Feb 10, 2026 School Board Study Session

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6.01 AND THE TIME IS NOW 6.01.

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CALL TO ORDER

THE PURPOSE OF THE STUDY SESSION IS FOR THE BOARD TO DELIBERATE, AND WE'RE NOT VOTING TONIGHT ON MATTERS.

BUT WE ARE DELIBERATING. AS ALWAYS, WE'RE COMMITTED TO ENSURING A RESPECTFUL AND A CONSTRUCTIVE ENVIRONMENT. WE ASK FOR THE SAME IN RETURN.

THERE IS, AT THIS POINT, NOT AN AUDIENCE HERE, SO THERE WILL BE NO BACK AND FORTH. IF ANYONE IN THE AUDIENCE DOES HAVE QUESTIONS OR FEEDBACK ABOUT THE ITEMS THAT ARE DISCUSSED IN TONIGHT'S STUDY SESSION, FEEL FREE TO SEND AN EMAIL TO THE TRUSTEES OR REACH OUT TO A TRUSTEE OR TRUSTEES TO MEET AND DISCUSS THINGS FURTHER. THANK YOU FOR TUNING IN TONIGHT AND YOUR CONTINUED INTEREST IN SUPPORTING OUR COMMUNITY AND OUR SCHOOLS HERE IN AINS. WE WILL NOW BEGIN OUR

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SUPERINTENDENT'S REPORT

AND I GOT TO SEE FORMER TRUSTEE ELLEN BALTHAZAR TALK ABOUT THE HISTORY OF OUR PUBLIC SCHOOL DISTRICT, WHICH IS AMAZING. AND WE GOT TO ALSO... WORK WITH THE ROTARY MEMBERS TO RECOGNIZE OUR EDUCATOR OF THE MONTH LAST WEEK AT WRMS, MARY MCCLELLAN, WHICH WAS AWESOME. SO THANKFUL TO OUR COMMUNITY PARTNERS FOR THEIR SUPPORT. I'M ALWAYS AMAZED AT THE TALENT OF OUR STUDENTS AT ALL THE LEVELS AND ACTIVITIES THAT I'VE BEEN SEEING. ATHLETICS, ARTS, AS YOU ALL KNOW, OUR STUDENTS ARE VERY BUSY. I THINK SOMETIMES WE FORGET JUST HOW FULL THEIR SCHEDULES ARE. I WAS ALSO ABLE LAST WEEK TO VISIT A SPECIAL OLYMPICS BASKETBALL PRACTICE. I WAS SO PLEASED TO SEE SOME AMAZING VOLUNTEERS THERE, LIKE CLAUDIA, AND GOT TO SEE ONE OF MY FAVORITE YOUNG MEN, HUDSON. HOOPING IT UP WITH SOME OF OUR HIGH SCHOOL PLAYERS TO PREPARE FOR THEIR THREE-ON-THREE TOURNAMENT THAT'S COMING UP. SUCH A SPECIAL ACTIVITY THAT GOES ON IN THIS DISTRICT THAT IS TRULY EPIC. WE ALSO HAVE 10 HIGH SCHOOL ALL-STATE MUSICIANS I'D LIKE TO RECOGNIZE THAT WERE RECENTLY NAMED FOR THEIR ACHIEVEMENTS. THAT IS ALWAYS SOMETHING THAT'S A BIG DEAL FOR THOSE WHO ARE PAYING ATTENTION TO OUR MUSIC PROGRAMS. AND WE HAVE 10 STUDENTS THIS YEAR, SO LOVE HEARING THAT.

FROM OUR BASKETBALL TEAM TO OUR SOCCER TEAM, GIRLS AND BOYS, AND OUR SWIMMING AND DIVING TEAMS, THE MORISI BROTHERS AND OUR WRESTLERS, NADIA OSBORNE.

IT'S AMAZING WHAT'S HAPPENING WITH THIS SPORTS SEASON. AND IF YOU HAVEN'T HAD A CHANCE TO GET TO SEE SOME OF OUR STUDENT ATHLETES, NOW'S THE TIME AS WE'RE HEADING INTO TOURNAMENT TIME. AND.

TRULY, SOME UNIQUE, HISTORIC RUNS HAPPENING RIGHT NOW. AND FINALLY, OF COURSE, I'VE SAID THIS BEFORE. I SAID IT ON SOCIAL MEDIA. I'LL SAY IT AGAIN. FROZEN MELTS ME. IT WAS INCREDIBLE. IT WAS EPIC, IF THERE'S EVER BEEN AN EPIC SHOW.

WHEN WE TALK ABOUT BROADWAY QUALITY PERFORMANCES, THAT'S WHAT I WITNESSED. AND I WAS SO EXCITED. YOUNG ANNA AND ELSA HAD ME CRYING, I THINK, THREE MINUTES INTO THE SHOW.

SO, INCREDIBLE, AND IF YOU GOT TO EXPERIENCE FROZEN, YOU KNOW WHAT I'M TALKING ABOUT. SO, IT WAS A WONDERFUL LAST WEEK AT EANS. MOVING ON,

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YES. KELLY? I JUST WANTED TO ADD, TOO, OUR VARSITY WINTER GUARD PLACED FIRST IN THEIR COMPETITION THIS WEEKEND AS WELL. THAT'S GREAT. THANK YOU, KELLY. ALL RIGHT. OKAY, SO YOU HAVE A RESOURCE IN FRONT OF YOU, TEAM, AND TONIGHT WE'RE GOING TO TALK ABOUT WHERE WE WERE, WHERE WE ARE, AND WHERE WE'RE HEADED.

AND WE'RE GOING TO REALLY DO A LITTLE BIT OF A DEEP DIVE INTO THE CURRENT PRIORITY PLAN THAT WAS ESTABLISHED IN THE PAST BY THE BOARD FOR THE DISTRICT. AND WE'RE GOING TO TALK ABOUT A RATIONALE FOR REVIEW OF THAT PLAN AT THIS TIME. AND SO, YOU KNOW, SOME OF THE THINGS THAT WE'RE GOING TO TALK ABOUT TONIGHT REALLY ARE KEY QUESTIONS THAT WE NEED TO WORK ON AS A TEAM. AND FIRST AND FOREMOST, JUST TO KIND OF SET THE STAGE, I'VE BEEN ASKING PEOPLE, AND THE BOARD ASKED ME THIS AS I WAS BEING INTERVIEWED. WHAT DOES PERSONAL AND AUTHENTIC LEARNING MEAN? WHAT'S RELEVANT LEARNING LOOK LIKE FOR THE CHILDREN IN OUR DISTRICT NOW? MANY OF WHOM ENTERING THE DISTRICT NOW WILL GRADUATE IN 2040 AND BEYOND. AND ALSO WE TALKED A LOT ABOUT WHAT SPECTRUM OF SERVICES DO WE OFFER OR OUGHT WE TO OFFER THAT MAKE EANS TRULY EPIC, UNIQUE.

EXPERIENCES FOR OUR STUDENTS AND FAMILIES.

AND WE ALL KNOW THE RATIONALE, WE ALL KNOW THE WHY YOU'RE ALREADY HERE BECAUSE OF THE WHY. OUR CHILDREN THAT ARE GOING TO GRADUATE IN 2040 AND BEYOND NEED TO KNOW THE ANSWERS NOW. SO THAT'S THE RATIONALE FOR WHAT WE'RE DOING TONIGHT IN THE WORK SESSION. AND AS WE MOVE FORWARD, WE'RE GONNA COME BACK TO THAT AS WE KIND OF WORK THROUGH SOME IMPORTANT THINGS.

BUT WE'VE GOT TO LOOK AT KIND OF WHERE WE WE ARE CURRENTLY, AND THAT'S OUR TAPER REPORT THAT WE NEED TO TALK ABOUT FIRST. AND SO MOLLY, I THINK WE'LL TURN IT OVER TO YOU AND CATHERINE, MR. KINECKI BEFORE WE DO THAT JUST FOR PURPOSES OF THE AGENDA, WE DID HAVE AN AGENDA ITEM WHICH WAS OPEN FORUM AND NO ONE HAS SIGNED UP FOR THE OPEN FORUM.

[5.1 TAPR Report]

CATHERINE GREAT, THANK YOU. AS YOU KNOW, WE ANNUALLY ARE REQUIRED TO PRESENT THE TAPER REPORT AND OTHER STATE REQUIREMENTS TO THE BOARD. THESE ARE ALSO ALL POSTED ONLINE AS REQUIRED.

SO PEOPLE CAN LOOK AT THAT IN MORE DETAIL. TONIGHT'S A LITTLE BIT MORE OF JUST KIND OF A 10,000-FOOT VIEW OF WHAT WE'RE LOOKING AT. I DO WANT TO JUST GIVE A LITTLE DISCLAIMER TO THIS. THIS IS A LITTLE BIT LIKE AN EPISODE OF BACK TO THE FUTURE. BECAUSE THE REPORT SOMETIMES TWO YEARS IN ARREARS AND SOMETIMES ONE YEAR IN ARREARS, AND IT DEPENDS ON WHAT DATA ELEMENT THEY'RE REPORTING ON. SO AS YOU'RE LOOKING AT THIS, IT GETS CONFUSING. AND SO WE TRY TO CATHERINE AND I, AS WE'RE PRESENTING THIS, LET YOU KNOW WHAT YEAR WE'RE SPEAKING ABOUT.

BUT THAT'S JUST THE NATURE OF THE TAPER REPORT. SO IT IS NOT A MISTAKE WHEN YOU SEE SOMETIMES WE'RE SPEAKING TWO YEARS IN ARREARS ON CERTAIN DATA ELEMENTS. AND SO I'M GOING TO TURN IT OVER TO CATHERINE NOW AND SHE WILL GET US STARTED. ALL RIGHT.

SO, AT THE END OF THE REPORT, WE WILL ALSO TALK ABOUT SOME ADDITIONAL INFORMATION BESIDES OUR SCORES. WE'RE GOING TO GIVE YOU OUR ACCREDITATION STATUS.

WE'RE GOING TO TALK ABOUT STUDENT DATA OTHER THAN STAR AND EOC. WE'RE GOING TO TALK ABOUT SOME OF OUR COLLEGE TESTING DATA.

AND WE'LL ALSO TALK ABOUT WHERE YOU CAN FIND OUR EARLY CHILDHOOD AND LITERACY PLANS THAT EACH CAMPUS HAS CREATED.

STARTING WITH THE 24-25 SCHOOL YEAR, SO THIS IS JUST THIS PREVIOUS YEAR, BASED ON OUR PERFORMANCE, WE SCORED AN A FOR OUR ACCOUNTABILITY. OUR SPECIAL EDUCATION DETERMINATION STATUS, WE MEET REQUIREMENTS, AND WE'RE STILL IN THE YEAR 24-25, SO JUST LAST SPRING WITH OUR STAR SCORES. SOME OF THESE SCORES ARE GOING TO LOOK FAMILIAR TO YOU BECAUSE WE DID PRESENT SOME OF THE SCORES TO YOU IN SEPTEMBER. JUST TO GIVE YOU AN UPDATE ON OUR PERFORMANCE.

DURING THE NEXT PORTION, WE'RE GOING TO SHARE THAT STAR AND EOC DATA. FOR PERFORMANCE LEVEL INDICATORS, STUDENTS CAN SCORE IN MANY DIFFERENT CATEGORIES.

IF A STUDENT'S SCORES DID NOT MEET, THAT MEANS THAT A STUDENT HAS SIGNIFICANT GAPS AND THEY WILL NEED SIGNIFICANT SUPPORT.

AND WE DO OFFER THIS SUPPORT FOR OUR STUDENTS THROUGH ACCELERATED INSTRUCTION. AND IT'S BASED ON THE COURSE. SO, IF A STUDENT'S SCORE DID NOT MEET FOR MATH, THEY WOULD RECEIVE ADDITIONAL SUPPORTS

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SO WHEN WE SAY OUR PASSING RATE IS 97%, THAT'S WHAT WE'RE TALKING ABOUT. AND FOR MEETS, THAT MEANS THAT THE STUDENT HAS STRONG CONTENT KNOWLEDGE AND THEY'RE READY FOR THE NEXT GRADE LEVEL.

FOR OUR MASTER SCORES, WHICH I'M GOING TO HIGHLIGHT IN MANY OF OUR DIFFERENT CONTENT AREAS, THAT MEANS THAT OUR STUDENTS HAVE COURSE MASTERY, AND THEY ARE COLLEGE AND CAREER READY.

ALL RIGHT, SO THIS IS THE DATA FOR OUR READING LANGUAGE ARTS, GRADES THREE THROUGH EIGHT.

AND OVERALL, THE PERFORMANCE FOR GRADES FIVE THROUGH EIGHT, IT'S RELATIVELY THE SAME.

BUT I DO WANT TO HIGHLIGHT THAT OUR THIRD AND FOURTH GRADE SCORES, THERE WERE INCREASES IN OUR APPROACHES AND MEETS AND MASTERS. FOR OUR THIRD THROUGH EIGHTH GRADE MATH SCORES, AND JUST A REMINDER THAT WE DO HAVE A NUMBER OF MIDDLE SCHOOL STUDENTS WHO ARE TAKING WELL ABOVE THEIR GRADE LEVEL, WE DO HAVE FOR ELEMENTARY THAT FIVE, SIX COMPACTED MATH. SO THAT IS WHEN STUDENTS CAN START TO ACCELERATE. BUT FOR OUR MATH DATA, WE DID SEE AN INCREASE IN OUR THIRD GRADE SCORES, 7% INCREASE FOR OVERALL MATH SCORES. FOR OUR SIXTH GRADE MATH SCORES, SCORES. YOU'RE GOING TO NOTICE, IF YOU'VE BEEN ON THE BOARD FOR A WHILE, THAT SOMETIMES THOSE SIXTH GRADE SCORES ARE WHERE WE SEE A DIP.

BUT THIS YEAR, IN THE PREVIOUS YEAR, WE SAW THAT TREND GO UP. AND THAT'S BECAUSE WE OFFERED TO OUR MATH 5-6 STUDENTS THAT SIXTH GRADE STAR BECAUSE THEY ARE ABOVE LEVEL MATH TESTERS.

SO YOU'LL SEE THAT THE TOP FIFTH GRADE STUDENTS ARE TAKING THAT SIXTH GRADE STAR NOW, AND THAT EXPLAINS THE INCREASE IN THE SCORES.

FOR SIXTH GRADE. ALL RIGHT, THIS DATA IS OUR END OF COURSE, AND STUDENTS WHO TAKE ANY COURSE THAT IS HIGH SCHOOL CREDIT TAKE WHAT'S CALLED AN END OF COURSE EXAM.

AND AS YOU KNOW, THEY ARE REQUIRED TO PASS THREE OF THE FIVE EXAMS IN ORDER TO MEET GRADUATION REQUIREMENTS. FOR ALGEBRA 1, WE HAVE A NUMBER OF MIDDLE SCHOOL STUDENTS WHO ARE TAKING THIS EXAM. AND WE ALSO HAVE HIGH SCHOOL STUDENTS WHO ARE TAKING THIS EXAM, BUT MOST OF OUR STUDENTS HAVE TAKEN ALGEBRA 1, I'D SAY AT LEAST TWO-THIRDS BEFORE THEY ENTER HIGH SCHOOL.

SO THIS DATA INCLUDES OUR MIDDLE SCHOOL AND HIGH SCHOOL STUDENTS. OUR ENGLISH 1 PERFORMANCE IS ALMOST EXACTLY THE SAME IN ALL CATEGORIES.

FOR ENGLISH 2, OUR MEETS LEVEL, WE DID SEE A DROP FROM 94% TO 88%. OUR ACADEMIC DEAN AT THE HIGH SCHOOL IS WORKING WITH THAT ENGLISH 2 TEAM. AND THEY ARE WORKING ON ANALYZING THAT DATA AND PROVIDING SOME BENCHMARKS SO THEY KNOW WHERE STUDENTS ARE THROUGHOUT THE YEAR. FOR BIOLOGY, WE HAD A THREE PERCENT INCREASE IN THAT MASTER'S LEVEL.

REMEMBER, THAT'S COLLEGE AND CAREER READY. AND THEN WE SAW A SLIGHT DECREASE IN THE MASTER'S LEVEL FOR U.S. HISTORY, AND THAT IS TAKEN IN 11TH GRADE. THAT'S THE LAST EOC THAT MANY OF OUR STUDENTS ARE TAKING IN HIGH SCHOOL. SO THEY'RE FINISHED BY THE TIME THEY ARE JUNIORS.

AND THIS IS OUR OVERALL PERFORMANCE AS A DISTRICT BY THE DIFFERENT SUBJECT AREAS.

SO YOU'LL SEE THAT WE ARE WELL WITHIN THE 90% PASSING RATE, ABOVE 95% IN ALL OF THOSE CATEGORIES. FOR MATH AND READING LANGUAGE ARTS, STUDENTS TAKE THEIR FIRST TEST IN THIRD GRADE.

FOR THE SCIENCE, OUR STUDENTS TAKE THEIR FIRST STAR SCIENCE EXAM IN FIFTH GRADE. AND WE'VE REALLY BEEN LOOKING AT OUR FIFTH GRADE SCORES BECAUSE WE NOTICED A TREND WHERE THOSE SCORES WERE DECLINING, IF YOU'LL REMEMBER, FROM PREVIOUS PRESENTATIONS.

LAST YEAR, OUR STUDENTS SCORED 90% APPROACHES FOR FIFTH GRADE, AND THE PREVIOUS YEAR WAS 86% APPROACHES. AND THAT IS CREDIT TO OUR INSTRUCTIONAL COACHES AND THE CAMPUS ADMINISTRATION FOR REALLY WORKING HARD TO MAKE SURE THEY KEEP AN EYE ON THAT DATA. AND WORK HARD TO MAKE SURE THAT, UM, STUDENTS ARE GETTING EVERYTHING THEY NEED IN THE CLASSROOM. ALL OTHER DISTRICT PERFORMANCE LEVELS ARE SIMILAR TO THE PREVIOUS YEAR.

FOR SOCIAL STUDIES, JUST A QUICK REMINDER, STUDENTS ONLY TAKE TWO EXAMS FOR SOCIAL STUDIES IN THEIR ACADEMIC CAREER. THEY TAKE AN EIGHTH GRADE SOCIAL STUDIES EXAM AND THEN THAT USEOC. THIS SLIDE SHOWS OUR PARTICIPATION IN THE ASSESSMENT. SO WE HAVE CONSISTENT PARTICIPATION OF 99% OF OUR STUDENTS. IT'S SUPER HIGH. 99% OF OUR STUDENTS

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ABOVE THE REGION AND THE STATE ON OUR ATTENDANCE RATES.

IN TERMS OF CHRONIC ABSENTEEISM, WE HAD A LITTLE DIP THERE IN 22, 23, WHICH WAS GOOD, AND THEN WE'RE BACK UP FOR 23, 24, BACK AROUND 9.8. WE ARE STILL WORKING REALLY HARD WITH ALL OF OUR CAMPUS ADMINISTRATION ON OUR ATTENDANCE. OBVIOUSLY, ATTENDANCE FOR STUDENTS MEANS, OR GENERALLY MEANS, ACADEMIC SUCCESS. SO WE WANT THEM IN SCHOOL. WE WANT THEM LEARNING. WE WANT THEM ENGAGED.

IT ALSO MEANS, YOU KNOW, DOLLARS FOR THE DISTRICT. SO THAT'S IMPORTANT ALSO. SO IT HAS REALLY BEEN A FOCUS THE LAST TWO YEARS OF WHERE WE ARE AND TRYING TO MAKE SURE THAT WE'RE REACHING OUT TO OUR STUDENTS.

PART OF CHRONIC ABSENTEEISM THAT CAN BE A LITTLE BIT MISLEADING IS SOMETIMES, YOU KNOW, YOU CAN HAVE A STUDENT THAT'S ILL, AND THOSE ABSENCES CAN COUNT AGAINST THEM FOR CHRONIC ABSENTEEISM. SO WE DON'T WANT OUR KIDS COMING WHEN THEY'RE SICK. AND SO THERE'S THAT FINE LINE THAT YOU'RE TRYING TO BALANCE, AND WE'RE ALWAYS LOOKING AT THAT.

BUT I WOULD SAY THAT. THE CAMPUSES ARE DOING AN AMAZING JOB OF REALLY FOLLOWING OUR KIDDOS AND SEEING WHERE THEY ARE WHEN THEY ARE ABSENT, AND OUR PARENTS ARE DOING A REALLY NICE JOB OF COMMUNICATING BACK TO THE CAMPUS, AND WE APPRECIATE THAT BECAUSE WHEN WE UNDERSTAND WHAT'S GOING ON WITH THE FAMILY, WE CAN OFFER A LOT OF SUPPORT IN MANY DIFFERENT WAYS. ALL RIGHT, OUR GRADUATION DATA THAT I'M GOING TO BE TALKING ABOUT IS THE CLASS OF 2024. SO NOT OUR MOST RECENT CLASS, BUT THE CLASS BEFORE THAT. ALL RIGHT, SO OUR OVERALL GRADUATION RATE IS A 98.1%, AND THIS IS THE BREAKDOWN OF WHAT HAPPENED WITHIN THEIR ACADEMIC CAREER FOR THE CLASS OF 2024. SO WE DID HAVE SOME STUDENTS THAT ARE CONSIDERED. CONTINUERS, 0.6%.

PERCENT, AND IF YOU LOOK ABOVE THAT, WE HAD ZERO PERCENT THAT RECEIVED A TEXAS CERTIFICATE OF HIGH SCHOOL EQUIVALENCY. BUT THE CONTINUERS JUST A REMINDER.

THAT DOES INCLUDE OUR STUDENTS WHO CONTINUE ON AT ATS, AND IT MIGHT INCLUDE SOME STUDENTS WHO NEED TO FINISH THEIR GRADUATION REQUIREMENTS OVER THE SUMMER.

AND OUR DROPOUT RATE WAS A 1.3 PERCENT. SO THAT BRINGS US, WITH ALL OF THOSE NUMBERS, TO A 98.1% FOR THE CLASS OF 2024. ALL RIGHT, NOW WE'RE GOING TO TALK ABOUT COLLEGE, CAREER AND MILITARY READINESS.

SO WE ARE GIVEN A SCORE BASED ON SEVERAL DIFFERENT COMPONENTS, BUT THESE TESTS AND THESE DIFFERENT COMPONENTS RATE HOW WELL A STUDENT WILL DO IN COLLEGE, CAREER OR MILITARY. SO WE DO OFFER THE TSIA. WE JUST STARTED OFFERING THAT AT THE HIGH SCHOOL LAST YEAR, BUT THIS CLASS OF 2024, THEY WERE NOT OFFERED THAT AT THE HIGH SCHOOL. THEY WOULD TAKE IT AT AN ACC OR OUTSIDE OF THE SCHOOL, BUT NOW WE'RE OFFERING THAT HERE. AND SOME STUDENTS MIGHT OFFER IT THROUGH A CTE COHERENT SEQUENCE, SO THAT MEANS THAT THEY HAVE TO FOLLOW A PATHWAY FOR CTE AND TAKE A CERTAIN NUMBER OF COURSES TO GET THAT CTE CERTIFICATION.

AND THEN WE DO NOT OFFER ANY COLLEGE PREP COURSES, SO WE DON'T HAVE ANY STUDENTS WHO MEET THAT CRITERIA BECAUSE WE'RE NOT OFFERING THAT AT OUR HIGH SCHOOL.

BUT WE DO OFFER THE AP EXAMS, AND WE DO HAVE A LARGE NUMBER OF STUDENTS WHO GET THAT CCMR, COLLEGE, CAREER AND MILITARY READINESS INDICATOR. AND THEN WE DO HAVE STUDENTS WHO ALSO MEET IT THROUGH SAT AND ACT SCORES. ALL RIGHT, SO THIS GIVES YOU A HISTORY OF OUR CCMR, AND YOU CAN SEE THAT IN 21-22, OUR CCMR RATE WAS 84.2%.

PERCENT, AND THEN WE'VE WORKED REALLY HARD AND FOCUSED ON INCREASING THAT SCORE. SO IT'S BEEN A VERY TARGETED EFFORT. THE HIGH SCHOOL IS CONTINUING TO INCREASE THAT NUMBER.

THEY'RE LOOKING AT STUDENTS WHO MAYBE DON'T HAVE THAT INDICATOR AND SEEING WHAT CAN WE OFFER THEM SO THAT THEY CAN BE READY FOR BEYOND OUR HIGH SCHOOL DOORS.

ALL RIGHT, LAST YEAR WAS THE FIRST YEAR, LIKE I MENTIONED, THAT WE OFFERED THE TSIA EXAM ON THE CAMPUS. BUT THE CLASS OF 2024, 84.6% OF OUR STUDENTS EARNED CCMR. AND YOU EARN IT THROUGH YOUR ELA SCORE OR YOUR MATH SCORE,

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FOR OUR AP TEST, WE HAD 66.9% OF OUR STUDENTS WHO EARNED CCMR. AND YOU CAN SEE THAT THERE'S BEEN AN INCREASE IN THOSE OVER THE FEW YEARS.

AND THEN INDUSTRY-BASED CERTIFICATION, WE DID NOT HAVE ANY STUDENTS WHO EARNED THAT INDICATOR. ALL RIGHT, IF YOU'LL TAKE A LOOK AT THIS CHART, WE ALWAYS WANT TO COMPARE OURSELVES TO COMPARABLE DISTRICTS. THIS CHART COMPARES US TO DISTRICTS. THE ONLY ONE IN THE AREA IS LAKE TRAVIS, ISD. BUT YOU'LL SEE THAT AROUND THE STATE, WE ARE COMPARING OURSELVES TO THE COMPARABLE DISTRICTS.

AND OUR SAT SCORES, WE ARE IN THE TOP THREE WITH DISTRICTS LIKE HIGHLAND PARK AND CARROLL ISD. AND YOU'LL NOTICE THAT IN 23-24, OUR ACT SCORE WAS THE HIGHEST OF THE COMPARABLE DISTRICTS.

AND NOW I'M GOING TO TURN IT OVER TO MOLLY. SO THERE'S...

ADDITIONAL INFORMATION THAT WERE REQUIRED BY THE STATE TO REPORT. AND SO YOU'LL SEE A LIST OF THAT AND I'LL RUN THROUGH THOSE ELEMENTS. SO IN TERMS OF OUR ACCREDITATION STATUS, SO WHEN YOU'RE LOOKING AT HOW TEA IS GIVING YOU THAT RATING, THEY'RE LOOKING AT ACADEMIC ACCOUNTABILITY, FINANCIAL ACCOUNTABILITY, DATA INTEGRITY, OUR RESULTS DRIVEN ACCOUNTABILITY. AND SO WE HAVE MET, WE HAVE MET, ACCREDITED BY THE STATE OF TEXAS, SO THERE'S NOT LEVELS YOU'RE ACCREDITED OR YOU'RE NOT ACCREDITED, AND WE ARE. OUR REPORT ON VIOLENT OR CRIMINAL INCIDENTS, THERE WERE NO REPORTED VIOLENT OR CRIMINAL INCIDENCES ON CAMPUS FOR THE 24-25 SCHOOL YEAR.

CAMPUS PERFORMANCE OBJECTIVES, SO EACH CAMPUS HAS A CAMPUS IMPROVEMENT PLAN AS REQUIRED BY... THE STATE AND WE WILL WORK ON THOSE AGAIN THIS YEAR. WE HAVE THAT THE SIPS INCLUDE PERFORMANCE OBJECTIVES, AND THAT'S BASED OFF OF THE DIP, AND YOU ALL KNOW THAT WE BRING YOU THE DIP EACH YEAR. WE'RE MEASURING OUR PROGRESS ANNUALLY AND WE'RE LOOKING AT ALL THOSE PERFORMANCE OBJECTIVES TO REPORT BACK TO THE BOARD.

AND THEN WE HAVE OUR OUR SIPS AND OUR DIPS, WHICH KIND OF SHOW THE ALIGNMENT THAT WE HAVE. IN TERMS OF WHAT ARE THOSE INSTRUCTIONAL OBJECTIVES THAT WE WANT TO MEET, AND HOW ARE WE MEASURING THOSE.

OUR EARLY LITERACY AND CCMR PLANS, SO YOU WILL SEE WHEN YOU LOOK AT THE DIP MOVING FORWARD, THAT THOSE, THAT IS WHERE WE CONTAIN THAT INFORMATION AND WE WILL HAVE GOALS AROUND EARLY LITERACY AND CCMR. AS I MENTIONED, THE FULL TAPER REPORT IS ON OUR WEBSITE AND AVAILABLE ON TEA. THIS IS AN OVERVIEW OF THE DISTRICT WEBSITE. EACH CAMPUS HAS ITS OWN, OR, SORRY, THE DISTRICT REPORT. EACH CAMPUS HAS ITS OWN INDIVIDUAL REPORT, SO THERE'S HUNDREDS OF PAGES OF DATA TO LOOK THROUGH, AND WE'RE HAPPY TO GET QUESTIONS, AND WE CAN DO A DEEPER DIVE, EITHER ON A CAMPUS OR AT THE DISTRICT LEVEL, IF YOU ALL REQUIRE THAT. AND WE ARE OPEN TO QUESTIONS. THANK YOU, MOLLY, AND THANK YOU, CATHERINE, FOR THIS REPORT.

TRUSTEES, ARE THERE ANY QUESTIONS? DIANE? THANK YOU VERY MUCH. THERE IS A TON OF DATA THERE. AS YOU POINTED OUT, IT IS AVAILABLE FOR ANYONE TO DEEP DIVE INTO.

IT'S A LITTLE OVERWHELMING. I DID HAVE A COUPLE OF QUESTIONS. THE MENTION OF THE DATA, OF THIS CHOICE TO NOW HAVE OUR FIFTH SIX STUDENTS TAKE THE SIXTH GRADE TEST. IS THAT JUST AN OPTION WE'VE ALWAYS HAD? OR IS THAT SOMETHING THIS? I'M JUST SURPRISED THE STATE LETS US DECIDE, QUITE FRANKLY. SO WE USED TO BE ABLE TO DECIDE AND WE WERE DOING THE MATH FIVE AND IT WAS BASED ON THE TEAKS THAT WERE BEING TAUGHT IN THE COURSE. BUT NOW, SINCE THE STATE HAS ADDED DIFFERENT CRITERIA TO TAKE MATH SIX, ACCELERATED AND. THERE IS A PUSH FOR STUDENTS TO TAKE ABOVE-LEVEL MATH.

STUDENTS, IF THEY ARE ENROLLED IN ABOVE-LEVEL MATH, THEY HAVE TO TAKE THE HIGHER... GRADE LEVEL THAT'S OFFERED. SO THAT WOULD BE LIKE A MATH 5-6, YOU WOULD TAKE YOUR 6TH, OR IF YOU'RE IN 7-8, YOU WOULD TAKE THE 8TH GRADE.

THANK YOU VERY MUCH. YOU'RE WELCOME. AND THANK YOU FOR TALKING ABOUT THE ENGLISH 2 SCORES. IT WAS A NOTICEABLE

[00:25:01]

AND IS THAT A DIFFICULT PROCESS TO DIG INTO THOSE NUMBERS OR WHO? I DON'T WANT TO GET INTO THE WEEDS, BUT I JUST, UM, YOU KNOW, THERE'S USUALLY SOME TRENDS THAT YOU CAN FIND. AND UM, LIZ EDMONDSON AT THE HIGH SCHOOL, THE ACADEMIC DEAN SHE REALLY WORKS WITH. ANYTIME WE SEE ANY SORT OF DIP. OR WE'VE ALSO TALKED ABOUT IN THE PAST, WHEN WE SEE SOMETHING WHERE WE'VE SEEN AN INCREASE, LIKE WHAT HAPPENED, WHAT WERE WE DOING DIFFERENT? AND SO THAT'S SOMETHING THAT THEY DO ON A REGULAR BASIS IS KIND OF LOOKING AT THOSE SCORES. SO IT'S NOT, I MEAN, IT'S GOOD HARD WORK, BUT IT'S NOT, YOU KNOW, IT'S WORK THAT HAS TO BE DONE AND THAT SHOULD BE DONE. THANK YOU. IT GOES TO, I GUESS, HELP US UNDERSTAND WHAT THE ADMINISTRATION IS DOING TO SUPPORT OUR TEACHERS AND OUR STUDENTS. AND IT'S JUST SO CURIOUS TO ME THIS DIFFERENT TIMELINE.

DATA THAT'S BEING PRESENTED. I CAN'T WRAP MY HEAD AROUND THIS.

I'M THANKFUL THAT OUR STAR RESULTS COME OUT ONLY SO QUICKLY, I GUESS, YOU WOULD SAY. AND MAYBE THE STATE CAN HELP US UNDERSTAND WHY IT TAKES SO LONG TO GET ATTENDANCE DATA. AND I GUESS JUST MY LAST SORT OF COMMENT AND OBSERVATION ABOUT CCMR, AND I THINK THIS GOES TO THE POINT OF SOME OF THE STRATEGIC PLANNING THAT WE'RE GOING TO TALK ABOUT. THERE'S JUST SO MUCH OPPORTUNITY THERE IN LISTENING TO OUR STUDENTS AND WHAT THEIR INTERESTS ARE, AND LOOKING OUT AT WHAT ARE THE JOB PROSPECTS FOR OUR STUDENTS? AND HOW ARE WE GOING TO ADAPT. AND THE FACT THAT THERE OFTENTIMES IS AN ADDITIONAL FUNDING AVAILABLE FROM THE STATE. SO A LOT OF OPPORTUNITY THERE.

ABSOLUTELY. THANK YOU, DIANE.

JAMES? THANK YOU VERY MUCH FOR THE REPORT. I APPRECIATE THE DATA. MR. KONECKI, I WANTED TO ASK YOU AS SORT OF A NEW SET OF EYES ON THIS DATA, A FRESH PERSPECTIVE, IS THERE ANYTHING ABOUT THIS THAT CONCERNS YOU ABOUT THE HEALTH OF THE ACADEMICS IN THE DISTRICT? IS THERE ANY ACTION THAT YOU WOULD CALL FOR THE BOARD TO TAKE BASED UPON DATA THAT YOU SEE HERE? AND EVEN MORE SPECIFICALLY, IS THERE ANY DATA UPON WHICH, SAY, A LAYPERSON LOOKING AT THIS COULD COME TO THE CONCLUSION THAT THE DISTRICT IS ON A DECLINE IN ANY WAY? NO, I MEAN, THAT'S THE EASY ANSWER.

NO, THIS, I THINK, REINFORCES WHAT YOU SEE THAT EANS IS A TOP PERFORMING PUBLIC SCHOOL IN TEXAS AND THE NATION, AS I'VE SAID. SO YOU COULD TRY TO PARSE OUT DATA ANY WAY YOU WANT.

BUT NO, HISTORICALLY, I THINK THIS IS IN LINE WITH WHAT WE'VE ALWAYS SEEN WITH EANS. AND SHOULD BE VERY PROUD OF THE WORK OUR TEACHERS AND STUDENTS ARE DOING TOGETHER. IT SHOWS UP IN ALL THE EVIDENCE. SO, YEAH.

YEAH, THANK YOU VERY MUCH.

THAT'S ALL I HAD. THANK YOU, JAMES. ANY OTHER COMMENTS? LAURA? THANK YOU ALL. I DO LOVE ALL THIS DATA. IT'S FUN SEEING HOW OUR STUDENTS ARE PROGRESSING. AND FOR ANYONE WHO WANTS TO DIG INTO, ONE OF THE CATEGORIES IS GROWTH, LIKE ANNUAL GROWTH, WHICH IS REALLY EXCITING TO SEE BECAUSE YOU CAN IMAGINE YEAR OVER, YEAR, OVER YEAR, AS OUR STUDENTS ARE OUTPERFORMING.

KIDS FROM ALL ACROSS THE STATE BY LIKE 20 AND 30 PERCENT. AND TO DO THAT EVERY SINGLE YEAR IS IS REALLY IMPRESSIVE. I'D LIKE TO ECHO KIND OF WHAT DIANE SAID ABOUT THE CCMR. I THINK THERE ARE SOME ABSOLUTELY REAL AREAS OF OPPORTUNITY, NOT JUST SERVING THE KIDS AND WHAT THEY NEED TO BE PREPARED AFTER THEY LEAVE WESTLAKE.

BUT ALSO THAT IS TIED TO FUNDING AND I THINK THAT WE COULD MOVE THE NEEDLE IN THAT AREA. A QUICK QUESTION ABOUT THE CHRONIC ABSENTEEISM.

I KNOW THAT YOU ALL HAVE BEEN WORKING ON THAT, SO I'LL BE CURIOUS TO SEE THE 24-25 DATA. DO THOSE ABSENCES INCLUDE THE ABSENCES FOR SPORTS OR ANY KIND OF SCHOLASTIC EVENTS OR ANYTHING LIKE THAT? THEY DON'T INCLUDE FUNDED ABSENCES, JUST UNFUNDED.

BUT UNFORTUNATELY, THERE'S SOME REALLY VALID REASONS THAT YOUR ABSENCE IS UNFUNDED, LIKE BEING SICK. AND SO THOSE DO COUNT. RIGHT. OKAY. YEAH.

OKAY. AND THEN JUST... JUST INDULGE ME FOR JUST A SECOND.

ONE OF THE THINGS THAT JUST REALLY JUMPED OUT AT ME WAS, AND NOW I CAN'T FIND IT, BUT IT WAS ON THE TITLE I, AND IT SHOWS HOW MANY TITLE I STUDENTS WE HAVE, AND WHAT PERCENTAGE OF OUR STUDENTS ARE TITLE I.

AND THEN IT SHOWS WHAT PERCENTAGE OF THE STUDENTS IN THE STATE OF TEXAS ARE TITLE I, AND IT'S 66.6%

[00:30:02]

THAT'S INTENSE. ANYWAY, THOSE ARE MY ONLY QUESTIONS AND THE ONLY THINGS I WANTED TO POINT OUT. THANK YOU. THANK YOU, LAURA. JOHN? THANK YOU FOR THE REPORT. I LOVE DIGGING INTO THE DATA. ONE QUESTION I HAD, SO WE HAD THE CHART THAT HAS THE THIRD THROUGH EIGHTH FOR READING, AND THEN THE NEXT SLIDE WAS THIRD THROUGH EIGHTH FOR MATH. WHEN I LOOK AT MASTERY ON READING, IT TELLS A NICE STORY. WHERE FROM THIRD GRADE YOU'RE AT 49TH AND EVERY YEAR IT BUILDS. AND BY THE TIME YOU GET TO EIGHTH GRADE, 71 PERCENT OF OUR STUDENTS ARE SCORING MASTERY, SO THAT'S PHENOMENAL. TALK TO ME A LITTLE BIT, JUST I'M JUST SEEKING TO UNDERSTAND A BIT. HERE.

IT'S NOT THE SAME PRETTY CLIMB IN MATH. SO MATH, YOU KNOW, WE GO UP, WE GO DOWN, UP AND DOWN, AS FAR AS THE AMOUNT IN MASTERY. DOES THAT SURPRISE YOU? IS THAT NORMAL? IS THE GOAL TO GET THAT SAME SMOOTH CHURN UP AS IT IS WITH READING? WHAT ARE YOUR THOUGHTS? I CAN TAKE IT. SO FOR MATH, IN FIFTH GRADE, THAT'S WHERE STUDENTS CAN START TO ACCELERATE. SO IN THE FIFTH GRADE TRACK, WE'LL HAVE STUDENTS WHO ARE ON LEVEL, MATH FIFTH GRADE, AND THEY TAKE THAT FIFTH GRADE STAR. BUT THEN WE HAVE THE STUDENTS WHO ARE IN WHAT WE CALL FIVE, SIX COMPACTED, AND THEY'RE ALREADY TAKING SIXTH GRADE. SO WE HAVE A NUMBER OF STUDENTS WHO START TO ACCELERATE IN MATH. AND SO IT STARTS TO MAKE THE DATA LOOK DIFFERENT. BECAUSE YOU, FOR EXAMPLE, IN SEVENTH GRADE, YOU MIGHT HAVE STUDENTS WHO ARE IN MATH. 6 ACCELERATED THIS YEAR. THEY WILL NOT TAKE A MATH 7 STAR. THEY WILL GO FROM MATH 6 ACCELERATED TO MATH 8 ACCELERATED. SO THERE ARE, FOR MATH, THERE ARE SOMETIMES THESE LIKE EXIT POINTS WHERE STUDENTS DON'T TAKE THAT EXAM. SO YOU DON'T SEE THAT CLIMB LIKE YOU DO WITH THE READING, LANGUAGE ARTS. OKAY, THAT MAKES SENSE. AND I HAD HEARD YOU EARLIER SAY HOW IN 6, QUITE CLICKED THAT. SO, FOR EXAMPLE, IN IN FIFTH GRADE, IT'S THE 35 PERCENT THAT SCORED MASTERY WERE IN A MATH FIVE CLASS.

THAT'S EXACTLY RIGHT. OKAY, UH, ALL RIGHT, SO THAT THAT MAKES SENSE, AND SO IN SEVENTH GRADE. SO, FOR EXAMPLE, MY DAUGHTER IS SHE DID SIX ACCELERATED LAST YEAR, SHE'S NOW A SEVENTH GRADER, AND SO THAT WOULD MEAN THAT LAST YEAR SHE TOOK SIX. AND SHE SKIPS. THIS YEAR, SHE'LL TAKE EIGHTH. AND SO THAT'S WHY YOU SEE THE OTHER DIP IN SEVENTH GRADE IS THE ONLY PEOPLE TAKING SEVENTH ARE ONES IN MATH SEVEN. OKAY, I SEE. OKAY, THAT MAKES SENSE.

THANK YOU. YOU'RE WELCOME. MY NEXT QUESTION ON THE ATTENDANCE AND CHRONIC ABSENTEEISM, HOW DOES THAT COMPARE TO OUR COMPARABLE DISTRICTS? SO IF WE DID HAVE A CHART OF THOSE SIX DISTRICTS, DISTRICTS THAT WE COMPARED OURSELVES TO WITH, SAY, CHRONIC ABSENTEEISM, WOULD IT? WOULD? IT LOOK LIKE THEY'RE ROUGHLY IN THE SAME PLACE AS WELL? I HAVEN'T DONE THAT COMPARISON, SO I CAN GET THAT FOR YOU, BUT I CAN'T SPEAK TO THAT SPECIFICALLY. OKAY, MR. TROY, SPEAKING, UH, FROM A STATE AND NATIONAL PERSPECTIVE.

ANYTIME YOU HAVE A SCHOOL DISTRICT THAT'S HIGH PERFORMING, THAT IS CONSTANTLY OR CONSISTENTLY OVER 94, AND WE'RE TYPICALLY HIGHER THAN THAT, HERE, YOU'RE LOOKING AT A HIGH-PERFORMING DISTRICT.

MOST OF THEM THAT ARE NOT CONSIDERED HIGH-PERFORMING NEVER REACH THE NUMBERS IN THE 90S. SO, TO GIVE YOU A COMPARISON ACROSS HIGH-PERFORMING DISTRICTS IN THE COUNTRY, WHEN YOU'RE HITTING 94, 95, 95.1 AND ABOVE, YOU'RE DOING SOMETHING RIGHT. I LOVE THAT. I MEAN, THAT'S FANTASTIC.

OBVIOUSLY, WHEN YOU LOOK AND YOU SEE... THAT 9.8% OF OUR STUDENTS MISSED MORE THAN 18 DAYS. IT'S A LOT. AND I SEE WHY WE'RE DOING ALL WE CAN TO TRY TO DECREASE THAT RATE. AND THAT'S PART OF WHY I ASKED IS JUST... YOU KNOW, YOU ALWAYS LOOK TO SEE WHAT OTHER LESSONS YOU CAN LEARN, AND YOU KNOW. AND I'M SURE WE ARE STRONGER THAN MANY OTHER DISTRICTS IN SOME AREAS, BUT THERE'S OBVIOUSLY SOME THINGS MAYBE WE COULD LEARN FROM OTHERS TOO.

AND SO TO THE POINT YOU MADE EARLIER, IF YOU'RE MISSING MORE THAN 18

[00:35:03]

BUT EVEN TAKING IT FROM 9.8 BACK DOWN TO WHERE IT WAS BEFORE AT 8.9, I IMAGINE WOULD HAVE A BIG IMPACT. SO HAVE WE, I MEAN, HAVE YOU, HAVE WE SEEN OTHER THINGS WE CAN TRY FROM OTHER DISTRICTS THAT WE ARE CURRENTLY TRYING? I'M JUST, EVERY LITTLE PERCENTAGE POINT MATTERS ON THAT. YEAH, WE HAVE DEFINITELY LOOKED AT SOME OTHER DISTRICTS AND, YOU KNOW, KIND OF SOMETIMES THERE'S EVEN.

CLAUDIA HAS WORKED A LOT ON SOCIAL MEDIA AND JUST CAMPAIGNS, BECAUSE I THINK SOMETIMES PEOPLE DON'T UNDERSTAND THE IMPACT THAT IT HAS. FINANCIALLY, I MEAN, OBVIOUSLY IT'S IMPORTANT AGAIN FOR THE STUDENTS LEARNING, SO WE'VE DONE A LOT OF CAMPAIGNS AROUND THAT. ONE OF THE OTHER THINGS THAT WE ARE DOING THIS SEMESTER AND WE'RE FINALIZING IT, WE HAVE A NUMBER OF FAMILIES THAT DO TAKE EXTENDED TRIPS IN OUR SCHOOL DISTRICT. AND THEY'LL GO OUT OF THE COUNTRY. MAYBE, FOR, YOU KNOW, MAYBE TWO OR THREE WEEKS, AND THAT DEFINITELY IMPACTS.

THAT NUMBER. SO WE ARE TRYING TO DO A LITTLE BIT BETTER JOB OF EXPLAINING TO THOSE PARENTS WHAT THAT LOOKS LIKE AND THE IMPLICATIONS FOR THEIR STUDENT, BOTH ACADEMICALLY. WE HAVE SOME NEW INDICATORS THIS YEAR, WITH A CERTAIN LEVEL OF ABSENTEEISM. YOU WILL NOW GET AN INDICATOR THAT YOU'RE AT RISK OF NOT GRADUATING, AND SO THAT'S A NEW INDICATOR.

AND SO I THINK SOME OF THE FAMILIES DON'T REALIZE THAT THEIR STUDENT WILL NOW BE MARKED AS AN AT-RISK. STUDENT FOR NOT GRADUATING WHEN THEY'RE TAKING SOME OF THOSE TRIPS. SO I THINK JUST MORE INFORMATION AND EXPLANATION FOR PARENTS IS SOMETHING THAT WE'RE TRYING TO DO.

TO JUST SHOW THE IMPORTANCE OF ATTENDANCE, BOTH ACADEMICALLY AND FINANCIALLY.

AND ONE THING I'LL ADD TO THAT IS, YES. AND I THINK MOLLY MENTIONED IT EARLIER THAT OUR SCHOOLS ARE DOING AN AMAZING JOB OF TARGETING.

THOSE FAMILIES THAT WE KNOW ARE GOING TO A FAMILY WEDDING IN A DIFFERENT COUNTRY FOR TWO WEEKS. AND REALLY EMPHASIZING WHAT THAT MEANS. I MEAN, WE DON'T WANT TO SAY, I CAN'T GO TO THIS WEDDING, BUT AT LEAST JUST EXPLAINING TO THEM THE IMPLICATIONS OF IT. ANOTHER THING THAT I KNOW THAT MOLLY'S TEAM DOES IS PARTICULARLY THE TRANSFER STUDENTS. SO IF TRANSFER STUDENTS ARE FALLING BEHIND IN ATTENDANCE, THEY ARE NOTIFIED THAT THEIR ACCEPTANCE.

IN CONTINUING TO BE, A TRANSFER IS AT RISK. SO THAT'S A CONTINUAL THING, TOO. AND AS FAR AS SOCIAL MEDIA AND ANY KIND OF CAMPAIGN THAT WE DO, WE TRY TO DO THEM AT TARGETED TIMES.

SO, FOR EXAMPLE, SPRING BREAK IS COMING UP, AND THERE MAY BE SOME EXTENDED SPRING BREAK VACATIONS PLANNED.

AND JUST AGAIN, EMPHASIZING HERE'S HOW MUCH THAT COSTS US WHEN YOU LEAVE FOR COLORADO FOR TWO WEEKS. YEAH, FOR SURE. AND TO THAT POINT, CHRIS AM I REMEMBERING, RIGHT? I KNOW THIS WAS AN ACADEMIC FOCUS, BUT SINCE THIS CAME UP, IT BALLPARK 45 BUCKS A DAY IS THAT ABOUT, RIGHT? THAT'S ABOUT RIGHT. OKAY, SO EVERY SO THAT TRIP TO COLORADO, OR ANY PLACE YOU GO, THE TWO-WEEK WEDDING EVERY DAY YOU MISS IS A IS $45. AND WE HAD IT BROKEN OUT, I DON'T KNOW IF YOU REMEMBER LAST YEAR HOW WE WE HAD THE GRAPHICS BROKEN OUT BY SCHOOLS. FOREST TRAIL, NOT TO PICK ON THEM, BUT SAY, FOREST TRAIL SHOWING. HERE'S HOW MANY ABSENCES, HERE'S WHAT THAT MEANS MONEY, FUNDING-WISE, BY EACH SCHOOL.

AND SO THOSE ARE ON ALL OF THE WEBSITES. AND THEN WHEN WE DO THIS PUSH BEFORE SPRING BREAK, THAT WILL BE INCLUDED. THAT'S GREAT. OKAY. ALL RIGHT. I THINK THAT WAS IT FOR TODAY. THANK YOU. APPRECIATE IT. THANK YOU.

THANK YOU, JOHN. CATHERINE? ALL RIGHT. I THINK MY QUESTIONS ARE PRETTY SIMPLE, BUT I ALWAYS LIKE TO UNDERSTAND AS I'M TALKING TO FAMILIES, BECAUSE I'M ADVOCATING FOR EVERY DOLLAR COUNTS AT THIS POINT. WHEN WE TALK ABOUT THE ATTENDANCE RATES, AND I'M JUST LOOKING AT THE SLIDE WHERE IT SAYS FOR THE 23-24 SCHOOL YEAR, IT WAS 95.1. IS THAT CALCULATION, A STUDENT HAS 100 HOURS OF PLANNED CURRICULUM, AND THEY WERE IN ATTENDANCE FOR... 95% OF THE PLANNED 100 HOURS, OR IS IT 100 DAYS, OR IS IT, I THINK, WE SEE AS PARENTS, WHEN YOUR CHILD IS MAYBE LATE FOR A CLASS IN MIDDLE SCHOOL, YOU'LL GET A NOTIFICATION AT THE END OF THE DAY THAT YOUR STUDENT WAS MISSING OR TARDY FOR CLASS. SO WHAT'S KIND OF BAKED INTO THAT NUMBER? BECAUSE I THINK THE MORE WE INFORM FAMILIES HOW THIS IS IMPACTFUL TO THE FUNDING OF THE DISTRICT, THE MORE THAT THEY CAN,

[00:40:02]

DAYS, THOSE STUDENTS ARE PRESENT. SO IT'S NOT AN HOUR'S CALCULATION, IT'S A DAY'S.

IT'S A DAY'S. YEAH, BECAUSE WE GET FUN, IT'S LIKE A DAILY, LIKE AN AVERAGE DAILY ATTENDANCE. OKAY, SO IF YOUR SON OR DAUGHTER AND YOUR PARENT AND YOU RECEIVE A TEXT MESSAGE THAT SAYS YOUR SON OR DAUGHTER WAS LATE.

FOR A SECOND PERIOD, FOR WHATEVER REASON, THEY'RE RUNNING BETWEEN CLASS, THAT'S NOT NECESSARILY IMPACTING THIS SCORE. IT'S THEY MISSED THE ENTIRE DAY OF SCHOOL, WHICH MEANS WE TAKE ATTENDANCE AT 10 A.M. YEAH, SO WE TAKE IT, YEAH, IT'S A LITTLE BIT DIFFERENT ON EACH LEVEL, BUT AROUND 10 A.M. AND SO, YEAH, SO IF THEY'RE TARDY, A TARDY DOESN'T COUNT TOWARDS THIS.

THE OTHER THING THAT WE TALK TO OUR PARENTS A LOT ABOUT IS. IF A STUDENT LEAVES CAMPUS FOR AN APPOINTMENT AND COMES BACK, THEY GET ATTENDANCE CREDIT FOR THAT WHOLE DAY, EVEN IF THEY MISS THAT ATTENDANCE PERIOD. SO WE, YOU KNOW, SOMETIMES IT'S LIKE, OH, I TOOK MY STUDENT OR MY CHILD TO THE DENTIST AND IT WAS LIKE, NOON. AND THEN WE WENT TO LUNCH AND WE JUST DECIDED TO NOT COME BACK. PLEASE COME BACK BECAUSE WE DO, WE WILL GET FUNDING FOR THAT.

SO THAT'S ANOTHER, ANOTHER EDUCATIONAL PIECE.

OKAY. THANK YOU. THOSE WERE MY QUESTIONS, BUT I JUST WANTED TO HIGHLIGHT THAT, A LITTLE BIT OF THE DETAILS THERE. SO FAMILIES, IF THEY'RE WATCHING THAT, THEY CAN UNDERSTAND WHEN WE TALK ABOUT IT AND IT'S, IT'S A FULL DAY. AND THERE ARE OPPORTUNITIES. IF YOU HAVE TO LEAVE DURING THE MIDDLE OF THE DAY AND YOU CAN COME BACK, PLEASE COME BACK TO SCHOOL TO GET COUNTED. YES. THANK YOU, CATHERINE. ANY OTHER QUESTIONS? I'LL JUST WRAP UP THEN. AND I DO APPRECIATE ALL OF THIS INFORMATION. IT REINFORCES WHAT WE DO FOR OUR STUDENTS AND HOW HARD EVERYONE AROUND THIS TABLE IN ADMINISTRATION WORKS, AND HOW HARD OUR TEACHERS WORK.

BECAUSE THESE SCORES WOULDN'T BE THERE. FOR STUDENTS AND BENEFITING OUR STUDENTS WITHOUT ALL THE HARD WORK. SO THANK YOU VERY MUCH. WE'RE GOING TO NOW MOVE ONTO. I WILL TURN

[6.1 Strategic plan review]

THANK YOU, UH... AND CATHERINE, THANK YOU, AND MOLLY, THANK YOU SO MUCH FOR SHARING ALL THAT. UH...

IN CLARIFYING, UH... SO YOU HEARD CIPD? I P OBVIOUSLY TAPER. OUR ACRONYMS ARE ENDLESS WHEN IT COMES TO PUBLIC SCHOOL DATA AND THE DEEP DIVE WE CAN ALL DO INTO IT. AND AS OUR PRESIDENT JUST SAID, HARD-WORKING TEACHERS AND GREAT KIDS MAKE AMAZING LEARNING HAPPEN, AND THAT'S WHAT'S SHOWING UP.

SO BACK TO THAT QUESTION, THEN, OF WE CAN ALWAYS BE WORKING ON DATA AND WE CAN ALWAYS BE LOOKING FOR RESULTS DRIVEN ACTIVITY.

WHICH IS BAKED INTO THE TAPER. AS YOU HEARD.

AND THEN THE QUESTION BECOMES, WHAT IS A TRULY STUDENT-CENTERED SCHOOL CULTURE, AND WHAT DOES THAT LOOK LIKE? AND WHEN WE TALK ABOUT RELEVANT FOR THEM AND THEIR FUTURES, I HEARD A GREAT EXAMPLE ALREADY THAT A COUPLE OF TRUSTEES BROUGHT UP ABOUT THE CAREER OPPORTUNITIES.

AND YOU CAN SEE IN THIS NEWLY CREATED PART OF US OF A STATE REPORT CARD. THAT, YOU KNOW, THIS IS SOMETHING THAT EVERYBODY'S TALKING ABOUT, AND THAT'S WHY IT'S WORKED ITS WAY BACK INTO THE REPORT CARD. AND THEN WHAT ARE WE GOING TO DO ABOUT IT, RIGHT? AND WE'RE ALREADY DOING LOTS OF AMAZING THINGS ABOUT IT AT EANS, WITH AN INCUBATOR AND ENTREPRENEURIAL OPPORTUNITIES AND INTERNSHIPS, AND WE ALL WANT TO EXPAND ON THOSE PARTNERSHIPS. I WAS MEETING WITH SOMEONE WHO IS A REPRESENTATIVE FROM MOODY'S BANK TODAY, AND THEY WERE SAYING, WE'RE ALL IN ON YOUR PLAN. AT EANS TO TRY TO PROVIDE THESE UNIQUE CAREER-BUILDING EXPERIENCES, AND WE'RE CURRENTLY SURVEYING OUR STUDENTS TO REINFORCE WHAT THOSE AREAS OF FOCUS SHOULD BE. SO. I THINK WE CAN ALL BE REALLY HAPPY WITH THE ONGOING WORK OF OUR TEACHERS AND ADMINISTRATORS TO DIVE INTO THE DATA, BUT TO GET TO THE SEMINAL QUESTIONS AND TO REFOCUS ON THE BOARD'S PRIOR ACTION PLAN AND PRIORITIES, I JUST WANT TO TALK A LITTLE BIT ABOUT THE PAST. AND SO WHERE WERE WE BACK IN 2024? THE BOARD USED A FACILITATOR FOR SOME WORK OVER A PERIOD OF MONTHS AND IDENTIFIED SEVEN PRIORITY AREAS. THESE WERE BOARD AND ADMINISTRATIVE EXERCISES. STUDENT VOICE WAS NOT A PART OF THAT EXERCISE.

TEACHERS WERE NOT DIRECTLY INVOLVED IN THAT EXERCISE.

ADMINISTRATORS AT THE CABINET LEVEL WERE LARGELY INVOLVED IN THAT EXERCISE WITH TRUSTEES. AND WHAT RESULTED WAS A REALLY STRONG ACTION PLAN AROUND PRIORITIES THAT MANY OF YOU WERE A PART OF, AND, YOU KNOW, SERVED A GREAT PURPOSE. SO, JUST TO GIVE AN EXAMPLE OR TWO, UNDER THE SAFE SCHOOL COMMUNITIES PRIORITY, AREA 4.2 IDENTIFIED CULTIVATING STUDENT LEADERSHIP SKILLS AS AN AREA OF RESPONSIBILITY. BINGO. IT'S NOT GOING AWAY, RIGHT? IT'S SOMETHING THAT CAME UP BEFORE IN CONVERSATION.

UNDER GOVERNANCE AND BOARD SUPERINTENDENT COLLABORATION,

[00:45:02]

AND VALUES AND NORMS. AND THAT CAN BE REALLY FUN AND REALLY ENGAGING. AND WHEN WE GIVE PEOPLE VOICE AND INPUT, AND WE DO A GREAT JOB AS LISTENERS, AS LEADERS, THEN WE CAN ENSURE THAT STUDENT IMPACT IS HAPPENING. AND IT'S TRULY ACTIONABLE AT THE CLASSROOM LEVEL. AND SO WHAT ARE THOSE HIGH-YIELD STRATEGIES? AND IN ORDER TO IDENTIFY THEM, I THINK FIRST WE'VE GOT TO TALK ABOUT, WHAT KINDS OF QUESTIONS SHOULD WE BE ASKING? SO I GAVE YOU SOME EXAMPLES OF SOME KEY QUESTIONS THAT THE CABINET HAS TALKED ABOUT. AND SOME OF OUR STAFF MEMBERS HAVE TALKED ABOUT, TEACHERS HAVE BEEN TALKING ABOUT, AND I THINK COMMUNITY MEMBERS HAVE BEEN TALKING ABOUT, YOU KNOW, SOMETHING AS SIMPLE AS HOW ARE WE BUILDING PROBLEM SOLVERS, K THROUGH 12. SO THE K THROUGH 12 IS THE IMPORTANT PART THERE.

IT'S ONE THING TO SAY WE DO SOME HORIZONTAL PLANNING. IT'S ANOTHER THING TO SAY. WE DO A LITTLE BIT OF VERTICAL PLANNING, AND THERE'S SOME OPPORTUNITIES AT DIFFERENT STAGES IN DEVELOPMENT. BUT WHAT ARE WE DOING HOLISTICALLY TO BUILD PROBLEM SOLVERS, K THROUGH 12? WHERE THE LEARNING IS SCAFFOLDED OVER TIME. AND THAT'S A KEY QUESTION THAT I THINK WE CAN TAKE A LOT OF INPUT AND FEEDBACK, NOT JUST FROM THIS TEAM, BUT FROM THE LARGER SCHOOL COMMUNITY ABOUT, AND I'D LOVE TO HEAR WHAT STUDENTS THINK ABOUT THAT. I WOULD LOVE TO HEAR WHAT A 14-YEAR-OLD THINKS ABOUT THAT, AND I DEFINITELY THINK PEOPLE SHOULD BE LISTENING TO WHAT OUR 17-YEAR-OLDS THINK ABOUT THAT, LET ALONE A KINDERGARTNER. OTHER KEY QUESTIONS THAT WE MIGHT WANT TO BE THINKING ABOUT IS WHAT SHOULD PERFORMANCE ACTUALLY LOOK LIKE? SO WE TALK ABOUT AND WE READ ABOUT, AND WE SEE THESE REPORTS THAT COME OUT NATIONALLY EVERY YEAR.

ABOUT THE TOP SKILLS THAT HIGH PERFORMING INDUSTRY WANTS OUT OF HIGH SCHOOL GRADUATES. AND WE SEE THE SAME SKILL LIST FOR COLLEGE GRADUATES. BUT WHAT DOES THE PERFORMANCE LOOK LIKE TO GET THERE? SO THAT SPEAKS TO HOW AND WHAT WE DO, WHAT WE DO WITH OUR PLANNING.

THE POINT I'M MAKING HERE IS THAT IF WE REALLY, TRULY WANT TO HAVE A STUDENT-CENTERED STRATEGIC PLAN, SHOULDN'T WE BE PLANNING TO CREATE A STUDENT-CENTERED CULTURE? AND I THINK THERE'S FOUR PRIORITY AREAS I'D LIKE TO ASK YOUR THOUGHTS ABOUT TONIGHT. ONE, I THINK, TO TRULY FOSTER A STUDENT-CENTERED CULTURE, PERSONALIZED LEARNING HAS TO BE A HOLISTIC K-12 ENDEAVOR, NO MATTER WHAT IT IS WE CHOOSE TO WORK ON. SO, LEARNER VOICE AND PERFORMANCE HAVE TO BE AT THE CORE OF ALL OF OUR DECISION-MAKING. IF WE REALLY BELIEVE THAT, PERSONALIZED IS THE WAY TO GO FOR CUSTOMER SERVICE FOR FAMILIES. SECOND, LEARNING HAS TO BE DRIVEN BY PROBLEM-SOLVING, THINKING SKILLS AND EXPERIENCES.

THEY'RE DIFFERENT THINGS. THE SKILLS AND THE EXPERIENCES ARE DIFFERENT THINGS, AND THOSE HAVE TO BE MODELED BY ADULTS WHO KNOW HOW TO DO.

DESIGN THINKING AND COACHES AND MENTORS AND TRAINERS THAT UNDERSTAND THAT LEARNER CHOICE BECOMES A PART OF PROBLEM-SOLVING EXPERIENCES.

THIRD, ADULTS HAVE TO ADAPT TO THE MODELS THAT LEARNERS NEED TO THRIVE IN CAREER PATHS OF THEIR CHOOSING. NOW, NOT WHEN WE FEEL LIKE IT. AND FOURTH, LEARNERS AND ADULTS HAVE TO IDENTIFY AND DECIDE KEY PRIORITIES OF SCHOOL CLIMATE TOGETHER.

YOU KNOW, CULTURE IS WHAT YOU GET AFTER YOU BUILD IT. CLIMATE IS THAT THERMOSTAT WE ALL WORRY ABOUT EVERY DAY. STUDENTS SHOULD HAVE A HAND IN SETTING THAT. AND SO...

WHAT'S THE DIFFERENCE BETWEEN THE PLAN THAT WE HAVE THAT IDENTIFIES PRIORITY AREAS AND GOALS WITH SOME REALLY GREAT TACTICAL ACTION STEPS? FOR ADMINISTRATORS IS THOSE THINGS AREN'T GOING AWAY. THOSE THINGS ARE ALL IMPORTANT. THEY ALL MATTER. THAT IS DIFFERENT THAN VISIONS AND MISSIONS FOR STUDENTS. THAT THEY ALSO HAVE A VOICE AND A SAY IN.

THAT OUR LARGER COMMUNITY GETS TO WEIGH IN ON. THAT GIVES US

[00:50:01]

THANK YOU, MR. KONECKI. ANY INITIAL THOUGHTS FROM TRUSTEES OR ADMINISTRATION? KELLY? I JUST WANTED TO BE REALLY CLEAR ABOUT THE QUESTION. LIKE, WE'RE JUST TALKING ABOUT WHAT WE THINK WE DO, OR WHAT WE WANT TO DO, OR BOTH? YEAH, I THINK BOTH.

IF YOU HAVE IDEAS, OR YOU HAVE THOUGHTS ABOUT WHAT YOU HEARD, THESE KEY QUESTIONS ARE REALLY IMPORTANT.

I'LL MAKE SOME SUGGESTIONS, BUT I'D RATHER HEAR SOME OF YOUR THOUGHTS FIRST. ONE THING I LOVE THAT WE DO RELATED TO OUR CURRENT MISSION IS INSPIRE, AND WE DO THAT THROUGH THE MENTOR MINDSET.

AND I REALLY APPRECIATE HOW WE TAKE OUR LEARNERS AT THE HIGHER LEVEL. AND LIKE KINDERGARTNERS, HAVE READING BUDDIES, WHERE MY DAUGHTER CAN STILL SEE HER READING BUDDY NOW AS A SENIOR ON HIGHLINE. AND THINGS LIKE THAT, WHERE IT'S JUST SO INSPIRING.

RIGHT. AND THE MENTOR MINDSET IS SO IMPORTANT. I ALSO FEEL LIKE HAVING, YOU KNOW, A MEDICAL BACKGROUND, WE ALWAYS WERE LIKE, LEARN ONE, DO ONE, TEACH ONE. AND I FEEL LIKE I.

SEE US DOING THAT HERE. AND I THINK THAT REALLY HELPS REINFORCE THE LEARNING, AND THEN WHEN YOU HELP SOMEONE ELSE LEARN IT, YOU END UP LEARNING SOMETHING TOO. SO, UM, AND THEN I FEEL LIKE THAT ALSO EMPOWERS OUR STUDENTS BECAUSE THEY GET THE OPPORTUNITY TO DO THESE REALLY GREAT THINGS. SO IT'S ONE OF THE THINGS I LOVE THAT WE DO HERE, AND I'D LOVE TO SEE US CONTINUE TO EXPAND ON THAT. BECAUSE I THINK THAT ALSO HELPS WITH THE K THROUGH 12 ALIGNMENT THAT YOU'RE TALKING ABOUT. THANK YOU, KELLY. ANYONE ELSE? DIANE? I HAVE A FEW THOUGHTS. I AM VERY MUCH IN FAVOR OF THIS HIGH-LEVEL LOOK AT OUR MISSION AND OUR VISION.

THANK YOU FOR ALL OF THE THOUGHTS YOU'VE SHARED SO FAR, KIRK, AND THESE SEVEN QUESTIONS THAT YOU PUT OUT AS EXAMPLES.

FOR ME, AS I THINK ABOUT... I THINK THEY'RE ALL GREAT QUESTIONS. WHEN I THINK ABOUT OTHER QUESTIONS, I MIGHT ADD TO THAT, AND THEY MIGHT BE SORT OF EMBEDDED IN THESE ALREADY, BUT ONE THAT I THINK IS GOING TO BE A KEY PART OF OUR CONVERSATION IS, HOW SHOULD WE BE INTEGRATING TECHNOLOGY INTO ALL OF THIS? AND I DON'T KNOW IF YOU WANT TO GET THAT SPECIFIC WITH THESE QUESTIONS, BUT I THINK THAT'S GOING TO BE AN IMPORTANT PART OF OUR DISCUSSIONS ABOUT HOW WE'RE BUILDING LEADERS AND...

STUDENTS WHO CAN BE CRITICAL THINKERS FOR THE FUTURE, WHO CAN ADAPT TO CHANGING ECONOMIES, CHANGING JOB OPPORTUNITIES, AND JUST WORLD EVENTS. SO AGAIN, THAT COULD BE A BIT EMBEDDED IN HERE, BUT THAT'S ONE THING I WANTED TO ADD. I'M EXTREMELY EXCITED ABOUT HAVING WHAT I FEEL AS SOMEONE WHO'S BEEN IN THIS COMMUNITY FOR QUITE A WHILE. THE MOST ROBUST OPPORTUNITY TO GET OUR COMMUNITY ENGAGED IN THIS CONVERSATION. THE STUDENTS, AS YOU POINTED OUT,

[00:55:01]

SO THANK YOU. I LOOK FORWARD TO YOU. HAVE SOME PROPOSED TIMELINE HERE. I LOOK FORWARD TO HEARING MORE ABOUT THAT AND HOW WE'RE GOING TO DO IT AND GET THE COMMUNITY AWARE OF THAT AND THEIR OPPORTUNITIES TO ENGAGE. THANKS, DIANE.

JOHN? SO, A FEW DISPARATE THOUGHTS HERE. ONE. MR. KONECKI, I LOVE THAT WE'RE DOING THIS. SO I AM SUPER EXCITED ABOUT THIS. I LIKE ENVISIONING WHERE WE'RE HEADED.

AND I LIKE, YOU KNOW, MY DAY JOB IS IN TALENT. AND WE HAVE A PHRASE THAT GOES, NEVER WASTE A TRANSITION, NEVER WASTE A GOOD TRANSITION.

AND I THINK WE'RE IN A MOMENT OF TRANSITION BECAUSE WE HAVE A NEW SUPERINTENDENT. SO ANYTIME YOU HAVE A NEW SUPERINTENDENT, I THINK IT MAKES SENSE TO TAKE A STEP BACK AND ASSESS, YOU KNOW, ESSENTIALLY WHERE WE ROCK IN IT, WHAT ARE THE OPPORTUNITIES, WHAT ARE THE CHALLENGES ON THE HORIZON? HOW CAN WE BETTER SERVE OUR STUDENTS AND PREPARE OUR STUDENTS FOR THE FUTURE OF 2040 AND BEYOND? AND SO I LOVE THAT WE ARE DOING THIS AND OUR DISTRICT WILL BE BETTER FOR IT AND I'M EXCITED ABOUT IT. A FEW THINGS THAT STOOD OUT TO ME, ONE, I REALLY APPRECIATE THE K-12 FOCUS. AND I KNOW THAT MIGHT GO WITHOUT SAYING, BUT I THINK WHEN PEOPLE THINK OF EANS, THEY OFTEN TALK ABOUT HOW AMAZING OUR HIGH SCHOOL IS.

AND WE DO HAVE AN EXCEPTIONAL HIGH SCHOOL. BUT WE'RE, YOU KNOW, WE'RE EANS.

TO THE POINT YOU TALKED ABOUT BEFORE, IT STARTS WITH C.D.C AND ALL THE WAY THROUGH.

AND HOW CAN WE MAKE SURE WE ARE CONTINUOUSLY IMPROVING AND THAT WE HAVE THE VISION IN MIND AT EVERY STEP OF THE WAY? AND SO THAT WE ARE PROVIDING, YOU KNOW. EXCEPT, LOOK, I KNOW. WE SERVE OUR DISTRICT WELL, AND I WANT TO CONTINUOUSLY IMPROVE AND SEE HOW WE CAN GET EVEN BETTER AND BETTER. AND I THINK THAT STARTS WITH LOOKING AT HOW CAN WE MAKE SURE THE C.D.C IS THE BEST IT CAN BE? HOW CAN WE MAKE SURE OUR ELEMENTARIES ARE THE BEST THEY CAN BE? AND MAKE SURE WE ARE A DESTINATION DISTRICT AT ALL LEVELS, NOT JUST AT THE HIGH SCHOOL. AND WHEN YOU LOOK AT WHERE WE ARE KNOWN. WE ARE KNOWN FOR OUR HIGH SCHOOL.

WE'RE KNOWN FOR OUR SPECIAL EDUCATION SERVICES. WE ARE A DESTINATION DISTRICT FOR OUR SPECIAL EDUCATION SERVICES. I WANT US TO BE A DESTINATION DISTRICT IN CDC, IN KINDER, IN FIRST, IN SECOND, IN THIRD, AND THE WHOLE WAY THROUGH. AND WHEN I SAY THAT, IT DOESN'T MEAN THAT I DON'T THINK WE ALREADY ARE, BUT IT DOESN'T MEAN THERE'S NOT ROOM FOR IMPROVEMENT. AND SO I'M EXCITED ABOUT THIS OPPORTUNITY TO LOOK UNDER THE HOOD AND SEE HOW WE CAN GET BETTER. AND HAVING ELEMENTARY AND MIDDLE BE A KEY PART OF THAT, IN ADDITION TO THE HIGH SCHOOL. NUMBER FOUR ON HERE, THE Y'ALL MEANS ALL.

THAT SPEAKS TO MY HEART. AND TO ME, WE'RE HERE FOR EACH AND EVERY KID, EACH AND EVERY KID. AND SO WE NEED TO MAKE SURE WE ARE MEETING EVERY SINGLE KID. AND SO THAT IT GOES TO THE INDIVIDUAL LEVEL. IT GOES TO THE SUB POPS THAT WE WERE LOOKING AT IN THE TAPER.

AND PAYING ATTENTION TO EVERY DIFFERENT KID AND EVERY GROUP OF KIDS THAT WE HAVE HERE AND THAT WE'RE SERVING THEM WELL AND PROVIDING THAT EXCEPTIONAL EDUCATION. AND ONCE AGAIN, YOU CAN ALWAYS GET BETTER, AND SO I APPRECIATE THAT AS WELL.

WHAT'S ALSO IMPLICIT IN THESE QUESTIONS IS IT'S NOT JUST ABOUT STRONG ACADEMICS AND BEING STRONG IN ARTS AND ATHLETICS.

BUT IF I LOOK AT FIVE THROUGH SEVEN, THAT ALSO GOES TO THE TYPE OF PEOPLE WE'RE GRADUATING.

AND SO ARE THEY PEOPLE WHO ARE GOING TO THRIVE? AND OFTENTIMES, THRIVING IS NOT JUST ABOUT YOUR, YOU KNOW, THOSE ABILITIES IN ACADEMICS, ARTS AND ATHLETICS. IT'S DO YOU HAVE GRIT? ARE YOU RESILIENT? WHEN YOU START YOUR BUSINESS TO GO TO NUMBER SEVEN AND YOU GET KNOCKED DOWN, ARE YOU GOING TO START THE NEXT ONE? ARE YOU GOING TO PIVOT? ARE YOU GOING TO REACH OUT TO OTHERS AND GET BETTER? SUCCESSFUL ENTREPRENEURS HAVE THOSE SKILL SETS AND THOSE, YOU KNOW, NEWSFLASH THAT CARRIES ACROSS WHATEVER THING YOU DO IN YOUR CAREER. AND SO TAKING A STEP BACK ABOUT, YOU KNOW, BUILDING THE CULTURE AND THE CLIMATE AND THE COURSES. SO THAT OUR KIDS HAVE THOSE OPPORTUNITIES TO TRY AND FAIL AND TRY AGAIN, AND FAIL AND GET BETTER EACH TIME THEY DO. I THINK THAT IS SUPER IMPORTANT. AND, AND A CULTURE HERE THAT WE, YOU KNOW, WE CHEER FAILURE ON, JUST BECAUSE IT MEANS IT'S A LESSON LEARNED ALONG THE WAY. AND SO THAT WE KEEP MOVING FORWARD.

AND FAILURE IS NOT SOMETHING TO BE EMBARRASSED ABOUT

[01:00:01]

AND I'M ALL FOR COMPETITION.

AND TO ME, PART OF THIS DECISION THAT IS HELPFUL FOR ME IS LIKE, WHAT ARE THE OPPORTUNITIES THAT...

YOU KNOW, THERE'S A DEBATE I KEEP HEARING OUT IN THE COMMUNITY OF.

SHOULD WE STRATEGICALLY SCALE DOWN TO REFLECT JUST THE DEMOGRAPHICS OF OUR RESIDENT POPULATION, OR SHOULD WE TRY TO SUSTAIN OUR CURRENT ENROLLMENT? OR SOMETHING THAT APPROXIMATES THAT. AND TO ME, I KNOW THIS IS GOING FROM THE 30,000 FOOT TO MAYBE THE 20,000 FOOT LEVEL, BUT ONE OF THE KEY QUESTIONS FOR THAT, FOR ME, IS, HOW DOES THAT IMPACT? THE OPPORTUNITIES THAT WE PUT FORWARD FOR OUR STUDENTS ARE AS WE SCALE DOWN, IF WE WERE TO DO THAT, ARE THERE, ARE THERE MORE OPPORTUNITIES FOR KIDS. I CAN SEE YOU PAUSING ME, AM I? NO, NO, NO. SO MY QUESTION IS, ARE THERE MORE OPPORTUNITIES AS WE SCALE DOWN? BECAUSE PERHAPS THERE'S MORE OPPORTUNITIES FOR PARTICIPATION? AND YOU GET TO TRY MORE THINGS. AND AND THERE'S MORE OF AN OPPORTUNITY TO START ON THE FILL IN THE BLANK TEAM OR DO OTHER THINGS.

OR, OR. DO WE HAVE LESS FUNDING AVAILABLE, AND SO NOW THERE'S FEWER PROGRAMS AND WE WOULD HAVE MORE TO OFFER KIDS IF WE STAYED BIGGER? THERE IS A DEBATE ABOUT THIS IN THE COMMUNITY. AND I THINK IF YOU TALK TO FIVE PEOPLE, YOU'LL HEAR FIVE DIFFERENT PERSPECTIVES ON IT. AND THAT'S NORMAL AND NATURAL AND GOOD. I WOULD LIKE TO BRING SOME DATA AND ANALYSIS TO THIS AS WE GO INTO THINKING ABOUT THE STRATEGY ABOUT RATHER THAN JUST. JOHN'S PERSPECTIVE, OR ANYBODY'S AROUND THE TABLE'S PERSPECTIVE, WHAT DOES THE DATA AND THE ANALYSIS SHOW US ABOUT WHAT A SMALLER SCHOOL DISTRICT LOOKS LIKE VERSUS A DISTRICT OF THE SIZE THAT WE'RE AT? AND WHAT GOES WITH THAT? AND BRING KIND OF FACTS AND DATA TO THAT DISCUSSION, RATHER THAN JUST ONE PERSON'S PERSPECTIVE.

AS I SAID, PERHAPS TWO IN THE WEEDS, AND I'D LOVE YOUR THOUGHTS ON THAT. BUT TO ME, IT GOES WITH THE STRATEGY PIECE.

BECAUSE I COULD SEE HOW THAT COULD END UP IMPACTING SOME OF THE THINGS WE DO, AND SO THAT'S WHY IT WAS TOP OF MIND AS WELL. YEAH, NO, I ACTUALLY THINK WHAT YOU'RE SHARING IS A GREAT EXAMPLE OF MULTIPLE LENS THAT ADULTS ARE AT WHAT ARE TYPICALLY ADULT-DRIVEN ACCESS. BUT TO GET TO YOUR POINT, SHARING THE DATA, THE COMPS, AND WHAT'S BEHIND THE STRATEGY TO GET TO DECISION-MAKING, RIGHT, IS NOT GOING TO BE YOU OR ME. IT'S GOING TO BE US. AND ALSO THAT WILL HELP US DETERMINE WHAT MAKES EANS PROGRAMMATICALLY UNIQUE.

THAT'S A DIFFERENT WAY TO SAY WHAT I THINK I JUST HEARD YOU SAY. SO I THINK THAT'S WHERE WE'RE HEADED, RIGHT? AND SO, AGAIN, I'M GOING TO BE ASKING YOU ALL TO STAY IN THE LANE OF STUDENT-CENTERED CULTURE BUILDING. AND WHAT DOES THAT LOOK LIKE, BUT THERE'S GOING TO BE A LOT OF ADULT-DRIVEN OPINIONS AND DECISION-MAKING, AND THEN WE'VE GOT TO MOVE PAST OPINIONS TO DO SOME RESEARCH. AND THE RESEARCH IS GOING TO INCLUDE ANECDOTAL FEEDBACK.

FOR CHILDREN ALSO. AWESOME.

THAT'S GREAT. AND I, TO YOUR POINT EARLIER, LIKE,

[01:05:01]

THAT'S RIGHT. WE WILL. AND THAT'S GREAT. I THINK THAT'S FANTASTIC. SO ONE OF THE REASONS I WAS EXCITED TO VOTE FOR YOU WHEN I DID, MR. KONECKI, IS, I KNEW THIS WAS PART OF YOUR HEART. AND I KNOW WE ALL SHARED THAT. AND SO I KNOW YOU'RE A STRATEGIC THINKER, AND YOU LIKE TO THINK ABOUT HOW BEST WE CAN SERVE KIDS. AND I THINK THAT'S EVIDENT TODAY, AND I'M EXCITED FOR THE PROCESS WE'RE GOING TO GO THROUGH. SO THANK YOU.

THANK YOU, JOHN. JAMES? YEAH, THANK YOU. I WAS GOING TO START AND SAY THAT, YOU KNOW, WHEN YOU'RE IN A CULTURE OF THE KIND OF SUCCESS THAT WE HAVE IN OUR DISTRICT, THAT'S REALLY SERVED US WELL FOR MANY DECADES, I THINK IT'S EASY TO REST ON OUR LAURELS. AND I THINK IT'S EASY TO FEAR THAT CHANGING MEANS THAT. YOU WERE GOING TO LOSE WHAT MADE US GREAT.

AND I HEAR THAT FROM PEOPLE, I UNDERSTAND. BUT SOMETIMES THE BRAVEST MOVE ISN'T JUST CHARGING FORWARD. IT'S PAUSING AND TURNING AROUND AND REALLY LOOKING AT THE PATH YOU'RE ON. WE HIRED MR. KONECKI, AS JOHN SAID. WE HIRED MR. KONECKI BECAUSE WE AS A BOARD LONG FOR THIS KIND OF LEADERSHIP AND DIRECTION.

WE'RE NOT GOING TO PULL AWAY FROM WHAT YOU'RE SUGGESTING. I THINK WE'RE GOING TO EMBRACE IT. AND I THINK YOU'RE GOING TO HEAR THAT TONIGHT. I REALLY LIKE THE IDEA OF HAVING A STUDENT-CENTERED STRATEGIC VISION DEVELOPED WITH STUDENTS, PARENTS, COMMUNITY, AND PROFESSIONALS.

THAT'S EXACTLY WHAT WE NEED.

WE NEED A HOLISTIC VISION THAT STARTS WITH OUR YOUNGEST LEARNERS.

AS JOHN SAID, WE NEED TO LOOK K-12. WE NEED TO START WITH OUR YOUNGEST LEARNERS, AND WE NEED TO CARRY IT FORWARD THROUGH OUR GRADUATES. AND I'M NOT SITTING HERE SAYING ANYTHING IS BROKEN, REALLY.

TO THE CONTRARY.

BUT I THINK WE NEED TO BE WILLING TO TAKE A SERIOUS LOOK AT WHAT WE'RE DOING AND SEEK IMPROVEMENTS THAT MAKE SENSE.

SO I'M EXCITED FOR THIS VISION, FOR THE OPPORTUNITY TO BRING STAKEHOLDERS INTO THE PROCESS, AND REALLY ROLL UP OUR SLEEVES AND GET TO WORK FOR THE DISTRICT WE LOVE. AND MY ONE IN THE WEEDS COMMENT, IF I'M ALLOWED ONE, WOULD BE I'D LOVE TO SEE US BRING IN... AS MANY NEW VOICES AS WE CAN. WE'VE GOT A HUGE GROUP OF PARENTS WHO ARE SO WILLING TO HELP, AND WE CALL ON THEM REGULARLY. AND I'M NOT SAYING TO EXCLUDE THEM BY ANY MEANS, BUT LET'S GO FIND THOSE VOICES THAT ARE OUT THERE, THAT THEY'RE WILLING TO HELP, HAVE GREAT IDEAS, AND WANT TO COME TO THE TABLE AND SPEAK. AND LET'S BRING SOME NEW PEOPLE INTO THE CONVERSATION. I REALLY THINK THAT WOULD BE A GREAT IDEA. SO I GIVE MY THUMBS UP. I APPRECIATE THIS. MR. KONECKI.

THANK YOU, JAMES. ANYONE ELSE? CATHERINE? ALL RIGHT. I HOPE THAT EVERYONE SPEAKS ABOUT THIS TONIGHT. THIS IS JUST THE FIRST IN, I THINK, A LOT OF CONVERSATIONS WE'RE GOING TO HAVE AROUND THE STRATEGY AND VISION FOR THE DISTRICT. I WASN'T HERE WHEN THE CURRENT BOARD CREATED THE CURRENT STRATEGIC PLAN BACK IN 2024. SO I'VE BEEN REALLY EXCITED TO BE ABLE TO DO THIS WITH MR. KONECKI. I'VE DONE STRATEGY PLANNING PROFESSIONALLY MANY, MANY TIMES, AND SO WHAT YOU'RE GOING TO GET IS SEVEN TRUSTEES AND SEVEN OPINIONS AND SEVEN SHADES. HERE OF KIND OF WHAT WE WOULD LIKE TO SEE AND MAYBE DISCUSSIONS AND WAYS TO GET THERE. FOR ME, WHEN I THINK OF STRATEGY, IT'S WHERE DO WE WANT TO WIN AND HOW DO WE WANT TO PLAY? AND SO WHERE DO WE WANT TO WIN, TO ME, IT'S A NUMBER OF THINGS. IT'S DO OUR STUDENTS WANT OPPORTUNITIES TO EXPLORE ARTS? DO OUR STUDENTS, WHERE THEY WANT TO WIN IS IN THEIR SPORTS? IS IT ON AN ACADEMIC LEVEL? DO WE HAVE STUDENTS WHO ARE ATTEMPTING TO GET INTO THE IVY LEAGUE? SO I LOVE THAT WE'RE TALKING ABOUT GETTING THE STUDENT VOICE IN THIS PROCESS, BUT I THINK WE HAVE THE CHALLENGE THAT IN A PUBLIC SCHOOL DISTRICT, WE HAVE TO BE ABLE TO SERVE EVERY STUDENT. AND WE STILL WILL HAVE TO MAKE SOME CHOICES BECAUSE WE, I JUST DON'T SEE THAT WE'RE GOING TO BE ABLE TO DO EVERYTHING.

WE'RE GOING TO HAVE TO COMPACT THAT DOWN INTO SOMETHING THAT'S ACTUALLY ACTIONABLE. BECAUSE WHEN YOU GET TOO MANY PRIORITIES, IT BREAKS DOWN INTO A LOT OF TASKS. AND THEN. IF YOU HAVE TOO MANY PRIORITIES, NOTHING IS A PRIORITY. HAVING LIVED THAT MANY, MANY A TIME.

SO TO ME, I LIKE TO THINK ABOUT THIS AS LET'S START, WITH THE END IN MIND. WHAT DO WE WANT TO BE FOR THOSE STUDENTS WHEN THEY'RE

[01:10:01]

MAYBE YOU'RE A MUSIC STUDENT AND YOUR GOAL IS TO GO TO THE ROSE BOWL AND MARCH IN THE ROSE BOWL, OR MAYBE IT'S TO TAKE A TRIP TO HAWAII WITH YOUR ORCHESTRA, OR MAYBE IT'S COMPETING AT THE STATE LEVEL OR INTRASTATE LEVEL IN YOUR CHOSEN ATHLETICS. WE HAVE TO BE ABLE TO PROVIDE THE FOUNDATIONAL WORK IN THE PRIMARY SCHOOLS.

THAT GETS OUR STUDENTS TO WHERE THEY HAVE A CHANCE FOR HAVING THAT ASPIRATIONAL ACTIVITY BY THE TIME THEY'VE GRADUATED.

AND THAT'S WHERE I THINK MAYBE WE HAVE BROKEN DOWN. BECAUSE WE HAVE, I THINK AT THE PRIMARY SCHOOLS, IT'S FOUNDATIONAL, BUT THE THINGS THAT SET OUR CHILDREN UP FOR SUCCESS DON'T COME UNTIL THEY ACTUALLY HIT MIDDLE SCHOOL. AND SO ELEMENTARY FAMILIES FEEL LIKE, YES, WE HEAR ABOUT THIS AMAZING HIGH SCHOOL, BUT AT THE ELEMENTARY LEVEL, WE FEEL LIKE WE'RE JUST KIND OF WORKING WITH... I'M GOING TO USE A BUSINESS TERM I COMMONLY CALL TABLE STAKES. IT'S JUST KIND OF EXPECTED, BUT THERE'S NOTHING SUPER SPECTACULAR GOING ON. AND THEY WANT TO HAVE OPPORTUNITIES, DIFFERENTIATED LEARNING, THINGS THAT WILL DRAW THEM INTO THE PROCESS EARLY.

BECAUSE I THINK WHAT WE FOUND, MATH CURRICULUM, LANGUAGE CURRICULUM, ACCESS TO THE ARTS EARLIER IS WHAT REALLY GETS STUDENTS. LOVING THE PROCESS OF LEARNING. SO I JUST WANT TO TALK ABOUT A LITTLE BIT ABOUT MAYBE TAKING THIS MARKET DRIVEN APPROACH, GETTING THE STUDENTS INPUT, ESPECIALLY AT THE ELEMENTARY SCHOOLS.

HERE'S WHAT I WOULD LOVE TO SEE FOR THE DISTRICT. IT'S WE TALK A LOT ABOUT PARENTS TALKING AND A LOT OF PARENT INPUT. BUT WOULDN'T IT BE A FANTASTIC GOAL TO SAY THAT? IT'S WORD OF MOUTH AMONG THE STUDENTS.

MAKE THE STUDENTS WANT TO COME TO EANS. WHEN YOU'VE GOT TWO NEIGHBORS AND TWO RELATIVELY WEALTHY FAMILIES, AND ONE STUDENT SAYS, HEY, I'M AT EANS, AND I JUST LOVE MY TEACHER, AND THEY'RE TALKING TO THEIR FELLOW STUDENT ACROSS THE STREET, AND THEY'RE GOING TO ONE OF OUR PRIVATE SCHOOL OPTIONS IN THE AREA, AND THEY'RE GOING, OH, BUT I DON'T GET TO DO THIS AMAZING THING, AND YOU'RE GETTING TO DO THAT. AND IT'S THE STUDENTS AT THE ELEMENTARY SCHOOLS WHO ARE PULLING IN THEIR NEIGHBORS TO CHOOSE OUR DISTRICT. I THINK IF YOU TOOK A SWATH OF THE EANS COMMUNITY, THE FAMILIES THAT LIVE IN OUR TWO DISTRICTS, AND IF ALL THE FAMILIES IN OUR, SORRY, TWO ZIP CODES, IF THEY WERE ALL CHOOSING EANS, WE WOULDN'T HAVE THIS DECLINING ENROLLMENT PROBLEM WE HAVE NOW.

WE WOULDN'T BE HAVING TO TALK ABOUT SOME OF THESE BUDGET CONSTRAINTS THAT WE HAVE NOW.

AND THAT'S, TO ME, WHERE THE RUBBER MEETS THE ROAD THAT WE'RE MISSING IT ON ELEMENTARY. I HEARD KIRK SAY ONCE, VERY RECENTLY, I THINK IT WAS FOREST TRAIL, AT THE BOOSTER CLUB. THAT HE WANTS FOR A FAMILY, WHEN THEY'RE MOVING TO THE AREA, THEY'RE CONSIDERING PUTTING OUR CHILDREN IN SCHOOL. AND THEY ARE 30 FEET, 40 FEET AWAY FROM THE BUILDING, AND THEY'RE WALKING TOWARDS THE BUILDING.

AND THEY JUST GET THE VIBE, LIKE, OH, YES, THIS SEEMS LIKE A GOOD PLACE FOR MY STUDENT. AND THE STUDENTS, THE KINDERGARTNER IS EXCITED.

AND THE KINDERGARTNER KNOWS THAT THEIR NEIGHBOR IS ALSO GOING. AND THAT, TO ME, WOULD BE A VISION FOR... EARLY WINS THAT GET US TO THE LONG-TERM ASPIRATIONAL SUCCESS FOR OUR 12TH GRADERS. SO I'LL JUST CLOSE AND SAY, HOW DO WE WIN? WHERE DO WE WANT TO PLAY? I DON'T THINK WE CAN DO ALL THE AMAZING THINGS. IF THERE ARE TOO MANY PRIORITIES, NOTHING'S A PRIORITY. SO LET'S JUST WORK ON GETTING THE SMART HANDFUL OF THINGS THAT MOVE THE NEEDLE.

THANK YOU, CATHERINE. KELLY? LAURA, DID YOU WANT TO SPEAK? SURE. SORRY, DIDN'T SEE YOU.

WELL, HONESTLY, I'M STILL FORMULATING MY IDEAS AND THOUGHTS ON THIS. THIS IS SUCH A KIND OF A BREATH OF FRESH AIR FROM WHAT WE'VE BEEN DISCUSSING, HONESTLY, FOR THE LAST YEAR. IT'S BEEN A WHILE SINCE WE'VE BEEN ABLE TO REALLY FOCUS ON THE STRATEGY OF EDUCATING OUR STUDENTS. AND TO DO IT IN THIS FORMAT IS WONDERFUL. I'M A LITTLE, I'M A PROCESS PERSON, SO...

YOU KNOW, WHEN YOU FIRST PRESENTED THIS TO US, I'M LIKE, WHERE ARE WE TRYING? WHAT DO YOU NEED FROM US? WHAT DO YOU

[01:15:02]

AND ONE OF MY HESITATIONS, CATHERINE, YOU MADE ME THINK ABOUT WHAT DOES SUCCESS LOOK LIKE FOR STUDENTS? YOU REFERRED TO THE HIGH SCHOOL AS ASPIRATIONAL, AND IT IS ASPIRATIONAL, VERY MUCH SO. WE HAVE HISTORICALLY, OR I'VE TALKED ABOUT THIS IN THE PAST, IS THE IMPORTANCE OF KIDS BEING ABLE TO IDENTIFY WHAT SUCCESS MEANS FOR THEM. AND IT'S STUDENTS AND FAMILIES. AND THAT LOOKS DIFFERENT FOR EVERY SINGLE FAMILY AND EVERY SINGLE STUDENT. AND SO HOW DO WE, ONE, HOW DO WE GET THOSE OPPORTUNITIES FOR SUCCESS IN FRONT OF THEM? AND THEN HOW DO WE HELP THEM ACHIEVE THAT? WE KNOW, WE KNOW FROM THE DATA, WE KNOW ANECDOTALLY, THAT NOT ALL OF OUR STUDENTS ARE KNOCKING IT OUT OF THE PARK ACADEMICALLY.

WE HAVE STUDENTS THAT THEIR FOCUS IS ARTS OR ATHLETICS, OR WHATEVER IT MAY BE. A LOT OF TIMES IT'S ACTUALLY OUTSIDE OF THE DISTRICT, IT'S OPPORTUNITIES. AND ACTIVITIES OUTSIDE OF THE DISTRICT. SO HOW DO WE SUPPORT THIS INDIVIDUALIZED SUCCESS FOR STUDENTS? I THINK THAT'S A VERY HIGH, LOFTY GOAL. WHAT I THINK IS A MORE ATTAINABLE GOAL IS HOW DO WE PRESENT A VARIETY OF OPPORTUNITIES TO STUDENTS.

AND JUST SPECIFICALLY, WHAT I'M THINKING IS THAT WE DON'T HAVE GREAT DATA ON WHAT OUR STUDENTS DO ONCE THEY LEAVE OUR DISTRICT, BUT WE DO KNOW THAT A FOUR-YEAR COLLEGE IS NOT FOR AS MANY OF OUR KIDS AS GO-TO FOUR-YEAR COLLEGES.

BUT THAT'S ALL THEY KNOW.

THAT'S ALL THEY'VE SEEN, AND THAT'S ALL, FOR THE MOST PART. AND SO TO THEM, THAT'S THEIR OPPORTUNITY AS A FOUR-YEAR COLLEGE. I NOTICED IN THE TAFR REPORT, WE HAVE NO KIDS THAT ARE GETTING CERTIFIED, WHAT IS IT, CERTIFIED, INDUSTRY-BASED CERTIFICATIONS.

AND I'M NOT SAYING THAT WE'RE GOING TO HAVE A BUNCH OR THAT WE'RE GOING TO, YOU KNOW, THAT THAT'S GOING TO BE A BIG DEAL.

BUT JUST GIVING... ALLOWING OUR STUDENTS TO HAVE THAT EXPERIENCE, PUTTING IT IN FRONT OF THEM.

AND SO I LOVE THIS STUDENT CHOICE AND YOUR DISCUSSION OF LISTENING TO THE STUDENTS.

AND IT REALLY DOES GO DOWN TO THE ELEMENTARY SCHOOLS AS WELL, AS IS OPPORTUNITY, OPPORTUNITY, OPPORTUNITIES. BECAUSE YOU NEVER KNOW WHAT'S GOING TO CATCH A CHILD'S INTEREST AND HOW THEY'RE GOING TO CARRY THAT FORWARD THROUGH THEIR EDUCATION. SOME OF YOUR QUESTIONS ON YOUR 1-7 TO ME FELT, I HOPE WE GET TO HEAR FROM ADMIN, I KNOW WE'RE TALKING A LOT TONIGHT, BUT AT SOME POINT, IF NOT TONIGHT, THAT HOW, HOW DO WE DO IT? HOW ARE WE BUILDING THESE ENTREPRENEURS? HOW ARE WE BUILDING PROBLEM SOLVERS? THAT'S Y'ALL. Y'ALL ARE DOING IT. YOU'RE DOING IT.

SO I'D LOVE TO HEAR FROM ADMIN ON THOSE THINGS. THANK YOU.

THANK YOU, LAURA. I'LL ADD A COUPLE OF COMMENTS, AND THEN KELLY HAD SOME ADDITIONAL POINTS TO MAKE. I THINK THAT I HEAR A LOT OF GOOD IDEAS. I HEAR A LOT OF FEEDBACK, AND I KNOW, KIRK, THAT'S WHAT YOU'RE ASKING FOR. I THINK FOR PURPOSES OF...

FOR THE COMMUNITY, IT MAY LOOK LIKE THIS IS SOMETHING NEW, AND THIS IS A NEW STRATEGY, AND IT IS A NEW STRATEGY FOR EANS, BUT FOR, AND YOU'VE ONLY BEEN HERE SIX WEEKS, BUT IT WAS SOMETHING THAT, AS JAMES SAID, IT RESONATED WITH THIS BOARD DURING A LONG INTERVIEW PROCESS OF HOW WE HELP OUR STUDENTS.

AND THERE ARE CONSTITUENTS.

[01:20:03]

THAT, IN MY OPINION, SHOULD INCLUDE, YOU KNOW, THE YOUNGEST, TO LOOK AT THE VIEW OF WHAT THEY NEED 12-14 YEARS FROM NOW. BUT ALSO THE DIFFERENT STUDENTS, AS TRUSTEES HAVE POINTED OUT. I MEAN, WE'VE GOT A LOT OF EXCELLING STUDENTS, BUT WE'VE GOT A LOT OF QUIET STUDENTS. AND I WANT, I. I HOPE, THAT IN OUR PROCESS, WE'RE LOOKING AT ALL VOICES. EVEN THE ONES THAT AREN'T COMFORTABLE SPEAKING OUT, BECAUSE THOSE ARE SOMETIMES COULD GET MISSED.

AND I WOULD LIKE, AT ALL LEVELS, I WOULD LOVE TO SEE A PROCESS AND A PLAN THAT EVERY CHILD AND EVERY FAMILY, JAMES, YOU'VE TALKED ABOUT.

FAMILY INPUT, BUT EVERY FAMILY FEELS COMFORTABLE IN THIS PROCESS AS WE MOVE FORWARD TO A FUTURE AND THE FUTURE. IS LOOKING AT LEARNING, BUT IT'S LOOKING AT FACILITIES, AND IT'S LOOKING AT WHAT OUR DISTRICT LOOKS LIKE IN THE FUTURE. I WANT TO BE ABLE TO ENCOURAGE THOSE VOICES TO HELP TRUSTEES, HELP ADMINISTRATION GET TO AN EVEN BETTER EATS. I KNOW THAT WE FOCUS A LOT ON THE POSITIVE, AND THEN WE POINT TO, YOU KNOW, THE CHALLENGES THAT WE SEE.

BUT MY OVERALL... IMPRESSION OF WHERE WE'RE GOING AND WHAT WE'RE GOING TO DO IN FUTURE DISCUSSIONS. AS WE TALK ABOUT A STRATEGIC PLAN, NOT JUST PRIORITIES, BUT A STRATEGIC PLAN IS LISTENING TO PEOPLE AND GIVING PEOPLE OPPORTUNITIES, EVEN WHEN THEY'RE NOT COMFORTABLE WITH DISCUSSING WITH US, BUT GIVING THEM SO MANY OPPORTUNITIES TO GIVE THEIR FEEDBACK AND HELP US WITH IDEAS, AND HELP US TO, YOU KNOW, JUST TO GROW AND EXPAND. SO I... I THINK I'M GOING TO STAY AT THIS HIGH LEVEL. I'M REALLY EXCITED ABOUT THIS. I KNOW THAT WHAT WE'RE DOING TODAY, WHAT WE'RE DOING IN THE NEXT SIX YEARS, WILL HELP OUR STUDENTS. NOT JUST A YEAR FROM NOW, BUT 14 YEARS FROM NOW AND 12 YEARS FROM NOW. SO WE'RE LOOKING AT OUR CHILDREN'S FUTURE, AND I THINK THAT'S WHAT, AS TRUSTEES, WE WERE ELECTED TO DO. KELLY, YOU HAD ADDITIONAL QUESTIONS OR COMMENTS? I DO. I DON'T REALLY THINK THIS IS ALL THAT NEW IN THE SENSE THAT THE STUDENTS ARE FOCUSED. I WORKED IN THE SCHOOLS, I CAN TELL YOU, THE STUDENTS ARE A HUNDRED PERCENT THE FOCUS. I LOVED YOUR LEARNER VOICE AND CHOICE. I THINK THAT'S A GREAT GUIDANCE FOR THIS AND IT MATCHES ALL THESE QUESTIONS HERE. BECAUSE GETTING THE INPUT STRAIGHT FROM THE FROM THE LEARNERS MOUTH IS GOING TO UNDERSTAND AND FOR.

BECAUSE, FIRST OF ALL, STUDENTS GET TO CHOOSE. LIKE, WHEN MY KIDS GET TO CHOOSE, THAT'S ALWAYS HELPFUL. BALANCE OF, LIKE, THE CORE CLASSES AND THE ACADEMICS WITH THOSE ELECTIVES, THOSE REALLY, LIKE, CHALLENGING ELECTIVES. YOU KNOW, LIKE INCUBATOR, WHERE THEY'RE CREATING AND SELLING.

HOW DID THEY GET THERE, THOUGH? IT DIDN'T START IN THE 6TH OR THE 7TH OR 8TH GRADE.

THAT STARTED IN KINDERGARTEN.

LIKE. WE ALWAYS HAVE IN THE SIXTH OR SEVENTH GRADE IS DOING THAT. SO, ONCE AGAIN, IT'S ALSO TELLING HERE'S WHAT WE'VE BEEN DOING. AND HERE'S AN ASK THIS 17 YEAR OLD STUDENT, HOW THEY GOT TO BE, OR THE ACADEMIC, OR THE ART, OR WHATEVER IT IS, HOW THEY GOT THERE. AND ALMOST ALL OF THEM ARE GOING TO SCHOOL. TEACHER FACT. SO, I MEAN, I DON'T WANT TO SAY IT. I MEAN, I LOVE MY MIDDLE SCHOOL TEACHER SO MUCH.

BUT, YOU KNOW, THAT... THAT'S A HARD AGE. THESE ELEMENTARY SCHOOL KIDS ARE GETTING, THEY'RE GETTING GREAT STUFF.

IT WOULD BE GREAT TO HEAR IT FROM THEIR MOUTH, THOUGH. AND THEN, OH, THE OTHER THING I WAS GOING TO SAY IS CAREER DAY WAS SO EYE-OPENING. SO WHAT A GREAT WAY TO DO YOUR RESEARCH THAT YOU'RE TALKING ABOUT. I SIT THERE AND I HAVE KIDS COME UP TO ME AND I'M LIKE, DO YOU WANT TO BE A NURSE? AND THEY'LL BE LIKE, NO. I'M LIKE, OH, WELCOME TO MY TABLE, BECAUSE THAT'S ALL I'M GOING TO TALK ABOUT. SO THEN I'M

[01:25:01]

AND THEN I'M LIKE, WAIT, WHAT DO YOU DO? WHAT? THAT'S A JOB? SO IT'S KIND OF AMAZING.

THERE'S JUST SO MANY OPPORTUNITIES OUT THERE. SO IT'S ALSO EXPOSING OUR STUDENTS. TO THAT, AND I REALLY SAW THAT WITH THE CAREER DAY AND I KNOW WE HAVE THESE OPPORTUNITIES HERE.

BUT IT'S MAYBE ASKING THAT 17 YEAR OLD, LIKE, HEY, HOW DID YOU COME UP WITH THIS? AND UM, I WONDER, BECAUSE THERE'S, YOU KNOW, WE ALSO HAVE A LOT OF, UH, I THINK YOU CALLED IT, UM, LIKE, HUMAN CAPITAL HERE, WHERE WE HAVE THESE ACTUAL PEOPLE DOING THE JOBS AND THE PERSONAL EXPERIENCE THAT OUR STUDENTS LUCKILY HAVE THESE OPPORTUNITIES TO GET EXPOSED TO AND CAN BECOME. UM... THE GREAT STUDENTS THEY ARE.

BUT ONCE AGAIN, I JUST WANT TO SAY THAT MY STUDENTS DID NOT START GETTING ANY SPECIAL FOUNDATION OUT, LIKE IN THE SIXTH THROUGH TWELFTH GRADES.

LIKE THIS STARTED IN KINDERGARTEN, FOR SURE. AND IT DOESN'T LOOK THE SAME, BECAUSE WHAT A KID PICKS UP IN KINDERGARTEN ISN'T WHAT A KID PICKS UP IN MIDDLE SCHOOL OR HIGH SCHOOL. SO THERE'S A DIFFERENT FOUNDATION THAT YOU'RE TRYING TO BUILD AT EACH STEP. AND MAYBE TOO, IF WE CAN TELL THE WHY WITH THAT AND SHOW THAT ALIGNMENT, THAT WILL HELP US BRING. SOME OF OUR PARENTS ALONG AS WELL.

THANKS, KELLY. WE HAVE OUR FIRST ADMIN, CLAUDIA. I WAS GOING TO SAY A FEW, CLAUDIA, AND FOLLOWED BY JAMES AND THEN DIANE. SO THAT'S ACTUALLY A PERFECT SEGUE OFF OF WHAT KELLY WAS SAYING IS. I FEEL LIKE THIS IS A REALLY GOOD TIMING FOR WHERE WE ARE RIGHT NOW, AND IN PARTICULAR IN MY SITUATION. AND WORKING WITH MY COMMUNICATIONS COMMITTEE, TALKING WITH KIRK, AND GOING TO ALL THESE DIFFERENT OPPORTUNITIES. WHERE WE'RE GOING TO ALL THE SCHOOLS AND HE'S MEETING EVERYBODY, AND HE'S MEETING PEOPLE IN THE COMMUNITY. AND I'M HEARING WHAT HE'S SAYING OVER AND OVER AGAIN, AND IT'S NOT ONLY THE WHY, BUT ALSO HOW AMAZING WE ARE.

SO I FEEL LIKE THIS FITS RIGHT INTO THAT. BECAUSE, FOR EXAMPLE, ME AND MY COMMS COMMITTEE, WE'RE TALKING ABOUT HOW DO WE GET THAT MESSAGE OUT THERE THAT WE ARE AMAZING, AND THERE ARE SO MANY THINGS THAT PEOPLE DON'T KNOW THAT WE'RE DOING. I BET THERE'S SO MANY PEOPLE THAT DON'T KNOW WE HAD THAT AMAZING CAREER FAIR, RIGHT? AND JUST THINGS LIKE THAT, THAT WE JUST HAVE TO KEEP REMINDING PEOPLE THAT WE HAVEN'T BEEN SHOUTING FROM THE ROOFTOPS ON. BUT ONE OF THE THINGS THAT I REALLY THINK IS INTERESTING ABOUT THIS, AND OBVIOUSLY THE STUDENT VOICE IS CRUCIAL.

RIGHT NOW, WE HAVE THE CTE INTEREST SURVEY GOING OUT TO OUR STUDENTS, GRADES 6 THROUGH 12, AND THAT'S WHERE WE'RE GOING TO LEARN EXACTLY WHAT YOU'RE SAYING, LAURA, WHERE WE'RE LEARNING THOSE COURSES THAT THEY'RE INTERESTED IN. AND RIGHT NOW, IF YOU LOOK AT THAT DATA, FINANCIAL LITERACY AND AI ARE LEADING THE THOUGHTS IN THAT STUDENTS REALLY WANT MORE OF THAT IN THEIR EDUCATIONAL. SO I THINK THAT'S REALLY COOL.

BUT ONE OF THE THINGS THAT WE'VE ALSO BEEN TALKING ABOUT IS KEEP EANS EANS.

THAT'S A PHRASE THAT WE'VE BEEN SAYING A LOT LATELY.

BUT THE DEFINITION OF WHAT EANS IS IS DIFFERENT FOR EVERY SINGLE PERSON. AND I THINK THAT THIS PROCESS COULD HELP US IN DEFINING. IS IT OFFERING? I'M PROBABLY GOING TO GET THIS WRONG, 35 OF 38 AP COURSES. THAT USED TO BE A HUGE DEAL HERE IN WESTLAKE. IS THAT A PRIORITY FOR OUR FAMILIES NOW? YOU KNOW, THERE WAS A WHOLE BIG PUSH YEARS AGO ABOUT EPICOCITY. AM I SAYING THAT, RIGHT? REMEMBER THAT? EPICOCITY, I BET THERE'S A LOT OF FAMILIES HERE THAT DON'T EVEN KNOW WHAT THAT IS.

THAT WAS A MOVEMENT AT WESTLAKE HIGH SCHOOL, WHERE THEY REALLY WANTED, WHY ARE YOU SMILING? WHERE THE THE FAMILIES REALLY WANTED AND THE STUDENTS TO SAY, TAKE A BREAK. DON'T LOAD OUR KIDS UP WITH ALL THIS HOMEWORK AND ALL THIS PRESSURE THAT WE REALLY NEED THEM TO HAVE A BREAK AND BE KIDS.

UM, BUT THAT WAS SO MANY YEARS AGO.

AND WHERE ARE WE NOW, AND WHAT'S LIKE IN OUR, IN OUR HOPES AND DREAMS, AND WHAT ACTUALLY EANS IS. I THINK THAT THIS PROCESS COULD BE REALLY GOOD IN DEFINING THAT.

KEEP EANS EANS QUESTION. THANK YOU, CLAUDIA. AND NEXT WE'LL HAVE JAMES AND THEN DIANE. I LIKE THAT, CLAUDIA. I APPRECIATE THE WORK YOUR TEAM IS DOING AND THAT FOCUS. AND IT

[01:30:02]

AND I THINK THAT BRINGING THOSE THINGS TOGETHER, AND I THINK THAT'S WHAT MR. KONECKI IS TALKING ABOUT, LET'S FIND THOSE THINGS AND BRING THEM TOGETHER AND FOCUS ON THEM. A COUPLE OF THINGS, THE TRUSTEE SAID, KIND OF. I LOVE THE WORKING SESSION, BY THE WAY, SO I'M GOING TO THROW OUT A WORKING IDEA, A CONCEPT. SOME OF THE TRUSTEES HAVE TRIGGERED THOUGHTS IN MY MIND. I WAS THINKING WHEN I WAS FIRST RUNNING FOR SCHOOL BOARD, I HAD AN OPPONENT, AND IT WAS A TOUGH CAMPAIGN, AND I WAS GETTING BEAT UP A BIT. YOU KNOW, IT'S JUST CAMPAIGNS ARE TOUGH SOMETIMES. AND THE TRUSTEE WHO WAS STEPPING OFF THE BOARD AND I WAS TAKING HER PLACE, SHE SAID, JAMES, GO TO THE SCHOOLS. JUST GO TO THE SCHOOLS AND BE AROUND THE KIDS. AND SHE WAS 100% RIGHT. THAT IS A GREAT WAY TO RE-ENERGIZE AND REFOCUS WHAT WE'RE DOING. BECAUSE AS TRUSTEES, WE GET BOGGED DOWN A LOT INTO THESE, LOOKING AT TAPER REPORTS AND FOCUSING ON BUDGETS. AND A LOT OF OUR TIME, WE SPEND HOURS PREPARING FOR THESE MEETINGS. WE GET PACKETS THAT ARE HUNDREDS OF PAGES LONG. WE DIG INTO THIS. WE GET SO MUCH COMMUNICATION. SO IT'S EASY FOR US TO TAKE OUR FOCUS OFF OF STUDENTS. AND IT'S UNFORTUNATE IF WE DO. AND SO WHERE I'M HEADED IS, I THOUGHT ABOUT THIS A YEAR OR TWO AGO, THE IDEA THAT WE'RE ALL EDUCATORS. AND I DON'T WANT TO STEAL, I RESPECT TEACHERS TOO MUCH TO WANT TO STEAL A TITLE FROM THEM.

BUT WE'RE ALL EDUCATORS FROM THE PERSPECTIVE OF CHRIS SCOTT, A CFO. THE WORK HE DOES IS TO FACILITATE EDUCATING KIDS.

THE WORK THAT CLAUDIA DOES IS TO SUPPORT EDUCATING KIDS.

DR. SAYLORS, I MEAN, THE PEOPLE WHO ARE KEEPING THE DISTRICT FUNCTION, KEEPING THE LIGHTS ON, KEEPING THE PLUMBING, RESPONDING TO CYBER ATTACKS, THEY'RE MAKING EDUCATION POSSIBLE. AND I DON'T KNOW, THIS MAY SOUND CORNY, BUT WHEN WE CAN FOCUS ON, WE'RE EDUCATORS, STUDENTS.

FOCUSED THE WORK WE'RE DOING.

WE'RE EDUCATORS. THAT'S OUR FOCUS. AND SO THAT'S KIND OF WHAT RESONATED WITH ME. AND ALL OF THIS, AS WE BUILD THE STRATEGIC VISION, ALSO BUILD THE CONCEPT, OR BUILD INTO OUR HEARTS, THAT WE'RE EDUCATORS. AND THAT'S OUR FOCUS. SO MY TWO CENTS ON A BRAINSTORMING SESSION HERE. THANK YOU. THANK YOU, JAMES. DIANE? THANK YOU TO EVERYONE FOR YOUR THOUGHTS. THERE'S SO MANY WONDERFUL LITTLE TIDBITS FROM EACH AND EVERY PERSON WHO'S SPOKEN SO FAR. A COUPLE OF LITTLE THINGS THAT REALLY RESONATED WITH ME IS THIS CONCEPT THAT THIS IS A MARKETPLACE. WE DO HAVE PEOPLE CHOOSING TO NOT ENROLL THEIR KIDS IN OUR SCHOOLS, TO YOUR POINT, CATHERINE, AND I LOVED THAT EXAMPLE YOU GAVE OF WANTING KIDS TO BE SO EXCITED ABOUT SCHOOL, THAT THEY'RE OUR RECRUITERS.

BECAUSE WE KNOW THAT THERE ARE GREAT THINGS GOING ON, BUT KEEPING EANS EANS IS GOING TO REQUIRE CHANGE. AND KIRK, YOU POINTED OUT THAT WE NEED THE ADULTS IN OUR COMMUNITY TO ADAPT TO WHAT THE LEARNERS NEED TO THRIVE, I THINK, WAS ONE OF THE PHRASES YOU USED, SO I JUST WANT. MY HOPE IS THAT AS WE GO THROUGH THIS PROCESS, THAT PEOPLE ARE OPEN-MINDED AND INTERESTED IN CONSIDERING THINGS THEY MAYBE HADN'T BEFORE. YOU KNOW, AND THINKING A LITTLE BIT OUT OF THE BOX AND VERY ASPIRATIONAL. WHAT IS THE DAY GOING TO LOOK LIKE? WHAT SHOULD LEARNERS BE DOING? I GUESS, TO ME, ALSO COULD BE INTERPRETED, WHAT DOES THAT EXPERIENCE AT ELEMENTARY SCHOOL LOOK LIKE? SO THAT THOSE STUDENTS ARE GOING THROUGH THE DAY, LEARNING WHAT THEY NEED TO DO, BUT ALSO JUST HAVING FUN AND EXCITED ALL THE WAY THROUGH, OF COURSE. I WASN'T SURE YOU HAVE THIS VERY BASIC BONES OF A TIMELINE HERE, KIRK. IS THIS... SOMETHING THAT YOU'RE STILL FORMULATING A BIT, OR IS IT? DID YOU WANT SOME THOUGHTS ON THIS? YOU HAVE, YOU KNOW, FOCUS GROUPS WRITTEN IN HERE, YOU HAVE ALL CALL WRITTEN IN HERE. YOU'VE HEARD SOME PEOPLE GIVE FEEDBACK LIKE, I WANT EVERY STUDENT VOICE TO BE HEARD. CAN YOU SPEAK A LITTLE BIT MORE TO YOUR TIMELINE THAT YOU'VE GIVEN US? YEAH, THIS TIMELINE IS IS AS A RESOURCE FOR YOU. TONIGHT, WE'RE GOING TO SPEND MORE TIME TALKING ABOUT WHAT THE FULLY BLOWN PLAN LOOKS LIKE, AND IT'S NOT JUST GOING TO BE KIRK'S PLAN, RIGHT? THERE ARE CABINET MEMBERS HERE WHO ARE WEIGHING IN ON THIS ALREADY.

THERE WILL BE TEACHERS THAT WEIGH IN ON IT. AND SO WHEN WE SPEND TIME WITH YOU AS WE GET INTO APRIL AND OUR ANTICIPATED STATE OF THE SCHOOLS EVENT, THERE'LL BE A FULL-BLOWN...

TIMELINE OF EVERY ACTIVITY.

THAT IS GOING TO BE A LARGE,

[01:35:01]

OKAY, SO IS THE VISION TEAM, THE TEAM THAT'S ASSEMBLING THE PLAN, OR YOU HAVE THE TERM VISION? YEAH, YEAH, I PUT THAT THERE JUST AS A LABEL FOR NOW. OKAY. THERE'LL BE A LARGE. ROSTER OF TEAMMATES YOU'LL BE INTRODUCED TO AS WE MOVE FORWARD. OKAY.

THANK YOU VERY MUCH. THAT WOULD INCLUDE STUDENTS, PARENTS, COMMUNITY MEMBERS, PARTNERS, EDUCATORS, AND MAYBE EVEN A COUPLE TRUSTEES. DID YOU HAVE A VISION AS TO HOW BIG THE VISION TEAM IS? ARE YOU STILL THINKING ABOUT THAT? YES, BUT WE'RE NOT GOING TO GET INTO IT TONIGHT. VERY GOOD.

THANK YOU. THANK YOU, DIANE.

DR. SAYLORS? I JUST HAVE A COUPLE OF THINGS NOT TO... THE CONVERSATION. BUT FROM MY LENS, THIS IS ALL VERY EXCITING. I THINK CABINET IS 100% WE'RE, WE'RE ALL READY. I'M SPEAKING FOR CABINET, I'M TAKING MOLLY'S HAT, AND I'M SPEAKING FOR CABINET. AND FROM OUR, FROM MY LENS, I'M JUST GONNA GO FROM MY LENS. AND I WANT US TO.

YES, IT'S STUDENT FOCUSED, BUT WE ALSO WANT TO THINK ABOUT OUR ADULTS, SO HOW DO WE WHEN WE GO THROUGH THIS PROCESS, HOW DO WE SUPPORT ARE ADULTS.

THROUGH THIS PROCESS, BECAUSE IT'S GOING TO BE CHANGE FOR THEM AND CHANGE WILL BE DIFFICULT FOR THEM. THEY'RE GREAT EDUCATORS AND THESE THINGS WILL BE REQUIRING THEM TO CHANGE HOW THEY'VE TAUGHT SOME OF THEM FOR MANY, MANY YEARS. AND THEY'RE FANTASTIC TEACHERS, AND THEY'RE HERE BECAUSE WE HIRE FANTASTIC TEACHERS. SO WE WANT TO LOVE THEM AND MAKE SURE THAT WE'RE PREPARING FOR THAT AND WE'RE ABLE TO PREPARE THEM THROUGH WHATEVER MIGHT COME.

SO I WANT TO ACKNOWLEDGE THAT IN THE ROOM AND THAT WE'RE READY TO HANDLE THAT IN THAT PROCESS AS WELL. I'M THINKING THROUGH EVEN SOME OF THE TECH INTEGRATIONS AND THE THINGS THAT MIGHT CHANGE WITH TECHNOLOGY. AND YOU KNOW, THOSE SUPPORTS THAT THEY'RE GOING TO NEED WITH THAT. AND THEN FROM, YOU KNOW, THE OPPOSITE SIDE OF THE HOUSE, BUILDING THE NEW ENVIRONMENT THAT THESE STUDENTS DESERVE. AND WHAT DOES THAT LOOK LIKE, AND WHAT IS IT GOING TO LOOK LIKE FOR 2040, AND HOW? WHAT WE NEED TO BE ABLE TO DO MOVING FORWARD FOR THAT. SO EXCITED ABOUT IT, BUT WE NEED TO KEEP THOSE IN MIND WHEN WE START TALKING ABOUT CLASSROOMS AND SPACES AND FACILITIES FOR THE FUTURE. AND THEN DIGITALLY, HOW WE KEEP THEM SAFE AND SECURE WHILE THEY'RE NAVIGATING THE OPPORTUNITIES THAT WE WANT THEM TO HAVE. AND LOOKING OUT FOR ALL OF THOSE CHALLENGES AND ALL OF THE ANYTHING THAT WE WANT THEM TO BE ABLE TO INVESTIGATE.

TO MAKE THEM EXCITED ABOUT AN OPPORTUNITY THAT THEY MAY NOT BE KNOW ANYTHING ABOUT.

KEEPING THEM SAFE AND SECURE MOVING FORWARD. ALWAYS GOING TO BE IN THE BACK OF MY MIND IS WHO I AM.

BUT JUST KNOWING THAT, THAT'S SOMETHING THAT WE HAVE TO TAKE INTO CONSIDERATION.

CHIEF. GREENWALD IS IN THE BACK OF THE ROOM. HE'S NOT NODDING, BUT HE WILL. I'LL GET HIM THERE.

BUT THAT'S WHAT WE LIVE WITH.

SO THOSE ARE THINGS THAT HE AND I BOTH AGREE ON, THAT WE JUST WANT TO MAKE SURE THAT ANYTHING THAT WE DO MOVING FORWARD IS WE'RE ON THE SAME PAGE. AND THAT, YES, IT'S STUDENT-FOCUSED, BUT IT'S ALSO ABOUT THE ADULTS. IT'S ALSO ABOUT THE SPACES, AND IT'S ALSO ABOUT WHAT WE HAVE. TO DO, TO MAKE THE ENVIRONMENTS WHAT WE NEED THEM TO BE FOR EVERYBODY. THANK YOU, DR.

SAYLORS. ANY OTHER COMMENTS? KELLY? I JUST WANT TO ADD THAT WE NEED A NUMBER EIGHT, THE WHAT SPACES DO YOU LEARN BEST IN, BECAUSE THAT WAS SUCH A GREAT THING TO BRING UP, DR.

SAYLORS, ABOUT HOW DO KIDS, WHAT DO THEY LIKE ABOUT THEIR LEARNING SPACES? BECAUSE AS WE DO PLAN FOR OUR SCHOOLS OF THE FUTURE, WHAT DO THEY LOVE? ANYWAY, I JUST LOVED THAT INPUT. OKAY.

I'M GOING TO ASK IF IT'S OKAY, IF WE PUT A WRAP ON THIS PART. AND I'VE KIND OF BEEN SCORING YOU AS WE'VE BEEN GOING THROUGH THE DIALOGUE TONIGHT, WHICH HAS REALLY BEEN FASCINATING FOR ME. BECAUSE I HAD 13 ADDITIONAL QUESTIONS, AND YOU HAVE ALREADY ADDRESSED SIX OF THEM, WHICH WAS AWESOME. AND THEN I THINK YOU GOT TO ANOTHER THREE OR FOUR OF THEM.

THROUGH YOUR DIALOGUE, WHICH WE WILL COME BACK TO, BECAUSE THOSE SAME QUESTIONS WILL BE REALLY POWERFUL QUESTIONS TO ASK OTHERS. AND SO I'VE TRIED TO TAKE A LOT OF NOTES ON YOUR INPUT AND FEEDBACK.

AND AGAIN, LIKE CHRISTY SAID, CABINET MEMBERS HAVE WEIGHED IN ON A LOT OF THESE IDEAS ALREADY. AND COMING IN THE DOOR, RIGHT,

[01:40:01]

THERE'S THREE AREAS OF OPPORTUNITY I THINK WE DID NOT TALK ABOUT TONIGHT, WHICH I CAN'T WAIT TO ASK PEOPLE ABOUT. AND I THINK WE ALREADY HEARD, EVEN WHEN WE WERE LOOKING AT...

TAPER IN SOME OF OUR OPPORTUNITIES FOR GROWTH. YOU KNOW, ONE IS.

WHO ARE THE TRANSFORMATIVE PARTNERS IN OUR COMMUNITY FOR OUR SCHOOL DISTRICT, AND WHAT ARE THEY DOING TO IMPACT CHILDREN IN THEIR EXPERIENCES AT THE CLASSROOM LEVEL. AND TRANSFORMATIVE PARTNERSHIPS ARE NOT TRANSACTIONAL, THEY'RE TRANSFORMATIVE FOR A REASON. AND SO WE'RE GOING TO TALK ABOUT HOW TO CULTIVATE TRANSFORMATIONAL PARTNERSHIPS. THAT IS REALLY IMPORTANT. SO WHETHER WE'RE TALKING ABOUT HEALTH SCIENCES. OR FINANCIAL LITERACY, CERTIFICATIONS AND CREDENTIALS.

WE HAVE A LOT OF THINGS WE CAN ASK AND TALK ABOUT THERE, AND I'VE HEARD THAT FROM TRUSTEES COMING IN THE DOOR, AND I'VE HEARD THAT TONIGHT AGAIN, BUT I THINK WE REALLY NEED TO EXPLORE THAT IN OUR QUESTIONS TO OTHERS.

THE SECOND IS, I HEARD KIM SAY THROUGH GRADS, I HEARD SOMEBODY ELSE SAY THROUGH GRADUATION, THE LARGEST UNTAPPED RESOURCE FOR THIS SCHOOL COMMUNITY IS OUR ALUMNI.

AND WE HAVE TO DRAMATICALLY EXPAND HOW WE ARE INTENTIONALLY, ROUTINELY, AND CONSISTENTLY RECOGNIZING, CELEBRATING, AND CULTIVATING ALUMNI ROLE MODELS FOR CURRENT EANS STUDENTS. AND THAT IS SOMETHING THAT IS GOING TO TAKE MASSIVE COMMITMENT, EFFORT, AND TIME.

BUT OUR CHILDREN DESERVE IT.

AND OUR ALUMNI CAN PROVIDE US SOLUTIONS THAT MAYBE WE'RE NOT EVEN THINKING ABOUT. AND THE LAST THING IS... NOBODY ADDRESSED NUMBER FIVE SPECIFICALLY TONIGHT, BUT THE ROOM'S ALWAYS THE SMARTEST PERSON IN THE ROOM, AND I BELIEVE THAT. AND SO I THINK WHEN WE HEAR FROM OTHER PEOPLE IN THE COMMUNITY, INCLUDING CHILDREN, WHAT WE WILL HEAR IS TEACH THEM TO BE LEADERS, BECAUSE EANS GRADUATES LEADERS. BUT I DON'T KNOW THAT WE'RE ACTUALLY TEACHING LEADERSHIP HERE, K-12. AND SO I'M REALLY GOING TO BE INTERESTED TO HEAR WHAT OTHER COMMUNITY MEMBERS, PARENTS, AND PARTNERS THINK ABOUT THAT. AND I'LL LEAVE YOU WITH THAT TONIGHT. AND THEN WHERE WE'RE HEADED TIMELINE-WISE TO GET TO? DIANE'S QUESTION IS WE'RE GOING TO CONTINUE SOME OF THIS DIALOGUE DURING A SMALL PORTION OF THE WORK SESSION IN MARCH.

THEN WE'RE GOING TO COME BACK TO IT. WE ARE GOING TO DO KIND OF AN ALL-CALL FOR THE COMMUNITY AND SET A TONE WITH SOME OF THIS COMMON LANGUAGE BUILDING. WE'D LIKE TO DO BY ASKING POWERFUL QUESTIONS DURING A STATE OF THE SCHOOLS EVENT, WHICH STUDENTS WILL HELP US WITH AS WE MOVE INTO APRIL.

AND THEN WE'RE GOING TO ENGAGE THE COMMUNITY WITH YOUR PERMISSION. I DON'T THINK I DIDN'T HEAR PERMISSION TONIGHT, I THINK I GOT SEVEN PERMISSIONS. UM, AND SO WE'RE GOING TO DRAMATICALLY EXPAND ON THAT, AND WE WILL COME BACK TO YOU WITH A THOUGHTFUL UM TIMELINE.

THAT IS MUCH MORE MEATY WHEN IT COMES TO WHAT THAT ENGAGEMENT AND THOSE ACTIVITIES LOOK LIKE.

AND WHAT I'LL LEAVE YOU WITH WITH THIS IS THANK YOU ALL.

FOR THE DIALOGUE TONIGHT. SO POWERFUL. WHEN WE'RE TALKING ABOUT WHAT'S BEST FOR CHILDREN AND CREATING A STUDENT-CENTERED CULTURE, TO CHRISTY'S POINT, NEVER MEANS WE'RE NOT GOING TO ATTEND TO AND SUPPORT AND CARE FOR OUR ADULTS. WHAT IT MEANS IS WE HAVE TO BUILD THAT CULTURE ALL THE TIME. AND WE HAVE AN ADULT-DRIVEN CULTURE HERE, AND IT NEEDS TO BECOME A STUDENT-CENTERED CULTURE. THAT DOESN'T MEAN EVERY SINGLE DECISION IS MADE BY STUDENTS.

WE ALL GET THAT. SO MOVING FORWARD, I'M GOING TO CONTINUE TO COME BACK TO THAT, LIKE JAMES SAID, OVER AND OVER AND OVER AGAIN. AND I APPRECIATE YOU LISTENING THIS EVENING AND CONTRIBUTING. I LEARNED A LOT DURING THIS TIME, AND I LOOK FORWARD TO TALKING ABOUT IT SOME MORE IN THE FUTURE. AND WITH THAT, WE'LL JUST KIND OF WRAP THAT FOR TONIGHT, I THINK. THANK YOU. THANKS, EVERYBODY. THANK YOU, EVERYONE. I THINK OUR NEXT SLIDE IS UPCOMING MEETINGS. WE HAVE A MEETING, OUR REGULAR MEETING, FEBRUARY 24TH, TWO WEEKS FROM NOW, AND THEN MARCH 10TH, WHICH AGAIN, MR. KONECKI JUST MENTIONED, WILL BE ANOTHER STUDY SESSION, AND WE'LL CONTINUE THIS. OUR NEXT AGENDA ITEM IS CLOSED SESSION. THE BOARD WILL NOT GO INTO CLOSED SESSION THIS EVENING, UNLESS ANY FURTHER QUESTIONS.

WHICH I DO NOT HEAR. WE WILL STAND ADJOURNED AT 7:47.

THANKS, EVERYBODY.

* This transcript was compiled from uncorrected Closed Captioning.