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[ B. CALL TO ORDER]
THIS CALLED BOARD MEETING OF THE ROUND ROCK INDEPENDENT SCHOOL DISTRICT BOARD OF TRUSTEES IS CALLED TO ORDER.IN ATTENDANCE TONIGHT WE HAVE TRUSTEE ZARATE, TRUSTEE LANDRUM, TRUSTEE MARKUM , TRUSTEE WEI, TRUSTEE CUERO, TRUSTEE ROSS WILL JOIN US SHORTLY AND TRUSTEE WEIR IS VIRTUAL. PLEASE STAND FOR THE PLEDGE.
I PLEDGE ALLEGIANCE TO THE FLAG OF THE UNITED STATES OF AMERICA, AND TO THE REPUBLIC FOR WHICH IT STANDS, ONE NATION UNDER GOD, INDIVISIBLE, WITH LIBERTY AND JUSTICE FOR ALL.
[D. PUBLIC COMMENTS TO AGENDA ITEMS UNDER SECTIONS E, G and H ONLY ]
WE ARE GOING TO BEGIN WITH PUBLIC COMMENT TONIGHT.OUR FIRST PUBLIC SPEAKER. I'M SORRY. LET ME READ MY SCRIPT FIRST. AT EACH BOARD MEETING THE BOARD WILL SET ASIDE TIME TO AFFORD THE GENERAL PUBLIC AN OPPORTUNITY TO SPEAK ON ITEMS ON THE AGENDA. 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 20, 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 NOT HAVE THE RIGHT TO DOES HAVE THE RIGHT TO SPEAK, THAT RIGHT IS NOT UNLIMITED.
PER TEXAS PENAL CODE 38.13, 42.01, 42.02 AND 42.05 IN 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 OTHER PERSON OR TO VIOLATE THE PRIVACY RIGHTS OF ANOTHER PERSON. THE BOARD SHALL NOT TOLERATE DISRUPTION OF THE MEETING BY 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 OWN WORDS OR ACTIONS.
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 ITEM 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 GIVEN TWO MINUTES TO ADDRESS THE BOARD TRUSTEE WAY SECRETARY OF THE BOARD WILL BE THE DESIGNATED TIMEKEEPER.
THE FIRST SPEAKER IS VERA SOUTHWELL AND YOU ARE A PARENT IN THE DISTRICT SPEAKING ON AGENDA ITEM H1.
GOOD EVENING TRUSTEES. MY NAME IS VERA SOUTHWELL. I'M A PARENT IN THIS DISTRICT AND A TAXPAYER. I'M SPEAKING TONIGHT BECAUSE YOUR AGENDA INCLUDES DISCUSSION OF STUDENT WELL BEING.
RECENTLY, MY 10 YEAR OLD DAUGHTER BECAME CONCERNED ABOUT ANOTHER STUDENT WHO WAS TALKING ABOUT RUNNING AWAY FROM HOME.
SHE BECAME FRIGHTENED ENOUGH THAT SHE CAME TO HER PARENTS FOR HELP. WE DID WHAT PARENTS ARE TOLD TO DO. WE REPORTED THE CONCERN TO THE SCHOOL BECAUSE WE BELIEVE THE CHILD MIGHT BE IN DANGER. WHAT HAPPENED NEXT CAUSED ME TO START ASKING QUESTIONS ABOUT WHETHER OUR POLICIES AND PRACTICES ARE ACTUALLY SERVING STUDENT WELL BEING. I'M NOT ASKING THE BOARD TO REVISIT AN INDIVIDUAL CASE. I'M ASKING YOU TO CONSIDER WHAT MESSAGE OUR SYSTEM SENT TO STUDENTS.
ADULTS UNDERSTAND THAT ORGANIZATIONS FUNCTION BETTER WHEN PEOPLE FEEL SAFE SPEAKING UP. WE HAVE WHISTLEBLOWER PROTECTIONS, ENTIRE RETALIATION POLICIES, AND REPORTING SYSTEMS. FOR THAT REASON, THE QUESTION BEFORE THE BOARD IS WHETHER STUDENTS IN ROUND ROCK ISD FEEL EQUALLY SAFE DOING SO. WHEN A CHILD REPORTS A SAFETY CONCERN, DO THEY FEEL HEARD? WHEN A CHILD SEEKS HELP FROM ADULTS, DO THEY FEEL SUPPORTED? WHEN ELEMENTARY SCHOOL STUDENTS MAKE POOR DECISIONS, DO WE RESPOND AS EDUCATORS FIRST OR AS DISCIPLINARIANS? FIRST, AS TRUSTEES, YOU'RE DISCUSSING STUDENT WELL BEING. I WOULD ENCOURAGE YOU TO ASK WHETHER STUDENTS TRUST THE ADULTS RESPONSIBLE FOR THEIR CARE BECAUSE TRUST IS THE FOUNDATION OF STUDENT WELL BEING.
STUDENTS ARE TAUGHT TO SEE SOMETHING, SAY SOMETHING. THEY'RE TAUGHT TO TELL ADULTS WHEN THEY'RE WORRIED ABOUT SOMEONE'S SAFETY. BUT THOSE MESSAGES ONLY WORK IF STUDENTS BELIEVE THAT ASKING FOR HELP IS SAFE. A SYSTEM THAT DISCOURAGES REPORTING, EVEN UNINTENTIONALLY, IS NOT PROMOTING STUDENT WELL BEING. A SYSTEM THAT FOCUSES MORE ATTENTION ON PUNISHMENT THAN ON UNDERSTANDING WHY A CHILD CAME FORWARD IS NOT PROMOTING STUDENT WELL BEING. AND A SYSTEM THAT CANNOT DISTINGUISH BETWEEN CHILDREN WHO NEED GUIDANCE AND CHILDREN WHO PRESENT GENUINE DANGER RISKS FAILING. BOTH POLICIES MATTER.
ACCOUNTABILITY MATTERS, BUT SO DOES JUDGMENT. AS YOU DEVELOP GOALS AND CONSTRAINTS FOR STUDENT WELL BEING, I ASK THAT YOU CONSIDER NOT ONLY HOW STUDENTS ARE DISCIPLINED, BUT WHETHER STUDENTS FEEL SAFE SEEKING HELP FROM ADULTS ENTRUSTED WITH THEIR CARE. THANK YOU FOR YOUR TIME.
THANK YOU. OUR NEXT SPEAKER IS JI PING XU AND YOU'RE A PARENT IN THE DISTRICT SPEAKING ON AGENDA ITEM H1.
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THANK YOU FOR ADDRESSING STUDENT WELL BEING. MY CHILD'S WELL BEING IS MY PRIORITY.THE PRESENTATION OF H1 ITEM DISCUSSES UNDERSTANDING ROOT COURSES, SOCIAL EMOTIONAL LEARNING AND HELPING STUDENTS DEVELOP BETTER DECISION MAKING SKILLS. THOSE ARE GOALS I FULLY SUPPORT. BUT I STRUGGLE TO RECONCILE THOSE GOALS WITH THE RECENT FAMILY EXPERIENCE.
MY 10 YEAR OLD DAUGHTER BRIEFLY SMELLED A CLASSROOM SHARPIE AFTER CLASSMATE TOLD HER TO SMELL IT. SHE DIDN'T LIKE THE SMELL AND IMMEDIATELY RETURNED IT. YET THE SCHOOL CONCLUDED THAT SHE INTENDED TO GET HIGH AND PLACED HER TO DATE. HOW CAN WE SUPPORT STUDENT WELL BEING IF INTENT IS ASSUMED RATHER THAN ESTABLISHED? HOW CAN WE TEACH CHILDREN IF WE BEGIN WITH A CONCLUSION INSTEAD OF SEEKING UNDERSTANDING? WHEN A CHILD LABELED ACCORDING TO ADULT ASSUMPTION RATHER THAN THE FACT THAT THE EMOTIONAL IMPACT CAN BE PROFOUND, IT AFFECTS NOT ONLY THE CHILD BUT ALSO THE FAMILY'S TRUST IN THE SYSTEM THAT'S SUPPOSED TO SUPPORT THEM. CHILDREN DESERVE ACCOUNTABILITY, BUT THEY ALSO DESERVE ACCURACY.
TRUTH MATTERS IN STUDENT WELL BEING. MY QUESTION TO THE BOARD IS SIMPLE. IF A STUDENT WELL BEING IS TRULY THE GOAL, HOW DO WE ENSURE THAT OUR DISCIPLINARY PROCESS THAT VALUE UNDERSTANDING AND ACCURACY AS MUCH AS PUNISHMENT AND COMPLIANCE? THANK YOU.
THANK YOU. OUR NEXT SPEAKER IS JOSEPH SOUTHWELL AND YOU'RE A PARENT IN THE DISTRICT SPEAKING ON AGENDA ITEM H1.
HI, MY NAME IS JOSEPH SOUTHWELL. MEMBERS OF THE BOARD AND SUPERINTENDENT. I'M SPEAKING TODAY BECAUSE REGARDING STUDENT WELL BEING AGENDA ITEMS, SPECIFICALLY THE DATA FOCUSING ON DISCIPLINARY ALTERNATIVE EDUCATION PROGRAM PLACEMENTS ON PAGE 6. DECREASING DATE PLACEMENTS SHOULDN'T BE JUST A TALKING POINT. THE REAL DAMAGE OF THESE PLACEMENTS IS THE PERMANENT DISCIPLINARY STAIN ON A CHILD'S RECORD AS A SCHOOL DISTRICT. YOUR GUIDING STAR IS THE TEXAS EDUCATION CODE.
UNDER SECTION 3706, MANDATORY DATE PLACEMENT IS REQUIRED FOR OFFENSES INVOLVING ABUSABLE VOLATILE CHEMICALS OR ABCS.
BUT THE CODE EXPLICITLY DEFERS TO THE TEXAS HEALTH AND SAFETY CODE, SECTION 485 TO DEFINE WHAT AN ABC ACTUALLY IS. IF YOU TURN TO SECTION 485, ITEM 001 OF THE HEALTH AND SAFETY CODE, A PRODUCT CAN BE LEGALLY DEFINED AS AN ABC ONLY IF IT IS REQUIRED BY THE FEDERAL HAZARDOUS SUBSTANCES ACT TO CARRY A SPECIFIC WARNING ON ITS LABEL. THIS IS EXPLICITLY CONFIRMED BY THE TEXAS DEPARTMENT OF STATE HEALTH SERVICES STANDARD FINE POINT MARKERS AND SCHOOL GLUES ARE NON TOXIC, CONTAIN NO INDUSTRIAL SOLVENTS AND DO NOT CARRY THESE LABELS. WHEN DISTRICT POLICY TREATS NON TOXIC SCHOOL SUPPLIES AS ILLICIT DRUGS, THE SYSTEM IS BROKEN. WE ARE TAKING 10 YEAR OLDS WHO ARE PLAY ACTING WITH SAFE MATERIALS AND HITTING THEM WITH MANDATORY DATE PLACEMENTS.
THIS. THIS DOESN'T EDUCATE. IT SIMPLY INFLATES DATE NUMBERS WHILE LEAVING A PERMANENT STAIN ON THESE CHILD'S RECORDS. A STAIN THAT ARBITRARILY BLOCKS THEIR ACCESS TO SCHOOLS OF CHOICE. IF YOU WANT DATE PLACEMENTS TO DECREASE, DIRECT THE ADMINISTRATION AND LEGAL COUNSEL TO ALIGN ROUND ROCK ISDS ENFORCEMENT WITH THE ACTUAL STATUTORY TEXT.
STOP PUNISHING CHILDREN WITH PERMANENT RECORDS FOR HOLDING SCHOOL SUPPLIES.
THANK YOU. OUR NEXT PUBLIC SPEAKER IS DAWN ABBOTT AND YOU ARE A PARENT IN THE DISTRICT SPEAKING ON AGENDA ITEM IT SAYS G. THE SAME ONE IS THERE.
WHAT? IT WAS OH, THE SAME ONE. SO H1.
I WASN'T PLANNING ON BEING HERE. I'M IN THE MIDDLE OF A POLICE ACADEMY. MY WIFE WAS SUPPOSED TO COME TONIGHT BECAUSE I WAS GETTING PEPPER SPRAYED AND I WAS GONNA MAKE IT, BUT SHE GOT SICK. SO ALL OF A SUDDEN SHE'S LIKE, I NEED YOU TO GO FOR US. AND THAT'S WHY I'M HERE. SO APOLOGIZE. I DIDN'T KNOW WHICH AGENDA IT WAS EXACTLY. THANK YOU FOR ADDRESSING STUDENT WELL BEING. AS A PARENT, I SUPPORT THE DISTRICT'S GOALS OF BELONGING, DIGNITY, SOCIAL, EMOTIONAL LEARNING, COMMUNITY AND HELPING STUDENTS DEVELOP BETTER DECISION MAKING SKILLS.
HOWEVER, I'M STRUGGLING TO UNDERSTAND HOW THESE GOALS ALIGN WITH MY FAMILY'S EXPERIENCE.
MY SON WAS INVOLVED IN THE SAME INCIDENT THAT AFFECTED SEVERAL ELEMENTARY STUDENTS THIS YEAR.
REGARDLESS OF HOW ONE VIEWS THE INCIDENT ITSELF, THE CONSEQUENCES HAVE EXTENDED FAR BEYOND A CLASSROOM LESSON. MY SON WAS DENIED ADMISSION TO A MIDDLE SCHOOL PROGRAM THAT HE WAS HOPING TO ATTEND AFTER THIS INCIDENT. AS A PARENT, WE TEACH OUR CHILDREN THAT MISTAKES AND OPPORTUNITIES ARE TO LEARN FROM, GROW AND MAKE BETTER CHOICES.
BUT WHEN DISCIPLINARY LABEL FOLLOWS A CHILD AND CLOSES DOORS TO THE FUTURE OPPORTUNITIES, WE HAVE TO ASK WHETHER THE RESPONSE IS HELPING CHILDREN OR DEFINE THEIR SAFETY. STUDENT WELL BEING IS NOT ONLY ABOUT HOW STUDENTS FEEL TODAY, IS ALSO ABOUT WHETHER THEY FEEL THAT THEY BELONG, WHETHER THEY HAVE HOPE IN THE FUTURE, OR WHETHER THEY ARE GIVEN THE OPPORTUNITY TO LEARN FROM THE MISTAKES AND MOVE FORWARD. WE HOPE THAT THEY FEEL SAFE IN THE SCHOOLS. WE WERE NOTIFIED THAT THE SCHOOL DISTRICT ALLOWS A PROGRAM TO WHERE IF A STUDENT FEELS PRESSURED AND THEY CAN COME TO THE STAFF AND EXPRESS THEIR CONCERNS.
DURING OUR APPEAL MEETING ON THE DECISION, WE BROUGHT THIS UP TO HIM. I THANKED THE SCHOOL FOR HAVING THAT PROGRAM AND TOLD THEM THAT MY STUDENT, MY SON, DID NOT FEEL SAFE DISCUSSING THIS ISSUE WITH THEM BECAUSE HE WAS STABBED IN THE SCHOOL LAST YEAR AND THE SCHOOL DID NOT DO
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ANYTHING ABOUT IT. AND THEN HE WAS PUNCHED IN THE FACE THAT SAME MONTH AND STILL NO DISCIPLINARY ACTION WAS TAKEN ON EITHER ONE OF THOSE STUDENTS. SO HE FELT THAT IF THE SCHOOL BOARD DIDN'T TAKE CARE OF HIS SAFETY WHEN HE WAS PHYSICALLY STABBED IN THE BUILDING, THEY WEREN'T GOING TO DO ANYTHING ABOUT IT AS FAR AS THIS MARKER INCIDENT. SO HOPEFULLY YOU GUYS WILL LOOK INTO THE SCHOOLS A LITTLE MORE AND THE SAFETY THAT THESE KIDS ARE THERE FOR. THANK YOU.THANK YOU. OUR LAST SPEAKER TONIGHT IS TAMMY CONRAD AND YOU ARE AN EMPLOYEE IN THE DISTRICT AND YOU'RE SPEAKING ON AGENDA ITEM G1 AND G2.
THANK YOU. GOOD EVENING TO YOU AND HAPPY SUMMER TO OUR EDUCATION ROUND ROCK MEMBERS. TONIGHT, WE. WE APPRECIATE HOW HARD. THE DISTRICT HAS WORKED DURING THE BUDGETING PROCESS TO MINIMIZE REDUCTIONS IN THE CLASSROOM AND FOCUS ON INSTRUCTION WHILE ATTEMPTING TO MAINTAIN MORE COMPETITIVE COMPENSATION, ALL WHILE NOT CLOSING ANY SCHOOLS. AND WE KNOW THAT EVERY EMPLOYEE, WHETHER THEY ARE A CERTIFIED TEACHER OR A BUS DRIVER, A CUSTODIAN OR A COUNSELOR, SUPPORT THE EDUCATION OF OUR STUDENTS AND SHOULD BE COMPENSATED A LIVING WAGE SO THEY CAN SUPPORT THEIR OWN FAMILY'S NEEDS. WE ARE GRATEFUL FOR THE REVIEW OF AN AMENDMENT TO THE VADER TO BRING IN MORE FUNDING. WHILE THIS DOES NOT ACTUALLY GIVE A $2 INCREASE FOR EVERY HOURLY EMPLOYEE, IT DOES RAISE THE MINIMUMS AND ALLOW FOR SOME INCREASE WHICH IS A MOVE IN THE RIGHT DIRECTION. I WOULD LIKE TO REMIND FAMILIES IN OUR COMMUNITY THAT THE ONLY REASON THE DISTRICT HAS TO ASK FOR A VATER IS BECAUSE THE STATE HAS NOT ADEQUATELY INCREASED THE PER STUDENT ALLOTMENT WITHOUT THE NECESSARY FUNDING WHICH THE STATE HAS AVAILABLE BUT WON'T SHARE. CHECK OUT THE RAINY DAY FUND BALANCE.
THE DISTRICT HAS TO REACH OUT TO TAXPAYERS. EVERYONE KNOWS HOW IMPORTANT IT IS TO KEEP OUR EMPLOYEES. AS LIVING COSTS INCREASE, PEOPLE HAVE NO CHOICE BUT TO GO WHERE THE PAY IS HIGHER.
MOVING IS STRESSFUL FOR EMPLOYEES, HURTS OUR STUDENTS AND ULTIMATELY COSTS THE DISTRICT MORE IN TRAINING AND RECRUITING. SO TO OUR COMMUNITY, WE ASK THAT YOU MAKE SURE YOUR VOTER REGISTRATION STAYS UP TO DATE SO YOU CAN VOTE IN NOVEMBER TO SUPPORT PUBLIC EDUCATION AND OUR EMPLOYEES.
FINALLY, WHILE WE SUPPORT THE VADER AMENDMENT BECAUSE IT IS THE ONLY WAY TO GENERATE MORE REVENUE FOR EMPLOYEE PAY RAISES WHICH IS DESPERATELY NEEDED, WE WILL NOT STOP FIGHTING FOR OUR LOWEST PAID HOURLY EMPLOYEES TO GET MEANINGFUL RAISES THAT AMOUNT TO DOLLARS RATHER THAN CENTS THEY DESERVE AND NEED A $2 PER HOUR RAISE.
THANK YOU. THAT CONCLUDES PUBLIC COMMENT. TRUSTEES, WE'RE GOING TO MOVE ON IN THE AGENDA. WE ARE REMOVING ITEMS E1, E2 AND G1 AS THOSE ITEMS HAVE BEEN RESOLVED. SO
[G. ACTION ITEMS ]
WE'RE GOING TO JUMP RIGHT INTO G2 APPROVAL TO AMEND THE 2026, 2027 COMPENSATION PLAN.PRESIDENT MARKUM . GOOD EVENING BOARD MEMBERS, COMMUNITY MEMBERS, THANK YOU FOR APPROVING THE LAST MONTH APPROVING THE COMPENSATION PLAN. WE WERE ACTUALLY ASKED ALSO OR TASKED TO LOOK INTO SOME OTHER OPTIONS FOR OUR FOR OUR STAFF AND TEACHERS AS FAR AS COMPENSATION. SO, EDDIE AND HIS TEAM WENT BACK TO THE DRAWING TABLE AND ACTUALLY RUN SOME NUMBERS. SO, EDDIE WITH US TONIGHT, JUST TO SHARE WITH US A COUPLE OTHER OPTIONS FOR YOUR CONSIDERATION.
THANK YOU. DR. AZIZ. GOOD EVENING PRESIDENT MARKUM , TRUSTEES, DR. AZAIS. SO I PUT THE SLIDES THAT WERE ALREADY APPROVED THERE AT THE FRONT OF THE PRESENTATION. I THOUGHT WE WOULD REVIEW THOSE QUICKLY AND THEN WE'LL GET INTO THE MEAT OF WHAT THE ADDITIONAL ADJUSTMENT MIGHT LOOK LIKE. SO AGAIN, THE FINANCIAL CONTEXT, AS OUR PUBLIC SPEAKER MENTIONED THIS EVENING, THERE WAS NO ADDITIONAL FUNDING FROM THE STATE. AND SO WE REALLY WOULD HAVE TO FIND SOME ADDITIONAL WAYS TO INCREASE FUNDING IN ORDER TO SUPPORT RAISES AND MOVING ON.
SO WHAT WAS APPROVED ON MAY 19 WERE TWO ITEMS. THE FIRST WAS OUR NO ADDITIONAL FUNDING SCENARIO, WHICH ASSUMES NO ADDITIONAL FUNDING, THAT'S CURRENT STATE. AND SO WITH THAT, WHICH IS WHAT WE ARE IMPLEMENTING AT THIS TIME, YOU CAN SEE WHAT THAT LOOKS LIKE.
SO BASICALLY FREEZING PAY FOR ALL EMPLOYEES, NO INCREASES FOR STAFF, WITH THE EXCEPTION OF OUR ELIGIBLE TEACHERS AS DEFINED BY THE STATE WITH THE TEACHER RETENTION ALLOTMENT. THE ONLY OTHER GROUP THAT WAS IMPACTED WERE OUR ELEMENTARY PRINCIPALS.
WE MADE SOME PAY COMPRESSION ADJUSTMENTS TO THAT GROUP, BUT EVERYBODY ELSE OTHER THAN THE TEACHERS AS IDENTIFIED WOULD REMAIN AS IS ON THEIR SALARY.
AND SO THE COSTS ASSOCIATED WITH THAT TO THE LOCAL DISTRICT BUDGET AS IS WAS ROUGHLY $42,000, EXCUSE ME, $180,000. WE WOULD RECEIVE AN ESTIMATED $750,000 IN TEACHER RETENTION ALLOTMENT MONEY. SO ABOUT $180,000 BUDGET IMPACT FOR THOSE RAISES FOR THOSE SCENARIOS, INCLUDING TRS AND FRINGE. WHAT WE ALSO ASKED THE BOARD TO APPROVE WAS A CONTINGENT PAY INCREASE. AND THIS WOULD ON THE PASSAGE
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OF A FIVE COPPER PENNY SCENARIO VADER. AND SO IF THE FIVE COPPER PENNY SCENARIO PASSED, YOU CAN SEE THE IMPACT THAT THAT WOULD HAVE ON OUR STARTING TEACHER SALARY, BUT ALSO PROVIDE IN ADDITION TO TRA COMPENSATION, TEACHER RETENTION ALLOTMENT COMPENSATION, A GENERAL PAY INCREASE OF $1,325 PER TEACHER. AND THEN WE WOULD ALSO BE ABLE TO LEVEL UP. AND BY THAT I MEAN THROUGH HOUSE BILL 2, THE STATE REDEFINED WHO WE COULD PROVIDE TEACHER RETENTION ALLOTMENT COMPENSATION TO. AND SO WE, WE HAD TO MAKE SOME CHANGES LAST YEAR DUE TO HOUSE BILL 02, WHICH BASICALLY CREATED A DISPARITY IN WHAT PEOPLE WERE MAKING THE PRIOR YEAR COMPARED TO WHAT THEY WOULD BE MAKING IF THEY WERE ON THE TEACHER SALARY SCHEDULE.SO WE WERE ASKING THE BOARD THROUGH THAT SCENARIO TO LEVEL THOSE EMPLOYEES BACK UP TO WHERE THEY WOULD BE WITH THE SAME LEVEL OF EXPERIENCE IF THEY WERE PLACED ON THE TEACHER SCHEDULE. SO YOU CAN SEE THE PROFESSIONAL CAMPUS SUPPORT, THE LIBRARIAN GROUP, ALSO OUR ATHLETIC TRAINERS WOULD BE PART OF THAT SCENARIO. AND THEN ALL OTHER EMPLOYEES WITH THE VADER SCENARIO, IF APPROVED, WOULD RECEIVE A 2% GENERAL PAY INCREASE BASED ON THE MIDPOINT OF THEIR SALARY RANGE. AND THEN WE WOULD ALSO BE PROVIDING SOME PAY COMPRESSION ADJUSTMENTS, SOME SIGNIFICANT PAY COMPRESSION ADJUSTMENTS TO ALLEVIATE SOME OF THE CHALLENGES THAT WERE CAUSED BY HOUSE BILL 2, THE COST THAT WAS APPROVED THROUGH THOSE SCENARIOS, THE TOTAL COST WAS RIGHT AROUND $10 MILLION. AND THAT WOULD BE ASSUMING, OF COURSE, THE PASSAGE OF A VADER WITH FIVE COPPER PENNIES THAT WOULD GENERATE THE NECESSARY FUNDING TO SUPPORT THOSE PAY INCREASES.
SO THE ONE ADDITIONAL COPPER PENNY SCENARIO WAS REALLY TARGETED TOWARDS OUR HOURLY EMPLOYEE GROUP. BASED ON THE FEEDBACK AND THE DIRECTION OF THE BOARD, WE WENT BACK AND LOOKED AT THAT GROUP SPECIFICALLY.
AND SO IN THAT SCENARIO, WHAT WE WENT BACK IS WE RECALCULATED THAT GROUP AS A WHOLE. SO THERE'S FOUR PAY STRUCTURES THAT ARE IMPACTED, WHICH WE'LL GET INTO IN JUST A MINUTE. AND SO THE HIGH TALKING POINTS FOR THIS GROUP IS THAT ALL ELIGIBLE EMPLOYEES WOULD RECEIVE AN ADJUSTED MINIMUM INCREASE EQUAL TO 2% OF THE PAY RANGE MIDPOINT. AND THEY WOULD ALSO RECEIVE PLACEMENT SCALE ADJUSTMENTS THAT WOULD INCREASE THE MINIMUM PAY RATES IN THOSE IDENTIFIED PAY GRADES.
AND WE WOULD ALSO BE PROVIDING ADDITIONAL PAY ADJUSTMENTS TO BETTER ALIGN EMPLOYEE PAY YEARS OF EXPERIENCE. SO REMEMBER, WE'VE TALKED ABOUT PAY COMPRESSION A LOT OVER THE LAST YEAR. WHEN WE RAISE THE MINIMUM PAY IN THOSE PAY STRUCTURES, WHAT THAT DOES IS IT CAUSES COMPRESSION. AND SO WE HAVE TO SPREAD OTHER EMPLOYEES THROUGHOUT THE PAY RANGE WHEN WE RAISE THAT MINIMUM. SO ALL OF THOSE THREE THINGS WOULD BE ABLE TO BE ACHIEVED SHOULD WE RECEIVE AN ADDITIONAL COPPER PENNY APPROVAL AND SHOULD THE VADER PASS IF IT'S BROUGHT FORWARD TO THE ELECTORATE IN NOVEMBER. SO THIS WOULD BE THE IMPACT OF THE ONE ADDITIONAL COPPER PENNY. YOU CAN SEE OUR INSTRUCTIONAL SUPPORT, ADMINISTRATIVE SUPPORT, OPERATIONS SUPPORT, AND TRANSPORTATION GROUPS. THE OLD MINIMUM, WHAT THEY'RE CURRENTLY THE MINIMUM RATE FOR THOSE PAY RANGES IS AND THE NEW MINIMUM. SO IT WOULD BE A PRETTY DECENT INCREASE. IT WOULDN'T QUITE GET US TO WHERE, YOU KNOW, I THINK WE WOULD LIKE TO BE AND WHAT WE'VE BEEN CHALLENGED TO BE AT. BUT IT CERTAINLY BRINGS US CLOSER AND PUTS US A LITTLE MORE IN THE RANGE OF WHERE WE SHOULD BE FOR A COMPETITIVE MARKET. THE MARKET MEDIAN REPRESENTS ALL THE PAY RATE, ALL OF THE PAY RATES, THE MINIMUM PAY RATES FOR OUR SURROUNDING DISTRICTS, WHO WE COMPARE OURSELVES TO, WE LINE THOSE UP FROM SMALLEST TO LARGEST. THE MEDIAN IS RIGHT IN THE MIDDLE OF THAT. AND SO IN THE NEXT SLIDE, WE'RE GOING TO GET INTO WHAT IT LOOKS LIKE IN COMPARISON TO THE AVERAGE PAY.
BUT YOU CAN SEE THAT EACH OF THE PAY GRADES WOULD RECEIVE A SIGNIFICANT BUMP IN THE MINIMUM PAY RATE. SO THIS, THE YELLOW HIGHLIGHTS ARE WHERE WE ARE AT THE TOP AND WHERE WE WOULD BE AT THE BOTTOM. SO IF YOU LOOK AT THE YELLOW SECTIONS, YOU CAN SEE HOW WE WOULD COMPARE TO OTHER DISTRICTS IN THE AREA. NOW, OF COURSE, THIS COMPARES US TO WHERE THOSE DISTRICTS ARE.
SOME OF OUR SURROUNDING DISTRICTS HAVE BEEN ABLE TO APPROVE COMPENSATION PLANS THAT INCLUDE PAY INCREASES. MANY OF THEM HAVE NOT AND MANY OF THEM WON'T. BUT THIS KIND OF COMPARES US TO CURRENT STATE. SO YOU CAN SEE BASED ON THE AVERAGE PAY WE WOULD BE FOR THREE OF THE FOUR STRUCTURES, WE WOULD ACTUALLY BE ABOVE THE AVERAGE SOMEWHAT IN A SMALL SENSE FOR THE CUSTODIAN OPERATIONS SUPPORT GROUP, BUT WE WOULD BE A FAIR BIT ABOVE THE AVERAGE FOR THE OTHER PAY GROUPS, WITH THE EXCEPTION BEING OUR EDUCATIONAL ASSISTANT INSTRUCTIONAL SUPPORT GROUP.
SO WE WOULD STILL HAVE SOME WORK TO DO IN THAT AREA IN THE FUTURE. BUT THIS WOULD ACTUALLY REALLY HELP SUPPORT US AND PUT US IN A MORE MARKETABLE POSITION.
ONE THING I DID WANT TO POINT OUT, AUSTIN ISD IS LISTED THERE AND AUSTIN ISD HAS BEEN PART OF OUR CONVERSATION FOR A WHILE. AS YOU KNOW, THEY MOVED TO A $20 MINIMUM
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RATE A FEW YEARS AGO AT ONE POINT. I DO. I'D ALWAYS LIKE TO MAKE AS A FORMER EMPLOYEE IN THAT DISTRICT IS AUSTIN ISD IS ONE OF ONLY, I BELIEVE IT'S 19 DISTRICTS IN THE STATE OF TEXAS TO PAY INTO SOCIAL SECURITY. AND SO SOCIAL SECURITY IS GREAT WHEN YOU'RE GETTING READY TO RETIRE, BUT ON THE FRONT END IT'S ALSO A 6.2% DEDUCTION FROM YOUR GROSS PAY. AND SO THEIR PAY RATES HISTORICALLY HAVE ALWAYS BEEN HIGHER TO KIND OF OFFSET THAT SOCIAL SECURITY DEDUCTION. SO IT IS A LITTLE INFLATED. THEY'VE ALSO PUT THAT $20 MINIMUM IN A FEW YEARS AGO. SO YOU'VE SEEN THAT THAT'S INCREASED A LITTLE BIT OVER THAT TIME.BUT I ALWAYS LIKE TO MAKE THAT DISTINCTION BECAUSE IN TERMS OF TAKE HOME PAY, IF YOU DO THE CALCULATIONS, IT'S NOT TOO FAR OFF. SO THIS IS WHAT IT LOOKS LIKE IN PRACTICALITY. SO OUR NEW STARTING RATES ARE LISTED AT THE TOP. WE WOULD TALK ABOUT THE AVERAGE STRUCTURE CHANGE AND YOU CAN SEE THE PERCENTAGE INCREASE THAT WOULD BE INCLUSIVE OF THE 2% GENERAL PAY INCREASE THAT EVERY EMPLOYEE WOULD RECEIVE. SO IT WOULD BE, FOR EXAMPLE, FOR INSTRUCTIONAL SUPPORT, THE AVERAGE STRUCTURE CHANGE WOULD BE 3.5% ABOVE THE 2% GENERAL PAY INCREASE. THE AVERAGE EMPLOYEE INCREASE IN THE GROUPS WOULD BE IS LISTED AND IS HIGHLIGHTED. BUT THE BOTTOM NUMBER IS PROBABLY THE ONE THAT I WOULD DRAW YOUR ATTENTION TO THE MOST. IT WOULD HAVE A SIGNIFICANT IMPACT ON A LARGE NUMBER OF OUR EMPLOYEES AND THE ADJUSTMENT WOULD BE ON TOP OF THE GENERAL PAY INCREASE OF COURSE 100% OF EMPLOYEES WOULD RECEIVE THE GENERAL PAY INCREASE. BUT IN THAT FIRST GROUP, FOR EXAMPLE INSTRUCTIONAL SUPPORT, 91% WOULD RECEIVE AN ADDITIONAL ADJUSTMENT ON TOP OF THAT GENERAL PAY INCREASE, THIS IS THE COST FOR EVERYTHING, RIGHT? SO INSTEAD OF FIVE COPPER PENNIES, IF WE DID A SIX COPPER PENNY SCENARIO AND DID WHAT WE TALKED ABOUT BEFORE WITH THE FIVE COPPER PENNIES IN ADDITION TO THE MINIMUM RATES AND THE ASSOCIATED ADJUSTMENTS, IT'S A LITTLE FAINT, BUT YOU CAN SEE THAT THE SALES IN GREEN WOULD BE THE NEW ADJUSTMENTS AND THE ADDITIONAL ADJUSTMENTS WE'D BE PROVIDING.
SO THOSE ARE ESTIMATED COSTS BASED ON CURRENT HEADCOUNT, OBVIOUSLY.
BUT WE ANTICIPATE THE TOTAL COST FOR PUTTING ALL OF THESE PAY CHANGES IN PLACE WOULD BE RIGHT AROUND $12.2 MILLION. AND THEN THIS IS A KIND OF A SIDE BY SIDE COMPARISON OF THAT. SO YOU CAN SEE OUR OLD FIVE COPPER PENNY SCENARIO RIGHT AT 9.8, JUST UNDER $10 MILLION. THE NEW SCENARIO IS $12.2 MILLION. SO WE WOULD ESTIMATE THAT THE DIFFERENCE WOULD BE $2.4 MILLION. AND BASED ON CURRENT MATH, AND OUR CFO IS BEHIND ME AND HOPEFULLY HE'LL CORRECT ME AT SOME POINT. BUT I THINK WE ANTICIPATED THE YIELD FOR A COPPER PENNY BASED ON CURRENT PROPERTY VALUES WOULD BE ABOUT $2.8 MILLION. SO WE WOULD BE COMING IN UNDER THAT WITH THAT AND ALSO PROVIDING A LITTLE BIT OF CUSHION SHOULD THERE BE ANY FLUCTUATION IN OUR PROPERTY VALUES IN THE DISTRICT. DENNIS, DID I GET THAT RIGHT? YOU TAUGHT ME WELL, SIR. THANK YOU.
OKAY. ONE OTHER THING THAT I WANTED TO PRESENT WAS WE OFTEN HEAR A LOT ABOUT HEALTH INSURANCE AND HEALTH INSURANCE PREMIUMS AND THE CHANGES IN COST. THERE'S THERE OFTEN, YOU KNOW, IT'S ALWAYS CHALLENGING WHEN WE'RE TRYING TO MAINTAIN OUR SELF INSURANCE FUND TO MAKE SURE THAT WE'RE ABLE TO PROVIDE EMPLOYEES WITH A SUFFICIENT PAY INCREASE THAT OFFSETS SOME OF THOSE INCREASES TO THAT WE SEE IN PREMIUMS. SO I WANTED TO SHOW A LITTLE COMPARISON OF WHAT WE'VE SEEN IN THE LAST COUPLE OF YEARS.
OBVIOUSLY WE'VE BEEN DEALING WITH REALLY HIGH INFLATION IN THE LAST YEAR PARTICULARLY, BUT WE'VE HAD INFLATIONARY PRESSURES 4, 5, 6, 7, 8, 9 YEARS NOW. SO WHAT WE'VE DEMONSTRATED HERE IS THE TOP TABLE SHOWS OUR MOST AFFORDABLE PLAN, WHICH IS OUR EMPLOYEE ONLY PLAN. WE'VE IDENTIFIED FIVE EMPLOYEE GROUPS AND FOR THE YEAR 2425, WHEN WE PROVIDED A 1% GENERAL PAY INCREASE, IT SHOWS THE IMPACT OF THE PLAN INCREASE, THE PREMIUM INCREASE FOR EMPLOYEES COMPARED TO THAT GENERAL PAY INCREASE.
SO IF WE LOOK AT THE TEACHER, FOR EXAMPLE, A 1% GENERAL PAY INCREASE FOR 2425 WAS ABOUT $625 IN THAT YEAR. WE DID NOT CHANGE OUR ZERO COST HEALTH PLAN. SO THERE WAS NO INCREASE FOR EMPLOYEE PREMIUMS. THAT YEAR. SO THE NET INCREASE OF, SORRY, THE NET IMPACT OF THE GENERAL PAY INCREASE REMAINED AT $625. WE DID HAVE TO INCREASE OUR COPAY HMO. SO OUR COPAY HMO PLAN IS, IT'S A TYPICAL PLAN, BUT THE HMO MEANS THAT YOU HAVE TO GO THROUGH YOUR PRIMARY CARE PHYSICIAN. THAT'S THAT VERSION OF THAT PLAN. SO WE HAD TO INCREASE THAT BY $10 PER MONTH THAT YEAR IN TERMS OF THE PREMIUM COST, WHICH EQUATES TO $120 PER EMPLOYEE PER YEAR. AND SO YOU CAN SEE THE IMPACT OF THAT SAME TEACHER. IF THEY CHOSE THAT PLAN, THEIR GENERAL PAY INCREASE WOULD BE REDUCED TO $505. OUR HDHP PPO, THAT'S A LOT OF LETTERS. IT'S OUR HIGH DEDUCTIBLE HEALTH PLAN, WHICH MEANS YOU PAY YOUR DEDUCTIBLE. EVERYTHING IS ON THE EMPLOYEE UNTIL THEY HIT THEIR DEDUCTIBLE. AND THEY
[00:25:02]
ALSO, THEY HAVE THE WIDE OPEN ACCESS TO THE NETWORK. THEY DON'T HAVE TO GO THROUGH PRIMARY CARE.AND SO THE SAME TEACHER, THE INCREASE ON THAT PLAN WAS $540 OVER THE COURSE OF THE YEAR, WHICH WOULD MEAN THAT THEIR GENERAL PAY INCREASE, NET BENEFIT WOULD BE $85. AND OUR MOST EXPENSIVE PLAN, WHICH IS ALSO THE PLAN THAT RUNS THE MOST INEFFICIENTLY IS OUR COPAY PPO PLAN. SO BASICALLY THAT YEAR WE HAD TO INCREASE THAT BY $100 PER MONTH. AND YOU CAN SEE THE IMPACT ON THAT SAME TEACHER.
SO A $1,200 ANNUAL INCREASE WOULD RESULT IN A $575 LOSS IN TERMS OF THAT GENERAL PAY INCREASE.
SIMILARLY, THE BOTTOM TABLE REPRESENTS OUR MOST EXPENSIVE VERSION OF THAT SAME PLAN, WHICH IS THE EMPLOYEE FAMILY.
SO EMPLOYEE FAMILY PLANS ARE ACROSS ALL ORGANIZATIONS, THE MOST EXPENSIVE PLANS TO RUN. IT MEANS YOU HAVE TYPICALLY YOUR SPOUSE ON THE PLAN IN ADDITION TO YOUR CHILDREN.
RIGHT? DEPENDENTS. AND SO YOU CAN SEE THE SAME IMPACT THAT YEAR 24, 25 WAS A YEAR WHERE WE REALLY HAD TO MAKE SOME SIGNIFICANT PLAN CHANGES DUE TO THE DEFICITS.
BUT YOU CAN SEE THE AMOUNT OF RED ON THE BOARD. FOR LACK OF BETTER TERM, THOSE, THOSE GENERAL PAY INCREASES WERE REALLY NEGATED THAT YEAR BY THOSE PREMIUM INCREASES FOR EMPLOYEES. OF COURSE, ONE THING THAT THIS DOESN'T ACCOUNT FOR IS ANY DEDUCTIBLE INCREASES OR ANY CO PAY INCREASES THAT ARE ALSO PART OF HEALTH INSURANCE PLAN DESIGN. SO THERE WOULD BE ADDITIONAL IMPACTS OUTSIDE OF WHAT THE EMPLOYEE'S TAKE HOME PAY WAS EACH MONTH.
IN 25, 26, WE ALSO PROVIDED A 1% GENERAL PAY INCREASE. WE WERE ABLE TO DO SOME CREATIVE THINGS WITH OUR HEALTH INSURANCE LAST YEAR TO TRY TO MITIGATE SOME OF THOSE IMPACTS ON THE EMPLOYEES. YOU CAN SEE THE INCREASE. WE NO LONGER OFFER A ZERO COST PLAN. AND YOU CAN SEE FOR THAT SAME TEACHER, WITH A $610 GENERAL PAY INCREASE, WITH $120 ANNUAL INCREASE, THEY WOULD BENEFIT FROM A $490 NET INCREASE BASED ON WHAT THEY MADE THE PREVIOUS YEAR AND SO ON AND SO FORTH. SO BECAUSE OF WHAT WE WERE ABLE TO DO AND SOME OF THE CHANGES WE WERE ABLE TO MAKE TO OUR PLANS LAST YEAR BY RAISING DEDUCTIBLES AND ALSO ADJUSTING OUR CO PAY STRUCTURES, THERE'S A LOT LESS RED ON THE BOARD ON THIS COMPARISON. BUT THERE'S STILL AN IMPACT ANYTIME THAT WE MAKE ANY PREMIUM CHANGES CLEARLY ON EMPLOYEES. AND SO IT'S SOMETHING WE'RE ALWAYS MINDFUL OF AND WE CONSIDER.
UNFORTUNATELY, WITH HEALTH INSURANCE BEING WHAT IT IS AND US BEING A SELF FUNDED PLAN, THIS IS A PHENOMENON THAT I THINK WE'LL CONTINUE TO EXPERIENCE IN FUTURE YEARS. I'D BE GLAD TO TAKE ANY QUESTIONS FROM THE BOARD AT THIS TIME.
TRUSTEE LANDRUM, I WANTED TO MAKE A MOTION TO START DISCUSSION.
I MOVE THAT IF AND ONLY IF THE BOARD OF TRUSTEES OFFICIALLY VOTES TO PLACE A VOTER APPROVED TAX RATE ELECTION VADER ADDING SIX COPPER PENNIES TO THE MAXIMUM COMPRESSED RATE MCR ON THE UPCOMING NOVEMBER 2026 UNIFORM ELECTION BALLOT AND ELIGIBLE REGISTERED VOTERS IN THE DISTRICT APPROVE VOTE TO APPROVE THE VADER IN THE NOVEMBER ELECTION, THE BOARD OF TRUSTEES APPROVES THE ADOPTION OF THE AMENDED 2026 2027 COMPENSATION PLAN AS REFLECTED IN APPENDIX C. SECOND, I HAVE A MOTION AND A SECOND TO ANY DISCUSSION. I'M GIVING IT A SECOND BECAUSE THERE'S A DELAY ON THE BUTTONS. OKAY. I DON'T SEE ANYONE IN THE QUEUE. I JUST WANT TO SAY. OH, TRUSTEE LANDRUM, DID IT COME UP? NOPE.
I JUST WANTED TO SAY THANK YOU.
I KNOW THIS WAS MY IDEA AT A MEETING NOT TOO LONG AGO AND REQUIRED A LOT OF WORK FOR ADMINISTRATION TO PUT THIS TOGETHER. AND WHILE IT DOESN'T GET OUR HOURLY EMPLOYEES TO A$20 AN HOUR, IT IS A DEFINITE SIGNIFICANT INCREASE. AND SO I REALLY APPRECIATE THE ADMINISTRATION LOOKING AT THIS. I'M NOT GREAT AT. I MEAN, I'M GREAT AT MATH, BUT I'M NOT GREAT AT HOW THEY CALCULATE OUR TAX BILLS.
BUT I THINK THE DIFFERENCE BETWEEN A 5 COPPER PENNIES AND A 6 COPPER PENNY WOULD BE LESS THAN $40 TO THE AVERAGE HOMEOWNER IN A YEAR. AND NOT THAT $40 IS NOTHING, BUT IF THE VOTERS ARE WILLING TO APPROVE FIVE PENNIES, IT'S NOT THAT MUCH. MORE TO GO FOR SIX. AND I THINK IT WILL HAVE A SIGNIFICANT IMPACT ON SOME OF THE PEOPLE IN OUR DISTRICT THAT NEED THIS THE VERY MOST. I REALLY APPRECIATE YOU ALSO BRINGING UP THE. THE HEALTH INSURANCE PERSPECTIVE JUST TO KIND OF AS SOME ADDITIONAL INFORMATION. WE HAVEN'T REVIEWED THAT IN A WHILE. SO THANK YOU FOR PUTTING THIS TOGETHER. I WILL.
FOR THE LAST TIME. WELL, NO, NOT FOR THE LAST TIME BECAUSE WE'LL PROBABLY HAVE AN OFFICIAL VOTE ON IT. BUT I HATE COPPER PENNIES BECAUSE I HATE GIVING THE STATE ANY MORE MONEY THAN WE HAVE TO.
BUT IF THIS IS WHAT WE HAVE TO DO TO SUPPORT OUR EMPLOYEES, I WILL DEFINITELY VOTE FOR THIS.
TO ALLOW OUR TAXPAYERS TO DETERMINE IF THEY'RE WILLING TO SUPPORT A RAISE IN THIS FASHION. SO THANK YOU VERY MUCH.
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IN THE QUEUE. I DO WANT TO CHECK WITH TRUSTEE WEIR. DO YOU HAVE ANY QUESTIONS OR COMMENTS? OKAY, I DIDN'T THINK SO. I WANT TO REITERATE A THANK YOU. I'LL BE HONEST THAT THIS IS FAR MORE THAN I THOUGHT WE WOULD BE ABLE TO GET OUT OF A SIX PENNY AND IT IS A GOOD STEP IN THE RIGHT DIRECTION TO WHERE WE WANT TO BE GIVEN THE CONFINES THAT WE'RE WORKING IN WITH FUNDING FROM THE STATE. SO AGAIN, THANK YOU FOR THE WORK THAT YOU DID ON THIS AND FOR ALL OF THE INFORMATION THAT YOU PUT TOGETHER FOR US AND HOLDING ALL OF OUR SMALL GROUP SESSIONS SO THAT WE COULD REALLY FULLY UNDERSTAND WHAT WE'RE VOTING ON TODAY AND ADDRESSING ALL THE NEEDS OF THE COMMUNITY AS WELL.THAT'S HUGE. SO THANK YOU VERY MUCH. OKAY, I HAVE A MOTION AND A SECOND. ALL IN FAVOR? MOTION PASSES. SEVEN ZERO. ALL RIGHT, THANK YOU. TRUSTEES. I WANT TO CHECK IN WITH YOU. WE'RE GOING TO TAKE A BRIEF RECESS JUST TO ALLOW OUR NEXT SPEAKERS TO KIND OF GET SET UP. WE'RE PROBABLY GOING TO TAKE MAYBE A 10 MINUTE RECESS. IS THAT OKAY WITH EVERYONE? OKAY. IT IS 06:02. WE WILL BE BACK AT [INAUDIBLE] AND WE ARE IN RECESS.
[H. DISCUSSION ITEM ]
WE'RE GOING TO MOVE ON TO AGENDA ITEM H1, CONTINUATION OF BOARD STUDENT OUTCOME GOALS AND CONSTRAINTS DEVELOPMENT. TRUSTEES, AS YOU REMEMBER, WE THE OUTSTANDING ITEMS WE HAVE FOR OUR BOARD STUDENT OUTCOME GOALS ARE GOAL FOUR, OUR STUDENT WELL BEING GOAL AND OUR CONSTRAINTS. SO I AM GOING TO TURN IT OVER TO DR. LLOYD, OUR LSG COACH TO GET US STARTED.IT'S NICE TO BE HERE IN ROUND ROCK, TEXAS AGAIN TO SEE THIS FABULOUS BOARD OF TRUSTEES AND WE'RE GOING TO REVISIT OUR BOARD GOALS AND CONSTRAINTS THIS EVENING.
THANK YOU FOR YOUR PREVIOUS INPUT. AND AS WE CONTINUE TO MOVE FORWARD WE'RE GOING TO EXTEND OUR DEPTH OF KNOWLEDGE REGARDING OUR GOALS AND CONSTRAINTS. AND SO, JUST A REMINDER OF OUR GROUNDING SENTENCE, STUDENT OUTCOMES DON'T CHANGE UNTIL ADULT BEHAVIORS CHANGE.
STUDENT OUTCOMES DON'T CHANGE UNTIL ADULT BEHAVIORS CHANGE.
STUDENT OUTCOMES DON'T CHANGE UNTIL ADULT BEHAVIORS CHANGE.
WHO HAS TO CHANGE FIRST? THE ADULTS. THE ADULTS. WE DO. WE DO. I KNOW THAT. WE KNOW THAT HERE IN ROUND ROCK ISD.
BUT WE ALSO NEED TO MAKE SURE THAT WE CONTINUALLY GROUND OURSELVES IN THAT BELIEF, THAT FUNDAMENTAL BELIEF THAT WE'RE THE ONES WHO ARE THE NUCLEUS OF THE CHANGE THAT WILL IMPACT ALL THE STUDENTS IN ROUND ROCK ISD.
REMEMBER, LONE STAR GOVERNANCE IS GROUNDED IN TRANSFORMATION MODELS. WE TALKED ABOUT THE FRAMEWORK FOR SCHOOL BOARD DEVELOPMENT, WHICH ABSOLUTELY. YOU KNOW, EVERY SCHOOL BOARD IN THE STATE OF TEXAS GROUNDS THEMSELVES IN THAT FRAMEWORK.
BUT LONE STAR GOVERNANCE IS THAT STEP ABOVE WHERE WE TAKE THAT EXTRA DEPTH TO REALLY UNPACK, REALLY UNPACK OUR OWN IMPACT STUDENT OUTCOMES IN OUR DISTRICT. AND THEN MOVING FORWARD, YOU'VE ALREADY BEEN TRAINED IN ISO EVALUATING AND IMPROVING STUDENT OUTCOMES, 1, AND AS WE SAID AT OUR LAST TIME TOGETHER, THE STATE IS MOVING FORWARD IN 2026, MOVING FORWARD FOR ISO 2, EVALUATING AND IMPROVING STUDENT OUTCOMES, 02, WHICH WILL ALSO BE GEARED TOWARD THE NEW ACCOUNTABILITY SYSTEM. AND SO AS WE CONTINUE TO MOVE FORWARD, WE WILL ALSO ADDRESS ISO.
BUT WHETHER IT'S ISO 1, ISO 02, OR THE FRAMEWORK FOR SCHOOL BOARD DEVELOPMENT, WE KNOW THAT STUDENT OUTCOMES DON'T CHANGE UNTIL ADULT BEHAVIORS CHANGE.
REMEMBER, ALL THE COMPONENTS OF LSG ARE IN THIS FRAMEWORK, BEGINNING WITH WHAT WE'RE TRYING TO DO RIGHT NOW. REALLY GET CONNECTED WITH THAT SYNERGY AND TEAMWORK AND THAT BOARD AND SUPERINTENDENT COLLABORATION AND THE OUTGROWTH OF ALL OF THAT CREATES OUR SYSTEMS AND OUR PROCESSES. OUR WORK TOGETHER PROMOTES ADVOCACY AND ENGAGEMENT, AND THE RESULT IS THAT IMPROVED STUDENT OUTCOME.
SO ARE YOU READY FOR THE FUTURE OF TEXAS ACCOUNTABILITY? WE TALKED ABOUT THAT A LITTLE BIT LAST TIME.
WE WERE VERY PRIVILEGED TO HEAR SOME INFORMATION ABOUT THE NEW ACCOUNTABILITY.
WE'RE HERE RIGHT NOW IN ROUND ROCK ISD, AND WE WANT TO KNOW WHAT WE NEED TO DO USING OUR FRAMEWORK, USING OUR GOVERNANCE MODEL TO CONTINUE TO IMPROVE THOSE STUDENT OUTCOMES. WE DID TAKE TIME THROUGHOUT THE COMMUNITY TO USE DISTRICT AS WELL AS COMMUNITY INPUT TO INFORM OUR
[00:35:01]
CURRENT GOALS AND REFINE OUR DIRECTION. AND YOU HAVE A COPY OF THOSE RIGHT THERE AT YOUR SEAT. YOU HAVE YOUR GOALS THAT WE'VE ALREADY APPROVED. WE HAVE GOALS FOR THE FUTURE WITH THE NEW ACCOUNTABILITY THAT WE WILL CREATE. AND THEN WE ALSO HAVE OUR TIME TO REFINE OUR DIRECTION AS WE'RE MOVING FORWARD. WE'VE TALKED ABOUT THE FACT THAT GOAL 1, 02, AND 3 ARE MORE OF OUR ACADEMIC GOALS AND GOAL 4 IS OUR SENSE OF BELONGING.AND SO JUST TALK TO YOUR NEIGHBOR FOR JUST A SECOND ABOUT WHAT ARE YOUR THOUGHTS ABOUT WHERE WE ARE NOW AND WHERE WE CAN MOVE FORWARD AS WE'RE USING THE DISTRICT AND COMMUNITY INPUT REGARDING OUR GOALS AND OUR CONSTRAINTS.
JUST TALK TO YOUR NEIGHBOR FOR JUST A SECOND.
WHO WILL SHARE? WHO WOULD LIKE TO SHARE SOMETHING THEY HEARD OR MAYBE SOMETHING THEY SAID? WHO WILL SHARE? I'LL SHARE.
TRUSTEE ROSS MADE A GOOD POINT THAT WE HAVE A LOT OF OPPORTUNITY THIS TIME AROUND.
YOU KNOW, WE'RE DOING THIS AND WE KNOW WE'RE PUTTING GOALS IN PLACE FOR ONE YEAR, KNOWING WE HAVE TO REDO IT AGAIN. AND SO WHAT DO WE WANT TO ESTABLISH WITH OUR CONSTRAINTS THIS TIME AROUND? I KNOW WE'RE GETTING TO THAT LATER, BUT WHAT DO WE WANT TO ESTABLISH WITH OUR CONSTRAINTS THIS TIME AROUND? WE TALK ABOUT HOW WITH ONLY THREE CONSTRAINTS, WHAT WE CAN REALLY PUT FORTH IS THE BARE MINIMUM FOR OUR DISTRICT. SO DO WE WANT TO ADD ON TO THE NUMBER CONSTRAINTS AND ESTABLISH THAT WE WANT. WE WANT THOSE MINIMUM REQUIREMENTS, BUT THEN ALSO WHAT CAN WE DO TO ESTABLISH OUR VALUES AND VISION FOR THE DISTRICT AND ADD ON TO OUR CONSTRAINTS? DO WE WANT TO DO THAT NOW AND EXPAND ON OUR KIND OF PHILOSOPHY AROUND OUR CONSTRAINTS, OR DO WE WANT TO DO THAT LATER? AND SO I THINK THERE'S. WE SHOULD HAVE A LOT OF DISCUSSION AROUND THAT TODAY.
THANK YOU. VERY GOOD. WOULD SOMEONE LIKE TO COMMENT REGARDING THAT OR WOULD THEY LIKE TO SHARE SOMETHING ELSE? SO WHAT TRUSTEE ZARATE AND I TALKED ABOUT WERE, WHILE WE.
WE THINK WE DID A GOOD JOB OF MAKING OPPORTUNITIES TO ENGAGE WITH THE COMMUNITY, WE DIDN'T HAVE A LOT OF RESPONSE TO THAT IN THIS PROCESS. AND SO MAKING DECISIONS. WHEN WE DID THIS IN 21, WE HAD A SIGNIFICANT NUMBER OF PEOPLE THAT SHOWED UP TO THESE MEETINGS, AND WE MADE DECISIONS BASED ON A RELATIVELY LARGE NUMBER OF PEOPLE. AND THIS TIME WE HAD LESS THAN 10 OVER THE COURSE OF FOUR SESSIONS. AND SO I SEE IT AS AN OPPORTUNITY FOR GROWTH. YOU KNOW, THIS IS JUST A ONE YEAR STOP GAP. AND SO MAYBE AS WE AS A BOARD CAN DO A BETTER JOB OF PUBLICIZING AND TALKING ABOUT OUR GOALS AND OUR CONSTRAINTS AND GETTING EVEN A GREATER ENGAGEMENT IN THIS PROCESS AS WE SIT AND DO THIS AGAIN NEXT YEAR.
THANK YOU FOR SHARING. WHO ELSE WILL SHARE? WILL TAKE ONE OR TWO MORE.
[00:40:01]
IT'S JUST US THEN? YES, I THINK SO. IT'S THAT PROCESS OF ELIMINATION THAT.SO SAME AS TRUSTEE LANDRUM MENTIONED. WE DEFINITELY TALKED ABOUT THE SAMPLE SIZE THAT WE EXPERIENCED WAS VERY SMALL AND IT PUTS A LOT OF DECISION MAKING WITHOUT THE COMMUNITY INPUT ON THE BOARD. AND WE WOULD LIKE TO EXPAND THAT IN THE FUTURE TO SEE HOW WE COULD GROW THAT SIZE SO THAT WE COULD GET BETTER PARTICIPATION.
PERFECT. THANK YOU. THANKS FOR SHARING AND BUILDING THAT CAPACITY FOR PEOPLE TO FEEL FREE TO COMMENT AND TO SHARE IN THE WORK. THAT'S GREAT. ONE MORE. WHO ELSE WILL SHARE? I DO FEEL LIKE, I AGREE THAT WE HAD A LOT OF LIMITED PARTICIPATION AND THAT WAS. IT WAS HARD TO DO. I THINK WHAT WE REALLY INTENDED TO DO WITH THIS, WITH THAT LIMITED PARTICIPATION, BUT WE DO GET PARTICIPATION THROUGH OUR COMMUNITY CONSTANTLY. SOME COMMUNITIES MORE THAN OTHERS, BUT. AND THEY REACH OUT TO US VIA EMAIL AND SEE US IN THE GROCERY STORE AND OTHER PLACES AND TALK TO US. AND SO I DON'T FEEL LIKE THERE'S A LACK, ALWAYS A LACK OF INFORMATION ON OUR END ABOUT WHAT OUR COMMUNITY WANTS. I DO AGREE THAT WE ALL WISH IT WAS A LITTLE BIT MORE FORMALIZED AND DATA DRIVEN, BUT I WOULD BE HESITANT ABOUT NOT MOVING FORWARD WITH A DISCUSSION ON POSSIBLE CHANGES OR ADD ADDITIONS OR ANYTHING LIKE THAT BECAUSE OF.
I THINK A LOT OF TIMES WHEN WE'RE DOING THIS WORK, WE, AT LEAST FOR MY LIMITED TIME ON THE BOARD, WE FEEL SOMETIMES CONSTRAINED BY THE LACK OF THE CONSTRAINTS. AND WE ALWAYS KIND OF REFER BACK TO, WELL, WHEN WE DID THIS, YOU KNOW, IT WAS THE FIRST TIME AND WE DIDN'T QUITE KNOW WHAT WE WERE DOING AND OH, IF WE KIND OF ALTERED IT A LITTLE BIT THIS WAY OR THAT WAY, WE COULD HAVE IMPROVED IT BETTER. AND SO I JUST. AS MUCH AS THIS IS A STOPGAP, I DO STILL WANT TO CONTINUE TO HAVE THE CONVERSATION ABOUT.
YEAH, I MEAN, I'M SORRY, I'M NOT SAYING THAT WE'RE. NO ONE WANTS TO HAVE THE CONVERSATION, BUT JUST I THINK THAT THAT'S AN IMPORTANT ASPECT OF IT.
PERFECT. THANK YOU FOR SHARING.
WELL, AND FOLLOWING UP ON THAT. TRUSTEE ROSS. I'M SORRY, I DIDN'T MEAN TO IS WE WERE IN A VERY DIFFERENT PLACE THE LAST TIME THAT WE DID THIS. AND SO IN SOME WAYS, IT'S ALMOST COMFORTING THAT PEOPLE FEEL LIKE WE'RE KIND OF DOING A PRETTY GOOD JOB, THAT THEY DON'T FEEL THE NEED TO GET AS INVOLVED. AND MY BIGGEST THING IS I JUST DON'T WANT PEOPLE TO ONLY HAVE A VOICE IF THEY KNOW WHO WE ARE.
AND SO I TALK TO PEOPLE ALL THE TIME IN MY CIRCLES. YEAH, BUT YOU DON'T KNOW WHAT YOU DON'T KNOW.
AND SO THAT'S WHY I REALLY WISH THAT WE HAD THOSE PEOPLE THAT I DON'T TALK TO VERY OFTEN.
BUT YEAH, I DO THINK THAT WE MAKE. WE INVEST IN THIS AND WE MAY NOT EVEN DECIDE TO CHANGE IT A YEAR FROM NOW, BECAUSE WHAT WE DO RIGHT NOW IS SUCH GOOD WORK.
BUT I THINK IT ALSO SPEAKS VOLUMES FOR HOW WE HAVE HEALED AS A DISTRICT AND THE PROGRESS THAT WE HAVE MADE SINCE THE FIRST TIME WE DID THIS. SO THANK YOU.
THANK YOU SO MUCH. ALL THOSE POINTS ARE SO VALID. SO VALID.
AND JUST REALIZING HOW MUCH WE'VE GROWN AS A CITY, AS INDIVIDUALS, AND WE ARE ALL PART OF THE COMMUNITY AS WELL. SO WHILE WE'RE GETTING COMMUNITY INPUT, WE ARE PART OF THE COMMUNITY. AND THESE ARE JUST SOME SAMPLES OF THAT COMMUNITY INPUT.
REMEMBER FROM LAST TIME, WE SHARED SOME OF THIS FOR YOU. BUT WE ALSO WANT TO MOVE FORWARD AND DIG UP JUST A LITTLE BIT DEEPER AS WE'RE GETTING PAST THAT COMMUNITY INPUT TO REALLY TALK ABOUT SOME THINGS. I'M GOING TO LET OUR BOARD PRESIDENT GO AHEAD AND INTRODUCE FROM HERE.
THANK YOU. SO AT THIS POINT, WE'RE GOING TO JUMP INTO OUR WORK ON GOAL FOUR. AS YOU REMEMBER, WE HAVE APPROVED GOALS ONE THROUGH THREE, AND THOSE WILL REMAIN THE SAME UNTIL WE REDO OUR GOALS AGAIN.
BUT WE DID LEAVE GOAL FOUR OUTSTANDING. SO I JUST WANTED TO BRING US BACK TOGETHER AND GO OVER WHERE WE HAD SOME CONSENSUS WITH GOAL FOUR. SO THERE WAS CONSENSUS AROUND USING THE LANGUAGE FROM OUR PREVIOUS GOAL FOUR AND COMBINING THAT WITH THE LANGUAGE FROM THE STRATEGIC PLAN. SO I WROTE THAT OUT. AGAIN, WE CAN WORDSMITH THIS CHANGE. IT DON'T HAVE TO GO WITH IT AT ALL.
BUT THIS IS JUST WHERE WE LANDED AT THE END OF THE LAST MEETING. SO THAT IS, THE DISTRICT WILL INCREASE THE PERCENTAGE OF STUDENTS WHO PROMOTE A POSITIVE SENSE OF PHYSICAL, EMOTIONAL, AND SOCIAL WELL BEING FROM X PERCENTAGE TO 65% BY THE SPRING OF 2027 IF WE STICK WITH THE SAME PERCENTAGE. WE ALSO HAD CONSENSUS AROUND RECOMMENDATIONS ON GOAL PROGRESS MEASURES,
[00:45:01]
UNDERSTANDING THAT ADMINISTRATION BRINGS THOSE TO US.BUT LAST TIME WE WERE HERE, ERICA DID SAY THAT THE ADMINISTRATION WOULD BE OPEN TO IDEAS FOR GOAL PROGRESS MEASURES. SO WE HAD TALKED ABOUT DISCIPLINE, CHRONIC ABSENTEEISM, DATA AROUND STUDENT GROUPS, AND A FOCUS ON UNDERREPRESENTED GROUPS.
AND THE FOCUS ON UNDERREPRESENTED GROUPS COMES FROM THE LANGUAGE IN THE STRATEGIC PLAN AS WELL.
WE DIDN'T. WE TALKED ABOUT NOT COMBINING THAT LANGUAGE WITH OUR GOAL FOUR, BUT MAYBE LOOKING AT THAT AS A GOAL PROGRESS MEASURE. AND THEN ONE OUTSTANDING QUESTION IS, WE KNOW THAT WE'RE THINKING ABOUT MOVING AWAY FROM PANORAMA AND POTENTIALLY USING THE TOOL THAT THE DISTRICT HAS PEGGED FOR THE STRATEGIC PLAN, WHICH IS SATCHEL PULSE. AND WE ALL WANTED TO UNDERSTAND A LITTLE BIT MORE ABOUT HOW SATCHEL PULSE WORKS AND WHAT IT'S CAPABLE OF SO THAT WE COULD BETTER GIVE IDEAS FOR GOAL PROGRESS MEASURES. SO ADMINISTRATION IS HERE TODAY TO TALK TO US MORE ABOUT SATCHEL PULSE. WE'LL TAKE A PAUSE AFTER THAT FOR QUESTIONS FROM THE BOARD AND THEN I THINK, JUMP INTO OUR DISCUSSION ON GOAL FOUR. SO I WILL TURN IT OVER TO DR. NICHOLS.
THANK YOU ALL SO MUCH FOR THIS OPPORTUNITY. AND I REALLY APPRECIATE THE FACT THAT THIS IS A CONVERSATION FOR US AS A COMMUNITY AND AS A BOARD, FOR THOSE OF US WHO ARE IN THE CLASSROOMS ON THE CAMPUSES EVERY DAY. WE UNDERSTAND THAT THERE'S NO WAY TO DIVORCE THE IDEA OF OUR SOCIAL, EMOTIONAL, AND MENTAL HEALTH FROM WHAT STUDENTS ARE ABLE TO ACHIEVE ACADEMICALLY. AND SO WE REALLY APPRECIATE THE FACT THAT OUR BOARD AND OUR COMMUNITY HAS REALLY ADVOCATED FOR THE FACT THAT WE HAVE THIS TYPE OF GOAL AND NOT JUST STAY WITH THE LSG, THE TYPICAL GOALS THAT WE NORMALLY HAVE.
IN TEEING THIS UP, ONE OF THE THINGS I WANT TO DO TO. AS A CALLOUT IS TO MAKE SURE, WHILE THE FOCUS HAS BEEN AND WHAT THE BOARD HAS ASKED US FOR, FOR IS TO REALLY EXPLAIN SATCHEL PULSE AND THAT SPECIFIC TOOL.
THE POINT I WANT TO MAKE IS THE FACT THAT THE TOOL IS NOT DIVORCED FROM THE VERY SPECIFIC THINGS THAT WE WANT TO WORK ON AND THAT MAY POTENTIALLY IMPACT THEN HOW WE CHANGE OUR GOAL PROGRESS MEASURES. AND SO AT SOME POINT, HOPEFULLY, WE CAN ALSO TALK ABOUT THAT, BECAUSE I THINK IT'S IMPORTANT THAT YOU UNDERSTAND THEN WHY WE SPECIFICALLY CHOSE THIS TOOL AND THEN THE WORK LEADING UP TO DECIDING WHAT WAS THE BEST TOOL BASED ON OUR CONTEXT IN THE DISTRICT. WE DO AGREE WITH YOU, AND YOU WILL SEE THROUGH THE PRESENTATION THAT DISCIPLINE AND ABSENTEEISM IS SOMETHING THAT WE DEFINITELY SHOULD MEASURE. PLEASE KNOW IT'S ALREADY SOMETHING THAT WE DISCUSS ON A WEEKLY BASIS WITHIN OUR MEETINGS AS AN ACADEMIC TEAM, WHERE WE ALWAYS BRING THAT DATA FORWARD AND LOOK AT IT AND ALSO BREAK IT DOWN BY THE DIFFERENT STUDENTS IN DIFFERENT PROGRAMS AND ALSO DIFFERENT RACES AND ETHNICITY AND EVEN AS FAR AS GENDER AND BY LEVEL AS WELL TO SEE WHAT THINGS ARE IMPACTING OUR STUDENTS. SO IT'S A MATTER OF THOSE THINGS ARE OUTCOMES OF STUDENTS, SOCIAL, EMOTIONAL, HEALTH. AND SO WE CAN ALWAYS GIVE THAT INFORMATION TO THE BOARD. SO WE WANT TO MAKE SURE THAT THERE'S ALSO AN UNDERSTANDING OF THERE IS INPUT THAT WE'RE TRYING TO IMPACT BASED ON THE CHANGES THAT WE WANT TO MAKE VERSUS THAT THE DISCIPLINE AND THE ABSENTEEISM IS AN OUTPUT OF THE THINGS THAT WE WANT TO BE ABLE TO CHANGE. IF WE CHANGE THE THINGS THEN THAT ARE GOING TO BE TALKED ABOUT TODAY, THEN WE CAN IMPROVE THE DISCIPLINE AND EVERYTHING ELSE AND ALSO REALLY REACT TO THE DISPROPORTIONALITY IN OUR DATA. THAT BEING SAID, WE WELCOME THE CONVERSATION TODAY. WE HAVE WITH US WE HAVE DR. BYRON GERARD. HE IS OUR ASSISTANT SUPERINTENDENT OF STUDENT SUPPORT SERVICES AND WE HAVE ONE OF OUR DIRECTORS HERE.
LINDSEY IS THE DIRECTOR OF MTSS, WHICH STANDS FOR MULTI TIERED SYSTEMS OF SUPPORT. I KNOW IN EDUCATION WE LOVE OUR ACRONYMS, SO EXPLAIN A LITTLE BIT MORE.
WHEN WE LOOK AT EDUCATION, WE HAVE WHAT'S CALLED TIER ONE, THE DIRECT CLASSROOM INVOLVEMENT, THE THINGS WHERE WE CAN IMPACT THROUGH 80% HOPEFULLY OF OUR STUDENTS AND WHATEVER.
THEN WE'RE NOT ABLE TO IMPACT THROUGH THE CLASSROOM TEACHER.
THEN WE GO TO WHAT'S CALLED TIER TWO INSTRUCTION AND WE HAVE TIER TWO NOT JUST FOR ACADEMICS, BUT ALSO FOR BEHAVIOR AS WELL. SO THAT'S THE REASON THAT MS. GONZALEZ IS HERE TODAY TO TALK THROUGH THIS BECAUSE THIS FALLS DIRECTLY UNDER HER AREA OF RESPONSIBILITY.
WITH THAT BEING SAID, PLEASE TAKE IT AWAY.
ALL RIGHT. GOOD EVENING BOARD PRESIDENT MARKUM , BOARD OF TRUSTEES, DR. AZIZ, AND COMMUNITY. TONIGHT, WE'RE HERE TO PRESENT FURTHER INFORMATION
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TO ASSIST IN THE BOARD'S DEVELOPMENT OF BOARD GOAL FOUR, STUDENT WELL BEING. LEARNER OUTCOMES ARE THE CONCRETE SKILLS AND BEHAVIORS WE EXPECT ALL STUDENTS TO DEVELOP AS OUTLINED IN THE DISTRICT STRATEGIC PLAN.WE WANT TO MAKE SURE THAT EVERY STUDENT CAN GRADUATE READY FOR COLLEGE, CAREER, OR MILITARY SERVICE. WHATEVER PATH THEY CHOOSE. THE SKILLS OUTLINED ARE ESSENTIAL FOR LIFE. EMPATHY, COMMUNICATION, COLLABORATION, CRITICAL THINKING, PROBLEM SOLVING, ADVOCACY AND RELATIONSHIP BUILDING.
TOGETHER WE ARE CO CREATING A PLACE WHERE ALL STUDENTS CAN THRIVE IN DIVERSE ENVIRONMENTS. OUR TARGET HERE IS STRATEGIC PLAN GOAL THREE, DISTRICT AND SCHOOL CULTURE WHICH CALLS FOR THE PRIORITIZATION OF STUDENTS SOCIAL, EMOTIONAL, AND PHYSICAL WELL BEING AND THE IDENTIFICATION AND RESPONSIVENESS TO THE NEEDS OF UNDERREPRESENTED GROUPS. ON THE LEFT YOU'LL SEE A SIMPLIFIED MASLOW INSPIRED HIERARCHY RANGING FROM PHYSIOLOGICAL NEEDS ALL THE WAY TO SELF ACTUALIZATION. OUR WORK IN BELONGING ALLOWS US TO LADDER STUDENTS UPWARD TOWARD ACADEMIC ACHIEVEMENT AND ULTIMATELY SELF ACTUALIZATION.
TEXAS EDUCATION CODE 29906 REQUIRES EACH SCHOOL DISTRICT TO ADOPT A CHARACTER EDUCATION PROGRAM REQUIRING INSTRUCTION OF POSITIVE CHARACTER TRAITS AND PERSONAL SKILLS THAT ARE FOUND IN SOCIAL EMOTIONAL COMPETENCIES. MOREOVER, RESEARCH STATES THAT SOCIAL EMOTIONAL COMPETENCIES IMPACT STUDENTS CONNECTEDNESS TO SCHOOLS, THEIR PEERS, AND THEIR TEACHERS. BELONGING IS STRENGTHENED WHEN SCHOOLS INTENTIONALLY CULTIVATE STUDENTS SOCIAL AND EMOTIONAL COMPETENCIES. AS A REMINDER FROM OUR LAST GOAL SETTING WORKSHOP, WE CONDUCTED A DEEP DIVE INTO THE BEHAVIORS LEADING TO REFERRALS IN ROUND ROCK ISD.
OUR FINDINGS NOTED THAT 92% OF OUR REFERRALS ARE ATTRIBUTED TO A BROAD DISCIPLINE CODE TITLED VIOLATION OF STUDENT CODE OF CONDUCT. OFTEN THESE ARE LOWER LEVEL BEHAVIORS THAT COULD BE PREVENTED THROUGH FURTHER PROACTIVE SUPPORTS. WE DO WANT TO NOTE THAT OUR CAMPUSES HAVE DONE A WONDERFUL JOB REDUCING EXCLUSIONARY DISCIPLINE OVER TIME. DAEP STANDS FOR OUR DISTRICT ALTERNATIVE EDUCATION PROGRAM AND YOU CAN SEE THAT WE HAVE REDUCED THOSE PLACEMENTS SIGNIFICANTLY FROM 766 IN 202324 TO 431 THIS PAST SCHOOL YEAR. OUR OUT OF SCHOOL SUSPENSIONS HAVE ALSO BEEN GREATLY REDUCED FROM OVER 1400 TO 855. OUR IN SCHOOL SUSPENSION NUMBERS HAVE INCREASED BECAUSE WE ARE REDUCING THAT EXCLUSIONARY DISCIPLINE AND WORKING WITH OUR ADMINISTRATORS TO KEEP OUR STUDENTS IN SCHOOL TO RECEIVE THEIR CONSEQUENCE WHICH CAUSES LESS DISRUPTION TO STUDENT LEARNING. AS WE REVIEWED OUR DATA DEEPER, WE SAW AT THE ELEMENTARY LEVEL FOUR BEHAVIORS THAT WERE MOST FREQUENTLY REPORTED. IT IS IMPORTANT TO NOTE THAT WE IDENTIFIED THAT THE ROOT CAUSES OF THESE BEHAVIORS ARE GAPS IN SELF MANAGEMENT, SELF AWARENESS, SOCIAL AWARENESS, AND RESPONSIBLE DECISION MAKING AND A TARGET SKILL NEEDS TO BE ADDRESSED SO THAT OUR STUDENTS CAN LEARN THESE REPLACEMENT BEHAVIORS. WHEN LOOKING AT SECONDARY WE SAW THE SAME SOCIAL EMOTIONAL COMPETENCIES AS A ROOT CAUSE WITH RELATIONSHIP SKILLS BEING ADDED AS AN ADDITIONAL ROOT CAUSE THAT WE DID NOT SEE AT THE ELEMENTARY LEVEL. OUR STUDENTS NEED THE OPPORTUNITY TO LEARN REPLACEMENT BEHAVIORS AND BUILD THEIR SOCIAL EMOTIONAL COMPETENCIES. IT'S IMPORTANT TO NOTE THAT SOME STUDENTS WILL INTERNALIZE BEHAVIORS AND SEL PROGRAMS ALSO HAVE PROVEN TO DECREASE EMOTIONAL DISTRESS AND PROMOTE POSITIVE ATTITUDES WITH SELF AND OTHERS. SEL PROGRAMS THAT ARE ALIGNED TO THE FIVE CORE RESEARCH BASED COMPETENCIES DEFINED BY THE COLLABORATIVE FOR ACADEMIC, SOCIAL AND EMOTIONAL LEARNING OR CASL RESULT IN A REDUCTION OF EXTERNALIZING BEHAVIORS AND DISCIPLINE ISSUES AS WELL.
SATCHEL PULSE IS A PLATFORM THAT'S DESIGNED FOR K12 SCHOOLS AND IT ALIGNS TO THE CASEL 5 CORE COMPETENCIES OF SELF AWARENESS, SELF
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MANAGEMENT, RESPONSIBLE DECISION MAKING, RELATIONSHIP SKILLS, AND SOCIAL AWARENESS THAT DIRECTLY ALIGNS WITH THE ROOT CAUSES WE SAW IN OUR ROUND ROCK ISD DATA.AT THE BEGINNING OF THE SCHOOL YEAR, STUDENTS TAKE A SCREENER THAT MEASURES THEIR SKILL IN EACH OF THE FIVE COMPETENCIES AND PROVIDES DATA AND ALIGNED LESSONS SO THAT EDUCATORS CAN ADDRESS STUDENT INDIVIDUAL NEEDS. THE SATCHEL PULSE DATA DASHBOARD ALLOWS EDUCATORS TO SEE THE AREAS OF STRENGTH AND THE AREAS OF GROWTH FOR EACH INDIVIDUAL STUDENT AND CREATE A LESSON PLAYLIST ALIGNED TO THEIR SPECIFIC NEED.
ADDITIONALLY, TEACHERS WILL BE ABLE TO SEE THEIR CLASS TRENDS TO ENSURE THAT THE TIME THAT'S SPENT ON TEACHER LED SOCIAL EMOTIONAL LEARNING LESSONS IS TARGETED TO THE IDENTIFIED NEEDS OF THEIR STUDENT GROUP. HERE IS A DEEPER DIVE INTO THE STUDENT DASHBOARD. IF A STUDENT IS IDENTIFIED AT RISK BY THE SKILL SCREENER, CAMPUS TEAMS CAN CREATE INTERVENTION PLANS FOR THE STUDENT. THIS MAY INVOLVE A COUNSELOR OR A BEHAVIOR INTERVENTIONIST WORKING IN SMALL GROUPS TO PROVIDE INSTRUCTION USING THE ALIGNED SATCHEL PULSE LESSONS WITH STUDENTS THAT HAVE SIMILAR COMPETENCY NEEDS. IN CHOOSING SATCHEL PULSE, A PRIMARY ADMINISTRATIVE PRIORITY WAS STRICT ALIGNMENT WITH THE NEW REQUIREMENTS OF SENATE BILL 12. WHILE THE SOFTWARE INCLUDES A STUDENT WELL BEING SCREENER, WE RECOGNIZE THAT STATE LAW REQUIRES ACTIVE WRITTEN PARENTAL OPT IN BEFORE ANY SUCH QUESTIONNAIRE IS ADMINISTERED.
A KEY BENEFIT OF SATCHEL PULSE IS ITS DUAL FUNCTION DESIGN.
IF A PARENT EXERCISES THEIR RIGHT TO WITHHOLD CONSENT FOR THE DIRECT STUDENT FORM, THE TOOL SEAMLESSLY PIVOTS TO A TEACHER OBSERVATION MODEL.
THIS ALLOWS OUR EDUCATORS TO INPUT THEIR OWN PROFESSIONAL CLASSROOM BASED OBSERVATIONS REGARDING STUDENT READINESS ON THE COMPETENCIES. THIS ENSURES THE DISTRICT REMAINS FULLY COMPLIANT WITH THE LAW, RESPECTS PARENTAL BOUNDARIES, AND STILL EQUIPS TEACHERS WITH THE INTERNAL INSTRUCTIONAL DATA THEY NEED TO SUPPORT THE CLASSROOM ENVIRONMENT. STUDENT SUPPORT STARTS WITH KNOWING WHERE EACH STUDENT STANDS. THE WELL BEING SCREENER IS DESIGNED AS A QUICK 10 TO 15 MINUTE ASSESSMENT OF THE FIVE SEL COMPETENCIES.
THE DATA IS THEN USED TO TIER STUDENTS FOR SUPPORT AND CREATE TARGETED PLANS TAILORED TO GROUP AND INDIVIDUAL NEEDS.
AS INSTRUCTION HAPPENS, THE PLATFORM HELPS EDUCATORS MONITOR PROGRESS IN REAL TIME. DATA REPORTS REVEAL WHAT'S WORKING SO THAT INTERVENTION PLANS REMAIN RESPONSIVE AND EFFECTIVE.
SATCHEL PULSE SUPPORTS EDUCATORS BY PROVIDING QUICK, ENGAGING, AND TARGETED SEL LESSONS FOR FULL CLASS INSTRUCTION, SMALL GROUP INTERVENTION, AND INDIVIDUALIZED SELF PACED LESSONS. THIS SUPPORTS OUR OVERALL ROUND ROCK ISD CULTURE FRAMEWORK WHERE DATA IS TRIANGULATED TO UNDERSTAND THE WHOLE CHILD.
SATCHELL PULSE SEL SCREENER DATA WILL BE USED IN CONJUNCTION WITH ANY DISCIPLINARY REFERRALS AND CLASSROOM OBSERVATION DATA TO ENSURE STUDENTS ARE PROVIDED THE SUPPORT THEY NEED TO EXCEL. SATCHEL PULSE'S DATA AND INSTRUCTIONAL TOOLS WILL MAKE AN IMPACT ACROSS MULTIPLE ROLES IN THE DISTRICT BY PROVIDING INSIGHT AND ALIGNMENT. AS WE DISCUSSED IN THE PREVIOUS WORKSHOP, SATCHELL PULSE MEASURES EACH OF THE FIVE COMPETENCIES ON A LIKERT SCALE. RESEARCH ANALYSIS SHOWS THAT YEARS ONE TO TWO OF IMPLEMENTATION ARE FOUNDATIONAL AS STUDENTS ARE JUST BEGINNING TO DEVELOP FAMILIARITY WITH THE PROGRAM. AND BY YEARS FOUR AND FIVE, GROWTH ACCELERATES AS THE SCHOOL CULTURE SHIFTS WHERE 70% AND MORE OF THE STUDENTS ARE SCORING AT THE TOP ENDS OF THE LIKERT SCALE. HERE ARE SOME EXAMPLE TARGETS OVER A FIVE YEAR GOAL PERIOD BASED ON ANALYSIS OF A GROWTH CURVE. WHEN SETTING GOALS AFTER IMPLEMENTING A NEW PROGRAM, WE MUST COLLECT BASELINE DATA IN THE FIRST YEAR AND DETERMINE GROWTH AND INCREASE EACH YEAR OF PROGRAM IMPLEMENTATION. I KNOW YOU MENTIONED SOME DRAFTS ALREADY, BUT IF AS A BOARD YOU DECIDE TO CONTINUE WITH THE STUDENT WELL BEING GOAL, WE WANTED TO LET YOU KNOW THAT THE LANGUAGE
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COULD REMAIN THE SAME. BOARD GOAL FOUR COULD HAVE THE SAME LANGUAGE TO IN ORDER TO KEEP CONSISTENCY. AND THAT WOULD WORK WITH THIS TOOL AS WELL. THE DISTRICT WILL INCREASE THE PERCENTAGE OF STUDENTS WHO REPORT THAT THEIR SCHOOL ENVIRONMENT HELPS PROMOTE A POSITIVE SENSE OF WELL BEING.THE BASELINE WOULD BE ESTABLISHED IN THE 2026-2027 SCHOOL YEAR. AND BASED ON THAT BASELINE, GOALS WILL BE SET FOR THE 2028-2031 SCHOOL YEARS.
AND AS WITH ALL BOARD GOALS, WE WILL CONDUCT PERFORMANCE REPORTING ACROSS ALL STUDENT POPULATIONS WHICH WOULD ADDRESS THE CONCERN AROUND OUR UNDERREPRESENTED STUDENT GROUPS THAT YOU MENTIONED. BEGINNING WITH THE BASELINE DATA AND SETTING TARGETS FOR EACH SUBSEQUENT YEAR. AND WE WILL TAKE ANY QUESTIONS AT THIS TIME.
THANK YOU. SO TRUSTEES FIRST I THINK FOR QUESTIONS. IF YOU HAVE ANY QUESTIONS FOR ADMINISTRATION ABOUT SATCHEL POLLS, LET'S START THERE AND THEN WE'LL JUMP INTO OUR DISCUSSION AROUND GOAL 4. TRUSTEE LANDRUM.
SO MY FIRST QUESTION ABOUT SATCHEL PULSE IS ARE THE LESSONS DONE ON THE COMPUTER OR ARE THEY FACE TO FACE INSTRUCTION? THAT'S A GREAT QUESTION. SO IT DOES HAVE THE ABILITY TO DO BOTH. WE HAVE INDIVIDUALIZED LESSONS THAT THEY CAN DO SELF PACED ON THE COMPUTER. WE'LL REALLY BE EMPHASIZING THAT TEACHER LED PIECE BECAUSE THAT.
WE REALLY WILL BE EMPHASIZING THE TEACHER LED PIECE. THAT WOULD BE FOR THE TRENDS THAT THEY MAY SEE. OKAY. OVERALL IN MY CLASS THEY'RE STRUGGLING WITH THE SELF MANAGEMENT COMPETENCY AND THE PRODUCT WILL GIVE THEM LESSONS THAT THEY SHOULD FOCUS ON BASED ON THEIR CLASSES DATA IN THAT WHOLE GROUP SETTING.
AND IF INDIVIDUALS ARE COMING AND WORKING WITH GROUPS OF STUDENTS, THEY WOULD DO TEACHER LED LESSONS.
BUT THERE IS ALSO TIME FOR STUDENT TO WORK ON A PLAYLIST OF ONLINE LESSONS THAT ARE ALIGNED DIRECTLY TO WHAT THEIR SCREENER SAID THAT THEY NEEDED.
SO HOW MUCH TIME WOULD YOU ANTICIPATE THAT WOULD TAKE OUT OF THE CLASSROOM? I MEAN IT'S SOUNDING TO ME KIND OF LIKE AN IREADY TYPE THING.
REALLY CONCERNED ABOUT HOW MUCH TIME OUR KIDS ARE SPENDING IN FRONT OF A SCREEN, ESPECIALLY FOR SOMETHING THAT'S AS IMPORTANT AS SOCIAL EMOTIONAL LEARNING, I THINK THAT'S SOMETHING REALLY DIFFICULT TO LEARN ON A SCREEN. BUT HOW MUCH TIME WOULD YOU ANTICIPATE IT WOULD TAKE OUT OF A CLASSROOM SETTING PER WEEK PER STUDENT? WOULD YOU KIND OF ESTIMATE? WE ARE DEFINITELY LOOKING AT THE SCREEN TIME BALANCE AS WELL. AND FOR US, THE LESSONS ARE INTENDED TO EMPHASIZE THE TEACHER LED, WHICH ONE OF THE REASONS WE LIKE THIS PRODUCT IS THAT THEY WERE QUICK. SO, THE LESSONS ARE ABOUT FIVE TO 10 MINUTES. THAT CAN BE DONE DURING AN ADVISORY OR MORNING BREAKFAST TIME AT THE ELEMENTARY LEVEL. AND SO THAT WOULD BE AROUND THAT, AROUND THAT TIME, THE TEN MINUTE LESSON. AND THEN PERHAPS IF STUDENTS WANTED TO WORK ON SOME OF THE INDIVIDUAL, THAT COULD BE, YOU KNOW, FIVE TO SEVEN MINUTES AFTER THAT TEACHER LED.
OKAY, THANK YOU. AND THEN MY OTHER QUESTION GOES BACK TO KIND OF SLIDES SEVEN AND EIGHT WHEN WE ARE TALKING ABOUT THE NUMBER OF PLACEMENTS IN ISS, OSS, AND DAEP. DOES SATCHEL PULSE HAVE SPECIFIC LESSONS FOR KIDDOS WHO END UP IN ONE OF THESE ENVIRONMENTS AND THEY RETURN THAT REALLY TARGETS THE BEHAVIOR THAT ENDED IN THAT AREA AND THE FOLLOW UP ON THAT? ABSOLUTELY. SO THAT WAS ONE OF THE OTHER PIECES THAT WE REALLY BELIEVE BEHAVIOR IS COMMUNICATION AND THAT JUST LIKE WE WOULD EDUCATE A READING SKILL, WE NEED TO EDUCATE IN THE BEHAVIOR SKILL. AND SO OUR ADMINISTRATORS WOULD BE ABLE TO HAVE ACCESS TO THIS FULL LIBRARY. AND SO SAY A STUDENT HAD A PARTICULAR INFRACTION, THEY COULD WALK THEM THROUGH A LESSON AS PART OF THAT CONVERSATION WITH THAT DISCIPLINARY ACTION.
IT'S SOMETHING THAT WE ARE DEVELOPING AS A DEPARTMENT. WE ALREADY DO HAVE A RE ENTRY PROCESS IN PLACE FOR WHEN A STUDENT'S RETURNING FROM THE DISTRICT ALTERNATIVE EDUCATION PLACEMENT SYSTEM.
AND WE ARE WORKING ON STRENGTHENING THOSE SAME PROCESSES FOR OSS AND ISS AS WELL, AND THEN GIVING GUIDANCE OF HOW SATCHEL CAN BE USED.
OKAY, THANK YOU. IT SOUNDS LIKE A POWERFUL TOOL. I DO HAVE
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CONCERNS JUST ON THE INCREASED SCREEN TIME AND THE MORE THAT WE CAN DO FACE TO FACE AND, YOU KNOW, LEARNING FROM PEERS AND THINGS LIKE THAT, THE BETTER. BUT IT IS SUCH AN IMPORTANT PIECE THAT WE'RE MONITORING. SO THANK YOU FOR BRINGING THIS FORWARD.YES, MOST OF THE LESSONS ARE ALL DESIGNED FOR POSING A QUESTION, HAVING CLASSROOM INTERACTION AND DISCUSSION, BECAUSE THAT'S BEST PRACTICE FOR THIS TYPE OF LEARNING.
I ALSO HAVE SOME CONCERNS ABOUT SCREEN TIME, NOT ONLY BECAUSE IT'S NOT ALWAYS THE LACK OF KNOWLEDGE AS WE KNOW.
SOMETIMES IT'S THE IMPLEMENTATION. YOU KNOW, A LOT OF TIMES THE STUDENT KNOWS WHAT THEY'RE SUPPOSED TO BE DOING BUT LACK THE SKILLS TO SEE THAT WHAT THEY KNOW THEY SHOULD BE BEHAVING LIKE IN PRACTICE. AND SO IT CONCERNS ME, THE IDEA OF A LESSON, A FIVE MINUTE LESSON ON A COMPUTER SCREEN IS NOT THE SAME THING. I WOULD ALSO, AS VALUABLE AS THIS IS, IT LINKED IN MY EYES TO THE LACK OF SUPPORT THAT THE STATE GIVES FOR MENTAL HEALTH AND BEHAVIORAL HEALTH IN THE WAY OF SOCIAL WORKERS AND OTHER THINGS. SO I DON'T, I MEAN, THAT'S WHY I GUESS WE HAVE EXPERTS HERE. AND SO THAT WOULD BE A CONCERN OF MINE ABOUT THAT. WHEN YOU TALKED ABOUT IF A PARENT OPTED OUT, THEN THE TEACHER COULD COME IN AND PROVIDE INFORMATION, WHICH I THINK AS A TEACHER, I THINK THAT THAT IS VERY VALUABLE. YOU GET TO SEE STUDENTS IN PLACES AND IN WAYS THAT PARENTS DON'T.
BUT DO WE HAVE THAT KIND OF BOTH PARENT AND TEACHER FEEDBACK LOOP WHEN THE PARENT OPTS IN, LIKE SAY I GIVE PERMISSION FROM MY STUDENT, BUT THE TEACHER ALSO PUTS IN THERE THAT STUDENT A IS WITHDRAWN AND WHATEVER. AND I DON'T KNOW ANYWAY AS A PARENT THAT THAT'S WHAT'S GOING ON OR HOW DOES IT, HOW WILL THAT LOOK? YES, WE FOR ACADEMIC SIDE OF THE HOUSE WITH MTSS, WE HAVE A VERY SMALL SPELLED OUT PARENT COMMUNICATION PLAN FOR ALL OF OUR SCREENER DATA.
AND SO WE WILL BE ADDING THIS INTO THAT PLAN AS WELL AS PROVIDING INFORMATIONAL SESSIONS FOR PARENTS AROUND HOW THE TOOL WORKS AND WHAT THE INFORMATION IS SAYING ABOUT THEIR CHILD. AND SO YES, BOTH POINTS OF DATA, AS YOU SAW ON THAT SLIDE, WOULD BE AVAILABLE ON THE STUDENT'S DASHBOARD.
AND THEN MY FINAL, I GUESS IS KIND OF MORE OF A STATEMENT AS WELL ABOUT IF WE'RE EXPECTING THIS TO BE DONE IN THE CLASSROOM, THEN WE'RE EXPECTING TEACHERS TO DO IT. TEACHERS ARE NOT MENTAL HEALTH PROFESSIONALS.
WE'RE NOT TRAINED IN THESE THINGS. I AM TRAINED TO TEACH ART. I'M REALLY GOOD AT IT. BUT I AM NOT TRAINED TO GIVE SEL LESSONS AND WORK ON ALL OF THOSE BEHAVIORAL ISSUES.
AND SO AGAIN, I WOULD BE. I KNOW WE'RE IN A FINANCIAL SITUATION THAT WE'RE IN. I WOULD LIKE THE COMMUNITY TO REMEMBER THAT, YOU KNOW, ELECTIONS MATTER IN NOVEMBER AND SCHOOL FINANCES IS ON THE BALLOT. SO I THINK I'M WORRIED THAT THIS PUSHES SOMETHING THAT ONTO TEACHERS.
TRUSTEE CUERO, THANK YOU FOR THE PRESENTATION, MS. GONZALEZ. TRUSTEE ROSS BROUGHT A GOOD POINT ABOUT TEACHERS AND THE VALUE OF EVALUATING THE STUDENTS. MY CONCERN WITH THAT IS WHAT SAFEGUARDS DO WE HAVE IF THERE'S A BIAS BY A SPECIFIC TEACHER AGAINST A GROUP OF PEOPLE OR AN INDIVIDUAL? RIGHT. MEANING THAT I COULD BE A GREAT TEACHER. BUT I MIGHT HAVE MY OWN BIAS AND RATE THE SURVEY A CERTAIN WAY. RIGHT.
DO WE HAVE ANY SAFEGUARDS AGAINST THAT? ONE OF THE SAFEGUARDS WE HAVE IN PLACE IS THAT TRIANGULATION OF THE DATA. SO I REMEMBER THAT WAS BROUGHT UP THE LAST TIME THAT THAT'S NOT THE ONLY DATA POINT WE WOULD LOOK AT IN ORDER TO PROVIDE FURTHER SERVICE.
AND THIS IS NOT A. I JUST WANT TO ALSO DIFFERENTIATE. IT'S NOT A MENTAL HEALTH PIECE THAT WE'RE USING. WE DO. WE ARE VERY FORTUNATE IN OUR DISTRICT TO HAVE OUR SOCIAL WORKERS THAT CAN PROVIDE FURTHER SUPPORT.
SO WITHIN THE TIERED SYSTEM, KIND OF REFERRING TO WHAT DR.
NICHOLS INTRODUCED US WITH, THIS IS A TIER ONE SUPPORT FOR ALL STUDENTS, RECEIVE THE INSTRUCTION. AND THEN WHEN WE NOTICE WITHIN THE
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SYSTEM A STUDENT IS STRUGGLING MORE AND NEEDS ANOTHER LAYER, THAT'S WHEN WE CAN BRING IN THE COUNSELOR. WE DO HAVE BEHAVIOR INTERVENTIONIST POSITIONS AT SOME OF OUR CAMPUSES. AND THEN ALSO THE ADDITIONAL LAYER OF THE SOCIAL WORKER SUPPORT.SO THIS WOULD NOT BE PUTTING ON TEACHERS TO BE DEALING WITH THE MENTAL HEALTH. WE HAVE ADDITIONALLY TIERS.
THE OTHER QUESTION I HAVE IS I LIKE TECH. I WORK FOR A TECH COMPANY. SO. BUT TO TRUSTEE LONDON'S POINT, YOU KNOW, SCREEN TIME IS AN ISSUE. HOW MUCH DOES THE TOOL RELY ON ANY AI INFORMATION BEING FED INTO IT? IN ANY OF OUR DEMOS THERE WAS NOT MENTION OF AI. SO THE MAJORITY OF THIS PROGRAM IS BASICALLY A REPOSITORY OF LESSONS THAT TEACHERS USE TO LEAD DISCUSSION. SO THERE'S OUR SLIDE DECKS, THERE'S VIDEOS, THERE'S LOW PREP MATERIALS FOR THEM, BUT THEY ARE LEADING THAT DISCUSSION. AND THEN THERE ARE TIMES WHERE WE MAY WANT TO ASSIGN A LESSON TO A PARTICULAR STUDENT FOR A REASON THAT THEY CAN DO ON THEIR OWN. BUT THIS IS NOT A EXTREMELY TECH HEAVY TOOL. AS FAR AS THE INSTRUCTIONAL PIECE.
OKAY, I DON'T SEE ANYONE ELSE IN THE QUEUE. I JUST HAVE A COUPLE OF FOLLOW UP QUESTIONS FROM SOME OF THE OTHER TRUSTEES. SO TRUSTEE LANDRUM WAS TALKING ABOUT THIS BEING PART OF A REENTRY PLAN. RIGHT.
FOR STUDENTS WHO MAY BE IN ISS OR OSS AND GOING BACK TO THE CLASSROOM. AND IF I RECALL CORRECTLY, WHEN HOUSE BILL 6 WAS PASSED, THAT WAS PART OF THE BILL THAT THERE HAD TO BE A RE ENTRY PLAN CREATED THAT WAS AGREED UPON BY THE TEACHER BEFORE THE STUDENT COULD COME BACK IN THE CLASSROOM. AND SO IS THIS TOOL, AS YOU DEVELOP THAT PROCESS AND WHAT THOSE PLANS LOOK LIKE, IS THIS TOOL KIND OF FEEDING INTO THAT PROCESS AND ADDRESSING THAT PART OF THE DISCIPLINE BILL? DO YOU WANT TO TAKE THAT? THE DAP ALREADY HAS THAT PROCESS IN PLACE, SO THIS WOULD JUST BE ADDITIONAL INFORMATION ADDITIONAL TOOL FOR ALL THE DIFFERENT TEACHERS AND ADMINISTRATORS. BUT WE HAVE GREAT DAP ADMINISTRATORS, DR.
EASTER AND MR. BOSSIER. AND SO THEY ALREADY WORK WITH THE CAMPUSES TO CREATE A REENTRY PLAN AS FAR AS WHEN THE STUDENTS ARE ABOUT TO LEAVE THE DAP? OKAY, SO THAT SERVES AS DOCUMENTATION OF. DOES THAT ALSO SERVE AS DOCUMENTATION OF WHY THE STUDENT WAS REMOVED FROM THE CLASSROOM, WHAT MEASURES ARE PUT IN PLACE, AND IF THE CLASSROOM TEACHER, WHOEVER, WHATEVER STAFF IS WORKING WITH THEM IS ACTUALLY FOLLOWING THAT PLAN TO ENSURE THEY CAN BE SUCCESSFUL IN THE CLASSROOM? SO THE REENTRY PLAN IS NOT JUST A MATTER OF HOW DO I EXPLAIN IT? IT'S NOT A MATTER OF SAYING, HERE'S WHAT YOU SPECIFICALLY HAVE TO DO. IT'S MORE, SO WHAT DOES NATALIE NEED? AND WHEN SHE GOES BACK TO THE SCHOOL, AM I GOING TO DO CHECK INS WITH HER? HOW OFTEN AM I GOING TO DO CHECK INS? WHAT KIND OF CHECK INS? WHAT KIND OF SUPPORT IS SHE GOING TO NEED AS SHE GETS BACK TO SCHOOL TO BE SUCCESSFUL? DID WE FIND OUT THAT PART OF HER FRUSTRATION WAS MAYBE THAT ACADEMICALLY SHE WAS HAVING A REALLY HARD TIME? SO WE NEED TO PUT SOME TUTORING OR SOME ACADEMIC SUPPORTS IN PLACE.
WHAT SHOULD THE ACADEMIC SUPPORT LOOK LIKE? IS IT A MATTER OF SHE NEEDS INTERVENTION, SHE NEEDS EXTRA TUTORIALS WITH THE TEACHER? IS IT A MATTER THAT WE FEEL THAT THIS STUDENT WOULD DO WELL IF THEY WERE ABLE TO JOIN SOME KIND OF ACTIVITY TO HAVE A DIFFERENT OUTLET AND THEY HAVE RIGHTS TO.
SO THE ENTRY PLAN IS NOT SO MUCH OF LIKE A DISCIPLINE TOO, BUT MORE SO, WHAT SUPPORTS DO I NEED AS A STUDENT TO BE SUCCESSFUL GOING BACK INTO THAT ENVIRONMENT? AND HOW DO I CHECK IN TO MAKE SURE THAT YOU'RE STAYING ON TRACK? WE ALSO HAVE, AS MS. GONZALEZ SPOKE ABOUT BEHAVIOR COACHES AND INTERVENTIONISTS, AND OFTENTIMES WHAT THEY ALSO DO IS THEY WILL DO CHECKS WITH THE STUDENTS WHEN THEY GO BACK TO THE CAMPUSES TO MAKE SURE THAT THEY'RE BEING SUCCESSFUL? AND IT'S NOT A MATTER OF THERE WILL BE A RETURN TO THE DAP. SO THERE'S A LOT OF DIFFERENT THINGS THAT DR.
EASTER AND MR. BOSSIER HAVE PUT IN PLACE IN REGARDS TO THE STUDENTS. SO ONCE THEY LEAVE, THE STUDENT IS NOT JUST ON THEIR OWN.
AND I THINK YOU ANSWERED THE SECOND QUESTION, BUT JUST ALONG THE LINES OF OUR MENTAL AND BEHAVIORAL HEALTH PROVIDERS AND THIS TOOL NOT REPLACING WHAT THEY DO OR PUTTING THAT ON TEACHERS AND THIS BEING A TIER ONE, AND I THINK YOU ANSWERED THAT QUESTION, THAT THIS WOULD BE A TIER ONE.
I STILL AM A LITTLE CONCERNED,
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BUT I THINK WE'RE ALREADY DOING IT WITH PANORAMA TOO, AND HAVING TEACHERS DO THIS PORTION OF THE WORK FOR TIER ONE AND THEN MOVING UP TIER TWO. I KNOW THAT THERE WAS A TIME THAT COUNSELORS WERE ALSO PROVIDING THAT TIER ONE INSTRUCTION.AT LEAST WHEN MY CHILD WAS IN ELEMENTARY SCHOOL, IT WAS THE COUNSELOR PROVIDING ALL OF THAT AND THERE WERE MORE GROUP LESSONS. SO IS THE COUNSELOR STILL PART OF THAT TIER ONE? BUT ONCE THEY GET TO TIER TWO, IT'S ADDITIONAL WITH THE COUNSELOR, IT LOOKS A LITTLE BIT DIFFERENT.
SO THE COUNSELORS ARE STILL PART OF THE TIER ONE, SO THEY PROVIDE GUIDANCE LESSONS. AND SO THEY WILL BE ABLE TO PULL FROM THE LESSONS THAT ARE ALSO AVAILABLE IN THIS RESOURCE.
AND THEY ARE GOING TO BE THE FIRST LINE OF BEING OUR TRAINER OF TRAINERS AROUND THIS WORK TO GET THAT DOWN TO OUR CAMPUS LEVEL FOR THE TEACHERS. WHEN I WAS SPEAKING ABOUT THE COUNSELORS DOING THE GROUPS, IF WE IDENTIFIED, SAY THERE WAS A GROUP OF STUDENTS THAT THEY WERE ALL STRUGGLING WITH SOCIAL AWARENESS, WE MAY GROUP FIVE STUDENTS WITH THE COUNSELOR FOR A LUNCH BUNCH TO WORK ON THAT SPECIFIC AREA AND THEN THAT WOULD BECOME A TIER 2 RESOURCE. BUT YES, THE COUNSELORS ABSOLUTELY WILL CONTINUE DOING THOSE GUIDANCE LESSONS AND THIS GIVES THEM A RESOURCE THAT THEY CAN USE FOR THOSE LESSONS.
JUST ONE LAST QUESTION. CAN YOU TALK ABOUT THE PROCESS THAT WENT INTO SELECTING SATCHEL PULSE? AND I'M NOT MUCH FAMILIAR WITH THE MARKET, BUT I'M SURE THERE'S SEVERAL PRODUCTS THAT ARE DOING SIMILAR THINGS. AND HOW DID YOU NARROW DOWN TO PISTACHIO PULSE AND DECIDE THAT THAT'S THE BEST AVENUE TO GO WITH? THAT'S A GREAT QUESTION. SO WE HIRED LAST SPRING A BEHAVIOR AND SOCIAL EMOTIONAL COORDINATOR AT THE DISTRICT LEVEL TO SPEARHEAD THIS WORK. AND SO MANY TIMES YOU DON'T GET THIS LONG OF A RUNWAY TO RESEARCH.
BUT HE WAS, WE REALLY WANTED TO GET THIS RIGHT. SO HE SPENT THE ENTIRE YEAR, YOU KNOW, COLLECTING QUALITATIVE DATA AT THE CAMPUSES, DIGGING INTO THE QUANTITATIVE DATA, WORKING WITH, WE WORKED WITH COUNSELORS, BEHAVIOR COACHES, BEHAVIOR INTERVENTIONISTS ON THEIR FEEDBACK. WE HAD A RUBRIC WHERE WE WENT THROUGH.
WE LOOKED IN PANORAMA. WE LOOKED DEEP INTO THAT TO SEE IF IT WAS BEST TO KEEP WHAT WE HAD. AND WHAT WE FOUND WAS THAT THIS TOOL WAS ABLE TO DO WHAT WE WERE DOING WITH A LOT OF DATA, DIFFERENT TOOLS IN ONE. WE ALSO HAD SECOND STEP AS A CURRICULUM AND A COUPLE OF OTHER THINGS.
SO PEOPLE WERE HAVING TO GO TO DIFFERENT PLACES. AND SO ULTIMATELY THIS TOOL MATCHED THE BEHAVIOR ROOT CAUSE DATA THAT WE'RE TRYING TO ADDRESS.
AND IT ROSE TO THE TOP WITHIN THAT, THAT RUBRIC PROCESS. AND THEN WE ALSO BROUGHT THIS INFORMATION TO OUR DISTRICT CHAT COMMITTEE.
WE ARE DOING A PILOT AS WELL, OVER SUMMER LEARNING FOR OUR ELEMENTARY AND MIDDLE SCHOOL.
WE HAVE COUNSELORS INVOLVED WITH THAT AND TEACHERS. SO THEY'LL ALSO BE PROVIDING US FEEDBACK ON THE ROLLOUT AND HELPING US WITH NEXT STEPS.
OKAY, I DON'T SEE. OH, LET ME CHECK WITH TRUSTEE WEIR.
TRUSTEE WEIR, DO YOU HAVE ANY QUESTIONS? NOT ON PANORAMA. I HAD THEM ANSWERED LAST TIME WE HAD THE PRESENTATION, SO.
OKAY, THANK YOU. I'LL JUST ADD THAT I'M GLAD TO HEAR IT IN FRONT OF OUR SHACK AS WELL, AND THAT THERE WAS, YOU KNOW, A COMMUNITY. COMMUNITY INPUT ON THIS TOOL AS WELL. THAT WAS NOT SOMETHING I KNEW PRIOR, SO. THANK YOU. WE'RE GOING TO MOVE ON TO THE DISCUSSION ABOUT GOAL 4, BUT WE WILL PROBABLY STILL HAVE QUESTIONS FOR Y' ALL AS WE MOVE THROUGH IT. SO, TRUSTEES, I FIGURED WE WOULD TALK ABOUT THE LANGUAGE AND WHAT WE WANT GOAL FOUR TO LOOK LIKE. I THINK THAT WILL WRAP INTO THIS DISCUSSION WITH RECOMMENDATIONS ON GOAL PROGRESS MEASURES. AND WHILE WE HAVE ADMINISTRATION HERE TO ASK QUESTIONS ABOUT THAT. IF YOU HAVE ANY QUESTIONS ABOUT THE GOAL PROGRESS MEASURES AND THEN THE LANGUAGE AROUND GOAL FOUR, ADMINISTRATION PRESENTED THAT THEIR RECOMMENDATION WAS STICKING WITH THE SAME LANGUAGE THAT WE ALREADY HAVE LAST TIME.
LIKE I SAID, WE TALKED ABOUT COMBINING THE LANGUAGE OF OUR CURRENT GOAL AND THE STRATEGIC PLAN. SO IF ANYONE HAS ANY THOUGHTS AROUND THAT, WE CAN GO AHEAD AND USE OUR BUTTONS. AND TRUSTEE LANDRUM, MAYBE THIS IS A POINT OF ORDER, BUT DO WE NEED TO MAKE A MOTION TO SUSPEND TIME LIMITS SINCE WE'RE STILL TECHNICALLY UNDER THE SAME AGENDA ITEM, TO ALLOW TRUSTEES TO BE ABLE TO SPEAK FREELY FOR THIS? YES.
I MOVE THAT WE SUSPEND TIME LIMITS FOR AGENDA H1.
[01:20:01]
I HAVE A MOTION AND A SECOND.ALL IN FAVOR? ALL OPPOSED? ALL ABSTAINING? MOTION PASSES. OKAY.
TRUSTEE LANDRUM, I'M GLAD THAT TRUSTEE ROSS SECONDED IT SINCE YOU WERE OUT OF TIME. MY QUESTION OR MY FEEDBACK ON. I'M FINE WITH KEEPING THE LANGUAGE THE SAME, BUT WHEN WE ACTUALLY HAVE AN ACTION ITEM ON THIS AGENDA, WE NEED TO MAKE SURE LEGAL REVIEWS, THE LANGUAGE ON IT, THAT WE MAKE SURE THAT IT SAYS THAT IT WILL NOT BE INCLUDED IN THE SUPERINTENDENT'S CONTRACT EVALUATION REQUIREMENTS FOR THE FIRST YEAR SINCE WE WON'T HAVE NUMBERS ON IT BECAUSE IT IS TIED TO HIS ANNUAL BONUS, HIS PERFORMANCE ON OUR BOARD GOALS. SO I JUST WANTED TO MAKE SURE THAT WE BROUGHT THAT UP. I DON'T KNOW WHEN WE'RE PLANNING ON APPROVING THIS LANGUAGE, IF IT'S AT THE NEXT MEETING, BUT. OKAY, THEN WE JUST NEED TO MAKE SURE THAT THAT MOTION LANGUAGE INCLUDES THAT FOR THE FIRST YEAR OF IT WILL NOT BE TAKEN INTO ACCOUNT FOR THE SUPERINTENDENT'S BONUS WHATEVER, HOWEVER WE WORD THAT UP. SO THAT'S MY MAIN THING.
BUT I'M FINE WITH THE LANGUAGE WORDING AND MOVING FORWARD WITH THIS PRODUCT.
I DON'T HAVE ANYONE ELSE IN THE QUEUE. DOES ANYONE ELSE HAVE THOUGHTS ABOUT MOVING FORWARD WITH SWITCHING TO SATCHEL PULSE AND AWAY FROM PANORAMA AND KEEPING OUR GOAL LANGUAGE THE SAME? TRUSTEE ROSS I DO THINK THAT THIS IS A MUCH BETTER PRODUCT. I APPRECIATE THE HARD WORK YOU GUYS LOOKED INTO. I KNOW WE ALL LOOKED INTO IT AS WELL, AND IT SEEMS LIKE A MUCH MORE ROBUST AND GOOD PROGRAM. SO I AM EXCITED ABOUT THAT. I THINK I HAVE MORE QUESTIONS, I THINK, ABOUT THE GOAL PROGRESS MEASURES THAN I DO ABOUT STATEMENT. OKAY, I, I UNDERSTAND THAT MEASURING OUTPUT IS DIFFERENT THAN INPUT THAT DR. NICHOLS BROUGHT UP AT THE VERY BEGINNING OF THIS CONVERSATION. I STILL AM CONCERNED ABOUT NOT HAVING AND I DON'T KNOW THE PROPER PLACE FOR THIS, BUT IF WE'RE REALLY KIND OF ONLY LOOKING AT THIRD GRADE STUDENTS THERE, I THINK THAT THIS IS SUCH AN IMPORTANT THING TO KIND OF NOT HAVE EYES ON AS A BOARD. AND SO IF WE'RE NOT LOOKING AT CHRONIC ABSENTEEISM OR THE POPULATION THAT'S AT OUR DAEP OR, YOU KNOW, DISCIPLINE DATA OR ANYTHING ELSE, I UNDERSTAND THAT YOU KNOW, THAT BY SOLVING THE PROBLEMS, WE IDEALLY WILL ALLEVIATE THE OUTCOMES, YOU KNOW, BUT I STILL, I DON'T KNOW. I'M ASKING FOR HELP, I GUESS, WITH THE SEVEN OF US IS HOW WOULD THAT LOOK? BECAUSE I DON'T WANT A BLIND EYE ON THAT.
CLARIFYING QUESTION, WHERE ARE THE PROPOSED GPM S? I HAVE.
I DON'T KNOW IF I'VE SEEN THOSE.
SO THE WHERE WE LEFT IT LAST TIME IS THAT ADMINISTRATION WAS GOING TO TAKE SUGGESTIONS FROM US AND THEN WHEN WE BRING IT BACK AT THE NEXT MEETING, JUST LIKE WE WOULD WITH ANY OTHER GOAL, THEY'LL BRING US THE. BECAUSE WE HAVEN'T DECIDED ON THE LANGUAGE YET. THEY'LL BRING US THE GOAL PROGRESS.
SO WE DON'T HAVE GPM LANGUAGE, RIGHT? NO, WE DON'T.
TODAY IS JUST HERE ARE THINGS THAT WE THINK MIGHT BE HELPFUL FOR US TO ACCOMPLISH THIS GOAL.
BUT ULTIMATELY, ULTIMATELY IT'S ON ADMINISTRATION. THEY OWN THAT. BUT ERICA LAST TIME DID ASK FOR SAID THEY WERE OPEN TO SUGGESTIONS.
OKAY, I'M SORRY TO INTERRUPT YOU, DR.
I KNOW I NOTICED YOU WERE GOING TOWARDS YOUR MICROPHONE, BUT I JUST, I WAS LIKE, YOU WERE TALKING ABOUT LANGUAGE AND I'M LIKE, I'M TALKING ABOUT SLIDE 22 WHERE IT SAYS BOARD GOAL AND THEN IT'S TALKING ABOUT THIRD GRADE STUDENTS.
WE'RE HAVING. YES, WE APOLOGIZE. OH, THERE IT GOES.
IT SHOULDN'T HAVE SAID THIRD GRADE STUDENTS. THIS IS GOING TO BE FROM EVERYONE. THIS IS GOING TO BE FROM ALL OF OUR STUDENTS WHO ARE ABLE TO BE SURVEYED WITH THIS INSTRUMENT. SO IT SHOULDN'T HAVE SAID THIRD GRADE STUDENTS. IT'S WITH EVERYONE.
JUST LIKE WE DID WITH PANORAMA. YES, MA', AM.
I THINK WE DID. I THINK LOWER GRADES, TOO.
THE LOWER GRADES DIDN'T HAVE THE SAME TYPE OF MEASUREMENT BECAUSE THE STUDENTS COULDN'T REALLY GET ON THE COMPUTER. IT WAS MORE SO FROM TEACHER OBSERVATION.
BUT WHEN WE REPORTED OUT, WE ONLY REPORTED OUT ON 312.
[01:25:01]
I'M THE ONLY PERSON THAT IS INTERESTED ON HOW WE COULD POSSIBLY SEE MORE INPUT ON SOME OF THE OUTPUTS THAT DR. NICHOLS MENTIONED.PLEASE KNOW THAT EVEN IF IT'S NOT A GOAL PROGRESS MEASURE, WE CAN STILL INCLUDE IT IN OUR PRESENTATION. SO IT DOESN'T TAKE AWAY FROM THE FACT THAT YOU CAN STILL GET THAT INFORMATION AND IT CAN BE PART OF OUR PRESENTATION.
OH, THANK YOU. CAN EVERYBODY HEAR ME? OKAY.
I ACTUALLY HAD SORT OF SOME OF THE SAME QUESTIONS AS TRUSTEE ROSS, AND I WAS GONNA MAKE SURE THAT THAT WAS A MISTAKE ON THIRD GRADE. SO I AM GLAD TO HEAR THAT IT'S K THROUGH 12. BUT I FEEL LIKE HAVING SOMETHING SO GENERAL WHEN THE TOOL WE'RE GONNA USE NOW WITH SATCHEL PLUS IS SO ROBUST. IT DOES FEEL LIKE WE'RE NOT QUITE ASKING FOR ENOUGH IN OUR GOAL. LIKE THE WELL BEING SEEMS EXTREMELY BARE MINIMUM WHEN WE DO HAVE SOME OF THOSE CONCERNS. BUT.
SO I WOULD LIKE TO SEE THE GOAL PROGRESS MEASURES BECAUSE I THINK WE MIGHT NEED TO STRENGTHEN THE GOAL A LITTLE BIT. AND I KNOW THAT, DR.
NICHOLS, THAT WE CAN GET THE INFORMATION ON ANYTHING WE WANT AT ANY TIME. BUT TO HAVE IT SET AS PART OF A GOAL OR GOAL PROGRESS MEASURES, WE DON'T HAVE TO ASK FOR IT.
IT'S JUST GOING TO COME RIGHT. IT'S GOING TO BE WHAT'S IMPORTANT TO OUR COMMUNITY, WHAT'S IMPORTANT TO THE BOARD. SO I WOULD RATHER HAVE IT MORE FORMALIZED THAN US JUST SORT OF RANDOMLY ASKING EVERY SO OFTEN. BUT I DON'T KNOW HOW YOU PHRASE IT TO GET A LITTLE MORE IN DEPTH THAN JUST SORT OF GENERAL WELL BEING. SO I GUESS THAT'S WHAT MY THING TO THE REST OF THE BOARD, EVEN, OR MAYBE EVEN THE ADMINISTRATION, LIKE HOW COULD WE WORD IT TO MAKE IT A LITTLE MORE ROBUST THAT GOES WITH THIS NEW SYSTEM THAT WE'RE PAYING FOR.
NO, I WAS JUST GOING TO SAY THAT WE DIDN'T. THE ONLY THING WE TOOK OFF OF THE GOAL WAS WHERE WE HAD THE NUMBERS BECAUSE WE'RE GOING TO BE DOING BASELINING FOR THE FIRST YEAR. EVERYTHING ELSE REMAINS THE SAME IN REGARDS TO HOW THE GOAL BOARD GOAL FOUR READ BEFORE.
AND SO I GUESS MY QUESTION TO YOU ALL, JUST AS TRUSTEE WARE SAID, IS LIKE WHAT IS IT THAT YOU WOULD WANT TO SEE DIFFERENTLY? BECAUSE THEN ONE OF THE, I GUESS THE CONCERN IS THAT IF THAT GETS TOO SPECIFIC AND IT THEN SUGGESTS WHAT THE GPM SHOULD BE, IT MIGHT CONSTRAIN IT A LITTLE BIT. AND SO AGAIN WE'RE OPEN TO ANYTHING. JUST WAITING TO HEAR WHAT YOUR THOUGHTS ARE AS FAR AS WHAT YOU WOULD LIKE TO SEE.
AND I GUESS SO MY QUESTION THEN ABOUT THE WORDING IS THE SCHOOL ENVIRONMENT HELPS PROMOTE AND MAYBE THIS IS OUR FAULT FROM THE FIRST TIME WE DID IT, BUT WE REALLY DON'T. I MEAN WE DEFINITELY WANT OUR SCHOOL ENVIRONMENT TO PROMOTE A SENSE OF WELL BEING, BUT WE WANT THE STUDENTS TO ACTUALLY HAVE THAT SENSE OF WELL BEING. RIGHT? WE WANT THE STUDENTS TO FEEL SAFE. WE WANT THE STUDENTS TO, YOU KNOW, HAVE LOW ABSENTEEISM, NOT HAVE AS MUCH DISCIPLINARY ISSUE.
AND I MEAN THE SCHOOL ENVIRONMENT COULD TRY TO PROMOTE THAT AND STILL NOT BE SUCCESSFUL IN IT. RIGHT? IS AND I DON'T KNOW, MAYBE I'M THINKING TOO HARD ON THIS.
I JUST WANT TO MAKE A REMINDER.
I'M SORRY, I JUST WANT TO REMIND OUR BOARD THAT THE GOAL IS YOUR GOAL. SO WE JUST GAVE YOU SOME AN IDEA SUGGESTION BASED ON WHAT WE HAD BEFORE.
BUT WE ARE ALL WELCOME ANY INPUT YOU HAVE FOR US AS FAR AS THE GOAL. SO IF YOU THINK YOU COULD NEED SOME MORE TIME FOR US MAYBE TO GET SOME INPUT FROM YOU, WE DON'T WANT TO RUSH THIS AGAIN. WE KNOW NEXT YEAR IS GOING TO BE, WHAT DO YOU CALL IT, A YEAR FOR US JUST TO BASELINE. BUT IN ORDER FOR US TO COME UP WITH GPM , WE HAVE TO HAVE A GOAL. IT'S LIKE AN EGG AND THE CHICKEN, RIGHT? WHICH ONE COMES FIRST? AND THE GOAL HAS TO COME FIRST.
BUT THE GOAL IS ALSO OWNED BY THE BOARD. SO WE WOULD LOVE TO HEAR FROM YOU SO WE CAN COME UP WITH SOME IDEAS FOR GPM AND THEN WE'LL BRING IT BACK FOR CONVERSATION AND DISCUSSION AFTERWARDS.
TRUSTEE, WHAT I'D LIKE TO ALSO ADD IS REMEMBER THIS IS A GOAL.
THAT'S A NEXT PRACTICE, RIGHT? YOUR HOUSE BILL. THREE GOALS ARE YOUR READING, YOUR MATH AND YOUR CCMR. BUT THIS IS AN AWESOME OPPORTUNITY TO ESTABLISH A NEXT GOAL.
TRUSTEE LANDRUM, SO TWO THINGS GOING OFF WHAT TRUSTEE WEIR SAID THAT WE REALLY NEED TO KNOW WHAT A REPORT OUT OF THIS PRODUCT WOULD LOOK
[01:30:02]
LIKE SO THAT WE COULD ALIGN IT.LIKE WE DON'T WANT TO MAKE A GOAL THAT SAYS WE WANT TO KNOW THE NUMBER OF UNICORNS IN, YOU KNOW, IN THE SCHOOL WHEN IT DOESN'T TELL YOU THAT THERE ARE UNICORN, YOU KNOW. SO WE HAVE TO REALLY KNOW WHAT THE PRODUCT IS GOING TO REPORT OUT TO MAKE SURE THAT WE COULD STRENGTHEN THAT LANGUAGE. SO PERHAPS IT WOULD BE HELPFUL FOR US AS TRUSTEES TO SEE A SAMPLE REPORT. THAT'S GREAT, BUT IT'S SUPER TINY AND LIKE WHAT WE CAN DRAW ON THAT.
BUT IF, YOU KNOW, AND MAYBE WE LOOK AT IT AND WE SAY WE WANT TO INCREASE FROM LIKE ON SLIDE 19, IT TALKS ABOUT, YOU KNOW, THE FOUNDATIONAL, THE PIVOT AND THE MASTERY. AND WE WANT TO ALIGN IT THAT WITHIN, YOU KNOW, BY 2028 OR 2031, WE'LL HAVE ALL 70% OF OUR KIDS AT MASTERY LEVEL OR WHATEVER.
SO WE KIND OF NEED TO SEE EXACTLY WHAT. AND THAT'S A GOOD ONE RIGHT THERE. AND THEN MY SECOND ONE IS WHEN WE'RE TALKING ABOUT INFORMATION THAT WOULD BE GREAT TO HAVE. I STILL HAVE CONCERNS ABOUT SCREEN TIME AND IF THERE'S A WAY TO GET A REPORT OUT OF THIS AS TO HOW MUCH TIME THIS ACTUALLY IS TAKING AND ADDING TO SCREEN TIME FOR KIDDOS AND HOW MUCH TIME THEY'RE USING THE SYSTEM, IF THAT'S REPORTABLE. I KNOW IT'S.
WE SAY IT'S NOT GOING TO BE THAT MUCH, BUT IT ADDS UP OVER TIME. AND I JUST. I'M SO WORRIED ABOUT AS MUCH SCREEN TIME AS WE'RE HAVING IN OUR CLASSROOMS ON EVERY LEVEL. SO THOSE ARE MY 2 THOUGHTS JUST BASED ON THOSE CONVERSATIONS.
WELL, I WAS JUST GOING TO TALK ABOUT THE LANGUAGE OF THE GOAL. YOU KNOW, AMY, YOU WERE WANTING TO. TRUSTEE WEIR. EXCUSE ME. YOU WERE WANTING TO STRENGTHEN IT. AND I THINK IF WE TAKE OUT THE HELPS AND PUT IN ACTIVELY PROMOTES A POSITIVE SENSE OF WELL BEING. I THINK THAT STRENGTHEN. STRENGTHENS IT QUITE A BIT BECAUSE I THINK THE HELPS PROMOTE IS. I DON'T KNOW, IT'S KIND OF. WELL, WE'RE GOING TO TRY. YOU KNOW, I WANTED SOMETHING A LITTLE MORE PROACTIVE SOUNDING, SO THAT CAME TO MIND FOR ME.
ACTIVELY PROMOTES RATHER THAN JUST HELPS PROMOTE. SCHOOL.
YEAH. THEIR SCHOOL ENVIRONMENT.
YEAH. YOU COULD JUST TAKE THE ENTIRE LAST PART OF IT OUT.
STUDENTS WHO REPORT A POSITIVE SENSE OF WELL BEING AND JUST TAKE OUT THE SCHOOL ENVIRONMENT HELPS PROMOTE ALTOGETHER.
BEFORE I MOVE OVER TO TRUSTEE ROSS, IF WE'RE WANTING TO BE A LITTLE BIT MORE SPECIFIC AND I UNDERSTAND THAT THERE'S POTENTIALLY SOME OUTSTANDING ITEMS THAT WE WANT MORE INFORMATION ON AT THE NEXT MEETING.
IN THE LAST MEETING, AGAIN, WE DID TALK ABOUT THE COMBINING THAT LANGUAGE WITH THE STRATEGIC PLAN, WHICH IS MUCH MORE SPECIFIC.
AND SO SAYING SOMETHING LIKE THE DISTRICT WILL INCREASE THE PERCENTAGE OF STUDENTS WHO REPORT THAT THEIR SCHOOL ENVIRONMENT, IF WE WANT TO LEAVE THAT IN. PROMOTES TAKEOUT. HELPS. PROMOTES A POSITIVE SENSE OF PHYSICAL, EMOTIONAL, AND SOCIAL WELL BEING. SO THAT WE MAKE SURE THAT EACH ONE OF THOSE CATEGORIES IS COVERED.
AND I THINK THAT LENDS ITSELF TO SOME OF THE GOAL PROGRESS MEASURES THAT WE ARE ASKING FOR IN THE DATA THAT WE WANT.
BUT THAT'S JUST. AGAIN, THAT'S JUST A SUGGESTION, TRUSTEE ROSS.
THAT'S WHAT I WAS GOING TO TALK ABOUT. I THINK WELL BEING JUST IN GENERAL ISN'T THE PROBLEM. I DON'T THINK.
I MEAN, YES, I WOULD REMOVE HELPS. I THINK THE WELL BEING IS THE. THE PROBLEM OF THE LACK OF. OF. YEAH, IT'S TOO BIG.
IF WE WENT WITH GOING WITH STRATEGIC PLAN WORDING AS WELL.
BEING THERE. GIVES ENOUGH INFORMATION, I GUESS.
CAN YOU READ IT AGAIN, ALICIA? CAN WE GO BACK TO THAT SLIDE? THE GOAL SLIDE? YEAH, THE GOAL SLIDE.
I DO AGREE WITH TRUSTEE WEIR THAT WE DON'T REALLY WANT TO PROMOTE AN ENVIRONMENT. WE WANT THE STUDENTS TO REPORT THAT THEY ARE. THAT THEY PERSONALLY HAVE A POSITIVE SENSE OF WELL BEING. AND WE DON'T WANT THE ENVIRONMENT TO PROMOTE IT. WE WANT THEM TO REPORT. AND I THINK THAT'S.
IT'S A NUANCED DIFFERENCE, BUT IT IS. IT'S REALLY IMPORTANT THAT WE WANT OUR STUDENTS REPORTING THAT THEY FEEL SAFE AND THEY FEEL HAPPY AND THEY FEEL ADJUSTED. AND I THINK THAT'S. THAT'S DIFFERENT THAN AN ENVIRONMENT PROMOTING IT, THAN THE STUDENT ACTUALLY REPORTING IT.
SO THAT LANGUAGE WAS. THE DISTRICT WILL INCREASE THE PERCENTAGE OF STUDENTS WHO REPORT THAT THEIR SCHOOL ENVIRONMENT.
OH, WHO TAKE OUT SCHOOL ENVIRONMENT. WHO REPORT A POSITIVE SENSE OF PHYSICAL, EMOTIONAL, AND SOCIAL WELL BEING. YES.
DOES ANYONE ELSE HAVE ANY OTHER
[01:35:11]
QUESTIONS WHILE I WRITE THIS OUT? CAN YOU REPEAT THAT ONE MORE TIME? YES.THE DISTRICT WILL INCREASE THE PERCENTAGE OF STUDENTS WHO.
WHO REPORT A POSITIVE SENSE OF WELL BEING.
SORRY? WHO REPORT A POSITIVE SENSE OF PHYSICAL, EMOTIONAL, AND SOCIAL WELL BEING.
MY ONLY CONCERN IS THE WORD SENSE. DO WE. IS THAT CLEARLY DEFINED? WHAT THE WORD POSITIVE SENSE. DOES THAT MAKE SENSE? SENSE MAKES SENSE.
BUT THAT'S MY ONLY. NOW. NOW WE'RE WORDS. SMITHING. I KNOW, BUT THAT REPORT A POSITIVE SENSE. SPECIFIC ENOUGH FOR ME HERE.
OH, GOD. WHAT DID I SAY? JUST IN MY HEAD RIGHT NOW. I SHOULD HAVE WRITTEN IT DOWN.
AND MAYBE IT IS CLEAR ENOUGH, BUT IT JUST. I DON'T KNOW.
POSITIVE SENSE OF WHAT ABOUT THEIR SCHOOL ENVIRONMENT GIVES THEM A POSITIVE SENSE OF WELL, BEING AND LIKE. AND THE OTHERS, OF COURSE.
OH, WAIT A SECOND. WE'RE SUPPOSED TO HAVE A. WHEN YOU'RE WRITING A GOAL, YOU'RE SUPPOSED TO HAVE SOMETHING THAT YOU'RE TRACKING ON THAT. AND SO THAT OUR REPORTING, LIKE IN THAT SLIDE THAT DR. NICHOLS WAS GOING BACK TO.
ON SLIDE. MAYBE IT'S SLIDE 13.
ISH. YEAH. THIS ONE RIGHT HERE, THAT'S SLIDE 11. THAT STUDENTS WHO REPORT A 7.8 OR HIGHER.
AND I'M JUST LOOKING AT THESE NUMBERS, I'M OBVIOUSLY NOT LOOKING AT THE ACTUAL DATA NUMBERS, BUT THAT ARE REPORTING A 7 OR HIGHER ON THE FOLLOWING SCALES OR IS THAT TOO SPECIFIC? AND THAT WOULD BE SOMETHING THAT A GPM WOULD ADDRESS WITHIN YOUR. WHEN YOU WRITE YOUR GOAL, THEN REMEMBER THERE'S A POINT WHERE, LET'S SEE, THIS WILL BE CREATED. AND IN HERE YOU WILL SAY, THEN WHAT IS THE GOAL THAT YOU WANT TO GET TO? IT'S JUST BECAUSE WE SAID THAT THE FIRST YEAR, BECAUSE WE HAVE NOT ESTABLISHED A BASELINE, WE DON'T WANT TO INCLUDE A NUMBER WITHIN THE GOAL BECAUSE WE WON'T KNOW THIS AS YET. THAT'S WHY WE MADE THE NOTE AT THE BOTTOM THAT THE BASELINE WILL BE ESTABLISHED.
SO AFTER THIS FIRST YEAR, YOU CAN AMEND YOUR BOARD GOAL TO NOW INCLUDE THE NUMBERS IN THERE AFTER WE SET THE BASELINE YEAR.
REMEMBER THIS SLIDE 20 WAS AN EXAMPLE BASED ON PULLING THE DATA ON THIS SPECIFIC TOOL. WHAT ERICA SAW WAS WHAT WOULD BE APPROPRIATE. THIS WAS AN EXAMPLE OF HOW THE TARGET GOAL WOULD WORK. LET'S SAY, FOR EXAMPLE, OUR INITIAL TARGET SAID IT WAS 42%. THEN BASED ON WHAT THE RESEARCH SAYS ABOUT THIS SPECIFIC TOOL, APPROPRIATE GOAL WOULD THEN TO INCREASE IT OVERARCHINGLY FOR OUR ALL NUMBER TO 50% PLUS 8. I'M SORRY, PLUS 8% FOR THE FIRST YEAR, 10% FOR THE SECOND YEAR, AND THEN 14 CELLS. SO BASED ON THE RESEARCH ON THIS TOOL IS HOW THEN SHE LOOKED AND SAID, HERE'S HOW YOU WOULD SET THE GOAL FOR THE ALL POPULATION.
WE WOULD THEN SPECIFICALLY THOUGH, GO AND LOOK AT WHAT WAS THE BASELINE FOR ALL THE OTHER POPULATIONS OF STUDENTS BY PROGRAM, PROGRAM, RACE, AND ETHNICITY, AND THEN DECIDE THEN WHAT IS THEIR BASELINE? AND THEN BASED ON THAT GROUP AND WHAT WE WANT TO ACHIEVE FOR THAT GROUP, IF WE THEN PUSH THESE NUMBER EVEN FURTHER. SO THIS WOULD ALWAYS BE FOR THE ALL GROUP. AND THEN AS WE LOOK AT THE OTHER GROUP, SAY, WHAT DO WE WANT FOR THIS POPULATION? AND IF WE NEED TO DISPROPORTIONATELY IMPROVE THEM BASED ON WHAT WE'RE SEEING IN OUR DISCIPLINE AND OR ABSENTEEISM DATA OR ANYTHING ELSE YOU WOULD WANT US TO PULL, I HAVE AN IDEA.
SLIDE 11. IT TALKS ABOUT THE FIVE CASEL CORE COMPETENCIES.
AND RATHER THAN SAYING POSITIVE SENSE, WE COULD SAY THAT THE DISTRICT WILL INCREASE THE PERCENTAGE OF STUDENTS WHO REPORT. AND AGAIN I'M WORDSMITHING HERE,
[01:40:02]
BUT AN INCREASE ON THE STUDENT COMPETENCY LEVELS OF EACH OF THE FIVE CASEL CORE COMPETENCIES AND THEN WE FILL IN THE DATES AND THE NUMBERS LATER, BUT WE TIE IT TO THESE FIVE CASEL CORE COMPETENCIES AND PUT THAT IN OUR BOARD GOAL. AND SO THAT WE'RE LOOKING AT THIS ACTUAL DATA THAT COMES OUT OF SATCHEL PULSE. I DON'T KNOW IF THAT WORKS. I'M WORKING ON THE FLY HERE. BUT.BUT YOU WANT TO SAY SOMETHING? AS WE HAD TALKED ABOUT IT AS A TEAM, THIS IS WHERE WE WERE GOING IN REGARDS TO OUR GPM .
THIS WOULD BE. EACH ONE OF THESE WILL BE RIGHT.
SO THE THING IS, IF YOU WANTED WITHIN YOUR GOAL TO SUMMARIZE THAT, THAT WOULD BE APPROPRIATE AS WELL BECAUSE IT WOULD DIRECTLY TIE BACK TO THE GPM S. AGAIN, YOU CAN ALWAYS SAY THAT, HEY, I WANT YOU TO ALWAYS BRING INFORMATION TO BASED ON WHAT THESE NUMBERS ARE DOING. WE CAN CONCURRENTLY ALSO SAY THE OUTPUT DATA.
HERE'S WHAT'S HAPPENING IN REGARDS TO OUR DAP PLACEMENTS, HERE'S WHAT'S HAPPENING WITH THAT ABSENTEEISM. SO WE CAN LOOK AT CORRELATIONS BETWEEN THE TWO. SO AND WE CAN HAVE THAT AS A STAPLE IN THERE EVERY TIME TO KNOW THAT YOU WANT TO SEE THE TRIANGULATION BETWEEN THOSE PIECES OF DATA.
SO WHILE DEPENDING ON HOW YOU DO YOUR GOALS, FOR EXAMPLE, BASED ON WHAT YOU SEE SAID TRUSTEE LANDRUM, THIS WOULD BE OUR GPM S. AND THEN AFTERWARDS WE CAN ADD THAT OUTPUT DATA SO WE CAN TRIANGULATE TO SEE HOW THIS IS IMPACTING THAT DATA.
I GUESS I'M JUST NOT SURE WHAT WE'RE USING AS THE MEASUREMENT FOR THE BOARD GOAL AS IT'S WRITTEN RIGHT NOW.
THAT'S EXACTLY WHAT I'M ABOUT TO ASK LINDSAY IS TO EXPLAIN TO OUR BOARD HOW WE'RE GOING TO MEASURE THE GOAL.
LIKE WHERE IS, WHERE IS. ARE YOU. ARE YOU AVERAGE THIS AND ALL THAT STUFF. CAN YOU, CAN YOU TALK A LITTLE BIT MORE ABOUT HOW. BECAUSE I THINK THEY NEED TO UNDERSTAND HOW THAT WORKS.
SO AS YOU CAN SEE, THERE'S THE DIFFERENT COMPETENCIES. WE CAN AVERAGE THAT ALL TOGETHER AND GET A SENSE OF THE OVERALL STUDENT SENSE OF WELL BEING. AND TO DR.
NICHOLS POINT, IN THE DISCUSSIONS WE HAD, WE FELT LIKE WE NEEDED A GPM FOR EACH OF THESE AREAS. SO HOW ARE, HOW DO WE GROW IN SELF AWARENESS? HOW DO WE GROW IN SELF MANAGEMENT. SO I THINK ADDRESSING THAT THE COMPETENCIES ARE BEING. ARE WHAT IS BEING MEASURED.
BUT REALLY IT'S GOING TO GIVE A COMPOSITE VIEW OF HOW THE STUDENT IS DOING ON AVERAGE WITH ALL OF THEM.
AND THEN WE WOULD BREAK IT DOWN IN THE GPM .
WE'RE NOT GOING TO. I'M SORRY, CAN I. YEAH, WE'RE NOT GOING TO EXPLAIN TO THEM IF WE'RE GOING TO GET AN AVERAGE SCORE. IF THEY SYSTEM ITSELF OR WE HAVE TO COMPUTE THAT. I THINK THAT'S WHAT THEY NEED TO UNDERSTAND IF IT'S OKAY.
WE WOULD HAVE TO COMPUTE THAT THE. THE AVERAGE.
SO IS THAT AVERAGE WHAT WE WANT TO INCLUDE IN OUR OVERALL BOARD GOAL? THAT YOU KNOW, THAT THE STUDENTS WILL DEMONSTRATE A POSITIVE SENSE OF.
OF WELL BEING BASED ON AN AVERAGE OF THE FIVE CASEL CORE COMPETENCIES FROM X PERCENT TO Y PERCENT.
WE OBVIOUSLY DON'T HAVE THOSE NUMBERS AND WE WON'T FOR A WHILE. BUT I'M FINE WITH POSITIVE SENSE OF WHAT TRUSTEE MARKUM SAID.
BUT THEN ADD IN AS BASED ON AN AVERAGE OF THE CASEL CORE COMPETENCIES.
LIKE THAT GETS IT A LITTLE MORE SPECIFIC.
SO BEFORE I MOVE ON TO TRUSTEE ROSS, I'M GOING TO REPEAT THAT AS PART OF THE GOAL. SO IT WOULD BE.
THE DISTRICT WILL INCREASE THE PERCENTAGE OF STUDENTS WHO REPORT A POSITIVE SENSE OF PHYSICAL, EMOTIONAL, AND SOCIAL WELL BEING BASED ON THE AVERAGE OF THE FIVE CASEL CORE COMPETENCIES.
WAS SAYING THAT WE NEEDED TO GO BACK TO THE SMART GOALS THING.
AND KIND OF CIRCLE BACK AROUND TO SEE WHERE WE ARE.
BY THE TIME I GOT CALLED ON, I DID HAVE. DID I HAVE ANOTHER QUESTION THOUGH.
SO DR. NICHOLS TALKED ABOUT AGAIN ABOUT THOSE OUTPUTS BEING PART OF THE PRESENTATIONS. I WOULD LIKE TO ASK THE BOARD THOUGH, HOW DO WE FEEL ABOUT NOT HAVING THAT TIED TO AN EVALUATION AND JUST PART OF THE PRESENTATIONS? AND WE'RE JUST USING THIS AS PART OF THE EVALUATION FOR THE SUPERINTENDENT. SO DO WE WANT SOME OF THOSE OUTPUTS TO BE PART OF THE EVALUATION PROCESS FOR THE SUPERINTENDENT? BECAUSE RIGHT NOW WE JUST EVALUATE BASED OFF OF CONSTRAINTS AND GOALS AND THAT KIND OF STUFF.
BUT IF THEY. I APPRECIATE THE OFFER TO ALWAYS INCLUDE IT
[01:45:01]
INTO THE PRESENTATIONS, THOSE OUTPUTS, THE CHRONICLED ABSENTEE RATE, OR THE DAEP PLACEMENTS.DOES IT NEED TO BE PART OF THE. PART OF THE GOAL TO BE PART OF THE EVALUATION TOOL IS I GUESS WHAT I'M ASKING.
BY DEFINITION, THE SUPERINTENDENT MEETS A GOAL IF THEY EITHER MEET THE OVERARCHING GOAL OR THEY MEET TWO OF THE THREE GOAL PROGRESS MEASURES. IF YOU WANT TO ADD ADDITIONAL CRITERIA.
THEN WE'D HAVE TO REWRITE THE SUPERINTENDENT'S CONTRACT OUTSIDE OF, YOU KNOW, IF WE WANT IT TO BE INCLUDED.
WE WOULD HAVE TO REWRITE HIS THE SUPERINTENDENT'S CONTRACT AND NEGOTIATE WHAT HE IS GOING TO BE EVALUATED ON AND REQUEST REWARDED ON.
SO THEN I GUESS WHAT MY QUESTION IS ARE WE AS A BOARD COMFORTABLE WITH JUST THIS BEING WHAT FACTORS INTO THAT COMPONENT OF THE SUPERINTENDENT'S EVALUATION SO AND NOT THE OUTPUTS? I GUESS THERE'S TWO. YOU'RE TALKING TWO DIFFERENT THINGS.
ONE IS EVALUATED AS PART OF HIS ANNUAL BONUS AND THEN THERE'S PART OF THE EVALUATION. AND SO I DON'T THINK WE'RE POSTED TO TALK ABOUT ADDING TO HIS EVALUATION.
BUT IF YOU'RE TALKING ABOUT JUST ADDING TO WHAT IS PART OF IS FOR HIS ANNUAL BONUS THAT WOULD BE TIED TO GOALS AND GOAL PROGRESS MEASURES. DOES THAT MAKE SENSE? YES, I THINK WHAT MY QUESTION IS NOT TO REALLY DISCUSS THE SUPERINTENDENT'S EVALUATION IS MORE IS THAT HOW WE WRITE GOALS IS HOW WE EVALUATE THE SUPERINTENDENT AND THOSE TWO THINGS ARE CONNECTED AND WE HAVE AN OPPORTUNITY TO AGAIN, WHY WE ARE WRITING THIS GOAL TO THINK ABOUT HOW NOT JUST THIS SUPERINTENDENT, BUT ANY SUPERINTENDENT, YOU KNOW, FOR THE NEXT FIVE YEARS IS EVALUATED WHEN IT COMES TO THIS OVERARCHING TOPIC. AND RIGHT NOW, AS MUCH AS WE STILL WANT TO STAY WITHIN THAT SMART GOAL FRAMEWORK, IS THERE FLEXIBILITY? DO WE AS YOU KNOW, AS A BOARD, I'M ASKING TO INCLUDE SOME OF THOSE OUTPUTS AND HAVE THOSE PART OF THE MONITORING PROCESS THAT WE WOULD LIKE TO SEE, NOT JUST PART OF THE PRESENTATION PROCESS.
I'D JUST LIKE TO ADD EARLIER I SAID THAT THIS IS A NEXT PRACTICE. RIGHT. SO OUR HOUSE BILL, THREE GOALS ARE THE ONES THAT ARE REQUIRED. AND SO IF THIS GOAL BECOMES APPROVED, IT WOULD BE A NEXT PRACTICE AND THEN YOU WOULD DECIDE AFTER THAT BASELINE YEAR IF THERE'S SOME MODIFICATIONS. YOU HAVE THAT LEVITY TO DECIDE THAT MOVING FORWARD.
DOES THAT MAKE KIND OF MAKE SOME MORE SENSE FOR YOU? BUT I ALSO FEEL LIKE IF WE GET AN ANSWER NOW, THEN WE DON'T HAVE TO WORRY ABOUT THAT IN THE YEAR.
RIGHT. IF WE HAVE CONSENSUS THAT WE WANT TO INCLUDE AND MAYBE I'M THE ONLY ONE BUT AND I KNOW I DON'T KNOW, I'LL PAUSE, I GUESS I'M STILL NOT ENTIRELY CLEAR BECAUSE IF WE'RE THE OUTPUTS WOULD BE INCLUDED IN THE GOAL PROGRESS MEASURES.
AND ARE YOU TALKING ABOUT ADDITIONAL OUTPUTS THAT ARE NOT IN THE GOAL PROGRESS MEASURES? THEY ARE IN CHARGE OF THE GOAL PROGRESS MEASURES.
SO WE DON'T GET TO DICTATE THAT THE OUTPUTS ARE PART OF THE GOAL PROGRESS MEASURES.
RIGHT. WHAT DR. NICHOLS IS LABELING AS OUTPUTS. AND SO IF WE WANT TO FACTOR THAT INTO THE GOAL, THEN WE NEED TO SAY THAT THAT'S WHAT WE WANT PART OF THE GOAL AND NOT JUST WE WANT IT IN THE PRESENTATION.
I KNOW WE'RE NOT POSTED TO TALK ABOUT MY VALUATION, BUT MY EVALUATION IS NOT DONE BASED ON THE GOALS AND CONSTRAINT. I WANT TO MAKE SURE EVERYBODY KNOWS THAT'S RIGHT. THERE ARE OTHER FACTORS THAT THE BOARD LOOKS AT IT. SO IF THAT'S SOMETHING THE BOARD FEELS LIKE YOU WANT TO ALSO LOOK AT DATA AROUND EAP, THAT'S.
SO. BECAUSE MY EVALUATION IS NOT SOLELY DONE ON. YEAH, SO THAT'S WHAT I'M SAYING.
BUT I THINK YOU'RE TALKING ABOUT EVALUATION, RIGHT? OR ARE YOU TALKING ABOUT BOTH? BOTH.
SO I ALSO WAS JUST LOOKING FOR SOME CLARIFICATION ON OUTPUTS, BUT I THINK. SO WHAT I UNDERSTAND, TRUSTEE ROSS, IS THAT YOU ARE WANTING TO MAKE SURE THERE ARE CERTAIN THINGS ENCAPSULATED IN THE GOAL PROGRESS MEASURES.
THERE ARE SOME MAYBE NON NEGOTIABLES, EVEN THOUGH THAT COMES FROM THE SUPERINTENDENT, SORT OF BASED ON OUR DISCUSSIONS.
IF IT'S ABSENTEEISM OR DISCIPLINE THAT YOU REALLY FEEL LIKE WOULD BE NECESSARY TO COME UNDER THIS GOAL, I THINK THAT THAT. YEAH, I MEAN,
[01:50:01]
I THINK THAT THAT PROBABLY GETS TO IT. I JUST AM ASKING OUR MORE EXPERIENCED TRUSTEES AND I MEAN, AGAIN, I COULD BE THE ONLY ONE AND THEN THAT'S FINE.I THINK WE'RE GOING TO NEED SOME OF THOSE. AND IT IS HARD NOT KNOWING KIND OF WHAT THE GPM S. BUT AS ERICA SAID, WE, YOU KNOW, OBVIOUSLY THEY'RE GOING TO DO THESE FIVE.
BUT IS ABSENTEEISM, YOU KNOW, WHERE DOES THAT FALL? WHERE DOES DISCIPLINE FALL? AND WE VOTE ON THOSE. YOU KNOW, WE WILL VOTE ON THE GPM S AND THE GOALS, EVEN THOUGH WE DIDN'T CREATE THE GPM . SO I GUESS MY FEELING IS I LIKE THE LAST VERSION THAT ALICIA READ. I MEAN THAT PRESIDENT MARKUM READ.
BUT THEN IF WE KIND OF HOLD OFF UNTIL WE CAN SEE THOSE GOAL PROGRESS MEASURES THAT THE ADMINISTRATION BRINGS BACK, YOU KNOW, WE EITHER VOTE FOR IT OR WE VOTE AGAINST IT.
IF IT'S NOT. IF WE DON'T FEEL LIKE IT REALLY ENCOMPASSES WHAT WE WANT THAT GOAL TO REALLY LOOK AT.
SO WHAT I'M HEARING IS THAT WE HAVE CONSENSUS AROUND THE LANGUAGE FOR THIS GOAL BASED ON WHAT I JUST READ ADDING ON THE. BASED ON AN AVERAGE OF THE FIVE CASEL CORE COMPETENCIES WE HAVE EXPRESSED WHAT OUR SUGGESTIONS AND RECOMMENDATIONS AND OUR HOPES ARE FOR THE GPM S AND WHAT WE WOULD LIKE TO TRACK. I THINK THAT WE NEED TO WAIT. WE HAVE, AGAIN, WE HAVE IT BUILT INTO OUR AGENDA NEXT TUESDAY TO DISCUSS THIS ITEM AND THEN POTENTIALLY TAKE ACTION ON IT. AS A BOARD, WE CAN ALWAYS DECIDE TO PUSH OUT. THAT WOULD NOT BE MY PREFERENCE.
BUT WE DO HAVE FLEXIBILITY BUILT INTO THE AGENDA ON TUESDAY TO FURTHER DISCUSS THIS. I THINK WE HAVE CONSENSUS ON THIS LANGUAGE AND WE CAN MOVE FORWARD WITH THAT AS THE BASIS OF OUR DISCUSSION NEXT WEEK.
SEE WHAT GPM S ADMINISTRATION COMES BACK WITH BASED ON THIS DISCUSSION AND SEE IF WE FEEL COMFORTABLE WITH THOSE GPM S.
IF WE DON'T, I THINK WE NEED TO HAVE FURTHER DISCUSSION AROUND WHAT'S POSSIBLE WITH THIS TOOL, WHAT ADMINISTRATION'S EXPECTATIONS ARE WITH THOSE GPM S. AND THEN ALSO, DO WE NEED TO CHANGE THE LANGUAGE OF THE GOAL TO FURTHER CAPTURE WHAT WE'RE WANTING OUT OF IT? BASED ON WHAT YOU BRING WITH THE GPM S, DOES THAT SOUND TRUSTEE LANDRUM AND TRUSTEE ROSS, IF THERE IS STILL SOMETHING THAT YOU THINK WOULD BE IMPORTANT TO MEASURE AND BE REQUIRED, WE CAN ALWAYS THROW THAT INTO A CONSTRAINT. IF YOUR ABSENTEEISM OR YOUR ATTENDANCE OR YOUR, YOU KNOW, PLACEMENT AND DISCIPLINE BEHAVIOR DATA.
YOU KNOW, WE USED TO HAVE A GOAL ON DISCIPLINE DATA AND WE GOT RID OF IT.
BUT YOU CAN ALWAYS ADD IT TO A CONSTRAINT AND THEN IT BECOMES AN OFFICIAL. WE'RE GOING TO GET REPORTING ON IT REGULARLY AND IT IS PART OF THE EVALUATION IF WE THROW THAT INTO A CONSTRAINT.
AND I WAS LOOKING AT THAT AS AN OPTION. I'M JUST, YOU KNOW, WHAT'S THE EASIEST THING? CAN WE. I ACTUALLY WAS TALKING TO TRUSTEE WEIR ABOUT IT. THIS MIGHT NOT MAKE SENSE TO ANYONE HERE EXCEPT FOR MAYBE CHEWY. I LOOK AT THESE THINGS AS KIND OF LIKE HOW YOU WRITE ARTIST STATEMENTS. ARTIST STATEMENTS ARE VERY, VERY SHORT AND HAVE TO BE VERY, VERY CONCISE. SO EVERY SINGLE WORD MATTERS A LOT. AND SO HOW DO YOU SAVE THE MOST INFORMATION WITH THE LEAST AMOUNT OF SPACE? AND SO I KIND OF LIKE, THAT'S FROM MY EXPERIENCE HOW I LOOK AT THIS. HOW DO WE BRING IN EVERYTHING THAT WE REALLY WANT TO SEE, GET DOWN TO IT, AND THEN THAT IS WHAT WE MOVE FORWARD INSTEAD OF HAVING FIVE CONSTRAINTS AND FIVE AND THEN FIVE GOALS, WHATEVER IT IS.
AND I THINK THAT'S IMPORTANT BECAUSE AS WE GET INTO THE CONSTRAINTS CONVERSATION, WE MAY FIND A WAY TO MEASURE THE THINGS AND THE EXPECTATIONS THAT WE HAVE. SO I THINK THAT'S A PERFECT SEGUE INTO OUR CONSTRAINTS DISCUSSION. THANK YOU SO MUCH FOR BEING HERE AND FOR PROVIDING ALL OF THIS INFORMATION. IT WAS REALLY HELPFUL IN THE DISCUSSION FOR GOAL 4 AND LOOK FORWARD TO FINALIZING THIS NEXT WEEK.
BEFORE WE MOVED ON. I JUST WANTED TO ASK A CLARIFYING QUESTION.
IS IT POSSIBLE IF YOU CAN READ THE STATEMENT ONE MORE TIME.
ABSOLUTELY. AND I'LL FOLLOW UP WITH EMAIL TOMORROW AND SEND IT TO YOU GUYS. BUT IT'S. THE DISTRICT WILL INCREASE THE PERCENTAGE OF STUDENTS WHO REPORT A POSITIVE SENSE OF PHYSICAL, EMOTIONAL, AND SOCIAL WELL BEING BASED ON AN AVERAGE OF THE FIVE CASEL COURT COMPETENCIES.
[01:55:01]
OKAY.AND WHAT YOU'RE ASKING FOR US TO COME BACK WITH THE NEXT TIME IS TO SAY WHAT WOULD BE THE GPM S UNDER THAT GOAL BASED ON HOW THE GOAL IS WRITTEN.
THANK YOU. AND BEFORE TRUSTEE ROSS, I THINK WE WERE ALSO ASKING A LITTLE BIT MORE INFORMATION ABOUT WHAT.
AND I'M GOING TO FOLLOW UP WITH YOU ON THAT. DR. AZAIZ, I THINK THAT WE WANTED TO FURTHER SEE A REPORT.
THAT'S WHAT I WROTE DOWN. WHAT CAN THE TOOL REPORT OUT AND HOW MUCH SCORE SCREEN TIME DO WE ANTICIPATE THAT OUR STUDENTS WILL HAVE WITH THIS TOOL? I THINK THOSE WERE THE TWO OUTSTANDING.
JUST TO CLARIFY, THIS IS FOR NEXT WEEK? YES, FOR TUESDAY.
OKAY. WHEN WE GET TO THE GOAL FOR DISCUSSION ON THE AGENDA.
OKAY. AND THEN BEFORE WE MOVE ON TO OUR CONSTRAINTS, I JUST WANTED TO THANK OUR PUBLIC SPEAKERS TONIGHT. ONE THING I THINK WE AS A BOARD STRIVE FOR IS WITH GOVERNANCE, WE PUT THINGS DOWN ON PAPER, WE HAVE DISCUSSION, DISCUSSION UP HERE.
BUT IT'S REALLY IMPORTANT FOR US TO HEAR HOW WHAT WE'RE DOING IS ACTUALLY IMPACTING OUR FAMILIES AND WHAT'S HAPPENING IN OUR DISTRICT. SO JUST A WORD TO OUR COMMUNITY AS WE CONTINUE THIS DISCUSSION. WE DO WANT TO HEAR FROM YOU AND HOW YOU'RE BEING IMPACTED OUT IN THE DISTRICT. SO THAT WHEN WE ARE LOOKING AT THESE GOALS AND WE'RE DISCUSSING THEM, WE HAVE A BETTER UNDERSTANDING OF WHAT'S GOING ON. WHAT'S GOING ON AT THAT.
AT THAT BASE LEVEL WITH OUR FAMILY. SO THANK YOU.
OKAY. AND I'M GOING TO TURN IT OVER TO DR. LLOYD FOR CONSTRAINTS.
THANK YOU. THANK YOU FOR THAT RICH DISCUSSION. YOU KNOW, IT'S VERY, VERY IMPORTANT TO REALIZE THAT YOU ARE TALKING ABOUT THINGS THAT FOR THE FUTURE BUT REALLY TRYING TO UNPACK THEM. AND THAT'S CHALLENGING WHEN YOU'RE THE FIRST ONE ON THE MOON.
REMEMBER WHEN YOU'RE THE FIRST ONE ON THE MOON, YOU HAVE TO DECIDE WHAT'S THE NEXT STEP.
AND SO I REALLY VALUE THE DISCUSSION THAT WE JUST GOT THROUGH HAVING IN THE LAST FEW MINUTES REALLY THINKING ABOUT THE FUTURE AND TRYING TO MAKE IT AS CLEAR AS POSSIBLE.
AND WE KNOW THAT WE MAY MONITOR AND ADJUST ALONG THE WAY. AND THAT'S OKAY. THAT'S OKAY. SO I DO THANK YOU. ALSO, WE SENT OUT A SURVEY TO BOARD MEMBERS ABOUT YOUR INPUT REGARDING OUR CONSTRAINTS. I GOT SOME INPUT.
I KNOW WE HAVE MORE INPUT, BUT WE'RE GOING TO HAVE AN OPPORTUNITY IN A FEW MINUTES TO REALLY TALK ABOUT THAT INPUT. AND THERE WERE SEVERAL QUESTIONS. AFTER YOU REVIEWED THE CONSTRAINTS, WE WANTED TO KNOW KIND OF WHAT YOU THOUGHT. AND SO I JUST WANTED TO BRIEFLY JUST GO THROUGH THESE SLIDES, BUT I ALSO WANT TO HAVE AN OPPORTUNITY FOR YOU TO GO TO THE POSTER BOARDS TO TALK WITH EACH OTHER ABOUT THE CONSTRAINTS, THE CURRENT BOARD CONSTRAINTS.
SO, AS YOU CAN SEE FROM THE BLUE ON THIS ONE, THOSE THAT WE GOT ONLINE RESPONSES FROM, THE MAJORITY WERE SAYING, KEEP THE BOARD CONSTRAINTS THE SAME.
BUT. BUT WHEN WE HAVE OUR GROUPS THAT WE'RE ABOUT TO GO INTO, IF YOU HAVE ANOTHER CONVERSATION, THAT'S OKAY AS WELL. LOOKING HERE, WE WANT TO TALK ABOUT HOW MANY PEOPLE THAT WE HAD INITIALLY, BUT MORE ARE ALSO GIVING THEIR INPUT.
SO WE'RE GOING TO REALLY LOOK AT THAT WHEN WE TALK WITH EACH OTHER. AND THEN, OF COURSE, THAT WAS CONSTRAINT ONE. THIS IS CONSTRAINT TWO. THE MAJORITY WAS SAYING, KEEP IT THE SAME, AS WELL AS TIME FOR OUR TURN AND TALK. AND THREE, AND SO THERE ARE TWO POSTER BOARDS, ONE OVER HERE AND ONE OVER HERE. AND THERE'S LIKE EIGHT OF US. EXACTLY RIGHT. SO I WANT YOU TO HAVE TIME TO TALK WITH YOUR NEIGHBORS ABOUT THE CONSTRAINTS. ARE WE FINE WITH THE CONSTRAINTS AS THEY ARE? ARE THERE OTHER IDEAS, ADDITIONAL IDEAS THAT WE WANT TO INVESTIGATE? AND SO, BOARD PRESIDENT, DO WE WANT TO ALLOW THEM MAYBE FIVE TO SEVEN MINUTES TO HAVE THAT DISCUSSION, OR DO THEY NEED MORE? ARE YOU WANTING US TO WRITE THOSE DOWN ON THE POSTER BOARD? YES.
UNLESS YOU HAVE A PREFERENCE FOR A DIFFERENT GROUP, IF YOU JUST SEPARATE LIKE THAT, AND THEN WE'LL COMBINE TOGETHER. DOES THAT MAKE SENSE? NO, I THINK THAT'S GREAT.
THAT MEANS YOU GET TO GET UP A LITTLE BIT, MOVE AROUND, AND LET'S TALK ABOUT OUR CONSTRAINTS. ARE WE FINE WITH THEM THE WAY THEY ARE, OR DO WE NEED SOME MODIFICATION IN THE CONSTRAINTS? PRESIDENT, TRUSTEE WEIR.
OH, I'M SORRY, I. WELL, SINCE I'M NOT THERE AND I CAN'T DO THAT PART, I AM ONE OF THE ONES THAT FILLED IT OUT.
AND I WILL SAY I'M THE ONE THAT SAID I WANTED CHANGES. SO I DON'T KNOW IF THERE'S ANY WAY TO SHARE MY SUGGESTIONS THAT I FILLED OUT ON THAT.
SO EVERYBODY, EVERYBODY RECEIVED AN EMAIL AT THE BEGINNING OF THE MEETING THAT HAS ALL OF THE SUGGESTIONS. IT DOES INCLUDE NAMES, THE QUESTIONS, AND THEN YOUR RESPONSES TO EVERYTHING. SO WE DO HAVE ALL OF THAT IN FRONT OF US.
SO YOU SEE ON CONSTRAINT NUMBER THREE, A CHANGE FOR SUPERINTENDENT.
CONSTRAINT NUMBER THREE AND ALSO NUMBER ONE. SO WHEN YOU TALK WITH YOUR GROUPS, DISCUSS, AND THEN WE'LL COME BACK AND SHARE TOGETHER. I'LL GIVE YOU ABOUT FIVE MINUTES. IF YOU FEEL MORE COMFORTABLE HERE, THAT'S FINE.
BUT IF YOU FEEL MORE COMFORTABLE, WOULD LIKE TO WRITE ON THE POSTER BOARD, THAT'S FINE AS WELL.
[02:00:01]
DR. LLOYD, DO YOU WANT US TO TALK ABOUT SCHOOL BOARD CONSTRAINTS AND SUPERINTENDENT CONSTRAINTS, OR DO YOU WANT US TO FOCUS ON JUST ONE OF THOSE FIRST, YOUR PREFERENCE? I'D LIKE TO START WITH SCHOOL. WHAT WOULD YOU GUYS LIKE TO START WITH? WITH THE SCHOOL BOARD.YES. LET'S START WITH SCHOOL BOARD AND THEN MAYBE COME BACK TOGETHER AND THEN WE CAN DISCUSS SUPERINTENDENT.
OKAY. IS EVERYONE FINE WITH THAT? OKAY, GREAT.
GIVE DR. AZAHIZ A BREAK. THANK YOU. THAT WAS REALLY INTERESTING. RIGHT. SO WHAT IF YOU PLAN A GROUP ACTIVITY AND THE GROUP HAS ALREADY DONE SOMETHING AHEAD OF TIME? RIGHT. SO WHEN WE LOOKED AT THE INFORMATION, I SAW THAT THERE WAS ALREADY MODIFICATIONS BEING REQUESTED ON AT LEAST NUMBER ONE AND TWO.
AND SO I'M GOING TO ALLOW OPEN FLOOR. LET'S DISCUSS THAT A LITTLE BIT.
FOR OUR CONSTRAINTS. WHAT DID YOU FIND INTERESTEES? YOU CAN.
TRUSTEE ROSS, WE WOULD LIKE FOR YOU TO GO BECAUSE YOU HAVE A LOT OF IDEAS, AND I THINK THAT THAT WILL.
YOU HAVE MORE THAN OUR GROUP HAD. SO I THINK THAT WILL SPUR CONVERSATION FOR THE REST OF US. SO WHY DON'T YOU GO AHEAD AND KICK US OFF? OH, THANKS. THAT MAKES ME SOUND INTENSE.
WELL, OKAY. SO I UNDERSTAND, I GUESS, WHY THE CONSTRAINTS WERE MADE AT THE TIME PERIOD THAT THEY WERE MADE. I DO THINK IT'S IMPORTANT FOR US TO FOCUS ON OUR CURRENT ISSUES, BUT THEN ALSO PLAN FOR THE FUTURE OF FIVE YEARS.
RIGHT. AND FOR WHOEVER IS SITTING AT THE DAIS, NOT JUST WHO WE'RE LUCKY ENOUGH TO HAVE RIGHT NOW BECAUSE WE'RE ALL AMAZING. SO, YEAH, I THINK WE ALL KIND OF WERE OKAY WITH ADMITTING NUMBER ONE ACCORDING TO YOUR LITTLE.
CAN YOU READ? DO YOU HAVE THEM PULLED UP? CAN YOU JUST.
NO, NO, NO, NO. THE ONES THAT WE'RE ADMITTING, LIKE, I DON'T KNOW IF THE COMMUNITY KNOWS WHAT BOARD CONSTRAINT NUMBER ONE IS.
OKAY, SO BOARD CONSTRAINT NUMBER ONE, THE BOARD SHALL NOT SO SPEND MORE THAN ONE HOUR PER MONTH IN EXECUTIVE SESSION WITH THE EXCEPTION OF LEGAL CONSULTATION AND GRIEVANCES.
AND CURRENTLY I DON'T THINK THAT THAT'S MUCH OF A PROBLEM. I WOULD DEFER TO THE PRESIDENT TO SAY IF SHE.
NO. AND THAT GOAL WAS WRITTEN SPECIFICALLY FOR THE BOARD AT THAT TIME BASED ON THE ITEMS THAT THEY WERE DISCUSSING ON A MONTHLY BASIS. SO IT REALLY DOES NOT PERTAIN TO THIS BOARD, NOR SHOULD IT PERTAIN TO ANY BOARD GOING FORWARD. SO THAT'S WHY WE ALSO SAID TO OMIT IT.
WELL, IN ADDITION TO THAT, WE'VE NEVER TRACKED IT, AND YOU REALLY CAN'T GO INTO CLOSED SESSION WITHOUT LEGAL CONSULTATION.
LIKE, THERE'S VERY FEW REASONS THAT YOU CAN. MOST OF OUR ITEMS SAY TO CONSULT WITH ATTORNEY REGARDING BOARD RELATIONS. EVEN THAT SAID CONSULT. SO IT'S REALLY SILLY, WE'LL PUT IT THAT WAY.
I THINK I ACTUALLY WROTE THAT DOWN SOMEWHERE.
CONSTRAINT TWO. I THINK YOU GUYS ALSO WROTE ON THE BOARD THAT YOU'RE INTERESTED IN GETTING RID OF THE BOARD SHALL NOT VIOLATE BOARD OPERATING PROCEDURES OR POLICY OR THE LAW. AGAIN, I UNDERSTAND WHY THAT WAS WRITTEN. I DO THINK ON MY END, I THINK IT'S IMPORTANT FOR US TO HAVE A REMINDER TO STAY IN OUR LANE. I DON'T KNOW IF IT NEEDS TO BE WRITTEN THAT WAY, BUT JUST ANOTHER FORM THAT YOU KIND OF. THAT THE PRESIDENT CAN KIND OF REMIND, YOU KNOW, NEWBIE TRUSTEES OR MYSELF OR WHOEVER THAT SOMETIMES, YOU KNOW, WE TRUSTEES IN GENERAL SOMETIMES KIND OF OVERSTEP A LITTLE BIT. AND SO I THINK THAT THAT'S A GOOD REMINDER. BUT. SO THAT WAS ON OUR SIDE. YOU GUYS WROTE A MIT, SO THERE'S THAT. DO YOU WANT ME TO KEEP GOING? SO ARE YOU SAYING THE BOARD SHALL NOT VIOLATE THE GOVERNANCE MANAGEMENT RESPONSE? IS THAT WHAT YOU'RE TALKING ABOUT? LIKE, GOVERNANCE VERSUS MANAGEMENT? I THINK SO. I THINK.
AND IF YOU GUYS DON'T THINK THAT THAT'S NECESSARY, THEN THAT'S COOL. LIKE, I. I DON'T. THIS IS NOT THE HILL I'M WILLING TO DIE ON.
WELL, IT'S LIKE YOU SAID, I DON'T THINK IT'S NECESSARY FOR THIS BOARD. I THINK IF WE WERE TO.
I DON'T MIND SOME SORT OF GUARDRAILS DOWN THE LINE, FOR SURE, BUT I LIKE TRUSTEE LANDREN'S POINT ABOUT HOW DO YOU TRACK IT.
AND THAT'S SOMETHING, I GUESS, WITH THE BOARD CONSTRAINTS WE'VE NEVER REALLY DONE ON ANY OF THEM.
WELL, THAT WOULD BE TRACKED BY THE STAFF TIME TRACKER, WHICH WE DON'T HAVE.
WOULD THAT BE IN POLICY? MAYBE INSTEAD, LIKE, ISN'T THAT COVERED IN POLICY? SORT OF LIKE THE WHOLE. THE WAY WE TALK TO EACH OTHER,
[02:05:01]
HOW WE COMPLAIN ABOUT ANOTHER ONE OR ALL THAT STUFF.SO, I MEAN, IF WE GO WITH TRUSTEE LANDRUM'S POINT ABOUT THAT WE CAN'T REALLY TRACK IT OR WE DON'T FEEL LIKE IT'S WORTH THE DISTRICT'S TIME TO TRACK IT, TO THEN MAKE SURE WE DO IT AND THEN THAT. WE ALREADY HAVE THAT COVERED, THEN MAYBE WE'RE JUST LOOKING AT, YOU KNOW, HOW DO YOU HANDLE TRUSTEE BEHAVIOR? OKAY.
SO AS THE BOARD CONTINUES TO GROW, CONSTRAINTS CHANGE.
RIGHT. AND SO SOME OF YOU HAD SOME IDEAS FOR TODAY. WOULD YOU LIKE TO SHARE YOUR IDEAS FOR TODAY? WELL, SO THEN I THINK WE.
WHAT I SAW ON BOTH SIDES, AN AGREEMENT ON BOARD CONSTRAINT, CURRENT THREE, BUT WITH MAYBE SOME ALTERATIONS ON THE BOARD SHALL NOT HOLD LESS THAN ONE COMMUNITY FORUM PER QUARTER. I SEE THAT YOU GUYS, I THINK PUT PER SEMESTER. WE SAW THAT AND ADDED IT TO OURS AS WELL BECAUSE THEY COULD UNDERSTAND THAT, LIKE QUARTER IS WEIRD IN EDUCATIONAL SYSTEMS, YOU KNOW, SO WE COULD START THERE IN MY. I MEAN. YEAH, WELL, IF BOTH SIDES HAD IT, I THINK WE HAVE CONSENSUS THAT THAT CONSTRAINT NOW MOVES TO BOARD CONSTRAINT NUMBER ONE, THAT THE BOARD SHALL NOT HOLD LESS THAN ONE COMMUNITY FORUM PER SEMESTER.
YES, I DID WANTED TO ASK THAT. WE KIND OF TALKED ABOUT LIKE, WHAT IS A FORUM? IF WE'RE LOOKING AGAIN, KIND OF IN THIS KIND OF IDEA OF BEING SPECIFIC, WHAT. WHAT COUNTS AS A FORUM.
I MEAN, I THINK WE WANT TO LEAVE IT KIND OF BROAD BECAUSE DIFFERENT OPPORTUNITIES ARE GOING TO PRESENT THEMSELVES. LIKE WHEN WE DID PROFESSIONAL DEVELOPMENT LAST YEAR AND WE HAD THE OPPORTUNITY TO DO THAT FORM STAFF LISTENING SESSION.
RIGHT. I MEAN, THAT WAS. YOU COULD CATEGORIZE THAT UNDER A FORUM, BUT THAT'S NOT AN OPPORTUNITY WE HAVE EVERY YEAR. SO I WOULD THINK YOU'D WANT TO LEAVE IT KIND OF BROAD JUST TO MAKE SURE WE HAVE FLEXIBILITY IN HOW WE HOLD THOSE. AND THE IMPORTANT PART IS THAT WE DO IT.
AND SO WE ONLY WANT TWO A YEAR.
THE BACK TO SCHOOL EVENT COULD COUNT AS A FORUM. YOU KNOW, YOU DON'T CALL IT THAT, BUT I, I THINK IN MY MIND A FORUM IS AN OPPORTUNITY TO ENGAGE WITH THE COMMUNITY OUTSIDE OF THE BOARDROOM. AND IT'S INTENTIONAL, IT'S PROMOTED.
IT'S, YOU KNOW, WE'RE REACHING OUT AND SAYING, COME MEET WITH US IF YOU HAVE ANY CONCERNS.
THAT'S WHAT I THINK OF A FORUM.
AND IT'S ALSO THE FLOOR. I MEAN, WE CAN ALWAYS DO MORE.
WE'RE JUST HOLDING OURSELVES ACCOUNTABLE TO DOING AT LEAST THOSE TWO.
WERE THERE OTHER IDEAS FOR IT THIS EVENING? OTHER IDEAS FOR CONSTRAINTS, FOR NEW CONSTRAINTS? YES. ALL RIGHT.
IF YOU KNOW ME, THIS ISN'T A SHOCK. I LOOKED AT WHAT OTHER DISTRICTS DO. I DID RESEARCH, AND SO I HAVE A WHOLE LIST OF WHAT IS COMMON FOR OTHER DISTRICTS IN THE STATE. ONE THING THAT I DIDN'T SEE, AND I. I KNOW IT'S IMPOSSIBLE, IT WAS HOW MUCH TIME WE SPEND MONITORING STUDENT OUTCOMES. WE SPEND LESS THAN 25%.
SO AVERAGE IS 25% FROM JANUARY THROUGH MAY. YEAH.
AND I KNOW, I THINK. AND I KNOW TRUSTEE CUERO WASN'T THERE, BUT LIKE ON OUR FIRST.
MY FIRST TRAINING, WE TALKED ABOUT HOW DO WE INCREASE OUR FOCUS ON STUDENT OUTCOMES ON THE DAIS. AND WE, YOU KNOW, DISCUSSED ALL SORTS OF THINGS AT THAT MOMENT. AND IF WE'RE STILL ONLY AT 25% WHEN OUR GOAL IS TO BE OVER 50, I DON'T KNOW IF HAVING IT AS A CONSTRAINT WOULD CAUSE US TO BE MORE MOTIVATED TO MAKE THAT HAPPEN OR IT'S JUST NEVER GOING TO HAPPEN, EVEN WITH THE INTENT AND WHO, I MEAN, NOT WHO CARES, BUT THAT'S AN UNREALISTIC GOAL SET BY LSG.
JUST A COMMENT FOR THAT ALSO. I HEAR YOU.
BUT THEN THINKING ABOUT, LIKE, AGENDA PLANNING AS WELL AS HOW ARE WE SPENDING OUR TIME, REALLY, YOU KNOW, WE KNOW WHAT'S ON THE AGENDA, BUT THEN HOW ARE WE SPENDING THAT TIME DURING THE BOARD MEETING MOVING FORWARD? WE CAN ACTUALLY HAVE AN IMPACT ON THAT BECAUSE I DO HEAR YOU.
AND IT GROWS OVER TIME. IT DEPENDS ON THE AGENDA, THE TIME OF YEAR, BECAUSE WE KNOW THAT THERE ARE CERTAIN TYPES OF REPORTS THAT ARE GIVEN DURING CERTAIN MONTHS.
BUT I DO HEAR YOU. AND 25% IS SOMETHING WE CAN GROW FROM.
BUT THEN I ALSO WANT TO ASK THE QUESTION LIGHTLY,
[02:10:02]
IS THAT. LET'S TALK ABOUT AS A GROUP, YOU KNOW, WHERE ARE WE WITH THE TIME USE TRACKER? DO WE EVEN KNOW? ARE WE STILL TRACKING THAT TIME? AND IF.AND IF WE ARE, THEN LET'S LOOK AT THAT.
AND I WAS GOING TO SAY, I MEAN, I THINK THAT THAT'S A VALUABLE GOAL, ESPECIALLY THINKING LIKE, CURRENTLY I'M SITTING AS CHAIR.
RIGHT. AND AS I'M DEVELOPING THE AGENDA, HAVING THAT CONSTRAINT IN MIND IS HELPFUL IN MOTIVATING WHEN BUILDING THE AGENDA AND THEN FOR TRUSTEES TO SUBMIT AGENDA REQUESTS.
RIGHT. AND BECAUSE WE USED TO PUT NEXT TO IT, WHETHER OR NOT IT WAS. IT PERTAINED TO STUDENT OUTCOMES OR NOT.
BECAUSE AT THE TIME, TRUSTEE LANDRO WAS GETTING A LOT OF REQUESTS THAT WERE NOT TIED TO STUDENT OUTCOMES. RIGHT. OR REALLY WEREN'T EVEN OUR ROLE.
SO I THINK THIS IS ANOTHER WAY TO HOLD US ACCOUNTABLE TO THAT. AND IT IS SOMETHING WE ALREADY TRACK, SINCE THAT IS, YOU KNOW, THAT'S ALSO A CONCERN OF HOW ARE WE TRACKING THIS TO MAKE SURE WE ARE BEING HELD ACCOUNTABLE TO IT. IF WE ALREADY HAVE A TRACK, A TRACKING MECHANISM, THEN I THINK THAT'S A VALUABLE BOARD CONSTRAINT.
MY ONLY FEEDBACK ON THAT IS IT'S ENCAPSULATED IN OUR QUARTERLY BOARD SELF EVALUATION. AND IF WE WANTED TO GIVE US A LITTLE MORE FLEXIBILITY, WE COULD TIE IT TO OUR BOARD SELF EVALUATION SCORE. AND THAT WAY IF WE HAVE A QUARTER WHERE WE HAVE MORE THINGS THAT WE JUST HAVE TO TALK ABOUT, YOU KNOW, WHEN WE'RE GOING OUT FOR A BOND, WE ARE SPENDING HOURS TALKING ABOUT NO STUDENT OUTCOMES AND THERE'S NOTHING YOU CAN DO ABOUT IT IN A DISTRICT OF THIS SIZE. AND SO THERE ARE OTHER WAYS THAT YOU CAN INCREASE YOUR BOARD SELF EVALUATION SCORE, THOUGH, BY HOLDING COMMUNITY FORUMS, BY MEMORIZING THE BOARD GOALS, YOU KNOW, AND THERE'S OTHER WAYS TO INCREASE OUR SCORING TO WHICH OVERALL SPEAKS TO THE HEALTH OF US AS A BOARD, IN MY OPINION. YOU KNOW, I MEAN, I DON'T THINK LONE STAR GOVERNANCE IS PERFECT, BUT I THINK THERE ARE A LOT OF ELEMENTS IN YOUR BOARD SELF EVALUATION THAT HOLDS US ACCOUNTABLE TO THINGS THAT SHOULD BE IMPORTANT. AND SO WE, RATHER THAN JUST FOCUSING ON. I LOVE TALKING ABOUT THAT, BUT IF YOU WANTED TO ENCAPSULATE IT INTO A BIGGER THING, YOU COULD TALK ABOUT, WE WON'T ALLOW OUR BOARD SELF EVALUATION SCORE TO FALL BELOW, YOU KNOW, 50. I CAN'T REMEMBER WHAT WE SCORED ON OUR LAST GOAL, BUT SOMETHING LIKE THAT, THAT WOULD JUST BE A MORE ROBUST WAY TO INCLUDE THAT SINCE WE ALREADY INCLUDED IN OUR BOARD SELFIE VALVE.
I WOULD ALSO SAY THAT WE WOULD LOOK REALISTICALLY IF I LOVE THAT IDEA, WHAT HAVE WE HISTORIC BECAUSE THE SAME THING THAT WE DO WITH OUR STUDENTS, RIGHT? IT'S WHAT HAVE WE HISTORICALLY SCORED? AND THEN WHAT'S A REALISTIC GOAL FOR THE FUTURE? AND THEN I WOULD GO BACK TO SAY, WHERE ARE THE RULES FOR IMPROVEMENT? AND SO IF WE ARE LOOKING AT LIKE, WHY I FEEL LIKE THERE'S VERY LITTLE MORE WE CAN DO. I MEAN, WE LIMIT CONVERSATIONS TO TWO MINUTES AND WE DO THIS AND WE DO THAT AND WE, I MEAN, WE WON'T HAVE TRUSTEE. WE'RE HERE TO ALWAYS HELP, BUT, YOU KNOW, I DON'T KNOW HOW MUCH BETTER WE CAN GET. AND DEFINITELY WHEN I LOOK AT OTHER DISTRICTS, WE'RE PRETTY ON IT. AND SO THAT MIGHT MEAN THAT THERE'S CONVERSATIONS WITH THE DISTRICT ABOUT TIME SPENT ON PRESENTATIONS OR I DON'T KNOW.
BUT YEAH, WELL, AND I LIKE IT TIED TO OUR SELF EVALUATION TOO, BECAUSE I FEEL LIKE AS A BOARD, I MEAN, I KNOW WE PUSH IT OFF SO THAT WE CAN INCREASE OUR SCORE, BUT OUR SELF EVALUATION RIGHT NOW FEELS LIKE SOMETHING WE HAVE TO DO AND NOT SOMETHING WE FIND VALUABLE. AND I THINK THIS WOULD TIE VALUE TO IT AND LIKE YOU SAID, HELP THE ENTIRE HEALTH OF THE BOARD AND HELP US REMAIN FOCUSED. SO I THINK WE CAN TALK ABOUT IT NEXT WEEK.
LIKE WE HAVE THE BASIS OF THAT, AND I THINK WE HAVE A CONSENSUS AROUND THAT AS A BOARD GOAL.
AND THEN WE CAN TALK ABOUT THE SPECIFICS OF WHAT WE WANT, WANT THAT SCORE TO BE AND BRING IDEAS BACK ON TUESDAY AROUND THAT PERCENTAGE.
I THINK THAT THE GREAT THING THAT'S HAPPENING RIGHT NOW IS THAT YOU ARE BEING HONEST WITH YOURSELVES AS A TEAM AS WELL AS INDIVIDUALLY TO SEE WHAT IS WORKING FOR YOU, WHAT FITS RIGHT NOW.
AND AS WE HAVE MORE IDEAS, I THINK SHE HAS A FEW MORE MAYBE, BECAUSE WHEN I WALKED OVER THERE, THAT TEAM WAS REALLY HUMMING.
WE'VE GOT TWO, SO PICK YOUR BEST ONE.
THAT'S RIGHT. SO I LIKE HER TO DO SHARE AND THEN, YOU KNOW, SEE WHERE IT GOES. THANK YOU.
SO I'M JUST THROWING IT OUT THERE. THE OTHER DISTRICTS HAVE FIVE. NOT SAYING THAT WE NEED FIVE. SO THIS, I THINK THREE OF THEM KIND OF GO A LITTLE BIT CLOSE TOGETHER.
AND IT IS ABOUT HOW WE MAKE OUR GOVERNANCE DECISIONS, HOW WE APPROVE INITIATIVES, OR ANY OF THAT KIND OF STUFF.
AND I WOULD KIND OF LOOK AT IT AS THE IDEA, AND AGAIN,
[02:15:02]
I WOULD BE OPEN TO WORDSMITHING THIS TOGETHER.BUT IN OUR PROCESSES OF MAKING DECISIONS, MAKING SURE THAT THERE IS OPPORTUNITIES FOR MEANINGFUL STAKEHOLDER ENGAGEMENT AND FEEDBACK, HOW DO WE MAKE THOSE DECISIONS? LINKED, ONGOING. AND HOW DO WE MEASURE, OF COURSE, TO BOARD GOALS, STUDENT OUTCOMES? I MEAN, EVEN I THOUGHT OF RANDOMLY THE OTHER DAY ABOUT, LIKE WHEN WE HAVE BUDGET CONVERSATIONS, WE NEVER TALK ABOUT HOW DOES THAT RELATE TO STUDENT OUTCOMES? HOW DO THE BUDGET DECISIONS THAT THE DISTRICT MAKES OR WHATEVER RELATE TO STUDENT OUTCOMES? AND THEN MAKING DECISIONS WITHOUT MAKING SURE THAT WE HAVE SUFFICIENT INFORMATION REGARDING OUTCOMES, RISKS, TRADE OFFS, FISCAL IMPACTS, THAT KIND OF STUFF, DOES THAT ALL KIND OF MAKE SENSE? AND IT'S MORE ABOUT, YOU KNOW, MAKING SOME SORT OF CONSTRAINT ABOUT HOW WE MAKE DECISIONS AND THE INFORMATION THAT WE NEED TO MAKE SURE WE HAVE ON HOW WE MAKE DECISIONS.
SO LIKE MAKING THE GOAL HAVE US BE MORE ACCOUNTABLE TO STUDENT OUTCOMES IN EVERY AGENDA ITEM. IS THAT WHAT YOU'RE KIND OF TRYING TO SAY LIKE THAT WHENEVER WE'RE MAKING OR AT LEAST VOTING SITUATIONS, WE AT LEAST DISCUSS HOW IT'S GOING TO AFFECT THE STUDENTS.
SO I HAVE THE BOARD. THE BOARD SHALL NOT MAKE MAJOR GOVERNANCE DECISIONS WITHOUT MEANINGFUL OPPORTUNITIES FOR STAKEHOLDER ENGAGEMENT AND FEEDBACK. THE BOARD CAN'T. SHALL NOT APPROVE MAJOR INITIATIVES, POLICIES, OR BUDGET PRIORITIES THAT ARE NOT CLEARLY CONNECTED TO BOARD GOALS AND CONSTRAINTS.
THE BOARD SHALL NOT MAKE SUFFICIENT DECISIONS WITHOUT SUFFICIENT INFORMATION.
OH, SIGNIFICANT DECISIONS WITHOUT SUFFICIENT INFORMATION REGARDING EXPECTED OUTCOMES, RISKS, TRADE OFFS, AND FISCAL IMPACTS. AND YOU CAN KIND OF SEE HOW THEY'RE KIND OF ALL KIND OF RELATED IN A WAY.
THE BOARD SHALL NOT MAKE MAJOR GOVERNANCE DECISIONS WITHOUT MEANINGFUL OPPORTUNITIES FOR STAKEHOLDER ENGAGEMENT AND FEEDBACK.
I WILL SAY I LIKE THE CONCEPT, BUT I HAVE CONCERNS ABOUT LIKE WHAT THE DEFINITION OF A MAJOR DECISION IS, WHAT THE DEFINITION OF STAKEHOLDER FEEDBACK IS, AND THEN ALSO HOW DO YOU TRACK IT AND HOW IS IT REPORTED? AND LIKE THAT'S THE CONCEPT IS GREAT AND I LOVE THAT.
BUT HOW DO WE, HOW DO WE TRACK IT? I DON'T KNOW THAT YOU CAN QUANTIFY THAT. THAT MAY CHANGE FOR EACH BOARD, HOW THEY WANT TO HOLD THEMSELVES ACCOUNTABLE.
YOU KNOW WHAT I MEAN? WE CAN KIND OF HAVE A CONSENSUS BETWEEN THE SEVEN OF US, HOW OUR EIGHT, INCLUDING OUR SOUP, HOW WE WANT TO TRACK IT OR WHAT WE THINK IS IMPORTANT.
IF WE'VE DONE THE RIGHT THING, IF WE FEEL LIKE WE'VE SUCCEEDED AT IT, I MEAN, ANOTHER BOARD MAY DOWN THE LINE, YOU KNOW, GO, WELL, WE DON'T NEED TO DO AS MUCH AS THEY DID. WE CAN STILL TRACK THIS WITHOUT, YOU KNOW, AND STILL MAINTAIN THE CONSTRAINT OR WITHOUT. THE INTEGRITY, WITHOUT CHANGING THE INTEGRITY OF THE ACTUAL CONSTRAINT. DOES THAT MAKE SENSE? I'M ALSO WONDERING AGAIN, I ALSO LIKE THE CONCEPT BEHIND IT. I DO HAVE CONCERN WITH THERE ARE THINGS THAT WE HAVE TO DO THAT DON'T DIRECTLY IMPACT STUDENT OUTCOMES AND HOW CREATING A CONSTRAINT LIKE THAT WOULD NOT ALIGN WITH SOME OF THE BUSINESS THAT WE HAVE TO DO. BUT I'M ALSO WONDERING IF THE STAKEHOLDER PIECE AND EVEN THE INFORMATION THAT WE GET IS MORE BUILT INTO A SUPERINTENDENT CONSTRAINT THAN IT IS INTO A BOARD CONSTRAINT.
I THINK WHAT I'M IS, I THINK THAT THERE IS OWNERSHIP THAT WE NEED TO HAVE ON HOW THE RELATIONSHIP BETWEEN TRUSTEES OR THE BOARD AND A DISTRICT, NOT SPECIFICALLY THIS ONE, BUT JUST IN GENERAL. AND A LOT OF TIMES IF YOU LISTEN TO OTHER BOARDS, IT'S ALWAYS, WELL, THE DISTRICT IN THE DISTRICT. WELL, I FEEL LIKE THERE, THERE'S SOMETHING THAT WE NEED TO TAKE OWNERSHIP ON AND MAKING SURE THAT, THAT WE ARE MAKING SURE THAT WE ARE PROPERLY INFORMED AND PROPERLY, YOU KNOW.
AND MAYBE THAT'S AN INDIVIDUAL COMPONENT.
HOW DO WE QUANTIFY IT IS MY QUESTION.
ONE WAY WOULD BE TO DO A REFLECTION ON BOARD WORK AND SUPERINTENDENT WORK AND JUST GET KIND OF LIKE WHERE EVERYONE IS
[02:20:02]
TO LEVEL SET. AND THAT'S SOMETHING THAT WE CAN DO JUST INDEPENDENTLY AND EITHER THROUGH A ONE ON ONE OR JUST A RESPONSE KIND OF WHAT'S IN EVERYONE'S HEAD ABOUT LIKE WHERE THEY ARE WITH THAT, BECAUSE EVERY BOARD IS DIFFERENT. BUT THEN WHEN YOU HAVE WHAT THE WORK IS, IT DOES FINALLY FLESH ITSELF OUT INTO, OH, THIS REALLY IS BOARD WORK OR THIS REALLY IS SUPERINTENDENT WORK. BUT SOMETIMES IT TAKES A CONVERSATION AND A DIALOGUE TO KIND OF FLESH THAT OUT.SO I THINK WE HAVE CONSENSUS AROUND LIKING THE IDEA AND THE CONCEPT, AND I THINK MAYBE WE NEED SOME MORE REFINEMENT. SO I THINK WE JOT IT DOWN AS AN IDEA THAT WE WANT TO COME BACK TO ON TUESDAY.
AND MAYBE IN THE MEANTIME, THE WORK FOR US KNOWING THIS IS COMING BACK ON TUESDAY IS TO TRY FOR EACH OF US TO COME BACK AND TRY TO REFINE ANYTHING THAT'S OUTSTANDING. I THINK WE HAVE TWO THAT WE HAVE GOOD CONSENSUS ON AND I THINK WE WANT TO MOVE FORWARD WITH SOMETHING LIKE THIS, BUT LET'S TAKE TIME TO THINK ABOUT IT AND COME BACK TO IT ON TUESDAY. IS THAT OKAY WITH YOU? YEAH.
AND I MEAN, THIS IS AGAIN, WHEN WE PROBABLY GET INTO SUPERINTENDENT CONSTRAINTS, THERE MIGHT BE HILLS I'M WILLING TO DIE ON.
THIS IS NOT ONE. I THINK IT'S JUST ABOUT US TAKING OWNERSHIP OF WHAT OUR ROLE IS AND MAKING SURE THAT WE, WE FULFILL THAT ROLE. JUST IN GENERAL TERMS, IF ANYBODY'S INTERESTED, I THINK I LOOKED AT OVER 20 DIFFERENT DISTRICTS IN THE STATE. OTHER COMMON BOARD CONSTRAINTS ARE GOVERNANCE TIME, OPERATION, MICROMANAGEMENT, INDIVIDUAL TRUSTEE AUTHORITY, FREQUENT GOAL CHANGES, WHICH AGAIN, I DON'T THINK WE HAVE A PROBLEM WITH GOVERNANCE COSTS AND DECISION MAKING WITHOUT COMMUNITY INPUT. SO THOSE ARE KIND OF BROAD GENERAL TERMS IF THAT MAKES ANYBODY SPARKS ANYBODY'S INTERESTS.
JUST ANOTHER THING TO LIKE, I'M GOING BACK TO THIS ONE THAT YOU. WE WERE SPECIFICALLY TALKING ABOUT FIRST WAS LIKE, AND WHAT HAPPENS IF WE WEREN'T ABLE TO GET WHATEVER THE DEFINITION OF SIGNIFICANT STAKEHOLDER FEEDBACK IS LIKE, I CONSIDER ADOPTING A GOAL LIKE A SIGNIFICANT DECISION.
THAT'S A MAJOR DECISION THAT A BOARD MAKES. AND WE HAD LITTLE TO ALMOST ZERO STAKEHOLDER FEEDBACK. SO HOW DOES LIKE, WHAT HAPPENS IN A SITUATION LIKE THAT WHERE WE REALLY NEED TO ADOPT A GOAL? WE WEREN'T ABLE TO GET STAKEHOLDER FEEDBACK.
AND ARE WE PROHIBITED FROM ADOPTING A GOAL BECAUSE WE DIDN'T GET.
SO PERSONALLY, I WOULD SAY JUST MY GUT RESPONSE IS WE DIDN'T TRY. RIGHT. SO IT'S NOT LIKE WE JUST DIDN'T DO IT. AND THEN THE OTHER THING WAS IF WE WOULD HAVE HAD A CONSTRAINT THAT SAID THAT WE, I MEAN THAT WE HAD TO, WOULD OUR BEHAVIOR AS TRUSTEES WOULD HAVE CHANGED, WOULD WE HAVE GONE ON SOCIAL MEDIA OURSELVES AND ADVERTISED IT. WOULD WE, I MEAN LIKE THAT WE HAD A VIRTUAL ONE.
AND I WENT. JUST BECAUSE I HAD A BREAK IN WORK, I WENT AND I, I THINK I LIKE SPAMMED13 FACEBOOK GROUPS AND TEXTED PEOPLE AND DID ALL OF THESE THINGS AND WE HAD ALL THESE PEOPLE SHOW UP OVER THE BUDGET CONVERSATIONS.
RIGHT. AND THEN ANOTHER ONE AND I DIDN'T HAVE THAT BANDWIDTH.
BUT MAYBE IF I HAD A CONSTRAINT I SHOULD HAVE OWNED THAT.
MAYBE IT WAS A LITTLE BIT MORE ABOUT SELF REFLECTION, ABOUT OUR OWN OWNERSHIP IN THIS AND NOT JUST OH, THE DISTRICT SHOULD DO THIS AND THE DISTRICT SHOULD DO THAT. IT'S LIKE WHAT IS OUR OWN OWNERSHIP? BUT ALSO UNDERSTAND THIS IS A VOLUNTEER POSITION AND WE WORK FULL TIME AND DR.[INAUDIBLE] YOU CAN HELP ME REMEMBER.
PERHAPS THIS FALLS UNDER. I THINK THAT THERE. AND I'VE BEEN TRYING TO FIND IT AND I CAN'T FIND IT ONLINE.
USUALLY I CAN FIND THE MANUAL SUPER EASY.
BUT THERE'S A SECTION OF LONE STAR GOVERNANCE THAT TALKS ABOUT THEORY OF ACTION AND ONE OF THE PARTS OF OUR BOARD SELF EVAL IS THAT THE BOARD HAS ADOPTED A THEORY OF ACTION AND WE'VE NEVER DONE THAT AS A BOARD.
BUT I DON'T KNOW IF PERHAPS SOME OF THE GOVERNANCE STUFF THAT TRUSTEE ROSS IS TALKING ABOUT BECAUSE I CAN'T REMEMBER EXACTLY WHAT ARE EACH ONE OF THOSE THEORIES OF ACTION OR MAYBE THAT'S. IS THAT THE RIGHT PHRASE THAT I'M THINKING AND IF NOT, THERE'S SOME KIND OF PHRASE THAT YOU'RE SUPPOSED TO ADOPT AND DOES THAT. WOULD THAT ENCOMPASS MORE OF WHAT TRUSTEE ROSS IS TALKING ABOUT OF HOW OUR PRIORITY TO GOVERNANCE WORKS? WELL, THE THEORY OF ACTION IS MORE ABOUT THE INSTRUCTION ABOUT WHAT IS THE THEORY OF ACTION FOR WHETHER IT'S STRATEGIC OR WHETHER YOU KNOW WHAT. WHAT ARE THE THINGS THAT YOU'RE USING TO HELP STUDENTS LEARN. BUT THEN WHAT SHE'S TALKING ABOUT, WHICH IS ALSO GREAT. AND I LOVE SOMETHING THAT SHE SAID A WHILE AGO, I JUST ALREADY FORGOT IT.
[02:25:01]
BUT IT WAS REALLY GREAT THOUGH I SHOULD SAY IT THAT WAY IS REALLY KIND OF TO WORDSMITH WHAT YOUR CONSTRAINTS WOULD BE FOR THE BOARD.AND THEN REALLY THINKING ABOUT WHAT'S HAPPENING NOW.
NOT. NOT JUST MAYBE SOME GENERAL. I THINK A GREAT THING THAT SHE'S ALSO DONE IS TO LOOK AT OTHER DISTRICTS AND SEE KIND OF WHAT THEY HAVE. BUT WHAT ARE THE THINGS THAT WE'RE GOING TO POSITIVELY IMPACT THIS BOARD AT THIS STAGE RIGHT NOW. AND WE MAY NOT BE ABLE TO SAY THAT TONIGHT, BUT WE'LL HAVE SOME THOUGHTS TO PONDER.
WELL AND I THINK WHAT I WOULD LIKE TO DO BEFORE NEXT MEETING IS YOU ALL WILL GET. I'VE BEEN TAKING NOTES AND SO YOU ALL WILL GET THIS INFORMATION AFTER THIS MEETING BEFORE NEXT MEETING SO THAT YOU. WE HAVE THE BASELINE FOR OUR DISCUSSION GOING FORWARD. AND AGAIN, I THINK THIS IS ONE THAT WE NEED A LITTLE BIT MORE REFLECTION TIME ON, BUT THAT ARE IN AGREEMENT THAT THERE. THERE IS SOMETHING THERE TO IT THAT WE'RE ALL INTERESTED IN MOVING FORWARD WITH. I JUST DON'T THINK WE'RE ALL LANDING ON EXACTLY WHAT THAT IS TONIGHT. SO THAT WOULD BE THREE. AND I DO WANT TO MOVE ON. WE CAN. WE CAN CONTINUE TO DISCUSS NEXT WEEK IF WE WANT TO GO BEYOND THREE, BUT I ALSO WANT TO HAVE. I KNOW IT'S GETTING LATE, AND I WOULD REALLY LIKE TO GET ALL THIS APPROVED NEXT TUESDAY. SO I'D REALLY LIKE FOR US TO HAVE THE INITIAL CONVERSATION ABOUT SUPERINTENDENT CONSTRUCTION SO THAT WE JUST HAVE THAT BASELINE GOING INTO NEXT TUESDAY AND WE'RE WORKING THROUGH THE IDEAS NEXT WEEK THAT WE'RE THROWN OUT AND REFINING THEM SO THAT WE CAN HAVE CONSENSUS ON WHAT WE WANT TO MOVE FORWARD WITH. SO IF IT'S OKAY WITH EVERYONE AND TAKE BREAKS AS YOU NEED TO. I'M NOT DOING A FORMAL BREAK, BUT PLEASE TAKE BREAKS AS YOU NEED TO. I'D LIKE TO GO AHEAD AND MOVE FORWARD, I THINK, WITH SUPERINTENDENT CONSTRAINT.
AND I THINK THE MOST POWERFUL THING THAT'S HAPPENED SO FAR IS THAT YOU KNOW THAT YOUR CURRENT CONSTRAINTS NO LONGER WORK FOR YOU, AND SO YOU'RE EAGER TO ESTABLISH SOME NEW CONSTRAINTS.
AND I THINK THAT THAT'S POWERFUL AND IMPORTANT TO DO. I GUESS THAT'S. IT'S NOT WORKING.
SO WILL WE DO THE BOARDS AGAIN? WILL WE BREAK INTO GROUPS AND DO THE BOARDS AGAIN FOR THE SUPERINTENDENT CONSTRAINT.
SLIDE? YEAH, I PROMISE. I PAID MY BILL.
IS IT OKAY, DR. LLOYD, IF WE BREAK. IF WE BREAK INTO OUR GROUPS AGAIN AND DO THE SAME THING WITH SUPERINTENDENT CONSTRAINTS? OKAY.
ALL RIGHT. THANK YOU. GO AHEAD AND BREAK INTO YOUR GROUPS.
AND YOU CAN'T OMIT NUMBER ONE AND TWO THIS TIME. YOU HAVE TO REALLY LOOK AT THEM. OKAY, THANK YOU.
CAN WE HEAR FROM OUR GROUP OVER HERE? SO I THINK WE KIND OF WANTED TO DEFER OR HAVE THE CONVERSATION WITH AMBER AND ALICIA.
TRUSTEE LANDRUM AND PRESIDENT MARCO SAID DON'T AGREE. OH, OKAY. BECAUSE I THINK I. YOU KNOW, AGAIN, WE KNOW WHY IT WAS WRITTEN.
AT THE TIME IT WAS WRITTEN, THE STATE WAS MANDATING THE SOCIAL EDUCATION ACCESS WOULD NOT GROW. WE'RE NO LONGER IN THEORY AT THAT POINT.
BUT I DO THINK SOMETHING TO DEAL WITH SPECIAL EDUCATION COMPLIANCE IS IMPORTANT.
JUST CLARIFICATION. THAT'S NOT WHY IT WAS WRITTEN, THIS WAS AFTER THE 8% CAP ON ALL OF THAT. SO IT'S NOT WHY THIS ONE WAS WRITTEN, BUT GO AHEAD.
SO WE DO AGREE ON SOME THINGS, JUST NOT NECESSARILY SO.
THIS, THE GOAL, THE CONSTRAINT AS IT'S WRITTEN, I DON'T FEEL LIKE IS A GOOD MEASUREMENT ON THE PROGRESS OF OUR STUDENTS WHO RECEIVE SPECIAL EDUCATION SERVICES. IT DOESN'T MATTER WHERE YOU ARE ACADEMICALLY, COGNITIVELY, PHYSICALLY ON THE DISABILITY SPECTRUM.
STANDARDIZED TESTING IS NOT A GOOD WAY TO MEASURE PROGRESS.
AND SO THAT IS THE CHALLENGE THAT I HAVE WITH THIS CONSTRAINT AND SOME THINGS THAT I PERSONALLY WOULD LIKE TO SEE ADDRESSED. AND I WROTE A CONSTRAINT, ALTHOUGH I'M BEING TOLD IT'S NOT. THERE'S NOT A WAY TO TRACK IT. BUT I WANT TO PUT IT OUT THERE SO THAT YOU GUYS CAN HEAR SOME OF THE THINGS THAT I SEE ARE CHALLENGES FOR ANY STUDENT WHO'S RECEIVING SPECIAL EDUCATION SERVICES TO MAKE PROGRESS. SO HERE'S WHAT I WROTE. THE SUPERINTENDENT SHALL NOT ALLOW DISTRICT PRACTICES SYSTEMS OR RESOURCE ALLOCATION TO CREATE BARRIERS THAT PREVENT STUDENTS RECEIVING SPECIAL EDUCATION SERVICES FROM ACHIEVING THEIR MAXIMUM ACADEMIC, SOCIAL AND POST SECONDARY OUTCOMES. I KNOW THAT THERE'S A LOT OF THINGS THAT THE DISTRICT HAS PUT IN PLACE TO IMPROVE ON THE
[02:30:01]
BARRIERS THAT DO AND DO AND DID EXIST IN OUR DISTRICT. AND I WOULD LIKE TO SEE. AND AGAIN, I DON'T KNOW WHAT THE, I DON'T KNOW WHAT THE MEASUREMENT IS AND I'LL PUT THAT OUT THERE.BUT I, I WOULD LIKE TO SEE ACCOUNTABILITY FOR THE REMOVAL OF THOSE BARRIERS SO THAT OUR STUDENTS CAN MAKE PROGRESS. AGAIN.
IT'S JUST NOT THE WAY. I MEAN, IF YOU ARE STILL CHANGING PROGRAMS ACROSS 10 CAMPUSES AT THE END OF YEAR AND YOU'RE ASKING, YOU KNOW, AND AGAIN, I'M JUST, I'M SPEAKING TO SELF CONTAINED. BUT IF YOU'RE MOVING A SELF CONTAINED PROGRAM FROM ONE CAMPUS TO ANOTHER, YOU'VE CREATED A BARRIER AND YOU SET THAT STUDENT BACK. SO EVEN WITH THEIR INDIVIDUAL GOALS, THERE'S POTENTIAL FOR THEM NOT TO PROGRESS BECAUSE IT'S GOING TO TAKE THEM SIX MONTHS TO ACCLIMATE TO THEIR NEW CAMPUS. AND THAT'S A RESOURCE ALLOCATION THING. I KNOW IT'S NOT NECESSARILY THE INTENT, BUT THAT'S DEFINITELY A RESOURCE ALLOCATION THING. SO THERE'S VARIOUS THINGS IN PLACE AND AGAIN, SOME OF THAT'S OUT OF OUR CONTROL, BUT THERE ARE THINGS IN PLACE THAT CREATE BARRIERS THAT PREVENT STUDENTS FROM PROGRESSING. AND SO I'M LOOKING FOR ACCOUNTABILITY IN REMOVING THOSE AND HOW WE CAN GET OUR STUDENTS TO MOVE FORWARD. I KNOW TRUSTEE LANDRUM HAD THE IDEA OF MEASURING PROGRESS ON EACH STUDENT'S INDIVIDUAL GOALS.
EACH STUDENT'S IEP. AND I DON'T KNOW IF YOU WANT TO SPEAK A LITTLE BIT MORE TO THAT.
SO THIS IS AN IDEA THAT I'VE HAD BACK WHEN I WAS BOARD PRESIDENT. SO NOW WE'RE TALKING EVEN TWO YEARS AGO. IS AND I 100% AGREE WITH PRESIDENT MARKUM THAT STANDARDIZED TESTING FOR A NON STANDARDIZED KID IS LUDICROUS BECAUSE FROM ONE DAY TO THE NEXT, THEIR PERFORMANCE ON ANY KIND OF TESTING LIKE THAT IS. IT JUST DOESN'T WORK. BUT FOR STUDENTS WHO RECEIVE SPED SERVICES, THEY ALL HAVE AN IEP WHERE THEY HAVE INDIVIDUAL GOALS BASED ON A THING CALLED A PLOF, WHICH STANDS FOR YOUR PRESENT AREAS OF ACADEMIC FUNCTIONING, PRESENT LEVELS, WHATEVER.
AGAIN, WORDSMITH WORD ALPHABET SOUP, AS DR. NICHOLS WAS REFERRING TO EARLIER. BUT THE PLAAF IS WRITTEN AND THEN GOALS ARE WRITTEN FOR EACH INDIVIDUAL STUDENT.
UNLIKE A TYPICALLY DEVELOPING STUDENT WHO RECEIVES A REPORT CARD, A STUDENT IN SPECIAL EDUCATION SERVICES ALSO RECEIVES A PROGRESS REPORT WHICH IS THEIR PROGRESS ON THEIR INDIVIDUAL GOALS THAT ARE WRITTEN FOR THAT SPECIFIC STUDENT. SO MY THOUGHT IS TO TAKE THAT DATA. IT SITS IN AN ENTIRELY DIFFERENT PROGRAM THAT WE DON'T OWN AND SITS IN A PROGRAM CALLED FRONTLINE. IT'S A STATEWIDE PROGRAM SYSTEM, I BELIEVE. IS THAT RIGHT? IS THAT OUR DISTRICT? OKAY, WE USE A SYSTEM CALLED FRONTLINE, BUT THAT PROGRESS REPORT REPORTS OUT INDIVIDUAL STUDENT PROGRESS ON A GOAL THAT IS WRITTEN FOR THEM. SO IF THE ACCOUNTABILITY IS WE WANT STUDENTS TO MAKE PROGRESS, THEN THE GOALS NEED TO BE WRITTEN BETTER FOR THE STUDENT SO THEY CAN ACTUALLY MAKE A PROGRESS ON IT. BECAUSE RIGHT NOW THERE'S NO, I MEAN CONSEQUENCE. WELL, THE CONSEQUENCES FOR THE STUDENT.
BUT CONSEQUENCE SEEMS LIKE A WRONG WORD.
BUT THERE'S NO CONSEQUENCE. IF A STUDENT DOESN'T MEET THEIR GOAL AT THE END OF THE SCHOOL YEAR, IT'S LIKE, THEY DIDN'T MEET THEIR GOAL.
OKAY, JUST CONTINUE THAT GOAL FOR THE NEXT YEAR. AND SO IF THERE'S ACCOUNTABILITY FOR THESE GOALS THAT ARE WRITTEN FOR THE INDIVIDUAL STUDENT, THEN THERE'S GOING TO BE GREATER ATTENTION PAID TO THAT GOAL. THE GOALS THAT ARE WRITTEN AND THAT'S WHAT YOU TRACK. I DON'T KNOW HOW THAT, HOW WE ACCESS THAT. WHEN I TALKED ABOUT THIS A COUPLE OF YEARS AGO, IT WAS LIKE, THAT'S DATA THAT'S NOT AS EASY TO GET TO. BUT I DON'T KNOW, I'M NOT, I DON'T KNOW HOW IT LIVES. I DON'T KNOW HOW YOU EXTRACT IT. I DON'T KNOW HOW YOU WOULD PULL IT FOR 13.8% OF OUR STUDENT POPULATION AND EVALUATE IT. BUT INDIVIDUAL GOALS THAT ARE WRITTEN FOR INDIVIDUAL STUDENTS AND THEIR PROGRESS ON THAT IS REALLY HOW YOU.
BECAUSE IT'S MEASURED OVER A WHOLE 12 MONTH SPAN AND HOW THEIR PROGRESS IS ON AN INDIVIDUAL GOAL THAT'S SUPPOSED TO BE TAILORED FOR THAT KID.
SO MY EXPERIENCE WITH HAVING A STUDENT THAT RECEIVES SPECIAL EDUCATION SERVICES IS VERY DIFFERENT THAN I THINK, WELL, VERY SIMILAR AND VERY DIFFERENT THAN YOU ALL.
OUR GOALS WERE. I MEAN, I WROTE OUR GOALS AND THAT'S NOT SOMETHING YOU LAUGH.
BUT IT WASN'T SOMETHING THAT I DON'T.
THERE WAS NEVER A HUGE FOCUS ON MOVING FORWARD IN GOALS. SO I UNDERSTAND THAT THAT WOULD BE THE FOCUS THERE. I ALSO SAY THAT IT'S EXHAUSTING AS
[02:35:03]
PARENTS. AND SO I DON'T KNOW HOW DO YOU MONITOR THAT TO KNOW. AND THIS IS AN ISSUE STATE, LIKE NATIONALLY, WORLDWIDE PROBABLY.THIS, YOU KNOW, IT'S NOT SOMETHING THAT JUST WE EXPERIENCE. AND THEN THE HURDLES, AGAIN, IT'S NOT JUST ABOUT IF A CAMPUS CHANGES A PROGRAM. YOU KNOW, IT'S. EVERY SINGLE INTERACTION IS A HURDLE AND A FIGHT. AND OUR EXPERIENCES WOULD HAVE BEEN VERY DIFFERENT IF I CONTINUED TO FIGHT LIKE I DID WHEN HE WAS LITTLE.
CAN I JUST SAY ONE THING THOUGH? BUT IF A PROGRAM WERE TO BE CHANGED AND IT SETS BACK A KIDDO ON THEIR PROGRESS AND THEIR GOAL FOR SIX MONTHS, MAYBE THAT REQUIRES THE CONVERSATION OF DO WE REALLY WANT TO MAKE THIS CHANGE? IF IT'S GOING TO SET BACK A POPULATION AND THEY'RE NO LONGER GOING TO MAKE PROGRESS ON THEIR PERSONAL GOALS, LIKE, IT'S KIND OF LIKE WHAT COMES FIRST, THE CHICKEN OR THE EGG. IT MAY ADDRESS SOME OF THE BARRIERS. I MEAN, I THINK THAT THIS COULD BE A WHOLE GOAL IN AND OF ITSELF.
AND THEN WE HAVE GOAL PROGRESS MEASURES AND ALL THAT KIND OF THING. THIS IS A WHOLE LOT OF INFORMATION TO DUMP INTO A CONSTRAINT. I THINK THAT IT WOULD BE A GOOD GOAL.
BUT AGAIN, THEN WE GET TO A FIFTH GOAL AND THAT'S A LOT.
BUT OUR SPECIAL EDUCATION POPULATION IN THIS DISTRICT IS 13.8%.
THAT IS A SIGNIFICANT PORTION OF OUR STUDENTS WITH VARYING DEGREES OF IMPACT.
AND I THINK I CAN GET ON BOARD WITH THAT AS A MEASUREMENT AS I THINK THROUGH THE DIFFERENT BARRIERS.
AND I FEEL LIKE THERE WOULD BE ACCOUNTABILITY ENFORCING THE THOUGHT PROCESS OF DID THIS STUDENT NOT PROGRESS BECAUSE THE GOALS WEREN'T WRITTEN CORRECTLY OR BECAUSE THEY WEREN'T DONE WITH FIDELITY? OR IS IT BECAUSE THEY HAD A CAMPUS CHANGE AND DO WE NEED TO RETHINK THE PATTERN OF CAMPUS CHANGES? OR IS IT BECAUSE THEY WEREN'T. THEY DIDN'T HAVE ACCESS TO THE APPROPRIATE, YOU KNOW, GENERAL EDUCATION CURRICULUM? OR IF IT CAN FORCE THAT THOUGHT PROCESS AND CAN FORCE US TO LOOK AT PATTERNS OF, OH, WELL, YOU KNOW, THESE STUDENTS WHO DO HAVE A SIMILAR TRACK ALL DID NOT INCREASE OR DID NOT PROGRESS IN THEIR GOALS, THEN LET'S GO BACK AND LOOK AT WHAT'S COMMON ACROSS THOSE STUDENTS. AND I'M NOT, I DO NOT HAVE DR. NICHOLS BRAIN. AND SO MY THOUGHT PROCESS ON HOW TO DEVELOP THOSE PATTERNS MAY BE COMPLETELY OFF. BUT IF THAT MEASUREMENT CAN FORCE THAT TRAIN OF THOUGHT WHERE WE'RE HAVING TO MAKE SYSTEMIC CHANGES TO HELP STUDENTS PROGRESS, THEN I CAN GET ON BOARD WITH THAT. CONSTRAINT. IS EVERYONE OKAY WITH THAT? WITH WHAT WE JUST TALKED ABOUT? AGAIN, WE'RE. THIS IS BASELINE CONVERSATION AND WE'LL REFINE MORE NEXT WEEK.
BUT I DON'T EVEN KNOW IF THAT DATA COLLECTION IS POSSIBLE.
THAT'S. THANK YOU. THAT'S EXACTLY WHAT I WANT. IF YOU HAVE TO GO BACK TO THE PROGRAM FOR ONLINE AND TALK ABOUT THAT POSSIBILITY AND IF THERE IS A WAY, IF THERE IS NOTHING THERE IS, MAYBE WE CAN MAYBE RECODE OR CODE OR SOMETHING LIKE THAT. SO IF YOU ALLOW US TO INVESTIGATE THAT, WE CAN DEFINITELY LOOK INTO IT AND SEE IF THAT'S EVEN A POSSIBILITY. I DON'T THINK WE CAN PULL THE DATA RIGHT NOW THE WAY WE HAVE IT. SO WE NEED TO GO BACK TO THE PROGRAM THEMSELVES, THE FOLKS, AND ASK IF THAT'S A POSSIBILITY. EVEN IF WE HAVE TO PAY FOR IT FOR MORE TO ADD THAT AS A FEE FEATURE.
OR MAYBE YOU HAVE TO CODE IT OR HAVE SOMEBODY CODE, I GUESS TO MAKE IT HAPPEN OR NOT. I DON'T KNOW.
THERE ARE SO MANY AMAZING PROFESSIONALS, TEACHERS, ED ASSISTANTS THAT DEDICATE THEIR LIFE'S WORK TO WORKING WITH CHILDREN IN SPECIAL EDUCATION. AND I WANT TO HONOR THAT AND I WANT TO SUPPORT THEM IN THE WORK THAT THEY DO WITH OUR STUDENTS TO MAKE IT EASIER FOR THEM TO HELP THE STUDENTS IN THAT CATEGORY REACH THEIR FULLEST POTENTIAL. WHATEVER THAT POTENTIAL MAY LOOK. IT MAY BE THEY NEVER HAVE A JOB. IT MAY BE THAT THEY HAVE A FULL TIME JOB AND THEY LIVE INDEPENDENTLY. IT MAY BE THAT THEY GO TO COLLEGE, WHATEVER IT IS. AND THAT'S WHY I'VE ALWAYS STRUGGLED WITH HOW DO YOU MEASURE STUDENTS SUCCESS FOR STUDENTS IN SPECIAL EDUCATION? BECAUSE THERE'S SUCH A WIDE RANGE OF WHAT WE'RE AND I THINK THAT'S EXACTLY RIGHT BECAUSE WE DO HAVE WONDERFUL STAFF AND WE DO HAVE AMAZING TEACHERS AND AMAZING EDUCATIONAL ASSISTANTS WHO WORK WITH OUR STUDENTS.
BUT AGAIN, JUST HAVING SOME ACCOUNTABILITY AROUND. DO WE HAVE THE RIGHT RESOURCES
[02:40:06]
IN THE RIGHT PLACES? RIGHT.IT'S NOT NECESSARILY ABOUT THE QUALITY, BUT DO WE HAVE ALL OF THAT, ALL OF THOSE PEOPLE IN THE RIGHT PLACES PAIRED WITH THE RIGHT STUDENTS AND SO THOSE ARE SOME OF THE THINGS THAT I WOULD LIKE TO SEE ACCOUNTABILITY AROUND.
AGAIN, IT'S THOSE SYSTEMIC THINGS. IT'S THOSE LARGER DECISIONS THAT TRICKLE DOWN TO THE CAMPUS LEVEL OF IF WE HAVE ALL THE RIGHT THINGS IN PLACE FOR OUR STUDENTS TO PROGRESS. SO IT SOUNDS LIKE WE HAVE SOME AGREEMENT AROUND THAT PENDING. AND AGAIN, I'M WRITING THE IDEA DOWN AND WE CAN WORDSMITH THE CONSTRAINT PENDING WHETHER OR NOT THAT'S DOABLE WITHIN THE SYSTEM WE HAVE OR IF WE NEED TO LOOK AT SOMETHING OUTSIDE OF WHAT WE HAVE.
AND THE LAST THING I'LL SAY IS I KNOW ADMINISTRATION HAS BEEN REALLY WORKING ON TWEAKING OUR SPECIAL EDUCATION TRAINING AND THE RESOURCES AND THE WAY THINGS ARE WRITTEN AND GOALS ARE DEVELOPED. AND SO ALLOWING.
I THINK THAT THIS IS SO IMPORTANT THAT PUTTING A PIN IN IT FOR A LITTLE WHILE TO ALLOW ADMINISTRATION TIME TO REALLY THINK ABOUT THIS AND TO PRESENT THE THINGS THAT HAVE ALREADY BEEN HAPPENING IN THE DISTRICT FOR THE LAST SEMESTER OR TWO AND FOR US TO FULLY UNDERSTAND WHAT THEY'RE ALREADY DOING IN THEIR INITIATIVES AND HOW WE CONNECT THAT TO EITHER A CONSTRAINT OR A BOARD GOAL.
BECAUSE I THINK IT NEEDS TO BE DONE VERY THOUGHTFULLY AND IT NEEDS TO BE DONE WITH FIDELITY ACROSS ALL. ALL OF US WORKING TOGETHER FOR THIS.
AND WE CAN. WE'LL CONTINUE THAT DISCUSSION ON TUESDAY.
OKAY. CONSTRAINT TWO. AND I'M GOING TO STOP US AT NINE. JUST SO. NO. SO I'M TRYING TO GET JUST BASE CONVERSATION.
CONSTRAINT 2 CAMPUS ACCOUNTABILITY RATINGS. WE'LL HEAR FROM OUR GROUP FIRST.
DOES SOMEONE WANT TO SPEAK FOR US? WE SAID THAT WE WANTED TO KEEP IT. WE THINK IT'S A VALID.
WE WANT TO KEEP IT. WE SAY KEEP IT.
I WOULD. I LIKED TRUSTEE WARE'S FEEDBACK SAYING THAT SHE FEELS LIKE IT NEEDS A LITTLE BIT MORE OOMPH.
WELL, I, YOU KNOW, I PUT THAT IN THERE ON MY NOTES BECAUSE WHEN WE ORIGINALLY DID THIS CONSTRAINT, WE HAD A FEW SCHOOLS AND TRUSTEE LANDERMAN WILL PROBABLY REMEMBER THAT WOULD MAYBE BE AN F1 YEAR AND THEN THEY'D COME UP TO A C AND THEN THEY'D GO BACK DOWN TO AN F AND THEY WERE JUST PING PONGING BACK AND FORTH.
AND SO WE PUT THAT TWO YEARS IN THERE.
AND SO I DON'T THINK IT'S A BAD CONSTRAINT. AND IF EVERYBODY ELSE IS AGREEING TO IT. I WAS JUST TRYING TO BRAINSTORM AND I KNOW WE DON'T REALLY HAVE TIME IF WE'RE ENDING IN 10 MINUTES. IF THERE WAS SOME WAY TO MAKE THAT A LITTLE BIT TIGHTER SO THAT SOME OF THOSE SCHOOLS THAT ARE STILL KIND OF HOVERING IN THAT SAME AREA ARE MORE FOCUSED ON.
BUT IF. AND THAT MAY JUST BE ME. AND SINCE I WASN'T THERE TO BE ABLE TO BE PART OF THE DISCUSSION, I'M NOT REALLY SURE WHAT ALL WAS SAID, BUT IF EVERYBODY ELSE IS HAPPY WITH THEM, HAPPY TO KEEP THEM AS WELL.
THAT ONE I SAW IN MY RESEARCH. OTHER DISTRICTS HAVE SOMETHING ABOUT PRINCIPALS AND NOT ALLOWING A LOW PERFORMING PRINCIPAL AT A LOW PERFORMING SCHOOL OR SOMETHING.
I DIDN'T LIKE HOW DETAILED IT WAS BECAUSE IT WAS LIKE MORE THAN ONE YEAR AND I WAS LIKE, I THINK HAVING PRINCIPALS BOPPING BACK AND FORTH IS MORE HARMFUL THAN JUST WAITING TO SEE HOW IT, YOU KNOW, IT LEVELS OUT. BUT THERE COULD BE SOME MORE DETAIL ADDED IF WE FELT IT WAS NEEDED. OTHER DISTRICTS DO, I GUESS IS MY POINT.
I THINK IF SIX OF Y' ALL ARE HAPPY WITH THAT, THAT'S IT.
IT'S FINE. I HAD JUST PUT IT IN THERE TO HAVE MAYBE A LITTLE MORE DISCUSSION ABOUT IT.
BUT I CERTAINLY DON'T WANT TO HOLD UP ON THAT BECAUSE I DEFINITELY WANT TO TALK ABOUT CHANGING NUMBER THREE.
OKAY. AND AGAIN, IF THERE'S ANY THOUGHT PROCESS ON THAT BETWEEN NOW AND TUESDAY, WE CAN DISCUSS ON TUESDAY. OKAY, CONSTRAINT NUMBER THREE. LET'S HEAR FROM THIS GROUP.
I'M GOING TO DEFER TO TRUSTEE WEIR'S COMMENTS AND I THINK THE THREE OF US ALL AGREED WITH HER, SO.
ON WHAT I PUT IN THE MINE WAS THE CONSTRAINT THAT I PUT IN THE SURVEY THAT WE DID REALLY HAD TO DO WITH COMMUNICATION. AND IT HAS BEEN A PROBLEM, I WILL SAY, IN ROUND ROCK FOR MUCH LONGER THAN JUST THE IMMEDIATE PAST.
[02:45:01]
WHERE DECISIONS ARE JUST MADE AND THEN ALL OF A SUDDEN RUMORS START AND THE BOARD IS COMPLETELY BLINDSIDED AND THEN THE COMMUNITY'S BLINDSIDED. SO I WAS JUST PROPOSING THE SUPERINTENDENT SHALL NOT MAKE OR ANNOUNCE CHANGES OR DECISIONS AFFECTING MORE THAN.AND I WAS TRYING TO DECIDE LIKE 50 OR 100 FAMILIES WITHOUT FIRST GIVING THE BOARD NOTICE AND THEN GATHERING FEEDBACK.
NOT SAYING THAT WE'RE GOING TO AFFECT THAT CHANGE OR DECISION, BUT JUST LETTING US KNOW SO THAT IF WE'RE, YOU KNOW, PICKED UP SOME FOOD IN THE FROZEN FOOD SECTION OF HEB, IT DOESN'T COMPLETELY MELT BEFORE YOU CAN MAKE IT TO CHECKOUT BECAUSE YOU RUN INTO REALLY IRATE INDIVIDUALS.
AND MY ONLY FEEDBACK ON THAT IS HOW IS IT TRACKED? BECAUSE THERE COULD BE A DECISION ONLY BECAUSE WE GOT AN EMAIL ABOUT THIS ABOUT FARM ANIMALS. AND IF WE ELIMINATED FARM ANIMALS AT ONE SCHOOL, THAT WOULD POTENTIALLY AFFECT 600 FAMILIES, YOU KNOW, AND SO LIKE.
RIGHT. AND SO I. BUT I MEAN WE COULD STILL ELIMINATE IT.
I'M NOT SAYING WE DON'T ELIMINATE THE FARM ANIMALS.
BUT IF IT AFFECTS 600 FAMILIES, THEN IT WOULD BE NICE IF THE BOARD WAS JUST INFORMED BEFORE THAT HAPPENED AND THEN.
AND THAT WE KNEW THE SUPERINTENDENT HAD GOTTEN. AND IF IT'S NOT EVEN TRUE, IF WE JUST GET EMAILS FROM SOMETHING THAT'S NOT TRUE, THEN OBVIOUSLY THAT DOESN'T EVEN APPLY.
AGAIN, I WOULD JUST STRUGGLE WITH HOW IS IT TRACKED. I'M NOT SAYING I DISAGREE WITH WHEN THE TRACKING BE.
WHAT DO YOU MEAN BY TRACKING? THE TRACKING WOULD BE THE NON COMPLIANCE, BUT.
YEAH, BUT HOW MANY? HOW MANY? LIKE AGAIN, BUT YOU'RE TALKING ABOUT AFFECTING WHAT IS A DECISION THAT AFFECTS 50 OR 100 FAMILIES. IS IT THAT WE HAD TO REDUCE STAFFING OR WE HAD TO INCREASE CAT CLASS SIZE OR THAT WE HAD TO. THAT WE HAD TO.
WE'RE LOOKING AT REDUCING FARM ANIMALS OR WE'RE LOOKING AT PAINTING A SCHOOL. YOU KNOW, THAT LIKE IT SEEMS REAL MICROMANAGY. I MEAN, I GET THE SPIRIT OF IT. I REALLY, REALLY GET THE SPIRIT OF IT.
BUT I'M JUST NOT SURE LIKE WHAT CONSTITUTES A DECISION THAT AFFECTS MORE THAN 50 FAMILIES BECAUSE LIKE EVERY DECISION, MAYBE WE CAN CLARIFY THAT IT'S CENTRAL ADMINISTRATION BECAUSE LIKE A PRINCIPAL IS OBVIOUSLY GOING TO MAKE DECISIONS AND I'M NOT TALKING ABOUT THAT, BUT WHEN SORT OF THESE OVERARCHING DECISIONS.
OKAY, LET'S GO BACK. WE'LL JUST USE OUR RECENT ONE BUSES.
RIGHT. IT WOULD HAVE BEEN NICE IF THE BOARD HAD KNOWN THAT WAS COMING. IT WOULD HAVE BEEN NICE IF THE COMMUNITY KNEW THAT WAS COMING AND HAD SOME TIME TO PREPARE AND GIVE COMMENTS AND GIVE FEEDBACK.
I MEAN YOU COULD START OFF WITH IMPACTING A LEARNING COMMUNITY.
I THINK ALSO TRUSTEE WEIR WAS LOOKING AT THIS FROM I THINK OUR PREVIOUS BOARD'S DECISIONS ON BOUNDARY CHANGES AND SOME OTHER THINGS AS WELL.
SO THIS ISN'T COMING OUT OF NOWHERE AND I DON'T THINK IT NEEDS TO BE A PRESENTATION TO THE BOARD OR EVEN MAYBE A SMALL GROUP SESSION. OTHER TRUSTEES, YOU KNOW, HAVE, YOU KNOW, JUST A DOCUMENT. RIGHT. I THINK IT IS TRYING TO BE ABLE TO CREATE, TO INFORM US. YES, THE FEEDBACK WOULD BE IMPORTANT, BUT THE MICROMANAGING ONLY GETS INTO THE THOUGHT IF ANY SUPERINTENDENT FOLLOWS, FEELS THE PRESSURE TO FOLLOW EXACTLY WHAT WE SAY IS VERY DIFFERENT THAN, YOU KNOW, JUST BEING INFORMED OF THE DECISION.
SO WHAT I'LL SAY ON THIS ONE IS, YOU KNOW, I KNOW COMMUNICATION IS SOMETHING THAT WE'VE WANTED TO IMPROVE ON IN VARIOUS ASPECTS. AND SO I'M IN FAVOR OF FIGURING OUT HOW TO WRITE A CONSTRAINT AROUND THIS. I WILL SAY ONE THING I'D LIKE TO BE MORE SPECIFIC ON IS WHEN WE SAY, WITHOUT FIRST GIVING NOTICE TO THE BOARD, EXACTLY WHAT WE'RE TALKING ABOUT. ARE WE TALKING ABOUT A CVU? BECAUSE I'LL GO BACK TO THE. THAT WASN'T A BOARD UPDATE. SO WE DID HAVE THE INFORMATION BEFORE IT HAPPENED, BUT WE DIDN'T HAVE WAS HOW THE
[02:50:01]
ADMINISTRATION CAME TO THAT DECISION, WHAT THE TOOL LOOKED LIKE, ALTHOUGH THAT PRESENTATION CAME AFTER WE KNEW THAT THE DECISION WAS THAT THE DECISION HAD BEEN MADE. AND SO IT WAS THAT INFORMATION THAT WOULD HAVE HELPED US IN TALKING TO OUR COMMUNITIES AND ASKING ANY OTHER QUESTIONS THAT WE MAY HAVE HAD AROUND THAT PARTICULAR DECISION. SO IS IT THAT WE DON'T WANT IT IN A BOARD UPDATE? WE NEED TO CHANGE THE FORMAT? DO WE WANT IT IN A CBU? THOSE ARE SOME OF THE THINGS THAT I SEE.BUT I DO FIND VALUE IN IF THERE IS, YOU KNOW, A DISTRICT DECISION THAT AFFECTS MORE THAN A SPECIFIC AMOUNT OF FAMILIES THAT WE DO. I DON'T KNOW IF IT'S THAT WE GET NOTICE OR WE WANT MORE INFORMATION BECAUSE TO ME, IT'S THE MORE INFORMATION PART THAT'S MISSING.
AND YES, AND I'M OPEN TO ALL OF THAT. I REALLY JUST PUT THAT IN THERE TO START A DISCUSSION ABOUT IT SO THAT WE COULD TALK ABOUT WHAT, YOU KNOW, THERE ARE SEVEN OF US, SO I'M NOT REALLY SURE WHAT EVERYBODY ELSE WANTS. I SOMETIMES, AND I KNOW TRUSTEE LANDRUM HAD ASKED ABOUT SOME STUFF THAT SHOWED UP IN A BOARD UPDATE OR BURIED DOWN IN AN EMAIL. AND THAT IS HARD. AND I KNOW FOR SOME OF US THAT WORK, IT'S HARD TO SPEND THE AMOUNT OF TIME.
IF I DON'T READ MY EMAILS EVERY DAY, I MIGHT OPEN MY EMAIL AND HAVE 80, 90 EMAILS. AND I DO NEED THINGS MAYBE HIGHLIGHTED FOR ME A LITTLE BIT MORE AND NOT BURIED DOWN. AND I DO NEED SOME MORE INFORMATION BEFORE GOING OUT IF BIG THINGS ARE HAPPENING.
OKAY, SO I HAVE THE IDEA DOWN.
MICHAEL, I HAVEN'T HEARD FROM YOU. I DON'T KNOW ARE YOU FOR THAT.
I THINK I AGREE WITH YOU, LIKE THE COMMUNICATION ISSUES WE NEED TO BE FOCUSED ON, BUT I JUST DON'T KNOW HOW TO COME UP WITH SOMETHING MEASURABLE LIKE TRACKING OR HOW TO MEASURE IT.
I THINK WHEN YOU BREAK THIS DOWN, IT COMES DOWN TO HOW DO WE BETTER IMPROVE THE COMMUNICATION BETWEEN ADMINISTRATION AND THE BOARD AND HOW ARE WE SUPPORTED TO HAVE ENOUGH INFORMATION TO GIVE TO OUR COMMUNITIES WHEN A DECISION IS MADE? NOT THAT WE'RE WANTING TO MAKE THE DECISION, NOT THAT I'M WANTING TO IMPACT THE DECISION, BUT HOW DO WE KNOW WHEN THESE THINGS ARE HAPPENING AND CAN HAVE A CONVERSATION? BECAUSE IF I DON'T LIVE IN AN ATTENDANCE AREA THEN.
AND I DON'T KNOW THAT THESE THINGS ARE IMPORTANT TO THAT COMMUNITY. THEN I ONLY FIND OUT ABOUT IT WHEN I GET A RANDOM EMAIL AND THEN I'M LIKE, WHAT'S GOING ON? AND SO HOW DO WE IMPROVE THAT? I THINK THAT'S WHAT THE ROOT OF THIS IS. HOW DO WE IMPROVE THE COMMUNICATION BETWEEN THE BOARD? DEFINITELY BETWEEN THE BOARD AND THE SUPERINTENDENT AND I.
IN THAT SENSE. EXACTLY, AMBER.
BUT ALSO A LITTLE BIT MORE IN THAT. THAT COMMUNITY WITH, WITH THE COMMUNITIES THAT ARE IMPACTED, THERE NEEDS TO BE, I THINK, SOME IMPROVEMENT, AND NOT JUST FROM US AS THE TWO WAY COMMUNICATION COMMITTEE, BUT. BUT REALLY SOMEHOW BUILD SOME GUARDRAILS BECAUSE THAT'S WHAT CONSTRAINTS ARE. THEY'RE GUARDRAILS FOR THE ADMINISTRATION AND WHERE WE WANT TO PUT UP BUMPERS TO KEEP EVERYBODY IN THE MIDDLE. AND I THINK WHAT, I GUESS PART OF WHAT I'M SAYING IS THAT WE'VE GOT TO FIND A WAY FOR THE COMMUNITY TO BE ABLE TO BE COMFORTABLE KNOWING THAT THEIR VOICES ARE HEARD WHEN BIG CHANGES HAPPEN AS WELL, EVEN IF IT DOESN'T CHANGE THE OUTCOME.
YOU KNOW, I THINK THERE, THERE IS A BENEFIT TO INCLUDING PEOPLE IN INFORMATION BEFORE, YOU KNOW, BEFORE GIANT CHANGES ARE MADE THAT AFFECT THEIR STUDENTS.
YEAH, I THINK OUR PREVIOUS FEW MINUTES OF CONVERSATION REALLY MISSED THAT COMPONENT.
YES, THE BOARD, DISTRICT COMMUNICATION.
BUT COMMUNICATION WITH THE, WITH THE COMMUNITY HAS BEEN AN ISSUE AND PROBABLY IS AN ISSUE FOR EVERY DISTRICT.
BUT AS A PERSON THAT'S BEEN IN THIS DISTRICT FOR THE, YOU KNOW, MID-80S, IT HAS BEEN AN ISSUE THIS ENTIRE TIME. AND I KNOW WE HAVE COMMUNITIES, A COMMUNITY THAT IS EDUCATED, THAT WANTS ACCESS TO THIS INFORMATION, AND WE HAVE THE COMMUNITY THAT WE HAVE. AND SO I THINK THAT THERE NEEDS TO BE AN INCREASE IN SUPPORTING THAT ACCESS TO TRANSPARENCY, WHICH IS ONE OF THE THINGS THAT I PUT UP HERE. AND COMMUNICATION.
[02:55:01]
YEAH, BECAUSE A LOT OF THESE THINGS ARE FAIRLY EASILY EXPLAINED IF YOU GET AHEAD OF THEM. I AGREE WITH YOU GUYS COMPLETELY ON THAT. IF WE DON'T KNOW, WE DON'T HAVE THE TOOLS AS TRUSTEES TO GO OUT INTO THE COMMUNITY AND SAY, HEY, THIS IS SOMETHING THAT'S COMING. LET ME EXPLAIN IT TO YOU. IT'S REAL SIMPLE. IT'S REALLY NOT AS. I KNOW IT'S GOING TO SOUND REAL BAD, BUT IT'S NOT WHEN YOU BREAK IT DOWN, BECAUSE MOST OF THE DECISIONS ARE LIKE THAT. THERE'S A FEW OF THEM THAT, YOU KNOW, ARE JUST LIKE, WHOA, YOU KNOW, AND WE SOMETIMES GO BACK ON THOSE DECISIONS AS A DISTRICT.BUT YEAH, JUST. I AGREE WITH THE COMMUNICATION BETWEEN THE BOARD AND DECISIONS LIKE THAT. SO THAT WE'RE JUST, WE'RE READY, YOU KNOW, TO BE ABLE TO TALK TO PEOPLE ABOUT IT, MAYBE THROW IT THROUGH THE SHACK OR ONE OF OUR COMMITTEES, ONE OF OUR PARENT COMMITTEES FOR FIRST TO LET THEM KNOW WHAT'S GOING ON SO WE HAVE SOME FEEDBACK. I DON'T EVEN KNOW YET. I DON'T KNOW.
I JUST WANT TO. JUST FOR CLARIFICATION, I WANT TO KNOW IF THE EMAILS AND CBUS ARE NOT THE BEST WAY TO COMMUNICATE WITH THE BOARD. I WOULD LIKE FOR US TO GET SOME GUIDANCE, LIKE, SPECIFICALLY WHAT. HOW DO YOU WANT US TO PROCEED? BECAUSE I CAN'T REALLY KNOW WHAT'S THE BEST THING FOR YOU GUYS TO GET THE INFORMATION. SO I WOULD APPRECIATE IF YOU CAN SAY, HEY, HERE'S WHAT WE WANT YOU TO DO MOVING FORWARD. RIGHT.
SO THAT'S WHAT I WAS GOING TO SAY. IT SOUNDS LIKE THERE'S CONSENSUS AROUND A THIRD CONSTRAINT REGARDING COMMUNICATION BETWEEN THE BOARD AND SUPERINTENDENT, DISTRICT, AND IMPACTED COMMUNITIES.
BUT I THINK WHAT WE NEED TO COME BACK WITH ARE WHAT ARE THE MECHANISMS THAT WE WANT THAT INFORMATION? YOU KNOW, IF THE BOARD UPDATE IS NOT WORKING, IF CBU'S ARE NOT WORKING, OR HOWEVER, YOU KNOW, THE MYRIAD OF WAYS THAT WE RECEIVE INFORMATION, IF THEY'RE NOT WORKING, MAYBE WE COME BACK WITH SOME IDEAS. AND I THINK IT HAS TO BE MEASURABLE IN THE SENSE OF, WELL, HONESTLY, I'M NOT SURE BECAUSE IS IT GOING TO BE. THE SUPERINTENDENT WILL SEND OUT AND I KNOW IT SHALL NOT, BUT HUMOR ME, THE SUPERINTENDENT WILL SEND OUT X NUMBER OF UPDATES OR IS IT WITHIN THE CONFINES OF.
OF THE. WHEN IT IMPACTS THIS NUMBER, HE SENDS IT OUT WITHIN THIS AMOUNT OF TIME, LIKE A FEW MORE MEASUREMENT TOOLS AROUND IT TO GIVE THEM GUIDANCE. AND I THINK THAT'S WHAT WE NEED TO BRING BACK NEXT WEEK. AND I THINK THAT WILL ALSO SOLVE FOR THE PROBLEM OF SOMETIMES DECISIONS ARE MADE AT THE CAMPUS LEVEL WITHOUT DISTRICT KNOWLEDGE AND THAT'S NOT THEIR FAULT. AND WHEN THEY FIND OUT, THEY DO LET US KNOW AND DO START REMEDYING THAT SITUATION. SO WE DEFINITELY DON'T WANT TO GIVE FAULT THERE FOR THINGS THAT ARE OUT OF THEIR CONTROL. BUT I THINK IF WE CAN CREATE A TIGHTER FRAMEWORK, THEN IT'LL SOLVE FOR THAT.
TRUSTEE LANDRUM JUST ONE MORE THING TO THINK ABOUT ON THIS COMMUNICATION CONSTRAINT IS I DON'T THINK THERE'S A DECISION THAT ADMINISTRATION MAKES UNLESS IT'S AN INDIVIDUAL PARENT MEETING. I DON'T THINK THAT THERE'S A DECISION THAT THEY MAKE THAT AFFECTS LESS THAN, YOU KNOW, 50 STUDENTS IN ANY GIVEN DECISION, YOU KNOW, WHATEVER IT IS. AND SO I THINK WHAT WE'RE TALKING ABOUT ARE THE ONES THAT END UP EXPLODING IS REALLY LIKE, OH, I WISH I WOULD HAVE KNOWN ABOUT THAT AHEAD OF TIME. AND I DON'T KNOW IF THE DISTRICT CAN ALWAYS PREDICT WHAT'S GOING TO BE WELL RECEIVED IN THE COMMUNITY AND WHAT'S GOING TO BE NOT WELL RECEIVED. AND I'M NOT SURE HOW WE EVEN MONITOR THAT. I'M NOT HOW WE.
BUT I JUST. JUST FOR US TO THINK ABOUT BETWEEN NOW AND TUESDAY IS WITH HOW MUCH MICROMANAGEMENT OF THESE DECISIONS DO WE WANT COMMUNICATION ON? ARE WE GOING TO BE GETTING 10 CBUS A DAY OF, HEY, I WENT TO, YOU KNOW, THE CHAMBER MEETING AND TALKED ABOUT THIS AND THERE WERE, YOU KNOW, PEOPLE THAT WERE UPSET.
SO, I MEAN, YOU KNOW WHAT I'M SAYING, LIKE, WE HAVE TO. WE HAVE TO REALLY THINK ABOUT EVERY DECISION THAT THEY MAKE AND THE SUPERINTENDENT MAKES IS. IS FOR THE DISTRICT, FOR THE MOST PART. I MEAN, AND HOW DO WE. HOW MUCH COMMUNICATION DO WE WANT? AND IT'S 906 AND THERE'S NO ONE ELSE IN THE QUEUE. SO I'LL JUST SAY ONE LAST THING JUST FOR THIS, SO WE KNOW WHAT WE'RE BRINGING BACK. I THINK THAT THOSE ARE ALL THE THINGS THAT WE HAVE TO THINK THROUGH AS FAR AS WHETHER OR NOT AN ISSUE IS GOING TO BLOW UP. I DON'T KNOW THAT THAT IS NE. I KNOW YOU'RE NOT SAYING THAT AS A MEASUREMENT, BUT THINGS TEND TO BLOW UP WITHIN COMMUNITIES OF PEOPLE WHO HAVE CAPACITY TO ADVOCATE. SO I THINK IF WE HAVE MORE STANDARDIZATION ACROSS HOW THINGS ARE COMMUNICATED, IT'S THEN OUR JOB TO FILL IN THE GAP OR STEP IN THE GAP AND MAKE SURE THAT WE'RE ASKING QUESTIONS FOR THOSE COMMUNITIES WHO MAYBE DON'T HAVE THE TOOLS TO ADVOCATE. SO I WAS STILL BEFORE CREATING SOME KIND OF FRAMEWORK, BUT I THINK WE NEED TO COME BACK WITH MORE SPECIFICS
[03:00:02]
AROUND THIS. OKAY. NO ONE ELSE IN THE QUEUE. THIS IS GOOD DISCUSSION FOR NEXT WEEK. WE WILL BRING IT BACK ON TUESDAY AND HOPEFULLY SOLIDIFY SOME THINGS AND THEN WE CAN TALK THEN ABOUT. AND MICHELLE MAY NEED YOUR GUIDANCE ON THIS AS FAR AS SUPERINTENDENT CONTRACT.BUT ALSO IF WE DON'T NAIL DOWN CONSTRAINTS AT THE NEXT MEETING BECAUSE I'M A LITTLE WORRIED ABOUT THAT NOW, PUSHING THOSE INTO AUGUST AND JUST THE RAMIFICATIONS OF THAT, BUT WE CAN DEAL WITH THAT LATER. OKAY. IT IS NINE.
WE WANTED TO ADD IN A CONSTRAINT ABOUT DISCIPLINE, DATA, AND EQUITY. I KNOW THAT WE MIGHT NOT HAVE THAT CONVERSATION RIGHT NOW, BUT WE WOULD LIKE TO CONTINUE TO HAVE THAT CONVERSATION IF POSSIBLE.
OKAY. I'M WRITING THOSE DOWN SO WE CAN. WE'LL TALK ABOUT THOSE FIRST SO THAT WE GET BASELINE CONVERSATION ON THOSE AND THEN WE'LL LOOP BACK AROUND TO EVERYTHING.
CAN I JUST TELL YOU, IT WAS 2019 WHEN WE HAD THAT CONSTRAINT, AND I FOUND IT.
THE 2019-2020 MONITORING CALENDAR HAS THE OLD CONSTRAINT THAT WE HAD ABOUT DISCIPLINE IF PEOPLE WANT TO GO BACK AND FIND IT.
YOU SAID 2019? YEAH, IT WAS APPROVED 9, 26, 2019. THE CALENDAR WAS. I DON'T KNOW WHERE I FOUND THIS PDF, BUT CAN YOU.
CAN YOU SEND THAT TO THE BOARD? JUST COPY THE LINK AND SEND IT TO.
OKAY, EVERYBODY STAND FOR ONE SECOND, RIGHT? BECAUSE I CAN REPLY TO THE. I CAN REPLY. ALL RIGHT.
SINCE WE'RE IN A MEETING, I THINK IF YOU SEND IT TO MICHELLE. SEND IT TO MICHELLE, AND SHE'LL SEND IT TO ALL OF US.
OKAY. AND I'M GOING TO TURN IT OVER TO DR. LLOYD.
I JUST WANTED TO SHARE APPRECIATION FOR ALL THE HARD WORK THIS EVENING. BUT JUST A REMINDER THAT IT ALL STARTS WITH THE DECISIONS THAT ARE MADE IN THIS ROOM. THE BOARD DECISION, THE SUPERINTENDENT ACTION, THE SUPERINTENDENT AND SUPERINTENDENT TEAM ACTION DOWN TO THE CAMPUS LEVEL.
BUT WHAT WE'RE ALL TRYING TO HAVE IS THAT ELEVATED STUDENT EXPERIENCE. SO AS WE'RE CONTINUING TO MAKE DECISIONS ABOUT GOVERNANCE IN THESE MEETINGS AND THESE WORKSHOPS, REMEMBER THAT IT'S ALL FOR ENHANCED AND IMPROVED STUDENT EXPERIENCE. SO I JUST APPRECIATE THE EFFORTS THIS EVENING. THANK YOU.
THANK YOU SO MUCH FOR BEING HERE, DR. ALLOY.
OKAY, IT IS 9:09 AND WE ARE ADJOURNED.
* This transcript was compiled from uncorrected Closed Captioning.