Aug 15, 2022 Board Meeting

>> GOOD MORNING OREN AND HOW'RE YOU DOING?

>> I'M WELL, HOW ARE YOU?

>> AWESOME. I'M SUPER EXCITED ABOUT THE OPPORTUNITY AND HOPE THAT WE HAVE FOR THIS YEAR.

PEOPLE ARE VERY HELPFUL.

THERE'S HIGH-ENERGY.

WE HAVE AN AMAZING TEAM WITH AMAZING SUPERINTENDENT.

ONLY GREAT THINGS CAN HAPPEN MOVING FORWARD.

WE'VE BEEN ABLE TO WORK TOGETHER TO MOVE OUR TEAM FORWARD IN OUR DISTRICT FORWARD, AND I KNOW THERE IS MUCH HOPE FOR THAT TO CONTINUE AND WE CAN JUST GET BETTER.

>> HI, MY NAME IS BYRON SEVERANCE.

WHAT I'M EXCITED ABOUT IS THAT IT'S NEW CHAPTERS FOR EVERYBODY.

FOR ME, IT'S MY FIRST TIME I DIDN'T GO THROUGH ONE OF THIS.

I'VE BEEN ON A MILLION CAMPUSES WHERE I HAVEN'T BEEN ABLE TO DO THAT BEFORE AS A PARENT AND THE DISTRICT, AND IT'S BEEN SUPER AWESOME TO SEE THE TEACHERS BACK.

IT'S COMING NORMAL ENVIRONMENT.

ALTHOUGH SOME OF THE GROWTH WE'RE TALKING ABOUT,

[00:05:01]

SOME OF THE TEACHERS MIGHT HAVE BEEN A LITTLE BIT STRESSED OUT AND GET IT BACK TOGETHER, BUT I'M PRETTY SURE STARTING TOMORROW OR EVEN READY TO GO.

I GOT A KIDDO GOING TO BE JOINING THIS YEAR.

IT GETS DROPPED HER OFF FOR THE FIRST TIME AS A SINGLE KID WITHOUT TWO KIDS.

THAT'S SAD, BUT IT'S A NEW CHAPTER FOR US AND OUR FAMILY.

I THINK I'M NOTICING THAT I'M NOT THE ONLY ONE GOING THROUGH THAT.

ANYWAY, JUST EXCITED TO GET THE SCHOOL YEAR STARTED.

>> GOOD MORNING. I'M ALSO A NEWLY APPOINTED BACK IN THE SAME ROOM AND I'M JUST LOOKING FORWARD TO WORKING WITH THIS BOARD.

IT'S BEEN AN EXCITING ADVENTURES SINCE DECEMBER, AND THIS IS THE FIRST TIME THAT I GET TO START OFF WITH SCHOOL YEAR AS A SCHOOL BOARD MEMBER.

I'VE HAD MANY FELLOW COLLEAGUES COME IN APPROACH ME AND JUST CONGRATULATIONS, WE'RE GLAD YOU'RE ON THE BOARD.

I'M ALL ABOUT ADVOCATING FOR OUR STUDENTS AND OUR TEACHERS, AND I'M JUST LOOKING FORWARD TO CONTINUING TO WORK FOR THE COMMUNITY AS WELL, SO IT'S JUST GOOD TO BE HERE.

>> WELL, MY NAME IS COURTNEY RUNKLE AND I AM REALLY EXCITED FOR THIS SCHOOL YEAR TOO.

LAST WEEK, WE HAD THE OPPORTUNITY TO TOUR CAMPUSES AND GO TO BACK-TO-SCHOOL NIGHT AND MEET THE TEACHER NIGHTS.

PICK UP YOUR SCHEDULES AND IT'S GOOD TO SEE US START THINGS OFF AND NORMAL.

IT'S GOOD TO SEE FESTIVALS THAT SCHOOLS, IT'S GOOD TO SEE PARENTS EXCITED TO BE ABLE TO WALK THEIR KINDERGARTENERS AND PRE-K KIDS IN TO CAMPUSES AND NOT HAVE TO BE STAGGERED WITH TIMES AND THINGS LIKE THAT.

JUST A BUNCH OF THERE'S A LOT OF NORMALCY HAPPENING THIS YEAR AND I THINK IT'S GOOD FOR OUR KIDS.

IT'S GOOD FOR OUR PARENTS, IT'S GOOD FOR OUR TEACHERS AND OUR STAFF.

I JUST REALLY LOOK FORWARD TO HAVING A GREAT YEAR.

ALSO, WE'VE MADE SOME GREAT STRIDES IN THE CLASSROOM THIS PAST YEAR.

I'M REALLY EXCITED ABOUT WHAT OUR STUDENTS AND OUR TEACHERS ACCOMPLISHED THIS YEAR, COMING OFF OF HOW GREAT THEY DID LAST YEAR.

I'M EXCITED ABOUT ALL THINGS.

>> GOOD MORNING RAUL VELA.

HAD BEEN ON THE BOARD FOR TWO YEARS NOW COMING INTO MY LAST YEAR OF MY APPOINTMENT OR ELECTION OR WHATEVER.

WE'VE NEVER BEEN AS BIG AS WE ARE.

YOU'VE HEARD ABOUT THE BUILDING EXPANSIONS.

WE ACTUALLY HAVE A NEW CAMPUS THAT IS OPENING.

THEN THE OTHER THING OREN, THAT I'M EXCITED FOR IS THAT WE'VE NEVER BEEN AS EMOTIONALLY INTELLIGENT AS WE ARE.

WHAT I MEAN BY THAT IS, THERE'S A QUOTE, EXPERIENCE IS SOMETHING YOU DON'T GET UNTIL JUST AFTER YOU NEED IT.

WE'D NEVER BEEN THROUGH A PANDEMIC BEFORE, AT LEAST NOT IN OUR LIFETIME.

WE'VE NEVER BEEN THROUGH THE DIVISIVENESS THAT IS HAPPENING IN OUR SOCIETY AND WE GET A CHANCE TO LEAD, WE GET A CHANCE TO LEAD THROUGH EXPERIENCE THAT WE'VE GAINED IN THE LAST COUPLE OF YEARS.

HOPEFULLY WE'RE PUTTING FORWARD SOME LESSONS AND SOME GOALS AND WE'RE LOOKING FORWARD TO ACCOMPLISHMENT.

>> GOOD MORNING, LAUREN. TOMORROW WILL BE MY 54TH FIRST DAY OF SCHOOL.

I STARTED IN PRE-K AND I [LAUGHTER] LOVE IT AND I'M JUST AS EXCITED NOW AS I WAS WHEN I WAS FOUR.

THE REASON FOR THAT IS EVERY YEAR YOU HAVE RENEWED ENERGY AND YOU HAVE AN OPPORTUNITY TO HAVE A FRESH START.

IF YOU DID GREAT LAST YEAR, AWESOME.

NOW LET'S REPLICATE THAT, AND LET'S DO EVEN BETTER.

IF YOU HAD A BAD YEAR, LET'S PUT THAT IT'S IN THE PAST AND LET'S MOVE FORWARD.

I THINK IT'S AN OPPORTUNITY TO EMBRACE WHAT WE'RE REALLY TALKING TO ALL OF OUR KIDS AND OUR TEACHERS ABOUT THIS YEAR IS THE CHAMPIONSHIP MINDSET.

HAVING THAT POSITIVE MENTAL ATTITUDE AND FOCUS ON WHAT YOU CAN CONTROL AND DON'T LET EXCUSES OR BARRIERS WEIGH YOU DOWN, FIGURE OUT SOLUTIONS SO THAT YOU CAN OVERCOME THOSE THINGS.

I'M EXCITED TO SEE ALL THE CHALLENGES AND THE ISSUES THAT WE'RE GOING TO TACKLE AND WE'RE GOING TO OVERCOME AND IT'S GOING TO BE GREAT.

THEN ALSO I JUST FOUND OUT THIS PAST WEEK, WE HAD ONE OF OUR MIDDLE SCHOOLS THAT GOT SEVEN OUT OF SEVEN DISTINCTIONS, THAT'S A PERFECT SCORE.

I'M GOING ON MY 19TH YEAR BEING A SUPERINTENDENT AND I'VE NEVER HAD A CAMPUS HAVE A PERFECT SEVEN OUT OF SEVEN SCORE.

IT'S AMAZING. SO, I'M EXCITED ABOUT THIS YEAR.

>> THAT'S AMAZING. THANK YOU ALL FOR SHARING.

I'M EXCITED ABOUT CONTINUING MY WORK AS A BOARD CONSULTANT.

I'M EXCITED ABOUT MEETING MORE BOARDS AND JUST FINDING OUT HOW THEY'RE CHANGING AND GROWING THROUGH ALL THE CHALLENGES.

BUT TODAY, I'M EXCITED ABOUT WORKING WITH YOU ON HONOR BOARD.

THERE ARE ONLY SO MANY HONOR BOARDS EVERY GIVEN YEAR, YOU KNOW THAT, AND SO THE OPPORTUNITY TO WORK WITH ONE IF YOU DO THE MATH STATISTICALLY, IT'S A REAL TREAT.

I'M EXCITED TODAY FOR THIS OPPORTUNITY.

I'M EXCITED TODAY FOR A MUTUAL LEARNING EXPERIENCE.

[00:10:03]

I LOVE TO LEARN FROM BOARDS.

I FEEL LIKE PART OF MY JOB IS TO TAKE HELPFUL THINGS FROM ONE BOARD IN ONE DISTRICT, AND SHARE THAT WITH OTHER BOARDS THAT I HAVE THE BLESSING TO WORK WITH.

AND SO I DON'T IMAGINE TODAY WILL BE ANY DIFFERENT.

I'M HOPING TO LEARN FROM YOU AS I FACILITATE OUR TEAM-BUILDING WORKSHOP.

AS YOU CAN SEE FROM THE TITLE SLIDE, I'VE CALLED THIS FOCUSED LEADERSHIP.

WHEN I ASKED MYSELF AND I DID THE PRE-PLANNING WITH YOUR BOARD PRESIDENT AND THE OTHER SCHOOL PERSONNEL, DISCUSSING WHAT MIGHT BE MOST HELPFUL FOR THIS BOARD.

A BOARD THAT'S HIGH PERFORMING, AND YOU HAVE THE AWARDS AND ACCOLADES TO SHOW IT, WHAT WOULD BE IMPORTANT? NOW YOU MIGHT THINK THAT FOCUSED LEADERSHIP COULD APPLY TO ANY DISTRICT AT THIS TIME, AND THERE'S A BIT OF TRUTH TO THAT.

BUT IF YOU THINK ABOUT EACH BOARD BEING DIFFERENT REQUIRING AND NEEDING DIFFERENT APPROACHES TO TEAM-BUILDING AND TO SHAPING HOW THEY DO THEIR WORK.

I FELT LIKE FOCUS WAS ONE THAT REALLY RANG A BELL WHEN I THOUGHT ABOUT HAYS AND WHERE THEY ARE, WHAT THEY'VE ACCOMPLISHED.

PART OF THE REASON IS IF YOU'RE THINKING ABOUT PROGRESS, ESPECIALLY AS AN EDUCATOR, YOU KNOW THIS, THE HIGHER-PERFORMING YOU ARE, THE CLOSER YOU GET TO THAT MARKET PERFECTION, OFTENTIMES NOT ALWAYS, BUT OFTENTIMES THE MORE CHALLENGING IT BECOMES TO CLOSE THAT LAST BIT OF GAP.

IT'S EASIER WHEN THERE'S A WHOLE LOT OF ROOM FOR IMPROVEMENT.

BUT THE MORE PROFICIENT YOU BECOME IN LEARNING A MATTER, IT TAKES MORE WORK, MORE DEDICATION TO CLOSE THE INCREMENTAL GAP.

UNFORTUNATELY, THERE'S MORE ROOM FOR REGRESSION THAN THERE IS FOR FORWARD PROGRESS.

THERE'S A WHOLE LOT MORE SPACE THERE.

I WANT TO ENCOURAGE YOU ALL TO FOCUS, AND BEGINNING WITH THE END IN MIND, I'M GOING TO GIVE YOU A SPOILER ALERT, THREE QUESTIONS THEN I'M GOING TO ASK YOU NEAR THE END OF THE DAY, AND I WANT YOU TO SPEND TIME DURING THE BREAK AS WE HAVE DISCUSSIONS TO PREPARE YOUR ANSWERS TO THESE QUESTIONS.

BECAUSE I FEEL THAT IF YOU ANSWER THEM THOUGHTFULLY AND NOT JUST TODAY, BUT THROUGHOUT THE COURSE OF THE YEAR, I FEEL LIKE YOU'RE REALLY HEADING ON A PATH TO MAKING SURE THIS TEAM MAINTAINS ALL THAT IT'S DONE TO WORK SO HARD FOR IT TO ACHIEVE.

THE QUESTIONS ARE SIMPLY THIS.

IN A TEAM-BUILDING SESSION IN WHICH WE ARE REQUIRED TO DISCUSS ROLES AND RESPONSIBILITIES OF THE BOARD AND OF THE SUPERINTENDENT, THERE ARE THINGS THAT YOU ALL DO IN YOUR RESPECTIVE ROLES TO HELP THE OTHER MAINTAIN FOCUS.

THE FIRST QUESTION I'LL ASK IS, AS BOARD MEMBERS, WHAT DO YOU NEED FROM ONE ANOTHER? IF YOU'RE GOING TO EXCEL AT BEING FOCUSED THIS YEAR, WHAT DO YOU NEED FROM ONE ANOTHER TO MAINTAIN FOCUS IN YOUR GOVERNANCE ROLE? I'LL ALSO ASK THE BOARD WHAT YOU NEED FROM YOUR SUPERINTENDENT IN ORDER TO EXCEL AT MAINTAINING FOCUS THIS SCHOOL YEAR.

NOW YOU ALL ARE A SMART BUNCH.

WHAT DO YOU THINK THE FINAL QUESTION IS? [LAUGHTER] I'M GOING TO ASK THE SUPERINTENDENT WHAT HE NEEDS FROM THE BOARD, IF HE IS TO EXCEL AT MAINTAINING FOCUS ON HIS UNIQUE ROLE IN THE DISTRICT.

THREE QUESTIONS THAT I WANT TO END THE DAY ON, BUT I'M GIVING YOU AMPLE NOTICE TO COLLECT SOME THOUGHTFUL IDEAS.

AGAIN, IT WON'T STOP TODAY.

AS YOU GO THROUGHOUT THE YEAR YOU'LL NEED TO CONTINUOUSLY RE-CENTER ON THIS IDEA OF HOW ARE WE MAINTAINING FOCUS.

THAT BEING SAID, I WANT TO HEAR FROM JUST ONE OR TWO PEOPLE, WHAT DO YOU THINK WHEN YOU HEAR FOCUS? WHAT COMES TO MIND? HOW WOULD YOU DEFINE FOCUS?

>> I USE AN ACRONYM FOR FOCUS AND IT STANDS FOR FOCUS ON ONE COURSE UNTIL SUCCESSFUL.

>> LOVE IT. FOCUS ON ONE COURSE UNTIL SUCCESSFUL, I LOVE IT. ANYONE WANT TO ADD?

>> I THINK WE HAVE TO KNOW WHAT THE END GAME IS TO BE ABLE TO PUT THE FOCUS ON, SO WHAT'S THE GOAL SO THAT WE CAN MAKE SURE WE'RE ALL FOCUSING TOWARDS THE COMMON GOAL.

>> I AGREE, WHOLEHEARTEDLY.

NOW, AS A DISTRICT YOU'VE WORKED HARD.

I'VE LOOKED AT YOUR GOALS.

YOU HAVE A GREAT SET OF GOALS, YOU WORK HARD TO ADJUST THEM AND PIVOT AS NEEDED.

I KNOW YOU CHECK IN QUARTERLY WITH PROGRESS GOALS.

AGAIN, JUST A LOT OF GREAT HABITS.

I THINK THIS IDEA OF HAVING THE END GAME IS PRETTY DEFINED FOR THIS GROUP WITH ADJUSTMENTS AS NEEDED EACH YEAR.

I WANT TO ADD TO THAT.

ONE DEFINITION I FOUND TO FOCUS IT'S A CENTER OR THE CENTER OF INTEREST OR ACTIVITY.

WHAT IS YOUR CENTER OF INTEREST OR ACTIVITY? IF WE THINK ABOUT THE DEFINITIONS PROVIDED BY YOU, WHAT IS THE END GAME? WELL, THAT'S GOING TO BE YOUR CENTER OR YOUR INTERESTS.

OR FOCUS ON ONE COURSE, THAT CENTROID ACTIVITY UNTIL SUCCESS.

[00:15:04]

THE ONE THING I'M GOING TO ADD AND GOING FORWARD IS I WANT TO PROPOSE THIS IDEA THAT I THINK YOU KNOW WELL, EVEN WITHIN YOUR RESPECTIVE ROLES, YOU MIGHT HAVE ONE OVER ARCHING FOCUS.

ONE END GAME THAT WE CLEARLY AGREE TO ALL AGREE UPON.

EVERYONE IN THE SYSTEM KNOWS IT, BUT WITHIN YOUR RESPECTIVE ROLES THERE ARE KEY AREAS THAT YOU KNOW, YOU FOCUS ON EVEN IN A DEEPER SENSE.

FOR EXAMPLE, YOUR SUPERINTENDENT, HE HAS THE TASK OF MANAGING THE DAY-TO-DAY OPERATIONS.

THE BIG PICTURE, WE HAVE THAT COMMON FOCUS, BUT HE ALSO FOCUSES ON THINGS THROUGHOUT THE YEAR THAT YOU AS BOARD MEMBERS DON'T HAVE THE TIME TO.

YOU DON'T HAVE THE OBLIGATION OR EVEN THE AUTHORITY TO.

THEN ON THE OTHER SIDE, THERE ARE THINGS THAT YOU DO HAVE TO FOCUS ON, THE LARGER DIRECTION OF THE SCHOOL, NOT THE DAY-TO-DAY.

YOU GET UPDATES, SURE, BUT THEN THAT BIGGER PICTURE.

IF NO ONE ELSE IN THE SYSTEM KEEPS THEIR EYES ON THAT BIG PICTURE, THE BIG NORTHERN STAR.

THERE'S A BALL THAT IS DROPPED BECAUSE NO ONE ELSE BY LAW OR BY TEXAS EDUCATION CODE HAS A SAME RESPONSIBILITY. DOES THAT MAKE SENSE? THERE'S THE WORK THAT ONLY THE BOARD CAN DO.

IT'S NOT THE DAY-TO-DAY.

THERE'S A WORD THAT ONLY THE SUPERINTENDENT CAN DO, AND IT'S NOT ONLY THE HIGH-LEVEL BIG PICTURE, THERE'S A COLLABORATION THERE.

WITHIN THAT BIG PICTURE, WE ALL HAVE INDIVIDUAL FOCUSES.

I'M PRETTY SURE THAT YOU WOULDN'T WANT YOUR TEACHERS, FOR EXAMPLE, FOCUSING ON EXACTLY THE SAME THINGS THAT YOU FOCUSED ON, BECAUSE THEY HAVE TO BE THERE PRESENT IN THAT CLASSROOM.

WITHIN THAT BIG PICTURE, THERE'S SMALLER FOCUSES THAT WE WANT TO BE AWARE OF.

WHAT I WANT TO DO TO MAXIMIZE THIS OPPORTUNITY, I'VE CHOSEN JUST A FEW GROUND RULES, AND I WANT TO TALK ABOUT WHY I'VE CHOSEN THESE ONE.

EVERYONE GETS TO SAY, IF YOU'RE AN EDUCATOR OR ANY LEARNER OF WORK AND YOU'RE USED TO WORKING WITH TEAMS AND YOU KNOW, SOME OF THE RESEARCH BEHIND TEAM PERFORMANCE, YOU'LL KNOW QUICKLY THAT A LOT OF DATA SUGGESTS THAT OVER THE COURSE OF A MEETING OR OVER THE COURSE OF A PROJECT, THE MORE EVERYONE PARTICIPATES, THE BETTER THE OUTCOMES ARE.

IN PARTICULAR, AND I'LL REFER TO HER LATER, ANITA WILLY TALKED ABOUT THIS IDEA OF COLLECTIVE INTELLIGENCE.

WHEN TEAMS WERE ABLE TO WORK TOGETHER AND EVERYONE SPOKE OR SHARED IN ROUGHLY EQUAL PROPORTION, THEY SAW GREATER GAINS, THEY SAW BROADER AND DEEPER SUCCESS.

A RESEARCH-BASED TACTIC AS A FACILITATOR AND I KNOW YOU ALL DO THIS BECAUSE I'VE SEEN YOUR SOCIAL CONTRACT.

BUT TO REMIND EVERYONE TO ENGAGE.

IF WE GOT ENGAGED, DO IT RESPECTFULLY AND PRODUCTIVELY.

IT'S ALWAYS NICE TO BUILD A PLAY THE OPPOSITE SIDE OF PERSPECTIVE.

IT GIVES DEPTH TO THE CONVERSATION BUT WE ALSO KNOW THAT IN ORDER TO MAINTAIN HIGH PERFORMANCE AND TRUST, WE HAVE TO BE EMPATHETIC IN THE WAY WE DISCUSS.

KIND OF WHAT [INAUDIBLE] WAS SAYING.

I'M SO GLAD YOU MENTIONED THAT WE ARE EMOTIONALLY SMARTER, HAVE A MUCH HIGHER EMOTIONAL QUOTIENT THIS YEAR THAN WE EVER HAVE.

THEN THE LAST ONE IS ASKED QUESTIONS.

I MEAN, MY GOODNESS, IT'S A DISTRICT OR SCHOOL DISTRICT.

IF WE KNOW ONE THING ABOUT LEARNING, ASKING QUESTIONS IS IMPORTANT.

ARE THERE OTHER TENANTS ARE GROUND RULES THAT YOU THINK WE SHOULD SUBMIT IT THIS TIME FOR OUR TEAM-BUILDING TOGETHER TODAY? OR DO YOU SAY YEAH, THAT CAN WORK WE CAN GO WITH THAT. I SEE HEADS NODDING.

LET'S GO FORWARD THEN. WHEN WE TALK ABOUT FOCUS LEADERSHIP, HAYS IS SQUEAKING OUT THE LAST BIT OF PERFORMANCE AND THAT LAST IS IN YOUR FINAL THING YOU'LL EVER DO.

THE LAST BIT OF ACTIVITY NEEDED TO JUST PUSH YOU FURTHER AND FURTHER.

I WANT TO SUBMIT THREE AREAS.

IN PARTICULAR, I SHARED FOCUS ON PRIORITIES, METHODS, AND MANNER.

IF WE CAN JUST SET THE BALL ROLLING, SET THE STAGE FOR COMMITTING TO GAMING, SHARED, AND DEEP UNDERSTANDING OF THESE THREE AREAS, I THINK IT WILL HELP THIS TEAM AGAIN CONTINUE TO BE THAT HIGH PERFORMING ON OUR BOARD THAT WE ALL KNOW YOU ARE.

PRIORITIES. WHY PRIORITIES? WELL, I HEARD MR. SAVOY SAY, WE THINK ABOUT THAT END GAME, WHAT ARE THE BIG GOALS THE THINGS THAT WE ALL AGREE UPON? OBVIOUSLY, WE NEED A SHARED AND DEEP UNDERSTANDING ABOUT THOSE.

THAT IS THE OVERARCHING FOCUS THAT WE CAN ALL COMMIT TO, AS WE UNDERSTAND HOW EACH OF OUR RESPECTIVE SMALLER PARTS SUPPORT THAT.

THE NEXT ONE IS THE METHODS.

WHAT ARE THE METHODS THAT WE WILL USE TO ACHIEVE THE PRIORITIES? ONE HOUR WE REFER TO.

YOU-ALL HAVE A GREAT HABIT OF CHECKING IN QUARTERLY.

FOR THE SAKE OF LEARNING AND FRAME OF REFERENCE, NOT EVERYBODY DOES THAT.

SOME DO JUST THE FINAL EVALUATION THEY DON'T TAKE ADVANTAGE OF THE RECOMMENDED MID YEAR, THE FORMATIVE ASSESSMENT.

BUT YOU-ALL GO EVEN FURTHER AND IT'S GREAT.

AGAIN, I'M LOOKING AT YOUR DATA FORMATS, YOU HAVE GREAT METHODS FOR SHARING DATA AND I LOVE THAT.

[00:20:01]

IT'S NO WONDER THAT YOU ARE AN HONOR BOARD.

THE METHODS USED TO ACHIEVE THOSE PRIORITIES.

THEN FINALLY, YOU CAN'T REALLY TALK ABOUT A SUCCESSFUL TEAM OR AN ORGANIZATION WITHOUT DISCUSSING MANNER.

WE HAVE THE PRIORITIES THAT DICTATE WHAT WE'VE DETERMINED TO BE IMPORTANT, AND WORTHY OF ACHIEVING.

WE HAVE THE METHODS THAT WE USE TO ACHIEVE THOSE PRIORITIES, BUT THE MANNER.

IN WHAT WAY WILL WE GO ABOUT WORKING TO ACHIEVE THEM? HOW WILL WE TREAT EACH OTHER? HOW WILL WE TREAT OUR KEY PLAYERS AND STAKEHOLDERS? HOW WILL WE COMPORT OURSELVES SO THAT EVERYONE KNOWS THAT WE WILL ACHIEVE, WE WILL REACH SUCCESS BUT THERE'S A WAY WE WANT TO LOOK THEM AND GET THERE AND A MEANS ABOUT HOW WE GO ABOUT DOING IT.

AGAIN, KUDOS TO YOU FOR BEING ONE OF THE FEW TEAMS THAT REALLY DOES ADHERE TO AND MAINTAIN A SOCIAL CONTRACT.

I THINK IF WE TALK ABOUT THAT YOU WILL SEE WHY IT'S SO IMPORTANT.

BUT MORE THAN THAT, YOU'VE LIVED IT.

AGAIN, A THOUGHTFUL COLLECTION OF APPROACHES TO REACH YOUR PRIORITIES AND THEN THE MANNER IN WHICH WE GO ABOUT ACHIEVING THOSE.

THE WAY YOU GO ABOUT IT DOES MATTER.

NOW, THOSE ARE THE THREE COMPONENTS WE'LL TALK ABOUT AND OF COURSE, SETTING THE STAGE FOR DEEPER SHARED UNDERSTANDING ABOUT THOSE.

BUT IF I HAD TO REPRESENT IT GRAPHICALLY, I WOULD SAY IT LOOKED LIKE THIS, JUST ONE OPTION FOR REPRESENTING THAT.

THE REASON WHY IS THEY'RE ALL INTERRELATED.

BUT AT ANY GIVEN POINT YOU CAN PULL ONE OUT AND TALK ABOUT HOW TO IMPROVE OUR FOCUS IN THAT AREA FOR THE SAKE OF SUPPORTING THE OTHER AREAS.

THAT'S HOW IT LOOKS IF YOU CAN IMAGINE THAT.

AGAIN, THE PRIORITIES, WHAT WE WORK TOWARD, THE GOALS, THE METHOD, THE THOUGHTFUL COLLECTION OF MECHANISMS, THE STRATEGIES WE USE TO REACH THOSE PRIORITIES, AND THEN MANNER, THE WAY IN WHICH WE CAN PUT OURSELVES AS WE WORK TOWARDS THAT.

NOW, I WAS GIVEN PERMISSION TO HAVE SOME FUN FOR AT LEAST 15 MINUTES.

NOT TOO MUCH, I DON'T WANT TO GET CARRIED AWAY.

BUT I WANT TO DO AN ACTIVITY, A WARM-UP ACTIVITY.

NOW, THERE'S SOME MEANING HERE AND I WON'T DIVULGE THAT OF COURSE UNTIL IT'S TIME TO HAVE THE DISCUSSION.

BUT I'M CURIOUS BEFORE I CHOOSE THIS PARTICULAR ACTIVITY.

HAS ANYONE EVER PLAYED THE LITTLE GAME, I USED TO BUT NOW I? CRANE, ONE OF THE FEW TIMES I LOVE TO SEE YOUR HEADS NODDING NO, RIGHT? UNLESS THEY'RE SOME OTHER QUESTIONS FOR WHICH YOU SHOULD BE NODDING NO.

I'M GOING TO PASS OUT INDEX CARDS AND I'LL GIVE YOU THE NEXT SET OF INSTRUCTIONS. YES SIR, TAKE ONE.

THE ONLY THING REQUIRED IS YOUR MEMORY, YOUR AWARENESS OF WHO YOU ARE, AND SOMETHING TO WRITE WITH FOR THIS ACTIVITY, AND OF COURSE THE INTEREST IN SHARING IN A SECOND.

THANK YOU. ON THE NEXT SLIDE, YOU'LL SEE A BASIC TEMPLATE.

FIRST TAKE A MOMENT TO REFLECT.

JUST A QUICK SHOW OF HANDS.

IS ANYONE THE SAME PERSON THAT THEY WERE, NOT CORE VALUE WISE, BUT THE SAME PERSON THEY WERE TWO, THREE, FOUR, FIVE YEARS AGO? WE CHANGED SOMEHOW, WE'RE CONSTANTLY CHANGING AND EVOLVING.

AGAIN, CORE VALUES PROBABLY CONSISTENT.

WHAT I WANT YOU TO DO IS THINK ABOUT SOMETHING YOU USED TO DO, YOU USED TO BELIEVE, SOMETHING YOU USED TO BE OR THINK AND I WANT YOU ON ONE SIDE OF THAT CARD TO SIMPLY WRITE, I USED TO.

THEN ON THE BACKSIDE OF THE CARD, REGARDING THAT SAME TOPIC, MAYBE YOU'VE TRANSITIONED ON THIS PARTICULAR ISSUE, BUT NOW I. I USED TO RUN, BUT NOW I DO ARCHERY BECAUSE MY KNEES DON'T LIKE TO RUN, RIGHT? THINK ABOUT SOMETHING THAT YOU'VE CHANGED, A PERSPECTIVE, A SHIFT.

I USED TO, BUT NOW I.

>> IS IT IN FIVE YEARS TIME?

>> FROM ANY TIME FRAME. IT CAN BE THIS MORNING.

[LAUGHTER] MAYBE YOU'VE HAD SOME PHILOSOPHICAL SHIFTS EVEN THIS MORNING.

>> I'LL TRUST YOU TO USE THEIR DISCRETION ON THIS LIVE RECORDING OR THIS LIVE STREAMING.

WHATEVER YOU FEEL COMFORTABLE SHARING.

BECAUSE YOU WILL SHARE HEADS UP.

[00:25:22]

JUST ONE THING. YOUR SHIFTING PERSPECTIVE SHOULD BE ABOUT THAT SAME SUBJECT ON THE FRONT OF THAT CARD.

THAT ONE WAS ELIMINATED.

[BACKGROUND] GOING TO BLOCK YOURSELF IN? [LAUGHTER] I WAS THAT CLOSE.

[LAUGHTER] IS EVERYONE DONE? HERE'S WHAT I WANT TO DO, IS CAN BE A BIT CONFUSING FOR THE MORNING, SO I'LL JUST EXPLAIN.

IF YOU HAVE ANY QUESTIONS, LET ME KNOW.

WE'RE GOING TO START WITH MR. SEVERANCE HERE.

HE'S GOING TO READ HIS "I USED TO" STATEMENT ONLY.

HE'S GOING TO START THERE.

MS. OROSCO WILL READ HER, "BUT NOW I" STATEMENT.

THEN YOU WOULD TURN YOUR CARD OVER AND READ YOUR "I USED TO" STATEMENT, WHICH YOU WILL RESPOND WITH, "BUT NOW I" STATEMENT.

THEN YOU TURN YOURS BACK OVER WILL AND READ OR YOU GOT IT.

IS IT CLEAR? THEN THAT MEANS WE'LL END WITH MR. SEVERANCE READING HIS, "BUT NOW I" STATEMENTS.

IT WILL BE CLEAR ONCE WE GET GOING.

INTERESTING BUT CLEARER. SOUNDS GOOD? YOU START WITH "I USED TO".

>> I USED TO LOVE BEING INSIDE.

>> BUT NOW I HELP EMPOWER THEM TO NAVIGATE AND FOLLOW THE CHAIN OF COMMAND.

>> I USED TO WANT TO SOLVE EVERYONE'S PROBLEMS.

>> THAT IS TOO FUNNY.

>> BUT NOW I HAVE LEARNED TO NOT ONLY TRUST, BUT RELY ON THE EXPERTISE AND KNOWLEDGE OF OTHERS.

>> BUT NOW I TAKE A MEASURED APPROACH AND KNOW THAT IT'S ONLY PART OF THE STORY.

>> WAW.

>> I USED TO BELIEVE 100 PERCENT OF WHAT SOMEONE TOLD ME AS FACT.

[00:30:06]

>> BUT NOW I KNOW COMMUNICATION IS MORE ABOUT LISTENING AND BEING PRESENT IN THE MOMENT.

I USED TO THINK THAT COMMUNICATION WAS MORE ABOUT MY PRESENTATION IN WORDS.

>> BUT NOW I REALIZE THE VALUE OF TEAMWORK AND COLLABORATION.

[LAUGHTER] I USED TO THINK THAT I HAD TO HAVE ALL THE ANSWERS.

>> BUT NOW I MAKE TIME FOR MYSELF.

[LAUGHTER] THE NEXT ONE.

I USED TO THINK THAT I HAD TO FIGHT EVERYONE'S BATTLES.

>> BUT NOW I'M A SCHOOL BOARD MEMBER WHO KEEPS IN MIND A DISTRICT AS A WHOLE.

I USED TO BE A BILINGUAL INSTRUCTIONAL COACH, WORKING WITH TEACHERS AND PROVIDING INTERVENTIONS FOR STUDENTS.

>> BUT NOW I REALIZE I BLEW THIS COMPLETELY EXERCISE WITH WHAT I WROTE ON MY CARD.

BUT NOW I ENJOY BEING OUTSIDE MORE OFTEN NEAR WATER.

>> THAT'S IT. DESPITE A FEW NUANCES, BY THE WAY, THAT WAS THE MOST NORMAL OUTCOME I'VE EVER ACHIEVED WITH THE GROUP HAVING DONE THIS.

WHICH IS TELLING YOU, IT'S NEAT.

IT'S FUNNY AND IT'S RIDICULOUS BUT THERE'S AS A VERY IMPORTANT LESSON.

IF YOU THINK ABOUT ALL THROUGHOUT YOUR SYSTEM FROM THE HIGHEST LEVEL HERE AND GOVERNANCE IS GOVERNANCE TEAM, ALL THE WAY DOWN TO THE STUDENTS YOU SERVE, EVERYONE COMES IN WITH A CONSTANTLY SHIFTING PERSPECTIVE ON THINGS IF THEY'RE GROWING AND CHANGING.

WE USED TO DO THINGS IN ONE WAY NOW WE DO THEM IN A DIFFERENT WAY.

YOU SHOULD THINK A CERTAIN WAY.

SOMETIMES THESE HAPPEN QUICKLY, SOMETIMES OVER THE COURSE OF A LONGER PERIOD OF TIME.

BUT IT NEVER FAILS THE FACT THAT WE'RE SHIFTING AND CHANGING, BUT AT THE SAME TIME WE'RE COLLIDING WITH EACH OTHER.

WE'RE COMING TO WORK TOGETHER.

WE'RE COMING TO DECIDE WHAT THE BEST COURSE OF ACTION ON A MATTER WILL BE.

THIS IS AN OVERSIMPLIFICATION, BUT AGAIN, THESE SHIFTS IN US AND THROUGH EVERYONE IN THE SYSTEM PRETTY MUCH REQUIRE US TO BE INTENTIONAL ABOUT FOCUS.

SOME SHIFTS ARE DISTRACTING.

SOME AS YOU'VE JUST SHOWN, ARE RIGHT IN LINE WITH THE WORK THAT YOU DO.

IT DOESN'T MATTER IF WE'RE GOING TO LEARN A PLAY TOGETHER AS A TEAM TO BE COHESIVE FROM THE BOARD ALL THE WAY DOWN TO STUDENTS WE SERVE.

IT REQUIRES US TO BE INTENTIONAL ABOUT FOCUS, SO THAT WHO WE ARE IS IN MATTERS AND WE CAN CELEBRATE IT, BUT AT THE SAME TIME YOU CAN KEEP IT RIGHT IN THE PROPER PERSPECTIVE THAT ADDS TO WHAT WE WANT TO ACCOMPLISH.

HOPE YOU APPRECIATE THAT, BUT MORE IMPORTANT, HOPE YOU TAKE THAT AS YOU GO FORWARD.

WITH EMPATHY, REALIZE THAT EVERYONE'S CHANGING AND SHIFTING, AND THE GOAL IS TO LEARN HOW TO PLAY TOGETHER, HOW TO WORK TOWARDS A VERY FOCUSED AND WELL-DEFINED END SO THAT EVERYONE KNOWS THAT INDIVIDUAL CONTRIBUTION.

MANNER MATTERS. I MENTIONED MANNER, ONE OF THE KEY COMPONENTS MANNER MATTERS, AND I MENTIONED SPECIFICALLY THIS, THE BODY OF LITERATURE ON COLLECTIVE INTELLIGENCE.

YOU CAN SKIP THAT ONE. THERE WAS AN ALTERNATIVE WARM UP THE CASE EVERYONE SAID, YEAH, WE PLAYED THE GAME BEFORE. MATTER MATTERS.

ANITA WOOLLEY FOUND THAT HOW TEAMS WORK, NOT SO MUCH WHAT THEY KNOW, BUT HOW THEY WORK IS WHAT TRULY MAXIMIZE POTENTIAL.

TWO SPECIFIC NORM IS ONE, EMPATHY.

IF YOU CAN GUESS WHICH ARE COLLEAGUES, YOUR COWORKERS OR TEAMMATES ARE FILLING, YOU CAN READ THE BODY LANGUAGE, YOU ARE BETTER PREPARED, YOU'RE BETTER POISED TO EXPERIENCE THIS HIGH PERFORMANCE.

THE OTHER ONE WAS, AS ALREADY MENTIONED, AND I MADE IT ONE OF OUR GROUND RULES, CONVERSATIONAL TURN-TAKING.

A FACE A WAY OF SAYING, EVERYONE SPEAKS IN ROUGHLY EQUAL PROPORTION.

YOU HAVE, IN MY OPINION, SOMETHING THAT SUPPORTS THIS, YOUR SOCIAL CONTRACT.

LET'S TAKE A MOMENT TO JUST LOOK AT THIS BRIEFLY AND AGAIN WITH FOCUS BEING THE THEME OF TODAY, I WANT TO ASK YOU JUST A COUPLE OF QUESTIONS, BUT TAKE A MOMENT TO JUST READ THROUGH IT VERY QUICKLY, MAYBE FOUR OR FIVE SECONDS.

I WANT TO RUN EVERYTHING THROUGH THE LENS OF FOCUS.

THE FIRST QUESTION I HAVE IS, DOES YOUR CONTRACT FIRST SET UP THE EXPECTATION FOR EMPATHY? IF THE RESEARCH SHOWS THAT EMPATHY IS IMPORTANT TO HIGH PERFORMING TEAMS, DO YOU SEE YOUR CONTRACT HERE, THE EXPECTATION FOR EMPATHY? IF SO, WHERE IS IT?

>> NUMBER 5, WEREN'T ASSUME POSITIVE AND NOBLE INTENTIONS.

>> I AGREE. SURE. ANY OTHERS?

>> NUMBER 4, POTENTIALLY JUST RESPECT EACH OTHER.

[00:35:01]

>> A HUNDRED PERCENT.

SURE. NUMBER 3 IS WELL.

>> I WAS GOING TO SAY I THINK ALL OF THEM, NUMBER 3, COLLABORATE AS A TEAM AND RESPECT THE BODY CORPORATE.

BUT I THINK YOU CAN FIND THAT IN EVERY SINGLE ONE OF THEM.

>> SURE.

>> YOU CAN MAKE A CASE FOR BE PROFESSIONAL I DON'T THINK.

>> IF YOU ARE EMPATHETIC, YOU'RE GOING TO BE PROFESSIONAL. IT'S SOME LITTLE REACH.

>> I WANT TO POINT THAT OUT BECAUSE IT'S IMPORTANT TO REALIZE THAT THESE AREN'T JUST THINGS THAT MAKE US FEEL GOOD WHEN WE COME TO WORK.

IT WAS DONE THOUGHTFULLY, AND IF THEY SHOULD EVER BE ADJUSTED, YOU'LL GO TO THE SAME THOUGHTFUL PROCESS.

BUT THERE IS SO MUCH TRUTH.

EVIDENCE WOVEN THROUGH THOSE THAT WHEN YOU ADHERE TO THIS, YOU'RE ADHERING TO BEST PRACTICES.

THE NEXT QUESTION, DOES YOUR CONTRACT, DO THE READ THERE, DOES IT ENCOURAGE DISCUSSION FROM ALL TEAMMATES, AND FOR ALL TEAMMATES? I SEE [INAUDIBLE] NODDING.

OBVIOUSLY. WHICH WORDS WOULD YOU SAY HAVE BEEN VERY IMPORTANT IN MAKING SURE THAT WE HEAR FROM ALL TEAMMATES? NUMBER 3, COLLABORATE AS A TEAM, YEAH.

AT THE SAME TIME, RESPECT THE BODY CORPORATE, SURE.

LAST QUESTION, AND YOU PROBABLY ANTICIPATED THIS.

HOW DOES THIS CONTRACT HOLD THE TEAM ACCOUNTABLE TO STAYING FOCUSED THIS YEAR? WHERE DO YOU SEE IN THERE? THE MANDATE ENCOURAGEMENT, EVEN IF INDIRECTLY, TO STAY FOCUSED FOR ACCOUNTABILITY, FOR THE GOALS THAT YOU ALL ARE POISED TO ADOPT.

>> I MEAN, FOR ME THEY'RE ALL NICE WORDS, BUT IT SETS UP A FRAMEWORK FOR HOW WE OPERATE THE TEAM AND IF YOU STAY WITHIN THE PARAMETERS THAT ALL FIVE OF THESE DEFINED, IT NATURALLY LENDS ITSELF TO BEING FOCUSED ON THE BUSINESS OF THE DISTRICT AND ON BEING HERE FOR EACH OTHER.

>> I AGREE. I MEAN, AM I WORRIED BEING AMBASSADORS OF THE DISTRICT? THAT MEANS EVERYTHING FROM THE DIRECTION YOU SET TO THE HIGH BELIEFS WE SET EXPECTATIONS FOR OUR DISTRICT, WE'RE AMBASSADORS.

YOU WEREN'T JUST GOING OUT PROMOTING ONLY CAFETERIA FOOD OR ONLY THE AWESOME NUMBER 2 PENCILS THAT YOU HAVE.

NO, YOU'RE CHAMPIONING THE DISTRICT'S DIRECTION.

ITS ADHERENCE TO PROCESSES, IT'S CAPABLE PERSONNEL.

I LIKE THAT. ANYTHING ELSE? SAY A BIT, MAYBE A MINUTE'S WORTH ABOUT AND I KNOW THE ANSWER BUT FOR THOSE WHO MIGHT NOT FULLY UNDERSTAND, A BIT ABOUT HOW THIS IS DERIVED AND THE PROCESS FOR AMENDING IF AT SOME POINT WE FEEL LIKE WE MIGHT NEED TO TWEAK HERE.

TALK A BIT ABOUT HOW THIS IS DERIVED IN YOUR PROCESS FOR MAKING ADJUSTMENTS.

>> SHE WON'T.

>> SHE WON'T [LAUGHTER].

I LOVE IT. YOU KNOW WHAT? IT'S A GREAT EXAMPLE OF PUTTING INTO PLAY, MAKING SURE THAT EVERYONE HAS A CHANCE TO COMMUNICATE AND SHARE.

MAYBE HEAR FROM SOMEONE WHO IS NOT AS SEASONED OR EXPERIENCED ON THE BOARD? SURE. ANYONE ELSE?

>> I CAN SAY THAT WHEN I FIRST CAME ON TO THE BOARD AND THERE WAS A SOCIAL CONTRACT AND IT IS A SOCIAL CONTRACT THAT I DIDN'T THINK WAS FOLLOWED.

IT WAS NOT BY ANYONE SITTING IN THIS ROOM, BUT IT WAS ONE THAT I STRUGGLED WITH BECAUSE I DIDN'T THINK THAT IT WAS SOMETHING THAT ALL OF OUR BOARD MEMBERS HAD NOBLE INTENTIONS AND WERE ASSUMED POSITIVE AND NOBLE INTENTIONS.

I THINK THAT TO HAVE THIS IS EXTREMELY IMPORTANT AND IT'S SOMETHING THAT WE DO FOLLOW AND I LOVE THAT ROLE OF ALA.

HE POINTS IT OUT QUITE OFTEN TO US ALL THE TIME AND EVEN TO OUR PUBLIC BECAUSE THAT'S HOW WE COME TOGETHER AS A WHOLE AND TO ACCOMPLISH THINGS FOR THE DISTRICT.

NO, THERE ARE THINGS THAT WE DON'T NECESSARILY ALWAYS AGREE ON.

A LOT OF THE TIMES WE DON'T ALWAYS AGREE ON EVERYTHING, BUT WE COME TOGETHER AS A TEAM AND DO WHAT'S BEST FOR THE DISTRICT AS A WHOLE.

I THINK THAT THAT'S WHERE THAT COMES INTO PLAY.

BUT NO, I THINK THAT OUR DISTRICT DOES REALLY WELL WITH THIS SOCIAL CONTRACT, AND OUR TEAM OF EIGHT SITTING IN THIS ROOM TODAY.

>> I WAS GOING TO CHIME IN AS WELL.

THE TEAM THAT WE HAVE RIGHT NOW, YOU CAN SENSE THAT WE'RE A PRETTY COLLABORATIVE TEAM AND WE GET ALONG.

[00:40:01]

BUT LET'S ALSO REMEMBER THAT WE'RE ELECTED OFFICIALS, THE MAKEUP OF THIS TEAM CAN CHANGE.

AS THE ITERATIONS CHANGE WHO WE ARE, IF THE FRAMEWORK THAT WILL SET, IF THAT'S THERE, THEN GUESS WHAT? IT DOESN'T MATTER WHO'S COMING INTO THE SEAT.

THIS IS HOW WE'RE SUPPOSED TO CONDUCT OURSELVES AND SO HAVING THAT ESTABLISHED CONTRACT IS IMPORTANT NOT ONLY FOR WHO WE ARE TODAY, BUT WHO WE CAN BE IN THE DIFFERENT ELECTION CYCLES.

>> I LOVE THIS BECAUSE ONCE THE BOARD APPROVES THIS, IT SETS THE TONE FOR THE REST OF THE DISTRICT AND WE HAVE A SOCIAL CONTRACT AT EVERY LEVEL AND IN THE DISTRICTS, SO WE HAVE IT AT THE CABINET LEVEL AND THEN WITH OUR PRINCIPAL TEAM AND THEN EVEN IN THE CLASSROOMS WITH OUR TEACHERS AND STUDENTS.

THE BOARD BEING THE UTMOST DISTRICT AMBASSADOR, ONCE THEY FRAME THIS, THEN IT GIVES ME THE POWER AND THE AUTHORITY TO MAKE SURE THAT IT'S HAPPENING FROM TOP TO BOTTOM AND FROM BOTTOM TO TOP.

IT'S HUGE AND THAT'S HOW YOU BUILD TRUST AND THAT'S HOW YOU BUILD CONTINUITY.

IT ALSO GIVES BOARD MEMBERS AN OPPORTUNITY TO EXPRESS HOW THEY WANT TO BE TREATED.

IT ALLOWS FOR A GREAT SEGUE INTO A CONVERSATION BECAUSE A LOT OF TIMES PEOPLE THAT HAVEN'T BEEN TRAINED IN HOW TO HAVE CRUCIAL CONVERSATIONS WILL DO SO IN THE ONLY MANNER THEY'VE BEEN TAUGHT.

SOME WILL GO RIGHT AT IT AND OTHERS WILL SHY AWAY FROM IT.

THE ONES THAT SHY AWAY FROM IT, THE ISSUE AT HAND CONTINUES TO FESTER AND GROW AND BUILD AND IT CAUSES FOR DYSFUNCTION.

IF I WERE A BOARD MEMBER AND I'M NOT AND SAY I HAD A PROBLEM WITH VANESSA AND I FELT LIKE SHE VIOLATED ONE OF THE SOCIAL CONTRACT TERMS THEN OFFLINE, I CAN GO IN AS A SEGUE, JUST SAY, "HEY, VANESSA REMEMBER, WHEN YOU AND I DID THIS, I DIDN'T FEEL LIKE YOU RESPECTED ME AT ALL AND I WANT TO TALK TO YOU ABOUT IT." IT ALLOWS FOR CONVERSATION AND THEN VANESSA IS PROBABLY LIKE, WELL, I DIDN'T MEAN IT THAT WAY.

I DIDN'T HAVE ANY NEFARIOUS INTENT.

THEN IT BUILDS A RELATIONSHIP INSTEAD OF TEARING IT DOWN.

>> I WANT TO SAY THAT'S A PERFECT EXAMPLE OF AN OUCH AND SHARE MOMENT WHEN WE CAN SAY, OUCH.

THAT HURT BECAUSE AND SHARE BECAUSE YOU DON'T KNOW IF PEOPLE KNOW HOW THEY MIGHT HAVE DISRESPECTED OR OFFENDED OR WHATEVER.

I THINK WE HAVE A TEAM THAT WE'RE ABLE TO SAY THAT.

I'M ABLE TO GO TELL COURTNEY, HEY, COURTNEY THIS OR SHE CAN TELL ME OR VICE VERSA WITH ALL THE TEAM MEMBERS, I WOULD LIKE TO TWEAK OUR SOCIAL CONTRACT AFTER MUCH REFLECTION AND SOME DISCUSSIONS WITH PEOPLE ALL OVER OUR DISTRICT AND ACROSS THE STATE.

I WOULD LIKE TO CHANGE NUMBER 4, PROMOTE DISCUSSION AND RESPECT EACH OTHER.

I WOULD LIKE TO CHANGE THAT TO PROMOTE DISCUSSION AND RESPECT DIFFERENT PERSPECTIVES.

BECAUSE AT THE END OF THE DAY WE CANNOT FORCE ANYBODY TO RESPECT EACH OTHER AND AS YOU KNOW, WE'VE HAD BOARD MEMBERS THAT ABSOLUTELY DID NOT RESPECT OTHER BOARD MEMBERS AND VICE VERSA AND NO ONE CAN BE FORCED INTO RESPECTING EACH OTHER.

I WOULD LIKE TO PUT THAT OUT THERE FOR THE TEAM TO SEE IF THEY'RE IN AGREEMENT WITH CHANGING THAT NUMBER 4.

>> YOU SAID RESPECT DIFFERENT PERSPECTIVES?

>> PROMOTE DISCUSSION AND RESPECT DIFFERENT PERSPECTIVES.

I THINK THAT LIKE DR. WRIGHT SAID, IT COMES FROM THE TOP DOWN AND WE WANT TO MAKE SURE THAT OUR TEAMS AND DEPARTMENTS, AND CLASSROOMS KNOW, YOU DON'T HAVE TO RESPECT SOMEONE PER SE, BUT YOU DO NEED TO RESPECT THE DIFFERENT PERSPECTIVES.

YOU MIGHT NOT RESPECT THAT TEAM MEMBER THAT YOU'RE ALWAYS IN OPPOSITION TO OR THERE'S FRICTION, YOU DON'T HAVE TO RESPECT THEM, BUT YOU DO NEED TO RESPECT THE DIFFERENT PERSPECTIVES THAT ARE BROUGHT TO THE TABLE.

>> I WOULD DISAGREE THAT YOU CAN'T RESPECT EVERYONE.

I CAN FIND SOMETHING ABOUT EVERY SINGLE PERSON, EVEN IF I DON'T LIKE THEM AS A PERSON TO RESPECT ABOUT THEM, WHETHER IT'S THEIR TITLE OR POSITION OR WHAT HAVE YOU.

I WOULD DISAGREE WITH THAT, BUT I DON'T DISAGREE WITH THE CHANGE.

I LIKE THE CHANGE.

I THINK THE WORDING, THAT'S BASICALLY WHAT WE'RE SAYING IS THAT WE WANT PEOPLE TO RESPECT DIFFERENT OPINIONS, DIFFERENT PERSPECTIVES.

I'M OKAY WITH THE CHANGE.

I JUST WANTED TO BE ON RECORD AND SAY, I THINK YOU CAN FIND SOMETHING TO RESPECT ABOUT EVERY SINGLE PERSON.

>> I DISAGREE WITH THAT, BUT THAT'S OKAY.

BUT THE WORDING IS [OVERLAPPING].

>> CONTRACT IN ACTION.

>> YOU'RE A MUCH BETTER PERSON THAN ME MS. BETREE BECAUSE THERE ARE PEOPLE THAT UNFORTUNATELY HAVE NOT EARNED ANY RESPECT.

[00:45:04]

BUT I THINK THE CHANGE WILL BE VERY HELPFUL.I ALSO WE'LL DEMONSTRATE TO OUR EMPLOYEES AND OUR STUDENTS THAT IT'S OKAY.

YOU DON'T HAVE TO LIKE EVERYBODY, BUT WE DO NEED TO BE RESPECTFUL OF WHAT THEY BRING TO THE TABLE.

>> WE HAVE SOME OTHER OPINIONS DOWN HERE, MR. VELA, AND THEN MS. WRANKLE, DID YOU HAVE SOMETHING?

>> YEAH, I APPRECIATE THE EXCHANGE THERE BECAUSE THAT IS SHOWING THIS IN ACTION.

I DO LIKE ADDING THE RESPECT-OTHER PERSPECTIVES.

BUT I TOO BELIEVE THAT EVEN IF I DON'T LIKE SOMEBODY OR SOMEBODY DOESN'T LIKE ME, THAT THERE CAN STILL BE SOME LEVEL OF RESPECT, EVEN JUST MUTUAL COURTESY RESPECT.

RESPECT EACH OTHER AND DIFFERENT PERSPECTIVES.

MAYBE WE KEEP BOTH. MAYBE WE HAVE SOMETHING TO THINK ABOUT.

>> I WAS JUST GOING TO SAY THAT I'VE LOVED THAT IDEA.

BUT I ALSO WOULD LIKE TO SEE US KEEP THE RESPECT EACH OTHER IN THERE AS WELL.

MAYBE WE CAN JUST INCORPORATE BOTH OF THEM, BUT I DO APPRECIATE YOUR INPUT ON THAT MRS. OROSCO. I LIKE THAT. THANK YOU.

>> ALL RIGHT. DOES ANYBODY ELSE HAVE OPINIONS ON WHETHER WE KEEP RESPECT TO EACH OTHER, AND DIFFERENT PERSPECTIVES? WILL, I FEEL LIKE YOU'RE INCHING TOWARD THE MIC.

>> I'M RADICALLY INDIFFERENT TO IT.

I THINK BOTH MAKES IT JUST TOO LONG.

BUT I THINK DIFFERENT PERSPECTIVES COVERS IT FOR ME PERSONALLY.

>> VANNESA.

>> MS. WRANKLE.

>> WHAT ABOUT PROMOTE DISCUSSION AND RESPECT EACH OTHER'S, WHAT DID W JUST SAY? PROMOTE DISCUSSION AND RESPECT EACH OTHER AND THEIR DIFFERENT PERSPECTIVES.

>> THAT FEELS TOO LONG. I AGREE WITH WILL, WE CAN ALMOST MAKE ANOTHER ONE IF WE WANTED TO DO THAT AND WE CAN HAVE PROMOTE DISCUSSION AND CHANGE THAT ONE UP IF WE THOUGHT WE NEEDED TO PROMOTE COLLABORATIVE DISCUSSION OR MAKE THAT ONE LONGER IF WE FELT THAT WAS NECESSARY. MR. VELA?

>> YEAH. WHAT ABOUT PROMOTE DISCUSSION AND RESPECT EACH OTHER'S PERSPECTIVES?

>> THAT'S BETTER THAN RESPECT EACH OTHER.

I CAN BUY INTO THAT WHEN MR. VELA INSTEAD OF RESPECTING EACH OTHER BECAUSE NO ONE CAN FORCE ME OR ANYONE ELSE TO RESPECT SOMEONE ELSE.

>> WHAT ABOUT CHANGING PERSPECTIVES TO VIEWS? SOMEONE SHORTEN IT UP.

>> I FEEL LIKE PERSPECTIVES IS A DIFFERENT WAY OF LOOKING AT SOMETHING, AND VIEW IS SIMILAR, BUT I FEEL LIKE IT'S I DON'T KNOW, I'M OPEN.

>> ANYONE ELSE?

>> I WOULD SAY PERSPECTIVES.

>> YOU LIKE PERSPECTIVES?

>> OKAY. I ALWAYS LIKE TO LOOK AT WHAT THE SOURCE SAYS.

>> THANK YOU FOR BRINGING THAT FORWARD.

OTHER THOUGHTS ABOUT THE REMAINING TENANTS OF YOUR SOCIAL CONTRACT?

>> I WOULD SUGGEST JUST MOVING THE ORDER.

I LOVE THE DISTRICT AMBASSADORS, BUT I LIKE THAT AS SOON POSITIVE AND NOBLE INTENTIONS UP IN NUMBER ONE OR TWO.

STARTING OFF WITH THAT, [BACKGROUND] CAN YOU SHOW US WHAT THAT LOOKS LIKE?

>> I ALMOST FEEL LIKE BE PROFESSIONAL SHOULD BE LAST.

IT'S JUST HANGING OUT THERE.

>> I DON'T KNOW IF WE NEED IT TO BE HONEST WITH YOU.

I KNOW WE HAVE NEEDED IT IN THE PAST AND WE MIGHT NEED IT IN THE FUTURE, AND IT'S OKAY TO LEAVE IT IF WE WANT.

BUT WITH SERVING AS DISTRICT AMBASSADORS ASSUMING POSITIVE AND NOBLE INTENTIONS,

[00:50:05]

IT DOES, FOR ME, COVER THE BE PROFESSIONAL SO IT'S UP TO THE WILL OF THE BOARD.

>> VANESSA, I WOULD AGREE WITH THAT AS WELL.

I THINK THE PROFESSIONAL FALLS UNDER SERVICE DISTRICT AMBASSADOR, SO I WOULD BE OKAY WITH REMOVING THAT ONE AS WELL.

>> CAN I ASK A QUESTION?

>> SURE.

>> AS TO THE INTENT OF THE BE PROFESSIONAL.

WAS IT FOR HOW PEOPLE WERE BEHAVING IN A BOARD MEETING OR IS IT JUST AT ALL TIMES?

>> BOTH.

>> IT WASN'T JUST BEHAVING, IT WAS BEING UNPREPARED.

>> LET ME PREPARE IT.

>> FOR ME BEING PROFESSIONAL MEANS BEING SHOWING UP AND BEING READY TO DO YOUR JOB.

>> READING YOUR PACKET.

>> YEAH. I FEEL LIKE THAT MAYBE THERE'S SOMETHING ELSE TO BE SAID THERE WITH BEING PREPARED.

I DON'T WANT TO BE THE GIRL SCOUT, BUT THAT'S WHAT I'M HEARING IN MY HEAD.

>> IT'S ACTUALLY A BOY SCOUT.

>> AND GIRL SCOUT. I'M GOING TO GOOGLE IT.

BUT MS. PETRI, ACTUALLY, I DO HAVE A SUGGESTION FOR THE BOARD OPERATING PROCEDURES THAT WILL COME LATER THAT WE'LL TALK SPECIFIC TO BEING PREPARE.

MR. MC MENACE WILL- [OVERLAPPING]

>> HOW DO WE FEEL ABOUT SAYING BE PROFESSIONAL AND PREPARED?

>> I'M OKAY WITH IT BECAUSE THIS IS JUST NOT OUR SOCIAL CONTRACT, BUT IT'S WHAT DR. WRIGHT'S GOING TO FUNNEL DOWN THROUGHOUT THE ENTIRE DISTRICTS.

>> THIS IS JUST FOR US. WE SET THE STAGE AND THEY HAVE ONE THAT'S THROW THE SKUNK ON THE TABLE.

THEY HAVE DIFFERENT THINGS.

>> BUT YOU'D BE AMAZED ABOUT HOW THE THEMES TEND TO OVERLAP ACROSS THE DISTRICT.

>> TO INTERJECT WITHOUT MESSING UP THE PROCESS.

ONE OF THE KEY QUESTIONS IS, HOW DOES THIS CONTRACT ENCOURAGE US TO REMAIN FOCUSED? DO YOU SEE ONE OPTION OR THE OTHER AS AN OPPORTUNITY TO HOLD EACH OTHER ACCOUNTABLE WHEN MAINTAINING FOCUS THIS YEAR?

>> I THINK IT DOES. I LIKE IT BEING IN THERE.

I DON'T THINK IT WAS STATED EARLIER.

THIS PARTICULAR BOARD DOESN'T HAVE AN ISSUE WITH THAT.

WE WON'T ALWAYS BE THIS BOARD.

THIS ISN'T JUST SOMETHING YOU ROLL INTO FOR OUR MEETING AND WING IT, BUT IT'S A JOB.

WE'RE ELECTED OFFICIAL, BUT YOU SHOULD BE PROFESSIONAL AT DOING THIS TASK IN THIS ROLE.

I ACTUALLY LIKED THE IDEA OF ADDING BEING PREPARED ON THERE BECAUSE TO YOUR POINT, THAT IS A WORD VERY CLOSELY ALIGNS WITH FOCUS.

YOU CAN'T FOCUS UNLESS YOU'RE PREPARED.

I THINK IT HELPS WITH THAT.

I LIKE IT THERE, BUT AGAIN, I COULD BE OPEN TO WHATEVER MAKES SENSE FROM THE BOARD AS A WHOLE, BUT THAT'S MY TAKE ON IT.

>> IF WILL SAYS IT, THEN I TOTALLY AGREE. IT IS PERFECT.

IT WOULD BE OKAY TO BE REDUNDANT IN OUR BOARD OPERATING PROCEDURES JUST TO MAKE SURE THAT WE'RE ALL ON THE SAME PAGE WITH THAT.

AGAIN, THIS BOARD IS, BUT WE NEVER KNOW WITH EVERY ELECTION CYCLE HOW IT WILL DIFFER.

I AM TOTALLY FINE WITH LEAVING IT.

>> AS WE'RE CARVING THIS OUT, AS WE'RE LOOKING AT IT, THEN I APPRECIATE EVERYBODY'S INPUT.

WHAT ABOUT BE PROFESSIONALLY PREPARED? I KNOW PROFESSIONAL AND PREPARED OR JUST BE PROFESSIONALLY PREPARED.

WE KNOW THAT WE'RE DISTRICT AMBASSADORS, WE KNOW THAT WE'RE DISCUSSING-[OVERLAPPING]

>> PROFESSIONAL ENCOMPASSES A LOT OF THINGS.

IT'S THE WAY YOU DRESS, THE WAY YOU HANDLE YOURSELF, THE WAY YOU TREAT OTHER PEOPLE.

YOU'RE NOT STANDING UP IN THE MIDDLE OF A BOARD MEETINGS SCREAMING AND YELLING AT SOMEBODY IN THE AUDIENCE.

>>NOT ON YOUR PHONE.

>> NOT ON YOUR PHONE. THERE'S A LOT OF THINGS THAT WE INTUITIVELY KNOW UNDER THE WORD PROFESSIONAL.

IF WE DON'T, LET'S TALK ABOUT THEM SO THAT WE ALL ARE ON THE SAME PAGE OF WHAT THAT MEANS TO BE PROFESSIONAL IN A BOARD MEETING AT A SCHOOL DISTRICT FUNCTION.

IN MY MIND, IT HAS A LOT TO DO WITH THE ACTUAL MEETING.

>> I'M GOOD WITH THE WAY IT IS, I'M JUST TRYING TO TRUNCATE A LITTLE BIT, BUT I DO WANT TO ASK A QUESTION ABOUT NUMBER 2, ABOUT THE ASSUMED POSITIVE AND NOBLE INTENTIONS.

DO WE NEED TO FURTHER DEFINE AND CLARIFY? ASSUME POSITIVE NOBLE INTENTIONS ON MY PART LIKE HEY, I'M BEING NOBLE OR I'M TRYING TO BE POSITIVE OR AM I TO ASSUME THAT DR. GONZALEZ WITH ANYTHING THAT SHE BRINGS AS BEING NOBLE AND POSITIVELY INTENTIONAL.

>> THAT DEFINITELY STEMMED FROM WE ALL COME WITH DIFFERENT LENSES AND SEE THINGS DIFFERENTLY.

WE BRING THOSE PERSPECTIVES IN, AND WHEN WILL IS TALKING ABOUT SOMETHING,

[00:55:02]

I AM ASSUMING THAT HE HAS POSITIVE AND NOBLE INTENTIONS.

WE MIGHT JUST HAVE A DIFFERENT WAY OF GETTING THERE OR THINKING ABOUT THINGS.

THAT WAS REALLY AN IMPORTANT PIECE.

BECAUSE SOMETIMES THERE IS A SHUTDOWN.

IF YOU THINK, OH [INAUDIBLE] IS COMING IN BECAUSE HE HAS AN AGENDA AND YOU JUST DON'T ASSUME ANYTHING POSITIVE OR NOBLE ABOUT WHAT HE'S BRINGING FORWARD.

IT WAS REALLY IMPORTANT TO ARTICULATE THAT.

HOWEVER, OF COURSE, WE HAD TO HAVE THOSE SIDE CONVERSATIONS WITH PEOPLE WHO WERE NOT FOLLOWING THAT.

BUT I THINK IT'S VERY IMPORTANT THAT WE LEAVE THAT IN AND WE DO TALK ABOUT WHAT THAT MEANS, JUST A REFRESHER OF WHAT IT MEANS BECAUSE WE DO HAVE NEW BOARD MEMBERS AND YOU CANNOT ASSUME ANYTHING.

YOU HAVE TO ARTICULATE WHAT IT MEANS AND WHAT IT IS LOOKS LIKE AND WHAT IT FEELS LIKE, AS WELL, AS MUCH AS WE DON'T LIKE FEELINGS.

>> MY QUESTION I WANT TO KEEP IT I DON'T WANT IT COMING OUT OF OUR SOCIAL CONTRACT.

MAYBE NOW THAT WE'VE CLARIFIED AND I HAD THAT UNDERSTANDING AS WELL.

THANK YOU FOR CLARIFYING THAT.

BUT MAYBE WE JUST PUT IT ON THERE BECAUSE WE DON'T WANT TO ASSUME FOR OTHER BOARD ITERATIONS, BUT ASSUME POSITIVE AND NOBLE INTENTIONS OF OTHERS.

JUST ADDING THAT CLARIFYING PIECE.

>> ARE WE KEEPING PREPARED? BECAUSE I THINK PROFESSIONALISM ENCOMPASSES THAT, IT'S A LITTLE WORDY.

>> WHAT'S OUR SHORTEST ONE? WE CAN HAVE A DISCUSSION ON WHETHER UNPREPARED IS ASSUMED BY BE PROFESSIONAL.

>> YOU'RE SAYING ROLE THIS.

ASSUME OTHERS POSITIVE AND [INAUDIBLE]

>> I THINK WE WOULD HAVE TO SAY ASSUME OTHERS AND OF OURSELVES AS WELL TO BE INCLUDED.

>> I THINK THAT'S WHY WE LEFT IT AMBIGUOUS, FRANKLY, IT'S BECAUSE IT IS TWO-WAY.

>> YEAH, I LIKE IT MORE AMBIGUOUS.

BECAUSE THEN YOU ENCOMPASS EVERYBODY.

NOT JUST OF OTHERS, BUT WE NEED TO START FROM THERE TOO.

>> YEAH, LIKE ONE OF MY HASHTAGS THAT I LOVE IS HAYS CISD PROUD BEGINS WITH YOU.

IT REALLY BEGINS WITH ME.

IT'S IMPLIED ON BOTH SIDES OF THE COIN.

>> YEAH. COURTNEY, WHAT DID YOU SAY ABOUT THE BE PROFESSIONAL LINE? I MISSED IT.

>> I WAS JUST SAYING IF WE'RE GOING TO KEEP IT.

SHOULD WE JUST KEEP IT BE PROFESSIONAL LIKE WE HAD IT PRIOR? DO WE NEED PREPARED? BECAUSE I FELT LIKE PREPARED FALLS IN WITH PROFESSIONAL.

>> YEAH, IT'S DEFINITELY A SUBSET OF BEING PROFESSIONAL AND ESPERANZA, DID YOU SAY YOU HAD SOME SUGGESTIONS FOR THE OPERATING PROCEDURES TO DEAL WITH THAT?

>> YES, SIR.

>> I THINK THAT WOULD BE FINE.

>> GREAT, EVERYONE GOOD WITH THE CURRENT ORDER? AWESOME.

>> I KNOW YOU ALL HAVE THE PRACTICE OF AMENDING THIS AT ANY POINT AS NEEDED THROUGH YOUR PROCESS AND SO GOOD.

OF COURSE, AS NEW TEAM MEMBERS CHANGE.

AGAIN, JUST A QUICK REFRESHER FROM ANYONE IN THE COMMUNITY LOOKING TO LEARN MORE.

THESE TENANTS ARE ACTUALLY EVIDENCE BASE.

WHEN WE LOOK AT HIGH PERFORMING TEAMS, THEY TALK A GOOD DEAL ABOUT HOW IMPORTANT EMPATHY IS AND HOW IMPORTANT IT IS TO SHARE THAT CONVERSATION, JUST LIKE YOU'D DEMONSTRATE IT.

AGAIN, I FEEL LIKE THERE'S A GREAT SET OF GUIDELINES THERE TO GUIDE THIS DISTRICT AS THEY GO FORWARD.

ONE MORE COMMENT TOO, AND I LEARNED FROM DR. WRIGHT.

IT'S NEAT TO HEAR THAT EVERYONE THROUGHOUT THE SYSTEM CREATES THEIR OWN SOCIAL CONTRACT.

IT WAS FURTHER TESTAMENT TO THE IDEA THAT THERE MIGHT BE ONE CENTRAL FOCUS THAT IS OUTSTANDING, GOOD PROFESSIONAL BEHAVIOR.

BUT EACH ONE HAS A DIFFERENT SUBSET OF UNIQUE FOCUS AREAS TO ADHERE TO IN ORDER TO REACH THAT.

THE WAY IN WHICH YOU WORK MATTERS.

I'M SO GLAD AGAIN AND SEE THAT YOU ALL HAVE GUIDELINES FOR HOW THE BOARD COMPORTS ITSELF HERE AS A MODEL FOR EVERYONE ELSE IN THE SYSTEM.

THE NEXT COMPONENT WE LOOK AT IS GOING TO BE THE METHODS.

HERE'S HOW WE DO IT.

COMPORT OURSELVES, HOW WE WORK, HERE ARE THE METHODS WE USE TO DO THAT.

TO DISCUSS THAT SPECIFICALLY, WE'RE GOING TO LOOK AT SOME OF THE MISSION STATEMENTS AND VISION STATEMENT COMPONENTS THAT GUIDE YOUR WORK.

THOSE ARE INDEED IMPORTANT MECHANISMS. WE'LL GO NOW TO LOOK AT THE MISSION STATEMENT.

YOU'LL SEE IT UP THERE IN CASE YOU NEED A QUICK REMINDER.

TAKE ABOUT FOUR OR FIVE SECONDS TO READ THAT AND THEN I'LL ASK YOU A COUPLE OF QUESTIONS ABOUT IT.

[01:00:10]

I DON'T SAY THIS CRITICALLY, BUT AS A WAY TO ENCOURAGE PEOPLE TO BE MORE THOUGHTFUL ABOUT THINGS THAT THEY'VE PROBABLY GOTTEN USED TO, MAYBE NOT QUITE DESENSITIZED, BUT REALLY ACCUSTOMED TO.

TAKE A MOMENT TO JUST DISTILL DOWN THIS MISSION STATEMENT TO IT'S SIMPLE ELEMENTS OR HIS ACTIONS.

IN OTHER WORDS, IF I READ THIS, TAKE OUT ALL THE DETAILS, BUT WHAT PROMISES ARE WE MAKING? WHAT ACTUAL PROMISES OF ACTION OR PROVISION ARE WE MAKING TO OUR COMMUNITY MEMBERS? WHAT PROMISES ARE WE ACTUALLY MAKING? WHAT ACTIONS ARE WE COMMITTING TO OUR COMMUNITY MEMBERS, TO OUR KIDS BASED ON THIS MISSION? IF IT'S ONE OR TWO WORDS, YOU'RE PROBABLY ON THE RIGHT TRACK.

LOOK AT THE FIRST LINE, WHAT'S THE FIRST ACTION?

>> NURTURE STUDENTS.

>> YEAH YOU'RE COMMITTING TO NURTURE STUDENTS.

WHAT WE NURTURE THEM TO BECOME MATTERS BUT AGAIN, IT'S THAT PARTICULAR ACTION THAT WE REALLY HAVE TO FOCUS ON.

WHAT ARE WE PROMISING TO PROVIDE FOR STUDENTS, LATER ON DOWN IN THE MISSION STATEMENT?

>> PERSONAL EDUCATIONAL EXPERIENCES.

>> YOU'RE MAKING THIS PROMISE TO NURTURE THROUGH THIS VERY UNIQUE PROCESS.

WE'RE GOING TO PERSONALLY MAKE SURE THAT WE HAVE PROVIDED EDUCATION EXPERIENCES THROUGH AND HOW ARE YOU DOING IT? YOU'RE COMMITTING TO CREATING AN INNOVATIVE COMMUNITY.

WHO WAS AROUND WHEN THIS WAS LAST UPDATED? MAJORITY, VERY GOOD.

ANOTHER QUESTION AND THEN WE'LL OPEN IT UP TO DISCUSSION.

IN WHAT WAYS HAS THE BOARD WITNESSED THIS MISSION STATEMENT IN OPERATION? BECAUSE AS A BOARD MEMBER YOU HAVE TO PRACTICE THAT INFORMED OVERSIGHT IF YOU'RE FOCUSED.

IN WHAT WAYS HAVE YOU WITNESSED THIS IN ACTION? WHAT HAS IT PRODUCED FOR YOU?

>> I THINK THERE'S A MILLION STORIES.

>> GOOD BECAUSE SOME STRUGGLE TO GIVE ONE OR TWO EXAMPLES.

IT'S NOT UNCOMMON.

>> WE HAD YOSHI JUST GRADUATED FROM LEHMAN HIGH SCHOOL AND HAS GOT A FULL-RIDE SCHOLARSHIP TO STANFORD UNIVERSITY.

IT'S AMAZING, WE HAVE A LOT.

>> FIRST KID IN HIS FAMILY TO GO TO COLLEGE AND IT'S STANFORD.

>> YEAH, I GET CHILLS THINKING ABOUT IT AGAIN.

>> I GOT THEM RIGHT NOW TOO ACTUALLY.

[LAUGHTER] NAMED JOSIE?

>> YOSHI, HE WAS PART OF OUR STUDENT ADVISORY PANEL, SO WE GOT TO KNOW HIM A LITTLE BIT THROUGH THAT, AND OF COURSE, HE GOT LOTS OF GREAT KUDOS FOR HIS ACCOMPLISHMENTS.

>> I WOULD ARGUE AND THE EVIDENCE CORROBORATES THIS, THAT THAT DOESN'T HAPPEN WITHOUT CREATING A HIGH SUPPORT ENVIRONMENT, EITHER AT HOME, INDOOR AT SCHOOL AND THE RESEARCH SHOWS THAT IF THAT HIGH SUPPORT ENVIRONMENT DOES NOT EXIST AT HOME OR OUTSIDE OF SCHOOLS, SCHOOLS CAN CREATE IT.

I WOULD ARGUE THAT YOUR PROMISE TO NURTURE STUDENTS AND THEN CREATE THAT INNOVATIVE COMMUNITY, IS A HIGH SUPPORT ENVIRONMENT.

LET'S GET ONE MORE EXAMPLE, BECAUSE IT'S IMPORTANT TO CELEBRATE AND RECOGNIZE THIS, ONE MORE EXAMPLE OF HOW YOU'VE SEEN THIS IN ACTION.

SO THAT EVERYONE KNOWS NOT JUST A REALLY AMAZING SOUNDING.

>> OR WHAT ABOUT CELEBRATING OUR DIVERSITY LEGACY BUT WHAT ABOUT CELEBRATING THE ACCOMPLISHMENTS WHEN YOU HEAR THAT THE HIGH SCHOOL, THE SENIORS HAVE JUST GRADUATED, HAD SET A RECORD IN TERMS OF THE AMOUNT OF SCHOLARSHIP MONEY THAT THEY RECEIVED? MOVING ON TO THAT POST-HIGH SCHOOL EDUCATION AND POST-HIGH SCHOOL CERTIFICATIONS.

THE NUMBER OF PROFESSIONAL CERTIFICATE RECIPIENTS, THOSE ARE GREAT ACCOMPLISHMENTS NOT JUST FOR THE SEASON OF BEING A STUDENT THROUGH THE PUBLIC SCHOOL BUT ALSO THEIR CAREER OPPORTUNITIES.

>> I THINK THIS'S WORTH MENTIONING.

THIS SETS EXPECTATION IN YOUR MISSION STATEMENT.

I DON'T WANT TO SOUND CRASS BUT IT'S POSSIBLE TO CELEBRATE ALL OF THESE THINGS AND NOT KEEPING ACCOUNT SUCCESS AS IF THAT IS THE END AND THE BE-ALL, BUT AT SOME POINT, IF HIGH ACCOUNTABILITY AND HIGH STANDARDS MEAN THAT WE MENTION THAT WE CELEBRATE IT AS WORTH THE DISCUSSION POTENTIALLY.

>> THERE'S SOME CONCERN MAY BE THAT THE MISSION STATEMENT IS A LITTLE WORDY AND THAT'S FINE WE CAN TALK THROUGH THAT.

I LIKE THE CONTENT, I LIKED THE THINGS THAT IT'S TRYING TO ACCOMPLISH AND MAYBE IT'S PACKING TOO MUCH INTO A SINGLE SENTENCE,

[01:05:04]

I'M NOT SURE BUT YOU WERE ASKING FOR EXAMPLES, I THINK ONE OF THE HALLMARKS IF YOU WILL, OF DR. WRIGHT AND HIS SENIOR TEAM IS BUILDING INNOVATION INTO EDUCATION.

THEY'RE REALLY GOOD AT COMING UP WITH IDEAS TO DO THINGS DIFFERENTLY AND BETTER AND IT'S NOT A ONE-SIZE FITS ALL APPROACH WHICH I REALLY APPRECIATE BUT THIS CAMPUS NEEDS THIS METHOD OF EDUCATION BECAUSE THAT WILL LIFT THOSE STUDENTS BUT THIS CAMPUS MAY NOT, IT MAY NEED SOMETHING DIFFERENT, SO WE'RE NOT TRYING TO SHOEHORN EVERYBODY INTO THE SAME EXACT THING TO WHERE WE END UP WITH A BUNCH OF COOKIE-CUTTER KIDS, BUT WE END UP WITH EXTRAORDINARY CITIZENS WHO CAME UP THROUGH DIFFERENT PATHS TO GET TO GRADUATION.

THAT MAKES ME VERY PROUD OF THIS DISTRICT TO BE ABLE TO DO THAT.

WHETHER WE WANT TO SHORTEN THIS OR NOT THAT'S FINE, WE CAN TALK THROUGH THAT, I'M NOT THE BEST WORDSMITH AT ALL THAT STUFF, OTHERS ARE, SO WE'LL SEE WHERE IT GOES.

>> MR. SEVERANCE, YOU'VE GOT SOMETHING?

>> I JUST LIKE TO THROW THIS OUT THERE, CAN WE ADD THE MISSION OF HAYS CISD IS TO NURTURE AND EDUCATE OR EDUCATE AND NURTURE STUDENTS TO BECOME EXTRAORDINARY CITIZENS? CAN WE ADD EDUCATE IN THAT FIRST LINE AS OUR MISSION FOR HAYS CISD? I JUST THINK IT'S IMPORTANT. I DON'T KNOW, MAYBE WE CAN TALK ABOUT IT AS A GROUP.

>> WE'VE HAD THIS MISSION STATEMENT FOR A GAZILLION YEARS.

WE HAVE NOT REALLY CHANGED IT, SO I LIKE HEARING FROM DIFFERENT BOARD MEMBERS, THEIR PERSPECTIVE.

I THINK WE NEED TO REALLY MAKE THAT DISTINCTION BETWEEN MISSION AND VISION.

BECAUSE SOMETIMES WE DON'T KNOW THE DIFFERENCE BECAUSE THEY ARE CLOSELY CORRELATED.

BUT KNOWING THAT THE MISSION IS THE WHAT AND HOW THE PRESENT AND THE VISION IS THE FUTURE.

MAKING THAT DISTINCTION FIRST OF ALL, MAKES ME REALLY TAKE ANOTHER LOOK AT THAT MISSION STATEMENT. AND I LIKE WHERE MR. SEVERANCE IS GOING AND MAYBE WE COULD MODIFY IT TO READ, THE MISSION OF HAYS CISD IS TO EDUCATE STUDENTS TO BECOME EXTRAORDINARY CITIZENS THROUGH UNIQUE PERSONAL EXPERIENCES OR SOMETHING TO THAT EFFECT, BUT INCORPORATING EDUCATE EARLY ON, EVEN THOUGH WE USE EDUCATIONAL LATER, I'D LIKE THAT YOU WANT TO PUT THAT IN THE FOREFRONT, MR. SEVERANCE. I KNOW WE DON'T HAVE MEREDITH KELLER HERE WHO IS OUR AMAZING WORDSMITH, SO IF YOU NEED TO DIAL A FRIEND, MEREDITH KELLER, YOU CAN CALL IN, BUT I THINK IT IS TIME TO REFRESH WHILE SOME OF THESE TENANTS ARE STILL VERY IMPORTANT, WE NEED TO REMEMBER THAT THE MISSION IS OF WHAT AND THE HOW.

>> I AGREE WHAT HAPPENS ALMOST DAILY, ALMOST WEEKLY, THAT MISSION.

THEN IF WE DO THAT LONG ENOUGH AND CONSISTENTLY ENOUGH, WHAT DOES IT PRODUCED IN THE END-GAME? THAT VISION.

>> I WANT TO CHIME IN ON THE NURTURING PART BECAUSE YOU ASKED FOR EXAMPLES AND ONE THAT'S HUGE TO ME IS, SO AT JOHNSON HIGH SCHOOL THIS PAST YEAR WE WON THE STATE CHAMPIONSHIP FOR THE WINTER GUARD AND WERE 6TH IN THE NATION.

THOSE KIDS WERE KIDS THAT DIDN'T MAKE THE DRILL TEAM, SO THEY WERE CUT FROM THAT, KIDS THAT DIDN'T MAKE THE CHEER SQUAD, THEY WERE CUT FROM THAT.

WHEN I THINK OF THE WORD NURTURE, IT'S WHAT YOUR MOTHER AND YOUR FATHER DO, THEY HELP YOU WORK THROUGH TOUGH TIMES, TO IDENTIFY WHAT YOU'RE GOING TO BE STRONG AT AND SO INSTEAD OF JUST THROWING THEM OUT, WE'D GIVE THEM A NEW OPPORTUNITY AND THEY RISE TO THE OCCASION GIVEN THAT OPPORTUNITY AND THAT ONE OPPORTUNITY BECOMES PART OF THEIR IDENTITY, BUT NOT ONLY DO THEY SEE SUCCESS IN THE COMPETITION, BUT THEIR GRADES JUST ARE OFF THE CHARTS BECAUSE OF THAT NEW CONNECTION AND THAT CONFIDENCE SO I THINK THAT'S HUGE AND I THINK THAT'S SOMETHING THAT WE FORGET ABOUT SOMETIMES IS HOW IMPORTANT THAT WORD NURTURE IS.

BECAUSE EVERYBODY IS NOT GOING TO BE SUCCESSFUL AT EVERYTHING, BUT IF YOU TRULY NURTURE SOMEONE, YOU'RE NOT GIVING UP ON THEM AND YOU'RE HELPING THEM EVOLVE TO THE PERSON THAT THEY CAN BE.

>> WE DEFINITELY DO THAT ON THE DAILY.

OUR STAFF IS REALLY AMAZING AT DOING THAT.

I KNOW THAT AT THE CLOTHES CLOSET WE HAVE OUR 18-PLUS STUDENTS THAT COME IN TO WORK THERE EVERY WEEK AND WE NURTURE THEM TO GROW AND FIND SOMETHING THAT WILL HELP THEM IN THE WORKFORCE.

THAT'S ANOTHER EXAMPLE OF HOW WE DO NURTURE.

IT'S A GOOD WORD, WE JUST NEED A LITTLE REFRESHER.

[01:10:03]

>> I LIKE THE WORD NURTURE, I THINK IT ENCOMPASSES A LOT OF THINGS AND IT'S ALL AGE-APPROPRIATE.

YOU DON'T THINK OF NURTURING HIGH SCHOOL STUDENTS BUT TO DR. WRIGHT'S POINT, THAT'S A REALLY GOOD EXAMPLE OF THE COLOR GUARD.

I ALSO WANT TO CHALLENGE THE WORD EXTRAORDINARY.

I FEEL LIKE IT'S SUCH A SUPERLATIVE WORD THAT I FEEL LIKE WE COULD DO A BETTER JOB OF NARROWING DOWN WHAT WE'RE SAYING THERE, I THINK WHAT WE'RE SAYING IS THAT WE WANT THEM TO BE SUCCESSFUL AND PRODUCTIVE ONCE THEY LEAVE HERE.

I DON'T KNOW IF EXTRAORDINARY GETS US THERE, SO I'D LIKE TO SPEND SOME TIME.

I DO FEEL LIKE THIS IS TOO WORDY AND SAYS TOO MUCH AND LIKE YOU SAID, IF YOU TRY TO DISTILL IT DOWN TO A COUPLE OF WORDS, YOU HAVE TO THINK ABOUT IT FOR A MINUTE, PROBABLY TOO MUCH.

I LIKE THE ESSENCE OF WHAT WE'RE SAYING HERE.

I WOULD LIKE FOR IT TO BE MORE SUCCINCT SO THAT WHEN WE'RE OUT AS DISTRICT AMBASSADORS, WE CAN EASILY QUOTE THIS.

THAT WOULD BE MY GOAL. MR. BAILEY, YOU HAD SOMETHING?

>> YEAH. I REMEMBER WE TALKED ABOUT THIS LAST YEAR.

THERE'S A COUPLE OF THINGS THAT I WASN'T A BIG FAN OF BECAUSE I THINK IT IS A BIT WORDY BUT, SO THE MISSION OF HAYS CISD IS TO EDUCATE AND NURTURE STUDENTS IN BECOMING PRODUCTIVE CITIZENS.

I DISLIKED THE FACT THAT WE HAVE THROUGH AND THROUGH, JUST BACK-TO-BACK.

I THINK I SAID THAT LAST YEAR AS WELL AND THIS IS MORE JUST WORDSMITHING, IT'S MY PERSONAL PREFERENCE IN BECOMING PRODUCTIVE CITIZENS, INCORPORATING UNIQUE EDUCATIONAL EXPERIENCES.

>> WE MIGHT BE ABLE TO END IT THERE, WITH EXPERIENCES.

PERIOD. STUDENTS IN BECOMING PRODUCTIVE CITIZENS OR RESPONSIBLE CITIZENS.

SOMETHING TO THINK ABOUT.

>> THANK YOU FOR BRINGING BACK IN THAT EDUCATE COMPONENT.

AGAIN, NOT TO SOUND CRASS, BUT SOME PEOPLE DON'T JUST ASSUME THAT WE ARE AGITATING.

THEY ASSUME WE DO A LOT OF OTHER THINGS AND IT PAYS SOMETIMES TO BE EXPLICIT ABOUT, HEY, WE'RE NOT FORGETTING THE FACT THAT WE COME HERE TO DO WRITING, READING, AND ARITHMETIC.

THE WAY WE GO ABOUT IT IS UNIQUE.

WE NURTURE. WE EDUCATE POTENTIALLY.

JUST FOR FUTURE REFERENCE, IT MIGHT BE WORTH MENTIONING HOW YOU DO IT.

I KNOW ESPERANZA, MS. OROSCO MENTIONED IT'S THE HOW.

IF YOU THINK IT'S WORTHWHILE THINKING ABOUT THAT GOING FORWARD.

BUT RIGHT NOW WE NURTURE, WE EDUCATE.

>> THROUGH UNIQUE PERSONAL EDUCATIONAL EXPERIENCES. TO ME, THAT'S THE HOW.

MAYBE WE SAY THROUGH A DIFFERENT WAY, BUT THROUGH AN INNOVATIVE COMMUNITY OF LEARNERS, WHILE CELEBRATING OUR DIVERSITY AND LEGACY, I THINK IT'S TIME WE CAN RETIRE THAT SENTENCE.

THERE WAS A TIME WHERE THAT WAS REALLY IMPORTANT FOR OUR COMMUNITY TO KNOW THAT WE'RE GOING TO HONOR THE DIVERSITY AND LEGACY OF OUR COMMUNITY.

I THINK THAT'S TABLE STAKES NOW, I THINK PEOPLE KNOW THAT THAT'S WHO WE ARE.

IF THIS BOARD THINKS WE NEED TO CONTINUE TO SAY THAT AS PART OF OUR MISSION.

THAT'S THE WILL OF THE BOARD.

BUT I FEEL LIKE WE'VE TURNED A CORNER IN TERMS OF HAVING TO REALLY BE OUT FRONT WITH THE LEGACY OF HAYS CISD.

>> THAT WAS PUT IN OVER 15 YEARS AGO WHEN WE DID OUR FIRST EVER STRATEGIC PLAN.

WE DID OUR FIRST MISSION STATEMENT IN QUITE SOME TIME, AND THAT'S WHY THAT WAS THERE.

BUT ACTIONS SPEAK LOUDER THAN WORDS.

WE HAVE TAKEN THAT TO HEART AND WE HAVE SHOWN BY OUR ACTIONS, THAT PIECE OF IT.

IT MIGHT NOT BE NEEDED.

>> I'M REALLY DIGGING WHERE WE'RE GOING. I LIKE IT.

BUT A QUESTION IN THE BACK OF MY MIND IS, WE KNOW THAT WE HAVE BEEN A VERY STAFF-FOCUSED BOARD AS WELL.

WHERE WE MENTIONED THE FACT THAT WE DO VALUE OUR STAFF MEMBERS, WE DO VALUE OUR EDUCATORS AND ADMINISTRATORS AND ALL THE SUPPORT STAFF.

JUST SOMETHING TO THROW OUT THERE. I'M NOT SAYING WE NEED TO THROW THAT INTO MISSION STATEMENT, BUT HOW DO WE INCORPORATE THE FACT THAT THAT'S WHO WE ARE AS A BOARD?

>> WE HAVE THAT IN OUR BELIEF STATEMENTS.

[01:15:01]

I KNOW WE'RE GOING TO TAKE A LOOK AT THAT BECAUSE IT'S AN IMPORTANT THING TO MAKE SURE WE HAVE.

WE DON'T HAVE TO PUT EVERYTHING IN OUR MISSION STATEMENT.

WE HAVE OUR BELIEF STATEMENTS WHERE WE CAN INCORPORATE THE REST, BUT WHAT IS OUR MAIN MISSION HERE?

>> OKAY, GOOD.

>> I PREFER JUST THE RESPONSIBLE CITIZEN, NOT NECESSARILY PRODUCTIVE AND RESPONSIBLE.

I FEEL LIKE NOW WE'RE GETTING A LITTLE WORDY AGAIN.

I'M WONDERING IF IT OUGHT TO SAY SOMETHING LIKE THE MISSION OF HAYS CISD, IS TO EDUCATE AND NURTURE STUDENTS TO BECOME RESPONSIBLE CITIZENS THROUGH UNIQUE AND PERSONAL EDUCATIONAL EXPERIENCES.

>> SORRY, I DO LIKE THIS.

I THINK RESPONSIBLE IS A LITTLE NUANCED, BUT IT SAYS A LOT.

I ALSO, AND I KNOW BYRON, YOU'RE GOING TO SAY SOMETHING ABOUT JUST GOING TO LAY THIS OUT THERE.

OF ALL THE WORDS IN THIS MISSION STATEMENT THAT I FEEL LIKE I EMBRACE AND LOVE OTHER THAN NURTURE IS INNOVATIVE.

I WOULD LIKE TO CHALLENGE US TO GET THAT WORD IN THERE SOMEWHERE.

I DO FEEL LIKE WE'RE AN INNOVATIVE SCHOOL DISTRICT.

WE HAVE MORE IBCS AND CTE PROGRAMS THAN MOST DISTRICTS THAT I'M AWARE OF.

IT COULD BE UNIQUE PERSONAL, AND INNOVATIVE EDUCATIONAL EXPERIENCES ARE UNIQUE AND INNOVATIVE.

I DON'T KNOW IF WE NEED TO SAY PERSONALIZED IF THAT'S IMPORTANT.

JUST A THOUGHT THERE.

>> OR REPLACE UNIQUE.

TAKE UNIQUE OUT AND INNOVATIVE SPEAKS TO THAT.

>> UNIQUE.

>> THAT'S WHAT WE WE'RE GOING TO STAY DOWN HERE.

I SAID IT FIRST, MRS. EROSCA.

>> ACTUALLY I ARTICULATED IT FIRST, MS. BRONCO, SO BOOM.

>> I LOVE IT. I SEE WHAT YOU'RE DOING. YES, I DO.

>> DO WE NEED PERSONAL THOUGH? IF WE'RE GOING TO ADJUST CITIZENS THROUGH INNOVATIVE EDUCATIONAL EXPERIENCES, DOES THAT COVER PERSONALIZING EDUCATION FOR ALL THESE KIDS? LIKE A PERSONALIZED, INNOVATIVE EDUCATIONAL EXPERIENCE.

>> I FELT LIKE WE NEED IT IN ADDITION TOO. I'M KIDDING.

>> BUT I DO LIKE [INAUDIBLE], THE WORD PRODUCTIVE CITIZEN.

I DO THINK PRODUCTIVE IS A REALLY IMPORTANT WORD.

>> PRODUCTIVE IS SUBJECTIVE.

I WOULD NOT DO PRODUCTIVE.

>> THEN RESPONSIBLE IS NOT [OVERLAPPING] [LAUGHTER]

>> THERE'S MORE CONCRETE AND FACTUALS.

>> IS IT?

>> DEFINITELY. BECAUSE WHAT IF I THINK YOU'RE NOT PRODUCTIVE? BUT YOU ARE RESPONSIBLE, YOU ARE DOING EVERYTHING YOU NEED TO DO.

>> I'M JUST ASKING.

THAT'S A LITTLE BIT NOT AS FAR-REACHING AS PRODUCTIVE.

>> ARE THERE OTHER CHARACTER TRAITS WE WANT PEOPLE TO HAVE?

>> THAT WOULD BE A LONG LIST.

>> YES, IT WOULD BE MIGHT BE TOO WORDY.

I THINK RESPONSIBLE COVERS A LOT OF THINGS.

>> COULD WE FAST-FORWARD TO THE VISION RIGHT QUICK? JUST TO SEE WHAT THE END GAME WAS, TO REMIND OURSELVES, AND THEN BACK UP TO THE MISSION STATEMENT? ALL LEARNERS WILL BE ACADEMICALLY PREPARED FOR COLLEGE MENTORING, CAREER, EFFECTIVE COMMUNICATORS AND COLLABORATORS, GLOBALLY COMPETENT AND COMPETITIVE, PREPARED FOR LIFE.

I REALIZED THAT MIGHT CHANGE, BUT AGAIN, THAT END GAME IS PRETTY IMPORTANT.

NOW, DOES THIS IMPACT WHAT YOU HOPE HAPPENS ON A DAILY BASIS? THINK ABOUT THAT. DOES THIS IMPACT WHAT YOU HOPE, OR WHAT DO YOU EXPECT TO HAPPEN ON A DAILY BASIS PER THE MISSION?

>> WE MIGHT BE ABLE TO LOOK AT THE CITIZENS IN THE MISSION STATEMENT IF WE'RE ALREADY SAYING THAT ALL CISD LEARNERS WILL BE.

>> IF YOU DO THAT MISSION STATEMENT CONSISTENTLY ENOUGH, THAT'S WHAT IT PRODUCES.

IS THERE A GAP, A MISALIGNMENT ANYWHERE, ANYTHING LEFT OUT DROPPED? EDUCATE, NURTURE AND WE DO IT BY CREATING THESE PERSONALIZED OPPORTUNITIES.

[OVERLAPPING] THE FIRST EXAMPLE WAS SO PERFECT.

THERE ARE KIDS WHO MISSED SOMETHING IN ANOTHER AREA, BUT REALLY ACHIEVED IN A DIFFERENT AREA.

THEY WOULDN'T HAVE IF THAT UNIQUE PERSONAL OPPORTUNITY

[01:20:01]

HADN'T BEEN MADE AVAILABLE TO THEM.

>> I THINK THERE'S TWO THAT WE NEED TO LOOK AT ON OUR VISION STATEMENT.

THE EFFECTIVE COMMUNICATORS AND COLLABORATORS IS ONE OF THEM.

BECAUSE THERE WE HAVE LOTS OF STUDENTS THEY'RE GOING TO WORK WHERE THEY DON'T HAVE TO COLLABORATE OR THEY WORK ON THEIR OWN AND THEY DON'T WANT TO COLLABORATE.

THEY'RE VERY INDIVIDUALIZED FOLKS.

I DON'T KNOW IF WE NEED TO FORCE PEOPLE OR EXPECT PEOPLE TO BE COLLABORATORS.

THEN THE GLOBALLY COMPETENT AND COMPETITIVE ONE I THINK WE NEED THEM TO DISCUSS THAT ONE AS WELL.

>> I DISAGREE WITH THAT JUST BECAUSE I FEEL LIKE WE NEED TO ENCOURAGE COMMUNICATION AND WE NEED TO ENCOURAGE THOSE THINGS AND SO BY REMOVING THAT THAT SAYS THAT I DO UNDERSTAND THAT NOT EVERYONE IS A COMMUNICATOR, BUT THERE ARE THINGS THAT WE DO NEED TO COMMUNICATE.

>> JUST AS A COLLABORATOR PART, MRS. [INAUDIBLE].

>> OKAY, WELL, I MEAN.

>> I FEEL PRETTY STRONGLY ABOUT COLLABORATING.

>> I LIKE IT. I LIKE THIS WHOLE VISION STATEMENT HONESTLY.

I LIKE ALL OF THIS.

>> QUICK POINT OF CLOSURE BEFORE WE GO TOO FAR FROM THE MISSION STATEMENT, WERE WE SATISFIED WITH IT AS IT IS NOW.

>> [OVERLAPPING] LET'S JUST LOOK AT THE MISSION STATEMENT BEFORE, BECAUSE IT SOUNDS LIKE WE'RE GOING TO HAVE A PRETTY ROBUST CONVERSATION ABOUT THE VISION STATEMENT, WHICH IS GREAT.

IT READS RIGHT NOW, THE MISSION OF HAYS CISD IS TO EDUCATE AND NURTURE STUDENTS TO BECOME RESPONSIBLE CITIZENS THROUGH INNOVATIVE AND PERSONALIZED EDUCATIONAL EXPERIENCES.

>> AFTER READING THAT AND THE VISION STATEMENT, I'M GLAD WE'RE LOOKING AT BIG LEVEL.

I WOULD LIKE TO DROP TO BECOME RESPONSIBLE CITIZENS SO WE JUST SAY THE MISSION OF HAYS CISD IS TO EDUCATE AND NURTURE STUDENTS THROUGH INNOVATIVE AND PERSONALIZED EDUCATIONAL EXPERIENCES.

BECAUSE WE'RE ALREADY ADDRESSING THE RESPONSIBLE CITIZENSHIP DOWN IN ALL HAYS CISD.

>> THE VISION IS IF WE DO THE THINGS IN THE MISSION, WE WILL ACCOMPLISH THE THINGS IN THE VISION.

>> CORRECT.

>> I FEEL LIKE YOU HAVE TO ADDRESS IT AS BEING PART OF YOUR MISSION SO THAT THE END RESULT IS WHAT YOU SEE IN THE VISION.

>> OKAY, I DISAGREE.

IF OUR STUDENTS, IF INDIVIDUAL STATEMENT WE'RE ALREADY SAYING THAT ALL HAYS CISD LEARNERS WILL BE PREPARED FOR LIFE AND CITIZENSHIP THEN THAT DOES NOT NEED TO BE DEFINED IN OUR MISSION STATEMENT.

THE RESULT OF US NURTURING AND EDUCATING STUDENTS USING INNOVATIVE EDUCATIONAL EXPERIENCES THAT'S GOING TO BE ONE OF THE RESULTS.

>> IT'S THE THING YOU CAN CONTROL ABSOLUTELY YOU'RE SAYING.

THIS IS WHAT WE CAN'T CONTROL WHAT WE OFFER, WHAT WE PROMISED TO DO.

WE HOPE IN THE END THE GRAND SCHEME IT PRODUCES THIS.

>> OR IF WE'D LEAVE, YES, SIR.

IF WE LEAVE RESPONSIBLE CITIZENS IN OUR MISSION STATEMENT, THEN WE TAKE IT OUT OF OUR VISION STATEMENT.

I DON'T THINK IT NEEDS TO BE IN BOTH.

>> IN MY OPINION, THE TWO ARE TIED TOGETHER.

THE MISSION STATEMENT IS JUST A WORDIER VERSION OF THE VISION STATEMENT TYPICALLY.

I FEEL PRETTY STRONGLY THAT IN OUR MISSION WE NEED TO SAY WHAT WE'RE GOING TO ACCOMPLISH AFTER OUR KIDS LEAVE OUR WALLS.

I KNOW WE'RE SAYING IT IN THE VISION AND I HEAR WHAT YOU'RE SAYING.

BUT I FEEL LIKE IF WE READ THE MISSION STATEMENT AND EVERY SINGLE BOARD MEETING, WE DON'T READ THE VISION STATEMENT, SO IT'S JUST SOMETHING TO THINK ABOUT AND OTHERS JUST CHIME IN DON'T WAIT FOR ME.

>> YEAH, IF THE MISSION STATEMENT IS THE WHAT AND THE HOW AND THE VISION STATEMENT IS THE FUTURE, THEN AT THIS POINT WE'RE SAYING IT TWICE SO IF OUR OUTCOME, WE WANT THEM TO BECOME RESPONSIBLE CITIZENS, PREPARE FOR LIFE AND CITIZENSHIP IN OUR VISION STATEMENT THEN THE MISSION OF HAYS CISD IS EDUCATE, NURTURE STUDENTS THROUGH INNOVATIVE AND PERSONALIZED EDUCATIONAL EXPERIENCES.

THAT'S WHAT WE DO, THAT'S WHAT WE'RE GOING TO AND THEN WHEN THEY LEAVE US, THEY'RE GOING TO BE ACADEMIC PREPARED, GOOD COMMUNICATORS, AND I'M WITH MRS. OROSCO THAT THE GLOBAL COMPETENT MAYBE THAT'S JUST THAT, BUT AND THEY PREPARE FOR LIFE AND CITIZENSHIP IS THE OUTCOME BASED ON WHAT WE'RE DRIVING FOR OUR MISSION STATEMENT.

>> I WOULD BE OKAY WITH REMOVING IT IF WE ADD THE WORD RESPONSIBLE AT THE BOTTOM WHERE IT SAYS PREPARED FOR LIFE AND RESPONSIBLE CITIZENSHIP.

>> AGREED.

>> I DON'T KNOW. I KEEP READING IT OVER AND OVER AND I STILL KEEP LOOKING AT THE WORDS WHILE CELEBRATING OUR DIVERSITY.

TO ME I KNOW AS A TEACHER, I HAD THIS MISSION STATEMENT IN MY CLASSROOM WHILE I WAS IN THIS DISTRICT.

[01:25:05]

MY STUDENTS READ THIS EVERY MORNING, AND IT WAS TRULY MEANINGFUL TO THEM THAT EVERYTHING I DID WAS GOING TO BE SOMETHING THAT WAS MEANINGFUL TO THEIR LEARNING EXPERIENCE.

WHILE IT WAS THROUGH BACKGROUND KNOWLEDGE, WHATEVER IT MIGHT BE AND THEY ALWAYS APPRECIATED THE FACT THAT WE CELEBRATE IT ALL SO IT ENCOMPASSED EVERYBODY.

I DON'T KNOW IF THERE'S ANY WAY AT THE VERY END MISSION OF HAYS CISD IS TO EDUCATE AND NURTURE STUDENTS THROUGH INNOVATIVE AND PERSONALIZED EDUCATIONAL EXPERIENCES WHILE CELEBRATING OUR DIVERSITY.

I DON'T KNOW. I JUST LIKE THE WORD CELEBRATING OUR DIVERSITY BECAUSE IT ENCOMPASSES.

ANYWAYS, THAT'S JUST MY LITTLE TIP.

>> IS IT APPROPRIATE TO SAY THAT OUR MISSION STATEMENT IS OUR WHAT AND OUR VISION IS OUR WHY?

>> THAT CAN BE IT.

AGAIN, THAT'S ANOTHER WAY OF SAYING IT FOR SURE.

IT SEEMS LIKE IT HAS BEEN HELPFUL IN THE PAST.

JUST REMINDED BOARDS THAT DAY-TO-DAY, THE GRIND, WHAT HAPPENS? IS IT A MENTALITY? EVERY KID, EVERY DAY, IF WE DO THAT LONG ENOUGH OR WHY? BECAUSE WE WANT THEM TO BECOME AND THEN DESCRIBE IT. IT'S APPROPRIATE AS WELL.

WHY DO WE DO IT BECAUSE WE BELIEVE THAT OUR KIDS CAN TRULY BE GLOBALLY COMPETENT AND COMPETITIVE BECAUSE WE THINK ALL KIDS WILL FIND THEIR SPHERE, WHICH THEY CAN BE.

>> I THINK YOU CAN LEAVE IN LEGACY, I'M TOTALLY OKAY WITH THAT.

THE MISSION OF HAYS CISD IS TO EDUCATE, NURTURE STUDENTS THROUGH INNOVATIVE AND PERSONALIZED EDUCATIONAL EXPERIENCES WHILE CELEBRATING OUR DIVERSITY AND LEGACY.

>> DR. WRIGHT HAS A SUGGESTION.

>> YEAH, I JUST THOUGHT IF WE PUT THE WORD VALUE TO EDUCATE, VALUE, AND NURTURE STUDENTS THEN IF YOU TRULY VALUE EVERYONE, THEN YOU ARE GOING TO CELEBRATE EACH PERSON'S DIVERSITY AND THEN WE'LL BUILD UPON OUR LEGACY SO I THINK THE WORD VALUE IS CRITICAL.

>> DR. WRIGHT I WOULD SAY THAT THAT IS SOMETHING YOU HAVE BROUGHT TO US.

YOU SHOW VALUE AND ALWAYS TRY TO DEMONSTRATE HOW PEOPLE HAVE VALUE.

THAT'S SUCH A BIG PART OF WHO YOU ARE AS A PERSON.

I REALLY LIKE THAT, IT'S SOMETHING I KNOW YOU CAN GET BEHIND.

HOPEFULLY IF NO ONE FEELS STRONGLY AGAINST THAT WE PROBABLY NEED TO TALK ABOUT THAT WHILE CELEBRATING OUR DIVERSITY AT THE END.

DR. PEREZ GONZALEZ, I LIKE WHAT YOU'RE SAYING AND I LIKE THE PERSPECTIVE OF BEING IN THE CLASSROOM AND UNDERSTANDING HOW IMPORTANT THAT IS.

I HADN'T REALLY THOUGHT ABOUT THAT SO THAT'S VERY GOOD. MR. [INAUDIBLE] YOU HAVE SOME?

>> YEAH, I WAS GOING TO SAY I'M UNDERSTANDING THAT WE ARE TRYING TO BOIL THIS DOWN TO JUST THE ESSENCE OF WHAT WE ARE TRYING TO ACCOMPLISH AND IF WE'RE ADDING VALUE, WHICH I THINK IS A VERY IMPORTANT STATEMENT, THANK YOU, DR. WRIGHT FOR ADDING THAT, THEN WE DO TAKE OFF THAT LAST LITTLE PHRASE ABOUT WHILE CELEBRATING OUR DIVERSITY BECAUSE VALUING STUDENTS IS ALREADY ENCOMPASSING OUR DIVERSITY.

>> OKAY, I THINK SHOWING VALUE AND CELEBRATING SOMETHING ARE TWO DIFFERENT THINGS, BUT THAT COULD BE WRONG.

WHAT DO OTHER PEOPLE THINK OVER HERE ON MY RIGHT? FEEL STRONGLY ABOUT IT.

>> I'M STRONGLY BUT I DON'T THINK WE'RE NOT TRYING TO MAKE IT SHORTER.

IT CAN STAY, I LIKE IT.

I'D BE OKAY WITH LEAVING AT THE END IT'S WHO WE ARE.

WE'RE ALMOST 22,000 KIDDOS SO THERE'S A BUNCH OF 23,000.

NUMBER IS CHANGING. I'M OKAY WITH THAT.

>> I LIKE IT. ON THE END, I LIKE DROPPING LEGACY AND ENDING AT DIVERSITY THOUGH.

I LIKE IT.

>> OKAY SO IT WOULD READ THEN, THE MISSION OF HAYS CISD IS TO EDUCATE, VALUE, AND NURTURE STUDENTS THROUGH INNOVATIVE AND PERSONALIZED EDUCATIONAL EXPERIENCES WHILE CELEBRATING OUR DIVERSITY.

IT'S PRETTY ROCK SOLID I FEEL IT. [INAUDIBLE].

>> BUT I JUST REALIZED SOMEBODY MENTIONED OUR STAFF, DO WE NEED TO ADD, NOTHING TO DO WITH THE STAFF?

>> THEIR JOB IS TO DO THAT.

>> OKAY. ALL RIGHT.

>> I DON'T THINK WE NEED IT.

LIKE RAUL TALKED ABOUT IF YOU'RE VALUING EACH AND EVERY STUDENT,

[01:30:05]

YOU DON'T NEED THAT WORDING.

BUT WHATEVER THE WILL OF THE BOARD IS.

>> YEAH. I THINK OUR PRIMARY MISSION IS TO EDUCATE STUDENTS AND THEN EACH ONE OF US AND OUR STAFF ARE RESPONSIBLE FOR THIS.

I THINK IN YOUR CORE BELIEFS AND THOSE PARTICULAR STATEMENTS, YOU IDENTIFY HOW WE ARE GOING TO SUPPORT OUR STAFF IN ORDER TO MAKE SURE THAT WE ACHIEVE THIS MISSION.

>> QUESTION, SO ARE WE GOING TO DISCUSS OUR WE BELIEVE STATEMENTS TODAY AS WELL? GREAT. THANK YOU.

>> I THINK WE'VE GOT OUR MISSION STATEMENT.

>> THAT'S GOOD.

AS AN OUTSIDER I LIKE THAT.

IT'S GOOD. QUICK WORK TOO. LET'S GO ON.

>> WE'RE GOING TO LOOK AT VISION. I FELT STRONGLY ABOUT EFFECTIVE COMMUNICATORS AND COLLABORATORS. HERE'S WHY.

EVEN IF YOU'RE WORKING INDIVIDUALLY, YOU STILL HAVE A BOSS, YOU STILL HAVE PEOPLE IN YOUR JOB OR YOUR ROLE.

IT'S VERY RARE THAT YOU WOULD JUST BE WORKING BY YOURSELF WITH NO OTHER STAKEHOLDERS IN YOUR SPHERE.

I'M TRYING TO THINK OF A JOB REALLY THAT WOULD BE THE CASE.

BUT I WOULD LIKE TO HEAR MR. ROSCOE'S REASONING BEHIND THAT.

THEN THE GLOBALLY COMPETENT I ALSO WANT TO HEAR MORE ABOUT THAT.

I'M UP FOR CHANGING THAT IF THAT FEELS OUTDATED OR INAPPROPRIATE.

>> I JUST WANT TO RUN SOMETHING REAL QUICK.

I THINK OUR GOAL IS TO CREATE A WELL-ROUNDED STUDENT.

THEY HAVE THE SKILLS SO THAT THEY CAN TAKE THE NEXT STEP, BUT I ALSO WANT THEM TO BE SUCCESSFUL IN THEIR FAMILY.

I'M NOT JUST THINKING ABOUT ON-THE-JOB BEHAVIOR.

IF YOU'RE GOING TO HAVE A FAMILY, YOU HAVE TO BE ABLE TO COMMUNICATE AND COLLABORATE WITH THOSE MEMBERS OF YOUR FAMILY.

I WANT THEM TO BE SUCCESSFUL TO THE GREATEST EXTENT POSSIBLE IN ALL ARENAS IN THEIR LIVES.

>> THAT SOUNDS REALLY PRETTY.

THAT'S FINE. IF IT'S THE WILL OF THE BOARD TO KEEP IT, THAT IS FINE.

I JUST WANT TO BE REALISTIC.

ALSO, I KNOW THAT NOT EVERYBODY CAN LEARN TO BE A COLLABORATOR OR COMMUNICATOR.

BUT I'M FINE WITH LEAVING IT IN AS FAR AS GLOBALLY COMPETENT.

I LIKE DR. WRIGHT THAT YOU WERE TALKING ABOUT THE WELL-ROUNDED STUDENT AND LOOKING AT IT FROM A HOLISTIC APPROACH, AND MAYBE THAT'S MORE APPROPRIATE THAN GLOBALLY COMPETENT.

>> DOES ANYBODY RECALL WHAT WE WERE THINKING THERE?

>> I DON'T.

>> I KNOW WHAT WE'RE SAYING.

WE CERTAINLY WANT OUR FOLKS TO BE AND WE HAVE A GLOBAL ECONOMY AT THIS POINT, WHICH I THINK WE RECOGNIZE.

>> CAN I MAKE AN EASIER SUGGESTION? WE CAN COME BACK TO THAT ONE.

THE PREPARED FOR LIFE AND RESPONSIBLE CITIZENSHIP, SHOULD BE BULLET POINT NUMBER 2 IN MY OPINION.

WE'RE PREPARING THEM ACADEMICALLY FOR COLLEGE, MILITARY OR CAREER, BUT THEN ALSO FOR PRODUCTIVE LIFE AND CITIZENSHIP.

>> I THINK THAT PREPARED FOR LIFE AND CITIZENSHIP COVERS A GLOBALLY COMPETENT AND COMPETITIVE.

I JUST DON'T THINK THAT WE NEED GLOBALLY COMPETENT AND COMPETITIVE.

>> I WOULD AGREE WITH THAT TOO.

>> I DON'T REALLY REMEMBER WHY THIS WAS IN THERE EXACTLY.

ACADEMICALLY PREPARED IS THE LOWEST COMMON DENOMINATOR THAT'S THE BASELINE.

NOT THAT WE WANT TO COPY WHAT OTHER DISTRICTS ARE DOING, BUT I TOOK A QUICK PEEK AT A COUPLE OF THE OTHERS THAT ARE AROUND US AND WHAT'S IN THEIR VISION.

LIKE LEE ANDREW SAYS, AN INTERESTING ONE, THEY WANT TO PRODUCE THE MOST SOUGHT-AFTER CREATORS OF OUR FUTURE WORLD.

I THINK CAPTURING THAT ESSENCE, I DON'T WANT TO USE THEIR WORDS AT ALL, BUT TO ME, THAT'S WHAT WE WERE MAYBE TRYING TO SAY WITH THAT LINE, IS THAT OUR STUDENTS WHEN THEY LEAVE HERE ARE WORLD CHANGERS FOR LACK OF A BETTER WAY TO PUT IT.

I DON'T WANT TO BE JUST BASELINE.

>> YOU WANT FOLKS WHO ARE DESIRED HOT COMMODITIES?

[OVERLAPPING] I'M SORRY, I'M JUST SPITTING WORDS OUT.

>> I LIKE THAT IN FACT.

BUT I DON'T KNOW ABOUT INNOVATIVE AGAIN.

>> MAYBE NOT.

>> MAYBE IT'S A DIFFERENT WORD FOR INNOVATIVE, BUT I DO THINK SOMETHING LIKE WE WANT THEM TO BE THE CREAM OF THE CROP IN THE JOB MARKET, WHICH IS WHAT LEE ANDREW IS BASICALLY SAYING.

[01:35:10]

>> DOES IT MATTER ON THE FIRST LINE, I CAN ONLY PREPARE FOR COLLEGE MILITARY OR CAREER LIKE IS IT COLLEGE, CAREER, MILITARY IN THAT ORDER?

>> THAT'S A GOOD POINT.

>> CHANGING THE ORDER LIKE IT'S COLLEGE, CAREER, OR MILITARY.

>> LIKE TO FOLLOW THE WHOLE CCMR WORDING.

>> I DON'T KNOW HOW MANY KIDS WE GRADUATE TO THE MILITARY.

I'M SURE IT'S GOOD, BUT I DON'T KNOW IF IT'S OUR SECOND.

>> MAYBE SOMETHING ABOUT INSTEAD OF FUTURE LEADERS OR RESOURCEFUL.

>> RESOURCEFUL AND CREATIVE, HOW ABOUT THAT? RESOURCEFUL AND CREATIVE PROBLEM-SOLVERS?

>> YEAH, I LIKE THAT. I SAID SOMETHING ABOUT LEADERSHIP.

IT DOESN'T NEED TO BE THERE.

WE'RE JUST THROWING OUT WORDS.

>> FUTURE-ORIENTED. I DON'T KNOW.

>> I DON T THINK THAT NEEDS TO BE THERE.

>> HIGHLY TALENTED AND MARKETABLE.

>> HIGHLY SOUGHT AFTER.

>> I DO LIKE THAT ONE. JUST ON A PERSONAL NOTE, YOU HEAR ABOUT FOLKS FROM DIFFERENT HIGH SCHOOLS AND THEY'RE RESPECTED WITHOUT DOING ANYTHING ELSE OTHER THAN THE NAME.

>> WHAT IF YOU ADD HIGHLY SOUGHT AFTER INSTEAD OF SAYING ACADEMICALLY PREPARED, WE SAY HIGHLY SOUGHT AFTER FOR COLLEGE, CAREER OR MILITARY? I LIKE THAT BECAUSE IT TAKES OUT AGAIN THE DOUBLE PREPARED.

>> VISION WOULD BE, ALL HAYS CISD LEARNERS WILL BE HIGHLY SOUGHT AFTER FOR COLLEGE, CAREER, OR MILITARY.

THEY WILL BE PREPARED FOR LIFE AND RESPONSIBLE CITIZENSHIP.

THEY WILL BE EFFECTIVE COMMUNICATORS AND COLLABORATORS, AND THEY WILL BE RESOURCEFUL AND CREATIVE PROBLEM-SOLVERS.

>> I LIKE IT.

>> MR. MCMANUS LIKES IT.

I'M LOOKING AROUND.

BYRON'S SHAKING HIS HEAD, HE'S NOT SURE.

>> PREPARE FOR LIFE SO THERE'S GOING TO BE KIDS THAT AREN'T GOING TO FALL INTO THE COLLEGE, CAREER, OR MILITARY BUCKET.

MAYBE I SHOULD KNOW THIS, BUT WHAT ARE WE DOING TO PREPARE THE OTHER KIDS FOR LIFE IF IT'S NOT IN ONE OF THOSE THREE BUCKETS? I'M JUST ASKING OR MAKE SURE IF THAT'S GOING TO BE IN OUR VISION STATEMENT THAT WE'RE GOING TO HAVE THINGS FOR THEM IN THE CURRICULUM OR TO DO THE BALANCING CHECKBOOKS. I DON'T KNOW.

>> WHAT'S A CHECKBOOK?

>> I'M A BOOMER, I GET IT. I JUST WANT TO MAKE SURE THAT IF WE'RE SAYING THAT WE'RE PREPARING ALL KIDS, THERE'S GOING TO BE OTHER KIDS THAT DON'T FALL IN THE BUCKET FOR COLLEGE, CAREER, OR MILITARY.

I JUST WANT TO MAKE SURE THAT IF OUR VISION'S AIM IS TO PREPARE THEM, THAT WE'RE ACTUALLY DOING THAT.

>> ARE YOU SUGGESTING LEAVING THAT LAST LINE, PREPARED FOR LIFE AND CITIZENSHIP?

>> NO, I'M SAYING IF WE'RE GOING TO LEAVE IT IN THERE, I JUST WANT TO MAKE SURE THAT WE ARE ACTUALLY PREPARING OTHER KIDS FOR LIFE.

I'M OKAY WITH LEAVING IT IN, I JUST WANT TO MAKE SURE THAT WE ACTUALLY ARE DOING THAT.

>> COULD WE CHANGE THAT TO PREPARED FOR RESPONSIBLE CITIZENSHIP?

>> I'M TRYING TO FIGURE OUT WHAT PREPARED FOR LIFE.

CERTAINLY, WE WOULD PREPARE THEM FOR LIFE.

I FEEL WE NEED TO MAYBE ELEVATE THIS A LITTLE BIT BECAUSE AGAIN, IF WE'RE GOING TO BE HIGHLY SOUGHT AFTER AND THEN WE'RE JUST GOING TO BE PREPARED FOR LIFE AS NORMAL.

MAYBE IT'S SOMETHING ELSE.

[01:40:02]

>> PREPARED FOR RESPONSIBLE CITIZENSHIP.

>> I WOULD SAY WE'LL BE RESPONSIBLE CITIZENS AND JUST GET RID OF PREPARED FOR LIFE IF WE'RE GOING TO DO THAT.

MR. SIMMERS DOES THAT ADDRESS IT FOR YOU OR IS THAT NOT WHAT YOU MEANT?

>> NO, I WAS OKAY LEAVING IT IN THERE.

IF THIS IS WHAT WE WANT FROM WHEN THEY LEAVE US, I WANT TO MAKE SURE THAT WE'RE GOING TO GIVE THEM ALL THE TOOLS WHEN THEY LEAVE US TO DO WHATEVER WE'RE GOING TO SAY IN THIS STATEMENT.

IF IT'S RESPONSIBLE CITIZENS, ARE WE GOING TO DO EVERYTHING FOR EVERY KID TO MAKE SURE THEY ARE RESPONSIBLE CITIZENS WHEN THEY LEAVE HAYS CISD IN ANY CAPACITY?

>> OUR GOAL IS TO GET THEM EITHER COLLEGE, CAREER, OR MILITARY READY.

THOSE ARE OUR THREE BUCKETS OF PREPAREDNESS.

NOT EVERYONE GOES INTO ONE OF THOSE THREE THINGS AND I GET THAT BUT WE ARE TO BE FOCUSED ON THOSE THREE THINGS.

IF SOMEONE DECIDES NOT TO DO ONE OF THOSE THINGS AND THEY'RE MANAGING A HOME, YOU'RE STILL GOING TO NEED A LOT OF SKILLS TO DO THAT.

RESPONSIBLE CITIZENS, IN MY MIND MAYBE GETS US THERE.

>> WE DO HAVE CLASSES THAT TEACH ABOUT FINANCIAL LITERACY, WE DO HAVE CLASSES THAT TEACH OUR STUDENTS THAT ARE 18 PLUS HOW TO MAKE SURE TO DO THOSE TASKS THAT THEY NEED TO SURVIVE EVEN IF THEY'RE NOT GOING TO COLLEGE, CAREER, OR MILITARY.

WE DO HAVE THAT IN THE CURRICULUM.

CORRECT. DR. WRIGHT? WITH THOSE LIFE SKILLS, THEY TEACH THEM LIFE SKILLS.

>> WE TEACH LIFE SKILLS HERE IN CONCO ROOM OR ON THIS CAMPUS.

>> THESE ARE THE STUDENTS THAT COME TO WORK AT THE CLOTHES CLOSET AND LEARN THOSE SKILLS ABOUT HOW TO INTERACT, HOW TO TALK, HOW TO DO TASK THAT THEY'RE GOING TO NEED TO DO FOR THEMSELVES.

WE HAVE AN AMAZING STAFF THAT DOES TRAIN AND TEACH OUR KIDDOS THAT.

>> KNOWING WE DO THOSE THINGS, DO WE WANT TO PUT THAT BACK IN, PREPARED FOR LIFE AND RESPONSIBLE CITIZENSHIP?

>> I DO LIKE IT, NOW THINKING MORE BROADLY ABOUT ALL OF OUR POPULATIONS.

>> PROBABLY 99.5 PERCENT OF OUR STUDENTS ARE GOING TO BE IN THOSE THREE BUCKETS UP TOP BUT THEN 0.5 ARE NOT.

HUNDRED PERCENT MEANS A 100 PERCENT AND WE VALUE THAT.

I THINK THAT'S WISE.

>> AGAIN, GREAT WORK.

WHOEVER THE LIFELINE WAS FOR WORDSMITHING, I THINK THEY CAN TAKE A BREAK.

YOU GOT IT. I DON'T NEED THE OTHER LIFELINE.

>> WITH MEREDITH KELLER.

>> [LAUGHTER] QUICK CHECK-IN WITH THE BOARD PRESIDENT.

DO YOU WANT TO CONTINUE TO BELIEFS?

>> ARE YOU ALL GOOD? LET'S TAKE A QUICK BREAK.

>> TURN ON THE BEAM MAGNET.

>> IT'S 11:02.

WE'RE BACK AND WE'RE GOING TO TALK ABOUT OUR BELIEFS AND OREN MOORE IS GOING TO TAKE US THROUGH THIS ONE BY ONE.

>> THE GOAL IS TO GO THROUGH ONE BY ONE IS REMEMBER THE BEGINNING, WE TALKED ABOUT ESTABLISHING A DEPTH OF SHARED UNDERSTANDING.

A DEEP SHARED UNDERSTANDING ABOUT IT.

AS YOU LOOK AT EACH BELIEF STATEMENT, TAKE A QUICK MOMENT.

IF SOMETHING SEEMS AMBIGUOUS, WE WEREN'T CLEAR.

WHAT DO WE MEAN BY THAT? IT'S IMPORTANT JUST TO SHARE THAT AS A GROUP.

AGAIN, WE WANT TO LEAVE HERE WITH A SHARED AND DEEPER UNDERSTANDING OF THE MECHANISMS THAT GUIDE US.

WHEN YOU'RE ASKING THE COMMUNITY, WHATEVER THE CASE MAY BE.

I HIGHLIGHTED TWO OF THEM.

DON'T WORRY ABOUT THAT. THAT'LL JUST BE A FOCUS QUESTION LATER ON IF TIME PERMITS.

[LAUGHTER] IT JUST WON'T ALL FIT ON ONE, THERE WE GO.

[BACKGROUND] ANYONE THINK THAT DECISIONS SHOULD NOT BE STUDENT-FOCUSED HERE? I DIDN'T THINK SO. LET'S BE EFFICIENT AND GO TO THE NEXT ONE.

[01:45:05]

ALL STUDENTS HAVE THE CAPACITY TO LEARN AND BE SUCCESSFUL.

ANYTHING HERE NEEDS SOME CLARIFICATION BEFORE WE CAN SAY WE HAVE A SHARED DEPTH OF UNDERSTANDING REGARDING WHAT THAT MEANS?

>> THESE AREN'T LIKE RANKED, RIGHT? LIKE FROM ORDER OF IMPORTANCE ANY WAY?

>> NO COMMENTS. LET'S, AGAIN, BE EFFICIENT AND GO FORWARD.

STOP ME IF WE NEED TO GO BACK.

WE BELIEVE A SAFE AND SECURE ENVIRONMENT IS ESSENTIAL.

HARD TO ARGUE. SUCCESS IS A SHARED INVESTMENT THAT INCLUDES LEARNERS, EDUCATORS, PARENTS, AND THE COMMUNITY.

>> I WOULD LIKE TO REFLECT ON THAT WHEN INSTEAD OF PARENTS MAYBE SAYING FAMILIES OR TO INCORPORATE OUR, IT'S NOT JUST PARENTS.

WE HAVE GUARDIANS.

WE HAVE GRANDMAS AND GRANDPAS AND OTHER KINFOLK TAKING CARE OF KIDDOS.

>> WHY NOT JUST SAY COMMUNITY? FAMILIES ARE PART OF THE COMMUNITY.

>> I THINK THAT MEANS SOMETHING DIFFERENT, RAUL, WHEN YOU'RE TALKING ABOUT THE COMMUNITY BECAUSE THEY'RE PART OF THE COMMUNITY, BUT WHEN I THINK OF COMMUNITY, AND WE HAD PARENTS LISTED SEPARATELY, I'M THINKING COMMUNITY AS OUR BUSINESSES, OUR CHURCH GROUPS, AND EVERYTHING ELSE.

>> I JUST WANTED TO TALK IT OUT.

>> I LOVE TALKING TO YOU, RAUL.

>> THAT'S GOOD.

>> LIKEWISE.

>> I HIGHLIGHTED THAT ONE JUST BECAUSE AGAIN, ANOTHER EVIDENCE-BASED PRACTICE WHEN YOU EXPRESS THOSE ELEVATING BELIEF STATEMENTS, NOT JUST THOSE ACCEPTING ONES.

I THINK DR. RYAN MENTIONED THAT EARLIER IS ELEVATING BELIEFS THAT WE HAVE OF OUR SYSTEM.

AGAIN, YOU SEE THAT IN MOVING SYSTEMS. THEY ALSO WORK TO CREATE THAT HIGH SUPPORT ENVIRONMENT.

IF THERE'S LACKING IN THE COMMUNITY OR THE HOMES, SCHOOLS DO IT THERE.

AGAIN, IT'S WORTH POINTING OUT.

IT'S NOT JUST A COLLECTION OF BELIEFS THAT YOU THINK SOUND GOOD ONLY, THEY REALLY DO HAVE GOOD REACH AND EVIDENCE. NEXT ONE WAS SIMILAR.

THE ORIGINAL LIGHTHOUSE RESEARCH THAT SHOWED WHAT BOARDS AND SYSTEMS DO THAT IMPROVE STUDENT PERFORMANCE.

A LOT OF IT HAD TO DO WITH HOW WELL WE RESPECT STAFF, HOW WE THINK ABOUT OUR STAFF.

DO WE HAVE ELEVATING VIEWS AND BELIEFS OF THEM OR DO WE THINK WE NEED MORE VETERAN TEACHERS OR WE NEED SOMEONE OTHER THAN WHAT WE HAVE? I HIGHLIGHTED THAT ONE. BUT AGAIN, WHAT ARE YOUR REFLECTIONS ON THAT ONE IN TREATING OUR EDUCATORS AND STAFF WITH DIGNITY AND RESPECT.

>> WE ADDED THIS ONE A COUPLE OF YEARS AGO.

I FELT LIKE MR. ROSCOE FELT VERY STRONGLY THAT THIS SHOULD BE ADDED AND I'M GLAD WE DID.

MR. MCMANUS, YOU HAD SOMETHING?

>> NO, I DID, BUT NO, I'M GOOD.

I RE-READ IT. IT'S FINE.

>> LET ME, IF I MAY, AS AN OUTSIDER, PUSH ON THE BOARD.

I DON'T KNOW WHAT YOUR COMMON HABITS OR PRACTICES ARE HERE, BUT AS A BOARD, I THINK THE WAY THAT YOU REGARD STAFF IN TERMS OF RESPECT COULD BE A LITTLE BIT DEFINITION.

WHAT DOES RESPECT LOOK LIKE? I WANT TO HEAR YOU SAY.

I HAVE MY OWN OPINIONS, BUT I WANT TO HEAR WHAT DOES IT MEAN TO RESPECT STAFF.

IS IT ONLY NOT SAYING DISPARAGING THINGS, OR IS IT ALSO RESPECTING THEIR TIME AND THEIR ENERGY AND THEIR BANDWIDTH? IF SO, WHAT DOES IT LOOK LIKE FROM THE BOARD'S PERSPECTIVE?

>> LUCKILY, ACTIONS SPEAK LOUDER THAN WORDS.

WE HAVE SHOWN THAT TO OUR STAFF BY GIVING COMPENSATION BENEFITS, EMPLOYEE FRIENDLY INITIATIVES AND POLICIES THAT WE HAVE IMPLEMENTED.

WE VALUE THEM THROUGH MANY WAYS.

THROUGH THEIR TIME, WE HAVE OFFERED DAYS WHERE THEY CAN WORK ON READING ACADEMY WHERE NO OTHER DISTRICTS ARE GIVING THEM TIME OFF TO DO THAT.

WE HAVE DONE THAT AND IMPLEMENTED THAT.

WE HAVE DEFINITELY SHOWN IT.

>> YOU PROACTIVELY SHOWED THAT WITH?

>> SEVEN PERCENT COMPENSATION THIS YEAR.

THAT IS ONE OF OUR PRIORITIES.

>> I WAS GOING TO SAY, DO WE WANT TO ELEVATE THIS MORE? I HEAR THE WORD VALUE AND THAT WORD'S NOT IN HERE.

DO WE WANT TO INCLUDE THE WORD VALUE?

>> [OVERLAPPING] I LOVE YOU VALUE.

>> I THINK THE WHOLE LIST NEEDS A LITTLE BIT OF A REORDERING, NOT NECESSARILY IN PRIORITY, BUT THEY'RE SCATTERED ABOUT.

MAYBE WE NEED TO THINK THROUGH ALL OF THAT.

STUDENT SUCCESS IS LISTED BOTH AT THE TOP AND AT THE VERY BOTTOM AND MAYBE THEY NEED TO BE CLOSER.

>> I DO KNOW WE MOVED THAT TO THE BOTTOM BECAUSE IT TALKED ABOUT STANDARDIZED TESTING AND WE DON'T WANT THAT TO BE THE FOCUS.

I FEEL LIKE THAT WAS INTENTIONAL TO PUT THAT AT THE BOTTOM.

[01:50:03]

>> BUT THESE AREN'T RANKED IN ANY ORDER.

>> THEY ARE IN ORDER A LITTLE BIT.

IF WE WANT TO MOVE SOME THINGS AROUND, LET'S TALK ABOUT THAT.

>> WELL, IF THEY'RE IN ORDER OF IMPORTANCE, THEN YEAH, WE ABSOLUTELY NEED TO TALK ABOUT IT THEN.

IF IT'S JUST A LIST OF EQUALS, THEN MAYBE IT DOESN'T MATTER SO MUCH.

>> I THINK THEORETICALLY IT'S NOT SUPPOSED TO BE ORDERED OF IMPORTANCE, BUT I DO REMEMBER HAVING A CONVERSATION AROUND MOVING STANDARDIZED TESTING TO THE BOTTOM.

I THINK WE MOVED SAFETY AND SECURITY UP BEHIND THE FIRST TWO THINGS.

>> BECAUSE WE NEEDED TO HAVE A SAFE ENVIRONMENT IN ORDER FOR THEM TO THRIVE AND DO ALL THOSE OTHER THINGS.

BUT MS. PETRI, WHERE WOULD YOU PUT VALUE? I LIKE IT.

WHERE WOULD WE PUT IT IN THAT SENTENCE? MAYBE INSTEAD OF TREATING VALUING.

> I LIKE THAT.

>> I WROTE DOWN, WE VALUE AND RESPECT OUR EDUCATORS.

>> THAT'S TOO SIMPLE.

>> I THINK ONE OF THE THINGS THAT YOU GUYS DEMONSTRATE ON A REGULAR BASIS IS YOU ACTUALLY LISTEN TO ALL OF OUR EMPLOYEES AND BASED ON NEEDS WE CREATE, IT'S NOT JUST GIVING THEM COST OF LIVING INCREASES OR THE ADDITIONAL COVID LEAVE DAYS THAT OTHERS AREN'T DOING.

IT'S ALSO, WE FIND OUT THAT WHEN YOU LOOK AT THEIR DAY AND THEY'RE STRUGGLING WITH THE NUMBER OF MEETINGS, FOR EXAMPLE, YOU AGREED TO GIVE THEM EXTRA FTES FOR ASSISTANT PRINCIPALS AT THE MIDDLE SCHOOL LEVEL, FOR EXAMPLE.

YOU HAVE APPROVED THINGS BASED ON NEEDS.

YOU LISTEN AND THEN YOU RESPOND WITH ACTION TO SUPPORT WHATEVER THAT THEY MIGHT NEED.

IT COULD BE FTES, IT COULD BE THEY NEED AN ADDITIONAL MATH TUTOR AT THIS CAMPUS, OR IT COULD BE WHATEVER THE CASE MAY BE IS YOU GUYS DO THAT.

I THINK THAT'S THE GREATEST SHOW OF RESPECT THAT YOU CAN DEMONSTRATE HOW YOU'RE VALUING OUR STAFF.

IT'S NOT JUST EDUCATORS, IT'S OUR BUS DRIVERS, IT'S OUR CUSTODIANS.

WE'VE INCREASED THE PAY SCALE THERE.

WE'VE ALSO PURCHASED EQUIPMENT TO MAKE THEIR LIVES EASIER WITH THE RIDE ON FLOOR BUFFERS AND THE FUMIGATORS.

IT'S ALL THOSE TYPES OF THINGS THAT HELPS THEM DO THEIR JOBS BETTER.

>> HAVE ALLOCATED ADDITIONAL POSITIONS LIKE FOR CUSTODIAL SERVICES.

TO MAKE SURE TOO, AGAIN, VALUING THEIR TIME, VALUING WHAT THEY HAVE TO DO, MAKING SURE WE ARE NOT MEDIOCRE, BUT WE ARE THE LEADERS IN OUR REGION AND THROUGHOUT THE STATE.

>> DO WE TAKE OUT EDUCATORS AND JUST SAY IN VALIDATING, RESPECTING OUR DISTRICT STAFF? JUST ENCOMPASS EVERYBODY? FOR IT TO BREAK IT UP INTO EDUCATORS AND EVERYBODY ELSE.

>> I LIKE THAT, MR. SEVERANCE. FOR OUR EMPLOYEES OR STAFF OR WHATEVER YOU WANT TO SAY.

I LIKE THAT ON MAKING THAT DISTINCTION.

>> IF I CAN INTERJECT WHILE WE'RE THINKING, I WANT TO MAKE SURE THAT WE HAVE JUST A VERY SHORT CONVERSATION ON WHAT VALUE AND RESPECT TRULY MEAN.

I'LL SHARE FROM A BROADER FRAME OF REFERENCE.

SOME OF THE MOST CHALLENGING SITUATIONS I SEE ACROSS THE STATE HAVE TO DO WITH THAT EMPLOYEE BOARD RELATIONSHIP.

IT'S ALWAYS A BIT SENSITIVE BECAUSE YOU HAVE ONE EMPLOYEE, BUT YOU INTERACT AND ENGAGE WITH HIS OR HER EMPLOYEES.

WHEN YOU THINK ABOUT A SUPERINTENDENT'S STAFF.

SOMEWHAT RHETORICAL, BUT I WANT YOU TO THINK ABOUT THIS.

HOW DO STAFF MEMBERS FEEL AFTER A PRESENTATION WITH THE BOARD? HOW DOES THE BOARD PHRASE QUESTIONS THAT SOUND LIKE LEARNING OPPORTUNITIES AND NOT I GOT YOUS? HOW DO STAFF FEEL HAVEN'T HAD AN EMAIL EXCHANGE WITH A BOARD MEMBER IF THAT'S PART OF YOUR POLICY? I KNOW IN A DISTRICT ABOUT THIS SIZE, THERE WAS A POLICY THAT ALLOWS BOARD MEMBERS TO COMMUNICATE DIRECTLY WITH CABINET MEMBERS.

A NEW SUPERINTENDENT CAME IN AND SAID, "HEY, LET'S TEMPORARY SUSPEND THAT PRACTICE UNTIL I GET ALL THE NEW MEMBERS OF MY TEAM ON BOARD WITH THE PLAN." THEY HAD DEVELOPED A LEVEL OF TRUST THAT ALLOWED THEM TO COMMUNICATE, BUT BOARD MEMBERS KNEW THAT IT WAS A DELICATE BALANCE.

WHAT I'M GETTING AT IS ANYTIME I HEAR A CONVERSATION ABOUT BOARDS VALUING AND RESPECTING STAFF,

[01:55:04]

I CAN'T HELP BUT ASK, WHAT DOES IT MEAN TO YOU? DOES IT MEAN THAT WE'RE THOUGHTFUL ABOUT HONORING THE CHAIN OF COMMAND? WE GIVE THEM A CHANCE TO HANDLE AN ISSUE.

WE DON'T GO OVER THE HEADS WITH A TALK TO THE SUPERINTENDENT.

DOES IT MEAN THAT I KNOW THEY HAVE A LOT TO DO ON THE GROUND, BOOTS ON THE GROUND, SO I'M THOUGHTFUL ABOUT WHAT I REQUEST IN TERMS OF MY COMMUNICATION EMAIL.

I WANT TO GET A LITTLE SPECIFIC IF WE CAN, ABOUT WHAT VALUE AND RESPECT MEAN FOR THIS BOARD, AGAIN, UNDER THE NOTION THAT WE NEED THAT SHARED DEPTH OF UNDERSTANDING.

IF WE CAN JUST MAYBE A MINUTE TALKING ABOUT WHAT VALUE RESPECT MEANS, EXAMPLES.

>> DEFINITELY IT GOES BEYOND JUST THE CABINET, BECAUSE THOSE ARE THE FOLKS THAT WE INTERACT WITH AT MEETINGS.

IT GOES BEYOND THAT.

AGAIN, WITH THE INITIATIVES AND POLICIES THAT WE IMPLEMENT FOR OUR DISTRICT BECAUSE WE ARE IN THE FOREFRONT WHEN IT COMES TO BEING AN EMPLOYEE FRIENDLY ORGANIZATION.

I THINK AGAIN, ACTIONS SPEAK LOUDER THAN WORDS.

I DON'T KNOW HOW TO INCORPORATE THAT ON THERE, BEYOND VALUING AND RESPECTING PUTTING THE MEAT TO IT, VANESSA.

I DON'T KNOW HOW TO INCORPORATE THAT.

WE'RE VALUING AND RESPECTING OUR DISTRICT EMPLOYEES, AND IT MIGHT SAY BY OUR POLICIES AND INITIATIVES BECAUSE THAT'S HOW IT'S ACTUALLY BEING DONE.

POLICIES, INITIATIVES, AND COMPENSATION.

I DON'T KNOW IF WE WANT TO INCORPORATE ALL THAT IN THERE, BUT BECAUSE IF YOU JUST READ THIS AND YOU'RE AN OUTSIDER AND VALUING AND RESPECTING ALL DISTRICT EMPLOYEES.

LIKE YEAH, EVERYBODY SAYS THAT.

>> I'M NOT ADVOCATING THAT IT'D BE WRITTEN IN THERE, BUT JUST SO YOU ALL KNOW FOR ACCOUNTABILITY.

HEY, WHEN WE SAY VALUE AND RESPECT, THIS IS WHAT WE KNOW WE MEAN.

>> GREAT QUESTION. I THINK BECAUSE WE ARE EMPLOYEE FRIENDLY, WE KNOW THAT WE HIRE GREAT PEOPLE.

THEY'RE EMPOWERED TO DO THEIR JOB.

WE PROVIDE THE EMPATHY, WE PROVIDE AN INSIDER INPUT THAT COMES TO US.

BUT WE TRUST WHO WE HIRE AND WE SHOULD ASSUME POSITIVE AND NOBLE INTENTIONS OF OUR STAFF.

WE NEED TO ASSUME POSITIVE AND NOBLE INTENTIONS OF DR. WRIGHT AND THE CABINET AND IT CASCADES FROM THERE.

AGAIN, YOU CAN'T BE COMING UP WITH 100 WE BELIEVE STATEMENTS. TRUST, EMPOWER.

>> I KNOW YOU MEAN TRUST. WE LET THEM DO THEIR JOB GOOD.

>> IN VALUING AND RESPECTING ALL DISTRICT EMPLOYEES BY BEING AN EMPLOYEE FRIENDLY ORGANIZATION OR BEING A LEADER OR SOMETHING, MAYBE WE NEED TO INCORPORATE EMPLOYEE FRIENDLY ORGANIZATION IN THERE.

DR. WRIGHT, DO YOU HAVE A SUGGESTION?

>> YEAH, I WAS SIDEBARING WITH VANESSA.

I THINK WE BELIEVE IN BEING AN EMPLOYEE FRIENDLY ORGANIZATION.

>> NICE AND CONCISE. IT WAS GOOD.

>> I ALMOST WANT TO GO A STEP FURTHER AND BE THROW DOWN LIKE THAT LEANDER ONE, LIKE UNMATCHED OR SOMETHING LIKE THAT.

>> I LIKE THAT WORD.

>> WE ARE THE LEADERS IN THIS, FOR SURE HANDS DOWN.

>> IT LOOKS GOOD.

LET'S BE EFFICIENT AND MOVE ON.

>> I HAD A COUPLE OF MORE THINGS I WANTED TO SAY ON THIS.

TO YOUR QUESTION, HOW THIS BOARD TREATS DR. WRIGHT AND CABINET AND THAT KIND OF THING.

I THINK SOME THINGS WE CAN TALK ABOUT AS A BOARD WHERE WE VALUE PEOPLE'S TIME.

WE TRY VERY HARD NOT TO EMAIL DR.

WRIGHT WHEN HE'S ON VACATION OR ON THE WEEKENDS OR AFTER FIVE O'CLOCK.

HE DOES THAT FOR HIS CABINET AND HE'S ASKED US TO DO THAT IN RARE OCCASIONS.

OBVIOUSLY, WE HAVE TO EMAIL SOMEBODY ON A WEEKEND, BUT I THINK WE DO A GOOD JOB OF DOING THAT.

THAT'S SOMETHING WE EXPECT FROM OUR EMPLOYEES TO VALUE THEIR TIME.

THERE'S A WORK-LIFE BALANCE THAT WE WANT FOLKS TO HAVE AND THAT ABSOLUTELY FALLS UNDER BEING EMPLOYEE FRIENDLY.

WE WANT TO SET A NICE TONE AND NOT BE GOT YOU IN OUR EMAILS FROM THE DAIS, THAT OUR TONE WOULD BE COLLABORATIVE AND I WANT TO HELP YOU HELP ME HELP YOU TENOR ABOUT OUR TONE.

ALSO JUST SETTING REALISTIC EXPECTATIONS THAT IF WE ASK FOR INFORMATION THAT THEY WOULD GET THAT TO US IN A REASONABLE AMOUNT OF TIME, WITHIN THE HOUR OR SOMETHING LIKE THAT.

[02:00:02]

THEN JUST BEING KIND ALL AROUND AS WE'RE DEALING WITH FOLKS THAT DR. WRIGHT HAS ENTRUSTED WITH THESE JOBS.

THEY'RE VERY CAPABLE FOLKS, AND WE NEED TO TRUST THAT THEY HAVE BEEN PUT IN THAT POSITION TO DO THAT JOB.

THAT WOULD BE MY DEFINITION IN HOW THIS BOARD TREATS OUR EMPLOYEES.

WE VALUE THEIR TIME, WE TREAT THEM WITH KINDNESS.

WE SET A TONE AND TENOR OF COMPASSION AND EMPATHY.

THEY HAVE HARD JOBS AND WE'RE CONSTANTLY THROWING THINGS AT [LAUGHTER] THEM, MAKE THEIR JOB SOMETIMES HARDER.

THAT WE WOULD JUST BE KIND.

>> JUST LIKE WE TELL DR. WRIGHT WHAT DO YOU NEED FROM US TO SET UP THOSE CONDITIONS FOR SUCCESS? WE EXPECT DR. WRIGHT GETTING THAT INFORMATION TO US AND LETTING US KNOW HOW CAN WE HELP THE PEOPLE THAT ARE IN THE TRENCHES? WHAT CAN WE DO BETTER TO HELP WHETHER IT'S CREATING POLICY INITIATIVES OR IN THE COMPENSATION PIECE.

THAT'S REALLY IMPORTANT FOR US AND THAT'S OUR EXPECTATION OF DR. WRIGHT.

HE DOES A FABULOUS JOB OF BRINGING THAT TO US.

>> I COULDN'T HELP IT GO OFF ON A LITTLE ALLITERATION STRAND WHEN THE BOARD PRESIDENT WAS TALKING.

I NOTED, TIME, TONE, TIMING, AND TRUST.

WHEN YOU ALL SAY WE VALUE EMPLOYEES, PEOPLE HERE GOING FORWARD CAN KNOW THAT YOU'RE GOING TO VALUE THEIR TIME.

YOU'RE GOING TO HAVE A TONE AND A TENOR THAT SUGGESTS KINDNESS.

YOU'RE GOING TO RESPECT THEIR AUTONOMY AND THEIR PROFESSIONALISM FOR THE TRUST IS THERE.

THEN OF COURSE, THE TIMING OF THE THINGS THAT YOU ASK FOR IN TERMS OF DELIVERABLES.

I THINK THAT'S GOOD. I THINK NOW, AGAIN, BEING FOCUSED, THE BOARD CAN HAVE A FEW TENETS OF WHAT THEY MEAN WHEN THEY KNOW THEY SAY WE VALUE EMPLOYEES HERE.

WHAT ABOUT THE ALLOCATION OF RESOURCES? WE BELIEVE THE ALLOCATION OF RESOURCE WILL SUPPORT HIGH-QUALITY LEARNING, VERY INTENTIONAL.

THE RESEARCH REFERS TO CREATING CONDITIONS FOR SUCCESS WHICH VERY MUCH MEANS EVERYTHING FROM HIGH-QUALITY ONLINE CURRICULUM TO ACTUAL DEVICES ENHANCE.

ANY DISCUSSION THERE? STRAIGHTFORWARD. WE BELIEVE AN EDUCATED POPULACE IS ESSENTIAL TO DEMOCRACY. HAS THAT CHANGED? YEAH, I DON'T KNOW ABOUT THAT.

I DON'T EVEN REMEMBER WHY.

[LAUGHTER] [INAUDIBLE] DO YOU REMEMBER? NO, I DON'T.

I DON'T THINK IT'S NECESSARY.

AN EDUCATED POPULACE IS ESSENTIAL TO DEMOCRACY.

WELL, WE ADDRESSED THAT IN OUR VISION STATEMENT.

IF WE KNOW THAT WE'RE GUTTERING. [OVERLAPPING] WE TALK ABOUT CITIZENSHIP AND ALL THAT.

I DON'T THINK IT'S NECESSARY.

ANYONE THINK IT SHOULD BE THERE? NO. OKAY.

IF WE'RE JUST TRYING TO MAKE THIS LONGER OR SHORTER, I DON'T HAVE A PROBLEM WITH IT BEING IN THERE.

I DON'T THINK IT'S IMPORTANT, BUT I DON'T KNOW WHY WE WOULD TAKE IT OUT IF IT'S ALREADY THERE.

WHAT DOES IT MEAN? I THINK IT MEANS TO BE PART OF A, WHEN YOU'RE GOING TO THE POLLS AND YOU'RE VOTING AND YOU'RE PARTICIPATING IN DEMOCRACY, THAT YOU WOULD DO SOME RESEARCH AND YOU WOULD CARE ABOUT THE ISSUES AND YOU WOULD KNOW WHAT YOU'RE DOING.

I DON'T KNOW WHAT I MEAN TO ME THAT'S WHAT IT'S TALKING ABOUT.

IF WE WANT UNEDUCATED PEOPLE TO GO TO THE POLLS, I GUESS THAT WOULD BE THE OPPOSITE OF THAT.

THAT'S JAKE SPEAKING IT VERY LITERALLY AS WHAT IT SAYS.

WHAT DOES IT MEAN? IT'S DO WE NEED THAT AS A CORE BELIEF? AGAIN, IS THAT NOT ALREADY ADDRESSED IN OUR VISION? THAT PEOPLE ARE READY FOR LIFE AND CITIZENS WHO WERE BEING PRODUCTIVE CITIZENS MEANS THAT WE'RE TAKING CIVIL RESPONSIBILITIES.

WE PARTICIPATE IN WHAT THE COMMUNITY NEEDS ARE.

YEAH. I DON'T FEEL STRONGLY THAT THIS NEEDS TO BE HERE.

AS AN OUTSIDER, I DIDN'T SEE THIS POLITICAL, I JUST SAW IT AS PRESERVING.

YEAH, BUT EITHER WAY.

OH NO, I JUST SAID IT'S AN OUTSIDER.

I DIDN'T SEE IT AS POLITICAL.

I JUST SAW IT AS SAFE GUARDING.

I THINK THAT WAS A CONVERSATION WE HAD BEFORE.

I THINK IT WAS IN RESPONSE TO THE ATTACK ON PUBLIC EDUCATION IN GENERAL.

I THINK YOU DON'T.

OKAY. YEAH, SO NO, I'M FINE BECAUSE I THINK WE'LL TAKE THAT PIECE THROUGH OUR LEGISLATIVE PRIORITIES AS WE MOVE FORWARD.

HIGH EXPECTATIONS LEAD TO HIGH ACHIEVEMENT.

[02:05:01]

EVIDENCE-BASED MAKES PERFECT SENSE.

OPEN COMMUNICATION, TRANSPARENCY, AND ACCOUNTABILITY.

I WOULD LIKE TO ADD ON THE HIGH EXPECTATIONS LEAD TO HIGH ACHIEVEMENT.

I THINK IT IS IMPORTANT TO INCORPORATE HIGH EXPECTATIONS FOR ALL, BECAUSE WE ALWAYS TALK ABOUT HIGH EXPECTATIONS FOR STUDENTS AND NOT FOR ALL, BECAUSE THAT STARTS WITH US AS WELL AS A BOARD HAVING HIGH EXPECTATIONS OF OURSELVES. EVERYBODY.

YEAH. I JUST WANTED TO CHIME IN, I THINK THANK YOU FOR ADDING THAT ESPERANZA BECAUSE OF THE FACT THAT WE'RE EMPLOYEE FRIENDLY BECAUSE OF THE RESULTS THAT WE ACHIEVE.

I THINK IT GOES WITHOUT SAYING, BUT THAT ALSO MEANS THAT THERE'S ACCOUNTABILITY.

WHEN WE DO ASK FOR THINGS AT A TIMELINE, WHEN WE DO SAY, HEY, WE WANT TO DIG INTO THIS, WHEN WE WANT TO HAVE EVEN SOME CONTENTIOUS DISCUSSIONS.

IT IS AIMED AT GETTING THE RESULTS WE NEED THROUGH THE STUDENTS AND THE STUDENT ACHIEVEMENT, ALLOCATION OF RESOURCES.

I JUST WANTED TO MAKE SURE THAT WE'RE ALL SAYING THE SAME THING.

INSPIRED LEARNING IS THE FOUNDATION OF LIFELONG SUCCESS? YEAH, I DON'T KNOW ABOUT THAT ONE, THE INSPIRED LEARNING.

WHAT ABOUT A CURIOSITY FOR LEARNING OR SOMETHING LIKE THAT BECAUSE THAT TO ME IS WHAT YOU'RE TALKING ABOUT WITH LIFELONG LEARNING AS BEING A CURIOUS PERSON.

I DON'T KNOW IF IT'S INSPIRED LEARNING, ALTHOUGH WE DO WANT TEACHERS TO INSPIRE OUR STUDENTS TO WANT TO LEARN NEW THINGS ON THEIR OWN, INDEPENDENTLY.

I THINK THAT'S MAYBE WHAT WE WERE SAYING.

YEAH, MAYBE IT NEEDS TO BE WORDED DIFFERENTLY OR MAYBE IT'S ALREADY INCORPORATED WHEN WE TALK ABOUT IN OUR MISSION STATEMENT THAT DIFFERENTIATION AND THE INDIVIDUALIZED AND INNOVATIVE AND ALL OF THAT.

I THINK THIS IS TALKING ABOUT SOMETHING ELSE.

TO BE A LIFELONG LEARNER REQUIRES YOU TO HAVE THAT SPARK IGNITED WHILE YOU'RE IN SCHOOL BUT NOT JUST SIT AND GET, TO ALSO WANT TO BE PROACTIVE ABOUT YOUR LEARNING ABILITIES AFTER YOU LEAVE THE SCHOOL IS WHERE I LEARNED.

OH NO. YOU LEARN THROUGHOUT YOUR LIFE.

YEAH. THEN MAYBE ANOTHER WORD. I DON'T KNOW.

COULD WE NOT SAY THAT WE BELIEVE LIFELONG SUCCESS IS DEPENDENT UPON LEARNING? NO, I LIKE THAT BETTER.

JUST FLIPPING THOSE WORDS.

[BACKGROUND] BECAUSE THAT SEEM SO PASSIVE SO I LIKE THAT.

[BACKGROUND] WHAT DOES INSPIRED LEARNING MEAN? MAYBE THAT LIFELONG LEARNING PIECE INSTEAD OF THE INSPIRE LEARNING, LIFELONG, THERE'LL BE LIFELONG, TWICE.

LIFELONG OR SUCCESS IS DEPENDENT UPON A COMMITMENT TO LIFELONG LEARNING OR SOMETHING TO THAT EFFECT.

I THINK THAT READS MUCH BETTER. YEAH.

THEN SUCCESS WOULD BE CAPITALIZED.

[BACKGROUND]

>> I LIKE THIS A LOT BETTER.

I DO THINK IT'S LESS PASSIVE.

TWO MORE, AND THEN WE'RE GOING TO GET ON TO THE MEAT OF OUR DISCUSSION TODAY.

>> DIVERSE AND VARIED OPPORTUNITIES FOR THE LEARNING.

STUDENT SUCCESS INCLUDES A WELL-ROUNDED EDUCATION THAT GOES BEYOND STANDARDIZED TESTING.

>> DO WE NEED TO CHANGE WITH DIVERSE AND VARIED OPPORTUNITIES FOR THEIR LEARNING TO USE THE WORD DIFFERENTIATE OPPORTUNITIES OR DIFFERENTIATED OPPORTUNITIES?

[02:10:06]

>> I'M GLAD YOU BROUGHT THAT UP. I DIDN'T LOVE THE WORD VARIED.

I FEEL LIKE THAT IS BETTER.

>> VARIED SEEMS RANDOM, WHICH IT MEANS IT'S BASED ON ACCOUNT OF WHO IS THERE.

>> INDIVIDUALIZED, WHICH GOES BETTER WITH OUR VISION AND MISSION, PERSONALIZED.

>> THE LAST ONE THAT GOES BEYOND STANDARDIZED TESTING.

>> I SHOULD HOPE SO.

>> ON THAT NOTE, LET'S TALK ABOUT THAT A LITTLE BIT.

>> IS YOUR MIC STILL ON BECAUSE I CAN BARELY HEAR YOU.

>> I'M SORRY. I WAS NOT IN FRONT IT.

>> YOU'RE JUST AWAY FROM IT. WE'VE TALKED EARLIER ABOUT THE ORDERING OF THESE.

I DON'T WANT TO SPEND A LOT OF TIME ON THAT.

IF WE WANT TO EMAIL BARBARA WE CAN TALK ABOUT THAT IN AUGUST.

WE'RE GOING TO VOTE ON THESE THINGS AT A LATER DATE, BUT WE'RE JUST HAVING OUR DISCUSSION TODAY SO WE CAN KEEP TALKING ABOUT IT.

>> I DON'T HAVE ANYTHING FOR THE UPCOMING DISCUSSION.

I THINK YOU MIGHT HAVE STUFF IN FRONT OF YOU THAT YOU CAN LOOK AT.

>> I JUST HAVE YOUR SLIDE UP AND WE'RE GOING TO LOOK AT THIS, THIS DOCUMENT HERE WITH SHOULD HAVE THESE IN YOUR DAIS FOLDER IF YOU DON'T LET ME KNOW. YEAH.

>> IS YOUR [INAUDIBLE] AHEAD AND BORROW?

WE'RE GOING TO HAVE A RIVETING DISCUSSION ON DATA AND PROGRESS MONITORING.

OR WE CAN DO MORE ICEBREAKERS [LAUGHTER].

>> I DO HAVE ONE IN MY BACK POCKET.

LET'S START WITH THE BIG PICTURE.

I THINK WE HAVE TO MAKE CONNECTIONS.

WE CAN'T TALK ABOUT ALL THIS AMAZING STUFF.

WE JUST TALKED ABOUT OUR BELIEFS, OUR PERSONAL VISION MISSION STATEMENT FOR OUR COMMUNITY.

THEN JUST STRAIGHT INTO THE STANDARDIZED COMPONENT OF THIS WITHOUT MAKING A CONNECTION.

THE HOPES THAT YOU HAVE FOR YOUR STUDENTS, TO A GOOD DEGREE, WHETHER WE WANT TO ACCEPT THAT OR NOT DEPEND ON THESE DATA THAT WE LOOK AT.

IT DEPEND ON YOUR KID'S SUCCESS ON STANDARDIZED TESTING.

I WANT TO DRAW SOME REAL-WORLD CONNECTIONS THAT WILL HELP PUT THIS IN PERSPECTIVE.

BUT THEN ALSO AGAIN, NOT LOSE SIGHT OF THE FACT THAT YOU DO HAVE PERSONAL LOCAL ACCOUNTABILITY STANDARDS AND LEARNING GOALS.

BUT I'D BE REMISS IF WE DIDN'T DISCUSS, AGAIN THE STATE STANDARD FOR ACCOUNTABILITY AND THEN GO INTO MORE LOCAL OR PERSONAL THINGS REGARDING THE DISTRICT.

IN A NUTSHELL, AND I THINK THE BEST WAY TO SHARE THIS IS THROUGH A CONVERSATION TO HAVE WITH THE BOARD.

WHEN THEY TOLD ME THAT ABOUT 50 PERCENT OF THE KIDS WERE GOING OFF TO COLLEGE OR GOING SOMEWHERE TO WORK EVEN.

BUT THEN COMING BACK HOME.

PART OF THE GOAL WAS TO STOP THAT TREND.

WE DON'T WANT BOOMERANG KIDS, WANT THEM TO GO HOME AND COME BACK HOME BECAUSE THEY WANT TO COME WORK OR NOT BECAUSE THEY WEREN'T PREPARED.

WHEN WE OPENED UP THE DATA AND WE SHOWED THEM SOME OF THE CORRELATIONS BETWEEN SUCCESS AFTER SECONDARY AND HOW THAT TRANSLATED TO THE RESOURCE EVERY SINGLE STANDARDIZED TESTING, THEY LITERALLY SAID, IT MAKES PERFECT SENSE.

LET ME GIVE YOU JUST A SNAPSHOT OF HOW THAT LOOKS.

YOU HAVE THESE ACADEMY LEVELS, APPROACHES AND MEETS MASTER'S WHEN YOU TAKE THIS TEST, I THINK WE'RE PRETTY FAMILIAR WITH ALL THAT.

THEY'VE DONE SOME RESEARCH AND THEY LOOKED AT WHAT KIDS NEED TO DO IN TERMS OF PERFORMANCE TO IMPROVE THEIR CHANCES OF DOING WELL IN POST-SECONDARY EDUCATION OR IN CAREER, ETC, WITH MINIMAL, TOO FEW OR NO CHANCES OF NEEDING REMEDIATION.

WHAT THEY FOUND IN A NUTSHELL IS THAT WHEN A KID IS AT THE HIGHEST LEVEL, LET'S SAY, MASTER'S LEVEL, ABOUT A 75 PERCENT LIKELIHOOD THAT THAT KID WILL DO WELL AND REQUIRE LITTLE TO NO INTERVENTION.

SPECIFICALLY, THEY COULD LOOK AT HOW KIDS DID IN COLLEGE.

THERE WERE ABOUT 75 PERCENT LIKELY TO GET AT LEAST A CRMB IN A COLLEGE LEVEL COURSE WHEN THEY SCORE CONSISTENTLY AT THE MASTER'S LEVEL THAT WE KNOW ON THE STAR, SAY KIMBERLY, HIS MASTER'S LEVEL.

WHEN YOU SEE STUDENTS PERFORMING AT THAT LEVEL IN THE DISTRICT, IT MAY NOT ALWAYS BE PERFECT.

YOUR MILEAGE MAY VARY, BUT YOU CAN GET AN IDEA OF WHAT YOU EXPECT IN TERMS OF SUCCESS.

YOU CAN IMMEDIATE BEGIN TO DRAW DOTS BETWEEN YOUR VISION, YOUR MISSION STATEMENT.

[02:15:04]

WE WANT EVERYBODY TO BE SUCCESSFUL IN POST-SECONDARY TO DO THIS.

YOU CAN LOOK AT WHERE WE ARE NOW THAT PROCESS OF MONITORING PROGRESS AND GET AN IDEA.

AS KIDS SCORE IN THE APPROACHES LEVEL, ETC, OR MEETS, NATURALLY, THE PERCENTAGE LIKELIHOOD SUCCESS DECREASES A LITTLE BIT, ABOUT 60 PERCENT WHEN YOU THINK ABOUT KIDS AT THE MEETS.

THEN IT'S A BIT OF A DICE ROLL, ANYTHING ALONG THE LINES OF APPROACHING.

AS YOU SEE THE GOALS OF THE DISTRICT AND YOU WANT KIDS TO TREND MORE TOWARDS THAT MEETS A MASTER'S LEVEL.

THAT'S WHAT YOU'RE SAYING. AGAIN, I SAY THIS CAREFULLY.

YOU'RE ALMOST PUTTING A PERCENTAGE ON THE LIKELIHOOD OF SUCCESS OF THE THINGS THAT YOU SAY ARE IMPORTANT TO YOU IN TERMS OF YOUR VISION, YOUR MISSION STATEMENT.

JUST KEEP THAT IN MIND AS WE GO FORWARD.

AS YOU'VE DONE HERE AND AS YOU CAN SEE, IT'S IMPORTANT TO RECOGNIZE THE GROWTH AND BEING ONE OF THE MOST CRITICAL COMPONENTS.

WE CAN ALWAYS CONTROL THE CONDITIONERS STAYED IN WHICH KIDS COME TO US.

MY GOODNESS, WE KNOW WE CAN CONTROL A PANDEMIC.

BUT WHAT WE CAN DO IS CONTROL FOR WHAT WE DO WHEN KIDS COME TO OUR SYSTEM.

GROWTH IS OFTEN AN EMPHASIS.

HAVING A FRAME OF REFERENCE IS ALSO IMPORTANT.

YOU CAN SEE FROM THE COMPARISON HERE HOW YOU ALL ARE DOING ON THE VARIOUS LEVELS AND VARIOUS SUBJECTS FROM WHEN YOU'RE OVER THE NEXT YEAR.

YOU HAVE A STATE COMPARISON HERE.

YOU ALL DON'T DO A REGION JUST TO STATE FOR YOUR REGION. THAT'S ONE LEVEL.

YOU ALSO KNOW THAT YOU HAVE A NUMBER OF CURRICULUM BASED ASSESSMENTS AND SOME LOCAL ACCOUNTABILITY STANDARDS.

I THINK THOSE TAKEN TOGETHER CREATE A PICTURE.

AGAIN, I DON'T WANT TO PAINT THAT BLANKET IDEA THAT THOSE STATS ARE ABSOLUTE.

AGAIN, IT VARIES WITH THE MILEAGE.

I THINK IT'S IMPORTANT TO REALIZE THAT THERE ARE A NUMBER OF MISSIONARIES THAT KIDS USE TO PREDICT SUCCESS.

IN MY OWN FAMILY WITH SIX SIBLINGS, WE HAD AN SAT SCORE IS A PRETTY BIG RANGE.

BUT LOOK AT THE ONES WHO ARE MORE SUCCESSFUL WERE THE ONES WHO HAD GOOD STEADY PRACTICE, NOT THE ONES WITH THE HIGHEST SCORES.

THEY WERE ABLE TO ACHIEVE SOME VERY RIGOROUS CURRICULUM IN COLLEGE AND ENGINEERING, ETCETERA.

IT HAD TO DO WITH MORE THAN JUST THOSE NUMBERS.

KEEPING THAT IN MIND FOR THE NEWER BOARD MEMBERS WHO MAY NOT BE AS FAMILIAR.

YOU HAVE THE STATE ACCOUNTABILITY, WHICH IS A THING THAT EVERYONE HAS A DUDE, IT IS A MEASURE OF LEARNING.

THERE ARE SOME NUMBERS TIED TO IT THAT PREDICT PERFORMANCE BEYOND THAT, IT IS NOT THE ONLY MEASURE.

I THINK YOU UNDERSTAND THAT SEEING HOW KIDS PROGRESS AND MAKE GROWTH EMOTIONALLY OR OTHER AREAS, OR EVEN ACADEMICALLY IN DIFFERENT ASSESSMENTS.

YOUR CURRICULUM BASED ON LOCAL ASSESSMENTS IS PART OF THAT PUZZLE.

AS A BOARD MEMBER, YOUR JOB AND MAKING SURE THAT EVERY KID IS REPAIRED FOR EITHER THE COLLEGE, CAREER AND MILITARY TRACK OR OTHER LEARNING.

IT IS TO KEEP TRACK ON THAT.

TO TALK TO YOUR SUPERINTENDENT TO GET AN UNDERSTANDING OF WHAT THE DATA COLLECTIVELY SAY, WHAT THEY MEAN FOR SUCCESS AND THEN ASK QUESTIONS WHERE THEY AREN'T COMPLETELY CLEAR.

THEN OF COURSE, THE FOLLOW-UP QUESTIONS AND JUST A QUICK SIDE NOTE, I SAW HOW YOU ALL DO YOUR REPORTS.

THERE WAS A STRING AND THEN THERE WAS A PLAN, AGAIN WHICH IS VERY THOROUGH FROM ADMINISTRATION IN YOUR APPROACH TO LOOKING AT DATA.

LET ME PAUSE HERE AND OPEN UP FOR GENERAL QUESTIONS AND ESPECIALLY GENERAL STATEMENTS FROM EITHER THE SUPERINTENDENT AND BOARD PRESIDENT ABOUT OVERALL DISTRICT PRACTICES, HIGH LEVEL DISTRICT PRACTICES AND BELIEFS ABOUT DATA AND PROGRESS MONITORING.

THAT'LL BE HELPFUL AS WE GO THROUGH SOME OF THIS AND BIT MORE DETAIL AND TO PREEMPT SOME QUESTIONS THAT WE MIGHT HAVE AND THEN OF COURSE OPEN UP TO BOARD QUESTIONS.

DOES THAT MAKE SENSE? IN A NUTSHELL, GO AHEAD.

IN A NUTSHELL, WHEN WE THINK ABOUT THE DISTRICT'S APPROACH TO MONITORING DATA AND WHAT THOSE DATA MEAN.

GIVE US A HIGH-LEVEL VIEW FOR THE BOARD MEMBERS.

HERE'S HOW WE MEASURE DATA.

HERE'S HOW WE LOOK AT, HERE'S HOW MANY TIMES A YEAR WE LOOK AT IT AND HERE'S WHAT WE DO IN RESPONSE TO THE DATA.

>> THOSE OF YOU THAT HAVE BEEN AROUND, YOU KNOW THAT WE HAVE CURRICULUM BASED ASSESSMENTS AND WE TYPICALLY DO THOSE ROUND EVERY NINE WEEKS.

WE DO BACKWARDS DESIGN AND SO THE TEACHERS KNOW WHICH CONTENT AREAS NEED TO BE FOCUSED ON AND THEN WE PLAN BACKWARDS AND THEN THROUGH UNIT CHECKS.

USUALLY EVERY THREE WEEKS, WE CAN MONITOR AND ADJUST BASED ON ONE WHERE WE ARE, SO IT TELLS US OR GUIDES US IF KIDS NEED TO GO INTO INTERVENTION OR IF THEY NEED MORE ENRICHMENT BECAUSE THEY'VE ALREADY MASTERED THIS CONCEPT.

DO WE NEED TO RETEACH AS A GROUP? IT GUIDES EVERYTHING IN THROUGH OUR PROFESSIONAL LEARNING COMMUNITIES.

WE TAKE EACH ONE OF THOSE DATA SETS AND WE

[02:20:03]

REVISE OUR GAME PLAN AND OUR LESSON PLANS BASED ON WHAT WE'RE SEEING.

THE CURRICULUM BASED ASSESSMENTS DRIVE THAT AND WE HAVE OUR CONTENT BROKEN DOWN BY YEAR AT A GLANCE AND THEN INSTRUCTIONAL FOCUS DOCUMENTS AND THEN BASED ON THE NEEDS ASSESSMENTS THAT WE DO, WE THEN CREATE INSTRUCTIONAL PLAYBOOKS FOR THE DISTRICT AND FOR EACH INDIVIDUAL CAMPUS BASED ON OUR DEFICITS.

THEN WE LOOK AT THE OTHER ASSESSMENTS AND HOW THOSE TIE IN, SUCH AS AT THE ELEMENTARY SCHOOL, WE WILL HAVE OUR IN-CLASS DATA WHERE WE ARE ANALYZING OUR READING.

WE'LL HAVE A BOI, WHICH IS BEGINNING OF THE YEAR, MOI, WHICH IS MIDDLE OF THE YEAR, AND THE EOI, WHICH IS END OF THE YEAR.

WHAT WE TALK ABOUT IS GROWTH FOR ALL, WE WANT TO HAVE GROWTH MINDSET.

DIFFERENT CAMPUSES ARE GOING TO BE AT DIFFERENT PLACES, JUST LIKE DIFFERENT KIDS ARE GOING TO BE AT DIFFERENT PLACES.

WE WANNA MAKE SURE THAT WE'RE RAISING THE BAR AND PROVIDING GROWTH IN EACH ONE OF THOSE AREAS.

WE HAVE THE MATH ASSESSMENTS ACROSS THE DISTRICT, THE READING ASSESSMENTS ACROSS THE DISTRICT AS CBA.

THEN ULTIMATELY IT'S CAPPED OFF WITH THE STAR AND THEN OF COURSE.

THEN WE MONITOR THAT DATA IN THE MIDDLE OF THE YEAR, WE'RE LOOKING AT EVERYTHING AND THOSE OF YOU THAT HAVE BEEN TO OUR CAMPUS SHOWCASE.

YOU GET TO SEE ALL THE DATA AND THE DATA WALLS IN EACH ONE OF OUR CAMPUSES AND THEN WE MONITOR AND ADJUST AND THAT'S WHEN YOU SEE US COME TO YOU FOR ADDITIONAL RESOURCES FOR WHERE WE BELIEVE WE'RE FALLING SHORT OR WHERE WE NEED TO ENRICH.

OVERALL, WE'RE LOOKING AT EVERY INDIVIDUAL KID WHERE THEY ARE AND THEN WE'RE MOVING FORWARD.

THEN ALSO WE'RE LOOKING AT OUR INDUSTRY-BASED CERTIFICATIONS, WERE LOOKING AT OUR ADVISING.

WE'RE LOOKING AT JUST ABOUT ANYTHING THAT YOU CAN MEASURE.

WE MEASURE OUR ATTENDANCE, OUR DISCIPLINE, BECAUSE IT ALL IS INTERCONNECTED.

THERE'S NOTHING THAT HAPPENS IN ISOLATION.

THEN YOU COME UP WITH THIS MASTER PLAN.

BECAUSE IF OUR PUBLIC IS GOING TO TRUST THIS, EVEN THOUGH A LOT OF PEOPLE DON'T LOVE THE STATE ACCOUNTABILITY SYSTEM, WE KNOW THAT THAT'S WHAT OUR DISTRICT IS BEING MEASURED UPON AND SO WE WANT MAKE SURE THAT WE KEEP GROWING.

LAST TIME WE WERE MEASURED, I THINK WE WERE AT A 84 OVERALL AS A DISTRICT SCORE. THIS YEAR WE'RE IN 87.

WE HAD THREE PERCENTAGE GROWTH POINTS.

NEXT YEAR IF WE KEEP TRENDING, HOPEFULLY WE'RE GOING TO GET TO THAT A STATUS THAT WE'VE ALL BEEN STRIVING FOR AND THAT'LL BE A HUGE FEATHER AND IN EVERYONE'S CAP.

BUT LIKE WE MENTIONED WE DO THIS BASED ON OUR PROTOCOL AND WE DON'T TRY TO MAKE IT BE THE END-ALL, BE-ALL.

I DON'T EVER WANT TO STRESS OUR KIDS OR OUR TEACHERS ABOUT THIS.

IF WE'RE DOING OUR JOBS, IT SHOULD HAPPEN ORGANICALLY AND BEHIND THE SCENES.

THAT'S WHY YOU DON'T HEAR ME TALKING A LOT ABOUT THIS.

BECAUSE THE SYSTEMS ARE IN PLACE AND IF WE PAY ATTENTION TO ALL THE DATA, THEN THIS WILL HAPPEN WITHOUT US PUTTING A LOT OF PRESSURE ON OUR TEACHERS OR OUR KIDS.

THAT'S MY GOAL AND THAT'S PART OF BEING EMPLOYEE FRIENDLY AND GIVING THEM THE RESOURCES THAT THEY NEED FOR SUCCESS.

BECAUSE IF YOU WORK OUT OF THAT LENS OF EMPOWERMENT VERSUS THE LENS OF FEAR WHERE YOU GO TO THEM AND THEY'RE ALL IN THE RED AT THE BEGINNING A YEAR AND THEY'RE EOI OR THEIR CVAS, THEN THEY'RE GOING TO SHUT DOWN AND THEY'RE GOING TO LOSE CONFIDENCE.

BUT IF YOU APPROACH THEM, HEY, YOU GUYS DID GOOD ON THIS PARTICULAR OBJECTIVE, BUT YOU NEED TO WORK ON THIS ONE AND THIS ONE, AND THIS IS WHAT WE'RE GOING TO DO TO HELP YOU.

THEN YOU WILL SEE THEM MAKE GAINS AND THEN THE TEACHER SIDE OF THAT SAME APPROACH WITH KIDS.

IT'S LIKE YOU HAVEN'T MASTERED THIS OBJECTIVE YET, BUT YOU WILL.

BUT YOU DID REALLY GOOD IN THIS AREA AND THIS AREA.

THEN THAT GETS AT THAT POSITIVE MINDSET MOVING FORWARD AND THEN, LIKE I SAID, ORGANICALLY, THIS HAPPENS BEHIND THE SCENES AND IT ALLOWS US TO HAVE GOOD RESULTS AND IT HELPS US REALLY SUPPORT THE SYSTEM.

>> THANK YOU, DR. RYAN. I'LL JUST ADD TO THAT.

A LOT OF THE DATA THAT WE GET CAN BE OVERWHELMING.

I JUST WANTED TO HAVE A CONVERSATION AROUND HOW IMPORTANT IT IS.

IT ALL RELATES BACK TO THE MISSION AND VISION DISCUSSION THAT WE HAD EARLIER.

WE CAN HELP OUR DISTRICT WITH THEY NEED RESOURCES.

IF WE CAN SEE THAT THERE ARE GAPS IN SOME OF OUR CAMPUSES WHERE THEY NEED HELP.

WE UNDERGO ONE THAT WE'RE GOING TO TALK ABOUT LATER.

THERE'S AN ENTIRE CADENCE OF REPORTS THAT WE GET THAT FIRST CVA DATA WE GET IN DECEMBER.

[02:25:07]

I WANT US TO BE READY AND LIKE HE SAID, IT'S NOT A GOT YOU, THERE'S PROBABLY GOING TO BE SOME RED THERE, WE KNOW THAT.

ARE THERE OTHER REPORTS THAT WE THINK WE NEED ON THIS ADVISING PIECE? THERE'S NOT A SPECIFIC REPORT.

I DON'T THINK THAT WE GET ON THE ADVISING PIECE.

THAT'S SOMETHING I KNOW DR. WRIGHT FEELS STRONGLY ABOUT.

MAYBE THERE'S A WAY WE CAN GET MORE DATA FOR THAT.

BUT I WANT TO MAKE SURE THAT WE UNDERSTAND THE BIGGER PICTURE THAT THE DATA, WHILE IT GETS IN THE WEEDS AND GRANULAR, IT ALL RELATES BACK TO OUR MISSION, OUR VISION, AND OUR BELIEFS.

WE WANT PEOPLE TO BE SUCCESSFUL.

BUT THIS IS, AND MORE IMPORTANTLY, WE WERE TALKING ABOUT FOLKS BEING SUCCESSFUL AFTER THEY LEAVE HERE.

WE'RE GRADED ON THAT.

WE USED TO NOT BE GRADED ON THAT NOW WE ARE.

TWO YEARS AFTER THEY LEAVE US, OF COURSE, THE WHAT IS IT OR IN A TWO-YEAR DELAY IN THAT TAPER REPORT OR WHATEVER IT IS, THAT'S REALLY HARD.

THAT'S WHY IT'S IMPORTANT THAT WE PAY ATTENTION TO OUR DATA AND NOT LET THE STATE TELL US IN THE REARS WHERE WE'RE GOING TO BE, I HATE THAT.

WE'VE DONE A GOOD JOB.

I FEEL LIKE GETTING SOME INTERNAL REPORTING SO THAT WE KNOW WHERE WE'RE GOING TO BE AND THAT WE DON'T GET THAT TAPER REPORT IN THE REARS AND ARE SHOCKED BY THAT DATA.

BUT I WANT TO MAKE SURE THIS BOARD KNOWS HOW WE ARE GRADED.

WHAT DOES THE EIGHTH OR AP SYSTEM LOOK LIKE? WHAT DOES GROWTH LOOK LIKE? THAT'S WHAT THE POINT OF THIS DISCUSSION WAS ABOUT.

>> ON THAT NOTE IN A NUTSHELL, WHEN YOU AS A BOARD ARE CHARGED WITH PRACTICING STRATEGIC LEADERSHIP THAT IMPROVES STUDENT PERFORMANCE, THE STATE HAS SOME VERY CLEAR EXPECTATIONS IN TERMS OF HOW THEY WANT TO SAY YOU'RE DOING ON THAT JOB DURING PERFORMANCE.

IT'S WORTH MENTIONING. SOME OF THE I GUESS I WOULD SAY AN ENCOURAGING COMPONENT IS ACROSS THE STATE.

THE STATE HONORS THE BETTER IN GENERAL OF GROWTH IN ABSOLUTE ACHIEVEMENT.

I MENTIONED EARLIER, YOU CAN'T CONTROL WHO COMES TO THE SYSTEM.

KIDS COME IN WITH VARIOUS NEEDS.

THEY MIGHT NOT COME IN ON GRADE LEVEL, FOR EXAMPLE, THE ACCOUNTABILITY SYSTEM DOES TAKE THAT INTO ACCOUNT.

IT SEEKS TO UNDERSTAND HOW A DISTRICT DOES WITH WHAT THEY HAVE.

FOR SOME DISTRICTS, THAT MEANS THAT THEY HAVE REALLY HIGH PERFORMANCE IN TERMS OF JUST ABSOLUTE STAR PERFORMANCE.

KIDS, ENLARGED PERCENTAGES SCORE AT MEATS OR MASTERS GRADE LEVEL.

FOR DISTRICT IN ANY GIVEN AREA THAT HAS KIDS WHO DON'T SCORE THAT HIGH IN THAT PARTICULAR AREAS BUT EXPERIENCE GOOD GROWTH OVER THE YEAR OR YEAR TO YEAR.

AGAIN, THE STATE RECOGNIZES THAT YOU'LL SEE A GROWTH SCORE, YOU'LL SEE AN OVERALL COMPONENT.

THE BEST RETURN FOR THE BUYER IN ANY SITUATION AND AGAIN, MY BIAS IS GROWTH, WHICH IS WHAT YOU ALL ARE FOCUSED ON.

YOU'LL GET AN ACCOUNTABILITY RATING.

AGAIN, IT COULD BE BECAUSE YOU'VE GROWN REALLY WELL, YOU'VE DONE REALLY WELL IN THAT AREA OR YOU HAD KIDS WHO ALREADY PERFORMING IN HIGH AREAS.

BUT I'M PRETTY SURE WHEN I LISTEN TO YOU, YOUR GOAL IS NO MATTER WHERE A KID IS, THEY CAN GROW.

I SEE VERY SPECIFICALLY YOU HAVE TARGETS SET FOR GROWTH IN EACH AREA, WHICH IS GOOD BY THE WAY, IT'S NOT JUST WE WANT TO SEE MORE KIDS HIT THIS AREA.

WHILE YOU LOOK AT WHERE KIDS ARE I SEE YOU HAVE 3 PERCENT AT THE APPROACHES LEVEL, TWO AT MEETS AND THEN 1 PERCENT AT MASTERS.

KIDS IN EVERY AREA GROWN FROM WHERE THEY ARE TO HIGHER HEIGHTS AND DIMENSIONS.

AGAIN, YOUR STATE WILL GIVE YOU A RATING IN YOUR OVERALL RATING.

EACH CAMPUS, AS YOU MIGHT RECALL, HAS AN INDIVIDUAL RATING.

I KNOW SOME OF YOUR OLDER GOALS WANTED TO SEE EVERY CAMPUS, FOR EXAMPLE, IMPROVE A ONE-LETTER RATING, OR TO SEE NO CAMPUSES HAVE THIS RATING.

AGAIN, AN APPROPRIATE APPROACH AND I LIKE THAT APPROACH WHERE YOU DON'T JUST HAVE ONE BLANK, SOMETHING YOU THOUGHTFULLY UNDERSTOOD WHAT EACH SYSTEM MIGHT MEET AND HOW THAT LOOKS.

WE'LL TALK MORE ABOUT THAT AND LOOK AT THE SPECIFIC GOALS.

THE OTHER THING WORTH MENTIONING, BECAUSE THE STATE DOES DEFINE THIS, THINGS CAN CHANGE.

THE CHESS THAT THEY LAST TOOK IS GOING TO BE A LITTLE DIFFERENT, THAN THE ONE COMING UP.

THERE'S MORE WRITING COMPONENTS WOVEN THROUGHOUT, WHICH AGAIN, DEPENDING ON HOW CURRICULUM LOOKS IN THE DISTRICT, MIGHT NOT BE TOO MUCH OF A SHOCK FOR STUDENTS, BUT THERE'S A WRITING COMPONENT IN DIFFERENT AREAS.

SOME OF THE QUESTIONS AND THE WAY THEY'VE BEEN ASKED IS GOING TO LINE UP WITH MORE ABOUT WHAT'S BEEN HAPPENING IN THE CLASSROOM.

BECAUSE THEY'VE EMPLOYED TEACHERS TO BE ON THOSE COMMITTEES TO DETERMINE WHAT NEW QUESTIONS ARE LIKE ON A STAR.

I SAY THAT TO EMPHASIZE WHAT YOUR BOARD PRESIDENT JUST SAID.

YOU CAN'T SAY TOO MUCH ABOUT HAVING YOUR OWN LOCAL ACCOUNTABILITY COMPONENTS TO GET ANOTHER VIEW OF HOW STUDENTS ARE PERFORMING.

THE LAG AND THE TPR FOR HOW HIGH SCHOOL STUDENTS DID, AND THE CHANGING CLIMATE FOR THE TESTING AND HOW THE TEST LOOKS.

[02:30:04]

WELL, AGAIN, POTENTIALLY IMPACT STUDENT PERFORMANCE ON THAT ONE TEST.

BUT I THINK AGAIN, THE BIGGER PICTURE IS CONVEYED THROUGH THE MULTIPLE ASSESSMENTS AND MULTIPLE DIMENSIONS THAT YOU ALL EMPLOY.

IS THERE ANY QUESTION ABOUT HOW THOSE ASSESSMENTS LINEUP? FOR EXAMPLE, DOES A BOARD HAVE ANY QUESTIONS ABOUT IF A KID DOES WELL ON OUR ASSESSMENTS HASN'T TRANSLATED INTO SIMILAR OR COMPARABLE PERFORMANCE ON THE STATE ASSESSMENTS.

IN OTHER WORDS, HOW WELL DID WE DO AS A DISTRICT AND TRACKING AND PREDICTING PERFORMANCE ON THE STATE ACCOUNTABILITY COMPONENT.

YOU ALL FEEL PRETTY CONFIDENT THAT YEAH, WE HAVE OUR SYSTEM KEYED IN.

I SEE HEADS NODDING. GOOD. THAT MEANS A LOT.

>>YEAH, IT'LL BE INTERESTING TO SEE HOW WE MATCH UP WITH THE CHANGES IN STAR THIS YEAR OBVIOUSLY.

BUT I FEEL LIKE WE'VE DONE A GOOD JOB.

NOT BEING SURPRISED.

BEFORE DR. WRIGHT GOT HERE, WE WEREN'T REALLY DOING CVA, SO WE WERE ALWAYS SURPRISED [LAUGHTER].

WE HAVE A MUCH BETTER CADENCE OF CVAS THAT SHOW GROWTH THROUGHOUT THE YEAR.

THEN WE, WE'VE DONE REALLY WELL IN SHOWING GROWTH.

>> NOT ONLY SHOWING GROWTH BUT SEEING WHERE OUR STUDENTS ARE AT AND KNOWING THE REASONING BEHIND WHY THEY'RE THERE AND MAKING THOSE ADJUSTMENTS AS NEEDED AND TWEAKING.

AND I KNOW DR. WRIGHT ALWAYS TELLS US ALL THIS CAMPUS THEY'RE BEHIND, BUT IT ALWAYS HAPPENS THAT WAY AT THE BEGINNING OF THE YEAR.

BUT BY THE END OF THE YEAR, THEY'RE TOTALLY CAUGHT UP AND THEIR SCORES SHOW IT AS WELL. DON'T FREAK OUT.

HAVING THAT CONVERSATION IS REALLY IMPORTANT ABOUT, AGAIN, DIFFERENTIATING PER CAMPUS AND KNOWING, WE'RE NOT SEEING GROWTH, BUT THIS IS WHY AND ASKING THOSE QUESTIONS, I KNOW THAT [INAUDIBLE] HAS A REALLY GOOD MANDATED TRAINING ON IMPROVING STUDENT OUTCOMES THAT ALL MY COLLEAGUES HERE HAVE GONE TO.

ASKING THOSE QUESTIONS ABOUT THE WHO, THE WHAT, THE WHY, AND THE HOW.

IT'S SO IMPORTANT AND DIVING A LITTLE DEEPER IN WHY IT LOOKS LIKE THAT.

BECAUSE DATA CAN BE OVERWHELMING, ESPECIALLY WHEN IT'S TEENY TINY LIKE THIS, AND IT'S JUST NUMBERS AND YOU DON'T KNOW WHAT THE HECK IT MEANS.

I KNOW AS A NEW BOARD MEMBER, I STRUGGLED WITH THAT EVEN THOUGH I WAS A TEACHER IN A TESTING GRADE.

IT'S LIKE WHAT IN THE WORLD ARE YOU PUTTING FORTH? BUT NOW DR. WRIGHT AND HIS TEAM HAVE REALLY COMPILED AN EASIER READ AND HAVING A SUMMARY AND MAKING SURE TO PRESENT TO US TO TELL US WHERE WE'RE AT, WHAT IS HAPPENING.

THE WORDS BEHIND THOSE NUMBERS IS IMPORTANT.

>>THAT NARRATIVE IS IMPORTANT AND THEN AS WELL, LOOKING AT THE DATA AND BEING ABLE TO QUICKLY FOCUS YOUR ATTENTION ON AREAS THAT NEED MORE ATTENTION.

YOU OBVIOUSLY HAVE THE COLOR MATTE PERFORMANCE RATINGS IN THE STATUS. HE'S VERY IMPORTANT.

ANYONE NOT FAMILIAR WITH WHAT THEY'RE LOOKING AT WHEN THEY SEE THAT RED MARK ON THAT, WHAT THAT MIGHT MEAN, OR THAT GREEN.

FOR THE SAKE OF THE BOARD, AGAIN, THAT SHARED DEPTH OF UNDERSTANDING, CAN WE TALK A BIT ABOUT THE TARGETS THAT WE ARE SET, THE THREE PERCENT IN GROWTH AND IN APPROACHES LEVEL UP TO THE TWO AND ONE RESPECTIVELY? IF THEY'RE OUT IN THE COMMUNITY AND THEY GET QUESTIONS, THEY CAN SAY, OH, HERE'S HOW AND WHY.

>> WE'RE LOOKING AT TRENDING DATA IN HISTORICAL DATA AND WE WANTED TO HAVE GROWTH MEASURES THAT WERE ATTAINABLE BUT ALSO CONTINUE TO MOVE THE NEEDLE TO GET US WHERE WE NEEDED TO BE, LOOKING AT THE HISTORICAL DATA, LOOKING AT STATE REGIONAL DATA, WE FELT LIKE IN ORDER TO GET US ABOVE THE STATE AND ABOVE THE REGION, THOSE ARE THE TARGETS THAT WE NEEDED TO HIT.

NOW ONE OF THE THINGS THAT WE'LL BE RECOMMENDING THIS YEAR IS IF WE HAVE ALREADY GOTTEN TO THE A LEVEL, WE DON'T NEED TO CONTINUE TO PUT ONE PERCENT OR TWO PERCENT THERE BECAUSE IT THEN MAKES IT ALMOST UNATTAINABLE TO GET THERE.

I'M REALLY, REALLY COMPETITIVE.

I LOVED THE GREEN, I DON'T LOVE THE RED.

AND THERE WERE A COUPLE OF WHERE WE WERE ABOVE THE STATE, ABOVE THE REGION, AND WE WERE ALREADY IN AN A, BUT WE DIDN'T GET CREDIT FOR IT BECAUSE WE USE THAT FORMULA, THREE-TWO-ONE WORKS WELL UNTIL YOU GET AN A AND THEN MAINTAIN THE A IS WHAT WE'RE GOING TO BE RECOMMENDING THIS YEAR.

>> AGAIN, IT REFERS TO, AS I MENTIONED EARLIER, ONCE YOU HIT A CERTAIN LEVEL, THERE'S MORE ROOM TO REGRESS, [INAUDIBLE] MAKE THEIR PROGRESS AND YOU MUST PLAN ACCORDINGLY WHAT KEY STEPS THAT WE NEED TO STAY HERE AND MAINTAIN.

IT LOOKS LIKE IN TERMS OF THAT.

>> I APPRECIATE THAT BEING REALISTIC GOING FORWARD SUSTAINABLE GOAL BECAUSE YOU'RE RIGHT,

[02:35:01]

AT SOME POINT, STATUS QUO IS REALLY GREAT IF WE CAN GET THAT.

WE HAVE THIS HASHTAG GROWTH FOR ALL.

MAYBE IT SHOULD BE GROWTH FOR MOST, GROWTH FOR MANY OR GROWTH FOR ALMOST ALL. JUST JOKING.

BUT I APPRECIATE YOUR SUMMARY OF THAT AND I HOPE EVERYONE FIGURED THAT OUT.

THAT FAR RIGHT COLUMN IS THE DISTRICT'S GOAL AS COMPARED TO THE 2022.

RESULTS HERE. WITH THE THREE APPROACHES, AN INCREASE OF THREE, INCREASE OF TWO FOR MATES AND AN INCREASE OF ONE PER MASTERS.

I'M REALLY LOOKING AT MY NEWER BOARD MEMBERS TO JUST MAKE SURE YOU ALL HAVE UNDERSTOOD WHERE WE'RE GOING AND HOW WE'RE TRACKING MR SOVEREIGNS.

>>I JUST WANT TO MAKE SURE, I APPRECIATE THE RED AND THE GREEN.

BUT I'M READING THIS, SO THE RED AND THE GREEN ABOVE STATE BELOW STATE, THAT IS JUST WHETHER OR NOT OUR INCREASES OR DECREASES FROM THE NUMBER, FROM THE STATE WENT UP OR DOWN LIKE WE'RE BEATING.

IT'S NOT NECESSARILY SAYING THAT WE'RE BEATING THE STATE IN, OR IF IT'S IN GREEN, THAT WE'RE DOING BETTER THAN THE STATE, IT'S JUST SAYING THAT OUR INCREASE OVER THE YEAR PRIOR IS BETTER OR WORSE THAN WHAT THE STATE INCREASE WAS.

>>MY UNDERSTANDING IS THAT THE STATE AVERAGE FOR THESE NUMBERS WE WERE EITHER ABOVE OR BELOW THE STATE AVERAGE.

WE ALSO WILL SEE THIS DATA WITH THE REGIONS, REGION 13.

WE OBVIOUSLY WANT TO DO BETTER THAN THE STATE AVERAGE FOR THESE NUMBERS.

IT'S NOT THE COMPARISON.

>>WE HAVE THIS REFLECTED IN SEVERAL DIFFERENT DOCUMENTS.

YOU'LL SEE GREEN AND RED AS IT RELATES JUST TO OUR BOARD GOALS.

YOU'LL SEE GREEN AND RED AS IT RELATES TO THE STATE GOALS, AND YOU'LL SEE THEM ALSO IN REGION.

BUT THIS WAS THE ONLY ONE I GOT PLACED IN THIS PACKET.

BUT WE HAVE SEVERAL DIFFERENT WAYS THAT WE VIEW THAT DATA.

>>DOES THAT MAKE SENSE? I MEAN, THE NUMBERS HERE.

>>I WOULD LOVE TO TALK ABOUT THAT AND MAYBE OUTSIDE OF THIS.

>>THIS IS WHY WE'RE DOING THIS.

>> BECAUSE THE FACT THAT WE'RE READING

>> WELL SECOND READINGS.

>>READING THROUGH IT. LET'S GO TO HCASD 2022.

>> 78 APPROACHES.

>> 52 AND 31.

THE COMPARISON FOR APPROACHES IS THREE.

>> FROM 21 TO 22.

>> FROM THE STATE.

>> THAT MEANS THE STATE AT APPROACHES WAS AT 81.

WOULD BE THE WAY I WOULD READ THESE.

>> FOR THE STATE IF WE'RE AT 78.

>> THE STATE WAS AT 81. WE ARE THREE OFF.

THAT'S HOW I READ THIS. I AM READING THIS RIGHT, DR. WRIGHT?

>> I THOUGHT THOSE WERE THE CHANGES FOR HAY.

>> STATE WAS AT 68.

>> THAT'S FOR THE CHANGE FOR HAY.

>> OH, GOT IT.

>> THAT'S THE CHANGE FOR HAYS, THAT'S NOT THE CHANGE FOR THE STATE.

>> I'M GLAD WE'RE HAVING THIS CONVERSATION.

>> WHERE YOU ENDED UP IT WAS EITHER BELOW THE STATE [OVERLAPPING].

>> LAST YEAR WE WERE AT A 75 FOR APPROACHES.

THIS YEAR WE ARE 78.

WE GREW BY THREE.

>> BUT THE STATE WAS AT 44 AND 21 AND THE 22 WAS 68.

OUR 78 IS STILL BETTER THAN THE STATE SO WHY IS IT NOT IN GREEN? THAT'S WHY I'M TRYING TO UNDERSTAND, WHY ARE WE CONSIDERED BELOW THE STATE.

BUT IT LOOKS LIKE BECAUSE THE STATE IN 22 TO 21 GREW BY 11.

>> IT REFERS TO THE DELTA SO THE CHANGE MAY NOT HAVE BEEN [OVERLAPPING].

>>OURS ONLY GREW BY EIGHT.

THEY'RE SAYING THAT WE'RE BELOW THE STATE BECAUSE OUR DELTA WASN'T THE SAME AS THE STATE, BUT I FEEL LIKE OUR SCORES ARE BETTER.

I JUST WANT TO MAKE SURE I'M READING IT RIGHT.

I FEEL LIKE WE DID BETTER THAN THE STATE ON THAT ONE.

BUT OUR DELTA, WE DIDN'T GROW AS FAST AS THE STATE'S AND MAYBE THAT'S WHY IT'S IN RED.

BUT I DON'T THINK WE DID POORLY COMPARED TO THE STATE.

I THINK WE DID BETTER THAN THE STATE.

IS THAT RIGHT?

>> THAT WOULD BE CORRECT ON THIS REGION.

IT REFERS TO THE DELTA, THE CHANGE WASN'T AS LARGE, BUT YOUR SCORE OVERALL IS HIGHER SO IF YOU LOOKED LIKE YOU SAID MISTER [OVERLAPPING].

>> BELOW STATE. SORRY, I DIDN'T MEAN TO INTERRUPT, BUT I WANT TO MAKE LIKE WE'RE BELOW THE STATE.

WE'RE NOT, WE'RE ABOVE THE STATE.

WE'RE JUST BELOW WHAT THE DELTA WAS.

I THINK THAT SHOULD BE A GREEN LINE, NOT A RED LINE.

>> I'M REALLY CONFUSED BY THESE NUMBERS.

>> YEAH, ME TOO NOW.

>> I MEAN WHICH PAGES ARE YOU LOOKING AT?

[02:40:01]

>> I'M JUST CONFUSED BY THE COLOR LIKE YOU SAID.

>> ME TOO.

>> I AGREE. IT SEEMS LIKE THEY WANTED TO SHOW IN TERMS OF THE STATE, RED OR GREEN, THE CHANGE.

IT DOESN'T SHOW THE END PERFORMANCE BECAUSE IF IT WERE SHOWING THE END PERFORMANCE, THAT WOULD BE GREEN.

ALL IT'S SAYING IS THAT YOU CHANGED LESS THAN SAY THAT GROWTH, WHATEVER IS LESS THAN THE STATE, BUT A BETTER VIEW FOR THE BOARD WOULD BE I AGREE WITH YOU SHOWING WHERE WE ARE CURRENTLY IN RELATION TO THE STATE, WHETHER WE GREW MORE OR LESS.

THE ABSOLUTE END HERE.

>> I THINK THAT'S WHAT WE WANT TO BE.

>> 2020, 2023 AT THE TOP.

>> WELL, LIKE FOR EXAMPLE, IN SEVENTH GRADE MATH, WE ACTUALLY SCORED ON THE APPROACHES FOUR POINTS LESS THAN THE STATE, BUT WE DID IMPROVE BY 14 POINTS.

BUT FOR ME THAT SHOULDN'T BE A GREEN.

WE PERFORMED BELOW THE STATE AVERAGE ON THAT.

THAT'S AN AREA OF CONCERN.

>> BECAUSE I THINK THE GREEN AND THE RED ARE BASED ON THE DELTA OF GROWTH [OVERLAPPING] ACTUALLY ACTUAL SCORE.

>> THEY MAY NOT TELL THE BEST STORY.

>> MAYBE THERE'S DIFFERENT DATA THAT WE CAN LOOK AT, ONE FOR GROWTH AND ONE FOR ACTUAL, WHEN YOU HAVE THE ACTUAL COMPARISON OF THE NUMBER, LIKE HERE WE ARE.

>> I DON'T WANT TO SAY THAT WE GREW BY 20 PERCENT, THAT'S WHERE HANGING OUR HAT ON, BUT WE'RE STILL 20 POINTS BELOW THE STATE IN THAT CATEGORY.

>> WE CAN PRESENT IT IN ANY FORMAT, I THINK THIS IS GETTING CONVOLUTED WHERE YOU'RE GOING TO LOOK AT THE COMPARISON FROM ONE YEAR'S DISTRICT GOALS TO THE NEXT, YOU'RE GOING TO LOOK AT COMPARISON OF ONE YEARS, DISTRICT VERSUS STATE, AND THOSE ARE TWO DIFFERENT CHARTS.

SO WE HAVE DISPLAYED THAT IN MANY DIFFERENT WAYS.

THIS ONE, I DON'T KNOW WHERE THAT ONE CAME FROM.

>> BUT YOU KNOW HOW THIS HAS AN IRRELEVANT FOR SOME CONVERSATIONS AS PEOPLE ARE WANTING TO SEE IN THE OVERALL DECLINE OF EVERYTHING ACROSS THE BOARD, PEOPLE WHO WANTED TO TRACK [OVERLAPPING] HOW LESS, I KNOW IT SOUNDS BAD, THEY DECLINE COMPARED TO THE STATE OR REGION.

BUT I AGREE IN THIS CASE, A BOARD, LIKE YOU WERE SAYING, WE CAN DISPLAY IT IN NUMBER OF WAYS.

WE WANT TO SEE WHERE THEY STAND.

>> LABEL IT AS SUCH, SO IT CAN SAY COMPARISON OF GROWTH.

OR BECAUSE THAT'S WHAT WE'RE LOOKING AT COMPARISON OF JUST THAT GROWTH PIECE WHICH YOU'RE RIGHT, IT SHOWS SOME GREENS THAT WE WOULDN'T CONSIDER GREEN.

BUT MAYBE FOR THAT COMPARISON OF GROWTH PIECE, IT IS.

WE'RE HIGHER IN THE WAY WE GREW.

BUT THEN WHEN YOU HAVE ANOTHER TABLE THAT SHOWS YOU THE ACTUALS, THEN MAYBE WE CAN SEE MORE GREEN BECAUSE YES, SO I THINK WE NEED TO SEE BOTH.

>> WE'RE STILL IN PROGRESS.

>> BOTH THINGS NEED TO BE PRESENTED TO US.

>> HEY, TEAM BONNEVILLE IN TO THE RESCUE, WE HAVE THIS WAS WRONG THAT WE'RE LOOKING AT AND SHE'S PASSING OUT, CORRECT ONE.

>> I'M LIKE THEIR GARDEN MAP, THIS DOESN'T MAKE SENSE, SO HERE'S THE CORRECTED ONE, AND IT REALLY SPEAKS TO THE ONE.

>> YOU SKIPPED ME MY MAILOR.

WE STILL MAY NEED YOU TO HELP US UNDERSTAND THE THREE.

>> I DON'T SEE ANY DIFFERENCE BETWEEN THEM.

>> WE STILL NEED YOUR HELP UNDERSTANDING THIS.

GET ON THE MICROPHONE, IT MIGHT BE HELPFUL.

>> I'M SORRY.

>> WE ARE REALLY CONFUSED AS TO WHAT THE COMPARISON COLUMNS, WHAT ARE THEY REPRESENTING? WHAT DOES THE THREE REPRESENT ON THAT FIRST LINE?

>> LOOK AT HAYS CISD, AND LOOK AT THE 21, 22 AND LOOK AT THE APPROACHES ROW, IT SAYS 75, AND LOOK AT 22 AND THE APPROACHES, IT'S 78, SO THE DIFFERENCE THERE IS THREE. WE GREW [OVERLAPPING]

>> BUT WHY IS IT RED?

>> THE REASON WHY IT'S RED IS BECAUSE WE GREW LESS THAN THE STATE, THAT'S IT

>> WOW, WE GREW LESS THAN THE STATE, GOT IT, UNDERSTANDING DATA [LAUGHTER] I GOT YOU.

>> WE ARE STILL PERFORMING HIGHER THAN THIS STATE.

BUT WE GREW BY A LESS AMOUNT THAN THE STATE, THAT'S WHY IT'S IN RED.

>> WELL, THAT'S NOT WHAT I'M SAYING, HOLD ON, SO THE STATE WAS.

>> THE STATE WAS IN 68 NOW 75.

[02:45:02]

>> WE ARE STILL PERFORMING HIGHER THAN THE STATE.

>> THE STATE LAST YEAR, AND SO I DON'T UNDERSTAND.

>> WHY WOULD IT BE RED?

>> BUT WE'RE COMPARING HIGHER GOALS WHICH IS THREE PERCENT, TWO PERCENT, ONE PERCENT AND THIS IS NOT COMPARING THAT.

>> YOU'RE NOT ON THE MIC.

>> THIS IS CONFUSING, SO WHAT WE WANT TO DO FOR GOAL-SETTING AND WHEN WE TALK ABOUT EVIDENCE OF ATTAINMENT, WHEN WE LOOK AT REPORTS LIKE THIS FOR CVAS AND THINGS, BECAUSE WE DON'T LOOK AT THE DATA EVERY DAY LIKE YOU GUYS DO, AND SO WHEN WE'RE JUMPING IN, WE THOUGHT WE KNEW WHAT WE WERE LOOKING AT AND THEN WE WERE SADLY MISTAKEN.

>> THIS IS A VERY CONFUSING TYPE OF REPORT, BUT ALL YOU ARE LOOKING AT HERE IS JUST GROWTH.

JUST A GROWTH MEASURE COMPARING OURSELVES TO THE STATE'S GROWTH, SO IT IS COMPARING OURSELVES TO OURSELVES FROM YEAR TO YEAR.

>> THAT'S REALLY WHAT WE WANT TO DO, SO THIS IS SOMETHING THAT WE CAN DEFINITELY NOT UTILIZE MOVING FORWARD.

>> JUST REAL QUICK, I AGREE WITH PUTTING A PIN IN IT.

GREAT IDEA, BUT THIS TELLS THE INCORRECT STORY, HOW WELL WE'RE DOING.

>> YEAH, I THINK THAT'S WHAT I'M.

>> I'M CONCERNED WHEN I LOOKED AND I SAW THIS RED, I WAS LIKE, OH MY GOSH, BUT MOST OF THEM ARE, SHOULD BE GREEN IN MY MIND, SO ANYWAY, SOMETHING TO THINK ABOUT.

>> WE'RE GOING TO PUT A PIN IN THIS, AND THIS WAS JUST AN EXAMPLE OF A REPORT TO LOOK AT WHILE WE'RE IN THIS REALLY ILLUSTRATES THE POINT OF HOW CONFUSING THIS CAN BE AND HOW INTIMIDATING IT CAN BE TO ASK QUESTIONS ABOUT THESE REPORTS.

HANG ON JUST A SECOND. WE WANT TO TELL THE STORY, WE DON'T WANT TO BE HIDING THE BALL IF THERE ARE ISSUES.

BUT YEAH, THIS DOESN'T PROBABLY TELL THE RIGHT STORY.

SO THANK YOU FOR ASKING THE QUESTION BECAUSE WE WERE GOING TO JUST BREEZE RIGHT OVER AND NOT REALLY DIG INTO IT.

I WANT YOU WHEN WE SEE CBA DATA, ASK THE QUESTION, WHAT IS THIS TALKING ABOUT? WHAT DOES THIS NUMBER MEAN? DON'T FEEL LIKE YOU CAN'T DO THAT, AND SO THE NEXT THING ON OUR AGENDA IS BOARD OPERATING PROCEDURES, CORRECT? IT IS LUNCHTIME, BUT I WANT ESPERANZA TO SPEND A COUPLE OF MINUTES ON THIS.

>> I'LL SAY ONE MORE THING BEFORE WE MOVE ON TO BOARD OPERATING, BUT I DO THINK THIS IS THE RIGHT SETTING FOR US TO DETERMINE AS A BOARD HOW WE WANT TO SEE THE NUMBERS, WHAT WE WANT TO SEE, AND HOW WE WANT TO SEE IT.

I DON'T KNOW WHERE TO COME BACK TO THAT AFTER THE SPEEDING OR JUST DO IT WHEN YOU SAY A PIN IN IT, LIKE COME BACK.

>> WE'RE GOING TO GET SOME BETTER REPORTS THAT MAKES SOME MORE SENSE.

WHEN WE HAVE OUR GOAL-SETTING THIS AFTERNOON, WE'RE GOING TO TALK ABOUT EVIDENCE OF ATTAINMENT.

>> GOT YOU.

>> WE'LL DO [OVERLAPPING]

>> TO THE QUESTIONS HE ASKED EARLIER THAT YOU NEED TO BE READY TO ANSWER AT THE END.

BETTER EASIER TO UNDERSTAND REPORTS IS ALREADY IN MY MIND IS SOMETHING I'M GOING TO SAY AS FAR AS WE'RE EVALUATING DATA.

>> TARGETED REPORTS.

>> TARGETED REPORTS, DOES THAT MAKE SENSE?

>> [INAUDIBLE] A LITTLE BIT

>> WE'RE GOING TO GO INTO LUNCH A LITTLE BIT IF THAT'S OKAY, TEAM, IF WE BREAK IT LIKE 12: 30 AND GET A 30-MINUTE, WE'RE GOING TO JUST START THIS CONVERSATION, BUT WE'RE PROBABLY GOING TO MOVE THIS TO OUR AUGUST AGENDA.

WE HAVE SOME BOARD OPERATING PROCEDURES THAT WE WANT TO LOOK AT AND WE HAVE SENT SOME EXAMPLES OF JUST SOME REALLY NICE, I THINK WE COULD DO A BETTER JOB JUST GRAPHICALLY PACKAGING OURS.

THEN THERE'S SOME CONTENT THAT WE WANT TO LOOK AT, ESPERANZA, I HAVE THIS, THE ONE YOU SENT, I CAN PUT UP ON THE SCREEN.

YOU WANT TO THAT? [NOISE]

>> YEAH. WE PROBABLY ARE NOT GOING TO HAVE ENOUGH TIME TO DISCUSS EVERYTHING.

IT IS A FOUNDATIONAL DOCUMENTS, SO WE NEED TO MAKE SURE TO TAKE OUR TIME LOOKING AT IT.

BUT I CAN GET IT STARTED, MIND YOU I DID THIS AT MIDNIGHT LAST NIGHT, BUT WHAT I TOOK WAS BEST PRACTICES FROM OTHER DISTRICTS, AND THERE WERE SOME THINGS THAT WE HAD THAT WERE VERY DETAILED THERE WERE SOME THINGS THAT WERE MISSING WAS RELATIVELY SHORT AND IT DOESN'T HAVE TO BE VERY LONG BUT THERE ARE THINGS THAT WE NEED TO PREPARE FOR IN THE FUTURE BECAUSE WE'RE NOT ALWAYS GOING TO HAVE THIS BOARD, AND THIS IS A FOUNDATIONAL DOCUMENT.

WE'LL MOVE ON TO THE NEXT SLIDE.

[02:50:03]

SO YOUR BOARD OPERATING PROCEDURES USUALLY INCORPORATES, IT HAS YOUR MISSION, YOUR VISION STATEMENT ON THERE, THAT IS PART OF YOUR BOARD OPERATING PROCEDURES AS WELL.

BECAUSE AGAIN, IT IS A FOUNDATIONAL DOCUMENT AND WHILE WE MIGHT HAVE ALL THOSE THINGS ON THE WEBSITE, WHEN YOU DO PUT IT TOGETHER AS A PACKET, YOU WANT TO HAVE ALL THOSE THINGS, SO OF COURSE, THAT'S GOING TO CHANGE BASED ON WHAT WE DISCUSSED TODAY.

THEN MOST DISTRICTS DO HAVE THEIR ETHICAL STANDARDS, THESE ARE STANDARDS FOR ACROSS THE STATE OF TEXAS.

IT IS ALSO PUT IN THEIR BOARD OPERATING PROCEDURES AND WE HAVE NOT DONE THAT BEFORE, AND IT IS SOMETHING THAT SHOULD BE IN THE FOREFRONT IN OUR MINDS WHEN WE'RE TALKING ABOUT OUR FOUNDATIONAL DOCUMENTS AND HAVING THAT, SO THAT IS STANDARD WE WOULDN'T CHANGE THAT, WE WOULD JUST ADD IT BECAUSE WE'VE NEVER DONE THAT BEFORE.

THEN BREAKING IT DOWN BY DIFFERENT SECTIONS, AND OF COURSE, I WAS TELLING VANESSA, I'VE SEEN SOME REALLY NICE BOARD OPERATING PROCEDURES GRAPHICALLY AND CONTENT-WISE.

THIS UNDER BOARD PROTOCOL, THE NEXT ITEM WOULD BE, AND WE MIGHT WANT IT A LITTLE BIT DIFFERENT.

BOARD MEETINGS AND BOARD MEMBER CONDUCT, AND THIS IS MODIFIED BASED ON WHAT WE HAVE.

THAT IS NOT A LINE THROUGH NUMBER 2, IT'S JUST THE SCREEN.

THIS ONE I WAS TALKING TO, YOU CAN'T SEE IT ON HERE, BUT IT LOOKS IT'S BOLDED, THE STUFF THAT I ADDED AND WHAT I ADDED WAS NUMBER 3 ARE MODIFIED.

IT JUST INCLUDES ROBERT'S RULES OF ORDER FOR SMALL BOARDS.

WE DIDN'T HAVE THAT LISTED.

IT JUST HIT ROBERT'S RULES SO SPECIFIC TWO SMALL BOARDS.

>> WE TALKED ABOUT THAT LAST YEAR I'M NOT SURE WHY IT DIDN'T MAKE IT ON.

>> ADDING THAT AND THEN THE THING THAT ALSO WAS ADDED WAS THAT PREPARATION PIECE, AND THEN WE TALKED ABOUT THAT FOR OUR SOCIAL CONTRACT.

IT TALKS ABOUT MINIMUM, AND NUMBER 4 IS THE ONE THAT'S DIFFERENT THOUGH IT'S ADDED AT A MINIMUM AGE BOARD MEMBERS EXPECTED TO HAVE DONE THE FOLLOWING PRIOR TO ARRIVAL AT EVERY BOARD MEETING, STUDYING THE MATERIAL IN THE BOARD PACKET SENT TO THEM PRIOR TO THE MEETING, WHEN POSSIBLE, RESOLVE QUESTIONS BEFOREHAND BY CONTACTING THE SUPERINTENDENT OR ADMINISTRATIVE STAFF, SO THAT WAS ADDED.

SO EVERYBODY'S COOL? YEAH. NEXT, THIS IS CURRENT, THIS IS NOTHING NEW IN THAT.

KNEW HOW TO PREPARE FOR BOARD MEETINGS AGAIN, IT'S REDUNDANT, BUT IT'S PREPARING FOR BOARD MEETINGS.

MAKING SURE THE SUPERINTENDENT WILL ENSURE THE SUPPORTING INFORMATION, ONE SURE THEN THE PACKETS ARE DISTRIBUTED TO BOARD MEMBERS AT LEAST THREE DAYS BEFORE SCHEDULED.

BOARD MEETINGS AND I THINK WE ACTUALLY HAVE IT. WHAT IS IT? IS IT THREE OR FOUR DAYS THAT WE HAVE IT? BECAUSE WE'RE SUPPOSED TO GET IT ON WEDNESDAYS.

WEDNESDAYS AT 5:00 IS BUT THAT'S IN OUR BOARD OPERATING PROCEDURES, SO IF IT'S NOT THE PRACTICE THEN WE'RE GOING TO NEED TO MODIFY THAT.

>> ACTUALLY, I HAVE SOMETHING TO SAY ABOUT THAT BECAUSE IT HASN'T BEEN COMING TO US ON WEDNESDAYS.

WE GET THEM ON FRIDAYS AND THAT IS HARD TO GET ON A FRIDAY AND WORK THROUGHOUT THE WEEKEND BECAUSE WE DON'T WANT TO BOTHER PEOPLE OVER THE WEEKEND AND THEN WHEN WE SUBMIT QUESTIONS, I KNOW WE HAVE THAT FULL WEEK WITH A WORKSHOP OR WHATNOT, BUT IT WOULD BE HELPFUL TO GET THE AGENDAS ON WEDNESDAYS.

>> I DON'T THINK THAT'S FEASIBLE BECAUSE WE DON'T DO AGENDA SETTING UNTIL TUESDAY OR WEDNESDAY AND THEN LOTS OF CHANGES GET MADE AT AGENDA SETTING AND THEN THE ADMINISTRATIVE STAFF HAS TO MAKE ALL THOSE CHANGES OR FIND ALL THE INFORMATION.

THEN THURSDAY MIGHT BE DOABLE, THURSDAY AFTERNOON, BUT WE DON'T HAVE TO POST UNTIL FRIDAY, SO THAT'S TYPICALLY WHEN THEY ARE READY.

FRIDAY MORNING IS USUALLY THE GOAL.

THAT'S LIKE A THURSDAY AFTERNOON.

>> WELL, I WOULD LIKE THEM PRIOR TO FRIDAYS.

THURSDAYS, IF THAT'S WORKABLE, THAT'S GREAT BUT I DO THINK THAT WE NEED MORE TIME WITH THE INFORMATION AND SOMETIMES THE INFORMATION IS A LOT OF INFORMATION.

>> MANY DISTRICTS ACTUALLY GET IT A WEEK IN ADVANCE AND THAT IS BECAUSE IF YOU'RE PREPARED FOR YOUR AGENDA SETTING, EVERYTHING SHOULD BE COMING DURING AGENDA SETTING WITH YOUR PRESIDENT.

SHOULD HAVE EVERYTHING UNTIL THEY'RE ABLE TO GET IT A WEEK IN ADVANCE, SO WEDNESDAY SHOULD BE REASONABLE.

>> ARE THOSE BOARDS DOING TWO MEETINGS A MONTH? YES. THAT'S ALWAYS WHAT WE HEAR.

>> CABINET IS HERE AND LISTENING AND HOPEFULLY [LAUGHTER] HEARING BECAUSE IT'S NOT JUST AT AGENDA SETTING,

[02:55:03]

THERE'S OTHER PEOPLE INVOLVED.

FOR EXAMPLE, WE'RE DOING AGENDA SETTING TOMORROW AND THEY'RE HERE ALL DAY, OR THEY'RE GOING TO BE HERE.

>> THEY'RE HERE HALF A DAY.

>> HERE HALF A DAY. WE'RE STARTING EARLY TOMORROW.

>> ALWAYS THE CASE.

>> BUT YES, I KNOW MS. GLORIA HAS A SCHEDULE AND SHE'S BEEN VERY DILIGENT ABOUT COMMUNICATING TO ALL THE DEPARTMENTS AND THE FOLKS THAT HELP THEM PUTTING ALL THE TRANSMITTAL TOGETHER.

IF THE AGENDA PACKET IS PERFECT AT AGENDA SETTING, 100 PERCENT SURE, WE CAN HAVE IT READY ON WEDNESDAY.

THAT'S NEVER HAPPENED. NOT YET.

>> THAT'S WHERE DR. WRIGHT'S EXPECTATIONS OF HIS TEAM COME INTO PLAY.

I KNOW WE'VE HAD THE DISCUSSION BEFORE. RIGHT, DR. WRIGHT? WHERE WE HAVE TALKED ABOUT MAYBE MAKING IT EARLIER BECAUSE DR. WRIGHT ALSO NEEDS TO REVIEW IT AND THAT'S VERY DIFFICULT FOR HIM TO REVIEW BECAUSE HE'S OUT DOING EVERYTHING HE NEEDS TO DO.

IF WE'RE GOING TO CHANGE IT TO THURSDAY, THEN PUT THURSDAY, BUT WE'RE GOING TO HAVE TO ALIGN IT.

>> I WANT TO MAKE SURE BECAUSE I THINK I'M LOSING TRACK OF.

IN OUR CURRENT BOARD OPERATING PROCEDURES ON PAGE 2, THE VERY FIRST BULLET POINT TALKS ABOUT THE AGENDA FOR NON-EMERGENCY MEETINGS BEING READY BY WEDNESDAYS AT 5:00 PM AND SO WE'RE SUGGESTING THAT WE'RE GOING TO MOVE IT TO THURSDAY.

>> WEDNESDAY IS NOT FEASIBLE.

YOU'RE GOING TO SEE IT'S A LOT OF WORK.

>> WE DON'T WANT TO SET ANYBODY UP FOR FAILURE IN TERMS OF NOT MEETING THE PROBABLE.

>> CORRECT.

>> BUT WE HAVE BEEN ABIDED BY THAT THEN IS WHAT I'M SAYING SO WE'RE HOLDING OURSELVES ACCOUNTABLE, SAYING, WHAT IS REALISTIC? WE'RE CHEWING ON A THURSDAY NOW.

WE'RE SAYING IS THURSDAY FEASIBLE? IS THAT REALISTIC?

>> I'M THINKING THURSDAY BY NOON AND I'M SPEAKING FOR MS. GLORIA, BUT THAT'S A QUICK TURN.

IF WE DO AGENDA SETTING ON TUESDAY AFTERNOON, THAT GIVES THEM ALL DAY WEDNESDAY TO GET IT CORRECTED.

DOES THAT SOUND FEASIBLE DR. WRIGHT?

>> IT IMPACTS OUR TIME TO ASK QUESTIONS TOO, BECAUSE WE ALSO HAD, YOU NEED TO SUBMIT YOUR QUESTIONS BY FRIDAY AT SO-AND-SO TIME.

WE'RE JUST GOING TO HAVE TO ALIGN ALL THAT AND I DON'T KNOW HOW TO CHANGE THAT SINCE OUR MEETINGS ARE MONDAY.

THE EXPECTATION IS STILL THAT WE GET OUR QUESTIONS IN BY FRIDAY AT 5:00?

>> NO. I DON'T THINK THAT.

>> NO, NOT HERE, BUT OUR ACTUAL BOARD OPERATING PROCEDURES, NOT 3B.

THREE B L'LL HIGHLIGHT AND WE CAN FIX THAT.

>> NO, I THINK WE'VE CHANGED.

>> BUT IT IS IN OUR ACTUAL BOARD OPERATING PROCEDURES THAT WE SUBMIT OUR QUESTIONS BY FRIDAY.

>> THAT'S NOT FEASIBLE FOR ME.

I USUALLY DON'T LOOK AT IT UNTIL THE WEEKEND AND THEN I TRY TO GET MY QUESTIONS IN BY SUNDAY NIGHT.

>> BY MONDAY. NOBODY'S WORKING ON SUNDAYS.

>> MR. MANILOW, YOU HAD SOMETHING? SORRY.

>> I'M JUST TALKING IT OUT. IF WE GET OUR QUESTIONS SUBMITTED BY THE WEEKEND LIKE YOU, MS. PETRI, I WILL DO MY BEST, BUT IT GIVES DR. WRIGHT AND THE CABINET A CHANCE TO RESPOND DURING THE DAY BEFORE WE HAVE OUR MEETING THAT EVENING.

>> CORRECT. WE MIGHT GET THEM IN OUR FOLDER AT THE [INAUDIBLE] AND I USUALLY COME EARLY EXPECTING THAT TO BE THE CASE.

I DON'T EXPECT THEM TO GET IT BACK TO ME RIGHT AWAY.

WE STILL HAVE A WEEK.

>> WELL, WE ALSO BECAUSE OF HOW BRIGHT OUR TEAM IS, THERE'S ALWAYS OH, MADE ME THINK OF ANOTHER QUESTION BECAUSE OF WHAT MR. ZUCKERBERG SAID, WE STILL HAVE THOSE DISCUSSIONS. GOOD.

>> THIS ONE SAYS I WILL GET IT IN BY 12 O'CLOCK LIKE ON MONDAY, THE DAY OF THE BOARD MEETING AND OF COURSE, THERE'S ALWAYS QUESTIONS THAT WILL COME UP.

IT'S NOT LIKE THAT'S THE ONLY TIME YOU CAN ASK BEFORE, BUT WE TRY TO SUBMIT EVERYTHING, SO 12 O'CLOCK NOON ON THE DAY OF THE MEETING SOUNDS REASONABLE TO YOU ALL?

>> YES. DR. WRIGHT, YOU HAD SOMETHING?

>> NO. I WAS JUST GOING TO SAY BARBARA GIVE US A THUMBS UP.

I THINK THURSDAY AFTERNOON WE CAN RELEASE THE INFORMATION, BUT THAT'S WHY WE ALL AGREED TO HAVE TWO MEETINGS A MONTH SO THAT WE'D HAVE THE INFORMATIONAL MEETING, WORKSHOP MEETING, AND THEN THE BUSINESS MEETINGS.

IF WE DO IT ON THURSDAY, YOU HAVE FRIDAY AND THEN MONDAY TO GET THE INFORMATION ANSWERED PLUS THE REST OF THAT WEEK BEFORE YOU ACTUALLY HAVE TO VOTE ON ANYTHING.

I KNOW IN OTHER DISTRICTS WHERE I'VE BEEN SUPERINTENDENT, WE ONLY HAD ONE MEETING A MONTH AND WE GOT THE AGENDA OUT A WEEK EARLY AND SO WE'RE ACTUALLY BEATING THAT BY A COUPLE OF DAYS.

I KNOW YOU ALL ARE SUCH HIGH PERFORMING BOARD MEMBERS.

YOU WANT ALL THE INFORMATION SO THAT YOU CAN SPEAK INTELLIGENTLY ON IT AT THE WORKSHOP MEETING BUT REMEMBER, THE GOAL OF THE WORKSHOP MEETING IS TO GET YOU ALL THE INFORMATION PRIOR TO YOU ACTUALLY HAVING TO VOTE AND SO THAT GIVES YOU EXTRA DAYS.

[03:00:05]

YOU HAVE TO KEEP IN MIND THAT ALL OF OUR CABINET ARE HAVING TO DO DAY-TO-DAY OPERATIONS WITH THEIR TEAMS AS WELL AND YOU WANT THEM TO BE VISIBLE, YOU WANT THEM TO BE ENGAGED, AND YOU DON'T WANT THEM SPENDING ALL OF THEIR TIME JUST PREPARING FOR BOARD MEETINGS AND SO THERE HAS TO BE THAT BALANCE.

IF YOU ALL ARE GOOD WITH THAT THURSDAY, I THINK THAT WOULD GIVE MY TEAM TIME TO GET THE INFORMATION AND STILL ALLOW THEM TO HAVE THAT BALANCE TO DO THE OTHER FACETS OF THEIR WORK.

>> YOU'RE RIGHT, DR. WRIGHT.

WE DO HAVE VERY HIGH EXPECTATIONS AND I KNOW YOU AND I HAVE HAD THIS CONVERSATION MANY A TIMES ABOUT THAT WORKSHOP MEETING, AND BEING PREPARED.

WE WANT TO BE PREPARED BECAUSE WE WANT TO HAVE GOOD, ROBUST DISCUSSION WITH THE OTHER BOARD MEMBERS REGARDING AGENDA ITEMS. THEN THAT TIME LOOKS GOOD ON HERE, THE 12 O'CLOCK NOON, THE DAY OF THE BOARD MEETING?

>> MR. CHIASM.

>> I WANT TO ALSO MAKE SURE WORKSHOP VOTE.

I THINK WE AS A BOARD, I'VE SEEN THOSE REQUESTS.

I'VE SENT A BUNCH OF EMAIL.

I'LL SEND AN EMAIL AND THEN YOU'LL DO ONE, YOU'LL DO ONE, YOU'LL DO AND THEN ALL OF A SUDDEN THAT'S A BUNCH OF INFORMATION TO SPREAD OUT AND GET OUT.

I FEEL LIKE AS A BOARD, WE SHOULD BE MINDFUL OF THE ADMINISTRATION, THE CABINET.

IF FOR WORKSHOP IS ON MONDAY THEN I FEEL LIKE COMING OUT OF THE WORKSHOP BY WEDNESDAY OF THAT WEEK BEFORE THE WARY VOTE, WE SHOULD HAVE ALL OF OUR QUESTIONS IN BY WEDNESDAY, AS A BOARD TO GIVE STAFF TIME TO ANSWER ALL THOSE QUESTIONS AHEAD OF WHATEVER, MAYBE HAVE IT TO US BY FRIDAY, NOT THE DAY OF THE FINAL MEETING GETTING ANSWERS, QUESTIONS AND GIVING BECAUSE I'VE SEEN A LOT OF THAT TOO.

TRYING TO SET UP SOME WAY THAT WE HAVE TO BE HELD ACCOUNTABLE TO ASK QUESTIONS BY DATE, TO GET EVERYTHING ANSWERED IN A TIMELY MANNER THAN WE CAN MAKE DECISIONS ON THE FOLLOWING MONDAY. DOES THAT MAKES SENSE?

>> I THINK THAT WORKS AS LONG AS WE'RE NOT ASKING FOR REAMS AND REAMS OF PAPER OF DATA, WHICH SOMETIMES WE DO.

DID YOU HAVE SOMETHING TO SAY, DR. WRIGHT?

>> I THINK WE'LL DO IT. BUT I WAS JUST GOING TO SAY MOST OF THE TIME THAT'S NOT A PROBLEM FOR US TO GET THE ANSWER IF IT'S SOMETHING THAT WE CONTROL BUT IF WE HAVE BIDS OUT OR IF WE'RE WAITING ON INFORMATION FROM OUTSIDE VENDORS, THAT MAKES IT MORE DIFFICULT.

YOU WILL FIND THAT EXTENUATING CIRCUMSTANCE OCCUR OCCASIONALLY, BUT IT SHOULD BE RARE.

>> NOT TO OVERLY COMPLICATE IT, BUT SHOULD WE ACTUALLY DIFFERENTIATE THE USE OF A WORD?

>> THAT'S WHAT I WAS GOING TO SAY, WILL. YES, THANK YOU.

>> TWO MEETING MONTH AND A ONE BECAUSE WE DO HAVE SOME SCHEDULED MONTH WITH ONE MEETING AND WE NEED TO FOLLOW A DIFFERENT PROTOCOL FOR THAT.

>> ACTUALLY, AND I WAS GOING TO ADD TO THAT MAKING THAT 12 O'CLOCK NOON ON THE SCHEDULE BOARD MEETING DAY FOR WORKSHOPS BECAUSE THAT'S THE FIRST TIME WE ARE ASKING QUESTIONS AND THEN FOR OUR ACTION MEETING, SINCE WE HAD OUR MEETING, OUR WORKSHOP ON MONDAY, THEN, GETTING ALL THAT INFORMATION BY WEDNESDAY.

I THINK THAT'S A GOOD DISTINCTION.

>> L'M GOING TO SAY IN THE WEDNESDAY BEFORE BOARD.

>> THANK YOU [INAUDIBLE] FOR TYPING THIS.

[BACKGROUND] SAID ABOUT GETTING OUR ANSWERS TO US.

>> BEFORE WE GET TO THE MEETING, I DON'T WANT TO BE [OVERLAPPING].

>> BY FRIDAY.

>> WELL, IF OUR MEETING IS ON MONDAY, WHEN ARE WE GOING TO GET THE AGENDA READY IF QUESTIONS ARE GOING TO BE DUE WEDNESDAY BY NOON?

>> THIS IS A SECOND MEETING, SO YOUR AGENDAS ARE ALREADY READY.

>> WE'RE NOT TALKING ABOUT ONE MEETING A MONTH.

>> CORRECT.

>> THIS IS FOR THE BUSINESS MEETING.

WE WOULD DO OUR QUESTIONS ON MONDAY REALLY AND YOU CAN SUBMIT ANY STRAGGLERS, BUT USUALLY YOU'RE GOING TO HAVE ALL YOUR QUESTIONS BY MONDAY, THE DAY OF YOUR WORKSHOP.

THEN WE SHOULD GET THE ANSWERS NO LATER THAN FRIDAY.

[03:05:10]

>> BEFORE THE ACTION MEETING, BEFORE THE BUSINESS MEETING. YEAH.

>> BUT WE MIGHT HAVE MORE QUESTIONS COMING OUT OF THE MEETING ON MONDAY THAT WE'RE GOING TO WANT TO SUBMIT TOO.

THAT HAPPENS ALL THE TIME [OVERLAPPING]

>> AFTER THAT FIRST MEETING ON MONDAY, IF WE HAVE MORE QUESTIONS THAT WE GET IT TO YOU BY WEDNESDAY, AND THEN IT GIVES YOU ALL TIME TO DELIVER BACK ON FRIDAY SO THAT WE CAN CONSUME IT OVER THE WEEKEND INSTEAD OF, YEAH, OKAY.

>> YEAH, I THINK THE GENERAL BEST PRACTICE WOULD BE TO HAVE THEM EITHER BEFORE THAT FIRST MEETING OR AT THAT FIRST MEETING.

BUT OCCASIONALLY YOU WILL THINK OF NEW QUESTIONS AND I THINK THAT'S A REALISTIC EXPECTATION THAT GET EVERYTHING BACK BY THAT FRIDAY.

>> IDEALLY AND RULE OF THUMB, WE SHOULD TRY TO HAVE OUR QUESTIONS BY MONDAY OF THAT WORKSHOP MEETING ASKING THEM.

THERE SHOULDN'T BE LIKE 20 MILLION QUESTIONS YOU HAVE TO ASK AFTER THAT MEETING ON TUESDAY OR WEDNESDAY, UNLESS THERE'S SOMETHING YOU'RE FOLLOWING UP ON ONE OF THE ANSWERS.

BUT THAT'S GOING TO BE A ONE-OFF.

>> IF YOU TALK ABOUT GOAL SETTING LIKE WE'RE TAKING HERE, LIKE IT'D BE NICE TOO IF WE WERE ABLE TO DO THAT SOME WAY ONLINE.

THEN IF I GO IN TO SUBMIT A QUESTION, I CAN ALREADY SEE THAT YOU'VE ALREADY ANSWERED THAT QUESTION INSTEAD OF ME ASKING THE SAME QUESTION LIKE A WAY TO DO IT ONLINE TO WHERE WE CAN SEE ALL THAT.

>> BARBARA HAD TALKED ABOUT DOING A GOOGLE DOCUMENT TO CAPTURE ALL THOSE QUESTIONS AND THEN WE'LL HAVE EASY ACCESS.

BECAUSE WE ARE VERY REDUNDANT WITH OUR QUESTIONS.

THAT IS SOMETHING I KNOW BARBARA'S WORKING ON, RIGHT BARBARA?

>> YEAH. SHE'S WORKING ON IT.

>> THE ANSWER TO YOUR QUESTION, BUT MINE WAS PHRASED A LITTLE BIT DIFFERENT THAN ANSWER MINE AND THAT'S COMPLETELY DIDN'T HAPPEN. I'M JUST SAYING IT WOULD JUST SAYING [OVERLAPPING]

>> I'M BETTER.

>> IT WAS ALWAYS ABSOLUTELY.

[LAUGHTER] BUT IT WOULD JUST CLEAN UP THE REDUNDANCY OF LIKE, SEVEN PEOPLE ASKING THE SAME QUESTION.

WE ALL HAVE STRENGTHS AND WHAT WE WANT TO ASK QUESTIONS ON IF WE JUST NOT DOUBLE UP WORK FOR ANYBODY OR EVERYBODY.

>> JUST ONE MORE THING, PART OF BUILDING I THINK A TIMELY AND CLEAN AGENDA ARE THE RULES THAT ARE IN HERE ARE BEING ADHERED TO ABOUT THE 10-DAY AND THE THREE-DAY.

IF THEY'RE NOT, THEN THAT NEEDS TO BE A CONVERSATION AS WELL.

[BACKGROUND] YOU HAVE THAT IN THERE.

AS ALWAYS, YOUR ORDER, I THINK IT'S SUPERIOR.

>> WELL, THERE'S THINGS THAT THE BOARD CAN REQUEST TO HAVE ON AND YES PEOPLE WILL OBVIOUSLY HONOR THE 10-DAY.

IT'S THE OTHER INFORMATION THAT HAS TO BE HERDED UP THAT'S A LITTLE BIT HARDER.

LIKE HE SAID, THEY CAN BE WAITING ON QUOTES, THE NEW HIRES NOT HIRED YET OR HAS HASN'T ACCEPTED SO THEY'RE STILL PUTTING THE PACKET TOGETHER.

SOMETIMES IT'S OUT OF EVEN THEIR CONTROL AS TO WHY WE'RE NOT GETTING IT SOONER.

I'M GOING TO MOVE TO THE NEXT ONE.

>> THAT IS OUR CURRENT BOARD OPERATING PROCEDURES.

I JUST TOOK OUT ALL CONSENT AGENDA ITEM SHALL BE ACTED UPON AND SAID MAYBE ACTED UPON WITH ONE VOTE, COOL.

THIS IS OUR CURRENT BOARD OPERATING PROCEDURE AND THE ONLY THING, I MISSPELLED THAT SORRY, IT WAS MIDNIGHT.

JUST CHANGING THERE WHERE IT SAYS RECOGNIZES A FULL AUTHORITY OF THE BOARD TO BODY CORPORATE BECAUSE THAT'S THE VERBIAGE WE USE.

>> IS IT BODY CORPORATE OR BOARD CORPORATE.

>> BODY CORPORATE, I'M SORRY, IT WAS MIDNIGHT.

BECAUSE THIS IS WHAT I DO AT MIDNIGHT.

THAT IS ALSO OUR CURRENT BOARD OPERATING PROCEDURE.

IT WAS JUST WEIRD THAT I DIDN'T EVEN REALIZE I DIDN'T SAY IT LIKE THE SUPERINTENDENT CAN FACILITATE THIS.

IT JUST SEEMED A LITTLE OFF AND THAT'S NOT WHAT OTHER BOARD OPERATING PROCEDURES HAVE.

THE PRESIDENT ALWAYS RECOGNIZES THE SUPERINTENDENT TO GIVE ANY PRESENTATION OR INPUT OR WE TURN TO THEM, BUT THEY DON'T FACILITATE THE MEETING.

>> THE VICE PRESIDENT WILL PRESENT.

I FEEL LIKE THAT'S SOMEWHERE ELSE.

>> [OVERLAPPING] IT IS IN OUR OFFICER DUTIES.

>> YEAH. IT SEEMED WEIRD.

CLOSED SESSION, ALL THAT IS BOLD IS THE NEW STAFF,

[03:10:02]

THE UNBOLD IS ALL WE HAD.

WE JUST HAVE THOSE TWO STATEMENTS.

I PUT THE FIVE TOPICS THAT ARE TO BE DISCUSSED IN CLOSED SESSION BECAUSE WE DON'T HAVE THAT LISTED, THANK YOU.

WE DON'T HAVE THAT LISTED SO I LISTED THAT BECAUSE PEOPLE WILL ALWAYS SAY THOSE FIVE THINGS AND NOT EVERYBODY KNOWS THOSE FIVE THINGS. IT'S IN THERE NOW.

AGAIN, THIS IS SOMETHING THAT A LOT OF BOARDS DO, TALKING ABOUT HOW IT'S CONFIDENTIAL AND YOU SHOULDN'T HAVE TO SAY THAT, BUT IT'S NICE TO MEMORIALIZE THAT.

THEN ALSO NO PERSON OTHER THAN BOARD MEMBERS AND THE SUPERINTENDENT ARE ENTITLED TO INTEND AND PARTICIPATE IN OUR CHANGE EXECUTIVE OR VANESSA, I'LL LOOK IT UP.

EXECUTIVE AND CLOSE ALWAYS ARE INTERCHANGEABLE.

BUT MAKING SURE OF THAT AND IF THE BOARD PRESIDENT AND SUPERINTENDENT HAVE TO SAY, OKAY, LIKE WE'RE GOING TO ASK HR TO COME IN OR WHATEVER.

OF COURSE, IT'S A GIVEN, BUT IT'S NICE TO MEMORIALIZE IT AS WELL.

THEN, OF COURSE, THE SUPERINTENDENT, THE ONLY TIME WE ADD TO BE EXCLUDED IS WHEN WE ARE TALKING ABOUT JOB PERFORMANCE, WHEN WE DO OUR EVALUATION.

THE THING THAT WE TALKED ABOUT AND VANESSA HAD A GREAT POINT ABOUT THE CONSULTATION WITH OUR BOARD ATTORNEY WHEN WE'RE DOING GRIEVANCES.

THAT'S SOMETHING THAT WE DID NOT HAVE BEFORE.

DR. WRIGHT HAD NO PROBLEM WITH IT, BUT AGAIN, WHEN HE RETIRES IN 15 YEARS, [LAUGHTER] IT MIGHT BE AN ISSUE.

WE JUST GOT TO MAKE SURE THAT WE INCORPORATE THAT IN THERE.

>> ONE THING THAT'S NOT ON HERE IS SAFETY AND SECURITY AND THAT'S UNDER 551.076.

IT'S ONE OF THE THINGS AND I DIDN'T SEE IT ON HERE.

I DON'T KNOW IF IT'S SUPPOSED TO BE LOOPED IN SOMEWHERE ELSE.

>> YEAH, BECAUSE THOSE ARE THE FIVE.

>> BECAUSE I RECENTLY LOOKED UP.

>> PUT A LITTLE NOTE ON THERE AND THEN I'LL FIND IT.

>> ANYTHING TO DO WITH BUSINESSES WHEN WE DID TRIPLE FREE PORT DISCUSSION AND THINGS LIKE THAT, THAT WAS IN CLOSED SESSION.

WHEN WE'RE TALKING ABOUT ECONOMIC DEVELOPMENT IS WHEN HE HAD A QUESTION ABOUT.

THEN A CHORUS JUST REITERATING MEMBERS WILL NOT DISCLOSE OR COMMENT ON ANY DISCUSSION IN CLOSED SESSION, OTHER THAN TO RESTATE, AND OF COURSE, THE BOARD PRESIDENT WILL DO AN OFFICIAL PUBLIC STATEMENT IF NEEDED.

THAT WAS IN THERE BEFORE.

>> I'D LIKE TO PAUSE THERE SO WE HAVE TIME TO EAT AND GET REACCLIMATED FOR OUR CABINET MEMBERS.

FOR THE NOTES WE'VE STOPPED AT SLIDE 11 ON THIS PRESENTATION AND WE'LL PICK THIS BACK UP IN OUR AUGUST MEETING.

I LOVE THAT YOU'VE DONE THIS, I LOVE THAT WE'VE STARTED THIS CONVERSATION.

THANKFULLY, THIS IS SOMETHING WE DON'T HAVE TO DO RIGHT NOW, WE CAN DO IT IN AUGUST TO START THE YEAR.

>> WE CAN SEND THE DOCUMENT FOR EVERYBODY TO REVIEW SO THEY CAN COMMENT.

>> ABSOLUTELY.

>> BE PREPARED AND READY TO IF THEY WANT TO ADD OR CHANGE OR IF THEY HAVE QUESTIONS.

SORRY FOR THE TYPOS.

>> NO, THAT'S OKAY.

>> IT WAS MIDNIGHT.

>> THIS DOCUMENT IS IN POWERPOINT, I'LL PROBABLY PUT IT IN PDF BECAUSE IT'LL BE EASIER TO CAPTURE ANY NOTES OR COMMENTS TYPICALLY UNLESS YOU JUST REALLY WANT IT IN POWERPOINT, I MAY DO IT [INAUDIBLE].

>> NO, I JUST WANTED IT TO BE GOOD TO PRESENT.

>> I KNOW SOUNDS GOOD. IT'S 12:32, WE'RE GOING TO TAKE A BREAK UNTIL ONE O'CLOCK, LUNCH IS READY.

[D. LUNCH BREAK (approximately 12:00 - 1:00)]

WE'LL SEE YOU BACK HERE AT ONE O'CLOCK.

GUYS, ARE WE READY? THE TIME IS 01:04, ARE WE BACK ONLINE ON LIVE STREAMING? GREAT. THE TIME IS 01:04. WELCOME BACK TEAM.

AT THIS TIME, WE'RE GOING TO TRANSITION

[E. BOARD AND SUPERINTENDENT VISION AND GOALS (approximately 1:00)]

TO OUR BOARD AND SUPERINTENDENT VISION AND GOALS, AND WE'RE GOING TO START THAT CONVERSATION WITH PRESENTATIONS FROM EACH OF OUR CHIEFS IN OUR CABINET, WHO ARE GOING TO GIVE US A QUICK PRESENTATION OF THEIR IMMEDIATE GOALS AND SOME LONG-RANGE GOALS THAT THEY EACH HAVE.

THAT WILL HELP SHAPE OUR CONVERSATION LATER THIS AFTERNOON FOR OUR BOARD AND SUPERINTENDENT GOALS.

EACH CABINET MEMBER WILL PRESENT.

WE'LL HAVE TIME FOR SOME QUESTIONS.

I WOULD ASK THAT WE NOT GET OFF ON TOO MANY TANGENTS.

IT'S VERY TEMPTING TO ASK A ZILLION QUESTIONS DURING THESE PRESENTATIONS AND I TOTALLY APPRECIATE THAT. I TOTALLY GET THAT.

MAYBE MAKE SOME NOTES OF SOME QUESTIONS THAT ARE TRIGGERED.

WE'LL TRY TO KEEP THE QUESTION, ANSWER PERIOD RELATIVELY SHORT, AND THEN WE WILL END THE DAY WITH DR. WRIGHT'S PRESENTATION, AND THEN WE'LL GO INTO OUR BOARD GOALS AND

[03:15:02]

MR. OREN MOORE WILL COME BACK AND HELP FACILITATE THAT CONVERSATION. ARE WE READY?

>> MRS. BOSTON YOU ARE FIRST TO GO FOR CHIEF TECHNOLOGY OFFICER.

MAKE SURE THAT MICROPHONE IS ON, YOU MIGHT WANT TO TAP IT.

YOU DO. YOU SHOULD HAVE YOUR POWERPOINT PRESENTATION, KEEP GOING.

>> GOOD AFTERNOON. I DID GET THE MEMO THAT THIS IS TO BE BRIEF AND I'M THE MASTER OF BRIEF, SO HERE WE GO.

FOR TECHNOLOGY, WE REALLY FOCUSED ON THE AREAS OF THE SERVICES WE PROVIDE, BUT I CERTAINLY DIDN'T GO THROUGH ALL OF OUR DIVISIONS AND WRITE SPECIFIC GOALS BECAUSE WE DO TELECOM, WE DO KEYLESS ENTRY.

THERE ARE A LOT OF INITIATIVES AND ACTIVITIES THAT WE DO, BUT THESE ARE THE FAR-REACHING GOALS THAT WE FOCUS ON AS A TEAM.

THE FIRST ONE IS INCREASE THE WIDE AREA NETWORK BANDWIDTH AND STORAGE CAPACITY TO MEET CURRENT DATA DEMANDS.

FOR ADDITIONAL SECURITY, WE'RE ADDING MANY, MANY CAMERAS AND THAT REQUIRES STORAGE.

WE ALSO WANT TO LOOK AT OUR DATA RECOVERY AND HOW WE BACKUP DATA SO THAT IN THE EVENT OF A CATASTROPHIC OUTAGE OR RANSOMWARE THAT WE HAVE GOOD BACKUPS, SO NOT ONLY IS THE AMOUNT OF DATA WE HAVE, WE HAVE TO BACKUP THE AMOUNT OF DATA THAT WE HAVE.

GOOGLE RECENTLY IS NO LONGER GOING TO PROVIDE FREE DATA.

WE KNEW IT WAS COMING.

BUT ONCE THEY GOT ALL OUR DATA, THEN THEY SAID WE'RE GOING TO START CHARGING YOU FOR IT.

THAT POSES SOME MORE CONCERNS ON HOW WE MOVE FORWARD WITH OUR TEACHERS AND STUDENTS, AND WHEN YOU THINK ABOUT 22,000 KIDS AND 3,600 EMPLOYEES, IT'S A LOT OF PEOPLE THAT HAVE A LOT OF DATA AND WE HAVE A LOT OF PEOPLE THAT STAY IN THE DISTRICT A VERY LONG TIME, AND SO IT'S A REAL HARD THING TO GET PEOPLE TO ALWAYS CLEAN UP AND THROW AWAY.

ONE OF THE THINGS THAT WE HAVE DONE IN THE PAST RECENTLY, BUT WE WILL CONTINUE TO MONITOR AND INCREASE OUR WIDE AREA NETWORK BANDWIDTH.

WE HAVE ABOUT 50 MILES AT DARK FIBER, WE CURRENTLY HAVE 40 GIG CONNECTIONS ON THE BACKUP BONE, AND THEY'RE BIDIRECTIONAL, SO IF ANY CONNECTION GOES DOWN, IT WILL TRAVERSE THE NETWORK AND GO THE OTHER WAY.

THAT IS GOING TO BE REALLY IMPORTANT AS WE ADD ADDITIONAL CAMERAS AND MOBILE DEVICES IN ORDER TO SUSTAIN WHAT WE'RE NEEDING ON THE ACTUAL BACKBONE.

WE DID UPGRADE OUR WIDE AREA NETWORK STORAGE FACILITIES, ONE'S AT THE DATA CENTER AND ONE IS AT CENTRAL OFFICE.

WE TOOK THE COMPELLING SAND OUT AND PUT IN, THEY'RE CALLED POWER STORES.

I THINK WE HAVE ABOUT 60 TERABIT OF DATA, AND I THINK WE HAVE ABOUT 12 OR 14 TERABIT REMAINING THAT HASN'T BEEN ALLOCATED. EMAIL STORAGE.

THAT'S GOING TO BE SOMETHING ELSE YOU HAVE TO FOCUS ON WHEN WE DON'T CLEAN OUT OUR MAILBOXES, YOU KNOW WHO YOU ARE.

[LAUGHTER] MAX RAISES HIS HAND, BUT WE DO NEED TO BE DILIGENT ABOUT KEEPING THAT.

THEY ARE NOT THINKING JUST ABOUT THE STORAGE REQUIREMENTS THAT YOU HAVE, BUT ALL OF THE OTHER USERS AS WELL.

WE LOST OUR CYBERSECURITY COORDINATOR AND WE'RE LOOKING FOR A NEW PERSON TO COME IN, BUT WE WILL BE IMPLEMENTING SOME NEW INITIATIVES.

ONE IS GOING TO BE A MULTI-FACTOR AUTHENTICATION, WHICH YOU ARE FAMILIAR WITH, EVEN WITH FACEBOOK, SOMETIMES YOU HAVE TO GET SOMETHING TEXT TO YOU IN ORDER TO AUTHENTICATE YOUR USER ID.

WE'RE GOING TO DO FORCE PASSWORD CHANGES.

WE'RE GOING TO CONTINUE TO FORCE PEOPLE TO CHANGE THEIR CAP.

I KNOW IT'S SO HARD ON A SCHEDULED, BUT IT'LL BE LIKE 180 DAYS FROM THE TIME THAT YOU CHANGE IT AND YOU CAN'T MAKE IT THE SAME ONE.

BUT ALL OF THAT IS REALLY TO PROTECT YOU AND TO PROTECT OUR DATA. THAT'S ALL COMING.

WE DO HAVE SINGLE SIGN-ON FOR STUDENTS AND THAT HELPS A LOT BECAUSE YOU'RE NOT HAVING TO MANAGE PASSWORDS.

YOU GO TO ONE PORTAL FOR CLASS LINK, YOU LOGIN AND IT GIVES YOU ACCESS TO ALL OF YOUR APPLICATIONS.

WE'RE GOING TO BE WORKING CLOSELY WITH JERRY IN PHYSICAL SECURITY.

NOW THAT WE'RE LOOKING AT KEYLESS ENTRY MECHANISMS, ADDITIONAL CAMERAS, WE ALSO WILL BE HAVING AN APP WHERE OUR USERS HAVE TO AUTHENTICATE IN ORDER TO BEGIN AN EMERGENCY RESPONSE OR A DRILL TO REACT IN CASE OF A REUNIFICATION, SO THAT WILL BE DIRECTLY LINKED TO ACTIVE DIRECTORY, SO YOU'LL USE YOUR SAME LOGIN CREDENTIALS FOR THE APP AS YOU DO FOR YOUR PACE RESOURCES.

BUT WE'LL CONTINUE. WE ALSO ENTERTAINED IN THE LAST SIX MONTHS OR SO, ALLOWING OFFICERS TO HAVE ACCESS TO OUR NETWORK, AND WE HAVE TO WORK THROUGH THAT BECAUSE YOU CAN IMAGINE IT'S HARD ENOUGH TO CONTROL YOUR OWN EMPLOYEES, BUT EMPLOYEES OUTSIDE OF YOUR DISTRICT THAT YOU DON'T KNOW WHEN THEY COME AND GO CAN BE PROBLEMATIC.

WE'LL NEED TO LOOK AT THAT CAREFULLY, BUT WE'RE CERTAINLY OPEN TO THE CONVERSATION,

[03:20:01]

ANYTHING TO PROVIDE ADDITIONAL SECURITY MEASURES.

WE WILL ALSO CONTINUE TO PROVIDE CUSTOMER SUPPORT TO ALL OF OUR STAKEHOLDERS.

WE HAVE OUR HELP DESK, WHICH DOES A PHENOMENAL JOB AND THEY GET QUESTIONS FROM WHAT BUS DOES MY CHILD RIDE? TO HOW DO I RECONFIGURE? THEY REALLY GET A LOT OF QUESTIONS AND SO THEY DO A GREAT JOB AND WE WILL CONTINUE TO TO ADDRESS THOSE NEEDS AND INCREASE STAFFING AS THE NEED PRESENTS ITSELF.

LONG-RANGE GOALS. I REALLY DON'T KNOW THAT THESE ARE LONG-RANGE.

THEY'RE ONGOING BECAUSE I DON'T THINK THAT THEY'RE FURTHER OUT THAN NOW, BUT IT'S NOT SOMETHING THAT WE'RE GOING TO FOCUS ON TODAY BECAUSE WE'VE BEEN FOCUSING ON THEM.

ONE IS IMPLEMENT STRATEGIES TO MINIMIZE LOSSES FOR THE CHROMEBOOKS.

WE'RE SEEING SOME OF THOSE DEVICES THAT AREN'T BEING RETURNED AND CARED FOR APPROPRIATELY, EVEN WITH THE PROTECTION PLANS.

WE'RE SEEING SOME SIGNIFICANT LOSSES ON THOSE DEVICES, AND WE'RE WORKING WITH THE CAMPUSES TO COME UP WITH STRATEGIES AND WAYS THAT THEY CAN BETTER MANAGE THAT INVENTORY SO THAT WE DON'T SEE THOSE LOSSES.

DISTRICT WIRELESS ACCESS, YOU ASKED ABOUT IT AT THE LAST BOARD MEETING, WE DO HAVE ACCESS POINTS IN EVERY SINGLE CLASSROOM.

WE'RE GOING TO BE UPGRADING THE HIGH-SCHOOL ACCESS POINTS TO PROVIDE A HIGHER DENSITY SO THAT MORE DEVICES CAN CONNECT AND HIGHER THROUGHPUT THROUGH THE WIRELESS CONTROLLERS.

THAT'S ALREADY BEEN FUNDED, BUT IT WILL BE COMING IN THE NEXT PROBABLY LET'S SAY 8-12 MONTHS BECAUSE IT'LL TAKE A WHILE TO GET THE DEVICES AND WILL CASCADE THOSE AT THE HIGH SCHOOLS, THOSE WILL GO INTO HIGH SCHOOLS, THOSE WILL BE CASCADED DOWN TO ADD POSSIBLY TWO ACCESS POINTS TO HIGH DENSITY AREAS IN THE ELEMENTARY SCHOOLS.

PROCESSES TO CREATE DOCUMENT TECHNOLOGY STANDARDS.

WE DO A LOT OF CONSTRUCTION AT HAYS CISD, AND IT IS A VERY DAUNTING TASK TO KEEP UP WITH TECHNOLOGY STANDARDS AS IT IS RELATED TO CONSTRUCTION, AND WE HAVE A TEAM OF PEOPLE THAT ALSO HAVE OTHER JOBS THAT THEY DO.

BUT WE ARE GOING TO DOCUMENT AND MAX IS HELPING US WITH THAT, I BELIEVE, ALL OF THE TECHNOLOGY STANDARDS SO THAT WE CAN GET THEM UPDATED APPROPRIATELY AS THINGS CHANGE AND THEN THEY GET INCORPORATED INTO THE BUILDING SPECS BECAUSE WE ALWAYS SEEM TO FORGET A FEW LITTLE THINGS WITH EVERY NEW CONSTRUCTION PROJECT, AND SO THAT WE'RE GOING TO TRY TO REFINE THAT PROCESS SO THAT WE HAVE A GO-TO SET OF STANDARDS THAT THEY CAN GO TO ON ANY GIVEN PROJECT AND GO, BOOM, THIS IS WHAT THE DISTRICT IS DOING.

ONE THING THAT TASK WE DID OF PROBABLY FOUR YEARS AGO WAS LOOK AT A TECHNOLOGY PROFESSIONAL PAY GRADE.

I WOULD LIKE TO REVISIT THAT.

I WANT TO KEEP OUR PEOPLE.

WE HAVE VERY LOW TURNOVER AND THE TECHNOLOGY DEPARTMENT, BUT WE'RE ALSO TRYING TO COMPETE WITH AUSTIN AND SAN ANTONIO AND HIGH-TECH JOBS WHERE YOU GET TO STAY HOME A LOT OF THE TIME.

I REALLY WANT TO MAKE SURE THAT ALL OF OUR EMPLOYEES THAT ARE HIGHLY TECHNICAL ARE ON A PAY GRADE THAT CAN BE COMPETITIVE WITH THE INDUSTRY, SO WE'RE GOING TO LOOK AT THAT AGAIN AND POSSIBLY BRING THAT BACK AND REVIVE IT.

WE'VE PUT IT ON HOLD DURING THE LAST FOUR YEARS BECAUSE OF OTHER ISSUES, BUT WE'RE GOING TO TRY TO BRING THAT BACK.

THE LAST THING I HAVE IS TO CONTINUE TO BUILD PROFESSIONAL LEADERSHIP CAPACITY IN ALL OF OUR MEMBERS OF OUR TEAM.

I THINK THAT'S REALLY IMPORTANT.

I THINK MAKING PEOPLE UNDERSTAND AND REALIZE THEY HAVE A PATH FOR ADVANCEMENT AND UNDERSTANDING WHAT IT MEANS TO BE A LEADER AND WHAT IT MEANS TO BE A TEAM MEMBER, AND SO WE CONTINUALLY WORK WITH THE DIRECTORS TO FOSTER THAT ENVIRONMENT WHERE EVERYONE CAN EXCEL.

THAT'S THE TECHNOLOGY GOALS, QUESTIONS?

>> AWESOME JOB. I LOVE THIS SO MUCH.

VERY THOROUGH.

YOU'VE SET THE BAR HIGH FOR THE REST OF OUR PRESENTATIONS TODAY.

REALLY GOOD STUFF.

ANY QUESTIONS FROM THE TEAM?

>> MRS. ROSCOE.

>> DIANE, I THINK IT WAS A YEAR AGO THAT YOU HAD ASKED FOR MORE FTES.

IS THAT SOMETHING THAT YOU'RE LOOKING TO DO THIS COMING BUDGET CYCLE?

>> WE DO THAT EACH YEAR ON A YEARLY BASIS.

WE EVALUATE THE NEEDS AND DETERMINE WHAT AREAS WE NEED.

I THINK IN THE AREA OF PHYSICAL SECURITY WHERE WE DO THE CAMERAS AND THE KEYLESS ENTRY WE ARE BECAUSE IT'S A TWO-MAN SHOW.

I WOULD EXPECT THAT WE WILL BE COMING BACK.

RIGHT NOW OUR HELP DESK IS STAFFED.

I AM TOTALLY HAPPY WITH THE WAY WE ARE STAFFED AND WE ARE FUNCTIONING AND DOING WELL WITH WHAT WE'VE ADDED, BUT WE PROBABLY WILL CONTINUE TO DO SO.

>> ANY OTHER QUESTIONS FOR MS. BORRESON, CHIEF TECHNOLOGY? I'LL JUST MAKE A QUICK COMMENT.

I'M REALLY SAD THAT WE'VE LOST OUR CYBERSECURITY PROFESSIONAL.

HE WAS AMAZING AND HOPEFULLY WE CAN FIND SOMEONE JUST AS GREAT AS HE WAS AT THAT JOB.

ALSO JUST WANTED TO POINT OUT THE CUSTOMER SERVICE THAT YOUR TEAM EXHIBITS IS REALLY TOP-NOTCH.

I NEVER HEAR ANY COMPLAINTS ABOUT IT NOT BEING NICE.

[03:25:02]

THAT'S A REALLY HARD DEPARTMENT WITH A LOT OF END-USERS, SO KUDOS TO YOU.

THANK YOU FOR POINTING OUT CUSTOMER SERVICE AS BEING PARAMOUNT FOR THE IT DEPARTMENT.

>> IF NOTHING ELSE, WE'RE GOING TO MOVE ON TO MR. CLEAVER AND OUR FACILITIES DEPARTMENT, MAX CLEAVER, CHIEF OPERATIONS OFFICER.

HE IS OVER QUITE A FEW DIFFERENT DEPARTMENTS, OUR FACILITIES BEING ONE OF THEM.

I'LL BRING UP YOUR SLIDE AND YOU'VE GOT YOUR PAPERS HERE, TEAM.

>> YES, MA'AM. GOOD AFTERNOON.

THANKS FOR HAVING US OVER HERE.

IT'S ALWAYS GOOD TO TALK ABOUT OUR DEPARTMENT AND ALL THE GOOD THINGS THAT ARE GOING ON AND THINGS THAT ARE GOING TO HAPPEN.

I DID BREAK IT DOWN BECAUSE EACH OF MY DEPARTMENT HAS A LITTLE BIT DIFFERENT FLAVOR.

I DID BREAK IT DOWN INTO THEIR IMMEDIATE GOALS FOR EACH DEPARTMENT.

WITH PLANNING AND CONSTRUCTION, WE'RE ALL EXPERIENCING THIS RIGHT NOW.

FIRST ONE IS TO DEVELOP SOME SCHEDULES THAT ALLOW FOR MORE MOVE IN TIME AT CONSTRUCTION.

WE LITERALLY ARE LOOKING AT INSTEAD OF TWO WEEKS, WE NEED TWO MONTHS.

WE NEED MORE TIME AFTER POST OCCUPANCY.

THAT'S THE FIRST ONE AND THEN OTHER ONE DIANE JUST SAID WAS TO UPDATE THE DISTRICT CONSTRUCTION STANDARDS AND ACTUALLY FORMALIZE THOSE.

WHETHER IT'D BE IT OR RESTROOMS OR WHAT HAVE YOU, WITH SO MUCH GROWTH, WE NEED TO BE ABLE TO HAVE A STANDARDIZED APPROACH.

SAFETY AND SECURITY, I HAD THAT REPORT LAST YEAR AND JERRY WILL BE PRESENTING THE SAFETY AND SECURITY PIECE HERE IN JUST A LITTLE BIT.

TRANSPORTATION, WE WANT TO CONTINUE TO MONITOR AND IMPROVE THE ON-TIME BUS METRICS.

THE SMART TAG ACTUALLY HAS THAT BUS METRIC OR THAT ABILITY AND SO WE'RE GOING TO JUST BE MORE MINDFUL OF THAT AND MAKE SURE EVERYONE UNDERSTANDS HOW MUCH WE ACTUALLY ARE ON TIME.

BUT IT'S IMPORTANT TO GET THAT OUT THERE AND USE OUR SYSTEM TO ITS FULLEST.

THEN ONBOARD, THE ASSISTANT DIRECTOR.

I SAY THAT BECAUSE WE HAVE A NEW ASSISTANT DIRECTOR, CASSANDRA BEHR AND I BRING THAT UP BECAUSE WE WENT THROUGH A REAL PROCESS TO HIRE HER.

WE ACTUALLY DID A FULL FLEDGE, AND I WROTE IT DOWN BECAUSE I KNEW I WOULD FORGET, A LEADERSHIP PROFILE.

WE DID A LEADERSHIP PROFILE WITH DR. MEDINA.

HE LITERALLY CAME OUT AND LISTEN TO THE GROUP AND THEN WE ACTUALLY SELECTED MEMBERS OF THAT GROUP TO ACTUALLY BE IN THE INTERVIEWS.

I WANT TO SEE THAT PERSON ONBOARDED AND SUCCESSFULLY AND SEE JUST HOW WELL IT WORKS BECAUSE I THINK IT'S A GOOD FIT.

CUSTODIAL SERVICES, FILL VACANCIES AND RETAIN STAFF.

WE HAVE SOME CAMPUSES THAT ARE SUPER EASY TO FILL AND RETAIN AND SOME CAMPUSES THAT ARE A LITTLE MORE DIFFICULT TO FILL AND RETAIN AND WE'RE TRYING TO WORK THROUGH WHY THAT IS.

FILLING VACANCIES IN THE FUTURE MIGHT NOT LOOK LIKE IT DOES NOW.

WHAT IF WE CURRENTLY CONTRACT OUT A LOT OF STUFF? WHAT IF WE LOOKED AT CONTRACTING OUT CUSTODIAL SERVICES AT HARD TO FILL LOCATIONS? JUST WANTED TO THROW THAT OUT THERE.

THAT MIGHT BE SOMETHING TO CONSIDER IN THE FUTURE.

WE ALREADY DO CONTRACT OUT, FOOD SERVICE, AIR FILTERS, FIRE ALARMS, LOTS OF THINGS, AND THEN ENGAGE THE CUSTODIAL LEADERSHIP TEAM AT MONTHLY MEETINGS.

MR. PORTER ACTUALLY HAS MONTHLY MEETINGS WHERE HE HAS A LEADERSHIP TOPIC EACH TIME.

THE LAST ONE WAS AND MANY OF THEM ARE ABOUT COMMUNICATION AND TALKING ABOUT HOW THAT GROUP OF HEAD CUSTODIANS CAN ACTUALLY HELP EACH OTHER BY COMMUNICATING WITH EACH OTHER AND JUST DIFFERENT TOPICS LIKE THAT.

CONTINUE WITH THE DEVELOPMENT OF THAT DEPARTMENT AND THE DEVELOPMENT OF THOSE LEADERS.

THEN LIKEWISE IN MAINTENANCE, BRANDON IS ALSO GOING TO BE OVER A PORTION OF THE MAINTENANCE DEPARTMENT.

HERE IN AUGUST, ONE OF THE AGENDA ITEMS IS OUR RECOMMENDATION TO HAVE Y'ALL CHARGE THE FBOC WITH ANOTHER BOND ELECTION AS EARLY AS MAY.

THE FIRST THING, SHORT-TERM GOAL IS TO UPDATE THE ROOF CYCLE PLAN AND MAKE A FUTURE BOND RECOMMENDATION.

THE ROOF PLAN, WE'VE HAD IT FOR A COUPLE OF YEARS, BUT BRANDON IS NEW IN THAT ROLE AND SO THAT'S WHY IT'S ACTUALLY A GOAL AND A PRIORITY.

THEN DEVELOP THE PAINT DEPARTMENT.

TOTAL MINDSET SHIFT IN THAT WHOLE MAINTENANCE DEPARTMENT.

WHEN WE ONBOARD PEOPLE AND WHEN BRANDON TALKS TO HIS TEAM, HE TALKS ABOUT WHAT ARE YOU DOING NEXT? WHAT'S YOUR NEXT MOVE IN LIFE? WE WANT TO DEVELOP THE PAINT DEPARTMENT AND THAT'S A REALLY GOOD EXAMPLE BECAUSE THAT PARTICULAR PERSON WHO IS THE NEW SUPERVISOR, WE HAD THE OLD SUPERVISOR WHO HAD BEEN HERE, I DON'T KNOW, 15, 20 YEARS, ZEKE.

HE RETIRED AND OUR NEW SUPERVISOR WAS ACTUALLY THE HEAD CUSTODIAN AT CARPENTER HILL ELEMENTARY SCHOOL.

HE JUST DONE JUST TALK IT BUT HE TRIES TO GROW FROM WITHIN AND SO KEEP AN EYE ON THAT PAINT DEPARTMENT.

ONE OF THE THINGS THEY'VE BEEN DOING IS,

[03:30:02]

INSTEAD OF SAYING, WE CAN'T PAINT.

THEY SAY, WELL, WE CAN PAINT WHEN YOU ALL ARE IN HERE AND WE CAN USE LOW VOC PAINT.

WE'LL JUST WORK TOGETHER AND GET IT DONE.

AGAIN, IT'S JUST A MIND SHIFT.

AGAIN, WHEN WE CONTINUE TO TRY TO FIGURE OUT THE BEST BALANCE OF CONTRACTED SERVICES VERSUS IN-HOUSE SERVICES, FOR PAINTING, AT LEAST FOR INSTANCE, WE'RE LOOKING AT THE CONCEPT OF CONTRACTING OUT ALL OUR OUTDOOR STRIPING AND THEN HAVING OUR GUYS CONCENTRATE ON PAINTING OUR BUILDINGS.

JUST STAY TUNED FOR THE PAINT DEPARTMENT.

MECHANICAL, ELECTRICAL, AND PLUMBING, ALBERT FLORES IS OVER THAT DEPARTMENT.

IT'S THE SAME PLAN THAT'S BEEN UNDERWAY FOR AWHILE FOR THE LAST FOUR YEARS.

BUT AGAIN, IT'S A NEW DIRECTOR AND WE JUST WANT TO MAKE SURE THAT IS A HEALTHY AND ROBUST RECOMMENDATION.

THEN EXPLORE ENERGY STAR PROCESS.

WE DON'T DO GREEN BUILDINGS ON THE DESIGN.

WE DO SUBSCRIBE TO SOME OF THE TENETS OF GREEN BUILDING LIKE ENERGY EFFICIENCY.

WE'RE EXPLORING ENERGY STAR, WHICH IS A DIFFERENT PROGRAM.

INSTEAD OF CONCENTRATING ON YOUR DESIGN, WE'RE CONCENTRATING ON HOW THE BUILDINGS ACTUALLY OPERATE AND HOW MUCH ENERGY THAT YOU USE.

STAY TUNED ON THAT.

I THINK YOU'RE GOING TO BE VERY PLEASED ON WHAT YOU SEE ON THE ENERGY STAR.

AGAIN, CONTINUE, IT'S NOT WRITTEN ON HERE, BUT ALBERT IS PRETTY MASTERFUL AT USING CONTRACTORS.

ONE OF THE THINGS WE'RE DOING THIS YEAR, SHORT-TERM GOAL AGAIN, IS TO KEEP USING CONTRACTORS WHERE IT MAKES SENSE AND WE'RE USING THEM ON OUR GAS TESTING.

AGAIN, USE CONTRACTORS ON THAT GAS TESTING, SO OUR PLUMBERS CAN BE ON WORK ORDERS AND ACTUALLY GET THE WORK DONE, THE TOILETS AND THE LEAKY FAUCETS AND THE THINGS THAT ANNOY PEOPLE.

GROUNDS AND PEST CONTROL, CONTINUE TO SCHEDULE MORE GROUNDS WORK TO OCCUR WHEN SCHOOLS ARE NOT IN SESSION.

IN OTHER WORDS, WHEN WE HIRE FOLKS, WE SAY, HEY, YOU MIGHT WORK A SATURDAY SHIFT OR AN AFTER HOUR SHIFT, A LITTLE OFF CYCLE SHIFTS.

YOU'RE NOT TRYING TO WEED IT AROUND CARS AND THINGS LIKE THAT.

THEN THE SECOND ONE THAT HAS COME UP IS DETERMINE A FAIR METHOD TO COMPENSATE GROUNDS KEEPERS WITH AND WITHOUT PEST CONTROL CREDENTIALS.

IT SEEMS THAT WE HAVE PAY GRADE 5S AND PAY GRADE 7S ON GROUNDS.

THE DIFFERENTIATION IS SUPPOSED TO BE A PEST CONTROL LICENSE, BUT THERE'S SOME BLURRED LINES THERE AND SO THAT'S AN IMMEDIATE GOAL TO FIGURE THAT OUT TO FTS, IF YOU WILL.

THEN LONG-RANGE GOALS.

IT'S REALLY AROUND THE GROWTH AND JUST DEVELOP STAFFING LEVELS TO HANDLE FUTURE GROWTH FOR ALL OF THE DEPARTMENTS.

THAT'S THE LONG-RANGE GOAL FROM ALL OPS.

THERE'S MY SPIEL.

>> THANK YOU, MR. CLEAVER. I APPRECIATE YOU BREAKING DOWN ALL THE DIFFERENT AREAS THAT YOU COVER.

SAFETY AND SECURITY IS SEPARATE NOW, THAT'S PROBABLY A LITTLE BIT OF A RELIEF.

>> THAT IT IS

>> IT'S LIKE YOU'VE HAVE QUITE ENOUGH ON YOUR PLATE.

>> BUT WELL, IT'S HAND IN GLOVE WITH CONTINUED SUPPORT AND JUST DO WHAT WE NEED TO DO.

>> A LOT OF COORDINATION FOR SURE. THANK YOU SO MUCH.

I'LL OPEN IT NOW UP TO THE TEAM FOR QUESTIONS FOR MR. CLEAVER. MRS. [INAUDIBLE] .

>> THANK YOU MR. CLEAVER VERY MUCH.

I APPRECIATE YOU AND ALL OF YOUR HARD WORK AND YOUR TEAM'S HARD TO WORK WITH ALL OF OUR CAMPUSES THAT ARE UNDER CONSTRUCTION AND WORK ORDERS THAT HAVE BEEN COMPLETED ALL SUMMER LONG.

YOU GUYS HAVE BEEN KNOCKING IT OUT OF THE PARK.

I DID SUBMIT A QUESTION ABOUT SMART TAG, SO I'M JUST WAITING ON THAT.

IF YOU GUYS WILL POST THAT ON BOARD BLOG WHEN YOU HAVE THAT RESPONSE, THE CAPABILITIES THAT SMART TAG HAS THAT WE DO NOT CURRENTLY UTILIZE.

THEN ALSO, I NOTICED THERE ARE A LOT OF NEW PARENTS IN OUR DISTRICT THAT HAVE NEVER HAD STUDENTS RIDE THE BUS BEFORE.

I'VE GOTTEN A LOT OF QUESTIONS ABOUT SMART TAG AND HOW YOU REGISTER.

I THINK IT WOULD BE HELPFUL FOR TRANSPORTATION TO SEND OUT THAT INFORMATION ON HOW PARENTS CAN ACCESS THAT BECAUSE I DO NOT BELIEVE THAT THAT WAS IN THE NEWSLETTER ON HOW TO REGISTER FOR SMART TAG.

BUT OTHER THAN THAT, I THINK IT'S GREAT.

THANK YOU SO VERY MUCH.

I LOOK FORWARD TO ALL OF OUR KIDS BEING ON CAMPUSES AND SEEING THEIR NEW BUILDINGS AND BUILDINGS IN PROGRESS.

I THINK A LOT OF THEM ARE GOING TO BE VERY SURPRISED WHEN THEY WALK IN AND THEY MAY NEED NEW FLOOR PLANS.

BUT THANK YOU VERY MUCH. I APPRECIATE ALL OF YOUR WORK.

>> OTHER QUESTIONS, TEAM? MRS. OROSCO.

>> MAX, THAT WAS A MOUTHFUL.

YOU REALLY SAID A LOT AND DIDN'T EVEN TAKE A BREATH.

THAT WAS PRETTY IMPRESSIVE.

[03:35:02]

BUT AS FAR AS VACANCY RATES, WHAT ARE WE LOOKING AT FOR YOUR DEPARTMENTS? I KNOW THAT'S A GOAL.

>> I CAN GET YOU VACANCY RATES.

I DON'T KNOW RIGHT NOW, BUT A GOAL WOULD ALWAYS BE NO MORE THAN 10 PERCENT VACANCIES ANYWHERE. JUST OFF THE TOP OF MY HEAD.

>> YES. IF YOU CAN PROVIDE WHAT VACANCIES YOU DO HAVE.

THAT WOULD BE AMAZING AND ALSO JUST AN UPDATE ON YOUR SWAT APPROACH TO DEALING WITH THE CONSTRUCTION AND CLEANING IF THAT ALL WORKED OUT OR YOU NEED ADDITIONAL FOLKS OR HOW WE CAN DO TO SUPPORT YOU.

WELL, WE CAN DO TO SUPPORT YOU.

>> YES, MA'AM.

>> ANYTHING ELSE? MR. VELA?

>> JUST BECAUSE MISTLETOE SCHOOL ASK, I'M ALSO THINKING OF THE ATTRITION JUST HOLISTICALLY.

NOT JUST FOR YOUR DEPARTMENT, MR. COOPER, BUT PROBABLY EACH OF OUR DEPARTMENTS.

THAT WAS BORIS AND SAID HER ATTRITION OR TURNOVER IS PRETTY LOW.

BUT WHAT ARE THE GOALS AROUND EACH OF THOSE DEPARTMENTS?

>> YOU JUST WANT VACANCIES AND ALL DEPARTMENTS, MR. VELA, WHICH ARE SAID?

>> I WANT IT TO BE AT THE FOREFRONT OF WHAT WE DO IN EACH DEPARTMENT.

IF WE GOT IT, WE WANT TO MAKE SURE WE HAVE THE RIGHT NUMBER OF STAFF TO SUPPORT OUR GROWING DISTRICT BY ITSELF.

>> I HAVE A COUPLE OF QUESTIONS, AND FORGIVE ME FOR NOT KNOWING.

ENERGY STAR, I'M FAMILIAR WITH LIKE LEED CERTIFIED IN TERMS OF LIKE COMMERCIAL BUILDINGS.

IT'S NOT SOMETHING SCHOOLS DO OR IS IT ENERGY STAR MORE APPROPRIATE THAN LEED, OR IS THAT THE SAME THING?

>> NO, IT'S NOT THE SAME THING.

IT'S JUST A DIFFERENT THING.

LEED IS LEADERSHIP IN ENERGY AND ENVIRONMENTAL DESIGN.

IT'S A DESIGN CRITERIA WHEREAS ENERGY STAR IS ACTUALLY AN OPERATIONAL CRITERIA.

THE LEAD TELLS YOU YOU HAVE TO USE CERTAIN AMOUNT OF RECYCLED MATERIALS AND YOUR ROOF HAS TO BE WHITE AND YOU HAVE TO HAVE X MUCH HIGHER THAN THE ENERGY CODE, THAN THE BASE ENERGY CODE AND SUSTAINABLE MATERIALS AND HOW YOU RECYCLE ON THE JOB SITE VERSUS ENERGY STAR IS ACTUALLY HOW MANY KILOWATT HOURS AND HOW MUCH NATURAL GAS DO YOU USE? IT'S MORE OF A METRIC OF OPERATION VERSUS DESIGN.

A LOT OF SCHOOLS DO THE LEED.

WE OBVIOUSLY SUBSCRIBE TO THE ENERGY MODEL AND THAT'S HOW WE'RE GOING TO BE SUCCESSFUL WITH THE ENERGY STAR PIECE.

WE OBVIOUSLY ALSO SUBSCRIBE TO THE SUSTAINABLE MATERIALS, THE LOCAL MATERIALS AND THINGS THAT ARE MORE DURABLE, THOSE THINGS.

BUT IT'S JUST TWO DIFFERENT CERTIFICATIONS.

>> WELL, I DON'T WANT TO IMPEDE ANYONE FROM BUILDING BUILDINGS BECAUSE RIGHT NOW, JUST GETTING THEM CONSTRUCTED IS A CHALLENGE.

THANK YOU FOR THAT DISTINCTION.

I APPRECIATE THAT AND CERTAINLY WANT TO BE FOCUSED ON THE ENERGY SIDE OF THE OPERATIONS.

ANOTHER GOOD EXAMPLE, I WANT TO TALK ABOUT SMART TAGS AS WELL, AND THIS IS A GREAT EXAMPLE OF HOW YOU AND JERRY'S GRACCHI OVERLAPS.

SMART TAGS ARE IDS AND IDS ARE VERY IMPORTANT.

I WAS AT LEHMAN HIGH SCHOOL LAST WEEK FOR LOBO CAMP AND THEY WERE HAVING SOME ISSUES WITH THE SMART TAG.

I DON'T KNOW IF IT WAS THE SOFTWARE OR THE PRINTER OR WHAT HAVE YOU, BUT THEY SAID THEY WERE GOING TO DO NEW IDEAS THERE ON CAMPUS AND THEN THEY COULDN'T DO THEM.

I DON'T KNOW IF THAT WAS A VENDOR ISSUE.

IT SOUNDED LIKE IT WAS.

I JUST WANTED TO MAKE SURE THAT SMART TAG IS STILL BEING THE PARTNER THAT WE THOUGHT THEY WERE GOING TO BE IN ALL OF THEIR AMAZING ADVERTISING THAT WE GOT.

I HEARD THAT WE DIDN'T GET UP AND RUNNING WITH ALL OF OUR IDS UNTIL BASICALLY THE END OF LAST YEAR.

I KNOW THAT OUR HIGH SCHOOLS ARE VERY EAGER TO START DAY ONE, OR AT LEAST DAY ONE OF WEEK TWO, AT THE VERY LEAST, MINIMUM TO HAVE IDS.

BECAUSE AFTER THAT IT GETS VERY HARD TO ENFORCE IDS IF YOU GO A MONTH WITHOUT THEM.

JUST WANTED TO MAKE SURE YOU WERE AWARE OF THAT CHALLENGE, THAT SMART TAGS WEREN'T UP AND RUNNING WHEN THEY NEEDED THEM TO BE FOR ID PRINTING DAY.

I THINK THE HOPE IS THAT THEY'LL GET THEM DONE THIS FIRST WEEK OF SCHOOL.

BUT THAT'S REALLY ALL THE GRACE I WANT TO GIVE SMART TAG.

IT DIDN'T SOUND LIKE IT WAS US, IT SOUNDED LIKE IT WAS THEM.

JUST WANT TO MAKE SURE THAT YOU'RE AWARE OF THAT.

>> AS WE START SCHOOL TOMORROW, WE'LL HEAR ALL ABOUT IT, I'M SURE IF IDS AREN'T ABLE TO BE ENFORCED JUST YET.

I KNOW THAT WE'LL GIVE FOLKS A COUPLE OF DAYS GRACE TO GET GET THOSE GOING.

ANY OTHER QUESTIONS OR COMMENTS FOR MR. CLEAVER? THANK YOU, MR. CLEAVER.

NEXT UP WE HAVE RANDY RAUL, OUR CHIEF FINANCIAL OFFICER AND HE'S GOT A FEW POINTS FOR US.

[03:40:09]

TAKE IT AWAY, MR. RAUL.

>> ONE OF MY GOALS WAS TO TRY AND GROW MONEY TREE, BUT I COULDN'T FIND ANY AT THE NURSERIES.

[LAUGHTER] MY GOALS ARE PRETTY SIMPLE, AND THEY MOSTLY CENTER AROUND EDUCATION AND COMMUNICATION AND EDUCATION AS FAR AS THE STAFF THAT WE HAVE IN THE DISTRICT AND THE FINANCE DEPARTMENT, AND THEN THE BOOKKEEPERS AND SECRETARIES OUT AT THE CAMPUSES.

ON OUR CONTINUED PROFESSIONAL DEVELOPMENT, WE'VE GOT THREE INDIVIDUALS IN MY DEPARTMENT THAT NOW HAVE CERTIFICATIONS THROUGH TASK BOT, AND I'VE GOT THREE MORE WORKING ON THEM AND I'VE BUILT IT INTO THE BUDGET THIS YEAR FOR ADDITIONAL TRAINING.

I JUST FEEL LIKE AN EDUCATED WORKFORCE JUST HELPS OUT ALL AROUND.

A LOT OF THE THINGS TO WHAT'S NICE IS.

WE'RE ALL PARENTS AND YOU CAN TELL YOUR KIDS TO DO SOMETHING OVER AND OVER AND OVER.

BUT IF SOMEBODY ELSE TELLS THEM THE SAME THING, THEY TAKE MORE STOCK IN THAT, AND SO THAT'S THE THING.

THEY HEAR IT, A LOT OF THE STUFF THAT I TELL THEM, THEY HEAR IT FROM TASBO OR OTHER SCHOOL DISTRICTS.

THEN THEY ARE MORE APT TO BUY INTO IT AND JUST WE CAN DEVELOP THOSE BEST PRACTICES.

ON CONTINUED IMPROVEMENT IN THE BUDGET PROCESS.

I FEEL LIKE THIS IS GOING TO BE AN ONGOING GOAL FOR ME FOR AWHILE BECAUSE I FEEL LIKE THERE'S ALWAYS THINGS THAT I CAN DO BETTER ON THAT.

ONE OF THE THINGS THAT WE'RE LOOKING AT DOING THIS YEAR IS I'VE HEARD FROM YOU ALL GUYS AND IT'S BASICALLY STARTING THE PROCESS EARLY ON.

I'VE ACTUALLY GOT PROBABLY 50 SCHOOL DISTRICTS BOOKMARKED THAT I CAN JUST GO OUT THERE AND LOOK AND SEE.

I'VE COME ACROSS SOME AND LOOKED AT THEIR BUDGET CALENDARS THAT WE'RE ALSO JUNE 30TH, FISCAL YEAR ENDS.

JUST TO SEE WHEN THEY TOOK STUFF TO THEIR BOARD AND WHAT THEY LOOKED AT.

WHAT I'M HOPING TO DO THIS YEAR IS START EARLY IN THE PROCESS AND AT LEAST BRING TO YOU ALL IN DECEMBER THE CALENDAR AND ASSUMPTIONS FOR YOU ALL TO LOOK AT, TO APPROVE, TO GO OVER AND GET WITH DR. WRIGHT AND BARBARA AND MAYBE SCHEDULE SOME BUDGET TALKS OR TOPICS THROUGHOUT THE TIME EARLY ON, SO THAT WHEN WE GET TO A WORKSHOP THERE TOWARDS THE END, END OF MAY 1ST OF JUNE, THAT SOME OF THOSE TOPICS THAT WE'RE ALL FAMILIAR WITH.

ONE OF THE THINGS THAT I'M LOOKING AT DOING THIS YEAR IS AFTER WE RUN THE SEPTEMBER PAYROLL.

THAT'S THE PAYROLL WHEN EVERYBODY NOW HAS THEIR RAISE.

WE HAVE OUR JULY STARTS OR AUGUST STARTS IN OUR SEPTEMBER STARTS.

AT THE SEPTEMBER PAYROLL WE'LL BE ABLE TO EXPORT ALL THAT INFORMATION AND I CAN START ON THE PAYROLL BUDGET TEMPLATE EARLY, AND THEN START MOCKING UP SOME RAYS, PERCENTAGES FOR DR. WRIGHT IN CABINET AND FOR YOU ALL TO PONDER.

WE'RE ALSO GOING TO BE LOOKING AT RECONCILING THE NUMBER OF POSITIONS WITH THE DEPARTMENTS AND CAMPUSES AND ALSO WITH HR AT THAT TIME, JUST TO MAKE SURE THAT WE CAN GET RID OF A LOT OF THE PCM'S ARE POSITION CONTROLLED NUMBERS THAT ARE OUT THERE THAT ARE INACTIVE.

IN OUR SYSTEM THAT WE'RE USING RIGHT NOW, MUNIS, IT'S A VERY TIME-CONSUMING PROCESS TO HAVE TO GO THROUGH AND DO THAT, SO THE EARLIER WE GET STARTED ON IT, THE BETTER OFF WE'LL BE.

THEN POLICIES AND PROCEDURES MANUAL.

WE HAD A MINOR SETBACK IN OUR ATTEMPT TO GET THIS DONE THIS PAST YEAR.

BUT IT WAS ACTUALLY A BLESSING IN DISGUISE BECAUSE OUR FEDERAL REQUIREMENTS THAT ARE UNDER THE EDGAR GUIDELINES, THEY HAD ADDED SOME AND CHANGED SOME.

IT ACTUALLY ALLOWED US TO HAVE A LITTLE BIT MORE TIME TO GO BACK AND LOOK AT THOSE AND ATTEND A COUPLE OF WORKSHOPS TO MAKE SURE THAT WE WOULD INCORPORATE THOSE IN OUR MANUAL.

[NOISE] THEN, I CALL THIS STANDARDIZED OR SCRIPTED TRAININGS.

BUT REALLY MY GOAL HERE IS TO TAKE THE POLICIES AND PROCEDURES MANUAL AND DEVELOP.

WHEN I SAY A SCRIPTED TRAINING, IT'S WHAT WE HAVE UP HERE.

IT'S EVERYBODY PRESENTING TOPICS THAT THEY WANT TO GO OVER, PROCEDURES THAT THEY NEED TO GO OVER.

[03:45:03]

BUT HAVE IT IN A SET FORMAT SO THAT IT LOOKS NICE.

LOOKS LIKE WHAT WE HAVE HERE WITH THE SAME HEADER AND EVERYTHING ON ALL THE SLIDES, AND HAVE IT TO WHERE IF IT'S SOMETHING THAT I'M TALKING ABOUT OR IF I'M OUT, THAT SOMEBODY IN MY ABSENCE CAN TALK ABOUT IT TOO, WHERE WE'RE HITTING THOSE HIGH POINTS TO THE CAMPUSES AND DEPARTMENTS HAVE MORE THAN JUST ONE.

WE HAD A LATE SUMMER TRAINING HERE ABOUT THREE WEEKS AGO AND WE GOT A LOT OF POSITIVE FEEDBACK.

WE HAVEN'T BEEN ABLE TO DO THAT HERE THE PAST COUPLE OF YEARS SINCE I'VE BEEN HERE BECAUSE OF THE COVID GUIDELINES AND EVERYTHING JUST PREVENTING US FROM BEING ABLE TO HAVE MEETINGS IN PERSON.

WHAT WE'RE LOOKING AT, TRYING TO DO IS HAVE MAYBE ONE IN THE SUMMER, ONE IN THE FALL, AND ONE IN THE SPRING.

THEN HAVE TOPICS OF CHOICE OR GET SOME FEEDBACK FROM THE CAMPUSES ON WHAT THEY'D LIKE TO HEAR.

ONE OF THE THINGS THAT WE DID THIS PAST GOAL AROUND IS HANDED OUT A QUESTION AND ANSWER TYPE FORM TO THEM SO THAT WE COULD DEVELOP A FREQUENTLY ASKED QUESTIONS SECTION FOR OUR WEBSITE WHICH GOING INTO THAT, THAT'S ONE OF THE THINGS THAT WE'RE WANTING TO DO, IS STILL APPLY FOR THE COMPTROLLER'S TRANSPARENCY AWARD ON THE WEBSITE, DEVELOPED THAT FAQ SECTION.

THEN I'VE TALKED WITH MIS AND ONE OF THE THINGS THAT I'D LIKE TO DO IS DEVELOP SOME VIDEO, HOW-TO'S, THAT WE CAN PUT OUT ON THE WEBSITE FOR SOME OF THE NEW BOOKKEEPERS THAT COME IN.

WHERE IT'S LIKE, "HOW DO I DO A BUDGET TRANSFER? HOW DO I LOOK UP ON THE COUNTER? HOW DO I DO THAT?" THERE WOULD BE MAYBE TWO MINUTES, QUICK HOW-TO VIDEOS THAT THEY CAN CLICK ON AND IT WOULD TAKE THEM THROUGH THAT PROCESS.

THEN LASTLY, ON THE LONG-TERM GOAL, GOING BACK TO BUDGET, I THINK YOU ALL ARE AWARE, WE JUST GOT THE GFOA, GOVERNMENT FINANCIAL OFFICERS ASSOCIATION AWARD ON FINANCIAL REPORTING, AND I'D LIKE TO GET THE ASBO BUDGET AWARD.

IT'S BASICALLY THE SAME TYPE OF AWARD, BUT IT'S ON BUDGET PRESENTATION IN YOUR BUDGET BOOK.

IT WOULD BE MORE THAN ANYTHING ELSE.

INFORMATION FOR THE BOARD, STATISTICAL TYPE INFORMATION FOR THE COMMUNITY.

BUT MORE THAN ANYTHING ELSE, I THINK IT WOULD HELP OUT ALSO WITH OUR BOND RATINGS THAT WE GET FROM MOODY'S STANDARD AND POOH AND FITCH.

IT'S JUST ANOTHER TOOL IN OUR ARSENAL.

BECAUSE ONE OF THE QUESTIONS THEY ASK AND THEY ALWAYS TELL US, THIS IS REAL GOOD FEEDBACK, IS MONTHLY FINANCIALS.

I CAN POINT THEM TO THE WEBSITE AND THEY CAN SEE MONTHLY FINANCIALS.

THEY LIKED THAT WE HAVE THE BOARD POLICY ON THE FUND BALANCE AND OUR FIRST REPORT AND OUR GFOA AWARDS, THOSE ARE ALL THINGS THAT THEY LOOK AT WHEN THEY HOLD THOSE CALLS WITH US, LIKE MYSELF AND DR. WRIGHT AND THEY GO OVER ALL THAT FINANCIAL INFORMATION.

IT'S JUST, I THINK, A GOOD TOOL TO HAVE.

THOSE ARE MY GOALS.

>> THANK YOU, MR. RAU. APPRECIATE YOUR PRESENTATION.

ANY QUESTIONS FROM THE TEAM? MRS. OROSCO.

>> RANDY I JUST WANTED TO SAY CONGRATULATIONS.

WE NEVER REALLY GOT TO SAY IT PUBLICLY HOW EXCITED WE WERE THAT YOU DID RECEIVE THIS AWARD, AND IT'S A HUGE UNDERTAKING.

THANK YOU TO YOU AND YOUR TEAM FOR DOING SUCH FINE WORK AND GETTING US RECOGNIZED FOR OUR FINANCES, WHICH WE HAD NEVER RECEIVED THAT AWARD BEFORE.

THANK YOU SO MUCH.

>> PERFECT. ANYTHING ELSE? CLAPS ALL AROUND. I HAD JUST HAD A COUPLE OF COMMENTS.

I AM SO HAPPY TO SEE THIS POLICIES AND PROCEDURES MANUAL AND THE TRAININGS WHICH GO HAND IN HAND AS YOU STATED.

WE HAVE A NEW CAMPUS COMING ONLINE WITH SOME FILLED, WE HAVE NEW SECRETARIES, AND WE OFTEN HAVE NEW BOOKKEEPERS AS THOSE POSITIONS CHANGE.

AS YOU KNOW, SCHOOL FINANCE IS NO JOKE.

THERE'S A LOT OF PROCESSES AND PROCEDURES TO FOLLOW.

I LOVED THE IDEA OF THESE TWO-MINUTE VIDEOS.

I THINK WITH ZOOM NOW EVERYBODY IS COMFORTABLE WITH ZOOM.

IT'S SO EASY TO RECORD YOURSELF, SHOWING YOU HOW TO DO SOMETHING.

IT'S WEIRD HEARING YOURSELF AS YOU TRAIN SOMEBODY ON ZOOM, BUT IT'S REALLY CONVENIENT TO DO THOSE AND THEN HOSTS THOSE

[03:50:03]

ON INTERNAL WEBSITE OR FOR YOUR EMPLOYEES.

I REALLY APPLAUD YOU FOR DOING THAT BECAUSE THOSE ARE TWO THINGS I WAS HOPING TO SEE IN YOUR GOALS, SO GREAT JOB.

>> MAY NOT BE ME IN THE VIDEO.

BECAUSE MY [OVERLAPPING]

>> I WOULD GET DR. RICE SINCE HE'S GOT PRACTICES.

>> YOU'VE GOT SOME GREAT SECRETARIES THAT HAVE BEEN HERE A LONG TIME THAT I'M SURE WE'D BE HAPPY TO DO THAT.

I'M SURE THEY DO IT ALL THE TIME JUST OVER THE PHONE WITH FOLKS.

JUST HAVE YOUR TEAM DO THAT.

>> YOU MAY HAVE LIKE AN OUTTAKE.

HAVE THEY HAVE BLOOPERS AND STUFF.

>> YES, OUT-TAKE TRAININGS. THAT WAS MY J.

CREW, SHOPPING CART.

DIDN'T MEAN TO SHOW YOU THAT.

NO, I'M JUST JOKING. ANYTHING ELSE FOR MR. RAU? [BACKGROUND]

>> YES. MONEY TREE. BRING THAT BACK.

>> MR. SAVOY, YOU ARE UP NEXT.

OUR CHIEF COMMUNICATIONS OFFICER, TIM SAVOY WILL COME TO THE PODIUM NOW.

HE'S GOT TWO SLIDES.

WE'LL START WITH THE FIRST ONE.

[BACKGROUND] WEIRD WORDY.

>> MY THREE GOALS THIS YEAR ARE TO GET US BACK TO AN IN-PERSON CONVOCATION, DO THE RIBBON CUTTING AT SUNFIELD ELEMENTARY, AND FINISH OUR COMPREHENSIVE BACK TO SCHOOL NEWSLETTER.

ARE THERE ANY QUESTIONS? [LAUGHTER] THOSE WERE OUR SUMMER GOALS.

[LAUGHTER] YOU HAVE MY SHEET RIGHT HERE ON THE GOALS, AND I DON'T KNOW, I'M GOING TO PASS THIS OUT.

[INAUDIBLE] THIS IS THE SUB PLAN FOR THE SECOND GOAL THERE WITH THE FOUNDATION.

IT WAS WHAT WE SHARED WITH THE FOUNDATION LEADERSHIP, AND IF I DIDN'T, I MEANT TO, I APOLOGIZE.

I'LL SEND THAT TO YOU JUST SO YOU KNOW WHERE WE'RE AT.

FIRST GOAL IS TO RESTRUCTURE, AND REINVIGORATE OUR IN-HOUSE VOLUNTEER.

WE APPRECIATE YOU ALL HAVE SEPARATED THAT ONE POSITION THAT STRADDLED THE FOUNDATION AND OUR VOLUNTEER PROGRAM.

WE NOW HAVE A DEDICATED VOLUNTEER COORDINATOR, AND SHE'S AWESOME.

KIANA GRACE, AND SHE'S BEEN ON THE JOB LIKE 10 DAYS, AND HAS ALREADY VISITED EVERY ONE OF OUR CAMPUSES, AND MET WITH THE VOLUNTEER PEOPLE.

SHE'S DONE ALL THE TRAINING.

RIGHT NOW OUR INITIAL PUSH IS TO GET OUR ID PROCESS UP AND RUNNING.

WE'VE GOT TO DO THAT AS SOON AS POSSIBLE FOR ALL OF OUR VOLUNTEERS SO THAT THEY HAVE THE PRINTED IDS ONCE THEY GET THROUGH THE BACKGROUND CHECK.

WE'RE LOOKING AT SOME SUPPLY CHAIN ISSUES ON BLANK CARDS, AND ALL THAT STUFF.

WE'RE GOING TO GET THERE, THAT'S ONE OF THE SUB-GOALS.

BUT REALLY JUST TO RE-IMAGINE, TAKE STOCK, AND WHERE WE'RE AT, WE'VE GOT A LOT OF GREAT THINGS WE DO WITH OUR VOLUNTEER PROGRAM, AND WE'RE GOING TO DO GREAT THINGS WITH THAT.

HAND IN HAND WITH THAT IS THE EDUCATION FOUNDATION, HELPING THEM TO BRANCH OUT, AND AS WE GROW, IT'S MUCH BIGGER JOB THAN JUST ONE PERSON, AND WE'VE HAD A GREAT PLATFORM AND A GREAT FOUNDATION OVER THE YEARS FOR THE VOLUNTEER AND THE FOUNDATION.

WITH THE RETIREMENT, THIS IS AN OPPORTUNITY TO TAKE A LOOK AT EVERYTHING.

THE OTHER REASON I SHARED YOU THIS WAS SO YOU CAN SEE WHAT THEY'RE LOOKING AT, I BELIEVE THE FOUNDATION IS GOING TO LOOK AT A CONSULTANT TO REVIEW WHERE THEY'RE AT.

THERE'S REALLY JUST THREE OPTIONS AFTER YOU LOOK AT THE CONSULTANT, AND THAT'S DO YOU HIRE SOMEBODY THAT'S TOTALLY SEPARATE EMPLOYED BY THE FOUNDATION, AND THEY DO THEIR OWN THING.

THAT'S BEEN ON THE BOOKS FOR ABOUT A DECADE-AND-A-HALF.

OR DO WE JUST SAY, NO, WE'RE GOING TO KEEP THE PERSON WHO'S THE DIRECTOR OF THAT IN-HOUSE AS A COMPLETE DISTRICT PAID FOR PERSON OR DO WE DO IT AS A FLOW-THROUGH WHERE THE FOUNDATION PAYS FOR IT, BUT THEY ARE ON THE BOOKS AS A DISTRICT EMPLOYEE, AND ALL THAT WILL BE DECIDED BY YOU AT SOME POINT WHEN THERE'S A NEW MOU BETWEEN THE DISTRICT AND THE FOUNDATION ONCE THEY MAKE RECOMMENDATIONS.

THAT'S WHAT WE'RE LOOKING AT THERE.

ALSO, ONE OF THE BIG THINGS THAT WE'RE GOING TO CONTINUE TO DO THIS YEAR, IN FACT IN THE BLUEPRINTS OF THE NEW ADMIN BUILDING, WE COMBINE THE COMMUNICATION AND THE CHIEF SAFETY OFFICER OFFICES BECAUSE SO VERY OFTEN IN A CRISIS, IT'S GOOD THING WE'RE RIGHT NEXT DOOR TO EACH OTHER, BUT WE'RE YELLING BACK-AND-FORTH, HEY, WHAT DO WE SAY, WHAT DO WE DO THERE? IN THE CRISIS COMMUNICATION, YOU CAN'T BEAT IT, YOU GOT TO BE RIGHT THERE.

THEN ALSO SO MUCH OF WHAT WE TALK ABOUT IS PREVENTION, COMMUNICATION, LIKE WE'VE TALKED TO A TON OF NEWS MEDIA, AND JUST 10 MINUTES AGO WE WERE ON WITH THE TV STATION, JERRY WAS DOING AN INTERVIEW JUST ABOUT TIPS, SAFETY, TRAFFIC, BACK-TO-SCHOOL, ALL OF THOSE KINDS OF THINGS.

WE ARE ACTUALLY GOING TO BE IN THE SAME LITTLE OFFICE TOGETHER,

[03:55:04]

BUT WE'LL BE CONTINUING TO ASSIST HER.

I'M GOING TO ASSIST MAX, HE'S DOING A GREAT JOB WITH THE FBOC.

HE TOOK THAT OVER A COUPLE OF YEARS AGO, AND HE'S GOT THAT ROCK AND ENROLLMENT, BUT I THINK ONE OF THE BIG PROJECTS IS TO BE LOOKING AT THE MAY 23 BOND, SO WE'LL OF COURSE, DO ALL THE PROMOTIONAL MATERIALS AND ASSIST WITH THAT WEBSITE POSTING AND ALL OF THAT.

WE'RE NOT GOING TO DO THE REZONING OR THE NAMING FOR ELEMENTARY 16 THIS FALL BECAUSE IT WILL OPEN IN AUGUST 2024, AND IT'S BETTER TO WAIT AT LEAST ON REZONING.

WE MIGHT DO THE NAMING MIDYEAR AT SOME POINT, BUT THE REZONING, YOU'VE JUST GOT TO WAIT TILL THE FALL BEFORE IT OPENS.

OUR PLAN WOULD BE 2023, SO LOOK FOR THAT, IT'S DOWN ON THE LONG-RANGE.

SOMETHING I'VE BEEN WANTING TO DO FOREVER, BUT IT ALWAYS COSTS LIKE A $5,000 SUBSCRIPTION IS TO TAKE OUR, YOU KNOW HOW WE HAVE THE ELECTION MAP, IT'S ON THE GOOGLE THING, AND YOU CAN ZOOM IN AND SEE EXACTLY.

WELL, I WANT TO DO THAT WITH THE ATTENDANT ZONE MAPS.

INSTEAD OF THE STATIC PDF, WE'RE TRYING TO GUESS WHEN YOU ZOOM IN, IS THAT MY STREET OR NOT? I ACCIDENTALLY STUMBLED INTO A FREEWAY TO DO IT, I DO BELIEVE BECAUSE WHEN THEY SHARED THE UPDATE, THE NEW, WE JUST DID THE UPDATE RIGHT ON THE ELECTION MAP LAST YEAR, AND SO I GOT THE SHAPE FILES, AND I FOUND A PROGRAM THAT CONVERTS THEM TO GOOGLE MAPS BECAUSE THEY USE A DIFFERENT KLM TYPE FILE, AND IT WORKED.

IN FACT, SOMEHOW ANOTHER CROSSED IN WITH MY PERSONAL GOOGLE ACCOUNTS SO WHENEVER I'M DOING NAVIGATION AND STUFF, THE ELECTION MAP POPS UP, SO IF I'M DRIVING THROUGH THE AREA, I KNOW WHAT ELECTION DISTRICT I'M IN ON MY NAVIGATION SYSTEM IN MY CAR, BUT I DON'T KNOW HOW TO UNDO THAT.

BUT [LAUGHTER] ANYWAY, SO I WILL GET THE SHAPE FILES FROM THE DEMOGRAPHER AND IT SHOULD BE A SIMPLE, EASY PROCESS.

I'M KEEPING MY FINGERS CROSSED, BUT I THINK THAT'S GOING TO BE A GREAT CUSTOMER SERVICE THING FOR OUR PARENTS.

THEN LIKE WE DID WITH CONVOCATION AND OUR RIBBON-CUTTING AS WE'RE MOVING OUT OF THE PANDEMIC AT THE PHASE IT WAS THE LAST TWO YEARS, WE'RE GOING TO JUST TRY TO REFRESH AND REVIEW OUR IN-PERSON EVENTS, WE'RE GOING TO BRING BACK IF WE CAN THE VOLUNTEER BANK WITH THIS SPRING.

WE MAY LOOK AT TRYING TO DO A SENIOR CITIZENS DINNER OR SOMETHING LIKE WE'VE DONE IN THE PAST AND IN THE DECEMBER HOLIDAY TIME FRAME.

THERE'S A LOT OF THINGS IN THAT, AND I THINK I'M PROBABLY, I DON'T EVEN KNOW WHAT TIME IT IS, BUT I'LL LEAVE MORE TIME FOR QUESTION.

LONGER-RANGE GOALS ARE WHAT I TALKED ABOUT IN THE NEXT FALL PROBABLY.

AT SOME POINT WE'RE GOING TO HAVE OUR TEMPLATE, IT'S NOT A DIFFERENT COMPANY THIS TIME ON OUR WEBSITE, SO I'M HOPING IT REALLY IS A MATTER OF JUST PUTTING A NEW TEMPLATE TOGETHER AND CLEANING UP SOME FRAGMENTS RATHER THAN REBUILDING THE WEBSITE, BUT OUR TEMPLATE HAS EXPIRED.

WE GOT TO GET A NEW TECHNOLOGICALLY ADVANCED TEMPLATE SO IT'LL LOOK DIFFERENT, BUT I DON'T THINK IT'LL BE AS EXTENSIVE AS WHEN WE HAD TO MOVE COMPANIES AND REBUILD THE WEBSITE.

THAT'S NOT NECESSARILY THIS YEAR, BUT IT WILL BE NEXT YEAR IF NOT THIS YEAR.

I STILL WANT TO DO THE HAZE HISTORY PROJECT.

I'M ROLLING THAT OVER FROM LAST YEAR.

THAT'S A GOAL THAT I'D ROLLOVER, IT'S A BACK-BURNER ONE, BUT IF WE GET EVERYTHING ELSE DONE, I WANT TO DO THAT.

MAYBE BECAUSE WE'LL HAVE THE NEW, NOT NEXT YEAR, BUT MAYBE THE MIDWAY THROUGH NEXT SCHOOL YEAR, WE'LL HAVE THE NEW BOARDROOM, AND THE ADMIN BUILDING, AND MAYBE WE CAN DECORATE IT WITH SOME ARTIFACTS SO IT'S SOMETHING THAT IF ANYONE WANTS TO BRING IT IN.

BECAUSE I KNOW THAT A LOT OF PEOPLE THAT ARE RELATIVES AND FAMILY MEMBERS THAT HAVE HISTORICAL MEMORABILIA.

I MEAN, YOU DON'T WANT TO THROW IT OUT, BUT YOU'RE NOT GOING TO PUT IT IN YOUR HOUSE IF IT'S YOUR GRANDFATHER'S LEATHER JACKET OR SOMETHING LIKE THAT.

WE HAVE SOME COOL THINGS THAT WE'VE GOTTEN BY, LIKE WE HAVE DR. MCCORMICK'S MEDICAL BAG.

THEY DONATED THAT. IT'S ON DISPLAY AT THE SCHOOL.

THINGS LIKE THAT THAT ARE PRETTY COOL.

I DID IT WHEN I WAS IN SHIRTS, WE DID AN ALL CALL, AND WE GOT SOME PRETTY COOL STUFF, SOME PICTURES, AND WE GOT AN OLD METAL STOP SIGN FROM A CROSSING GUARD FROM THE 1950S, AND THAT KIND OF THING, SO IT'LL BE FUN TO DO, AND IT'S ON MY LONG-RANGE.

>> GREAT, MR. SAVOY. THANK YOU SO MUCH.

>> WAIT, I ONLY TALKED FOR FOUR MINUTES.

OKAY. WELL, I'VE GOT ANOTHER 11 MINUTES, NO EXCUSE [LAUGHTER].

>> YOU HAVE SOME MORE?

>> NO, I WAS KIDDING.

>> ALL RIGHT.

>> I THOUGHT I WAS LIKE 20 MINUTES IN, BUT I'VE ONLY TAUGHT FOR FOUR MINUTES.

>> YOU DID SO GREAT.

IT'S A RECORD. QUESTIONS FROM THE TEAM FOR MR. SAVOY? MRS. OROSCO.

>> MR. SAVOY, I KNOW THAT YOU MENTIONED THIS NEW VOLUNTEER PERSON AND I KNOW THEY WERE NOT HERE, THEY'VE ONLY BEEN HERE FOR 10 DAYS, SO THEY HAVEN'T REALLY HAD THE OPPORTUNITY TO PUT IN PLACE A SCHOOL SUPPLY DRIVE OR ANYTHING, AND I KNOW IF YOU CAN TALK A LITTLE BIT ABOUT THAT, THAT WE'VE JUST RECEIVED A FEW THINGS, BUT THERE WASN'T A HUGE CAMPAIGN BECAUSE WE DIDN'T HAVE ANYBODY IN THAT POSITION TO DO IT.

>> CORRECT. WE'RE IN TRANSITION FOR THEM.

[04:00:02]

WE APPRECIATE THE CLOSED CLOSET AND ESPERANZA TAKEN THAT OVER AND RUNNING IT THROUGH THERE.

AS PART OF THE NEW VOLUNTEER PROGRAM, WE'RE NOT BOUND TO HAVE TO DO THINGS WITH THE WAY WE'VE DONE IT BEFORE, AND THE CLOSED CLOSET IS ROBUST.

I DON'T KNOW, THERE MAY BE SOME PARTNERSHIP OPPORTUNITIES OBVIOUSLY, WE WILL TAKE BACK TO SCHOOL SUPPLY.

THIS PARTICULAR YEAR THOUGH, OUR TRADITIONAL SCHOOL SUPPLY CALENDAR OR SCHEDULE IS DIFFERENT.

[INAUDIBLE] DO THEIR SCHOOL SUPPLY DRIVES, WE'VE GOT A BIG GROUP FROM THERE.

WE'RE GOING TO GET A BIG GROUP OF SUPPLIES FROM HEB, BUT IT'S GOING TO BE A LITTLE BIT LATER THAN RIGHT AFTER THE FIRST DAY OF SCHOOL.

THE SCHOOL SUPPLIES THAT ARE BEING DONATED ARE BEING DONATED, AND WE'RE HAVING THE CLOSED CLOSET MANAGE THAT BECAUSE WE COULDN'T START UNTIL AUGUST 1ST BECAUSE THE WAY EVERYTHING WORKED OUT WITH THE HIRING, AND THEN IT MADE MORE SENSE INSTEAD OF TWO DAYS ON THE OLD PAY SCALE, SINCE THIS POSITION STARTS AUGUST 1ST, WE WENT AHEAD AND START AT AUGUST 1ST.

THEN YOU'VE GOT ORIENTATION FOR THE FIRST TWO DAYS.

WE'RE SUPER EXCITED THAT SHE'S BEEN TO EVERY CAMPUS, SHE'S READY TO GO, SO WE'RE THRILLED WITH THAT.

I'M GOING TO LOOK AT MORE OPPORTUNITIES TO PARTNER FOR THINGS THAT WE USED TO DO THE COAT DRIVE IN HOUSE, OBVIOUSLY, THAT MAKES SENSE TO GO WITH THE CLOSED CLOSET.

MAYBE YOU DO LIKE AN UMBRELLA NAME OF AN ORGANIZATION, IF YOU WILL, WHERE YOU'VE GOT THE CLOSED CLOSET UNDER IT, THEN YOU HAVE HOPE TO GO UNDER IT, AND THEN MAYBE SOME OTHER TYPE OF SCHOOL SUPPLY OUTREACH.

LIKE YOU PACKAGE IT UP TOGETHER WHERE IT'S UNDER THE HAZE SOCIAL SERVICES OR SOMETHING LIKE THE HAZE HOPE PROJECT, I DON'T KNOW.

YOU CAN MARK IT THAT IN A WAY WHERE YOU CAPTURE A LOT OF STUFF.

OF COURSE, THAT WOULD BE UP TO ESPERANZA, IT'S HER THING, I'M NOT COMING, I DON'T WANT TO COME IN AND TRY TO CHANGE ANYTHING, BUT WE DO APPRECIATE ALL THE HELP.

WE GOT A LOT OF PEOPLE GO THROUGH THE CLOTHES CLOSET, AND IS VERY WELL KNOWN PROGRAM.

>> THANK YOU, MR. SAVOY. ANY OTHER QUESTIONS FOR MR. SAVOY?

>> WELL, I JUST HAD A COUPLE OF COMMENTS.

YOU ACCOMPLISHED YOUR STRETCH GOAL FROM LAST YEAR, WHICH WAS THE DRONE CERTIFICATION.

WE'VE GOT [OVERLAPPING] THE DRONE THING, SO I AM NOT GIVING UP ON YOU ON THIS HISTORY PROJECT, I LOVE IT.

I DON'T KNOW IF YOU HEARD, BUT TRAVIS MITCHELL AND THE CITY OF KYLE ARE LOOKING FOR SOME TIME CAPSULE ITEMS FOR THEIR SEPTEMBER 11TH RIBBON CUTTING OF THE FACILITY NEXT TO THE PARK TO BE OPEN TO 100 YEARS FROM 911.

>> WE PROMISE TO PUT ESPERANZA IN THE TIME [LAUGHTER] AND THEN WE'LL SEE HER IN 25 YEARS.

[LAUGHTER] THAT'S A GOOD POINT. I CAN THINK OF SOMETHING.

>> YOU MIGHT WANT TO THINK OF SOME STUFF FOR THAT IN TERMS OF THIS HISTORY PROJECT THAT MIGHT GET YOUR WHEELS TURNING A LITTLE BIT.

ANYTHING ELSE? GREAT JOB, MR. SAVOY. THANK YOU SO MUCH.

>> WE HAVE THE BEST COMMUNICATIONS DEPARTMENT OF ANY SCHOOL DISTRICT IN THE STATE.

>> WE'RE ABOUT TO KNOCK OUT SOME AWARDS.

WE GOT TO SUBMIT THEM IN OCTOBER.

>> GLOBALLY.

>> FEBRUARY. BUT OUR PHOTOGRAPHY TEAM AND AUGUST WITH OUR LEON TEAM.

WE GOT TO WIN THEM ALL. ALL THE CATEGORIES THIS YEAR, BEST IN-STATE.

>> WE'RE GOING TO WIN BEST IN-STATE.

NAME IT AND CLAIM IT. YES, DAVID AND MOSES ARE BOTH PHENOMENAL PHOTOGRAPHERS.

DR. MEDINA IS UP NEXT.

HE'S OUR CHIEF HUMAN RESOURCE OFFICER, DR. FERNANDO MEDINA.

HE'S PASSING OUT SOME MATERIALS FOR US. [INAUDIBLE]

>> I GOT MORE THAN 50 FEET FROM MY DIET COKE CUP AND I GOT THE ALARM WENT OFF IN MY STOMACH.

>> WELL, THANK YOU.

PRESIDENT PETRI, DR. WRIGHT, BOARD OF TRUSTEES I'M EXCITED TO BE HERE WITH YOU TODAY.

I DO WANT US TO START FIRST OF ALL, BY THANKING YOU.

I KNOW LAST PRESENTATION ON THE WAY OUT.

BUT I REALLY DO WANT TO THANK YOU FOR YOUR SUPPORT THAT WE RECEIVED FROM YOU LAST YEAR.

WHETHER IT WAS AN INITIATIVE, WHETHER IT WAS AN INCENTIVE, WHETHER IT WAS A STIPEND, WHETHER IT WAS A POLICY CHANGE, WHETHER IT WAS LIFE INSURANCE, REGARDLESS OF WHAT IT WAS, THE WONDERFUL COST OF LIVING ADJUSTMENT.

A LOT CAME AT OUR SCHOOL BOARD LAST YEAR AND IT CAME FAST AND FURIOUS.

BUT I WANT TO SHARE WITH YOU THAT AT THE HEART OF IT ALL WAS BECAUSE WE TRULY BELIEVE IN OUR EMPLOYEES AND WE HAVE THE BEST INTERESTS.

I KNOW THAT SOMETIMES IT DOESN'T ROLL OUT THE WAY WE WANT IT TO, BUT WE WANT TO DO BETTER ABOUT THAT THIS YEAR.

[04:05:02]

THAT'S WHAT OUR GOALS ARE CENTERED AROUND.

I DO WANT TO BEGIN BY JUST TAKING YOU BACK TO LAST YEAR WHEN YOU WELCOMED ME INTO OUR WONDERFUL SCHOOL DISTRICT, AND I PRESENTED TO YOU A DOCUMENT THAT SEPARATED OUR GOALS INTO EXPLORATORY GOALS AND THOSE ARE THE STRETCH GOALS.

WE ALSO HAD SOME GROWTH GOALS AND CORE GOALS.

I WANTED TO PROVIDE THIS SO THAT OUR NEW SCHOOL BOARD MEMBERS COULD HAVE SOME CONTEXT.

THEN TO REMIND OUR BOARD MEMBERS OF WHERE WE STARTED AND WHY WE SET OUT TO DO THE THINGS THAT WE DID.

YOU ACTUALLY HAVE A PACKET OF A LETTER THAT I PROVIDED TO DR. WRIGHT THIS YEAR, SUMMARIZING AND HIGHLIGHTING THE AREAS OF ATTAINMENT AROUND ALL OF THESE GOALS.

I FELT IT WAS IMPORTANT TO DO THAT SIMPLY BECAUSE ONE OF THE THINGS THAT I PERSONALLY WANT TO DO BETTER IS TO TELL OUR STORY.

WE GET TO WORK AND WE PUT OUR HEAD DOWN AND WE THINK THAT PEOPLE KNOW OUR STORY AND SOMETIMES OUR OWN EMPLOYEES DON'T KNOW OUR STORY.

THAT'S WHERE THE COMMUNICATION, THAT'S WHERE THE ENGAGEMENT, AND I'M LOOKING FORWARD TO BEING ABLE TO HAVE THOSE INTERACTIONS WITH OUR EMPLOYEES SO THAT THEY DO EXPERIENCE WHAT WE HAVE IN OUR HEARTS.

THAT WE ARE EMPLOYEE-CENTERED.

I WANT THEM TO NOT ONLY KNOW THAT, I WANT THEM TO EXPERIENCE THAT.

I'M NOT GOING TO GO THROUGH ALL OF THOSE ATTAINMENTS, BUT I DO WANT TO JUST SPEAK TO THEM GENERALLY.

THE IDEA OF HAVING THE GOALS SET OUT THIS WAY IS BECAUSE THE IDEAS THAT WE WOULD EXPLORE SOME AREAS AND DECIDE WHETHER WE WERE GOING TO ADOPT OR ABANDON THEM.

THAT'S WHY THEY WERE CALLED EXPLORATORY.

THEY WERE NOT ONLY STRETCH, BUT THEY WERE EXPLORATORY.

THEN THERE ARE SOME AREAS THAT HAD BEEN PUT IN PLACE AND KICKED OFF THE PREVIOUS YEAR THAT WE WOULD GROW INTO.

THOSE WERE THE AREAS OF GROWTH.

THEN WE HAVE THOSE AREAS THAT JUST OUR CORE BUSINESS, HOW WE DO THINGS EACH AND EVERY DAY TO IMPROVE IN THOSE CORE BUSINESS AREAS.

WE'RE GOING TO CONTINUE WITH THAT APPROACH OF FOCUSING ON ALL OF THESE EXPLORATORY AND GROWTH IN CORE BUSINESS.

THIS YEAR, IN TERMS OF JUST FIRST OF ALL, SOME HIGH-LEVEL AREAS THAT WE DID DO THIS PAST YEAR WAS THE HAYS ADVANTAGE PLAN.

WE KNOW THAT IT HAD SOME GREAT ASPECTS TO IT, BUT WE ALSO KNOW THAT IT LACKED, AND IT CAME SHORT OF SOME OF THEM, DIDN'T MEET OUR EXPECTATIONS IN SOME AREAS.

WE WANT TO CONTINUE TO EXPLORE THAT BECAUSE WE KNOW THAT AFFORDABLE BENEFITS, INSURANCE COSTS IS IMPORTANT TO OUR EMPLOYEES.

WE'RE GOING TO CONTINUE IN THAT AREA.

WE DID ONE OF THE AREAS WAS FINGERPRINTING.

WITH THE FINGERPRINTING, WE ACTUALLY ON SEPTEMBER THE 7TH, WE GET OUR FINGERPRINTING MACHINE INSTALLED.

OUR PEOPLE HAVE BEEN TRAINED AND THEY'VE BEEN GOT TO GO.

ON SEPTEMBER THE 8TH, WE WILL START PROVIDING OUR FINGERPRINTING SERVICES TO OUR EMPLOYEES.

THAT CAN TAKE 2-3 WEEKS FOR OUR EMPLOYEES.

WE'LL BE ABLE TO DO THAT AND DO THAT ON A DIME.

HOPEFULLY, THAT'S OUR GOAL.

IN LAST YEAR, WE ALSO FOCUSED ON THE TEACHER INCENTIVE ALLOTMENT AND THERE WAS MULTIPLE COMPONENTS ON THAT.

BUT I FEEL LIKE THERE'S AN OPPORTUNITY FOR US TO CONTINUE TO ENGAGE AND TO EDUCATE AND TO TELL OUR EMPLOYEES, WHAT IS THIS ABOUT? WHAT DOES IT MEAN FOR THEIR STUDENTS FOREMOST, BUT ALSO WHAT IT DOES FOR THEM IN TERMS OF COMPENSATION.

WE ALSO ENGAGED LAST YEAR IN THE NATIONAL BOARD CERTIFICATION PROCESS, WE DID INITIATE OUR FIRST COHORT OF NATIONAL BOARD.

WE CALL IT PRE-CANDIDACY COHORT.

REALLY EXCITED TO CONTINUE THAT WORK THIS YEAR.

THEN THE OTHER THING IS WE JUST ALIGNED OUR STRUCTURES.

WE IN LISTENING TO YOU, LISTENING TO MISS ATHIO WHAT SHE WAS TRYING TO ACCOMPLISH WHEN I CAME IN.

WE SAID WE NEED TO ALIGN OUR STRUCTURES AND THAT WAS OUR ORGANIZATIONAL STRUCTURE.

DEVELOPED THE DIRECTOR OF TALENT ACQUISITION TO REALLY FOCUS IN ON TALENT ACQUISITION.

ACROSS THE WORLD, ACROSS OUR COUNTRY, WE KNEW WE WERE SUFFERING, WHETHER IT WAS BUS DRIVERS OR CHILD NUTRITION FOLKS, OR WHETHER IT WAS TEACHERS, WE WERE STRUGGLING.

WE ALIGNED OUR STRUCTURES, WE DEVELOP THE COORDINATOR FOR HEALTH BENEFITS.

ALL OF OUR ORGANIZATIONAL STRUCTURE WAS REALIGNED TO FOCUS ON OUR GOALS AND THAT'S WHY WE ACHIEVED OUR GOALS.

THERE WAS NOT A GOAL THAT WASN'T MET.

THIS YEAR, WHAT DO WE WANT TO DO? WE WANT TO EXPLORE AGAIN THE HEALTH BENEFITS.

AGAIN, WE WANT TO ENGAGE WITH A CONSULTANT THAT COULD PROVIDE US AN ARRAY OF OPTIONS FOR US TO CHOOSE FROM.

WE'RE GOING TO GO INTO THE REQUEST FOR PROPOSAL PROCESS FOR THAT.

IN THE GROWTH AREA, WE STARTED WITH OUR CAMPUS ADMINISTRATORS REALLY AROUND BEST PRACTICE FOR HUMAN RESOURCES.

WE WANT TO EXTEND THAT THIS YEAR INTO THE MEETINGS THAT MAX AND MR. CLEAVER TALKED ABOUT.

FOR EXAMPLE, THE TRANSPORTATION DEPARTMENT HAS MONTHLY MEETINGS.

WE WANT TO DELVE AND DIVE INTO THAT ON AREAS OF HUMAN RESOURCES.

[04:10:03]

WE WANT TO DELVE INTO MR. CLEAVER'S MEETINGS AND TO SUPPORT OUR PEOPLE AND OUR SUPERVISORS IN THE WORK THAT THEY DO EVERY DAY.

THAT'S AN EXAMPLE OF THE PROFESSIONAL LEARNING.

THE OTHER THING THAT WE DID LEAVE THE TEACHER INCENTIVE ALLOTMENT IN THE GROWTH AREA BECAUSE THIS PAST YEAR WE HAD TEACHER INCENTIVE ALLOTMENT IN FOURTH-GRADE READING AND MATH, AND OF COURSE ENGLISH TWO AND THEN ALGEBRA ONE.

THIS YEAR WE'RE GOING TO GROW THAT AND EXPAND THAT INTO PRE-K3, FOCUSED ON READING, AND THAT'S IT.

WE'RE GOING TO FOCUS ON THE PRIMARY GRADES AND EXPAND.

THAT WILL STAY IN GROWTH AREA OVER THE NEXT SEVERAL YEARS UNTIL WE CAN ROLL THAT OUT DISTRICT-WIDE.

THEN, WE HAVE THE NATIONAL BOARD.

WE STARTED WITH OUR PRE CANDIDACY LAST SPRING.

WE WILL START WITH A FULL CANDIDACY.

OUR FIRST INFORMATION SESSION IS COMING UP IN A COUPLE OF WEEKS.

WE'RE WORKING WITH NATIONAL BOARD, COALITION FOR TEACHING, AN ORGANIZATION THAT OUR VERY OWN BOARD MEMBER IS A PART OF AND SUPPORTS THAT AND SO WE'LL HAVE OUR FULL COHORT.

WE'LL START ANOTHER PRE CANDIDACY COHORT.

AGAIN, EDUCATING OUR PEOPLE IS GOING TO BE REALLY IMPORTANT ON WHAT IT MEANS FOR THE STUDENTS, BUT ALSO WHAT IT COULD MEAN FOR THEM COMPENSATION WISE.

I WANT TO THANK YOU AGAIN FOR SUPPORTING THAT TWO DOLLARS, STIPEND FOR NATIONAL BOARD CERTIFICATION A LITTLE PLUG THERE.

THANK YOU. THEN OF COURSE WE WANT TO CONTINUE.

I AM LOOKING AT ORGANIZATIONAL STRUCTURE AGAIN THIS COMING YEAR TO DETERMINE WHAT DO WE NEED TO DO TO ENSURE THAT WE REACH THESE GOALS.

THAT'LL BE THE ORGANIZATIONAL STRUCTURE.

WE NEED TO HAVE CONTINUOUS DIFFERENT STRATEGIES AROUND STAFFING.

RIGHT NOW WE'RE STARTING A LITTLE BIT OVER 200 SUBSTITUTES.

WE NEED TO BUILD THAT PIPELINE UP AGAIN.

LAST YEAR WE EXCEEDED THAT.

WE SHOT FOR 250, WE ENDED UP OVER 500.

THAT WAS REALLY, REALLY GOOD IN A NORMAL YEAR IS ABOUT 600.

WE DID VERY WELL LAST YEAR.

THEN WE WANT TO FOCUS ON DOCUMENTING OUR PROCESSES.

WANT TO MAKE SURE THAT I'M FOLLOWING MY OWN SCRIPT THERE.

BUT WHEN I CAME TO HAZE, YOU ALWAYS WANT TO COME IN AND HOPE THAT THERE'S SOME MANUAL OR GUIDE.

BUT AROUND EVERY LITTLE THING, YOU SEEK SOME DIRECTION AND SOMETIMES YOU STEP IN IT AND I DID STEP IN IT SEVERAL TIMES.

BUT I DON'T WANT THAT TO HAPPEN TO ANY FUTURE LEADER IN THIS DISTRICT.

WHAT I WANT TO LEAVE THIS BOARD AND THIS DISTRICT IS DOCUMENTED PROCESSES, PROCEDURES AROUND AREAS SUCH AS COMPENSATION, SO THAT THERE'S A CLEAR UNDERSTANDING AND THAT WE CAN SHARE THAT WITH OUR PEOPLE.

THAT THERE'S NO MISUNDERSTANDING AND THERE'S NO ILL WILL AROUND COMPENSATION IS DONE.

THAT'S IMPORTANT TO ME AND I KNOW IT'S IMPORTANT TO YOU.

PROCESSES AROUND INTERVIEWING AND HIRING.

WE DON'T HAVE NECESSARILY THOSE ESTABLISHED PROCESSES AND SO WE'VE BEGUN THAT WORK.

WE WANT TO TURN THAT OVER TO YOU SO THAT YOU CAN HAVE IT.

I ALWAYS SAY THIS TO THE STAFF.

30 40 50. THINK ABOUT 30,000 STUDENTS, 40,000, 50,000 STUDENTS.

HOW DO WE GET THERE? ADMINISTRATIVE PROCEDURES NEED TO BE UPDATED.

WE ALSO NEED PROCESSES AND GUIDELINES FOR THINGS SUCH AS INVESTIGATIONS.

WE LEARNED THAT THIS PAST YEAR AND ACTUALLY YOU'LL BE GETTING THAT IN THE NEXT COUPLE OF WEEKS.

THE FIRST BIG DRAFT OF THAT DOCUMENT, LONG-RANGE.

WE WANT TO BE EMPLOYEE CENTERED.

WE WANT PEOPLE TO EXPERIENCE WHAT WE REALLY WANT, WHAT'S IN OUR HEART, WE WANT THEM TO KNOW WHO WE ARE.

THAT'S REALLY AN IMPORTANT GOAL FOR US.

THEN AGAIN, INCREASED COMMUNICATION ENGAGEMENT.

ALL THAT CAN HAPPEN WITH THAT ENGAGEMENT AND THAT EDUCATION.

I HOPE I MADE IT IN TEN MINUTES.

>> THANK YOU SO MUCH, DR. MEDINA.

I'LL OPEN IT UP FOR QUESTIONS FROM THE TEAM. MRS. ROSCOE.

>> DR. WHITE I ACTUALLY HAVE A QUESTION FOR YOU.

I DIDN'T HEAR MR. RAU OR DR. MEDINA MENTION IT, BUT I WANTED TO CHECK WITH YOU ABOUT THE MUNIS SYSTEM AND MOVING INTO A NEW SYSTEM.

MS. MORRISON. I'M SORRY.

I DIDN'T ASK THAT QUESTION BEFORE, SO CAN YOU ADDRESS THAT?

>> SO WE ARE EXPLORING THAT.

I KNOW MR. RAU HAS A CONTACT WITH SKYWARD AND IT CAN BRING EVERYTHING UNDER ONE UMBRELLA WHICH WOULD MAKE IT SEAMLESS AND YOU CAN DRILL DOWN AND YOU WOULDN'T HAVE MULTIPLE SYSTEMS SPEAKING WITH ONE ANOTHER AND THEN YOU DON'T HAVE AS MANY OPPORTUNITIES FOR ERROR.

WE ARE EXPLORING THAT AND HOPEFULLY MR. RAU WILL BRING YOU SOME INFORMATION LATER.

I KNOW HE USED TO WORK WITH THE NUMBERS AND HE CAN SEE WHAT THE ASK WOULD BE FOR THAT.

>> WONDERFUL. I JUST WANTED TO MAKE SURE THAT WE MENTIONED IT NOW, IF YOU'RE GOING TO BRING THAT FORWARD DURING THE BUDGET CYCLE OR SO ON BECAUSE I KNOW IT'S GOING TO BE A LITTLE BIT OF A COST, BUT DEFINITELY MUCH NEEDED. THANK YOU.

>> GREAT. ANYTHING ELSE FOR DR. MEDINA? MR. VELA?

[04:15:01]

>> DR. MEDINA, THANK YOU FOR THE INFORMATION.

I'M LOOKING AT THE LONG-RANGE GOAL.

OF COURSE, I'M INCREASING EMPLOYEE ENGAGEMENT.

WE'VE SAID THIS TIME AND TIME AGAIN, NOT JUST IN BOARD MEETINGS AND DISCUSSIONS, BUT THEN ALSO TODAY.

HOW MIGHT THAT LOOK TO JUST MEASURE WHERE WE ARE AND WHERE WE WILL GO?

>> WHEN I THINK ABOUT ENGAGEMENT, I THINK ABOUT A LOT OF THINGS, BUT ONE OF THE THINGS IS I WANT PEOPLE TO ASK, WHAT IS THAT? TO WONDER AND TO BE CURIOUS ABOUT SOMETHING.

LAST YEAR I SENT OUT SEVERAL EMAILS ABOUT ONE OF OUR INITIATIVES AND I ACTUALLY HAD PEOPLE SAY, CAN YOU STOP SENDING THAT EMAIL OUT? IT MADE ME WONDER, BECAUSE IT WAS AN OPPORTUNITY FOR PEOPLE TO EARN A LOT OF MONEY UPWARDS OF 20,000 DOLLARS AND MAYBE ASK MYSELF THE QUESTION, WHY? I THINK IF I DO BETTER ENGAGEMENT AND BETTER COMMUNICATION STRATEGIES, INSTEAD OF PUTTING SOMETHING OUT ON AN EMAIL, LET'S SEND A LITTLE VIDEO OUT THERE? LET'S DO A PODCAST.

INSTEAD OF HAVING SOMEONE READ SOMETHING, MAYBE THEY CAN LISTEN TO SOMETHING.

HOW CAN WE DO THAT ON OUR WEBSITE? THAT TAKES BANDWIDTH FOR ANY TECHNOLOGY PEOPLE THAT ARE HERE.

I DON'T HAVE DIANE'S TALENT.

I DON'T HAVE THAT. I FALL SHORT THERE, BUT WE NEED IT. OUR PEOPLE NEEDED? WHEN I THINK ABOUT ENGAGEMENT, IT'S HOW WE ENGAGE.

WHAT ARE THE MEDIA THAT'S USED TO ENGAGE THE MEDIUMS THAT YOU USE.

BUT ALSO AT THE END OF THE DAY, I WANT PEOPLE TO BE CURIOUS AND TO WONDER.

>> THEN I HEARD YOU SAY THIS OR I THINK I WANT TO REPEAT WHAT I THINK I HEARD.

THAT IS JUST VISITING WITH THE DIFFERENT EMPLOYEE GROUPS OR DIFFERENT DEPARTMENTS TO GAUGE WHAT ARE THEIR PAIN POINTS ARE, WHAT ARE THE THINGS THAT THEY WISH? WHAT'S BETTER, WHETHER WE CAN CHANGE IT OR NOT.

BUT HAVING THOSE COLLABORATIVE DISCUSSIONS.

>> THAT'S RIGHT. I WANT OUR EMPLOYEES TO SEE US IN THEIR FACULTY LOUNGES.

I WANT OUR EMPLOYEES TO SEE US MORE AND NOT JUST AROUND EMPLOYEE RELATIONS ISSUES.

I WANT THEM TO SEE US AND I'M NOT SAYING ME.

I'M SAYING US AS A TEAM THAT WERE OUT THERE AND THAT WERE ACCESSIBLE TO THEM FOR THE QUESTIONS THAT COME UP.

BUT REALLY WE WANT TO HAVE A PURPOSE FOR BEING OUT THERE AND EDUCATING AROUND ALL THE DIFFERENT THINGS.

THE BOARD ADOPTED SO MANY THINGS IN JANUARY, IN FEBRUARY, IN MARCH AND APRIL, AND THEY WERE ALL LEADING TO ONE THING IS FOR US TO BE STAFFED AND AT THE RIGHT TIME, WE COULDN'T WAIT TO JUNE FOR SOME THINGS.

I NEEDED THEM IN FEBRUARY.

WE NEEDED THEM IN FEBRUARY.

BUT I WANT TO BE SURE THAT THE COMMUNICATION IS OUT THERE, THAT THEY UNDERSTAND WHAT IT IS AND WHAT IT MEANS.

THAT'S THE EDUCATION AND THE COMMUNICATION THAT I FEEL THAT WE COULD DO BETTER AND WE NEED TO OWN.

>> LASTLY, I WANT TO SAY DR. MEDINA.

I BELIEVE WE'VE SAID IT OR I'LL JUST USE ME FOR THE EXAMPLE.

WE'VE SAID TO OTHER DEPARTMENTS HEY, IF YOU NEED SOMETHING, LET US KNOW.

I DON'T BELIEVE I'VE ARTICULATED THAT WELL ENOUGH FOR YOU, BUT IF YOU NEED SOMETHING, PLEASE LET US KNOW.

WE WANT TO KNOW ABOUT IT IN ADVANCE.

>> THE BIGGEST THING YOU'VE DONE RIGHT NOW IS YOU'VE PROVIDED US WITH AN ADDITIONAL HR COORDINATOR AND WE'RE EXCITED ABOUT THAT.

WE THINK IT'S GOING TO HELP US A GREAT DEAL AND JUST WANT TO TELL YOU THAT FOR NOW.

LET'S GET THAT GOING. LET'S GET THAT PART OF IT GOING IN.

I APPRECIATE THAT. THANK YOU.

>> GREAT. TEAM, MS. PETRI, STEP AWAY FOR A MINUTE.

ARE THERE ANY OTHER QUESTIONS?

>> I DON'T HAVE ANY QUESTIONS. I JUST HAVE A COMMENT.

THANK YOU. DR. MEDINA AND YOUR TEAM.

I'M LOOKING FORWARD TO A GREAT YEAR AND FOR ANYONE LISTENING THAT IS WANTING TO COME WORK FOR HAYS CISD, WE HAVE POSITIONS AVAILABLE AND THIS IS THE PLACE TO WORK.

COME SEE US. WE WANT YOU.

WE HAVE A GREAT HR STAFF AND WE BELIEVE IN TAKING CARE OF OUR EMPLOYEES BECAUSE WHEN WE TAKE CARE OF THEM, THEY TAKE CARE OF US.

THE BOARD FEELS VERY STRONGLY ABOUT THAT AS WELL AS DOES OUR SUPERINTENDENT AND OUR ADMINISTRATION.

COME WORK FOR HAYS. THANK YOU, DR. MEDINA.

>> GOOD PLUG THERE. YES, MA'AM.

DR. PENICILLINS. I'M SORRY. DR. MEDINA.

>> NO QUESTIONS. DR. MEDINA, I JUST WANTED TO SAY THAT AS A NATIONAL BOARD CERTIFIED TEACHER, IT IS SOMETHING THAT IS THRILLING FOR ME TO SEE THAT HAYS IS GOING TO BE STARTING THEIR FIRST COHORT OF TEACHERS WHO ARE SEEKING THEIR NATIONAL BOARD CERTIFICATION.

I WAS ABLE TO MEET MANY OF THEM AT CONVOCATION.

THEY ARE THOROUGHLY EXCITED AND I AM SO GLAD THAT THEY'LL BE TAKING ADVANTAGE OF THE TEACHER INCENTIVE ALLOTMENT, WHICH IS A LOT OF MONEY OUT THERE.

WISHING EVERYBODY THE BEST OF LUCK AS THEY CONTINUE ON THIS JOURNEY. THANK YOU.

>> THANK YOU. I'LL SEND YOU GUYS THE INVITATION.

MAYBE YOU MIGHT WANT TO ATTEND THE INFORMATION SESSION.

IT'LL BE BRIEF, I PROMISE. THANK YOU.

>> THANK YOU, DR. MEDINA. TEAM WE'RE GOING TO MOVE ON TO THE NEXT AREA.

WE'RE GOING TO WELCOME NEWLY PROMOTED AND NAMED CHIEF SAFETY AND SECURITY OFFICER SIR JERRY ROCKY, WELCOME TO THE MEETING AND YOUR PRESENTATION CAPACITY.

[04:20:14]

>> HELLO. HOW ARE YOU ALL DOING TODAY? EVERYBODY NICE AND FULL WITH OUR WONDERFUL CHILD NUTRITION DEPARTMENT? ALL RIGHT.

FIRST TIME FOR ME TO DIVE INTO THIS, OBVIOUSLY WHAT WE DID IS WE LOOKED AT OUR IMMEDIATE GOALS FROM LAST YEAR AS WELL AS OUR LONG-TERM GOALS AND REALLY ASSESSED THAT WE WANTED TO CONTINUE SOME OF OUR IMMEDIATE GOALS AS WE HAD COMPLETED A PARTIAL ROLL OUT WITH OUR RAPTOR PROGRAM AND EVERYBODY IS SYNONYMOUS WHEN THEY SAY RAPTOR ALSO IS OUR VISITOR SCREENING PROCESS.

BUT WHAT WE WERE ABLE TO DO AND ESTABLISH WITH THE RAPTOR PROGRAM IS ADD-ON ONE OF THEIR PROGRAMS TO OUR CURRENT SYSTEM IN ALLOWING US TO UTILIZE THE SYSTEM FOR NOT ONLY REUNIFICATION PIECE IN THE EVENT WE HAVE A CRITICAL INCIDENT, BUT ALSO AT A CAMPUS LEVEL FOR EMERGENCY NOTIFICATION.

ONE OF THE ISSUES THAT OFTEN COMES UP BY CAMPUSES, AS WE ALL KNOW, IS THAT WE WILL SEE THAT IF YOU'RE OUTSIDE, MAYBE IN A PLAYGROUND CAPACITY ON THE ATHLETIC FIELDS, BAND IS OUT.

WE HAVE KIDS AT RECESS OR IN THE CAFETERIA.

YOU CAN'T ALWAYS HEAR ANNOUNCEMENTS AND SO WHAT WE DID IS WE ADDED THIS DRILL MANAGER PIECE TO OUR CAMPUS STAFF IN ORDER FOR THEM TO RECEIVE DRILLS AND EMERGENCY NOTIFICATIONS VIA THEIR PERSONAL CELL PHONE AND SO THEY DOWNLOAD THIS APP AND THEN, THROUGH OUR SYSTEM SPECIFICALLY, WE LOOK AT GIVING THEM ACCESS RIGHTS TO THEIR BUILDING.

THEN IT ALSO ALLOWS THEM TO INITIATE THAT LOCKDOWN OR THAT CRISIS COMMUNICATION WITH THE CAMPUS THAT THEY'RE ASSIGNED.

WE'RE CONTINUING THAT ROLL OUT, WE JUST COMPLETED WITH THE HELP OF OUR IT DEPARTMENT AND WE DID SOME PROFESSIONAL DEVELOPMENT WITH OUR CAMPUS STAFF AND WE'RE SLOWLY BUT SURELY GETTING EVERYBODY TRAINED UP ON THIS PIECE.

I FEEL VERY CONFIDENT THAT THIS IS GOING TO BE SOMETHING THAT WE'RE GOING TO REALLY BENEFIT FROM.

WE'LL BE ABLE TO TEST IT VERY WELL WITH OUR DRILLS SPECIFICALLY THAT WE COMPLETE FOR EACH OF OUR CAMPUSES THROUGH THE MANDATES AS WELL AS SOME ADDITIONAL ONES THAT WE DO.

WE DID ROLL THAT OUT AND WE'RE GOING TO CONTINUE WITH THAT EVALUATE TWEAK, AND ADJUST AS NECESSARY.

ALSO WE ESTABLISHED THE TRAINING AND THE NECESSARY GUIDELINES FOR OUR ASSESSMENT AND CARE TEAM AND WE ENDED UP GETTING ALL OF OUR TEAMS FORMED; OUR COUNSELING STAFF AND OUR NURSING STAFF HAVE BEEN TRAINED UP ON THIS, WAS LITERALLY JUST CORRESPONDING WITH OUR COUNSELING TEAM JUST NOW ABOUT SOME OF THAT PIECE IN ANTICIPATION OF GETTING READY FOR THAT.

BUT THAT PROGRAM HAS BEEN ROLLED OUT THROUGH THE NAVIGATE 360 PIECE AND WE WILL OF COURSE, SEE WHAT THAT LOOKS LIKE LIVE AND UP-CLOSE AS WE BEGIN THE SCHOOL YEAR, IT'LL BE THE FIRST-YEAR, I DON'T HAVE TO MANUALLY COLLECT STATISTICS, SO I'M SUPER EXCITED THAT WE HAVE A PROGRAM THAT'LL HELP US DO THAT.

WE'RE ALSO GOING TO BE REALLY WORKING VERY HARD WITH OUR CAMPUS TEAMS, INCLUDING THE ADDITIONAL STAFF THAT YOU ALL AFFORDED ME AND WE ARE GOING TO BE MAKING SURE THAT WE'RE COMPLIANT WITH OUR INTERIOR AND EXTERIOR DOORS.

THAT'S SOMETHING THAT WE'VE BEEN WORKING REALLY HARD.

I HAVE HAD GREAT SUCCESS WITH BEING INVITED TO EVERY ASPECT OF OUR CAMPUS POPULATIONS, WHETHER IT'S FINE ARTS OR IT'S ATHLETICS OR ADMINISTRATIVE TEAMS TO COME AND TALK TO ALL OF THOSE FOLKS TO TALK ABOUT THAT AND WE'VE COME UP WITH SOME REALLY GOOD SOLUTIONS.

A LOT OF THEM CAME TO THE TABLE WITH, THIS IS OUR STANDARD, LET'S TALK ABOUT IDEAS AND SO THEY CAME WITH THEIR OWN IDEAS, WE VOLUNTEERED SOME AND I THINK WE'VE GOT A VERY GOOD MANAGEABLE PROGRAM IN PLACE AND WE'RE GOING TO CONTINUE LOOKING AT THAT AND OF COURSE, THE STATE IS GOING TO HELP US AS WELL WITH INTRUDER ALERTS AND OUR VISITS BY THEM AS WELL AND I ANTICIPATE THAT WE WILL DO VERY WELL BUT AT THE SAME TIME, THERE'S ALWAYS GOING TO BE CONTINUING RE-EDUCATION, AS WE WELL KNOW, COMPLACENCY OFTENTIMES DOES SEEP IN AND SO IT'S GOING TO REALLY TAKE ALL OF US TO BE HOLDING FOLKS ACCOUNTABLE FOR THAT.

THEN OF COURSE, OUR GOAL IS TO REALLY ENGAGE OUR DISTRICT STUDENTS, OUR EMPLOYEES, AS WELL AS OUR COMMUNITY AND OUR PARENTS TO NOT ONLY LET OUR CAMPUS ACTIVITY GO ON AS WE KNOW IT SHOULD, BUT ALSO REALLY GETTING OUR COMMUNITY TO UNDERSTAND HOW MUCH OF A ROLE THAT THEY PLAY.

REALLY, MY GOAL FROM DAY 1 IS TO INVOLVE THOSE PARENTS AS WELL AS OUR STUDENTS IN THE MANTRA THAT I ALWAYS SAY, I SEE SOMETHING, SAY SOMETHING, DO SOMETHING.

WE DON'T WANT PEOPLE TO WAIT UNTIL THEY GET HOME, WE DON'T WANT PARENTS TO CALL AND SAY, LET ME TRY CALLING THE PRINCIPLE FIRST.

IF YOU HAVE A SITUATION THAT WARRANTS IT, WE REALLY WANT TO EMPOWER FOLKS TO FEEL JUST THE BURNING DESIRE TO TELL SOMEONE IMMEDIATELY AND REALLY THE FASTER THAT WE CAN GET ALL OF OUR PARTNERS INVOLVED,

[04:25:02]

WHETHER IT'S OUR COUNSELING TEAMS, WHETHER IT'S OUR LAW ENFORCEMENT PARTNERS AND SO WE'RE REALLY HAVING A GOOD, STRONG PUSH WITH THAT AND WORKING VERY DILIGENTLY WITH MR. SAVOY AS WELL, TO REALLY START PAPERING SOME OF OUR CAMPUSES WITH THAT INSTANTANEOUS REPORTING PIECE AND THEN COUPLING THAT WITH HOW DO WE ROLL OUT SOME OF THE THINGS IN OUR CAMPUS CRIME STOPPERS PROGRAM AS WELL.

THAT MORE OR LESS DICTATES ONE OF THE THINGS THAT WE'RE GOING TO BE DOING.

A FEW OF THE THINGS THAT WE'RE GOING TO BE DOING AS WE START THE YEAR.

LONG TERM, WE'RE GOING TO LOOK AT THINGS THAT REALLY, A LOT OF IT REVOLVES AROUND WHAT YOU, THE BOARD IN OUR COMMUNITY HAS ASKED FOR.

I'M GETTING MESSAGES FROM THE COMMUNITY, I'M GETTING MESSAGES FROM, YOU-ALL AS WELL AS OUR CAMPUS STAFF AND THEY'RE ALL DOING A REALLY GREAT JOB OF GIVING ME A WISH LIST OF THINGS THAT THEY FEEL LIKE WOULD ENHANCE SAFETY AND SECURITY ON THEIR CAMPUSES AND SO WHAT WE'RE DOING, I'M WORKING WITH MR. CLEAVER AND WE'RE WORKING REALLY HARD TO BRING YOU A COMPREHENSIVE LIST OF WHAT THAT LOOKS LIKE AND SEE WHAT WE CAN DO TO REALLY SHORE UP OUR CAMPUSES AND MAKE THEM SAFE AND SECURE WITHOUT MAKING THEM LOOK LIKE THEY'RE SURROUNDED BY PRISON WALLS AND TRYING TO REALLY ACHIEVE WHAT THAT LOOKS LIKE IN A VERY HAPPY MEDIUM, IF YOU WILL, WITHOUT HAVING A HUGE AMOUNT OF STRESS PUT ON FOLKS THAT THEY HAVE TO GO OUTSIDE AND ALL OF A SUDDEN, AM I HAVING TO LOOK OVER MY SHOULDER ALL THE TIME.

WE REALLY ARE TRYING VERY DILIGENTLY TO FACILITATE WHAT THAT LOOKS LIKE AND REALLY PRIORITIZE OR TRIAGE WHAT WE CAN DO QUICKLY AND EFFICIENTLY AND THEN WHERE WE MAY HAVE TO DO SOME LONG-RANGE PLANNING FOR IT.

WE ARE LOOKING AT IT AND MY HOPE AND GOAL IS, IS TO GO AHEAD AND GET A TRAINING PROGRAM ESTABLISHED NOT ONLY FOR OUR CAMPUS MONITORS AND WHAT THAT LOOKS LIKE, BUT ALSO OUR DISTRICT WIDE SECURITY OFFICERS AND HOW WE CAN DO SOME OF THAT ADVANCED TRAINING TO HELP AND BE A FORCE MULTIPLIER AS WELL ON OUR CAMPUS POPULATIONS.

REALLY TRADITIONALLY, WE HAVE USED THEM MORE IN A CAPACITY OF MAYBE DOING SOME ROUNDS THROUGH HALLWAYS, BUT I THINK WE CAN UTILIZE THEM IN A LOT MORE OF A USEFUL FASHION WITH SOME APPROPRIATE TRAINING AND WHAT TO LOOK FOR IN THOSE TYPES OF THINGS SO WE'RE GOING TO ESTABLISH SOME OF THOSE PROGRAMS AS WELL, I'VE BEEN WORKING WITH OUR HIGH SCHOOL TEAMS ALREADY ON WHAT THAT LOOKS LIKE AND THEY'RE VERY RECEPTIVE TO THAT AS WELL SO I'M SUPER EXCITED THAT WE'LL BE ABLE TO DEVELOP SOME ADDITIONAL DUTIES AND REALLY BE ABLE TO FUNDAMENTALLY GIVE THEM SOME KNOWLEDGE BECAUSE UNFORTUNATELY, WHEN YOU JUST TELL SOMEBODY HERE, YOUR CAMPUS MONITOR, IF WE DON'T REALLY GIVE THEM ANY GUIDELINES THAT THEY DON'T KNOW WHAT IS EXPECTED.

WE'RE ALSO REALLY WORKING HARD AND WE SUFFERED A FEW LOSSES WITH SOME SIGNIFICANT PEOPLE IN OUR DISTRICT BUT WE'VE GOT SOME GREAT NEW HIRES.

ME AND MR. DAWSON, WE ARE WORKING VERY HARD TO PUT TOGETHER A MULTIDISCIPLINARY TEAM APPROACH BETWEEN MY OFFICE AS WELL AS THE COUNSELING OFFICE, AS WELL AS THE DIRECTOR OF STUDENT NURSING AND AS WELL AS OUR STUDENTS SERVICES.

IT'S IMPERATIVE THAT THAT GROUP OF FOLKS BE ABLE TO MEET REGULARLY AND REALLY TALK ABOUT ALL OF THE DIFFERENT THINGS THAT REALLY WE HAVE A CROSSOVER INVOLVED WITH.

WHEN YOU THINK ABOUT IT, THERE ARE SO MANY THINGS WHEN IT COMES TO MENTAL HEALTH THAT MAY ALSO HAVE A MEDICAL CAPACITY, MAY VERY WELL INVOLVE SOME LAW ENFORCEMENT ACTION OR ACTIVITY, SCHOOL DISCIPLINE, ETC.

WE HAD ONE MEETING BEFORE ADRIANA LEFT, BUT I TALKED TO MR. DAWSON, HE'S SUPER EXCITED ABOUT THAT AS WELL SO OUR COLLECTIVE IS REALLY LOOKING VERY HARD ON HOW WE CAN LOOK AT THAT FROM ALL ANGLES AND REALLY MONITOR FROM THE DISTRICT THREAT ASSESSMENT PIECE ON HOW WE CAN ESTABLISH A WAY TO DO REALLY A PACKAGE HANDLING OF THOSE POTENTIAL STUDENTS WHO MAY BE IN CRISIS.

WE TALKED A LITTLE BIT ALREADY DURING OUR DISTRICT SAFETY ADVISORY TEAM MEETING THAT WE HAD LAST WEEK, BUT THAT WILL ALSO ENTAIL WORKING WITH THE OFFICE OF EMERGENCY MANAGEMENT TO REALLY GET SOME ICS TRAINING FOR DISTRICT PERSONNEL.

WHAT THAT IS, IS THE INCIDENT COMMAND SYSTEM.

AS WE ALL KNOW, ONE OF THE THINGS THAT HAPPENS WHEN YOU HAVE ANY CRITICAL INCIDENT IS YOU HAVE TO ESTABLISH WHAT DOES THAT LOOK LIKE? WHO IS RESPONSIBLE FOR DOING WHAT? HAD A MEETING WITH THE CITY OF CAIRO LAST WEEK AS WELL ABOUT THIS AND SO IT REALLY BOILS DOWN TO ESTABLISHING WHAT THAT LOOKS LIKE AND TRAINING PEOPLE TO UNDERSTAND FEMA GUIDELINES AND WHAT IS THE EXPECTATION OF HAYS CISD WHEN IT COMES TO UNIFIED COMMAND? I CAN TALK AND I CAN THROW THOSE TERMS OUT ALL THE TIME BUT THE REALITY IS WE HAVE TO MAKE IT SO THAT OUR DISTRICT ADMINISTRATIVE TEAM KNOWS WHAT THAT LOOKS LIKE.

OUR GOAL WITH OFFICE OF EMERGENCY MANAGEMENT IS TO ESTABLISH SOME TABLETOP DRILLS AND TRY TO MAKE THAT A MUCH MORE STANDARD OPERATING UNTIL WE CAN REALLY GET EVERYBODY SOME OF THAT TRAINING SO THAT THEY CAN UNDERSTAND.

AS WE WELL KNOW, YOU CAN DO ALL TRAINING ONLINE, BUT REALLY UNTIL YOU SIT DOWN AND ACTUALLY WORK THROUGH THE STEPS, IT'S JUST BOOK DRAINING AND THAT'S WHAT WE WANT TO GET AWAY FROM.

[04:30:03]

THEN FINALLY, WHAT WE WANT TO DO IS IMPLEMENT A DISTRICT PLAN WITH OUR LOCAL FIRST RESPONDER AGENCIES FOR CRITICAL INCIDENTS ON OUR DISTRICT PROPERTY.

WITHOUT GOING INTO A LOT OF DETAILS ON THAT, I'VE BEEN WORKING WITH LAW ENFORCEMENT LOCALLY ON SOME AREAS THAT WILL INDICATE SOME RAPID RESPONSE PROTOCOLS, ALLOW ACCESS TO THE BUILDINGS, INCLUDING SOME MAPPING AND SOME ACCESS AND THINGS LIKE THAT.

CERTAINLY NOT SOMETHING THAT IS PUBLIC, IF YOU WILL, BUT I WILL TELL YOU THAT I'VE BEEN VERY RECEPTIVE WITH OUR LOCAL FIRST RESPONDER AGENCIES AND I THINK WE HAVE A GOOD ESTABLISHED PLAN IN PLACE WORKING WITH THE OFFICE OF EMERGENCY MANAGEMENT AS WELL TO NOT ONLY INSTITUTE WHAT WE BROUGHT TO THE TABLE AND HAZE, BUT TO IMPLEMENT THAT COUNTYWIDE AND IT'S ACTUALLY A PROPOSAL THAT THEY'RE LOOKING AT TO INSTITUTE WITH ALL OF OUR SCHOOL DISTRICTS BECAUSE THAT IS THE GOAL WITH ALL OF US IS ONE COUNTY, ONE PROTOCOL AND SO THEY WERE SUPER-EXCITED ABOUT WHERE WE'RE GOING WITH THIS PARTICULAR PIECE AS WELL.

THOSE ARE MY LONG-TERM GOALS AND HOPEFULLY WE'LL BE ABLE TO ESTABLISH THEM AND THEY WILL BECOME REALITY.

>> THANK YOU, MS. GRACCHI, AND JUST TO CONFIRM, WHEN YOU READ THIS LAST BULLET, IT SOUNDS LIKE SOMETHING WE WOULD HAVE ALREADY HAVE IN PLACE.

HOW IS THAT DIFFERENT FROM SRP?

>> WHEN WE'RE TALKING ABOUT THIS, WE'RE TALKING ABOUT IMMEDIATE ACCESS TO A BUILDING WHERE WE'RE NOT UTILIZING FIRE RESPONSE.

WE'RE ALSO LOOKING AT SOME EXTERIOR DESIGNATIONS WITHIN THE BUILDING TO READILY BE AVAILABLE FOR LAW ENFORCEMENT TO KNOW EXACTLY WHERE TO GO AND WHAT TO DO AND THAT'S INVOLVING SOME EXTERIOR DOOR NUMBERING AND SOME MAP DISSEMINATION AND THOSE THINGS.

>> RIGHT. I THINK I KNOW WHAT YOU'RE TALKING ABOUT, JUST KNOWING SOME MORE DEEPER THINGS, BUT ON THE SURFACE THAT LOOKED LIKE SOMETHING THAT I KNOW WE HAD ALREADY PUT IN PLACE.

BUT NOW THAT YOU'RE SAYING THAT, I KNOW WHAT YOU'RE TALKING ABOUT.

I'M GOING TO OPEN IT UP FOR THE TEAM FOR QUESTIONS FOR MS. GRACCHI, MRS. ROSCOE?

>> I JUST WANTED TO KNOW A LITTLE BIT ABOUT THE TIMELINE FOR YOUR HIRING OF YOUR POSITIONS WHEN YOU ANTICIPATE THAT BEING DONE?

>> I ACTUALLY HAVE INTERVIEWS SETUP ON FRIDAY.

IT'S BEEN A LITTLE BIT OF A CHALLENGE TO MANAGE HAVING AN INTERVIEW BOARD WITH EVERYTHING THAT'S BEEN GOING ON.

STRUGGLING A LITTLE BIT TO GET THAT BOARD PUT TOGETHER, BUT WE DID FINALLY GET IT TAKEN CARE OF.

WE'RE CONDUCTING INTERVIEWS ON FRIDAY.

>> THAT'S FOR TWO POSITIONS THAT YOU'RE HIRING FOR?

>> YES, MA'AM.

>> AWESOME. I KNOW THIS KEEPS COMING OUT.

CAN YOU TALK A LITTLE BIT ABOUT PORTABLES AND THE SAFETY WITH PORTABLES? DR. WRIGHT, I PROBABLY MAYBE I SHOULD'VE ASKED MAX, BUT I KNOW DR. WRIGHT WILL KNOW WHERE THE DEMOGRAPHERS REPORT AND WITH THE GROWTH AND EVERYTHING, ARE WE EVER GOING TO BE IN A PLACE THAT WE'RE NEVER GOING TO NEED PORTABLES? ARE WE EVER GOING TO STAY AHEAD OF THAT? THAT'S PROBABLY NOT GOING TO HAPPEN.

TALK TO US A LITTLE BIT ABOUT THAT IMMEDIATE GOAL OF SAFETY IN REGARDS TO PORTABLES.

>> IT'S A VERY GOOD QUESTION.

ULTIMATELY, AS WE ALL KNOW BRICK-AND-MORTAR STRUCTURE IS ALWAYS GOING TO BE PREFERABLE OVER A PORTABLE BUILDING. THAT'S REALITY.

BUT WHAT WE CAN DO IS SOME THINGS THAT ARE VERY EASY FOR US TO RECOGNIZE AS FAR AS THE SAFETY AND SECURITY.

WHAT WE NEED TO RECOGNIZE RIGHT OFF THE BAT IS GATES AND FENCES NEED TO BE CLOSED, LOCKED, AND SECURED.

WE DON'T WANT PEOPLE TO HAVE ACCESS TO OUR PORTABLE BUILDINGS, WHICH ARE TYPICALLY BACK IN A FENCED AREA, BUT WE NEED TO MAKE SURE THAT THOSE GATES ARE CLOSED AND LOCKED DURING SCHOOL OPERATING HOURS.

IT ALSO MEANS THAT WE ALSO HAVE TO MAKE SURE THAT OUR DOORS ARE LOCKED AND SECURED.

IT MEANS THAT WE HAVE TO HAVE OUR TEACHERS AS WELL AS OUR STUDENTS KNOW THAT IF SOMEBODY KNOCKS ON A DOOR THAT WE DON'T JUST RANDOMLY OPEN THAT DOOR.

THAT MEANS WE HAVE TO MAKE SURE THAT WE ARE LOOKING.

ARE WE SEEING SOMEONE WHO HAS A DISTRICT ID BADGE OR IF IT'S SOMEBODY WITH THEM, DO THEY HAVE A VISITOR'S TAG? IF THEY DON'T, WHAT IS YOUR PROCESS? IMMEDIATELY CALLING THE OFFICE OR IF IT'S SOMETHING THAT IS EVEN MORE UNTOWARD, IS MAKING A CALL TO 911 AND WE HAVE PHONES IN EACH AND EVERY ONE OF THOSE PORTABLES TO MAKE THAT INSTANTANEOUS NOTIFICATION.

WE KNOW WE HAVE KIDS OUTSIDE ALL THE TIME AT RECESS, DURING ATHLETICS AND ALL OF THESE ACTIVITIES.

THE REALITY IS WITH SOME VERY SIMPLE SAFETY TIPS AND BEING VIGILANT WITH THAT, WE'LL BE ABLE TO RECOGNIZE THAT WE HAVE SOMEBODY ON CAMPUS WHO SHOULDN'T BE.

THAT MEANS IT'S JUST AS IMPORTANT FOR THE PEOPLE WHO ARE INSIDE THAT PORTABLE AS THE PEOPLE, THE TEACHERS AND THE STUDENTS WHO BASICALLY SEE SOMEBODY OUT ON WALKING ACROSS A PARKING LOT THAT SHOULDN'T AND THEY NEED TO KNOW, HEY, I NEED TO REPORT THIS TO MS. SMITH OR OR MS. JONES OR THE PRINCIPAL.

REALLY IT'S JUST A CONSTANT EDUCATION OF OUR STUDENTS AS WELL AS OUR STAFF TO RECOGNIZE THAT.

>> THANK YOU. MR. VELA.

>> [INAUDIBLE] THANK YOU SO MUCH FOR THE INFORMATION.

I KNOW THAT WE'VE TALKED A LOT ABOUT ALL THESE PRACTICES, WE MENTIONED EARLIER AND JUST AS A BOARD, AS A TEAM, WE SAY THAT HOW EMPLOYEE FRIENDLY WE ARE.

[04:35:01]

BUT THIS IS ALSO WHY I SAID EARLIER, BUT JUST THE ACCOUNTABILITY PIECE BECAUSE THOSE THINGS ARE IMPORTANT.

WE HAVE A HIGH EXPECTATION, NOT JUST HOW WE DO IN THE CLASSROOM, BUT HOW WE DO FROM A SECURITY MINDSET.

SAFETY AND SECURITY IS ONE OF THOSE TOP THREE WE BELIEVE STATEMENTS.

I KNOW THAT WE'RE ALL COMMITTED TO THE SERIOUSNESS OF JUST MAINTAINING THE ENVIRONMENT THAT WE HAVE, BEING AWARE OF OUR SURROUNDINGS WHO'S ON OUR CAMPUS.

I JUST WANTED TO SAY THAT PUBLICLY.

>> ANYTHING ELSE FROM THE TEAM. MS. WRINKLE.

>> ON THE WRAPPER APP IS THAT AN APP THAT IS REQUIRED BY EVERY EMPLOYEE TO DOWNLOAD? ARE WE REQUIRING THAT?

>> WE'VE REQUESTED ALL EMPLOYEES TO DOWNLOAD THE APP.

IT'S NOT POLICY AT THIS POINT.

I'VE SEEN A LOT OF PEOPLE VERY RECEPTIVE TO IT WHO HAVE LOGGED IN AND THEY HAVE BEEN VERY EXCITED ABOUT WHAT IT BRINGS TO THE TABLE.

WE DO HAVE THE ABILITY TO RUN A REPORT IN REGARDS TO SEE WHO ON OUR SYSTEM HAS AND HAS NOT DOWNLOADED THE APP, WOULDN'T JUST SOMETHING I'VE BEEN WORKING ON WITH MS. [INAUDIBLE] AS WELL AS WRAPPER TECHNOLOGIES TO BE ABLE TO IDENTIFY WHO HAS AND WHO HAS NOT DONE THAT.

WE WILL BE FORWARDING THAT REPORT TO OUR TEAM.

>> WELL, MAYBE THIS QUESTION IS FOR DR. WRIGHT NOW THEN, WHY IS THAT NOT SOMETHING WE WOULD REQUIRE FOR EVERYONE TO DO?

>> LET ME SEE IF I CAN EXPLAIN IT IN ANOTHER WAY.

WE ARE LOOKING INTO DOING THAT, BUT WE'RE GOING TO HAVE SOME PEOPLE THAT DON'T HAVE SMARTPHONES.

WE STILL HAVE SOME, AND SO DO WE WANT TO BUY SMARTPHONES FOR PEOPLE THAT DON'T HAVE THEM OR IS THERE GOING TO BE ANOTHER WAY THAT WE CAN GIVE THEM A DEVICE WHICH THEN LEADS TO AN ENTIRELY DIFFERENT QUESTION BECAUSE IF YOU START DOING IT FOR ONE AND SOME PEOPLE SEE THAT YOU'RE GOING TO DO IT, THEN EVERYONE ELSE IS GOING TO WANT YOU TO PAY FOR A SMARTPHONE FOR THEM.

WE'RE GOING TO HAVE TO LOOK AND SEE IF THERE ARE WAYS OTHER THAN SMARTPHONE IN ORDER TO DELIVER THE APP.

I THINK WE'RE LOOKING INTO THAT, BUT WE HAVEN'T COMPLETELY WORKED IT OUT BECAUSE WE JUST ASSUME THAT EVERYBODY WOULD WANT TO DO THAT.

THEN WE DO HAVE SOME PEOPLE THAT DON'T BELIEVE IN BIG BROTHER OR TRACKING, SO THEY DON'T WANT SMARTPHONES.

IT'S LIKE WE USED TO CUT PAPER CHECKS FOR PEOPLE AND NOT JUST DO DIRECT DEPOSIT BECAUSE SOME PEOPLE DIDN'T HAVE BANK ACCOUNTS.

EVENTUALLY WE WENT TO ALL DIRECT DEPOSIT AND I THINK DIDN'T WE READY? YES. I THINK IT'LL BE SOMETHING THAT WE GRAVITATE TO, BUT I THINK WE MAY HAVE TO COME UP WITH A SOLUTION FOR THAT BECAUSE I DO KNOW THAT THEY'VE SAID WE HAVE PEOPLE THAT STILL HAVE FLIP PHONES BECAUSE THEY'RE WORRIED ABOUT BIG BROTHER SPYING ON THEM.

>> TO YOUR POINT, WE DO HAVE LOTS OF THINGS THAT ARE GOING ON OUTSIDE THROUGHOUT THE DAY AND THEY CANNOT HEAR WHAT IS HAPPENING INSIDE OR ON THE ANNOUNCEMENT.

I WOULD LIKE TO SEE WHAT THAT PLAN IS AND IF YOU GUYS WILL JUST LET US KNOW, THAT'D BE AWESOME.

>> I'M SORRY TO INTERRUPT YOU, BUT KNOWING THAT OFTENTIMES MOST OF OUR STAFF DOESN'T GO OUT IN ONE-OFFS.

A LOT OF TIMES WHAT YOU'LL HAVE IS YOU'LL HAVE YOUR TEACHER WHO WILL BE RIGHT THERE HAVING IT AS WELL.

BUT WILL STILL BE DOING ANNOUNCEMENTS, WILL STILL BE PULLING THE ALARMS AND THINGS LIKE THAT, SO THEY WILL GET IT.

THIS WAS JUST ANOTHER LAYER TO BE ABLE TO HANDLE IT.

>> MR. VELA.

>> EVEN FOR THOSE WHO MAY NOT HAVE THE TECHNOLOGY FEATURES ON THEIR PHONES OR WHAT HAVE, BUT WE STILL HAVE TEXT ALERTS THAT ARE GOING TO COME THROUGH THAT ARE CAMPUS SPECIFIC.

OR I'VE MENTIONED THAT THE SYSTEM IS IN PLACE FOR THAT ALERT.

>> IF WE CAN 100 PERCENT DO TEXT ALERTS ON PEOPLE WHO FALL INTO THAT REALM.

THERE IS AN OPTION TO BE ABLE TO DO THAT.

WHAT I WILL TELL YOU IS, AND PLEASE UNDERSTAND THE BEST THING AND THE MOST EXPEDITIOUS THING IS TO INITIATE THAT ALARM AND THEN GO AHEAD AND DO WHAT THE ACTION IS.

SOMETIMES THAT MAY NOT BE SITTING AT YOUR COMPUTER AND SENDING A TEXT MESSAGE OR DOING THOSE THINGS BECAUSE YOU MAY BE IN DANGER YOURSELF, SO LOCKING DOWN AS SOON AS POSSIBLE, IT'S OFTENTIMES.

BUT YOU CAN YES, SINCE CERTAINLY ONCE YOU LOCKED DOWN HAVING ACCESS TO A COMPUTER, YOU CAN ALSO SEND TEXT ALERTS AND MESSAGES.

>> BUT EVEN RECEIVING I WAS ASKING ABOUT IF I JUST I'M GOING TO GET THE NOT ME SPECIFICALLY, BUT IF SOMETHING WERE GOING ON THAT AFFECTED THIS OFFICE, THIS BUILDING RIGHT NOW, AS A END-USER, I'M GOING TO GET A NOTIFICATION SAYING, HEY, TAKE THIS ACTION IMMEDIATELY OR INCLEMENT WHETHER AN AREA, HERE'S WHAT YOU NEED TO DO.

WHATEVER THE ALERT IS, WHATEVER THE EMERGENCY IS, WILL DICTATE WHAT INSTRUCTIONS ARE GIVEN.

>> IT WILL ONLY ALERT TO THOSE PEOPLE WHO ARE ASSIGNED TO THAT BUILDING, IF THAT MAKES SENSE.

IF YOU'RE A TEACHER AT

[04:40:02]

JOHNSON AND YOU WENT OVER TO VISIT AT LAYMAN AND THEY WENT INTO LOCK-DOWN, YOU WOULD NOT GET THE LAYMAN ALERT, YOU WOULD ONLY GET THE ALERT FOR THE CAMPUS BUILDING YOU ARE ASSIGNED.

>> UNDERSTOOD THAT. THEN WE HAVE THE CONTACT INFORMATION FOR EACH ONE OF OUR STAFF MEMBERS IN THERE, WHETHER THEY HAVE A SMARTPHONE OR NOT, THERE IS SOME WAY TO CONTACT HIM OR HER THROUGH THEIR PHONE.

>> THANK YOU. I JUST HAD A FOLLOW UP TO MS. WRINKLE'S QUESTION ABOUT PORTABLE, SO I KNOW WE WERE LIVING IN PORTABLES WERE GROWING I UNDERSTAND THAT.

>> PERFECT. THANK YOU.

>> MR. [INAUDIBLE].

I KNOW THAT ESPECIALLY IN THE ELEMENTARY SCHOOL SIDE, THOSE PORTABLE BUILDINGS WITH THEIR ESPECIALLY THE NEW RENOVATIONS WE'VE DONE, NEW TEACHERS HAVE BEEN ALLOCATED TO THOSE ROOMS. A TEACHER MIGHT NOT HAVE BEEN IN PORTABLE BEFORE OR THEY ARE IN A PORTABLE NOW.

ELEMENTARY SCHOOL STUDENTS ARE GOING TO BE IN A PORTABLE BUILDING WHERE THEY MIGHT NOT HAVE BEEN LAST YEAR OR THE YEAR BEFORE.

I THINK IT CREATES SOME INKS WITH PARENTS AND I KNOW THERE'S A SAFETY AND SECURITY PLAN FOR THOSE, BUT IS THERE SOMETHING THAT WE HAVE WRITTEN DOWN LIKE A SPECIFIC PROTOCOL AND PROCESS PROCEDURES FOR THOSE PORTABLES TO HAND TEACHERS IN THE EVENT OF WHATEVER THE SCENARIO THIS IS HOW WE'RE REACTING IN A PORTABLE SITUATION.

SAME WITH KIDS' PARENTS TOO, THEY ARE NERVOUS ABOUT THEIR KIDS BEING OUTSIDE, NOT IN THE SECURE BUILDING TOO.

I JUST DIDN'T KNOW IF WE HAD SOMETHING LIKE THAT AVAILABLE FOR THEM, ESPECIALLY SINCE WE'RE JUST LIVING WITH PORTABLES RIGHT NOW.

I'LL BE SOON BE GETTING A BUNCH OF QUESTIONS ABOUT THAT LATELY.

>> OUR SAFETY STANDARDS ARE THE SAME, WHETHER YOU'RE INSIDE THE BUILDING OR WHETHER YOU'RE IN THE PORTABLE SO THEY DON'T CHANGE IN ANY WAY, SHAPE, OR FORM.

WITH THE EXCEPTION OF OBVIOUSLY IN A FIRE SITUATION, YOU'RE LOOKING AT THE POTENTIAL THAT THAT'S A LITTLE BIT DIFFERENT IN THE EVACUATION.

KEEP IN MIND, WE MAY MAKE TAKE CHILDREN OUT OF THE MAIN BUILDING AND PUT THEM IN A PORTABLE DURING A FIRE SITUATION OR VICE VERSA.

WEATHER EVENTS, WE KNOW WE GO INTO A WEATHER SAFE ZONE IN A BRICK-AND-MORTAR SCHOOL, WE'RE NOT GOING TO DO THAT IN A PORTABLE AND IN WEATHER EVENT WE WANT ALL OF OUR PORTABLE CHILDREN TO COME INSIDE THE BUILDING, ETC.

WE DO HAVE THAT STANDARD IN PLACE, BUT AS FAR AS, AND I'VE GOT A PORTABLE POLICY IN OUR EMERGENCY OPERATIONS PLAN.

BUT THE REALITY THERE IS, IT'S THE SAME EXACT STANDARDS IS IN OUR MAIN BUILDING, IS WHAT WE FOLLOW IN THE PORTABLES LOCKED DOORS, ALL OF THE THINGS THAT WE ANTICIPATE THOSE LOCKED GATES HAVE TO HAPPEN, AND THE PAST, THAT HAS BEEN A LESS THAN 100 PERCENT COMPLIANCE.

THAT REALLY DOES FOR THE POSSIBILITY OR THE OPPORTUNITY FOR PEOPLE TO BE ABLE TO WALK RIGHT UP TO THAT PORTABLE AND THAT'S WHAT WE HAVE TO ELIMINATE.

>> ANYTHING ELSE? I THINK WE SHOULD CREATE A HEALTHY COMPETITION ON OUR WRAPPER APP ADOPTION.

CAMPUSES THAT HAVE THE HIGHEST PERCENTAGE SHOULD GET A PIZZA PARTY OR SOMETHING.

WE'LL COME UP WITH SOMETHING GREAT.

RIGHT, DR. WRIGHT?

>> HAVE A LITTLE. JEANS EVERY DAY WITHOUT A SPIRIT SHIRT? NO. [LAUGHTER] JOKING. YOU'LL COME UP WITH SOMETHING WAY MORE ATTRACTIVE FOR ADOPTION OF THE RAPTURE APP.

I DO THINK WE SHOULD HAVE SOME HIGH ADOPTION AND MS. GRACCHI DISAPPEARED [LAUGHTER].

I WAS TALKING TO HER. NO DON'T WORRY.

I WAS THINKING TO MYSELF, WHEN YOU'RE TALKING ABOUT PEOPLE BECOMING COMPLACENT, I THINK YOU'RE TOTALLY RIGHT AND I FEEL LIKE AS YOUR TEAM GROWS AND YOU HAVE MORE TIME TO THINK MORE STRATEGICALLY, I ENVISION YOU HAVING YOUR OWN HASHTAGS, YOUR OWN TAGLINES FOR SAFETY AND SECURITY, LIKE HASHTAG STAY ALERT, HASHTAG NEVER COMPLACENT, WHATEVER.

BECAUSE I DO THINK YOU'RE RIGHT AND I FEEL LIKE OUR DISTRICT HAS BEEN VERY PROACTIVE.

WE'VE BEEN REALLY AHEAD OF SAFETY AND SECURITY THREATS FOR A LONG TIME.

I READ IN THE HAYS FREE PRESS THAT WE JUST MADE YOU IN CHARGE OF OUR SAFETY AND SECURITY? NO, YOU'VE BEEN IN CHARGE OF IT.

WE JUST ELEVATED YOU FROM A DIRECTOR TO A CHIEF, WHICH AFFORDS YOU WELL MORE ACCESS TO US AND VICE VERSA; SEAT AT THE TABLE AND THE CABINETS MEETINGS, WHICH AS YOU KNOW, HAVE ALL KINDS OF OVERLAP WITH TIM SAVOY.

I LOVE THAT YOU'RE GOING TO BE IN THE SAME SPACE WITH MR. SAVOY.

THERE'S TECHNOLOGY OVERLAP.

THERE'S FACILITIES OVERLAP.

EVERYTHING YOU DO TOUCHES EVERYTHING ELSE IN OUR DISTRICT.

I WANT TO BE ON RECORD TO SAY I THINK OUR DISTRICT IS WAY OUT IN FRONT OF ADDRESSING AND BEING PROACTIVE.

THE FACT THAT YOU'RE GOING TO BUILD YOUR TEAM A LITTLE BIT MORE, I THINK IT'S GOING TO HELP IN SO MANY DIFFERENT WAYS SO MUCH SO THAT YOU ARE GOING TO RISE ABOVE AND BE ABLE TO HAVE SOME 50,000 FOOT VIEW AND BE LIKE, WE'RE GOING TO DO SOME PSA VIDEOS.

WE'RE GOING TO REALLY GET OUT THERE.

I LOVE THAT YOU'RE GOING TO DO SOME POSTERS ABOUT EITHER IWATCH, HAYS,

[04:45:05]

HOPELINE, GET IN FRONT OF THIS FIT IN ALL CHALLENGE THAT WE KNOW WE HAVE.

THE FENTANYL BUSINESS MAKES ME VERY, VERY ANXIOUS AND WORRIED.

I JUST WANTED TO SAY GREAT JOB, BUT I LOOK FORWARD TO THE DAY THAT YOU HAVE YOUR HEAD A LITTLE BIT MORE ABOVE WATER AND YOU'RE NOT JUST DOING ALL THE THINGS THAT ARE REQUIRED OF YOU, BUT THAT YOU GET TO TAKE A BREATH AND SAY, WHAT ELSE CAN WE BE DOING.

COME TO US AND LET US KNOW HOW WE CAN HELP YOU.

WE KNOW YOU'RE GOING TO BRING US SOME THINGS IN AUGUST, SO APPRECIATE ALL THE WORK THAT YOU'RE DOING.

>> ALL RIGHT. ANYTHING ELSE FOR MS. GRACCHI? YOU ARE OFFICIALLY DISMISSED, YEAH.

ALL RIGHT TEAM, WE HAVE ONE MORE AND THEN WE WANT TO TAKE A QUICK BREAK AND DO DR. WRIGHT AND THEN OUR GOALS OR DO WE WANT TO TAKE A QUICK BREAK NOW? WE GO ONE MORE. MARIVEL SEDILLO IS OUR CHIEF ACADEMIC OFFICER AND DEPUTY SUPERINTENDENT, AND SHE IS UP NEXT.

>> GOOD AFTERNOON MEMBERS OF THE BOARD, PRESIDENT PETRI AND DR. WRIGHT.

I WANT TO SAY THAT I AM SUPER-EXCITED.

I THINK FOR THE VERY FIRST TIME SINCE I'VE BEEN A TEACHER AND ADMINISTRATOR AND NOW IN CENTRAL OFFICE SERVING IN THIS CAPACITY THAT WE DON'T HAVE ANY NEW INITIATIVE IN 22.

THERE IS NOTHING NEW, AND I KNOW IT MADE TEACHERS SUPER EXCITED TO HEAR THAT.

WE'RE GOING TO STRIVE TO GO DEEPER WITH A MORE REFINED FOCUS.

IMAGINE THAT IS THAT WE'RE GOING TO GET BETTER AT WHAT WE DO.

I'M REALLY EXCITED ABOUT THAT BECAUSE I THINK OUR TEACHERS AND OUR ADMINISTRATORS DEFINITELY NEED A BREAK FROM SOMETHING NEW.

IT'S TIME THAT WE GET BETTER AT WHAT WE DO AND REALLY HAVE THAT REFINED FOCUS.

THIS IS AN IMMEDIATE GOAL, BUT ALSO A LONG-TERM GOAL, AND IT'S SOMETHING THAT WE DO EVERY SINGLE YEAR AND THAT IS TO INCREASE THE OVERALL STUDENT ACHIEVEMENT OF ALL OUR STUDENTS, AS THE APPROACHES MEETS AND MASTERS.

I KNOW THAT WE HAVE SET OUR PERFORMANCE MEASURES AT THE THREE PERCENT INCREASE BY THREE PERCENT OF THE APPROACH'S LEVEL, TWO PERCENT AT THE MID'S LEVEL, AND ONE PERCENT AT THE MASTER'S LEVEL.

YOU NOW HAVE A NEW GROWTH CHART DATA THAT ACTUALLY SHOWS THAT EXACTLY.

THEY REALLY SHOW OUR SCORES FROM 21-22.

I APOLOGIZE THAT YOU RECEIVED HOW WE COMPARED OUR GROWTH TO THE STATE, BUT THAT WAS THE WRONG DATA CHARTS.

NOW YOU HAVE SOMETHING THAT REALLY COMPARES HOW WE DID FROM 21, 22 FROM THE PREVIOUS YEAR.

ANYHOW, HOPEFULLY THAT'LL MAKE MUCH MORE SENSE AND THEN ALSO JUST TO REMIND YOU THAT ON THE 22ND, WE'RE ACTUALLY GOING TO TAKE A DEEPER DIVE ABOUT HOW WE DID IN EVERY SINGLE AREA THAT YOU SET MEASURES FOR.

BUT AT LEAST THAT'S A SNEAK PEEK OF WHERE WE LANDED AT THE END OF THE YEAR.

I KNOW THAT LAST WEEK I ALSO SEND YOU A REPORT ABOUT THE DISTINCTIONS THAT OUR CAMPUS RECEIVED.

FOLKS, IT'S GOOD STUFF OUR TEACHERS DID SO WELL AND OUR STUDENTS, OUR PARENTS, AND ADMINISTRATORS, DIRECTORS, THE BOARD OF TRUSTEES, EVERYONE WHO SUPPORTS TEACHING AND LEARNING, SHOULD BE VERY PROUD OF THE WORK THAT WE DID.

AGAIN, THAT'S AN IMMEDIATE GOAL THAT WE'RE GOING TO CONTINUE TO STRIVE NOW WITH THIS CAVEAT THAT THE STAR TEST IS BEING REDESIGNED.

I THINK THIS IS THE YEAR OF THE RE.

EVERYTHING IS ABOUT RE. WE'RE REDESIGNED.

WE'RE REFLECTING. WE'RE RETHINKING.

WE'RE REDOING, ETC.

THOSE PERFORMANCE LEVELS WON'T BE SET UNTIL NEXT SUMMER.

KNOW THAT WE'RE GOING TO SET GOALS AND AS YOU SET GOALS WITH DR. WRIGHT LATER THIS AFTERNOON, KNOW THAT WE WILL NOT HAVE THE NEW PERFORMANCE LEVELS UNTIL NEXT SUMMER.

BUT I THINK THAT IF WE CONTINUE TO STAY FOCUSED ON THE 3, 2, 1, THAT'LL HELP AT LEAST IN THE MEANTIME SO THAT WE HAVE A TARGET.

WE WANT TO MAKE SURE THAT WE IMPROVE IN ALL THOSE AREAS.

THE OTHER GOAL THAT WE'VE HAD AND REALLY AN INITIATIVE THAT WE STARTED OVER THE SPRING WAS TO REALLY GET BETTER AT HOW WE DO OUR WORK AROUND PROFESSIONAL LEARNING COMMUNITIES.

IT'S WHAT WE DO.

IT'S HOW WE LOOK AT DATA.

IT'S HOW WE ANALYZE DATA, HOW WE USE DATA TO INFORM INSTRUCTION.

IT'S HOW WE COLLABORATE TO SHARE STRATEGIES.

[04:50:01]

IT'S ALSO AN EMBEDDED RESPONSE TO INTERVENTION IN HOW WE ADDRESS THE NEEDS OF OUR STUDENTS WHEN THEY ARE PERFORMING AT OR ABOVE LEVEL, BUT ALSO WHEN STUDENTS STRUGGLE.

THEN WHAT OUR PLAN IS TO HELP OUR STUDENTS WHEN THEY'RE STRUGGLING.

YOU'VE HEARD THIS A LOT ABOUT LEARNING LAWS IN WHAT WE DID AND WHAT WE WERE DOING TO HELP CLOSE THOSE GAPS AND EVERYTHING WAS ABOUT INTERVENTION BECAUSE THAT'S WHAT WE HAD TO DO TO MAKE SURE OUR KIDS WERE LEARNING AND MAKING PROGRESS AND GROWING.

THOSE ARE THE THINGS THAT YOU HAVE HEARD IN THE LAST FEW YEARS ESPECIALLY DUE THE PANDEMIC.

BUT I WANT YOU TO KNOW THAT OUR TEACHERS AND THIS REALLY GOES OUT TO THEM THAT THEY HAVE WORKED REALLY HARD TO HELP SUPPORT CLOSING THAT GAP AND UTILIZING EVERY SINGLE TOOL AND WORKING TOGETHER TO COME UP WITH THE BEST STRATEGIES AND REALLY UTILIZING THOSE HIGH-YIELD STRATEGIES TO MAKE SURE THAT WE'RE CLOSING GAPS.

WE'VE DONE THAT THROUGH ALSO OUR BLENDED LEARNING.

ONE THING ABOUT BLENDED LEARNING IS THAT WE WANT TO MAKE SURE THAT WE'RE NOT JUST TECH RICH.

I LOVE OUR TECHNOLOGY DEPARTMENT BECAUSE THEY WILL DO WHATEVER IT TAKES TO MAKE SURE THAT OUR KIDS HAVE THE DEVICES THEY NEED AND OUR TEACHERS HAVE WHAT THEY NEED.

WE CAN'T JUST BE TECH RICH.

WE REALLY NEED TO KNOW AND UTILIZE OUR SOFTWARE IN ORDER TO INFORM INSTRUCTION, SO IT'S A BLEND BETWEEN HOW WE USE THE DATA THAT WE CAPTURE FROM HOW WELL OUR STUDENTS ARE PERFORMING, UTILIZING SOFTWARE, BUT ALSO WITH THAT FACE-TO-FACE.

WE NEED TO MAKE SURE THAT WE HAVE A NICE BLEND THERE.

WE'RE GOING TO GET BETTER AT BLENDED LEARNING.

SOMETIMES, YOU MAY WALK INTO A CLASSROOM, KIDS HAVE A DEVICE IN FRONT OF THEM AND WE THINK, THIS LOOKS LIKE BLENDED LEARNING.

BUT IT'S REALLY NOT BLENDED LEARNING IF WE'RE NOT UTILIZING THE DATA OR ACTUALLY HAVING A PLAN BEFORE WE PUT KIDS ON ANY KIND OF SOFTWARE FROM DREAMBOX TO AMPLIFY, TO IMAGINE LEARNING.

WHATEVER SOFTWARE WE USE, WE CAN'T JUST USE IT.

IT HAS TO BE INTENTIONAL AND STRATEGIC SO THAT WE CAN MONITOR AND SHOW WHETHER OR NOT KIDS ARE ACTUALLY MAKING PROGRESS.

OTHERWISE, KIDS WILL LOOK SUPER BUSY IN FRONT OF A COMPUTER OR ANY KIND OF DEVICE.

BUT WE HAVE TO BE STRATEGIC TO UTILIZE THAT DATA.

SCL, WE HAVE TO GET BETTER AT THIS.

SOCIAL EMOTIONAL LEARNING IS SUPER IMPORTANT, ESPECIALLY NOW MORE THAN EVER, BECAUSE OF THE NEEDS OF OUR STUDENTS DUE THE PANDEMIC.

BUT EVEN PRIOR TO THE PANDEMIC, WE WERE SEEING A LOT OF CONCERNS WITH MENTAL HEALTH, BUT ALSO HOW STUDENTS SEE THEMSELVES AND REALLY NEEDING TO FOCUS ON THAT SELF-EFFICACY SO THAT KIDS CAN REALLY TRULY BELIEVE THAT THEY CAN ACHIEVE ANYTHING AND THERE ARE LOTS OF PEOPLE AROUND THEM TO HELP THEM ACHIEVE THOSE GOALS THAT THEY SET FOR THEMSELVES.

I NEED TO SAY THANK YOU, THAT WE HAVE AN SCL SPECIALISTS AT THE DISTRICT LEVEL THAT THIS PAST YEAR CONDUCTED A NEEDS ASSESSMENT AND WAS ABLE TO TALK TO EVERY SINGLE CAMPUS AND FIND OUT WHAT THEY NEED AND HOW SHE CAN SUPPORT THEM.

I WILL TELL YOU THAT SHE GAVE 11 TRAININGS OVER FOUR DAYS IN THE LAST COUPLE OF WEEKS TO ALL OUR CAMPUSES, SO SHE WAS ABLE TO TOUCH AND CONNECT WITH TEACHERS, PARENTS, ADMINISTRATORS, AND OTHER CENTRAL OFFICE FOLKS WHO ATTENDED THE TRAININGS OVER THE LAST FOUR DAYS THAT WE'VE PROVIDED, SO I KNOW THAT OUR CAMPUS ADMINISTRATORS KNOW THAT SCL IS SUPER IMPORTANT AND THAT WE JUST NEED TO DO A BETTER JOB OF MAKING SURE THAT WE DO IT WITH FIDELITY AND THAT OUR KIDS HAVE A VOICE IN HOW THEY FEEL.

STUDENT ADVISING, I KNOW THAT THIS IS ONE OF OUR OVERARCHING GOALS AND WE HAVE THIS AMAZING NEW PLATFORM.

I WILL TELL YOU THAT IN THE PAST FEW YEARS WE'VE USED ZILLOW, AND I'M SAD TO SAY THAT USING ZILLOW, IT REALLY DIDN'T ALLOW US TO DOCUMENT WHAT WE WERE DOING.

I KNOW WE DECIDED TO GO DOWN TO THE FIFTH GRADE AND MAKE SURE THAT OUR FIFTH GRADERS HAD ACCESS TO SOME KIND OF COLLEGE AND CAREER, JUST REALLY GETTING TO THEM TO TEACH THEM MORE ABOUT WHAT THEIR OPTIONS COULD BE ONCE THEY GOT BEYOND ELEMENTARY.

WE JUST DIDN'T HAVE A GOOD PLATFORM, WE DIDN'T HAVE A GOOD PROCESS.

THE COUNSELORS DID SPEAK TO OUR STUDENTS, BUT THERE WASN'T ANYTHING THAT WAS FORMERLY DOCUMENTED AND WE JUST WEREN'T VERY GOOD AT IT.

NOW AS SCHOOL LINKS, AND I JUST SEEN YOU ALL AN UPDATE BECAUSE I BELIEVE THAT IN THE SPRING,

[04:55:06]

I THINK SOME OF MY COLLEAGUES THOUGHT I WAS A LITTLE CRAZY THINKING THAT SCHOOLING WOULD BE UP AND RUNNING BY AUGUST.

DIANE BORSA, LOVE YOU DEARLY.

BUT I LOVE THAT SHE KEPT ME REAL.

I WILL TELL YOU THAT IT IS UP AND RUNNING.

AS OF AUGUST 9TH, AT THAT MOMENT, WE HAD 150 SENIORS WHO WERE ALREADY UTILIZING SCHOOL LINKS IN COMPLETING THEIR APPLIED TEXAS COLLEGE APPLICATION.

THE GREAT THING ABOUT THIS IS THAT OUR FIFTH GRADERS WILL HAVE ACCESS.

THERE'S CAREER INTERESTS, INVENTORIES AND EVERYTHING ELSE.

YOU RECEIVED OR YOU WILL BE RECEIVING ON BOARD BLOG, AN ACTUAL SCOPE AND SEQUENCE OF HOW WE'RE USING THE CCR PLATFORM AS WHAT WE'RE CALLING IT A CCR PLATFORM CALLED SCHOOL LINKS.

I'M GOING TO READ YOU SOME OF THE THINGS THAT ARE ON THERE.

WHEN YOU HAVE TIME, YOU CAN ACTUALLY GO INTO BOARD BLOG AND THEN CLICK ON THE LINK AND THEN SEE WHAT THAT LOOKS LIKE.

THIS IS OUR SCOPE AND SEQUENCE FOR EVERY SINGLE, IN THIS CASE, SIXTH GRADE, ALL THE WAY UP TO 12TH GRADE.

IF YOU CLICK ON THE SIXTH GRADE LINK, IT'LL ACTUALLY PULL UP THE SCOPE AND SEQUENCE OF WHAT OUR STUDENTS ARE ABLE TO ACCESS IN SCHOOL LINKS.

THERE'S AN ONBOARDING AND PATH ASSESSMENT THAT TAKES ABOUT 15 MINUTES.

HOW THAT ACTIVITY IS FACILITATED BY, THEY'RE GOING TO COMPLETE THEIR SCL ASSESSMENT, THEIR SELF-DISCOVERY LEARNING UNITS IN THE SPRING, THAT'S IN THE FALL SEMESTER.

IN THE SPRING, THEY'RE GOING TO LEARN ABOUT WHAT AN ENDORSEMENT IS AND WHAT ARE THEIR INTERESTS.

THAT SHOULD TAKE ABOUT 30 MINUTES, AND THERE'S EVEN A FAMILY ENGAGEMENT ACTIVITY.

DEFINITELY, THIS IS OUR WAY OF CONNECTING OUR PARENTS AND THEN SO THAT OUR PARENTS CAN HAVE ACCESS.

THEN THERE'S SOME SEVENTH-GRADE GOALS, AND THEN IT'S GOT A LIST OF ALL THE ACTIVITIES THAT THEY WILL BE ABLE TO GET THROUGH IN THE FALL SEMESTER AS WELL AS THE SPRING SEMESTER.

I AM SUPER EXCITED BECAUSE THIS IS DEFINITELY GOING TO BE DOCUMENTED, AND THIS IS SOMETHING KIDS CAN REFERENCE FROM YEAR-TO-YEAR.

WE DON'T LOSE THIS INFORMATION.

WE WANT TO MAKE SURE THAT WE DO A BETTER JOB OF ADVISING AND JUST INFORMING OUR STUDENTS, BUT ALSO OUR PARENTS WHO WERE THERE, WHO WERE WONDERING WHAT OUR STUDENTS ARE DOING ABOUT THEIR FUTURE PLANS.

THIS IS JUST ONE WAY AGAIN, TO PROVIDE THAT INFORMATION.

WE HAVE TO FOCUS ON RIDING ACROSS ALL CONTENT AREAS.

I HEARD FROM YOU LOUD AND CLEAR AND I WANT TO TELL YOU THAT AT THE MOMENT WHEN I HEARD FROM SOME OF OUR BOARD MEMBERS AND IT BROKE MY HEART TO EITHER RECEIVE AN EMAIL.

I HAVEN'T FORGOTTEN MR. MCMANUS, MS. RANKL, AND MS. KELLER, WHO ISN'T WITH US ANYMORE, BUT IT RESONATED.

MS. OROSCO, I KNOW YOU'RE GOING TO GIVE ME A HARD TIME, BUT I WILL TELL YOU THAT IT RESONATED WITH ME BECAUSE AS A TEACHER, AS AN ADMINISTRATOR AND AS A PARENT OF STUDENTS WHO CAME THROUGH THIS DISTRICT, IT IS IMPORTANT AND IT IS ALLOWING OUR STUDENTS TO SHOW THEIR UNDERSTANDING AT THE HIGHEST LEVEL WHEN THEY CAN CREATE SOMETHING IN WRITING.

BLESS YOU. I THINK IT'S IMPORTANT AND I KNOW THAT OUR ELA TEAM, OUR LITERACY TEAM IS REALLY FOCUSED ON HELPING SUPPORT ALL OUR TEACHERS.

I HEARD IT FROM A TEACHER THIS MORNING WHEN SHE SENT ME AN EMAIL ABOUT HOW WONDERFUL TRAINING WAS LAST WEEK AT THE DISTRICT LEVEL AND HOW IMPORTANT IT IS FOR US TO INCORPORATE THE WRITING.

IT'S ALSO PART OF THE STAR 2.0, BUT IT'S NOT ALL ABOUT STAR, IT'S ABOUT JUST MAKING SURE OUR KIDS COULD WRITE.

WE FOLLOW HMA WHICH IS PART OF OUR ELA CURRICULUM, AND YOU WOULD LOVE THIS MS. OROSCO.

IT INCORPORATES THE READERS AND WRITERS WORKSHOP MODEL, AND WE SHOULD BE DOING THIS ALREADY, AND THIS IS SOMETHING THAT WE'RE GOING TO CONTINUE JUST GETTING BETTER AT, AND KNOW THAT THAT IS SOMETHING THAT'S IMPORTANT TO ALL OF US.

WE HAVE TO INCREASE OUR ATTENDANCE RATE.

I KNOW THIS SEEMS LIKE SOMETHING THAT WELL, THIS IS WHAT WE DO EVERY DAY, THIS IS WHAT WE DO EVERY YEAR, THIS IS NOT REALLY AN IMMEDIATE GOAL.

BUT IT IS A GOAL AND ONE THAT'S SUPER IMPORTANT TO DR.

WRIGHT AS HE TRACKS ENROLLMENTS AND ATTENDANCE DAILY.

PROBABLY MORE SO THAN ANYONE ELSE IN THE ROOM AND KNOWS THAT THIS IS ALL TIED TO FUNDING.

IT'S IMPORTANT THAT WE UTILIZE OUR LEARNING MANAGEMENT SYSTEM.

WE HAVE A THEORY THAT PERHAPS OUR STUDENTS, BECAUSE WE HAVE SCHOOLOGY, WHICH IS OUR LMS OR LEARNING MANAGEMENT SYSTEM.

BECAUSE WE WERE IN THE PANDEMIC THAT STUDENTS FELT LIKE IT DIDN'T MATTER IF THEY MISSED CLASS,

[05:00:02]

THEY WERE STILL GOING TO GET ALL THEIR ASSIGNMENTS AND EVERYTHING THEY MISSED IF THEY STAYED HOME AND REALLY DIDN'T NEED TO COME TO SCHOOL.

HOWEVER, ONE OF THE THINGS THAT WE'VE TALKED TO TEACHERS AND I'VE SAID IT IS THAT WE HAVE TO UTILIZE SCHOOLOGY IN IN A MUCH DIFFERENT WAY TO ENSURE THAT WE'RE ENGAGING OUR STUDENTS.

THAT'S JUST ONE WAY THAT WE KNOW WE NEED TO FOCUS AND MAKE SURE THAT WE'RE UTILIZING THIS SYSTEM IN THE RIGHT WAY AND THAT WE'RE NOT COMPROMISING FACE-TO-FACE INSTRUCTION.

OUR LONG RANGE GOALS IS, OBVIOUSLY AGAIN, TO INCREASE ACADEMIC ACHIEVEMENT ACROSS ALL CONTENT AREAS.

INCREASED PARTICIPATION AND ENHANCE OUR GT PROGRAM AT ALL OF OUR UNDERSERVED CAMPUSES.

THIS HAS BEEN A STRUGGLE FOR YEARS, AND THIS HAS GOT TO BE A FOCUS THAT WE JUST STAY ON TOP OF BECAUSE IT'S JUST NOT FAIR FOR OUR UNDERSERVED KIDS NOT TO BE IDENTIFIED BECAUSE MANY OF THEM ARE BRILLIANT AND WE'RE JUST NOT TAPPING INTO THEIR BRILLIANCE.

MANY OF THEM ARE GETTING BORED, THEY BECOME MORE OF A BEHAVIOR PROBLEM AND IT'S JUST UNFAIR BECAUSE WE'RE NOT REALLY REACHING THEM AND SO WE HAVE TO DO A BETTER JOB OF REACHING THEM.

I DON'T KNOW WHAT I WAS THINKING WITH THE NEXT GOAL, BUT NO, WE'RE NOT IN THE TV REALITY BUSINESS.

BUT I WAS THINKING THE BACHELOR, I GUESS, WHEN I TYPE THAT, SO YOU ARE SO AWESOME AS PETRI.

I KNOW YOU CAN LAUGH.

I'D LAUGH TOO, BECAUSE I'M NOT FUNNY AND THIS IS FUNNY.

EVEN HE'S LAUGHING BACK THERE.

SORRY. EXACTLY, DR. WRIGHT.

I DO APOLOGIZE FOR THAT, BUT I GUESS MY MIND WAS SOMEWHERE ELSE, I SPELLED CORRECTLY, BUT NOT THIS WAY.

YOU'RE MAKING FUN OF ME. THAT'S OKAY.

WHAT I WANT YOU TO KNOW IS THAT I THINK WE NEED TO OFFER OUR KIDS IN THIS DISTRICT EVERYTHING THAT WE CAN AND WE'VE GOT TO SET THE BAR HIGHER FOR ALL OF OUR HIGH-ACHIEVING STUDENTS, BECAUSE FOR A LONG TIME WE HAVE FOCUSED ON OUR KIDS THAT REQUIRE LOTS OF INTERVENTION.

WHAT ABOUT ENRICHMENT? ITS TIME, IT IS WAY OVERDUE THAT RGT KIDS DESERVE TO BE STRETCHED IN CRITICAL THINKING THAT WE HAVEN'T BEEN DOING MUCH OF.

IT'S HAPPENING IN SOME CLASSROOMS, BUT NOT ACROSS THE ENTIRE DISTRICT.

I WOULD LOVE FOR US TO START AN IB PROGRAM SOMEWHERE IN THE DISTRICT.

I'LL JUST NEED SPACE IN A SCHOOL, MAX CLEAVER AND DR. WRIGHT, AND LOTS OF MONEY TO DO THIS, SO THAT WE CAN HAVE AN IB PROGRAM.

THEN IT IS SOMETHING THAT WE'RE DEFINITELY GOING TO START EXPLORING THIS YEAR, BUT IT IS SOMETHING THAT I DEFINITELY SEE FOR THIS DISTRICT BECAUSE AS OUR CHARTERS ARE COMING INTO THIS COMMUNITY, WE'VE GOT TO BE READY AND JUST BOLDER TO TAKE ON SOME OF THESE OPPORTUNITIES THAT COULD POSSIBLY ENRICH OUR STUDENTS.

WE HAVE A FINE ARTS PROGRAM MAGNET, IF YOU WILL, AT QINTAS ELEMENTARY, WE HAVE GOT TO ENHANCE IT BECAUSE I HAVE NOT LOOKED AT THE LATEST NUMBER OR TRANSFERS COMING INTO QINTAS, BUT WE HAVE A PROGRAM THERE THAT WE HAVE GOT TO ADVERTISE, THAT WE HAVE TO MAKE SURE THAT WE MAKE IT MUCH MORE ROBUST.

IN ORDER FOR ME TO FEEL PROUD THAT, "GOSH, WE HAVE THIS AMAZING FINE ARTS PROGRAM AND YOU CAN GET X, Y, AND Z.

RIGHT NOW, WE JUST DON'T WE JUST HAVEN'T PUT ANY MORE FUNDS OR RESOURCES INTO THAT PROGRAM AND I'D LOVE TO SEE US DO THAT AND REALLY MAKE THAT MUCH MORE ROBUST.

THEN WE STARTED THIS AND IT'S STILL A LONG-RANGE GOAL.

WE STARTED AT SEVERAL CAMPUSES OFFERING A SECOND LANGUAGE.

I THINK LONG TERM IS THAT EVERY SINGLE CAMPUS SHOULD OFFER A SECOND LANGUAGE LEARNING OPPORTUNITY, AND THEIR SPECIALS ROTATION AS WE INCREASE ENROLLMENT.

THIS IS A GREAT WAY FOR PARENTS THAT ARE MOVING INTO OUR COMMUNITY TO KNOW THAT THAT IS SOMETHING THAT'S IMPORTANT, AND WE WANT TO MAKE SURE THAT WE ENRICH THE LIVES OF OUR STUDENTS.

THAT'S ALL I HAVE.

DO YOU ALL HAVE ANY QUESTIONS?

>> I THINK WE WILL. THANK YOU, MS.ADELE.

IT'S A GREAT PRESENTATION.

I'LL START OVER HERE ON MY LEFT, MR. BAILEY.

>> MS. ADELE, THANK YOU FOR LEADING WITH THE GOOD NEWS, AND THAT IS THAT THERE WAS NO NEW INITIATIVES.

I THINK THERE WAS A GREAT WAY TO LEAD YOUR PRESENTATION.

YOU MENTIONED, AND, OF COURSE, I'M GOING TO USE IT AS THE EXAMPLE, BUT YOU MENTIONED ZILLOW FOR DISCUSSION SAKE.

THIS QUESTION IS EVEN TO US HERE ON THE BOARD, BUT WE'RE SAYING THAT THE ALLOCATION OF RESOURCES, WILL SUPPORT HIGH-QUALITY LEARNING.

[05:05:04]

HOW DO WE MEASURE RETURN ON INVESTMENT? I GUESS, THAT'S MY QUESTION.

THAT WOULD BE THE EXAMPLE OF ZILLOW.

I DON'T NEED AN ANSWER ABOUT THAT ONE SPECIFICALLY, BUT HOW CAN WE LOOK BACK AND SAY, WE REALLY VENTURED OUT AND SAY WE WANTED TO TRY THIS PROGRAM, WE THOUGHT IT WOULD YIELD X RESULTS, DID IT OR DID IT NOT DO THAT? WAS IT CLOSE? WHAT'S OUR FRAMEWORK WHEN IT COMES TO EVALUATING THE PROGRAMS AND SYSTEMS THAT WE INVEST IN? JUST AN OPEN-ENDED QUESTION THAT WE CAN CHEW ON.

>> THAT'S A GREAT QUESTION AND THAT'S SOMETHING THAT WE ASK OURSELVES ALL THE TIME WHEN WE LOOK AT USAGE, UTILIZATION OF ANY SOFTWARE, ANY PROGRAM THAT WE USE AND WHETHER OR NOT WE'RE SEEING THAT STUDENTS ARE TRANSFERRING WHATEVER LEARNING OR LOOKING AT DATA TO SEE IF THAT DATA IS ACTUALLY MAKING A DIFFERENCE.

IT IS A VERY SIMPLISTIC WAY, WE PROBABLY NEED TO FORMALIZE OUR PROCESS.

BUT IT'S A LITTLE BIT DIFFERENT BASED ON WHICHEVER PROGRAM WE'RE LOOKING TO EVALUATE.

ONE OF THE THINGS THAT WE DID THIS PAST SPRING WAS I REQUESTED A LIST OF EVERY SOFTWARE THAT WE PURCHASED AND THE QUESTION WAS, DID IT WORK? DID IT MAKE A DIFFERENCE? HOW DID IT INCREASE STUDENT ACHIEVEMENT? HOW DID WE UTILIZE IT? WHAT'S THE USAGE? WE FOUND IN SOME AREAS THAT WE WEREN'T REALLY USING IT TO EVEN REALLY DETERMINE WHETHER OR NOT WAS AN EFFECTIVE PROGRAM.

I THINK ANYTHING CAN BE EFFECTIVE IF IT'S USED WITH FIDELITY.

THAT'S THE ONE THING THAT WE FIND IN EDUCATION IS THAT IF IT'S NOT USED WITH FIDELITY THEN NOT SURE YOU CAN REALLY SUBSTANTIATE WHETHER OR NOT IT WORKS.

I DON'T HAVE A WRITTEN FORMALIZED PROCESS, BUT I CAN TELL YOU THAT A LOT OF IT IS THROUGH CONVERSATION AND LOOKING AT ACHIEVEMENT RESULTS TO SEE WHETHER OR NOT IT'S EFFECTIVE.

ZILLOW WAS A PLATFORM THAT WE USE TO HELP OUR COUNSELORS HELP OUR STUDENTS WITH CAREER INTERESTS.

I DIDN'T KNOW ENOUGH ABOUT IT LAST YEAR.

IT WAS NEW TO ME.

I WAS NEW AND THE POSITION AND SO IF IT DIDN'T WORK, THEN WHY WERE WE, I THINK WE'D BOUGHT IT YEARS AGO BECAUSE IT WAS INEXPENSIVE.

BUT I THINK AS WE THINK ABOUT LONG TERM AND WE THINK ABOUT WHAT OUR KIDS DESERVE AND HOW WE'RE COMMUNICATING WITH FAMILIES, OBVIOUSLY, IT WAS PROBABLY A SHORT-TERM SOLUTION AT THE TIME OR MAYBE THERE WAS A REALLY GOOD REASON TO BUY ZILLOW COMPARE TO NAVIANCE WHICH AT THE TIME WAS A VERY EXPENSIVE PLATFORM, BUT ALSO IT WAS VERY GOOD.

BUT AT THAT TIME IT COULD HAVE BEEN JUST RESOURCES, JUST FUNDING.

I'M NOT REAL SURE, BUT I CAN TELL YOU THAT THAT'S HOW WE VET IT, AND WE VERY QUICKLY REALIZED THAT AT THE BEGINNING OF THIS YEAR IS THAT WE DIDN'T HAVE ANYTHING.

ALSO, WHAT DROVE THAT CONVERSATION WAS THAT LAST YEAR AT GOAL-SETTING, WE KNEW THAT WE WANTED TO TAKE ADVISING DOWN TO FIFTH GRADE, AND WE KNEW OUR KIDS DESERVE TO KNOW WHAT THEIR FUTURE PLANS WOULD BE.

THAT'S WHAT STARTED US THINKING ABOUT HAVING SOMETHING DIFFERENT.

I DON'T LIKE TO REACT TO SOMETHING, I LIKE TO BE MORE PROACTIVE, BUT SOMETIMES WE'RE REACTING TO PERHAPS PROGRAMS OR SYSTEMS, AND THEN OF COURSE THE MARKET CHANGES.

THERE'S ALWAYS SOMETHING BETTER AND FANCIER AND SO HOPE THAT ANSWER YOUR QUESTION.

>> THANK YOU, AND I APPRECIATE.

THANK YOU FOR SHARING THAT YOU ASKED JUST ABOUT THE EXAMPLE OF ALL THE SYSTEMS THAT WE'VE PURCHASED, WHETHER IN THE LAST YEAR OR THE LAST FEW YEARS.

I'M NOT HERE TO MANAGE HOW YOU LOOK AT THAT LIST, BUT IF THERE'S INPUT THAT WE CAN GIVE, MAYBE WE BOUGHT SOMETHING THAT WE THOUGHT WAS GOING TO SERVE THIS NEED, BUT MAYBE THAT WASN'T REALLY TRULY A NEED.

WE WANT TO BE GOOD STEWARDS OF THE FUNDING THAT WE HAVE AS WELL. THANK YOU FOR SHARING THAT.

ANYBODY? MS. WRINKLE? YES. JUST A COUPLE OF THINGS.

THANK YOU FOR EXPLAINING SCL.

I THINK THAT A LOT OF PEOPLE CREATE THE DEFINITION OF SCL.

THEY HAVE THEIR OWN DEFINITION OF WHAT IT IS IN HCISD, AND I APPRECIATE THAT YOU EXPLAINED THAT.

I DON'T KNOW, WOULD IT BE A BAD IDEA TO PUT WHAT EACH OF OUR CAMPUSES, WHAT THEIR PROGRAM IS FOR SCL ON OUR SCL PAGE.

ABSOLUTELY, WE CAN DO THAT.

IN THAT WAY, PARENTS AND THE COMMUNITY MEMBERS CAN SEE WHAT PROGRAMS THOSE CAMPUSES AND THOSE FEEDER SCHOOLS ARE DOING.

THEN THEY HAVE A BETTER IDEA OF WHAT THOSE PROGRAMS ARE AND WHAT THEY LOOK LIKE BECAUSE THERE IS A LOT OF CONFUSION ABOUT WHAT SCL IS.

ALSO, THANK YOU FOR SPEAKING INTO WRITING.

I WOULD SINK HERE ON THE DYERS, BUT I CAN'T CARRY A TUNE.

[LAUGHTER] BUT I LOVE THIS.

[05:10:01]

ARE YOU LOOKING AT A WRITING SCREENER OR ANYTHING TO SEE WHERE OUR STUDENTS CURRENTLY ARE WITH WRITING? I HAVE NOT LOOKED AT SPECIFIC WRITING SCREENER, IT'S BUILT INTO THE CURRICULUM IN TERMS OF WHAT OUR EXPECTATIONS, WHAT OUR STANDARDS ARE, THAT'S WHAT DRIVES WHAT WE DO WITH WRITING AT EVERY SINGLE GRADE LEVEL, SO WE HAVE STANDARDS.

ONE OF THE THINGS THAT I SPOKE TO OUR LITERACY TEAM ABOUT WAS ABOUT A RUBRIC IN HOW ARE WE UTILIZING RUBRIC SO THAT KIDS KNOW EXACTLY WHAT THE END GAME IS? THEY NEED TO KNOW WHAT THE EXPECTATIONS ARE FOR EVERY PIECE OF WRITING BECAUSE THERE ARE DIFFERENT TYPES OF WRITING.

WE HAVE TO BE VERY CLEAR ABOUT THE WRITING EXPECTATIONS FOR THIS SPECIFIC PURPOSE.

IT'S PART OF OUR CURRICULUM.

WE COULD PROBABLY JUST DO A BETTER JOB OF CREATING RUBRICS.

THAT'S SOMETHING THAT I HAVE TALKED ABOUT.

I'M TRYING TO THINK REALLY FAST RIGHT NOW IN TERMS OF WHAT WE USE, IN TERMS OF OUR UNIVERSAL SCREENERS, IS REALLY MORE AROUND LITERACY, MORE READING FOCUSED.

THAT MAY BE SOMETHING I LOOK INTO. THANK YOU, MS. WRINKLE.

ABSOLUTELY, AND THEN ALSO JUST GOALS LOOKING INTO THE YEAR.

I KNOW THAT WITH COVID THE LAST COUPLE OF YEARS WE'VE SHOWN A LOT OF GRACE WITH OUR STUDENTS AND OUR TEACHERS.

ONE OF THE THINGS THAT I'VE HEARD FROM TEACHERS AND ADMINISTRATION AT THE CAMPUS LEVEL AND EVEN PARENTS IS OUR GRADING EXPECTATIONS, TURNING IN ASSIGNMENTS ON TIME, NOT ALLOWING STUDENTS TO TURN THEM IN ALL AT THE END OF THE NINE WEEKS.

THEN WE HAVE TEACHERS THAT ARE GRADING HUNDREDS AND HUNDREDS OF ASSIGNMENTS AT THE END OF THE NINE WEEKS.

I KNOW PERSONALLY THAT IS SOMETHING THAT I WOULD LIKE TO SEE MOVING INTO THIS YEAR IS US GETTING BACK TO WHAT IT WAS PRE-COVID WHERE WHEN A DUE DATE IS A FRIDAY, IT'S FRIDAY AND NOT FIVE WEEKS LATER.

I THINK THAT THAT ONE, IT PREPARES OUR STUDENTS BECAUSE I'LL TELL YOU, I'M MOVING MY FRESHMAN COLLEGE KID IN TOMORROW.

THERE'S A LOT OF THINGS THAT HE'S NOT PREPARED FOR, AND THAT SOME OF IT.

I WOULD LIKE TO SEE THAT THIS YEAR, I WANT TO HELP OUR TEACHERS OUT.

I WANT TO GET BACK TO HOLDING OUR STUDENTS ACCOUNTABLE AND KNOWING WHAT THE EXPECTATIONS ARE WHEN THEY LEAVE OUR DISTRICTS AND WHAT THE REAL WORLD IS.

I DO THINK THAT THAT'S SOMETHING THAT WE REALLY NEED TO STRIVE FOR MOVING INTO THIS YEAR AND HIT THE GROUND RUNNING AT THE BEGINNING OF THE YEAR WITH THAT.

I APPRECIATE THAT AND TEACHERS WILL ABSOLUTELY FEEL SUPPORTED IF WE CAN GO BACK TO JUST FOLLOWING OUR OWN GRADIENT EXPECTATIONS BECAUSE IT IS A LIFE LESSON FOR OUR STUDENTS TO MAKE SURE THEY MEET DEADLINES.

YES, YOU CAN OFFER INDIVIDUAL GRACE ON A CASE-BY-CASE BASIS.

BUT OVERALL, I CAN TELL YOU THAT TEACHERS WILL GREATLY APPRECIATE THE SUPPORT BECAUSE IT IS A LOT OF WORK.

IT DOESN'T SEEM LIKE IT'S A LOT MORE WORK, BUT IT REALLY IS, JUST IN HOW YOU DESCRIBE THAT SCENARIO OF TEACHERS RECEIVING WORK AT THE LAST MINUTE BEFORE THE END OF THE GRADING PERIODS.

I WOULD GREATLY APPRECIATE THAT.

I KNOW THAT THE GRADING GUIDELINES HAVE BEEN UPDATED.

I DID GET HIM FROM [INAUDIBLE] A FEW DAYS AGO AND MAKING SURE THAT EVERY SINGLE ADMINISTRATOR AND TEACHER HAS ACCESS TO THOSE EXPECTATIONS AND OUR PARENTS.

LAST THING I'LL JUST SAY IS SCHOOLOGY.

I KNOW LIKE SCHOOLOGY IS LOVED AND HATED.

IT'S A LOVE-HATE RELATIONSHIP.

I WILL TELL YOU AS A PARENT, I FEEL LIKE I CAN BETTER SUPPORT OUR TEACHERS WHEN I HAVE ACCESS TO THAT AND I KNOW WHAT'S ON IT.

I KNOW THAT LAST YEAR SOME TEACHERS LOVED USING IT, SOME DIDN'T.

SOMETIMES THERE WERE A LOT OF THINGS PUT ON SCHOOLOGY AND SOMETIMES NOT.

IS IT THE PRACTICE THAT EVERYONE IS GOING TO USE SCHOOLOGY LIKE WE WERE ALL THE ASSIGNMENTS GO ON SCHOOLOGY, PARENTS CAN SEE WHAT'S BEING ASSIGNED WHEN THE DUE DATES ARE.

THAT'S THE PRACTICE. THAT'S WHAT WE'RE DOING.

THAT'S THE EXPECTATION, IS THAT WE UTILIZE IT AS A COMMUNICATION TOOL FOR PARENTS AS WELL.

I KNOW OUR PARENTS LOVED JUST BEING ABLE TO GO INTO ONE PLATFORM AND BEING ABLE TO TRACK AND HELP SUPPORT THEIR STUDENT.

WE'RE JUST TRYING TO REMIND OUR TEACHERS ABOUT IS THAT SCHOOLOGY SHOULD NOT REPLACE FACE-TO-FACE INSTRUCTION.

A LOT OF TIMES THE TEACHER WILL OPEN UP WITH A LESSON, AND THEN THEY SAY, "OKAY NOW GO AHEAD AND WORK ON YOUR ASSIGNMENT ON

[05:15:02]

SCHOOLOGY," AND THEN THERE'S ALL THIS TIME.

IF THEY'RE NOT CHECKING IN WITH KIDS TO MAKE SURE THEY'RE COMPLETING THEIR TASKS OR ANY ASSIGNMENTS, THEN IT BECOMES SOMETHING THAT REPLACES FACE-TO-FACE AND WE DON'T WANT TO LOSE OUR CHILDREN AND HAVE THEM BE DISENGAGED BY SAYING, WELL, I'LL JUST DO THIS AT HOME, OR WHY SHOULD I EVEN SHOW UP TO CLASS IF ALL MY WORK IS HERE AND I DON'T HAVE SHARP AND I'M STILL GOING TO MAKE A GOOD GRADE.

NOT BEING IN SCHOOL IS NOT GOING TO HURT ME.

I REALLY THINK THAT WE NEED TO HONE IN AND FOCUS ON MAKING SURE ATTENDANCE IS A REQUIREMENT AND THAT WE HOLD OUR STUDENTS ACCOUNTABLE TO BE IN THERE EVERY DAY.

IF NOT, THEY ARE GOING TO MISS, REALLY GOOD EFFECTIVE INSTRUCTION.

AGAIN, WE DON'T NEED IT TO REPLACE THE TEACHER.

REALLY IT'S ABOUT HOW WE UTILIZE THAT TOOL.

THAT'S REALLY THE POINT, I WAS TRYING TO MAKE WITH MAKING SURE THAT WE INCREASE ATTENDANCE AND UTILIZE THE TABLE [INAUDIBLE].

>> WE WANT TO SUPPORT THEM.

I THINK IF WE LEARNED ANYTHING DURING COVID, WHEN WE WERE HAVING TO PLAY TEACHER, WHEN [LAUGHTER] THAT WASN'T WHAT WE HAD SET OUT TO DO.

WE LEARNED THAT THEY NEED OUR SUPPORT MORE THAN EVER, AND THAT WAS A REALITY THAT MANY OF US WERE FACED WITH THAT WE HADN'T BEEN BEFORE.

I THINK THAT'LL BE GOOD.

I WANT TO SUPPORT THEM AND I THINK THAT THE COMMUNICATION IS HUGE AND WE CAN DO THAT WITH THAT PIECE WORKING.

THANK YOU AND YOUR TEAM VERY MUCH.

>> DR. [INAUDIBLE] GONZALEZ.

>> SOMETHING REAL QUICK. GREAT JOB ON ALL OF THE INFORMATION THAT YOU ALWAYS PROVIDE US ON AS A DEAL.

I DO WANT TO SAY NO NEW INITIATIVES.

WOW, AS AN EDUCATOR, WOW, I WISH I HAD HEARD THAT SEVERAL TIMES IN MY CLASS.

KUDOS TO THE DISTRICT, OUR TEACHERS FOR ALL OF THE HARD WORK THAT THEY DID, BECAUSE OBVIOUSLY, IT'S IN THE EVIDENCE THAT WE SEE BEFORE US.

NOW THEY'RE JUST GOING TO BE ABLE TO TAKE WHAT THEY HAVE FROM LAST YEAR, MAKE IT EVEN BETTER, AND ENSURE THAT ALL OF OUR STUDENTS ARE RECEIVING THAT MEANINGFUL EDUCATION. THANK YOU SO MUCH.

>> I APPRECIATE IT.

>> OVER HERE, MR. MCMANUS.

>> JUST A COUPLE OF QUICK THINGS.

ONE IS, I ALSO APPRECIATE THE FOCUS ON WRITING AND WHAT I WANT OUR STUDENTS TO KNOW, I KNOW EVERYBODY IN HERE KNOWS IT, BUT REGARDLESS OF THE CAREER THAT YOU PICK OR THE PATH IN LIFE THAT YOU GO DOWN.

WRITING IS IMPORTANT.

AS SOMEONE WHO'S HIRED MANY PEOPLE OVER MANY YEARS OF BEING IN THE BUSINESS WORLD, THOSE WHO RISE UP AND ADVANCE TEND TO BE THE ONES WHO WRITE WELL.

STEM HAS DONE A LOT OF GREAT THINGS FOR STUDENTS, BUT WRITING GOT KICKED TO THE SIDE A LITTLE BIT AND I'M GLAD TO SEE IT'S BECOMING IMPORTANT.

AGAIN, IT SURE NEEDS TO BE.

THEN I HOPE I BECOMES MAYBE AS A MID-RANGE GOAL.

[LAUGHTER] I'VE KNOWN LOTS OF PARENTS IN OTHER DISTRICTS WHERE THEY OFFER IT AND THEY JUST LOVE THE RIGOR OF THE PROGRAM AND THE RESULTS THAT THEY SEE FROM IT.

I'M EXCITED TO SEE IT ON YOUR LIST. THANK YOU.

>> THANK YOU. MR. WESCOTT.

>> I'M SUPER EXCITED THAT A COUPLE OF THINGS ARE HAPPENING.

SOME THINGS THAT I, AS A BOARD MEMBER, WHEN I FIRST GOT ON THOUGHT WERE VERY IMPORTANT TO BRING TO THE FOREFRONT AND OTHER BOARD MEMBERS ALSO, WHICH IS PRE-K. WE'RE FINALLY OFFERING PRE-K TUITION BASE, WHICH IS AWESOME.

WE'RE WORKING OUT THE KINKS AND EVERYTHING, BUT THAT IS SOMETHING THAT WE'VE BEEN TRYING TO PUSH FOR.

THE SECOND THING WAS THE SECOND LANGUAGE AT OUR ELEMENTARY CAMPUSES.

I'M GLAD THAT YOU'RE PILOTING AND GOING TO EXPAND THAT.

THAT'S SOMETHING ELSE THAT WAS VERY IMPORTANT.

THEN IB, I'VE BEEN TALKING ABOUT IB LIKE FOR A GAZILLION YEARS, SO DEFINITELY NOT LONG RANGE.

MID-RANGE IS MORE APPROPRIATE, RIGHT MR. MCMANUS? [OVERLAPPING] THANK YOU FOR SAYING THAT.

IT IS GOING TO BE VERY COSTLY, BUT IT IS SOMETHING THAT OUR COMMUNITY HAS BEEN ASKING FOR AND WANTING.

WE WANT TO REALLY ACCELERATE THAT.

WE'VE TALKED ABOUT IT AT GOAL SETTING BEFORE, RIGHT DR.WRIGHT? MAYBE THE FIRST YEAR YOU CAME ABOUT, WE'LL GIVE YOU A YEAR AND TO FIX OUR WHOLE DISTRICT.

[LAUGHTER] I'M SORRY, I'M TALKING TO DR.WRIGHT.

WE'LL GIVE YOU A YEAR TO FIX OUR WHOLE DISTRICT AND THEN YOU NEED TO LOOK AT IB.

I AM GLAD THAT SOMEBODY ELSE'S CHAMPIONING IT BECAUSE IB IS GOING TO BE REALLY GREAT FOR OUR COMMUNITY AND FOR OUR DISTRICT.

I'M EXCITED ABOUT THOSE THREE THINGS. THANKS.

>> THANK YOU. MR. [INAUDIBLE].

>> I WANT TO SAY I GUESS BEST FOR LAST.

I WANT TO SAY THANK YOU VERY MUCH FOR SENDING US THIS CNI OR CHAT.

WE GOT THAT ON BOARD BLOG LAST WEEK.

I'M LIKE, I WOULD LIKE TO CHALLENGE THE REST OF THE DEPARTMENTS TO TAKE THIS FORMAT AND PROVIDE THE EXACT SAME THING BECAUSE THIS IS AN AMAZING WAY TO LOOK AT IT.

[05:20:02]

BACK TO MS. RANKLES EARLIER, YOU CAN EVEN ADD ONTO THIS LIKE BARTON MIDDLE SCHOOL, AND YOU COULD ADD A COLUMN LIKE WHAT PROGRAMS EACH ONE OF THESE CAMPUSES USE WHEN WE TALK ABOUT, BECAUSE BEING NEW, LIKE YOU-ALL TALKING ABOUT AN ACRONYMS THAT I'M STILL WRAPPING MY HEAD AROUND.

BUT EACH CAMPUSES TEND TO DO DIFFERENT THINGS WITHIN CNI.

JUST TO HAVE A ONE SHADER FOR ME TO GO [INAUDIBLE] BARTON, USE BLANK IN THIS.

THERE'S THE TINT. THAT'S AMAZINGLY INFORMATIVE FOR ME.

I JUST WANT TO SAY THANK YOU FOR PROVIDING THAT AND I WOULD LOVE TO SEE THAT FOR ALL THE DEPARTMENTS GOING FORWARD. THANK YOU.

>> THANK YOU. OTHER THINGS, I JUST HAVE A COUPLE OF QUICK THINGS.

I MEAN, I WOULD CHALLENGE THE SCHOOLING'S COULD FEEL LIKE A NEW INITIATIVE FOR SOME.

I JUST WANT TO MAKE SURE AS WE ROLL THAT OUT, THAT IT IS PROBABLY MORE RELEGATED TO COUNSELORS.

THEY MAY HAVE A NEW INITIATIVE THIS YEAR.

LET'S BE CLEAR.

THEN IF WE DO A WRITING SCREENER, THAT COULD BE A NEW INITIATIVE.

WE KNOW THAT WE'LL BE BLAMED IF THAT BECOMES A THING BECAUSE I KNOW WE DID TALK IN A BOARD MEETING AND DEREK MCDANIEL WAS PRESENTING AND MR. BARTON HAD ASKED THEN OR YOU WEREN'T THERE AT THE MEETING.

DEREK MCDANIEL WAS PRESENTING AND WRITING CAME UP AND WE DID ASK FOR HIM TO LOOK INTO A WRITING SCREEN OR IF THERE WAS ONE OR WHAT THAT, I DO LIKE THE IDEA OF A RUBRIC.

I'VE SEEN THE RUBRIC DISCUSSION IN PLCS WORKED VERY WELL WHEN THEY LOOK AT WORK LIVE IN REAL TIME AND THEY LOOK AT THE RUBRIC.

BECAUSE IT CAN BE VERY SUBJECTIVE, WRITING CAN BE A VERY SUBJECTIVE SUBJECT.

THE RUBRIC IDEA AND GETTING BACK TO THAT, IF FOR SOME REASON WE'VE GOTTEN AWAY FROM THAT AS A GREAT IDEA.

WE CAN WALK AND CHEW GUM AT THE SAME TIME.

WE DID NEED TO DO A LOT ON THE INTERVENTION SIDE, BUT NOW IT'S TIME FOR ENRICHMENT.

I'M EXCITED TO HEAR WE'RE FOCUSED MORE ON GT.

WE'RE GOING TO BE FOCUSED ON IB AND OTHER REALLY EXCITING THINGS.

I KNOW WE HAD A HANDFUL OF STUDENTS GRADUATE WITH AN ASSOCIATES DEGREE.

WE WANT TO SEE THOSE NUMBERS CONTINUE TO MOVE UP.

I'M GLAD YOU BROUGHT UP TUITION BASED PRE-K.

SO GREAT. ALL OF THAT IS SO GREAT.

ON THE ADVISING PIECE, THERE'S STILL A LOT OF WORK THAT NEEDS TO BE DONE.

ONE THING I WOULD SAY IS OUR 5TH GRADE COUNSELORS MAY NOT KNOW.

THEY DON'T LIVE IN HIGH SCHOOL.

THEY MAY NOT KNOW WHAT THE PATHWAYS ARE.

THEY MAY NOT KNOW ALL THE CTE PROGRAMS. THEY MAY NOT KNOW WHAT IT LOOKS LIKE TO TAKE A TSI TEST OR WHO HAS TO TAKE THAT OR WHAT AP CLASSES ARE, OR WHAT THE DIFFERENCE BETWEEN ON RAMPS DUAL CREDIT AP.

NOT EVERYBODY KNOWS THAT.

SOME OF THE PARENTS THAT HAVE HIGH SCHOOL STUDENTS DON'T KNOW THE DIFFERENCE BETWEEN ALL OF THOSE DIFFERENT THINGS.

HOW THAT AFFECTS YOUR GPA, WHAT A FOUR CORE IS THAT A LOAD IS? I WANT TO MAKE SURE THAT WE ARE EQUIPPING AND ARMING OUR 5TH GRADE COUNSELORS WHO ARE DOING THIS ADVISING PIECE THAT THEY KNOW ALL OF THESE THINGS.

I MEAN, LOOK, YOU'RE NOT GOING TO BE ABLE TO PUT ALL THAT TO A 5TH GRADER AND THEM UNDERSTAND IT.

THERE NEEDS TO BE A WAY WE FACE THIS, BUT VERY IMPORTANT DECISIONS HAVE TO BE MADE IN 6TH GRADE FOR THEM TO PURSUE MORE ADVANCED PROGRAMS AND ENRICHMENT LATER.

I KNOW WE'RE DOING SOME OPT OUT SITUATIONS WITH THE MASTER'S DEGREE, BUT I'M STILL HEARING STORIES ABOUT MY KID MADE ALL A'S IN HIS ALL ADVANCED CLASSES, AND THE COUNSELOR TOLD THEM TO TAKE THREE OFF PERIODS NEXT YEAR.

I'M STILL HEARING THOSE KINDS OF STORIES.

THAT'S IT BREAKS MY HEART TO HEAR BECAUSE WE WANT TO HAVE OUR STUDENTS, MUCH LIKE OUR MISSION STATEMENT SAYS, THAT WE'RE ACADEMICALLY CHALLENGED AND READY FOR COLLEGE AND CAREER.

IF WE'RE TELLING THE KIDS TO TAKE THE EASY ROAD, THAT'S NOT PREPARING THEM FOR LIFE.

OR I'M TOLD, WELL, THEY GAVE ME FLORAL DESIGN BECAUSE THAT WAS ALL THEY HAD.

BUT I ACTUALLY WANT TO PURSUE A CAREER IN VET TECH AND THEY WOULDN'T LET ME TAKE ANY VET TECH.

I DON'T WANT TO HEAR THOSE STORIES ANYMORE. I'M DONE WITH THAT.

AS WE ARE COACHING UP OUR COUNSELORS AND I KNOW MARISSA AND THAT TEAM ARE DOING A FABULOUS JOB OF RE-FRAMING HOW WE COUNSEL KIDS.

THERE'S STILL SOME WORK TO BE DONE THERE, AND I'M GLAD THAT YOU MENTIONED THE 5TH GRADE, BUT I JUST ALSO THINK, DO 5TH GRADE COUNSELORS EVEN KNOW ALL THE THINGS? I KNOW YOU'RE GOING TO WORK ON THAT.

THE SCHOOLOGY PIECE I KNOW IS INCONSISTENT.

MS. [INAUDIBLE] TALKED ABOUT WHAT THE EXPECTATION IS.

I DON'T THINK THAT THAT HAPPENS, SO I THINK THAT'S SOMETHING THAT WE CAN CONTINUE TO WORK ON.

IT'S A LOT OF WORK. I HEAR, I HAVE TO PUT IT IN TEAMS AND I'VE GOT TO PUT IT IN SCHOOLOGY.

BUT THEN I DON'T HAVE TO USE SCHOOLOGY BECAUSE I'M REALLY TEACHING THE LESSON ONLY FACE-TO-FACE SO WHY AM I EVEN PUTTING IT IN SCHOOLOGY EXCEPT FOR THE KIDS THAT AREN'T GOING TO BE HERE? THERE'S STILL SOME CONFUSION.

IT'S MORE WORK SOMETIMES FOR THE TEACHER,

[05:25:02]

BUT JUST SOMETHING TO THINK ABOUT.

I THINK THOSE ARE ALL MY NOTES.

ANYTHING ELSE FROM THIS VIDEO BEFORE WE TAKE A QUICK BREAK? MS. [INAUDIBLE]

>> JUST TO ASK BECAUSE SHE MENTIONED THE TEAMS AND THEN SCHOOLOGY.

I KNOW THAT WE'VE TALKED ABOUT THIS IN THE PAST AND TEAMS TALKING TO SCHOOLOGY WITH GRADES.

I KNOW THAT WE ARE NOT THERE OR HAVEN'T BEEN THERE, BUT CAN YOU EXPLAIN THE PROCESS OF PUTTING GRADES INTO TEAMS FROM SCHOOLOGY? BECAUSE I REMEMBER BEING WATCHED THROUGH THIS PROCESS AND THEY HAVE TO PUT IN GRADES MORE THAN ONE AREA ANYWAY. CAN YOU EXPLAIN THAT?

>> BASICALLY IT WOULD BE REALLY NICE FOR THE GRADES TO JUST POPULATE OVER INTO TEAMS. THAT'S NOT GOING TO HAPPEN.

IT'S GOING TO BE A 2-3 STEP PROCESS.

YOU MAY COLLECT THE GRADES IN SCHOOLOGY, BUT TEACHERS ARE STILL GOING TO HAVE TO ENTER THE GRADES IN TEAMS. IT'S AS SIMPLE AS THAT.

UNFORTUNATELY, WE ALWAYS WANT TO MINIMIZE THE NUMBER OF STEPS TEACHERS HAVE TO TAKE, BUT IT JUST DOESN'T INTEGRATE.

THE WAY THAT WE INITIALLY THOUGHT, I DON'T HAVE ALL THE REASONS AS TO WHY THAT DOESN'T HAPPEN.

I KNOW THAT DIANE SAWYER, BUT IT'S A LITTLE BIT COMPLICATED AND A LITTLE COMPLEX TO DO THAT.

AT THIS POINT IT DOES NOT INTEGRATE AND UNFORTUNATELY, IT'S STILL A MULTI-STEP PROCESS FOR TEACHERS.

I KNOW WE'VE GOTTEN BETTER WITH UTILIZING BOTH SYSTEMS, BUT IT'S STILL A WORK IN PROGRESS.

IT'S SOMETHING THAT TEACHERS OBVIOUSLY ARE HAVING TO DO.

>> THEN FOR ALL OF THE PARENTS THAT ARE LISTENING.

SINCE WE'RE TALKING ABOUT GRADING EXPECTATIONS, WHEN OUR GRADES INPUTTED INTO OUR DISTRICT, WHERE STUDENTS CAN SEE AND PARENTS CAN SEE ON A WEEKLY BASIS.

>> THE EXPECTATION IS THAT TEACHERS INNER GRADES, I BELIEVE BY TUESDAY THE FOLLOWING WEEK.

DON'T QUOTE ME ON THAT.

I'D HAVE TO POSSIBLY GET BACK WITH YOU.

I KNOW THAT GRADES HAVE TO BE ENTERED, THEY LAG, AT LEAST A FEW DAYS BEHIND.

BUT PARENTS SHOULD BE ABLE TO UTILIZE TEAMS, THE PARENT PORTAL, AND SEE HOW STUDENTS ARE DOING BASED ON THE GRADES THAT ARE BEING ENTERED.

THE EXPECTATION IS THAT THERE IS AT LEAST GRADES ENTERED WEEKLY.

SOMETIMES THEY HAVE NOT BEEN ENTERED WEEKLY.

THAT'S I'M SURE, VERY FRUSTRATING TO PARENTS.

I WILL JUST SAY THIS THAT IF PARENTS EXPERIENCE IT, I'M GOING TO ASK THAT PARENTS CONTACT THE ADMINISTRATION.

FIRST CONTACT THE TEACHER TO FIND OUT WHY THERE AREN'T ANY GRADES POSTED.

BECAUSE I ALSO DON'T LIKE TO SURPRISE PARENTS TO SAY, OH, YOUR CHILD IS FAILING AND POSSIBLY MAY BE INELIGIBLE FOR ANY KIND OF UIL.

WE DON'T WANT THAT TO HAPPEN.

WE DON'T WANT PARENTS TO BE SURPRISED BECAUSE THERE AREN'T GRADES.

I KNOW THAT IT'S A LOT OF WORK FOR TEACHERS, BUT THAT IS AN EXPECTATION FOR GRADES TO BE POSTED ON A WEEKLY BASIS SO THAT THEY CAN SEE HOW THEIR CHILD IS DOING ON A WEEKLY.

>> THANK YOU. THEN ALSO AS PARENTS, AGAIN, IT HELPS US HELP THEM BECAUSE IF THEY HAVE OUR SUPPORT, THEN IT'S EASIER FOR THEM IN THE CLASSROOM WITH THE STUDENTS.

THANK YOU. [OVERLAPPING] THAT'S ALL I HAVE.

>> THANK YOU SO MUCH, MR. DO.

THE TIME IS 3:18.

LET'S TAKE A QUICK 5-7 MINUTE BREAK, COME BACK AROUND 3:25.

THEN DR. WRIGHT WILL PRESENT.

WE ARE BACK AND DR. WRIGHT IS UP NEXT TO GIVE US A RECAP OF HIS SUPERINTENDENT GOALS.

DO YOU WANT TO JUST PRESENT FROM HERE, DR. WRIGHT?

>> OF COURSE.

>> PERFECT.

>> THANK YOU. WOULD YOU LIKE ME TO GO UP THERE? OF COURSE, YOU WOULD. POSITIVE AND NOBLE INTENTIONS. [LAUGHTER]

>> I NEED TO SEE SOMEBODY'S EYES WHEN THEY'RE TALKING.

>> HEY, GOOD TO SEE YOU, ESPERANZA [LAUGHTER].

FOR MY GOAL, REALLY MORE OF THE SAME.

WE'VE REALLY TRIED TO INSTILL THE PHILOSOPHY OF VALUING EVERY PERSON IN OUR SCHOOL DISTRICT,

[05:30:02]

EVERY KID, EVERY EMPLOYEE, EVERY PARENT.

REALLY, YOU HEAR ME TALK ABOUT IT ALL THE TIME.

BUT THE GREATEST FORM OF COMMUNICATION IS LISTENING AND ESTABLISHING OPPORTUNITIES TO LISTEN.

BUT WHEN WE LISTEN TO ACTUALLY BE PRESENT IN THE MOMENT AND NOT REVERT BACK TO THE WAY WE'VE ALWAYS DONE THINGS OR THE WAY WE THINK WE SHOULD DO THINGS, BUT ACTUALLY LISTEN AND THEN TRY TO FIGURE OUT WHAT THE INTENDED OUTCOME IS.

FIRST THING I WANT IMMEDIATE GOALS TO INCREASE STUDENT ACHIEVEMENT AND SUPPORT MENTAL HEALTH NEEDS OF OUR STUDENTS AND EMPLOYEES WERE STILL BOUNCING BACK FROM COVID, AND WE STILL HAVE A LOT OF PEOPLE THAT HAVEN'T SETTLED BACK IN.

UNTIL WE GET THERE WE REALLY NEED TO BE MINDFUL OF WHAT THE STUDENT HEALTH NEEDS ARE AND THE EMPLOYEE HEALTH NEEDS ARE.

WE HAVE TO HAVE CHECK-INS, AND THE ONLY WAY YOU DO THAT IS TO ACTUALLY HAVE DIALOGUE WITH THEM AND COMMUNICATION.

VISITING WITH ALL OF OUR DAOS AND PRINCIPLES, TRYING TO ESTABLISH A CADENCE OF CHECKING IN AND BEING VISIBLE.

YOU KNOW OF A 10-SECOND CHECK-IN OR A 15-SECOND CHECK IN WITH EVERYBODY IN THE BUILDING AS YOU'RE GOING AROUND IN THE MORNING FOR ADULTS, AND THE SAME THING WITH STUDENTS IS HUGE BECAUSE THEY KNOW THAT YOU SEE THEM, THEY KNOW THAT YOU CARE ABOUT THEM AND THEY KNOW THAT YOU'RE THERE FOR THEM.

IT ALSO HELPS FUTURE LEARNING TO TAKE PLACE BECAUSE THEN YOU HAVE SITUATIONS WHERE YOU CAN BRING RELEVANCE TO A LEARNING POINT BECAUSE YOU HAVE THEIR BACKGROUND AND WHAT MAKES THEM TICK.

NEXT THING IS HUGE.

WE'VE BEEN TRYING TO DO THIS FOR THE LAST SEVERAL YEARS AND IT'S TO CONTINUE TO PROMOTE CUSTOMER SERVICE EVEN THOUGH WE'RE GROWING, AND YOU GUYS THAT HAVE BEEN ON THE BOND TALK TOUR WITH ME.

IF YOU'VE HEARD ME SAY OVER AND OVER AGAIN.

ALTHOUGH WE'RE GROWING BY 1200-1400 KIDS A YEAR, WE STILL WANT TO HAVE A SMALL SCHOOL MENTALITY AND A LARGE SCHOOL SYSTEM SO THAT WE DON'T FORGET ANYBODY.

ONE THING, AND TIM AND I TALK ABOUT THIS ALL THE TIME IS WE REALLY WANT TO REMOVE RED TAPE.

WE WANT TO REDUCE BUREAUCRACY AND WE WANT TO MAKE SURE THAT WE'RE THERE TO ANSWER QUESTIONS AND BE SUPPORTIVE TO TAKE CARE OF WHATEVER NEEDS COME FORTH.

THEN WHAT THAT DOES IS IT HELPS YOU BUILD TRUST THROUGH YOUR ACTIONS BECAUSE WE TALK ABOUT IT ALL THE TIME.

WE'VE GOT SOME PEOPLE THAT ARE REALLY SMOOTH TALKERS.

BUT THAT SMOOTH TALK DOESN'T TRANSLATE INTO ACTION.

WHAT WE REALLY WANT IS TO SEE THE ACTION.

I WANT TO APPLAUD YOU GUYS BECAUSE YOU ALL GIVE ME THE TIME TO GO TO CAMPUSES AND TO MAKE SURE THAT THEORY IS GOING ALL THE WAY DOWN TO PRACTICE.

I KNOW SOMETIMES YOU WANT TO CALL ME AND TELL ME WHAT'S GOING ON.

YOU'LL SEE SOMETHING THAT'S IN SOCIAL MEDIA OR YOU'LL SEE SOMETHING THAT YOU THINK IS A BURNING ISSUE TO YOU, BUT YOU HOLD OFF ON THAT AND YOU BRING IT TO ME IN DOSES.

I REALLY APPRECIATE WHEN YOU DO THAT BECAUSE I'M USUALLY GOING FROM ONE THING TO THE NEXT AND I'M CHECKING IN WITH PEOPLE AND I NEED TO SEE THAT WHAT WE ALL HAVE AS GOALS ARE ACTUALLY BEING FOLLOWED THROUGH.

I APPRECIATE HOW YOU PROTECT MY TIME, AND IN TURN, I TRIED TO PROTECT OUR CHIEFS TIME AND OUR PRINCIPALS AND ASSISTANT PRINCIPALS TIME.

ACADEMIC ACHIEVEMENT IS OUR NUMBER 1 GOAL, ALWAYS HAS BEEN.

IN ORDER FOR US TO MAKE SURE THAT THOSE THINGS ARE HAPPENING, WE HAVE TO BE THERE TO MONITOR AND WE HAVE TO SEE AND SO A WALK-THROUGH SYSTEM THAT I HAVE IN PLACE SINCE I'VE BEEN HERE, REQUIRES OUR AP'S OF PRINCIPLES TO BE IN THE CLASS 60 MINUTES A DAY EVERY DAY, AND WE ASK THE SAME OF OUR SECRETARIES IN THAT BUILDING, I NEED YOU TO BLOCK THEIR SCHEDULE.

I NEED YOU TO PROTECT THAT TIME SO THAT IT'S NOT BEING INVADED WITH OTHER THINGS AND THEY DO SO, AND THEN OTHER PEOPLE IN THE OFFICE COVER FOR THEM DURING THAT HOUR WHILE THEY'RE GOING EACH DAY.

IT'S HUGE BECAUSE THAT WAY WE CAN MONITOR TO MAKE SURE THAT THE END-USERS ARE RECEIVING WHAT WE WANT THEM TO RECEIVE. THAT'S HUGE.

THEN WE WANT TO MAKE SURE THAT WE STILL HAVE COMMUNICATION OUTLETS WHERE PEOPLE CAN REACH US.

HOPEFULLY, SINCE WE'RE THROUGH COVID NOW, WE WILL HAVE A NICE ROBUST TAXPAYER TUESDAY SYSTEM AGAIN, AND TALKING TO BARBARA AND CONNIE, I THINK WE'RE GOING TO HAVE LIKE A SIGN UP GENIUS TYPE THING WHERE PEOPLE IN THE COMMUNITY WILL ADVERTISE WHAT THE SCHEDULE IS GOING TO BE.

WE'LL ROTATE AND GO TO CAMPUSES EACH MONTH, JUST LIKE WE'VE ALWAYS DONE.

WE'LL START AT 11:00, GO TILL 1:00, FEED PEOPLE LUNCH AND TAKE THEM ON A TOUR OF THAT BUILDING, SHOWCASE THE THINGS THAT WE'RE DOING,

[05:35:01]

AND THEN JUST ALLOW THEM TO ASK US QUESTIONS, AND THEN THAT WAY WE WILL TRY TO ROTATE IT EVERY MONTH, NOW.

WE HAD A SCHEDULE IN PLACE PRIOR TO COVID AND WE HIT PROBABLY NINE CAMPUSES.

WE WENT TO A FEW, BUT IT WAS JUST RELATED TO THE BOND THIS PAST YEAR.

NOW WE WANT TO ADD OTHERS THAT WE HAVEN'T BEEN TO.

WE'LL GET THAT SCHEDULE OUT AND THEN PEOPLE WILL BE ABLE TO, YOU GUYS CAN RECOMMEND PEOPLE COME, BUT I THINK WE'RE JUST GOING TO DO A SIGN-UP GENIUS TYPE THING SO THAT PEOPLE THAT WANT TO GO CAN GO BECAUSE IT'S DESIGNATED FOR ANY TAXPAYER IN THE DISTRICT, AND WE WANT THEM TO SEE WHAT'S HAPPENING WITH THEIR FUNDS AND RESOURCES.

ALSO, I HAVEN'T DECIDED IF COFFEE AND CONVERSATION WILL CONTINUE OR NOT.

THAT WAS DESIGNED BECAUSE I REALLY WANTED TO GET IN FRONT OF STAFF.

LIKE ELEMENTARY TEACHERS START WORK AT 7:00 AND SO I WOULD GET THERE AT 6:30 TO TRY TO CATCH THEM.

BUT IF I'M AN ELEMENTARY TEACHER WITH SMALL KIDS AND I KNOW I HAVE TO START DUTY AT 7:00.

ASKING THEM TO GET THERE THAT 30 MINUTES EARLY IS VERY DIFFICULT.

I FOUND THAT I MAY ONLY HAVE SIX PEOPLE THAT ATTENDED THOSE.

I'M TRYING TO THINK OF A BETTER WAY.

I'M GOING TO BRAINSTORM WITH OUR TEAM WHAT'S THE BEST WAY TO GET ME IN FRONT OF PARENTS AND STAFF WITH THE BOND I SCHEDULED AT WHERE I WENT AND TALKED TO THE TEACHERS AND THE EMPLOYEES OF THE CAMPUS IN THEIR FACULTY MEETINGS, AND SO THAT WORKED OUT WELL.

THEY ALREADY HAVE TO GO TO THAT, SO THEY'RE NOT HAVING TO DUPLICATE THAT TIME. THAT WORKS WELL.

I MAY JUST SCHEDULE THAT AND THEN SEE IF I CAN HIT MAY BE A SPECIAL EVENT NIGHT OR SOMETHING ON THE CAMPUSES TO MAKE THAT WORK BETTER BECAUSE WE HAD GREAT INTENTIONS WITH COFFEE AND CONVERSATION, BUT JUST WE WEREN'T GETTING MANY PEOPLE SHOW UP, AND THEN WHEN I STARTED ASKING THEM, THEY'RE LIKE, YOU KNOW, HOW HARD IT IS TO [INAUDIBLE] KIDS READY AND THEN STILL BE THERE ON TIME.

THEN I'M GOING TO HAVE TO DO TUTORING AFTER-SCHOOL.

I'M LIKE, I GET IT.

LET ME COME UP WITH SOMETHING DIFFERENT.

JUST KNOW WE'RE GOING TO START BACK WITH OUR COMMUNICATION OUTLETS.

THE NEXT THING IS TO CONTINUE THE DISTRICT AMBASSADOR PROGRAM.

THE BEST WAY THAT YOU MARK IT, THE GOOD THING IS THAT YOU'RE DOING, IS FROM THE INSIDE OUT.

I THINK YOU'VE SEEN IT, BUT AS WE CONTINUE TO DO GREAT THINGS FOR OUR KIDS AND OUR EMPLOYEES, AND YOU BUILD TRUST AND THEY KNOW THAT WE'RE GOING TO LISTEN TO THEM AND TAKE CARE OF WHAT THEIR NEEDS ARE, THERE THE BEST AMBASSADORS THAT WE HAVE.

I CAN'T TELL YOU HOW MANY PEOPLE IN FERNANDO WILL ATTEST TO THIS, ARE PEOPLE WENT AND RECRUITED FOR US? WE HAVE THIS REFERRAL FEE SYSTEM.

BUT NOW THAT PEOPLE ARE HAPPY TO WORK HERE, THEY GO TELL TWO FRIENDS, WHO TELL TWO FRIENDS, AND THEN THEY'LL COME.

I WANT TO REALLY CONTINUE THAT BECAUSE PEOPLE AREN'T GOING TO JUST LISTEN TO A MARKETING VIDEO.

THEY'RE GOING TO CALL PEOPLE THAT THEY KNOW WHO ACTUALLY WORK IN THE DISTRICT, AND THEY'RE GOING TO SAY, IS THAT FOR REAL OR ARE THEY JUST MAKING A PROMOTIONAL VIDEO? I WANT TO CONTINUE THE DISTRICT AMBASSADOR.

THEN THE NEXT ONE IS THE CHAMPIONSHIP MINDSET MENTALITY, YOU'VE HEARD ME TALK ABOUT THIS A LOT, BUT HUMAN BEINGS ARE THE WORLD'S WORST ABOUT CREATING BARRIERS FOR THEMSELVES BEFORE THEY EVEN GET STARTED.

BECAUSE I SAY I'M NOT GOOD ENOUGH, I'M NOT SMART ENOUGH.

NOBODY IN MY FAMILY'S EVER DONE THIS, AND WE'VE GOT TO GET IN THE HABIT OF SAYING, YEAH, YOU ARE GOOD ENOUGH, AND THIS IS HOW WE'RE GOING TO HELP YOU GET THERE IF YOU REALLY WANT TO DO IT, THIS IS WHAT YOU HAVE TO DO.

WE'RE NOT GOING TO TAKE NO FOR AN ANSWER WHEN IT COMES TO A KID AND WHAT THEY WANT TO DO.

WE WANT TO HELP THEM, THEY MAY NOT BE READY YET, BUT EVENTUALLY, THEY WILL BE.

SAME THING WITH OUR STAFF, I HEAR ALL THE TIME.

WELL, I THOUGHT ABOUT BEING AN ASSISTANT PRINCIPAL, BUT I JUST DON'T THINK I CAN DO IT.

I DON'T THINK I'D BE GOOD AT THIS.

BUT YOU'D BE GOOD AT THESE OTHER NINE THINGS, AND WE CAN HELP YOU WITH THAT ONE THING YOU DON'T THINK YOU'D BE GOOD AT? WE NEED TO GET IN THE HABIT OF SAYING YES AND LET'S FIGURE OUT HOW WE'RE GOING TO GET THERE TOGETHER INSTEAD OF SAYING NO.

I CAN'T STAND THE VICTIM MENTALITY.

IT JUST WEARS ON ME.

AND SO WE'VE GOT TO SOMEHOW GET OUR PEOPLE TO UNDERSTAND THAT, "HEY, THESE CIRCUMSTANCES HAPPEN BUT THIS IS HOW YOU OVERCOME THOSE THINGS.

THEN THE NEXT ONE IS TO ADVOCATE FOR PUBLIC ED DURING THE UPCOMING LEGISLATIVE SESSION, WE HAVE A FULL FRONTAL ASSAULT ON PUBLIC EDUCATION.

[05:40:01]

THE GOVERNOR'S EVEN MENTIONED THAT HE'S CHAMPIONING VOUCHERS ONCE AGAIN.

AND DURING HIS TENURE THERE HAVE BEEN MORE CHARTER SCHOOLS OPENED UP ACROSS THE NATION AND SO TIM WAS IN THE INTERVIEW WITH ME WITH KXAN AND THAT'LL PROBABLY AIR TOMORROW.

THEY MAY NOT AIR ANYTHING ELSE OTHER THAN WHAT I SAID.

THEY ASKED ME ABOUT THE TEACHER SHORTAGE AND I SAID, THE REASON WE HAVE A TEACHER SHORTAGES IS REALLY EASY.

WE HAVE THE SAME NUMBER OF CANDIDATES, BUT WE'VE OPENED UP 500 CHARTER SCHOOLS IN THE LAST SEVERAL YEARS, AND SO WE DON'T GET TO REDUCE WHEN A CHARTER SCHOOL OPENS A CLASSROOM, IT MAY TAKE THE NUMBERS FROM THAT CLASSROOM FROM 21-18.

BUT IF IT'S A SECOND GRADE CLASSROOM, THAT CHARTER THAT YOU JUST ALLOWED TO COME IN OUR DISTRICT HAS TO HAVE THREE SECOND GRADE TEACHERS AT EACH OF THE THREE SCHOOLS THAT OPEN UP, SO NOW YOU'VE DEPLETED THE TOTAL NUMBER OF CANDIDATES THAT ARE AVAILABLE FOR OUR SCHOOL AND FOR OUR KIDS BECAUSE YOU'VE EXCEEDED THE MARKET.

WHAT I SAID TO KXAN WAS THE GOVERNOR JUST NEEDS TO LOOK IN THE MIRROR.

HE DOESN'T NEED TO ESTABLISH A COMMITTEE.

BECAUSE NUMBER 1, THEY'VE HAD A LOT OF NEGATIVE PUBLIC ED BASHING, AND THEN NUMBER 2, THEY'VE OPENED UP ALL THESE CHARTER SCHOOLS AND DEPLETED OUR WORKFORCE AND SO IT WOULD BE A REALLY EASY FIX.

THEY HAVE TO STOP ALLOWING ALL THESE CHARTER SCHOOLS TO HAPPEN AND THEY NEED TO START SUPPORTING PUBLIC ED WITH MORE DOLLARS AND THEN WE'LL HAVE MORE PEOPLE.

WITH THE UPCOMING LEGISLATIVE SESSION, WE WILL COME UP WITH OUR LEGISLATIVE PRIORITIES AND WE'LL TAKE A LOOK AT WHAT TASB IS DOING, WHAT TASS IS DOING, WHAT REGION 13 IS DOING, AND I'LL BRING THOSE TO YOU AND THEN WHATEVER YOU THINK YOU CAN SUPPORT AND WHAT YOU WANT TO ADD WE'LL DO SO AND WE'LL TAKE AN ACTIVE ROLE BECAUSE I THINK IT'S GOING TO TAKE ALL OF US TO CONTINUE TO MAKE THAT HAPPEN.

THE NEXT THING IS JUST TO WORK WITH THE BOARD FBOC AND COMMUNITY TO MANAGE OUR GROWTH, WE'RE IN A GREAT POSITION.

IT'S VERY CHALLENGING. MAX AND I TALK ABOUT ALL THE TIME.

WE ARE WORKING ON FINISHING UP THINGS FROM THE 2017 BOND AND THE 21 BOND, 22 BOND, WE'LL HAVE ONE IN 23, SO SOMETHING IS ALWAYS GOING TO BE GOING BUT THE GREAT THING ABOUT IT TOO IS CHALLENGING AS IT IS TO BUILD BUILDINGS IT'S THE ONLY WAY YOU GET NEW MONEY IN THE SCHOOL SYSTEMS IS TO HAVE MORE STUDENTS.

THAT'S THE ONLY WAY YOU ADD NEW MONEY AND THE ONLY WAY THAT YOU CAN GIVE HEALTHY COST OF LIVING INCREASES IS TO HAVE INCREASES IN YOUR STUDENT POPULATION.

WE'RE IN A GOOD PLACE WITH THAT AND LAST I CHECKED, WE WERE PUSHING 23,000 IF THEY ALL SHOW UP, WHICH IS ABOUT 450 KIDS ABOVE WHAT WE HAD ANTICIPATED, SO WE'LL SEE WHAT HAPPENS TOMORROW AND THEN EVEN AFTER LABOR DAY AND INTO THE REST OF THE YEAR.

BUT I THINK WE'RE GOING TO BE IN A GOOD POSITION TO LEVERAGE THAT GROWTH, TO TAKE CARE OF RESOURCES THAT WE NEED.

A LONG-RANGE GOAL IS TO CREATE A MASTER TEACHER SYSTEM FOR QUALITY AND FOR CREATING HIRING PIPELINE FOR FUTURE TEACHERS.

I'VE ALWAYS WANTED TO DO THIS, BUT WE HAD NEVER GOTTEN TO THE PLACE WHERE WE ACTUALLY NEED TO, AND I THINK WE'RE GOING TO PILOT A SYSTEM AT LEHMAN HIGH SCHOOL THIS YEAR IN AN AREA WHERE WE WEREN'T ABLE TO FILL ALL OF OUR TEACHERS.

BUT I'VE ALWAYS WANTED TO HIRE THE BEST TEACHERS THAT WE HAVE SAY FOR ALGEBRA.

THAT TEACHER GOES, WE PAY HER 20 OR HIM 20 OR 30,000 MORE DOLLARS AND THEY TEACH THEIR TEACHER OF RECORD, THEY DO ALL OF THE INSTRUCTION.

THEN THEY TRAIN THIS APPRENTICE TEACHER WHO YOU BRING IN AT ZERO YEAR TEACHERS, AND THEY'LL FOLLOW EACH OTHER AROUND LIKE A MEDICAL MODEL WHERE THE DOCTOR COMES IN AND GIVES YOU YOUR DIAGNOSIS BUT YOU HAVE THE MEDICAL ASSISTANT THAT COMES IN, TAKES YOUR HEIGHT, WEIGHT, ASKS YOU WHAT MEDS YOU ARE ON AND YOU HAVE SOMEBODY ELSE COME IN AND DO THIS.

THAT'S THE ROTATION AND THAT WAY YOU GET EXPERTISE IN THE ABSENCE OF BEING ABLE TO FIND AND FILL ALL POSITIONS.

LOOKING AT SOMETHING LIKE THAT IN THE FUTURE, I'VE ALWAYS WANTED TO DO THAT, AND IN EXAMPLES LIKE IN CAMPUS SHOWCASES IN THE MIDDLE OF THE YEAR, IF WE SAW THAT A CERTAIN GRADE LEVEL WASN'T DOING WELL IN A CONTENT AREA THEN WE WOULD REPLACE TEACHERS AND WE WOULD ALLOW THIS TEACHER TO TEACH ALL MATH, AND THEN WE'D MOVE THIS ONE TO ALL SCIENCE AND THEN WE GET INSTANTANEOUS RESULTS BECAUSE WE HAD THE EXPERT TEACHER EMPOWERED THERE.

THEN FIND A STABLE, AFFORDABLE UNIVERSITY PARTNER FOR GROW YOUR OWN SYSTEMS. RIGHT NOW WE'RE WORKING WITH LAMAR INSTITUTE OF TECHNOLOGY IN ABILENE CHRISTIAN, AND IT'S VERY AFFORDABLE AND WE'RE GOING TO BE ABLE TO PAY FOR THAT AND THEN HAVE AN MOU.

BUT WE WERE SUPPOSED TO BE THE ONLY ONE.

[05:45:04]

WE WERE GOING TO BE THE PILOT SCHOOL AND THEN WHEN OTHER SCHOOL DISTRICTS AND REGION 13 FOUND OUT THAT WE HAD BROKERED THE DEAL WITH REGION 13 TO DO THIS NOW, PFLUGERVILLE HAS BEEN ADDED AND HUTTO'S BEEN ADDED AND IT'S LIKE, I LOVE BEING A PIONEER, BUT I JUST WISH WE COULD COPYRIGHT IT AND NO ONE ELSE COULD JUMP ON BOARD.

SO THAT'S OKAY NOW WE JUST HAVE TO FIND SOMEONE ELSE THAT WILL DO SOMETHING SIMILAR, AND SO THAT WE CAN REALLY GET OUR EDUCATIONAL AIDS, GIVE THEM THE OPPORTUNITY SO THAT THEY CAN FINISH UP THEIR ASSOCIATES DEGREE, THEIR BACHELOR'S DEGREE, AND THEN EVEN HAVE OPPORTUNITIES FOR OUR TEACHERS TO GET THEIR MASTER'S DEGREE SO THAT THEY CAN TEACH DUAL CREDIT FOR US.

WE JUST NEED TO PAY FOR THAT, AND THEN HAVE THEM SIGN MOU TO WORK FOR US FOR FIVE YEARS, AND THEN THAT WAY WE HAVE A GREAT PIPELINE INSIDE OUR DISTRICT.

THE NEXT ONE IS TO CONTINUE TO EMPOWER EMPLOYEES TO BE PROBLEM-SOLVERS AND LEADERS.

YOU GUYS HEAR ME ALL THE TIME.

EVERY PLACE I EVER SPEAK, WE'RE GOING TO LISTEN TO YOU BUT IF YOU KNOW WHAT THE PROBLEM IS, YOU USUALLY KNOW WHAT THE SOLUTION WOULD BE, SO DON'T JUST BRING US THE PROBLEM, BRING US A COUPLE OF SOLUTIONS THAT YOU THINK WILL WORK.

IF YOU DO THAT, THEN WE HAVE A HEALTHY DIALOGUE AND THEN IT'S A MATTER OF LEVERAGING OUR RESOURCES.

THEN THE LAST ONE IS, I WANT TO BECOME AN AID DISTRICT.

IF WE TREND LIKE WE HAVE BEEN, WE WENT FROM AN 84-87 AND WE SHOULD GET TO A 90 NEXT YEAR IF WE CONTINUE THIS SAME TREND.

THEN GUY ARE, "YOU ALL KNOW HOW I AM.

I WANT TO WIN IN EVERYTHING." I WANT TO MAKE THE PLAYOFFS IN EVERY SPORT, I WANT OUR BANDS TO MAKE DIVISION 1 RATINGS.

I WANT THEM TO GO TO THE ALAMO DOME AND HAVE AN OPPORTUNITY TO MARCH.

I WANT OUR MARIACHI KIDS TO WIN WHEN THE STATE MARIACHI FESTIVAL YEAR IN AND YEAR OUT WITH A DIVISION 1, I WANT OUR DEBATE TEAM TO BE NATIONALLY RECOGNIZED, WHATEVER IT IS, IF WE'RE GOING TO DO IT, WE SHOULD DO IT WELL.

I WANT TO CREATE THAT CULTURE OF SUCCESS SO THAT, WE'RE ALREADY A GOOD DESTINATION DISTRICT, BUT I WANT TO CONTINUE TO MAKE THOSE QUALITY ENHANCEMENTS SO THAT IT WILL BE EVEN BETTER.

THERE YOU GO, PRESIDENT, ANY QUESTIONS?

>> THANK YOU SO MUCH, DR. WRIGHT WE'LL OPEN IT UP FOR QUESTIONS FROM THE TEAM.

>> I JUST HAD ONE QUICK COMMENT ON THE GROW YOUR OWN.

I HEARD YOU WORK IN SFA WHEN WE WERE TALKING TO THEM THE OTHER DAY, DIDN'T SEEM LIKE HE WANTED A BIKE.

BUT I THINK WE PUT THIS IN OUR LEGISLATIVE PRIORITIES BECAUSE I THINK THE STATE COULD SUBSIDIZE THIS BETTER, AND I THINK LEGISLATIVE PRIORITIES WE NEED TO FIGURE OUT HOW WE'RE GOING TO FILL THE GAP OF TEACHERS, WHETHER THAT'S MORE SCHOLARSHIPS FOR EDUCATION MAJORS, WHETHER IT'S GROWING YOUR OWN SOMETHING I THINK.

I KNOW WE'RE NOT HAVING A LEGISLATIVE PRIORITY TALK RIGHT NOW, BUT I FEEL LIKE MAYBE THAT'S SOMETHING THAT COULD BE ADDRESSED BY THE STATE.

>> THAT'S A GOOD POINT BECAUSE OTHER STATES, IF YOU'RE GOING INTO PUBLIC EDUCATION AND YOU GO TO A STATE SUPPORTED SCHOOL, THEN YOUR TUITION IS PAID FOR IF YOU GO INTO DEMAND FIELDS OR CRITICAL SHORTAGE AREA.

>> I COULD SEE THEM DOING THAT WITH NURSES AND TEACHERS AND OTHER HIGH-DEMAND FIELDS.

OTHERWISE, ANY OTHER QUESTIONS OR COMMENTS BEFORE WE GO INTO OUR GOALS? MRS. ROSCOE?

>> THANK YOU, DR. WRIGHT, AND THANK YOU SO MUCH FOR ACCOMPLISHING THE GOALS THAT YOU SET FORTH.

IT REALLY HAS CHANGED OUR DISTRICT TREMENDOUSLY.

LIKE WE TALKED THIS SATURDAY WHEN WE TALKED IN FRONT OF REGION 13, JUST SEEING THAT HUGE DIFFERENCE FROM THE MOMENT YOU CAME ON BOARD WITH THE MINDSET THAT YOU HAVE, THE WE CAN DO ANYTHING.

THE POSSIBILITY IS ENDLESS, SO I REALLY APPRECIATE THAT THANK YOU FOR SHARING THESE IMMEDIATE AND LONG-RANGE GOALS.

I THINK WE CAN GET THEM ALL DONE THIS YEAR. NO PROBLEM.

IT'S GOING TO BE REALLY GOOD FOR US AND THANK YOU FOR LEADING OUR DISTRICT.

>> YES, WE HAVE AN OUTSTANDING SUPERINTENDENT.

I THINK YOU CAN COME BACK TO YOUR SEAT AND WE'LL HAVE MORE AND MORE COME BACK UP TO THE PODIUM.

I'M GOING TO BRING UP OUR GOALS DOCUMENT AND TEAM YOU HAVE A COUPLE OF PAPERS IN YOUR DIAS FOLDER.

YOU HAVE A CLEAN VERSION OF YOUR 2021, 2022 GOALS, AND THEN YOU HAVE A REALLY JAZZED UP COLOR CODED VERSION.

I KNOW IT'S A LITTLE HARD TO SEE ON PRINT, BUT WE'LL PULL IT UP ON THE SCREEN TO GET STARTED ON OUR 2022, 2023 GOALS.

I PICKED PINK FOR THIS YEAR BECAUSE IT'S MY FAVORITE COLOR CLEARLY.

MY PHONE COVER'S PINK AND MY NEW LANYARD IS PINK.

I'LL BRING THAT UP AND AS WE GO

[05:50:03]

WE'LL MAKE SOME CHANGES AND WE'LL DOCUMENT THOSE CHANGES WITH THIS PINK COLOR.

IT'S SO GREAT TEAM FOR THOSE OF YOU THAT HAVEN'T BEEN ON SINCE DR. WRIGHT JOINED US.

IT'S REALLY LIKE A LITTLE TIME CAPSULE DOCUMENT TO SEE WHERE WE STARTED IN 2018 VERSUS WHAT WE CHANGED IN 2019, 2020, AND 2023, AND I NEED TO SHARE MY SCREEN SO I COULD JUST GIVE ME ONE SEC.

HERE WE GO. ALL RIGHT.

MR. MOORE, YOU WANT TO START US OFF AND THEN WE'LL BE READY?

>> THOSE OF YOU THAT ARE NEW TO THE BOARD, THE WAY I'VE HISTORICALLY DONE THIS IS, IT TAKES USUALLY 3-5 YEARS TO ACCOMPLISH YOUR GOALS, AND JUST LIKE WE CHAMPIONED [INAUDIBLE] THOUGHT ABOUT NO NEW INITIATIVES.

THE ONLY WAY THAT YOU EVER GET TO THE QUALITY LEVEL IS THAT YOU CONTINUE WORKING ON THEM UNTIL YOU ARE WHERE YOU WANT TO BE.

BY HAVING THESE IN PLACE, YOU HAVE THE BASIC PLATFORM OR TEMPLATE FROM HOW TO MOVE FORWARD.

I WOULD SUGGEST THAT WE LEAVE THE THREE BUCKETS IN PLACE AND WE EITHER DELETE OR ADD ACCORDING TO WHERE YOU GUYS THINK WE NEED TO GO.

WHAT I WOULD ALSO SUGGEST IS THAT WE'RE GOING TO LISTEN TO YOU, THE CABINET STILL HERE.

AT OUR NEXT CABINET MEETING, WHICH IS ON THURSDAY, I WOULD LIKE TO, AFTER THEY LISTEN TO YOU, BE ABLE TO CREATE THE CALENDAR OF REPORTS AND ALSO THE EVIDENCE OF ATTAINMENT SO THAT WE CAN WORK ON THAT AND THEN BRING IT BACK TO YOU FOR THE AUGUST MEETING FOR YOU TO APPROVE.

THAT'S HOW THAT'S WORKED AND WHAT THIS IS, IS IT'S A NARRATIVE VERSION OF A SMART GOAL.

SOME PEOPLE LIKE TO SEE IT IN SPREADSHEET FORM AND OTHERS LIKE TO SEE IT IN NARRATIVE.

THIS IS SHORT AND SWEET AND THE GENERAL PUBLIC CAN TYPICALLY UNDERSTAND IT.

BUT THEN BEHIND THE SCENES, WHAT REALLY DRIVES THIS IS YOUR EVIDENCE OF ATTAINMENT AND YOUR CALENDAR OF REPORTS.

WE WANT TO HAVE FORMAL AND SUMMATIVE OPPORTUNITIES TO REVIEW WHAT WE'RE DOING AND SO WE WILL ASSIGN A PERSON THAT'S RESPONSIBLE.

WE WILL HAVE RESOURCES THAT ARE AVAILABLE AND WE'LL HAVE A TIMELINE FOR EACH ONE OF THESE THINGS ON THAT EVIDENCE OF ATTAINMENT.

THAT'S THE HISTORICAL NATURE FOR HOW THIS HAS OCCURRED.

>> LET'S LOOK AT WHAT'S IN THE STUDENT GOAL AND THEN TALK ABOUT BASED ON THE CONVERSATIONS AND THE GOALS FROM THE EXECUTIVE LEADERSHIP TEAM OR ANY OTHER CONVERSATION, WHAT WE MIGHT CONSIDER ADDING.

I THINK IT'S A GREAT IDEA TO HAVE THIS HISTORICAL VIEW OF IT.

I MENTIONED ABOUT SHARING ONE THING WITH DIFFERENT DISTRICTS.

IT'D BE ONE THING I TAKE AWAY YOU CAN LOOK AT WHERE YOU'VE COME FROM, I THINK THAT'S OUTSTANDING.

ONE CHANGE ALREADY WAS THE ADVISING BEGINNING IN THE FIFTH-GRADE YEAR.

WE BACKED IT UP FROM SEVEN TO FIFTH GRADE.

WE'RE STILL LOOKING AT PREPARING KIDS FOR BEGINNING THAT HIGH SCHOOL, OF COURSE, NET CREDIT.

FOLLOWING THAT, WE STILL HAVE VERY CLEAR AND SPECIFIC GOALS THAT WERE LAID OUT TODAY FOR THE STATE ACCOUNTABILITY, THE COLLEGE CAREER MILITARY.

ANY QUESTIONS ABOUT THAT? IT'S THREE-TO-ONE. I SEE A HAND UP OVER HERE.

>> AS FAR AS THIS STUDENT GOAL, AND I'M ASSUMING BECAUSE IT'S NICE TO SEE ALL THE DIFFERENT COLORS, BUT ALSO, I'M ASSUMING THAT ALL OF THIS IS STILL OUR GOAL.

CORRECT? EVEN IF IT WAS 2019, THAT'S WHEN WE ADDED IT, BUT IT'S THERE.

JUST WANTED TO MAKE SURE. THANK YOU, MS. PETRI.

I'LL PULL THAT CLEAN COPY OFF.

AS FAR AS CCMR, SINCE WE'RE NO LONGER GOING TO BE DOING THE MILITARY, ARE WE GOING TO LEAVE IT IN HERE OR WE'RE GOING TO PULL IT OUT?

>> YOU WANT TO BE CLEAR, THE STATE IS NO LONGER TRACKING THAT BECAUSE THERE'S NOT A GOOD WAY TO TRACK THAT.

>> CORRECT. THEY PULLED IT OUT OF SOMETHING THAT WE HAVE TO TRACK BECAUSE OF THE DIFFERENT WAYS THAT EVERYBODY WAS DOING IT.

THERE WAS NOT A CONSISTENT WAY TO REALLY TRACK MILITARY READINESS.

THEY PULLED THAT OUT AND SO NOW THEY'RE MONITORING COLLEGE AND CAREER READINESS.

DR. WRIGHT, WOULD YOU SUGGEST THAT WE PULL THAT OUT?

[05:55:01]

>> I THINK THE WAY THAT THE STATE HAVE USED IT AS ONE THING.

BUT I THINK AS WE MENTIONED EARLIER WHEN WE WERE TALKING ABOUT OUR VISION.

I THINK THE MILITARY IS A HUGE PIECE AND IT'S AN OPTION LIKE ONE OF THE THREE TOP OPTIONS THAT OUR KIDS HAVE.

OBVIOUSLY, WE NEED TO HAVE A ROBUST MILITARY IN ORDER TO PROTECT AND DEFEND OUR CONSTITUTION IN OUR COUNTRY.

I STILL LIKE EVERYTHING IN THERE.

>> HOW WILL WE MEASURE THAT? THAT'S THE ONLY PIECE, RIGHT? LIKE HOW WILL WE MEASURE THAT? YOU'LL WORK WITH YOUR TEAM TO FIND A GOOD, ACCURATE WAY TO MEASURE AND NOT LIKE JUST SIGNING YOUR RECRUITMENT FORM.

THERE'S OTHER PEOPLE THAT MEASURE A BASE.

IF THEY GET ON THE BUS, THEY FINISH THE TRAINEE. IT DEPENDS ON THAT.

THAT'S SOMETHING THAT I WOULD LIKE TO KNOW IS HOW WE WILL MEASURE THAT.

I'M FINE WHEN LEAVING IT IN, I JUST WANT TO KNOW HOW WE'RE GOING TO RATE THAT.

>> MR. VELA AS A VETERAN, I'D LIKE TO HEAR YOUR PERSPECTIVE BECAUSE IF WE'RE GOING TO COME UP WITH OUR OWN, IS IT DID THEY PASS THE EYES FAB, DID THEY ENROLL EARLY? ARE THEY PART OF AN ROTC PROGRAM? WE HAVE REALLY ROBUST ROTC PROGRAM.

MAYBE IT'S THAT.

I KNOW MR. BAILEY, YOU HAD YOUR HAND UP.

>> THANK YOU, PRESIDENT PETRI. AS WE'RE DISCUSSING IT, THANK YOU, MS. LITTLE SCOOP FOR BRINGING IT UP, I THINK IT SHOULD STAY IN THERE.

EVEN IF FROM THE HISTORICAL CONTEXT, IF WE KNOW THAT WE STARTED THIS BACK IN 2019 OR 2020, HOW CAN WE LOOK BACK IN 2023 AND COMPARE TO WHAT WE DID, HOW WE MEASURED IN 2020? TO SEE THAT GROWTH AND THAT OVERALL EVALUATION.

AS PETRI, YOU MENTIONED SOME GREAT THINGS ON HOW WE CAN MEASURE THAT WHETHER HOW MANY PEOPLE HAVE TAKEN THE ASVAB HAVE BEEN SCORED WELL OR ROTC PROGRAMS OR EVEN THOSE.

WE'D RECOGNIZE GRADUATES IF YOU'RE ENTERING THE MILITARY.

WE ACTUALLY HAVE A HEAD COUNT OF HOW MANY PEOPLE ARE STANDING UP DURING YOUR GRADUATION.

I'D LIKE TO SEE IT CONTINUE EVEN THOUGH IT'S NOT A REQUIREMENT WITH THE STATE.

>> ALL RIGHT. ANYONE ELSE HAVE A THOUGHT ON THE MILITARY COMPONENT? MS. WRINKLE.

>> I AGREE WITH DR. WRIGHT AND MR. VELA, THAT I'D LIKE TO KEEP IT FOR ALL THE REASONS THEY STATED.

>> [OVERLAPPING] I WILL PUT IN A NOTE.

>> KEEPING IS GREAT.

JUST FIGURING OUT I KNOW ASVAB IS NOT GOING TO BE ENOUGH AND IT WASN'T ENOUGH FOR MOST PEOPLE TO MEASURE IT.

OF COURSE, STANDING UP AT GRADUATION, WE NEED TO MAKE SURE THEY FINISH THE TRAINING AND SO ON.

SEEING HOW WE'RE GOING TO MAKE SURE AND WHO'S GOING TO BE RESPONSIBLE FOR THAT.

THAT'LL BE GOOD TO HEAR. THANK YOU.

>> I DON'T THINK THEY HAVE TO PASS BASIC TRAINING, I MEAN, TO SAY COLLEGE READY.

WE BASICALLY SAY THEY TOOK AN AP TEST OR AN AP CLASS, OR THEY'VE BEEN IN DUAL CREDIT.

IT'S A PRETTY LOW BAR TO SAY THEY'RE GOING TO SUCCEED IN COLLEGE.

IT'S NOT ALWAYS INDICATIVE.

I THINK THERE CAN BE SOMETHING THAT'S NOT COMPLETE.

THERE'S GOT TO BE SOME BALANCE OF SOMETHING AND I DON'T KNOW WHAT IT IS BECAUSE I'M NOT A MILITARY EXPERT.

OKAY, I THINK THAT'S A REALLY GOOD POINT. MR. CHAIRMAN.

>> I JUST WANT TO MAKE SURE I KNOW WE'RE TALKING ABOUT, BUT DO WE HAVE TO DEFINE WHAT SUCCESS IS? ANYTHING THAT WE DO, WE WANT TO MAKE SURE WE DEFINE WHAT THAT LOOKS LIKE.

>> WE'RE NOT IN CHARGE OF EVIDENCE OF ATTAINMENT, WE ARE IN CHARGE OF THE GOAL.

>> WE'VE GOT THE EVIDENCE OF ATTAINMENT ON HERE.

IF THERE'S THINGS THAT WE THINK NEED TO BE UPDATED OR CHANGED, I THINK WE HAVE THE OPPORTUNITY TO LOOK AT THAT.

WHAT'S ON THE WEBSITE ARE JUST THE GOALS.

THEN DR. WRIGHT AND THEIR TEAM DETERMINE THE EVIDENCE OF ATTAINMENT AND THEN THAT WILL COME TO US TO [OVERLAPPING] REVIEW.

>> ALL RIGHT.

>> WE HAVE THE CAREER ACADEMIC ACHIEVEMENT COMPONENT.

I'M GOING TO ASSUME YOU STILL WANT TO KEEP A SOCIAL-EMOTIONAL LEARNING COMPONENT.

SOME OTHER WELL-BEING COMPONENT.

HUNDRED PERCENT OF CAMPUSES WILL IMPLEMENT OR DID IMPLEMENT SOME SOCIAL-EMOTIONAL LEARNING COMPONENT.

IS THERE ANYTHING ELSE UNDER THE STUDENT GOAL THAT NEEDS TO BE DISCUSSED REGARDING THAT COMPONENT?

>> CAN I BACK UP ONE TO THE FIRST GREEN SECTION? STUDENTS AND PARENTS, GUARDIANS WILL RECEIVE ACADEMIC ADVISING AND WILL UTILIZE DATA.

ARE WE REALLY IN CHARGE OF THEM USING THAT DATA? SHOULD WE PUT SHALL USE THAT DATA OR SHOULD USE THAT DATA?

>> [INAUDIBLE] I'M NOT PUTTING WORDS IN YOUR MOUTH, BUT I THINK THAT'S WHY WE'RE MOVING AWAY FROM ZILLOW TO NAVIANCE IS BECAUSE WE WEREN'T GETTING QUALITY, APTITUDE ABILITY IN CAREER INVENTORY DATA.

[06:00:03]

WITH THIS NEW PROGRAM, EACH PARENT OR EACH STUDENT THAT IS BEING ADVISED WILL GO THROUGH THIS PROGRAM AND THEN THE PARENTS WILL GET A COPY OF THAT SO IT WILL IDENTIFY THEIR CAREER PATHS.

I THINK SHALL SHOULD BE ADDED FOR SURE.

>> FIRST GREEN [BACKGROUND] AND SHOULD SHALL SHOULD.

>> I THINK I MAY HAVE CUT YOU OFF EARLIER, MRS. BRONCO, WERE YOU GOING TO [BACKGROUND].

>> CAN I SAY SOMETHING?

>> YEAH. SAY, YES.

>> SINCE WE CHANGED OUR MISSION STATEMENT TO SAY MISSION HAYS CISD IS TO EDUCATE AND NURTURE, DO WE NEED TO CHANGE THE FIRST LINE HERE? HAYS BELIEVES IN THE ACHIEVEMENT, BUT LIKE IN THE EDUCATE AND THE ACADEMIC ACHIEVEMENT OF EVERY STUDENT, DO WE NEED TO ADD THAT TO DEFINE WHAT ACHIEVEMENT IS? OUR GOAL IS THE ACADEMIC SIDE.

IT'S PRETTY IMPORTANT PART OF THAT.

>> TELL ME WHAT PART OF THE MISSION STATEMENT YOU'RE WANTING TO ADD.

>> NO. LIKE WELL, ON THE MISSION STATEMENT, DIDN'T WE CHANGE THE MISSION OF HAYS CISD WE ADDED TO EDUCATE AND NURTURE STUDENTS, NOT JUST NURTURE.

THEN OF THE STUDENT GOAL HAYS CISD BELIEVES THAN THE ACADEMIC ACHIEVEMENT OF EVERY STUDENT.

DO I NEED TO PUT ACADEMIC IN FRONT OF ACHIEVEMENT?

>> WE'VE TALKED ABOUT NOT JUST BEING ABOUT ACADEMICS, BUT ACHIEVING IN OTHER WAYS.

WE'VE TALKED ABOUT THAT HOLISTIC CHILD.

THEY MIGHT NOT BE ACADEMICALLY ACHIEVING ALL BEST GRADES OR WHATEVER.

BUT THERE ARE WELL-ROUNDED INDIVIDUAL AND MAYBE THEIR EXPERTISE IS IN SOMEWHERE ELSE OR THEIR PASSION.

THEY'RE ACHIEVING IN OTHER AREAS.

IT'S WHAT I'M THINKING.

>> YEAH. NO, TO COMPLETELY AGREE WITH THAT.

I JUST FEEL LIKE ON THE ACADEMIC WE'VE TALKED ABOUT READING, WRITING, ALL OF THAT AT THE ACADEMIC SIDE OF WHAT WE'RE DOING.

I JUST FEEL LIKE IT'S IMPORTANT TO SET FORTH.

>> YOU WOULD EXPECT TO SEE THAT CLEARLY DEFINED IN THE EVIDENCE OF ATTAINMENT.

FURTHER DESCRIPTION OF WHAT WE MEAN BY ACHIEVEMENT.

THAT ACADEMIC COMPONENT AND THE SOCIAL EMOTIONAL LEARNING COMPONENT.

IS IT WORTH THE TIME TO PICK A FEW DEFINING FEATURES OUT OF THE EMOTIONAL LEARNING COMPONENT? I DON'T KNOW IF I'VE DONE IN THE PAST BUT FOR EXAMPLE, IF WE SAY STRONG INTERPERSONAL SKILLS AND THE DEVELOPMENT OF POSITIVE MEMBERS, HAVE YOU LEFT EVEN THAT LEVEL OF DETAIL TO THE EXECUTIVE LEADERSHIP OR THERE'S A BOARD AND NEED TO TALK BRIEFLY ABOUT WHAT THOSE COMPONENTS MIGHT BE, SLIGHTLY SMALLER BUCKETS? THEY POINT BACK AND LIKE MR. SEVERENCE DID TO THE VISION AND MISSION, WE TALK SPECIFICALLY ABOUT SOME OF THE THINGS THAT WE HOPE KIDS CAN DO WHEN THEY GRADUATE, WHEN THEY LEAVE HERE OR DOES THAT DEFINE IT ENOUGH FOR THE BOARD?

>> LOOKING AT EVIDENCE OF ATTAINMENT, THERE'S NOT UNLESS I JUST WENT THROUGH IT REAL QUICK.

IF I MISSED IT, SOMEBODY TELL ME.

I DON'T SEE ANYTHING.

ERIC HELPED ME OUT HERE TO LIKE SUPPORTING OUR STATEMENT ABOUT BELIEVING IN THE EDUCATION OF THE WHOLE CHILD, FOLLOWED UP WITH THE SPECIFIC LISTING SOCIAL AND EMOTIONAL LEARNING, STRONG INTERPERSONAL SKILLS, AND THE DEVELOPMENT OF POSITIVE MEMBERS OF SOCIETY.

ONE OF THE THINGS I'M THINKING IS WITH OUR NEW EMPHASIS ON SEL FIDELITY, IS THERE SOMETHING THAT CAN BE PUT IN THERE LIKE AS EVIDENCE OF A TEAM THAT THESE HAVE ACTUALLY BEEN DONE ON THE CAMPUSES, MAYBE SOMEWHERE IN THERE.

>> YEAH. I THINK WE CAN DEVELOP THAT.

>> EXACTLY.

[06:05:01]

>> I HAVE A QUESTION IF I MAY.

JUST IN THAT FIRST STUDENT GOAL, MUCH LIKE WE DID WITH OUR MISSION STATEMENT, WE BROKE OUT EACH TENANT OF WHAT WE'RE SAYING.

ESSENTIALLY WE'RE SAYING THAT THERE ARE FOUR THINGS THAT WE'RE REALLY MEASURING OR THAT DR. WRIGHT AND THE STAFF ARE GOING TO SAY HERE ARE THE FOUR GOALS.

JUST MAKE SURE THAT I'M TRACKING NUMBERS.

>> I'M LOOKING ON THE CADENCE OF REPORTS THAT WE HAVE TO SEE IF THERE WERE, I THOUGHT THERE WAS AN SEL.

OH, HERE IT IS. SEL ACTION VIDEO.

IN NOVEMBER, WE GET AN SEL UPDATE AS PART OF OUR STUDENT ACHIEVEMENT REPORTING.

BUT MAYBE WE WANT THAT TO BE A LITTLE MORE ROBUST THAN JUST AN OVERVIEW AND A VIDEO.

>> I THINK SO, ESPECIALLY WITH ALL THE NEW STUFF WE'RE DOING.

>> OR AND HAVE YOU SEEN IN OTHER DISTRICTS HOW THEY MEASURE SEL I KNOW THAT THERE ARE SOME WEBSITES AND OTHER WAYS TO DO THIS, BUT IF YOU HAVE ANY SUGGESTIONS?

>> ONE THAT I'VE SEEN AND IT'S TOUGH BECAUSE A LOT OF FOLKS DO IT IS A VERY THOROUGH GRADUATE PROFILE, THE PROFILE OF A GRADUATE, AND THEN JUST LINING UP THAT WITH THOSE TENANTS.

THAT MAKES SENSE. I KNOW IT'S STILL VAGUE, BUT THEY'VE CLEARLY DECIDED WHAT THE GRADUATE LOOKS LIKE.

THEN THEY'VE CHARTED THAT PERSON'S PATH ALL THE WAY THROUGH.

THAT MAKE SENSE? OTHER THAN THAT, IT'S NOT SOMETHING THAT A LOT OF PEOPLE REALLY MASTERING NOW SEEMS LIKE BASED ON MY EXPERIENCE.

>> I KNOW THE CCR DASHBOARD, SCHOOL LINKS IS GOING TO HAVE SOME COMPONENT FOR SEL, FOR TRACKING OF SOME SORT.

MAYBE THERE'S SOME COMPONENT IN THERE THAT CAN GIVE US SOME DATA TO HELP WITH THIS PIECE.

I'M JUST GOING TO MAKE A NOTE OF THAT FOR THE EVIDENCE OF ATTAINMENT.

>> DEFINITELY MORE THAN WE HAVE RECEIVED IN THE PAST WHERE WE HAVE JUST RECEIVED THE CAMPUS AND THE PROGRAM THEY'RE DOING.

THAT DOESN'T REALLY TELL US ANYTHING OR EVADE IS BEING DONE TO THE LEVEL THAT WE ARE EXPECTING.

SOMETHING REPORT THAT'S A LITTLE BIT MORE ROBUST.

>> YEAH, I WOULD AGREE WITH THAT.

SADLY, THE TERM SEL HAS BEEN HIJACKED BY SOME FRINGE POLITICAL FOLKS AND REALLY WE NEED TO WELL DEFINE WHAT THIS IS AND WHAT IT LOOKS LIKE IN PUBLIC SCHOOLS SO PEOPLE AREN'T SCARED OF IT OR HAVE SOME MISALIGNED VIEWPOINT OF WHAT THIS IS.

I THINK THAT WILL BE VERY HELPFUL FOR OUR COMMUNITY.

>> SINCE YOU MENTIONED THAT, I'LL GO THERE A LITTLE BIT.

SOME DISTRICTS HAVE RETITLED THE PERSONNEL AVAILABLE FOR THAT BECAUSE IT WAS NECESSARY. YEAH.

>> YEAH THEY HAVE SOME PEOPLE HAVE JUST RE-BRANDED IT, IF YOU WILL.

I WANT TO BE TRANSPARENT WITH OUR COMMUNITY, BUT MAYBE SOCIAL EMOTIONAL LEARNING DOESN'T DO IT JUSTICE AS TO WHAT IT IS.

IT'S LIKE CHARACTER AND INTEGRITY TENANTS OR SOMETHING AND WE CAN TALK ABOUT THAT IF WE WANT TO REWARD WHAT IT IS SO THAT PEOPLE UNDERSTAND.

>> WHAT ARE SOME OTHER TERMS THAT YOU'VE HEARD USED?

>> I'VE HEARD THAT, I'VE HEARD JUST LEARN TO SELF-REGULATE.

>> MR. SAVOY CAN COME UP WITH SOMETHING JUST FOR CHARACTER EDUCATION.

>> THAT IS GOING TO REASON EXACTLY TO HER POINT THAT I MENTIONED THIS EARLIER IS BECAUSE IT IS ON SOCIAL MEDIA AND IN QUESTIONS THAT WE GET IT FOUNDED.

PEOPLE DO NOT UNDERSTAND SOCIAL EMOTIONAL LEARNING AND WHAT WE'RE DOING AND THE WHY BEHIND THIS.

THEY'VE GOT THEIR OWN DEFINITION OF IT IN THIS ONE.

>> MOST PEOPLE HAVE REVERTED BACK TO WHAT WE USED TO CALL IT BACK WHEN SOME OF US WERE IN ELEMENTARY, WHICH IS CHARACTER EDUCATION AND, OR NEW CHARACTER EDUCATION IS WHAT I'M FINDING LIKE SIX SCHOOLS SO FAR THAT HAVE RENAMED MAN. [OVERLAPPING]

>> WELL NOT STILL SAFE AND FOR NOW SEEMS LIKE TOO I'VE HEARD ABOUT.

>> WHICH ONE?

>> STUDENT WELLNESS THAT USE QUITE A BIT TOO.

>> I LIKE STUDENTS WELLNESS ARE MINE.

I DON'T KNOW IF MINDFULNESS IS ALSO A TRIGGER TERM.

BUT TO ME IT BOILS DOWN TO SUPPORTING STUDENTS WHERE THEY'RE AT IN THEIR MENTAL HEALTH CHALLENGES OR JUST ALL OVER CHARACTER.

THERE'S SO MANY THINGS.

MAYBE WELLNESS.

>> WELLNESS, WELL-BEING.

>> I FEEL LIKE THAT'S TOO SIMPLISTIC IT COULD BE WELLNESS.

WELLNESS AND CHARACTER.

>> I LIKE DR. WRIGHT CHARACTER EDUCATION, I LIKE THAT.

[06:10:03]

>> YEAH, IT HAS A LOT TO DO WITH YOUR LEADERSHIP SKILLS THAT YOU TALK ABOUT DR. WRIGHT AND INTRAPERSONAL SKILLS WHEN YOU TALK ABOUT CHARACTER, BECAUSE I DON'T THINK WELLNESS COVERS THAT LEADERSHIP COMPONENT.

WE SEE THAT VERY WELL DONE LIKE AT ELM GROVE AND OTHERS SCORES THAT REALLY PROMOTE THE CHARACTER TRAITS.

>> CHARACTER EDUCATED ON MR. SAVOY?

>> UNLESS MR. SAVOY FIND SOME OTHER NIFTY THING.

>> I NEED TO BE ON A MICROPHONE.

JUST OFF THE TOP OF MY HEAD.

I LIKE CHARACTER EDUCATION BECAUSE THAT'S PART OF IT, BUT I THINK OF 100 PERCENT HAYS INITIATIVE WHERE YOU HAVE THE SOFT SKILLS THAT YOU LEARN.

WELL, BUT IT'S MORE TEAM AND CITIZENSHIP SKILLS SOMEWHERE IN THERE.

>> CITIZENSHIP IS A BIG PART OF OUR GOAL AND VISION AND BELIEFS.

[INAUDIBLE] I KNOW. YES.

>> TO GET BOTH SIDES OF THE POLITICAL AISLE YOU COULD SAY SOCIAL, EMOTIONAL LEARNING, AND CITIZENSHIP SKILLS AND CONFUSE EVERYONE [LAUGHTER] CHARACTER AND TEAM-BUILDING.

WHAT REALLY CAPTURES ALL THOSE SOFT SKILLS IS ABOUT WORKING TOGETHER, CHARACTER, AND COLLABORATION SKILLS.

>> WE LIKE TEAM-BUILDING BETTER.

>> TEAM-BUILDING EDUCATION. YEAH, THAT WORKS.

THAT'S WHAT IT'S ABOUT.

THAT'S WHAT I THINK WE MEAN, ISN'T IT? [BACKGROUND]

>> THEIR LIFE SKILLS.

>> SOFT SKILLS MAKES IT SOUND WEAK WHEN THEY ARE REALLY STRONG.

>> YES, I KNOW. THAT'S WHAT THE BACKLASH WAS ON SOFT SKILLS.

>> DOES ANYBODY ARGUE? I DON'T KNOW WHY WE WOULD ADD BELIEFS TWICE.

IT'S A SUBJECT. I DON'T LIKE THAT.

I'M GOING TO GET RID OF THAT. WE BELIEVES IN THE EDUCATION OF THE WHOLE CHILD, AND THAT SUCCESS IS BASED ON MORE THAN THE RESULTS OF A SINGLE TASK, INCLUDING CHARACTER AND TEAM-BUILDING EDUCATION, STRONG INTERPERSONAL SKILLS, AND THE DEVELOPMENT OF POSITIVE MEMBERS OF SOCIETY WHICH REALLY PICKS UP THE CITIZENSHIP PER PIECE.

>> BUT DO WE NEED THESE STRONG INTERPERSONAL SKILLS? BECAUSE THAT SHOULD BE INCLUDED WITH CHARACTER AND TEAM-BUILDING EDUCATION.

>> I GUESS. IT IS NEBULOUS NOW THAT SOUNDS LIKE MR. VELA.

>> YEAH. I LOOKED AT THAT SENTENCE OVER HERE AS WELL.

WHAT IF IT WERE SOMETHING LIKE OUR STAFF BELIEVES SUCCESS IS BASED ON MORE THAN THE RESULTS OF A SINGLE TEST?

>> YOU WANT TO GET RID OF THE EDUCATION OF A WHOLE CHILD?

>> NO. WE'RE FLIP-FLOPPING.

>> YOU'RE FLIPPING IT?

>> OUR STAFF BELIEVES THAT SUCCESS IS BASED MORE THAN THE RESULTS IN A SINGLE TEST.

[LAUGHTER].

[NOISE]

>> I CAN'T DO THIS WITHOUT MY MOUSE. I AM OKAY.

>> SINGLE TEST, SUCH AS THE EDUCATION OF THE WHOLE CHILD.

>> IT'S THE SAME THING.

>> YEAH, SAME THING.

>> ARE WE GETTING RID OF STRONG INTERPERSONAL SKILLS BECAUSE IT'S DUPLICATIVE?

>> BUT IS THERE A WAY TO CHANGE THAT SUCCESS IS BASED ON MORE THAN THE RESULTS OF A SINGLE TEST.

I JUST FEEL THAT READS, SUCCESS IS BASED ENTIRELY DIFFERENT THAN THE RESULTS OF A SINGLE TEST LIKE THE ACADEMIC SIDE OF IT ISN'T AS IMPORTANT.

I'M SURE IT IS. MAYBE IT'S THE INTENT, I DON'T KNOW.

>> THE RESULTS OF A SINGLE TEST WE SHOULDN'T PUT AND?

[06:15:06]

>> IT SHOULD BE SOMETHING LIKE, SUCH AS.

[LAUGHTER] [BACKGROUND]

>> SUCCESS CAN ALSO BE MEASURED DIFFERENTLY.

I DON'T KNOW, JUST SOME WAY.

DON'T WORRY ABOUT THE GRADES.

I MEAN, SUCCESS IS OTHER THINGS.

WE SAY ACADEMICS AND STUDENT PERFORMANCE LIKE FOUR TIMES IN OUR STUDENT GOAL, WITHOUT ACTUALLY SAYING WHAT THE GOAL IS, IT'S IMPORTANT.

BUT THEN WE DON'T HAVE THE ONLY MEASURE OF ATTAINMENT BASED ON ACADEMIC RESULTS STUDENT PERFORMANCE IS IN JUNE FOR THREE READING LEVELS.

EVERYTHING ELSE IS FROM WHAT I'M READING UNLESS I'M READING IT WRONG IS NOT ABOUT ACADEMIC SUCCESS OR GROWTH.

WE CAN TALK ABOUT OUR STUDENT GOALS AS ACADEMICS AND STUDENT PERFORMANCE.

>> THIS IS NOT THE WHOLE THING.

SORRY, MR. SOVEREIGNS. PLEASE FINISH [OVERLAPPING]

>> OH, NO. I MEAN, THERE'S WAY MORE TO THIS, AND I'M JUST NOT SEEING AND THAT'S AWESOME.

I'M GOING BASED ON WHAT JUST THIS IS WHAT I'M SEEING.

>> JUST A SKELETON. BUT REMEMBER WHEN WE DID THE SUPERINTENDENT EVALUATION AND WE WERE ABLE TO SEE OUR GOAL, AND THEN THERE WAS PAGES OF METRICS THAT WERE ASSIGNED TO THAT.

THAT'S THE BACKUP TO MAKE SURE THAT WE'RE DOING THIS STUDENT GOAL.

THIS IS NOT EVERYTHING.

>> I JUST WANTED TO MAKE SURE. WHAT'S OUR STUDENT GOAL? WHAT'S THE ACADEMIC STUDENT GOAL IN THIS PARAGRAPH? THAT'S ALL I'M TRYING TO UNDERSTAND.

>>I CAN SEE YOUR POINT. BECAUSE HYPOTHETICALLY, AND I THINK IT WILL HAPPEN.

WHEN YOU GET THAT A, I THINK WE SHOULD CELEBRATE. BIG TIME.

BUT NOT BECAUSE IT WAS JUST, AND THE STATE REQUIRES THAT, BUT I THINK IT'S HUGE.

I SEE WHAT YOU'RE SAYING. WHERE IS THE COMMITMENT TO WHATEVER THE STATE THROWS AT US, WE'RE GOING TO WORK OUR DARN DIS TO ACHIEVE IT.

IS THAT WHAT YOU'RE GETTING AT? WHERE'S THE IMPLICATION THAT THAT IS THE CASE? A LOT OF PEOPLE THINK, THE TEST, WE HAVE TO DO IT, BUT WE'RE SO MUCH MORE THAN THAT.

AM I MISTAKEN? >NO. WHAT'S OUR STUDENT GOAL, NOT ONLY WITH SEL BUT ALSO IN ACADEMICS? WHAT IS THE ACADEMIC GOAL THAT WE WANT TO ACCOMPLISH FOR THIS YEAR?

>> DO WE HAVE WE HAVE THE REPORTS, THE ONE WE GOT EARLIER?

>> WE DON'T ACTUALLY PUT IT IN [OVERLAPPING]

>> THE 3, 2, AND 1.

THE EVIDENCE OF ATTAINMENT THAT YOU SEE ON HERE IS OLD, IT'S NOT RIGHT.

IF YOU WANT TO LOOK AT ALL OF THIS FOR ALL THE DIFFERENT PASS THAT DOWN.

>> WE'LL CONVERT IT INTO SOMETHING LIKE THIS [BACKGROUND].

>> IT'S IN YOUR AGENDA.

AND ALSO MR. SOVEREIGNS, GO BACK UP TO ABOUT THE MIDDLE.

STUDENT PERFORMANCE WILL BE EVALUATED IN ACADEMICS, COLLEGE CAREER.

DOES THAT BRING INTO IT A CLEAR COMMITMENT TO ACHIEVING ON THOSE MORE OBJECTIVE, MEASURABLE FRONTS AS DICTATED BY THE OR YOU ALSO THINKING ABOUT WHAT ARE THE LOCAL ACCOUNTABILITY MEASURES? MAYBE I'M JUST THIS MY FIRST TIME GOING THROUGH IT.

SO ON THE STUDENT GOALS SIDE, WE JUST SAY STUDENT PERFORMANCE WILL BE EVALUATED AND ACADEMICS, COLLEGE CAREER, MILITARY READINESS.

IS THAT A GOAL OR IS THAT JUST WHAT WE'RE DOING? OR IS THAT JUST THE ACCOUNTABILITY SIDE OF WHAT WE HAVE TO SAY.

WE HAVE TO GO AND TALK ABOUT IT BECAUSE IT'S IMPORTANT TO US AS A STUDENT GOAL, BUT NOT ACTUALLY PUT IN WHAT THAT GOAL IS IN THE STUDENT GOALS.

SO THEN WE, [INAUDIBLE] FEEL FREE TO JUMP IN AND GO ON.

I DON'T THINK WE WANT TO SPELL OUT EVERY THING THAT'S IN THE EVIDENCE OF ATTAINMENT DETAILED LIST THAT YOU HAVE RIGHT THERE IN THIS STATED GOAL THAT GOES ON OUR WEBSITE, IT'S TOO MUCH.

BUT I DO THINK WE'VE INTERJECTED IN THIS PARAGRAPH

[06:20:02]

A MINI MISSION STATEMENT RATHER THAN A GOAL.

I DO AGREE WITH THAT.

I THINK WHERE IT BEGINS TO READ OUR STAFF, IT'S ALMOST LIKE A REHASH OF OUR MISSION STATEMENT, AND I'M THINKING MAYBE WE JUST TAKE THE WHOLE THING OUT BECAUSE IT'S NOT REALLY A GOAL , IT'S NEBULOUS OVERALL.

SO UNTIL YOU GET BACK DOWN THROUGH ATTENTION TO INDIVIDUAL STUDENTS NEEDS, YOU CAN MAKE SOME ACHIEVABLE GOALS AROUND DEMONSTRATING CONTINUOUS IMPROVEMENT BY SHOWING ACADEMIC GROWTH AND STUDENT ENGAGEMENT.

BUT I DON'T KNOW HOW WE EVER DEMONSTRATE, WELL, MAYBE YOU CAN GET EDUCATION WITH THE WHOLE CHILD.

SOME OF THAT STUFF, I DON'T KNOW.

IT JUST READS TO ME LIKE SOMETHING OTHER THAN A GOAL.

I THINK IT READS LIKE A BELIEF STATEMENT, WITH OUR STAFF BELIEFS.

I THINK WE COULD TAKE ALL OF THAT OUT, BUT LEAVE THE PART ABOUT THE CHARACTER AND TEAM-BUILDING EDUCATION PIECE.

I'LL BE GOOD WITH THAT.

KEEP THAT PIECE BUT GET THE REST OUT WITH OUR STAFF BELIEFS.

THIS IS A GOAL.

SO WE'RE STATING A FACT, NOT A BELIEF AND I KNOW WE HAVE BELIEFS UP THERE TOO.

DO WE STOP RIGHT HERE AT EDUCATION, OR YOU WANT TO END THE DEVELOPMENT OF POSITIVE MEMBER TO SOCIETY? WHY ARE WE MEASURING THE DEVELOPMENT OF POSITIVE MEMBERS OF SOCIETY? BECAUSE WE CAN MEASURE CHARACTER IN TEAM-BUILDING EDUCATION.

WE CAN MEASURE THAT.

IT SHOULD BE MEASURABLE.

BUT POSITIVE MEMBERS OF SOCIETY, HOW ARE WE GOING TO MEASURE THAT? WE CAN LEAVE IT IF WE HAVE A MEASUREMENT TOOL FOR THAT.

WELL, WE GET OUR TAPER REPORT TWO YEARS AFTER TO KNOW HOW WE'RE DOING THERE AND WE'RE GRADED ON THAT.

WE USED TO HAVE IN THIS SCHOOL, TAKE A TRIP DOWN MEMORY LANE.

WE WILL NOT HAVE ANY CAMPUSES THAT ARE NOT RATED.

WE TOOK THAT OFF.

BUT WOULD THAT MAKE PEOPLE FEEL BETTER? LIKE A TANGIBLE THING THAT WHERE WE SAY IN HERE THAT WE'RE GOING TO HAVE ALL A AND B CAMPUSES OR ALL CAMPUSES ARE GOING TO HAVE C OR BETTER? OR DOES THAT FEEL MORE MEASURABLE IN TERMS OF ACADEMICS? I MEAN, MAYBE I THINK IT'S BETTER THAN, SORRY [INAUDIBLE].

[OVERLAPPING] IT WAS A DIFFERENT TIME.

WE WERE IN DIRE STRAITS.

WE HAD LOTS OF IR CAMPUSES.

WE WERE FAILING ALMOST 20 PERCENT TURNOVER RATE.

SO WE SAID THIS IS THE ONLY THING WE'RE GOING TO CONCENTRATE IS NOT HAVING ANY IR CAMPUSES.

THAT'S WHY WE WERE SO EXPLICIT IN WHAT WE SAID.

BUT NOW IT'S A DIFFERENT WORLD.

[MUSIC] SING IT GIRL, SING IT.

I DON'T THINK THAT'S NECESSARY, MS. [INAUDIBLE], BUT I DO THINK WE CAN TWEAK THAT.

STRIKING OUT THAT WHOLE OUR STAFF BELIEVES PART.

MR. ATLANTIS AND THEN MR. [OVERLAPPING] STUDENT PERFORMANCE WILL BE EVALUATED IN ACADEMICS, COLLEGE, CAREER, MILITARY READINESS, AND CHARACTER AND TEAM-BUILDING EDUCATION.

THEN YOU COULD FINISH IT UP WITH THAT THROUGH ATTENTION TO INDIVIDUAL STUDENTS NEEDS, BLAH, BLAH, BLAH, WHATEVER THE REST OF THAT IS.

WE ALSO HAVE THE OPPORTUNITY RIGHT NOW, IF WE WANT TO REALLY PUT IN SOME TEETH ABOUT ENRICHMENT.

WE HEARD THAT FROM [INAUDIBLE] ABOUT ENRICHMENT.

DO WE WANT TO PUT ANYTHING IN HERE ABOUT RGT OR IB THAT WE'RE GOING TO GET THERE [OVERLAPPING].

I DO LOVE HAVING SOMETHING ABOUT ENRICHMENT. MR. VELA.

AND NOW FROM WAY UP HERE IT'S CRYSTAL-CLEAR.

KIDDING. WHAT ARE THE LYRICS? [LAUGHTER] I WAS DOING THE WHOLE NEW WORLD, BUT I WASN'T SINGING I WAS JUST ANYWAYS.

I WANT TO GO BACK TO THE QUESTION I ASKED EARLIER.

I'M SAYING, WE'RE STATING FOUR PIECES IN HERE THAT WE ARE NOT GOING TO COME UP WITH THE EVIDENCE OF ATTAINMENT.

BUT WE'RE SAYING STUDENT ADVISING, COLLEGE CAREER AND MILITARY READINESS AS WELL AS THE CHARACTER IN TEAM-BUILDING.

THEN THE GROWTH IN OUR CAMPUSES.

WE HAVE THREE OBJECTIVES IN THIS GOAL IS REALLY WHAT WE'RE DEFINING.

[INAUDIBLE].

WELL, WE'VE GOT ACADEMIC GROWTH AND STUDENT ENGAGEMENT IN WHICH WE'RE TALKING ABOUT MAYBE REFINING A BIT.

MAYBE THAT'S THE SENTENCE WE CAN PLUG IN THE ENRICHMENT STATEMENT.

WE'RE GETTING AWAY FROM AGAIN, SOME OF THE WE BELIEVE STATEMENTS BECAUSE WE'VE ALREADY DONE THOSE EARLIER TODAY.

BUT WE'RE STATING THESE ARE THE FOUR THINGS THAT WE WANT TO EXTRACT FROM THIS GOAL.

THESE ARE THE FOUR MEASURABLES OR THE FIVE OR WHATEVER NUMBER WE COME UP WITH.

[06:25:03]

GOOD. I JUST WANTED TO MAKE SURE.

[OVERLAPPING] I WILL ASK, WAS THE TEAM-BUILDING AND CHARACTER PART OF THE COLLEGE CAREER AND MILITARY, WAS THAT THE EMOTIONAL COMPONENT THAT WAS SEPARATE? IT WAS ORIGINALLY, AS OF FIVE-MINUTES AGO WITH THE SDL OR CHARACTER BUILDING.

OR CHARACTER EDUCATION.

I'M KEEPING THIS ALL HERE JUST SO WE CAN SEE WHERE WE'RE GOING. [OVERLAPPING].

THAT CHARACTER WILL GO REALLY GOOD WITH THAT WHOLE ENRICHMENT AS WELL, AND THAT BLUE THING, IT WILL GO REALLY GOOD THERE.

>> IS THAT ANOTHER OBJECTIVE, SPECIFICALLY, PAYING ATTENTION TO INDIVIDUAL STUDENT'S NEEDS? WHAT WOULD THAT LOOK LIKE AND WHAT HASN'T WORKED IN THE PAST? IS THERE A SPECIFIC MECHANISM THAT YOU ENSURE.

>> YEAH. THAT'S WHY THAT'S THERE, IS WE WANT TO MAKE SURE THAT WE ARE MONITORING AND ASSESSING EVERY STUDENT'S GROWTH.

IF THEY'RE AHEAD, THEN THAT'S WHEN WE PROVIDE THEM WITH ENRICHMENT AND IF THEY'RE BEHIND THAT IS WHEN WE PROVIDE THEM INTERVENTION.

WE DO HAVE DATA AROUND EACH OF THOSE.

I THINK THAT'S REALLY THE ESSENCE OF WHAT WE DO.

THEN WE JUST HAVE TO FIGURE OUT WHAT'S ACCEPTABLE TO THE BOARD AS FAR AS EVIDENCE OF ATTAINMENT MEASUREMENT.

WE'LL BUILD THAT IN FOR EACH OF THOSE AREAS.

BUT YEAH, IF YOU WANT TO SPECIFICALLY TOUCH ON GT FOR UNDERSERVED POPULATIONS, WE CAN DO THAT BECAUSE WE KNOW THAT THAT'S AN ISSUE.

>> WELL, MAYBE IN WHAT YOU BRING BACK TO US, YOU'LL HAVE THAT GT PART AND THEN ALSO OTHER WAYS THAT WE'RE PROVIDING THAT ENRICHMENT PIECE BECAUSE YOU'RE RIGHT.

THE PAST FEW YEARS HAVE BEEN ALL ABOUT CATCHING UP.

WE HAVEN'T REALLY FOCUSED ON THE ENRICHMENT PIECE.

NOW, ONE OF OUR GOALS IS TO NOT ONLY FOCUS ON INTERVENTION, BUT ALSO THE ENRICHMENT PIECE AND GIVE IT AS MUCH OF A PUSH.

>> BUT I THINK MY RECOLLECTION AND OWEN MAY CORRECT ME IF I'M WRONG, THAT SOME OF THE NEW A-F REALLY STRESSES MASTERS AS A PART OF THAT COMPONENT.

THAT ENRICHMENT PIECE IS VERY IMPORTANT EVEN FROM HOW WE ARE RATED AS WELL.

THE STATE RECOGNIZES THAT IS BEEN FORGOTTEN A LITTLE BIT.

THAT ENRICHMENT PIECE.

IS THIS ENOUGH AT THE END, INCLUDING INTERVENTION ENRICHMENT, IS THAT ENOUGH? THAT'LL HELP US REMEMBER WHAT WE DID LAST YEAR, WHY WE DID THIS.

>> WELL, DR. WRIGHT, WHEN YOU FLESH OUT THE METRICS FOR IT, YOU'LL BRING THAT TO US AND KNOW EXACTLY THE CONVERSATION WE HAD ABOUT ENRICHMENT AND WHAT WE WANT TO SEE.

>> MODIBO JUST SENT ME A TEXT AND SAID THAT THE NEW TERM FOR SOFT SKILLS IS CALLED POWER SKILLS.

>> LOVE IT.

>> IT'S LEADERSHIP, ACTIVE LISTENING, COMMUNICATION, ADAPTABILITY, BRAINSTORMING, COACHING, MENTORING, CONFLICT MANAGEMENT, EMOTIONAL INTELLIGENCE AND INFLUENCING INTERPERSONAL SKILLS, NEGOTIATION, PROBLEM-SOLVING AND TEAMWORK.

IF YOU ALL WANT TO USE THE NEW BUZZWORD, IT COULD BE IN CHARACTER AND POWER SKILLS EDUCATION.

>> THERE'S TOO MANY HANDS.

>> I'VE GOT SOME REASON THERE.

>> SOUNDS LIKE YOU GOT A JOB AT HOME DEPOT TOO [BACKGROUND].

>> MAYBE WE NEED TO RUN THIS ALL THROUGH 10 FOR WORDSMITHING.

>> THAT'S THE GOAL. I'M JUST GETTING IT DOWN FOR NOW.

BUT I DID PUT SOME SEMI-COLONS IN THERE BECAUSE IT WAS DRIVING ME CRAZY AS WELL.

I PUT IN A NOTE ABOUT THE ENRICHMENT PIECE FOR UNDERSERVED STUDENTS GT PROGRAMS, HOW WE'RE GOING TO MEASURE THAT.

I KNOW WE HAVE QUITE A FEW SCREENERS AND TOOLS FOR INTERVENTION.

I FEEL WE'VE GOT THAT PIECE COVERED IN TERMS OF EVIDENCE OF ATTAINMENT AND REPORTS, BUT THE DATA FOR ENRICHMENT, I'M A LITTLE LESS CLEAR ON, SO WE'LL GET SOME GOOD.

>> WE SAW IN THE SHOWCASE ABOUT HOW MANY STUDENTS ARE IDENTIFIED AND THEN ALSO MS. THEO, I KNOW THAT WE TALKED ABOUT THIS WAS SHORTENING THE AMOUNT OF TIME IT TAKES TO GET SERVICES FOR GT.

[06:30:03]

THAT WAS AN INTERVENTION, BUT GT IS A WHOLE YEAR.

LIKE YOU GET TESTED IN NOVEMBER, THEY'LL TELL YOU IN MAY AND YOU'LL GET SERVED TILL THE NEXT YEAR UNLESS YOU'RE A KINDLE STUDENT.

KINDLE STUDENTS ARE REQUIRED TO RECEIVE THAT SAME YEAR THAT THEY GET TESTED.

BUT THAT IS SOMETHING ELSE THAT YOU CAN LOOK AT AS A MEASURING TOOL IS THE IDENTIFICATION AND THE SERVING OF THE STUDENTS THAT ARE IDENTIFIED.

THAT'S WHY WE GAVE YOU THAT EXTRA POSITIONS AND SUCH TO GET THAT TAKEN CARE OF.

DR. WRIGHT, YOU GOT THAT DOWN? MIGHT AS WELL, YOU GOT TO WRITE DOWN.

>> THE TIMEFRAME. THAT'S A REALLY GOOD METRIC TO LOOK AT.

HOW LONG AFTER THEY WERE TESTED INTO THE PROGRAM, DID THEY START RECEIVING SERVICES.

I LOVE THAT.

ARE WE GOOD TO DELETE THE REST OF THIS? THAT FEELS IMPORTANT.

>> NOW, ARE WE GOING TO DELETE THAT FIRST SENTENCE THAT I BELIEVE STATEMENT? I DON'T THINK WE NEED IT, THAT FIRST SENTENCE.

>> BELIEVES IN THE ACHIEVEMENT OF EVERY STUDENT?

>> YEAH. [OVERLAPPING] THE DISTRICT WILL EVALUATE.

>> AS A STUDENT, CAN WE CALL IT STUDENT ACHIEVEMENT GOALS SO THAT WE'RE CLEAR ON WHAT THIS IS FOR FUTURE BOARDS?

>> YES. DO IT. YOU CAN PUT STUDENT ACADEMIC ACHIEVEMENT GOAL. [LAUGHTER]

>> WELL, EXCEPT THERE IS MORE THAN JUST THAT.

ITS POWER SKILLS AND OTHER ACHIEVEMENTS.

>> BUT I WOULD LIKE TO GET SOMETHING.

>> BUT IT'S ALSO THE MEASUREMENT OF OUR RATINGS IN OUR CAMPUSES.

>> MAYBE WE CAN PUT ACADEMIC IN ANOTHER PLACE, LET'S SEE.

>> YOU'RE THE ONE WHO ARGUED THAT WE WERE MEASURING MORE THAN ACADEMICS, THE ACHIEVEMENT.

>> YES I KNOW, BUT I FEEL REALLY BAD FOR HIM.

>> FOR WHO?

>> HE'S SUPER SAD OVER THERE.

[LAUGHTER] I LOVE [INAUDIBLE].

>> WELL, I THINK WE CARE MORE ABOUT ACHIEVEMENT THAN ACADEMICS.

HE KNOWS THAT, HE TOTALLY GOT IT ONCE YOU SAID THAT.

>> YOU CAN DO THAT, CAN YOU BUMP THAT BLUE ONE UP TO BE THE FIRST ONE THERE.

>> OH, INTERESTING.

THIS TO BE THE FIRST THING?

>> MOVE IT TO THE TOP.

>> OH YES, YOU'RE RIGHT.

>> OKAY, I LIKE THAT.

>> THAT MAKES IT MORE SHINING, SHIMMERING, SPLINTED [LAUGHTER].

>> I LIKE THIS. [BACKGROUND]

>> I GUESS THE SPEAKERS ARE BLUE TOO [LAUGHTER].

>> I LIKE THE WAY THIS FLOWS MUCH BETTER THROUGH ATTENTION TO INDIVIDUAL STUDENTS. WE'RE GOING TO DO THAT.

THE DISTRICT WILL EVALUATE THIS WAY, STUDENTS ARE EXPECTED TO UTILIZE DATA.

WE'RE GOING TO ADVISE A FIFTH GRADE, STUDENT PERFORMANCE WILL BE EVALUATED THROUGH THIS.

>> DR. WRIGHT IS SO SMART, LOOK AT HIM.

>> NOW I THINK WE CAN MOVE ON TO OUR NEXT GOAL.

DON'T LOOK AT ANY OF THIS EVIDENCE OF ENTERTAINMENT.

IT'S NOT GOOD. NEXT IS SCHOOL SAFETY GOAL.

AGAIN, WE'RE GOING TO GET IT WRONG.

>> DO WE WANT TO PUT SAFETY AND SECURITY GOAL?

>> I DO LIKE THAT.

>> WE ALREADY GET DELETE THE FIRST PHRASE. FIRST SENTENCE.

>> IT DOESN'T SAY BELIEVE.

I THINK THAT WE WERE PROBABLY TRYING TO BE CONSISTENT AND MY GUESS IS THE COMMUNITY GOAL WILL BE SIMILAR IN A WAY IT'S OUTLINED.

ARE WE ADVOCATING TO REMOVE THE FIRST SENTENCE AND START WITH A SAFE ENVIRONMENT INCLUDE?

>> LOOKING AROUND. YES. SHORT AND SWEET.

IT READS, A SAFE ENVIRONMENT MUST INCLUDE SECURE FACILITIES, STAFF AND STUDENT TRAINING AND ARE ADOPTED STANDARD RESPONSE PROTOCOL.

THE DISTRICT WILL PARTNER WITH LOCAL AND STATE ENTITIES TO ASSURE PREPAREDNESS, SPECIFIC AREAS ADDRESSED OR PHYSICAL AND CYBERSECURITY DATA PRIVACY, CAMPUS ACCESS, DETECTING AND REPORTING POSSIBLE THREATS.

COVID-19 SAFETY PREVENTION, PLANNING, REPORTING, AND MAINTAINING AN ENVIRONMENT OF TRUST BETWEEN ADULTS AND ALL STUDENTS.

OUR EMERGENCY OPERATIONS PLAN, EOP IS UPDATED ANNUALLY AND FOLLOWED THROUGHOUT THE DISTRICT.

MY FIRST THOUGHT IS DO WE NEED COVID-19 ON HERE? I'M GOING TO REMOVE COVID-19.

[06:35:03]

WE'RE DONE WITH THAT. [LAUGHTER]

>> MAYBE WE NEED TO PUT MONKEYPOX [LAUGHTER].

>> WELL, WHAT I THINK WE SHOULD SAY IS SOMETHING LIKE WE'LL RESPOND TO GLOBAL PANDEMICS OR SOMETHING. I DON'T KNOW.

>> OUTBREAKS BECAUSE LIKE MONKEYPOX, IS IT DEEMED A PANDEMIC YET, OR IT'S JUST AN OUTBREAK?

>> LIKE A HEALTH ADVISORY.

>> I'M JUST KIDDING.

>> SINCE WE'RE GOING TO HAVE THE TWO NEW SAFETY COORDINATORS TOO WE'RE GOING TO BE ABLE TO REALLY DO MORE AUDITS.

I THINK PROBABLY SOMETHING IN THERE NEEDS TO BE STATED ABOUT THE SAFETY AUDITS AND THOSE ARE GOING TO BE MEASURABLE FOR SURE.

>> WOULD THAT BE AN EVIDENCE OF ATTAINMENT?

>> REPEAT THAT AGAIN.

>> WOULD THAT BE EVIDENCE OF ATTAINMENT, THE SAFETY AUDITS [OVERLAPPING].

>> THE EOP, IT LOOKS WEIRD THERE TOO.

>> YEAH. REAL QUICK, GOING BACK TO THE GLOBAL PANDEMIC, DO WE WANT TO EVEN CALL IT A PANDEMIC BECAUSE THERE'S OTHER THINGS THAT CAN HAPPEN GLOBALLY OR THAT CAN HAPPEN LOCALLY.

JUST AS LOCAL AND GLOBAL CONDITIONS CHANGE.

>> I AGREE WITH MR. VIA, LOCAL AND GLOBAL CONDITIONS.

>> I DO THINK THAT THERE ARE SOME UNFORESEEN THINGS, BUT NO ONE IN THE WORLD THAT WE WERE GOING TO SHUT DOWN THE WHOLE.

>> WE'VE HAD TO RESPOND TO UNPRECEDENTED WEATHER, THE LAST TWO CATEGORIES.

THERE ARE THINGS THAT ARE NOT JUST-.

>> POSSIBLE. WELL MAYBE JUST LEAVE IT AT THREADS REPORTING POSSIBLE, CAMPUS SAYS DETECTING AND REPORTING POSSIBLE THREATS OR.

>> CHANGING CONDITIONS IN OUR COMMUNITIES.

>> ALL THE ABOVE. YES, BECAUSE IT MIGHT NOT BE A PANDEMIC BUT [OVERLAPPING]

>> EMERGENCY PREPAREDNESS.

>> PLEASE CHECK OUT THE GLOBAL PANDEMIC PART.

>> I WOULD PUT JUST LOCAL AND GLOBAL CHANGING CONDITIONS.

>> WELL, IT'S ALL LISTED UNDER CRISIS MANAGEMENT.

>> SPECIFIC AREAS OF DRAFTS, PHYSICAL AND CYBERSECURITY, DATA PRIVACY, CAMPUS ACCESS, DETECTING AND REPORTING POSSIBLE THREATS.

YOU SAID LOCAL AND GLOBAL CRISIS.

>> CAN WE ADD TO THE PHYSICAL CYBERSECURITY THAT LINE? CAN WE ACTUALLY ADD COMPLIANCE OF LOCKED CAMPUS INTERIOR AND EXTERIOR DOORS? CAN WE ACTUALLY SAY THAT IN THERE?

>> NO THAT FALLS UNDER THE SAFETY AUDITS.

>> BUT THEN THAT'S THE EVIDENCE OF ATTAINMENT.

LIKE THAT'S THE COMPLIANCE PART OF THAT, IF THAT'S A TRUE.

>> WE COULD PUT IN THERE THAT ALL EXTERIOR AND INTERIOR DOORS WILL BE LOCKED AND THEN THE AUDITS WILL BE THE EVIDENCE OF ATTAINMENT TO PROVE THAT UP.

>> OR MAYBE YOU ADDRESS THE MANDATES.

>> BECAUSE THEN IT GIVES US TEETH AND JERRY TEETH WHEN WE HAVE IT AS A BOARD GOAL AND WE SAY THE BOARD IS EXPECTING THAT WE DO THESE THINGS.

>> BUT WHAT OTHER MANDATES CAME THROUGH, IT CAME WITH THE EXTERIOR AND THEN ALSO THE PREPAREDNESS FOR INTRUDER AND WHAT ELSE WAS IT, DR. [INAUDIBLE].

>> YEAH, THE NUMBERING.

>> THE NUMBERING.

>> THE EXTERNAL NUMBERING.

>> OVER THEM, THERE'S SOMETHING ELSE OR WAS THAT IT WAS MANDATED?

>> I THINK THAT WAS IT.

>> FOR NOW?

>> THE TRAINING.

>> POINT THE TRAINING TO THE STAFF.

>> WELL, WE COULD PUT A TRAINING PIECE IN HERE. WE THINK THAT'S IMPORTANT?

>> BUT WOULD THOSE NOT BE PART OF THE EVIDENCE AND THAT'S WHAT THEY'RE GOING TO BRING TO US.

>> THAT THEY COMPLETED THE TRAINING NOW THAT THERE IS A TRAINING.

>> DOES THE EOP TALK ABOUT TRAINING?

>> PROBABLY.

>> IT'S REALLY MORE ABOUT THE RESPONSE IN A GIVEN SITUATION.

>> I JUST LIKE A SPECIFIC SAFETY AND SECURITY GOAL THAT WE CAN ATTACH TO IT AND ACTUALLY DEFINE HOW WE'RE DOING [BACKGROUND] TILL WE PUT SOMETHING IN THERE AS WELL ABOUT TIMELY RESPONSES.

>> TO CRISES OR TO?

>> RIGHT TO ANYTHING THAT HAPPENS WHEN IT RELATES TO SCHOOL SAFETY AND SECURITY.

THE TIMELY RESPONSES, WHETHER IT'S AN INCIDENT OR WHETHER IT'S RESPONDING TO AN AUDIT.

>> I JUST FEEL LIKE TIMELY IS REALLY SUBJECTIVE.

LIKE IT'D BE HARD TO SAY IS IT TWO MINUTES IS IT THIRTY-SECONDS.

[06:40:02]

>> THAT'S GOING TO BE DEFINED IN THE EVIDENCE OF ATTAINMENT, WOULD IT NOT BE RIGHT IF WE EXPECT TIMELY UPDATES, THE PUBLIC WOULD EXPECT TIMELY UPDATES ON ANYTHING THAT HAPPENS FROM A SAFETY AND SECURITY STANDPOINT.

>> MY OTHER QUESTION, ON THE SAFE ENVIRONMENT MUST INCLUDE SECURE FACILITIES.

MAYBE THAT'S WHERE WE PUT THE EXTERIOR AND INTERIOR DOORS WILL BE LOCKED AND PROPERLY NUMBERED.

>> THAT'S WHAT HE WAS SAYING EVENTUAL OR EARLIER, RIGHT? THAT'S WHAT YOU WERE SAYING.

>> I'M JUST PUTTING IT AS A SEPARATE SENTENCE TO HAVE MORE TEETH LIKE DR. WRIGHT SAID.

>> IT SOUNDS LIKE A COMMITMENT STATEMENT AND THAT GOES BACK TO BELIEF STATEMENTS AND COMMITMENT STATEMENTS.

IF WE SAY WE COMMIT, WE WILL.

>> JUST START WITH THE WORD ALL.

>> ALL EXTERIOR AND INTERIOR SO YEAH, I LOVE THAT.

>> THEY TRAIN PIECES UP THERE.

>> OH, YEAH, THERE IT IS. TRAINING. OKAY. WAIT, HOW DID WE GET SPECIFIC AREAS ADDRESS OR PHYSICAL [NOISE] PROTECTING? I JUST DON'T KNOW HOW, I THINK THIS HAS TO GO AWAY BECAUSE PLANNING AND REPORTING.

>> YES. BECAUSE IT'S ALREADY LIKE IN EOP AND UP THERE WHERE IT SAYS STANDARD RESPONSE PROTOCOL.

I KNOW THAT I WAS LOOKING FOR JERRY.

DO YOU HAVE TO GO AND DO SOME SAFETY STUFF?

>> MAYBE THE EXTERIOR DOORS GOES UP TO THOSE SPECIFIC AREAS.

>> I WOULD LIKE TO ULTIMATELY END WITH THE WORD TRUST BETWEEN ADULTS AND ALL STUDENTS.

I WOULD LIKE THAT TO BE THE END AND MAYBE WE MOVE THAT.

>>MAYBE IT NEEDS TO BE ITS OWN SENTENCE.

THIS IS A LONG SENTENCE.

>> YEAH. MAYBE THAT OEP AND EXTERIOR DOORS GOES UP AND WE END IT WITH THAT.

>> WHAT HAVE WE SAID HERE WAS BRANDING TIMELY TO? I DON'T KNOW, WE CAN'T SAY RESPONDING TIMELY LIKE THAT GLOBAL CRISES, THAT MIGHT BE A LOT.

I FEEL LIKE THIS IS A PERIOD.

>> I WORRY A LITTLE BIT ABOUT THE WORD TIMELY.

I UNDERSTAND ROLE WHAT YOU'RE GOING FOR, BUT I THINK DIFFERENT INCIDENTS REQUIRE A DIFFERENT RESPONSE TIME.

I'M OKAY WITH TRYING TO DEFINE THAT, I'M NOT QUITE SURE HOW WE DO THAT OR WHAT THOSE WORDS OR MAYBE AN APPROPRIATE RESPONSE TIME. I DON'T KNOW.

>> BECAUSE SOME PEOPLE WANT TO KNOW RIGHT NOW, BUT THE PLAN IS NOT IN PLACE YET,.

>> RIGHT, THAT'S A GREAT POINT BECAUSE LET'S JUST TAKE SOMETHING THAT WE DO ON A REGULAR BASIS.

WE DO FIRE DRILLS AND WE NEED TO BE OUT OF THE BUILDING AND X TIME, I MEAN, SO THAT IS DICTATED BY WHAT IS REQUIRED AT THE STATE LEVEL.

AT LEAST IN MY OPINION, WE'RE NOT HERE TO DEFINE THE TIMELINESS OF EACH INCIDENT, BUT THE INCIDENT TYPES.

WHAT IS OUR CADENCE OF AN UPDATE WHEN WE ARE?

>> OH, YEAH.

>> HOW DO WE SAY THAT? WE EXPECT IS THAT TO PASSIVE.

>> APPROPRIATE UPDATES, RESPONSE AND UPDATES.

>> OR RESPONSE TO THE ACTUAL?

>> RESPONSES AND UPDATES BECAUSE SOME THINGS ARE GOING TO BE A VERY FLUID SITUATION.

>> OKAY, I SEE WHAT YOU'RE SAYING.

>> OKAY. YOU MEAN THE COMMUNITY, NOT US.

>> COMMUNITY, RIGHT. YEAH. OUR COMMUNITY.

>> THAT DOES VARY. I MEAN, LIKE WITH COVID WE HAD EMERGENCY MEETING AND DIDN'T KNOW WHEN WE WERE COMING BACK, SO WE COULDN'T HAVE A TIMELY RESPONSE.

WE WERE ALL WAITING AND WAITING.

>> LONGEST SPRING BREAK EVER.

>> LET'S HOPE IT'S THE LAST ONE LIKE THAT.

>> I DON'T KNOW HOW TO SAY THIS.

>> WELL, EMERGENCY RESPONSE.

ARE WE ONLY TALKING ABOUT THE COMMUNICATION, NOT THE ACTUAL RESPONSE TO THE INCIDENT? I FEEL LIKE THERE'S TWO DIFFERENT THINGS HAPPENING.

>> I'M NOT SURE WE'RE ALWAYS RESPONSIBLE FOR THE RESPONSES.

IF IT'S FIRST RESPONDERS, POLICE, FIRE, I DON'T KNOW HOW WE MEASURE OR BE RESPONSIBLE FOR THAT, BUT I SHOULD DEFINE HOW TO COMMUNICATE IT LIKE WHAT'S THE APPROPRIATE WAY TO COMMUNICATE THAT OUT.

>> I LIKE THAT BETTER.

>> MAYBE IT HELPS THEM PUT INTO CONTEXT WHAT IS THE COMMUNICATION PROTOCOL OR RESPONSE IN YOUR EOP? FOR EXAMPLE, IT'LL BE DIFFERENT FOR EACH SITUATION.

[06:45:03]

BUT AT SOME POINT YOU'VE DETERMINED OR DEFINED HOW YOU INFORM PEOPLE, THE TIMING OF IT, WHAT FACTORS PRECIPITATE IN THEIR RESPONSE. THAT MAKES SENSE?

>> I THINK WE SHOULD JUST HAVE TIM TELL US WHAT HIS RESPONSE IS GOING TO BE.

>> OR GARY'S SHE HERE?

>> YES, SHE [INAUDIBLE]. TIM SAVOY.

>> YEAH. WHAT DO YOU THINK ABOUT THIS?

>> WE'RE TALKING ABOUT COMMUNICATION, SO THAT'S WHY WE ARE ASKING YOU.

>> WE'VE ADDED EMERGENCY RESPONSE UPDATES WILL BE COMMUNICATED TIMELY. ARE YOU OKAY WITH THAT?

>> AS APPROPRIATE.

>> WILL CONTINUE TO BE COMMUNICATED.

>> [LAUGHTER] OKAY.

>> THE NEXT GOAL IS ON COMMUNICATION OR SHOULD IT BE ON SAFETY.

>> IS THAT OKAY?

>> WITH THE COMMUNITY.

>> MY AGENT SAID I CAN ONLY BE IN THREE OF THE FIVE GOALS.

>> YOU'RE IN 303.

>> WE'RE GOING TO DO THAT. WE DO THAT IN ENGLISH.

>> OR, MAYBE MOVE IT FROM HERE TO THE BOARD STAFF COMMUNITY RELATIONS GOAL AND ADD THAT TO THAT GOAL.

LIKE SAFETY SECURITY IS IMPORTANT AND THIS IS WHAT WE'RE GOING TO DO BUT THEN ON THE COMMUNITY RELATIONS GOAL AND WE'RE GOING TO HAVE TO COMMUNICATE IT PROPERLY IN THAT SECTION.

>> WE MOVE THIS TO THE COMMUNICATION GOAL.

>> I MEAN, IT MAKES SENSE RIGHT THERE FOR YOU GOT TO THINK AS SOMEBODY WHO'S GOING TO BE READING THIS FROM THE OUTSIDE IS ONLY.

>> THAT'S WHAT I'M THINKING.

IT DOES READ WELL HERE AND CERTAINLY THIS IS A BIG CONCERN.

>> BECAUSE [INAUDIBLE]

>> YEAH, WE COULD PUT IT IN BOTH PLACES.

I'M NOT GOING TO SAY THAT. OKAY. DO WE FEEL GOOD ABOUT THIS ONE? WE DIDN'T DO MUCH TO IT LAST YEAR.

WE JUST ADDED THE COVID THING TWO YEARS AGO.

YEAH, DO WE WANT TO SAY ANYTHING ABOUT COMPLIANCE WITH MANDATES? OR WE KNOW THAT.

>> THAT EMERGENCY OPERATIONS PLAN IS UPDATED ANNUALLY AND FOLLOWED THROUGHOUT THE DISTRICT IS WEIRD.

>> I'M GOING TO MAKE A NOTE HERE.

>> ISN'T THAT [OVERLAPPING]?

>> IT'S A COMPLIANCE ISSUE OF LAW REQUIRES THIS.

>> WHY DON'T WE JUST SAY SOMETHING ABOUT COMPLIANCE WITH LAWS.

>> IS IT ASPIRATIONAL?

>> LET'S SEE WHAT THAT LOOKS LIKE.

>> OKAY. HOLD ON.

I DON'T EITHER ITS JUST LEGACY.

YOU DO? I'M ON THAT. SOMETHING LIKE THAT.

OKAY. ALL SAFETY AND SECURITY AND NO HOLD ON WITH ALL, I GOT THIS LOCAL, STATE, FEDERAL LAWS AND REGULATIONS RELATED TO ALRIGHT, DOES THAT FEEL BETTER? [OVERLAPPING] NEXT YEAR WILL BE LIKE WHY DIDN'T WE SAY THAT?

>> ARE WE GOING TO PUT THE DISTRICT INSTEAD OF OUR DISTRICT BECAUSE WE'RE USING THE DISTRICT.

>> IT SEEMS MORE PARALLEL TO THE OTHER ONE.

IF THAT GOES UP TO RIGHT AFTER YOU DESCRIBE WHAT A SAFE ENVIRONMENT IS.

>> [OVERLAPPING] THIS FEELS MORE CONSISTENT WITH WHAT WE DID TO THE FIRST ONE.

>> IT SEEM MORE CONSISTENT.

>> WAIT TILL I MAKE IT PINK AND WHITE.

>> IS HURTING MY EYES.

[06:50:01]

>> WHAT IS? THE GRAY?

I MOVE THAT SENTENCE TO THE END.

DO YOU LIKE THE WAY WE DID THAT AT THE END? DO WE DON'T NEED TO SAY THROUGHOUT ALL SAFETY AND SECURITY SOMETHING.

>> I THINK IT LOOKS DYNAMITE.

>> WE'VE MOVED ON TO OUR COMMUNITY GOAL AND THIS ONE HAD SOME UPDATES IN TEAL LAST YEAR.

BOARD STAFF COMMUNITY RELATIONS GOAL.

WE'RE NOT PUTTING ANYTHING ABOUT A CALENDAR IN HERE. JUST FYI.

>> HEY, THAT'S IN THE EVIDENCE OF ATTAINMENT BREAKDOWN.

>> LET'S TALK ABOUT THE CALENDAR.

>> WHY IS DR. WRIGHT'S WRITE THIS MINUTE SCRATCHED OUT?

>> BECAUSE HE DID.

>> WE GET RID OF THAT? BECAUSE WE DID IT. WE DON'T NEED TO DO THAT ANYMORE.

>> I LOVE CALENDAR, INVITES.

>> WE CAN TAKE UP THE FIRST SENTENCE.

>> CALENDAR INVITES.

>> I WONDER WHO HAD IT.

>> FUNCTIONING NOW TOO.

I DON'T THINK WE NEED IT IN THERE ANY MORE.

>> LET'S PUT SOMETHING IN HERE ABOUT DR. WRIGHT NEWS.

>> THAT'S NOT TRUE ON THE DIVERSITY ADVISORY COUNCIL.

>> FIRST TWO SENTENCES.

>> I WAS GOING TO SAY I THINK WE LEAVE IT BECAUSE [OVERLAPPING]

>> THEY DIDN'T DO MUCH WITH IT IN TERMS OF THE BOARD DIDN'T GET AN UPDATE.

>> THEY ARE ADVISING ME.

THEY ARE NOT ADVISING YOU GUYS.

>> YES. BUT YOU HAVEN'T BROUGHT US ANYTHING ANY SYSTEMIC OBSTACLES THAT WE NEED TO ADDRESS.

YOU HAVEN'T BROUGHT THAT TO US.

THEY DID A BOOK STUDY.

>> WE CHANGED THINGS. THAT'S WHERE WE CAME UP WITH.

IF YOU'RE A HIGH ACHIEVER, BASED ON OUR ASSESSMENT RESULTS, YOU AUTOMATICALLY GET PLACED IN THE HIGHER COURSES, THE HONOR COURSES OR THE AP COURSES OR THE [OVERLAPPING] PATHWAY.

YOU HAVE TO OPT OUT AND INSTEAD OPT IN TO THOSE COURSES WE AUTOMATICALLY PLACE USING THAT CAME FROM THE DAC.

>> THAT WAS NOT ARTICULATED TO US AS SUCH.

IT DIDN'T SEEM LIKE ANYTHING WAS DONE ADDRESSING THAT SPECIFIC GOAL.

>> YES. THAT WAS ONE OF THE VERY POSITIVE THINGS THAT CAME ABOUT.

THEN DR. MEDINA AND MARTYVILLE, DID A STUDY ON OUR EMPLOYEES AS ROLE MODELS AND HOW IT MIRRORED OUR DEMOGRAPHICS.

WE PRESENTED IT TO THE DAC AND OUR NUMBERS ARE VERY STRONG.

WHEN YOU LOOK AT THE HIRING.

>> I WOULD LIKE TO LEAVE IT IN.

THANK YOU, MS. PETRI FOR PUTTING CONTINUED TO.

>> THINGS WERE NOT HIGHLIGHTED WHEN WE DID LIKE THE SUPERINTENDENT EVALUATION DOCTOR RIGHT.

BYRON AND I WENT THROUGH THAT WHOLE BINDER LINE-BY-LINE AND I DON'T REMEMBER EVER SEEING THAT ON THERE.

I THINK WE CAN DEFINITELY YOU'LL HAVE MEASURE MEANT CRITERIA.

>> WE NEED TO CHANGE IT THEN BECAUSE THIS ISN'T A COUNCIL THAT RECOMMENDS THINGS TO YOU.

IT'S A COUNCIL THAT RECOMMENDS THINGS TO ME.

>> THAT'S WHAT IT SAYS RECOMMENDED [INAUDIBLE].

>> IT'S NOT REALLY A BOARD GOAL.

>> IT ABSOLUTELY CAN BE.

>> THAT'S WHAT I'M SAYING IS TO YOU NEED TO TWEAK IT IF YOU WANT IT TO BECOME A BOARD GOAL BECAUSE THE WAY IT WAS WRITTEN IS THAT WE WOULD JUST STARTED AND THAT THEY WOULD RECOMMEND TO ME AND THEN I WOULD MAKE CHANGES ADMINISTRATIVELY IN ORDER TO FACILITATE THEIR REQUESTS.

>> MAYBE THE DIVERSITY ADVISORY COUNCIL CONTINUE TO MAKE RECOMMENDATIONS TO THE SUPERINTENDENT AND WHO WILL THEN INFORM US BECAUSE WE DON'T KNOW ANY OF THIS.

>> OR A SUPERINTENDENT AND THE BOARD? NO.

>> WELL, THEY WERE SUPPOSED TO PRESENT TO US.

REMEMBER THAT WAS PART OF IT.

THAT THEY WERE GOING TO PRESENT TO US, BUT THEY DIDN'T BECAUSE THINGS WERE VERY HECTIC WITH ALL THE OTHER THINGS WHERE WE'RE DEALING WITH.

>> IN THIS YEAR'S TRAINING FOR TEACHERS INCLUDED IMPLICIT BIAS TRAINING AND SO THAT PEOPLE WOULD UNDERSTAND WHAT THAT ENTAILS AND SO THAT WAS ALSO A RECOMMENDATION.

THAT'S ALREADY OCCURRED. YES. I MEAN, BUT WE MAY CREATE SOME OTHER THINGS TOO THIS YEAR AND NOT BE MORE THAN HAPPY TO SHARE THEM WITH YOU.

>> I WOULD LOVE IT.

[06:55:01]

>> I'D LIKE TO SEE THOSE AS WELL THIS YEAR.

I KNOW LAST YEAR WE DID NOT. MR. VELA.

>> THANK YOU. FIRST SENTENCE LIKE WE DID WITH THE OTHER ONES, IT LOOKS LIKE THE FIRST SENTENCE CAN GO.

THEN CULTIVATING A CULTURE.

WHAT WE NEED TO DO IS WE NEED TO START THAT SENTENCE WITH, STAFF WILL RECEIVE TRAINING IN THESE AREAS COLON.

POSITIVE ENGAGEMENT, PUBLIC SERVICE.

>> BUT I DON'T KNOW IF IT'S ACTUALLY TRAINING THAT THEY'RE GOING TO RECEIVE ON ALL THESE THINGS.

ON EMPATHY AND VISIBILITY AND TRUST AND ALL THAT.

BECAUSE WE DON'T WANT TO ADD TRAINING TO THEM BECAUSE THEY'VE ALREADY DONE MOST OF THEIR PD, RIGHT? I THINK THAT MIGHT BE A LITTLE DIFFERENT.

>> WELL, WE'VE ALREADY SAID IT. STAFF WILL RECEIVE TRAINING IN THESE AREAS.

THAT WAS OUR GOAL FROM LAST YEAR AND PROBABLY THE YEAR BEFORE, IT LOOKS LIKE IF [INAUDIBLE].

>> YOU'RE TALKING ABOUT?

>> YEAH, THIS IS NOT A CHANGE.

THIS IS SOMETHING THAT'S BEEN IN THE BOARD GOALS FOR QUITE SOME TIME IT SEEMS.

>> I APOLOGIZE. MR. VELA.

I DIDN'T SEE THAT SENTENCE.

>> NO WORRIES.

>> YOU'RE PRETTY SMOOTH.

>> LIKE BUTTER. [LAUGHTER]

>> DR. WRIGHT. I KNOW THAT WE'VE TALKED ABOUT THIS WITH STAFF HAVING CUSTOMER SERVICE TRAINING.

SOME DISTRICTS HAVE FULL-ON PROGRAMS AROUND THAT.

I KNOW WE DON'T WANT TO ADD ANYTHING ELSE TO OUR STAFF THIS YEAR, BUT THAT WOULD BE DEFINITELY SOMETHING TO THINK ABOUT IN THE FUTURE.

>> DO YOU HAVE THAT AMBASSADOR TRAINING?

>> WE HAVE IT SCHEDULED.

>> YEAH. THEY HAVE THAT AMBASSADOR TRAINING.

>> THEN YOU HAD THAT ONE THAT WE WENT TO REMEMBER WITH FRIENDS OF TEXAS PUBLIC SCHOOLS.

>> NATIONAL CUSTOMER SERVICE WEEK IS THE FIRST WEEK IN OCTOBER, IF I'M NOT MISTAKEN.

>> WAIT, DID I HEAR THAT THAT WAS GOING TO HAPPEN IN OCTOBER? THAT TRAININGS IN OCTOBER? [INAUDIBLE] MR. SAVOY, DID I HEAR THAT THAT TRAINING IS HAPPENING IN OCTOBER HERE.

>> YES. AS PART OF OUR GOAL IN THE COMMUNICATION DEPARTMENT TO BRING IN-PERSON EVENTS BACK ONLINE.

ONE OF THE THINGS WE'RE BRINGING BACK AS OUR CUSTOMER SERVICE SUMMIT, WHICH IS FOR ALL OF OUR FRONT-END STAFF, ALL THE RECEPTIONIST, SECRETARIES, TEAMS CLERKS AT CAMPUSES, AS WELL AS IN DEPARTMENTS.

WHAT WE DO IS WE HAVE A TRAINING FOR ONE SESSION, WHICH IS IN THE FALL AND THEN WE HAVE A SUMMIT USUALLY IN THE SPRINGTIME, WHERE THEY BRING US IDEAS OF WHAT THEIR SEE THAT'S WRONG.

>> IS THAT A REQUIRED TRAINING?

>> THEN ALSO DO IT? NO, IT'S NOT REQUIRED.

THIS YEAR FOR THE CUSTOMER SERVICE CREW IS WHAT WE CALL IT THIS YEAR FOR THEIR TRAINING.

THE ONE OF THE STAFF WORKDAYS FOR DURING THE OCTOBER BREAK THERE, THAT FOUR-DAY WEEKEND IS GOING TO BE THE AMBASSADOR TRAINING FOR FRIENDS OF TEXAS PUBLIC SCHOOLS.

THE BOARD MEMBERS ARE WELCOME TO ATTEND ALSO.

I'VE BEEN INSTRUCTED THERE'S SOMEBODY WHISPERING MY EAR RIGHT HERE TO MENTION THAT COURTNEY AND HIS ROUNDS ARE THE ONLY TWO THAT WENT LAST TIME, BUT YOU ALL ARE WELCOME TO GO IF YOU'D LIKE TO GO.

>> THANK YOU. IT WAS AWESOME AND AMAZING.

>> IT'S REALLY GOOD. IT'S GOOD TRAINING.

IT'S A LITTLE DIFFERENT THAN TRADITIONAL CUSTOMER SERVICE TRAINING THAN LIKE, HOW TO ANSWER THE PHONE WITH A SMILE AND ALL THAT'S IMPORTANT.

THIS TRAINING THOUGH, HELPS YOU UNDERSTAND THE DYNAMICS THAT ARE LINED UP AGAINST PUBLIC ED.

YOU KNOW HOW TO BE HAPPY ABOUT WHAT YOU DO DESPITE THE NOISE AND ALSO HOW TO BE PART OF THE SOLUTION IF APPROACHED IN HEB OR SOMETHING AND SOMEONE SAYS, WELL, I HEARD SUCH AND SUCH, YOU HAVE INFORMATION AND TECHNIQUES TO SPREAD THE GOOD THINGS THAT WE'RE DOING.

>> LOVE THAT WE'RE PUTTING COMMUNICATION INTO OUR GOALS.

BECAUSE I THINK THAT ONE OF THE THINGS THAT WE'VE HAD THROUGH COVID IS WHEN WE DIDN'T HAVE A LOT OF PARENTS AND PEOPLE ON CAMPUSES.

THERE WAS JUST A WHOLE LOT THAT WE JUST WEREN'T IN THE KNOW ABOUT.

NOW WE ARE BACK AND EVERYBODY IS BACK ON CAMPUS AND INVOLVED IN DOING THINGS.

EVERYBODY WANTS TO KNOW WHAT'S GOING ON.

WE WANT TO KNOW WHAT'S GOING ON BEFORE IT ACTUALLY HAPPENS.

I LOVE THIS AS A GOAL.

I LOVE THAT THERE'S GOING TO BE TRAINING ON THIS.

WE ARE IN THE BUSINESS OF CUSTOMER SERVICE.

I LOVE THAT DR. WRIGHT HAS A POLICY OF RESPONDING

[07:00:03]

TO PARENTS AND STUDENTS AND TEACHERS AND COLLEAGUES WITHIN 24 HOURS.

I LOVE THAT. I LOVE THAT HE'S REALLY FOCUSING ON THIS.

>> I DON'T KNOW. WE HAVE TO BE MORE SPECIFIC.

I'M STILL GETTING HUNG UP ON THE TRAINING PIECE EVEN THOUGH IT WAS THERE BEFORE.

I WANT TO CONVEY LIKE WE'RE NOT MAKING PEOPLE GO TO ALL THIS TRAINING ON ALL THESE THINGS, BUT IT WILL BE OFFERED MAYBE AND APPROPRIATE AVENUES AS A PRIORITY AND STILL AND TRAINING WILL BE OFFERED IN THIS AREAS.

INSTEAD OF RECEIVING BECAUSE THAT MAKES IT SEEM LIKE THEY'RE GOING TO BE REQUIRED OR MANDATED.

>> WHAT DID YOU HAVE? WILL BE OFFERED?

>> YES, WILL BE OFFERED TO TRAINING IN THESE AREAS.

>> EVERYBODY SAYS OFFERED.

I WAS TRYING TO BE A LITTLE DIFFERENT.

>> OKAY. [INAUDIBLE] IS FINE, MR. SAVOY

>> I'M JUST KIDDING. [LAUGHTER]

>> SO NICE.

>> I AGREE THAT CUSTOMER SERVICE SHOULD BE PARAMOUNT, AND DR. WRIGHT, YOU LEAD BY EXAMPLE WITH RESPONDING TO EMAILS WITHIN 24 HOURS.

I STILL HEAR THAT WE'RE NOT DOING THAT IN ALL DEPARTMENTS, IN ALL THE DIFFERENT CAMPUSES THAT WE STILL REALLY STRUGGLE WITH THIS.

COURTNEY BRONCO AND I WENT TO A TRAINING IN SLI OVER THE SUMMER, AND THEY TALKED A LOT ABOUT WHAT NORTH EAST ISD IS DOING, AND YOU WERE SAYING AT THE BREAK [OVERLAPPING]

>> MCALLEN.

>> MCALLEN ISD HAS STUDIED THE CHICK-FIL-A, RITZ-CARLTON MODEL, OR WHATEVER.

>> JUST TO IMPROVE THEIR CUSTOMER SERVICE MODEL.

>> I LOVE IT.

>> I SAID WE DON'T HAVE 122,000 STUDENTS.

WE HAVE 22,000 CUSTOMERS.

THEY TREAT THE ENTIRE AS A TENOR OF THEIR DAY.

>> THAT'S A MINDSET CHANGE FOR SURE.

I LOVE THAT. ANYTHING ELSE? I ADDED A FEW WORDS IN GRAY.

DOES ANYBODY HATE WHAT I DID HERE?

>> NO. I HAVE A QUESTION, THOUGH.

BOARD'S STAFF COMMUNITY RELATIONS GOAL.

THAT'S FROM THE END-USER, OUR CUSTOMERS TO US.

I DON'T KNOW IF IT'S HERE, BUT IT'D BE NICE ON OUR WEBSITE IF THERE WAS A PLACE THAT WAS CLEAR THAT SAID, IF YOU NEED A LIST OF COMMON ISSUES THAT PARENTS HAVE AND JUST DEFINE OUT ON A WEBSITE WHERE THEY CAN TYPE IN AN ISSUE, OR THEY CAN HAVE A LIST OF THINGS OF WHERE THOSE ISSUES AND THEY CAN JUST CLICK ON A BUTTON, AND IT GOES TO WHAT IT IS.

>> MR. SAVOY LOVES FAQS. IT'S HIS FAVORITE.

>> THAT SOUNDS LIKE AN FAQ.

>> I KNOW, BUT THAT'S LIKE MY KID HAVE A PROBLEM WITH SOMETHING.

THERE'S GOT TO BE [OVERLAPPING]

>> THERE WILL BE A THOUSAND FAQS IN WHAT YOU'RE SAYING. [LAUGHTER]

>> THERE'S GOT TO BE THE 80-20 [OVERLAPPING]

>> [INAUDIBLE] OPTIONS WOULD YOU LIKE?

>> BUT YOU COULD ASK YOUR RECEPTIONIST FOLKS BECAUSE RIGHT NOW THEY'RE GETTING ASKED A LOT OF THE SAME QUESTIONS OVER AND OVER.

>> TODAY, THEY'RE GOING TO GET TRANSPORTATION STUFF.

WE CAN HAVE ONE OF THEM LITTLE POP-UP ROBOTS THAT SAYS, HI, HOW MAY I HELP YOU?

>> I KNOW THAT MAYBE THE CAMPUSES SHOULD HAVE SOME MORE ABILITY TO DEFINE SOME OF THAT STUFF.

BUT I JUST THINK, GENERALLY, OUR WEBSITE IS NICE, BUT IT MIGHT NOT BE USER-FRIENDLY TO GET EXACTLY TO WHO YOU NEED TO TALK TO OR BY JUST AS ITS CURRENT FORMAT.

>> THE PROBLEM IS WE WILL START A LIST LIKE THAT AND THEN WE'LL GET, CAN YOU ADD THIS OR THIS? THEN PRETTY SOON YOU HAVE 900 BUTTONS AND THEN IT'S LIKE IF YOU HAD A LEAK BECAUSE EVERYBODY WANTS TO ALSO BE ON THE FRONT PAGE.

WE TRIED TO SEASONAL.

WE HAVE OUR BACK-TO-SCHOOL STUFF HIGHLIGHTED NOW AND THEN WE'LL HAVE SAFETY AND SECURITY POP-UP.

BUT WE CAN SIT DOWN AND TALK ABOUT IT.

THE A TO Z IS THE CLOSEST INDEX FOR PEOPLE BECAUSE IF SOMEONE MAY WANT TO KNOW WHAT THE ATTENDANCE ZONES ARE, SOMEONE MAY WANT TO KNOW WHAT TRANSPORTATION IS, SOMEONE MAY WANT TO KNOW SOMETHING ELSE.

>> I THINK YOU COULD ASK THE RECEPTIONIST, GIVE ME YOUR TOP 10 QUESTIONS YOU ALWAYS GET ASKED AND SEE [OVERLAPPING]

>> IT DEPENDS ON [OVERLAPPING]

>> YOU CAN HAVE SECONDARY AND ELEMENTARY.

>> DEPENDS ON SECONDARY AND ELEMENTARY AND DEPENDS ON WHAT MONTH WE'RE IN.

>> WELL, FOR SURE. BUT IF YOU'VE BEEN THERE A WHILE, YOU KNOW WHAT THOSE TOP 10 QUESTIONS ARE,

[07:05:02]

AND YOU'RE GOING TO SEE SOME COMMON THEMES. I DON'T KNOW.

>> TRANSPORTATION IS A COMMON THEME TODAY, SO THERE IS ACTUALLY OUR ICON BUTTONS FOR TRANSPORTATION.

IT MAY BE SOMETHING WE CAN ADDRESS.

WHAT I'D LIKE TO DO IS THAT WHEN WE HAVE TO EXPIRE OUR CURRENT TEMPLATE, WHICH IS ACTUALLY EXPIRED.

WHEN WE GET THE NEW TEMPLATE, THEY'LL HAVE BUILT-IN FEATURES TO POPULATE LIKE THAT.

>> JUST FOR THE RECORD, MR. SEVERANCE, WE HAVE DISCUSSED THIS MANY TIMES WITH MR. SAVOY, AND HE ALWAYS WANTS TO KILL ME ALL THE TIME I TALK ABOUT THIS BECAUSE I DO FREQUENTLY ASK QUESTIONS.

>> WE DO HAVE A FREQUENTLY ASKED QUESTIONS PAGE/FAQ.

IT'S JUST A HIDDEN ONE [OVERLAPPING].

>> IT'S NOT SUPPOSED TO.

>> I GOT YOU. BUT DR. WRIGHT IS REALLY GOOD ABOUT ANSWERING EMAILS.

A BIT ON SOME CAMPUSES WHERE THEY'RE NOT.

HOW CAN WE PUT SOME DEFINE IN THIS BOARD STAFF COMMITTEE RELATIONS GOAL THAT OUR CAMPUSES HAVE TO RESPOND WITHIN A CERTAIN EMAIL OR SOME WAY TO IMPROVE THE CUSTOMER SERVICE SIDE OF OUR CAMPUSES WITH SOME THINGS? I DON'T KNOW. IS THIS THE SPOT TO DO THAT?

>> MR. SEVERANCE, WERE YOU ALSO ASKING ABOUT EDUCATING PEOPLE ON THE PATH TO RESOLVING A COMPLAINT?

>> HOW CAN THEY SOLVE AN ISSUE AND GO DIRECTLY TO THAT PERSON WITH THAT? BECAUSE WE ALL GET HUNDREDS OF EMAILS AND WERE LIKE, I'M NOT SUPPOSED TO TALK TO YOU.

I GOT TO GET YOU TO SOMEBODY ELSE, AND WE CAN ALWAYS BREAK DOWN THAT BARRIER AND GET THEM TO WHERE THEY NEED TO GO.

BUT IT'D BE NICE IF THERE WAS A WAY FOR THEM TO NAVIGATE A BOX OF 50 THINGS LIKE COLLEGE READINESS, MISSED MY BUS, CHANGED MY BUS. I DON'T KNOW.

>> WE DO HAVE THAT ON THE HEY HAYS.

WE CAN PROMOTE THAT MORE BECAUSE IT BREAKS IT DOWN BY DEPARTMENT AND IT LITERALLY SENDS AN EMAIL DIRECTLY TO THE PERSON.

USUALLY, WHEN SOMEONE IS LOOKING FOR DETAILED INFORMATION, ALL THE FAQS IN THE WORLD ARE NOT GOING TO ANSWER BECAUSE SOMEONE WILL HAVE A SPECIFIC QUESTION THAT'S NOT COVERED AND THEN THEY WILL BE FRUSTRATED BECAUSE THEY'VE GONE THROUGH 50 FAQS AND NONE OF THEM ANSWER THE ACTUAL QUESTION THEY HAVE.

THE HEY HAYS IS GOOD.

WE'VE HAD MORE PEOPLE USE IT BECAUSE WE PROMOTED IT IN THE NEWSLETTER AND SO I JUST GOT ANOTHER ONE HERE TOO.

WE COULD DO LIKE WE USED TO DO WITH LET'S TALK BEFORE YOU GOT ON THERE.

WHEN WE PRINT YOUR BUSINESS CARDS, WE CAN ACTUALLY HAVE A LINK OR A QR CODE TOO ON IT.

YOU CAN SAY, HEY, GO TO HEY HAYS.

BECAUSE NUMBER 1, THERE YOU CAN PUSH A BUTTON THAT SAYS, I JUST WANT TO KNOW WHY YOU ALL DO IT THIS WAY.

WHAT'S UP WITH THAT? THAT'S ONE THING.

THE OTHER ONE IS I'D LIKE TO START A CONVERSATION AND IT HAS ABOUT 20 [OVERLAPPING].

>> WHO WE CALL IT SOMETHING DIFFERENT THAN HEY HAYS BECAUSE HEY HAYS DOESN'T NECESSARILY DEFINE THAT'S WHERE SOMEONE NEEDS TO GO TO FIND.

>> THAT IS A CATCHY AWARD-WINNING LOGO.

>> I LOVE IT SO MUCH.

[LAUGHTER] I'M GOING TO ADMIT THIS IN PUBLIC THAT I DID NOT KNOW THAT THERE'S A HEY HAYS BUTTON THAT [OVERLAPPING]

>> WE HADN'T REALLY PROMOTED IT SINCE THE PANDEMIC.

>> IF WE COULD CALL IT SOMETHING ELSE LIKE, I DON'T KNOW.

>> IT USED TO BE CALLED LET'S TALK.

>> WHICH IS PROPRIETARY, AND IT COST US $87,000 TO GET THAT BACK.

>> I'M NOT TRYING TO DELAY THIS ANY LONGER.

[OVERLAPPING] THIS IS GREAT.

THIS IS EXACTLY WHAT I'M TALKING ABOUT [OVERLAPPING] BUT MAYBE PUT IT IN A PLACE THAT'S NOT AT THE BOTTOM.

MAYBE PUT IT SOMEWHERE.

HAVE A QUESTION, ASK HERE, AND YOU POP ON IT AND THEN IT GOES TO ALL THIS OTHER STUFF. I DON'T KNOW.

>> MAYBE AFTER SCHOOL STARTS IN A WEEK OR TWO.

WE FOUND IT. IT'S IN THE FEATURE SO MAYBE WE CAN MOVE IT UP AND HAVE A BUTTON.

>> MAYBE ONE OF THE BANNERS CAN BE, HAVE A QUESTION? HEY HAYS, CLICK.

INSTEAD OF PICTURES OF CHILDREN.

>> WE'RE PROBABLY NOT GOING TO CHANGE THE NAME, BUT YOU CAN MOVE IT.

YOU CAN MOVE IT.

>> I'VE SOLD THE RIGHTS FOR THAT.

>> WE'RE GOING TO MOVE ON. DR. WRIGHT HAD A REQUEST FOR THE DAC TO MOVE FROM SAYING TO THE SUPERINTENDENT AND BOARD, ADDING A SENTENCE, THE BOARD WILL RECEIVE AN ANNUAL UPDATE REGARDING PROPOSED RECOMMENDATIONS.

EVERYBODY OKAY WITH THAT?

>> THE BLUE STILL STAYS IN?

CAN WE DO TWICE A YEAR UPDATE DR. WRIGHT? ONCE A SEMESTER.

>> LET ME READ IT.

>> RIGHT NOW WE ONLY HAVE ONCE A YEAR ON OUR CALENDAR.

[07:10:01]

>> WE DON'T KNOW WHAT HAPPENED LAST YEAR, I WANT TO BE CAUGHT UP.

I SEE THAT FACE, SO ANNUAL IS FINE, BUT DR. WRIGHT IS GOING TO TELL ME ALL ABOUT IT.

>> YOUR ONE-ON-ONE. [BACKGROUND]

>> MINIMUM AND ONCE A YEAR.

WE COULD SAY RECEIVE ANNUAL UPDATES, AND I CAN PUT S IN PARENTHESES, AND THAT WILL BE [BACKGROUND] LIKE THAT?

>> WHAT ABOUT IF YOU CHANGE THE BLUE? JUST TAKE THE BLUE OUT BECAUSE THE BOARD WILL RECEIVE ANNUAL UPDATES FROM THE DIVERSITY ADVISORY COUNCIL JUST TO COMBINE THOSE TWO TOGETHER.

THE BOARD RECEIVE ANNUAL UPDATES FROM THE SUPERINTENDENT REGARDING PROPOSED RECOMMENDATIONS FROM THE DIVERSITY ADVISORY COUNCIL.

>> I DON'T KNOW THE SPECIFICS OF WHY [INAUDIBLE].

>> IN THEIR ANNUAL UPDATE.

[BACKGROUND] YEAH, THE EFFORT'S TWICE IN CASE IT MATTERS TO YOU.

>> HOLD ON. [BACKGROUND]

>> ALL RIGHT. READ WHAT I DID HERE AND THEN WE CAN GET OUT OF HERE IF WE ARE OKAY WITH THIS. THIS LAST SENTENCE.

[BACKGROUND] IT NOW READS, THE DISTRICT WILL CULTIVATE A CULTURE OF POSITIVE ENGAGEMENT AND PUBLIC SERVICE REQUIRING EMPATHY, VISIBILITY, TRUST, AND COMMUNICATION.

EFFECTIVE COMMUNICATION THROUGH ALL APPROPRIATE AVENUES IS A PRIORITY AND STAFF WILL BE OFFERED TRAINING IN THESE AREAS.

OUR DISTRICT IS COMMITTED TO INCREASING CUSTOMER SERVICE AND CLIENT ENGAGEMENT, BOTH INTERNALLY AND EXTERNALLY.

THE BOARD WILL RECEIVE AN ANNUAL UPDATE REGARDING PROPOSED RECOMMENDATIONS FROM THE DIVERSITY ADVISORY COUNCIL REGARDING EFFORTS TO IMPROVE OUR DIVERSITY AND INCLUSION INITIATIVES TO REMOVE SYSTEMIC OBSTACLES FOR ALL STUDENTS.

THAT WAS MY ONLY CHANGE. [LAUGHTER]

>> I WOULD LIKE TO SEE SOMETHING ABOUT THE BOARD, BECAUSE WE'RE TALKING ABOUT OUR EMPLOYEES AND HOW THE DISTRICT WILL CULTIVATE.

WE TALK ABOUT THE DIVERSITY ADVISORY COUNCIL, BUT NOWHERE IN THERE ARE WE TALKING ABOUT BOARD-COMMUNITY RELATIONS OR BOARD-STAFF RELATIONS.

IF WE'RE NOT, THEN WE NEED TO CHANGE THE WORDING OF THE GOAL.

I KNOW WE HAD THIS DISCUSSION BY IRENE WHEN WE DID THE EVALUATION.

IT'S LIKE, OKAY, WELL, WHERE'S THE BOARD PIECE? THE CALENDAR WAS THE ONLY BOARD PIECE, RIGHT? [BACKGROUND] IT'S REALLY IMPORTANT THAT WE INCORPORATE THE BOARD WITH COMMUNITY PIECE BECAUSE ONE OF THE FIVE THINGS THAT AS A BOARD MEMBER THAT WE SHOULD BE DOING IS COMMUNITY ENGAGEMENT.

THAT IS A HUGE PIECE OF OUR RESPONSIBILITY AND ROLE AND WE'RE NOT EVEN ADDRESSING IT AT ALL, AND WE HAVEN'T IN THE PAST.

NO, WE SHOULD BE ADDRESSING.

[07:15:04]

>> ARE YOU SUGGESTING WE TALK ABOUT A COMMUNICATION EXPECTATION, ATTENDING EVENTS EXPECTATION? WHAT ARE YOU THINKING WHEN YOU SAY THAT? [OVERLAPPING]

>> HOW ABOUT THE BOARD WILL OVERSEE CALENDAR INVITES IN ORDER TO ENGAGE EFFECTIVELY WITH SCHOOL DISTRICT AND COMMUNITY RELATIONS OR EVENTS?

>> YES, WE ARE GETTING CALENDAR INVITES, BYRON, AND SO THAT'S AN EXPECTATION THAT WE HAVE FROM DR.

WRIGHT IN ORDER TO ADDRESS SOME OF THE ISSUES IN THE PAST.

HOWEVER, AS A BOARD MEMBER, OUR ROLE AND RESPONSIBILITY IS TO ENGAGE THE COMMUNITY NOT ONLY THROUGH EVENTS LIKE BEING SEEN AT A FOOTBALL GAME, BUT ACTUALLY INFORMING OUR COMMUNITY, OUR CONSTITUENTS, PEOPLE THAT VOTED OR DIDN'T VOTE FOR US, ABOUT WHAT DOES THE BOARD DO, HOW TO NAVIGATE THE SYSTEM, WHAT IS HAPPENING, WHAT ARE OUR BOARD GOALS, WHAT ARE OUR DISTRICT GOALS? I'M SORRY.

>> GO ON GUYS, I'M LISTENING.

>> ARE YOU FOLLOWING WHAT I'M DROPPING? OKAY. THAT'S SOMETHING THAT WE HAVEN'T HAD IN THERE BEFORE THAT WE SHOULD.

OUR CONCENTRATION WAS IR TURNING AROUND, THAT WAS THE FIRST YEAR.

THEN WE'RE EVOLVING AND THAT IS SOMETHING THAT WE NEED TO INCLUDE THAT WE'RE CALLING IT A BOARD STAFF COMMUNITY RELATIONS GOAL WHICH I THINK WE SHOULD KEEP, BUT WE NEED TO INCLUDE SOMETHING ON BOARD-COMMUNITY RELATIONS.

>> MR. BAILEY, YOU HAVE A THOUGHT?

>> YEAH. SHOULDN'T BOARD-COMMUNITY RELATIONS BE, THAT'S ADDRESSED IN OUR BOARD OPERATING PROCEDURES, HOW WE CONDUCT OURSELVES AS BOARD MEMBERS TO MAKE IT A GOAL THAT THE DISTRICT IS RESPONSIBLE FOR? I'M NOT SURE HOW I CAN SIT HERE AND HOLD DR. WRIGHT OR THE STAFF RESPONSIBLE FOR ANY ACTIONS THAT I MAY OR MAY NOT TAKE.

>> WE'RE A TEAM OF EIGHT.

>> AGREED.

>> SO THERE SHOULD BE SOME RESPONSIBILITY NOT ONLY WITH BOARD COMMUNITY ENGAGEMENT, BUT ALSO HOW WE SHOW WE'RE WORKING IN TANDEM.

>> I GET WHAT YOU'RE SAYING AND I'M CHEWING ON IT BECAUSE TO ME, THE RELATION THAT I BUILD OR NOT BUILD, THAT SHOULD BE GOVERNED, IF YOU WILL, BY THE BOARD OPERATING PROCEDURE ON HOW I SHOULD CONDUCT MYSELF.

IF I'M SUPPOSED TO BE AN AMBASSADOR OF THE DISTRICT, WELL, THEN THAT'S ADDRESSED IN OUR SOCIAL CONTRACT.

THAT'S ADDRESSED IN PREPAREDNESS.

>> BUT SOMETHING THAT ENCOMPASSES ALL OUR DISTRICT IS HOW WE ARE ENGAGED AS WELL.

WHAT IS OUR ROLE WHEN IT COMES TO THE DISTRICT?

>> I GUESS MAYBE I NEED A BETTER UNDERSTANDING OF DISTRICT GOALS BECAUSE IN MY MIND, THESE ARE THE GOALS THAT THE BOARD SETS FOR THE DISTRICT THAT DR. WRIGHT AND CABINET CREATE THE EVIDENCE OF ATTAINMENT FOR.

IF WE'RE SETTING GOALS FOR US AS A BOARD, I FEEL LIKE THAT'S A DIFFERENT CONVERSATION.

>> I TOTALLY GET WHAT YOU'RE SAYING.

WE CAN SET OUR OWN BOARD GOALS TOO.

WE CAN DO THAT SEPARATELY.

BUT AS IT RELATES TO THIS GOAL, WE'VE ALWAYS SAID IT'S A BOARD STAFF COMMUNITY RELATIONS GOAL.

>> MAYBE IT'S JUST A BOARD WILL SERVE AS DISTRICT AMBASSADORS.

WE JUST REITERATE THAT HERE AND WE KNOW WHAT THAT MEANS BUT I DON'T WANT ERIC TO HAVE TO HOLD US ACCOUNTABLE IF WHETHER WE WENT TO GRADUATION.

>> THAT'S NOT HIS JOB.