[Team of 8 Training on June 27, 2022.]
[00:00:03]
I'M TO GET MY, THE PEOPLE ON THE
IN AND EVERYONE, AND THANK YOU FOR JOINING US.
WE'RE GONNA GO AHEAD AND GET STARTED WITH OUR, UM, TEAM OF A TRAINING.
TODAY'S DATE IS JUNE 27TH, 2022.
THE TIME IS 6:06 PM THE MEETING'S BEING HELD AT THE LAKE ADMINISTRATION BOARD.
SECOND FLOOR AT 4 22 SOUTH CENTER AVENUE, LAKEVILLE, TEXAS 75,000 ONE FORTY SIX.
MR. LEWIS? PRESENT? MR. STEVENSON? HERE.
MR. SMITH IS HERE WITH ABSENT OUT THE ROOM AND MYSELF PRESENT.
ABSENT CURRENTLY IS MS. WOODVILLE, WE'RE GONNA OPEN AT 6:07 PM IF YOU ALL HAVE NOT HAD THE OPPORTUNITY, I THINK EVERYONE HAS MET MS. CASSON.
SHE'S HERE TO US TONIGHT FOR TEAM OF EIGHT.
AND THANK FOR COMING OUT AGAIN, AND WE'LL TURN, PULL OVER TO YOU.
NO COMMUNICATIONS CITIZENS THAT JUST COMMUNICATION RIGHT BACK WHERE? RIGHT.
I WAS TELLING, UH, CAROLYN, WHEN I SAW HER FIRST, I SAID, IT SEEMS LIKE I WAS JUST HERE DAY BEFORE YESTERDAY, BUT, UM, WHEN WE DID OUR TEAM OF, I MEAN, I GUESS THE LAST NOVEMBER, UH, BUT WHAT A DIFFERENCE, I GUESS EIGHT MONTHS MAKES, YOU KNOW, WE WERE JUST COMING OUT OF THE PANDEMIC.
WE WERE ALL STILL A LITTLE BIT, YOU KNOW, ON SHAKY GROUND BECAUSE WE HAD HAD ANOTHER OUTBREAK OF COVID AND, YOU KNOW, WE WERE STILL GETTING BACK, UH, IN THE SWING OF THINGS AGAIN.
BUT NOW IT JUST FEELS LIKE, YOU KNOW, WE ARE, WE'RE READY TO ROCK AND ROLL.
WE'RE READY TO GET BACK AS A, AS A BOARD AND AS A DISTRICT TO, UM, FOCUSING ON THE THINGS THAT WE NEED TO DO TO HELP OUR KIDS BE THEIR, THEIR BEST SELVES AND ACHIEVE THEIR INDIVIDUAL ACADEMIC AND PERSONAL GOALS.
WHAT, WHAT I HAVE BEEN SEEING THIS IS Y'ALL ARE MY 20TH FOR 14 OF EIGHT TRAINING THIS YEAR.
I ORIGINALLY SIGNED A, A CONTRACT WITH REGION 10.
I'M AN INDEPENDENT CONSULTANT, UH, FOR SIX.
AND I HAD THAT DONE IN THE FIRST NINE WEEKS.
SO THIS HAS BEEN SOMETHING THAT THERE'S BEEN A LOT OF NEED FOR BOARDS.
HOW DO WE GET BACK TO WHAT IT IS THAT WE DO? HOW DO WE SERVE WITH DISTINCTION AS A TEAM OF EIGHT AND AS A BOARD, WORKING WITH OUR ROLES AND RESPONSIBILITIES AND EMPOWERING THE SUPERINTENDENT AS THE CHIEF EXECUTIVE OFFICER AND THE INSTRUCTIONAL LEADER OF OUR DISTRICT.
BECAUSE IT'S THE THINGS THAT WE DO TOGETHER.
AND AS A TEAM OF EIGHT WITHIN OUR ROLES THAT ALLOWS OUR STAFF, OUR ADMINISTRATORS, OUR TEACHERS, AND OUR STUDENTS TO ACHIEVE THEIR BEST.
SO IT'S, IT'S ONE OF THE HARDEST THING YOU'LL EVER DO.
IT'S ONE OF THE MOST REWARDING.
UM, BUT IT'S SOMETHING THAT TAKES VERY THOUGHTFUL AND INTENTIONAL WORK ON EACH TRUSTEE'S PART.
SO, HI, HOW ARE YOU? COME ON IN TO IT.
SO TAMIKA, I WAS JUST SHARING, THIS IS MY SECOND TIME TO DO TEAM EIGHT TRAINING WITH, UH, THE LANCASTER BOARD.
SOME I'VE KNOWN FOR A LONG TIME.
UH, WHEN, WHEN WE WERE BOTH FIRST ON THE BOARD AND, UM, WHAT I WAS SHARING IS, UH, I WOULD, WELL, I'LL, I'LL PREFACE MY INTRODUCTION.
I WAS JUST, I SERVED ON THE RICHARDSON ISD BOARD FOR 14 YEARS AND I STEPPED OFF LAST JUNE.
I HAD GONE THROUGH TWO FULL CYCLES OF PRE-K THROUGH 12 AND I FELT LIKE IT WAS TIME FOR SOMEONE ELSE TO STEP UP INTO THAT LEADERSHIP ROLE.
AND I REALLY FELT A CALLING TO DO THIS, WHICH IS TEAM, TEAM OF EIGHT TRAINING.
SO, UM, IT'S A LITTLE BACKGROUND.
I GRADUATED FROM RICHARDSON HIGH SCHOOL.
IF ANYONE WAS IN THE BICENTENNIAL CLASS OF 1976, WE AND STAIRWAY TO HEAVEN WAS YOUR CLASS SONG THEN WE GOT A LOT IN COMMON.
UH, AND AGAIN, I CAME BACK TO, UH, RICHARDSON.
SO WHAT I'D LIKE YOU, JUST BEFORE WE START OFF TONIGHT, TY, IF YOU'LL JUST LEAVE US OFF, TELL US HOW LONG YOU'VE BEEN ON THE BOARD.
AND HERE'S THE OTHER THING THAT'S ALWAYS INTERESTING.
WHERE'D YOU GO TO HIGH SCHOOL? I ALWAYS FIND THAT FASCINATING.
UH, ENTERING MY 12TH YEAR ON THE BOARD AND I WENT TO THE FANTASTIC SKYLINE CAREER DEVELOPMENT CENTER.
I ALSO WENT TO BUSINESS MAGNET.
I ALSO WENT TO LINCOLN HIGH SCHOOL.
SO I WAS, UH, MAKING MY ROUNDS WITHIN THE D I S D
KENDALL? UH, KENDALL SMITH, UH, GOT HERE IN OCTOBER, 2020.
I ACTUALLY NOVEMBER, NOVEMBER, 2020 AND TURBULENT TIME, IF YOU GUYS ALL REMEMBER THAT.
SO I'LL BE WORKING ON, UH, THIRD YEAR HERE IN A MINUTE HERE.
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AND COMING NOVEMBER, I GUESS IT IS.UH, I WENT TO HIGH SCHOOL FOR, AT THE HIGH SCHOOL FOR HEALTH PROFESSIONS.
AT LEAST THAT'S WHAT IT WAS THEN.
NOW IT'S PART OF TOWNVIEW MAGNET.
AND LAST TIME YOU HAD US GO THROUGH COLLEGE AND ALL THAT.
I DON'T KNOW IF YOU WANTED TO DO GO OVER THERE, BUT EAST TEXAS STATE UNIVERSITY.
THAT MAKES YOU A LION, CORRECT? WELL, AT LEAST IT WAS EAST TEXAS THEN.
AND I GET A WHOOP AND TIME WENT TO RON, UNIVERSITY OF HOUSTON, NAVARA COLLEGE.
YOU KNOW, I TRY TO MAKE AROUND, I YOU JUST TOOK IT FROM HIGH SCHOOL AND SAID I'M GONNA KEEP GOING FROM THERE.
UM, I WAS ELECTED MAY SPEAK UP CUZ WE RECORDED OKAY.
UM, SO WE'RE COUNTING YOU IN IN DAYS AND WEEKS.
UM, I WENT TO SCHOOL OUT OF, UM, OUT OF DALLAS COUNTY AS FAR AS HIGH SCHOOL.
AND ALSO, UM, ATTENDED ROSABEL GRADS AND SOUGHT SOUTH CLIFF HIGH SCHOOL GOLD BEARS.
UM, BUT ALSO, UM, ATTENDED UT AND ANGELINA WHILE I WAS IN HIGH SCHOOL.
SO I ACTUALLY, UM, DID SOME COLLEGE FOR BEFORE I GRADUATED HIGH SCHOOL.
AND THEN, UM, WHAT ELSE? WHAT ELSE? YOU, YOU'RE GOOD.
I AM DELIGHTED THAT, UH, YOU KNOW, I, I WILL TELL YOU THE BOARD MEMBERS WHO HAVE GONE THROUGH THIS TEAM OF EIGHT TRAINING, UM, RIGHT OFF THE START, YOU'RE STARTING OFF WITH A GREAT ADVANTAGE.
SO I'M GLAD YOU'RE HERE TONIGHT.
I'M GLAD THAT WE CAN ALL DO THIS TOGETHER AS A TEAM OF EIGHT.
AND I, THE DISTRICT, UM, I GRADUATED FROM DALLAS'S BUSINESS BACK.
AND AGAIN, DIDN'T SEE THE ROUTE.
SO YOU WERE APPOINTED THIS PAST YEAR? THIS YEAR, YES.
SO WHEN DO YOU HAVE TO RUN AGAIN? 2023.
SO YOU HAVE TO RUN NEXT YEAR? YES, MA'AM.
WELL, THANK YOU FOR STEPPING UP FOR ONE YEAR.
I SEE YOU DOWN THERE ON THE END.
GREG STEVENS, I'VE, UH, OVER YOU.
UM, I WENT TO RIGHT AWAY FROM KIL HIGH SCHOOL.
AND GRADUATED FROM UNIVERSITY OF TEXAS.
AND YOU JUST GOT ARCH MANNING.
WE'LL SEE WHO, WE'LL SEE WHO ENTERS THE PORTAL FIRST.
AND, NO, I'M NOT BITTER THAT HE DIDN'T GO TO LSU.
I'VE BEEN ON THE BOARD SINCE HIGH SCHOOL.
S DEGREES FROM UNIVERSITY OF TEXAS.
CAROLYN, YOU GONNA GIVE IT? YOU CAN, UH, YOU CAN GIVE US YOUR, UH, YOUR, YOUR HISTORY AND CHUNKS IF YOU'D LIKE.
UM, CAROLYN LAWRENCE, I WAS FIRST ELECTED 20, UH, I'M SORRY, 1995 TO 2010.
AND REELECTED IN 2019, UH, TO, UH, 2021 AND REELECTED IN 2022.
I WENT TO LINCOLN HIGH SCHOOL.
WHAT ENTIRE PLACE? UM, ACTUALLY MOVED TO FLORIDA.
SO, GRADUATED IN FLORIDA, BUT I ALWAYS SAY I GRADUATED AT LINCOLN HIGH SCHOOL, THEN CAME BACK AND WENT TO WORK FOR HIM.
AND, UM, I HAVE A PARALEGAL DEGREE WITH EL CENTRO.
I HAVE UNDERGRAD, UM, LEGAL STUDIES BACK SLASH UH, PSYCHOLOGY.
AND I AM PREPARING FOR LAW SCHOOL.
WHAT YOU THINK? A LIFELONG LEARNER.
WELL, IT'S GOOD TO SEE YOU AGAIN.
CONGRATULATIONS ON, ON REELECTION.
PER, I'M NOT GONNA LEAVE YOU OUT.
I, I HAVE A GIFT FOR THIS, UH, COUNTRY SQUARE OF MY FIRST YEAR HERE.
NINTH YEAR AS A SUPERINTENDENT.
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UM, HIGH SCHOOL.SO LOUISIANA LABOR TOUR, 1986.
FROM THERE, UNIVERSITY OF, UM, LOUISIANA, WHICH IS NORTHEAST LOUISIANA.
VERY TWO MASTERS FOR THOSE TWO SCHOOLS.
I WAS GONNA SAY, YOU'RE HOPI, AREN'T YOU, MA'AM? YEP.
AMNA, SHARE YOUR BACKGROUND CAUSE YOU'RE, YOU'RE PART OF THIS TEAM.
I, UM, WENT TO DARLENE HIGH SCHOOL, WHICH IS A SMALL TOWN OUTSIDE OF, UH, SHREVEPORT AND MENDEN, LOUISIANA.
WENT TO, UH, NORTHEAST LOUISIANA UNIVERSITY.
UH, U LM WENT TO GRAMBLING STATE AND COMPLETING MY DEGREE IN AT WILEY COLLEGE WITHIN THE YEAR.
WELL, WHAT'S INTERESTING IS YOU GUYS ALL CAME SOUTH, SO, UM, AND THERE'S NO LANCASTER HIGH SCHOOL GRADS.
I MEAN, THERE ARE SOME THAT I GO TO THAT IT'S LIKE, THEY'VE NEVER MOVED.
I THINK THEY STILL LIVE IN THEIR PARENTS' HOUSE.
I LIVED HERE WHEN THERE WERE 1500 PEOPLE TOTAL.
AND I'M LIKE, REALLY? THERE'S 250,000 NOW.
BUT LET ME ASK YOU THIS REAL QUICK.
WHY DID PEOPLE COME TO LANCASTER? I WOULD SAY INITIALLY BECAUSE IT, IT WAS, YOU KNOW, IT WAS MORE FAMILY APPEARED TO BE FAMILY SUBURBAN, SO TO SPEAK, WITHOUT ALL THE EXTRA TRAFFIC.
AND CAUSE OF THE, YEAH, THE TREES CULTURE.
THERE'S A LOT TO BE SAID FOR TREES.
WHY, WHY ELSE DO THEY COME HERE? I CAME FOR WORK.
I USED TO WORK FOR THE DISTRICT COST LIVING.
AND WE HAVE GOOD FREEWAY ACCESS.
WELL, IF I KNEW, WHEN I KNEW TODAY, I WOULDN'T HAVE CAME
I DON'T SEE NOTHING WAREHOUSES.
ARE Y'ALL ON FAST GROWTH? DO YOU HAVE, DO YOU HAVE, UH, SUBDIVISIONS WITH EVERYTHING ELSE? EVERYTHING WE DO AT SOME POINT SLOW DOWN A LOT.
PEOPLE ARE, PEOPLE ARE MOVING.
THEY'RE, THEY'RE GONNA BE COMING THIS WAY.
ALL ALONG 30, THE 35, AND Y'ALL ARE KIND OF CAUGHT IN THE MIDDLE, UH, AND 75 PEOPLE, PEOPLE WERE MOVING OUT BECAUSE THEY WANT WHAT YOU HAVE.
AND TAMICA, I THINK YOU, YOU KNOW, YOU SAID PEOPLE WANT WHAT YOU HAVE, WHICH IS, UH, A WARM SENSE OF COMMUNITY AND GOOD PUBLIC SCHOOLS.
AND THAT'S WHY THEY COME HERE, AND THAT'S WHY THEY'RE GONNA CONTINUE TO COME HERE.
BESIDES THE CULTURE, BESIDES THE COST OF LIVING, YOU KNOW, AND THE ACCESS THAT YOU OFFER.
SO LANCASTER'S STILL GOING TO CONTINUE TO BE STRONG.
I THINK THE OTHER THING YOU HAVE TO THINK ABOUT IS WITH THAT GROWTH THAT COMES, YOU THINK ABOUT WHO'S RESPONSIBLE FOR PUBLICIZING, UM, THE CITY WHO DOES THAT? TYPICALLY CITY COUNCIL.
WHO DOES PLANNING AND ZONING AND ATTRACTING NEW BUSINESSES.
CITY COUNCIL, ECONOMIC DEVELOPMENT COMMITTEE.
BUT WHO DOES EDUCATION? YOU, WE ARE THE ONLY ONES AS A BOARD OF TRUSTEES THAT'S RESPONSIBLE FOR THE EDUCATION OF OUR KIDS.
SO WHEN YOU THINK ABOUT THE CITY, THERE ARE MULTIPLE OF ENTITIES THAT IMPACT AND INFLUENCE THE CITY.
BUT THE, THE GRAVITY OF WHAT WE DO AS BOARD MEMBERS IS THAT NO ONE ELSE DOES WHAT THIS TEAM OF A DOES, AND THE FUTURE OF OUR KIDS DEPEND ON WHAT IT IS WE DO COLLECTIVELY AS A TEAM OF A.
SO TONIGHT, WHAT I'D LIKE TO DO IS A COUPLE THINGS.
I'M GONNA COME BACK AND REVISIT THE TEAM OF EIGHT TRAINING THAT WE DID LAST YEAR FOR SEVERAL REASONS.
ONE IS IT'S A FANTASTIC GROUNDING IN WHAT THE ROLES AND RESPONSIBILITIES AND OUR DUTIES AS A BOARD IS.
BUT IT ALSO GIVES YOU ALL NOW A COMMON GROUND AND THE COMMON FOOTING IN WHICH TO GOVERN FROM.
AND IT'S UNDERSTANDING YOUR ROLES AND RESPONSE.
EVERYBODY'S HEARD THE, YOU KNOW, HEARD THE SAME THING AT THE SAME TIME.
UNDERSTANDING THE BOARD'S ROLES AND RESPONSIBILITIES, HOW THAT EMPOWERS THE SUPERINTENDENT TO DO HER JOB AS THE CEO AND THE INSTRUCTIONAL LEADER OF THE DISTRICT.
AND THEN WHAT? AND THEN IT'S THE FOUNDATION AND THE BASIS FOR MOVING FORWARD.
BECAUSE AS WE'VE ALL SAID, WE'VE TAKEN A DEEP BREATH.
WE REALLY FEEL LIKE NOW IS THE TIME THAT WE CAN GET BACK AS A BOARD TO DOING WHAT WE ARE CHARGED TO DO.
SO LET'S TAKE A LOOK AT THAT TONIGHT.
TODAY I SAY, WE'RE GONNA TAKE A LOOK AT THIS, MY AND DANA.
BUT IS I DOING IT WRONG? THIS ONE?
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IT MAY NOT BE WORKING.OH, IT'S IS NOT ON, IT'S NOT ON.
SO LET'S TALK, LET'S LOOK AT WHAT IT IS WE'RE GONNA DO TONIGHT.
THIS IS OUR GOAL FOR, FOR TONIGHT.
SO FIRST OF ALL, FIRST THING IS, IS IF OUR JOB IS REALLY RESPONSIBLE FOR THE, UH, THE BOARD GOALS, THE BOARD OF ACADEMIC GOALS, AND THE ACADEMIC ACHIEVEMENT AND STUDENT PERFORMANCE, THEN IT'S IMPORTANT THAT WE GO BACK AND WE REVISIT AGAIN, STATE ACCOUNTABILITY.
WE'RE GONNA DO A TOP LINE FOR THOSE THAT HAVE BEEN HERE BEFORE.
AS I WAS SHARING WITH, UM, CAROLYN AND, AND TIME AND MARION, A LOT OF THIS IS LIKE A GOOD SERMON.
EVERY TIME YOU HEAR IT, YOU'RE GONNA PICK UP, YOU'RE GONNA PICK UP A LITTLE BIT MORE.
SO WE'RE GONNA GO BACK, AND ESPECIALLY FOR OUR FOLKS THAT ARE NEW OR HAVEN'T SEEN THIS PRESENTATION, IS WE'RE GONNA REVIEW ACCOUNTABILITY.
THE SECOND THING WE'RE GONNA DO IS WE'RE GONNA LOOK AT AS A PART OF GOAL SETTING PROGRESS MONITORING, BECAUSE NOW AGAIN, WE'RE GETTING BACK INTO THE RHYTHM.
PERRERA, WHO IS VERY MUCH GROUNDED IN DATA AND STUDENT PERFORMANCE, IS HOW DO WE DO OUR NUMBER ONE JOB, WHICH IS MONITOR, UM, AND, UM, LOOK AT MONITORING PROGRESS AGAINST ACADEMIC RESULTS.
AND THEN FINALLY, IT'S LOOKING AT THOSE BEST PRACTICES AND SCHOOL BOARD BEHAVIORS THAT ARE CORRELATED TO IMPROVED STUDENT OUTCOMES.
THE WORK WE DO TO COLLECTIVELY IN THIS ROOM HAS A DIRECT IMPACT ON THE STUDENT ACHIEVEMENT IN THE CLASSROOM.
WE ARE NOT THAT FAR REMOVED AS BOARD MEMBERS.
WE MAY FEEL LIKE IT SOMETIME, BUT THE WORK WE DO, HOW WE DO IT DIRECTLY IMPACTS WHAT GOES ON IN THE CLASSROOM.
SO THOSE ARE OUR THREE, OUR THREE GOALS.
OUR THREE THINGS THAT WE'LL LOOK AT TONIGHT, I GO BACK TO THIS AGAIN, IS THAT, AGAIN, COMING OUT OF COVID, IT SEEMED LIKE THAT WE HAD, YOU KNOW, WE HAD DELEGATED A LOT OF OUR AUTHORITIES TO THE SUPERINTENDENT.
WE HAD FOCUSED ON A LOT OF KEEPING OUR STUDENTS SAFE THROUGH IT, AND THEN GETTING BACK ON TRACK AGAIN ONCE WE GOT BACK INTO THE CLASSROOM AGAIN.
BUT WE'RE CHARGED AS BOARD MEMBERS.
AND YOU ARE ONE OF 1,136 THAT REPRESENT 5.4 MILLION SCHOOL CHILDREN.
BUT OUR MISSION IS TO MAKE SURE THAT ALL TEXAS CHILDREN SCHOOL CHILDREN HAVE ACCESS TO A QUALITY EDUCATION THAT HELPS THEM ACHIEVE THEIR POTENTIAL.
AND THAT'S WHAT WE'LL TALK ABOUT THEIR POTENTIAL AND THEIR INDIVIDUAL GOALS SO THAT THEY CAN CONTRIBUTE NOW IN THE FUTURE OF PARTAKE IN THE SOCIAL, ECONOMIC AND EDUCATIONAL OPPORTUNITIES OF, OF TEXAS AND OF THE NATION.
SO LET'S GO AGAIN AND LOOK AT THE ROLES AND RESPONSIBILITIES.
THIS IS ONE OF THE THINGS, ESPECIALLY FOR NEW BOARD MEMBERS, YOU WILL HAVE, ESPECIALLY IN YOUR FIRST 18 MONTHS, AND REALLY YOUR FIRST COUPLE OF YEARS, YOU WILL HEAR SO MANY THINGS THAT WE'RE RESPONSIBLE FOR AS A BOARD MEMBER.
AND AT ONE POINT, YOU KNOW, I, I BEGAN TO THINK I'M RESPONSIBLE FOR 15 OR 20 THINGS.
BUT, BUT IN ACTUALITY, SCHOOL BOARD IS RESPONSIBLE FOR FIVE THINGS.
THE FIRST IS THAT WE ARE RESPONSIBLE TO ENSURE THE CREATION OF A VISION, MISSION, AND GOALS, ACADEMIC GOALS.
AND WE'RE REALLY GONNA DRIVE HOME ACADEMIC GOALS TONIGHT, BECAUSE THAT'S WHERE WE LIVE FOR THE DISTRICT, AND EVALUATE THE DISTRICT'S SUCCESS.
THAT'S WHY WE'RE GONNA TALK ABOUT PROGRESS MON WELL, STUDYING AND PROGRESS MONITORING.
SECONDLY IS WE HIRE A SUPERINTENDENT TO SERVICE THE CHIEF EXECUTIVE OFFICER AND EVALUATE THE SUPERINTENDENT'S SUCCESS AGAINST US ACHIEVING OUR, OUR VISION, OUR MISSION, AND ACHIEVING OR EXECUTING AGAINST OUR ROLES.
THE THIRD THING IS THAT WE HAD GOT POLICIES THAT INFORM DISTRICT ACTIONS.
AND, YOU KNOW, WHEN WE TALK ABOUT POLICIES, SO OFTEN FOR BOARDS, THOSE POLICIES ARE THOSE OVERARCHING, UM, STATEMENTS THAT DEFINE THE PURPOSE.
AND PRESCRIBING GENERAL TERMS, WHAT THE BOARD WANTS THE DISTRICT, I E, THE SUPERINTENDENT TO DO.
AND THEN IT BECOMES THE SUPERINTENDENT
AND THEN IT, IT IS UP TO THE SUPERINTENDENT TO TAKE THOSE POLICIES AND USE THEM TO GUIDE THEM IN DISCHARGING THEIR DUTIES.
SO WHAT HAPPENS IS YOU SET THE OVERARCHING WHAT STATEMENTS, AND THEN THEY'RE TURNED OVER TO THE SUPERINTENDENT AND HER STAFF TO DESCRIBE THE HOW THROUGH REGULATIONS.
SO IT'S IMPORTANT FOR US AS A BOARD TO COME UP WITH WHAT IT IS WE WANT TO DO, BUT NOT STEP DOWN INTO PRESCRIBING IN SPECIFIC DETAIL, HOW IT'S GOING TO BE DONE.
AND AGAIN, IN POLICIES, WE KNOW THAT THERE'S TWO TYPES OF POLICIES.
THERE'S THE LEGAL POLICIES, AND WE'RE GUIDED BY STATE AND FEDERAL LAW.
AND THEN THERE'S LOCAL POLICIES, WHICH IS WHEN YOUR ATTORNEY COMES IN AND BRINGS THE TASB LEGAL UPDATES,
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MAKE SURE THAT YOUR LOCAL POLICIES ALIGN WITH THE LEGAL POLICIES.NOW, CAN THE BOARD MAKE UP POLICIES ON THEIR OWN RUN? NO POLICIES COME FROM THE SUPERINTENDENT.
THE POLICIES ARE RECOMMENDED FROM THE SUPERINTENDENT FOR THE BOARD TO ADOPT.
WE INFORM THEM, BUT WE DON'T BRING THEM FORWARD.
THE RECOMMENDATIONS COMES FROM THE SUPERINTENDENT.
SO YOU'LL HAVE YOUR LOCAL AND YOUR LEGAL, WHO, WHO IS Y'ALL'S OUTSIDE, OUTSIDE COUNSEL, DO YOU USE? UH OH, HOWARD.
SO THEY'LL BE THE ONES THAT'LL BRING YOU YOUR, UM, PAS, WE CALL THEM PAS B POLICY UPDATES.
AND TYPICALLY THOSE COME AFTER EACH LEGISLATIVE SESSION.
AND EXCUSE ME, TORRES, FOR CLARITY, SOME OF THE POLICIES DOWN LEGISLATION ALSO DIVISION ALSO MM-HMM.
STATE AND FEDERAL COMMISSIONERS' RULES ARE ALSO A SOURCE OF POLICY.
UM, SOME OF THEM UIL RULES CAN, CAN RESULT IN A POLICY.
UM, AND THEN THERE ALSO IS STATE LOCAL GRANTS THAT THAT CAN INFORM PUBLIC FORMAL POLICIES.
BUT DEFINITELY AFTER A LEGISLATIVE SESSION, YOU WILL GET A POLICY UPDATE BOOK THAT'S ABOUT THIS THICK, ISN'T IT? TIME.
AND CAROLYN, TYPICALLY, YOU ALMOST CAN GET IT IN TWO.
WE, WE WOULD GET OURS IN TWO SECTIONS.
YOU TYPICALLY COULDN'T GET THROUGH 'EM IN ONE NIGHT.
NOW, DIGITAL POLICY, I DIDN'T SAY LONG ENOUGH UNLESS YOU WANT IT FREE.
THE FOURTH THING WE DO IS WE ADOPT AN ANNUAL BUDGET THAT'S CONSISTENT WITH THE DISTRICT VISION AND FOR OUR, OUR NEW COLLEAGUES.
IF YOU THINK ABOUT A BUDGET, A BUDGET IS SETTING DOLLARS TO THE DISTRICT IMPROVEMENT PLAN.
DO WE DEVISE AND CREATE THAT BUDGET? NO.
THE SUPERINTENDENT, WHAT WE'VE DONE IS WE'VE SET THOSE VISION, MISSION, AND GOALS, AND THEN THE SUPERINTENDENT COMES BACK WITH THE POLICIES, THE INITIATIVES, AND THE PEOPLE TO MAKE IT HAPPEN.
EXECUTED THROUGH THE DISTRICT IMPROVEMENT PLAN.
AND WE APPROVE AN ANNUAL BUDGET THAT'S DESIGNED TO AT TAME THE VISION, MISSION, AND GOALS BASED ON YOUR SUPERINTENDENT'S RECOMMENDATION.
AND THEN FINALLY, WE COMMUNICATE THE DISTRICT'S VISION AND SUCCESS TO THE COMMUNITY.
AND THERE'S A MYRIAD OF WAYS THAT WE DO THAT.
AND WHAT I WANT YOU TO LISTEN FOR TONIGHT, IT'S NOT JUST ABOUT PUTTING IT OUT ON FACEBOOK OR PUTTING IT OUT ON TWITTER.
IT'S INTENTIONALLY WHEN WE COMMUNICATE IN BOARD MEETINGS, IT'S WHAT WE TALK ABOUT.
IT'S HOW WE TALK ABOUT, IT'S OUR CONVERSATION SITTING IN THE STANDS OVER AT, UH, BEVERLY HUMPHREY STADIUM.
EVERYWHERE WE HAVE AN OPPORTUNITY, WE TALK ABOUT THE DISTRICT'S VISION AND COMMUNICATE THAT SUCCESS TO OUR COMMUNITY.
THE OTHER THING THAT I THINK IS ALWAYS, WAS ALWAYS HARD FOR ME, THEY, UH, YOU KNOW, THEY SAY A BOARD IS RESPONSIBLE FOR OVERSIGHT.
OUR JOB IS INFORMED OVERSIGHT REGARDING STUDENT ACADEMIC ACHIEVEMENT AND STRATEGIC LEADERSHIP FOR MAXIMIZING STUDENT PERFORMANCE.
SO, INFORMED OVERSIGHT AND STRATEGIC LEADERSHIP.
SO WHAT'S THE DIFFERENCE BETWEEN STRATEGIC LEADERSHIP AND GOOD OLD LEADERSHIP? ANYONE? AND THOUGHT MINE'S MORE DELIBERATE THAN THE OTHER.
STRATEGIC LEADER LEADERSHIP STRATEGIC IS GROUNDED IN DATA.
IT'S GROUNDED IN DATA, AND IT'S GROUNDED IN PLA IN FACT.
AND WHEREAS LEADERSHIP YOU TYPICALLY FIND WILL BE MORE SOFT.
SO THE BEST WAY I KNOW TO DESCRIBE THE DIFFERENCE BETWEEN OVERSIGHT AND MANAGEMENT.
NOW, IF YOU KNOW THAT YOU GUYS KNOW THIS, YOU REMEMBER IT FROM LAST YEAR.
SO WE'RE GONNA LET THE NEW ONES, UH, JUMP IN.
HOW MANY BOARD MEMBERS DOES IT TAKE TO SCREW IN A LIGHT BULB BOX? SEVEN.
THE BOARD SAYS, LET THERE BE LIGHT.
THE SUPERINTENDENT GOES OUT AND RESEARCHES THE BEST BOWL AND HIRES SOMEONE TO SCREW IT IN, AND THEN COMES BACK TO THE BOARD.
AND TOGETHER YOU ASCERTAIN IF THE LIGHT IS BRIGHT ENOUGH, ZERO.
AND THIS IS WHAT IT LOOKS LIKE.
SO FROM A PROCESS STANDPOINT, THE BOARD ADOPTS CLEARLY DEFINE RESULTS AND GOALS.
I'M GOING BACK AND Y'ALL GONNA TAKE YOU BACK TO OUR FIVE THINGS.
WE ADOPT CLEARLY DEFINE RESULTS, AND THE SUPERINTENDENT MAKES THE COMMITMENT TO THOSE RESULTS.
AND THEN SHE COMES BACK AND CREATES THE PLANS, IDENTIFIES THE PROGRAMS, THE INITIATIVES, AND THE PEOPLE
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TO ACCOMPLISH THOSE RESULTS.DOESN'T ASK US FOR WHAT PLANS, PROGRAMS, OR PEOPLE DO THAT.
SHE COMES BACK AND CREATES THE PLANS, THE PROGRAMS, INITIATIVES AND GOOD PEOPLE.
WE REVIEW THEM, WE REVIEW THOSE PLANS, PROGRAMS AND INITIATIVES.
AND THEN THROUGH OUR ROLE OF ADOPTING A BUDGET AND SUPPORTING THOSE INITIATIVES, AS I LIKE TO SAY, WE CLEAR THE PATH THROUGH BUDGETING.
WE BUDGET FOR THOSE, AND THEN THE SUPERINTENDENT ON AN ONGOING BASIS THROUGHOUT THE YEAR TO DETERMINE IF THE LIGHT IS BRIGHT ENOUGH, BRINGS US, BRINGS US DATA ON HOW THOSE, HOW WE'RE PROGRESSING AGAINST THAT GOAL.
AND THEN THE BOARD'S JOB IS TO MAKE ONE OF TWO AND BRINGS BACK, SHE BRINGS BACK TWO RECOMMENDATIONS.
EITHER WE STAY THE COURSE OR WE COURSE CORRECT.
AND IN CASE THERE'S A COURSE CORRECTION, THEN IT FALLS TO US TO SAY, OKAY, MAYBE WE NEED TO DO A BUDGET REVISION OR WHATEVER IT TAKES.
BUT THE SUPERINTENDENT IS THE ONE WHO DRIVES IT.
AND THEN WE CLEAR THE PATH WITHIN OUR ROLES AND RESPONSIBILITIES TO MAKE THAT HAPPEN.
CAROLYN, I WAS TRYING TO BE QUIET.
BUT I, YOU MADE IT THROUGH FOUR SLIDES.
I, I THINK THERE'S ONE, AND I, I THOUGHT ABOUT THAT LAST YEAR, BUT MORE SO THIS YEAR.
IT'S BECAUSE THE BOARD, YOU MENTIONED BUDGET.
BUT NUMBER, UH, NUMBER ONE, UM, OVERSIGHT IS WHAT YOU HAVE, BUT IT'S SOMETHING ELSE BECAUSE WE AS A BOARD HAVE TO ENSURE THAT OUR FACILITIES ARE CONDUCIVE TO MEET THAT RESULT.
I THINK THAT'S SOMEWHERE THAT MAYBE IT NEEDS TO BE LOOKED AT AND ATTACHED.
BECAUSE IF YOU, IF YOU DON'T KNOW, YOU DON'T DO YOU MM-HMM.
BUT FOR PURPOSES OF WHAT WE'RE GONNA TALK ABOUT TONIGHT, WE'RE REALLY GONNA FOCUS ON THOSE BOARD ACADEMIC GOALS.
AND BECAUSE THAT IS, AGAIN, OUR NUMBER ONE JOB, AND IT IS THE SUPERINTENDENT'S RESPONSIBILITY TO BRING BACK TO US WITHIN THAT BUDGET, WHETHER IT BE BOND MONEY, WHETHER IT BE MAINTENANCE AND OPERATING, UM, TO MAKE SURE THAT WE HAVE FACILITIES THAT ARE SAFE, SECURE, AND ENHANCE THE LEARNING ENVIRONMENT.
SO THAT IS A PART OF OUR INFORMED OVERSIGHT.
WE DON'T PICK THE, WE DON'T PICK THE DESIGN, WE DON'T PICK THE CEMENT, BUT WE DO ENSURE THAT WE ARE FISCALLY RESPONSIBLE AND THAT OUR FACILITIES MEET THE GOALS THAT, THAT YOU ALL HAVE ON THE BOARD.
SO YOU'RE GETTING IT IN THERE.
SO LET'S, LET'S TALK THEN ABOUT, LET'S GO TO OUR FIRST THING.
ANY OTHER QUESTIONS ABOUT INFORMED OVERSIGHT FOR THOSE THAT ARE NEW ON THE BOARD? IS THAT HELP UNDERSTAND THE ROLE OF, OF A BOARD IN, IN INFORMED OVERSIGHT? IT DOES.
LET THERE BE LIGHT AND THEN LETTING THE SUPERINTENDENT PICK THE RIGHT BULB AND HIRE SOMEBODY TO, TO, TO, UM, INSTALL IT.
SO LET'S GO, LET'S TALK ABOUT ACCOUNTABILITY.
OKAY? AND FOR THOSE OF Y'ALL THAT WENT TO E I S O LAST WEEK, YOU GOT AN, AN OVERVIEW OF THAT.
BUT LET'S TALK ABOUT IT AGAIN.
WHEN WE TALK ABOUT ACCOUNTABILITY, WHAT IS IT THAT OUR COMMUNITY AUTOMATICALLY GOES TO A THROUGH F? WE ALWAYS FOCUS ON ACCOUNTABILITY AS A THROUGH F, HOW OUR SCHOOLS ARE DOING.
BUT ACCOUNTABILITY IN TEXAS, AND THIS IS WHAT'S GONNA SEPARATE YOU FROM OTHER BOARDS, IT'S YOUR UNDERSTANDING THAT ACCOUNTABILITY IS REALLY MADE UP OF THREE THINGS.
IT'S THE CURRICULUM, IT'S WHAT, WHAT OUR STUDENTS SHOULD KNOW AND BE ABLE TO DO.
IT'S THE ASSESSMENTS, WHICH IS THE TEST THAT SHOWS, THAT DEMONSTRATES THAT THEY KNOW WHAT THEY KNOW.
AND THEN FINALLY, THE ACCOUNTABILITY.
HOW, HOW ARE SCHOOLS DOING? HOW ARE, HOW IS OUR DISTRICT DOING? SO LET'S START WITH THE TEES.
WHAT IS THE TEES THE TES DESCRIBED? AND THIS IS KEY, WHAT ALL TEXAS STUDENTS SHOULD KNOW AND BE ABLE TO DO AT THE END OF EACH GRADE LEVEL.
OR COURSE IT'S OUR OFFICIAL CURRICULUM FOR K THROUGH 12 FOR THE STATE OF TEXAS.
AND FOR THOSE THAT OF US THAT WERE AROUND, BOY, DON'T WE WISH FOR THOSE GOOD OLD DAYS WHEN WE HAD THE COMMON CORE AND SEA SCOPE AND YOU KNOW, OH MY GOSH, WE'RE TEACHING THINGS.
WE WEREN'T, NO, WE HAVE AN OFFICIAL CURRICULUM FOR THE STATE OF TEXAS.
SO WHEN PEOPLE TALK ABOUT, WELL, YOU'RE TEACHING CRITICAL RACE THEORY.
I HAD A, I HAD A STATE WEBSITE WHEN YOU'RE TEACHING CRITICAL RACE THEORY.
AND I SAID, PARDON? WE SERVE, IS THAT IN THE TES? AND HE SAID, NO.
I SAID, AND WE'RE NOT TEACHING THAT WE TEACH WHAT IS IN THE TEACH.
IT DEFINES THE CURRICULUMS AND THE STANDARDS FOR EVERY COURSE.
IT USED TO BE BACK IN THE DAY, IT WAS ONLY FOUR COURSES.
IT WAS ENGLISH, MATH, SOCIAL STUDIES, AND SCIENCE.
NOW IT'S EVERY SINGLE GRADE LEVEL.
[00:30:01]
EVERY SINGLE COURSE IN THE STATE OF TEXAS HAS A DEFINED CURRICULUM AND STANDARDS FOR WHAT KIDS SHOULD BE ABLE TO KNOW AND DO.AND THEN IT'S FOLLOWED WITH A STANDARDIZED TEST THAT MEASURE THAT ACQUISITION.
SO IF YOU THINK ABOUT IT, HERE'S, HERE'S AN EXAMPLE OF A T.
SO, UM, REPRESENT A ONE AND TWO STEP PROBLEM INVOLVING ADDITION, SUBTRACTION OF POLL NUMBERS TO A THOUSAND USING PICTORIAL MODELS, NUMBER LINES AND EQUATION.
SO HERE WOULD BE AN EXAMPLE OF ALGEBRA FOR A THIRD GRADER.
SO THEN WE GO TO THE ASSESSMENT OF ACADEMIC READINESS.
AND THE STAR IS DESIGNED AGAIN, TO MEASURE THE STUDENT MASTERY OF THE TEACHS, DETERMINING HOW MUCH THEY KNOW.
IT'S NOT A, UH, IT'S NOT TO BE USED AS A FORMATIVE ASSESSMENT.
WE USED TO HEAR ABOUT TEACHING TO THE TEST AND BACK WHEN IT WAS TOSS AND, AND, UH, TAX, YOU COULD TEACH TO THE TEST.
BUT WITH STAR, BECAUSE IT IS, IT IS A MORE RIGOROUS CURRICULUM, THE TES ARE MORE RIGOROUS, THE ASSESSMENTS MORE RIGOROUS.
AND, YOU KNOW, WE'VE ALWAYS HAD ASSESSMENTS FOR ME, IF YOU WERE IN ELEMENTARY SCHOOL IN THE SIXTIES, YOU HAD THE STANFORD READING ASSESSMENT.
THE SRA WAS A LITTLE BOOKLET THAT HAD THE GREEN, UH, PRINT ON IT.
AND THEN WE ALL TOOK THE IOWA TEST WITH BASIC SKILLS.
SO WE'VE ALWAYS HAD SOME TYPE OF ASSESSMENT OF WHAT WE KNOW AND DO.
IT'S JUST THAT IT HAS BEEN ELEVATED OVER THE YEARS.
SO TAKING THAT SAME ALGEBRAS, THIS IS WHAT THE ACTUAL STAR QUESTION WOULD LOOK LIKE.
AND I'M NOT GONNA READ THAT TO YOU, BUT WHO CAN TELL ME THE RIGHT ANSWER? HE'S MY PERSON.
DO YOU THINK B B B AS IN BOY B.
B, THIRD GRADE ALGEBRA, WHICH IS WHY WE'RE GONNA TALK ABOUT THIRD GRADE READING AS AN, AS A HOUSE BUILT THREE.
UM, UH, ACADEMIC OBJECTION, OBJECTIVE, WHY THAT'S SO IMPORTANT AS OUR THIRD GRADERS ARE DOING ALGEBRA.
SO WHEN YOU LOOK AT HOW WE'RE MEASURING STUDENT PERFORMANCE, THERE'S BEEN A PROGRESSION OF HOW WE LOOK AT OUR STUDENTS PERFORMANCE.
SO THE FIRST PART IS AT THE TOPICS MASTER'S GRADE LEVEL, THESE ARE KIDS WHO, WHO HAVE MASTERED THE CURRICULUM AND THERE'S A 75% CHANCE OR GREATER THAT POST-SECONDARY SUCCESS WITHOUT REMEDIATION POST-SECONDARY SUCCESS.
EITHER THEY GO ON TO THE TWO YEAR, FOUR YEAR, OR TRADE SCHOOL OF THEIR CHOICE, COLLEGE OF THEIR CHOICE, OR THEY'RE PREPARED THROUGH YOUR CTE PROGRAM FOR A JOB THAT PAYS THEM A LIVING WAGE POST-SECONDARY SUCCESS WITHOUT REMEDIATION, YOU'RE GOING TO HEAR POST-SECONDARY SUCCESS A LOT.
IT'S WHAT WE'RE GROUNDED IN TEXAS MEETS GRADE LEVEL SAY THING, STUDENTS HAVE A HIGH LIKELIHOOD OF SUCCESS, MAY NEED A LITTLE BIT OF REVIEW AT THE BEGINNING OF THE YEAR, BUT FOR THE MOST PART, THEY'VE GRASPED ALL OF THE CONCEPTS AND WHAT THEY'RE SUPPOSED TO NEW KNOW COMING FROM THAT GRADE LEVEL OR FROM THAT, UH, PRIOR COURSE APPROACHES.
THAT IS AN INTERESTING, UM, AN INTERESTING LABEL.
THESE KIDS HAVE PASSED IT, BUT THEY'RE GOING TO SUCCEED WITH A LOT OF INTENSIVE REMEDIATION.
SO WHILE APPROACHES SHOWS THAT THEY'RE, THEY PASSED, THEY'RE GOING TO NEED TARGETED ACADEMIC INTERVENTION, THEY'RE GONNA NEED A LOT OF REVIEW TO MAKE SURE THAT THEY CAN MEET THE DEMANDS OF EITHER THE NEXT GRADE OR THE NEXT LEVEL COURSE.
AND THEN FINALLY, DID NOT MEET GRADE LEVEL.
THESE ARE THE KIDS THAT WE SAW A LOT OF THEM DURING COVID, THEY BENEFITED FROM THE ESSER FUNDS AND THE WORK THAT YOU'VE DONE.
WHAT, WHAT LEVEL DO YOU GUYS USE AS YOUR STANDARD HERE IN LANCASTER? MEETS, MEETS, MEETS, MEETS AND MASTER? EXACTLY.
IN THE PAST, WE FIRST STARTED OUT WITH APPROACHES, BUT WHAT WE FOUND IS WHEN DISTRICTS USED APPROACHES AS THEIR STANDARD, IT WASN'T RIGOROUS ENOUGH FOR KIDS TO BE READY TO THE NEXT LEVEL.
SO THEY WERE, THEY WERE BEHIND AND CONTINUE TO STAY BEHIND.
SO THAT'S WHEN BOARDS SAID, WE'RE NOT GONNA USE THAT AS A STANDARD, EVEN THOUGH THE STATE WAS MOST BOARDS TOOK IT UP TO MEETS.
AND Y'ALL WERE ONE OF THE ONES THAT DID THAT, UM, AS WELL.
SO THE STANDARD HERE IN LANCASTER, WHAT YOU ALL LOOK AT, UH, YOUR, YOUR ACADEMIC SUCCESSES MEETS, THAT'S REALLY IMPORTANT TO KNOW IS THE DIFFERENCE BETWEEN THE APPROACHES THE MEETS AND THE MASTERS.
[00:35:01]
GET THAT IN YOUR STAR REPORTS.THE OTHER THING TO THINK ABOUT IS THE ALIGNMENT.
SO WITH STAR BEING, UM, DIRECTLY ALIGNED WITH THE TES, THERE'S A PROGRESSION AND IT ALIGNS FROM THIRD GRADE ALL THE WAY UP TO THE END OFCOURSE EXAMS TO THE S A T AND THE A C T.
AND WHEN HOUSE BILL THREE CAME OUT IN 2019, AND THEY GAVE US BACK THE 5.4, UH, BILLION DOLLARS THAT THEY TOOK IN 2011, WHAT THEY DID IS THEY SAID, WE'RE GOING TO FUND THOSE ACADEMIC INITIATIVES THAT DRIVE, UH, POST-SECONDARY READINESS.
SO BEFORE WE TENDED TO BE MYOPIC ON ELEMENTARY, NOW YOU SEE THIS, UM, EMPHASIS FROM THIRD GRADE ALL THE WAY UP TO, UM, UH, POST-SECONDARY READINESS.
AND THEN YOU LOOK AT WHAT, WHAT IS BEING TESTED READING.
AND EVERY, EVERY GRADE WRITING IS NOW BEING, UH, WOVEN INTO IT, MATH, SCIENCE, AND SOCIAL STUDIES.
AND THEN THE HIGH SCHOOL END OFCOURSE EXAMS WENT FROM 15 TO FIVE.
Y'ALL REMEMBER THAT? SO, UM, Y'ALL, THIS IS AN IMPORTANT THING TO NOTE FOR STAR 2.0, AND THIS IS A PART OF THE REVISED B I S O CURRICULUM STARTS GOING THROUGH A REDESIGN THAT'S GONNA BE IMPLEMENTED NOW FOR THE 2223 YEAR.
THE FIRST IS, IS THAT WE'RE GONNA TRANSITION TO ONLINE ASSESSMENTS A HUNDRED PERCENT.
AND WE KNOW THAT THAT'S GOING TO BE A CHALLENGE FOR SOME KIDS.
UM, ESPECIALLY AT YOUR UPPER LEVELS, IF YOU'RE USED TO WRITING OUT AND MATH, YOU KNOW, FIGURING OUT WHAT YOUR, UM, USING, IF YOU'RE MY SON IS A HAND-EYE COORDINATION AND HE HAD THAT WRITING TEST WAS IMPORTANT TO HIM, WELL NOW WE'RE GONNA GO TO A HUNDRED PERCENT ONLINE.
WE GET OUR RESULTS BACK FASTER AND IT'S EASIER TO MAKE ACCOMMODATIONS.
THE SECOND PART IS ADDITION TO NEW, UH, ITEM TYPES.
THERE'S GONNA BE NEW NON MULTIPLE CHOICE ITEMS. SO IF YOU REMEMBER IN THE PAST, YOU KNOW, WHEN YOU HAD A MULTIPLE CHOICE, YOU COULD ELIMINATE THOSE THAT YOU THOUGHT WERE NOT CORRECT.
AND IF YOU WEREN'T SURE, YOU ELIMINATED IT DOWN TO TWO, YOU HAD A 50 50 CHANCE OF BEING CORRECT.
NOW THE QUESTIONS ARE GONNA BE MORE, UM, WORDS.
IT'S GONNA BE MORE LANGUAGE SO THAT IT REFLECTS WHAT THEY'RE DOING AND LEARNING IN CLASS.
SO THE READING BECOMES IMPORTANT.
CROSS-CURRICULAR PASSAGES, YOU KNOW, IF YOU REMEMBER BACK IN THE, IN THE DAY OF THE OLD DAYS OF, OF TAX, IF YOU WEREN'T TESTING SCIENCE IN FIFTH GRADE, YOU DIDN'T REALLY SPEND AS MUCH TIME ON SCIENCE MAYBE THAT YOU DID BECAUSE YOU WERE FOCUSING MORE ON ENGLISH.
NOW, WHAT THEY'RE DOING FOR CONTEXT IS INSTEAD OF TAKING THINGS THAT AREN'T CULTURALLY, UM, THAT AREN'T REALLY CULTURALLY RELEVANT FOR A LOT OF STUDENTS, FOR EXAMPLE, IF YOU'RE ECONOMICALLY DISADVANTAGED, YOU PROBABLY HAVEN'T BEEN TO THE BEACH AND PLAYED WITH STARFISH.
SO INSTEAD OF TALKING ABOUT STARFISH IN FIFTH GRADE, THEY'RE GONNA TALK ABOUT WHAT IT IS YOU LEARNED IN SCIENCE.
THEY'RE GONNA TALK ABOUT WHAT YOU SHOULD HAVE LEARNED IN SOCIAL STUDIES AND USE THAT AS A PART OF YOUR READING COMPREHENSIVE TEST QUESTIONS.
SO THE CONTEXT IS GONNA BE MORE ALIGNED WITH WHAT THEY'RE LEARNING IN OTHER COURSES.
AND THEN FINALLY, COMBINED READING AND YEAH, TAMIKA KIM, MS. KIM.
UM, HOW ARE THEY ABLE TO IDENTIFY THAT, AGAIN, IDENTIFY THIS MM-HMM.
SO WHATEVER THE FIFTH GRADE TES ARE, THEY KNOW WHAT IS BEING TAUGHT IN THOSE OTHER OTHER SUBJECTS BECAUSE WE'RE TEACHING TO THE TEACHERS.
AND THEY'LL, THEY'LL WEAVE THAT, UH, CONTEXT INTO THEIR READING, INTO THE READING QUESTIONS FOR INDIVIDUAL STUDENTS OR FOR STUDENTS AS A PART OF THE TEST AND THE TEST QUESTIONS.
AS FAR AS IN STATEMENT, THEY'RE ABLE TO IDENTIFY WHO HAS HYPOTHETICALLY BEEN TO THE BEACH AND OVER THAT.
NO, THAT WAS WHAT THEY USED TO DO, IS YOU WOULD TAKE, THEY WOULD USE EXAMPLES OF SOME KIDS DIDN'T HAVE EXPERIENCE WITH.
SO YOU WOULD READ A QUESTION AND SOMETIMES YOU MISS THE QUESTION BECAUSE YOU DIDN'T UNDERSTAND THE CONTEXT OR WHAT THEY WERE TALKING ABOUT.
NOW IT'S GONNA BE DIRECTLY RELATED TO WHAT THEY'RE LEARNING ON GRADE LEVEL IN THOSE OTHER SUBJECTS.
CAROL, SO I GUESS MY QUESTION IS MAYBE A QUESTION AND STATEMENT.
IS THE READING COMPREHENSIVE? NOW, MOST STUDENTS WON'T MEET THAT BECAUSE IF A STUDENT HAS BEEN IDENTIFIED AS AN AVERAGE STUDENT, THEY, THEY, THEY'RE COMPREHENSIVE.
SO ARE THEY, ARE THEY GONNA USE THAT? ARE THEY USING THAT TO SAY, OKAY, THIS CHILD, UM, WILL NOT MEET OUR, WILL NOT BE ABLE TO DO THE PRO CURRICULUM
[00:40:01]
IS BECAUSE OF AT RISK OR DISABILITY? BECAUSE THEN THE CURRICULUM WOULD BE MODIFIED.WELL, IF THEY'VE GOT A MODIFIED, IF THEY'RE IN A, IN A 5 0 4 SITUATION, THERE'S SPECIAL ED, WHAT, WHATEVER THEIR, THEIR CHALLENGE IS, UM, YOU KNOW, THEY CAN STILL TAKE THE MODIFIED TEST, RIGHT? WHAT THIS IS SAYING IS THAT WE'RE GOING TO MAKE THE CONTEXT, THE SUBJECT AREA RELEVANT TO THEIR GRADE LEVEL INSTEAD OF JUST PICKING SOMETHING AT LANDO TO TALK ABOUT.
SO ACTUALLY IT'S FAIR THAN IT WAS BEFORE BECAUSE YOU'RE ADDRESSING AREAS THAT THEY'RE BEING TAUGHT DURING THE NEXT SCHOOL YEAR.
RIGHT? BUT IT IS, I GUESS MAYBE I'M, I'M STUCK WITH THAT BECAUSE, UH, IN, UH, INDIVIDUAL CHILD COULD HAVE, UM, THEY COULD HAVE ONE THE, UM, STATE REQUIREMENTS, RIGHT? AND THEN YOU HAVE A TEACHER MADE TEST, WHICH WON'T MEET THAT WELL ON STAR.
I MEAN, I, I THINK THERE'S, I WOULD CALL THAT, ESPECIALLY KNOWING LANCASTER, YOU HAVE ACADEMIC FIDELITY IN TEACHING THE, THE TEACHS.
OKAY? SO AS LONG AS YOU HAVE ACADEMIC FIDELITY IN TEACHING TEACHINGS, WHICH YOU ALL DO, UM, THEN A STUDENT, THE STUDENT SHOULD BE PREPARED.
AND IF THE STUDENT HAS MODIFICATIONS, THEY'LL STILL PERCEIVE THEIR MODIFICATIONS.
IT'S JUST AN EFFORT TO MAKE IT MORE FAIR.
BUT IT, BUT I THINK THE KEY LEARNING FOR BOARDS IS ANYTIME YOU HAVE CHANGES, YOU'RE GOING GOING TO SEE A, IT, IT'S QUITE POSSIBLE THAT YOU'RE GONNA SEE A DIP, BUT IT'S UNDERSTANDING THOSE CHANGES AND KNOWING THAT THE TEACHERS AND THE STUDENTS ARE GONNA ADAPT IN 22, 23.
AND I KNOW THAT THAT'S SOMETHING, DR.
PRAYER, THAT YOU GUYS WILL COME BACK WHEN DO YOUR DATA AND TALK ABOUT STAR 2.0 FROM YOUR, YOUR CMMI FOLKS CURRICULUM, CURRICULUM INSTRUCTION.
I WOULD NOT DO ACRONYMS. I KNOW.
SO HERE, COMING NOW TO THE THIRD PART, WHICH IS WHAT EVERYBODY FOCUSES ON.
WHAT'S MY GRADE? THIS IS THE PART IF WE'VE ALWAYS HAD, WE HAVE GOOD CURRICULUM THAT WE'VE ALWAYS HAD ASSESSMENTS HERE.
HERE'S WHERE PEOPLE FIXATE ON.
AND THAT'S THE LETTER GRADE, UM, THAT OUR STUDENTS ARE GOING TO GET.
BUT AGAIN, AS YOU READ THIS PARAGRAPH, Y'ALL, THIS GOES BACK TO HOUSE BILL THREE WHERE IT SAYS, WE ARE LOOKING AT OUR KIDS AND HOW THEY ARE PREPARED FOR THEIR FUTURE, FOR THEIR POSTSECONDARY READINESS, WHETHER IT BE COLLEGE, A COLLEGE, OR A CAREER.
IT'S HOW ARE WE PREPARING THEM? ARE THEY TAKING DUAL CREDIT CLASSES? HOW MANY ARE PREPARED TO GO RIGHT INTO A CAREER? IF THAT'S, IF THAT'S THEIR CHOICE.
SO HOW DO WE DO THAT? WE LOOK AT, UH, THE ACCOUNTABILITY DOMAINS.
OKAY? THE FIRST ONE IS STUDENT ACHIEVEMENT, AND THAT'S ACROSS ALL STUDENTS AND ALL TESTS.
SCHOOL PROGRESS, WHICH IS FOCUSED MORE ON GROWTH OF THE STUDENTS.
AND THEN FINALLY CLOSING THE GAPS IS LOOKING AT OUR INDIVIDUAL STUDENT GROUPS AND MAKING SURE THAT ALL ARE PERFORMING AT A HIGH LEVEL.
SO OF THAT 70% OF YOUR GRADE IN THE DISTRICT IS EITHER GOING TO BE STUDENT ACHIEVEMENT OR SCHOOL PROGRESS.
THE HIGHER THOSE TWO AND 30% WILL BE CLOSING THE GAPS.
SO LET'S TAKE A MOMENT AND LET'S LOOK AT EACH ONE OF THESE.
SO FROM STUDENT ACHIEVEMENT, AGAIN, IT'S ALL SUBJECTS, ALL TESTS, ALRIGHT.
ALL KIDS, COLLEGE AND CAREER MILITARY READINESS INDICATORS IN YOUR GRADUATION RATES.
SO IN ELEMENTARY SCHOOL, IT'S A HUNDRED PERCENT IS ON THE STAR MIDDLE SCHOOL IS A HUNDRED PERCENT HIGH SCHOOL IS 40% STAR, 40% COLLEGE AND CAREER MILITARY READINESS, AND 20% GRADUATION RATE.
AND THE SAME FOR THE DISTRICT.
SO LET'S TAKE A LOOK AT WHAT THIS MEANS.
HOW DO YOU GET POINTS FOR THIS? THE FIRST ONE IS YOU MAKE YOU MEET THE TEXAS SUCCESS INITIATIVE IN READING AND MATH.
AND YOU CAN DO THAT THROUGH THE S A T, THE A C T SCORE, YOUR TEXAS SUCCESS INITIATIVE SCORE, OR A COLLEGE PREP COURSE.
YOU MEET THE CRITERIA OF THREE ON AN AP OR FOUR ON ON ADVANCED PLACEMENT, OR FOUR ON INTERNATIONAL BACCALAUREATE.
YOU COMPLETED DUAL CREDIT COURSES, NINE HOURS OR MORE IN ANY ONE SUBJECT OR THREE HOURS OR MORE IN ENGLISH OR IN MATH.
YOU EARNED AN ASSOCIATE'S DEGREE WHILE YOU'RE HERE AND YOU COMPLETE AND QUALIFY FOR COLLEGE CREDIT IN ANY SUBJECT IN ON RAMPS COURSE, WHICH IS UNIVERSITY OF TEXAS, UH, DUAL CREDIT COURSE.
AGAIN, WHEN THEY TOOK THE MONEY AWAY IN 2011, WHEN THEY GAVE IT BACK TO US, THEY SAID, OKAY, THERE'S GONNA BE SOME STRINGS ATTACHED.
SO YOU GET A BONUS DEPENDING IF, IF, IF YOUR KIDS MEET THE TSI CRITERIA IN READING AND MATH AND THEY, OR THEY EARN AN ASSOCIATE'S DEGREE OR ENROLL
[00:45:01]
IN COLLEGE BY FALL AFTER GRADUATION.SO FOR OUR NEW TRUSTEES THAT ARE HERE, UH, WOULD YOU GUYS WHO HAVE BEEN HERE LAST YEAR AND HAVE BEEN HERE FOR A WHILE, LET'S TALK ABOUT WHAT IS IT THAT WE OFFER? SO AP CLASSES, AP AND DUAL CREDIT.
TELL US ABOUT, SHARE WITH US THOSE PROGRAMS. WELL, WE DO OFFER, UH, CAREER READINESS, UH, DUAL CREDITS.
UM, WE OFFER THE ASSOCIATE'S DEGREE.
BECAUSE EVERY CHILD WOULD HAVE THE OPPORTUNITY TO PARTICIPATE IN THOSE PROGRAMS. SO, UM, I KNOW THAT THE S A T, THE A C T, UM, I'M NOT SURE, ARE WE DOING THE TS I A TSI GET INTO LIKE JUNIOR COLLEGE? MOST OF THE DREAM COLLEGE PROGRAMS, RIGHT.
BUT SINCE WE OFFER, THEY TAKE IT.
OKAY, SO I WANTED TO MAKE SURE.
UM, SO TELL ME YOUR HIGHEST LEVEL MATH AND SCIENCE CAPITALS CALCULUS.
DO YOU HAVE A AND D C? KNOW WE HAVE A PRE AND X CAPITALS.
I DON'T THINK THEY EVEN HAVE FOUND OUT TWO, I THINK CAPITALS AT THE TOP.
AND WHAT ABOUT SCIENCE? PHYSICS, YEAH, WE HAVE PHYSICS.
DO Y'ALL, DO YOU DO, UH, C DO YOU GO TO PHYSICS C, PHYSICS A AND PHYSICS A Y'ALL.
THAT IS A COMPETITIVE ADVANTAGE THAT YOU OFFER IN THIS DISTRICT.
YOU TAKE IT FOR GRANTED THAT EVERYBODY IS OFFERING HIGHER LEVEL CALCULUS AND HIGHER LEVEL PHYSICS.
THAT IS SOMETHING THAT WE TALK ABOUT.
THE BOARD CONVEY THE DISTRICT'S SUCCESS.
THAT IS A POINT OF PRIDE AND A POINT OF DISTINCTION FOR LANCASTER IS HOW HIGH YOU GO ON YOUR AP TEST.
UM, THERE YOU WANT TO, WAS GONNA SHARE THAT.
WE'RE SEEING LESS AND LESS STUDENTS IN THOSE CLASSES TO THE ALLY BECAUSE WE OFFER THE DUAL CREDIT AND KIDS ARE SEEING THE ADVANTAGE OF TAKING DUAL CREDIT AS OPPOSED TO SOME OF THE AP COURSES.
RIGHT? UM, AND ALSO AP IS EXPENSIVE FOR US TO ALSO MAINTAIN, UM, EVERY YEAR BEING CREDITED, UH, THE TEACHERS, IF YOU WILL, AS WELL AS, UM, PAYING FOR PD FOR THEM, UM, AND THE TEST ITSELF.
WHEREAS IF YOU DO DUAL CREDIT, WE DO PAY FOR SOME OF THAT AS WELL.
UM, HOWEVER YOU PASS THE CLASS, BUT GET THE CREDIT AP, YOU HAVE TO PASS THE TEST.
YOU HAVE TO PASS THE CLASS AND THE TEST AND THE TEST, UH, YOU MUST MEET A THREE OR HIGHER, UM, TO RECEIVE THE CREDIT.
BUT EVEN IN THAT INSTANCE, A LOT OF COLLEGES DO NOT ACCEPT THE THREE.
THEY'RE REALLY ONLY ACCEPTING THE FOUR AND FIVE.
THEY'LL TAKE A THREE AS A, AS A, UM, ELECTIVE CLASS.
THEY'LL, THEY'LL LET YOU TRANSFER FOR THAT REASON.
UM, WHICH AGAIN, THAT'S NOT JUST HERE.
I MEAN, I'M SEEING A TREND OF THAT EVERY YEAR WHERE KIDS ARE STARTING TO TAKE DUAL CREDIT.
UM, AND TO BE HONEST WITH YOU, WITH OUR STUDENT POPULATION, AND I WOULD SAY TO YOU THAT UM, THAT WHOLE AP PIECE, OUR IB, THOSE THINGS BECOME, UM, GATEKEEPERS MM-HMM.
WHEREAS OUR KIDS CAN DO DUAL CREDIT AND PASS THE CLASS AND GIVE THEM CREDIT.
SO THAT'S, THAT'S IMPORTANT TO NOTE FOR Y'ALL.
AS YOU THINK ABOUT TALKING POINTS, YOU KNOW, YOU'RE ALWAYS TRYING TO PICK UP AS A BOARD MEMBER AND NUGGETS, UH, I CALL THEM NUGGETS FROM, FROM OUR SUPERINTENDENT, FROM AND FROM HER, UM, STAFF IS BEING ABLE TO TALK THROUGH THE ROBUST DUAL DUAL CREDIT PROGRAM THAT YOU OFFER HERE AND THE OPPORTUNITY TO EARN THE ASSOCIATES DEGREE.
THOSE ARE POINTS OF PRIDE THAT, THAT YOU GUYS WILL, WILL REINFORCE TO THOSE IN YOUR COMMUNITY AND HAVE AN UNDERSTANDING OF WHY IT IS YOU DO WHAT YOU DO HERE AND IT'S TIED BACK TO THEIR TIE BACK TO YOUR COLLEGE WRITING.
YOU KNOW, I'M REALLY GLAD THAT OUR DISTRICT, UH, IS DOING THAT.
WHEN MY CHILDREN WAS IN SCHOOL, THEN MY DAUGHTER, SHE HAS, SHE, SHE WAS TAKING CONCURRENT COURSES, BUT SHE WAS ACTUALLY AT A UNIVERSITY.
SO THE FOUR YEARS OF HIGH SCHOOL.
SO FOR A STUDENT TO BE ABLE TO TAKE THOSE CREDIT HOURS RIGHT ON CAMPUS, THAT'S REALLY AN OPPORTUNITY, UH, FOR THE IMPACT FOR YOUR KIDS TO GET AHEAD.
AND AGAIN, IT'S UNDERSTANDING THOSE DISTRICTS THAT ARE AROUND YOU AND UNDERSTANDING YOUR POINT OF PRIDE OF AS LANCASTER AND, AND THE DISTINCTION THAT YOU HAVE HERE AS BEING A PART OF THIS DISTRICT.
THAT'S ONE OF OUR JOBS AS BOARD MEMBERS IS BEING ABLE TO CONVEY AND COMMUNICATE THAT CLEARLY.
[00:50:01]
READY.CAREER READY HAS THEY HAVE RAISE A BAR ON CAREER READY TO, UM, THE, THE OBJECTIVE THERE IS TO EARN AN INDUSTRY BASED CERTIFICATION.
FOR EXAMPLE, WELDING HAS VERY RIGOROUS, UH, REQUIREMENTS.
PLUMBING, MOST OF YOUR TRADES HAVE VERY RIGOROUS INDUSTRY BASED CERTIFICATIONS.
YOU EARN A LEVEL ONE OR A LEVEL TWO CERTIFICATE, WHICH LEVEL ONE IS 14 TO 21 HOURS IN THAT, UM, PARTICULAR TRADE LEVEL TWO IS 2022 TO 31 HOURS.
OR YOU COMPLETE A COHERENT SEQUENCE OF COURSEWORK ALIGNED WITH CERTIFICATION.
THAT MAY SOUND EASY, BUT FOR EXAMPLE, IN RICHARDSON, OUR ONE BIG CTE PROGRAM WAS HEALTHCARE.
BUT WHAT WE FOUND IS OUR KIDS WERE PICKING AND CHOOSING AND THEY WEREN'T GETTING, THEY WEREN'T COMPLETING A COHERENT SEQUENCE OF COURSEWORK THAT WAS ALIGNED WITH THE CERTIFICATION.
THEY WERE JUST GETTING A BUNCH OF COURSES THAT THEY WERE TAKING.
AND THEN YOU HAVE, UM, REQUIREMENTS FOR YOUR SPECIAL ED STUDENTS.
SO IF YOU MEET THAT TSI CRITERION READING AND MATH AND YOU EARN AN INDUSTRY BASED CERTIFICATION OR A LEVEL ONE OR LEVEL TWO CERT CERTIFICATION CERTIFICATE, YOU QUALIFY FOR THE OUTCOMES BONUS.
SO TELL ME, LET'S TALK A LITTLE BIT ABOUT YOUR CTE PROGRAM HERE.
TODD, DO YOU WANT TO JUMP IN ON THAT? UM, HOW METHODOLOGY, ROBOTICS, UM, THOSE ARE MAIN TOO.
TECHNOLOGY, CODING, DEVELOP CODING, CYBERSECURITY, HEALTHCARE, ENGINEERING AS WELL.
THIS IS OUR FIRST YEAR WITH WELDING THIS YEAR.
SO WHEN YOU GUYS, UM, DECIDED ON YOUR COURSES, WHAT, AND THIS IS AGAIN FOR OUR NEW BOARD MEMBERS, WHAT DID YOU ALL LOOK AT AS YOU WERE DECIDING ON WHAT CTE COURSES YOU WOULD LOOK AT? ESPECIALLY YOU TOLD ME EARLIER THAT LANCASTER HAS A BIG BUSINESS SPACE ALSO.
SO THAT IS ONE OF THE THINGS THAT YOU LOOK AT.
LIKE MANY TOWNS IN TEXAS, OURS INCLUDED TOO IS KIDS COME BACK OR THEY STAY IN THE AREA.
Y'ALL MAY NOT HAVE GROWN UP IN LANCASTER, BUT YOU ARE WITHIN CHARLIE DISTANCE OF DALLAS.
SO WHAT JOBS, WHERE ARE THE JOBS, WHAT'S THE WORKFORCE REQUIREMENTS? AND THEN YOU GUYS HAVE MATCHED YOUR CTE PROGRAM FOR THE, FOR THE, UM, JOBS OPPORTUNITIES THAT ARE IN THIS, THAT ARE IN THIS VICINITY.
SO HOW WE, THAT, THAT IS USUALLY WE LOOK AT WHAT'S THE INDUSTRY IN THE COMMUNITY OR IN SURROUNDING AREA WITH JOBS WILL GROW THE FASTEST IN THE NEXT, UH, 10 TO 15 YEARS, WHICH WILL GROW BY 25% OR MORE.
AND YOU SET YOUR COURSEWORK IN THAT MANNER, UH, WHICH IS WHAT WE'RE DOING AS WELL.
THE MANUFACTURING IS ALSO A NEW ONE.
WE HAVE A LOT OF LOGISTICS AND MANUFACTURING COMPANIES RIGHT AROUND IN AND AROUND US.
UM, THE HEALTHCARE INDUSTRY IS ANOTHER THAT WILL GROW FAST AS WELL AS UH, THE CYBERSECURITY PIECE.
UM, AND SO WE WERE OFFERING ALL OF OUR OPPORTUNITIES SUCH AS THAT WITH OUR KIDS, UH, THROUGH CTE.
WE HAD, WE HAD OVER 700, I CAN'T REMEMBER THE 700 PLUS CERTIFICATIONS THIS PAST YEAR ALONE.
OUR STUDENTS HAVE EARNED THAT.
AND OF COURSE, THAT'S NOT 700 DIFFERENT STUDENTS.
STUDENTS ARE IN PROGRAMS WHO EARNED THAT.
UM, SO SEVERAL OF THEM HAVE EARNED MULTIPLE CERTIFICATIONS.
UH, AND THERE IS AN INCENTIVE FOR OUR STAFF AS WELL.
$50 FOR EVERY STUDENT THAT PASSES.
SO I'LL GIVE YOU A COMPARISON OF RICHARDSON THIS YEAR.
AND WE HAVE 10,000 HIGH SCHOOL KIDS.
SO YOU GUYS HAD OVER SEVEN, 700 AND I CAN'T REMEMBER, 700 PLUS SEVEN SAID PLUS BECAUSE, I DUNNO, THE NUMBER, NUMBER IS SO THAT, THAT IS A TREMENDOUS ACCOMPLISHMENT FOR YOU.
I MEAN, WHEN YOU LOOK AT WHAT, WHAT LANCASTER'S DOING FOR THEIR STUDENTS, IT'S HUGE.
I TRY AND OFFER OPPORTUNITIES FOR OUR STUDENT IN EVERY FIELD THAT WE CAN WITHOUT SPREADING OURSELVES TOO THIN.
UM, A NEW PROGRAM WILL BEGIN THIS YEAR IN CTE IS BARBERY.
THE BOYS HAVE ASKED FOR IT THAT MYSELF PROBABLY.
THAT'S THE, UM, SO WE'LL, WE'LL, WE'LL, UH, GO SIDE THAT WITH, UM, OUR OTHER, UH, COURSES.
WE ALSO HAVE CULINARY AS WELL.
I JUST THE TOP OF MY HEAD, WHAT A COMPREHENSIVE CTE PROGRAM YOU REALLY DO.
REALLY IMPRESSED WITH IT AS I ARRIVED.
AGAIN, AS YOU'RE TALKING, WHEN YOU'RE AT SL WHEN YOU'RE AT TASB SUMMER LEADERSHIP OR TASS TASB CONVENTION, THESE ARE THE CONVERSATIONS THAT YOU'RE GOING TO HAVE WITH BOARD MEMBERS IN OTHER DISTRICTS.
AND SO TO BE ABLE TO POINT WITH PRIDE TO THE PROGRAMS THAT YOU HAVE IN LANCASTER IS REALLY A DIFFERENTIATION.
[00:55:01]
OF THOSE AND MAKING SURE THAT YOU CAN, THAT YOU CAN SPEAK OF.UH, AND WE HAVE SOME GOOD, GOOD, GOOD PARTNERS WITH THAT.
WITH TOYOTA AND TI TIS BEEN WITH THE DISTRICT FOR, I'M NOT SURE EVEN HOW MANY YEARS? UM, CLOSE TO A DECADE.
UH, EVERY YEAR COMING IN AND HELPING US WITH THOSE TYPE OF THINGS AS WELL AS, UH, THIS YEAR WE BEGAN WITH TOYOTA, UH, PARTNERSHIP WITH THEM.
UM, AND A LOT OF THE CLASSROOM WAS ANOTHER THAT WE HAVE FOR THE AVIATION PROGRAM OPPORTUNITIES THAT WE HAVE.
YOU KNOW, THEY JUST OPENED A CHARTER SCHOOL AT THE ADDISON AIRPORT FOR AVIATION BECAUSE THE AVIATION INDUSTRY WASN'T BEING SERVICED BY PUBLIC SCHOOL, BY TRADITIONAL WE DO, WE'RE DOING AN EDUCATION AS WELL.
WE CREATE A LOT OF OPPORTUNITIES.
MY HUSBAND, YOU, YOU'RE GONNA GROW YOUR OWN.
WE ARE ACTUALLY GROWING OUR OWN, OUR BOARD JUST, UM, ISSUING PROMISSORY NOTES TO THOSE WHO ARE PURSUING EDUCATION DEGREES, UH, WHO ARE SENIORS WHO ARE LEAVING, BROUGHT THEM TO THE BOARD MEETING AND HAD THEM SIGNED.
YOU, YOU'VE GOT AN OPEN CONTRACT.
SO IF YOU THINK ABOUT THE JOB MARKET IN TEXAS, WHAT'S GOING ON RIGHT NOW, THERE ARE 16 MILLION JOBS THAT ARE GONNA REQUIRE SOME TYPE OF EITHER INDUSTRY CERTIFICATION OR SOME TYPE OF POST-SECONDARY TRAINING.
AND YOU GUYS ARE REALLY BLESSED TO HAVE CEDAR VALLEY DOWN HERE, RIGHT? THAT'S IN YOUR BACKYARD.
16 MILLION JOBS ARE GONNA REQUIRE SOME TYPE OF POST-SECONDARY.
THIS IS SOMETHING THAT YOU SHOULD WRITE DOWN CAUSE IT'S SO GOOD.
IT'S A GOOD, IT'S A GOOD SPEECH PART.
16 MILLION JOBS WILL REQUIRE SOME TYPE OF POST-SECONDARY READINESS.
AND THE STATE 20 MILLION JOBS ARE GONNA REQUIRE A MINIMUM OF A BACHELOR'S DEGREE.
SO THAT'S WHERE TIED TO YOUR, TO YOUR DUAL CO YOUR DUAL CREDIT PROGRAM THAT YOU HAVE HERE, THAT GIVES YOUR KIDS AN ADVANTAGE.
THAT'S A HUGE TALKING POINT FOR YOU GUYS TO USE.
SO IF THIS WAS STUDENT ACHIEVEMENT, AND AGAIN, IT ENCOMPASSES, UH, NOT ONLY STAR ELEMENT ELEMENTARY AND MIDDLE SCHOOL, BUT THAT COLLEGE AND CAREER MILITARY READINESS, THE PROGRAMS AND THE INITIATIVES THAT YOU'RE PUTTING IN PLACE.
THE SECOND PART IS SCHOOL PROGRESS.
AND THAT MEASURES THE CAMPUS, UH, OUTCOMES IN TWO AREAS AND IS DRIVEN BY GROWTH.
OKAY? THE STUDENTS WHO GREW AT LEAST ONE YEAR, ACADEMIC AND ACHIEVEMENT OF ALL STUDENTS WITH HIGH EC, ECONOMICALLY DISADVANTAGED.
SO WHEN YOU THINK ABOUT A YEAR OF GROWTH FROM A PHILOSOPHY STANDPOINT, AND I KNOW DR.
PERRERA, YOU BELIEVE REALLY STRONGLY IN THIS.
I, I I TOOK THIS AWAY LAST YEAR.
YOU BELIEVE PASSIONATELY THAT EVERY STUDENT'S ENTITLED TO AT LEAST A YEAR OF GROWTH.
THAT'S A NON-NEGOTIABLE FOR YOU'S.
NOT IF THEY DON'T, IT TAKES THREE YEARS TO GET THERE.
OKAY? AND THAT'S IF THEY HAVE EFFECTIVE TEACHERS FOR THREE YEARS.
SO IT HAS TO, THEY HAVE TO GROW EVERY YEAR.
AND AS A BOARD, I KNOW THAT, THAT WHEN WE MET IN NOVEMBER, THAT WAS YOUR PASSION.
EVERY STUDENT IS ENTITLED TO AT LEAST A YEAR'S WORTH OF GROWTH.
SOME KIDS ARE GONNA GET MORE THAN A YEAR OF GROWTH, UM, MAY NOT STILL BE ABLE TO PASS THE STAR, BUT IT'S ENSURING THAT THEY ALL GET AT LEAST ONE YEAR OF GROWTH.
SO THERE'S TWO WAYS WHEN WE DO IT.
LET'S LOOK AT ACADEMIC GROWTH FIRST.
THIS IS WHERE THE INDIVIDUAL STUDENT GETS THAT YEAR OF GROWTH.
AND YOU AS A DISTRICT GET CREDIT FOR THAT.
OKAY? SO IF I'M A, IF I'M A THIRD GRADER THIS YEAR AND I'M GONNA APPROACHES, IF I MOVE UP TO MEETS NEXT YEAR, I GET A POINT, OKAY, I CAN STAY IN APPROACHES, BUT BECAUSE THE, UM, THE, THE, UH, RUBRIC, THE MEASUREMENT GOES UP, IF I'M SHOWING THAT YEAR OF GROWTH, I STILL GET A POINT.
IF I MAINTAIN, I GET A HALF A POINT.
BUT IF I DECLINE, I GET NO POINTS.
SO IF YOU THINK ABOUT A, A DISTRICT WHERE YOU GET A YEAR WORTH OF GROWTH, THERE ARE DISTRICTS WHERE THEY'RE ALREADY AT MASTERS AND YOU THINK ABOUT A HO HOMOGENOUS DISTRICT LIKE HIGHLAND PARK, A LOT OF THE KIDS ARE AT MASTERS.
THEIR CHALLENGE IS TO KEEP THE RIGOR UP SO THAT THEY DON'T DEFINE, OKAY? SO THERE'S A CHALLENGE, THERE'S A CHALLENGE IN THERE FOR EVERYONE.
BUT AGAIN, YOU CAN SEE AS IT GOES UP, THE IMPORTANCE OF RIGOR AND THE IMPORTANCE OF MOVING FROM APPROACHES INTO THAT NEEDS AND INTO THAT MASTERS.
SO POINTS ARE AWARDED FOR YEARS AGO.
THEN THE SECOND PART, THE MAIN TWO IS SCHOOL PROGRESS.
FOR EXAMPLE, IN RICHARDSON, WE HAD 12 ELEMENTARY SCHOOLS.
60% OF OUR POPULATION WAS ECONOMICALLY DISADVANTAGED.
BOTH OF OUR SCHOOLS WERE 100% ECONOMICALLY DISADVANTAGED.
AND MANY TIMES OUR KIDS WOULD GET A YEAR AND A HALF, SOMETIMES TWO YEARS OF GROWTH.
WE HAD A HIGH IMMIGRANT POPULATION, BUT THE KIDS COULDN'T PASS STAR.
SO WHAT THIS DOES IS THIS TAKES INTO CONSIDERATION THE HIGHER RATES OF ECONOMICALLY DISADVANTAGED AND THE HIGHER LEVELS OF STUDENT ACHIEVEMENT.
AND YOU HAVE A COHORT OF SIMILAR SCHOOLS THAT YOU'RE EVALUATED AGAINST.
SO IF YOU ARE HERE, IF C IS, IS IS THE MIDDLE, A CAMPUS THAT HAS HIGH ECONOMICALLY DISADVANTAGED AND YOU'RE PERFORMING, THAT SCHOOL'S PERFORMING UP HERE
[01:00:01]
IN THE A AND B RANGE, YOU'RE RECEIVING POINTS FOR THAT.LIKEWISE, YOU MIGHT HAVE A SCHOOL THAT HAS A LOWER ECONOMICALLY DISADVANTAGED POPULATION, BUT SCORES ARE HERE AND YOU'RE GONNA LOSE POINTS FOR THAT.
SO IT TAKES INTO CONSIDERATION YOU'RE ECONOMICALLY DISADVANTAGED.
OKAY? SCHOOL PROGRESS, INDIVIDUAL GROWTH OR THE COHORT.
THERE'S MANY SMALL RURAL DISTRICTS THAT WILL COMPARE THEMSELVES.
NOW WAS IT A DISTRICT LAST WEEK THAT HAD 680 KIDS? AND THEY COMPARE THEMSELVES TO OTHER SIMILAR DISTRICTS, NOT JUST CAMPUSES, BUT DISTRICTS.
AND THEN FINALLY CLOSING THE GAPS.
AND THIS ISN'T THE ONE THAT WE'RE ALL REALLY VERY WELL VERSED, PROBABLY OF, OF ALL THE DOMAINS.
AND THAT IS WE DISAGGREGATE THE DATA, UH, IN FIVE MAIN CATEGORIES.
RA, RACE, ETHNICITY, SPECIAL ED, ECONOMICALLY DISADVANTAGED, ENGLISH LANGUAGE LEARNERS, AND CONTINUOUSLY ENROLLED, UH, AND MOBILE.
AND WE DIVIDE THEM UP AND MAKE SURE THAT OUR KIDS ARE ALL ACHIEVING AT HIGH LEVELS.
THERE'S 14 DIFFERENT STU STUDENT GROUPS IN CLOSING THE GAPS.
AND IT'S LOOKING AT ACADEMIC ACHIEVEMENT IN, UH, MEET GRADE LEVEL OR ABOVE.
SO FOR US IN THE RICHARDSON, ONE OF THE THINGS THAT WE DID IS WE HAD NOT ONLY OUR HOLISTIC GOAL FOR THIRD GRADE READING THE MATH, BUT WE ALSO HAD AN OPPORTUNITY SUB GOAL WHERE WE SAID WE NEED TO FOCUS ON OUR AFRICAN, OUR AFRICAN AMERICAN, HISPANIC, AND ENGLISH LANGUAGE LEARNERS AND BRING THOSE UP, UM, IN, IN A, IN A SPECIAL TARGETED, MORE FOCUSED MANNER.
SO IF YOU THINK ABOUT, AND I'M GONNA ASK A QUESTION HERE.
STUDENT ACHIEVEMENT, SCHOOL PROGRESS AND CLOSING THE GAPS.
AND LANCASTER, WHICH IS Y'ALL'S PRIMARY FOCUS AREA, WOULD YOU THINK THAT'S LIKE ASKING ME WHICH ONE NEEDS ELECTRICITY?
TALK A LITTLE BIT MORE ABOUT THAT.
PER, WHAT'S YOUR PER PERSPECTIVE ON THAT? I WAS JUST, STUDENT ACHIEVEMENT IS THE THING, RIGHT? UM, BUT YOU ALSO WANT SEE THEM MAKING PROGRESS.
CAUSE JUST PASSING THE TEST IS NOT JUST PASSING THE TEST.
I ACCEPT THE, YOU KNOW, IF YOUR KIDS MAKING THIRTIES AND AND FORTIES AND 70 IS GREAT, UM, BUT THAT'S, YOU KNOW, THAT'S ACHIEVEMENT AND CLOSING THAT GAP AS WELL.
IF I'M, IF I AM PUSHING EVERYBODY TO GROW, BUT I DON'T HAVE SPECIFIED SCAFFOLDING FOR STUDENTS WHO NEED EXTRA TIME AND WORK, THEN YOU NEVER CLOSE THE GAP.
CUZ THE TOP KEY MOVING UP AND EVERYBODY ELSE KEEPS GOING TO THE GAP REMAINS.
YOU MIGHT CLOSE IT BY A PERCENTAGE OR SO, BUT YOU'RE NOT GONNA CLOSE IT AT ALL.
I MEAN, AND SO WE SEE THAT ACROSS THE NATION AS YOU LOOK AT SCHOOL AND YOU'RE LIKE, WONDER WHY THIS KID, WELL, IT'S NOT THAT, BUT I ALSO BELIEVE IT'S MORE THAN THAT WE'RE CLOSING GAPS.
IT'S NOT JUST, NOT JUST THE CONTENT, IT'S ALSO CULTURALLY RELEVANT TEACHING.
THAT'S MY C AND I'VE ALWAYS HEARD ME TALK ABOUT THAT ON A REGULAR BASIS.
UM, AND THAT IT JUST MEANS LIKE KNOWING SPECIFICALLY HOW STUDENTS LEARN CULTURALLY.
UM, AND I ALWAYS USE AN EXAMPLE OF GOING TO THE PENCILER.
YOU KNOW, THE TEACHER SAYS TO ME, CUZ I WAS, I WASN'T GOOD AN OPTION.
MY GRANDMOTHER WOULD SAY, YOU NEED TO SIT DOWN NOW.
LIKE, THAT WASN'T AN OPTION FOR ME, DIRECTIVE.
BUT I GO TO THE PENCIL SHARPER AS A KID IN THE SCHOOL TODAY, THE TEACHER SAID, WOULD YOU LIKE TO SIT DOWN SO WE CAN GET STARTED? WELL, IN MY MIND, WHAT AM I THINKING? YOU OFFERED ME AN OPTION AND I'M SAYING, NO, I'D LIKE TO FINISH IT SHARP MY PENCIL.
NOW YOU'RE INTERPRETING THAT AS ME BEING DEFIANT AND I'M IN TROUBLE.
AND I GO TO THE PRINCIPAL'S OFFICE AND I SAY, ALL I SAID WAS, NO, I'D LIKE TO SHARP ON MY PENCIL.
WHICH IS REALLY WHAT HAPPENED.
SO AGAIN, CULTURALLY RELEVANT KIND OF TEACHING AND LEARN.
UM, AND THE MORE WE ARE AWARE OF THAT AND HOW THAT HAPPENS, THE BETTER OFF WE'LL BE.
THAT'S THE ONLY WAY I THINK YOU'RE CLOSE.
THAT'S JUST TRICS PERSPECTIVE.
AND, AND, AND I THINK WHAT YOU'VE DONE TOO IS YOU'VE DONE A REALLY WONDERFUL JOB OF WE INTO SOCIAL EMOTIONAL LEARNING.
YOU KNOW, BECAUSE WHAT THE THING THAT'S MOST IMPORTANT FOR ANYONE, BUT ESPECIALLY FOR CHILD, FOR A CHILD, IF YOU SEE ME, DO YOU HEAR ME? DOES WHAT I SAY MATTER AND EVERY CHILD HAS WORK AND EVERY CHILD HAS VALUE AND EVERY CHILD HAS A VOICE.
AND I THINK THAT'S WHAT WHAT, UM, COMMUNITY MEMBERS SOMETIMES DON'T UNDERSTAND IS THEY DON'T UNDERSTAND THAT IF EVERY CHILD IS ENTITLED TO A SAFE AND POSITIVE LEARNING ENVIRONMENT, BUT IT MAY LOOK DIFFERENT AND SOUND DIFFERENT FOR EVERY CHILD.
AND I THINK IT'S WORTH WHAT YOU'RE SAYING IS WHERE THEY ARE.
WELL, AND THE OTHER THING IS THIS, IS THAT OUR, OUR, OUR DISTRICT IS UNIQUE IN THE SENSE THAT OUR, OUR STAFF REFLECTS OUR STUDENT POPULATION.
THE FACE OF, AND THAT IS IMPORTANT AS WELL.
AND IT'S EVIDENT HERE, UH, IN MY, WHICH IS ONE OF THE ATTRACTIONS TO ME.
AND THAT, AND, AND SO AS WE'RE HAVING THESE CONVERSATIONS, Y'ALL AS A BOARD MEMBER, WHAT I'M LISTENING FOR AND, AND YOU YOU SAID, I'VE
[01:05:01]
SAID THESE THINGS BEFORE MY BOARDS HEAR, HEARD IT.AND BUT REMEMBER YOU HAVE TO HEAR SOMETHING 10 TIMES AND 10 DIFFERENT WAYS TO RETAIN 10%.
AND SO WHEN YOU HAVE 10, YEAH, THANK YOU KEN.
YOU STARTED WITH THAT LAST YEAR.
10, 10 TIMES 10 DIFFERENT WAYS TO RETAIN 10%.
BUT EACH TIME YOU HEAR IT, YOU'RE GONNA TAKE THAT NUGGET AND YOU'RE GOING TO BE ABLE TO HELP SHARE AND EXPLAIN THAT AGAIN, THE POINT OF DIFFERENTIATION OF WHAT MAKES LANCASTER SPECIAL.
I LIKE THE POINT WHERE WE HAVE TO MEET THEM, NOT THEM MEETING US.
SO TO TIE A BOW ON THIS, FOR YOUR GRADE, 70% AGAIN IS STUDENT ACHIEVEMENT OR SCHOOL PROGRESS.
THE BEST OF 70% OF THAT GRADE, PLUS 30% OF CLOSING THE GAPS.
AND THAT'LL GIVE YOU NUMBER GRADE THAT IS TIED.
AND WE'RE NOT EVEN TO TALK ABOUT D CAUSE THAT DOESN'T MATTER IF YOU'RE IN THE LANCASTER.
WHAT, YOU KNOW WHAT I HAVE HEARD IN THE PAST THAT THAT KIND OF DISTURBS ME WHEN I STAYED.
WE NEED TO PULL OUR CHILDREN UP.
AND I'M NOT TALKING ABOUT HERE IN LANCASTER STUDIO, BUT PERIOD IN GENERAL, WE NEED TO PULL OUR CHILDREN UP.
I'M SAYING THIS, WE NEED TO PULL 'EM UP.
WELL, MS. MORRIS, THEY'RE MAKING THE 70, BUT THAT'S A STATE REQUIREMENT.
AND SO EVEN IF WE MAKE, IF OUR CHILDREN MEET THE 70, I LIKE THAT.
DID YOU HAVE SOMETHING TO ADD? UM, YOU'RE LOOKING AT SOMETHING.
YOU, YOU CAN MULTI, YOU CAN MULTITASK AND MULTI.
SO I MEAN, AND SOME OF THIS I SHARED WITH YOU AND SOME I'LL SHARE YOU HERE TONIGHT.
WE'RE TRENDING RIGHT NOW FOR PREDICTIVE, THE B RATING OVERALL SCORE DOMAIN 1 73.
85, 74, 2 B AND THEN THREE IS 69.
AGAIN, THAT'S AVERAGING NOW TO 80.
UH, RIGHT NOW THAT'S PRELIMINARY.
BUT AGAIN, IT JUST SHOWS TO THE PART WHERE I SAID ABOUT THE REPRESENTATION.
THIS, THIS DISTRICT IS UNIQUE IN THAT REGARD.
THAT IS SO WHAT, WHAT I HEAR THEN AS A BOARD MEMBER IS ACCOUNTING FOR COVID, IS YOU ARE GOING BACK AND YOU ARE BACK TO 2019 OR ABOVE ACADEMIC ACHIEVEMENT.
THAT'S A, THAT'S A CELEBRATION.
THERE'S, UH, TEXAS SCHOOLS.GOV IS A WEBSITE.
IT'S NOT UP RIGHT NOW, BUT IF YOU WANT TO GO AND PERHAPS LOOK AT YOUR SURROUNDING COMPETITIVE DISTRICTS, YOU CAN DO THAT AND LANCASTERS IT.
AND IT HAS GREAT EXPLANATIONS FOR THE, FOR THE NEW BOARD MEMBERS.
EACH DOMAIN IS REALLY WELL EXPLAINED, UM, IN BASIC LANGUAGE WITH NO ACRONYMS THAT WE CAN ALL UNDERSTAND.
SO IT'S A GREAT WAY TO LOOK AT NOT ONLY YOUR RESULTS, BUT YOU CAN ALSO LOOK AT THE RESULTS OF DISTRICTS, UH, THAT SURROUND YOU.
I MIGHT HAVE DONE THAT ONCE OR TWICE OR 10 TIMES MAYBE.
UH, 10 TIMES TEXAS SCHOOLS DOT GO.
THERE'S ALSO ANOTHER ONE DATA INTERACTION.
YOU CAN DO THE SAME THING, BUT IT'S ONLY, UM, ELEMENTARY
HOW ARE WE DOING? I'M SEEING A LITTLE BIT, YOU KNOW, WE HAVE A LITTLE CHICK-FIL-A HANG OVER HERE.
WE'RE GETTING A LITTLE BIT, YOU KNOW, ENERGY LEVEL LOW.
WHAT DO WE NEED TO DO? DO WE NEED TO STAND UP? DO WE NEED TO TAKE FIVE MINUTES? CALL? LET'S DO IT.
AND COME BACK HERE EXCEPT MINUTES.
OH, YOU'RE HAVE, HE'S THE I YOU
[01:10:05]
THAT.AGAIN, THAT HASN'T BEEN SCRUBBED ISN'T RIGHT, RIGHT.
THEY HAD THE TABS AT THE BOTTOM.
YEAH, IT'S ON THIS ONE RIGHT HERE.
SO, UM, BUT THE REAL ONE HAS ALL THOSE.
I WANTED TO SAY THANK YOU FOR SENDING IT MM-HMM.
SEE, SEE MY ISSUE, RIGHT? YEAH.
BUT, BUT I JUST DIDN'T LIKE HER.
RIGHT? WELL, I MEAN, I'M
IT'S NOT THAT, UH, RED AND WHITE VERSUS ANYTHING.
AND THAT, YOU KNOW, LIKE, I DIDN'T LIKE HER.
I'M LIKE, THAT'S NOT, YOU KNOW, LET'S TAKE A LOOK AT THIS.
LET'S TAKE A LOOK AT THIS DATA HERE.
WELL, I GET IT FROM EVERYBODY ELSE.
SO WHEN, UM, WHEN YOU FIRST CAME TO THIS BOARDROOM, WE WERE INTERVIEWING YOU AND LIKE THREE OTHERS.
DO YOU KNOW EVERYBODY IN THE INTERVIEW POINTED THAT OUT? NO.
SO THE, LIKE, WHAT RED DOES THE, UH, SCHOOL GRADING? AND, AND YOU, YOU, YOU HADN'T SEEN IT YET, BUT, UH, SCHOOL RATING.
WHEN YOU LOOK AT THE DISTRICT, GEORGE WASHINGTON CAR IS LIKE CONSISTENTLY, CONSIDERABLY LOWER THAN EVERYBODY ELSE.
AND WHEN WE WERE INTERVIEWING, THEY, I DON'T KNOW IF YOU GUYS REMEMBER DR.
WELL, IT WAS LIKE, IT WAS ALL NOT TO SOMEBODY EXCEPT ONE.
BUT ANYWAY, THEY ALL, THEY ALL POINTED IT OUT.
FERRERA, I WAS REALLY OHY PRE-K.
WHAT I DON'T HAVE OUT THERE RIGHT NOW ARE SOME OF
I LET THEY AND THE THEY FIRST WE WANT TO ACCOUNTABLE I'S.
SO YOU GET THE, HOW YOU WERE ABLE TO DO THAT.
DID YOU HAVE TO GET THE THERAPY? IT'S, WE ALREADY HAVE ALREADY HAVE CONSENT FROM PARENTS AT THE BEGINNING YEAR.
CHILD AT THE, AND WE DID LET THEM KNOW THAT ONLINE TOO.
SO I'M HEARING, SO WE WERE SAN ANTONIO.
THEY'RE ALSO, SOME OF THEM ARE ALSO.
IT, IT, SO, YOU KNOW WHATS, HE DIDN'T UNDERSTAND WHY.
ITS JUST TO GET AND IS, YOU KNOW, IN MY LIFE IS NOW COLOR THE DIFFERENCE OF CALM.
IT'S NOT I TO FIND ME TO ON AND THEN I TO T
I, I TOLD, AND I, SHES S BUT CAUSE SHE'S TAUGHT WONDERFUL, LIKE AS A
I KNOW
IT, IT'S, IT'S ALWAYS A REFRESHER.
BUT I MEAN, WON'T
[01:15:01]
I'M STILL CAN'T WAKE UP.WE GOT AND IS AND HE, WHEN LICENSED DOCUMENT, WHAT'S THE MAIN, THE TWO DIFFERENT HIGHLIGHTS.
I NEVER HAD DIDN'T REALLY DO ANY SUPPORT.
WELL, BUT WOULDN'T, THEY'RE GONNA' PROTECT.
THEY THEY WOULDN'T HAVE THAT IF HE PUT IT, YOU KNOW, THE, THAT'S WHY WE
I DON'T NEED TO CARE HAPPENED, BUT I STILL, I PROTECTING YOULL PUT THAT ONE A LITTLE.
I MEAN, YOU MEAN YOU DON'T
I ALWAYS APPRECIATE IT WHAT YOU GUYS DO.
SO THE NEXT PART, PART TWO OF THIS IS ACADEMIC GOALS AND GOAL PROGRESS MONITORING.
AND AGAIN, THIS IS SOMETHING AS WHEN WE THINK OF OUR BOARD ROLES AND RESPONSIBILITY, THIS IS NUMBER ONE.
WHAT'S THE FIRST THING WE DO? I WANT AN OLD BOARD MEMBER TO TELL, OR A EXPERIENCED BOARD MEMBER, SORRY, ME TO THROW THAT OUT THERE.
WHAT'S, WHAT'S OUR FIRST ROLE OF RESPONSIBILITY AS A BOARD? SOMEONE NEW, SOMEONE NEW, SOMEONE NEW? WHAT IS OUR FIRST, WHAT'S OUR FIRST RESPONSIBILITY AS A BOARD OVERVIEW? DO WHAT? WHAT REVIEW ROLES AND RESPONSIBILITY, VISION, MISSION AND GOALS.
VISION, MISSION, ACADEMIC GOALS.
SO WE'RE GONNA TALK ABOUT ACADEMIC GOALS.
ONE, ONE OTHER THING I WAS JUST SHARING THIS WITH, UM, CAROLYN, YOU GUYS ARE SO FORTUNATE IN, IN YOUR CONVERSATION TONIGHT, IS YOU'RE HAVING CONVERSATION, YOU KNOW, HELPING EACH OTHER OUT.
PERRERA IS BRINGING YOU AND THE CONTEXT.
NOT EVERY SUPERINTENDENT DOES THIS.
AND SHE BRINGS A WONDERFUL INSIGHT AND PERSPECTIVE THAT I HOPE THAT YOU'RE CAPTURING.
SO LET'S TALK ABOUT GOALS AND PROGRESS MONITOR YOU.
IDENTIFYING THE GOALS, ACHIEVING WHAT YOUR VISION IS FOR ALL.
AND SO WHAT YOUR DESIRE TO DO IS WHERE WE ARE TODAY INTO THE BOARD DESIRE, OUTCOME OR WHERE YOU WANNA BE TOMORROW.
AND SO WHEN YOU THINK ABOUT, AND YOU WANT TO CAPTURE SOMETHING REALLY WHEN YOU'RE TALKING ABOUT A LANCASTER GRADUATE, BECAUSE THE BEST THING THAT HAPPENS AS A BOARD MEMBER, YOU ALL JUST RECENTLY DID IT, IS AT GRADUATION, WHEN THEY WALK ACROSS THE STAGE, YOU HAND THEIR DIPLOMAS, SHAKE THEIR HAND, THEY WALK DOWN THE STEPS INTO THE REST OF THEIR LIFE, IS THAT THEY ARE READY, THEY ARE LIFE READY FOR WHATEVER THEIR GOAL MAY BE.
WHETHER IT'S COLLEGE AND OR TECHNICAL SCHOOL OR A CAREER THAT PAYS THEM A LIVING WAGE.
CUZ I JUST STANDING THERE FOR ALMOST TWO HOURS AND I HEALED.
I WAS DEFINITELY LOOKING AT THOSE SEATS.
YEAH, HOW MANY MORES? BUT, YOU KNOW, ENJOYING IT.
AND I WAS JUST HAPPY TO SEE THAT ONE.
THAT IS FANTASTIC THAT CONGRATULATIONS.
THAT'S A HUGE ACCOMPLISHMENT TO NOT LOSE ONE.
YOUR COUNSELORS TOO, AND AND YOUR STAFF.
THEY HAVE TEACHERS, COUNSELORS, AND, AND PRINCIPALS AND ADMIN.
EVERYBODY HAS TO, EVERYBODY HAS TO PULL TOGETHER AND ROW THE SAME DIRECTION TO MAKE THAT HAPPEN.
THEY HAD, THEY HAD A GROUND TEAM, THEY DEPLOYED MAKE, MAKING IT HAPPEN.
SO LET'S TALK ABOUT FOR A MOMENT, HOUSE BILL THREE.
REMEMBER WHEN, AGAIN, TOOK AWAY THE FOUR, FIVE POINT BILLION, GAVE IT BACK, BUT IT REQUIRED US AS BOARDS TO DOCK THREE GOALS, DETAILED PLANS, UH, DEVELOPED BY THE ADMINISTRATIVE TEAM, LED BY THE SUPERINTENDENT THAT ACHIEVES GOALS IN THREE AREAS.
EARLY CHILDHOOD READING OR LITERACY, WHICH
[01:20:01]
IS THIRD GRADE READING, EARLY CHILD CHILDHOOD MATH, WHICH IS THIRD GRADE MATH.AND THEN A COLLEGE AND CAREER MILITARY READINESS.
AND SO BACK IN THE DAY WHEN THEY DID THAT, WE WERE ALL PRETTY IRRITATED AS BOARD MEMBERS.
WE WERE LIKE, WHO'S THE STATE LEGISLATURE TO TELL US WHAT TO DO.
YOU KNOW, LET US TELL YOU A FEW THINGS ON WHAT YOU SHOULD DO.
BUT HOUSE BILL THREE BROUGHT FOCUS TO THREE HIGH LEVERAGE AREAS ACROSS THE STATE.
AND THE FIRST ONE WAS EARLY CHILDHOOD READING.
REMEMBER AGAIN, THE NEW TES AND THE NEW STAR ASSESSMENT.
PRE-K TO THREE IS LEARNED TO READ.
FOURTH THROUGH 12TH IS READING TO LEARN.
SO IF YOU DON'T HAVE THOSE FOUNDATIONAL READING SKILLS BECAUSE OF THE INCREASED RIGOR OF, OF, OF OUR ASSESSMENTS, THEN YOU'RE NOT GONNA BE, THE STUDENTS NOT GONNA BE ABLE TO BE SUCCESSFUL.
AND THEN THERE'S ANOTHER PART OF THAT ASPECT OF THAT TOO, ESPECIALLY FOR DISTRICTS THAT HAVE A HIGH, UM, ESL POPULATION OR, OR EMERGENT UH, LEARNER EMERGENT BILINGUAL LEARNERS IS CRADLED THE CLASSROOM.
BECAUSE IF THEY'RE COMING IN HERE AND WE PAID ALL THE KIDS WITH THE SAME FRAUD BRUSH, THEY'RE JUST GOING TO CONTINUE TO MOVE UP.
SO NOT ONLY IS IT PRE-K TO THREE, BUT THIS IS ANOTHER TALKING POINT FOR Y'ALL, IS FOCUSING ON HOW DO WE, HOW DO WE FOCUS ON CRA TO THE CLASSROOM? AND THEN EARLY CHILDHOOD MATH, ONE OF THE BIGGEST CHALLENGES, AND ONE OF THE REASONS THAT WE SAW MATH SCORES DROP, DIP DURING, UM, C IS WHAT, WHAT, HOW DO WE LEARN MATH THE BEST? I THINK I ASKED YOU THIS LAST TIME, DIDN'T I, I DON'T REMEMBER THAT.
IT'S TACTILE MATH, MANIPULATIVE.
THERE'S A CONNECTION BETWEEN THE MATH MANIPULATIVES AND LEARNING.
IT'S LEARNING THAT THAT NUMERACY LEARNING YOUR NUMBERS AND IT'S THE FOUNDATION.
AGAIN, YOU'RE LEARNING ALGEBRA IN THIRD GRADE.
SO THE IMPORTANCE OF EARLY CHILDHOOD MATH AND THEN COLLEGE CAREER, MILITARY READINESS.
IT ADDRESSES, YOU KNOW, A LOT OF THE FOLKS SAID, BUT WHY DON'T YOU HAVE A GOAL FOR MIDDLE SCHOOL? OR WHY DON'T YOU HAVE A GOAL FOR THIS COLLEGE AND CAREER MILITARY READINESS ADDRESSES GRADE FOUR THROUGH 12 AND LIFE AFTER HIGH SCHOOL.
BECAUSE AGAIN, WHAT IS ACCOUNTABILITY FOCUSING ON POST-SECONDARY READINESS? I'M JUST GONNA KEEP 10 TIMES.
POST-SECONDARY READINESS IS WHAT WE'RE LOOKING AT.
LIFE AFTER HIGH SCHOOL EARNING THE SEA OF THE COLLEGE UNIVERSITY, THEIR CHOICE OR A LICENSE OR CERTIFICATION FOR A CAREER.
BUT THE OTHER ONE I WANT YOU TO THINK ABOUT IS THIS.
YOU KNOW, SO OFTEN WE HEAR PEOPLE SAY, WELL, YOU KNOW, WE'RE PREPARING OUR KIDS FOR JOBS THAT DON'T EVEN EXIST TODAY.
AND EVERYBODY GOES, YEAH, YEAH, YEAH.
WHAT DOES THAT MEAN? SO THINK ABOUT IT THIS WAY, THAT LITTLE TIGER KINDERGARTNER THAT SHOWED UP IN AUGUST, YOU'RE GOING TO, IF YOU'RE HERE LONG ENOUGH, AND YOU MAY BE IN 2035, YOU ARE GOING TO HAND THEM THEIR DIPLOMA AS THEY WALK ACROSS THE STAGE.
AND THEN IN 2039, SOMEWHERE BETWEEN 2037 AND 2039, IF THEY USED TO GO ON TO POST-SECONDARY THROUGH A TWO YEAR OR FOUR YEAR COLLEGE, OR IF THEY TAKE A VICTORY LAB, IT COULD BE 2040, THEY'LL COMPLETE THEIR POST-SECONDARY TRAINING.
AND THEN THAT LITTLE TIGER KINDERGARTNER WITH THE POWER RANGER BACKPACK OR THE HELLO KITTY BACKPACK WILL RETIRE FROM THE WORKFORCE IN 20 82, 20 20 82.
SO THE WORK THAT YOU'RE DOING TODAY THROUGHOUT YOUR CAREER AS A BOARD MEMBER, THAT LITTLE TIGER KINDERGARTNER, THIS THIS IS REALLY KEY, IS GONNA HAVE TO LEARN, RELEARN, AND RELEARN AGAIN OVER THE COURSE OF THEIR WORK LIFE IN ORDER TO STAY RELEVANT IN THE WORKFORCE.
SO THOSE ARE THE SKILLS, NOT ONLY THE ACADEMIC SKILLS, BUT THE FOUNDATIONAL SKILLS THAT YOU ARE PROVIDING FOR THAT STUDENT TODAY THAT WILL CARRY THEM THROUGH 2082.
SO IF YOU SAY THAT AT A CHAMBER OF COMMERCE MEETING, YOU WILL HAVE PEOPLE FALLING OUT OF THEIR CHAIRS.
BUT IT ALSO EMPHASIZES THE IMPORTANCE OF WHAT WE DO AS BOARD MEMBERS.
UM, AND IS I THINK ONE OF THE THINGS THAT THE DISTRICT IS FOCUSED ON THIS YEAR ARE THE SKILLS THAT OUR KIDS, UM, AND NOT SO MUCH MOURNING THE THE CONTENT, UM, LOST, BUT YET THE SKILLS THAT ARE NECESSARY FOR THAT.
UM, AND THAT HAS BEEN I THINK, MOST BENEFICIAL TO OUR KIDS AND OUR STAFF AS WELL, UM, IS MAKING SURE WE FOCUS ON THOSE SKILLS.
BECAUSE YOU THINK ABOUT A SOCIAL STUDIES CLASS, SOME OF THEM YOU COULD HAVE A CENTURY OF INFORMATION.
SO YOU HAVEN'T REALLY HAD AN IN DEPTH SOCIAL STUDIES PERHAPS, OR HISTORY CLASS LAST TWO YEARS.
I MEAN, YOU, YOU WERE SAYING A LOT OF INFORMATION.
SO HOW ABOUT WE TEACH YOU THE SKILL, HOW TO FIND IT AS A CIPHER, WHAT'S GOOD AND WHAT'S BAD.
UM, SO WE REALLY HONED IN ON THE SKILLS, UM, WITH OUR STUDENTS OPPOSED TO JUST THE CONTENT.
IT'S NOT ABOUT YOU CAN'T MEMORIZE ENOUGH NO.
[01:25:01]
TO CARRY YOU THROUGH.BREWER, YOU HIT IT RIGHT ON THE NOTE BECAUSE I WAS TEND TO GO BACK TO ONE A LEARNING TO READ BECAUSE I THINK WE AS A CULTURE, WE'VE SEEN THE ALPHABETS TURNOUT YOU.
SO BY THE TIME THEY GET THERE, THEY'RE WHAT HINDERS THEM FROM ACTUALLY PUTTING ALL OF THOSE LETTERS INTO A SENTENCE IS THAT IT'S NOT CLICKING WITH THEM BECAUSE THEY LEARN THOSE BY SINGING THEM.
YOU KNOW, WHEN, WHEN WE WERE IN SCHOOL, THOSE OF US AGAIN ON A CERTAIN AGE, WE LEARNED THAT, UM, WORLD WAR II STARTED SEPTEMBER 1ST, 1939.
INSTEAD OF LOOKING AT WHAT IS THE RISE AND FALL OF CIVILIZATION, WHAT IS THE ECONOMIC TIME PERIOD, WHAT IS IT? AND DRAWING THOSE RELATIONSHIPS BETWEEN WORLD WAR II, VIETNAM, THE WAR IN AFGHANISTAN, AND BEING ABLE TO, TO YOUR POINT, BEING ABLE TO ANALYZE AND TAKE INFORMATION, INTERNALIZE IT, AND CREATE NEW KNOWLEDGE.
RIGHT? THAT'S WHAT YOU GUYS ARE TRYING TO DO.
WHICH IS AGAIN, WHICH IS HUGE.
BUT IT'S, YOU'RE MOVING, MOVING BEYOND.
AND WE HAVE THREE THREE YEAR OLD.
THREE THREE AND FOUR YEAR OLD.
OKAY, WE'RE GONNA GET 'EM THERE.
SO JUST AGAIN, AS YOU LOOK AT YOUR, YOUR, UH, YOUR EARLY CHILDHOOD GOALS AND YOUR CCM R GOALS, THEY ARE FIVE YEAR GOALS FOR STUDENT GROWTH ON THIRD GRADE READING AND MATH STAR.
AND THEN ANNUAL STUDENT GROUP TARGETS FOR YOUR STUDENT GROUPS THAT ARE 25 KIDS OR MORE.
AND THEN REQUIRE PROFESSIONAL DEVELOPMENT, THE READING ACADEMIES.
HOW DID Y'ALL DO ON YOUR READING ACADEMIES FOR WITH OUR STAFF? YEAH.
HAVE Y'ALL THOSE WE DIDN'T HAVE A WHOLE LOT OF STAFF BECAUSE DIDN'T HAVE 167.
YOU'VE BEEN OUT WITH COVID, SO WE REALLY HAVEN'T.
SO YOU'RE STILL, YOU'RE COMING BACK YES.
AND THEN THE SAME FOR COLLEGE CAREER, MILITARY READINESS, THE FIVE YEAR GOALS ON ADVOCATE STUDENT GROWTH, AND THEN BROKEN OUT BY STUDENT, BY STUDENT GROUPS.
SO HOW MANY GOALS, HOW MANY, HOW MANY OF THOSE OVERARCHING BOARD ACADEMIC GOALS SHOULD YOU HAVE? YOU KNOW, STEVEN COVEY TELLS YOU ANYTHING OVER FIVE AND YOU WON'T ATTAIN ANY OF THEM.
SO REALLY THE, THE SWEET SPOT IS THREE TO FIVE.
UH, AGAIN, IN OUR DISTRICT WE DID FIVE, WE DID AN EIGHTH GRADE GOAL BECAUSE WE WANTED TO MOVE OUR KIDS INTO ALGEBRA ONE, WHICH WAS A BIG, UM, PUSH FOR US SO THAT THEY COULD TAKE CALCULUS FIVE AND 12TH PER YEAR IN MATH.
CAUSE YOU CAN'T DO THAT IF YOU DON'T FINISH IT, IF YOU DON'T ACCOMPLISH IT BY THEN.
AND THEN WE HAD A SEPARATE GOAL FOR HISPANIC GRADUATION RATE BECAUSE OUR HISPANIC KIDS WERE REALLY STRUGGLING.
SO WHAT YOU WILL DO, I KNOW YOU HAVE GOAL SETTING THAT'S COMING UP, MARIANNE? UM, NEXT MONTH? YEAH, I THINK JULY 22ND.
SO AS YOU GUYS ARE LOOKING AT THAT, IT'S WHAT ARE THE GOALS THAT YOU SEE THAT YOU HAVE FOR YOUR KIDS AND IF, IF ANY, ADDITIONAL TO THE HOUSEHOLD THREE GOALS? YOU KNOW, I, UH, THE QUESTION BECAUSE AS WE SET THESE GOALS FROM THE BOARD, UM, OUR SUPERINTENDENT, I, ONE OF HEARING IT LIKE WE ARE HEARING IT WITH YOU EVEN THOUGH IT'S IN THE AFTERNOON, BUT WHEN WE HAVE THE PRESENTATION TO SHOW THAT WE ARE MEETING ALL OF THAT SEVEN BOARD MEMBERS THEIR DAY ON THEIR ACTUAL JOB, IT'S, IT'S A DIFFERENCE.
IT'S A DIFFERENCE TONIGHT THAT HEARING THIS FRANK DIAS AT SEVEN O'CLOCK, YOU KNOW, TO, TO HOLD ALL OF THAT IN.
AND SO I, I REALLY THINK THAT IT, THIS SHOULD NOT HAPPEN ONCE A YEAR.
THAT MAY BE SOMETHING WE CAN LOOK AT IN THE FUTURE, BECAUSE THIS IS IMPORTANT.
THIS DRIVES THE QUESTION, WHY ARE WE REALLY HERE? WHAT SHOULD WE BE HEARING AND ASKING THE SUPERINTENDENT? BUT BY THE TIME WE UNI IS LIKE YEAH.
THAT'S, THAT'S THE BEAUTY OF THIS PRESENTATION TONIGHT IS HOW DO WE FOCUS ON THE FIVE THINGS THAT DRIVE STUDENT ACHIEVE AND STUDENT PERFORMANCE WITHIN OUR ROLES AND RESPONSIBILITIES AS A BOARD MEMBER.
SO LET'S TALK ABOUT STUDENT OUTCOME GOALS AND AND BOARD GOALS.
FIVE KEY THINGS THAT REALLY DRIVE YOUR GOALS.
FIRST IS THAT THEY'VE GOTTA BE SPECIFIC.
WE'LL TALK ABOUT SMART IN A MOMENT, BUT IT'S GOTTA HAVE YOUR BASELINE, YOUR TARGET, YOUR POPULATION.
WHICH KIDS, WHICH STUDENTS AND YOUR DEADLINE.
THEY CHALLENGE THE ORGANIZATION BUT THEY DON'T DEMOTIVATE THE ORGANIZATION.
[01:30:01]
REQUIRE ADULT BEHAVIOR CHANGE.YOU KNOW, IF WE ALWAYS DO WHAT WE'VE ALWAYS DONE, WE'LL ALWAYS GET WHAT WE'VE ALWAYS GOTTEN.
SO US AS ADULTS HAVE TO EITHER WE CHANGE, WE'RE GONNA HAVE TO MAKE A CHANGE.
IT MAY BE CURRICULUM, IT MAY BE INSTRUCTIONAL STRATEGIES, IT MAY BE HOW WE INVEST OUR MONEY, BUT THEY REQUIRE US TO CHANGE.
THEY BECOME THE SUPERINTENDENT'S FIRST PRIORITY FOR RESOURCE ALLOCATION.
AGAIN, WHEN YOUR SUPERINTENDENT BRINGS YOU BACK THE BUDGET AND THEY'RE INFLUENCEABLE BY THE SUPERINTENDENT.
AND WHAT I MEAN BY THAT, IT'S A GOAL THAT THE SUPERINTENDENT CAN IMPACT.
GETTING A HUNDRED PERCENT OF PARENTS TO SHOW UP ON PARENT NIGHT IS NOT A GOAL THAT THE SUPERINTENDENT, UNLESS SHE GOES AND PICKS THEM ALL UP PERSONALLY, THERE'S NOT A, THERE'S NOT A BUS UP
SHE'S NOT GONNA BE ABLE, SHE'S NOT GONNA BE ABLE TO INFLUENCE THAT.
SO IF YOU THINK ABOUT IT, AGAIN, THE POPULATION, AND WE'RE GONNA SEE AN EXAMPLE IN THE MOMENT.
THE GROUP OF STUDENTS ARE GONNA BE IMPACTED OR BEING MEASURED THE BASELINE, WHICH IS THE STARTING POINT, WHICH IS USED FOR COMPARING AND MONITORING ALONG THE WAY THE TARGET, WHICH IS THE GOAL DESIRED FUTURE STATE, AND A DEADLINE THE MONTH AND YEAR THAT THE MEASUREMENT WILL HIT THE TARGET.
BECAUSE A GOAL WITHOUT A DEADLINE IS WHAT WISHFUL THINKING.
SO Y'ALL, THESE ARE ACTUAL, THESE ARE ACTUAL GOALS THAT I PULL OFF OF, UM, BOARD WEBSITES, WHICH, WHICH GOAL DRIVES STUDENT PERFORMANCE BEST.
OBVIOUSLY, SECOND ONE, THE PERCENT OF STUDENTS WHO SCORE AT THE MEETS LEVEL OR ABOVE THIRD GRADE READING, THE POPULATION WILL GROW THE BASELINE 47% TO 60% BY JUNE OF 2024.
SO YOU WANNA LOOK AT, AS YOU'RE WRITING THE GOALS, A ROBUST GOAL THAT'S GOING TO DRIVE STUDENT ACHIEVEMENT.
THE SAME THING FOR CCM R INCREASE.
HOW MANY TIMES HAVE WE SEEN INCREASE S A T AND A C T SCORES VERSUS INCREASING THE PERCENT OF GRADUATES THAT ARE COLLEGE CAREER, MILITARY READY FROM 40 TO 55%.
AND WITH THE DEADLINE, AGAIN, THESE ARE GOALS THAT YOU'LL WANNA BE TALKING AND COMMUNICATING AND TALKING ABOUT THE DISTRICT'S VISION AND THE SUCCESS THAT YOU'RE HAVING.
AND WE HAVE TO DO THAT INCREASE.
I MEAN, WE DO, SO WHAT WE'RE DOING IS WAITING UNTIL YOU GET TO HIGH SCHOOL TO HERE AND THERE ARE PRELIMINARY PRECURSOR OPPORTUNITIES.
S MIDDLE, WE'RE THAT INTO CURRICULUM.
SO, AND TO IT AS OPPOSED TO WAIT UNTIL THE YOURE TRYING TASK.
SO WE'RE BUILDING INTO THE CURRICULUM.
I I DON'T KNOW THAT THIS IS THE PERFECT PLACE TO ASK.
WHAT'S WHAT'S THE MOST APPROPRIATE TIME TO, TO ADDRESS THESE ITEMS? SO IF OUR GOALS DON'T LOOK LIKE THIS, AND MAYBE IT'S TIME TO REVAMP THEM.
IS MAKING THOSE GOALS SPECIFIC, MEASURABLE, RELEVANT AND TIME.
DID WE GET THE, ARE WE GONNA GET THIS, UH, ELECTRONIC? REALLY THAT'S OKAY.
THAT'S, THIS IS, THIS IS A, THIS IS A GOOD DOCUMENT TO KEEP WHEN WE ARE DOING THOSE GOAL SETTINGS.
SO THIS IS WHAT YOUR DASHBOARD, THIS IS, THIS IS A BASIC DASHBOARD THAT WOULD LOOK LIKE AS YOU LOOK AT IT.
BECAUSE AGAIN, HERE'S YOUR BASELINE FOR MOST DISTRICTS, THE BASELINE WAS, UH, 2018, 2019 NUMBERS RIGHT BEFORE THE COVID HIT.
AND THEN THEY STOPPED AT 2024.
MANY DISTRICTS HAVE GONE AHEAD AND THIS IS A BOARD DECISION FOR YOU WITH YOUR TEAM OF EIGHT DECISION FOR YOU.
IF THEY CARRIED IT OUT TO 2025, I SAY NO MORE THAN TWO OR THREE.
I MEAN THAT'S JUST MY, THAT'S AS FAR AS YOU CAN YOU GO BY.
I MEAN, LOOK WHAT HAPPENED THE LAST TIME YOU SAID FIVE, YOU DID COVID RIGHT.
AND THAT THREW EVERYTHING OFF.
UM, SO THAT VISION IS NOT EVEN APPROPRIATE ANYMORE.
AND, AND, AND THE OTHER THING YOU CAN DO TOO, SO FOR EXAMPLE, IN RICHARDSON, WHEN WE FIRST DID OUR GOALS, I, I REALLY STRUGGLED WITH THE PERCENTAGE.
YOU KNOW, I WAS LIKE, WE'RE, CUZ WE WERE GONNA HIT 60% BY AUGUST OF 2024.
AND I SAID, WHAT FOUR KIDS ARE NOT GONNA ACT 10 ARE NOT GONNA PASS, NOT GONNA BE AT MEETS LEVEL.
AND WHAT WE HAD A CONVERSATION ABOUT WAS IT WAS BASED ON RESOURCES.
AND AGAIN, WE WANTED TO STRETCH THE ORGANIZATION, BUT WE DIDN'T HAVE THE RESOURCES TO MAKE IT.
IN THE TIME THAT WE HAD NOW WITH COVID AND ESER FUNDS, WE WERE ABLE TO INVEST 22 MILLION IN OUR LITERACY, YOU KNOW, TO, TO ACCELERATE IT.
STONE DID, AND WHAT WE DID AS A BOARD IS WE SAID, WE GO BACK AS WE REVIEW THIS EVERY YEAR, AND WE LOOK AT, AND WE
[01:35:01]
AS, AS RESOURCES BECAME AVAILABLE, WE COULD ADJUST OUR GOALS.YOU HAVE TO BE, UM, YOU HAVE TO BE REALISTIC.
YOU WANNA STRETCH THE ORGANIZATION, BUT YOU MAY COME UP TO NEXT YEAR THE, IN AUGUST OF 23, THESE ARE DIRECTIONAL AND SAY, YOU KNOW WHAT, WE'RE GONNA ACCELERATE THESE GOALS.
WE'RE ALREADY GONNA MEET THESE.
YOU KNOW, BUT ALSO YOU HAVE TO REMEMBER THAT'S, YOU HAVE TO LOOK AT COHORTS COHORT, WHOS IN THIRD GRADE THIS YEAR WON'T BE IN THIRD GRADE NEXT YEAR.
SO REALLY YOU PREPARED, HONESTLY.
AND YOU GET THAT, THAT PIG PYTHON THING.
SOMETIMES YOU HAVE A GROUP OF KIDS THAT COME THROUGH THAT I BLEW IT OUT OR DON'T.
YOU GET THAT GROUP THAT WHEN THEY'RE SECOND SEMESTERS, JUNIORS, YOU JUST WANNA GO AHEAD AND HAVE GRADUATION AND SAY, Y'ALL JUST GO AHEAD AND START RIGHT NOW.
SO, SO WHEN DOES THE COURSE CORRECTION HAPPEN? I UNDERSTAND THAT.
THANK YOU FOR TOSSING ME THAT.
UM, SOFTBALL,
SO HOW DOES THE BOARD KNOW THAT PROGRESS IS BEING MADE? AGAIN, LOOKING AT THE TYPES OF, OF ASSESSMENTS THAT THERE, THAT WE HAVE IS FROM AUGUST THROUGH MAY, YOU HAVE YOUR SUMMATIVE, WHICH ARE YOUR, UH, TEST ONE, ONE POINT IN TIME.
IT COULD BE A MIDTERM, IT COULD BE A FINAL, IT COULD BE YOUR STAR TEST.
AND THEN YOU HAVE INTERIM TESTS, WHICH ARE YOUR BENCHMARK TESTS OR FOR Y'ALL, UM, MATH.
YOU WANNA TALK JUST SO WE DO DO MATHS.
WE DO THOSE, UH, THREE TIMES A YEAR, BEGINNING OF YEAR, MIDDLE AND IN.
AND THAT'S A CLOSER PREDICTOR TO OUTCOMES.
UM, I CAN SAY THAT ACTUALLY OUR KIDS HAVE DID BETTER THAN THE MAP ON STAR.
UM, BUT THE ASSESSMENTS ARE A LITTLE BIT MORE RIGOROUS AS WELL.
UM, BUT IT GIVES YOU A BETTER IDEA.
SO WE'VE HAD THREE PLUS STAR, PLUS STAR.
SO I DON'T, I DON'T LEAVE IN WAITING UNTIL THE END TO GUESS.
SO MEASURES OF ACADEMIC, MEASURES OF ACADEMIC PERFORMANCE MATH, BUT OUR SCHOOLS DO THOSE THROUGH, DO SOME ASSESSMENTS IN BETWEEN THAT AS WELL.
SOME DO EVERY THREE WEEKS, SOME DO FOUR OR FIVE.
I'LL LET THAT CAMPUS DECIDE WHAT THAT IS.
CAUSE THEY KNOW THEIR STAFF AND HOW FAST THEY CAN TURN OVER AND ALL THOSE THINGS.
THAT'S, THAT'S A KEY THING IS YOU DON'T WANT TO PAINT EVERY SCHOOL WITH THE SAME BROAD BRUSH.
AND SO IT'S KNOWING WHICH SCHOOLS THAT HAVE THE, THE, THE FLEXIBILITY AND THE THEORY OF ACTION.
SOME ARE MORE PRESCRIPTIVE, SOME ARE MORE, UM, UM, THERE'S MORE ROOM FOR, UM, FOR SOME EVEN GONE TO THE POINT WHERE THEY HAVE DATA ROOMS, A WALL WITH EVERYBODY'S, EVERY KIDS.
AND IF THE P E HAS THE BEST, IN MY OPINION, HAVING EVERY KID'S PHOTO BY THEIR, BY THEIR DATA.
SO IT PUTS A FACE AT NOT JUST A NAME AND A NUMBER THERE TOO.
THOSE ARE, AND THEN FINALLY YOUR TEACHERS THINK ABOUT QUIZZES, WHICH INFORMS THE LEARNING AT THE TIME.
ESPECIALLY, YOU KNOW, ARE THEY WHAT, WHAT STUDENTS KNOW AND ARE ABLE TO DO BECAUSE OF THE TEACHS AND THE TEACHER USE, QUIZZES, ASSIGNMENTS, PROJECTS, HOMEWORKS AND CHECKS.
BUT KENDALL, TO YOUR POINT, THIS IS WHERE GOAL PROGRESS MONITORING RESIDES FOR BOARDS ARE THE INTERIM ASSESSMENTS THROUGHOUT THE YEAR.
AND SO WHAT WE'RE LOOKING AT IS WE USED TO TRACK, YOU KNOW, WHEN I FIRST GOT ON THE BOARD, WE WOULD JUST GET A REPORT AND WE WOULD TRACK THE GOAL, BUT WE WOULDN'T TAKE ANY ACTION OF WHAT NEEDS TO BE DONE.
EITHER SUPERINTENDENT COMES BACK, STAY THE COURSE, OR THAT WE NEED TO OF COURSE.
AND SO THE GOAL PROGRESS MEASURES ARE THOSE SPECIFIC INDICATORS THAT ARE USED TO DETERMINE OR PREDICT IF IT'S DUE GOAL, PERFORMANCE GOAL IS LIKELY TO BE MET OR NOT.
IT'S WRITTEN THE SAME WAY AS A GOAL.
AND IT'S INFLUENCEABLE BY THE SUPERINTENDENT.
SO WHAT YOU WANNA THINK ABOUT WHEN YOU ARE, WHEN YOU'RE DOING YOUR GOALS, THE GOALS WAS ARE ADOPTED BY THE BOARD AGAIN, BUT DONE IN CONCERT WITH THE SUPERINTENDENT AND HER STAFF OR CURRICULUM INSTRUCTION STAFF HELPS INFOR INFORM THE GOALS, THE DATA, THE GOAL, PROGRESS DATAS AND THE DATA THAT YOU USE.
THE BOARD COMES TO AGREEMENT, BUT THAT'S ON UPON THE RECOMMENDATION OF THE SUPERINTENDENT.
HERE'S THE DATA THAT WE BRING FORTH THAT WE USE THROUGHOUT THE YEAR TO MONITOR STUDENT ACHIEVEMENT.
SO WHEN YOU GET YOUR GOAL PROGRESS MANAGERS, SO FOR EXAMPLE, IF THE GOAL IS, IS THIRD GRADE READING, HERE'S A, HERE'S THE GOAL, PROGRESS MEASURES FOR ONE DISTRICT.
AND THEY USE, UM, SCORES ON PHONE AWARENESS, UH, READING COMPREHENSION AND READING FLUENCY.
THOSE WERE THE PREDICTORS FOR THIS DISTRICT.
[01:40:01]
BRING BACK TO YOU THE DATA THAT'S APPROPRIATE FOR LANCASTER STUDENTS THAT'LL PREDICT SUCCESS ON THE GOALS.CAN I SAY WHILE WE'RE TALKING ABOUT GOALS? SURE.
I'VE TALKED WITH A FEW OF YOU ABOUT IT.
UM, I FEEL, AND THIS IS MY PREFERENCE, THAT I, I'M NOT SETTING A GOAL SEPARATE FROM WHAT IS THE DISTRICT'S GOAL.
THE GOALS OF THE DISTRICT ARE MY GOALS.
UM, AND I CAN SET PERSONAL ONES WITHIN THAT.
BUT TRULY MY GOAL IS I GOALS DEVELOP THOSE TOGETHER.
BUT I KNOW HOW THE TABLE FEELS ABOUT THAT.
BUT THAT'S KIND OF BEEN MY EXPERIENCES WITH WHOEVER YOUR GOALS ARE ONLINE.
AND I GUESS THAT'S DEFINITELY WHERE WE ARE.
I THINK ONE OF THE THINGS THAT WE HAVE TO DO IS TO BECOME MORE SPECIFIC AND HAVE THOSE SMART GOALS.
AND THE OTHER ITEM, WE HAVE FOUR GOALS LISTED, BUT OUR FOCUS SHOULD BE GOAL ONCE AND ACHIEVEMENT.
BUT NOW'S PUT SPECIFIC TARGETS CORRECT ON THAT ONE AND EVERYTHING ELSE WILL FALL IN.
AND THAT, THAT'S THE GOAL BUILDING WE'LL DO FOR, CAUSE WE'LL HAVE THIS DATA WILL BE SCRUB, I THINK IT'S LIKE 15%.
IS THAT RIGHT? YEAH, THAT'S JULY.
GET THAT THAT WEEK AFTER THAT, THE 21ST, 22ND.
WE'LL DO SOME FULL SETTING BASED ON OUR OUTCOMES.
I'LL BE RECOVERING BIRTHDAY'S.
MY NUMBERS ONE, THAT CLARITY THAT DR.
PERRERA IS TALKING ABOUT WITH GOALS IS, IS ESSENTIAL AS WE'RE MOVING FORWARD.
I KNOW FOR US AND RICHARDSON, WE, WE STATED OUR BOARD GOALS, AND I THINK I SHARED THIS WITH YOU, UH, IN NOVEMBER, AT THE BEGINNING OF EVERY MEETING, WE DID THE PLEDGES FOR US.
AND THEN AFTER THAT WE SAID, WE KNOW THAT THE WORK OF OUR BOARD TONIGHT AND OUR TEAM OF EIGHT AND OUR STAFF IS THE ACADEMIC ACHIEVEMENT OF OUR STUDENTS.
SO TO THAT END, WE STARTED EVERY BOARD MEETING WITH THE READING OF OUR BOARD GOALS.
AND WE WENT AROUND AND EVERYBODY GOT A, GOT A TURN.
BUT I COULD GO INTO A CLASSROOM AND A TEACHER COULD CONNECT WHAT WAS HAPPENING IN THE CLASSROOM WITH THAT BOARD GOAL.
AND SO IT STARTS AT THE TOP AND YOU MODEL IT AND IT, AND IT IS WOKEN INTO THE FABRIC OF THE DISTRICT.
SO THAT'S WHY YOU DON'T WANT TO HAVE BOARD GOAL, A SUPERINTENDENT GOAL, A STRATEGIC PLANNING GOAL, A DISTRICT IMPROVEMENT PLAN GOAL.
BUT IF THERE'S A WORST PRACTICE THAT'S, THAT'S IN THE CATEGORY, BEST PRACTICES ARE OVER HERE.
WORST PRACTICES THERE, THAT WAS HORRIBLE FOR SUPERINTENDENTS AND UNPRODUCTIVE AND NOTHING GOT DONE ALL OVER THE PLACE.
YOU, YOU MENTIONED THAT TO US LAST YEAR AND WE SAID WE WOULD LOOK INTO STARTING OUR, OUR MEETINGS LIKE THAT CUZ WE LIKED IT, BUT WE NEVER GOT AROUND TO ADJUSTING OUR GOALS.
THERE WAS STILL THE, THE OLD ONES.
AND WE HAD OTHER ISSUES PRESSING AT THE TIME THAT YOU COME AGAIN, WE'RE COMING OUT, WE'RE COMING OUT OF THE DARK INTO THE LIGHT.
AND NOW THIS IS THE PERFECT TIME TO, UM, TO REDESIGN ADDRESS WHAT IT LOOKS LIKE.
SO I I HAVE ONE QUESTION BECAUSE THAT'S REALLY IMPORTANT.
SO THE CONNECTION, UH, WITH THIS, UH, GOAL PROGRESS AND MEASURING THAT, NOW WE GET DOWN TO THE SUPERINTENDENT EVALUATION BECAUSE THAT IS ONE OF THE THINGS THAT I WOULD LIKE TO SEE.
GURE SAID ABOUT HER MEETING THE GOALS THAT WE HAVE PUT IN PLACE IN HER EVALUATION INSTRUMENT.
THAT'S WHY I FEEL IT'S SO IMPORTANT THAT HER INPUT MORE SO INTO THE EVALUATION TO UNDERSTAND HOW SHE MET ONE, TWO AND THREE AND FOUR GOES.
AND SEE, YOU'LL DO THAT ALONG THE WAY TOO.
PERERA COMES BACK AND SAYS, BOARD MEMBERS, IS THE LIGHT BRIGHT ENOUGH? AND YOU DECIDE COLLECTIVELY, IF THE LIGHT IS BRIGHT ENOUGH, YOU STAY THE COURSE.
BUT IF THE LIGHT NEEDS TO BE BRIGHTER, YOU'RE DOING THAT ALONG THE COURSE OF THE YEAR.
UH, MAKING THOSE COURSE CORRECTIONS AND ADJUSTMENT VERSUS LIKE WE USED TO, WE GET TO THE END OF THE YEAR AND WE'D ALL BE EITHER DELIGHTED OR SURPRISED.
RIGHT? SO IT FORMS THE WORK THAT YOU DO.
I'M SORRY BECAUSE IN THE PAST I REMEMBER A MIDTERM EVALUATION THAT LEADS UP TO THE EVALUATION.
I THINK SOMEWHERE WE MISSED THAT POINT.
WELL NOW WE'RE MORE INTENTIONAL, RIGHT? AND WE KNOW THAT WE DO IT, WE DO IT NOT JUST AT MID-YEAR AND IT'S ALMOST TOO LATE.
YOU GOTTA BE DOING IT ONGOING.
PERRA, BEING THE DATA PERSON THAT SHE IS, SHE'S
[01:45:01]
NOT JUST USING MATH FOR ONE INDICATOR.SHE'S USING THE APPROPRIATE INDICATOR THAT PREDICTS SUCCESS FOR EVERY GOAL THAT IS GERMANE TO LANCASTER KIDS.
RIGHT? SO WHAT DO YOU SAY? WHAT, WHAT DO YOU SAY ABOUT THAT? SO IF THERE IS, IF THERE HAS BEEN A PATTERN FOR MIDTERM AND THEN ANNUAL GOAL AND NOW YEAR HAS PASSED, A LOT HAS HAPPENED.
SHOULD WE OR SHOULD WE NOT BE DOING THE EVALUATION TO GET US ON TRACK? BECAUSE ACTUALLY THE FIRST YEAR IT WAS REAL CRAZY.
SO IS IT FAIR FOR US TO EVALUATE HER ON THE GOALS THAT WE HAVE SET THIS YEAR? WE HAVE NEW BOARD MEMBERS.
UH, MOST OF THE BOARD MEMBERS DON'T KNOW ACTUALLY WHAT HAPPENED THE FIRST YEAR COMING INTO THE DISTRICT.
SO I GUESS THAT'S THE BIG QUESTION MYSELF AS A BOARD MEMBER IS A QUESTION THAT I WANT TO KNOW.
SHOULD WE OR SHOULD WE NOT? AND SHOULD WE GET ON TRACK AND WORKING WITH DR.
PERRERA TO OUTLINE THAT TO THAT NEXT MIDTERM GOAL THAT LEADS UP TO THE ANGLE, THE CONTRACT CONTRACT THAT'S IN YOUR CONTRACT.
SO WHAT WE CAN DO THIS EVALUATION
BUT THE MAJORITY OF WHAT SHE'S DOING, IT ISN'T FAIR TO THE NEW BOARD MEMBERS THAT ARE JUST COMING IN BECAUSE I'M SURE MR. STEVENS MISS THAT.
I KNOW MR. CLOS, MISS WOODFIELD, YOU GOT SOME OF IT RIGHT? THAT THAT'S WHAT I WAS TALKING ABOUT.
BUT WE DIDN'T EVEN HAVE THAT MIDTERM WITH YOU.
BUT THAT'S WHAT I WAS TALKING ABOUT WITH THE GOALS AND THE COURSE CORRECTION.
CUZ I KNOW THE GOALS THAT WERE IN PLACE THIS TIME LAST YEAR MM-HMM.
I DON'T REALLY THEY COMPLETELY APPROPRIATE.
BUT, BUT THAT'S ANOTHER, THAT'S DISCUSSION FROM ANOTHER TIME.
I THINK, UH, I THINK THE, THE EV EVA EVALUATION INSTRUMENT WE'RE WORKING ON GET PAST ALL OF THAT.
AND THEN I ALSO, WITH THAT, ONCE WE DO THE EVALUATION, DR RE WILL ALSO PROVIDE US EVIDENCE FROM WHAT SHE'S DONE FOR THE YEAR FOR US TO REVIEW AS WELL.
SO FOR THOSE WHO HAVE NOT BEEN ON THE BOARD, THEY'LL GET SOME INFORMATION TO KIND OF GET THEM ACCLIMATED WITH WHAT, WHAT HAS OCCURRED.
AND THEN DURING THAT PARTICULAR EVALUATION YOU HAVE A CHANCE TO DESCRIBE WHAT'S BEEN DONE, WHAT THE DEFICIENCIES ARE AND HOW WE'RE GONNA CORRECT THOSE.
AND THEN THE TOOL OR THE INSTRUMENT KIND OF GIVES US A, A FORMAT TO KIND OF GO THROUGH THAT PROCESS.
UH, AND THEN IN, IN JULY WILL THEN FORMAT THE GOALS FOR THIS UPCOMING YEAR, WHICH WILL BE SMART.
WELL, YOU MISSING APART, YOU, YOU STILL MISSING A PART.
WHAT YOU'RE SAYING IS GREAT, BUT YOU'RE STILL MISSING THE PART THAT I'M SAYING THAT IS IT FAIR THIS YEAR TO ACTUALLY DO AN EVALUATION? BECAUSE WE WOULD HAVE TO DO IT FOR THE BEGINNING OF THIS YEAR'S SCHOOL DISTRICT, WHICH IS OVER.
AND THIS WAS HER FIRST YEAR COMING IN.
SO ACTUALLY CAN WE VALIDATE BECAUSE THERE WAS SO MANY THINGS GOING ON THAT REALLY JUST HAVE BEEN BROUGHT TO LIGHT ACADEMICS AS WELL AS OUR, OUR OUR VISION AND OUR GOAL SET.
NOW, IT'S NOT GONNA BE YOUR AVERAGE NORMAL EVALUATION THAT YOU USUALLY HAVE.
WE DIDN'T HAVE A NORMAL YEAR
IT WAS HER FIRST YEAR COMING INTO ALL THIS DRAMA AND ALL THIS STUFF.
SO HER EVALUATION CANNOT BE IN EVALUATION, SAY, OH, YOU DIDN'T MEET THIS PERCENTAGE, SO WE'RE DIGGING YOU FOR THIS.
IT'S IMPOSSIBLE FOR US TO EVEN DO THAT.
WELL, ITS GONNA BE, I I THINK NOW THIS IS JUST ME.
I THINK REALLY IS IT FAIR TO JUST DO AN EVALUATION BASED ON WHAT COMING TO WORK OR HIRING THE RIGHT PEOPLE OR SAYING THE RIGHT THING.
BUT, BUT WE'RE, WE'RE BOUND BY THE TEXAS EDUCATION COACH THAT WE HAVE TO DO AN EVALUATION.
AND I THINK, YOU KNOW, YOU BRING UP SOME VALID POINTS AND MAR YOU, YOU NAILED IT, NAILED IT ON THE HEAD.
WE, WE TOOK OUR EVALUATION INSTRUMENT.
WE COULDN'T USE IT BECAUSE IN, IN FOR TWO YEARS IN COVID, THE WHAT WE HAD PLANNED DIDN'T WORK.
SO THERE IS PLENTY OF PERFORMANCE THAT YOU CAN EVALUATE.
I MEAN YOU'VE GOT THE DATA, YOU'VE GOT.
SO I HAVE, I HAVE KEPT INFORMATION ALL YEAR ON FOUR DIFFERENT AREAS THAT WERE ALIGNED WITH MY, UM, TRANSITION AND ENTRY PLAN.
UM, AND I ALIGNED ALL THE CABINET MEMBERS GOALS AND ASSESSMENT BASED ON THE SAME THING.
BECAUSE AGAIN, YOU SHOULDN'T HAVE 10 DIFFERENT TOOLS.
IT WAS ONE WITH FOUR DIFFERENT AREAS.
ONE BEING COMMUNICATION AND RELATIONS, UH, COMMUNITY RELATIONS, THE OTHER BE ORGANIZATIONAL LEADERSHIP, COMMUNICATION AND COMMUNITY RELATIONS.
AND THEN, UM, THE LAST ONE WAS INSTRUCTIONAL.
NOT LAST, YOU AREN'T IN RANKING ORDER, BUT THE INSTRUCTIONAL LEADERSHIP.
AND WITHIN THAT THERE ARE SEVERAL DIFFERENT PERFORMANCE INDICATORS,
[01:50:01]
UM, THAT WE KIND OF TRACK.AND AGAIN, I'VE KEPT EVIDENCE ON ALL OF THOSE.
UH, FOR MYSELF, UM, MY STAFF FOR DEPARTMENT LEADS OF CABINET HAVE KEPT THAT ON THEIR AREAS AS WELL.
UM, AND WE'VE ALIGNED SOME OF THE SCHOOL STUFF WITH IT AS WELL.
BUT THERE WERE SO MANY IMPROVEMENT THINGS THAT NEEDED CUZ OF COVID.
I, I WASN'T, I DIDN'T STICK TOTALLY TO THESE FOUR FOR ALL THE SCHOOLS.
UM, OF COURSE EVERYBODY HAD INSTRUCTIONAL LEADERSHIP AND, BUT THAT'S BECAUSE THAT'S THE STUDENT ACHIEVEMENT PIECE.
SO AGAIN, THERE ARE LINE, I DO HAVE INFORMATION ON THESE THINGS WITH EVIDENCE.
UM, THERE'S NO GRADE IF YOU WILL, BUT THERE ARE PERFORMANCE INDICATORS.
UM, AND THIS IS ALSO BASED ON MY NATIONAL LICENSE CERTIFICATION AS WELL.
THIS IS A NASTY NORM ASSESSMENT TOOL.
CAN WE GET A COPY OF THAT? SURE.
I DEFINITELY WOULD LIKE TO HAVE A COPY.
AND YOU, YOU BRING FROM REALLY GOOD POINT.
REALLY PUTTING IN PLACE AN INSTRUMENT THAT'S GONNA SERVE YOU NOT JUST ONE YEAR, BUT IT'S, IT'S GOING, IT'S GOING, IT'S GONNA CONTINUE TO BE USED.
UH, A WELL WRITTEN INSTRUMENT THAT NOT ONLY ANALYZES CURRENT PERFORMANCE BUT ALSO SETS OUT THE GOALS FOR THE FUTURE.
IS WHAT YOU'RE, WHAT YOU'RE STARTING ALREADY.
I DIDN'T LOOK THROUGH IT GOOD ENOUGH.
SO JUST ONE MORE THING REAL QUICK.
IT'S BECAUSE I DID HEAR, I, I'M AGREEABLE.
BUT I DID DO SOME CHECKING FOR MYSELF ON A WAIVER OF THE EVALUATION DUE TO THE CIRCUMSTANCES.
I MEAN WE HAD A LOT GOING ON, BUT OKAY, WE'LL MOVE FORWARD CAUSE THAT'S WHAT WE ARE, WE'RE A TEAM THAT SAY OKAY, IF YOU'RE GONNA USE THIS, BUT I HEARD SOMETHING THAT ALWAYS STICK IN MY MIND.
PERE OR FOR SOMEBODY ELSE'S SIN.
AND SO ME HEARING THAT AND THINKING ABOUT THIS EVALUATION COMING UP, THIS IN MY PERSONALLY FROM THE EVALUATION, THIS IS NOT A, BASICALLY ALL WE CAN DO IS BASICALLY YOU PRINT FOR WHAT YOU'VE DONE.
THAT'S WHAT I'M YOU TO BE REALLY ACCOUNTABLE FOR ANYTHING IN THIS FOR A YEAR.
CAUSE WE JUST CAN'T, IT WASN'T A NORMAL YEAR.
SO ITS JUST BASICALLY FOR YOU TO TALK, YOU GOTTA GIVE US STUFF THAT WE DIDN'T EVEN KNOW YOU DID.
WE'LL LEARN MORE THAN WE THOUGHT WE KNEW WHEN WE READ YOUR SIDE OF IT AND THEN FOR US TO DIS EVALUATE YOU.
BUT I WOULDN'T THINK THIS HAS ANYTHING TO DO.
THIS IS NOT GONNA BE A NEGATIVE FRACTION OF HER.
AND BY KNOWING NECESSARY, CAUSE YOU JUST WANT A NORMAL YEAR, I WOULDN'T EXPECT ANYBODY TO SIT AROUND AND YOU EVEN THINK THAT AT ALL.
CAUSE MY UNDERSTANDING IN COMING, WE HAVE TO DO, THE EVALUATION IS GONNA BE DONE BASED ON WHEN SHE STARTED AND THE GOALS THAT WAS SET AT THE TIME SHE STARTED.
BECAUSE REASON WHY I'M SO STUCK ON THAT.
CUZ I REMEMBER WHEN I FIRST CAME BACK ON THE BOARD, WHA THAT WAS IN MAY, JULY HAPPENED THEN NOVEMBER, HERE'S AN EVALUATION THAT MY EVALUATION WAS NOT EVEN ACCEPTED.
AND BECAUSE YOU FIND THAT IN A DIFFERENT INSTRUMENT.
PERRERA HAS A LOT OF INPUT INTO THE EVALUATION, THAT WOULD BRING IT OUT BECAUSE TRULY YOU GOT SEVEN MINDS.
AND SO I CAN ONLY THINK BACK WHEN I FIRST CAME BACK ON 2019, UH, THE EVALUATION AND IT WASN'T A GOOD EXPERIENCE.
UH, NEW SUPERINTENDENT BEING SUPERINTENDENT, ME BEING A NEW BOARD MEMBER.
BUT HEY, I'M, I WAS ONLY TRYING TO FALL IN LINE WITH THE NEW BOARD MEMBERS.
BUT IF YOU ALL SAY GO, I DO UNDERSTAND.
THAT'S WHY I TOOK MYSELF ON TO CALL THE STATE TO ASK THAT QUESTION.
SO, HEY, LET'S, WE CAN MOVE ON TO NEXT WEEK.
WELL, AND YOU WANNA VALIDATE AND ACKNOWLEDGE THE WORK THAT'S BEEN DONE.
AND OBVIOUSLY THERE WERE SOME GOALS, TRANSITIONAL GOALS THAT DR.
SHE HASN'T BEEN HANGING OUT WITH HER TWINS ALL NIGHT.
SHE HAS A LOT OF CONFLICT THAT WERE MADE.
BUT SO YOU THIS MIDTERM DO THE EVALUATION MAYBE SIX MONTHS DOWN THE ROAD.
I THINK IT'S JUST AN OVERVIEW OF THE YEAR AND I'LL GIVE YOU AN OVERVIEW AND THEN YOU CAN DECIDE HOWEVER YOU WANT TO GO WITH THAT.
BUT, UM, I MEAN THERE WERE NOT NECESSARILY DISTRICT GOALS, IF YOU WILL.
I HAD THE TRANSITION GOALS, WHICH WERE SOMEWHAT ALIGNED, BUT THEY DIDN'T COME FROM THE BOARD.
UM, AND THOSE WERE THE ONES THAT I KEPT TRACK WITH AND ALIGNED BASED ON WHAT I KNEW AT THAT TIME.
OF COURSE, EVERYBODY AROUND THE TABLE KNOWS THE MORE ROCKS WE TURN OVER, THE MORE WORMS WE FOUND.
UM, DO WORMS, SNAKES, SNAKES, SNAKES, SNAKES, RATTLE SNAKES.
[01:55:01]
BUT AGAIN, I DO, I, I WOULD APPRECIATE SOME LEVEL OF YOU WHAT OCCURRED THIS PAST YEAR.AND AGAIN, I'M NOT ASKING FOR ANY, ANY PASSES BY ANY MEANS.
UM, BUT GOING FORWARD I THINK WE'LL HAVE A BETTER SENSE OF WHAT OUR GOALS WILL BE AND BE ABLE TO BETTER MONITOR THOSE GOING INTO THE NEW YEAR BECAUSE WE'LL HAVE OUR DATA BACK MID-JULY.
WE'LL HAVE OUR DATA SETTING, OUR GOAL SETTING BASED ON THOSE THINGS, UM, AS A DISTRICT.
UM, BUT I ALSO WANNA SAY, KNOW THAT, SAY HOW BRIGHT THE LIGHT IS, BUT AT THE END THE LIGHT MAY NEED TO STAY ON A LITTLE LONGER CUZ I DON'T LIKE DOING GOALS AND THROWING THEM AWAY AFTER YEAR ONE.
CAUSE SOMETIMES IT TAKES A LITTLE LONGER.
UM, AND SOMETIMES YOU'LL MEET THAT THIS YEAR AND SOMETIMES YOU WON'T.
IT DEPENDS ON WHO KID IS AND HOW THEY DO, YOU KNOW, SOMETHING ELSE.
I'M NOT ASKING FOR GRACE FOR MYSELF.
I'M ASKING GRACE FOR MY MY STUDENTS AND MY STAFF BECAUSE SOMETIMES IT TAKES A LITTLE LONGER SOMETHING ELSE TO ADD.
IS THAT IN, IN THE PAST WE HAD A FORMATIVE EVALUATION FOR THE SUPERINTENDENT AS WELL, WHICH CAME ON A MORE CONSISTENT BASIS THAN JUST ANNUAL.
SO MY ACTUALLY IS SUPPOSED BE RIGHT.
SO WHAT WE'LL DO IS PUT THAT BACK IN PLACE WHERE WE HAVE THOSE QUARTERLY UPDATES, WHICH IS ALSO FOR THE COMMUNITY, BUT IT'S ALSO FOR US AS BOARD AND ALSO FOR YOU.
SO KIND OF LET US KNOW HOW WE'RE PROGRESSING ON THAT DISTRICT IMPROVEMENT PLAN, WHICH IS ALIGNED WITH OUR GOALS.
AS YOU MENTIONED, THE ALIGNMENT IS GONNA BE CRITICAL BECAUSE IF YOU LOOK AT OUR STRATEGIC PLAN BOARD GOALS, WHICH ARE DISTRICT GOALS, WHICH THEN TRICKLE DOWN TO WHAT YOUR RESPONSIBILITIES OR YOUR FOCUS WILL BE AS FAR AS THE LIGHT BEING BRIGHT OR BEING FLUORESCENT OR, OR, OR WHAT HAVE YOU.
UH, SO I THINK THOSE ARE SOME OF THE THINGS THAT WILL NICE.
YOU KNOW, YOU HIT YOUR APP, CHANGE IT TO WHATEVER COLOR WE'RE MOVING FORWARD.
SO WITH THAT SAID, FROM WHAT I'M LOOKING AT AT THIS MOMENT IS THIS, WOULD YOU SAY THAT THIS WOULD BE A FAIR GOAL TO FOLLOW HAVING AT LEAST FOR HAVING EVALUATION? WE'LL HAVE A BIG QUARTERLY AND I THINK MY CO CONTRACT ASKED FOR BEGINNING NINIAN, SO THAT'S MINIMUM FOR ME.
SO WHAT WHAT YOU WANT, AND AGAIN, IT THE MONITOR EACH GOAL AT LEAST FOUR TIMES A YEAR.
BUT YOU HAVE THE FLEXIBILITY IF YOU'VE GOT YOUR ASSESSMENTS, YOUR DISTRICT ASSESSMENTS AND YOUR DISTRICT BENCHMARKS, AND THEY ARE PREDICTIVE OF THE GOAL.
THIS IS WHAT YOU'RE WORKING INTO YOUR, UM, UH, YOUR BOARD PLANNING CALENDAR.
YOU WANT TO, YOU WANNA MONITOR THREE TO FOUR TIMES A YEAR, NO MORE THAN TWO GOALS PER MONTH.
AND INC IT INTO YOUR BOARD MEETING AGENDA AND PLANNING CALENDAR SO YOU KNOW THAT IT'S COMING UP.
AND IT COULD BE TIED AROUND A QUARTERLY CONFERENCE OR WHATEVER WORKS BEST FOR Y'ALL, BUT THAT'S UP TO YOU.
BUT IT'S PUTTING IN PLACE THE DISCIPLINE TO DO IT BECAUSE, YOU KNOW, WE AS BOARD MEMBERS HAVE GOOD INTENTIONS, BUT WE GET DISTRACTED OR, YOU KNOW, LIFE GETS IN THE WAY.
BUT THIS IS, THIS IS, UM, UH, THIS IS, THIS IS PUTTING IT IN SO THAT WE BECOME DISCIPLINED AND FOCUS ON DOING IT.
AND AGAIN, UM, SO THAT'S BOARD GOALS.
WE'RE GONNA TALK A LITTLE BIT OF MORE ABOUT THE SUPERINTENDENT EVALUATION AT THE END.
UM, I WANTED TO JUST TAKE A, A QUICK DETOUR HERE.
THIS HAS BEEN ADDED TO EVALUATING AND, UH, IMPACTING, INFLUENCING STUDENT OUTCOMES AT E I S O PRESENTATION THIS YEAR IS, IS JUST RECOGNIZING HOW WE ARE REFERRING TO STUDENTS AND MAKING SURE THAT WE'RE FOCUSING ON SOME OF OUR SPECIAL POPULATIONS.
WE WANNA LOOK AT AND SAY PEOPLE IN SPEC SPECIAL POPULATIONS ARE FIRST AND FOREMOST PEOPLE.
BECAUSE WHAT WE'VE DONE IN THE PAST IS THAT WE'VE LOOKED AT LABELING AND DEFINED STUDENTS BY PERHAPS THE DISABILITY THAT THEY HAVE VERSUS SAYING, THESE ARE STUDENTS WHO RECEIVE SPECIAL EDUCATION STUDENTS.
THESE ARE STUDENTS WITH A LEARNING DISABILITY.
THESE ARE STUDENTS WITH AUTISM, A STUDENT WHO HAS AUTISM AND IT'S NUANCED.
BUT IF YOU'RE THE PARENT OF THAT CHILD OR A TEACHER OR THAT CHILD, IT MAKES A DIFFERENCE.
SO IT'S BEING MORE MINDFUL OF HOW WE REFER TO OUR STUDENTS AND MOVING AWAY FROM THIS LABELING LANGUAGE INTO A PERSON FIRST LINE.
AND IT FEELS BETTER, YOU KNOW, ALREADY DISTRIBUTED.
BUT AGAIN, AS BOARD MEMBERS, WE MODEL WHAT WE EXPECT TO HEAR FROM OTHERS.
UM, LOOKING AT STUDENTS IN SPECIAL POPULATION CAT CATEGORIES, YOU KNOW, WE, WE WERE REFERRING TO STUDENTS WHO SPOKE ENGLISH AS A SECOND LANGUAGE, AS PSL STUDENTS WE'RE NOW REFERRING TO THEM AS EMERGENT BILINGUAL STUDENTS OR ENGLISH LEARNERS.
20% OF THE 5.4 MILLION KIDS AND STUDENTS IN SPECIAL EDUCATION, 11% GIFTED AND TALENTED IN OUR STATE IS EIGHT.
[02:00:01]
IN 5 0 4 IS SEVEN.IF WE LOOK AT FIRST SPECIAL ED STUDENTS AT 11% REPRESENTS HALF A MILLION CHILDREN.
SO IT'S UNDERSTANDING THE, UH, PERCENTAGE OF KIDS WE HAVE.
AND OUR GOAL IS TO MAXIMIZE TO THE EXTENT APPROPRIATE CHILDREN WITH DISABILITIES THAT THEY ARE PLACED IN THE LEAST RESTRICTED ENVIRONMENT PER THEIR, UM, THERE ARE IN THEIR IEP.
AND I THINK THAT OUR DISTRICT DO THAT.
UH, BUT I THINK THE MINDSET IS ACTUALLY THAT STIGMA THAT YOU SPOKE ABOUT BEFORE, RIGHT? BECAUSE EVEN AS ADULTS, I GUESS WE DON'T THINK ABOUT EVERYBODY IS SUBJECT TO THOSE SAME ERRORS.
BUT WHEN OUR CHILDREN MAKE THEM THE DESTROY US OF THE SPECIAL EDUCATION CHILD, I'VE ALWAYS HATED THAT.
AND I REALLY THOUGHT THAT THE STATE HAD CHANGED THAT TO NOT TO SAVE SPECIAL EDUCATION, BUT ACTUALLY TO SAY IEPS, IEPS, CHILDREN WITH THOSE DISABILITIES.
AND IF YOU LOOK AT IT, ESPECIALLY FOR OUR, OUR, UM, RECENT BOARD MEMBERS, THESE ARE THE 13 ELIGIBILITIES AND ACRONYMS FOR OUR SPECIAL ED STUDENTS, FOR OUR STUDENTS TO LEARN MM-HMM.
AND THAT'S 20%, THAT'S OVER A MILLION STUDENTS WHO ARE EMERGENT BILINGUAL STUDENTS.
ENGLISH LEARNERS DO WHAT YOU USE ELS ELS LEARNERS.
I THINK THAT THAT JUST FLOWS A LITTLE BIT BETTER, UM, OFF THE TIME.
UM, AND THEN THERE'S SIX STATE APPROVED MODELS FOR ENGLISH, ENGLISH LANGUAGE LEARNERS.
AND YOU CAN SEE WHAT THE PERCENTAGE IS AND WHAT THE, AND, AND WHERE MOST OF OUR KIDS ARE.
AND THEN YOU'VE GOT 4% OF THE STUDENTS WHOSE PARENTS, UH, DECIDE THAT THEY DON'T WANT THEIR KIDS TO PARTAKE.
LET'S TALK ABOUT HIGHLY EFFECTIVE SCHOOL BOARDS.
AND THE QUESTION IS AGAIN, DO, DO IS WHAT WE DO MATTER? AND THE ANSWER IS YES, BECAUSE THE WORK THAT WE DO IN THE BOARDROOM CAN IMPACT STUDENT PERFORMANCE.
IF WE LEAD WITH DISTINCTION AS A BOARD AND A TEAM OF EIGHT, WE CAN INCREASE STUDENT ACHIEVEMENT BY 4%.
SO RESEARCH PROVES WHAT HAPPENS IN THE BOARDROOM IMPACTS STUDENT PERFORMANCE.
AND THESE ARE THE TRAPS AS BOARD MEMBERS THAT SOMETIMES WE TEND TO FALL INTO POOR INDIVIDUAL MEETING PREPARATION.
AND I, AND I LAUGH, IT'S, IT'S, IT'S THE, THE PERSON WHO HAS THEIR HEAD DOWN FOR THE FIRST 15 MINUTES IN A BOARD MEETING AND YOU KNOW THAT THEY'RE DESPERATELY TRYING TO REMEMBER THEIR PASSWORD TO LOG INTO BOARD BOOK.
CAUSE THAT'S THE FIRST TIME YOU'VE BEEN THERE.
SO AS BILL MAHER WOULD SAY, I DON'T KNOW IT FOR A FACT, I JUST KNOW THAT IT'S TRUE.
SO MAKING SURE THAT YOU'VE DONE YOUR INDIVIDUAL MEETING PREPARATION AS NOT ONLY TO INFORM THE DECISIONS YOU MAKE, BUT ALSO TO HONOR THAT WORK WITH YOUR COLLEAGUES FOR DISARRAY AND UNFOCUSED.
WHEN THE BOARD IS FOCUSED ON THINGS OTHER THAN ACADEMIC ACHIEVEMENT AND INFORMED OVERSIGHT, THAT'S WHERE WE GET TAKEN OFF TASKS.
SO IF YOU COME INTO A BOARD, UM, WITH A PERSONAL AGENDA OTHER THAN DOING WHAT'S BEST FOR KIDS, IT LEADS TO BOARD OVER, UH, BOARD DISARRAY AND UNFOCUSED MEETINGS.
MICROMANAGING VERSUS OVERSIGHT.
IT, IT'S DROPPING DOWN BELOW THE GOVERNANCE LINE FROM THE WHAT, WHICH IS WHAT WE'RE SUPPOSED TO DO INTO THE HOW, WHICH IS THE EXECUTION BY THE SUPERINTENDENT, NOT RESPECTFULLY LISTENING TO COLLEAGUES.
UM, PLEASE STAY OFF YOUR PHONES.
THERE'S, THERE ARE DISTRICTS WHERE THERE HAVE BEEN, UH, UH, OPEN RECORDS REQUESTS FOR TEXTING WITH BAD CONSEQUENCES, NO TEXTING DURING, DURING BOARD MEETINGS.
UH, THERE ARE SOME THAT HAVE PUT THAT INTO THE BOARD OPERATING PROCEDURES BECAUSE YOU'VE GOT PEOPLE IN THE AUDIENCE AND THEY'RE TEXTING YOU AND YOU KNOW, YOU'RE, YOU'RE LOOKING TO NOTHING GOOD HAPPENS FROM, UM, UH, BEING DISTRACTED BY YOUR PHONES.
FOCUSING LESS TIME ON STUDENT ACHIEVEMENT.
I CALL THIS THE KILLER BEAST, THE FIVE THINGS THAT BOARD MEMBERS LOVE TO TALK ABOUT.
BOOKS, BUDGETS, BONDS, BUILDINGS, AND BALLGAMES, WHICH IS CODE FOR FOOTBALL.
COACH HIRING, FIRE, FOOTBALL COACH.
DON'T BE DISTRACTED BY THE THINGS WE LOVE TO TALK ABOUT BECAUSE WE KNOW THEM.
YOU KNOW, MAYBE A PART OF OUR, OF WHAT WE DO.
BOOKS, BUDGETS, BONDS, BUILDINGS AND, AND BALL GAMES STAY FOCUSED ON ACADEMIC ACHIEVEMENT.
[02:05:01]
LESS, LESS FOCUS ON THE POLICY, WHICH IS LESS FOCUS ON US SETTING THE WHAT VERSUS DIVING DOWN INTO THE HOW.SO THIS IS WHAT A HIGH PERFORMANCE SCHOOL BOARDS, THIS IS WHAT IT LOOKS LIKE.
IF THOSE ARE THE TRAPS AND THIS ONE IS NEW, THIS IS WHAT, THIS IS WHAT PEOPLE WILL SEE, THINK, FEEL, AND HEAR IN YOUR BOARD MEETING WHEN YOU HAVE A HIGH PERFORMING BOARD.
SO WHAT, WHAT YOU WANNA DO IS YOU WANNA LOOK THROUGH THESE AND SAY TO YOURSELF, WHERE AM I WITHIN EACH ONE OF THESE BULLETS? YOU KNOW, IS THERE SOMETHING, I MEAN, I FOUND, AND I'LL ADMIT IT, I MEAN, I'VE BEEN ON THE BOARD FOR 14 YEARS.
I HAD TO CHECK MYSELF AND MAKE SURE THAT I WASN'T COMMENTING ON EVERY BOARD AGENDA IEM, BECAUSE I COULD, CUZ THERE'S NOTHING THAT I HADN'T SEEN BEFORE BY YEAR 12 THAT HADN'T BEEN DONE ONCE OR TWICE.
AND, YOU KNOW, WHAT HAPPENED, AND THIS IS WHEN I KNEW IT WAS TIME FOR ME TO STEP OFF THE BOARD, IS, UM, WE WERE TALKING ABOUT A MIDDLE SCHOOL CONCEPT, MOVING SIXTH GRADERS UP.
AND ONE OF THE BOARD MEMBERS ASKED A QUESTION ABOUT, WELL, WHY CAN'T WE JUST, YOU KNOW, DO IT IN, WE HAVE FOUR ATTENDANCE AREAS, FOUR HIGH SCHOOLS, AND TWO ATTENDANCE AREAS AT THE SAME TIME.
AND I'M THINKING TO MYSELF, WE CAN'T DO THAT CUZ YOU HAVE TO HAVE CONSISTENT CURRICULUM IN THE ATTENDANCE AREA AND HOW YOU DO THIS AND HOW YOU DO THAT.
AND I CAUGHT MYSELF AND I THOUGHT, THAT'S A REALLY GOOD QUESTION.
THAT'S A QUESTION THAT SOMEBODY ELSE MIGHT HAVE.
AND THOSE QUESTIONS NEED TO COME OUT.
SO YOU WANNA MAKE SURE THAT EVERYBODY HAS AN OPPORTUNITY, UM, TO SPEAK.
BECAUSE AGAIN, EACH OF US ARE 16.7% OF THAT BOARD.
AND SO WE'VE GOTTA MAKE SURE THAT WE HAVE EQUAL, UM, EQUAL REPRESENTATION.
SO I TALKED HERE AND I PULLED THIS OUT.
THE BOARD PREPARATION, ESPECIALLY WITH, UM, UH, NEW, NEW BOARD MEMBERS, IS THAT WE RECEIVE OUR AGENDA AND INFORMATION WITH TIME TO PREPARE AND SUBMIT QUESTIONS TO THE SUPERINTENDENT, COPYING THE BOARD PRESIDENT IF THAT IS A PART OF YOUR BOARD OPERATING PROCEDURES.
AND THEN TYPICALLY THE BOARD PRESIDENT WILL CHECK IN PRIOR TO THE MEETING.
SO WHEN DO YOU ALL GET YOUR BOARD PACKETS? 17.
AND SO HOW TO PREPARE THE PURPOSE OF THE BOARD BOOK IS BACKGROUND AND DATA FOR INFORMATION AND ACTION ITEMS AND READ EVERYTHING.
MY LAST BOARD MEETING AFTER 14 YEARS, I SPENT TWO HOURS ON SUNDAY AFTERNOON GOING THROUGH MY, GOING THROUGH MY DRUG BOOKS.
AND THAT'S WHAT IT'S GOING TO TAKE.
AND I WOULD HAVE BOARD MEMBERS ASK ME, HOW DO YOU KNOW ALL THIS STUFF? AND MY RESPONSE WAS, I READ EVERYTHING.
I READ IT AND I INTERNALIZE AND MAKE CONNECTIONS AND THEN UNDERSTAND WHAT ACTION YOU ARE GOING TO BE ASKED TO TAKE FOR EACH ITEM.
AM I GOING TO VOTE? IS IT AN INFORMATION ITEM? DO I NEED TO BE THINKING ABOUT WHAT INFORMATION I NEED TO MAKE A DECISION? AND THAT'S THE KEY.
WHEN WE TALK ABOUT INFORMED OVERSIGHT, IT'S IDENTIFYING THE INFORMATION I NEED TO MAKE AN INFORMED DECISION.
KENDALL, IF I WOULD SAY IT NINE MORE TIMES AND I WON'T.
BUT THIS IS, THIS IS ONE OF THE MOST IMPORTANT THINGS.
WHAT IS THE INFORMATION THAT I NEED TO MAKE AN INFORMED DECISION? AND IT IS COMMUNICATING IT TO YOUR BOARD PRESIDENT.
SO WHEN YOU THINK ABOUT IT, FORMING QUESTIONS, THIS IS THE KEY.
ALWAYS REMEMBER THE STAFF WANTS TO BE HELPFUL BECAUSE SO OFTEN THERE ARE BOARD MEMBERS THAT GO, I'M GONNA SHOW 'EM HOW SMALL, I'M GONNA SAY, OH, I FOUND A HOLE.
I'M GONNA, I'M GONNA ASK A QUESTION, YOU KNOW, I'M GONNA ASK A TOUGH QUESTION.
YOU'RE FORMING QUESTIONS AND QUESTIONS ARE AN ART AND THE SCIENCE FOR BOARD MEMBERS BECAUSE YOU'RE SEEKING CLARITY AND UNDERSTANDING AND PURPOSEFUL INFORMATION NEEDED TO MAKE AN INFORMED DECISION, CLARITY AND UNDERSTANDING.
SO HOW WILL THIS ANSWER TO THIS QUESTION IF I'M GONNA ASK IT, HELP ME MAKE A MORE INFORMED DECISION? AGAIN, NO NICE TO KNOW WHERE I WONDER QUESTIONS.
IT'S LIKE THE BOARD MEMBER ASKED THE QUESTION, HOW MANY FLUTE PLAYERS IN THE MARCHING BAND ARE ECONOMICALLY DISADVANTAGED? AND I SAID, HOW IS THAT GONNA HELP YOU MAKE A BETTER INFORMED DECISION? AND SHE SAID, WELL, I PLAYED THE FLEET IN HIGH SCHOOL AND I'M JUST CURIOUS.
NO, BECAUSE WHAT HAPPENS IS ANY QUESTION THAT A BOARD MEMBER ASKS BECOMES THE NUMBER ONE PRIORITY FOR THE STAFF TO ANSWER.
AND YOU ARE TAKING THE STAFF OFF THE FOCUS ON WHAT THEY'RE DOING TO ANSWER A NICE TO KNOW OR I WONDER QUESTION, YOU'RE GOING TO 30,000 FEET, HOW WILL THIS INFORMATION HELP YOU MAKE A BETTER INFORMED DECISION? AND THEN THE LAST PART IS NO SURPRISES OR GOTCHA QUESTIONS.
THERE ARE TWO BAD THINGS, AND I'VE SAID THIS OVER AND OVER, THAT A BOARD AND A SUPERINTENDENT AND A TEAM OF EIGHT SHOULD NEVER DO.
THE BOARD SHOULD NEVER SURPRISE THE SUPERINTENDENT IN A BOARD MEETING.
[02:10:01]
NEVER SURPRISE THE BOARD.THAT IS, IF, IF YOU'VE GOT A BURNING QUESTION, GIVE THE COURTESY OF OF, OF GIVING THAT QUESTION UP FRONT.
HOWEVER, YOUR BOARD OPERATING PROCEDURES, BECAUSE I GUARANTEE YOU, IF YOU HAVE THE QUESTION, SOMEBODY ELSE HAS THAT QUESTION AS WELL.
AND SO THAT'S WHY, AND OFTENTIMES THERE'S TWO THINGS WILL HAPPEN.
THAT QUESTION WILL BE ASKED AND THEN THE SUPERINTENDENT WILL SHARE THAT WITH THE REST OF THE BOARD.
BECAUSE ONE OF THE OTHER BAD THINGS THAT HAPPENS IS IF UM, KENDALL KNOWS SOMETHING THAT GREGORY DOESN'T KNOW, GREGORY'S GONNA GO, WELL, HOW COME HE KNOWS THAT? AND I DON'T, I HAVE THAT SAME QUESTION.
SO THAT'S WHY IF THERE'S A, IF THERE'S A BOARD QUESTION, BECAUSE WE'RE A BODY CORPORATE, EVERYBODY GETS THE ANSWERS.
SO WHAT ARE YOU SAYING WITH THAT WHOLE CONCEPT MM-HMM.
WELL, IF YOU'RE GONNA ASK, IF YOU'RE GONNA ASK QUESTIONS, YOU CAN BRING IT OUT IN THE BOARD MEETING OR YOU CAN SEND IT OUT IN ADVANCE.
OFTENTIMES I MIGHT ASK A QUESTION AND TELL A BOARD PRESIDENT, I DON'T NEED AN ANSWER RIGHT NOW, BUT IT WOULD BE HELPFUL BECAUSE I THINK THIS IS INFORMATION THAT EVERYONE COULD USE IF THIS WERE INCORPORATED AS PART OF THE PRESENTATION, AND THEN THE BOARD PRESIDENT AND THE SUPERINTENDENT WOULD MAKE THAT DETERMINATION.
SO I'M SAYING THAT SOMETHING IS ON THE AGENDA.
WE SEE THE AGENDA OR IT IS DISCUSSED RIGHT NOW.
THIS IS IN OPEN SESSION NOT, AND CLOSED SESSION, BUT NOT TALKING ABOUT THE DETAILS.
UH, EVEN NOT EVEN TALKING ABOUT THE DETAILS TO THE AGENDA.
REMEMBER AS A BOARD MEMBER, I HADN'T SEEN IT UNTIL ACTUALLY WE GOT THERE.
I HAVEN'T HEARD IT UNTIL ACTUALLY WE GOT THERE.
SO I'M TRYING TO GET CLARIFICATION.
SHOULD EVERY BOARD MEMBER HAVE IT BEFORE IT GETS TO THE ITEM ON THE AGENDA OR DISCUSSED IN CLOSED SESSION? IT'S THE INFORMATION THAT YOU GET AS A PART OF YOUR BOARD PR BOARD PACKET.
SO I'M REFERRING TO THAT INFORMATION REPRESENTATION THAT'S INCLUDED IN YOUR PACKET.
NOW, YOU'LL HAVE QUESTIONS IN A BOARD MEETING, THERE'LL BE THINGS THAT ARE SAID THAT WHERE YOU'LL SAY, YOU KNOW WHAT, I'M, I'M CURIOUS ABOUT THIS.
YOU KNOW, AND, AND, AND IF YOU'RE ASKING A CLARIFYING QUESTION THAT HELPS YOU MAKE A BETTER INFORMED DECISION, OF COURSE YOU CAN ASK, YOU SHOULD ASK THE QUESTION.
BUT IF IT'S SOMETHING THAT IS GOING TO, UM, I I WOULD SAY CHALLENGE THE ORGANIZATION OR CHALLENGE THE PERSON WHO'S MAKING THE PRESENTATION, YOU WOULDN'T WANT TO SHARE THAT IN ADVANCE WITH YOUR BOARD PRESIDENT AND YOUR SUPERINTENDENT RIGHT NOW.
THAT'S WHAT I HEARD BEFORE BECAUSE WHEN I WAS BOARD PRESIDENT WAY BACK, I MEAN, AS SOON AS I GOT INFORMATION MM-HMM.
MARY, DO YOU, ANYTHING YOU WANNA ADD TO THAT? WELL, I THINK MS. MORRIS, I HEAR TWO STORIES, TWO SIDES.
I HEAR ONE THING THAT I KNOW WHAT ISN'T RELATED TO, SO I'M WELL NO, BECAUSE YOU ACTUALLY DON'T, CAUSE I'M TALKING OF A CUMULATIVE THING THAT MAY OR MAY NOT HAVE HAPPENED.
YOU DUNNO WHAT I'M SAYING? WELL, WHEN YOU SAID ONE OR TWO AND YOU KNEW WHAT ONE WAS ABOUT, SO THAT'S WHY I SAID THAT.
WELL, IT WAS BASED ON WHAT YOU SAID, RIGHT? THAT'S, I'M ONLY TAKING FROM WHAT I'M HEARING YOU SAY.
OKAY, SO WHAT IS THAT? YEAH, THAT'S COVERED IN YOUR BOARD OPERATING.
BUT IT'S JUST MAKING SURE THAT THAT, THAT EVERYBODY IS SHARING HAS THE SAME INFORMATION.
SO HOW DO WE BUILD PERSONAL CAPACITY AS A BOARD MEMBER? THERE'S THREE AREAS.
I LOVE THIS, I LOVE THIS LITTLE MEASURING CUP.
THE FIRST ONE IS YOUR PERSONAL KNOWLEDGE.
AND TAMIKA, YOU ASKED A QUESTION EARLIER AND I COULD KIND OF, I COULD KIND OF SEE YOU, YOU WERE THINKING, YOU WERE THINKING ABOUT IT, OF HOW AM I GONNA MAKE THOSE INFORMED DECISIONS? AND IT'S, IT'S BUILDING, YOU DON'T HAVE TO BE A SUBJECT MATTER EXPERT, BUT WE ARE BUILDING A KNOWLEDGE BASE OF THE, OF THE ELEMENTS OF, OF, UH, OF, OF SCHOOL, OF ACADEMICS.
SO IT'S A, IT'S A BASIC KNOWLEDGE OF CURRICULUM, INSTRUCTION, FINANCE, PROFESSIONAL DEVELOPMENT, TECHNOLOGY, HUMAN RESOURCES TO INFORM OUR DECISION MAKING.
AND WHERE DO YOU GET THAT? YOU GET THAT AT AT SLI, YOU GET THAT AT TA TASB, YOU'LL GET IT AT NORTH TEXAS AREA ASSOCIATION SCHOOL BOARD MEETINGS.
YOU'LL GET IN IN PRESENTATIONS FROM THE STAFF AND, AND TRAINING FROM, UH, MARION AND DR.
[02:15:01]
DO I BUILD MY PERSONAL KNOWLEDGE OF THINGS THAT I'M GOING TO BE ASKED TO MAKE A DECISION ON? THE SECOND PART, WHEN WE'RE BUILDING OUR OWN PERSONAL CAPACITY IS THAT WE HAVE AN ACADEMIC FOCUS.WE'RE NOT FOCUSING ON THE KILLER BS, WE'RE FOCUSING ON STUDENT GOALS AND, AND PERFORMANCE TO IMPROVE STUDENT LEARNING.
SO IT'S HAVING THAT DISCIPLINE APPROACH, UH, FOCUS ON ACADEMICS AND THEN OUR WORK PRACTICES, THE NUMBER OF PERSONAL HOURS THAT WE INVEST BY ACTIVITY.
HOW MUCH TIME ARE WE SPENDING THE MEAN PREP, GOING TO MEETINGS, GOING TO TRAINING, MAKING TRAINING A PRIORITY, GOING TO EVENTS AND INTENTIONAL CAMPUS VISITS.
IT'S NOT HOW DUTY CALLS, BUT IT'S YOU GUYS HAVING YOUR INTENTIONAL CAMPUS VISITS TO INSPECT WHAT YOU'VE VOTED ON AND MADE DECISIONS ON THE BOARD.
AND HOW YOU DO THAT IS UP TO YOUR SUPERINTENDENT AND YOUR BOARD PRESENT.
MANY DISTRICTS DO IT DIFFERENTLY.
I JUST WANTED TO SHARE THAT FOR NEW BOARD BOARD MEMBERS, I DO TRY TO MAKE AN EFFORT BUSINESS MEETING YOU QUESTION AND THE BOARD.
UM, AND YOU KNOW, THE RESPONSE THAT YOU SHARE, EVERYONE, YOU'RE FORTUNATE.
AGAIN, NOT EVERY BOARD DOES IT.
NOT EVERY BOARD DOES THIS, WHAT WE THINK OF AS THE BEST PRACTICE.
AND, AND TY AND CAROLYN AND MARY WHO'VE BEEN HERE A LONG TIME WILL TELL YOU, NOT EVERY BOARD DOES THAT.
UM, AND WHEN YOU DO, IT JUST MAKES YOU THAT MUCH MORE EFFICIENT.
SO AS WE, AS WE GET TO THE HOME STRETCH, HOW DO WE ASSURE HIGH EXPECTATIONS FOR STUDENT LEARNING? WE ENSURE THAT THE DISTRICT'S ACCOUNTABLE FOR STUDENT SUCCESS.
WE, WE CREATE THE CONDITIONS FOR STUDENT SUCCESS.
WE ENGAGE A COMMUNITY, SORRY, AND WE DEMONSTRATE RESPONSIBLE SCHOOL DISTRICT GOVERNANCE.
THIS NEXT PART Y'ALL TAKES YOU RIGHT BACK UP, TY.
NUMBER THREE, ROLES AND RESPONSIBILITY.
IT TAKES US BACK TO THE FIVE THINGS.
AND THE FIRST ONE IS THAT WE SET CLEAR GOALS AND EXPECTATIONS.
AND IN THAT WE GO BACK TO AGAIN, Y'ALL, THIS ISN'T A HARD JOB.
WHEN YOU BREAK IT DOWN TO ITS BASIC ELEMENTS.
WHAT ARE OUR DESIRED STUDENT OUTCOMES? OUR ACADEMIC GOALS.
WE ARE COMMITTED TO THE VISION AND VISION AND MISSION OF THE DISTRICT AND TO OUR BOARD ACADEMIC GOALS.
AND THOSE THINGS ARE REPEATED AND EMPHASIZED AND REINFORCED IN OUR BOARD MEETINGS AND OUR CONVERSATIONS AND OUR SPEECHES.
SO THAT THERE'S NO, THE CLARITY AND THE FOCUS THAT YOU HAVE ON THE GOALS, UM, IS, IS THERE'S NO, THERE'S NO ROOM FOR, UM, INTERPRETATION.
AND THEN WE CREATE THE CONDITIONS FOR SUCCESS.
I CALL THIS AGAIN FROM A, FROM A BOARD STANDPOINT, IS WE'RE GONNA CLEAR THE PATH FOR THE SUPERINTENDENT.
REMEMBER, THIS IS HER FIRST, UH, ALLOCATION FOR RESOURCES.
WHAT HAS TO BE SUPPORTED FOR SUCCESS? THE POLICY, CURRICULUM, INSTRUCTIONS, THE TEACHER AND STAFF AND THE BUDGET IN CONCERT WITH THE SUPERINTENDENT.
WE CREATE THESE CONDITIONS FOR SUCCESS AS A BOARD.
WE'RE NOT DISTRACTED BY THE KILLER BEES.
WE FOCUS ON OUR ACADEMIC SUCCESS.
WE STAY TRUE TO THE DATA THAT WE'RE USING TO MONITOR IT AND PREDICT THE OUTCOMES.
AND WE'RE DISCIPLINED IN WHAT WE DO.
ALTHOUGH WE'RE NOT GONNA DO THAT THIS MONTH.
HOW DO WE BUILD COLLECTIVE WILL? WHAT DO WE NEED TO DO TO GAIN COMMUNITY SUPPORT? WE ENGAGE, INVOLVE, INFORM, AND INVOLVE THE COMMUNITY.
I CAN'T EMPHASIZE TO YOU ENOUGH HOW YOU CONNECT THE BOARD GOALS TO THE CONVERSATIONS THAT YOU HAVE IN THE BOARDROOM REINFORCES YOUR COMMITMENT TO THE VISION AND THE GOALS AND WHAT YOU'RE TRYING TO ACHIEVE.
YOU WOULD THINK THAT'S NOT A BIG DEAL THAT OH, REALLY, I'M SUPPOSED TO BE POSTING ON FACEBOOK.
NO, IT'S THE CONVERSATIONS THAT YOU USE AND WHAT YOU FOCUS ON AS A TRUSTEE.
AND THEN FINALLY, LEARNING AND LEADING TOGETHER AS A TEAM.
WHAT ARE OUR INDIVIDUAL COMMITMENTS AND WHAT INFORMATION DO WE NEED AS A TEAM TO ENSURE BEST DECISIONS ARE MADE? I'M SO DELIGHTED TO HEAR THAT YOU GUYS ARE GONNA SLI, UM, COLLECTIVELY AS A GROUP OR INDIVIDUALLY IF YOU COULDN'T MAKE SAN ANTONIO.
AND THEN MAKING TAAS BEING A, A PRIORITY.
IT'S NOT ONLY THE BREAKOUT SESSIONS YOU GO TO, BUT IT'S COMING TOGETHER AS A TEAM AND BEING ABLE IN THOSE SESSIONS TO COME BACK TOGETHER AT THE END OF THE DAY AND LEAD AND LEARN TO SHARE WHAT YOU'VE LEARNED AND HEAR FROM YOUR COLLEAGUES.
WE GOT OUT OF THE HABIT BECAUSE OF COVID, BUT THAT TEAM OF AID EXPERIENCE IS INVALUABLE, ESPECIALLY WHEN YOU GO TO SAN ANTONIO OR YOU GO TO HOUSTON OR AUSTIN AND YOU'RE OUT AND YOU'RE OUT TOGETHER.
SO ONE LAST THING FOR OUR, UM,
[02:20:02]
OUR TRUSTEES THAT HAVE JOINED US SINCE LAST YEAR.YOU KNOW, SO MANY, SO MANY TIMES WE WE'RE UNSURE OF, OF A ROLE OF, OF A TRUSTEE VERSUS A COUNCILMAN.
A TRUSTEE IS PROBABLY THE MOST UNIQUE IN OUR GOVERNMENTS.
UH, AND VASTLY DIFFERENT 180 DEGREES DIFFERENT FROM WHAT WE KNOW CLOSEST TO US, WHICH IS A, A CITY COUNCILMAN.
BUT IF YOU THINK ABOUT CITY COUNCILMAN, THEY'RE GOVERNED BY INDIVIDUAL ACTIONS.
AND IN THE ROLE OF A TRUSTEE, WE FUNCTION AS PART OF A TEAM.
WE ARE A BODY CORPORATE INDIVIDUALLY, WE HAVE NO AUTHORITY.
SO HOW WE COME TOGETHER AND BUILD CONSENSUS AS A BOARD AND, AND, UH, COLLABORATE AS A TEAM.
THAT'S, THAT'S HOW WE ARE SUCCESSFUL, IS HOW WE WORK TOGETHER AS A TEAM.
THE SECOND PART IS THAT A COUNCILMAN REPRESENT AN INDIVIDUAL OR GROUP.
AND UNFORTUNATELY WE'RE SEEING THAT IN SOME DISTRICTS, UM, UH, IN, IN OUR AREA, WHEREAS WE REPRESENT ALL STUDENTS IN DISTRICT.
SO TAMIKA, YOU ARE IN WHAT? DISTRICT THREE.
SO YOU ARE ELECTED BY THE CONSTITUENTS IN DISTRICT THREE TO REPRESENT ALL 7,200.
THAT'S THE DIFFERENCE IN THE CULTURE THAT'S HERE.
YOU ARE ELECTED BY THEM TO REPRESENT ALL, AND THAT'S WHAT MAKES YOU GUYS DIFFERENT AND SPECIAL.
A COUNCILMAN WILL HAVE AN ADMINISTRATOR ROLE.
THEY CAN DIRECT THE CITY MANAGER TO PUT IN BENCH OR A CROSSWALK.
OUR ROLE IS OVERSIGHT, REEVALUATE BASED ON THE DATA AND THE INFORMATION WE'VE GIVEN, WHICH LEADS US TO A COUNCILMAN IS GUIDED BY PERSONAL EXPERIENCES, PERSONAL PERSPECTIVES AND, AND SPECIAL INTERESTS WHERE WE'RE GUIDED BY STUDENT PERFORMANCE GOALS, DATA AND PERSONAL SUBJECT KNOWLEDGE.
THE HARDEST PART FOR NEW BOARD MEMBERS ON THIS IS SOMETIMES WE TEND AND I, WE'RE ALL GUILTY OF IT, WE TEND TO GOVERN THROUGH THE EYES OF OUR OWN KIDS AND OUR OWN KIDS EXPERIENCES.
AND WHAT WE HAVE TO DO IS WE HAVE TO MAKE SURE THAT WE DON'T FALL INTO THAT TRAP AND THAT WE CONTINUE TO ELEVATE OURSELVES AND BE GUIDED BY DATA IN THE STUDENT PERFORMANCE.
SO THIS IS NEW FROM LAST YEAR, AND THIS IS BASED ON, AND YOU ALL ARE THE FIRST ONES TO GET TO SEE IT.
THIS IS BASED ON MY EXPERIENCES AS YOU ALL ARE NUMBER 20 OF TEAM OF EIGHT.
BUT IT'S COMING BACK AGAIN AND, AND, AND SUMMARIZING IT INTO THE THREE THINGS THAT ARE GONNA HAVE THE MOST IMPACT FOR THIS POINT IN TIME.
FOR BOARDS THAT ARE COMING OUT OF COVID.
AND THE FIRST THING IS GOAL SETTING.
HELP US STAY ON THE PATH TO KEEP THE SUMMIT IN OUR SITES.
INSTEAD OF FOCUSING ON THE CRACKS AND STONES THAT MIGHT TRIP US UP ALONG THE WAY.
IT'S KEEPING OUR VISION UP ON THE GOALS, SETTING THOSE GOALS FOR ALL THE FOLLOW, BECAUSE WHO SETS GOALS BESIDES THE BOARD AND THE SUPERINTENDENT? NO ONE.
THEN THE SECOND THING IS, IS SUPERINTENDENT'S EVALUATION.
IT'S EVALUATING THE SUPERINTENDENT ACCORDING TO THOSE MUTUALLY AGREED UPON PROCEDURES.
AND NOW YOU'RE MOVING FORWARD WITH IT.
TY WAS SO GLAD TO HEAR THAT YOU MOVED FORWARD.
IT'S THE EVALUATION OF SYSTEMS AND OUTCOMES.
PERRERA MENTIONED THAT EARLIER.
YOU KNOW WHAT, THIS WAS A YEAR OF SYSTEMS. SOMETIMES IT'S SYSTEMS AND OUTCOMES, SOMETIMES IT'S SYSTEMS OR OUTCOMES.
STONE CAME TO RICHARDSON, OUR STUDENT PERFORMANCE WAS DOING THIS.
AND SO FOR THE FIRST THREE YEARS, DR.
STONE WAS PUTTING THE SYSTEMS IN PLACE.
THE OUTCOMES WERE NOT AS FAST AS WE HAD HOPED, BUT IT WASN'T SYSTEMS AND OUTCOMES FOR THOSE FIRST THREE YEARS.
IT, IT, SO THOSE SYSTEMS OF RESULTS IN PLACE IS WHAT DROVE OUR PERFORMANCE IN YEARS FOUR AND FIVE.
OUR KIDS WERE STILL MAKING PROGRESS, YOU KNOW, NOT AS FAST AS SHE WANTED OR THE BOARD, BUT, BUT THE FOUNDATIONAL ELEMENTS WERE THERE.
SO IT'S EVALUATION OF SYSTEMS AND OUTCOMES.
AND THEN FINALLY THIS LAST ONE, THE BOARD OPERATING OF PROCEDURES, ESPECIALLY FOR A BOARD THAT IS NEW AND COMING TOGETHER AND IT'S THE FOUNDATION FOR Y'ALL TO MOVE FORWARD.
IT'S YOUR AGREED UPON PROCEDURES OF HOW WE WILL WORK ON THE BOARD.
AND WHAT'S MOST INCRE, WHAT'S MOST IMPORTANT IS BOARD OPERATING PROCEDURES PROVIDE CONSISTENCY AND PREDICTABILITY FOR TWO CRITICAL STAKEHOLDERS.
THE FIRST ONE IS THE BOARD AND THE TEAM OF A.
IF I'M OUT IN THE COMMUNITY, AND I ALWAYS USE COMMUNICATION AS A, AS AN EXAMPLE, IF I'M OUT IN THE COMMUNITY, I HAVE CONFIDENCE THAT KENDALL IS GOING TO REACT TO A COMPLAINT FROM A PARENT THE SAME WAY THAT I WOULD AND FOLLOW APPROPRIATE PROCEDURES.
I HAVE CONFIDENCE THAT TAMIKA, WHEN SHE'S ON A CAMPUS IS NOT GOING TO TAKE THAT
[02:25:01]
OPPORTUNITY TO, UM, TO CRITICIZE OR DRESS DOWN A PRINCIPAL OR A COUNSELOR OR A TEACHER, OR SHE'S NOT THERE TO IDENTIFY WHAT THEY'RE DOING WRONG.I KNOW THAT SHE'S CONDUCTING HERSELF THE SAME WAY I WOULD.
SO IT PROVIDES CONSISTENCY AND PREDICTABILITY FOR US AS A BOARD, BUT IT ALSO PROVIDES CONSISTENCY AND PREDICTABILITY FOR THE STAFF IN THE DISTRICT.
Y'ALL, WE SIT ON THE SHOULDERS OF THOSE THAT CAME BEFORE US.
AND AS I LIKE TO SAY, THE GIFT IS OURS TO BORROW.
WE ARE HERE FOR A SHORT PERIOD OF TIME, SOME SHORTER THAN OTHERS, SOME LIKE LYNN SPAR AND MCKINNEY GOING INTO OUR 39TH YEAR.
BUT THOSE BOARD OPERATING PROCEDURES, BECAUSE THE CONSTANT IS THE STAFF, IT'S THE ADMINISTRATORS AND THE TEACHERS AND THE STAFF.
THEY KNOW HOW WE'RE GOING TO RESPOND TO CERTAIN SITUATIONS INCLUDING PARENT GRIEVANCES OR WHEN WE'RE ON A CAMPUS OR HOW WE CONDUCT OURSELVES.
THEY HAVE CONFIDENCE THAT WE MODELED WHAT WE EXPECT, UM, AS, AS THE LEADERSHIP TEAM AND LANCASTER ISD.
SO AS YOU THINK ABOUT THE THREE THINGS THAT ARE MOST IMPORTANT, IT'S SETTING THOSE GOALS IS HAVING A, A MUTUALLY AGREED UPON SUPERINTENDENT EVALUATION THAT INFORMS THE RESULTS, BUT IT ALSO SETS UP THE FOUNDATION FOR THE FOLLOWING YEAR.
AND THEN IT'S BOARD OPERATING PROCEDURES FROM A BEST PRACTICES STANDPOINT AT THE END OF THE SCHOOL YEAR AFTER ELECTIONS.
THERE'S THREE THINGS THAT EVERY BOARD SHOULD DO, AND I USUALLY DON'T USE THE WORD SHOULD, BUT, BUT I'LL USE IT IN THIS CASE, IS YOU ELECT NEW OFFICERS OR YOU, UH, YOU PULLED THE BOARD, YOU READOPT YOUR VISION, YOUR MISSION, AND YOUR GOALS.
BECAUSE AS ONE OF MY COLLEAGUES WHO JOINED THE BOARD SAID, YOU SPENT TWO YEARS DEVELOPING THOSE GOALS AND I'VE BEEN HERE 20 MINUTES AND I DON'T KNOW THE CONTEXT OF HOW YOU GUYS CAME TO IT.
SO IT'S RESETTING THAT WITH THE VISION, THE VISION, MISSION AND GOALS.
AND THEN FINALLY IT'S REDACTED YOUR BOARD OPERATING PROCEDURES.
Y'ALL HAVE GOT TO COME AGREEMENT OF HOW WE WILL WORK ON THE WORK AND THE VOICE AND WILL OF THE BOARD.
YOU MAY NOT AGREE WITH ALL OF IT, BUT YOU HAVE TO LOOK AT YOUR COLLEAGUES AND SAY, YOU KNOW WHAT, I CAN FLEX TO THAT.
YOU KNOW, I I'M OKAY WITH DOING THIS.
AND THEN EVERY YEAR YOU GO BACK AND YOU DO IT OVER AGAIN.
SO WITH THAT, THERE'S YOUR GAME PLAN.
YOU'VE ALREADY GOT AN, YOU'VE ALREADY GOT YOUR TIMELINE AND YOUR NEXT STEPS IN PLACE.
WE TALKED ABOUT THIS ALL NIGHT LONG.
UM, I'M REALLY EXCITED ABOUT BEING HERE.
UH, WHAT, WHAT DID WE HAVE LAST YEAR? UH, MARY, IT WAS A TEAM OF SIX.
I DON'T EVEN THINK IT WAS, I THINK IT WAS TEAM OF FIVE, TEAM OF A HANDFUL.
BUT YOU'VE GOT YOUR WHOLE GROUP HERE TONIGHT.
UM, AGAIN, SO YOU GET SIX HOURS CREDIT FOR TONIGHT.
IT IS 8 34, OBVIOUSLY IN THAT 8% OF GIFTED AND TALENTED.
AND YOU WILL GET, BUT YOU WILL GET SIX HOURS CREDIT FOR TONIGHT.
WITH THAT, BEFORE WE CLOSE, MARION, DO YOU HAVE ANYTHING YOU WANT ADD? THAT'S, I JUST LIKE TO SAY THANK YOU ALL FOR COMING OUT TONIGHT AND YOU KNOW, HOPEFULLY THE NEW BOARD MEMBERS HAVE LEARNED NEW THINGS AND THE OLDER BOARD MEMBERS HAVE DEFINITELY GAINED SOME NEW KNOWLEDGE.
AND WE'LL LOOK FORWARD TO JULY.
WE WILL WORK ON OUR GOALS RECOVERY.
I THINK IF EVERYBODY WILL KIND START LOOKING AT YOUR BOARD OPERATING PROCEDURE, SINCE IT IS A LOT, JUST MAYBE PRINT IT OUT.
YOU KNOW, IF YOU WANNA WRITE THROUGH IT, WE ACTUALLY HAVE A COPY.
SO TAKE YOUR COPY, READ THROUGH IT, WRITE THROUGH IT ON THINGS WHERE YOU SEE CHANGE.
I THINK WE NEED TO EDIT SOMETHING SO WE GET TOGETHER, TALK ABOUT IT.
SO WE HAVE THREE SESSIONS JUST TO GET IT BACK TOGETHER.
CAN I ASK ONE MORE QUESTION AS WE LEAVE? YOU KNOW, I LOVE TO FINISH WITH THIS THING.
WHAT IS YOUR, AFTER, AFTER OUR TWO HOURS AND 35 MINUTES TOGETHER, WHAT IS YOUR ONE WORD FOR HOW YOU'RE FEELING RIGHT NOW? ONE WORD.
BUT I MEAN, IT, IT, IT THAT I THINK THAT'S ME BEING IN THIS ROLE, I THINK IT'D BE, IT'S A LITTLE OVERWHELMED WITH, UH, THE DIFFERENT BITS OF, THERE'S A LOT.
SO IT, IT'S ABOUT TAKING IT AND GOING BACK AND KINDA DISCIPLING AND MM-HMM.
IT'S NOT SOMETHING I DON'T, I DON'T THINK I COULD HANDLE.
SO DARRELL THE BEST THING AND I, AND I, I APPRECIATE, UM, YOUR, YOUR, YOUR PERSPECTIVE ON THAT IS YOU'VE
[02:30:01]
GOT A LOT OF GREAT COLLEAGUES HERE THAT YOU CAN ASK QUESTIONS OF.AND THE ONLY BAD QUESTION IS THE ONE YOU DON'T ASK
SO, YOU KNOW, SEEK CLARITY, BECAUSE YOU KNOW WHAT, WE ALL HAD SOMEBODY THAT WE RELIED ON, UH, AND IT TOOK, IT TOOK 18 MONTHS REALLY.
AND I'VE BEEN DOING, YOU KNOW, A WHOLE MYRIAD OF DIFFERENT, YOU KNOW, EXPERIENCES FROM PTA PRESIDENT TO BOARD, YOU KNOW, DISTRICT COMMITTEES.
OH, YOU DIDN'T TELL 'EM ABOUT THAT THIS YEAR.
THE NEW PEOPLE ABOUT YOUR PTA EXPERIENCE AND ALL OF THAT.
FIVE TIMES AS A PTA PRESIDENT, WHICH IS THE HARDEST THING I'VE EVER DONE IN MY ENTIRE LIFE.
UM, BUT, BUT, BUT YOU'LL, IT TAKES A WHILE, BUT, BUT YOU HAVE GREAT RESOURCES HERE.
AND AGAIN, I CAN'T ENCOURAGE YOU ALL ENOUGH.
YOU HAVE A WONDERFUL, UM, RESOURCE IN YOUR COLLEAGUES AND DR.
PERRERA OF THOSE CRITICAL POINTS TO, TO SHARE.
SO THANK YOU FOR SHARING THAT.
AS A PARENT AND A BOARD MEMBER, AM I ABLE TO SIT ON DIFFERENT PARENT PROGRAMS OR WHAT HAVE YOU WITHIN THE DISTRICT AND MY INVOLVEMENT AS A PARENT? UM, CUZ I AM A VERY INVOLVED PARENT.
I'M ON MY FIFTH CHILD OR HAS ALREADY GRADUATED AND SO, AND I'VE ALWAYS BEEN INVOLVED, SO I'M PRETTY FAMILIAR WITH
SO HOW DO YOU DO THAT? WELL, I'LL TELL YOU THIS FIRST, AND I, WHEN I FIRST GOT ON THE BOARD AND I, I GREW UP IN RICHARDSON AND I WAS BACK, SOME OF THE TEACHERS I HAD ARE STILL THERE.
AND I SAID TO ONE, YOU KNOW, I'M JUST KIM CASTIN, YOU KNOW, I'M THE SAME OLD KIM ACTUALLY KIM SANDERS BACK IN THE DAY, AND I'M THE SAME PERSON I ALWAYS WAS.
AND THIS PRINCIPAL WHO HAD BEEN THERE 40 YEARS, SAID, NO, YOU'RE NOT RIGHT.
YOU NEVER TAKE THAT BOARD HAT OFF, KIM.
UM, AND YOU NEED TO UNDERSTAND THAT.
AND SO, UM, YOU KNOW, I SERVED WITH MY KIDS, UM, BUT I DIDN'T TAKE A LEADERSHIP ROLE.
I WAS THERE TO SUPPORT 'EM AND I SUPPORTED, YOU KNOW, ALL KIDS.
BUT I THINK THE BEST THING TO DO IS TALK TO MARION ABOUT THAT AND HAVE, AND, AND SOME OF YOUR COLLEAGUES THAT HAVE HAD KIDS WHILE THEY WERE ON THE BOARD AND, AND YOU GUYS COME UP WITH, WHAT'S THE BEST WAY FOR YOU TO, TO DO BOTH ROLES SIMULTANEOUSLY? I'LL SPEAK WITH, UM, SINCE IT'S HER HOUSE, I WILL SPEAK WITH DR.
PERRERA AND BECAUSE I, IT HAS BEEN BROUGHT UP AS FAR AS MY HAND, OF COURSE THAT NEVER COMES OFF.
BUT AT THE SAME TIME, I UNDERSTAND THAT THIS IS HER SCHOOL, YOU KNOW, THESE ARE HER, YOU KNOW, THIS IS HER FAMILY AS WELL.
AND SHE WOULD HAVE A BANNER INPUT.
I HAD MY YOUNGEST SON WHO HAD HE BEEN BORN FIRST, WOULD'VE BEEN AN EARLY CHILD, UM, MIGHT, UH, AND HIS SOPHOMORE YEAR HAD A, UH, DIDN'T TURN IN SOME ASSIGNMENTS.
AND I HAD TO WORK WITH THE SUPERINTENDENT TO FIGURE OUT HOW, CUZ IT JUST WASN'T APPROPRIATE FOR ME TO GO TO THE TEACHER AND, AND DO THAT.
SO, BUT HE DID LIVE AND HE'S A PRODUCTIVE MEMBER OF SOCIETY.
PAYER, YOU SAY YOU COULDN'T GO TO THE TEACHER ABOUT YOUR CHILD ASSIGNMENTS.
I, I DID, BUT I, I, I DID IT LIKE I ALWAYS WOULD'VE DONE.
I DIDN'T LET THE PRINCIPAL KNOW.
STONE KNOW AND, AND, AND I WAS NEW AND YOU KNOW, YOU'VE GOTTA COMMUNICATE BECAUSE PEOPLE WILL TALK, YOU KNOW ABOUT IT AND YOU DON'T WANNA PUT THEM IN AN UNCOMFORTABLE, WELL, I GUESS YOU GUYS, I THREE ON ONE CAUSE I'M, WHEN I'M IN MY BOARD ROLE AND MY BOARD ROLE WHEN IT COMES TO MY CHILD, MY MOM, PARENT ROLE.
SO WHEN I'M ADDRESSING A TEACHER, IT'S ABOUT MY CHILD AND WHAT YOU'RE DOING WITH MY KID CLASSROOM HAS NOTHING TO DO WITH ME BEING A BOARD MEMBER.
SO I DEFINITELY DREW THE LINE AS A TEACHER WANTS TO BE INTIMIDATING.
SO I'M A BOARD MEMBER COMMUNICATING HER WITH HER ABOUT MY CHILD.
THAT'S A TEACH A TEACHER ISSUE WHEN WE'RE TALKING ABOUT MY CHILD AND MY CHILD'S WORK.
SO I DEFINITELY CONTINUED TO, I'M GONNA ALWAYS BE PARENT.
I DID TEACH MY CHILD TO LEARN HOW TO HANDLE SOME THINGS ON HIS OWN WITHOUT ME BY TELLING HIM THIS IS MY ROLE AND I DON'T WANT YOUR TEACHER TO FEEL THREATENED.
BUT THAT WAS JUST A LEARNING PROCESS FOR ME TO TEACH, TO GROW MY CHILD, KNOW HOW TO DO THINGS.
BUT AT THE END OF THE DAY, AS A CHILD, AND I'M A PARENT, I'M RESPONSIBLE.
THAT, AND, AND THAT'S WHAT YOU GOTTA WORK OUT WITH IN CONCERT WITH YOUR SUPERINTENDENT.
IN OUR HISTORY, WE HAVE SOME STUFF ON OUR BOARD THAT, YEAH.
BOARD, OPERATING PROCEDURE, BOARD PROCEDURES.
BUT THAT DEFINITELY, IF YOU'RE A PARENT, YOU HAVE TO ATTEND TO YOUR CHILD.
IT'S JUST A LITTLE, AND I'M A STRONG ADVOCATE.
AND BECAUSE I HAVE A ZERO TOLERANCE WHEN IT COMES TO, WELL IT WAS REFRESHING TO ME.
IT WAS A REFRESHING, REFRESHING.
AND, AND I I WILL SAY BECAUSE, UM, I TRU AM A STRONG ADVOCATE AND
[02:35:01]
UH, I WILL SAY I, WHEN I GOT ON THE BOARD, I GUESS MY KIDS STARTED IN THE SCHOOL DISTRICT IN 80 80.ACTUALLY I DIDN'T BRING MINE HERE WHEN I MOVED I, TWO YEARS LATER, SO 88, UM, WHEN THEY, WHEN I BROUGHT THEM OUT HERE, 87, 88 SCHOOL YEAR.
WELL, THINGS DID CHANGE AND I HAD TO CHANGE.
NOW I'M SPEAKING THAT I HAD TO CHANGE BECAUSE IT IS A DIFFERENT PERSPECTIVE.
I WAS STILL, UH, STRONG ADVOCATE.
I ATTENDED, UH, TEACHER, PARENT TEACHER MEETINGS AND, AND ANY OTHER MEETINGS REGARDING MY CHILD.
BUT THOSE ARE VERY TIGHT LINES YOU ARE DRAWING.
AND SO IF YOU DO DECIDE TO TALK TO THE SUPERINTENDENT, OH, IT'S OKAY.
OTHER PEOPLE HAVE A DIFFERENT PERSPECTIVE THAN WHAT YOU MAY TALK WITH THE SUPERINTENDENT ABOUT THAT YOU CAN DO.
AND TRUST ME, I FOUND OUT WITH COMPLAINT TO DEA AND IN THE COURTROOM
SO NOW YOU CAN TAKE THAT RISK OR YOU CAN ACTUALLY LEARN FROM OTHER PEOPLE'S EXPERIENCE.
I AM A MOTHER FIRST AND EVERYTHING DROPS WHEN IT COMES TO MY KIDS.
SO I'M DEFINITELY UNDERSTANDING WHAT, UH, PRESIDENT HELLING IS SAYING.
BUT I ALSO KNOW THAT ONCE YOU SAY I DO AND YOU TAKE THAT POSITION, YOU'RE YOUR LIFE BECOME AN OPEN BOOK AND THINGS CHANGE NOW YOU STILL LOVE YOUR CHILD.
IT'S, IT'S JUST, IT'S IT'S, BUT IT IS A DIFFICULT CHOICE.
UH, PART COMES, COMES WITH THE TOMIKA.
I DIDN'T GET A ONE WORD FROM YOU GIRL.
I KNOW YOU THOUGHT YOU COULD SLIP AWAY.
YOU WANNA CHAIR A LITTLE BIT WHAT YOU THINK? OKAY.
BUT, UM, IT'S TAKING IS PUTTING, PUTTING OUR WORDS INTO ACTIONS AND, AND BEING TRANSPARENT WITH THOSE, YOU KNOW, THROUGH THAT.
UM, IF NOT ALREADY, YOU KNOW, GETTING LEARNING AND IT'S JUST PROCESS.
KENDALL, YOU WANNA GO NEXT OR SHOULD I GO TO GREGORY? ABSOLUTELY, I'M GOOD.
UH, THIS TIME LAST YEAR WHEN WE HAD THIS DISCUSSION, IT WAS, IT WAS AWESOME FOR ME BECAUSE PRIOR TO THAT, THE ONLY TEAM OF A TRAINING WE HAD WAS, I THINK ONLINE.
UH, BUT WE HAD, WE WERE CHARGED WITH A HUGE, WE HAD A LOT TO OVERCOME AND WE NEED TO STOP THE BLEEDING.
SO AS GOOD AS ALL OF THIS STUFF SOUNDS AS AWESOME AS IT WAS, WE HAD SOME PRETTY BIG OBSTACLES OVERCOME.
BUT I SAID THAT TO SAY A YEAR LATER.
I FEEL LIKE WE'VE, WE'VE MADE CONSIDERABLE PROGRESS, RIGHT? IN, IN, IN ADDRESSING THOSE ISSUES.
I THINK, UH, I THINK BEYOND A SHADOW OF A DOUBT, WE HAVE THE RIGHT PERSON IN THE SEAT TO HELP US GET THERE.
I, I THOUGHT THAT BEFORE, UH, AND I'M INSPIRED WE GOT A FULL BOARD.
YOU MENTIONED THE BOARD OF EIGHT TRAINING LAST YEAR.
PER WAS HERE LIKE WELL YEAH, BUT FIVE.
SO, SO, AND AGAIN, INSPIRED, INSPIRED, WE GOT SOME NEW BLOOD SHARP MINDS AND WITTING WI WITTING PEOPLE.
OH, AND I WILL SAY, UH, FOR THE FIRST TIME THAT I'M AWARE OF, UH, WE ALL HAVE, WE ALL HAVE A VESTED INTEREST IN OUR, OUR SPECIAL NEEDS CHILDREN BECAUSE WE ARE THE PARENTS OF SOME SPECIAL NEEDS CHILDREN.
HOW DO YOU WANNA GO NEXT? YEAH, I GUESS MY TERM IS REVITALIZED.
UM, I THINK LAST WEEK AT SOLI, UH, IT WAS DEFINITELY GREAT SEEING FELLOW S THROUGHOUT THE STATE AND ALSO SHARING AND LEARNING FROM THEM.
AND THEN COMING HERE TODAY, US WORKING COLLECTIVELY AS A, A FULL TEAM OF EIGHT, TEAM OF NINE
UM, AND I THINK YOUR PRESENTATION REALLY HIT ON A LOT OF GOOD POINTS THAT WE GOT IN THE EI SO TRAINING BUT NOT JUST TO HEAR IT AGAIN FROM A DIFFERENT, UH, PERSON IS DEFINITELY GOOD.
AND I THINK IT KIND OF ALLOWED US TO KIND OF HEAR FROM THE SAME, SAME, SAME NOISE
IT WON'T JUST BE NO, I LIKE THAT.
[02:40:01]
THANK YOUGREGORY, DO YOU HAVE A WORD FOR ME? OKAY.
UM, PARTICULARLY WITH THE DESCRIPTION OF WHAT THE BOARD TRUSTEES RESPONSI RIGHTS AND RESPONSIBILITIES ARE, IT'S TO GET OVERWHELMED AND GET BY THE MINUTIA OF EDUCATION'S NOT WHERE I'M THE 50,000 FOOT LOOKING AT EVIDENCE REFORMS. THAT'S WHAT MEMORY NEEDS.
WANNA GO NEXT? UM, MY WORD IS HOPEFUL.
JUST MEANING THAT I'M JUST HOPEFUL THAT WE'RE A WHOLE TEAM MADE.
WE'RE GONNA CONTINUE TO WORK TOGETHER AND I DEFINITELY LIGHT AT THE END OF THE SONG'S.
YOU WANNA SHARE A WORD I REFERENCE TO YOU? I, OKAY.
I WOULD JUST SAY ENLIGHTENMENT.
UM, JUST THE SIMPLICITY OF EVERY TIME.
AND SO THERE SIMPLICITY AND HOW YOU EXPLAIN IT REALLY HITS HOME BECAUSE YOU CAN, I MEAN, EVEN A CHILD COULD ACTUALLY UNDERSTAND THE SLIDES AND EVERYTHING.
SO THE SIMPLICITY OF IT, AND IT'S, AND IT'S VERY WELL, UH, PREPARED FOR THE NEW BOARD MEMBERS TO ACTUALLY COME IN WITH THE SIMPLICITY OF IT AND THE GRAPHICS.
PER YOU WANT BRING US HOME? I, OH NO, YOU SAID, YOU SAID SHE WENT FIRST.
SO MY WORD PRESIDENT, MY WORD OR MY WHOLE, SO I'LL SAY Y'ALL.
WELL, Y'ALL, MY WORD IS CONFIDENCE.
JUST TO SEE YOU GUYS IN EIGHT SHORT MONTHS.
THERE IS, THERE IS A LEVEL OF CONFIDENCE AND COMMITMENT, UM, THAT IT JUST, IT'S BEEN GREAT TO SEE YOU GROW AND BECAUSE IT JUST EVOLVES OVER TIME.
BUT FOR SOMEONE WHO'S COMING IN WITH A COLD REEF FROM THE OUTSIDE, I CAN REALLY FEEL THIS SENSE OF, OF, OF COMMITMENT AND EXCITEMENT.
AND Y'ALL ARE READY TO, Y'ALL ARE READY TO GO.
YOU READY TO GO FORWARD AND GOOD THINGS ARE GONNA HAPPEN.
YOU'VE GOT A GOOD FOUNDATION IN PLACE.
THE GOOD THINGS ARE GONNA COME FROM LANCASTER, SO I'M GONNA CHOOSE ANOTHER WORD.
REAFFIRMING IN THE RIGHT PLACE.
SO WITH THAT, I'LL TURN IT BACK OVER TO YOU TO ADJOURN.