[Strategic Summit on February 1, 2024]
[00:00:05]
>> [NOISE] THE TIME IS NOW 5:01 P.M, AND I CALL THE FEBRUARY 1ST SPECIAL MEETING OF THE EANES ISD BOARD OF TRUSTEES TO ORDER.
MADAM SECRETARY, DO WE HAVE A QUORUM?
>> THANK YOU. WE WILL NOW MOVE INTO CLOSED SESSION PURSUANT TO TEXAS GOVERNMENT CODE SECTION 551.071 AND 551.074.
WE WILL RECONVENE IN OPEN SESSION AT APPROXIMATELY 06:00 P.M.
THANK YOU FOR COMING SEE YOU IN A BIT.
MORNING THE TIME IS NOW 6:18 AND WE WILL RECONVENE IN OPEN SESSION.
I JUST WANT TO TAKE A MOMENT TO WELCOME OUR COMMUNITY MEMBERS WHO ARE HERE AND ON VIDEO TODAY OR TONIGHT.
REALLY QUICK, THE PURPOSE OF TONIGHT'S MEETING IS PRETTY UNIQUE IN ALL OF OUR MEETINGS THROUGHOUT THE YEAR.
TONIGHT IS A NIGHT WHEN WE HAVE AN OPPORTUNITY TO SIT DOWN IN A ROUND TABLE FORMAT WITH OUR CABINET, ADMIN CABINET AND OUR BOARD, AND TALK ABOUT OUR GOALS FOR THE 2024, 2025 SCHOOL YEAR.
WE ARE JOINED BY GREG AND JODIE FROM MOT CASEY WHO ARE HERE TODAY TONIGHT.
I APPRECIATE EVERYONE BEING HERE, SO WE WILL NOW MOVE FORWARD WITH OUR AGENDA AND INTO THE OPEN SECTION.
THANK YOU VERY MUCH. I'LL TURN IT OVER TO YOU GUYS.
>> I THINK I HAVE TO PUSH A BUTTON NOW.
THAT MEANS IT'S GOOD? I'M ASSUMING THAT.
THANK Y'ALL FOR ALLOWING US TO BE HERE.
DO Y'ALL MIND, JODIE, NO YOU WERE HERE BEFORE, WEREN'T YOU WITH THE TEAM? THAT'S RIGHT. JUST CLICK SO YOU KNOW EVERYBODY.
JUST IN THE INTEREST OF TIME TONIGHT, WE'RE GOING TO JUMP ON, RIGHT OFF THE BAT, I'M GOING TO TALK ABOUT THE TACTICAL TEAM AND THE STRATEGIC TEAM.
IF YOU'RE PLAYING ALONG AT HOME.
THE STRATEGIC TEAM IS TO MY LEFT, THE TACTICAL TEAM IS TO MY RIGHT.
IN YOUR PACKET, YOU'LL FIND AN AGENDA.
WE'VE BIFURCATED IT BETWEEN WHAT WE HOPE TO ACCOMPLISH TONIGHT AND THEN WHAT WE HOPE TO ACCOMPLISH TOMORROW.
JUST IN THE WAY OF BEGINNING WITH THE END IN MIND BY 11:30.
STILL STOP TIME TOMORROW MORNING IS THAT OKAY? SORRY BY 11:30 A.M TOMORROW? YEAH. I DIDN'T TELL YOU WHAT TIME WE'RE STOPPING AT NIGHT.
WE'RE JUST KEEP ON GOING BY 11:30 A.M. TOMORROW.
OUR GOAL IS TO HAVE AT LEAST A FIRST CUT AT 10-15 STRATEGIC OBJECTIVES OR GOALS OR WHAT WE'RE TRYING TO ACCOMPLISH AND THEN WE'LL JUST START CAPTURING STRATEGIC ACTIONS, WHICH ARE THE HOW.
NOW HERE IN JUST A LITTLE BIT, WE'LL DIG IN TO THIS, BUT THIS IS JUST BEGINNING WITH THE END IN MIND.
ALL TO SAY, WE HAVE A NICE GRAPHIC REPRESENTATION UP THERE.
IT SOUNDS SIMPLE, BUT BY 11:30 A.M. TOMORROW, WE WANT THINGS OVER IN THE STRATEGIC OBJECTIVE COLUMN.
STRATEGIC OBJECTIVE BEING OPERATIONALLY DEFINED, SOMETIMES IT'S CALLED GOALS.
THESE ARE THE BROADER, MORE STRATEGIC STATEMENTS THAT GIVE SOME GENERAL DIRECTION OF WHERE WE'RE HEADED WITH STRATEGY.
THE STRATEGIC ACTIONS THAT CORRELATE WITH THAT.
START REALLY DEFINING THINGS MORE, I'M GOING TO GIVE Y'ALL AN EXAMPLE OF WHY THE STRATEGIC ACTIONS, AND I THINK THE TRANSPARENCY OF THE STRATEGIC ACTIONS IS VERY IMPORTANT.
THIS IS INFORMATIVE TO WHAT WE'RE TRYING TO ACCOMPLISH BETWEEN NOW AND 11:30 A.M. TOMORROW.
WE BELIEVE STRONGLY THAT THE OBJECTIVES MAY AND CAN AND PROBABLY SHOULD APPEAR WITH YOUR MISSION AND VISION AND BELIEFS, OR CORE VALUES WHICH YOU ALREADY HAVE THOSE THINGS SET AND WE'RE WORKING WITH THOSE AND THAT'S GREAT, I'VE LOOKED AT THEM, THEY'RE WONDERFUL.
IF THE OBJECTIVES APPEAR WITH THOSE MISSION VISION VALUES, I'M JUST GOING TO COLLECTIVELY CALL IT THAT YOUR LANGUAGE MAY BE SLIGHTLY DIFFERENT.
WE BELIEVE STRONGLY THAT YOUR KEY STRATEGIC ACTIONS ARE NOT BOARD ADOPTED AND WE'LL TALK A LITTLE BIT MORE ABOUT THAT TONIGHT AND TOMORROW.
BUT THAT EVERY TIME WE SEE YOUR KEY STRATEGIC OBJECTIVES, YOUR KEY STRATEGIC ACTIONS ARE VISIBLE AND OUTWARDLY FACING.
[00:05:04]
IF I WAS A COMMUNITY MEMBER WELL, I'LL SAY THIS, THE OTHER DAY WE WERE TALKING ABOUT THE SCORECARD AND THIS CAME FROM A DEPUTY SUPERINTENDENT WE WERE WORKING WITH.SHE SAID, SO YOU'RE SAYING IF WE GOT THIS THING FINISHED AND WALKED OUTSIDE AND THE WIND CAUGHT IT AND IT BLEW OUT OF OUR HANDS, AND SOMEONE JUST PICKED IT UP ON THE STREET, A REASONABLE PERSON COULD HAVE A SENSE OF WHAT WE'RE TRYING TO ACCOMPLISH.
YEAH, THAT'S WHAT WE'RE DOING.
MY POINT WITH THAT IS THE OBJECTIVES BY THEMSELVES MIGHT NOT TELL ENOUGH OF THE STORY WITH THIS BLOW OUT OF MY HAND.
BUT IF I CAN SEE THE STRATEGIC ACTIONS, THEN I HAVE AN IDEA WHERE WE'RE HEADING.
I'M GOING TO ASK JODIE TO CALL AN AUDIBLE, WHICH SHE HATES.
BUT IT WAS JUST A MATTER OF TIME.
IT ONLY TOOK 3 MINUTES FOR THIS TO HAPPEN.
THE BOARD OWNS THE OBJECTIVE, THE STRATEGIC TEAM I WOULD PUT IT UP AFTER THE STRICT NATIONWIDE BEST PRACTICE IS THE BOARD OWNS THE OBJECTIVE, THE STRATEGIC TEAM OWNS THE OBJECTIVE AND THE TACTICAL TEAM OWNS THE STRATEGIC ACTION.
IF YOU'RE JUST THINKING ABOUT OWNERSHIP, THE STRATEGIC TEAM OWNS THE BIG WHAT AND THEN THE TACTICAL TEAM OWNS THE HOW. WE'RE GOING TO GET THERE.
NOW IF I STOPPED RIGHT THERE, I'M NOT TELLING ENOUGH OF THIS STORY.
I BELIEVE STRONGLY THAT THE TACTICAL TEAM OWES IT TO THE STRATEGIC TEAM TO REGULARLY AND SYSTEMATICALLY REPORT ON HOW THE, HOW IS DOING WITH CLEAR EVIDENCE THAT THE TWO TEAMS HAVE AGREED THAT THAT'S OUR MEASURING STICK AND THERE MAY BE 100 WAYS.
[NOISE] IS THERE CEDAR HIGH IN THIS? PARDON ME. I DON'T LIVE IN THE CATER ANYMORE, BUT I CAN FEEL IT NOW. I REMEMBER IT NOW.
DOES THAT MAKE SENSE THAT THE TACTICAL TEAM, THESE ARE I PROBABLY COULDN'T PITCH MY PHONE AND NOT HIT A DOCTOR OR A MASTER'S DEGREE IN SOMETHING RIGHT THIS DIRECTION, LIKE THERE THEY ARE.
THEY'RE ALL LOADED UP. THE TACTICAL TEAM IS DOWN IN THE WEEDS.
LOOK AT I HAVE A GOOD FRIEND THAT'S A MECHANIC.
EVERY TIME I PULL IN ENGINE LIGHTS ON MY TRUCK, HE PLUGS IT INTO THE COMPUTER AND HE STARTS SAYING, HEY, COME HERE AND CHECK THIS OUT I'M LIKE, NO, I DO NOT WANT TO SEE ALL THESE THINGS GOING ACROSS YOUR IPAD, AND I SAID, IS THERE ONE THAT JUST SHOWS ME THE ONE THING THAT'S WRONG? HE WENT, OH YEAH, THEY'RE UP HERE AT THE TOP, AND I SAID, JUST DON'T GO PAST THAT SCREEN.
I'M HERE BECAUSE YOU UNDERSTAND ALL THAT OTHER STUFF.
I JUST NEED TO SEE WHAT REALLY, I JUST WANT TO KNOW HOW MUCH IT COSTS.
YOU'RE LIKE, WHAT DOES THAT THING COST TO REPLACE? BUT IT'S LIKE THAT.
THESE LADIES AND GENTLEMEN CAN PLUG IT IN RIGHT TO THE COMPUTER AND THEN THEY UNDERSTAND ALL OF THE ANALYTICS.
JUST PAGES OF PAGES AND ANALYTICS.
BUT WE'VE GOT TO AGREE TO HARMONIOUS CADENCE OF ACCOUNTABILITY IS LIKE WHAT ARE THE BIG MEASURES THAT WE NEED TO LOOK AT IF THAT MAKES SENSE, NOT THE WHOLE SCREEN.
NOW, AT ANY GIVEN MOMENT, I WOULD ASSUME IF THE STRATEGIC TEAM SAYS, WE WANT A TWO-DAY WORKSHOP ON ALL THE DATA RELATED TO ANYTHING, YOU HAVE IT AND YOU CAN GO GET IT.
BUT THAT'S WHERE I THINK A LOT OF TEAMS ACROSS THE STATE ARE BOGGING DOWN.
THEY HAVEN'T HAD A DISCUSSION BETWEEN THE TACTICAL AND STRATEGIC TEAM ABOUT WHAT ARE THE BIG THINGS WE NEED TO LOOK AT.
QUITE FRANKLY, MY EXPERIENCE AND JODIE, AND I'VE TALKED ABOUT THIS QUITE A BIT WITH HER EXPERIENCE AS WELL, IS THIS AGREEMENT, IT WAS HARD FOR ME.
BIGGER, THE DISTRICTS GOT BIGGER, THE CHALLENGE GOT LIKE, WHAT ARE WE REALLY LOOKING FOR THE BIG INDICATORS THAT WE'RE MAKING PROGRESS OR NOT? THE BIG NUMBERS, WHAT ARE THE BIG DIRECTIONAL NUMBERS? I FOUND THAT YOU PROBABLY DID TOO.
THE BIGGER THE DISTRICT GETS, IT STARTS GETTING HARDER TO PICK THAT.
ANYWAY, JUST IN WAY OF BEGINNING WITH THE END IN MIND, WE'RE TRYING TO WORK ON A REAL HARMONIOUS AND SYNCHRONISTIC SYSTEM BETWEEN THE TACTICAL AND STRATEGIC TEAM.
IN WAY OF INTRODUCTION, IF IT'S OKAY, I'M GOING TO TAKE CUES FROM DR. ARNETT AND JODIE.
BUT I'M GOING TO FAST TRACK IF YOU'RE LIKE ME, LIKE AGENDAS STRUGGLE WITH FOLLOWING THEM.
JODIE HAS APPROVED THE AGENDA, SO I'M GOING TO FOLLOW IT.
[00:10:02]
BUT SO WE'RE ON NUMBER 4 AND I'M GOING TO HIT SOME HIGHLIGHTS ON JUST THIS HARMONY PIECE BETWEEN THE TWO TEAMS. THEN MR. PRESIDENT, WITH YOUR PERMISSION, I THINK MAYBE WE START SOME INITIAL CONVERSATIONS TONIGHT SO THAT IN THE MORNING IT FEELS LIKE WE'RE IN A FLOW RATHER THAN JUST KIND OF STARTING FROM SCRATCH, IF THAT MAKES SENSE.>> YOU'RE WELCOME. IN WAY OF FAST TRACKING THIS, I LOVE THIS MODEL AND IF YOU WANT TO GOOGLE IT, YOU'LL FIND SOMETHING SIMILAR TO THIS WITH MILITARY.
THERE WILL BE OTHER APPLICATIONS TO IT, BUT YOU'LL DEFINITELY SEE IT IN MILITARY.
IN CHURCH. CIVIL UNIVERSAL CITY IN LAST DISTRICT, SAN ANTONIO.
LOTS OF MILITARY, MY BOARD WAS COMPRISED ALMOST EXCLUSIVELY WITH LIEUTENANT COLONELS FROM THE AIR FORCE.
BECAUSE WE WERE LIKE RIGHT THERE BY ALL THESE AIR FORCE BASES.
THEY ACTUALLY HELPED ME WITH THE DEVELOPMENT OF THESE CONCEPTS BECAUSE THEIR DAY JOBS WERE TACTICAL ROLE JOBS.
THAT WAS THEIR DAY JOB. THEN THEY CAME TO THE BOARD AND THAT WAS STRATEGIC.
AND IT WAS HARD FOR THEM TO FLIP OFF THE TACTICAL SWITCH WHERE I'M THE GUY THAT BUYS ALL THE PARTS TO GO ON ALL THESE PLANES OR WHATEVER.
WE REALLY STARTED WORKING ON THIS TOGETHER AND I THINK I TOLD THE BOARD, I CAN'T REMEMBER.
I WOUND UP ON THE TEACHER RETIREMENT SYSTEM BOARD FOR A LITTLE STINT AND I WAS STRUGGLING WITH THE SAME THING.
I WAS THE SUPERINTENDENT IN CHURCH, DRIVING TO AUSTIN, WALKING IN THE TRS BUILDING, AND NOW I'M IN THE STRATEGIC ROLE.
WE STARTED WORKING ON THIS METHODOLOGY JUST AS WHAT'S THE DIFFERENCE BETWEEN THE STRATEGIC AND THE TACTICAL ROLE.
HERE'S THE MODEL, AND BY THE WAY, HERE'S THE OPERATIONAL ROLE DOWN HERE, OUR FRONT LINE WORKING WITH OUR CUSTOMERS, PARENTS AND COMMUNITY MEMBERS.
WHEN I FIRST STARTED AS A SUPERINTENDENT, I WAS LIKE ALL NEW SUPERINTENDENTS, I WANTED ALL THE STAFF TO LOVE ME RIGHT BY THE END.
I JUST DIDN'T WANT THEM TO ROLL THEIR EYES WHEN THEY HEARD MY NAME.
THAT WAS AS GOOD A MEASURE OF SUCCESS AS WE COULD GET.
BUT YOU IT'S HEARTBREAKING TO ME ACTUALLY RIGHT NOW, HOW HARD IT IS TO DO THE JOB AT THE APP TODAY.
THEN WE SEE NOT HERE, BUT IN SOME DISTRICTS, THIS DISHARMONY BETWEEN THESE TWO.
AND THINK ABOUT THESE OR PEOPLE THAT AT THE VERY LEAST WE COULD GIVE THEM HARMONY HERE.
BECAUSE SOCIAL MEDIA, WHICH WE'LL TALK ABOUT HERE IN A LITTLE BIT, SOUNDS LIKE FROM OUR EARLIER EXERCISE, SOCIAL MEDIA IS MAKING THAT JOB JUST FEEL TOUGHER AND TOUGHER AND TOUGHER.
WE REALLY WANT A LOT OF HARMONY HERE.
THE NEXT ITEM, AND I APOLOGIZE FOR THE LOW TECH, BUT THIS WAY YOU HAVE SOMETHING TO READ TONIGHT TO HELP YOU GO TO SLEEP.
IF YOU LOOK AT THIS, SO THIS IS THE MATRIX ON THE THREE ESSENTIAL ROLES.
JUST TO CONNECT THIS DOT, I JUST WANT TO HAVE A BRIEF CONVERSATION, VERY, VERY BRIEF ABOUT THIS.
BECAUSE WE WANT TO JUMP TO THE NEXT LITTLE EXERCISE WE'RE GOING TO DO TOGETHER IN WAY OF KICKOFF FOR THE SUMMIT.
IF YOU LOOK AT THE BOXES THAT ARE IN THE MODEL, THAT'S NUMBER 1 ON THE MATRIX.
LET ME LET YOU LOOK AT THAT. DOES THAT MAKE SENSE? THESE ARE THE OVERARCHING, THAT'S NUMBER 1.
I HOPE IT IS. I JUST SAID THAT.
YES, IT'S NUMBER 1 ON THE MATRIX.
WE'VE ALREADY TALKED ABOUT THOSE THINGS.
BUT THE STRATEGIC ROLE IS THE BIG VIEW.
IT OVERLOOKS THE WHOLE SYSTEM, SETS THE CLEAR TARGETS.
THE OVERALL GOALS USUALLY LOOKS LONG TERM, 3-5 YEARS.
I THINK WE'RE GOING TO TALK A LITTLE BIT ABOUT THAT TONIGHT.
FOCUSING ON REPRESENTING THE COMMUNITY NEEDS.
I THINK ON THIS MODEL AND IT'S NOT ON THE MATRIX.
THE STRATEGIC ROLE WORKS ON THE SYSTEM, NOT IN THE SYSTEM, ON THE SYSTEM.
BY THE WAY, IF THE STRATEGIC TEAM IS NOT WORKING ON THE SYSTEM, THEN PROBABLY NO ONE ELSE IS.
BECAUSE EVERYONE ELSE ON THE TACTICAL SIDE ARE SO BUSY IN THE SYSTEM.
IT'S HARD FOR THIS GROUP TONIGHT YOU'RE GOING TO HAVE TO FLEX AND THINK ON THE SYSTEM BECAUSE IT'S A STRATEGIC ROUNDTABLE.
WE'RE COMING UP TO THE BIG VIEW ON THE SYSTEM.
I WON'T READ THE REST OF THAT, BUT DOES THAT MAKE SENSE ON THE DIFFERENCE BETWEEN THE STRATEGIC, TACTICAL AND OPERATIONAL? THEN WE GET A LITTLE MORE GRANULAR ON SPENDING TIME AND ENERGY.
THE STRATEGIC TEAM, YOU THINK ABOUT ACTION VERBS FOR WHAT THEY DO.
THEY ENVISION, THEY SYSTEMATICALLY MONITOR AND THEY ENSURE THE EDUCATION CODE IS REAL CLEAR ABOUT THE ROLES AND RESPONSIBILITY OF BOARD OF TRUSTEES,
[00:15:04]
HIRE FIRE SUPERINTENDENT, ADOPT A BUDGET.IT'S A VERY SHORT LIST ACTUALLY, BUT INSIDE THAT, IN TEXAS STATUTE IS THE OVERSIGHT OF MANAGEMENT.
THAT CLAUSE IS IN THERE, OVERSIGHT OF MANAGEMENT, WE CAN INFER THAT THAT MEANS THAT BEING A BOARD MEMBER IS NOT MANAGEMENT IF YOUR ROLE IS TO OVERSEE MANAGEMENT.
THOSE ACTION VERBS TO ME HELPED CLARIFY, IN MY MIND, AT LEAST, WHAT'S THE DIFFERENCE BETWEEN THE STRATEGIC TEAM VERSUS THE TACTICAL TEAM.
AND THEN WE START TO GET A LITTLE BIT OF CLARITY FROM A STRATEGIC TEAM STANDPOINT OF WHAT IT MEANS TO OVERSEE MANAGEMENT RATHER THAN TO BE MANAGEMENT.
THAT'S REALLY WHAT NUMBER 2 IS.
NOTICE DOWN AT THE OPERATIONAL ROLE, I WOULDN'T ARGUE IT'S DOWN, BUT AT THE OPERATIONAL ROLE, THAT THEY'RE IMPLEMENTING, THEY'RE PROGRESS MONITORING.
THEY'RE COMMUNICATING TO THE TACTICAL TEAM ON HOW THINGS ARE GOING.
WHAT WE'RE HOPING IS THAT THERE'S A COMMUNICATION LOOP FROM THAT BACK TO THE STRATEGIC ROLE.
NUMBER 3, AGAIN, THESE ARE JUST SOME QUESTIONS.
HOW DO I HEAR UPDATES ON TACTICAL AND OPERATIONAL INFORMATION BUT NOT LEAVE THE STRATEGIC ROLE? WE'RE WORKING WITH A COUPLE OF HUNDRED DISTRICTS RIGHT NOW STATEWIDE, AND PROBABLY AS SILLY AS THIS SOUNDS, ONE OF THE BIGGEST HINDRANCES IS IF THE TACTICAL TEAM START GIVING TACTICAL REPORTS TO THE STRATEGIC TEAM OF THE BOARD, THEY'RE GOING TO GO IN THE WEEDS AND WE'LL NEVER GET THEM OUT.
I'M NOT SAYING THAT'S HERE, I'M JUST SAYING THAT'S PERVASIVE ACROSS THE STATE.
THE UNFORTUNATE OUTCOME FROM THAT LINE OF THINKING IS THAT CONSEQUENTLY THE TACTICAL TEAM JUST DOESN'T GIVE REPORTS UNLESS THEY'RE REQUIRED BY LAW PAPER AUDIT.
ALMOST EXCLUSIVELY COMPLIANCE DRIVEN REPORTS ARE DATA THAT ARE MUCH IN ARREARS.
THEN THE STRATEGIC TEAMS GETTING THE DATA THAT'S LIKE THREE YEARS OLD, TWO YEARS OLD.
IT'S LIKE THEIR HUNGER FOR KNOWING NOW WHAT'S GOING ON TODAY, HOW ARE WE DOING TODAY IS NEVER MET.
THIS IS TRYING TO FIND THE SWEET SPOT BETWEEN WHAT'S ENOUGH TO KEEP THE STRATEGIC TEAM INFORMED SO THAT WE FEEL LIKE THERE'S THIS HARMONY BETWEEN THE TWO TEAMS. I HEARD A BOARD MEMBER THE OTHER NIGHT, OR JODIE MIGHT HAVE TOLD ME THIS, BUT THE BOARD MEMBER SAID, OH, SO YOU'RE SAYING WE SHOULDN'T ASK WHY IS IT PAINTED RED, BUT WHAT IS THE PROCESS FOR DETERMINING PAINT COLOR? THAT'S A REALLY, REALLY GOOD EXAMPLE.
BUT THE WAY I ASKED THE QUESTION, I'M STAYING IN THE STRATEGIC ROLE BECAUSE WHAT'S OUR PROCESS FOR DETERMINING PAINT COLOR RATHER THAN HERE'S THIS PICTURE ON SOCIAL MEDIA PLATFORM OF YOUR CHOICE.
WHY IS IT OKAY? WELL THAT'S NOT SEEKING HARMONY, I GUESS.
THEN WHEN WE WORK ON AVOIDING CROSSOVER CONFUSION, I KNOW THAT YOU GUYS HAVE SOME VERBIAGE ALREADY TALKING ABOUT BOARD OPERATING I SAW AND THAT'S BEAUTIFUL BECAUSE THAT IS ONE OF THE BEST TOOLS THAT'S IN THE BOOK TO ME.
HOW DO WE AVOID CROSSOVER? CONFUSION IS WHAT WE CHOOSE TO CODIFY IN OUR BOARD OPERATING.
NOW, I'LL MAKE A LITTLE PLUG HERE.
WE'RE DOING THIS ACROSS THE STATE RIGHT NOW.
I KNOW THAT THERE ARE AT LEAST TWO ATTORNEYS IN THIS CIRCLE OF FRIENDS HERE AND MAYBE MORE THAT I CAN COUNT TO BOARD OPERATING GUIDELINES ARE TYPICALLY WRITTEN BY ATTORNEYS AND RIGHTFULLY SO.
BUT WE'RE NOT SAYING INSTEAD OF BOARD OPERATING GUIDELINES, WE'RE SAYING INCORPORATE BOARD OPERATING GUIDELINES INTO A GOOD GOVERNANCE HANDBOOK WHERE WE STARTED AND THE FIRST TWO CHAPTERS ARE ABOUT WHAT WE'RE FOR, AND WHAT WE ASPIRE TO BE AS A BOARD.
THEN YOUR BOARD OPERATING, WHAT ARE TRADITIONALLY KNOWN AS BOARD OPERATING, IS STILL IN THERE.
I'M GOING TO GIVE AN EXAMPLE IF YOU THINK BEING IN THE STRATEGIC ROLE IS IMPORTANT.
AND IF THIS IS A CONCEPT THAT THE TRUSTEES WRAP THEIR HEAD AROUND AND SAY, YEAH, WELL THEN THAT CAN BE EXHIBIT ONE IN THE GOOD GOVERNANCE HANDBOOK.
LIKE WE'RE TRYING TO FIND THIS HARMONY BETWEEN THIS STRATEGIC ROLE AND THIS TACTICAL ROLE AND OPERATIONAL ROLE.
BUT ANYWAY, THAT'S JUST A SIMPLE WAY TO THINK ABOUT AVOIDING THE CROSSOVER CONFUSION.
[00:20:03]
THEN MOVING, I HAD A LOT OF CAFFEINE BEFORE I STARTED AND I KNOW EVERYBODY WANTS TO GET TO IT.ANY QUESTIONS ON THAT? EVERYBODY GOOD WITH THAT? ANOTHER REALLY SIMPLE, BUT KIND OF A MODEL THAT REALLY SETS THE TONE FOR THE OVERARCHING PREMISE.
NOT JUST SIMPLY THE OBJECTIVES VERSUS THE ACTIONS.
WE JUST SIMPLY CALL IT THE ALIGNED ARROWS.
I'LL DO THIS IN JUST A SECOND AND WE'LL JUST SEE IF ANYONE IS WILLING TO SHARE.
WHILE ALL YOUR BOSS AND BOSS BOSSES ARE SITTING HERE WITH YOU.
WHEN WE ASK DISTRICTS ACROSS THE STATE, HOW ARE YOU DOING, IT'S USUALLY LIKE WE'RE DOING GREAT.
YOU START PEELING THAT BACK A LITTLE BIT.
YOU START THINKING IN TERMS OF THE ALIGNMENT OF THE SUBSYSTEMS IN YOUR ORGANIZATION.
LET ME JUST ASK IF SOMEONE IS BRAVE ENOUGH TO, WHEN YOU LOOK AT THE ARROWS UP AT THE TOP, WHAT POPS TO YOUR MIND, IS IT PEOPLE? IS IT DEPARTMENTS CAMPUSES? I'M NOT SAYING TELL ME WHICH ARROW YOU THINK IS POINTED THE WRONG DIRECTION.
I'M JUST SAYING LIKE WHEN YOU SEE ARROWS AND YOU THINK ABOUT EANES ISD, WHAT POPS TO YOUR MIND? WELL, ON ANY OF THE STAGES.
WHEN YOU JUST LOOK AT THE ARROWS?
>> INDIVIDUALS, OKAY. PROBABLY FOR THE CASE OF THIS SIMPLE EXERCISE, THINK NOT ABOUT PEOPLE, BUT ABOUT DEPARTMENTS OR CAMPUSES LIKE LET'S GO UP TO THE BIG PICTURE.
NOW, I WOULD ARGUE THAT THE ONLY WAY TO GET THE SYSTEM IN ALIGNMENT IS FOR THE PEOPLE TO GET IN ALIGNMENT.
THE CLARITY THAT WE'RE SEEKING IS THAT SOMEONE ON THE FRONT LINE, IF WE SAY 1.1, THIS WON'T MEAN ANYTHING NOW, BUT MAYBE IT WILL IN JUST A LITTLE BIT, I HOPE IT WILL.
IF WE SAY 1.1, A TARGET 1.1 OR WHATEVER IT'S GOING TO BE NAMED, THERE'S 100% AGREEMENT FROM THE BOARD ROOM TO THE CLASSROOM THAT WE KNOW EXACTLY WHAT THAT MEANS.
WE KNOW WHAT 1.1 MEANS, WE KNOW WHAT 1.2 MEANS.
IN OTHER WORDS, WE KNOW THAT STRATEGIC OBJECTIVE. IT'S CLEAR TO US.
NOW I MAY NOT HAVE IT COMMITTED TO MEMORY, BUT SOMEWHERE I CAN LOOK AND I HAVE SOME WAY TO REMIND ME THAT I KNOW WHAT 1.1 IS.
THIS IS A SIMPLE LITTLE STORY, AND I PROBABLY TOLD IT TO THE BOARD WHEN I CAME THE FIRST TIME, AND Y'ALL MIGHT HAVE BEEN SITTING HERE, SO I APOLOGIZE, BUT THREE CUSTODIANS OR CLEANING UP, DID I TELL Y'ALL THAT THE FIRST TIME.
SOME SAY I DID, I'LL JUST TELL IT AGAIN. ELLEN REMEMBERS IT.
THREE CUSTODIANS WORKING AT NASA DURING TRYING TO PUT A MAN ON THE MOON, AND THEY'RE INTERVIEWED.
WHAT'S YOUR JOB? ALL THREE OF THEM ASKED THE SAME QUESTION.
THE FIRST ONE SAID, CLEANING UP AFTER THESE SLOBS.
THESE PEOPLE ARE SMART, BUT THEY'RE SLOBS.
THE SECOND ONE SAID, WE'RE PREPARING THE WORK ENVIRONMENT FOR THE ENGINEERS.
THAT'S A LITTLE BIT BETTER ANSWER.
THE THIRD ONE SAID, I'M PUTTING A MAN ON THE MOON.
WHERE WE WANT THE OPERATIONAL ROLE TO HAVE THAT THIRD MINDSET LIKE WHATEVER THE VISION IS THAT THE BOARD IS SETTING, AND THE TACTICAL TEAM IS OPERATIONALIZING, WE'RE IN AND IT'S NOT JUST CLEANING UP, IT'S WE'RE PUTTING A MAN ON THE MOON.
I KNOW THAT'S A LITTLE POLLYANNA AND ALL THAT, I'M ACCUSED OF BEING WAY TOO POSITIVE AT TIMES, BUT THAT REALLY IS ULTIMATELY THE GOAL.
WHEN YOU LOOK AT STAGE 1, AND THE DIFFERENCE BETWEEN STAGE 1 AND STAGE 2 IN THE WRITTEN LANGUAGE HERE, THE SIMPLE SENTENCE, WHAT IS THE KEY WORD THAT DIFFERENTIATES STAGE 1 TO STAGE 2? ANYONE JUST POPCORN IT OUT? ACTIVITIES VERSUS PROCESSES.
THANK YOU MA'AM. ANYTHING ELSE? YOU START SEEING SYSTEMATIC OR REPEATABLE? MAYBE IT SAYS YOU START SEEING REPEATABLE, NOT RESPONSIVE, MEANING IT'S BUSY.
NOW, BY THE WAY, THERE IS AN ASSUMPTION HERE ON THIS CHART THAT THESE ARROWS AT TOP, THERE ARE NO BAD ACTORS.
EVERYBODY THERE IS WORKING AS HARD AS THEY WORK.
THAT'S THE POSITIVE PRESUPPOSITION FOR THIS LITTLE QUICK THOUGHT EXERCISE.
AS HUMANS I THINK, AND DEFINITELY AS AMERICANS,
[00:25:01]
WE START LOOKING AT THE ARROWS THINKING, I WONDER WHO'S RIGHT AND I WONDER WHO'S WRONG.WHICH ONE OF THEM HAPPENS TO BE GOOD? THAT'S NOT THE CASE HERE.
WHAT ARE THE KEY WORDS THAT DISTINGUISH STAGE 2 TO STAGE 3? WHAT DO YOU START SEEING BETWEEN 2 AND 3.
VERY GOOD. WHAT ELSE? NOW YOU'RE MEDDLING.
REGULARLY EVALUATING. SHARING, WHICH CONNOTES THAT THERE'S TRUST.
FAIR ENOUGH, WHAT HAPPENS BETWEEN 3 AND 4? KEY WORDS BETWEEN 3 AND, WHAT DIFFERENTIATES THOSE? WHEN WE SEE IMPROVEMENT, WHEN WE SEE EFFICIENCY IS ACHIEVED? LACK OF REDUNDANCIES, WE'VE ELIMINATED THE GAPS ON THE OVERLAPS IN WORK PROCESSES, COLLABORATION, AND WE SEE SUSTAINABLE TRACKING, PROGRESS MONITORING.
I'M GOING TO DO THIS, I'M NOT GOING TO PUT ANYONE ON THE SPOT.
IF YOU HELICOPTER UP TO 50,000 FEET, IS THAT TOO HIGH FOR A HELICOPTER? I DON'T KNOW.
IT FEELS LIKE A LITTLE UP? SO MAYBE YOU'RE UP ON A PLANE, OR A REALLY GOOD HELICOPTER, I DON'T KNOW.
BUT YOU'RE AT 50,000 FEET AND IF EVERYONE IS HERE IS AT 50,000 FEET.
BY THE WAY, WE GAVE A LITTLE PRE-EXERCISE WITH THE SYSTEMS CHECK WHICH IS KIND OF INFORMATIVE TO THIS CONVERSATION.
WE DON'T HAVE TO DIG INTO THAT.
WELL, WE CAN TALK ABOUT IT IN A LITTLE BIT, BUT THAT PRE-WORK IS TO GET YOU TO START THINKING ABOUT REPEATABLE.
JOT DOWN A NUMBER AND YOU CAN USE DECIMALS OF YOUR PERCEPTION OF WHERE EANES ISD IS AS A DISTRICT.
ASSUMING THAT YOU'RE GOING TO JUST ACCEPT MY PREMISE OF THESE LIKE THIS IS THE CORRECT STUFF, AND YOU CAN USE DECIMAL POINTS.
I'VE TRIED TO NOT DO THAT BEFORE BUT EVERYBODY DOES IT.
>> THE WHOLE TABLE, EVERYBODY?
>> IT'S NOT NECESSARILY THIS TABLE, WE'RE UP LOOKING AT THE WHOLE DISTRICT, ALL THE PROCESSES LIKE BIG PICTURE.
>> BUT YOU'RE ASKING EVERYONE?
>> WELL, YEAH. TO GIVE YOUR SELF ASSESSMENT OF WHERE YOU BELIEVE WE ARE.
BIG PICTURE, WAY UP IN THE SKY LOOKING DOWN, WHERE ARE WE? I'M NOT GOING TO ASK ANYONE TO SHARE THEIR NUMBER.
I WANT YOU TO GET YOUR HEAD WRAPPED AROUND A NUMBER.
DOES EVERYBODY HAVE A NUMBER IN MIND? SO WHAT IS THE KEY WORD THAT IF YOUR NUMBER IS EITHER HIGH END 1, OR BEYOND 1, WHAT IS THE KEY WORD IN 2 THAT HAS GOTTEN YOU OUT OF 1? LIKE JUST WHAT'S THE KEY WORD THAT YOU'RE NOT IN 1? THAT IN ITSELF IS KIND OF GETTING YOU OUT OF 1 IS WHAT YOU'RE SAYING.
[NOISE] IMPROVEMENT, THANK YOU.
ANY OTHER KEY WORDS THAT I WOULD ASSUME YOU'RE PROBABLY NOT IN STAGE 1.
WHAT IS THE KEY WORD THAT IS THE REASON YOU THINK YOU'RE NOT IN STAGE 4? IF YOU THINK YOU'RE NOT IN STAGE 4.
I'M ASSUMING I MAKE AN ASSUMPTION THERE, YOU'RE SOMEWHERE BETWEEN 1 AND 4, BUT WHAT IS THAT THING THAT IS IN YOUR MIND, KEEPING YOU FROM STAGE 4? YES, MA'AM. ANALYSIS.
REGULAR EVALUATION. UNDERSTANDABLE. IS THERE EVERY TIME WE DO THIS, JUDY, LIKE HOLD YOUR BREATH LIKE, MAN, THAT'S A RISKY THING FOR YOU TO DO.
I WOULD ASSUME WE'RE SOMEWHERE BETWEEN 2-3 JUST LOOKING IN FROM THE OUTSIDE, IT IS DIFFICULT TO GET TO FOUR.
[00:30:02]
BY THE WAY, AS SOON AS YOU'RE IN FOR, THE SUSTAINABLE PART, YOU NEVER HIT IT AND IT JUST STAYS THERE, RIGHT? IT'S LIKE IF YOU DON'T KEEP WORKING AT IT, THERE'S JUST CONSTANT ATROPHY.I WISH IT COULD JUST GET THERE.
I HAD THE GOOD FORTUNE OF WORKING IN AS SYSTEM THAT SUSTAINED AN EFFORT FOR NEARLY 12 YEARS, POINTING THE ARROWS, GETTING THE ARROWS ALIGN, AND TRYING TO HOLD IT.
I NEVER REALLY FELT LIKE WE GOT TO STAGE FOUR.
AT MY RETIREMENT, THEY GAVE ME A T-SHIRT THAT SAID WE MIGHT BE FOUR, WE MIGHT NOT.
BECAUSE THAT'S WHAT I CONTINUALLY SAID, LIKE SOMETIMES I SEE A GLIMPSE OF FOUR BUT YOU KNOW, IT'S NOT QUITE THERE.
THEY WERE LIKE, WELL, STAY 12 MORE YEARS.
HARD NO GIVE ME A T-SHIRT THAT SAYS WE'RE FOUR, YOU KNOW, BECAUSE I HAVE EXPIRED MY EXPIRATION DATE CAME UP.
IF Y'ALL DON'T MIND THE ONES THAT JUST SHARED SO SUSTAINABLE.
WHAT WAS YOURS, JENNIFER? REGULAR EVALUATION AND THEN THERE WAS ONE.
THE GOOD PART ABOUT WHAT WE JUST DETERMINE THE PREMISE OF THE SETTING TARGETS FOR A FOUR YEAR HORIZON RATHER THAN AN ANNUAL HORIZON, I THINK HELPS US GET THIS CLARITY ABOUT WHAT'S THE EVIDENCE.
BECAUSE IF WE DEFINE IT FROM YEAR TO YEAR TO YEAR, IT'S ALMOST LIKE WE JUST GET THE SYSTEM TURNED TOWARDS IT AND THEN IT'S TIME TO REDO IT AGAIN.
IT'S HARD TO KNOW IF WE'RE MAKING THIS SUSTAINABLE EFFORT OVER TIME.
FOUR YEAR HORIZONS RIGHT NOW ARE VERY COMMON.
IT WAS 10 20 YEARS AGO AND IT'S JUST BEEN, TIGHTENING UP.
ANY THOUGHTS OR COMMENTS ON THE CONCEPT OF LOOKING AT A FOUR YEAR HORIZON? IT'S GERMANE TO THESE OBJECTIVES BECAUSE WE'RE TALKING ABOUT THE OBJECTIVES FOR A FOUR YEAR HORIZON.
WAS THAT A THOUGHT, SIR? THE QUESTION IS, IS THERE A PERCEIVED BENEFIT FROM THE TACTICAL AND THE STRATEGIC TEAM.
IT'S AN ADVANTAGE TO LOOK AT A FOUR YEAR HORIZON FOR THESE OBJECTIVES THAT WE'RE TRYING TO SET.
ANYBODY WANT TO MAKE A CASE AGAINST THAT? I DON'T KNOW THAT I'M MAKING. BUT IN MY MIND HERE THAT I SEE FOUR YEAR HORIZON IS [INAUDIBLE] I PERSONALLY NEED TO HOLD THE STEP I WANT THEM TO BE CONTINUOUS, BUT THERE'S THE MOVEMENT [INAUDIBLE] THAT'S MAYBE AND MAYBE THAT'S IN YOUR PROCESS OF REGULAR EVALUATION AND TWEAKING, BUT I DON'T SEE THE SAME GOALS.
BY THE WAY, WE NEED TO TURN ON OUR MICROPHONES WHEN WE'RE TALKING.
YEAH, YOU SAW THAT ONE COMING.
I THINK IT'S A REALLY GOOD OBSERVATION.
THE REASON THIS IS REALLY IMPORTANT TO THIS SIMPLY SAID, IS THESE OBJECTIVES WOULD GENERALLY NEED TO BE BROAD ENOUGH, AND THEN THE INNOVATION, THE CONSTANT ACTIVITY THAT WOULD LAND IN THE STRATEGIC ACTIONS.
I AGREE WITH KIM, AND I STRUGGLE WITH A LITTLE BIT JUST BECAUSE WE ARE GOING TO HAVE, NEW BOARD MEMBERS PERIODICALLY, AND ALSO BECAUSE, FOR INSTANCE, WE JUST FORMED OUR LONG RANGE FACILITIES PLANNING COMMITTEE.
WE HOPE TO HAVE A BOND POTENTIALLY MORE BEFORE, FOUR YEARS FROM NOW.
I'M WITH KIM, I DON'T WANT TO BE LOCKED IN TO IT EXACTLY THE WAY WE SET IT TODAY BECAUSE I DO THINK THIS CABINET IS AMAZING AT CONSTANTLY IMPROVING THE PROCESS FOR US AND GETTING US TOWARDS STEPS.
IN THE PAST WE'VE HAD GOALS AND WE'VE KEPT MANY OF THE SAME GOALS FROM YEAR TO YEAR WITH JUST SLIGHT TWEAKS.
I THINK WE'RE PROBABLY NOT AS FAR APART AS IT SOUNDS, SO I'M LOOKING AT YOUR CURRENT PRIORITIES AND ONE OF THEM
[00:35:01]
IS ENSURE FACILITIES AND RESOURCES ARE MANAGED TO MAINTAIN AND IMPROVE FOR THE BENEFIT OF PRESENT AND FUTURE ACADEMIC COMMUNITY.LONG RANGE FACILITY PLAN, THE OBJECTIVE THAT'S UP ABOVE IT IS MANAGE FINANCES, FACILITIES AND ASSETS.
SEE THAT IS REALLY THE OBJECTIVE IN SOME WAYS.
NOW, THERE'S A LITTLE BIT OF NUANCE TO THAT, THAT WE'LL DIG INTO IN JUST A LITTLE BIT.
BY THE WAY, I THINK WE SHOULD PASS THESE OUT.
I ACTUALLY PREFER THE FOUR YEAR MAYBE WE SAY THREE YEAR LOOK, FOR THE EXACT REASON THAT YOU'RE SAYING.
I MEAN, IF WE HAVE SOME CHANGE IN TRUSTEES, WHICH WE WILL CLEARLY, IT PUTS SOME GOAL POSTS UP AND KEEPS EVERYBODY ON THE SAME PAGE AS NEW PEOPLE ARE COMING IN SO THAT WE'RE NOT CONSTANTLY TRYING TO REINVENT THE WHEEL.
I WAS REALLY GOING TO SAY THE EXACT SAME THING THAT, WHEN WE LOOK AT THE BOARD PRIORITIES THAT WE'VE DEVELOPED DOING THIS PROCESS OVER THE PAST NINE YEARS, THAT TOP LINE RARELY CHANGES OR IT'S VERY SUBTLE CHANGE.
IT'S THOSE BULLET POINTS UNDERNEATH THAT HAVE THE CHANGE.
THANK YOU. BECAUSE THE REASON I SAID, I DON'T THINK WE'RE MAYBE AS FAR APART AS IT FEELS RIGHT NOW.
I THINK Y'ALL ARE KEEPING A TOP LINE CONSISTENT.
I KNOW THAT YOU ALL ASKED FOR A POTENTIAL CLEAN SLATE AND VIEWPOINT.
HERE I AM PASSING AROUND WHAT YOU ALREADY HAVE.
BUT I THINK TO KEEP OUR EYE ON THIS IS SMART.
I TOLD EVERYONE EARLIER I'D GET A KICK UNDER THE TABLE AND I GOT IT.
WE'RE GOING TO PROCEED ON IN THE PACKET.
I THINK THIS IS REALLY IMPORTANT FOR EVERYBODY TO JUST PULL THIS DOCUMENT OUT AND TAKE A LOOK AT IT.
COLUMN TWO ON THIS, I ONLY POPULATED BECAUSE I AM SHOWING YOU WHAT THE AVERAGE STATEWIDE FOR 200 DISTRICTS IS.
THAT'S THE ONLY REASON THAT'S IN THERE.
NOT AVERAGE, BUT LIKE THE MOST COMMON THINGS WE SEE, I'M HEARING THAT THAT'S NOT GOING TO BE OURS NECESSARILY.
BUT I THINK I WOULDN'T BE DOING MY JOB IF I DIDN'T SHOW YOU WHAT'S POPPING UP STATEWIDE.
WE BELIEVE STRONGLY THAT THE HARMONY BETWEEN THE STRATEGIC TEAM AND THE TACTICAL TEAM IS THE CLARITY OF THE BALANCE SCORECARD, OR THE BALANCE SCORECARD CAN REPRESENT THAT.
JUST TO BE CLEAR, SO IF YOU THINK ABOUT PRIORITIES, YOU ALREADY HAVE 1, 2, 3, 4, 5 PRIORITIES, THE DISTRICT ALREADY HAS FIVE PRIORITIES.
ARE YOU ALL OKAY WITH FIRST NAMES BECAUSE WE'RE JUST GREG AND JUDY.
JENNIFER, THE BULLET POINTS, COLUMN TWO IS WHAT YOU'RE SAYING, AND THOSE ARE THE BULLET POINTS ON YOUR CURRENT PLAN.
THAT TO ME REALLY IS COLUMN TWO.
THOSE ARE YOUR STRATEGIC OBJECTIVES.
THEN IF WE MOVE TO THE RIGHT WITH STRATEGIC ACTIONS, THESE WHAT WE'RE GOING TO ASK THE STAFF TO DO WITH THIS APPROACH IS TO LOOK AT THREE KEY STRATEGIC ACTIONS THAT LINE UP TO THAT OBJECTIVE.
WE MAY HAVE 100 STRATEGIC ACTIONS THAT ARE HAPPENING AT ANY GIVEN TIME.
YOU PROBABLY FEEL LIKE THERE'S 1,000 THINGS GOING ON.
BUT WE'RE ASKING FOR THE THREE MOST IMPORTANT, HIGHEST LEVERAGE, WHICH IT'S HARD TO DO.
I RAN A CURRICULUM DEPARTMENT, IN THE DISTRICT AND, EVERYTHING FEELS IMPORTANT.
I WOULD QUOTE PETER SINGING, AND EVERYBODY WOULD ROLL THEIR EYES.
IF EVERYTHING MATTERS IN AN ORGANIZATION, THEN NOTHING MATTERS IN AN ORGANIZATION.
THE KEY STRATEGIC ACTIONS ARE REALLY THE KEY, BECAUSE THAT'S WHERE WE'RE ARTICULATING FROM THE TACTICAL TEAM TO THE STRATEGIC TEAM.
THOSE ARE THE THREE THINGS WE'VE GOT TO GET RIGHT.
WE MUST GET THOSE THREE THINGS RIGHT.
THEN THE HARMONY AND WE HEARD THIS A WHILE AGO ABOUT THE EVIDENCE OR LIKE THE SYSTEMATIC AGREEMENT TO HOW WE'RE MAKING PROGRESS OR NOT.
[00:40:03]
COLUMN FOUR, IF YOU WANT TO LOOK AT IT AS A FIVE COLUMN CHART.COLUMN FOUR, OR THE PROGRESS MEASURES, OR FORMATIVE MEASURES, OR HOW DO WE MEASURE IT ALONG THE WAY? WHAT'S OUR CHECKPOINT ALONG THE WAY? THEN COLUMN FIVE IS THE LONG TERM MEASURE AT THE END.
HOW WILL WE KNOW THAT WE REACH THE DESTINATION? IS IT AN SAT SCORE, IS IT AN ACT SCORE, OR IS IT A CTE? INDUSTRY BASED CERTIFICATION? ALMOST ARE BLANK. THAT'S THAT BIG MEASURE OVER TO THE RIGHT.
I DO ALL THAT TO SAY, I DON'T KNOW THAT WE'RE REALLY THAT FAR OFF WHEN I LOOK AT THIS TO THIS STRUCTURE WITH THE BALANCE SCORECARD, EXCEPT LET ME ASK A QUESTION.
IS THERE CLARITY BETWEEN THE STRATEGIC TEAM AND THE TACTICAL TEAM ON WHAT THE PROGRESS MEASURES ARE, LIKE FORMALIZED, WRITTEN? THAT'S THE WAY WE MEASURE IT ALONG THE WAY.
>> I HAVE A QUESTION ABOUT THAT.
WOULD YOU, DR. ARNETT, CONSIDER THAT THE DIP?
>> PRESENTLY, THAT'S WHERE IT'S REPRESENTED.
>> IT'S IN THE DIP AND THE SMART GOALS THAT WE OFTEN WRITE AROUND THE TACTICS.
>> I WOULD SUGGEST THOUGH THAT SOMETHING THAT'S COME UP YEAR AFTER YEAR AFTER YEAR IS METRICS AND HOW DO WE MEASURE THESE THINGS AND I WOULD SAY THAT AS A BOARD MEMBER, I'LL SPEAK FOR MYSELF, BUT I THINK I'VE HEARD MOST EVERYBODY ON THIS BOARD SAY IT WOULD BE GOOD IF THERE WERE MORE SPECIFICS ABOUT HOW THESE ACTIONS WILL BE MEASURED.
SO DID YOU HAVE SOMETHING JUST I STRUGGLE WITH HOW WE MEASURE SOME OF THE THINGS THAT WE MEASURE, LIKE MENTAL HEALTH AND THINGS THAT ARE REALLY IMPORTANT TO OUR COMMUNITY.
IT WOULD BE FANTASTIC IF WE COULD MEASURE THAT BETTER.
I JUST DON'T KNOW HOW AND I'M NOT PERSONALLY WILLING TO ELIMINATE THOSE KIND OF GOALS BECAUSE I THINK THAT THEY ARE SO IMPORTANT FOR OUR STUDENTS SUCCESS.
>> YEAH. THAT MAY BE THE ONLY GOAL THAT YOU ALL SET FOR THE WHOLE DISTRICT.
I'M NOT HERE TO TELL YOU WHAT YOU NEED.
I DO THINK YOU CAN QUANTIFY ALMOST ANYTHING, EVEN IF IT'S THE PERCEPTION OF STUDENTS THROUGH A STUDENT SURVEY, SOMETIMES WITH THE SPECIFIC EXAMPLE THAT YOU GAVE.
IT'S NOT THE MEASUREMENT OF THE SUCCESS OF IT.
IT'S THE ABSENCE OF THE OPPOSITE OF IT.
WE'RE LOOKING TO DISCIPLINE, WE'RE LOOKING TO LEVEL THREE THINGS.
SO, IF THOSE THINGS ARE TRENDING, SOMETIMES GOOD ON A TREND LINE IS DOWN.
>> GREG AND JODIE, CAN THE PROGRESS MEASURES BE BOTH QUANTITATIVE AND QUALITATIVE?
>> OKAY. BUT WE HAVE THIS DEBATE ALL THE TIME.
I LEAN TOWARDS IF YOU FIGURE OUT A WAY TO QUANTIFY IT AND YOU TRACK IT, YOU CAN START GETTING MOVEMENT, LIKE IF WE'RE TALKING ABOUT PARENT SATISFACTION, LET'S USE THAT ONE.
HOW DO WE MEASURE PARENT SATISFACTION? FOR PROFIT WORLD, IT'S PRETTY SIMPLE.
YOU JUST DO CUSTOMER SATISFACTION SURVEYS AFTER THE PROCESS IS OVER WITH.
YOU JUST LOOK AT WHERE IS OUR MEAN.
YOU HAVE QUANTIFIED A LARGELY QUALITATIVE DATA SET.
BASICALLY, YOU'RE PUTTING SOME TRUST IN SURVEY DATA AT THAT POINT.
BUT SOMETIMES THAT CAN MAKE TACTICAL TEAM MEMBERS NERVOUS.
BUT WHATEVER YOUR MEAN IS IS WHAT YOUR MEAN IS, YOU'RE JUST ALWAYS TRYING TO IMPROVE IT.
WE DID OUR FIRST STAFF SATISFACTION SURVEY IN SEUC AND THE MEAN WAS A 2.2 ON A FIVE POINT SCALE.
THE ADMIN TEAM, YOU SAID, OH MY GOSH, WHAT ARE YOU DOING? I SAID GUYS, WE ONLY HAVE ONE PLACE TO GO.
BUT I MEAN, WE JUST GOT A GIFT.
IF IT WAS 4.2 I WAS GOING TO BE SWEATING, AND IT'S 2.2 OUR TREND LINES, WE'RE GOING TO BE HEADED IN THE RIGHT DIRECTION. YES MA'AM.
>> I WAS GOING TO ADD THAT I DO THINK YOU CAN QUANTITATIVELY LOOK AT A LOT OF THINGS THAT WE AREN'T LOOKING AT.
THERE'S DATA THERE THAT WE'RE NOT EVEN MINING AND MORE DATA THAT WE COULD BE COLLECTING.
BUT I THINK THAT QUALITATIVE DATA OFTEN REALLY COMPLEMENTS THE QUANTITATIVE DATA AND IT HELPS TELL THE STORY EVEN BETTER.
REALLY TRYING TO DEVELOP THOSE SKILLS I THINK COULD SERVE US WELL.
PARTICULARLY IN THE MENTAL HEALTH DEPARTMENT, WHERE I THINK THAT WE'RE JUST NOT MEASURING A WHOLE LOT AND IT'S SUPER IMPORTANT THOUGH, I DON'T WANT TO SEE THAT GOAL GO AWAY, BUT I WANT TO SEE US REALLY UNDERSTANDING WHERE WE'RE AT AND IF WE'RE MAKING PROGRESS WITH WHAT WE'RE DOING.
I KNOW OUR RESOURCES ARE LIMITED TO.
>> YES, BUT YOU MAY HAVE TO BE GRAB A MIC.
>> IS THERE KIND OF AGREEMENT? I DON'T THINK I AND I DON'T MEAN THAT AND
[00:45:01]
LIKE LIKE WE DISAGREE BECAUSE WE DON'T THINK IT'S THE SAME THING.I DO THINK SOMETIMES WE'RE NOT AS CLEAR ON THE METRICS.
I KNOW WE SIT THERE AT THE TABLE AND WE PRESENT TO YOU GUYS AND YOU HAVE QUESTIONS AND I'M LIKE, OH, I'M NOT GETTING AT THAT POINT OR THEY'RE THINKING OF IT THIS WAY, AND THAT IS SOMETHING THAT I THINK WE COULD GET MORE ALIGNMENT ON SO THAT I FEEL LIKE WE'RE DELIVERING TO Y'ALL WHAT YOU'RE WANTING.
SOMETIMES YOU JUST WANT ADDITIONAL INFORMATION AND THAT'S FINE.
BUT SOMETIMES I REALLY THINK THAT WE'RE NOT TOTALLY ALIGNED ON WHAT YOU THINK THAT MEASUREMENT SHOULD BE AND THEN WHAT WE THINK WHEN WE PRESENT IT.
I THINK THERE'S A LOT OF INFORMATION IN DIP AND THERE'S A LOT OF MEASUREMENTS IN THERE.
BUT I WOULD NOT SAY THAT WE ALWAYS HAVE ALIGNMENT, AND AGAIN, I DON'T USE THE WORD DISAGREE IN A NEGATIVE WAY, JUST I THINK WE SEE THINGS FROM DIFFERENT PERSPECTIVES, AND THAT CLARITY, I THINK WOULD HELP EVERYBODY.
WE THINK THAT YOU PROMPTED A THOUGHT.
THE SCORECARD IS NOT MEANT TO TAKE THE PLACE OF THE DIP, IT IS THE EXECUTIVE SUMMARY OF THE DIP.
THAT MAY BE A WAY TO THINK ABOUT IT LIKE THIS.
WE'RE SAYING EVERYTHING THAT'S IN THERE AND BY THE WAY, IT'S LOADED UP WITH COMPLIANCE STUFF.
THERE MAY BE SOME COMPLIANCE THINGS THAT NEED TO BE ON HERE, BUT WE WANT THIS TO GENERALLY BE ASPIRATION DRIVEN NOT COMPLIANCE DRIVEN BECAUSE YOU'RE GOING TO CATCH THE COMPLIANCE DRIVEN STUFF IN THE DIP.
IT'S GOT TO BE IN THERE BY LAW.
>> JUST TO ADD TO THAT? CAUSE MOLLY, I KNOW THAT YOU GUYS ARE TRYING TO ANSWER THE QUESTIONS THAT WE HAVE.
BUT I THINK THAT I ALSO WANT TO MAKE SURE THAT WE'RE HEARING FROM Y'ALL, WHAT Y'ALL THINK IS REALLY IMPORTANT THAT MAYBE WE'RE NOT ASKING ABOUT BECAUSE YOU GUYS ARE THE EXPERTS.
WE HAVE THE OVERARCHING VIEW, BUT I THINK THAT WE MAINTAINING A COLLABORATION AND I THINK WE DO HAVE THAT.
BUT JUST I REALLY WANT TO MAINTAIN THAT GOING FORWARD.
JUST OPEN AN HONEST CONVERSATION ABOUT MAYBE THINGS THAT WE'RE NOT THINKING OR SEEING THAT YOU FEEL IS IMPORTANT THAT WE IDENTIFY.
I'M GOING TO SAY WHAT I THINK I HEARD YOU SAY IN LIGHT OF WHAT THE TRUSTEE IS SAYING.
IF THERE ARE WELL, LET ME NOT SAY THAT.
LET'S SAY THERE'S ANY PARTICULAR STRATEGIC ACTION ALIGNING TO A STRATEGIC OBJECTIVE, AND Y'ALL MAY HAVE 20 WAYS THAT YOU MEASURE IT.
I THINK I HEARD YOU SAY YOU WOULD FEEL BETTER AS A TACTICAL TEAM LEADER IF THERE WAS AGREEMENT ON WHAT THE TOP 2 OR 3 THINGS ARE THAT WE SHOULD LOOK AT, THE MEASURES THAT WE SHOULD LOOK AT.
YOU'RE OKAY IF ANY TRUSTEE SAYS, I KNOW THERE'S THE THREE WE AGREED TO, BUT COULD, YOU KNOW, NEXT BOARD MEETING AND GIVE A QUICK REPORT WITH THIS FOURTH MEASURE.
BUT THIS HARMONY BETWEEN, THESE ARE THE THREE MEASURES FOR THAT ACTION THAT WE AGREED TO.
LIKE AS A BASE VERSION, NOW WE HAVE THAT AS A BASE VERSION.
THIS IS THE STRATEGIC ROUND TABLE.
THIS PROCESS IS GOING TO TAKE FOUR OR FIVE STRATEGIC ROUND TABLES.
BECAUSE WE GET AGREEMENT ON THE OBJECTIVES, THEN WE GET AGREEMENT ON THE ACTIONS, THEN WE GET AGREEMENT ON THE LEAD MEASURES AND THEN WE GET AGREEMENT ON THE LAG MEASURES.
WE MAINTAIN IT FOR A FOUR YEAR HORIZON LIKE THAT.
THAT'S THE PROTOCOL HERE. I'VE DONE YOUR JOB.
IN THE ABSENCE OF THIS, I'M PROBABLY REPEATING MYSELF BUT IT'S ALMOST LIKE JUST THROW SPAGHETTI AT THE WALL BECAUSE MR. HERE IS GOING TO ASK THIS AND MR. RICK IS GOING TO ASK THAT MR. EMMONS GOING TO ASK THIS.
WE'RE PULLING DATASETS TO TRY TO APPEASE SEVEN DIFFERENT MEMBERS THINKING SEVEN DIFFERENT THINGS, RATHER THAN THE STRATEGIC TEAM HAS REACHED CONSENSUS AND TALK TO THE TACTICAL TEAM AND VICE VERSA, AND NOW WE KNOW THOSE ARE THE THREE DATA POINTS THAT WE PRESENT.
IT'S JUST STANDARD OPERATING PROCEDURE.
THEN WE'LL SHOW YOU IF YOU WANT US TO PLUG IT INTO THE COMPUTER AND GET THE WHOLE THING, WE CAN DO THAT ON ANY GIVEN.
BUT OTHERWISE WE'RE JUST GOING TO LOOK AT THE TOP LINE THINGS WHEN WE'RE DOING OUR REPORTING. ANY HEARTBURN? YES, MA'AM.
>> SO I DON'T WANT TO GO DOWN A RABBIT HOLE; WE'VE GOT A LOT OF WORK TO DO.
BUT WHAT HEATHER JUST SAID IS MAYBE WE BACK UP A STEP OR TWO BECAUSE I'VE BEEN THINKING IT THE WHOLE NIGHT.
WE WENT THROUGH A PROCESS LAST YEAR AND THERE WAS A LOT OF INPUT FROM CABINET TO GIVE US SOME PERSPECTIVE.
I'VE BEEN SITTING HERE THINKING OR I JUST WANT VERIFICATION ON THIS PROCESS BECAUSE WHAT I'VE
[00:50:02]
READ AND WHAT I SEE IS THAT TRUSTEES SET THE PRIORITIES AND I KNOW WE ARE SUPPOSED TO.BUT IN MY MIND, IT'S GOT TO BE A COLLABORATION.
I'M NOT AN EXPERT ON MENTAL HEALTH, I'M NOT AN EXPERT ON SCHOOL LAW, I'M NOT AN EXPERT ON HUMAN RESOURCE LAW AS IT PERTAINS TO SCHOOLS.
SO THERE'S GOT TO BE A COLLABORATION BECAUSE I RESPECT ALL OF THESE OPINIONS AND THE OPINIONS OF THE ADMINISTRATION.
HELP ME UNDERSTAND HOW WE GET TO THAT.
I KNOW WE'VE TALKED ABOUT PROGRESS MEASUREMENTS, BUT WHEN WE'RE SETTING GOALS OR FINESSING GOALS, IF THEY'RE A ONE-YEAR GOAL OR A FIVE-YEAR GOAL; THAT'S FOR US TO COLLECTIVELY DECIDE.
BUT HOW DO WE COLLABORATE ON THE TOP LINE SO THAT WE CAN PUT THIS PROCESS IN PLACE?
>> BECAUSE I DON'T FEEL LIKE THEY'RE MY GOALS.
I'VE GOT COMMUNITY INPUT AND I HAVE MY OWN PERSPECTIVE, BUT I'VE GOT TO LOOK AT THESE PEOPLE AND THAT PERSON TO HELP ME SET THE RIGHT GOALS.
>> I DON'T HAVE THE ANSWER, BUT I KNOW THAT WE'RE ALL SITTING HERE AROUND THE TABLE SO WE CAN GET THERE.
THAT'S THE BEAUTY OF THIS ARRANGEMENT.
I'M GOING TO HOLD THIS UP AS SOMETHING A YEAR AGO WAS DISCUSSED.
THE BASE VERSION OF OUR SCORECARD GENERALLY SPEAKING IS BASED ON ROBERT KAPLAN AND DR. NORTON AT HARVARD.
IT DID NOT SAY STUDENTS ON IT BECAUSE IT WAS DEVELOPED FOR A PROFIT.
IT SAID CUSTOMERS RIGHT OFF THE BAT; FINANCE CUSTOMERS.
WE'VE MODIFIED THAT TO SAY STUDENT STAFF, COMMUNITY, AND FINANCE BECAUSE WE JUST FEEL LIKE THOSE ARE THE FOUR BIG BUCKETS.
I'M GOING TO CUT TO THE CHASE HERE.
TACTICAL TEAM, I JUST HAD THE OPPORTUNITY TO WEIGH IN THESE BOLD FIVE TOPICS.
I'M GOING TO ASK THIS REAL BLUNTLY.
DO THOSE GO IN COLUMN 1? INSTEAD OF STUDENTS, FOCUS ON SUCCESS OF ALL STUDENTS, PRIORITY 1.
INSTEAD OF STAFF, FOSTER SAFE AND INCLUSIVE SCHOOL ENVIRONMENTS, SECOND PRIORITY.
ENGAGE STAFF AND COMMUNITY, THAT'S THREE.
MANAGE FINANCES, FACILITIES, AND ASSETS, THAT'S FOUR.
GOVERN AND COLLABORATE AS A BOARD AND SUPERINTENDENT, THAT'S FIVE.
WE WOULD ADD A ROLE FOR THE FIFTH ONE.
THAT MAY BE AS GOOD A PLACE TO START AS ANY BECAUSE THIS IS NOT STALE.
LIKE THIS WAS RECENTLY LOOKED AT.
THIS IS NOT A RHETORICAL QUESTION AT THIS POINT.
>> PERSONALLY, I THINK IT'S AS GOOD A PLACE TO START AS ANY.
I WAS REALLY PLEASED WITH THE OUTPUT OF LAST YEAR.
YOU HANDED IT OUT TO US AND I WAS LOOKING AT IT, I WAS GOING THROUGH IT AND LOOKING SPECIFICALLY AT MINE, BUT LOOKING AT ALL OF THEM AND THINKING, YEAH, THOSE ARE STILL OUR PRIORITIES.
I STILL THINK THAT IF THAT'S NOT THE HEADLINE, THEN SOMETHING SIMILAR TO THEM PROBABLY IS.
>> THANK YOU, SIR. LOOK AT WHAT YOU HAVE AND LOOK AT THE BASE.
IT'S LIKE ALMOST LINE FOR LINE.
YOU ALL HAVE ADDED THE GOVERN AND COLLABORATE AS BOARD SUPERINTENDENT.
I DON'T MIND TELLING YOU, [INAUDIBLE] IS CONSIDERING.
WE ALWAYS POP THE BASE VERSION UP THERE AND THEY WANT A GOVERNANCE FIFTH PRIORITY.
WE DON'T HEAR THAT THAT OFTEN AND WE DON'T TRY TO GET PEOPLE TO DO THAT UNLESS THEY WANT TO DO THAT.
BUT THAT'S CLEARLY SOMETHING THAT'S IMPORTANT HERE.
I DON'T WANT TO COME IN HERE AND SAY, LET'S REINVENT THE WHEEL IF THOSE STILL ARE THE PRIORITIES.
SOMEONE MAKE A CASE AGAINST IT IF THERE IS ONE. YES, MA'AM.
>> I'D LOVE TO SEE STAFF AND COMMUNITY BROKEN APART BECAUSE I THINK BOTH OF THEM ARE EXCEPTIONALLY IMPORTANT.
I THINK THEY DESERVE SEPARATE ATTENTION.
>> THEY'RE INTENTIONALLY BIFURCATED SO THAT WE CAN GET A LITTLE MORE GRANULAR INTO EACH OF THEM INSTEAD OF THEM BEING TOGETHER.
LET'S NOT DO AWAY WITH ONE, LET'S BIFURCATE ONE-
>> NOT DO AWAY WITH ONE AT ALL BUT ELEVATE.
>> LET'S SPLIT THEM INTENTIONALLY.
SO SIMILAR TO THE BIFURCATION OF YOUR THIRD ONE,
[00:55:01]
YOUR TOP TWO COULD FALL INTO STUDENTS.THEY COULD BE COLLAPSED INTO STUDENTS.
>> SEE AND AGAIN, THIS IS I GUESS WHERE I'M STRUGGLING AGAIN.
BECAUSE LIKE WE GOT ALL THE STOP, START WHATEVER, CONTINUE OR REDUCE.
THAT WAS HELPFUL BUT IT STILL ISN'T LIKE TO THIS WHERE WE'VE DONE THAT BEFORE; HOW WE'VE GONE OVER OLD GOALS TO SAY THESE IN PARTICULAR, WE'D LIKE TO TWEAK OR WE'D LIKE TO KEEP THIS THE SAME OR WHATEVER.
WE HAVEN'T REALLY DONE THAT AND SO I DON'T FEEL LIKE WE SHOULD THROW THE BABY OUT WITH THE BATHWATER BECAUSE THESE WERE A MORE SUCCINCT WAY OF PUTTING OUR GOALS FROM THE YEAR BEFORE TOGETHER.
BUT THAT'S WHAT I'M MISSING IS MORE INPUT FROM THE STAFF ON WHERE WE ARE FROM THE-
>> THAT'S WHAT WE'RE DOING RIGHT NOW THOUGH.
WE'RE STARTING AT THE TOP THEN WE'LL GO TO THE BULLETS.
>> I PRINTED THESE THE OTHER NIGHT AND READ THEM.
JUST GENERALLY SPEAKING, MY INITIAL RESPONSE, THESE ARE GREAT WORK TOWARDS STRATEGIC ACTIONS.
THESE ARE ALMOST 100% STRATEGIC ACTIONS.
THIS WORK WAS GREAT WORK TO SAY WHAT'S GOING OVER THERE IN THE STRATEGIC ACTION COLUMN.
WE'RE JUST TRYING TO MAKE SURE THAT THAT LINES BACK UP TO WHAT MAY BE FIVE OR SIX PRIORITIES.
I'M GOING TO PAUSE ON ELLEN'S IF WE CAN FOR JUST A SECOND.
DOES THAT MAKE SENSE WHY SHE'S RECOMMENDING BIFURCATING THAT SO THAT YOU CAN DIG IN A LITTLE DEEPER WITH EACH OF THEM AND NOT JUST HAVE THEM TOGETHER? FAIR ENOUGH?
>> FIRST, I DO LOVE THAT SUGGESTION.
I LIKE THIS MODEL AND I JUST WANTED TO ADD, I'M MAYBE THE ONLY PERSON SITTING IN THE ROOM WHO DIDN'T HAVE A HAND IN THIS LAST YEAR BECAUSE I WAS ELECTED AFTER THAT.
BUT DURING MY CAMPAIGN, I WAS ASKED WHAT DO I THINK OF THESE PRIORITIES AND I SUPPORTED THEM.
THERE WERE MAYBE A COUPLE OF MINOR TWEAKS I SAID I MIGHT EMPHASIZE, BUT I THINK THIS IS A GREAT START IN MORPHING THEM A LITTLE BIT INTO THIS AND THEN DIGGING INTO HOW THESE BULLETS MIGHT SHIFT FOR THIS YEAR.
>> THANK YOU, DAN. I'M HEARING A SPLIT ON STAFF AND COMMUNITY.
WE HAVE ONE THAT SAID ENGAGED STAFF AND ONE THAT SAYS ENGAGE COMMUNITY.
>> IF I COULD COMMENT ON THE SUGGESTION THAT THE FIRST TWO MIGHT BOTH BE IN A STUDENT BUCKET, WHEN WE DEVELOPED, PARTICULARLY THE SECOND, WE AS A BOARD WANTED TO MAKE SURE THAT DEI WAS FRONT AND CENTER.
I THINK TO US, THE SECOND ONE WAS DIFFERENT FROM ACADEMIC ACHIEVEMENT, WHICH IS PRIMARILY WHAT IS FOCUSED ON IN THE FIRST.
IN ADDITION TO DEI, WE KNEW THAT THERE WERE MENTAL HEALTH ISSUES AND SO THE WHOLE CHILD ASPECT.
I SEE IT AS TWO VERY IMPORTANT ASPECTS OF WHAT WE PROVIDE FOR OUR STUDENTS.
>> I THINK THE PROCESS HERETOFORE WILL MEET THAT OUT.
LIKE JODIE BARRING WITH ME, WHAT ARE BULLETED UNDER FOSTER SAFE AND INCLUSIVE ENVIRONMENTS MAY NOT BE STRATEGIC OBJECTIVES.
THEY MAY BE MORE STRATEGIC ACTIONS, BUT THAT'S NOT A CASE AGAINST IT.
WE JUST MAY HAVE TO THINK ABOUT, OKAY, WHAT ARE THE OBJECTIVES? I PERSONALLY RIGHT NOW I SAY WE PLAY ALONG WITH ALL SIX OF THESE AND THEN EVERYBODY JUST KEEP THEIR MIND OPEN THAT SIX MAY NOT BE THE HARD NUMBER BY 11:30 AM TOMORROW, IF THAT MAKES SENSE.
LIKE IF WE PLUG THEM IN, WE SPLIT STAFF AND COMMUNITY.
I THINK THERE'S A CONSENSUS ON THAT. ONE MORE TIME.
ANYBODY AGAINST SPLITTING ENGAGED STAFF AND COMMUNITY, THEN WE WORK ALL SIX OF THEM THROUGH THE PROCESS BETWEEN NOW AND TOMORROW TO 11:30 AND THEN WE JUST SEE WHERE WE WIND UP BACK ON THOSE TWO BASICALLY.
>> AS WE WRITE OUR STRATEGIC ACTIONS, IF THEY DON'T FIT IN ONE OF THOSE BUCKETS, THAT GIVES US AN OPPORTUNITY TO CONSIDER ADDING A BUCKET.
>> THAT'S CORRECT. BY THE WAY, I SHOULD HAVE SAID THIS EARLIER, BY 11:30 TOMORROW AND IT IS STATED ON THE AGENDA, IT'S CLARITY ABOUT WHAT'S IN THE OBJECTIVE COLUMN BY RUNNING THROUGH THIS EXERCISE WITH THE TACTICAL TEAM HERE.
THEN HOPEFULLY REACHING CONSENSUS THAT THAT'S NEAR FINAL, LIKE THAT'S PRETTY CLOSE TO THE OBJECTIVES, ON THE AGENDA,
[01:00:04]
I JUST STATED THAT THE BOARD CHARGES THE TACTICAL TEAM TO GO WRITE THE CORRESPONDING STRATEGIC ACTIONS AND BRING THEM BACK IF THAT MAKES SENSE.TAKING THIS, ANYTHING THAT COMES OUT DURING THIS CONVERSATION AND THEN THOUGHT TIME, TALK TIME, ALL OF THAT, AND WHAT ARE THE THREE MOST IMPORTANT KEY STRATEGIC ACTIONS THAT LINE UP TO THESE OBJECTIVES? THEN IT'S BACK TO THE HARMONY.
WE'RE BACK AROUND THE TABLE HAVING THE CONVERSATION.
I'M GOING TO SAY THIS, I'M KIDDING BUT I'M NOT.
BUT I THINK EVERY TIME THAT THIS IS DUG INTO IN EARNEST, WHATEVER THAT MEANS FOR YOU WHILE MOVING FORWARD, THIS IS THE SITTING ARRANGEMENT.
I LOVE THIS. IT IS AS A TACTICAL TEAM MEMBER TO FEEL WE'RE HAVING MEANINGFUL FRANK, TWO WAY CONVERSATION ABOUT OUR STRATEGIC PROGRESS WHEN I'M STANDING AT A PODIUM 30 YARDS FROM THE STRATEGIC TEAM.
NOW I KNOW THERE'S TIMES IN REGULAR BOARD MEETINGS THAT THAT'S WHAT YOU GOT.
I KNOW THAT THIS FEELS LIKE A STRATEGIC ROUND TABLE TO MEET.
I KNOW THAT SOUNDS SIMPLE, BUT IN SOME DISTRICTS THE DISK IS 15 FEET OFF THE GROUND, BUT I'M HIGH UP THERE, BUT LET'S HAVE A COLLABORATIVE CONVERSATION ABOUT OUR TARGETS AND GOALS.
DOES THAT MAKE SENSE? EVERY ONCE IN A WHILE, ALL OF OUR LIEUTENANT COLONELS ON MY BOARD FROM RANDOLPH AIR FORCE BASE OR JOINT BASE SAN RANDOLPH, THEY SAID, "CAN'T BE AT A BOARD MEETING.
I GOT TO GO TO THE PENTAGON." BUT IT WAS A STRATEGY MEETING.
THEY JUST SAID, "WE'RE GOING TO GO TO A STRAP MEETING." THE GENERAL, THE STRATEGIC TEAM WANTED THE LIEUTENANT COLONEL, THE TACTICAL TEAM WHO COME SIT AROUND THE TABLE AND SAY, THIS IS WHAT WE'RE THINKING ABOUT DOING IN IRAQ AND THEN HEARS SOMEONE SAYING, "YOU CAN'T TAKE THAT HILL, SIR BUT THERE IS NO WATER FOR 15 MILES AND YOU'VE GOT TO DRIVE RIGHT THROUGH.
SEE THE TACTIC FROM SPACE IT LOOKED LIKE JUST GO GET THAT HILL." THEN A LIEUTENANT COLONEL IS SAYING YOU CAN'T GET THAT HILL.
THAT'S THIS CONCEPT OF AND THAT'S WHAT THEY WOULD DO WHEN THEY WOULD GO TO THE PENTAGON AND SAY, THAT IS NOT GOOD STRATEGY.
PEOPLE ARE GOING TO DIE, LOTS OF THEM, AND THEN THEY WOULD COME BACK AND THEY'RE BACK IN THE TACTICAL ROLE.
>> I JUST WANT TO FOLLOW UP WITH WHAT ELLEN SAID LAST.
I WOULD LIKE US TO CONTINUE FOSTER SAFE AND INCLUSIVE SCHOOL ENVIRONMENTS.
SORRY. IT'S NOT UP ON THERE SO I JUST WANT TO BE CLEAR THAT WE'RE STILL TALKING ABOUT THAT.
I AGREE WITH ELLEN THAT I THINK IT'S SEPARATE.
IF YOU READ THE BULLET POINTS UNDERNEATH IT CROSSES INTO STUDENT STAFF COMMUNITY TRUSTEES, EVEN IT REALLY DOES CROSS POLLINATE, SO I'M NOT READY TO NOT HAVE THAT ON THERE.
>> IT'S GONE RIGHT NOW AS YOU'RE SPEAKING.
I SENSED WHERE THE COMMENT WAS GOING, SO IT'S GOING ON THERE. FAIR ENOUGH.
SOMETIMES AS NEUTRAL OUTSIDERS WHO WERE INVITED IN, I'LL REMIND YOU, WE WANT TO PROBE A LITTLE BIT TO SEE THE RATIONALE AND I THINK YOU ALL GAVE GOOD RATIONALE TO KEEP IT ON THERE WITH AN OPEN MIND THAT AS WE GO THROUGH THE PROCESS, IF IT DOESN'T FEEL LIKE IT FITS, THEN WE CAN TWEAK IT AT THAT POINT.
JUST TO BE CLEAR, WE WILL PUT THE EXACT WORDS THAT SHE'S GOT A COPY OF IT SO SHE'S GOING TO START PUTTING THE EXACT WORDS IN.
WELL, YEAH, BUT JUST MAKE SURE THE FIRST ONE JUST START GOING AND PUTTING THOSE IN.
EVERYBODY GOOD SO FAR? ALL RIGHT.
NOW WE'RE MOVING FROM THE TOP LINE IN BOLD AND WE'RE MOVING TO THE BULLET POINTS, AND IF WE THINK ABOUT STRATEGIC OBJECTIVES, THINK ABOUT THEM AS WHAT WE'RE TRYING TO ACCOMPLISH, I THINK THIS IS THE MOST INFORMATIVE THING I COULD SAY.
I DO NOT DO MY BEST THINKING AFTER 02:00 PM UNLESS I HAVE A NAP.
I MISSED MY NAP BECAUSE I WAS DRIVING HERE TODAY.
BUT WE DON'T HAVE TO GET INTO WORD SMITING AND LIKE ALL THE COMPLICATIONS.
BUT IF WE LOOK AT, I'M JUST GOING TO START WITH THE FIRST BULLET, IMPLEMENT AND ALIGN EVIDENCE BASED INSTRUCTIONAL SYSTEMS THAT DRIVE CONTINUOUS IMPROVEMENT OUTCOMES AND ACCESS FOR ALL STUDENTS.
DOES THAT FEEL LIKE A WHAT OR DOES THAT FEEL LIKE A HOW?
[01:05:02]
IT FEELS LIKE A HOW TO ME.THEN THE SECOND ONE IS CONTINUE TO ADVANCE AND ENHANCE SPECIAL EDUCATION SERVICES.
THAT FEELS A LITTLE MORE LIKE A WHAT, BUT THERE MAY BE A HIDDEN WHAT IN THAT ONE. NOT A HOW.
IS IT FAIR IN NO PARTICULAR ORDER RIGHT NOW ON 1.1 TO JUST PUT SPED? IS THAT FAIR ENOUGH? WE'LL FLESH THAT LANGUAGE OUT LATER? I'M JUST READING WHAT'S ON YOUR SHEET.
>> HEATHER, WHAT WOULD YOU RECOMMEND FOR THAT? WE CURRENTLY HAVE A SPECIAL EDUCATION SERVICES FOR STUDENTS?
>> WELL, I THINK WE'LL CHECK IT AGAINST THE SWAT TOMORROW.
WE'LL CHECK THIS DRAFT AGAINST THE SWAT BEYOND.
THINK ABOUT THE SWAT THAT YOU ALL JUST WENT THROUGH.
I JUST WANT TO MAKE SURE I UNDERSTOOD WHAT YOU JUST ASKED LAURA.
I'M NOT RECOMMENDING CHANGING THAT LANGUAGE.
I'M JUST DOING A PLACEHOLDER FOR SPED TO SAY THAT.
CORRECT. I THINK THAT'S WHAT I WAS JUST TRYING TO CLARIFY.
I'VE HEARD THAT YOU'RE GOOD WITH THAT LANGUAGE HERE AND THAT'S JUST [INAUDIBLE].
THEN THE IMPLEMENTING ALIGN EVIDENCE BASED INSTRUCTIONAL, THAT FEELS MORE LIKE A HOW TO ME.
TURN ON YOUR MICROPHONE WHEN YOU'RE SPEAKING, PLEASE.
SO REMINDED. SORRY. I WAS ASKING IF WE IF DRIVE CONTINUOUS IMPROVEMENT OUTCOMES AND ACCESS FOR ALL STUDENTS WAS THE WHAT? IT TAKES OUT SOME OF THE HOW TO DO IT.
WELL AND WE'RE NOT GOING TO LOSE THE EVIDENCE BASED INSTRUCTIONAL SYSTEM THAT JUST MOVES OVER TO THE HOW.
IF THAT'S THE RIGHT HOW THAT'S RIGHT.
THAT'S RIGHT. BUT IF IT'S OKAY, I THINK WE GO AHEAD AND PUT IT OVER IN THE HOW BECAUSE THE CHARGE TOMORROW BY 11:30 A.M. IF WE HAVE SOME NOTES OVER THERE, THAT'S HELPFUL TO THE TACTICAL TEAM.
THAT WE'VE GOT SOME STUFF OVER IN THE HOW BECAUSE THEN THAT GIVES THEM THE OPPORTUNITY TO ENJOY THEIR WEEKEND, GET SOME SLEEP, READ AND REFLECT ALL THESE WONDERFUL HANDOUTS THAT HAVE BEEN PROVIDED THEM FOR NIGHTTIME READING.
THEN REALLY THINK ABOUT THE HOW JODIE, I'M GOING TO ASK THAT WE PUT THE IMPLEMENT AND ALIGNED EVIDENCE BASED INSTRUCTIONAL SYSTEMS OVER IN THE HOW COLUMN, THE STRATEGIC ACTION COLUMN.
HELLEN I HEAR WHAT YOU'RE SAYING. I LOVE IT.
SO WE'RE BIFURCATING THAT ONE INTO THERE'S A PIECE OF IT.
THAT'S WHAT AND THEN THERE'S A PIECE OF IT THAT'S THE HOW.
THE MOST IMPORTANT WORD IN THAT ENTIRE PART IS ALL TO ME.
OTHERWISE WE'RE MISSING IT. COMPLETELY.
YOU WANT IT ALL CAPITALIZED? SURE.
ON THE PRIORITY OR ON THE WHAT? IN EVERYTHING.
A POINT OF CLARIFICATION TOMORROW WILL WORK SMITH? WELL, YES.
NOT MAYBE TO THE EXTENT THAT MY ENGLISH TEACHER WIFE WOULD ENJOY, BUT WE WILL TRY TO HAVE A CLOSER TO NEAR FINAL DRAFT OF THE OBJECTIVES. CORRECT.
IF WE'RE GETTING TIED UP ON CAPITALIZATION, DOES THAT MEAN THAT ANYTHING THAT'S NOT CAPITALIZED ISN'T ALL THAT IMPORTANT OR? NO, I'M NOT I'M NOT SUGGESTING THAT CAPITALIZATION IS NECESSARILY IMPORTANT, JUST THE WORD.
WELL, AND TO THAT POINT, I MEAN, IF WE'RE LOOKING AT WHAT 1.3 COULD BE.
THINKING ABOUT OUR CONVERSATION EARLIER, TO YOUR POINT OF SOMETHING TO THE EFFECT OF FOCUSING ON THOSE KIDS IN THE MIDDLE AND PROVIDING OPPORTUNITIES FOR.
SOMEONE ELSE CAN HAVE TO WORDSMITH IT.
I THINK YOU KNOW WHERE I'M GOING, BUT YEAH.
DO YOU WANT TO PUT KIDS IN THE MIDDLE AS A PLACEHOLDER? SURE. PUT KIDS IN THE MIDDLE AS A PLACEHOLDER.
THAT POPPED UP IN THEIR SWAT EARLIER, CONSISTENTLY, AND I LOVE THIS.
JUST PUT KIDS IN THE MIDDLE AS A PLACEHOLDER RIGHT NOW.
WE WILL NOT PUT THAT OUT THERE ON THE ON THE DOCUMENT.
IS THAT AT THE OBJECTIVE LEVEL, JENNIFER? YEAH, DEFINITELY. BECAUSE THE THE HOW OF WHETHER THAT IS SOME OF THE THINGS THAT HEATHER TALKED ABOUT OR OTHERS TALKED ABOUT, OF DUAL CREDIT,
[01:10:02]
CTE SPECIFIC CLASSES COULD ALL FALL UNDER THAT AS OPPORTUNITIES TO PROVIDE FOR OUR STUDENTS.THEORETICALLY, IT'S 80% OF OUR STUDENT BODY.
JUST RESTATEMENT AND IT'S IN THE TEMPLATE JUST FOR THE SAKE OF ARGUMENT TONIGHT, 1.1 WE KNOW THAT THAT'S GOING TO BE THAT OBJECTIVE.
THEN WE'RE CHARGING TOMORROW THE TACTICAL TEAM TO GO BRING BACK THREE KEY STRATEGIC ACTIONS, ALIGNING TO THAT OBJECTIVE.
NO, BETWEEN TOMORROW AND WHENEVER YOUR NEXT MEETING YOU CAN BREATHE.
NO? DOES THAT MAKE SENSE? BECAUSE WHEN YOU LOOK AT 1.1 YOU CAN THINK OF 20 THINGS.
WE'RE ASKING FOR WHAT ARE THE THREE HIGHEST LEVERAGE.
I MEAN, LIKE THE BIG STUFF THAT WE NEED TO DO TO DELIVER ON THAT OBJECTIVE, IF THAT MAKES SENSE.
I'M HONESTLY A LITTLE, STOPPED BY PUTTING A NUMBER OR YOU SAY THREE, BUT I'LL GO WITH IT FOR NOW.
WHAT IF SOMEONE HAD FOUR? TWO COULD DO IT.
WE WILL ALLOW ANY DERIVATION OF IT.
WELL, THE THING IS WELL WE'RE GOING TO GO BACK TO PETER SING.
IF EVERYTHING MATTERS, THEN NOTHING MATTERS.
IF YOU DON'T MIND, JODIE, IF YOU'LL PUT THE WORD KEY BEFORE STRATEGIC ACTIONS.
KEY, AND THEN IN MY MIND, THE EASIEST WAY TO REMEMBER KEY, THE DEFINITION IS KEY, MEANS THREE.
PRESIDENT SPRADLEY, YOU'RE EXACTLY RIGHT.
IF IT'S TWO AND IT'S HIGH LEVERAGE AND WE THINK THAT GETS IT DONE OR IF IT'S FOUR, BUT LET'S HOVER AROUND KEY.
WHAT I WAS GOING TO SAY IS WE'RE THINKING ABOUT A REGULAR CADENCE OF REPORTING AND UPDATING TO THE BOARD WHEN WE COME BACK TO YOU AND SHARE THE PROGRESS.
YOU DON'T WANT US TO HAVE TO REPORT ON SEVEN OR EIGHT DIFFERENT MEASURES.
I THINK, WE WANT TO BE VERY FOCUSED ON THE THREE THINGS THAT WE ALL AGREE ON THAT WE'RE GOING TO REPORT AS BENCHMARKS.
EXACTLY EVERYTHING YOU SAID WAS WELL SAID.
I'M GOING TO EMPHASIZE THAT WE ALL AGREE ON.
IF WE DO THIS RIGHT, THIS ROUND TABLE IS THE HARMONY OF, WE'RE AGREEING THAT THOSE ARE THE THREE MOST IMPORTANT THINGS.
YOU GET THAT AND THEN YOU CAN GET FROM 2-4 BECAUSE THERE'S HARMONY WITH, THOSE ARE THE MOST IMPORTANT THINGS.
I'M GOING TO JUST LOOK AT YOUR PRIORITY ONE.
WE HAVE A 1.1, 1.2, 1.3 STRATEGIC OBJECTIVE.
MAY I ADD SOMETHING ABOUT THE KIDS IN THE MIDDLE? I WOULD RESPECTFULLY ASK THAT CONSIDERATION BE GIVEN TO AN ACADEMIC HOW WE ADDRESS ACADEMIC GROWTH WITHIN THAT GROUP, OVER THE YEARS.
WHEN I FIRST CAME ON THE BOARD, OUR SCORES WERE GREAT AT THAT POINT, AND WE THOUGHT THAT WAS ABOUT AS BEST AS WE COULD DO.
THEN OVER TIME, WE'VE DONE THINGS LIKE INSTRUCTIONAL PARTNERS AND PLCS, AND FOCUSING ON THE EXCEEDS MEASURES AND TRAINED ALL THE STAFF IN AP AND GT AND ALL OF THOSE THINGS, THAT FROM MY PERSPECTIVE AND WHAT THE STAFF HAS TOLD US HAVE MADE A DIFFERENCE IN NOT JUST OUR STUDENTS AT THE ENDS OF THE SPECTRUM BUT LIFTING ALL THOSE BOATS IN THE MIDDLE.
ELLEN, THAT'S HELPFUL. IF I THINK WE LEAVE KIDS IN THE MIDDLE AT THE OBJECTIVE LISTENING AND THEN WE GO OVER TO THE RIGHT.
BECAUSE WHAT I HEARD IN THE SWAT A WHILE AGO IS IT'S ACADEMIC AND ITS.
OPPORTUNITY. I AGREE WITH YOU, ELLEN, BUT IN MY MIND, OPPORTUNITY IS A HUGE PART OF WHAT WE WERE TRYING TO GET AT AND ENSURING THAT ALL SORRY, ALL KIDS CAN BE SUCCESSFUL IN A WAY THAT'S MEANINGFUL TO AND THEIR INDIVIDUAL ABILITIES AND INTERESTS.
THAT IS NOT GOING TO BE STRAIGHT A'S FOR EVERY KID, THAT IS NOT GOING TO BE FOURS ON AP'S FOR EVERY KID.
I DO WANT TO MAKE SURE WE'RE CAPTURING THAT.
I DON'T DISAGREE AT ALL, AND I THINK OPPORTUNITIES IS ONE OF OUR HALLMARKS.
BUT I DO THINK THAT ONE OF THE THINGS THAT SO MANY KIDS GET OUT OF AN AN'S EDUCATION IS THAT THEY PERFORM ABOVE THEIR ACADEMIC LEVEL BECAUSE OF THE WAY OUR SYSTEM IS STRUCTURED.
[01:15:04]
BUT I ALSO STRUGGLE WITH THAT, HONESTLY, BECAUSE IT GOES TO SOME OF THE CHALLENGES AND THE THREATS THAT WE TALKED ABOUT WHEN IT COMES TO PUTTING TOO MUCH PRESSURE ON THESE KIDS AND WHAT WE'RE SEEING BECAUSE OF THAT.I UNDERSTAND WHAT YOU'RE SAYING, BUT I WANT TO BE REALLY CAREFUL ABOUT THAT.
I THINK, TO JEN'S POINT, JUST MAKING SURE THAT IT'S A MEANINGFUL ACADEMIC OPPORTUNITY TO THAT STUDENT.
THEY MAY NOT CARE ABOUT AN AP GRADE, THEY MIGHT WANT TO BE A PHLEBOTOMIST, WHICH WE DO HAVE PHLEBOTOMY.
SOMETHING LIKE THAT, THAT WE'RE PROVIDING THEM THE BEST OPPORTUNITY FOR THEM TO GO.
I'M JUST SAYING I AGREE IT HAS TO BE BOTH.
>> I HATE TO DO THIS, BUT I'M GOING TO THROW A WRENCH IN THIS WHOLE DISCUSSION, AND THAT IS CALLING OUT KIDS IN THE MIDDLE BECAUSE I DON'T KNOW WHAT THAT MEANS.
I UNDERSTAND WE'VE GOT THIS TOP GROUP OF KIDS THAT ARE CHASING ALL THE AP CLASSES AND THEY'RE CHASING THAT GPA SO THEY CAN GET INTO UT AND EVERYTHING BUT WHO'S AT THE BOTTOM END AND DO WE NOT CARE ABOUT THEM? DO WE NOT WANT TO PROVIDE OPPORTUNITIES FOR THAT GROUP OF KIDS? I KNOW BECAUSE I'VE HAD THIS MINDSET BEFORE IS LIKE BECAUSE WE'RE LIKE WE DO REALLY HIGH ACHIEVING KIDS REALLY WELL AND WE DO SPECIAL ED WELL BUT THERE'S THIS WHOLE AREA THAT MAYBE WE CAN IMPROVE UPON, BUT IT'S NOT KIDS IN THE MIDDLE.
>> IT'S JUST OPPORTUNITIES FOR ALL.
>> I MIGHT BE AN OUTLIER ON THIS AND I'M COMPLETELY FINE ON THAT BUT I THINK WHAT I'M STRUGGLING WITH IS IDENTIFYING WHEN WE'RE TALKING ABOUT KIDS IN THE MIDDLE, THAT MEANS WE HAVE TO IDENTIFY WHO THE TOP TIER KIDS ARE AND WHO'S AT THE BOTTOM.
TELL ME WHO'S SITTING AT THE BOTTOM, IF WE'RE FOCUSED ON THE MIDDLE.
>> WHEN YOU SAY BOTTOM, IT'S A DEROGATORY FEELING, RIGHT? I UNDERSTAND WHAT MY CONCERN IS THERE.
I GUESS I'M THINKING MORE IN A HORIZONTAL PLANE YOU KNOW WHAT I MEAN? WE HAVE KIDS WHO ARE, LIKE YOU DESCRIBED, WHO ARE REALLY CHASING AFTER THE ACADEMICS BUT WE HAVE OTHER KIDS WHO ARE GETTING A LOT OF SUPPORT FOR SPED, AND WE ARE KNOWN FOR DOING THAT REALLY WELL AND WE HAVE THAT STILL LISTED AS AN OBJECTIVE BECAUSE WE STILL VERY MUCH CARE ABOUT IT, BUT WE HAVE A LOT OF KIDS AND I GUESS THAT'S WHERE THE, IN THE MIDDLE TERM COMES FROM WHO DON'T FALL IN THOSE TWO CATEGORIES.
FOR ME THAT'S JUST THE WORDING THAT KIND OF MADE SENSE BUT, YOU KNOW, IF WE NEED TO CERTAINLY, I THINK JEN SAID WE DON'T WANT TO PUT THAT WORDING OUT THERE BUT THAT'S WHO WE'RE TALKING ABOUT.
>> TO ME, IT'S A MINDSET. SORRY.
>> NO, YOU'RE BRINGING UP A GOOD POINT FOR ME.
IN 1.2 WE SAID ALL AND IT'S CAPITALIZED AND THEN WE TURN RIGHT AROUND AT 1.3 AND SEGMENT IT.
THEN ALL DOES IT MEAN ALL IN 1.2 IF WE'RE SEGMENTING IT IN 1.3?
>> CORRECT BECAUSE IT'S EITHER ALL STUDENTS.
>> WELL, BUT I HEARD A LITTLE SEPARATE RATIONALE FOR WE WANT TO MAKE SURE THAT THAT'S STATED CLEARLY.
>> HONESTLY, I WAS THINKING MAYBE WE JUST TAKE THE WORD ALL OUT OF NUMBER 2 IF WE'RE GOING TO ADD NUMBER 3 BECAUSE IT IS A LITTLE REDUNDANT.
WHY DO YOU NEED TO EMPHASIZE IT IN TWO IF YOU'RE POINTING IT OUT IN THREE? BUT IF PEOPLE THINK THAT WE SHOULD JUST HAVE NUMBER 2 WITH ALL, THEN MAYBE IT'S GOOD THAT IT'S BEING DISCUSSED ABOUT WHO WE'RE TALKING ABOUT WHEN WE MEAN ALL, BUT THAT COULD COME OUT IN THE ACTIONS.
>> WE COULD HAVE A 1.2 AND 1.3 LOOKING AT DIFFERENT OPPORTUNITIES, LOOKING AT THAT ACADEMIC, BECAUSE I LOOK AT CONTINUOUS IMPROVEMENT OUTCOMES ACCESS MORE I THINK IN THE ACADEMIC LENS AND THEN I THINK 1.3 COULD REALLY BE MORE ABOUT CAREER, COLLEGE, MILITARY READINESS, THOSE TYPES OF INDICATORS, LOOKING AT THOSE OPPORTUNITIES.
OPPORTUNITIES CAN BE ACADEMIC OR NON-ACADEMIC BUT I THINK WHAT I HEAR YOU GUYS TALKING ABOUT IS BECAUSE WE WANT ACADEMIC SUCCESS FOR ALL STUDENTS REGARDLESS OF THEIR LEVEL AND WE WANT CAREER AND COLLEGE OPPORTUNITIES FOR ALL STUDENTS REGARDLESS OF THEIR LEVEL AND SO I THINK INSTEAD OF TALKING ABOUT THE GROUP OF STUDENT, I THINK YOU SHOULD BE TALKING ABOUT THE OPPORTUNITIES, EITHER ACADEMIC OR MAYBE CAREER COLLEGE AND MILITARY READINESS THAT'S THE TERM USE IN TEXAS WE CAN CHANGE THAT A LITTLE BIT, BUT THAT'S WHAT I'M HEARING YOU GUYS SAYING.
IT'S NOT WHERE A KID FALLS ON THE SPECTRUM.
IT'S MAKING SURE THEY ALL HAVE BOTH ACADEMIC AND CAREER AND COLLEGE OPPORTUNITIES.
[01:20:04]
>> THANK YOU, MOLLY YOU GOT ME WHERE I NEEDED TO BE, SO THANK YOU.
>> I WAS THINKING KIND OF ALONG THOSE LINES, BUT NOT WITH YOUR EXPERTISE, BUT IN THE CAREER AND COLLEGE OPPORTUNITIES, IS THAT ALSO THE EXPERIENCE OF EXTRACURRICULARS? ONE AND TWO ARE FOCUSED ON ACADEMICS AND SO TO ME THE EXPERIENCE IS IN THE NON-ACADEMICS ALSO.
>> I THINK THE NON-ACADEMICS IS WHAT GETS YOU A LOT OF TIMES INTO CAREER IN COLLEGE.
IF WE'RE PROMOTING ALL OF THOSE INTERESTS IN YOUR VERY INTO ART WHICH MAY NOT BE WHAT PEOPLE TRADITIONALLY THINK IS ACADEMIC AND WE'RE REALLY FOSTERING ALL THOSE OPPORTUNITIES IF YOU'RE LOOKING AT SOME INTERNSHIP BECAUSE YOU'RE INTERESTED IN DOING SOMETHING THAT CAN LEAD TO A JOB, THAT CAN LEAD TO YOU BEING ABLE TO GO TO A REALLY SPECIFIC COLLEGE OF DESIGN, OR ART, OR FASHION, OR THINGS LIKE THAT.
I THINK THAT DOES ENCOMPASS THOSE EXTRACURRICULAR OPPORTUNITIES FOR STUDENTS BECAUSE YOU'RE POURING INTO THEIR PASSION, WHICH THEN CAN LEAD THEM IN THAT DIRECTION.
>> THEN MOLLY, THE WAY YOU WERE THINKING BECAUSE I WASN'T THINKING OF CAREER AND CTE, AND COLLEGE AS THREE, BUT I WAS THINKING OF THIS MORE EXPERIENCE AND NOT ITS OWN BUCKET BUT WHEN YOU'RE LOOKING AT TACTICAL THINGS, ARE THOSE SEGMENTED IN YOUR MIND IN YOUR DEPARTMENT CAREER AND MENTORING AND INTERNSHIPS, ETC, AND PASSIONS IN THE ARTS? ARE THOSE SEPARATE? ARE THEY ALL THE SAME?
>> SOMETIMES THEY'RE SEPARATE SOMETIMES THEY'RE MORE COMBINED.
I COULD FLESH OUT THE TACTICAL I THINK HITTING WHAT YOU GUYS ARE TALKING ABOUT IN THREE DIFFERENT BUCKETS BUT STILL TIED BACK TO THAT STRATEGIC OBJECTIVE.
>> MOLLY ON 1.3 IN LIGHT OF WHAT YOU JUST SAID, OFTENTIMES WHAT'S REQUESTED BACK TO MY THREE BUT IF YOU PUT CMR ON HERE, THAT'S REALLY THREE THINGS AND THAT'S OKAY.
IT'S GOOD. THEN WE GET INTO STRATEGIC ACTIONS.
IT'S THREE KEY STRATEGIC ACTIONS FOR COLLEGE, THREE FOR CAREER, THREE FOR MILITARY.
NOW PEOPLE STRUGGLE WITH THREE FOR MILITARY SOMETIMES.
WE HAD A LOT GOING ON, BUT DOES THAT MAKE SENSE? YOU'RE NOT LIMITED TO THREE KEY STRATEGIC ACTIONS FOR THIS BIG BUCKET OF CMR. I THINK THAT'S WHAT I JUST HEARD YOU SAY.
>> I DON'T KNOW WHAT MY ROLE IS AND I DON'T THINK I'M SUPPOSED TO WORDSMITH.
I DON'T KNOW THAT CCMR IS WHAT I WANT THAT TO SAY.
>> WELL, WE NEED TO TALK ABOUT THAT.
>> I THINK AND I WOULD NEED A MINUTE.
I THINK THAT THERE'S SOMETHING DIFFERENT THAT INCORPORATES THE IDEA AROUND CCMR.
>> IT WAS BETTER THAN KIDS IN THE MIDDLE.
>> I AGREE WITH YOU. I THINK I SAID IT BEFORE I'M NOT THE WORDSMITH OF THE GROUP.
I THINK IT'S SOMETHING ABOUT MORE HIGH LEVEL THAT FOCUSES ON PREPARING KIDS FOR THEIR NEXT STEP, WHATEVER THAT IS FOR THEM.
EXACTLY. IT COULD BE COLLEGE, CAREER MILITARY THOSE THINGS BUT I DON'T LIKE CCMR IN THERE. I AGREE.
>> MOLLY IS THERE ANY TERM THAT YOU CAN THINK OF THAT I JUST HEARD SUCCESS IN LIFE OR IS THERE SOMETHING LIKE THAT? AGAIN, WE'RE NOT WORDSMITHING IT TONIGHT.
IT'S JUST IS THERE A BETTER PLACEHOLDER IS ALL I'M ASKING OR DO YOU WANT TIME TO THINK ABOUT IT?
>> I'D LIKE TIME AND ALSO I KNOW THIS PART IS THE BOARD.
I THINK THE WORD OPPORTUNITY SOMEWHERE, I LIKE THE WORD OPPORTUNITY IN THERE BUT I DON'T KNOW WHERE YET.
I DON'T KNOW HOW SPECIFIC WE HAVE TO BE TONIGHT, BUT IF YOU PUT CCMR AND OPPORTUNITY UP THERE, I THINK WE CAN COME UP WITH SOMETHING.
>> I ALSO THINK THERE'S A WORLD WHERE WE
[01:25:03]
COULD PULL OUT SOME OF WHAT'S WRITTEN IN 1.2 NOT ALL OF IT, BUT THE OPPORTUNITIES PARTICULARLY IS WHAT I'M THINKING AND BUILD THAT INTO 1.3 WHERE 1.2 BECOMES A LITTLE BIT MORE FOCUSED ON ACADEMICS AND ACADEMIC OUTCOMES AND 1.3 AS A LITTLE BIT MORE GLOBAL IN THE SENSE OF OPPORTUNITY FOR STUDENTS.>> I'LL ADD A CAVEAT TO THAT, THAT WE'RE GOING TO HAVE TO TALK ABOUT NOW BUT DOES THAT EXTRACURRICULAR OPPORTUNITIES LINE UP BEST WITH FOCUS ON SUCCESS OF ALL STUDENTS OR SAFE AND INCLUSIVE SCHOOL ENVIRONMENT? I COULD MAKE A CASE THAT THEIR PARTICIPATION IN EXTRACURRICULAR IS FOR THE INCLUSIVE [OVERLAPPING]
>> IF YOU LOOK AT WHAT WE CURRENTLY HAVE WRITTEN AS THE FIRST BULLET UNDER FOSTER SAFE AND INCLUSIVE SCHOOL ENVIRONMENTS IT CAPTURES MUCH OF WHAT YOU'RE DESCRIBING.
>> I DON'T THINK YOU'RE WRONG EITHER WAY, BUT IT'S A DIFFERENCE WITH A DISTINCTION WHERE YOU PUT IT.
IF SOMEONE SAYS, I DON'T KNOW WHY WE DO THIS.
WE SPEND SO MUCH ON EXTRACURRICULAR TO ME, IF IT'S LINED UP WITH FOSTER, SAFE, AND INCLUSIVE YEAH, THAT MAKES SENSE. KIDS BELONG.
IT'S A SENSE OF BELONGING, RIGHT? I INTERRUPTED SOMEBODY.
I APOLOGIZE. WAS IT OVER HERE? MOLLY, ARE YOU GOOD WITH THAT? TONIGHT FOR JUST THINKING.1.2 WHAT I'VE JUST HEARD FROM JENNIFER THAT I THINK IS REALLY IMPORTANT, YOU SAID YOU THINK THAT ONE'S MORE OF THE ACADEMIC OBJECTIVE, SO WE PROBABLY NEED TO CAPTURE THE WORD ACADEMIC SOMEWHERE JODIE, I THINK IN 1.2.
YOU PUT IT THERE ALREADY? THANK YOU.
>> BY THE WAY, I'M JUST TYPING [INAUDIBLE]
>> THE TACTICAL PART OF 1.3 YOU'VE GOT THE EXTRACURRICULAR AND CTE AND I JUST WANTED TO MENTION THAT IT WOULD BE AP, DUAL ENROLLMENT, ALL OF THAT.
WELL, IF WE HAVE CTE, I WOULD SAY WE NEED TO HAVE ENROLLMENT.
>> THEY MAY NOT BE ON THE RIGHT PLACE.
WE'VE GOT TO DECIDE, BUT LET'S JUST GRAB THOSE AS SOME EXAMPLES RIGHT NOW.
>> SURE. I'M NOT SAYING WHERE TO PUT THEM, I'M JUST SAYING MAKE SURE WE HAVE THEM.
>> WE'RE JUST TYPING SO THAT I CAN REMEMBER.
ON 1.3 YOU HAVE ACCESS TO OPPORTUNITIES, CAN YOU JUST PUT FOR ME PATHWAYS AND EXPLORATION BECAUSE THOSE ARE SOME OF THE WORDS THAT ARE STARTING TO COME.
I STILL DON'T HAVE IT YET, BUT THOSE ARE SOME OF THE WORDS THAT ARE COMING TO MY END.
1.2, WE'RE TALKING ABOUT THE STUDENT EXPERIENCE IN ACADEMIC, AND 1.3 IS THE STUDENT EXPERIENCE TO GET THEM PAST THEIR TIME HERE IT ENDS.
IS THAT THE WAY WE'RE LOOKING AT IT? BECAUSE I WAS LOOKING AT IT DIFFERENTLY.
>> I SEE THEM AS THEY HAPPEN AT THE SAME TIME IN A LOT OF WAYS, SO I DON'T KNOW THAT THEY'RE TWO SEPARATE.
>> I WAS THINKING AS WE WERE TALKING, AND EVERYONE WAS TALKING OF 1.2 BEING AN ACADEMIC WORLD AND 1.3 BEING THE PASSION WORLD AND FINDING YOUR OTHER, YOU'RE NON ACADEMIC.
THAT'S A GOOD ONE. YEAH, THAT'S RIGHT.
>> I THINK THAT CLARITY HELPS YOU TO KIND OF GET THEM SPLIT INTO THOSE TWO SEPARATE BUCKETS?
>> IT DOES, I THINK IT HELPS US ON THE TACTICAL AND WE'VE TALKED ABOUT THIS BEFORE WHERE THINGS KIND OF OVERLAP.
YOU LOOK AT SOMETHING LIKE THE INCUBATOR PROGRAM AND PEOPLE THAT ARE INTERESTED IN ENTREPRENEURSHIP.
WELL, IS THAT ACADEMIC OR DOES THAT GO DOWN THERE IN OPPORTUNITIES? AT THE END OF THE DAY, IT MAY NOT MATTER BECAUSE IT SPLITS BOTH THOSE WORLDS.
BUT TACTICALLY, I SEE UP HERE ON 1.2 AND I KNOW WE'RE NOT THERE YET, BUT I'M THINKING OF THINGS LIKE TACTICALLY, HOW DO I DO THAT? I DO THAT THROUGH THE PLC PROCESS.
I DO THAT THROUGH CURRICULUM ALIGNMENT.
I THINK YOU'RE GOING TO SEE SORT OF MORE OF THE TRADITIONAL CIA ISH WORDING ON 1.2, YOU'RE GOING TO SEE MORE OF THE MAYBE INNOVATION CTE, DUAL CREDIT,
[01:30:06]
THAT KIND OF LANGUAGE ON 1.3 EVEN THOUGH THEY BOTH SUPPORT EACH OTHER AND YOU CAN'T SEPARATE IT OUT, IF THAT MAKES SENSE TO ME.BUT I THINK TACTICALLY IN MY BRAIN, I CAN GET TO WHERE YOU GUYS NEED TO KIND OF SEE BOTH OF THOSE.
BUT I WOULDN'T SAY, ONE'S ACADEMIC AND ONE'S NOT ACADEMIC, BUT THE BUCKETS ARE A LITTLE BIT DIFFERENT. THAT MAKES SENSE?
>> THIS MAY NOT BE A GOOD IDEA AT ALL, BUT IS NUMBER 1.2 MORE ABOUT CORE ACADEMIC? WITH THOSE OTHER THINGS BEING, YES, THEY'RE ACADEMIC, BUT THEY'RE NOT ONE OF THE FOUR PLUS FOREIGN LANGUAGE?
>> IT COULD BE. I CAN SEE THAT ALTHOUGH MY ELEMENTARY ART TEACHERS PLC SO THAT THEY HAVE OUTCOMES AND SEE CONTINUOUS IMPROVEMENT.
BUT YES, I THINK WHEN YOU'RE LOOKING AT IT, THE TACTICAL OBJECTIVES ARE GOING TO LEAN MORE TOWARD PROBABLY.
I DO KIND OF SEE THAT WHERE YOU'RE COMING FROM.
BUT I DON'T THINK YOU HAVE TO DELINEATE THAT OUT.
>> FOR A PLACEHOLDER FOR THE PURPOSES OF TONIGHT.
MOLLY, AS YOU WERE SPEAKING, JUST A REMINDER, 111213, ALL GO BACK TO FOCUS ON SUCCESS OF ALL STUDENTS, THAT OVERARCHING PRIORITY.
WE MIGHT SPLIT THEM OUT INTO DIFFERENT BUCKETS FOR THE PURPOSE OF CONVERSATION AND MEASURE.
BUT YEAH, THESE THINGS ARE SYMBIOTIC, ALL OF THESE ARE GOING TO BE SYMBIOTIC.
I WOULD HOPE 1.2 AND 1.1 ARE VERY LINED UP, AND I WOULD HOPE 1.11.3. [OVERLAPPING]
>> CAN I BRING SOMETHING UP THAT MIGHT TOTALLY DERAIL THINGS?
>> AS LONG AS I HAVE THE MICROPHONE.
Y'ALL, YOU KNOW MY BACKGROUND, YOU KNOW MY PASSION, YOU KNOW HOW I FEEL ABOUT SPECIAL EDUCATION, IS ADVANCED AND ENHANCED SPECIAL EDUCATION SERVICES, IS THAT TACTICAL? THERE'S SOMETHING THAT'S STRATEGIC THAT'S BIGGER WHEN YOU'RE TALKING ABOUT THE FOCUS OF ALL STUDENTS.
MAYBE THAT NEEDS TO MOVE OVER TO TACTICAL AND THERE'S SOMETHING ELSE THAT YOU'RE WANTING IF YOU ONLY HAVE THREE THINGS AND YOU'RE TALKING ABOUT THE FOCUS ON SUCCESS OF ALL STUDENTS, IS THAT THE 1.1 THAT YOU TRULY WANT? KNOWING HOW I FEEL ABOUT SPECIAL EDUCATION, I'M HAPPY FOR IT TO BE 1.2 AND 1.3.
>> YOU'RE NOT MINIMIZING IT BY WHAT YOU'RE SAYING, IN MY OPINION, BUT IS THERE A BROADER CATEGORY.
IS WHAT YOU'RE SAYING IN SPEED IS ONE OF THE STEPS THAT WE TAKE TOWARDS WHATEVER THIS BROADER LANGUAGE IS?
>> AM I HEARING YOU SAY THAT THE SPED STUDENTS, THEY FALL UNDER THAT ALL STUDENT CATEGORY.
IS THAT WHAT YOU'RE SAYING, SO IN YOUR MIND, WE WOULD REMOVE 1.1 AND WE WOULD JUST HAVE THE TWO?
>> I'M NOT. I'M ASKING THE QUESTION, IS THERE SOMETHING THAT YOU WANT THAT'S BROADER THAT MAY BE UNDER TACTICAL IS DIFFERENT TYPES OF POPULATION? [OVERLAPPING]
>> LEVEL OF SUPPORT? YOU'RE THINKING ABOUT SUPPORT.
I'M JUST GOING TO THROW OUT A BIG BROAD WORD.
IT MIGHT BE MTSS, IT MIGHT BE SPED, BUT THERE'S THIS BIGGER WORD OF SUPPORT. OKAY, THANK YOU.
I DON'T THINK YOU'VE COMPLETELY DERAILED IT.
MY GUT WANTS TO KEEP A SPECIFIC STRATEGIC OBJECTIVE THAT IS FOCUSED JUST FOR SPECIAL AID.
>> WELL, THERE'S MULTIPLE REASONS, BUT I THINK WE NEED TO ALWAYS KEEP IT AT THE FOREFRONT.
I THINK IT IS AN EASY GROUP OF STUDENTS TO PUSH ASIDE, AND JUST SEEING SOME OF THE THINGS THAT ARE GOING ON WITH THE FUNDING AND THE LEGISLATURE, I WOULD LIKE TO SEE IT UP THERE A LITTLE BIT.
[01:35:11]
BUT MOLLY HAS A POINT, EVERY SINGLE ONE OF THESE OTHER WOODS FOCUSES ON ALL STUDENTS.
YOU MADE A BIG POINT EARLIER ABOUT NOT CALLING OUT A CERTAIN GROUP AND HERE WE ARE CALLING OUT A SPECIAL GROUP AS AN OBJECTIVE.
MAYBE IT MAKES MORE SENSE TO HAVE SOMETHING YEAR ON 1.1 THAT ALSO FOCUSES ON SOMETHING AROUND SUPPORT AND SERVICES FOR ALL STUDENTS, AND I KNOW TACTICS ARE YOURS, MAYBE SPECIAL AD FALLS UNDER THAT.
MAYBE OUR SERVICES FOR KIDS AROUND MENTAL HEALTH FALLS UNDER THAT.
MAYBE IT'S A BIGGER OBJECTIVE, SUPPORT SERVICES.
>> IT'S NOT MY HEALTH. I'M GOING.
>> YEAH. NO. I WAS GOING TO JUST RESPOND TO MOLLY.
LAURA, I HEAR WHAT YOU'RE SAYING.
MY HEART SAYS LET'S ELEVATE SOMETHING.
IF WE'RE LOOKING AT THIS AS PRIORITIES VERSUS TACTICS YOU'RE RIGHT, IN MY MIND, IT'S A TACTIC GREG, TO YOUR POINT.
IT'S NOT DIMINISHING ANYTHING.
IT'S NOT DIMINISHING OUR SUPPORT OR SPECIAL ED, OR ANY OF OUR SERVICES, OR ANY GROUP OF STUDENTS TO CALL IT THAT.
>> EARLIER WHEN I SAID, I'M HEARKENING BACK TO I THINK WE SHOULD HAVE THE KEY STRATEGIC ACTIONS OUTWARDLY FACING EVERYWHERE, THE OBJECTIVES APPEAR.
THAT TO ME IS ALMOST THE WAY TO GET THERE BECAUSE WE CAN PUT 1.1 0.1 AS SPED.
WHEN WE SAY THIS, LEVELS OF SUPPORT, SOMEONE SAID IT BETTER A SECOND AGO, WHATEVER, WE MIGHT READ NAME 1.1 IF I'M A COMMUNITY MEMBER AND I'M WONDERING WHAT THAT MEANS, I LOOK AT THE STRATEGIC ACTION AND IT SAYS SPECIAL EDUCATION RIGHT THERE.
OH, THAT'S THE ACTION THEY'RE TAKING TOWARDS THIS OBJECTIVE FOR LEVELS OF SUPPORT FOR ALL STUDENTS.
>> HELLEN, ARE YOU GOING TO GO NEXT AFTER? HEATHER AND THEN HELLEN.
>> MOLLY, I TOTALLY UNDERSTAND YOUR POINT, BUT IT DOES GIVE ME A LITTLE HEARTBURN TO NOT NAME THE THINGS THAT ARE BIG PRIORITIES TO US.
I THINK ONLY BECAUSE, LIKE WE HAVE COME SO FAR AND, WE PUT YOU IN YOUR ROLE BECAUSE WE WANTED MORE, WE WANTED BETTER ALIGNMENT, AND YOU'VE DONE A FANTASTIC JOB, THE WHOLE TEAM HAS TO REALLY DO BETTER, BUT WE'RE NOT DONE.
I THINK WE STILL HAVE SO MUCH TO DO IN SPECIAL EDUCATION IN TEXAS IS STILL EVOLVING.
WE'RE ADDING NEW STUDENTS AND REALLY, I DON'T THINK THAT WE CAN AFFORD TO SLIP WITH IDENTIFICATION AND SERVICES, AND IT'S REALLY EASY TO SLIP ON THAT STUFF, ESPECIALLY IN THE CLIMATE OF STAFFING AND FINANCE.
>> WELL, I'M SORRY, GO AHEAD HELLEN.
>> I LOVE THE NOTION THAT ALL MEANS ALL.
I ALSO LOVE THE NOTION THAT ALL STUDENTS SHOULD BE SUCCESSFUL ACADEMICALLY, BUT ALSO IN THIS PASSION AND OPPORTUNITY AREA.
I MEAN, I THINK THAT'S WHERE WE'VE HAD SO MUCH GROWTH IN THE LAST YEAR, SPECIFICALLY IN SPECIAL EDUCATION, WHICH HAS JUST BEEN AWESOME.
I EVEN QUESTION WHETHER OR NOT WE NEED A THIRD ONE, AND IF WE DO, MAYBE THE APPLY EVIDENCE BASED APPROACHES TO SUPPORT THE MENTAL HEALTH NEEDS OF STUDENTS AND STAFF.
SO YOU'VE GOT THE MENTAL HEALTH, YOU'VE GOT THE ACADEMIC SUCCESS AND THEN YOU'VE GOT THE PASSION THING.
>> JEFF AND THEN DIANE, AND THEN HEATHER.
>> JUST IN THE CONVERSATION AROUND ALL STUDENTS.
I'D LIKE TO ASK IF 1.2 IS REDUNDANT OF THE BROADER PRIORITY.
IF 1.2 SHOULD BE A LITTLE MORE SPECIFIC IN AND OF ITSELF, BECAUSE IT JUST FEELS LIKE IT'S REPEATING THE PRIORITY.
[01:40:03]
>> OR THE PRIORITY SHOULD BE SIMPLER OR BROADER.
>> I MEAN, WE DO HAVE ACADEMIC IN THERE, BUT I UNDERSTAND WHAT YOU'RE SAYING.
YOU WOULDN'T ARGUE WITH JEFF ON WORDING? NO. VERY GOOD POINT.
I UNDERSTAND THE HEARTBURN I THINK IS THE TERM YOU USED, HEATHER, AND YOUR CONCERNS, LAURA.
I DO FEEL THAT IF WE ARE PUTTING METRICS AND WE ARE PUTTING MEASUREMENTS IN THESE OTHER COLUMNS, WE'RE NOT GOING TO FORGET ABOUT SPED.
IF WE'RE TRYING TO BE BROADER OVER HERE IN COLUMN TWO AND WE MOVE IT OVER TO A COLUMN, IT DOESN'T MEAN THAT WE CARE ABOUT IT LESS OR THAT WE'RE GOING TO SLIP AS LONG AS WE HAVE THE RIGHT METRICS IN PLACE AND WE'RE HOLDING PEOPLE TO THEM.
>> YEAH. THIS WOULD BE A RARE CASE WHERE I'M NOT SAYING WE NEED TO DO ANYTHING HERE, WE'VE GOT TO REACH CONSENSUS, AND I'M NOT THE ONE TO DO THAT.
BUT WHERE THE BOARD, THE STRATEGIC TEAM IS PERHAPS SAYING WE'LL MAKE A DECISION.
BUT TACTICAL TEAM, IT NEEDS TO BE ONE OF YOUR KEY STRATEGIC ACTIONS. YOU SEE WHAT I'M SAYING? FAIR ENOUGH, MOLLY IF IT'S NOT HERE, THEN IT NEEDS TO BE HERE AND THAT'S OKAY.
IF I COULD GIVE ONE OTHER EXAMPLE.
I'M SEEING STATEWIDE, IT'S NOT THE SAME AS THIS, BUT IT'S SIMILAR EXTRA CURRICULARS APPEARING OVER HERE AS A KEY STRATEGIC ACTION SUPPORTING SOMETHING ELSE.
THEN WE'LL COME TO DISTRICTS OCCASIONALLY AND THEY'LL SAY, NO, THAT'S OBJECTIVE.
THEN WE'LL KIND OF LOGICALLY SAY, OH, WAIT A MINUTE, IT REALLY SHOULD BE A TOOL, AND THE BOARD SAYS, NO EXTRA CURRICULAR IS AN OBJECTIVE.
THAT'S YOUR 1.4 IS EXTRACURRICULAR AND I'M NOT SAYING YOU NEED TO DO THAT, BUT IT'S SIMILAR TO THIS CONVERSATION. IT'S HARD.
YOU CAN MAKE A CASE FOR IT, YOU CAN MAKE A CASE AGAINST IT.
IT DOESN'T MATTER DOWN TO YOUR POINT.
IT'S JUST AS LONG AS WE GET IT WHERE WE FEEL LIKE IT NEEDS TO GO AND WE JUST GO TO WORK ON IT AND SHOW THE MEASURES AND ALL THAT. SORRY, HEATHER.
>> WE'LL SEE IF THIS THOUGHT IS FULLY BAKED.
BECAUSE IT WAS COMING ALONG AND THEN I HAD STOPPED THINKING.
BUT IF WE HAVE THE MENTAL HEALTH IN ONE BUCKET AND WE HAVE SPED IN ANOTHER BUCKET, THAT WAS PART OF THE PROBLEM WE HAD BEFORE AND I THINK WHY WE PUT MOLLY IN THE PLACE THAT SHE IS SO THAT, IT'S MORE ALL ENCOMPASSING OF MENTAL HEALTH IS NOT AN ASILO, SPECIAL EDUCATION IS NOT AN ASILO, YOU KNOW, DYSLEXIA IS NOT AN ASILO.
EVERYTHING. IT'S ALL TOGETHER.
WE'RE LOOKING AT ALL OF THE CURRICULUM AND ALL OF THE THINGS TOGETHER.
I DON'T WANT TO LOSE THAT BECAUSE IT IS VERY SPECIAL AND I THINK IT IS ONE OF THE THINGS THAT MAKES US GREAT.
I DON'T KNOW HOW TO PUT THAT IN, BUT I DON'T WANT IT TO JUST BE MENTAL HEALTH AND JUST BE SPED LIKE IT'S THE WHOLE CHILD.
>> TWO QUICK THINGS AND I DON'T HAVE THE ANSWER, BUT I'LL SAY TWO QUICK THINGS.
ONE IS, I AGREE THAT 1.2 SAYS ALL.
TO START WITH SOMETHING AND THEN SAY ALL DOESN'T FEEL RIGHT TO ME.
I ALSO FEEL LIKE OUR 1.1, WHATEVER IT ENDS UP BEING IN OUR 1.2 AND 1.3 ALL LEND THEMSELVES TO HAVE SOMETHING ABOUT SPED IN THE NEXT COLUMN OVER.
IF WE CREATE THIS ONE HIGH LEVEL SPED GOAL, IT ALMOST THEN IT BECOMES FUNNY TO PUT IT TWO WAYS.
IT PROBABLY BELONGS TWO WAYS, BUT I WOULD FEEL MORE COMFORTABLE.
ANOTHER THING THAT STRIKES ME, MY THIRD THING OF TWO, IS THAT I WANT TO BE SURE THAT WE'RE WRITING A FOUR YEAR GOAL.
I'M NOT SAYING THAT ADVANCED SPECIAL EDUCATION IS NOT A FOUR YEAR GOAL.
BUT I AGREE WITH MOLLY THAT THERE'S PROBABLY SOMETHING THAT WE NEED TO PULL OUT OF THAT AND GO UP A LEVEL.
WHAT ARE WE REALLY TRYING TO DO HERE? THAT'S KIND OF ALL OVER THE PLACE THOUGHTS, BUT IT FEELS ALL RELATED HERE.
>> BUT JUST STUDENT SUCCESS AS THE TOP LINE.
>> WELL, THE PRIORITY IS THE FOCUS ON SUCCESS.
I KEEP HEARING THIS, I THINK MOLLY'S CIRCLE BACKGROUND TO LEVELS OF SUPPORT.
>> THAT'S WHAT I WAS THINKING.
BECAUSE IF WE'RE TALKING ABOUT ALL STUDENTS AND TRUST ME, YOU'RE NOT GOING TO GET SPECIAL ED IS GOING TO BE IN THIS BECAUSE I'M HERE.
[LAUGHTER] BUT WHAT I WAS TRYING TO THINK OF IS EACH ONE OF OUR STUDENTS,
[01:45:01]
OR MOST OF OUR STUDENTS, THEY NEED SOME LEVEL OF SUPPORT.OUR SPECIAL EDUCATION STUDENTS NEED SOMETHING THAT LOOKS VERY DIFFERENT.
OUR STUDENTS WHO ARE STRUGGLING WITH MENTAL HEALTH NEED SOMETHING, OUR STUDENTS THAT ARE EMERGENT BILINGUAL, NEED SOMETHING.
TRYING TO LOOK AT, IF WE'RE TALKING ABOUT SUCCESS FOR ALL STUDENTS, LOOKING AT SOME PRIORITY OR OBJECTIVE, THAT'S MORE ABOUT LEVELS OF SUPPORT.
THEN TACTICALLY, WHAT ARE WE AS THIS TEAM AND MY TEAM BEHIND ME DOING FOR EACH ONE OF THOSE GROUPS IS WHERE MY MIND WAS GOING WHEN I SAID FOCUS ON SUCCESSFUL ALL STUDENTS, BECAUSE ALL OF OUR STUDENTS NEED SUPPORT.
IT JUST MAY LOOK DIFFERENT DEPENDING ON WHO YOU ARE AND WHERE YOU ARE.
>> IF I MAY JUST NOT TO STEP ON YOUR WORDS, BUT THE ADVANTAGE TO ME TO PUTTING LEVELS OF SUPPORT AS AN OBJECTIVE IS IT LETS YOU GET MORE GRANULAR IN THOSE ACTIONS.
WHEREAS AND I GET THAT, PART OF IT IS THE SUCCESS FOR ALL STUDENTS.
BUT YOU'RE RIGHT THAT'S GOING TO BECOME PLC PROCESSES, GUARANTEE VIABLE CURRICULUM PROCESSES.
THOSE ARE GOING TO BE YOUR KEY STRATEGIC ACTIONS.
WE CAN GET MORE GRANULAR ON KEY STRATEGIC ACTIONS RELATED TO LEVELS OF SUPPORT IF IT'S AN OBJECTIVE.
AND THEN WE CAN GET A LITTLE MORE GRANULAR OUT HERE WITH OUR STRATEGIC ACTIONS.
>> IT DOESN'T FEEL LIKE WHAT I WANT IT TO FEEL LIKE.
I KNOW WHERE YOU'RE GOING AND I THINK WE'RE ON THE RIGHT TRACK, BUT IT DOESN'T CONVEY WHAT I THINK WE'RE LOOKING FOR.
I DON'T KNOW, I DON'T HAVE THE WORDS EITHER, SO I'M SORRY.
>> DOES THE REST OF THE BOARD AGREE THAT SPED NEEDS TO STAY IN THE OBJECTIVE. THAT'S THE QUESTION?
>> YEAH, NOT IN OBJECTIVE, BUT I'D REALLY LIKE TO SEE IT SHOW UP IN OUR ACTIONS PERHAPS UNDER EVERY ONE OF THOSE.
>> THAT'S A REALLY GOOD POINT. YOUR FOURTH KEY, STRATEGIC ACTION, SERIOUSLY, COULD BE THE SPECIAL LEG COMPONENT OF THE THING TO THE LEFT.
IF 1.1 IS LEVELS OF SUPPORT, IT'S GOING TO BE THERE.
BUT THEN IN 1.2 SPED, IT'S ALREADY THERE.
THAT'S A KEY STRATEGIC ACTION UBIQUITOUS TO EVERYTHING THAT SAYS STUDENT ON IT.
ARE WE ALL OKAY WITH JUST LEADING LEVELS OF SUPPORT UP THERE AND WIPING AND THEN OVER TO THE RIGHT JUST FOR THE SAKE OF PLAYING ALONG BESIDES SPED OVER TO A KEY STRATEGIC ACTION.
GIVE US ANOTHER EXAMPLE OF A POTENTIAL KEY STRATEGIC ACTION. WE DIDN'T PAY THE EITHER.
NO, OKAY, THERE IT IS. OVER ON ACTIONS, IT'S SPED.
THEN WHAT WOULD BE AN EXAMPLE OF ANOTHER BIG BUCKET FOR AN ACTION?
>> MENTAL HEALTH EMERGENT BILINGUAL.
I MEAN, THOSE AREN'T, OBVIOUSLY, I'M STILL SEEING TOPICS, THEY'RE NOT WORDED CORRECTLY BUT THOSE ARE LEVELS OF SUPPORT THAT WE NEED TO BE LOOKING AT FOR DIFFERENT GROUPS OF STUDENTS.
>> WHAT WOULD WE CALL OUT LIKE CHRONIC ABSENTEEISM THERE ALSO OR SOMEWHERE ELSE SINCE THAT'S LIKE A HUGE I DON'T KNOW.
ABSENTEEISM CAN BE A MEASURE TYPICALLY, IT JUST STARTS SHOWING UP AS MEASURES, WHICH WE'RE NOT WORKING ON THAT TONIGHT, BUT IT JUST STARTS SHOWING UP EVERYWHERE.
LIKE ABSENTEEISM IS A WAY TO MEASURE THIS AND IT'S A WAY TO MEASURE THIS.
IT'S A GOOD MEASUREMENT, BY THE WAY, FOR SEVERAL OF THESE.
ARE WE GOOD WITH THOSE THREE? NOT COMPLETELY WORDED.
WE HAVE A LEVELS OF SUPPORT, THEN WE HAVE ONE THAT'S MORE ACADEMIC ORIENTED IN 1.2.
>> I THINK FOR ALL STUDENTS IS REDUNDANT OF THE PRIORITY.
>> RIGHT. BUT IT'S BECOMING THE ONE WHERE WE ARTICULATE WHAT DOES ACADEMIC CONTINUOUS IMPROVEMENT LOOK LIKE.
THAT'S 1.2 AND THEN 1.3 I'M FEELING LIKE IS ACCESS TO OPPORTUNITIES THAT GO BEYOND ACADEMICS IS IN ADDITION TO LIKE WE'RE NOT SAYING IT'S NOT ACADEMICS, IT'S JUST OPPORTUNITIES BEYOND OUR CORE ACADEMICS.
OUR BASE ACADEMICS IS WHAT I'M HEARING.
>> YEAH. IF YOU LEAVE ACCESS THERE, THE QUESTION IS ACCESS TO WHY IT'S IMPLIED, BUT WE DON'T KNOW EXACTLY WHAT THAT MEANS.
>> OPPORTUNITIES. LET'S TALK ABOUT 1.3 FOR JUST A
[01:50:01]
SECOND AND THEN WE'RE GOING TO TAKE A QUICK BREAK.OLLY, ARE YOU GOOD WITH 1.3 OR WOULD IT HELP TO HAVE I'M LOOKING AT THAT AND I NEED A WORD OR TWO MORE IN THERE TO THINK ABOUT IT.
>> WOULDN'T IT BE NON ACADEMIC OPPORTUNITIES? WE'VE GOT THIS BUCKET AND THEN, AS MOLLY SAID, SOMETIMES IT'S REALLY HARD TO PARSE OUT, IS THIS AN ACADEMIC OPPORTUNITY OR NOT? THE INCUBATOR BEING THE EXAMPLE.
>> ENHANCEMENT TO THE STUDENT EXPERIENCE.
>> THE OLD MISSION STATEMENTS SAID ENHANCED OPPORTUNITIES, ENHANCING OPPORTUNITIES, ENRICHMENT OPPORTUNITIES.
IN OUR CURRENT MISSION STATEMENT, WE SAY CURIOSITY, CREATIVITY, AND INDIVIDUAL TALENT.
>> AT THIS MOMENT, THERE'S A FEW THINGS I WANT TO GO BACK AND LOOK AT THAT ARE SITTING UP IN MY OFFICE THAT HAVE SOME WORDS THAT MIGHT HELP ME.
I THINK WE ALL KIND OF KNOW OR HAVE AN IDEA IF THAT'S OKAY FOR NOW TO KIND OF JUST LET IT MARINATE FOR A LITTLE BIT.
>> BEAUTIFUL. EVERYBODY GOOD WITH THAT? BUT YOU'VE GOT ENOUGH DIRECTION FROM THE CONVERSATION.
>> YEAH, WE DO WORDS THAT ARE ON THERE.
>> ULTIMATELY GOING BACK TO WHEN WE'RE WALKING TO OUR CAR AND THIS BLOWS OUT OF OUR HAND AND CAN SOMEONE PICK IT UP AND UNDERSTAND IT? I THINK THAT ESPECIALLY ON THE OBJECTIVES COLUMN, WE'RE GOING TO HAVE TO GET TO SOMETHING THAT OUR COMMUNITY CAN PICK IT UP AND UNDERSTAND AND IT RESONATES WITH THEM.
>> THAT IS THAT FINAL WORDSMITHING WHERE IT JUST HAS A POP TO IT.
BUT WE KNOW IT'S THE BUCKET THAT ALL THESE ACTIONS ARE GOING TO OCCUR WITHIN.
JUST I'M BIG ON MONITORING ENERGY.
BEFORE WE LOOKED AT TWO, WOULD IT BE GOOD TO TAKE A QUICK BREAK, STRETCH OR PUSH ON?
>> OH, I LOVE BREAKS IN THE MIDDLE OF MEETINGS. COULD WE DO FIVE?
>> I THINK JUST A QUICK REFRESH AND EVERYBODY SHAKE A LITTLE.
>> WE'RE GOING TO GO TO THE FOSTER SAFE AND INCLUSIVE SCHOOL IN.
>> WE WILL NOW RECONVENE AN OPEN SESSION.
I'D JUST LIKE TO REAL QUICK TIME CHECK AND JUST DOUBLE CHECK FOR TONIGHT.
HONESTLY, WHEN I WAS TALKING TO GREG AND JODIE A COUPLE OF WEEKS AGO, I SAID, IF WE COULD GET THROUGH WRITING ONE OF THESE ON THE FIRST NIGHT, IT WOULD BE A HUGE CHECK MARK, NOT A REFLECTION ON ANYBODY IN THE ROOM.
IN FACT, IT'S A POSITIVE REFLECTION ON EVERYBODY.
WHAT I'D LIKE TO ASK IS, DO WE FEEL LIKE WE CAN PLEASE FINISH BY 9:00 TONIGHT? WE CAN FINISH NOW.
REALLY IT'S UP TO YOU. IF YOU WANT TO STOP BECAUSE WE'VE HIT WHAT OUR TARGET WAS.
EVERYTHING WE DO TONIGHT IS JUST ONE LESS THING TO DO TOMORROW.
WHAT TIME IS IT JUST SAY HIT 30.
I DO NOT BELIEVE REALISTICALLY THAT WE WILL FINISH PRIORITY 2 [OVERLAPPING] I DO THINK WE CAN GET 30 MINUTES OF WORK TOWARDS IT.
>> YEAH. COULD I SUGGEST THAT PRIORITY TWO IS PRETTY INTEGRAL TO PRIORITY ONE AND WE MAY WHILE WE'RE YEAH, WHILE THE JUICES ARE FLOWING.
LET ME SUGGEST THIS. LET'S GET AS MUCH AS WE CAN GET DONE ON TWO AT 8:45 WHICH IS LIKE, LET'S SAY HALF AN HOUR.
I'D LIKE TO START WRAPPING UP, AND WHAT I'D LIKE TO FINISH WITH IS JUST IF THERE ARE ANY THOUGHTS SOMEONE WANTS TO SHARE ABOUT WHAT WE'VE DONE TONIGHT REAL QUICK.
A ONE MINUTE 30 SECOND REAL QUICK.
DOES THAT SOUND OKAY? THANK YOU.
>> THAT ONE IS GOOD. FOLLOWING THE SAME PROCESS, FOSTER SAFE AND INCLUSIVE SCHOOL ENVIRONMENTS AS THE OVERARCHING PRIORITY AND THEN YOUR CURRENT FIRST BULLET.
PRIORITIZE AN INCLUSIVE ENVIRONMENT OF BELONG, LONGINGNESS, SOCIAL AND EMOTIONAL WELL BEING, PHYSICAL SAFETY AS A FOUNDATION FOR ACADEMIC AND CO-CURRICULAR EXCELLENCE.
IF WE FOLLOW WHAT WE DID BEFORE, WE CAN BUST THAT APART INTO PIECES, AND WE WIND UP, MAYBE THERE'S SOME ACTIONS THAT ARE IN THERE, BUT MAYBE AN OBJECTIVE IS IN THERE.
WELL, WE'LL JUST START WITH THAT.
DOES THAT FEEL LIKE AN OBJECTIVE OR DOES IT FEEL LIKE AN ACTION THE FIRST BULLET?
>> IT FEELS LIKE IT COULD BE TWO OR THREE.
IF SOMETHING IT FEELS LIKE [OVERLAPPING].
>> I FEEL LIKE IT CONCLUDES TWO THINGS TOGETHER FOR SURE.
[01:55:04]
>> YEAH. WE CLUED DEI AND PHYSICAL SAFETY TOGETHER IN.
I'M NOT SURE THEY NEED TO BE TOGETHER. THEY'RE BOTH FOUNDATION.
>> I HEAR YOU, AND LET'S REVERSE ENGINEER HERE.
LET'S GO DOWN TO APPLY EVIDENCE BASED APPROACHES TO SUPPORT THE MENTAL HEALTH NEEDS OF STUDENTS AND STAFF.
THAT'S 100% IN ACTION, CORRECT? WE CAN PROCESS OF ELIMINATION.
MOVE IT OVER TO THE RIGHT SOMEWHERE.
>> IT MAY FIT UP WITH LEVELS OF SUPPORT SOMEWHERE UP IN ONE TO ONE.
>> GOOD POINT. WELL, WHAT I'M GOING TO CHALLENGE YOU TO THINK ABOUT IS THANK YOU FOR BRINGING UP STAFF.
LIKE IT'S OKAY TO BE REDUNDANT IF WE'RE BEING PURPOSEFULLY.
ONE IS OUR EFFORTS RELATED TO STUDENT AND THE OTHER IS OUR EFFORTS RELATED TO STAFF.
IF EVERYBODY'S GOOD WITH THE THIRD BULLET IS GOING SOMEWHERE THAT WE NEED TO DETERMINE BUT WE KNOW WE NEED TO PUT IT DOWN.
WELL, WE'RE GOING TO SPLIT STAFF AND COMMUNITY, SO IT'S GOING TO GET PARKED DOWN UNDER THE STAFF.
WE CAN JUST PUT EVIDENCE BASED APPROACHES TO SUPPORT MENTAL HEALTH NEEDS OF STAFF IN THE ACTION COLUMN.
WELL, THEY'LL TELL YOU WHAT THEY WANT YOU TO SAY.
[LAUGHTER] I'M I CATCHING ON AND MY FIGURING IT.
YEAH [BACKGROUND] I SAY THAT WITH A SMILE ON MY FACE.
BUT THE THIRD ONE IS GOING OFF AND WE KNOW IT'S GOING TO ACTION SOMEWHERE.
OKAY, FAIR ENOUGH. NOW, WE'VE GOT SOME BREATHING ROOM ON WHAT GETS SPLIT APART HERE.
THE FIRST ONE, DO WE WANT TO GO TO THE SECOND ONE? IT SEEMS LIKE MAYBE THERE'S LESS IN THE SECOND ONE.
LET'S WORK FROM THE BOTTOM TO THE TOP.
OPTIMIZE PERSONAL GROWTH AND LEARNING FOR STUDENT STAFF.
AGAIN, WE'RE GOING TO, WE'RE GOING TO THINK ABOUT THE STAFF GOING DOWN TO STAFF.
OPTIMIZE PERSONAL GROWTH AND LEARNING FOR STUDENTS.
THIS OTHER STUFF, IT GETS PARKED IN OTHER PLACES.
>> WELL, DOES THAT IMPLY, GREG, THAT THAT PRIORITY IS SPECIFIC TO STUDENTS OR IS IT MORE ENCOMPASSING?
>> I THINK WE WANT TO MAKE SURE THAT OUR STAFF AND OUR STUDENTS ALL FEEL SAFE.
>> EVEN OUR COMMUNITY GROWS IN UNDERSTANDING.
CERTAINLY, WE, AS TRUSTEES FELT WE NEEDED TO GROW IN OUR UNDERSTANDING AND SUPPORT FOR DIVERSITY, EQUITY, AND INCLUSION.
>> WE'RE GETTING HUNG UP ON TRYING TO SPLIT THESE APART RIGHT NOW.
BUT I WONDER IF FOSTER A SAFE AND INCLUSIVE SCHOOL COMMUNITY, SOME WAY TO CAPTURE THAT.
THIS IS A BUCKET THAT INCLUDES ALL OF THE GROUPS, THE WHOLE COMMUNITY, EVERYONE IN THIS ROOM, EVERYONE OUT OF THIS ROOM.
>> JUST AS AN ASIDE, OUR STAFF REALLY FELT THAT THEY NEEDED MUCH MORE EDUCATION AND SUPPORT ON HOW TO BE MORE AWARE. BIG PART THERE.
I DON'T KNOW. MAYBE JAMES OR JEFF, I CAN'T REMEMBER.
IT'S GETTING LATE. YOU HELP ME UNDERSTAND.
YOUR PRIORITY TOO IS WE'RE SAYING SCHOOL ENVIRONMENT, BUT IT'S THE BROAD SCHOOL ENVIRONMENT.
NOW, ANOTHER THING I'M HEARING JODIE TO CONTRADICT WHAT YOU'RE SAYING, BUT DEI IS GOING SOMEWHERE ON HERE IS WHAT I'M HEARING.
[OVERLAPPING] ONE OF THESE CAN RIGHT NOW JUST SAY DEI FOR RIGHT NOW.
IS THAT FAIR? OR MAYBE THIS IS WORDED OBJECTIVE ENOUGH.
>> JAMES, TO YOUR POINT, DO YOU THINK WE SHOULD JUST REMOVE THE WORD SCHOOL FROM FOSTER A SAFE AND INCLUSIVE SCHOOL ENVIRONMENT? JUST FOSTER A SAFE AND INCLUSIVE ENVIRONMENT OR COMMUNITY?
[02:00:05]
>> YOU COULD SAY SCHOOL AND COMMUNITY ENVIRONMENT OR SCHOOL COMMUNITY.
>> I DON'T LIKE TAKING SCHOOL OUT, FRANKLY.
>> I THINK THAT ONE OF THE THINGS THAT'S UNIQUE, NOT THAT WE'RE THE ONLY ONE, BUT IF YOU LOOK AT OUR GEOGRAPHIC REGION OF OUR DISTRICT, WE HAVE SO MANY.
WE'RE IN THE CITY OF WESTSIDE HILLS, WE'RE IN ROLLINGWOOD, WE'RE IN TRAVIS COUNTY, WE'RE IN THE CITY OF AUSTIN. WE ANSWERED.
THE ONE THING THAT UNITES OUR COMMUNITY, THE ONE THING THAT WE HAVE IN COMMON IS OUR SCHOOL DISTRICT.
WHEN WE SAY COMMUNITY, IT'S KIND OF BRINGING TOGETHER THAT WHOLE GROUP THAT LIVES IN THAT GEOGRAPHIC BOUNDARY.
>> DOES EVERYBODY AGREE CHANGE SCHOOL ENVIRONMENT TO SCHOOL COMMUNITIES WITH THAT?
>> OKAY. I THINK THAT HELPS PASS THE NET TO SUPPORT WHERE WE'RE GOING WITH THESE OBJECTIVES.
NOW. I WANT TO MAKE SURE I'M NOT JUST TIRED, BUT I THINK BULLET NUMBER 2 IS AN OBJECTIVE AS WRITTEN.
WE'VE ELIMINATED ONE AND WE'VE KEPT ONE.
NOW LET'S GO TO THE FIRST ONE THAT MIGHT BE FOUR AS PREVIOUSLY STATED BY THE PRESS.
>> WELL, THE INCLUSIVE ENVIRONMENT IS KIND OF AN OUT.
>> I WAS MAKING A JOKE THAT THE FIRST BULLET, THE ONE THAT STARTS WITH PRIORITIZE, IT FEELS LIKE MULTIPLE STATEMENTS THAT COULD BE PULLED OUT FOR MORE EMPHASIS IF WE'D LIKE.
MAYBE IT'S THREE OR FOUR THINKING THERE. I DON'T KNOW.
>> I THINK ONE OF THE THINGS WE WERE TRYING TO GET AT WAS THAT FOR ACADEMIC AND CO CURRICULAR SUCCESS, KIDS HAVE TO BE SAFE AND THEY HAVE TO FEEL SAFE.
THAT WAS HOW WE WRAPPED THIS TOGETHER.
IF I'M REMEMBERING OUR DISCUSSIONS FROM LAST YEAR.
I GUESS THE QUESTION IS, DO WE WANT TO CONTINUE TO PUT THEM TOGETHER OR DOES THE OPTIMIZED PERSONAL GROWTH AND LEARNING FOR STUDENT STAFF ON DEI? YEAH, DEI. WE'RE IN A DIFFERENT PLACE WITH DEI, IT'S ALMOST THE INCLUSIVE ENVIRONMENT OF BELONGINGNESS IS THE THING NOW AS OPPOSED TO OUR PERSONAL GROWTH SO MUCH.
>> MOLLY, WHEN WE GO TO THE SECOND I SAW SHE HAD SOMETHING TO ADD BUT NOT SAYING PLEASE.
>> I WAS JUST GOING TO FOLLOW UP ON WHAT ELLEN WAS SAYING.
I THINK IF WE'RE TALKING ABOUT BELONGINGNESS TO SUPPORT STUDENTS AND THEN WE'RE ALSO TALKING ABOUT PHYSICAL SAFETY TO SUPPORT STUDENTS, THOSE ARE DIFFERENT.
WE'RE IN A DIFFERENT PLACE NOW THAN WE WERE A YEAR AGO.
WE'VE GOT A POLICE DEPARTMENT, WE'VE GOT ACCOUNTABILITY, WE'VE GOT RESOURCES VERSUS THE BELONGINGNESS, WHICH IS WE'RE FURTHER ALONG ON THE JOURNEY BECAUSE WE STARTED IT OR YEARS AGO AND IT HAS ITS OWN MATRIX, BUT WE STILL HAVE MORE TO DO.
THAT'S THE WAY I'M LOOKING AT IT.
>> THE WAY JODIE HAS IT NOW AND THEN MOLLY, I WANT TO DO DEI AND THEN THE PHYSICAL SAFETY AND THEN THE WELL BEING.
AGAIN, JUST BROAD STROKES IS THREE SEPARATE OBJECTS.
>> I DON'T SEE SAFETY AS JUST BEING JUST PHYSICAL SAFETY.
>> SOMEONE SAID THAT. I'M REPEATING WHAT SOMEONE JUST NOW.
I'M READING IT OFF OF YOUR PLAN.
THE WORD BELONGING WOULD LIE BETTER.
YOU SPLIT EMOTIONAL WELL BEING AND PHYSICAL SAFETY AS TWO SEPARATE THINGS ON YOUR CURRENT.
>> SAFETY IS THE START, IT'S PHYSICAL.
>> IF YOU GET CLARITY BETWEEN THE TWO OF THEM, THEN IT'S A LOT EASIER FOR THE TACTICAL TEAM TO THINK IN TWO DIFFERENT BUCKETS HERE.
[02:05:01]
PHYSICAL SAFETY IS HARDENING PROCESSES AND NOW WE'RE TEEING UP THAT CAN BE ARTICULATED.THOSE ACTIONS CAN BE ARTICULATED SEPARATELY FROM WELL BEING AND NOT GET MUSHED TOGETHER AND NEVER BE ANALYZED OR MEASURED OR REPORTED IF THAT MAKES SENSE.
YEAH, IT'S TWO DIFFERENT DEPARTMENTS. THAT'S RIGHT. THANK YOU.
>> HOW DOES THE SOCIAL EMOTIONAL WELL BEING DIFFER FROM STUDENT SUPPORT?
>> IT COULD BE ACADEMIC OR IT COULD BE MENTAL HEALTH IN TERMS OF SUPPORT.
SUPPORT, THAT'S WHY I DON'T LOVE LEVELS OF SUPPORT BECAUSE IT JUST DOESN'T DRILL DOWN ENOUGH FOR ME.
>> I THINK WE STILL HAVE TO WRITE THAT STATE.
>> ONE THING THAT STRIKES ME TOO IS I THINK WHEN WE WERE GOING THROUGH SECTION 1, WE KEPT LOOKING AT MOLLY WHO RAISES THEIR HAND TO OWN SECTION 2 AND I THINK IT STARTS TO CROSS AND THAT'S WE RISK THAT THAT MAY GET LOST AT SOME POINT.
>> ABOUT TWO HOURS AGO, [LAUGHTER] I BROUGHT FORTH THAT IT FEELS LIKE YOUR SECOND ONE IS A SUBSET OF YOUR FIRST ONE, AND NOW WE'RE HERE, NOW WE'RE BACK TO THAT.
>> OKAY, AND I THINK THAT MANIFESTS. SORRY, GO AHEAD.
>> I WAS GOING TO SAY, I KNOW MOLLY RAISED HER HAND AND THEN INSTEAD OTHER PEOPLE STARTED SPEAKING.
>> YEAH, I KIND OF OUTLINED WHAT I THOUGHT AND IT LOOKS REALLY SIMILAR [LAUGHTER] TO THAT.
I DO THINK DEI AND BELONGINGNESS CAN DEFINITELY GO TOGETHER.
I DO THINK PUTTING PHYSICAL SAFETY IN THERE IS IMPORTANT, PUTTING THE WORD PHYSICAL, BECAUSE THOSE OTHER THINGS ARE ABOUT THE EMOTIONAL SAFETY, AND FEELING SEEN AND HEARD, AND ALL OF THOSE OTHER THINGS.
I DO KNOW THAT FEELING OF LIKE, WELL, THIS IS A COUPLE DIFFERENT DEPARTMENTS, BUT I THINK THAT THAT'S OKAY TOO.
I THINK THAT WE ALL WORK SO CLOSELY TOGETHER, AND EVEN ON TOP WHERE YOU LOOKED TO ME, THERE'S OVERLAPS IN OTHER AREAS TOO.
BUT I REALLY KIND OF LIKED THAT, AND THAT'S WHAT I HAD OUTLINED OF LIKE, OH, THIS IS HOW I WOULD PUT THOSE IN THERE, BUT I WOULD PUT THE WORD PHYSICAL IN THERE.
I THINK WE CAN DO SOMETHING A LITTLE DIFFERENT WITH SOCIAL EMOTIONAL WELL BEING, HEATHER, I KNOW YOU DON'T LIKE LEVELS OF SUPPORT AND I'M STILL TRYING TO THINK OF SOMETHING.
I THINK THERE IS SOME WAY TO DELINEATE THOSE TWO.
I REALLY DON'T THINK THAT NUMBER 2 IS SUBSUMED BY NUMBER 1, AND I THINK HAVING THEM SEPARATE IS IMPORTANT.
>> IN MY OPINION. THIS ISN'T MY PART BUT I HAVE A LOT TO SAY CLEARLY.
>> WELL YOU HAVE TO IMPLEMENT IT, SO IT HAS TO MAKE SENSE TO YOU.
BECAUSE WE CAN PUT A POSTER ON THE WALL, OR WE CAN HAVE A PERFORMANCE MANAGEMENT SYSTEM HERE, WHERE WE'RE CONSTANTLY LOOKING AT THEM.
THANK YOU, MOLLY. ARE THE BUCKETS HERE, DEI AND BELONGINGNESS, AND THEN PHYSICAL SAFETY, AND THEN SOCIAL EMOTIONAL WELL BEING? ARE THOSE THE THREE BIG BUCKETS THAT LINE UP TO THE SAFE AND INCLUSIVE SCHOOL COMMUNITIES?
>> THAT'S A LOT OF HEADS NODDING.
>> ARE WE ON THE, WHAT'S THE FIRST LINE CALLED?
YOU HAD MENTIONED EARLIER THAT THAT FELT LIKE A OBJECTIVE.
FOSTER SAFE AND INCLUSIVE SCHOOL WHENEVER WE LAND ON ENVIRONMENTS.
>> WELL, I DIDN'T MEAN NECESSARILY THAT VERBIAGE, I JUST MEANT THE WHOLE CATEGORY.
BUT HOWEVER, I THINK A REALLY COMPELLING CASE WAS JUST MADE FOR THEM TO STAY SPLIT APART.
I SAW A LOT OF CONSENSUS TO THAT, AND THAT'S THE UNIQUENESS OF IT BEING YOUR PLAN.
[02:10:22]
>> [LAUGHTER]. HE MAKES US ALL LOOK GOOD.
[BACKGROUND] [LAUGHTER] I ALSO THINK KEEPING THEM SEPARATE, BECAUSE THIS IS ABOUT THIS COMMUNITY.
STUDENTS IS THE TOPIC OF NUMBER 1, AND THIS IS INCLUSIVE OF THE STUDENTS, OBVIOUSLY.
BUT WE WANT OUR STAFF TO HAVE ALL OF THOSE SAME FEELINGS.
WE WANT OUR PARENTS, WHEN THEY COME ON A CAMPUS, TO FEEL INCLUDED AND SAFE AND EMOTIONALLY SUPPORTED.
I THINK THAT HAVING THEM SEPARATE REALLY DOES HELP IN THAT AREA TOO.
>> ONE POTENTIAL POSITIVE UNINTENDED OUTCOME IS THE WORK FOR TOMORROW MORNING, BUT YOU'VE SPLIT STAFF AND COMMUNITY.
>> YOU GAVE BREATHING ROOM FOR STAFF TO BE PROBABLY MORE ABOUT RECRUITING, RETAINING, CAPACITY BUILDING BECAUSE WE'VE COVERED THIS STUFF HERE.
SOMEBODY, YOU NEED A RIDE? [LAUGHTER]
>> SOMEBODY'S UBER. BOY, YOU WERE OPTIMISTIC ABOUT TONIGHT.
>> HEATHER, DID YOU? SORRY JEFF.
>> I WAS JUST GOING TO ASK BECAUSE THE FOURTH PRIORITY WILL BE ABOUT COMMUNITY AGAIN, ARE WE BEING REDUNDANT?
>> I SEE THE OTHER COMMUNITY PIECE AS BEING MORE ABOUT ENGAGING THEM.
>> WE'VE GOT STUDENTS, WE'VE GOT STAFF, AND WE'VE GOT EXTERNALLY OUR COMMUNITY THAT WE'RE ENGAGING WITH, THESE TWO PULLS THEM ALL TOGETHER UNDER THE INCLUSIVE BUCKET.
NOW, I SUPPOSE YOU COULD GO BACK TO MAKING THE CASE THAT YOU COULD SPLIT THAT OUT AMONG THOSE THREE, BUT I THINK WE THINK ABOUT IT DIFFERENTLY.
>> I KEEP HEARING THIS, I'VE HEARD IT SEVERAL TIMES.
THE STRUCTURE IS IMPORTANT TO THIS WHOLE TEAM WEIGHING IN RIGHT NOW, IF WE'RE IMPLEMENTING IT FOR FOUR YEARS.
IT'S WHATEVER THE STRUCTURE FEELS LIKE THE RIGHT THING FOR THE CADENCE OF ACCOUNTABILITY.
I THINK SIMILARLY WITH COMMUNITY WITH SEPARATED IN THE COMMUNITY PIECE BEING COVERED UP IN THE PRIORITY 2, YOU'RE GIVING SOME SPACE FOR, WHAT DO WE MEAN BY COMMUNITY ENGAGEMENT? LIKE YOU'RE GIVING MORE SPACE FOR TOMORROW'S CONVERSATION ABOUT WHAT THAT MEANS.
>> YEAH, I DON'T QUESTION THAT.
I JUST WONDER IF IT'S OUT OF PLACE, AND I WONDER IF THE PROGRESSION IS STUDENT, STAFF, COMMUNITY, AND THEN A SAFE AND INCLUSIVE SCHOOL COMMUNITY REALLY ENCOMPASSES ALL THREE OF THOSE POPULATIONS, ALL THOSE AUDIENCES.
>> YOU'RE JUST BASICALLY SAYING WE MOVE IT FROM NUMBER 2 TO NUMBER 4?
>> YES. NOW I'M HEARING YOU ALL.
I SEE A LOT OF HEADS NODDING THAT.
>> [LAUGHTER] YEAH. THAT'S A GREAT IDEA, AND WHAT MY THOUGHT EARLIER WAS, I LIKE THESE BROKEN OUT BECAUSE THESE ARE STILL RELATIVELY YOUNG INITIATIVES FOR US AS A DISTRICT.
SEL, DEI AND THE POLICE DEPARTMENT AS A MANIFESTATION OF PHYSICAL SAFETY, AND I THINK YOU REALLY HAVE TO PAY PARTICULAR ATTENTION AND BE MORE PURPOSEFUL THAN EVER WHEN YOU ARE STILL IN A BUILDING MODE.
>> YEAH. I FEEL LIKE WE'RE IN A GOOD PLACE HERE.
IF THAT'S OKAY, I'D BE OPEN FOR A ROUND TABLE OF THOUGHTS IF ANYONE WANTS TO SHARE SOMETHING ABOUT THIS PROCESS, ABOUT WHAT WE'VE DONE TONIGHT.
IF YOU HAVE ANY INSIGHTS ON ANYTHING THAT YOU'D LIKE TO SUGGEST WE CHANGE GOING FORWARD, OR JUST EXPRESS YOUR EXCITEMENT FOR DOING THIS FOR ANOTHER DAY [LAUGHTER] OR WE'RE ALL JUST TOO TIRED TO TALK.
DO YOU WANT TO TALK, PLEASE? NO. OKAY. YES, I HAVE SOME WORDS THAT I'LL SAY. GO AHEAD DR. ARNETT.
>> BEFORE WE LOSE THIS THOUGHT, KRISTY, YOU HAVE AN IDEA ON THE SAFETY.
ONE WORD PERHAPS WE JUST WANT TO DROP IN THERE, SO WE DON'T LOSE IT.
[02:15:08]
IT WOULD BE NICE FROM MY PERSPECTIVE AND FROM THE WORK THAT WE'VE DONE TO KIND OF THINK THROUGH DIGITAL CITIZENSHIP, CYBERSECURITY, ONLINE SAFETY.
IF WE COULD ADD EITHER PHYSICAL AND ONLINE SAFETY OR PHYSICAL AND DIGITAL SAFETY, BECAUSE WE'RE REALLY TRYING TO EMPHASIZE AND PRIORITIZE BEING SAFE ONLINE, THINKING THROUGH WHAT YOU'RE USING, PASSWORD SECURITY, THINGS LIKE THAT.
>> [OVERLAPPING] THANKS YOU FOR NOT LETTING US FORGET THAT.
>> YES, PERFECT. AS WE WRAP UP, I WAS JUST GOING TO REFLECT FOR A SECOND ON OUR START, STOP, CONTINUE, WHAT WAS THE OTHER WORD THAT WE HAD THERE? REDUCE, OKAY. EXERCISE. IN TALKING TO A COUPLE OF TRUSTEES, FIRST OF ALL I THINK THAT THE TRUSTEES VALUED THE EXERCISE, AND WE REALLY APPRECIATE THAT.
ONE OF THE THINGS THAT KIND OF CAME OUT OF THAT, I THINK THAT IT WAS CERTAINLY A LEARNING FOR ME, OR NOT A LEARNING, BUT A REALIZATION FOR ME WAS THAT IF WE PUT MOLLY ASIDE FOR JUST A MOMENT, AND WE LOOKED AT ALL THE OTHER TEAMS, YOU'RE A WEB OF SUPPORTING AND HELPING EACH OTHER.
THE THING THAT CAME OUT TONIGHT, AND THE REASON WE SPENT SO MUCH TIME ON NUMBER 1 IS BECAUSE WE ALL SUPPORT MOLLY.
WE ARE ALL HERE FOR ACADEMICS, THAT'S WHAT WE DO AS A SCHOOL DISTRICT.
IT'S REALLY INTERESTING THAT WE'RE ALL THAT NET TO SUPPORT THE WORK MOLLY IS DOING, AND I'M NOT TAKING ANYTHING AWAY FROM WHAT THE REST OF US ARE DOING AT ALL.
BUT THAT EXERCISE REALLY HELPED TO BRING THAT FORTH, I THINK, TO AT LEAST A COUPLE OF TRUSTEES HOPEFULLY ALL, AND IT WAS AN INTERESTING OBSERVATION COMING OUT OF THAT.
WHEN I THINK ABOUT WHAT WE'VE TACKLED TONIGHT, AND BEING ABLE TO GET THROUGH AT LEAST SOME ROUGH WORDING ON THAT NUMBER 1, I THINK THAT'S A HUGE ACCOMPLISHMENT FOR US, AND I APPRECIATE THE WORK THAT'S GONE ON HERE.
I KNOW WE DIDN'T ALL TALK TONIGHT, SOME OF US TALKED MORE THAN OTHERS, BUT I THINK THAT AS WE START TO WORK THROUGH THESE, I CERTAINLY ENCOURAGE, I THINK WE'RE GOING TO GET TO THE FINANCIAL PIECE, I THINK WE'RE GOING TO GET BUILDINGS PIECE, AND THE PERSONNEL PIECE, AND THE COMMUNICATION PIECE, AND I THINK THAT THAT'S ALL GOING TO COME OUT AND I APPRECIATE IT.
WITH THAT, WE WILL STAND ADJOURNED AT 08:41. [BACKGROUND]
>> IF I COULD JUST TO CLARIFY THE PLAN FOR TOMORROW.
BREAKFAST WILL BE AVAILABLE AT 07:30, BUT WE WILL CONVENE IN OPEN SESSION AT 08:00, AND BREAKFAST WILL BE UPSTAIRS IN THE OFFICES.
* This transcript was compiled from uncorrected Closed Captioning.