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[00:00:02]

>> IT IS 5: 30 ON TUESDAY, AUGUST 16TH, 2022.

[B. CALL TO ORDER]

I HEREBY CALL THIS MEETING OF THE ROUND ROCK INDEPENDENT SCHOOL DISTRICT BOARD OF TRUSTEES CALL BOARD MEETING TO ORDER.

PLEASE STAND FOR THE PLEDGE.

>>

>> WE ARE TO THE PUBLIC COMMENT PORTION OF THE AGENDA,

[D. PUBLIC COMMENTS]

AND WE HAVE TWO PUBLIC SPEAKERS TONIGHT, SO LET ME START WITH OUR CITIZEN PARTICIPATION MESSAGE.

AT EACH BOARD MEETING, THE BOARD WILL SET ASIDE TIME TO AFFORD THE GENERAL PUBLIC AND OPPORTUNITY TO SPEAK ON ITEMS ON THE AGENDA AND OFF THE AGENDA.

SINCE THIS IS REPLACEMENT FOR THE JUNE 16TH BOARD MEETING.

WE ASK THAT CONCERNS OR COMPLAINTS REGARDING SPECIFIC INDIVIDUALS NOT BE RAISED IN THIS PUBLIC FORUM.

SPECIFIC CONCERNS ABOUT EMPLOYEES OR FORMER EMPLOYEES SHOULD BE CONSIDERED SEPARATELY ACCORDING TO APPLICABLE BOARD POLICIES.

THE BOARD REQUESTS THAT COMMENTS, WHETHER POSITIVE OR NEGATIVE, BE COURTEOUS AND RESPECTFUL.

I WOULD LIKE TO REMIND THE AUDIENCE AND THE VIEWERS THAT THE COMMENTS OF THE SPEAKERS REFLECT THEIR OWN POSITIONS OR OPINIONS.

AS A REMINDER, THE BOARD ADOPTED AN ANTI-HATE RESOLUTION ON JANUARY 20TH, 2022, WHERE THE BOARD REAFFIRMED ITS COMMITMENT TO THE WELL-BEING AND SAFETY OF ALL PEOPLE, REGARDLESS OF RACE, COLOR, NATIONAL ORIGIN, RELIGION, SEX, GENDER IDENTITY, GENDER EXPRESSION, SEXUAL ORIENTATION, DISABILITY, AGE, OR POLITICAL BELIEFS, AND STANDS AGAINST SPEECH THAT INCITES HATRED AND VIOLENCE TOWARDS ANY PERSON.

PLEASE NOTE THAT WHILE THE PUBLIC DOES HAVE THE RIGHT, IT IS NOT UNLIMITED.

PART TEXAS PENAL CODE 38.13, 42.01, 42.02, AND 42.05 AND TEXAS EDUCATION CODE 37.105.

NO AUDIENCE MEMBER OR SPEAKER WILL BE PERMITTED TO ENGAGE IN ANY CONDUCT THAT IS DISRUPTIVE OR THREATENING TOWARD ANY SPEAKER OR OTHER PERSON, OR TO VIOLATE THE PRIVACY RIGHTS OF ANOTHER PERSON.

THE BOARD SHALL NOT TOLERATE DISRUPTION OF THE MEETING, BUT OF MEMBERS OF THE AUDIENCE.

IF AFTER AT LEAST ONE MORE INDIVIDUAL WARNING FROM THE PRESIDING OFFICER, ANY INDIVIDUAL CONTINUES TO DISRUPT THE MEETING BY HIS OR HER WORDS OR ACTION, THE PRESIDING OFFICER WILL REQUEST ASSISTANCE FROM LAW ENFORCEMENT OFFICIALS TO HAVE THE INDIVIDUAL REMOVED FROM THE MEETING.

THE BOARD MAY NOT DISCUSS OR ACT UPON ANY MATTER THAT IS NOT LISTED UNDER THE ACTION PORTION OF THE AGENDA.

THEREFORE, BOARD MEMBERS MAY NOT DISCUSS THE COMMENTS OF SPEAKERS.

PLEASE UNDERSTAND THAT A LACK OF RESPONSE FROM BOARD MEMBERS DOES NOT INDICATE AGREEMENT OR APPROVAL OF THE COMMENTS.

EACH SPEAKER WILL BE GIVING TWO MINUTES TO ADDRESS THE BOARD.

TRUSTEE HARRISON WILL BE THE DESIGNATED TIMEKEEPER.

FIRST SPEAKER IS REBECCA MALISE.

SPEAKING ON AGENDA ITEM J2 AND YOU DO LIVE IN THE DISTRICT.

>> THANK YOU FOR YOUR TIME TONIGHT.

AMAZING TO SEE ALL SEVEN OF YOU HERE.

BUT DR. BONE COULD ACTUALLY SHOW UP FOR CHANGE.

YEAH. SENSOR HER IT'S WAY PAST TIME.

I CAN'T BELIEVE XIAO MADE IT TO LEVEL THREE, AND YOU'RE JUST NOW GETTING TO LEVEL TWO FOR HER.

IT'S WAY OVERDUE. IT'S TIME. THANK YOU.

>> THANK YOU. NEXT ON THE AGENDA IS JOHN CAGE SPEAKING ON AGENDA ITEM F2, AND YOU DO LIVE IN THE DISTRICT.

>> THANK YOU FOR LETTING ME SPEAK.

MY NAME IS JOHN CAGE AND I DO LIVE IN THE DISTRICT.

I WAS LOOKING OVER F2. I BELIEVE IT'S F2.

YOU'VE COMPLETED TALKING ABOUT THE GRIEVANCE PROCESS WELL, AT LEAST TWO OF FOUR ITEMS AND IT ONLY TOOK YOU FIVE MONTHS. THAT'S AMAZING.

THE TA HAS MONITORED THIS BOARD AND YOU'RE MAKING PROGRESSES SLOWLY AS POSSIBLE.

THIS IS RIDICULOUS.

THESE ARE EASY ITEMS TO LOOK AFTER IF YOU MAKE THE TIME TO DO THEM.

ALSO, BOARD COMMUNICATION IS STILL JUST BARELY STARTED. WHAT IS GOING ON? THINGS REALLY NEED TO GET BETTER UP HERE AS EACH ONE OF YOU HAVE MENTIONED IN THE PAST, I'D LIKE TO KNOW WHAT YOU ALL ARE DOING ABOUT IT.

THANK YOU FOR MAKING PROGRESS, BUT IT'S TOO LITTLE, TOO LATE.

>> THANK YOU VERY MUCH. THAT CONCLUDES OUR PUBLIC COMMENT PORTION OF THE AGENDA.

NOW, WE'RE GOING TO MOVE ON TO ITEM E1, SUPERINTENDENT REPORTS,

[E. SUPERINTENDENT REPORTS]

THE LSG MONITORING REPORT, GOALS ONE AND TWO, AND PRE-K THREE FULL DAY PROGRAM.

THIS IS A REPOST FROM A JUNE 16TH AGENDA ITEM AND I'LL TURN IT OVER TO DR. AZAIEZ.

>> THANK YOU. THANK YOU. PRESIDENT, BOARD OF TRUSTEES, AND COMMUNITY MEMBERS.

ACTUALLY THE SAME PRESENTATION WE'RE SUPPOSED TO GO THROW THIS IN THE MONTH OF JUNE,

[00:05:03]

SO WE HAD TO POSTPONE IT, BUT WE ARE LUCKY TO HAVE OUR STAFF HERE TO TALK ABOUT IT.

ALSO, OUR PARTNERS UNITED WAY ARE HERE ALSO JOIN US AGAIN TODAY, SO WE CAN TALK ABOUT THIS GREAT PARTNERSHIP THAT WE STARTED WITH OUR PRE-K THREE FULL-DAY, PRE-K THREE HERE IN OUR DISTRICT.

WITH NO FURTHER DELAY, I'M GOING TO LET RYAN START.

>> THANK YOU, DR. AZAIEZ AND BOARD MEMBERS.

SO WE'RE GOING TO TALK ABOUT A COUPLE OF DIFFERENT THINGS TONIGHT AS DR. AZAIEZ MENTIONED.

WE'RE GOING TO TALK ABOUT OUR END OF YOUR GOAL PROGRESS MEASURES FOR BOARD GOALS ONE AND TWO, SO THAT'LL BE FIRST AND SECOND GRADE PERFORMANCE ON THEIR END OF YOUR SCREENERS.

I'M JOINED BY OUR EXECUTIVE DIRECTOR OF ASSESSMENT EVALUATION, MISS.

ERIKA SIMMONS. SHE'S GOING TO LEAD US THROUGH THOSE SLIDES.

THEN LIKE I SAID, WE'LL SWITCH OVER THEN AND REALLY TALK ABOUT A PROGRAM THAT WE THINK WE'RE GOING TO SEE SOME DIRECT IMPACT ON THOSE GPM AND THOSE GOALS IN THE YEARS TO COME, AS WE GET MORE AND MORE STUDENTS INTO AN EDUCATIONAL ENVIRONMENT AS SOON AS POSSIBLE.

IT'S A GREAT PARTNERSHIP THAT WE'RE KICKING OFF WITH UNITED WAY HEADING INTO THIS YEAR.

WITH NO FURTHER ADO, I'M GOING TO TURN IT OVER TO MS. SIMMONS.

>> THANK YOU, RYAN. WE'RE GOING TO START THE PRESENTATION WITH JUST A REMINDER OF SOME GLOSSARY TERMS AS WE SEE THEM AS WE GO THROUGHOUT THE PRESENTATION ON TRACK AND THEN ON LEVELS.

WHAT YOU'RE GOING TO SEE WHEN WE REFERENCE TO WHAT STUDENTS NEED TO SCORE TO GET THAT.

THAT'S HOW WE COUNT THEM AS BEING ON GRADE LEVEL FOR THOSE TWO ASSESSMENTS THAT WE HAVE, WHICH IS MCLASS AND AIMSWEB PLUS.

A REMINDER THAT IN-PERSON WERE STUDENTS WHO ENROLLED ON A CAMPUS AT THE BEGINNING OF THE YEAR AND TOOK THE BEGINNING OF THE ASSESSMENT ON CAMPUS AND THEN THE VIRTUAL LEARNING, OR STUDENTS WHO ARE IN THE VIRTUAL LEARNING PROGRAM THAT WE HAVE FOR THE FALL SEMESTER, THEY TOOK THEIR BOY ASSESSMENT IN THAT PROGRAM.

THAT'S THE GROUP OF KIDS THAT'S GOING TO BE REFERENCING.

WE'RE GOING TO FIRST GO OVER JUST A REMINDER OF OUR GOALS FOR OUR EARLY LITERACY, 1.1, 1.2, AND 1.3 OUR GOALS AND THEN OUR TARGETS FOR THE END OF THE YEAR, 70 PERCENT FOR 67 FOR FIRST, AND 73 PERCENT FOR OUR SECOND GRADER, THIS IS WHAT WE ADOPTED.

HERE WE'RE LOOKING AT THOSE THREE GROUPS, THE TWO GROUPS, AND THEN OVERALL WHERE WE COMBINE THEM AND LOOKING AT THE PROGRESS FROM MOY TO EOY.

WE DO SEE THAT EVEN THOUGH WE HAD REALLY GOOD GROWTH FROM MOY THAT YOU ALL, WE DID MISS YOUR TARGET FOR OUR FIRST-GRADE STUDENTS HERE.

THIS IS OUR STUDENT GROUPS WHERE WE SEE THAT EVERY ONE OF OUR STUDENT GROUPS DID GROW BY AT LEAST FIVE PERCENTAGE POINTS.

WITH OUR FIBER FOR GROUP HAVING HITTING THEIR TARGET FOR THE END OF THE YEAR.

THIS IS OUR FIRST-GRADE DATA THAT AGAIN, YOU CAN SEE THE TRAJECTORY GREW THERE.

THE RATE OF GROWTH BETWEEN MOY, EOY WERE SHARPER, AND BECAUSE OF THAT, WE WERE ABLE TO HIT OUR TARGET AT THE END OF THE YEAR FOR OUR FOURTH-GRADE STUDENTS.

THEN BECAUSE WE HAD THAT GROWTH, WE CAN SAY WE ALSO MET MOST OF OUR TARGETS FOR OUR STUDENT GROUPS AT THE END OF THE YEAR.

THIS IS OUR SECOND-GRADE DATA WHERE WE GROW FROM THE MOY TO THE EOY.

BUT AGAIN, WE DID MISS OUR END-OF-YEAR EXPECTATIONS FOR OUR SECONDARY STUDENTS.

BUT WE DO HAVE CELEBRATIONS HERE AND OUR STUDENT GROUP WITH THEIR EB, CURRENT AND MONITORING OF FIBER FOR SOME OF OUR STUDENT GROUPS THAT WERE MORE CONCERNED ABOUT HITTING ANY OF THEIR GROWTH TARGET FOR SECOND GRADE.

THIS IS OUR 2.1, 2.2, AND 2.3, WHICH IS OUR MATH TARGETS FOR KINDER FIRST AND SECOND.

AGAIN, WE'RE SEEING OUR GOALS AND THEN OUR TARGETS WITHIN THE YEAR OF 68, 65, AND 79 FOR THOSE GRADE LEVELS RESPECTIVELY.

AT KINDER DATA WE SEE THAT WE NOT ONLY DIDN'T HIT OUR TARGET, WE ACTUALLY WENT BACKWARDS ORDER FROM THE MOY TO THE EOY DATA HERE, AND A KINDER THAT DATA.

BECAUSE OF THAT, WE ALSO SEE A DECLINE IN OUR STUDENT GROUPS AS WELL, WHERE THEY NOT ONLY DIDN'T MEET THE END OF THE TARGETS AND MANY OTHER SITUATIONS, BUT ACTUALLY HAD A REGRESSION.

FOR FIRST-GRADE STUDENTS.

WE DID HAVE THAT GROWTH AGAIN FROM MOY TO EOY, BUT ONCE AGAIN, NOT QUITE GETTING TO OUR TARGET THERE.

AGAIN, GOOD GROWTH BETWEEN OUR STUDENT GROUPS WITH FALLING SHORT AND MOST OF OUR STUDENT GROUPS.

BUT WE DID HAVE, WHICH ONE OF OUR STUDENT GROUPS HIT SOME OF THEIR TARGETS AT THE END OF THE YEAR, AND LASTLY, WE'RE GOING TO TALK ABOUT OUR SECOND GRADE STUDENT GROUP, WHERE AGAIN, WE AGAIN SHOWED GOOD GROWTH.

[00:10:02]

NONE OF OUR GPM MATH TARGETS WERE HIT, BUT WE DID HAVE GOOD GROWTH AGAIN FROM MOY TO EOY, WITH COMING UP SHORT OF OUR TARGET.

SAME THING FOR OUR STUDENT GROUPS AND OUR SECOND GRADE WHERE WE DID HAVE THE GROWTH, BUT WE DIDN'T QUITE MAKE OUR END OF THE YEAR TARGETS, SOME OF OUR STUDENT GROUPS.

>> THANK YOU, ERICA. IF I JUST TALK REAL BRIEFLY ABOUT KINDERGARTEN BECAUSE WE OBVIOUSLY WE DID SEE A DIP BETWEEN MIDDLE OF YEAR AND END OF YEAR.

[NOISE].

WE DID SOME HISTORICAL LOOKS BECAUSE WE ESSENTIALLY HAD A TWO-YEAR [NOISE] BREAK IN THIS TYPE OF ASSESSMENT DURING THE PANDEMIC.

LOOKING BACK, WE SAW A SIMILAR DOWNWARD TRAJECTORY IN SOME OTHER YEARS BETWEEN THE END OF YEAR AND MIDDLE OF YEAR, WHERE WE'RE DIVING IN WITH CERTAIN CAMPUSES, WHERE WE SAW THAT MORE IN PARTICULAR.

THERE ARE SOME DIFFERENT STANDARDS.

IT'S A SCREENER, SO THE TEST CHANGES THROUGHOUT THE YEAR.

WE SEE SOME DIFFERENT CONCEPTS IN THINGS ON THE END OF YOUR EXAMS THAT AREN'T NECESSARILY IN THE MIDDLE OF YOUR EXAM, BUT THAT'S DEFINITELY A PLACE THAT WE'RE GOING BE FOCUSING ON GOING INTO NEXT YEAR WITH THOSE STUDENTS IN FIRST GRADE.

WE DON'T WANT TO SEE ANY DOWNWARD TRAJECTORY DURING THE MIDDLE OF THE YEAR.

KINDERGARTENS ARE VITAL YEAR.

I THINK WE'RE GOING TO CONTINUE TO PUT MORE EFFORTS AND RESOURCES AND EVERYTHING INTO THAT GRADE LEVEL AND TO PRE-K AS WELL.

BUT I JUST DID WANT TO SAY THAT IS AN AREA THAT I THINK WHEN WE COME BACK AND START TALKING ABOUT OUR BEGINNING OF YEAR GOAL, PROGRESS MEASURES, WE'LL BE SPENDING A LOT OF TIME TALKING ABOUT SOME THINGS WE'RE DOING WITH KINDERGARTEN AND THOSE STUDENTS SINCE THEY'RE NOW IN FIRST GRADE.

ANOTHER PIECE WITH THE SCREENER DATA IS ON THE READING SIDE.

M CLASSES, REMEMBER THAT THIS WAS OUR FIRST YEAR WITHOUT ASSESSMENT.

TYPICALLY, IN THAT FIRST YEAR WE'RE LEARNING ABOUT THE DIFFERENT CUT POINTS IN DIFFERENT AREAS THAT WE NEED TO FOCUS ON, WHICH ARE TRADITIONALLY SEA GROWTH IN ASSESSMENTS AS WE TAKE THEM OVER TIME.

THAT AGAIN, WE'VE USED FOR SEVERAL YEARS, AGAIN VERY INCONSISTENTLY IN 2020 AND 2021, BUT WE DO BELIEVE THAT WAS EXTENDED TIME WITH THOSE ASSESSMENTS WE'LL START TO SEE EVEN MORE GROWTH THAN WE HAVE AND WE SHOULD BE BACK ON TRACK TO HIT THOSE TARGETS INTO NEXT YEAR.

I'M SURE THERE'LL BE QUESTIONS AFTERWARDS, BUT I DO WANT TO TRANSITION US NOW TO TALK ABOUT OUR PRE-K THREE PARTNERSHIPS.

MAYBE THEY'RE ALREADY HERE, I'M GOING TO ASK A COUPLE FOLKS TO JOIN ME AS WELL.

JOINING US, THIS IS MARGO VOGELPOHL.

SHE IS OUR DIRECTOR OF TITLE ONE AND PRE-K, AND SHE'D BE A FAMILIAR FACE TO MANY OF YOU.

SHE'S BEEN WITH US FOR MANY YEARS AND SHE'S REALLY SPEARHEADED OUR PARTNERSHIP WITH UNITED WAY, AND I'M GOING TO TURN IT OVER TO HER.

SHE'S GOING TO INTRODUCE OUR PARTNERS FROM UNITED WAY AND WALK YOU THROUGH OUR NEW PRE-K PROGRAM.

WE'RE VERY EXCITED ABOUT STARTING THIS YEAR.

>> GOOD EVENING. I'D LIKE TO INTRODUCE TO YOU MADISON MONETIZE, SHE IS THE DIRECTOR OF PRE-K PARTNERSHIP FOR UNITED WAY.

I WANT TO THANK YOU FOR THE OPPORTUNITY TO SPEAK TO YOU TODAY ABOUT THE PRE-K THREE PARTNERSHIP BETWEEN LANDMARK ISD AND UNITED WAY OF GREATER AUSTIN.

OVER THE LAST FOUR YEARS, OUR PRE-K PROGRAM HAS CONTINUED TO GROW AND EXPAND.

DURING THE 21-22 SCHOOL YEAR, WE STARTED OVER 1000 PRE-K FOUR STUDENTS.

AS OF TODAY, OUR ENROLLMENT IN PRE-K FOUR IS ALREADY AT 832, SO I EXPECT THAT WILL SURPASS THAT NUMBER QUICKLY.

EACH YEAR, INTENTIONAL PLANNING AND CONSIDERATION IS GIVEN TO CONTINUE TO PROVIDE HIGH-QUALITY SERVICES AND IMPROVE SCHOOL READINESS FOR OUR YOUNGEST LEARNERS.

BASED ON INSTRUCTIONAL DATA AND FEEDBACK FROM PARENTS AND THE COMMUNITY, OUR DISTRICT EXPLORED WAYS TO EXPAND EDUCATIONAL SERVICES TO THREE-YEAR-OLDS, AND I'M EXCITED TO SHARE TONIGHT THAT WE'VE LAUNCHED THAT PARTNERSHIP THIS FAR.

WE ARE GOING TO GO CO-ENROLL PRE-K3-YEAR-OLDS AT SURROUNDING CHILDCARE FACILITIES.

THE OBJECTIVE OF OUR PRE-K PARTNERSHIP IS TO PROVIDE THREE-YEAR-OLD STUDENTS AND THEIR FAMILIES A COMPREHENSIVE AND COHESIVE PLAY-BASED EARLY CHILDHOOD PROGRAM FOCUSED ON DEVELOPING ORAL LANGUAGE SKILLS AS WELL AS SOCIAL EMOTIONAL SKILLS.

THE GOAL IS TO ENSURE THAT ALL STUDENTS ENTER SCHOOL READY TO LEARN AND POSITIVELY IMPACT STUDENT LEARNING OUTCOMES, NOT ONLY IN PRE-K4, BUT ALSO IN KINDERGARTEN THROUGH THIRD GRADE.

OUR PRE-K PARTNERSHIP WILL HAVE MANY POSITIVE IMPACTS ON STUDENT OUTCOMES.

A FEW THAT ARE LISTED UP THERE, AND A FEW THAT I'D LIKE TO HIGHLIGHT TONIGHT IS SUPPORTING KINDERGARTEN READINESS, DEVELOPING THE FOUNDATION, IMPACTING THIRD GRADE LITERACY AND MATH STUDENT OUTCOME GOALS, AND PROVIDING ACCESS TO SCHOOL FOR MORE STUDENTS.

THE KEY COMPONENTS OF THE PRE-K3 PARTNERSHIP MODEL ARE AS FOLLOWS.

THE DISTRICT AUTHORIZED A PARTNERSHIP WITH UNITED WAY, WE CO-ENROLL PRE-K3 STUDENTS FROM CHILDCARE CENTERS THAT ARE A TEXAS RISING STAR, 3 AND 4 INTO RRISD.

HOWEVER, THE STUDENTS WILL ATTEND SCHOOL AT THE CHILDCARE FACILITY.

[00:15:03]

THE DISTRICT WILL RECEIVE ADA FUNDING AND WILL RETAIN A PERCENTAGE OF THAT FUNDING AND THE REST WILL BE PASSED THROUGH THE UNITED WAY AS OUR ADMINISTRATIVE HUB AND THEN ONTO THE CHILDCARE FACILITIES.

IN ADDITION TO THE INSTRUCTIONAL BENEFITS, YOU'LL SEE HERE THAT THE PRE-K3 PARTNERSHIP WILL ALSO HAVE FINANCIAL BENEFITS FOR THE DISTRICT WHICH ARE OUTLINED ON THIS SLIDE.

AS YOU CAN SEE UP THERE, THE STATE WILL PROVIDE US ADA.

EIGHT PERCENT WILL BE RETAINED BY OUR SCHOOL DISTRICT, 92 PERCENT WILL BE PASSED ON TO UNITED WAY, AS WELL AS CHILD CARE PARTNERS, 12 PERCENT WILL BE RETAINED FOR UNITED WAY AS OUR ADMINISTRATIVE HUB, AND 80 PERCENT WILL BE PASSED ON TO THE CHILDCARE PROVIDERS.

THE FUNDING THAT WE'RE PROVIDING TO THE CHILD CARE PARTNERS IS SO THAT THEY MAINTAIN HIGH-QUALITY PRE-K STANDARDS, JUST LIKE WE DO IN OUR OWN SCHOOLS.

THEY WILL USE THE FUNDING TO RECRUIT AND HIRE CERTIFIED TEACHERS.

THEY WILL BE ABLE TO PROVIDE HIGH-QUALITY PROFESSIONAL LEARNING OPPORTUNITIES.

THEY WILL ALSO BE SUPPORTING WITH SOME INSTRUCTIONAL COACHING AND OF COURSE RESOURCES AND MATERIALS THAT ARE NEEDED FOR OUR YOUNGEST LEARNERS.

THE MOST FREQUENTLY ASKED QUESTION, WHICH I BELIEVE PROBABLY EVERYONE IS WONDERING, IS WHAT WE'LL ENROLLMENT LOOK LIKE.

WE'VE ALREADY BEGUN THE ENROLLMENT PROCESS AND ARE ESTIMATING THE ENROLLMENT NUMBERS THAT ARE LISTED ON THIS SLIDE OF 225.

BECAUSE WE ALREADY HAVE ESTABLISHED PARTNERS THROUGH OUR ROCK READY PROGRAM, OUR DISTRICT HAS THE POTENTIAL TO SERVE OVER 225 THREE-YEAR-OLD STUDENTS.

BUT THAT'S ONLY THE START.

IT'S ONLY THE BEGINNING.

I WILL LET YOU KNOW THAT WE ALREADY HAVE SOME SIGNS, SUBCONTRACTS.

WE HAVE ONE RIGHT NOW WITH SHORELINE.

WE OPENED IT ON A MONDAY AND BY TUESDAY ALL THEIR SPOTS WERE FILLED.

MADISON HANDLES THAT, SHE DOES A BEAUTIFUL JOB.

SHE ALREADY HAS THREE OTHER SUBCONTRACTS OUT THAT ARE BEING REVIEWED, AND THEN WE HAVE FOUR OTHER FACILITIES THAT HAVE ALREADY REACHED OUT TO US.

I EXPECT THAT WE'LL PROVIDE YOU UPDATES WITH UPDATED NUMBERS AND I BELIEVE WE'LL SURPASS THOSE NUMBERS.

WE ALSO HAVE THE OPPORTUNITY TO APPLY NEXT YEAR FOR ADDITIONAL EARLY CHILDHOOD FUNDING THROUGH SENATE BILL 1882.

SENATE BILL 1882 ENCOURAGES SCHOOL DISTRICTS TO CREATE OUTSIDE PARTNERSHIPS THAT IMPACT THE COMMUNITY AND BENEFIT THE SCHOOL DISTRICT.

THERE ARE SEVERAL REQUIREMENTS AND IT IS A PROCESS THAT WE'RE ALREADY WORKING TOWARDS AND IT'S A POSSIBILITY OF BEING EXPLORED BY OUR DISTRICT.

IF AWARDED, A DISTRICT COULD RECEIVE APPROXIMATELY AN ADDITIONAL $550 PER CHILD ENROLLED IN A PRE-K 3 PROGRAM.

BEFORE THE CONCLUSION OF THIS PRESENTATION, I ALSO WANT TO INTRODUCE TO YOU TERESA SHANAHAN.

SHE'S OUT IN THE GALLERY.

SHE'S OUR PRE-K COORDINATOR AND CATHY MAKOS, SHE'S THE VICE PRESIDENT OF SUCCESS BY SIX AND MY EXECUTIVE DIRECTOR, WHICH IS DR. LISA HERNANDEZ.

THEY'RE A HUGE SUPPORT WHO ARE ALL ATTENDING TONIGHT'S MEETING AND HAVE BEEN INSTRUMENTAL IN THE PLANNING PROCESS.

I ALSO WANT TO SHARE WITH YOU THAT THE FOUR OF US DID NOT DO ALL THE WORK OURSELVES, WE'VE ACTUALLY PARTNERED WITH MANY DISTRICT STAKEHOLDERS.

MANY OF THEM ARE SITTING IN THIS ROOM TO BE PART OF THE PLANNING.

IT'S TAKEN AN ENTIRE YEAR TO GET THIS PARTNERSHIP RUNNING, BUT WE'RE REALLY EXCITED ABOUT IT.

IT HAS DEFINITELY BEEN A TEAM EFFORT.

I WANT TO THANK YOU AGAIN FOR YOUR TIME THIS EVENING, AND THANK YOU FOR SUPPORTING ARAMARK ISD STUDENTS AND STAFF.

>> THANK YOU MARGOT. NOW WE'RE READY FOR ANY QUESTIONS ABOUT EITHER THE GPM OR THE PRE-K 3 PROGRAM.

>> FIRST SLIDE ON IS TRUSTEE VESSA.

>> THANK YOU SO MUCH FOR THE PRESENTATION.

I'M DEFINITELY EXCITED ABOUT THE PRE-K PARTNERSHIP.

IS IT GOING TO BE A HALF DAY PROGRAM OR FULL DAY PROGRAM FOR THREE YEAR OLD'S?

>> THAT'S A WONDERFUL QUESTION.

ACTUALLY, STUDENTS WHO WILL ATTEND FULL DAY, JUST LIKE THEY DO IN OUR PROGRAM, BUT THEY DO RECEIVE HALF-DAY ADA FUNDING JUST LIKE OUR PRE-K 4 PROGRAM.

THE STUDENTS WILL BE AT THE CHILDCARE FACILITIES ALL DAY AND WE'LL BE PROVIDING THE SERVICES THROUGH THE FUNDING THAT WE'RE PROVIDING ALL DAY, SO WE SHOULD BE ABLE TO IMPACT THEM. YEAH.

>> THEY'LL BE THERE ALL DAY, BUT WE ONLY GET HALF-DAY ADA? ACTUALLY, YOU'RE RIGHT.

WE ONLY GET HALF THE ADA FOR FOUR YEAR OLD'S TOO, BUT THEY MANDATED A FULL-DAY PROGRAM.

>> THEY DID AND IT'S THE SAME THING WITH PRE-K 3.

MADISON WOULD LIKE TO ADD SOMETHING.

>> YEAH. SORRY. IT ALSO DEPENDS ON THE CHILDCARE CENTER IF THEY'RE ABLE TO OFFER A PART-TIME SPOT FOR FAMILIES.

ACTUALLY, SHORELINE IS OFFERING FIVE PART-TIME SLOTS, WHICH MEANS THEY'RE GOING TO HAVE THREE KIDS ATTENDING TOTALLY FREE BECAUSE OF THE DRAWDOWN THEY'RE GETTING FROM THE DISTRICT WHO DON'T WANT THE EXTRA CARE.

BUT THE IDEA OF THE PARTNERSHIP IS THAT YOU CAN

[00:20:02]

HAVE KIDS FOR THAT HALF DAY THAT WE GET FUNDING FOR THROUGH THE DISTRICT AND THEN THEY ALSO HAVE FULL DAYCARE AND THE PARENTS PAY LESSER TUITION THAN THEY TYPICALLY WOULD FOR THAT.

>> ALL THE KIDS IN THIS PROGRAM HAVE QUALIFIED UNDER THE MECHANISMS IN THE LAW.

THEY'RE NOT OPEN TO EVERY PRESCHOOL KID IN THE AREA?

>> YES. TO QUALIFY FOR OUR PRE-K 3 PARTNERSHIP PROGRAM AND IN THOSE CLASSROOMS THEY HAVE TO QUALIFY BASED ON THE CRITERIA SET BY THE TA?

>> AT THIS POINT, YES.

BECAUSE WE WON'T BE ABLE TO GET ANY IDEA ANYWAY FOR ANYONE WHO DOESN'T QUALIFY, BUT WE'RE STILL LOOKING AT OPTIONS FOR NEXT YEAR, I GUESS.

I JUST WANT TO TAKE A SECOND JUST TO THANK THE TEAM HERE.

REALLY WHEN WE STARTED TALKING ABOUT FULL-DAY PRE-K 3, I KNOW IT'S BEEN REALLY CHALLENGING IN THE MIDDLE OF A STATE OF COVID-19 SITUATION AND THINGS LIKE THAT, BUT FOR THEM TO PUT IT TOGETHER AND PARTNER WITH OUR COLLEAGUES HERE AT UNITED WAY AND ALSO OUR DAYCARE PROVIDERS, I WANT TO THANK YOU ALL FOR YOUR HARD WORK AND MAKING IT HAPPEN.

I KNOW THAT WE SAID WE WANT MORE STUDENTS TO TAKE ADVANTAGE OF THIS PROGRAM AND WE WILL MAKE IT HAPPEN, BUT EVEN FOR US TO BE AT THIS POINT OVER 200 KIDS ALREADY, THAT'S REALLY AN AMAZING ACHIEVEMENT. THANK YOU.

>> THANK YOU.

>> NEXT UP I HAVE TRUSTEE, HARRISON.

>> THANK YOU MADAM CHAIR, THANK YOU STATE AND FEDERAL, AND THANK YOU TO UNITED WAY FOR THIS PARTNERSHIP.

THIS IS REALLY EXCITING.

AS WE'RE LOOKING AT OUR GOALS, I CAN TELL THAT THOSE GOALS TIE INTO WHY WE NEED THIS BECAUSE PRE-K 3 IMPACTS EARLY LITERACY.

THIS IS REALLY IMPORTANT.

DR. HAYES, CAN YOU PLEASE EXPLAIN THE DIFFERENCE BETWEEN THIS PRE-K 3 PROGRAM AND WHAT UNIVERSAL PRE-K 3 WOULD LOOK LIKE FOR OUR DISTRICT?

>> YES. UNIVERSAL IT PRETTY MUCH ALLOW ANY PARENT TO ENROLL THEIR STUDENTS INTO THE PROGRAM.

AS YOU KNOW THERE WAS A CERTAIN CRITERIA'S FOR EXAMPLE, IF THE STUDENTS SPEAK ANOTHER LANGUAGE OTHER THAN ENGLISH AT HOME OR IF THEY QUALIFY FOR FREE AND REDUCED LUNCH, THEY WILL FIND THE DISTRICT HAVE ADA.

BUT WE TRULY BELIEVE THAT WE NEED A FULL DAY WITH THE STUDENTS, WE WANT THEM TODAY EVERY DAY, FIVE DAYS A WEEK WITH A CERTIFIED TEACHER AND AN EDUCATOR ASSISTANT, THAT WE CAN MAKE A HUGE IMPACT AND UNPACK THEM AND THEY CAN PROGRESS WITH THE SOCIAL AND EMOTIONAL, THEN ALSO LEARNING HOW TO READ.

UNIVERSAL WILL REQUIRE US FUNDING MORE MONEY OR CHARGING TUITION.

OTHERWISE WOULDN'T BE ABLE AS A DISTRICT TO MAKE IT HAPPEN, BUT WE CAN DEFINITELY EXPAND IT TO ANY STUDENTS AGAIN, WHO QUALIFY UNDER THOSE CRITERIAS WHERE AT LEAST THE STATE WOULD PROVIDE HALF ADA, AND THE DISTRICT MAY BE ABLE TO PAY FOR THE OTHER HALF OR PARTNER WITH UNITED WAY AND THEY CAN HELP US WITH THAT.

[LAUGHTER]

>> THANK YOU FOR THAT. WE APPRECIATE THE PARTNERSHIPS.

DID YOU HAVE SOMETHING TO SAY, MARGOT? THE LIGHT WAS ON.

I HAD A COUPLE OF OTHER QUESTIONS.

YOU SPOKE TO KINDERGARTEN AND YOU SPOKE TO THE REGRESSION AND YOU SPOKE TO PRIOR YEAR SEEING THAT REGRESSION, BUT I DIDN'T REALLY HEAR A DRILL DOWN ON OUR REASON.

IS THAT INFORMATION AVAILABLE?

>> I THINK THAT'S SOMETHING THAT I CAN PROVIDE.

IT'S A LITTLE DIFFERENT.

ON EACH CAMPUS, THE ASSESSMENT IS A LITTLE DIFFERENT THAN IN 2019.

I THINK THAT'S SOMETHING THAT INTERNALLY, LIKE I'VE GOT OUR TEAM DEFINITELY TASKED TO LOOK AT.

I KNOW ONE PIECE THAT WE'RE REALLY LOOKING ON MATH IN GENERAL.

IN ELEMENTARY, WE HAVE HAD A LARGE FOCUS ON LITERACY, AND OVER THE LAST SEVERAL YEARS THAT READING ACADEMIES AND EVERYTHING LIKE THAT, WE'VE RECENTLY REDESIGNED SOME OF OUR INSTRUCTIONAL COACHING SUPPORT MODELS AND PROFESSIONAL DEVELOPMENT PLANS TO MAINTAIN THE LITERACY FOCUS, BUT ALSO HAVE MORE OF A FOCUS ON MATH IN THE EARLY GRADES.

AS I SAID WITH A SCREENER, IT'S HARD TO PINPOINT DIRECTLY DOWN TO LIKE INDIVIDUAL STANDARDS, THINGS LIKE THAT THAT YOU MIGHT SEE ON A DIFFERENT TYPE OF ASSESSMENT, BUT THE MORE CAN SHOW US AN OVERALL LOOK AT A PLACE THAT WE NEED TO SPEND MORE TIME IN.

OBVIOUSLY, THAT IS MATH IN KINDERGARTEN.

>> THANK YOU FOR THAT. I HAVE TWO MORE QUESTIONS.

OBVIOUSLY, IT'S CONCERNING TO SEE THE GAPS AMONGST STUDENT GROUPS AND THAT'S NOT HITTING THOSE TARGETS.

I'M CURIOUS AS TO WHAT PARTNERSHIPS WE HAVE FORMED WITH PARENTS OR FAMILIES TO UNDERSTAND WHAT STUDENTS IN THOSE GROUPS MAY NEED IN ORDER TO BE SUCCESSFUL IN OUR DISTRICT.

>> CAN YOU SAY MORE WHAT YOU MEAN BY PARTNERSHIPS?

>> WELL, IF WE NOTICE THAT WE HAVE HISPANIC STUDENTS UNDER-PERFORMING BY THESE STANDARDS.

ARE WE MAKING ANY MEANINGFUL PARTNERSHIPS WITH THEIR FAMILIES TO UNDERSTAND WHAT SUPPORT

[00:25:04]

THEIR STUDENTS MAY NEED OR HOW ARE WE REALLY GETTING DOWN TO THE ROOT CAUSE OF WHAT'S GOING ON HERE.

>> LET'S SAY ON THE FAMILY, FAMILY ENGAGEMENT PIECE, I'D SAY DEFINITELY WITHIN TEACHING AND LEARNING, WE HAVE SEVERAL DIFFERENT PROGRAMS THAT ARE APPARENT LIAISONS AND SPEAKING OF STATE AND FEDERAL, I KNOW THEY SPENT A LOT OF TIME WITH THEIR PARENTS, SPORT TEAMS AND WORKING WITH PARENTS ON MOST OF OUR CAMPUSES THAT RECEIVE TITLE 1 FUNDING.

THOSE AREN'T THE STUDENTS THAT ARE ON ALL OF OUR CAMPUSES.

BUT THEY DO SPEND A LOT OF TIME WORKING WITH PARENTS AND THEN COMMUNICATING WITH THE PRINCIPALS AND THE TEACHERS ON THAT CAMPUS OF WHAT TYPES OF RESOURCES AND SUPPORT THEY CAN PROVIDE.

THAT'S DEFINITELY SOMETHING THAT I CAN PUT TOGETHER MORE COMPREHENSIVE LOOK, ESPECIALLY AT THE EARLY GRADES.

I THINK MAYBE WE DO A LOT OF PARENT OUTREACH WHEN IT COMES TO SIGNING UP FOR CLASSES AT SECONDARY AND LOOKING FORWARD INTO COLLEGE.

BUT IT'S DEFINITELY SOMETHING THAT WE COULD PROBABLY DO BETTER AT IN THE EARLY GRADES.

[OVERLAPPING] MARGO WANTS TO ADD SOMETHING AS WELL.

>> I THINK THAT WOULD BE WONDERFUL JUST BECAUSE I THINK THAT PARENTS ARE ALSO EXPERTS ON THEIR STUDENTS AND WE HAVE SEEN THIS FOR SO MANY YEARS AND IT'S CONCERNING THAT WE DON'T DO EVERYTHING TO ADDRESS IT.

>> I WOULD AGREE. I'D LIKE TO JUST JUMP IN.

I KNOW THE QUESTION WASN'T GEARED TOWARDS ME, BUT I DO OVERSEE TITLE 1.

IT IS THE OTHER HALF OF MY JOB.

WE DO HAVE PARENT LIAISONS.

WE ARE REWORKING OUR PARENT ENGAGEMENT MODEL, WHERE WE ARE BRINGING IN A PARENT LIKE A CONSULTANT THROUGH SCHOLASTIC WHO HAS BEEN BUILDING A CAPACITY, THE CAPACITY OF OUR PARENT LIAISONS, AND THEN ALSO DOING SESSIONS FOR FAMILIES DIRECTLY.

WE ARE BUILDING WITHIN OUR OWN TEAM, A GROUP OF PARENT LIAISONS THAT WILL BE WORKING ON CAMPUS FEEDBACK, PARENT FEEDBACK, AND ANALYZING THAT DATA BECAUSE YOU'RE ABSOLUTELY RIGHT, TRUSTEE HARRISON, PARENTS KNOW THEIR KIDS BEST, AND THEY'RE ABLE TO EXPLAIN A LOT OF SOME OF THE THINGS THAT WE MAY NOT BE SEEING EVERY DAY.

THE OTHER THING THAT I WANT YOU-ALL TO BE AWARE THAT THROUGH STATE AND FEDERAL LAW, WE'RE ALSO INVITING PARENTS TO THE TABLE AT MANY OF OUR EVENTS, SO EVEN THIS SUMMER AT THE EB INSTITUTE, WE HAD A PARENT COMPONENT WHERE WE'RE BRINGING IN FAMILIES AND WORKING WITH THEM SO THAT THEY UNDERSTAND OUR SCHOOL SYSTEM AND HOW WE'RE INSTRUCTING STUDENTS, BUT ALSO RECEIVING FEEDBACK FROM THEM.

ABSOLUTELY, I JUST WANT YOU TO KNOW THAT IT IS SOMETHING THAT'S ON OUR RADAR AND WE'RE WORKING VERY CLOSELY.

IN ADDITION, WE DID SOME TRAINING THIS SUMMER FOR PRINCIPLES AND WE HAVE PRINCIPLES THAT HAVE SIGNED UP TO CONTINUE THE WORK DURING THE YEAR, SO WE'LL BE WORKING WITH THEM CLOSELY AND OF COURSE, THEIR PARENTS AND THEIR STAFF MEMBERS.

>> TRUSTEE HARRISON AND I KNOW OUR TEAM WILL BE DOING EVEN MORE THAT DESCRIBE.

I JUST FEEL ME PERSONALLY, I FEEL LIKE IF WE EXPAND OUR PRE-K3 FULL DAY AND YOU EXPAND OUR PRE-K4 A FULL DAY AND WE DO A GREAT JOB EARLY ON WITH OUR STUDENTS, THEN BY THE TIME THEY GET TO KINDER, WE'RE NOT GOING TO SEE THAT HUGE A GAP.

I HONESTLY THINK IF WE HAVE TO REALLY GET THAT DONE WELL AND EXPAND IT REALLY LIKE TO AS MANY STUDENTS AS WE CAN AND I THINK THAT COULD BE THE GAME CHANGER FOR A LOT OF OUR STUDENTS MOVING FORWARD.

>> THANK YOU. FROM ONE EDUCATOR TO ANOTHER, I VERY MUCH AGREE, AND MRS. VOGELPOHL.

DID I SAY YOUR NAME CORRECTLY? [LAUGHTER] THANK YOU SO MUCH FOR WHAT YOU SHARED AND I'M LOOKING FORWARD TO AS A BOARD, FIGURING OUT HOW WE CAN CONTINUE TO SUPPORT THAT EFFORT BECAUSE I THINK THAT THAT'S PART OF A MISSING KEY.

TWO THINGS ALSO THANK YOU FOR BREAKING OUT DYSLEXIA.

ONCE AGAIN, I'M GOING TO SAY THAT EVERY TIME I THINK IT WAS REALLY HELPFUL.

THEN LASTLY, I'M THINKING OF WAYS TO LIGHTEN THE LOAD OF OUR TEACHERS.

HAS THERE BEEN ANY THOUGHTS FOR PRE-K3 SPOTS HELD FOR EDUCATORS OR BECAUSE OF THE WAY THE FUNDING COMES THROUGH, IS THAT SOMETHING WE CAN'T NAVIGATE.

>> THAT'S DEFINITELY ACTUALLY, WE THOUGHT ABOUT IT AS EVENTUALLY A WAY TO RECRUIT AND RETAIN OUR GREAT TEACHERS.

WE DID NOT PLAN FOR IT FOR THIS YEAR BECAUSE AGAIN, WE WORKED ON IT WITH THE UNITED WAY AND THEY WERE LIKE CERTAIN THINGS WE HAVE TO FIGURE OUT.

BUT IF ONE DAY WE DECIDE TO MAYBE DO EXPAND AND WHERE WE CAN MAYBE OFFER IT AT OUR OWN CAMPUSES.

WE'D DEFINITELY SOMETHING THAT WE CAN MAYBE TALK ABOUT UNIVERSAL.

MAYBE THAT'S ONE WAY TO GET UNIVERSAL PRE-K3 ONE DAY AND THAT WE CAN MAYBE EVEN IF IT'S TO REDUCE RATE FOR THEM OR SOMETHING LIKE THAT THAT HELP OUR DISTRICT PAY FOR THE STAFF, BUT ALSO IT WILL BE A HUGE REDUCED COSTS FOR OUR TEACHERS AND STAFF, AND SO THEY CAN SAVE SOME MONEY.

YEAH, THAT'S A POSSIBILITY.

WE THOUGHT ABOUT IT AND I DON'T KNOW IF YOU WANT TO ADD ANYTHING ELSE.

>> NOW JUST SAY, IT'S DEFINITELY SOMETHING THAT WE TALKED ABOUT.

I KNOW WHEN TALKING TO TEACHERS, THAT WOULD BE A HUGE RECRUITMENT TOOL.

WE HAVE A FEW PROGRAMS RIGHT NOW.

THERE'S TOGETHER WE CAN, THERE'S ANOTHER EVEN YOUNGER THAN PRE-K3, WE HAVE SOME STAFF MEMBERS, STUDENTS, OR CHILDREN, I GUESS THEY'RE NOT STUDENTS YET, THEY ARE LIFELONG LEARNERS, BUT EVEN INFANTS AT OUR PROGRAMS AT SUCCESS AND AT GREAT OAKS.

IT'S DEFINITELY THE END THAT'S HIGH ON THE LIST OF WHAT PROSPECTIVE TEACHERS ASKED FOR.

[00:30:05]

IT'S DEFINITELY SOMETHING WE'RE LOOKING AT.

>> THANK YOU FOR THAT INNOVATION. THANK YOU.

>> NEXT IS TRUSTEE WEIR.

THANKS, I JUST HAD TWO QUESTIONS.

ONE, ACTUALLY, I THINK THIS IS MAYBE TO DR. AZAIEZ BECAUSE I DID APPRECIATE YOUR ANSWERS TO TRUSTEE VESSA QUESTIONS THAT YOU SENT US.

BUT I WAS JUST CURIOUS IF YOU'D GO OVER A LITTLE BIT THE STRATEGIC SUPPORT SYSTEM THAT YOU'RE PUTTING IN PLACE, HOW THAT WILL ADDRESS SOME OF THOSE CAMPUSES AND AREAS WHERE OBVIOUSLY WE'VE JUST HEARD NEED HELP. [BACKGROUND]

>> YEAH, I CAN START TALKING ABOUT THAT.

AND I KNOW I ASKED A COUPLE OF OUR AREA SUPERINTENDENTS TO JOIN US AS WELL.

ONE OF THEM MIGHT WANT TO TAKE A SEAT OVER THERE AND HELP ANSWER THIS QUESTION.

BUT THE STRATEGIC SUPPORT PROGRAM IS DEFINITELY SOME TARGETED CAMPUSES THAT WE HAVE AN INTERNAL SYSTEM THAT WE USE TO IDENTIFY CAMPUSES.

IT'S NOT SOLELY BASED ON STAAR RESULTS, BUT THERE'S SEVERAL OTHER METRICS THAT WE USE TO IDENTIFY WHICH CAMPUSES MAY RECEIVE SOME ADDITIONAL SUPPORT AND SOME OF THOSE SUPPORTS THAT WE'RE LOOKING AT IS EXTRA POSITIONS, DIFFERENT TYPES OF SALARY STRUCTURES, A GREAT DEAL OF EXTRA TRAINING AND SUPPORT FOR THOSE CAMPUSES.

BUT THEY'RE GOING TO BE RECEIVING A LOT OF EXTRA SUPPORT AND DETAIL THROUGHOUT THE YEAR AND THEN TRAVIS DR.

MATURE COULD PRICE A LITTLE BIT MORE ABOUT THAT.

>> THANK YOU. I THINK ONE OF THE BIG THINGS IS THE LEAD TEACHER POSITIONS THAT WE HAVE NOW PUT INTO PLACE AT THOSE STRATEGIC CAMPUSES AND THOSE LEAD TEACHERS WILL BE, AS RYAN SAID, RECEIVING A LOT OF SUPPORTED TRAINING OVER THE COURSE OF THE YEAR.

IT'S NOT JUST A ONETIME THING, IT'S SOMETHING THAT WE'RE WORKING OVER THE COURSE OF THE YEAR WITH THEM IN TERMS OF ENGAGEMENT STRATEGIES, IN TERMS OF INSTRUCTIONAL MODELS, IN TERMS OF CULTURE AND CLIMATE.

ALL THOSE DIFFERENT THINGS THAT WE KNOW WILL MAKE A DIFFERENCE ON THE CAMPUS, SO WE HAVE THOSE SIX TEACHER LEADS, AS WELL AS ASSOCIATE PRINCIPLES.

AT THOSE CAMPUSES THAT WILL ALL BE INCLUDED IN THAT YEAR-ROUND TRAINING?

>> JUST WANTED TO ADD, AND I KNOW FOR FOLKS WHO ARE MAYBE NOT FAMILIAR WITH THE WAY WE DID IT, IS WE PROVIDED A STIPEND FOR THE LEADER, SO THAT INCENTIVIZE THE LEADER.

THEN WE ALSO PROVIDED AN INCENTIVE FOR ONE OF THE AP TO BECOME MORE LIKE AN ASSOCIATE PRINCIPAL AND THEN ALSO INCENTIVIZE THAT, SO THAT WILL ALLOW OUR DISTRICT TO RETAIN AND RECRUIT HIGH-QUALITY LEADERS.

BUT ALSO WE WENT DOWN AND ALSO PROVIDED SOME STIPENDS FOR OUR TEACHERS, LIKE WHAT TRAVIS WAS SAYING, WE PROVIDED AN EXTRA STIPEND FOR ONE TEACHER PER GRADE LEVEL, SO WE HAVE ONE FOR KINDER, ONE FOR FIRST, ALL THE WAY TO FIFTH GRADE.

THE TEACHERS WILL BE RECEIVING, BUT ALSO MORE THAN ANYTHING LEADING OTHER TEACHERS, DURING PROFESSIONAL LEARNING COMMUNITIES.

ALSO, WE'D BE WORKING A LOT WITH LEAD FORWARD AND THINGS LIKE THAT.

IT WILL BE MORE LIKELY TO DATA-DRIVEN INSTRUCTION, THEY GET MORE INTO THAT AND SO THE IDEA AGAIN IS TO RECRUIT AND RETAIN QUALITY TEACHERS AND PRINCIPAL IN AP THAT CAN REALLY HAVE THAT INSTRUCTIONAL FOCUS AND ALSO LEAD THE CAMPUS AND THE STUDENT INTO BEING MORE SUCCESSFUL AND SO WE HAVE THAT DONE AT SEVEN AND WE THINK CAN MAYBE WOULD BE AN EXPANDING IT TO ANOTHER THREE POSSIBLY BECAUSE NOW THAT WE HAVE THE STAAR DATA.

BUT THAT'S THE WHOLE THING.

IT BECOMING MORE AND MORE INSTRUCTIONAL, SO YEAH.

>> THANK YOU.

>> I'LL JUST ADD ON TO THAT WHAT DR. AZAIEZ WAS SAYING ABOUT THE OTHER CAMPUSES THAT WE'VE IDENTIFIED.

WHILE WE DON'T HAVE TEACHER LEADS IN PLACE, WE ARE EXTENDING THE TRAINING TO THOSE OTHER CAMPUSES AS WELL, SO THEY WILL BE INVITED TO HAVE THAT SAME TRAINING OPPORTUNITY THAT WE ARE PRESENTING FOR THE SEVEN STRATEGIC CAMPUSES THAT YOU MENTIONED.

>> AWESOME. THANK YOU.

MY ONLY OTHER QUESTION WAS ABOUT THE PRE-K TEACHERS.

YOU'VE TALKED ABOUT CONTINUING EDUCATION FOR THEM, AND I'M JUST CURIOUS, WILL THAT BE ALL ON THEIR OWN THROUGH THE PROVIDERS AND HEALTH IN UNITED WAY OR WILL THEY BE ABLE TO COME IN AND WORK AND TAKE THE [NOISE] TRAINING WITH OUR PRE-K TEACHERS? I GUESS OURS OR PRE-K FOR MOSTLY.

>> ARE YOU ASKING SPECIFICALLY ABOUT PROFESSIONAL DEVELOPMENT OR THE TEACHING CERTIFICATION?

>> YES, PROFESSIONAL DEVELOPMENT.

WE HOSTED ALREADY ONE OF OUR ONE TEACHER THAT WE HAVE RIGHT NOW AND ARE SIGNED CONTRACTS CENTER AT A THREE-WEEK COURSE THROUGH UNITED WAY.

SHE JUST STARTED IN THE CLASSROOM, ACTUALLY STARTED BUILDING UP HER CLASSROOM TODAY.

IT'S GOING TO BE THERE TOMORROW.

I'M ON A ISD TIMES.

[LAUGHTER] BUT THEY WILL HAVE AN OPPORTUNITY TO ATTEND ALL OF OUR TRAININGS THROUGHOUT THE YEAR.

WE DO THREE FULL DAYS OF EARLY CHILDHOOD TRAINING WITH OUR PRE-K TEACHERS IN PARTICULAR,

[00:35:01]

AND THAT'S GEARED TOWARD HOW DO YOU TEACH IN A CHILDCARE CENTER.

WITH THIS SPECIFIC GROUP OF KIDS THAT YOU HAVE, WE CAN REALLY TAILOR IT TO THE TEACHERS.

THEN THEY WILL BE INVITED TO ALL OF THE ROCK READY PROFESSIONAL DEVELOPMENT AS WELL AS ALL THE EARLY CHILDHOOD PD AT THE DISTRICT.

>> ALONG WITH HEAD-START, WE ALSO HAVE A COLLABORATION WITH HEAD-START IN THE DISTRICT THAT WE'VE HAD FOR MANY YEARS.

THE LAST TWO YEARS, WE CONVERTED THAT FROM A FOUR-YEAR-OLD PARTNERSHIP TO A THREE-YEAR-OLD PARTNERSHIP, AND SO THEY ALSO ATTEND PROFESSIONAL DEVELOPMENT.

WE WILL ALL BE TOGETHER.

>> THAT'S AMAZING. THANK YOU. THAT'S IT.

>> I DON'T HAVE ANY OTHER LIGHTS ON, BUT I DO HAVE A QUESTION AND I'M NOT SURE IF THIS IS FOR DR. AZAIEZ OR MR. SCHMITH, BUT I LOOK AT PARTICULARLY SLIDE 5 WHEN WE LOOK AT OUR KINDERGARTEN STUDENTS AND TO WHAT TRUSTEE HARRISON WAS TALKING ABOUT THE DISPARITIES WHEN THEY INITIALLY COME INTO OUR BUILDINGS.

WHILE I'M SUPER EXCITED ABOUT THE PRE-K 3, WE'RE TALKING ABOUT 225 STUDENTS.

THAT'S LESS THAN 10 PERCENT OF THE NUMBER OF KINDERGARTEN STUDENTS THAT WE'RE MEASURING HERE.

I WANT TO KNOW WHAT HAPPENS BEFORE THE FIRST FIVE YEARS WHEN THEY WALK IN OUR DOOR AND HOW CAN WE STRENGTHEN THOSE EDUCATIONAL PILLARS? BECAUSE THEY'RE STARTING BEHIND EVERYBODY ELSE, BEHIND WHERE WE EXPECT THEM TO BE.

I GUESS PART OF THIS GOES ON TO THE UNIVERSAL PRE-K 3 AND EVEN UNIVERSAL PRE-K 4, HOW DO WE EXPAND THOSE PROGRAMS TO TOUCH MORE STUDENTS BEFORE THEY BEGIN PARTING OF OUR LSD MONITORING AND THINGS LIKE THAT?

>> THAT'S A VERY GOOD QUESTION.

AGAIN, IT GOES BACK TO WHAT I SAID EARLIER IS SO KEY THAT WE EXPAND PRE-K 3 PROGRAM AND ALSO PRE-K 4.

OUR KINDER, WE MEASURE THEY WERE LASHED NOT THIS PAST SCHOOL YEAR BUT THE YEAR BEFORE OR NOT ALL OF THEM, BUT MANY OF THEM PROBABLY PART OF THE PRE-K 4.

BUT REMEMBER, WE WERE IN THE MIDDLE OF THE PANDEMIC, MANY OF THEM DID NOT SHOW UP IN-PERSON.

MAYBE THEIR PARENTS WANTED TO KEEP IN MY HOME.

THE GROUP THAT WE JUST FINISHED WITH THAT AS FAR AS KINDER, I COULDN'T HANDLE PERCENT SAY THEY WERE PART OF OUR PRE-K 4 AT LEAST MANY OF THEM WEREN'T JUST SIMPLY BECAUSE WE'RE IN THE MIDDLE OF PANDEMIC.

WE HOPING THAT THIS YEAR PRE-K 4 AS THEY MOVE TO KINDER, WE HOPE TO SEE BETTER RESULTS SIMPLY BECAUSE THEY SPENT A WHOLE YEAR WITHOUT TEACHERS, 1,000 OF THEM.

BUT THE IDEA IS TO EXPAND AND START AS EARLY AS POSSIBLE.

AS YOU SAID, THE 200 AND SOME WOULDN'T HAVE AN IMPACT ON THIS 200.

BUT WE HAVE A LOT MORE STUDENTS WHO MAYBE ALREADY BEHIND, SO IT'S SO KEY THAT FOLLOWING YEAR IS FOR US TO EXPAND IT TO A LOT MORE.

>> IN A PROGRAM TO WEAVE AFTER A FEW YEARS, BUT WE HAVE BOARD MEMBERS THAT MAYBE HAVEN'T BEEN HERE FOR A LONG TIME.

WE HAVEN'T TALKED A LOT ABOUT ROCK READY RECENTLY.

BUT I'M GOING TO ASK MARGOT JUST A REAL BRIEF, JUST OVERVIEW BECAUSE THAT IS A PROGRAM THAT IT'S NOT AS IN-DEPTH MAYBE AS OUR PARTNERSHIP NOW, BUT IT DOES GET A LOT OF 2,3, 4 YEAR-OLDS MORE ACCUSTOMED TO ENTER OUR CAMPUSES.

>> ALONG THOSE SAME LINES, MR. SMITH, HAVE WE EVER TRACKED ANY OF OUR STUDENTS LIKE WHERE THEY'RE COMING TO US IF THE FIRST TIME WE TOUCHED THEM AS IN KINDERGARTEN TO KNOW IF THEY WERE AT HOME FOR THE LAST FIVE YEARS OR IF THEY CAME FROM PARTICULAR PROVIDERS OR SOMETHING LIKE THAT? I THINK YOU ALREADY HAVE AN ANSWER, SO I'M GOING TO STOP MY QUESTION.

>> THANK YOU. I LOVE THAT YOU ASKED THAT QUESTION.

A COUPLE OF THINGS. LET ME JUST TELL YOU A LITTLE BIT ABOUT THE ROCK READY PROGRAM.

WE CURRENTLY PARTNER.

IT'S HARD TO USE THE WORD PARTNER BECAUSE ONLY WE HAVE A FORMAL PARTNERSHIP, BUT WE PARTNER WITH ABOUT 80 CHILDCARE FACILITIES IN THIS AREA WHO ATTEND FALL AND SPRING PROFESSIONAL LEARNING SESSION.

WE ARE IMPACTING OUR COMMUNITY.

IT IS FREE OF CHARGE.

THE SESSIONS ARE PROVIDED BY DISTRICT STAFF MEMBERS WHO BELIEVE IN THE MISSION OF MEETING THE NEEDS OF KIDS.

WE HAVE COUNSELORS WHO PRESENT OCCUPATIONAL THERAPISTS, LIBRARIANS, INSTRUCTIONAL COACHES, AND THEY DEVOTE THEIR TIME IN THE EVENINGS AND ON SATURDAYS.

WE'VE BEEN DOING THAT FOR SEVERAL YEARS.

PLEASE KNOW THAT WE ARE OUT IN THE COMMUNITY.

THEY KNOW THEY COME TO US.

JUST THIS WEEK I MET WITH YMCA.

THEY HAVE A PRESCHOOL AS WELL THAT THEY'VE STARTED AND SO WE'RE TRYING TO PARTNER WITH THEM AS WELL.

WE BELIEVE IN IT. PLEASE KNOW THAT IT'S A PASSION.

>> ABSOLUTELY, I TOTALLY DO.

I DON'T WANT THIS TO THIS QUESTION TO SOUND IT'S ANY DISCREDITING OF THAT PROGRAM OR ANYTHING LIKE THAT.

>> BUT I AGREE WITH YOU BECAUSE THOSE RESULTS ARE ALARMING OBVIOUSLY.

OUR STUDENTS GO TO KINDERGARTEN, THAT'S OUR WHOLE PURPOSE HERE.

THE OTHER THING I WANTED YOU TO KNOW IS THAT WE ADDED

[00:40:05]

TWO QUESTIONS TO THE ENROLLMENT FORMS FOR ANYBODY ENTERING EARLY CHILDHOOD GRADES, EARLY CHILDHOOD SPECIAL ED, AND PRE-KINDERGARTEN.

WE ASK THEM EXACTLY THOSE QUESTIONS.

WHERE WERE THEY BEFORE THEY CAME TO KINDERGARTEN OR BEFORE PRE-K AND EVEN EARLY CHILDHOOD SPECIAL ED.

THEN IF THEY CHOOSE A CHILDCARE, IF THEY SAY CHILDCARE, THEN WE ASK THEM TO TELL US WHICH ONE.

WE'VE HAD A LOT OF TURNOVER WITH STAFF, BUT WE ARE CURRENTLY WORKING ON ANALYZING THAT DATA AND THEN CONNECTING IT TO OUR ROCK READY PARTNERS IN OUR STUDENT DATA SO THAT WE CAN SEE THE IMPACT OF ROCK READY.

SO THAT WAY WE KNOW THESE KIDS, THESE ARE THEIR RESULTS AND THEY WERE PART OF THE ROCK READY PROGRAM OR THEY ATTENDED A CHILDCARE FACILITY THAT ATTENDED OUR PROFESSIONAL LEARNING.

OR THERE'S A GROUP OF CHILDREN WHO CAME HOME.

THEY CAME STRAIGHT FROM THEIR GRANDMA'S HOUSE. THAT'S OKAY TOO.

BUT THEN WE ALSO WANT TO KNOW THOSE RESULTS.

WE'RE NOT QUITE THERE YET, BUT WE'RE WORKING ON IT.

THE QUESTIONS ARE ON OUR ENROLLMENT FORMS.

>> THAT'S WONDERFUL. SHE SAID THEY WERE ON OUR PRE-K ENROLLMENT FORMS. ARE THEY ALSO WANT OUR KINDERGARTEN ENROLLMENT FORMS?

>> YES. IT'S ON ANYTHING EARLY CHILDHOOD KINDERGARTEN AND BELOW.

>> KINDERGARTEN AND BELOW?

>> YES, MA'AM.

>> FABULOUS. THAT'S GREAT. I'M GLAD TO HEAR THAT.

I THINK THE LAST QUESTION, MAYBE NOT EVEN A QUESTION, MAYBE AN ASK.

I WOULD LOVE TO SEE A FINANCIAL BREAKDOWN OF WHAT IT WOULD COST US TO DO UNIVERSAL PRE-K 4, UNIVERSAL PRE-K 3.

EVEN IF WE LOOKED AT IT, WHAT ARE THE FUNDING OPTIONS AND I'M NOT SURE.

IT'S JUST ME. I NEED TO SEE IF I HAD CONSENSUS.

>> I'M A BIG SUPPORT OUT OF THEM.

I THINK EARLY CHILDHOOD EDUCATION IS THE KEY TO ANY STUDENT SUCCESS.

I'M 100 PERCENT ON BOARD.

>> YOU HAVE MY SUPPORT, BUT I'M LOOKING AT MR. COVINGTON OVER THERE THAT FACE HE SAID I JUST BALANCED THIS BUDGET. WHAT ARE YOU-ALL DOING? BUT FOR THE FUTURE, I WOULD REALLY LIKE TO KNOW BECAUSE I THINK THAT WHEN WE'RE DOING LSD, OUR BUDGET IS ALWAYS IMMORAL DOCUMENT.

WE SHOW WHAT'S IMPORTANT TO US BY WHAT WE SPEND OUR MONEY ON.

IF WE'RE SAYING EARLY LITERACY IS IMPORTANT, WHICH MEANS THE FULL BREADTH OF EXPERIENCE ALL THE WAY THROUGH P16 REALLY, THEN WE NEED TO INVEST IN EARLY LITERACY.

I KNOW IT MIGHT BE A BIG NUMBER, BUT I TOO WOULD LIKE TO SEE IT.

>> I THINK IT'S A COMBINATION OF BIG NUMBER, BUT ALSO DO HAVE THE SPACE FOR THEM TO WRITE.

I KNOW SOME SCHOOL DISTRICT URBAN HAVE A COUPLE OF EARLY CHILDHOOD CENTERS.

SOME MAY, IF YOU DON'T HAVE ROOM FOR EVERY CAMPUS, SO THAT'S SOMETHING, IN OTHER WORDS, WE CAN EXPLORE, BUT WE'RE GOING TO HAVE TO LOOK AT DIFFERENT THINGS, NOT JUST FUNDING.

>> ABSOLUTELY. I KNOW THAT THIS IS A PRETTY BIG ASK TO ANALYZE IT LIKE THAT.

I HAVE THREE THAT ARE INTERESTED.

DO I HAVE DR. JOHNSON ALSO? I HAVE AT LEAST A MAJORITY THAT WOULD BE INTERESTED IN RELEASING A PROPOSAL OF HOW WE COULD POSSIBLY FUND IT.

IT MAY BE WAY OUT OF OUR BUDGETING NEEDS, A BUDGETING SKILLS AND NO WAY TO DO IT.

THEN WE GO TO THE STATE AND SEND FOR MORE MONEY.

>> I'M SORRY. I SAID WE CAN LOOK AT DIFFERENT WAYS OF FUNDING.

I KNOW IF YOU WANT A UNIVERSAL I SEEN SCHOOL DISTRICTS.

FOR THE PARENTS WHO CAN MAYBE AFFORD MAYBE A REDUCED RATE.

I THINK MANY OF OUR PARENTS PROBABLY WOULD PREFER TO HAVE THEIR KIDS IN OUR SCHOOLS WITH OUR CERTIFIED TEACHERS, WITH OUR CURRICULUM.

IF A REDUCED RATE IS PROBABLY GOING TO BE A BIG ONE.

ALSO WIN-WIN FOR THEM.

WE CAN DEFINITELY ASSESS IT AND DO SOME ANALYSIS, I GUESS, AND STUDY IT.

>> THE LAST QUESTION I HAVE IS ON SLIDE 21, WHERE IT SAYS THAT 92 PERCENT PASS-THROUGH OF ADA.

DOES THAT MEAN THAT THE DISTRICT ONLY KEEPS EIGHT PERCENT OF THAT FUNDING?

>> YES.

>> THE REST OF IT. WE'RE NOT DOING THIS TO MAKE MONEY OFF OF IT AND WE'RE GETTING ALL OF THIS EXTRA ENROLLMENT MONEY IN ALL OF THAT.

>> I CAN LET YOU SPEAK TO IT A LITTLE BIT MORE IN DEPTH, BUT WE RETAIN EIGHT PERCENT.

BUT YOU HAVE TO THINK AGAIN THAT WE'RE NOT PROVIDING PERSONNEL OR THE SPACE.

WE'RE PROVIDING THE FUNDING SO THAT THEY CAN DO THAT AT THEIR HOME-BASED, THEIR CHILDCARE CENTER.

>> THAT'S FINE. I JUST WANTED TO MAKE SURE THAT THAT WAS FINE [OVERLAPPING].

>> UNITED WAY ISN'T MAKING ANY MONEY OFF.

IT IS EITHER 12 PERCENT DOES NOT COVER OUR ADMINISTRATIVE COSTS EITHER, SO WE'RE FUNDRAISING THE REST OF THAT.

>> AWESOME. WELL, THANK YOU SO MUCH FOR THE PARTNERSHIP.

I DO HAVE TWO OTHER LIGHTS ON THAT ARE NOW ON.

I'M GOING TO GO WITH DR. JOHNSON NEXT AND THEN TRUSTY BONE.

>> MINE IS JUST A SIMPLE CLARIFICATION.

YOU TALKED ABOUT THE STIPEND THAT THE TEACHER LEAVES RECEIVE I WAS JUST WONDERING WHAT THAT AMOUNT WAS FOR ALL THOSE TEACHER LEAVES.

ALSO, YOU TALKED ABOUT THE OPPORTUNITY FOR THE TEACHERS TO TAKE THE TRAINING, PARTICIPATE IN THE TRAINING,

[00:45:01]

ASK TRAINING FOR THEM TO BE A TEACHER LEAD.

YOU TALKED ABOUT THE EXTRA POSITIONS AND SUPPORT.

I WAS WONDERING WHEN THOSE TEACHERS PARTICIPATE IN THAT TRAINING TO LEAD THEIR PLCS, DO THEY RECEIVE ANY STIPEND OR INCENTIVE TO BE A PART OF THAT?

>> DR. JOHNSON, IF YOU DON'T MIND, I'LL TAP TO THE FONTS OR THE TYPINGS.

OUR PRINCIPALS RECEIVE A $10,000 TYPING.

I SAID, ASSOCIATIVE PRINCIPLE RECEIVES 7,000 HOURS STIPEND ON TOP OF THEIR SALARY.

THEN OUR LEAD TEACHER RECEIVE $5,000 A YEAR STIPEND.

THEN IT'S NOT JUST MONEY THAT WE PUT IT IN THERE, BUT IT'S ALSO OUR AREA, SOUPS, AND TEACHING AND LEARNING.

EVERYBODY WORKED TOGETHER A TEAM TO DEVELOP A, ALMOST A STRATEGIC PLAN BESIDES THE MONEY IS, WHAT ELSE DO THEY NEED? WHAT KIND OF TRAINING? WE TALKED ABOUT PROFESSIONAL LEARNING, COMMUNITY TRAINING, REACH FORWARD WHAT PD WE SHOULD BRING TO THEM.

BECAUSE AGAIN, THE IDEA WE WOULD LIKE FOR OUR TEACHER LEADERS WITH THE PRINCIPAL AND THIS ASSOCIATE PRINCIPAL IS TO WORK TOGETHER TO LEAD THE INSTRUCTION PIECE AND THEIR PLCS AND ALSO ON THEIR CAMPUSES RATHER THAN US COME IN AND FORCING THEM TO DO IT.

IT WAS A STRATEGIC STAFFING, BUT ALSO STRATEGIC WHEN IT COMES TO PD THEY SUPPOSED TO BE RECEIVING AND TRAINED ON.

>> JUST TO CLARIFY AGAIN, SO THE TEACHERS THAT ARE ABLE TO TAKE THE TRAINING WON'T RECEIVE THEIR SIGHT, AND IF THEY'RE NOT THE TEACHER LEADER, THEY PARTICIPATED IN THE TRAINING.

>> AGAIN, WE HAVE THE AREA SOAPS YOU HAVE THE IDEA IS THE TRAINING WOULD BE MORE FOR THE LEAD TEACHERS.

THEN THEY HAVE TO TURN AROUND AND DO IT DURING PLC, MAYBE DO SOME MORE OF THAT TRAINING ALMOST A TEACHER OF, A TOT, IF YOU WILL.

THEY HAVE TO COME BACK AND TRAIN DURING THE SCHOOL DAY.

BUT I KNOW IF OUR TEACHERS HAVE TO STAY LATE OR SOMETIMES THEY PROVIDE EXTRA DUTY PAY AND STUFF LIKE THAT, BUT NOT NECESSARILY AS STIPEND.

>> I WOULD JUST LIKE TO ADD, LOVED TO SEE THE PARTNERSHIP, THAT COMMUNITY ORGANIZATION PARTNERSHIPS, AND LOVE TO SEE MORE OF THAT.

BECAUSE I HAVE TO ADMIT, I DON'T THINK THAT PUBLIC EDUCATION AND THE GOVERNMENT IS THE ONLY ANSWER THAT OUR PARTNERSHIP WITH OUR COMMUNITY, IT'S REALLY HOW WE BUILD A BETTER LEARNING COMMUNITY, SO THANK YOU ALL.

>> GREAT. THANK YOU. NEXT IS TRUSTEE BONE.

>> THANK YOU. I WILL START OFF WITH THE STIPEND IN, I REMEMBER WHEN WE'RE DOING THE BUDGET, I BELIEVE THERE'S $500,000 THAT WAS SET ASIDE, AND I BELIEVE THIS IS WHAT IT WAS FOR, WAS THIS.

AND SO, ARE WE SPENDING THE WHOLE 500,000 ON THIS BECAUSE I WAS DOING THE MATH IN MY HEAD AND I DON T THINK BECAUSE I THINK YOU SAID 6-10 CAMPUSES IS WHAT THIS IS BEING DONE ON.

THERE'S ONE LEAD TEACHER, THERE'S STIPENDS.

>> IT'S 10,000 TIMES 7 FOR THE PRINCIPLE THAT 70,000 THEN $7,000 TIME IS 7 FOR THE ASSOCIATE PRINCIPAL, THAT'S 49 PLUS $5,000 PER GRADE LEVEL, THAT'S SIX PER CAMPUS, SO THAT'S 30,000 TIMES 7.

THAT'S 110.

PLUS ALSO SOME FUNDS TO PROVIDE SOME PD, SO WE'RE GOING TO HAVE SOME FOLKS COMING IN AND DOING MAYBE TRAINING ON LEAP FORWARD, THEY'RE NOT CHEAP.

IF WE NEED TO SEND THEM TO A PLC TRAINING WHEN YOU ADD ALL THAT STUFF AND WE HAVE ALL THAT BREAKDOWN WOULD BE MORE THAN HAPPY TO SEND IT TO ALL BOARD MEMBERS.

AS I SAID, OUR AREA SOUPS WORKED REALLY HARD WITH TEACHING AND LEARNING TO COME UP WITH A PLAN SO WE REALLY WANT TO HAPPEN TO SHARE WITH YOU.

>> ANOTHER KEY PIECE WILL BE EXTENDED PLANNING TIME DURING THE SCHOOL DAY THAT'S SO VITAL, ESPECIALLY ON ELEMENTARY CAMPUSES TO FIND TIME FOR ELEMENTARY TEACHERS TO WORK TOGETHER AND SOME ADDITIONAL GUESTS EDUCATOR PAYERS PAY TO BRING PEOPLE IN AND STRATEGICALLY THROUGHOUT THE YEAR SO THAT POC CAN HAVE MORE TIME TO WORK TOGETHER.

>> ALONG WITH THAT, I REMEMBER OUR CONVERSATION AND I THINK THIS HAD BROAD AGREEMENT WAS THAT WE WANTED TEACHERS THAT HAD MORE YEARS OF SERVICE IN OUR SCHOOLS THAT NEEDED THEM AND PROVIDING THEM STIPENDS.

BUT I HAVEN'T HEARD THAT HERE, IS THAT SOMETHING WE'RE ALSO DOING?

>> ARE YOU TALKING ABOUT THE LEAD TEACHERS, HOW THEY ARE SELECTED OR?

>> THE LEAD TEACHERS COMING IN FROM OTHER CAMPUSES, SPECIFICALLY, OUR TEACHERS THAT HAVE LOTS OF SERVICE YEARS SO THAT WE KEEP THEM AT THOSE CAMPUSES?

>> YEAH. I MEAN, I DON'T KNOW HOW MANY YEARS EXACTLY.

BUT WHAT WE DID IS WE POSTED THE POSITION, THE LEAD TEACHER POSITION WAS POSTED, AND WE ALLOW OUR PRINCIPLES AND THEIR TEAM, THEY HAD A COMMITTEE AND THEY WENT THROUGH THE INTERVIEW PROCESS AND THEY SELECTED THE BEST ONE FOR THE POSITION.

SOME OF THEM HAVE MAYBE A LEAD TEACHER FROM WITHIN THEIR CAMPUS AND SOME WERE ABLE TO FIND A QUALITY CANDIDATE MAYBE FROM ANOTHER CAMPUS.

I THINK MOST OF THE TEACHERS, OUR PRINCIPLES ARE READY ROUND ROCK ISD TEACHERS HAVE BEEN HERE FOR SEVERAL YEARS, BUT THAT MAY VARY.

SOME OF THEM MAY HAVE 10 YEARS OF EXPERIENCE, SOME MAY HAVE FIVE.

[00:50:01]

BUT IT'S A VARIETY.

>> [OVERLAPPING] I DON'T EQUATE NECESSARILY YEARS WITH QUALITY.

>>YEAH, QUALITY CORRECT.

>> I UNDERSTAND. I WAS JUST WONDERING IF THAT WAS ALL.

>> YES, MA'AM [OVERLAPPING].

>> INCENTIVE AND IS THERE A CHANCE TO EXPAND THAT? BECAUSE AS I WAS JUST BRIEFLY GOING THROUGH THE DATA, YOU STILL SEE THAT CORRELATION OF OUR CAMPUSES OR LOWER-PERFORMING STILL HAVE USUALLY TEACHERS WITH LESS YEARS ESPECIALLY?

>> YES.

>> I GUESS I AM EQUATING THAT TO QUALITY, BUT THERE SEEMS TO BE SOME CORRELATION.

>> I APPRECIATE IT. YES, ABSOLUTELY.

WE WOULD LIKE TO EXPAND.

AS I SAID NOW BECAUSE WHEN WE STARTED THIS, REMEMBER WE STARTED LATE SPRING.

WE DO NOT HAVE THE STAR DATA YET AT THAT TIME, SO WE ARE BASING IT ON WHEREVER A SCREENING OR ASSESSMENT WILL USE DURING THE SCHOOL YEAR, AND ALSO BASED MAYBE IN 2019 AND 2021 STAR DATA.

BUT NOW WE HAVE THIS YEAR DATA, SO WE ACTUALLY, WOULD BE USING IT TO SEE IF WE NEED TO EXPAND IT LIKE YOU SAID.

>> THEN MY SECOND QUESTION, IT GOES BACK TO UNIVERSAL PRE-K.

I DID WONDER IF ALONG WITH, I THINK YOU'RE GOING TO GET SOME NUMBERS ON WHAT IT WOULD COST.

BUT WE KNOW THAT FOR ME WHEN YOU DO A COST, IT REALLY NEEDS TO GO ALONG WITH SOME TYPE OF PROGRAM, A QUALITY TYPE OF PROGRAM, AND WHAT THAT WOULD CAUSE HALF-DAY, FULL-DAY.

THEN I WOULD BE VERY INTERESTED IN SEEING A DATA POINT OR A FEW DATA POINTS OF EXAMPLES OF UNIVERSAL PRE-K IMPLEMENTED AND THEIR SUCCESS TIED SPECIFICALLY TO THOSE KINDERGARTEN AND INCREASING THE KINDERGARTEN.

I WOULD JUST, A DATA POINT SO THAT WE CAN SEE THAT AND SEE WHAT'S WORKED IN OTHER PLACES IF THOSE EXIST.

>> ABSOLUTELY, AND WE'RE LUCKY TO HAVE UNITED WAY HERE.

I KNOW THEY PARTNER WITH MANY OTHER SCHOOL DISTRICT AND I KNOW HEAD-START ALSO DONE IT IN SO MANY DIFFERENT CITIES AND SCHOOL DISTRICTS AND PLACES.

WE CAN PROBABLY PULL SOME DATA, I'M SURE WE CAN FIND SOME.

WE ALSO AS FAR AS THE TEACHERS HAVE TO BE HIGHLY QUALIFIED TEACHERS, OBVIOUSLY.

TRAIN ON EARLIER BECAUSE THERE IS MORE TO JUST HAVING A CERTIFICATION IN TEACHING BECAUSE YOU'RE WORKING WITH THREE YEARS OLD AND FOUR YEARS OLD.

THERE'S ALSO SPECIFIC TRAINING FOR THAT.

THE CURRICULUM ALSO, I KNOW MANY OF THE EARLY CHILDHOOD, THREE-YEAR-OLD, AND FOUR-YEAR-OLD USE A FOLK STREET, WHICH IS A RESEARCH-BASED CURRICULUM THAT SHOWED ALL YEAR AFTER YEAR THAT THEY PRODUCE GREAT RESULTS.

THAT'S SOMETHING ACTUALLY WOULD BE USING WITH OUR OWN STUDENTS HERE IN ROUND ROCK IZ, SO DEFINITELY, DR. BOWEN, WE CAN PROVIDE SOME INFORMATION.

>> YEAH, I WOULD JUST REALLY APPRECIATE THAT WITH WHATEVER NUMBERS YOU BRING BACK FOR THE COST AND WHAT QUALITY PROGRAM WE WOULD BE PROVIDING WITH THOSE MONEY.

>> LAST SLIDE I HAVE ON HIS TRUSTEE HARRISON.

>> JUST SUPER QUICKLY, MORE OF A COMMENT, MAYBE A QUESTION, BUT I'M THINKING I REALLY LIKED THIS PROGRAM PERSONALLY, WE THROW AROUND THE WORD EQUITY A LOT, BUT IT'S VERY EQUITABLE TO TAKE THE SCHOOLS THAT NEED THE MOST INTERVENTION AND HELP AND PROVIDE THAT.

THANK YOU FOR THIS.

I UNDERSTAND THAT THIS LOOKS LIKE A PILOT, BUT HAVE WE THOUGHT OF SOME THINGS THAT CAN HAPPEN OUTSIDE OF JUST MONEY? I'M THINKING ABOUT THESE PRINCIPLES, I'M THINKING ABOUT THE SCORES WE JUST GOT AND IT BEING REALLY IMPRESSIVE TO SEE SOME OF OUR MOST STRUGGLING CAMPUSES HAVING THIS TWO YEARS BE ABLE TO REALLY COME UP IN THE RATINGS.

I'M WONDERING, IS THIS SOMETHING THAT WE CAN PROVIDE SOME REASSURANCE TO THESE EDUCATORS THAT ARE THE TEACHERS ON SPECIAL ASSIGNMENT? THE PRINCIPLES AND THE ASSOCIATE PRINCIPALS AND EXTEND TWO-YEAR CONTRACTS SO THAT THEY KNOW THAT WE'RE COMMITTED TO THEM AND THEY'RE COMMITTED TO US.

>> IT'S FUNNY, I WONDER IF SOMETIMES THEY'RE SITTING IN OUR CONVERSATION.

WE ACTUALLY TALKED ABOUT IT AND EDDY IS NOT HERE, IS THAT EDDIE HERE? WE'VE TALKED ABOUT ALSO TWO-YEAR CONTRACT ALSO.

THAT'S ANOTHER IDEA WE ACTUALLY WORKED.

BUT WE WEREN'T READY TO BRING IT TO YOU, BUT THAT'S SOMETHING WE DEFINITELY TALKED ABOUT IT.

WE ARE GIVING THEM TWO YEARS CONTRACT FOR THE STRETCHING OF YOUR STRATEGIC.

ALL THE PRINCIPLES ARE GETTING TWO- YEAR CONTRACT PRETTY MUCH.

THAT'S WHAT WE WERE PROPOSING TO YOU, BUT THANK YOU FOR BRINGING THIS UP.

>> THANK YOU. I JUST THINK THAT FOR THE PEOPLE THAT ARE MOST DEDICATED TO SOMETHING THAT MIGHT BE THE HEAVIER LIFT, GIVING THAT GUARANTEE OF WE'RE BEHIND YOU AND IT TAKES TIME AS HUGE, SO THANK YOU.

>> I DON'T HAVE ANY OTHER LIGHTS ON, SO THANK YOU VERY MUCH.

I REALLY APPRECIATE YOUR PRESENTATION AND I'M SUPER EXCITED ABOUT MOVING FORWARD WITH THIS.

THIS TAKES US TO AGENDA ITEM F1 BOARDS,

[F. DISCUSSION ITEMS]

STUDENT OUTCOME GOALS TIME TRACKER FROM MAY, JUNE, AND JULY.

ALSO, ANOTHER ITEM FROM OUR JUNE 16TH MEETING, AND I'LL TURN IT OVER TO TRUSTEE WEIR.

>> THANK YOU. ALL THE MAY, JUNE, AND JULY ARE POSTED FOR SOME REASON, THE MAY NUMBERS ARE OFF THE TOTAL.

BUT WE DID HAVE ACTUALLY 16 PERCENT OF OUR TIME IN MAY WAS SPENT ON STUDENT OUTCOMES.

WE HAD ZERO PERCENT OF OUR TOTAL TIME IN JUNE THAT WAS SPENT ON STUDENT OUTCOMES.

[00:55:01]

WE DID MISS THIS PRESENTATION THAT WOULD HAVE BEEN IN JUNE AND WOULD HAVE GIVEN US SOME MINUTES IN JUNE.

BUT WE DIDN'T HAVE IT SINCE THE JUNE 16TH MEETING WITH SHORT.

DOING ENDED UP BEING ZERO AND THEN JULY TOTALS WERE 16 PERCENT.

I WAS TOLD BY DR. MCMAHON THAT I NEEDED TO ADD IT ALL UP FOR THE WHOLE QUARTER AND OUR WHOLE QUARTER MAY, JUNE, AND JULY WAS 14 PERCENT ON STUDENT OUTCOMES.

>> ANY QUESTIONS OR COMMENTS FROM BOARD MEMBERS? THAT MOVES US ONTO OUR TEA MONTHLY MONITOR REPORTS FROM APRIL, MAY, JUNE, AND JULY.

I WILL TURN THIS OVER TO DR. FALTYS.

JUST TO REMEMBER, BOARD, THAT THE APRIL MONITORING REPORT WAS POSTED ON OUR MAY AGENDA, BUT DR. FALTYS WAS UNABLE TO JOIN US.

YOU HAVE SEEN THE APRIL REPORT BEFORE, BUT I WANTED TO GO AHEAD AND REPOST IT BECAUSE WE HAD SAID WE WERE PROBABLY GOING TO TALK ABOUT IT AT OUR JUNE MEETING, BUT SINCE IT GOT BUMPED, SO NOW WE HAVE FOUR MONTHS OF REPORTS TO TALK ABOUT AND I WILL TURN IT OVER TO DR. FALTYS.

>> THANK YOU. LET ME GO THROUGH THESE PRETTY QUICKLY.

I'LL JUST TOUCH ON THE HIGH POINTS AND IF WE WANT TO GO BACK TO ANY OF THEM, CIRCLE BACK, I'M HAPPY TO DO THAT.

YOU'VE ALL SEEN THE APRIL REPORT AND AGAIN, WE'RE MAKING PROGRESS.

I HATE TO SPEND TOO MUCH TIME TALKING ABOUT THE NON-PROGRESS THOSE FIRST COUPLE MONTHS BECAUSE WE ARE GETTING SOME BOXES CHECKED AND THAT'S A GOOD THING.

APRIL, WE DID NOT GET A LOT OF BOXES CHECKED.

WE DIDN'T REVIEW SOME OF THOSE GRIEVANCE POLICIES THAT WE'VE TALKED ABOUT, AND YOU'LL SEE THAT A COUPLE OF TIMES.

I DO WANT TO SAY THAT UNDER BOARD COMMUNICATION, ALTHOUGH WE'RE STILL OFF TRACK ON SOME OF THOSE ITEMS, I DID MAKE A NOTE SAYING I FELT LIKE WE DID BETTER AS FAR AS DECORUM AND WORKING TOGETHER AND FOCUSING ON STUDENT OUTCOMES AS EVIDENCED BY, I THINK THAT WAS ONE OF OUR HIGHER WATERMARKS THAT MONTH.

I'VE GOT SOME TOTALS AS WELL THAT ARE A LITTLE DIFFERENT THAN AMY'S, SO I APOLOGIZE IN ADVANCE.

THEN THE OTHER NOTE THAT I WOULD MAKE IS THAT AND I THINK WE ACTUALLY TALKED ABOUT THIS IN A BOARD MEETING.

THERE WERE SOME QUESTIONS ABOUT DISTRICT LEADERSHIP LEAVING AND SOME OF THOSE THOUGHTS BEHIND SOME OF THOSE FOLKS THAT DID LEFT US, I SPOKE WITH FOUR OF SEVEN, I DIDN'T SPEAK TO 100 PERCENT.

I CIRCLED BACK WITH A COUPLE OF THOSE.

WE DID HAVE FOUR SCHEDULED MEETINGS THAT MONTH.

ONE OF THOSE WAS CANCELED APRIL 25TH DUE TO A LACK OF QUORUM.

THEN IN MAY, LET'S SEE, WE'RE STILL ON TRACK TO REVIEW OUR GRIEVANCE PROCESS.

WE DIDN'T GET THAT SCHEDULED OR DONE AND AT THIS POINT, YOU'LL NOTICE IN THE REPORTS I STARTED LEAVING STRIKEOUT DATES BECAUSE WE'RE HAVING TO ADJUST SO MANY THINGS.

I LEFT THOSE IN PLACE.

YOU'LL SEE SOME OF THOSE DATES WHERE WE'VE MOVED.

BUT AGAIN, I'LL COMMENT AS WE MOVE THROUGH THESE REPORTS, WE HAVE MADE PROGRESS ON THE GRIEVANCE PROCESS IN REVIEWING THOSE ITEMS. THERE UNDER THE GRIEVANCE PROCESS AND THE NARRATIVE, I DID POINT OUT THAT WE HAVE HEARD SEVERAL LEVEL 3 GRIEVANCES.

WE'VE BEEN TRYING TO SCHEDULE GRIEVANCES, TRYING TO HEAR THOSE WITH FIDELITY, AS YOU WOULD SAY, TO TRY TO MANAGE THOSE WELL.

THERE WAS A NOTE THAT WE ADDED THAT IF WE CONTINUE TO HAVE THESE AGREED ACTION PLANS THAT WERE OF THOSE ITEMS, IF THEY KEEP GETTING BUMPED FORWARD, OBVIOUSLY, THIS REPORTS GO TO TEA.

THE BOARD GETS 90-DAY REPORTS, I BELIEVE.

THERE'S A POSSIBILITY THAT THEY COULD EITHER CONTINUE TO MONITOR OR ESCALATE THAT.

AMY AND I ACTUALLY SPOKE TODAY.

I DON'T HAVE A LOT OF INSIGHT ON THAT.

I KNOW WE'RE NEARING OUR ONE-YEAR ANNIVERSARY OF THE AGREED UPON DATE.

THE SIGNED DOCUMENT I THINK WAS AUGUST 30TH.

>> IT WAS IN AUGUST OF 2021.

>> MY ASSIGNMENT WAS ME PERSONALLY.

I THINK I SHOWED UP NOVEMBER 30TH.

I THINK IT WAS A LETTER IN IT AND WE ACTUALLY DIDN'T MEET IN-PERSON UNTIL JANUARY.

I THINK WE COMMUNICATED QUITE A BIT IN DECEMBER [OVERLAPPING].

>> I'M SORRY, I DIDN'T MEAN TO INTERRUPT YOU.

WE WERE TOLD THAT OUR MONITOR FOR A SHORT PERIOD OF TIME WAS DR. COTTRELL.

ALTHOUGH HE DID NOT JOIN ANY OF OUR MEETINGS IN PERSON.

HE WAS REVIEWING THEM.

WE DIDN'T RECEIVE ANY PROGRESS REPORTS FROM HIM EITHER, BUT HOLD ON.

GO AHEAD, COREY.

>> WERE WE BANNED FROM HIM?

>> NO. GO AHEAD.

>> NO, I THINK YOU HAD ANOTHER STATEMENT.

>> NO. I WAS JUST GOING TO SAY THAT WE DID SIGN IT.

IT HAS BEEN A ONE-YEAR ALMOST TO THE DAY THAT WE DID SIGN OUR MONITOR.

IT DID SAY IT WAS FOR A ONE-YEAR AGREEMENT.

THERE IS A LITTLE BIT OF CONFUSION BECAUSE YOU DIDN'T COME IN UNTIL NOVEMBER.

IT IS SOMETHING THAT I WANT TO TALK WITH TEA ABOUT TO FIND OUT THE STATUS.

NO OFFENSE, BUT I'M READY TO FIRE YOU.

>> ABSOLUTELY.

>> I KNOW. [LAUGHTER]

>> I LOVE THAT DRIVE. [LAUGHTER] AGAIN, AS I'VE TOLD YOU, I'LL TELL THE WHOLE BOARD COMMUNITY, I DON'T HAVE INSIGHT AS TO REALLY EVEN WHAT SOME OF THE LEVERS

[01:00:04]

ARE TO HAVING ME REMOVED OR A MONITOR REMOVED OTHER THAN CHECKING THESE BOXES AND SO WE'RE GETTING THERE.

I DID WANT TO STATE UNDER BOARD COMMUNICATION IN MAY AND UNDERSTAND MY REPORTING PERIOD GOES UNTIL THE 5TH OF THE NEXT MONTH.

YOU'LL NOTICE ON THE MAY REPORT, THERE'S AN ITEM ABOUT THAT JUNE 2ND MEETING THAT WE HAD, WHERE WE DID REVIEW OPERATING PROCEDURES.

WE SPENT QUITE A BIT OF TIME ON OPERATING PROCEDURES.

I DIDN'T GIVE A COMPLETE THERE BECAUSE I THINK THERE ARE TWO OR THREE POLICIES IN THERE THAT WE STILL NEED.

I THINK WE'RE GOING TO DISCUSS THOSE TONIGHT, SO IT'D BE NASHVILLE TO CHECK THOSE OFF.

BUT IF THERE'S A QUESTION, BECAUSE I THINK WE DO HAVE OPERATING PROCEDURES, BUT I THINK TWO OR THREE OF THOSE POLICIES THAT WE'D AGREED TO REVIEW AND DISCUSS AND HOPEFULLY ADOPT WERE WHAT I WOULD CONSIDER COULD BE STICKING POINTS.

I THINK THEY'RE PRETTY HIGH LEVEL THINGS THAT WE'LL DISCUSS.

UNDER COMMUNICATIONS, THERE ARE STILL SOME THINGS WORKING WITH YOUR LSG COACH THAT WE HAVE IN HERE AS GOALS.

I DON'T THINK IT'S IN MAY, BUT YOU'LL NOTICE LATER THAT WELL, I'LL TOUCH ON THAT LATER.

THEN IN THE NARRATIVE IN MAY, I MENTIONED THAT THERE WERE HELD FOR AWHILE.

WE'VE TALKED A LOT ABOUT AND YOU'LL HAVE CONCERNS ABOUT US BEING ABLE TO WORK TOGETHER.

WE DON'T ALL HAVE TO AGREE, WE DON'T HAVE TO VOTE TOGETHER.

SOMETIMES THAT'S NOT AN INDICATION OF GOOD GOVERNANCE HEALTH EITHER.

BUT JUST THE EVIDENCE OF THOSE NINE SANCTION REQUESTS AND THINGS THAT HAVE BEEN GOING ON.

WE'RE JUST STILL STRUGGLING TO HAVE OUR ARROWS ALL POINTED IN THE SAME DIRECTION, I WOULD SAY.

AGAIN. NOW YOU'LL SEE THAT APRIL TIME TRACKER, I DON'T THINK YOU MENTIONED THAT, YOU STARTED WITH MAY.

CORRECT. THE APRIL TIME TRACKERS ADDRESSED IN THERE IN THAT MONTH COUNTING, LET'S SEE, WE HAVE 1, 2, 3, 4, 5 BOARD MEETINGS.

IF YOU'LL NOTICE THE MINUTES ON THOSE, AND AGAIN, I COUNT MINUTES DIFFERENTLY THAN LSG DOES.

I COUNT START TO END AND WE'LL TALK ABOUT THAT IN A SECOND, 200 MINUTES, 1837398503, 503-MINUTE BOARD MEETINGS.

DR. JOHNSON, WELCOME.

[LAUGHTER] SORRY.

THEN WE'LL MOVE ON TO THE JUNE REPORT.

AGAIN, I DID MENTION IN JUNE THAT WE WORKED ON ADOPTING THOSE OPERATING PROCEDURES, THOSE POLICIES THAT WE STILL NEED TO ADDRESS AND TO WORK ON.

NOW WE'RE STARTING TO SCHEDULE SOME MEETINGS TO REVIEW THE GRIEVANCE PROCESS AND THOSE POLICIES, THEY'RE SCHEDULED, THEY HAVEN'T BEEN MANAGED YET.

I THINK I MADE A NOTE IN THAT NARRATIVE THAT WE HAD SCHEDULED MEETINGS FOR JULY 12TH TO REVIEW AND POSSIBLY UPDATE THOSE POLICIES IF THERE ARE UPDATES NECESSARY, AND THEN UNDER COMMUNICATIONS, REALLY NOT A LOT OF ACTIVITY THERE YET.

ALTHOUGH WE HAD, LET'S SEE, SOME THINGS SCHEDULED FOR JULY 31ST OR BY THE END OF JULY.

AS FAR AS SCHEDULING OF WORKSHOPS WITH THE LSG COACH.

THAT NARRATIVE IS WHERE I SPELLED OUT STILL STRUGGLING WITH CONVERSATIONS.

AGAIN, DECORUM IN THE MEETING I THINK HAD IMPROVED.

BUT JUST SOME EXAMPLES OF THINGS.

YOU HAD THOSE NINE SANCTIONS REQUESTS THAT WERE OUT THERE.

WE HAD QUESTIONS ABOUT WHETHER OR NOT WE'RE GOING TO HAVE QUORUM.

THAT MONTH IS, AMY POINTED OUT WE HAD ZERO MINUTES OUT OF 128 TOTAL MINUTES FOCUSED ON STUDENT OUTCOMES AND THAT MAY TIME TRACKER WAS INCLUDED.

I DO WANT TO CLARIFY AND I MADE A NOTE IN THIS REPORT, APRIL OR MAY, I MADE A COMMENT ABOUT A VOLUNTEER THAT I'D SPOKEN WITH THE EDUCATION FOUNDATION.

THAT'S CLARIFIED IN THE REPORT THAT THE PERSON I ASSUMED WAS A VOLUNTEER IS ACTUALLY A PAID EMPLOYEE.

I CLARIFIED THAT IN THE REPORT.

I JUST KIND OF, FOR THE RECORD THING.

THEN IN JULY, OF COURSE, WE WERE CLOSED, SO IS A SHORTER MONTH MEETING-WISE.

WE WERE CLOSED UNTIL JULY 12TH.

WE DID THE TWO MEETINGS ON JULY 12TH.

HAD A MORNING MEETING AND AN AFTERNOON MEETING.

WE TALKED ABOUT GRIEVANCE PROCESS, SOCIAL MEDIA, ROBERT'S RULES OF ORDER, STUDENT OUTCOME GOALS, TRUSTEE APPOINTMENT PROCESS.

AGAIN, WE'VE MANAGED TO DO THAT.

NOW YOU'RE STARTING TO SEE SOME THINGS THAT ARE COMPLETE ON THE PROGRESS REPORT.

REVIEWING THE DISTRICT GRIEVANCE PROCESS WAS COMPLETED ON JULY 12TH.

YOU RECALL JOY BASKIN, EDUCATION COUNCIL FOR TASB, REVIEWED THOSE POLICIES WITH US.

THE DISTRICT GRIEVANCE PROCESS, UPDATING GRIEVANCE PROCESS IS WE BELIEVE THEY'RE PRETTY MUCH UP-TO-DATE.

I DO HAVE A BULLET LEFT IN HERE THAT'S ON TRACK IN CASE THE SUPERINTENDENT OR ADMINISTRATION IF THERE'S SOME LOCAL THINGS THAT NEED TO BE AMENDED.

BUT WE CAN CHECK THAT OFF PRETTY QUICKLY AS WE MOVE THROUGH THAT.

[01:05:02]

THEN IMPLEMENTING THE DISTRICT GRIEVANCE PROCESS WITH FIDELITY AGAIN, YOU'VE HEARD SEVERAL GRIEVANCES.

I THINK THEY'VE GONE RELATIVELY WELL AND AGAIN, THAT NARRATIVE WAS JUST ABOUT WORKING THROUGH THOSE PROCESSES.

YOU HEARD GRIEVANCES ON JULY 26TH, AND I THINK WE'RE STILL WORKING ON SCHEDULING ADDITIONAL LEVEL 3 GRIEVANCES.

THE NOTE SAYS AUGUST, BUT I THINK NOW WE'RE LOOKING MORE LIKE END OF AUGUST, EARLY SEPTEMBER.

>> JUST ON THAT WE HAVE SEVERAL GRIEVANCES SCHEDULED FOR THE 30TH.

WE'VE GOT GRIEVANCES SCHEDULED FOR THREE DAYS IN SEPTEMBER, AND I BELIEVE THAT WILL TAKE CARE OF ALL OF OUR LEVEL 3S.

>> THANK YOU. THEN UNDER THE BOOK [OVERLAPPING]

>> JUST TO NOTE ON THAT, I'M SORRY TO INTERRUPT YOU AGAIN.

WE DID ATTEMPT TO SCHEDULE THOSE THE FIRST TWO WEEKS OF AUGUST, I DON'T KNOW IF ANYBODY'S NOTICED THAT WE HAVEN'T HAD A MEETING IN TWO WEEKS, I DID.

BUT WE ATTEMPTED TO HAVE SOME GRIEVANCES THESE LAST TWO WEEKS, BUT DUE TO TRAVEL PLANS AND EVERYBODY GETTING READY FOR BACK-TO-SCHOOL, WE DID NOT HAVE QUORUMS AT THOSE TAPES, SO I DID WANT TO MAKE SURE THAT THAT WAS NOTED, THAT WE DID TRY TO GET THOSE SCHEDULED IN EARLIER IN AUGUST.

>> DO WE HAVE ONE SCHEDULED FOR THE 25TH?

>> I THINK YOU'RE GOING TO GET AN UPDATE ON THAT.

WE HAD TWO SCHEDULED FOR THE 25TH.

WE HAD SCHEDULED THOSE BACK IN JULY BOTH OF THE GRIEVANCE WITHIN THE LAST TWO DAYS HAVE CONTACTED US AND SAID THAT THEY HAD CONFLICTS AND WE'RE HOPING TO RESCHEDULE ONE OF THEM ON THE 30TH WITH THE OTHER GRIEVANCE THAT WE WILL BE HEARING ON THE 30TH.

I DON'T KNOW IF THE OTHER GRIEVANCE, THE SECOND GRIEVANT WHO HAD A CONFLICT WHO JUST TOLD US ACTUALLY THIS MORNING.

I DON'T KNOW IF THE OTHER GRIEVANT HAS INDICATED ANY OTHER DAYS THAT THEY'D BE AVAILABLE.

>> THANK YOU. THEN THERE WAS A NOTE ON UNDER BOARD COMMUNICATION ABOUT THE BOARD OPERATING PROCEDURES.

I REALLY FEEL LIKE THOSE ARE KEY TO YOUR COMMUNICATION AND WORKING TOGETHER.

ONE TRUSTEE ASKED ME ABOUT THOUGHTS ABOUT OPERATING PROCEDURES, I WOULD TELL YOU, I DON'T WANT TO SAY I DON'T CARE. IT DOESN'T MATTER.

WE JUST HAVE TO COME UP WITH OPERATING PROCEDURES THAT WE AGREE ON AND THAT WE'LL FOLLOW THAT WILL COMPLY SO THAT WE'RE ALL WORKING TOGETHER AS BILL COOK AND CONTINUOUS IMPROVEMENT SELL OUR ARROWS ARE POINTING THE SAME DIRECTION SO WE FEEL LIKE WE'RE ALL PULLING THE SAME WEIGHT IF YOU WILL.

BUT AGAIN, WE HAVE THAT SCHEDULED.

THEN LET'S SEE, THE BOARD WAS ABLE TO COME TOGETHER AND INTERVIEW INTERIM BOARD CANDIDATES, AND AGAIN, WELCOME, DR. JOHNSON WAS SELECTED I APPRECIATE YOUR SERVICE AND AS YOU'VE SEEN, I STILL HAVE CONCERNS UNTIL WE CAN COME UP WITH OPERATING PROCEDURES THAT WE'LL AGREE ON AND THAT AGAIN, DOESN'T MEAN EVERYBODY HAS TO VOTE ON THEM, BUT ONCE WE AGREE, WE AGREE TO STICK TO THOSE AND OPERATE WITH THOSE.

I THINK WE'LL BE ABLE TO PERFORM BETTER.

THEN IN JULY, WE HAD 1, 2, 3, 4, 5, 6 MEETINGS.

JUST FOR FUNSIES FROM APRIL TO JULY, WE HAD 18 SCHEDULED BOARD MEETINGS.

A COUPLE OF THOSE DIDN'T HAPPEN FOR A TOTAL OF 63 AND A HALF HOURS, DIFFERENT THAN HOW MS. WEIR, IN LSG ACCOUNTS IT.

BUT I POINT THAT OUT JUST TO SAY THERE'S SOME FATIGUE ON YOUR PART.

I'M SURE THERE'S SOME FATIGUE ON YOUR ADMINISTRATION'S PART AND YOU WHOEVER THE NIGHT BEFORE SCHOOL AND NOW THERE'S THINGS WE HAVE TO GET DONE.

BUT I HOPE THAT WE CAN BECOME MORE EFFICIENT, OPERATE AS A TEAM, GET THROUGH THE ITEMS THAT WE HAVE TO GET THROUGH AND AGAIN SO THAT WE ALL FEEL LIKE WE'RE ROWING IN THE SAME DIRECTION IF YOU WILL.

AGAIN, THAT'S THE HIGH POINTS OF THE REPORTS.

IF THERE'S ANY QUESTIONS, I'M HAPPY TO.

>> ANY LIGHTS FOR QUESTIONS FROM TRUSTEES REGARDING MONITORING REPORTS.

EVERYBODY IS IN AGREEMENT WITH THEM.

THANK YOU VERY MUCH, DR. FALTYS I APPRECIATE IT.

>> THANK YOU ALL.

>> WE WILL MOVE ON TO AGENDA ITEM F3, WHICH IS OUR BOARD SURVEY RESULTS AND I WILL TURN THIS OVER TO RAQUEL, MS. BASHUERTO, AND I APPRECIATE YOU BEING HERE TONIGHT.

>> THANK YOU.

>> THE MICROPHONE IS YOURS.

>> WELL, GOOD EVENING, PRESIDENT FELLER, TRUSTEES AND DR. AZAIEZ.

TONIGHT, I'M GOING TO BE GOING OVER THERE THE GOVERNANCE AND CULTURE AUDIT SURVEY RESULTS ON THE BOARD OF TRUSTEES AS A WHOLE.

I DO WANT TO NOTE THAT WHEN I'M GOING THROUGH THIS PRESENTATION WHEN I SPEAK OF THE BOARD OF TRUSTEES, I SPEAK AS A BODY, CORPORATE, AND NOT INDIVIDUAL TRUSTEES.

I JUST WANTED TO MAKE NOTE OF THAT.

JENNIFER, CAN YOU GO TO THE NEXT SLIDE, PLEASE? THANK YOU.

THIS REVIEW WAS INCLUDED IN THE ANNUAL AUDIT PLAN THAT WAS APPROVED BY THE BOARD IN JUNE OF 2021 AND JUNE OF 2022 FOR THE COMPLETION OF THIS AUDIT AND

[01:10:01]

FOR US TO PROVIDE THE SURVEY RESULTS TO YOU ALL TONIGHT.

THE AUDIT OBJECTIVES WERE TO SURVEY THE STAFF AIMED AT MEASURING THE REAL CULTURE FELT BY EMPLOYEES AND AGAIN, IT'S ON THE BOARD OF TRUSTEES AS A WHOLE.

WE WANT IT TO GET THE PERCEPTION FROM EMPLOYEES AT ALL LEVELS IN THE DISTRICT.

THE SURVEY WAS ANONYMOUS TO PROTECT THE IDENTITY OF RESPONDENTS.

WE WORKED WITH RESEARCH AND EVALUATION ON THIS, AND WE WENT SEVERAL WAYS.

AGAIN, WE WANTED TO MAKE SURE THE RESPONSE RATE WAS LARGER.

I THINK BEING ANONYMOUS DID MAKE THAT LARGER AND ALSO WE WANTED TO MAKE SURE THAT THE STAFF FELT COMFORTABLE BEING HONEST, AND WITH THEIR FEEDBACK AND MAKING SURE THAT THEY DID NOT FEEL LIKE THEY WERE GOING TO BE RETALIATED AGAINST.

THAT WAS REALLY IMPORTANT FOR US TO FOCUS ON.

WHEN WE WORKED WITH RESEARCH AND EVALUATION WE ALSO WANTED THIS SURVEY TO BE VERY SHORT.

WE DIDN'T WANT IT TO BE A LENGTHY SURVEY.

AGAIN, TYPICALLY, IF IT'S A LENGTHY SURVEY, PEOPLE ARE NOT GOING TO RESPOND OR IT'S GOING TO BE A LOWER AMOUNT OF PEOPLE RESPONDING.

WE CHOSE THREE SCALED QUESTIONS WITH FEEDBACK OPTIONS AND THEN ONE GENERAL FEEDBACK PROMPT QUESTION FOR THIS SURVEY.

WE SENT THE SURVEY OUT ON APRIL 18, 2022 TO STAFF AND STAFF HAD TWO WEEKS TO COMPLETE THE SURVEY, SO IT CLOSED ON APRIL 29TH, 2022.

NEXT SLIDE. THANK YOU, THE NEXT FOUR SLIDES ARE GOING TO BE THE ACTUAL SURVEY QUESTIONS AND I'LL READ THOSE OUT LOUD.

BUT I DID WANT TO POINT OUT THAT STAFF WAS NOT REQUIRED TO ANSWER EVERY SCALED QUESTIONS OR FEEDBACK.

IF FOR EXAMPLE, IF AN EMPLOYEE ONLY DID A SCALED QUESTIONS AND DIDN'T WANT TO ANSWER A FEEDBACK QUESTION ON ALL FOUR OF THEM, THEY COULD DO ON A NUMBER 2, OR IF THEY ONLY WANT TO ANSWER IT, THE FEEDBACK OPTION ON NUMBER 4, THEY COULD DO THAT.

IT WOULD NOT LIMIT THEM FOR COMPLETING THE SURVEY.

FOR THE FIRST QUESTION THAT WAS ON THE SURVEY, IT WAS THE BOARD OF TRUSTEES AS A WHOLE CREATES A SUPPORTIVE ENVIRONMENT FOR DISTRICT STAFF.

YOU SEE THE OPTIONS ARE THAT THE STAFF HAD TO SELECT FROM.

NEXT SLIDE. IF YOU CAN GO BACK ONE MORE. THANK YOU.

THE SECOND QUESTION WAS THE BOARD OF TRUSTEES AS A WHOLE, IS ACCOMPLISHING ITS GOALS, IMPROVING STUDENT OUTCOMES, PROMOTING THE OVERALL DISTRICT STRATEGIC GOALS. NEXT SLIDE.

QUESTION 3, WAS THE BOARD OF TRUSTEES' AS A WHOLE, GOVERNANCE AND OVERSIGHT OF MANAGEMENT OF THE DISTRICT IMPACTS EMPLOYEE MORALE. NEXT SLIDE.

QUESTION 4 WAS, PLEASE PROVIDE ANY ADDITIONAL FEEDBACK YOU WOULD LIKE TO SHARE ABOUT THE BOARD OF TRUSTEES AS A WHOLE, ANY TIME OF ACCOMPLISHMENTS, AREAS OF IMPROVEMENT, BASICALLY ANYTHING THAT THE STAFF WANTED TO INCLUDE IN THIS AREA.

NEXT SLIDE. WHAT THE SURVEY RESULTS AGAIN, RESEARCH AND EVALUATION DID HELP US LOOK AT THAT SCALED QUESTIONS.

SO QUESTION 1-3, THEY WERE THE ONES THAT DID THE ANALYSIS OF THOSE SKILLED QUESTIONS AND THEY WERE THE ONES THAT DID THE REPORT.

WHEN YOU LOOK AT THE FULL REPORT, THERE'S THIS, I BELIEVE IT'S ATTACHMENT D, SO THEIR INFORMATION IS ON THERE.

OUT OF 6,654 CURRENT DISTRICT STAFF AS OF MARCH 31ST, 2022, 2,486 EMPLOYEES COMPLETED THE SURVEY.

THAT'S 37 PERCENT RESPONSE RATE.

FOR IT BEING THE FIRST TIME THE DISTRICT DOING THIS SURVEY, THE RESPONSE RATE WAS PRETTY HIGH.

EVEN RESEARCH AND EVALUATION STATED THAT WHEN THEY WERE LOOKING AT THIS.

I THINK THAT AN ANOMALY OF THE SURVEY HELPED HAVE A HIGHER RATE.

NEXT SLIDE. THESE ARE GOING TO BE THE SCALED QUESTION RESPONSES FROM STAFF.

ON QUESTION NUMBER 1, 71 PERCENT OF THE RESPONDENTS DISAGREED WITH THE STATEMENT THAT THE BOARD OF TRUSTEES, AS A WHOLE CREATES A SUPPORTIVE ENVIRONMENT FOR DISTRICT STAFF.

THE 71 PERCENT IS COMPRISED OF, IF YOU LOOK AT THE CHART AND I KNOW IT'S HARD TO SEE.

IT'S THE 33 PERCENT, 24 PERCENT, AND 14 PERCENT TOGETHER.

NEXT SLIDE, ON QUESTION 2, 71 PERCENT OF RESPONDENTS DISAGREE THAT THE BOARD OF TRUSTEES AS A WHOLE IS ACCOMPLISHING ITS GOALS, IMPROVING STUDENT OUTCOMES, AND PROMOTING THE OVERALL DISTRICT GOALS.

ON THIS, THE 71 PERCENT IS COMPRISED OF THE THREE AREAS THAT I JUST SAID.

IT'S AN AVERAGE OF THE THREE. NEXT SLIDE.

THEN EMPLOYEE MORALE, WHICH IS QUESTION NUMBER 3, 72 PERCENT OF RESPONDENTS AGREED THAT EMPLOYEE MORALE IS IMPACTED BY THE GOVERNANCE AND OVERSIGHT OF THE BOARD OF TRUSTEES AS A WHOLE.

AGAIN, THIS IS COMPRISED OF 34 PERCENT, 25 PERCENT, AND 13 PERCENT ON THE SCALE.

IT'S THE GREENISH COLORED ON THAT SCALE,

[01:15:03]

THE COLOR. NEXT SLIDE.

AGAIN, THOSE FIRST THREE QUESTIONS WERE THE SCALED QUESTIONS THAT RESEARCH AND EVALUATION LOOKED AT.

THE NEXT SLIDE IS WHAT WE, INTERNAL AUDIT, LOOKED AT.

WE ACTUALLY LOOKED AT THE SURVEY COMMENTS FOR QUESTION 1-4.

I DO WANT TO KNOW WHEN WE WERE DOING OUR ANALYSIS, WE DID SEE THAT THE RESULTS AND THE COMMENTS CLOSELY REFLECTED WHAT WAS ON THE SKILLED RESPONSES.

THIS WAS THE COMMENT TOTALS BY CATEGORY.

WHEN WE WERE LOOKING AT ANALYZING THIS, WE WANTED TO PUT THEM OBVIOUSLY IN CATEGORIES.

THE FIRST ONE IS POSITIVE, WHICH AGAIN IS A FAVORABLE COMMENT.

CRITICAL WOULD BE AN UNFAVORABLE COMMENT.

WHEN IT STATES BOTH, IT'S BOTH POSITIVE AND CRITICAL COMMENTS.

NEUTRAL WOULD OBVIOUSLY BE INDIFFERENT.

THERE WAS NO POSITIVE OR CRITICAL.

THEN UNINTERPRETABLE, THOSE ARE COMMENTS WE COULD DETERMINE EXACTLY WHAT THEY WERE TRYING TO SAY THE INTENT SO WE WANTED TO MAKE ANOTHER CATEGORY TO MAKE SURE THAT THAT WAS CAPTURED.

THEN MISCELLANEOUS IS ANYTHING THAT WAS NOT RELATED TO THE BOARD.

IT COULD HAVE BEEN SOMETHING REGARDING ADMINISTRATION OR A CAMPUS DRESS CODE CURRICULUM.

WE DIDN'T WANT TO PUT THAT UNDER THE BOARD BECAUSE THAT'S SOMETHING THAT'S NOT RELATED TO YOU ALL.

THE MAJORITY OF THE COMMENTS ON THIS, WERE CRITICAL AT 86 PERCENT, FOLLOWED BY 9 PERCENT, BOTH POSITIVE AND CRITICAL.

TWO PERCENT POSITIVE, 1 PERCENT NEUTRAL, 1 PERCENT MISCELLANEOUS, AND LESS THAN 1 PERCENT UNINTERPRETABLE. NEXT SLIDE.

FOR THE COMMENTS ON QUESTION 1, FOR THE SUPPORTIVE ENVIRONMENT, OUT OF 1,117 COMMENTS SUBMITTED, 84 PERCENT WERE CRITICAL IN NATURE, 12 WERE BOTH POSITIVE AND CRITICAL, TWO WERE POSITIVE, ONE WAS NEUTRAL, 1 PERCENT WAS MISCELLANEOUS, AND LESS THAN 1 PERCENT WAS UNINTERPRETABLE.

NEXT SLIDE. ON QUESTION NUMBER 2, FOR THE GOALS AND OUTCOMES, COMMENTS OUT OF 850 COMMENTS SUBMITTED, 84 PERCENT WERE CRITICAL IN NATURE, 9 PERCENT WERE BOTH POSITIVE AND CRITICAL, 2 PERCENT WERE POSITIVE, 3 PERCENT WERE NEUTRAL, 2 PERCENT MISCELLANEOUS, AND LESS THAN 1 PERCENT WAS UNINTERPRETABLE.

NEXT SLIDE. FOR QUESTION NUMBER 3, OUT OF 991 COMMENTS SUBMITTED, 93 PERCENT WERE CRITICAL IN NATURE, 4 PERCENT WERE BOTH POSITIVE AND CRITICAL, 2 PERCENT WERE NEUTRAL, 1 PERCENT WAS POSITIVE, 1 PERCENT MISCELLANEOUS, AND LESS THAN 1 PERCENT UNINTERPRETABLE.

NEXT SLIDE. FOR QUESTION NUMBER 4, OUT OF 1,177 COMMENTS SUBMITTED, 84 PERCENT WERE CRITICAL IN NATURE, 11 WERE BOTH POSITIVE AND CRITICAL, FOUR POSITIVE, ONE NEUTRAL, AND ONE MISCELLANEOUS, AND WE DID NOT HAVE ANY UNINTERPRETABLE IN THIS SECTION.

NEXT SLIDE. WITH QUESTION NUMBER 4, SINCE IT WAS A GENERAL FEEDBACK QUESTION, WE WANTED TO DO PREVALENT THEMES FOR THIS QUESTION SINCE THEY WERE GENERAL.

WHEN WE WERE ANALYZING THIS, WE CAME UP WITH THE FIVE MOST COMMON THEMES THAT WERE EXPRESSED DURING THE REVIEW.

I DO WANT TO KNOW AND IT'S ON THE SCREEN, THE TOTAL PERCENTAGE MAY EXCEED A 100 PERCENT ON THIS BECAUSE INDIVIDUAL COMMENTS MAY HAVE CONTAINED MORE THAN ONE THEME.

FOR EXAMPLE, IT COULD HAVE HAD SOMETHING RELATED TO BOARD CONDUCT AND ALSO STAFF SUPPORT.

WE JUST WANTED TO KNOW THAT.

THE LARGEST PERCENTAGE WAS BOARD CONDUCT DECISIONS AT 90 PERCENT.

STAFF SUPPORT FOCUS AT 42 PERCENT, STUDENTS SUPPORT FOCUS AT 33 PERCENT, THE DISTRICT'S REPUTATION AT 24 PERCENT, PAY WORKLOAD AT 17 PERCENT, AND ANYTHING THAT WAS UNRELATED TO THE BOARD WAS AT 1 PERCENT.

OUR ANALYSIS AFTER WE COMPLETED EVERYTHING WE REVIEWED THE SURVEY RESULTS.

WHAT WE REALLY KNOW IT WAS THE PERCEPTION OF THE BOARD'S PERFORMANCE AND OR EFFECTIVENESS, NEEDS IMPROVEMENT.

I THINK THIS SURVEY WAS A GREAT START TO HELP STAFF BE ABLE TO FEEL HEARD AND VALIDATED.

I HOPE THIS WILL HELP THE BOARD, BUT ALSO I HOPE THAT IT HELPS STAFF AGAIN FEEL THAT THEY WERE HEARD.

IF YOU SEE ON THE SCREEN.

A LOT OF THESE ARE HAPPENING IN THIS DISTRICT RIGHT NOW.

WE HAVE INCREASED TURNOVER, NEGATIVE IMPACT OF STUDENT OUTCOMES, LACK OF TRUST, NEGATIVE ENERGY IN THIS DISTRICT.

I'M NOT GOING TO SAY THAT IT'S ALL THE BOARD, BUT IT'S ONE FACTOR THAT IMPACTS THAT,

[01:20:02]

AND IT'S REALLY IMPORTANT BECAUSE IT STARTS AT THE TONE AT THE TOP.

THIS IS A RISK FOR THE DISTRICT.

AGAIN, I'M NOT SAYING IT'S THE ONLY RISK, BUT THE TONE AT THE TOP STARTS WITH THE BOARD AND SENIOR MANAGER WORKING TOGETHER.

IT'S REALLY IMPORTANT AND IN A POSITIVE MANNER.

IT TRICKLES DOWN. IT DOES START AT THE TONE AT THE TOP AND IT GOES DOWN TO STAFF.

IT DOES AFFECT STAFF, SO I JUST WANTED TO POINT THAT OUT. NEXT SLIDE.

THESE ARE GOING TO BE THE RECOMMENDATIONS AND OBVIOUSLY THESE CAME STRAIGHT FROM THE REPORT.

IT'S THE LAST TWO SLIDES.

AGAIN, THESE ARE RECOMMENDATIONS FOR THE BOARD, WE'RE NOT SAYING THAT YOU HAVE TO DO THIS, BUT WE HOPE YOU CONSIDER THESE SURVEY RESULTS HOPEFULLY HELPING YOU WITH THE LONE STAR GOVERNANCE, MODEL.

YOUR TEAM WILL BE TRAINING, YOUR BOARD SELF EVALUATION, AND JUST AGAIN, BUILDING THAT RELATIONSHIP AMONG YOURSELVES AND DISTRICT STAFF.

REVIEW AND RECOMMIT TO THE BOARD POLICIES AND UPDATING YOUR BOARD OPERATING PROCEDURES.

AGAIN, I KNOW YOU GUYS ARE GOING TO BE WORKING ON THAT TONIGHT, BUT IT'S REALLY IMPORTANT BECAUSE YOU WANT TO PROMOTE THOSE ETHICS AND VALUES OF THIS DISTRICT.

AS I SPOKE OF THE TONE AT THE TOP, IT STARTS AT THE TONE AT THE TOP AND IT TRICKLES DOWN.

IT'S VERY IMPORTANT TO HAVE THOSE ETHICS AND VALUES FROM THE TONE AT THE TOP.

YOU WANT TO ENSURE THE BOARD GOALS AND ACTIONS SUPPORT THE DISTRICT STRATEGIC GOALS.

AGAIN, IF ALL THE STAFF HAS A CLEAR PICTURE AND UNDERSTAND THEIR DUTIES, WE CAN ALL HELP STUDENTS SUCCEED IN THIS DISTRICT.

WE ARE ALL HERE FOR ALL STUDENTS.

FOSTER A POSITIVE ENVIRONMENT BETWEEN THE BOARD OF TRUSTEES AND DISTRICT ADMINISTRATION AND STAFF.

NEXT PAGE. UTILIZE OPEN AND RESPECTFUL COMMUNICATION AMONG YOURSELVES AND DISTRICT STAFF.

I THINK THAT AGAIN, WILL CREATE A MORE POSITIVE ENVIRONMENT IN THIS SCHOOL DISTRICT.

VALUE THE CONTRIBUTIONS OF ALL EMPLOYEES AND ACKNOWLEDGE THE EXPERTISE SO THAT ALL EMPLOYEES FEEL VALUED, RESPECTED, AND SUPPORTED.

AGAIN, THIS IS REALLY IMPORTANT TO BUILD THOSE COLLABORATIVE WORKING RELATIONSHIPS AMONG THE BOARD AND STAFF.

ADVOCATE FOR ADEQUATE STATE AND FEDERAL FUNDING OF PUBLIC SCHOOLS.

AGAIN, THIS IS SOMETHING THAT'S REALLY OUT OF OUR CONTROL, BUT WE DID WANT TO DOCUMENT THAT.

LASTLY, AGAIN, TO CONDUCT THE GOVERNANCE AND CULTURE SURVEY ON THE BOARD OF TRUSTEES AS A WHOLE ON AN ANNUAL BASIS.

I'M GOING TO OPEN UP FOR QUESTIONS.

I KNOW I WENT PRETTY FAST ON THAT.

[LAUGHTER]

>> NO. I REALLY APPRECIATE YOU TAKING THE TIME.

I KNOW IT WAS A VERY LENGTHY ANALYSIS AND I APPRECIATE YOU TAKING THE TIME TO GO THROUGH ALL OF THAT COMMENT BY COMMENT, AND PRESENT THE RESULTS.

I DON'T HAVE ANY LIGHTS ON.

TRUSTEES, DO WE HAVE ANY COMMENTS OR FEEDBACKS ABOUT THIS SURVEY? TRUSTEE HARRISON?

>> YES. FIRST OF ALL, I WANT TO SAY THANK YOU, RAQUEL.

I KNOW IT PROBABLY CAN'T BE COMFORTABLE TO BE IN THE AUDITOR SEAT, SO THANK YOU FOR THE WAY THAT YOU'VE HANDLED THIS.

>> THANK YOU.

>> THANK YOU TO STAFF WHO TOOK THE SURVEY.

THERE'S ABOUT 4,500 INDIVIDUAL COMMENT RESPONSES, I BELIEVE.

WE'VE HAD AN OPPORTUNITY TO VIEW THOSE, I'M ABOUT HALFWAY THROUGH.

IT'S GOING TO TAKE A COUPLE OF HOURS.

BUT I KNOW IT'S HARD TO PROVIDE FEEDBACK, AND WHILE I AM DEEPLY SADDENED THAT THE TONE OF OUR ENTIRE BOARD AS A BODY CORPORATE HAS MADE WHAT ALREADY IS A DIFFICULT EDUCATION YEAR MORE DIFFICULT, I'M GRATEFUL THAT STAFF DID FEEDBACK.

I KNOW AS A TEACHER IT'S REALLY HARD TO SOMETIMES GIVE FEEDBACK.

YOU'RE CONCERNED ABOUT ANY RETRIBUTION, SO I THINK THAT IT WAS BRAVE AND BOLD THAT EDUCATORS DID THIS AND STAFF DID THIS AND I'M GRATEFUL.

I ALSO WANT TO CLARIFY.

THIS IS SOMETHING THAT WE DID REQUEST AND APPROVE WHEN YOU BROUGHT US THE AUDIT PACKET, IS THAT CORRECT?

>> NO. I ADDED IT ON THE AUDIT PLAN AND THEN I BROUGHT IT TO THE BOARD.

>> CORRECT. WE DID APPROVE THE AUDIT PLAN.

>> YES.

>> THIS IS SOMETHING THAT WE HAVE SEEN AND KNEW IT WAS COMING?

>> YES.

>> PER BOARD CFC LOCAL, I HAVE TO BRING THE AUDIT PLAN TO THE BOARD FOR APPROVAL IN JUNE OF EVERY YEAR FOR THE NEXT FISCAL YEAR.

>> CORRECT. IT'S BEEN AWHILE SINCE WE HAD SEEN THAT, BUT WE DID APPROVE IT LAST YEAR AND I'M GLAD THAT IT'LL BE EVERY YEAR. THANK YOU.

>> THANK YOU.

>> I DON'T HAVE ANY OTHER LIGHTS ON.

I ECHO SOME OF THE COMMENTS FROM TRUSTEE HARRISON THAT DEFINITELY HIGHLIGHT SOME THINGS THAT WE AS A BODY CORPORATE NEED TO WORK ON.

I APPRECIATE IT. THANK YOU VERY MUCH.

>> THANK YOU.

>> WE'RE GOING TO MOVE ON NOW TO SECTION G,

[G. ACTION ITEMS FOR CONSIDERATION BY CONSENT]

WHICH IS OUR ITEMS FOR CONSENT.

>> I MOVE THAT WE APPROVE ITEMS G1,

[01:25:04]

2 AND 3 BY CONSENT.

>> SECOND.

>> I HAVE A MOTION AND A SECOND TO APPROVE ITEMS G1, 2 AND 3 BY CONSENT.

ANY COMMENTS FROM THE BOARD? SEEING NONE. ALL IN FAVOR RAISE YOUR HAND? ALL OPPOSED? MOTION PASSES 6, 1. WE'RE GOING TO MOVE ON.

[H. ACTION ITEMS]

>> CAN WE TAKE A BATHROOM BREAK?

>> YEAH. I WAS GOING TO TRY AND GET THROUGH ONE MORE ITEM BEFORE WE DID BECAUSE THE H SECTION IS PRETTY THICK.

IF WE NEED A BREAK, WOULD YOU LIKE TO DO ONE MORE OR WE TAKE A BREAK?

>> YOU WANTED TO DO WHAT?

>> I WANTED TO JUST DO THE FIRST H1, AND DO THE BOARDS CONSTRAINTS AND OBJECTIVES, THEN TAKE A BREAK JUST BECAUSE SECTION H IS LENGTHY. IS THAT OKAY? WE'RE GOING TO MOVE ON TO ITEM H1 DISCUSSION AND POSSIBLE ACTION FOR APPROVAL OF BOARD STUDENT OUTCOME GOALS AND CONSTRAINTS AND BOARD CONSTRAINTS.

WE DO HAVE DR. MCMAHON ON ZOOM WITH US AS WELL IF WE NEED TO BRING HER IN.

BUT WE'LL GO AHEAD AND START WITH THE PRESENTATION WITH MR. SMITH AND DR. AZAIEZ.

DO YOU WANT TO SAY ANYTHING AS AN INTRODUCTION?

>> WELL, THANKS TO OUR BOARD WE HAD DEVELOPED GOAL 1, 2, 3.

BACK IN THE FALL ALSO, WE BROUGHT TO YOU, I THINK BACK IN JULY, COUPLE OF OPTIONS.

WE COME BACK TO YOU WITH SOME CONSTRAINTS AS WELL AS GOAL 4.

WE'LL SEE FOR DISCUSSION AND DECIDING HOPEFULLY, WE'LL MAKE A DECISION ON GOAL 4 AND POSSIBLY A CONSTRAINT.

>> THANK YOU, DR. AZAIEZ AND EVERYBODY.

AS DR. AZAIEZ MENTIONED, THESE ARE DEFINITELY AT THE BOARD GOALS AND CONSTRAINTS, SO ALL I'M REALLY DOING HERE IS FACILITATING THE DISCUSSION, BRAINSTORM IDEAS POSSIBLY.

AGAIN, THAT'S OUR GOAL FOR TONIGHT, IS TO TALK ABOUT AN ADDITIONAL GOAL THAT WE FIRST TALKED ABOUT IN JULY, SOME CONSTRAINTS.

THEN ONE LAST THING TOO IS WE WANT TO GET TO A POINT WHERE WE CAN APPROVE YOUR 25 AND 26, OF GOALS 1, 2, 3, SO THERE'S SOME RECOMMENDATIONS AND I'LL GET TO THOSE SLIDES IN A BIT.

BUT HOPING WE CAN GET THAT DONE TONIGHT AS WELL.

WE CAN JUMP RIGHT IN.

WHAT I'VE DONE HERE ON THIS SLIDE DECK IS ESSENTIALLY PUT TOGETHER AND SUMMARIZE OUR JULY 12TH MEETING THAT WE'VE TALKED ABOUT SEVERAL OF THESE THINGS.

FIRST, YOU WANT ME TO GO THROUGH THEM ALL AND THEN HAVE DISCUSSION, OR WE START ONE-BY-ONE OR WHAT'S THE WILL OF THE BOARD?

>> MAYBE WE STOP ONE-BY-ONE SINCE THERE'S SO MANY.

>> OKAY.

THERE I CAN CLICK.

JENNIFER, YOU'RE GOING TO HAVE TO ADVANCE.

THE FIRST RECOMMENDATION OR THE DRAFT OF WHAT WAS DISCUSSED IN JULY WAS A BOARD GOAL NUMBER 4.

WE FIRST STARTED TALKING ABOUT POTENTIAL GOAL AROUND STUDENT WELL-BEING, SENSE OF BELONGING ON CAMPUS LAST OCTOBER, I BELIEVE, WHEN WE FIRST STARTED THIS WORK TOGETHER, REMEMBER WE HAD THE COMMUNITY FORUMS WHERE WE GOT FEEDBACK FROM THE COMMUNITY.

THIS IS SOMETHING THAT DEFINITELY CAME UP OVER AND OVER AGAIN SO WE'VE BEEN LOOKING AT A WAY TO GET TO A GOOD METRIC THAT WE CAN MEASURE.

THE WORDING OF THIS POTENTIAL GOAL IS DISTRICT WILL INCREASE THE PERCENTAGE OF STUDENTS REPORT THAT THEIR SCHOOL ENVIRONMENT HELPS THEM FEEL A SENSE OF BELONGING, BEING SAFE AND POSITIVELY IMPACTS THEIR ABILITY TO PERFORM WELL ACADEMICALLY, AND WE WOULD HAVE TO SET SOME BASELINE DATA THIS YEAR AND THEN THE WORK WOULD BE TO GROW FROM THERE. ANY QUESTIONS ON THAT ONE?

>> I KNOW THAT WE WERE LOOKING AT PANORAMA AS THE TOOL AND I'VE DONE SOME RESEARCH ON PANORAMA.

BUT I ALSO SAW THAT JUST IN OUR CLIMATE SURVEY ANNUALLY, WE DO TRACK THIS DATA EVERY YEAR.

IS THERE A WAY TO MAYBE UTILIZE THE CLIMATE SURVEY DATA TO CREATE A BASELINE? I KNOW WE'RE HAVING A PILOT, A PANORAMA COMING UP, IT'S PARTICULAR SCHOOLS, AND YOU CAN TALK A LITTLE BIT MORE TO THAT.

BUT WE DO HAVE ALSO THE CLIMATE SURVEY DATA THAT STUDENTS COMPLETE.

HOW CAN WE UTILIZE THOSE TOOLS TO COME UP WITH SOME GOALS AND WAYS TO MEASURE?

>> I THINK THE QUESTION WOULD BE IF WE WANT TO MOVE QUICKER OR IF WE WANT TO POTENTIALLY HAVE A MORE ROBUST METRIC TO USE.

WHEN WE TALK INTERNALLY, AND AGAIN, WE'RE NOT GOING TO TALK ABOUT PROGRESS MEASURES AND CONSTRAINTS TONIGHT BECAUSE ONCE THESE GET APPROVED, THEN WE'LL GO BACK AND DO THOSE.

BUT OBVIOUSLY WE TALK ABOUT THEM ANYWAY AS WE WANT TO PREPARE INTERNALLY WITH MY TEAM, IS WE DO SOME HYPOTHETICALS AND WE WOULD PROBABLY UTILIZE OUR CLIMATE SURVEY DATA FOR ONE OF THE PROGRESS MEASURES AROUND IT SO IT'S A DIFFERENT TYPE OF ASSESSMENT.

I THINK WITH PANORAMA OUR TEACHERS

[01:30:01]

ARE ALSO GOING TO GET MORE ROUTINE DATA ON THEIR STUDENTS.

IT'S PROBABLY GIVES THEM MORE COMPREHENSIVE LOOK AT HOW A STUDENT'S FEELING ON CAMPUS.

BUT YOU'RE RIGHT IN OUR ANNUAL STUDENT CLIMATE SURVEY.

THERE ARE QUESTIONS AROUND THAT, SO WE WOULD MEASURE THAT AS WELL.

I THINK WE JUST THINK OF SOME MORE WELL-ROUNDED METRIC TO USE THAT PROGRAM RATHER THAN OUR CLIMATE SURVEY.

DR. MCMAHON HAS HER HAND UP.

>> YEAH, TRUSTEE THAT'S A GREAT QUESTION TO ASK.

BUT THE IMPORTANT THING WHEN YOU'RE LOOKING AT YOUR GOALS IS ALIGNMENT AND TO TAKE DATA FROM ONE DATA SOURCE AND THEN TRY TO APPLY IT TO ANOTHER DATA SOURCE IS VERY SKEWED AND VERY DIFFICULT.

RYAN AND I HAD THIS CONVERSATION FOR THIS PARTICULAR GOAL ABOUT USING THE SYSTEM THAT THEY HAVE PUT IN PLACE AND THEN CREATING A BASELINE BECAUSE WE DON'T WANT SKEWED INFORMATION.

DOES THAT ANSWER YOUR QUESTION?

>> I GUESS MY CONCERN IS THAT RIGHT NOW WE'RE JUST LOOKING AT A PILOT SO IT'S GOING TO BE A WHILE BEFORE WE HAVE A BASELINE AND WE HAVE SOME DATA CURRENTLY FROM THE CLIMATE SURVEYS THAT WE COULD UTILIZE TO AT LEAST GET A SENSE OF WHERE WE'RE AT.

I DID REVIEW SOME OF THAT CLIMATE DATA AND CERTAINLY DEMONSTRATES A NEED FOR THIS BOARD GOAL, AND THAT'S PROBABLY WHY DURING OUR COMMUNITY FORUMS AND THE SURVEY, IT CAME UP SO OFTEN IS THAT IT'S A REAL NEED SO I WAS JUST WONDERING LIKE, WE HAVE SOME DATA.

OBVIOUSLY IT'S NOT COMPLETELY ALIGNED TO THE SURVEY TOOL THAT'S BEING PROPOSED BUT WE HAVE IT.

IT IS SOME FORM OF A PICTURE OF WHERE WE'RE AT AND WE'RE NOT STARTING FROM NOWHERE AND IT INFORMS. WE COULD EVEN SEE THE RESPONSES TO THAT CLIMATE SURVEY AS COMPARED PRIOR TO THE PANDEMIC AND SEE OUR GROWTH OVER THE YEARS AND WHERE WE'RE AT.

OF COURSE WE'RE UTILIZING A NEW TOOL, WE'RE TALKING ABOUT HOW CHILDREN FEEL.

WE TALKED ABOUT IT BEFORE, THERE WAS A CONCERN ABOUT THE ADDITIONAL LOAD ON STAFF.

THERE WAS A CONCERN ABOUT JUST PARENTS AGREEING TO THIS, TO HAVE THEIR STUDENT CONSTANTLY FILLING OUT THIS APP OR WHATEVER IT LOOKS LIKE TO MEASURE THIS.

>> MAY I? WE HAVE NO PROBLEM USING IT, MS. VERSA, BUT REMEMBER WHEN WE CREATE OUR GPMS, WE HAVE TO BE ABLE TO PROGRESS MONITOR.

THAT SURVEY'S LIKE THE STAR TEST ONLY DONE ONCE A YEAR AND IF YOU REMEMBER FOR US TO PROGRESS MEASURE, WE USE OTHER PROGRAMS THAT WE ALREADY HAVE LIKE THE M CLASS TO PROGRESS MEASURE AND SEE, ARE WE IN THE RIGHT DIRECTION TO MEET OUR GOAL? IN THIS CASE, WE HAVE TO COME UP WITH, I DON'T KNOW IF THIS PARTICULAR TOOL WOULD BE.

WE'RE NOT FAMILIAR WITH IT IN A SENSE LIKE, DO WE KNOW IF IT'S ACTUALLY ALIGNED WITH THE SURVEYS? DOES THAT MAKES SENSE? I'M SAYING IF WE USE IT TO PROGRESS MEASURE, WE MAY NOT EVEN KNOW IS 60 PERCENT MEANS REALLY 60 PERCENT IN THE SURVEY? DOES AT 50 PERCENT MEANS REALLY 70 PERCENT IN THE SURVEY.

WE WILL NEED [OVERLAPPING] TIME TO CALIBRATE IT.

THAT'S THE ONLY ISSUE. I THINK THAT'S WHY RONNIE WAS TRYING TO SAY.

HOWEVER, AS I SAID, WE CAN USE THE SURVEY AS THE END GOAL LIKE THE STAR, BUT WE NEED TO FIGURE OUT A WAY HOW TO PROGRESS MEASURE TO MAKE SURE THAT WE HIT OUR GOAL.

>> I THINK THERE'S TWO WAYS TO LOOK AT, AND AGAIN, THIS IS THE BOARD'S GOAL SO WE'LL DEVELOP THAT GOAL IF WE WANT TO USE THE CLIMATE SURVEY FOR THE GOAL ITSELF, IS DEFINITELY SOMETHING THAT I THINK WE COULD GET.

AGAIN, IT'S UP TO YOU, BUT I THINK THAT'S SOMETHING THAT COULD BE VALID AND USE AS LONG AS YOU'RE USING THAT SAME SET OF QUESTIONS EACH YEAR AND I'D WORK WITH RESEARCH AND EVALUATION TO MAKE SURE WE HAVE THAT CONSISTENT METRIC.

AGAIN, THE GOAL PROGRESS MEASURES HOW WE MEASURE THROUGHOUT TIME, AND WE'LL HAVE A LOT OF STRATEGIES AROUND THAT.

BUT THAT IS TRUE.

THAT'S A CONSISTENT METRIC THAT WE HAVE CURRENTLY, AND WE COULD SET BASELINES MORE RAPIDLY BY USING THE CLIMATE SURVEY THEN A NEW TOOL.

>> I JUST DO WANT TO ITERATE HOW CRITICAL IT IS FOR THE BOARD TO BRING THESE GOALS IN THESE AREAS TO A CLOSURE SO

[01:35:02]

THE SUPERINTENDENT AND HIS TEAM CAN DO THEIR NEXT PIECE WITH THE GOAL PROGRESS MEASURES.

FOR THIS PARTICULAR GOAL, I DON'T HAVE A PROBLEM WITH LEAVING THE NUMBERS BLANK AS A PILOT PROGRAM, I WOULD PREFER TO SEE ALIGNMENT WITH DATA AS OPPOSED TO MAKING CONNECTIONS.

I DO THINK TRUSTEE VESSA, THAT THE BOARD CAN BE GIVEN INFORMATION BASED ON THE CLIMATE SURVEY.

BUT IN TERMS OF THE BOARD CREATING A GOAL AND THE SUPERINTENDENT AND HIS TEAM CREATING GOAL PROGRESS MEASURES, YOU HAVE TO HAVE THE SAME PROGRESS MEASURE INSTRUMENT TO MAKE THAT SUCCESSFUL.

>> GO AHEAD, TRUSTEE JOHNSON.

>> I WAS JUST WONDERING IS THERE AN OPPORTUNITY JUST TO REVISIT THE METRICS AND THE PROCESS LATER AND JUST GO AHEAD AND APPROVE THE GOLD AND MOVE FORWARD?

>> WE COULD DO THAT, BUT IT DEPENDS ON WHAT THE METRICS ARE.

IF WE CAN APPROVE THE GOAL THOUGH WE'VE GOT TO FIGURE OUT WHERE THE DATA IS GOING TO COME FROM.

>> FOR THIS PARTICULAR GOAL, MADAM PRESIDENT, I AGREE WITH YOU, IT CAN BE SET AND FILLED IN THROUGH THE PILOT PROGRAM.

>> YEAH.

>> I DON'T HAVE A PROBLEM WITH THAT.

>> TRUSTEE WEIR.

>> OBVIOUSLY THAT I WAS JUST TRYING NOT TO INTERRUPT BECAUSE I REALLY JUST WAS TRYING TO ASK TRUSTEE VESSA, AND I THINK WE'VE ALREADY GOTTEN THERE THROUGH THE CONVERSATION.

WERE YOU ASKING THAT WE CHANGE THIS SO THAT IT IS CLIMATE SURVEY OR ARE YOU COMFORTABLE LEAVING IT BLANK AND WAITING FOR THE PILOT PROGRAM IN THE SPRING?

>> WELL, I THINK RIGHT NOW I WAS JUST LOOKING TO HAVE SOME SENSE OF WHERE WE'RE AT.

WE HAVE THIS GOAL, WE'RE GOING OUT TO THE COMMUNITY SAYING WE HAVE THIS GOAL, BUT THERE'S NO SENSE OUT THERE OF, THIS IS WHERE WE'RE STARTING AND THIS IS WHERE WE HOPE TO GET.

WE HAVE A BASELINE, BUT WE'RE NOT USING IT BECAUSE WE FEEL LIKE WE CAN GET A BETTER TOOL.

WELL, THAT MAY BE TRUE, WE COULD DEFINITELY GET A BETTER TOOL, BUT I DON'T SEE ANY REASON TO START WITH NOTHING WHEN WE ACTUALLY DO HAVE SOME TYPE OF METRIC AND I DON'T THINK IT'S A POOR METRIC.

MAYBE I'M WRONG, MAYBE WE JUST NEED SOME MORE INFORMATION TO KNOW HOW ROBUST WAS THE CLIMATE SURVEY IN TERMS OF WHAT WAS THE RESPONSE RATE? THINGS OF THAT NATURE.

>> IT'S DEFINITELY DATA WE COULD, I DIDN'T BRING THE RESPONSE TO THE DATA OR ANYTHING THIS EVENING, THAT'S SOMETHING WE COULD GET.

>> I WILL TELL YOU, TRUSTEE VESSA, JUST ONE OTHER PART OF THIS IS IF WE IMPLEMENTED THIS GOAL WITH THE CLIMATE SURVEY AS THE DATA POINTS, AND THEN WE DECIDE TO SWITCH TO PANORAMA.

REMEMBER THAT THAT'S GOING TO BE CHANGING OUR BOARD GOALS, WHICH WILL ACTUALLY CHANGE AND AFFECT OUR BOARD SELF-EVAL AS WELL.

BECAUSE WE'RE SUPPOSED TO SET GOALS AND THEN LEAVE THEM AS IS FOR AN X NUMBER OF YEARS.

THAT'S NOT A REASON NOT TO DO WHAT YOU'RE SAYING, I JUST WANTED TO THROW THAT OUT THERE AS ANOTHER POINT TO REMEMBER THAT IF WE CHANGE GOALS, IT DOES RESET THAT ONE PART THAT WE'RE GOING TO BE GOING THROUGH ON THE BOARD SELF-EVAL HERE IN A LITTLE BIT.

DR. MCMAHON, I DO HAVE A QUESTION, IT MIGHT BE FOR YOU.

IF WE STARTED TO GO LIKE THIS AND DID NOT HAVE DATA POINTS, BUT THE SUPERINTENDENT'S CONTRACT IS TIED TO PERFORMANCE ON OUR LSG GOALS, THEN THIS WOULDN'T BE COUNTED NEXT YEAR.

LIKE IF WE LEFT IT AS A PILOT PROGRAM AND FILL IT IN LATER, IT WOULDN'T BE COUNTED IN HIS EVALUATION OR HOW DOES THAT WORK?

>> WELL, I THINK MY QUESTION IS, HOW QUICKLY CAN THE SCHOOL DISTRICT GET A BASELINE REPORT AND START TO MOVE WITH GETTING PROGRESS MONITORING PIECES IN PLACE.

RYAN, CAN YOU RESPOND TO THAT?

>> SURE. IT'S A NEW PROGRAM, SO WE'RE PILOTING ON A SMALL NUMBER OF CAMPUSES JUST TO GET THE KINKS WORKED OUT IN THE FALL.

THEN OUR PLAN IS TO HAVE PROBABLY ENOUGH CAMPUSES TO HAVE A BASELINE IN WINTER, SO IT'D BE PROBABLY EARLY SPRING THAT WE WOULD HAVE A BASELINE DATA.

>> THEN IF IT'S NOT GOING TO BE A DISTRICT-WIDE PROGRAM, IT SHOULD ACTUALLY PROBABLY NOT BE IMPLEMENTED AS A GOAL THAT THE SUPERINTENDENT WOULD BE REQUIRED TO BE EVALUATED ON.

>> IT WOULD BE DISTRICT-WIDE COMING SPRING.

>> IT WOULD BE DISTRICT-WIDE AFTER THE PILOT.

IT JUST WE WOULDN'T HAVE WIDE DATA UNTIL THE SPRING.

[01:40:04]

>> AS LONG AS YOU HAVE DISTRICT-WIDE DATA BY THE SPRING, BECAUSE THE WHOLE POINT IS THAT, AND DR. Z'S TELL ME WHAT YOUR THOUGHT ON THIS IS.

IF YOU'RE GOING TO EVALUATE THE SUPERINTENDENT ON A GOAL, THE SUPERINTENDENT HAS TO HAVE TIME TO SHOW MARKED MEASUREMENT TOWARDS THAT GOAL.

IF YOU'RE COLLECTING THE FIRST SEMESTER BASELINE AND THEN COLLECTING DATA THE SECOND SEMESTER DISTRICT WIDE BY AUGUST, DO YOU GUYS, AS A BOARD AND SUPERINTENDENT, FEEL THAT THAT IS HONEST MEASUREMENT TO HOLD THE SUPERINTENDENT ACCOUNTABLE? [OVERLAPPING]

>> I PERSONALLY THINK IT WOULD BE JUST BECAUSE IT DOESN'T GIVE HIM TIME.

WE'RE NOT EVEN GOING TO HAVE DATA UNTIL SPRING TO BE ABLE TO SAY, HERE'S OUR BASELINE, NOW LET'S SEE WHERE YOU GO FROM HERE.

BECAUSE HE COULD BE ADDRESSING THIS GOAL DURING THIS COMING SCHOOL YEAR THAT STARTS TOMORROW, BUT WE DON'T KNOW IF THERE'S ACTUALLY ANY CHANGES THAT HAPPEN UNTIL IT'S FORMALLY MEASURED FOR THE FIRST TIME IN THE SPRING.

>> WHAT THE BOARD MIGHT WANT TO CONSIDER IS MAYBE PLACING THIS GOAL ON HOLD AS YOU GO THROUGH THE PILOT PROCESS.

I KNOW IT WAS ONE THAT WAS SUBMITTED BY THE COMMUNITY AND WHAT THEY WANTED TO DO BUT YOU HAVE TO UNDERSTAND TO HAVE A MEASUREMENT TOOL, IMPLEMENT A MEASUREMENT TOOL, MONITOR A MEASUREMENT TOOL, MAKE ADJUSTMENT FOR A MEASUREMENT TOOL DOES NOT HAPPEN OVERNIGHT.

>> NO. I WOULD SAY TOO THAT, I'M SORRY, DR. MCMAHON.

>> NO, GO RIGHT AHEAD, RYAN.

>> I THINK THE OTHER PIECE THAT WE REALLY NEED TO BE COGNIZANT OF IS THE USAGE.

WE CAN CONTROL MORE OF THE MAKING SURE ALL STUDENTS ARE PARTICIPATING IN SOMETHING WHEN IT HAPPENS DURING CLASS.

MS. SIMMONS GOT SOME DATA FROM HER TEAM ON THE RESPONSE RATE FROM LAST YEAR'S STUDENT CLIMATE SURVEY, SO SHE'S GOING TO SHARE THAT REAL QUICK.

>> OUR DIRECTOR OF EVALUATION SAY THAT THE ELEMENTARY MIDDLE WAS ABOUT 65 PERCENT PARTICIPATION IN OUR HIGH SCHOOLS BETWEEN 30-40 PERCENT OF THE STUDENTS RESPONDED BACK TO THAT SURVEY.

>> WITH THAT NUMBER, IF I WERE YOU, I'D HAVE CONCERNS THAT WAS A HIGH ENOUGH NUMBER TO USE FOR THESE PURPOSES.

WHEN EVERY OTHER METRIC THAT WE USE, IT'S NEAR 100 PERCENT WHEN IT COMES TO STUDENTS TAKING ASSESSMENTS.

THIS WOULD BE NEAR 100 PERCENT BECAUSE IT'D BE DURING CLASS THAT THEY WOULD TAKE THE SURVEYS.

>> TRUSTEE WESTON, YOU HAVE YOUR LIGHT ON.

SORRY I THOUGHT YOU WERE FINISHED SPEAKING. TRUSTEE WESTON.

>> I WOULD BE INTERESTED.

I DO THINK 65 PERCENT 30-40 PERCENT THAT'S NOT NOTHING, AND SO IT WOULD GIVE US A SENSE OF AT LEAST WHERE WE'RE AT RIGHT NOW, EVEN IF IT'S NOT AN OFFICIAL GOAL OF THE BOARD, IT'S SUCH AN IMPORTANT PRIORITY OF OUR COMMUNITY THAT I THINK HAVING SOME TYPE OF BASELINE TO SAY THIS IS WHERE WE'RE STARTING AND WE'RE REALLY WORKING ON IT, EVEN THOUGH WE CAN'T NECESSARILY MAKE IT A PART OF OUR BOARD GOALS, WE'RE NOT FORGETTING IT WE'RE NOT PUTTING IT OFF FOR A YEAR, WE'RE TAKING THE DATA THAT WE HAVE AND WE'RE GOING TO CONTINUE TO MAKE PROGRESS ON THIS, EVEN THOUGH MAYBE WE CAN'T HAVE A FORMAL EVALUATIVE MEASUREMENT TOOL.

BUT I JUST HATE TO WAIT FOR A YEAR TO DO NOT WORK TOWARDS PROGRESS WHEN WE DO HAVE SOMETHING RIGHT NOW.

>> WE CAN DEFINITELY TAKE IT.

WE HAVE THE DATA FROM LAST YEAR'S CLIMATE SURVEY.

IT'S ON OUR PERFORMANCE REPORTING SITE, WE CAN MAKE IT MORE READILY AVAILABLE TO EVERYBODY, WOULDN'T BE A PROBLEM.

>> GO AHEAD, DR. MCMAHON.

>> WHAT YOU AS BOARD MAY WANT TO CONSIDER AND TRUSTEE VESSA, I TOTALLY AGREE WITH YOU.

THIS WAS A CRITICAL PIECE OF INFORMATION THAT THE COMMUNITY WANTS, YOU DO HAVE SOME DATA.

I DO WANT TO APPLAUD THE SCHOOL DISTRICT FOR FINDING A RESOURCE TO ACTUALLY TRY TO DO THIS AND IMPLEMENT IT BECAUSE THAT IS NOT AN EASY RESOURCE TO FIND.

AS THEY'RE GOING THROUGH THIS PILOT PROGRAM, AS A BOARD AND STAFF, YOU MIGHT WANT TO CONSIDER JUST SUPERINTENDENT REPORT UPDATES ON THOSE MATRIXES THAT YOU HAVE OR MATRICES THAT YOU HAVE RIGHT NOW, AS WELL AS UPDATES ON WHERE IS THE SCHOOL DISTRICT AND THE IMPLEMENTATION OF

[01:45:02]

THIS NEW SYSTEM TO DESIGN ANOTHER GOAL IN THE NEXT YEAR WHEN THE DATA BECOMES AVAILABLE.

WHAT ARE YOUR THOUGHTS ON THAT?

>> I THINK THAT WE COULD DO BOTH THINGS.

WE COULD START LOOKING AT CLIMATE SURVEYS IN THE PAST WHERE WE'VE BEEN LOOKING AT MEASUREMENTS AND THEN APPROVE THIS WITHOUT ANY NUMBERS IN IT RIGHT NOW, IT WOULDN'T COUNT TOWARD HIS EVALUATION NEXT YEAR, BUT ALSO WORK TOWARDS IMPLEMENTING THE PANORAMA.

WE COULD DO BOTH THINGS AT THE SAME TIME.

I NEED TO ASK DR. AZAIEZ IF HE SEEMS THINKS THAT SOMETHING THERE.

>> NOW, WE'RE OPEN TO DO WHATEVER OUR BOARD WANT US TO KNOW.

>> BUT PART OF YOUR CONTRACT IS YOU HAVE TO APPROVE THE GOALS BECAUSE YOU'RE GOING TO BE MEASURED ON IT.

WOULD YOU BE COMFORTABLE WITH GIVING US REPORTS ON PAST CLIMATE SURVEYS, WAYS THAT WERE IMPACTING THE ENVIRONMENT AND THE SCHOOLS AND THE THEME OF THIS GOAL WITHOUT HAVING IT BEING A DIRECT GOAL WHILE WE'RE IN THE PROCESS OF IMPLEMENTING PANORAMA?

>> SURE. YEAH, WE CAN WE CAN RUN THOSE NUMBERS, I GUESS.

>> WE CAN ADD THIS TO OUR MONITORING REPORT IN THAT WE EVALUATE THE PAST CLIMATE SURVEY RESULTS, WE'RE NOT GOING TO BE OBVIOUSLY EVALUATING PANORAMA.

DOES THAT HELP FEET HIT BOTH PARTS OF THIS?

>> YEAH. I THINK THAT IT WOULD REALLY INFORM AT LEAST UNTIL WE CAN GET MORE DATA.

IT DOESN'T LEAVE US NOWHERE.

WE HAVE SOMETHING, WE'RE MAKING PROGRESS.

I THINK SOMETIMES WE LOOK FOR PERFECTION AND WE DON'T WAIT UNTIL THAT HAPPENS, BUT WE HAVE SOMETHING RIGHT NOW AND WE CAN MOVE FORWARD AT LEAST IN MAYBE NOT 100 PERCENT, BUT PART OF THE WAY.

I'D LIKE TO SEE PROGRESS EVEN IF IT CAN'T BE PERFECT, SOMETHING.

>> DR. MCMAHON, WE ARE UNDER ACTION PORTION OF THE AGENDA.

DO WE NEED A MOTION TO APPROVE THIS AS OUR FOURTH BOARD GOAL AND THAT IT WON'T BE COUNTED TOWARD HIS EVALUATION FOR NEXT YEAR, BUT WE WILL EXPECT REPORTS FOR THE NEXT SCHOOL YEAR BASED ON CLIMATE SURVEYS AND STUFF AND INITIATIVES AND ETC?

>> WE'RE GOING TO DEFER TO YOUR LEGAL DEPARTMENT ON THAT.

BUT I THINK THE WAY THAT YOU JUST BOUGHT IT, IT WAS ON SPOT.

BUT YOUR LEGAL DEPARTMENT IS GOING TO HAVE TO RESPOND TO THAT QUESTION.

>> VALERIE OR CINDY?

>> YOU'RE GOING TO HAVE TO REPEAT THE QUESTION BECAUSE I WAS RESEARCHING ANOTHER MATTER. SORRY.

>> MY QUESTION WAS, WE'RE IN THE ACTION PORTION SO WE CAN HAVE MOTIONS.

DO WE NEED A MOTION FROM THE BOARD TO APPROVE THIS AS OUR FOURTH BOARD GOAL? ALSO, NOTE THAT IT IS NOT INCLUDED IN THE SUPERINTENDENT'S EVALUATION AT THIS TIME NEXT YEAR, BUT THAT WE ALSO EXPECT MONITORING SOME REPORTS FROM CLIMATE SURVEYS THROUGHOUT THE SCHOOL YEAR AND INITIATIVES AIMED AT THIS GOAL.

DO WE NEED A MOTION? IT'S REALLY LENGTHY, BUT.

>> I THINK THE BIGGEST QUESTION VALERIE IS THE BOARD WANTING TO APPROVE THIS AS A FUTURE GOAL THAT IS NOT HELD IN THE SUPERINTENDENT'S CONTRACT FOR ACCOUNTABILITY AS THEY ARE DEVISING THE BASELINE AND ANNUAL TARGETS BASED UPON INFORMATION THEY COLLECT, WITH THE UNDERSTANDING THAT USING CURRENT CLIMATE SURVEYS, THE BOARD WILL BE UPDATED ON CLIMATE PROGRESS. DOES THAT HELP?

>> CINDY, UNLESS YOU HAVE ANYTHING TO ADD, IT OBVIOUSLY SOUNDS PRETTY CONVOLUTED.

>> IT DOES SOUND CONVOLUTED.

PERHAPS THIS IS SOMETHING THAT VALERIE AND I CAN DISCUSS FOR A SECOND WHILE YOU-ALL LOOK AT ANOTHER GOAL.

>> OR YOU MIGHT ALSO WANT TO MAKE THE RECOMMENDATION FOR THIS PARTICULAR GOAL TO TABLE IT UNTIL YOU GUYS HAVE SOME TIME TO RESEARCH CONTRACT REQUIREMENTS AND STUFF.

>> I REALLY DON'T LIKE TABLING THINGS, OUR AGENDAS GET REALLY LONG.

I'M JUST GOING TO MAKE THE MOTION.

>> EARLIER, YOU CALLED ON ME.

>> YEAH. GO AHEAD.

>> BUT I'M HAPPY TO WAIT TO.

>> NO, GO AHEAD, TRUSTEE WESTON.

>> WELL, NO, I'M HAPPY TO CONTRIBUTE AFTER THE MOTION IS MADE. [OVERLAPPING]

>> NO. GO AHEAD.

>> I HAVE A LOT OF CONCERNS ABOUT THIS GOAL.

I DID NOT VOTE.

I VOTED AGAINST GOALS 1-3.

I EXPLAINED IT IN THOSE MEETINGS.

I BELIEVE THOSE GOALS WERE TOO LOW.

THAT HAS PLAYED OUT WITH THE LITERACY NUMBERS THAT WE'VE SEEN.

I THINK IT'S VERY OBVIOUS THAT WE SET THOSE GOALS TOO LOW.

[01:50:04]

IF THIS BECOMES A GOAL, I WILL BE VOTING AGAINST IT AS WELL.

THIS PANORAMAS SOFTWARE IS VERY CONTROVERSIAL.

IT WAS FOUNDED BY A CONTROVERSIAL FIGURE WHO WAS THE PRESIDENT OF THE OUTFIT FOR 12 YEARS.

IN THE MEETING IN JULY WHEN THIS WAS DISCUSSED, I WAS SURPRISED TO HEAR THAT THE DISTRICT HAD ALREADY PURCHASED PANORAMAS SOFTWARE BACK IN THE SPRING.

I DIDN'T KNOW THAT WAS COMING.

I REVIEWED MY EMAILS, I REVIEWED BOARD UPDATES, I DON'T REMEMBER EVER SEEING THAT.

I WISH THAT HAD BEEN BROUGHT TO THE BOARD'S ATTENTION PRIOR TO THE ANNOUNCEMENT THAT THAT HAD BEEN PURCHASED.

DR. AZAIEZ MENTIONED IN THE JULY BOARD MEETING THAT PANORAMA SOFTWARE IS USED.

HE SPECIFICALLY SAID NEW YORK CITY PUBLIC SCHOOLS AND SAN FRANCISCO PUBLIC SCHOOLS.

I WON'T BE VOTING FOR ANYTHING THAT USES THAT.

ALSO, WHEN I WAS AT THE CAPITAL A COUPLE OF WEEKS AGO, I MET PARENTS IN TEXAS WHOSE CHILDREN ARE IN SCHOOLS THAT USE PANORAMAS SOFTWARE, AND THEY HAVE FILED GRIEVANCES ON THE MATTER.

AT LEAST ONE SCHOOL DISTRICT THAT'S MUCH LARGER THAN ROUND ROCK ISD, THE GRIEVANCE ROOTED IN PANORAMA SOFTWARE ACTUALLY DROVE THE SCHOOL DISTRICT TO REMOVE AND ABANDON THE USE OF PANORAMA SOFTWARE IN THEIR SCHOOL DISTRICT.

I WORRY ABOUT THE LEGAL RISK THAT IT BRINGS TO ROUND ROCK ISD.

IT'S WORTHY OF FURTHER DISCUSSION.

I AM GOING TO ASK MY COLLEAGUES TO PAUSE.

STARTING IN MARCH OF 2021, I WAS ADVOCATING FOR A GOAL ON SPED, JUST DEDICATED TO SPED.

MY COMMITMENT TO THAT REMAINS.

I WOULD LIKE TO SEE IT.

I WOULD LIKE TO ABANDON THIS IDEA.

I WOULD LIKE TO PIVOT TO A SPED GOAL TODAY JUST AS I HAVE FOR MY ENTIRE 18 MONTH TENURE.

THE ISSUES HERE, BELONGING, BEING SAFE.

THOSE OF US WHO ARE PARENTS OR THOSE OF US WHO CARE ABOUT CHILDREN, WHICH I BELIEVE IS EVERYBODY, EVERY RATIONAL PERSON, WE CARE ABOUT THESE THINGS.

THESE THINGS ALREADY SHOW UP.

TRUSTEE VESSA, YOU TALK ABOUT, WE DO A CLIMATE SURVEY.

WE JUST GOT ABOARD SURVEY.

WE MONITOR, IS OUR SCHOOL DISTRICT GROWING? IS IT SHRINKING? ALL OF THESE THINGS, SPEAK TO WHAT IS COMING UP HERE.

DO PEOPLE WANT TO WORK HERE OR ARE PEOPLE LEAVING HERE? I THINK YOU'RE RIGHT.

IT GOES BEYOND THE SURVEY DATA YOU'RE TALKING ABOUT.

THERE ARE LOTS OF OTHER THINGS WE CAN LOOK AT TO HELP INFORM THIS.

I'M OPPOSED TO THIS GOAL, AND I WOULD HOPE THAT WE COULD PIVOT AND FINALLY FOCUS ON A SPED GOAL.

WE GET LOTS OF GOOD FEEDBACK FROM THE COMMUNITY WITH IDEAS ON HOW TO DO THAT, AND THAT'S WHAT I WOULD BE IN FAVOR OF.

>> TRUSTEE HARRISON.

>> THANK YOU. A FEW THINGS.

I FEEL LIKE THIS IS CONVOLUTED BECAUSE OUR JOB AND OUR ROLE AS THE BOARD IS TO SET THE GOAL, AND THEN THE ADMINISTRATION DECIDES HOW TO GO ABOUT TAKING THE GOAL FORWARD.

IT'S NOT UP TO US TO DECIDE THE WHAT.

WHEN I LOOK AT THIS AND WHEN I LOOK AT ALL OF OUR PERFORMANCE MEASURES, ONE OF THE THINGS THAT PARENTS SAID AT THESE COMMUNITY FORUMS THAT WE HOSTED THAT NOT EVERYONE ON OUR BOARD PARTICIPATED IN IN THE FALL, ESPECIALLY PARENTS WHO ARE IN THOSE CATEGORIES WHERE WE'RE UNDER SERVING STUDENTS WAS THAT THIS WAS IMPORTANT TO THEM.

IT WAS VERY CLEAR THAT THIS WAS AN IMPORTANT GOAL TO THEM.

AND ALSO BELONGING AND SAFETY HAS A DIRECT CORRELATION TO ACADEMIC OUTCOMES BECAUSE IT IS DIFFICULT TO LEARN IN AN ENVIRONMENT WHERE YOU DO NOT FEEL PHYSICALLY OR EMOTIONALLY SAFE.

THAT IS BRAIN SCIENCE.

I DON'T KNOW HOW MANY MORE TIMES TO SAY THAT.

I WONDER IF WE GO BACK TO OUR ROOTS OF LONE STAR GOVERNANCE AND SET THE GOAL AND LET THE DISTRICT BRING FORWARD HOW TO DO THAT GOAL IF THAT WOULD HELP US MOVE FORWARD IN THE BEST WAY, NUMBER 1.

NUMBER 2 IS, HOW DO YOU MEASURE A NEGATIVE OR SOMETHING THAT DOESN'T EXIST IF ONLY 65% OF OUR STUDENTS TAKE THE SURVEY, THAT'S 35% OF OUR STUDENTS THAT WE HAVE NO DATA ON.

THAT IS NOT REALLY EVEN A BASELINE BECAUSE WE WILL NOT BE COMPARING APPLES TO APPLES AND WE WILL NOT GET DATA ON SOME OF THE STUDENTS BECAUSE OF LOTS OF DIFFERENT REASONS.

BUT PART OF THAT MAY BE TRUST THAT WE REALLY NEED TO HEAR FROM THE MOST IN ORDER TO MOVE ACADEMIC GOALS FORWARD.

THAT'S ANOTHER CONSIDERATION.

ALSO, I THINK IT'S REALLY IMPORTANT TO MEANINGFULLY ENGAGE THE SPED COMMUNITY.

I KNOW THAT THERE'S BEEN SOME TALK AS IT'S EVOLVED WITH THOSE INVOLVED IN CPAC AND THE SPED COMMUNITY THAT THEY WOULD LIKE TO HAVE GOLD PROGRESS MEASURES UNDER EACH GOAL.

[01:55:06]

SO THAT SPEAKS TO THEIR PASSION FOR SEEING THEIR STUDENTS ACHIEVE WHAT THEY ARE CAPABLE OF ACHIEVING AND WHAT THOSE GOALS ARE FOR THOSE FAMILIES.

I THINK IT'S IMPORTANT THAT WE CONTINUE TO ENGAGE OUR COMMUNITY BECAUSE THEY ARE SPEAKING ON WAYS THAT WE HAD TO ACCOMPLISH THIS WITHOUT A SPECIFIC GOAL AND THOSE ARE THE ONES THAT ARE CLOSEST TO THE PROBLEM ARE BEING VERY CLEAR ON WHAT WE CAN DO TO TRACK AND TO HOLD OURSELVES ACCOUNTABLE FOR SERVING THEIR STUDENTS.

SO I DON'T KNOW IF WE SUSPEND THIS CONVERSATION BECAUSE I DO THINK THAT THIS IS A GOAL THAT WAS BROUGHT FORWARD BY SOME OF THE FAMILIES THAT WE NEED TO BE SERVING THE MOST.

AND HOW DO WE MOVE THIS FORWARD WITHOUT TELLING THE ADMINISTRATION HOW TO DO THEIR JOBS?

>> IS THAT A QUESTION FOR DR. MCMAHON OR?

>> YES. DR. MCMAHON.

>> THAT'S A GREAT QUESTION.

JUST LIKE I SAID BEFORE, I THINK AT THIS POINT AND IT MIGHT TAKE SOME TIME FOR YOUR LEGAL STAFF TO RESEARCH IN TERMS OF YOU EITHER HAVE TWO OPTIONS.

YOU CAN APPROVE THIS STALL WITH NO BASELINE, NO TARGET, OR YOU CAN MOVE IT FORWARD WITH THE UNDERSTANDING THAT THIS IS A YEAR TO BUILD THIS GOAL, TO DEVISE THOSE BASELINES AND ANNUAL TARGETS AND DEADLINES TARGETS BASED UPON THE DATA THAT YOU RECEIVE.

BUT THE BIGGEST QUESTION IS, IF YOU'RE HOLDING THE SUPERINTENDENT ACCOUNTABLE FOR BOARD GOALS, HOW CAN YOU HOLD HIM ACCOUNTABLE FOR OUR GOAL THAT YOU'RE BUILDING WITHIN A YEAR? I THINK THAT'S SOMETHING THAT YOUR LEGAL IS GOING TO HAVE TO LOOK AT.

>> I WOULD LIKE TO SUSPEND FOR THAT REASON WHAT I DON'T WANT TO HAPPEN IN OUR CURRENT CLIMATE IS SOMETHING THAT IS DEVELOPED FOR STUDENTS AND COMES FROM COMMUNITY ENGAGEMENT AND FEEDBACK ALSO BEING USED AGAINST OUR SUPERINTENDENT WHILE IT'S BEING DEVELOPED.

I WILL ADMIT THAT I'M REALLY CONCERNED ABOUT THAT IN THIS CLIMATE AND SO I WOULD LIKE TO EXPLORE THE LEGAL ENVIRONMENT.

PRESIDENT FELLER, I UNDERSTAND THAT YOU DON'T LIKE TO PUT THINGS OFF BECAUSE I DON'T EITHER.

I JUST THINK THAT THERE COULD BE A DARK AND DOWNSIDE TO MOVING THIS FORWARD WITHOUT CLARIFICATION IN TERMS OF CONTRACTUAL AGREEMENT WITH OUR LEGAL TEAM.

>> I DO WANT TO COMMEND THIS BOARD FOR LOOKING INTO THIS BOWL AND THE SCHOOL SYSTEM FOR FINDING A SYSTEM TO TRY TO SUPPORT IDENTIFYING THIS BOWL BECAUSE I DON'T SEE MANY BOARDS DOING THAT AT THIS TIME.

I SEE BOARD'S UNDERSTANDING THE NEED FOR IT AND I SEE COMMUNITY'S UNDERSTANDING THE NEED FOR IT.

BUT I DON'T SEE A LOT OF BOARDS TAKING THE STEPS THAT YOU GUYS ARE.

SO I RECOMMEND YOU ON THAT PIECE.

>> SO I HAVE TWO MORE LIGHTS ON DR. BONE.

>> THANK YOU. I THINK THE THINGS IN THIS GOAL ARE IMPORTANT.

BUT WHEN WE DO OUR BOARD GOALS ACTUALLY AS HAM WAS JUST SAYING IT DRIVES ACTION.

SO WHILE WE DON'T KNOW HOW THEY'RE GOING TO BE IMPLEMENTED, WE DO KNOW THAT THESE GOALS DRIVE ACTION, THAT'S OUR GOAL IS TO DRIVE SOME TYPE OF ACTION.

AND SINCE WE HAVE CREATED THIS GOAL, I'VE BEEN APPROACHED BY MANY COMMUNITY MEMBERS AND I HAVE SEEN LOTS OF DISCUSSIONS NOW THAT WHAT THIS IS DOING IS NOW DRIVING THEM TO SAY BECAUSE THEY'RE PARENTS.

I KNOW NOT EVERYBODY ON THIS BOARD IS A PARENT BUT THE PARENTS, AND I AM A PARENT, THEY ARE SAYING, I DON'T WANT MY KIDS DOING ANY SURVEYS IN THE SCHOOL NOW, I DON'T LET MY KID DO ANY SURVEYS.

IF TEACHERS INDIVIDUAL SURVEYS.

I THINK FOR EVERY ACTION THERE'S REACTIONS AND I THINK DOING THIS AND I APPRECIATE MR. SMITH THAT YOU SAID WE'RE GOING TO DO 100%.

IF WE ARE DRIVING FOR A 100% OF STUDENTS TO DO SOME TYPE OF SURVEY, THERE MIGHT BE A REACTION FROM PARENTS THAT SAY, I DON'T WANT MY KID DOING ANY SURVEY BECAUSE NOW MY KIDS NEVER BEEN FORCED TO DO SURVEYS.

>> JUST TO CLARIFY, WE DRIVE FOR A HIGH NUMBER BUT THERE'S ALWAYS A PARENT OPT-OUT AND IN CLIMATE SURVEY THERE'LL BE A PARENT OPT-OUT IN THIS.

WE WANT A HIGH ENOUGH NUMBER TO HAVE VALID DATA, BUT IT'S NOT GOING TO BE FORCED.

>> THAT'S A GOOD CLARIFICATION BECAUSE YOU ARE MAKING THE COMMENT THAT IT WOULD BE IN CLASS.

I THINK PARENTS ARE AND THEY'RE HEARING ABOUT THIS SOFTWARE AND THERE HAS BEEN PUSHED BACK.

SO PARENTS HAVE BECOME VERY AWARE NOW THAT SOME OF THESE SURVEYS MAY BE COLLECTING DATA.

AND AS A PARENT I COULD UNDERSTAND IF MY KID MAYBE HAVING A STRUGGLE,

[02:00:05]

DO I WANT THEM TO BE ANSWERING A SURVEY THAT TALKS ABOUT BELONGING AND MEDICAL CONDITIONS THAT MIGHT MAKE THEM FEEL A CERTAIN WAY.

SO I APPRECIATE THE THINGS THAT ARE IN THIS GOAL AND I THINK THEY ARE EXTREMELY IMPORTANT TO OUR CULTURE OF OUR COMMUNITY AND OUR SCHOOLS BUT I LIKE TRUSTEE WESTON REALLY HESITATE ON PASSING A GOAL LIKE THIS.

OTHER THAN I WOULD GO BACK TO TRUSTEE VESSA AND I WOULD BE OKAY WITH JUST WE DO A CLIMATE SURVEY IF WE WANT TO GO LIKE THIS.

THE CLIMATE SURVEY HAS BEEN DONE FOR MANY YEARS AS LONG AS MY KIDS HAVE BEEN HERE AND SO I WOULD BE OKAY DOING THE CLIMATE SURVEY IF DR. AZAIEZ WOULD BE COMFORTABLE DOING THAT WITH THE PERCENTAGES OF PEOPLE THAT FILL THEM OUT.

>> AS I SAID, THESE ARE BOARD GOALS. THANK YOU DR.

BONE. THIS IS OUR BOARD GOALS.

WE ARE HERE REALLY TO WORK WITHOUT BOARD AND PROVIDE AS MUCH INFORMATION AS POSSIBLE.

END OF THE DAY, WE'RE GOING TO DO WHATEVER OUR BOARD IS ASKING US TO DO.

OUR JOB IS TO CREATE OBVIOUSLY GPMS AND I THINK TRUSTEE HARRISON WAS SAYING IS THE HOW THE.

HOW WE GOING TO GET ACHIEVE THOSE GOALS? JUST DON'T WANT TO EMPHASIZE AGAIN ONE MORE THING.

IF WE CAN USE CLIMATE SURVEY, WE HAVE NO PROBLEM USING IT.

BUT WE NEED TO FIND A WAY TO PROGRESS MEASURE LIKE DURING THE SCHOOL YEAR, HOW ARE WE GOING TO KNOW IF WE ARE MOVING TOWARD ACHIEVING THAT GOAL, WE'VE GOT TO HAVE SOME MECHANISM WHERE THERE'S PANORAMA OR SOMETHING ELSE.

WE NEED TO KNOW HOW WE DO AND ARE WE PROGRESSING TOWARD IT? AND AGAIN, WE'RE OPEN FOR ANY SUGGESTIONS.

WE'RE NOT TRYING TO FORCE ANYTHING ON ANYBODY.

>> I THINK YOU'RE ACTUALLY HITTING ON WHEN I'M TALKING ABOUT IS THAT IT BECOMES VERY INVASIVE TO THE STUDENTS.

THE CLIMATE SURVEY IS VERY PASSIVE WHEN WE ACTUALLY PASS THIS GOAL.

IT COULD BE VERY INVASIVE BECAUSE YOU'RE TALKING ABOUT IT NEEDS TO BE BECAUSE WE NEED THIS CONSISTENT DATA.

AND AS A PARENT, I KNOW I'M IN FAVOR OF MY CHILD BEING FELT LIKE THEY NEED TO DO THIS.

I THINK THERE'S A DIVISION. I THINK THERE'S MORE TO THIS BECAUSE IT'S LIKE MARSHA SAID, IT'S A UNIQUE GOAL.

I'M ALSO WITH TRUSTEE HARRISON AND MAYBE WE SIDELINE THIS FOR A LITTLE BIT.

>> NEXT IS TRUSTEE WEIR.

>> I FIRST JUST WANT TO ECHO EVERYTHING TRUSTEE HARRISON SAID JUST A MOMENT AGO.

YOU SAID IT MUCH MORE ELOQUENTLY AND CERTAINLY MUCH NICER THAN I WAS GOING TO GO FOR.

I APPRECIATE THAT.

I WILL NOT EVEN REPEAT IT.

THE REST OF US HAVE NOT SEEN ANY SINGLE EMAIL OR PUSHBACK ON THIS SYSTEM.

I JUST WANT TO SAY THAT 20 PERCENT OF HIGH SCHOOL STUDENTS RESPONDING TO CLIMATE SURVEY IS NOT A GOOD REFLECTION.

I THINK IT WAS 30-40.

[BACKGROUND] THAT'S STILL REALLY LOW FOR THE KIDS THAT WE REALLY WANT TO CONNECT WITH.

THAT'S NOT GOING TO BE ENOUGH.

OBVIOUSLY, PARENTS CAN OPT OUT.

FIRST OF ALL, WE HAVE A LOT OF CONSTRAINTS TO TALK ABOUT, SO WE COULD ACTUALLY JUST MOVE FORWARD AND LET THE LEGAL TEAM TALK ABOUT THIS AND HOW WE WOULD MAKE A MOTION IN A MINUTE.

BUT I WOULD DISLIKE TO GO BACK TO YOUR SUGGESTION WHERE WE GO AHEAD AND PASS THIS, WE CAN USE THE CLIMATE SURVEY TEMPORARILY AND THEN FILL IT IN AND THEY CAN FIGURE OUT A MOTION FOR US IF WE NEED TO, IF THAT'S WHERE WE'RE GOING.

BUT IT'S 7:30 NOW, WE HAVEN'T EVEN TALKED ABOUT THE CONSTRAINTS.

>> LET ME JUST SAY I SPOKE BRIEFLY WITH GENERAL COUNSEL AND SHE DID TELL ME THAT THE SUPERINTENDENT'S CONTRACT DOES HAVE PROVISION FOR HIS EVALUATION TO BE GOVERNED BY ALL THE BOARD GOALS.

THAT'S THE ISSUE HERE. I THINK THAT IF YOU DO A MOTION THAT CARVED THIS OUT AS THE BOARD MAY HAVE DISCUSSED IT MAY AGREE TO BUY MAJORITY, THEN YOU COULD DO THAT.

WE MAY CONSIDER HAVING TO AMEND HIS CONTRACT OR SOMETHING BECAUSE I DON'T WANT ANY BREACH OF CONTRACT CLAIMS IN THE FUTURE ON EITHER SIDE IF SOME THING CONFUSING.

BUT I THINK THE MOTION WOULD BE DEFINITELY THE WAY TO DOCUMENT WHAT THE BOARDS MAJORITY WILL OF THE BOARD IS TO CARVE IT OUT FOR THE PLANNING YEAR.

>> THE OTHER THING TO CONSIDER, IF WE APPROVE THIS, THERE'S NO NUMBERS.

THERE'S NO WAY TO SAY THAT HE MET OR DIDN'T MEET IT BECAUSE THERE'S NO NUMBERS IN IT.

WE CAN APPROVE THIS BOARD GOAL.

DID YOU MEET BLANK? YEAH, YOU MET BLANK.

[LAUGHTER] THAT WOULD NOT BE AS BIG OF A CONSIDERATION IF THERE'S NOT NUMBERS.

IF WE JUST FILLED IN NUMBERS, THEN YES, IT WOULD BE A BIGGER CONSTRAINT OR BIGGER PROBLEM THAT WE WOULD HAVE. TRUSTEE HARRISON.

>> THANK YOU. I WANT TO BE CLEAR BECAUSE I DON'T WANT MY WORDS TWISTED.

I'M IN COMPLETE SUPPORT OF THE SCHOOL.

THIS IS WHAT OUR COMMUNITY AS A WHOLE HAS ASKED FOR, AND A LOT OF TIMES IT FEELS LIKE IN OUR DISTRICT THE VOICES OF A FEW DRIVE WHAT'S GOOD AND TREMPLE OVER A LOT OF STUDENTS.

[02:05:01]

I FEEL LIKE THE PUSHBACK ON THIS IS POLITICAL PUSHBACK.

I'M JUST GOING TO GO AHEAD AND NAME THAT.

THAT'S NOT OKAY IF WE'RE WORKING TO DO WHAT'S IN THE BEST INTEREST OF OUR STUDENTS.

I THINK THE DISTRICT IS TASKED WITH THE HOW, AND WHAT I WANT TO SAY IS, I WOULD LIKE SOME LEGAL LANGUAGE BECAUSE OF THE WAY THAT THE RECOMMENDED ACTION IS WRITTEN.

WE CAN'T VOTE ON THIS NOW BECAUSE IT'S ALL TIED TOGETHER.

IT TALKS ABOUT PROVING BOARDS DO NOT COME GOAL NUMBER FOUR AND THEN CONSTRAINTS, 1, 2, 3, AND 3, 4 CONSTRAINTS.

WE HAVE TO CONTINUE THROUGH THIS CONVERSATION TO GET HERE.

BUT I WOULD LIKE THE LANGUAGE THAT MAY PROTECT OR CARVE OUT THIS GOAL BEING USED IN A NEGATIVE WAY TOWARDS OUR SUPERINTENDENT'S EVALUATION.

IF THAT COULD HAPPEN FROM LEGAL AS WE CONTINUE TO DISCUSS THE REST OF THIS. THANK YOU.

>> MAY I JUST RESPOND TO THAT.

I THINK THAT THIS IS PROBABLY SOMETHING THAT YOU MAY WANT BOARD COUNCIL TO TAKE THE LEAD ON.

I DON'T WANT TO HAVE ANY POTENTIAL CONFLICT IN SO FAR AS I DO REPORT TO THE SUPERINTENDENT.

I'LL BE HAPPY TO GIVE HER THE BENEFIT OF MY GRAY HAIR, BUT THIS IS GOING TO BE HER CALL ON THAT.

>> THAT FELT LIKE CAN WE MAYBE TAKE A BREAK.

[LAUGHTER]

>> I HAVE TWO MORE LIGHTS ON THIS TOPIC.

CAN WE FINISH JUST BOARD GOAL FOR AND THEN WE CAN TAKE A BREAK? THANKS. TRUSTEE VESSA.

>> I HERE DEFINITELY WHAT YOU'RE SAYING, TRUSTEE HARRISON, AND I DO THINK THIS IS AN IMPORTANT GOAL, I THINK I'VE REITERATED THAT SEVERAL TIMES.

BUT WE HAVE TO LOOK AT HOW THE PILOT GOES TO SEE IF THIS IS A TOOL THAT OUR COMMUNITY FEELS COMFORTABLE WITH.

I'VE ONLY LOOKED AT THE WEBSITE.

I DON'T KNOW HOW COMFORTABLE PEOPLE ARE GOING TO BE WITH IT AS IT GETS IMPLEMENTED.

THIS IS AN OPTION, BUT I THINK WE ALSO HAVE TO CONSIDER WHAT ARE OTHER WAYS WE CAN MEASURE THIS TOO.

WE HAVE TO LOOK AT ALL OF THE ABOVE BECAUSE IN THE END, ONE MAY NOT WORK OUT, BUT WE DO KNOW THAT THIS IS VALUABLE TO OUR COMMUNITY.

IT WAS NOT JUST THE PEOPLE IN THE FORUMS. THOUSANDS OF PEOPLE RESPONDING TO THE SURVEY, THE STAFF.

THIS WAS A HUGE FOCUS.

IF YOU LOOK AT THE CLIMATE SURVEY, WE HAVE GROWTH, WE NEED TO DO THERE.

WE HAVE A LOT OF KIDS WHO HAD REALLY STRUGGLED, ESPECIALLY IN THE PANDEMIC.

ESPECIALLY THAT THERE'S A LOT OF GROWTH THERE AND IT'S SOMETHING WE NEED TO MEASURE.

BUT RIGHT NOW, IT IS A LITTLE UNCERTAIN AS TO WHAT'S THE BEST WAY TO MEASURE IT.

WE HAVE SOME DIFFERENT TOOLS AND WE HAVE THE YEAR TO LOOK AT THOSE TOOLS AND SEE WHAT'S GOING TO BE THE BEST.

YOU CAN UNDERSTAND PARENTS, AND I TALKED ABOUT THIS IN JULY WHEN WE TALKED ABOUT IT, PARENTS BEING A LITTLE BIT LIKE YOU'RE TALKING ABOUT MY KIDS, EMOTIONAL STATE AND IT'S GOING TO BE TRACKED ON A TOOL.

THAT IS SOMETHING TO CONSIDER AND HOW WE CAN BEST RESPOND TO THOSE VALID CONCERNS AND FIND A WAY THEY'LL ALSO TO MEASURE A VERY VALID GOAL.

I ALWAYS THINK LIKE WE'RE WALKING THIS REALLY TENUOUS, TIGHT ROPE SO MANY TIMES.

WHERE WE'RE TRYING TO BALANCE THE REAL NEEDS AND FIND A WAY TO DO SO THAT'S RESPECTFUL OF EVERYONE AND IT'S REALLY HARD.

BUT WHAT WE KNOW THAT THIS IS IMPORTANT AND WE HAVE TO DO IT.

WE HAVE TO FIND A WAY.

>> TRUSTEE WESTON.

>> THANK YOU, TRUSTEE, VESTA FOR CONFIRMING THAT THESE ARE VALID CONCERNS.

TO ASCRIBE THAT IT'S POLITICAL.

WE COULD SAY A LOT OF THINGS ARE POLITICAL.

WE HAVE AN ELECTION IN THREE MONTHS.

WE COULD SAY THAT THAT'S POLITICAL.

WE SHOULD PROBABLY GO AHEAD AND DO THAT.

YOU'RE RIGHT. THESE ARE VALID CONCERNS.

THANK YOU FOR VALIDATING THAT.

WE JUST GOT DONE EARLIER SEEING A SURVEY ABOUT THE BOARD THAT SAID IT HAD A 37 PERCENT PARTICIPATION RATE.

EVERYBODY SAID THAT THAT WAS GREAT.

EVERYBODY SAID THAT'S REALLY GOOD, THAT WE GOT 37 PERCENT.

THEN WE'RE HEARING DOWN HERE THAT 30-40 PERCENT OF HIGH SCHOOL STUDENTS, AND THAT WE'RE SAYING THAT'S NO GOOD, THAT'S TERRIBLE, THAT'S AWFUL.

[02:10:01]

I JUST WANT TO NAME THAT AND LET US PAUSE ON THAT.

DR. MCMAHON, ARE YOU STILL THERE? I KNOW YOU'RE IN NORTH DAKOTA.

ARE YOU STILL THERE? [OVERLAPPING]

>> I'M HERE. [LAUGHTER] SORRY, I WAS IN THE REST ROOM.

I TAKE MY OWN RIGHT.

>> WE'VE BEEN MEETING WITH YOU FOR 17 MONTHS.

I THINK YOU WENT TO ALL FIVE OF OUR COMPREHENSIVE HIGH SCHOOLS AND YOU MET WITH THE COMMUNITY.

I WENT TO THREE OR FOUR OF THOSE.

IF I REMEMBER, YOU SAID AT EVERY SINGLE ONE OF THEM THAT BOARD GOALS SHOULD BE WHAT STUDENTS KNOW AND CAN DO.

DO I REMEMBER THAT RIGHT?

>> YES. BOARD GOALS SHOULD BE REPORTED OUT ON WHAT STUDENTS KNOW AND ARE ABLE TO DO.

FOR THIS PARTICULAR GOAL, THE CONVERSATION WAS, WHAT ARE WE DOING TO HELP THE STUDENTS UNDERSTAND WHAT TO KNOW AND BE ABLE TO DO IN THEIR OWN PERSONAL HEALTH AND WELFARE.

DOES THAT MAKE SENSE? [OVERLAPPING] THEN WHAT THE PROGRAMS THAT WE'RE PRESENTING TO THE STUDENTS SUPPORT, WHAT STUDENTS KNOW AND ARE ABLE TO DO IN THAT AREA.

RYAN, CAN YOU RESPOND TO THAT WITH THE PROGRAM THAT YOU GUYS HAVE IN PLACE?

>> ARE YOU REFERRING TO THE PANORAMA?

>> YES PANORAMA. I THINK THE PANORAMA LOOKS AT [OVERLAPPING].

WHAT I UNDERSTAND THERE'S A CURRICULUM IN PLACE THAT GOES WITH IT [OVERLAPPING].

>> YEAH, I CAN GO INTO SOME OF THAT.

>> YEAH. GO AHEAD.

>> THERE'S NOT NECESSARILY A CURRICULUM THAT GOES WITH IT.

THERE ARE SOME RESOURCES THAT TEACHERS CAN USE WITH THEIR CLASS [OVERLAPPING], BUT IT WOULDN'T REPLACE ANY CURRICULUM THAT WE'RE USING. IT'S MAINLY A SURVEY.

YOU'VE GOT SOME SAMPLE QUESTIONS THAT KIDS WOULD ANSWER AND IT GIVES THE RESPONSES TO THOSE QUESTIONS.

I'M SURE THERE'S AN ALGORITHM INVOLVES THAT GIVES SOME METRICS TO THE TEACHER AND THEN DOES ON A SENSE OF HOW THEIR STUDENTS IN A CLASS OR A FEELING.

>> WELL, I GUESS [OVERLAPPING].

>> ESPECIALLY TEACHERS OFTENTIMES USE THAT.

I'M SORRY TO INTERRUPT, BUT THIS WILL BE USED [OVERLAPPING] AS A VETERAN KNOW THEIR STUDENTS SO THEY CAN BETTER GUIDE THEIR INSTRUCTIONS.

>> SO I GUESS WHAT THIS PROGRAM DOES IS PROVIDE SURVEYS TO STUDENTS SO TEACHERS CAN BETTER UNDERSTAND WHAT STUDENTS NEED AND ABLE TO PRODUCE WHAT THEY SHOULD BE ABLE TO KNOW WHEN DO IN TERMS OF NOT ONLY THEIR PERSONAL WELL-BEING, BUT ALSO HOW THAT CONNECTS TO THEIR ACADEMIC WELL-BEING.

>> GENERALLY FEELING SAFE, FEELING A SENSE OF BELONGING, FEELING THAT YOU ARE INCLUDED IN THE CLASS IS CRUCIAL TO LEARNING ENVIRONMENT.

>> YEAH AS A MOM OF FIVE, I'M WELL AWARE OF THAT FROM EXPERIENCE.

I THINK LIKE I SAID AT THE VERY BEGINNING, EVERY RATIONAL PERSON AGREES THAT THESE ARE IMPORTANT.

BUT FOR ME, I THINK THERE ARE SO MANY OTHER WAYS THIS CAN BE MEASURED AND INTERPRETED.

I WOULD LIKE TO SEE A GREATER EMPHASIS ON SPED, ALSO, ALGEBRA 1 IS THE GATEWAY TO HIGHER MATH.

ALMOST HALF OF OUR STUDENTS DON'T PASS THE ALGEBRA 1 AND OF COURSE EXAM.

WHY IS THAT NOT A GOAL? ULTIMATELY, IT'LL BE A BOARD VOTE AND WE'LL SEE HOW IT GOES.

>> WELL AND TRUST YOU US I WANT YOU TO UNDERSTAND THAT THE GOAL IS AN OVERALL GOAL FOR THE SCHOOL DISTRICT.

ONCE THE OVERALL GOAL IS CREATED, THERE IS NO REASON WHY THE SUPERINTENDENT AND THEIR STAFF IN DEVELOPING THEIR GOAL PROGRESS MEASURES CAN'T, ONCE THEY START COLLECTING DATA AND LOOKING AT DATA FROM OTHER GROUPS AND STUDENT GROUPS, HONE IN ON.

WHAT IS THE ISSUE WITH SPECIAL EDUCATION IF THAT EVEN SHOWS UP IN THE DATA? CREATING THE GOAL PROGRESS MEASURES, AS YOU KNOW, BELONGS TO THE SUPERINTENDENT AND THE STAFF.

BUT THE OVERALL GOAL SHOULD BE FOR THE DISTRICT.

>> TRUSTEE BONE.

>> THANK YOU. I ALSO WANTED TO SAY THAT I WENT TO THE FORUMS AND I DID HEAR PARENTS SAY THAT THESE THINGS ARE IMPORTANT.

BUT I WILL REITERATE THAT I AM A PARENT MYSELF AND I HAVE LOOKED INTO THIS TOOL AND I AM ONE OF THOSE PARENTS NOW THAT, I WANT TO OPT OUT FOR ALL SURVEYS FROM THE DISTRICT NOW, AND THAT'S UNFORTUNATE.

BUT WHAT I ALSO HEARD IS THAT I HEAR THE BOARD SAY THAT THIS IS REALLY IMPORTANT, BUT THEN WE'RE FOCUSED ON HOW CAN WE NOT HOLD THE SUPERINTENDENT TO THIS GOAL? FOR ME, I WOULD LIKE TO HAVE

[02:15:02]

REALLY IMPORTANT GOALS THAT WE WANT TO HOLD THE SUPERINTENDENT TO.

WITH THAT, I MEAN, I THINK WE SHOULDN'T MOVE ON.

>> TRUSTEE JOHNSON.

>> I JUST WANTED TO REITERATE ONE ASPECT OF THIS THAT WHERE ARE WE IN AMBIENT AND NEW GUYS? LET ME ASK THIS QUESTION SPECIFICALLY.

WAS THE INTENT TO COME IN AND SET THESE BASELINES AND TARGETS WITHIN THIS MEETING? OR WAS THIS A SIMPLE CONVERSATION OR IT'S SUPPOSED TO BE A SIMPLE CONVERSATION ABOUT, ARE WE SUPPOSED TO SELECT THE TOOL THE NIGHT? OR WAS THIS SIMPLY ABOUT VOTING ON THAT GOAL?

>> IT WAS JUST ABOUT VOTING ON THIS ONE.

>> JUST TO HIGHLIGHT THIS BECAUSE I KNOW THERE'S BEEN SOME OTHER CONVERSATIONS, IF THIS ABOUT IS JUST SETTING A GOAL AND OUR ADMINISTRATIVE TEAM SAYS TO HELL, THEN THIS SHOULD HAVE BEEN SIMPLY A CONVERSATION ABOUT, DO WE AGREE ON HIS GOAL BECAUSE WE WEREN'T GOING TO HAVE BASELINES TONIGHT, RIGHT?

>> CORRECT.

>> COULD IT BE SIMPLY HAVE BEEN A SIMPLE CONVERSATION ABOUT APPROVING THE GOAL?

>> NEXT IS TRUSTEE HARRISON.

GUYS HOLD ON BEFORE I TURN THE FLOOR BACK OVER, EVERYBODY'S HAD A CHANCE TO TALK.

NOW I'M NOT TRYING TO LIMIT CONVERSATION AND MAKE THIS UNPRODUCTIVE, BUT LET'S LOOK TO SEE IF WE'RE ADDING NEW CONTENT OR NEW INFORMATION IN OUR DISCUSSION POINTS SO THAT WE CAN POSSIBLY TAKE A BREAK RIGHT AFTER THIS ONE, SINCE EVERYBODY HAS HAD A CHANCE TO SPEAK. GO AHEAD, TRUSTEE HARRISON.

>> I WAS JUST GOING TO GO AHEAD AND MOVE FOR A RECESS.

THE PRIVILEGE MOTION, MADAM CHAIR?

>>YOU'RE MAKING A MOTION TO TAKE A RECESS?

>> I WILL SECOND.

>> OKAY. I HAVE A MOTION AND A SECOND.

ANY DISCUSSION? ALL IN FAVOR RAISE YOUR HAND? I'LL OPPOSE? TO SEEING NONE MOTION PASSES 70.

WE WILL TAKE A TEN-MINUTE RECESS FROM 7:47 TILL 7: 57.

ALL RIGHT, IT IS 7:57 AND WE ARE BACK IN SESSION.

I HAVE ONE LIGHT LEFTOVER FROM OUR DISCUSSION ON DRAFT BOARD GOLD NUMBER 4 FROM TRUSTEE BONE.

>> I THINK THAT WAS FROM PREVIOUS, I DON'T.

>> OKAY. LET'S MOVE ON TO DRAFT CONSTRAINT NUMBER 1. MR. SMITH.

>> THANK YOU. WELCOME BACK, EVERYBODY. HERE WE GO.

OUR DRAFT CONSTRAINT NUMBER ONE, ASKED EXECUTIVE DIRECTOR OF SPECIAL EDUCATION SERVICES AND FIBER FOR MARY GONZALEZ TO JOIN ME.

THIS IS WHERE WE LEFT JULY 12TH WITH THIS VERBIAGE AROUND A CONSTRAINT.

I WILL SAY FROM OUR LENS, IT'S A PRETTY VAGUE STATEMENT.

BUT OF COURSE THEY'RE THE BOARD CONSTRAINTS SO IT'S UP TO YOU ALL.

WE MIGHT START A LITTLE BIT, BUT I'M SURE WE COULD FIGURE OUT A WAY TO PUT SOME METRICS BEHIND IT, BUT WHAT WE'RE GOING TO HAVE A HARD TIME TYING EXACTLY METRICS TO THAT STATEMENT. THAT'S WHERE WE ARE.

>> CAN I ADD, I KNOW THAT YOU ALL MET WITH CPAC.

>>YES. THANKS FOR ASKING THAT QUESTION.

MARIE AND I MET WITH PRESIDENT OF CPAC LAST WEEK.

YOU WANT TO GIVE A LITTLE BRIEF OVERVIEW OF HOW THAT WENT.

>> SURE. GOOD EVENING, DR. AZAIEZ AND BOARD OF TRUSTEES.

THANKS FOR HAVING ME HERE TONIGHT.

YES, RYAN AND I WERE VERY FORTUNATE TO GET TO MEET WITH OUR CPAC PRESIDENT.

I THINK IT MADE IT ACTUALLY BEEN A COUPLE OF WEEKS AGO, BUT THE CPAC PRESIDENT AND I HAVE HAD MULTIPLE CONVERSATIONS ABOUT WORK GOALS AND BOARD CONSTRAINTS, AND I FEEL VERY COMFORTABLE SPEAKING FOR HER IN THAT.

WE ARE SO APPRECIATIVE OF THE BOARD'S FOCUS ON STUDENTS WHO ARE ELIGIBLE FOR SPECIAL EDUCATION FIBER FOR, AND DYSLEXIA.

WE KNOW THAT YOU ALL HAVE A HEART FOR ALL STUDENTS AND THAT IS WORTH ITS WEIGHT IN GOLD.

WE DO APPRECIATE THE BOARD'S FOCUS ON THIS.

IN SPEAKING WITH MS. TURBAN, SHE'S OUR CPAC PRESIDENT, SHE HAS LOTS OF CONNECTIONS WITH OTHER PARENTS, SHE GATHERS A LOT OF INFORMATION AND BRINGS IN A LOT OF PERSPECTIVES.

SHE SHARED THAT AT THIS POINT, AS MUCH AS WE VALUE THE DISCUSSION, SHE FEELS LIKE IT'S TIME FOR US TO PUT A PIN IN IT AND MOVE ON.

HER RECOMMENDATION AND SHE DID AUTHORIZE ME TO PASS THIS ALONG AND I SHARE IT, IS THAT YOU GUYS HAVE DONE AN EXCELLENT JOB AT LOOKING AT EACH OF THE GOALS AND MAKING SURE THAT STUDENT GROUPS ARE LOOKED AT IN ISOLATION AND THEN INDIVIDUALLY, IF YOU WILL.

WE HAVE 504 BROKEN OUT, WE HAVE STUDENTS ELIGIBLE FOR SPECIAL EDUCATION, WE HAVE DYSLEXIA AND OUR SPED PARENTS.

WHILE I'M CERTAINLY NOT A MONOLITHIC GROUP WHO ALL AGREE ON EVERYTHING, FEEL INCLUDED.

THEY FEEL LIKE OUR STUDENTS WHO ARE ELIGIBLE FOR SPECIAL 504 AND DYSLEXIA ARE BEING LOOKED AT, ARE BEING VALUED.

THEIR RECOMMENDATION AT THIS POINT IS NOT TO HAVE A SEPARATE GOAL, NOT TO HAVE A SEPARATE CONSTRAINT, BUT TO THANK THE BOARD FOR INCLUDING US IN ALL THE OTHER AREAS.

[02:20:02]

>> THEIR RECOMMENDATION AND YOURS IS THAT WE'VE NOT EVEN USE THIS CONSTRAINT.

>> AGAIN, IT'S SO WELL-INTENTIONED AND WE'RE GRATEFUL FOR THAT.

BUT AS RYAN SAID, I WOULDN'T BEGIN TO KNOW HOW TO MEASURE THIS, HOW TO COME UP WITH GOAL PROGRESS MEASURES FOR IT.

IT'S WONDERFUL THE EMPHASIS ON SPECIAL EDUCATION, BUT IT'S SUCH A BROAD, VAGUE AREA THE WAY IT'S STATED.

I WOULDN'T KNOW HOW TO MEASURE THAT.

>> I WOULD SAY WE TAKE THE RECOMMENDATION OF CPAC AND JUST MOVE ON THEN.

>> I AGREE.

>> I JUST DO HAVE ONE QUESTION.

IN TERMS OF THE OTHER GOALS THAT ARE IN PLACE, THE COMMITTEE FEELS THAT ALL OF THOSE ISSUES THAT HAD BEEN BROUGHT THROUGH SUITE PACK ARE BEING ADDRESSED WITHIN OTHER GOALS.

IS THAT CORRECT? IS THAT WHAT I'M HEARING?

>> I MEAN NOT ALL OF THEM, BUT IT SEEMS LIKE THERE'S THIS PARTNERSHIP.

>> OKAY.

>> THANK YOU FOR THAT. THANK YOU, MS. GONZALEZ.

>> THANK YOU.

>> I DON'T HAVE ANY LIGHTS ON.

I'D TRY TO WAIT UNTIL ALL THE LIGHTS ARE GONE BEFORE I SAY ANYTHING.

BUT I THINK MY BIGGEST CONCERN WOULD JUST BE, IS THIS A SENTIMENT AND UNDERSTANDING, IS A SENTIMENT JUST FROM THE BOARD, THE CPAC PRESIDENT? OR IS THIS FROM THE ENTIRE COMMITTEE? I KNOW THAT WE ISOLATE AND WE LOOK AT ALL OF OUR STUDENT GROUPS AND EACH ONE OF OUR GOALS, BUT THERE'S NO REAL ACCOUNTABILITY IF WE DON'T HIT IT WITH ONE PARTICULAR STUDENT GROUP OR THE OTHER.

ALL OF OUR BOARD GOALS ARE LOOKING AT THE AGGREGATE POPULATION.

AS LONG AS IMPROVEMENTS IN THE LARGER STUDENT GROUPS ARE BIG ENOUGH, IT MAKES UP FOR LESS GROWTH IN OTHER STUDENT GROUPS.

DOES THAT MAKE SENSE?

>> IT DOES, BUT IF WE HAVE GOALS FOR EACH OF THOSE GROUPS WILL BE DOING IT BECAUSE MY CONCERN ACTUALLY WITH THIS ONE IS THAT, IF YOU'RE NOT ALLOWING IT TO DECREASE, YOU COULD JUST KEEP IT THE SAME AND THEN YOU'RE NOT NARROWING THAT GAP ANYWAY, WHERE WE'RE LOOKING AT NARROWING THE GAP IS GOING TO BE WITHIN THE OTHER GOALS.

LIKE THIS. I MEAN, I'M NOT SURE.

>> HOW I WAS GOING TO RECOMMEND THAT WE CHANGE IT TO NOT FAIL TO INCREASE LIKE THE ADULT THAT THERE ARE INCREASING.

I THINK THE THINGS THAT YOU RAISED PREVIOUSLY IS THAT NOT ALL OF OUR STUDENTS THAT ARE RECEIVING SPECIAL EDUCATION SERVICES REALLY CAN HAVE GOALS RELATED TO STAR AND CCMR OUTCOMES.

YOU HAD TALKED ABOUT OTHER METRICS THAT WE MAY BE MORE APPLICABLE TO STUDENTS THAT DON'T FIT IN THOSE CATEGORIES.

I THINK IT'S WORTHY TO MAKE SURE THAT ALL OF OUR STUDENTS HAVE SOME TYPE OF GOAL THAT'S ORIENTED TOWARDS THEM OR CONSTRAINT IN THIS PARTICULAR.

>> NEXT IS DR. BEN.

>> I PREFER TO KEEP THIS CONSTRAINT.

I THINK THAT'S WHAT YOU WERE SAYING INTERESTS YOU VERSA IS THAT, WE JUST GO BACK TO THE CONVERSATION WE JUST HAD.

OUR JOB IS TO MAKE THE CONSTRAINT.

THEN THE SUPERINTENDENT AND HIS TEAM HAS TO GO AND TELL US HOW THEY'RE GOING TO DO THAT.

I'M GOOD WITH LEAVING IT.

WE HAVE ALL, I THINK AT SOME POINT OR ANOTHER WANTED TO SPREAD GOAL CONSTRAINT.

I SAY KEEP IT AND COME BACK.

I MEAN, I WOULD LIKE TO SEE SOMETHING.

I MEAN, I THINK THERE'S MEASURES OUT THERE THAT WE HAVE AND LET THE SUPERINTENDENT GO PICK THOSE.

I WOULD SAY THAT I LOVE S PACK.

I THINK IT'S GREAT.

BUT OUR SPED DEPARTMENT IS A LOT OF FAMILIES.

I DON'T LIKE TO BRUSH THEM GENERALLY AND I THINK THIS FINALLY ACKNOWLEDGES, AND I THINK THIS IS THE MINIMUM ALL OF US HAVE RAN ON.

I REALLY, PREFER TO KEEP THIS.

>> OVER 13 PERCENT OF OUR POPULATION IS RECEIVING SPECIAL EDUCATION SERVICES. DR. MCMAHON?

>> YEAH. I JUST WANT TO REMIND THE BOARD THAT WE HAVE SPENT AN ENORMOUS AMOUNT OF TIME IN WORKING ON THE DEVELOPMENT OF THESE GOALS AND THESE CONSTRAINTS.

I REALLY DO NOT THINK TONIGHT IS THE PURPOSE OF REWRITING.

I WANT TO GO BACK TO WHAT DR. JOHNSON SAID.

IS THIS WHAT WE WANT AND HOW ARE WE GOING TO VOTE FOR IT? I JUST WANT TO PULL IT BACK TO THAT AREA.

>> TRUSTEE HARRISON.

>> JUST BRIEFLY. WE DO DISAGGREGATE THE DATA AND GOALS ONE,

[02:25:03]

TWO AND THREE SO THAT WE CAN SEE IT.

I'M FEELING LIKE THIS CONSTRAINT IS MORE PERFORMATIVE TO SAY, HEY, SPED COMMUNITY, WE HEAR YOU BUT NOT ACTUALLY PARTNERING WITH SPED COMMUNITY TO LIKE ACTUALLY HEAR WHAT THEY'RE WANTING.

I'M SORRY, MARSHA, BECAUSE I AM ABOUT TO DIVERT, BUT I'M WONDERING IF THIS IS SOMETHING THAT COULD BE HELPFUL.

THE BREADTH AND DEPTH OF SPED IS SO LARGE THAT I THINK WE NEED TO BE MEANINGFULLY WORKING WITH THOSE FAMILIES.

THE CONSTRAINT IS AROUND THE SUPERINTENDENT AND STAFF ENGAGING THESE STUDENT GROUPS, WHETHER IT'S SPECIAL EDUCATION, DYSLEXIA, FIVE OR FOUR, OR WHATEVER STUDENT GROUPS ARE NEEDING SOME ADDITIONAL SUPPORT THAT HE WILL NOT ENGAGE THOSE FAMILIES.

I HATE THE DOUBLE NEGATIVE OF THE CONSTRAINT BECAUSE I THINK THAT SPECIAL EDUCATION IS NOT A MONOLITH.

YOU HAVE INDIVIDUAL EDUCATION PLANS.

YOU HAVE STUDENTS THAT HAVE DIFFERENT NEEDS.

YOU HAVE STUDENTS THAT ARE GOING TO REACH WHAT IS SUCCESS FOR THEM, FOR THIS STUDENT MAY BE VERY DIFFERENT FROM THIS STUDENT.

TRYING TO EQUALIZE IT ALL AND NOT CONSIDER THAT IS NOT HELPFUL.

MEASURING IT THE WAY THAT YOU WOULD MEASURE SOMEBODY IN THE GENERAL EDUCATION POPULATION, I DON'T THINK GIVES THEM THE INDIVIDUALITY AND THE ENGAGEMENT THAT THEY NEED.

I WOULD RATHER SEE A CONSTRAINT AROUND ENGAGING THESE GROUPS TO CONTINUE TO SOLVE THEIR PROBLEMS VERSUS SOMETHING THAT'S JUST OVERARCHING THAT WE PUT IN PLACE BECAUSE DURING CAMPAIGN SEASON WE PROMISED TO SUPPORT SPED FAMILIES.

[OVERLAPPING]

>> WELL, I THINK THAT'S AN INTERESTING COMMENT.

I THINK IT'S A VERY VALID WAY TO LOOK AT THINGS.

BUT I THINK IT TAKES US BACK TO THAT LAST CONVERSATION THAT WE HAVE.

WHAT TOOLS DO WE HAVE TO MEASURE ENGAGEMENT? BECAUSE IT'S ALL ABOUT MEASUREMENT TOOLS.

EVERY GOAL, EVERY CONSTRAINT THAT YOU GUYS WRITE.

IT IS THE SUPERINTENDENT'S RESPONSIBILITY TO WRITE EITHER A GOAL PROGRESS MEASURE OR A CONSTRAINT PROGRESS MEASURE.

THERE HAS TO BE A TOOL IN PLACE TO MEASURE WHAT THAT MEANS.

THAT'S HOW AS WE GO THROUGH THE YEAR AND YOU GET YOUR REPORTS AND MONITORING REPORTS, THAT'S HOW YOU KNOW THAT THE SUPERINTENDENT IS MOVING FORWARD WITH THE GOALS THAT YOU HAVE CREATED THAT REPRESENT THE VISION OF YOUR COMMUNITY.

IT'S A VERY DIFFICULT MEASUREMENT TOOL.

BUT IT'S ALWAYS THE PLEASURE OF THE BOARD.

>> I'M JUST CONCERNED BECAUSE THE AGGREGATE OF SPED WHEN WE'RE LOOKING AT SPED DATA DOES NOT GIVE US INFORMATION ABOUT HOW OUR STUDENTS ARE DOING.

IT STILL AVERAGES THEM OUT.

THERE HAS TO BE SOME MEANINGFUL WAY BECAUSE SPED IS VERY VAST.

THERE HAS TO BE SOME MEANINGFUL WAY TO ACKNOWLEDGE STUDENT ACHIEVEMENT.

>> I WILL SAY TRUSTEE HARRISON.

I THINK ONE WAY THAT YOU TAP INTO THAT IS LOOKING AT THEIR INDIVIDUAL IEPS AND THEIR PROGRESS ON THEIR GOALS THAT ARE ACTUALLY SET FOR THAT CHILD.

ARE THEY MEETING THEIR GOALS? IT PUTS MORE RESPONSIBILITY ON WRITING MEANINGFUL GOALS AT THE INDIVIDUAL STUDENT LEVEL TO SAY, OKAY, WE'RE WRITING THIS GOAL KNOWING THAT IT'S GOING TO BE TRACKED AT A DISTRICT LEVEL, THEIR PROGRESS ON A GOAL.

BUT AGAIN, WE'RE GETTING INTO THE WEEDS ABOUT HOW IT WOULD BE CALCULATED.

[NOISE] I SEE DR. MCMAHON FURIOUSLY SHAKING HER HEAD.

BUT THERE ARE WAYS TO TRACK THAT ON A MORE INDIVIDUALIZED BASIS.

BUT AGAIN, WE'RE GETTING INTO THE WEEDS TALKING ABOUT THAT [OVERLAPPING].

>> YOUR JOB TONIGHT IS TO SET GOALS AND CONSTRAINTS.

IT IS YOUR SUPERINTENDENT'S JOB TO BRING TO YOU THE PROGRESS MEASURES OF LOOKING AT THEIR DATA FOR EACH GOAL IN CONSTRAINT THAT YOU'RE DOING, DETERMINING WHAT IS THE BEST PROGRESS MEASURE.

BECAUSE THOSE PROGRESS MEASURES ARE WRITTEN IN THE SAME FORMAT AS YOUR GOALS.

YOU GUYS HAVE TO DO THE UMBRELLA.

THEN YOU HAVE TO LET YOUR SUPERINTENDENT BE THE SPOKES UNDERNEATH.

>> TRUSTEE VESSA.

>> MY PROPOSAL IS TO CHANGE IT TO THE SUPERINTENDENT SHALL NOT ALLOW THE GROWTH MEASURES OF STUDENTS RECEIVING SPECIAL EDUCATION FIVE OR SO SERVICES TO NOT INCREASE.

[02:30:03]

INSTEAD OF JUST STATUS QUO, LIKE THEY'RE INCREASING TOWARDS MEETING THEIR GOALS, WHATEVER THE DISTRICT DETERMINES HOW TO MEASURE THOSE.

I MEAN, YOU'VE GIVEN SOME GOOD EXAMPLES, YOU GAVE THEM BEFORE.

BUT I DO THINK IT SENDS A MESSAGE RATHER THAN NOT DECREASE, IT SENDS A POSITIVE MESSAGE THAT WE WANT THEM TO INCREASE.

BASICALLY. OBVIOUSLY IT'S WORDED BECAUSE IT'S A CONSTRAINT, IT'S THE NOT VERSION OF IT.

BUT THAT'S MY PROPOSAL.

I PUT THIS OUT THERE TO SEE WHAT PEOPLE THOUGHT ABOUT IT.

THAT WAS THE FEEDBACK THAT I GOT.

CAN WE MAKE IT A POSITIVE, CAN WE MAKE IT INCREASE, NOT JUST STATUS QUO? I THINK THAT THAT'S A VALID POINT OF FEEDBACK, THAT IT SHOULD BE GETTING BETTER.

>> YEAH. [OVERLAPPING]

>> TRUSTEE VESSA CAN YOU SAY THAT AGAIN FOR ME?

>> SURE.

>> THE SUPERINTENDENT WILL NOT ALLOW.

>> SHALL NOT ALLOWED THE GROWTH MEASURES OF STUDENTS RECEIVING SPECIAL EDUCATION SLASH BIBLE FOR SERVICES TO NOT INCREASE.

>> YEAH, THAT MAKES SENSE.

>> I THINK THE PROBLEM IS THE DOUBLE NEGATIVE, IT SHALL NOT INCREASE.

>> YOU HAVE TO WRITE THEM IN THE NEGATIVES FOR CONSTRAINTS.

>> IF YOU SAY NOT NOT INCREASE, THEN YOU'RE SAYING?

>> THE NOT NOT CANCELS OUT AND IT SAYS THAT THEY WILL INCREASE.

>> YEAH.

>> BUT THERE IS ALREADY TWO KNOTS SO IT SHALL NOT AND THEN NOT?

>> SORRY, I WRITE PROFESSIONAL REQUIREMENTS FOR A LIVING AND YOU CAN'T DO SHALL NOT NOT.

[OVERLAPPING] YOU CAN'T DO DOUBLE NEGATIVES.

>> [OVERLAPPING] RECEIVING SPENT AND FIVE OF WERE SERVICES TO NOT INCREASE, THAT'S TWO NOTS.

THEY CANCEL OUT, THAT MEANS THAT THEY INCREASE. THAT'S RIGHT.

TRUSTEE VESSA WROTE IT RIGHT.

ANY FEEDBACK FROM BOARD ON CHANGING IT FROM TO NOT DECREASE BUT TO NOW INCREASE?

>> I GUESS I WOULD DEFER TO STAFF.

I KNOW TRUSTEE PRESIDENT FELLER IS GIVEN IDEAS OF HOW TO TRACK IT, BUT I CAN SEE BY THE LOOK ON YOUR FACE THAT YOU'RE TRYING TO DECIDE IF THERE REALLY IS ANY WAY TO TRACK IT.

>> HOLD ON.

I THINK WE CAN FIGURE OUT THE DOUBLE NEGATIVE OR MAKE IT [LAUGHTER] WORK THERE.

I THINK THE ROLE OF THE BOARD IS TO COME UP WITH A CONSTRAINT AND WE'VE FIGURED OUT HOW TO MEASURE IT.

I'M NOT SAYING IT WAS GOING TO BE EASY TO DETERMINE WHAT GROWTH MEASURES MEANS FOR THERE'S SUCH A BROAD GROUP OF STUDENTS, BUT MS. GONZALEZ AND I WILL GO BACK WITH OUR TEAMS AND COME UP WITH SOME IDEAS.

>> RYAN, JUST WHAT THAT MEANS IS WHEN YOU HAVE SUCH A BROAD GROUP OF STUDENTS, IT MEANS THAT THE SCHOOL DISTRICT GOES BACK AND LOOKS AT THEIR DATA, WHICH YOU AND I HAVE TALKED ABOUT, OF WHAT IS GOING WELL IN THIS GROUP AND THIS DEPARTMENT? WHAT AREAS IS NOT GOING WELL? WRITING AND CONSTRAINT AROUND THOSE MEASUREMENTS OF WHAT WE WANT TO IMPROVE.

WE DON'T WANT TO WRITE A CONSTRAINT ABOUT WHAT'S GOING GREAT.

JUST LOOKING AT DATA AND INFORMATION, I JUST WANT TO SAY AGAIN, GUYS, TONIGHT, YOUR JOB IS TO NOT REWRITE STUFF OR MAKE ADJUSTMENTS, BUT YOU GUYS GOT TO APPROVE SOME STUFF SO YOUR SUPERINTENDENT AND YOUR STAFF CAN MOVE ON WITH WHAT THEY'RE SUPPOSED TO DO.

>> TRUSTEE JOHNSON.

>> I'LL JUST SIMPLY SAY AGAIN, JUST TO SIMPLIFY, THAT WERE NOT AGREEING.

>> SORRY, HIS BUTTON'S NOT WORKING. USE THAT ONE.

>> THAT WE'RE NOT AGREEING WITH THIS CONSTRAINT.

LET'S JUST GO YES OR NO THAT.

THEN NOW IF WE'RE GOING TO REWRITE AND GO WITH THE NOT NOT, THAT WE GO AHEAD AND GO WITH THE NOT NOT AND THEN LET THEM FIGURE OUT HOW TO PUT THOSE GROUPS TOGETHER, THOSE SUBGROUPS, BECAUSE THE DATA IS THERE AND THEN LET'S MOVE FORWARD.

NOW, I HAVE TO ADMIT IT, BEING A PARENT OF A SPECIAL NEEDS ADULT THAT GRADUATED FROM STONY POINT HIGH SCHOOL, I LOVED THIS CONVERSATION, BUT AGAIN, LET'S JUST SIMPLY SAY, DO WE AGREE WITH THE CONSTRAINT? IF NOT, WE DON'T LET'S MOVE FORWARD AND JUST SAY WE AGREE WITH THE REWRITE OR NOT AGREE WITH THE REWRITE.

>> I AGREE WITH THAT. ARE WE ALL OKAY WITH THE REWRITE OF THE CONSTRAINT FOR THE NOT NOT ON THE INCREASE? MOVING ON TO DRAFT CONSTRAINT NUMBER 2.

>> DRAFT CONSTRAINT NUMBER 2, I THINK LITTLE MORE STRAIGHTFORWARD.

THE SUPERINTENDENT SHALL NOT ALLOW A CAMPUS TO BE

[02:35:01]

RATED A D OR AN F FOR TWO CONSECUTIVE YEARS.

SIMILAR TO A CONSTRAINT THAT'S BEEN IN PLACE IN THE PAST, A LOT OF DISTRICTS HAVE THAT CONSTRAINT.

>> ANY CONCERNS OR COMMENTS FROM THE BOARD? SEEING NO LIGHTS.

>> MY LIGHT. I THINK MY LIGHT'S HAVING PROBLEMS ALSO.

>> DR. BOWEN.

>> MY ONLY CONSTRAINT HERE IS THAT I DON'T THINK OUR CAMPUSES SHOULD EVER RECEIVE A D OR F, AND I THINK THAT SHOULD BE BASICALLY STOP RIGHT THERE.

THE SUPERINTENDENT SHALL NOT ALLOW OUR CAMPUS TO BE RATED A D OR F PERIOD BECAUSE TWO YEARS ACTUALLY, AFTER THAT YOU GO INTO STATE.

IF I RECALL THE RULES RIGHT, THEN YOU'RE ACTUALLY LOOKING AT THE STATE COMING IN.

OUR GOAL SHOULD BE WE NEVER HAVE A D OR A F. THAT SHOULD OUR CONSTRAIN.

>> I WILL SAY WE DISCUSS THAT BECAUSE THAT WAS MY THOUGHT TOO AND THIS IS WHAT THE BOARD MAJORITY THAT WAS AT THE MEETING CAME UP WITH.

I THINK AGAIN TO TRUSTEE JOHNSON'S, IT'S EITHER UP OR DOWN AT THIS POINT.

>> TRUSTEE WESTON.

>> CAN I JUST GET CLARIFICATION BECAUSE I'M LOOKING AT THE RESULTS THAT CAME OUT YESTERDAY IN THERE.

DIDN'T DO D OR F, RIGHT?

>> THAT'S CORRECT.

>> CORRECT. [OVERLAPPING]

>> HOW WOULD THAT IMPACT THIS, THE INTERPRETATION?

>> THESE MET THAT CONSTRAIN THEN.

>> BUT WHERE IT SAYS NOT RATED.

>> WE DIDN'T HAVE ANY CAMPUSES BELOW A C.

>> WERE THERE SOME THAT WERE BELOW C IN THE STATE?

>> IN THE STATE?

>> YEAH.

>> THEY DID ALLOW D AND F CAMPUSES?

>> YEAH. THEY DIDN'T PUT THE D OR F LABEL ON THERE, SAID NR, BUT THEY'VE SCORED BELOW A 70 SO THERE WERE LOTS OF CAMPUSES BELOW A 70.

>> JUST NOT IN ROUND ROCK.

>> JUST NONE IN ROUND ROCK, WHICH IS GREAT NEWS. THANK YOU.

>> MOVING ON TO DRAFT CONSTRAINT NUMBER 3.

>> JUST A LITTLE BACKGROUND.

THIS CAME UP SEVERAL TIMES ALSO IN THE COMMUNITY FORUMS. A DESIRE FOR FINANCIAL LITERACY, CIVICS, OTHER TYPES OF PROGRAMS THAT WE HAVE ON CAMPUSES.

IT'S NOT NECESSARILY SOMETHING THAT YOU HAVE AN ASSESSMENT ON SO THOUGHT WOULD BE A GOOD AVENUE FOR GETTING THAT DESIRE FROM THE COMMUNITY INTO THE PROCESS.

OUR CONSTRAINT, THE CONVERSATION THAT THE BOARD HAD ON JULY 12TH, "SUPERINTENDENT SHALL NOT ALLOW STUDENTS TO NOT HAVE ACCESS TO FINANCIAL LITERACY, CIVICS, AND OTHER REAL-WORLD LIVING EXPERIENCES ANNUALLY."

>> ANY COMMENTS? TRUSTEE VESSA.

>> PREVIOUSLY WHEN I SENT THE QUESTIONS, I KNEW THAT WE WEREN'T COMING UP WITH GOAL PROGRESS MEASURES, BUT YOU SAID THAT YOU COULD THROW SOME OUT THERE JUST TO GIVE US A SENSE OF WHAT THIS COULD LOOK LIKE BECAUSE OBVIOUSLY THE CONSTRAINT, I THINK IT WILL BE HELPFUL TO JUST TO HAVE A CONCEPT OF WHAT WILL BE MEASURED.

>> I THINK WE'LL MEASURE UNITS IN OUR CURRICULUM THAT ARE IMPLEMENTED IN CLASSROOMS. THAT'LL BE ONE OF THE MAIN WAYS.

THERE'S DIFFERENT PROGRAMS THAT HAPPENED ON CAMPUSES AROUND FINANCIAL LITERACY AND REAL-WORLD LIVING THAT WE'VE DISCUSSED.

I THINK THERE'LL BE MULTIPLE DIFFERENT CONSTRAINT PROGRESS MEASURES TO TRACK THAT THROUGHOUT THE YEAR.

BUT AGAIN, WE'LL DEVELOP THOSE ONCE CONSTRAINTS ARE APPROVED.

>> TRUSTEE WESTON.

>> I DON'T KNOW THAT I'VE EVER RECEIVED AN EMAIL OR ANY OUTREACH FROM ANYBODY WHO TOLD ME THAT THEIR STUDENT WAS DENIED ACCESS.

CIVICS IS ACTUALLY PART OF THE TICCS IN SOCIAL STUDIES.

THAT'S REQUIRED BY THE STATE SO I THINK THIS IS STRANGE.

>> IT CAME FROM OTHER FORUMS. THIS IS WHAT PARENTS SPECIFICALLY ASKED FOR.

>> OBVIOUSLY, I'VE RUN FOR BOARD TWICE, SUCCESSFULLY ONCE, UNSUCCESSFULLY ONCE.

YOU TALK TO A LOT OF PEOPLE AND EVEN PEOPLE WHO RUN FOR BOARD, THEY THINK THEY KNOW WHAT THE BOARD DOES AND THEN THEY GET ELECTED AND THEN THEY REALIZE IT'S ACTUALLY NOT LIKE THAT.

DOCTOR AZAIEZ, YOU'VE BEEN IN THIS INDUSTRY FOR A LONG TIME, I THINK THERE'S A LACK OF CLARITY THAT PARENTS HAVE BETWEEN WHAT THE SCHOOL AND THE SCHOOL BOARD AND THE SUPERINTENDENT AND THE STATE BOARD OF EDUCATION [LAUGHTER].

HAVE YOU COME ACROSS WHERE THERE'S A LACK OF UNDERSTANDING.

I THINK THAT'S WHERE IT'S OUR JOB TO UNDERSTAND WHO'S RESPONSIBLE FOR WHAT AND HAVE THAT BE REFLECTED HERE.

AS SOMEBODY, I JUST CAN'T IMAGINE GOING ALONG WITH THIS BECAUSE I'VE JUST NEVER MET ANYBODY WHO SAYS THAT WE'RE NOT DOING THIS OR THAT STUDENTS ARE BEING DENIED THESE THINGS.

>> TRUSTEE WESTON, I'M SORRY. TRUSTEE WESTON, OUR JOB, ME AND RYAN AND THE TEAM, WE ARE TRYING TO HELP OUT.

AS I SAID, THE CONSTRAINT, THE GOALS ARE REALLY THE BOARD GOALS AND CONSTRAINTS.

WE ARE JUST TAKING THE SUGGESTIONS THAT WE RECEIVED FROM OUR COMMUNITY MEMBERS PLUS THE SUGGESTION FROM OUR BOARD MEMBERS.

[02:40:05]

WE JUST TRYING TO ASSIST.

END OF THE DAY, IF THE BOARD SAY YOU GUYS DON'T HAVE TO DO THIS, WE'RE NOT GOING TO DO IT.

OR IF YOU SAY TWEAK IT, CHANGE IT, WE ARE HERE TO DO WHATEVER WE'RE ASKED BY YOU GUYS TO DO TO MAKE IT HAPPEN.

WE'RE HERE JUST FACILITATE IN ANOTHER WORDS.

>> REMEMBER THE ONLY REQUIRED GOALS AND CONSTRAINTS ARE THE THREE THAT WE HAVE.

WE DON'T HAVE TO HAVE THREE CONSTRAINTS.

ANYTHING OTHER THAN HOUSE BILL 3 GOALS THE ONLY REQUIREMENTS.

>> I THINK THAT WHEN WE HAD THE DISCUSSION ABOUT THIS THE LAST TIME THAT WE TALKED ABOUT BOARD GOALS, THIS WAS OUR COMMITMENT TO THE COMMUNITY THAT SPOKE UP.

IT'S A WAY TO SHOW THROUGH THE GOAL PROGRESS MEASURES THAT WE ARE GETTING THESE TOPICS ADDRESSED IN OUR SCHOOLS BECAUSE THERE WAS QUITE A BIT OF PUBLIC FEEDBACK IN OUR FORUMS OF PEOPLE WHO HAD CONCERNS THAT PERHAPS THEIR STUDENTS WEREN'T RECEIVING THESE TOPICS IN THEIR INSTRUCTION.

HAVING A CONSTRAINT HERE IS OUR COMMITMENT TO THE COMMUNITY WHO SPOKE UP AND SAID, WE WANT THIS STUFF AND WE WANT EVIDENCE THAT IT'S BEING TAUGHT INTO OUR SCHOOLS.

THAT'S WHAT I SEE ABOUT THIS ONE.

I AGREE IT'S REPETITIVE.

FOR THOSE OF US WHO ARE DEEPLY IN TUNED WITH THE DISTRICT, KNOW THAT THIS IS IN THE CURRICULUM AND THINGS LIKE THAT, BUT MOST PARENTS HAVE NEVER GONE TO A TICCS WEBSITE AND LOOKED AT, THIS IS WHAT'S BEING TAUGHT ON THIS AREA.

SO I THINK THAT THIS IS OUR COMMITMENT FROM THE BOARD TO THE COMMUNITY BASED ON THE FEEDBACK THAT WE RECEIVED.

I THINK WE'RE READY TO MOVE ON TO THE DRAFT SCHOOL BOARD CONSTRAINT.

>> ACTUALLY, I HAD ASKED AT THE LAST MEETING AND THEN I SENT AN EMAIL TO THE STAFF ASKING FOR OPPOSED CONSTRAINT, OR I THINK IT HAD TO BE CONSTRAINT, ON TEACHER RETENTION AND YOU HAD INDICATED THAT YOU WOULD COME TO THE MEETING WITH A PROPOSAL.

>> EDDIE HERE LATE. EDDIE IS HERE TO PROVIDE SOME IDEAS.

THERE ARE REALLY SUPPOSED TO BE THE BOARD CONSTRAINTS OR THE GOALS WE ARE HERE TO FACILITATE.

HERE'S ANOTHER THING, I'M GOING TO BE ASSESSED, EVALUATED BASED ON THIS SO I DON'T WANT ANYBODY TO THINK THAT I'M TRYING TO MOVE YOU OR GET YOU TO COME UP WITH SOMETHING THAT WILL BE IN MY FAVOR WHEN IT COMES TO MY EVALUATION.

WE ARE HERE JUST TRYING TO REALLY FACILITATE THIS PROCESS.

EDDIE IS HERE AND HE HAS COUPLE OF IDEAS.

>> I WILL SAY WHEN WE TALKED ABOUT WHAT WE'D COME BACK WITH, I THINK IS TO HAVE A DISCUSSION.

WE COULDN'T FIND ANY LSG DISTRICTS THAT HAVE A GOAL OR CONSTRAINT THAT'S NOT MORE INVOLVED WITH STUDENTS AS HR RELATED.

THIS ISN'T REALLY FIT WITH THE LSG MODEL, BUT SOMETHING WE CAN DISCUSS.

I THINK EDDIE AND I DID DISCUSS A LITTLE BIT.

I KNOW HE'S GOT A LOT OF STRATEGIC PLANS WITHIN HR, JUST NOT 100 PERCENT SURE THIS IS THE AVENUE FOR THAT, BUT IT'S DEFINITELY SOMETHING THAT'S OUT THERE.

>> YEAH, CERTAINLY AN AREA WORTH EXPLORING.

IF THAT'S THE WILL OF THE BOARD, WE DO HAVE SOME MEASURES.

OBVIOUSLY, THIS HAS BEEN A REALLY TOUGH YEAR IN TERMS OF TEACHER RETENTION FOR OUR DISTRICT.

THE CHALLENGE IS, I THINK IT WAS BROUGHT UP IN A DIFFERENT CONTEXT EARLIER, BUT IT'S REALLY TO FIGURE OUT WHERE THE MEASURE IS.

WE MEASURE TEACHER TURNOVER BASED ON SOMEWHAT OF DATA.

AT EVERY OCTOBER WE LOOK AT RETENTION THAT WAY AND WE LOOK AT WHERE OUR TURNOVER DATA IS.

I HAVE A VERY, VERY CAPABLE, INTELLIGENT TEAM THAT CAN FIGURE OUT LOTS AND LOTS OF SOLUTIONS TO PROBLEMS, AND SO WE COULD CERTAINLY TAKE THAT AND PROCESS THROUGH WHAT IT MIGHT LOOK LIKE, BUT IT IS GOING TO TAKE SOME CREATIVE THOUGHT, BECAUSE AGAIN, AS RYAN MENTIONED, I DON'T THINK THERE'S A LOT OF EXEMPLARS OUT THERE FOR THIS TYPE OF MEASURE.

>> WHAT WE REFERENCED IN THE JULY 12TH WHEN WE HAD THIS DISCUSSION WAS THAT IN THE PAST WE HAD A HOLDSWORTH SURVEY THAT WAS STAFF-COMPLETED, AND THEN I LOOKED AT THE CLIMATE SURVEY DATA TOO, THAT ALSO MEASURES STAFF.

I THINK THAT WE HAVE SOME MECHANISMS TO JUST SAY, THIS IS A WHOLE DISCUSSION THAT WE HAD IN JULY, THAT WE CAN'T CONTROL EVERYTHING THAT IMPACTS WHETHER OUR STAFF STAY IN THE DISTRICT, SOME OF THESE THINGS ARE JUST OUT OF OUR CONTROL.

BUT THE THINGS THAT WE CAN WORK ON IS THE CLIMATE IN OUR DISTRICT AND HOW OUR EMPLOYEES ARE FEELING SUPPORTED OR NOT SUPPORTED OR THOSE TYPES OF CRITERIA.

THAT'S WHAT WE HAD TALKED ABOUT IN JULY.

WHEN I EMAILED DR. AZAIEZ ABOUT THIS, I WAS LIKE, I DON'T REMEMBER THAT NECESSARILY EVERYONE AGREED THAT THIS WAS SOMETHING THAT WANTED TO MOVE FORWARD,

[02:45:01]

WE HAD A ROBUST CONVERSATION ABOUT IT, BUT OBVIOUSLY IT DIDN'T MAKE IT INTO THE PROPOSAL.

BUT I FELT LIKE CAN WE AT LEAST TALK ABOUT IT NOW THAT WE HAVE ALL SEVEN OF US HERE, WHETHER WE THINK THAT A CONSTRAINT LIKE THAT WOULD BE SOMETHING THAT WE WANT THE DISTRICT TO COME BACK WITH.

>> I KNOW WE CAN, TRUSTEE VESSA.

AS I SAID, WE ARE HERE JUST TO FACILITATE THE CONVERSATION AND PROVIDE DATA POINTS IF WE NEED TO.

FOR EXAMPLE, WHEN IT COMES TO THE CLIMATE SURVEY, OBVIOUSLY, WE HAVE THAT DATA AVAILABLE.

ALSO WHEN STAFF LEAVE, WE ASK THEM TO DO AN EXIT SURVEY, BUT THEY'RE NOT REQUIRED TO DO IT, SO THAT'S REALLY DEPENDS IF THE STAFF MEMBER IS WILLING WANTED TO DO IT OR NOT, BUT THE CLIMATE SURVEY MAY BE A BETTER WAY OF ASSESSING HOW OUR STAFF ARE FEELING ABOUT IT.

I CAN TELL YOU RIGHT NOW, COVID-19 IN OUR HELP.

OBVIOUSLY, I DON'T HAVE THE DATA FOR OTHER SCHOOL DISTRICT, BUT IF I HAVE TO GUESS, OVERALL THE CLIMATE SURVEY FOR A LOT OF SCHOOL DISTRICT BECAUSE OF THE EXTRA WORK AND THE EXTRA STRESS AND ALL THAT EXTRA STUFF THAT WAS PUT ON TOP OF EVERYTHING ELSE THAT OUR TEACHERS AND STAFF HAVE TO DEAL WITH DID NOT HELP WITH THAT.

MANY OF THEM PROBABLY FELT OVERWHELMED, STRESSED TO A POINT, SOMETIMES IT WAS JUST TOO MUCH AND THEY NEEDED EVEN MORE SUPPORT.

OBVIOUSLY, LIKE YOU SAID, NORMALLY IF WE DIDN'T HAVE COVID, I THINK WE DEFINITELY AND WE HAVE A CONSISTENCY, WE DEFINITELY CAN TRACK THAT, AND THEN FROM YEAR-TO-YEAR WE IF WE'RE IMPROVING OR NOT.

THEN WHEN YOU HAVE A SITUATION LIKE MEASURE LIKE THAT, THAT'S WHEN IT TRULY, REALLY CHANGES EVERYTHING.

>> CERTAINLY, I THINK THAT THOSE EXTENUATING CIRCUMSTANCES ARE ABSOLUTELY VALID.

I GUESS THE QUESTION IS THAT HOPEFULLY, PRAY [LAUGHTER] THAT WE DON'T GO BACK TO WHERE WE WERE DURING THE LAST TWO YEARS AND THAT WE CAN MOVE FORWARD AND TRY TO RECOVER AND TO HAVE SOME MECHANISM BY WHICH TO SAY WE'RE TRACKING THAT WE'RE RECOVERING, THAT OUR CLIMATE IS GETTING BETTER.

IT'S A LOT LIKE THE GOAL ABOUT THE STUDENT'S MENTAL HEALTH.

THERE WERE ISSUES ALWAYS, BUT THE PANDEMIC MADE IT MUCH, MUCH WORSE IN TERMS OF STUDENTS SUFFERING SOCIALLY AND EMOTIONALLY.

WE WANT TO MOVE FORWARD, WE WANT TO TRACK THAT WE'RE GETTING BETTER, THAT WE'RE RECOVERING, AND IN SOME WAYS THIS IS THE SAME THING, IT WAS DEVASTATINGLY HARD ON OUR STAFF.

WE NEED TO MOVE FORWARD TO SHOW THAT WE'RE MAKING PROGRESS IN TERMS OF RECOVERY AND RESTORING THE CLIMATE THAT WE ALL WANT, THAT WE'RE STRIVING FOR.

>> TRUSTEE VESSA, IF I CAN, I JUST WANT TO BE CLEAR ON THIS.

I THINK IT'S ABOUT CLIMATE NOT NECESSARILY RETENTION BECAUSE I DON'T THINK THEY'RE ONE AND THE SAME THING.

>> YEAH, THAT'S WHAT HE GOTTEN IN THE JULY MEETING, WAS THAT THE RETENTION PART WAS JUST SOMETHING THAT WE CAN'T CONTROL ALL THOSE FACTORS.

SOME OF THE THINGS THAT WE CAN MORE CONTROL IS THE CLIMATE THAT WOULD LEAD TOWARDS RETENTION TO A CERTAIN DEGREE BECAUSE LIKE I SAID, WE CAN'T CONTROL EVERYTHING.

THAT'S REALLY WHAT I WAS LOOKING AT, BUT I WANTED TO COME BACK TO THE BOARD TO SEE IF THERE WAS ANY CONSENSUS FOR THEM TO COME BACK WITH A CONSTRAINT RELATED TO THAT.

>> TRUSTEE JOHNSON.

>> I WOULD LIKE TO JUST SAY, I REALLY AM A NICE GUY.

I'M SEEING THAT WAY, BUT I'M JUST GOING TO SAY IT AGAIN.

IS THE PURPOSE RIGHT NOW TO ADD NEW CONSTRAINTS, IS THE PURPOSE AT THIS POINT JUST TO VOTE ON WHAT'S HERE, AND THEN IF WE WANT TO ADD SOMETHING MAYBE AT THE END, BUT SHOULDN'T WE GO THROUGH AND VOTE ON WHAT'S HERE, MAKE A DECISION AND MOVE FORWARD?

>> I THINK THIS WOULD BE A POINT WHERE WE COULD MODIFY OR ADD A CONSTRAINT AS WELL.

WE HAVE HAD SEVERAL CONVERSATIONS ABOUT CONSTRAINTS IN THE PAST AND BOARD GOALS AND THINGS LIKE THAT.

FOR THE MOST PART, MOST OF THIS WAS HAMMERED OUT, BUT I THINK WHAT WE PROBABLY SHOULD DO AT THIS POINT IS SEE IF THERE IS ENOUGH INTEREST BY THE BOARD TO INCLUDE A STAFF EITHER CLIMATE OR RETENTION BEFORE WE GOT INTO ANY MORE DETAILS IN THE WEEDS.

I THINK WE'VE HAD ENOUGH CONVERSATION TO UNDERSTAND THE PURPOSE OF WHAT TRUSTEE VESSA'S REQUESTING, BUT IT WOULDN'T BE OUT OF LINE THAT YOU COULD BRING UP BECAUSE WE CAN HAVE UP TO FIVE CONSTRAINTS AND WE ONLY HAVE THREE, SO WE DO HAVE THE AVAILABILITY TO ADD ANOTHER ONE.

WE HAVE A VERY LENGTHY AGENDA IN FRONT OF US STILL, SO IT WOULD BE NICE TO MAKE SOME PROGRESS ON IT.

TRUSTEE WESTON HAS HER LIGHT ON.

[02:50:04]

GO AHEAD, TRUSTEE JOHNSON.

>> ONE LAST PART TO THIS.

AT THIS POINT, WHAT I WOULD REALLY LIKE TO THINK ABOUT AND CONSIDER AT THIS POINT, ONE, 8:30 SCHOOL STARTS TOMORROW, AND THEN TWO, THAT AGAIN, FOR ME, THAT WE MAKE A DECISION, VOTE UP OR DOWN, AND MOVE ON.

>> OKAY. TRUSTEE WESTON.

>> WELL, I'M GOING TO SAY TRUSTEE VESSA, IF YOU'RE ASKING A FORMER HUMAN RESOURCES PROFESSIONAL, IF I'M SUPPORTIVE OF INCORPORATING THE ORGANIZATION'S ABILITY TO RETAIN TALENT INTO THE GOALS, I'M A YES.

[LAUGHTER] I'VE TALKED ALL THE TIME BEFORE I GOT ELECTED, SINCE I'VE BEEN ELECTED.

THIS INDUSTRY THAT WE SERVE IN, THIS IS A HIGH-TOUCH INDUSTRY.

THIS IS ALL ABOUT IT.

LEADING UP TO TOMORROW BEING THE FIRST DAY OF SCHOOL, LIKE TRUSTEE JOHNSON SAID, PARENTS AND STUDENTS, IT'S ALL ABOUT THE TEACHER, IT'S ALL ABOUT THOSE RELATIONSHIPS.

I THINK THAT THEIR ABILITY TO RETAIN TOP-TIER TALENT IS THE BIGGEST COMPETITIVE ADVANTAGE THAT WE CAN HAVE TO EVERYTHING, NOT ONLY THE ORGANIZATION'S SURVIVAL AND INTO THE FUTURE, BUT ALSO THE QUALITY THAT WE'RE ABLE TO PRODUCE TODAY THAT TOUCHES REAL CHILDREN WHO WILL ENTER THE REAL-WORLD, WHICH IS THE MOST COMPETITIVE WORKFORCE IN HUMAN HISTORY.

BUT THEN I ALSO KNOW, IS THAT INTO THE WEEDS OF THE HOW AND I'M CONSCIOUS OF THAT? I BELIEVE IT WAS THE DECEMBER 11TH, 2021 MEETING THAT WE HAD IN THIS ROOM ON BOARD GOALS.

TRUSTEE BONE, I REMEMBER YOU WERE THERE, NOT ALL TRUSTEES WERE AT THAT BOARD GOALS MEETING.

BUT YOU SPECIFICALLY ASKED, MAYBE LSG, IF THERE'S ALL THESE LIMITS AND CONSTRAINTS AROUND IT, IS IT REALLY THE BEST TOOL? YOU WERE CHALLENGING THAT.

AS I LISTEN TO THIS, I REALLY I'M REFLECTING ON THAT BECAUSE I'M NOT SURE THAT IT IS.

BUT TO TRUSTEE JOHNSON'S POINT, I'M ALSO FINE WITH JUST VOTING UP OR DOWN ON THIS AND MOVING ON TO THE NEXT AGENDA ITEM.

THANK YOU FOR BRINGING THAT UP, SIR.

>> TRUSTEE HARRISON.

>> SURE. IN THE SPIRIT OF MOVING THINGS ALONG, I KNOW THIS IS WRITTEN ALTOGETHER, BUT I'M GOING TO GO AHEAD AND MOVE ONE BY ONE.

>> BECAUSE WE'RE OBVIOUSLY NOT GOING TO VOTE ON THIS CONSTRAINT, BUT IF WE COULD JUST AT LEAST SEE IF THERE'S A CONSENSUS OF THE BOARD TO EVEN HAVE THEM BRING IT BACK FOR A LATER DATE, THAT WOULD BE HELPFUL.

>> MY ONLY CONCERN AND OBVIOUSLY I'M CONCERNED ABOUT TEACHER RETENTION, BUT WE NEED TO GET TO OUR SELF-EVALUATION.

IT WAS MADE PRETTY CLEAR THAT SOMETHING THAT STANDS IN THE WAY OF TEACHERS FEELING SAFE AND WELCOME HERE IS US.

I FEEL UNFOCUSED, MAYBE WE HAVE TOO MANY THINGS GOING ON, AND I'M NOT EVEN SURE WE CAN GET THESE THINGS DONE IF WE DON'T FOCUS AND MOVE FORWARD.

IF THERE WAS A REAL LASER-FOCUSED, QUICK WAY, AND STAFF TOLD US, YES, THIS IS SOMETHING THAT WE CAN MONITOR, THEN I WOULD BE ALL FOR IT.

BUT OTHERWISE, I THINK THAT WE NEED TO GO AHEAD AND [OVERLAPPING] PHRASE THIS.

[LAUGHTER] WELL, I'M JUST SAYING I THINK WE NEED TO MOVE AHEAD WITH THESE OTHER THINGS.

THAT IS IMPORTANT, BUT WE HAVE SOME MORE [OVERLAPPING] .

>> THAT'S OKAY. I'M JUST TRYING TO GAIN CONSISTENCY.

WE'VE GOT TWO YESES.

WERE YOU A NO OR A YES?

>> I'M A NO.

>> SHE'S IN NOS. SO FAR WE JUST HAVE TWO YESES, TWO NOS.

>> I'M A NO FOR TONIGHT ONLY BECAUSE IT WILL TAKE A LITTLE WHILE TO DEVELOP THE WORDING.

>> [OVERLAPPING] WELL, OBVIOUSLY NOT TONIGHT BECAUSE WE DON'T HAVE ANYTHING TO APPROVE, BUT WOULD YOU BE AMENABLE TO THEM GOING BACK AND BRINGING US BACK SOMETHING LIKE AT A LATER DATE?

>> SURE. I WOULD BE WILLING TO [OVERLAPPING].

>> OKAY. THEN IT'S THREE YESES.

>> SURE.

>> I'M A NO, I WOULD RATHER STICK WITH JUST OUR STUDENT GOALS CONSTRAINT.

>> I'M A YES.

>> OKAY. FOUR.

>> NOW WE'RE MOVING ON TO DRAFT SCHOOL BOARD CONSTRAINTS.

[NOISE]

>> THANK YOU. THE NEXT SLIDE WE'RE ON SLIDE 6.

THESE ARE THE BOARD CONSTRAINTS THAT THE BOARD DRAFTED IN JULY AND I PUT THEM ALL ON THE SCREEN.

>> ANY QUESTIONS ABOUT THE CONSTRAINTS? TRUSTEE WESTON.

>> I THINK THAT NUMBER 2, THE BOARD SHALL NOT VIOLATE BOARD OPERATING PROCEDURES OR POLICY.

I THINK WE SHOULD ADD OR THE LAW.

I THINK THAT WOULD BE GOOD.

>> IS THERE CONSENSUS TO ADD THE LAW?

[02:55:02]

>> I MEAN, YES.

>> I'M FINE, BUT I'M JUST [LAUGHTER] GOING TO GO TO TRUSTEE JOHNSON.

IT'S LIKE WE WERE NOT JUST VOTING ON THESE.

WE HAD A PRETTY LONG DISCUSSION THAT PEOPLE CHOSE NOT TO BE HERE FOR.

NOW WE'RE GOING TO SPEND TIME AT 8:35 ADDING STUFF.

FINE, WE CAN ADD OR THE LAW.

>> TRUSTEE HARRISON.

>> IT'S ALREADY COVERED IN OUR OATH, SO I'M IN NOW I'D LIKE TO GO AHEAD AND VOTE AS IS.

>> TRUSTEE VESSA.

>> I'M FINE WITH ADDING THE LAW.

>> TRUSTEE JOHNSON.

>> I'M FINE WITH ADDING THE LAW.

>> WE'LL ADD IT TO THE LAW, POLICY AND LAW.

ANY OTHER QUESTIONS OR CONCERNS ABOUT BOARD GOALS AND CONSTRAINTS?

>> NO, CAN I GO AHEAD AND MOVE FOR SOME VOTES NOW, PLEASE?

>> SURE.

>> I'M GOING TO GO ONE-BY-ONE BECAUSE THAT WAY PEOPLE CAN VOTE UP OR DOWN.

I MOVE THAT THE BOARD APPROVE STUDENT OUTCOME GOAL NUMBER 4, SUBJECT TO THE BOARD AGREEING NOT TO USE BOARDS.

DO NOT COME GOAL NUMBER 4 DATA AND THE SUPERINTENDENT'S EVALUATION AT THE CONCLUSION OF THE 2022/2023 SCHOOL YEAR.

>> SECOND.

>> I HAVE A MOTION AND A SECOND.

ALL IN FAVOR RAISE YOUR HAND.

ALL OPPOSED. MOTION PASS IS 5/2. THANK YOU.

>> DID YOU HAVE ANOTHER MOTION?

>> YES. CAN WE JUST GO AHEAD IN MOTION?

>> GO AHEAD [OVERLAPPING].

>> I MOVE THAT WE APPROVE DRAFT CONSTRAINT NUMBER 1, REVISE TO SAY, THE SUPERINTENDENT SHALL NOT ALLOW THE GROWTH MEASURES OF STUDENTS RECEIVING SPECIAL EDUCATION 504 SERVICES TO NOT INCREASE.

>> SECOND.

>> I HAVE A MOTION AND A SECOND. ALL IN FAVOR RAISE YOUR HAND.

ALL OPPOSE, SEEN NONE.

MOTION PASSES 7/0.

ANY OTHER MOTIONS? I MOVE THAT THE BOARD APPROVE DRAFT CONSTRAINT NUMBER 2.

DO I HAVE TO READ OUT WHAT IT IS?

>> I HAVE A MOTION TO EDIT IT AT [OVERLAPPING].

>> I HAVE A MOTION ON THE TABLE ON CONSTRAINT NUMBER 2, IN A SECOND.

ALL IN FAVOR RAISE YOUR HAND.

>> [BACKGROUND]

>> WE'RE AMENDING THE MOTION?

>> YES. I WOULD LIKE TO AMEND THE MOTION SAY THE SUPERINTENDENT SHALL NOT ALLOW A CAMPUS TO BE RATED AD OR AN F, PERIOD.

>> NOW I FALL BACK ON OUR ROBERT'S RULES.

WE HAVE TO VOTE TO WHETHER WE WANT TO CHANGE THIS.

DO WE WANT TO CHANGE THIS MOTION? WE'RE VOTING YES OR NO TO CHANGE THE MOTION.

IF YOU VOTE YES, THEN THE MOTION LANGUAGE WILL CHANGE AND THEN WE WILL VOTE ON THE MOTION.

ALL IN FAVOR OF CHANGING THE MOTION LANGUAGE TO NOT HAVE THE LAST FOUR WORDS FOR TWO CONSECUTIVE YEARS RAISE YOUR HAND. ALL OPPOSED.

MOTION FAILS, 3/4.

WE'RE BACK TO THE ORIGINAL MOTION.

THE LANGUAGE AS WRITTEN.

WE HAVE A MOTION AND A SECOND ON THAT.

ALL IN FAVOR RAISE YOUR HAND.

ALL OPPOSED, MOTION PASSES 5/2.

DO YOU HAVE ANOTHER MOTION?

>> YES. I MOVE THAT THE BOARD APPROVES DRAFT CONSTRAINT NUMBER 3.

THE SUPERINTENDENT SHALL NOT ALLOW STUDENTS TO NOT HAVE ACCESS TO FINANCIAL LITERACY, CIVICS, AND OTHER REAL-WORLD LIVING EXPERIENCES ANNUALLY.

>> I'LL SECOND IT. WE HAVE A MOTION AND A SECOND.

TRUSTEE WESTON.

>> MY NO VOTE ON THIS IS JUST BECAUSE I DON'T THINK THIS IS RELEVANT.

I DON'T THINK THIS IS A PROBLEM.

I WOULD ENCOURAGE ALL STUDENTS, MY OWN CHILDREN HAVE TAKEN FINANCIAL LITERACY CLASSES HERE IN CIVICS.

I JUST WANT TO EXPLAIN MY NO VOTE.

>> ALL IN FAVOR RAISE YOUR HAND. ALL OPPOSED.

MOTION PASSES 5/2.

WE HAVE THREE DRAFTS, SCHOOL BOARD CONSTRAINTS. THE MOTION.

>> I MOVE THAT WE APPROVE MORE CONSTRAINTS 1 AND 3 AS WRITTEN WITH THE AMENDMENT FOR BOARD CONSTRAINT NUMBER 2 TO BE, THE BOARD SHALL NOT VIOLATE BOARD OPERATING PROCEDURES OR POLICY OR THE LAW.

>> ANOTHER MOTION? A SECOND.

ALL IN FAVOR RAISE YOUR HAND.

ALL OPPOSED. SEEN NONE.

MOTION PASSES 7/0.

NOW WE ARE ON TO DRAFT GOALS 1-3 TARGETS, YEARS '25 AND '26.

>> THESE ARE THE GOALS THAT WE'VE ALREADY ADOPTED THROUGHOUT THE LAST YEAR.

BUT WE NEVER ADOPTED YEARS 2025 AND 2026.

WE'RE BRINGING THAT FORWARD NOW.

THE RECOMMENDED OR THE DRAFT EXTENSION CONTINUES TO HAVE TARGETS THAT CLOSE THE GAPS AND EXTENDS THOSE OUT TWO ADDITIONAL YEARS TO GET TO 2026.

>> ANY QUESTION TRUSTEES ON THESE ADOPTED?

[03:00:05]

>> BECAUSE THEY'VE JUST RELEASED THE 2022 DATA, DIDN'T WE EXCEED THIS ALREADY?

>> WE MET EVERYONE. WE MAY HAVE EXCEEDED ONE OR TWO VIA MAYBE A POINT.

>> WE DON'T WANT TO CHANGE ANY OF THE ALREADY APPROVED MEASURES.

WE'RE JUST ADDING '25 AND '26 YEARS.

>> YEAH, EVERYTHING ELSE HAS ALREADY BEEN APPROVED.

>> YEAH. IT'S JUST APPROVING YEARS 2025 AND 2026.

ANY OTHER? CAN I MOVE?

>> TRUSTEE JOHNSON HAS HIS LIGHT ON. SORRY.

>> YOU'RE DONE? YOU CAN MAKE A MOTION.

>> I MOVE TO APPROVE VOCAL 1, EARLY LITERACY THIRD GRADE YEARS 2025 AND 2026 GOALS.

>> I'M IN A SECOND, BUT CAN WE JUST DO THEM ALL? [LAUGHTER]

>> SURE, IF YOU WILL MOVE THEM ALONG.

IT'S THE NIGHT BEFORE SCHOOL STARTS. [LAUGHTER]

>> IT IS. CAN WE JUST APPROVE ALL THE '25/'26? I GOING TO WITHDRAW MY SECOND [INAUDIBLE] WITHDRAWING YOUR MOTION?

>> I'LL WITHDRAW MY MOTION. [OVERLAPPING]

>> THERE'S SOME LANGUAGE OF IF YOU ALL WANT TO JUST DO THE WHOLE '24/'25 ANNUAL STUDENT OUTCOME TARGETS FOR GOALS 1 THROUGH 3.

IT'S PRESENTED. YOU CAN USE THAT LANGUAGE AND LAST SENTENCE OF THE YEAR.

>> HOW ABOUT I MOVE THE BOARD APPROVE THE 2024 AND 2025 ANNUAL STUDENT OUTCOME TARGETS FOR GOALS 1 THROUGH 3.

WELL, THIS IS '24 AND '25, BUT IT WAS '25 AND '26.

>> 2025/2026.

>> I MOVE THE BOARD APPROVE THE 2025 AND 2026 ANNUAL STUDENT OUTCOME TARGETS FOR GOALS 1 THROUGH 3 AS PRESENTED.

>> SECOND.

>> WE HAVE A MOTION AND A SECOND. ANY COMMENTS?

>> I HAVE A COMMENT. I WILL NOT BE VOTING FOR THESE FOR THE SAME REASONS THAT I DIDN'T VOTE FOR THE PREVIOUS, AND THAT'S OUR STUDENTS EXPECT TO HAVE PASSING GRADES AND HAVING GOALS OF LESS THAN 70 IS JUST, IN MY PERSPECTIVE, IRRESPONSIBLE.

>> WE HAVE A MOTION AND A SECOND.

ALL IN FAVOR RAISE YOUR HAND.

ALL OPPOSED. MOTION PASSES 5/2.

THAT CONCLUDES OUR PRESENTATION ON THE BOARD GOALS AND CONSTRAINTS, AND WE LOOK FORWARD TO HEARING WHAT THE PROGRESS MEASURES ARE IN A FUTURE MEETING.

THANK YOU. WE'RE GOING TO MOVE ON TO THE BOARD OF TRUSTEES SELF-EVALUATION.

DR. MCMAHON, YOU'RE GOING TO WALK US THROUGH THAT. YOU ARE ON MUTE.

>> MY APOLOGIES. SECRETARY, I'M GOING TO ASK FOR YOUR ASSISTANCE ON THIS.

[NOISE] YOU HAVE THE INTEGRITY INSTRUMENT.

WE'RE GOING TO GO THROUGH EACH SECTION OF IT AND LOOK AT WHERE YOU SCORED YOURSELF LAST TIME, WHERE YOU THOUGHT YOU WOULD BE THIS TIME, AND WHERE YOU SCORE YOURSELF THIS TIME.

IF I COULD GET UP THE SLIDE DECK FOR THE FIRST SECTION OF VISION AND GOALS.

[OVERLAPPING] FOR THOSE OF YOU ON THE DIAS, IT'S IN YOUR FOLDER.

>> JENNIFER, IT'S ATTACHED TO THE AGENDA IF YOU'RE ABLE TO PULL THAT UP. GREAT. THANK YOU.

>> JENNIFER, IF YOU COULD JUST GO TO THE FIRST SECTION ON THE VISION AND GOALS.

>> THERE YOU GO.

>> THERE YOU GO. THE LAST TIME THAT YOU GUYS DID A SELF-EVALUATION USE FOR YOURSELF AS THE FOUR.

TRUSTEE, WHERE CAN YOU PLEASE, TESTING INFORMATION EXPLAIN HOW WE SCORE.

HOW DO YOU GO FROM A ONE, TO A FOUR, TO A 12? WHAT DO YOU HAVE TO DO?

>> TO GET A ONE, THE BOARD IS PREPARING TO FOCUS AND HAS ADOPTED A VISION STATEMENT, OWN THE VISION DEVELOPMENT PROCESS WHILE WORKING COLLABORATIVELY WITH THE SUPERINTENDENT, ADOPTED 3-5 GOALS, AND OWNED THE GOAL DEVELOPMENT PROCESS WHILE WORKING COLLABORATIVELY WITH THE SUPERINTENDENT.

THEN APPROACHES, WHICH WAS FOUR POINTS WAS ALL GOALS ARE SPECIFIC, QUANTIFIABLE STUDENT OUTCOME GOALS THAT INCLUDE

[03:05:02]

A POPULATION OF FIVE YEAR DEADLINE OF A MONTH IN YEAR A BASELINE, AND ANNUAL STUDENT GROUP TARGETS.

>> YOU SCORED YOURSELF AS A FOUR LAST TIME.

IT'S IMPORTANT TO REMEMBER FOR THOSE OF YOU WHO ARE WATCHING AND LOOKING, IS THAT IN ORDER TO MOVE FROM ONE STEP TO THE NEXT STEP YOU HAVE TO HAVE ALL OF THOSE INDICATORS IN PLACE.

YOUR HOPE WAS TO MOVE TO A 12 BY THIS SCORING PROCESS.

>> BUT I FEEL WITH THE ADOPTION OF THAT FOURTH GOAL THAT DOESN'T HAVE [LAUGHTER] ANNUAL STUDENT GROUP TARGETS OR BASELINE.

HAVE WE GONE BACK? WE'RE NOW A ONE.

>> ACTUALLY, I'M NOT SURE HOW WE SCORED OURSELVES A FOUR BECAUSE WE DIDN'T HAVE FIVE-YEAR TARGETS IN THE LAST TIME WE DID THIS, SO WE SHOULD NOT HAVE BEEN A FOUR LAST TIME.

>> BUT I THINK YOU GUYS DID IT BASED UPON SOME OF THE WORK THAT DREW HOWARD DID WITH YOU EARLIER, AND I THINK THAT'S WHY YOU SCORED YOURSELF AS FOUR.

I THINK WHAT YOU'RE DOING NOW IS LOOKING AT THE WORK THAT YOU'VE BEEN DOING IN THE LAST YEAR, SINCE WE HAVE ALL BEEN TOGETHER.

THAT'S WHY YOU SCORED YOURSELF AS A FOUR.

MY QUESTION IS TO GO TO A 12, WHICH IS WHAT YOU HOPE TO DO.

>> I DON'T THINK WE NEED A 12 BECAUSE THE LAST PART THE BOARD RELIED ON A ROOT CAUSE ANALYSIS, COMPREHENSIVE STUDENT NEEDS ASSESSMENT OR A SIMILAR RESEARCH-BASED TOOL TO INFORM THE IDENTIFICATION AND PRIORITIZATION OF ALL STUDENT OUTCOME GOALS.

THAT TAKES US OUT AND WE JUST APPROVED GOAL FOR TONIGHT AND WE WILL HAVE ANNUAL STUDENT GROUP TARGETS.

WE JUST DON'T HAVE THEM YET AND A BASELINE, SO THAT MAY TAKE US BACK TO NUMBER 1. WHAT DO YOU THINK?

>> WE'VE ALREADY SAID THAT IT'S IN PROGRESS.

WE'RE NOT EVEN COUNTING IT TOWARDS THIS EVALUATION.

WE REALLY HAVEN'T, WE'VE ADOPTED IN PROCESS.

I THINK THAT WE DEFINITELY ARE AT LEAST STILL A FOUR BECAUSE THE THREE THAT WE'VE REALLY IMPROVED NOW WE HAVE FIVE-YEAR TARGETS FOR THEM.

WE JUST APPROVE THAT.

IN TERMS OF SETS OR SIMILAR RESEARCH-BASED TOOL.

I DON'T KNOW IF WHAT WE DID IN TERMS OF DOING THE COMMUNITY FORUMS AND HAVING A SURVEY AND ALL OF THAT WHICH INFORMED WHAT WE DID QUALIFIES.

I GUESS I WOULD HAVE TO ASK MR. MCMAHON IF SHE THINKS THAT THAT WHAT WE DID LAST FALL QUALIFIES TO MEET THAT CRITERIA.

>> I HONESTLY TRUE THAT THINGS THAT THAT MEETS ALL OF THAT WORK FOR ALL OF THE WORK THAT RYAN AND YOUR SUPERINTENDENT DID WITH LOOKING AT STUDENT ANALYSIS TO GET YOU TO CRUNCH THOSE NUMBERS.

I TRULY BELIEVE THAT I THINK YOU GUYS HAVE AN IDEA THAT THE SUPERINTENDENT HAS IN HIS FIRST PRIORITY IN BUDGETING RESOURCES FOR THOSE STUDENTS GOALS.

THEY ARE INFLUENCEABLE.

I THINK THAT THEY REQUIRE AN ADULT OUTCOME CHANGE.

I WANT TO GO BACK TO THE TOP OF THE STATEMENT ON NUMBER 12.

I'M SORRY FOR LOOKING SIDEWAYS BECAUSE I'VE GOT TWO SCREENS FILMING.

ALL BOARD MEMBERS AND THE SUPERINTENDENT AGREE THAT THE GOALS WILL CHALLENGE THE ORGANIZATION AND REQUIRE ADULT BEHAVIOR.

MY QUESTION TO MOVE FROM A FOUR TO A 12.

DO YOU THINK THOSE TWO INDICATORS WERE MET?

>> I DON'T THINK.

>> BECAUSE WE'RE DOING THINGS.

BECAUSE IT SAYS ALL.

IT'S GOT TO BE EVERYBODY.

DO YOU ALL THINK THOSE INDICATORS ARE MET? THAT THE GOALS THAT YOU GUYS HAVE WRITTEN LITTLE CHALLENGE, THE ORGANIZATION, AND REQUIRE ADULT BEHAVIOR CHANGE.

IF IT IS, YOU MOVE TO A 12, IF IT'S NOT, YOU STAY AT A FOUR. [OVERLAPPING].

>> LET ME INTERRUPT REAL QUICK.

TRUSTEE JOHNSON WHEN WE'RE DOING STUFF LIKE THIS WE ALLOW POPPING IN.

I KNOW YOU'VE GOT YOUR LIGHT ON, AND I APPRECIATE YOU FOLLOWING THAT PROCEDURE.

BUT IN THIS TURNS INTO MORE OF A WORKSHOP FILL, SO FEEL FREE TO JUST POP IN.

TRY NOT TO INTERRUPT YOUR FELLOW TRUSTEES OBVIOUSLY, THAT'S FOR ALL OF US ON THE DICE.

BUT IN A SITUATION LIKE THIS FEEL FREE TO JUST POP IN.

>> FOR ME WHEN WE HAVE A CONVERSATION ABOUT

[03:10:01]

A ROOT CAUSE ANALYSIS THAT'S A SPECIFIC PROCESS FOR ME.

THE COMPREHENSIVE STUDENT NEEDS ASSESSMENT.

I KNOW ESSAY REQUIRES ONE.

DID WE USE ANY OF THAT RIGHT TO DETERMINE THESE GOALS? THEN THE LAST PIECE, DR. ZEUS BEFORE YOU JUMP IN, EVEN THOUGH YOU CONDUCTED THOSE COMMUNITY-BASED RESEARCH ACTIVITIES, WAS THERE A QUALITATIVE MEASURE TO SYNTHESIZE THAT INFORMATION RIGHT, AND PULL OUT ROOT THEMES AND CAUSES?

>> IT NEEDS ASSESSMENT DONE, AND ACTUALLY I'M PROUD TO SAY FOR THIS PAST YEAR, ACTUALLY, WE DID EVEN WE TOOK IT TO ANOTHER LEVEL.

WE HAVE STAKEHOLDERS AND FOLKS FROM ALL OVER THE DISTRICT, NOT JUST THE CAMPUSES BUT ALL OVER.

WE DID AN IN-DEPTH ACTUALLY ASSESSMENT.

I THINK TRAVIS IS SHAKING HIS HEAD BECAUSE HE WAS PART OF THIS MEETINGS AND WE HAD SEVERAL OF THEM LOOKING AT THEM, AND THEN DEVELOPING OUR GOALS.

>> WE GOT A WHOLE NEW BOOK AND IT BROKE DOWN ALL OF THE DATA.

ACTUALLY WE HAD A WHOLE MEETING WHERE WE HAD ALL THE RAW DATA JUST ON ALL THE WALLS.

>> I HONESTLY DON'T THINK YOU'RE GOING TO BE AT A 15.

THE CONVERSATION IS, ARE YOU GOING TO MOVE FROM A FOUR TO A 12?

>> DR. MCMAHON, I HATE TO BE A NEGATIVE NELLY BUT DO WE HAVE A VISION STATEMENT AS A BOARD BACK IN DOES NOT MEET FOCUS?

>> IT DOES NOT MEAN THAT THIS PARTICULAR BOARD HAS ADOPTED A VISION STATEMENT THAT THE DISTRICT HAS A VISION STATEMENT.

YES, I BELIEVE THEY DO.

>> I JUST WANT TO MAKE SURE BECAUSE I KNOW WE AS A BOARD HAVE NOT ADOPTED A VISION STATEMENT JUST FOR OUR BOARD BUT THEN I THINK WE CAN ALL AGREE WE'RE AT A 12.

>> I DON'T AGREE BECAUSE IT SAYS ALL BOARD MEMBERS AND THE SUPERINTENDENT AGREE THAT THE STUDENT OUTCOME GOALS WILL CHALLENGE THE ORGANIZATION.

WE'VE HAD PEOPLE EXPRESS DISAGREEMENT SO WE'RE STILL AT A FOUR.

>> MOVING ON TO THE NEXT ONE, WE'RE AT A FOUR FOR THIS ONE.

MOVING ON TO VISION AND GOAL NUMBER 2.

>> VISION AND GOALS NUMBER 2, YOU EVALUATED YOURSELF AS A FOUR LAST TIME, YOUR HOPE WAS TO BE AT A 12 THIS TIME.

LET'S LOOK AT THE DIFFERENCE BETWEEN A FOUR AND A 12.

THE BOARD HAS ADOPTED NO MORE THAN THREE GPMS FOR STUDENT OUTCOMES.

YOU HAD SOME GPMS BASED UPON THE WORK THAT YOU'VE PREVIOUSLY DONE WITH COACHES.

THEN I THINK AGAIN, YOU GET BACK TO THAT QUESTION, 12 WILL CHALLENGE REQUIRE ADULT BEHAVIOR CHANGE IN INFLUENCEABLE BY THE SUPERINTENDENT AND OUR PREDICTIVE.

>> BUT YOU AGREE TO THE STATEMENTS IN NUMBER 12? THAT'S A NO. MOVING ON.

WE'RE NUMBER 4.

>> THE NEXT ONE IS VISION AND GOALS.

YOU GUYS SCORED YOURSELF AT A ZERO.

HAVE YOU ADOPTED SUPERINTENDENT CONSTRAINTS?

>> YES.

>> YES.

>> YES. WERE THOSE CONSTRAINTS WRITTEN COLLABORATIVELY WITH THE SUPERINTENDENT?

>> PAINFULLY SO OVER NUMEROUS DAYS, SO YES.

[NOISE]

>> EACH CONSTRAINT DESCRIBES AN OPERATION OR CLASSIFICATION THAT THE SUPERINTENDENT MAY NOT USE OR ALLOW.

>> YES.

>> THAT WOULD BE APPROACHES.

THREE. GOING TO, MEETS FOCUS, HAVE YOU ADOPTED SELF-CONSTRAINTS?

>> YES.

>> DID THE BOARD USE ROOT CAUSE ANALYSIS NEEDS ASSESSMENT?

>> YES.

>> ARE ALL BOARD MEMBERS AND THE SUPERINTENDENT AGREE THAT CONSTRAINTS WILL CHALLENGE THE ORGANIZATION? THAT'S THE QUESTION. [OVERLAPPING]

>> THE ANSWER IS A NO ON THAT ONE, SO WE'RE THREE [OVERLAPPING]. A NO ON THAT ONE.

>> TRUSTEE WESTON SAID NO.

>> ALL RIGHT. THE NEXT ONE IS CONSTRAINT PROGRESS MEASURES.

WHICH SHOULD PROBABLY, I LOST IT.

>> WELL, WE DON'T HAVE ANY, [OVERLAPPING] SO SUPPOSEDLY IS ZERO.

>> YEAH, STILL BE AT ZERO.

YOU SCORED YOURSELF AS ZERO ON THAT ONE.

WE HOPE TO HAVE SOME OF THOSE IN PLACE, BUT I THINK WE CAN GET SOME OF THOSE DONE PRETTY QUICKLY.

NEXT ONE IS,

[03:15:01]

HALF THE TIME ON IMPROVING STUDENT OUTCOMES TRUSTEE WHERE.

>> WE WERE AT FOR THE LAST QUARTER, MAY, JUNE, AND JULY THROUGH THE ELLIS G FORMULA, NOT OUR MONITORS WAS AT 14 PERCENT, SO ACTUALLY WE GOT A FOUR.

>> SO YOU ACTUALLY GOT A FOUR.

WAS THAT UP OR DOWN?

>> THAT WAS UP. WE WERE AT ZERO. [LAUGHTER]

>> SO YOU MET YOUR NEXT QUARTER TARGETS?

>> YEAH.

>> CONGRATULATIONS ON THAT.

THE NEXT SECTION IS IMPROVING STUDENT OUTCOMES.

EVALUATES DOES NOT INTERFERE TOWARDS STUDENT OUTCOMES.

SO THE QUESTION, LAST TIME, YOU SCORED YOURSELF A ONE, I BELIEVE.

>> WE WERE ZERO, AND I THINK WILL STILL BE A ZERO BECAUSE WE HAVEN'T DONE THE SUPERINTENDENT'S EVALUATION.

BUT IT SAYS NO MORE THAN 15 MONTHS AGO, WE WEREN'T SUPPOSED TO HAVE DONE ONE IN THE LAST 15 MONTHS?

>> NO.

>> SO WE'RE GOOD ON THAT ONE.

>> I THINK ACTUALLY YOU CAN MOVE YOURSELF TO A TWO BECAUSE IT SAYS PERFORM SELF-EVALUATION NO MORE THAN 45 DAYS PRIOR TO THE MOST RECENT SUPERINTENDENT EVALUATION.

IT'S MY UNDERSTANDING YOU'RE DOING A SUPERINTENDENT EVALUATION ON THURSDAY?

>> THAT IS CORRECT.

>> ARE YOU EVALUATING THE SUPERINTENDENT AND PART ON THE RESULTS AND PROGRESS FOR STUDENT OUTCOMES?

>> THAT IS CORRECT.

>> TONIGHT, YOU'RE PERFORMING A SELF-EVALUATION WITH THIS ELLIS G INSTRUMENT. IS THAT CORRECT?

>> THAT IS CORRECT.

>> I THINK YOU CAN MOVE YOURSELF TO A TWO.

WELL, THAT'S FOR THE BOARD TO DECIDE.

DOES ANYBODY ON THE BOARD HAVE A DISCUSSION QUESTION? EVERYBODY AGREE, YES OR NO?

>> YES.

>> THE NEXT ONE IS, OPERATES AND ALLOW THE SUPERINTENDENT TO ACCOMPLISH ADDITION.

YOU SCORED YOURSELF A ZERO, YOU WANTED IT TO BE A FOUR.

TO BE A FOUR, ALL CONSENT ELIGIBLE ITEMS WERE PLACED ON THE AGENDA, AND YOU DID THAT?

>> YEAH. BUT WE MIGHT BE A ZERO BECAUSE I BELIEVE WE'VE HAD A BOARD MEETING THAT LASTS LONGER THAN EIGHT HOURS.

>> NOT SINCE [OVERLAPPING]

>> YES.

>> MONITORING INSTRUMENT THOUGH, DID WE?

>> YES, WE DID BECAUSE WE HAD ONE THAT WENT UNTIL THREE O'CLOCK IN THE MORNING.

[OVERLAPPING]

>> DELETE THE TIME FOR COMMUNITY INPUT AND EXECUTIVE SESSION.

>> OKAY. WE'RE CLEAR.

TRUSTEE WEIR IS GOING TO DOUBLE-CHECK THAT.

>> I HONESTLY THINK YOU'RE PRETTY CLEAR ON THAT BECAUSE A LOT OF YOUR TIME HAS BEEN SPENT ON COMMUNITY INPUT AND TIMES IN EXECUTIVE SESSION.

I'M GOING TO LET TRUSTEE WEIR LOOK AT THAT.

BUT IF THAT GOES THROUGH CONSENT ELIGIBLE ITEMS, MORE THAN 75 PERCENT OF THE ITEMS WERE VOTED ON DURING CONSENT AGENDA.

I THINK YOU'RE THERE, AND THEN YOU HAVE ADOPTED A BOARD MONITORING CALENDAR THAT I DON'T THINK HAS BEEN SEEN MOVED.

TRUSTEE WEIR, WHAT IS YOUR THOUGHT?

>> OUR LONGEST MEETING, ACCORDING TO THE ELLIS G, WAS 257 MINUTES, WHICH IS 4.2 HOURS.

BUT THERE WERE SIX OR MORE BOARD-AUTHORIZED MEETINGS IN A MONTH.

>> THE ONE ITEM THAT I'M LOOKING AT IS [OVERLAPPING].

>> BECAUSE WE ONLY HAD FIVE AND A ONE. [OVERLAPPING]

>> IS THERE ELIGIBLE ITEMS AT 75 PERCENT? DO YOU THINK YOU GUYS MET THAT?

>> YES. [OVERLAPPING]

>> THAT MEANS PUTTING EVERYTHING ON YOUR AGENDA AND 75 PERCENT OF YOUR DISCUSSIONS WERE VOTED ON CONSENT AGENDA.

I DON'T THINK MAYBE THAT'S MET.

>> NO. WE HAD A ONE.

>> YOU HAD A ONE. [OVERLAPPING].

>> WAIT, ARE YOU SAYING THAT WE'RE AT A ONE BECAUSE OF THE 75 PERCENT CONSENT AGENDA THING?

[03:20:02]

>> YEAH.

>> NO. MOST OF IT STAYS ON CONSENT.

>> THAT'S NOT WHAT IT'S ASKING.

WHAT IT'S ASKING IS WHEN WE LOOK AT OUR [OVERLAPPING] THE 75 PERCENT [OVERLAPPING]

>> ON ELIGIBLE ITEMS.

>> I WOULD STILL AGREE WITH THAT.

WHAT IS NOT BEEN ON THE ELIGIBLE LISTS?

>> EVERYTHING THAT YOU DISCUSSED THAT'S NOT ON CONSENT AGENDA?

>> WELL, NO, NOT EVERYTHING IS ELIGIBLE FOR CONSENT.

LIKE IT REQUIRES ACTION AND DISCUSSION OR.

>> NO. IF IT REQUIRES ACTION AND DISCUSSION, IT JUST DEPENDS ON WHAT YOU'VE PULLED. DOES THAT MAKE SENSE?

>> MY MISUNDERSTANDING THEN. SO WE HAD A ONE

>> YEAH.

THEN ADVOCACY ENGAGEMENT, WHERE DO YOU PUT YOURSELF? YOU ARE AT A ZERO LAST TIME.

WHY WERE YOU AT A ZERO LAST TIME?

>> WELL, WE HADN'T HAD ANY COMMUNITY FORUMS WHERE WE WERE TALKING ABOUT OUR GOALS.

>> IT SAYS ONCE IN THE LAST YEAR.

>> CAN I GET CLARITY ON WHEN WE SAY WE'VE DONE THIS BEFORE? WHAT IS BEFORE? BECAUSE I FELT THIS THING OUT. [OVERLAPPING]

>> YOU LEFT THAT MEETING.

IT WAS AFTER OUR TEAM OF EIGHT WHEN WE DID THE BOARD SELF-EVALUATION AND YOU AND TRUSTEE BOWEN LEFT THAT MEETING AND DIDN'T STAY FOR IT SO THE REST OF US DID THIS BEFORE.

>> BECAUSE I FILLED THIS OUT FOR THAT THOUGH BECAUSE YOU MADE A COMMENT EARLIER THAT THE LAST BOARD AND SHE'S TALKING ABOUT DREW HOWARD.

I'M ASKING FOR CLARITY.

>> SHE JUST MENTIONED THAT ONE TIME, BUT WE'RE JUST TALKING ABOUT SINCE THE LAST TIME WE COMPLETED THIS ON MAY 9TH.

>> WE'RE NOT TALKING ABOUT THE LAST BOARD AND DREW HOWARD?

>> NO. WE'RE TALKING ABOUT WHAT HAPPENED IN THE LAST QUARTER?

>> THANK YOU.

>> TECHNICALLY, HAVEN'T WE DONE COMMUNITY ENGAGEMENT ACTIVITIES IN THE 12 MONTHS?

>> WE'VE DONE QUITE A FEW OF THEM.

WE DID ALL THE FORUMS LAST OCTOBER.

WE DID ALL OF THE FORUMS FOR RUNNING FOR ELECTIONS.

>> CORRECT. THEN MOVING TO ONE, DO WE HAVE TWO-WAY COMMUNICATION SYSTEM.

LISTENING TO THE VISION AND VALUES OF OUR STUDENTS, WHICH WE DO HAVE THAT OPPORTUNITY, BUT THEN STAFF AND COMMUNITY MEMBERS, AT LEAST ONE PER YEAR.

>> I THINK THE ONLY THING THAT IS MOVING YOU FROM A NINE IS POSTING THE THINGS IN YOUR REGULARLY SCHEDULED BOARD MEETING LOCATION.

I THINK YOU HAVE ACTUALLY GONE TO THE THREE WHERE YOU HAVE PROVIDED TIME TO RECOGNIZE SOME STUDENTS AND HOSTED A COMMUNITY MEETING TO DISCUSS. [OVERLAPPING]

>> BUT WAIT. HOW AND WHEN HAVE WE HOSTED COMMITTEE MEETINGS TO DISCUSS PROGRESS TOWARDS STUDENT OUTCOME GOALS WITHIN EACH FEEDER PATTERN WITH LOW-PERFORMING CAMPUSES DURING THE PREVIOUS 12 MONTH PERIOD? IS THAT BECAUSE WE'VE HAD ANY COMMUNITY MEETING?

>> I DON'T THINK WE GOT A THREE. [OVERLAPPING]

>> I THINK WE'RE AT ONE.

>> I ALSO DON'T THINK IN NUMBER THREE THAT WE'VE ACTUALLY RECOGNIZED ANYBODY FOR PROGRESS TOWARDS TO A BOARD GOAL.

WE'VE DONE A LOT OF RECOGNITIONS, BUT NONE OF THEM HAVE ACTUALLY BEEN STUDENT OUTCOMES.

IT HAS BEEN SOMETHING THAT DR. AZAIEZ AND I HAVE TALKED ABOUT IN OUR WEEKLY MEETINGS ABOUT INCREASING THE NUMBER OF STUDENTS THAT WE'RE RECOGNIZING FOR PROGRESS ON STUDENT OUTCOMES.

THAT'S COMING. IT'S A LITTLE BIT HARDER TO RECOGNIZE THOSE ACHIEVEMENTS WHEN YOU'RE TALKING ABOUT PERFORMANCE ON STAR OR PERFORMANCES ON SOME OF THE PROGRESS MEASURES THAT WE HAVE.

IT'S A LITTLE DIFFICULT TO SAY WE'RE GOING TO RECOGNIZE EVERY STUDENT THAT EXCEEDS EXPECTATIONS.

I KNOW THAT'S NOT THE RIGHT CATEGORY.

>> YEAH, I JUST WANT TO REMIND EVERYBODY THAT THE JOURNEY IN LONE STAR GOVERNANCE IS NOT SOMETHING THAT HAPPENS OVERNIGHT.

IT TAKES TIME TO MOVE FORWARD, AND IT TAKES TIME TO REVIEW AND HAPPEN.

LET'S GO TO THE LAST ONE ON SYNERGY AND TEAMWORK.

>> WE'RE AT ZERO BECAUSE WE DIDN'T MAINTAIN A POURING THROUGHOUT ALL OF OUR REGULAR SCHEDULED MEETINGS FOR THE PAST THREE MONTHS.

>> CORRECT.

>> GOOD JOB.

AMY, CAN YOU GIVE ME A TOTAL? [LAUGHTER]

>> WHAT DID YOU SAY? [LAUGHTER] WHY DID WE HAVE A ZERO?

[03:25:02]

>> WE HAVEN'T HAD A QUORUM.

>> WHEN WE WERE UNABLE TO MEET A QUORUM IN THE LAST THREE MONTHS.

>> IT SAYS REGULARLY SCHEDULED BOARD MEETING SO THAT MAY BE NOT FULLY FOR JUNE.

>> WE HAD A QUORUM.

>> WE FINISHED OUR MEETING.

WE PUNTED SOME ITEMS, BUT WE HAD A FORUM FOR JUNE.

BUT I DON'T THINK THAT WE MET IT ON THE TOP ONE BECAUSE WE'RE ACTUALLY GOING TO BE APPROVING THE BOARD OPERATING PROCEDURES OR POSSIBLY APPROVING THEM TONIGHT.

WE HAVE BOARD OPERATING PROCEDURES, THEY'RE JUST NOT THE MOST UPDATED, SO I GUESS TECHNICALLY WE HAVE APPROVED THEM.

>> IT SAYS WE REVIEWED THEN.

IT DOESN'T SAY NECESSARILY THAT THEY HAD TO HAVE BEEN APPROVED AT THIS POINT.

>> UNDER ZERO, THE VERY FIRST ONE.

>> WAIT, WHERE ARE WE?

>> I'M LOOKING AT ONE.

>> I SEE FOR ONE, WE HAVE TO AFFIRM THAT AT LEAST EVERY TWO YEARS AND IT'S BEEN OVER TWO YEARS.

>> YEAH.

>> WE'RE A ZERO. YEAH, YOU'RE RIGHT.

>> BUT OUR TOTAL IS 19 SO WE ACTUALLY MORE THAN DOUBLED OUR SCORE.

>> WELL, CONGRATULATIONS.

GREAT MOVEMENT, GREAT PROGRESS.

[OVERLAPPING] SO A LOT MORE WORK TO DO.

>> YEAH, OUR TARGET WAS 58, BUT WE GOT 19.

>> LET'S JUST GO BACK.

I HONESTLY THINK IN THE NEXT QUARTER, YOU CAN HIT THE 58.

I WOULD KEEP THE NEXT QUARTER GOALS THE SAME BECAUSE I THINK YOU CAN DO IT.

IS THERE AN AREA WHERE YOU THINK YOU CANNOT? [OVERLAPPING]

>> WELL, I THINK ONE OF THE PROBLEMS THAT WE'RE HAVING ON TERMS OF VISION AND GOALS, AND MY BIGGEST CONCERN IS THAT WE APPROVED THE VISION AND GOALS TONIGHT, BUT WE DON'T HAVE EVERYONE AGREEING TO THE FACT THAT THEY CHALLENGE THE ORGANIZATION.

WE WILL NEVER MOVE ON IF WE DON'T, LIKE, GET TO A PLACE WHERE WE ALL AGREE TO THAT.

I THINK THAT ESPECIALLY IF WE'RE LOOKING OVER THE FIVE YEARS, THOSE ARE AMBITIOUS GOALS TO GET TO THOSE NUMBERS OF 76 PERCENT.

WHAT WAS THE OTHER ONE? WHICH I HAVE TO COMMIT THEM TO MEMORY. [LAUGHTER]

>> YEAH, SHE DID.

>> [OVERLAPPING] BUT ESPECIALLY THE GOAL PROGRESS MEASURES ARE ESPECIALLY AMBITIOUS.

I THINK THAT WE SHOULD HAVE DISCUSSIONS AS TO WHY MAYBE CERTAIN MEMBERS OF OUR BOARD DON'T THINK THEY'RE AMBITIOUS AND MAYBE CONSIDER WHY WE MAY WANNA CHANGE OUR MIND ABOUT THAT.

WHAT HAS TO CHANGE? HOW IT DOES CHALLENGE THE ORGANIZATION TO GET TO 76 PERCENT MEETS? THAT'S AMBITIOUS. IT REALLY IS.

>> I THINK THAT'S A GREAT DISCUSSION AS A BOARD WORKSHOP TO GO THROUGH THOSE PROCESSES AND DISCUSSIONS TO TRY TO GET ON THAT SAME LEVEL.

>> MARSHA, I'M JUST PASSING IT DOWN SO WE'LL ALL SIGN IT AND THEN THEY'LL BE SOMEBODY TO GIVE IT TO YOU AT SOME POINT.

>> OKAY. AWESOME. THANK YOU.

DOES ANY BOARD MEMBER HAVE ANY QUESTIONS ABOUT THIS EVALUATION PROCESS? THIS IS YOUR SECOND EVALUATION.

I DON'T KNOW IF IT'S YOUR SECOND EVALUATION AS A BOARD, BUT IT'S YOUR SECOND EVALUATION WITH ME.

ANYBODY HAVE ANY QUESTIONS OR CONCERNS?

>> THANK YOU.

>> GRAB IT.

>> THANK YOU.

>> I DON'T SEE ANY LIGHTS ON.

THANK YOU SO MUCH FOR BEING ONLINE WITH US.

>> I AM FINDING OUT FOR THE EVENING, BUT I WILL CONTINUE TO KEEP WATCHING.

>> ENJOY THAT COOL WEATHER UP IN NORTH DAKOTA.

>> [LAUGHTER] YEAH, IT'S NICE.

>> THANK YOU. TRUSTEES, WE'RE MOVING ON TO AGENDA ITEM H3.

DO YOU HAVE SOMETHING YOU WANT TO SAY OR YOU WANT ME TO DO THE INTRO? EVERY YEAR AT THE ANNUAL DR. JOHNSON, YOU PROBABLY WANT TO PLAY REAL CLOSE ATTENTION TO THIS BECAUSE TYPICALLY IT FALLS ON THE NEWEST MEMBER OF THE BOARD, [LAUGHTER] BUT I DON'T THINK WE'LL DO THAT TO YOU.

[OVERLAPPING]

>> I WILL ADMIT I'M ALREADY REGISTERED.

[LAUGHTER]

>> EVERY YEAR IN SEPTEMBER, TASB PUTS ON A CONFERENCE FOR TRUSTEES AND ADMINISTRATORS AROUND THE STATE.

EVERY YEAR, THERE IS A DELEGATE ASSEMBLY WHICH TALKS ABOUT OUR LEGISLATIVE PRIORITIES AND THINGS LIKE THAT.

[03:30:02]

EVERY YEAR, DISTRICTS APPOINT A REPRESENTATIVE AND A BACKUP REPRESENTATIVE IN CASE SOMEONE IS UNAVAILABLE.

I WAS BACK UP TWO YEARS AGO.

WHO WAS BACKUP LAST YEAR?

>> I WAS.

>> I THOUGHT YOU WERE THE REPRESENTATIVE LECTURE?

>> NO, I ALLOWED TIFFANY TO DO IT.

>> TIFFANY WAS THE REPRESENTATIVE AND CORY WAS THE BACKUP.

>> I'VE DONE IT THREE YEARS.

I'M HAPPY. I LOVE IT.

IT'S SUPER INTERESTING.

I LOVED THE DISCUSSIONS THAT HAPPENED AT DELEGATE ASSEMBLY.

WHETHER YOU'RE PARTICIPATING AS A DELEGATE OR AN ALTERNATE, IT IS A REALLY FANTASTIC EXERCISE OF ADVOCACY.

I'M HAPPY TO SERVE IN EITHER ROLL.

THIS WOULD BE MY FOURTH YEAR OBVIOUSLY, IF THERE'S SOMEBODY ELSE WHO WANTS TO DO IT, BUT I DO VALUE THESE DELEGATE ASSEMBLY.

>> I WAS GOING TO ASK TIFFANY BECAUSE I KNOW YOU'RE ON THE COMMITTEE FOR TASB, SO WERE YOU INTERESTED IN BEING OUR DELEGATE AGAIN?

>> I'M DEFINITELY INTERESTED.

I DID WANT TO DEFER TO DR. JOHNSON.

I DON'T KNOW IF YOU HAVE ANY INTEREST.

>> MY ONLY CLARIFICATION WOULD BE IS JUST ASKING A POINT OF CLARIFICATION.

I WILL ONLY BE ABLE TO ATTEND FRIDAY AND SATURDAY. IT HAPPENS SATURDAY?

>> IT HAPPENS ON SATURDAY MORNING.

IT TYPICALLY TAKES ABOUT FOUR HOURS.

IT'S PRETTY LENGTHY.

>> IT HAPPEN SATURDAY AFTERNOON SO A LOT OF PEOPLE ALREADY LEAVE.

IT CAN GO LONGER THAN FOUR HOURS.

[LAUGHTER] YOU'RE THERE QUITE SOME TIME, BUT IT IS A REALLY VALUABLE EXPERIENCE.

CERTAINLY IF YOU WANTED TO BE THE ALTERNATE JUST TO WATCH IT, BECAUSE IT'S SUPER INTERESTING, I'M FINE WITH THAT.

I OBVIOUSLY HAVE DONE IT FOR FOUR YEARS AND I THINK ANY WAY WE CAN INVOLVE MORE TRUSTEES AND ADVOCACY AT THE STATE LEVEL IS A VALUE TO OUR WHOLE BOARD AND OUR WHOLE COMMUNITY.

I THINK YOU SITTING IT'S A COMMITMENT.

I'M NOT TELLING YOU IT'S NOT A COMMITMENT. IT IS.

>> YOU HAVE TO DO YOUR HOMEWORK.

>> THERE QUITE A BIT OF HOMEWORK INVOLVED PRIOR TO THE MEETING. [OVERLAPPING]

>> YOU HAVE TO DO YOUR HOMEWORK IF YOU ARE THE ALTERNATE.

>> YOU HAVE TO DO YOUR HOMEWORK IF YOU'RE THE ALTERNATE.

BUT IT IS A VALUABLE, VALUABLE EXERCISE AND I THINK YOU WOULD ENJOY IT AND JUST GETTING TO UNDERSTAND MORE ABOUT ADVOCACY STATEWIDE.

>> WE'LL SAY THAT I'M A PRETTY DECENT STUDENT.

I'LL JUST SAY THAT. TRUSTEE HARRISON, IF YOU DEFER TO ME, I'LL DEFINITELY TAKE I WOULD LIKE TO SERVE AS THE DELEGATE.

>> WONDERFUL. ANYBODY ELSE HAVE ANY INTEREST IN IT?

>> I'D LOVE TO BE THE ALTERNATE IF DR. JOHNSON WANTS TO BE THE DELEGATE.

>> OKAY. I NEED A MOTION.

>> I MOVE THAT KEVIN JOHNSON BE NAMED DELEGATE AND TIFFANY HARRISON BE NAMED ALTERNATE TO THE TASB 2022 DELEGATE ASSEMBLY.

[NOISE]

>> I SELFISHLY SECOND IT.

>> [LAUGHTER] I HAVE A MOTION AND A SECOND.

ALL IN FAVOR, RAISE YOUR HAND.

ALL OPPOSED? SEEING NONE, MOTION PASSES SEVEN, ZERO.

WE ARE NOW ONTO AGENDA ITEM H4. EVERYBODY DOING OKAY? DO WE NEED ANY BREAKS? THIS ACTUALLY WAS ON THE CONSENT AGENDA.

TRUSTEE WESTON ASKED TO PULL THIS FROM CONSENT AGENDA.

I AM HAPPY TO WELCOME MR. WOOLSTON BACK.

WE HAVE MISSED YOU IN YOUR ABSENCE, BUT WELCOME BACK TO DISCUSS SOME OF THE CHANGES THAT YOU MADE AND HOPEFULLY, MOVE ALONG ON THESE BOARD OPERATING PROCEDURES.

GLAD TO SEE YOU ALL AS WELL.

I GUESS IF YOU ALL HAVE ANY SPECIFIC QUESTIONS.

I WENT BACK AND LISTENED TO THAT PORTION OF THE THINGS THAT JUNE 2ND BOARD MEETING A COUPLE OF TIMES AND TRIED TO TRACK ALONG WITH WHAT YOU ALL ASKED.

THERE ARE A FEW PLACES WHERE I DON'T THINK IT WAS ENTIRELY CLEAR WHAT WAS BEING ASKED SO WE MAY NEED TO REVISIT A COUPLE OF THINGS.

BUT HOPEFULLY WE CAN GET THESE FINALIZED.

BUT AGAIN, IF YOU HAVE ANY SPECIFIC QUESTIONS OR I CAN JUST RUN THROUGH EVERYTHING IF THERE AREN'T ANY SPECIFICS.

>> TRUSTEE WESTON.

>> I WENT BACK AND WATCHED IT AGAIN MYSELF.

I HAVE SIX PAGES OF NOTES.

ALL OF US HAD LOTS OF QUESTIONS.

WE ASKED FOR LOTS OF INFORMATION FROM STAFF, FROM OUR ATTORNEYS.

THE CONVERSATION WENT ON FOR A VERY LONG TIME.

I WAS SURPRISED TO SEE IT ON THE CONSENT AGENDA, SO I DID ASK TO PULL IT.

THERE ARE THINGS THAT HAVE BEEN ADDED THAT WERE NOT DISCUSSED ON JUNE 2ND.

I THINK THAT'S WORTHY OF DISCUSSION.

[03:35:04]

>> CAN YOU BE SPECIFIC IN POINTS? WE CAN START TALKING ABOUT THAT.

>> JUST AS AN EXAMPLE, ON PAGE 12, UNDER THE CAMPAIGNING FOR OFFICE, WE NEVER EVEN DISCUSSED THAT AND YET WHEN I LOOKED AT THIS DRAFT, I'VE GOT LOTS OF RED LINING AND I DON'T KNOW WHY.

>> IT'S MY UNDERSTANDING THAT ANYTHING IS RED LINED IS TAKEN OUT BECAUSE THIS BOARD SAID THAT THEY WANTED TO SIMPLIFY BOARD OPERATING PROCEDURES AND ANYTHING THAT IS IN POLICY WILL NO LONGER SHOW UP IN BOARD OPERATING PROCEDURES.

IT'S NOT THAT IT HAS BEEN ELIMINATED, IT'S BEING ADDRESSED IN OTHER AREAS OF POLICY.

>> THAT'S HELPFUL. I GUESS BEFORE WE GET STARTED, I'D JUST LIKE TO REMIND EVERYBODY THAT AT 6:37 THIS EVENING, DR.

FALTYS SAID QUOTE, "WE HAVE TO COME UP WITH OPERATING PROCEDURES WE CAN ALL AGREE ON." WITH THAT SPIRIT IN MIND, I'D SAY LET'S GO.

>> YOU HAVE THE FLOOR.

YOU ASKED TO PULL IT SO WHAT WOULD YOU LIKE TO TALK ABOUT?

>> WE'LL START WITH PAGE 5.

I THINK WE HAVE ALL AGREED TO REMOVE BBF LOCAL FROM THE OPERATING PROCEDURES BECAUSE THE POLICY ALREADY EXISTS, BUT I REQUESTED SOME CHANGES SO THAT BBF LOCAL WOULD MIRROR THE TASBY VERSION.

MY NOTES FROM WATCHING THE MEETING IS WE AGREED ON THAT, BUT THEN BBF LOCAL IS NOT ADDED TO H5 WITH THE OTHER POLICY CHANGES.

>> REMIND ME WHAT EXACT POLICY CHANGES YOU REQUESTED FOR BBF?

>> I REQUESTED THAT OUR BBF LOCAL MIRROR THE TASBY BBF LOCAL, WHICH WOULD JUST BE REQUIRING IT WAS THREE OR FOUR OF THE LINE ITEMS HERE.

I THINK IT WAS THE LAST LINE ITEM IN EACH OF THE SUBSECTIONS.

>> I DIDN'T THINK WE AGREED ON THAT.

>> I DIDN'T EITHER.

>> WHEN I WENT BACK AND WATCHED TRUSTEE WESTON, WELL, I THINK THAT THERE IS AT LEAST GENERAL AGREEMENT TO BRING THAT BACK AT SOME POINT.

I WAS A LITTLE CONFUSED ON IF I'M BRINGING THAT BACK OR WHAT.

BUT IF THERE'S STILL GENERAL AGREEMENT ON THAT, I HAVE NOTE ON WHAT TRUSTEE WESTON'S PROPOSED CHANGES WERE.

I THINK THERE ARE JUST FOUR BULLET POINTS TO TAKE OUT IF I REMEMBER CORRECTLY, BUT WE CAN BRING THAT BACK IN SEPTEMBER. [OVERLAPPING].

>> THOSE CHANGES WOULDN'T AFFECT APPROVING BOARD OPERATING PROCEDURES?

>>THAT'S CORRECT BECAUSE ONE OF THE BIGGEST CHANGE IS NOT SUBSISTENCE, BUT BIGGEST CHANGE WHEN YOU'RE LOOKING AT OPERATING PROCEDURES WAS PULLING OUT INFORMATION THAT IS FOUND ELSEWHERE.

THIS WAS VERBATIM WHAT'S IN POLICY, SO IT IS PULLED OUT [OVERLAPPING].

>> RIGHT. I'M ALL FOR PULLING IT OUT. WHAT I'M SAYING IS THE NEXT AGENDA ITEM, H5, WE'VE GOT ONE, TWO, THREE, FOUR POLICY CHANGES THAT BBF LOCAL IS NOT ONE OF THEM.

>> MOST OF THOSE, IF NOT I THINK ALL OF THOSE WERE DIRECTLY IMPACTED BY CHANGES IN OPERATING PROCEDURES.

BUT LIKE I SAID, IF THERE'S GENERAL AGREEMENT IF YOU ALL WANT TO DISCUSS THOSE PROPOSED CHANGES TO BBF LOCAL, WE CAN CERTAINLY BRING THOSE BACK AT THE NEXT MEETING.

IN I THINK SEPTEMBER WOULD BE THE NEXT OPPORTUNITY.

>> LIKE I SAID, ON JUNE 2ND, AND I THOUGHT THAT WE HAD CONSENSUS FOR OUR BBF LOCAL TO MIRROR TASBY.

AGAIN, MY NOTES INDICATE THAT WE DID.

DO WE NEED TO HAVE THAT CONSENSUS DISCUSSION AGAIN TONIGHT?

>> WE DON'T NEED TO HAVE CONSENSUS ON BBF LOCAL BECAUSE IT'S BEING REMOVED FROM THE BOARD OPERATING PROCEDURES.

NOW WHAT IT WOULD BE IS BRING BACK BBF LOCAL? SO LET'S JUST BRING IT BACK TO A FUTURE MEETING, IS THAT WHAT YOU'RE ASKING?

>> I WAS EXPECTING THAT TONIGHT AS PART OF H5.

[OVERLAPPING].

>> DID YOU SEND THAT REQUEST TO ANYBODY?

>> NO. IT WAS IN THE MEETING.

IT WAS IN THE JUNE 2ND BOARD MEETING.

>> I KNOW, BUT WHEN YOU'VE GOT THIS DRAFT BOARD OPERATING PROCEDURES, DID YOU SEND THAT REQUEST TO LEGAL THAT YOU WOULD LIKE TO HAVE BBF BROUGHT BACK FOR TONIGHT?

>> NO. I THOUGHT WE HAD CONSENSUS IN THE JUNE 2ND MEETING TO HAVE THIS BBF LOCAL MIRROR TASBY BBF.

>> MY PROPOSAL IS THAT WE BRING BACK BBF TO SEPTEMBER.

>> THAT'D BE AWESOME.

>> LET ME MAKE A NOTE OF THAT.

>> WE CAN HAVE A DISCUSSION ON IT AGAIN ONE MORE TIME. NEXT ONE.

>> ON PAGE 9, IT SAYS HERE ATTENDEES, THAT IS ATTENDEES TO BOARD MEETINGS, ARE NOT PERMITTED TO BRING SIGNS, POSTERS, BANNERS, OR OTHER SIMILAR ITEMS INTO THE BOARD MEETING ROOM.

THAT MIGHT DISRUPT THE MEETING.

I THINK DR. BILLY AND I WERE THE ONLY TWO THAT WERE OPPOSED TO THAT.

WE WERE OUTNUMBERED, SO I'M NOT SURPRISED TO SEE IT.

WE HAD SOMEBODY HOLDING A SIGN TONIGHT.

HOW MIGHT THAT PLAY OUT IN THE FUTURE?

>> I WOULD SAY WE DON'T ALLOW SIGNS IN OUR MEETING.

CAN YOU PLEASE PUT YOUR SIGN AWAY?

[03:40:02]

>> WE WOULD EXPECT COMPLIANCE, I GUESS.

>>I JUST THOUGHT I'D ASK THAT.

ONTO PAGE 12.

SO LIKE I SAID, WE HAD NO DISCUSSION ON JUNE 2ND ABOUT MAKING ANY CHANGES, ABOUT CAMPAIGNING FOR OFFICE SO I WAS JUST SURPRISED TO SEE THIS.

WHAT'S BEEN LEFT HERE IS NO TRUSTEE SHALL CAMPAIGN FOR OFFICE FOR THEMSELVES OR FOR OR AGAINST ANY OTHER CANDIDATES IN ANY BOARD MEETING.

>> WE CAN'T ELECTIONEER FROM THE DIOSE.

I THINK THAT'S JUST LAW. [OVERLAPPING]

>> I'M WONDERING, WHY DON'T WE JUST REMOVED THE WHOLE THING?

>> I'M A MINIMAL TO THAT. I THINK THAT WOULD BE GOOD.

THAT'S WHAT THE WHOLE GOAL OF THIS WAS, TO MINIMIZE THIS.

>> I DON'T UNDERSTAND WHY THIS IS LEFT, BECAUSE YOU'RE ABSOLUTELY RIGHT, AMY, THAT'S CODIFIED INTO LAW, THE PROHIBITION ON ELECTIONEERING.

>> IT DOES ALSO SAY CBBA LEGAL AND BBBD LEGAL FOR MORE INFORMATION ABOUT ELECTIONS SO THAT PART IS LEFT IN THERE.

>> I BELIEVE THE PORTIONS THAT WERE TAKEN OUT AGAIN WERE ALREADY IN POLICY THAT'S WHY THOSE WERE PULLED.

THE SPECIFIC LANGUAGE, THE ELECTION CODE PROHIBITS THE USE OF SCHOOL DISTRICT RESOURCES, ETC.

>> I WOULD THINK WE'RE EITHER GOING TO PUT THE LEGAL LANGUAGE IN HERE OR HAVE NOTHING AND REFER TO THE LEGAL LANGUAGE.

TO COME UP WITH THIS LANGUAGE, NOT CAMPAIGN FOR OFFICE FOR THEMSELVES OR FOR OR AGAINST ANY OTHER CANDIDATES IN ANY BOARD MEETING, WHAT ABOUT BEFORE A BOARD MEETING? WHAT ABOUT AFTER A BOARD MEETING? WHAT ABOUT THE DAY AFTER A BOARD MEETING? WHAT ABOUT A WEEK BEFORE? I JUST DON'T UNDERSTAND THE VALUE OF LEAVING THAT THERE.

>>IF THE BOARD WANTS TO TAKE THAT OUT, WE CAN.

AGAIN, IF IT WAS NOT ALREADY EXACTLY PRETTY MUCH WORD FOR WORD IN POLICY, I WENT AHEAD AND LEFT IT IN THE OPERATING PROCEDURES AND THEN TRIED TO REFERENCE THE POLICIES THAT THE LANGUAGE WAS REMOVED.

BUT AGAIN, IF THE BOARD DOESN'T SEE VALUE IN THIS LANGUAGE AND OPERATING PROCEDURES, THEN WE CAN JUST LEAVE THE REFERENCE TO BBBA.

>> THAT WOULD BE MY PREFERENCE.

>> I'M FINE WITH LEAVING IT THERE AS JACOB HAS WRITTEN IT.

>> I'M FINE WITH LEAVING IT AT ONLY BECAUSE HE SAID THAT IT'S NOT ADDRESSED IN OUR POLICY, THIS ONE STATEMENT.

SINCE THAT ONE PARTICULAR STATEMENT IS NOT ADDRESSED IN ANY POLICY OF BOARD MEETINGS, I WOULD SAY LEAVE IT BECAUSE HE SAID HE PULLED OUT EVERYTHING THAT WAS ADDRESSED IN OTHER POLICIES, IS THAT CORRECT?

>> I DON'T THINK THAT LANGUAGE IS DIRECTLY IN THERE, BUT THERE IS LANGUAGE AND YOU CAN'T USE.

SCHOOL RESOURCES.

>> [OVERLAPPING] THE WHY DON'T WE SAY THAT?

>> AGAIN, WE DON'T WANT TO REPEAT EVERYTHING. [OVERLAPPING]

>> IT'S ALREADY IN POLICY.

>> ISN'T A BOARD MEETING ALL THESE DISTRICT RESOURCES?

>> THE POLICY DOESN'T EXPLICITLY SAY DON'T CAMPAIGN DURING BOARD MEETINGS.

BUT IF YOU READ IT AND SAY, WELL, WE CAN'T USE RESOURCES, THEREFORE, WE CAN'T CAMPAIGN THE BOARD MEETINGS, I GUESS WE'RE JUST BEING A LITTLE MORE EXPLICIT IN THE OPERATING PROCEDURES.

BUT AGAIN, IT'S UP TO YOU ALL IF YOU WANT TO LEAVE IT OR NOT.

>> WE HAD CANDIDATES DROPPING OFF LITERATURE AROUND ROCK HIGH SCHOOL EARLIER THIS WEEK.

I DON'T KNOW THAT WE'RE EVER GOING TO BE ABLE TO.

WE AREN'T THE ONLY PEOPLE WHO EVER RUN FOR OFFICE. THERE ARE OTHER PEOPLE.

>> LET'S JUST SEE IF WE GET A CONSENSUS, LEAVE IT IN OR TAKE IT OUT?

>> WE'RE TALKING ABOUT THE ONE THAT'S CURRENTLY UNDER NUMBER FOUR, RIGHT?

>> RIGHT.

>> TRUSTEE JOHNSON.

>> TAKE IT OUT.

>>TAKE IT OUT. TRUSTEE VESSA.

>> [BACKGROUND].

>> SORRY. I CAN'T HEAR YOU, GUYS.

>> I'M FINE WITH LEAVING IT THERE.

>> LEAVE IT IN. TRUSTEE WESTON WANTS IT OUT.

>> TRUSTEE HARRISON?

>> LEAVE IT IN.

>> TRUSTEE HERE.

>> EITHER WAY.

>> TRUSTEE BONE.

>> I'M FOR TAKING IT OUT.

>> TAKE IT OUT. ALL RIGHT. NEXT POINT.

>> THANK YOU. OKAY. NOW WE'RE ON PAGE 13, CENSURE OF A BOARD MEMBER.

I THINK WE ALL KNOW WHAT'S HAPPENING HERE.

ON JUNE 2ND, I HAVE ALL THE NOTES ABOUT THE DISCUSSION, WE ASKED FOR STANDARD LANGUAGE, WE ASKED FOR WHAT IS DONE ELSEWHERE.

I NEVER GOT ANY EMAILS FROM ANY ATTORNEYS WITH ANY OF THE GUIDANCE.

>> JUST FOR REFERENCE, VALERIE WENT THROUGH ALL OF THIS AND MS. HILL WENT THROUGH ALL OF THIS, AND MR. WOOLSTON WENT THROUGH ALL OF IT.

THAT'S THREE ATTORNEYS WHO WENT THROUGH ALL OF THE RECOMMENDATIONS AND MADE LANGUAGE SUGGESTIONS BASED ON THE CONVERSATION THAT WE HAD.

>> OKAY, THEN I'M EAGER TO LEARN WHERE THIS LANGUAGE CAME UP WITH BECAUSE I DID AN ANALYSIS OF THE TOP 35 SCHOOL DISTRICTS IN THE STATE.

[03:45:01]

WHAT WE'VE GOT HERE IS A TYPICAL.

>> DURING THE MEETING WE DISCUSSED USING, I THINK IT WAS LEWISVILLE ISD, IS KIND OF A MODEL.

PREVIOUSLY WE LOOKED AT SOME OTHER DISTRICTS AS WELL, AND THAT'S HOW WE CAME UP WITH THIS LANGUAGE.

I THINK THE BIGGEST CHANGE FROM THE LEWISVILLE LANGUAGE WAS SOMETHING ABOUT FINANCIAL REIMBURSEMENT.

WE TOOK THAT OUT BASED ON THE HOUSTON COMMUNITY COLLEGE SUPREME COURT DECISION.

TRUSTEE WESTON HAS INFORMATION THAT WOULD BE HELPFUL IN DRAFTING THIS NEW LANGUAGE.

WE'D BE WELCOMED TO LOOK AT THAT.

BUT I DIDN'T HAVE ANY QUESTIONS ON THIS PORTION OF THE OPERATING PROCEDURES PRIOR TO THIS MEETING.

>> I THOUGHT IT WAS ON THE AGENDA TO TALK ABOUT IT.

I THOUGHT THAT BECAUSE YOU HAVE TO GO THROUGH MULTIPLE READINGS BEFORE ADOPTION, RIGHT?

>> WELL, IT'S ON THE AGENDA FOR APPROVAL.

IT WOULD HAVE BEEN HELPFUL TO HAVE CHANGES PRIOR TO.

>> WELL, THE ONLY REASON I DID MY OWN RESEARCH IS BECAUSE THIS MEETING WAS TWO AND A HALF MONTHS AGO, I WAS EXPECTING TO GET FEEDBACK IN ADVANCE.

I WASN'T EXPECTING TO HAVE THIS JUST SHOW UP ON A CONSENT AGENDA 72 HOURS BEFORE THE MEETING.

>> IT DIDN'T SHOW UP ON A CONSENT AGENDA 72 HOURS BEFORE THE MEETING.

YOU WERE GIVEN THIS AGENDA 10 DAYS AGO.

THEN THE BOARD OPERATING PROCEDURES WENT OUT, I THINK EIGHT OR NINE DAYS AGO.

>> I IMMEDIATELY ASKED TO PULL IT FROM CONSENT.

>> RIGHT.

>> THEN I REALIZED I WAS GOING TO HAVE TO DO MY OWN RESEARCH TO PREPARE FOR THIS MEETING. THAT'S WHAT I'VE DONE.

>> ALL I'M SAYING IS YOU STATED THAT IT SHOWED UP ON A CONSENT AGENDA 72 HOURS AGO AND THAT'S NOT ACCURATE.

>> THAT'S TRUE. WE DO HAVE IT MORE THAN 72 HOURS AGO AND I IMMEDIATELY ASKED TO PULL IT OFF OF CONSENT.

I'M HAPPY TO SHARE THIS.

I COULD GO THROUGH THE LIST.

THE HOUSTON ISD BOARD OPERATING PROCEDURES DON'T EVEN MENTION CENSURE.

THE DALLAS ISD BOARD OPERATING PROCEDURES DON'T EVEN MENTION CENSURE.

THE FORT WORTH ISD BOARD OPERATING PROCEDURES DON'T EVEN MENTION CENSURE.

I CAN GO ON IF YOU LIKE OR I'M HAPPY TO SHARE THIS DOCUMENT WITH THE ATTORNEYS IF YOU WANT TO TALK ABOUT AND CHERRY-PICK LEWISVILLE, WE CAN TALK ABOUT AND CHERRY-PICK LEWISVILLE.

LEWISVILLE, I WOULD INVITE ALL PERSONS TO LOOK UP THE BOARD OPERATING PROCEDURES FOR LEWISVILLE WHEN IT COMES TO CENSURE BECAUSE THERE IS AN ENTIRE PAGE OF THINGS THAT THEY REQUIRE AND STEPS TAKEN FOR CONFLICT RESOLUTION.

ONE THING THAT I LEARNED IN DOING THIS RESEARCH IS THE ONE THING THAT IS STANDARD AMONG SCHOOL DISTRICT, REALLY THE LARGE ONES, THERE'S 1,200.

I COULDN'T LOOK AT 1,200, I LOOKED AT THE TOP 35.

THERE ARE TWO THINGS THAT ARE STANDARD.

ONE, MORE OFTEN THAN NOT CENSURE IS NOT EVEN MENTIONED IN BOARD OPERATING PROCEDURES. THAT'S NUMBER 1.

NUMBER 2, IF IT IS, IT IS PRECEDED BY A LONG LIST, A LONG LIST OF STEPS.

THEY CALL GENERALLY BOARD CONCERNS, IS TYPICALLY THE TITLE.

IT IS MEANT TO FORCE THE PARTIES TO TALK TO EACH OTHER LIKE HUMAN BEINGS AND WORK OUT THEIR CONFLICT.

THAT IS WHAT IS STANDARD.

THIS LANGUAGE ABOUT BEST INTERESTS OF THE DISTRICT.

THAT IS SUBJECTIVE.

THERE'S NOTE THAT THOSE TERMS ARE NOT IN THE LAW.

ON BECOMING A MEMBER, WHAT DOES THAT MEAN? THAT MEANS DIFFERENT THINGS TO DIFFERENT PEOPLE DEPENDING ON THE MAJORITY.

MAJORITY CAN CHANGE IN ONE ELECTION.

DISRUPTIVE TO THE BUSINESS OF THE DISTRICT.

IS A TRUSTEE COMING TO THE DISTRICT OFFICE REGULARLY ASKING QUESTIONS? IS THAT DISRUPTIVE? SOME MAY THINK THAT IT'S DISRUPTIVE.

SOME MAY THINK THAT'S THEIR JOB.

THIS IS FILLED WITH SUBJECTIVE LANGUAGE THAT HAS NO DEFINITION AND I DON'T KNOW WHAT THE VALUE OF THIS IS.

IF APPROVED, THIS WILL BE HIGHLY UNUSUAL IN THE STATE OF TEXAS.

>> I WOULD JUST LIKE TO ADD TRUSTEE WESTON, I DON'T DISAGREE.

I WOULD LIKE TO SEE SOME STANDARD SOP IN PLACE OR PROCESS IN PLACE.

MY QUESTION WOULD BE, DO WE HAVE TO APPROVE THIS DOCUMENT AND HOLD UNTIL TIDALLY OR DO WE SHOVE THIS AND THEN COME BACK TO THIS CONVERSATION?

>> IT IS A DOCUMENT IN TOTALITY.

IT'S OUR BOARD OPERATING PROCEDURES.

BUT WE WOULD NEED TO CODIFY WHAT CHANGES WE AS A BOARD WANT TO SEE.

NOT REALLY TABLING IT.

IF WE HAVE SOME SPECIFIC LANGUAGE THAT WE WANT IN THERE OR AT LEAST STEPS THAT CAN THEN BE REVIEWED BY LEGAL TO MAKE SURE THAT THE WORDING MEETS ALL OF THOSE STEPS,

[03:50:03]

THEN WE WOULD NEED TO DO THAT TONIGHT.

OTHERWISE, WE COME BACK TO THE SAME FORK IN THE ROAD LATER ON THIS PARTICULAR SECTION.

>> TRUSTEE WESTON, DO YOU HAVE ANY SUGGESTIONS?

>> WELL, I MEAN, I THINK AS A BOARD, WE HAVE TO DECIDE.

DO WE WANT TO DO WHAT'S STANDARD? MY RESEARCH INDICATES THAT STANDARD IS THAT CENSURE IS NOT MENTIONED IN THE BOARD OPERATING PROCEDURES.

I ACTUALLY CALLED TASBY, BECAUSE AS MEMBERS, IF YOU GO INTO THE MEMBERS' CENTER, YOU CAN CALL THEM, YOU CAN CALL THEM DIRECTLY, GET A HOLD THEIR LAWYERS.

THAT'S WHAT I DID. I SAID, "HEY, WHAT'S YOUR GUIDANCE ON CENSURE?" THEY SAID, "OH, WE CAUTION AGAINST THAT.

BUT IF YOU WANT TO DO THAT, YOU REALLY NEED TO PROCEED," WHAT DID SHE SAY, "SLOWLY AND SMARTLY AND GET THE GUIDANCE OF AN ATTORNEY." THAT'S TASBY'S GUIDANCE.

>> I WILL SAY THAT I DON'T KNOW WHEN YOU CALLED THEM.

WAS THAT BEFORE OR AFTER THE SUPREME COURT DECISION? I'M JUST CURIOUS.

>> YESTERDAY.

>> OKAY, AFTER.

TASBY IS PRETTY CONSERVATIVE, SO I CAN IMAGINE THEY ALWAYS SAY CHECK WITH YOUR LAWYER.

I WOULD JUST SAY I HAVEN'T CHECKED ALL THE SCHOOL DISTRICTS, AND IF I HAVE, I FORGOTTEN BECAUSE IT'S BEEN AWHILE SINCE I PULLED SOME.

BUT THERE ARE A LOT OF DISTRICTS ALSO THAT HAVE THIS CENSURE OF A BOARD MEMBER IN THEIR OPERATING PROCEDURES.

THERE'S LOTS OF DISTRICTS IN THE STATE.

WE CAN CREATE A LIST OF WHO DOES WHAT, BUT JUST SO YOU KNOW, THERE IS STUFF.

I THINK PLANO ISD, GARLAND ISD, THESE ARE SUBURBS OF DALLAS, FORT WORTH.

I ONLY KNOW BECAUSE I LIVED OUT THERE FOR MANY YEARS AND PRACTICED LAW IN THE DFW AREA FOR MANY YEARS.

I JUST WANT TO POINT OUT THAT I DON'T KNOW IF IT'S 50-50 PERCENT OR WHAT IT IS. [OVERLAPPING]

>> ACTUALLY GARLAND DOES NOT MENTION THE CENSURE.

>> THEY REMOVED HIM RECENTLY?

>> YEAH.

>> OKAY. WELL, THEY USED TO.

LEWISVILLE I THINK HAS IT, PLANO ISD HAS IT.

I HAVEN'T PULLED A BUNCH OF THEM AT THIS POINT TO HAVE A LIST, BUT WE CAN CERTAINLY DO THAT.

I'M JUST SAYING THAT THERE ARE SOME DISTRICTS THAT INCLUDED IN THE BOP AND SOME DON'T.

WHAT WE DO KNOW, I THINK WE CAN AGREE THAT THE SUPREME COURT HAS INDICATED THAT CENSURE IS LAWFUL.

WHETHER OR NOT IT'S PLACED IN YOUR BOARD OPERATING PROCEDURES OR WHETHER IT'S NOT, IT'S STILL LAWFUL TO DO.

I GUESS IT WOULD JUST BE A BOARD DECISION IF YOU WANT TO KEEP IT IN YOUR BOARD OPERATING PROCEDURES.

IF SO, DO YOU WANT TO IMPLEMENT CERTAIN PROCEDURAL STEPS OR NOT?

>> I WOULD JUST SAY, TRUSTEE JOHNSON, THAT STANDARD AMONG THE 35 LARGEST IS THAT IT IS NOT MENTIONED.

BUT IF YOU'RE GOING TO MENTION IT, STANDARD IS LOTS OF STEPS TO TRY TO GET ADULTS, TO BE ADULTS, TO TALK TO EACH OTHER, AND TO WORK OUT THEIR DIFFERENCES.

NOT, WHAT THIS IS.

THIS IS ATYPICAL, VERY SUBJECTIVE, AND I BELIEVE IT PUTS THE DISTRICT AT RISK.

>> FEEDBACK FROM OTHER TRUSTEES ON THIS SECTION.

DO WE WANT A SECTION FOR SANCTION OR CENSURE?

>> YOU'RE ASKING IF WE WANT TO REMOVE IT COMPLETELY? NO, I DON'T WANT TO REMOVE IT COMPLETELY.

>> OKAY. THAT IS TRUSTEE WESTON'S SUGGESTION, I BELIEVE.

WE SHOULD REMOVE IT COMPLETELY.

>> DO WE HAVE IT IN ANY OTHER POLICIES?

>> NO.

>> NO, IT'S NOT IN POLICY.

>> WHY? I THINK IT'S A VALUABLE TOOL.

IT'S THE ONLY TOOL WE HAVE TO SAY THAT WE DISAGREE WITH A TRUSTEE'S ACTIONS OR BEHAVIOR.

THAT'S AN IMPORTANT TOOL AMENABLE TO OTHER VERSIONS.

I ALSO DID RESEARCH BACK FOR THE JUNE MEETING ON THIS.

I WOULD AGREE THAT THERE ARE DEFINITELY VERSIONS THAT HAVE STEPS IN PLACE.

THE MOST COMMON VERSION THAT I SAW WAS THAT THEY WERE REQUIRED THEM TO TRY TO WORK IT OUT, WHEREAS THIS ENCOURAGES IT, THEY REQUIRE A STEP PRIOR TO.

WHAT I SAW WAS THE MOST COMMON WAS THAT YOU HAD TO MEET ONE-ON-ONE WITH THE TRUSTEE AND THEN YOU HAD TO MEET WITH THE BOARD PRESIDENT.

THAT WAS THE MOST COMMON THING THAT I SAW PRIOR TO A MOTION BY THE BOARD TO FIRST CENSURE, WAS THAT, THERE FIRST HAD TO BE A CONVERSATION WITH THE TRUSTEE THAT WANTED, OUTSIDE OF A BOARD MEETING, TRUSTEE, THE ONE IN THE CENSURE AND THE TRUSTEE IN QUESTION.

THEN IF THAT COULDN'T BE RESOLVED, THEN IT MOVED TO THE PRESIDENT, COMES IN, AND THEN THE BOARD AS A WHOLE.

THAT WAS WHAT I SAW SEVERAL TIMES AS I DID RESEARCH ON THIS MATTER FOR THE JUNE MEETING.

[03:55:04]

>> I GUESS I'M PERPLEXED BECAUSE SOME OF YOU GUYS WERE LOOKING AT LEWISVILLE.

BUT THEN LEWISVILLE'S LANGUAGE WHICH I HAVE RIGHT HERE IS NOT IN THE BOARD OPERATING PROCEDURES. I DON'T KNOW.

WELL, I'LL LET YOU SEE THIS, CORY, BUT I JUST TOOK THE PART THAT ACTUALLY GOT TO THE WORD CENSURE.

THERE'S EVEN PARTS ABOVE THIS IN THE LEWISVILLE ISD.

THIS ISN'T EVEN ALL OF IT.

>> WHILE THAT'S BEING REVIEWED, THIS IS WHAT I'LL SAY.

WE DO HAVE IN CLOSED SESSION PURSUANT TO TEXAS GOVERNMENT CODE 551.074.

WE HAVE THE PROCESS OF CONSULTING WITH ATTORNEY TO DISCUSS THE DUTIES, ROLES, AND RESPONSIBILITIES OF A PUBLIC OFFICER OR EMPLOYEE.

I THINK THAT WE SHOULD KEEP THAT AND I THINK PERHAPS THAT COULD BE USED AS A MECHANISM ONE-ON-ONE.

I THINK I'M UNCOMFORTABLE WITH THIS BOARD, BUT I THINK THAT JUST THE CLIMATE OF EDUCATION, THERE'S VERY LITTLE ACCOUNTABILITY, WHAT HAPPENS ONE-ON-ONE.

I THINK THAT A COMPROMISE COULD BE SAYING THAT IT NEEDS TO BE DISCUSSED IN CLOSED SESSION BEFORE THE STEPS ARE ENTERED.

BUT I THINK THAT CENSURE IS NECESSARY.

I DON'T KNOW THAT SETTING PEOPLE UP ONE-ON-ONE AND THEN FOR A MEETING WITH THE BOARD PRESIDENT.

WE SPENT 68 HOURS IN MEETINGS IN THIS PAST QUARTER.

HOW MUCH DO WE REALLY WANT TO ADD TO THAT?

>> IF I READ THIS LANGUAGE, WHICH IS ALL SUBJECTIVE, I THINK WE ALL KNOW WHAT'S GOING ON HERE.

DISAGREE WITH US AND WE WILL SENT CENSURE YOU, IT'S RIGHT HERE.

CONDUCT UNBECOMING OF A MEMBER, DISRUPTIVE TO THE BUSINESS OF THE DISTRICT, BEST INTERESTS OF THE DISTRICT.

THESE ARE ENTIRELY SUBJECTIVE.

>> THAT'S STRAIGHT OUT OF LEWISVILLE THOUGH. THAT'S STRAIGHT OUT OF THE CENSURE STUFF.

>> THAT'S SOME OF IT. THAT'S CHERRY PICKED.

>> WELL, NO, THERE'S TWO SECTIONS.

THERE'S BOARD MEMBER CONCERNS ABOUT ANOTHER BOARD MEMBER'S PERFORMANCE.

THAT'S ONE SECTION.

THEN THERE'S CENSURE OF A BOARD MEMBER WHICH IS ITS OWN SECTION.

WHAT YOU JUST READ IS LITERALLY LEWISVILLE, CENSURE OF A BOARD MEMBER.

NUMBER ONE, IF A BOARD MEMBER ACTS IN A MANNER THAT IS UNBECOMING OF A MEMBER AND DISRUPTIVE TO THE BUSINESS OF THE DISTRICT, THE BOARD CAN PASS A RESOLUTION TO CENSURE THAT BOARD MEMBER.

THIS WOULD CONSIST OF A COMMONLY WORDED STATEMENT IDENTIFYING THE FOLLOWING, THE INAPPROPRIATE BEHAVIOR, THE DESIRED BEHAVIOR, A STATEMENT OF AGREEMENT BY THE MAJORITY THAT THE BEHAVIOR IS INAPPROPRIATE.

RESOLUTIONS ARE NON-BINDING, BUT THEY HAVE THE EFFECT OF PUBLICLY DISCIPLINING THE COLLEAGUE SINCE REMOVAL FROM OFFICE IS RARE.

THE BOARD MAY CHOOSE TO WITHHOLD FINANCIAL RESOURCES.

I'M NOT LOOKING AT BOTH OF THEM AT THE SAME TIME.

>> THAT'S ALL THE STUFF ABOVE THAT.

>> BUT THE STUFF ABOVE THAT, IT'S NOT FOR CENSURE.

>> IT'S CONFLICT RESOLUTION.

>> THAT'S CONFLICT RESOLUTION AND WE DO THAT ALL THE TIME, FOR HOURS AND HOURS.

>> I DISAGREE.

>> REALLY? BECAUSE YOU'VE SAT IN HERE ENCLOSED FOR HOURS.

>> HOLD ON.

>> I'M LOOKING AT THE LEWISVILLE THING.

IT GOES THROUGH A PROCESS.

YOU FIRST TALK ABOUT THE MEETINGS WITH, LIKE I SAID, THAT IT GOES, AND I AGREE, I WAS CONCERNED WHEN READING THIS, THE PRIVATE CONVERSATIONS.

I'M NOT SURE THAT THAT'S A GOOD IDEA.

I THINK IT PROBABLY SHOULD JUST GO PROBABLY TO THE CLOSED SESSION ITEM JUST BECAUSE WE HAVE ISSUES WITH WHAT'S SAID AND LITIGATION, AND THINGS LIKE THAT.

IT'S PROBABLY BETTER THAT WE'RE ALL THERE FOR IT.

THOUGH I FEEL THE SPIRIT OF DOING IT ONE-ON-ONE THEN GOING WITH JUST HAVING A CONVERSATION WITH THE BOARD PRESIDENT AND THE MEMBER IS A GOOD SPIRIT OF IT, IT'S JUST NOT REALISTIC FOR OUR SITUATION.

>> THE STEPS, IF YOU LOOK AT ALL OF THESE SCHOOL DISTRICTS, IT'S REGULARLY CALLED BOARD CONCERNS.

I DON'T REMEMBER ON LEWISVILLE'S SPECIFICALLY IF THEY CALL THEIRS BOARD CONCERNS AT THE TOP, BUT THAT'S WHAT'S TYPICAL.

IT IS NOT SET UP THE WAY IT'S BEING USED HERE.

IT'S NOT A OH, YOU DID THIS, WE GET YOU ON ONE.

OH, YOU DID THIS, WE GET YOU ON TWO.

OH, YOU DID THIS, WE GET YOU ON THREE.

THAT'S NOT THE SPIRIT AND INTENT OF THIS.

THE SPIRIT INTENT IS IF THERE IS AN ISSUE, WORK IT OUT, KEEP TRYING TO WORK IT OUT.

EVENTUALLY, ONE OF Y'ALL IS GOING TO COME UP FOR RE-ELECTION IN THE VOTERS ARE GOING TO WEIGH IN ON THE WHOLE MATTER.

IT'S NOT THE SPIRIT AND

[04:00:02]

INTENT FOR THOSE WHO HAVE DONE THE WORK TO LOOK AT OTHER DISTRICTS, WHO HAVE LOOKED AT THE LAW, WHO HAVE CONSULTED WITH PEOPLE WHO KNOW.

WHAT YOU'RE TRYING TO ACCOMPLISH HERE WITH THIS LANGUAGE, IF YOU WANT TO COPY LEWISVILLE, IF YOU WANT TO PICK OUT THAT ONE SCHOOL DISTRICT, THEN COPY AND PASTE THE WHOLE THING.

DON'T PICK OUT SOME LINES HERE AT THE BOTTOM AND INSERT IT IN AND NOW THIS IS OUR WHOLE BOARD OPERATING PROCEDURE.

>> DID YOU WANT TO MOVE NUMBER TWO? BLESS YOU. THE TRUSTEES ARE ENCOURAGED TO DISCUSS CONCERNS.

DO YOU WANT TO PUT THAT FIRST?

>> I THINK THAT WE COULD DO THAT.

WE HAVE TO PLACE IT ON AN AGENDA.

WE'LL TRY TO WORK IT OUT.

>> SINCE TRUSTEES ARE ENCOURAGED TO DISCUSS CONCERNS WITH FELLOW TRUSTEES PRIOR TO INITIATING THE CENTRAL PROCESS.

THIS INCLUDES BUT IS NOT LIMITED TO DISCUSSING THE ISSUES, ATTEMPT TO GAIN GREATER UNDERSTANDING AND TRY TO RESOLVE THE MATTER.

IF IT WOULD BE BETTER TO HAVE THAT AT THE VERY TOP, WE SHOULD JUST MOVE THAT TO THE TOP.

>> I THINK IT'S HELPFUL TO HAVE THAT IN TERMS OF PART OF A CLOSED SESSION AGENDA, CIRCUMSTANCE AND PRIOR TO CENTRAL, YOU HAVE TO HAVE THIS MEETING WHERE YOU TRY TO RESOLVE IT AS A BOARD AND HOPEFULLY YOU DON'T MOVE TOWARDS CENTER, YOU CAN JUST RESOLVE IT.

>> YEAH. I THINK IT'D BE GREAT IF WE HAD AS A PRACTICE THAT WHEN THERE'S AN ISSUE THAT WE TALKED TO EACH OTHER, I THINK THAT WOULD BE GOOD.

>> THINKING ABOUT STEPS MOVING FORWARD, WHAT CAN WE AGREE ON TO MOVE IT FORWARD TONIGHT TO ACCEPT THIS AS A WHOLE? I THINK THAT'S WHERE WE GO WITH THIS IN MY OPINION.

WHAT CAN WE AGREE UPON? PUT THE LANGUAGE IN AND THEN LET'S MOVE FORWARD WITH ACCEPTING THE DOCUMENT.

>> IF YOU MOVE THAT SECOND PART UP AS AMY WAS SUGGESTING.

THEN YOU MENTIONED THE CLOSED SESSION CORNER.

I THINK IT SAYS THAT ALREADY THAT DURING CLOSED SESSION AN ATTEMPT WILL BE MADE TO GAIN GREATER UNDERSTANDING AND DISCUSS IT.

I THINK THOSE TWO ARE INCLUDED IN THAT.

I THINK MOVING IT UP WOULD BE HELPFUL.

I DON'T KNOW WHAT ELSE YOU GUYS WANT TO DO.

>> I WOULD SAY THOUGH, I THINK REQUIRED RATHER THAN ENCOURAGED.

>> CAN I JUST SAY FOR TIME SAKE.

WHEN WE DID THIS, WHAT I THOUGHT WAS GOING TO HAPPEN, WHICH WE TALKED ABOUT THOROUGHLY, IS THAT WE WOULD GET FEEDBACK.

I WOULD LIKE THE RESEARCH TO BE DONE, GET US THE STANDARD LANGUAGE, AND IT SOUNDS LIKE TRUSTEE WESTON, YOU ACTUALLY WENT OFF AND DID SOME OF THAT.

IT SOUNDS LIKE VALERIE, YOU KNOW, OF SOME OTHERS THAT ACTUALLY HAVE LANGUAGE.

IF WE CAN ACTUALLY SEE THAT LANGUAGE, AND SO THEN WE COULD ACTUALLY, IF YOU CALL IT CHERRY-PICKING, BUT IF WE COULD PICK OUT THE ONES THAT'S BEST FOR OUR BOARD AND FOR OUR DISTRICT, AND HONESTLY FOR OUR STUDENTS.

BECAUSE I DON'T KNOW HOW THIS IMPACTS STUDENTS, BUT I GUESS IT DOES SOMEHOW BECAUSE I WOULD JUST REMOVE, IT IS WHAT I WOULD DO.

BUT THAT'S WHAT I THOUGHT WAS GOING TO HAPPEN AND THAT'S WHAT I WOULD STILL LIKE TO SEE HAPPEN.

TRUSTEE JOHNSON IS THAT WE GET ALL THIS LANGUAGE AND THEN WE COME BACK.

I ACTUALLY THINK THERE SHOULD BE TABLED UNTIL LATER SO THAT WE CAN GET THE STANDARD LANGUAGE BECAUSE THAT'S WHAT WE ACTUALLY TALKED ABOUT IN THE EARLIER MEETING.

>> MY OPINION, I AGREE.

IF WE CAN'T AGREE TONIGHT, I SAY WE TABLE IT AND MOVE FORWARD.

>> I WOULD LIKE TO GO THROUGH THE REST OF THE BOARD OPS SO THAT WE KNOW IF THERE'S ANY OTHER STICKING POINTS.

THEN I CAN PUT THIS ON THE NEXT AGENDA TO BRING BACK AS WELL, SO IT GETS APPROVED ASAP.

BECAUSE WE DO NEED TO UPDATE OUR BOARD OPS.

I MEAN, WE HAVE TO, FIND SOMETHING.

ALL RIGHT. LET'S MOVE ON.

WE WILL REWORK SECTION G.

>> THANK YOU. IF YOU GO TO PAGE 23 SO WE CAN ACTUALLY SKIP A BUNCH.

GO TO PAGE 23, UNDER IT SAYS APPRAISAL PROCESS.

THE BOARD SHALL APPRAISE THE SUPERINTENDENT USING LONE STAR GOVERNANCE TOOL AND PROCEDURES SET FORTH IN THE POLICY WHICH I THINK IS ON THE LIST.

>> IT IS FOR TONIGHT.

I WOULD ACTUALLY REQUEST THAT ALSO.

I RECENTLY LEARNED ABOUT THE TEXAS ADMINISTRATIVE CODE CHAPTER 242, WHICH SPEAKS SPECIFICALLY TO THE RESPONSIBILITIES OF THE SUPERINTENDENT.

I WOULD ALSO SAY, WE HAVE A CONTRACT.

I THINK THAT THE LONE STAR GOVERNANCE TOOL, THE ADMINISTRATIVE CODE CHAPTER 242, AND THEN THE SUPERINTENDENT CONTRACT.

[04:05:03]

>> WHAT IS ADMINISTRATIVE CODE?

>> DOCTOR AZAIEZ PROBABLY KNOWS MORE ABOUT IT THAN I DO.

>> 242.

>> [OVERLAPPING] ADMINISTRATIVE CODE. CAN YOU TELL US WHAT THAT IS TRUSTEE WESTON?

>> IT'S THE DUTIES OF A SUPERINTENDENT, ROLES AND RESPONSIBILITIES OF A SUPERINTENDENT IN TEXAS.

>> I'VE ACTUALLY DONE A LOT OF PREPARATION FOR SUPERINTENDENT'S EVALUATION AND IT IS IN HIS CONTRACT, THAT HE WILL BE EVALUATED ON USING THE LONE STAR GOVERNANCE TOOL.

IT ALSO SAYS THAT ANY VARIANCES WITH POLICY, THE CONTRACT OVERRIDES ANY POLICIES THAT MAY.

WE CAN'T MAKE CHANGES TO HIS EVALUATION INSTRUMENT IF IT'S NOT INCLUDED IN HIS CONTRACT.

>> WELL, THIS IS LAW.

>> IF YOU ALSO LOOK AT, HOLD ON.

>> WHICH BY THE WAY, I FINALLY FOUND IT THOUGH.

IT JUST SAYS THERE'S GENERAL PROVISIONS, MINIMUM REQUIREMENTS, PREPARATION PROGRAM REQUIREMENTS FOR A SUPERINTENDENT.

>> IF YOU ALSO LOOK AT 19 TACK 150.1031, ALSO TELLS YOU THAT STATE LAW ALLOWS YOU TO USE THAT LONE STAR GOVERNANCE TOOL AS THE EVALUATION INSTRUMENT.

>> YEAH, I'M NOT ARGUING THAT.

I'M JUST SAYING THIS IS A SPECIFIC TO SUPERINTENDENTS IN THE STATE OF TEXAS AND THE LAW.

I JUST THOUGHT IT WOULD BE WORTH ADDING HIS CONTRACT, AND THIS DOT AND A REFERENCE TO THE TACK 242.

>> ISN'T THAT SOMETHING THAT YOU ALREADY HAVE TO ADHERE TO THIS AND ASSESS AND TAC?

>> I WOULD THINK SO. BUT I GUESS I'VE NOT DONE A SUPERINTENDENT EVALUATION YET, AND SO I DON'T WANT TO GET IN THERE.

I JUST THINK THIS IS IRRELEVANT.

THERE'S LOTS OF GOOD STUFF IN HERE.

[OVERLAPPING]

>> BUT WHEN YOU THINK ABOUT WHEN YOU PUT IT IN TAC, DOES YOUR OVERALL OVERARCHING GUIDING PRINCIPLE FOR BEING A SUPERINTENDENT IN TEXAS, SIMILAR TO BEING A TEACHER SIMILARLY TO ANY OTHER POSITION.

I THINK IT WOULD BE DUPLICATIVE TO ADD IT THERE.

>> YEAH. IT'S NOT A HEALTH AND ALL DIE ON.

BUT I'LL TELL YOU GUYS, THIS REALLY SPELLS OUT IMPORTANT THINGS THAT I THINK WE SHOULD ALL BE AWARE OF WHEN IT COMES TO EVALUATING THE SUPERINTENDENT, BUT I DON'T KNOW IF WE HAVE CONSENSUS TO ADD IT OR NOT, BUT I RESPECT THAT TRUSTEE JOHNSON.

>> IF I COULD RESPOND BRIEFLY TO THAT.

WITH REGARDS TO THIS PARTICULAR SUPERINTENDENT'S CONTRACT, IT SAYS THAT WE WILL USE LONE STAR GOVERNANCE, WHICH UNDER TEXAS LAW IS ONE OF THE EVALUATION TOOLS.

THERE ARE OTHER EVALUATION TOOLS THAT YOU COULD USE, BUT IN THIS SITUATION, YOU ALL HAVE BOUND YOURSELF IN THE CONTRACT TO USE LONE STAR GOVERNANCE, WHICH IS ACCEPTABLE TOOL IF YOU WANT TO EXPAND THE THINGS THAT YOU EVALUATE THE SUPERINTENDENT ON, YOU'RE GOING TO NEED TO MEND HIS CONTRACT TO SAY THAT.

THAT WOULD BE A DISCUSSION BETWEEN THE BOARD AND THE SUPERINTENDENT.

BUT THE WAY THE CONTRACT IS RIGHT NOW, YOU'RE NOT GOING TO BE ABLE TO ADD ADDITIONAL EVALUATIVE THINGS.

>> THAT'S FAIR. THAT'S GOOD FEEDBACK.

WE CAN MOVE ON IF THAT'S OKAY. PAGE 31.

IT SAYS HERE THAT UNDER LETTER D, IT'S THE TITLE IS BOARD COMMUNICATIONS BY E-MAIL, SOCIAL MEDIA, AND OTHER ELECTRONIC METHODS.

IT SAYS THAT TRUSTEES ARE DISCOURAGED FROM RESPONDING TO ANONYMOUS COMMUNICATIONS.

BERNER YOU DID THAT EARLIER THIS WEEK AND YOU ACTUALLY MENTIONED THAT YOU KNOW IT'S DISCOURAGED.

I JUST ASKED MYSELF, DO WE NEED PUT THAT IN HERE? WHAT IS THE PURPOSE OF THIS THING SUPPOSED TO BE.

JUST SO WHEN PEOPLE IN THE PUBLIC SEND US E-MAILS THAT ARE ANONYMOUS, THEY KNOW IT'S PART OF OUR BOARD OPERATING PROCEDURES THAT WE'RE NOT GOING TO RESPOND.

BUT WE DO. IT WOULD BE GOING AGAINST BOARD POLICY, RIGHT ACTUALLY THAT WOULD BE.

[OVERLAPPING]

>> IT DOESN'T SAY SHALL NOT RESPOND.

IT SAYS THEY'RE DISCOURAGED.

IF YOU READ THE EMAIL THAT I SENT, IT SPECIFICALLY SAID POLICY DISCOURAGES RESPONDING TO ANONYMOUS E-MAILS, BUT I AM SENDING THIS OUT SO THAT THE BOARD IS AWARE OF ALL OF THE INFORMATION ALSO CONTAINED IN THIS.

>> I'M NOT OPPOSED TO YOU SENDING THAT E-MAIL AT ALL, BUT I'M ASKING MYSELF, DO WE NEED THIS IN HERE?

>> I DON'T THINK THERE WAS. IS THERE A CONSENSUS THAT WE WANT TO TAKE IT OUT OR LEAVE IT IN.

>> I WOULD TAKE IT OUT. I THINK BOARD OPERATING PROCEDURES SHOULD BE CLEAR.

LIKE THEY NEED TO BE CLEAR AND CONCISE BECAUSE IT DISCOURAGES.

WELL, THEN SOMEBODY IS GOING TO SAY, OH,

[04:10:02]

WELL, I NEVER RESPOND TO ANONYMOUS BECAUSE IT SAYS WERE DISCOURAGED FROM DOING THAT.

DISCOURAGED TO ME MEANS YOU NEVER DO IT.

BUT DISCOURAGED TO TRUSTEE WESTON IS THAT YOU DO IT ONCE IN AWHILE.

I THINK IT EITHER NEEDS TO BE CLEAR, IT SAYS, WE NEVER RESPOND OR IT JUST TAKE IT OUT.

I DON'T KNOW WHAT DOES IT DO FOR US? WHAT DOES IT DO FOR STUDENT OUTCOMES? NOTHING.

>> TRUSTEE, WEIR TAKE IT OUT OR LEAVE IT IN?

>> I WOULD LEAVE IT IN. I WOULD BE HAPPY TO AMEND IT TO SAY DO NOT RESPOND. [OVERLAPPING]

>> TRUSTEE HARRISON.

>> I WOULD LEAVE IT IN I THINK IT'S THE BEST PRACTICE WITH SOME FLEXIBILITY.

>> TRUSTEE VESSA.

>> I'M FINE WITH THE WAY HE NEEDS.

>> TRUSTEE JOHNSON.

>> I HAVE TO AGREE.

I LIKE CLEAR AND CONCISE, SO I WAS ABLE TO HAVE THAT FOR ME, SAY, SHALL NOT AND LET THAT BE THE POLICY.

A POLICY DEFINES SOMETHING.

>> BUT SEE THE PROBLEM WITH THAT. I THINK WE HAVE TO BE CAREFUL ABOUT TELLING EACH OTHER THAT WE CAN'T DO SOMETHING.

>> WELL THE ONLY REASON I SAY THAT IS BECAUSE IF IT'S ANONYMOUS.

I THINK WE TALK ABOUT SECURITY AWARENESS AND THOSE ASPECTS OF IT, NOT KNOWING WHO IT CAME FROM.

YEAH, YOU'RE GOING TO BE HAVING IT BE CLEAR AND CONCISE IF NOT, TAKE IT UP.

>> DO YOU WANT TO PROPOSE TRUSTEES SHALL NOT RESPOND TO ANONYMOUS COMMUNICATIONS IN GENERAL?

>> YES.

>> OKAY. ARE YOU OKAY WITH THAT TRUSTEE WEIR? BECAUSE YOU WANTED TO KEEP IT IN. TRUSTEE HARRISON, YOU OKAY WITH THAT? TRUSTEE VESSA, ARE YOU OKAY WITH THAT?

>> SURE.

>> OKAY. CAN WE MAKE THAT CHANGE TO REFLECT THAT STAY IN BUT CHANGE IT TO SHALL NOT. NEXT.

>> ON PAGE 32, I SEE A BUNCH OF NEW LANGUAGE ABOUT SOCIAL MEDIA.

I WATCHED THE TRAINING THAT WAS DONE ON JULY 12TH.

I ACTUALLY PRINTED OUT THE SLIDES AND I'VE REFERRED TO THEM MANY TIMES ACTUALLY, THIS IS VERY HELPFUL.

OF THE 12 BULLETS HERE, I ONLY FOUND FOUR OF THEM ARE ACTUALLY FROM THIS PRESENTATION.

I'M NOT EVEN LIKE FOR OR AGAINST ANY OF THESE, BUT THERE SEEMS TO BE A DISCONNECT FOR ME BETWEEN THE JUNE SECOND BOARD MEETING WHERE WE WENT THROUGH THE BOARD OPERATING PROCEDURES AND THEN THINGS SHOWING UP HERE THAT WEREN'T DISCUSSED.

THE ONES THAT I COULD FIND IN THE TRAINING OF THESE 12 WAS NUMBER ONE, NUMBER TWO, NUMBER SIX, AND NUMBER 11.

I DON'T KNOW.

>> CAN I ALSO ASK? I'M SORRY TO INTERRUPT YOU.

BUT BOARD OPERATING PROCEDURES TO ME IS BOARD OPERATING PROCEDURES.

THIS IS HOW WE OPERATE.

WE CAN CREATE A BOARD BEST PRACTICES AND I WOULD BE OKAY WITH THAT.

BUT IF YOU REMEMBER EARLIER TONIGHT, WE ACTUALLY PASSED BOARD CONSTRAINTS AND ONE OF THEM IS THAT WE WOULD FOLLOW THE BOARD OPERATING PROCEDURE.

I HAVE TO ASK MYSELF ON ALL OF THESE AND THAT'S WHY I REALLY APPRECIATE THE SHALL NOT BECAUSE I SHALL NOT DO SOMETHING. I UNDERSTAND THAT.

BUT THESE ARE CONDUCT YOURSELF ONLINE IN THE MANNER THAT REFLECTS WELL ON THE DISTRICT, THAT'S VERY SUBJECTIVE.

THESE AREN'T BOARD OPERATING PROCEDURES.

THESE ARE BEST PRACTICES WHICH I'M FINE WITH, BUT I THINK THEY BELONG IN A DIFFERENT DOCUMENT.

DR. FALTYS TALKED EARLIER ABOUT HOW IMPORTANT THE BOARD OPERATING PROCEDURES ARE FOR US THAT WE KNOW WHAT WE'RE DOING.

THIS IS HOW WE'RE GOING TO FUNCTION.

THESE ARE OUR COMMITMENTS TO EACH OTHER AND THESE JUST AREN'T OPERATING PROCEDURES, SO I DO THINK THEY SHOULD ALL BE REMOVED.

IF WE WANT TO CREATE A BEST PRACTICES, I THINK THAT WOULD BE GREAT.

ACTUALLY, I THINK THERE'S A LOT OF BEST PRACTICES THAT WE COULD DO AROUND EMAILING AND SOCIAL MEDIA AND ETC.

>> YEAH, THE TRAINING WAS REALLY GOOD.

IT'S HERE FOR US WHENEVER WE WANT IT ON SOCIAL MEDIA.

I UNDERSTAND THAT THE ADVENT OF SOCIAL MEDIA HAS CHANGED THINGS.

IT'S THE NEW PUBLIC SQUARE, BUT I THINK THAT I'M CONCERNED ABOUT GOING DOWN THIS.

WHAT YOU'RE SAYING, TELLING EACH OTHER HOW WE'RE GOING TO BE ON SOCIAL MEDIA.

ULTIMATELY, I THINK THE VOTERS ARE GOING TO DECIDE THAT.

I WOULD REALLY PREFER TO TAKE THIS OUT AND JUST REFER TO THE LAW OR REFER TO THIS TRAINING. THAT'S MY ASK.

>> I CAN EXPLAIN WHERE THE LANGUAGE CAME FROM.

YOU ALL REQUESTED SOME INFORMATION IN THERE ABOUT SOCIAL MEDIA BUT REALLY DIDN'T PROVIDE ANY GUIDANCE ABOUT WHAT YOU ACTUALLY WANTED IT TO SAY.

THIS IS ACTUALLY FROM TASB'S WHITE PAPER ON SOCIAL MEDIA GUIDELINES FOR SCHOOL BOARD MEMBERS.

I JUST TOOK THEIR MAIN POINTS, WENT DOWN THE LIST, AND PUT THOSE IN.

OBVIOUSLY, IT'S YOUR ALL'S OPERATING PROCEDURE YOU ALL CAN DO WHATEVER YOU WANT WITH IT.

I'M JUST TRYING TO EXPLAIN WHERE THAT LANGUAGE CAME FROM. IT DID COME FROM TASB.

>> I THINK WE HAD GOOD TRAINING AND I WOULD ASK MY COLLEAGUES TO JUST REMOVE IT.

>> ON THIS TRUSTEE JACOB,

[04:15:01]

I THINK WHAT I PERSONALLY WAS LOOKING FOR IS I THINK I WAS LOOKING FOR THINGS LIKE IF A TRUSTEE IS GOING TO HAVE A SOCIAL MEDIA ACCOUNT, THAT'S THEIR TRUSTEE SOCIAL MEDIA.

THEY'RE GOING TO HAVE A CLEAR STATEMENT ON THERE THAT SAYS I'M SPEAKING FOR MYSELF AND I'M NOT SPEAKING FOR THE BOARD.

I WAS LOOKING FOR THAT SOLID ADVICE THAT WE COULD ALL AGREE WITH, THAT WE ALL WERE ON THE SAME PAGE.

IT'D BE THE SAME THING IF YOU'RE GOING TO GO TO THE LEGISLATIVE THINGS THAT YOU'RE GOING TO SAY THAT YOU'RE NOT SPEAKING AS THE BOARD.

THOSE ARE THE THINGS I WAS LOOKING FOR.

>> THE FIRST ONE IS CLARIFY THAT YOU ARE COMMUNICATING AS AN INDIVIDUAL MEMBER OF THE BOARD AND NOT AS AN OFFICIAL DISTRICT SPOKESPERSON.

>> RIGHT. I WOULD SAY ONE IS THAT'S THE STUFF AT THE SOME OF THESE ITEMS. DEFINITELY NOT ALL 12.

BUT I GUESS IN A WAY THOUGH, I ACTUALLY, I NEED VERY CONCISE.

I THINK WE SHOULD ACTUALLY BE GIVEN THE STATEMENT LIKE THIS IS WHAT YOU'RE GOING TO, IF YOU HAVE SOCIAL MEDIA, YOU'RE GOING TO PUT THIS STATEMENT LIKE AT THE END OF EVERYTHING YOU DO OR SOMETHING.

IT'S THE STATEMENT AND IT'S CLEAR AND IT'S CONCISE BECAUSE MOST OF US ARE NOT LAWYERS AND WHEN YOU SAY CLARIFY THAT YOU ARE COMMUNICATING AS AN INDIVIDUAL, THAT'S REALLY SUBJECTIVE AGAIN.

I WANT THE BOARD OPERATING PROCEDURES TO BE CLEAR, CONCISE YOU CAN HAND IT TO SOMEBODY AND THEY KNOW WHAT THEY'RE DOING AND THEY DON'T HAVE TO BE A LAWYER.

>> WE ARE EDUCATORS CLEAR OBJECTIVES.

I DO LIKE THAT. STATE THAT YOU ARE SPEAKING.

IT SAYS AVOID, DO NOT DELIBERATE SCHOOL DISTRICT.

I THINK IT'S MORE OF A CHANGE IN LANGUAGE FOR ME, TO BE CLEAR ABOUT WHAT WE CAN AND CANNOT DO AND I AGREE WITH THAT.

>> WELL, THAT'S WHY I THINK WE HAVE MULTIPLE READINGS OF THESE THINGS IS TO TALK THROUGH THESE THINGS.

>> I THINK WE CAN JUST REPLACE THE VOID WITH DO NOT. IF YOU FEEL LIKE.

I'M OKAY IF I CAN SEE HOW THAT FIRST SENTENCE COULD BE SUBJECTIVE.

BUT I THINK YOU CAN SAY DO NOT POST INFORMATION THAT HAS NOT BEEN VERIFIED AND MADE PUBLIC BY THE DISTRICT AND NEVER POST ANONYMOUSLY ABOUT SCHOOL BUSINESS OR REPEAT RUMORS.

I THINK THOSE ARE FINE.

WE SHOULD JUST GET OUT THE FIRST PART AND REPLACE A VOID WITH DO NOT POST.

AS A MATTER OF FACT YOU COULD JUST REPLACE ALL THE AVOIDS WITH DO NOT POST CONTENT.

INDICATING YOU ALREADY FORMED AN OPINION BEFORE A DO PROCESS COME IN.

DO NOT DELIBERATE SCHOOL BUSINESS WITH THE QUORUM OF THE BOARD. I THINK THAT'S IT.

>> WE'RE JUST ASKING FOR STRONGER, MORE DEFINITIVE LANGUAGE.

>> I'M GOING TO REFER TO THE THIRD SLIDE IN THE TRAINING.

I GUESS WE PAID THIS PERSON FROM TASB TO COME HERE AND DO THIS TRAINING.

I THINK I'M GOING TO BE HONEST TRUSTEE BEST I THINK YOU'RE VENTURING INTO IMPEDING ON THE FIRST AMENDMENT RIGHTS THAT WE ALL HAVE WHERE WE CAN'T BREAK THE LAW.

BUT THIS IS LIKE DO NOT REPEAT A RUMOR.

RUMOR TO ONE PERSON MIGHT NOT BE A RUMOR TO SOMEBODY ELSE.

IT SAYS RIGHT HERE ON THE THIRD SLIDE, AND THIS IS FROM THE TRAINING FROM JULY 12TH.

THE FIRST AMENDMENT PROTECTS YOUR RIGHT.

THIS IS FOR BOARD MEMBERS.

PROTECTS A BOARD MEMBER'S RIGHT TO SPEAK OUT ABOUT PUBLIC BUSINESS.

THEN IT SAYS, "BUT YOUR FREE SPEECH MAY HAVE LEGAL CONSEQUENCES".

IF YOU'RE BREAKING THE LAW, IF YOU'RE CONDUCTING A WALKING QUORUM ON SOCIAL MEDIA, IF YOU ARE SHARING THE NEXT PROPERTY THAT THE SCHOOL DISTRICT IS GOING TO BUY ON SOCIAL MEDIA, THERE ARE LEGAL CONSEQUENCES FOR THAT, BUT I WOULD REALLY CAUTION AGAINST TRYING TO USE THE BOARD OPERATING PROCEDURES TO IMPEDE ON THE FIRST AMENDMENT RIGHTS OF TRUSTEES.

>> I WAS JUST GOING TO SAY I WOULDN'T TAKE GUIDANCE AND MAKE IT INTO SHALL NOTS.

I THINK SOME OF THESE THERE WERE GOOD, BUT I THINK THEY STILL NEED TO BE CLARIFIED BECAUSE WE FINALLY GOT IT.

WE GOT A SENTENCE THAT WE CAN PUT AT THE BOTTOM OF OUR EMAILS.

I THINK THOSE THINGS SHOULD BE CLARIFIED WHEN IT TALKS ABOUT RECAPPING.

THINGS THAT PEOPLE DO A LOT LIKE, RECAP ON SOCIAL MEDIA, WHAT HAPPENED AT A BOARD MEETING.

HERE'S THE SENTENCE THAT YOU'RE GOING TO PUT AT THE END.

I THINK THOSE THINGS ARE FINE TRUSTEE WESTON.

BUT YEAH, I'M WITH YOU. I'M NOT TAKING THIS GUIDANCE AND JUST SAYING, YOU SHALL NOT DO THIS, YOU SHALL NOT DO THAT.

BUT I AM FOR GIVING PEOPLE VERY CLEAR GUIDANCE ON EXPECTATIONS BECAUSE THAT'S WHAT THIS IS SUPPOSED TO BE, OF HOW WE'RE GOING TO BASICALLY COMMUNICATE TO THE COMMUNITY INDIVIDUALLY AS TRUSTEES ON SOCIAL MEDIA.

>> I AGREE WITH TRUSTEE WESTON.

IF WE PUT THESE IN THE OPERATING PROCEDURES AS YOU CANNOT DO THIS, YOU CANNOT DO THAT.

THEN WE'RE GOING TO PROBABLY HAVE SOME CHALLENGES ON FIRST AMENDMENT LEASES AND THAT'S WHY THESE ARE GUIDELINES.

[04:20:02]

IF YOU DON'T WANT THEM IN, THEY DON'T HAVE TO BE IN HERE.

AGAIN, I'M JUST GOING TO ASK TO COME UP WITH SOME LANGUAGE FROM SCRATCH, SO THAT'S WHAT I USE.

BUT AGAIN, WE CAN CATER THIS HOWEVER YOU ALL WANT TO.

IT MIGHT BE HELPFUL FOR SOME OF THESE.

IT SOUNDS LIKE WE STILL HAVE SOME THINGS TO WORK OUT.

IF AT SOME POINT BEFORE THE NEXT BOARD MEETING, I MEET WITH TWO OR THREE TRUSTEES AND GET SOME LANGUAGE, AND THEN WE CAN BRING IT BACK TO THE FULL BOARD.

I THINK THAT WOULD BE HELPFUL INSTEAD OF JACOB BLOOM, GO GET SOME LANGUAGE, AND THEN WE'LL TELL YOU WE DON'T LIKE IT.

>> I THINK YOU READ MY MIND.

I'M ACTUALLY WHEN IT COMES TO THE CENSURE ON OUR SOCIAL MEDIA AND MAY BE ELSEWHERE I'M WONDERING IF MAYBE IF TWO OF US WHO TYPICALLY DON'T AGREE ON THINGS SHOULD MAYBE COME SIT DOWN WITH YOU OR WHOEVER AND WORK THIS OUT.

ITS WORK. IF THE BOARD WOULD LIKE, I'M HAPPY TO BE ONE OF THOSE PEOPLE.

BUT THE THING ABOUT THE BOARD OPERATING PROCEDURES, THE WAY THAT THEY'VE BEEN USED IS TO WELL SOME MIGHT SAY THAT THEY'VE BEEN USED TO TRY TO CONTROL AND PUNISH TRUSTEES.

GIVEN THAT, THAT IS THE LENS WITH WHICH WE'RE LOOKING AT THIS, WE NEED TO BE REALLY CAREFUL THAT THIS DOESN'T, WHATEVER IS PUT INTO HERE AND CODIFIED IS NOT THEN WEAPONIZED TO SAY, WELL, NOW YOU ARE IN VIOLATION OF THIS.

THAT'S THE CONCERN.

>> I WILL SAY WHEN WE'RE GOING BACK TO LOOK AT CENSURE LANGUAGE, WE CAN PULL SOME OTHERS I JUST PULLED LEWIS FILL SINCE IT'S ONE I HAD UP AND THEY HAVE SOME LANGUAGE THAT YOU ALL MAY BE OKAY WITH FOR SOCIAL MEDIA.

IT'S WORTH LOOKING AT SIMILAR LANGUAGE AND OTHER POPS.

>> WE ARE AT A CONSENSUS.

WE'LL RE-LOOK AT THE SOCIAL MEDIA SECTION. NEXT.

>> PAGE 33. I ALSO, IN ADDITION TO DOING RESEARCH AND I HAVE TO ADMIT I DIDN'T DO ALL THIS RESEARCH.

I HAVE A TEAM OF PEOPLE WHO ARE VERY HELPFUL TO ME.

LOOKING AT THE TOP 35 DISTRICTS, WE LOOKED AT INVESTIGATING TRUSTEES.

THIS SAYS WHAT'S BEEN BROUGHT TO US TONIGHT.

IF AN INVESTIGATION OF A TRUSTEE BECOMES NECESSARY, THE DISTRICT SHALL RETAIN OUTSIDE COUNSEL.

THE OUTSIDE COUNSEL SHALL BE AUTHORIZED, RETAIN AND DIRECTED BY THE BOARD PRESIDENT IN CONSULTATION WITH BOARD COUNCIL.

WHAT'S BEEN ADDED TONIGHT IS AND/OR GENERAL COUNSEL, WHO IS A SUBORDINATE OF THE SUPERINTENDENT AND BOARD COUNCIL PERIOD.

OUTSIDE COUNSEL SHALL NOT ACT AT THE DIRECTION OF THE SUPERINTENDENT.

IS THIS TO MEAN THAT THE ADMINISTRATION IS PROPOSING TO THIS BOARD THAT A SUBORDINATE OF THE SUPERINTENDENT WOULD BE THE ATTORNEY ON AN INVESTIGATION OF A BOARD MEMBER?

>> DOES IT HAS TO BE OUTSIDE COUNSEL?

>> I THINK WHAT THIS IS SAYING IS THAT, IN FINDING THAT OUTSIDE COUNSEL, THE BOARD PRESIDENT CAN CONSULT WITH BOARD COUNCIL OR THE GENERAL COUNCIL TO FIND AN ATTORNEY THAT WOULD SERVE AS OUTSIDE COUNSEL.

>> YEAH. IF SOMEONE CAME TO ME TO DO AN INVESTIGATION, I WOULD HAVE NO IDEA WHERE TO START IN FINDING LEGAL REPRESENTATION.

WE HAVEN'T HAD ANY INVESTIGATIONS DONE, SO HAVEN'T HAD TO CROSS THIS BOARD THAT BATTLE.

BUT IF SOMEONE SAID WE NEEDED TO DO AN INVESTIGATION, I WOULD HAVE TO GO TO SOMEBODY IN THE LEGAL WORLD TO SAY, THIS IS MY EXPERIENCE WITH THIS OR THEY DO SCHOOL LAW OR THIS WOULD, THAT DOESN'T SAY THAT THEY WOULDN'T BE INVOLVED IN THE INVESTIGATION.

IT SAYS THEY WILL BE HELPFUL IN GETTING THE ACTUAL FIRM.

>> DID YOU JUST SAY WE'VE NOT DONE ANY INVESTIGATIONS ON A TRUSTEE?

>> NO, WE HAVEN'T.

>> OH, INTERESTING [LAUGHTER].

>> IN 2019, THERE WAS AN INVESTIGATION DONE, BUT NOT ON THIS PARTICULAR BOARD.

>> BUT I HAVE NOT DONE ONE AS BOARD PRESIDENT.

>> WELL, VALARIE DO YOU KNOW WHAT THE OTHER SCHOOL DISTRICTS IN TEXAS DO WITH THEIR LANGUAGE AND THEIR BOARD OPERATING PROCEDURES ABOUT INVESTIGATIONS OF TRUSTEES?

>> I HAVE NOT LOOKED AT OTHER DISTRICTS WITH LANGUAGE FOR THAT SPECIFICALLY, I HAVEN'T RESEARCHED THAT ISSUE.

I KNOW THAT OTHER DISTRICTS HAVE DONE INVESTIGATIONS ON BOARD MEMBERS, BUT BECAUSE I KNOW OF A DISTRICT THAT DID THAT, BUT NO, I HAVEN'T LOOKED AT EVERYONE'S BOARD OPERATING PROCEDURES TO PULL THAT LANGUAGE.

>> DO YOU, MR. WOOLSTON?

>> NO, AND ALSO JUST ANOTHER POINT IS THAT THAT LANGUAGE WAS ALSO INSERTED TO MAKE SURE IT'S MORE CONSISTENT WITH BDD LOCAL.

I THINK THE OPERATING PROCEDURES WERE PROBABLY DRAFTED BEFORE WE ACTUALLY HAD THEM ANNOUNCED [OVERLAPPING] ATTORNEYS.

BUT ANYWAY, SO THAT LANGUAGE IS MORE CONSISTENT WITH BDD LOCAL.

[04:25:01]

BUT NO, I DON'T KNOW WHAT OTHER DISTRICTS HAVE IN THEIR OPERATING PROCEDURES ON THIS.

>> AGAIN. YES, MA'AM.

>> I DON T KNOW WHAT OTHER DISTRICTS HAVE IN THEIR OPERATING PROCEDURES.

HOWEVER, FOR THE LAST SEVEN YEARS, BEFORE I CAME HERE, I WAS AN OUTSIDE INVESTIGATOR FOR NUMEROUS TEXAS DISTRICTS.

I WILL TELL YOU THAT MY CONTEXTS ALWAYS CAME FROM EITHER IN-HOUSE COUNSEL, IF THE DISTRICT HAD IN-HOUSE COUNSEL, OR IF THEY DID NOT HAVE A DEDICATED IN-HOUSE COUNSEL CAME THROUGH THEIR REGULARLY RETAINED OUTSIDE COUNSEL.

I NEVER WAS APPROACHED BY ANYONE FROM A BOARD SAYING, "HEY, CINDY.

WE WANT TO DO AN INVESTIGATION".

WHETHER THAT HAD TO DO WITH AN EMPLOYEE, WHETHER THAT HAD TO DO WITH THE SCHOOL DISTRICT TRUSTEE, WHETHER THAT HAD TO DO WITH A STUDENT, IT WAS ALWAYS THROUGH EITHER IN-HOUSE COUNSEL OR OUTSIDE COUNSEL.

THAT WAS THE PRACTICE. I DON'T KNOW WHAT THEY HAD IN THEIR BOARD OPERATING PROCEDURES.

BUT I WILL TELL YOU THAT AT LEAST IN MY EXPERIENCE, AND BEFORE THAT, I WAS OUTSIDE COUNSEL FOR DISTRICTS FOR ABOUT 20 YEARS.

I WILL TELL YOU THAT THAT WAS ALSO ONE OF THE THINGS WHEN I WAS OUTSIDE COUNSEL.

BOARD PRESIDENT WOULD SAY, "HEY, WE NEED TO DO AN INVESTIGATION." THEN I WOULD GENERALLY REACH OUT TO PEOPLE IN THE INDUSTRY THAT DID IT.

THERE WERE CERTAIN THINGS THAT WE PARTICULARLY WOULD LOOK FOR IF IT WAS SAY A PERSONNEL.

SOMETHING I WOULD LOOK FOR SOMEBODY WHO HAD HAD A LOT OF EXPERIENCE AND LABOR AND EMPLOYMENT LAW PERHAPS, HAD EXPERIENCED WORKING WITH PUBLIC ENTITIES, THAT SORT OF THING.

>> BUT WE'RE TALKING SPECIFICALLY ABOUT INVESTIGATING TRUSTEES, AND INVESTIGATIONS OF EMPLOYEES ARE VERY COMMON.

I CAN POINT YOU TO THE LAW TO SAY HOW WE'RE GOING TO CONDUCT AN INVESTIGATION ON AN EMPLOYEE.

CAN'T FIND THAT WHEN IT COMES TO A TRUSTEE.

>> I WILL SAY I HAVE PERSONALLY DONE INVESTIGATIONS ON TRUSTEES BEFORE ON BOTH SIDES.

WHEN I WAS OUTSIDE COUNSEL FOR THE DISTRICT, SOMEBODY WOULD SAY, "HEY, WE NEED TO HAVE AN INVESTIGATION ON TRUSTEES".

I WOULD SAY, "OKAY, WELL THESE ARE THE PEOPLE THAT I KNOW IN MY EXPERIENCE HAVE DONE GOOD FAIR JOBS ON LOOKING AT THESE THINGS." I WILL TELL YOU I HAVE DONE INVESTIGATIONS ON TRUSTEES AND SO THERE ARE CERTAIN THINGS THAT MAYBE PERHAPS SOMEONE WHO HAS BEEN IN THE INDUSTRY MAY KNOW.

I'M JUST TRYING TO SHARE MY EXPERIENCE.

>> WELL, I THINK TONIGHT THE MATTER IS THE BOARD OPERATING PROCEDURES.

I'VE LOOKED AT THE TOP 35 SCHOOL DISTRICTS IN TEXAS.

THERE'S ONLY ONE THAT MENTIONED WELL, THERE'S TWO IF ROUND ROCK ISD, DOES IT? IT WOULD BE THE SECOND.

THERE'S ONLY ONE OTHER SCHOOL DISTRICT THAT MENTIONED INVESTIGATING TRUSTEES IN THEIR BOARD OPERATING PROCEDURES.

IN IT, THEIRS SPECIFICALLY SAYS THAT IT WILL BE THE BOARD PRESIDENT IN CONJUNCTION WITH THE BOARD COUNSEL AND OR EXTERNAL LEGAL ADVISOR TO INVESTIGATE THE NATURE OF THE ALLEGATIONS.

I DON'T KNOW WHERE THIS LANGUAGE COMES FROM.

THIS IS ATYPICAL, AND I DON'T THINK THAT THE SUBORDINATE OF THE SUPERINTENDENT SHOULD BE LISTED ANYWHERE NEAR LANGUAGE REGARDING INVESTIGATING A TRUSTEE THAT IS A CONFLICT OF INTEREST THAT IS PROBLEMATIC, AND IT'S NOT NECESSARY.

WE HAVE A BOARD COUNCIL.

VALERIE I'M SURE YOU KNOW, OTHER PEOPLE THAT COULD FIND PEOPLE LIKE MS. HILL, AND DO INVESTIGATIONS IF THAT BECAME NECESSARY?

>> YES, WE COULD WE COULD DO THAT.

I'M TRYING TO LOOK AT THE LANGUAGE IN THE REVISION THAT WAS MADE AS IT'S DRAFTED TO ADD THE GENERAL COUNSEL, I THINK THE INTENT IS WHAT THEY'RE INDICATING IS IT WAS TO HELP RETAIN AN OUTSIDE COUNSEL, PROBABLY BECAUSE PROTOCOL PROCEDURALLY I KNOW ALSO LIKE MS. HILL, BEING IN-HOUSE COUNSEL IS A GENERAL COUNSEL, IN-HOUSE FOR SCHOOL DISTRICT, I WOULD KNOW.

I THINK I'VE SHARED THIS WITH YOU ALL BEFORE.

MAYBE YOU HAVEN'T BEEN HERE, MAYBE IT'S BEEN AWHILE, BUT I'VE SAID THIS BEFORE.

WE WOULD HAVE LISTS MAYBE OF LAW FIRMS. APPROVED BY THE BOARD OR APPROVED LEGAL TO PROVIDE LEGAL SERVICES AND WE KNOW THEM AS BEING EXPERTS IN OUR FIELD THAT THESE SCHOOL LAW FIRMS ARE BEST WITH EMPLOYMENT MATTERS, THESE ARE BEST WITH INVESTIGATIONS, THESE ARE BEST WITH SPECIAL ED.

WE HAVE THAT KNOWLEDGE AS GENERAL COUNSEL, NOT EVERY SCHOOL DISTRICT HAS A BOARD ATTORNEY.

MANY OF THEM DO, NOT ALL OF THEM DO.

I THINK IT JUST GETS A LITTLE QUIRKY WHEN YOU HAVE THESE DIFFERENT LAWYERS,

[04:30:02]

BUT I UNDERSTAND WHAT YOU'RE SAYING.

THAT LANGUAGE YOU INDICATED, I THINK IT IS MIRRORING THAT TO AN EXTENT WHERE IT SAYS BOARD PRESIDENT AND BOARD COUNCIL RETAINING THE INVESTIGATION COUNSEL.

BUT I THINK THEY ADDED GENERAL COUNSEL BECAUSE THEY HAVE THAT KNOWLEDGE OF THE LAW FIRMS AND WHATNOT, SO.

>> WELL, THAT DOESN'T MEAN THAT SAY IN THIS SITUATION, MS. HILL COULDN'T REFER MS. CARRILLO TO A LAW FIRM.

BUT WHAT WE DON'T WANT IS WE DON'T WANT MS. HILL INTERFACING WITH THAT LAW FIRM.

BECAUSE THAT'S NOT GOOD FOR MS. HILL, THAT'S NOT GOOD FOR THE SUPERINTENDENT AND IT ERODES THE INTEGRITY OF ANY INVESTIGATION.

I GUESS I WOULD JUST SAY IF WE'RE GOING TO DO SOMETHING AND BY THE WAY, THAT ONE SCHOOL DISTRICT THAT I FOUND THAT ACTUALLY HAS LANGUAGE ABOUT INVESTIGATING A TRUSTEE, IF ANYBODY CAN GUESS, HOUSTON.

IT'S HOUSTON ISD.

I WOULD SAY WE EITHER ADOPT THIS LANGUAGE THAT HOUSTON HAS OR BECAUSE I'M GUESSING THEY'VE GOT REASONS WHY IT SAYS THIS [LAUGHTER].

I MEAN, IT'S HOUSTON ISD OR OUR POLICY WOULD JUST SAY IN ACCORDANCE WITH ALL APPLICABLE LAWS, IF THE INVESTIGATION OF THE TRUSTEE BECOMES NECESSARY, THEN IT WILL BE CONDUCTED IN COORDINATE WITH ALL APPLICABLE LAWS WOULD BE MY PREFERENCE.

>> I ACTUALLY AGREE WITH YOU.

I THINK IT SHOULD BE SEPARATE.

I THINK THAT THE ISSUE ACTUALLY IS BDD LOCAL AND THE WAY BDD LOCAL IS WRITTEN, WHICH I'VE HAD AN ISSUE WITH BDD LOCAL FOR AWHILE.

ANYWAY, OTHER ISSUES, BUT MAY BE ACTUALLY WHAT WE NEEDED TO DO IS TAKE THAT OUT AND ADD INTO BDD LOCAL THAT THIS PARTICULAR SUBSET IS NOT DELEGATED TO THE SUPERINTENDENT FOR HIRING OUTSIDE COUNSEL.

>> ALREADY MADE A NOTE TO UPDATE BECAUSE I AGREE.

I THINK THAT WOULD RESOLVE THE POLE ISSUE AND THEN WE CAN SEE IF WE EVEN NEED THIS LANGUAGE IN OPERATING PROCEDURES OR IT MIGHT BE REPETITIVE.

>> TAKE IT OUT COMPLETELY [OVERLAPPING]

>> I THINK WE'RE GETTING WARMER. THE LAST THING ON INVESTIGATING TRUSTEES.

I DON'T THINK THERE IS, BUT JUST TO CLARIFY, ARE THERE ANY STATUTES OF LIMITATIONS ON INVESTIGATING TRUSTEES?

>> I'M NOT AWARE OF ANY. I HAVEN'T SPECIFICALLY RESEARCH THAT ISSUE, BUT I'M NOT AWARE OF ANY OFF THE TOP OF MY HEAD.

>> YEAH. I THINK THAT'S GOOD FOR US TO KNOW THAT THERE'S NO STATUTE OF LIMITATIONS.

>> PROBABLY JUST DEPENDS ON WHAT THE UNDERLYING ISSUE IS.

THERE'S LEGALLY SOME STATUTES OR LIMITATIONS.

>> YEAH, THERE'S A CRIMINAL THING.

YOU CAN HAVE 20 YEARS BEFORE YOU HAVE TO FILE SOMETHING THERE.

I'M JUST THROWING THAT OUT THERE.

IF IT'S A BREACH OF CONTRACTS, FOUR YEARS, PRESSURE INJURY CLAIMS, TWO YEARS.

THERE ARE DIFFERENT STATUTE LIMITATIONS BY LAW THAT ARE APPLICABLE TO DIFFERENT TYPES OF CASES IS WHAT SHE'S INDICATING.

I DON'T KNOW ANY OFF THE TOP OF MY HEAD.

JUST DEPENDS ON WHAT THE UNDERLYING INCIDENT WOULD BE.

>> YEAH. BECAUSE THERE MIGHT BE SOME INVESTIGATIONS THAT WILL BECOME NECESSARY.

MY LAST ONE, I THINK IT'S MY LAST ONE. PAGE 36.

ON JUNE 2ND, AMBER, YOU SPECIFICALLY ASKED VALERIE FOR A POLICY ON HANDLING GRIEVANCES AGAINST TRUSTEES.

I AGREED WITH YOU THAT NIGHT ON JUNE 2ND BECAUSE I THINK TRUSTEE YVETTE EVEN MADE COMMENTS BECAUSE IT'S LIKE WHAT DO YOU DO? LIKE HOW DO YOU HANDLE THAT? WELL, I HAVEN'T WRITTEN ON PAGE 36 ON MY NOTES.

I THINK BECAUSE THE TITLE ON THIS PAGE WAS INQUIRIES, COMPLAINTS TO THE BOARD AND IT'S ALL STRICKEN OUT.

BUT SO WHERE DID WE LAND ON GRIEVANCES FILED AGAINST A BOARD MEMBER?

>> THAT WOULD BE THE CREATION OF A BRAND NEW POLICY THAT WOULDN'T BE INVOLVED IN THIS BOARD OPERATING PROCEDURES.

THAT'S NOT WHAT WE'RE WORKING ON RIGHT NOW.

WE'RE WORKING ON THE BOARD OPERATING PROCEDURES.

>> SO WE'RE NOT GOING TO HAVE ANYTHING IN THE BOARD OPERATING PROCEDURES THAT SPEAKS TO POLICIES ON GRIEVANCES AGAINST TRUSTEES?

>> WELL, THERE'S ANY POLICIES THEY SHOULDN'T BE IN THE BOARD OPERATING PROCEDURES AT ALL ANYMORE.

IF WE'RE JUST LOOKING TO APPROVE THE BOARD OPERATING PROCEDURES, THAT WOULD BE A WHOLE SEPARATE INITIATIVE TO CREATE A POLICY ABOUT GRIEVANCES AGAINST TRUSTEES.

>> WELL, AND YOU ASKED FOR IT ON JUNE 2ND AND I AGREED.

I THOUGHT WE HAD CONSENSUS.

>> CHACO TELLS ME IN ITS LOCAL DECISION ON GRADING AND POLICY LANGUAGE ABOUT THAT, THEY DON'T HAVE ANY STANDARD SUGGESTED LANGUAGE ON THAT BECAUSE IT IS SUCH A UNIQUE SITUATION.

>> DO YOU THINK WE NEED TO ADDRESS THAT IN THE FUTURE OR?

>> I CAN PUT IT ON A FUTURE AGENDA.

>> WELL, I MEAN, I DON'T WANT IT TO BE THE ONLY ONE THAT IF I'M THE ONLY ONE THAT WANTS IT, I MEAN, I'M NOT GOING TO PUSH FOR IT, BUT IF THERE'S CONSENSUS, THAT'S ANOTHER MATTER.

[04:35:04]

>> I THINK THERE SHOULD BE A POLICY ON GRIEVANCES ON TRUSTEES.

I MEAN, WE'VE GOT THIS NOW FOR THE LIGHTHOUSE AND I THINK RETAIL HAS GIVEN US GOOD FEEDBACK ON THAT PROCESS AND I THINK ON THE GRIEVANCE PROCESS THAT WOULD ALSO BE GOOD TO KNOW HOW TO RESOLVE THOSE STANDARD.

I THINK I LIKE STANDARDS AND THAT WAY THEY'RE DONE THE SAME EVERY TIME NO MATTER WHICH TRUSTEE. IT'S A POLICY.

>> I THINK IF THERE'S ANY WAY THAT WE CAN LIKE RIGHT NOW, ALMOST ALL OF OUR GRIEVANCES ARE AGAINST TRUSTEES.

THERE'S A POLICY THAT WE CAN MAKE OUT SO THAT WE CAN RESOLVE THEM WITHOUT HAVING TO HAVE A LEVEL 3 GRIEVANCE HEARING.

THAT SOUNDS GOOD TO ME BECAUSE THERE'S SO MANY GRIEVANCES AGAINST TRUSTEES.

THAT'S WHAT'S CAUSING THE BACKLOG.

WE DON'T HAVE ANY OTHER WAY TO RESOLVE THEM IN OUR CURRENT DESIGN, THE ONLY WAY WE CAN RESOLVE THEM IS BY COMING BEFORE THE BOARD.

THERE WE COULD DESIGN A MECHANISM BY WHICH WE COULD RESOLVE GRIEVANCES TOWARDS TRUSTEES OUTSIDE OF US HAVING A GRIEVANCE HEARING AND TAKING UP STAFF TIME AND OUR TIME TO HAVE MANY BOARD MEETINGS ABOUT THESE GRIEVANCES.

I'M ALL FOR THAT.

>> DR. AZAIEZ, USE CAN WE ASK YOU TO BRING BACK A POLICY FOR THE BOARD ON GRIEVANCES AGAINST TRUSTEES?

>> OR MAYBE THAT'S A VALERIE THING.

IT'S A VALERIE THING IS BOARD COUNCIL RATHER THAN THE SUPERINTENDENT, I WOULD WAIT FOR HIM TO COME UP WITH A POLICY [OVERLAPPING]

>> WELL, I THINK WE OWN OUR POLICY MANUAL, SO I WOULD THINK ANY POLICY SUGGESTIONS SHOULD COME FROM IN-HOUSE COUNSEL, AND THEN VALERIE CAN REVIEW IT AND MAKE SURE THAT IT PROTECTS OUR RIGHTS AND EVERYTHING.

MAYBE I'M INCORRECT, BUT IT FEELS LIKE WE OWN THE POLICIES THAT WE SHOULD BE WRITING OUR POLICIES FROM IN-HOUSE.

THEN BOARD COUNCIL CAN REVIEW IT IN TERMS OF DOES IT PROTECT THE BOARD AND DOES IT MEET THE REQUIREMENTS OF THE BOARD BUT IN TERMS OF.

>> AS FAR AS POLICY WORK WITH TASB.

MAYBE WE CAN REACH OUT TO TASB LIKE THE TRUSTEE WESTON WAS SAYING, I DON'T WANT TO BE PART OF THE MIDDLE OF OUR IMPORTANT STUFF.

I KNOW WHERE MY BOUNDARY IS, BUT WHAT WE CAN DO AGAIN FACILITATE? WE CAN GET MAYBE SOME SAMPLES AND THEN BRING IT BACK TO OUR BOARD OF TRUSTEES AND WORK WITH VALERIE IN THAT CASE AND THEN DECIDE WHAT OUR BOARD WANTS TO DO WITH IT?

>> I MEAN, THERE ARE REAL LIMITS ON WHAT THE BOARD CAN DO TO A BOARD MEMBER.

I DON'T WANT TO MISLEAD THE PUBLIC AND MAYBE THE POLICY JUST NEEDS TO BE A FORM.

IF YOU HAVE A GRIEVANCE AGAINST A TRUSTEE THAT YOU CAN FILL OUT THIS FORM AND THAT MAYBE EVERY BOARD MEMBER GETS A COPY OF THE FORM.

BUT THEN I DON'T KNOW LIKE THERE'S SOMETHING TO BE SAID FOR HAVING A GRIEVANCE HEARING.

I DON'T KNOW WHAT THE RIGHT ANSWER IS.

>> THAT'S WHY I THINK WE SHOULD JUST PUNT IT TO LEGAL AND HAVE THEM.

BUT MS. HILL HAS HER HAND RAISED.

>> I DO HAVE A HAND RAISED.

THIS WAS ACTUALLY A TOPIC OF CONVERSATION IN THE GENERAL COUNCIL MEETING A COUPLE OF WEEKS AGO, WE WERE LIKE, HOW DO YOU [OVERLAPPING]

>> OOH I'M JEALOUS BECAUSE I DON'T GET TO GO TO THOSE [OVERLAPPING]

>> THERE ARE LOTS OF FUN. ANYWAY, IT IS AN INFORMAL CONSENSUS OF WHAT THE GENERAL COUNSEL'S OF SCHOOL DISTRICTS WE ASK, HEY, HOW DO YOU DEAL WITH THIS? THAT WAS ONE OF THE QUESTIONS.

SOME OF THE DISTRICTS AND I'M NOT SUGGESTING THIS NECESSARILY, BUT I WAS SHARING IT THAT MOST OF THE DISTRICTS JUST RUN IT THROUGH THEIR REGULAR GRIEVANCE PROCESS, BUT SOME OF THE DISTRICTS GO TO WRITTEN SUBMISSIONS.

AS OPPOSED TO DOING IT, YOU HAVE TO HAVE A STOP LOOK AND LISTEN, BUT THEY'RE JUST SUBMITTED ON SUBMISSIONS.

>> IF YOU CAN BRING US ON SOME VARIATIONS OR A PROPOSED POLICY, THEN WE CAN LOOK AT IT AS A BOARD.

>> I'LL BE HAPPY TO TALK TO TAZ AND GET SOME DIFFERENT POLICIES ON THAT.

BUT MY UNDERSTANDING IS THAT A LOT OF THEM ARE JUST BEING HANDLED WITH STOP, LOOK, AND LISTEN HEARINGS UNDER F AND G. BUT I'LL BE HAPPY TO GIVE YOU SOME OPTIONS ON THAT.

LIKE I SAID, I THINK JACOB AND I HAD TALKED ABOUT SUBMISSIONS.

I KNOW THAT SOME DISTRICTS HAVE DONE THAT.

I SPECIFICALLY ASK IF ANYONE WAS STILL DOING THAT.

I THINK THAT A LOT OF DISTRICTS HAVE GONE AWAY FROM DOING THE SUBMISSIONS BECAUSE THEY WANTED TO HAVE AN OPPORTUNITY FOR PEOPLE TO ACTUALLY TALK TO THE BOARD.

BUT I THINK THAT ESPECIALLY WHEN YOU HAVE AS MANY AS WE HAVE, THAT IT MIGHT BE AN OPTION THAT YOU'LL WANT TO CONSIDER.

[04:40:03]

>> HONESTLY, LIKE A SUBMISSION FORM.

I THINK IT SHOULD SAY, "IF YOU THINK THERE'S A CRIME HERE, YOU'RE WELCOME TO FILL OUT THIS FORM, BUT YOU REALLY NEED TO CALL THE POLICE." LIKE TELL THEM WHAT THEIR OTHER OPTIONS ARE.

OR IF YOU THINK THAT THIS PERSON IS VIOLATING CAMPAIGN FINANCE OR WHATEVER, LIKE YOU REALLY NEED TO TALK TO THE TEXAS ETHICS COMMISSION, LIKE MAYBE POINT THEM TO THE PROPER JUST MY TWO CENTS, BUT THAT'S ALL I HAD FOR THE BOARD OPERATING PROCEDURES.

I GUESS WE'LL GET ANOTHER READING AND ANOTHER UPDATE.

>> YES, I GUESS I'LL SEE YOU ALL NEXT MONTH.

>> YOU HAVE TO COME BACK. FABULOUS. ANY OTHER COMMENTS OR CONCERNS OR FEEDBACK RIGHT NOW? I'D LIKE TO TAKE A BREAK.

IT IS 10:20, LET'S TAKE 10 MINUTES [NOISE] IT IS 10:30 AND WE ARE BACK IN SESSION.

I DID HAVE A CHANCE TO TALK WITH LEGAL WHILE WE WERE ON RECESS.

WE'RE GOING TO PULL ITEM H5 BECAUSE SOME OF THAT RELATES TO SOME OF THE CHANGES THAT WE JUST PROPOSE.

WE'LL BE BRINGING BACK H5 WHEN WE BRING BACK THE NEXT VERSION OF THE BOARD OPERATING PROCEDURES UNLESS THERE'S ANY OBJECTIONS.

SEEING NONE, THAT MOVES US TO AGENDA ITEM I1 BOARD ANNOUNCEMENTS.

[I. BOARD BUSINESS]

I HAVE A FEW ANNOUNCEMENTS.

CHIEF WIENER WAS HERE THIS EVENING.

FIRST MEETING IN PERSON WITH US.

WELCOME TO THE DISTRICT CHIEF WIENER, WE'RE EXCITED TO HAVE YOU ON BOARD.

I'M GOING TO TURN IT OVER TO DR. ICS BECAUSE OUR FIRST DAY OF SCHOOL STARTS HERE VERY SHORTLY.

>> THANK YOU. WE ARE ACTUALLY SUPER EXCITED.

TOMORROW OBVIOUSLY IS OUR FIRST DAY FOR THE 2020, 2023 SCHOOL YEAR.

I KNOW OUR PRINCIPLES, OUR LEADERS, OUR COUNSELORS, OUR TEACHERS, OUR STAFF ARE SUPER EXCITED TO WELCOME OUR STUDENTS BACK.

THEY CANNOT WAIT TO HAVE THEM BACK.

SO FAR, I KNOW THIS NUMBER MAY VARY.

BECAUSE WE HAVE STUDENTS WHO ARE ENROLLED ON, BUT ALSO WE HAVE STUDENTS WHO MAY BE WITHDRAWN.

BUT AS OF EARLIER TODAY WE WERE AT 47,004 STUDENTS REGISTERED IN OUR SYSTEM.

AGAIN, THAT NUMBER MAY VARY, COULD GO UP, COULD GO LESS LITTLE BIT SO.

BUT WE EXCITED ABOUT WHERE WE'RE AT SO FAR.

I WANT TO REMIND OUR PARENTS AND OUR STAFF AND EVERYONE NEEDS TO BE PATIENT WITH US BECAUSE WE KNOW THE FIRST FEW DAYS ARE ALWAYS HECTIC.

WITH TRANSPORTATION, WE HIRE A LOT OF NEW STAFF MEMBERS.

WE HIRE A LOT OF NEW BUS DRIVERS.

MANY OF THEM ARE STILL LEARNING ABOUT THE ROUTES AND TRYING TO ADJUST.

WE ASK EVERYONE PLEASE TO BE PATIENT AND GIVE SOME TIME TO OUR STAFF AS THEY ADJUST AND MAKE SURE THAT YOU TAKE CARE OF OUR STUDENTS AS THEY NAVIGATE THE START OF THE SCHOOL YEAR.

>> I JUST WANTED TO GIVE A SHOUT OUT TO WHICHEVER BUS DRIVER WAS PRACTICING AT THE RAILROAD TRACK [LAUGHTER] TODAY BECAUSE WHILE THEY TOOK FOREVER, I COULD TELL THEY WERE BEING VERY GOOD WITH PRACTICING AND OPENING THE DOOR.

>> I WANT TO THANK YOU ALL BOARD MEMBERS, ALL OUR SEVEN BOARD MEMBERS SIGN UP ACTUALLY TO BE VISITING SOME CAMPUSES TOMORROW.

I WANT TO THANK YOU ALL.

WE HAVE PRETTY MUCH EACH ONE OF YOU WOULD BE VISITING AT LEAST THREE CAMPUSES TOMORROW.

AGAIN, IT'S THE FIRST DAY OF SCHOOL, SO I KNOW IT WILL BE A QUICK VISIT.

HOPEFULLY WE CAN COME BACK AND SCHEDULE MAYBE MORE IN LENGTH VISIT WITH GETTING TO SEE MORE OF OUR STUDENTS AND MORE OF OUR CAMPUSES WILL BE MORE THAN HAPPY TO DO THAT.

AGAIN, THANK YOU FOR SIGNING UP AND I WOULD HAVE OUR STAFF AND PRINCIPALS TO WELCOME YOU AND HAVE YOU JOIN US ON THE FIRST DAY OF SCHOOL.

AGAIN, WE'RE EXCITED ALSO ABOUT ACCOUNTABILITY NUMBERS AND SCORES.

ON THURSDAY WE WILL BE BACK WITH RYAN, THE TEAM, AND WE'LL BE DISCUSSING WHERE WE ARE AND CELEBRATING OUR STUDENTS SUCCESS AND OUR TEACHERS AND STAFF HARD WORK.

JUST STAY TUNED FOR THURSDAY BOARD MEETING.

>> NEXT ANNOUNCEMENT ON THE LINES OF CAMPUS VISITS TOMORROW MOST OF THE TRUSTEES WERE ABLE TO TOUR.

WESTWOOD, MCNEIL, THE AQUATICS FACILITY AND CD FOLKS TO REALLY SEE SOME OF THE CURRENT CONSTRUCTION THAT'S BEEN GOING ON IN THE DISTRICT.

IT IS SUPER EXCITING, SUPER HAPPY FOR ALL OF THE OPPORTUNITIES THAT ARE AFFORDED TO OUR STUDENTS WITH THESE NEW COMPLETION OF THESE BOND PROJECTS.

I THOUGHT DR. AZAIEZ MIGHT DO THIS, BUT I'M GOING TO STEAL HIS THUNDER.

OUR ROUND ROCK ISD SECONDARY TEACHER OF THE YEAR.

>> ACTUALLY WE'RE NOT SUPPOSED TO SAY BECAUSE SHE DOESN'T EVEN KNOW THAT SHE WON.

>> NO, I WAS GOING TO SAY SHE WON THE REGION 13.

>> THANK YOU.

>> SECONDARY TEACHER OF THE YEAR FOR REGION 13.

>> THAT'S RIGHT [APPLAUSE] THANK YOU [LAUGHTER]

[04:45:04]

>> I THOUGHT YOU'D GO TO THE NEXT ONE [LAUGHTER]

>> NO. I'M NOT. BUT I AM SUPER HAPPY TO ANNOUNCE AND THIS HAS BEEN MADE PUBLIC AND EVERYTHING.

BUT IT'S VERY EXCITING THAT OUR TEACHER OF THE YEAR WON THE REGION 13 SECONDARY TEACHER OF THE YEAR AS WELL, SO CONGRATULATIONS MOVING FORWARD.

>> TO ANDREA LARSON.

>> YES, ANDREA LARSON [OVERLAPPING] [LAUGHTER]

>> YES [APPLAUSE]

>> THAT'S EXCITING. ANY OTHER ANNOUNCEMENTS FROM TRUSTEES? TRUSTEE WESTON.

>> I JUST WANTED TO SAY OBVIOUSLY VERY MUCH LOOKING FORWARD TO THE TOURS TOMORROW.

FIRST DAY OF SCHOOL OBVIOUSLY, THOSE OF US WHO ARE PARENTS, WE KNOW THAT BRINGS OPTIMISM AND HOPE AS WE LOOK UP IN AND A HEAD TO A NEW SCHOOL YEAR, WE PRAY FOR OUR STUDENTS, WE PAY FOR OUR STAFF, FOR A HEALTHY AND SAFE AND PRODUCTIVE SCHOOL YEAR.

GIVEN THE CURRENT DROUGHT CONDITIONS HERE IN CENTRAL TEXAS, WE ALSO PRAY FOR RAIN.

>> ANY OTHER TRUSTEES ANNOUNCEMENTS? REQUESTS FOR FUTURE AGENDA ITEMS? ANYBODY HAVE ANYTHING? TRUSTEE WESTON?

>> WE'VE BEEN IN COMMUNICATION.

I'VE BEEN REQUESTING A BRIEFING ON PENDING LITIGATION IN OUR SCHOOL DISTRICT FOR THE BOARD, THAT'S ON YOUR RADAR.

ALSO AN ITEM TO DETERMINE WHO HERE ON THE BOARD WILL BE ASSIGNED TO THESE SCHOOL SAFETY AND SECURITY COMMITTEE THAT'S ON YOUR RADAR.

THEN ALSO THE MODEL POLICY EFB FROM TEA THAT THEY PROPOSED BACK IN APRIL, I SENT THAT BACK IN APRIL AND HAVE ALSO FOLLOWED UP.

THAT'S MODEL POLICY EFB FROM THE TEA SEND OUT BACK IN APRIL.

I JUST WANTED TO REMIND YOU OF THAT ONE AS WELL.

>> YEAH. ANY OTHER REQUESTS THAT ARE OUTSTANDING? LAST ONE IS CALENDAR RSVP'S.

WE HAVE ANOTHER MEETING ON THURSDAY OF THIS WEEK.

WE HAVE MEETINGS SCHEDULED FOR AUGUST 25TH, THE 30TH, SEPTEMBER 8TH, 15TH, 28TH, AND 29TH.

I HAVE RSVP'S FROM EVERYBODY.

MARY, YOU ARE MAYBE ON ALL OF THOSE.

THIS IS AS OF 9:00 AM TODAY.

ARE YOU ABLE TO CONFIRM ANY OF THOSE?

>> THEY'RE IN THERE.

>> THOSE ARE MAYBE.

>> NO THERE'S SOME OF THEM, EMMY IS LOOKING AT THEM [OVERLAPPING]

>> SINCE 9:00 AM.

>> YEAH. THEY WERE DONE A WEEK OR TWO AGO.

>> I THINK THERE MAY BE-S.

>> CAN WE CLARIFY OF THE 25TH MEETINGS START HAPPENING?

>> THEY ARE STILL ON OUR CALENDAR.

THEY'RE STILL TRYING TO WORK WITH IT.

>> I'M BEING SELFISH BECAUSE MY MOM'S HAVING MAJOR SURGERY AND SO I WAS GOING TO HAVE TO GET ANOTHER LAWYER TO COVER IT.

>> WE CAN CONTINUE IF THAT'S HOW IT HAPPENS.

THEN DANIELLE, I DON'T HAVE ANY RSVP'S FOR YOU ON ANY OF THOSE DATES.

SO WERE YOU ABLE TO CONFIRM YOUR ATTENDANCE ON ANY OF THOSE?

>> I WILL MAKE SURE I DO THAT SOON.

WE HAVE A LOT GOING ON, BUT I CAN SEE THEM ON THE CALENDAR NOW. I'LL TAKE A LOOK.

>> OKAY.

>> IT LOOKS LIKE I SEE A QUORUM ON ALL OF THEM.

>> WE DO HAVE A QUORUM ON ALL OF THEM.

THERE IS ONE ON AUGUST 30TH THAT EMMA MAYBE AND COREY IS SHE'S RSVP YES TO IT, BUT SHE IS A MAYBE WE BOTH HAVE THINGS THAT ARE GOING ON THAT NIGHT THAT IF WE CAN GET CONFIRMATION FROM OTHER TRUSTEES, THEN IT MIGHT ALLOW US TO ATTEND OUR CONFLICTS FOR THAT NIGHT.

>> THAT ONE SPECIFICALLY, I WILL GO AHEAD AND ANNOUNCE.

MY NUMBER TWO SON HAS ALIGNED NUMBER TWO MAJOR IN THE AIR FORCE AND IT'S GETTING PROMOTED AT WRIGHT-PATTERSON AIR FORCE BASE IN OHIO ON AUGUST 31ST. [APPLAUSE]

>> THAT'S AWESOME.

>> WE HAVE NOT FIRMED UP OUR FLIGHT ARRANGEMENTS.

I DON'T KNOW.

IF I CAN I WILL BE THERE.

>> JUST AS SOON AS POSSIBLE TRUSTEES AT THAT, IT IS NICE TO HAVE SIX PEOPLE CONFIRMED OR SEVEN IF POSSIBLE.

THEN IF THINGS COME UP IN YOUR PERSONAL LIFE, THIS IS A LOT OF STUFF ON THE CALENDAR.

THE MORE THAT WE CAN COMMUNICATE ON OUR CALENDARS ABOUT AVAILABILITY, THE BETTER.

THAT IS THE END OF THAT.

THAT TAKES US TO CLOSE SESSION.

>> I WOULD LIKE TO MAKE A MOTION ABOUT A TIME LIMIT ON CLOSED SESSION, PLEASE.

>> OKAY MADAM PRESIDENT.

>> I WOULD LIKE TO MOVE THAT WE SPEND NO MORE THAN 30 MINUTES ON EACH ITEM THAT WILL STILL PUT US OVER MIDNIGHT.

BUT I WOULD LIKE TO SEE IF THE REST OF THE BOARD IS AMENABLE AND I MOVE TO SPEND NO MORE THAN 30 MINUTES ON J1, J2, AND J3 EACH, 30 MINUTES EACH.

>> WE JUST APPROVED A CONSTRAINT THAT SAYS WE DON'T GO OVER AN HOUR, PROBABLY 20 MINUTES EACH [LAUGHTER].

>> BUT IT SAID FOR LEGAL CONSULTATION OR GRIEVANCES.

[04:50:04]

ONLY ONE OF THESE WOULD FALL OUTSIDE OF LEGAL CONSULTATION. I HAVE A MOTION.

>> A SECOND.

>> I HAVE A SECOND. ALL IN FAVOR OF LIMITING EACH ITEM TO NO MORE THAN 30 MINUTES TO RAISE THEIR HANDS [OVERLAPPING]

>> CAN I MAKE A COMMENT FIRST?

>> YEAH. GO AHEAD.

>> SO SINCE ONE OF THESE IS ABOUT ME, I MEAN, I REALLY DON'T KNOW WHAT'S GOING TO BE SAID OR WHAT TIME NEEDS TO BE TAKEN.

BUT I DON'T WANT TO RUSH A PERSONAL ISSUE.

I WOULD LIKE TO GET A FIXED. I DON'T KNOW.

I FIND IT A LITTLE APPALLING THAT PEOPLE WOULD BE LIKE, WE HAVE THIS ISSUE, BUT WE'RE GOING TO RUSH IT THROUGH.

I JUST THINK WHEN WE HAVE ISSUES LIKE THIS AND PEOPLE WANT ONE AGENDA THEN WE SPEND AS MUCH TIME AS WE NEED WHEN IT COMES TO PERSONAL ISSUES.

I MEAN THIS IS NOT BUSINESS.

THIS IS ABOUT A PERSON.

>> MY PROPOSAL, THE REASON I ACTUALLY CAME UP WITH 30 MINUTES IS I WAS THINKING ABOUT OUR GRIEVANCE PROCESS WHERE EACH SIDE GETS 10 MINUTES TO MAKE THEIR PRESENTATION AND THEN WE TALK.

I WAS THINKING EVEN ON THE FIRST ONE, IF YOU HAD 10 MINUTES TO SAY WHAT YOU WANTED TO SAY ABOUT THE INVOICES AND THEN I COULD HAVE 10 MINUTES AND THEN ON THE NEXT ONE, TRUSTEE FELLOW COULD HAVE 10 MINUTES.

YOU COULD HAVE 10 MINUTES. I'M NOT SURE.

>> THAT'S WHAT I'M AFRAID OF AMY.

[LAUGHTER] YOU JUST MADE ME AN INVOICE.

[LAUGHTER] YOU SAID, HEY, WE'RE GOING TO TREAT YOU TRUSTEE BONE JUST LIKE WE TREAT AN INVOICE, YOU CAN HAVE 10 MINUTES.

I WOULD PERSONALLY ON THE NUMBER 2 OR, YEAH, I BELIEVE IT'S NUMBER 2.

I THINK IF WE WANT TO BRING UP ISSUES ABOUT EACH OTHER, WE GIVE EACH OTHER THE AMOUNT OF TIME IT TAKES TO GET THROUGH IT, AND IF THAT'S TWO HOURS, IT'S TWO HOURS.

IF IT'S 10 MINUTES, IT'S 10 MINUTES.

I DIDN'T ASK TO PUT THOSE ON THE AGENDA.

WHEN PEOPLE PUT IT ON THE AGENDA AND THEN THEY WANT TO RUSH THROUGH IT, I JUST FIND THAT ACTUALLY [OVERLAPPING]

>> OKAY.

>> IT'S THE NIGHT BEFORE THE FIRST DAY OF SCHOOL.

SO I WOULD LIKE TO ADHERE AND GO AHEAD AND VOTE.

I MOVE TO CALL THE QUESTION. [OVERLAPPING]

>> I'M ACTUALLY STILL TALKING AND STILL HAVE THE FLOOR.

>> WHEN I CALL THE QUESTION, IT HAPPENS IN A SECOND DISCUSSION.

>> BUT I WASN'T EVEN DONE AND PEOPLE INTERRUPTED ME.

>> I'M SORRY. BUT WHEN YOU HAVE A CALL THE QUESTION, THERE'S NO DISCUSSION AFTER THAT.

>> ACTUALLY, I HAD THE FLOOR VALERIE AND WE WENT THROUGH THIS AND YOU ACTUALLY CAME BACK.

IF I HAVE THE FLOOR, PEOPLE CAN'T INTERRUPT YOU AND CALL THE QUESTION.

[OVERLAPPING] THAT IS CORRECT?

>> FOR A POINT OF ORDER YOU CAN. WE'VE TALKED ABOUT THAT IN OUR [OVERLAPPING].

>> YOU ARE NOT REALLY SUPPOSED TO INTERRUPT. YOU'RE CORRECT.

THERE ARE ROBERT'S RULES, THERE'S SOME LANGUAGE THAT SAYS YOU SHOULDN'T INTERRUPT, BUT SOMEONE CAN ASK TO BE RECOGNIZED BY THE BOARD PRESIDENT OR THE PRESIDING OFFICER AND SEEK TO BE RECOGNIZED TO CALL THE QUESTION.

IT'S HARD TO DO WHEN SOMEONE'S DISCUSSING THE MATTER AND SOMEONE SEEKS TO END THE DISCUSSION ON THE MATTER, IT'S HARD TO SINK THAT IN ALIGNMENT SO THAT IT DOESN'T APPEAR TO BE INTERRUPTING.

HOW THAT REALLY GOES PROCEDURALLY, BUT I THINK THAT I WAS GOING TO SUGGEST, I HEARD YOU SPEAKING IN YOUR CONCERNS.

I THINK THE REST OF THE BOARD DID IT UNLESS YOU HAVE ADDITIONAL CONCERNS, I THINK YOU WERE LOUD AND CLEAR ABOUT IT, ABOUT WHAT YOU THINK IT NEEDS TO HAVE ENOUGH TIME TO DISCUSS WITH NO TIME LIMIT.

[LAUGHTER] THAT'S WHAT YOU SAID.

>> WELL, I DON'T CARE WHAT THE CIRCUMSTANCES.

BECAUSE I DON'T DO THE AGENDA.

NO. ACTUALLY, I DIDN'T FINISH BECAUSE THIS IS AN ISSUE BECAUSE WELL [OVERLAPPING]

>> I WAS JUST GOING TO SUMMARIZE, BUT I'M SORRY. I HEARD I'M SORRY.

I WAS JUST GOING TO SUMMARIZE THAT [OVERLAPPING]

>> WELL, THE PROBLEM IS THAT THIS IS VERY PERSONAL.

>> I UNDERSTAND.

I WAS JUST GOING TO SUGGEST THAT THERE IS A MOTION IN A SECOND ON THE FLOOR TO TWO-TIME LIMITS.

YOU PROBABLY [OVERLAPPING]

>> I'M GOING TO LET PEOPLE UNDERSTAND VERBALLY. [OVERLAPPING]

>> YOU LET THEM KNOW WHAT YOUR CONCERNS WERE, WHICH I THINK ALL THE BOARD MEMBERS HERE UNDERSTAND THAT, YOUR BALLOT CONCERNS.

THEY'VE ALL HEARD THAT.

>> BUT HOW ARE WE GOING TO CALL THE QUESTION IF [OVERLAPPING] I HAVEN'T HAD THE OPPORTUNITY TO SPEAK ONE TIME?

>> WELL, I HAVEN'T GOTTEN INTO THAT. I WAS GOING TO SAY THAT THEN THERE'S SOMEONE SEEKING TO BE ASKING FOR CALL A QUESTION.

BUT REALLY, IF THERE'S ANYONE ELSE THAT HAS DONE A LIGHT, I'M NOT SURE.

>> DANIELLE DOES.

>> OKAY. WAS THAT BEFORE THE CALL THE QUESTION.

>> YES.

>> PROBABLY THE BEST THING TO DO WAS JUST ALLOW HER TO TALK SINCE HER BUTTON WAS PRESSED FIRST.

BUT WHOEVER WANTS TO ASK THE QUESTION, THEY CAN.

JUST TRY TO DO IT WHEN IT DOESN'T APPEAR TO BE INTERRUPTING.

LIKE I SAID, IT'S KIND OF DIFFICULT TO DO THAT PROCEDURALLY, EASIER SAID THAN DONE IN OTHER WORDS.

BUT I THINK AT THE END OF DISCUSSION, JUST VOTE ON IT.

YOU MAY NOT AGREE WITH IT. YOU JUST VOTE ON IT.

>> TRUSTEE WESTON?

>> I DID NOT REQUEST NUMBER 1.

I DID NOT REQUEST NUMBER 2, I DID NOT REQUEST NUMBER 3.

I THINK IF ANYBODY ELSE HAD SOMETHING AS ADVERSARIAL AND CONFRONTATIONAL AS WHAT IS BEING PROPOSED TO BE DONE TO TRUSTEE BONE TONIGHT, I THINK HE WOULD BE HIGHLY OFFENDED.

LET ME ASK YOU, TRUSTEE BONE, DO YOU EVEN KNOW WHAT THIS IS ABOUT? OR YOU EXPECTED TO HAVE 10 MINUTES FROM THE TIME YOU ARE NOTIFIED OF

[04:55:05]

WHY YOUR NAME APPEARS ON THE AGENDA IN THIS FASHION TO PUT TOGETHER A RESPONSE? BUT ARE YOU PREPARED FOR THIS OR HAVE YOU RECEIVED ANY BRIEFING ON WHAT THIS IS ABOUT?

>> NO, I RECEIVED SOME CRYPTIC EMAIL, BUT AS USUAL, I REALLY DON'T HAVE CLARITY ON WHAT THIS IS SPECIFICALLY ABOUT.

>> OKAY.

>> I WILL ALSO BE ASKING FOR IT TO BE DONE IN OPEN SO WE WON'T HAVE TO GO INTO CLOSED.

I WOULD REQUEST THAT THIS BE DONE IN OPEN, AND IT WILL BE DONE IN OPEN SO THAT MY RIGHTS ARE NOT TRAMPLED ON.

>> I THINK IF WE HAVE A TIMING ISSUE AND I'M GOING TO BE IN ONE OF THE SCHOOLS IN 11 HOURS.

WE HAVE A TIMING CONCERN, THEN I RECOMMEND TABLING OR POSTPONING THIS UNTIL A CONVENIENT TIME.

BUT THE IDEA THAT WE'RE GOING TO RUSH THIS THROUGH, HONESTLY, IT REALLY FEELS LIKE THERE'S A PREDETERMINED OUTCOME.

>> YEAH. IT REALLY DOES. [OVERLAPPING] I MEAN, HOW DID I KNOW IT'S GOING TO BE SO QUICK?

>> ONE PERSON ON THE MICROPHONE AT A TIME PLEASE.

>> FOR THAT REASON, I WOULD REALLY CAUTION THE BOARD AND ASK YOU TO PAUSE ABOUT RAMMING THROUGH A SANCTION ON A BOARD MEMBER.

>> WE HAVE A MOTION IN A SECOND.

NO OTHER LIGHTS ARE ON.

ALL IN FAVOR OF LIMITING THE TIME OF EACH AGENDA ITEM TO 30 MINUTES, RAISE YOUR HAND. ALL OPPOSED.

MOTION PASS AS 5, 2.

[J. CLOSED SESSION]

I'M GOING TO READ US INTO CLAUSE.

PURSUANT TO TEXAS GOVERNMENT CODE SECTION 551.071 AND 551.074, AND AS REQUESTED BY TRUSTEE BONE, AND TRUSTEE WERE, THE BOARD WILL CONSULT WITH AN ATTORNEY TO DISCUSS THE WADDELL SERAFINO INVOICES AND REPORT RESPECTIVELY.

PURSUANT TO TEXAS GOVERNMENT CODE SECTION 551.071 AND 551.074, AND AS REQUESTED BY TRUSTEE FELLER, THE BOARD WILL CONSULT WITH HIS ATTORNEY TO DISCUSS THE DUTIES, ROLES, AND RESPONSIBILITIES OF A PUBLIC OFFICER AND EMPLOYEES, INCLUDING DISCUSSION OF POSSIBLE SECOND STEP OF TRUSTEES SANCTION PROCESS FOR TRUSTEE BONE.

PURSUANT TO TEXAS GOVERNMENT CODE SECTION 551.071 AND 551.074, THE BOARD WILL CONSULT WITH AN ATTORNEY TO DISCUSS THE DUTIES, ROLES, AND RESPONSIBILITIES OF A PUBLIC OFFICER OR EMPLOYEE, INCLUDING COMMUNICATIONS BETWEEN TRUSTEES AND ADMINISTRATION.

IT IS 10:46. WE ARE GOING INTO CLOSE SESSION AND I'M GOING TO ASK EVERYONE TO VACATE THE ROOM SO THAT WE CAN CONDUCT CLOSED SESSION IN HERE.

[NOISE]

[K. CALL BACK TO ORDER/EXECUTIVE SESSION MOTIONS]

IT'S 12:23 AND WE ARE BACK IN OPEN SESSION.

DO WE HAVE ANY MOTIONS COMING OUT OF CLOSED? TRUSTEE WESTON.

>> YES. I MOVED TO HAVE ALL INVOICES FROM WADDELL AND SERAFINO LAW FIRM MADE UNREDACTED AND AVAILABLE TO ALL BOARD MEMBERS IN THE GOOGLE DRIVE BY 05:00 PM TOMORROW, AUGUST 17TH, 2022, CONSISTENT WITH ALL OTHER LAW FIRM INVOICES.

>> I SECOND THAT.

>> I HAVE A MOTION IN SECOND, ANY COMMENTS FROM TRUSTEES? GO AHEAD.

>> I GUESS I THINK IT'S VERY IMPORTANT THAT WE NOT TREAT THESE DIFFERENT INVOICES DIFFERENTLY DEPENDING ON THE LAW FIRM.

THE REPORT THAT EMERGED FROM THIS LAW FIRM HAS BEEN PUBLIC NOW FOR TWO MONTHS.

THERE'S NO REASON THAT THE INVOICES SHOULD NOT BE PUBLIC AS WELL.

[OVERLAPPING] I'M SORRY, NOT PUBLIC MADE AVAILABLE TO BOARD MEMBERS.

>> CAN YOU READ YOUR MOTION ONE MORE TIME?

>> SURE. I MOVED TO HAVE ALL INVOICES FROM THE WADDELL AND SERAFINO LAW FIRM UNREDACTED AND MADE AVAILABLE TO ALL BOARD MEMBERS IN THE GOOGLE DRIVE BY 05:00 PM TOMORROW, AUGUST 17TH, 2022, CONSISTENT WITH ALL OTHER LAW FIRM INVOICES.

>> THAT'S WHAT I THOUGHT YOU SAID, AND NOT TO HAMMER SEMANTICS, BUT IT'S ALREADY AUGUST 17TH.

YOUR LANGUAGE SAYS TOMORROW AND IT SAYS THE 17TH AND THAT DOESN'T, SO,

>> THEN I WILL WITHDRAW AND I'LL REWORD THAT.

>> WAIT FIRST I HAVE TO WITHDRAW A SECOND.

>> I'LL WITHDRAW MY SECOND [OVERLAPPING]

>> CAN YOU WITHDRAW YOUR MOTION?

>> YES, MA'AM.

>> I APOLOGIZE, BUT WE WANT IT TO BE LEGALLY SOUND.

GO AHEAD. RESTATE IT. [LAUGHTER]

>> I MOVED TO HAVE ALL INVOICES FROM THE WADDELL AND SERAFINO LAW FIRM MADE UNREDACTED AND AVAILABLE TO ALL BOARD MEMBERS IN THE GOOGLE DRIVE BY 5:00 PM TODAY, AUGUST 17TH, 2022, CONSISTENT WITH THE HANDLING OF ALL OTHER LAW FIRM INVOICES.

>> SECOND.

>> I HAVE A MOTION AND A SECOND.

ANY COMMENTS FROM TRUSTEES? ALL IN FAVOR RAISE YOUR HAND. OR HAVE A COMMENT

>> IF THE BOARD DOES NOT VOTE TO MAKE THESE AVAILABLE TO ALL TRUSTEES,

[05:00:04]

IT WILL BE THE FIRST TIME THAT I'M AWARE OF THAT THE FIDUCIARIES, IT'S OUR NAMES THAT APPEAR, I'VE GOT THE ANNUAL CERTIFIED FINANCIAL REPORT RIGHT HERE.

IT'S OUR NAMES RIGHT HERE.

IT WOULD BE THE FIRST TIME THAT I'M AWARE OF THAT THE BOARD WOULD BE VOTING TO WITHHOLD INFORMATION FROM ITSELF AFTER SPENDING TENS OF THOUSANDS OF DOLLARS ON A LAW FIRM.

>> ANY OTHER COMMENTS? WE HAVE A MOTION AND A SECOND.

>> I HAVE ONE COMMENT. FOR ME, THIS IS REALLY TOUGH BECAUSE IT'S NOT JUST LIKE ANY OTHER INVOICE.

THIS IS AN INVOICE RELATED TO AN INQUIRY PERTAINING TOWARDS A CERTAIN TRUSTEE THAT COULD HAVE LONG-TERM LEGAL IMPLICATIONS.

FOR ME HERE, IT'S JUST A TOUGH ONE, I'M NOT SURE WHAT TO DO BECAUSE ON ONE HAND, WE'VE ALREADY RELEASED THE REPORT, SO WHAT ELSE IS THERE TO SAY? BUT ON THE OTHER, THIS IS NOT LIKE THE OTHER THINGS THAT WE'VE DONE BECAUSE IT PERTAINS TO WHAT COULD POTENTIALLY BE INFORMATION THAT MAY BE SENSITIVE IN THE FUTURE.

I'M NOT A LAWYER.

I DON'T KNOW WHAT TO DO IN THIS PARTICULAR INSTANCE.

THAT'S WHAT GIVES ME PAUSE.

>> WELL, I WILL SAY WE HAVE LOTS OF EMAILS THAT ARE CONCERNING AND IF WE'RE GOING TO GO DOWN A ROAD, [OVERLAPPING] THEN WE HAVE LOTS OF EMAILS TO TAKE A LOOK AT.

>> LET'S TRY TO BE KIND AND NOT THREATENING.

ANY OTHER COMMENTS?

>> WELL, I WOULD JUST LIKE TO REPLY IN THAT WE WENT INTO CLOSED SESSION TO GET INFORMATION FROM OUR LAWYERS AND I WOULD LIKE TO GO BACK IN IF THERE WAS ANY KIND OF MISCOMMUNICATION, BUT I WAS UNDER THE IMPRESSION WE'RE ALL GOOD.

I THOUGHT THAT'S WHAT CAME OUT OF THAT.

>> WE CAN'T TALK ABOUT LEGAL ADVICE THAT WE RECEIVED ON THE DAIS

>> WELL, I'M JUST SAYING IF WE'RE NOT GOOD, I'VE BEEN TRYING TO BE VERY GENERAL.

I DON'T KNOW HOW TO SAY THIS, BUT I WAS CONCERNED NOW BECAUSE I THOUGHT IT WAS THAT WE WERE GOOD.

IF WE'RE NOT GOOD, I WOULD LIKE TO GO BACK INTO CLOSED, I THOUGHT WE WERE ALL GOOD.

I'M TRYING TO DO CODE WORDS HERE.

>> I THINK WE DID GET SOME CONFLICTING LEGAL ADVICE.

BUT I'M PREPARED TO VOTE.

>> I'M PREPARED TO VOTE. THANK YOU.

>> TRUSTEE HARRISON, I SAW YOU REACHING FOR YOUR LIGHT

>> NO, I'M GOOD. I'LL VOTE

>> I HAVE A MOTION AND A SECOND.

ALL IN FAVOR RAISE YOUR HAND, ALL OPPOSED AND ABSTAINING.

MOTION CARRIES 3,1,3.

WE'VE NEVER HAD THAT ONE BEFORE.

[LAUGHTER] MOTION 4 WAS WESTON, BONE, AND FELLER, OPPOSED WAS WEIR, ABSTAINING WAS HARRISON, VESSA, AND JOHNSON.

FOUR WAS WESTON, BONE, AND FELLER.

OPPOSED WAS WEIR.

ABSTAINING WAS HARRISON, VESSA, AND JOHNSON.

THE MOTION PASSES 3,1,3 AND THOSE INVOICES SHOULD BE POSTED.

THE ONLY CAVEAT THAT I HAVE TRUSTEE WESTON IS TO PERHAPS EXTEND A LITTLE BIT OF GRACE WITH BEING THE FIRST DAY OF SCHOOL TOMORROW.

I KNOW THE MOTION SAYS BY FIVE O'CLOCK TODAY, BUT I WOULD JUST ASK FOR A LITTLE BIT OF GRACE BECAUSE OF THE FIRST DAY OF SCHOOL, WE ARE UNDULY BURDENED BY THINGS.

>> THAT'S REASONABLE. THANK YOU.

>> YES, MA'AM.

>> JUST GIVE ME SOME GRACE IN THAT I AM STILL LEARNING GOOGLE DRIVE.

[LAUGHTER] THAT'S THE ONLY THING I ASK FOR.

IF I CAN FIND SOMEONE WHO CAN HELP ME, WE'LL GET THOSE UP FIRST THING IN THE MORNING.

>> OKAY.

>> IT MAYBE JUST TRACKING SOMEONE DOWN TO HELP ME.

>> FABULOUS. DO I HAVE ANY OTHER MOTIONS COMING OUT OF CLOSED? SEEING NO OTHER MOTIONS, IT IS 12:30.

I WANT TO WISH EVERYBODY A WONDERFUL FIRST DAY OF SCHOOL TOMORROW.

I KNOW WE HAVE GONE LATE AND TODAY I FELT LIKE WE GOT SOME REALLY GOOD WORK DONE ON OUR BOARD GOALS AND CONSTRAINTS FOR THE DISTRICT TALKING ABOUT MOVEMENT ON OUR BOARD OPERATING PROCEDURES.

I APOLOGIZE FOR GOING SO LATE, BUT I DO THINK THAT WE'VE GOT SOME GOOD WORK DONE TODAY, AND I HOPE EVERYBODY HAS A GREAT FIRST DAY OF SCHOOL.

DOCTOR AZAIEZ, AND YOU'LL KEEP US UPDATED HOW THE FIRST DAY GOES AND WE WILL SEE YOU ALL ON THE 18TH AT 05:30 AND WE ARE ADJOURNED. [NOISE]

[05:05:04]

>>THANK YOU.

* This transcript was compiled from uncorrected Closed Captioning.