[00:00:01]
>> GOOD AFTERNOON. THE TIME IS 4:59 PM.
[1. Notice and Return]
WE HAVE A QUORUM, AND THE MEETING HAS BEEN DULY POSTED.WELCOME TO THE BOARD OF TRUSTEES AND SUPERINTENDENT WORKSHOP, A MEETING OF THE DALLAS INDEPENDENT SCHOOL DISTRICT BOARD OF TRUSTEES.
IF YOU ARE ABLE, PLEASE STAND AND JOIN US FOR A MOMENT OF SILENCE AND REMAIN STANDING FOR THE PLEDGE OF ALLEGIANCE AND A SALUTE TO THE TEXAS FLAG.
>> I PLEDGE ALLEGIANCE TO THE FLAG OF THE UNITED STATES OF AMERICA, AND TO THE REPUBLIC FOR WHICH IT STANDS, ONE NATION UNDER GOD, INDIVISIBLE WITH LIBERTY AND JUSTICE FOR ALL.
UNDER THE TEXAS FLAG, I PLEDGE ALLEGIANCE TO THE TEXAS, ONE STATE, UNDER GOD, ONE INDIVISIBLE.
>> THE FOLLOWING TRUSTEES ARE PHYSICALLY PRESENT AND A QUORUM OF THE BOARD IS PHYSICALLY PRESENT AT THIS LOCATION, TRUSTEE FOR DISTRICT 1, LANCE CURRIE, DISTRICT 2, SARAH WEINBERG, DISTRICT 3, DAN MICCICHE, DISTRICT 4, CAMILE WHITE, DISTRICT 5, MAXIE JOHNSON WILL BE JOINING US SOON.
DISTRICT 6, JOYCE FOREMAN IS WITH US.
DISTRICT 7, BEN MACKEY DISTRICT 9, ED TURNER.
OUR SUPERINTENDENT OF SCHOOLS, DR. STEPHANIE ELIZALDE JOINS US, AND I AM JOE CARREÓN, DISTRICT 8 TRUSTEE AND BOARD PRESIDENT.
THIS MEETING WILL BE AVAILABLE SIMULTANEOUSLY IN SPANISH ON SOCIAL MEDIA TO DALLAS [FOREIGN] ON FACEBOOK AND THROUGH THE DISTRICT'S WEBSITE.
[FOREIGN] IN ORDER FOR THE BOARD TO HOLD THIS MEETING IN EFFECTIVE MANNER, I WANT TO LET IT BE KNOWN THAT THIS MEETING WILL BE CONDUCTED IN ORDERLY FASHION, AND ASK THE PUBLIC TO ABIDE BY THE RULES OUTLINED IN BOARD POLICY, BED LOCAL PERTAINING TO PUBLIC PARTICIPATION.
IT IS A CRIMINAL OFFENSE FOR A PERSON WITH INTENT TO PREVENT OR DISRUPT A LAWFUL MEETING TO SUBSTANTIALLY OBSTRUCT OR INTERFERE WITH THE ORDINARY CONDUCT OF A MEETING BY PHYSICAL ACTION OR VERBAL UTTERANCE, AND THEREBY CURTAIL THE EXERCISE OF OTHERS FIRST AMENDMENT RIGHTS.
SPEAKERS ARE CAUTIONED THAT WHAT THEY SAY COULD VIOLATE THE RIGHTS OF OTHERS UNDER THE LAW OF DEFAMATION OR INVASION OF PRIVACY, AND IF THEY ARE UNSURE OF THE LEGAL EFFECT OF THEIR REMARKS, THEY MAY WANT TO SEEK LEGAL ADVICE PRIOR TO THE UTTERANCE.
ANY PERSON WHO BECOMES BOISTEROUS, DISRUPTIVE, OR FAILS TO ABIDE BY THE RULES OF THIS ASSEMBLY WHILE ADDRESSING THE BOARD OR WHILE ATTENDING THIS MEETING, SHALL BE ASKED TO LEAVE.
FAILURE TO LEAVE WHEN REQUESTED TO DO SO MAY RESULT IN THE PERSON BEING ESCORTED FROM THE MEETING AND SUBJECT TO ARREST.
TRUSTEES WILL NOW TURN TO AGENDA ITEM 2.02, RECOGNITION OF ELECTED OFFICIALS IN THE AUDIENCE.
WE NOW TURN TO AGENDA ITEM 3, CLOSED SESSION, THE BOARD WILL NOT RETIRE TO CLOSED SESSION THIS EVENING.
TRUSTEES, WE WILL NOW TURN TO AGENDA ITEM 4 DISCUSSION ITEMS.
[4. Discussion Items]
TRUSTEES, WE WILL BEGIN WITH DISCUSSION ITEMS, STARTING WITH DISCUSSION ITEM 4.01 TEAM BUILDING ROLES AND RESPONSIBILITIES.>> THANK YOU, TRUSTEE CARREON.
ARE WE GOING TO START WITH THE GOALS?
>> THANK YOU. THE GOVERNANCE. I'D LIKE TO INTRODUCE OUR FACILITATOR FOR THAT SECTION OF THE AGENDA, K. DOUGLAS, WHO IS JOINING US FROM TASBY, AND SHE IS OUR OFFICIAL CO-FACILITATOR TODAY.
I'D ALSO LIKE TO INTRODUCE DR. RAY HART, WHO IS WITH THE COUNCIL OF GREAT CITY SCHOOLS.
MS. DOUGLAS WILL FACILITATE THE GOVERNANCE PORTION, AND THEN DR. HART WILL CO-FACILITATE WITH TRUSTEE MACKEY AND TRUSTEE CARREON, THE SUPERINTENDENT FOR THE GOALS.
I'M GOING TO TURN IT OVER TO MS. DOUGLAS.
IT'S GOT TO BE RED. I'M NOT SURE WHY RED IS GO.
[00:05:02]
MOST OF YOU I HAVE SEEN BEFORE, AND I'D LIKE TO SAY, WELCOME TO THE NEW TRUSTEES WHO HAVE JUST JOINED.YOU'VE JOINED A GREAT PLACE. I HAVE BEEN COMING HERE.
SOMEONE REMINDED ME SINCE DR. HINOJOSA WAS HERE THE FIRST TIME, SO I AM OLD AS DIRT.
BUT WE'RE GOING TO TALK TODAY ABOUT ROLES AND RESPONSIBILITIES.
THE WAY THAT I LIKE TO DO THAT IS USING THE GOVERNANCE CORE.
HOW MANY OF YOU ARE FAMILIAR WITH THE GOVERNANCE CORE BOOK? GOOD. THEN YOU WON'T KNOW WHAT I'M TALKING ABOUT, WHICH IS ALWAYS GOOD.
BUT I DO WANT TO TELL YOU THAT MY POWERPOINT, WHICH WE'RE TRYING TO GET LOADED ON NOW WAS BASED ON THE ORIGINAL GOVERNANCE CORE BOOK, WHICH WAS WRITTEN BY A SUPERINTENDENT, FORMER BOARD MEMBER, AND THEY JUST CAME OUT WITH A BRAND NEW ONE THAT'S ACTUALLY COPYRIGHTED NEXT YEAR.
I WOULD STRONGLY RECOMMEND THAT YOU GRAB A COPY OF THIS.
THE DIFFERENCES ARE THAT THEY HAVE ADDED BABS KAVANAUGH, WHO DID WHAT I DO IN TEXAS IN CALIFORNIA FOR PROBABLY AS LONG AS I'VE BEEN DOING IT.
SHE'S PROBABLY OLD AS DIRT TOO, BUT DON'T TELL HER, I SAID THAT.
THE OTHER THING IS IT'S UPDATED TO DEAL WITH POST COVID, TO DEAL WITH 2024, TO DEAL WITH WHERE WE ARE TODAY, AND IT IS AN EXCELLENT RESOURCE.
BUT WE'RE GOING TO START BY TALKING ABOUT THE FACT THAT THE BOARD HAS A VERY DISTINCT RELATIONSHIP DIFFERENT, SEPARATE AND APART FROM THE SUPERINTENDENTS, AND THE GOVERNANCE CORE, THE PREMISE IS THAT YOU WORK TOGETHER TO ACCOMPLISH WHAT IT IS THAT YOU DO.
I WANT TO SAY THAT I KNOW THAT DISD IS YOU ALL ARE SINGLE MEMBER ELECTIONS, BUT I CANNOT STRESS ENOUGH THAT WHETHER YOU ARE ELECTED FROM DISTRICT 1, 02, 3, 4, 5, 6, 07, 8 OR 9, YOU'RE ELECTED TO MAKE DECISIONS FOR ALL OF THE STUDENTS IN DISD, AND IT MAKES A DIFFERENCE BECAUSE I KNOW YOU'RE ELECTED SINGLY, BUT ACCORDING TO THE EDUCATION CODE, YOU HAVE TO WORK TOGETHER IN ORDER TO ACCOMPLISH THE THINGS THAT YOU WANT.
JUST SO YOU KNOW, I WAS A SCHOOL BOARD MEMBER FOR 16 YEARS, SO IT'S NOT AS THOUGH I AM PONTIFICATING ABOUT SOMETHING THAT I'VE NEVER HAD TO DO.
IT'S NOT THAT I NEVER STOOD FOR ELECTION.
BUT I KNOW THAT ONCE THE ELECTION IS OVER, ONCE YOU HAVE WON, THEN THE REAL WORK STARTS, THE REAL WORK OF MAKING DECISIONS FOR EVERY ONE OF THE KIDS HERE.
THE EDUCATION CODE SAYS THAT THE BOARD OF TRUSTEES IS CHARGED WITH GOVERNANCE AND OVERSIGHT.
WE'RE GOING TO TALK A LITTLE BIT ABOUT WHAT THOSE DIFFERENCES ARE BECAUSE YOU HAVE TWO DIFFERENT ROLES.
I ALSO WANT TO SAY THAT I CAN ASSURE YOU THAT THE MAJORITY OF YOUR CONSTITUENTS DO NOT KNOW WHAT THE TEXAS EDUCATION CODE SAYS ABOUT YOUR JOB.
THEY BELIEVE THAT YOU DO EVERYTHING, THAT YOU HIRE AND FIRE EVERYBODY, THAT YOU TURN ON THE LIGHTS, YOU CHANGE THE LIGHTS, YOU CALL THE PLAYS ON THE FOOTBALL FIELD, YOU DO EVERYTHING.
BUT AS THOSE OF YOU WHO HAVE BEEN AROUND FOR A WHILE KNOW THAT THAT'S NOT THE CASE, AND YOU DO KNOW THAT THERE ARE CERTAIN THINGS THAT YOU'RE TAXED WITH DOING.
THE OTHER THING IS THAT WE'RE GOING TO TALK ABOUT THE DIFFERENCES BETWEEN WHAT YOU DO AND WHAT YOUR CEO DOES, BECAUSE I KNOW THAT THERE ARE A LOT OF EMPLOYEES AT DISD, BUT THE BOARD ONLY HAS ONE, AND SHE'S SITTING RIGHT THERE IN FRONT OF YOU.
EVEN THOUGH THE PUBLIC THINKS THAT YOU ARE IN CHARGE OF EVERYTHING, YOUR MAJOR JOBS ARE TO SET THE GOALS, WHICH YOU'RE GOING TO BE TALKING ABOUT TONIGHT, TO SET THE POLICIES, TO THEN TURN IT OVER TO DR. ELIZALDE AND HER STAFF TO IMPLEMENT THE THINGS THAT WILL ALLOW THOSE GOALS TO HAPPEN.
I DON'T KNOW HOW MANY OF YOU ARE FORMER EDUCATORS.
I DON'T KNOW HOW MANY OF YOU ARE FROM THE EDUCATION FIELD.
I'M STILL A LAWYER, ACTUALLY, UNLESS THE STATE BAR DID SOMETHING TODAY THAT I DON'T KNOW ABOUT.
BUT I DIDN'T HAVE TO BE AN EDUCATOR TO BE ABLE TO MAKE DECISIONS, TO BE ABLE TO SET GOALS AND SET POLICIES.
I DIDN'T HAVE TO KNOW WHETHER A SEVEN PERIOD DAY WAS BETTER THAN AN EIGHT PERIOD DAY.
I SIMPLY HAD TO BE ABLE TO LOOK AT ALL OF THE INFORMATION, HELP TO SET THE VISION, HELP TO SET THE GOALS.
THEN IN MY OVERSIGHT ROLE, COMBINE WITH THE OTHER BOARD MEMBERS TO COME BACK AND SAY HOW WELL DID WE REACH THOSE GOALS? WHAT MIGHT WE WANT TO TWEAK? I WOULD LIKE FOR THIS NOT TO BE A MONOLOGUE, EVEN THOUGH I CAN TALK AT LENGTH. I'M A LAWYER.
WE CHARGE BY THE WORD. BUT I WOULD LIKE FOR YOU TO ASK ANY QUESTIONS THAT YOU HAVE AND FOR THERE TO BE A DIALOGUE.
[00:10:02]
LET ME CHECK ON WHERE WE ARE ON.>> THIS IS MY FAIRY GODMOTHER. THANK YOU.
ONE OF THE THINGS YOU'RE GOING TO DO TONIGHT IS TALK ABOUT POSSIBLE GOALS BECAUSE YOU SET THE VISION AND THE VISION SHOULD BE GOOD FOR ABOUT FIVE YEARS.
THE VISION DOESN'T CHANGE EVERY YEAR.
BUT YOUR GOALS MIGHT BE TWEAKED EVERY YEAR.
AS A MATTER OF FACT, HOUSE BILL 3 REQUIRES THAT YOU HAVE CERTAIN GOALS, THAT YOU HAVE CERTAIN TARGETS FOR EVERY YEAR, AND THAT YOU KNOW WHERE YOU'RE GOING.
IT'S IMPORTANT TO ALWAYS LOOK AT THE GOALS TO SAY, WHERE DO WE GET TO? BECAUSE WHEN YOU SET GOALS, YOU THINK, HERE'S WHERE WE'RE GOING TO GET.
WHEN YOU GO BACK IN OVERSIGHT, YOU SAY, WAIT, WE DIDN'T GET THERE, OR MAYBE WE GOT BEYOND THAT, SO WHAT DO WE NEED TO CHANGE IT TO? SO I THINK THAT'S WHY WE'RE TALKING ABOUT ROLES AND RESPONSIBILITIES FIRST.
THE GOAL ACCORDING TO THE AUTHORS OF THE GOVERNANCE CODE 1 AND 2.0 IS FOR YOU TO WORK TOGETHER AS A UNIFIED TEAM WITH A COMMON VISION DRIVEN BY A SHARED MORAL IMPERATIVE, AND WE'LL SPEND A LITTLE BIT OF TIME TALKING ABOUT WHAT THAT SHARED MORAL IMPERATIVE IS.
AS THE WORLD CHANGES, IT'S BECOME INCREASINGLY CLEAR THAT EDUCATION IS ONE OF THOSE SOCIAL INSTITUTIONS THAT CAN ACTUALLY MOVE THE NEEDLE THAT CAN ACTUALLY MAKE A DIFFERENCE IN COMMUNITIES.
THAT'S WHY IT HAS BEEN MY PLEASURE TO BE PART OF THE EDUCATION SYSTEM, AND I KNOW THAT'S WHY EACH ONE OF YOU RAN, BECAUSE IF YOU DIDN'T THINK YOU COULD MAKE A DECISION, YOU WOULDN'T HAVE PUT IN ALL THAT TIME FOR ALL THIS GREAT MONEY YOU GET PAID.
THE IMPORTANT THING IS THAT WE HAVE SOME COHERENCE.
I THINK I'VE BEEN TEACHING THIS FOR A WHILE SINCE THE ORIGINAL BOOK CAME OUT, BUT I THINK IT'S EVEN MORE IMPORTANT TODAY THAN IT WAS WHEN I STARTED.
IT'S IMPORTANT THAT WE HAVE A SHARED UNDERSTANDING OF WHAT THE NATURE OF THE WORK IS, BECAUSE I ASSURE YOU THAT THE PUBLIC ISN'T PRIVY TO ALL OF THE INFORMATION THAT YOU HAVE AND DOESN'T NECESSARILY KNOW THAT, WHICH IS WHY IT'S IMPORTANT THAT YOU GO BACK TO YOUR COMMUNITY AND DO THAT.
HOW WELL YOU CARRY OUT YOUR JOB, HOW WELL YOU DEVELOP THAT COHERENCE, HOW WELL YOU ALL WORK TOGETHER DETERMINES HOW WELL YOUR STUDENTS WILL BE EDUCATED.
I DON'T WANT TO OVER EMPHASIZE THE IMPORTANCE OF WHAT YOU DO, BUT I DON'T WANT YOU TO TAKE IT FOR GRANTED.
ONE OF THE THINGS THAT I ALWAYS ASK BOARDS IS, ARE THE STUDENTS IN YOUR DISTRICT SUCCEEDING BECAUSE OF WHAT YOU DO IN THIS ROOM OR IN SPITE OF? I WANT YOU TO THINK EVERY TIME YOU'RE MAKING A DECISION, HOW IS THAT AFFECTING ALL OF THE CHILDREN AND THE FAMILIES THAT WE SERVE? AND IT'S THE PROCESS, GOVERNANCE IS HOW WE ESTABLISH STRUCTURE BECAUSE IT DOESN'T WORK IF WE DON'T HAVE STRUCTURE.
HOW MANY OF YOU HAVE EVER PLAYED A SPORT? JUST RAISE YOUR HAND IF YOU'VE PLAYED AN ORGANIZED SPORT.
WHEN YOU PLAYED THAT SPORT, THERE WERE CERTAIN RULES FOR THE SPORT.
EVERYBODY AGREED THAT WE'RE PLAYING BASKETBALL OR FOOTBALL OR VOLLEYBALL, OR WHATEVER IT WAS.
YOU DIDN'T HAVE SOMEBODY COMING OUT DRESSED FOR HOCKEY, SOMEBODY DRESSED FOR FOOTBALL, SOMEBODY DRESSED FOR BASEBALL.
SIMILARLY, HAVE ANY OF YOU EVER PLAYED IN A BAND OR SUNG IN A CHOIR? RAISE YOUR HAND, PLEASE. THANK YOU.
YOU DON'T ALL COME IN WITH A DIFFERENT SET OF MUSIC, AND YOU DON'T COME IN AND JUST SING WHATEVER SONG YOU WANT TO AT WHATEVER TEMPO OR WHATEVER.
THAT'S WHAT SCHOOL BOARD SERVICE IS OR WHAT IT SHOULD BE, IS THAT WE ALL DECIDE ON WHAT IS THE MUSIC WE'RE PLAYING? WHAT'S THE TEMPO WE'RE DOING? THEN YOU FIGURE OUT THE DIRECTION, YOU FIGURE OUT THE STRUCTURE, AND THEN YOU COME BACK IN YOUR OVERSIGHT ROLE AND HOLD YOURSELVES AND THE SYSTEM ACCOUNTABLE.
IT'S THE CONNECTION BETWEEN THE COMMUNITIES AND THE PROFESSIONALS THAT YOU REPRESENT, THE POLICIES THAT YOU PUT IN PLACE, THEIR APPLICATION, THE STRATEGY, AND THE TACTICS THAT YOU USE.
THEY'VE DECIDED THAT THERE ARE FOUR MAJOR THEMES TO THIS GOOD GOVERNANCE.
PLEASE STOP ME AT ANY MOMENT IF YOU HAVE A QUESTION, BECAUSE IF YOU WAIT, I'M OF ADVANCING AGE, I WON'T KNOW WHO YOU ARE OR WHAT YOU'RE TALKING ABOUT. YES, SIR.
>> WELL, BROTHER MAYO FROM THE FIFTH FLOOR, YOU UNDERSTAND.
>> HE THOUGHT THERE WAS A BONUS. [LAUGHTER]
>> YOU GOT THAT. I'M GOING TO THROW THAT ONE IN.
THANK YOU. I WAS JUST CHECKING TO SEE IF YOU WERE PAYING ANY ATTENTION.
THE FIRST ONE IS MAKING THE COMMITMENT TO GOOD GOVERNANCE, AND YOU WOULD THINK THAT THAT IS A GIVEN, BUT IT'S NOT ALWAYS APPARENT.
THE SECOND IS THAT SHARED MORAL IMPERATIVE THAT DRIVES EVERYTHING THAT YOU DO AND GIVES YOU THE STRATEGIC DIRECTION, AND I'LL GIVE YOU SOME EXAMPLES OF WHAT SHARED MORAL IMPERATIVE IS.
[00:15:02]
THEN THEY SAY THAT YOU HAVE TO DEVELOP A GOVERNANCE MINDSET.I WENT TO LAW SCHOOL FOR THREE YEARS, WHAT THEY TAUGHT ME WAS TO THINK LIKE A LAWYER.
THEY COULDN'T TEACH ME. IT WOULDN'T MAKE ANY SENSE TO TEACH ME WHERE THE LAW WAS, BECAUSE BY THE TIME I GOT OUT, IT WAS DIFFERENT.
I NEEDED TO KNOW HOW TO FIND IT, BUT I NEEDED TO BE ABLE TO THINK LIKE A LAWYER.
>> NUMBER FOUR, EFFECTIVE SCHOOL BOARDS HAVE THAT COHERENCE THAT COMES WITH UNITY OF PURPOSE.
I'M GOING TO ASK YOU AS YOU SERVE TO ALWAYS ASSUME GOOD INTENT BECAUSE SOMETIMES WHEN YOU DON'T AGREE ON HOW SOMETHING SHOULD BE DONE OR SOMETIMES WHAT, SOMETIMES IT IS EASY TO GO, I'M HERE FOR THE RIGHT REASON, BUT I'M NOT SURE THEY ARE.
I'M GOING TO ASK YOU TO ALWAYS ASSUME GOOD INTENT AND ALWAYS ASSUME THAT YOU ARE HERE FOR THE SAME REASON, BECAUSE I'M TELLING YOU SOMETIMES WHEN YOU'RE IN THE HEAT OF BATTLE, IT DOESN'T FEEL LIKE IT, BUT I WANT YOU TO ASSUME THAT.
THE LAST THING THEY TALK ABOUT IS LEADERSHIP FROM THE MIDDLE, AND I'M GOING TO SPEND A LITTLE BIT OF TIME TELLING YOU WHAT THAT IS.
OUR MORAL IMPERATIVE IS A RELENTLESS COMMITMENT TO THE LEARNING OF STUDENTS, NO EXCEPTIONS, THAT WE'RE NOT GOING TO TAKE ANY EXCUSES, THAT WE'RE NOT GOING TO MAKE EXCUSES, THAT OUR PURPOSE IS THAT EVERY STUDENT CAN AND WILL LEARN AND FIGURING OUT WHAT IT IS WE NEED TO DO THAT.
SAY THAT WAS YOUR MORAL IMPERATIVE THAT ALL STUDENTS CAN LEARN.
THAT'S GOING TO DRIVE WHAT YOUR VISION STATEMENT IS, THAT'S GOING TO DRIVE WHAT YOUR STRATEGIC DIRECTION IS.
HERE ARE SOME OTHER EXAMPLES OF MORAL IMPERATIVES.
ALL STUDENTS WILL HAVE QUALITY TEACHERS.
ALL STUDENTS WILL BE IN A SAFE, HEALTHY LEARNING ENVIRONMENT.
I GOT ON THE ROAD TO DRIVE UP HERE FROM HUNTSVILLE, AND HAD THE MISFORTUNE OF HEARING ABOUT WHAT HAD HAPPENED IN WISCONSIN TODAY.
THAT BREAKS MY HEART, BUT I KNOW THAT YOUR COMMITMENT IS THAT YOUR LEARNING ENVIRONMENTS ARE GOING TO BE SAFE, NOT ONLY FROM OUTSIDE THREATS, BUT FROM INSIDE, BECAUSE SO MANY THINGS THAT AFFECT OUR STUDENTS AREN'T FROM OUTSIDE, THEY'RE FROM THINGS THAT AFFECT THEM HERE.
WHAT A MORAL IMPERATIVE MIGHT BE THAT ALL OF OUR STUDENTS ARE GOING TO ACHIEVE THAT WE'RE NOT GOING TO ALLOW THERE TO BE GAPS.
THE GOVERNANCE MINDSET REQUIRES THAT YOU PUT TOGETHER ALL OF THESE ELEMENTS I'M GOING TO TALK ABOUT.
IT COMES WHEN YOU HAVE A COHESIVE GROUP, THAT YOU HAVE A UNIFIED PURPOSE, AND YOU HAVE THAT MORAL IMPERATIVE.
I JUST WANT TO SAY TO THOSE OF YOU WHO ARE NEW OR NEWISH, AND THIS MAY BE SOMEWHERE LATER ON, BUT IT'S LIKE GETTING ON A TRAIN THAT'S MOVING.
BEFORE YOU WERE ELECTED, BEFORE YOU GOT HERE, THE BOARD HAD GOALS, THEY HAD A VISION, THEY HAD ALL OF THOSE THINGS.
THIS IS THE TIME WHERE YOU AS A PERSON WHO HAS JOINED THE BOARD A FEW MONTHS AGO GET A CHANCE TO HAVE A SAY IN THOSE THINGS, GET A CHANCE TO SAY, HERE'S WHAT I THINK THAT THE GOALS ARE, BECAUSE I REMEMBER VIVIDLY BEING A NEW BOARD MEMBER AND THINKING, OH, WAIT, WHEN DO I GET TO ACTUALLY SAY SOMETHING? BUT THIS IS YOUR CHANCE TONIGHT TO TALK ABOUT THOSE GOALS AND DEVELOP MORE OF THAT UNITY OF PURPOSE.
BUT IT'S HAVING THOSE SAME CORE VALUES, HAVING THAT SAME FOCUS, HAVING THAT SAME IDEA ABOUT NOT JUST YOUR DISTRICT, BUT ABOUT THE DALLAS COMMUNITY AS A WHOLE, ABOUT NOT JUST THE STUDENTS THAT ARE IN THE SCHOOLS IN YOUR DISTRICT, BUT EVERYBODY, NOT JUST THE EMPLOYEES IN YOUR SCHOOL, BUT THE EMPLOYEES FOR THE ENTIRE DISTRICT.
I KNOW I'M PREACHING TO THE CHOIR, BUT I'M REQUIRED TO DO THIS, JUST BEAR WITH ME.
IF I SAY SOMETHING YOU DISAGREE WITH, JUST RAISE YOUR HAND.
YOU'RE GOING TO DEVELOP SUPER ORDINATE GOALS, THOSE BIG GOALS THAT REQUIRE YOU AND THE COMMUNITY, THAT REQUIRE YOUR DIFFERENT DISTRICTS TO WORK TOGETHER TO ACCOMPLISH.
THINK OF YOURSELF AS ONE LARGER GROUP.
WHAT DEVELOPING THOSE GOALS DOES IS ALLOWS PEOPLE WHO MAYBE HAVE DIFFERENT IDEAS ABOUT HOW TO DO IT TO COME TOGETHER AND WORK ANYWAY BECAUSE ONE OF THE THINGS THAT I THINK SOMETIMES SEPARATES US IS THE IDEA YOUR STUDENTS AREN'T LIKE MY STUDENTS.
YOUR KIDS AREN'T LIKE MINE, YOUR COMMUNITY IS NOT LIKE MINE, BUT WE HAVE TO HAVE THAT IDEA THAT WE ARE ONE DALLAS ISD.
LEADERSHIP FROM THE MIDDLE IS THAT DELIBERATE STRATEGY THAT INCREASES YOUR CAPACITY.
IT'S THE IDEA THAT YOU'RE LOOKING FOR A BIGGER SYSTEM, BUT INSTEAD OF BEING 10 INDIVIDUALS, I HATE TO USE THE WORD SYNERGY,
[00:20:02]
I KNOW IT IS FROWNED UPON AND OVERUSED.BUT THAT'S REALLY WHAT IT IS, IS THAT WHEN YOU WORK TOGETHER AND YOU'RE LEADING FROM THE MIDDLE, YOU BECOME MORE THAN 10 PEOPLE.
YOU KNOW WHAT I MEAN, EVEN IF YOU'RE NOT NODDING AND ACTING LIKE YOU KNOW.
>> I'M SORRY. CAN YOU GO BACK?
>> I'M NOT ALLOWED TO GO. NO, YES, I CAN.
[LAUGHTER] I'M SORRY. I ENJOY LIFE.
>> I'VE HAD PLENTY OF YOUR CLASSES. YOU'RE STILL HILARIOUS.
HOW DOES THIS LOOK WHEN YOU SAY UPWARD FROM UPWARD TO THE STATE AND DOWNWARD TO ITS SCHOOLS AND COMMUNITIES? HOW DOES THAT REALLY LOOK TO YOU? OR GIVE ME AN EXPLANATION ON HOW THAT LOOKS.
>> WE KNOW WE'RE GOING INTO A LEGISLATIVE SESSION, AND SOME OF THOSE LEGISLATORS LIKE SOME OF YOUR BOARD MEMBERS WILL BE NEW.
SOME OF THEM WILL NOT BE FAMILIAR WITH THE PROBLEMS THAT ARE UNIQUE TO YOUR DISTRICT, BECAUSE EVEN THOUGH DISTRICTS SHARE COMMON THINGS, WE ARE ALL VERY DIFFERENT.
BUT IT'S NOT JUST COMMUNICATING WHAT YOU'RE DOING TO YOUR CONSTITUENTS, BUT ALSO TAKING THEIR CONCERNS ALONG WITH THE THINGS THAT YOU KNOW AS A BOARD MEMBER AND TAKING IT UPWARD TO THE STATE, BECAUSE THERE'S SO MANY THINGS THAT YOU'RE GOING TO SET GOALS FOR TONIGHT THAT YOU CANNOT ACCOMPLISH WITHOUT SOME HELP FROM THE STATE.
THAT LOOKS LIKE YOU COLLECTIVELY MAKING THAT DECISION AND COMMUNICATING THAT INFORMATION.
NOW, YOUR REPRESENTATIVES WILL HAVE SEVERAL SCHOOL DISTRICTS.
YOU WILL NOT BE THE ONLY DISTRICT IN THEIR AREAS.
IT'S HOW DO YOU GET THEM INTO YOUR SCHOOLS TO SEE WHAT YOU'RE DOING, TO KNOW YOUR UNIQUE ISSUES, BUT RECOGNIZING THE FACT THAT THEY ALSO HAVE OTHER UNIQUE DISTRICTS. DOES THAT HELP ANY?
>> OKAY. MAYBE AS WE GO THROUGH IT.
[LAUGHTER] SOMETIMES IT TAKES A LITTLE BIT OF TIME FOR THE YEAST TO RISE AND SOMETIMES IT TAKES ME A LITTLE BIT OF TIME TO GO, OH, WAIT, THIS IS WHAT SHE WAS REALLY ASKING.
SO BEAR WITH ME. THE THREE COMPONENTS ARE INTERPRETING STATE POLICY, KNOWING WHAT'S GOING ON AT THE STATE, WORKING LATERALLY WITH OTHER DISTRICTS IN YOUR REGION, BECAUSE EVEN THOUGH YOU HAVE UNIQUE NEEDS, THERE ARE CERTAIN THINGS THAT ARE GOING TO BE COMMON TO EVERYBODY, AND THEIR IDEA IS THAT YOU'RE LIBERATING THOSE BELOW, THAT YOU ARE GIVING THOSE PEOPLE A VOICE, THAT YOU ARE ALLOWING THEM TO BE A PART IN.
IT'S GOING TO REQUIRE THAT YOU FIND COMMON GROUND.
SO MANY TIMES WE'RE SAYING, BUT WAIT, THAT'S NOT THE WAY IT IS IN MY DISTRICT.
WAIT, IT'S NOT THAT, BUT PART OF IT IS RESERVING JUDGMENT.
JUDGMENT IS A SKILL THAT WE'RE GIVEN THAT PRIMARILY PROTECTS US.
IT'S LIKE IF I CAN FIGURE OUT WHO YOU ARE RIGHT NOW, THEN YOU'RE NOT A THREAT TO ME.
BUT YOU'RE NOT A THREAT TO ANYBODY.
NONE OF YOU ARE A THREAT TO ANYBODY.
YOU ARE HERE REPRESENTING WHAT YOU KNOW, EACH ONE OF YOU BRINGS YOUR OWN LIFE EXPERIENCES, YOUR OWN CONNECTIONS, ALL OF THE THINGS THAT MAKE YOU WHO YOU ARE TO THIS BOARD.
WHEN WE CAN RESPECT ALL OF THOSE THINGS, IT MAKES A DIFFERENCE.
THE FIRST PART IS RESERVING JUDGMENT, THE SECOND IS LISTENING EMPATHETICALLY.
SOMETIMES WE ONLY LISTEN TO THINK ABOUT WHAT WE'RE GOING TO SAY NEXT.
IT'S REALLY IMPORTANT THAT WE WORK ON THAT SKILL, NOT JUST AMONG THE BOARD MEMBERS, BUT WITH OUR CONSTITUENTS, WITH THE FOLKS THAT REPRESENT US, THAT WE LISTEN EMPATHETICALLY, AND NOT THINK WE KNOW WHAT MIGHT BE MOTIVATING THEM TO SAY THAT.
THEN IT'S IMPORTANT TO STAY FOCUSED ON WHAT THEY'RE SAYING.
SO MANY TIMES WHEN I'M TALKING TO SOMEBODY, I'M LOOKING AT YOUR BODY LANGUAGE, AND I'M LIKE, OH, HE'S LEANING ON HIS HAND.
MAYBE HE'S BORED, OR SHE'S THIS.
I'M GOING TO THINK ABOUT THE CONTENT OF WHAT YOU'RE SAYING RATHER THAN TRYING TO READ BODY LANGUAGE BECAUSE SO MANY TIMES WHEN I THINK I'M READING YOUR BODY LANGUAGE, I'M DOING IT WRONG.
OR SOME OF US ARE QUIETER WHEN WE SPEAK, AND SOME OF US ARE LOUDER.
SOME OF US ARE ARE LESS ANIMATED, SOME OF US ARE MORE ANIMATED.
SOMETIMES I LOOK AT THE WAY THAT YOU SPEAK AND THE STYLE THAT YOU USE, AND I MAKE CERTAIN ASSUMPTIONS.
I'M GOING TO ASK YOU TO NOT DO THAT, BUT TO LITERALLY LISTEN TO THE CONTENT OF WHAT THEY'RE SAYING.
I KNOW YOU HAVE BOARD NORMS, I KNOW YOU HAVE BOARD OPERATING PROCEDURES.
THEY DON'T MATTER IF YOU DON'T ACTUALLY FOLLOW THEM.
THEY'RE A NICE PIECE OF PAPER, THEY'RE NICE WORDS, BUT YOU ACTUALLY NEED TO LET THEM GOVERN WHAT YOU DO, WHICH MEANS THAT,
[00:25:02]
AND I ASK EVERY BOARD, SUPERINTENDENT TEAM TO AGREE TO HOLD EACH OTHER MUTUALLY ACCOUNTABLE.BE ABLE TO SAY TO ME, KAY, I DON'T THINK YOUR BEHAVIOR LAST NIGHT WAS REFLECTIVE OF WHAT WE'VE AGREED ON.
SEE, I DON'T HAVE A PROBLEM SAYING THAT TO YOU, THE HARD PART IS LISTENING TO SOMEBODY SAYING THAT AND ACTUALLY GOING, YOU KNOW WHAT? I THINK YOU'RE RIGHT.
BUT SO MANY TIMES WE JUST MAKE A JUDGMENT.
I'M GOING TO ASK YOU TO HOLD YOURSELVES MUTUALLY ACCOUNTABLE.
DON'T TAKE DIFFERENCES PERSONALLY.
THE FACT THAT YOU DON'T AGREE WITH ME ON HOW WE SHOULD DO SOMETHING, THE BIBLE SAYS IT'S NOT FLESH AND BLOOD, BUT I WANT YOU TO THINK ABOUT THE FACT THAT YOU DON'T HAVE TO BE DISAGREEABLE TO DISAGREE, AND THE FACT THAT YOU DISAGREE DOES NOT MEAN THAT YOU AND I CANNOT COME TO TERMS ON THE BOARD.
THEY SAY THAT IT REQUIRES INFRASTRUCTURE, IT REQUIRES DEFINITION, GUIDANCE, AND DIRECTION, AND WE'LL TALK ABOUT THAT.
THAT'S JUST WHAT THEY SAY ARE ALL THE THINGS THAT ARE INVOLVED IN THE GOVERNANCE CORE.
YOU'LL BE PLEASED TO KNOW THAT IN THE GOVERNANCE CORE 2.0, THEY ACTUALLY REDUCE IT TO THREE PILLARS.
I GOT A CHANCE TO READ IT A LITTLE BIT BEFORE WE GOT STARTED BECAUSE I LITERALLY JUST GOT MY COPY LAST WEEK.
WE'RE TALKING ABOUT WORKING TOGETHER FOR THE SAME GOAL, BE A SYSTEMS PLAYER.
SO MANY TIMES SOMEBODY MIGHT STOP YOU AND SAY, YOU KNOW WHAT? THE CUSTODIANS NEED TO GET PAID MORE.
YOU'RE LIKE, OH, YEAH, CUSTODIANS REALLY DO NEED TO GET PAID MORE, AND THEY DIDN'T PAY ME TO SAY THAT.
BUT YOU HAVE TO REALIZE THAT IT'S A SYSTEM.
THAT IF YOU JUST TINKER WITH SALARIES IN ONE AREA, THEN YOU'RE THROWING OFF SOMETHING ELSE, THEN SOMEBODY ELSE HAS TO BE CONSIDERED.
I'M GOING TO ASK YOU AS BOARD MEMBERS TO THINK OF IT, TO BE A SYSTEMS PLAYER.
THE COMPONENTS OF THE GOVERNANCE MINDSET ARE BEING A SYSTEMS THINKER, STRATEGIC FOCUS, DEEP LEARNING, AND MANNER.
WE'RE GOING TO TALK ABOUT THOSE REALLY BRIEFLY.
HAVING THAT GOVERNANCE MINDSET MEANS ALWAYS KEEPING THE BOARD'S FOCUS ON THE CHILDREN.
NOW, WHAT'S INTERESTING IS I DON'T SEE ANY CHILDREN IN HERE.
I'M PRETTY SURE I GUESS THEY COME TO BE RECOGNIZED AT CERTAIN BOARD MEETINGS, BUT MOST OF THE TIME YOU'RE GOING TO HEAR FROM ADULTS.
WHEN CITIZENS SIGN UP, IT'S USUALLY NOT KIDS.
BUT THE IMPORTANT THING IS YOU'VE GOT TO KEEP THOSE THINGS IN MIND.
WE HAVE ALL SORTS OF BANNERS IN SCHOOLS THAT SAID CHILDREN FIRST.
BUT WHAT'S BEST FOR CHILDREN MAY NOT ALWAYS BE BEST FOR THE ADULTS.
WHAT'S BEST FOR KIDS MAY NOT BE BEST FOR TEACHERS, IT MAY NOT BE BEST FOR PARENTS.
SO IT'S HARD TO KEEP IN MIND THAT WE WANT TO KEEP THE FOCUS ON THEM.
I DON'T HAVE TO TELL YOU TO WATCH THE BUDGET.
I'M NOT EVEN GOING TO GO WITH THERE.
ALWAYS KEEP FOCUSED ON THE LONG-TERM OBJECTIVES BECAUSE IT'S SO EASY TO BE REACTIONARY AND RESPONSIVE TO SOMETHING RIGHT NOW.
BUT WHEN YOU GO THROUGH YOUR GOALS, THOSE GOALS ARE GOING TO BE NOT NEXT WEEK, NEXT MONTH, THEY'RE GOING TO BE LONG RANGE.
WORK ON THAT INFRASTRUCTURE, AND WE'LL TALK ABOUT THAT A LITTLE BIT MORE.
AGAIN, HOLDING THE WHOLE STRUCTURE ACCOUNTABLE BECAUSE YOUR CONSTITUENTS ELECTED YOU TO BE HERE.
WHAT'S FUNNY IS SOMETIMES YOU FEEL LIKE YOU HAVE TO DO EXACTLY WHAT YOUR CONSTITUENTS WANT.
I SERVED WITH SOMEBODY WHO IF THREE PEOPLE CALLED FOR SOMETHING AND TWO PEOPLE CALLED AGAINST IT, THAT PERSON VOTED FOR IT.
IF THREE PEOPLE CALLED AGAINST IT, THEY VOTED AGAINST IT, BUT YOU ALL WILL ALWAYS HAVE SO MUCH MORE INFORMATION.
WHAT I THINK THEY ELECTED YOU TO DO WAS GIVEN ALL THE INFORMATION THAT YOU HAVE TO MAKE THE VERY BEST DECISION.
THE BEST THING SOMEBODY EVER TOLD ME WAS THAT THEY DIDN'T ALWAYS AGREE WITH EVERY DECISION I MADE, WHICH MADE SENSE BECAUSE YOU'RE NOT GOING TO, BUT THEY ALWAYS RESPECTED THE WAY THAT I MADE IT.
PLEASE UNDERSTAND THAT IN ANY GIVEN SITUATION, YOU'RE GOING TO HAVE SOME PEOPLE THAT ARE REAL HAPPY WITH YOU, YOU'RE GOING TO HAVE SOME PEOPLE WHO ARE NOT SO HAPPY, BUT YOU'VE GOT TO DO WHAT'S BEST FOR KIDS, BUT YOU ALWAYS HAVE TO HOLD YOURSELVES ACCOUNTABLE AND KEEP THEM INFORMED.
SO MANY TIMES, YOU THINK YOU PUT IT ON THE WEBSITE, IT WAS IN THE NEWSPAPER, AND YOU THINK THAT EVERYBODY KNOWS WHAT'S GOING ON, AND THEY DON'T.
THEY HAVE REAL LIVES, AND IF THEY WANTED TO SERVE ON SCHOOL BOARD, THEY'D BE HERE.
I WORK SOMETIMES WITH BOARDS THAT SAY NOBODY EVER COMES TO OUR MEETINGS.
THAT'S NOT A BAD THING AS LONG AS YOU HAVE THAT TWO-WAY COMMUNICATIONS WITH THEM, WHETHER THEY'RE SITTING AT THE MEETING OR WHETHER THEY'RE DOING A SURVEY, HOWEVER THEY'RE EXPRESSING.
YOU CAN LEARN THE GOVERNANCE MINDSET.
DOES ANYBODY KNOW WHAT THIS IS?
[00:30:03]
>> YES, IN THE NATIONAL FOREST.
THIS IS GOING TO SOUND STUPID, BUT WHAT'S IT FOR?
>> OKAY. WHEN THAT PERSON WATCHES FOR A FIRE AND THEY SEE A FIRE, DO THEY COME DOWN OUT OF THE TOWER AND GO PUT IT OUT?
>> YOU HAVE TO TURN YOUR MIC ON.
IF I HAD TO TURN MINE ONTO RED, YOU DO TOO.
>> IT'S OKAY. I'M JUST TEASING YOU.
>> THEY HAVE TO ALERT THE TEAM MEMBERS WHERE FIRE IS LOCATED.
>> WHY DON'T THEY GO DO IT THEMSELVES? IT'S NOT A TRICK QUESTION, HONEST.
>> IT DOESN'T MAKE SENSE TO DO IT BY ITSELF.
>> IF THEY DID COME DOWN OUT OF THE TOWER, WHO WOULD BE WATCHING FOR THE FIRES? I'M GLAD WE HAD THIS DISCUSSION BECAUSE YOU ALL ARE THE MEN AND WOMEN IN THE TOWER.
YOUR JOB IS TO LOOK OUT OVER THE ENTIRE SYSTEM.
IF YOU SEE A FIRE, YOU'RE GOING TO TELL YOUR ONE EMPLOYEE.
BECAUSE IF YOU COME DOWN OUT OF THE TOWER, YOU'RE NOT UP THERE DOING WHAT YOU NEED TO DO, AND IT MAKES A DIFFERENCE.
IF THAT ANALOGY DOESN'T HELP YOU, I HAVE THE CREEPY GUY IN THE BALCONY, BECAUSE YOU'RE NOT THE PEOPLE ON THE DANCE FLOOR.
WHEN YOU'RE ON THE DANCE FLOOR, ALL YOU CAN SEE IS YOUR PARTNER OR THE PERSON NEXT TO YOU, YOU ARE THE PEOPLE UP IN THE BALCONY WHO ARE LOOKING AT THE ENTIRE SYSTEM, BECAUSE THEN YOU SEE THINGS THAT YOU CANNOT SEE IF YOU'RE DOWN ON THE FLOOR.
THAT'S WHAT SYSTEMS THINKING IS, IS THAT WHEN YOU LOOK AT THE BUDGET, YOU'RE NOT NECESSARILY LOOKING AT EVERY LITTLE TREE, YOU'RE LOOKING AT THE WHOLE FOREST.
YOU'RE LOOKING FOR TRENDS, YOU ARE LOOKING FOR THE PIECES, HOW IT WORKS TOGETHER, NOT JUST ONE PARTICULAR THING.
MANY, MANY TIMES, SCHOOL BOARDS DON'T UNDERSTAND THE DIFFERENCE BETWEEN STRATEGIC FOCUS AND THE DAY-TO-DAY OPERATIONS, BECAUSE AGAIN, YOUR CONSTITUENTS THINK YOU DO EVERYTHING.
YOU HAVE TO BE ON THE STRATEGIC FOCUS BECAUSE YOU HAVE A SUPERINTENDENT WHOSE JOB IT IS TO DO THE DAY-TO-DAY ADMINISTRATION.
YOU'RE GOING TO BRING ALL THAT PASSION THAT YOU BROUGHT. YOU KNOW WHAT'S FUNNY? I CAN LOOK AT BOARD MEMBERS AND KNOW WHO THE BRAND NEW ONES ARE, BECAUSE THEY'RE JUST EAGER AND EXCITED AND EVERYTHING, AND THE REST OF Y'ALL ARE LIKE, HERE WE GO.
BUT YOU STILL HAVE TO HAVE THAT PASSION AND THAT DRIVE, AND IF WHAT'S HAPPENING IN EDUCATION RIGHT NOW DOES NOT GIVE YOU PASSION AND DRIVE, I DON'T KNOW WHAT WOULD.
YOU HAVE TO HAVE THAT MORAL IMPERATIVE.
BECAUSE WORKING TOGETHER, EACH ONE OF YOU BRINGING YOUR INDIVIDUAL PASSIONS, EACH ONE OF YOU BRINGING YOUR DRIVE IS WHAT MAKES THIS BOARD DYNAMIC, WHICH IS WHAT MAKES YOU ABLE TO FACE WHAT'S COMING AHEAD, ON THE STATE, ON THE NATIONAL, ON THE LOCAL LEVEL.
I KNOW YOU THOUGHT I'D BE FINISHED BY THE TIME YOU GOT HERE, BUT NO, I SAVED SOME FOR YOU.
THE THIRD THING THEY FIGURED OUT IS YOU HAVE TO DO DEEP LEARNING.
YOU REALLY HAVE TO MAKE DECISIONS THAT ARE BASED ON QUALITY DATA.
I LIVE IN HUNTSVILLE, SMALL TOWN, YOU CAN GO TO DAIRY QUEEN AND HEAR EVERYTHING ABOUT EVERYBODY OR THE CAFE TEXAN FOR THOSE OF YOU WHO REALLY KNOW HUNTSVILLE.
BUT THAT'S NOT DATA, THAT'S ANECDATA.
THAT IS SOMEBODY CALLING YOU OR SOMEBODY ON FACEBOOK OR SOMEBODY SAYING, THIS IS WHAT HAPPENED TO MY CHILD.
YOU HAVE TO BASE YOUR DECISIONS ON ACTUAL DATA.
YOU HAVE TO HAVE OPEN DISCUSSION AND DIALOGUE.
I CAN TELL YOU, I REMEMBER BEING ON THE BOARD, Y'ALL HAVE IT 100 TIMES, BUT I WAS MISQUOTED IN THE HUNTSVILLE ITEM, AND I JUST THOUGHT, THAT'S IT, I'M NOT GOING TO TALK ANYMORE, BECAUSE IF I DON'T SAY ANYTHING, THEY CAN'T MISQUOTE ME.
BUT THE PROBLEM IS, YOUR OPEN DISCUSSION, I CAN'T TELL YOU HOW MANY TIMES I WENT TO A BOARD MEETING AND I THOUGHT I HAD READ ALL THE INFORMATION, I'D ASKED ALL THE QUESTIONS OF THE ADMINISTRATION, I THOUGHT I KNEW EXACTLY HOW I WAS GOING TO VOTE ON SOMETHING.
THEN SOMEBODY SAID SOMETHING THAT I HAD NOT EVEN CONSIDERED.
IT'S IMPORTANT TO BE ABLE TO HAVE THAT SAFETY, TO HAVE THAT ABILITY TO SAY, HEY, WAIT A MINUTE, WHETHER YOU'RE BRAND NEW OR YOU'VE BEEN HERE FOR A LONG TIME, BECAUSE NO ONE OF US HAS ALL THE ANSWERS.
BUT WHEN YOU SPEAK UP AND YOU SHARE WHAT YOU HAVE, IT MAKES A BETTER DECISION.
NOW, WHEN YOU SHARE HOW YOU FEEL, YOU MAY END UP ON THE LOSING SIDE OF THE DECISION.
NOBODY GETS 100% OF WHAT THEY WANT.
BUT HAD YOU NOT SPOKEN UP, YOU DON'T KNOW WHETHER THAT DECISION THAT WOULD BE MADE WOULD BE A GOOD ONE.
FOCUS ON THREE OR FOUR STRATEGIC GOALS, AND I DON'T WANT TO STEAL ANYTHING FROM YOU BECAUSE 'CAUSE I CAN BARELY SPELL GOAL.
[00:35:03]
IF YOU TRY TO DO 21 DIFFERENT THINGS, YOU'RE GOING TO DO THEM BADLY.BUT IF YOU CAN FOCUS ON A FEW THINGS, BECAUSE THE VERY FACT THAT EVERYTHING DOES NOT NEED A GOAL, YOU DON'T NEED A GOAL THAT SAYS WE'RE GOING TO TRANSPORT KIDS BECAUSE SHE'S GOING TO TRANSPORT KIDS, YOU DON'T NEED A GOAL THAT SAYS WE'RE GOING TO FEED KIDS BECAUSE SHE'S GOING TO FEED KIDS.
WHAT ARE THE THREE OR FOUR THINGS THAT ARE GOING TO MOVE THE NEEDLE FOR YOUR WHOLE DISTRICT? IT REQUIRES THAT YOU DO SOME HOMEWORK.
I KNOW YOU HAVE REAL LIVES, YOU HAVE JOBS, YOU HAVE FAMILIES, YOU HAVE HOBBIES, BUT TO BE HERE, TO BE IN THIS HONORED POSITION, YOU GOT TO DO YOUR HOMEWORK.
THAT MEANS YOU GOT TO ASK QUESTIONS.
SOMETIMES YOU DON'T WANT TO ASK QUESTION BECAUSE IT SOUNDS DUMB, BUT IF YOU DON'T ASK THE QUESTION, YOU WON'T GET THE ANSWER.
WHAT I WILL ENCOURAGE YOU TO DO, ESPECIALLY NEW BOARD MEMBERS IS ASK THE QUESTIONS IN ADVANCE OF THE MEETING FOR A COUPLE OF REASONS.
THE MOST IMPORTANT IS THAT I'M PRETTY SURE YOU HAVE A RULE THAT SAYS, IF ONE OF THEM ASKS A QUESTION, EVERYBODY GETS THE INFORMATION, IS THAT RIGHT? SO YOU MIGHT BE ASKING A QUESTION THAT OTHER FOLKS DON'T WANT TO ASK.
MAYBE THEY'RE LIKE, I'VE BEEN HERE TOO LONG TO ASK THAT QUESTION.
I WON'T TELL YOU ALL MY STORY ABOUT SPANISH CLASS, BUT ASK THE QUESTIONS.
THEN IF YOU ASKED A QUESTION, BUT THERE'S SOMEONE IN THE AUDIENCE THAT DOESN'T KNOW THE ANSWER, SAY, DR. [INAUDIBLE], WE KNOW YOU ANSWERED THIS QUESTION FOR US IN ADVANCE, BUT FOR THE BENEFIT OF, CAN YOU ANSWER IT? BECAUSE DOESN'T WANT TO LOOK LIKE A GOT YOU.
YOU DON'T WANT TO LOOK LIKE YOU'RE NOT GETTING INFORMATION.
ASK IT IN ADVANCE, AND IF YOU NEED TO, REPORT IT, BUT ALWAYS ASK THE QUESTIONS.
BE INFORMED, FOCUSED, AND ENGAGED.
THIS IS ACTUALLY MY FAVORITE PART OF THIS, BECAUSE REMEMBER YOUR MOTHER WOULD SAY, IT'S NOT WHAT YOU DO, IT'S HOW YOU DO IT.
WELL, NOTHING IS MORE TRUE THAN WHEN A SPOTLIGHT IS ON YOU AND MICROPHONES ARE IN FRONT OF YOU AND IT'S BEING BROADCAST IN TWO LANGUAGES AND ALL OF THOSE THINGS.
THIS IS A LIST OF RULES THAT GEORGE WASHINGTON PUT IN PLACE IN 1745, AND I STILL THINK THEY APPLY TODAY, SO TAKE A MINUTE.
IF I WATCHED YOUR BOARD MEETING WITH THE SOUND DOWN, WHAT WOULD I SEE? THIS IS WHAT THAT IS.
I WON'T SAY ANYTHING BAD ABOUT SOMEBODY, BUT RAISING THE EYEBROW, THAT KIND OF THING.
HOW YOU DO IT MAKES A DIFFERENCE.
BECAUSE WHEN YOU GO OUT TO THE PUBLIC AND YOU WANT TO SELL THEM ON AN INITIATIVE, YOU WANT TO SHARE WITH THEM THE GOOD NEWS, THEY'RE WATCHING YOU, AND THEY WANT TO KNOW THAT THE PEOPLE THAT REPRESENT THEM HAVE CIVILITY TOWARDS EACH OTHER, THEY DON'T TALK BAD ABOUT EACH OTHER.
I'M THE LAST OF SIX KIDS, I KNOW HOW TO BE UNCIVIL AND HOW TO TALK ABOUT PEOPLE, TRUST ME, BUT IT DOESN'T SERVE THE DISTRICT WELL.
IF SOMEBODY ON THE STREETS OF DALLAS SAYS SOMETHING BAD ABOUT THE DISTRICT OR Y'ALL OR THE TEACHERS OR THE STUDENTS OR ANYBODY, IT'S BAD, BUT IT'S NOT FATAL.
IF ONE OF YOUR SUPERINTENDENTS STAFF TALKS ABOUT THOSE THINGS, IT'S WORSE, BUT IT'S NOT FATAL.
BUT IF ONE OF THE 10 OF YOU IS BAD-MOUTHING EACH OTHER, THE STUDENTS, THE STAFF, THE PARENTS, IT'S FATAL.
IT MIGHT MAKE A NICE SOUNDBITE, IT MIGHT MAKE A NICE POST ON SOCIAL MEDIA, AND LORD KNOWS I'M ON EVERY SOCIAL MEDIA EVERY MORNING, BUT IT DOESN'T SERVE DALLAS WELL, SO I'M GOING TO ASK YOU TO THINK ABOUT GEORGE WASHINGTON AND HIS 1745 RULES WHEN YOU GET THERE.
A BIG PART OF YOUR LEADERSHIP IS HOW YOU ACTUALLY CARRY IT OUT.
WE DON'T HAVE TO ANSWER THESE IN PUBLIC NOW, BUT I WANT YOU TO THINK ABOUT FOR LATER, WHAT CHARACTERISTICS DEFINE YOUR LEADERSHIP? WHEN YOU LEAVE THIS BOARD, WHAT DO YOU WANT THEM TO SAY ABOUT YOUR LEADERSHIP? THEN I WANT YOU TO THINK ABOUT, IF THAT'S WHAT I WANT THEM TO SAY, AND THAT'S HOW I WANT TO BEHAVE, WHAT IS IT THAT MAKES ME NOT DO THAT? I'LL GIVE YOU AN EXAMPLE.
I LOVE DRIVING, I THINK I'M A VERY GOOD DRIVER, BUT THERE IS ONE THING YOU CAN DO THAT WILL CAUSE ME TO THROW ALL OF THAT OUT THE WINDOW.
YOU KNOW HOW WHEN YOU HAVE THOSE SIGNS THAT SAY RIGHT LANE CLOSING AND 500 FEET, RIGHT LANE CLOSING IN 700 FEET.
THE PEOPLE WHO GO ALL THE WAY UP THERE IN THE RIGHT-HAND LANE AND THEN WANT TO CUT OVER,
[00:40:01]
I WILL FLOOR IT. I'M SORRY.THAT'S SOMETHING THAT TRIGGERS ME.
I KNOW WHEN I SEE THOSE SIGNS, TRY NOT TO DO SOMETHING STUPID.
BUT EVEN IN OUR LEADERSHIP, THINK ABOUT THE THINGS THAT TRIGGER YOU, THAT MAKE YOU BEHAVE IN A WAY THAT YOU'RE NOT PROUD OF, AND TRY NOT TO DO THEM.
I'M NOT GOING TO HAVE YOU ANSWER IT NOW, BUT I WANT YOU TO THINK ABOUT THOSE THINGS.
ONE OF THE MOST IMPORTANT AND LEAST APPRECIATED TRAITS OF HIGHLY EFFECTIVE BOARD MEMBERS IS THAT, I CAN SEE THE MOTE IN YOUR EYE.
I CAN'T ALWAYS SEE THE BEAM IN MIND.
I CAN SAY WHEN I THINK ONE OF YOU IS BEHAVING UNPROFESSIONALLY OR MICROMANAGING OR WHATEVER IT IS YOU COMPLAIN ABOUT ABOUT EACH OTHER, BUT I CAN'T SEE IT WHEN I'M DOING IT.
THAT'S WHY I'M GOING TO ASK YOU TO DEVELOP A RELATIONSHIP SUCH THAT ANY ONE OF YOU CAN SAY TO THE OTHER ONE, "I THINK YOU CROSSED THE LINE THERE, AND HERE'S WHY I THINK THAT," AND THE OTHER PERSON BE ABLE TO RECEIVE IT, BECAUSE THAT IS GOING TO ALMOST MORE THAN ANYTHING DEFINE HOW WELL THIS GROUP WILL WORK TOGETHER WHEN YOU ARE ABLE TO SEE NOT JUST THE MOTE IN SOMEBODY ELSE'S EYE, BUT THE BEAM IN YOURS.
I'M GOING TO TAKE JUST A LITTLE BIT TO TALK ABOUT ONBOARDING BECAUSE I KNOW YOU ALL HAVE ALREADY BEEN ONBOARDED.
I'M NOT GOING TO ASK YOU IN PUBLIC, BUT THE NEWEST PEOPLE WHO HAVE BEEN ONBOARDED ARE THE ONES WHO CAN TELL YOU HOW WELL YOUR ONBOARDING IS GOING, BECAUSE YOU CAN SAY, WELL, THIS WAS REALLY EFFECTIVE, BUT I REALLY WISH I'D HAD THIS AND THIS.
BECAUSE YOU ALL COME FROM DIFFERENT WALKS OF LIFE, SOMEBODY WHO CAME ONTO THE BOARD FROM BEING AN EDUCATOR IN THE DISTRICT WILL NEED A DIFFERENT ONBOARDING THAN SOMEONE WHO COMES IN FROM A DIFFERENT WALK OF LIFE.
I CAME IN AS A LAWYER, I COULD BARELY FIND THE ADMINISTRATION BUILDING.
I NEEDED A DIFFERENT ONBOARDING.
I WANT YOU TO THINK ABOUT HOW YOU'RE ON BOARDING YOUR NEW FOLKS.
YOU ALWAYS WANT TO TALK ABOUT THAT SYSTEM-WIDE COHERENCE, AND YOU ALWAYS WANT TO BRING THAT PERSON ON INTO THAT MINDSET, BECAUSE, AGAIN, THEY ARE JUMPING ON A TRAIN THAT'S MOVING.
EVEN THINGS LIKE ACRONYMS. SOMETIMES WHEN YOU'VE HAD THE SAME FOLKS ON THE BOARD, YOU'VE HAD THE SAME FOLKS IN THE ADMINISTRATION, YOU CAN THROW IN ALL THE ACRONYMS. BUT IF I'M BRAND NEW, I'M THINKING, WHAT DOES THAT MEAN? I DON'T WANT TO TELL THEM I DON'T KNOW WHAT THAT MEANS BECAUSE OBVIOUSLY I'M A SCHOOL BOARD MEMBER, I SHOULD KNOW THAT.
I REMEMBER I WAS TALKING TO A NEW BOARD MEMBER, AND HE WAS GETTING USED TO THE ACRONYMS. HE SAID, I THINK HE SAID EMOTIONALLY DISTURBED, WE'LL CALL THAT ED.
I SAID, OH, ON MY TV, THAT MEANS SOMETHING TOTALLY DIFFERENT.
YOU'LL GET THAT LATER, CAMILLE, IT'S OKAY.
BUT BUT YOU WANT TO MAKE SURE, OR YOU'LL SAY AN ACRONYM THAT MEANS SOMETHING TOTALLY DIFFERENT IN MY PROFESSION.
I'M THINKING YOU'RE TALKING ABOUT THIS WHEN YOU'RE REALLY TALKING ABOUT THAT.
I THINK WE HAVE A NEW POSITION THAT'S CALLED A PEOPLE OFFICER, AND I WAS LIKE, I DON'T KNOW WHAT A PEOPLE OFFICER IS, BUT PO MEANS SOMETHING REAL DIFFERENT IN HUNTSVILLE, IT'S GENERALLY PAROLE OFFICER.
YOU JUST WANT TO MAKE SURE YOU'RE NOT THROWING OUT ACRONYMS. YOU ALWAYS WANT TO ORIENT THEM TO WHERE YOU'RE GOING.
BUT YOU ALSO WANT TO FOCUS ALSO ON THE EXISTING MEMBERS, BECAUSE WHILE YOU'RE BRINGING NEW PEOPLE IN, YOU ALSO WANT TO FOCUS ON THE FOLKS THAT ARE ALREADY THERE.
MAKE SURE THAT YOUR NEW PEOPLE GET TO TALK ABOUT, LIKE AS YOU'RE GOING TO DO TONIGHT, ABOUT THE GOALS, TALK ABOUT THE FOCUS, TALK ABOUT THE MINDSET, BECAUSE WHEN IT'S ONLY ONE-WAY COMMUNICATION, IF I BRING YOU IN AND I HAVE YOU DRINKING FROM A FIREHOSE, I TRY TO TELL YOU EVERYTHING YOU'LL NEED TO KNOW AS A BRAND NEW BOARD MEMBER, AND I DON'T GIVE YOU THAT CHANCE TO ASK QUESTIONS, YOU MIGHT LEAVE HERE WITH SOMETHING DIFFERENT.
Y'ALL ARE PAST THE 100 DAYS, BUT YOU MAY ACTUALLY ORIENT SOMEBODY AGAIN.
YOU WANT TO MAKE SURE THAT WHEN PEOPLE COME ON, THAT THEY SUSPEND ALL THE PRECONCEIVED NOTIONS THAT THEY HAVE, BECAUSE WHEN YOU'RE OUT THERE IN THE PUBLIC, WHAT'S GOING ON UP THERE, WE THINK Y'ALL DO EVERYTHING IN SMOKE-FILLED BACK ROOMS, WE THINK YOU JUST DO WHATEVER YOU WANT TO.
WE DON'T KNOW THAT THERE ARE RULES.
I REMEMBER RUNNING FOR THE BOARD AND SITTING IN THE AUDIENCE, I'M FINALLY RUNNING FOR THE BOARD, I CAN FIND THE BOARD MEETING, I'VE NEVER BEEN TO A BOARD MEETING BEFORE.
SOME WOMAN CAME IN AND SHE IS POURING OUT HER HEART ABOUT SOMETHING SHE FEELS PASSIONATELY ABOUT.
[00:45:02]
I AM ALMOST IN TEARS, AND SHE'S ALMOST IN TEARS, AND THE BOARD PRESIDENT SAYS, "THANK YOU, NEXT." I SAID, "THEY ARE SO HEARTLESS.THEY NEED ME. DID YOU SEE THAT?" I DIDN'T KNOW THAT THERE ARE RULES ABOUT WHAT YOU CAN SAY AT PUBLIC COMMENT.
IT'S IMPORTANT THAT YOU ORIENT THOSE FOLKS.
BUT CURRENT BOARD MEMBERS ALSO SUSPEND ANY PRECONCEIVED NOTIONS YOU HAD ABOUT THE FOLKS THAT ARE COMING IN, BECAUSE WE ALL READ THE PAPER AND WE HAVE IDEAS.
BUT LET'S JUST GIVE EVERYBODY A CHANCE TO BE WHO THEY ARE.
GIVE THEM CHANCE TO GET UP TO SPEED.
SOMETIMES NEW BOARD MEMBERS ASK QUESTIONS AND YOU'RE LIKE, OH, HERE WE GO AGAIN.
THEY HAVE TO, THAT'S THEIR JOB.
I CAN TELL YOU, PEOPLE HAVE ASKED A QUESTION THAT I THOUGHT I KNEW THE ANSWER TO, AND I DIDN'T REALLY KNOW IT AS WELL AS I DID.
>> CONFIDENTIALITY IS ONE OF THE BIGGER THINGS YOU WILL EVER DEAL WITH BECAUSE THAT ADAGE THAT SAYS LOOSE LIP SYNC SHIPS IS ABSOLUTELY TRUE.
I ALWAYS THINK IN TERMS OF PERSONNEL STUFF, BECAUSE PERSONNEL IS CONFIDENTIAL BY LAW.
I CAN'T GO OUT TALKING ABOUT WHAT I LEARNED IN EXECUTIVE SESSION ABOUT A PERSONNEL SITUATION.
BUT HERE'S WHAT I ALWAYS THOUGHT OF.
IF I WERE AN EMPLOYEE OF THIS DISTRICT, WOULD I WANT TO HEAR ABOUT SOMETHING ON THE STREET OR WOULD I WANT TO HEAR IT FROM MY UPLINE, FROM MY SUPERVISOR, FROM SOMEBODY ELSE? IT'S JUST A COURTESY.
IT NOT EVEN A COURTESY, IT'S ILLEGAL, BUT IT'S HOW YOU WOULD WANT TO BE TREATED IF YOU WERE AN EMPLOYEE.
EXISTING BOARD MEMBERS, PLEASE MODEL THE BEHAVIOR YOU WANT TO SEE IN YOUR NEW BOARD MEMBERS.
BECAUSE WHEN ONE PERSON DOES SOMETHING UNETHICAL, THEN IT GIVES EVERYBODY ELSE PERMISSION.
BECAUSE I CAN REMEMBER SITTING IN MEETINGS AND SAYING, OKAY, THIS IS ALL CONFIDENTIAL, WE'RE NOT SUPPOSED TO TALK ABOUT THIS.
BEFORE I COULD GET HOME, SOMEBODY FROM THE PUBLIC WOULD BE TELLING ME THEY'D HEARD IT.
THEN I WOULD, HUMAN NATURE IS LIKE YOU GO, WELL, IF SHE'S GOING TO TELL EVERYTHING, WHY AM I KEEPING IT CONFIDENTIAL? SO YOU THINK THAT YOUR ONE ETHICAL SLIP IS NOT GOING TO MATTER, BUT IT ACTUALLY IS LIKE DOMINOES.
I'M SURE YOU'VE BEEN TOLD THIS BEFORE, BUT YOU ARE ALWAYS A BOARD MEMBER.
YOU CAN GO INTO A SCHOOL AND SAY, I'M JUST HERE AS A PARENT.
BUT WHAT PEOPLE SEE AS BOARD MEMBER, BOARD MEMBER, BOARD MEMBER.
YOU CAN'T TAKE THAT HAT OFF MUCH AS WE WOULD LIKE TO TRY.
I THINK WHEN IT SAYS, ACCEPT THE REALITIES OF GOVERNANCE, AS I SAID, YOU'RE ELECTED SINGLY, BUT THE ONLY WAY YOU CAN GET ANYTHING DONE IS TO WORK WITH OTHER FOLKS ON THE BOARD TO HAVE THAT COHERENCE.
AS A BOARD MEMBER, SINGLE BOARD MEMBER, YOU HAVE ABSOLUTELY NO AUTHORITY.
YOU ARE YOU A PRIVATE CITIZEN.
THE ONLY TIME YOU HAVE AUTHORITY IS WHEN YOU ARE IN A BOARD MEETING, DULY CALLED, DULY NOTICED, WHERE THERE'S A QUORUM.
I TOLD PEOPLE THIS, I AM A LAWYER.
I DON'T REMEMBER LEGAL CASE NAMES, BUT I ABSOLUTELY REMEMBER THE CASE THAT SAID I COULD GO TO JAIL FOR PARTICIPATING IN AN ILLEGAL BOARD MEETING.
SO THIS IS REALLY IT'S SERIOUS.
IT REALLY IS. DON'T GO TO JAIL BECAUSE YOU YEAH, DON'T GO TO JAIL.
THE BOARD CAN'T BE SUCCESSFUL.
YOU CAN'T BE SUCCESSFUL IF THE BOARD IS NOT SUCCESSFUL.
YOU CAN'T TRASH OTHER BOARD MEMBERS WITHOUT TRASHING YOURSELF.
OKAY. I TOLD YOU, IT'S LIKE JUMPING ON A MOVING TRAIN THAT TAKE TIME AS NEW BOARD MEMBERS TO LEARN THE JOB, ASK PEOPLE, ASK THE QUESTIONS YOU NEED TO.
DON'T ASSUME THAT YOU SHOULD HAVE ALREADY KNOWN BECAUSE YOU CAN'T HAVE ALREADY KNOWN.
THERE IS NO JOB THAT PREPARES YOU TO BE A BOARD MEMBER.
I WOULD ASK EACH ONE OF YOU BEING AN EDUCATOR, DOESN'T MAKE YOU ABLE TO MAKE THOSE DECISIONS ON THE OTHER SIDE, BEING A LAWYER, BEING PTA PERSON, BEING IT JUST DOESN'T.
THERE IS NOTHING THAT PREPARES YOU LIKE THIS.
SO BE PATIENT, CHOOSE TO GOVERN PROFESSIONALLY, AND WE ALL KNOW WHEN BOARDS DON'T GOVERN PROFESSIONALLY, THOSE ARE THE ONES WE SEE ON THE NEWS AND WE GO, I'M GLAD THAT'S NOT US, BUT WE DON'T WANT THAT TO BE ANYBODY.
BE THAT SYSTEMS THINKER, HAVE THAT STRATEGIC FOCUS, COMMIT TO DEEP LEARNING TO LEARNING THE ISSUES BECAUSE YOU THINK WELL, I'M NOT EVEN GOING TO SAY YOU THINK YOU KNOW SCHOOL FINANCE BECAUSE NO ONE KNOWS SCHOOL FINANCE ANYMORE, BUT THERE'S ALWAYS NUANCES, ALWAYS CHANGES.
BE TRUSTWORTHY. WE TALKED ABOUT BEING ACCOUNTABLE, BE THAT PERSON THAT FOLKS CAN COUNT ON.
CONTRIBUTE TO HAVING THAT POSITIVE BOARD CULTURE.
IT'S SO NICE IT'S SO EASY TO SAY, WELL, WE'D BE FINE IF HE AND SHE AND SHE IT'S LOOKING IN THE MIRROR.
[00:50:04]
WHAT AM I DOING THAT'S CONTRIBUTING TO THAT NOT BEING POSITIVE? OR WHAT AM I DOING THAT MAKES IT POSITIVE? REPRESENT THE NEEDS OF ALL OF YOUR COMMUNITY, NOT PEOPLE WHO LOOK LIKE YOU, WORSHIP WITH YOU, LIVE WHERE YOU LIVE, EVERYBODY.BECAUSE THE STUDENTS WHO FALL THROUGH THE CRACKS DO NOT LEAVE DALLAS COUNTY AND JUST GO SOMEWHERE ELSE. THEY'RE HERE.
WE TAKE CARE OF OUR CONSTITUENTS WHEN WE DON'T SERVE THEM AND WHEN WE DO.
I HEARD WE HAD A SPEAKER WHO SAID THAT WHEN A STUDENT GRADUATES, YOU AFFECT GENERATIONS.
WHEN A STUDENT DOESN'T GRADUATE, YOU AFFECT GENERATIONS.
THIS IS NOT JUST THESE BODIES THAT ARE HERE.
WHEN YOU LOOK AT DATA, IT'S NOT JUST THOSE NUMBERS.
THERE IS A PERSON, A CHILD, A FAMILY, ATTACHED TO EVERY ONE OF THOSE NUMBERS.
IT'S IMPORTANT THAT WE SERVE ALL OF THEM.
YOU KNOW THAT. REMEMBER THAT YOU ARE MODELING THE ETHICAL, I LOVE THIS LITTLE GIRL.
THE ETHICAL AND MORAL STANDARDS THAT YOU WANT PEOPLE TO ADHERE TO.
YOU THINK THAT WHAT YOU DO HERE DOESN'T MATTER, BUT IT DOES.
HAS AN EFFECT ON YOUR SUPERINTENDENT ON YOUR STAFF, ON YOUR STUDENTS ON YOUR COMMUNITY.
IF THE 10 OF YOU CAN'T GET ALONG, HOW WOULD YOU EXPECT YOUR STAFF TO? IF THE 10 OF YOU CAN'T WORK WELL TOGETHER, HOW DO YOU EXPECT YOUR STUDENTS TO, YOUR COMMUNITY TO? I WILL TELL YOU, YOU DO NOT HAVE TO BE BEST FRIENDS.
YOU DON'T HAVE TO BE AT EACH OTHER'S HOMES, EVERY WEEKEND, BUT YOU DO HAVE TO WORK TOGETHER FOR KIDS.
OKAY, WE GOT TO DO THAT. WE'RE NOT GOING TO DO THAT PART.
WHAT QUESTIONS DO YOU HAVE OTHER THAN IS SHE DONE AND CAN WE GO HOME? BECAUSE THE ANSWER TO NUMBER TWO IS YOU CANNOT GO HOME BECAUSE I HAVE A CO-PRESENTER, AND ALSO BECAUSE I'M WATCHING YOU, AND I'LL HAVE QUESTIONS FOR YOU.
BUT WHAT QUESTIONS DO YOU HAVE HONESTLY? Y'ALL ALL HAVE MY SUPER SECRET CELL PHONE NUMBER.
PLEASE FEEL FREE TO USE IT AND CALL ME WHEN YOU HAVE QUESTIONS.
ANYTHING YOU SAY IS CONFIDENTIAL, BUT SOMETIMES IT JUST HELPS TO BOUNCE IT OFF OF SOMEBODY WHO'S NOT ON YOUR TEAM.
IF THERE ARE NO OTHER QUESTIONS, I AM GOING TO GET OUT OF THIS, ASSUMING I KNOW HOW.
OH, GOOD. SOMEBODY ELSE WILL DO IT.
THE IMPORTANT PEOPLE WILL DO IT.
>> TRUSTEE CARRY ON, I'LL SEND IT BACK TO YOU.
>> YEAH. TRUSTEES, NO QUESTIONS FOR DOUGLAS? NO. OKAY. THEN THANK YOU SO MUCH.
I THINK AT THIS TIME, WE'LL TURN TO AGENDA ITEM 4.02 GOALS AND CONSTRAINTS.
>> I KNOW HOW TO START. I GOT IT.
NO. I DID MORE THAN I KNOW HOW TO DO.
>> DOCTOR HART, I'M GOING TO TRANSITION OVER TO YOU, AND THEN THE SUPERINTENDENT IS PREPARED TO ACTUALLY GO THROUGH SOME POTENTIAL PROPOSED GOALS AND BACKUP DATA THAT WE'VE REVIEWED. YOU GO.
>> TRUSTEE CARREON, SUPERINTENDENT AZALE TRUSTEES.
THANK YOU ALL VERY MUCH FOR HAVING ME HERE, EXCITED TO BE HERE WITH YOU THIS EVENING.
LOOKING FORWARD TO THE CONVERSATION THAT WE'RE ABOUT TO HAVE AROUND GOALS, AND THE PRESENTATION THAT WE JUST HEARD FROM A COLLEAGUE IS ABSOLUTELY ON POINT IN TERMS OF THE WORK THAT YOU'LL NEED TO DO TODAY, THE WORK THAT YOU NEED TO DO TONIGHT, AND WHAT THAT WORK MEANS IN TERMS OF MOVING FORWARD.
SO THIS EVENING, YOU'LL HAVE AN OPPORTUNITY TO SET THE DIRECTION OF THE SCHOOL DISTRICT.
AS MANY OF YOU KNOW, THE GOALS THAT ARE CURRENTLY IN PLACE HAVE BEEN IN PLACE FOR THE LAST FIVE YEARS.
THE CONVERSATION FOR THIS EVENING WILL REALLY SET THE DISTRICT FOR MOVING FORWARD OVER THE NEXT FIVE YEARS.
I WANT TO CLARIFY A COUPLE OF THINGS FOR YOU AS WE MOVE FORWARD WITH THIS PROCESS.
YOU'VE ALREADY HEARD A PRESENTATION IN YOUR PREVIOUS BOARD SESSION AROUND COMMUNITY LISTENING AND THE INFORMATION YOU RECEIVED FROM THAT.
WE'LL HAVE A PRESENTATION A FEW MOMENTS REGARDING DATA THAT THE DISTRICT WILL SHARE WITH YOU.
THEN WE'LL GO INTO A CONVERSATION ABOUT YOUR GOALS, AND WE'RE GOING TO MIX THINGS UP, GET YOU UP AND MOVING AND REALLY HAVING A CONVERSATION THIS EVENING.
I WANT TO PIGGYBACK OFF THE PRESENTATION THAT YOU JUST HEARD AS WELL AND SHARE A COUPLE OF THINGS.
[00:55:01]
THE FIRST OF WHICH IS WHAT WAS JUST SHARED IS CRITICALLY IMPORTANT, AND IT IS IMPORTANT TO THIS PROCESS.YOUR ABILITY TO WORK AS A UNIT IS FAR MORE IMPORTANT TO THE DISTRICT AND CHANGING OUTCOMES FOR STUDENTS THAN ANYTHING THAT YOU CAN ACCOMPLISH INDIVIDUALLY.
IT'S AS IF I TOOK MY FINGERS AND THE 10 OF YOU ARE INDIVIDUAL FINGERS.
IF I WERE TO ASK YOU TO PUSH ON THE CHALLENGES OF THE DISTRICT, AS FINGERS, YOU'RE GOING TO GET A LOT LESS DONE THAN IF YOU PUSH AS A UNIT, IF YOU PUSH TOGETHER.
TONIGHT'S CONVERSATION IS REALLY ABOUT GETTING YOU TO A PLACE WHERE YOU'RE PUSHING ON THE CHALLENGES TOGETHER.
IN ADDITION TO THAT, WE'RE GOING TO TALK ABOUT HOW MANY GOALS YOU SET.
THERE ARE SOME STATE REQUIREMENTS ABOUT THE NUMBERS.
WE'LL TALK ABOUT THAT IN A MOMENT.
BUT JUST NOTE, THE BEST ANALOGY I CAN GIVE IS IF I HAVE A GALLON OF GAS AND I TAKE THAT GALLON OF GAS AND I PUT IT ALL INTO ONE VEHICLE, I CAN GET MUCH FURTHER DOWN THE ROAD, AND IF I TAKE THAT SAME GALLON OF GAS AND DIVIDE IT UP INTO FIVE DIFFERENT VEHICLES.
I CAN'T MOVE THE FIVE VEHICLES AS FAR AS I CAN MOVE ONE VEHICLE WITH THE SAME GALLON OF GAS, GIVEN THE FACT THAT THE DISTRICT HAS LIMITED RESOURCES, AND WHAT WAS SHARED EARLIER, IS YOU DON'T WANT TO HAVE SIX, SEVEN, EIGHT, 10, 15, 20 GOALS, BECAUSE YOU'RE ESSENTIALLY TAKING THE LIMITED RESOURCES OF THE DISTRICT, AND YOU'RE DIVIDING THEM UP AMONG A NUMBER OF DIFFERENT THINGS.
SO WE'LL TALK TONIGHT ABOUT SETTING SOMEWHERE 3-5 GOALS SO THAT YOU CAN ACTUALLY MAKE SIGNIFICANT PROGRESS ON THOSE THREE TO FIVE.
THEN LAST THING IS SETTING GOALS IS ABOUT THE WILL OF THE BOARD, NOT THE WILL OF ANY INDIVIDUAL.
I THINK THAT'S ALSO IMPORTANT.
WHAT WE'LL GET TO IS, WHAT IS THE WILL OF THE BOARD AS A COLLECTIVE IN MOVING FORWARD.
WITH THAT, I WILL TURN THINGS OVER TO SUPERINTENDENT LIZALDI AND HER TEAM TO SET THE STAGE FOR THE DATE OF CONVERSATION, AND THEN WE'LL GO THROUGH A FULL CONVERSATION ABOUT SETTING YOUR GOALS.
THANK YOU, MS. DOUGLAS AS WELL.
WHAT I WANTED TO SPEND A LITTLE BIT OF TIME ON WAS REVIEWING FIRST, ALL THE DATA, AS YOU ALL KNOW, THERE'S A LOT OF DATA THAT YOU ALL HAVE ACCESS TO THAT WE ALSO PRESENT.
WE ALSO KNOW AND I BELIEVE EACH OF YOU MAY HAVE ALL OF THESE HARD COPIES MAYBE AT YOUR DESK.
JUST WANTED TO REVIEW, CERTAINLY DON'T WANT TO GO THROUGH EVERY SINGLE ONE OF THESE BECAUSE I THINK WE OBVIOUSLY WANT TO GET TO THE HARD WORK OF'S CONVERSATION.
BUT I WANTED TO REMIND US ALL THAT ALL OF THIS, NOT ONLY IS IT PART OF GOVERNANCE, BUT IT'S ALSO IN OUR POLICY, IN BOARD POLICY AE, LOCAL AND SO OUR EDUCATIONAL PHILOSOPHY IS ROOTED IN ENSURING THAT WE HAVE STUDENT ACADEMIC GOALS FOR OUR ENTIRE DISTRICT.
ALSO, OF COURSE, WANT TO KEEP IN FRONT OF US THAT WE DO HAVE EXISTING GOALS AND CONSTRAINTS.
YOU HAVE THEM ALSO AS PART OF THE PACKET.
THIS IS IMPORTANT FOR US TO REVIEW FOR JUST A COUPLE OF MINUTES BECAUSE I WANT TO REMIND US WHERE THOSE FIVE YEAR GOALS ORIGINATED WERE ALL PRE-COVID.
THEY WERE ALSO PRE-STAR TWO POINT.
THE OUTCOME GOALS AND TARGETS IS THE SHEET THAT IS A TABLE THAT LOOKS LIKE THIS, AND WE'VE POPULATED IT WITH THE DATA OF WHERE WE ARE ACTUALS AND THEN WITH THE TARGET FOR THE FIVE YEAR BECAUSE THAT THIS 24, 25 IS THE LAST OF THOSE ORIGINAL FIVE-YEAR GOALS.
I DID THINK IT WAS IMPORTANT THAT WE RECOGNIZE THERE WERE TWO THINGS IN PARTICULAR.
THERE WAS THAT SMALL THING CALLED A PANDEMIC.
I DO WANT TO REMIND EVERYONE THAT WHILE WE CERTAINLY NEVER WANT TO HAVE EXCUSES, WE ALSO CAN'T IGNORE REALITIES THAT HAVE AFFECTED NOT JUST STUDENTS IN DALLAS ISD, THEY AFFECTED STUDENTS THROUGHOUT THE STATE OF TEXAS.
THEY AFFECTED THE ENTIRE UNITED STATES.
THOSE ORIGINAL GOALS WITH THE LAST TARGET IN THE 24, 25 SCHOOL YEAR, THE LAST TARGET WAS NOT CHANGED.
I KNOW THE BOARD, WHILE I WAS IN ANOTHER DISTRICT, DID MAKE SOME ADJUSTMENTS TO THE INDIVIDUAL ANNUAL, TARGETS, BUT THE FIFTH-YEAR TARGET, SO TAKE, FOR INSTANCE, GOAL 1 FROM 46, WHERE WE WERE PRE-COVID TO 58 BY JUNE OF 2025.
THAT 58 WAS, IN FACT, THE ORIGINAL FIVE-YEAR GOAL.
NOW THE GOALS, AND YOU'LL SEE WHAT HAPPENED AFTER COVID,
[01:00:03]
THE ACTUALS FOR 2021, WE DROPPED TO 36.THEN WE HAD A SLIGHT INCREASE, WELL, I WOULD SAY A SIGNIFICANT INCREASE TO 42.
THIS WAS RIGHT AFTER COVID, AND WE STARTED TO WORK ON GETTING SOME REBOUNDING AND THEN TO 44 AND THEN TO 43.
I WOULD ASK YOU ALSO TO REMEMBER THAT IN 22, 23, THERE WAS A NEW STATE ASSESSMENT.
WE'RE ALSO NOT COMPARING APPLES TO APPLES.
RIDING NOW BECAME A COMPONENT OF THE STATE ASSESSMENT. IT WAS NOT.
AGAIN, THAT 58 IS REFLECTIVE OF THE ORIGINAL TEST AND PRE-COVID.
ONE OTHER CHANGE THAT OCCURRED IN 23, 24 THAT AFFECTED EVERYONE IN THE STATE WAS AUTOMATED SCORING.
THERE WAS AN INCREASE IN THE NUMBER OF ZEROS.
WHICH IN MY CAREER HAD NEVER HAPPENED.
WHEN WE TRAINED TEACHERS ON NEW RUBRICS, TEACHERS ALWAYS IMPROVED THE NEXT YEAR AFTER THE FIRST YEAR OF AN ASSESSMENT.
THIS DID NOT FOLLOW THAT TREND IN THE WHOLE STATE.
I DID THINK IT WAS IMPORTANT JUST TO ORIENT ALL OF US TO THESE ORIGINAL OUTCOME GOALS, THE GROWTH PROGRESS MEASURES THAT ARE LISTED THERE SO THAT WE CAN ALWAYS REFER TO THESE AS NEEDED AS WE GO THROUGH THOSE.
ALSO WANTED YOU ALL TO BE ABLE CERTAINLY DON'T WANT TO REHASH AT ALL, BUT OUR TEAM, I KNOW SPENT A LOT OF TIME WITH THE VISION AND PROGRESS MONITORING, AND THAT DOCUMENT IS A NICE LITTLE THICK STAPLED COMPOSITE.
>> THIS IS THE MONTHLY MEETING OF OUR BRIEFINGS WHERE WE SHARE A SIGNIFICANT AMOUNT OF TIME.
I AM PROUD TO STATE THIS BOARD SPENDS A VERY LARGE AMOUNT OF TIME ON STUDENT OUTCOMES, PROGRESS, DATA.
THIS IS JUST A COMPILATION OF THE NUMBER OF TIMES OUR TEAM HAS BEEN BEFORE YOU TO REVIEW THE DATA ALONG THE WAY.
WE ALSO HAVE WHAT THE TEXAS EDUCATION AGENCY.
MANY OF YOU ALWAYS ASKED, WHEN WE SET GOALS, WHAT IS IT THAT THE STATE IS HOLDING US ACCOUNTABLE FOR? WE ALSO HAVE FOR YOU THE 23, 24TH WHAT WE CALL, AGAIN, SPEAKING OF ACRONYMS, THE TAPR REPORT, THE TEXAS ACADEMIC PERFORMANCE REPORT.
THE NEW ONE JUST CAME OUT, I BELIEVE FRIDAY THE 13TH, WAS WHEN THE NEW TAPR REPORT CAME OUT.
WHAT I WOULD WANT TO CONNECT YOU OR ORIENTED TWO IF YOU ARE FOLLOWING IS THAT AN EXAMPLE ON PAGE 3 OF 33, WHICH IS THE VERY NEXT PAGE AFTER YOU TURN THE PAGE IN THIS PARTICULAR DOCUMENT, IT'LL COMPARE THE STATE, THE REGION TO OUR DISTRICT SO THAT YOU CAN SEE, WELL, WHERE IS DALLAS ISD, FOR INSTANCE, IN THIRD GRADE READING AT THE APPROACHES LEVEL, FOR THIS PAST YEAR, WE WERE AT 64%? THE REGION WAS AT 74, THE STATE WAS AT 74.
IT ALSO TELLS US WHERE WE WERE THE YEAR BEFORE RIGHT UNDERNEATH THAT.
YOU'LL NOTICE YOU HAVE THE SAME COMPARISONS AT THE METS LEVEL AND AT THE MASTER'S LEVEL, JUST FOR THIRD GRADE.
YOU SEE THAT FOR EVERY GRADE LEVEL IN EVERY STATE ASSESSMENT THAT IS PROVIDED.
THIS DATA ARE ALSO HELPFUL BECAUSE MANY TIMES YOU ALL WILL ASK US, WELL, WHERE DOES THAT PUT US IN COMPARISON TO THE STATE? I THOUGHT IT WAS IMPORTANT TO HAVE ACCESS TO THIS DOCUMENT AS WELL.
OF COURSE, YOU ALL HELD COMMUNITY LISTENING SESSIONS IN A VARIETY OF DIFFERENT WAYS, AND I KNOW YOU ALL HAVE ALREADY REVIEWED IT, BUT I'VE PUT THAT IN YOUR PACKET AS WELL, ALONG WITH THE APPENDIX.
THEN, HENCE, YOU ALL FORGET MY ALMOST, I DON'T KNOW, HOUR AND 10 MINUTES ON 58 PAGES, OF ALL OF THE STAR DATA THAT WERE AVAILABLE THAT WE PRESENTED TO YOU ALL.
YOU ALL WANTED TO KNOW HOW WE DID IN COMPARISON TO SURROUNDING DISTRICTS.
WE DID IT IN BAR CHARTS, WE DID IT IN LINE GRAPHS.
THE REASON I WANTED TO MENTION ALL OF THESE DATA IS THAT WE CERTAINLY HAVE SOME THOUGHTS, AND I CERTAINLY OPERATE AT THE WILL OF THE BOARD.
WE HAVE SOME CONSIDERATIONS THAT WE AT LEAST WANTED TO GET YOUR THOUGHTS
[01:05:03]
AROUND WHEN WE TALK ABOUT WHAT WOULD SOME PROPOSED GOALS LOOK LIKE? I TOOK ALL OF THE DATA THAT YOU NOW SEE IN FRONT OF YOU.WE TOOK SR, WE LOOKED AT SOME OF OUR NEW I READY DIAGNOSTIC, WHICH REPLACED MAP.
WE HAVE IN THE DISTRICT, INSTEAD OF JUST ACPS, WE'VE ALSO CREATED QUARTERLY STANDARD MASTERY CHECKS.
WE LOOK AT OUR PRE K CIRCLE, WHICH TELLS US WHETHER STUDENTS ARE ON TRACK IN OUR PRE K3 AND PRE K4 YEAR OLDS.
WE LOOK AT CAMPUS INDIVIDUAL EXIT TICKET DATA.
WE'VE LOOKED AT CLIMATE SURVEYS.
WE LOOKED AT COLLEGE CAREER MILITARY READINESS INDICATORS.
WE'VE LOOKED AT OUR DISTRICT PERFORMANCE GOALS, WHERE WE ARE, STUDENT SURVEYS, AND, OF COURSE, TAPR.
ALL OF THIS TO SAY THERE IS ENOUGH DATA THAT WE CAN CERTAINLY LOOK AT TO HELP BE THE FOUNDATION OF WHERE THIS BOARD WOULD LIKE TO SEE THE DISTRICT.
LASTLY, I DID JUST WANT TO MENTION AS I GET TO THESE IN JUST A MINUTE IS HOUSE BILL 3, WHICH DR. HART ALLUDED TO, ALSO REQUIRES US TO HAVE SOME GOALS FOR THIRD GRADE READING, THIRD GRADE MATH, AND ALSO FOR COLLEGE CAREER MILITARY READINESS.
KNOWING THAT WE SHOULD HAVE SOMEWHERE 3-5 GOALS ONLY, WE'VE TAKEN A STAB AND THE BOARD CAN DISCUSS THEM, THROW THEM OUT, START OVER, TAKE SOME OF IT, TAKE NONE OF IT.
AGAIN, THIS IS SIMPLY OUR TEAM, JUST AS YOU ALL ARE HOLDING THIS WORKSHOP.
I HELD A WORKSHOP WITH OUR TEAM, AND WE WENT THROUGH, WHAT ARE THE THINGS THAT WE THINK WOULD MAKE SENSE TO FROM WHAT WE'VE LEARNED.
NOW I'M GOING JUST HIGHLIGHT A FEW OF WELL, I'M GOING TO GO THROUGH WHAT AT LEAST OUR SUGGESTIONS ARE.
AGAIN, KNOWING VERY WELL, THESE CAN BE AS IF WE'VE DONE NOTHING OR WE CAN ANSWER QUESTIONS OR WE CAN HOWEVER DR. HART FACILITATES THE NEXT PART.
KEEPING IT AT THE I GUESS, LET'S STAY AT THE BALCONY LEVEL.
LET'S START WITH PERHAPS OUTCOME GOAL 1.
WE KNOW THAT WE WANT TO TAKE AT A MINIMUM A BOOK END APPROACH.
WHERE ARE KIDS AT THE BEGINNING AND ALSO HAPPENS TO ALIGN WITH HOUSE BILL 3 REQUIREMENTS, AND IN A MINUTE, YOU'LL SEE THE OTHER BOOK END IS WHERE OUR KIDS WHEN THEY LEAVE OUR SYSTEM.
BECAUSE, AS MS. DOUGLAS MENTIONED, THERE'S SO MANY THINGS TO MEASURE, BUT IF WE SAY WE'RE MEASURING ALL OF IT, THEN OUR FOCUS IS GOING TO BE DISSIPATED RATHER THAN THE WORD FOCUSED.
TAKING STUDENT ACHIEVEMENT ON THIRD GRADE STATE ASSESSMENT IN READING IN DOMAIN ONE WOULD INCREASE FROM WHEREVER WE WOULD BE AT THE END OF THIS YEAR TO WHEREVER THE BOARD THOUGHT WE SHOULD BE COLLECTIVELY, OF COURSE, WITH SOME OF OUR INPUT BY JUNE OF 2030, WOULD BE A SUGGESTED GOAL 1.
THE GOAL PROGRESS MEASURES THEN THAT WE WOULD BRING YOU AT THE END OF EACH YEAR THAT WE WOULD REPORT OUT.
WE WOULD STILL PROVIDE YOU INTERIM DATA, BUT THE GOAL PROGRESS MEASURE ITSELF WOULD BE PROVIDED AT THE END OF THE YEAR.
THAT WOULD INCLUDE A FOCUS ON WHETHER OUR PRE K STUDENTS ARE ON TRACK OR NOT AS MEASURED BY THE CIRCLE SCREENER.
1.2 WOULD BE THE BAND OF STUDENTS FROM GRADES K-2, ENSURING THAT THEY ARE INCREASING IN THEIR READING PROFICIENCY AND THAT THEY WOULD BE GROWING.
WE MENTIONED A TEXT ALIGNED ASSESSMENT BECAUSE WE KNOW THAT COULD CHANGE.
THIS WOULD ALLOW US IF WE HAD TO CHANGE THE ASSESSMENT, AS LONG AS IT WAS STILL TEXT ALIGNED, WE WOULDN'T HAVE TO MAKE ANY ADJUSTMENTS.
AGAIN, THAT WOULD BE FROM WHEREVER OUR STARTING POINT IS TO WHEREVER THE BOARD WOULD IN A UNIFIED WAY, SAY WE WOULD NEED TO BE BY JUNE OF 2030.
I WANT TO MENTION BOTH GOAL PROGRESS MEASURES 1.1 AND 1.2 ARE ALSO COMING FROM LESSONS LEARNED.
WE NOTED THAT THIS YEARS, WHICH ARE CURRENT FOURTH GRADERS.
LAST YEAR'S THIRD GRADERS SAW A DROP IN THEIR READING PROFICIENCY.
THE BOARD MAY REMEMBER THAT WHEN WE REVIEWED THAT DATA, WE FOUND THAT WHEN YOU BACKWARD MAP THOSE STUDENTS, THE MOST DISRUPTIVE SCHOOL YEAR FOR THEM WAS KINDERGARTEN.
WE'VE NOTED IS WHAT THIS BOARD HAS ALREADY
[01:10:04]
EMPHASIZED OVER AND OVER AGAIN IS HOW IMPORTANT EARLY LEARNING IS.THAT SEEMS TO HAVE BEEN THE STUDENTS THAT SUFFERED THE MOST WERE STUDENTS THAT WERE IN KINDER, DURING THE MOST DISRUPTION, AND THE FOLLOWING YEAR, THEY WERE IN FIRST GRADE, WHICH WAS, I WOULD SAY, HALF OF THE YEAR STILL DISRUPTED.
YOU ALL MAY RECALL OMICRON AND DELTA STRAINS THAT WERE STILL PRESENT.
TEACHERS WERE COMING AND GOING.
IF YOU'LL REMEMBER, WE HAD POLICIES WHERE YOU HAD SYMPTOMS, YOU HAD TO STAY HOME FOR A CERTAIN AMOUNT OF TIME, AND THOSE STUDENTS SEEMED TO AGAIN, TO HAVE HAD THE MOST DISRUPTION.
HERE, OUR GOAL PROGRESS MEASURES THEN PROVIDE AGAIN, THAT ALIGNMENT OF WHAT THIS BOARD HAS CONTINUED TO EMPHASIZE THAT EARLY LEARNING IS A CORNERSTONE OF OUR STUDENT SUCCESS, AND THAT WE NEED TO CONTINUE TO INVEST IN THAT.
THAT WOULD ALSO BE CAPTURED IN, THEN HOW WELL ARE OUR STUDENTS DOING IN GRADES K-2 BEFORE THEY GET TO THIRD GRADE.
THEN THE LAST ONE IS INDICATIVE OF OUR CONTINUED UNDERSTANDING THAT UNTIL EVERY STUDENT IS SUCCESSFUL.
SOME OF OUR LOWEST STUDENTS ARE AFRICAN AMERICAN STUDENTS.
THAT HAS TO CONTINUE TO BE AN AREA IN WHICH WE ARE TRANSPARENT AND OPENLY PROVIDE THE PROGRESS THAT THAT STUDENT GROUP IS HAVING, AND THAT THEY, IN FACT, SHOULD HAVE ADDITIONAL RESOURCES AS WE HAVE DONE OVER THE PAST COUPLE OF YEARS THAT HAVE SHOWN IMPROVEMENT WHEN WE'VE ADDED THOSE RESOURCES.
>> SUPERINTENDENT, WOULD YOU LIKE TO GO OVER GPM 1.2 AND TALK ABOUT THE GROWTH MEASURE WITHIN THE BAND?
>> NOT YET. THEN YOU'LL SEE SO THAT'S GOAL 1, AND THAT'S THIRD GRADE READING, ESSENTIALLY BEING THE FOCAL POINT.
OUTCOME GOAL 2 IS ESSENTIALLY A REPEAT OF GOAL ONE, BUT THIS TIME THE EMPHASIS IS ON MATHEMATICS.
AGAIN, BOTH OF THESE JUST HAPPEN TO ALSO OVERLAP WITH WHAT THE STATE REQUIRES IN HOUSE BILL 3.
I WON'T REPEAT THE 2.1, 2.2, AND 2.3 ARE THE SAME AREAS.
I'LL GO TO GOAL 3, WHICH WILL BE OUR COLLEGE CAREER MILITARY READY OR CCMR, WHICH WE KNOW IS THAT FINAL BOOK END.
WHAT WE WORKED TO CAPTURE HERE WAS A LITTLE BIT EVERYTHING THAT IS RELATED TO CCMR MEANING THERE'S ACTUALLY TWO AREAS FOR CCMR. ONE IS ACCOUNTABILITY.
ARE OUR STUDENTS COLLEGE CAREER MILITARY READY? SEPARATE FROM THAT IN HOUSE BILL 3 IS OUTCOMES BASED FUNDING THAT IS TRIGGERED BY SOME OF THE CCMR, BUT NOT ALL.
YOU CAN ACTUALLY BE COLLEGE CAREER MILITARY READY, BUT NOT GENERATE OUTCOMES BASED FUNDING.
IN THIS PARTICULAR CASE, WE WERE REALLY WANTING TO FOCUS ON OUR KIDS CCMR READY.
THE GOAL ITSELF BEING THE ACCOUNTABILITY, WHICH IS SIMILAR, ACTUALLY, IT'S IDENTICAL TO WHAT WE HAVE NOW, THE PERCENT OF GRADUATES WHO ARE IN FACT MEETING THAT CRITERIA.
THEN THE GOAL PROGRESS MEASURES ARE THOSE MEASURES THAT MAKE UP BECAUSE WE CAN THEN MONITOR AND TRACK AND MAKE ADJUSTMENTS AS NECESSARY TO OUR GPMS, STARTING WITH 3.1, THE PERCENT OF STUDENTS THAT ARE TEXAS SUCCESS INITIATIVE.
THAT PARTICULARLY IS REFLECTIVE OF THE TEST ITSELF.
FOR 3.1 IS, DID THE STUDENTS MEET CRITERIA ON SAT, ACT TSIA, OR DID THEY COMPLETE WITH A 90 AND ABOVE THE COLLEGE PREP COURSE? IT CAN BE A COMBINATION OF ANY OF THOSE, BECAUSE YOU HAVE TO HAVE THAT IN BOTH THE ELR ENGLISH LANGUAGE ARTS COMPONENT AS WELL AS THE MATH.
BUT I COULD, FOR INSTANCE, STEPHANIE, WHO IN SCHOOL DID BETTER IN MATH THAN SHE DID IN THE ENGLISH COMPONENT, I MIGHT HAVE MET THE CRITERIA ON THE MATH PART OF SAT, BUT MAYBE I DIDN'T MEET THE VERBAL COMPONENT ON SAT, BUT I TOOK COLLEGE PREP COURSE AND I GOT A 95.
THAT WOULD MAKE STEPHANIE CCMR MET, BUT YOU DO HAVE TO HAVE IT IN BOTH AREAS.
THAT'S 3.1, 3.2 IS, OF COURSE, ONE OF THE MAIN REASONS CAREER INSTITUTES EXIST.
THIS WOULD BE OUR INDUSTRY BASED CERTIFICATIONS,
[01:15:01]
KNOWING THAT THIS IS ONE MORE YEAR OF THE NEW RULES.REMEMBER, IT STARTED OFF WITH STUDENTS JUST HAVING TO TAKE AND PASS THE INDUSTRY BASED CERTIFICATION.
THEN IT BECAME STUDENTS HAD TO HAVE ONE COURSE ALIGNED WITH IBCS.
THEN IT BECAME TWO COURSES, AND NOW WE'RE UP TO YOU MUST HAVE THREE COURSES OR A COHERENT SEQUENCE OF COURSES, IF YOU WILL, AND THEN PASS YOUR INDUSTRY BASED CERTIFICATION.
HOWEVER, WHEN YOU DO THAT, YOU ARE NOW ALSO CCMR MET.
WE ALL KNOW WE'VE BEEN CONTINUING TO TRACK OUR P TECH AND EARLY COLLEGE HIGH SCHOOL STUDENTS AND SPECIFICALLY ASSOCIATES DEGREES.
I PUT A BLANK BETWEEN WHO EARN HOW MANY HOURS AND HERE'S WHY.
WE'VE BEEN REPORTING TO YOU THE HIGHEST BAR THAT ACTUALLY HAS GENERATED OUTCOMES BASED FUNDING BECAUSE YOU DO GET OUTCOMES BASED FUNDING FOR STUDENTS WHO GET AN ASSOCIATE'S DEGREE.
HOWEVER, YOU CAN ALSO BE CCMR MET IF YOU HAVE NINE HOURS OF COLLEGE OF ANY SUBJECT, OR IF YOU HAVE THREE COLLEGE HOURS IN MATH OR THREE COLLEGE HOURS IN ELR.
ANY OF THOSE THAT I JUST MENTIONED WOULD ALSO GIVE YOU CCMR. BUT WE HAVEN'T TRACKED THAT FOR YOU.
THAT DOESN'T MEAN WE DON'T HAVE THAT DATA.
WE CERTAINLY DO, BUT WE HAVEN'T BROUGHT FORTH THAT PARTICULAR DATA.
HERE WE USED TO HAVE, FOR THIS GOAL PROGRESS MEASURE, WE ACTUALLY USED TO HAVE 60 HOURS.
WHAT I'M SAYING IS THAT BAR IS PRETTY HIGH.
I'M NOT SAYING WE LOWER THE BAR.
I'M SAYING WE SHOULD REPORT ON THE STUDENTS THAT ARE NOT MEETING THE 60, BUT WHO ARE ALSO COLLEGE CAREER MILITARY READY MET.
3.4, THIS ONE IS IMPORTANT BECAUSE FOR THE STUDENTS WHO ARE TSI MET IN TERMS OF THE TEST ITSELF, NOW WE GET ACTUAL OUTCOMES BASED FUNDING IF THEY'RE TSI READY, AND THEY ARE ENROLLED IN COLLEGE.
THAT GENERATES ADDITIONAL FUNDING.
THAT'S WHY YOU SEE THE PERCENT OF COLLEGE ENROLLMENT WILL INCREASE FROM BLANK TO BLANK.
THEN LASTLY, 3.5, THE PERCENT OF STUDENTS MEETING THE CRITERIA ON CCMR FOR DUAL CREDIT HOURS, WHICH WAS REALLY REFERENCING WHETHER WE SHOULD ACTUALLY HAVE 3.3 WITH JUST ASSOCIATES DEGREES.
THEN WE COULD HAVE 3.5 THAT WOULD HAVE THE NINE COLLEGE HOURS I REFERENCED EARLIER OR THE THREE MATH OR THE THREE ELR COLLEGE HOURS THAT MAKE YOU CCMR MET.
THAT WAS OUR FIRST GO AROUND ON GOALS WITH REGARD TO CONSTRAINTS.
>> THE FIRST CONSTRAINT WAS ENSURING THAT HIGH QUALITY STUDENT EXPERIENCES FOR EVERY SINGLE STUDENT, WE ESSENTIALLY KEPT A CAMPUS CLIMATE SURVEY AS WAS WRITTEN POSITIVELY RESPONDING, SAME THING WITH CAMPUS SAFETY, AND THE SAME THING WITH THE CAMPUS SENSE OF BELONGING.
WITH CONSTRAINT 2, THIS, OF COURSE, FOCUSES ON UNDERSTANDING THAT THE TEACHER IS THE MOST TIGHTLY CORRELATED ROLE IN OUR SYSTEM TO STUDENT SUCCESS.
THE ONE THING I WOULD ADD BECAUSE WE'VE BEEN DISCUSSING THIS A LITTLE BIT IS I ACTUALLY WANT TO MAKE AN AMENDMENT TO WHAT WE WERE PROVIDING TO YOU IN CPM 2.1.
HERE'S WHY. WE ARE NOW, FOR INSTANCE, DALLAS ISD HAS ONE OF THE LOWEST TEACHER TURNOVER RATES.
TO BE ABLE TO SAY EVERY YEAR, WE'RE GOING TO KEEP GOING LOWER AND LOWER IS TRULY NOT REALISTIC.
WHAT WE THINK IS, WELL, LET'S COMPARE TO HOW WE'RE DOING TO THE STATE.
I WOULD RECOMMEND THAT MAYBE WE WOULD CHANGE THE TEACHER RETENTION RATE WILL NOT EXCEED REGION 10 ANNUAL TEACHER RETENTION RATE.
THE STATE WOULD PROBABLY BE, MAYBE TOO WIDE, BUT THE REGION WOULD BE EVERYBODY AROUND US.
IF WE'RE DOING BETTER THAN THE REGION AROUND US, I WOULD WANT US TO CONSIDER THAT WE'RE BEING SUCCESSFUL THAN IN 2.1.
BECAUSE, AGAIN, WHAT IF SOMETHING HAPPENS AND THE WHOLE REGION HAS THIS TERRIBLE TEACHERS LEAVE, AND WE HAVE TEACHERS THAT LEAVE TOO, BUT WE'RE STILL LOWER THAN EVERYONE AROUND US.
I THINK THAT BEARS SOME CONSIDERATION AS OPPOSED TO, WE'RE JUST GOING TO CONTINUE TO GO DOWN AND DOWN.
THEN 2.2, THE POSITIVE AGREEMENT RESPONSES WITH REGARD TO HOW TEACHERS FEEL ABOUT THEIR CLIMATE SURVEY, WHICH IS ONE THAT'S ALREADY EXISTED.
THIS IS CERTAINLY AN AREA THAT WE WANT TO ENSURE
[01:20:03]
WE CONTINUE TO FOCUS ON CAMPUSES THAT ARE OF THE HIGHEST NEED.WE'RE COMPARING BETWEEN HIGH PRIORITY CAMPUSES AND OTHER CAMPUSES WITH REGARD TO PROFICIENT 1.
I THINK IF WE GET TO THIS POINT IN THIS CONVERSATION AROUND HOW THAT'S ACTUALLY CALCULATED AND WHAT WE'RE COUNTING THERE.
THEN 3.2, VERY IMPORTANT TO ENSURE THAT OUR STUDENT GROUPS THAT NEED THE MOST SUPPORT, AFRICAN-AMERICAN AND EMERGENT BILINGUAL STUDENTS, THAT WHEN WE COMPARE THAT THEY ARE ALSO GETTING ACCESS TO THE GOOD STUFF.
THAT WE'RE NOT JUST PROVIDING THOSE AP AND DUAL CREDIT COURSES FOR OTHER GROUPS OF STUDENTS, BUT THAT WE HAVE MECHANISMS FOR ALL STUDENTS TO HAVE ACCESS TO THAT RIGOROUS COURSE WORK.
THEN, I THINK OUR VERY LAST ONE IS AROUND FINANCIAL SOLVENCY.
WE KNOW THAT WE ALREADY HAVE TWO MECHANISMS THAT THE BOARD USES.
THEN WE HAVE THE TEXAS REVIEW BY THE STATE, WHICH IS, OF COURSE, CALLED THE FIRST RATING.
THAT WOULD BE OUR FIRST RUN OF SHOW WITH REGARD TO CONSIDERATION OF GOALS AND CONSTRAINTS. THANK YOU.
>> THANK YOU, DR. LAZALDE, AND THANK YOU, DR. HART.
BEFORE WE JUMP INTO THE NEXT PORTION OF THIS AND MAYBE ASK SOME CLARIFYING QUESTIONS HERE.
I WANT TO TURN THE MICROPHONE OVER TO TRUSTEE MACKEY, WHO CHAIRED HERE THE GOVERNANCE COMMITTEE JUST TO MAYBE HELP CLARIFY FOR THE BOARD TIMELINE AND WHERE WE ARE IN THE PROCESS OF GOAL RESETTING.
>> THANK YOU, TRUSTEE CARREON.
WHILE WE DON'T HAVE ANY SLIDES FOR THIS, IF YOU REMEMBER BACK TO THE ONE WE MET, WE HAVE A TIMELINE.
IT STARTED OUT BACK IN AUGUST WHEN WE BEGAN THE COMMUNITY LISTENING.
WE DID THE COMMUNITY LISTENING ALL THROUGH EARLY NOVEMBER.
THAT'S THE SUMMARY. THAT IS ONE ELEMENT.
WE GOT THE COMMUNITY LISTENING 1,000 PLUS RESULTS FROM WHAT FOLKS SAID, WE LIVED IT, WE WENT TO THOSE MEETINGS, WE HEARD IT.
THAT IS BUT ONE PIECE OF INFORMATION FOR US TO CONSIDER AS PART OF THIS.
SEPARATELY, WE HAVE THE SUPERINTENDENT AND THEIR TEAM WHO ARE IN THIS WORK EVERY DAY.
THEY HAVE SHARED WITH US A GIGANTIC FOLDER OF DATA ON THIS AS WELL AS THEIR FIRST THOUGHT AND PASS ON THESE.
IT'S A SECOND PIECE OF INFORMATION THAT WE HAVE TO CONSIDER.
BUT ULTIMATELY, THE DECISION OF WHAT THE GOALS AND THE CONSTRAINTS ARE RESTS WITH THIS BOARD.
WE CAN TAKE ANY OF THIS, LEAVE ANY OF THIS, THROW IT ALL OUT, CHANGE IT.
ONE NOTE I WANT TO SHARE IS THAT IF YOU WERE WELL, WE HAD THIS SET ON THE CALENDAR FOR DECEMBER, THIS IS THE FIRST CONVERSATION ON THIS.
WE TALKED A LOT ABOUT PROGRESS MEASURES HERE.
WE WON'T TALK ANYTHING ABOUT PROGRESS MEASURES AT THIS TIME.
OUR GOAL TONIGHT, HOPEFULLY, IS TO GET A SENSE OF THE BIG GOALS.
THOSE 3-5 THINGS THAT WE WANT TO PRIORITIZE WITH AS MUCH SPECIFICITY AS WE HAVE.
WE WON'T BE TALKING ABOUT NUMBERS.
SAME THING ON THE CONSTRAINTS, 1-5 CONSTRAINTS THAT WE WANT TO PRIORITIZE THAT ARE IMPORTANT.
THE DIFFERENCE BEING GOALS ARE WHAT STUDENTS, NO ONE SHOULD BE ABLE TO DO, CONSTRAINTS OR EVERYTHING ELSE THAT'S IMPORTANT.
I THINK DR. HART HAS A WAY THAT HE'LL WALK US THROUGH AND WE'LL START TO HAVE THESE CONVERSATIONS, ETC.
BUT THAT'S THE GOAL OF TONIGHT, NOT TO TALK ABOUT ALL THE DIFFERENT MEASURES, HOW MUCH, ETC. WHAT'S GOING TO HAPPEN? WE HAVE ALSO ON THAT, IF YOU LOOK BACK ON THAT CALENDAR, IT HAS JANUARY, FEBRUARY, MARCH, WHERE WE WILL START THIS.
THAT'LL GIVE THE ADMINISTRATION DIRECTION, AND THEY WILL GO AND FORM POTENTIAL PROGRESS MEASURES THAT HELP US THINK ABOUT NUMBERS, AND THAT'LL COME BACK TO THE BOARD, AND WE'LL HAVE ANOTHER DISCUSSION ABOUT THAT PROBABLY IN JANUARY, FEBRUARY.
WE'LL GIVE FEEDBACK ON THAT. WE MIGHT MAKE ADJUSTMENTS.
WE MIGHT SAY, ACTUALLY, THAT'S NOT WHAT WE MEANT AND CHANGE IT AGAIN.
THAT IS OKAY. THAT IS PART OF THIS PROCESS.
TONIGHT, THE GOAL OF THIS IS JUST TO TALK BIG PICTURE.
WHAT ARE THOSE BIG AREAS OF PRIORITIES, BOTH ON THE GOALS AND THE CONSTRAINTS THAT THEN GIVE DIRECTION TO THE SUPERINTENDENT AND HER TEAM TO BE ABLE TO START TO PUT A LITTLE BIT MORE SPECIFICITY TO THEM THAT WE WILL THEN LOOK FOR.
WE DON'T HAVE TO FEEL LIKE WE'RE COMING UP WITH NUMBERS AND ALL THESE PROGRESS MEASURES TONIGHT.
IT'S REALLY JUST THE BIG PICTURE, AND WE CAN TAKE INTO ACCOUNT ANY OF THE INFORMATION WE HAVE.
BUT ULTIMATELY, THIS BOARD IS THE ONES THAT MAKE IT AS KAY SAID.
THIS IS A COLLECTIVE DECISION, NOT AN INDIVIDUAL ONE.
>> THANK YOU FOR THAT, TRUSTEE MACKEY.
I'LL JUST EMPHASIZE THAT AGAIN.
WE'RE GOING TO WORK THROUGH THIS MONTH BY MONTH.
WE'VE BEEN GIVEN A LOT OF INFORMATION.
THE IDEA IS THAT EVERY MONTH OR AS THE BOARD CHOOSES TO ADDRESS THIS, WE'RE GIVING FEEDBACK.
WE'RE PROVIDING REVISIONS WITH THE GOAL, IF IT'S THE BOARD'S WISH, THE GOAL THAT SOMETIME IN THE MARCH TIME FRAME, WE ACTUALLY HAVE SOME GOALS READY TO GO SO THAT
[01:25:01]
THE ADMINISTRATION CAN THEN BEGIN TO ALIGN THOSE GOALS WITH A BUDGET.BUT AGAIN, THAT DOESN'T HAVE TO NECESSARILY WORK THAT WAY EITHER.
IT'S THE BOARD'S WILL ON HOW WE APPROACH THIS.
WITH THAT SAID, DR. HART, I'M GOING TO TURN IT BACK TO YOU, AND THEN YOU CAN HELP FACILITATE THE REST OF THIS CONVERSATION.
>> THANK YOU VERY MUCH, PRESIDENT CARREON.
A COUPLE OF QUESTIONS, AND THEN WE'LL TURN THINGS OVER, AND I'M GOING TO REITERATE A COUPLE OF POINTS THAT WERE JUST MADE JUST FOR CLARITY AS WELL.
THE FIRST OF WHICH IS IN THE '23, '24 UPDATE STAR 3-8.
I WANT TO POINT OUT A COUPLE OF THINGS FOR YOUR CONSIDERATION AS YOU GO THROUGH THIS DOCUMENT, AND AS YOU'RE MAKING A DECISION ABOUT WHAT THE DATA SAYS.
THE FIRST OF WHICH IS THERE ARE A NUMBER OF COMPARISONS HERE TO DIFFERENT DISTRICTS AROUND THE STATE OF TEXAS.
ACTUALLY, ALL OF THOSE ARE COUNCIL MEMBER DISTRICTS AS WELL, AND WE COMPARE 78 DISTRICTS TO EACH OTHER.
ONE OF THE THINGS THAT WE RARELY DO IS COMPARE DISTRICTS TO EACH OTHER DIRECTLY.
THAT IS BECAUSE THE DEMOGRAPHIC MAKEUP OF OUR DISTRICTS ACROSS THE COUNTRY, AND IN FACT, THE DEMOGRAPHIC MAKEUP OF THE DISTRICTS BEING COMPARED HERE ARE QUITE DIFFERENT QUITE OFTEN.
IF YOU REALLY WANT TO KNOW WHETHER OR NOT DALLAS IS DOING WELL OR NOT, I'LL SHARE, FOR EXAMPLE, ON PAGE 15, OR ON PAGE 42, AND THERE ARE OTHER EXAMPLES AS WELL.
>> EXCUSE ME, 15 AND 42 OF WHICH DOCUMENT? I'M SORRY BECAUSE I GOT A TON [INAUDIBLE].
>> THE DOCUMENT IS THE '23, '24 UPDATE STAR 3-8 AND EOC, AND IS DATED AUGUST 8, 2024.
JUST NOTE IN THAT DOCUMENT THAT THERE ARE DIFFERENT LOCATIONS THROUGHOUT THE DOCUMENT.
THEY'RE IN A DIFFERENT COLOR FOR YOU.
THE YELLOW AND BROWNISH COLOR, WHERE THE DISTRICT ACTUALLY COMPARES STUDENTS WHO ARE ECONOMICALLY DISADVANTAGED ACROSS DISTRICTS.
THAT GIVES YOU A MORE ACCURATE PICTURE OF HOW WELL YOU'RE DOING RELATIVE TO YOUR PEERS, BECAUSE IT STARTS TO BREAK DOWN WHAT IS THE PERFORMANCE OF LIKE STUDENTS? JUST UNDERSTAND THAT THE OVERALL COMPARISON DOESN'T TAKE INTO CONSIDERATION THAT THE DEMOGRAPHICS OF YOUR STUDENTS MIGHT BE DIFFERENT.
JUST NOTE THAT AS YOU GO THROUGH.
THE SECOND THING THAT WE'LL DO AS WAS SHARED IS WE'RE GOING TO FOCUS FIRST ON STUDENT OUTCOMES AND YOUR STUDENT OUTCOME GOALS.
WE'RE NOT GOING TO LOOK AT CONSTRAINTS.
WE'RE NOT GOING TO LOOK AT GOAL PROGRESS MEASURES.
WE'RE ONLY GOING TO LOOK AT GOALS FIRST.
THE GOALS THAT WE'RE GOING TO LOOK AT ARE AGAIN, MEASURES OF WHAT STUDENTS KNOW OR ARE ABLE TO DO.
THERE'S A SET OF POST-IT NOTES IN FRONT OF YOU.
EVERYONE SHOULD HAVE A SET OF POST-IT NOTES.
GRAB THOSE POST-IT NOTES, AND I'M GOING TO WRAP UP, AND THEN I'M GOING TO ASK YOU TO WRITE ON THOSE POST-IT NOTES.
BUT I'M GOING TO GIVE YOU FOUR OPTIONS BEFORE WE BEGIN.
THE FIRST THING I WANT TO ASK IS YOU HAVE NOW RECEIVED DATA FROM THE DISTRICT, AND YOU HAVE ALSO RECEIVED INFORMATION FROM THE COMMUNITY LISTENING SESSIONS THAT WERE CONDUCTED.
DO ALL OF YOU AS BOARD MEMBERS HAVE CLARITY REGARDING THE INFORMATION FROM THE COMMUNITY LISTENING SESSIONS BEFORE YOU BEGIN THIS CONVERSATION? DO ALL OF YOU HAVE CLARITY ON THE INFORMATION THAT WE SHARED FROM THE COMMUNITY LISTENING SESSIONS BEFORE WE BEGIN THIS CONVERSATION? SO ANY ADDITIONAL CLARITY THAT'S NEEDED FROM YOUR COMMUNITY LISTENING.
>> WHAT DO YOU MEAN BY CLARITY?
>> CLARITY ON THE DATA THAT WAS PRESENTED RELATIVE TO COMMUNITY LISTENING BIT.
>> I CAN READ IT. I'M SORRY, I DIDN'T MEAN TO BE TERSE. I CAN READ IT.
I CAN SEE THE DATA, BUT I HAVE SOME QUESTIONS ABOUT WHAT WE DECIDED TO PULL OUT OF THAT DATA AND DIDN'T.
I DON'T THINK THAT'S NECESSARILY A CLARITY ABOUT WHAT THE DATA MEANS.
IT'S A CLARITY ABOUT WHAT TO DO WITH THE DATA, SO I'M TRYING TO UNDERSTAND YOUR QUESTIONS.
>> I WANT TO MAKE SURE YOUR QUESTIONS ARE ANSWERED BEFORE YOU START THE PROCESS OF CREATING A GOAL.
IF THERE'S A QUESTION THAT YOU WANT TO ASK TO SEEK ADDITIONAL CLARITY, NOW IS THE TIME.
>> I THINK I UNDERSTAND WHAT THE DATA SAYS, SO I DON'T HAVE A QUESTION AT THIS TIME ON THAT.
>> I WILL ASK THE SAME QUESTION REGARDING THE DATA THAT THE DISTRICT SHARED.
AS BOARD MEMBERS, DO YOU-ALL HAVE CLARITY REGARDING THE DATA THAT WAS PRESENTED BY THE DISTRICT ON STUDENT ACHIEVEMENT OR DO YOU HAVE OTHER QUESTIONS? DO YOU HAVE CLARITY ON THE DATA THAT WAS PRESENTED ON STUDENT ACHIEVEMENT?
>> ARE YOU REFERRING TO THE PROJECTED 24/25 GOALS THAT WAS PRESENTED, OR ARE YOU REFERRING TO PAST?
[01:30:01]
>> NOT CLARITY ON THE GOALS, JUST CLARITY ON THE DATA THAT WAS PRESENTED.
THE DATA THAT YOU HAVE ON STUDENT OUTCOMES, NOT THE GOALS.
WE'LL GET TO THE GOALS IN A MOMENT.
>> YOU'RE REFERENCING THE COMMUNITY LISTENING SESSIONS.
>> COMMUNITY LISTENING SESSIONS, APPENDIX.
>> THEN ANY OF THE DATA THAT WAS JUST SHARED BY THE DISTRICT.
>> CAN I ASK A CLARIFYING QUESTION?
>> THE STUFF THAT WE HAVE IN THE FOLDER IS STUFF THAT WE'VE SEEN BEFORE OVER THE LAST 12 MONTHS ON THE PROGRESS MONITORING, ALL THE DATA.
WE'VE SEEN THAT ALL THIS IS JUST ALL COMPILED IN ONE PLACE, CORRECT?
>> WELL, EVERYTHING BUT THE COMMUNITY LISTENING BECAUSE THAT WAS JUST RECENTLY.
>> IT SHOULD HAVE BEEN PRESENTED LAST WEEK, I BELIEVE.
>> IN THIS DOCUMENT, AS WAS SHARED EARLIER, THIS VISION AND PROGRESS MONITORING.
THIS IS THE DATA THAT YOU'VE BEEN PRESENTED ALL YEAR LONG.
AS A MATTER OF FACT, I WATCHED ABOUT SIX MONTHS OF THOSE BRIEFINGS PREPARING FOR THIS, SO ALL OF THAT IS SUMMARIZED HERE.
>> THANK YOU. I JUST WANT TO MAKE SURE NO HIDDEN GEMS WERE IN THERE.
>> NO HIDDEN GEMS. NO HIDDEN QUESTIONS.
I WANT TO MAKE SURE EVERYONE HAS CLARITY BEFORE WE PROCEED WITH THIS PROCESS.
>> I JUST WANT TO MAKE SURE I'M UNDERSTANDING.
WHEN YOU'RE SAYING THE CLARITY, YOU'RE JUST SPEAKING OF SPECIFICALLY THE COMMUNITY LISTENING MEETING, CORRECT?
>> COMMUNITY LISTENING, AS WELL AS THE DATA THAT YOU'VE RECEIVED IN BRIEFINGS ALL YEAR, ANY DATA OR INFORMATION THAT WAS JUST SHARED WITH THE BOARD.
NOT THE GOALS THAT WERE JUST SHARED, BUT ANY DATA.
>> I WAS SPECIFICALLY SPEAKING OF THE COMMUNITY LISTENING MEETING, THE GOALS AND THE REST OF THE DATA THAT WE HAVE BEEN SEEING.
I WAS JUST SPEAKING OF SPECIFICALLY THE COMMUNITY LISTENING MEETING.
YOU ANSWERED MY QUESTION, THOUGH. THANK YOU.
>> ANY OTHER QUESTIONS? I WANT TO MAKE SURE THERE'S CLARITY.
IF THAT'S THE CASE, THEN WHAT I'D LIKE YOU TO DO IS I'D LIKE YOU TO TAKE THE POST-IT NOTES THAT YOU HAVE IN FRONT OF YOU.
I'D LIKE YOU TO WRITE ON THOSE POST-IT NOTES, ANY GOALS THAT YOU AS INDIVIDUALS MAY HAVE FOR WHAT STUDENTS SHOULD KNOW OR BE ABLE TO DO.
HOWEVER, THERE'S A COUPLE OF RULES.
THE FIRST OF WHICH IS ONLY WRITE ONE GOAL PER POST-IT NOTE.
IF YOU WANT TO WRITE TWO GOALS, USE TWO SEPARATE POST-IT NOTES, THREE GOALS, THREE SEPARATE POST-IT NOTES.
YOU'LL HAVE AN OPTION TO DO AS MANY AS FIVE AS A TEAM, BUT DO 3 - 4 IF YOU HAVE THEM.
HOWEVER, THERE ARE A COUPLE OF OTHER RULES BEFORE YOU START WRITING.
THE FIRST OF WHICH IS YOU HAVE OPTIONS FOR WRITING GOALS.
THE FIRST IS YOU CAN WRITE A THIRD GRADE READING GOAL FOR WHAT YOU THINK THIRD GRADE STUDENTS SHOULD KNOW OR BE ABLE TO DO IF YOU THINK IT'S DIFFERENT THAN THE GOAL THAT THE DISTRICT HAS PROPOSED.
SIMILARLY, YOU CAN WRITE A THIRD GRADE MATHEMATICS GOAL.
IF YOU THINK IT'S DIFFERENT THAN WHAT THE DISTRICT HAS PROPOSED.
YOU CAN WRITE A COLLEGE OR CAREER AND MILITARY READY GOAL IF YOU THINK IT'S DIFFERENT. THAT WAS THIRD.
FOURTH, YOU CAN WRITE ANY OTHER GOAL THAT HASN'T ALREADY BEEN MENTIONED.
THE FIRST THREE ARE RELATED TO HOUSE BILL 3 OF WHICH YOU'VE GOT TO HAVE ONE OF THOSE THREE IN YOUR GOALS ANYWAY.
HOWEVER, THE DISTRICT HAS PROPOSED A SET.
IF YOU THINK THAT YOU HAVE A GOAL OR WANT TO SUGGEST A GOAL THAT IS DIFFERENT FROM WHAT THE DISTRICT HAS PROPOSED, PLEASE SHARE IT.
THEN LASTLY, IF YOU HAVE ANY OTHER GOALS ABOUT WHAT YOU BELIEVE STUDENTS SHOULD KNOW OR BE ABLE TO DO BASED ON ALL THE INFORMATION THAT YOU HAVE BEEN PROVIDED, PLEASE FEEL FREE TO SHARE THAT.
PLEASE WRITE EACH OF THOSE GOALS ON A SEPARATE POST-IT NOTE.
ARE THERE ANY QUESTIONS ABOUT THAT PROCESS?
>> CAN YOU REPEAT THE HB3 GOALS THAT YOU MENTIONED AND WE CAN DO FIVE EACH REGARDLESS OF WHAT CATEGORY THEY'RE IN.
IF YOU HAVE TO DO FIVE, GO AHEAD, BUT 3 - 4.
IF YOU HAVE TO DO FIVE, YOU CAN DO FIVE.
BUT HOUSE BILL GOALS 1 IS A THIRD GRADE READING ACHIEVEMENT GOAL OF WHICH THE DISTRICT HAS PROPOSED ONE.
THE SECOND IS A THIRD GRADE MATHEMATICS ACHIEVEMENT GOAL OF WHICH THE DISTRICT HAS PROPOSED ONE.
THIRD, IS A COLLEGE CAREER OR MILITARY READY GOAL OF WHICH THE DISTRICT HAS PROPOSED ONE.
DOES THAT QUESTION MAKE SENSE TO EVERYONE?
>> ANY QUESTIONS? GOT ONE THUMBS UP, A COUPLE OF THUMBS UP.
[01:35:04]
FEEL FREE TO TAKE A MOMENT TO WRITE YOUR GOALS ON YOUR POSTED NOTES.IF YOU COULD GIVE ME A QUICK THUMBS UP WHEN YOU'RE FINISHED.
WILL WAIT FOR EVERYONE TO FINISH WRITING, TAKE YOUR TIME.
IF YOU CAN GIVE ME A QUICK THUMBS UP IF YOU'RE STILL WORKING, THAT'S NOT PROBLEM. THANK YOU.
[01:42:04]
NO RUSH AT ALL.I JUST WANT TO MAKE SURE, IS ANYONE STILL WORKING? YES, MA'AM. THAT'S PERFECTLY FINE. THANK YOU, MA'AM.
KEEP IN MIND, THIS IS FOR THE NEXT FIVE YEARS. PLEASE TAKE YOUR TIME.
[01:46:41]
AGAIN, THREE OR FOUR GOALS.ANYONE STILL WORKING? EVERYONE FINISHED.
WHO IS THAT? TRUSTEE TURNER, YOU STILL GOING? TRUSTEE FOREMAN, ARE YOU STILL WORKING? YOU'RE FINISHED?
I BELIEVE THAT'S EVERYONE. ANYONE STILL WORKING? I WANT TO MAKE SURE NO ONE'S STILL WORKING BEFORE WE MOVE ON.
THANK YOU ALL FOR TAKING THE OPPORTUNITY TO WRITE THAT DOWN.
I'M GOING TO ASK YOU TO KEEP YOUR POSTED NOTES WITH YOU.
WHAT I'M GOING TO DO NOW IS BREAK YOU UP INTO THREE GROUPS.
TWO OF THE GROUPS WILL HAVE THREE INDIVIDUALS, AND ONE GROUP WILL HAVE FOUR.
WE ARE GOING TO DICTATE WHICH GROUPS YOU GO INTO. EXCUSE ME.
I'M GOING TO ASK GROUP 1 TO COME TO THE LEFT-HAND SIDE OF THE DAIS, SO MY LEFT, YOUR RIGHT, THE RIGHT-HAND SIDE OF THE DAIS AND WORK TOGETHER.
I'M GOING TO ASK GROUP 2 TO GO TO THE CENTER OF THE DAIS AND WORK TOGETHER.
I'M GOING TO ASK GROUP 3 TO GO TO THE LEFT-HAND SIDE OF THE DAIS AND WORK TOGETHER.
WHAT I'M GOING TO ASK YOU TO DO IS TAKE YOUR POSTED NOTES, AND YOU'RE GOING TO SHARE THE GOALS THAT YOU'VE WRITTEN WITH YOUR COLLEAGUES IN YOUR RESPECTIVE GROUPS.
WHAT I'M GOING TO ASK YOU TO DO IS TAKE ANYTHING THAT'S RELATED TO THIRD GRADE READING ACHIEVEMENT, HAVE A CONVERSATION ABOUT THOSE GOALS, HAVE A CONVERSATION ABOUT WHAT IS SIMILAR,
[01:50:02]
WHAT IS DIFFERENT, REALLY TALK WITH YOUR COLLEAGUES ABOUT HOW YOU MIGHT BE ABLE TO CHANGE TO ENSURE THAT THOSE GOALS ARE ALIGNED WITHIN YOUR GROUP.DO THE SAME FOR THE THIRD GRADE MATHEMATICS, DO THE SAME FOR THE COLLEGE CAREER AND MILITARY READINESS GOAL AND THEN I'M GOING TO ASK YOU TO READ TO YOUR COLLEAGUES ANY OTHER GOAL THAT YOU MIGHT HAVE.
IF YOUR COLLEAGUE HAS A GOAL THAT'S SIMILAR TO YOURS, I'M GOING TO ASK THEM TO SHARE IT AT THE SAME TIME.
I'M GOING TO ASK YOU TO DISCUSS THE SIMILARITIES AND DIFFERENCES OF THOSE GOALS AND HOW THEY MIGHT BE COMBINED.
AT THE END, WHAT WE WANT TO GET IS A COMBINATION OF ANY GOALS THAT YOU MIGHT HAVE AROUND THIRD GRADE READING, ANY GOALS THAT YOU MIGHT HAVE AROUND THIRD GRADE MATHEMATICS, ANY GOALS YOU MIGHT HAVE AROUND COLLEGE CAREER MILITARY, AND THEN ANY OTHER GOALS THAT YOU MIGHT HAVE, AND YOU'RE GOING TO COMBINE THEM WITHIN YOUR GROUPS.
AT THE END OF THE PROCESS, I'M GOING TO ASK YOU TO WRITE THOSE, AND THEN WE'RE GOING TO HAVE YOU SHARE, AND WE'LL HAVE A BROADER CONVERSATION ABOUT GOALS THAT MIGHT BE ALIGNED ACROSS ALL THREE GROUPS.
ANYONE HAVE ANY QUESTIONS ABOUT THAT? I WILL READ THE NAMES OF GROUP 1, GROUP 2, AND GROUP 3 AND THEN WE WILL BRING YOU A SHEET AND WE'LL ASK YOU TO HOP UP, RECONVENE, AND COMPARE YOUR GOALS, AND SHARING YOUR GOALS WITH EACH OTHER.
IN THE FIRST GROUP IS TRUSTEE FOREMAN, TRUSTEE MACKEY, AND TRUSTEE WEINBERG, AND YOU WILL BE TO MY LEFT, YOUR RIGHT.
IN THE SECOND GROUP, TRUSTEE WHITE, TRUSTEE MICCICHE, AND TRUSTEE CARREON.
TRUSTEE CURRIE, TRUSTEE JOHNSON, TRUSTEE TURNER, AND SUPERINTENDENT LIZALDI, YOU WILL BE TO MY RIGHT.
WE WILL BRING YOU A SHEET OF PAPER TO WRITE ON AND IN THE END, WHAT I'D LIKE YOU TO DO IS WRITE DOWN THE GOALS THAT YOU HAVE COME UP WITH AS A TEAM.
AGAIN, YOU ARE STILL LIMITED TO FOUR OR FIVE GOALS TOTAL AS A GROUP.
>> WE'LL GO AHEAD AND GET STARTED.
COUPLE OF THINGS THAT WE'LL DO NOW.
ALLOWED YOU TO WRITE DOWN FROM EACH OF YOUR GROUPS, ANYTHING THAT YOU THOUGHT MIGHT NEED TO BE ADJUSTED FROM THE READING OR THE MATH.
I'LL ASK YOU TO SHARE THOSE FIRST.
WE'LL GO THROUGH THAT PART, READING 3RD GRADE, MATH 3RD GRADE, WHICH IS REQUIRED BY THE STATE.
WE'LL HAVE A CONVERSATION ABOUT THOSE TWO.
THEN WE'LL HAVE A QUICK CONVERSATION ABOUT ANY SUGGESTIONS OR CHANGES RELATIVE TO CCMR. THEN WE'LL HAVE A FOURTH CONVERSATION ABOUT ANY NEW GOALS THAT YOU BELIEVE WEREN'T INDICATED IN THE FIRST THREE THAT WERE IDENTIFIED.
WITH THE NEW GOALS, KEEP IN MIND THAT YOU'RE ONLY GOING TO HAVE TWO.
AS A BOARD, YOU'LL NEED TO DECIDE, ONE, DO WE NEED A FOURTH AND FIFTH GOAL? THAT'S THE FIRST QUESTION.
SECOND QUESTION IS, IF WE ADD A FOURTH OR FIFTH GOAL, WHAT DO WE BELIEVE COLLECTIVELY SHOULD BE IN THE MIX FOR FOURTH AND FIFTH GOAL? FOR EACH OF YOUR GROUPS, WE'LL START WITH THE READING IN 3RD GRADE.
DID ANY OF YOUR GROUPS HAVE A SUGGESTION FOR MAKING CHANGES TO THE 3RD GRADE READING GOAL? IF I GET IT TO COME UP, I WOULD DO A TOUCH SCREEN.
>> I'LL TRY IT. I'LL LET YOU DO THAT NOW.
AS WAS PROPOSED BY THE SUPERINTENDENT? TRUSTEE MACKEY.
>> OVERALL, OUR CONVERSATION WERE GENERALLY ALIGNED WITH THE WAY 3RD GRADE READING AND MATH IS STRUCTURED.
FIRST OF ALL, TRUSTEE FOREMAN RAISED, AND I AGREE, I THINK WE USED TO, BEFORE WE SAID DOMAIN 1.
DOMAIN 1 IS VERY ESOTERIC AND IT'S A LOT OF THINGS, SIMPLY FOCUSING ON MEETS AND MASTERS, IF IT'S GOING TO BE AN ACHIEVEMENT GOAL.
THE SECOND ONE IS WHETHER OR NOT THIS BOARD WANTS TO FOCUS ON ACHIEVEMENT.
ACHIEVEMENT IS FOCUSED ON HOW MANY OF THESE KIDS MEET THIS THRESHOLD OF A MEETS AND MASTERS.
THAT'S FINE IF WE WANT TO FOCUS THAT WAY.
WE COULD ALSO CONSIDER FOCUSING ON GROWTH.
OUT OF ALL OF OUR KIDS, REGARDLESS IF THEY ARE STARTING FROM THE FURTHEST LOWEST POINT IN THE DISTRICT TO THE HIGHEST POINT, WHAT PERCENTAGE OF STUDENTS ACTUALLY GROW AT LEAST A YEAR?
[01:55:02]
THERE'S WAYS TO MEASURE THAT.DO WE WANT TO HAVE AN ACHIEVEMENT GOAL, HOW MANY KIDS ARE AT MEETS AND MASTERS, OR HOW MANY KIDS OUT OF ALL OF OUR KIDS GROW AT LEAST A YEAR? THOSE WERE THE TWO CONVERSATIONS WE PUT FORTH ON THESE GOALS FOR READING AND MATH.
>> THE FIRST ONE, I THINK THE DOMAIN GOAL.
CAN WE CLARIFY, MADAM SUPERINTENDENT, DOMAIN 1, IS THAT MEETS OR EXCEEDS?
>> SO THE REASON WE WERE SUGGESTING THE CONSIDERATION OF DOMAIN 1 IS BECAUSE IT WOULD ALSO CAPTURE STUDENTS THAT ARE IN THE DO NOT MEETS TWO APPROACHES.
WHILE MEETS IS THE ULTIMATE ACHIEVEMENT, THAT GROWTH, WE WERE TRYING TO DO EXACTLY WHAT THE QUESTION WAS ASKING, WHICH WE COULD DO IN ANOTHER WAY.
INSTEAD OF ACHIEVEMENT, WE COULD ALSO MEASURE GROWTH, AND CERTAINLY SEE THAT AS ADVANTAGEOUS.
THIS WAS A HYBRID OF INSTEAD OF GOING BACK AND TRYING TO MEASURE HOW MANY KIDS GREW IN EITHER DOMAIN 2A, OR 2B, RELATIVE PERFORMANCE OR INDIVIDUAL STUDENT GROWTH, THAT BY USING DOMAIN 1, WHICH ON YOUR TAPER REPORT, YOU COULD ACTUALLY TAKE IN 3RD GRADE READING, YOU WOULD TAKE APPROACHES, MEETS, MASTERS, ADD THEM AND DIVIDE BY THREE.
THE ONLY WAY YOU CAN GAIN IN DOMAIN 1, IF YOU ONLY GAIN IN APPROACHES, YOU WILL NOT IMPROVE DOMAIN 1 SO THAT WAS THE RATIONALE BEHIND WHY TAKING DOMAIN 1, SPECIFICALLY IN 3RD GRADE READING.
>> AS I UNDERSTAND WHAT YOU JUST SHARED, DOMAIN 1 ACTUALLY REQUIRES YOU TO HELP STUDENTS IMPROVE FROM ONE CATEGORY TO THE NEXT ACROSS ALL THREE CATEGORIES.
IN OTHER WORDS, IMPROVING TO THE HIGHEST CATEGORY, IMPROVING TO THE SECOND HIGHEST CATEGORY, AND IMPROVING TO THE THIRD HIGHEST CATEGORY, WHICH IS APPROACHES.
IS THAT CORRECT? I KNOW THAT IS NOT INDIVIDUAL STUDENT GROWTH, BUT IT DOES ENSURE THAT THE DISTRICT DOESN'T LOSE GROUND IN OTHER WORDS, I COULD AS A DISTRICT, GET MORE STUDENTS INTO THE MEET CATEGORY WITHOUT EVER MOVING STUDENTS INTO APPROACHES.
BUT DOMAIN 1 REQUIRES ME TO ALSO MOVE STUDENTS INTO APPROACHES, WHICH MEANS THAT I'VE GOT TO TAKE INTO CONSIDERATION ALL THE STUDENTS AT EVERY LEVEL IN ORDER TO MAKE PROGRESS.
DOES THAT CLARIFY WHAT DOMAIN 1 IS?
>> I CAN'T SPEAK FOR MY GROUP, AND I'D BE CURIOUS TO HEAR WHAT ANYONE ELSE HAS TO SAY.
PERSONALLY, THAT MAKES ME LIKE DOMAIN 1 MORE THAN IT MEETS AND MASTERS BECAUSE IT DOES INCLUDE SOME ELEMENT OF GROWTH.
I WOULD STILL JUST QUESTION IF WE WANT TO TALK ABOUT GROWTH, MAYBE WE TALKED ABOUT GROWTH.
>> WELL, LET ME TAKE GROWTH SEPARATELY.
I'LL TAKE GROWTH SEPARATELY FROM DOMAIN 1.
BECAUSE DOMAIN 1, YOU WERE FOCUSED ON MEETS AND MASTERS.
THIS IS ACTUALLY AN EXTENSION OF MEETS AND MASTERS BECAUSE IT ACTUALLY MEANS THAT YOU'VE GOT TO MOVE STUDENTS INTO APPROACHES AS WELL SO DOES IT SATISFY, I SEE SOME HEAD NODDING, THAT DOMAIN 1 IS ACTUALLY BETTER THAN THE FIRST QUESTION? DOES THAT MAKE SENSE?
>> I'D LOVE TO HEAR OTHER PEOPLE'S CONVERSATIONS.
>> WE DISCUSSED THAT AT OUR TABLE.
I DON'T LOVE THE WORDS DOMAIN 1 BY THEMSELVES, BECAUSE I THINK THEY'RE NOT CLEAR, PROBABLY THEY'RE DIFFICULT TO TRANSLATE.
BUT AT THE SAME TIME, IF YOU HAVE IT A JUST MEETS, WHICH IS WHAT OUR LAST SET OF GOALS WERE, THEN YOU'RE INCENTIVIZED TO FOCUS ON THE SET OF KIDS THAT ARE AT THE HIGH END OF APPROACHES AND CLOSEST TO MEETS AS OPPOSED TO INCENTIVIZE TO TALKING ABOUT ALL STUDENTS.
WE SHOULD BE TALKING ABOUT ALL STUDENTS SO I LIKE DOMAIN 1 BETTER THAN MEETS.
I DO WONDER IF WE CAN WORD IT IN A WAY, AND I'VE LET SOMEBODY SMARTER THAN ME FIGURED OUT, THAT SAYS, STUDENT ACHIEVEMENT IN 3RD GRADE STATE ASSESSMENT IN ALL STUDENT CATEGORIES OR IN APPROACHES, MEETS AND MINUTE, WHATEVER THAT IS, WILL INCREASE, FROM ONE NUMBER TO THE NEXT.
>> WE DON'T NEED THE WORDS METHOD TONIGHT, BUT THAT CONCEPT, I THINK CAN BE REWORDED BY THE TEAM TO ENSURE THAT IT'S CLEAR FOR THE PUBLIC EXACTLY WHAT YOU'RE DOING.
>> THAT MIRRORS WHAT WERE THINKING.
>> ANY CONVERSATIONS AROUND GROWTH? ONE OF THE THINGS THAT YOU COULD DO AS A BOARD, AND WE CAN GET TO THIS LATER WHEN WE GET TO THE OTHER CATEGORY AS WELL SO YOU CAN TABLE IT UNTIL OTHER, AND THAT IS CREATE A GROWTH GOAL SEPARATELY, AND WE CAN TABLE IT AND DO THAT.
IT COULD BE ONE OF YOUR TWO, IT COULD BE GOAL 4 OR GOAL 5, BUT ANY COMMENTS RELATED TO THIS PARTICULAR GOAL AND
[02:00:02]
CHANGING IT TO A GROWTH GOAL AS OPPOSED TO THE GOAL AS IT CURRENTLY READS ON SCREEN.>> ALMOST SPEAK FOR THE GROUP, BUT MY THOUGHTS AND HOW I WROTE THE HB 3 GOALS WERE ALONG MEETS I UNDERSTAND THE CONVERSATION HAS BEEN HAD HERE AROUND DOMAIN 1, BUT I SHARE THE SAME I THINK SENTIMENT THAT WAS EXPRESSED IN THE OTHER TWO GROUPS JUST AROUND TRANSPARENCY AND CLARITY TO THE COMMUNITY.
THE BIG WORK OF THESE GOALS IS FOR ANY PERSON IN THE COMMUNITY TO BE ABLE TO SEE OUR PROGRESS AND UNDERSTAND IT PRETTY EASILY WITHOUT HAVING TO DIVIDE THINGS BY THREE AND CARRY THINGS BY ONE.
[LAUGHTER] I'LL JUST PUT THAT OUT THERE.
>> THE ONE OTHER THING I'LL NOTE, AND I KNOW I SAID I WOULDN'T DO THIS, BUT I'M JUST GOING TO NOTE IT.
I MENTIONED TO YOU, WE'RE NOT TALKING ABOUT GOAL PROGRESS MEASURES AT ALL.
WE'RE ONLY TALKING ABOUT THE GOALS.
BUT WHAT I WILL NOTE IS THAT IN THESE GOAL PROGRESS MEASURES THAT WERE PROPOSED BY THE SUPERINTENDENT, THERE ACTUALLY IS A GROWTH GOAL SPECIFICALLY FOR STUDENTS IN GOAL 1.2 AND 1.3.
FOR AFRICAN AMERICAN STUDENTS, AS WELL AS STUDENTS OVERALL, THERE'S ACTUALLY TWO GROWTH MEASURES THAT ARE BUILT IN TO THE SUPERINTENDENT'S GOAL PROGRESS MEASURES SO THERE IS A GROWTH ELEMENT THERE.
>> CAN I ASK A CLARIFYING QUESTION, TRUSTEE MACKEY, WHEN YOU'RE TALKING ABOUT GROWTH.
WHAT IS THE DIFFERENCE IN A GOAL STATING THAT WE'RE GOING TO IMPROVE ACHIEVEMENT AND A GROWTH GOAL? I'M NOT UNDERSTANDING CONCEPTUALLY THE DIFFERENCE.
>> I'M SAYING THOSE ARE TWO SEPARATE.
HOW MANY STUDENTS MEET THIS THRESHOLD OUT OF A 100%? THEY MIGHT START WAY FURTHER BACK.
THEY MIGHT START ABOVE THE THRESHOLD.
HOW MANY KIDS ARE AT THAT THRESHOLD OR ABOVE? THAT'S WHAT I'M REFERRING TO AS AN ACHIEVEMENT GOAL.
THE SECOND ONE IS, FORGET THIS LEVEL OF ACHIEVEMENT.
WE'LL KEEP THAT IN MIND. OUT OF ALL OF OUR KIDS, HOW MANY OF THOSE KIDS ACTUALLY GROW, REGARDLESS OF WHERE THEY START, AND REFERRING TO THAT AS A GROWTH GOAL.
>> I WOULD SAY IF THE CONCEPT THAT'S RIGHT NOW THE PLACEHOLDERS DOMAIN 1, AND MAYBE WE'LL COVER WITH THEM WITH A DIFFERENT LANGUAGE.
BUT IF IT'S TOUCHING ALL THE DIFFERENT GROUPS, IT HAS SOME GROWTH COMPONENTS TO IT BECAUSE IT'S NOT JUST FOCUSED ON MEETS, IT'S FOCUSED ON APPROACHES, MEETS AND MASTERS.
I THINK THAT CONCEPT IS CAPTURED IN THE LANGUAGE WE'RE TALKING ABOUT.
>> I'LL GIVE YOU A SLIGHTLY DIFFERENT EXAMPLE.
IF ON AN ASSESSMENT, A STUDENT IS EXPECTED TO GROW 10 POINTS IN A SCHOOL YEAR.
WHAT YOU MIGHT SAY IS THE PERCENTAGE OF OUR STUDENTS THAT GROW 11 OR MORE POINTS IN A SCHOOL YEAR WILL INCREASE FROM WHATEVER IT CURRENTLY IS 10%-80% OR TO 20% OR 40%.
WHAT GROWTH IS, WHICH IS DIFFERENT IS HOW MUCH A STUDENT MOVES THROUGHOUT THE COURSE OF THE SCHOOL YEAR? IT'S NOT MOVING THAT STUDENT TO ANOTHER CATEGORY POTENTIALLY.
I COULD STAY IN THE APPROACHES CATEGORY, BUT STILL GROW MORE THAN A YEAR.
I JUST DIDN'T GROW ENOUGH TO MOVE FROM APPROACHES TO MEETS. DOES THAT MAKE SENSE?
>> IT IS SLIGHTLY DIFFERENT, BUT AS I SHARED, THERE'S TWO GROWTH ELEMENTS IN THE GOAL PROGRESS MEASURES HERE.
BUT GROWTH IS A LITTLE DIFFERENT THAN MOVING STUDENTS INTO THE NEXT CATEGORY, BECAUSE I COULD GROW WITHIN A CATEGORY, AND I COULD SEE A YEAR'S WORTH OF GROWTH, BUT NOT BE ABLE TO MOVE UP TO THE NEXT CATEGORY.
>> MAY I SHARE SOMETHING REAL QUICK? ALSO, WITH RESPECT WITH GROWTH.
THE IDEA IS THAT EACH STUDENT IS GOING TO GROW AT LEAST A YEAR'S WORTH IN THE YEAR.
BUT LOCKHART ISD DECIDED THAT EVEN IF THEIR STUDENTS GREW A YEAR WITHIN THE YEAR, THEY STILL WOULDN'T MOVE TO ANOTHER CATEGORY SO THEY ACTUALLY AIMED FOR 1.5 YEARS WORTH OF GROWTH.
I SAY THAT BECAUSE THEY THEN TOOK IT TO THE COMMUNITY BECAUSE THAT WAS SOMETHING THE COMMUNITY COULD UNDERSTAND TO THE POINT WHERE THEIR BAND WOULD SPELL OUT 1.5 ON THE FOOTBALL FIELD SO THAT THE WHOLE TOWN GOT BEHIND IT.
IT'S REALLY NOT EITHER OR IT'S BOTH AND, BUT THERE ARE LOTS OF WAYS TO LOOK AT THAT, THAT HELPS IN.
>> IF I COULD ADD, BECAUSE ACTUALLY, OUR TEAM ALSO DISCUSSED GROWTH FROM MAYBE A SLIGHTLY DIFFERENT VIEWPOINT.
PART OF THE REASON WE WERE LOOKING AT GPMS AND HAVING THE GROWTH IS BECAUSE IN 3RD GRADE, IN ORDER TO DO A TRUE APPLES TO APPLE GROWTH FOR INDIVIDUAL STUDENTS, I WOULD HAVE NEEDED A STAAR EXAM IN 2ND GRADE.
WE DON'T HAVE A 2ND GRADE SO I ACTUALLY CAN'T DETERMINE INDIVIDUAL STUDENT GROWTH ON THAT METRIC.
[02:05:05]
I CAN DO IT IN KINDER THROUGH SECOND BECAUSE WE USE A DIFFERENT ASSESSMENT.WITH I-READY OR MAP OR WHATEVER ASSESSMENT WAS TEXT ALIGNED, WE WOULD BE ABLE TO SEE WHICH IS WHY WE PUT THE GROWTH THEN TRYING TO DO BOTH END INTO THOSE GPMS OF 1.2 AND 1.3.
ANOTHER WAY THAT WE COULD LOOK AT GROWTH.
AGAIN, I WOULDN'T BE ABLE TO DO IT IN 3RD GRADE IN TERMS OF APPLES TO APPLES, ALLUDING TO WHAT MS. DOUGLAS JUST TALKED ABOUT WITH LOCKHART.
SOMETIMES OUR STUDENTS ARE MOVING, BUT IT DOESN'T GET CAPTURED IN THE STAAR EXAM ITSELF.
AN EXAMPLE, REMEMBER THAT THERE DID NOT MEET, DID NOT MEET AS I DIDN'T PASS.
APPROACHES, WHICH MEANS I JUST PASSED.
I'M AT MEETS GRADE LEVEL, OR I'M AT MASTERS.
ALONG THAT CONTINUUM, EACH OF THOSE BANDS IS PRETTY WIDE SO MANY OF OUR STUDENTS, WE'VE NOW DIVIDED EACH OF THOSE FOUR BANDS, LET'S TAKE APPROACHES.
I'M AT LOW APPROACHES OR I'M AT HIGH APPROACHES SO A STUDENT IN OUR DISTRICT, AND MANY OF OUR TEACHERS DO THIS, STEPHANIE MIGHT BE AT LOW APPROACHES, AND AT THE END OF THE YEAR, SHE'S AT HIGH APPROACHES.
BUT SHE'S NOT GOING TO COUNT THEN AS HAVING ANY GROWTH ON STAAR BECAUSE STAAR DOESN'T MEASURE THE GROWTH WITHIN THAT RANGE.
IT ONLY MEASURES IT FROM ONE BUCKET TO THE NEXT BUCKET.
NO MATTER HOW MUCH THAT STUDENT GREW, IF IT STAYS WITHIN THAT BAND, WE DON'T SEE THE GROWTH IN THAT YEAR MEASURED ON STAAR, SINCE IT'S ONLY ONE ASSESSMENT, ONE TIME A YEAR TAKEN.
THOSE WERE THE CHALLENGES AS WE WERE TRYING TO FIGURE OUT, WHAT COULD WE CONSIDER? WHAT I DO FEEL REFRESHED ABOUT IS HOW ALIGNED AT LEAST THE PHILOSOPHICAL APPROACHES THAT I HAVE WITH OUR BOARD WITH REGARD TO JUST KNOWING, LIKE, THIS IS ACHIEVEMENT.
THIS IS GROWTH. HOW DO WE ENSURE THAT ALL OUR KIDS, EVERY ONE OF OUR STUDENTS IS MOVING FORWARD?
>> ONE OTHER THING, AND I THINK WE'LL MOVE ON BECAUSE I THINK WE GOT CLARITY ON THIS ONE, BUT THE ONLY OTHER THING I'LL ADD IS, YOU DON'T NECESSARILY HAVE TO HAVE A GOAL.
GIVEN THAT THE GOAL FOR DOMAIN 1 ACTUALLY IS FORCING THE DISTRICT TO MOVE STUDENTS BETWEEN ALL OF THE CATEGORIES.
ONE OF THE THINGS THAT THE SUPERINTENDENT JUST ARTICULATED IS I'VE GOT TO PAY ATTENTION TO HOW MUCH KIDS ARE GROWING, EVEN WITHIN CATEGORIES IN ORDER FOR ME TO HIT THE GOAL THAT YOU SET FORTH AS RELATED TO DOMAIN 1.
YOU DON'T ALWAYS HAVE TO HAVE A GOAL FOR GROWTH, BUT THE SUPERINTENDENT AND THE TEAM WOULD RECOGNIZE GROWTH IS IMPORTANT TO US BECAUSE WE KNOW WE'VE GOT TO MOVE FROM LOW APPROACHES TO HIGH APPROACHES, FROM HIGH APPROACHES TO MEETS IN ORDER FOR STUDENTS TO GET TO HIT THE PROGRESS GOALS THAT YOU'VE ESTABLISHED FOR US. DOES THAT MAKE SENSE?
>> IT DOES THAT'S WHAT I WAS LISTENING TO HOW YOU WAS SAYING IT. YOU HAVE TO CELEBRATE GROWTH.
HOWEVER, I DON'T WANT TO CREATE A FALSE NARRATIVE WITH APPROACHES AND GROWTH WHERE I MOVED JUST A LITTLE BIT AND I'M ONLY TEE TO TIDING AND NOT REALLY GETTING THERE, WHERE I NEED TO BE WHERE WE ONLY CELEBRATE APPROACHES, BUT WE NEVER HIT GRADE LEVEL.
>> I GOT TO GET TO MEETS BECAUSE I WANT TO CELEBRATE MEETS, NOT APPROACHES.
BECAUSE I'M LOOKING AT THE AFRICAN AMERICAN BOYS.
WE'VE JUST BEEN APPROACHING AND WE HAVEN'T GOT THERE YET.
I DON'T THINK IT TAKES THAT LONG TO GET THERE.
I THINK WE'RE REALLY BEHIND WHEN IT COMES TO AFRICAN AMERICAN BOYS SO THAT'S SOMETHING I'M VERY PASSIONATE ABOUT AND I'M JUST LISTENING.
>> WE'VE COVERED, I THINK, GROWTH AND DOMAIN 1.
I THINK IT COVERS BOTH THE READING AND THE MATH, 3RD GRADE. ANYTHING THAT WE'RE MISSING?
>> NEVER MIND. BUT ONE OF THE THINGS THAT CONCERN ME IS, IF WE'RE NOT TRACKING THE GROWTH WITHIN THE BANDS, WE DON'T KNOW WHERE THE CHILDREN ARE.
WE CAN TALK ABOUT THE MOVEMENT, BUT WE HAVE TO BE ABLE TO MEASURE THE MOVEMENT AND SEE THE MOVEMENT AS A BOARD, WHAT THE GROWTH IS, BECAUSE THE SUPERINTENDENT VERY ELOQUENTLY SAID THEY CAN STAY WITHIN THE SAME BAND.
DO WE WANT THAT AND NOT KNOW IT? I THINK WE WANT TO KNOW THAT.
THAT'S WHAT WE DISCUSSED IN OUR GROUP IS THAT WE WANT TO REALLY KNOW WHERE THESE STUDENTS ARE AND HOW THEY'RE MOVING.
I DON'T THINK THAT'S ANOTHER GOAL BUT I THINK THAT'S IMPORTANT FOR US AS A BOARD TO BE ABLE TO UNDERSTAND WHERE THEY ARE AND WHERE THEY'RE MOVING TO.
[02:10:04]
>> ANY OTHER QUESTIONS, COMMENTS?
BECAUSE FOR SOME REASON, I WAS UNDER THE IMPRESSION THAT WE WERE TRACKING THE HIGHS AND THE LOWS WITHIN EACH BAND.
BECAUSE IF WE CAN TARGET AND SAY, THIS STUDENT AND I GUESS MAYBE WE'RE JUST DOING IT PER STUDENT, WE'RE NOT DOING IT OVERALL, MAYBE. THAT'S MY QUESTION.
ARE WE DOING IT PER STUDENT OR ARE WE DOING IT OVERALL? BECAUSE IT REALLY IS IMPORTANT TO KNOW IF THERE IS NO MOVEMENT BECAUSE I DON'T WANT TO CALL IT, LEARNING LOSS.
IT HAPPENS. EITHER FROM LEARNING LOSS OR JUST DID NOT COMPREHEND THE LESSON OR THE ACTIVITY DOWN THE COURSE OF THE SCHOOL YEAR.
ARE WE NOT TRACKING THAT AS WELL?
>> ARE YOU ASKING, ARE WE TRACKING THAT RIGHT NOW SEPARATE FROM THIS GOAL?
>> ABSOLUTELY. THE STATE DOES MEASURE THAT AT GRADES 4 AND ABOVE, AND WE REPORT THAT OUT TO YOU AS WELL.
BUT IN ORDER TO SEE GROWTH FROM ONE BAND TO ANOTHER, YOU HAVE TO HAVE A PREVIOUS TEST TO COMPARE TO.
THAT'S WHY WHAT I CAN'T DO IS, I CAN'T DO IT IN THIRD GRADE BECAUSE THERE'S NO COMPARISON TO A PREVIOUS GRADE ON THE SAME ASSESSMENT.
THE ANSWER IS, YES, WE CURRENTLY DO THAT, BUT WE DON'T DO THAT IN A REPORT TO YOU BASED ON THESE GOALS RIGHT NOW.
THAT HAS NOT BEEN ONE OF THE GOALS THAT WE HAD FOR THE PREVIOUS FIVE YEARS.
WE HAVEN'T REPORTED IT OUT TO YOU IN THAT WAY OF MOVEMENT TO THE BAND.
>> I GUESS, SINCE WE HAVE CYCLED THROUGH THIS NEW TEST, AND I UNDERSTAND THAT WE'RE GETTING RID OF MAPS BECAUSE IT WASN'T A GOOD INDICATOR AS FAR AS PREPARING THEM FOR THIS NEW TEST, IS THAT CORRECT? THAT WAS JUST ONE OF THE REASONS.
THEY WERE GOING TO NEED TO DO A WHOLE NEW CORRELATION WITH TEXAS BECAUSE TEXAS CHANGES THE GOAL POSTS AND SO THEREFORE, MAP.
IT'S VERY DIFFICULT FOR MAP TO STAY CORRELATED TO A STATE THAT IS CONTINUALLY CHANGING, SO THAT EACH YEAR THEY HAVE TO GO BACK OUT AND REDO A TEST TO SHOW WHETHER THIS SCORE EQUATES TO WHAT'S PREDICTIVE ON STAAR.
THAT WAS ONE REASON. THE OTHER ONE IS THE NEW ASSESSMENT TOOL WE USED HAS A TEACHER TOOL KIT, WHICH ALLOWS TEACHERS TO HAVE, WHAT I'LL CALL, LIKE A PLAYLIST.
STEPHANIE NEEDS TO WORK ON THESE THINGS.
I-READY HAPPENS TO GIVE ME THOSE THINGS SO I CAN ASSIGN STEPHANIE HER INDIVIDUAL TIME.
>> I THINK WE CAN MOVE NOW TO CCMR. DID ANY OF THE THREE GROUPS HAVE ANY SUGGESTED UPDATES OR CHANGES TO THE CCMR GOAL AS STATED OR PROPOSED BY THE SUPERINTENDENT? TRUSTEE MACKEY.
>> OVERALL, I THINK OUR GROUP WAS FINE WITH CCMR ACCOUNTABILITY AS HOW IT'S WRITTEN CURRENTLY.
WE DID WANT TO CALL OUT TWO PARTICULAR THINGS.
NUMBER 1, WHILE WE ARE OKAY WITH LEAVING THE ACCOUNTABILITY AS THE GOAL, WE WOULD WANT TO MAKE SURE THAT WE EXPLICITLY FOCUS ON THE MOST IMPORTANT OF THOSE CHECK MARKS ON ACCOUNTABILITY, LIKE POST SECONDARY ENROLLMENT, EARNING A MEANINGFUL IBC, TSI READINESS, ET CETERA, SO WE WOULD WANT TO LOOK AT THE MOST IMPORTANT OF THEM, NOT COLLEGE PREP COURSE, ET CETERA.
THE SECOND ELEMENT THAT WE TALKED ABOUT IS PARTICULARLY THAT THIS SHOULD BE FOCUSED ON ALL OF OUR STUDENTS.
FOR INSTANCE, THE P-TECH AND EARLY COLLEGE, THAT IN OUR OPINION, SHOULD BE ALL STUDENTS WHO EARN BLANK HOURS OR ATTAIN AN ASSOCIATE'S DEGREE.
WE SHOULD BE LOOKING AT THE BASE OF ALL OF OUR GRADUATES AND WHAT PERCENTAGE OF THEM ARE EARNING HOURS AND ASSOCIATES DEGREES IF THAT'S ONE OF OUR IMPORTANT STRATEGIES THERE.
IF FOR WHATEVER REASON, WE WERE TO KEEP THE P-TECH, WE TALKED ABOUT THAT IT NEEDS TO BE THE PERCENTAGE OF P-TECH ECHS STUDENTS WHO ENROLL IN NINTH GRADE THAT EARN THAT,
[02:15:04]
NOT OUT OF THE GRADUATING CLASS.DID I SUM THAT UP CORRECTLY, TEAM?
I WOULD SUGGEST WE PICK THE THREE MOST IMPORTANT GPMS INSTEAD OF FIVE.
BUT THAT'S JUST ME. WE DIDN'T TALK ABOUT THAT. I DON'T KNOW IF OTHERS AGREE.
>> ANY OTHER GROUPS HAVE ANY COMMENTS ON THE CCMR GOALS, ANY OTHER GROUPS?
>> WELL, SO I THINK PEOPLE WILL BE SHOCKED IF I DIDN'T SAY SOMETHING ABOUT IT SINCE I'VE MENTIONED THIS IN THE PAST.
WE AS A GROUP DID NOT END UP MAKING ANY RECOMMENDED CHANGES FROM WHAT THE DISTRICT HAS.
I WILL TELL YOU IN MY INDIVIDUAL CAPACITY, I DON'T LOVE THAT THE STANDARD OF SUCCESS IS JUST MEETING A CRITERIA, AND WE DON'T ACTUALLY LOOK AT WHETHER OR NOT THEY ARE ACTUALLY SUCCEEDING IN A COLLEGE OR CAREER OR MILITARY.
THAT'S SOMETHING I'VE TALKED ABOUT ON THE BOARD BEFORE IS, IT IS CHALLENGING TO GET DATA.
BUT FOR EXAMPLE, WE DO THROUGH THE CLEARING HOUSE, KNOW WHICH ONES OF OUR STUDENTS ENROLL IN COLLEGE, WE ALSO KNOW WHICH ONES GRADUATE FROM COLLEGE.
WHILE A HUGE CHUNK OF THAT SUCCESS COMES TO THINGS THAT ARE OUTSIDE OF THE DISTRICT'S CONTROL, I ALSO THINK THERE ARE THINGS DISTRICTS CAN DO TO MAKE STUDENTS BETTER PREPARED TO SUCCEED IN COLLEGE THAN NOT.
I COULDN'T THINK OF A WAY TO WORD IT ANY DIFFERENTLY SO I'M NOT MAKING A RECOMMENDATION FOR THAT, BUT I'LL JUST SAY OUT LOUD AGAIN.
I REALLY WOULD LOVE US TO FIND WAYS TO MEASURE ACTUAL SUCCESS IN THE WORKPLACE, ACTUAL SUCCESS IN COLLEGE, AND FIGURE OUT WHICH OF OUR PROGRAMS TEND TO LEAD TO THOSE BETTER RESULTS AND FOCUS ON THOSE PROGRAMS. BUT WE DID TALK ABOUT THAT AS A GROUP.
I APPRECIATE THE GROUP LISTENING TO ME TALK, BUT I MYSELF CAN'T COME UP WITH A BETTER WAY TO WORD IT, SO I'LL LEAVE IT AS IT IS.
>> THANK YOU. I THINK THE TEAM HAS NOTED.
THANK YOU. ANY OTHERS ON CCMR? WHAT WE WILL ENTERTAIN NOW IS ONE, NOT MULTIPLE, BUT ONE, ANY ONE GROUP SHARE ONE OF THE GOALS THAT YOU HAD THAT WAS POTENTIALLY NEW.
JUST SHARE ONE OF THE POTENTIALLY NEW GOALS THAT YOU HAD FROM ONE OF YOUR THREE GROUPS.
WE DID NOT WORDSMITH THIS IN THE SLIGHTEST.
BUT IF YOU LOOK AT THE COMMUNITY LISTENING DATA AND THE SURVEY DATA, AND CERTAINLY WAS APPARENT IN THE MEETING I WAS IN, AND AS I LOOK AT THE APPENDIX WHERE THEY BROKE DOWN THOSE INTO SUBCATEGORIES, I THINK YOU CAN COMBINE THOSE IN A COUPLE OF DIFFERENT WAYS.
IF YOU LOOK AT BOTH THE LIFE SKILLS, THE HABITS OF MIND, AND THE SOCIAL SKILLS, THEY'RE ALL TALKING ABOUT, HOW DO I GET A STUDENT, NOT JUST ABLE TO READ AND WRITE AND DO MATH, BUT ALSO ABLE TO FUNCTION WELL IN THIS WORLD? HOW IN THE WORLD DO YOU WRITE A GOAL ON THAT? I DON'T KNOW.
BUT IT WAS SOMETHING I HEARD LOUD AND CLEAR IN THE COMMUNITY MEETING I WAS IN, THAT THE COMMUNITY IS VERY INTERESTED IN THAT AND I SEE THAT IN OUR DATA.
DR. ELIZALDE, WE AS A GROUP DISCUSSED ASKING THE ADMINISTRATION TO GO BACK AND DO SOME THINKING ABOUT HOW DO WE REFLECT ON PUTTING TOGETHER A MEASURABLE, SMART GOAL TO HELP DETERMINE, ARE WE NOT ONLY GETTING OUR STUDENTS READY ACADEMICALLY, BUT ALSO READY WITH THE SKILLS THEY NEED TO SUCCEED IN THIS WORLD? WE DID DISCUSS THAT AS A GROUP AND THAT'S WHERE WE LEFT.
>> DID ANY OF THE OTHER TWO GROUPS HAVE SOMETHING SIMILAR? DID YOU HAVE SOMETHING SIMILAR TO A LIFE SKILLS/HABITS OF MIND GOAL?
>> OUR GROUP HAD A SIMILAR CONVERSATION, JUST EQUIPPING STUDENTS TO BECOME SELF SUFFICIENT ADULTS WITH LIFE SKILLS, WHICH IF YOU AGAIN LOOKED AT THE DATA, FINANCIAL LITERACY, HABITS OF MIND, HEALTH, DIGITAL LITERACY, WHATEVER THAT HOW TO CRAFT A GOAL TO CAPTURE, THAT WAS SOMETHING WE THOUGHT WOULD BE BENEFICIAL.
>> THERE'S TWO GROUPS. YES, SIR.
>> OUR GROUP, AS WELL, HAD THOSE LIFE SKILLS, FINANCIAL LITERACY, BEING ONE OF THE MAIN INDICATORS.
>> ALL THREE GROUPS HAS SOMETHING SIMILAR.
>> I WAS JUST GOING TO ADD ONE THING THAT I THOUGHT WAS REALLY IMPORTANT, ESPECIALLY IF WE TALK ABOUT STUDENT VOICE IS, THIS WAS THE FIRST THING OUT OF THE MOUTH FOR EVERY SINGLE STUDENT GROUP AND THE STUDENT GROUP 1 WE DID.
IF YOU LOOK AT OUR SURVEY, WHICH IS THE HIGHEST RESPONDING GROUP OF STUDENTS.
THIS WAS AGAIN, THE HIGHEST ASPECT OF WHAT THEY HAD RATED AS THAT AS WELL.
I THINK IT UNDERSCORES NOT ONLY DID WE HEAR IT FROM THE COMMUNITY, BUT THE STUDENTS THEMSELVES SAID, THIS IS CRITICAL FOR US AND WE WANT THIS.
>> ANY OTHERS [INAUDIBLE] SHARE? WE'VE GOT ONE THAT'S SIMILAR ACROSS ACTUALLY ALL THREE GROUPS.
[02:20:03]
>> WE DISCUSSED VERY BRIEFLY AT THE END BECAUSE WE WERE ALREADY TAKING A LOT OF TIME BUT WE JUST NOTICED THAT WE HADN'T TALKED ABOUT ANYTHING RELATED TO MIDDLE SCHOOLS AND HAVING A GOAL FOCUSED ON MIDDLE SCHOOLS, AND I SHARED AT LEAST IN MY COMMUNITY, THAT'S WHERE A LOT OF ANXIETY OVER OUR SCHOOL SYSTEM SEEMS TO BE FOCUSED AS IN THE MIDDLE SCHOOL.
I SAID ON THE RECORD, I MIGHT SAY THAT THAT MAYBE BECAUSE MIDDLE SCHOOLS, KIDS GO A LITTLE NUTS, AND SO DID I AND EVERYBODY ELSE DOES BUT A LOT OF PEOPLE LOVE THEIR ELEMENTARY SCHOOLS.
IF YOU'VE GONE ALL THE WAY TO HIGH SCHOOL, THEN YOU'VE COMMITTED DUE TO YOUR WHOLE DISD CAREER.
BUT WHERE WE LOSE FAMILIES AND THEIR CONFIDENCE IS OFTEN IN OUR MIDDLE SCHOOLS.
I TALKED ABOUT THE IDEA OF, IS THERE A GOAL RELATED TO TRACKING? WE NOW USE MIDDLE SCHOOLS TO START THE PROCESS OF GETTING THEM ON A PATHWAY TO GO ALL THE WAY THROUGH HIGH SCHOOL SO THAT WE HAVE A GOAL BUILT AROUND PATHWAYS.
BUT WE DIDN'T FLESH THAT OUT IN DETAIL, BUT WE DID DISCUSS IT.
>> IS THAT A NEW GOAL OR IS THAT RELATED TO A LIFE SKILLS GOAL? JUST WANT TO MAKE SURE WE'RE CLEAR.
>> DID ANY OTHER GROUP HAVE A NEW GOAL AROUND MIDDLE SCHOOLS?
>> ONE OF THE THINGS WE NOTICED WAS THE SAME THING IS THAT THERE WAS NOT A GOAL THAT ADDRESSED MIDDLE SCHOOLS.
I CAN'T SPEAK FOR THE REST OF THE BOARD, BUT I KNOW AND SUPERINTENDENT YOU KNOW, ONE OF THE THINGS THAT I'VE STRESSED FREQUENTLY IS, THE MIDDLE SCHOOL ASSESSMENTS, AND WE DID SOME REALLY GOOD WORK WITH AIMS IN THE MIDDLE AND THOSE THINGS TO TRY TO ADDRESS SOME OF THE PROBLEMS THAT WE HAD IN OUR MIDDLE SCHOOLS.
I BASICALLY SAID, MIDDLE GRADE STUDENT ACHIEVEMENT ON STATE ASSESSMENT, READING AND MATH TO START WITH, TO GIVE US SOME INDICATION ON WHERE WE'RE GOING TO BE.
BECAUSE I KNOW WE'RE CHANGING THE STRUCTURE SOME, I JUST SAID MIDDLE SCHOOL GRADES AS OPPOSED TO SIXTH THROUGH EIGHTH GRADE.
>> YOU'RE REFERRING TO ALL MIDDLE SCHOOL GRADES, SO EVERYTHING IN MIDDLE SCHOOL? WE'LL TALK ABOUT HOW WE MIGHT WORDSMITH IT OR NARROW IT WHICH WILL CAPTURE ALL OF MIDDLE SCHOOL WITHOUT ACTUALLY SAYING EVERY GRADE AND EVERY SUBJECT IN MIDDLE SCHOOL, SO WE'LL TALK ABOUT THAT.
>> REGRADE IN EVERY SUBJECT, I SAID READING AND MATH.
>> WE'LL TALK THROUGH IT. BUT THAT'S HELPFUL.
ANYONE ELSE HAVE ANYTHING RELATED TO MIDDLE SCHOOL? YES, SIR.
>> WELL, WE HAVE AN EXISTING GOAL THAT RELATES TO MIDDLE SCHOOLS, AND OUR GROUP WAS GENERALLY GOOD WITH THE GOALS THAT WE CURRENTLY HAVE.
WE ADDED A COUPLE AS WE DISCUSSED.
BUT I PERSONALLY WOULD LIKE TO KEEP A MIDDLE SCHOOL GRADE GOAL IN THERE.
THE CURRENT GOAL SAYS THAT MIDDLE GRADE STUDENTS 6 THROUGH 8, STUDENT ACHIEVEMENT ON STATE ASSESSMENTS IN ALL SUBJECTS IN DOMAIN 1 WILL INCREASE FROM 40 TO 60, AND THAT'S BY JUNE 2025.
UPDATING THAT GOAL WAS SOMETHING THAT I THOUGHT WE SHOULD CONSIDER AGAIN.
>> CAN I ADD TO THAT? ONE THING THAT WE DID TALK ABOUT WITH LANCE WAS, MAKING SURE THAT OUR KIDS ARE READY TO GO, SPECIFICALLY OUR EIGHT GRADERS WHEN THEY PREPARE FOR HIGH SCHOOL, TO GO INTO ONE OF THE PATHWAYS, AND HOW ARE WE MEASURING THAT AS WELL.
>> WELL, IT WASN'T THIS. I'M SORRY. GO AHEAD.
>> I WAS JUST GOING TO ASK TO OPEN UP THE FLOOR.
>> IT WASN'T SO MUCH AS DISCUSSED IN OUR GROUP, BUT ONE THING THAT I AM CONCERNED ABOUT IS THAT OFTENTIMES WE HAVE A LOT OF STUDENTS THAT DROP OUT IN MIDDLE SCHOOL.
THEY DON'T MAKE IT TO HIGH SCHOOL FOR VARIOUS REASONS.
SOME OF THEM DECIDE THEY WANT TO GO WORK WITH A PARENT OR THEY JUST GOT TO GO WORK, PERIOD.
WITH THAT BEING SAID, I KNOW WE HAVE SURVEYS FROM STUDENTS ASKING ABOUT CLIMATE.
BUT MAYBE WE MIGHT NEED TO TWEAK THAT A LITTLE BIT AND GET OTHER SURVEY INFORMATION FROM THEM, BECAUSE OF COURSE, OUR ULTIMATE GOAL IS FOR THEM TO NOT NECESSARILY GO TO COLLEGE, BUT TO GRADUATE AND BE COLLEGE READY.
MEANING THAT AS FAR AS THEY'LL BE ABLE TO DO ANY CAREER,
[02:25:01]
GET CERTIFICATE OR WHAT HAVE YOU.IF THEY DECIDE TO POSTPONE IT THE FIRST YEAR, WHAT HAVE YOU.
THAT'S SOMETHING THAT I WOULD DEFINITELY LOOK AT US LOOKING INTO.
>> TWO OTHER ELEMENTS TO THE MIDDLE SCHOOL GOAL TO CONSIDER IS WHILE WE DON'T HAVE GROWTH WITH STAAR ON THIRD GRADE BECAUSE THERE IS NO PREVIOUS STAAR, WE COULD DO A MIDDLE GRADES OR MIDDLE SCHOOL, OR WHATEVER WE DEFINE IT, GROWTH GOAL.
ALL OF THE STUDENTS IN THESE PARTICULAR AREAS, WHAT PERCENTAGE OF THEM ARE GROWING AT LEAST ONE OR 1.5 YEARS? I LIKE THAT EXAMPLE, IT IS A REALLY IMPORTANT ONE, ESPECIALLY IF WE'RE TRYING TO CATCH STUDENTS UP.
WE MIGHT CONSIDER A GROWTH GOAL FOR OUR MIDDLE ACHIEVEMENT GOAL, WHEREAS WE'RE KEEPING A MEETS, AS TRUSTEE JOHNSON MENTIONED FOR THIRD GRADE.
THE ONLY OTHER THING THAT I WOULD FLAG, I THINK IT ALIGNS SOMEWHAT WITH TRUSTEE TURNER AND TRUSTEE CURRIE'S POINT WE TALKED ABOUT IS ALSO MAYBE IT'S A PROGRESS MEASURE, MAYBE IT DOESN'T FIT, MAYBE IT'S ITS OWN THING.
I DON'T KNOW. BUT ONE OF THE HIGHEST CORRELATIVES FOR MIDDLE SCHOOLERS BEING SUCCESSFUL IN COLLEGE IS IF THEY GOT ALGEBRA 1, WHERE IT MEETS IN EIGHTH GRADE SO THAT WILL TELL US IF THEY'RE ON A GOOD PATHWAY TOWARDS COLLEGE CREDENTIAL ATTAINMENT, MAYBE THAT FITS IN SOMEWHERE IN OUR MIDDLE SCHOOL, MIDDLE GRADES AREA SO TWO ASPECTS OF CONSIDERATION.
>> WELL, I JUST WANT TO REACT TO A COUPLE OF COMMENTS.
I DON'T NECESSARILY KNOW WHETHER AN EIGHTH GRADE ALGEBRA 1 OR READING AND MATH OR PATHWAYS.
WHAT I WOULD JUST ASK US TO THINK ABOUT IS TO STEP BACK AND MORE BROADLY ASK, WHAT DO WE CONSIDER SUCCESS? WHAT DOES A SUCCESSFUL MIDDLE SCHOOL LIFE LOOK LIKE? AGAIN, YOU GET INTO A REALM WHERE IT'S NOT A SMART GOAL.
IT'S AN IMMEASURABLE GOAL, BUT ARE YOU PREPARED TO SUCCEED IN COLLEGE? THAT HAS MANY DIFFERENT PIECES TO IT.
IT HAS AN ACADEMIC PIECE TO IT.
IT HAS A, DO YOU KNOW WHAT PATH YOU'RE GOING TO GO ON, PIECE TO IT.
HOW TO CONVERT THAT CONCEPT INTO SOMETHING MEASURABLE WOULD BE SOMETHING I'D BE REALLY INTERESTED IN THAT WOULD CAPTURE BOTH THE ACADEMIC SIDE AND I HAVE A DIRECTION THAT I WANT TO GO IN SIDE.
THIS IS WHERE OUR CREATIVITY CAN COME IN.
ON THE CCMR, WHAT THE STATE HAS ESSENTIALLY DONE IS IT SAYS, THESE ARE THE METRICS THAT WE USE TO DEFINE WHETHER SOMEONE IS READY FOR A COLLEGE, A CAREER OR A MILITARY.
WE OURSELVES CAN GO NOT TO HAVE THE STATE TELL US WHAT TO DO.
WE AS A DISTRICT, THIS IS HOW WE DEFINE WHETHER ONE OF OUR STUDENTS IS READY TO GO TO HIGH SCHOOL, AND IT HAS THESE CRITERIA, AND WE COULD APPROACH IT THAT WAY, CREATE OUR OWN SET OF METRICS, AND THEN THAT'LL BE OUR HSR SCORE, OUR HIGH SCHOOL READY SCORE THAT WE USE, AND WE MEASURE CREATE A GOAL BASED ON HSR.
>> WHEN YOU SHARE THOSE WITH PARENTS, PARENTS CAN HELP YOU GET THEIR KIDS READY.
BECAUSE I DON'T NECESSARILY KNOW WHAT IT TAKES TO BE READY.
BUT IF YOU AS A BOARD SET THAT, AND YOU SHARE IT WITH PARENTS, THEN I CAN HELP.
>> THAT ACTUALLY WAS ONE OF MY CONCERNS, IS THAT WE'RE TALKING ABOUT 11 AND 12-YEAR-OLD STUDENTS.
FOR THEM TO BE READY TO DETERMINE WHAT THEY WANT TO DO IN LIFE, I THINK MOST OF US UP HERE WENT TO COLLEGE AND MOST OF US PROBABLY FLIPPED OUR MAJOR.
>> SOME OF US STILL DON'T KNOW WHAT WE'RE TRYING TO DO.
>> I THINK WE HAVE TO BE CAUTIOUS AS WE MOVE INTO THAT REALM OF THINKING WITH YOUNG CHILDREN AND CERTAINLY INCLUDING THEIR PARENTS IN THE PROCESS MAKES A BIG DIFFERENCE.
I'VE SAID THIS MORE THAN ONCE, AND I'LL CONTINUE TO SAY THAT. THESE ARE KIDS.
THESE ARE NOT ADULTS AND WE HAVE TO THINK OF THEM AS STUDENTS AND CHILDREN AS WE TRY TO MAKE THESE DECISIONS ON HOW WE'RE GOING TO MEASURE THEM.
WE HAVE TO BE CAREFUL WITH THE 11 AND 12-YEAR-OLD CHILDREN.
>> JUST TO SUMMARIZE, IF I CAN, IT SOUNDS LIKE ALL THREE GROUPS HAD SOME SEMBLANCE OF A MIDDLE SCHOOL TARGET RELATIVE TO THE CONVERSATION THAT YOU HAD.
WHAT I'VE GOT IS ALL THREE GROUPS HAD TWO THINGS IN COMMON.
LIFE SKILLS, HABITS OF MIND, SELF SUFFICIENCY, INCLUDING FINANCIAL LITERACY TO SOME EXTENT, GOAL THAT THE DISTRICT WOULD NEED TO IDENTIFY WHOSE.
LET'S PUT SOME WORDS AROUND THIS AND DEFINE HOW WE MEASURE IT.
SIMILARLY, ACROSS ALL THREE GROUPS, YOU'VE GOT SOME FORM OF MIDDLE SCHOOL INDICATOR THAT WOULD SIGNAL HIGH SCHOOL READINESS FOR STUDENTS IN SOME WAY.
THIS IS AN ON TRACK FOR HIGH SCHOOL METRIC, IF YOU WILL, THAT THE DISTRICT WOULD ALSO HAVE TO DEFINE,
[02:30:01]
AND WE DON'T HAVE TO DEFINE IT TONIGHT.BUT WHAT I HEAR YOU SAYING IS THAT THOSE TWO THINGS WOULD BE OF IMPORTANCE TO YOU FOR THE DISTRICT TO GO BACK, THINK THROUGH, HOW MIGHT WE MEASURE THIS FOR OUR MIDDLE SCHOOL STUDENTS AND FOR STUDENTS HAVING LIFE SKILLS. DID I MISS ANYTHING?
>> WE'VE GOT THOSE TWO CAPTURED.
ANY OTHER GOALS? I WAS THE FIRST TWO, ANY OTHER GOALS THAT YOU DISCUSSED THAT WOULD BE NEW IN YOUR RESPECTIVE GROUPS.
ANY OTHER NEW GOALS IN YOUR RESPECTIVE GROUPS?
>> I DON'T KNOW IF IT'S NEW OR CAPTURED IN READING ON GRADE LEVEL OR THE READING GOAL.
BUT I HAD A GOAL AND IT WAS DISCUSSED IN OUR GROUP AROUND WRITING ON GRADE LEVEL.
>> CAN I JUST ADD THAT ACTUALLY, WE NEED TO CHANGE THE WORDING EVEN OF OUR PROPOSED, IF YOU WOULD GO BACK, BECAUSE AS TRUSTEE CARREON HAS MENTIONED, ACTUALLY, THE NEW READING TEST IS ACTUALLY A READING WRITING TEST.
THAT DATA WOULD CAPTURE WHETHER STUDENTS ARE WRITING AS WELL AS READING.
AT THE APPROACHES, GRADE LEVEL MEETS GRADE LEVEL.
IT'S NOW A COMPILATION OF BOTH.
INSTEAD OF IT SAYING READING, IT ACTUALLY NEEDS TO SAY READING LANGUAGE ARTS, BECAUSE THAT INCORPORATES.
TO BE CLEAR WITH OUR COMMUNITY, EVEN THOUGH THAT'S WHAT THE STATE CALLS, IT MAYBE WE NEED TO JUST SAY READING, WRITING, BECAUSE OTHERWISE, IT MAY BE THE CORRECT WAY THE TEXT EDUCATION AGENCY USES IT, BUT I'M HEARING YOU ALL I WANT TO RESPOND TO.
HOW DO WE MAKE THIS LANGUAGE MEANINGFUL TO EVERYONE, SO WE WOULD JUST CHANGE THAT TO READING AND WRITING.
>> WELL, ONE OF THE NEW THINGS THAT I MENTIONED IN OUR GROUP WAS THE FACT THAT TO HAVE AN ASSESSMENT WITH FIRST GRADERS ONCE, BECAUSE I KNOW THEY HAVE A PRE K ASSESSMENT, BUT A FIRST GRADE ASSESSMENT, BECAUSE WE REALLY NEED TO MAKE SURE THAT THEY'RE READING.
WHEN THEY SAY READING IS FUNDAMENTAL, IT REALLY IS, YOU HAVE MATH PROBLEMS YOU HAVE TO READ.
BECAUSE IF WE CATCH THEM IN FIRST GRADE, I MEAN, WE CAN DO RD OR WHAT HAVE YOU, BUT IF WE CATCH THEM IN FIRST GRADE AND WE SEE WHERE THE DEFICIENCY IS, WE HAVE PLENTY OF TIME TO CATCH IT.
I KNOW WE DO A SECOND GRADE TEST, BUT TO CATCH WHAT THEY REALLY NEED, THE GROWTH AND THE STRENGTH AND HELP ON BEFORE THEY ACTUALLY GET TO THE THIRD GRADE TESTING. YES.
>> THANK YOU. I KNOW I PROMISED THAT WE WOULD NOT TALK ABOUT GOAL PROGRESS MEASURES.
I SAID WE WOULD TALK ONLY ABOUT GOAL MEASURES.
BUT ONE OF THE GOAL PROGRESS MEASURES THAT WAS PROPOSED BY THE SUPERINTENDENT IS REPORTING TO YOU TWO TO THREE TIMES A YEAR, THE PERCENTAGE OF STUDENTS IN GRADES K THROUGH TWO MEETING GROWTH MEASURES OTC ASIDE ASSESSMENTS IN READING WILL INCREASE FROM X TO Y.
THERE YOU'VE CAPTURED IN THAT GOAL PERFORMANCE MEASURE.
YOU'VE CAPTURED FIRST GRADE, AND IT WILL BE REPORTED TO YOU MULTIPLE TIMES PER YEAR.
I KNOW WE PROMISED WE WOULDN'T TALK ABOUT GOAL PROGRESS MEASURES, BUT I JUST WANT TO DOUBLE CHECK WITH YOU TO SEE IF THAT WOULD MEET THAT REQUIREMENT BECAUSE YOU WOULD GET IT NOT ONLY FOR FIRST GRADE, BUT YOU WOULD GET IT FOR KINDERGARTEN, FIRST GRADE, AND SECOND GRADE MULTIPLE TIMES A YEAR. DOES THAT HELP?
>> THANK YOU. WE'VE GOT FIRST GRADE.
WE'VE GOT WRITING WILL BE ADDRESSED BY A REVISIONING OF THE FIRST GOAL.
ANY OTHER NEW GOALS FROM YOUR GROUPS.
MR. PRESIDENT, WE ARE AT 7:58,
[02:35:04]
AND SO I'VE BEEN ASKED TO ASK YOU IF WE'VE BEEN TOLD WE COULD WRAP UP IT AT 8:00 THIS EVENING.BUT WANT TO ASK YOU IF YOU WANT TO GO INTO A CONVERSATION ABOUT CONSTRAINTS OR IF YOU LIKE ME TO COME BACK AT A LATER DATE, AND WE HAVE A SEPARATE CONVERSATION ABOUT CONSTRAINTS, AND KEEP IN MIND THAT YOU'VE GOT FIVE CONSTRAINTS THAT HAVE BEEN PROPOSED BY THE SUPERINTENDENT AND THEN THE CONSTRAINTS THAT YOU ALL WANT TO DISCUSS.
WE'LL LEAVE IT UP TO YOU TO DECIDE IF YOU WANT TO I HAVE A CONVERSATION THIS EVENING ABOUT CONSTRAINTS, OR IF YOU WANT ME TO RETURN.
>> TRUSTEES, WE CAN TAKE A LITTLE INFORMAL STRAW POLL.
RAISE YOUR HAND, IF YOU LIKE TO CONTINUE THE CONVERSATION.
>> EXCUSE ME, BUT I HAVE A QUESTION FIRST.
NUMBER 1, WE'RE GOING TO GET OUT 3 HOURS.
THAT'S ALL I NEED TO KNOW NUMBER ONE.
NUMBER 2, I'LL GO AHEAD AND DO THIS STRAW POLL, BUT MY OPINION IS WE CAN DO IT TONIGHT.
>> FAVOR OF MARCHING ON AND DISCUSSING THE CONSTRAINTS.
>> BEFORE WE DO, THE QUESTION WAS ABOUT THE 3 HOURS.
>> MS. DOUGLAS SAID WE WILL GET THE THREE HOURS FOR 8:00.
YOU DID. I'M PERSONALLY ALSO DISCUSSING CONSTRAINTS.
WE GIVE DIRECTION TO THE ADMINISTRATION SOONER RATHER THAN LATER.
ALL THOSE IN FAVOR CONTINUE TO CONTINUE ON. THIS IS MAJORITY THERE.
>> HAPPY TOO. ARE THERE ANY OTHER AS WE WRAP UP THE GOALS, WE ARE SENDING THE SCHOOL DISTRICT BACK TO HAVE A CONVERSATION ABOUT HOW THEY WOULD MEASURE LIFE SKILLS, FINANCIAL LITERACY, ETC, AND WE ARE SENDING THE DISTRICT TEAM BACK TO DETERMINE HOW THEY MIGHT IDENTIFY A READY FOR HIGH SCHOOL MEASURE FOR MIDDLE SCHOOL STUDENTS, AND THEN THAT WILL ROUND OUT THE FIVE GOALS THAT YOU HAVE ESTABLISHED.
THEN WE CAN TURN TO CONSTRAINTS.
WE'LL DO THE SAME PROCESS THAT WE JUST DID FOR CONSTRAINTS.
BUT KEEP IN MIND THAT ONE, YOU'VE ALREADY GOT A SERIES OF CONSTRAINTS THAT YOU'VE IDENTIFIED PREVIOUSLY, AND THE SUPERINTENDENT AND HER TEAM HAVE ALSO IDENTIFIED CONSTRAINTS.
WHAT I'D LIKE YOU TO DO IS THE SAME PROCESS, TAKE YOUR POSTED NOTES, WRITE DOWN, IF YOU WILL, ANY CONSTRAINTS THAT IF YOU WANT TO TWEAK THE CONSTRAINTS THAT THE SUPERINTENDENT HAS SUGGESTED, THEN WRITE DOWN YOUR ADJUSTMENT TO THAT.
IF YOU WANT TO ADD A CONSTRAINT, FEEL FREE TO ADD IT TO YOUR POSTED GROUP.
>> SIR, ARE WE KEEPING OUR SAME GROUPS? THANK YOU.
>> WELL, I'D LIKE TO GO AHEAD AND REPORT OUT SOMETHING, BECAUSE EVEN THOUGH WE WERE TALKING ABOUT GOALS AS WE WERE DECIDING WHETHER SOMETHING WAS A GOAL OR A GOAL PROGRESS MEASURE OR A CONSTRAINT.
ONE OF THE SUGGESTIONS THAT TRUSTEE WHITE CAME UP WITH, I THINK, WAS ACTUALLY A CONSTRAINT ON PARENT SATISFACTION, AND SO THAT COULD BE ANOTHER CONSTRAINT UNDER WHERE WE HAVE THE CLIMATE CONSTRAINTS, WHICH WOULD PROBABLY BE CPMS 2.12, 2.2 SOMEWHERE IN THERE.
MAYBE A BRAND NEW CONSTRAINT BECAUSE WE HAVE ONE CONSTRAINT ON ENSURING HIGH QUALITY STUDENT EXPERIENCES FOR ALL, ANOTHER ONE ENSURING A HIGH LEVEL OF TEACHER SATISFACTION, AND THEN THE THIRD ONE WOULD BE A HIGH LEVEL OF STUDENT SATISFACTION.
[02:40:08]
>> I THOUGHT WE WERE DEPENDENT SATISFACTION. ARE WE WORKING INDEPENDENTLY?
>> YOU'RE WORKING INDEPENDENTLY RIGHT NOW, AND THEN WE'LL BRING IT BACK TOGETHER.
>> OUR GROUP HAD ALREADY DISCUSSED THIS, SO I THOUGHT I SHARE THIS AND MAYBE HELP OUT ONE OF THE OTHER GROUPS THAT MIGHT BENEFIT FROM IT.
>> IT IS SUBLIMINAL MESSAGING FOR THE OTHER THREE GROUPS.
SO I THINK HE'S PUTTING IT OUT THERE SO THE OTHER THREE GROUPS RIGHT TO SAY.
WE'LL GIVE YOU ABOUT FIVE MORE MINUTES TO WRITE INDEPENDENTLY, AND THEN WHENEVER YOU'RE READY, FEEL FREE TO JOIN YOUR GROUPMATES AND YOU CAN START YOUR CONVERSATIONS ABOUT THE CONSTRAINTS THAT YOU HAVE.
WHENEVER YOU'RE READY, FEEL FREE TO JOIN YOUR COLLEAGUES.
WE'LL TAKE THE FIRST CONSTRAINT FROM ANY GROUP, THE FIRST CONSTRAINT.
WE'LL GO WE'LL JUST GO ONE, TWO, THREE, FOUR, FIVE.
WE DON'T NEED TO DO HIM IN ANY PARTICULAR ORDER.
WAS THE FIRST CONSTRAINT RECOMMENDED BY ANY GROUP?
>> YES SIR. THE ACCELERATED GROUP HAD ALREADY OFFERED TO ENSURE A HIGH LEVEL OF PARENT AND COMMUNITY SATISFACTION.
AS YOU KNOW, WE HAVE, AS OTHER CONSTRAINTS PROPOSED BY THE ADMINISTRATION, ENSURE A HIGH LEVEL OF STUDENT SATISFACTION AND A HIGH LEVEL OF TEACHER SATISFACTION.
TRUSTEE WHITE ON THE ACCELERATED TEAM WAS THE ONE WHO BROUGHT THIS UP. THANK YOU.
BUT THEN I HEARD YOU SAYING TEACHER.
>> BUT I SAID WE ALREADY HAVE IN THE SUPERINTENDENT'S PROPOSAL A METRIC FOR TEACHER SATISFACTION AND ONE FOR STUDENT SATISFACTION. ADD PARENT.
>> QUESTION. ARE YOU SUGGESTING ADD A THIRD ON PARENT?
>> ADD A THIRD ONE OR MAYBE COMBINE ONE OF THE CONSTRAINTS TO SAY ENSURE A HIGH LEVEL OF STUDENT AND PARENT SATISFACTION AND ADD A 1.4.
>> DID THE GROUP HAVE A SIMILAR ADDITION?
>> WE HAD THAT SAME DISCUSSION AT THE SAME TIME.
I LAND ON THE SIDE OF IF WE'RE GOING TO DO THAT, IF YOU START TO MEASURE EVERYTHING, AND MEASURE NOTHING.
SO IF WE PUT EVERYBODY SATISFIED BY ALL THESE SURVEYS, WE GOT A LOT OF SURVEYS.
WE HAVE THREE DIFFERENT CONSTRAINTS ON THIS.
WE COULD COMBINE IT IF WE WANTED TO IN THE FIRST TWO.
I'M OPEN TO THAT. I'M NOT GOING TO DIE ON THAT HILL.
>> HE HAD TALKED ME OUT OF IT.
>> SO WE'VE NOTED THAT, ANYONE HAVE ANOTHER CONSTRAINT.
>> I THOUGHT WE WERE TALKING ABOUT THE SURVEYS.
ARE WE GOING TO NEW CONSTRAINTS NOW? OR ARE WE DOING IT?
>> WE'RE JUST TAKING ALL OF THE TALKING CONSTRAINT.
>> WE'RE TAKING ALL OF THESE CONSTRAINT.
>> I LIKE STRUCTURE. AND HE SAID WE'RE STARTING WITH THE FIRST ONE.
>> NO. YOU MAY HAVE MISSED IT.
I SAID WE'RE TAKING ANY CONSTRAINTS THAT YOU'RE ADDING AT THIS POINT FROM ANY GROUP.
>> THAT'S WHY HE WAS NOT ON THE ACCELERATED TEAM.
>> WE ALSO DISCUSSED ADDING A PARENT ONE AS WELL.
WE DEBATED WHETHER TO INCLUDE IT, BUT THOUGHT IT WOULD ACTUALLY BE BETTER AS A SEPARATE ONE RATHER THAN COMBINING.
NOW, THIS IS LANCE TALKING AND NOT THE GROUP BECAUSE WE DIDN'T TALK ABOUT THIS AS A GROUP.
WE HAVE A STUDENT CLIMATE SURVEY BECAUSE WE KNOW THAT GOOD STUDENT SATISFACTION CORRELATES WITH GOOD STUDENT OUTCOMES.
WE HAVE ONE FOR TEACHERS BECAUSE WE KNOW THAT GOOD STUDENT TEACHERS CORRELATE WITH STUDENT OUTCOMES.
AS I'M THINKING ABOUT IT, I ASSUME PARENT SATISFACTION ALSO CORRELATES TO GOOD STUDENT OUTCOMES.
JUST WANT TO MAKE SURE WE'RE NOT ADDING SOMETHING THAT'S NOT ABOUT KIDS.
[02:45:02]
THE WHOLE THING OUGHT TO BE ABOUT MAKING SURE WE'RE GETTING THE BEST STUDENT OUTCOMES, AND WE MAKE DECISIONS ON WHAT'S BEST FOR KIDS NOT ADULTS.I LIKE PARENTS, BUT I AM CURIOUS WHETHER THERE'S A CORRELATION OF DATA BETWEEN PARENT SATISFACTION AND STUDENT OUTCOME.
>> I WILL SAY FOR THE CONSTRAINTS, YOU DON'T NECESSARILY NEED TO TIE THEM TO STUDENT OUTCOMES.
BUT WHEN YOU LOOK AT THINGS LIKE PASSING A BOND, THE COMMUNITY, WHAT PARENTS FEEL IS IMPORTANT.
IF YOU LOOK AT SATISFACTION WITH SCHOOLS AND ENROLLMENT TRENDS OR ATTRACTING FAMILIES BACK TO THE DISTRICT, PARENT SATISFACTION IS IMPORTANT.
SO FOR THE CONSTRAINTS, IT DOESN'T NECESSARILY NEED TO BE TIED TO STUDENT OUTCOMES, BUT IT CAN STILL BE VERY MEANINGFUL FOR THE DISTRICT.
IF IT'S A VALUE OF THE DISTRICT, THAT PARENTS ARE SATISFIED WITH THE EXPERIENCE, YOU CAN ADD IT.
>> THAT'S SOMETHING THAT WE CAN USE AS A MARKETING PIECE, RIGHT?
>> THAT'S ALL I WANTED TO ASK.
>> ONE JUST ADD ON IS THAT IN OUR CORNER OVER THERE, WE TALKED ABOUT HOW THE PARENT SURVEY, ESPECIALLY AT THE YOUNGER AGES, IN THE ELEMENTARY IS PERHAPS A PROXY OR AN ADD-ON TO THE STUDENTS.
AS YOU GET TO MIDDLE AND HIGH SCHOOL, THE STUDENT SURVEYS BECOME MORE EFFECTIVE, I THINK.
>> THAT IS NOTED. ANY OTHER CONSTRAINTS.
AND KEEP IN MIND, YOU'RE GOING TO BE LIMITED TO FIVE IN THE END.
>> WELL, IF WE GOING OUT OF ORDER NOW, WE'LL NAME THE OTHER CONSTRAINTS WE TALKED ABOUT.
>> YOUR TIME IS UP. THANK YOU.
IT CAME UP A LOT IN THE MEETINGS.
WE KNOW WE HAD WORKED THROUGH SOME ISSUES PREVIOUSLY REGARDING A BACKLOG, AND WE'VE DONE A LOT OF WORK THERE.
BUT I THINK GIVEN THAT CONSTRAINT SHOULD FOCUS ON SOME OF THE THINGS THAT WE KNOW WE NEED TO PUT ATTENTION TO, NAMING A CONSTRAINT AROUND THE WORK WE'RE DOING IN SPECIAL EDUCATION WOULD BE A CONSIDERATION.
OUR GROUP, ALL THREE OF US TALKED ABOUT AND AGREED IT SHOULD BE RAISED TO THE BOARD TO DISCUSS.
>> DID ANY OTHER GROUPS HAVE SPECIAL EDUCATION AS A SUGGESTED CONSTRAINT?
>> IT WAS MENTIONED IN OUR GROUP TO ACTUALLY LOOK AT THAT AS WELL FOR ACHIEVEMENT, YES.
>> AT LEAST TWO GROUPS HAVE MENTIONED SPECIAL EDUCATION AS A POTENTIAL CONSTRAINT, ANY OTHERS ON SPECIAL EDUCATION? ANY OTHER CONSTRAINTS?
>> WE PROPOSED SOME CHANGES ON THE FINANCIAL ONE.
WE AGREED THAT THE FINANCIAL ONE, WHILE IMPORTANT, THE WAY THAT IT WAS TALKING, I KNOW WE'RE NOT TALKING ABOUT MEASURES RIGHT NOW, BUT AS WE TALK GENERALLY, WE WOULD WANT IT LESS TO BE ABOUT, ARE WE MAINTAINING THE FINANCIAL STABILITY? WE BELIEVE THAT THE FIRST AND THE UNQUALIFIED OPINION ARE IMPORTANT, BUT THEY ARE A MINIMUM VIABLE THING.
WE WOULDN'T TOLERATE A QUALIFIED OPINION.
SO INSTEAD FOCUSING THIS AROUND ENSURING THE EFFECTIVE USE OF RESOURCES AS OPPOSED TO SIMPLY FINANCIAL SOLVENCY, WHICH WE WOULD ACCEPT.
THIS COULD LOOK LIKE HOW WE ARE THINKING ABOUT RETURN ON INVESTMENT IN THE BUDGETING PROCESS.
JOYCE RAISED THE POINT OF WE SHOULD MAYBE ASK THE AUDITOR.
WE ACTUALLY HAVE TWO EMPLOYEES HERE.
WE DO HAVE DR. [INAUDIBLE] WE'LL GET AN AUDITOR.
SO SHOULD WE CONSIDER SOMETHING ABOUT HOW DO WE LOOK AT EFFECTIVELY USING RESOURCES TO MOVE STUDENT OUTCOMES AS OPPOSED TO SIMPLY STAYING FINANCIALLY SOLVENT.
IT WOULD GIVE ABILITY TO IF WE WANTED TO, AND AGAIN, THE PROGRESS MEASURES ARE THE ADMINISTRATION, SO YOU-ALL WOULD TAKE IT.
IF ANY OF THE SUSTAINABILITY STUFF, SO WHETHER THAT IS THE ACTUAL SUSTAINABILITY STUFF WE DO OR SIMPLY THINKING ABOUT EARNING STATE FUNDING AT HIGHER RATES THROUGH OUTCOMES BONUS, HOW ARE WE REALLY THINKING ABOUT OUR RESOURCES AND EFFECTIVELY USING THEM AS OPPOSED TO SIMPLY STAYING FINANCIALLY SOLVENT.
>> ANYONE ELSE HAVE ANYTHING ON FINANCES? OTHER CONSTRAINTS FROM YOUR GROUPS.
JUST NOTE THAT WHAT I HEAR YOU SAYING IS THAT THIS WOULD NOT NECESSARILY BE A NEW CONSTRAINT, BUT AN EDIT TO CONSTRAINT FOR. ANY OTHER?
>> WE HAD ONE CONSTRAINT WE HAD DISCUSSED, WHICH IS AVOID A DISTRACTED LEARNING ENVIRONMENT.
SO WE WENT WITH THE AVOID VERSION VERSUS THE PRESERVED VERSION.
THINKING ABOUT THAT AND I DON'T KNOW HOW IT FITS, BUT SAFETY, DISCIPLINE, TECHNOLOGY, INCORPORATING SOME OF THOSE ASPECTS INTO AVOIDING A DISTRACTED OR PRESERVING A GOOD LEARNING ENVIRONMENT WOULD BE
[02:50:06]
THE POSITIVE ATTENDANCE, THAT KIND OF THING.>> I LIKE THAT CONCEPT, BUT I WONDER IF WE CAN WORK IT INTO A CPM FOR THE STUDENT EXPERIENCE.
>> COULD THAT BE AN EXTENSION PERHAPS OF THIS CONSTRAINT, AND THIS WILL BE FOR THE SUPERINTENDENT, HER TEAM TO CONSIDER.
BUT THEY HAVE ONE ENSURING HIGH QUALITY STUDENT EXPERIENCES FOR ALL, PERHAPS AN EXTENSION OF THAT OR MAKING SURE THAT ELEMENTS OF THAT ARE RELATED TO THE LEARNING ENVIRONMENT?
>> I THINK IT'S HARD TO PHRASE, BUT IT'S MAKING SURE THAT WE'RE ATTENDING TO ATTENDANCE, DISCIPLINE, SAFETY.
THE QUALITY STUDENT EXPERIENCE.
>> BECAUSE CAMPUS SAFETY IS ONE HERE, BUT I THINK SOME OF WHAT YOU'RE SHARING IS A LITTLE BROADER.
>> I HAVE A QUESTION. WE'RE STILL GOING TO KEEP CONSTRAINT NUMBER 3? WE'RE NOT ERASING IT, CORRECT?
>> I HAVEN'T HEARD ANYONE DO THAT.
YEAH, I WHAT I'M ASSUMING IS THAT THE CONSTRAINTS THAT THE SUPERINTENDENT HAS PROPOSED, UNLESS YOU SAY WE WANT TO GET RID OF THAT ONE.
THAT THOSE WILL REMAIN, AND THIS IS JUST WHETHER OR NOT THERE ARE THINGS THAT ARE MISSING FROM WHAT'S ALREADY BEEN PROPOSED.
>> I PROMISED TRUSTEE FOREMAN THAT I WOULD CARRY FORTH HER POINT HERE, WHICH WAS IN ADDITION TO THESE, WHICH WE ALL AGREE, WE THINK THESE ARE TWO REALLY GOOD WAYS TO CONSIDER THIS.
TRUSTEE FOREMAN ALSO WANTED TO NOTE EQUITY IS LOOKING AT THE DIFFERENCE BETWEEN EITHER RESOURCES OR IN OTHER FORM OR FASHION BETWEEN NEIGHBORHOOD AND NON-NEIGHBORHOOD SCHOOLS.
>> I'M ASSUMING NEIGHBORHOOD AND NON-NEIGHBORHOOD SCHOOLS IS DIFFERENT FROM HIGH PRIORITY CAMPUSES.
>> IT IS DIFFERENT, BUT I THINK THAT THE ADMINISTRATION COULD WORK IN, HOWEVER YOU FOCUS ON THIS.
MY BET IS THAT ALL HIGH PRIORITY CAMPUSES ARE NEIGHBORHOOD SCHOOLS, SO MAYBE THERE'S A WAY TO THINK ABOUT THAT WORK THERE.
>> ANY OTHER CONSTRAINTS FROM THE GROUPS? GOING ONCE, GOING TWICE.
JUST TO RECAP, WHAT I HEAR IS SOME COMBINATION EITHER OF A NEW CONSTRAINT OR A COMBINED CONSTRAINT AND POTENTIALLY NEW, AND THIS CAME FROM TWO GROUPS, ARE ENSURING HIGH LEVEL OF PARENT SATISFACTION, SOMETHING TO MAKE SURE WE INCLUDE SPECIAL EDUCATION AND A CONSTRAINT AROUND SPECIAL EDUCATION IS SOMETHING THAT WAS IMPORTANT TO TWO GROUPS.
THEN EDITING, NOT ADDING A NEW, BUT EDITING THE FINANCIAL CONSTRAINT TO LOOK AT RETURN ON INVESTMENT OR EARNING ADDITIONAL CAPITAL, OTHER THINGS THAT MIGHT BE FINANCIALLY RELATED, BUT GOING BEYOND JUST THE AUDIT MEASURE OF FINANCIAL CONSTRAINT. YES, SIR.
>> I WONDER ON THE LAST ONE, IF ALL OF THE OTHER GOALS ACTUALLY MEASURE WHETHER OR NOT WE'RE GETTING A RETURN ON OUR INVESTMENT BECAUSE IF THE RETURN ON OUR INVESTMENT IS GOING TO BE INCREASED STUDENT ACHIEVEMENT.
I AGREE WITH THE CONCEPT, BUT I DON'T KNOW HOW WE MEASURE WHETHER WE'RE GETTING A RETURN ON INVESTMENT IN SOME GENERAL CONSTRAINT WAY OTHER THAN BY LOOKING AT WHETHER WE'RE MAKING ACADEMIC PROGRESS.
I JUST DON'T KNOW IF WE'VE ALREADY COVERED IT BY HAVING OUR OTHER ACADEMIC GOALS.
>> TWO THINGS. THE FIRST IS, I THINK THE SUPERINTENDENT AND HER TEAM IDENTIFIED FROM THAT PARTICULAR CONSTRAINT.
HERE'S HOW WE WOULD CURRENTLY MEASURE IT.
I DON'T KNOW THAT WE NECESSARILY NEED TO FIND IT THIS EVENING, BUT KICKING IT BACK TO THE SUPERINTENDENT AND HER TEAM TO SAY, ARE THERE OTHER POTENTIAL WAYS OF DOING THIS THAT MIGHT ADD MEANING IN A WAY THAT GOES BEYOND JUST THE AUDIT FINDINGS? IS THAT FAIR?
>> IN OUR CONVERSATION, I THINK WE ARE FULLY OPEN TO THE SUPERINTENDENT THINKING THROUGH IT.
I THINK IN OUR CONVERSATION, IT'S REALLY ABOUT,
[02:55:02]
WE'RE TRYING TO CLARIFY IF YOU GO TO THAT CONSTRAINT, IF YOU GO TO THE NEXT ONE.>> NUMBER 4, WHICH IS WE ARE LESS CONCERNED ABOUT ENSURING FINANCIAL SOLVENCY, NOT BECAUSE IT'S NOT IMPORTANT, BUT BECAUSE IT IS ABSOLUTELY NECESSARY ALREADY.
JUST BECAUSE WE DON'T PRIORITIZE IT, THE ANNUAL SUPERIOR RATING IS SOMETHING THAT IS NECESSARY AND REQUIRED.
IT'S NOT TELLING US ANYTHING NEW AS A FOCUS IN A PRIORITY AREA.
THE QUESTION WAS AROUND, HOW ARE WE THINKING ABOUT RESOURCE ALLOCATION IN AN EFFECTIVE WAY? I'M OPEN TO WHAT IT LOOKS LIKE.
I THINK YOU'RE RIGHT. I WOULDN'T ADVOCATE FOR MEASURING THIS ON STUDENT ACHIEVEMENT, BUT MAYBE IT'S WHEN WE LOOK AT BUDGETING PROCESS, WE LOOK AT IT IN TERMS OF WHAT IMPACT IT'S HAD ON OUR OTHER GOALS OR STUFF LIKE THAT.
>> I THINK IT'S WORTHY OF FURTHER DISCUSSION.
CERTAINLY WE WANT TO MAKE SURE THAT WE INVEST WISELY AND GET A RETURN ON OUR INVESTMENT.
I'M JUST UNCLEAR AT THIS POINT, HOW WE WOULD DO IT?
BE WILLING TO WORK WITH THE SUPERINTENDENT THE TEAM AS WELL TO THINK THROUGH THAT AND PERHAPS SUGGEST SOME DIFFERENT WAYS OF MEASURING THAT.
>> THE WAY WE PHRASED IT BECAUSE FROM A BLUE SKY, NOT HAVING HAD THESE BEFORE, BUT THINKING ABOUT CONSTRAINTS WAS AVOID WASTING RESOURCES OR USE RESOURCES EFFICIENTLY.
IT WAS JUST A LITTLE BIT DIFFERENT FRAMING OF IT, SO THAT MIGHT BE HELPFUL IN THINKING THROUGH IT.
SOMETIMES CONSTRAINTS ARE PHRASED, AVOID THINGS. SOMETIMES IT'S PRESERVED.
>> THEN THE LAST WAS AVOIDING DISTRACTED ENVIRONMENTS, WHICH ALSO GOES BACK TO THE CULTURE CONSTRAINT THAT'S ALREADY THERE, BUT MAKING SURE THAT THAT'S BUILT IN TERMS OF LEARNING ENVIRONMENT.
WITH THAT, IT SOUNDS LIKE WE HAVE CAPTURED IN AN EVENING ALL OF YOUR CONSTRAINTS, THE TWO ADDITIONAL GOALS THAT YOU WOULD LIKE TO HAVE REFRESHED.
THIS IS AGAIN, JUST A DRAFT EVENING.
THIS EVENING WASN'T TO FINISH ANYTHING DEFINITIVELY, BUT TO GET AN IDEA OF A GOOD FIRST DRAFT.
THOSE THAT WILL BE REVISED OVER THE NEXT FEW WEEKS, REWORDED WORDSMITH, BUT THIS IS THE BEGINNING OF THE PROCESS OF FINALIZING THAT.
SO MADAM SUPERINTENDENT, AND I WILL TURN THINGS OVER TO YOU.
>> TRUSTEES, CAN WE PLEASE GIVE A ROUND OF APPLAUSE TO MS. DOUGLAS AND DR. HART? [APPLAUSE] THANK YOU SO MUCH FOR HELPING US FACILITATE THIS CONVERSATION.
IT'S VERY IMPORTANT CONVERSATION.
DRIVING IN FROM HUNTSVILLE, FLYING IN FROM WASHINGTON, DC. THANK YOU FOR COMMITTING.
>> YOU SHOULDN'T SAY IT LIKE THAT.
IT IS A FLIGHT. ANYWAY. BUT AGAIN, SINCERELY, THANK YOU FOR BEING HERE WITH US.
ALWAYS APPRECIATE YOU BOTH THEN TRUSTEES, ALSO SINCERELY, THANK YOU-ALL.
WHAT ELSE COULD I EXPECT FOR BEING SO THOUGHTFUL AND SINCERE AS WE APPROACH THE RESETTING OF THESE GOALS.
TRUSTEE MACKEY, DO YOU HAVE ANY COMMENTS TO SAY AS WE THINK ABOUT THE PROCESS MOVING FORWARD?
>> NO, I JUST WANT TO ECHO YOUR THANKS, AND I ALSO THANKS THE ADMINISTRATION.
I KNOW YOU-ALL PUT A LOT OF WORK INTO THIS AND HELP THE CONVERSATION.
I THINK IN TERMS OF NEXT STEPS IS ADMINISTRATION IS GOING TO TAKE IT BACK.
THEY'RE GOING TO TAKE AND START TO PUT NUMBERS TO IT.
THEY KIND OF HEARD THE DISCUSSION, SO THEY HAVE SOME ABILITY TO DO THAT.
AT SOME POINT, IT FEELS LIKE JANUARY BRIEFING IS TOO SOON, BUT LIKELY IN JANUARY OR FEBRUARY, TO GET THE NEXT DRAFT OF, WE HEARD YOU-ALL TALK ABOUT THESE THINGS ABOUT THIRD GRAD.
HERE'S OUR NEXT ITERATION, AND WHAT SOME OF THE GPMS COULD BE.
WE'LL HAVE ANOTHER CONVERSATION ABOUT THAT TO SEE IF IT CAPTURED, AND WE'RE GETTING CLOSER.
I'M SURE AFTER THAT POINT, WE WILL PROVIDE FEEDBACK ON THAT.
THAT'S NOT QUITE EXACTLY WHAT WE MEANT BY FINANCIAL SOLVENCY.
I'M OKAY WITH IT THOUGH OR WHATEVER.
THERE WILL BE ANOTHER FEEDBACK AND THEN IT'LL COME BACK TO US AGAIN IN MARCH FOR POTENTIAL ADOPTION.
WELL, IN TRUSTEES, THEN I WANT TO THANK YOU AGAIN FOR DEDICATING THIS MONDAY EVENING WITH US.
THE TIME IS 8:37 PM, AND THIS MEETING IS ADJOURNED.
>> THREE-AND-A-HALF HOURS TEAM BUILDING, RIGHT?
* This transcript was compiled from uncorrected Closed Captioning.