[00:00:01] AND WE WILL CLOSE. AND WE WILL [1. CALL TO ORDER ] NOW CALL OUR STUDY SESSION INTO ORDER. AND THE TIME IS NOW ALSO 6:12. AND THE MARCH 11TH. SORRY, THE MARCH 10TH. THANK YOU. I'VE BEEN TRAVELING THE MARCH 10TH, 2026 STUDY SESSION OF THE EANES ISD BOARD OF TRUSTEES. I CALL THAT TO ORDER. MADAM SECRETARY, DO WE HAVE A QUORUM? YES, WE DO. THANK YOU. WE ARE. NOW I WANT TO. I WANT TO INTRODUCE THE BOARD AND WELCOME EVERYONE THAT IS SITTING IN THE AUDIENCE. GOOD EVENING. MY NAME IS KIM MCMATH, AND ON BEHALF. I'M PRESIDENT OF THE EANES ISD BOARD OF TRUSTEES. AND ON BEHALF OF THE BOARD AND THE ADMINISTRATION, WELCOME TO TONIGHT'S STUDY SESSION. TYPICALLY, I SAY THAT THE PURPOSE OF THIS MEETING IS FOR THE TRUSTEES TO VOTE ON MATTERS ON THE BOARD'S AGENDA. BUT WE ARE CONTINUING A PROCESS THAT STARTED A FEW MONTHS AGO IN A STUDY SESSION WHERE WE ARE DIGGING INTO TOPICS THAT ARE ON THE AGENDA. SO WE WILL NOT VOTE ON ANYTHING ON OUR AGENDA TONIGHT BECAUSE WE DID NOT LIST ANY. ANYTHING TO BE VOTED ON. THIS IS GOING TO BE MORE OF A OPEN CONVERSATION, NOT WITH THE AUDIENCE, BUT HERE WITH OUR SUPERINTENDENT, MR. KINICKI, AND THE SUPERINTENDENT'S CABINET, AS WELL AS THE SEVEN TRUSTEES HERE. TYPICALLY, THERE IS ALSO AN OPPORTUNITY FOR PUBLIC COMMENT, REGULAR MEETINGS AND IN STUDY SESSIONS. BUT TONIGHT, NO ONE HAS SIGNED UP FOR OPEN FORUM TO SPEAK TO US AS TRUSTEES, TO THE AUDIENCE. YOU ARE WELCOME TO STAY FOR THE ENTIRE STUDY SESSION. I THINK WE'RE ESTIMATING THAT IT'S GOING TO BE ABOUT 90 MINUTES MAX, SAYS MR. KNICKKI. YOU'RE WELCOME TO STAY FOR THE ENTIRE STUDY SESSION, OR IF YOU WANT TO LEAVE, PLEASE DO SO. AND YOU'RE WELCOME TO LEAVE AND. OR TALK OUT IN THE HALL. THERE ARE EMERGENCY EXITS RIGHT TO THE LEFT OF ME AND BEHIND THE AUDIENCE. I CERTAINLY THANK YOU FOR YOUR PRESENCE TONIGHT AND BEING INVOLVED IN THIS COMMUNITY AND BEING INTERESTED IN THIS COMMUNITY AND SUPPORTING OUR COMMUNITY AND EANE SCHOOLS. WE'LL NOW BEGIN [3. SUPERINTENDENT'S REPORT ] OUR AGENDA WITH THE SUPERINTENDENT'S REPORT. MR. KINICKI. GOOD EVENING, EVERYONE. IF YOU TURN YOUR ATTENTION TO THE SCREEN. THE SNOW GLOWS WIDE ON THE MOUNTAIN TONIGHT NOT A FOOTPRINT TO BE SEEN A KINGDOM OF ISOLATION AND. THE SNOW GLOWS WIDE ON THE MOUNTAIN. [00:05:50] MY POWER FLURRIES THROUGH THE AIR INTO THE GROUND MY SOUL IS SPIRALING IN FROZEN FRACTALS ALL AROUND AND ONE THOUGHT CRYSTALLIZES LIKE AN IRON RECEIVELESS I'M NEVER GOING BACK THE PAST IS IN THE PAST LET IT GO, GO AND I'LL RISE LIKE A BLADE OF GOD LET IT GO, LET IT GO THAT PERFECT GIRL IS GONE HE HERE I STAND IN THE LIGHT OF DAY LET THE STORM RA. THE COLD NEVER BOTHERED ME ANYWHERE. YEAH. THANK YOU, PATTY. SO WELCOME EVERYBODY, TO OUR WORK SESSION THIS EVENING. IF YOU DIDN'T GET TO SEE FROZEN LIVE, THEN THERE'S A LITTLE BIT OF A TASTE OF WHAT SATURDAY NIGHT LOOKED LIKE. THE REASON THAT WE CHOSE TO SHOW THE VIDEO TONIGHT IS THAT. THERE WE GO. THE REASON WE CHOSE TO SHOW THE VIDEO TONIGHT IS BECAUSE THAT WAS A RECORDING THAT OUR STUDENT MEDIA TEAM MADE OF THEIR WORK ON SATURDAY NIGHT, ALONG WITH THE PERFORMANCE AFTER FOUR SHOWS, TO TRY TO MAKE SURE THAT THEIR TECHNICAL SKILLS WERE CAPTURED FOR ALL TIME. BECAUSE IT TOOK 26 STUDENTS WORKING ON TECHNOLOGY TOOLS ALONG WITH THAT ONE PERFORMER TO MAKE THAT SONG AND SCENE HAPPEN THAT WAY. AND SOME OF THE SKILLS THAT WERE ON DISPLAY WERE PHYSICAL. YOU MAY OR MAY NOT HAVE SEEN FROZEN. SO WHEN THE GLOVES POP OFF AND THE COSTUME CHANGE HAPPENS, THERE ARE SOME SPECIAL EFFECTS THAT ARE HAPPENING THAT ARE REALLY PHYSICALLY MANIPULATED TOOLS THAT HAPPEN ON STAGE TO PULL THOSE GLOVES. AND THEN ALL OF THE EFFECTS THAT YOU SEE AND ALL THE FREQUENCIES FROM ALL THE NOISE AND ALL THE LIGHTING IS ALL CONTROLLED BY STUDENTS WHO HAVE PROGRAMMED AND CODED IT OVER TIME. IT'S QUITE A COMPLEX SCENE. AND SO YOU GET TO SEE A RECORDING OF THAT SCENE. AND OF COURSE, IF YOU'RE THERE LIVE, YOUR GOAL DURING THAT PERFORMANCE IS TO MAKE SURE THAT YOU HEAR THAT SONG AND IT'S FLAWLESS AND EVERYTHING ELSE GOES JUST THE WAY IT DID ON THAT RECORDING THAT YOU WATCHED. THAT'S STUDENT LEADERSHIP. AND THAT TYPE OF PERFORMANCE IS. AND WANTING TO DO AN AFTER ACTION REVIEW OF IT BY STUDENT LEADERS IS WHAT WE'RE GOING TO TALK ABOUT TONIGHT. BEYOND THE PERFORMANCE. OUR STUDENTS ARE AT THE PINNACLE OF PUBLIC EDUCATION AND THEY ARE SCRUTINIZING THEMSELVES TO MAKE SURE THAT THOSE HIGH STANDARDS REMAIN IN PLACE AT EANES. AND YOU JUST GOT TO SEE SOME EVIDENCE OF THAT. SO I HOPE THAT YOU ENJOYED THAT. SO TONIGHT WE'RE GOING TO TALK ABOUT FUTURE MISSIONS. AND WE'RE GOING TO START BY GROUNDING OURSELVES WITH THE COMMON CHALLENGES THAT LEADERS FACE. THIS IS THE FIRST TIME THAT THIS BOARD HAS GOTTEN TOGETHER WITH ME AND OUR CABINET TEAM TO TALK ABOUT GOVERNANCE AND LEADERSHIP SKILLS AND WHAT WE WANT FOR OURSELVES AND FOR STUDENTS AND OUR STAFF AS WE MOVE FORWARD AS AN ORGANIZATION. BUT ALL ORGANIZATIONS FACE LEADERSHIP CHALLENGES. WE CAN LOOK AT THOSE AS OPPORTUNITIES OR CHALLENGES, BUT THEY EXIST IN LOTS OF INDUSTRIES. YOU CAN SEE ON THE LIST HERE ON THE DECK IN FRONT OF YOU. IF WE DO RESEARCH ACROSS ANY INDUSTRY, WE, WE WILL SEE THAT USUALLY THE TOP FOUR TO SEVEN OR EIGHT CHALLENGES THAT LEADERS FACE SEEM PRETTY SIMILAR. AND IF YOU LOOK AT THE TOP OF THAT LIST, NUMBER ONE IS KIND OF AN INTERESTING PIECE OF LANGUAGE, ORGANIZATIONAL READINESS. SO THE QUESTION BECOMES READY [00:10:01] FOR WHAT? IN A PUBLIC SCHOOL SYSTEM, THE ANSWER IS STUDENTS READINESS. WHAT SHOULD WE BE READY FOR? WE SHOULD BE READY FOR WHATEVER IT TAKES FOR STUDENTS TO BE READY. WHEN WE APPLY THIS TO OTHER INDUSTRIES, WE MIGHT HAVE DIFFERENT ANSWERS. RIGHT. IF YOU LOOK DOWN THE NUMBER FIVE, STRATEGIC RESPONSIBILITIES, WE'RE GOING TO TALK A LITTLE BIT ABOUT THAT TONIGHT AND HOW THAT DIFFERS WHEN WE TALK ABOUT A STRATEGIC PLANNING PROCESS TO DEVELOP A VISION AND MISSIONS FOR A STUDENT CENTERED CULTURE VERSUS ADULT CENTRIC MANAGEMENT PRIORITIES. AND SO AS WE TALK ABOUT WHERE WE'RE HEADING WITH OUR STUDENT PLAN AND OUR STRATEGIC PLAN WITH THE COMMUNITY ENGAGEMENT THAT'S COMING UP AFTER OUR STATE OF THE SCHOOLS APRIL 8, WE WILL BE TALKING A LOT ABOUT STRATEGIC RESPONSIBILITIES. AND WE'RE GOING TO BE HEARING FROM STUDENTS AND STAFF AND COMMUNITY MEMBERS ABOUT THAT AS WE MOVE ALONG. SO LET'S TALK ABOUT BOARD LEADERSHIP AND WHAT VISION AND MISSIONS ARE ABOUT. THOSE THINGS ARE REALLY DEPENDENT ON CERTAIN DRIVERS. SO WHEN WE THINK ABOUT A VISION, WE'RE ASKING A QUESTION, WHERE ARE WE GOING? WHERE ARE WE HEADED? WHAT IS IT THAT THE COMMUNITY SEEKS AND WANTS FROM ITS PUBLIC SCHOOL? AND THAT IS SOMETHING THAT WE ALL THEN HAVE A RESPONSIBILITY TO TRANSLATE. AND THAT TAKES A LOT OF ACUTE LISTENING. AND IT MEANS THAT WE REALLY HAVE TO CREATE THE CONDITIONS FOR THAT TO HAPPEN. AND THEN WE REALLY GET INTO THE NITTY GRITTY AND DEFINE THE MISSIONS. WHAT IS THE WORK THAT WILL BE DONE AND HOW WILL IT BE DONE, NOT WHY, WHAT AND HOW. AND SO WHEN WE TALK ABOUT THAT, WE HAVE TO TALK ABOUT OUTCOMES FOR CHILDREN FIRST, THEN OUTCOMES FOR STAFF AND OUTCOMES FOR TRANSFORMATIONAL PARTNERS. MAYBE SOMETHING THAT WE HAVEN'T SPENT A LOT OF TIME DIALOGUING ABOUT PUBLICLY ALL THE TIME, BUT THAT STRATEGICALLY OUR TEAM IS ALWAYS TRYING TO WORK ON. AND THERE'S A BIG DIFFERENCE BETWEEN A TRANSACTIONAL PARTNER AND. AND A TRANSFORMATIONAL PARTNER. AND THAT'S SOMETHING THAT WE CAN TALK ABOUT AS WE MOVE. SO WHERE WE'RE GOING IS WHAT WE'RE TALKING ABOUT WITH THE STRATEGIC PLANNING PROCESS WHERE WE'RE INVOLVING THE COMMUNITY TO LISTEN AND WE'RE TRYING TO REALLY THINK ABOUT THOSE OUTCOMES IN THOSE THREE KEY AREAS. WHAT ARE THE LEVERS FOR EANES? THE LEVERS FOR EANES ARE VERY UNIQUE, AS YOU ALL KNOW. YOU ALL HAVE BEEN A PART OF THIS COMMUNITY FOR A LONG TIME AND, AND YOU UNDERSTAND. BUT SOMETIMES WHAT WE MISS, ESPECIALLY WHEN WE HAVE A PROCESS DRIVEN BY ADULTS WHERE STUDENT VOICE AND INPUT AND MAYBE EVEN LEADERSHIP IS NOT A PART OF LEADING US THROUGH THE STRATEGIC PLANNING PROCESS IS WE MISS THE FIRST LEVER. STUDENTS. STUDENT VOICE, STUDENT INPUT, STUDENT LEADERSHIP IS A UNIQUE LEVER AT EANES. WHY? BECAUSE OUR STUDENTS ARE THE BEST AND THEY HAVE VOICE AND THEY WANT VOICE AND THEY SEEK LEADERSHIP AND THEY WANT TO TELL YOU THE THINGS THAT THEY NEED AND WANT. AND WE NEED TO BE LISTENING TO THEM AS ADULTS. AND THEN OF COURSE, OUR EDUCATORS, WE HAVE UNPARALLELED HIGH QUALITY FACULTY AND STAFF AND WE WANT THOSE WORLD CLASS TEACHERS TO GIVE US INPUT AND TO HELP LEAD THE WAY. AND THAT'S UNIQUE TO EANES. WE ALSO HAVE ACTIVITIES HERE THAT ARE VERY UNIQUE TO OUR CULTURE. AND THOSE THINGS CAN INFORM THE CULTURE OVER TIME. BUT SOME OF THEM, YOU MIGHT CALL TRADITIONS, SOME OF THEM ARE CELEBRATIONS, SOME OF THEM ARE RECOGNITION OPPORTUNITIES, AND SOME OF THEM ARE LEARNING ACTIVITIES. THERE ARE SOME UNIQUE ACTIVITIES TO EANES THAT JUST DON'T HAPPEN ANYWHERE ELSE. AND WE CAN LEARN FROM THOSE AND GET FEEDBACK ABOUT WHAT PEOPLE THINK ABOUT THOSE THINGS. AND THEN OF COURSE, THERE'S THE POWER OF THE NETWORK. I WOULD ARGUE THAT THE EANES NETWORK OF ALUMNI IS AN UNTAPPED OPPORTUNITY THAT IS NOW 60 YEARS DEEP IN THIS SCHOOL COMMUNITY. I DON'T KNOW WHAT YOU THINK ABOUT IT. MAYBE WE'LL HEAR SOME MORE ABOUT THAT TONIGHT. BUT WHAT AN OPPORTUNITY TO MAKE SURE THAT THE TALENTS, THE TIME AND THE ENERGY OF OUR ALUMNI IS SOMETHING THAT WE PAY ATTENTION TO, TO HELP MODEL THE WAY FOR STUDENTS FOR THE FUTURE. AND THEN OF COURSE, THERE'S OUR ENVIRONMENT, RIGHT? AND MOST OF THE TIME WE THINK OF A PHYSICAL ENVIRONMENT AND FACILITIES AND WE KNOW THAT THERE ARE OPPORTUNITIES AND CHALLENGES THERE THAT WE'VE BEEN TALKING ABOUT. AND THEN FINALLY IS THIS IDEA OF INVESTMENTS AND IN THE BRACKETS YOU'LL SEE THERE, COST AND ROI. RETURN ON INVESTMENT. SOMETIMES EDUCATORS LIKE TO APPROPRIATE THAT AND SAY RETURN ON INSTRUCTION, BUT IT'S REALLY OUR RETURN ON INVESTMENT FOR THE COMMUNITY. AND SO WHEN MONEY IS SPENT IN A PUBLIC SCHOOL DISTRICT, WE'RE MAKING INVESTMENTS AND WE'RE MAKING INVESTMENTS FOR STUDENT IMPACT. AND WE'RE THINKING ABOUT THAT IMPACT FIRST AND FOREMOST AND THEN FOR ADULTS AND STAFF AND AS WELL. AND WE EXPECT A RETURN ON INVESTMENT FOR THOSE THINGS OVER TIME. IT'S A PEOPLE BUSINESS, RIGHT? GOALS AND [5.1 Leadership and Governance: Goals and Guardrails] GUARDRAILS FOR PUBLIC SCHOOL TRUSTEES AND BOARDS AND ANY OTHER INDUSTRY WHERE THERE IS A BOARD THAT OPERATES ARE VERY IMPORTANT. AND SO THIS IS A COMMON LANGUAGE PIECE FOR US TO TALK A LITTLE BIT ABOUT TONIGHT ABOUT GOALS AND GUARDRAILS, [00:15:01] BECAUSE BOARDS SET GOALS AND THEY COMMUNICATE GUARDRAILS TO THE ORGANIZATION. SO WHAT ARE GOALS? IF YOU LOOK AT THE DECK, YOU CAN SEE ON THE SCREEN, WHAT OUR GOALS OUGHT TO BE WHEN WE'RE TALKING ABOUT STRATEGIC PLANNING, WHAT STUDENTS SHOULD KNOW, WHAT STUDENTS SHOULD BE ABLE TO DO, AND HOW STUDENTS PERFORM THEIR LEARNING. THIS MAY NOT SEEM LIKE THE NORM FOR LOTS OF ADULTS WHO HAVEN'T GONE THROUGH STUDENT CENTERED STRATEGIC PLANNING BEFORE, BUT THESE ARE THE GOALS. NOW, THE GUARDRAILS MAY SEEM MORE FAMILIAR, AND WHEN WE TALK ABOUT THEM, THEY CAN BE TALKED ABOUT IN A CERTAIN WAY THAT MIGHT BRING CLARITY. SO GUARDRAILS ARE DIRECTIVES THAT TELL PEOPLE WHAT TO DO AND WHAT NOT TO DO. AND SO LET'S LOOK AT SOME EXAMPLES OF SOME GOALS AND GUARDRAILS AND THEN WE'LL HAVE SOME DIALOGUE. HERE'S SOME EXAMPLES OF GOALS. THESE ARE NOT CURRENT EANES ISD GOALS, JUST FOR ANYBODY LISTENING IN THE PUBLIC OR PAYING ATTENTION TO THE SLIDE DECK IN THE FUTURE. THESE ARE HYPOTHETICAL GOALS. OKAY? AND SO WHEN YOU SEE THESE, IT JUST GIVES YOU A LITTLE BIT OF AN IDEA. AGAIN, TYING BACK TO WHAT STUDENTS OUGHT TO KNOW AND STUDENT OUTCOMES THAT WE'RE TRYING TO MEASURE OVER TIME. AND HERE ARE EXAMPLES OF GUARDRAILS. GUARDRAILS ARE DIFFERENT THAN GOALS. THEY TELL PEOPLE WHAT NOT TO DO. SO YOU'LL NOTICE THE PROMPT AT THE START OF EACH OF THAT EXAMPLE SENTENCE THERE. DO NOT ALLOW CAMPUSES TO IMPLEMENT X INEFFECTIVELY. WHATEVER X IS. AGAIN, THIS IS HYPOTHETICAL. THESE ARE NOT GUARDRAILS IN PLACE CURRENTLY. THESE ARE NOT THINGS WE MIGHT ARTICULATE OUT LOUD PUBLICLY THIS WAY. BEFORE TONIGHT, HOWEVER, GUARDRAILS TELL THE ORGANIZATION WHAT NOT TO DO. AND THE GOAL, OF COURSE, IS TO KEEP THE FOCUS ON WHAT TO DO. AGAIN, LET ME RE EMPHASIZE THIS, AND I'LL SAY THIS FIVE TIMES BEFORE THE END OF THE WORK SESSION. THIS IS ABOUT STRATEGIC PLANNING FOR VISION AND MISSIONS WITH THE COMMUNITY. THIS IS DIFFERENT THAN ADULT MANAGEMENT ACTION STEPS, HOW WE DO IT. THAT'S WHAT THIS IS ABOUT. SO QUESTIONS? ANY DIALOGUE? DOES ANYBODY HAVE ANYTHING THEY WANT TO THROW IN HERE FOR CLARITY? AS WE MOVE THROUGH THIS FIRST PHASE, WE CAN TAKE A MINUTE AND DO THAT. THAT WAS A MOUTHFUL OF SLIDES THAT WE JUST WORKED THROUGH. IF THERE'S SOMETHING YOU'D LIKE TO GO OVER AGAIN OR YOU HAVE A QUESTION OR A COMMENT, LET'S TALK ABOUT THAT FIRST. ANYONE HERE? LAURA, JUST AN OBSERVATION AND I APPRECIATE YOU PUTTING INTO WORDS AND MAKING IT VERY CLEAR THINGS THAT I HAD ALWAYS CARRIED WITH ME SPECIFICALLY WITH THESE GOALS AND THAT IT'S IN MY MIND, IT'S ALWAYS BEEN STUDENT FOCUSED AND THAT'S ALWAYS THE FIRST THING THAT I THINK OF. BUT SEEING IT OUTLINED THIS CLEARLY IS VERY HELPFUL. I THINK IT'S HELPFUL FOR THE WHOLE, THE GROUP. THANK YOU. THANK YOU, LAURA. ANY, ANY OTHER COMMENTS? AND NOT JUST FROM TRUSTEES, BUT FROM CABINET AS WELL. I'LL BREAK THE ICE TOO. SO I HAVE A QUESTION. AND IT'S, IT'S TWO TRUSTEES. IT'S ALSO TWO CABINET. WHEN I THINK OF STUDENT GOALS AND STUDENT OUTCOMES, I ALSO THINK OF THE COLLABORATION BETWEEN STUDENT OUTCOMES AND WHAT WE DO WITH OUR STAFF. BECAUSE, YOU KNOW, ESPECIALLY IN THIS SCHOOL, IN ANY SCHOOL, BUT ESPECIALLY IN OUR UNIQUE AND GREAT COMMUNITY, OUR STUDENT OUTCOMES ARE COMING FROM THE TALENT THAT THE STUDENT, THE STAFF BRINGS. SO MR. KINICKI, OR ANYONE IN CABINET, HOW, HOW DO YOU FORESEE PUTTING TOGETHER STRATEGIC GOALS AND MISSIONS AND, AND ELEVATING AND HONORING OUR STAFF AND MAKING SURE THAT WE'RE, WE'RE LISTENING TO STUDENT GOALS, BUT WE'RE ALSO BACKING THIS UP WITH HOW WE GET THOSE STUDENT, THOSE STUDENT OUTCOMES AND STUDENT GOALS. GREAT QUESTION. YEAH. I THINK AGAIN, IF YOU LOOK AT THE THIRD PART OF THE GOALS, HOW STUDENTS PERFORM THEIR LEARNING, NONE OF THAT'S POSSIBLE WITHOUT OUR WORLD CLASS FACULTY AND STAFF HELPING. AND SO THAT'S WHERE THE DELIVERY PIECE AND THE CONTENT AND THE PEDAGOGY PIECE COMES IN. WHEN WE TALK ABOUT ACTUAL ACTION STEPS, WHEN PEOPLE COME TO US FROM THE COMMUNITY AND SAY, HERE'S WHAT WE WOULD LIKE STUDENTS TO BE ABLE TO DO, HERE'S WHAT WE WANT THEM TO KNOW, THEN WE HAVE TO PUT THAT INTO ACTION WITH ADULT SCHOOL. CORRECT. AND THEN THE GUARDRAILS, THE FIRST ONE TELLS US AGAIN, WHAT ARE THE DIRECTIVES THEN THAT WE HAVE. AND SO IF YOU THINK OF ALIGNMENT K THROUGH 12, WHETHER IT'S VERTICAL OR [00:20:03] HORIZONTAL, IF WE HEAR THAT PEOPLE REALLY WANT US TO WORK ON CAREER EXPLORATION OPPORTUNITIES FOR CHILDREN, THEN WE HAVE TO MAKE THAT ACTIONABLE WITH OUR ADULTS FOR SURE. AND MAYBE AS A FOLLOW UP, THEN AS WE TALK ABOUT OUR STUDENT OUTCOMES AND WHAT WE CAN GIVE TO OUR STUDENTS AND HOW WE CAN SUPPORT OUR STUDENTS THROUGH OUR WORLD CLASS STAFF, YOU KNOW, WE'VE SPENT A LOT OF TIME IN THE LAST TWO MONTHS TALKING ABOUT THE BUDGET. AND YOU KNOW, THAT'S, THAT'S A SEPARATE CONVERSATION. BUT IT HAS TO COME INTO THIS BECAUSE OBVIOUSLY IF WE COULD DO WHAT WE WOULD LIKE TO DO WITH AN UNLIMITED BUDGET, IT WOULD BE A DIFFERENCE. THERE WOULD BE A DIFFERENT PICTURE THAN WHAT WE CAN DO WITH LIMITATIONS ON OUR BUDGET. SO THERE'S, YOU KNOW, THERE'S THE WHAT IF. BUT AGAIN, YOU KNOW, WE'VE HAD A LOT OF DISCUSSION ON THE WHAT IF, EXCEPT THE REALITY IS THAT WE HAVE LIMITATIONS ON OUR BUDGET AND WE'RE HAVING TO, YOU KNOW, PUT MORE ON OUR TEACHERS OR SOMETIMES TAKE THINGS AWAY. AND SO IS THAT PART OF WHAT WE SEE AS STRATEGIC GOALS IN THESE CONVERSATIONS. AND THAT'S REALLY WHAT I SEE IN FUTURE SLIDES AND HOW WE BRING THE COMMUNITY IN AND HOW WE BRING THIS GROUP OF PEOPLE IN. BUT IT'S EASY TO SEPARATE. BUT WE CAN'T REALLY SEPARATE IT BECAUSE BUDGET DRIVES SOME OF OUR LIMITATIONS ON WHAT WE CAN DO FOR BOTH OUR STUDENTS AND OUR STAFF. YEAH, REALLY IMPORTANT COMMENTARY AND WE'RE GOING TO GET INTO SOME MORE OF THAT AS WE GO. AGAIN, IF YOU LOOK UNDER THE GUARDRAILS THERE, THE. THE SECOND ONE, I THINK ADDRESSES WHAT OUR TRUSTEES THEN HAVE TO WRESTLE WITH WHEN PEOPLE TELL US WHAT THEY WANT IN A COMMUNITY DRIVEN STUDENT CENTERED PLAN. BECAUSE CAN'T IS SOMETHING SOMETIMES THAT WE HAVE TO HELP PEOPLE TO DECIPHER BASED ON GUARDRAILS OF WHAT WE'RE NOT GOING TO DO. SO TO ANSWER YOUR QUESTION, I GUESS, OR TO TALK ABOUT WHERE WE'RE HEADED IS TELLING THE ORGANIZATION WHAT NOT TO DO ACTUALLY MEANS WE HAVE BETTER ALIGNMENT. SO IF WE WANT TO KNOW WHAT STUDENTS SHOULD KNOW AND BE ABLE TO DO AND HOW TO PERFORM THEIR LEARNING AND WE'RE GOING TO FOCUS ON THAT AND THAT'S GOING TO BE REALLY, REALLY IMPORTANT TO US. WE'RE NOT GOING TO SPEND MONEY ON THINGS THAT DON'T HELP US DO THOSE THINGS. THANK YOU, JOHN. SO ON THE GOALS, I LOVE THIS. AND WORKING THROUGH A PROCESS TO GET COMMUNITY INPUT AND TALK AS A BOARD AND AS STAFF AND YOU KNOW, LIKE I SAID, THE ENTIRE COMMUNITY AROUND WHAT STUDENTS SHOULD KNOW, BE ABLE TO DO, PERFORM. I THINK THAT'S SPOT ON. MR. KONECKI, ONE QUESTION I HAD AND CURIOUS HOW YOU THINK ABOUT THIS AND HOW MAYBE YOU'VE APPROACHED IT IN OTHER DISTRICTS. I'M ALSO WONDERING ABOUT LIKE AS A POTENTIAL FOURTH CATEGORY OR MAYBE YOU SEE IT IN THERE ALREADY IS CHARACTERISTICS OF OUR STUDENTS AS WELL. SO RESILIENT, YOU KNOW, YOU KNOW, A SERVANT AND KIND TO OTHERS, A GOOD TEAMMATE. SO TO ME, THAT'S NOT QUITE WHAT THEY KNOW, IT'S NOT QUITE WHAT THEY SHOULD BE ABLE TO DO OR PERFORM THEIR LEARNING, BUT IT'S CHARACTERISTICS OF SOMEONE THAT WE WANT TO BE AN EAM GRAD, AN EANES GRADUATE. SO HOW DO YOU VIEW THAT? I THINK YOU'LL SEE HERE AS WE MOVE FORWARD. BUT YOU'RE EXACTLY RIGHT. THERE ARE OTHER THINGS TO CONSIDER IN THE STRATEGIC PLANNING PIECE AND THAT WOULD BE VALUES AND NORMS. AND WE'RE GOING TO GET TO THAT TO SPEAK TO WHAT YOU'RE BRINGING UP. FOR SURE. YEAH. SO AT THE END OF THE DAY, THE ADULTS AND THIS GROUP. RIGHT. WE ARE GOING TO. WHEN WE TALK ABOUT GOVERNANCE AND WE GO THROUGH A PERIOD OF LISTENING TO THE COMMUNITY, THEN ULTIMATELY WE HAVE TO MAKE SURE GOALS AND GUARDRAILS EXIST SO THAT ALIGNMENT CAN HAPPEN AND ACTION CAN HAPPEN. RIGHT. AND THEN WE WILL BE ABLE TO, THROUGH THE PROCESS, GET TO VALUES AND NORMS. ANYBODY ELSE, BEFORE WE MOVE ON TO THE NEXT PORTION? ALL RIGHT, [5.2 Communicating the Vision: the Locker Room and the Bus] SO LET'S TALK ABOUT VISION AND A LITTLE BIT MORE THE DRIVERS OF LEARNING IN MODERN PUBLIC SCHOOLS. SO WHEN YOU THINK ABOUT WHAT LEARNERS DO, LEARNERS LEARN FROM CONVERSATIONS, OBSERVATIONS, PRACTICE, PRODUCT CREATION OR DELIVERY. AN ASSESSMENT COULD BE ONE EXAMPLE OF A PRODUCT OF STUDENT LEARNING AND PERFORMANCE. THESE ARE THE DRIVERS OF LEARNING. EVERYTHING THAT WE WILL BE LISTENING FOR AS WE GO THROUGH OUR STRATEGIC PLANNING PROCESS IS HOW PEOPLE RESPOND TO THOSE DRIVERS AND WHAT THEY WANT OR THINK THEY NEED BASED ON THOSE DRIVERS. AND SO WE'RE GOING TO HEAR DIFFERENT CONVERSATIONS AND WE'RE GOING TO HEAR DIFFERENT EXAMPLES, AND WE'RE GOING TO HEAR DIFFERENT INTERESTS FROM PEOPLE. WE'RE GOING TO HEAR ALL THE THINGS THEY THINK THEY WANT FOR THEIR CHILDREN AND FOR CHILDREN IN THE COMMUNITY. WE'RE ALSO GOING TO HEAR WHAT COMMUNITY [00:25:01] PARTNERS AND INDUSTRY WANTS FROM HIGH SCHOOL GRADUATES. WE'RE GOING TO HEAR WHAT HIGHER ED WANTS. WHEN SOMEONE ENTERS THEIR INSTITUTION AND THEY GRADUATE FROM EANES, WE'RE GOING TO HEAR LOTS OF THOSE THINGS AT DIFFERENT LEVELS. AND THEY'RE ALL GOING TO COME BACK TO THESE DRIVERS. THESE ARE THE DRIVERS FOR CHILDREN AND LEARNING THAT WE ARE GOING TO BE LISTENING FOR AS WE GO THROUGH THIS ENGAGEMENT PHASE. AND OUT OF THAT, WE'RE GOING TO START TO HEAR A LOT ABOUT VALUES AND NORMS TO GET TO JOHN'S POINT AND WHAT HE WAS BRINGING UP. SO AGAIN, THIS MAY BE SOME LANGUAGE WE HAVEN'T USED BEFORE PUBLICLY, BUT WHEN WE TALK ABOUT TEACHING AND LEARNING RIGHT NOW, WE'RE FOCUSED ON THE DRIVERS OF LEARNING FOR CHILDREN. THESE ARE THE THINGS THAT YOU WOULD SEE AS AN EDUCATOR AND LOOK FOR THE CONVERSATIONS, THE OBSERVATIONS, THE PRACTICES, THE PRODUCTS AND THE PERFORMANCE. AND AT EANES, THOSE THINGS SHOULD BE SECOND TO NONE IF THAT'S THE EXPECTATION. LOCKER ROOMS ARE FULL OF OPINIONS, RIGHT? IN THIS CASE, THE METAPHOR COULD BE THE ENTIRE COMMUNITY. PEOPLE HAVE HAD DIFFERENT EXPERIENCES. THEY HAVE DIFFERENT BACKGROUNDS. THEY HAVE DIFFERENT IMPRESSIONS ABOUT WHAT SCHOOL IS LIKE. THEY HAVE DIFFERENT IMPRESSIONS ABOUT WHAT MAKES A GOOD PARTNER, WHETHER THEY'RE TRANSACTIONAL OR TRANSFORMATIONAL. THEY HAVE A DIFFERENT DEFINITION IN THEIR MIND OF PERSONALIZED LEARNING. I'VE BEEN HEARING THIS TERM USED FOR 30 YEARS IN PUBLIC EDUCATION. I'M REALLY NOT SURE IF EVERYBODY HAS EVER GOTTEN TO A GREAT DEFINITION ABOUT IT YET. I THINK IT'S KIND OF CASE BY CASE, DISTRICT BY DISTRICT. SO THE IDEA HERE IS THAT PERSONALIZED LEARNING, TEAM LEARNING GOALS. AND THEN WHAT WE'RE GOING TO TALK ABOUT FROM NOW ON TONIGHT, DATA THAT MATTERS. THOSE ARE THE THINGS WE WANT TO BE LISTENING FOR AND UNDERSTANDING IN ORDER TO MAKE SURE THAT WE MOVE PAST OPINIONS AND PAST INDIVIDUAL EXPERIENCES TO TALK ABOUT THE THINGS THAT ARE THE DRIVERS OF LEARNING FOR CHILDREN AND THEIR NEEDS NOW AND THEIR NEEDS IN THE FUTURE, NOT OUR DESIRES AS ADULTS. REMOVING GENERATIONAL BIAS FROM THE DIALOGUE. WHEN YOU GO THROUGH A STUDENT CENTERED PROCESS AND TRY TO COME UP WITH A STRATEGIC PLAN THAT ADDRESSES WHAT THE COMMUNITY WANTS, THAT INCLUDES CHILDREN, MEANS GENERATIONAL BIAS MUST BE ADDRESSED AT THE FOREFRONT. EVERYBODY THINKS THE WAY THEY LEARNED AND DID IT KEPT EENS EENS AND WAS GOOD ENOUGH FOR THEM. THAT IS NOT FACTUAL. THAT IS AN OPINION. THAT IS NOT RESEARCH. THAT IS HOW SOMEONE FEELS. WE'RE MOVING BEYOND OPINIONS AND FEELINGS TO DO RESEARCH ON PERSONALIZED LEARNING, RESEARCH ON TEAM DYNAMICS. AND ONE OF THE WAYS TO DO THAT IS TO CREATE SMARTER GOALS. AND MOST OF YOU KNOW WHAT SMART GOALS ARE, RIGHT? THEY ARE SPECIFIC, MEASURABLE, ATTAINABLE, REALISTIC AND TIME BOUND. AND THEN THERE'S THIS, ER PIECE THAT CAN BE SO FUN AS WE GO THROUGH OUR STRATEGIC PLANNING PROCESS. THAT'S WHAT'S EXCITING AND RELEVANT TO CHILDREN. SO IF YOU'VE NEVER DONE A SMARTER GOAL BEFORE, WE'RE GOING TO BE ASKING COMMUNITY MEMBERS TO TAKE THEIR LANGUAGE AND TELL US THROUGH THE LENS OF SMARTER GOALS. AND IF ANYBODY DOESN'T THINK THAT SCHOOL SHOULD BE EXCITING RELEVANT, THEN WE'LL DEBATE THAT. SO THE LOCKER ROOM IS ALWAYS DIFFERENT THAN THE BUS. THE BUS IS GOING IN A DIRECTION AND IT'S FULL OF A TEAM THAT TRUSTS THE VEHICLE. THE LOCKER ROOM IS WHERE ALL THE OPINIONS AND FEELINGS COME OUT. AND THEN WE WORK TO CREATE SMARTER GOALS BASED ON DATA THAT MATTERS. AND THE DATA THAT MATTERS IS WHAT WE'LL CONTINUE TO TALK ABOUT AS WE MOVE FORWARD. QUESTIONS, THOUGHTS ON DATA THAT MATTERS OR WHAT WE JUST TALKED ABOUT? WE'RE A QUIET GROUP TONIGHT. OKAY, WE WILL KEEP MOVING. MEAT OF THE CHEESEBURGER. [5.3 Small & Big Rocks: Strategies at the Pinnacle Philosophy] OKAY. AND THEN THE LAST PIECE HERE, REALLY BEFORE WE GET INTO THIS IDEA IS AGAIN, IF WE'RE GOING TO TALK ABOUT DATA THAT MATTERS, WE NEED TO TIE THAT, RIGHT? THE DATA THAT MATTERS IS OUTCOMES FOR CHILDREN AND THEN IT'S OUTCOMES FOR OUR STAFF AND IT'S OUTCOMES FOR PARTNERS AND COMMUNITY. WE'RE GOING TO KNOW WHAT THAT IS AND THEN WE'RE GOING TO REALLY FOCUS IN ON THE DATA THAT MATTERS. SO WHAT HAPPENS IN A LOT OF ORGANIZATIONS IS KIND OF CAPTURED IN THIS STRATEGY HERE. MAYBE YOU'VE SEEN THIS BEFORE, THIS PICTURE OF THE BIG ROCKS VERSUS SMALL ROCKS. CONUNDRUM THAT PEOPLE FACE IN ORGANIZATIONS. AND WHAT MOST ORGANIZATIONS DO IS THEY FOCUS ON ALL THE LITTLE THINGS, THE SMALL ROCKS, AND ALL THE MINUTIA AND ALL THE OPERATIONS AND ALL THE LOGISTICS AND ALL OF THE STUFF THAT HAPPENS. SO IF WE APPLY THAT TO PUBLIC SCHOOLING, THERE COULD BE A MILLION THINGS ON OUR PLATE. AND I DON'T THINK I'VE EVER MET AN EDUCATOR, HAVE YOU, MOLLY, THAT TAKES SOMETHING OFF THEIR PLATE? NO. SO WHAT HAPPENS IS IF YOU FOLLOW THAT STRATEGY AS AN ORGANIZATION, WHETHER YOU'RE A SCHOOL OR A BUSINESS, YOU END UP NOT HAVING ROOM FOR THE REALLY BIG ROCKS BY THE TIME THAT YOU GET TO THEM. IN THIS PICTURE, YOU CAN SEE WHAT'S HAPPENING [00:30:01] FIRST, IF YOU NARROW YOUR FOCUS, IF YOU WORK ON ALIGNMENT, IF YOU ADDRESS THE BIG ROCKS, THE BIG THINGS, THE BIG OUTCOMES WE WANT FOR STUDENTS, THE BIG PERFORMANCES WE EXPECT, AND WE WORK ON THAT ALIGNMENT PRE K THROUGH 12 INNINGS, VERTICALLY, HORIZONTALLY, THEN WE BUILD A BETTER MODEL, WHAT WE DO WITH TIME FOR CHILDREN AND THEN ALSO THE ADULTS WHO HAVE TO DELIVER TO THEM AND WHAT WE DO WITH FIDELITY. THAT MEANS INTENTIONALLY, ROUTINELY AND CONSISTENTLY OVER THE YEARS. SO I'M CURIOUS, WHEN YOU THINK ABOUT DATA THAT MATTERS, WHAT AN EXAMPLE WOULD BE FOR THE MODERN EANE STUDENT GRADUATING AT AFTER 12 OR 13 YEARS OF SCHOOL HERE? WHAT IS THE DATA THAT REALLY MATTERS AND WHAT DO YOU THINK WE MAY HEAR FROM THE COMMUNITY AS WE GO THROUGH A STRATEGIC PLANNING ENGAGEMENT? THAT WOULD BE REALLY INTERESTING BECAUSE WE'RE GOING TO HEAR LOTS OF OPINIONS AND THEN WE'RE GOING TO HAVE TO GET TO HOW DO WE NARROW THAT FOCUS AND THEN WHAT DO WE EXPECT TO HAPPEN PRE K THROUGH 12 TO ATTACK THAT BIG ROCK? ANY THOUGHTS, ANY EXAMPLES OF THE DATA THAT MATTERS? SURE. WELL, DATA THAT MATTERS FOR OUR GRADUATES IS THE QUESTION. SAT SCORES, ACT SCORES, COLLEGE ACCEPTANCES, GPAS, NUMBER OF STUDENTS ACCEPTED TO HIGH PERFORMING UNIVERSITIES, ALL THOSE THINGS. AND SOME OF THAT IS DATA THAT WE'RE ALREADY LOOKING AT AND OUR TEAM'S LOOKING AT ALL THE TIME AND MIGHT NOT BE NEW OR CHANGE. YEAH, BUT IT'S DATA THAT MATTERS, RIGHT? YEAH, FOR SURE. GOOD EXAMPLES. I CAN SAY WHEN YOU TALK ABOUT THE ALIGNMENT WE TALKED ABOUT THAT K THROUGH 12 ALIGNMENT, THAT CAN MAKE A BIG DIFFERENCE FOR OUR PROGRAMS LIKE THE FINE ARTS AND STUFF, WHERE THEY'RE SEPARATED ON DIFFERENT CAMPUSES AND STUFF. BUT WE COULD HAVE AN ALIGNMENT FOR K12 SO THAT IT'S A CONTINUUM, SO WE CAN SEE THEM PROGRESSING AND BECOMING MORE ADVANCED AND BEING ABLE TO DO WHAT THEY NEED TO DO TO SUCCEED. FOR SURE. YEAH, THAT'S A GREAT EXAMPLE. PERFORMING ARTS IS A HUGE PART OF OUR ORGANIZATION. IF WE WANT TO BE THE BEST IN ATHLETICS AND THE BEST IN ACADEMICS AND THE BEST IN PERFORMING ARTS, THEN WHAT KIND OF ALIGNMENT SHOULD WE EXPECT? AND I'M SURE WE'LL HEAR ABOUT WHAT PEOPLE WANT PROGRAMMATICALLY FOR CHILDREN AND FOR STAFF. I WOULD JUST SAY ALSO THAT EANES, WE HAVE A COMMITMENT TO SERVING ALL STUDENTS. AND SO YOU NEED TO BE ABLE TO BREAK THIS DATA DOWN BY DIFFERENT GROUPS AND TYPES OF STUDENTS TO ENSURE THAT EVERY TYPE OF STUDENT IS THRIVING. NOT JUST, YOU KNOW, SUMMATIVE DATA, BUT BY GROUP AS WELL. YEAH, I MEAN, I THINK THAT'S A COMMON REFRAIN WE'VE ALL WORKED ON AND HEARD, AND THAT THE TEAM, I THINK, IS ALWAYS ATTACKING. BUT I THINK WE'LL HEAR IT AGAIN FROM THE COMMUNITY AND I THINK WE'LL HEAR IT FROM STUDENTS. I WAS SPENDING SOME TIME WITH MILLER AND SARAH TODAY WORKING ON THEIR ACCESSIBILITY PROJECT, AND THEY'LL BE COMING TO PRESENT TO YOU VERY SOON. TRUSTEES. AND I EXPECT THAT YOU'LL HEAR THAT FROM THEM AS AN EXPECTATION. YEAH. OKAY. OTHER THOUGHTS OR COMMENTS BEFORE I MOVE ON? WELL, I WAS JUST GOING TO JUMP IN. I THINK YOU'RE. YOU MAY HAVE THIS ON A SLIDE SOMEWHERE. BUT THE OUTCOMES, TO ME THAT WE HAVEN'T BEEN ABLE TO CAPTURE SO FAR, AND YOU'VE MENTIONED IT A LITTLE BIT, IS IT'S NOT THE SCORE, IT'S THE EXPERIENCE. AND IF OUR KIDS ARE LANDING IN CAREERS OR EXPERIENCES THAT ARE FULFILLING AND REWARDING AND THEY HAVE A FOUNDATION FROM EANES THAT PREPARES THEM FOR THAT. SO BEING ABLE TO SOMEHOW CAPTURE THAT BEYOND TALKING TO OUR ALUMNI, HAVING THEM BE A RESOURCE, COMING BACK IN AND HAVING THIS CYCLE OF INFORMATION SO THAT WE CAN CONTINUE TO CREATE THIS PRODUCT OR THIS OFFERING SO THAT WE CAN SHAPE OUR STUDENTS AND EDUCATE OUR STUDENTS TO THE BEST OF OUR ABILITY AND PREPARE THEM FOR THE FUTURE. SO OUTCOMES THAT MATTER TO ME ARE TAPPING MORE INTO WHAT OUR GRADUATES ARE DOING ONCE THEY GET OUT OF HERE. YEAH, THEY LIVE OUTSIDE OUR CURRENT WALLS. AND THEN RECAPTURING THE INFORMATION FROM THEM, BOTH QUALITATIVE AND QUANTITATIVE. AND THIS HAS ALWAYS BEEN A CHALLENGE FOR PUBLIC SCHOOLS. BUT OUR TEAM HAS WORKED ON THIS HERE, AND I GIVE CREDIT TO OUR HIGH SCHOOL ADMINISTRATORS AND COUNSELING DEPARTMENT. THEY HAVE WORKED ON THIS FOR YEARS HERE, TRYING TO MAKE SURE THAT WE GET THAT EVIDENCE ABOUT THINGS LIKE PREPAREDNESS AFTER A COUPLE OF YEARS OF COLLEGE WHEN THEY LEAVE, THAT'S REALLY IMPORTANT EVIDENCE ABOUT WHETHER OUR ALIGNMENT AND OUR WORK IS BEING DONE WITH EFFICACY. [00:35:02] YEAH. AND IT GOES TO YOUR POINT OF WE KNOW WHAT OUR EXPERIENCES WERE AND WHAT WE THINK IS BEST AS PARENTS, AND IT'S TRULY NOT THE CASE MAYBE THAT EVERY KID NEEDS TO GO TO A FOUR YEAR COLLEGE AND THAT'S SHIFTING. SO BEING ABLE TO HELP PEOPLE UNDERSTAND JUST WHAT AM I TRYING TO SAY HERE? THAT THE STUDENT CENTERED FOCUS THAT YOU KEEP TALKING ABOUT MEASURING BY SHIFTING WHAT WE'RE MEASURING, NOT JUST HOW MANY KIDS ARE GOING TO COLLEGE AND WHAT COLLEGE THEY'RE GOING TO, BUT REALLY WHAT THEY'RE EXPERIENCING, WHETHER THEY'RE STAYING IN COLLEGE AND WHAT THEY'RE DOING AFTER COLLEGE. SO JUST MORE DETAIL IN THERE. I WOULD AGREE PROFESSIONALLY. RIGHT. AS A RECOVERING HIGH SCHOOL PRINCIPAL, I WANT TO KNOW ABOUT PERSISTENCE. DID YOU CHOOSE THE SCHOOL THAT WAS THE RIGHT FIT OR THE MILITARY OR A CAREER? AND DID YOU PERSIST IN IT TWO OR THREE OR FOUR YEARS AFTER YOU LEFT HERE? THAT WOULD BE REALLY GREAT EVIDENCE AND DATA THAT MATTERS TO ME. AND I THINK WE'LL HEAR FROM PARENTS WHAT THEY WANT AS WE GO THROUGH THIS PROCESS AS WELL. AND THEN I THINK WE'LL HEAR FROM TEENAGERS ABOUT WHAT THEY THINK IS SUCCESSFUL EXPERIENCE WOULD LOOK LIKE. WELL, THE TRANSFORMATIONAL PARTNERS THAT YOU'RE TALKING ABOUT SOMEBODY ELSE, I JUST ADD, UNLESS THERE'S ANYONE ELSE. ANOTHER THING THAT IN MY MIND IS HARD TO CAPTURE, BUT I THINK YOU WILL FIND A WAY TO CAPTURE IT IS THOSE OPPORTUNITIES THAT OUR STUDENTS ARE GOING TO GO THROUGH. AND I THINK OF MY OWN CHILDREN AND THAT HAD EXPERIENCES WITH THEIR TEACHERS AND THEIR COACHES AND YOU KNOW, AND PEOPLE THAT THEY SAW THROUGHOUT THEIR K12 EXPERIENCE THAT MADE A DIFFERENCE. I MEAN MY. I HAD A CHILD THAT WENT TO A COLLEGE BECAUSE OF A TEACHER'S INFLUENCE. I HAD A CHILD THAT HAD GREAT EXPERIENCE AT THE ELEMENTARY LEVEL BECAUSE OF THE EXPERIENCES AND THOSE RELATIONSHIPS THAT THEY BUILT WITH STUDENTS. AND IT GOES BACK TO MY POINT OF, YOU KNOW, IN MY MIND, IN MY HISTORY WITH EANES, SO MUCH OF WHAT OUR KIDS OUTCOME OR HOW OUR KIDS OUTCOME HAPPENS IS BECAUSE OF OUR STAFF. AND THOSE OPPORTUNITIES THAT ARE UNIQUE, THAT ARE MAYBE UNMEASURABLE, ARE MAKING OUR KIDS OR GIVING OUR KIDS OPPORTUNITIES. AND I DON'T KNOW HOW TO CAPTURE THAT, BUT I KNOW THAT IT'S NOT UNIQUE TO ME. I HEAR IT OVER AND OVER AGAIN FROM THE COMMUNITY. WELL, I THINK WHAT YOU SAID IS YOU DO KNOW HOW TO CAPTURE IT. IT'S ANECDOTAL, IT'S TESTIMONIAL. I MEAN, AT THE END OF THE DAY THAT'S DATA THAT MATTERS. TESTIMONIES MATTER. IF OUR CHILDREN AND THEIR PARENTS ARE TELLING US THE THINGS ABOUT THOSE EXPERIENCES, THAT DATA MATTERS AS MUCH AS ANY NUMBER TO DIANE'S POINT. YEAH, SO I AGREE. AND THEN WHAT OUR STAFF THINKS OF COURSE AS WELL IS VERY IMPORTANT AND NOT JUST TEACHERS. RIGHT. I AGREE. THANK YOU. I HAVE SOME THOUGHTS. KIM, IS IT OKAY? ALL RIGHT. I THINK I UNDERSTAND CONCEPTUALLY WHAT YOU'RE TALKING ABOUT. BIG VERSUS SMALL ROCKS, RIGHT? YOUR ENERGY AND EFFORT SHOULD GO INTO THE BIG THINGS THAT ACTUALLY MAKE AN IMPACT BECAUSE IF WE FOCUS ALL OUR TIME ON THE SMALL LITTLE DETAILS, THEN THE BIG THINGS DON'T GET ACCOMPLISHED. AND I'M ALSO A BIG ADVOCATE FOR DATA. BUT I THINK IT'S NOT JUST DATA FOR HAVING MORE INFORMATION'S SAKE, BECAUSE THAT'S ACTUALLY WHAT I SAY. TRUSTEES ARE NOT THERE TO GET INTO THE DATA IN THE WEEDS, BUT WHAT IS PRESENTED TO US AND WHAT MATTERS FOR STUDENT OUTCOMES. AND SO THIS IS WHERE I'M GETTING FEEDBACK. I DON'T KNOW IF YOU ALL HEAR THAT. I THINK WHERE I STRUGGLE WITH, FOR EXAMPLE, I WAS THINKING BACK AND I WAS TRYING TO FIND IN MY NOTES WHERE WE WENT THROUGH, SAY FOR EXAMPLE, STAAR TESTING AND OUR STUDENTS OUTCOMES IN THE YEAR OVER YEAR, STAAR TESTING. AND THE DATA THAT WE WERE PROVIDED WAS, LET'S SAY THIRD GRADE, LAST YEAR'S THIRD GRADE AND THIS YEAR'S FOURTH GRADE AND LAST YEAR'S THIRD GRADE AND THIS YEAR'S THIRD GRADE. AND THEN THE SAME FOR FOURTH GRADE AND THE SAME FOR FIFTH GRADE. WE ADDED SCIENCE. BUT THAT ACTUALLY DOESN'T REALLY TELL A STORY. THAT DOESN'T HELP ME GOVERN BECAUSE I DON'T KNOW THE COHORT WITHIN THOSE STUDENTS WHAT I WOULD HAVE ACTUALLY, I THINK, LIKED TO SEE. AND AGAIN, THIS IS ALL ABOUT WHY DO WE NEED DATA AND HOW IS IT USED? I WOULD ACTUALLY LIKE TO KNOW IF THIS YEAR'S FOURTH GRADERS, HOW WERE THEY LAST YEAR'S THIRD GRADERS, AND FOR EXAMPLE, THIS YEAR'S FIFTH GRADERS, WHAT DO THEY LOOK LIKE OVER SEVERAL YEARS, ARE THOSE ACTUAL COHORTS OF STUDENTS IMPROVING? BECAUSE IT'S A DIFFERENT BODY OF STUDENTS VERSUS THE SAME GROUP LAST YEAR. AND SO THE WAY THAT WE RECEIVE DATA, RIGHT, YOU ALL PRESENT DATA AND WE LOOK AT IT AND WE PONTIFICATE [00:40:01] ON AND WE TALK ABOUT IT, BUT IT HAS TO BE IN A USABLE FORMAT FOR THE PURPOSES OF EVALUATING OUTCOMES. AND. AND SO I THINK ONE OF MY FRUSTRATIONS IS, AND I SAY FRUSTRATION, THAT'S MAYBE NOT THE BEST WORD. BUT WE HAVE TO HAVE DATA THAT MAKES SENSE FOR TRUSTEES TO KNOW IF WE'RE DOING THE RIGHT THING. RIGHT. THE GUARDRAILS ARE PRESENTED TO US. HOW DO WE KNOW IF THOSE THIRD GRADERS AND FOURTH GRADERS ARE PERFORMING WELL IF WE DON'T KNOW HOW THEY PERFORMED LAST YEAR OR THE YEAR BEFORE? AND ALSO, ONE OR TWO YEARS OF DATA IS NOT A TREND? SO I REALLY DON'T KNOW HOW TO EVALUATE TWO YEARS OF DATA. RIGHT. SO, FOR EXAMPLE, LAURA, YOU MENTIONED ACT SCORES AND SAT SCORES, AND WE REALLY WANT TO KNOW THAT VERY MUCH. THAT'S VERY EXCITING. HOW ARE STUDENTS PERFORMING? BUT I WOULD WANT TO KNOW, LIKE, ALL RIGHT, IF WE EVALUATE OURSELVES OVER FIVE OR SIX OTHER SCHOOLS IN TEXAS, HOW ARE OUR STUDENTS PERFORMING WITH OUR ACTS AND SATS VERSUS FIVE SCHOOLS? AND THEN I GO BACK AND I LOOK AT THE PRESENTATION LAST YEAR, AND IT WAS A DIFFERENT FIVE SCHOOLS. WELL, I DON'T KNOW. IT'S NOT APPLES TO APPLES TO ME. I NEED TO KNOW, OKAY, WHO ARE THE TOP PERFORMING SCHOOLS THAT WE ARE GOING TO EVALUATE OURSELVES ON YEAR AFTER YEAR? AND THEN NEXT YEAR WE'RE GOING TO COMPARE OURSELVES AGAINST THOSE SAME SCHOOLS, NOT DIFFERENT SCHOOLS. AND SO IF YOU LOOK BACK AT, LIKE, THIS YEAR'S PRESENTATION VERSUS LAST YEAR, IT WASN'T NECESSARILY SOME OF THE SAME SCHOOLS. SO IT'S REALLY, REALLY HARD TO KNOW. RIGHT. SO I THINK, LIKE, BIG ROCK, LET'S FOCUS ON THE BIG THINGS. BUT IT HAS TO BE PRESENTED IN A WAY THAT WE CAN ACTUALLY, LIKE, DO SOMETHING WITH IT. RIGHT WHERE IT MATTERS. YEAH. AND JUST TO CLARIFY, AGAIN. SORRY, GO AHEAD. NO, WE'RE DOING A CASUAL, LIKE, TALK, LIKE, CONVERSATION. OKAY. THIS IS VERY NEW FOR US. AND SO WE'RE TRYING TO FIGURE IT OUT. AND I'M TRYING TO HELP FACILITATE THIS. I'M HIDING BEHIND CLAUDIA SIGNAL. CATHERINE. I THINK THAT'S A REALLY GOOD POINT. AND THAT ACTUALLY CAME UP. AND MAYBE MOLLY REMEMBERS THIS AS WE. THIS YEAR, WHEN WE LOOKED AT SOME OF THE STAR SCORES, THERE WAS A. MOLLY, HELP ME. I THINK IT WAS SCIENCE, AND IT WAS KIND OF A LITTLE HICCUP THAT WE HAD SEEN. AND I SENT A QUESTION INTO CABINET AND ASKED, YOU KNOW, OH, IS THIS THE COHORT THAT WE KIND OF FOCUSED ON AND GAVE THEM SOME ADDITIONAL SUPPORT? DO YOU REMEMBER THAT, MOLLY? THAT THERE WAS. SO WE DO. IT'S SORT OF HOW. AND IT'S A REAL STRUGGLE OF HOW TRUSTEES CAN GATHER THE DATA AND LOOK AT THE DATA WITHOUT BEING LIKE, I THINK CABINET STRUGGLES WITH IT AND THE SUPERINTENDENT STRUGGLES WITH HOW DO WE GIVE THE TRUSTEES THE INFORMATION THEY NEED TO MAKE THESE DECISIONS AND MAKE THESE CONNECTIONS WITHOUT COMPLETELY OVERWHELMING THEM. BUT IT'S DOABLE. I THINK IT IS DOABLE. AND I THINK A LOT OF IT ACTUALLY COMES DOWN TO US AS TRUSTEES. YOU KNOW, I REMEMBERED THAT THERE WAS THAT HICCUP BECAUSE WE HAD DISCUSSED IT THE YEAR BEFORE. BUT ALSO ASKING THE QUESTION OR DOING THE, YOU KNOW, YEAH, WE MIGHT NOT GET THE SAME SCHOOLS, BUT THANKFULLY, ALL THAT INFORMATION IS SO EASY TO GET NOW. SO IT'S VERY, VERY EASY. JOHN, YOU HAD A QUESTION ABOUT, LIKE, HOW ARE OUR SURROUNDING SCHOOLS DOING ON SOME. SOME SCORE? AND YOU GET IT LIKE THAT. SO IT'S, IT IS AMAZING WHAT WE CAN GET AND HOW QUICKLY WE CAN GET IT. I THINK WHAT IT COMES DOWN TO IS HOW TRUSTEES RECEIVE INFORMATION AND HOW WE PROCESS IT, BECAUSE ALL THE DATA IS THERE. ALL THE DATA IS OUT THERE FOR US TO LOOK AT. IT'S JUST, WHAT DO WE NEED? WHAT DOES, WHAT DOES DIANE NEED TO MAKE HER DECISIONS? WHAT DOES CATHERINE NEED TO MAKE HER DECISIONS? WHAT DOES LAURA NEED TO MAKE HER DECISIONS? DOES THAT MAKE SENSE? I'M. OBVIOUSLY, WE'RE DIFFERENT. LIKE, DIFFERENT TRUSTEES HAVE DIFFERENT WAYS OF PROCESSING. SOME PEOPLE ARE VISUAL, SOME PEOPLE ARE, YOU KNOW, THEY NEED TACTILE, WHATEVER. BUT I THINK OF LIKE THIS CONCEPT OF GUARDRAILS. LIKE, WE TO KNOW A STRATEGY, WE NEED TO KNOW OUR BENCHMARK. AND SO WHEN I BRING UP THE ACTSAT IF WE BENCHMARK SCHOOLS BECAUSE THE GOAL IS HAVING TOP PERFORMING STUDENTS, BECAUSE WE'RE THE TOP PERFORMING DISTRICT, WE NEED TO KEEP THAT BENCHMARK THE SAME. UNLESS WE DECIDE, NOPE, TRENDS HAVE SHIFTED AND NOW WE NEED A DIFFERENT BENCHMARK. BUT WE DON'T EVEN. WE DON'T HAVE THOSE CONVERSATIONS. AND THOSE ARE ELEVATED CONVERSATIONS. YEAH. SO IT'S. I ABSOLUTELY GET THAT. IT'S, YOU KNOW, WHO IS OUR COHORT? WHO DO WE WANT TO SEE THE DATA ON? I THINK WE'VE DONE THIS OVER THE YEARS WITH STAR AS YOU [00:45:02] KNOW, IT JUST KIND OF DEPENDS ON WHO'S SITTING AT THE DAIS. AS FAR AS WHAT LORI'S LIKE, IT REALLY IS. IS WHAT THE, WHAT THE TRUSTEES ARE ASKING FOR. SO MAYBE WE NEED TO HAVE THOSE CONVERSATIONS AND PROVIDE GUIDANCE TO CABINET ON WHAT THE INFORMATION IS WE NEED. OKAY, GO AHEAD, DIANE. YOU SURE? OKAY, I'M GOING TO JUMP IN REAL QUICK AND SAY THIS IS. I LOVE THIS CONVERSATION. I LIKE TO USE THE WORD METRIC. EVERYONE KNOWS THAT. I'VE BEEN TALKING ABOUT THAT WITH OUR BALANCED SCORECARD FOR YEARS. AND I AM EXCITED ABOUT THIS PROCESS OF FIGURING OUT WHAT THE RIGHT METRICS ARE, WHAT THE RIGHT DATA IS. AND IN THIS TIME OF TECHNOLOGY ADVANCEMENTS, WE CAN QUANTIFY SO MUCH MORE QUALITATIVE INFORMATION. AND SO I SEE OVER THE NEXT FEW YEARS UNPRECEDENTED OPPORTUNITIES FOR US TO DIG INTO THIS. AND I'VE BEEN ASKING A LOT OF MY QUESTIONS TO YOUR POINT, LAWYER LAURA, WHERE WE GO IN AND SEND AN EMAIL AND SAY, CAN I GET A LITTLE MORE INFORMATION ABOUT THIS OR THAT? A LOT OF MINE ARE SAYING, CAN I HAVE 10 YEARS OF INFORMATION ABOUT. BECAUSE WE DO NEED TO SEE A LITTLE BIT MORE IN TRENDS. AND NOW AS A BOARD AND WITH THIS CABINET HERE, WE CAN REALLY DIG IN AND MAKE SURE THAT WE ARE HAVING THE RIGHT BENCHMARKS AND THE RIGHT METRICS SO THAT WE CAN MAKE THE SMARTEST DECISION DECISIONS POSSIBLE. SO I LOVE THIS CONVERSATION. MOLLY. SORRY I JUMPED IN. I WAS JUST GOING TO SAY PART OF WHAT I LIKE ABOUT THIS PROCESS, IT DOES HELP US, ONCE WE KIND OF DEFINE THIS AND THE GOALS ARE VERY CLEAR IN THIS PROCESS THAT I THINK WILL, YOU KNOW, TAKE THE NEXT NINE MONTHS. BECAUSE TO YOUR POINT, THERE IS OFTEN KIND OF WHAT IS OF MOST INTEREST TO THAT BOARD AT THAT TIME. YOU KNOW, WE HAVE THAT DATA, AND AS THE ASSISTANT SUPERINTENDENT IN MY DEPARTMENT, WE ARE LOOKING AT THAT. WE ARE LOOKING AT MULTI YEAR TRENDS, WE ARE LOOKING AT THE COHORT GROUPS, BECAUSE THAT'S OUR JOB. AND BRINGING ALL OF THAT TO THE BOARD WOULD ABSOLUTELY BE OVERWHELMING. I MEAN, THAT'S WHAT WE DO FOR A LIVING. AND SO TO BRING ALL OF THAT TO YOU. BUT WHAT I LOVE ABOUT THIS PROCESS IS WE CAN FIND COMMON DEFINITIONS AND COMMON GOALS THAT THEN WHAT ARE THOSE BIG ROCKS? WHAT IS THAT DATA THAT WE CAN BRING TO YOU CONSISTENTLY OVER TIME THAT YOU FEEL LIKE YOU ARE MEETING? YOU HAVE THE METRICS, YOU HAVE THE DATA. BECAUSE WE'VE AGREED ON WHAT THOSE GOALS ARE AND WHAT WE WANT TO BE FOCUSING ON. BECAUSE I THINK WHAT'S HAPPENED IN THE PAST IS WE'VE HAD SO MANY STRATEGIC PRIORITIES AND SO MANY GOALS, AND SOMEBODY'S INTERESTED IN THIS AND SOMEONE'S INTERESTED IN THAT. AND FOR OUR DEPARTMENT TO BE ABLE TO BRING YOU ALL THAT DATA, IT'S REALLY DIFFICULT. SO THIS PROCESS TO ME IS EXCITING BECAUSE THEN OUR DEPARTMENT HAS THAT DIRECTION TO KNOW WE KNOW WHAT THE BOARD IS ASKING FOR BECAUSE THE COMMUNITY HAS HAD INPUT, OUR STUDENTS HAVE INPUT. EVERYBODY HAS SAID THESE ARE THE THINGS THAT ARE IMPORTANT. THERE ARE 1,000 OTHER THINGS TO MEASURE, AND WE WILL BE MEASURING THOSE TO THE CAPACITY THAT WE CAN. BUT THIS IS WHERE I THINK WE'LL GET TO BE ABLE TO HAVE THAT COMMON UNDERSTANDING. AND SO WHEN WE BRING YOU THAT DATA, AND IF IT'S, WE NEED TO LOOK AT THIS PARTICULAR COHORT BECAUSE WE, THIS IS OF THE VALUE THAT WE'VE ALL DECIDED, THEN WE KIND OF KNOW THAT. SO THAT'S WHAT I'M EXCITED ABOUT WITH THIS PROCESS AND THEN HOPEFULLY MAKING THIS DECISION AS A BOARD, PEOPLE COME ON AND OFF THE BOARD, BUT ONCE WE HAVE THIS DEFINED, THEN WE HAVE, YOU KNOW, GOOD DIRECTION. SO, AND. AND I JUST WANT TO UNDERSCORE THAT. SO THERE, I MEAN, THERE'S MILLIONS OF THINGS YOU CAN MEASURE AND DATA IS FASCINATING AND YOU CAN LOOK AT TRENDS AND PROGRESS AND SEE IT. BUT IF YOU DON'T HAVE A BENCHMARK OF A SPECIFIC GOAL AND YOU CAN SAY, OKAY, THIS WAS THE NORTH, LIKE WE CARE ABOUT THESE SPECIFIC THINGS. AND THEN IN THOSE AREAS THAT WE CARE ABOUT, HERE IS OUR GOAL THAT WE WANT TO HIT. AND THEN DID WE HIT THAT GOAL? AND THEN, AND I AGREE, YOU CAN'T HAVE A THOUSAND GOALS. AND THEN LOOK AT ALL THIS DATA. AND, AND BECAUSE WHEN YOU HAVE THAT MANY GOALS AND IT'S WATERED DOWN AND NOTHING REALLY IS A GOAL WHEN YOU HAVE THAT MANY GOALS. BUT IF YOU SAY THESE ARE THE THINGS WE CARE ABOUT AND THEN HAVE A NOT JUST LET ME REPORT ON PERFORMANCE IN THAT THING THAT WE CARE ABOUT, BUT LET ME REPORT ON PERFORMANCE AGAINST GOAL AND THAT GOAL SHOULD BE DRIVEN, I THINK, BY BENCHMARKS AGAINST OTHER DISTRICTS PARTIALLY. AND THEN ALSO A PROGRESS GOAL. AS YOU KNOW, THE GOAL COULD BE DRIVEN BASED ON HOW OTHERS ARE PERFORMING THAT WE USE AS COMPS. AND THEN ALSO HOW ARE WE INCREASING OVER YEARS BEFORE THEN, YOU KNOW HOW YOU DID. AND IT'S [00:50:01] NOT JUST, IT'S NOT JUST, OH, WE GREW BY 2 PERCENTAGE POINTS OVER LAST YEAR. WAS OUR GOAL TO GROW BY 10 OR DID WE WANT TO GROW BY 1? AND WE GREW BY 2. AND THOSE ARE TWO VERY DIFFERENT SCENARIOS. AND SO KNOWING WHAT THE GOAL WAS, I THINK IS IMPORTANT. AND I THINK SOMETIMES WE HAVE THAT. TO ME, AS A NEWBIE TRUSTEE, I FEEL LIKE SOMETIMES WE'VE HAD THAT AND SOMETIMES WE HAVEN'T. AND I THINK GETTING MORE CONCRETE IN WHAT MATTERS AND TO YOUR POINT, SUPERINTENDENT KNONECKI, AND WHAT DOESN'T, AND THEN HOW DO WE MEASURE A SPECIFIC GOAL IN EACH OF THOSE AREAS, I THINK WOULD BE A GREAT STEP FORWARD IN THIS PROCESS. YEAH. AND AT THE RISK OF HEARKENING BACK TO WHAT WE HEARD ABOUT TEACHERS BEFORE, I'VE NEVER MET A TRUSTEE THAT WANTED TO TAKE ANYTHING OFF THEIR PLATE EITHER. SO WE'RE GOING TO NEED TO REALLY WORK ON BIG ROCKS VERSUS SMALL ROCK STRATEGIES AND THAT IT SOUNDS LIKE WE'VE GOT SOME CONSENSUS THAT WE'D RATHER FOCUS ON BIG ROCKS. MORE IMPORTANT, I THINK, IS WE'RE GOING TO HEAR THIS FROM OUR COMMUNITY AND OUR COMMUNITY OF LEARNERS AND OUR COMMUNITY MEMBERS. WE'RE GOING TO HEAR FROM PARENTS, WE'RE GOING TO HEAR FROM INDUSTRY, WE'RE GOING TO HEAR FROM AGENCY PARTNERS AND THEY'RE GOING TO TELL US WHAT THEY THINK THE FOCUS OUGHT TO BE AND THOSE WILL HELP US TO DEFINE THE BIG ROCKS. AND THEN THEY'RE GOING TO HELP US TALK ABOUT WHAT YOU JUST MENTIONED, I THINK, MR. TROY, WHICH IS HOW DO WE DO THIS WITH FOCUS AND SCALE OVER TIME SO THAT THE GOALS ARE ALIGNED TO SOME BENCHMARK. YOU KNOW, SO IS DATA THAT MATTERS THAT EVERY STUDENT K THROUGH 12 LEARNS ABOUT CAREER EXPLORATION AT EANES, OR IS DATA THAT MATTERS. EVERYBODY HAD A PARTICULAR LESSON IN 10TH GRADE ABOUT A CAREER EXPLORATION, YOU KNOW, FOR 30 MINUTES. WE'RE THE ONES, AS MOLLY SAID, THAT ARE GOING TO CREATE THE SMARTER GOALS BASED ON WHAT THE VISION TEAM TELLS US. AND THEN WE'RE ALL GOING TO MONITOR THAT WITH THE METRICS THAT HAVE BEEN DECIDED ON OVER TIME. AND THEY'RE ALSO GOING TO RECOMMEND THOSE TO US. AND THEN THAT'S GOING TO GIVE US CLARITY WITH THE TEAM AND THE WORK. AND THEN WE'RE ALL GOING TO DO WHAT HOPEFULLY DOUG REEVES TALKS ABOUT ALL THE TIME, IS WE'RE ALL GOING TO WORK TO STAY OUT OF THE WEEDS ABOUT THE LITTLE ROCKS AND THE SAND, AND WE'RE GOING TO FOCUS ON THOSE BIG ROCKS AS WE COME TOGETHER AND GOVERN FROM 30,000FT FOR THE WHOLE COMMUNITY TO MONITOR. WHAT THEY TOLD US WAS IMPORTANT. SO THAT'S THE FIDELITY PART, WHICH I THINK YOU'RE REINFORCING. ALL OF YOUR COMMENTS IS REINFORCING. KATHERINE WAS BRINGING IT UP RIGHT AWAY IS LIKE, LET'S DO THIS WITH FIDELITY, INTENTIONAL, ROUTINE, CONSISTENT LOOK AT A CERTAIN TYPE OF DATA THAT MATTERS. THAT WAY WE CAN HAVE REALLY, REALLY GREAT DIALOGUE ABOUT IT. SO REALLY APPRECIATE THE CONVERSATION. SO JUST AS A REVIEW, AGAIN, WE'RE TALKING ABOUT HOW WE'RE GOING TO GO THROUGH THE FUTURE OF CREATING A STUDENT CENTRIC COMMUNITY PLAN WHERE WE'RE GOING TO DO A LOT OF ACUTE LISTENING. AND THAT'S GOING TO INCLUDE A VISION TEAM TELLING US WHAT THE RECOMMENDATIONS ARE AND WHAT THE PLAN OUGHT TO BE WHEN WE'RE DONE. AND THAT'S GOING TO BE AN EXERCISE IN ADULT BEHAVIORS. AND WE'RE ALL, AS LEADERS, GOING TO BE FORCED TO RECKON WITH WHAT WE TALKED ABOUT A MONTH AGO IN OUR LAST WORK SESSION, CURRENT MANAGEMENT PRIORITIES OF ADULTS VERSUS STRATEGIC VISION AND MISSIONS, WHERE WE'RE TALKING ABOUT STUDENT OUTCOMES AND PERFORMANCES. AND SO THESE ARE THE CURRENT ADULT MANAGEMENT PRIORITIES IDENTIFIED THE BOARD. NOBODY IS SAYING AGAIN THAT THOSE ARE NOT IMPORTANT THINGS. NOBODY IS SAYING THAT WE WON'T HAVE ACTION STEPS WHERE WE LOOK AT THESE THINGS. NOBODY IS SAYING THAT THEY'RE FALLING BY THE WAYSIDE. WHAT WE'RE SAYING IS THAT'S NOT THE FOCUS OF THE STRATEGIC PLAN. THAT'S DIFFERENT. SO AGAIN, JUST TO LEVEL SET, WHAT PRIORITIES IN THE CURRENT BOARD PRIORITY LIST, THE ADULT MANAGEMENT LIST, ARE STUDENT CENTRIC MISSIONS. I THINK YOU COULD ARGUE AS AN EXAMPLE THAT SAFE SCHOOL COMMUNITIES HAS AN IMPACT ON CHILDREN. I DON'T KNOW IF WE WOULD WRITE IT THAT WAY OR IF THE COMMUNITY WOULD WRITE IT THAT WAY IN THE PROCESS WE'RE GOING TO GO THROUGH. BUT. BUT THAT DOESN'T MEAN IT'S NOT IMPORTANT. DOES THAT MAKE SENSE? THE EXAMPLE. OKAY, SO WHICH PRIORITIES ARE STUDENT CENTRIC MISSIONS? THAT LANGUAGE IS WHAT'S GOING TO COME OUT OF THE STRATEGIC PLANNING PROCESS. THAT'S DIFFERENT THAN ADULT MANAGEMENT ACTION STEPS, WHICH WE MAY HAVE TO DO LEGALLY AT ALL TIMES OR WE MAY HAVE TO DO TO SATISFY THE STATE WITH A DIP AND A SIP AND A POP. BUT YEAH. SO ADULT INPUT VERSUS STUDENT CENTRIC. THERE ARE DIFFERENCES. THAT'S WHAT WE'VE BEEN TALKING ABOUT THROUGHOUT THE NIGHT TONIGHT. THEY ARE DIFFERENT. AND THEN THIS OTHER PIECE HERE ABOUT BUILDING A BETTER MODEL IS WHAT DO WE DO WITH TIME FOR CHILDREN AND THE ADULTS WHO ARE GOING TO SUPPORT THEM, HOW WE DO IT AND WHAT WE'RE DOING. THAT'S A LOT DIFFERENT THAN WHY WE'RE DOING IT. WE ALL KNOW WHY WE'RE HERE. WE LOVE CHILDREN, WE LOVE TEACHERS, WE LOVE STAFF. WE WANT TO SUPPORT PUBLIC EDUCATION. WE WANT TO DO THAT TO THE BEST OF OUR ABILITIES. THAT'S WHY YOU'RE ALL HERE. WE KNOW THE [00:55:02] INTENT, BUT WHAT ARE WE DOING WITH THE USE OF TIME AND HOW ARE WE DOING IT? AND THEN IS THERE ALIGNMENT VERTICALLY AND HORIZONTALLY? WITH OUR RESOURCES, IF WE ONLY HAVE X NUMBER OF DOLLARS, WE HAVE TO MAKE SURE THAT THAT ALIGNMENT IS THERE. AND SO LET'S TALK ABOUT VERTICAL VERSUS HORIZONTAL. VERTICAL ALIGNMENT WOULD BE AN INITIATIVE AND I'M GOING TO GO BACK TO CAREER EXPLORATION AS AN EXAMPLE. WE MAY HEAR THAT PARENTS REALLY WANT STUDENTS TO LEARN ABOUT MORE THAN JUST COLLEGE, AND THEY WANTED TO LEARN ABOUT IT ALONG THE WAY, NOT JUST WHEN THEY'RE JUNIORS IN HIGH SCHOOL. SO THEN WE NEED TO MAKE SURE VERTICALLY THAT THERE'S LEARNING THAT SCAFFOLDS OVER TIME. THAT'S VERTICAL EXAMPLE. RIGHT. SO THEN YOU ALL KNOW WHAT HORIZONTAL WOULD BE RIGHT ACROSS BUILDINGS IN FOURTH GRADE. AND IF WE WANT STUDENTS TO LEARN LEADERSHIP SKILLS AND INTERPERSONAL COMMUNICATION SKILLS, IF IT WAS ONLY HAPPENING IN ONE BUILDING AND NOT THE OTHERS, WE MAY NOT HAVE HORIZONTAL ALIGNMENT. BUT I MIGHT GUESS THAT WE WOULD HEAR FROM PARENTS THAT THEY WOULD LIKE TO SEE THAT I COULD BE RIGHT OR WRONG. WE'LL SEE. SO THOSE ARE THOSE EXAMPLES THAT WE NEED TO PAY ATTENTION FOR AND LISTEN TO SO THAT WE DO THIS WITH FIDELITY AT THE END OF THE DAY. AND THE VISION TEAM TELLS US WHAT WE REALLY SHOULD BE FOCUSING ON. DOES THAT MAKE SENSE? OKAY, ANY COMMENTS OR QUESTIONS ABOUT THAT BEFORE WE WRAP UP? ANY FINAL COMMENTS ABOUT WHAT WE TALKED ABOUT TONIGHT OR QUESTIONS, TRUSTEES OR TEAMMATES BEFORE WE WRAP UP. SO, ON THE CURRENT BOARD PRIORITIES, WHAT DO YOU ENVISION HAPPENS TO THOSE? SO WE GO, WE GO DOWN THIS ROAD AND WE HAVE ALL THE COMMUNITY ENGAGEMENT AND ALL THE INPUT AND WE HAVE THIS AMAZING STRATEGIC PLAN THAT IS TO STUDENT CENTERED, STUDENT FOCUSED. BUT THEN THESE THINGS THAT ARE STILL VERY IMPORTANT, DO YOU SEE THOSE AS, WHAT DID YOU CALL IT, NORMS AND VALUES? YEAH, I THINK WHEN THE COMMUNITY TELLS. THIS IS A GREAT QUESTION, CLAUDIA. I THINK WHEN THE COMMUNITY TELLS US WHAT THEY VALUE, WE'LL DETERMINE THAT ALL OF THESE THINGS WILL BE CHECKED OFF. WE'LL ACCOMPLISH THESE ANYWAYS BECAUSE WE'RE GOING TO KNOW THE NEW NORMS AND THE NEW NORMS ARE GOING TO BE THE BIG ROCKS WE'RE WORKING ON WITH FIDELITY INTENTIONALLY, ROUTINELY AND CONSISTENTLY THAT EVERY ADULT UNDERSTANDS IN THE DISTRICT. BECAUSE LIKE MOLLY SAID, WE'LL HAVE CLEAR GOALS AND LANGUAGE THAT WE'LL USE. AND THERE'S NOT ONE PRIORITY LIST THERE OF ADULT MANAGEMENT THAT WON'T BE CHECKED OFF THE LIST, IN MY OPINION, PROFESSIONALLY, IF WE LISTEN TO THE COMMUNITY. OKAY, MAKES SENSE. CAN I COMMENT? I THINK, WELL, WHAT I HEARD FROM CLAUDIA'S QUESTION, OR JUST TO CLARIFY, I MEAN, RIGHT NOW THESE ARE OUR CURRENT BOARD PRIORITIES. WE HAVEN'T CHANGED THEM AND THEY'RE GOOD GOALS. BUT THIS PROCESS IS GOING TO CONTINUE AND IT'S GOING, THIS PROCESS THAT ASKS FOR COMMUNITY ENGAGEMENT AND ASK FOR TRUSTEES IN THE COMMUNITY TO WORK TOWARDS FINE TUNING THINGS ARE GOING TO SUPERSEDE AND AT THE END OF THE PROCESS, THE TRUSTEES WILL THEN VOTE ON NEW PRIORITIES. COMING OUT OF THIS PROCESS IS WERE YOU ASKING WHAT DO WE DO IN THE INTERIM? NO, NO, I, I, I WAS ASKING WHAT HAPPENS TO THESE? DO THEY JUST GO AWAY? I THINK YOU EXPLAINED IT, BUT I THINK TRUSTEES ARE GOING TO HAVE TO, AT SOME POINT POINT, TRUSTEES ARE GOING TO HAVE TO ADOPT PRIORITIES. BUT WITH THIS, WITH THIS PROCESS, WE ARE GOING TO GET INPUT AND WE ARE GOING TO FINE TUNE THE TRUSTEE PRIORITIES. YEAH. LET'S TALK THROUGH AN EXAMPLE. SO SUCCESS FOR ALL STUDENTS IS A CURRENT ADULT MANAGEMENT PRIORITY OF THE BOARD. IT'S A GO. NOTHING WRONG WITH IT. IT'S A GOAL. THE MISSIONS ARE GOING TO BE MUCH MORE SPECIFIC. WHEN WE COME OUT OF OUR STRATEGIC PLANNING PROCESS, THE BIG ROCKS ARE GOING TO BE MORE SPECIFIC THAN THAT PHRASE. WE'RE GOING TO KNOW WHAT WE'RE GOING TO MEASURE AND THEN THAT'S GOING TO SUPERSEDE THAT PHRASE. DOES THAT HELP, CLAUDIA? YEAH. NO. WELL, I MEAN WHAT YOU, WHAT YOU SAID TOTALLY MADE SENSE. I'M, I AM CURIOUS THOUGH, IF WE HAVE TO HAVE BOARD PRIORITIES, THOUGH, IF WE HAVE A STRATEGIC PLAN. IT SEEMS KIND OF REDUNDANT. SO THERE TASP DEFINES VERY FEW BOARD DUTIES AND ONE OF THOSE IS SETTING PRIORITIES. WE ONLY HAVE A FEW THINGS WE OFFICIALLY DO AND THAT'S ONE OF THEM. NOW, HAVING SAID THAT, I THINK THAT IT'S SORT OF A CHICKEN AND EGG THING WHERE WE REALLY, REALLY WANT A LOT OF COMMUNITY INPUT TO DRIVE THAT WE DO. AS MUCH AS WE TALK TO PARENTS AND COMMUNITY MEMBERS AND FEEL [01:00:04] LIKE WE INDIVIDUALLY MAY HAVE A PULSE ON SOME THINGS, I THINK THAT ANY INFORMATION THAT WE CAN GET FROM THAT, I THINK REMEMBER IN THE OLD DAYS WE USED TO DO SPEED DATING TO TRY TO GET SOME INPUT FROM THE STAFF FROM CABINET. AND SO WE LONG FOR THAT IN SETTING OUR PRIORITIES. BUT ABSOLUTELY, THERE HAVE TO BE BOARD PRIORITIES. IT'S JUST THAT THEY CAN BE MUCH INFORMED BY A DIFFERENT PROCESS. YEAH, THEY COULD BE PULLED OUT OF THE PROCESS SOMEHOW. THEY COULD BE STUDENT CENTRIC. YES. NOT ADULT DRIVEN MANAGEMENT. I MEAN, TECHNICALLY THEY ARE. CLAUDIA. TECHNICALLY THEY ARE ADULT DRIVEN BECAUSE THEY ARE REQUIRED BY TEXAS EDUCATION CODE AND THEY DO SPELL OUT EXACTLY WHAT WE NEED TO INCLUDE. WE CAN INCLUDE OTHER THINGS AS WELL THAT ARE MORE STUDENT FOCUSED. I WANTED TO ADD THAT WHEN I THINK ABOUT HORIZONTAL ALIGNMENT, TO ME IT ALSO BRINGS UP THE WORD CROSS POLLINATION. I THINK THERE'S SO MANY LOST OPPORTUNITIES RIGHT NOW ACROSS SOME OF OUR PROGRAMS. AND I'LL MAYBE THROW OUT THE EXAMPLE OF THE BUSINESS INCUBATOR AND ROBOTICS. RIGHT. JUST THE KIDS OR STUDENTS ARE ORGANICALLY FINDING EACH OTHER SOMETIMES. BUT I THINK THERE'S SO MUCH OPPORTUNITY TO USE THIS PROCESS OF STUDENT DRIVEN LEADERSHIP TO ENABLE THEM AND CREATE SYSTEMS WHERE THEY CAN MORE NATURALLY JUST INTERACT AND DO SO MANY GREAT THINGS. THERE'S SO MUCH OPPORTUNITY FOR THEM. I DO WANT TO ASK, WE'RE GOING TO BE DOING A STRATEGIC PLANNING, BUT ARE YOU SAYING WE'RE ALSO GOING TO BE REWRITING OUR VISION AND MISSION? YES, I AM. THE COMMUNITY IS GOING TO BE WRITING IT FOR YOU. OKAY. YEAH. AND REMIND ME, THE TIMELINE TO HOPEFULLY HAVE THAT DONE BY IS HOPEFULLY A TRUSTEE APPROVAL IN DECEMBER OF 2026 AND WE WILL TAKE JULY OFF. SO WE'LL BE TALKING ABOUT SOME NEXT STEPS HERE IN JUST A MINUTE. BUT THAT'S GREAT THAT YOU'RE GOING THERE. IS THERE ANY OTHER COMMENTS BEFORE WE GET TO THAT LAST PIECE? WHILE YOU'RE SPEAKING TO THAT, COULD YOU TALK ABOUT A REFRESH PROCESS? I KNOW IT'S FURTHER DOWN THE ROAD, BUT WHAT IS THE PROCESS OF MAKING SURE THAT THESE DON'T GET DATED AND WE STAY IN TOUCH WITH THAT? AGAIN, THIS MAY BE A FRUSTRATING. I'M NOT TRYING TO BE TIGHT WITH MY ANSWER, EXCEPT TO SAY THE COMMUNITY WILL TELL US. AND I THINK IF WE HEAR THAT THEY WANT A TWO YEAR STRATEGIC PLAN WITH FOUR BIG ROCKS TO FOCUS ON, THERE WILL PROBABLY BE SOME DEBATE IN THE ROOM AMONG STAKEHOLDERS ABOUT SHOULD IT REALLY BE LIKE THAT. AND I WOULD CAUTION US AGAINST PUTTING ANY GUARDRAILS WITH A TIME BOUND PLAN ON THE STUDENTS AND STAFF AND COMMUNITY WHILE WE'RE GOING INTO AN ENGAGEMENT PHASE WHERE WE'RE ASKING TO GET INPUT AND FEEDBACK FROM THEM AND LETTING THE VISION TEAM DO THAT WORK. AND I WOULD GUESS WHAT WE WILL SEE IS THAT THEY WILL WANT A MULTI YEAR PLAN TO GIVE THE CULTURE TIME TO GROW AND STRENGTHEN. BUT WE'LL SEE, I THINK SO NEXT STEPS, SO THAT EVERYBODY KNOWS IS THE ENGAGEMENT PHASE THAT WE'RE GOING TO TALK ABOUT. AND WE'RE GOING TO HAVE A UNIQUE EVENT WHICH TYPICALLY MIGHT BE AT A DIFFERENT TIME OF THE YEAR. BUT OF COURSE I'M NEW AND WE'RE ALL DIVING INTO THIS TOGETHER. SO WE'VE ASKED FOR A SPECIAL EVENING ON APRIL 8TH AT THE PAC AND WE WILL BE COMMUNICATING OUT ABOUT THAT AS AN ALL CALL TO COMMUNITY MEMBERS AND PARENTS AND FAMILIES TO JOIN US AND TALK ABOUT OUR STATE OF THE SCHOOLS. WHEN WE TALK ABOUT THE STATE OF THE SCHOOLS, WE WILL TRY TO MODEL THE WAY WITH SOME STUDENT CENTRIC PERFORMANCE AND TESTIMONIALS AND SOME AMAZING ENGAGEMENT FOR THAT EVENING. SO I'D LIKE TO INVITE THE ENTIRE COMMUNITY TO JOIN US FROM SIX TO EIGHT AT THE PACK ON APRIL 8TH. AND THEN WE WILL BE USING TIME BEGINNING APRIL 9TH THROUGH THE END OF THIS SCHOOL YEAR AND INTO THE END OF JUNE TO ENGAGE STUDENTS, STAFF AND COMMUNITY. WE WILL TAKE A BREAK THROUGH THE ENTIRE MONTH OF JULY AND THEN WE'LL COME BACK AND WE WILL WORK AUGUST, SEPTEMBER AND OCTOBER. AND THE VISION TEAM WILL THEN BRING RECOMMENDATIONS TO THE BOARD. AND THIS WILL BE AN EFFICIENT PROCESS TO CREATE OUR NEW STRATEGIC PLAN WITH A VISION AND MISSIONS FOR THE FUTURE. AND ALONG THE WAY, THE WORK THE VISION TEAM WILL DO WITH A CORE TEAM OF FACILITATORS IS THEY WILL LITERALLY DEFINE THE VISION STATEMENT, DEFINE THE MISSIONS, THEY WILL DEFINE THE VALUES THAT EANES CARES ABOUT AND WE WILL SEE THOSE IN WRITING. AND THEN WE WILL TALK ABOUT THE NORMS AND HOW TO ALIGN OUR RESOURCES AND INVESTMENTS TO MATCH THE NEW LANGUAGE. AND THEN WE WILL GO DO IT. SO THAT'S OUR PLAN AND WE'RE GOING TO STICK TO IT. EVERYBODY UNDERSTANDS RIGHT HERE AT EANES WE ALL VALUE ENGAGING OUR COMMUNITY. I THINK THAT THE TRUSTEES DO THIS ALL THE TIME. I THINK OUR ADMINISTRATIVE TEAM DOES THIS ALL THE TIME. OUR TEACHERS DO THIS ALL THE TIME. AND LOTS OF OUR STUDENTS ARE DOING THIS. SO SOME OF THIS ISN'T GOING TO BE NEW, BUT SOME [01:05:01] OF THE PROCESS IS GOING TO BE NEW. AND OUR GOAL IS TO HAVE AS MUCH INPUT FROM STUDENTS, STAFF AND COMMUNITY AS POSSIBLE AND TO HISTORICALLY CAPTURE MORE INPUT THAN WE'VE EVER CAPTURED IN THE PAST FOR EANES TO HAVE THE BEST PLAN FOR OUR CHILDREN MOVING FORWARD. AND THIS SHOULD BE EXCITING AS WE GO THROUGH THIS PROCESS. AND SO IF YOU HAVE QUESTIONS THAT COME UP OVER TIME OR ANY COMMUNITY MEMBERS WHO ARE LISTENING, WANT TO KNOW KIND OF NEXT STEPS, STAY TUNED FOR APRIL 8TH AND THEN STAY TUNED AFTER APRIL 8TH. AND WE WILL BE SHARING SOME THINGS OUT INTENTIONALLY ABOUT NEXT STEPS AND HOW TO ENGAGE. IF YOU'RE SOMEONE WHO'S INTERESTED IN ENGAGING WITH US. THANK YOU EVERYBODY FOR YOUR PARTICIPATION TONIGHT AND ALL THE DIALOGUE. AND PRESIDENT MCMATH, I THINK I'M DONE. [6. UPCOMING MEETINGS ] THANK YOU, MR. KNICKEY. IT LOOKS LIKE WE HAVE UPCOMING MEETINGS MARCH 24TH. WE ALSO HAVE OUR STATE OF THE SCHOOLS. YOU'RE SAYING APRIL 8TH, AND THEN WE HAVE ANOTHER STUDY SESSION ON APRIL 14TH OF 2,026. AT THIS POINT, WITHOUT ANY FURTHER ADO AT 7:18, I'LL ADJOURN THIS SESSION. THANK YOU. THANKS, EVERYBODY. * This transcript was compiled from uncorrected Closed Captioning.