ITEM 12.1, THE APPROVAL OF MINUTES FROM THE JULY 28, 2026 REGULAR BOARD MEETING.

AND AUGUST 4, 2026 CALLED BOARD MEETING. THE MOTION WOULD BE TO APPROVE THESE MINUTES AS PRESENTED.

MS. GOOCH MOVES. SECOND.

MS. HORN SECONDED. SO. ANY DISCUSSION ON THIS? NO. ALL THOSE IN FAVOR OF APPROVING THOSE MINUTES, RAISE YOUR HANDS. ALL. RIGHT.

THAT IS, I'M SORRY, I DIDN'T SEE THE LEFT.

[02:45:01]

SUPERINTENDENT'S REPORT. AND REMEMBER, THIS REPORT IS FOR DISCUSSION PURPOSES. TODAY WE DO HAVE.

DR. SPENCER WHO WILL SHARE HER 100-DAY REPORT WITH US. AND.

SO THAT WILL COME UP. BUT DOES ANYONE HAVE ANYTHING OTHER THAN THE 100-DAY REPORT TO DISCUSS WITH.

DR. SPENCER FROM THE.

SUPERINTENDENT'S REPORT? NO? ALL. RIGHT. SO THEN. WE'LL MOVE TO.

ITEM 13.14, BOARD COMMITTEE REPORTS. AND. SO IN THIS PORTION OF THE AGENDA, IT'S FAIRLY NEW. OUR BOARD COMMITTEES WILL SHARE HIGHLIGHTS OF THE WORK THEY'VE DONE ON A ROTATING BASIS THROUGHOUT THE YEAR. AND. SO THE REPORT FOR AUGUST IS BOARD OVERSIGHT. AND JUST TO RECAP OF THE BOOK WE'RE STUDYING.

AND WHAT WE USE FOR TEAM OF EIGHT TRAINING, THAT BOOK, AGAIN, IS THE FIVE HABITS OF HIGHLY EFFECTIVE BOARDS, COVERED HABITS ONE. AND HABITS TWO WITH FUTURE HABITS TO BE COVERED IN UPCOMING BOARD MEETINGS. SO THIS IS, AGAIN, A PIECE OF OVERSIGHT IN HOW WE'RE HOLDING OURSELVES ACCOUNTABLE TO PROFESSIONAL DEVELOPMENT.

ANYONE ELSE FROM THE COMMITTEE? ANYTHING ON REPORTS? MS. HORN? YEAH. I WANTED TO BE ABLE TO ADDRESS A QUESTION THAT WAS JUST RAISED EARLIER IN PUBLIC COMMENTS.

SOMEBODY WANTED TO KNOW SPECIFICALLY HOW THE DISTRICT DECIDES TO CHARGE FOR PIA'S COPIES LABOR. AND I JUST WANTED TO STATE ON THE RECORD THAT THAT IS ALL DETERMINED BY LAW. TEXAS GOVERNMENT CODE DICTATES HOW MUCH WE CAN CHARGE PER SHEET OF PAPER, HOW MUCH WE CAN CHARGE PER LABOR. WE ARE CAPPED AT THOSE THINGS. AND THE PARAMETERS AROUND THAT. SO ANYBODY THAT WOULD LIKE TO KNOW WHAT THOSE PARAMETERS ARE, YOU CAN GO LOOK THAT UP IN OUR TEXAS GOVERNMENT CODE.

BUT FURTHER, THERE WAS A CLAIM MADE ABOUT THE REPORT THAT WE POSTED LAST MONTH, SPECIFICALLY THAT OUR BOARD IS UPSET FOR THE COMMUNITY FILING PUBLIC INFORMATION ACT REQUESTS. AND I JUST WANT TO CORRECT THAT ON THE RECORD BECAUSE IT'S NOT ACCURATE. AND I WANTED OUR COMMUNITY TO HAVE THE FULL CONTEXT. THE REPORT IN QUESTION ACTUALLY, COVERED THREE THINGS. IT COVERED THE OVER $32,000 WE HAVE HAD TO SPEND IN LEGAL FEES ALONE, ADDRESSING REPEATED CONCERNS.

AND ALLEGATIONS THAT SINCE THEN HAVE BEEN PROVEN, NOTHING HAS BEEN FOUNDED BY ANY OF THOSE. THEY'VE BEEN FOUND WITHOUT MERIT. SECOND, WHILE IT DID ADDRESS THE COST TO THE DISTRICT FOR THE PUBLIC INFORMATION ACT, NOT JUST MONEY. BUT IN STAFF TIME, DISTRICT RESOURCES, THE REPORT ACTUALLY, EXPLICITLY SAYS THAT PIAS. AND RECORD REQUESTS ARE THE COMMUNITY'S. RIGHT. AND THAT WE FULLY HONOR THAT. RIGHT WITHOUT COMPLAINT. WHAT WAS SPECIFICALLY ADDRESSED WAS JUST HOW MANY OF THOSE REQUESTS KEPT COMING IN THAT WERE TIED DIRECTLY TO THOSE SAME UNFOUNDED ALLEGATIONS. AND. SO LAST, THE REPORT LAID OUT A NEW FORMAL PROCESS THIS BOARD HAS ADOPTED FOR FUTURE CONCERNS.

AND HOW THOSE WILL BE EVALUATED BASED ON EVIDENCE, NOT ON HOW LOUDLY OR HOW OFTEN A CLAIM IS MADE. AND. SO AGAIN, ON THE RECORD, NOWHERE IN THAT REPORT OR IN MY REMARKS DID THIS BOARD EVER EXPRESS ANGER AT OUR COMMUNITY FOR SEEKING TRANSPARENCY.

IN FACT, WE DID ASK FOR THE SAME IN RETURN, THAT TRANSPARENCY THAT'S APPLIED HONESTLY. AND EVALUATED BY WHAT ACTUALLY, HAPPENED, NOT BY A CLIP THAT HAS BEEN TAKEN OUT OF CONTEXT. AND. SO I ENCOURAGE ANYONE WITH QUESTIONS, YOU CAN GO READ THE REPORT.

IT'S ON THE WEBSITE. IT'S IN THE AGENDA. YOU CAN SEE WHAT IT SAYS. AND I THINK IT SPEAKS FOR ITSELF FAR BETTER THAN ANY SECONDHAND SUMMARY CAN. ALL.

RIGHT. SO NOW WE'RE ON.

ITEM 13.15, BOARD MEMBER REPORTS. ANYBODY HAVE A REPORT TO MY LEFT? AUGUST? AUGUST, REPORT BOARD MEMBERS TO MY.

RIGHT. NO. ALL. RIGHT. JUST WANTED TO SAY CONGRATULATIONS AGAIN TO OUR SUMMER GRADUATES. AND WE GET TO MOVE NOW TO HEAR FROM.

DR. SPENCER, ITEM 13.16 ON HER 100 DAY REPORT, 100 DAYS. SO I THINK WE ARE HAVING SOME TROUBLE GETTING THE INFORMATION UPLOADED. AND. NO FAULT TO OUR TECH TEAM. THEY HAVE IT. SO DONALD IS.

MR. WILLIAMS IS WORKING WITH THEM ON THAT. BUT IN THE MEANTIME, I'M GOING TO GO AHEAD. AND GET STARTED.

AND THEN WE WILL CATCH UP WHEN THE PRESENTATION COMES UP, IF THAT'S OK. IS THAT OK WITH EVERYONE? OK. SO 100 DAYS.

IT SEEMS LIKE THAT HAS GONE REALLY FAST.

AND WASN'T SURE THAT WE HAD ALREADY REACHED 100 DAYS, BUT WE HAVE. AND. SO, AS YOU ALL KNOW, MY. FIRST OFFICIAL DAY WAS MARCH 1ST. AND. SO THIS

[02:50:01]

SO THOSE 100 DAYS ENDED AROUND JULY 31ST, THE END OF JULY. AND. SO THIS IS THE.

FIRST OPPORTUNITY SINCE THEN THAT I'VE HAD TO COME BEFORE THE BOARD IN THE COMMUNITY. IT WAS IMPORTANT FOR ME TO SHARE KIND OF WHAT HAPPENED WITHIN THOSE 100 DAYS. AND. SO IN THE COMMUNITY OUTREACH THAT I DID.

AND GOING. AND TALKING TO ALL OF OUR TEACHERS. AND OUR CAMPUSES, ONE OF THE THINGS THAT I COMMITTED TO WAS TO BRING THIS TO A COMMUNITY MEETING. AND TO HAVE THIS AS A BOARD MEETING.

SO THAT EVERYONE COULD HEAR THE RESULTS. AND WHERE WE ARE CURRENTLY. SO THERE WERE FIVE GOALS THAT WERE REALLY IMPORTANT AS I EMBARKED UPON THIS WORK. AND. SO THE. FIRST WAS REALLY TO ENSURE EFFECTIVE RELATIONSHIP. AND BUILDING OF RELATIONSHIPS WITH TRUSTEES. AND. SO REALLY ESTABLISHING THAT TEAM OF EIGHT. AND AS WE KNOW, WITH ALL RELATIONSHIPS, THEY GROW. AND. SO REALLY JUST LEARNING ABOUT EACH OTHER, HOW WE WORK, WHAT'S BEST FOR THAT. SO WE'LL TALK A LITTLE BIT ABOUT THAT. NUMBER TWO, THE GOAL WAS STRENGTHENING TRUST IN THE COMMUNITY. SO REALLY, AGAIN, WORKING ON RELATIONSHIPS, HEARING VOICES THROUGH OUR COMMUNITY PARTNERS, THROUGH BUSINESSES, THROUGH, MOST IMPORTANTLY, OUR STAFF, OUR STUDENTS. AND OUR OUR DEPARTMENTS. AND. SO REALLY LOOKING THROUGH THE LENS OF CONTINUOUS IMPROVEMENT, LOOKING AT THINGS THAT WE'RE DOING.

WELL. AND AREAS THAT WE CAN LOOK TO IMPROVE. GOAL THREE WAS REALLY LOOKING AT DISTRICT WIDE AT OUR CURRICULUM. AND OUR INSTRUCTIONAL PRACTICES, BEING SURE THAT WE ARE FOCUSING ON CLOSING GAPS. AND BEING SURE THAT OUR STUDENTS ARE CONTINUING TO BE COLLEGE CAREER. AND LIFE READY. AND THEN GOAL FOUR WAS REALLY ABOUT ASSESSING ORGANIZATIONAL EFFECTIVENESS, WHICH WE'VE TALKED ABOUT A LOT ABOUT HOW FUNDING IS IMPACTING OUR DISTRICT. SO OVERALL, LOOKING AT THE STRUCTURE OF OUR ORGANIZATIONAL STRUCTURE. AND THEN JUST OVERALL OUR FINANCIAL STATE. AND HOW WE CAN POTENTIALLY GET BETTER. AND CLOSE SOME OF THOSE GAPS. AND THEN GOAL FIVE WAS REALLY TO ENERGIZE OUR DISTRICT. AND REALLY FOCUS ON THE LAST FOUR YEARS OF VISION 2030. AND BEING SURE THAT. WE ARE MOVING IN THE.

RIGHT DIRECTION. AND WE WANT TO MEET THOSE GOALS THAT WE'VE BEEN WORKING FOR FOR THE LAST SIX YEARS. AND BE SURE THAT WE HAVE A GOOD PLAN ON CLOSING OUT VISION 2030.

AND. SO A LOT OF WHAT EVERYONE HAS HEARD ME TALK ABOUT IS LEADING WITH HEART.

THAT IS NOT JUST A STATEMENT FOR ME. THAT'S REALLY THE WAY THAT I LEAD. I'M. GREAT WITH SOMEONE ASKING WITH ME NOT BEING IN THE ROOM. THOSE THAT WORK WITH ME. IS THAT REALLY WHO SHE IS? AND IT IS. IT'S ALL ABOUT REMOVING BARRIERS, BUILDING CAPACITY, ACTING WITH WITH EMPATHY FOR THOSE THAT ARE AROUND US.

AND THEN DOING WHAT WE SAY WE WERE GOING TO DO. AND IF WE CAN'T DO IT, JUST BEING HONEST. AND SAYING, HEY, WE CAN'T DO THAT. AND PEOPLE HAVE RESPECTED THAT ALONG THE WAY. AND FOR THOSE OF YOU THAT ARE WATCHING ONLINE, YOU DO HAVE ACCESS TO THE PRESENTATION ONLINE. SO IF YOU ARE ONLINE, IT IS ONLINE FOR YOU TO VIEW.

AND. SO YOU CAN FOLLOW ALONG.

I'M GOING. RIGHT IN ORDER. OK, SO GOAL ONE WAS REALLY AROUND STRENGTHENING GOVERNANCE. AND OUR TEAM OF EIGHT. I'M THE NEWBIE. I'M NOT THE NEWBIE ANYMORE, BUT DEFINITELY BEING NEW TO A TEAM AROUND PEOPLE THAT HAVE VERY.

GREAT SKILLS. AND WE ALL BRING STRENGTHS TO THE TEAM. ONE OF THE THINGS THAT I'M VERY PROUD OF IS THE FORTY ONE AT THE TIME OF THIS FORTY ONE INDIVIDUAL ONE ON ONE MEETINGS THAT I'VE HAD WITH TRUSTEES. THAT'S REALLY THE WAY THAT WE ARE BUILDING RAPPORT. AND. SO THAT'S BEEN.

GREAT.

DR. REED. AND I, THROUGH HER LEADERSHIP TASK, SHE HAD A LOT OF INFORMATION ABOUT COMMUNICATION THROUGH BOARD HUBS. AND ESTABLISHING THAT. SO WE WERE ABLE TO COLLABORATE. AND REALLY BUILD SOMETHING THAT WAS AROUND COMMUNICATION. AND HOW WE ARE EFFECTIVELY ABLE TO COMMUNICATE TRANSPARENTLY.

THERE ARE STILL SOME HICCUPS.

AND WE ARE WE ARE DEALING.

WITH THAT AS IT GOES. WE ARE REALLY LIVING IN CONTINUOUS IMPROVEMENT IN THE REALM OF THE BOARD HUB, BUT IT IS A WORK IN PROGRESS.

AND IT'S ONLY BEEN A COUPLE OF MONTHS. AND. SO REALLY ANTICIPATE THAT GETTING BETTER WITH TIME. AND THEN JUST ONE OF THE THINGS IS JUST BEING SURE THAT AT THE TIME IT WAS FOUR BOARD MEETINGS, WE HAVE GONE BEYOND THAT AT THIS POINT. AND ONE OF THE. FIRST THINGS THAT WE HAD THE OPPORTUNITY TO DO WAS TO HAVE A BOARD RETREAT, WHICH I THINK WAS REALLY.

GREAT TO JUST ESTABLISH HOW WE ALL COMMUNICATE, HOW WE BEST COMMUNICATE. AND I JUST WANT TO.

THANK YOU ALL FOR THAT BECAUSE IT'S BEEN VERY HELPFUL TO UNDERSTAND WHAT YOU NEED.

AND VICE VERSA. WE ALSO HAVE THE OPPORTUNITY TO LEARN TOGETHER THROUGH THE SUMMER LEARNING INSTITUTE. SO WE SOME OF US WENT TO SAN ANTONIO TOGETHER. WE WENT TO FORT WORTH TOGETHER. WE GOT TO ATTEND SOME REALLY COOL SESSIONS THAT I THINK FIRED US UP AS A WHOLE TEAM OF EIGHT TO THINK ABOUT SOME THINGS THAT WE COULD DO. AND THAT'S ACTUALLY, SOME

[02:55:02]

COMMUNICATION. AND JUST WORKING FROM A SHARED VISION. SO ALWAYS IMPORTANT. WE'RE UP, BUT I AM ROLLING. I DON'T KNOW.

THIS PROBABLY DOESN'T WORK UP HERE. OK, THANK YOU. SO GOAL TWO IS BUILDING TRUST THROUGH LISTENING. AND ENGAGEMENT. THIS WAS PROBABLY MY MOST FAVORITE PART. I LIKE Y'ALL, BUT I REALLY LIKE TALKING TO ALL THE PEOPLE. AND BEING ON THE CAMPUSES. AND BEING IN THE COMMUNITY. AND. SO ONE OF THE THINGS THAT WAS REALLY IMPORTANT IS THAT I JUST REALLY WANTED TO HEAR FROM THE PEOPLE. AND. SO I CENTERED MY CONVERSATIONS WITH ANY GROUP THAT I HAD AROUND THREE QUESTIONS, AND THEY WERE THE SAME THREE QUESTIONS. NO MATTER WHAT GROUP I TALKED TO. AND THAT WAS IMPORTANT. SO THAT I COULD DEVELOP THEMES. AND WORK FROM THOSE THEMES IN ORDER TO MOVE THE WORK FORWARD. SO THE. FIRST QUESTION WAS ALWAYS WHAT ARE YOU PROUD OF WHEN YOU THINK OF MANSFIELD ISD AS A PARENT, AS A COMMUNITY MEMBER, AS AN EMPLOYEE? IT CAN BE ANY OF THEM. WHAT ARE THE THINGS THAT YOU'RE PROUD OF? QUESTION TWO WAS YOU ARE ALREADY DOING A. GREAT JOB, BUT WHAT DO YOU NEED TO DO YOUR JOB EVEN BETTER? AND I ALWAYS PREFACE IT WITH SAYING NOT PERSONNEL BECAUSE WE MADE IT VERY CLEAR WE'RE NOT GETTING ADDITIONAL PEOPLE FOR THE MOST PART. AND THEN QUESTION THREE WAS, HEY, I'M THE NEW. SUPERINTENDENT.

YOU'VE BEEN HERE FOR A WHILE.

WHAT ARE THE THINGS THAT ARE BUBBLING UNDERNEATH THE SURFACE THAT YOU KNOW IS KIND OF KITCHEN TABLE TALK WITH YOU ALL, BUT THAT YOU THINK THAT I WOULD NEED TO KNOW IN ORDER TO MOVE WORK FORWARD? THOSE ARE THE THREE QUESTIONS THAT GUIDED THE CONVERSATIONS THAT I HAD.

AND. SO I WAS ABLE TO ENGAGE WITH ALMOST THIRTY SEVEN HUNDRED OF OUR STAKEHOLDERS ACROSS THE DISTRICT, WHICH HAS BEEN PHENOMENAL.

PEOPLE HAVE OPENED UP. THEY'VE BEEN REALLY HONEST, CREATED A SPACE FOR US TO REALLY HAVE MEANINGFUL CONVERSATION. AND DIALOGUE. I HAD TWENTY ONE LISTENING SESSIONS WITH OUR DISTRICT DEPARTMENT.

SO THIS WAS NOT JUST TEACHERS OR JUST PRINCIPALS OR JUST COMMUNITY. THIS WERE OUR DEPARTMENTS THAT ARE KIND OF BOOTS ON THE GROUND. SO OUR POLICE DEPARTMENT, WE TALKED TO SPECIAL POPULATIONS, ALL OF OUR AS MANY OF THEM AS WE COULD. AND. SO JUST THAT THOSE ARE THE THINGS THAT WERE REALLY IMPORTANT.

THE ONE OF THE THINGS THAT I'M REALLY, REALLY I WAS PROUD OF IS THAT WE LAUNCHED STORYTIME MISD. AND THAT WAS REALLY TO STRENGTHEN, AS YOU SAW IN OUR DEMOGRAPHERS REPORT, OUR KINDERGARTEN NUMBERS ARE NOT WHAT WE WANT THEM TO BE. SO THIS WAS REALLY ABOUT ENGAGING FAMILIES WITH TWO. AND THREE YEAR OLDS.

SO THAT THEY COULD GET EXCITED ABOUT WHAT WE HAVE ON OUR CAMPUSES. THEY DON'T KNOW UNTIL THEY SEE IT. AND.

SO I REALLY WANT TO SEND A SHOUT OUT. AND A.

THANK YOU TO KATIE. AND OUR COMMUNICATIONS DEPARTMENT. SHE DID AN AMAZING JOB. ASHTON OLIVER, OUR LIBRARIANS THAT CAME IN DURING THE SUMMER. AND PUT THIS TOGETHER LAST MINUTE.

BUT TO SEE THE KIDS PARTICIPATING, HAVING A. GREAT TIME. THIS WAS A. GREAT LAUNCH TO REALLY TRYING TO GET SOME OF THOSE KIDS IN EARLIER. SO SOME OF THE EMERGING THINGS, I TOLD YOU THAT THERE ARE THOSE THREE QUESTIONS THAT I ASKED.

AND THEN LOOKING FOR THOSE THINGS THAT I HEARD OVER. AND OVER. THERE WERE SOME THINGS THAT IF I HAD THIRTY SEVEN HUNDRED PEOPLE, I HEARD THEM THIRTY SIX HUNDRED TIMES. AND THAT'S REALLY HOW WE STARTED GOING TO THINGS. AND PEOPLE LIKE IT. HEARD THAT BEFORE.

HEARD THAT BEFORE. SO ONE OF THEM WAS SUPPORTING. AND INVESTING IN PARAPROFESSIONALS TO WITH EXPANDING SPECIAL SERVICES FOR OUR SPECIAL EDUCATION STUDENTS. THREE WAS ADDRESSING THE STAFFING NEEDS ACROSS THE DISTRICT. SO LOOKING ACROSS OUR DISTRICT OVERALL, PROVIDING MEANINGFUL PROFESSIONAL LEARNING. AND THAT CAME FROM SEVERAL ENSURING THAT TECHNOLOGY ENHANCES INSTRUCTION. WE GOT A LOT OF FEEDBACK FROM TEACHERS. AND FROM PARENTS THAT THEY THOUGHT THAT TECHNOLOGY WAS TOO MUCH.

OUR KIDS HAVE BECOME TOO RELIANT. AND SOME OF THAT IS COMING FROM US AS A SCHOOL DISTRICT.

AND THEN THE LAST WAS BALANCING THE ASSESSMENTS TO MAXIMIZE INSTRUCTIONAL TIME.

SO THEY FELT LIKE WE WERE OVER TESTING. AND IN A NUTSHELL. SO LOOKING AHEAD, THESE LISTENING SESSIONS WILL CONTINUE. SO THIS IS NOT A HUNDRED DAY. AND THIS IS GOING TO STOP. THIS IS JUST GOING TO BE A SYSTEMATIC WAY OF HOW I COLLECT FEEDBACK FROM OUR STAKEHOLDERS.

BUT FEEDBACK IS. GREAT. ACTING ON FEEDBACK IS EVEN BETTER.

AND. SO IF I CAN'T. AND THERE HAVE BEEN SOME.

MR. WILLIAMS HAS BEEN IN THE ROOM WITH ME. AND THEY SAID, HEY, WE WANT RAINBOWS. I'M

[03:00:01]

WE'RE NOT GOING TO BE ABLE TO DO THAT. RIGHT NOW BECAUSE I WANT THEM TO KNOW THAT I DID HEAR YOU.

AND THEN I'M GOING TO TELL YOU WHAT WE DID DO. SO PART OF THAT. TODAY IS TO LET THE COMMUNITY KNOW. AND OUR STAKEHOLDERS KNOW WHAT WE HAVE BEEN ABLE TO MOVE THE NEEDLE ON BASED ON THEIR FEEDBACK IN THOSE CONVERSATIONS. GOAL THREE WAS REALLY ABOUT ADVANCING TEACHING. AND LEARNING. AND REALLY LOOKING AT STUDENT SUCCESS. WE ARE AN AMAZING DISTRICT. WE'RE DOING.

GREAT THINGS. AND WE WANT TO CONTINUE TO DO THAT. SO I MET WITH PRINCIPALS. I MET WITH TEACHERS, INSTRUCTIONAL SPECIALISTS, ALL SUPPORT STAFF. OUR PRINCIPALS. AND OUR INSTRUCTIONAL STAFF HAD THE OPPORTUNITY TO DO A START, STOP. AND CONTINUE. THAT WAS THEIR OPPORTUNITY TO PROVIDE FEEDBACK. NOT ONLY DID THEY DO THE THREE QUESTIONS IN THE LISTENING SESSIONS, I CAME BACK TO OUR PRINCIPALS ANOTHER TIME.

AND SAID, LET'S TALK ABOUT DIVISION BY EACH DIVISION. WHAT WOULD YOU LIKE TO START, STOP. AND CONTINUE? AND. SO THEY WERE ABLE TO GIVE THAT FEEDBACK.

AND THEN AT THE BEGINNING OF THIS YEAR,

[11. Business Items Requiring Board Action]

THANK YOU FOR THAT.

BUT AGAIN, THAT WAS A DIRECT REFLECTION OF THE FEEDBACK THAT WE RECEIVED FROM EVERYONE. AND WHEN I SAY EVERYONE, I MEAN, PARENTS, TEACHERS, PARAPROFESSIONALS REALLY DIDN'T ASK. IT WAS EVERYONE ELSE ADVOCATING ON THEIR BEHALF BECAUSE THEY SAW THE VALUE OF THE WORK THAT THEY DO EACH.

AND EVERY DAY. SO IN LOOKING AT OUR AT THIS POINT, IT'S NOT PROJECTED PERFORMANCE ANYMORE.

WE HAD TWENTY TWO CAMPUSES THAT WERE ABLE TO IMPROVE OR MAINTAIN THEIR RATING. WE HAD THIRTY FIVE CAMPUSES THAT WERE THAT WERE EARNED AN A OR A B.

AND. SO WE'RE GOING TO CONTINUE TO SUPPORT. AND INVEST IN OUR TEACHING. AND LEARNING AS PRESENTED EARLIER.

TODAY BY.

DR. BRANNON. AND.

MISS SIMPSON. WE ARE FOCUSING ON CROSS-FUNCTIONAL WORK, BEING SURE THAT WE ARE THINKING ABOUT WHAT OUR CAMPUSES MAY NEED ON THE FRONT END. SO THAT WE ARE NOT REACTING, BUT REALLY BEING PROACTIVE IN THAT WORK. NEXT MONTH, I PLAN AS WE SHARE ACCOUNTABILITY RATINGS TO SHARE SOME OF THE THINGS THAT WE'RE DOING AS A SENIOR LEADERSHIP TEAM IN ORDER TO SUPPORT CAMPUSES.

IT'S ABOUT BUILDING WRAPAROUND SERVICES AROUND ALL OF OUR CAMPUSES. SO THAT WE CAN MOVE THE WORK FORWARD IN A REALLY MEANINGFUL WAY. SO KEEPING OUR STUDENTS AT THE HEART OF EVERY DECISION. AND REALLY JUST LOOKING FOR OPPORTUNITIES TO CONTINUE TO IMPROVE. SO GO FOR IS REALLY FOCUSED ON. AND WAS FOCUSED ON FOSTERING ORGANIZATIONAL EFFECTIVENESS.

AND. SO WE REALLY LOOKED AT BASED ON THAT DATA THAT WE RECEIVED FROM OUR CONVERSATIONS, EVALUATING OUR TRENDS. AND OUR PATTERNS ACROSS OUR SPECIAL EDUCATION CLASSROOMS, LOOKING AT CLASS SIZE, LOOKING AT OUR RATIOS, LOOKING AT WHAT WAS BEST IN ORDER TO FIGURE OUT WHAT WE MAY NEED TO DO DIFFERENTLY. WE ALSO LOOKED AT OUR ORGANIZATIONAL STRUCTURE. WE COMBINED SOME POSITIONS SPECIFICALLY AT THE CENTRAL ADMINISTRATION LEVEL.

WE ALSO LOOKED AT A STRATEGIC PLAN FOR OUR ATTRITION PROCESS. AND LOOKING AT POSITIONS IN THAT WAY. SO WE IMPLEMENTED A PACE MODEL AT OUR SENIOR LEADERSHIP TEAM LEVEL. PEOPLE COME WITH VERY SPECIFIC. EACH SENIOR LEADER COMES WITH VERY SPECIFIC THINGS OF WHAT THE POSITION IS USED FOR.

IF SOMEONE ELSE CAN ABSORB THOSE DUTIES. AND RESPONSIBILITIES, IF IT'S A POSITION THAT WE CAN MOVE FORWARD WITHOUT. AS PEOPLE KNOW, WE ARE ALREADY VERY LEAN IN CENTRAL ADMINISTRATION.

WHEN YOU LOOK AT MANSFIELD COMPARED TO ANY OTHER DISTRICT THIS SIZE, WE ARE VERY LEAN.

WE ARE EVEN GETTING LEANER.

BUT WE WERE ABLE TO SAVE APPROXIMATELY ONE POINT TWO MILLION DOLLARS JUST THROUGH THE PROCESS OF ATTRITION. AND LOOKING AT POSITIONS REALLY WEEKLY.

WE'RE DOING THAT WORK. AND. SO THAT'S SOMETHING THAT'S CONTINUING. AND JUST REINFORCING CONTINUOUS IMPROVEMENT IN SHARED ACCOUNTABILITY THROUGH CROSS COLLABORATION THROUGH ALL OF OUR DIVISIONS IN OUR DEPARTMENTS. IT'S GOING TO CONTINUE TO BE AT THE FOREFRONT OF THE WORK THAT WE DO. SO JUST THINGS TO BE EXCITED ABOUT.

RITA DENTON HAS LED AMAZING RENOVATIONS ACROSS OUR CAMPUSES, ESPECIALLY IN THE SPRING IN THE SUMMER. SHE'S DONE A LOT OF WORK. AND JUST KUDOS TO YOU, RITA.

THANK YOU FOR THE WORK THAT YOU'RE DOING. WE WERE ABLE TO BRING BACK OUR SUBSTITUTES IN DISTRICT. AND. SO THAT WAS THE WORK OF OUR FINANCE DEPARTMENT.

AND.

DR. STOKER. AND HER HUMAN RESOURCE TEAM TO SAVE APPROXIMATELY ONE POINT FIVE MILLION DOLLARS. AND. SO WE ARE JUST ALWAYS WE'RE WORKING TO FIGURE OUT HOW

[03:05:01]

AGAIN, STRENGTHENING STRENGTHENING SERVICE BETWEEN CENTRAL ADMINISTRATION.

AND CAMPUSES, SERVICE. AND SUPPORT IS NOT JUST WHAT WE TALK ABOUT. IT'S HOW WE LIVE.

AND. SO WHAT DOES IT LOOK LIKE FOR WHAT DO CAMPUSES NEED? AND THEN HOW DO WE SUPPORT NOT HOW WE THINK IT SHOULD LOOK, BUT WHAT DO CAMPUSES TRULY NEED? AND. SO THAT'S JUST BEEN A LOT OF TWO WAY COMMUNICATION. AND A LOT OF FEEDBACK LOOPS. AND THAT IS GOING TO CONTINUE TO BE THE CASE. AND I'M EXCITED TO SHARE AS WE CONTINUE THAT WORK. AND THEN JUST ALIGNING RESOURCES. WE ARE REALLY TRYING TO FIGURE OUT WE HAVE SOME EXPERTS IN THE ROOM. AND I THINK.

DR. BRANNON HIT ON IT A LITTLE BIT LIKE, OH, NOW.

DR. JOHNSON IS IN THE ROOM.

WE'VE LEARNED. AND REALLY WHAT WE ARE TALKING ABOUT IS THAT A CONTENT COORDINATOR DOESN'T HAVE TO PROVIDE ALL OF THE SUPPORT IN THE CLASSROOM. OUR SPECIAL OUR SPECIAL POP TEAMS, THEY ARE INSTRUCTIONAL SPECIALISTS.

THEY HAVE STRATEGIES THAT THEIR EXPERTISE, WHEREAS OUR CONTENT COORDINATORS MAY HAVE THE CONTENT. HOW DO WE MAXIMIZE THE PEOPLE THAT WE HAVE TO WORK ACROSS MULTIPLE CAMPUSES? SO JUST BECAUSE.

DR. JOHNSON. AND HIS TEAM ARE FINE ARTS, THEY DO HAVE READING BACKGROUNDS. AND MATH BACKGROUND. SO IF THEY'RE IN A BUILDING, THEY'RE NOT GOING TO NOT GO INTO ANOTHER CLASSROOM TO SUPPORT BECAUSE THAT'S NOT THEIR CLASSROOM. THERE IS. NO SILOS. WE'RE GOING TO DO ALL THE WORK TOGETHER AS WE MOVE THE WORK FORWARD. AND THEN GO FIVE IS GAINING MOMENTUM FOR THE FUTURE. SO REALLY REFOCUSING ON. AND WE'VE BEEN FOCUSED ON 20 VISION 2030.

EVERYBODY KNOWS VISION 2030.

IF YOU ASK, IF YOU SAY IT, THAT'S ONE OF THE THINGS THAT I THINK WE'RE VERY PROUD OF IN MANSFIELD ISD. BUT COMMITTING TO THESE LAST FOUR YEARS IS GOING TO BE CRITICAL TO CONTINUE THE. GREAT WORK THAT HAS BEEN DONE. AND. SO REALLY JUST ESTABLISHING A FOUNDATION FOR CONTINUOUS IMPROVEMENT FOR STAKEHOLDER FEEDBACK. SO NOT ONLY THROUGH SURVEYS ONCE OR TWICE A YEAR, BUT REALLY HOW ARE WE GETTING TO THE ROOT OF WHAT OUR PEOPLE NEED? AND THAT INCLUDES ALL OF OUR PEOPLE. AND OUR STAKEHOLDERS. AND THEN JUST BEGINNING TO ALIGN THE WORK AROUND STUDENT ACHIEVEMENT, ORGANIZATIONAL EFFECTIVENESS, AND THEN LONG TERM FINANCIAL STABILITY. ALL OF THOSE THINGS PLAY TOGETHER.

THEY ARE NOT SEPARATE. AND THEY DON'T OPERATE SEPARATELY. THEY ALL OPERATE TOGETHER. AND. SO WE HAVE SPENT A LOT OF TIME.

WE'VE HAD SENIOR LEADERSHIP RETREATS. WE'RE WORKING VERY EFFECTIVELY WITH OUR WITH OUR EXECUTIVE LEADERSHIP TEAM TO ALL BE IN ALIGNMENT ABOUT HOW WE MOVE THE WORK FORWARD.

AND HOW DO WE FILL GAPS. AND.

SO ONE OF THAT IS JUST PROVIDING A SAFE ENVIRONMENT TO SAY, I DON'T KNOW.

SOMETIMES WE DON'T KNOW. AND IT'S OK NOT TO HAVE THE ANSWERS, BUT WE HAVE A WHOLE LOT OF SMART PEOPLE IN THE ROOM.

AND SOMEBODY SOMEWHERE HAS THE ANSWER. WE JUST HAVE TO OPEN THE FLOOR FOR THEM TO BE ABLE TO SHARE. AND BE SAFE IN THAT SPACE. AND. SO THAT'S WHAT WE'RE DOING.

AT THIS TIME. SO AS WE LOOK AHEAD, LOOKING FOR THINGS TO BE PROUD OF, OUR STAFF SATISFACTION RATE IMPROVED SEVEN. AND A HALF PERCENT THIS YEAR. OUR TEACHER RETENTION IMPROVED THIS YEAR. AND ONE OF THE THINGS THAT WE'RE REALLY PROUD OF, AND I KNOW THE BOARD WAS INFLUENTIAL IN THIS WORK, WAS THAT OUR TEACHER INCENTIVE ALLOTMENT APPLICATION WAS APPROVED EARLIER. LITERALLY A COUPLE OF WEEKS AGO. AND. SO WE HAVE A GROUP OF CAMPUSES THAT WE WILL BE STARTING THAT WORK WITH OR HAVE STARTED THAT WORK WITH. AND THEY'VE TAKEN A LOT OF WORK.

DR. PATTON. AND.

DR. STOKER. AND.

MISS MCGINNIS HAS DONE A LOT OF WORK IN ORDER TO GET THAT OFF THE GROUND. SO I'M REALLY APPRECIATIVE TO THEM. ONE OF THE THINGS THAT I WANT US TO CONTINUE TO DO IS WE'RE GOING TO FOCUS ON BUILDING CAPACITY, LEADERSHIP CAPACITY, TEACHER CAPACITY, STUDENT CAPACITY, PARENT CAPACITY. AND THEN THIS IS REALLY IMPORTANT. MAINTAIN A RELENTLESS FOCUS ON STUDENT ACHIEVEMENT FOR ALL. IT'S RELENTLESS. AND IT'S URGENT. AND. SO IN TALKING THROUGH THOSE THINGS, IT DOESN'T MEAN THAT IT'S INTIMIDATING, RIGHT? IT'S WHEN WE WERE ALL IN THE BOAT TOGETHER, WE'RE ROLLING IN THE SAME DIRECTION. WE CAN DO IT, BUT IT IS A RELENTLESS FOCUS THAT WE ARE GOING TO CONTINUE TO STAY FOCUSED ON. SO OVER THE. NEXT 12 MONTHS, WHAT ARE WE GOING TO FOCUS ON? SO ONE, STRENGTHENING OUR FINANCIAL FUTURE. I THINK ALL OF US KNOW YOU ALL AS TRUSTEES.

AND IN THE COMMUNITY, WE ADOPTED A BUDGET, ANOTHER DEFICIT BUDGET. THAT'S NOT THE GOAL. THE GOAL IS TO BE IN GREEN. AND. SO MANY PEOPLE THIS EVENING HAVE TALKED ABOUT THE FINANCIAL FUTURE COMMITTEE. THEY START MEETING ON MONDAY IS OUR. FIRST MEETING. IT IS A REALLY AGGRESSIVE TIMELINE, RELENTLESS URGENCY. AND I THINK, MISS NEWSOM, YOU MENTIONED IN THE SPRING, THIS IS URGENT. AND. SO I APPRECIATE THE COMMUNITY THAT HAS TAKEN THE CHARGE IN EVERY OF THOSE COMMUNITY CONVERSATIONS I HAD. I SAID, HEY, WHEN THIS COMMITTEE COMES OUT, I EXPECT FOR. SO MANY

[03:10:01]

THANK YOU TO OUR COMMUNITY FOR STEPPING UP. AND ACCEPTING THE CHALLENGE. THIS IS THE IMPORTANT WORK. AND WE WANT YOUR VOICES. WE WANT IT TO BE HEARD. SO THAT'S GOING TO BE IMPORTANT AS WE MOVE FORWARD. IF.

MISS.

DR. REED SAID THAT COMMITTEE IS GOING TO BRING RECOMMENDATIONS TO THE BOARD IN DECEMBER. SO, AGAIN, URGENT MOVING VERY QUICKLY. WE WANT TO REIMAGINE SPECIAL EDUCATION.

SO WE'VE TALKED A LOT ABOUT THE EMERGENT BILINGUAL LONG RANGE PLANNING COMMITTEE. THAT COMMITTEE RESULTED IN OUR EMERGENT BILINGUAL STUDENT GROUP CLOSING A GAP FASTER THAN ANY OTHER GAP, ANY OTHER STUDENT GROUP IN OUR DISTRICT. WE WANT TO TAKE THE SAME APPROACH TO OUR SPECIAL EDUCATION. AND HAVE A SPECIAL EDUCATION LONG RANGE PLANNING COMMITTEE THAT WILL START THIS FALL. AND. SO THE GOAL IS TO IMPLORE, OF COURSE, OUR PARENTS, TEACHERS, STAFF, AND AGAIN, BEING VERY INTENTIONAL ABOUT THAT MAKEUP. AND THEN STRENGTHENING EARLY LEARNING.

AND LITERACY. AND. SO YOU HEARD I THINK THIS IS WHY IT'S. SO IMPORTANT. THIS HAS BEEN A REAL FOCUS. THE KINDERGARTEN NUMBERS ARE LOW. AND. SO SHE SAID WE HAD 70 LESS THAN WE HAD LAST YEAR. WHAT WE'RE FACING IS NOT WHAT WE FACED BEFORE. JUST BECAUSE KIDS ARE IN OUR ATTENDANCE ZONE DOESN'T MEAN THAT THEY'RE GOING TO COME TO US AS KINDERGARTNERS. WE SAW THE REGION 11 THAT WE ARE JUST NOW WHERE OUR LINES MEET. WE DON'T WANT TO GET TO WHERE REGION 11 IS. AND. SO YOU LOOKED AT THE DISTRICTS THAT ARE AROUND US. THERE'S A DISTRICT THAT NEIGHBORS US THAT OFFERS UNIVERSAL FREE PRE-K. 900. AND SOME OF OUR KIDS ARE GOING TO THAT DISTRICT. CAN'T SAY THAT IT'S ALL BECAUSE OF PRE-K, BUT IF THEY GO. AND HAVE A. GREAT EXPERIENCE AS A THREE-YEAR-OLD, WHAT'S THE LIKELIHOOD THAT THEY'RE GOING TO COME BACK? AND. SO LOOKING AT HOW DO WE ENGAGE FAMILIES EARLIER. AND PROVIDE THEM THOSE OPPORTUNITIES? AND. SO I KNOW THAT. RIGHT NOW ASHTON OLIVER IS LEADING A LOT OF THAT WORK. AND THEN GROWING CHOICE. AND INNOVATION.

ANOTHER PIECE THAT WAS ON THE DEMOGRAPHERS REPORT WAS VIRTUAL SCHOOLS, MICRO SCHOOLS, HOMESCHOOLING. AND. NO, WE CAN'T HOMESCHOOL. BUT AGAIN, HOW DO WE PROVIDE OPPORTUNITIES FOR HOMESCHOOL KIDS THAT ARE NEEDING ADVANCED CLASSES THAT MAY NOT BE ABLE TO HAVE THOSE CLASSES AT HOME? HOW DO WE PROVIDE? WE'VE GONE THROUGH SOME TRAININGS TOGETHER WHERE OTHER DISTRICTS ARE PROVIDING SOME VIRTUAL LEARNING. AND BEING REALLY CREATIVE. JUST THINKING OUTSIDE OF THE BOX, WE PROVIDE. GREAT OPTIONS. BUT WHAT ELSE IS WHAT FAMILIES ARE LOOKING FOR. AT THIS TIME? AND THEN STRENGTHENING THE LEGISLATIVE ADVOCACY. AS A BOARD, YOU HAVE DONE A. GREAT JOB WITH ENGAGE.

BUT AS WE ALL KNOW, IN JANUARY, THE LEGISLATIVE SESSION IS GOING TO PICK UP.

AND. SO HOW DO WE CONTINUE TO MOVE THAT WORK FORWARD AS A DISTRICT. AND BEING VERY INTENTIONAL ABOUT HOW WE ENGAGE OUR STAKEHOLDERS. AND THEN CONTINUING TO LISTEN. AND ENGAGE? LISTENING. AND ENGAGING DOESN'T STOP BECAUSE 100 DAYS ARE OVER. AND I THINK IT'S IMPORTANT THAT ACCOUNTABILITY CONTINUES TO BE A TOP PRIORITY. AND PART OF THAT IS LISTENING TO PEOPLE. AND RESPONDING.

AND. SO THAT IS THE CONCLUSION OF MY 100 DAYS. I TRIED TO DO AS QUICKLY AS POSSIBLE, Y'ALL. BUT AT THE END OF THE DAY, WE ARE MANSFIELD ISD. WE'RE ONE DISTRICT, ONE MISSION, AND WE'RE ONE HEART WORKING TOWARDS OUR GOALS.

THANK YOU. SO MUCH. ALL.

RIGHT. WELL, THAT SOUNDED LIKE THREE YEARS WORTH OF WORK. SO THAT'S AMAZING.

DID ANY.

TRUSTEE HAVE. ANY QUESTIONS FOR.

DR. SPENCER ON HER REPORT? EXTREMELY THOROUGH. CHECK EVERY EVERY BOX. GO AHEAD, MR. THOMAS. WHEN DO YOU SLEEP? NO, GREAT JOB.

THANK YOU FOR THE UPDATE. DID YOU HAVE SOMETHING? I DIDN'T HAVE A QUESTION BECAUSE I KNOW YOU THINK I HAVE A QUESTION.

BUT I WANT TO TELL YOU.

THANK YOU FOR PRESENTING US WITH THIS. ALSO PUTTING IT ON THE WEBSITE. SO THE DISTRICT, ONE MANSFIELD ISD, ONE DISTRICT, ONE MISSION, ONE HEART. THEY CAN SEE THAT YOU'RE LEADING WITH HEART, YOU KNOW, AND. SO THEY CAN SEE THE WORK YOU'VE DONE. AND THAT YOU WOULD CONTINUE. I WROTE DOWN THE CHARGES FOR THE DISTRICT. AND. SO AS A.

TRUSTEE, I'M BELIEVING THAT WE'RE GOING TO ACCEPT THOSE CHARGES AS.

WELL. SO WE WANT TO MAKE SURE WE COMPLIMENT NOT JUST YOUR TENACITY, BUT ALSO THAT WE COMPLIMENT.

AND ENSURE THAT WE UPHOLD WHAT WE SAY IS OUR MISSION. OK, THANK YOU. SO MUCH. EXCELLENT PRESENTATION. ANYBODY? I THINK EVERYBODY'S JUST SAYING. GREAT JOB. PHENOMENAL, PHENOMENAL WORK. SO WE'RE LOOKING FORWARD TO THE. NEXT. HOWEVER, MANY YEARS, NOT DAYS. SO.

THANK YOU. SO MUCH FOR YOUR WORK, DR. SPENCER. OK, SO THAT MOVES US TO.

ITEM 14, WHICH IS ADJOURNMENT.

SO UNLESS THERE ARE ANY OBJECTIONS, EVERYBODY'S LIKE,

[03:15:03]

ALL. RIGHT. WE'LL ADJOURN AT 11:19. AND HERE WE GO. ONE, TWO, THREE. WE ARE MANSFIELD ISD.

ONE DISTRICT, ONE MISSION, ONE HEART.

* This transcript was compiled from uncorrected Closed Captioning.