Dec 11, 2025 School Board Meeting- Work-Study

[1. Call Meeting to Order]

[00:00:07]

I CALL THIS BOARD OF TRUSTEES WORK STUDY MEETING OF THE CARROLLTON-FARMERS BRANCH ISD BOARD OF TRUSTEES TO ORDER AT 6:02 P.M.

ON DECEMBER 11TH, 2025. FOR THE RECORD, BOARD MEMBERS PRESENT ARE KIM BRADY, ELIANA ROJAS, MARJORIE BARNES, CAROLYN BENAVIDES, PAUL GILMORE, RANDY SCHEKMAN, AND MYSELF.

SENATOR HATFIELD, WE CONSTITUTE A QUORUM AND WE HAVE THE DISTRICT.

OUR SECOND AGENDA ITEM IS AUDIENCE FOR ANYONE WHO WISHES TO SPEAK NEED TO COMPLETE A FORM, AND AT THE TIME OF 1:00 PM AT THE DEADLINE, THERE WAS NO ONE WISHING TO SPEAK.

SO WE'LL MOVE ON TO ITEM THREE A, WHICH IS OUR TEAM OF EIGHT BOARD TRAINING.

[3.A. Team of 8 Board Training]

AND I KNOW DOCTOR ALDRIDGE HAS BEEN DILIGENTLY AT WORK ON THE GUARDRAIL PROGRESS MEASURES.

AND SO WE HAVE OUR FRIENDS FROM COMMIT HERE TODAY TO HELP GUIDE US THROUGH THAT WORK.

AND SO TAMARA AND JOEY WILL TURN IT OVER TO YOU.

AMAZING. GOOD EVENING EVERYBODY. GOOD EVENING.

THANK YOU SO MUCH FOR INVITING US BACK. THIS IS ONE OF OUR FAVORITE PLACES TO BE.

WE ARE GOING TO BEFORE DOCTOR ELDREDGE PRESENTS THE FABULOUS WORK SHE HAS DONE ON THE GUARDRAIL.

PROGRESS MEASURES. WE'RE JUST GOING TO HELP SET UP A LITTLE BIT ABOUT KIND OF WHAT YOU SHOULD BE LOOKING FOR AND QUESTIONS TO ASK, AND THOSE TYPES OF THINGS. SO EVERYBODY FEELS REALLY EFFECTIVE AND SUPPORTED IN THIS CONVERSATION.

AND BEFORE WE DO THAT, WE'RE GOING TO DO A CONNECTION ACTIVITY, WHICH HOPEFULLY YOU COME TO EITHER TOTALLY ENJOY OR DREAD A LITTLE BIT.

SO WHAT WE HAVE HERE IS ACTUALLY A FRAMEWORK FOR EXPRESSING GRATITUDE, WHICH I KNOW IS GOING TO SOUND A LITTLE WEIRD, BUT WE HOPE THAT ONCE YOU TRY IT OUT IT MIGHT BE SOMETHING YOU END UP REALLY LIKING.

AND SO IN A MINUTE, I'M GOING TO ASK YOU TO TURN TO YOUR SHOULDER, PARTNER, AND YOU WILL DELIVER GRATITUDE TO THEM IN THIS FRAMEWORK, AND THEN THEY WILL DELIVER GRATITUDE TO YOU. AND SO I WILL MODEL HOW THIS WORKS.

SO WHAT YOU'RE GOING TO DO IS YOU'RE GOING TO SAY WHEN YOU AND YOU WILL DO, YOU WILL NAME A VERY SPECIFIC BEHAVIOR.

SO FOR INSTANCE, I WOULD SAY WHEN Y'ALL INVITED ME TO HAVE THE CHANCE TO SUPPORT THIS BOARD, I FELT SO, SO LUCKY AND GRATEFUL. AND THAT SATISFIED MY NEED FOR INSPIRATION, FOR HOPE, FOR GRATITUDE AND SO MANY DIFFERENT THINGS. SO THANK YOU GUYS.

QUESTIONS ON THE FRAMEWORK. OKAY. WE REALLY ENCOURAGE YOU TO BE REALLY SPECIFIC WITH A BEHAVIOR THAT YOUR PARTNER HAS DONE FOR YOU. DOES THAT MAKE SENSE? ALL RIGHT. TURN TO YOUR PARTNER.

GIVE HIM A GRATITUDE. AND THEN HAVE YOUR PARTNER GIVE YOU YOUR GRATITUDE BACK.

AND IF YOU HAVE A TRIO, THEN YOU GET A GRATITUDE TRIO.

YEAH. THAT'S TRUE. I DIDN'T HEAR THAT PART. YEAH.

YOU MET WITH ME BEFORE I RAN FOR SCHOOL BOARD THE FIRST TIME.

THAT MEANT A LOT TO ME, AND IT HELPED ME KNOW WHAT TO DO.

AND CAN WE WORK TOGETHER? I FELT SUPPORTED AND COMMUNITY EFFORTS AND TOGETHERNESS. BUT, YES, I DO IT ALL THE TIME.

I MEAN. I START CRYING BECAUSE I KNOW, I KNOW LIKE EVERYTHING YOU.

KNOW WITH EVERYTHING FOR ME. CALL ME IN THE PAST.

LET ME KNOW SOMETHING'S GOING ON. I FINALLY BOUGHT ONE.

WHEN YOU FIRST CAME, I THOUGHT THAT WAS. IT. WELL, MY DAUGHTER GOT ONE FOR HER.

I LIKE IT. WAS IT VOLUME? YES. ATTACHMENTS. RIGHT.

I GOT IT ON A BLACK FRIDAY SO I COULD DO IT. SO I'VE BEEN WATCHING FOR SIX MONTHS.

I HAVE PART OF A TEAM. AND THEN HIM. WHEN YOU ARE YOUR SELF, YOU'RE.

JUST ON ON TARGET. BUT SAYING WHAT I'M THINKING.

AND IT MAKES ME FEEL LIKE YOU CAN I DON'T KNOW.

IT JUST BRINGS. IT BRINGS JOY TO ME. DO I MAKE YOU FEEL LIKE.

[00:05:01]

IT'S NEVER BALANCE. IT'S ALWAYS. I THINK IT'S HER HEART.

BUT HER HAIR IS LIKE TO ME, LIKE. I FEEL LIKE YOU SHOULD BE SERIOUS.

THANK YOU. YOU'RE WELCOME. ALL RIGHT. DID EVERYONE GET THEIR GRATITUDE? YES. THUMBS UP. COOL. WHAT WAS IT LIKE DELIVERING GRATITUDE IN THAT WAY? WONDERFUL. IN WHAT WAY? I THINK IT JUST HELPED YOU GET DOWN TO A PERSONAL LEVEL AND SAY SOMETHING NICE ABOUT THE PERSON NEXT TO YOU AND HOW THEY IMPACT YOUR LIFE. LOVE THAT. ANYBODY ELSE? THINK IT'S WEIRD? I NEVER WANT TO DO THAT AGAIN.

YOU UNDERSTAND? MAYBE SOMETHING YOU DIDN'T KNOW THAT MEANT SOMETHING TO SOMEBODY ELSE? YEAH.

TO HELP ENCOURAGE THAT TO HAPPEN MORE. YEAH. THAT'S MY FAVORITE PART ABOUT THIS FRAMEWORK IS NUMBER ONE.

LIKE WHEN SOMEBODY SAYS, HEY, THAT WAS GREAT.

WHAT WAS GREAT, RIGHT. BECAUSE I WOULD LIKE TO KNOW EXACTLY WHAT IT WAS THAT I DID.

AND THEN GETTING THE OPPORTUNITY TO KNOW HOW THAT MADE SOMEBODY ELSE FEEL FEELS REALLY FULFILLING TO ME.

SO WE'RE GOING TO MOVE ON IN A SECOND. BUT I KNOW THAT JOEY WANTED TO DELIVER SOME GRATITUDE TO THE BOARD.

I REALLY DID. AND DOCTOR, ARE YOU AS WELL? WHEN YOU ALL GAVE ME A HUG, SMILED AT ME, OR SHOOK MY HAND TODAY, I FELT APPRECIATED. AND THAT MEANT MY NEED FOR CONNECTION.

OH, COOL. ALL RIGHT. SO TODAY, THIS IS PROBABLY NOT COMING AS A SURPRISE.

WE'RE GOING TO REVIEW THE GUARDRAIL PROGRESS MEASURES.

AND AS ALWAYS, WE'RE GOING TO CONTINUE TOGETHER TO BUILD A CULTURE OF SHARED OWNERSHIP AND ACCOUNTABILITY.

ALL RIGHT, SO QUICK QUESTION. WHY DO SCHOOL SYSTEMS EXIST? FOR KIDS. FOR WHAT? FOR KIDS TO DO WHAT? FOR KIDS TO EDUCATE.

IN WHAT WAY? POORLY. MEDIOCRELY. ONE OF THE BEST OF OUR ABILITIES.

SO THE BEST OF YOUR ABILITY? ANYBODY ELSE? HOW TO FIND YOUR PASSIONS? WELL, YEAH, TO HELP THEM FIND THEIR PASSIONS.

MARJORIE'S GOT. CHANGED OVER THE LAST FOUR TIMES WE MET.

NO. THIS IS A TRICK QUESTION. THIS IS ACTUALLY JUST HOW MUCH YOU TRUST US. YEAH. THE DAY THAT. THE DAY THAT YOU STOP BEING SUSPICIOUS THAT WE'RE TRYING TO TRICK YOU, THAT JOE AND I WILL KNOW THAT WE FINALLY EARN YOUR TRUST.

SOLUTIONS EXIST FOR ONE REASON AND ONE REASON ONLY, WHICH IS TO IMPROVE STUDENT OUTCOMES.

AND WHAT WE ALSO KNOW IS STUDENT OUTCOMES DON'T CHANGE UNTIL ADULT BEHAVIORS CHANGE.

WHICH ADULTS ARE WE TALKING ABOUT? YEAH. I'M SORRY.

PRESIDENT HATFIELD. YES. ADMINISTRATORS. US? ABSOLUTELY.

AND SO WHAT WE WANT TO JUST INTRODUCE THIS CONVERSATION TODAY IS WITH THIS QUOTE IN MIND AND WOULD LOVE IF YOU ALL WOULD READ THIS TO YOURSELF AND TELL YOU WHAT, WHAT COMES UP FOR YOU AFTER READING THIS.

THAT SOMETIMES WE HAVE TO MAKE HARD CHOICES. YEP.

NO MATTER WHAT THE NOISE MAY BE. ABSOLUTELY. TO BETTER OUR DISTRICT.

AND THAT HAS TO BE DONE. I THINK GOING THROUGH THIS TRAINING MAY CAUSE SOME DISCOMFORT.

JUST BECAUSE WE'RE NOT USED TO IT. BECAUSE IT'S HONEST, CONTINUOUS EFFORT.

AND WE'RE TRYING TO DO NEW THINGS TO MAKE CHANGE THAT WE DON'T ALWAYS KNOW WHAT THAT OUTCOME WOULD LOOK LIKE IF IT'S NOT SOMETHING THAT WE'VE BEEN DOING.

AND SO THAT'S WHAT CAN MAKE IT REALLY HARD IS, YOU KNOW, WE'RE BUT ALSO DOING THE SAME THING OVER AND OVER AGAIN.

SO IT REQUIRES SOME TRUST. RIGHT. BECAUSE I'M GOING TO PUT A BUNCH OF EFFORT INTO THIS.

YEAH I'M NOT SURE WHERE THIS IS GOING TO GO OR IF IT'S GOING TO GET ME THE OUTCOME THAT I WANT, BUT I'M WILLING TO TRY SOMETHING NEW IN SERVICE OF OUR, OUR GOALS, WHICH IN THIS CASE IN THIS ROOM IS OUR KIDS.

ANYBODY ELSE? YES. PRACTICE BEHAVIORS. I THINK THERE'S BEGINNING TO BE A CULTURE OF ACCOUNTABILITY AROUND NEW BEHAVIORS BETWEEN THE BOARD OF LIKE, YOU KNOW, I KNOW WE'VE BATTED AROUND THE IDEA OF THREE BY THREE BY THREE, LIKE, DON'T CALL LINDY AND YOU HAVE THREE PEOPLE, THREE DIFFERENT LOCATIONS, THREE DIFFERENT TIMES, BECAUSE SHE PROBABLY DIDN'T NEED TO KNOW ABOUT THE ONE THING THAT WAS THAT WAS THAT WAS THE ONE THING, NOT NINE THINGS, OR I GUESS THAT WOULD BE 20 THINGS.

[00:10:01]

YEAH. I LOVE THAT YOU BROUGHT THAT UP FOR ALL THE REASONS, INCLUDING THE WHAT YOU JUST TALKED ABOUT WAS, YES, INSTITUTING A NEW BEHAVIOR. RIGHT. BUT IT ALSO REQUIRED YOU TO GIVE SOMETHING UP.

AND I THINK A LOT OF TIMES WHEN WE TALK ABOUT MAKING CHANGE, IT'S NOT JUST DO A BUNCH OF NEW STUFF, IT IS LETTING GO OF THINGS THAT ARE COMFORTABLE THAT MAYBE WE THINK MAKE US EFFECTIVE OR CONTRIBUTING TO GOALS.

AND THAT A LOT OF TIMES FOR ME, IS THE HARDER PART OF MAKING CHANGE.

AND SO WE WANT TO COMMEND EVERYBODY IN THIS IN THIS ROOM.

RIGHT. BECAUSE YOU HAVE DONE A LOT OF WORK ON THE TECHNICAL SIDE TO PUT SYSTEMS AND STRUCTURES IN PLACE TO BE EFFECTIVE, TO HOLD EACH OTHER ACCOUNTABLE, RIGHT, AND SET EVERYBODY UP FOR SUCCESS.

I WILL SAY THE TECHNICAL PART IS THE EASY PART.

THE HARDEST PART OF BEING A LEADER IS THE ADAPTIVE PART.

THAT'S WHEN YOU HAVE TO LIVE INTO THE THINGS THAT ARE GOING TO MAKE THE TECHNICAL FRAMEWORK WORK.

AND A BIG PART OF THAT IS GIVING UP STUFF. AND WE BRING THAT UP TONIGHT, BECAUSE GUARDRAIL PROGRESS MEASURES ARE ONE OF THE HARDEST THINGS FOR BOARDS TO WORK THROUGH, BECAUSE WE ALL HAVE OUR OWN IDEAS OF WHAT MAYBE HONORS THAT GUARDRAIL, THE STRATEGIES, THE THINGS THAT WE HOLD REALLY, REALLY DEAR.

AND WE HOLD THOSE DEAR BECAUSE WE THINK THEY'RE GOING TO HAVE A HUGE IMPACT ON THE DISTRICT AND FOR OUR KIDS.

AND SO JOEY AND I WANT TO ACKNOWLEDGE THAT, RIGHT, THAT THIS IS A DIFFICULT CONVERSATION BECAUSE IT WILL REQUIRE EVERYBODY IN THIS ROOM TO HAVE THE COURAGE TO SAY, IS THIS MY PERSONAL PREFERENCE, OR IS THIS THING HONORING THE COMMUNITY? AND AM I SUPPORTING MY SUPERINTENDENT, OUR CEO, IN ADOPTING STRATEGIES THAT ARE GOING TO HELP THE DISTRICT AS A WHOLE? AND SO THIS IS HOW WE JOE'S GOING TO TAKE YOU THROUGH KIND OF THE DIFFERENT THINGS THAT YOU'RE LOOKING FOR AND WHY THOSE ARE IMPORTANT.

BUT THIS IS HOW WE WANTED TO TO FRAME THIS IS YOU ARE GOING TO LOOK AT, AGAIN, AN ARTICULATION OF THE HIGHEST LEVERAGE STRATEGIES THAT DOCTOR ELDREDGE AND HER TEAM HAVE SAID. IF WE HONOR THIS GUARDRAIL IN THIS WAY, THIS WILL CONTRIBUTE TO IMPROVING STUDENT OUTCOMES.

IT ALSO MEANS THAT YOU MAY NOT SEE SOMETHING ON THERE THAT YOU REALLY WANT OR IS A PRIORITY FOR YOU.

AND I WANT TO SAY TWO THINGS ABOUT THAT. THAT DOESN'T MEAN THAT THING IS NOT STILL HAPPENING, RIGHT? IF LIKE THE THING THAT YOU THINK IS REALLY IMPORTANT TO YOU OR YOU'VE HEARD FROM A LOT OF COMMUNITY MEMBERS THAT DOCTOR ELDRIDGE IS AT EVERY FOOTBALL GAME BECAUSE THAT MAKES HER VISIBLE. I THINK YOU'RE STILL GOING TO BE AT EVERY FOOTBALL GAME, BUT THAT MAY NOT SHOW UP HERE, RIGHT? SO THAT'S ANOTHER THING WE JUST WANT TO UNDERSCORE IS LIKE JUST BECAUSE IT DOESN'T MAKE IT UP HERE DOES NOT MEAN THOSE GREAT THINGS ARE STILL NOT HAPPENING.

AND I THINK THAT'S IT. ANY QUESTIONS OR THOUGHTS ABOUT THAT ACTUALLY BEFORE I MOVE ON.

AS LONG AS IT'S THE BINGO HALL, BECAUSE THAT'S WHAT HAPPENED IN THE BINGO HALL WAS REALLY IMPORTANT.

TRUSTEE. ALL RIGHT. JOEY. I KNOW NOTHING ABOUT BINGO.

YOU MISS IT? THAT'S RIGHT. HE WAS. HE WAS IN ANOTHER TIME ZONE FOR THAT.

I WATCHED THAT AND I DON'T KNOW ANYTHING ABOUT THAT.

THE ONLY THING I QUICKLY WANTED TO ADD WITH THIS IS IF A PARTICULAR STRATEGY IS NOT TAKING PLACE.

TIM IS RIGHT. IT'S EITHER NOT BECAUSE IT'S NOT HAPPENING.

SOMETIMES IT'S BECAUSE MAYBE IT'S NOT HAPPENING, BUT THAT THAT'S ALSO NOT THE WAY THEY WANT TO MEET THE GUARDRAIL.

THERE'S THIS ANALOGY OF A STOP SIGN. THERE ARE STOP SIGN PEOPLE.

AND WHAT THAT REALLY IMPLIES IS LIKE, I WANT A STOP SIGN HERE REALLY BAD BECAUSE IT'S DANGEROUS.

CARS ARE SPEEDING IN MY NEIGHBORHOOD. I NEED A STOP SIGN.

THEY FIND OUT THE UNDERLYING VALUE THAT THEY WANT IS KEEP SAFETY, KEEP THE KIDS SAFE IN THE NEIGHBORHOOD.

THAT IS, THAT IS THE UNDERLYING VALUE. THEY DECIDE TO PUT SPEED BUMPS INSTEAD, AND IT ACTUALLY TAKES CARE OF THE ISSUE AND DOES HONOR THE VALUE THAT THIS PERSON HAD.

BUT THIS PERSON STILL REALLY WANTS THEIR STOP SIGN. DOES THAT SOUND LIKE SOMEBODY? MAYBE, MAYBE MAYBE I KNOW I CAN BE LIKE THAT.

THAT IS A REAL LIFE EXAMPLE. THIS IS A REAL LIFE EXAMPLE.

SO ALL I'M SAYING HERE IS LIKE IT'S NOT DID NOT BE A STOP SIGN PERSON BECAUSE IT'S NOT THAT EASY.

BUT RECOGNIZE MOMENTS WHERE YOU'RE LIKE, I THINK I'M REALLY HOLDING ON TO SOMETHING, BUT I THINK THE VALUE HERE IS ACTUALLY BEING MET.

IT JUST MIGHT NOT BE THE WAY THAT I WANT IT, BUT IT DOES FIT THE CRITERIA.

DOES THAT MAKE SENSE? AWESOME. SO WITH THAT BEING SAID, HERE ARE SOME REQUIREMENTS, SOME OF THE NON-NEGOTIABLES THAT YOU WANT TO MAKE SURE

[00:15:03]

FROM YOUR ADMINISTRATION. THE FIRST ONE IS ARE THERE 1 TO 3 PER EACH GUARDRAIL.

OKAY. NO MORE THAN THREE. NO LESS THAN ONE. ARE THEY SPECIFIC AND MEASURABLE WITH CLEAR START AND END POINTS? WHY DO YOU THINK THAT'S IMPORTANT? SO YOU KNOW IF YOU'VE MET THE GOAL.

OKAY, GOOD. IT HELPS YOU MEASURE IT AND YOU KNOW BY WHEN TO EXPECT IT TO BE DONE.

ABSOLUTELY. ARE THEY TIME BOUND WITH SORRY, NOT THAT ONE.

CAN THEY BE UPDATED AT LEAST ONCE PER YEAR? WHY IS THAT IMPORTANT? GOOD, YES. BECAUSE THESE ONLY UNLIKE GOLD PROGRESS MEASURES, THESE ONLY NEED TO BE MONITORED ONCE PER YEAR.

SO YOU NEED TO MAKE SURE THAT ONCE PER YEAR YOU CAN ACTUALLY GET THESE UPDATED OR THEY'RE UPDATED FOR YOU GUYS.

ARE THEY PREDICTIVE OF OF SUCCESSFULLY HONORING THE GUARDRAIL.

THAT ONE'S A BIG ONE. THAT ONE IS YES, I BELIEVE IT IS.

BUT THERE'S GOING TO BE SOME EVIDENCE PROVIDED BY DOCTOR ELDRIDGE AND HER TEAM IN ORDER FOR THAT TO I GUESS, BE CONVINCING TO Y'ALL. ARE THEY INFLUENCEABLE BY SUPERINTENDENT? THIS WOULD BE 80% OR MORE, RIGHT? THAT THEY CAN ACTUALLY CONTROL THE OUTCOMES OF THAT SPECIFIC GUARDRAIL PROGRESS MEASURE.

COOL. AWESOME. YOU WILL SEE IN SOME OF THESE X AND Y.

AND THAT'S BECAUSE THIS IS A BASELINE YEAR. OR IT COULD BE BECAUSE WE'VE NEVER MEASURED THIS IN THIS WAY BEFORE.

SO WE ACTUALLY DON'T REALLY KNOW WHAT THE REASONABLE AMOUNT OF GROWTH FOR THIS SHOULD BE YET.

DOES THAT MAKE SENSE? COOL. ALL RIGHT. MOVING ON.

THIS ONE IS SOLO. IT'S IN YOUR SECTION HERE. SECTION TWO.

YEP. AND IT DOES STAND ALONE. IT'S A BIG ONE.

DOES THE SUPERINTENDENT'S INTERPRETATION CLEARLY REFLECT THE COMMUNITY'S INTENT AND VALUES? THAT IS THE WHOLE POINT OF A GOAL. PROGRESS. SORRY, A GOAL PROGRESS.

MEASURE. RIGHT. YOU'VE SET THE GUARDRAIL. NOW, YOUR SUPERINTENDENT HAS NOT INTERPRETED THAT THROUGH THESE PROGRESS MEASURES.

SO DOES IT SATISFY THIS? OKAY. THAT'LL BE UP TO YOU ALL TO DECIDE AS SOON AS YOU SEE THEM.

AND THEN IF THE ANSWER IS NO, MAKE SURE TO BE ABLE TO ARTICULATE WHAT PART IS MISSING OR WHAT DOES NOT HONOR THE INTENT OF THE ACTUAL VALUE. IS THAT CLEAR? SO WHAT IT DOESN'T LOOK LIKE IS IT DOESN'T HONOR IT.

I JUST DON'T KNOW. I JUST DON'T KNOW. I CAN'T REALLY SAY WHY.

IT JUST DOESN'T DO IT. THAT'S NOT HELPFUL, RIGHT? WHEN HE'S HELPLESS, THAT DOES NOT HONOR THE VALUE.

SPECIFICALLY WHEN HE SAID THIS SPECIFIC THING IN THE GUARDRAIL.

AND I DON'T SEE THAT REPRESENTED IN THE PROGRESS MEASURES, THAT IS MUCH MORE HELPFUL.

OKAY. SO IF THE CONSENSUS, ONCE AGAIN, IF THE MAJORITY OF THE BOARD GOES, YES, ABSOLUTELY.

WE AGREE THIS DOES NOT MEET THE ACTUAL NEED OF THE VALUE OR THE INTENT THAT WE SET AS A BOARD.

THEN YOU CAN CHANGE THE GUARDRAIL ITSELF. DOES THAT MAKE SENSE? DAN, WOULD YOU LIKE TO ADD ANYTHING HERE? I WOULD, AND THAT IS LIKE THERE IS NOTHING WRONG WITH DOING THAT.

IN FACT, THAT IS GREAT TO GET MORE CLEAR BECAUSE A LOT OF TIMES WHAT WE SEE BOARDS DO IS LOOK AT THE INTERPRETATION AND GO YOU KNOW WHAT WE SAID ALL STAFF.

AND ACTUALLY I THINK WHAT WE REALLY MEANT WAS TEACHERS, RIGHT? AND SO THE MORE SPECIFICITY YOU CAN PROVIDE TO DOCTOR ELDREDGE, THE BETTER EQUIPPED SHE'S GOING TO BE ABLE TO TAILOR HER STRATEGIES.

AND SOMETIMES, WE DON'T KNOW, WE WEREN'T SPECIFIC ENOUGH UNTIL WE LOOK AT IT AND GO, OKAY, YEAH, LET'S GET A LITTLE BIT MORE SPECIFIC. YEAH.

THIS KIND OF INDICATOR THAT IS IF YOU GO LIKE THAT'S NOT WHAT WE MEANT AND YOU ALL AGREE WITH THAT, THEN IT'S PROBABLY LIKE THEN SAY WHAT YOU MEANT. BUT THAT IS NOT LIKE A THAT THAT IS OFTENTIMES TO BE EXPECTED.

ALL RIGHT. MOVING ON TO SECTION THREE. THESE ARE THE EVIDENCE OF HIGH LEVERAGE STRATEGIES.

FIRST ONE IS HAS THE ADMINISTRATION PROVIDED EVIDENCE.

NOT DID YOU LIKE THE EVIDENCE. DID THEY PROVIDE IT.

OKAY. OR ANY RESEARCH LINKING TOWARDS THAT GUARDRAIL PROGRESS MEASURE.

BEING AN ACTUAL IMPACTFUL STRATEGY WAS CLEAR RATIONALE PROVIDED INDICATED INDICATING THAT THESE PROGRESS MEASURES WILL POSITIVELY IMPACT THE DISTRICT'S ABILITY TO ACHIEVE THE STUDENT OUTCOME GOALS.

ONCE AGAIN, THE RELATION TO WHETHER OR NOT THIS IS SOMETHING THAT IS IN SERVICE OF OUR GOALS AS WELL.

AND THEN LASTLY, DOES THIS PROGRESS MEASURE SPAN THE FIVE YEAR LENGTH.

RIGHT. SO 2025 TO 2030. AND IF IT'S NOT IS IT PART OF A MULTI-STEP STRATEGY.

ARE WE GOING TO DO THIS FOR A YEAR. BECAUSE THEN WE'RE GOING TO WE'RE LAYING THE GROUNDWORK THIS YEAR TO THEN START MEASURING IT IN THE NEXT FOUR YEARS.

RIGHT. THERE SHOULD BE A PLAN LIKE THAT COMMUNICATED IF IT DOES NOT MEET A FIVE YEAR SPAN.

IF THE ANSWER IS NO TO ANY OR ALL OF THESE, THE SUPERINTENDENT CAN GO BACK AND PROVIDE EVIDENCE AT A LATER DATE.

[00:20:06]

DO WE HAVE THE RESOURCES TO EXECUTE THIS STRATEGY EFFECTIVELY WHILE STILL PRIORITIZING RESOURCES FOR OUR GOALS.

THIS IS SOMETHING THAT YOU WANT TO CONSIDER, ESPECIALLY AS YOU'RE LOOKING AT THE GOAL PROGRESS MEASURES, AND IF THERE'S A FLAG FOR YOU TO GO LIKE, OH WAIT, I DON'T KNOW IF WE'VE EVER DONE THAT BEFORE OR WE'VE NEVER DONE IT THAT INTENTIONALLY OR AT SCALE.

I HAVE A QUESTION ABOUT WHETHER OR NOT WE CAN RESOURCE THAT EFFECTIVELY.

THEN ASK THAT QUESTION, RIGHT. THIS ISN'T GOING TO BE APPLICABLE FOR ALL OF THEM. RIGHT. THERE'S SOME OF THEM. YOU'RE LIKE, OH YEAH, WE'RE ALREADY DOING THAT. AND I DON'T THINK IT'S GOING TO DO MUCH TO OUR BUDGET OR AND THAT'S FINE.

YOU DON'T HAVE TO ASK THIS EVERY TIME. BUT IF THERE'S A KIND OF FLAG THAT GOES OFF FOR YOU, PLEASE MAKE SURE TO ASK THAT, BECAUSE YOUR JOB IS TO MAKE SURE THAT YOU ADOPT THE BUDGET.

RIGHT. THAT IS ACTUALLY REFLECTIVE OF BEING ABLE TO SUFFICIENTLY FUND, YOU KNOW, THESE PROGRESS MEASURES EFFECTIVELY.

RIGHT. THAT'S. ARE YOU GUYS READY? YES, YES. ANY QUESTIONS BEFORE WE START THAT, LIKE TAM OR ME CAN CLARIFY FOR YOU BEFORE WE START. YES. TRUSTEE.

RADKE. SO WHEN WE TALK ABOUT THE GOALS AND GUARDRAILS AND THINGS, SO ARE WE.

WE'RE UPDATING IT EVERY YEAR, BUT WE REALLY WANT IT TO SPAN OVER FIVE YEARS.

IN OTHER WORDS, IF WE MET THAT GOAL WITHIN THE YEAR, IS THERE NOT AN OPPORTUNITY TO WRITE ANOTHER ONE TO MAKE IT TO INCREASE THE VALUE? THAT'S A GREAT PROBLEM TO HAVE. SO THERE'S TWO THINGS WHEN YOU'RE TALKING ABOUT GOALS AND GUARDRAILS, RIGHT. THE GUARDRAIL ITSELF DOESN'T HAVE A SPECIFIC MEASURE TO IT.

RIGHT. IT'S NOT SMART. IT'S JUST THE VALUE. SO THAT DOES NOT CHANGE IF DOCTOR ELDRIDGE MEETS THE MEASURABLE GOAL OR TARGET FOR THAT GUARDRAIL PROGRESS MEASURE, DOCTOR GETS TO GO BACK AND GO GREAT LIKE WE DID IT.

LIKE, LET'S MAKE IT. LET'S UP THE RIGOR OR LET'S MAKE IT MORE CHALLENGING OR LET'S MAKE IT MORE MEANINGFUL.

THE ANSWER IS YES. IF YOU'RE EXCEEDING THAT, YOU HAVE THE OPPORTUNITY TO GO BACK THERE AND RETOOL THAT THE BOARD.

SAME THING, BUT NOT WITH THE GPMS THE GOAL PROGRESS MEASURES, BUT WITH THE GOALS THEMSELVES.

LOOK, IF YOU GET IF YOU MEET YOUR THIRD GRADE READING GOAL IN TWO YEARS, PLEASE DO.

THAT'S THE GREATEST PROBLEM TO HAVE. YOU GO BACK HERE IN THIS ROOM AND YOU GO, GUYS, WE MET A FIVE YEAR GOAL IN TWO YEARS.

WE NEED TO UP. THAT'S AN AWESOME PROBLEM TO HAVE.

SO YES, THE ANSWER IS YES TO BOTH. OKAY. ANY OTHER QUESTIONS? I STILL I'M STILL STUCK ON WHAT SHE SAID BASICALLY LIKE FIVE YEARS LIKE THIS IS FOR.

IT COULD BE MORE THAN ONE YEAR, BUT IT COULD JUST BE ONE ON THE GUARDRAIL.

COULD BE OKAY, WE JUST DUMP THAT OR DO WE? I THINK IT'LL MAKE SENSE ONCE I EXPLAIN IT.

YEAH. SO THERE'S NO IF THE POINT OF IF IT'S A YEAR OR TWO YEAR OR THREE YEAR OR FOUR YEAR, RIGHT? NO MATTER HOW LONG IT IS, IF THERE'S A EVIDENCE OR A JUSTIFICATION PROVIDED AS TO WHY THAT TIME PERIOD AND THEN WHAT COMES NEXT FOR THE REST OF THE YEARS THAT THE GUARDRAIL STILL NEEDS TO BE HONORED? SO, FOR INSTANCE, BECAUSE I'M AN EXAMPLE PERSON IF FOR STUDENT EXPERIENCE.

RIGHT. AND LET'S PRETEND IT'S NOT CFB. IT'S ANOTHER DISTRICT.

AND THEY WERE THE SUPERINTENDENT WAS LIKE, YOU KNOW WHAT? WE DON'T HAVE ANY DATA ON THAT. WE NEED TO DO A SURVEY LIKE THAT.

THAT'S GOING TO BE REALLY HIGH LEVERAGE. BUT THE DISTRICT DOESN'T HAVE A SURVEY CURRENTLY.

THAT BOARD COULD EXPECT TO TO SEE A ONE YEAR PROGRESS MEASURE THAT SAYS WE WILL DESIGN A SURVEY, RIGHT. BECAUSE THAT THING HAS TO HAPPEN BEFORE THE REST OF THE STRATEGY CAN GET EXECUTED.

SO YOU WILL SEE MULTI-STEP STRATEGIES. AND THAT IS A GOOD THING AS LONG AS YOUR QUESTION IS LIKE, WHAT IS THAT? WHAT IS THE END RESULT OF THAT STRATEGY? DOES THAT DOES THAT ANSWER WHAT YOU ALL ARE GETTING AT? MAYBE WE NEED AN EXAMPLE. LIKE I THINK IF SHE STARTS IF WE START GOING THROUGH THIS OKAY.

YEAH. DID THIS EXAMPLE WE'LL BE HERE ALL NIGHT OKAY.

AT LEAST THAT EXAMPLE MADE SENSE. YEAH. BECAUSE SOMETIMES YOU GOT TO BUILD IT BEFORE, YOU KNOW IF IT FLIES.

RIGHT. IF THE GOAL IS THAT THE STAFF WOULD BE SATISFIED AT 80% AND SHE SENDS OUT THE SURVEY THAT YOU JUST TALKED ABOUT, AND THE STAFF IS SATISFIED AT 85%. OKAY. IT'S MORE OF LIKE THE DEVELOPMENT OF THE THING, RIGHT? HEY, WE'RE GOING TO DO THIS SURVEY, BUT WE HAVEN'T CREATED IT.

WE DON'T HAVE IT CUSTOMIZED FOR THE THINGS THAT WE'RE LOOKING FOR. SO WE'RE GOING TO SPEND THIS YEAR BUILDING THAT OUT AND MAKING SURE THAT WE CAN TRACK ONE YEAR OF BASELINE AFTER THIS YEAR, THE NEXT FOUR YEARS ARE GOING TO BE MEASURING THE, THE, THE ACTUAL YOU KNOW, RESULTS FROM THE SURVEY.

I KNOW YOU'RE ASKING IS THE THE THAT THAT IS AN AWESOME QUESTION.

AND THE AND THE ANSWER IS LIKE IN RESPONSE TO THE SURVEY.

RIGHT. IS THAT WILL THAT BE A GOAL EVERY YEAR LIKE WILL.

IS THAT A STRATEGY THAT DOCTOR ALDRIDGE SAYS FOR FIVE YEARS.

[00:25:03]

THAT'S WHAT YOU'RE ASKING. ABSOLUTELY. GREAT QUESTION.

YOU READY DOCTOR? YES. SHOWTIME. SHOWTIME. WHAT DO YOU WANT ON THIS SCREEN? ANYTHING? I GUESS I'LL DO THIS. DO YOU HAVE IT? NO, NO, I DON'T. I JUST DIDN'T KNOW WHAT YOU WANTED IN THE BACK.

I HAVE THEIR FOLDERS, AND YOU NEED TO HAVE YOUR HIGHLIGHTER READY, BECAUSE I THINK IT MAKES SENSE TO WALK YOU THROUGH ALL OF THIS.

I WANT TO THANK YOU ALL. I AM SO GRATEFUL FOR BOTH OF YOU, FOR ALL YOUR GUIDANCE, YOUR FEEDBACK.

I GOT TO BE A STUDENT BECAUSE THIS IS ALL NEW.

JUST THE QUESTIONS YOU WERE ASKING WERE THE QUESTIONS I WAS ASKING BECAUSE WE DON'T WANT TO MAKE A MISTAKE, BUT WE ALSO WANT TO WORK ON THE RIGHT THINGS.

AND SO I THINK ABOUT GOING DOWN THE HIGHWAY. AND WHEN DO WE PUT A BLINKER ON? WHEN DO WE NEED TO PIVOT? IN WHAT? IN WHAT YEAR? AND DID WE ACCOMPLISH THAT? AND THEN IF YOU RELATE IT TO SPORTS WE ALWAYS THINK ABOUT OKAY WHAT DO WE NEED TO WIN.

DO WE NEED A QUARTERBACK. DO WE NEED MORE TRAINING.

AND SO I THINK WE'RE BUILDING A GREAT PLAYBOOK WITH A GREAT TEAM.

AND SO I THINK IT'LL MAKE MORE SENSE TO YOUR QUESTIONS BECAUSE I HAVE THE SAME ONES.

AND THEN I STARTED THINKING THIS IS MULTI-LAYERED.

AND YOU SAID IT SO WELL IT'S HIGH LEVERAGE WITH MULTI-STEP STRATEGIES.

AND YOU MAY ONLY HAVE THE HIGHEST LEVEL BUT THERE'S WORK WITHIN THAT.

SO WE'LL START WITH THE FIRST GUARDRAIL. AND I SHOULD HAVE GIVEN THIS TO YOU SO YOU COULD PUT IT UP.

IF YOU WANT TO SEND IT TO HIM. YEAH, WE CAN PUT IT UP, BECAUSE I THINK IT'S ALWAYS GOOD TO HAVE TWO VISUALS.

THIS ONE AND YOU ALL WROTE THESE, SO I FOCUSED INTERPRETING YOUR LANGUAGE, AND I WANT YOU TO HIGHLIGHT THE WORDS, EVALUATE THE NEEDS, BECAUSE THAT'S WHAT I FOCUS ON, IS WE ARE EVALUATING THE NEEDS FOR OUR FUTURE.

AND SO THAT'S WHAT I REALLY FOCUSED ON THINKING, WHAT DO WE NEED IN OUR DISTRICT TO SHOW THAT WE ARE MAXIMIZING AND REALLY EVALUATING OUR FACILITIES. AND WE IF YOU, IF YOU, IF YOU REALLY TARGET EVALUATE FOR NEEDS, THAT'S WHERE YOU HAVE TO START.

YOU CAN'T GO TO PLANNING FOR A BOND BEFORE YOU EVALUATE WHAT WE ALREADY HAVE.

AND SO I'VE BEEN RESEARCHING THIS SINCE LAST YEAR AND I'M SO EXCITED ABOUT IT.

AND I GUESS MY QUESTION AND GUIDANCE IS WE PUT A TIMELINE ON HERE, BUT THAT DOESN'T MEAN THAT WE PROBABLY COULD MEET THE TIMELINE BEFORE THAT HAPPENS. RIGHT? AND SO YOU PUT A TARGET DATE BECAUSE I DON'T WANT TO TELL YOU WRONG.

BUT I ALSO KNOW THERE'S I WORK FAST SOMETIMES.

I MEAN, A A LOT OF THE TIMES. AND SO IT ALSO DEPENDS ON WHO IS ASSISTING YOU IN THESE PROJECTS THAT WE COULD BE DONE IN SIX MONTHS SOONER.

NO DIFFERENT THAN CONSTRUCTION. SO I WANTED TO MAKE THAT CLEAR BECAUSE SOMETIMES YOU THINK, OH MY GOD, WE'RE NOT GOING TO DO THAT UNTIL 27.

BUT I WANT TO TELL YOU THAT BUILDING UP TO IT, THERE'S A LOT OF THINGS YOU HAVE TO PUT IN PLACE BEFORE YOU GET THERE.

AND SO AS WE THINK ABOUT, DON'T JUST FOCUS ON THE DATE, OKAY? THAT'S WHAT I'M TRYING TO SAY. OKAY. SO I FOCUSED ON EVALUATING THE NEEDS, INTERPRETING WHAT YOU ALL SAID TO ME.

AND I HAVE BEEN WORKING ON PUTTING TOGETHER A WHOLE COMPREHENSIVE PLAN WITH OUR TEAM.

AND SO ONE OF THE THINGS WE DID A LOT OF RESEARCH AND WE CAME UP WITH SOME GREAT DISTRICTS, CALLED THEM AND SAID, HOW DID YOU ALL EVALUATE THE NEEDS OF YOUR DISTRICT? BECAUSE WE HAVE TO DO THE RESEARCH. WE CAN'T JUST HOPE WE GET IT RIGHT.

AND SO IT'S BEEN A LOT OF TIME DOING THAT RESEARCH.

AND WE CAME UP WITH THE FACILITY INDEX PROGRAM AND WITH THE FACILITY INDEX PROGRAM, THAT MEANS WE WILL USE A THERE'S SEVERAL DIFFERENT COMPANIES THAT WE'VE NARROWED IT DOWN TO, AND THIS IS ALL THROUGH BOND FUNDS TO REALLY DO A COMPREHENSIVE LOOK AT ALL OF OUR FACILITIES AND GIVE THEM A GRADE SO THAT WE WILL HAVE AN ENTIRE HANDBOOK OR MANUAL THAT SHOWS THIS SCHOOL WAS BUILT HERE.

HERE'S HERE'S THE USAGE OF OUR FACILITIES. WHAT IS THE PLUMBING, THE HVAC THE CONDITION OF THE BUILDING, THE CAPACITY, THE ENROLLMENT, IT WILL ALL BE THERE IN ONE BIG BOOK.

AND SO WHEN WE START TALKING ABOUT SCHOOLS AND WHEN YOU THINK ABOUT MULTI-LAYERED STRATEGIES, YOU THINK THAT'S ONE STEP. NOW WHEN WE THINK ABOUT, WE COME TO YOU AND SAY WE NEED HVAC OR WE NEED TECHNOLOGY.

YOU CAN LOOK IN THERE AND SAY, GOSH, DO WE REALLY WANT TO INVEST THAT IN A SCHOOL THAT'S 50 YEARS OLD?

[00:30:06]

IT'S VERY PROGRAMMATIC. IT'S NOT EMOTION. IT'S NOT ME AND BOBBY SHAW GOING, WELL, WE LOVE THIS BUILDING.

IT'S GOT A LOT OF TRADITION. IT'S HERE'S WHAT WE'RE DEALING WITH.

HERE'S WHEN THE PLUMBING WAS INSTALLED. HERE'S THE GRADE OF THE FACILITY.

DOES IT HAVE FOUNDATION PROBLEMS? AND SO THERE'S SOME EXAMPLES THAT YOU KNOW, I CAN SHARE WITH YOU AT ANOTHER TIME.

BUT IT IS A VERY COMPREHENSIVE LOOK AT OUR FACILITIES.

AND SO THAT'S WHY IT'S AS TAMARA SAID, THAT'S WHY IT'S MULTI-STEP BECAUSE THERE ARE LAYERS TO IT.

BUT DOING ALL THAT AND WE'VE DONE A LOT OF PRE-WORK BY THAT DATE, WE WILL HAVE IT COMPLETE.

IF NOT, YOU KNOW, I ALWAYS SAY WE GIVE A DUE DATE, BUT IT COULD BE IT COULD BE SOONER, BUT IT WON'T BE LATER BECAUSE THAT IS A MULTI-STEP STRATEGY THAT AFFECTS EVERYTHING ELSE. BECAUSE AS WE LOOK AT OUR FACILITIES AND WHETHER THEY'RE AGING OR WHETHER WE WANT TO BE COMPETITIVE OR WHETHER THIS IS WHAT WE WANT.

THEN THAT LEADS TO THE NEXT ONE, WHICH IS OUR LONG RANGE PLAN.

AND IF WE DON'T HAVE OUR FACILITY INDEXED, WE CAN'T CREATE OUR LONG RANGE FACILITY PLAN THAT SAYS, HERE'S WHERE WE NEED TO GO. WHEN WE START MEETING WITH PEOPLE TO TALK ABOUT WHAT WE NEED TO DO NEXT WITH, YOU KNOW, A LOT OF TIMES, YOU KNOW, WHEN I GOT HERE, YOU GUYS HAD PASSED ALONG WELL.

I DIDN'T HAVE TIME TO LOOK AT ANYTHING. AND SO I'M JUST OUT THERE, OH, WE'RE GOING TO WIN.

BUT NOW WE'VE GOT TO REALLY KNOWING WHAT OUR INDEX IS, KNOWING WHAT OUR WHAT WE WANT AS A DISTRICT AND, AND WHAT OUR COMMUNITY TELLS US WILL LEAD TO OUR PLAN TO SAY, HERE'S WHAT WE NEED IN OUR NEXT FUNDING, FUNDING TIME. SO WE DO IT VERY STRATEGIC. AND SO I FOCUSED ON EVALUATING THE NEEDS AND THEN OUR LONG TERM PLAN.

SO YOU GUYS CAN HIGHLIGHT THOSE TWO. AND. THIS IS A QUESTION.

WE'LL DO IT THAT WAY. OKAY. BECAUSE I THINK WE SHOULD DO IT.

AND, YOU KNOW, TAKE A MINUTE TO DECIPHER. BUT THEN IT'S QUESTIONS.

IT'S DID IT MEET THE CRITERIA? YOU KNOW, ANY OTHER CLARIFICATION? WHAT DID THIS ADDRESS? YOUR GUARDRAIL. BECAUSE YOU ALL WROTE THESE, AND, YOU KNOW, DID YOU? DID I HEAR YOU SAY THIS WAS PAID THROUGH BOND FUNDS? THE STUDY? YES. OKAY. THE FACILITY INDEX PROGRAM? YEAH. YES. AND OUR PREVIOUS BOND? YES. SO, ACTUALLY, YEAH.

I MEAN, IT'S EARMARKED. SO ACTUALLY, BOBBY SHAW, CHRIS AND COREY ARE GOING TO SEE A CAMPUS OR TO VISIT WITH SOME PEOPLE IN WACO BECAUSE THEY'VE COMPLETED, I THINK IT'S WACO, BUT SEVERAL DISTRICTS THEY'RE MEETING TO DISCUSS, YOU KNOW, WHAT WENT WELL, WHAT DIDN'T, AND WHAT PROGRAM THEY USE, BECAUSE THERE'S SEVERAL OF THEM, AND WE'VE KIND OF NARROWED IT DOWN BASED ON WHAT WE WANT AND HOW WE WANT TO EVALUATE OUR NEEDS AS A AS A DISTRICT.

THERE'S LOTS OF IT'S NO DIFFERENT THAN ANY KIND OF INSTRUCTIONAL PROGRAM.

WHAT DO WE WANT IT TO DO BASED ON OUR PREVIOUS EXPERIENCE? I THINK IT'S ACTUALLY NEEDED. EXACTLY. YEAH, IT'S A GUARDRAIL TO ME.

YOU'VE DONE EXACTLY WHAT WE'VE ASKED YOU TO DO. I THINK WHEN YOU LOOK AT THE.

CAN IT BE UPDATED AT LEAST ONCE A YEAR? I THINK OF THAT, AND I'M NOT SURE IF THAT'S THE INTENT OF THE QUESTION, BUT I THINK OF IT AS WE CAN BE PROVIDED AN UPDATE ONCE A YEAR, BECAUSE IT'S NOT LIKE YOU'RE GOING TO START THAT WORK IN NOVEMBER 2027.

THAT WORK HAS ALREADY STARTED. IT'S ALREADY STARTED. AND SO I THINK TOO, AS WE, YOU KNOW, AS WE DEVELOP THE TIMELINE OF WHAT CAMPUSES WE'RE GOING TO DO AND REPORTING MEASURES OF, YOU KNOW, WHAT THEY FOUND, I MEAN, YOU ALL CAN AS THE FACILITY COMMITTEE.

THAT COULD BE A PRESENTATION TO THE FACILITY COMMITTEE OF. HERE'S WHERE WE ARE AND HERE'S WHERE WE'RE GOING.

BUT EVERY CAMPUS WILL BE EVALUATED IN THE SAME MEASURE.

AND, YOU KNOW, WHEN WE TALK ABOUT HISTORICAL EVIDENCE, WE DON'T HAVE ANY LOOKING.

YOU KNOW, KIM AND I CLEANED OUT FILE FOLDERS, AND WE FOUND THINGS THAT NOTHING WAS ELECTRONIC.

SOME THINGS ARE, SOME THINGS AREN'T. BUT WHEN SOMEBODY YOU KNOW COMES IN OR SOMEBODY LEAVES, WE ALREADY HAVE WHAT WE'VE STARTED. AND IT CREATES A SYSTEMATIC WAY FOR US TO BE ABLE TO SAY, HERE'S WHAT THAT CAMPUS HAD, HERE'S WHAT THIS CAMPUS HAD.

AND IT'S NOT WE'RE NOT WASTING OUR OUR COMMUNITY DOLLARS, ADDING ON TO A CAMPUS THAT WE HAD NO NEED TO PUT NEW, YOU KNOW. YEAH, WE PUT CARPET, WE UPGRADED THE PLUMBING WHEN WE WHEN IT'S HOW MANY YEARS OLD.

SO REALLY TAKING A DEEP DIVE INTO OUR FACILITIES.

SO I THINK IT'S WOLFORD. IS THAT THE GROUP THAT DID THE STUDY? BUT THAT WAS THE CAPACITY STUDY. THEY DIDN'T DO THAT.

[00:35:04]

BUT THE FACILITY INDEX GRADES IT ON A DIFFERENT LEVEL.

IT IS MORE IN DEPTH THAN WHAT WE WERE OR WHAT OUR DEMOGRAPHER DID.

SO YOU HAVE THESE DIFFERENT PROGRAMS. THIS IS VERY COMPUTERIZED.

I'M JUST THINKING IT GIVES US MORE THAN JUST ONE COMPANY.

CORRECT. YES, THIS IS IT. AND SO IN THE WAY IT'S LAID OUT, I'VE LOOKED AT SEVERAL OF THEM AND THE WAY THEY'RE LAID OUT, IT IT IT IS A CONTINUATION. SO IT'S A PICTURE OF THE SCHOOL AND THEN IT'LL SAY THE YEAR IT WAS BUILT.

HOW MANY STUDENTS ARE THERE NOW. THE COST OF WHAT THAT BUILDING IS COSTING US AND THEN EVERYTHING ELSE.

FLEMING TECHNOLOGY PORTION OF IT. WE DO HAVE SOME DATA.

WE DO HAVE SOME OF THAT, BUT NOT AS IN DEPTH OVER THE FACILITY PART OF IT.

THE INFRASTRUCTURE PIECE IS THE PART OF THE BUILDING EVIDENCE.

YEAH. YEAH. AND, YOU KNOW, IT GIVES US ANOTHER COMPARABLE MEASURE FOR YOU KNOW, WHETHER, YOU KNOW, ALSO TO COMPARE IT TO WHAT RUPERT DISCOVERED, YOU KNOW, BECAUSE NOW WE'RE, WE'RE IF YOU THINK ABOUT THE LAST BOARD MEETING AND HOW MUCH COREY INFORMED US OF WHAT, YOU KNOW, THE UPGRADES AT CAMPUSES.

THAT'S WHAT WE HAVE TO DOCUMENT AS WELL. THAT'S HISTORICAL EVIDENCE, IN MY OPINION.

LIKE, WE HAVE TO MAKE SURE THAT WHAT WE'RE DOING IS NOT JUST WITH COREY.

IT'S IN A SYSTEM THAT IF I LEAVE OR YOU GUYS DECIDE TO LEAVE OR SOMETHING HAPPENS, WE HAVE THAT.

SO WE'RE NOT ALWAYS THEN WE CAN TELL OUR COMMUNITY, HERE YOU GO.

WE DID THAT IN THIS YEAR AND WE HAVE IT. YOU KNOW, WE YOU KNOW KAREN AND I'VE ALREADY MET ABOUT, YOU KNOW, WHAT IS THAT GOING TO LOOK LIKE ON THE WEBSITE SO THAT IT'S NOT JUST, YOU KNOW, HERE'S THE MANUAL, LIKE, HOW DO WE KEEP IT UPGRADED AND PICTURE EVIDENCE, BUT DO YOU ENVISION IT BEING BECAUSE WE HAVE LIVE PROJECTS THAT ARE ONGOING RIGHT NOW. DO YOU ENVISION IT BEING LIKE A LIVING DOCUMENT? YES. YES. SO IT'S SOMETHING THAT YOU CAN CONSISTENTLY UPDATE AND YOU SEE ANALYZE AND THAT'S GREAT.

YEAH. AND THEN THEN WE'RE TALKING ALL FROM THE SAME LEVEL OF DOCUMENTATION.

AND YOU KNOW IT DOES GET EMOTIONAL. WE KNOW THAT.

BUT IT'S ALSO WHAT ARE THE SMARTEST DECISIONS WE CAN MAKE BASED ON WHAT WHAT WHAT FUNDING WE HAVE, HOW MANY STUDENTS WE HAVE AND WHAT THAT BUILDING OFFERS.

WE'LL ALSO MAKE THE MESSAGING CONSISTENT TO THE CANDIDATE.

YEAH. AND THEN ULTIMATELY THAT TAKES US TO THE STUDENT OUTCOME GOALS, WHICH WILL ALLOW US TO DESIGN FURNITURE.

OR I GUESS I SHOULD ASK HOW WILL. YEAH. HOW WELL, HAVING THIS COMPREHENSIVE FACILITY ASSESSMENTS ALLOW US TO SUPPORT STUDENT OUTCOMES AS WELL.

GREAT QUESTION. WELL, WHEN YOU THINK ABOUT BUILDINGS, WHAT DO WE WANT THE PROGRAMS TO BE? HOW DOES THAT SUPPORT THAT? YOU KNOW LOCATION.

THERE'S SO MANY STUDIES ON WELL, I'LL GIVE YOU ONE EXAMPLE.

THE UTILITIES. YOU KNOW, WE ALL WANTED TO KNOW ABOUT THE UTILITIES.

WELL, IF OUR BUILDINGS ARE AGING OUT, THEY'RE NOT LEED BUILDINGS.

OUR WINDOWS ARE. HOW OLD? THOSE ARE SOME OF THE THINGS THAT WILL BE IN THIS THIS FACILITY INDEX.

AND WE CAN SAY THIS BUILDING IS COSTING US THIS MUCH, BUT IT'S ALSO NOT PROVIDING LIGHT, WHICH HELPS STUDENTS.

YOU KNOW, THE ENVIRONMENT IS A TOTAL. I MEAN, IT HELPS WITH STUDENT OUTCOMES.

THERE'S STUDIES ON STUDENTS THAT GO TO A SCHOOL THAT LOOKS LIKE POVERTY BASED.

THEY, THEY THAT'S WHAT THEY THINK THAT THEY'RE A PART OF. THEY'RE NOT, THEY'RE NOT, WE'RE NOT WE'RE NOT PROVIDING THE LATEST AND GREATEST STUDENT EXPERIENCE FOR THEM. THAT'S HOW I FEEL. I MEAN, I'VE READ SO MANY STUDIES OF, YOU KNOW, WHEN WE PUT KIDS IN A BUILDING AND THEY'RE NOT ABLE TO EVEN ACCESS THE TECHNOLOGY AND THEN THEY DON'T HAVE, YOU KNOW, YOU THINK ABOUT OUR SPECIAL ED ROOMS THAT WE'RE UPGRADING THE SENSORY ROOMS. SOME OF OUR CAMPUSES, WE DON'T EVEN HAVE A ROOM TO DO IT.

WE DON'T HAVE THE RIGHT WALL. WE DON'T HAVE YOU KNOW, IT WOULD COST US MORE TO DO THAT THAN TO SAY, MOVE THAT OVER HERE. SO I ALWAYS I ALWAYS THINK IT'S FOCUSED ON STUDENTS.

YOU KNOW WHAT? WHAT? YOU KNOW, IF YOU LOOK AT THE PLAYGROUND ACROSS THE STREET, THE SPECIAL ED TEACHERS CREATED THEIR OWN PLAYGROUND INDOORS BECAUSE THE SPECIAL ED TEACHERS ARE RIGHT THERE, CLASSROOMS RIGHT BY THE WHERE THE CROSSING GUARD IS.

AND SO THEY GO OUT AND THERE'S JUST A LITTLE THERE'S NOT THERE'S NOTHING OUT THERE FOR THEM.

AND SO I BRAG ON THOSE TEACHERS ALL THE TIME BECAUSE THEY CREATED THEIR OWN INDOOR PLAYGROUND.

THAT'S NOT HELPING OUR. BUT EVERY STUDENT DESERVES AN OPPORTUNITY TO GO OUTSIDE AND EXPERIENCE A BETTER ENVIRONMENT.

[00:40:06]

AND AS SOON AS WE GET THE PROGRAM THAT WE'LL BRING THAT TO YOU.

ALL OF WHICH ONE AND WHY WE PICKED IT. SO THERE IS UPDATES.

IT'S NOT JUST THESE ARE HERE AND YOU KNOW, BUT I THINK IT GIVES US A STRUCTURE TO FOCUS ON WHAT WE NEED TO FOCUS ON.

AND THEN OUR BOARD MEETINGS ARE FOCUSED ON THE UPDATES OR THE END OF THE YEAR UNDERSTANDING OF WHAT WE ACTUALLY DID.

AND MAYBE THIS IS A QUESTION TO YOU, CAN WE INCLUDE THIS IN BOARD MEETINGS, LIKE AN UPDATE OF THIS IS HOW WE'RE COMING TO OR IS THAT NOT THE PLACE? SO THAT'S KIND OF WHERE WE'RE HEADED WITH THE GUARDRAIL.

PROGRESS MEASURES IS SO THE CITIZENS CAN SEE THAT WE'RE.

YEAH. SO THERE'S GOING TO BE A MONITORING CALENDAR. THE MONITORING CALENDAR IS NOT JUST FOR GOALS BUT IT'S ALSO FOR GUARDRAILS. AND SO ONCE WE ADOPT THESE THESE WILL HELP GUIDE LIKE THIS IS GOING TO IMPACT THE BUDGET BECAUSE THE FACILITIES ASSESSMENT IS GOING TO COST MONEY.

AND SO THAT'S GOING TO TIE INTO THE 2627 BUDGET.

AND THEN SO WE'RE GOING TO A BE SHOWING EVIDENCE OF HOW WE'RE SPENDING OUR MONEY TO SAY.

BUT WE SAID WE WANTED THIS BECAUSE IT WAS A GUARDRAIL TO GUARDRAIL PROGRESS MEASURE.

SO AND THEN ANNUAL. WELL, DOCTOR ELDERS IS DEVELOPING A CALENDAR.

AND THE BOARD MEETINGS WILL NOW HAVE A SPECIFIC AT LEAST ONE GOAL OR GUARDRAIL THAT THEY'RE UPDATING US ON.

AND IT MAY BE IN BOARD MEETINGS. IT MAY BE IN WORK STUDIES.

IT DEPENDS ON THE MEASURE BECAUSE OF THE SPECIFICALLY THE STUDENT ACHIEVEMENT, ONES MAY HAVE TO BE IN A WORK STUDY BECAUSE THEY NEED TO BE TIMELY FOR ADMINISTRATION.

AND WE WILL ALSO PROVIDE AFTER THE PROGRESS MEASURE CONVERSATION WILL GIVE YOU ALL KIND OF AN OVERVIEW OF WHAT THAT MONITORING PROCESS IS GOING TO LOOK LIKE. SO YOU'LL KNOW EXACTLY WHAT YOUR ROLE IS IN THAT, WHAT THE COMMUNITY IS GOING TO SEE AND THOSE TYPES OF THINGS.

WELL, AND TO YOUR POINT, PAUL, IT WAS KIND OF EXCITING BECAUSE WE HAVE ALREADY, YOU KNOW, WE WORK ON THE AGENDA THE DAY AFTER THE BOARD MEETING ENDS.

AND SO WE ACTUALLY, YOU KNOW, WE'RE IN A MEETING AND KIM GOES, OH, WE GOT TO ADD THE THE, THE UPDATE MONITORING OF PRE-K. AND SO IT'S REALLY GOING TO DRIVE OUR MEETINGS MORE THAN JUST WE'RE JUST HAVING PRESENTATIONS.

WE'RE GETTING UPDATES ON WHAT WE'RE WHAT WE'VE REALLY TARGETED TO BE THE MOST IMPORTANT THINGS THAT WE NEED TO DO.

SO THIS IS ALL MARRIED TOGETHER. IT'S ALL INTERWOVEN.

IT'S ALL LIKE, THIS IS WHY WE'RE DOING THIS, WHY WE'RE DOING THIS, WHY WE'RE DOING THIS, ALL THAT.

SO MULTI MULTI STEP STRATEGIES I LOVE IT I MEAN I THINK THAT IT WAS SO EASY TO NOT EASY, BUT IT WAS EASIER TO ALIGN THE BOARD AGENDA TO THINGS.

AND WE'RE NOT JUST. WHAT DO YOU WANT TO SEE A PRESENTATION ON? YEAH.

SO IT REALLY AND THEN IT'S EASIER TO COMMUNICATE WHAT'S THE MAGIC WORD WHICH IS ALIGNMENT.

ALIGNMENT. THE MORE ALL OF YOUR ACTIVITIES ARE ALIGNED RIGHT, THE BETTER RESOURCE YOUR HIGHEST LEVEL GOALS ARE GOING TO ARE GOING TO BE.

AND THE THE OUTCOMES SHOULD BE SHOULD BE IMPROVING.

WELL, AND THE FEEDBACK FROM OUR LAST MEETING, BECAUSE WE WERE VERY SUCCINCT WITH WHAT WE WERE TALKING ABOUT WITH ACADEMICS AND CONSTRUCTION, AND IT WAS SO POSITIVE BECAUSE ONE, YOU KNOW, WHEN STAFF DOESN'T HAVE TO STAY TILL MIDNIGHT, BUT WE'RE ALSO FOCUSED ON THE SAME THINGS. EVERYBODY FELT GOOD.

I FELT LIKE THE TEMPERATURE WAS REALLY GOOD. SO SURE.

OKAY, SO THE NEXT ONE A COUPLE THINGS. ALL STUDENTS SO YOU CAN CIRCLE ALL. I THINK YOU NEED TO CIRCLE THAT, NOT HIGHLIGHT IT.

AND THE KEY WORDS ARE VALUED AND SUPPORTED. AND WHAT WAS INTERESTING ABOUT THIS GUARDRAIL WAS, YOU KNOW, TRYING TO INTERPRET YOU KNOW, WHAT VALUE MEANS DOES VALUE IS THAT SOCIAL EMOTIONAL VALUE, IS IT VALUE OF SCHOOL? IS IT VALUE OF THEIR FRIENDS, THEIR TEACHER.

SO THIS IS MY INTERPRETATION. SO IF YOU GUYS READ SOMETHING ELSE YOU'RE GOING TO HAVE TO HELP ME BECAUSE I JUST THIS IS SO I, WE GAVE A SURVEY TO ALL OF OUR STUDENTS IN OUR DISTRICT A MONTH AGO, AND SO WHICH WAS SO TIMELY TO HELP ME GATHER WHAT WE WERE GOING TO TALK ABOUT.

SO THROUGH THAT PANORAMA SURVEY, IT ASKS A LOT OF QUESTIONS HOW THEY FEEL ABOUT THEIR TEACHER, HOW THEY FEEL ABOUT SCHOOL, HOW THEY FEEL ABOUT THEMSELVES, HOW THEY FEEL ABOUT LEARNING.

AND SO FROM THAT DATA, WHICH WAS EVERY STUDENT TOOK IT.

THIS IS WHAT CAME OUT OF THAT. SO IN OUR MIDDLE SCHOOL GRADES, THEY DID NOT FEEL I MEAN, OUT OF ALL THE GRADES, OUR GRADES SIX THROUGH EIGHT, IT WAS THE LOWEST PERCENTILE OF THEIR FEELING OF SENSE OF BELONGING.

[00:45:04]

NOW, HOWEVER, HOW DO WE SHOW THAT YOU BELONG OR THAT YOU HAVE A SENSE OF BELONGING? AND SO I ASKED A FEW PEOPLE AND THEY WERE LIKE, I HAVE NO IDEA.

SO WHAT IS THE EVIDENCE THAT SHOWS THAT YOU ALL FEEL A SENSE OF BELONGING AMONGST YOURSELVES? WE DON'T KNOW. AND SO MY GOAL FOR THAT WAS THAT I'M GOING TO CREATE A TASK FORCE TO DIVE DEEP INTO THAT DATA AND SAY, WHAT DO WE NEED TO ASK? WHAT DO WE NEED TO COLLECT, AND WHAT DO WE NEED TO IMPLEMENT SO THAT WHEN WE GIVE THE SURVEY NEXT YEAR, YOU FEEL LIKE YOU BELONG? BECAUSE IF THEY'RE FEELING A SENSE OF BELONGING IN MIDDLE SCHOOL, THAT'S GOING TO TRANSFER TO HIGH SCHOOL. AND SO I CAN'T JUST GUESS BECAUSE I LOOKED AT THE QUESTIONS.

SOME OF THEM ARE VERY OPEN ENDED, BUT SO WERE THE OTHER QUESTIONS BECAUSE THEY LIKE THEY FEEL LIKE THEY HAVE GOOD TEACHER RELATIONS.

THEY VALUE SCHOOL. SO WHAT IS THE SENSE OF BELONGING IN SIXTH THROUGH EIGHTH GRADE? IT WAS OVERWHELMING FOR ME. I, YOU KNOW, HIGH SCHOOL THE PERCENT WAS DOUBLE.

DO YOU THINK THERE'S AN OPPORTUNITY FOR GROWTH IN MIDDLE SCHOOL AS WELL.

LIKE THIS IS AN ACADEMIC ALSO VIEWING IT STUDENT OUTCOME INCREASE.

SO YES BECAUSE IF YOU DON'T FEEL A SENSE OF BELONGING DOES THAT HELP YOUR PERFORMANCE? IF YOU WALKED IN THIS ROOM AND YOU SAID I DON'T KNOW WHERE TO SIT, NOBODY CARES ABOUT ME, I DON'T BELONG. YOU'RE PROBABLY GOING TO HAVE BECAUSE OUR STUDENTS, IF YOU THINK ABOUT IT IN SIXTH OR EIGHTH GRADE, HAVEN'T BEEN IN THE WORLD VERY LONG. SO DO THEY KNOW HOW TO CURE THEIR OWN ANXIETY WHEN THEY'RE HAVING? OH MY GOSH, I DON'T BELONG HERE. THEY CAN'T PERFORM BECAUSE HOW MANY OF YOU HAVE BEEN UNCOMFORTABLE WALKING IN A SITUATION? I DON'T THINK PAUL EVER HAS THAT BECAUSE, YOU KNOW, HE WAS DANCING IN THE FOOTBALL GAME.

BUT BUT, YOU KNOW, THINK ABOUT YOUR WIFE. SHE WALKS IN WITH A BOOK BECAUSE SHE HAS A COMFORT OF WHAT SHE'S GOING TO DO, NO MATTER WHAT SITUATION. BUT OUR KIDS DON'T KNOW THAT.

THEY THEY DON'T KNOW. THAT'S IRONIC THAT SIX THROUGH EIGHT, BECAUSE THAT'LL AFFECT THEM FOR THE REST OF THEIR.

YES. SO BY DOING WHAT YOU'RE SAYING. YEAH, WE REALLY CAN FEEL LIKE WE'RE MAKING A DIFFERENCE IN THEIR LIVES, BECAUSE IF WE FIGURE OUT WHAT VALUE IS TO THEM, LIKE ME, IF I WALK IN AND YOU SMILE AT ME, I'M GOING TO FEEL ACCEPTED. BUT THAT'S 55 YEARS OF LEARNING HOW PEOPLE ARE.

IT'S NOT A SIXTH OR EIGHTH GRADER, BUT WHAT IS A SIXTH THROUGH EIGHTH GRADER? SO WE WE HAVE THE SEL PROGRAMS. ARE THEY NOT ADDRESSING THE SENSE OF BELONGING OR ARE WE NOT TEACHING IT, OR ARE WE NOT USING THE SAME LANGUAGE? I DON'T KNOW, BUT THAT'S SPORTS.

MAYBE IT'S WHATEVER CONNECTIONS TO THE THINGS THAT DRIVE THEM.

YOU THINK ABOUT MIDDLE SCHOOL, IT'S THEIR FIRST OPPORTUNITY. OKAY, I DIDN'T MAKE CHEERLEADER, I DIDN'T GET I GOT KNOCKED OUT OF THE PLAY.

IT'S THEIR FIRST TIMES WHERE THEY HAVE TO TRY OUT FOR THINGS.

WHAT WOULD IT LOOK LIKE WHEN YOU SAY TASK FORCE? LIKE IT'S TEACHERS? IT'S PROBABLY ADMINISTRATORS.

STUDENTS. SO INTERNAL. INTERNAL. INTERNAL. OKAY.

YEAH. AND WOULD THAT BE A TASK FORCE COMING FROM YOU.

WOULD THAT BE A TASK FORCE FOR EACH SCHOOL? IT COULD BE REPRESENTATION, BUT THERE'S ALWAYS YOU KNOW, I HAVE A MEETING. SCHEDULED WITH KIM, WHO IS GOING TO BRING VICKI IN.

AND IF YOU THINK ABOUT IT, WE'RE ALL THERE. ALL NEW. VICKI IS NEW SHE.

YOU KNOW, SHE DOESN'T KNOW WHAT THE PROGRAMS THAT WE PUT INTO PLACE, WHAT THEY DO.

NOT THAT THEY'RE GOOD OR BAD, BUT DID THEY ADDRESS THIS ISSUE? SO SHE'LL BE A BIG PART OF IT. PROBABLY COUNSELORS.

YES. AND SO OH YEAH. STUDENTS. AND IT WILL PROBABLY BE DEFINED.

WHAT A SENSE OF BELONGING. AND THEN I ANTICIPATE THAT WE ASK THE KIDS AGAIN BECAUSE AGAIN THE QUESTIONS ARE PRETTY BROAD.

SO MAYBE THEY THERE IS A SENSE OF BELONGING. THEY JUST OR THEY JUST THINK THEY'RE LEFT OUT.

BECAUSE I THINK THAT'S ALSO WHEN SOCIAL MEDIA IS COMING INTO PLAY.

SO THAT OH MY GOSH, I DIDN'T GET INVITED, YOU KNOW, BECAUSE EVEN THOUGH THEY CAN'T HAVE IT IN SCHOOL, THEY STILL LOOK AT IT AT HOME. AND SO I DON'T KNOW WHAT THE OUTCOME WILL BE, BUT I THINK IT'S WORTH STUDYING BECAUSE IT DOESN'T MAKE ME FEEL GOOD WHEN THAT IS A LOW PERCENT BECAUSE THAT AFFECTS EVERYTHING YOU SAY.

YOU DON'T KNOW WHAT THE OUTCOME WILL BE. YOU MEAN WHAT THE.

I MEAN WHAT THE RESULTS. YES. THANK YOU. THE RESULTS OF WHAT THEY REALLY NEED TO TO YOU KNOW, I COULD WELL, IF IT AND IF IT'S SOMETHING THAT YOU CAN EVEN THAT A DISTRICT COULD EVEN REALLY SOLVE OR ADDRESS OR.

I MEAN, WE ARE TALKING ABOUT MIDDLE SCHOOLERS, WHICH I HAVE A LOT OF.

YOU GUYS CAN START AT HOME. WHAT WOULD IT MEAN?

[00:50:01]

YEAH. ON THE DAILY LIKE YOU DON'T KNOW, TOMORROW THEY COULD FEEL LOVE AND IT CHANGES.

SO I MEAN BUT NO, BUT I DO THINK IT'S GREAT TO LOOK AT IT AND EVERYTHING, BUT I ALSO THINK IT CAN BE AN EVOLVING THING.

AND IT COULD, YOU KNOW, A SENSE OF BELONGING, ESPECIALLY TAKING A SIX TO AN EIGHTH GRADER, A SENSE OF BELONGING. I WOULD IMAGINE IN GRADE SIX THERE'S A LOT LESS THAN IT IS IN GRADE EIGHT.

ACTUALLY, IT WAS HIGHER. REALLY? THEY FELT MORE.

THAT IS INTERESTING. I'M CURIOUS TO KNOW WHERE THIS HAPPENS.

IT'S PROBABLY BECAUSE EVERYTHING CHANGES BY THE TIME THEY GET TO EIGHTH GRADE. YOU'RE NOT THE SAME. I THINK THEY'RE EXCITED BECAUSE THEY GET TO CHANGE CLASSES. I DON'T KNOW, YOU GUYS HAVE MIDDLE SCHOOLERS. DO YOU SEE A CHANGE, A CHANGE? MY KIDS FELT MORE LOST IN SEVENTH GRADE THAN ANYTHING ELSE, SO I DON'T KNOW IF THAT WAS THE LOWEST ONE, BUT I THINK EIGHTH GRADE IS WHERE THEY START GETTING INTO.

THEY MAKE LIKE THEY THEY FIND A PLACE IN THE SCHOOL TOO, BECAUSE THERE'S SOME I THINK THERE MIGHT BE MORE PROGRAMING OPPORTUNITIES BY THE TIME YOU GET TO EIGHTH GRADE. AND SO THEY FIND THEIR NICHE MAYBE, BUT THAT'S WHAT THEY'RE GOING TO FIND OUT.

HERE WE ARE TRYING TO SOLVE SOLVING IT. YOU'RE SOLVING IT.

RANDY. RANDY. RANDY. I WAS JUST POINTING AT YOU.

BRING IT BACK TOGETHER. LIKE, WHAT ARE YOUR THOUGHTS? THE FIRST THING IS THAT I HATE TO SOUND OLD, BUT UNFORTUNATELY THE REALITY IS A LOT OF THIS WAS AT THE HEART OF WHAT WE WERE TRYING TO IMPLEMENT IN A CHURCH YOUTH GROUP YEARS AGO, AND THE BOOK CAUGHT IN THE MIDDLE WAS INVALUABLE AT BEING ABLE TO GO, YEAH, MAYBE THAT'S GOT SOME THINGS TO SAY, AND I'M WONDERING IF MAYBE IT HAS SOME THINGS TO SAY TO US TODAY.

WELL, THE ANXIOUS GENERATION, IF YOU'VE READ THAT IT TALKS A LOT ABOUT, YOU KNOW, THE ANXIETY.

I MEAN, I THINK WE WERE READING IT AT THE SAME TIME WE WERE. YEAH.

AND SO BUT I THINK IT'S IMPORTANT, IF YOU CAN SPARE IT TO SOME OF OUR ACADEMIC PERFORMANCE IN MIDDLE SCHOOL.

SURE. YEAH. YEAH. WELL, AND THE WHOLE CHANGE FROM THAT NUCLEUS AND WARMTH OF ELEMENTARY SCHOOL AND MIDDLE SCHOOL AND THEIR HORMONES, THEIR GROWTH AND SENSE OF FOR WATCHING. WHAT AM I DOING HERE? YEAH. WHAT IS THE DEFINITION AND WHAT CAN WE DO TO IMPROVE THAT? TO HELP IMPROVE STUDENTS AND THEIR ACHIEVEMENT? IT DOES. 2.1 MEET THE GUARDRAIL. YES, ABSOLUTELY.

ALL RIGHT. 2.2. OKAY. SO THE OTHER ONE WHICH WAS EXTREMELY INTERESTING IN MOST OF THE GRADES, AND WE HAVE GIVEN THIS INFORMATION TO THE PRINCIPALS THAT STUDENTS DID NOT FEEL LIKE THE ENGAGEMENT AND THAT THE, THE CURRICULUM WAS THE TEACHING WAS RIGOROUS ENOUGH.

AND SO I THINK THAT WE SET I KNOW PAUL WAS LOOKING AT ME LIKE WHAT STUDENT WERE WHAT STUDENT WOULD SAY THAT.

BUT IN SIXTH GRADE, OKAY, WHEN WE GIVE THEM A CHROMEBOOK AND THAT'S ALL WE DO, THE LEVEL OF ENGAGEMENT THAT IS NOT ENGAGEMENT.

AND SO ALSO THE RIGOROUS LEARNING THAT THEY WANT HIGHER EXPECTATIONS AND MORE RIGOROUS LEARNING.

THAT WAS ACROSS MOST OF THE LEVELS OF GRADES.

SO WHAT DOES THAT MEAN WHEN IT SAYS ANALYZE STUDENT VOICE DATA FROM AT LEAST 100% OF CAMPUSES? WELL, I THINK THAT'S ASKING ALL THE PRINCIPALS TO GET A GROUP AND SAY, WHAT ARE WHAT, WHAT ARE WHAT DO OUR STUDENTS WANT TO SEE? BECAUSE THAT WAS EVIDENT. THAT WAS A HIGH PERCENT OF STUDENTS IN AT EVERY CAMPUS, AT EVERY SINGLE CAMPUS SAID THEY WANTED MORE RIGOROUS LEARNING AND THEY WANTED MORE ENGAGEMENT.

AND SO WHAT DOES THAT MEAN? DOES THAT MEAN YOU WANT MORE TALKING? YOU KNOW, DO YOU WANT TO BE HEARD? DO YOU WANT TO HAVE AN EXPERIENCE? DO YOU WANT DO YOU WANT ME TO TELL YOU THIS IS YOU ARE LEARNING EIGHTH GRADE WORK, BUT YOU'RE ONLY IN SIXTH GRADE AND WE'RE GOING TO GET THERE.

I MEAN, IT'S INTERESTING. I'VE NEVER SEEN THAT BEFORE.

SO I FIND THAT, YOU KNOW, WITH COMPUTERS, EVERYBODY JUST ASSUMES THAT THAT'S ENGAGING.

BUT TO SOME STUDENTS, WHEN ARE THEY BUILDING STUFF? WHEN ARE THEY LEARNING, EVEN WITH ALL THE PROGRAMS WE HAVE.

SO THAT WAS A LITTLE THAT WAS ANOTHER ONE THAT WAS LIKE WE GOT TO STUDY THAT AND WE GOT TO BECAUSE DO YOU NOT THINK IF WE RAISE THE EXPECTATIONS, OUR STUDENTS WILL MEET IT BECAUSE THEY'RE ASKING US TO DO IT, WHICH INCREASES OUR STUDENT ACHIEVEMENT, WHICH IS ALSO GIVING US AN A GRADE? WHAT WAS THE PERCENTAGE OF THAT THAT WE'RE ASKING?

[00:55:03]

IT WAS HIGHER THAN 40%. WOW. OKAY, SO HANDS ON LEARNING.

AND IT WAS SHOCKING TO A LOT OF US BECAUSE WE ALWAYS THINK, YOU KNOW, WHEN YOU WALK IN A CLASSROOM AND YOU SEE THE COMPUTERS OUT AND YOU GO, OH MY GOSH, THEY ARE SMART CLASS. BUT WHAT ARE THEY DOING? AND WE YOU KNOW, IT WAS INTERESTING BECAUSE WE DID INSTRUCTIONAL WALKS AT CREEKVIEW AND THE TEACHER DID NOT HAVE AND I THINK I TOLD YOU THIS TRUSTEE BRADY BECAUSE THAT TEACHER HAS BEEN THERE. SHE DID NOT HAVE THEY DID NOT HAVE THEIR THEIR CHROMEBOOKS OUT.

THEY WERE DOING IT PENCIL, PAPER, THEIR MATH PROBLEMS. AND THEN THEY HAD TO EXPLAIN IT BACK TO HER. AND SHE WAS.

AND SO. THAT WE THINK, OH, SHE'S NOT USING TECHNOLOGY.

BUT THERE'S KIND OF A TWOFOLD. SO IT SOUNDS LIKE YOU HAVE QUESTIONS ABOUT I DO ENGAGEMENT AND RIGOROUS LEARNING IN THE CONNECTION TO TECHNOLOGY.

YEAH. OR IS IT THAT WE'RE NOT SETTING THEM? I JUST LIKE WHAT WE'RE DOING.

DO WE DO THAT AT OUR CAMPUSES? WHEN YOU SAY THE DISTRICT WILL COLLECT AND ANALYZE? DO YOU ANTICIPATE THAT THE DISTRICT IS GOING TO PROVIDE A FRAMEWORK FOR PRINCIPALS TO USE? OR SO WE WILL. I'LL GET TOGETHER WITH WE WILL.

CHRIS, JULIAN, KIM AND I, WE'LL PROBABLY CREATE A BASELINE OF, OF A FRAMEWORK TO HELP THEM.

I MEAN, I ENVISION IT LIKE A TOOLKIT BECAUSE IF I HAVE EVERYBODY CREATING SOMETHING, WE'RE NOT GOING TO GET WHAT WE WANT.

SO WE HAVE TO REALLY SAY, WE NEED YOU TO DO THIS IN YOUR CAMPUS WITH THESE KIDS.

SO WE FIND OUT WHAT THAT MEANS. IS IT SETTING EXPECTATIONS BECAUSE AS WE DO INSTRUCTIONAL WALKS, YOU KNOW, WE'VE LEARNED THAT OUR CURRICULUM IS HIGH LEVEL AND WE'VE ALSO IMPLEMENTED DIFFERENT STRATEGIES.

YOU KNOW, ANCHOR CHART, ALL THESE THINGS. IS IT FILTERING DOWN OR IS IT JUST THAT WE WANT YOU TO HAVE THOSE THOSE POSTERS ARE UP.

GREAT. YOU DID THAT. BUT NOW DID YOU EXPLAIN IT? DID YOU SAY, RANDY, WE KNOW YOU'RE QUIET MOST OF THE TIME, BUT WE REALLY NEED YOU TO SPEAK UP.

WE NEED YOU TO ENGAGE. SO THEY START HEARING THE VOCABULARY.

WE NEED YOU TO BE ENGAGED TODAY. SO SOMETIMES IF KIDS DON'T HEAR THAT WORD, THEY MAY SAY, I'M NOT ENGAGED. BUT I DO THINK A LOT OF OUR KIDS IN SECONDARY UNDERSTAND IT AND WANT MORE ENGAGEMENT, WHICH IS EXCITING, I THINK. SO AND WE'LL CREATE SOME BASELINE INDICATORS SO WE CAN MEASURE THAT.

LIKE ARE WE BEING MORE METHODICAL WITH OUR CURRICULUM OF HOW RIGOROUS IT IS? BECAUSE WE'RE TEACHING THIS, COULD WE IMPLEMENT SOME OTHER THINGS TO, TO MAKE IT A I'M SURE MOST TEACHERS ARE NOT GOING TO SHY AWAY FROM, OH, I REALLY GET TO TEACH MORE OR HARDER STUFF TO DO.

WELL, IT'S ALSO TO ME, RIGHT. IT'S WELL AND SOMETIMES, YOU KNOW, WE GIVE YOU A TECHNOLOGY DEVICE, BUT IT CAN BECOME A WORKSHEET ELECTRONICALLY.

AND SO WHAT DO WE IT'S NOT SAYING THE DEVICE IS NOT RIGHT.

IT'S WHAT CAN WE DO WITH THE DEVICE. LIKE GIVING YOU THE AUTHORITY TO CREATE OR DO OTHER THINGS WITH IT.

YOU KNOW, I JUST GOT TECHNOLOGY TO PUT CREATIVE CLOUD ON MINE BECAUSE I WANT TO LEARN HOW TO DO MORE CREATIVE PROGRAMING.

AND SO JUST GIVING OPPORTUNITIES TO DO OTHER THAN JUST WE'RE DOING OUR ASSIGNMENT AND WE'RE HITTING SEND.

AND I DON'T KNOW I'D LOVE TO SEE THE THE ANALYZATION OF KIDS GRADES GPAS AS IT RELATES TO THIS.

ARE THESE THE KIDS THAT ARE MAKING OR FAILING? THAT'S A GOOD THAT'S GOOD. OR ARE THESE THE KIDS THAT ARE MAKING A'S? IT JUST THAT'S WHAT THEY DO.

THE KIDS THAT SAID THIS SAID THIS OR THAT REACT TO THIS, THAT WANT MORE ENGAGEMENT.

ARE THEY THE KIDS THAT ARE FAILING BECAUSE WE HAVE A LOT OF THOSE TOO. SO I RUN LIKE, OKAY, YOU WANT MORE RIGOR, BUT WE HAVE A LOT OF WE HAVE A YOU KNOW, KIDS AREN'T LIVING UP TO THEIR POTENTIAL EITHER.

SO ARE YOU SAYING. I GUESS I JUST WANT TO. YEAH.

I'D LIKE TO SEE COMPARISON WOULD BE PROGRESS.

MEASURE. BE MORE SPECIFIC ABOUT WHAT STUDENTS.

WHAT I WOULD LIKE TO SEE IF THIS IF WE SOMEHOW CAN I SEE WHAT YOU'RE SAYING.

SO WHEN WE CREATE WHAT WE WANT TO SEE, WE WOULD SAY WE COULD TARGET KIDS THAT MAYBE HAVE HIGH ATTENDANCE RATES, MAYBE DON'T MAKE, YOU KNOW, THEIR C STUDENTS.

RIGHT. SO WE COULD DEFINITELY. YES. EACH. YEAH.

CATEGORIES. YOU'RE SAYING WOULD YOU PROBABLY WERE THE STUDENTS THAT SAID THAT IN A SPECIFIC CATEGORY.

BECAUSE IS THAT THE CATEGORY YOU NEED TO TARGET? WELL, IF YOU THINK ABOUT OVERALL IT'S A PRETTY HIGH PERCENTAGE.

[01:00:06]

I LOVE TRUSTEE BRADY BECAUSE WHAT I HEARD WAS, WHAT IS THE CORRELATION BETWEEN LEVELS OF ENGAGEMENT AND OUTCOMES? IS THAT REALLY DOES IT MATTER? DOES IT MATTER? WELL, ACCORDING TO RESEARCH, YOU KNOW, WE HAVE TO ADDRESS ALL TYPES OF LEARNING.

SO SOME KIDS THAT DO IT, THEY FEEL LIKE THEY'VE LEARNED IT, OR YOU VISUAL OR YOU AUDITORY.

DO YOU NEED TO EXPERIENCE IT. AND SO I THINK THAT GOES BACK TO LEARNING MODALITIES.

ARE WE ADDRESSING HOW KIDS ALL KIDS LEARN? YEAH I MEAN YOU'RE GOING TO LEARN NO MATTER WHAT.

RIGHT, RIGHT. BUT SOME KIDS NEED MORE. WHICH WHAT IS THAT AND WHAT IS THE CORRELATION? YEAH. SOME KIDS ARE JUST OBEDIENT AND THEY'RE GOING TO DO WHAT YOU TELL THEM TO DO.

BUT DID WE MISS AN OPPORTUNITY. SO I THINK ABOUT MOCK TRIAL.

THOSE KIDS ARE DOING IT EXPERIENCING THEY'RE ENGAGED IN IT.

THAT'S NOT SOMETHING THEY'RE LEARNING BY WRITING MORE LAW BRIEFS AND STUDYING THEORY.

THEY'RE DOING IT. THEY'RE GOING THEY'RE EXPERIENCING IT.

SO WHAT IS THE CORRELATION BETWEEN DIFFERENT PROGRAMS AND HOW THEY PERFORM THAT WILL BE GOOD TO ANALYZE? THAT'S WHAT I'M WONDERING IN MY HEAD. MY I WILL GO LOOK AT ALL THAT, YOU KNOW.

THEN YOU CAN TALK ABOUT THE WHOLE GRADING THING, BUT THAT'S A WHOLE DIFFERENT DISCUSSION. BUT IF IT'S OUR KIDS THAT ARE NOT PERFORMING AND WE GET THEM THERE, AND IT'S OUR KIDS THAT THAT ARE DISOBEDIENT AND WE TAKE THEM TO ANOTHER LEVEL, WE ARE REALLY INCREASING STUDENT ACHIEVEMENT ON ALL LEVELS, AS THE WORD SAYS ALL.

SO I'LL THINK ABOUT ADDITIONAL QUESTIONS ON THIS ONE.

WE DID SAY ALL STUDENTS. DO WE HAVE THE MONEY FOR IT? I MEAN, I WAS LIKE, DO WE HAVE THE RESOURCES TO EXECUTE.

I DON'T THINK ANALYZING AND ASKING STUDENT VOICE IS A COST.

IT'S A TIME THAT I'M NOT. I'M NOT ASKING TO BUY A PROGRAM.

I THINK IT'S MAYBE DOWN THE LINE IF WE NEED TO DO MORE TRAINING OR WE NEED TO.

BUT AGAIN, WE DON'T KNOW WHAT THE RESULTS ARE FOR NOW.

BUT IT'S A PRIORITY. I THINK OUR TEACHERS ARE ALWAYS OUR PRIORITY.

WE ALWAYS TRAIN THEM. ARE WE TRAINING THEM ON THE RIGHT THINGS? DO WE NEED TO SPEND MORE TIME ON ENGAGEMENT FOR THEIR GROWING GREATNESS PROGRAM THAT WE HAVE? ALWAYS INTERESTING. BUT TO TO ELENA'S POINT, THIS IS BY MAY 2026, YOU'LL BE YOU'LL HAVE THE RESULTS BEFORE WE ADOPT THE 2627 BUDGET. SO THERE COULD BE IMPLICATIONS, BUT WE'LL SEE.

WE'LL SEE. OKAY. YEAH. DO YOU GUYS HAVE ANY FEEDBACK ON HOW WE'RE GOING THROUGH IT? KEEP GOING. JOEY. I LIKE TO THINK OF, YOU KNOW, MY FACE HE'S PROCESSING RIGHT NOW.

RIGHT NOW? RIGHT NOW. YOU YOU MENTIONED THE MAY 26TH AND THEN AUGUST 26TH TO JUST THINKING ABOUT THAT. THERE'S HOW MANY YEARS AFTER THAT? FOUR OR MORE YEARS. SO I JUST HAVEN'T HEARD ANY QUESTIONS ABOUT THAT, LIKE, LONG TERM TO ME.

LIKE, THIS IS WHAT WE WERE TALKING ABOUT BEFORE. LIKE THIS IS THE START TO THE NEXT. RIGHT.

THIS IS JUST THE BABY STEPS BASED OFF OF THE INFORMATION.

SHE COMES BACK, THEN WE SET ANOTHER OR SHE DOESN'T CHANGE, BUT THE MEASURE WILL CHANGE.

SO SHE WOULD SET ANOTHER MEASURE BASED OFF OF WHAT SHE COLLECTS.

WITH ALL THIS. LIKE, WE DON'T NEED THAT. WE NEED TO DO THIS.

OR IT WAS. IT COULD BE THAT THEY DIDN'T UNDERSTAND WHAT THE TERM WAS, I DON'T KNOW.

BUT I DO THINK THERE'S ALWAYS A CORRELATION OF SOMETHING, ESPECIALLY IF YOU DEEP DIVE INTO IT.

SO LIKE IN MAY OF 2026 WHEN YOU PRESENT THIS PROGRESS ON THIS, AT THAT POINT YOU MAY COME AND SAY, COME BACK AND SAY SO. NOW THAT WE COLLECT AND ANALYZE THIS DATA, I WOULD RECOMMEND REPLACING 2.2 WITH X.

YES. IS THAT KIND OF WHAT YOU'RE. THAT'S WHAT I WAS THINKING.

BECAUSE THAT WOULD FALL IN THE DEFINITION OF A MULTI-STEP STRATEGY.

WE'VE ALREADY WE HAVE TO ESTABLISH THE FINDINGS AND THEN WE SAY, OH MY GOSH, WE ARE GOING TO HIT ALL KIDS BY DOING THAT.

AND IT MAY NOT COST ANYTHING. MAYBE JUST SWITCHING HOW WE TRAIN TEACHERS OR WORD CHOICE THAT WE USE.

I DON'T KNOW. BUT I THINK IT'S WORTH LOOKING INTO.

[01:05:01]

I REALLY APPRECIATE THE STRATEGY CONVERSATION THAT Y'ALL ARE HAVING RIGHT NOW, AND I APPRECIATE THE EFFORT THAT I HEAR ALL OF YOU MAKING TO TO PUT YOUR STATEMENTS IN THE FORM OF A QUESTION. KEEP BEING GREAT. THERE WE GO.

I'M TRYING TO GET AT IT MAKES ME FEEL. AND WHAT I'M TRYING TO GET AT IS A LOT OF CONVERSATION ABOUT STRATEGY, WHICH IS GREAT. AND THAT IS ULTIMATELY ELDRIDGE AND HER TEAM'S JOB.

OUR JOB AS BOARD IS THE RESULT OF THOSE STRATEGIES.

SO ALWAYS THINKING ABOUT NOT LIKE WHAT THE NEXT STRATEGY ALL THE WAY DOWN THE LINE IS GOING TO LOOK LIKE.

BUT ULTIMATELY, HOW DO WE KNOW THAT ALL THOSE THINGS WORKED? BUT I DO LIKE THE THOUGHTS OF HAVE YOU THOUGHT? I THOUGHT THAT WAS, YOU KNOW, I, I LOVE TO THINK OF WHAT ARE WE NOT THINKING OF? WHAT ELSE DO WE NEED TO THINK ABOUT THAT OUR STUDENTS.

SO CORRELATIONS TO ME, I THINK THAT'S JUST ANOTHER LAYER OF THINKING, NOT TELLING ME WHAT TO DO.

SO STUDENT NOW COMES TO ME. I MEAN THAT'S PART OF THE STUDENT OUTCOMES IS THE GRADES THAT THEY RECEIVE VERSUS I'M JUST WONDERING AND I THINK WE HAVE SO MANY GREAT, PHENOMENAL TEACHERS. THEY WANT TO DO WELL AND WE JUST HAVE TO HELP SUPPORT THEM TO GET THERE.

AND YOU KNOW, IF YOU'RE SITTING IN A TEACHER TRAINING AND YOU'RE LIKE, THIS HAS NOTHING TO DO, THEN WE NEED TO THAT'S WHAT WE NEED TO CONSTANTLY MULTI-STEP TO THINK ABOUT.

ARE WE SERVING OUR TEACHERS THE BEST WAY TO GET THE RESULTS THAT WE WANT FOR OUR STUDENTS? AND THEN FOR US AS A BOARD, WE HAVE TO HOLD EACH OTHER ACCOUNTABLE TO WHEN THEY COME BACK IN MAY OR JUNE, WHENEVER THIS PRESENTATION IS TO THEN SAY, OKAY, WAIT, THIS WAS ONE OF OUR GOALS, OUR PROGRESS MEASURES.

SO NOW WHAT? AND WE ASKED THAT QUESTION. SO NOW WHAT? AND THEN WE HAVE TO BE WILLING TO GO AND CHANGE THINGS AND KNOW THAT IT'S KIND OF A LIVING DOCUMENT VERSUS A WE DID THIS AND THEN WE CHECKED THAT BOX AND NOW WE WAIT. IT'S WE CAN IT CAN IT CAN CHANGE OVER TIME.

AND THAT I LOVE THAT YOU BROUGHT THAT UP. PRESIDENT HATFIELD BECAUSE THAT IS WHAT MONITORING IS. IT IS A STRATEGY CONVERSATION ON A MONTHLY BASIS TO ENSURE THAT WE KNOW WHAT IS WORKING AND THAT IT IS IMPROVING STUDENT OUTCOMES EVEN WHEN WE'RE TALKING ABOUT CARDINALS.

BUT THEN I THINK THE OTHER THING THAT'S SO BENEFICIAL TO THIS IS THAT IN YOUR MIND, YOU HAVE A TIMELINE.

SO YOU'RE NOT WONDERING, OKAY, DOCTOR ALDRIDGE, YOU SAID AND WE HAVEN'T HAD AN UPDATE AND NOW THEY'RE ALL LISTED.

I THINK WHAT I'M EXCITED ABOUT IS THAT A LOT OF THIS IS COMING BASED OFF OF STUDENTS AND THEIR VOICE, AND YOU'RE TAKING THESE. AND BECAUSE I THINK WE COULD SIT AROUND ALL OF US ADULTS THAT SIT AROUND AND SAY, WELL, THIS IS WHAT'S GOING TO MAKE STUDENTS FEEL VALUED OR SUPPORTED AND AND I LIKE THAT.

I JUST I LOVE THAT YOU'RE IMPLEMENTING THEIR VOICE AND WHAT YOU'VE SEEN FROM WHAT THEY'RE SAYING AND ARE TRYING TO DELVE INTO THAT AND, AND MOVE FORWARD BECAUSE THEY KNOW WE DON'T KNOW.

AND I JUST REALLY LIKE THAT, YOU KNOW, AND AND I THINK WE WE GIVE THESE SURVEYS CHECK.

BUT DO WE EVER REALLY ANALYZE IT AND GO BACK AND SAY WHAT CAN WE DO TO HELP YOU FEEL BETTER, FEEL VALUED AND SUPPORTED? I THINK IT'S THE SAME FOR OUR TEACHERS.

WE HAVE TO SUPPORT THEM TO HELP THEM GET OUR STUDENTS THERE.

SO I THINK WHAT WAS EXCITING TO ME IS ONE OF THE HIGHEST RATINGS WAS THAT THEY FEEL SAFE AT SCHOOL.

AND I THINK THAT SPEAKS VOLUMES TO OUR SECURITY DEPARTMENT, BECAUSE WHEN I VISIT CAMPUSES, THEY ARE SO ENGAGED WITH OUR STUDENTS AND THEY THEY FEEL SAFE.

AND SO THAT MAKES ME FEEL GOOD. AND I THINK THE MORE THAT WE FOCUS ON SAFETY AND MONITOR IT FROM OUR FINDINGS.

YOU KNOW, AND, YOU KNOW, WE TALK ABOUT THOSE.

I WANT EVERYONE I WANT TO GET 100, BUT SOMETIMES THAT CAN BE A MECHANICAL ERROR OR A HUMAN ERROR THAT JUST.

OH, GOD, I SHOULD HAVE PULLED THAT. YOU KNOW, SO I ALWAYS WANT TO HIT 100.

BUT, YOU KNOW, REALISTICALLY, CAN WE WE'LL KEEP TRYING.

BUT I DO FEEL AND THAT WAS SOMETHING THE BOARD PUT LOTS OF MONEY IN IS OUR SECURITY.

AND I THINK WE'RE SEEING THAT EVEN AT THE HIGH SCHOOLS, THEY TALK TO THE KIDS, THEY FEEL, YOU KNOW, THEY TELL THEM WHAT THEY DO AND THEY'RE ALWAYS WALKING AROUND. AND SO I THINK THAT'S FROM THE SURVEY.

I THINK THAT WAS A POWERFUL MESSAGE THAT WE'VE DONE THE RIGHT THING HELPING OUR KIDS FEEL SAFE, BECAUSE THAT'S PART OF LEARNING. IF THEY DON'T FEEL SAFE OR THEY THINK SOMEBODY'S GOING TO COME IN, I MEAN, I FEEL SAFER BY ME. I'M TALKING ABOUT SECURITY.

BECAUSE HE HE TALKS TO THE KIDS AND HE ALSO THEY ALSO HELP EACH OTHER WITH THE TRAINING AND AND WHAT CAN THEY DO FOR KIDS TO EDUCATE THEM.

[01:10:02]

WELL I THINK IT'S EXCITING. I THINK MOVING TO THIS PROCESS IS HARD.

I THINK WHAT DID YOU GUYS START OFF WITH THAT? I WROTE IT DOWN. WHERE IS IT? I WROTE DOWN THAT EFFECTIVE LEADERSHIP IS DISCOMFORT, HONESTY AND COURAGE.

I HAVE FELT SO MUCH DISCOMFORT IN THE LAST TWO WEEKS WORKING ON THIS.

BUT THAT'S EFFECTIVE LEADERSHIP. I MEAN, YOU KNOW, I FINISHED THIS BOOK CALLED THE COMFORTABLE CRISIS.

AND IT'S HOW COMFORTABLE WE HAVE WE'VE GOTTEN IN OUR HOMES WITH OUR AC AND EVERYTHING'S WORKING.

BUT THIS HAS BEEN VERY UNCOMFORTABLE FOR ME BECAUSE I AM GOOD UP HERE.

BUT HAVING TO PUT IT ON PAPER, IT TAKES COURAGE AND HONESTY AND WORKING WITH GREAT PARTNERS.

AND SO IT HASN'T BEEN EASY, BUT NONE OF THIS PROCESS HAS.

BUT I THINK ABOUT NOW LOOKING EVEN THOUGH I LOOK AT IT NOW, WE'RE GOING TO DO SOMETHING ABOUT IT.

WE CAN'T JUST GO DO ALL THESE THINGS. AND, YOU KNOW, I'M WALKING THROUGH THE SCHOOL AND I'M NOT LIKE, OH MY GOSH. LIKE, ARE WE? YOU KNOW, I CAN I THINK ABOUT THAT PROGRESS MEASURE.

ONCE WE FIGURE OUT WHAT IT MEANS TO HAVE A SENSE OF BELONGING, THEN THAT'S SOMETHING WE CAN ALL CHECK ON.

DO YOU FEEL LIKE YOU BELONG TODAY, LIANA? I MEAN, JUST USING THE TERMINOLOGY AND MAKING SURE THAT WE SEE EVIDENCE, EVEN IF IT'S OUR OWN ANECDOTAL EVIDENCE. SO THAT'S I GUESS YOU HAVE TO BE UNCOMFORTABLE TO GET COMFORTABLE BECAUSE THIS HAS BEEN A STRUGGLE. I EVEN ASKED TAMARA TODAY SHE NEEDED A RED PEN BECAUSE SHE WAS, YOU KNOW, ASKING ME QUESTIONS.

AND I WAS LIKE, BECAUSE WE'RE SO INGRAINED FROM CRITIQUING FROM OUR ENGLISH TEACHERS OR WHATEVER.

BUT IT WASN'T LIKE THAT. IT WAS REALLY A TEAM EFFORT.

SO I JUST HAD TO SAY THIS HAS BEEN UNCOMFORTABLE TO GET COMFORTABLE WITH.

SO THIS ONE I FOCUS ON VISIBLE AND ACTIVELY ENGAGED.

I LOVE OUR COMMUNITY. I LOVE OUR CAMPUSES. IT'S BEEN SO GREAT TO GET TO KNOW OUR LEADERSHIP.

I HAD TWO PRINCIPALS MEETING WITH ME TODAY, AND IT COULDN'T HAVE BEEN MORE COMFORTABLE.

THEY WALK IN, AND IT'S NOT. IT'S NOT UNCOMFORTABLE.

IT'S BECAUSE OF RELATIONSHIPS. AND SO I THINK THAT'S BECAUSE YOU HAVE TO MAKE AN EFFORT TO SEE YOUR PEOPLE, NOT JUST I WROTE A SENTENCE. DON'T BE THE SUPERINTENDENT THAT JUST FOCUSES ON OPERATIONS, MEETINGS AND TASK AND MAKE SURE THAT YOU'RE ACTIVELY ENGAGED. AND I THINK THAT'S THAT'S TRUE.

I WOULD SAY THAT'S WHERE WE FIND OUT WHERE THE WORK IS HAPPENING, CHECK ON THE WORK.

AND SO WITH LEADERSHIP AND LEARNING, WHICH IS KIM HOLCOMB'S GROUP IT'S SOMETHING THAT WE HAVE JUST STARTED DESIGNING THAT WE ARE DOING INSTRUCTIONAL WALKS INSTEAD OF JUST SHOWING UP WITH NOW, I DO THINK THERE'S POSITIVE INTENT WHEN WE JUST SHOW UP AT A SCHOOL, BUT REALLY BEING INTENTIONAL ABOUT DESIGNING OUR CAMPUS WALKS TO OBSERVE THAT WHAT YOU ALL HAVE INVESTED IN ARE HIGH QUALITY CURRICULUM, OUR TEACHER TRAINING AND OUR PRINCIPALS.

ARE THEY DOING WHAT WE WANT TO HAPPEN FOR OUR FOR OUR STUDENT ACHIEVEMENT.

AND IT'S BEEN GREAT. SO WE TAKE THE ENTIRE DEPARTMENT, ALL THE DEPARTMENT LEADERS, SCIENCE, MATH, READING, SOCIAL STUDIES, EVERYBODY GOES AND WE WE DIVIDE UP AND WE HAVE THE SAME WALKTHROUGH FORM AND WE GO IN CLASSROOMS AND WE, YOU KNOW, THE TEACHERS ARE EXCITED.

THEY YOU KNOW, THERE'S A FEW THAT ARE NERVOUS.

WE GO IN THERE AND WE JUST OBSERVE WHAT THEY'RE DOING.

AND THEN AT THE END WE GO INTO THE LIBRARY AND WE TALK ABOUT GLOWS AND GROWS AND TALKING ABOUT, OH MY GOSH, THIS TEACHER, BLAH, BLAH, AND THE PRINCIPALS IN THERE TAKING NOTES SO THAT THEY CAN BE WE'RE ACTIVELY GIVING THEM LEARNING EXPERIENCES THAT THEY'RE WE'RE NOT JUST SITTING IN MEETINGS TALKING ABOUT WHAT GOOD INSTRUCTION LOOKS LIKE.

WE'RE ACTUALLY IMPLEMENTING IT AT A DIFFERENT LEVEL AND HELPING THEM SEE WHAT WE SEE.

AND I THINK THAT SOMETIMES WE WE TELL PRINCIPLES OR WE SAY WE'RE GOING TO GO DO TEN INSTRUCTIONAL WALKS, BUT WE DON'T EVER TALK ABOUT WHAT WE SAW. AND SO NOW WE'RE REALLY SITTING DOWN WITH EVERY DEPARTMENT.

IS EVERYBODY TEACHING THE WAY WE FEEL LIKE KIDS ARE LEARNING.

[01:15:02]

SO IT'S A GREAT TOOL THAT WE ARE GOING AND I'M JUST LOOKING UP THERE GOING, I DIDN'T PUT LIKE ANNUALLY.

THAT'S WHAT I WAS GOING TO ASK. I KNOW YOU WERE LIKE, I THINK THAT'S WHY WE'RE SO.

YEAH. SO YEAH. SO CAN I ASK ONE QUESTION TO YOU BECAUSE I HAVE OKAY.

CAN YOU, CAN YOU ALSO TALK A LITTLE BIT ABOUT HOW HOW THIS HAS INFORMED THE OPERATIONS AND STRATEGIES OF CENTRAL OFFICE.

SO THIS ISN'T JUST ABOUT TEACHERS. THIS IS ABOUT CHECKING ON, I WOULD SAY CHECK ON THE WORK.

SO IT'S FORMED INTO MORE THAN THAT. LIKE IF IF I'M PARTICIPATING I MAY GO IN A CLASSROOM, BUT I ALSO MAY GO IN THE OFFICE AND ASK, HOW ARE THINGS GOING? AND THEY DON'T MIND TELLING ME.

AND SO FROM THOSE VISITS THEY WANTED, THE SECRETARIES WANTED, YOU KNOW, LAST YEAR WE DID SECRETARY TRAINING.

THEY SAID, ARE WE GOING TO DO THAT AGAIN? WE LEARN SO MUCH.

SO THEY WILL TELL ME WHAT YOU KNOW FROM EACH CAMPUS WILL TELL ME SOMETHING.

OUR BUS DRIVERS, ONE OF THE THINGS LIKE THERE'S, THERE WAS A BUS UP THERE AND I GOT ON AND I REALIZED, I ASKED THIS BUS DRIVER, HE GOES, WELL, THIS ISN'T MY ROUTE.

WE LOST THIS DRIVER BECAUSE WE LOST HIM TO ANOTHER SCHOOL DISTRICT.

WHO DOES NOT WHO GIVES THEM A CHOICE WHETHER THEY CAN BE PAID NINE MONTHS OR 12.

SO IT'S ALSO OPERATIONAL. IT'S NOT JUST INSTRUCTION I ASK? BEING VISIBLE. I GO ASK QUESTIONS AND THEY TELL ME, YOU KNOW.

THAT'S WHY WE'VE CONTINUED TO ENHANCE OUR TEAMS CODING.

THEY NEED MORE TRAINING. I WAS AT ONE CAMPUS AND I SAID, I KNOW YOU'RE HERE FOR INSTRUCTIONAL WALKS, BUT COULD YOU GET US SOME TRAINING? WE JUST HAVE THIS NOTEBOOK WITH ALL THESE TABS AND UNMUTE.

SO THERE ISN'T JUST WE'RE FOCUSED ON INSTRUCTION, BUT WE'RE ALSO I'M ALSO FOCUSED ON ACTION STEPS AND WHAT ELSE? SITUATIONAL AWARENESS. LIKE WE WANT GREAT GREAT STUDENT OUTCOMES.

BUT WE ALSO WANT A GREAT PLACE TO WORK WHERE WE LISTEN TO YOU.

SO THANK YOU FOR PROMPTING ME. SO. YOU GUYS CAN ASK ME ANY OTHER QUESTIONS.

I KNOW THAT PROBABLY NEEDS TO HAVE SOME DATES.

BUT THIS TO ME, THAT ONE VERY MUCH SEEMS LIKE IT'S ALL ABOUT THIS CAMPUS.

AND. AND I KNOW WHAT YOU JUST SAID, AND I HEAR I HEARD THAT I DON'T SEE THAT ON THERE.

SO I CAN REWIND. SO CAN WE ADD SOME THINGS OR CHANGE THE VOCABULARY? WELL, SO I GUESS FOR ME I SAID THREE, YOU KNOW, DELIVER THREE ACTION STEPS IN CONNECTIONS WITH THE CAMPUS, BUT YOU WANT IT MORE DEFINED. WELL, IF IT'S GOING TO BE CAMPUS OR YOU JUST TALKED ABOUT LIKE ADMINISTRATIVE STAFF. SO IS THAT ALSO LIKE THE ADMIN BUILDING? SO I BRING IT BACK. IF THEY WEREN'T THERE WITH ME, THOSE ARE MY TUESDAY MEETINGS THAT I SAY, OKAY, I WAS AT THESE CAMPUSES AND HERE'S WHAT I LEARNED.

AND IT MAY NOT BE AT THESE CAMPUSES. IT MAY JUST BE BECAUSE I'M OUT VISITING.

SO WHEN YOU SAY DELIVER THREE ACTION STEPS, IS THAT DELIVER TO YOUR SLT TEAM? IS THAT DELIVERED TO THE CAMPUS SLT SO THAT WE CAN FIX IT? BUT I SEE WHAT YOU'RE SAYING, TRYING TO THINK ABOUT HOW IF WE WERE MONITORING THAT BECAUSE, WELL, LIKE CAMPUS WALKS AND THE THE WORK THAT'S HAPPENING THERE IS EXTREMELY VALUABLE.

VALUABLE. BUT HOW WILL THAT BE INFLUENCEABLE BY YOU SO THAT WE CAN ALSO MONITOR.

THE ACTION. ARE YOU GOING TO MONITOR WHEN YOU SAID THAT WE CAN MONITOR.

WHAT DO YOU WHAT DO YOU WHAT DO YOU. I GUESS I'M WONDERING, LIKE IF THEY WERE TO PRESENT, YOU KNOW, 3.1, WHAT WOULD WE BE SEEING? WHAT'S THE EVIDENCE THAT WE WOULD SEE THAT THAT IS CULTIVATING AN EXCEPTIONAL LEARNING COMMUNITY. SO LIKE, IT'S NOT THAT I DON'T THINK WHAT WOULD BE AN OKAY.

SO I DID WRITE IT A DIFFERENT WAY, TWO DIFFERENT WAYS.

SO TELL ME IF YOU LIKE THIS ONE BETTER. I WROTE THE SUPERINTENDENT WILL MEASURE AND TRACK CAMPUS NEEDS AND SUPPORT FOR TEACHERS, STAFF AND STUDENTS BY CONDUCTING PURPOSEFUL VISITS AT ALL CAMPUSES EACH YEAR.

SO DO YOU WANT MORE OR IT'S NOT SO FOCUSED JUST ON LEADERSHIP AND LEARNING? I DON'T. I DON'T KNOW. I. WHAT DO Y'ALL WHAT DO Y'ALL.

I LIKE THAT BETTER. TO ME, THAT'S MUCH MORE CLEAR ABOUT WHAT YOU'RE DOING. OKAY.

OR WHAT'S WHAT WE'RE SUPPOSED TO BE LOOKING FOR. AND THEN IF I IN IN MULTI-STEP IF IT'S INSTRUCTIONAL, IT'S THE IT'S I THINK IT'S REALLY POWERFUL THAT YOU TALKED ABOUT THAT.

LIKE CULTIVATING THIS BELIEF THAT WE'RE AN EXCEPTIONAL LEARNING COMMUNITY.

YES. INSTRUCTION BECAUSE THAT'S CRITICALLY IMPORTANT. BUT IF THE PEOPLE AREN'T FEELING VALUED IN THE WORKPLACE OR FEELING LIKE THEY HAVE THE TOOLS TO BE ABLE TO ACCOMPLISH THE

[01:20:08]

SO I THINK IT'S INTERESTING THAT YOU'RE LIKE IN COLLABORATION WITH LEADERSHIP AND LEARNING, BUT YOU'RE TALKING ABOUT YOU AS A SUPERINTENDENT ARE GOING TO DO SOME OTHER SPECIFIC THINGS BESIDES JUST LOOKING AT IT WAS VERY HARD TO WRITE.

THIS WAS VERY UNCOMFORTABLE. SO I THINK YOU HAVE THERE.

I'M SORRY. GO AHEAD. I JUST I'M STUCK ON THE QUANTIFYING, PARTICIPATE IS VERY VAGUE, BECAUSE THIS GUY MIGHT HAVE BEEN KNOWN TO SHOW UP FOR FIVE MINUTES AND THAT'S PARTICIPATING.

SO MAYBE IT'S A WHEEL LEAD OR HOW MANY ARE YOU GOING TO DO WITH THAT TO HAVE A GOOD BROAD.

LIKE HOW OFTEN? YEAH, IT NEEDS TO BE QUANTIFIED.

THAT'S WHY I THINK THE ONE YOU WROTE OVER HERE IS PROBABLY MORE CLEAR.

BUT THE I THINK WE HEAR THE INTENT. IT'S JUST IT WAS IT'S HARD.

IT'S HARD BECAUSE THIS IS A GOOD ONE. WHAT WHAT Y'ALL WANT QUANTIFY THE EXACT THING.

BECAUSE THE MEASUREMENT IN THIS IS ALL CAMPUSES WILL RECEIVE AT LEAST ONE VISIT.

I DON'T SEE THAT IN THERE. I SEE WELL, PARTICIPATE IN RANDOM CAMPUS WALKS.

DOESN'T DEFINE HOW MANY. YEAH. OKAY. AND THAT'S ALL.

AND THEN DELIVER THREE ACTION STEPS TO WHO SO LIKE AND LIKE IS IT FOR HER TEAM? FOR CAMPUS TEAM? I CAN WORK ON THAT. THE ONE THAT YOU JUST READ, DOES THAT INCLUDE DOES THAT USE THE WORDS LIKE CLASSROOM TEACHER? NO, I JUST SAID MEASURE AND TRACK BECAUSE BECAUSE THEN I COULD DEFINE IT BY I DO LIKE THAT WORDING THE CLASSROOM OBSERVATION, TEACHER ENGAGEMENT AND CAMPUS CONNECTIONS.

I LIKE THAT YOU PUT ALL OF THAT IN THERE, BECAUSE I THINK THAT DOES TRACK YOUR GUARDRAIL.

I THINK THAT REALLY COVERS THE CFB STAFF AND ALL STAKEHOLDERS, AND THAT REALLY SHOWS THAT THAT PROGRESS MEASURE DOES LINK BACK TO THAT.

POWERFUL. SO IF YOU CAN COMBINE THE TWO THAT'S GREAT.

BUT CAN YOU CAN YOU SAY THAT ONE ONE MORE TIME? I, I JUST PUT. THE SUPERINTENDENT WILL MEASURE AND TRACK CAMPUS NEEDS AND SUPPORT FOR TEACHERS, STAFF AND STUDENTS BY CONDUCTING PURPOSEFUL CAMPUS VISITS AT ALL CFB CAMPUSES EACH SCHOOL YEAR.

THAT DOESN'T MEAN ALL THREE OF THOSE. THAT'S GREAT. OH, GOTCHA.

SO THEN THIS ONE SAYS SPECIFICALLY THE MEASURABLE, WHICH IS ALL CAMPUSES.

YEAH. THIS ONE DOES NOT SAY ALL CAMPUSES. NO.

THEREFORE YOU WANT TO SEE BUT I COULD ALSO ADD I COULD COMBINE THEM TO MAKE ALL OF YOU AND MAKE ALL THIS HAPPEN. WELL, BECAUSE I DO THAT, BUT THERE'S SOME TIMES WHEN I JUST GO, I MAY NOT PARTICIPATE, I MAY JUST STOP BY. THAT'S IT. SO THINK BACK TO THREE YEARS AGO WHEN I JUST STOPPED BY.

THAT'S WHAT CAME OUT OF THE ATTENDANCE. THE WHOLE ATTENDANCE PLAN.

SO BECAUSE THAT'S WHAT THEY WERE TELLING ME, RIGHT? I THINK THIS ALSO GOES BACK TO THE GUARDRAIL ITSELF BECAUSE.

WHAT YOU JUST SAID WAS REALLY IMPORTANT IS THERE'S ONE THING OF GOING FOR INSTRUCTIONAL WALKS.

THAT'S A THING, RIGHT? THAT COULD HAVE AN IMPACT ON STUDENT ACHIEVEMENT.

BUT THERE'S ANOTHER THING OF YOU ARE FEELING LIKE YOU JUST WALKING AND ASKING QUESTIONS HELPS YOU LEARN AND HEAR THINGS THAT THEN YOU'RE ABLE TO TO GROW. LIKE BRING BACK CONNECTIONS WITH CAMPUS STAFF.

SO I THINK THAT IT'S INTERESTING LIKE FOR US, LIKE WE'VE GOT CFB STAFF AND ALL STAKEHOLDERS.

OH I DON'T KNOW. SO YOU SEE HOW HARD IT IS BECAUSE I'M TRYING TO INTERPRET AND WE PUT IT IN HERE.

EXCEPTIONAL LEARNING. SO IF YOU COMBINE LEARNING I TOOK OUT MEASURE AND TRACK CAMPUS BECAUSE IT WAS ALL ABOUT EXCEPTIONAL LEARNING.

AND SO EVEN THOUGH I GO TO CAMPUSES TO VISIT FOR OTHER THINGS, YOU ALL HAVE AN EXCEPTIONAL LEARNING COMMUNITY.

SO I CHANGED IT. I DIDN'T SAY IT WAS TRUE. I SAID.

I KNEW THIS WAS GOING TO BE THE ONE THAT WAS GOING TO GET US.

I'M INTERPRETING WITH NO LIFELINE TO. RIGHT. SAY, WHAT DID YOU SAY? SO THEN THAT'S WHY I SWITCHED IT. BECAUSE AFTER YOU LET THE PAPER SIT, YOU GO.

BUT THEY SAID LEARNING. SO THAT DOESN'T INCLUDE ALL THIS.

I'M GOING TO GIVE YOU THIS ONE. IT IS A GOOD PRACTICE.

BUT CAN WE GIVE HER. YEAH I KNOW, BUT LIKE, PUT THOSE TWO TOGETHER IS WHAT WE'RE LOOKING FOR.

[01:25:01]

WE ALL HAVE TO BELIEVE WE'RE AN EXCEPTIONAL COMMUNITY. SO I SWITCHED GEARS BECAUSE IT'S EXACTLY WHAT YOU SAID.

YES, I GO TO CAMPUSES, YOU KNOW, WE'LL STOP BY, TALK TO THE OFFICE CLERKS OR, YOU KNOW, ANYBODY.

BUT THEN SOMETIMES I GO WITH INTENT. BUT THIS SAID, I FOCUSED ON THE LEARNING WHICH I FORGOT TO HAVE YOU HIGHLIGHT IF YOU HIGHLIGHT LEARNING.

SO THAT SWITCHED TO A DIFFERENT LEVEL. ALSO, JUST THINKING ABOUT THIS IN A GUARDRAIL SPECIFIC WAY, LIKE THERE ARE TWO VERY SPECIFIC ACTIONS IN THAT GUARDRAIL THAT YOU ARE ASKING YOUR SUPERINTENDENT TO DO, AND IT IS TO REMAIN WHAT IT IS AND ACTIVE. PERFECT.

NOW, IF WE JUST BREAK IT DOWN FROM THOSE TWO WORDS, DOES THAT PPM 3.1 MEET VISIBLE AND ACTIVE AGENT? OF COURSE, WE'RE NOT DISAGREEING ON WHETHER OR NOT THE INTENT IS RIGHT. YOU GUYS ARE LIKE, YES, YOU'RE MORE SO TALKING ABOUT SOME OF THE MORE TECHNICAL PIECES.

UNDERSTANDING YOU'RE SAYING HOW MANY CAMPUSES WILL BE VISITED, IS THAT RIGHT? I THINK SO TO ACTUALLY STATE ALL, ALL OR 100% OR WHATEVER COMMUNICATES ALL CAMPUSES AND THEN WHAT'S THE OTHER THING JUST SO THAT WE'RE ALL CLEAR? YEAH. WHAT IS THE OTHER THING? QUANTIFYING. QUANTIFYING WHAT THE MEASURES OF INTENT LIKE HOW MANY TIMES YOU'RE GOING TO VISIT, HOW MANY? THAT'S WHAT PAUL SAID. I WROTE IT DOWN.

YEAH, PAUL, I WAS LIKE, HOW MANY TIMES SHOULD I HAVE A QUESTION FOR THE BOARD? WHEN YOU GUYS SAID VISIBLE AND ACTIVELY ENGAGED, WHAT WERE YOU HOPING THAT THE OUTCOME FOR STUDENT ACHIEVEMENT WAS GOING TO BE? MINE WAS IF SHE WAS VISIBLE AND ACTIVELY ENGAGED BECAUSE IT WAS GOING TO CULTIVATE A A POSITIVE FEEL ON CAMPUS WHERE THEY FEEL LIKE THEY'RE VALUED BECAUSE SHE'S VISITING AND SHE CARES ABOUT WHAT THEY'RE SAYING AND DOING.

SO HER VISIT, JUST HER PHYSICALLY BEING PRESENT, NOT THE ACTION THAT SHE TAKES FROM THE VISIT, IS THE MOST IMPORTANT THING. I LIKE THE FIRST ONE BECAUSE IT PROMOTES STUDENT OUTCOME.

WELL, THAT'S WHAT THIS SAYS. YOU GOT TO BE VISIBLE AND ACTIVELY ENGAGED.

YOU DON'T HAVE TO DO ANYTHING. YOU JUST GOT TO BE VISIBLE. I LIKE ACTIVELY ENGAGED.

THAT'S THE DUAL. SO THAT COULD BE LIKE, HI, KIM, HOW ARE YOU? YEAH. WHICH IS DELIBERATE, BUT I DON'T THINK THAT THAT'S WRONG.

DELIBERATE REACTION STEPS. LIKE, I DIDN'T WRITE THIS MYSELF.

NO, I'M ASKING LIKE. LIKE WHAT WE WANT HER TO BE ACTIVELY ENGAGED IN.

BUT THAT'S NOT ONLY FOR THAT AND THAT'S THE WHOLE THING. IF WE'RE PUTTING SO MUCH INTO THIS ONE. YEAH, BUT THAT'S WHY IT'S BROKEN INTO THREE. BECAUSE IT'S INTERNAL.

EXTERNAL. WE'RE ALSO LOOKING AT ONE WITHOUT THE OTHER TWO.

THAT MIGHT MEET THE NEEDS OF SOME OF THE OTHER THINGS THAT MAYBE ARE BEING DISCUSSED, INTERNAL OR EXTERNAL.

AND THEN BACK TO INTERNAL. RANDY'S GOING TO BRING IT ALL HOME RIGHT HERE.

YEAH. RANDY, ENGAGE. OBVIOUSLY WE LIKE THE IDEA OF ALL CAMPUSES AND VISIBLY AND I SEE THIS AS DIRECTLY TIED TO STUDENT ACHIEVEMENT, STUDENT PERFORMANCE BECAUSE YOU'RE CHECKING ON.

I MEAN, I DON'T I'M NOT TRYING TO SAY THAT YOU'RE PUTTING TOGETHER A CHECKLIST THAT YOU'RE TRYING TO FOLLOW EVERY TIME YOU GO TO EVERY CAMPUS, BUT YOU'RE EVALUATING, AND PARTLY IT'S THE USE OF YOUR TEAM AS YOU'RE WORKING WITH IT.

IS CURRICULUM BEING FOLLOWED? ARE THERE THINGS THAT WE KNOW WE'VE BEEN WORKING ON IN AN AREA PERHAPS WITH YOU KNOW, THE SIXTH THROUGH EIGHTH GRADERS THAT ARE OPPOSED TO THE SECOND THROUGH FOURTH GRADERS, YOU KNOW, SO THERE ARE JUST THINGS AND I DON'T WANT TO HAVE TO BE DEPENDENT ON MY BRAIN TO TRY TO SAY WHAT THOSE SPECIFICS ARE, BUT THEY ARE DELIVERABLES THAT I'M LOOKING FOR SO THAT THIS IS HELPING US WITH STUDENT ACHIEVEMENT.

AND I WANT TO GO BACK TO PAUL SAYING THAT THE LEADING VERSUS PARTICIPATING, BECAUSE I'M STILL ENGAGED, EVEN IF I'M NOT LEADING SOMETHING. SO I THINK WE CAN GET CAUGHT UP IN TERMINOLOGY.

I DO, I'M VISIBLE AND ENGAGED, WHETHER I'M THE LEADER OF IT OR NOT.

I'M STILL GOING TO PARTICIPATE OR BE A PART OF IT AND PART OF THAT.

AND I CONSIDER THAT A MULTI-STEP STRATEGY, LETTING SOMEBODY ELSE BE UNCOMFORTABLE TO LEAD.

OR MAYBE THEY'RE COMFORTABLE, BUT GIVING OPPORTUNITIES.

SO SOMETIMES YOU CAN'T WRITE ALL THOSE WORDS.

BUT WITH THIS, I JUST DON'T. I THINK WHAT YOU READ WAS, I THINK I CAN MARRY THE TWO AND I CAN LIVE WITH THAT.

BECAUSE HONESTLY, WHEN YOU'RE TRYING TO GUESS WHAT PEOPLE SAY, I LOVE THIS IS THE TRUSTEE,

[01:30:06]

WHAT? WHAT WERE THE PHRASES OR WORDS THAT FELT LIKE THEY WERE CLARIFYING FOR YOU? I THINK WE'RE ALL IN AGREEMENT WITH THAT. THE WORD.

ALL RIGHT. CAN I ASK YOU TO TAKE A BREAK AND PUT IT ON THE SCREEN? BECAUSE I'M A VISUAL LEARNER? YES. AND SO EVEN THOUGH SHE'S READ, READ IT, LIKE, TWICE, I DON'T THINK I ACTUALLY FOLLOWED.

OKAY. SO CAN WE TAKE A TIME OUT BECAUSE SOME PEOPLE NEED TO TAKE A BREAK ANYWAYS? YES. WHAT TIME IS. I CAN'T TELL. 732.

739. AND WE'RE BACK IN SESSION 3.1. AND. SO WHAT WE DID WAS, FIRST OF ALL, IS PUT DOCTOR ELDRIDGE'S INITIAL LANGUAGE WITH THE CLARIFICATION THAT IT IS AT ALL CAMPUSES ANNUALLY FOR THE FIRST ONE AND THEN OPTION 3.1 THAT DOCTOR ELDRIDGE READ OUT IS NOW TYPED AT THE BOTTOM OF THAT SCREEN.

SO PRESIDENT HATFIELD AND TRUSTEE BRADY, CAN YOU FOR THE GROUP KIND OF VOICE, WHAT YOU'RE LIKE, WHAT YOU WANT TO SEE. I THINK WITH THE ADDITION OF AT ALL CAMPUSES ANNUALLY HELPS SPECIFYING CLARIFY WHAT IS HAPPENING.

SO I DO THINK THAT HELPS A LOT IN THAT FIRST ONE.

FOR ME, I DO LIKE THE WORD TRACK AND MEASURE ALSO FROM OPTION 3.1.

WHAT I CAN I MEAN, I THINK THAT'S BETTER. 3.1 OF THE FIRST 3.1 IS BETTER.

AND I APPRECIATE YOU BRINGING THAT UP BECAUSE HERE'S THE QUESTION I WANT TO I WANT TO ASK YOU NEXT IS WHAT WHY DO YOU WANT THINGS TRACKED AND MEASURED SO THAT WE CAN BE CLEAR ON. HOW THAT IS AFFECTING OUR OUTCOMES FOR KIDS.

BECAUSE WHAT WHEN WE TRACK AND MEASURE THINGS, WHAT IS THE NEXT IS THE NEXT STEP AFTER THAT TO IMPROVE OUR GOALS AND OUTCOMES? OKAY. WHAT IS GET THE ACTION ITEMS SO WE CAN MOVE FORWARD.

ABSOLUTELY. I KNOW THAT'S THE ULTIMATE GOAL, AND I THINK NOW I AM CERTAINLY BETTER WITH THE FIRST ONE WITH THE ADDITION OF THOSE.

AND I LOVE THAT Y'ALL ASKED THAT QUESTION THOUGH, RIGHT? BECAUSE THAT'S WHAT WE'RE ASKING OURSELVES AS LIKE PERFORMANCE MANAGERS IS TO WHAT END? WHY DO WE WANT THAT THING UNTIL WE GET TO WE WANT IT TO HELP IMPROVE STUDENT OUTCOMES.

AND SO DOCTOR E, I THINK THAT WAS THAT WAS YOUR POINT, RIGHT? AS IT WAS EXPLAINED TO US, IS LIKE I GO ON THESE WALKS SO THAT I CAN FIND THINGS THAT ARE ACTIONABLE AT EITHER A CAMPUS LEVEL OR THAT I CAN BRING TO THE ADMINISTRATION, BECAUSE IT'S A SYSTEM WIDE IMPROVEMENT THAT COULD IMPACT THE WHOLE OF CFB.

AND YOU CAN SEE THAT THAT'S GOING TO BE THAT'S GOING TO BE DEMONSTRATED BY DELIVERING THREE ACTION STEPS, BECAUSE IN ORDER TO DELIVER THREE ACTION STEPS, SHE NEEDS TO DO WHAT FIRST, RIGHT, DO THE NEEDS AND DO THE TRACK, MEASURE AND TRACK THE CAMPUS NEED TO SUPPORT.

RIGHT? THAT'S HAPPENING ALREADY. IF THE OUTCOME THAT SHE NEEDS TO PRODUCE IS ACTION STEPS FOR AS A SYSTEM FOR THE ENTIRE SYSTEM.

WELL, AND I THINK WITH THIS TERM RIGHT HERE IN CONNECTIONS, BECAUSE I MAY WANDER OFF AND NOT GO IN A CLASSROOM BECAUSE THERE'S SOMETHING ELSE THAT I NEEDED TO.

WOW, I, I SAW THAT I SAW RANDY DOING THAT. I NEED TO GO CHECK ON THAT.

AND THAT'S A CONNECTION. THAT'S NOT NECESSARY.

INSTRUCTIONAL. IT COULD BE OFFICE CAFETERIA SECURITY.

YEAH. NO, NO. SO THAT'S WHY I ADDED THAT. AND I REALLY STRUGGLED WITH THAT.

I AM SO EXCITED ABOUT THIS INITIATIVE. BUT I DON'T KNOW HOW THIS IS.

AGAIN, IT'S THE FIRST TIME INTERPRETING AGAIN, IT'S A MULTI-STEP.

AND THEN THE OTHER QUESTION I WANTED TO LIFT UP THAT YOU THAT YOU ASKED, AND I WANT TO MAKE SURE THAT EVERYBODY HEARD IT WAS LIKE LIKE, WHAT IS THIS GOING TO LOOK LIKE IN MONITORING, RIGHT? BECAUSE AS WE ALL KNOW, THE ROLE OF THE BOARD IS NOT TO GET LIKE, CAN I SEE ALL OF THE ACTION STEPS? RIGHT. LIKE, THAT'S NOT WHAT THAT'S ALL THE STRATEGY STUFF.

SO WHAT DOCTOR E HAS, HAS DISCUSSED WITH WITH US IS YOU'RE MONITORING REPORT IS GOING TO LOOK.

AND WE'RE GOING TO LOOK AT THIS AS LIKE HERE ARE THE NUMBER OF CAMPUS VISITS I LIKE I CURRENTLY CONDUCTED.

RIGHT. HERE ARE SOME BRIGHT SPOTS THAT I FOUND WHEN VISITING OUR CAMPUSES.

SO YOU WILL GET SOME OF THAT REALLY HIGH LEVEL INFORMATION OF LIKE WHAT KIND OF STUFF ARE WE HEARING? AND THEN WHAT DID WE DO AS A RESULT, AND WHERE ARE SOME AREAS FOR GROWTH.

AND THAT'S EXACTLY WHAT WE'RE LOOKING FOR. THERE YOU GO. YES. AND THAT'S SOMETHING THAT IS ALREADY TRACKED AND MEASURED BY ME TO

[01:35:07]

LIKE FOR SECRETARIES. WHAT DO YOU GUYS WANT? I MEAN, IT IS FOR OUR OFFICE PEOPLE.

IT'S EVERYBODY. ACTION STEPS. OH, WE SEE IT. I MEAN, WE KNOW THAT YOU'RE YOU'RE HEARING.

BUT I JUST WANT TO MAKE SURE THAT I THINK IT'S CLEAR NOW THAT IF I WERE NOT IN THIS ROOM AND I WERE JUST READING, THAT I COULD UNDERSTAND WHAT WHAT IT IS YOU'RE DOING.

THAT'S NOT CLEAR. I JUST HAVE ONE MORE QUESTION.

OKAY. GOT IT. BUT DELIVER THREE ACTION STEPS.

IS IT THE I'VE? TO WHOM? BECAUSE I FEEL LIKE YOU SAID THAT YOU WERE GOING TO.

SOME OF THEM ARE GOING TO GO TO CAMPUS. SOME OF THEM ARE GOING TO GO TO CENTRAL OFFICE.

AND IS IT THREE ACTION STEPS PER CAMPUS BECAUSE THAT'S REALLY LIKE THAT'S REALLY SPECIFIC.

LIKE I'M GOING TO FIND THREE THINGS WHEN I GO ON THIS.

WELL I THINK YEAH I CAN SAY I USUALLY DO. I JUST DON'T WANT TO GET IN THE WEEDS, BUT.

WELL. AND I ONLY GET IN THE WEEDS OF US. BUT YES, I COULD SAY THREE IS A GOOD NUMBER.

IT MAY BE IT MAY BE. OH, WOW. SO WE NEED TO WORK ON WORK ORDER IMPLEMENTATION.

YOU KNOW, JUST IT COULD BE OPERATIONAL. IT COULD BE INSTRUCTIONAL.

IT COULD BE THAT'S AWESOME. WE NEED TO DO MORE OF THAT.

RIGHT. IT COULD BE SECURITY MINDED, YOU KNOW ALL WE WANT IS THREE ACTION STEPS.

BUT I GUESS TO HER POINT, JUST THERE'S ALWAYS.

OKAY. SO I'LL GIVE YOU. SO IF YOU WALKED IN YOUR HOUSE RIGHT NOW, WOULD THERE BE THREE THINGS THAT YOU WOULD TELL YOUR KIDS OR YOUR HUSBAND TO DO? YES. ALL THE TIME. WHY DIDN'T YOU? IT WOULD BE.

IT WOULD. IT COULD BE EITHER RAISING A QUESTION OR THINGS THEY NEED TO DO.

THINK ABOUT HOW BIG A SCHOOL IS AND HOW MANY PEOPLE WORK THERE.

AND SOME OF THEM ARE ACTIONABLE. THEY COULD GO ON A LIST.

THEY COULD. IT COULD BE A911. IT COULD BE. WELL, WE NEED TO DO A VIDEO HERE.

IT COULD BE A LOT OF THINGS. OKAY. BUT, YOU KNOW, WE'RE NOT GETTING THOSE ACTIONS.

OKAY. YOU'LL GET THEM AT A HIGH LEVEL. LIKE, THIS IS BASED ON OUR CAMPUS VISITS THIS YEAR.

HERE'S SOME OF THE THINGS THAT WE DID. IT COULD BE TEACHING PEOPLE.

IT COULD BE LOTS OF THINGS. BUT THERE'S SO MANY CELEBRATIONS THAT CAN COME OUT OF THAT.

CORRECT? YES. OH FOR SURE. YEAH. BECAUSE THERE IS SOME GREAT THINGS THAT YES, THERE'S SOME GREAT THINGS TO YOUR POINT TO THAT, CAROLYN. LIKE THIS BRIGHT SPOT OVER HERE. HEY, I WANT THESE PEOPLE TO GO SEE THAT.

WE CALL IT THERE'S A LOT OF GLOWS. AND THEN WE TAKE MENTAL.

WOW. IT'S OUR JOB TO SUPPORT, AND I THINK JIM AND RANDY WHEN WE WERE AT THE BLUE RIBBON DINNER. THAT WAS A PRIME EXAMPLE OF THE PRINCIPLE, SAYING, IT TAKES A VILLAGE AND WE FEEL SUPPORTED BECAUSE WE SEE LIKE WE SEE IT, AND WE'RE GOING TO HELP YOU GET WHAT YOU NEED.

AND THAT COULDN'T HAPPEN IF WE WEREN'T GOING TO SEE OR TO DISCUSS IT WITH YOU.

THAT'S WHAT WE WANT TO HEAR. THAT'S THAT'S GREAT EVIDENCE THAT WHAT WE SAY WE WANT TO DO IS ALSO AN ACTION HAPPENING IN THERE. BLUE RIBBON. AND THEY FELT VALUED. SO WE KIND OF DID OKAY.

WE FEEL BETTER. ABOUT 3.13.2. CAN I SAY ONE THING.

I WANT TO TALK TO THE PEOPLE ASKING QUESTIONS.

RIGHT. I KNOW SOMETIMES IT'S LIKE, OH I SHOULD LET IT GO.

THIS IS AWESOME. BECAUSE THE MORE CLEAR AND CONFIDENT THAT THAT YOU ARE ON THIS, THE BETTER EQUIPPED YOU ARE TO NOT ONLY ASK QUESTIONS, BUT TO EXPLAIN THOSE TYPES OF THINGS TO THE COMMUNITY OR ANYBODY THAT'S TALKING TO YOU AS A LEADER TO SAY, YEAH, WE DID ASK THOSE ALL OF THOSE QUESTIONS THAT I CAN EXPLAIN TO YOU THE INTENT, WHAT OUR THOUGHT PROCESS WAS AND HOW THAT'S GOING TO IMPACT OUR KIDS.

SO TECHNICAL QUESTIONS EVEN ABOUT LIKE, TO WHOM OR LIKE THREE FOR A CAMPUS OR THREE AT THE END OF THE YEAR AT TOTAL THAT NOT ONLY DOES THAT CLARIFY FOR Y'ALL WHAT TO MESSAGE TO PEOPLE, BUT ALSO EVEN TO DOCTOR ELDRIDGE, SHE GETS TO CLARIFY THAT FOR HERSELF. I MEANT THIS, SO WE'RE ALL CLEAR, AND I THINK I'VE MADE REFERENCES TO THAT'S ON THE LIST.

THAT DIDN'T COME FROM SITTING IN OUR OFFICE, THAT CAME FROM SEEING.

AND SOMETIMES WE DON'T ALWAYS GIVE YOU A LIST BECAUSE I THINK PEOPLE ARE DOING GREAT THINGS, AND IT'S OUR JOB TO MAKE SURE THAT THAT GETS DONE, NOT BECAUSE THEY HAVE OUR STUDENTS.

SO, OKAY, THE NEXT ONE THIS I THINK THIS ONE IS SUPER IMPORTANT TO YOU BECAUSE WHAT I LEARNED TODAY FROM A PRINCIPAL IS SINCE WE HAVE STARTED COMMUNITY RELATIONS AND DIFFERENT THINGS.

[01:40:05]

AND SO IF YOU THINK ABOUT COMMUNITY PARTNERSHIPS, WE STARTED THAT.

WE THOUGHT, YOU KNOW, THEY'RE VERY ACTIVE AND THEY'RE DOING GREAT THINGS.

THOSE ARE SO IMPORTANT BECAUSE THAT THAT MONEY HELPS SUPPORT WHAT THEY NEED ON THEIR CAMPUS FOR STUDENT OUTCOMES.

AND SO I THINK WHILE WE'RE CREATING, YOU KNOW, IT DOES TAKE TIME.

SO LET'S SAY WE CREATE THIS FAITH BASED LEADERSHIP GROUP.

YOU ALL YOU GET TO ATTEND THE MEETINGS OR SEE WHO WAS INVOLVED.

THEY COME TO PRAY AT OUR MEETINGS, WHICH IS IMPORTANT. BUT NOW THEY HAVE FORMED THEIR OWN GROUPS AND THEY SEE THE NEED, LIKE JUST ALL THE THINGS THEY WANT TO DO. SO THEN WE SEEK MENTORING AND INTERNSHIP.

SO FORMING COMMUNITY EVENTS, YOU KNOW GETTING FINANCIAL DONATIONS, BUT ALSO GETTING THEM TO CHECK IN WITH OUR STUDENTS AND BE A PART.

AND THAT ONLY COMES IF YOU WANT ATTEND AN EVENT, BUT ALSO THAT COULD BE BRINGING AN EVENT IN HERE.

SO OR BRINGING THE PEOPLE. SO THAT WAS THE OTHER THING I THOUGHT, IS IT JUST ATTENDING COMMUNITY EVENTS OR IT'S ALSO CREATING BECAUSE WE ARE GETTING READY TO CREATE, WHICH IS A MULTI-STEP STRATEGY, CREATE OUR COMMUNITY AMBASSADOR PROGRAM.

AND WE'VE WRITTEN ALL THAT OUT. SO THOSE WHETHER IT MAY NOT BE A SPECIFIC COMMUNITY EVENT, IT'S ACTIVATING THE COMMUNITY TO HELP WITH JUST THOSE ARE JUST A FEW.

SO I THINK THAT, YOU KNOW, NUMBERS, BUT I THINK TEN IS EASY.

YOU KNOW, I LOOK AT MY CALENDAR AND I'M GOING TO CONNECT WITH SOMEONE NO MATTER WHERE I GO, BECAUSE I THINK PEOPLE WANT TO HELP KIDS AND THEY WANT TO HELP TEACHERS, WHICH IS HOW OUR TEACHER OF THE EVENT CAME TO RUN THROUGH THE EDUCATION FOUNDATION, BECAUSE I BELIEVE PEOPLE WANT TO INVEST IN US AND IN TEACHERS.

SO I DON'T KNOW IF YOU YOU KNOW WHAT? I JUST WANT TO MAKE IT CLEAR THAT IF YOU WANT ME TO ADD, WE'LL ATTEND OR, YOU KNOW, LIKE I THINK ABOUT NEXT WEEK, I'M BRINGING IN THE MAYOR.

SO THERE PEOPLE ARE GOING TO TALK OR THE STUDENTS ARE GOING TO TALK, SO THAT THAT COULD BE A LAYER THAT LEADS TO DOCTOR ELDRIDGE.

HAVE YOU THOUGHT, YOU KNOW, MY MOM KNOWS THIS PERSON.

SO ALL THOSE THINGS ARE MULTILAYERED. AND I THINK IT'S IT'S SO IMPORTANT IN OUR COMMUNITIES TO BE A PART OF IT.

AND I ENJOY BEING A PART OF ALL OF IT. SO. SO TECHNICALLY, IT'S AN EVENT ONCE A MONTH THROUGHOUT THE SCHOOL YEAR, ACTIVE SCHOOL YEAR, AUGUST THROUGH, I WOULD SAY.

YEAH. BECAUSE LIKE I HAVE TWO EVENTS SATURDAY WITH VALLEY RANCH BAPTIST AND HEARTLAND BECAUSE THEY'RE DOING THINGS AND YOU KNOW, THE DALLAS COWBOYS IS A HUGE PARTNERSHIP.

AND SO THEY HAVE EVENTS AND, YOU KNOW, I MEET OTHER PEOPLE FROM THAT.

SO I THINK TIM IS A GOOD BASE. I MEAN, DEFINITELY YOU'LL SEE THE RESULTS OF IT.

FEEDBACK QUESTIONS. I THINK I WOULD CHANGE WILL ATTEND TO WILL PARTICIPATE IN BECAUSE SOME OF THOSE EVENTS ARE OKAY. BRINGING IN HERE MAY NOT BE GOING OUT TO THEIR SITES.

YEAH. I HAD AN ISSUE WITH THE NUMBER. I JUST WANT TO MAXIMIZE YOUR TIME.

YEAH. I THINK RANDY BRINGS UP A GOOD POINT THAT YOU DO A REALLY NICE JOB OF ALSO BRINGING THE COMMUNITY IN TO US, RATHER THAN YOU HAVING TO GO TO THE PLACE. I AND I'M SURE IT'S ACTUALLY AGREE WITH US, BUT YOU DO HAVE A REALLY NICE JOB WITH THAT.

AND I THINK THE KEY THING TOO, IS TO CONTINUE TO GROW.

DO YOU APPROVE THAT CHANGE? OH YEAH, I STRUGGLED WITH IT.

LIKE YOU SAID, WE'LL WE'LL ENGAGE. PARTICIPATE.

I DO, I THINK, YOU KNOW, I THINK YOU CAN DELETE THE OPTION.

OKAY. ARE THERE ANY OTHER FEEDBACK ON 3.2? NO.

WENDY, I THINK YOU DID. YEAH. I MEAN, I LOVE PEOPLE.

I DO. THIS HAS BEEN I KEEP ENHANCING THIS. AND SO THIS IS SOME OF YOU HAVE ATTENDED.

THIS IS OUR TEAM CFB. AND YOU KNOW, WE TRY TO HAVE ONE EVERY MONTH.

BUT IF I FEEL LIKE THE PRINCIPALS ARE THE LEADERS, WHICH INCLUDES ALL ADMINISTRATORS, DEPARTMENT LEADERS AND COORDINATORS, IF THEY. THEIR FEEDBACK IS, CAN WE NOT HAVE A MEETING IN DECEMBER? WE HAVE A LOT OF THINGS. SO WE WE'RE NOT GOING TO HAVE A MEETING IN DECEMBER. SO I THINK EIGHT IS REASONABLE.

[01:45:05]

I LOVE THAT I ALSO WANT THEM TO LEARN SOMETHING THAT THEY CAN IMPLEMENT.

SO LAST MONTH WE TAUGHT THEM HOW TO DO SOME AI VIDEOS BECAUSE I WANT OUR LEADERSHIP TO LEARN, BUT I ALSO WANT THEM TO GET OUR UPDATES. SO FOR MONTH TO MONTH I HAVE A SLIDESHOW.

SO THAT WHAT WE DISCUSSED AT THE BOARD MEETING, I PUT THINGS THAT HAVE HAPPENED OVER THE MONTH SO THAT ALL OF THESE PEOPLE INTERNALLY KNOW WHAT'S HAPPENING IN OUR DISTRICT. AND I MAY PICK SOMEBODY TO LIKE LEON DID AN UPDATE ON STUDENT SERVICES AND HOW THEIR EFFORTS HAVE HELPED.

AND HE MAY HAVE ANOTHER THING, BUT IT'S NEVER MORE THAN ONE.

CHRIS MAY GIVE A FACILITY UPDATE, AN HR UPDATE, BUT THEN WE ALSO CELEBRATE.

WE HAVE CELEBRATIONS AND THAT IS JUST OKAY. PAUL, WHAT WOULD YOU LIKE TO TELL US? PEOPLE TELL US. YOU KNOW, I BECAME A GRANDPARENT OR I, YOU KNOW, THEY TELL US SOMETHING PERSONAL AND THEN THE EMPLOYEE RECOGNITION.

SOME OF YOU HAVE SEEN IT. THEY GIVE THE AWARDS TO THEMSELVES SO THEY PICK THE PERSON.

AND AND THEN WE CELEBRATE AND RECOGNIZE OUR SOCIAL MEDIA AMBASSADORS.

SO I THINK YOU GUYS MAY SEE SOME OF THAT, BUT TO ME, I KEEP ELEVATING IT, WHICH IS ANOTHER LAYER TO THAT, THAT I'VE PULLED OUT THE PRINCIPLES AND THEY'VE GOTTEN TO EXPERIENCE CEOS FROM BUSINESSES.

THAT IS ONE HOUR. SO LOTS OF DIFFERENT THINGS HAPPEN UNDER THIS UMBRELLA TO CONTINUE TO GROW.

SO YOU KNOW, IF ANY OF YOU EVER WANT TO ATTEND, LET ME KNOW, BECAUSE WE HAVE KIM CAN TELL YOU THE DATE AND WE NEVER KEEP THEM MORE.

WE STARTED TEN, AND WE TRY TO BE WE NEVER GO PAST 1130 BECAUSE I DON'T BELIEVE ANY MEETING SHOULD LAST THAT LONG TO TEACH THEM SOMETHING.

TO KEEP THEM UPDATED. TO HONOR THEM AND TO RECOGNIZE THEM.

IT'S VERY QUICK. AND I THINK ELIANA CAME TO ONE WHEN WE WERE DOING LEGISLATIVE.

WE HAD MATTHEW HALL THERE, AND HE WAS TEACHING LIKE WHAT WE CAN AND CAN'T SAY ABOUT LEGISLATION.

AND THEN WE DID OUR ADVOCACY PRIORITIES. SO IT'S REALLY A GOOD USE OF TIME.

YEAH, I THINK IT IS GOOD. JUST TO CLARIFY, BECAUSE I HEARD THIS LAST TIME, BUT I NOTICED IT'S NOT IN 3.2 TEN COMMUNITY EVENTS ANNUALLY.

I WAS GOING TO ASK YOU DO THAT ONE AND THAT ONE. OKAY. OKAY. GOTCHA. I JUST WANNA MAKE SURE THAT'S THE LAST ONE.

SHOULD BE ANNUALLY TO ANNUALLY AND THEN DISTRICT MEETINGS IN PERSON ANNUALLY TO PROVIDE.

OKAY. I JUST WANT TO MAKE SURE YOU. KNOW, THE ONLY THING I HEARD YOU SAY WAS YOU ALSO FOCUSED THAT TIME ON GROWING PEOPLE. SO I WONDER IF YOU FEEL LIKE THAT IS IMPORTANT ENOUGH TO PUT INTO THE STATEMENT.

LIKE IS THAT. WELL, AGAIN, I GO BACK TO LEARNING.

SO I'VE REALLY TRIED TO KEEP THAT THEME. I'M TEACHING THEM TO BE A PART OF A LEARNING COMMUNITY SO THEY CAN GET BACK.

BUT IF WE NEED TO, I THINK IT'S RIGHT. IT'S JUST NOT IN THE LIKE.

THE GROWING PIECE IS GROWING IN THE GARDEN. YES.

SO THAT'S SUFFICIENT. I'M ASKING IF IT'S GROWING.

IT'S LEARNING AND LEARNING AND GROWING. CULTIVATING, IF THAT'S A BYPRODUCT OF WHAT IS HAPPENING IS WHAT I'M HEARING IS THAT YOU'RE OBVIOUSLY THEY'RE LEARNING AND THEY'RE GROWING AND THEY'RE BURNING. I TOOK THE WORD LEARNING.

I THINK YOU DID A GREAT JOB. BUT I MAY SAY. YEAH.

IS LEARNING GROWING? YEAH. WE'RE GOOD TECHNICAL.

IT'S HARD. RIGHT? LIKE, WE'RE. IT'S LIKE, I KNOW, I KNOW, IT'S IT'S GOOD.

IT'S GOOD. YOU DID A GOOD JOB. YEAH. AND I THINK YOU'LL SEE A FEW MEETINGS ARE AWESOME. AND I THINK I HEAR PRINCIPALS TALK ABOUT THEM AND WHAT HAPPENED THERE, AND, LIKE, THE REWARD OR WHATEVER. AND THEN IT PUSHES BACK.

WELL, IT IS LIKE THE ACADEMY AWARDS BECAUSE NOBODY KNOWS WHO'S GOING TO GET THE AWARD BECAUSE IT COMES FROM THEM.

AND THEY READ A STATEMENT AND SAY, YOU KNOW, THIS PERSON HAS DONE THIS AND IT'S IT'S COLLEGIAL.

IT'S GREAT COLLEGIAL PROFESSIONALISM THAT YOU'RE LIKE, WOW.

OKAY. I WAS LIKE, WHICH ONE? OKAY. SO WHAT I HEARD FROM THIS ONE, IF YOU WANT TO GET YOUR HIGHLIGHTER OUT IS IN WHAT REALLY RESONATED WITH ME.

WAS RETENTION. RETENTION. RETAIN HIGH QUALITY STAFF.

AND AND IMPROVEMENT FOR STUDENT SUCCESS. BECAUSE I BELIEVE AS MUCH AS YOU ALL

[01:50:01]

SO WHAT'S INTERESTING IS THE WORD RECRUIT BECAUSE WE'RE I ALWAYS THIS MAY BE A WINDY, PERSONAL THING. I THINK THAT WHEN YOU CREATE A AND YOU RETAIN HIGH QUALITY STAFF, THEY RECRUIT PEOPLE OF THEIR CALIBER TO COME WORK WITH YOU. AND SO I DON'T WANT TO I DIDN'T REALLY FOCUS ON RECRUITING BECAUSE I DON'T KNOW HOW TO MEASURE A JOB FAIR.

IF I GOT ONE TEACHER. I REALLY WANTED TO FOCUS ON MAKING OUR TEACHERS THE BEST AND WITH THAT IN RETAINING THEM COMES FROM THE TIA DESIGNATIONS. AND I REALLY THINK IF THAT IS THE WAY WE ARE GOING, THAT THESE TEACHERS THAT ARE TIA DESIGNATED, WHICH IS A TEACHER INCENTIVE ALLOTMENT, AND AGAIN, YOU SEE THE X BECAUSE I DON'T KNOW WHAT I HAVE TO DO SOME CALCULATIONS, BUT I LAST YEAR WE HAD I'VE HEARD IT NOW BECAUSE I WANT TO GET IT RIGHT.

LAST YEAR WE HAD 400. WE WENT TO 2324. WE HAD 312.

WRITE THIS DOWN. WE HAD 312 TIA TEACHERS. OKAY.

AND THEN LAST YEAR OR SO THAT WAS 2324. THEN 2425, WE WENT UP TO 411.

OKAY. SO WE HAVE 160 63 TEACHERS. SO IF YOU CALCULATE HOW MANY OF THOSE ARE TIA DESIGNATIONS, THEY GET WAY MORE MONEY.

THERE'S A SCALE OF HOW MUCH THEY RECEIVE. AND SO NEXT TO 312 I WANT YOU TO WRITE HOW MUCH THE ALLOTMENT WAS THAT WE THIS DOES NOT COME OUT OF OUR BUDGET. OKAY.

SO IN 2324, THAT TOTAL TIA ALLOTMENT THAT WE GAVE OUT TO THE 312 TEACHERS WAS $2.9 MILLION.

OKAY. AND THEN IN 24, 25 NEXT TO 411 WAS $4 MILLION.

AND SO THAT WE HAVE TEACHERS THAT IF YOU LOOKED AT THE.

SO I DEEP DIVE INTO THIS, WHICH I'M NOT READY TO PUT A PERCENT.

BUT IF YOU LOOK AT THE TEACHERS THAT ARE TIA DESIGNATED, THAT MEANS THEY ARE IN ONE OF THESE CATEGORIES, RECOGNIZED EXEMPLARY OR MASTERY. AND THEY HAVE TO BE.

THERE'S A WHOLE PROCESS FOR THAT. THERE'S CALIBRATION.

THERE'S THEY HAVE TO SCORE A CERTAIN MEASURE TO REACH THESE THREE STATUSES.

AND EACH EACH CATEGORY, THEY GET MORE MONEY. SO IF YOU THINK ABOUT RETENTION OF THOSE TEACHERS THAT I HAD, YOU WRITE DOWN, WE HAVE A 91% RETENTION RATE.

WOW. SO IF YOU TALK ABOUT WE WANT HIGH QUALITY STAFF AND WE WANT TO RETAIN THEM, WE CAN RETAIN THEM.

THAT IS A HUGE MEASURE 91% BECAUSE WE NOW THEY NOW HAVE THIS DESIGNATION WHERE THEY ARE.

THEY ARE HIGH QUALITY TEACHERS AND THEY'RE MAKING A HIGH QUALITY SALARY THAT DOES NOT IMPACT OUR BUDGET.

THAT COMES FROM THE STATE. AND I FEEL LIKE THAT IS WHERE WE'RE GOING AND WE NEED TO DO WE PUT A LOT OF EFFORTS INTO ADVERTISING THIS, BUT WE NEED TO KEEP INCREASING THAT BECAUSE AS WE LOOK AT OUR BUDGET, WE WANT OUR TEACHERS TO FEEL VALUED AND WE WANT TO RETAIN THEM.

BECAUSE IF YOU TAKE THE RETENTION OF WHERE THE TEACHERS ARE DESIGNATED AND WHAT THE STUDENT PERFORMANCE WAS AT THOSE CAMPUSES, A LOT OF THEM ARE OUR CAMPUSES. SO WHERE YOU HAVE MORE DESIGNATED HIGH EXPERTISE, HIGH QUALITY TEACHERS, YOU HAVE MORE ACHIEVEMENT AND THEY'RE NOT GOING TO LEAVE.

AND WHEN THERE'S A, YOU KNOW, IF YOU STUDY EMPLOYEE RETENTION, HOW MUCH IT COSTS EVERY TIME AN EMPLOYEE LEAVES, IT'S A LOT. SO WE WANT TO RETAIN OUR TEACHERS AND WE'RE INCREASING THEM.

I THINK THAT WAS WHAT DID WE CALCULATE 30% 3,535% INCREASE IN THAT.

AND SO ANYWAY I'VE GOT TO FIGURE OUT HOW MUCH WE CAN INCREASE THAT EVERY YEAR SO THAT WE HOPE TO GET THE HIGHEST NUMBER OF DESIGNATED TEACHERS IN THIS AREA SO WE DON'T LOSE THEM BECAUSE TRYING TO TRAIN TEACHERS, IT'S HARD. SO THAT IS TO ME. WE WILL CONTINUE TO EXPAND THAT PROGRAM AND TO TEACH OUR ADMINISTRATORS HOW WE IDENTIFY THEM, HOW WE MAKE SURE THAT WE CREATE THE ENTIRE PIPELINE TO HAVE.

I MEAN, I WOULD LOVE 90% OF OUR TEACHERS, ALL TEACHERS, TO BE UNDER THAT DESIGNATION.

[01:55:07]

BUT WHEN I DID THE NUMBERS FROM WHEN IT STARTED IT'S IT'S THE NUMBERS I GAVE YOU ARE INCREDIBLE.

AND THEY, THEY, THEY TAKE A GREAT PRIDE IN SAYING THEY'RE A TEACHER.

I THINK WE HAD SOME OF THEM COME TO ONE OF THE BOARD MEETINGS AND HOW MUCH MONEY THEY WERE MAKING.

SOME OF THEM DON'T WANT TO BE ADMINISTRATORS BECAUSE. SO WE NEED TO RETAIN HIGH QUALITY STAFF.

AND I THINK WE'RE GOING TO EXPLORE SOME OTHER, YOU KNOW, WHATEVER TOS OFFERING.

THERE'S LOTS OF NEW THINGS THAT HAVE COME OUT, BUT I WANT TO FOCUS ON THAT AND GIVE YOU A PERCENTAGE.

SO I DON'T HAVE THAT TODAY. WE HAVE LIKE A TIME THAT WE'RE GOING TO GET THAT PERSON OUT OR LIKE WHAT HAPPENS AFTER.

WELL, I SAID, I SAID ANNUALLY. SO I WANT TO CALCULATE LIKE WHAT WE'VE DONE AND HOW MANY PEOPLE GIVE IT GIVE YOU A BASELINE BECAUSE IS 35% I DON'T I WOULD LOVE TO SAY, HEY, LET'S GET 50% MORE, BUT I DON'T WANT YOU TO SIT HERE AND GO, SO DO WE NEED TO CHANGE THAT? I'LL SAY AT LEAST LIKE PERCENTAGE POINTS ANNUALLY.

SO I'LL CALCULATE A PERCENT. LIKE WHAT? YEAH I'LL GIVE YOU AN AVERAGE.

YOU'RE ASKING BY WHEN CAN WE EXPECT THAT NUMBER TO BE BUILT IN DUE DATE? I DON'T KNOW. CAN I HAVE 30 DAYS A MONTH? SURE.

YEAH. I MEAN, YOU KNOW THAT I'M NOT GOING TO LEAVE IT BLANK BECAUSE THESE ARE ALL.

I GET IT. YEAH. OBVIOUSLY, WHEN THEY GET THE QUALIFICATION, TYPICALLY IT'S GOING TO COME THROUGH.

WELL, THEY'RE DOING LOTS OF CALIBRATIONS AND JUST TAKING AN AVERAGE OF THE TIME.

I'VE BEEN HERE TO GIVE YOU AN ACCURATE TARGET.

GREAT. AND THEN OKAY SO IS EVERYBODY OKAY WITH THAT.

AND WE CAN I CAN GIVE YOU A LOT OF DATA A LOT OF DATA OR INFORMATION OF WHAT CAMPUSES, HOW MANY CAMPUSES HAVE, HOW MANY TEACHERS. BECAUSE MULTI-STEP STRATEGY I HAVE A LOT OF IDEAS FOR THAT.

SO THIS ONE I'VE GOT A LOT OF TO DOS, BUT THIS IS IMPORTANT TO ME TO BUILD WHAT YOUR TEACHERS AND PRINCIPALS NEED.

WE TALK ABOUT GROWING THEM. WHAT DOES IT LOOK LIKE TO GIVE THEM LEADERSHIP DEVELOPMENT? WHAT DO THEY NEED TO DO TO BE RECOGNIZED? EVERY.

IF I ASKED YOU, HOW DO YOU FEEL VALUED IF YOU'RE RECOGNIZED? SOME PEOPLE SAY, I NEED TO LEARN MORE. I NEED A CARD.

I NEED YOU TO TELL ME ALL THE TIME. I NEED YOU TO SEND ME AN EMAIL.

WHAT DOES THAT LOOK LIKE? TO RETAIN TEACHERS, TO BUILD THEIR CAPACITY? THAT IF THEY'RE NOT A PART OF THIS, WHAT DO I DO TO KEEP THEM AND OUR.

AND OUR PRINCIPALS? SO, LIKE I'M TAKING A COUPLE PRINCIPALS IN LEADERSHIP DEVELOPMENT TO MID-WINTER FOR TWO DAYS BECAUSE I WANT THEM TO SEE WHAT THEY COULD BE. THERE'S SOME GREAT SESSIONS. WHAT ARE YOU.

SO I ASKED THEM, YOU KNOW, WHAT DO YOU ASPIRE TO BE? WHAT DOES THAT LOOK LIKE? FOR ALL. I WANT TO REALLY GET THAT NAILED DOWN.

WHAT DO TEACHERS NEED TO GO TO THE NEXT LEVEL? BECAUSE WE WE HAVE ASPIRING ADMINISTRATORS, BUT I THINK WE CAN REFINE. WHO DID WE ADVERTISE? HOW CAN WE GROW THAT? SO YOU CAN HAVE ASPIRING ADMINISTRATORS, BUT WE COULD ALSO BACK THAT DOWN TO TEACHERS WHO WANT TO BECOME OTHER THINGS THAN JUST A PRINCIPAL. SO ANYWAY, I WANT TO PUT TOGETHER THAT THAT I'M WORKING ON THAT TO KEEP AGAIN, ALL RESOURCES TO RETAIN. I DO NOT RECRUIT. I REALLY FOCUS ON RETAIN.

SO WHAT DO YOU GUYS THINK ABOUT THAT? LIKE IF YOU CAME TO WORK IN AN ORGANIZATION, I LEARNED THIS FROM A TEACHER AT BUSH, AND SHE SAID, I'VE BEEN TEACHING FIVE YEARS NOW, BUT I DON'T WANT TO BE A PRINCIPAL.

WELL, I THINK WE NEED TO DO BETTER AT BUILDING WHAT THEY WANT TO BE IN THERE, LEARNING THEIR DEVELOPMENT AND HOW WE KEEP THEM BECAUSE WE ARE A BUSINESS WITH HR, CURRICULUM OPERATIONS. AND SO I THINK WE CAN BUILD SOMETHING.

I CALL IT FIVE YEARS NOW, BUT BUT I DON'T KNOW, I STARTED WORKING ON IT.

I JUST HAVEN'T PUT IT ALL TOGETHER. TRADEMARK.

TRADEMARK. RETAINING PEOPLE. I'M GOING TO LOSE SOMEBODY BECAUSE I DIDN'T GIVE.

I DIDN'T GIVE THEM THE OPPORTUNITY TO GO INTO IT.

TO SEE WHAT? OR TO EXPOSE THEM. YEAH. OKAY. THAT MAKES A LOT OF SENSE.

THAT MAKES SENSE. SO I'M GOING TO BUILD YOUR CAPACITY TO DO WHAT YOU THINK YOU CAN DO.

[02:00:05]

YEAH. YOU KNOW, LEADERSHIP RECOGNITION BECAUSE WE SAID THIS HIGH QUALITY STUFF BECAUSE YOU TAKE IT PERSONAL.

WHEN YOU MEET SOMEONE, YOU KNOW, THEIR THEIR QUALITY AND THEN THEY LEAVE YOU.

I WOULD SAY THAT THAT SECOND GOAL COULD BE KIND OF RECRUITING.

MAYBE YOU'RE RECRUITING. THAT'S TRUE. YOU'RE STILL RECRUITING. THANK YOU. MARJORIE. YEAH.

I MEAN, I THINK WE HAVE A YOUNG GIRL, KIM, IN COMMUNICATIONS, AND, YOU KNOW, SHE'S SHE WANTS TO GROW.

AND SHE CAME TO OUR OFFICE TODAY AND SAID, WE GOT YOU.

WE HELPED HER UNDERSTAND. AND SO IT WAS IT'S THAT'S WHAT I TAKE PRIDE IN HELPING OUR TEAM GROW AND BECOME MORE THAN WHAT THEY THOUGHT THEY COULD DO. IS THE BOARD CLEAR ON BY WHEN THIS IS EXPECTED? YES. YES. SO WHAT? WHAT IS WHAT IS TO BE DELIVERED TO YOU GUYS? A COMPREHENSIVE PLAN. GOOD. SO JUST THE PLAN WILL BE CREATED.

YES. AND THEN AT THAT POINT. WELL, BECAUSE MY VISION IS THAT YOU ALL ARE OUR AMBASSADORS.

SO WHEN YOU GO AND YOU GO, OKAY, I MET MISS SO-AND-SO OR MR. AND YOU GO, BUT WE HAVE THESE OPPORTUNITIES FOR YOU TO GROW, BECAUSE I WANT TO KNOW AS FAR AS I KNEW MOST OF THEM, BUT SOME OF THEM SAY I DON'T WANT TO BE AN ADMINISTRATOR.

IS THIS THE ONLY AVENUE YOU COULD SAY, YEAH, HERE'S HERE'S WHAT YOU COULD DO.

YOU COULD HELP THAT I GOT THIS PROBLEM. BUT AND THEN THIS ONE'S KIND OF BOLD.

I DON'T I DON'T WANT ANY. I WAS LIKE, I WANT TO DROP THE MIC.

I WANT TO MAKE IT LIKE 20, 28. I'LL DROP THE MIC AT 2030.

WELL, IF YOU TARGET OUT LEARNING AND THEN YOU LOOK AT ALL THE DATA SO ALL OF IT CONNECTS.

T TEACHERS ARE TWO CAMPUSES THAT HAVE THAT HAVE VERY FEW.

INTERESTING. SO WE'VE GOT TO GET HIGH QUALITY TEACHERS THAT WE RETAIN.

THERE A PLAN 12I WAS LIKE WE GOT TO GO THROUGH THAT.

I DON'T WANT I DON'T WANT THAT. AND SO I'M POURING EVERYTHING INTO GETTING BECAUSE THAT MEANS STUDENTS ARE LEARNING AND NOBODY'S FAULT.

IT'S JUST WE HAVE TO SUPPORT THEM. THAT'S COOL.

I WOULD LIKE TO SEE THAT AGAIN. CORRELATION BETWEEN YOUR STUDENT SURVEY AND THOSE CAMPUSES.

I FEEL VALUED. DO THEY FEEL SAFE? DO THEY FEEL DO THEY FEEL? YEAH, BECAUSE I CAN TELL YOU, I'VE LOOKED AT DATA FROM WHEN KIDS WERE IN FIFTH GRADE AND YOU WENT TO A MIDDLE SCHOOL.

AGAIN, THAT'S ANOTHER STRATEGY. DO WE DO A GOOD JOB OF KNOWING WHAT KIDS ARE GETTING? DO WE. SO THAT YOU'RE ALREADY TEACHING HERE. SO THERE'S LOTS OF THINGS.

ANYTHING ON THIS. WE AGREE IS THIS IS IS THIS THIS? DID I DO IT? YOU DID LIKE I'M SMELLING THAT QUESO.

YOU GUYS KNOW, I'M LIKE I MEAN, I THINK LIKE EVEN THE ONES THAT WE TWEAK, WE TWEAK THEM ON THE SPOT YOU'RE SPEAKING IS DONE. WELL, I GUESS I HAD TO READ A LOT ABOUT THIS BECAUSE IT'S IT IS A DIFFERENT WAY OF WORKING, BUT IT'S ALSO PUTTING IN A HIGH LEVEL THINKING, LIKE REALLY HIGH LEVEL TO COME DOWN.

THIS IS GOOD, BABE. IT'S ALSO WANTING TO REASSURE YOU THAT WE'RE WE, WE ALL, WE ALL WANT THIS AND WE ALSO WANT OUR PEOPLE TO STAY BECAUSE WE HAVE REALLY GOOD PEOPLE.

SO ARE YOU NEXT? ARE YOU. IS THIS. WE CONCLUDED I HAVE BEEN UNCOMFORTABLE TO BE COMFORTABLE WITH PROGRESS.

I WILL SLEEP WELL TONIGHT WITH YOU, SAID THE ASSIGNMENT.

GOOD JOB. I COULDN'T DO IT WITHOUT MY TEAM. AND YOU ALL SIT BACK, THEN.

GOOD TEAMWORK. NO, IT'S ALSO MY ALL THE TEAM THAT ISN'T HERE.

GOOD GOSH. CONGRATULATIONS, Y'ALL. THAT WAS INCREDIBLE TO LISTEN TO THAT.

I MEAN, THAT WAS A WHOLE STRATEGY CONVERSATION THAT YOU KEPT BRINGING BACK TO STUDENTS, BUILDING INFRASTRUCTURE THAT IS GOING TO SUPPORT STUDENTS IN EXCELLENCE IN CFB LIKE THAT JUST GAVE ME ALL THE FEELS. AND THE ONLY THING THAT I'D LIKE TO SAY IS, LIKE, NOW THAT YOU'VE GONE THROUGH THE PROCESS OF GOALS, GOAL PROGRESS, MEASURES, HAVING DEEP CONVERSATIONS ABOUT THOSE THAT I UNFORTUNATELY WASN'T BEFORE.

[02:05:03]

AND SPENT TONS OF TIME COMING UP WITH THOSE INTENTIONALLY.

THEN FOR THIS MOMENT TO HAVE THESE NOW SOLIDIFIED BOTH TOGETHER.

DO YOU THINK THAT IF THOSE ARE THE THINGS WE FOCUS ON AS A BOARD, AS A SUPERINTENDENT HERE IN CFBISD, THAT THAT WILL TRULY DEFINE THAT WE ARE WINNING HERE IN CFBISD.

DO YOU GUYS FEEL THAT? SURE. FOR SURE. YEAH. COOL.

THAT'S THE FEELING THAT YOU NEED TO WALK AWAY WITH. YEAH.

AND THAT YOU'RE EXCITED TO BRING THIS TO YOUR COMMUNITY AND FEEL LIKE THEY ARE GOING TO BE SUPER EXCITED ABOUT GETTING ON BOARD AND SUPPORTING THESE EFFORTS.

SO INCREDIBLE JOB. ALL RIGHT. ALREADY DID THIS.

YAY! OKAY. SO YOU'VE HEARD US. JOEY'S GOING TO PASS OUT MAGNIFICENT PAPERS THAT HE MADE JUST FOR Y'ALL.

HE WAS STAPLING AND EVERYTHING. THE MAN WORKS.

HE'S TIRELESS. WE HAVE ALLUDED A LOT TO THIS.

AND I REALLY APPRECIATE, FIRST OF ALL, PEOPLE WHO HAVE AGAIN, GONE BACK TO THIS AND ALSO THE PATIENTS TO BE LIKE, I'VE HEARD ABOUT THIS MONITORING PROGRESS, BUT WHAT IS IT? SO WE'RE GOING TO TELL YOU AND WE'RE GOING TO SHOW YOU ACTUALLY.

SO WHAT Y'ALL SHOULD BE LOOKING FOR? ACTUALLY, LET ME BACK UP.

WE WILL ALSO GO BACK OVER THIS WHEN YOU START MONITORING PROGRESS NEXT SEMESTER.

BECAUSE I KNOW THAT LIKE, HOPEFULLY EVERYBODY WILL SLEEP BETWEEN NOW AND THEN.

RIGHT. BUT THIS IS THIS IS JUST KIND OF A LITTLE TEASER FOR Y'ALL TO GET EXCITED FOR WHAT'S TO COME.

OKAY, SO HERE'S WHAT YOU CAN EXPECT FROM A HIGH QUALITY MONITORING REPORT.

AND WHAT YOU'RE GOING TO SEE IN THE NEXT COUPLE OF SLIDES IS THESE ARE ALL RELATED TO GOALS AND GOAL PROGRESS MEASURES.

IT'S THE SAME CONCEPT FOR GUARDRAILS AND GUARDRAIL PROGRESS MEASURES.

SO A HIGH QUALITY MONITORING REPORT IS GOING TO IS GOING TO CONTAIN FOUR THINGS.

NUMBER ONE YOU'RE GOING TO KNOW WHAT YOU'RE MEASURING RIGHT.

I'M GOING TO SEE THE GOAL I WANT TO SEE THE GOAL PROGRESS.

MEASURE. DOCTOR ELDRIDGE IS GOING TO GIVE YOU THE CURRENT STATUS OF WHERE YOU ARE AT.

RIGHT. WHICH IS ALSO AND I APPRECIATE THAT THIS WAS A CONVERSATION BEFORE YOU WILL HAVE ANNUAL TARGETS FOR ALL OF YOUR GOALS AND GOALS.

GOAL PROGRESS MEASURES AND GUARDRAILS. RIGHT.

SO YOU'RE NOT LOOKING FIVE YEARS OUT, RIGHT? YOU'RE LOOKING TO SAY ANNUALLY, ARE WE? ARE WE MEETING THE BENCHMARKS THAT WE NEED TO SO THAT WE ARE CONFIDENT THAT WE WILL MEET OUR FIVE YEAR GOAL? DOCTOR ALDRIDGE WILL THEN GIVE YOU HER INTERPRETATION OF CFBS PERFORMANCE.

RIGHT. ARE WE ON TRACK TO MEET THE GOAL? IF SO, WHY DO I BELIEVE THAT? ARE WE PROGRESSING? IF SO, WHAT ARE WE LOOKING AT? OR ARE WE OFF TRACK? AND THEN FORTH, DEPENDING ON WHAT WE FOUND.

RIGHT. WHAT ARE OUR NEXT STEPS? QUESTIONS? COMMENTS ON THIS.

OKAY COOL. ALL RIGHT. SO WE ARE PRESENTING TONIGHT A GPM STATUS THAT IS ON TRACK BECAUSE WE EXPECT TO SEE LOTS AND LOTS AND LOTS OF GREEN LIGHTS IN THIS DISTRICT.

AND SO GOING BACK TO ONE AND TWO HERE, WHICH IS THE STATUS OF THE GOAL.

AND WHAT'S BEING MEASURED IS THIS CAN YOU SEE HOW THAT IS ARTICULATED HERE, OR IS THERE ANYTHING THAT YOU FEEL LIKE IS MISSING FROM THIS FIRST SLIDE? COOL. SO YOU WILL DOCTOR ELDRIDGE WILL BE PRODUCING SOMETHING LIKE THIS FOR YOU EVERY SINGLE MONTH, RIGHT WHERE YOU ARE ABLE TO LOOK AT THAT.

AND THEN THE OTHER THING THAT WE'VE TALKED ABOUT, RIGHT, IS THAT THESE REPORTS SHOULD BE UNDERSTANDABLE BY ANYBODY IN YOUR COMMUNITY, WHETHER THEY ARE A DATA SCIENTIST, WHETHER THEY'RE AN EDUCATOR, WHETHER THEY'RE LIKE, I DON'T KNOW ANYTHING ABOUT PUBLIC SCHOOL OTHER THAN LIKE I HAD A PUBLIC SCHOOL EDUCATION BECAUSE WE WANT EVERYBODY TO FEEL INCLUDED AND BE ABLE TO FOLLOW THE SUCCESS OF CFB.

ANY QUESTIONS, THOUGHTS? COMMENTS ON THIS? LOOKS LIKE IT'S 2023 TO 2026.

I'M SORRY. TRUSTEE BRADY, CAN YOU SAY THAT ONE MORE TIME? I'D LIKE THE GREEN LIGHT. ANYBODY ELSE? LOVE THE TRAFFIC LIGHT? NO, I JUST WANT TO KNOW.

I THINK THERE'S A TRAFFIC LIGHT TEMPLATE, RIGHT? YEAH, YEAH, I'M PRETTY SURE SHE HAS IT THIS WAY.

OH, YOU PREFER A VERTICAL? VERTICAL? I LISTEN, I WILL HAVE A TRAFFIC LIGHT FOCUSED THING.

ANYBODY DO IT AGAIN? LIKE THAT'S AN ACCESSIBILITY THING, RIGHT? IS LIKE, NO MATTER WHO I AM OR WHAT MY LEVEL OF ENGAGEMENT IS, I CAN IMMEDIATELY LOOK AT THIS AND KNOW WHERE MY DISTRICT IS.

RIGHT? POP QUIZ WHAT IS THE TARGET FOR SPRING 25? 66. 66%. WHAT WAS THE ACTUAL 66? AWESOME. ARE WE ON TRACK?

[02:10:05]

WHY IS THAT IMPORTANT? TO HAVE AN EXPLANATION THERE.

BECAUSE IT MEANS WHERE WE'RE. WHERE WE CAME FROM, WHERE WE'RE HEADED, HOW WE GOT HERE.

WHY ELSE MIGHT IT BE IMPORTANT FOR THERE TO BE SOMETHING IN THE SUMMARY OF DATA? WELL, JUST THE VISUALIZATION. WE'RE MEETING OUR GOALS FOR ALL THOSE REASONS.

BUT YES, ULTIMATELY CONSTITUENTS ARE LOOKING AT IT.

AND ABSOLUTELY, AT THE END OF THE DAY, JUST SAY THE THING THAT THE GRAPH SAYS.

YEAH, RIGHT. BECAUSE TO ASSUME THAT, LIKE, THEY JUST UNDERSTAND WHAT'S GOING ON IS THE WRONG ASSUMPTION.

AND ULTIMATELY, IF YOU'RE LIKE SOMEBODY LIKE ME, SOMETIMES I LIKE HEARING THE THING. JUST TELL ME WHAT THE DATA IS TRYING TO SAY.

RIGHT. THAT HELPS THE BOARD MEMBERS. IT HELPS COMMUNITY MEMBERS. IT HELPS EVERYONE WATCHING THE MEETING. THE ONLY QUESTION I HAVE TO YOU, THOUGH, IS MAYBE AT THE BOTTOM OF THE BOX, WOULD YOU DEFINE THAT? BECAUSE A LOT OF PARENTS, I MEAN, JUST AS BEING A FORMER ADMINISTRATOR, IF YOU'RE READING THIS AND I THINK ABOUT MY HUSBAND, WHO IS NOT AN EDUCATOR. HE WOULD GO, WELL, WHAT DOES THAT MEAN? SO YOU EITHER DEFINE IT AT THE BOTTOM OR YOU JUST SAY READING ACHIEVEMENT, BECAUSE I ALWAYS THINK, WHO IS THIS TARGETED FOR? AND IF IT'S PART OF OUR COMMUNITY READING MATH PROFICIENCY, I GUARANTEE YOU SOMEBODY WILL SAY, IS THAT READING MAPS BECAUSE THEY DON'T KNOW IT? AND SO I ALWAYS FEEL LIKE WE TALK IN SO MANY CODES, AND I'M WONDERING IF THAT'S EVER COME UP.

THAT'S WHAT I WANT. I LOVE THAT. AND THE WAY THAT WE'VE SEEN THIS BEFORE IS LIKE, YES, PUT IT ON THE POWERPOINT.

I'VE HEARD PEOPLE VOICE THAT OVER EVERY SINGLE TIME THERE'S AN ACRONYM.

I'VE ALSO HEARD PEOPLE JUST PUT IT IN AN INDEX AT THE END, RIGHT? WHERE LIKE PEOPLE, COMMUNITY WILL ALWAYS BE ABLE TO FIND COMMONLY USED WORDS DURING MONITORING REPORTS.

AND I DON'T SEE THE ISSUE WITH OBVIOUSLY YOU SAYING THAT YOU WANT TO PUT THAT ON THIS SLIDE.

OKAY. I DON'T KNOW IF YOU HAVE ANY DIFFERENT.

NO, I LOVE THAT. AND I THINK THAT THE MORE CLARITY THE CLARITY IS INCLUSIVENESS AND ACCESSIBILITY.

AND SO SAYING MAP IS THE TOOL THAT WE USE TO MEASURE WHETHER OR NOT OUR KIDS ARE ON TRACK THROUGHOUT THE COURSE OF THE YEAR.

AMAZING. I THINK THE MORE AND MORE THEY HEAR IT, THEN WE'RE NOT JUST MAKING UP DIFFERENT ASSESSMENTS BECAUSE THEY ONLY THEY KNOW STARS. SO THAT'S IN THERE. BUT THEN WE SWITCHED OVER HERE WITH MAP WITHOUT READING ANYTHING.

ACHIEVEMENT HAS INCREASED. GOALS WERE MET IN SPRING OF 24 AND 25 WITHOUT LOOKING AT ANYTHING.

AND THEN THAT MAKES ME THINK I'M GIVING MY PHONE ANOTHER PERMISSION WITH THE GREEN LIGHT.

THIS WAY. ON WHAT GOAL IS BEING MEASURED HERE.

YEAH. COOL. WHAT A. GREAT. SECOND. COOL. AND I HAVE NO MORE QUESTIONS FOR YOU GUYS.

POP QUIZ. YEAH. DON'T WORRY. OKAY, SO THIS IS WHAT WE WERE ALLUDING TO BEFORE WHEN WE DISCUSSED THE GUARDRAILS.

RIGHT. IS SUPERINTENDENT INSIGHTS BECAUSE WHAT THIS PROCESS REQUIRES DOCTOR E AND HER TEAM TO DO IS BRING THE ANALYSIS THAT THEY ARE DOING BEHIND THE SCENES TO INFORM THEIR DECISION MAKING OUT TO YOU AS THE BOARD AND OUT TO THE COMMUNITY.

RIGHT. WE KNOW THAT ANYTIME THEY ARE LOOKING AT DATA OR DIFFERENT LIKE DATA, PERIOD, WE CAN JUST STOP THERE.

IT'S THE REASON WHY DATA IS IMPORTANT IS BECAUSE WHAT ACTUALLY BECAUSE IT DRIVES ACTION.

ABSOLUTELY. AND SO WHAT YOU'RE GOING TO GET HERE IS YOU'RE GOING TO GET DOCTOR ELDRIDGE'S HIGHEST LEVEL INSIGHTS IN TERMS OF BRIGHT SPOTS.

HERE ARE THE THINGS THAT ARE WORKING AND THAT WE'RE REALLY EXCITED ABOUT.

RIGHT. AND THEN YOU'RE ALSO GOING TO SEE AREAS OF GROWTH.

WE'VE LOOKED AT ALL THIS STUFF. WE'RE NOTICING THAT WE NEED IMPROVEMENT ON HERE.

AND THEN I'LL STOP THERE. BECAUSE THE NEXT PART.

QUIZ. QUIZ. THINGS I DO HAVE A QUIZ. OKAY. ACCORDING TO THIS, THE.

DO YOU SEE ANY, LIKE EITHER CAMPUS OR STUDENT LEVEL DATA HERE? YES. WHERE? STUDENT GROUP. DATA STUDENT GROUP.

BUT NOT STUDENT LEVEL? NO. WHY IS THAT IMPORTANT? GROUPS ARE IMPORTANT. I'M NOT CRAZY. OKAY, GREAT.

STUDENT GRADE LEVEL. RIGHT? AND WE'RE TALKING ABOUT THIS BEING THE ANALYSIS OF THE DATA YOU JUST SAW ON THE LAST SLIDE, RIGHT? THE LAST SLIDE IS THE KIND OF OVERALL AGGREGATE.

THIS IS PULLING OUT SPECIFIC PIECES THAT DOCTOR ELDRIDGE DECIDED TO PICK OUT ON PURPOSE.

WHY DO YOU THINK THESE WERE THE THINGS THAT SHE WOULD PICK OUT? A BIG HIT. WHAT DO YOU CALL THEM? HIGH LEVERAGE.

HIGH LEVERAGE. BUT I REALLY LIKE THE CLOSING THE GAPS FOR THE KIDS.

[02:15:03]

BUT THAT MEANS IT'S REDUCING THE GAP WITH OUR NON-NATIVE STUDENTS FROM 9 TO 4%.

SO IT'S LIKE HERE IT IS. BUT THIS IS WHAT ACTUALLY MEANS LIKE WHY THIS IS IMPORTANT.

WELL, AND ALSO IN TERMS OF THAT FIRST ONE, COULD IT ALSO KIND OF START OFF FUTURE GOALS, LIKE WHEN YOU'RE LOOKING AT ISD PRE-K THE STRONGEST GAIN. SO IT CAN KIND OF. I DON'T KNOW.

IT STEERED TOWARDS I THINK WHAT YOU MEAN, AT THE END OF THE DAY, WHAT YOU'RE SEEING EVENTUALLY, RIGHT, MIGHT BE LIKE SOME STRATEGIES THAT ARE LEADING UP TO DOING SECOND GRADE REALLY WELL.

AT THE END OF THE DAY, IF THAT'S WHAT YOU'RE GETTING OUT OF MONITORING SECOND GRADE DATA, THEN THAT MIGHT THAT'S TELLING YOU IS YOU'RE MONITORING THE RIGHT THING, ESPECIALLY IF YOU CONTINUE TO FIND GOOD STUFF UNDER THERE.

DOES THAT MAKE SENSE? YEAH. BECAUSE YOU MIGHT WANT TO BE LIKE OH BUT LIKE, NOW WE NEED TO MONITOR PRE-K.

WHY? YOU'RE GETTING ALL THIS? BECAUSE YOU'RE MONITORING SECOND GRADE, RIGHT? AND SO BUT THAT'S A GREAT QUESTION TOO. BUT THAT DOES DO WHAT YOU'RE TALKING ABOUT. IT'S IT'S HIGHLIGHTING STRATEGIES.

AND YOU'RE GOING TO GO BACK AND BE LIKE ALL RIGHT WE NEED TO DO MORE OF THAT.

PROBABLY. RIGHT. BECAUSE IT'S I MEAN IT'S SHOWING THE RESULTS THAT WE WANT.

AND THEN ULTIMATELY I CAN COME BACK TO MY BOARD EVENTUALLY AND SAY, HEY, Y'ALL.

SO THIS IS LIKE A REALLY HIGH LEVERAGE THING THAT WE'RE DOING. LIKE, AND WE'RE GOING TO NEED A RESOURCE TO BUY MORE BECAUSE WE NEED TO DO X, Y AND Z.

SO AND THE THING THAT I LOVE THAT TRUSTEE BARNES JUST MODELED, I DON'T EVEN THINK YOU KNOW THAT YOU DID IT IS THIS REPORT SHOULD SET YOU ALL UP TO ASK GOOD QUESTIONS, RIGHT? LIKE WHO HAS LOOKED AT A WHOLE BUNCH OF NUMBERS AND DATA AND BEEN LIKE, I DON'T KNOW, I DON'T KNOW, I DON'T KNOW TEST.

EVERY DAY. RIGHT. THAT'S NOT AN EFFECTIVE STRATEGY CONVERSATION.

IF YOU ALL, AS PERFORMANCE MANAGERS, ARE NOT EQUIPPED TO LOOK AT THIS AND ASK GOOD PROBING QUESTIONS BECAUSE WE'LL BRING THIS BACK.

I KNOW THAT, LIKE WHAT HAPPENS WHEN JOEY AND I PREPARE SOMETHING FOR OUR BOSSES? WE ARE GOING. WE KNOW THEY'RE GOING TO ASK THIS.

WE KNOW THEY'RE GOING TO ASK THAT. BUT THEN WE ALSO LOOK AND ASSESS EVERYTHING AND TRY AND ANTICIPATE.

AND WE CATCH STUFF ALL THE TIME OR SAY, OH, WE HAVEN'T QUITE THOUGHT ABOUT THAT.

I THINK THAT WAS LIKE THAT WAS A STRATEGY CONVERSATION EVEN IN YOUR GUARDRAIL CONVERSATION.

RIGHT. WHERE, WHERE LIKE YOU PUSH THE THINKING.

AND THAT IS WHAT GREAT LEADERS DO. QUESTIONS? COMMENTS? THOUGHTS ON THAT? OKAY. REAL QUICK AREAS FOR GROWTH.

ARE THESE BAD? NO I FIGURED THAT'S WHAT THE NEXT SLIDE IS GOING TO SHOW US.

AND THIS IS WHAT I WANT TO GET AT. LIKE THIS ISN'T A GOOD OR A BAD RIGHT.

IT IS JUST IN RELATION TO ACCESSING OUR GOAL WHICH IS THIRD GRADE READING AND THE GPA IS SECOND GRADE.

THIS IS WHAT WE NEED TO ADDRESS IN ORDER TO GET BETTER, RIGHT? WELL, THEN I'M GOING TO LOOK AT THE KIDS WITH IDEAS AND SAY, OKAY, WHAT DO WE NEED TO DO BETTER FOR THIS? HOW CAN WE MAKE THAT BETTER? I LIKE THE ONE ABOVE IT. WE'RE GOING TO HAVE WE HAVE POSITIONS OPEN.

AND THEN I ANTICIPATE IF THAT'S A ZERO POINT CHANGE, SHE'S GOING TO FIGURE OUT HOW THE HECK AM I FILLING THOSE POSITIONS.

SO SORRY. GO AHEAD. YEAH. YOU GO. OKAY, SO ON BRIGHT SPOTS AND AREAS FOR GROWTH, DO YOU FEEL CONFIDENT THAT THE SUPERINTENDENT JUST BASED ON THESE.

THIS ISN'T A LOT OF INFORMATION EITHER. IT'S THREE AND THREE. DO YOU FEEL CONFIDENT THAT SUPERINTENDENT HAS DONE AN ANALYSIS OF THE DATA? YES, YES. COOL. THE OTHER THING I THINK TO YOUR POINT, LIKE I THINK THAT CREATES WHAT YOU STARTED OUT WITH, WAS LEADERSHIP'S UNCOMFORTABLE, BUT IT'S ALSO HONEST.

AND WE HAVE TO BE THERE. WE'RE NOT I MEAN WE WOULD LOVE THAT ALL TO BE NO AREAS FOR GROWTH.

BUT THIS IS AN ORGANIZATION LIKE I. CONTINUOUS IMPROVEMENT? ABSOLUTELY. AND THE ONE OTHER THING THAT WE WANT TO POINT OUT, BECAUSE THIS IS REALLY IMPORTANT AND DOCTOR MODELED THIS REALLY WELL BEFORE WHEN YOU SAID, WHEN I GO ON MY LEARNING WALKS AND I SEE THESE CERTAIN THINGS, I THINK, WHAT DO I NEED TO DO BETTER? WHAT DO WE NEED TO DO BETTER TO SUPPORT OUR TEACHERS, OUR CENTRAL STAFF, OUR STUDENTS, ETC.? RIGHT. THAT THE ACCOUNTABILITY FOR EVERYTHING THAT HAPPENS IN THIS DISTRICT IS IN THIS ROOM.

AND SO THIS ALSO CREATES IT'S NOT THE TEACHERS AREN'T DOING THIS.

THE KIDS AREN'T LEARNING. IT IS WHAT DO WE NEED TO DO.

WHAT WHAT THE ADULTS IN THIS ROOM NEED TO DO TO SUPPORT THE PEOPLE DOING THE WORK, THE KIDS IN THE CLASSROOM SO THAT THEY CAN SUCCEED BETTER.

ALL RIGHT. SO BEFORE ANYTHING WENT ON, THIS IS THE LAST SLIDE.

SO THIS IS LIKE THE WHAT? SO WHAT NOW WHAT. RIGHT.

WHAT ARE THE HIGHEST LEVERAGE STRATEGIES THAT WE ENGAGED IN TO MOVE THIS GOAL PROGRESS MEASURE? WHAT HAPPENED AS A RESULT? RIGHT. WHICH IS BASICALLY LIKE IS THAT THING WORKING OR NOT? AND THEN WHAT DO WE DO? WE NEED TO ADJUST SOMETHING.

[02:20:03]

OR IT IS, HEY, WE LOOKED AT THOSE THOSE AREAS FOR GROWTH AND AS A RESULT, RIGHT.

THIS IS WHAT WE'RE GOING TO DO. I THINK THAT'S GREAT.

I THINK IT REALLY HELPS EVERYBODY BE ON THE SAME PAGE IN TERMS OF EXACTLY WHAT WE'RE DOING, AND THAT WE NEED TO KEEP THESE AS OUR TALKING POINTS AND OUR COMBINED FOCUS.

THIS IS IT. THAT'S HOW MY MIND THINKS. I ALWAYS THINK, OH MY GOSH, WE NEED.

YEAH. AND THIS RIGHT. LIKE WHEN Y'ALL AS PERFORMANCE MANAGERS ARE GETTING THE HIGH LEVERAGE LIKE OUR EXPERIENCE WITH WITH COACHING BOARDS IS ALL OF THE STUFF.

IT DOESN'T BECOME AS IMPORTANT OF LIKE, WELL, HOW DID YOU DO THAT? OR WHAT WERE THE 18 THINGS WE DID? BECAUSE IT'S LIKE, WHAT DO WE WANT TO KNOW IF IT'S WORKING OR NOT? THAT'S THAT'S YOUR ROLE AS A PERFORMANCE MANAGER SITTING IN THIS SEAT.

BECAUSE ULTIMATELY, WHY DO YOU WANT TO KNOW IF THE THING IS WORKING? YES. THAT'S RIGHT. THAT'S THE SUPER BOWL. I LOVE IT.

THERE WAS IT WAS ALMOST A COMPLETE TRUST FALL.

ONE LITTLE IT'S LIKE NO SHE'S NOT. YEAH WE'RE GOOD THERE.

OKAY. I ALSO LIKE THE BOLD FONT BECAUSE IT MAKES IT REALLY EASY TO LIKE, PULL THE.

IT'S JUST THE FORMAT AND THE FORMAT BECAUSE IT'S ALSO A SPREADSHEET FORMAT.

SO YEAH, WE SHOULD SORT OF THINK. YEAH. HOW MANY SLIDES WAS THIS TOTAL.

THREE. THAT'S ALL WE NEED. THAT IS ALL YOU NEED.

WE ALWAYS RECOMMEND NO MORE THAN FIVE. IF YOU HAVE MORE THAN FIVE, YOU'RE PROBABLY GETTING WAY TOO TACTICAL.

AND NOW IT'S LESS. IT'S LESS CONCISE, WHICH MEANS IT'S PROBABLY LESS INFORMATIVE.

CORRECT. BECAUSE NOW YOU'RE JUST PULLING EVERYTHING OUT UNDER THE KITCHEN SINK. ANYTHING ELSE? ANYTHING ELSE? ANY QUESTIONS? OKAY. LET'S TALK ABOUT Y'ALL'S ROLE IN THIS.

RIGHT. AND THAT IS YOU'VE GOT THIS ON YOUR YOUR PAPER.

SO I'M SURE I MEAN Y'ALL HAVE DONE THIS ALREADY.

BUT HOW DO I REALLY, LIKE, BE EFFECTIVE AS A BOARD MEMBER? AND THAT IS TO LIVE IN THE STRATEGIC YOUR JOB BECAUSE THE STRATEGIC QUESTIONS DRIVE AN ANALYSIS.

THEY DRIVE FURTHER THOUGHT THEY DRIVE FURTHER CONSIDERATIONS.

NOW THAT IS NOT TO SAY THAT YOU WILL NOT HAVE TECHNICAL AND TECHNICAL AND TACTICAL QUESTIONS.

TECHNICAL IS JUST HOW IS THAT THING BEING MEASURED? RIGHT. AND TACTICAL IS UNDERSTANDING HOW SOMETHING IS DONE.

AND I'M SURE IF WE REPLAYED THE TAPE, Y'ALL COULD LOOK AND GO, OH YEAH, THAT WAS A TECHNICAL OR TACTICAL QUESTION.

THE REASON WHY THOSE ARE IMPORTANT IS BECAUSE WE NEED CONTEXT OF HOW THINGS HAPPEN, OR HOW THEY'RE BEING MEASURED, SO THAT WE CAN GET TO THE STRATEGIC. RIGHT. AND SO I DON'T WANT TO CREATE THE IMPRESSION THAT LIKE THESE QUESTIONS ARE BAD AND THESE QUESTIONS SHOULD BE IN SERVICE OF THE STRATEGIC.

AND SO Y'ALL WILL KNOW THAT YOU ARE EFFECTIVE AND IMPROVING AS A BOARD.

WHEN WE CAN LOOK BACK AT YOUR BOARD MEETINGS AND GO, THEY SPENT AN HOUR MONITORING, YOU KNOW, THEIR GOALS AND THEIR GUARDRAILS. AND THE BOARD MOSTLY LIVED IN THE STRATEGIC.

QUESTIONS COMMENTS ON THAT FOR SOME OF THE STRATEGIC ISN'T GOING TO HAPPEN UNTIL WE GET SOME OF THE BASELINE AND THE MONITORING AS WE GO ALONG.

THAT'S NOT GOING TO HAPPEN AT THE NEXT BOARD MEETING, NECESSARILY. IT'LL START WHEN YOU START MONITORING ON THE SIDE.

IT'S REALLY EXPLAINING THE WHY AND THE HOW. AND I WOULD HONESTLY, I LOVE THAT YOU MENTIONED THAT BECAUSE THERE MIGHT BE ONE MORE I DON'T KNOW WHEN YOU GUYS ARE GOING TO START MONITORING JANUARY JANUARY.

ALL RIGHT. SO THEN IT WILL HAPPEN NEXT MONTH. BUT IN THIS MONTH YOU GUYS HAVE ANOTHER MEETING THIS MONTH. NO. ALL RIGHT. HYPOTHETICALLY SPEAKING, WE ONLY HAVE A WEEK LEFT TILL BREAK. SO YEAH, I WOULD STRONGLY ENCOURAGE, WHETHER IT'S MONITORING OR NOT, THE MORE STRATEGIC YOUR QUESTIONING CAN BE, THE BETTER OF A QUESTION IT IS FROM A BOARD PERSPECTIVE, ANYWAY.

I DON'T MEAN TO CALL OUT ANY OTHER BOARDS, SO I WON'T.

BUT I WILL SAY ASKING ABOUT LIKE WHAT BRAND OF BUSSES ARE A PART OF THIS THAT IS NOT STRATEGIC.

THAT IS GOING TO BE TECHNICAL OR TACTICAL. ONCE AGAIN, NOT SAYING THAT IT'S NOT A GOOD OR BAD QUESTION, BUT IT'S NOT JUST NOT A HIGH LEVERAGE POINT. SO THE MORE STRATEGIC YOUR QUESTIONS CAN BE, ESPECIALLY IN THE CONTEXT OF THIS IS THIS IS A BAD QUESTION.

I WILL SAY I WILL NEVER DO THAT. I'M MORE DIPLOMATIC THAT ONE OR THAT ONE.

WE WILL HIT A BUTTON EVERY TIME A QUESTION GETS WAY TOO TACTICAL COMES UP.

BUT THAT'S THE HONESTLY, THE I GUESS THE ADVICE THAT WE WOULD GIVE IS THE MORE STRATEGIC YOU ARE,

[02:25:03]

WHY IS THERE ASKING THE QUESTION HAS SOMETHING THAT'S MEASURED MEMBERS STUDENTS.

TACTICAL. TACTICAL. HOW MANY STUDENTS WERE SURVEYED? TECHNICAL, TACTICAL OR TACTICAL STRATEGIC NUMBER TWO TRUSTEE SEEING.

TACTICAL TECHNICAL. CAROLINE, DID YOU SAY TECHNICAL? TELL ME WHY. BECAUSE IT'S A NUMBER. IT'S A I MEAN, YOU'RE NOT PULLING OUT JUST ONE.

YOU'RE SAYING, ARE YOU TRYING TO UNDERSTAND HOW SOMETHING IS DONE OR HOW SOMETHING IS MEASURED? I WOULD SAY MEASURED. PAUL TRUSTEE TRUSTEE YOU TELL ME WHAT.

MEASURE HOW THE SURVEY IS DONE. SO THAT'S TECHNICALLY VERY GOOD.

IT IS A TECHNICAL QUESTION. AND SOMETIMES THEY DO GET A LITTLE COMPLICATED. IF YOU'RE THINKING ABOUT AM I ACTUALLY TALKING ABOUT HOW SOMETHING IS DONE OR HOW SOMETHING IS MEASURED? IF WE'RE LOOKING AT CERTAIN DATA AND IT'S SAYING 90% OF STUDENTS LOVE SCHOOL OR LOVE THEIR TEACHERS, THE QUESTION IS HOW MANY STUDENTS WERE SURVEYED. THAT IS TRYING TO UNDERSTAND HOW THAT WAS MEASURED, NOT NECESSARILY HOW IT WAS DONE. AND THE REASON THAT'S IMPORTANT, RIGHT, TO BUILD ON WHY TECHNICAL OR TACTICAL ARE ARE CRITICAL TO GETTING TO STRATEGIC IS WE HAVE WATCHED BOARDS WHO GOT VERY UPSET ABOUT SURVEY DATA, ONLY TO FIND OUT THAT IT WAS LIKE 1% OF PARENTS.

RIGHT. DO WE NEED TO MAKE A MASSIVE ADJUSTMENT IF 1% OF THE ENTIRE DISTRICT REPORTED UNFAVORABLY? NO. NO. RIGHT. SO THAT'S I MEAN, THAT'S A THAT'S A SITUATION WHERE THAT IS SUCH AN IMPORTANT CONTEXT BUILDER, BECAUSE IF FOUR PEOPLE ARE MAD VERSUS 400, THAT'S A VERY DIFFERENT CONVERSATION, RIGHT? BUT IT'S STILL HELPFUL TO UNDERSTAND IN ORDER TO ASK A BETTER QUESTION.

SO IF I HAVE A QUESTION. SO IF WE WERE BUILDING A PRESENTATION TO THE BOARD, WE COULD WE COULD STATE THE FACTS UP FRONT SO THAT THEY HAD A CONTEXT.

RIGHT. BUT NOT LIKE I SURVEYED. YOU KNOW, 400 STUDENTS AND 60% OF THEM. LIKE, WOULDN'T YOU PREFACE THAT? IT'S GREAT CONTEXT, BUT BUT REMEMBER, WE'RE THE THE REPORT IS THREE PAGES, THREE SLIDES LONG.

YEAH. RIGHT. SO YOU'RE SO YOU'RE GOING TO THE REPORT IN NATURE IS A STRATEGIC REPORT.

SO IT'S PROBABLY NOT GOING TO HAVE ALL THE TECHNICAL TRUST THAT WE, THAT WE DID OUR DUE DILIGENCE TO HAVE.

AND THEY MIGHT HAVE TO ASK THOSE QUESTIONS AHEAD OF TIME TO MAKE SURE THAT THEY UNDERSTAND THE CONTEXT BEFORE THEY GO ON AND ASK THE STRATEGIC QUESTION AT A MEETING.

AND THAT WOULD BE THE EXPECTATION, RIGHT? IS THAT LIKE WHEN YOU GET THE BOARD OR THE MONITORING REPORT IN ADVANCE OF THE BOARD MEETING, YOU'RE REALLY TRYING TO GET YOUR TECHNICAL AND TACTICAL QUESTIONS TO YOUR ADMINISTRATION AND OUR BOARD CALLS.

I WOULD SAY, OKAY, GUYS, AHEAD OF THIS SURVEY, HERE'S ALL.

WE ONLY HAD ONE SCHOOL NOT PARTICIPATE. THEY HAD A PROBLEM.

BUT I COULD GIVE THEM ALL THAT INFORMATION WHEN WE GO OVER EVERYTHING, RIGHT? YEP. AND AS LONG AS EVERYBODY IS RECEIVING ALL THE SAME INFORMATION THAT, AS YOU KNOW, IS ABSOLUTELY CRITICAL.

RIGHT. AND WE COULD TALK ABOUT DIFFERENT PROCESSES, PROCESSES FOR THAT.

INCLUDING THERE ARE BOARDS. AND I DO THINK THIS IS HELPFUL THAT ASK THEIR TECHNICAL AND TACTICAL QUESTIONS AHEAD OF TIME.

THE ADMINISTRATION ANSWERS THAT AND THEN THEY ACTUALLY POST THOSE QUESTIONS WITH THE AGENDA.

THAT IS HELPFUL BECAUSE I KNOW THAT Y'ALL WANT TO DEMONSTRATE TO YOUR COMMUNITY THAT YOU ARE LIKE DOING YOUR JOB, RIGHT. AND IT HELPS THEM FOLLOW ALONG. SO THERE ARE SOME BENEFITS TOO.

BUT THE THE ULTIMATE GOAL IS TO HAVE THIS BE THE HIGHEST LEVERAGE MEETING POSSIBLE.

AND THAT MEANS YOU ARE HAVING A CONVERSATION ABOUT STRATEGY.

YEAH. THAT'S THE GOAL. IS THAT EVERY QUESTION THAT COMES OUT OF THE BOARD MEETING IS A STRATEGIC QUESTION, BECAUSE YOU'VE ALREADY ASKED YOUR TECHNICAL TACTICAL AHEAD OF TIME.

AND THIS WILL BE A THIS IS HARDER THAN IT SOUNDS.

WAY HARDER. SO THIS WILL BE A PROCESS FOR ALL OF US.

HOW DOES THAT PD ALIGN TO THE SECOND GRADE ASSESSMENT? TECHNICAL. TACTICAL. STRATEGIC. HOW DOES THAT ALIGN TO THE SECOND GRADE ASSESSMENT.

STRATEGIC. WHY? BECAUSE YOU'RE BRINGING BECAUSE IT REQUIRES MORE INFORMATION THAN JUST A ONE WORD ANSWER. BUT HOPEFULLY YOU'RE STRATEGICALLY TRYING TO GET TO YOUR GOALS.

[02:30:03]

NO. I'M SORRY. I DIDN'T MEAN TO MAKE A FACE. I NEED TO FACE MY FACE THIS WHOLE TIME.

ANY OTHER OPINIONS? TECHNICAL, TACTICAL OR STRATEGIC? HOW DOES STAFF PD ALIGN TO THE SECOND GRADE ASSESSMENT? DOES THIS MEASURE HOW SOMETHING IS DONE, HOW SOMETHING IS MEASURED? OR IS THIS TO I HEARD A SWEET WHISPER. WHAT DID YOU SAY? I SAID TELL ME WHY. BECAUSE SHE SAYS HER QUESTIONS TO UNDERSTAND.

THAT'S HOW DOES. SO IT'S TRYING TO UNDERSTAND HOW THE SECOND GRADE ASSESSMENT ALIGNS WITH THE.

PD. YEAH. SO THIS ONE IS ONE OF THOSE WHERE IT'S IT DEPENDS ON THE CONTEXT OF WHAT YOU'RE MONITORING.

RIGHT. IF THIS IS SPECIFICALLY ON A SECOND GRADE MONITORING REPORT.

AND ONE OF THE THINGS THAT DOCTOR ELDRIDGE LISTED OUT WAS LIKE THAT PD NEEDS TO BE STRONGER FOR OR THAT WE HAVE THIS KIND OF PD GOING ON.

AND THE QUESTION IS, HOW DOES THAT PD ALIGN TO IT? THAT MIGHT BE A STRATEGIC QUESTION IN THAT CONTEXT.

BUT IN MOST OTHER CONTEXTS, TRUSTEE GILMORE IS ABSOLUTELY CORRECT THAT THIS IS MORE OF A TACTICAL QUESTION BECAUSE YOU'RE REALLY TRYING TO GET AT LIKE A PD, A SPECIFIC INPUT, WHICH IS PD, AND TRYING TO UNDERSTAND HOW THAT IS DONE.

AND I WANT TO ADDRESS BECAUSE TRUSTEE BRADY, I KNOW EXACTLY WHAT YOU'RE WHAT YOU'RE TALKING ABOUT.

I BELIEVE I'M GOING TO SAY SOMETHING IS WHAT I'M HEARING.

IS IT IT TAKES STRATEGIC THINKING ON THE ON THE PART OF THE ADMINISTRATION TO SAY, IS OUR STUFF ALIGNED? YES. AND THE WAY THAT LIKE THAT I THINK ABOUT IS THIS A STRATEGIC QUESTION IS DOES THIS REQUIRE DOCTOR ELDREDGE IN THIS MOMENT TO GO BACK AND DO AN ANALYSIS, RIGHT, OR DID DOCTOR ELDREDGE HAVE TO DO AN ANALYSIS? THE ANSWER PROBABLY IN THIS CONTEXT IS NO. RIGHT? BECAUSE IT WOULD BE. AND AND I LIKE THAT YOU SAID TOO, IT'S LIKE, IS IT A ONE WORD ANSWER? IT PROBABLY WOULD BE. WE LOOKED AT X, Y AND Z AND IT'S ALIGNED BECAUSE.

YEAH. SO AND IT IS I JOEY SAID IT'S ALL CONTEXTUAL RIGHT.

AND THIS IS IN A VACUUM. SO IT WILL IT WILL TAKE REPS IN PRACTICE, BUT THE ONE I ALWAYS THINK ABOUT IS IF I ASK THIS QUESTION, IS THIS GOING TO REQUIRE A DEEP ANALYSIS FROM THE ADMINISTRATION, OR WILL IT PRETTY QUICKLY ANSWER THE QUESTION, WHAT IS WORKING IN THIS? OH, SORRY. DOES THAT HELP CLARIFY FOR PEOPLE? YES. WE'RE NOT MAKING OUR GOAL. SO MY QUESTION WOULD BE IS ALIGNING TO WHAT WE'RE TRYING TO DO, WHICH IS ASSESSMENT, WHICH IS WHAT IS OUR TOOL TO EVALUATE HOW CLOSE WE'RE GETTING TO OUR GOAL.

SO YEAH, THAT'S WHY I WAS ASKING IS WHAT WE'RE DOING TO HELP ALIGN TO THAT.

AND YOU WILL ACTUALLY KNOW THAT BECAUSE YOU WILL GET THIS RIGHT.

RIGHT. THAT'S THE ONLY THING I WAS GOING TO MAKE IT COMPLICATED. BUT IF THERE'S NOTHING ON HERE THAT HAS ANYTHING TO DO WITH PD, BUT YOU'RE PULLING THAT OUT BASED ON YOUR OWN OPINION, THEN IT IS ABSOLUTELY MORE OF A TACTICAL QUESTION.

OKAY. ALL RIGHT. WHAT IS WORKING IN THIS AREA AND WHAT EVIDENCE DO WE HAVE THAT IT'S HAPPENING? TACTICAL, STRATEGIC OR STRATEGIC? TELL ME WHY AGAIN, MORE THAN A ONE WORD ANSWER.

WHICH TO ME IS LIKE THE DIFFERENCE BETWEEN TACTICAL AND TECHNICAL. THAT'S USUALLY THE POINT. YEAH. BUT WE'RE LOOKING AT EVIDENCE, LIKE, WHERE'S THE EVIDENCE TO SUPPORT THAT? WE'RE MOVING TOWARDS THE GOAL THAT WE'RE TRYING TO GET TO.

YEAH. IT'S TWICE RIGHT. IT'S LIKE, WHAT'S THE EVIDENCE? BUT ALSO TO PROVE WHAT.

YOU HAVE TO DO WHAT? THE GOAL, WHATEVER IT IS WE'RE TRYING TO DO.

GREAT TO SEE WHAT'S WORKING. RIGHT. BUT WHY IS IT WORKING IN THIS AREA? LOVE THAT. ANY DISAGREEMENTS? AWESOME. AM I LOOKING AT DATA THAT REPRESENTS STUDENTS WHO TESTED IN ENGLISH OR SPANISH OR BOTH? TECHNICAL, TACTICAL OR TECHNICAL? TELL ME WHY.

SAY IT AGAIN. BECAUSE IT'S COMPARISON. BECAUSE IT'S COMPARISON.

OKAY. RIGHT. TRYING TO UNDERSTAND IF IT'S ENGLISH OR SPANISH.

WHY IS THAT IN NATURE? A TECHNICAL QUESTION THOUGH.

TRYING TO GAIN SOME CLARITY AROUND WHICH STUDENT GROUPS CONTRIBUTED TO THIS.

SAY THAT AGAIN BECAUSE YOU'RE TRYING TO BETTER UNDERSTAND THE MEASUREMENT.

I KNOW THAT WAS NOT LUCK. ALL RIGHT. TECHNICAL QUESTION.

HOW WAS GROWTH MEASURED? HOW IS GROWTH MEASURED? TECHNICAL. TACTICAL OR STRATEGIC? TRUSTEE. BARTLEBAUGH. TECHNICAL.

TECHNICAL. WHY? RIGHT. YEAH. THAT WAS NOT A TRICK QUESTION.

WHAT GRADES DOES THIS GRAPH INCLUDE? TELL ME WHY.

[02:35:06]

CAN YOU EXPLAIN HOW THIS APPROACH SUPPORTS STUDENTS IN ACHIEVING AT LEAST ONE INDICATOR, AND CONTRIBUTES TO OUR PROGRESS TOWARDS GOAL FOR TECHNICAL.

TACTICAL. STRATEGIC. STRATEGIC. STRATEGIC. STRATEGIC.

EVERYONE IN AGREEMENT. AWESOME. YOU GUYS PASS.

THAT IS YOUR QUESTION. YEAH. YOU GUYS ARE THE GROUP.

WHAT EVIDENCE DO YOU HAVE TO SUPPORT THAT? THOSE PRACTICES THAT ARE GETTING THE RESULTS.

STRATEGIC. TECHNICAL AND TACTICAL. STRATEGIC.

TECHNICAL AND TACTICAL. STRATEGIC. DOES ANYONE WANT TO CLARIFY THAT A LITTLE BIT OR PROVE THEIR CASE? AGAIN, WITH AN EXPLANATION. THAT'S PROBABLY MORE THAN A TECHNICAL QUESTION.

BUT AGAIN, YOU'RE ASKING FOR EVIDENCE. YOU'RE ASKING FOR THE KEY COMPONENTS THAT ACTUALLY MAKE SUCH AND SUCH HAPPEN.

YEAH. DOES THIS REQUIRE A DEEPER ANALYSIS FROM THE SUPERINTENDENT TO BE ABLE TO EXPLAIN TO YOU WHY HE'S ACTUALLY GOT THE RESULTS? YEAH. YEAH, THAT IS A STRATEGIC QUESTION. HOW ARE WE GOING TO MODIFY THE REQUIREMENTS TO ADMINISTER THE S.A.T., TO ENSURE THAT ALL SCHOOLS PROVIDE THE OPPORTUNITY FOR ANY STUDENT TO TAKE THE ASSESSMENT? STRATEGIC, TACTICAL AND TECHNICAL. REMEMBER, IS THIS HOW SOMETHING IS MEASURED, HOW SOMETHING IS DONE OR DEEPEN UNDERSTANDING OF PERFORMANCE? TECHNICAL. TECHNICAL FROM ONE TRUSTEE.

TRUSTEE BARNES WHISPERED. TACTICAL. YEAH. IT'S HOW WE'RE GOING TO DO.

YEAH. SAY THAT ONE MORE TIME. SO THEN THAT MAKES US A WHAT? TACTICAL? ABSOLUTELY. THIS IS VERY FOCUSED ON LIKE, HOW ARE WE GOING TO GET THIS THING DONE.

SO THAT IS DEFINITELY A TACTICAL QUESTION. GOOD JOB Y'ALL. HOW ARE WE ASSESSING OUR STUDENTS RECEIVING SPECIAL EDUCATION? HOW ARE WE ASSESSING OUR STUDENTS RECEIVING SPECIAL EDUCATION? ARE WE TRYING TO UNDERSTAND A MEASUREMENT OR ARE WE TRYING TO UNDERSTAND HOW SOMETHING IS DONE? HOW SOMETHING SOMETHING OKAY.

IS THERE A CONSENSUS ON THAT? IT'S HOW SOMETHING IS DONE. YES OR NO? ALL RIGHT. GOOD JOB. I WAS GOING TO SAY YOU'RE ALL WRONG. YES, ABSOLUTELY.

THAT IS CORRECT. YEAH. YOU'RE NOT ASKING ABOUT THE MEASUREMENT AT ALL. YOU'RE ASKING LIKE, HOW ARE WE TESTING THEM? WHICH IS A VERY DIFFERENT QUESTION AND VERY TECHNICAL.

THIRD GRADE LITERACY GROWTH ON PAGE FOUR. THERE'S NO PAGE FOUR BECAUSE THERE'S ONLY THREE PAGES.

BUT ANYWAY PAGE FOUR APPEARS FLAT FOR EMERGENT BILINGUALS, BUT NOT ECONOMICALLY DISADVANTAGED STUDENTS, WHICH, IF ANY OF OUR BUDGETED STRATEGIES MUST ACCOUNT FOR THAT DIFFERENCE.

STRATEGIC. TECHNICAL. TACTICAL. STRATEGIC. STRATEGIC.

BECAUSE, AS TAMARA SAID, THE SUPERINTENDENT CAN GO BACK AND LOOK AT THAT.

SHE'S DOES NOT GO BACK TO ANALYZE THAT DATA AND FIGURE OUT WHY OR WHY THAT'S NOT HAPPENING.

SO IS THAT A TECHNICAL? BECAUSE WE'RE MEASURING IS THIS A IS THIS A QUESTION TRYING TO UNDERSTAND THE MEASUREMENT.

NO, THAT'S TRYING TO UNDERSTAND THE. LIKE THE INPUT OUTPUT.

WHAT'S THAT THING CALLED. I DON'T KNOW, BUT IT'S STRATEGIC.

THIS IS A GREAT QUESTION. AND I LOVE THIS BECAUSE YOU'RE RIGHT.

THE FIRST HALF OF IT IS TALKING ABOUT THE TECHNICAL ASPECT OF THE MONITORING REPORT, WHICH IS THE DATA.

BUT THAT'S NOT WHAT THEY'RE ASKING ABOUT. THEY'RE ASKING ABOUT WHAT STRATEGIES MOST ACCOUNT FOR THE DIFFERENCE.

SO STRATEGIC IT IS A STRATEGIC QUESTION. LET'S DO MORE OF THAT RIGHT.

ABSOLUTELY. DO YOU GUYS UNDERSTAND. NOW THIS IS INTERESTING TOO BECAUSE I REMEMBER WHEN I FIRST LEARNED THIS I WAS LIKE, OH YEAH, I OBVIOUSLY ASKED THESE TYPES OF QUESTIONS BEFORE, BUT I'VE NEVER PUT THEM IN BUCKETS OF LIKE WHETHER THEY ARE TACTICAL, TECHNICAL OR STRATEGIC. BUT YOU GUYS TELL ME, LIKE, WHY IS IT IMPORTANT TO KNOW THE DIFFERENCE BETWEEN THE THREE? DID YOU THINK ABOUT YOUR QUESTIONS? WHAT DID YOU THINK ABOUT YOUR QUESTIONS? DO YOU THINK ABOUT WHAT TO ASK, WHICH WILL LEAD TO WHAT WE NEED TO STAY IN THE STRATEGIC AS THE BOARD, BECAUSE WE NEED TO STAY STRATEGIC AS THE BOARD AND PEOPLE ARE TRYING TO OVER EXPLAIN OR NOT EXPLAIN. RIGHT. OKAY, SO NOT NOT OVEREXPLAIN.

GOOD. WHAT ELSE? BUT THAT'S OUR JOB TO GET THE ANSWER THAT YOU'RE SEEKING.

BUT THAT'S OUR JOB. OUR JOB IS NOT TO WORRY ABOUT THE LITTLE TECHNICAL AND TACTICAL PIECES.

THAT'S THEIR JOB. OUR JOB IS REALLY STRATEGIC.

HOW IS EVERYTHING SUPPORTING AND ALIGNING WITH EACH OTHER SO WE CAN GET TO OUR STUDENT OUTCOMES? AND I HEARD THE MAJORITY SAY THE SAME THING,

[02:40:07]

IT IS THE MOST APPROPRIATE AND MOST WAY. THE MOST EFFECTIVE WAY THAT I CAN BE A TRUSTEE ON THIS BOARD IS TO ASK THE STRATEGIC QUESTION.

AND ONCE AGAIN, WE'RE NOT EVER GOING TO TELL YOU GUYS AT A TECHNICAL OR TECHNICAL QUESTION, UNLESS IT'S ABOVE THE BUSSES IS A BAD QUESTION.

IT IS JUST USE THOSE QUESTIONS TO BETTER UNDERSTAND THE CONTEXT SO THAT YOU CAN GET TO STRATEGIC QUESTIONS.

IF YOU FIND YOURSELF ONLY ASKING TECHNICAL QUESTIONS AND THEY NEVER LEAD TO STRATEGIC LIKE THAT SHOULD BE AN AREA OF GROWTH.

AS A AS A BOARD MEMBER TO TRY TO THINK ABOUT WHY AM I ASKING THESE QUESTIONS? WHAT DO I WANT THESE QUESTIONS TO GET TO? AND THEN BEING ABLE TO IDENTIFY THOSE STRATEGIC QUESTIONS FROM THERE.

I THINK HAVING EVERYTHING ALIGNED WITH EACH OTHER, LIKE IT'S REALLY GOING TO HELP US BE ABLE TO FOCUS A ON WHAT WE'RE DOING, BUT B ASK BETTER QUESTIONS, BECAUSE RIGHT NOW WE'RE SO SCATTERED OF LIKE INFORMATION THAT WE'RE RECEIVING, IT'S ALL OVER THE PLACE, HOW MUCH THAT REALLY MATTERS.

SO THIS IS GREAT. I THINK IT'S GREAT THAT WE'RE GETTING IT ALL IN.

OUR ALIGNMENT QUEEN. THAT IS LIKE. I MEAN, BECAUSE ULTIMATELY, WHY DOES ALIGNMENT MATTER? IT HELPS OUR FOCUS. FIRST OF ALL, IT KEEPS US ON THE SAME PAGE OF WHAT MATTERS.

WHAT ELSE? WHAT ELSE? WHAT IS IT? WHAT HAPPENS TO A SYSTEM PERFORMANCE WHEN THINGS ARE ALIGNED AND YOU'RE NOT CONFUSED? THEY WORK. WHY DO THEY WORK? TRUSTEE BENAVIDES.

BECAUSE THEY'RE IN ALIGNMENT WITH OUR GOALS. THEY ARE HELPING US SPEAK THE SAME LANGUAGE AND REITERATE THAT TO THE COMMUNITY.

ABSOLUTELY. AND YOU'RE MAXIMIZING YOUR RESOURCES.

THERE YOU GO. PRESIDENT HATFIELD. OKAY, I HAVE A COUPLE QUESTIONS.

ONE, ARE THEY TECHNICAL, TACTICAL OR STRATEGIC? I THINK THE ONE STRATEGIC. AND I DON'T KNOW WHERE RELATIONSHIPS GOES IN THIS.

SO THE FIRST ONE IS WHEN I LOOK AT LIKE THAT LAST QUESTION.

I WONDER IF I WAS SOMEBODY PRESENTING AND I WAS ON THE SPOT, ASKED THAT QUESTION HOW THEY WOULD FEEL, BECAUSE I DON'T KNOW THAT I COULD JUST OFF THE CUFF ANSWER A QUESTION LIKE THAT.

SO LIKE, WHAT IS THE. NOT SO WHAT DO WE DO WITH THAT AND HOW DO WE GET THE ANSWERS WE NEED? HOW WAS SHE SUPPOSED TO RESPOND TO SOMETHING LIKE THAT? WE HAVE THAT BOARD AND THE STAFF BECAUSE LIKE SOMETIMES IT'S HER, BUT SOMETIMES IT'S HER PEOPLE STANDING UP THERE.

LIKE THE RESPONSE BE, WE'LL HAVE TO GET BACK TO YOU ON THAT.

I MEAN, WHAT WOULD BE THE RESPONSE? SO I CAN I WILL GIVE YOU OUR, OUR ANSWER.

AND THEN UNLESS YOU WANT TO GO FIRST. NO. GO AHEAD.

WE WOULD STRONGLY SUGGEST THAT YOU SUBMIT YOUR STRATEGIC QUESTIONS AHEAD OF TIME TO HELP YOUR ADMINISTRATION WITH THAT AND THEN ASK THEM IN THE FRONT OF THE HOUSE. IS THAT PART OF WHAT THE MEETING IS SUPPOSED TO BE? OUR PRE-MEETING. REALLY NOT VERY USEFUL IN MY OPINION.

AGREED. BUT IT'S SUPPOSED TO BE TECHNICALLY ABOUT THE CONSENT AGENDA.

YEAH, BUT I AGREE WITH YOU. THAT'S THAT'S THAT'S A WHOLE NOTHER TOPIC.

YEAH. AND I THINK GOING BACK TO HOW YOU SAID POST THEM.

I THINK IN MY PREVIOUS LIFE WE GAVE ALL THE TECHNICAL ON A SUMMARY SHEET AND THEN ATTACHED THE PRESENTATION IN BOARD BOOK SO THAT IF YOU READ WHAT THE PRESENTATION WAS, YOU HAD A LOT OF THOSE, LIKE THIS, WAS THIS THE TECHNICAL PART? AND THEN HERE'S THE PRESENTATION. SO THEY WERE ATTACHED ON A SUMMARY SHEET BEFORE THE PRESENTATION SO THAT EVERYBODY.

BECAUSE SOMETIMES PEOPLE DON'T KNOW WHAT TO ASK OR THEY WISH THEY WOULD HAVE ASKED IT.

AND SO MY MIND IS THAT WE'VE ALWAYS TRIED TO PREPARE, AND THEN IT'S MY JOB TO MAKE SURE EVERYBODY UNDERSTANDS IT JUST BECAUSE THERE'S ALL THE FACTS, ALL THE TECHNICAL PART. AND THAT'S WHAT KIM AND I WERE TALKING ABOUT, BECAUSE WHEN YOU SAID POST IT, IS THAT WHAT YOU MEANT WHEN YOU SAID YOU SHOULD POST ALL THESE QUESTIONS? AND THAT WAY, EVERYBODY THAT IS AN OPTION THAT Y'ALL CAN DECIDE AS A, AS A TEAM OF EIGHT.

THAT IS JUST WE'RE JUST BRINGING IDEAS OUT TO Y'ALL TO LIKE THAT.

YOU CAN CONSIDER. THAT'S THAT'S ALL Y'ALL. WELL, I THINK THAT JUST KIND OF SETS THE STAGE THAT YOU'RE YOU'RE ANSWERING THE TECHNICAL.

SO IT SETS THE CONTEXT OF WHAT WE'RE TALKING ABOUT, BUT THEN EVERYONE HAS ACCESS TO IT.

AND IT'S ALREADY THERE SO THAT WE'RE NOT OKAY, TAMARA.

[02:45:05]

I THINK THE OTHER PART OF THAT IS ALSO TWOFOLD.

ONE IS LIKE, THIS IS WHAT YOUR EXPERTS ARE DOING BEHIND THE SCENES ANYWAY.

LIKE THEY ARE DOING THAT ANALYSIS BECAUSE I MEAN THIS VERY LOVINGLY.

THIS IS NOT FOR THE BOARD, RIGHT? THIS IS AN INTERNAL PROCESS.

I KNOW THAT SOUNDS WEIRD. IT IS AN INTERNAL PROCESS THAT IS DRIVING DECISION MAKING IN THE IN THE DISTRICT.

RIGHT. AND NOW THE BOARD GETS TO HEAR ABOUT IT AND THE COMMUNITY GETS TO HEAR ABOUT IT. SO LIKE THESE ARE ACTIVITIES THAT ARE OCCURRING INTERNALLY.

RIGHT. AS YOU LOOK AT YOUR DATA AND DO YOUR ANALYSIS.

BUT I GUESS MY THING TOO IS I FEEL LIKE WE NEED TO I ALWAYS FEEL LIKE IT'S A REASSURANCE THAT I SET THEM UP SO THEY UNDERSTAND.

AND NO MATTER WHO READS IT, THEY GET IT. INSTEAD OF SPENDING ALL THE TIME ASKING THE QUESTIONS, WE ALREADY PRELOAD THEM IN A SUMMARY. YES, I KNOW THAT'S AN IDEA.

I THINK THE IMPORTANT PART, THOUGH, OF HAVING STRATEGIC QUESTIONS BEING HELD IN A PUBLIC FORUM IS BECAUSE IT IS IMPORTANT FOR THE COMMUNITY TO GET TO HEAR THAT RIGHT, AND STRATEGIC. SO THAT'S LIKE THAT.

THAT IS A NON I DON'T WANT TO SAY IT'S A NON-NEGOTIABLE.

YOU CAN DO WHATEVER YOU WANT. THAT IS A BEST PRACTICE.

SO I THINK WHAT WHAT WHAT I'M SAYING IS THAT I'M NOT I'M NOT DISCARDING THE STRATEGIC THAT THEY WOULD ASK, BUT I'M LIKE MORE TECHNICAL SO THAT YOU INCLUDE THE DETAILS.

AND I GUESS BECAUSE THAT'S WHAT I WOULD WANT TO KNOW, IF I WAS LISTENING TO A MEETING, I WOULD WANT TO KNOW, OKAY, WHAT ARE THEY TALKING ABOUT? AND IT'S ALREADY THERE. NOT THAT ANYBODY HAS TO SPEND A LOT OF TIME ON IT, BUT IT'S THE SUMMARY OF KIND OF THE TECHNICAL PIECES.

MAYBE THE BEST PRACTICE IS TO RESPOND TO TECHNICAL AND TACTICAL QUESTIONS THAT THE BOARD IS ASKING THE ADMINISTRATION SUPERINTENDENT.

THE ONLY THING I'M SAYING IS TO PREDICT WHAT TECHNICAL QUESTIONS ARE, OR WHAT TECHNICAL ANSWERS YOU'RE GOING TO WANT TO PRODUCE WITHOUT RECEIVING THE TECHNICAL QUESTIONS FROM YOUR BOARD MIGHT BE A LITTLE BACKWARDS, RIGHT? AND SO THAT WHAT I'M TRYING TO SAY IS YOU'RE GOING TO DELIVER THE PROGRESS MONITORING REPORT.

YOU'RE GOING TO SEND THAT OUT. AND INSTEAD OF TRYING TO PREDICT WHAT THE TECHNICAL QUESTIONS ARE GOING TO BE, JUST WAIT FOR THEM TO COME IN. THAT WAY, YOU'RE ALSO NOT JUST LIKE PUTTING OUT TOGETHER THIS BIG OLD SUMMARY WHERE YOUR BOARD WASN'T EVEN, LIKE QUESTIONING ANY OF THAT. ANYWAY, TO BEGIN, I GUESS YOU'RE RIGHT, BUT I JUST ALWAYS ANTICIPATE, LIKE, OKAY, I WOULD WANT TO KNOW WHAT DID THEY SURVEY? ANYWAY, YOU'RE RIGHT. I SEE BOTH SIDES. THEY WILL ASK THAT WHEN YOU PUT OUT THAT REPORT.

LIKE THIS BOARD WILL LOOK AT IT AND GO, HEY, DOUG KNOWS HOW MANY STUDENTS WERE TRAINED, RIGHT? I KNOW, I KNOW, BUT IT ALSO MEANS THAT WE HAVE TO WE OURSELVES, WHEN WE RECEIVE THE THE INFORMATION, HAVE TO SET NEW TIMELINES, SUBMIT THE QUESTIONS AND WE ALSO NEED TO BE ANALYZING WHAT TYPE OF QUESTION IT IS SO THAT IT'S NOT JUST LIKE, HEY, GO FISH, GO, GO DO THE POP QUIZ AND FIGURE OUT WHICH QUESTIONS ARE WHAT.

AND SO I LOVE THAT YOU BROUGHT THAT UP, BECAUSE WHAT YOU'VE ALSO ARTICULATED IS THIS IS REQUIRING NEW BEHAVIORS FROM EVERY ADULT IN THIS ROOM IN SERVICE OF STUDENTS.

AND IT'S ALSO REQUIRING SOME GIVING UP OF THINGS.

RIGHT. AND SO LIKE I WANT TO CREDIT EVERYBODY IN HERE BECAUSE WHEN WE SAY THERE'S A LOT OF WORK, IT'S NOT WHAT IS JUST HAPPENING IN THIS ROOM.

RIGHT. WHICH IS ALSO BEEN A LOT OF WORK. IT IS ALL THE STUFF THAT YOU GUYS ARE ALSO DOING BEHIND THE SCENES TO MAKE THIS EFFECTIVE.

AND I THINK THAT THE LAST THING THAT I WANTED TO SAY ON THAT QUESTION, PRESIDENT HATFIELD, AND I REALLY APPRECIATE THAT BECAUSE LIKE, WHAT IS UNDERNEATH OF THAT IS LIKE, I WANT OUR ADMINISTRATION TO FEEL SUPPORTED AND PREPARED BECAUSE THEY WORK HARD AND WE WANT TO DO THAT. RIGHT. AND SO AND DOCTOR E YOU LIFTED THAT UP AS WELL.

AND I LIKE THE CULTURE OF THIS BOARD THAT YOU ALL GET TO REINFORCE IS THAT IF SOMEBODY COMES UP THERE AND THEY DON'T KNOW THE ANSWER I WILL GET THAT TO YOU.

RIGHT. YEAH. I MEAN THERE'S I MEAN WE CAN'T KNOW EVERYTHING ALL THE TIME.

BUT I THINK THE, THE THING THAT I DO WANT TO LIFT UP IS LIKE YOUR EXPERTS AS YOU KNOW, ARE LOOKING AT THAT AND WHAT YOU ALL WILL DO OVER TIME IS BOARD MEMBERS.

YOU WILL INCENTIVIZE YOUR ADMINISTRATION TO ANALYZE CERTAIN STUFF.

I KNOW TRUSTEE BRADY IS GOING TO ASK ABOUT THE STRATEGIC ALIGNMENT OF WHATEVER EVERY SINGLE TIME.

I MEAN, WE ALL WORK WITH PEOPLE, RIGHT? DO YOU HAVE A GENERAL SENSE OF WHAT THAT PERSON IS GOING TO ASK YOU? BECAUSE WHY? PREDICTABLE. THEY DO IT EVERY TIME, RIGHT? SO THAT THAT IS GOING TO HELP YOUR ADMINISTRATION PREPARE BECAUSE THEY'RE THEY'RE GOING TO GET A GENERAL SENSE OF THAT.

AND THEY'RE ALSO GOING TO KNOW, RIGHT. WHEN YOU ASK STRATEGIC QUESTIONS THEY LIKE BEHIND THE SCENES.

THEY'RE GOING TO GO WHAT? LIKE WHAT STRATEGIC ANALYSIS DO WE HAVE TO DO SO THAT WE KNOW? YES. AND THEY WILL THEN BE ABLE TO TAKE THAT PROCESS THAT THEY'RE DOING RIGHT IN THE IN CENTRAL OFFICE AND USE ALL THAT INFORMATION

[02:50:09]

AND THE OTHER THING I WANTED TO POINT OUT IS THAT REPORT, IF YOU LOOK AT IT AGAIN, THE EXAMPLE THAT WE HAD, IT HAS A BUNCH OF ELEMENTS WHERE THEY IT'S GOT THE TECHNICAL RIGHT, THE TACTICAL, BECAUSE IT'S LIKE TALKING ABOUT WHAT THEY DID TO GET THERE.

RIGHT. BUT THEN ULTIMATELY IT'S GOT THE STRATEGY IN TERMS OF LIKE, THIS IS WHAT WE LEARN.

THIS IS ALL THE STUFF THAT HAPPENED. SO THAT STRATEGIC PIECE IS ALREADY IN THE REPORT.

RIGHT. AND THEN THE ADJUSTMENTS OF WHAT WE'RE GOING TO DO NEXT IS BIG STRATEGIC.

SO I'M ONLY PULLING THAT OUT BECAUSE IF THE REPORT IS YOU KNOW, MEETING THE THE REQUIREMENTS, MORE THAN LIKELY IT'S PROBABLY GOING TO ANSWER 90 TO 95% OF THE STRATEGIC QUESTIONS YOU PROBABLY ALREADY HAVE.

SO IF YOU ASK A STRATEGIC QUESTION THAT THEY HAVE NOT CONSIDERED YET, THAT IS NOT A BAD THING FOR THE ADMINISTRATION.

IT IS NOT. IT JUST MEANS THAT THROUGH A QUESTION, A GREAT QUESTION YOU ALL ASKED, THEY ARE NOW.

OH, WE DIDN'T ACTUALLY CONSIDER THAT. LIKE NOW THE CULTURE IS JUST BY ASKING THE RIGHT QUESTION.

THE SUPERINTENDENT AND HER TEAM ARE NOW ABLE TO GO BACK AND HAVE A STRATEGIC CONVERSATION ABOUT THAT AND PULL THE DATA TO SEE IF THAT'S ACTUALLY SOMETHING WORTH CONSIDERING.

THANKS SO MUCH. YOU PUSHED MY THINKING ON THAT BECAUSE THIS IS SUPPOSED TO BE A TEAM.

ABSOLUTELY. AND WHAT I'VE HEARD FROM EVERY PERSON IN THIS ROOM, TOO, IS THE ACKNOWLEDGMENT THAT THIS IS A LEARNING PROCESS FOR ALL OF US.

AND THAT MEANS WE ARE GOING TO BE LIKE, KIND OF COURSE.

I'VE SEEN NOTHING BUT THAT IN THIS ROOM. AND THE OTHER PART IS, IS JUST FIGURING OUT HOW WE CAN BE SUPPORTIVE, WHICH IS ALSO WHAT I'VE SEEN IN THIS ROOM. RIGHT.

AND SO WE'RE GOING TO LEARN THINGS ABOUT HOW WE NEED TO BE SUPPORTED OURSELVES, SUPPORT EACH OTHER ON THE BOARD AND SUPPORT BETWEEN THE BOARD AND THE SUPERINTENDENT, AND THAT'S AWESOME. YOU GUYS ARE GROWING TOGETHER, DOING GREAT WORK AND SUPPORTING EACH OTHER MEANS IT'S OKAY TO ASK EACH OTHER THAT QUESTION YOU ASKED LAST NIGHT. DO YOU THINK THAT WAS TECHNICAL, TACTICAL OR STRATEGIC? CAN WE TALK THROUGH HOW THAT COULD HAVE BEEN ASKED IN ADVANCE? WELL, WE'VE HAD THIS CONVERSATION WITH A GROUP OF OTHER COACHES AND LIKE TO THINK ABOUT A TRUSTEE GROUP OF LIKE OF LIKE EVEN DUOS OR TRIOS OF TRUSTEE BEING LIKE, HEY, LET'S NOT BREAKING QUORUM AND NEVER, RIGHT? WE WOULD NEVER SAY THAT. BUT THAT LIKE, HEY, LET'S MEET UP FOR COFFEE AND TALK ABOUT LIKE, THE MONITORING REPORT SO WE CAN GET OUR QUESTIONS READY.

THAT THAT IS LIKE A UTOPIA, RIGHT? TO, LIKE, THINK ABOUT LIKE THAT IS THE BEST PRACTICE YOU CAN HAVE IS SPENDING TIME ACTUALLY FOCUSING ON THE MAIN PART OF YOUR JOB, WHICH IS TO, YOU KNOW, REPRESENT THE VISION AND VALUES AND MONITOR PROGRESS OVER TIME.

SO YEAH, THAT'S AN AWESOME IDEA IS WHAT I'M TRYING TO SAY. ARE THERE QUESTIONS COMMENTS, CONCERNS.

I JUST WONDER IN JANUARY WHEN WE MEET, HOW WOULD THE BOARD FEEL ABOUT LIKE AFTER WE'VE GONE THROUGH THE FIRST ONE, JUST HAVING TIME TO DEBRIEF ON HOW IT WENT, THE TIMING OF THINGS, AND JUST LIKE JUST HAVE OPEN DIALOG ABOUT WHAT WE ACTUALLY JUST EXPERIENCED BECAUSE WE'RE GOING TO DO IT FOR THE FIRST TIME IN JANUARY VERSUS JUST KIND OF LIKE PLOWING AHEAD.

AND I THINK IT WOULD BE NICE TO HAVE LIKE JUST MAYBE A PRE-TRAINING SO THAT WE GET IT RIGHT.

I MEAN, JUST SO THAT WE'RE ALL MAYBE IT'S ESPECIALLY WITH ME, WE DO A LITTLE MOCK TRIAL.

SO I MEAN, I JUST, YOU KNOW, IT'S WE JUST, YOU KNOW, I HAVE HIGH EXPECTATIONS AND I DON'T LIKE NOT TO MEET THEM.

SO I DON'T WANT TO GO IN THERE BLIND FEELING.

OKAY. WAS THAT STRATEGIC OR. I JUST WANT TO MAKE SURE THAT WE SET THE STAGE BECAUSE THIS IS SOMETHING NEW AND I DON'T I THINK WE NEED TO.

YOU GUYS CAN COME PRACTICE WITH ME. ABSOLUTELY.

AND WORK HERE. WHOEVER WANTS TO COME TO THE VOLUNTEER PRACTICE.

BUT I. YOU KNOW, IT'S GOING TO BE A LITTLE TIME FROM THE HOLIDAY BREAK TO.

AND I JUST THINK WE WANT TO SET EVERYONE UP FOR SUCCESS.

YEAH. SO THAT'S MY ASK. GREAT. AND WE'RE WE'RE HERE FOR ANYTHING THAT Y'ALL NEED.

WE COULD RUN THOSE ROLE PLAYS. WE CAN DO IT TOGETHER AND SEPARATE.

WE CAN DO DEBRIEFS. WE WILL. WE WOULD LOVE TO TALK TO EVERY ONE OF YOU INDIVIDUALLY ABOUT YOUR QUESTIONS.

LIKE YOU CALL US ANYTIME OR WE'LL REACH OUT TO YOU OR WHATEVER YOU WANT.

BUT LIKE WHAT THE. WE'RE HERE TO PROVIDE ANY SUPPORT TO MAKE YOU FEEL LIKE PREPARED AND EQUIPPED.

WE'LL GET THAT SET UP JUST LIKE THIS. OKAY. ALL RIGHT.

NOW WE'RE AT THREE HOURS, RIGHT? YES. TEAM OF EIGHT.

THREE. READY TO MONITOR. THIS HAS BEEN AN ABSOLUTELY INCREDIBLE EXPERIENCE, AND I'M SO GRATEFUL.

CAN WE DO A ONE WORD CHECKOUT FROM EVERYBODY? JUST HOW ARE YOU FEELING, MR. GILMORE? DAMN. WAS HIS WORD ON THE RECORD.

[02:55:10]

ABOUT TIME. SINCE THIS IS MY 12TH TEAM MATE, AND THIS ONE WE HAVE AS A TEAM WITH SOME HARD WORK, BUT WE ARE WORKING TOGETHER TO MOVE THE DISTRICT FORWARD, NOT JUST KIND OF PLAYING. WHERE WOULD YOU SAY THIS IS? TOP THREE. WOW. I SAID YES. SHE KNEW I WAS GOING TO SAY THAT. THAT'S A GOOD ONE.

PRESIDENT HATFIELD. THANKFUL. GRATEFUL. BUT I THINK IT'S GREAT.

I'M APPRECIATIVE BECAUSE I THINK IT BRINGS THE WHOLE TEAM TOGETHER, EVEN THOUGH IT'S UNCOMFORTABLE.

YOU'RE NOT THE ONLY ONE. YES. YOU'RE NOT THE ONLY ONE.

CONGRATULATIONS. YOU GUYS. THIS IS REALLY, REALLY INCREDIBLE WORK.

AND IT IS A PLEASURE AND A PRIVILEGE TO TO WATCH YOU GUYS DO THIS TOGETHER.

LIKE, THIS IS IF AN ENTIRE GROUP OF STUDENTS WAS SITTING HERE WATCHING THIS, LIKE, THAT'S THE LEADERSHIP I WANT THEM TO SEE.

SO THANK YOU FOR LETTING US BE APART. THANK YOU GUYS.

GREAT JOB. THANK YOU GUYS SO MUCH. 905.

* This transcript was compiled from uncorrected Closed Captioning.