Jan 15, 2026 School Board Meeting- Work-Study

[00:00:05]

I CALL THIS A WORK STUDY MEETING AT THE CARROLLTON-FARMERS BRANCH ISD BOARD OF TRUSTEES TO ORDER AT SIX OH NO.

[1. Call Meeting to Order ]

OUR NEXT TO THE ITEM AND AUDIENCE FOR ANYONE WHO WANTS TO SPEAK DURING AUDIENCE OR COMPLETE FORM BY 1:00 PM TODAY BASED ON MORPHOLOGY BEING LOCAL.

AS OF 1:00 PM TODAY, THERE WERE NO REQUESTS SUBMITTED TO ADDRESS THE BOARD.

SO WE'LL MOVE ON TO ITEM NUMBER THREE, WHICH IS OUR WORK STUDY DISCUSSION ITEMS.

[3.A. Board Training Session Conducted by TASB Policy Service]

WE HAVE WORKED HERE TODAY BUT I JUST FINISHED SWALLOWING MY CHIP.

SO SORRY. SO BROOKE HAS BEEN A PART OF TASB FOR TEN YEARS NOW.

EIGHT YEARS. AND SO I'VE BEEN SO FORTUNATE TO WORK WITH HER AND FOR THE EIGHT YEARS THAT SHE'S BEEN WITH CASSIE.

AND TODAY SHE'S GOING TO PROVIDE AN EDUCATION OF LEGAL VERSUS LOCAL, PROBABLY THROWING SOME REGULATION UNDERSTANDING IN THERE.

AND SO WE ARE JUST VERY FORTUNATE TO HAVE HER SHE'S VERY BUSY AND BUT SHE EXPLAINS IT SO CLEAN AND CLEAR.

AND THAT'S WHAT I WANTED YOU ALL TO HEAR. JUST AN UNDERSTANDING OF WHAT WE SHOULD DO, COULD DO, OR MAYBE SOME THINGS WE SHOULD AVOID. SO, BROOKE, I GIVE IT TO YOU AND THANK YOU SO MUCH FOR TRAVELING TO SEE US.

I ALSO WANT TO POINT OUT THAT WE HAVE OUR LEADERSHIP GROUP, AND IT'S ALWAYS A GOOD TEACHING TIME.

SO THOSE ARE JUST AUDIENCE FOR GUESTS THERE. THEY'RE VERY LEADERS IN OUR DISTRICT THAT NOW WE ALL CAN UNDERSTAND FROM THE SAME LENS.

SO THANK YOU SO MUCH FOR BEING HERE. IT'S SO GOOD TO SEE YOU. YES, THANKS FOR THE INVITE AND FOR YOU AND TAMMY AND BRIAN.

SO EVERYONE HERE HAS BEEN SO WELCOMING, SO REALLY POSITIVE THINGS TO SAY ABOUT CFB.

THAT'S JUST MY LITTLE ACRONYM THAT ACTUALLY IS FOREIGN POLICY.

YOU KNOW, I DON'T KNOW WHAT IT STANDS FOR AND WHAT IT IS, BUT YEAH.

SO WE'LL GO THROUGH A LITTLE BIT OF POLICY 101.

THEN I'LL DIVE INTO YOUR ACTUAL POLICY AND I'LL SHOW YOU SOME OF THOSE RESOURCES.

AND THEN WE'LL ACTUALLY DIVE A LITTLE BIT DEEPER INTO UPDATE 126 AND WHAT THAT MEANS AND ALL OF THESE THINGS.

SO FIRST A LITTLE BIT ABOUT MYSELF. I GREW UP IN AMARILLO, TEXAS.

I WENT TO SCHOOL AT DALLAS. I WAS THE STUDENT GOVERNMENT PRESIDENT.

AND SO I GOT CONNECTED WITH MY LEGISLATORS, AND I WORKED AT THE STATE COUPLE SESSIONS AND I WORKED IN CONGRESS.

I LIKE STATE POLITICS BETTER THAN FEDERAL, AND SO I NEEDED A WAY TO MEET.

I MET MY HUSBAND ON A POLITICAL CAMPAIGN, SO I WAS IN AUSTIN, AND I NEEDED TO FIND A JOB.

AND I FOUND ONE THAT I'VE BEEN THERE EVER SINCE.

SO THAT'S A LITTLE BIT ABOUT ME. WE DON'T HAVE TOO MUCH TIME TO GO INTO WHO YOU ARE, BUT I FIRST WANT TO SAY THANK YOU SO MUCH FOR SERVING ON YOUR BOARD.

YOU GUYS MAKE THE BIGGEST BUCKS BY BEING A BOARD MEMBER.

AND THAT'S A JOKE BECAUSE WE'RE ALL VOLUNTEERS.

SO, BUT THANK YOU SO MUCH FOR ALL OF WHAT YOU DO FOR THIS DISTRICT.

SO LIKE I SAID, THE OBJECTIVES FOR THIS LITTLE POLICY 101 IS TO DIVE INTO MAKING SURE WE'RE ALL ON THE SAME PAGE.

WHEN WE TALK ABOUT WHAT DOES POLICY MEAN, WHAT IS THE LEGAL FRAMEWORK, WHAT ARE THESE A'S AND B'S AND X'S AND ALL OF THOSE THINGS.

THEN WE'LL DIVE FURTHER INTO GOVERNANCE AND MANAGEMENT OBVIOUSLY GOVERNANCE SECTION AND THEN THE MANAGEMENT DOCTOR ELDREDGE AND THEN AS DESIGNEES.

TAMMY AND THEN THE ADMIN TEAM AS WELL. AND THEN OF COURSE, RESOURCES.

RESOURCES TO HELP YOU DO YOUR JOB BECAUSE YOU HAVE FULL TIME JOBS.

I ASKED RANDY, I SAID, WHAT'S YOUR PROFESSIONAL JOB? AND HE SAID, OH, I'M A RETIREE. AND I SAID, THAT'S AWESOME.

SO YEAH, IT'S FUN TIMES AND ALL KINDS OF JOBS, SO WE'LL DIVE RIGHT IN.

SO HOW DOES POLICY SERVICE HELP SUPPORT YOU? SO YOU HAVE ME.

I AM YOUR POLICY CONSULTANT. THERE ARE AROUND TEN OF US.

I MANAGE OVER 100 SCHOOL DISTRICTS ACROSS THE STATE OF TEXAS.

I RAN MY LARGEST DISTRICT HAS OVER 100,000 STUDENTS.

I HAVE A SMALL DISTRICT THAT SERVES ABOUT 40 STUDENTS.

SO RANGE IS THE GAMUT. AND AS YOU PROBABLY KNOW, OUT OF THE 1000 PLUS SCHOOL DISTRICTS IN TEXAS, THE MAJORITY ARE LESS THAN 1000. ADA NOW Y'ALL ARE WHAT I WOULD CONSIDER A LARGE DISTRICT.

SO WE GAVE THEM ALL. BUT IN THAT WE ALSO HAVE SOME GREAT DATA.

I THINK YOU NEED TO MAKE DATA DRIVEN DECISIONS AND KIND OF BE IN LOCKSTEP? ALSO, YOU WANT TO KNOW WHAT'S GOING ON IN YOUR REGION.

I KNOW YOU WILL TALK TO ONE ANOTHER. SO WHAT ARE WE DOING?

[00:05:02]

IT'S NOT WHAT'S BEST FOR AMARILLO OR AUSTIN OR ANY OF THAT.

SO WE WANT TO KNOW WHAT'S RIGHT FOR Y'ALL IN THAT SECTION.

IS THERE ENTERTAINING IS USUALLY MY ELDERS CAN ALWAYS GIVE ME A CALL.

YOU CAN ALWAYS GIVE ME A CALL. I GUARANTEE YOU, THERE'S NO WAY I'M GOING TO TALK TO YOU.

AND I'M GOING TO SAY THIS. I AM NOT AN ATTORNEY.

SO WITH THAT, I CAN SAY, OH, I PROBABLY KNOW THE ANSWER, BUT I'M GOING TO DEFLECT AND GIVE DEFERENCE TO OUR LEGAL TEAM AS WELL AS YOUR LOCAL COUNCIL AS ALWAYS GIVE DEFERENCE TO THAT. AND THEN.

YEAH. SO WE SUPPORT YOU WITH BOARD POLICY RECOMMENDED CONSIDERATIONS FOR YOU ALL TO CONSIDER.

AND THEN OF COURSE ADMIN REGS WHICH IS A HUGE CRITICAL COMPONENT TO HELP SUPPORT THE BOARD POLICY THAT YOU ALL ADOPT.

NOW WHEN WE DIVE IN WHAT'S IN A POLICY MANUAL YOU'LL PROBABLY SEE ALL THIS SEVEN SECTIONS OF YOUR MANUAL LISTED BY ALPHABETICAL STRUCTURE. AS SUCH I MENTIONED CFB. DOES THAT STAND FOR ANYTHING OR DOES HE STAND FOR ANYTHING? WHAT DO Y'ALL THINK? YOU CAN SOLVE. ALL OF OUR LETTERS SECTION.

AWESOME. YES. GREAT. SO THE POINT OF THAT IS NO, CFB DOES NOT STAND FOR HELPING FARMERS BRANCH.

IT'S ACTUALLY YOUR CAPITALIZATION THRESHOLD POLICY.

DEA DOES NOT STAND FOR DRUG ENFORCEMENT AGENCY.

OH, YES, IT DOES. BUT FOR YOUR PURPOSE, IT'S ABOUT YOUR COMPENSATION PLAN.

SO ALL OF THESE THINGS, YOU DON'T NEED TO KNOW THESE LETTER COMBINATIONS, BUT IT IS HELPFUL WHENEVER YOU SEE UPDATE 126 ON YOUR AGENDA.

IF I LOOK AND I SEE SOMETHING IN SECTION B, A, I KNOW IT'S ABOUT THE BOARD SO QUICKLY GO THROUGH, I CAN READ THIS TO YOU AS WELL. A BASIC JUST FOR FOUNDATION.

WE ALL ARE. I SEE ON YOUR AGENDA A E THAT'S USUALLY ABOUT MISSION VISION.

SO VISION FOCUSED AT SECTION B, LOCAL GOVERNANCE A LOT OF WHAT'S IN BOARD POLICY OR BOARD'S DIRECTIVES, YOUR ELECTIONS, YOUR AUTHORITY AND POWERS ALSO DESCRIPTION CAMPUS SITE BASED DECISION MAKING COMMITTEES.

THAT'S IN SECTION B. SECTION C INSTEAD OF C SECTION IS ALL ABOUT YOUR FINANCE.

SO ANYTHING WE'LL ALSO TECHNOLOGY. SO TECHNOLOGY FINANCE BUSINESS PRACTICES ISN'T THERE D EVERYTHING ABOUT PERSONALITY.

SO HOW YOU HIRE MAYBE TERMINATE YOUR VOCAL LEAVES AND ABSENCES.

ALL OF THAT'S IN SECTION D E'S INSTRUCTION ACADEMIC ACHIEVEMENT, GRADUATION, CLASS RANK, SPECIAL ED, ALL OF THAT SUCCESSION E, F IS THE LARGEST SECTION IN YOUR MANUAL.

RIGHTFULLY SO, BECAUSE IT'S ABOUT STUDENTS. SO HOW YOU ADMIT STUDENTS OR TRANSFER STUDENTS, MEDICAL TREATMENT OF STUDENTS, DISCIPLINE EXTRACURRICULAR ACTIVITIES, ALL OF THOSE THINGS IN SECTION F, AND OF COURSE, A SMALL ANOTHER SMALL SECTION IS ABOUT COMMUNITY AND GOVERNMENTAL RELATIONS.

VISITORS TO CAMPUS YOUR FACILITY OPERATIONS, ALL OF THAT'S IN SECTION D, PIA REQUESTS, SECTION G.

SO THAT'S A LITTLE BIT ABOUT WHAT'S ACTUALLY IN YOUR POLICY MANUAL.

THEN WE CAN GO EVEN A STEP FURTHER. NOW THIS IS IN SOME WAYS I LIKE TO SAY, BUT WE HAVE IT BASED OFF OF LIKE THE B-B-B YOU SEE BOARD ELECTIONS. I DON'T KNOW WHO'S THE NEWEST BOARD MEMBER ON THE TEAM.

THE BIG GUY. YAY! AND IT'S ACTUALLY FUN, YOU GUYS.

OH, FUN NEW GUY. SEE, I NEED SOMETHING, BUT. YES.

ANYWAYS, SO LAST ELECTED, THEN YOU GO TO HOW YOU CONDUCT ELECTIONS AND WHEN YOU HAVE THEM POST ELECTION PROCEDURES.

AND SO YOU SEE IT'S JUST A CODING STRUCTURE DOESN'T MEAN ANYTHING, BUT IT'S HOW WE'VE ORGANIZED IT TO MAKE SOME KIND OF SEMBLANCE TO, YOU KNOW, FIND SOME CONTEXT. DOES THAT MAKE SENSE? COOL. ALL RIGHT. NOW WE DIVE INTO THE TWO KINDS OF POLICY THAT YOU HAVE.

THE FIRST ARE LEGAL FRAMEWORK. AND THEN THE SECOND IS LOCAL POLICY.

SO THE FIRST YOUR LEGAL FRAMEWORK DOCUMENTS PART OF YOUR POLICY MANUAL ARE FROM ALL SOURCES OF LAW.

WE'RE TALKING FEDERAL LAW, STATE LAW, ATTORNEY GENERAL, COURT COMMISSION COURT CASES, ANYTHING FROM THE TAX CODE? THE ED CODE, THE GOV CODE, THE OBVIOUSLY ANYTHING WE'RE TRYING ANYBODY THAT CAN CREATE RULES THAT AFFECT SCHOOL DISTRICTS, WE COMPILE THAT FOR YOU. AND TYPICALLY ISSUES GO THROUGH TASB NUMBERED UPDATES.

[00:10:03]

IT WAS OUR LARGEST UPDATE TO DATE, AND THAT'S PROBABLY WHY YOU HAVE A LOT OF QUESTIONS, BECAUSE IT WAS HUGE, THE BIGGEST WE'VE EVER SEEN. AND I DON'T KNOW IF THAT'S GOING TO CHANGE OR WHAT'S GOING TO HAPPEN, BUT IT WAS JUST THE BIGGEST ONE. NOW, I THINK I KNOW THE ANSWER TO THIS BECAUSE Y'ALL CAN READ THE SCREEN.

DOES THE BOARD ADOPT LEGAL FRAMEWORK DOCUMENTS OR THOSE POLICIES? NO THANK YOU, NO, IT'S THE LAW. UNFORTUNATELY, YOU DON'T GET A CHOICE ON WHETHER OR NOT YOU FOLLOW THE LAW.

YOU TOOK YOUR OATH OF OFFICE. YOU GOTTA FOLLOW THE LAW.

NOW, LOCAL POLICY OUT OF YOUR ENTIRE POLICY MANUAL.

WHEN I SAY BIG BLUE BOOK, DOES THAT MEAN ANYTHING TO Y'ALL? WE USED TO CALL IT THE BIG BLUE BOOK. THAT'S LIKE IF YOU PRINTED IT OUT AND I THINK, WHAT IS IT NOW? LIKE 3000 PAGES, 2600 PAGES, ABOUT THREE FOURTHS OF YOUR MANUAL ARE LEGAL FRAMEWORK DOCUMENTS.

THAT ONE FOURTH IS HIGHLY CONTESTED. WHY? BECAUSE YOU GUYS ARE VOTING ON THOSE LOCAL POLICY DECISIONS TO HELP THE FOUNDATION AND SET THE FOUNDATION FOR YOUR COMMUNITY. AS YOU CAN TELL, THERE'S NOT GOING TO BE A LOCAL POLICY FOR EVERY LEGAL FRAMEWORK DOCUMENT. OKAY. AND SOMETIMES THERE'S NOT A LEGAL FRAMEWORK DOCUMENT FOR EVERY LOCAL POLICY.

WELL, WE'LL DIVE A LITTLE BIT FURTHER INTO THAT.

BUT THE MAIN THING TO SAY IS I CAN'T STRESS ENOUGH READ LEGAL.

READ THE LOCAL. IF THERE'S ONE, THEN YOU'LL HAVE YOUR SUPPLEMENTAL ADMIN REGS AND I'LL GET TO THE REGS IN A MOMENT.

BUT THE POINT BEING, YOUR LEGAL FRAMEWORK IS THERE TO HELP YOU.

IT'S NOT AN INTERPRETATION. IT'S LIKE A RESUSCITATION A COMPILATION IF YOU WILL, OF THE REFERENCE LAWS, CODES, WHATEVER. AND THEN YOUR LOCAL POLICY. THIS IS WHAT YOU GUYS ARE DECIDING ON, OF COURSE, BASED OFF OF RECOMMENDATIONS FROM THE ADMIN TEAM TO HELP SUPPORT YOUR GOALS THAT YOU WANT TO ACCOMPLISH HERE AT THE DISTRICT.

SO LOCAL POLICY SET BY Y'ALL, FROM RECOMMENDATIONS FROM US, FROM WHATEVER THE LAW SAYS.

AND THOSE ARE THE TWO KINDS OF DOCUMENTS IN YOUR MANUAL.

DOES THAT MAKE SENSE? SO LET ME TALK A LITTLE BIT ABOUT SOME IDENTIFIERS.

THIS IS SUPER. I KEEP SAYING INSIDE BASEBALL I'M A HUGE TEXAS RANGERS FAN.

SO I'M REALLY EXCITED ABOUT THAT. AND WITH THIS OKAY, DATE ISSUED.

HAVE YOU EVER THOUGHT, OH, IS THAT THE ADOPTION DATE? BECAUSE NO, IT'S NOT. THAT JUST SIMPLY MEANS WHEN WE'VE POSTED IT ONLINE IN 2022, WITH OUR HUGE ONLINE MIGRATION, WE'VE NOW ADDED THE ABILITY TO ADD AN ADOPTION DATE.

IF YOU EVER GO ONLINE AND PERUSE YOUR POLICY ONLINE, BECAUSE I KNOW ALL OF YOU HAVE YOUR FREE TIME TO DO THAT IF YOU EVER SEE, HEY, I DON'T SEE AN ADOPTION DATE. WELL, THAT'S BECAUSE IT WAS PROBABLY PRE 2022 AND YOU HAVE THAT IN YOUR AGENDA AS I'M SURE IN YOUR RECORD REJECTION. PART OF YOUR PROCESS IS THERE. BUT I JUST WANTED TO SHOW THAT THAT'S A GOOD IDENTIFIER.

UPDATE 115 SO THAT TELLS YOU WHERE WHERE WAS THIS CHANGE COMING FROM.

WHAT HAPPENED. SO THIS WAS FROM A TASB NUMBER UPDATE THAT WE PUSHED OUT.

AND YEAH, THAT'S ALL YOU REALLY NEED TO KNOW.

A DEAD LOCAL A A THIS IS THE KEY PART. IF IT HAS AN A, A B, A C1, A AND D1 ANYTHING NOT AN X, THAT MEANS IT IS TASB STANDARD VERSION. IT'S GONE THROUGH OUR LEGAL MUSTER.

IT MEETS THE MINIMUM REQUIREMENTS ACCORDING TO LAW AND THE REASONS WHY YOU HAVE A LOCAL POLICY IN GENERAL, AND THOSE ARE OUR STANDARD POLICIES. SO ONE THING I SHARED WITH TAMMY BEFORE, WE WANT TO MAKE SURE YOUR POLICY MANUAL IS CUSTOMIZED AND REFLECTIVE TO MEET YOUR NEEDS. REMEMBER, YOU'RE VERY DIFFERENT FROM AN AMARILLO OR AN AUSTIN.

SO WE GOT TO DO WHAT'S RIGHT FOR CFB. AND AS SUCH, SOMETIMES I GET POLICIES USUALLY FROM LIKE ANYBODY IN HOUSE COUNSEL, YOU NAME IT AND THEY SAY, HEY, CAN WE CHANGE ALL OF THESE LITTLE WORDS TO SAY LIKE WILLS INSTEAD OF SCHOLZ? BECAUSE SCHOLZ SEEMS A LITTLE ARCHAIC, BUT THAT'S JUST OUR POLICY STYLE, YOU KNOW WHAT I MEAN? AND MY CONVERSATION WOULD GO LIKE THIS. SURE, YOU CAN ABSOLUTELY CHANGE THAT, BUT THAT'S NOT A SUBSTANTIVE CHANGE.

SO WHY? WHY DO YOU WANT TO CHANGE THE WILL TO INSTEAD OF A SHALL? AND IF THERE'S NOT A REAL GOOD REASON THAT'S, YOU KNOW, CUSTOMIZED TO REFLECT THE NEEDS OF YOUR DISTRICT, I MIGHT SAY SAVE YOUR MONEY BECAUSE YOU'RE CHARGED EVERY SINGLE TIME YOU LIKE, READJUST ANY OF THOSE WORDS.

AND IF YOU NEED TO FURTHER CUSTOMIZE, WE CAN ADD IT.

OR YOU MIGHT WANT AN ADMINISTRATIVE REGULATION TO HELP SUPPORT THE DOCUMENT THAT YOU HAVE IN YOUR LOCAL POLICY.

[00:15:01]

NOW THERE ARE JUST SO MANY POTENTIAL. I THINK THIS IS THE NEXT ONE.

THIS IS JUST ANOTHER IDENTIFIER, IF YOU WILL.

X IS THERE'S MANY LOCAL POLICIES THAT YOU HAVE TOO MANY OPTIONS FOR, SO IT'S GOING TO BE UNIQUE.

ECOMMENTS A GOOD EXAMPLE OF THIS IS CLASS, RIGHT.

I MEAN OR II WHICH IS YOUR RETENTION AND PROMOTION POLICY? YOUR GRADUATION POLICY. ALL OF THOSE ARE GOING TO BE TOTALLY UNIQUE.

DECK. THAT'S A HUGE ONE. EVERY SINGLE DISTRICT.

MOST DISTRICTS I DON'T WANT TO USE ABSOLUTISM.

SO WE'LL SAY NEARLY ALL HAVE DIFFERENCES IN DECK YOUR LEAVES AND ABSENCES.

SO THINK ABOUT THAT AS YOU'RE GOING. BUT X IS MEANS IT'S BEEN FURTHER CUSTOMIZED.

AND WHENEVER I DO THIS POLICY REVIEW WITH YOUR ADMIN TEAM AND YOU ALL CAN SEE IT AS WELL, WE DEFINITELY HONE IN ON THOSE UNIQUE POLICIES BECAUSE WE LOOK AT THE HISTORICAL RECORD. WHEN WAS THIS ADDED? IS IT STILL RELEVANT? THOSE KINDS OF DISCUSSIONS NEED TO BE DONE IN THAT COMPREHENSIVE REVIEW.

AND CAN WE TAKE JUST A ONE MINUTE TIMEOUT SO WE CAN PLUG IN A CORD SO WE CAN PROJECT IT ON THAT SCREEN SO THEY CAN SEE IT AS WELL.

TOTALLY. SO. AI. DO YOU HAVE THAT DXD? THE BOARD SHALL ADOPT A POLICY ABOUT CYBERSECURITY PLANS. YOU SHALL ADOPT A POLICY ABOUT, YOU KNOW, SPEND.

THAT'S SO. IT JUST KEEPS GOING ON AND ON AND ON.

THAT'S PRETTY EASY. CHECK MARK OF COMPLIANCE THERE.

THE SECOND ONE IS TO REDUCE POTENTIAL LEGAL RISK.

SO THERE ARE SOME POLICIES OUT THERE TO HELP MITIGATE ANY RISK BECAUSE YOU'RE A BUSINESS.

AND WE WANT TO MAKE SURE THAT Y'ALL ARE PROTECTED.

AND SO A GOOD EXAMPLE HERE IS DFA. THAT'S YOUR RESIGNATIONS AND TERMINATIONS AND THOSE KINDS OF THINGS.

ANOTHER IS TO DECLARE THE OPTION. SO IF THE LAW SAYS MAY WHAT ARE YOU GOING TO DO.

YOU GOTTA DECIDE. NOT IN AN ARBITRARY WAY. YES OR NO.

SHALL SHALL NOT. SO GREAT EXAMPLE HERE IS YOU HAVE TRANSFERS OR DO NOT ACCEPT TRANSFERS.

YOU'D BE SURPRISED IF YOU ACCEPT TRANSFERS. GREAT.

ARE THERE SOME EXCEPTIONS? IF YOU SAY NO. ARE THERE SOME EXCEPTIONS? AND THEN YOU WOULD DIVE FURTHER IN FROM THAT.

BUT YOU NEED TO BE YOU NEED TO HAVE A DECISION FOR DECK.

I KEEP BRINGING THAT UP AND IT'S IT'S LIVING PROOF.

DO YOU HAVE ANY LEAD DONATION PROGRAMS? THOSE ARE OPTIONAL.

YOU HAVE A BANK POOL. DO YOU HAVE A REIMBURSEMENT FOR LEAVE UPON RETIREMENT? ANNUAL USE OF LEAVE FOR LIKE AN INCENTIVE. YOU HAVE BEREAVEMENT LEAVE.

THOSE ARE THE KINDS OF PROVISIONS THAT ARE OPTIONAL.

AND THEN YOU WOULD DECIDE, YES, WE WANT THIS OR NOT.

WE DON'T. OKAY. AND THE LAST CATEGORY IS TO DECLARE YOUR AUTHORITY OR SO GREAT EXAMPLE HERE IS I PUT CI WHEN ARE THINGS DECLARED. NOT NECESSARY ANYMORE.

LIKE YOU'RE INTEGRATING TECHNOLOGY I PROBABLY PROBABLY DON'T WANT, YOU KNOW, DESKTOPS FROM 1990S, YOU KNOW, JUST TAKING UP SPACE. YOUR CFO OR WHOMEVER CAN SAY, OH, YEAH, THESE ARE PROFITABLE OR USABLE ANYMORE AND THEN YOU CAN DISPOSE OF THEM.

ANOTHER GREAT EXAMPLE IS HIRING. SO SOMETIMES I'VE SEEN POLICIES WHERE TRADITIONALLY THE BOARD HIRES CONTRACT PERSONNEL, AND THEN THEY ARE DELEGATED TO THE SUPERINTENDENT TO HIRE NON-CONTRACT PERSONNEL AT WILL.

SO YOU'RE DELEGATING THAT. BUT THAT NEEDS TO BE SAID IN POLICY.

SO THOSE ARE THE FOUR REASONS. WHENEVER YOU'RE THINKING ABOUT, HEY, WE NEED TO ADD THIS POLICY.

DOES IT FIT IN THE LEGAL REQUIREMENT. DOES IT FIT IN MITIGATING RISK.

WHAT ABOUT IS IT A LEGAL OPTION OR IS IT TO DECLARE THE BOARD'S AUTHORITY? MOST OF THE TIMES YOU COULD PROBABLY SKIP IT TO AN ADMIN REG IF YOU WANT TO.

JUST TO FURTHER EXPOUND UPON SOMETHING THAT'S IN YOUR BOARD POLICY.

THEN THE GREAT OPPORTUNITY IS TO PUNT IT TO YOUR DISTRICT ADMIN TEAM AND HELP THEM DEFINE OR, YOU KNOW, CREATE REGULATIONS. I USE THIS UMBRELLA TERM REGULATIONS.

I THINK THAT'S WHAT YOU ALL USED TO. BUT THAT TERM MEANS MULTIPLE THINGS.

IT'S SYNONYMS. SO IT MEANS STUDENT HANDBOOK, STUDENT EXTRACURRICULAR HANDBOOK, YOUR GUIDELINES, YOUR PLANS, YOUR WELLNESS PLAN, ALL OF THOSE GUIDING DOCUMENTS TO HELP SUPPORT THE GOALS AND THE POLICY THAT YOU ALREADY HAVE.

SO NINE TIMES OUT OF TEN, YOU'RE GOING TO HAVE A REG FOR ALMOST EVERY POLICY, LIKE CLASS RANK,

[00:20:03]

DOES THAT MAKE SENSE? SO THOSE FOUR CATEGORIES ARE REALLY KEY TO SEE IF WE NEED IT, DO WE NOT? A GREAT EXAMPLE HERE IS I GET A CALL. HEY BROOKS, CAN WE ADD A POLICY TO CLEAR BACKPACKS ON CAMPUS? AND MY RESPONSE WOULD BE THAT'S NOT A POLICY.

THAT'S A CAMPUS GUIDELINE. YOU SEE THE DIFFERENCE THERE? THAT'S AN ADMINISTRATIVE DECISION FOR YOUR CAMPUS OR YOUR SUPERINTENDENT THAT NO CLASS OR NO, WE WANT ONLY CLEAR BACKPACKS ON CAMPUS. SO THAT'S NOT A DECISION FROM THE GOVERNANCE LEVEL.

THAT'S AN ADMINISTRATIVE LEVEL. WE'LL DIVE IN A LITTLE BIT DEEPER ON THAT.

BUT WHEN WE'RE TALKING ABOUT CONSIDERING REVISIONS, WHAT I WANT TO POINT OUT IS LOCAL POLICY IS THE WHAT WHAT'S SUPPOSED TO HAPPEN.

IT SETS THE FOUNDATION, THE PARAMETERS FOR HOW WE OPERATE AS A DISTRICT.

AND THEN HOW YOU IMPLEMENT POLICY IS YOUR REGS.

SEE, THEY WORK IN TANDEM. AND SO WHEN YOU'RE CONSIDERING REVISIONS THINK ABOUT THOSE FOUR CATEGORIES HOW THIS RELATES TO YOUR GOALS.

AND MY ONE RECOMMENDATION IS RECOMMENDATIONS.

CONTACT ME BEFORE BECAUSE SOMETIMES YOU CALL AND YOU'RE LIKE, HEY, THAT CLEAR BACKPACK THING SEEMS LIKE A REALLY GREAT IDEA.

AND YOU DID ALL THIS WORK. AND THEN I COME AND I SAY, YEAH, YOU DIDN'T NEED TO DO ANY OF THAT.

AND YOU'RE LIKE, OH CRAP. I JUST WASTED A LOT OF TIME AND ENERGY ON SOMETHING THAT COULD JUST HAVE BEEN HANDLED DIFFERENTLY.

YOU SEE WHAT I MEAN? SO SAY TWO TIMES MONEY SAVES US WHATEVER.

AND THEN, OF COURSE, ANY KIND OF DETAILS. SOMETIMES YOU MIGHT SAY, WELL, THIS IS JUST SO BROAD.

IT'S PROBABLY WRITTEN BROADLY ON PURPOSE TO GIVE YOUR ADMINISTRATIVE TEAM SOME DISCRETION TO HELP IMPLEMENT WHAT IT IS THAT YOU SET OUT TO DO.

SO WHEN WE LOOK AT AND I THINK IT'S SUPER CRITICAL AS BOARD MEMBERS TO SEE WHAT IT SAYS IN THE AD CODE IS YOUR ROLE.

AND I'M GOING TO READ THIS TO YOU. THE TRUSTEES, AS A BODY CORPORATE, HAVE THE EXCLUSIVE POWER AND DUTY TO GOVERN AND OVERSEE THE MANAGEMENT OF THE PUBLIC SCHOOLS OF THE DISTRICT, GOVERN AND OVERSEE THE MANAGEMENT.

THAT WAS FROM THE REWRITE OF THE 1995. NOTICE IT DOESN'T SAY MANAGE EVERY SINGLE STEP THAT HAPPENS IN THE DISTRICT.

SO THAT MICRO LEVEL OF MANAGEMENT THAT WAS PRE-NOTIFIED.

BUT THEN THEY TOOK A STEP BACK AND SAID NO. THE BOARD NEEDS TO GOVERN AND OVERSEE.

SO WHEN WE THINK ABOUT AND YOU ALL KNOW THIS, WHAT ARE SOME ROLES AND RESPONSIBILITIES FOR BOARD MEMBERS? YOU ADOPT THE POLICY. YOU MAKE THE POLICY. YOU ESTABLISH YOUR GOALS.

I KNOW I'M TALKING ABOUT THAT TODAY. YOU ESTABLISH SUPERINTENDENT GOALS.

YOU EVALUATE THE SUPERINTENDENT, YOU EVALUATE OUTCOMES, YOU DELEGATE AUTHORITY.

AND OF COURSE YOU ADOPT POLICY. SO THAT'S YOUR ROLE.

NOTICE IT DIDN'T SAY DO ALL THINGS. NOW DO YOU WANT TO GO AND FIX THE PLUMBING ISSUE.

PROBABLY NOT. BUT YOU KNOW YOU COULD. AND THEN THE NEXT THING IS WHAT IS THE SUPERINTENDENT.

SO THE SUPERINTENDENT IS THE CHIEF EDUCATIONAL LEADER FOR THE SCHOOL DISTRICT.

THERE'S GOT TO BE A LEVEL OF TRUST THERE FROM THE BOARD IN THE SUPERINTENDENT.

I THINK Y'ALL HAVE THAT. Y'ALL HAVE BEEN GREAT THUS FAR, AND WITHOUT THAT TRUST, IT'S GOING TO BE REAL DIFFICULT TO HAVE A THRIVING, SUCCESSFUL DISTRICT. AND SOME OF THE ROLES FOR THE SUPERINTENDENT IS, OF COURSE, MANAGE THE DAY TO DAY OPERATIONS, PREPARE POLICY RECS, OVERSEE THE POLICY IMPLEMENTATION AND DEVELOP RIGHT NOW DOCTOR ELDRIDGE'S, SUPERWOMAN AND WONDER WOMAN. BUT SHE CAN'T DO IT ALL BY HERSELF.

THAT'S WHY SHE HAS A GREAT ADMIN TEAM WITH BRIAN AND TAMMY AND EVERYONE HERE.

I DON'T KNOW YOUR NAMES, BUT GREAT JOB. AND AS SUCH, SHE IS ABLE TO DELEGATE A LOT OF HER RESPONSIBILITIES THROUGH POLICY BJA AND THAT'S WHY SOMETIMES YOU MIGHT SEE ME OR DELETING OR DESIGNEE BECAUSE YOU CAN'T DELEGATE FOR THAT PROVISION.

SO TRYING TO SIMPLIFY YOUR MANUAL AS WELL. SO SOMETIMES BUT AS SUCH AT THE END OF THE DAY SHE'S ULTIMATELY RESPONSIBLE.

ULTIMATELY RESPONSIBLE. AND THEN Y'ALL ARE RESPONSIBLE TO YOUR CONSTITUENTS. PEOPLE THAT GO TO YOU.

SO HOW DOES IT WORK TOGETHER? ADMIN TEAM RECOMMENDS POLICY OR ADOPTS POLICY.

ARE WE ALL CLEAR ON WHAT THE TERM POLICY MEANS? BECAUSE THAT'S STEP ONE, RIGHT? BECAUSE I CAN'T TELL YOU.

MY DAD'S A TEACHER AND HE MISUSES THE TERM ALL THE TIME.

POLICY. AND I SAY NO, SIR. THAT'S NOT WHAT YOU MEAN.

BUT IT'S JUST IT'S A NEW FRAME OF THINKING, A NEW PARADIGM SHIFT, IF YOU WILL.

[00:25:01]

OKAY. WHERE'S THE ADOPTION DATE? WHAT IS WHEN DID THE BOARD ADOPT THIS.

IF THERE'S NO GOVERNANCE ACTION THEN IT'S NOT POLICY.

IT'S PROBABLY A REG WE. WE CONFUSE POLICY AND PRACTICE.

I THINK THAT'S YES. AND SO I THINK THAT IS SOMETHING OUR LEADERSHIP TEAM DEALS WITH, IS WE FIND OUT PRACTICES OR POLICY THAT THEY CAN'T. I THINK THAT'S A GOOD WHAT YOU JUST SAID.

LIKE, COULD YOU SHOW ME WHEN THAT WAS ADOPTED? YEAH, THAT WOULD BE A GOOD LEADERSHIP LESSON FOR OUR ADMINISTRATORS AND TEACHERS.

YES. THE REGULATIONS, REGULATIONS, PRACTICES, PLANS.

CORRECT. BUT LET ME JUST SAY, SOMETIMES PEOPLE THINK POLICY AND PROCEDURES ARE SYNONYMS. THEY ARE NOT. THEY ARE NOT. YOU SEE THEM GO HAND IN HAND AND EVERYTHING ELSE.

BUT SCHOOL DISTRICT POLICY, IT'S DIFFERENT. SO POLICY AND PROCEDURES ARE NOT SYNONYMS AND NOT TO PICK ON ADMIN TEAMS. BUT SOMETIMES THEY MISUSE THE TERM POLICY ALL THE TIME.

YEAH I MEAN IT'S JUST WHAT HAPPENS? ME? I'M GOING TO SAY.

OH, YOU DON'T MEAN POLICY, THOUGH. YOU MEAN YOUR PROCEDURE? YOU MEAN YOUR WAY. BECAUSE IF YOU'RE NOT IN THAT MINDSET ALL THE TIME, YOU'RE KIND OF LIKE, OH, THE POLICY SAYS X, Y, Z. NO IT DOESN'T. THIS IS YOUR POLICY.

DOES THAT MAKE SENSE? OKAY. GOING INTO A LITTLE BIT OF DEPTH HERE ABOUT BP FOR REGULATIONS.

SO WE ALREADY SAID THAT THE SUPERINTENDENT IS THE CHIEF EDUCATIONAL LEADER. AND THEN THIS IS WHAT THEY DO MANAGE TO DO THEIR DAY TO DAY OPERATIONS, PREPARE RECOMMENDATIONS AND DEVELOP THE REGS.

AND THAT'S IN THE CODE. SO THAT'S THE LEGAL DOCUMENT RIGHT THERE.

THEY'RE SUPPOSED TO DO. AND THEN LOOK HERE'S YOUR LOCAL POLICY.

THAT KEY THING RIGHT THERE WITH THE CIRCLE RIGHT.

NO BOARD ACTION. ADMIN REGS ARE SUBJECT TO BOARD REVIEW BUT NOT ADOPTED BY THE BOARD.

THAT'S HUGE. SO YOU'LL NEED TO REVIEW WHAT'S GOING ON.

BUT THERE'S NO RUBBER STAMP APPROVAL PROCESS.

DOES THAT MAKE SENSE. DO YOU NEED TO KNOW ABOUT THE PROCEDURES FOR CLUSTERING? BUT ANY KIND OF LIKE DIPPING YOUR TOE AND TRYING TO CULTIVATE THAT YOURSELF? I'D SAY LEAVE THAT TO THE ADMIN TEAM. REMEMBER GOING BACK TO YOUR GOVERNANCE AND OVERSEE MANAGEMENT.

COOL. ALL RIGHT. THE PROCESS. THIS IS PRETTY SIMPLE.

DEVELOPMENT. ADOPTION. IMPLEMENTATION. MONITORING.

EVALUATION. TAMMY GIVES ME A CALL BASED ON OUR CONVERSATION Y'ALL HAVE.

HEY, WE WANT TO INCREASE OUR CAPITALIZATION THRESHOLD TO $100,000 BECAUSE NOW WE'RE ABLE TO DO THAT.

OKAY, COOL. I'LL SEND YOU THAT RECOMMENDATION.

CV IS ANYONE 26. SO I WOULD GIVE YOU AN ADJUSTMENT TO C H.

AND BECAUSE YOU MIGHT NOT KNOW THAT THERE ARE POLICIES AND GROUPS THAT GO TOGETHER, IF YOU CHANGE ONE, DID YOU KNOW YOU MIGHT HAVE TO CHANGE ANOTHER? IF Y'ALL ARE ON A SIX WEEK SCHEDULE AND YOU SAID YES, NINE.

SO IF Y'ALL EVER WENT BACK TO A SIX, THERE ARE MULTIPLE POLICIES YOU WOULD NEED TO CHANGE.

SO THERE ARE SOME THINGS THAT YOU'RE LIKE, OKAY, I THINK I'VE GOT IT.

BUT THERE'S BREADCRUMBS THROUGHOUT THAT WE NEED TO MAKE SURE ARE ALL IN ALIGNMENT.

I RECOMMEND IT TO Y'ALL AND THEN THE SUPERINTENDENT RECOMMENDS IT TO THE BOARD.

THE BOARD'S ADOPTED. OKAY, GREAT. NOW IT'S ENACTED.

IT'S EFFECTIVE. SO WHAT HAPPENS? WELL, WE NEED TO HAVE SOME BUSINESS PROCEDURES WRITTEN UP.

NOW WE NEED TO ADJUST THOSE BUSINESS PROTOCOLS FOR THIS NEW CAPITALIZATION THRESHOLD AND THEN MONITOR AND EVALUATE.

DID THIS WORK? THIS HELP SIMPLIFY THE PROCESS TO BE A LITTLE BIT MORE EFFICIENT.

OR DO WE NEED TO TWEAK SOMETHING ELSE IN OUR PROCEDURES.

THEN WE'D GO FROM THERE. YOU SEE IT'S THE CYCLICAL NATURE.

ALL RIGHT RESOURCES, WE GOT ME YOUR NUMBER AND UPDATES.

I CAN'T EMPHASIZE THIS ENOUGH. IF YOU SEE IT, YOU AND A NUMBER SEQUENCE, THAT MEANS IT'S INITIATED BY TASB AND L D I'M NOT DUSTING FOR SOMETHING. LOCAL DISTRICT UPDATE INITIATED BY THE DISTRICT.

DESTRUCTION. WE DO OUR POLICY REVIEW SESSION THAT IS AN ACRONYM PRESS, AND WE'LL GET A LARGE LOCAL DISTRICT UPDATE YOUR UPDATE 126 IF WE. YEAH. AND YOUR BOARD MEMBERS GUIDE TO POLICY.

HAVE ANY OF YOU LOGGED IN AND LOOKED AT THAT? OKAY. OH, GREAT. USUALLY I'M LIKE YOUR RESPONSES.

WE HAVE THAT. OKAY. FIVE GOLD STARS FOR Y'ALL.

AND THEN OF COURSE POLICY ONLINE. I HOPE YOU ALL HAVE LOGGED IN TO POLICY ONLINE.

USUALLY THE FIRST THING IS OH CRAP, I FORGOT THE PASSWORD.

SO I'M SURE KEN CAN HELP YOU AS WELL. BUT POLICY ONLINE IS YOUR FRIEND AND IT WILL DEFAULT TO YOUR LEGAL MAGNUM AND GO FROM THERE. OF COURSE, I'M GOING TO SHOW YOU THIS IN AN ACTUAL ADMINISTRATION AND OTHER UPDATES.

THESE ARE THE RESOURCES WE HAVE, AND I'M GOING TO GO OVER QUITE A BIT OF THEM WITH YOU SO WE CAN TALK ABOUT SOME OF THOSE QUESTIONS FROM 126.

[00:30:09]

IT'S PRETTY. IT'S A GOOD OVERVIEW THOUGH. NOW THE ANNOTATED LEGAL FRAMEWORK, YOU'RE LIKE, WELL, WHY DO WE EVEN HAVE THIS? IF IT'S THE LAW AND WE DON'T GET A SAY SO? WELL, IT'S PROBABLY HELPFUL FOR YOU ALL TO KNOW WHERE THIS STIMULATED FROM.

HP2. SO IT'S GOOD FOR YOU ALL TO JUST I THINK IT'S THE BEST WAY TO ARM YOURSELF WITH INFORMATION AND BE INFORMED.

I MEAN, THERE'S LOTS OF INFORMATION OUT THERE, BUT BEING INFORMED IS VERY DIFFERENT.

AND MAKING THOSE INFORMED DECISIONS I THINK, IS THE BEST WAY WAYS.

WE HAVE THE RESOURCES RIGHT HERE. ALL RIGHT. PLS DON'T NEED TO DIVE FULLY INTO THIS, BUT THAT'S WHAT WE'RE GOING TO DO.

I'M DOING A COMPREHENSIVE REVIEW WHERE I GO FROM A TO G.

GO THROUGH ALL OF YOUR LOCAL POLICIES, OVER 190 LOCAL POLICIES, AND BASED ON A QUESTIONNAIRE FROM YOUR ADMIN TEAM, I SIFT THROUGH ALL OF THAT AND FIGURE OUT, OKAY, WHERE IS THERE MAYBE POTENTIAL MISALIGNMENT AND WHERE CAN WE MAYBE TIGHTEN THINGS UP.

AND IT'LL BE A GREAT TRAINING MECHANISM, I THINK, FOR YOUR TEAM.

BRIAN'S BEEN HERE. WHAT DID YOU THINK? IT WAS GREAT.

PLEASE SAY YES. FANTASTIC. OKAY, SO WE'VE BEEN THROUGH SEVERAL THINGS, AND SO I THINK IT'LL BE REALLY WORTHWHILE, OBVIOUSLY. ALL RIGHT. AND WHY ARE WE ABOUT TO DO THAT IN FEBRUARY? FEBRUARY 1112. WE ARE DOING OUR ENTIRE ADMINISTRATION.

OKAY. YEAH, WE'RE GOING TO THE WHOLE THING. YES I AM.

YEAH. I AM, AND THEY WILL PRESENT TO Y'ALL ALL OF THE RECOMMENDATIONS BASED ON THAT, WHERE MAYBE THERE WAS SOME MISALIGNMENT OR WE NEED TO REMOVE THIS PRACTICE.

THIS IS NOT WHAT WE WERE DOING. WE THOUGHT THIS WAS THE PRACTICE. IT WASN'T.

MAYBE WE LIKE WHAT'S IN POLICY. WE NEED TO ADJUST REGULATIONS.

SO THOSE ARE THE CONVERSATIONS WE'LL HAVE. SO WE'RE DOING 126 AND THEN WE'RE DOING A WHOLE POLICY REVIEW.

YES. BOARD MEMBERS ANY QUESTIONS ABOUT THAT. AND THEN I THINK ON OUR END, THAT'S WHERE OUR SUBCOMMITTEE COMES IN, A SUBCOMMITTEE THAT LOOKS AT RECOMMENDATIONS BEFORE IT GOES BEFORE THE FULL BOARD.

SO THAT'S KIND OF SOME BOARD MEMBERS TAKE A DEEPER DIVE.

YES. AND THAT'S WHAT I'M GOING TO GO THROUGH ALL THAT.

OKAY. BUT PRETTY MUCH WHAT I SENT TO TAMMY, I HAVE ASSUMED THAT WILL GO TO SUBCOMMITTEE.

AND THEN THAT WAY YOU COME BACK TO ME AND I CAN HELP FIX THINGS, BECAUSE I AM HUMAN AND I DO MAKE MISTAKES.

SO YOU'RE LIKE, THAT'S NOT WHAT WE DISCUSSED. I CAN ADJUST BEFORE YOU BRING IT TO THE BOARD, BECAUSE OBVIOUSLY YOU WANT THIS TO BE CLEAN AND READY TO GO FOR APPROVAL WHEN YOU HAVE YOUR MEETING.

SO I HAVE A QUESTION. AND THIS CAME UP. OH, GOOD.

PERFECT TIMING. YOU KNOW, JUST TALKING TO OTHER SUPERINTENDENTS AND HOW YOU ALL HAVE CHANGED YOUR PHILOSOPHY ON REGULATIONS.

WE WERE TALKING AS A LEADERSHIP TEAM. LIKE, DO WE NEED TO PUT THOSE ON AN INTRANET? DO THEY NEED TO BE PUBLIC? OBVIOUSLY WE DON'T HAVE REGULATIONS.

YOU KNOW, THIS IS THREE YEARS FOR ME. SO I THERE'S A LOT OF REGULATIONS THAT ARE MISSING, AND THAT'S WHAT'S CREATED PRACTICES.

AND SO WHAT IS THE BEST WAY TO ATTACK THAT ONE.

HOW TO GET THEM ALL FINISHED. BECAUSE NOW WE'RE ADOPTING A WHOLE NOTHER SET OF POLICIES THAT WE NEED REGULATION FOR.

AND WHERE'S THE BEST PLACE TO HOUSE THEM? BECAUSE I KNOW YOU ALL USED TO DO THAT AND IT WAS LIKE A DOLLAR A PAGE.

AND I DON'T THINK YOU YOU GUYS DON'T DO THAT ANYMORE.

AND SO WE DON'T KNOW, WE HAD A DEBATE OF WHERE TO PUT THEM.

AND, AND YOU KNOW, HOW PUBLIC SOME OF THEM NEED TO BE.

AND ALSO FOR OUR ADMINISTRATION, YOU KNOW, IF YOU GOT A PARENT THAT HAS A PROBLEM, YOU SAY, WELL, HERE'S OUR REGULATIONS. AND WE STARTED REALLY WE HAVE WE'VE WRITTEN OUR GRIEVANCE PROCEDURES AND REGULATIONS, BUT WE WANT TO MAKE SURE THAT WE HAVE THOSE WHERE EVERYBODY CAN, ESPECIALLY ON LEADERSHIP, CAN ACCESS THEM. ABSOLUTELY. SO WE'RE NOT GOING TO SOLVE THAT QUESTION TODAY.

OKAY. BUT I WILL SAY YOU GET FULL AUTHORITY TO DO WHATEVER YOU WANT.

STILL SOME DISTRICTS, THEY HAVE THEM ALL ON THEIR WEBSITE PUBLIC FACING.

THE PROBLEM THERE IS WHEN I GO TO THEM IT'S LIKE FROM 2012 FROM 2020.

AND SO THE MAINTENANCE HAS BEEN VERY DIFFICULT TO, YOU KNOW, UPKEEP, ESPECIALLY WHEN WE CHANGE POLICY ALMOST EVERY TWO YEARS.

[00:35:01]

SO WE TRY TO CREATE SOME SAMPLE REGS. AND THIS IS BRAND NEW KNOWLEDGE.

I DON'T KNOW IF. THERE WILL BE A CHANGE COMING AT THE COMING SHORTLY WHICH JUST STANDS FOR REGULATIONS RESOURCE MANUAL.

AND SO BE ON THE LOOKOUT FOR THAT. AND IT'LL BE USER FRIENDLY.

WE CAN ADJUST REGULATIONS AT ANY TIME RATHER THAN WITH NUMBERED UPDATES.

SO THAT'S GOING TO BE REALLY THAT'S GREAT OKAY.

RATHER THAN OH GOSH, WE HAVE TO WAIT FOR LIKE THREE MONTHS, FOUR MONTHS TO GET THIS REGULATION SAMPLE FROM TASB.

WE WILL BE ABLE TO QUICKLY GET THOSE OUT THERE AS A RESOURCE.

YES. BUT YOU WON'T GET LIKE UPDATE 72 WILL BE NO MORE.

YOU'LL JUST GET THEM FREQUENTLY AS THEY COME IN.

I THINK THAT'S A BETTER SYSTEM. THAT'S GREAT.

SO THAT'LL BE IN. THAT'S COMING. YOU'RE THE FIRST TO KNOW.

YAY! OKAY. BUT ANOTHER OPPORTUNITY. AND Y'ALL ARE NOW REQUIRED TO POST ALL OF YOUR RESOLUTIONS ON YOUR WEBSITE.

THAT HAPPENED IN THE LEGISLATIVE SESSION. SO THERE IS A TOOL THAT I CAN SHOW YOU I HAVE OTHER ACCESS.

ACTUALLY I THINK IT'S IN THE POLICY ONLINE USERS GUIDE.

SOMETIMES THIS STUFF. OH, LOOK, I HAVE TO LOG IN.

YAY! YOU'LL HAVE TO LOG IN ALL THE TIME. RIGHT.

OKAY. WITH THIS, THERE'S THIS THING CALLED A RESOURCE LINK, WHICH YOU TECHNICALLY CAN ADD TO YOUR POLICY MANUAL ONLINE. YES. SO WHAT I WAS GOING TO GET TO IS THERE'S THIS THING OF LIKE ADD A RESOURCE LINK.

SO IF YOU SEE POLICY JUST KEEP ON DECK DECK. YOU SEE POLICY DECK.

YOU CAN HAVE A RESOURCE LINK AND YOU COULD HAVE SEVERAL DIFFERENT LINKS TO CLICK ON.

ONE WOULD BE MAYBE A DISCRETIONARY FORM, ONE MIGHT BE YOUR EMPLOYEE HANDBOOK MIGHT BE HELPFUL, OTHER DIFFERENT DOCS. THEN YOU CAN LINK TO THAT PARTICULAR CODE.

SO I THINK THAT'S SUPER HELPFUL. THIS IS FREE.

THIS IS FREE. BUT THE PROBLEM IS IT HAS TO BE SOMEWHERE PUBLIC OR SOMEWHERE ON YOUR INTRANET OR SOMETHING LIKE THAT TO BE POSTED BEHIND THE SCENES.

DOES THAT MAKE SENSE? A LOT OF DISTRICTS DO HAVE AN INTRANET WHERE YOU LOG IN, AND THEN THAT'S HOW YOU FIND ALL OF YOUR PROCEDURES, ETC. BUT YEAH, I MEAN, OBVIOUSLY YOU HAVE TO POST YOUR CODE OF CONDUCT, WHICH IS BOARD APPROVED, BUT YOUR HANDBOOK IS BOARD REVIEWED. THAT'S TECHNICALLY AN ADMIN REG.

YOU COULD LINK IT TO ANY OF THE POLICIES ONLINE IF YOU WANTED TO IN A RESOURCE LINK SOME OF THOSE SUBSECTIONS IF YOU WILL.

SO THAT'S A POTENTIAL. BUT THERE'S NO RIGHT WAY TO DO IT.

BUT THE WORK NEEDS TO BE DONE, RIGHT. AND IT'S A TOUGH PROJECT.

I THINK YOU COULD SPEND A WHOLE YEAR WITHOUT DOING JUST POLICY.

YOU COULD SPEND A WHOLE YEAR WITH A WHOLE TEAM TO DEVELOP REGS FOR MAYBE JUST A TO D, LIKE IT'S GOING TO BE A TON CQ POLICY, WHO'S EVER TECH, IS THE NUMBER ONE PLACE IN POLICY WHERE IT SAYS SUPERINTENDENT SHALL DEVELOP REGULATIONS.

BECAUSE THERE'S SO MUCH ABOUT TECHNOLOGY, YOU'RE ACCEPTABLE.

USE YOUR INTERNET SAFETY PROGRAM ALL A PLAN RATHER.

THERE'S A LOT INTO THAT. AND WHERE IS THAT HOUSE? SO ANYTIME IT SAYS THE SUPERINTENDENT SHALL DEVELOP THE RAY, I THINK THAT'S WHAT HE'S GOING THROUGH.

RIGHT NOW. WE HAVE SOME SAMPLES, BUT THEY'RE JUST SAMPLES.

AND THEY MIGHT NOT BE WHAT YOU NEED. BECAUSE REMEMBER, IT'S IT'S A STARTING POINT AND WE REPRESENT ALL DISTRICTS.

SO IT MIGHT NOT BE AN ISSUE FOR Y'ALL, BUT IT'S JUST A GREAT PLACE.

SO HEY, I DIDN'T THINK ABOUT THAT. AND MAYBE YOU DEVELOP A PROCEDURE ABOUT THAT.

SO RESOURCE LINK IS AN IS AN OPTION. IT'S FREE AND YOU CAN TAG IT TO A POLICY CODE.

IT COULD BE A PROJECT FOR SOME DOCTORAL STUDENTS I'M SURE.

OH YEAH THAT'S A GREAT IDEA. THEY COULD GET SOME RESEARCH HOURS AND WE MIGHT HAVE A FEW.

YOU KNOW, THAT'S A GREAT IDEA, BUT IT'S A HUGE PROJECT BECAUSE SHE'S NOT SHE'S NOT WORKING.

THERE'S MULTIPLE IN THE ROOM, NOT NO EYE CONTACT.

I MEAN, I THINK. THEY HAVE TO GET SO MANY HOURS FOR THEIR SUPERINTENDENT CERTIFICATION AS WELL.

SO THAT'S PART OF IT. BUT I THINK IT'LL BE A GOOD STARTING POINT WITH THIS PRS.

I'LL BE ABLE TO DIVE IN AND SAY, HEY, LOOK, DID YOU KNOW? DO YOU HAVE THE CALL? DO YOU SEE? LOOK, EVEN I JUST DID IT.

DO YOU HAVE A PROCEDURE ABOUT DONOR TUBES? I'M SURE YOU DO.

BUT, YOU KNOW, THOSE KINDS OF THINGS DO HAVE PROCEDURES.

[00:40:01]

YEAH YEAH YEAH YEAH. OH, AND THE BEAUTIFUL THING ABOUT YOUR REGS ARE, IS THAT THEY CAN BE CHANGED AT ANY POINT IN TIME. THAT'S THE BEAUTIFUL THING.

IF SOMETHING'S NOT WORKING YOU CAN ADJUST. SO A GREAT EXAMPLE HERE I DON'T KNOW IF ANYBODY'S ON SHAQ BUT YAY.

ON YOUR WELLNESS PLAN THAT'S NOT BOARD APPROVED BUT DEFINITELY PRESENTED TO THE BOARD FOR THAT ANNUAL REQUIREMENT.

YOU GET TO ADJUST WHAT IT IS THAT YOU NEED FOR TO ADHERE TO THOSE GOALS.

BUT IN YOUR WELLNESS PLAN, YOU HAVE ACTION STEPS, STRATEGIES, YOUR MEASUREMENTS, STAKEHOLDERS, ALL OF THESE THINGS. WHEN YOU GET HALFWAY THROUGH THE YEAR, LIKE, THERE'S NO WAY WE'RE GOING TO MAKE THIS GOAL.

IF WE KEEP THESE ACTION STEPS IN PLACE, WE NEED TO ADJUST.

SO YOUR ADMIN TEAM NEEDS THAT FLEXIBILITY TO MAKE THOSE CHANGES TO MEET THE GOALS THAT YOU ADOPTED AT POLICY FFA.

DOES THAT MAKE SENSE. SO THAT'S WHAT'S CRITICAL ABOUT YOUR REGS IS REMEMBER WHAT HAPPENS IS POLICY.

HOW YOU IMPLEMENT POLICY IS THROUGH YOUR REGULATIONS, PROCEDURES, PRACTICES, PLANS, GUIDELINES, HANDBOOKS, SYNONYMS. SO THAT'S WHAT I WAS GOING TO ASK.

SO FOR THE HANDBOOK THE SUPERINTENDENT ALSO HAS AUTHORITY TO CHANGE THAT AS WELL.

RIGHT. YES, EVEN. IT'S JUST THAT NOTIFICATION BECAUSE SINCE IT'S A BIG DOCUMENT.

I HAVE REQUIREMENTS TO SEND IT OUT TO YOUR ENTIRE COMMUNITY.

IF YOU MAKE CHANGES, THEN THAT JUST HAS TO BE A NOTIFICATION TOOL TO YOUR ENTIRE DISTRICT.

OKAY. YEAH. WE'RE GOING TRAIN. OKAY. SAME THING FOR YOUR EMPLOYEE HANDBOOK.

IF YOU CHANGE PRACTICES ABOUT HEY, THIS IS WHAT WE WANT TO CHANGE GOING FORWARD.

MAYBE WITH COMP TIME OR OVERTIME OR WHATEVER IT IS AND YOU DON'T WANT TO YOU WANT TO DO THIS WITH THE NEW SCHOOL YEAR OR WHATEVER THAT MIGHT LOOK LIKE.

YOU CAN ADJUST. BUT THOSE ARE PROCEDURES. OKAY.

NOT FOR BOARD REVIEW. COOL. SO THAT'S MY SUPER BASIC POLICY 101.

AND I WANTED TO DIVE INTO YOUR ACTUAL POLICIES THAT YOU HAD SOME QUESTIONS ABOUT FROM UPDATE 126.

BEFORE I GO THERE, ANY I KNOW I THREW A LOT AT YOU, BUT WHAT DOES THAT MAKE SENSE? READ LEGAL LOCAL TOGETHER TO GET THAT COMPLETE PICTURE YOU HAVE.

MAYBE IT'S NOT MEETING ONE OF THOSE FOUR CATEGORIES POLICY.

SO YOU PLUMMET TO A REGULATION. YOU'RE SUPPOSED TO GOVERN AND OVERSEE THE MANAGEMENT EVEN IN YOUR POLICY SUBCOMMITTEE.

DO WE NEED TO CHANGE EVERY SHALL TO WILL? WHY IS THAT A SUBSTANTIVE CHANGE, THOSE KINDS OF THINGS WE DO NOT RECOMMEND CHANGE, YOU KNOW. LIKE FOR THE RECORD, THAT'S JUST AN EXAMPLE.

IT'S JUST AN EXAMPLE. THANK YOU FOR CLARIFYING THAT. YEAH. JUST WANT TO MAKE SURE EVERYBODY KNOWS WHAT THAT IS A GREAT CLARIFYING.

THEY DO A LOT OF WORK. WE DID SPEND SIX HOURS BUT WE DID NOT CHANGE THE BILL OKAY.

SO I'M JUST GOING TO GO IN FOR A COUPLE. OR IS THERE ANY THAT YOU ALL HAD BEFORE I KIND OF DIVE IN.

AND THAT'S OKAY. THESE ARE THESE ARE SOME OF THE EXAMPLES THAT FROM YOUR WORK THAT YOU'VE DONE IN THE GOVERNANCE.

SO I SHARED THIS WORKSHEET, SOME OF YOUR FEEDBACK.

SO THAT'S WHY WE SELECTED OKAY. SO FOR BE REMEMBER WE ADDED THIS BOARD MEETING SHALL BE HELD DURING THE TIME THAT IS OUTSIDE OF TYPICAL WORK HOURS. THAT IS A REQUIREMENT.

SO ANY OF THOSE LUNCHTIME MEETINGS ANY MEETINGS AT 8 A.M., THOSE ARE THE KIND OF THINGS THAT ARE NO LONGER ALLOWED.

SO AS SUCH TYPICAL WORK HOURS 0.55 WHATEVER YOU'LL DECIDE, OBVIOUSLY YOU'LL MEET AT SEVEN.

NOW, YOU MIGHT HAVE A QUESTION. SAY, BROOKE, IT DELETED 7 P.M.

AND THEN IT JUST ADDED 7 P.M.. WHAT IS GOING ON? WELL, THERE'S THIS THING IN THE BACK FOR ACCESSIBILITY BECAUSE YOU NEED TO MEET ACCESSIBILITY STANDARDS.

AND OUR CONVERTER FROM WORD TO BOOBY SOMETIMES GETS FUNKY BEHIND THE SCENES FOR THAT ACCESSIBILITY.

SO THAT'S WHY YOU SEE THE DUPLICATE. DOES THAT MAKE SENSE? IT'S IT'S. BUT GUESS WHAT? YOU CAN ALWAYS DO IT.

GUESS WHAT YOU CAN ALSO DO THOUGH. YOU CAN ALSO LOOK AT THE CLAIM COPY.

[00:45:01]

BUT JUST GO TO THE CLEAN AND THAT'LL GIVE YOU THE BETTER.

OH, OKAY. THIS IS WHY. BUT SOMETIMES THE CONVERTER, IF YOU WILL, IS FINICKY.

SO NO MEETING IS STILL AT SEVEN. AND IT IS THE FIRST THURSDAY.

OKAY. BUT THE AGENDA BECAUSE Y'ALL HAVE THE POSTING REQUIREMENTS FOR THAT.

A CONSIDERATION THAT WE HAD WAS THE 10TH CALENDAR DAY.

WHATEVER YOU THINK IS FEASIBLE TO MEET THE POSTING REQUIREMENTS BECAUSE REMEMBER, IT'S NOT 72 HOURS.

IT IS THREE BUSINESS DAYS. ENOUGH TIME FOR YOUR ADMIN TEAM TO PREPARE, ENOUGH TIME FOR YOU TO REVIEW.

YOU GET TO DECIDE WHAT THAT LOOKS LIKE. WE PUT IN TEN CALENDAR.

YOU CAN PUT IN SEVEN CALENDAR. YOU CAN PUT IN TEN BUSINESS.

YOU GET TO DECIDE. WE ARE NOT TELLING YOU WHAT TO DO.

DOES THAT MAKE SENSE? SO YOU CAN HAVE SOME FURTHER DISCUSSION ON THAT.

YOU GUYS ARE PROPOSING TO. PUT SEVEN CALENDAR DAYS AND YOU ALREADY HAVE.

OKAY. SO I WILL LOOK AT IT. YEAH. WE DON'T NEED TO GO INTO THAT.

YOU CAN ADJUST IT. BUT REMEMBER THE POSTING REQUIREMENTS.

AND DO YOU HAVE ENOUGH TIME TO CREATE A REPORT TO DO SOME FURTHER INVESTIGATIONS? MORE DISCOVERY. THAT'S WHAT YOU'VE GOT TO CONSIDER.

SO THE LAW IS TIGHT, BUT IT'S FLEXIBLE. NO NO, NO.

THIS IS THE AGENDA DEADLINE. OKAY. SO YOU OBVIOUSLY NEED SOME PROCEDURES.

YOU'RE BOARD OPERATING PROCEDURES TO MAKE SURE YOU'RE FOLLOWING THE LAW.

SO AGENDA DEADLINE WE'RE PUTTING IN THE POLICY WHAT IT IS TO BE IN COMPLIANCE WITH THE OMA.

WHAT IS YOUR DEADLINE. SO IF YOU GET A LEVEL THREE GRIEVANCE APPEAL THAT'S WHAT'S IN HERE.

THEY ADHERE TO AND WHAT YOUR GOAL IS. SO THIS IS ALSO SOMETHING THAT YOU WANT TO MAKE SURE MATCHES YOUR BOARD OPERATING PROCEDURE FOR HOW YOU CONDUCT YOUR BOARD MEETINGS. IF YOU CHANGE THAT WE NEED TO CHANGE THE FEE.

YEAH. AND I THINK WE'RE REVIEWING THOSE IN APRIL OR MAY.

BOARD OFFERING WE'RE REVIEWING THAT AFTER THIS.

AFTER 126 GETS ADOPTED, THEN THE SUBCOMMITTEE WILL GO TO THE BOX SO WE CAN MAKE SURE EVERYTHING ALIGNS WITH THE GOALS OKAY, BUT DO YOU SEE THAT? SO THE LAW SAYS SOMETHING POSTING REQUIREMENT.

BUT YOU NEED SOME KIND OF DEADLINE BECAUSE YOU DON'T WANT IT THE SAME DAY.

BECAUSE HOW ARE YOU HOW IS SOMEBODY GOING TO BE PREPARED TO MAKE SURE WHAT IT IS THAT YOU WANT TO BRING TO THE BOARD? DOES THAT MAKE SENSE? ESPECIALLY A LEVEL THREE BILL. SO DIDN'T TASB COME OUT WITH A FRAMEWORK FOR BOARD OPERATING? OH YEAH. SO I MEAN, I THINK Y'ALL REALLY STREAMLINED IT.

THAT'S A YEAH. YEAH. BUT YES, WE WE HAVE THOSE RESOURCES FOR Y'ALL.

SO YOU'RE NOT STARTING FROM SQUARE ONE. YES. IS IT ALIGNED TO THE POLICY LIKE OKAY I JUST Y'ALL WOULD HAVE TO DO YOUR INVESTIGATION. SOME OF THOSE DATA POINTS ARE I THINK THERE'S A LITTLE CONTENTION.

CORRECT, CORRECT. WE'LL GET THAT STREAMLINED.

OKAY. SO A COMMENT HERE I EYES OFF ABOUT BED, WHICH IS YOUR POLICY ABOUT PUBLIC COMPONENT, BUT YOU ALSO HAVE PUBLIC COMMENT PROCEDURES WHICH YOU DEFINITELY HAVE TO ADOPT.

SO ON THE ONE YOU JUST SHOWED, THAT WAS NOT WHAT WE REQUESTED.

IT WAS SPECIFIC TO SPECIAL MEETINGS. IT WAS NOT FOR REGULAR BOARD MEETINGS.

IT'S THE SAME TEN AND TEN. I JUST HIGHLIGHTED IT.

SO BUT OUR COMMENT WE DON'T CARE ABOUT THE REGULAR BOARD MEETINGS.

YOU'RE CONCERNED ABOUT SPECIAL MEETINGS BECAUSE SPECIAL MEETINGS AREN'T AREN'T ALWAYS CALLED THAT FAST.

SO THAT WAS OUR CONCERN. BUT IT'S THE REGULAR BOARD MEETINGS TEN CALENDAR DAYS MAKES SENSE.

BUT FOR A SPECIAL MEETING, SOMETIMES THOSE HAPPEN QUICKLY.

AND SO IF SOMEBODY WANTS TO ADD SOMETHING THAT WE FELT LIKE THAT WINDOW SHOULD BE SMALLER BECAUSE IT'S A SPECIAL MEETING AND THE BOARD MAY JUST HAVE GOTTEN NOTIFIED.

AND SOMETIMES THEY HAVE GOTTEN NOTIFIED THAT WE'RE GOING TO HAVE A SPECIAL MEETING AND IT'S WITHIN TEN CALENDAR DAYS, WHICH IS WHY WE WANTED TO SHRINK IT JUST ON SPECIAL, NOT ON REGULAR.

THAT'S A LOCAL DECISION. SO I THINK THAT WOULD BE A DECISION FOR THE BOARD.

THAT WAS THE THE SUBCOMMITTEE'S RECOMMENDATION WAS KNOWING THAT SPECIAL MEETINGS, TYPICALLY THEY'RE NOT YOU KNOW, IF WE'RE GOING TO CALL A SPECIAL MEETING BECAUSE WE NEED TO LET'S SAY THERE'S BEEN AN EXAMPLE WHERE WE HAD A BOARD MEETING.

WE DIDN'T MAKE A DECISION. SO THEN WE'RE GOING TO PUT A SPECIAL MEETING ON TO GO AHEAD AND MAKE THAT DECISION BEFORE THE NEXT BOARD MEETING.

[00:50:02]

OH YEAH. YOU CAN YOU CAN CHANGE THAT. I THINK MOST DISTRICTS HAVE IT THE SAME FOR CONSISTENCY BECAUSE YOU GOT A LOT TO REMEMBER.

AND IF YOU JUST REMEMBER TEN, SEVEN, SEVEN, WHATEVER, YOU CAN OBVIOUSLY MAKE THEM DIFFERENT.

BUT I THINK IT WAS THE CONSISTENCY AND THE EASE OF, WELL, WE HAVE TO REMEMBER ALL THESE NUMBERS.

WHAT WHAT DOES THAT LOOK LIKE. SO THAT'S JUST YOUR CALL.

YOU GET TO DECIDE THAT THAT VARIES FOR DISTRICT.

OKAY. BED. THE COMMENT WAS HERE ABOUT, WELL, WHY DO WE HAVE THIS THING THAT SAYS CFA? THIS IS A GREAT EXAMPLE WHERE THERE'S BREADCRUMBS THROUGHOUT YOUR ENTIRE POLICY MANUAL THAT AFFECT OTHER SECTIONS.

OKAY. SO POLICY FA HOPEFULLY WHAT YOU ALL WOULD DO IS ALL RIGHT, LET'S GO AND LOOK AT FA.

WHAT IS FA ALL ABOUT. WE'LL JUST GO OKAY. SO THIS IS ABOUT THE PARENT PORTAL. THIS IS A BRAND NEW POLICY FROM THE LEGISLATIVE SESSION FROM SB 12 THAT REQUIRES YOU TO HAVE PARENT PORTAL.

AND ALSO IF YOU LOOK UP HERE HAMMEL CONDUCTOR, WHICH SHALL DEVELOP ADMIN REGS RELATED TO THE PORTAL, INCLUDING PLACEMENT ON THE DISTRICT OR CAMPUS WEBSITE, AND HOW CAMPUS OR DISTRICT ADMINISTRATORS ARE TO ADDRESS COMMENTS RECEIVED FROM THE PARENTS THROUGH THE PORTAL. AND THE REASON WHY IT'S THAT IS BECAUSE THAT'S YOUR PUBLIC COMMENT THERE.

WILL YOU WON'T YOU ADD THESE TO YOUR PUBLIC COMMENT? THAT'S AN ADMINISTRATIVE DECISION BASED ON PROBABLY WHAT FEEDBACK Y'ALL WILL HAVE.

BUT YOU SEE HOW THERE'S THAT BREADCRUMB THERE TO GO.

OH, LET ME GO BACK TO SEE WHAT IS FAR ABOUT. EVEN THOUGH IT'S FB.

DOES THAT MAKE SENSE. AND THE OTHER THING TO LOOK AT IS OF COURSE AND ACTUALLY, I HAVE THIS.

AND I HOLD THIS. THIS IS YOUR MANUAL AND A PDF.

YOU JUST. YEAH. LOOK. OH, WOW. LET ME GO HERE ALL THE WAY TO THE BOTTOM. LEAVE. HEY, YOU KNOW, YOU DON'T NEED TO SEE ME GOING ALL THE WAY, BUT IT'S ABOUT THE WORLD.

OKAY, ANOTHER. QUESTION AT CV WAS WHY DID WE REMOVE THE DOLLAR AMOUNT? AND OF COURSE, I COULD HAVE MISINTERPRETED THE COMMENT, BUT WHY WE REMOVED IT IS BECAUSE THE THRESHOLD CHANGED IN LAW, AND WHO KNOWS WHEN THEY'RE GOING TO CHANGE IT AGAIN.

SO WHY NOT, FOR YOUR SAKE, TO SAVE YOU MONEY AND OUR SAFE TO GO BACK AND CHANGE IT EVERY TWO YEARS.

WHY DON'T WE JUST SAY DELETE THAT AND PUT THRESHOLD ESTABLISHED IN LAW.

DOESN'T THAT SEEM SIMPLER AND CLEANER? RATHER THAN ADDING WHATEVER THAT THRESHOLD MIGHT BE? HE'S EFFICIENCY. DOES THAT MAKE SENSE? AND THEN ANOTHER QUESTION HERE WAS JUST TO DISCUSS THESE RIGHT NOW.

OR ARE YOU JUST TELLING US INFORMATION. THIS IS AN EXAMPLE.

THIS IS JUST A YEAH. OKAY. I JUST WANT TO MAKE SURE BECAUSE LIKE IF WE'RE HAVING CONVERSATION AND LIKE WE'RE TRYING TO TALK ABOUT IT OR IF THE SUBCOMMITTEE IS GOING TO GO BACK BASED ON YOUR FEEDBACK AND THEN LOOK AT IT.

I JUST WANT TO CLARIFY, I THINK YOU SHOULD ASK ME QUESTIONS BECAUSE I'M HERE TO HELP.

OKAY. OKAY. I WILL NOT BE AT YOUR SUBCOMMITTEE.

SO YEAH, IF YOU HAVE QUESTIONS, NOW'S THE TIME TO ASK.

SO IF SOMETHING'S NOT QUITE CLEAR, HOW CAN I HELP YOU? YOU KNOW, FIND THAT WE'RE NOT GOING THROUGH. NO CLARITY IN IN IN IN VALUE IN POLICY SOMETIMES YOU KNOW, WE WANT TO MAKE SURE WE'RE FOLLOWING POLICY.

AND I THINK FOR OUR BOARD, YOU KNOW, THE MORE DETAILS.

BUT AND I THINK IT IS A DISCUSSION, BUT I ALSO THINK IT'S LIKE WHAT IS WHAT IS FEASIBLE TO DO BECAUSE AS YOU'RE NEW TO POLICY, IS IT BETTER TO HAVE A CONCRETE AMOUNT TO PROTECT YOU OR YOU KNOW, OR DO YOU JUST ESPECIALLY MAYBE YOU DON'T HAVE THE REGULATION DEVELOPED? SO I THINK IT'S JUST MAKING IT CLEAR, YOU KNOW, HOW DO WE FOLLOW THE RULES IN MAKING SURE THAT AS A BOARD,

[00:55:09]

AND I THINK THAT'S WHERE WE I'M NOT TRYING TO DO 6 OR 7, BUT I'M JUST SAYING THAT THAT, YOU KNOW, IN MY HISTORICAL UNDERSTANDING OF POLICIES, WHICH THIS IS THE KIND OF STUFF I REALLY LIKE, WHICH IS, YOU KNOW, THAT IN ORDER TO PROTECT YOUR BOARD AND FOR THEM TO UNDERSTAND WHAT IS THE BEST WAY.

AND I THINK THAT'S WHAT SHE'S SAYING. WHAT BROOKE IS SAYING IS, OKAY, YOU CAN PUT THIS IN HERE OR WE CAN DO IT THIS WAY.

AND I THINK YOU GUYS, WHETHER YOU WANT TO TALK TO HER ABOUT IT OR DIGEST IT AND THEN TALK AMONGST YOURSELVES, BECAUSE I THINK SOMETIMES WE HAVE A HABIT OF EDITING AND NOT THINKING ABOUT THE WHOLE PICTURE AND WHAT IT AFFECTS.

AND SO WE JUST WANT TO DO WHAT'S RIGHT AS, AS SUPERINTENDENT, THE BOARD, WE WANT TO FOLLOW THE PROCESS.

YEAH. OUR LEGAL OUR ATTORNEYS HAVE COUNTLESS HOURS AND I UNDERSTAND THAT.

BUT I THINK ONE THING LIKE WHEN YOU LOOK AT THIS, A COMPETITIVE THRESHOLD ESTABLISHED BY LAW, WHEN WE TALKED AS A SUBCOMMITTEE, WHAT CAME UP MULTIPLE TIMES IS WHAT IS ESTABLISHED BY LAW.

NOW, THE POLICY DOES NOT TELL ME WHICH LAW, BUT I'M SUPPOSED TO LOOK AT.

SO WE'RE LIKE, SO AM I SUPPOSED TO GO GOOGLE A LAW AND FIND OUT WHAT THE ESTABLISHED POLICY WAS BY LAW? YEAH, THAT'S A GREAT EXAMPLE. I SAW THAT FOR DVD.

SO IT'S LIKE AS DEFINED BY WHAT LAW. SO HOW WOULD I AS A COMMUNITY MEMBER OR A BOARD MEMBER OR ADMINISTRATIVE STAFF, KNOW WHAT LAW I'M SUPPOSED TO LOOK AT? AND YOU CAN LITERALLY GO DOWN A RABBIT HOLE VERY QUICKLY? I MEAN, I CAN'T TELL YOU HOW MANY TIMES AS WE WERE GOING THROUGH THIS AND TRYING TO UNDERSTAND WHAT WHAT WAS BEING SUGGESTED, YOU KNOW, YOU DO. SURE. YOU GO TO THE LEGAL POLICY, BUT THEN YOU HAVE TO GO TO THE EDITOR, YOU KNOW, IT CONTINUES. WELL, IT, IT, YOU KNOW, IN ORDER TO TRY TO UNDERSTAND, TO IT WAS, YOU KNOW, THEIR ACCOUNT WAS KIND OF LET US DOWN A RABBIT HOLE TO TRY TO, YOU KNOW, JUST TO SEE WHAT WHAT THE PURPOSE WAS FOR THOSE CHANGES. I CAN UNDERSTAND THAT. LIKE I SAID, SOMETIMES IT IS A LITTLE OVERWHELMING WITH ALL OF OUR SEVERAL BREADCRUMBS.

THE EXAMPLE HERE FOR DVD, I THINK YOU SAID, WHAT'S AN ADMINISTRATOR? HOW ARE WE SUPPOSED TO KNOW THAT? WELL, READ, LEGAL AND LOCAL TOGETHER.

SO RIGHT HERE IT SAYS ADMINISTRATOR MEANS A PERSON AND DEFINITION TO YOU.

BUT THAT'S WHAT WE'RE TALKING ABOUT. SO THERE'S THE LEGAL.

NOW YOU KNOW WHY WE SAID AS DEFINED BY LAW. BECAUSE THERE'S NO NEED TO RESUSCITATE, RIGHT.

THE LEGAL BECAUSE THE LAW CHANGES. THAT DOESN'T ALWAYS MEAN YOU NEED TO RESUSCITATE.

ANOTHER CHANGE IN YOUR LOCAL POLICY. WE NEVER RECOMMEND YOU DUPLICATE WHAT'S IN YOUR LEGAL IN YOUR LOCAL.

WHY? BECAUSE THE MOMENT THE LAW CHANGES, USUALLY SEPTEMBER 1ST, YOU'RE EFFECTIVE TO ADHERE TO THOSE LAWS AND RULES.

SO YOUR POLICY MIGHT NOT BE APPLICABLE AND IT MIGHT BE OUT OF COMPLIANCE.

BUT WE HAVE A CATCH ALL PHRASE FOR IT ALL, A POLICY WHICH IS HARMONY WITH LAW THAT SAYS ANYTIME THE LAW IS APPLICABLE, WHEN EFFECTIVE, THEN THAT'S THE THING THAT YOU'RE FOLLOWING.

SO WITH UPDATE 126, OBVIOUSLY YOU DID NOT GET YOUR UPDATE TILL NOVEMBER.

OCTOBER. THAT'S BECAUSE WE PRIORITIZE YOUR HANDBOOK IN YOUR CODE.

YOU NEED THOSE FOR SCHOOL TO START. YOU ABSOLUTELY NEED YOUR HANDBOOK FOR THE SCHOOL TO START.

SO WE PRIORITIZE THAT. AND THEN YOUR UPDATE COMES.

THERE WAS SOME THINGS THAT YOU KNOW WERE BEFORE SCHOOL STARTED, LIKE YOUR HOMESCHOOL, YOUR LIBRARY POLICY, YOUR CELL PHONE. THEN WE GOT LOADS OF CALLS ABOUT THAT.

AND THAT WAS ACTUALLY AN EFFECTIVE DATE BEFORE SEPTEMBER 1ST.

SO THAT'S WHY WE HAD TO DO SOME EXTRA DUE DILIGENCE AND REACH OUT TO DISTRICTS AND SAY WHAT IT IS.

WHAT DO YOU WANT TO DO? BECAUSE WE'RE WE DON'T DECIDE THE POLICY.

YOU DO, BUT WE WANT TO GIVE YOU THE TOOLS TO MAKE EFFECTIVE DECISIONS.

ONE THING WE NOTICED IS THAT WHAT YOU'RE SAYING RIGHT NOW IS IF IT SAYS AS DEFINED BY LAW, WE SHOULD REFERENCE LEGAL. ABSOLUTELY. SO THERE ARE SOME TIMES WHEN IT SAYS AS DEFINED BY LAW, PARENTHESES C X AND IT TELLS YOU SEE THAT. AND THEN THERE ARE SOMETIMES IT SAYS AS DEFINED BY LAW.

AND IT DOESN'T SAY SEE THAT THEN THAT'S THAT'S THE CLARITY THAT WE WERE TRYING TO GAIN IS THAT IT WASN'T CONSISTENT.

AND SO IF I'M A COMMUNITY MEMBER AND I'M LIKE AS DEFINED BY LAW, I DON'T KNOW, GO SEE THE LEGAL POLICY, WE GO SEE THE LEGAL POLICY. AND SO WE WERE TRYING TO TRY TO FIND THAT BALANCE BETWEEN HOW DO YOU KNOW DEFINED BY LAW IS

[01:00:07]

IT'S THE VERY FIRST THING ON YOUR LOCAL POLICY MANUAL OR IT'S ON YOUR POLICY ONLINE LEGAL SHOWS UP FIRST.

WE HOPE THAT PEOPLE READ THAT. EVEN YOUR COMMUNITY READS THAT BECAUSE THAT'S THE LAW.

THAT'S WHY YOU EVEN HAVE A LOCAL POLICY TO MEET THIS LOCAL POLICY REQUIREMENT.

IT'S ABOUT MOONLIGHTING. AND THAT WAS FROM, I THINK, HB TWO OR SOMETHING LIKE THAT.

SO YOU HAVE TO HAVE SOME KIND OF STANDARD FOR WHY DO WE HAVE A LOCAL POLICY.

USUALLY THE SEE BLAH BLAH BLAH. THAT REFERENCE THERE IS FOR ANOTHER CODE.

AND THEN A LOT OF THAT GO TO THAT CODE. HOPEFULLY YOU START WITH THE LEGAL AND THEN YOU GO TO THE LOCAL.

WE DON'T REALLY DO TRAINING FOR THE COMMUNITY.

WE JUST DO IT FOR BOARD MEMBERS AND FOR ADMINISTRATORS.

BUT I CAN SEE YOUR POINT THERE. THE OTHER POINT IS YOU WANT YOUR BOARD MANUAL TO NOT BE SO HUGE EVERY TIME IT SAYS AS DEFINED BY LAW, WE DON'T EVEN PUT SEE THE LEGAL FOR THIS OR PUT THESE EDGE CODE DOCUMENT SITES AND THOSE KINDS OF THINGS.

BECAUSE AGAIN, IF IT'S IN THE LAW, WE'RE NOT RECITING WHAT'S IN CODE 26.002 AND BLAH BLAH, BLAH. DOES THAT MAKE SENSE? BUT I THOUGHT THIS WAS A GREAT EXAMPLE BECAUSE THE COMMENT WAS, WELL, WHAT IS AN ADMINISTRATOR? HERE IT IS. AND THEN.

OH YEAH. THE FORMATTING THING HERE I THINK ALSO OH, IT LOOKS LIKE SIX SEVEN BUT IT'S ONE TWO.

AND THAT'S AGAIN THAT'S AN EASY, EASY EASY FIX THAT YOU GUYS DO ALL THE FORMATTING AT THE END.

YES. BEFORE IT GETS PUBLISHED IN OUR PORTAL. WELL HEY IF AT ANY POINT YOU'RE LIKE THE BOARD CAN'T EVEN THEY DON'T EVEN KNOW WHAT'S ACTUALLY BEING CHANGED. CAN YOU SEND ME A NEW DRAFT? I WILL DEFINITELY BE HAPPY TO DO THAT FOR YOU.

SOMETHING THAT'S READABLE. COOL. OR WITH THE RIGHT APPROPRIATE, ONE TO ANY OF THAT.

HAPPY TO DO SO. OKAY, SO THAT'S ESSENTIALLY IT.

HAVE YOU EVER LOOKED AT YOUR EXPLANATORY NOTES.

SO WE CUSTOMIZE THESE FOR EACH DISTRICT. THESE ARE THE BANE OF MY EXISTENCE BECAUSE I FEEL LIKE THEY'RE NOT UTILIZED.

AND WE SPEND SO MUCH TIME. AND IT WAS SO HELPFUL.

I KNOW TIMMY LOOKS AT THEM AND THEN CREATES IT EVEN MORE DESCRIPTION.

TO HELP YOU GUYS FIGURE OUT WHAT DECISION YOU NEED TO DECIDE.

AND I CAN'T EMPHASIZE THESE ENOUGH TO REVIEW THE LEGAL AND THE GOAL FOR THIS PACKET.

I MEAN, YEAH, THAT'S A LOT RIGHT HERE. OH, PERFECT.

OKAY. YEAH. YOUR CASUAL READING, RIGHT? I ASSURE YOU, THAT WAS GREAT, ACTUALLY.

OH, FUN. SUPER FUN. YEAH, IT'S LIGHT SLIGHTLY, BUT SO THOSE ARE TOOLS THAT I HIGHLY RECOMMEND YOU LOOK AT.

AND THOSE ARE JUST FROM SOME OF THE TOP ONES OF THE ONES THAT YOU ALL CONSIDER.

DO YOU ALL HAVE ANY OTHER QUESTIONS ABOUT THE UPDATE THAT SO THAT WAY LET ME TELL YOU THIS.

THERE IS NO TIMELINE TO ADOPT ANY NUMBERED UPDATES, BUT I RECOMMEND YOU ADOPT THEM AS SOON AS PRACTICABLE, BECAUSE GUESS WHAT, 127 IS COMING OUT IN MAY AND THEN YOU JUST IT JUST KEEPS GETTING UPDATED BECAUSE PEOPLE KEEP CREATING RULES THAT AFFECT SCHOOL DISTRICTS. IT'S JUST THIS CYCLE. AND WE WANT TO MAKE SURE MINIMUM WE ALL ARE IN COMPLIANCE.

THAT'S THE GOAL HERE. SO AS WE LOOK AT OUR POLICIES TOO, THERE'S SOME THAT HAVEN'T BEEN UPDATED IN MANY YEARS.

IS THAT PART OF THE REVIEW? ABSOLUTELY. YEAH I WILL GO THROUGH THIS.

HISTORICALLY THIS IS WHAT WE DID IN 2000. THIS IS STILL RELEVANT.

IS THIS STILL APPLICABLE AND YES. NO. AND WE DIVE THROUGH THAT.

AND THAT'S ONE OF THOSE DISCUSSIONS. I SAY, HEY, DO WE WHAT IS REFLECTIVE OF CARROLLTON-FARMERS BRANCH? DO WE NEED TO ADD SOMETHING TO THIS, OR DO YOU THINK WE COULD PUT ALL OF THESE DISCUSSIONS AND DETAILS IN A PROCEDURE AND BE GOOD TO GO AND JUST KNOW THAT THAT'S NOT JUST A PUNT OFF, BUT YOU STILL HAVE TO DO THE WORK TO CREATE THOSE PROCEDURES.

BUT YOU FIRST NEED THE POLICY AND THEN YOU'LL HAVE THE PROCEDURE IN PLACE.

OKAY. ADDITIONAL QUESTIONS. THANK YOU. THANK YOU.

WAS THIS HELPFUL? YES. FOLLOW UP ON THE QUESTIONS THAT YOU GUYS HAVE.

THANK YOU FOR BEING HERE. VERY HELPFUL. AS LONG AS YOU THOUGHT IT WAS HELPFUL.

I JUST NEED Y'ALL TO KNOW I AM A RESOURCE FOR YOU AND GREAT PERSPECTIVE ON THAT.

[01:05:07]

[3.B. Discuss Senate Bill 11 from Recent Legislative Session]

OKAY. SO SO CONSIDER THAT NECESSARILY. WELL SO I WANT TO I WANT TO CLARIFY THAT.

SO WITH OUR RESOLUTION WHICH ALSO HAS TO BE PUT ON PUBLIC VIEWING.

YES. IF IT'S NOT ADOPTED THEN IT'S NOT ON PUBLIC VIEWING THE RESOLUTION.

IF IT'S VOTED YES. IT'S OKAY IF WE PASSED A RESOLUTION, WE POST IT RIGHT.

SO DO WE STAY WITH WHAT OUR STANCE IS? YEAH. I WOULD SAY PER YOUR RECORD, VOTE SIX EYES ONE DAY OR WHATEVER THAT IS, AND YOU HAVE TO KEEP THAT FOR YOUR RETENTION SCHEDULE.

BUT ALL RESOLUTIONS ADOPTED, ONE MIGHT ARGUE, HAVE TO BE ON YOUR WEBSITE.

SO IT IS A RESOLUTION. IT'S ADOPTED WHETHER IT'S YES OR NO.

RIGHT. BECAUSE IT'S A RESOLUTION THAT HAS I MEAN THIS IS WHERE I WAS GETTING CONFUSED.

SO MY UNDERSTANDING IS YOU EITHER TAKE THE YES AND THAT'S WHAT THEY BUT IT'S STILL A PAST RESOLUTION.

CORRECT. THAT'S WHAT I WAS ASKING. THAT'S WHAT Y'ALL CAN DO.

OKAY. SO THERE'S REALLY NO, NO, I'VE HAD DISTRICTS SAY, OH WELL WE'RE GOING TO TAKE IT AND WE'RE NOT GOING TO ADOPT THE RESOLUTION.

BUT IF YOU'LL HAVE TWO VERSIONS OF YES OKAY, GOTCHA THEN I JUST WANTED THAT CLARIFICATION.

ANYWAY, THIS HAS TO DO WITH OUR VOLUNTARY PRAYER, AND.

THIS IS SOMETHING THAT WE ALREADY ALLOW IN OUR SCHOOL.

I MEAN, WE'VE ALLOWED THAT BECAUSE THERE'S THERE'S, YOU KNOW, WHEN YOU TALK ABOUT RELIGIOUS TEXTS OR READING, YOU'RE NOT JUST TALKING ABOUT EVERY EVERY RELIGION MAY CALL IT SOMETHING DIFFERENT.

AND SO THIS IS ONE OF THE. MANY THAT NEED TO BE ADDRESSED.

MAY I INTERJECT? YEAH. SO TWO YEARS AGO, I DON'T KNOW IF YOU'RE FAMILIAR WITH WHAT HAPPENED AT THE LEGISLATURE WITH THE CHAPLAIN BILL.

AND THIS IS IT'S VERY SIMILAR TO THAT. DO YOU WANT TO HIRE EMPLOYEES AS CHAPLAINS? YES OR NO? OR JUST DO WHAT YOU'VE BEEN DOING WITH.

YOU HAVE VOLUNTEERS. AND THAT WAS AGAIN ANOTHER RESOLUTION.

IF YOU VOTE YES, THEN YOU HAVE TO HAVE A POLICY.

IF YOU PEOPLE NOW THE NO POLICY. SAME SETUP WITH SB 11 IN TERMS OF PERIOD.

YES, YOU HAVE TO HAVE POLICY. NO, NO POLICY. BUT THERE HAS TO BE ENSURED THAT THE FEDERAL LAW ALREADY MANDATES PRAYER AND RELIGION AND HEALTH AS IT STANDS. YES. SO THIS WOULD ACTUALLY BE ADOPTED, SOMETHING THAT WOULD REQUIRE US TO PROVIDE PERSONNEL TO DO.

YES. PROVIDE TIME DURING THE SCHOOL DAY, WHICH IS ALREADY PACKED, JAM PACKED WITH THINGS TO DO AND TAKE AWAY SOME INSTRUCTIONAL TIME IN ORDER TO HAVE THIS FOR ALL RELIGIONS, NOT JUST CHRISTIAN RELIGION, AS MAKE THAT REALLY CLEAR THAT THE FEDERAL LAW ALREADY IS THAT WE HAVE THAT AND WE HAVE POLICY TO BACK THAT UP, THAT WE ALREADY HAVE THAT IN PLACE.

AND THUS THE TEN COMMANDMENTS ISSUE. ALL OF THIS WORKS IN A SEPARATE ISSUE.

THIS HAS NOTHING TO DO WITH THE TEN COMMANDMENTS.

THIS IS ALLOWING OUR STUDENTS TO, YOU KNOW, USE WHATEVER RELIGIOUS TEXTS AT ANY TIME.

AND, YOU KNOW, IF YOU THINK ABOUT A CAMPUS WHICH WE ALREADY HAVE, WE ALLOW ALREADY IN OUR CAMPUSES.

BUT IF YOU ADOPT A POLICY, THEN IT IS NOW A DIFFERENT MANAGEMENT ISSUE.

IT IS A ISSUE THAT NOW I NEED TO GO. WE MAY HAVE A TEACHER TEACHING A LESSON, BUT I NEED TO GO AND FOLLOW SB 11. THAT IS A CLASSROOM MANAGEMENT COULD BE A POTENTIAL CLASSROOM MANAGEMENT ISSUE OR AN ADMINISTRATIVE ISSUE THAT I DON'T KNOW WHERE THEY'RE GOING TO GO.

AND SO WE SEE WE SEE, YOU KNOW, OUR KIDS READING RELIGIOUS TEXTS, WHETHER IT'S AT LUNCH IN THEIR CAR OR CARRYING IT AROUND ALREADY, LIKE WE'VE ALREADY THIS HAS NOTHING.

WE HAVE NEVER TAKEN THAT AWAY. FCA OR OR ANY OF THOSE STUDENT GROUPS THAT ALREADY MEET AND ARE THOSE RELIGIOUS STUDENT GROUPS.

[01:10:01]

THIS WOULD BE ADDING ANOTHER MANAGEMENT LAYER IN MY MIND.

SO I JUST WANTED TO PREFACE IT WITH THAT. AND THIS WILL BE ON THE AGENDA FOR THE FEBRUARY BOARD MEETING THAT THIS RESOLUTION WILL BE YES OR NO.

SO I WE'VE GOT TASB HERE IF THERE'S ANY QUESTIONS REGARDING SPECIFICS.

I DIDN'T MEAN TO JUST REFER TO WORK AS TASB, BUT SHE DOES REPRESENT WHAT YOU KNOW, WHAT YOU CAN AND CAN'T DO.

SO REGARDING THIS. I MEAN. RIGHT. AND OPPORTUNITY IS ALREADY IN PLACE. WE ARE LITERALLY GOING TO PUT IT IN AS SOME KIND OF LET ME JUST CHECK IN ON THIS.

THE ISSUE IS WE ALL HAVE THAT, RIGHT. THAT'S FANTASTIC.

WE'D LOVE FOR EVERYONE TO HAVE A DESIGNATED TIME.

BUT OPERATIONALLY, IT CANNOT WORK. IT WILL NOT WORK.

THEN YOU'RE GOING TO HAVE TO SAY, OKAY, 10 A.M.

EVERYONE HAS THAT, RIGHT? SOME DO, SOME DON'T.

LIKE DOCTOR ELDER SAID, WHO'S GOING TO BE ABLE TO MANAGE THE STUDENTS? SOME ARE AND SOME AREN'T. AND NOW YOU'RE IMPACTING INSTRUCTIONAL TIME.

BUT EVERYONE STILL HAS THEIR OWN. SO JUST TO MAKE SURE WE'RE CLEAR, WE HAVE TO HAVE A RECORD VOTE BY MARCH 1ST.

AND SO IT'S ON THE AGENDA TO VOTE TO EITHER ADOPT A POLICY THAT WOULD REQUIRE EVERY CAMPUS TO PROVIDE STUDENTS, EMPLOYEES WITH THE OPPORTUNITY TO HAVE A PERIOD OF PRAYER.

AND THEN IF WE WERE TO VOTE TO OFFER THE PERIOD OF PRAYER POLICY.

THE ADMINISTRATION WOULD THEN NEED TO GO AND CREATE REGULATIONS THAT WOULD CODIFY THAT IN A WAY THAT COULD BE FIRST THING IN THE MORNING, 10:00 230, BUT THEN THEY WOULD BE RESPONSIBLE FOR CARRYING THAT OUT IN THE SCHOOLS.

OR THE OTHER OPTION IS, OF COURSE, TO MAKE A RECORD, BUT TO NOT ALLOW IT.

AND I THINK WHAT THIS IS SAYING IS LET'S JUST REMEMBER IT'S ALREADY IN FEDERAL POLICY THAT PEOPLE CAN PRAY.

WE JUST DON'T HAVE A DESIGNATED PERIOD OF PRAYER AT A SPECIFIC TIME EVERY DAY.

BUT THAT'S WHAT SENATE BILL 11 GIVES THE OPPORTUNITY TO DO, IS TO IDENTIFY A TIME PERIOD EVERY DAY FOR PRAYER.

THAT THEN WOULD REQUIRE ADMINISTRATIVE REGULATIONS TO MAKE THAT HAPPEN.

GOLD STAR? YES. GREAT. WELL, WE BROUGHT HER. SO DOES ANYBODY HAVE A QUESTION ABOUT SENATE BILL 11? WE WANTED TO MAKE SURE THAT AS BOARD MEMBERS.

WE WERE FULLY AWARE GOING INTO THE FEBRUARY MEETING THAT WE WERE REQUIRED TO TAKE A REGULAR VOTE, WHETHER WE WANT TO OR NOT. IT'S NOT THAT WE'RE PUTTING IT ON BECAUSE WE ARE LIKE, LET'S GET INTO THIS.

IT'S REQUIRED BY LAW THAT WE HAVE A RECORD VOTE.

SO IF YOU NEED ANY ADDITIONAL INFORMATION, I RECOMMEND THAT YOU GO STUDY.

AND YOU'VE HEARD ADMINISTRATION STANCE ON THAT.

DOES ANYONE HAVE ANY QUESTIONS OR COMMENTS DISCUSSION ABOUT THAT.

ALL RIGHT. WELL WITH THAT WE'LL MOVE TO THREE C, WHICH IS A DISCUSSION OF BOARD POLICY, A LOCAL.

SO OUR BOARD OPERATING PROCEDURES STATE THAT ANNUALLY WE WILL VERIFY READOPT CONFIRM THAT OUR MISSION AND VISION AND OVERALL DIRECTION OF THE DISTRICT IS WHAT WE WANT IT TO BE. AND THAT CAN GO INTO, LIKE.

OH, WELL, ACTUALLY IT'S 2030 AND MAYBE WE NEED TO REVISIT OUR MISSION AND VISION.

OR MAYBE SOMETHING'S NOT RIGHT HERE AND THE BOARD SETTING THAT OVERALL DIRECTION.

AND SO WITH THE WORK THAT WE HAVE DONE WITH COMMIT AND REALLY OUTLINING OUR GOALS AND GUARDRAILS REMEMBER THAT WE, WE SET THE GOALS AND GUARDRAILS. DOCTOR ELDER SAYS THE GOAL PROGRESS MEASURES.

AND SO ONE WAY TO TAKE THE WORK THAT WE'VE BEEN DOING AND PUT THAT IN, CODIFY IT IN POLICY IS TO SAY THAT FROM BASED ON THESE GOALS THAT WE'VE SET, THE GUARDRAILS THAT WE SET, THIS IS OUR EXPECTATION FOR THE DISTRICT AND THAT CODIFIES IT IN POLICY.

AND SO THAT HAS BEEN AN IDEA OF HOW TO MOVE FORWARD.

OTHER SCHOOL DISTRICTS ALSO DO THIS WHERE THEY HAVE THEIR GOALS.

LOTS OF GOALS ACTUALLY, IN POLICY. IT IS NOT SOMETHING WE HAVE DONE IN THE PAST, BUT IT IS IN OUR BOARD OPERATING PROCEDURES THAT ANNUALLY WE'RE SUPPOSED TO LOOK AT THE MISSION VISION AND VERIFY. THAT'S THE DIRECTORY.

AND SO WE HAVE BROUGHT THIS TODAY FOR DISCUSSION OF ADDING OUR STUDENT OUTCOME GOALS AND OUR GUARDRAILS TO POLICY.

TO SAY, YOU KNOW, THIS IS THE PURSUIT THAT WE ARE ON.

[01:15:01]

AND THEN FOLLOWING OUR BOARD OPERATING PROCEDURES, WE WOULD READOPT THIS ANNUALLY TO CONFIRM THAT WE'RE STILL HEADED ON THIS TRAJECTORY.

OR THE BOARD SAYS, ACTUALLY, WE NEED TO MAKE AN ADJUSTMENT.

SO I HAVE AN EXTRA. ONE. SO WE'RE GOING TO OPEN IT UP FOR DISCUSSION AND CONVERSATION AROUND THOUGHTS ON ADDING ON TO OUR CURRENT LOCAL TO CODIFY THE WORK THAT WE'VE BEEN DOING.

CAN I SHARE YOUR SCREEN? SO I WANTED TO JUST PUT THIS GIVE YOU SOME INFORMATION TO MAKE SOME INFORMED DECISIONS.

FIRST, WHEN WE LOOK AT THE LEGAL. ALL IT SAYS IS THAT A BOARD SHALL ADOPT A VISION STATEMENT AND GOALS FOR THE DISTRICT AND THE SUPERINTENDENT.

THAT'S ALL IT SAYS. IT DOESN'T SAY WHERE IT GOES.

DOES IT SAY THERE'S A POLICY REQUIREMENT? NOTHING.

NOTHING. MINIMUM. YOU HAVE TO HAVE A VISION AND GOALS.

WHAT I TRADITIONALLY SEE ARE MISSION AND VISIONS AT AB LOCAL.

RIGHT. BUT REMEMBER THERE'S NO MISSION REQUIREMENT.

BUT MOST DISTRICTS HAVE A MISSION. BUT WHERE I SEE THE GOALS ARE IN YOUR IMPROVEMENT PLAN.

THE REASON I DON'T SEE IT IN A LOCAL IS BECAUSE YOUR GOALS CHANGE EVERY YEAR.

SO AS SUCH, THEN YOU WOULD BE CHANGING LOCAL POLICY EVERY YEAR.

YOU CAN DO THAT. BUT WHAT HAPPENS IF YOU FORGET ONE YEAR AND THEN WHAT'S EFFECTIVE? AND THEN IT JUST GOES DOWN THE RABBIT HOLE. SO MY THOUGHT IS, IF EVERYONE TRULY KNOWS THAT A LOCAL IS THE PLACE WHERE WE'RE SUPPOSED TO GO, WHAT ABOUT OUR GOALS DUPLICATED ELSEWHERE? PROBABLY.

SO ALL OF THOSE OTHER SUPPLEMENTAL DOCUMENTS THAT YOU HAVE THAT HAVE YOUR GOALS, DO THEY MATCH? AND NINE TIMES OUT OF TEN YOURS IS ACCURATE FOR YOUR WE DOUBLE CHECKED.

I LOVE THE LITTLE THING. SO SOME DISTRICTS JUST HAVE THIS.

AND THAT'S THEIR ADOPTED VISION STATEMENT. SOME DISTRICTS THEY SAY THEIR VISION AND MISSION EVERY SINGLE BOARD MEETING.

OBVIOUSLY THAT'S A BOARD DECISION PART OF YOUR BOARD OK. SO YOU GET TO DECIDE THAT.

BUT IT'S SO INGRAINED IN THEIR COMMUNITY THAT, NO, WE DON'T NEED AN A LOCAL POLICY.

WE CAN JUST HAVE A BANNER. WE HAVE WE SAY IT AT THE BOARD MEETING, ALL THOSE THINGS.

BUT AND AGAIN, DATE NOT FOUND. THAT'S BECAUSE THIS WAS 20, 22.

RIGHT. SO ALL THAT TO SAY, YOU CAN ABSOLUTELY ADD YOUR GOALS.

I'M NOT QUITE SURE WHAT GUARDRAILS THERE ARE.

I THINK THAT'S PROBABLY A LOCAL DEFINITION OF WHAT THAT IS.

AND THAT'S COOL TOO. BUT THAT WOULD BE MY ONE SUGGESTION.

YOU CAN DO WHAT YOU WANT. SO WOULD WE PUT THESE IN BOARD OPERATING? THOSE ARE ADOPTED TO YOUR DISTRICT IMPROVEMENT PLAN IS REVIEWED ON AN ANNUAL BASIS.

I'VE BEEN ASKED TO RECESS ONE RECESS, AND THEN WE'LL COME BACK IN TEN MINUTES.

OKAY. OKAY. ALL RIGHT. THE TIME IS 705, AND WE ARE BACK IN SESSION.

WE ARE GOING TO CONTINUE ON THE DISCUSSION OF ITEM THREE C, WHICH WAS BOARD POLICY.

[3.C. Discussion of Board Policy AE (LOCAL)]

AND THEN WE PRESENTED A POLICY BASED ON THE WORK THAT WE'VE BEEN DOING AS A BOARD.

AND THEN THERE WERE SOME OPINIONS ABOUT DIFFERENT THINGS RELATED TO THAT.

AND SO WE'RE GOING BACK NOW TO HAVE THE DISCUSSION AS A BOARD ABOUT OUR STANCE ON A LOCAL AND WHAT WE THINK NEEDS TO BE IN IT BASED ON THE FACT THAT AS IT WAS PRESENTED FROM THE LEGAL OPTION, THAT YOU HAVE TO AGREE TO ADOPT A VISION AND GOALS.

AND SO ONE WAY TO DO THAT IS THE APOLOGY. OTHERWISE WE GET OUR PLAN AND VARIOUS OTHER THINGS.

SO I THOUGHT I WOULD OPEN THE DOOR FOR DISCUSSION ABOUT OUR PREFERENCE RELATED TO CODIFYING OUR GOALS AND POLICIES. BUT I THINK MR. GILMORE CAN HAVE AN OPINION.

I HAVE AN OPINION. IT MAY BE WRONG, BUT I HAVE AN OPINION.

AND I KNOW IT'S AMY, LOCAL AND ALL THAT, BUT I FEEL LIKE WE'VE DONE TOO MUCH WORK AS A BOARD TO POINT THE TRAIN

[01:20:07]

AND THE SUPERINTENDENT'S BEEN ON BOARD WITH THIS AND HELPING US.

AND I THINK SHE WANTS TRANSPARENCY. AND SO I THINK THAT THIS NEEDS TO BE OUT THERE BECAUSE I HAVE A KID AND A BUT YOU CAN LOOK AT THAT AND SEE, OKAY.

THIS BOARD KNOWS WHAT THEY'RE DOING. THEY HAVE A PLAN, AND IT'S ALL GOING IN THAT DIRECTION.

AND IT JUST GIVES CLARITY TO THE COMMUNITY IN THAT WAY.

I GUESS I JUST THINK THAT YOU KNOW, I DO THINK THAT WHEN PEOPLE SEE THIS, THEY WILL MOST LIKELY SEE IT ON THE WEBSITE. THEY'RE NOT NECESSARILY GETTING THE POLICY.

BUT I DO THINK IT ADDS TO THE PIECE OF THIS. AND THESE AREN'T GOALS THAT WE'RE ADOPTING EVERY YEAR.

THESE ARE GOALS THAT WE'RE ADOPTING FOR A LARGER TIME FRAME.

AND SO I THINK I THINK THE DOCUMENT INTO OUR LOCAL POLICY DOES IT IT GIVES IT JUST MORE. IT'S IT'S SOMETHING THAT WE'RE COMMITTED TO.

IT GIVES IT A. OKAY. MY $0.02 IS I REALLY LIKE HAVING THE STUDENT OUTCOME GOALS ON THERE BECAUSE THE DATA DRIVEN, IT'S VERY CLEAR WHAT WE'RE DOING IS YOU CAN YOU CAN FIND WHERE YOU ARE.

YOU CAN SEE WHAT'S HAPPENING. HOWEVER, THE GUARDRAILS ARE NOT QUITE AS DRIVEN SPECIFIC TO KIND OF LIKE WE WANT YOU TO DO THESE THINGS.

SO I WOULD SUGGEST THAT WE DO THOSE FOR TO IMPROVE THE OUTCOME GOALS NECESSARILY.

AT THIS TIME I DON'T KNOW IF YOU HAVE COMMUNITY MEMBERS.

THAT'S A QUESTION FOR ME. RIGHT. THINKING MY PARENTS AND WHAT THEY KNOW.

OH YEAH, THE SUPERINTENDENT IS GOING TO BE ON MY POLICY.

I DON'T KNOW IF THAT WOULD BE THE CASE, BUT ALSO DIRECTING IT TO ADMINISTRATORS ON CAMPUS IN THE DISTRICT IMPROVEMENT, I THINK IS WHAT YOU SAID, POSSIBLY BECAUSE THAT DOES CHANGE EVERY YEAR.

SO IT CAN BE A CONTINUED FACILITY ON THE SCHOOL.

WE'RE STILL WORKING ON THIS. THAT'S YOU'RE NOT SURE IF GOALS AND LIKE YOU THINK MAYBE IT SHOULDN'T BE I DON'T I, I DON'T THINK SO BUT I MEAN I'M GOING TO GO WITH THE MAJORITY.

I DON'T I THINK THIS IS GREAT WORK. BUT I ALSO AM THINKING OF LIKE, WHAT IF ONE YEAR THINGS ARE CRAZY AND OUR SCHOOL BOARD DOESN'T HAVE TIME TO UPDATE POLICY AND THIS CASE. AND SO I UNDERSTAND WHERE IT COMES FROM BECAUSE THIS IS A LEGAL PERSPECTIVE TOO.

AND WHAT IF IT CHANGES? WHAT IF IT LIKE WHAT IF.

BUT THAT'S AGAIN I'M GOING WITH THE MAJORITY OF THE BOARD.

RANDY YOU HAVEN'T BEEN ANYTHING SO. WELL NO I THINK YOU'RE YOU'RE BARKING UP THE WRONG TREE HERE.

FROM MY PERSPECTIVE, ONE OF THE INTERESTING THINGS IN THE YEARS THAT I'VE BEEN ON THE BOARD HAD SEVERAL OCCASIONS TO REFER STAKEHOLDERS TO BOTTLERS, AND ALMOST 100% EXEMPT. WHAT POLICY OR WHERE DO YOU.

WANT US TO BE TRANSPARENT? I WANT US TO HAVE SPECIFICS THAT WE GET IN OUR HEADLINE.

I'M NOT SURE THAT IT'S IN OUR BEST INTEREST IF WE GET EVERYTHING SO MINUTELY DETAILED.

SO THERE ARE TIMES WHEN WE DEFINITELY WANT TO.

AND I LIKE YOUR THOUGHT PROCESS AND THE GOAL AS OPPOSED TO THE EMPLOYEE.

YES. YOU WOULDN'T BE OPPOSED TO THE GOALS THAT TAKING OUT THE GUARDRAILS.

AND I THINK, OKAY, ALL OF THIS RADKE WITH THE FACT THAT THEY'RE TIED DOWN AND YOU CAN SEE THAT.

THEIR GOALS ARE VERY CLEAR. SO ANYBODY CAN UNDERSTAND WHAT WE'RE TRYING TO DO.

WE'VE IDENTIFIED ROLES THAT MIGHT BE A LITTLE MORE CONFUSING FOR JOE SCHMO, WHO HAS NOT BEEN IN OUR MEETINGS AND DIDN'T UNDERSTAND.

SO I'M JUST WE CAN DO WHATEVER WE NEED TO. BUT I JUST THINK THAT THOSE ARE VERY CLEAR AT THE TOP.

HARD TO ARGUE WITH, HARD TO PULL APART. THEY ARE WHAT THEY ARE.

THAT IS WHAT I HEARD WAS THIS IS DUMB. WHY DO YOU EVEN BOTHER DOING THAT?

[01:25:05]

SO I JUST FELT LIKE I GOT TOLD THAT THAT'S THE STUPIDEST THING I'VE EVER HEARD OF.

BUT THIS BUILDS ACCOUNTABILITY. AND WE LEARNED THAT CHANGE DOESN'T HAPPEN UNTIL WE ARE CHANGED. AND WE PUT THAT OUT THERE.

I DON'T KNOW IF IT NEEDS TO BE A HYPERLINK LIKE THEY WERE TALKING ABOUT OR WHATEVER.

I KNOW I'M NOT TRYING TO ARGUE OVER OH, IT SHOULD BE LISTED RIGHT THERE.

THAT'S NOT WHAT I'M. I HEARD THAT'S CRAP. AND I DON'T BELIEVE THAT OUR WORK WAS THAT.

SO I WANT THIS TO BE WHERE THE PUBLIC CAN SEE IT IF THEY WANT TO SEE IT.

SO YES, IT SAYS SO ON OUR WEBSITE RIGHT NOW. WE CURRENTLY ACTUALLY HAVE A PAGE THAT HAS OUR GOALS.

AND SO IT IS PUBLIC FACING ON THE WEBSITE. AND SO IT WOULD BE EASY ENOUGH TO KEEP IT THERE AND THEN REFERENCE POLICY TO LIKE HEY, IT IS CODIFIED IN POLICY.

BUT I SO I DON'T WANT TO PUT SOMETHING ON THE AGENDA IF EVERYBODY I MEAN WE DON'T WE OBVIOUSLY CANNOT VOTE TONIGHT.

BUT I BELIEVE WHAT I HEARD IS THAT WE WOULD FEEL MORE COMFORTABLE RIGHT NOW ADOPTING THE GOALS, BUT NOT THE GUARDRAILS AS A PART OF POLICY. AND THEN CONTINUING TO LEARN AND GROW ON THESE GUARDRAILS BECAUSE THEY'RE NOT TIME BOUND.

AND IT WOULD FEEL LESS. AND NO PRESSURE IS THE RIGHT WORD BUT CONCERN BECAUSE THE GOALS HAVE A 2030 TIMELINE ON THEM.

AND THEY'RE AND WE ALSO HAVE TO ADOPT. SO THERE'S LESS FLEXIBILITY THERE WITH THOSE.

AND WE'RE LESS CONCERNED ABOUT IF WE MISSED A TARGET LIKE WE KNOW WE HAVE A 2030 TIMELINES, BUT THE GUARDRAILS WE'D RATHER NOT RECOMMEND THAT IS THAT'S.

OKAY. I THINK THAT HELPS. ANY OTHER THOUGHTS QUESTIONS.

OKAY. WELL WITH THAT WE WILL CONTINUE THE AMAZING WORK THAT WE'VE BEEN DOING.

[3.D. Goal Progress Monitoring Training]

AND I BELIEVE THAT WE HAVE PEOPLE THAT ARE GOING TO IMPERSONATE ADMINISTRATORS TONIGHT WITH NON-CF DATA.

SO LET'S GET GOING. WHAT A GREAT INTRO TO WHAT WE'RE GOING TO DO TONIGHT.

OKAY. IT IS A JOY TO BE BACK IN CFB. FIRST OF ALL, HAPPY BOARD APPRECIATION MONTH TO ALL OF YOU WHO GIVE SO MUCH OF YOUR TIME IN SERVICE OF IMPROVING STUDENT OUTCOMES.

AND I WILL SAY ON BEHALF OF ME AND JOEY, WE HAVE NOT ONLY DEEPLY ENJOYED WORKING WITH YOU ALL, BUT THE AMOUNT OF WORK THAT YOU HAVE PUT IN, NOT ONLY JUST THE TECHNICAL FRAMEWORKS, BUT YOUR EXAMINING YOUR OWN LEADERSHIP IS IS TRULY COMMENDABLE. SO CONGRATULATIONS AND CELEBRATIONS AND ALL THAT STUFF.

ALSO CONGRATULATIONS ON YOUR NOMINATION FOR DISTRICT OF THE YEAR.

YES. I HEARD SOME BAD NEWS. YOU JUST HAVE TO WAIT TILL MAY TO FIND OUT.

AND YOU KNOW THAT'S GOING TO BE A LONG WAY, BUT IT IS SO DESERVING.

AND CONGRATULATIONS TO EVERYONE IN THIS ROOM BECAUSE Y'ALL REALLY, REALLY DESERVE RECOGNITION.

AND THAT IS SUCH A HIGH HONOR TO BE A FINALIST.

COMING FROM A STATE WITH SO MANY SCHOOL DISTRICTS AND ACHIEVING SUCH AN INCREDIBLE ORGANIZATION.

SO AND LASTLY, I WILL SAY THANK YOU SO MUCH FOR THE RECOGNITION AT THE BOARD MEETING.

IT TRULY MEANT THE WORLD TO US. I WILL SAY MY FAVORITE PART OF THE WHOLE MEETING WAS WHEN TRUSTEE CAME DOWN AND TOLD US THAT HE SAW SOME PANICKED BECAUSE HE DIDN'T BRING HIS NOTES.

AND THAT'S WHEN I KNEW THAT WE HAD DONE OUR JOB.

I ALSO UNDERSTAND YOU JUST GOT YOUR DOCTORATE. TRUSTEE SHAUN.

YEAH. THAT'S RIGHT. CONGRATULATIONS. ALL RIGHT.

SO CELEBRATIONS. OKAY, SO AS ALWAYS, WE ARE GOING TO START OFF WITH A LITTLE CONNECTION ACTIVITY BEFORE WE GET INTO OUR PERSON IMPERSONATION. ROLE PLAY HERE. SO WHAT I'M GOING TO ASK YOU TO DO, I'M GOING TO SPLIT UP THE MEN BECAUSE YOU ALWAYS GET TO DO ONE ANOTHER.

TRUSTEE GILMORE, WILL YOU SCOOT YOUR CHAIR OVER TO PRESIDENT HATFIELD THERE AND TRUSTEE SHACKMAN AND TRUSTEE BRADY TRUSTEE AND TRUSTEE BARNES. Y'ALL ARE GOING TO BE PARTNERS. I'M GOING TO GIVE YOU JUST TWO MINUTES AND DECIDE WHOSE PARTNER A RAISE YOUR HAND IF YOU PARTNER A.

ALL RIGHT. VERY GOOD. PARTNER A IS GOING TO GO FIRST.

AND YOU'RE GOING TO SHARE WITH PARTNER B WHAT IS SOMETHING THAT YOU NEED TO HEAR RIGHT NOW.

AND THAT COULD BE I JUST WANT TO KNOW THAT I'M SUPPORTED I WANT TO KNOW THAT MY EFFORTS ARE ENOUGH.

[01:30:03]

AND I WANT YOU TO SHARE THAT WITH YOUR PARTNER. AND THEN PARTNER B, I'M GOING TO ASK YOU TO DO THE SAME THING, OKAY? AND I INVITE ANYBODY WHO HAS A PARTNER NEXT TO THEM TO DO THE VERY SAME THING.

SO I'M GOING TO SET A TIMER FOR TWO MINUTES. I NEED TO KNOW THAT YOU APPRECIATE.

AND. I'LL WAIT UNTIL LATER. OKAY. SO PARDON ME, AS YOU ARE SAYING, THE THING YOU NEED TO HEAR RIGHT NOW.

PARTNER B, YOU ARE GOING TO WRITE IT DOWN VERBATIM.

NOT AN INTERPRETATION OF WHAT THEY SAID, BUT THE EXACT THING THEY SAID THEY NEED TO HEAR.

WHEN YOU SWITCH PARTNER A, YOU BECOME THE LISTENER AND THE WRITER.

THAT'S WHY HE'S GOING TO BE THE SUPERINTENDENT IN THE ROLE PLAY. AND I'M NOT. YEAH.

YEAH. PARTNER A YOU HAVE ONE MINUTE. GO AHEAD.

IT'S LIKE, I GUESS THAT YOU. ARE RIGHT FOR YOU, BUT. REALLY WRITING IT DOWN. I AM.

SPECIFIC. VERY SPECIFIC. AND MY GRANDMOTHER WAY OUT.

SHE SAID. I TOLD HER I FEEL LIKE I JUST LOST.

ME? I KNOW I NEED TO HEAR THIS. ONE RIGHT NOW.

OKAY, PARTNER. BE IT IS YOUR TURN TO SHARE ON.

HERE. WHAT I WANT.

OKAY.

OKAY. SO WE. TOOK SIX PEOPLE.

AND I WAS LIKE, ALL RIGHT, THAT IS TIME. ALL RIGHT.

DON'T LEAVE YOUR PARTNER YET. I'VE. NEW CONSTRUCTION, NEW OKAY, SO IF YOU DO NOT HAVE YOUR PARTNER'S CELL PHONE NUMBER, GET YOUR PARTNER'S CELL PHONE NUMBER, ASSUMING TRUSTEES, YOU HAVE THAT.

BECAUSE WHAT I'M NOW GOING TO ASK YOU TO DO IS SET IN THE NEXT WEEK, A CALENDAR ALARM ON YOUR PHONE.

AND I WANT YOU TO TEXT THAT TO YOUR PARTNER EXACTLY WHAT THEY NEED TO HEAR.

DOES THAT MAKE SENSE? SO RANDOM TUESDAY WHATEVER.

PICK A DAY. DON'T TELL YOUR PARTNER. DON'T TELL YOUR PARTNER.

AND THEN I WANT YOU TO TEXT YOUR PARTNER WITHIN THE NEXT WEEK EXACTLY WHAT THEY NEED TO HEAR.

OKAY. YOU GOT A RAISE TONIGHT. TOMORROW MORNING.

WHAT TIME IS BACK? OKAY. MAKE SURE YOU TEXT THEM.

YOU CAN DO A FEW VOICE MESSAGES, YOU KNOW.

SHOW ME THE HOUSE. I DON'T KNOW. WHY SHE'S HERE. OKAY, ALRIGHT, SO WE'RE GOING TO GET STARTED IN JUST ONE SECOND.

BUT TRUSTEE JACKMAN INSPIRED US TO MAKE SURE THAT THERE WAS NO WINTER SLIDES SINCE WE LAST LEFT YOU.

YEAH. AND SO WE MUST ASK, WHY DO SCHOOL SYSTEMS EXIST? OKAY, SO LET'S DO THAT. ANYBODY ELSE HAVE A DIFFERENT ANSWER? TRUSTEE BARNES HAS IT WRITTEN DOWN. I KNOW IT'S REALLY GOOD NOTES.

ALL RIGHT. WHY DO SCHOOL SYSTEMS EXIST? TRUSTEE BARNES.

[01:35:03]

ALL RIGHT. AND I ALREADY HEARD THIS FROM TRUSTEE GILMORE. SO, YOU KNOW, CERTAIN THINGS DON'T CHANGE UNTIL ADULT BEHAVIORS CHANGE.

WHAT ADULTS ARE WE TALKING ABOUT? OKAY. OKAY.

ALL RIGHT. SO WHAT WE ARE GOING TO DO HERE TONIGHT IS WE ARE GOING TO RUN THROUGH A PROGRESS MONITORING SESSION.

AND BECAUSE DOCTOR E AND THE TEAM WORKED SO HARD, Y'ALL ARE GETTING THE NIGHT OFF.

OH, AND JOEY, AS A MAN OF THE THEATER, HAS BEEN WORKING ALL WEEK TO GET INTO CHARACTER AS SUPERINTENDENT RODRIGUEZ.

OH, SO HE WILL BE DELIVERING YOUR WARD MONITORING REPORT, AND THEN YOU WILL HAVE THE OPPORTUNITY TO ASK HIM QUESTIONS EXACTLY LIKE YOU WOULD IN A TYPICAL PROGRESS MONITORING SESSION.

OBVIOUSLY, THIS IS THE FIRST TIME THAT Y'ALL ARE DOING THIS.

IT IS NOT AS EASY AS IT SOUNDS. SO WE ARE GOING TO DO THE FIRST SCENARIO AND THEN WE'LL DO A LITTLE DEBRIEF AND THEN WE'RE GOING TO DO A SECOND SCENARIO.

SO THE ONE THING I'M GOING TO ASK Y'ALL TO DO IS, BEFORE YOU ASK YOUR QUESTION TO TRUSTEE RODRIGUEZ, IF YOU CAN STATE I HAVE A TECHNICAL QUESTION, I HAVE A TECHNICAL QUESTION, OR I HAVE A STRATEGIC QUESTION.

AND IF YOU'RE NOT SURE, JUST, YOU KNOW, TAKE YOUR BEST GUESS QUESTIONS FOR ME ON THE INSTRUCTIONS.

OKAY. SO YOU'RE READY TO GO. YES. AND AS A QUICK REMINDER, THIS IS NOT CFB DATA.

YES. I AM NOT A TRAINED SUPERINTENDENT. I'M A SUPERINTENDENT CERTIFICATION.

I AM NOT INTERVIEWING FOR A JOB ANYWHERE IN THIS.

NONE OF THIS IS IS PERTAINING TO CFB IN ANY WAY.

YES, YES, THIS IS INVENTED, ALL OF IT. BUT, DOCTOR, YOU CAN STILL GIVE HIM NOTES ON HIS OWN.

THAT'S EXACTLY WHAT I WANTED TO HEAR TODAY. OKAY.

YOU READY? I'M READY. ALL RIGHT, LET'S DO IT.

ALL RIGHT. GOOD EVENING. BOARD OF TRUSTEES. PRESIDENT.

HATFIELD. IT IS GOOD TO BE HERE TONIGHT. WE ARE GOING TO BE MONITORING OUR GOAL TWO, WHICH IS OUR EIGHTH GRADE STAR MATH MEETS LEVEL INCREASING THAT FROM 39% IN 2023 TO 49% BY JUNE 2028.

TODAY SPECIFICALLY, WE'RE GOING TO BE MONITORING OUR GOAL PROGRESS MEASURE 2.1, WHICH IS THE PERCENTAGE OF SEVENTH GRADE STUDENTS MEETING GRADE LEVEL ON MATH, MATH, END OF YEAR. AND THAT THAT WILL INCREASE FROM 45% IN SPRING 23 TO 55% IN SPRING 2027.

AS YOU CAN SEE HERE IN OUR DATA, WE ARE PROGRESSING.

WE HAVE MADE SOME GAINS ON THESE PAST THREE YEARS.

BETWEEN 23 AND 24 WE HAVE SAW 2% INCREASE IN FROM 24 TO 25 HAD 1% INCREASE.

SO EVEN THOUGH WE ARE FOUR PERCENTAGE POINTS BELOW OUR TARGET FOR THIS YEAR WE STILL OBVIOUSLY CAN SEE THE IMPROVEMENT THERE. AND HAVE A LOT OF REASON TO, TO FEEL LIKE SOME OF OUR STRATEGIES ARE REALLY WORKING AND WE'RE GOING TO DIVE INTO SOME OF THOSE HERE IN A LITTLE BIT. BUT THE GROWTH IS POSITIVE.

JUST NOT AT THE ACCELERATION THAT WE WOULD LIKE RIGHT NOW.

BUT THAT IS WHY WE ARE AT PROGRESSIVELY OFF TRACK, BECAUSE WE'RE HEADING IN THE RIGHT DIRECTION.

SO SOME BRIGHT SPOTS, AS YOU KNOW ME AND THE TEAM, WE WENT BACK THERE AND LOOKED AT SOME OF THE THINGS THAT WE'RE WORKING REALLY WELL WITH SOME OF THE RESULTS THAT WE WERE GETTING AND THE STUDENTS NEAR GRADE LEVELS, THESE ARE OUR STUDENTS THAT WERE WITHIN THE TEN PERCENTAGE POINTS OF BEING IN GRADE LEVEL.

THEY DEMONSTRATED THE STRONGEST GROWTH WITH PROFICIENCY INCREASING FROM 52% TO 61% IN JUST TWO YEARS.

AND SO ONCE AGAIN, THIS IS OUR OUR STUDENTS THAT ARE NEAR GRADE LEVEL OUR EMERGING BILINGUAL STUDENTS REALLY BENEFITED FROM SOME OF OUR VISUAL MODELS AND LANGUAGE SUPPORTS SPECIFICALLY USING CONSISTENT LANGUAGES.

SORRY, NOT LANGUAGES, LANGUAGE. FOR OUR MATH CONCEPTS WE SAW A FOUR PERCENTAGE POINT INCREASE FOR EMERGING BILINGUAL STUDENTS FROM LAST YEAR TO THIS YEAR.

AND THEN OUR INSTRUCTIONAL ROUTINES, OUR CLASSROOMS ARE IMPLEMENTING THE ONES WHO ARE IMPLEMENTING CONSISTENT PROBLEM SOLVING ROUTINES IN MATH DISCOURSE.

SAW STRONGER OVERALL GROWTH. NOW, FOR SOME OF OUR AREAS FOR GROWTH OUR STUDENTS WHO WERE 20 POINTS BELOW PROFICIENCY INCREASED ONLY ONE PERCENTAGE POINT WHICH INDICATES THAT LIMITED ACCELERATION FOR STUDENTS WITH THE LARGEST GAPS.

[01:40:02]

REALLY, REALLY IMPROVE AND ACCELERATE. OUR STUDENTS WHO ARE 20 POINTS BELOW DID NOT HAVE THAT SAME SUCCESS.

OUR STUDENTS WITH IEPS ALSO ONLY GREW ONE PERCENTAGE POINT AND REMAIN APPROXIMATELY TEN POINTS BELOW THE SUBGROUP TARGET.

SO WE DO HAVE A TARGET FOR OUR STUDENTS WITH IEPS, AND THEY ARE TEN POINTS BELOW THE TARGET THAT WE SET FOR THEM.

CONCEPTUAL MATH SKILLS. ACROSS MIDDLE GRADES, FEWER THAN 40% OF STUDENTS DEMONSTRATED MASTERY IN PROPORTIONAL REASONING.

HIGHLIGHTING THESE CONCEPTUAL GAPS. PROPORTIONAL REASONING IS ONE OF THE KIND OF NECESSARY SKILLS THAT YOU NEED IN ORDER TO DO MATH AT THE LEVEL IN SEVENTH GRADE AND ULTIMATELY TO DO ANY ALGEBRAIC REASONING AS WELL.

ALL RIGHT. SO WHAT DID WE DO? HERE ARE THE STRATEGIES, THE ADULT INPUTS THAT WE IMPLEMENTED FROM THE PRIOR MONITORING PERIOD THAT HAD GOTTEN US SOME RESULTS. HERE WE PRIORITIZE COHERENCE IN MIDDLE SCHOOL MATH INSTRUCTION BY CLARIFYING ESSENTIAL GRADE LEVEL CONCEPTS AND INSTRUCTIONAL EXPECTATIONS.

THIS IS WHERE WE STARTED TO IMPLEMENT CONSISTENT LANGUAGE FOR OUR STUDENTS.

AND MOST MATH CONCEPTS ARE SCAFFOLDED. AND SO THAT IS WHY IT'S SO IMPORTANT FOR US TO MAKE SURE THAT WE HAVE THAT VERTICAL ALIGNMENT THERE.

WE SHIFTED COACHING SUPPORTS TO EMPHASIZE STUDENT REASONING THE USE OF REPRESENTATIONS AND THE ANALYSIS OF MATHEMATICAL MISCONCEPTIONS TO TRY TO ADDRESS SOME OF THOSE GAPS, SEE WHERE STUDENTS ARE REALLY STRUGGLING AND NEED SOME MORE SUPPORT.

WE USE INTERIM ASSESSMENT DATA TO IDENTIFY STUDENTS PROFICIENCY AND ADJUSTED SMALL GROUP INSTRUCTION ACCORDINGLY TO TARGET THOSE STUDENTS.

AND SO THESE WERE SOME OF THE RESULTS THAT WE HAD.

THE DIRECT RESULTS FROM THOSE STRATEGIES. STUDENTS WHO WERE CLOSE TO GRADE LEVEL ONCE AGAIN SHOWED THE MOST AMOUNT OF GROWTH.

SO THAT DOES WORK WHEN WE HAVE TARGETED SUPPORTS FOR THOSE STUDENTS, FOR STUDENTS IN GENERAL, AND PUT THEM IN SMALL GROUPS THEY ARE MAKING MEANINGFUL GAINS.

THERE ARE EMERGING BILINGUALS MADE STEADY PROGRESS.

AND WE ANTICIPATE THAT TO CONTINUE OUR STUDENTS FAR BELOW GRADE LEVEL AND STUDENTS WITH IEP EXPERIENCE MUCH SLOWER GROWTH.

AND THEN THE GAPS IN PROPORTIONAL REASONING ONCE AGAIN AND THAT MULTIPLE STEP PROBLEM SOLVING PERSISTED ACROSS ACROSS SEVENTH GRADE.

YEAH. SO WHAT IS OUR PLAN. AND WE DO HAVE SOME STRATEGIC ADJUSTMENTS BECAUSE ONCE AGAIN, WE DID SEE THAT SOME OF THESE STRATEGIES ARE WORKING, JUST NOT TO THE ACCELERATED PACE THAT WE WOULD LIKE.

AND SO WE'RE GOING TO MAKE A FEW ADJUSTMENTS TO TRY TO GET ON TRACK SOONER RATHER THAN LATER.

WE'RE GOING TO INTRODUCE DIFFERENTIATED ACCELERATION MODELS FOR STUDENTS BELOW GRADE LEVEL.

SO IN THE SAME WAY THAT WE HAVE OUR SMALL GROUP INTERVENTIONS FOR STUDENTS WHO ARE NEAR GRADE LEVEL.

WE'RE GOING TO PROVIDE THE COACHING TO TEACHERS AND OUR PLCS FOCUS ON HOW TO DO THE SAME EXACT THING.

BUT FOR STUDENTS WAY BELOW TARGETS ESPECIALLY THOSE THAT ARE ONLY SEEING THAT 1% GROWTH, THAT STUDENT POPULATION.

WE'RE GOING TO SUPPORT OUR TEACHERS IN DESIGNING INSTRUCTION. SO WE DID JUST ADOPT HIGH QUALITY INSTRUCTIONAL MATERIALS LAST YEAR.

SO THAT IS ONE OF THE REASONS WHY TEACHERS ARE STILL KIND OF GETTING THE HANG OF IT.

AND THAT'S WHAT WE NEED TO SUPPORT OUR TEACHERS. AND WE WE HAVE NOT DONE THE YOU KNOW, WE'RE LEARNING STILL WHEN YOU'RE ELIMINATING NEW WHERE THOSE KIND OF BUMPS IN THE ROAD ARE AND, YOU KNOW, WE'RE NOT IGNORING THEM, WE'RE ADDRESSING THEM AND WE'RE IDENTIFYING THEM.

AND THEN WE'RE GOING TO STRENGTHEN OUR ONGOING PROGRESS MONITORING SIMILAR TO THIS, HOW WE'RE DOING THIS RIGHT NOW, ALL OF OUR CAMPUSES ARE DOING THE SAME THING WITH THEIR DATA. AND SO JUST STRENGTHENING THAT PROCESS, ENSURING THAT THAT'S CONSISTENT FROM CAMPUS TO CAMPUS, SO THAT THEY'RE HAVING THIS EXACT SAME CONVERSATION ABOUT WHAT STUDENTS NEED TO GROW AND WHAT THE PLAN IS MOVING FORWARD? AT LEAST A TRI WEEKLY BASIS.

SO THAT IS WHAT WE'VE DONE. THAT IS WHAT THE RESULTS THE RESULTS THAT WE GOT AND THEN ULTIMATELY WHAT OUR SHIFT IN STRATEGIC ADJUSTMENTS ARE GOING TO BE AND FEEL VERY CONFIDENT ABOUT THIS PLAN FOR THE NEXT MONITORING REPORT IN THE NEXT FOUR MONTHS.

PRESIDENT HATFIELD, I'D LIKE TO TURN IT BACK TO YOU FOR ANY MORE DISCUSSION BEFORE APPROVING THE MONITORING REPORT.

ALL RIGHT. BOARD MEMBERS WILL REMEMBER. ONE OF OUR GOALS IS TO IDENTIFY THE TYPE OF QUESTION THAT WE'RE ASKING OF ADMINISTRATION, TECHNICAL, TACTICAL OR STRATEGIC. SO AT THIS TIME, DOES ANYBODY HAVE ANY QUESTIONS? I DO. TRUSTEE. MR. GILMORE RAISED HIS HAND. TRUSTEE GILMORE I THINK IT MAY BE STRATEGIC, BUT I MAY BE WAY OUT IN THE WEEDS.

BUT BUT YOU MAY MENTION THAT IT'S NEW MATERIAL AND THERE'S SOME LEARNING ON THE TEACHER SIDE

[01:45:02]

OUR TEACHING AND LEARNING DEPARTMENT IS DOING AN INCREDIBLE JOB RIGHT NOW, IDENTIFYING THOSE SCHOOLS, IDENTIFYING THOSE TEACHERS, AND BEING ABLE TO PROVIDE THOSE SUPPORTS. AS TO THE REASON WHY THE MAYBE THE THE THE THE WHY THEY'RE NOT GRASPING IT.

THAT'S REALLY UP TO THAT TEACHING LEARNING DEPARTMENT TO FIND OUT. WE WILL HAVE THOSE CONVERSATIONS IN THE BACK OF THE HOUSE AND ENSURE THAT, YOU KNOW, WE GET TO THAT. WHY? SO THAT WE CAN GO AHEAD AND ADDRESS IT AND MAKE SURE THAT OUR TEACHERS FEEL COMFORTABLE AND CONFIDENT TO DELIVER THAT NEW MATERIAL.

AND ALSO CONFIRM THAT THE MATERIAL IN TERMS OF THE SKILLS ARE NOT NEW.

THEY'RE THE SAME AS THEY'VE BEEN. THEY'RE STILL THE SAME.

IT'S JUST THAT THE CURRICULUM ITSELF IS. YES.

TRUSTEE RADKE. HAVE YOU CONSIDERED POSSIBLY LOOKING BACK AT SIXTH GRADE AND DOING SOME PROGRESS MONITORING IN SIXTH GRADE? WE CAN TARGET THOSE SKILLS AND THOSE CHILDREN EARLIER SO THAT WE CAN GIVE THEM MORE INSTRUCTION IN SEVENTH GRADE.

CAN YOU JUST CLARIFY WHAT KIND OF QUESTION THAT WAS? DO YOU GUYS HAVE LIKE A CHEAT SHEET? YES. OH, OKAY.

WE'RE ALL ASKING STRATEGIC WHAT PAPER ARE YOU LOOKING AT? TRUSTEE BRADY, TO ANSWER YOUR QUESTION, ABSOLUTELY.

PART OF THIS PROCESS IS NOT JUST LOOKING AT SEVENTH GRADE, BUT UNDERSTANDING WHERE WE'VE BEEN WITH OUR SIXTH GRADERS AS WELL.

THIS IS AN EIGHTH GRADE GOAL. AND SO WE KNOW THAT WE HAVE TO LOOK AT OUR DIFFERENT COHORTS OF KIDS.

CHIEF HARRINGTON, CAN YOU GO AHEAD AND GO BACK? ONE SLIDE, TWO SLIDES FOR ME. ALL RIGHT.

SHE'S. YEAH, SHE'S OUR CHIEF. YEAH.

AS YOU CAN SEE THESE BARS DO NOT REPRESENT THE SAME COHORT OF KIDS, RIGHT? THESE ARE DIFFERENT COHORTS OF STUDENTS. SO IT IS NOT LIKE THE SAME KIDS ARE IN 23, 24, 25.

AND WE'RE SEEING GROWTH THAT WAY. THESE ARE STUDENTS THAT COME FROM US FROM SEVENTH GRADE OR SIXTH GRADE, FROM LAST YEAR AND ARE NOW IN SEVENTH GRADE THIS YEAR.

RIGHT. AND SO THAT IS WHY IT'S SUCH AN IMPORTANT QUESTION YOU ASKED.

THAT IS EXACTLY WHAT OUR TEAM IS DOING, IS LOOKING BACK TO SEE WHERE THOSE GAPS ARE NOT ONLY IN SIXTH GRADE, BUT ALSO EVEN IN FIFTH GRADE.

OBVIOUSLY, WE HAVE A THIRD GRADE BUBBLE. WE'RE DOING THE SAME THING BACKTRACKING FROM THERE TO KINDERGARTEN FIRST AND SECOND. YES.

SO THAT LEADS INTO A QUESTION THAT I HAD. AND LOOKING AT THIS GRAPH, YOU SEE THAT THERE'S THIS I SEE THERE'S THE 2% JUMP BETWEEN 23 AND 24, AND THEN ONLY 1% BETWEEN 24 AND 25.

AND HAS YOUR TEAM BEEN ABLE TO TARGET KIND OF MAYBE WHAT WHAT MAYBE DIDN'T WORK FOR THOSE STUDENTS WHO WERE IN SEVENTH GRADE THIS YEAR THAT MAYBE THE PREVIOUS CLASS? IT'S A GREAT QUESTION. I THINK THAT'S A STRATEGIC QUESTION. I'M NOT SURE.

THANK YOU FOR YOUR STRATEGIC QUESTION. THERE WE DID WE DID DO SOME HOMEWORK THERE.

BECAUSE IT'S NECESSARY FOR US TO UNDERSTAND TRULY WHERE WE'VE BEEN, RIGHT, IN ORDER TO EVEN COME UP WITH THIS ADJUSTMENT.

SO ONE OF THE THINGS THAT WE DID NOTICE WAS BECAUSE WE PRIMARILY REALLY FOCUSED AS A STRATEGY TO FOCUS ON STUDENTS WHO WERE NEAR READY THAT ONLY GETS US SO FAR. RIGHT? AND WE REALIZED THAT WE CANNOT IGNORE AT ALL THE STUDENTS WHO HAVE IEPS OR STUDENTS WHO ARE 20 PERCENTAGE POINTS BELOW THAT MAKES UP ABOUT 30% OF THE STUDENTS THAT WE CURRENTLY HAVE REPRESENTED IN THIS DATA.

SO THAT IS WHY WE KNOW THAT'S A BIG BUCKET. AND WE KNOW THAT IF WE IMPLEMENT STRATEGIES AND SUPPORTS FOR THOSE STUDENTS, THAT IT LIFTS THE ENTIRE SYSTEM UP. THANK YOU.

OF COURSE, BASED ON THAT QUESTION, THAT RESPONSE I THINK I'M ASKING A STRATEGIC QUESTION THESE ADJUSTMENTS THAT YOU'RE PLANNING TO MAKE, HOW MIGHT THEY SHOW UP IN THE BUDGET? THAT'S GOOD.

YEAH, THAT'S AN INCREDIBLE QUESTION. SO ONE OF THE THINGS THAT WE ARE, WE'RE REALLY DOUBLING DOWN ON, FIRST OF ALL, ON THE RIGHT. SO I KNOW THAT IS SOMETHING THAT THAT IS THAT WAS A SLIGHT INCREASE.

BUT ALSO WE ARE GETTING AN INCENTIVE AS WELL FROM THE STATE FOR THE IMPLEMENTATION OF IT. SO IT'S KIND OF A BOTH. AND ALSO RIGHT,

[01:50:02]

AT THE SAME TIME UNDERSTANDING THAT WITH MAINTENANCE AND OPERATIONS THERE WILL BE A CLEAR RETURN ON INVESTMENT ANALYSIS THAT WE ARE CONDUCTING, ACTUALLY, AS WE SPEAK TO ENSURE THAT I DON'T HAVE THAT RIGHT NOW IN TERMS OF, LIKE, WHAT EXACTLY? ON THE BUDGETED RECEIPTS? RIGHT NOW, AS IT IS, THERE'S NOTHING JUST GOING TO BE US.

RE LIKE THE STAFFING, RIGHT? STRATEGIC STAFFING MODELS.

IF THERE IS AN INCREASE, THAT IS SOMETHING WE WILL DEFINITELY PLACE ON A RETURN ON INVESTMENT BEFORE WE ADOPT THE NEXT BUDGET.

THAT'S A GREAT QUESTION. IS THERE ANYTHING THAT YOU NEED TO SPEED UP THE PROGRESS ON THIS, OR DO YOU HAVE THE TOOLS THAT YOU.

THAT IS A GREAT QUESTION. WE WE DO. WE FEEL LIKE WE HAVE THE TALENT HERE.

WE HAVE THE FOCUS HERE. FROM THE BOARD, WHAT I WOULD REALLY NEED IS WE'RE GOING TO MAKE SOME, YOU KNOW, SOME SHIFTS. THERE ARE GOING TO BE A FEW STAFFING CHOICES THAT WE DECIDED WHERE WE KNOW THERE ARE CERTAIN CAMPUSES THAT THAT NEED A LITTLE BIT MORE SUPPORT.

AND SO THERE MIGHT WE'RE GOING TO HAVE SOME MORE INCENTIVES FOR TEACHERS WHO ARE PROFICIENT ONE OR HIGHER TO TO GO TO CAMPUSES THAT THAT NEED A LITTLE BIT MORE SUPPORT SO THAT WE CAN LIFT UP, ONCE AGAIN, THAT ENTIRE SYSTEM.

AND WE SHOULD SEE SOME MORE ACCELERATED GROWTH WHEN WE START TO PUT OUR, OUR, YOU KNOW, MOST EQUIP TEACHERS AND OUR MOST PROFICIENT TEACHERS AT THE CAMPUSES IN FRONT OF KIDS WHO NEED THE MOST. SO I'M GOING TO NEED SOME HELP FROM THE TRUSTEES.

NOT ONLY IF I DO NEED AN INCREASE IN THE BUDGET FOR THAT LINE ITEM BUT THEN ALSO THE MESSAGING TO COMMUNITY MEMBERS PARENTS.

BECAUSE, YOU KNOW, THE REALITIES ARE THAT, YOU KNOW, THAT MEANS THAT SOMETIMES, LIKE, A TEACHER MAY NOT BE ON THAT CAMPUS ANYMORE.

AND IT'D BE NICE TO NOT ONLY FOR ME TO BE ABLE TO EXPLAIN IT THAT WAY, BUT FOR ALSO OUR TRUSTEES WHY WE MADE THAT DECISION.

TO FOLLOW SUIT THAT WAY. AND I THINK THAT PEOPLE QUESTION, BUT HOW DO WE ANTICIPATE ADJUSTING PROFESSIONAL DEVELOPMENT OR AT LEAST HOLD APPROVALS FOR PEOPLE FOR AREA SCHOOLS? THAT'S A GREAT QUESTION.

SO AS WE'RE ADOPTING A NEW CURRICULUM A LOT OF THE CURRICULUM IS ACTUALLY CUSTOMIZABLE SO THAT IT IS FOLLOWING STUDENTS AS THEY ARE GOING THROUGH THE YEAR AND HIGHLIGHTING FOR THEM AND FOR THEIR TEACHERS.

WHERE THOSE GAPS ARE, WHERE THOSE SKILL GAPS ARE NEED TO BE ADDRESSED.

SO NOW IT'S ABOUT SPENDING OUR PLC'S AND EQUIPPING OUR OUR ADMINISTRATION AT THE CAMPUS LEVEL TO HELP OUR TEACHERS AND SUPPORT OUR TEACHERS DURING THOSE PLCS TO REINFORCE SOME OF THOSE PRACTICES, RIGHT, TO ENSURE THAT THEY'RE HAVING A REALLY IMPORTANT AND CRITICAL DISCUSSIONS AROUND WHICH SKILLS SPECIFICALLY NEED TO BE ADDRESSED.

NOT ONLY THAT, BUT SIXTH, SEVENTH, AND EIGHTH GRADE. WE FOUND OUT, ACTUALLY THAT THEY WERE NOT IN PLCS.

IT WAS RARE THAT THEY WOULD BE ABLE TO PLAN TOGETHER.

IT WAS RARE THAT THEY WERE ALL SPEAKING THE SAME LANGUAGE. AND IN MATH WHERE EVERYTHING WAS SCAFFOLDED.

RIGHT. YOU DEFINITELY NEED TO BE ABLE TO HAVE THAT CONSISTENT LANGUAGE TO BUILD ON TOP OF ONE ANOTHER.

ONE YEAR OF OF OF LOSS IN MATH CAN CAN BREAK DOWN THE ENTIRE THING FOR A PER STUDENT, THE ENTIRE LEARNING AND MATH IS EXCLUSIVELY THAT WAY. SO YEAH, THAT'S WHY IT'S SO IMPORTANT FOR US TO LOOK AT THE GAPS AND THEN BE ABLE TO SUPPORT OUR TEACHERS IN IDENTIFYING THOSE.

LIKE I SAID IN A WEEKLY, BI WEEKLY, TRI WEEKLY HOWEVER MUCH TIME WE CAN GET WITH THEIR THEIR COLLEAGUES, THEIR SIXTH, SEVENTH AND EIGHTH GRADE. OKAY. SO QUESTION.

YEAH. WHICH STRATEGY IS MOST EFFECTIVE WITH OUR 11TH GRADERS? YEAH. I THINK OUR MOST EFFECTIVE STRATEGY WAS THE CONSISTENT LEVEL OF RIGOR FROM THE HIGH QUALITY INSTRUCTIONAL MATERIALS BEFORE WE ADOPTED THEM. AND EVEN WHEN I GOT INTO THE CLASSROOM TEACHING WHEN I WAS A TEACHER 30 YEARS AGO, MANY MOONS AGO I, YOU KNOW, IT WAS JUST UP TO I WAS A FIRST YEAR, SECOND YEAR, THIRD GRADE, THIRD YEAR TEACHER HAVING TO MAKE ALL MY LESSONS, RIGHT.

AND TRY TO BE AS EFFECTIVE AS I CAN WITH THE EXPERIENCE THAT I HAD. AND NOW WITH THESE MATERIALS THERE'S A CERTAIN LEVEL OF RIGOR THAT COMES WITH THAT AND PREPARATION.

AND WE DID SEE THAT THAT CONSISTENT LEVEL OF RIGOR IS WHAT WE REALLY SAW, SOME OF THE MAJOR GAINS, AT LEAST WE ATTRIBUTED TO THAT AS THE REASON WHY, ESPECIALLY WITH OUR EMERGENT BILINGUAL STUDENTS.

WE SAW THE BIGGEST BENEFIT THERE BECAUSE NOT ONLY IS THE RIGOR INCREASED, BUT ALL THE LANGUAGE IS THE SAME.

AND SO WHEN YOU'RE USING THAT SAME LANGUAGE FROM FOURTH, FIFTH, SIXTH, SEVENTH, EIGHTH GRADE OUR EMERGENT BILINGUAL STUDENTS WERE ABLE TO

[01:55:07]

BUT THEN ALSO, ONCE AGAIN, LIKE THAT HELPED OUR STUDENTS WITH IEPS, AND THAT DEFINITELY HELPED THE REST OF OUR STUDENTS AS WELL GRASP THOSE CONCEPTS.

THE ONES THAT DID NOT WORK ONCE AGAIN, IS IN GOING AROUND DIFFERENT CAMPUSES.

OUR TEACHING AND LEARNING DEPARTMENT FOUND THAT THERE WERE SOME INCONSISTENCIES WITH THE WITH THE IMPLEMENTATION OF THE MATERIALS AND TEACHERS NOT BEING ADEQUATELY SUPPORTED. IN DELIVERING THOSE THOSE MATERIALS TO THEIR STUDENTS.

SO ONCE AGAIN DEFINITELY SAW SOME REALLY BIG HIGHLIGHTS, WHICH IS WHY WE KNOW THIS STUFF IS WORKING.

REMEMBER, WE'RE NOT OFF TRACK. WE ARE PROGRESSING.

WE'RE SEEING GROWTH EVERY YEAR. RIGHT NOW IT'S JUST ABOUT TWEAKING, HONING IN AND MAKING SOME SHIFTS THERE SO THAT WE CAN MAKE SURE THAT WE SEE THE ACCELERATING GROWTH THAT WE NEED TO MAKE. COMMISSIONERS. THANK YOU.

QUESTIONS, QUESTIONS. OKAY, SO I THINK WE ARE MOVING IN THE RIGHT DIRECTION.

WE'RE LOOKING FORWARD TO THE NEXT ONE. AND IT SOUNDS LIKE FROM HOW THE BOARD CAN HELP, BUT THERE COULD BE SOME STAFFING COMING EVENTUALLY.

BUT IT SOUNDS LIKE YOU GUYS HAVE A GREAT TEAM.

I DIDN'T HEAR ANYTHING. I JUST MENTIONED MONEY. AND GOOD JOB, GUYS.

WE WERE STRATEGIC ABOUT IT. ALL RIGHT, SO LET'S DO A QUICK DEBRIEF BEFORE WE MOVE ON TO THE NEXT ONE.

SO THE FIRST QUESTION FOR Y'ALL IS WHAT DID YOU NOTICE.

HESITATION. HESITATION FROM US. OKAY.

I NOTICE THAT THE CONFIDENCE THAT ADMINISTRATION HAD IN THE EVIDENCE OF THE WORK, THAT WAS LIKE THE AMOUNT OF WORK THAT GOES INTO REACHING A GOAL, BUT BEING ABLE TO SEE IT AND HEAR IT.

AND HOW DID ANYBODY ELSE HAVE THAT EXPERIENCE? I FEEL LIKE A SUPER. SUPER CONFIDENT THAT HE WAS ABLE TO EXPLAIN WELL WHAT THEY ARE DOING TO ANSWER OUR QUESTION. SO I THOUGHT AGAIN, THE CONFERENCE WAS VERY GOOD, BUT THAT YOU ARE ALL DOING THE WORK.

WE DO SEE THAT HERE IN DETAIL. SO BUT I ALSO I THINK ALSO THAT EVEN A GOOD QUESTION, I DON'T KNOW, REALLY CLEARLY I'LL HAVE TO GET BACK TO YOU AND THAT'S OKAY TOO.

LIKE THAT'S OKAY. WE DON'T EXPECT TO HAVE ALL THE ANSWERS.

AND SO, I MEAN, BUT I DO FEEL LIKE YOU KNOW, WE WEREN'T DEALING. I FELT LIKE I WAS TRYING TO THINK BEYOND JUST THAT.

HOW DID YOU DO IT? WHAT DID YOU DO? LIKE, AND HAVING TO REGURGITATE THAT AND TRYING TO THINK ABOUT BIGGER PICTURE, LIKE, HOW IS THIS HELPING US? ARE WE MOVING FORWARD? HOW CAN WE SUPPORT VERSUS WHAT DID YOU DO? BUT MORE HOW ARE WE? HOW DO WE GET THERE? WHERE ARE WE GOING AND WHAT DO WE NEED TO DO AND WHAT IS IT'S VERY COOL FOR JUNIOR.

I FEEL LIKE YOU KNOW HOW YOU GOT HERE AFTER THIS.

YEAH. HOW HOW THEY GOT HERE. THERE'S NOTHING.

THAT'S WEIRD. OH, YOU MEAN THIS? YEAH. LIKE, AFTER HEARING THAT, IT'S FINE IF THE ANSWER IS NO.

BUT, LIKE, AFTER THAT EXPLANATION OF THESE THREE SLIDES, DO YOU HAVE DO YOU HAVE A GRASP OF WHY WHY THIS LOOKS THE WAY IT LOOKS.

YES, YES, YES. AND I FEEL DO YOU FEEL CONFIDENT THAT YOUR SUPERINTENDENT HAS AN UNDERSTANDING OF HOW YOU GOT THERE AND WHAT NEEDS TO BE ADJUSTED? YES. OKAY. I THINK THIS PROCESS IS GOING TO.

THE WAY YOU DEAL WITH THE. REPORTS FROM OUR STAFF.

BUT THIS ALLOWS US TO GO THE NEXT STEP, IF YOU WILL, TO FIND WAYS THAT WE TRULY CAN ENGAGE WITH THE DOCTOR TO HELP MAKE THEIR WORK, EVEN WHEN. I FEEL LIKE IT ALSO EQUIPS US IN THE COMMUNITY.

IF SOMEBODY SAYS, LIKE WHAT'S GOING ON IN CFB OR WHAT ARE YOU GUYS WORKING TOWARDS?

[02:00:04]

AND THE REASON THAT HE HAD THE ALL THE INFORMATION IS BECAUSE YOU WERE ASKING HIGH LEVEL QUESTIONS THAT WOULD HAVE OCCURRED DURING AN ANALYSIS AND NOT LIKE STUFF THAT IS SO GRANULAR THAT YOUR SUPERINTENDENT OR YOUR, YOU KNOW, YOUR WHOEVER'S PRESENTING THAT THEY'RE LIKE, WELL, THAT'S NOT THAT'S PROBABLY A LEVEL A COUPLE BELOW ME IN TERMS OF LIKE WHERE, WHERE I'M OPERATING.

SO I APPRECIATE THAT. AND THAT'S ALSO, I THINK READ INTO THE QUESTIONS YOU HAD.

AND SO I THINK THIS IS INTERESTING BECAUSE I THINK IF WE GET INTO A PROCESS WHERE HERE'S WHAT WE'RE PRESENTING TO THE BOARD, THEN OUR LEADERSHIP TEAM CAN ALSO BREAK IT DOWN.

I THINK IT'S A POSITIVE WAY TO DELIVER, EVEN THOUGH WE DIDN'T MEET OUR GOAL.

AND I THINK THAT THAT'S WHAT WE NEED TO DO FOR OUR TEACHERS AND OUR ADMINISTRATORS IS THAT HERE'S WHERE WE ARE AND WHY WE'RE THERE.

I THINK THIS RIGHT HERE IS KEY FOR US ALL, BECAUSE HERE'S WHAT WE'VE BEEN DOING.

WE'VE YOU KNOW, WE'VE HAD INSTRUCTIONAL ROUNDS AND MEETINGS AND WE ANALYZED DATA.

I MEAN, FOR OUR LENS, I THINK WE CAN TAKE THIS MODEL AND BREAK IT DOWN AS TO WHAT WE'RE DOING IN OUR AREAS SO THAT WHEN WE GET TO THIS POINT, WE'RE ALL TALKING THE SAME LANGUAGE. AND I THINK IT JUST IT'S NOT AN ATTACK.

I SOMETIMES FEEL YOU KNOW, MANY OF COURSE NOT IN THIS DISTRICT, BUT IN OTHER DISTRICTS WHEN YOU WATCH BOARD MEETINGS AND PEOPLE ARE LIKE, WELL, WE GOTTA GET THERE AND YOU DON'T REALIZE WHAT YOU'RE SAYING, BUT NOW WE'RE REALLY TARGETING OUR QUESTIONS TO, OKAY, SOMEBODY ASKED THE FINANCE QUESTION, IS IT YOU, MARJORIE TRUSTEE HATFIELD? I REALLY LIKE RECALL THAT TRUSTEE HATFIELD. I THINK IT'S TARGETING SPECIFICS, WHETHER IT'S STRATEGIC, TECHNICAL OR TACTICAL. I THINK IT'S NOT. JUST TELL US.

RIGHT. AND I THINK IF WE DO THAT IN IN OUR MEETINGS AS WELL, WE'RE NOT JUST PUTTING OUT STUFF GOING WELL, WE'RE THERE TO SUPPORT YOU. WE'RE REALLY MAKING EVERYBODY HAVE A ROADMAP.

IT'S KIND OF LIKE WHEN YOU DO. YOU MENTIONED THAT THIS WEEK CLOSING ROADS.

YEAH. IT'S KIND OF THE SAME THING. YEAH. HIGH LEVEL CLOSING ROADS.

YEAH. AND I LOVE THAT YOU SAID THAT BECAUSE THE THE GOAL.

AND I KNOW Y'ALL BROUGHT THIS UP MANY TIMES. AND I LOVE THAT YOU'RE ALWAYS THINKING ABOUT THE COMMUNITY BECAUSE TWO THINGS. NUMBER ONE THIS SHOULD TELL A STORY OF WHAT HAPPENED.

RIGHT. LIKE THERE WERE GAPS. WE FOUND THE GAPS.

AND THEY'RE LIKE WE KNOW LIKE WHERE THEY ARE AND WHY THAT IS SO SIGNIFICANT, ESPECIALLY AS RELATED TO MATH.

AND THEREFORE WE IMPLEMENTED HIGH QUALITY INSTRUCTIONAL MATERIALS, WHICH IS GOING TO STANDARDIZE LIKE THE RIGOR, BUT ALSO HELP US ALIGN OUR PD AND SUPPORT TO LIKE GET OUR TEACHERS THAT RIGHT AND THAT THAT SHOULD BE A STORY.

LIKE, I AM NOT AN EDUCATOR AND WAS A MERE MORTAL.

AND I WATCH PLENTY OF MONITORING SESSIONS AND I LIKE I HONESTLY DON'T I'M LIKE, I DON'T UNDERSTAND THIS, RIGHT? AND SO IF I'M FEELING THAT WAY, I KNOW THAT TRUSTEES WHO ARE NOT EDUCATIONAL EXPERTS OR FEELING THAT WAY, AND I KNOW ANYBODY WATCHING AT HOME IS FEELING THAT WAY.

RIGHT. AND THAT MAKES IT LIKE THAT'S THE FIRST THING I WANT TO DO IS DISENGAGE THEM.

WELL, AND I THINK THAT AS I, AS OUR TEAM, WE THINK WE NEED TO PROVIDE MORE SLIDES TO PROVIDE MORE CLARITY.

BUT YOU KNOW, AND THE SLIDES GO ON FOREVER AND THE PRESENTATIONS GO ON FOREVER.

BUT REALLY I THINK WE ALL NEED TO STAY TO THE CONCEPT WHERE WHAT IS THE STORY TELLING US AND GOING BACK TO WHAT WE SAID WE'RE GOING TO BE OUR GOALS. SO MY OTHER QUESTION UNDER I NOTICED.

SO SUPERINTENDENT JOEY IS DOING THE PRESENTATION.

SO AND YOU HAVE INTERPRETATION. SO WHAT DOES THAT LOOK LIKE WHEN THIS IS GIVEN? IS THE SUPERINTENDENT DOING ALL OF THESE OR IS THAT SOMETHING WE DECIDE ON OUR GOALS, LIKE ON THE PRESENTATIONS? THE BEST PRACTICE IS TO HAVE THE SUPERINTENDENT INTRODUCE THIS SLIDE AND GIVE A BROAD OVERVIEW LIKE DEMONSTRATING YOUR UNDERSTANDING. AND THAT COULD BE LIKE A SUMMARY.

YOU DON'T HAVE TO GO LINE BY LINE. I MEAN I STARTED THAT I MEAN I ALWAYS INTRODUCE THE ITEM AND KIND OF TELL A LITTLE BRIEF SYNOPSIS OF IT,

[02:05:02]

YEAH. SO IF IT'S A FINANCE QUESTION, LET'S SAY CHRIS IS UP HERE PRESENTING SOMETHING ON SCHOOL IMPROVEMENT.

AND YOU ASKED THE QUESTION, WELL, WHAT MORE MONEY DO WE NEED TO SUPPORT? HE'S NOT GOING TO SIT THERE AND SAY, WELL, WE NEED THIS SOFTWARE AND THIS AND THIS. I MEAN, WE WOULD LOVE TO HAVE ALL THAT. BUT IF IT'S A QUESTION THAT MAYBE CHRIS CAN'T ANSWER, IF IT'S UP TO YOU. BUT THAT'S WHY THEY'RE HERE TOO.

BECAUSE I WANT US ALL TO BE ON THE SAME PAGE THAT, YOU KNOW, WE'RE ALL OF OUR TIME IS LIMITED AND WE'RE RUNNING AND GOING.

SO, I MEAN, FROM MY PERSPECTIVE, YOU'RE THE YOU'RE THE EDUCATIONAL EXPERT AND YOUR TEAM, WE ARE NOT.

BUT BUT YOU INTRODUCE IT AND THEN YOU FEEL LIKE SOMEBODY ELSE IS BEST TO PRESENT THE REST OF IT.

BUT THEN LET'S SAY YOU ASK A QUESTION. IT'S NOT A PROBLEM IF THE CFO BUZZES IN.

OKAY, WHATEVER. WHATEVER YOU NEED. I THINK WHATEVER YOU WANT.

AND IT WAS FUNNY BECAUSE JOEY BROUGHT THIS UP TO ME TODAY IS LIKE, THESE ARE CONVERSATIONS Y'ALL ARE ALREADY HAVING, RIGHT? THIS ISN'T LIKE, OH, LOOK AT THIS. LIKE, THIS IS YOUR YOUR EVERY DAY.

YOU'RE JUST SYNTHESIZING THIS INTO THE THE ACTUAL STRATEGIC STORY OF, YOU KNOW, WHAT HAPPENED AND WHAT DID WE LEARN AND WHAT ARE LIKE, WHAT ARE WE GOING TO DO. AND SO IT IS THAT PROCESS THAT MAKES THIS SO POWERFUL.

I MEAN, WE'VE SPENT LITERALLY SPENT HOURS WHERE I WAS JUST DRILLING IN WITH EVERY SINGLE QUESTION I THOUGHT THAT YOU GUYS MIGHT ASK TODAY, LIKE WE DID HOURS AND HOURS AND HOURS OF PEOPLE FROM OUR TEAM WHO ARE EDUCATIONAL EXPERTS BECAUSE, LIKE, HE KNOWS A LOT ABOUT, YOU KNOW, MATH. I DON'T IT'S JUST BECAUSE, LIKE, WE SPENT HOURS TALKING TO PEOPLE HERE.

WOULD YOU LIKE A BROWNIE, JOEY? WE GOT. I MEAN, COME ON, IT'S HARD.

AND THAT'S WHY WE HAVE OUR TEAM AND WE DELEGATE.

BUT WE STILL KNOW WHAT'S HAPPENING. I MEAN, I THINK THAT THAT'S SO IMPORTANT THAT I'M VERY PROCESS ORIENTED AND I DON'T WANT TO GET THE SYSTEM WRONG BECAUSE I THINK THIS IS A GREAT SYSTEM. I THINK THAT I CAN UNDERSTAND AND APPRECIATE THAT.

I THINK THE MOST IMPORTANT PART IS THE OUTCOME, AND THE OUTCOME IS TO HAVE A STRATEGY CONVERSATION WITH THE EXPERTS OF CFB BETWEEN THE BOARD. SO YOU ALL HAVE A GOOD UNDERSTANDING, AND ANYBODY LISTENING IS LIKE THEY KNOW WHAT HAPPENED, WHETHER YOU KNOW, GREAT PROGRESSING OR NEED SOME HELP, AND THEN WE KNOW WHAT WE'RE GOING TO DO BETTER OR DIFFERENTLY AS A RESULT.

AND I THINK ONE OF THE ONE OF THE THINGS THAT YOU'RE BEAUTIFULLY RIGHT IS LIKE THAT.

SHOULD IMPLEMENTING HIGH QUALITY INSTRUCTIONAL MATERIALS IS CHALLENGING.

IT'S A MASSIVE SYSTEMIC CHANGE. AND THERE'S ONE THING INTO PLACE AND IT MOVES ALL THIS OTHER STUFF.

AND SO TO HAVE YOUR BOARD ALONG AND I LOVE THAT YOU'LL ASK, LIKE WHAT IS THE FINANCIAL IMPACT? WHAT IS THE STAFFING IMPACT? WHAT MIGHT THAT BE IN THE FUTURE LIKE THAT IS IMPORTANT TO UNDERSTAND.

LIKE I PULLED THIS LEVER. SO WHAT DOES THAT DO TO EVERYTHING ELSE? AND ALSO IT'S NOT ALL GOING TO WORK YESTERDAY.

AND SO TO BE ABLE TO SAY LIKE WE ARE SEEING SOME PROGRESS, BUT THIS IS A MASSIVE, MASSIVE, MASSIVE SYSTEMIC CHANGE. LIKE WE CAN ANTICIPATE STEADY GROWTH BUT IT'S STILL GOING TO TAKE SOME TIME.

AND LIKE THAT I HOPE IS VERY REASSURING. RIGHT TO Y'ALL AS PERFORMANCE MANAGERS TO KNOW OKAY, NOW I NOW I KNOW WHAT I'M LOOKING FOR AND I KNOW WHY IT'S NOT.

I MEAN, WE ALL WANT EVERYTHING TO GO FASTER, BUT THAT'S NOT HOW LARGE SYSTEMS WORK, ESPECIALLY WHEN YOU'RE IMPLEMENTING.

YEAH. AND I THINK THAT GOING BACK TO, YOU KNOW, NOT JUST BRIGHT SPOTS, BUT THIS I CAN TELL YOU, KIM HOLCOMB, SHE'LL CALL ME IN THE MIDDLE OF THE DAY AND TELL ME EXACTLY WHAT YOU WERE GOING TO SAY THE MIDDLE OF THE NIGHT.

I WAS LIKE, NO, THOSE ARE CALLED EMAILS, BUT WE DO TALK ABOUT IT AND WE IT'S A CONCERN.

BUT THEN IT'S WHAT DO WE PROVIDE? BECAUSE AS YOU AS YOU'RE TRAINING NEW ADMINISTRATORS AND NEW WELL, A LOT OF OUR TEAM IS NEW. WE DO. BECAUSE WHEN I LOOK AT THIS, I SEE THE WORD STUDENTS IN JUST ABOUT EVERYTHING.

AND THAT'S OUR MAIN FOCUS. I MEAN, IT'S STUDENTS THIS AND STUDENTS THIS.

AND I DON'T THINK THERE'S A CONVERSATION THAT ANY OF THE PEOPLE IN THE AUDIENCE DON'T HAVE ABOUT OUR STUDENTS.

AND, YOU KNOW, THE QUESTION OF, YOU KNOW, WHAT? WHICH STAFF HAVE BEEN TRAINED TO I MEAN, WHICH STAFF NEEDS MORE SUPPORT? I THINK THAT'S ANOTHER LAYER OF AND THAT'S WHY I WANT THEM HERE, JUST SO THAT THEY UNDERSTAND AND CAN HEAR THE BOARD, BECAUSE I THINK IT WILL STREAMLINE. THIS IS OUR FOCUS AND IT'S NOT JUST STORYTELLING OF DIFFERENT THINGS WE DECIDE TO PUT ON THE AGENDA.

[02:10:08]

THEY'RE NOT COMING WITH GOTCHA QUESTIONS DURING A BOARD MEETING, BECAUSE THE WAY WE HAVE THE SYSTEM SET UP, WE HAVE A CALL WITH YOU BEFORE THE MEETING. WE CAN ASK THOSE TECHNICAL AND TACTICAL QUESTIONS THAT THEN THAT GIVES THEM TIME TO WEAVE THAT INTO THEIR PRESENTATION, SO THAT WE'RE ALL JUST ABOUT STRATEGIC WEAPONS AND JUST JUST WANT TO REMIND EVERYONE TO THAT.

LIKE THOSE LIKE THAT IS GREAT. AND THOSE QUESTIONS ARE NOT BAD.

THEY OFTENTIMES ADD CONTEXT. RIGHT. SO I ASKED A TON OF THEM IN TODAY WHEN WE WERE PRACTICING IN TERMS OF LIKE, WELL, YOU KNOW, PRIORITIZE COHERENCE. LIKE WHAT WERE WE DOING BEFORE OR WHAT IS COHERENCE.

LIKE I MAY I DON'T KNOW, YOU KNOW, I DO KNOW WHAT THAT IS NOW.

NOT NOW. BECAUSE RIGHT. SO, LIKE, DOING ASKING THOSE TYPES OF QUESTIONS WOULD, ARE FOUNDATIONAL TO BEING ABLE TO ASK THAT NEXT LEVEL QUESTION. SO I LOVE THAT YOU'RE THINKING ABOUT LIKE EFFICIENCY OF AND HELPING YOUR TEAM PREPARE.

AND ALSO I DON'T WANT Y'ALL TO BE LIKE SCARED FOR THOSE QUESTIONS.

LIKE, THERE'S A LOT OF TIMES WE CAN'T WE ABSOLUTELY CANNOT BUILD CONTACTS WITHOUT THEM.

ALRIGHT. YOU READY FOR ANOTHER ROUND? OKAY. ANOTHER ROUND, ANOTHER ROUND.

ALL RIGHT, EVERYBODY, HERE WE GO. ROUND. ARE Y'ALL SWITCHING? NO. YOU'RE THE SUPERINTENDENT THE ENTIRE NIGHT.

OKAY. THE ENTIRE NIGHT. WHAT AM I CHANNELING? MY INNER. YOU ARE NOW OUR CHANNEL OPERATIONS CHIEF OPERATIONS OFFICER.

SO. HE CALLS THE DEPUTY. HE'S SITTING OVER THERE.

COME ON. ALL RIGHT, HERE WE GO. OH, YEAH. GET IN.

HOLD IT IN. I CANNOT WAIT TO SEE HOW YOU'RE GOING TO FIX THIS.

YEAH. GOOD EVENING, BOARD OF TRUSTEES. PRESIDENT HATFIELD.

IT IS GREAT TO BE HERE TONIGHT. WE ARE GOING TO BE WE'RE GOING TO BE MONITORING OUR GOAL THREE, WHICH IS THE PERCENTAGE OF GRADUATES MEETING OUR STANDARDS BASED ON ACCOUNTABILITY WILL HAVE INCREASED FROM 56% IN 2023 TO 70% IN JUNE 2028.

OUR GOAL PROGRESS MEASURE THAT WE ARE MONITORING TODAY, SPECIFICALLY, IS AROUND THE INDICATOR READINESS BY ASSESSMENT.

THIS IS NOT COLLEGE PREP. THIS IS ONLY BY ASSESSMENT.

IN MATH AND LR, REMEMBER IT DOESN'T IS ONLY COUNTED IF YOU DO ONE OF THE OTHER ESPECIALLY ACCORDING TO THIS SCHOOL PROGRESS MEASURE.

SO WE WANT THAT TO INCREASE FROM 38% AND SPRING OF 2023 TO 50% BY SPRING 2027.

AS YOU CAN SEE, WE ARE OFF TRACK. CSI READY IS AMONG 11TH GRADE STUDENTS INCREASED SLIGHTLY, AS YOU CAN SEE, BETWEEN 23 AND 24. BUT THEN WE TOOK A TWO PERCENTAGE DIP.

WHICH BRINGS US RIGHT BACK TO BASELINE IN 2023.

SO AS A RESULT YOU KNOW, THE DISTRICT IS CURRENTLY SETTING POINTS BELOW THE ANNUAL TARGET AND BELOW THE TRAJECTORY NEEDED TO REACH THAT 50% READINESS BY SPRING 2027. SO THIS INDICATES THAT, YOU KNOW, WE THE NEED FOR SOME FOCUSED ADJUSTMENTS. SOME BRIGHT SPOTS FOR US ARE NEAR READY STUDENTS.

WERE TARGETED AND THEY THEY WERE RECEIVED SOME SPORTS THAT, YOU KNOW GOT THEM WHERE THEY NEEDED TO BE A LOT FASTER.

THEY WERE READY AT A AT A BETTER, FASTER RATE INCREASING 41% TO 52% ON LR READINESS IS IMPROVING.

THAT IS VERY, VERY STABLE. IT IS MORE STABLE THAN MAP AND THAT THAT IS HELPING PREVENT LARGER DECLINES.

OVERALL, OUR PARTICIPATION IN READINESS SUPPORTS A STUDENTS WHO CONSISTENTLY PARTICIPATED IN SUPPLEMENTAL TSI ALIGNED SUPPORTS WERE MORE LIKELY TO MAINTAIN OR IMPROVE READINESS. SO THAT IS SOMETHING THAT WE DID SEE THAT WAS WORKING AND SOMETHING THAT WE ARE REALLY HOPING TO BE ABLE TO DO BETTER, DO MORE OF THAT SCALE OUT MORE THROUGHOUT THE DISTRICT.

OUR AREAS FOR GROWTH. IT'S MATH. MATH. READINESS DECLINED.

AND THAT IS WHAT IS DRIVING THAT NUMBER. FURTHER AND FURTHER DOWN.

[02:15:03]

WE DID NOTICE THAT THOSE STUDENTS WHO ARE NOT IN ADVANCED MATH PATHWAYS AND IN ADVANCED COURSES IN HIGH SCHOOL ARE SEEING THE LARGEST DECLINES IN READINESS CONTRIBUTING TO THAT OVERALL ECONOMY.

AND THEN OUR STUDENTS WITH IEPS TASB READINESS FOR STUDENTS THAT REMAIN LOW AND SHOWED LITTLE YEAR OVER YEAR.

AND I BELIEVE IT WAS A LITTLE LESS THAN 1% IMPROVEMENT.

SO HERE'S WHAT WE DID. FROM OUR PRIOR MONITORING PERIOD, WE EXPANDED ACCESS TO CSI ALIGNED COURSEWORK AND READINESS SUPPORTS IN HIGH SCHOOL.

WE DID EXPAND IT NOT ACROSS AT THE SCALE THAT WE WOULD LIKE TO SEE.

WE WENT A LITTLE SLOW WITH IT. BUT THAT IS SOMETHING THAT WE DO.

THE CHANGE THAT WE MADE, WE IDENTIFIED NEAR READY STUDENTS USING PSAT AND INTERIM DATA TO PRIORITIZE THE PREPARATION.

THE PREPARATION, THE PREPARATION, AND THEN WE EMBEDDED CSI RELATED SKILLS INTO THE EXISTING INSTRUCTIONAL TIME.

AND THAT WAS ONLY IN THE 10TH GRADE AND 11TH GRADE WHEN WE DID THAT.

SO WHAT HAPPENED IS, YOU KNOW, THE GAINS AMONG THE STUDENTS WE'RE JUST NOT LARGE ENOUGH.

THAT IS WHAT WE SAW THE MOST GROWTH. BUT BUT IT COULDN'T OFFSET THE STAGNATION AND DECLINES FOR OUR OTHER STUDENT GROUPS.

OUR MATH READINESS DECLINED IN 2025 CONTRIBUTING TO THAT OVERALL DROP IN MATH.

ONCE AGAIN, IN HIS MATH ELARA IS DOING VERY, VERY WELL.

STUDENTS OUTSIDE ADVANCED COURSEWORK AND STUDENTS WITH IEPS SHOWED LIMITED PROGRESS WIDENING THOSE READINESS GAPS.

SO NOW WE KNOW TO FOCUS ON SOME OF THE POPULATION BECAUSE THEY ARE ALSO BELOW THEIR OWN TARGET.

I ALSO WANTED TO CLARIFY THAT OUR STUDENTS WITH IEPS ARE GETTING ACCOUNTABILITY FOR COMPLETING THEIR IEP PLANS.

SO THAT IS SOMETHING THAT WE ARE GETTING YOU KNOW, ACCOUNTABILITY POINTS FOR.

BUT THEY ARE NOT MEETING TSC REQUIREMENTS. SO THOSE TWO THINGS ARE VERY DIFFERENT.

I JUST WANT TO KNOW, BECAUSE I KNOW WE TALKED ABOUT IEPS AND ACCOUNTABILITY AND OVERALL READINESS RETURN TO BASELINE LEVELS.

WE'RE RIGHT BACK WHERE WE STARTED. WE'RE NOT LOWER, WHICH IS GOOD.

BUT WE ARE BACK WHERE WE STARTED. SO INDICATING THE SHIFT.

SO HERE ARE THE SHIFTS THAT WE NEED TO MAKE. WE'RE SHIFTING TSC READINESS EFFORTS EARLIER IN HIGH SCHOOL TO ADDRESS THE FOUNDATIONAL GAPS BEFORE 11TH GRADE.

SO WE ARE GOING TO TAKE THE IDENTIFICATION PROCESS BACK TO EIGHTH GRADE.

WE'RE ACTUALLY GOING TO HAVE STUDENTS TAKE TSC BETWEEN EIGHTH GRADE AND NINTH GRADE HERE.

TO IDENTIFY THAT EARLIER, WE HAVE MORE STUDENTS, 30% OF THEM MET BEFORE THEIR FRESHMAN YEAR.

WE NOW HAVE 70% OF STUDENTS THAT WE CAN GO AND FOCUS ON.

DO THE SAME THING ON A YEARLY BASIS UNTIL IT'S ABOUT TEN, 15, 1,520% OF STUDENTS THAT ARE IN THE 11TH GRADE THAT WE NEED TO PROVIDE SOME MORE TARGETED SUPPORTS FOR WE'RE GOING TO PRIORITIZE MATH READINESS.

ONCE AGAIN, WE'RE ALREADY DOING WELL. I'M NOT SAYING WE'RE GOING TO IGNORE IT BECAUSE THE GOAL IS TO MAINTAIN AND CONTINUE TO GROW OUR LR TSAI.

AND RIGHT NOW THE, THE, THE SUPPORTS AND THE INTERVENTIONS ARE WORKING IN LR.

THAT IS WHY WE ARE PRIORITIZING THAT. I JUST WANT TO MAKE THAT CLEAR. WE'RE NOT FORGETTING WHAT YOU ARE. IT'S JUST THE STRATEGIES ARE WORKING. WELL SO WE NEED TO MAKE SURE THAT WE'RE EXPANDING DIFFERENTIATED READINESS STRATEGIES FOR STUDENTS NOT ENROLLED IN ADVANCED COURSEWORK. ONCE AGAIN, WE IDENTIFY THE STUDENTS WHO ARE NOT IN ADVANCED COURSEWORK, ARE SEEING THE LEAST AMOUNT OF PROGRESS. AND SO IDENTIFYING THOSE DIFFERENTIATED READINESS STRATEGIES FOR THEM KNOWING THAT THAT MAKES UP ABOUT 55% OF OUR STUDENTS TAKING TSI 11TH GRADE IT SEEMS TO BE A REALLY BIG BUCKET OF STUDENTS FOR US TO BE ABLE TO TARGET.

WE'RE GOING TO STRENGTHEN OUR PROGRESS MONITORING. SO ONCE AGAIN, AS I NOTED EARLIER, WE WANT TO MAKE SURE THAT AS WE'RE LOOKING AT THE DATA MID-YEAR, THAT WE'RE ABLE TO MAKE SOME REALLY STRONG ADJUSTMENTS FOR OUR STUDENTS IN TARGETING THOSE MATH SKILLS, WHERE WE KNOW THAT THERE ARE GAPS, ESPECIALLY IF WE'RE LOOKING BACK FROM EIGHTH GRADE, AND IF THEY'RE TAKING THE TSI BETWEEN EIGHTH AND NINTH, THAT WE'RE ABLE TO SPOT EXACTLY WHERE THOSE GAPS ARE IN THOSE SKILLS.

AND ONCE AGAIN, REINFORCING THAT TYPE OF IDENTIFICATION PROCESS AND STRATEGY DECISION MAKING IN OUR PLCS, HAVING OUR COACHES REINFORCE THOSE SAME EXACT PRACTICES IN THE CLASSROOM.

SO THAT IS OUR REPORT. ONCE AGAIN, WE'RE OFF TRACK.

IT IS NOT WHERE WE WANT TO BE. HOWEVER, WE FEEL REALLY CONFIDENT WE'VE DONE AN ANALYSIS IN THE BACK OF THE HOUSE.

OUR TEAM IS MOTIVATED. AND NONE OF US LIKE THIS.

BUT WE ARE MOTIVATED TO MAKE THIS BETTER. WE HAVE A CLEAR PATH FORWARD, AND WE ARE MAKING SHIFTS TO ENSURE THAT THAT THAT THIS DATA DOES NOT LOOK LIKE THIS WHEN WE MONITOR AGAIN IN THE NEXT MONITORING PERIOD.

SO TRUSTEE, IF YOU WOULD LIKE TO TAKE BEFORE NOW AND I'M OPEN TO ANY QUESTIONS YOU HAVE.

[02:20:01]

BUT IT'S VERY GREAT THAT YOU'RE ABLE TO PROVIDE STRATEGICALLY FOR US SO THAT WE CAN SEE THAT FOR YOU THAT I DO.

I THINK IT'S A FANTASTIC IDEA TO GIVE TO STUDENTS TO IDENTIFY THEM EARLIER.

IS THERE A CORRELATION BETWEEN THESE KIDS OR NOT TO KIDS IN EARLIER YEARS, WERE NOT CATCHING AMC, NOT PASSING STAR EARLIER AND MAKING PROGRESS ON THAT.

BUT WE HAVE WE HAVE IDENTIFIED THIS GROUP OF KIDS MUCH EARLIER AND TARGETING THEM.

YEAH, THAT'S A GREAT QUESTION. WE CAN GO BACK AS EARLY AS THIRD GRADE WHEN THEY FIRST TAKE A STAR EXAM AND SEE A CORRELATION CLEARLY BETWEEN STUDENTS WHO ARE IN 11TH GRADE SEE MAP AND THE ONES WHO MET IN THIRD GRADE.

IT'S ONLY ABOUT A 5% ACTUALLY DIFFERENCE BETWEEN THOSE THOSE GRADE LEVELS AND THOSE THOSE ASSESSMENTS.

SO THANK YOU. WHAT SACHSE BEEN TRAINED TO ADMINISTER THIS ASSESSMENT, THE TSI READINESS THE TSI ASSESSMENT, WHICH ONE MORE TIME? REPEAT THE QUESTION. WHAT SABLAN TRAINED TO DELIVER THE ITS AND IT IT VARIES CAMPUS TO CAMPUS, BUT IT IS MOSTLY EITHER AN ADMINISTRATOR, AN AP AND OR A CLINICIAN.

HOW ABOUT THE WHOLE QUESTION IN THE BACK OF THE SLIDE? THE BRIGHT SPOTS ON THE NEAR READY STUDENTS AND THE PARTICIPATION AND READINESS, SUPPORT AND READINESS DEFINED AS READING AND MATH AND THOSE BECAUSE IT DOESN'T SPECIFY THE SUBJECT SPECIFICALLY IN WHICH ONE.

SORRY. THE FIRST ONE AND THE THIRD ONE ARE BRIGHT SPOTS.

OKAY, SO FOR FOR THE NEAR READY. IS THAT WHAT YOU'RE SAYING? THAT IS FOR BOTH LR AND MATT.

THAT IS CORRECT. AND THEN ALSO FOR THE THE THIRD BRIGHT SPOT AS WELL.

THAT IS FOR BOTH OF THE SUBJECTS. OKAY. THANK YOU.

OKAY. SO YEAH. SO THAT READINESS WE'RE TALKING ABOUT. SO ARE WE GOOD.

IS THAT GOING BACK WITH THOSE THAT HAVE UNDERPERFORMED.

AND THEY DON'T HAVE TO DO THAT. YEAH. ARE WE GOING TO FIGURE OUT WHERE THEY NEED TO GO BACK TO.

WHAT'S THAT PROCESS LOOK LIKE? THAT'S GREAT. AND ARE YOU REFERRING TO JUST TO GET SOME CLARITY FOR STUDENTS IN 11TH GRADE THAT WE'RE THAT WE'RE REVIEWING DATA FOR, WHAT HAPPENS THEN NEXT YEAR? YEAH. THE IDEA IS THAT BY 12TH GRADE, WHERE WE DO HAVE SOME INTERVENTION SUPPORTS THERE FOR OUR STUDENTS TO MAKE SURE THAT WE CAN GET AS CLOSE AS POSSIBLE TO GETTING OUR STUDENTS MET IN A AN ASSESSMENT AND IF NOT UNDERSTANDING THAT WE DO HAVE THE OPTION, AT LEAST FOR OUR COLLEGE PREP AND, AND FOR, FOR MATH GOING BACK TO OUR COLLEGE PREP STRATEGY WE ARE GOING TO HAVE THEM START TAKING IT IN EIGHTH GRADE INSTEAD.

AND THIS IS NOT TEST PREP. IT, IT IS EMBEDDED ALMOST LIKE A CURRICULUM.

IT SHOULD BE EMBEDDED WITHIN THE CURRICULUM. THAT GOES ALL THE WAY UP UNTIL SENIOR YEAR.

AND SO THE GOAL IS THAT THEY DO THIS PREP. AND SO BY THE TIME THEY'RE IN EIGHTH GRADE SORRY, THE END OF EIGHTH GRADE, THEY WILL TAKE THE TSI.

IT CHANGE. IT DOES NOT CHANGE FOR OUR 12TH GRADERS.

ONCE WE START TO USE THE SAME PREP FOR THEM, THEY'RE GOING TO GET INTO 12TH GRADE.

THEY HAVE A LITTLE BIT LESS TIME, OBVIOUSLY. BUT THE GOAL IS FOR THEM TO RETAKE TSI AGAIN TO SEE WHERE THEY'RE AT THEN.

BUT WE DON'T WANT IT TO HAPPEN TO HAVE OUR STUDENTS GO INTO COLLEGE TAKING COURSES.

AND SO, YEAH, THAT IS THAT IS WHAT WE'RE TRYING TO AVOID.

JUST A REMINDER, THIS IS NOT ACCOUNTABILITY. WE'RE DOING VERY WELL IN ACCOUNTABILITY.

IT IS JUST THIS SPECIFIC. YES. AS FAR AS OUR STUDENTS WITH IEPS, I'VE NOTICED THAT I'M BOTH FULL NOW.

THEY ARE MAKING VERY LITTLE PROGRESS. AND HAVE WE DONE A CURRICULUM REVIEW OF OUR STUDENTS LIVES AND OR DONE TRAINING WITH OUR TEACHERS TO MAKE SURE THEY'RE YEAH. WE HAVE AND THAT'S A GREAT QUESTION.

SOME OF THE THINGS THAT WE SAW AND SAW REPORTED ARE TEACHING OUR DEPARTMENT, LIKE I SAID, HAS BEEN DOING AN INSANE JOB GATHERING THIS DATA IS THAT TEACHERS STILL NOT ONLY GETTING USED TO THE NEW CURRICULUM, BUT ALSO HOW TO DELIVER IT AND DIFFERENTIATE IT TO OUR DIFFERENT STUDENT GROUPS.

AND SO WITH STUDENTS IEPS THEY, THEY TEND TO NEED SOME MORE SUPPORTS.

NOT ONLY THAT, BUT IN DELIVERING THEM, IF YOU NEED A LITTLE BIT MORE SUPPORT FOR TEACHERS TO DELIVER THAT RIGHT.

BECAUSE IT IS, YOU NEED TO MAKE THOSE ACCOMMODATIONS.

YOU NEED TO MAKE MODIFICATIONS. AND TEACHING PRACTICES NEED TO BE RAMPED UP.

YOU NEED TO ALSO, WHAT WE NEED TO DO AS AN ADMINISTRATION IS AND OUR AND OUR PRINCIPALS IS SUPPORT OUR TEACHERS IN HOW TO GET THE CAPACITY DURING THEIR LESSONS

[02:25:06]

BECAUSE RIGHT NOW, AT THE MOMENT TEACHERS ARE REPORTING THAT THEY ARE FEELING LIKE THEY'VE GOT A LOT OF THINGS TO DO, A LOT OF PRIORITIES COMPETING AND, AND THAT THEY'RE NOT ABLE TO ACTUALLY HAVE A STRUCTURED LESSON WHERE THEY CAN TAKE SOME TIME AWAY, 15, 20 MINUTES TO ADDRESS THESE GAPS. AND THAT IS SOMETHING WE'RE ADDRESSING THAT'S ON THE BOARD CAN HELP SUPPORT YOU WITH.

WE ARE WILLING TO DO THAT, SHARE AND CONSIDER THAT TO PROVIDE THOSE SUPPORTS SO THAT WE CAN STRENGTHEN OUR COMMUNITY.

THANK YOU VERY MUCH I APPRECIATE THAT. TRUSTEE RADKE. ANY OTHER QUESTIONS FROM THE BOARD? I HAVE ONE QUESTION. YOU TALKED ABOUT HOW IT'S REALLY THE MATH SIDE THAT'S CREATING THE OFF TRACK.

SO OF THE BUDGETED STRATEGIES, WHAT ACCOUNTS FOR THE ER GROWTH? IT'S A GREAT QUESTION. FOR THE LR GROWTH, WE ACTUALLY DID HAVE A LINE ITEM THAT YOU ALL APPROVED.

THANK YOU. BOARD OF TRUSTEES FOR APPROVING THIS LAST YEAR FOR SOME HIGHER IMPACT TUTORING THAT WE INCREASED IN ABOUT $500,000 INCREASE IN THE BUDGET.

AS YOU GUYS KNOW, 80% OF OUR BUDGET IS PERSONNEL.

AND SO BEING ABLE TO APPROVE THAT, KNOWING THAT WE HAD TO ACTUALLY TAKE AWAY FROM SOME OTHER UNDER-ENROLLED PROGRAMS TO FIND THAT MONEY WAS A BIG DEAL.

I KNOW A LOT OF PARENTS REACHED OUT TO Y'ALL AND, YOU KNOW, WEREN'T TOO HAPPY ABOUT THE WOODSHOP AT THEIR SCHOOL BEING TAKEN AWAY.

BUT UNDERSTANDING THESE ARE OUR GOALS AND THIS IS WHERE WE WANT TO GO THAT THIS IS EXACTLY WHAT WE YOU KNOW, WHAT WE WANT. AND IT WORKED. IT REALLY WORKED.

SO WE GET TO AT LEAST THIS DAY. WE SAW A TEN PERCENTAGE POINT INCREASE IN JUST LR ALONE FROM THAT HIGH FACTORING OR READING.

BECAUSE WE DO HAVE A LITERACY CRISIS NOT ONLY IN TEXAS BUT IN THIS COUNTRY.

AND SO UNDERSTANDING THAT, KNOWING THAT THAT THAT IS A STRATEGY THAT DIDN'T WORK FOR US.

SO THANK YOU FOR THAT QUESTION. YES. AND I HOPE WE GET TO APPROVE THAT AGAIN NEXT YEAR WHEN WE WHEN WE INCREASE IT SLIGHTLY.

SO BECAUSE WE KNOW IT'S WORKING. WHAT POINT DO WE SEE THE CORRELATION BETWEEN DCA AND THE SAT AND OTHER INTERIM PAPERS THAT SAY WE WANT TO STRESS HERE, IS IT ACTUALLY GOING TO MAKE A DIFFERENCE OVER HERE? IT'S A GREAT QUESTION. TRUSTEE. ONE THING THAT WE HAVE NOTICED IS PSAT AND INTERIM DATA.

WHAT WE'VE DONE WITH OUR LOCAL DATA, RIGHT, BECAUSE WE DO HAVE LOCAL ASSESSMENTS THAT WE GIVE IS WE TRY TO ALIGN IT AS CLOSE AS POSSIBLE TO OUR THE ACT ACT SAT HAPPENS TO BE JUST A LITTLE BIT HIGHER THAN CSI, AND CSI IS ALREADY PRETTY HIGH, RIGHT? AND SO WE KNOW THAT IF WE ALIGN IT TO THE HIGHEST ASSESSMENT THAT WE AT LEAST WORK FOR, YOU KNOW, WE'RE SHOOTING FOR THE MOON HOPING TO LAND SOMEWHERE IN THE STARS. I THINK THAT'S THE PHRASE AND SO TO ANSWER YOUR QUESTION, WE'VE DONE AN ANALYSIS AT OUR OWN DISTRICT LEVEL ASSESSMENT TO ENSURE THAT THERE'S ALIGNMENT THERE SO THAT WE KNOW THAT IF WE SEE THE INTERIM DATA AND THE PSAT AND WE'RE NOT COMPLETELY SHOCKED AT THE END OF THE YEAR WHEN WE SEE TSI GO, WAIT A MINUTE, WE PROJECTED TO BE AT 60% AND WE'RE AT 50, RIGHT? THAT IS SOMETHING WE'RE NOT SEEING. AND AT LEAST THE DATA, THE TRENDS ARE NOT TELLING US THAT.

SO THANK YOU FOR THAT QUESTION. ALL RIGHT. QUESTION.

WOW, JOEY, I'M SORRY TO WHOEVER KNOWS THIS STUFF.

YEAH, I THINK ABOUT HOW I CAN HIRE SOMEBODY BACK THERE TO BE, LIKE, THIS GUY.

THIS GUY HAS NO IDEA WHAT HE'S TALKING ABOUT. NO, NO, HEY, YOU JUST START TALKING FASTER WHEN YOU'RE NOT SURE YOU CAN TELL.

YES. YOU DID A GREAT JOB. REMEMBER, THIS IS DATA.

SO ALL THE PRACTICES ARE FICTIONAL. LIKE, I DON'T KNOW IF HALF OF THIS STUFF IS POSSIBLE.

I TALK TO PEOPLE WHO DO KNOW STUFF LIKE THAT.

LIKE 80%. OKAY, YOU GOT IT, CHRIS. YOU GUYS HAVE A PRETTY STRAIGHT FACE, THOUGH, BECAUSE I WAS LOOKING AT HIM A LOT.

YEAH, I THINK CHAD WAS READY TO JUMP UP. I WATCHED HIM.

I MEAN, I WAS WAITING FOR HIM. I APPRECIATE THAT, THANK YOU.

THAT'S A LOT OF PREPARATION. ALL RIGHT. I KNOW EVERYBODY'S READY TO GO HOME, SO WE'LL MAKE THIS QUICK, BUT JUST SOME REAL QUICK. BETWEEN THE TWO MONITORING SESSIONS, WHAT DO YOU FEEL LIKE WENT WELL? YEAH. SOMEBODY SAID SOMETHING THAT WAS REALLY, REALLY GOOD ABOUT WHAT'S INSIDE HERE.

BUT YEAH, THAT'S IT, THAT'S IT. LIKE, HAVING LOOKED AT IT AHEAD OF TIME MADE IT EASIER FOR ME TO ACTUALLY LISTEN TO WHAT YOU WERE SAYING, BECAUSE THERE WERE A FEW NOTES THAT I HAD MADE THAT YOU ACTUALLY, LIKE YOU SAID IT IN YOUR VERBAL PRESENTATION OF IT.

[02:30:07]

AND EVEN THOUGH WHEN THE FIRST SLIDE YOU SEE IDC SAYS OFF TRACK.

I THINK THERE'S AN EXPLANATION FOR IT, BUT I ALSO THINK IT'S IT LIKE WE HAVE A PLAN BECAUSE I THINK A LOT OF THINGS GO OFF TRACK.

SOMETIMES WHEN WE COME BACK AND WE WE GET THERE, BUT WE'RE REPORTING PROGRESS AND THE PROGRESS WASN'T THERE.

BUT THAT DOESN'T MEAN WE WON'T GET THERE. AND I THINK KIM TRUSTEE RADKE, YOUR FIRST QUESTION WAS SO POSITIVE.

LIKE IT WAS LIKE, SO, YOU KNOW, I MEAN, YOU WERE ASKING QUESTIONS, BUT IT WASN'T LIKE WHAT HAPPENED? AND SO I FELT LIKE, BECAUSE WE HAVE AN EXPLANATION WHEN WE DO ALL THESE THINGS AND WE'RE PROGRESS MONITORING AND MAYBE THEY DON'T WORK OUT AT THAT DESIGNATED BOARD MEETING.

BUT I THINK THE WAY JOEY EXPLAINED, SUPERINTENDENT JOEY, SORRY EXPLAINED AND REALLY CLARIFIED.

AND I THINK THAT'S SOMETIMES WHAT WE MISS IN MEETINGS IS THAT WE PUT CHARTS UP AND THEN YOU DON'T KNOW, IS THIS A GOOD THING OR A BAD THING? BUT I THINK HAVING THAT.

WE'RE ON TRACK, BUT WE'RE OFF TRACK. BUT WE WEREN'T OFF.

BUT WE HAVE TO SOMETIMES BE ON TRACK TO GET OUR PLAN BACK TOGETHER.

AND I DON'T THINK IT WAS A NEGATIVE. I THINK IT'S JUST REPORTING AND SAYING, WE GOT THIS AS A TEAM.

AND I NEVER FELT THERE WASN'T EMOTION. THAT'S RIGHT.

THAT'S EXACTLY WHAT I WAS LOOKING FOR. SO I THINK THAT'S A A GOOD PROCESS OF A GOOD SYSTEMATIC WAY.

YEAH. YOU'RE CREATING THE CONDITIONS FOR CONTINUOUS IMPROVEMENT BECAUSE I KNOW THAT IF I START THIS OFF BY WHAT DID YOU GUYS DO BACK THERE THAT IS GOING TO THAT IS NOT CREATING THE CONDITIONS FOR TRANSPARENCY OR CONTINUOUS IMPROVEMENT.

SAFETY, TRUST, ALL THE THINGS THAT YOU NEED TO DO TO HAVE DIFFICULT CONVERSATIONS.

SO I LOVE THAT YOU BROUGHT THAT UP. OKAY. WHERE ARE SOME AREAS WHERE THERE.

MAYBE YOU HAVE TO KNOW ALL THE THINGS. I GUESS MY QUESTION WOULD BE IF WE ARE OR AREN'T PROVIDING THE QUESTIONS IN ADVANCE, MAKING SURE THAT THE ADMINISTRATION DOESN'T FEEL LIKE OUR QUESTIONS, LIKE WE'RE JUST SEEKING TO UNDERSTAND AND GAIN CLARITY FROM OUR VANTAGE POINT. IT'S NOT A WE'RE THE EXPERT IN THIS. SO WE HAVE THIS QUESTION BECAUSE WE KNOW THE ANSWER BECAUSE LIKE, I'M IN EDUCATION, I DON'T MS IN EDUCATION. AND LIKE I'M NOT INTO THAT.

SO I THINK IT'S JUST LIKE MAKING SURE THAT WE ALL RECOGNIZE THAT WE'RE ON A TEAM TOGETHER.

AND WE'RE JUST SAYING THAT. OKAY. WHAT WHAT FELT COMFORTABLE OR EASIER DURING CYCLE. BUT AFTER WATCHING A LITTLE BIT HARDER. WHY IS THAT? IT FELT LIKE THAT.

I MAY NOT HAVE DONE THE RIGHT THING, BUT IT FELT LIKE THAT HAD A VERY.

I FELT VERY CONFIDENT THAT I WAS GOING TO GIVE ME THE ANSWER THAT I WAS LOOKING FOR, BECAUSE HE UNDERSTOOD WHAT WE WERE ASKING WAS A LITTLE INTERESTING, BUT HE KNEW WHETHER WE UNDERSTOOD THAT I SPEAK ENGLISH.

AND I WILL SAY IT IN THIS EXPERIENCE, IT'S INTERESTING BECAUSE YOU DID NOT.

YOU ALL PRETTY MUCH. I'M PRETTY SURE YOU WROTE THIS DOWN. DO YOU HAVE THE EXACT PERCENTAGE HERE, BUT HAD PRETTY MUCH ALL STRATEGIC QUESTIONS, AND EVEN THE ONES THAT WERE NOT FELT LIKE SOMETHING THAT I COULD HAVE PREPARED AND TALKED ABOUT AT SOME POINT WITH TAMARA, MY TEAM EITHER TODAY OR YESTERDAY.

AND SO BECAUSE OF THAT, LIKE, IT DIDN'T FEEL LIKE A LOT OF GOTCHAS.

I ALSO HAD THE ADVANTAGE OF BEING ABLE TO MAKE STUFF UP IF I WANT TO, BECAUSE, YOU KNOW, NONE OF IT IS REAL.

SO, YEAH, AS YOU'RE ASKING THEM. BUT I DID WANT TO LIKE, SAY, LIKE NOT A SINGLE TIME.

DID Y'ALL ASK SOMETHING WHERE I HAD TO SAY, I THINK I'LL GET BACK TO YOU, BUT I DIDN'T HAVE TO SAY, LIKE, YOU KNOW WHAT I MEAN? I MIGHT NEED TO GET A CAMPUS PRINCIPAL TO ANSWER THAT FOR ME. DOES THAT MAKE SENSE? LIKE, ALL THE QUESTIONS YOU ASKED WERE WERE REALLY APPROPRIATE, HIGH LEVEL.

THAT'S ONE OF THE KIND OF MY OWN INTERNAL RULE IS LIKE, IF A TRUSTEE ASKS A QUESTION AND ONLY A CAMPUS LEVEL PERSON OR ANYONE BENEATH THE CABINET

[02:35:08]

AND YOU GUYS ALL DID A REALLY GOOD JOB IN NOT ASKING THOSE.

THAT'S A GOOD RULE. YEAH. THAT REALLY A GOOD WAY TO HAVE THAT.

YEAH. YEAH I LIKED HOW IT KIND OF FELT LIKE RIGHT UP FRONT, YOU KNOW, WE'RE ON TRACK.

WE'RE OFF TRACK. YOU KNOW, IT KIND OF GAVE ALL THE INFORMATION, REALLY, JUST AT THE BEGINNING.

WE ALL KNOW THERE'S NO ELEPHANT IN THE ROOM. THERE'S NO, LIKE, WE'RE ALL AWARE, BUT THAT'S OKAY.

AND WE'RE ALL WORKING TOWARDS THE SAME GOAL. AND SO I LIKE THAT.

I THOUGHT THAT MADE EVERYTHING FEEL A LITTLE MORE COMFORTABLE.

I AGREE WITH THAT BECAUSE I COULD FEEL MY EMOTIONS GETTING LIKE THIS ONE TOO.

AND IT'S LIKE, OKAY, BY THE TIME YOU'RE DONE GIVING YOUR SPEECH, I'M LIKE, OKAY, WELL, LET'S ASK A GOOD QUESTION.

IT WAS LIKE I WASN'T WAITING FOR THE BALL TO DROP.

OKAY, WHAT'S THE NEXT THING I'M GOING TO SAY? WHAT'S NEXT? I'M GOING TO SAY IT'S LIKE, RIP OFF THE BAND AID.

HERE WE ARE. BUT LIKE, THE REPEATED FORMAT HELPS.

IT'S LIKE I KNEW WHAT THE WHAT TO EXPECT. YEAH, YEAH.

OKAY. THANK YOU. ONE MORE FOR US. I KNOW WHAT FELT UNCOMFORTABLE AND AND OR CHALLENGING IN THIS. WELL, LIKE KIM SAID, I WAS LIKE, BECAUSE IT'S A RED.

YEAH, THAT'S A LITTLE UNCOMFORTABLE. YEAH, BUT I THINK REALLY IT'S JUST SITTING THERE. YOU'RE FEELING RIGHT IN THERE. OR ABOUT THE PROCESS OF SOME DATA.

CHALLENGE. IT'S. HARD IN GENERAL, TRYING TO FIGURE OUT WHAT QUESTION TO ASK AND HOW IS APPROPRIATE.

AS WE GET MORE COMFORTABLE IN THE PROCESS, IT WILL BE A LITTLE EASIER.

OKAY. ALL RIGHT.

ANY OTHER. I THINK IF I HADN'T HAVE HAD RULES.

I FELT EVEN MORE UNCOMFORTABLE. YEAH. SO LIKE, I LIKE THE IDEA OF HAVING A CHEAT SHEET TO, LIKE, REFERENCE BECAUSE I KNOW. YEAH, THIS IS LIKE ANOTHER THING ON THE DAIS, LIKE OUR LITTLE PLACEMENTS, BECAUSE IT MADE IT SO THAT I ALSO, IF I WAS THINKING A QUESTION, I LOOKED DOWN AND I WAS LIKE NOT APPROPRIATE.

SO LIKE I HAD A REFERENCE POINT TO TELL MYSELF, WAIT, YOU'RE THINKING LIKE EDUCATION HAS BEEN.

SO THIS WAS A GOOD REFERENCE. LIKE I THINK IF I HADN'T HAD THIS BEFORE.

YEAH, I LIKED BECAUSE I HEARD YOU ALL REFERENCE QUESTIONS FROM THIS, WHICH IS GREAT BECAUSE THOSE QUESTIONS ARE TRANSFERABLE TO WHATEVER YOU'RE LOOKING AT, RIGHT. AND SO I THINK THAT'S I MEAN, AGAIN, THIS SOUNDS SO EASY.

OH, JUST ASK A BUNCH OF QUESTIONS. RIGHT. EASIER SAID THAN DONE. THIS IS A MUSCLE.

BECAUSE THE OTHER THING THAT WE'RE DOING IS BUILDING UNDERSTANDING.

AND SO THE I WANT TO FIRST OF ALL COMMEND Y'ALL BECAUSE YOU ARE WHAT I'M HEARING FROM THE BOARD IS THAT YOU'RE BEING INCREDIBLY MINDFUL OF YOUR EXPERTS TIME, WHICH IS REALLY IMPORTANT BECAUSE THEY WHEN THEY'RE NOT PREPARING REAMS OF PAPER FOR PEOPLE.

THEY ARE DOING HIGH LEVERAGE ACTIVITIES TO IMPROVE OUTCOMES FOR OUR KIDS.

RIGHT. SO THAT IS ALWAYS A CONSIDERATION OF LIKE, WHAT IS THIS QUESTION INCENTIVIZING MY ADMINISTRATION TO DO? AND WHAT I'D RATHER THEM TRACK THAT DOWN, WHAT COLOR THE PENCILS ARE, OR WOULD I RATHER THAN BE DOING SOMETHING FOR OUR KIDS.

RIGHT. SO I THAT I CAN SEE AND NOT JUST TONIGHT.

I THINK THAT'S BEEN A REPEATED THEME. I DO WANT TO ENCOURAGE YOU ALL TO LIKE, GET OR TO PUSH YOURSELVES ALSO TO GET COMFORTABLE WITH UNDERSTANDING THE LIKE THE STORY OF WHAT HAPPENED, BECAUSE I, I MEAN, I ASKED HIM A SIMPLE QUESTION, BUT IT REALLY WAS EVEN LIKE, IS THERE A CORRELATION YOU'RE SHOWING ME? YOU SHOWED ME MATH DATA THAT WAS NOT INCREDIBLY POSITIVE, RIGHT? AT THE BEGINNING OF THIS AND YOU SAID SOMETHING LIKE, BUT LIKE THAT, THAT WE ARE WORKING ON, AND NOW I'M SEEING A SIMILAR TREND WITH CSI. SO THIS IS WE ARE SEEING THIS AS A SYSTEM WIDE LIKE AREA OF FOCUS.

AND SO YOU CAN TALK ABOUT THAT TOO. SO JUST WHATEVER YOU NEED.

RIGHT. WITHOUT GETTING LIKE IN THE WEEDS, BUT TO MAKE SENSE FOR YOURSELF OF UNDERSTANDING WHY THAT THING IS HAPPENING, IT'S GOING TO HELP YOU UNDERSTAND, LIKE THEN WHY THESE STRATEGIES AND WHAT YOU'RE EXPECTING IN TERMS OF WHEN THEY'RE, YOU KNOW, WE'RE GOING TO START SEEING RESULTS. IT'S ALSO GOING TO BUILD YOUR UNDERSTANDING FOR THE NEXT TIME. AND ALSO ALL OF THIS STUFF IS INTERCONNECTED.

AND SO JUST, YOU KNOW, GIVE YOURSELF GIVE YOURSELF SOME ROOM TO BE RESPECTFUL OF THEIR TIME.

AND ALSO LIKE THE QUESTION THAT YOU'RE JUST LIKE, I'M NOT SURE WHAT THE COHERENCE IS, BUT I APPRECIATE YOU SAYING THAT BECAUSE THIS WEEK

[02:40:05]

AND I THINK THAT GIVES US MORE TO SHARE WITH YOU ALL AT A HIGHER LEVEL, BECAUSE IF WE HAD TO SAY SOMETHING WAS OFF TRACK, I GUARANTEE YOU WE COULD TELL YOU WHY. BECAUSE WHEN WE START, BECAUSE WE DO ELEMENTARY, MIDDLE AND HIGH SCHOOL AND YOU START SEEING THE PATTERNS AND THE TRENDS. BUT IT TAKES TIME FOR US ALL TO GET BACK IN A ROOM AND GO, WE PROBABLY NEED TO LOOK AT SYSTEM WIDE.

YEAH. AND THAT'S WHAT CAME UP FOR ME DURING THE WALKS WE DID THIS WEEK.

YEAH. AND I THINK EARLIER TOO WE KIND OF SLIPPED THIS IN, BUT IT WAS LIKE WE SURVEYED OUR TEACHERS ABOUT LIKE THE QUALITY OF PROFESSIONAL DEVELOPMENT OR HOW THEY'RE FEELING AND X, Y AND Z, RIGHT.

LIKE YOU HAVE. Y'ALL DID SUCH A PHENOMENAL JOB WITH YOUR GUARDRAILS.

SO LIKE THAT'S GOING TO START COMING IN TOO. YOU MENTIONED TIA RIGHT.

LIKE YOU WILL START TO HEAR SOME OF THE THINGS THAT YOU PUT IN PLACE, LIKE A DEEPER ANALYSIS OF STUDENT EXPERIENCE AND SAW THAT MIDDLE SCHOOL IS THE LOWEST WE KNOW. STUDENT EXPERIENCE IS LIKE FUNDAMENTAL TO HIGHER LIKE HIGHER LEVELS OF LEARNING.

AND SO YOU'RE GOING TO START TO SEE THE INTERACTION TO NOT ONLY BETWEEN LIKE YOUR GOALS AND THE GREAT INFRASTRUCTURE AND SYSTEMS THAT ARE BEING PUT IN PLACE AND HOW THAT FITS ALL THE GOALS, BUT ALSO HOW THE GUARDRAILS THAT YOU PUT IN PLACE ARE COMPLEMENTING THE GOALS.

SO IT'S VERY SYSTEMATIC. YEAH. ALL RIGHT. ANYTHING ELSE? OKAY. WELL GREAT JOB. THANK YOU. THANK YOU GUYS.

AT OUR NEXT ONE WE'RE GOING TO DO A LIVE VERSION.

SO I THINK IT'S JUST GOOD TO SAY, WHILE Y'ALL ARE ALL HERE, WE HOPE THAT YOU ALSO SEE FROM US THAT WE'RE LEARNING AND GROWING, AND WE ARE SEEKING TO UNDERSTAND. AND THEY CAN WORK WITH YOU GUYS BECAUSE, YOU KNOW, THE GREAT THINGS ARE HAPPENING FOR KIDS.

SO DON'T BE AFRAID OF US, FOR US. AND WE JUST WANT TO WE WANT TO SUPPORT THE GROWTH AND CONTINUE OUR TRAJECTORY.

AND WITH THAT AGAIN, YEAH.

* This transcript was compiled from uncorrected Closed Captioning.