[1. Notice and Return]
          [00:00:03]
          IS 4:04 P.M.. WE HAVE A QUORUM AND THE MEETING HAS BEEN DULY POSTED. 
          GOOD AFTERNOON, AND WELCOME TO THE BOARD OF TRUSTEES AND SUPERINTENDENTS WORKSHOP,
A MEETING OF THE DALLAS INDEPENDENT SCHOOL DISTRICT BOARD OF TRUSTEES. 
          IF YOU'RE 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. 
          HONOR THE TEXAS FLAG. I PLEDGE ALLEGIANCE TO THEE. 
          TEXAS. ONE STATE UNDER GOD, ONE AND INDIVISIBLE. 
          THE FOLLOWING TRUSTEES ARE EITHER PHYSICALLY PRESENT OR PARTICIPATING SIMULTANEOUSLY BY
VIDEO CONFERENCE. A QUORUM OF THE BOARD IS PHYSICALLY PRESENT AT THIS LOCATION. TRUSTEES HERE WITH US TODAY. TRUSTEE FOR DISTRICT ONE. 
          LANCE CURRIE. DISTRICT TWO. SARAH WEINBERG. DISTRICT THREE. 
          DAN MICCICHE. DISTRICT FOUR PRISMA GARCIA. DISTRICT FIVE. 
          BYRON SANDERS MAY BE JOINING US HERE VIRTUALLY MOMENTARILY. 
          WE HAVE DISTRICT SEVEN BEN MACKEY AND DISTRICT EIGHT,
MYSELF. 
          JOE CARREÓN, OUR OUR DOCTOR, DOCTOR STEPHANIE ELIZALDE,
OUR SUPERINTENDENT OF SCHOOLS JOINS US AND I'M JOE CARREÓN TRUSTEE FOR DISTRICT EIGHT AND BOARD PRESIDENT. THIS MEETING WILL BE AVAILABLE SIMULTANEOUSLY IN ENGLISH AND IN SPANISH
AND DALLAS ISD DOT ORG. 
          ESTA EN ESPANOL IN DALLAS ISD PUNTO. ORG, IN ORDER FOR THE BOARD TO HOLD THIS MEETING
EFFECTIVE MANNER, I WANT TO LET IT. I WANT TO LET IT BE KNOWN. THIS MEETING WILL BE CONDUCTED IN ORDERLY
FASHION AS THE PUBLIC TO ABIDE BY THE RULES OUTLINED IN BOARD POLICY BED LOCAL PERTAINING TO PUBLIC PARTICIPATION, ENGAGING IN CONDUCT THAT OBSTRUCTS OR INTERFERES WITH THE VERBAL
OR INTERFERES WITH THE MEETING WITH THE INTENT TO PREVENT OR DISRUPT THE MEETING BY PHYSICAL ACTION OR VERBAL UTTERANCE OR ELECTRONIC DISTURBANCE,
INCLUDING HACKING OF ANY VIRTUAL COMPONENT OF THIS MEETING IS UNLAWFUL. 
          ANY PERSON WHO BECOMES BOISTEROUS, DISRUPTIVE,
OR FAILS TO ABIDE BY THE RULES OF THIS ASSEMBLY WHILE ADDRESSING THE BOARD WHILE ATTENDING THIS MEETING, WILL BE ASKED TO LEAVE AND OR ESCORTED FROM THE MEETING. 
          E TRUSTEES WILL NOW TURN TO AGENDA ITEM 2.02 RECOGNITION OF ELECTED OFFICIALS IN THE
AUDIENCE. 
          HOWEVER, I SEE NONE. SO TRUSTEES WILL NOW TURN TO AGENDA ITEM THREE,
THE DISCUSSION ITEM. 
          [3. Discussion Item]
AND SO TRUSTEES, FOR A LITTLE BIT OF CONTEXT,
HERE WE ARE HERE TODAY BECAUSE OF OUR DISCUSSION AT OUR TEAM OF TEN MEETING WORKSHOP IN THE SPRING. AS MANY OF YOU NOTED AT THAT WORKSHOP,
WHILE THIS BOARD HAS REVISITED ITS BOARD GOALS WE HAVE NOT REVISITED HERE RECENTLY OUR MISSION, OUR VISION, AND OR OUR THEORY OF ACTION. 
          SO WE WILL BEGIN THAT WORK HERE TODAY. I WANT TO EMPHASIS. 
          I WANT TO PLACE THE EMPHASIS ON THE WORD BEGIN BECAUSE THIS WORK REQUIRES SIGNIFICANT
STAKEHOLDER FEEDBACK, WHICH WE'LL LEARN ABOUT, I'M SURE, AND IT WILL TAKE SOME TIME. 
          BUT THAT SAID, TO HELP US BEGIN THIS VERY IMPORTANT DISCUSSION,
I WOULD LIKE TO WELCOME SENIOR LECTURER JOHN KIM FROM THE HARVARD BUSINESS SCHOOL. MR. KIM IS ALSO THE CO-CHAIR OF HARVARD'S PUBLIC EDUCATION AND LEADERSHIP
PROJECT, AND HE WILL HELP US FACILITATE THIS INTERACTIVE DISCUSSION AGAIN AS WE BEGIN DEVELOPING A
MISSION, A VISION, AND A THEORY OF ACTION FOR THE DISTRICT. 
          SO WITH THAT, MR. KIM, WELCOME. YES. GOOD EVENING,
GOOD AFTERNOON. 
          GOOD EVENING. BOARD TRUSTEE PRESIDENT. THANK YOU VERY MUCH. 
          THE TRUSTEES. I'M JUST DELIGHTED TO BE HERE. AND THANK YOU VERY MUCH FOR GIVING ME THIS
OPPORTUNITY TO HAVE THIS OPPORTUNITY TO WORK WITH YOU. 
          I PUT UP THE THE PRELIMINARY AGENDA AND I'M GOING TO JUST DO THIS IN TWO PARTS. 
          ONE IS WE'RE GOING TO DO A CASE STUDY DISCUSSION USING THE FBI CASE THAT I HOPE ALL OF YOU
HAD A CHANCE TO READ AS A BASIS FOR THIS DISCUSSION. AND THEN SECOND, WE'LL TRY TO USE WHATEVER WE LEARNED FROM THAT SESSION TO
TURN IT TO SPECIFICALLY TO DALLAS ISD AND SOME OF THE WORK THAT YOU'RE ABOUT TO BEGIN. I HAVE A LITTLE BIT MORE OF A BACKGROUND ABOUT MYSELF. 
          I WEAR TWO HATS. I'M A SENIOR LECTURER, A PROFESSOR IN THE MBA PROGRAM AT HARVARD BUSINESS
SCHOOL. 
          I'VE BEEN DOING THAT SINCE 2011, AND I TEACH A COURSE CALLED TRANSFORMING EDUCATION
THROUGH SOCIAL ENTREPRENEURSHIP. 
          AND THEN I'M ALSO THE CO-CHAIR OF PELP. IT'S A JOINT VENTURE BETWEEN THE BUSINESS SCHOOL
AND THE ED SCHOOL. 
          AND ACTUALLY AS PART OF THAT, I CHAIR A GOVERNANCE PROGRAM THAT I KNOW THAT I'VE HAD THE
PRIVILEGE OF HAVING SOME OF YOU IN THAT PROGRAM. 
          SO I'M JUST DELIGHTED TO SEE SOME OF YOU AGAIN. 
          AND I'M ALSO THE FOUNDER AND CEO OF DISTRICT MANAGEMENT GROUP. 
          [00:05:03]
WE'VE BEEN AROUND SINCE 2004 PARTNERING WITH SCHOOL DISTRICTS AROUND THE COUNTRY. 
          SO I'M JUST DELIGHTED TO BE HERE. I WANT TO START THIS CONVERSATION ABOUT FBI. 
          AND I WANT TO SAY A FEW WORDS ABOUT CASE STUDY DISCUSSION. 
          JUST READING YOUR BACKGROUNDS AND HAVING MET SOME OF YOU,
I KNOW THAT ALMOST ALL OF YOU HAVE PROBABLY DONE A CASE STUDY DISCUSSION, BUT FOR JUST THE PURPOSES OF JUST SETTING SOME NORMS EVEN THOUGH WE ARE IN THIS BIG HALL
AND I'M STANDING HERE IN FRONT OF ALL OF YOU, I WANT TO MAKE THIS AS MUCH AS POSSIBLE INTO A LEARNING ENVIRONMENT WHERE WE'RE GOING TO
LEARN FROM EACH OTHER. 
          AND MY JOB IS TO FACILITATE THAT LEARNING FROM ALL OF US WITH THE IDEA THAT WE KNOW MORE
TOGETHER THAN INDIVIDUALLY NUMBER TWO. THE IDEA HERE IS THAT MY JOB IS TO BRING AS MUCH OF YOUR IDEAS AND HAVE AN OPPORTUNITY TO INVESTIGATE AND INTERROGATE,
BUT RESPECTFULLY, I'M NOT LOOKING FOR A RIGHT ANSWER. 
          I'M ACTUALLY LOOKING FOR DIFFERENT PERSPECTIVES THAT WE CAN LEARN FROM EACH OTHER. 
          AND TO THAT POINT, IF IT'S OKAY WITH EVERYBODY,
YOU KNOW, OUR NORMS AT HARVARD BUSINESS SCHOOL IS TO CALL PEOPLE BY THEIR FIRST NAMES. 
          I KNOW IT'S A FORMAL ATMOSPHERE, BUT IF THAT'S OKAY WITH EVERYBODY,
I'LL CALL YOU BY YOUR FIRST NAMES. 
          IT JUST HELPS TO. LEVEL THE PLAYING FIELD SO THAT THE IDEAS TAKE PRECEDENT AS OPPOSED TO
POSITIONS. 
          AND THEN WHAT I'M GOING TO DO IS TRY TO PUSH US TO REALLY THINK ABOUT WHY WOULD SOMEBODY
THINK ABOUT A PARTICULAR SET OF FACTS THAT I READ AND THEY READ IN A DIFFERENT WAY AS A WAY OF LEARNING AND EXPLORING THAT TOGETHER. 
          AND WE'RE GOING TO TODAY, WE'RE GOING TO USE FBI AS A MEANS TO DO THAT. 
          NOW, OF COURSE, WE'RE USING AN INCREDIBLY IMPORTANT TRAGIC AND,
YOU KNOW, A PIVOTAL MOMENT IN OUR COUNTRY'S HISTORY. 911 2001 WE JUST MARKED ITS 25TH ANNIVERSARY LAST MONTH. AND THIS CASE STUDY ABOUT ROBERT MUELLER AND WHAT HAPPENED THERE IS AN OPPORTUNITY
FOR US TO IT'S REALLY LESS ABOUT NINE OVER 11, BUT MORE ABOUT LARGE ORGANIZATIONAL STRATEGY AND
CHANGE, WHICH OF COURSE, ALL OF YOU AS TRUSTEES, AS THE SUPERINTENDENT,
YOU'RE ALL ENGAGED IN THAT CHANGE AND THINKING ABOUT THE STRATEGIC IMPLICATIONS OF AN ORGANIZATION AS LARGE AS DALLAS ISD. SO REALLY,
THIS IS ABOUT LEADERSHIP CHANGE. 
          IT'S ABOUT INNOVATION. AND WE'RE GOING TO BE USING THE EVENTS OF NINE OVER 11. 
          AND WHAT HAPPENED, ESPECIALLY IN THE PROTAGONIST,
THE DIRECTOR OF THE FBI, ROBERT MUELLER, AT THE TIME, AS A WAY TO EXPLORE THAT. SO WHEN YOU THINK ABOUT FBI AND BY THE WAY,
I'M GOING TO JUST WE'RE GOING TO JUST ENGAGE IN A CONVERSATION. 
          WHAT DO YOU THINK ABOUT, YOU KNOW, LIKE WHAT COMES TO MIND? SO, YOU KNOW, THE CASE BASICALLY MAKES THIS CASE,
MAKES A STATEMENT THAT IT SAYS, I AM HERE TO FILL JAIL CELLS, NOT FILE CABINETS. RIGHT. HAVE YOU EVER SEEN THOSE SHOWS WHERE THE GUY COMES UP AND SAYS,
I'M THE SPECIAL AGENT IN CHARGE AND EVERYONE'S SUPPOSED TO GO? IT'S LIKE DA DA. AND THEN EVERYONE APPARENTLY ACTUALLY THESE ARE LIKE REALLY IMPORTANT
POSITIONS. 
          THEY ARE PRINCES WITH THEIR OWN FIEFDOMS. AND THE DIRECTORS LIKE THE KING,
WHO DOESN'T NECESSARILY HAVE THE POWER TO REIN THEM IN. 
          SO YOU CAN IMAGINE AN ORGANIZATION ACROSS THE COUNTRY WHERE IT'S FILLED WITH THESE SPECIAL
AGENTS AND GOING WAY BACK. 
          THE US IS DIFFERENT THAN VIRTUALLY EVERY OTHER COUNTRY IN THE WORLD BECAUSE THE FBI HAS
THE MISSION HAS A DUAL MISSION OF BOTH LAW ENFORCEMENT SOLVING CRIMES AS WELL AS DOMESTIC INTELLIGENCE SOLVING CRIMES. 
          BUT WHEN YOU THINK ABOUT THE FBI AND THE SPECIAL AGENT IN CHARGE,
WHAT DO YOU THINK ABOUT ANYONE? WHAT DO YOU THINK ABOUT. NOT A TRICK QUESTION. 
          WHAT DO YOU THINK ABOUT? YEAH, RACING TO THE THING. 
          RIGHT. AND SAYING, I AM GOING TO CATCH THE BAD GUY. 
          RIGHT. SO IT'S REALLY ABOUT, YOU KNOW, THE CASE REALLY KIND OF DESCRIBES THIS WHOLE THING
ABOUT HOW, DESPITE THE FACT THAT THEY'VE ALWAYS HAD THIS DUAL MISSION THROUGHOUT ITS ENTIRE HISTORY,
MOST OF WHAT WE THINK ABOUT WHEN WE THINK ABOUT THE FBI IS AROUND LAW ENFORCEMENT CATCHING CRIMINALS AFTER THE FACT,
NOT PREVENTING CRIMES BEFORE THE FACT. 
          AND IF YOU THINK ABOUT THE CENTRAL OFFICE, THEY PROVIDE REALLY TWO THINGS. 
          THEY PROVIDE COORDINATION ACROSS ALL THESE FIEFDOMS OF PRINCES AND SPECIAL AGENTS IN
CHARGE, 
          [00:10:01]
AND THEY ALSO PROVIDE THESE CENTRAL SERVICES,
TECHNICAL SERVICES, INFORMATION TECHNOLOGY, YOU KNOW, CASE SYSTEMS AND SO ON. BUT WHAT HAPPENED IN NINE OVER 11,
THE WHOLE THING ACTUALLY, YOU KNOW, NINE OVER 11 HAPPENS, YOU KNOW, I THINK WE ALL KIND OF KNOW WHERE WE WERE ON
THAT DAY. 
          AND AFTER THE FACT, THEY HAVE THESE CONGRESSIONAL HEARINGS. 
          AND BY THE WAY, DID YOU CATCH THIS? WHEN WAS ROBERT MUELLER ACTUALLY APPOINTED TO BE THE
DIRECTOR OF THE FBI? THE FOURTH. THE WEEK BEFORE. CAN YOU IMAGINE YOU WERE APPOINTED THE HEAD OF THE FBI A WEEK
BEFORE NINE OVER 11 HAPPENS. 
          AND THEN BY NOVEMBER, THEY WERE HOLDING THESE CONGRESSIONAL HEARINGS,
AND HE'S BEING DRAGGED INTO, YOU KNOW, THE SENATE AND HE'S HAVING TO TESTIFY. 
          AND EVERYBODY IS QUESTIONING WHETHER OR NOT YOU SHOULD STILL HAVE THIS DUAL MISSION. 
          AND WHAT HAPPENED? WHAT THEY FIND OUT IN THESE CONGRESSIONAL TESTIMONY IS THAT THEY HAD
PLENTY OF OPPORTUNITIES. 
          ACTUALLY, THEY HAD ALL THE PUZZLE PIECES, BUT FOR A VARIETY OF REASONS,
THEY WEREN'T ABLE TO PUT IT TOGETHER TO PREVENT THE CRIME. 
          AND THEN, OF COURSE, WORLD TRADE CENTER BECOMES THE LARGEST CRIMINAL SITE IN THE US
HISTORY. 
          BUT IN JULY OF 2001, THERE WAS A MEMO BASICALLY SAYING,
HEY, THERE'S ALL THIS ACTION ABOUT SOMEBODY WHO WANTS TO LEARN HOW TO FLY THE AIRPLANE, AND THEY HAVE NEVER FLOWN BEFORE. THAT SEEMS REALLY SOMETHING THAT WE SHOULD LOOK INTO. 
          THERE WAS NO COORDINATION BETWEEN THE FIELD AND THE HEADQUARTERS. 
          THEY ARE WRITING MEMOS, BUT THE MEMOS DON'T GET LOGGED FOR A LONG TIME. 
          AND THE CIA AND THE FBI ARE NOT COORDINATING. 
          SO EVEN IF THE TWO HIJACKERS THAT WERE FOLLOWING THEM,
THEY LOST THEM. 
          THEY CAME IN ON A LEGITIMATE VISA. AND, YOU KNOW,
OF COURSE, THE REST IS HISTORY. 
          AND HERE'S ROBERT MUELLER TESTIFYING. BUT WHAT WE HAVE TO CONSIDER,
BY THE WAY, WHEN I TAKE OFF MY JACKET, THIS MEANS WE'RE GOING TO GET SERIOUS. OKAY. BUT WHAT WE HAVE TO CONSIDER IS REALLY,
YOU KNOW, ONCE AGAIN, GOING BACK TO THIS ORGANIZATIONAL CHANGE AND ABOUT INNOVATION AND STRATEGY,
WHAT WE HAVE TO CONSIDER IS DO YOU ACTUALLY, IF YOU WERE VOTING, IF YOU WERE ADVISING ROBERT MUELLER,
THE DIRECTOR OF THE FBI, LET'S SAY EACH OF YOU WERE PUT TOGETHER AS A COMMITTEE, DO WE KEEP THE FBI? I'M NOT SURE WHY THERE ARE TWO ORS. 
          BUT DO WE SPLIT IT TO CREATE A NEW DOMESTIC AGENCY? SO WE HAVE A ONE ORGANIZATION THAT'S FOR LAW ENFORCEMENT AND ANOTHER ONE FOR DOMESTIC
INTELLIGENCE. 
          OR KEEP IT THE WAY IT IS. OKAY. DO YOU UNDERSTAND? WE HAVE TO KEEP IT TOGETHER OR SEPARATE IT. OKAY. 
          SO. AND THERE'S NO I WANT TO THINK ABOUT IT MORE. 
          OKAY. SO ARE YOU READY FOR THIS? ALL RIGHT. HOW MANY OF YOU WANT TO SPLIT THE FBI? RAISE YOUR HAND. DAN WANTS TO SPLIT THE FBI. NOBODY ELSE. 
          THE REST OF YOU. THEY WANT TO KEEP IT TOGETHER. 
          THAT'S GREAT. DAN. YOU WON. OKAY. WHY DO YOU WANT TO SPLIT THE FBI? WELL, THEIR THEIR WORK IN LAW ENFORCEMENT WAS WAS EXCELLENT. 
          THEY, YOU KNOW, THEY DO THE FINGERPRINTS, THEY DO THE LAB LAB WORK,
THEY'RE ABLE TO INVESTIGATE THINGS PRETTY PRETTY, PRETTY STRONGLY AFTER THE FACT. BUT THEY, THEY'VE ALREADY PROVEN THEMSELVES UNABLE TO DEAL
WITH THE PREVENTION SIDE OF THE EQUATION. THEY, THEY RELEGATE THAT ROLE TO A LESSER ROLE WITHIN
THE, WITHIN THE ORGANIZATION. AND I THINK THAT ANOTHER ORGANIZATION THAT HAS THE FUNCTION OF
THE DOMESTIC INTELLIGENCE SIDE. DAN, COULD YOU JUST, CAN YOU TURN YOUR MICROPHONE WHILE YOU'RE JUST. 
          YEAH. SORRY. YEAH, I, I ALWAYS LIKE TO HAVE THE MICROPHONE ON WHEN SOMEONE IS TWO FEET
AWAY. 
          YEAH. NO. YEAH, I'M RIGHT HERE. YES. YOU'RE RIGHT. 
          SO I THINK THAT THEY, THEY, THEY SHOWED THEMSELVES UNABLE TO FOCUS ON BOTH MISSIONS. 
          THEY HAVE A LOT OF PEOPLE IN THE ORGANIZATION THAT WON'T EVEN TYPE INTO THE COMPUTER TO
WRITE, TO MAKE MAKE REPORTS. AND I THINK THEY ARE THAT WHILE THERE IS OVERLAP THE,
THE, THE FOCUS ON DOMESTIC INTELLIGENCE, I THINK SHOULD BE, SHOULD BE THE MAIN FOCUS OF A PARTICULAR ORGANIZATION. 
          AND THEN, THEN OUTSIDE OF THE, THE ACTUAL DOCUMENT ITSELF,
I THOUGHT ABOUT WHAT THE FBI DID WITH WHEN IT, 
          [00:15:04]
WHEN IT HAD HIGHLY PUBLICIZED DOMESTIC INTELLIGENCE AS ONE OF THE THINGS THAT THEY WERE
DOING, YOU KNOW, THEY WERE BUGGING MARTHA MARTIN LUTHER KING AND THINGS,
THINGS LIKE THAT. 
          IT JUST JUST DIDN'T SEEM LIKE THEY WERE THEY WERE ANY BETTER ABLE TO DO THE DOMESTIC INTELLIGENCE THAN, THAN A NEW ORGANIZATION. SO IF I HAD A BLACKBOARD,
I WOULD SAY, I THINK I HEARD THREE ARGUMENTS. 
          ONE IS WHEN THEY WERE ABLE TO DO IT, THEY ABUSED THEIR POWERS IN SOME OCCASION. 
          NUMBER ONE, THEY LACK THE FOCUS. AND LOOK, I THINK THE ARGUMENT HERE IS THEY HAD IT AND
THEY DIDN'T DO A GOOD JOB. 
          SO LET SOMEBODY ELSE DO IT, BASICALLY. THAT'S THE BASIC ARGUMENT FOR SPLITTING IT. 
          DID I MISS ANYTHING? THAT'S CLOSE ENOUGH. CLOSE ENOUGH. 
          CLOSE ENOUGH. ALL YOUR COLLEAGUES THINK THAT WE SHOULD KEEP IT TOGETHER. 
          SO WHO WANTS TO GET US STARTED AS TO WHY YOU WANT IT? OKAY, LANCE, YOU WANT TO TELL DAN WHY YOU THINK WE SHOULD KEEP IT TOGETHER? SURE. ONE, I THINK DAN'S POINT ABOUT ITS HISTORICAL FAILINGS IS INTERESTING. 
          I WAS NOT THINKING ABOUT IT. ASSUMING THAT IT'S PASSED WOULD ALWAYS DICTATE ITS FUTURE. 
          I STAND OVER HERE SO YOU CAN TELL DAN I'M WELL,
AND SO I DON'T SEE ANYTHING FUNDAMENTALLY IN CONFLICT BETWEEN THOSE TWO MISSIONS. 
          THOSE TWO MISSIONS DO LOOK LIKE THEY CAN LIVE NEXT TO EACH OTHER. 
          THERE ALSO DOES APPEAR TO BE SOME OVERLAP AND HANDOFF BETWEEN THE TWO. 
          YOU KNOW, IF YOU'RE WORKING TO TRY TO PREVENT A CRIME AND YOU'RE UNSUCCESSFUL,
ALL THE INFORMATION YOU GATHERED BECOMES IMMEDIATELY RELEVANT TO YOUR EFFORT TO PROSECUTE THAT CLAIM ONCE IT'S OVER. AND SO HAVING TO HAVE A TRANSITION FROM AN OUTSIDE ORGANIZATION
TO ANOTHER MIGHT RUN INTO THE SAME STRUCTURAL PROBLEMS YOU HAVE WITH THE CIA AND THE FBI NOT TALKING TO EACH OTHER. NOW, THERE ARE DIFFERENT ORGANIZATIONS THAT ARE
SEPARATED FROM EACH OTHER, AND THAT'S JUST ANOTHER SET OF BARRIERS BETWEEN THE TWO. 
          I DO AGREE VERY MUCH WITH DAN THAT OBVIOUSLY THEY FAILED MISERABLY UP TO THIS POINT,
BUT I DIDN'T NECESSARILY ASSUME THAT MEANS THAT WITH THE RIGHT SET OF LEADERSHIP OR CHANGE IN VISION, THEY MIGHT BE ABLE TO CORRECT THAT. 
          WOULD YOU SAY ANYTHING TO THEM ABOUT THAT? I THINK THIS IS,
YOU KNOW, NOT A SLAM DUNK EITHER WAY, BUT CERTAINLY AN ORGANIZATION THAT FAILED CAN CAN DEVELOP THE DOMESTIC INTELLIGENCE
CAPABILITIES INSIDE THE SAME ORGANIZATION. BUT BUT THERE ARE REAL CULTURAL PROBLEMS IN THE FBI THAT THAT RESULTED
IN THE FAILURE ON NINE OVER 11 AND PROBABLY ON NUMEROUS, NUMEROUS OTHER SITUATIONS WHERE THEY THEY NEED TO EITHER DRASTICALLY
REFORM OR SOMEBODY ELSE NEEDS TO DO IT WITH A MAIN FOCUS ON DOMESTIC INTELLIGENCE. 
          I MEAN, THIS IS A BIG ORGANIZATION. I THINK I YOU KNOW,
THEY HAVE TENS OF THOUSANDS OF PEOPLE, AND THEY'RE WORKING WITH HUNDREDS OF THOUSANDS OF PEOPLE ON THE OUTSIDE. 
          RIGHT. THEY WERE TALKING ABOUT ALL THESE DIFFERENT REGIONAL LOCAL INSTITUTIONS HAVE LESS
EMPLOYEES THAN DALLAS ISD, THOUGH LESS EMPLOYEES. OKAY. THEN MY THOUGHT ON THIS IS. 
          SO I TEND TO AGREE WITH LANCE. I THINK NOT BECAUSE THERE'S ONE RIGHT ANSWER,
BUT BECAUSE THE STRUCTURE, WE'RE IMPLYING THAT THE STRUCTURE IS THE PROBLEM. 
          AND THIS IS NO DIFFERENT THAN A NEW CEO COMING INTO A COMPANY AND SAYING,
WELL, I NEED TO RESTRUCTURE. 
          IF THERE ARE ISSUES, THERE'S ISSUES IN TERMS OF MINDSET AND HOW WE OPERATE AND WHAT OUR
CULTURE IS THAT NEED TO BE ADDRESSED, SIMPLY SPLITTING THE ORG WILL NOT MAKE IT MORE EFFECTIVE,
NOR KEEPING THE ORG, BECAUSE IT'S NOT ACTUALLY ADDRESSING THE ROOT CAUSE OF THE ISSUE, WHICH READS THIS AS PEOPLE SEEING THEIR ROLE AS ONLY ONE SEGMENTED SILO. 
          AND IN ONE OF THESE TWO LANES INSTEAD OF BOTH OF THESE LANES. 
          SO I DON'T THINK EITHER OF THESE WILL ADDRESS THE PROBLEM,
BECAUSE THE PROBLEM IS NOT NECESSARILY JUST THE STRUCTURE AND ADAPTIVE MINDSET VERSUS A TECHNICAL, TECHNICAL MIND. SO BASICALLY, IF IT'S REALLY NOT ABOUT THE STRUCTURE,
IT'S ABOUT THE EXECUTION AGAINST IT AND THE ORGANIZATION, THE OPERATIONS THAT YOU'RE GOING TO BUILD AGAINST IT. 
          YES. AND A STRUCTURE CAN HELP ONE WAY OR THE OTHER,
BUT IT WON'T SOLVE THE PROBLEM IN AND OF ITSELF. 
          RIGHT. AND LANCE, I HEARD ONE OF YOUR ARGUMENTS WAS LIKE KEEPING IT TOGETHER. 
          THERE ARE A LOT OF BENEFITS FOR KEEPING IT TOGETHER,
SO SEPARATING IT WOULD ACTUALLY MAKE IT WORSE IS KIND OF A LITTLE BIT OF THE ARGUMENT THAT I HEARD PART OF IT, YES. ANY OTHER ARGUMENTS THAT WE SHOULD CONSIDER? I THOUGHT ABOUT IT, AND I COULD SEE AN ARGUMENT BOTH WAYS AND ACTUALLY THOUGHT ABOUT IT
ALONG THE TWO LINES. 
          BUT I CAME TO THE CONCLUSION THAT KEEPING THEM TOGETHER,
IF YOU HAD THE RIGHT LEADERSHIP, THE RIGHT INCENTIVES, AND THE RIGHT KIND OF REFRAMING OF OF THE TWO ROLES THAT THEY INFORM
EACH OTHER OR CAN INFORM EACH OTHER CIRCULARLY THAT LAW ENFORCEMENT CAN DRIVE, YOU KNOW, KIND OF WHAT ARE THE MOST IMPORTANT TOPICS AND PRIORITIES
THAT CAN THEN LEAD TO GATHERING THE INTELLIGENCE THAT CAN HELP PREVENT THE THINGS THAT ARE HAPPENING AND KIND OF THAT,
THAT, THAT FEEDBACK LOOP IS A HELPFUL WAY TO EVOLVE BOTH OF THE 
          [00:20:06]
FUNCTIONS. AS LONG AS YOU HAVE LEADERSHIP THAT'S FOCUSED ON BOTH,
AND YOU HAVE TOOLS THAT CAN ACCOMMODATE THE TWO WAY OR THE DUAL COMMUNICATION. 
          YEAH. AND WE'RE GOING TO GET INTO A LITTLE BIT OF THE SPECIFICITY SPECIFICS AROUND SOME OF
THESE ARGUMENTS AS WE KIND OF UNPACK THE CASE. 
          BUT SO TO SUMMARIZE, I SAW SYNERGY. YOU SAW SYNERGY THAT HAD NOT YET BEEN. 
          BUT I MEAN, LIKE, WHAT WOULD BE AND WHAT WOULD BE AN INCENTIVE,
LIKE YOU WERE KIND OF TALKING ABOUT, THEY DON'T HAVE THE INCENTIVE. LIKE THEY DON'T HAVE THE, YOU KNOW, THE FOCUS OR THE INCENTIVE TO DO THIS. 
          LIKE, WHAT WOULD THAT BE? I THINK IT WOULD BE IDENTIFYING THE METRICS. 
          SO IT'S, I READ THAT YOU COULDN'T AS YET IDENTIFY THE DISRUPTION OF AN UNKNOWN YET
COMMITTED CRIME, RIGHT? SO THERE MUST BE SOME WAY TO DO THAT. I COULDN'T FIGURE OUT WHAT IT WAS OR I DIDN'T
HAVE THE TIME, BUT KIND OF FIGURING OUT WHAT THOSE METRICS ARE, IDENTIFYING THEM AND REWARDING PEOPLE FOR THEM ON EACH SIDE. 
          SO YOU HAVE LEADERS THAT DO THAT, RIGHT? AND YOU HAVE SOME LEADER THAT IS INCENTED TO MAKE
SURE THAT THESE METRICS AND PRIORITIES ARE STATED AND, YOU KNOW, WORK TOWARD. YEAH. DID YOU CATCH THAT PART WHERE LIKE,
IF YOU WENT, I'VE NEVER BEEN INSIDE THE FBI HEADQUARTERS, BUT I GUESS IF YOU GO IN THERE AND YOU WALK DOWN THE CORRIDORS OF THE SENIOR PEOPLE,
THEY HAVE LIKE NEWSPAPER ARTICLES ABOUT ALL THESE PEOPLE THAT THEY PUT BEHIND BARS, LIKE ALL THIS MEMORABILIA. IF YOU PREVENTED CRIMES,
WHAT DO YOU GET? YOU DIDN'T. NOTHING, RIGHT? THERE'S NO THERE'S NOTHING TO PUT UP THEIR METRICS AND NO
RECOGNITION. 
          AND IT WAS FROM IT SEEMED FROM THE EVOLUTION AT THE OUTSET WAS ENFORCEMENT. 
          SO YOU'D HAVE TO CHANGE THE CULTURE TO MAKE SURE THAT BOTH OF THOSE WERE EQUALLY VALUED OR
YEAH. 
          MEASURED. PRESIDENT DID YOU HAVE SOMETHING THAT YOU WANTED TO ADD? YEAH. WELL, TRUSTEE WEINBERG MENTIONED A LOT,
BUT I THINK THEY ALSO MENTIONED THE FAILURE IN TECHNOLOGY, CONTINUOUS WORK IN SILOS, THE IT'S ALMOST LIKE YOU HAVE TWO ORGANIZATIONS THAT HAVE THAT
SYNERGY, BUT IF THEY'RE NOT ALIGNED, THEN THEY'RE WORKING AGAINST EACH OTHER IN SOME WAYS. 
          SO KEEPING THEM TOGETHER, YOU THINK THAT WOULD MAKE THEM? WELL, I COULD HAVE BEEN CONVINCED THE OTHER WAY. 
          WERE YOU CONVINCED BY DAN OR LIKE, OH, DAN HAS A GOOD POINT. 
          BUT BUT YEAH, I THINK WHEN I THINK ABOUT IT,
IT'S THE, THE, THE VISION, RIGHT? IF THEY'RE NOT TRACKING TOWARD THE SAME GOALS AND MONITORING AND TALKING TO ONE ANOTHER,
THEN IT IT'S ALMOST LIKE IT FALLS APART. AND SO THEY CONTINUE TO DO WORK AND IT'S JUST DOESN'T ADDRESS THE OVERALL
LIKE GOALS. 
          ANY, ANY OTHER. GO AHEAD. ONE LAST THING. WE'RE GOING TO SKIP TO THIS,
BUT I COULDN'T FIGURE OUT IF YOU'RE OPTIMIZING WHEN YOU'RE OPTIMIZING AND THINKING ABOUT THIS SORT OF WHAT ARE YOU OPTIMIZING TO RIGHT YOUR,
YOUR INTELLIGENCE AND YOUR LAW ENFORCEMENT LIKE THAT ASSUMES CRIMINAL. 
          SO WHAT'S KIND OF AT THE 10,000 FOOT LEVEL ABOVE THAT EDUCATION,
RIGHT, RIGHT. 
          BUT SORT OF SOME OF THE THINGS THAT IN THE ENVIRONMENT,
RIGHT, IN CIVIL LIBERTIES AND THE THINGS THAT IMPACT THE EXTERNAL ENVIRONMENT WAS A STRONG FACTOR IN SOME OF THE CONFLICT, SORT OF JUST SOME OF THOSE EXTERNAL FACTORS. 
          I THOUGHT ABOUT ABOUT THE IMPACTS OF THOSE AND KIND OF THEN TRANSLATING INTO. 
          AND SO WHEN YOU GOT TO THE THREE THINGS IN THE TRIANGLE IN THE MIDDLE,
I HAD A LITTLE BIT OF TROUBLE. WAS IT WAS IT THE LAW THAT WAS ONE OF THOSE, YOU KNOW, PILLARS OR WAS IT INFORMATION? RIGHT. 
          I MEAN, THESE ARE REALLY GOOD ARGUMENTS ABOUT AND OF COURSE,
THIS IS NOT A SLAM DUNK. 
          IT'S NOT YOU KNOW, IT'S OFTENTIMES CASE. THE BEST CASE STUDIES ARE WHAT WE LIKE TO SAY
WHERE REASONABLE PEOPLE CAN DISAGREE ON THE RIGHT ANSWER. AND THAT'S WHAT IS GOING ON HERE. SO BUT IF THESE ARE KIND OF ARGUMENTS ABOUT
KEEPING IT OR NOT. BUT IF MUELLER WERE IN THE ROOM, WHAT WOULD YOU TELL THEM IS THE BIGGEST OR
MOST IMPORTANT PROBLEM THAT HE NEEDS TO HE'S FACING? I THINK, BEN, YOU WERE GOING OFF BY SAYING,
LOOK, THERE'S AN EXECUTION STRUCTURAL ISSUE, MAYBE, BUT YOU HAVE A MUCH MORE DEEPER. YOU KNOW,
YOU CALLED IT AN ADAPTIVE PROBLEM THAT HE HAS. 
          WHAT WOULD YOU THINK IS THE MOST IMPORTANT ISSUE HE IS FACING AS A LEADER WHEN HE WALKS IN
LIKE HE'S WALKING IN, YOU KNOW, THIS IS AN INSTITUTION THAT HAS BEEN AROUND OVER 100 YEARS. 
          THEY'VE HAD THIS INCREDIBLY, LIKE, CALAMITOUS EVENT IN THE HISTORY OF THE UNITED STATES. 
          AND HE'S FACING THIS. WHAT'S THE MOST IMPORTANT THING THAT HE HAS TO DEAL WITH? BEN, DO YOU WANT TO GET STARTED? I WOULD DOUBLE DOWN ON MY POINT AROUND CULTURE. 
          I THINK THE FACT THAT THIS HAS BEEN AROUND FOR 100 YEARS AND IS DOING THINGS A LOT OF THE
SAME WAY. 
          AND MY GUESS IS IF YOU WERE TO ASK MOST PEOPLE IN THE FBI AT THE TIME WAS,
ARE YOU SUCCESSFUL IN YOUR JOB? AND HOW DO YOU KNOW? MOST WOULD TELL YOU THEY ARE SUCCESSFUL,
AND THEY WOULD POINT TO A LOT OF THINGS THAT THEY HAD DONE. AND THEN I THINK IT ILLUSTRATES THIS POINT BECAUSE IT'S SUCCESSFUL AT WHAT? 
          [00:25:02]
BECAUSE THE JOB IS NOT YOUR ONE PARTICULAR CRIME THAT YOU ARE HERE TO SOLVE. 
          IT IS ABOUT KEEPING THE NATION SAFE. AND SO I THINK IT'S AN IDEA AND A MINDSET ABOUT LIKE, WHAT ARE WE HERE TO DO? AND WHAT IS ALL OF OUR WORK IN SERVICE TO. 
          AND YES, WE ALL HAVE OUR OWN INDIVIDUAL GOALS,
BUT OUR INDIVIDUAL SUCCESS IS NOT THE SAME AS THE ORGANIZATION'S SUCCESS AND TRYING TO ALIGN THOSE TWO. YEAH. WELL, WHAT OTHERS WOULD SAY,
SARAH, WHAT WOULD YOU SAY? WHAT HE SAID? DOUBLE DOWN ON THAT. JOE, WHAT WOULD YOU SAY IS THE BIGGEST PROBLEM THAT
HE'S FACED? I WOULD AGREE WITH THAT. I THINK I MEAN MUELLER AND I WERE IN THE ROOM. 
          I WOULD ALSO KIND OF SPEAK TO JUST VISION AND MISSION OF THE FBI. 
          I THINK AROUND YOU KNOW, I THINK IT'S CHANGED ALSO WITH FBI DIRECTORS. 
          I THINK I CAUGHT THAT THAT WAS A LONG SERVING FBI DIRECTOR AND I GUESS ESTABLISHED THESE
TWO PILLARS. 
          BUT IT WASN'T ALWAYS JUST THESE TWO PILLARS,
WHICH I GUESS ARE BEING BROUGHT UP RIGHT NOW OF, OF COUNTERINTELLIGENCE AND CRIME SOLVING THAT THEY'RE,
THEY WERE EXPANDED. 
          SOME ONE FBI DIRECTOR HAD THREE PILLARS. ANOTHER FBI DIRECTOR MAYBE HAD 4 OR 5. 
          RIGHT. AND SO, AND THEN AND WITH THAT, YOU END UP SEEING JUST A,
YOU END UP SEEING SOME OF THESE THINGS THAT HAVE BEEN ADDRESSED ALREADY AS JUST, JUST DIFFERENCES IN BUDGET, RIGHT? IN THE FIELD OFFICES. 
          YOU SEE FOLKS IN THE COUNTERINTELLIGENCE SIDE,
JUST NOT HAVING NOT HAVING THE SAME TYPE OF BUDGET AS THE CRIME SOLVING SIDE, ALLEGEDLY. RIGHT. SO, SO YOU JUST SEE THOSE AREAS NOT BE AMPLIFIED IN THE IN THE BUREAU'S
WORK. 
          SO YOU WOULD SAY THAT IT'S THE RESOURCE ALLOCATION AGAINST THESE DIFFERENT PRIORITIES
DOESN'T REFLECT THE WHAT HE'S ACTUALLY WHAT PEOPLE HAVE ACTUALLY SAID, NOT MUELLER NECESSARILY,
BUT IS THAT, IS THAT PART OF WHAT I THINK? I THINK MAYBE. IT CHANGES. RIGHT. AND SO SO IT DOESN'T REFLECT THE TWO, THESE TWO PILLARS,
AT LEAST NOT EVENLY. 
          AND WHO KNOWS IF IT SHOULD BE EVENLY, BUT IT'S NOT WHATEVER IT IS,
OBVIOUSLY THERE'S A COUNTERINTELLIGENCE SIDE THAT IS THAT IS LACKING OR FEELING NOT CELEBRATED OR HEARD OR VALUED IN A WAY THAT IS OR PRIORITIZED,
I GUESS PROBABLY IS THE BEST WORD, RIGHT? DO OTHER PEOPLE SEE OTHER PROBLEMS? I MEAN,
THESE TWO POINTS ARE ACTUALLY KIND OF RELATED IN THE SENSE THAT CULTURE IS, I OFTEN THINK OF CULTURE AS THE RESULT OF A LOT OF SYSTEMS AND STRUCTURES THAT YOU BUILD,
LIKE WHO YOU WANT TO CELEBRATE, YOU KNOW, SO YOU KIND OF MAKE THE, THE PEOPLE WHO CATCH CRIMINALS,
LAW ENFORCEMENT SIDE HAVE A GREATER STANDING IN THE ORGANIZATION. 
          AND THEN IT LEADS TO A KIND OF CULTURE OF LAW ENFORCEMENT OR WHERE RESOURCE ALLOCATION
GOES. 
          SO THESE ARE CULTURE. OFTENTIMES, THE WAY I THINK ABOUT IT IS THE AFTER THE EQUAL SIGN,
AS OPPOSED TO THE FUNCTION SIGN IN AS AN INPUT. BUT LANCE, WHAT DO YOU I WOULD, I MEAN,
I THINK I'M MAYBE SAYING THE SAME THING AS BEN, JUST IN A DIFFERENT WAY. BUT, BUT INERTIA IS A BIG BARRIER,
I THINK. 
          I THINK THE THE ORGANIZATION HAS JUST BEEN RUNNING THE SAME WAY FOR A VERY LONG TIME. 
          AND MY DAD LIKES THE EXPRESSION THE CRISIS CREATES CHANGE. 
          WITHOUT A CRISIS, PEOPLE TEND TO JUST CONTINUE TO MOVE IN THE SAME DIRECTION THAT THEY
ALWAYS DO. 
          AND I, I JUST IMAGINE THE GUY WHO'S BEEN A 40 YEAR CAREER,
YOU KNOW, EMPLOYEE AT THE FBI AND YOU TELL HIM WE'RE GOING TO SHIFT OUR FOCUS AND MISSION TO SOMETHING ENTIRELY DIFFERENT. IT'S GOING TO BE EXTREMELY DIFFICULT
FOR HIM TO DO THAT. 
          BUT IT'S INERTIA COUPLED WITH, OKAY, NOW YOU'VE GOT TO MAKE A STRUCTURAL CHANGE TO TRY TO
MAKE THAT CHANGE. 
          HOW DO YOU DO SO AND BRING THOSE THAT PERSON ALONG WITH YOU AS OPPOSED TO,
YOU KNOW, BREAKING, BREAKING EVERYTHING APART. YOU KNOW, HOW DO YOU,
HOW DO YOU, YOU WANT THAT INSTITUTIONAL KNOWLEDGE, THAT GRAVITAS TO GO WITH YOU ON THE JOURNEY? AND SO YOU'VE GOT TO FIGURE OUT A WAY TO GET
YOUR SENIOR LEADERSHIP AND OTHERS TO TRY TO WALK AND WALK THE SAME PATH, THE SAME DIRECTION. DESPITE ALL OF THEIR INSTINCTS AND TRAINING FOR MANY,
MANY DECADES, MAYBE GOING A DIFFERENT DIRECTION. 
          WHERE DO YOU WHERE ARE YOU, DAN? BECAUSE YOU HAD A VERY DIFFERENT VIEW ABOUT KEEPING THEM
TOGETHER. 
          WELL, YES, BUT SOMEBODY HAS TO DO THIS JOB AND HAS TO DO IT WELL. 
          DOMESTIC INTELLIGENCE AND THE FBI, IF IT IS GOING TO KEEP IT,
IT NEEDS TO HAVE IT AS PART OF ITS MISSION. 
          RESOURCES HAVE TO BE ALLOCATED TO IT. GOALS NEED TO BE SET FOR IT,
AND IT NEEDS TO IT NEEDS TO BE MONITORED AS A MISSION AS OPPOSED TO JUST BEING, YOU KNOW, AN AFTERTHOUGHT STATEMENT IN THERE,
QUOTE, OVERALL MISSION. 
          THEY DIDN'T THEY DIDN'T PRIORITIZE THIS AS A,
AS PART OF THEIR, THEIR MISSION. 
          SO I THINK IF YOU'RE GOING TO KEEP IT IN THE FBI,
YOU, YOU HAVE TO MAKE SURE THAT THE, THAT THIS FUNCTION IS ELEVATED TO A POINT WHERE IT DOES HAVE THE RESOURCES AND PERFORMANCE METRICS AND SO FORTH. 
          [00:30:04]
WHAT KIND OF WHAT, JOE, YOU WERE YOU WERE SAYING BEFORE? YEAH. JUST JUST BRIEFLY. SORRY. TRUSTEE SANDERS HAS JOINED US VIRTUALLY. 
          SO GREAT. IF HE MAY CHIME IN HERE, JUST NOT NOT NOT THIS MOMENT,
BUT UP ON THE SCREEN THERE. 
          YEAH. HE IS. HE'LL BE. HE'LL SHOW UP WHEN HE HAS SOMETHING TO SAY. OKAY,
GREAT. HOW WILL I KNOW IF THE TRUSTEE SANDERS WANTS TO SPEAK? YOU'LL HEAR HIM. YOU'LL HEAR HIS VOICE. OKAY,
I'LL SAY SOMETHING. 
          THERE HE IS. AND HIS FIRST NAME IS BYRON. BYRON. 
          BYRON, IF YOU WANT TO SPEAK, PLEASE JUST SPEAK UP AND I'LL GET YOU IN. 
          YES. NO, HE TRUSTEE CARREÓN TEXT ME THAT. AND SO I WILL AND I'LL BE ON CAMERA HERE IN JUST
A SECOND. 
          OKAY. EXCELLENT. THIS IS GOOD. SO, YOU KNOW,
MOST OF YOU WERE KIND OF THINKING ABOUT THIS AS WE WERE THINKING ABOUT IT AS A TECHNICAL ANSWER AS TO ALIGNING RESOURCES, SYSTEMS, STRUCTURES AS A WAY TO ADDRESS THIS PROBLEM. 
          BASICALLY, THAT'S WHAT YOU WOULD BE TELLING. WELL,
AND WHAT I WANT TO DO IS I WANT TO KIND OF GO OFF ON A LITTLE BIT OF A JUST SHARE WITH YOU A QUICK CLARIFYING QUESTION, PLEASE. YEAH. YOU SAID EARLIER THAT YOU THOUGHT THAT THE THAT
THE GRASSROOTS DROVE CULTURE VERSUS THE CULTURE BEING DRIVEN FROM A TOP DOWN. 
          THAT'S MY TRANSLATION. I THINK OF WHAT YOU SAID. IT'S NOT WHAT I SAID,
AND I'M NOT SURE I WOULD SAY IT THAT WAY, BUT SO CAN YOU SAY WHAT YOU SAID AGAIN, IN A DIFFERENT WAY? CULTURE IS THE WAY I THINK ABOUT CULTURE. IT'S THE RESULT OF THE THINGS THAT YOU DO NOT
NECESSARILY TOP DOWN OR BOTTOMS UP. 
          AND SO, FOR EXAMPLE, PAY SYSTEMS, PROMOTION SYSTEMS,
EVEN WHERE YOU HAVE OFFICES. 
          SO SYSTEMS AND STRUCTURES, HOW YOU HIRE, HOW YOU RECRUIT,
HOW YOU TRAIN, ALL THOSE THINGS DRIVE THE CULTURE OF THE ORGANIZATION. 
          SO IF YOU WANT TO CHANGE THE CULTURE, YOU WANT TO CHANGE THE LEVER,
THE INPUTS OF THINGS THAT GO INTO CULTURE. 
          AND I'LL EXPLAIN A LITTLE BIT MORE ON THE NEXT SLIDE. 
          SUPER HELPFUL. THANK YOU. I JUST WANTED TO MAKE SURE I GOT KIND OF LOST ON THAT. SO NO,
SO YOU KNOW, A CLASSIC THING THAT OFTEN WE OFTEN HEAR IS PEOPLE SAY,
I WANT TO CHANGE THE CULTURE, BUT THE CULTURE IS THE END RESULT OF ALL THE THINGS THAT YOU HAVE TO DO IN ORDER TO MAKE THAT HAPPEN. SO IF YOU WANT TO CHANGE THE CULTURE,
YOU HAVE TO ACTUALLY DO ALL THE STUFF INTERNALLY. 
          SO IN THE FBI'S CASE, IT MIGHT BE, WELL, IF YOU REALLY WANT THESE EOS AND IRR,
YOU KNOW, THERE'S LIKE ACRONYM EVERYWHERE, RIGHT? SO IF YOU REALLY WANT THEM TO BE IMPORTANT,
YOU GOT TO GIVE THEM NEW COMPUTERS BECAUSE WITHOUT NEW COMPUTERS, THEY'RE NOT GOING TO BE ABLE TO DO THEIR JOBS. 
          AND WITHOUT IF THEY DON'T EVER DO THEIR JOBS,
THEN THEY'LL NEVER BE ELEVATED INSIDE THE ORGANIZATION WHERE THEY WILL BE YOU KNOW, ELEVATED SO THAT THEY'LL BE TAKEN SERIOUSLY. AND SO I KNOW THAT IN MANY OF THE DISTRICTS I
WORK WITH, THERE'S THIS WHOLE IDEA OF LIKE, WE GOT TO CHANGE THE MINDSETS. 
          MY VIEW IS THE MINDSET IS THE RESULT OF ALL THE OTHER THINGS THAT YOU DO IN ORDER TO GET
THE MINDSETS TO CHANGE. 
          BUT IN THIS SCENARIO, YES. WAS THE FBI'S ROLE CLEARLY DEFINED PRIOR TO NINE OVER 11? IN OTHER WORDS, WAS ITS MISSION BOTH LAW ENFORCEMENT AND DOMESTIC INTELLIGENCE? AND IF SO, THEN THE FAILURE WASN'T IN IDENTIFYING ITS MISSION. 
          IT WAS SOMEHOW IN THE EXECUTION AND MEASUREMENT OF THAT MISSION AND THE SYSTEMS DESIGNED
TO TRY TO IMPLEMENT THAT MISSION. 
          SO I FEEL LIKE YOU HAVE A POINT OF VIEW ON THIS QUESTION. NO,
I DON'T HAVE A VIEW. 
          WHAT DO YOU THINK? I WAS TRYING TO READ BACK THROUGH THE MATERIAL TO SEE CLEARLY. 
          I MEAN, I IT SEEMS LIKE THEY TALK THE TALK THAT IT WAS AN IMPORTANT THING,
BUT THEN, YOU KNOW, IT WAS PART OF HOW THEY DEFINED THAT WE ARE THE LAW ENFORCEMENT AND THE MISSION. BUT BUT
WHEN IT COMES TO ACTUALLY, DID THEY DO ANYTHING ABOUT IT? THEY DIDN'T. AND THAT'S WHAT WE'RE TALKING ABOUT. YEAH. AND THIS IS A SUPER IMPORTANT POINT. 
          LIKE, WOULD YOU LOOKING AT THEIR ORG CHART, FOR EXAMPLE,
JUST, YOU KNOW, THESE ARE KIND OF THE THINGS THAT DRIVE IT. 
          DO YOU THINK THE ORG CHART, FOR EXAMPLE, REFLECTS HOW IMPORTANT DOMESTIC INTELLIGENCE IS
VIS A VIS. 
          LAW ENFORCEMENT, FOR EXAMPLE. LIKE IF YOU, YOU KNOW,
TO THIS POINT, LIKE IF YOU KEPT THIS SPECIAL AGENT IN CHARGE KIND OF ORGANIZATION, CAN YOU EVER HAVE A DOMESTIC INTELLIGENCE PART OF YOUR ORGANIZATION THAT'S EVER GOING TO
BE AS IMPORTANT UNLESS THEY CAME FROM THAT? MIKE. YOU BETTER USE THE MIKE. YEAH, IT'D BE TOUGH UNLESS THEY CAME FROM THAT BACKGROUND.
YOU'D HAVE TO HAVE SOMEONE OR ELEVATED OR SOMEONE IN THAT WOULD BE. 
          RIGHT. SO THAT WOULD BE LIKE A QUESTION. IT'S INTERESTING. 
          MY BROTHER WORKED AT PROCTER AND GAMBLE, YOU KNOW,
CONSUMER PRODUCTS COMPANY TIDE, COLGATE AND ALL THAT. 
          EVERYBODY ALWAYS CAME UP THROUGH THE BRAND. THEY WERE ASSISTANT BRAND MANAGER,
BRAND MANAGER, SENIOR BRAND MANAGER. EVERYBODY ALWAYS CAME THROUGH THE BRAND. 
          [00:35:01]
SO IF YOU WERE EVEN IF YOU WERE LIKE THE BEST PERSON FROM THE FACTORY'S OPERATIONAL
PERSON, YOU NEVER BECAME THE CEO BECAUSE EVERYBODY ALWAYS CAME THROUGH THE MARKETING SIDE OF
THINGS. 
          LIKE THAT. RIGHT. GO AHEAD. BUT YOU ASKED ME THE QUESTION. YEAH. I'VE ACTUALLY LOOKED AT
THE ORG CHART. I WOULD SAY NO BECAUSE IT HAS UNDERNEATH THE DEPUTY DIRECTOR THERE'S ALL THESE DIFFERENT DIVISIONS. THEY ALL SEEM TO BE OF EQUAL WEIGHT. 
          THERE'S TWO THAT ARE COUNTERTERRORISM AND NATIONAL SECURITY. AND THEN THERE'S WHAT ONE,
TWO, THREE, FOUR, FIVE, SIX, ARGUABLY SEVEN THAT ARE ALL STRUCTURED AROUND LAW ENFORCEMENT. 
          AND SO THEY DON'T HAVE THEM AS TWO SEPARATE EQUAL PILLARS. 
          THE, THE, THE DOMESTIC INTELLIGENCE SORT OF GETS CAUGHT IN THE WASH OF ALL THE OTHERS. 
          YEAH. SO THAT'S ONE. RIGHT. THAT'S ONE MAJOR WAY. 
          ANYBODY ELSE HAVE A KIND OF OTHER EVIDENCE THAT YOU WOULD POINT TO THIS IS LIKE,
THIS IS A TERRIFIC THIS IS LIKE, REALLY WE'RE UNPACKING THE CASE. LIKE, HEY, THEY'RE NOT EVEN SET UP TO DO THIS WELL
BECAUSE THEY'RE ALL IN ONE. 
          TRUSTEE WEINBERG ALREADY MENTIONED THAT THERE ARE NO MEASURABLES FOR THE DOMESTIC
INTELLIGENCE THAT WERE DEFINED. WHAT WOULD YOU MEASURE, THOUGH, SARAH? SORRY, SARAH. ALREADY. WHAT WOULD YOU MEASURE? THAT'S A GOOD QUESTION. I SORT OF THOUGHT ABOUT IT AND THEN KIND OF GOT BUSY,
SO I DIDN'T ANSWER, I DON'T KNOW. I DON'T KNOW WHAT YOU WOULD ANSWER. 
          I GUESS LIKE, WHAT WOULD YOU MEASURE? IT WOULD BE NUMBER OF DISRUPTIONS OF A CRIME. 
          WELL, AND HOW WOULD YOU KNOW IF YOU DISRUPTED A CRIME? WELL,
YOU KNOW, THIS IS HAPPENING IN THE POPULAR MEDIA TODAY. 
          NOTHING HAS HAPPENED. EVERYONE STILL SAYS IT'S BEEN 25. 
          IT HASN'T HAPPENED AGAIN. BUT WE DON'T KNOW. WE ACTUALLY DON'T KNOW. 
          RIGHT. SO THIS IS LIKE, IT'S LIKE A VERY DIFFICULT PROBLEM TO SOLVE. 
          LIKE HOW DO YOU MEASURE SOMETHING? HOW DO YOU MEASURE THE NONEVENT. 
          BUT KEEP THAT, KEEP THINKING ABOUT IT. BECAUSE WHAT I'M GOING TO DO IS I'M GOING TO USE
THE, THE COHERENCE FRAMEWORK. I ASKED ALL OF YOU TO READ AS A WAY TO KIND OF AND I'M GOING TO
APPLY IT TO THE FBI SO THAT WHEN WE APPLY IT TO DALLAS, WE'RE NOT, WE'RE USING THE SAME FRAMEWORK. 
          SO INSIDE YOU HAVE THE INSTRUCTIONAL CORE, THE,
THE CORE THING. 
          SO IN THIS CASE, THINK ABOUT FOR THE FBI INSTEAD OF THE INSTRUCTIONAL CORE,
YOU HAVE THE CORE THING THAT THEY'RE DOING, WHICH IS CRIME CATCHING LAW ENFORCEMENT AND DOMESTIC INTELLIGENCE,
WHICH IS PREVENTING CRIMES. 
          WE HAVE THOSE THINGS. AND THEN YOU HAVE THIS IDEA OF THE THEORY OF CHANGE. 
          IT IS THE AND I'M GOING TO SPEND A LITTLE BIT OF TIME TALKING ABOUT THE THEORY OF CHANGE,
BECAUSE IT IS THE CORE ASPECT OF THE STRATEGY. 
          THEN YOU HAVE THAT THAT FEEDS INTO OVERALL STRATEGY. 
          AND THEN THE BLUE PART ARE ALL THE KIND OF INPUTS THAT WE TALKED ABOUT,
THE SYSTEMS AND STRUCTURE, HOW YOU PUT YOUR RESOURCES, WHO ARE YOUR STAKEHOLDERS THAT LEADS TO THE CULTURE. 
          AND THEN OF COURSE, YOU WORK IN AN ENVIRONMENT WHICH IS NOW CHANGED A LOT OR IS CHANGING
ALL THE TIME. 
          AND BY THE TIME THIS CASE IS HAPPENING, YOU KNOW,
THERE'S BEEN THE THERE'S BEEN GROUPS THAT HAVE BEEN RADICALIZED AND THEY'RE AFTER THE US AND THAT ENVIRONMENT HAS CHANGED. AND OF COURSE,
THE CASE KIND OF POINTS OUT THAT THE FBI AND THE GOVERNMENT IN GENERAL FAIL TO RECOGNIZE THAT AS A MAJOR THREAT. AND, YOU KNOW, WE CAN KIND OF THINK ABOUT EVEN IN SITUATIONS LIKE
PUBLIC SCHOOLS, THERE'S GREATER AMOUNT OF CHOICE, THERE'S GREATER LEVELS OF PEOPLE BEING ABLE TO MOVE
SCHOOLS AND THINGS OF THAT NATURE. 
          THAT'S A VERY DIFFERENT ENVIRONMENT THAN PROBABLY 30,
40 YEARS AGO, RIGHT? SO WE CAN START MAKING THESE KIND OF CONNECTIONS. 
          BUT I WANT TO SPEND A LITTLE BIT OF TIME TALKING ABOUT THE THEORY OF CHANGE. 
          AND THIS IS LIKE A VERY TITRATED DEFINITION OF IT. 
          SO IT JUST KIND OF REALLY SIMPLIFIED, BUT IT REPRESENTS THE ORGANIZATION'S FUNDAMENTAL
BELIEF ABOUT THE CAUSAL RELATIONSHIP BETWEEN ACTIONS AND OUTCOMES. SO FUNDAMENTAL BELIEFS AND IT'S WHAT CONNECTS MISSION AND
STRATEGY. 
          AND JOE, YOU LED OFF THE MEETING BY SAYING YOU'RE GOING TO ENGAGE IN THIS WORK AROUND
MISSION AND VISION AND THE THEORY OF ACTION AND THEORY OF CHANGE FOR THE DISTRICT. 
          AND SO IT'S REALLY ABOUT THE MISSION AND, AND HOW IT ACTUALLY MANIFESTS ITSELF INTO
STRATEGY. 
          AND OFTENTIMES IT'S WRITTEN AS AN IF THEN STATEMENT,
BUT IT DOESN'T HAVE TO BE. I MEAN, IT'S JUST A, IT'S A WAY TO THINK ABOUT IT. 
          I WANT TO GIVE YOU A COUPLE OF EXAMPLES AS A WAY TO PROVIDE A VERY SIMPLE DISCUSSION ABOUT
HOW TO THINK ABOUT THIS. SO FUNDAMENTAL BELIEFS. THESE ARE PHILOSOPHY. 
          I'M SORRY. SORRY TO INTERRUPT YOU, BUT WE ALSO WERE JOINED BY TRUSTEE JOYCE FOREMAN,
ALSO VIRTUALLY, SO SHE MIGHT CHIME IN AS WELL. OKAY. WONDERFUL. 
          WONDERFUL. WELCOME TO BOTH OF YOU. AND THE FUNDAMENTAL BELIEFS. 
          REMEMBER THIS IS PHILOSOPHY. SO THIS IS NOT RIGHT OR WRONG. 
          [00:40:04]
ONE EXAMPLE I LIKE TO USE IS CONFUCIUS BELIEVE THAT GOODNESS IS LEARNED. 
          YOU WERE NOT YOU WERE BORN AS ALMOST A BLANK SHEET. 
          AND THAT YOU HAVE TO BE TAUGHT GOODNESS. NOW,
YOU CAN IMAGINE IF YOUR FUNDAMENTAL BELIEF IS THAT EVERYONE HAS TO BE TAUGHT HOW TO BE GOOD. YOU WOULD DO THINGS IN A CERTAIN WAY. MENCIUS BELIEVED THAT GOODNESS YOU'RE BORN IS
INNATE. 
          AND HIS CLASSIC EXAMPLE IS EVEN THE MOST HARDENED CRIMINAL. 
          WHEN THEY HEAR A BABY FALL INTO A WELL, WOULD GO AND SAVE THE BABY REGARDLESS OF WHAT A
HARDENED CRIMINAL HE OR SHE IS. 
          AND SHE SAYS. OF COURSE YOU'RE BORN GOOD. AND SO THEN THE BELIEF THERE IS ALWAYS ABOUT HOW
DO WE PRESERVE YOUR GOODNESS AND HOW DO YOU AMPLIFY IT THROUGH TEACHINGS? SO ONCE AGAIN, SO NOW YOU HAVE TO START THINKING ABOUT,
WELL, WHAT ARE MY FUNDAMENTAL BELIEFS ABOUT WORK LIFE? OKAY. AND IT TALKS ALSO ABOUT THE RELATIONSHIP,
THE CAUSAL RELATIONSHIP BETWEEN THE FUNDAMENTAL BELIEF AND THE DESIRED OUTCOMES. 
          AND I WANT TO GIVE YOU A COUPLE MORE EXAMPLES. 
          ONCE AGAIN, THESE ARE OVERSIMPLIFIED LIKE THESE ARE SIMPLIFIED EXAMPLES. 
          AND WE CAN HAVE A LONG, MUCH LONGER DISCUSSION. 
          BUT THERE WERE TWO ELECTRIC CARS. THE FIRST ELECTRIC CARS THAT WERE REALLY POPULARIZED WAS
THE CHEVY VOLT. 
          DO YOU ALL REMEMBER THAT? OKAY. SO THEIR FUNDAMENTAL BELIEF IS THAT ELECTRIC CAR BUYERS
ARE WILLING TO SACRIFICE PERFORMANCE TO DRIVE ELECTRIC CARS FOR ALL SORTS OF REASONS, WHETHER IT'S FOR ENVIRONMENTAL REASONS AND FOR SO ON. 
          WHEREAS IF YOU KIND OF THINK ABOUT THE TESLA,
ELON MUSK'S FIRST CARS, HE SAID ELECTRIC CAR BUYERS ARE NOT WILLING TO SACRIFICE PERFORMANCE. IN FACT, I AM GOING TO RELEASE THE MOST EXPENSIVE CAR. 
          SO IF YOU THINK ABOUT WHAT TESLA DID, THEIR FIRST CAR THAT THEY RELEASED WAS THE MOST
EXPENSIVE CAR, AND THEY WENT THEN SUCCESSFULLY HAD SMALL CARS. 
          SO CHEVY VOLT STRATEGY WAS ELECTRIC CARS WILLING TO SACRIFICE. 
          WE'RE GOING TO BUILD A SMALLER CAR, AND THEN WE'RE GOING TO GET BETTER AND BETTER AND
BUILD BETTER CARS. 
          AND THEN WE WILL BUILD BETTER CARS THAT ARE MORE EXPENSIVE IN THE FUTURE. 
          BUT WE'RE GOING TO START BECAUSE THE FIRST ADOPTERS WILL BE THE ONES WHO WILL SACRIFICE
PERFORMANCE IN EXCHANGE FOR HAVING AN ELECTRIC CAR WITH LOW RANGE, SMALLER VOLUME, BUT IT'S BETTER FOR THE ENVIRONMENT,
WHEREAS TESLA SAID ELECTRIC CAR BUYERS ARE NOT WILLING TO SACRIFICE PERFORMANCE AND THEY WILL BE THE FIRST
ADOPTERS AND WE WILL TAKE THE PROFITS FROM THAT AND THEN BUILD SMALLER CARS. 
          AND THEN SUCCESSIVELY THEY ENDED UP BUILDING SMALLER AND SMALLER CARS. 
          SO YOU SEE HOW BOTH BOTH CAR COMPANIES IN THE SAME INDUSTRY,
VERY DIFFERENT APPROACH. 
          HERE'S ANOTHER ONE. BACK IN THE 90S, THERE ARE TWO LARGE AIRPLANE COMPANIES IN THE WORLD. 
          YOU KNOW THIS AIRBUS, WHICH IS MADE IN EUROPE,
AND BOEING, WHICH IS MADE IN THE US. 
          THEY LOOKED AT THE WORLD IN THE 1990S AND THEY SAID,
WHAT WILL AIR TRAVEL LOOK LIKE? AS THE WORLD WAS BECOMING WEALTHIER AND MORE PEOPLE WERE TRAVELING? AIRBUS DECIDED, YOU KNOW WHAT? PASSENGER TRAVEL IS GOING TO GO FROM THEY DON'T KNOW THE
FUTURE, BUT THIS IS WHAT THEY'RE THINKING. THIS IS THEIR FUNDAMENTAL BELIEF. WE'LL GO FROM POINT
TO POINT. 
          IT'S GOING TO BE HUB AND SPOKE. SO WE'RE GOING TO MOVE AS MANY PEOPLE FROM LARGE ONE POINT
TO ANOTHER POINT, AND THEN THEY'LL GET ON TO SMALLER AIRPLANES AND MOVE THERE. 
          SO WHAT DID THEY BUILD? THEY BUILT THE AIRBUS A380,
WHICH IS THE LARGEST PASSENGER JET, AND IT CARRIES LIKE SIX, 700 PEOPLE. BOEING 787 PASSENGERS WILL WANT TO TRAVEL POINT TO POINT. 
          THEY DON'T WANT TO ACTUALLY GO TO A HUB AND CHANGE. 
          THEY WANT TO GO TO POINT TO POINT. SO THEY BUILT SMALLER,
MORE FUEL EFFICIENT AIRPLANES. 
          GUESS WHO WON? GUESS WHO WON THAT IDEA AND THE STRATEGY THE BOEING DID. 
          A380 HAS BEEN DISCONTINUED. AND I THINK OUT OF THE 350 BUILT THEY BUILT,
I THINK 280 OF THEM WERE BOUGHT BY ONE AIRLINE, THE EMIRATES AIRLINES. SO THEY WANTED TO BUILD LARGE AND EFFICIENT PLANES. 
          THE LARGEST THE MOST EFFICIENT WAY TO MOVE LOTS OF PEOPLE IS TO HAVE A HUGE AIRPLANE AND
FILL THEM, AND THEN THAT YOUR PER PASSENGER COST GOES DOWN,
BUT YOU GOT TO FILL IT, WHEREAS IF YOU HAVE A SMALLER PLAN LIKE 787, WHICH HAS BEEN ONE OF THEIR BIGGEST SUCCESS STORIES,
THEN YOU CAN MOVE PEOPLE POINT TO POINT. 
          SO FOR I LIVE IN BOSTON, WE CAN WE ACTUALLY HAVE DIRECT FLIGHTS TO TOKYO FROM BOSTON,
WHICH WOULD HAVE NEVER HAPPENED HAD IT NOT BEEN FOR THE 787. 
          WE WOULD ALWAYS HAVE TO GO TO NEW YORK BECAUSE IT WAS NOT ECONOMICAL TO DO SO. 
          DO YOU HAVE A POINT, BEN? YEAH, THIS IS SUPER HELPFUL IN CLARIFYING AND I APPRECIATE HOW
THIS IS STRUCTURED IN THIS WAY. 
          [00:45:05]
I'M THINKING AS AND MAYBE YOU CAN TELL ME MAYBE IT'S NOT ON THIS PAGE NECESSARILY,
BUT UNDERNEATH EACH OF THESE, WHAT IS, WHAT WOULD YOU DEFINE AS THE THEORY OF CHANGE? IS IT WHAT YOU HAVE IN PARENTHESES? OR IS THAT SOMETHING ELSE THAT WE'LL GET TO LATER ON?
IT'S THE THEORY OF CHANGE, THE FUNDAMENTAL BELIEF. AND THEN IT'S ON THE RIGHT HAND SIDE. IT'S THE THING IN THE
PARENTHESES. WE'LL BUILD THE THING ON THE RIGHT. YEAH. YEP. 
          GOT IT. OKAY. THANK YOU. SO BUT YOU CAN IMAGINE. 
          SO IN THE 90S WHEN BOTH COMPANIES WERE THINKING ABOUT THE FUTURE. 
          THEY WERE DOING THE ANALYSIS, THEY HAD THE NUMBERS ALL HAD THE SAME SET OF NUMBERS. 
          BUT PEOPLE CAME TO A DIFFERENT CONCLUSION AND THEN DEVELOPED A DIFFERENT CHANGE THEORY
AROUND THAT. 
          I'LL DO ONE MORE. I USED TO WORK AT MCKINSEY AND COMPANY A LONG TIME AGO. 
          BY THE WAY, THESE ARE NOT ENDORSEMENTS OF ANY OF THESE COMPANIES. SO,
YOU KNOW, JUST KEEP THAT IN MIND. 
          THESE ARE JUST EXAMPLES. THEIR MISSION IS TO HELP OUR CLIENTS MAKE DISTINCTIVE,
LASTING AND SUBSTANTIAL IMPROVEMENTS IN THEIR PERFORMANCE. 
          AND TO BUILD A GREAT FIRM THAT ATTRACTS, DEVELOPS,
EXCITES AND RETAINS EXCEPTIONAL PEOPLE. 
          SO AS PROBABLY MANY OF YOU KNOW, MCKINSEY AND COMPANY HAS OVER THE YEARS GROWN TO BE A
VERY LARGE MANAGEMENT CONSULTING FIRM THAT WORKS WITH LARGE COMPANIES. SO THEY START WITH THIS IDEA. 
          WE WANT TO BECOME THE PREMIER ADVISOR TO A LARGE BUSINESS ORGANIZATIONS. 
          THEY WANT TO ATTRACT AND HIRE THE I SAID WICKED SMART BECAUSE I'M FROM BOSTON. 
          SO WE HAVE SMART PEOPLE. BUT THIS WAS THIS IS THEIR FUNDAMENTAL BELIEF. 
          THEY BELIEVE THAT SMART CONSULTANTS WANTED TO SOLVE THE TOUGHEST AND MOST IMPORTANT
PROBLEMS. IT'S KIND OF LIKE, YOU KNOW, HOW THERE'S BEEN A LOT OF NEWS LATELY ABOUT AI SOLVING THESE
MATH PROBLEMS? WHO ARE LIKE THE PEOPLE WHO ARE LIKE, WE'RE ALL KIND OF LIKE,
OH, WE WOULD HAVE NEVER SOLVED THAT ANYWAY, BUT WHO ARE THE PEOPLE WHO ARE ALL UP IN ARMS ABOUT THIS? THEY'RE LIKE PEOPLE AT MIT AND CALTECH AND THINGS LIKE THAT,
BECAUSE THEY'RE REALLY SMART PEOPLE. 
          THEY'VE BEEN TRYING TO SOLVE THESE PROBLEMS,
AND ALL OF A SUDDEN MACHINE IS SOLVING IT FOR THEM. 
          BUT WHY ARE THEY THERE? BECAUSE THEY WANT TO SOLVE LIKE THE TOUGHEST MATH CHALLENGES. 
          IT IS LIKE THERE'S LIKE THIS SOMETHING ABOUT SOLVING REALLY HARD PROBLEMS. SO MCKINSEY HAD THIS IDEA THAT REALLY SMART CONSULTANTS WANT TO SOLVE THE MOST TOUGHEST
AND MOST IMPORTANT PROBLEMS. AND IF WE DO THAT FOR LARGE COMPANIES, THEY'LL PAY US WELL AND TELL THEIR FRIENDS,
WHICH WILL GET US MORE BUSINESS, AND THEY'LL INVEST THE DOLLARS INTO WORLD CLASS PROFESSIONAL DEVELOPMENT,
BECAUSE THEY BELIEVE THAT THE PEOPLE WHO WANT TO SOLVE THE HARDEST PROBLEMS ARE NOT THE ONES WHO WANT TO. THEY VALUE MONEY, BUT THEY DON'T VALUE MONEY OVER OTHER THINGS. 
          LIKE THEY DON'T VALUE MONEY OVER SOLVING SMART,
I MEAN, SOLVING TOUGH PROBLEMS. THEY DON'T VALUE MONEY NECESSARILY OVER GETTING PROFESSIONAL DEVELOPMENT. 
          WHEN I WAS THERE IN THE LATE 80S AND EARLY 90S WHAT WAS HAPPENING IN THE INDUSTRY WAS,
I DON'T KNOW IF YOU RECALL, BUT ANDERSEN CONSULTING WAS REALLY GROWING FAST BECAUSE IN THE 70S AND 80S,
IBM AND PLACES LIKE THAT HAD BOUGHT THESE BIG COMPUTER. YOU KNOW, THESE LARGE SYSTEMS. AND THEN MID TIER SYSTEM STARTED COMING IN,
BUT THEY DIDN'T TALK TO EACH OTHER. SO ARMIES OF CONSULTANTS FROM ANDERSEN CONSULTING AND PLACES LIKE THAT WERE HIRED
TO ACTUALLY MAKE THE PLUMBING WORK. 
          LIKE HAVE THE LARGE MAINFRAMES TALK TO THE SMALLER COMPUTERS THAT WOULD EVENTUALLY TALK TO
THE, TO THE DESKTOP. BUT THIS WAS MUCH MORE KIND OF IMPORTANT,
BUT IT WAS STRAIGHTFORWARD WORK AS OPPOSED TO SOLVING REALLY COMPLEX PROBLEMS. BUT THERE WAS A LOT OF MONEY TO BE MADE IN THAT. 
          AND SO MCKINSEY WAS BEING ASKED, SHOULD WE BE IN THAT BUSINESS? AND THERE WAS ALL THIS DEBATE WHETHER OR NOT THEY WANT TO BE IN THAT BUSINESS. 
          AND IN THE END, THEY DECIDED NOT TO, BECAUSE THEY BELIEVED THAT IF THEY DID,
THE PEOPLE WHO ACTUALLY THEY WANTED TO HIRE WOULD GO ELSEWHERE TO HIRE, TO WORK ON THE TOUGHEST PROBLEMS AND NOT WANT TO BE PART OF THE ORGANIZATION THAT DID
THESE MORE STRAIGHTFORWARD PROBLEMS. SO THIS IS REALLY IMPORTANT IN TERMS OF DEVELOPING A THEORY OF ACTION. 
          AND THEN THESE ARE JUST EXAMPLES I USE. I USE A LOT OF AIRLINE EXAMPLES BECAUSE THEY'RE
VERY APPROACHABLE. 
          INDIGO ON TIME EVERY TIME. THAT'S THEIR THEORY OF CHANGE. 
          WE'RE GOING TO GET WE'RE GOING TO BE SUCCESSFUL BY BEING ON TIME EVERY TIME. 
          UNITED IS GOING TO BE SUCCESSFUL BY BEING THE MOST FRIENDLY AIRLINE. 
          I KNOW SOME OF YOU ARE SMILING BECAUSE MAYBE YOUR EXPERIENCE HAS BEEN DIFFERENT. 
          AND BY THE WAY, THIS IS A PROBLEM. IF YOU ACTUALLY SAY WE'RE GOING TO BE THE FRIENDLY
SKIES AND PEOPLE DON'T EXPERIENCE YOU AS THE FRIENDLY SKIES. 
          [00:50:06]
THAT'S ACTUALLY PROBLEMATIC TOO. AND EMIRATES ALWAYS WAS AROUND FLY BETTER. 
          SO I DON'T KNOW IF ONE OF THEIR MOST FAMOUS COMMERCIALS IS ONE OF THE MOST SUCCESSFUL
COMMERCIALS EVER. 
          WAS THEY HAD JENNIFER ANISTON. DO YOU REMEMBER THIS COMMERCIAL WHERE SHE WOKE UP? SHE'S LIKE WAKING UP FROM A DREAM AND SHE'S ON PROBABLY IN UNITED OR AMERICAN,
AND SHE'S IN HER BATHROBE ASKING, WHERE IS THE SHOWER ON AN AIRPLANE? AND THEY SAY,
OH, WE DON'T DO THAT HERE. 
          AND THEN SHE GOES, SHE WAKES UP. THAT WAS A BAD DREAM. 
          AND SHE WAKES UP ON THE EMIRATES AIRLINES, WHERE THEY DO HAVE SHOWERS AND THINGS. 
          AND SHE'S LIKE, OH, WHAT A BAD DREAM. IT WAS ONE IT WAS LIKE ONE OF THEIR MOST SUCCESSFUL
THINGS. 
          BUT IT'S LIKE THIS WHOLE IDEA AROUND, SO WHAT IS YOUR CORE THEORY? SO LET'S GO BACK TO, LET'S GO BACK TO LET'S GO BACK TO FBI AFTER A LITTLE BIT OF THAT
LESSON THAT WE HAD. 
          WHAT DO YOU THINK IS THE THEORY OF ACTION FOR A WORLD CLASS DOMESTIC INTELLIGENCE AGENCY? AND I'LL ASK THE THREE OF YOU TO WORK TOGETHER OVER HERE,
AND I'LL ASK THE FOUR OF YOU TO WORK TOGETHER OVER HERE. STEPHANIE, ON WORDS OVER HERE. 
          AND WHAT IS THE THEORY OF ACTION FOR WORLD CLASS LAW ENFORCEMENT AGENCY? OKAY, SO YOUR JOB IS TO ARTICULATE TOGETHER. I'LL GIVE YOU ABOUT FIVE MINUTES USING SOME
OF THE EXAMPLES THAT I GAVE YOU. 
          IF YOU WERE TO APPLY IT TO THE FBI, WE'RE BACK IN THE LAND OF ROBERT MUELLER. 
          WHAT WOULD BE THE THEORY OF ACTION FOR THE WORLD CLASS LAW ENFORCEMENT AGENCY AND FOR THE
THREE OF YOU? WHAT WOULD THE DOMESTIC INTELLIGENCE SERVICE BE LOOK LIKE? I'LL GIVE YOU FIVE MINUTES. PLEASE. YOU CAN WORK TOGETHER ON THIS. 
          AND WHAT ARE YOU? AND THEN MAYBE THE TWO FOLKS ON THE CALL. 
          IS IT POSSIBLE TO PUT THE TWO OF YOU IN A IN A GROUP BREAKOUT GROUP? WOULD THAT BE POSSIBLE SO THEY CAN TALK TO EACH OTHER? YEAH. 
          OKAY. THAT WOULD BE GREAT. AND THE TWO OF YOU? I'LL LET YOU DECIDE. ONE OR THE OTHER. I'LL LET THE TWO OF YOU DECIDE TOGETHER WHICH ONE. 
          BUT JUST PICK ONE. OKAY? AND IF WE CAN'T PUT YOU TOGETHER,
THEN I'LL JUST I'LL ASK THAT YOU WORK ALONE ON ONE OR THE OTHER. 
          THAT'S COOL. AND JUST SO I MAKE SURE I GOT THE PROMPTS AGAIN. 
          WORLD CLASS FBI. WELL, FBI IS BOTH INTEL DOMESTIC INTELLIGENCE AND LAW ENFORCEMENT. 
          SO IF YOU WERE TO PICK ONE, WHAT WOULD THE THEORY OF ACTION LOOK LIKE? OKAY. OKAY. I'LL GIVE YOU ABOUT FIVE MINUTES TO DISCUSS AMONG YOURSELVES. 
          LAW ENFORCEMENT. WHAT WOULD THE THEORY OF CHANGE LOOK LIKE? WHAT WERE YOUR. WHAT ARE YOUR FUNDAMENTAL BELIEFS. 
          [01:02:59]
2000. 
          [01:07:27]
I REALLY DON'T THINK I'LL BE ABLE TO BE ON HERE THE FULL TIME. 
          [01:07:31]
CAN Y'ALL HEAR US NOW? ARE WE BACK? OKAY. WE SHOULD BE, BECAUSE IT'S BACK TO THE NORMAL SCREEN. 
          YEAH. OKAY. 
          IF THEY'RE TALKING, WE CAN'T HEAR THEM. CAN YOU HEAR THAT? Y'ALL CAN HEAR US, BUT WE CANNOT HEAR Y'ALL. 
          OKAY. SO WE. 
          CAN'T HEAR. 
          SO. THE LAW ENFORCEMENT SIDE. DO YOU WANT TO SHARE WITH US WHAT YOU SAW? WE'LL GIVE IT A WHIRL. I'LL BE HONEST WITH YOU,
IT WASN'T REALLY COHESIVE OR COHERENT, BUT WE'RE GOING TO GO WITH IT. 
          OKAY? WE'RE GOING TO GO WITH IT. IF YOU FOCUS ON ACCESSIBLE,
DEVELOPING, ACCESSIBLE, STATE OF THE ART TECHNOLOGY. AND THE SECOND PART IS A LITTLE LESS CLEAR,
BUT AND SOLVE AND WORK ON THE HIGHEST. 
          THE HIGHEST THREAT CRIMES. SO IT WOULD BE THE MOST IMPORTANT,
LIKE THE HIGHEST THREAT, THE HIGHEST RISK, HIGHEST THREAT CRIMES. THEN YOU WILL CATCH AND CONVICT CRIMINALS TO KEEP,
YOU KNOW, AMERICA SAFER. 
          SO, SO FOCUS ON THE MOST IMPORTANT OR THE HIGHEST RISK CRIMES WITH THE STATE OF THE ART
TECHNOLOGY. 
          SO THE TECHNOLOGY TO DO THAT, THEN YOU WILL CATCH AND CONVICT THE MOST CRIMINALS,
THEREBY MAKING AMERICA SAFER. 
          [01:10:07]
AND BY DOING THAT, AND WHEN YOU'RE SUCCESSFUL AT DOING THAT,
THEN WHAT HAPPENS? IT, IT, IT THEN PREVENTS CRIMINALS FROM ACTING BECAUSE THEY'RE GOING TO BE WORRIED ABOUT
GETTING CAUGHT. 
          OH, DETERRENCE. SO IT'S GOING TO ACT AS A DETERRENCE AND IT WILL ATTRACT HAVING THE WORLD
CLASS TECHNOLOGY IN THE HIGHEST PROFILE CRIMES WILL ATTRACT THE BEST AND BRIGHTEST TO WORK ON SUCH. RIGHT. AND I CAN SEE LOTS OF OTHER BRANCHES SO THAT IF WE'RE REALLY GOOD AT THAT, THEN PEOPLE WILL WANT TO GIVE US MORE RESOURCES TO DO THAT. 
          AND IF WE DO THAT MORE BETTER, THEN THEY'LL BE EVEN MORE DETERRENT. 
          AND THEN IT'LL BE SO COOL THAT EVERYBODY WILL WANT TO COME WORK FOR YOU. 
          VIRTUOUS CYCLE. AND IT WOULD BE A NICE VIRTUOUS CYCLE OF THINGS. 
          WAS ANYBODY ON THE ON THE VIDEO WORKING ON THE LAW ENFORCEMENT AGENCY THEORY OF ACTION? BYRON, WHAT ARE YOU DOING THAT. YEAH. ANYTHING YOU WANT TO ADD TO THAT? YOU KIND OF HIT ON WORDS. I WAS GOING TO SAY VIGILANCE. 
          ON AND INFORMATION SHARING. PRIORITIZE THOSE THINGS. 
          THAT'S LANGUAGE AROUND IT. BUT. VIGILANCE. 
          UNFORTUNATELY, WE'RE HAVING A HARD TIME WITH YOUR CONNECTION. 
          SO WE'RE KIND OF CATCHING EVERY THIRD WORD. MAYBE WE'LL COME BACK TO YOU ONCE. 
          MAYBE YOUR CONNECTION STABILIZES A BIT, OR TRY TURNING OFF THE CAMERA AND TALKING FOR A
SECOND. 
          OH YEAH, THAT'S A GOOD IDEA. BYRON, DO YOU WANT TO TRY TO HEAR ME NOW? CAN YOU HEAR ME NOW? YES, WE CAN HEAR YOU. OKAY. 
          THANK YOU FOR THAT SUGGESTION, DAN. YOU WERE JUST TIRED OF LOOKING AT MY FACE. THAT'S
FINE. 
          BUT WHAT I WAS SAYING WAS THERE. THE ONLY THING I WAS GOING TO ADD WAS WHAT I EVENTUALLY
HEARD, WHICH WAS PREVENTION. I HAD VIGILANCE THROUGH INFORMATION SHARING AND AND ANALYTICS IS THE BEST HOMELAND DEFENSE. 
          YES. SO YOU KNOW, OBVIOUSLY WORDSMITHING THROUGH THAT THE,
THE NOTION IS BY BEING. MAKING INVESTMENTS IN AND PRIORITIZING OUR THEORIES TOWARD THE INFORMATION ON THE
FRONT END, WE ARE ABLE TO PREVENT THINGS AS OPPOSED TO BEING THE BEST CRIME CATCHING FORCE AFTER
SOMETHING'S ALREADY HAPPENED. 
          YEAH. AND YOU'RE MAKING THE PERFECT ARGUMENT KIND OF AS A SEGUE TO THE OTHER GROUP THAT
WAS WORKING ON THE DOMESTIC INTELLIGENCE SIDE, BUT YOU'RE KIND OF MAKING THE ARGUMENT BY SAYING THAT IF WE'RE REALLY GOOD AT SOME OF THIS
CRIME CATCHING, IT'S GOING TO FEED US THE INFORMATION AND THE ANALYSIS TO ALSO PREVENT CRIMES. 
          THAT'S A LITTLE BIT OF THE ARGUMENT THAT I'M HEARING. IS THAT RIGHT? THAT'S RIGHT, THAT'S RIGHT. OKAY, GREAT. SO LET ME ARE YOU IS THAT I CAN'T SEE YOU. 
          SO ARE YOU DONE? BECAUSE THEN I'LL ASK THE INTELLIGENCE SERVICE SIDE TO SHARE OUT WHAT
THEY'VE BEEN DISCUSSING. 
          ALL DONE. OKAY, GREAT. AND HOW ABOUT THE THREE OF YOU? WHAT DID YOU ALL COME UP WITH? ALL RIGHT. WE WE WE CAME DOWN THAT IF YOU IF YOU STUDY AND
UNDERSTAND THE PATTERNS OF CRIMINAL BEHAVIOR, COLLECT THE HIGHEST LEVERAGE LEGALLY AVAILABLE INFORMATION TO THEN LOOK FOR THAT BEHAVIOR, ANALYZE AND UNDERSTAND THAT DATA AFTER YOU COLLECT IT AND THEN ACT ON IT,
YOU'LL PREVENT CRIME. 
          SO IT'S LIKE A VAST INFORMATION GATHERING AND ANALYSIS KIND OF WORK IS KIND OF WHAT I'M
HEARING AS A WAY TO DO THAT. 
          YES. AND JOYCE, I DON'T KNOW IF YOU WERE WORKING ON THE INTELLIGENCE SERVICE SIDE OF
THINGS. 
          DID YOU HAVE ANYTHING TO ADD? THANKS FOR ASKING. 
          I HAVE NOTHING TO ADD. OKAY. NO PROBLEM. SO THIS IS GREAT. 
          AND JUST, YOU KNOW, WHEN YOU START THINKING ABOUT THE CORE STRATEGY BEHIND EACH ONE OF
THESE IT FORCES YOU TO THINK ABOUT, WE CAN'T DO EVERYTHING. WE CAN'T DO EVERYTHING. 
          SO WHAT'S THE CORE STRATEGY BEHIND BECOMING A TRULY GREAT INTELLIGENCE SERVICE OR TRULY
GREAT LAW ENFORCEMENT AGENCY? I'M, I DO I DO QUITE A BIT OF WORK ABROAD. 
          AND I WAS ACTUALLY IN CHINA. I WAS SHARING WITH THIS GROUP. 
          I WAS IN CHINA LAST WEEK OR TEN DAYS AGO. AND,
YOU KNOW, THEY HAVE AN INCREDIBLY LARGE DOMESTIC INTELLIGENCE APPARATUS WHERE THEY 
          [01:15:10]
LITERALLY TRACK EVERYTHING THAT YOU DO. AND AS A RESULT,
THEY HAVE VERY LITTLE OUTWARD CRIME. 
          BUT OF COURSE, YOU KNOW, THERE'S A BIG TRADE OFF BETWEEN CIVIL LIBERTIES AND CIVIL RIGHTS
VERSUS HAVING NO CRIME. 
          AND SO THIS IS ALWAYS KIND OF A LITTLE BIT OF THE CHALLENGE WHEN YOU START GETTING INTO
THIS TERRITORY. 
          SO ONE THING THAT YOU MAY WANT TO THINK ABOUT IS ALL OF YOU DID A GREAT JOB OF THINKING
ABOUT THE STRATEGY AND THEN THINKING ABOUT THE COHERENCE FRAMEWORK, THE SYSTEMS AND STRUCTURE, HOW WORK GETS DONE,
ORGANIZATIONAL STRUCTURE, ROLES AND RESPONSIBILITY. 
          WHAT ARE THE ACCOUNTABILITY SYSTEMS? WHAT ARE FORMAL AND INFORMAL WAYS THAT DECISIONS ARE
MADE, HOW WORK GETS DONE, HOW DO YOU MAKE PROGRESS? WHAT'S THE COMPENSATION SYSTEM? WHAT'S THE RECRUITING SYSTEM? SO YOU WERE THINKING ABOUT ALL THESE COMPONENTS THAT FEEDS INTO WHAT ARE THE NORMS AND
BEHAVIORS AND HOW THINGS GET DONE. 
          THAT'S THE CULTURAL SIDE OF THINGS. AND THEN HOW DO YOU ALLOCATE PEOPLE TIME,
RESOURCES, TECHNOLOGY? THAT'S THE RESOURCE SIDE OF THINGS AND THE INTERNAL EXTERNAL ENVIRONMENT THAT YOU'RE
WORKING IN AND THE DIFFERENT STAKEHOLDERS. 
          I, I TOOK THE TIME AND FOR THE SAKE OF OUR TIME TOGETHER,
I'LL SHOW YOU WHAT I THOUGHT ABOUT. 
          SO WHEN YOU HAVE A SYSTEMS AND STRUCTURES AROUND LAW ENFORCEMENT,
WHEN YOU'RE THINKING ABOUT IF YOU WANT TO BE THE IF YOU WANT TO BE THE WORLD CLASS LAW ENFORCEMENT AND YOU THINK ABOUT THE WAY FBI IS
ORGANIZED TODAY, THEY HAVE THE LOCAL OFFICE. THAT'S THE SPECIAL AGENTS IN CHARGE. 
          THEY HAVE LOTS OF LOTS OF AUTONOMY. THEY HAVE SOMETHING LIKE BASICALLY THE SPECIAL AGENTS
IN CHARGE, THE SQUAD LEADER. IT'S CASE DRIVEN. RIGHT. SO HOW IS A CASE OPENED AFTER THE FACT? RIGHT. ONCE ONCE SOMETHING HAPPENS THEY OPEN THE CASE AND THEY HAVE TO ACTUALLY GET TO A
BEYOND A REASONABLE DOUBT. 
          BECAUSE IN ORDER TO PROSECUTE A CASE IN THIS COUNTRY,
YOU HAVE TO BE BEYOND A REASONABLE DOUBT. 
          AND THEY HAVE CLEAR MEASUREMENT SYSTEM, CASE ARRESTS,
CONVICTIONS, AND THEY SEND OUT THESE INSPECTIONS. 
          I DON'T KNOW IF YOU CAUGHT THAT. EVERY THREE YEARS THEY SEND OUT THESE INSPECTORS TO MAKE
SURE THEY CALL IT, YOU KNOW, STEM TO STEM. ARE THEY FOLLOWING THE RULES AND EVERYTHING,
THE CULTURE IS AROUND THE HERO OF AGENTS. 
          IT'S KIND OF MACHO AND IN TERMS OF RESOURCES,
THE RESOURCES GET SENT OUT INTO THE FIELD AND THE FIELD OFFICES DECIDE. 
          THEY FIGURE OUT WHO THE AGENTS ARE. IT'S HIGHLY DECENTRALIZED,
AND OF COURSE, THEY'RE WORKING WITH THE CIA AND OTHER INTELLIGENCE AGENCIES. 
          AND THEN, OF COURSE, WE TALKED A LOT ABOUT THE EXTERNAL ENVIRONMENT. DO YOU THINK MORE OR
LESS WHEN THIS IS THE FBI, AS IT STANDS AT THE TIME OF THE CASE, THAT IT'S SET UP TO BE SUCCESSFUL IN TERMS OF LAW
ENFORCEMENT? YES. YES. WHY DO YOU THINK SO? I DON'T KNOW. WAS THAT YOU,
BEN? YEAH. YES. AND I THINK MOST OF IT IS AROUND IN THE CULTURE WHICH THEN FEEDS THE RESOURCES
HERE. 
          YEAH. THE FACT THAT WHAT YOU ARE PUTTING ON A PEDESTAL,
WHICH YOU'RE CELEBRATING SUCCESS IS, IS THE PROSECUTION AND THE SOLVING OF CRIMES. 
          MY ANSWER WOULD BE THE OPPOSITE FOR THE INTELLIGENCE SIDE OF IT. 
          ANY OTHER THOUGHTS ON THIS? IS THIS KIND OF SET UP TO BE SUCCESSFUL AS A LAW ENFORCEMENT
AGENCY? WHAT WOULD YOU CHANGE? YEAH, BECAUSE THAT'S BASICALLY WHAT MUELLER HAS TO DO. I MEAN,
HE HAS TO MAKE BOTH. 
          YOU KNOW, HE'S TRYING TO FIGURE OUT HOW DO YOU MAKE ALL THESE THINGS SUCCESSFUL. 
          THE RESOURCE ALLOCATION SEEMS TO BE DISCONNECTED. 
          SO I WOULD PROBABLY START THERE. BUT I'M ALSO THAT'S MY BACKGROUND. 
          SO SAY A LITTLE BIT MORE. WHAT DOES THAT MEAN? IT SEEMED LIKE I CAN'T REMEMBER THE EXACT WAY IT WENT,
BUT IT WAS IT WAS BUBBLED UP AND THEN DECIDED AND THEN IN SILOS AND NOT FROM A TOP DOWN PERSPECTIVE IN TERMS OF PRIORITIES. 
          AND SO THEN THERE WAS NO ABILITY TO IMPACT DOWN ONCE THOSE BUDGETS WERE APPROVED OR MAKE
CHANGE. 
          SO INFLEXIBILITY, I GUESS, FLEXIBILITY. STEPHANIE,
DO YOU HAVE SOMETHING? YEAH, I WANTED TO JUST SO WHEN I GO TO THE CULTURE COLUMN,
I DON'T SEE A SYSTEM. 
          [01:20:02]
I SEE A HERE WHEN I SEE HERO OF AGENTS. SO I'M LIKE,
LIKE AT THE MERCY OF IF I GOT A, AN AMAZING AGENT. 
          I MEAN, I OBVIOUSLY IT'S BECAUSE I'M CONNECTING THAT TO WE CAN'T JUST HAVE ONE GREAT
PRINCIPLE. 
          LIKE WE HAVE TO HAVE A SYSTEM THAT TURNS EVERY LEADER INTO A ROCK STAR PRINCIPLE. 
          AND I DON'T SEE THAT HERE. SO, I MEAN, I'M PICKING IT APART FROM A FROM A SCHOOL SYSTEM. 
          SURE. GOING. THIS IS EXACTLY WHAT I CAN'T HAVE,
SUPERMAN. 
          YEAH, BECAUSE WE GOT TO HAVE SUPER PEOPLE. I MEAN,
BUT WE HAVE TO CREATE A SYSTEM. 
          SO WHEN I SEE HERO OF AGENTS, I'M LIKE, OH, I'M AT THE MERCY OF AN INDIVIDUAL PERSON. 
          SO I'M THINKING TO MYSELF, I BET THERE'S SOME. 
          I DON'T THINK IT'S SET UP FOR SUCCESS FROM THE PERSPECTIVE OF,
I BET THERE'S SOME THAT ARE SUPER SUCCESSFUL AND OTHERS THAT ARE NOT. 
          YEAH. SO YOU'RE POINTING OUT LIKE, YOU KNOW,
IF A CRIME IS COMMITTED IN, LET'S SAY, YOU KNOW, IN SAINT LOUIS, IT'S GOING TO HAVE A VERY DIFFERENT KIND OF RESULT THAN IF IT'S IF IT
HAPPENS IN TEXAS, FOR EXAMPLE, OR SOMETHING LIKE THAT. THAT'S WHAT YOU'RE REALLY TALKING ABOUT. YES. 
          YEAH. I THINK ALONG THE SAME LINES, IT DOES SEEM TO BE WAY TOO DECENTRALIZED THAT
EVERYTHING DEPENDS UPON THE PARTICULAR OFFICE AND THE LEADERSHIP IN THAT PARTICULAR OFFICE. AND WITH NO CENTRAL GUIDANCE,
NO CENTRAL STANDARDS. 
          YEAH. SO AS YOU THINK ABOUT YOUR STRATEGY AND THE THEORY OF ACTION FOR THE LAW ENFORCEMENT
SIDE, WOULD YOU START SAYING IT NEEDS TO BE MORE LIKE THE BEST WAY TO CAPTURE CATCH CRIMINALS
AFTER THE FACT? IS MORE CENTRALIZED OR IS IT DECENTRALIZED? SO BECAUSE ALL THESE KIND OF DECISIONS THAT
THE FBI HAD REFLECTED SOMEBODIES FUNDAMENTAL BELIEFS ABOUT HOW IT SHOULD BE RUN. 
          OKAY. NOT THAT IT'S RIGHT OR WRONG. IT'S JUST IT'S PHILOSOPHICAL. 
          LET'S LOOK AT THE DOMESTIC INTELLIGENCE SIDE. 
          IT'S HEADQUARTERS DRIVEN. IT'S THREAT DRIVEN. 
          RIGHT? IT'S NOT CASE DRIVEN. YOU HAVE TO KIND OF START OPENING A FILE WHEN YOU THINK
THERE'S A THREAT. 
          AND IT'S GLOBAL, IT'S, IT'S NATIONAL OR GLOBAL IN NATURE. 
          THEY WERE TRACKING PEOPLE ALL AROUND THE WORLD. 
          BUT IT HAS TO BE ENOUGH TO BE SERIOUSLY WORRIED. 
          NUMBER OF BAD THINGS THAT HAVE HAPPENED BUT DIDN'T. 
          WHO ACTS LIKE THERE'S ALL THESE KIND OF QUESTIONS,
THERE'S LACK OF CLARITY AROUND THAT. 
          THE CULTURE IS ANALYTICAL. THE CULTURE THEY TALK ABOUT. 
          MOTHER, MAY I? IT'S LIKE THEY DON'T ACT. THEY HAVE TO CONSTANTLY SEEK APPROVAL TO DO MORE
ANALYSIS TO GET THE, YOU KNOW, THE THE ABILITY TO INVESTIGATE FURTHER. 
          THEY WAIT AND WATCH ITS HEADQUARTERS DRIVEN. IT'S TECHNOLOGY DRIVEN. 
          WHAT DO YOU THINK ABOUT HERE? IS THE DOMESTIC INTELLIGENCE SET UP TO BE SUCCESSFUL IN THIS
WORLD. 
          BASED ON WHAT YOU ALL THOUGHT ABOUT JOE, WHAT DO YOU THINK YOU WERE YOU WERE ON THAT TEAM. 
          WELL, NO, NO, FOR THE I MEAN, IT DOESN'T SPEAK TO AT LEAST I THINK WHAT WE'VE. 
          WE'VE IMAGINED A POSSIBLE THEORY OF ACTION TO BE. 
          YEAH. WHAT ARE SOME OF THE THINGS THAT YOU WOULD CHANGE ABOUT THIS. 
          WHAT ARE THE THINGS THAT YOU WOULD PICK OUT AND SAY,
HEY, THIS REALLY IS SOMETHING THAT WOULD IMPEDE OUR ABILITY TO BE A STRONG DOMESTIC INTELLIGENCE AGENCY. ONE, THERE'S NOT CLARITY ON,
ON, ON, ON THE SHARING OF ANALYSIS OR WHO OR THE LAST POINT ON SYSTEMS AND STRUCTURES. 
          I MEAN, I THINK, I THINK WE SPEND A LOT OF OUR TIME TRYING TO DISCUSS OF ALL THE THINGS
THAT WE DO. 
          I FORGET LANCE, WHAT WAS IT? IT WAS COLLECT INFORMATION. 
          YEAH. IT WAS STUDY, COLLECT, UNDERSTAND? ACT. 
          RIGHT. AND SO NOT ENOUGH EMPHASIS ON UNDERSTANDING,
I GUESS, IN THE SYSTEM AND STRUCTURES, I GUESS. WHO'S WHO'S DOING THAT? WHERE'S, WHERE IS THAT HAPPENING? YEAH, IT'S KIND OF THE OPPOSITE PROBLEM. LIKE WE HAVE THIS KIND OF PROBLEM ON THE
DOMESTIC, ON THE CRIMINAL SIDE, RIGHT? IT'S LIKE YOU'RE TALKING STEPHANIE,
YOU'RE TALKING ABOUT, HEY, IT'S ALL GOING TO DEPEND ON WHETHER WE HAVE THIS REALLY GOOD SPECIAL AGENTS IN CHARGE. 
          AND ON THE OTHER SIDE, WE'RE ASKING THE QUESTION,
WELL, WHO'S IN CHARGE? IT'S ALMOST. AND I DIDN'T SEE IT UNTIL YOU PUT IT UP THIS WAY. 
          BUT IT'S LIKE NEITHER ONE LIKE IT'S LIKE THEY'RE EXTREME OPPOSITES. 
          NOW IT'S FOR MY LENS. IT SUDDENLY LOOKED LIKE THIS ONE IS LIKE ALL TOTAL CONTROL. 
          YOU HAVE TO ASK PERMISSION. AND THE OTHER ONE WAS LIKE,
I'M JUST GOING TO DESCRIBE IT FROM MY LENS AGAIN, LIKE ALL ROGUE, LIKE DO WHATEVER YOU THINK NEEDS TO BE DONE. 
          AND THE OTHER ONE IS LIKE, WELL, I DIDN'T TELL YOU YOU COULD DO THAT. YEAH. 
          ANYTHING ELSE? ANYBODY ELSE? WELL, SO THIS IS WHY THEN I ASKED THE QUESTION,
HAVE YOU CHANGED YOUR RECOMMENDATION? ALL OF YOU WANTED TO KEEP IT TOGETHER. AND YOU JUST POINTED OUT THAT THESE SYSTEMS LOOK
VERY DIFFERENT IN NATURE. 
          [01:25:06]
SO DO YOU STILL WANT TO KEEP IT TOGETHER? AND DAN,
DO YOU STILL WANT TO BREAK IT APART? YEAH, SEND IT TO THE CIA. YOU STILL WANT TO BREAK IT APART? THIS ACTUALLY JUST CONFIRMS YOUR VIEW. ANYBODY OVER HERE? CHANGE YOUR MIND ABOUT IT? AFTER WE LOOKED AT THAT. 
          I DIDN'T CHANGE MY MIND. I AM MORE CONVINCED THAT IT SHOULD BE TOGETHER. 
          AND THE REASONING IS THOSE TWO DIFFERENT. VERY CLEARLY. 
          THEORIES OF ACTION AND THE TWO DIFFERENT THEORIES OF ACTION IS BECAUSE WE'RE TALKING ABOUT
IT AS TWO ENTITIES. 
          AND THIS GOES TO THE PART OF. IT'S ACTUALLY NOT THE STRUCTURE,
IT'S WHAT IS OUR COLLECTIVE THEORY OF ACTION AS AN ORGANIZATION AND NOT THINKING ABOUT IT AS ONE, WHICH MEANS ALL OF US MUST CHANGE OUR THEORY OF ACTION. 
          OKAY, GREAT. STEFAN, WHAT DO YOU THINK NOW? YOU JUST SAID,
OH MY GOSH, THIS LOOKS SO DIFFERENT. 
          WELL, I'M ALWAYS I'M GOING TO GO BACK FROM YOUR ORIGINAL QUESTION WAS WHAT PROBLEM? HOW DID WE KNOW IT WAS BECAUSE YOU ONLY GAVE US ONE QUESTION TO CONSIDER. 
          YEAH. LIKE THAT WAS THE ONLY AVENUE, RIGHT. EITHER KEEP THEM TOGETHER OR SEPARATE THEM. 
          YEAH. AS IF WE WERE ALREADY IDENTIFYING THE PROBLEM OKAY. 
          THAT IT WAS STRUCTURAL AS AS BEN MENTIONED. AND SO I DON'T I THINK IT CAN I THINK IT CAN
BE EITHER OR, BUT WE HAVE TO DECIDE WHAT PROBLEM WE'RE GOING TO SOLVE. 
          I THINK IT CAN BE SUCCESSFUL EITHER TOGETHER OR IT COULD BE SUCCESSFUL APART. 
          BUT YOU WOULD STILL HAVE TO CHANGE FUNDAMENTALLY THE STRUCTURE WITHIN IN TERMS OF THE WAY
EACH OF THEM ARE OPERATING. 
          AND I DO THINK IT STILL ISN'T. AND AGAIN, I'M GOING TO RELATE IT BACK TO LIKE OUR DAY TO
DAY WORK. 
          SO I HAVE A, I HAVE AN ACADEMIC'S OFFICE, I HAVE A SCHOOL LEADERSHIP OFFICE. 
          ARE THEY OPERATING LIKE ALL THESE QUESTIONS NOW ARE LIKE,
ARE THEY OPERATING LIKE THIS? OR ARE THEY OPERATING LIKE, DO WE HAVE ONE THEORY OF ACTION,
ONE THEORY OF CHANGE, OR IS THERE ONE FOR THE LIKE? SO RIGHT NOW I'M JUST A MESS RIGHT NOW. YOU'RE,
YOU'RE PROCESSING, YOU'RE PROCESSING. 
          HOW ABOUT ALL OF YOU? HAVE YOU ALL DECIDED TO STICK WITH YOUR RECOMMENDATION,
OR ARE YOU THINKING SOMETHING DIFFERENT NOW? I STILL THINK THAT BRIDGING IT, AND I THINK BEN SAID IT WELL,
BRIDGING IT TO ONE CLEAR VISION AND MISSION. AND THEN THE THEORY OF ACTION CAN BE DIFFERENT,
BUT IT STILL REQUIRES A BRIDGE. 
          IT REQUIRES THAT TO BECOME A VIRTUOUS CYCLE AMONGST THE TWO BETWEEN THE TWO. 
          I THINK A COLLECTIVE THEORY OF ACTION IS NOT THAT FAR APART. 
          IF YOU IF YOU UNDERSTAND CRIMINAL PATTERNS, COLLECT THE INFORMATION,
ANALYZE IT, AND ACT. 
          YOU'LL EITHER PREVENT CRIMES WHEN YOU CAN OR HAVE THE INFORMATION YOU NEED TO PROSECUTE IT
WHEN YOU CAN. 
          I DIDN'T CHANGE MY MIND NECESSARILY, BUT I THINK I SEE ALL THE PERSPECTIVES BECAUSE IT THE
WAY IT IS NOW, THEY ARE IN FACT ACTING VERY SEPARATE. SO THAT COULD BE THE AVENUE. 
          IT'S MORE ABOUT THE HOW RIGHT. HOW YOU BRIDGE THEM. 
          SO EITHER YOU THEY'RE SEPARATE AND THEN YOU'RE TRYING TO FIND BUILD THAT BRIDGE OR YOU
BRING A. 
          YOU. TECHNICALLY THEY WERE TOGETHER, RIGHT? SO IT'S LIKE,
WHAT DO YOU DO TO MAKE SURE THAT INFORMATION IS FEEDING BOTH SIDES AND THE CULTURE CHANGES BECAUSE THE WAY IT IS LAID OUT NOW, IT'S PRETTY MUCH YOUR IT'S LIKE YOU HAVE
ALMOST MISSIONS WORKING AGAINST EACH OTHER. YEAH, IT'S VERY DIFFERENT. THE SYSTEMS AND STRUCTURES ARE KIND OF ALMOST AT
COUNTER PURPOSES. 
          SO DAN, YOU STILL WANT TO SEPARATE THEM OUT. I MEAN THAT'S OKAY. 
          I MEAN IT'S NO, THIS IS I'M PLAYING A LITTLE BIT HERE,
BUT YOU CAN DO IT EITHER SEPARATELY AND OR YOU CAN DO IT IN THE SAME ORGANIZATION. AND SO YOUR MISSION WOULD HAVE TO BE AT A MUCH HIGHER LEVEL,
WHICH WOULD BE SOMETHING LIKE TO TO PREVENT AND PROSECUTE CRIMES AND DOMESTIC TERRORISM OR SOMETHING LIKE THAT. 
          THAT'S OUR THAT WOULD BE THE THE OVERALL MISSION. 
          AND THEN YOU WOULD BREAK IT DOWN ALMOST THE SAME WAY YOU WOULD DO IF YOU WERE DOING IT IN
2 IN 2 DIFFERENT ORGANIZATIONS. 
          THERE MAY BE SOME SYNERGIES TO HAVING THEM TOGETHER,
BUT THERE'S ALSO SYNERGIES. 
          IF YOU JUST TOOK THIS FUNCTION AND GAVE IT TO THE CIA,
WHERE THERE WOULD BE SYNERGIES WITH THEIR FOREIGN INTELLIGENCE OPERATIONS. 
          YEAH, BUT BUT BUT I THINK, YOU KNOW, FROM MY STANDPOINT,
AND IT GOES IT'S CONSISTENT WITH WHAT BEN SAID. 
          IT'S NOT REALLY THE STRUCTURE. IT, IT IS REALLY THE,
THE THE CULTURE AND THE, THE MISSION AND, AND, AND, AND, AND IN BOTH CASES, YOU'RE GOING TO HAVE TO BUILD A WORLD CLASS
DOMESTIC INTELLIGENCE. 
          [01:30:06]
AND I THINK ABOUT WHAT YOU MENTIONED, JOHN, ABOUT CULTURE BEING ALL OF THESE INPUTS. 
          I THINK TO THIS, I THINK THAT WAS A GREAT POINT,
IS EVEN IF YOU PUT IT TOGETHER IN THIS LOFTY MISSION, PEOPLE CAN'T SEE THEIR ROLE AS ONE HALF OF THAT MISSION. 
          IF I'M ON IF I HAVE HISTORICALLY BEEN ON THE LAW ENFORCEMENT SIDE,
I NEED TO SEE THAT IT IS JUST AS MUCH A RESPONSIBILITY TO ACT ON PREEMPTIVE DATA THAT I GET, AND COUNT THAT AS JUST AS MUCH A SUCCESS AS PROSECUTING,
AND VICE VERSA. 
          BUT I DO. I THINK BOTH OF YOU JUST SAID SOMETHING THAT'S INTERESTING TO ME,
WHICH IS, AGAIN, IT'S NOT THE STRUCTURE, IT'S THE CULTURE. I THINK I AGREE, THOUGH, THAT STRUCTURE CREATES CULTURE. I MEAN, IT, IT, IT I WILL TELL YOU,
I WON'T GET INTO DETAILS, BUT I'LL HAVE CONVERSATIONS WITH ASSOCIATES AND I'LL TELL THEM, YOU KNOW, MY LAW FIRM, EVERY FIRM WILL TELL YOU THAT YOUR FIRM IS A WONDERFUL FIRM. 
          HERE ARE THE SYSTEMS WE CREATED TO TRY TO CREATE THE ENVIRONMENT,
THE CULTURE THAT WE WANT. 
          AND I JUST WHEN WE TALK ABOUT THIS REALLY, I THINK,
I THINK YOU GET THIS CULTURE YOU'RE LOOKING FOR BY RESTRUCTURING ALL THE INCENTIVES WITHIN THE ORGANIZATION. I KNOW THERE ARE SEVERAL LAWYERS ON THE BOARD OF TRUSTEES,
BUT AS YOU KNOW, THERE'S BEEN SOME VERY PROMINENT NEW YORK LAW FIRMS LIKE CRAVATH,
WHERE THEY HAVE A LOCKSTEP. 
          EVERYONE GETS PAID EXACTLY THE SAME DEPENDING ON THE NUMBER OF YEARS THEY'VE BEEN AT THE
FIRM. 
          AND THEN THE OTHERS PAY YOU MORE OR LESS, DEPENDING ON HOW MUCH BUSINESS YOU BRING IN. 
          SO THAT'S WHAT I MEAN. LIKE, WELL, YOU CAN IMAGINE A VERY DIFFERENT CULTURE ON ONE VERSUS
THE OTHER, FOR EXAMPLE. AND SO THESE ARE THINGS THAT CREATE THAT CULTURE. 
          AND BY THE WAY, DAN, YOU'RE IN VERY GOOD COMPANY. LIKE,
I DON'T KNOW IF YOU'VE ALL BEEN WATCHING THE, THE NEW SEASON OF SLOW HORSES, BUT THAT'S ALL ABOUT SCOTLAND YARD, MI5 AND MI6. 
          THEY HAVE SEPARATED SCOTLAND YARD. DOES THE LAW ENFORCEMENT IN ENGLAND AND THE UNITED
KINGDOM AND MI5 DOES THE DOMESTIC INTELLIGENCE. 
          SO YOU'RE IN GOOD COMPANY IF YOU WANT TO BREAK THAT UP. 
          LET ME TELL YOU WHAT MUELLER DID. AND THEN LET'S TURN ALL THIS CONVERSATION TO DALLAS
SPECIFICALLY, DALLAS ISD SPECIFICALLY, BUT HIS TEN PRIORITIES. 
          AND OF COURSE, WE KNOW WHAT HAPPENED. HE WAS ABLE TO CONVINCE CONGRESS THAT HE'S GOING TO
KEEP IT TOGETHER. 
          AND SO STILL TO THIS DAY, FBI DOES BOTH OF THOSE THINGS. 
          BUT IT NEEDED REFORM IN ORDER TO ADDRESS ALL THESE KINDS OF ISSUES. 
          SO HIS TOP TEN PRIORITIES WERE TO PROTECT THE US FROM TERRORIST ATTACK. 
          THAT BECAME NUMBER ONE AFTER NINE OVER 11. FOREIGN INTELLIGENCE OPERATIONS. 
          AND YOU CAN JUST READ DOWN THE LIST. YOU GOT TO DO ALL THIS AND PROTECT CIVIL RIGHTS WHICH
IS YOU SEE NUMBER FIVE. 
          COMBAT MAJOR. WHITE COLLAR CRIMINAL. I MEAN,
THIS IS THIS IS A VERY HEFTY LIST, RIGHT? AND SO THOSE WERE HIS TOP TEN PRIORITIES. AND HE NEEDS TO SEEK FUNDING AND SUPPORT
POLITICAL SUPPORT MONEY TO DO ALL THIS WORK. 
          AND I WANT YOU TO SPEND A LITTLE BIT OF TIME THINKING ABOUT THE PAST VERSUS THE FUTURE. 
          SO YOU BASICALLY SAID, LOOK, IN THE PAST, OUR SCOPE WAS DOMESTIC. 
          WE REALLY THOUGHT OF OURSELVES AS CATCHING CRIMINALS INSIDE OUR BORDERS. 
          BUT REALLY THE WORLD HAS TURNED INTO A GLOBAL. 
          SO THAT'S REALLY A SHIFT IN TERMS OF THINKING ABOUT WHERE INFORMATION AND LAW ENFORCEMENT
NEEDS TO HAPPEN ALL AROUND THE WORLD. 
          WE'RE GOING TO GO FROM LAW ENFORCEMENT TO NATIONAL SECURITY. 
          LIKE NOW HE'S DEFINING THE ROLE AS NOT LAW ENFORCEMENT,
BUT AS NATIONAL SECURITY, WHICH ENCOMPASSES LAW ENFORCEMENT. 
          I MENTIONED BEFORE GO FROM CASE DRIVEN, WHICH IS OPENING SOMETHING AFTER THE FACT TO
THREAT DRIVEN, WHICH IS DOING IT EVEN BEFORE QUANTITATIVE VERSUS QUALITATIVE,
WHICH IS KIND OF WHAT HAPPENS IN THE INTELLIGENCE COMMUNITY. 
          IT'S NOT, YOU KNOW, REMEMBER THAT WHOLE THING? THEY WERE ALL IN THE ROOM TOGETHER, BUT EVERYBODY WAS AFRAID TO SHARE INFORMATION ON A
NEED TO KNOW BASIS. 
          SO NOW WE'RE GOING TO TREAT EVERYBODY AS A FULL PARTNER. 
          I'M GOING TO SKIP OVER SOME OF THESE THINGS. SO SHARE AND RESTRICT WHAT YOU MUST NOT
RESTRICT AND SHARE WHAT YOU MUST. 
          IT'S LIKE FLIPPING THOSE TWO THINGS TOGETHER. 
          INTERNAL COMMUNICATIONS. THEY WANT TO OBVIOUSLY IMPROVE THEIR SYSTEMS. THEY WENT FROM OPERATIONAL SILOS TO AN INTEGRATED TEAM APPROACH. 
          I'LL SHOW YOU WHAT THAT LOOKS LIKE. YOU KNOW,
AGENTS AND SUPPORT CULTURE TO TEAM OF PROFESSIONALS. 
          AND INSTEAD OF BUDGET DRIVING, THE STRATEGY STRATEGY DRIVES BUDGET. 
          SO SAYING, HEY, WE'RE GOING TO ALLOCATE, I THINK THIS WAS A POINT,
JOE, YOU BROUGHT UP VERY EARLY ON, WHICH IS ARE WE GOING TO ALLOCATE AGAINST OUR STRATEGY OR ARE WE GOING TO JUST BASICALLY
TOP UP EVERY YEAR AGAINST WHAT WAS ALWAYS THERE? SO WE'LL TALK ABOUT THAT IN A MINUTE. BUT SO IF YOU THINK ABOUT 2001 TO 2005,
THEY SET UP AN OFFICE OF INTELLIGENCE AND THEY 
          [01:35:05]
CENTRALIZE THEIR COUNTERTERRORISM EFFORTS AND THEY CANCEL THIS VIRTUAL CASE,
FILE IT TO UPGRADE. 
          AND OF COURSE, AFTER NINE OVER 11, THEY WERE ABLE TO GET A LOT OF FUNDING TO DO THIS. 
          AND SO IF YOU KIND OF COMPARE THE 2001 ORG CHARTS,
THE 2005, YOU HAD THE EXECUTIVE ASSISTANT DIRECTOR OF COUNTERTERRORISM AND COUNTERINTELLIGENCE, AND THAT POSITION IS REBRANDED AND REPOSITIONED
AS NATIONAL SECURITY. 
          OKAY. SO THAT'S ONE THING. FIRST THING THAT ONE OF THE THINGS THAT HE DID,
AND THEN HE ADDS AN ASSOCIATE DEPUTY DIRECTOR POSITION TO KIND OF CENTRALIZE MORE OF THAT WORK. SO THIS ASSOCIATE DEPUTY DIRECTOR STARTS ACTUALLY
TRYING TO PULL TOGETHER THE VARIOUS CRIMINAL INVESTIGATION, NATIONAL SECURITY AND THE TECHNOLOGY. 
          ALL OF YOU KIND OF MENTIONED THESE COMPONENTS. 
          ACTUALLY, YOU ALL DID A GREAT JOB OF KIND OF THINKING THROUGH WHAT THE STRUCTURE NEEDS TO
BE, AND THEN PUT ALL MANY OF THOSE THAT POWER IN THE HANDS OF THE ASSOCIATE DEPUTY DIRECTOR. 
          AND THEY STARTED KIND OF HAVING THIS STRATEGIC EXECUTION TEAM TO BEGIN ROLL OUT A
STANDARDIZED APPROACH TO DOING ALL THIS WORK INSTEAD OF KIND OF SAYING, DOES THIS BELONG IN THE DOMESTIC INTELLIGENCE OR DOES THIS
BELONG IN THE LAW ENFORCEMENT? THEY STARTED DOING IT TOGETHER TO DO THAT. ANY THOUGHTS ON WHAT HE DID? THIS IS KIND OF A QUICK RECAP OF WHAT HE DID AFTER NINE OVER 11 FOR THE 7 OR 8 YEARS. 
          ANY REFLECTIONS THEN? AND MAYBE THIS IS ONLY A. 
          BASED ON A SMALL SNIPPET OF INFORMATION HERE. 
          YEAH. IS. IT DOESN'T SEEM LIKE STRUCTURALLY LIKE LOOKING AT THAT ORG CHART. 
          THAT ORG CHART LOOKS ROUGHLY THE SAME. IT WAS MORE ABOUT HOW WE THINK ABOUT OUR WORK AND
HOW WE MAKE OUR DIFFERENT ELEMENTS WORK TOGETHER BASED ON A COMPREHENSIVE THEORY. 
          AS OPPOSED TO LIKE WHOLESALE, WE NEED TO REORGANIZE EVERYTHING. 
          LET'S START AGAIN WITH NEW DEPARTMENTS AND NEW ORGANIZATION. IT WAS REALLY STRATEGIC AND
SPECIFIC RATHER THAN A WHOLESALE REFORM ONE WAY OR THE OTHER. 
          YEAH, NO, THAT'S A REALLY GOOD INSIGHT. YOU KNOW,
ORG CHARTS ARE EASY TO CHANGE AROUND BECAUSE YOU CAN DO IT ON POWERPOINT, BUT WHAT THE PEOPLE DO INSIDE THE BOXES IS SUPER HARD TO MAKE CHANGE. 
          AND I THINK WHAT YOU'RE POINTING OUT IS, HEY,
THE BOXES, THEY KIND OF ROUGHLY LOOK THE SAME AS BEFORE. 
          BUT WHAT THESE KIND OF GO INTO IS HOW DOES OPERATIONALLY,
DO PEOPLE WORK DIFFERENTLY TOGETHER AND SEE THEMSELVES IN A DIFFERENT WAY? OKAY. OTHER REFLECTIONS. I DON'T KNOW. MY INITIAL REACTION WAS THEY CHANGED THE NAMES OF SOME OF THE OFFICES. AND I THOUGHT,
WELL, YOU KNOW, A ROSE BY ANY OTHER NAME. 
          BUT I THINK IF THEY'RE TRYING TO CHANGE THE CULTURE AND SEND A DIFFERENT SIGNAL,
YOU KNOW, THAT THAT, THAT DOES HELP MOVE THE CULTURE IN THE DIRECTION OF WE ARE THE NATIONAL
SECURITY TEAM WHERE WE'RE NOT JUST THE COUNTERINTELLIGENCE TEAM, RIGHT? YOU KNOW, AND CREATING A SORT OF A LARGER VISION OF WHAT THE ROLE IS. 
          YEAH. OF COURSE, LIKE ONE OF THE CLASSIC ONES IN CORPORATE AMERICA IS THEY'VE GONE FROM
CUSTOMER SERVICE TO CUSTOMER SUCCESS. 
          YOU KNOW, IT'S LIKE CHANGING THE IT'S A SIMPLE CHANGE IN NAME,
BUT IT'S REALLY KIND OF TRYING TO CHANGE THE THE FUNCTION. 
          AT THE SAME TIME, YOU'RE NOT JUST TAKING IN COMPLAINTS,
BUT YOU'RE PROACTIVELY TRYING TO HELP SUCCESSFUL CUSTOMERS BE SUCCESSFUL. 
          YEAH. LANCE. WELL, THIS IS, I'M SURE MY CONFIRMATION BIAS STILL TRYING TO ARGUE MY SAME
POSITION AT THE BEGINNING, BUT I DO SEE CHANGES LIKE YOU'VE SET UP AN OFFICE OF INTELLIGENCE,
SO YOU'VE ELEVATED THAT FUNCTION WITHIN YOUR ORGANIZATION AND YOU'VE CENTRALIZED IT. 
          YOU NOW HAVE A FIELD INTELLIGENCE GROUP IN EACH OFFICE. 
          SO YOU'VE YOU HAD PEOPLE WERE DOING CRIMINAL PROSECUTIONS. 
          NOW YOU HAVE AN INTELLIGENCE PERSON RIGHT BESIDE THEM AT EVERY SINGLE OFFICE. YEAH. LATER
ON, IT TALKS ABOUT IN THAT TIMELINE YOU HAD, YOU KNOW, THE STRATEGIC EXECUTION TEAM ROLLS OUT STANDARDIZED FILED INTELLIGENCE
OPERATIONS. 
          SO THEY STANDARDIZE A ROADMAP FOR WHAT THEY'RE GOING TO DO WHENEVER THEY HAVE AN
INTELLIGENCE MATTER THAT THEY'RE WORKING. 
          SO I DO CERTAINLY SEE A SHIFT IN FOCUS AND AN ELEVATION OF THAT FUNCTION WITHIN THE
ORGANIZATION. 
          FOR SURE. FOR. DEFINITELY. GOOD POINT. ANY OTHERS? ANY OTHER? I'M CURIOUS. YOU MAY BE GOING TO GET TO THIS,
BUT, YOU KNOW, LIKE REMEMBER PAUL HARVEY, THE REST OF THE STORY. LIKE, IS THERE WAS IT SUCCESSFUL? WERE THERE MORE CRIMES PROSECUTED? WERE THERE. 
          [01:40:01]
HOW HOW HAVE THEY DONE? HOW DID IT WORK? HOW'S THE INTELLIGENCE? DO THEY FIGURE OUT HOW TO MEASURE IT? WELL, YOU KNOW,
THIS IS A THIS IS LIKE THE ONE OF THE HARDEST THINGS THEY WOULD SAY THAT THEY'VE BEEN VERY SUCCESSFUL BECAUSE THEY WERE SUCCESSFUL IN PREVENTING ANY NEW KIND OF LARGE. 
          OF COURSE, THEY'VE HAD OTHER SMALLER INCIDENTS,
BUT NOT ANYTHING OF THIS SCALE. 
          AND I GUESS YOU HEAR IT READ IN THE NEWSPAPER OR YOU HEAR ABOUT THREATS THAT HAVE BEEN
DISRUPTED. 
          YOU HEAR ABOUT THREATS THAT HAVE BEEN DISRUPTED AND THINGS LIKE THAT. 
          OF COURSE, YOU KNOW, OF LATE THE FBI HAS BEEN MIRED IN LOTS OF OTHER CONTROVERSY. 
          SO UNFORTUNATELY, I THINK THAT'S TAKEN OVER THE THE WORK THAT WAS DONE KIND OF IN THE
PAST. 
          BUT I THINK IT'S LARGELY SEEN AS BEEN A SUCCESSFUL CHANGE IN THE ORGANIZATION. 
          MY COLLEAGUE WROTE, YOU PROBABLY NOTICED THAT THIS WAS AN A CASE. 
          THERE'S A B CASE, A C CASE, AND HE FOLLOWS IT FOR 8 TO 9 YEARS AFTERWARDS,
AND IT'S LARGELY SEEN AS BEING SUCCESSFUL. 
          SO, SO HARD TO TO KNOW WITH BECAUSE ON SEPTEMBER 10TH,
2001, THEY WERE REALLY SUCCESSFUL. 
          RIGHT? SO, SO YOU BE INTERESTING TO SEE SOME OF THOSE LATER ARTICLES ON,
ON HOW THEY REACHED THE CONCLUSION THAT IT WAS A SUCCESS. I MEAN, IT MAY HAVE BEEN A SUCCESS,
BUT IT'S IT'S HARD TO SAY THAT JUST BECAUSE SOMETHING REALLY BAD HASN'T HAPPENED IN 20, 25 YEARS, THAT WE'RE NOT ON THE VERGE OF SOMETHING REALLY BAD
HAPPENING THAT HAS BEEN BUILDING FOR FOR SOME TIME. YEAH. NO, I ABSOLUTELY AGREE WITH YOU. 
          AND IT MIGHT JUST BE QUOTE UNQUOTE, THE LUCK HAS RUN OUT. 
          AND, YOU KNOW, NOW IN HINDSIGHT, THEY SHOULD HAVE DONE MANY OTHER REFORMS. SO I THINK THESE ARE VERY COMPLEX SITUATIONS. 
          I TOTALLY AGREE. A COUPLE OF THINGS THAT I JUST WANT TO TAKE AWAY. 
          AND THEN WE WANT TO SHIFT INTO TALKING ABOUT DALLAS ISD,
JUST THINKING ABOUT WHAT THE ENVIRONMENT AND THE STRATEGY AND THE ORGANIZATION. 
          OFTENTIMES, YOU KNOW, ORGANIZATIONS END UP SPENDING A LOT OF TIME THINKING ABOUT THEIR OWN
ORGANIZATION WITHOUT CONSIDERING WHAT ARE THE EXTERNAL FACTORS THAT ARE CHANGING AND HOW SHOULD THAT AFFECT OUR STRATEGY AND OUR ORGANIZATION? SO, FOR EXAMPLE, AROUND THE COUNTRY TODAY, AND I THINK THIS IS PROBABLY TRUE FOR DALLAS
ISD AS WELL, ENROLLMENT IN TRADITIONAL PUBLIC SCHOOLS HAVE DECLINED PRETTY SUBSTANTIALLY,
WHICH AFFECTS FUNDING AND FACILITIES AND STAFFING, ALL SORTS OF THINGS. AND IT'S NOT JUST DUE TO DEMOGRAPHIC SHIFTS. 
          IT HAS A LOT TO DO WITH ALL SORTS OF OTHER KINDS OF FACTORS,
ESPECIALLY POST COVID ERA. 
          AND SO THE ENVIRONMENT HAS CHANGED A LOT, FOR EXAMPLE,
KIND OF DOING THIS LEVEL OF. 
          IT DIDN'T TAKE US THAT LONG. YOU KNOW, IT TOOK US AN HOUR AND A HALF OR SO. 
          BUT DOING THIS KIND OF SYSTEMIC ANALYSIS, A COMPLEX SET OF CHALLENGES IS A REALLY
IMPORTANT KIND OF SKILL TO HAVE. 
          SO ANYTIME AS BOARD MEMBERS, IF YOU EVER RUN INTO A SITUATION THINKING ABOUT HOW CAN WE AS
A GROUP DO A SYSTEMIC, RIGOROUS AND CONDUCT A SYSTEMIC AND RIGOROUS ANALYSIS OF OUR SITUATION SO THAT
WE CAN HAVE THIS LEVEL OF CONVERSATION AS OPPOSED TO SHOULD WE, AS OPPOSED TO JUST CHANGING THE BOXES CONVERSATION. 
          BUT HOW DO WE REALLY THINK DEEPLY ABOUT IT? I THINK IT'S A REALLY A GOOD EXERCISE HAVING
COHERENCE AMONG OTHER SYSTEMS AND STRUCTURES, PROCESSES, RESOURCES, PEOPLE AND CULTURE. ARE THEY WORKING TOGETHER? IT WAS A QUESTION I ASKED YOU WHEN I PUT UP THAT CHART WITH ALL THE DIFFERENT BOXES FILLED
IN. 
          IS THIS SET UP TO BE A SUCCESSFUL DOMESTIC INTELLIGENCE? ARE THEY SET UP TO BE A SUCCESSFUL LAW ENFORCEMENT DOING THAT TYPE OF COHERENCE CHECK ON,
FOR EXAMPLE, ON YOUR OWN SCHOOL SYSTEM COULD BE A VERY GOOD EXERCISE. 
          AND THEN THINKING, AND I THINK, BEN, YOU KIND OF LED US OFF HERE,
BUT ABOUT WHAT'S ORGANIZATIONAL CHANGE DECISIONS VERSUS IMPLEMENTATION ACTIONS, YOU KNOW, IS IT STRUCTURAL CHANGE? BUT IT'S NOT SUFFICIENT. 
          IT'S IMPORTANT, BUT NOT ENOUGH. IT'S NOT SUFFICIENT. 
          IT'S REALLY ABOUT NOT ONLY MOVING THE BOXES,
BUT GETTING PEOPLE TO BEHAVE DIFFERENTLY, AND THEN THINKING ABOUT ALL THE DIFFERENT TOOLS OF CHANGE THAT YOU HAVE. IS IT MONEY? IS IT STATURE? IS IT JOB DESIGN? IS IT OTHERS? LANCE, YOU WERE KIND OF POINTING THAT OUT IN TERMS OF HOW
THEY DID THAT SOUNDS LIKE YOU HAVE SOME EXPERIENCE ALSO FROM YOUR OWN PROFESSION OUTSIDE OF HERE, THINKING ABOUT THOSE KINDS OF THINGS. 
          SO ANY FINAL COMMENTS BEFORE WE SHIFT GEARS? GOOD. 
          OKAY. DO YOU ALL NEED A BREAK OR SHOULD WE GO MOVE RIGHT IN. 
          [01:45:03]
JUST KEEP GOING. ALL RIGHT. EXCELLENT. THEN YOU CAN TAKE BREAK AS YOU NEED IT. 
          ALL RIGHT. SO LET'S SHIFT AND LET'S SEE IF WE CAN APPLY SOME OF OUR DISCUSSION TO TO YOUR
OWN DISTRICT AND HEAR YOU KNOW, I KNOW THAT YOU'RE THINKING ABOUT A STRATEGIC PLAN AROUND DISTRICT CULTURE,
CONTEXT ALIGNMENT AND COHERENCE. 
          THESE ARE ALL THE THINGS THAT WE JUST TALKED ABOUT. I JUST WANT TO SHOW YOU THE,
THE, THE, THE THE FRAMEWORK THAT I USE AT DISTRICT MANAGEMENT GROUP,
WHICH IS HAVING THIS MISSION AND VISION, WHICH HAS THE THEORY OF ACTION. WHAT WE JUST DID,
WE DID THAT EXERCISE AROUND THE FUNDAMENTAL BELIEFS AROUND WHAT WILL LEAD TO LONG TERM SUCCESS IN THE DISTRICT. THEN THAT FEEDS INTO PRIORITIES BROAD AREAS OF WORK THAT ARE KEY
LEVERS. 
          THEN WITH MEASURABLE GOALS. AND TYPICALLY THAT'S THE PART OF THE WORK THAT'S REALLY YOUR. 
          IT'S REALLY THE DISTRICT AND THE, THE LEADERSHIP OF THE DISTRICT AND THE TRUSTEES OF THE
DISTRICT WORKING TOGETHER TO FORM THAT. 
          AND THEN THE REST OF IT IMPLEMENTATION. WHAT INITIATIVES OR THE ACTION STEPS. 
          THAT'S REALLY THE DISTRICT'S JOB. WHEREAS YOUR JOB AS TRUSTEES IS MEASURING WHETHER THAT'S
HAPPENING. 
          BUT REALLY, AT THE TOP LEVEL, THE DESIGN PART,
THAT'S A JOINT SCHOOL BOARD TRUSTEES AND DISTRICT LEADERSHIP WORK. 
          AND SO I THINK YOU HAVE THE MISSION AND VISION. 
          I WANTED TO START HERE AND I'M GOING TO ASK YOU FOR THIS. 
          THIS IS I GOT THIS OFF YOUR WEBSITE. SO MAYBE IT'S UNDER CONSIDERATION. 
          I'D LIKE EVERYONE TO INDIVIDUALLY SPEND FIVE MINUTES WRITING DOWN WHAT IS THE THEORY OF
ACTION FOR DALLAS ISD? HOW ARE YOU GOING TO MEET THE VISION OF SEEKS TO BE A PREMIER URBAN SCHOOL DISTRICT
EDUCATING ALL STUDENTS FOR SUCCESS. 
          WHAT DOES THIS MEAN? IT'S A LITTLE BIT OF THE SAME EXERCISE THAT ASKED YOU TO DO IN GROUPS
FOR DOMESTIC INTELLIGENCE AND LAW ENFORCEMENT. 
          BUT WHAT IS THE THEORY OF ACTION FOR DALLAS ISD? CAN YOU ALL SPEND FIVE MINUTES AND WRITE IT DOWN? AND THEN WE'RE GOING TO HAVE YOU SHARE
OUT. EVERYBODY UNDERSTAND THE ASSIGNMENT? YEAH. GREAT. 
          THE ASSIGNMENT IS I WANT YOU TO WRITE OUT THE THEORY OF ACTION FOR THE DISTRICT BASED ON
WHAT I SEE ON YOUR WEBSITE. 
          I DIDN'T SEE THE THEORY OF ACTION FOR THE DISTRICT. 
          SO HOW ARE YOU GOING TO BE THE PREMIER URBAN SCHOOL DISTRICT EDUCATING ALL STUDENTS FOR
SUCCESS? IT'S A SIMILAR EXERCISE AS WHAT I ASKED YOU TO DO IS HOW WILL THE FBI BECOME THE WORLD
CLASS LAW ENFORCEMENT AGENCY OR WORLD CLASS DOMESTIC INTELLIGENCE AGENCY? SO WE HAVE A THEORY OF ACTION, OUR POLICIES AND YOUR POLICIES. 
          I'M SORRY, I DIDN'T SEE THAT. BUT I THINK THE WHOLE POINT OF THIS EXERCISE IS TO ASK,
IS THAT THE RIGHT. 
          SO YOU'RE ASKING NOW, OKAY, IF I TALK ABOUT WHAT SHOULD BE THE RIGHT. 
          YEAH. WHAT SHOULD BE THE RIGHT ONE THEN? WE DON'T HAVE THAT ONE. 
          YEAH. PRETEND YOU DON'T HAVE THAT ONE, THEN. I'M SORRY. 
          I DID LOOK. I MUST HAVE. OH, OKAY. 
          ARE YOU ALL HAPPY WITH THIS ONE? NO. NOT REALLY. 
          OKAY, THEN. GREAT. WE'LL CO-CREATE ONE TOGETHER. 
          EXCELLENT. I'M SORRY. OKAY, LET'S DO IT THEN. 
          I'M EXCITED TO HAVE AN OPPORTUNITY TO CO-CREATE WITH YOU. 
          AND BYRON AND JOYCE. IF YOU CAN DO THE SAME EXERCISE,
MAYBE WE CAN GET YOUR VOICES IN IF YOU'RE STILL WITH US. 
          WORKING ON THE DRAFT RIGHT HERE. 
          [01:50:38]
IT MIGHT HELP. ALSO, IF YOU WROTE DOWN WHAT ARE YOUR FUNDAMENTAL BELIEFS ABOUT WHAT WHAT
HELPS TO CREATE THE PREMIER URBAN SCHOOL DISTRICT LIKE? WHAT IS YOUR FUNDAMENTAL BELIEF? ITS ITS PHILOSOPHY,
NOT TECHNICAL. 
          HOW'S IT GOING? 
          [01:58:37]
WE'RE NOT. JUST LOOKING FOR DIFFERENT PERSPECTIVES. 
          AND LET'S PUT IT ALL TOGETHER. AND THEN WE'LL HAVE AN OPPORTUNITY TO CO-CREATE SOMETHING
THAT REALLY REFLECTS YOUR BELIEFS AND WHAT YOU'RE REALLY TRYING TO SEE. 
          TO BEN FOR SURE. SO, SO WHEN THREE DIFFERENT DIRECTIONS AND THEN LANDED SOMEWHERE BECAUSE
AT FIRST IT WAS WHAT WAS OUR THEORY OF ACTION, WHICH WE HAVE IN THE POLICY THAT WE PROBABLY DON'T ADHERE TO ANYMORE. 
          IT'S A LITTLE OUTDATED. THEN I WAS LIKE, WHAT IS OUR THEORY OF ACTION IF WE DON'T HAVE ONE
WRITTEN. 
          AND WHERE I WENT FIRST WITH THIS IS THINKING ABOUT OUR BUDGET PROCESS. 
          AND SUPERINTENDENT, WHEN YOU SHARE, HERE ARE OUR BIG BETS,
OUR STRATEGIC LEVERS, WHATEVER WE'VE CALLED THEM IN THE PAST, THE EARLY LEARNING, T, E, I, ETC. EVEN THOUGH WE HAVEN'T EXPLICITLY NAMED THEM AS OUR
THEORY OF ACTION, IT FEELS LIKE THAT REALLY IS OUR THEORY. THOSE ARE THE THINGS WE'RE DOING. 
          BUT TO WHAT END? AND SO WHAT I DID IS, YOU KNOW,
TRIED TO ZOOM OUT TO WHAT I CAME TO HERE, WHICH IS IF EVERY CHILD, EVERY DAY FROM AS EARLY AS POSSIBLE IS IMMERSED AND ENGAGED IN
CHALLENGING AND INTERESTING CONTENT BY AN EXCEPTIONAL TEACHER, THEN THAT STUDENT WILL GROW TO THEIR POTENTIAL. 
          SO AT THE EXPENSE, AT THE RISK OF OVERSIMPLIFYING AND PERHAPS NOT CAPTURING ALL YOUR
IDEAS, 
          [02:00:07]
SOMETIMES IT'S HELPFUL TO JUST KIND OF PENETRATE THINGS SO THAT WE LIKE TO LABEL THINGS. 
          OKAY, SO SO PLEASE EXCUSE THAT UPFRONT BECAUSE WE CAN'T HEAR. 
          WE, WE CAN ONLY HEAR TRUSTEES WHEN THEY'RE SPEAKING IN THE MIC. 
          IF THERE SOMETHING HAPPENED TO THE SOUND. I THINK YOU CAN'T HEAR US. 
          BYRON. I'M SORRY. I CAN HEAR YOU. IT'S ME. I JUST DIDN'T TURN ON THE MIC AT THE EXPENSE OF
OVER TITRATING YOUR COMMENTS SO THAT WE LOSE SOME OF THE IMPORTANT NUANCE AND THINGS. IT DOES HELP TO SOMETIMES DO THAT JUST AS A WAY
TO PLACE THINGS. 
          AND WHAT I HEAR YOU SAYING IS, HEY, WE'RE GOING TO BE REALLY EXCELLENT AT EXECUTING
AGAINST THE INSTRUCTIONAL CORE. 
          WE'RE GOING TO MAKE SURE THAT THE STUDENTS HAVE AN EXCELLENT OPPORTUNITY,
YOU KNOW, EXCELLENT EXPERIENCE INSIDE THE CLASSROOM WITH TEACHERS. 
          YEAH, SOMETHING LIKE THAT. MORE OR LESS. MORE OR LESS. 
          SO I HAVE A GO AHEAD BYRON. GO AHEAD PLEASE. YEAH. 
          I'M GOING TO TURN OFF MY CAMERA SO WE DON'T LOSE ME. 
          BUT TAKING A STAB, IT KIND OF IS SOMEWHAT SIMILAR TO WHAT BEN JUST SAID. 
          SO MY STAFF WAS GREAT TEACHERS AND LEADERS PLACED WHERE THE NEED IS GREATEST. 
          STARTING EARLY AND ENDING WITH A REAL PATH WILL EMPOWER STUDENTS TO THRIVE. 
          CAN YOU JUST REPEAT THAT ONE MORE TIME, BYRON? YEAH. GREAT TEACHERS AND LEADERS PLACED WHERE THE NEED IS GREATEST. 
          STARTING EARLY AND ENDING WITH A REAL PATH WILL EMPOWER STUDENTS TO THRIVE. 
          OKAY. AND ONCE AGAIN, YOU KNOW, APOLOGIES UP FRONT FOR KIND OF OVERSIMPLIFYING,
BUT WHAT I HEAR YOU SAYING IS, HEY, THE WAY WE'RE GOING TO BE GREAT IS BY ENSURING THAT WE FOCUS OUR BEST RESOURCES, TEACHERS AND LEADERS WHERE WE BELIEVE THE WHERE THE NEED IS GREATEST,
WHICH IS KIND OF A STRATEGY BASED ON MEETING THE HIGHEST NEED WITH THE MOST CAPABLE RESOURCES. 
          YEAH. AND I'D PROBABLY GO FURTHER AND SAY IT'S,
IT'S A PHILOSOPHY EVEN MORE THAN A STRATEGY THAT REALLY IS, YOU KNOW, WE'VE HAD A, WE HAD A DOCUMENT THAT WE UPDATED TO,
YOU KNOW, BE SOMETHING DIFFERENT. 
          BUT THE PHILOSOPHY BUILT INTO IT WAS THAT THOSE WHO NEED THE MOST GET WHAT THEY NEED. 
          YEAH. AND THEN THE, THE OTHER THINGS, THOUGH,
JUST TO KIND OF CALL OUT SOME OF THE DETAIL IN IT. 
          AND I THINK OUR TRUSTEES AND FOLKS FAMILIAR WITH HOW WE MOVE PROBABLY HEARD IT,
YOU KNOW, STARTING EARLY, WHICH IS THAT'S OUR EARLY CHILDHOOD STRATEGY AND THEN ENDING WITH A REAL
PATH, WHICH IS REALLY ALL ABOUT OUR. WORK, OUR AND THEN AND THEN I DID PUT AN EMPHASIS ON GREAT TEACHERS AND LEADERS BECAUSE IT'S,
IT'S NOT JUST THE TEACHERS, IT'S TEI, BUT IT'S ALSO HOW WE EVALUATE OUR PRINCIPALS,
HOW WE COACH UP OUR PRINCIPALS, DEVELOP THOSE PIPELINES AND EVERYTHING ELSE. 
          SO TRYING TO CAPTURE WHAT I THOUGHT ARE THE MAIN PILLARS OF,
OF WHAT WE PRIORITIZE OVER THE YEARS. 
          THE LAST THING ENDING AND CENTERING IT ALL ON THE STUDENTS,
WHICH IS SOMETHING I, I HOPE WE CAN, CAN LOOK AT WHEN WE'RE LOOKING AT OUR, HOW WE WANT TO UPDATE OUR MISSION,
HOW WE WANT TO UPDATE OUR VISION. 
          IT'S GOT TO BE STUDENT CENTRIC. AND WE GOT TO CALL THAT OUT IN WHAT I WOULD IMAGINE OUR
PERMUTATIONS FINALIZE PERMUTATIONS OF THE MISSION VISION AND THE THEORY OF ACTION EVENTUALLY ARE. BYRON, THANK YOU VERY MUCH. 
          AND YOU CAN EVEN JUST WITH THESE TWO. DIFFERENT THEORIES OF CHANGE. 
          YOU CAN IMAGINE HOW YOU MIGHT SET UP THE CENTRAL OFFICE AND THE SCHOOLS DIFFERENTLY IN THE
SENSE OF. 
          IF YOU'RE REALLY THINKING ABOUT CONSISTENT EXECUTION OF EXCELLENCE INSIDE EVERY CLASSROOM
IS VERY DIFFERENT THAN SHIFTING RESOURCES TO WHERE IT'S NEEDED THE MOST. THAT'S A VERY DIFFERENT. AND SO THE SYSTEMS AND STRUCTURES THAT YOU MIGHT
NEED AND THE INCENTIVE SYSTEMS THAT YOU MIGHT NEED. 
          I MEAN, THESE ARE NOT ABSOLUTES. YOU KNOW, TAKE OUT ALL THE THINGS AT THE EXTREME ENDS OF
THESE IDEAS. 
          BUT ON THE SIGNIFICANT MARGIN, YOU MIGHT SET THINGS UP DIFFERENTLY. 
          SO THIS IS A REALLY SUPER IMPORTANT CONVERSATION SO THAT YOU AS A DISTRICT HAVE SOMETHING
SINGULAR AND COHERENT THAT YOU CAN ALL GET BEHIND. OKAY, GREAT. I THINK SARAH. YEAH. 
          THE I SAW ALONG THE SAME LINES, SAID JUST A LITTLE DIFFERENTLY IS IF WE HAVE EXCELLENT
TEACHERS, 
          [02:05:06]
STRATEGICALLY STAFFED AND A PLAN FOR EACH STUDENT TO GROW AND OPTIMIZE THEIR KNOWLEDGE AND
SKILLS, STUDENT ACHIEVEMENT WILL BE MAXIMIZED. OKAY,
SO YOU'VE KIND OF INTRODUCED THE THE DIMENSION OF INDIVIDUALIZED, MORE INDIVIDUALIZED LEARNING FOR EVERY STUDENT,
STUDENT AGENCY, STUDENT, STUDENT AGENCY ALL ALONG THE WAY FOR ALL KIDS. 
          BUT WITH STRATEGIC STAFFING AND OF COURSE, EXCELLENT TEACHERS. 
          YEAH. AND ONCE AGAIN, YOU KNOW, YOU GOT TO THINK THROUGH,
LIKE, IF WE HAD THAT AS OUR THEORY OF CHANGE AND THE STRATEGY BEHIND IT, DO WE ACTUALLY HAVE THE RIGHT SYSTEMS AND STRUCTURES? THINK OF IT AS LIKE FBI. 
          DO WE HAVE THE RIGHT CASE SYSTEMS? DO I HAVE THE RIGHT IT SYSTEM TO ACTUALLY DO THAT? YOU KNOW, IT'S NOT JUST A SLOGAN. AND I THINK JUST NEEDS CAN BE IT MIGHT BE DIFFERENT. 
          A DIFFERENT THING TO DIFFERENT PEOPLE. NEEDS MIGHT BE. IS IT ARE WE OPTIMIZING TO,
YOU KNOW MASLOW'S HIERARCHY, WHICH I THINK YOU NEED FIRST IN ORDER TO BE ABLE TO OPTIMIZE ACHIEVEMENT? OR ARE WE
OPTIMIZING ACHIEVEMENT? YEAH. LANCE. SIMILAR. YOU WANT JUST THE THEORY OF CHANGE OR I ALSO WROTE DOWN MISSION AND
VISION AND OTHERS. 
          WHAT DO YOU PLEASE GIVE US EVERYTHING. YEAH. DO IT WELL. 
          SO MY MISSION WAS TO EQUIP ALL STUDENTS WITH THE EDUCATION AND TOOLS TO LIVE THE LIVES
THEY DREAM. 
          MY VISION WAS, YOU KNOW, TO BE THE BEST SCHOOL DISTRICT IN THE NATION IN TERMS OF STUDENT
OUTCOMES. 
          I WROTE A THEORY OF CHANGE, BUT ACTUALLY KIND OF WANT TO TALK ABOUT,
I MADE THREE BIG BETS. 
          AND THEN I TRIED TO WRITE A THEORY OF CHANGE AROUND THOSE THREE BETS. 
          THE FIRST BIG BET IS EVERY STUDENT CAN LEARN REGARDLESS OF THEIR CIRCUMSTANCES,
WHERE THEY'RE FROM. 
          EVERY STUDENT IS CAPABLE OF LEARNING. THE SECOND BIG BET WAS THE MOST IMPORTANT DRIVER OF
STUDENT OUTCOMES IS AN EXCELLENT TEACHER TEACHING EXCELLENT CURRICULUM. 
          AND MY THIRD BIG BET WAS BECAUSE WE HAVE AN EXCELLENT,
WE HAVE EXCELLENT TEACHING OR WE CAN HAVE EXCELLENT TEACHING. 
          MORE TIMES MORE TIME TO TEACH LEADS TO BETTER RESULTS,
WHICH IS WHAT TO ME LEADS TO PRE-K, THREE PRE-K, FOUR PRIMER ADS THAT WE'RE TRYING OUT,
ALL THESE THINGS THAT WE'RE DOING TO GET MORE TIME IN FRONT OF STUDENTS TEACHING EXCELLENT THINGS. OKAY. AND I MEAN, I TRY TO WRITE THAT INTO ONE COHERENT GROUP,
BUT THOSE THREE, I THINK ARE MORE IMPORTANT. 
          I WROTE PROVIDING EVERY STUDENT AN EXCELLENT TEACHER TEACHING EXCELLENT CURRICULUM WILL
LET EVERY STUDENT SUCCEED BECAUSE ALL STUDENTS CAN LEARN AND THRIVE. 
          YEAH. BUT I THINK THAT'S NOT AS IMPORTANT AS THE THREE BIG BETS THAT I WROTE DOWN. 
          YEAH. I MEAN, ONE THING, ONE COMMON ELEMENT THAT I SEE IS THAT ALL OF YOU ARE REALLY
FOCUSED ON WHAT WE TYPICALLY CALL THE INSTRUCTIONAL CORE, WHICH IS REALLY WHAT'S HAPPENING INSIDE THE CLASSROOM AND THE RELATIONSHIP BETWEEN THE
TEACHER AND THE STUDENT AND THE CURRICULUM. WELL, WHAT I WANT TO CONTRAST THAT WITH WHEN I FIRST GOT ELECTED, YOU KNOW, I THOUGHT, WELL,
WHAT'S OUR NEW INNOVATION LIKE? WHAT'S THE NEW THING THAT'S GOING TO REVOLUTIONIZE THE WAY EDUCATION WORKS SO THAT WE AND
I'VE BEEN CONVINCED OVER SITTING HERE TWO YEARS THAT LIKE THE REAL BEST WAY TO GET BETTER OUTCOMES IS JUST TO DO THE CORE FUNCTION EXCEPTIONALLY WELL RATHER THAN TRYING TO
REINVENT. 
          I MEAN, I WANT TO BE INNOVATIVE AS MUCH AS WE NEED TO BE INNOVATIVE,
BUT INNOVATION AT THE EXPENSE OF THE CORE FUNCTION IS NOT EFFECTIVE. 
          YEAH. YEAH. GREAT. WHO WOULD LIKE TO GO NEXT? DAN. JOE. JOE. OH, YEAH. GO AHEAD. JOE. YEAH. 
          NOT TOO DISSIMILAR HERE, BUT JUST IF THEORY,
IF WE ATTRACT AND RETAIN HIGH QUALITY TEACHERS AND ENSURE HIGH QUALITY INSTRUCTION IN EVERY CLASSROOM,
ALL STUDENTS WILL LEARN AND SUCCEED. 
          ONCE AGAIN, THIS IS LIKE A LITTLE BIT WHERE BEN STARTED US WITH IS LIKE REALLY FOCUSED ON
EXCELLENCE EVERY DAY IN THE CLASSROOM, TEACHERS AND INSTRUCTION. SO IT'S REALLY WHAT I CALL EXECUTION STRATEGY AROUND THAT. 
          YOU KNOW, I, I'M NOT A CAR NUT REALLY. I MEAN,
LIKE, I LIKE, I DRIVE MY CAR FOR LIKE TEN YEARS, BUT I LOVE THE FACT THAT I REALLY LIKE TO LOOK AT CAR COMPANIES AND HOW THEY HAVE EVOLVED
OVER TIME. 
          AND A LITTLE BIT OF THIS CHANGE THEORY THAT YOU'RE ALL ESPOUSING IS KIND OF,
I DON'T KNOW, YOU'VE PROBABLY HEARD THE TOYOTA WAY, WHICH IS AROUND THIS CONSISTENCY OF IMPROVEMENT
AROUND HOW THEY MAKE CARS. 
          THEY DON'T MAKE THE, QUOTE UNQUOTE, THE MOST STYLISTICALLY ATTRACTIVE CARS,
BUT BY MAKING CARS THAT HAVE THE MOST CONSISTENCY IN QUALITY, THEY'VE BECOME, YOU KNOW, ONE OF THE TOP AUTO AUTOMOBILE MAKERS IN THE WORLD. 
          AND IT'S, IT'S ONE OF THIS KIND OF IDEA. AND,
AND THEY CONSIDER THEMSELVES VERY INNOVATIVE. 
          JOE, TO YOUR POINT, TO KIND OF A LITTLE TO A LITTLE BIT OF WHAT LANCE WAS TALKING ABOUT,
BECAUSE THEIR INNOVATION HAPPENS AT THE SMALL MICRO TUNING, 
          [02:10:02]
WHICH ALL ADD UP TO A VERY LARGE IMPROVEMENT AT THE END. 
          SO THEY DEFINE INNOVATION IN A VERY SPECIFIC WAY AROUND LOTS AND LOTS AND LOTS OF SMALL
IMPROVEMENTS. 
          THIS IS SOMETHING THAT I HAPPEN TO REALLY PERSONALLY BELIEVE IN,
THAT IT'S REALLY ABOUT EXECUTION AND INNOVATION AS OPPOSED TO INNOVATION WITH A BIG EYE WHERE SOMETHING DRAMATICALLY CHANGES. SO ANYWAY,
SO IT'S GOOD TO HEAR SOME CONSISTENCY THERE. 
          DAN. OH I'M SORRY. YEAH. OKAY. OH, I CAN GO. I HAD,
IF WE DELIVER A RIGOROUS HIGH QUALITY INSTRUCTION WITH STRATEGIC STAFFING WHILE FOSTERING STUDENT AGENCY AND MEANINGFUL OPPORTUNITY,
THEN STUDENTS WILL GRADUATE, FULLY PREPARED TO CHOOSE WHATEVER OR TO FULLY PREPARED FOR WHATEVER THEY CHOOSE TO PURSUE. 
          WHAT DOES STRATEGIC STAFFING MEAN IN YOUR MIND? IN MY MIND, I YEAH. IN MY MIND, IT IS BASED ON THE TEACHERS MAKING SURE THAT WE HAVE THE BEST POOL OF TEACHERS AT,
YOU KNOW, BASED ON THE NEEDS OF, OF EVERY PARTICULAR CAMPUS. 
          AND SO THAT GOES TO TRUSTEE SANDERS OR BYRON'S POINT OF MAKING SURE WE HAVE,
YOU KNOW, IF WE NEED A LITTLE BIT MORE IF, SAY, WE NEED MORE MATH INSTRUCTION IN ONE PARTICULAR CAMPUS,
WE'RE GOING TO PUT OUR MAYBE OUR BEST MATH TEACHERS IN THAT SPACE. 
          MAYBE ANOTHER SCHOOL, MAYBE IT'S READING. SO,
SO THAT'S THE WAY I SEE IT. 
          I KNOW I DIDN'T NAME TEACHERS SPECIFICALLY, BUT I WAS JUST THINKING OR MAYBE SOME OF THESE
OTHER POSITIONS. 
          I'VE SEEN IT IN MY DISTRICT IN PARTICULAR, WHERE THERE'S MAYBE A COORDINATOR OF SOME SORT
OR SOMEONE WHO IS, YOU KNOW, ASSISTING MULTIPLE CAMPUSES. AND SO THAT'S WHY I DIDN'T LIKE PUT STAFFING VERSUS
LIKE SPECIFIC TO, I MEAN, OBVIOUSLY, YOU KNOW, THERE ARE ALL EDUCATORS. 
          BUT IT WAS BEYOND THE TEACHER THAT'S IN THE CLASSROOM,
RIGHT? YEAH. AND BEN, DID YOU WANT TO ADD SOMETHING? I HAVE MORE. I MEAN, I THINK IT'S, I WOULD BE INTERESTED IN BECAUSE I LOVE THIS
CONVERSATION AND I'VE HEARD THIS COME UP IN MULTIPLE. 
          AND IT WAS, I DIDN'T MENTION IT EXPLICITLY IN MIND,
BUT I THINK MY TWO QUESTIONS FOR YOU AND THEN I'LL GIVE IT AN EXAMPLE, IS I WOULD APPRECIATE ANY GUIDANCE YOU MIGHT HAVE IN TERMS OF NAMING MORE THINGS LIKE I
SEE A LOT OF COMMAS COULD BE IN THESE. 
          WE'RE GONNA, IF WE DO THIS, THIS, THIS, THIS AND THAT,
THEN THIS WILL HAPPEN. 
          AND TRYING TO GET AS MUCH AS WE CAN IN THERE. SOMETHING TELLS ME THAT'S PROBABLY NOT THE
MOST EFFECTIVE. VERSUS LIKE REALLY DISTILLING TO A SIMPLIFIED VISION OF HOW WE DO THINGS. 
          AND THEN I'M THINKING ABOUT LIKE, WHAT DO WE DO IT? VERSUS HOW DO WE DO IT IN THE THEORY OF ACTION? AND SO NOW I'M LIKE, BASED ON ALL THIS CONVERSATION,
HEARING SOME OF THIS, BECAUSE I HEARD THIS IN BYRON'S TWO POINTS THERE ABOUT LIKE MAKING SURE THAT THE KIDS WHO ARE FURTHEST BEHIND GET THE RESOURCES AND CENTERING THE STUDENT,
SOMETHING LIKE EVERY STUDENT IN DALLAS ISD IS INTENTIONALLY PLACED WITH THE EDUCATORS MOST ABLE TO MAKE SIGNIFICANT IMPACT OR SOMETHING
LIKE THAT. 
          AND LIKE, SO I WOULD JUST APPRECIATE ANY OF YOUR GUIDANCE ON LIKE,
WHY CAN I NARROW OR HOW VERSUS WHAT? JOYCE, LET ME GET TO YOU. LET ME JUST ANSWER AND JUST RESPOND. 
          SO IT'S A GREAT POINT THAT YOU'RE BRINGING. AND THERE'S REALLY TWO COMPONENTS TO THIS. 
          AND THEY WORK HAND IN HAND. ONE IS THE THEORY OF CHANGE,
WHICH CAN BE SIMPLE. 
          IT CAN BE AT A HIGH LEVEL. AND THEN THE STRATEGY,
WHICH CAN BE A LOT MORE COMPLEX. 
          SO IT'S KIND OF LIKE, WHAT IS OUR FUNDAMENTAL SET OF BELIEFS IN THE CAUSAL RELATIONSHIP
THAT'S GOING TO LEAD US TO SUCCESS? SO IF THIS IDEA, YOU KNOW, AROUND EXCELLENCE IN THE CLASSROOM,
THEN WHAT IS A STRATEGY? BUT IN BOTH OF THESE INSTANCES, BY THE WAY,
IN YOURS AND OTHERS, AND EVEN THE ONE THAT BYRON AND THE ONE THAT BYRON SAID, THERE'S AN UNDERLYING BELIEF THAT THERE IS A CENTRALIZED CONTROL,
CENTRALIZED ALLOCATION OF RESOURCES IN THE IN THE FORM OF TEACHERS. BECAUSE NOW IMAGINE,
LIKE THE FBI, IF THE AGENTS, THE SPECIAL AGENTS IN CHARGE HAD THEIR OWN AGENTS,
THEY'RE NOT GOING TO BE THEY DON'T KNOW. 
          AND THEY'RE NOT ACTUALLY INCENTED TO KNOW, KNOW HOW TO ALLOCATE AGENTS TO DIFFERENT PARTS
OF THE COUNTRY. 
          SO THERE'S THIS. THERE'S AN UNDERLYING SENSE AROUND MORE CENTRALIZED CONTROL. 
          SO THESE ARE THE THINGS THAT WE WOULD EXPLORE AND MAKE SURE THAT THEY'RE FILLED OUT. 
          JOYCE, DID YOU WANT TO GET IN? I DID. THANK YOU. 
          THANK YOU. I JUST WANTED TO HAVE JUST A STAB AT IT MYSELF. 
          [02:15:06]
AND I, I STARTED OUT WITH. WE SHOULD ALWAYS BE GUIDED BY CORE BELIEFS REGARDING TEACHING,
LEARNING, AND THE IMPORTANCE OF ORGANIZATION COHESIVENESS. 
          AND THAT MEANS THE ADMINISTRATION AND THAT THE CORE BELIEFS ARE BASED ON THE KEY PREMISE
THAT ALL CHILDREN CAN BE SUCCESSFUL. 
          OKAY. AND DO YOU HAVE A SENSE OF WHAT ARE THE KIND OF THE CAUSAL RELATIONSHIP TO ENSURE THAT ALL CHILDREN ARE SUCCESSFUL. 
          I THINK BYRON HIT ON IT JUST A LITTLE BIT BY STARTING OUT,
BY LOOKING AT THE INDIVIDUAL OR SPECIFIC NEEDS OF CHILDREN, WHICH WE ALREADY DO AS A DISTRICT, AND THEN MAKING SURE THAT WE'RE ABLE TO PRESENT
WHATEVER NEEDS TO BE DONE TO HELP THAT INDIVIDUAL STUDENT TO BE SUCCESSFUL. OKAY. GREAT. 
          THANK YOU. AND I THINK THAT REFLECTS, YOU KNOW,
SIMILAR TO SOME OF THE OTHER COMMENTS I'VE HEARD, SOME OF THE OTHER CONTRIBUTIONS THAT I'VE HEARD. YEAH. LANCE,
I JUST, I HEAR A. 
          TENSION IS NOT THE RIGHT WORD, BUT AN INTERESTING WHEN WE TALK ABOUT STRATEGIC PLACEMENT
OF RESOURCES, THAT'S ESSENTIALLY AN ACKNOWLEDGMENT THAT EXCELLENT TEACHERS ARE A FINITE RESOURCE. 
          YES. AND, YOU KNOW, ONE, I THINK PHILOSOPHY IS CERTAINLY TO SAY PART OF OUR THEORY OF
CHANGE OR STRATEGY OR MUCH OF THE RIGHT TERMINOLOGY IS TO MAXIMIZE OR GROW THE NUMBER OF TEACHERS SO THAT RESOURCE IS LESS FINITE. 
          AND THEN THE OTHER IS TO ACKNOWLEDGE IT IS FINITE AND AND ALLOCATE THEM. 
          I'M JUST COMMENTING THAT THAT'S IT'S NOT A TENSION IS THE RIGHT WORD,
BUT IT'S A, IT'S A REALITY. 
          I'M NOT TRYING TO SAY THAT YOU, I'M JUST GOING TO WAVE A MAGIC WAND AND WE DON'T HAVE TO
DO THE STRATEGIC ALLOCATION. 
          I THINK YOU ABSOLUTELY DO. BUT I WOULDN'T, I WOULDN'T WANT TO DEFINE THAT,
SUCH THAT WE TAKE OUR EYE OFF THE BALL OF TRYING TO MAKE SURE THAT WE'RE GROWING THAT RESOURCE AS MUCH AS POSSIBLE. 
          YEAH. YOU KNOW, I'M ONE OF THE THINGS THAT IS DISTINCTIVE ABOUT HARVARD BUSINESS SCHOOL AS
OPPOSED TO OTHER SCHOOLS, IS THAT IT GRADES ON A CURVE, ON A FORCED CURVE,
WHICH IS SO IN A CLASSROOM OF 90 STUDENTS. 
          WE MUST GIVE 15% OF ONE AND WE MUST GIVE 10 TO 15%. 
          A THREE WHICH IS A NON PASSING GRADE AND EVERYONE ELSE GETS A TWO. 
          THAT'S KIND OF THE INSIDE STORY ABOUT HARVARD BUSINESS SCHOOL. AND IT'S SOMEWHAT
CONTROVERSIAL OUTSIDE OF HARVARD BUSINESS SCHOOL, BECAUSE THE IDEA IS LIKE, WELL, IF YOU WERE ABLE TO GET INTO HARVARD AND YOU WERE ABLE TO COME TO A SCHOOL LIKE
THIS, SHOULDN'T EVERYBODY BE CONSIDERED? WHY ARE WE DOING IT? NOT ON AN ABSOLUTE BASIS. AND WHY ARE YOU DOING IT ON A RELATIVE BASIS? AND IT'S A LITTLE BIT OF WHAT YOU'RE TALKING ABOUT,
WHICH IS DO YOU BELIEVE THIS IS PHILOSOPHY? AGAIN, THIS IS NOT A RIGHT OR WRONG ANSWER. DO YOU BELIEVE THAT THE WORLD IS RELATIVE? MEANING THERE ARE ALL TEACHERS ARE GREAT, BUT THERE ARE SOME THAT ARE MORE GREAT AND YOU
WANT TO ALLOCATE THOSE? OR DO YOU CONSIDER EVERYBODY WHO HAS BEEN ABLE TO BE HIRED OF MORE OR LESS EQUIVALENT
STATURE, AND YOU'RE GOING TO ALLOCATE THEM. AND THAT'S A PHILOSOPHICAL QUESTION,
NOT A RIGHT OR WRONG QUESTION. 
          BUT DEPENDING ON WHERE YOU STAND PHILOSOPHICALLY,
LOTS OF SYSTEMS AND STRUCTURES, GRADING SYSTEMS, EVALUATION SYSTEMS, ALLOCATION SYSTEMS IS DRIVEN BY THAT PHILOSOPHY. 
          AND THANKS FOR JUST ACKNOWLEDGING THAT THAT THAT EXISTS,
THAT TENSION EXISTS IN THIS CONVERSATION. 
          I SAY SOMETHING, OF COURSE, PLEASE. SO ONE OF THE THINGS THAT I TRULY BELIEVE IS,
IS THAT IT'S NOT JUST THE TEACHERS. IT IS THINGS THAT WE ACTUALLY PROVIDE FOR OUR STUDENTS,
LIKE EXTRACURRICULAR ACTIVITIES, HAVING CLINICIANS IN THE SCHOOLS, WHICH IS GOOD FOR OUR STUDENTS SO THAT THEY HAVE ACCESS
AND OPPORTUNITY TO ADDRESS SITUATIONS, HAVING A HOMELESS DEPARTMENT TO DEAL WITH SOME OF THOSE ISSUES BECAUSE IT. 
          WE'RE JUST TALKING ABOUT TEACHERS AND IT'S MORE TO EDUCATION THAN JUST TEACHERS. 
          YEP. AND YOU'RE TALKING ABOUT MY OPINION. I'M SORRY TO INTERRUPT. 
          YEAH. AND YOU'RE TALKING ABOUT THE FULL SET OF RESOURCES THAT ARE PART OF THE EDUCATIONAL
EXPERIENCE OF A STUDENT. 
          YES. YEAH. CAN CAN I, I ACTUALLY WANT TO JUMP IN. 
          I'M GLAD THAT TRUSTEE FOREMAN SAID THAT BECAUSE,
YOU KNOW, I'M SITTING HERE READING MINE AND, AND LISTENING TO ALL OTHERS AND THAT I DON'T KNOW THAT WE'VE CAPTURED THAT PART THAT
REALLY HITS ON WHOLE CHILD SUPPORTS. 
          [02:20:08]
AND THAT HAS BEEN A PRIORITY FOR US AS A DISTRICT. 
          AND I, I DON'T HAVE THE LANGUAGE FOR IT, BUT I,
BUT I DO THINK THAT THAT SHOWS UP SOMEWHERE IN OUR THEORY OF CHANGE. 
          AND BY THE WAY, I SHOULD HAVE MENTIONED EARLIER THAT WE'RE GOING TO DO A FOLLOW UP SESSION
TO THIS. 
          SO THIS IS JUST THE START OF THE CONVERSATION,
NOT THE END PART. 
          AND AS THE JOE SAID AT THE VERY BEGINNING, THAT THIS IS THE BEGINNING OF THAT EXERCISE. 
          SO THIS WAS JUST TO GET OUR AS A WORKSHOP TO JUST REALLY GET OUR IDEAS ON THE TABLE AS WE
THINK ABOUT WHAT THE RIGHT HOW WE ACTUALLY ARTICULATE THIS THEORY OF ACTION FOR THE DISTRICT. SO THANK YOU FOR THAT. 
          THANKS FOR REMINDING US OF THAT. I THINK, DAN. 
          YEAH, ONE OTHER QUESTION. I HAD THE BENEFIT OF A SIDEBAR HERE JUST BEFORE WE STARTED THIS
CONVERSATION. 
          AND ONE OF THE THINGS THAT I THINK I GOT OUT OF IT WAS THAT THERE,
THERE ARE SOME THINGS THAT EVERYBODY NEEDS TO DO, RIGHT? EVERYBODY NEEDS TO HAVE GOOD TEACHERS,
EVERYBODY NEEDS TO HAVE A STRONG CURRICULUM. 
          AND THOSE ARE NOT PART OF YOUR THEORY OF CHANGE THAT. 
          AND HOW ARE YOU GOING TO BECOME THE PREMIER URBAN SCHOOL DISTRICT? WELL, OF COURSE YOU HAVE TO DO ALL OF THOSE THOSE THINGS,
BUT WHAT ARE YOU GOING TO DO DIFFERENT FROM EVERYONE ELSE THAT THAT IT WILL MAKE YOU THE PREMIER SCHOOL DISTRICT? AND, AND THAT MADE ME THINK ABOUT SOME OF THE THINGS BEN HAD MENTIONED BUT REJECTED,
WHICH WAS TO GO THROUGH OUR STRATEGIC INITIATIVES AND, AND SAY, IF WE DO MERIT PAY,
IF WE DO EARLY CHILDHOOD EDUCATION, IF WE DO PUBLIC SCHOOL CHOICE IF WE DO STRATEGIC STAFFING,
THEN WE WILL BECOME THE PREMIER URBAN DISTRICT. AND I WANTED TO ASK YOU, IS IT IS THAT IS THAT THE WAY TO LOOK AT IT? IS THAT WE LOOK AT WHAT OUR STRATEGIC INITIATIVES ARE AND LOOK AT THOSE TO SEE,
ARE THOSE PART OF OUR THEORY OF ACTION THAT IF WE DO THESE THINGS THAT MAYBE OTHER DISTRICTS AREN'T DOING TO THE EXTENT WE ARE,
OR NOT DOING THEM AT ALL, THAT THAT IS GOING TO MAKE US THE PREMIER. THAT'S A GREAT QUESTION,
I WOULD SAY. 
          I WOULD ADVISE YOU TO DO IT THE OTHER WAY AROUND. 
          MEANING WE'RE GOING TO DECIDE WHAT OUR THEORY OF ACTION IS,
WHAT OUR STRATEGY IS. 
          AND THEN LET'S FIGURE OUT WHAT ALL THE INITIATIVES THAT WE NEED TO HAVE TO SUPPORT THAT
STRATEGY, NOT THE OTHER WAY AROUND. BECAUSE OTHERWISE DISTRICTS JUST BECOME A COLLECTION OF
INITIATIVES WHICH LACK COHERENCE. 
          AND YOU SAID, YOU KNOW, THERE'S NO THERE'S NO STRATEGY. 
          IT'S JUST A COLLECTION OF EVERYTHING. FAIR. FAIR ENOUGH. 
          BUT WHAT I WAS REALLY POINTING TO THOSE AS A WAY OF GIVING EXAMPLES OF UNIQUE THINGS THAT
WE DO IN DALLAS THAT ARE NOT BEING DONE ELSEWHERE. 
          BUT WE SHOULDN'T BE SAYING IN OUR THEORY OF ACTION THAT IF WE HAVE GREAT TEACHERS,
OUR STUDENTS WILL SUCCEED. 
          THAT THAT THAT THAT'S NOT REALLY A THEORY OF ACTION. 
          THAT'S JUST SOMETHING THAT IS ASSUMED THAT EVERY DISTRICT IS GOING TO. 
          SO I THINK IT'S A LITTLE BIT OF DEGREE. SO WE HAD THE SIDEBAR CONVERSATION ABOUT WHAT ARE
TABLE STAKES OR WHAT SOME PEOPLE CALL HYGIENE FACTORS. 
          YOU KNOW, I DON'T KNOW IF, YOU KNOW, THEY'RE LITERALLY FACTORS THAT WOULD NOT ENCOURAGE
YOU TO DO SOMETHING, BUT WHAT MAY PREVENT YOU TO DO SOMETHING? FOR EXAMPLE,
FOR A LONG TIME IN SILICON VALLEY, 20, 30 YEARS AGO, IT WAS UNUSUAL WHEN SCHOOL,
WHEN ORGANIZATIONS ROLLED OUT LIKE FREE LUNCH AND FOOSBALL TABLES AND PING PONG TABLES, IT WAS LIKE IT WAS NOVEL. AND SO PEOPLE SAID,
OH, I WANT TO GO WORK THERE BECAUSE IT'S JUST SUCH A FUN PLACE. 
          AND THEN EVERYBODY IN SILICON VALLEY ENDED UP HAVING FREE LUNCH AND FREE LUNCH,
YOU KNOW, DRY CLEANING AND EVERYTHING ELSE. SO THEN IT BECAME A HYGIENE FACTOR LIKE,
WELL, THAT'S NOT A DISTINGUISHING FACTOR. 
          IT'S JUST A TABLE STAKES. WELL, I WOULDN'T WORK FOR YOU IF YOU DIDN'T HAVE THAT. 
          AS OPPOSED TO I NOW WANT TO GO WORK FOR YOU BECAUSE YOU HAVE THAT. 
          SO, YOU KNOW, ON SOME LEVEL, HAVING SAYING THINGS LIKE HAVING GOOD TEACHERS IS LIKE A
HYGIENE FACTOR. 
          IT'S LIKE TABLE STAKES. BUT IF YOU SAID, WE'RE GOING TO HAVE SYSTEMS AND STRUCTURES THAT
ARE ESSENTIAL, THAT WE HAVE THE MOST EXCELLENT TEACHERS THAT EXECUTE ON A DAILY BASIS,
YOU KNOW, AND I CAN ADD ALL THE KIND OF DIFFERENT TERMINOLOGY THAT YOUR COLLEAGUES ADDED. 
          THAT'S A VERY DIFFERENT IT'S KIND OF LIKE WHAT I WAS SAYING ABOUT THE TOYOTA WAY. YEAH,
WE'RE GOING TO MAKE GOOD CARS AND WE'RE GOING TO HAVE A CLEAN FACTORY. WE'RE GOING TO HAVE 
          [02:25:02]
WORKERS. BUT NO, WE'RE GOING TO MAKE SURE THAT THE SEAMS BETWEEN OUR DOORS ARE ONLY ONE
MILLIMETER APART, NOT FIVE, BECAUSE WE'RE GOING TO BE SO FOCUSED ON EXECUTION WITH OUR WORKERS. 
          THAT'S A KIND OF A VERY DIFFERENT STRATEGY THAN SAYING WE'RE JUST GOING TO HAVE GOOD
WORKERS OR GOOD LEADERS AND GOOD FACTORIES OR CLEAN FACTORIES. 
          SO YOU CAN TURN SOMETHING LIKE THAT INTO THE STRATEGY ITSELF. 
          BUT THEN YOU WOULD NEED A LOT OF RIGOROUS SYSTEMS AND STRUCTURES TO ENSURE THAT THAT
ACTUALLY IS YOUR STRATEGY, NOT JUST A, YOU KNOW, WE'RE GOING TO HAVE A LOT OF GOOD PEOPLE IN OUR CLASSROOMS. DOES THAT HELP CLARIFY A LITTLE BIT? LIKE IF YOU'RE GOING TO MAKE THAT THE STRATEGY,
THEN IT HAS TO BE LIKE SUPER EXECUTION ORIENTED. 
          OKAY. THANK YOU. JUST TO MAKE SURE I'M UNDERSTANDING BECAUSE WHAT I'M HEARING FROM THAT
AND MAYBE PHRASED A LITTLE DIFFERENTLY IS IT'S OKAY TO HAVE A STRATEGY IN YOUR THEORY OF ACTION IF YOU BELIEVE SO CLEARLY THAT THAT IS THE THING,
BUT IT MUST BE FOCUSED ON EXECUTION OF THAT STRATEGY AS OPPOSED TO JUST NAMING STRATEGIES, WHICH MAY BE IN THE SUPERINTENDENT'S PLAN FOR WHAT THEY EXECUTE IS THAT THE THEORY OF
ACTION IS THE CORE OF A STRATEGY. 
          THINK OF THEM ALL AT THE SAME. IT'S LIKE THE FUNDAMENTAL THING THAT IS EMBEDDED IN YOUR
OVERALL NOT STRATEGIES, JUST SINGULAR. IT IS YOUR STRATEGY. WHAT IS THE STRATEGY OF DALLAS ISD? YOU KNOW, AND IT IS THE. IT IS THE CHANGE THEORY THERE THAT'S EMBEDDED IN THAT ENABLES YOU
TO HAVE THAT ENTIRE STRATEGY AROUND THAT. AND IT'S YOUR FUNDAMENTAL BELIEFS. 
          DO WE BELIEVE, YOU KNOW, WHAT ARE YOUR FUNDAMENTAL BELIEFS? LIKE, FOR EXAMPLE, JUST I USE A VERY TYPICAL EXAMPLE. 
          A LOT OF URBAN DISTRICTS IN THIS COUNTRY HAVE GONE TO. 
          WE BELIEVE THAT THE. WE SHOULD BE DECENTRALIZED BECAUSE THE. 
          WE COVER SUCH A VAST AREA, VAST DIVERSITY OF DIFFERENT INTERESTS,
DIFFERENT COMMUNITIES WITH DIFFERENT NEEDS. 
          IT IS IMPOSSIBLE FOR THE CENTRAL OFFICE TO KNOW EXACTLY WHAT EVERYBODY WANTS. 
          AND THEREFORE, WHAT WE REALLY SHOULD DO IS TO SHIFT OUR DECISION MAKING AND SHIFT OUR
RESOURCES TO THE COMMUNITIES. 
          CHICAGO IS A GOOD EXAMPLE OF THIS. THEY'VE SET UP SCHOOL ADMINISTRATIVE COUNCILS FOR EVERY
SCHOOL, SO EVERY SCHOOL ALMOST BEHAVES INDEPENDENTLY OF THE SCHOOL SYSTEM VERSUS ANOTHER DISTRICT THAT SAYS NO. EVEN THOUGH WE HAVE DIFFERENT COMMUNITIES,
THE BEST WAY TO MAKE SURE THAT ALL THE THINGS THAT YOU ALL TALKED ABOUT, STUDENTS LEARN AND DO ALL THAT IS TO HAVE MORE CENTRALIZED CONTROL. 
          AND WE'RE GOING TO DO THAT IN A CENTRALIZED WAY,
BECAUSE THAT'S THE ONLY WAY THAT WE CAN ENSURE THAT ALL STUDENTS OF ALL DIFFERENT BACKGROUNDS AND NEEDS GET THE RESOURCES THAT THEY NEED. 
          I MEAN, THESE ARE JUST VERY HIGH LEVEL EXAMPLES,
BUT THEY GO AFTER THE FUNDAMENTAL BELIEF AND THE THEORY OF CHANGE. 
          AND THEN YOU CAN HAVE YOUR WHOLE STRATEGY AND SYSTEMS AND STRUCTURES AND EVERYTHING ELSE
THAT GETS BUILT AROUND THAT BELIEF. 
          AND IF YOU THINK ABOUT THE FBI, ONCE AGAIN, YOU SAID,
HEY, WE HAVE THIS KIND OF SPECIAL AGENT IN CHARGE OUT THERE. 
          IT'S NOT REALLY SERVING THE NEEDS OF THE DOMESTIC INTELLIGENCE. 
          IN ORDER TO DO THAT, WE HAVE TO REALLY PULL TOGETHER. 
          WE HAVE TO HAVE ONE PERSON IN CHARGE OF EVERYTHING. WE NEED TO COORDINATE IT. WE NEED TO
ELEVATE. 
          THESE ARE DIFFERENT STRATEGIES TO ACCOMPLISH THAT GOAL. 
          I'M SORRY. I SEE SOME PEOPLE THAT WANTED TO GET IN HERE. 
          YEAH. WELL, I'M TRYING TO WRESTLE WITH SORT OF WHAT DAN AND BEN ARE TALKING ABOUT IN TERMS
OF THE DIFFERENCE IN STRATEGY VERSUS A THEORY OF OF ACTION. 
          I LIKE THE PHRASING THAT I HEARD AT THE HOLDSWORTH WHERE WE TALKED A LOT ABOUT THIS,
WHICH IS ABOUT THE BIG BET. 
          IT'S SORT OF LIKE, WHAT IS YOUR WHAT IS YOUR BET THAT'S UNDERLYING WHAT YOU'RE DOING? YEAH, IT CAN BE A LITTLE TABLE STAKES, I GUESS TO SAY EXCELLENT TEACHING. 
          BUT I MEAN, THE BET IN MY MIND IS THAT I'M TRYING TO ADD THIS CONCEPT THAT BYRON AND JOYCE
ARE TALKING ABOUT THAT, THAT, YOU KNOW, ALL STUDENTS ARE CAPABLE OF LEARNING IF THEY HAVE THE,
THE, THEIR BASIC NEEDS MET SO THAT THEY CAN FOCUS ON THE LEARNING, AND THEY HAVE EXCELLENT TEACHERS IN THE CLASSROOM TO TEACH THEM. 
          AND I THINK WHY THAT MATTERS. AND THEN YOU RUN ALL OF THESE INITIATIVES,
ALL THESE STRATEGIES, TESTING THEM AGAINST THAT BET. DOES IS THIS INITIATIVE ALIGN WITH THAT BET OR NOT? YOU KNOW, IS MERIT BASED PAY ALIGN WITH THAT? BUT I WOULD SAY IT DOES. BUT, YOU KNOW, THEN YOU'RE KIND OF GETTING INTO THE,
THE IMPLEMENTATION, THE EXECUTION ALL BUILT AROUND. ARE YOU, ARE YOU FOCUSED ON THAT BET OR NOT? SO I LIKE HAVING, YOU KNOW, HAVING AN EXCELLENT TEACHER IN EVERY CLASSROOM AS PART OF THE
CONCEPT OF THEORY OF ACTION, BECAUSE THEN IT THEN BECOMES THE LENS, THE FILTER FROM WHICH WE LOOK AT ALL THE REST OF
THE EXECUTION THAT WE'RE DOING AFTER THAT. 
          [02:30:01]
OKAY. OKAY. OTHERS. ANYTHING ELSE? I MEAN, I MEAN,
YOU KNOW, THERE'S DIFFERENT I THINK A LITTLE BIT OF HOW I'M SEEING MY ROLE THAT I CAN HELP IS TO TAKE ALL THE DIFFERENT KIND OF TRAINING AND DIFFERENT PEOPLE'S WAY AND HELP YOU KIND OF BE
ABLE TO INTEGRATE IT INTO SOMETHING THAT WORKS FOR ALL OF YOU. 
          AND I THINK A LOT OF SCHOOL DISTRICT STRATEGIC PLANS TEND TO BE OPERATIONAL WITHOUT ACTUALLY INTERROGATING THE UNDERLYING PHILOSOPHY THAT'S DRIVING THOSE ACTIONS. YEAH. I JUST WANTED TO TAKE A MOMENT,
IF I COULD, NUMBER ONE. 
          AND I KNOW YOU WORK WITH A LOT OF BOARDS. JOHN BUT I DON'T KNOW THAT YOU COULD REALLY FIND
A BOARD THAT KNOWS THIS MUCH OR IS THIS PASSIONATE? I MEAN, THE CONVERSATION HAS ALL BEEN AROUND,
WHETHER IT WAS WORDED AS IN EQUITY OR STUDENT NEED OR PERSONALIZED OR TEACHING. I MEAN, EVERYTHING WAS AROUND LIKE,
LIKE, I MEAN, I AS A SUPERINTENDENT, YOU KNOW, YOU GET TO SERVE A BOARD THAT IS FOCUSED ON THAT. 
          SO LIKE, I DON'T WANT THAT MOMENT TO LIKE BE A FLEETING ONE. 
          I WOULD LOVE TO LIKE STAMP THAT I GET TO SERVE A BOARD THAT TOTALLY IS PASSIONATE AND
FOCUSED ON STUDENT SUCCESS. 
          AND I DON'T THINK ALL OF MY COLLEAGUES AROUND THE COUNTRY SHARE GET TO SHARE IN THAT KIND
OF JOY. 
          AND THEN I THINK THERE'S LIKE A WAY TO, BECAUSE EVERYTHING THAT I HEARD,
AND I DO THINK YOUR, YOUR EXPERIENCE AND EXPERTISE IN LIKE, HOW DO WE BRING ABOUT THERE ARE DIFFERENT KIND OF
APPROACHES TO IT, BUT AT THE END IT IS AROUND LIKE, WHAT'S THE MAIN THING THAT WE'RE DOING? AND IT DOESN'T NECESSARILY HAVE TO BE DIFFERENT THAN WHAT WE THINK THE MOST EXCELLENT
SCHOOL DISTRICT WOULD PLACE THEIR BET ON. 
          AND THAT WHAT MAKES IT EXCELLENT ARE AND THEN A LIST OF THE BIG STRATEGIES LIKE THAT. 
          IT WAS EQUITY FOCUSED THAT IT'S WITH EARLY LEARNING FOUNDATIONAL EXPANSION THAT I THINK
THERE ARE PIECES THAT I HEARD ALL OF MY BOARD MEMBERS DESCRIBE THAT STILL FITS UNDER,
OR WHETHER IT'S THE WHOLE CHILD KIND OF APPROACH OR AND SO I DON'T WANT ANYONE TO THINK I DIDN'T TAKE A STAB AT IT. 
          SO JUST, OF COURSE, I HAVE THE JUST LOOKING AT IT,
I COULD HEAR EVERYBODY ELSE. 
          SO I WAS LIKE CHANGING MINE BECAUSE I COULD INCORPORATE WHAT I WAS HEARING. 
          SO JUST FOR THE HECK OF IT, IF I CAN, IF DALLAS ISD PROVIDES EVERY STUDENT WITH A
WELL-ROUNDED, RIGOROUS, COMPREHENSIVE, COHESIVE TEACHING AND LEARNING EXPERIENCE. 
          THEN, THE DISTRICT WILL NARROW ACHIEVEMENT GAPS AND ENSURE ALL STUDENTS RECEIVE EQUITABLE
INSTRUCTION, RESULTING IN SUSTAINED HIGH ACADEMIC PERFORMANCE ACROSS ALL CAMPUSES. 
          I DID WANT TO ALSO ACKNOWLEDGE I'VE WORKED WITH LOTS OF BOARDS,
AND I WANT TO JUST. 
          ACKNOWLEDGE WHAT YOU SAID AT THE VERY BEGINNING,
WHICH IS VERY IMPRESSIVE THAT EVERYBODY IS JUST SO FOCUSED ON TEACHING AND LEARNING. 
          IT IS UNUSUAL, ACTUALLY, AND THE FOCUS ON ALL STUDENTS. 
          AND THEN FROM WHAT YOU JUST TALKED ABOUT, I THINK YOU I THINK YOUR FOCUS,
I MEAN, WHAT YOU HAVE JUST TALKED ABOUT ALSO, I THINK REFLECTS WHAT WE HEARD FROM ALL THE OTHER TRUSTEES AS WE COME HERE,
WHICH IS REALLY FOCUSED ON THAT. 
          COULD YOU JUST REPEAT THAT AGAIN? YOU'RE FOCUSING ON A WELL-ROUNDED TEACHING AND LEARNING
EXPERIENCES FOR ALL STUDENTS. 
          THEN THE DISTRICT WILL NARROW ACHIEVEMENT GAPS AND ENSURE ALL STUDENTS RECEIVE EQUITABLE INSTRUCTION, RESULTING IN SUSTAINED HIGH ACADEMIC PERFORMANCE. 
          YEAH. ACROSS ALL CAMPUSES. AND, YOU KNOW, ONCE AGAIN,
IT'S REALLY FOCUSED ON TEACHING AND LEARNING, RIGHT? SO IT'S REALLY ONE OF THE CONSISTENT THINGS I HEARD FROM EVERYBODY TODAY. 
          THEY'RE A LITTLE BIT OF DIFFERENT NUANCES AND EVERYTHING. BUT IT'S LIKE THIS IDEA AROUND,
HEY, WE'RE GOING TO FOCUS ON OUR BIG FOCUS. OUR MAIN FOCUS IS ON TEACHING AND LEARNING. 
          [02:35:04]
AND WE CAN BUILD OUT A STRATEGY AROUND THAT. WHAT DOES THAT ACTUALLY MEAN? IF WE'RE GOING TO HAVE THE BEST TEACHING AND LEARNING EXPERIENCE FOR ALL STUDENTS,
DO YOU HAVE THE RIGHT SYSTEMS TO RECRUIT, RETAIN, DEVELOP TEACHERS, A PERFORMANCE MANAGEMENT SYSTEM AROUND TEACHERS THAT ENABLES
THAT? DO YOU HAVE MONITORING AND ACCOUNTABILITY SYSTEM THAT BOTH REWARDS AND HAS CONSEQUENCE? I KNOW CONSEQUENCES CAN BE A SCARY WORD, BUT IT REALLY JUST MEANS WHAT HAPPENS IF THINGS
DON'T GO WELL. 
          IT'S YOU KNOW, WE KIND OF LARGELY SAY THINGS LIKE IT'S A PERFORMANCE MANAGEMENT SYSTEM. 
          WHAT ARE THE LEVELS OF ACCOUNTABILITY BETWEEN THE CLASSROOM,
A DIVISION VERSUS A PRINCIPAL VIS A VIS THE CENTRAL OFFICE AND EVERYBODY THAT STANDS IN BETWEEN YOU, THE SUPERINTENDENT AND EVERYBODY IN BETWEEN? HOW DOES THAT ACTUALLY WORK? FOR EXAMPLE, IN THE FBI CASE,
THERE WAS A PERSON OUT IN ARIZONA THAT WAS WRITING THIS MEMO BUT HAD NO IDEA WHERE TO SEND IT TO, AND IT GOT ROUTED AROUND AND IT GOT MISSED. 
          IT WASN'T THAT THEY DIDN'T HAVE THE INFORMATION,
IT JUST DIDN'T GET TO THE RIGHT PLACE SO THEY COULD TAKE ACTION, YOU KNOW? SO THESE ARE THINGS LIKE, HOW DO YOU ACTUALLY CREATE A COHERENT SYSTEM BASED ON
THIS IDEA OF RIGOROUS, EXCELLENT, CONSISTENT, SUSTAINABLE TEACHING AND LEARNING? YES, LANCE, I REALLY APPRECIATE THAT. ONE OF MY QUESTION BEFORE DOCTOR SPOKE WAS,
I'D LOVE TO HEAR FROM THE ADMINISTRATION ON WHAT THEIR THOUGHTS WERE, BECAUSE HOPEFULLY THEY'VE THOUGHT ABOUT THIS A GREAT DEAL. BUT ONE THING I'VE STRUCK ME IS
I HEARD THAT AND I, I'M QUESTIONING MY OWN BECAUSE I DON'T KNOW THE RIGHT ANSWER. 
          THE END RESULT OF DOCTOR ELIZALDE'S. I KNOW I'M SUPPOSED TO CALL YOU STEPHANIE IN THIS
SETTING, BUT THAT'S HARD TO DO. I KNOW. WAS RESULTING IN SUSTAINED HIGH ACADEMIC PERFORMANCE ACROSS
ALL CAMPUSES. 
          MY DRAFT AND I THINK PRISMA HAD SOME VERY SIMILAR LANGUAGE WAS YOU KNOW,
TO GIVE STUDENTS THE TOOLS THEY NEED TO LIVE THE LIVES THEY DREAM, WHICH PUNCHLINE IS MINE INTENTIONALLY WAS BEYOND JUST ACADEMICS. 
          BUT I ALSO DON'T KNOW IF THAT'S FAIR BECAUSE NOW AM I ASKING THE DISTRICT TO DO SOMETHING
THAT'S BEYOND ITS CORE FUNCTION AND CAPABILITIES? AND SO I DON'T KNOW THE RIGHT ANSWER. I JUST AM NOTING THE DIFFERENCE AND WANTING TO
WRESTLE WITH IT AS A GROUP. 
          YEAH. YEAH. I ALSO, I HAD A SIMILAR THOUGHT BECAUSE I MENTIONED LIKE OPPORTUNITY AND THEN
I MENTIONED THE PATH THEY MAY CHOOSE. 
          SO IT'S PUTTING IT BACK. THAT'S HOW I MADE IT RIGHT IN MY HEAD. 
          LIKE, OH, I'M STILL ALLOWING THE STUDENT TO CHOOSE THEIR PATH. 
          BUT BUT YEAH, I STRUGGLE WITH THAT AS WELL. BECAUSE THEN I,
I THOUGHT, WELL, IS IT LIKE FOREVER OR IS IT AT WHAT POINT? RIGHT. AND SO JUST LIKE, HOW DOES THAT TRANSLATE TO WHAT WE ARE ACCOUNTABLE FOR HERE? AND MAYBE, YOU KNOW, I THOUGHT ABOUT THE SAME THING,
AND I DO BELIEVE THAT THE WHY WE DO THAT WORK IS TO SET THEM UP FOR SUCCESS. 
          WELL, AFTER THEY'VE LEFT US. SO I DON'T I DON'T SHY AWAY FROM THAT. 
          HELP ME UNDERSTAND BECAUSE WE'VE TALKED A LOT ABOUT THEORY OF ACTION,
BECAUSE SOME OF THIS, TO ME FEELS LIKE IT BELONGS IN THE VISION. AND THE MISSION IS THE WHY WE DO THE WORK. SO CAN YOU HELP ME UNDERSTAND HOW THE THEORY OF ACTION SHOULD RELATE
TO THE VISION AND MISSION? IT'S HOW YOU'RE GOING TO GET IT DONE. IT IS NOT THE WHAT YOU'RE GOING TO DO,
IT'S HOW YOU'RE GOING TO DO IT. 
          SO LIKE, THE WAY I'M CONCEPTUALIZING IN MY MIND IS LIKE THE VISION THAT WE MIGHT HAVE
MIGHT BE SOMETHING LIKE, EVERY STUDENT IS PREPARED TO THRIVE IN LIFE,
WHATEVER THEY WANT, WHICH IS KIND OF WHAT YOU HAVE UP THERE, RIGHT? SIMILAR SOMETHING LIKE THAT. WELL, VERY DIFFERENT. 
          I MEAN, I DON'T KNOW WHAT PREMIER URBAN SCHOOL DISTRICT. I MEAN,
IT'S A BROAD STATEMENT JUST LIKE WHERE YOU WANT TO GO. 
          RIGHT. OKAY. AND TO CLARIFY, I JUST, I, I QUOTED MY MISSION,
ACTUALLY, I WROTE THAT. 
          I SEE. SO THAT WAS ACTUALLY. OKAY. I WAS CONFLATING THOSE TWO CONCEPTS. 
          USUALLY THE VISION AND MISSION IS LIKE WHAT YOU'RE GOING TO DO. AND THE STRATEGY IS REALLY
HOW YOU'RE GOING TO DO IT. 
          SO THAT'S A LITTLE BIT, ONCE AGAIN, I'M OVER GENERALIZING JUST FOR THE SAKE OF THIS
CONVERSATION. 
          BUT IT'S REALLY THE UNDERLYING. THE TERM THEORY OF ACTION. 
          AND IF YOU WANT TO GET REALLY WONKY, THERE IS A DIFFERENCE BETWEEN THEORY OF CHANGE AND
THEORY OF ACTION. BUT IT WON'T. 
          IT REALLY CAME INTO BEING BECAUSE THE TERM STRATEGY,
WHICH IS KIND OF WHAT MOST KIND OF IN THE BUSINESS WORLD, PEOPLE DON'T USE THE TERM THEORY OF CHANGE OR THEORY OF ACTION. 
          THEY USE THE TERM STRATEGY AND DON'T USE THE TERM STRATEGIES. 
          IT'S THE STRATEGY. BUT IN THE SOCIAL SCIENCE,
IN THE SOCIAL ORGANIZATIONS, IT BECAME MUCH MORE EASIER TO TALK 
          [02:40:05]
ABOUT WHAT'S THE THEORY OF CHANGE TO BRING ABOUT THE TRANSFORMATION OR THE CHANGE THAT
YOU'RE GOING TO BRING ABOUT? BUT AS A RESULT, IT SOMETIMES PEOPLE WHAT I LIKE TO THINK ABOUT IT IS THINK OF IT AS THE
THEORY OF CHANGE, AS THE UNDERLYING PHILOSOPHY AND THE CAUSAL RELATIONSHIP THAT'S GOING TO FEED YOUR OVERALL
STRATEGY FOR CHANGE. 
          AND WE HEAR THAT AMPLY HERE AND IN A CONSISTENT WAY. 
          OTHER THOUGHTS? THIS IS A TERRIFIC START TO IT. 
          AND TO TO EXPLICITLY ADDRESS THE POINT OF SHOULD YOU END WITHIN THE TIME FRAME OF WHEN
STUDENTS ARE IN THE DISTRICT VERSUS BEYOND. 
          THAT'S A DECISION ALL OF YOU WILL HAVE TO MAKE. 
          IT'S NOT A RIGHT OR WRONG ANSWER ABOUT HOW YOU WANT TO DO IT,
BUT IF YOU WANT TO. 
          AND I THINK IT'S A IT'S A REALLY IMPORTANT QUESTION TO ASK THESE DAYS,
ESPECIALLY GIVEN HOW NEW TECHNOLOGIES LIKE AI IS CHANGING OPPORTUNITIES ALONG WITH. I DO A LOT OF HYBRID WORK AS WELL,
ALONG WITH THE CHANGES IN PERCEPTION AND THE REAL VALUE OF COLLEGES AND SECOND POST-SECONDARY EDUCATION AND THINGS LIKE THAT. 
          I THINK IT'S A IT'S AN IMPORTANT CONSIDERATION FOR ALL OF YOU TO SAY,
IS IT WHAT IS IT THAT WE'RE DOING? BECAUSE IT USED TO BE VERY MUCH THE CASE ABOUT 20 YEARS AGO,
EVERY DISTRICT, A MISSION AND VISION SAID TO PREPARE STUDENTS FOR COLLEGE, ESSENTIALLY. BUT NOW IT'S MUCH BROADER POST-SECONDARY SUCCESS MORE BROADLY DEFINED. 
          SO I THINK THAT'S SOMETHING THAT WE CAN WRESTLE TOGETHER AS A GROUP AND SEE WHERE YOU WANT
TO DO. 
          AND ALSO, YOU'LL WANT TO HEAR FROM YOUR COMMUNITY. 
          YOU HAVE A VERY DIVERSE COMMUNITY AND TO SEE WHAT IS IT THAT YOU'RE REALLY GOING FOR? ANY OTHER. I JUST WANT TO MAKE SURE BYRON AND JOYCE,
YOU HAVE BEEN SO PATIENT BEING ONLINE WITH US. 
          ANYTHING THAT WE SHOULD HEAR FROM YOU BEFORE WE CLOSE OUT? NO, THIS WAS A THIS WAS A GOOD SESSION, ESPECIALLY THE LAST PART WHERE,
YOU KNOW, WE GOT TO BAT AROUND OUR IDEAS AND NOTHING NEW FOR ME. 
          I'M GOOD. THANK YOU. OKAY. WONDERFUL. SO I THINK THEN ANY MAYBE I'LL JUST ASK ALL OF YOU
IF. 
          AND I WON'T GO ONE BY ONE. BUT ANY OTHER FINAL COMMENTS ON THIS BEFORE WE CLOSE OUT AND
WHAT WHAT WE'RE GOING TO DO IS THERE'S GOING TO BE A FOLLOW UP SESSION. 
          AND I THINK WHAT BASED ON THIS CONVERSATION TODAY,
I WANTED TO GIVE YOU A GROUNDING AROUND STRATEGY THEORY OF CHANGE, THEORY OF ACTION, AND THEN HAVE YOU START THINKING ABOUT THAT AS IT REFERS TO DALLAS ISD. 
          AND I THINK THE THE GOAL FOR US IS TO COME TOGETHER AS A GROUP AND SEE IF WE CAN
ARTICULATE SOMETHING THAT YOU CAN TEST DRIVE, NOT SOMETHING THAT'S FINAL, BUT THAT'S SOMETHING THAT PEOPLE CAN KIND OF WORK TOGETHER ON. 
          IS THAT, IS THAT A FAIR ASSESSMENT OF WHERE WE WANT TO GO TOGETHER? YES, YES. THANK YOU. OKAY, GREAT. OKAY, GOOD. 
          ANY OTHER FINAL COMMENTS FROM THE CHAIR OR PRESIDENT? WELL, I WOULD JUST ADD, IF WE COULD PLEASE GIVE JOHN A ROUND OF APPLAUSE. 
          YES. AND AND JUST IN TERMS OF, I GUESS SOME,
SOME COMMENTS IS TO SAY. 
          THAT'S EXACTLY RIGHT. JOHN, AS WE MENTIONED,
THIS IS THE BEGINNING OF A PROCESS. 
          THERE WILL BE AS ANTICIPATED, NOT NOT UNLIKE OUR GOALS OUR GOALS PROCESS WHERE WE WENT ON
TOUR ACROSS OUR, ACROSS OUR COMMUNITIES, ACROSS TRUSTEE DISTRICTS TO GET FEEDBACK FROM
STAKEHOLDERS AND COMMUNITY MEMBERS. 
          THEN, AND THEN OF COURSE, ULTIMATELY WHAT THIS CULMINATES AS WAS REFERENCED EARLIER,
THIS ALL LIVES BOARD MEMBERS IN A LOCAL, OUR, OUR LOCAL POLICY HERE OUR MISSION,
OUR VISION, OUR THEORY ALL LIVE IN A LOCAL. 
          SO AFTER SOME CONVERSATION AND SOME WITH OUR COMMUNITY AND COMING TOGETHER AND AND
DETERMINING WHAT THIS VISION AND MISSION AND THEORY SHOULD BE REVISED TO,
IF ANYTHING IF ANY CHANGES ARE MADE THAT ULTIMATELY HAS TO COME BACK TO THE BOARD IN THE FORM OF TWO READS AND IN POLICY. 
          SO IT'S A LONG ROAD AHEAD, BUT IT'S AN IMPORTANT ONE BECAUSE AS YOU ALL HAVE LEARNED
TODAY, IT REALLY BEGINS TO DICTATE SO MUCH. SO THAT'S IT FOR ME. 
          OTHER TRUSTEE. ANYTHING ELSE? NO. GO AHEAD JOHN. 
          IF I COULD JUST ASK ALL OF YOU TO EMAIL IT TO ALL THE THINGS YOU WROTE TODAY. 
          [02:45:02]
I KNOW IT'S A DRAFT, BUT IF YOU COULD EMAIL IT TO ME,
THEN I'LL START COMPILING IT TOGETHER. 
          OKAY. JUST AS A STARTING PLACE, NOT AS AN END POINT. 
          OKAY. YOU'RE THE TRUSTEES. IF YOU CAN EMAIL YOUR DRAFTS TO TO JOHN OR TO SOMEONE OR TO
SOMEONE TO PAM. 
          WHO SENT IT TO DOCTOR LEAR. DOCTOR LEAR. SHE CAN GET IT TO JOHN,
AND HE CAN BEGIN TO COMPILE SOME OF THESE THOUGHTS TOGETHER TO HELP US WITH THIS WORK. 
          SO THEN, SO WITH THAT, THEN IF THERE'S NOTHING FURTHER THANK YOU. 
          THANK YOU, JOHN. AND THEN TRUSTEES WE'LL TURN TO AGENDA ITEM FOUR,
WHICH IS ADJOURNMENT. 
          THE TIME IS FIVE. I'M SORRY, 6:50 P.M. AND THIS MEETING IS ADJOURNED.
* This transcript was compiled from uncorrected Closed Captioning.