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[CALL TO ORDER]

[00:00:07]

>> [FOREIGN] GOOD MORNING. THIS MEETING IS NOW CONVENED.

THE TIME IS 9:12 AM.

BOARD MEMBERS PRESENT IN THE BORDER ODDITORIUM ARE, TRUSTEE BAKER, TRUSTEE ALLEN, TRUSTEE HERNANDEZ, TRUSTEE WAYNE, TRUSTEE CRUISE, AND TRUSTEE DIGUARD.

I WOULD LIKE EVERYONE TO PLEASE SILENCE ALL CELL PHONES.

OUR FIRST ORDER OF BUSINESS IS TO HEAR FROM SPEAKERS WHO WISH TO ADDRESS ITEMS ON OUR AGENDA.

WE HAVE ONE SPEAKER WHO SHALL BE LIMITED TO TWO MINUTES PER BOARD POLICY.

>> [FOREIGN]

>> WE WILL CONTINUE THAT LATER SINCE NONE OF OUR SPEAKERS ARE HERE TODAY.

WE WILL NOW MOVE ON TO OUR SPECIAL MEETING TOPIC TEAM-BUILDING.

[TEAMBUILDING]

I WOULD LIKE TO WELCOME DR. ROBBIE MCGOWAN, BOARD COACH WITH A REGION FOR EDUCATION SERVICE CENTER.

HE WILL BE LEADING TODAY'S TEAM-BUILDING SESSION.

DR. MCGOWAN.

>> GOOD MORNING. GOOD TO SEE EVERYONE.

THANK YOU ALL FOR BEING HERE.

I'M MICED UP TO ONE THING.

LOGISTICALLY, I THINK YOU ALL PROBABLY KNOW THIS BETTER THAN I DO, BUT WHEN WE DO SPEAK, I THINK WE'RE SUPPOSED TO BE USING OUR MICS.

THANK YOU ALL FOR BEING HERE.

I APPRECIATE YOU BEING HERE.

WE NEED TO HAVE A DISCUSSION BEFORE WE BEGIN ABOUT LOGISTICALLY HOW WE PROCEED.

OUR PURPOSE TODAY WAS TWO-FOLD REALLY.

FIRST AND FOREMOST, WAS TO CONDUCT THE TEAM-BUILDING, SOMETIMES ALSO KNOWN AS TEAM OF 10.

FOR IN THIS CASE, YOUR DISTRICT IS 10 BECAUSE YOU HAVE NINE BOARD MEMBERS AND SUPERINTENDENT, WAS TO DO THAT, AND THEN I DO HAVE ALSO A COACHING PIECE ON THE LONE STAR GOVERNANCE FRAMEWORK THAT WAS BE THIS AFTERNOON WE'RE GOING TO DO TEAM BUILDING IN THE MORNING.

EVERY BOARD IN THE STATE OF TEXAS IS REQUIRED TO HAVE AN ANNUAL TEAM BUILDING TRAINING.

ONE OF THE LEGAL REQUIREMENTS IS THAT ALL MEMBERS OF THE TEAM SUPERINTENDENT AND ALL OF THE TRUSTEES HAVE TO BE LEGALLY PRESENT AT THE MEETING.

IN OTHER WORDS, EITHER IDEALLY IN PERSON OR IF THEY HAVE TO ATTEND VIRTUALLY.

WE CAN MAKE THOSE ACCOMMODATIONS.

I'D LOVE TO HEAR FROM THE BOARD ON WHAT YOUR WISHES ARE FOR OUR PLAN FOR TODAY.

>> WE HAVE BEEN JOINED BY TRUSTEE BLUFORD DANIEL'S.

DOES ANYBODY HAVE ANY COMMENTS, DISCUSSION ABOUT HOW TO MOVE FORWARD? SINCE WE DO NOT HAVE EVERYBODY PRESENT TODAY? TRUSTEE AWAKE.

>> [INAUDIBLE]

>> THANK YOU, ROBBIE. I'D LIKE TO SEE IF WE CAN POSSIBLY GET OUR OTHER TRUSTEE TO MAYBE COME IN TO THE MEETING VIA VIRTUAL IF POSSIBLE.

BUT IF NOT, I SAY THAT IT WON'T HURT US TO PURSUE THE FULL ENCHILADA. [LAUGHTER]

>> TRUSTEE BAKER.

>> I LIKE TO MAKE A MOTION THAT WE POSTPONE THIS TRAINING.

WE NEED TO HAVE A TEAM HERE AND DUE SOME TO EXTENUATING CIRCUMSTANCES, PEOPLE CANNOT BE HERE.

I'LL DO OUT OF RESPECT YOU COMING AND US BEING THERE AS A TEAM.

I HAVE 40 AND 50 CEC HOURS ALREADY, AND I JUST BELIEVE WE SHOULD WAIT UNTIL WE COME TOGETHER AND DO IT AS AN ENTIRE TEAM.

WE NEED TEAM-BUILDING SO WE CAN REALLY BECOME A TEAM OF 10.

THANK YOU VERY MUCH. I'LL HAVE A TON OF WASTE.

>> TRUSTEE CRUISE.

>> ROBBIE INITIALLY GAVE US, I DON'T KNOW WHAT IT WAS LIKE A DOZEN DATES.

IF I'M NOT MISTAKEN, THIS WAS THE ONLY ONE THAT ALL OF US SAID WE WERE AVAILABLE.

IT IS REALLY HARD FOR US TO SCHEDULE THESE MEETINGS, AND I KNOW THINGS HAPPEN.

I DON'T THINK WE EVER FULFILLED THAT CREDIT LAST YEAR.

I DO THINK WE SHOULD TRY TO SCHEDULE ANOTHER ONE, BUT I WOULD SAY LET'S STILL PROCEED.

I TOOK THE DAY OFF.

WE ARE HERE, I THINK OUT OF RESPECT FOR EVERYONE'S TIME.

BUT I DON'T DISAGREE WITH YOU.

I FEEL LIKE WE DO ALL NEED TO BE HERE, SO WE DO NEED A SCHEDULE OF SUBSEQUENT TIME WHEN WE CAN ACTUALLY GET THIS DONE.

[00:05:01]

>> I WANT TO MAKE A MOTION THAT IF WE DECIDE AS A BOARD TO PROCEED THIS MORNING IF WE HAVE THE MAJORITY THAT SAYS WE PROCEED.

WE DO THAT. IF NOT, THEN WE RESCHEDULED.

TO MAKE A MOTION THIS MORNING.

>> SECOND.

>> SECOND.

>> LET'S GET THROUGH EVERYBODY'S COMMENTS FIRST. TRUSTEE ALLEN.

>> ONE OF THE THINGS THAT I WANTED TO SAY THAT, BECAUSE IT HAS THE TEAM-BUILDING HAS TO, THIS CANNOT BE INCLUDED AS TEAM-BUILDING, AND WE WILL HAVE TO DO IT ANYWAY.

AS FOR ME, EVERYBODY ELSE CAN STAY.

I'LL BE HERE TWO HOURS BECAUSE WE MAY NEED TO GET TO KNOW EACH OTHER A LITTLE BIT.

BUT I'M NOT GOING TO STAY THE FULL TIME.

I KNOW THERE WAS AN EMERGENCY WITH MISS GUTHRIE, BUT IT WON'T COUNT. I WON'T BE HERE.

>> RIGHT. I UNDERSTAND.

>> THANK YOU.

>> PRESIDENT HERNANDEZ JUST REAL QUICKLY, THERE WAS A I DON'T THINK IT'S PROPER FOR ME TO ADDRESS THE BOARDS COUNCIL PRIORITY FOR YOU, I WOULD RECOMMEND AS YOUR COACH THOUGH, THAT MAY BE TO AS THE BOARD COUNCIL.

I'M NOT SURE IF A MOTION.

>> CORRECT.

>> CAN BE MADE BECAUSE IT'S NOT AN ACTION ITEM.

>> WE NEED TO HAVE A DISCUSSION WHETHER WE'RE DOING IT UNDER ROBERT'S RULES OR NOT ABOUT WHETHER OR NOT YOU'RE GOING TO POSTPONE.

YOU CAN EITHER DO IT AS A PROCEDURAL MATTER AND DO IT AS YOU NORMALLY WOULD UNDER ROBERT'S RULES, OR WE NEED TO HAVE A CONVERSATION AND PULL THE BOARD AS TO HOW MANY PEOPLE ARE IN AGREEMENT WITH TRUSTEE BAKER OR HOW MANY PEOPLE ARE IN AGREEMENT TO STAY FOR HOWEVER LONG THAT MIGHT BE.

HOW WOULD YOU LIKE TO HANDLE WOULD YOU LIKE TO HANDLE IT AS A FORMAL MOTION OR WOULD YOU LIKE TO HANDLE IT JUST PULLING TO SEE HOW MANY PEOPLE ARE IN AGREEMENT WITH TRUSTEE BAKER OR HOW MANY PEOPLE ARE IN AGREEMENT WITH STAYING, AND THEN I HEARD A SIMULATION ON THAT OR A PERMUTATION ON THAT STAYING BUT NOT FOR THE WHOLE SCHEDULED TIME.

>> I THINK WE SHOULD PULL THE BOARD.

>> I WAS GOING TO SAY, THIS HAS TO BE RE-DONE.

>> YOUR MICROPHONE.

>> THIS HAS TO BE POSTPONED ANYWAY, WHETHER WE WANT TO OR NOT BECAUSE WE DON'T HAVE 10 PEOPLE HEALING. ROBBIE.

>> FROM ASSAY. I FIRST OF ALL, FIRST AND FOREMOST, AS I AM HERE AT YOUR SERVICE, SO WHATEVER THE BOARD DECIDES THIS MORNING, I'M HERE AT YOUR SERVICE.

A COUPLE OF THINGS. I AS YOUR AS YOUR COACH AND A TRAINER, I WANT TO GIVE YOU MY OPINION ON IS, I DON'T BELIEVE I WOULD NOT FEEL 100 PERCENT CONFIDENT GOING FORWARD WITH THE TEAM-BUILDING ACTIVITIES, WHICH IS BASICALLY THE MORNING HALF OF OUR SESSION TODAY, BECAUSE WE DON'T HAVE THE ENTIRE TEAM HERE.

THERE ARE SOME COACHING PIECES, FOR INSTANCE, I KNOW BRIDGET, COMMUNICATE EXCUSE ME, TRUSTEE WAYNE.

THAT'S ANOTHER THING I WAS GOING TO SAY I PREFER AND THESE TEAMBUILDING THAT WE'D BE A LITTLE LESS FORMAL.

ARE YOU ALL OKAY WITH THAT WITH FIRST NAMES THIS MORNING?

>> BEFORE WE MOVE FORWARD THOUGH, I HATE WHEN YOU ALL KEEP DISRESPECTING ME.

I MADE A MOTION. IT WAS SECOND.

>> OKAY.

>> YEAH. SWITCHES TO POLLING.

WHAT'S IT GOING TO BE MAN? I MEAN WE MADE A MOTION AND A SECOND, WE SWITCHED IT.

I MEAN, I'M A NEUTRAL.

I'M NOT NEW ANYMORE, BUT I'M TRYING TO LEARN HOW WE GOING TO FLOW.

MOTION WAS ON THE TABLE.

IT WAS SECOND AND THEN IT WAS INTERRUPTED, AND THEN WE SWITCHED TO POLLING.

WHAT THE WORLD IS GOING ON HERE. COME ON, MAN.

>> TRUSTEE BAKER A QUESTION WAS ASKED BECAUSE THIS TEAM-BUILDING SESSION IS NOT PLACED ON THE AGENDA AS AN ACTION ITEM, WHETHER ROBERT'S RULES MAKING MOTIONS AND SECONDS SHOULD BE USED OR A MORE INFORMAL METHOD.

>> TRUSTEE I TOOK IT UPON MYSELF TO MAKE A MOTION.

>> I OPINED THAT YOU COULD DO IT EITHER WAY, AND I ASKED WHAT WAS THE WILL OF THE BOARD? DO YOU WANT TO DO IT BY FORMAL MOTION? WHICH TRUSTEE BAKER HAS A MOTION ON THE FLOOR, OR DO YOU WANT TO DO IT BY INFORMAL POLL? I'VE HEARD FROM THE BOARD PRESIDENT.

>> YOU ASK ONE PERSON.

>> WELL, I DID.

THE BOARD PRESIDENT NORMALLY IS THE PERSON WHO MAKES THE DECISIONS REGARDING HOW THE MEETING WILL FLOW.

THAT'S IN YOUR BOARD OPERATING PROCEDURES AND THAT'S ALSO IN ROBERT'S RULES.

DO WE NEED TO HAVE A FURTHER DISCUSSION ABOUT WHETHER OR NOT THERE IS A MOTION ON THE FLOOR.

THIS IS NOT A SPECIFIC ACTION, ITEM TO WHICH ROBERT RULES APPLY, BUT YOU CAN HANDLE IT PROCEDURALLY WITH A MOTION AND A SECOND AND A VOTE, OR DO YOU WANT TO HANDLE IT MORE INFORMALLY HAVING A DISCUSSION AND A POLL, THAT WAS THE QUESTION THAT WAS ON THE TABLE.

>> I THINK EITHER WAY WE'RE GOING TO END UP AT THE SAME RESULT.

[00:10:01]

WE'VE HEARD FROM YOU ALL.

BRIDGETTE, CAN WE HEAR WHAT YOU WHAT YOUR PREFERENCES?

>> [INAUDIBLE].

>> SORRY. TO CONTINUE TODAY OR YEAH.

>> I SAY CONTINUE.

>> TRUSTEE CRUISE.

>> OKAY. TRUSTEE [INAUDIBLE]

>> I'M INTERESTED IN EARNING CREDIT HOURS.

SAVES ME FROM HAVING TO TRAVEL LATER.

BUT I'M CONCERNED, I THINK IN THIS MOMENT THAT WE'RE STARTING OUT OUR TEAM-BUILDING WITH DIVISION AND TWO QUESTIONS FOR YOU, ROBBIE.

ONE IS, HOW WILL WE BE SPENDING OUR TIME TODAY? THOSE OF US WHO MIGHT HAVE AN INTEREST IN STAYING, STAY.

THEN IS THERE A CHOICE OF THOSE OF US WHO ARE LIKE, YES, I'M INTERESTED IN DOING THAT WORK, STAYING AND THOSE WHO ARE LIKE, NO, I'M GOOD AND NO JUDGMENT CAN CHOOSE TO GO SPEND THEIR DAY IN A DIFFERENT WAY.

IS THAT AN OPTION NUMBER? WELL, THE FIRST THING IS, BEFORE I CAN SAY I WANT TO STAY, WHAT AM I GOING TO BE SPENDING MY TIME DOING? [LAUGHTER]

>> THAT'S A FAIR QUESTION. [BACKGROUND]

>> I DON'T KNOW WHAT I'M BEING ASKED TO STAY TO DO.

HOW AM I GOING TO BE SPENDING MY TIME IS WHAT I'M TRYING TO UNDERSTAND FIRST BEFORE I DECIDE IF I WANT TO STAY FOR THAT.

>> YES, I SEE.

>> QUICK QUESTION, ROBBIE.

SINCE THE TEAM-BUILDING PART WE CAN'T DO SINCE WE'RE NOT A TUBE AND TAN RIGHT NOW.

HOW LONG WILL THE OTHER PART TAKE?

>> WE CAN TAKE, I'M NOT TRYING TO AVOID THE QUESTION.

THERE ARE A COUPLE OF OPTIONS I DON'T WANT TO COMPLICATE IT, BUT THE AFTERNOON PORTION WAS GOING TO BE SPENT ON LOOKING AT EFFECTIVE PROGRESS MONITORING, HOW THE BOARD WE TALK ABOUT QUANTITY OF PROGRESS MONITORING ALL THE TIME.

IN LONE STAR GOVERNANCE, YOU'D COUNT YOUR MINUTES.

BUT I THINK THIS BOARD'S READY TO LAUNCH INTO A CONVERSATION ABOUT THE QUALITY.

I HAVE AN ACTIVITY THAT WE WOULD DO THAT.

THAT WAS GOING TO TAKE THE BETTER PART OF THE AFTERNOON AN HOUR-AND-A-HALF OR A COUPLE HOURS.

THE OTHER THING IS, I BUILT IN A SHORT CONVERSATION THAT HAVE AN UPDATE ON WHERE WE WERE ON THE COMMUNITY ENGAGEMENT.

THAT REALLY CAN NOT BE A LENGTHY, TRUSTEE WAY UNLESS YOU HAVE, BUT JUST AN UPDATE AND A DIRECTION ON THAT BECAUSE I HAD ORIGINALLY ALSO WAS GOING TO BRING THAT UP YESTERDAY IN CLOSED SESSION WHEN WE ENDED UP NOT BEING ABLE TO DO THAT.

THOSE ARE PROBABLY THE TWO PRIMARY.

THE LAST ONE WAS JUST TO CHECK YOUR PULSE AS A BOARD ON YOUR BOARD OPERATING PROCEDURES.

BECAUSE PART OF MY CONTRACT WITH YOU THIS YEAR IS TO LAUNCH INTO LOOKING AT THOSE AS WELL AND I JUST WANTED TO DO LIKE A 20, 30-MINUTE CONVERSATION TO CHECK YOUR PULSE ABOUT WHERE WE ARE ON THAT PROCEDURE.

WE COULD DO THAT PART IN THE MORNING. I COULD LET YOU ALL GO.

OR I ALSO I WANT TO BE REAL CLEAR.

I APPRECIATE IT. A COUPLE OF YOU HAVE MENTIONED ME BEING HERE.

I AM HERE. I'M HERE TO SERVE YOU, BUT YOU ARE ALSO MY CUSTOMER AND I DON'T WANT YOU TO FEEL BEHOLDEN TO ME TO SAY, OH, WELL, ROBBIE'S HERE WE HAVE TO DO IT.

IF THE MAJORITY OF YOU SAY WE WOULD RATHER RESCHEDULE, TRUSTEE GRAECIA, WE GAVE YOU A BUNCH OF DATES, BUT YOU KNOW WHAT, I CAN GIVE YOU SOME MORE DATES, AND I'M HAPPY TO DO THAT.

>> ONE THING, TRUSTEE SANTOS, WAS NOT HERE.

>> I JUST WANT SAY I'M SORRY FOR BEING LATE.

GOOD MORNING, EVERYONE.

I MOVED TO TRIP TO BE HERE TODAY.

I DID TRAVEL GYMNASTICS WITH MY SON TO BE HERE TODAY.

I'M EXCITED TO GET STARTED GETTING TO LEARN ROBBIE, AND ALSO TO EXPAND ON OUR KNOWLEDGE AND WE CAN TAKE THE OPPORTUNITY TO GROW THE RELATIONSHIPS HERE.

WE'RE ALWAYS IN A VERY TRANSACTIONAL STATE ON THE DAYS.

IT'S MORE RELAXED, IT'S COOL.

WE CAN MAKE USE OF THIS TIME WE'VE GOTTEN IT TOGETHER.

MY PREFERENCE WOULD BE THAT I GET TO LEARN SOMETHING BECAUSE WE DON'T ALWAYS GET TO DO THAT. THANK YOU.

>> I THINK THE LAST PERSON WHEN YOU HAVEN'T HEARD FROM KATHY.

[BACKGROUND] MY PREFERENCE IS TO STAY HERE.

I'M ALREADY HERE. CLEARED MY DAY FOR THIS.

WE HAVE 1, 2, 3, 4, 5.

[00:15:03]

FIVE THAT WANT TO STAY.

YOU'RE AT LEAST STAYING FOR A LITTLE BIT.

>> [INAUDIBLE] [BACKGROUND] [LAUGHTER]

>> I'M GOING TO STAY TILL I FEEL LIKE I'VE HAD ENOUGH THEN I'M GOING TO GO BECAUSE I RATHER WAIT, I'LL COME BACK WITH A TEAM AND I HAVE THINGS TO DO TODAY AS WELL.

NO DISRESPECT. I WANT TO BE BACK FOR A TEAM BUILDING, FOR THE WHOLE TEAM.

>> LET ME SAY SOMETHING CAN I HAVE THE MIC?

>> THANK YOU.

>>> PART OF BEING A TEAM IS THAT WHEN ONE IS DOWN, THE REST OF THE TEAM PICKS THAT PERSON UP OR SUPPORTS THAT PERSON.

THE SITUATION RIGHT NOW ARE EXTENUATING CIRCUMSTANCES THAT TRUSTEE [INAUDIBLE] IS NOT HERE.

I HAVEN'T HEARD ANYBODY SAY ANYTHING ABOUT CALLING TO SEE IF SHE'S OKAY, IF EVERYTHING IS OKAY WITH HER FAMILY.

THAT'S TEAM.

THAT'S TEAM OFFERING SUPPORT, PRAYERS.

MAYBE EVEN SENDING A FRUIT BASKET OR SOMETHING.

THAT'S TEAM.

OFTENTIMES THAT'S WHAT FRUSTRATES ME SO WHEN THE DAY ENDS.

BECAUSE A LOT OF PEOPLE DON'T UNDERSTAND THE MEANING OF THE CONCEPT BEHIND TEAM.

IS NOT I, YOU IS T-E-A-M.

I WANTED TO ADD THAT PORTION.

>> LET ME JUST BE A LITTLE BIT MORE TRANSPARENT AS WELL.

I'M HAVING A PARTIAL HEALTH CRISIS RIGHT NOW WITH MYSELF.

IT TOOK THE LAST BREATH OUT TO ME TO BE HERE TODAY.

I WILL BE PRAYING FOR HER AND I ASK YOU PRAY FOR ME AS WELL.

>> THANK YOU, KATHY FOR THAT.

MYRNA DID LET ME KNOW THAT SHE WAS HAVING AN EMERGENCY.

I LET HER KNOW THAT I CAN IF SHE NEEDED MY HELP, I WOULD BE THERE FOR HER.

BUT WE CAN DEFINITELY DISCUSS SENDING HER SOMETHING AS A TEAM BECAUSE WE'RE HERE.

ROBBIE, DO YOU WANT TO CONTINUE?

>> WOULD YOU LIKE TO PROCEED THEN?

>> YES.

>> WELL, LET ME I WANT TO GO BACK BECAUSE I HAVE ONE SPECIFIC QUESTION ABOUT WHAT THE PLAN WAS FOR TODAY.

LET ME, I THINK IT WAS SUE I THINK YOU ASKED IT, SO LET ME ADDRESS THAT.

THIS WAS THE ORIGINAL AGENDA FOR TODAY.

AS YOU CAN SEE, EVERYTHING UP TO LUNCH WOULD BE WHAT I WOULD CONSIDER THE TEAM-BUILDING PORTION.

AS THE FACILITATOR, I BELIEVE THAT WE COULD DO THE ICEBREAKER IF YOU ARE IN THE MOOD TO DO SOMETHING LIKE THAT.

BUT THE BULK OF THE MORNING WAS GOING TO BE WORKING ON SOCIAL CONTRACT AND I JUST THINK EVERYONE NEEDS TO BE INVOLVED IN DOING THAT.

THEN IF YOU SEE THE AFTERNOON AS I MENTIONED, AN UPDATE ON THE COMMUNITY ENGAGEMENT COMMITTEE PLAN, THEN HAVING A CONVERSATION WITH YOU ABOUT EFFECTIVE, ABOUT THE QUALITY OF PROGRESS MONITORING AND THEN I FORGOT, I APOLOGIZE.

WE WERE GOING TO TALK ABOUT BOARD SUPERINTENDENT COMMUNICATIONS.

AGAIN, I BELIEVE THAT IS PROBABLY MORE FALLS UNDER THE TEAM-BUILDING PART.

WHEN I MET WITH TRUSTEE CREWS AND SUPERINTENDENT HOUSE, WE HAD TALKED ABOUT THAT BEING ONE OF THE TOPICS THAT WE WOULD COVER TODAY.

BUT I ALSO FEEL LIKE THAT PROBABLY WOULD BE BEST IF EVERYONE IS PRESENT.

IF YOU LOOK AT EVERYTHING, I WOULD BE LOOKING AT THE AFTER LUNCH BREAK.

IT'D BE LOOKING AT THE FIRST, SECOND BULLET AND THE FOURTH BULLET AFTER LUNCH BREAK.

ANY QUESTIONS ABOUT PROCEEDING IN THAT MANNER OR COMMENTS?

>> MY COMMENT WOULD BE MAYBE WE SHOULD REPLACE THE ICEBREAKER WITH DISCUSSING SOMETHING THAT WE COULD DO FOR TRUSTEE MYRNA.

WE HAVE CONVERSATION TOGETHER AS A BOARD BRINGS US A LITTLE BIT TOGETHER. THAT'S MY SUGGESTION.

>> I'M HERE AT YOUR PLEASURE. [BACKGROUND] GET TO KNOW EACH OTHER ON A NOT PERSONAL, PERSONAL LEVEL, BUT JUST TO GET TO KNOW EACH OTHER A LITTLE BETTER.

IT GETS YOU OUT OF YOUR CHAIR AND MOVING AROUND A LITTLE BIT.

YOU'RE NOT GOING TO HAVE TO SING KUMBAYA OR ANYTHING LIKE THAT, I PROMISE. [LAUGHTER].

>> WHAT I WAS GOING TO SUGGEST IS THAT DOES ANYBODY KNOW TRUSTEE [INAUDIBLE] LOVE LANGUAGE MAYBE KNOWING THAT WE CAN TALK ABOUT EACH OTHERS LOVE LANGUAGE AND COME UP WITH SOMETHING FOR HER.

I DON'T KNOW. I THINK WHAT YOUR PERSONALITY.

>> OH, GOT YOU. NO, IT'S NOT THAT BUT AGAIN, I AM HERE AT YOUR PLEASURE IF YOU ALL WOULD LIKE TO HAVE THAT PART OF THE CONVERSATION AND THEN I'LL KICK OFF INTO WHAT I WAS GOING TO DO.

[00:20:04]

>> I THINK WE SHOULD STILL HAVE ICE BREAKER [INAUDIBLE]

>> THEN I PROMISE I'LL COME UP WITH A WHOLE DIFFERENT ICEBREAKER WHEN I COME BACK TO DO TEAM-BUILDING AND YOU WON'T HAVE TO DO THE SAME ACTIVITY TWICE.

>> YEAH, I THINK WE CAN DO BOTH.

>> YEAH. I ALSO WANT TO MAKE SURE I'M GOOD.

>> ANY OTHER SUGGESTIONS?

>> PROCEED?

>> YES. [LAUGHTER]

>> OKAY.

>> A LITTLE BIT OF BOTH.

>> YOU KNOW WHAT, I WANT TO START WITH THIS.

I DON'T KNOW IF ANY OF YOU NOTICED BECAUSE YOU ALL HAD A LOT GOING ON LAST NIGHT, BUT I ACTUALLY HAD THE OPPORTUNITY TO BE HERE YESTERDAY FOR YOUR BOARD MEETING.

I DO TRY MY BEST WHENEVER I'M WITH A GROUP OF TRUSTEES.

SOME OF YOU HAVE BEEN TO MY OTHER MORE TRAININGS, YOU'VE HEARD ME SAY THIS, YOU'VE HEARD OTHER BOARD TRAINER SAY THIS AS WELL, BUT I DO WANT TO START WITH A WORD OF GRATITUDE AND THANK YOU FOR BEING HERE.

TODAY, YOU ALL MADE A CHOICE.

I SAY THAT WHEN I TALKED TO BOARD MEMBERS AND SAY THAT.

I SAY, YOU MADE A CHOICE TO BE HERE TODAY AND A LOT OF TIMES I'LL GET THESE LOOKS LIKE I CAN ALMOST READ THEIR MINDS AND THEY'LL SAY, WELL, I DON'T MAKE A CHOICE, I WAS TOLD SOMEBODY IN WARD SERVICES OR WHATEVER DOMAIN, I HAD TO BE HERE, BUT YOU GOT IN YOUR CAR OR YOU DID THE, I LOVE THAT.

WHAT WAS IT? TRIP GYMNASTICS OR TRAVELED GYMNASTICS.

BUT YOU'RE HERE AND I ALSO RESPECT AND UNDERSTAND THAT LIFE HAPPENS AND SOMETIMES PEOPLE CAN.

I WANT TO MAKE SURE THAT I ADD THAT AS WELL, BUT THANK YOU FOR BEING HERE.

I SHARED THIS INDIVIDUALLY WITH SOMEONE THIS MORNING, BUT I'LL SHARE IT WITH THE TEAM.

OF COURSE, AND LEGAL COUNSEL WOULD REMIND ME THAT WE'RE NOT HERE TO DISCUSS BOARD AGENDA ITEMS FROM A PREVIOUS BOARD MEETING, BUT I WOULD IMAGINE THAT LAST NIGHT WAS PROBABLY NOT ONE OF THOSE NIGHTS WHERE YOU'VE GOTTEN YOUR CAR AFTER THE BOARD MEETING AND SAID, YEAH, THIS IS WHY I WANT TO BE A BOARD TRUSTEE.

YOU ALL DID SOME HARD WORK LAST NIGHT.

IN FACT, I WILL TELL YOU, JUST BEING TOTALLY TRANSPARENT WITH YOU, I WAS TEXTING MY WIFE TO LET HER KNOW WHAT MY SCHEDULE WAS LAST NIGHT, I WASN'T SURE HOW LONG THE MEETING WAS GOING TO LAST AND I WASN'T SURE EVEN HOW LONG I WAS GOING TO BE.

I KNEW I FOR SURE WANTED TO BE HERE FOR YOUR MONITORING PART OF THE MEETING, BUT I TEXTED HER AND, OF COURSE, LUCKILY, WE'RE IN A RELATIONSHIP WHERE SHE'S HAPPY WHEN I COME HOME, SO [LAUGHTER] WHEN I TOLD HER I WAS GOING TO BE RUNNING A LITTLE LATE AND SHE SAID, I CAN'T REMEMBER HER EXACT RESPONSE, BUT I SAID IT'S RUNNING LATE.

I SAID BUT IN THEIR DEFENSE THEY'RE DEALING WITH SOME REALLY HEAVY STUFF TONIGHT AND, SO THAT JUST TAKES TIME.

I JUST WANT YOU TO KNOW THAT I RECOGNIZE THAT.

I THINK, AS I'VE MET WITH YOU-ALL BEFORE, YOU ALL KNOW THAT I'VE NEVER BEEN A SCHOOL BOARD MEMBER BEFORE.

I'VE BEEN A SUPERINTENDENT, BUT I'VE NEVER BEEN A SCHOOL BOARD MEMBER BEFORE.

I'VE NEVER SAT IN THAT CHAIR BUT I TRY MY BEST AS A BOARD TRAINER AND A BOARD COACH TO EMPATHIZE WITH THE JOB THAT YOU HAVE.

HERE WE ARE IN BOARD APPRECIATION MONTH, AND YOU GUYS HAD A REALLY TOUGH MEETING.

I JUST WANT TO ACKNOWLEDGE THAT THIS JOB AS A TRUSTEE CAN BE HARD SOMETIMES.

LAST NIGHT, YOU HAD A FORMER TRUSTEE WHO IS NOW IN DIFFERENT ELECTED POSITION, WHEN FOLKS WERE GIVING YOU ALL ACCOLADES OR APPRECIATION FOR BOARD APPRECIATION MONTH, SOMEWHAT JOKINGLY, BUT PROBABLY SERIOUSLY SAID IN SOME WAYS HER JOBS NOT AS HARD NOW AS IT WAS THEN.

I JUST WANT TO START WITH THAT.

I WANT TO ACKNOWLEDGE THAT.

THE OTHER THING I WANT TO SAY IS THAT WE HAVE SOME SESSION NORMS THAT I WANT TO FOLLOW.

I DO WANT TO SHARE THOSE WITH YOU, EVEN THOUGH WE'RE GOING TO CHANGE WHAT OUR AGENDA IS FOR TODAY.

THIS IS NOT JUST A LONE STAR GOVERNANCE TRAINING.

WE'RE GOING TO DO SOME THINGS RELATED TO THE LONE STAR GOVERNANCE, BUT THIS IS TEAM-BUILDING, BUT I THINK THEY'RE IMPORTANT MINDSETS THAT WE'VE TALKED ABOUT IN LONE STAR GOVERNANCE, SO I WANT TO GUIDE OUR ANYTIME REALLY, OUR TIME TOGETHER, BUT ESPECIALLY IN A TEAM-BUILDING OR A TRAINING LIKE THIS.

[00:25:06]

THE FIRST OF THAT IS TO REMEMBER THE COMMON PRETENDING.

>> IF WE'RE GOING TO DO THIS TRAINING, WHAT IS THE CONCRETE.

[INAUDIBLE] IF WE GOING TO GIVE IT THREE HOURS OR SOMETHING [INAUDIBLE]

>> IT'S JUST GOING TO BE UNDER GENERAL BOARD TRAINING, YOUR CONTINUING EDUCATION CREDITS.

THANK YOU PAT FOR BRINGING THAT UP.

ONE THING I WILL HAVE TO DO, I HAVE A SIGN-IN SHEET FOR YOU TO SIGN.

IT SAYS TEAM-BUILDING ON IT.

I'M GOING TO CROSS THAT OFF SO THAT I DON'T HAVE TO PRINT OUT A NEW SIGN-IN SHEET AND TRACK ALL OF YOU DOWN AND GET YOU TO SIGN IT AGAIN.

I'LL JUST HAVE YOU SIGN THAT SO YOU'LL AT LEAST GET CREDIT FOR THE TIME THAT WE'RE SPENDING HERE. WE'LL TAKE CARE OF THAT.

BUT ANYWAY, SO BACK TO THE COMMON PRETENDING AND THE MINDSET.

BE AWARE OF THOSE COMMON PRETENDING.

THE FIRST ONE IS THERE, THE GENESIS OF TRANSFORMATION AND THE MINDSET IS, I AM THE GENESIS OF TRANSFORMATION.

WHO CAN TELL ME WHAT YOU REMEMBER ABOUT THOSE CONVERSATIONS YOU'VE HAD AS A BOARD RELATED TO THAT COMMON PRETENDING IN THAT MINDSET?

>> IT STARTS WITH THAT, IT STARTS WITH EVERY SINGLE ONE OF US.

THE MINDSET THAT I MADE A CHANGE TO THIS WAS THAT IF I'M GOING TO BE HERE, I'M GOING TO LEARN SOMETHING, I'M GOING TO GROW SOMETHING AND I CAN'T DEPEND ON EVERYBODY ELSE TO WANT WHAT I WANT.

I WANT TO DO THOSE THINGS SO I CAN'T MAKE EXCUSES, WELL, IF SOMEBODY DIDN'T SHOW UP OR BLAH, BLAH, BLAH, AND I HAVE GOT TO GET IT DONE. IT'S GOT TO MOVE FORWARD.

IF WE'RE GOING TO CHANGE ANYTHING, IT HAS TO HAVE THAT MINDSET AND WE HAVE TO MOVE FORWARD LIKE USR 2018 BOARD.

THAT'S WHAT HELPED ME REALIZE, LET'S MOVE FORWARD AND LET'S JUST GET THINGS DONE FOR KIDS.

IF WE ALL CAN'T DO IT AND THEN WE ALL CAN'T DO IT, BUT I'M GOING TO DO IT AND HOPES THAT EVERYBODY ELSE MOVE FORWARD TOO.

>> THANK YOU, ELIZABETH. THANKS FOR SHARING.

ANYONE ELSE WANT TO ADD WHAT THEY RECALL ABOUT THOSE CONVERSATIONS?

>> SURE. IT'S REALLY EASY TO BLAME SOMEONE ELSE.

WELL, WHEN THEY CHANGE, THEN IT'S GOING TO BE BETTER, BUT REALLY THE ONLY PERSON I CAN CONTROL IS MYSELF.

THAT'S IT. [LAUGHTER]

>> YEAH. THANK YOU. THANKS FOR SHARING THAT.

WHAT I HEARD IS THAT, I'M GOING TO PARAPHRASE, I HEARD THAT I HAVE CONTROL OVER ONE PERSON IN THIS WORLD, AND THAT'S ME AND, SO I AM THE GENESIS.

THAT DOESN'T MEAN THAT IT DOESN'T TAKE A TEAM, THIS IS TEAM-BUILDING.

THAT'S ALWAYS AN INTERESTING CONVERSATION WITH LONE STAR GOVERNANCE AND THAT TRADITIONAL TEAM-BUILDING IS LIKE, WELL, HEY, HANG ON A SECOND, IT'S ABOUT A TEAM.

THAT IS TRUE, AND I HAVE TO FOCUS ON MY JOB AS A TEAM.

I REALLY LIKE THE WAY BOTH ELIZABETH AND JUDITH ENCAPSULATED THAT FOR US THAT IT DOES START WITH ME.

IT'S NOT ONLY ME, BUT IT STARTS, THAT'S THE GENESIS OF THE BIBLICAL.

I KNEW YOU REMEMBER WHAT THE FIRST BOOK OF THE BIBLE IS, BUT THAT'S THE GENESIS OF TRANSFORMATION.

THEN THE NEXT IS NON INTEGRITY PLUS A REALLY GOOD EXCUSE VERSUS INTEGRITY EQUALS SUCCESS TO OUR GOAL.

WHO CAN TELL ME WHAT YOU REMEMBER ABOUT WHAT OUR STANDARD FOR INTEGRITY IS?

>> WHAT THE STANDARD FOR INTEGRITY IS? [OVERLAPPING]

>> IN LONE STAR GOVERNANCE WHEN WE'VE DONE OUR TRAINING, DO WE REMEMBER HOW OUR STANDARD, NOT THE DEFINITION, BUT WHEN WE WERE TALKING IN THIS CONTEXT ABOUT INTEGRITY, WHAT ARE WE TALKING ABOUT?

>> HOW IT CHANGE INTEGRITY HAS ONE THAT LONE STAR GOVERNANCE IS IN OUR DAILY LIFE AND THINGS THAT WE DO, INTEGRITY IS STILL THE SAME.

>> CLOSER TO YOUR MIC.

>> OH, MIC. SORRY. INTEGRITY BEING I HEARD YOU SAY KATHY, THAT IT DOESN'T CHANGE WHETHER IT'S A ONE STAR GOVERNANCE OR WHATEVER THE DEFINITION OF INTEGRITY [OVERLAPPING]

>> THAT'S ABSOLUTELY CORRECT.

THAT'S WHAT'S INSTILLED IN YOU, IN THE INDIVIDUAL.

SOMEONE MENTIONED ABOUT CHANGING SELF.

[00:30:01]

>> YEAH.

>> IF YOU DON'T HAVE ANY INTEGRITY AND YOU LOOK AT YOURSELF AND SAY, WELL, HOW COULD THAT BE VIEWED THAT I DON'T HAVE ANY INTEGRITY? IF YOU'RE NOT WILLING TO CHANGE THAT, THEN OTHERS WILL CONTINUE TO VIEW YOU WITH LACK OF INTEGRITY.

>> GOT YOU. THANK YOU FOR SHARING THAT.

THAT'S A DEFINITION OF INTEGRITY.

WHAT I'M REFERRING TO IS WE TALKED ABOUT STRUCTURAL INTEGRITY, IF YOU REMEMBER THE STORY OF THE WHEEL AND THE BICYCLE WHEEL.

IF THE BICYCLE WHEEL SOMEHOW LOSES A COUPLE OF SPOKES AND IT LOSES ITS SHAPE, IT NO LONGER HAS STRUCTURAL INTEGRITY.

IT DOESN'T MEAN IT'S A BAD BICYCLE WHEEL, IT DOESN'T MEAN IT'S AN EVIL BICYCLE WHEEL.

WE'RE NOT REALLY USING THE PHRASE INTEGRITY IN A MORAL OR SPIRITUAL SENSE, IT'S MORE STRUCTURAL INTEGRITY.

WHAT WE'VE TALKED ABOUT WITH INTEGRITY IS BASICALLY DOING WHAT I'VE ALLOWED YOU TO BELIEVE I WOULD DO IN THE WAY I ALLOWED YOU TO BELIEVE I WOULD DO IT BY WHEN I WOULD ALLOW YOU TO BELIEVE I'LL DO IT.

LET ME GIVE YOU A NON-EXAMPLE.

THIS MORNING I ALLOWED YOU TO BELIEVE THAT WE WERE GOING TO START AT NINE O'CLOCK, AND THAT I WAS GOING TO BE HERE AT NINE O'CLOCK, AND WE WERE GOING TO GET STARTED.

WELL, I DON'T KNOW IF ANYBODY SAW.

I WAS HERE EARLIER, BUT THEN I LEFT.

I STEPPED OUT AND HAD A CONVERSATION AND CAME BACK IN.

I WASN'T HERE, I ALLOWED YOU TO BELIEVE.

IN THAT ACTION, I WAS ACTING OUTSIDE OF INTEGRITY, NOT IN AN IMMORAL OR UNETHICAL.

SOMETIMES WE MIX ETHICS AND INTEGRITY.

THAT'S WHAT I WANT US TO AGREE UPON AS THE MEASURE FOR INTEGRITY OR STANDARD FOR INTEGRITY.

I WANT US TO REMEMBER THAT IN OUR TIME TODAY, THAT WE'LL FOLLOW THOSE TWO MINDSETS.

I AM THE GENESIS OF TRANSFORMATION, FOCUSING ON WHAT I CAN CONTRIBUTE AND DO, AND THEN ALSO INTEGRITY AS ACCESS TO OUR GOALS.

>> I WAS ALSO LATE, SO I WAS NOT HERE AT NINE O'CLOCK.

I OWN THAT AND I APOLOGIZE TO THE GROUP FOR NOT BEING HERE AT NINE O'CLOCK AS I PROMISED.

>> THANK YOU FOR SHARING THAT.

I APPRECIATE THAT. ANOTHER NORM IS ACTIVE PARTICIPATION BY ALL.

EVERYONE WHO'S ABLE TO BE HERE AND PARTICIPATE, I WANT ACTIVE PARTICIPATION.

HAVE YOU EVER HEARD OF THE ACRONYM WAIT AND WHAT THAT MEANS? ANYBODY EVER IN A GROUP SETTING? WAIT, CAN STAND FOR TWO THINGS.

EVEN THOUGH WE'RE GOING TO PRACTICE, I AM THE GENESIS TRANSFORMATION IN ALL LIKELIHOOD, YOU'RE PROBABLY GOING TO BE THINKING ABOUT OTHER PEOPLE WHEN I GIVE YOU THESE TWO EXAMPLES.

THE FIRST THING THAT WAIT CAN STAND FOR IS WHY AM I TALKING? I'M NOT ASKING FOR NAMES, BUT WE MAY HAVE ALL BEEN IN A MEETING WHERE ONE PERSON MAY HAVE SEEN TO DOMINATE THE CONVERSATION.

I SOMETIMES, WHEN I WORK WITH GROUPS, IS ASK YOURSELF SOMETIMES WHY AM I TALKING? AM I ADDING SOMETHING THAT IS CONDUCIVE TO OUR CONVERSATION AND ALSO AN EFFECTIVE USE OF TIME? BUT WAIT CAN ALSO STAND FOR WHY AREN'T I TALKING? I'M ASKING YOU IN BOTH OF THOSE INSTANCES TO SELF-REGULATE.

ASK YOURSELF IF YOU FEEL LIKE YOU'VE SET, I PROMISE YOU I'M NOT GOING TO HAVE A LITTLE CHECKLIST HERE AND SAY, OKAY, WELL, KATHY TALKED THIS MANY TIMES AND THEN SUE TALKED THIS MANY TIMES, AND THEN JUDITH TALKED THIS MANY TIMES AND GO AROUND.

BUT I AM INTERESTED, ESPECIALLY, IF YOU DON'T FEEL COMFORTABLE TALKING AS OFTEN, BUT TO ASK YOURSELF, WHY AREN'T I TALKING? IF IT'S BECAUSE YOU DON'T HAVE ANYTHING ADDITIONAL TO ADD, I UNDERSTAND THAT.

IF IT'S BECAUSE MAYBE THERE'S ANOTHER REASON AND WE COULD ALL BENEFIT FROM YOU SHARING, I WOULD ASK YOU TO STEP OUT AND SHARE ON THAT.

THAT'S ANOTHER OF OUR NORMS. OBVIOUSLY, WHEN WE DO OUR TEAM-BUILDING, WE'RE FOCUSING ON THE TEAM, NOT INDIVIDUALS THAT MAY FLY IN THE FACE OF THIS WHOLE I AS THE GENESIS OF TRANSFORMATION, BUT WE'RE TRYING TO BE BETTER AS A TEAM.

I HAD A CONVERSATION WITH SOMEONE RECENTLY.

IT WAS A GREAT QUESTION THAT THIS PERSON BROUGHT UP TO ME AND IT'S LIKE, WELL, IF WE'RE NOT REALLY CURRENTLY A COHESIVE TEAM, WHY DO WE USE THIS PHRASE? IT'S BECAUSE IT'S WHAT WE ASPIRE TO BE.

WE ASPIRE TO BE A TEAM OF 10.

THEN OBVIOUSLY ALSO THE OLD ADAGE OF SEEK FIRST TO UNDERSTAND.

ANY QUESTIONS ABOUT THE NORMS OR ANYTHING ANYBODY WOULD WANT TO ADD TO THOSE?

[00:35:06]

>> THANK YOU FOR THAT BECAUSE IT'S PROBABLY NOT A SECRET THAT I HAVE CONCERN AND I'VE EXPRESSED CONCERN ABOUT UTILIZING TEAM OF 10.

>> RIGHT.

>> I THINK IT'S SO LOOSELY USED.

I THINK THAT THAT'S AN ACCREDITATION.

WHEN WE'RE TALKING ABOUT I AM GENESIS OF TRANSITION, I IS STILL IN THAT PART OF T-E-A-M.

>> YEAH, IT'S REALLY INTERESTING, ISN'T IT, KATHY? IT IS OUR ULTIMATE GOAL, WHAT WE ASPIRE FOR THIS TO BE AN EFFECTIVE, COHESIVE, COLLABORATIVE TEAM.

WHEN WE FOCUS ABOUT I AS THE GENESIS TRANSFORMATION, IT IS NOT THAT I'M LOOKING OUT FOR MY BEST INTERESTS.

WHAT IT IS IS I WANT TO DO MY PART.

I THINK IT'S WHAT ELIZABETH ALLUDED TO EARLIER, IS IF I'M GOING TO BE HERE AND IF I'M GOING TO BE A PART OF THIS TEAM, I RECOGNIZE THAT I HAVE A ROLE TO PLAY, TO CONTRIBUTE TO THE TEAM.

I APPRECIATE YOU. THANK YOU FOR BRINGING THAT UP.

ANY OTHER THOUGHTS, QUESTIONS, OR COMMENTS ABOUT THE NORMS THIS MORNING? YOU ALL WANT TO TRY TO HAVE A LITTLE FUN? [NOISE] I'VE GOT A COUPLE OF HANDOUTS TO GIVE YOU. THANK YOU. I'M GOING TO HANG ON TO ONE.

YOU HAVE CLIPBOARDS THAT YOU CAN USE, AND THEN I'VE ALSO GOT TO GIVE YOU A SHARPIE PEN.

THANK YOU, SYLVIA, FOR GOING BECAUSE I THINK MINE ARE OUT IN MY CAR.

IF EACH OF YOU WILL TAKE A SHARPIE PEN.

DON'T DO ANYTHING YET. THANK YOU.

I'VE GOT ONE HERE.

LET ME GIVE YOU THAT THICKER ONE INSTEAD OF THAT ONE. BRIDGET.

>> SORRY TO KEEP TALKING.

>> THAT'S OKAY.

>> I JUST WANTED TO STOP AND RECOGNIZE THE BOARD STAFF FOR ORGANIZING THIS LOVELY EVENT, FOR PROVIDING FOOD, TIME, ENERGY, ENTHUSIASM TO CREATE AN ENVIRONMENT THAT'S SUPPOSED TO BE POSITIVE AND ENCOURAGING.

THANK YOU BOARD STAFF SO MUCH.

[APPLAUSE]

>> DID EVERYONE GET THEIR HANDOUT? NO. HANG ON.

WE SHOULD HAVE AN EXTRA ONE. THAT'S RIGHT.

HERE ARE THE INSTRUCTIONS.

FIRST OF ALL, MOST IMPORTANTLY, DO NOT WRITE YOUR NAME ON THIS ANYWHERE.

WHAT YOU ARE GOING TO DO IS THERE ARE FOUR PROPS ON HERE THAT YOU ARE GOING TO RESPOND TO WITH THE SHARPIE.

THE PURPOSE OF THE SHARPIE IS I WANT EVERYONE TO USE AS CLOSE TO AS POSSIBLE OF THE SAME PEN SO YOU CAN'T GUESS, WELL, I SAW SO AND SO WAS USING A RED PEN.

YOU ARE GOING TO ANSWER OR RESPOND TO EACH OF THESE FOUR PROMPTS.

THINK BACK TO ELEMENTARY SCHOOL, COVER YOUR WORK.

DON'T LET YOUR NEIGHBOR LOOK OVER YOUR SHOULDER.

DID YOU EVER HAVE TO TELL KIDS THAT, ELIZABETH, WHEN YOU WERE IN THE CLASSROOM?

>> NO, I WAS LIKE [INAUDIBLE]

>>COOPERATIVE LEARNING. [LAUGHTER] BUT HERE'S WHAT I WANT YOU TO DO.

WHEN THE FONT ON THE PROMPT IS GRAY, YOU JUST WRITE RIGHT OVER THE TOP OF IT.

THAT'S WHY I PUT IT IN GRAY.

FOR INSTANCE, UP AT THE TOP LEFT-HAND CORNER WHERE IT SAYS FAVORITE SCHOOL SUBJECT.

YOU WRITE WHAT YOUR FAVORITE SUBJECT WAS IN SCHOOL.

THAT CAN BE ELEMENTARY SCHOOL, HIGH SCHOOL, COLLEGE, WHATEVER.

BUT WHEN YOU WERE A STUDENT, WHAT WAS YOUR FAVORITE CONTENT AREA OR SUBJECT? IF YOU GO OVER ACROSS, WHAT WAS YOUR FIRST EVER JOB? FIRST TIME YOU GOT PAID TO DO A JOB.

WHAT WAS THAT JOB? THEN IF I GO DIRECTLY BELOW THAT BOTTOM RIGHT-HAND SIDE, YOUR DREAM TRAVEL DESTINATION, WHAT IS THAT PLACE THAT IS YOUR DREAM? NOW YOU MAY HAVE BEEN LUCKY ENOUGH TO ACTUALLY GO TO THAT PLACE ALREADY AND THAT'S OKAY.

[00:40:03]

BUT IF MONEY AND TIME ARE NOT AN OBJECT, WHAT WOULD BE YOUR DREAM TRAVEL DESTINATION? THEN FINALLY, AT THE BOTTOM LEFT-HAND CORNER, YOU NOTICE IT'S NOT IN GRAY, IT'S IN BLACK, YOU MUST CIRCLE ONE OF THE TWO.

IF GIVEN THE CHOICE, MEXICAN FOOD OR PIZZA? WE'RE NOT GOING TO HAVE ANY WRITE-IN VOTES HERE.

DON'T LET ME SEE CHEESEBURGER.

I DON'T WANT TO SEE WHATEVER IT MAY BE, SUSHI, WHATEVER.

IF GIVEN THE CHOICE.

RESPOND TO THOSE.

THEN WHEN YOU FINISH IT, IF YOU'LL FOLD IT IN HALF ACTUALLY WHERE I CAN SEE IT AND DON'T WRITE ANYTHING OVER THE HASHTAG OR THE NUMBER SIGN IN THE MIDDLE.

I'M GOING TO WRITE OVER THAT.

JUST FOLD IT IN HALF AND LET ME KNOW WHEN YOU'RE READY FOR IT AND I'LL COME AROUND AND PICK IT UP.

>> ARE WE RESPONDING IN COMPLETE SENTENCES?

>> NO. LIKE FAVORITE SCHOOL SUBJECT SHOULD BE THE WORD LIKE MATH.

>> ABOVE IT, RIGHT?

>> NO, OVER THE GRAY.

SINCE WE HAVE A BLACK MARKER, YOU CAN WRITE RIGHT ON TOP OF IT.

ON THE ONES THAT ARE GRAY, YOU CAN WRITE RIGHT ON TOP OF IT.

JUST ANSWER THOSE QUESTIONS AND YOU'VE PROBABLY ALREADY FIGURED OUT BY NOW, SINCE I TOLD YOU NOT TO SHOW YOUR WORK, WE'RE GOING TO GUESS WHICH ANSWERS BELONG TO WHICH OF YOUR TEAMMATES.

WHEN YOU'RE READY ONCE YOU'VE ANSWERED ALL OF THEM, JUST LET ME KNOW.

RAISE YOUR HAND AND I'LL COME AROUND AND PICK THOSE UP.

THANKS BRIDGET, APPRECIATE IT.

THANK YOU KATHY. APPRECIATE IT.

[NOISE] THANK YOU, SUE.

APPRECIATE IT. THANK YOU, JUDITH. THANK YOU, DONNA.

>> [INAUDIBLE]

>> OH, THAT'S FINE. I CAN FLIP IT OVER.

THANK YOU, ELIZABETH. APPRECIATE IT.

I GOT TO SHUFFLE THEM ALL UP AFTER I GET THEM ANYWAY.

YOU'RE THROUGH? THANK YOU.

>> [INAUDIBLE] SOME YOGA.

>> [LAUGHTER] I NEED SOME RIGHT NOW I'LL TELL YOU.

MY LEGS ARE TIGHT.

>> [INAUDIBLE]

>> [LAUGHTER] THAT IS TRUE.

GIVE ME JUST ONE SECOND TO GET SOME THINGS SET UP AND THEN WE'LL CONTINUE.

OH, WHERE DID MR. HOUSE?

>> EMERGENCY.

>> OH, NO.

>> YOU CAN PUT IN EMERGENCY.

>> OPPORTUNITIES FOR EMERGENCIES.

I'LL GIVE HIM A CHANCE TO GIVE US HIS ANSWERS WHEN HE COMES BACK.

GIVE ME JUST ANOTHER MINUTE TO GET SET UP HERE.

[BACKGROUND]

[00:54:22]

>> WHEN WE GET READY TO DISCUSS THAT COMMUNITY ENGAGEMENT,

[00:54:25]

SAY A FEW THINGS ABOUT GIVEN THAT APPROACH, GREAT, THANKS.

THIS IS NOT THE PURPOSE OF THIS EXERCISE, BUT WHEN I DO THIS EXERCISE, I'VE DONE THIS WITH A FEW OTHER BOARDS, IT ALSO IS AN INTERESTING EITHER SOCIAL, I'M NOT SURE IF IT'S SOCIOLOGICAL OR PSYCHOLOGICAL, STEADY AND COMPETITIVENESS OF HOW COMPETITIVE PEOPLE ARE.

[00:55:04]

HAS EVERYONE HAD A CHANCE TO WRITE DOWN THEIR GUESSES? YES, MA'AM.

>> LET ME JUST SAY SOMETHING.

PEOPLE GET OFFENDED BY SO MUCH, WHEN WE WERE LOOKING AT THOSE CHOICES, SOME OF WE HAD DIFFICULTY SEEING, I MADE A STATEMENT ABOUT LINING UP AGAINST LIKE WE'RE IN THE GROCERY STORE.

ALL OF US HAVE EXPERIENCED MORE IN THE GROCERY STORE, AND WE MAY BE LOOKING AT THE OPPOSITE SIDE OF THE AISLE.

SOME OF US WILL STAND ON ONE SIDE SO PEOPLE CAN PASS.

THAT'S WHAT I WAS MAKING REFERENCE TO NOT BEING NEGATIVE, MEANING THAT ALL OF US HAD DIFFICULTY SEEING A COUPLE OF THEM, SO WE ALL HAVE TO GO UP AND TO BE ABLE TO READ IT AND THEN STEP BACK RATHER THAN STAY IN FRONT WHERE EVERYBODY ELSE DID VIEW WAS OBSCURED THAT'S ALL I WAS SAYING CONSIDERATION.

THAT'S ALL I WAS SAYING.

>> GOT YOU THANK YOU FOR SHARING AND I WOULD HAVE I PROBABLY SHOULD HAVE MADE CLEAR THAT YOU-ALL HAD PLENTY OF TIME TO DO THAT EXERCISE, BUT THANK YOU, KATHY FOR SHARING THAT.

I'M GOING TO PICK UP THE CARDS NOW.

GIVE ME JUST A SECOND.

I DON'T WANT TO EXCLUDE OUR SUPERINTENDENT HERE, HE HAD TO STEP OUT OF THE ROOM AND DO THINGS SUPERINTENDENTS HAVE TO DO SOME TOWNS WHETHER THEY WANT TO OR NOT, AND SO THAT'S RIGHT SO WE'RE GOING TO GET HIS ANSWERS ON THESE.

HERE'S WHAT I'M GOING TO DO, I'M GOING TO HOLD UP THE CARD AND THEY'RE OBVIOUSLY GOING TO BE HARD FOR YOU ALL IF THEY WERE HARD TO READ ON THAT TABLE I KNOW.

I'LL READ OUT WHAT THE ANSWERS WERE BUT THEN YOU TELL ME ON YOUR LIST, WHO DID YOU GUESS? THANK YOU. JUDITH APPRECIATE THAT.

WHO DID YOU GUESS THIS CARD BELONGS TO? CONTESTANT NUMBER 1 WAS ART, THEY LIKED ART, THEIR FIRST JOB WAS IN RETAIL AT LAURA ASHLEY.

THEIR DREAM TRAVEL DESTINATION IS THE HOLY LAND AND PIZZA, SO I HEARD SOMEONE SAY BRIDGET, BRIDGET, BRIDGET, IS IT YOU?

>> IT IS

>> IT IS YOU IS THAT WHO YOU THOUGHT IT WAS TOO PAT.

WHAT YOU DO IS OUT TO THE SIDE, THE ONE THAT IS THE CORRECT GUESS.

DO YOU LET ME ASK YOU THIS, SO WHAT WAS IT ABOUT ART THAT MADE IT YOUR FAVORITE SCHOOL SUBJECT?

>> [INAUDIBLE]

>> GOT YOU, SO YOU, THAT SUCCESS MADE YOU FEEL COMFORTABLE.

WE'VE GOT VISUAL ART LIKE DRAWING AND PAINTING ART, IS THAT?

>> YES CREATIVE

>> EXCELLENT. DO YOU STILL PURSUE THOSE CREATIVE?

>> YES IN VARIOUS WAY.

>> GREAT. EXCELLENT. CONTESTANT NUMBER 2, IF YOU'LL WAIT TILL I READ THESE OUT AND THEN SOMEBODY RAISE THEIR HAND AND LET ME KNOW.

READING WAS THEIR FAVORITE SUBJECT, THEY WERE CUTTING YARDS WAS THEIR FIRST JOB EVER, SYDNEY, AUSTRALIA AS THEIR DREAM, AND THEY PREFER DREAM DESTINATION AND MEXICAN FOOD OVER PIZZA.

BRIDGET I SAW YOUR HAND FIRST.

>> I GO WITH DANI

>> WITH DANI, IT IS NOT DANI SO LET'S I'LL DO ONE MORE GUESS AND THEN KENDALL YOU THOUGHT IT WAS SUE? IT IS NOT SUE.

WE HAVE ANOTHER GUESS?

>> I GUESS ITS JUDITH BOTH I'M NOT SURE

>> JUDITH. WOULD THE REAL CONTESTANT NUMBER 2 [LAUGHTER] PLEASE SPEAK UP? WHO IS THIS? WHOSE CONTESTANT NUMBER 2.

OH, RIGHT, SO MOWING YARDS IS HARD WORK.

>> [INAUDIBLE].

>> THAT'S GOOD, HAVE YOU BEEN TO SYDNEY OR IS THAT JUST A PLACE YOU REALLY WOULD.

>> JUST A PLACE I WOULD LIKE TO GO.

>> YOU WOULD LIKE TO GO, I GOT YOU.

NOW YOUR AN EDUCATOR.

>> YEAH WHEN I WAS A KID.

>> EXCELLENT. NOW KEEP TRACK, I'M GOING TO ASK YOU HOW MANY YOU GOT RIGHT AT THE END, SO KEEP TRACK.

CONTESTANT NUMBER 3, THEIR FAVORITE SUBJECT WAS ENGLISH, THEIR FIRST JOB WAS LUBY''S CERTAIN UP THE LUANN PLATTER AT LUBY'S, THEIR DREAM DESTINATION IS GREECE, AND THEY PREFER PIZZA OVER MEXICAN FOOD.

WHO WOULD LIKE TO GUESS AT WHO NUMBER 3 IS? WHO DO YOU THINK IT IS?

[01:00:04]

>> ELIZABETH.

>>YOU THINK IT'S ELIZABETH? ELIZABETH, IS IT YOU?

>> NO. WHO ELSE WOULD YOU HAVE A GUESS, YOU THOUGHT ELIZABETH ALSO.

>> KATHY.

>> YOU THINK KATHY? KATHY IS IT YOU? IT IS YOU YOU THOUGHT KATHY TOO LUBY.

>> IT WAS ACTUALLY MORE CAFETERIA BACK THEN.

>> OH, EVEN BEFORE.

WHICH LOCATION WAS THAT? I KNOW. OH, THANK YOU.

THANK YOU.APPRECIATE IT. I GREW UP IN THE SOUTH OF HOUSTON AND WE WENT TO THE ONE AT ALMEIDA MALL WOULD BE THE ONE WE WOULD GO TO.

MAP LUBY'S ALWAYS LIKE THOSE LITTLE SQUARE JELLO CUBES THEY SERVED UP.

WHAT WAS IT ABOUT ENGLISH THAT YOU LIKED SO MUCH.

>> CONJUGATING VERBS.

>> CONJUGATING VERBS CONJUGATE REALLY DO SOMETIMES WHEN I'M SPEAKING.

[INAUDIBLE] CHALLENGE INITIALLY, MIDDLE SCHOOL.

>> DID YOU LIKE TO THE WRITING PART ABOUT LIKE DIAGRAMMING SENTENCES TOO?

>> ABSOLUTELY.

>> SOME PEOPLE LIKE THAT STRUCTURE OF IT, AND THEN SOME WE HAVE FOUR SONS AND OUR OLDEST.

HE IS AN AVID READER, INTERESTINGLY, HE'S AN ENGINEER, BUT THE STRUCTURE OF DOING THAT STUFF HE WASN'T REALLY INTO, SO I WAS CURIOUS ABOUT THAT.

NUMBER 4, THEIR FAVORITE SUBJECT WAS MATH, THEIR FIRST JOB WAS A TELE MARKETER, THEIR DREAM DESTINATION IS AT MATH, I CAN RELATE TO YOU ALL THAT IS HARD TO READ.

SAMOA AND THEY PREFER MEXICAN FOOD OVER PIZZA.

WHO WOULD THIS PERSON BE, WHO WANTS TO VENTURE A GUESS? SUE, DO YOU THINK IS DANI? DANI IS YOU I SEE THAT SOMEHOW.

DOES THAT WHO YOU THOUGHT IT WAS DUE KENDALL.

I SAW YOUR HAND. YOU'RE NOT GOING TO BE OKAY.

OH, THAT'S OKAY THIS IS LEARNING EXERCISE.

WHEN YOU TAUGHT WHAT SUBJECT AREA DID YOU.

>> MATH.

>> YOU TAUGHT MATH. AWESOME. WHAT DID YOU MARK IT WHEN YOU WERE A TELE MARKETER?

>> IT'S LIKE A BIG COMPANY, I DON'T KNOW ONCE I GRADUATED BETWEEN COLLEGE AND HIGH SCHOOL.

>> GOT YOU. THAT'S SO FUNNY, I DON'T KNOW IF YOU REMEMBER JUST THIS MORNING I USED THE PHRASE TOTAL MARKET OR WHEN YOU AND I HAD A CONVERSATION AND I HOPE I DIDN'T OFFEND YOU BY THAT.

I MENTIONED TO HER THAT I ASKED HER IF SHE PREFERS TO GO BY DANIELA AND I SAID, YEAH, I'M ROBERT LEGALLY, BUT I GO BY ROBBIE.

I SAID IT USUALLY IF SOMEONE CALL ME ROBERT, I THINK IT'S A TELE MARKETER CALLING ME, SO NO OFFENSE TO THAT, BUT YEAH.

WHERE'S YOUR FAVORITE MEXICAN FOOD SPOT?

>> MY MUM HOUSE.

>> YOUR MOM SAYS, OKAY, SINCE I CAN'T JUST GO UP TO YOUR MOM'S HOUSE AND HAVE DINNER UNLESS YOU INVITE ME, WHERE WHERE IS YOUR FAVORITE IF I COULD GO AND EAT MEXICAN FOOD WHERE WOULD GO?

>> THERE IS A PLACE CALLED LEXONA PARK PLACE IT ALSO IS GOOD,.

>> GOOD AND CHEAP.

>> I VOLUNTEER YOUR MOM'S HOUSE FOR BREAKING BREAD FOR OUR NEXT TEAM-BUILDING.

[LAUGHTER]

>> OH, MOM'S LOVE TO FEED PEOPLE, MOM'S LOVE TO FEED PEOPLE THEY DO.

THE NEXT PERSON AND NUMBER 5, THEIR FAVORITE SUBJECT WAS GEOMETRY, ALSO A TELEMARKETER, WE HAVE COUPLE OF TELEMARKETERS AND OUR MIDST DREAM DESTINATION FOR TRAVELERS, AMSTERDAM AND THEY PREFER PIZZA OVER MEXICAN FOOD.

WHO WOULD LIKE TO VENTURE A GUESS WE'RE GETTING OKAY.

KENDALL, I HAD A KENDALL GUESS.

KENDALL SIR, IS THIS YOU?

>> NO SIR

>> BRIDGET, WHO DO YOU THINK IT IS?

>> SUE.

>> SUE, SO WHO IS MY GEOMETRY? AMSTERDAM, IT HAS TO BE ELIZABETH, SO TWO TELEMARKETERS RIGHT HERE.

[NOISE] I KNEW YOU TAUGHT ENGLISH, YOU AND I HAVE A MUTUAL FRIEND AND DOUGLAS WHO HAD TOLD ME THAT YOU ARE VERY GOOD ENGLISH TEACHER.

BUT GEOMETRY, SO THAT WOULD HAVE FOUND ME OFF, SO AMSTERDAM IS A DREAM OR HAVE YOU BEEN?

>> I HAVE BEEN

>> YOU HAVE BEEN?

>> YES.

>> WOULD YOU GO BACK?

>> YEAH.

>> REALLY.

>> IT'S INCREDIBLE.

>> IS IT?

>> YES, THE ART AND EVERYTHING ELSE.

[01:05:07]

>> THAT'S AWESOME. NOW, THIS IS DANGEROUS, BUT I ASSUME YOU'RE MUCH YOUNGER THAN I AM ELIZABETH.

BACK WHEN I WAS TAKING GEOMETRY, WE STILL DID PROOFS.

WERE YOU ALL STILL DOING PROOFS IN GEOMETRY WHEN YOU WERE IN HIGH SCHOOL? I'M PRETTY SURE WE DO [OVERLAPPING] YOU REMEMBER PROOFS? YEAH. MY GEOMETRY TEACHER I'VE KNOWN HIM SINCE I WAS FOUR AND HE WAS THE CLASS COUNTRY COUCH.

MY BROTHER AND MY COUSINS RAN INTO HIM, SO WHEN I GOT TO SAM HOUSTON, HE WAS THE MOST INCREDIBLE MATH TEACHER EVER.

I'VE ALWAYS LIKED MATH, BUT HE MADE ME FALL IN LOVE WITH THE DECONSTRUCTING OF EVERYTHING AND BUILDING IT UP AGAIN.

EVENTUALLY HE BECAME MY COLLEAGUE TOO.

REALLY? YOU CAN ASK LOTS OF DIFFERENT QUESTIONS IN THIS ACTIVITY, IF YOU'RE A PART OF ANY OTHER GROUP WITH YOUR WORK OR YOUR CHURCH OR SOMETHING LIKE THAT.

BUT I ALWAYS WITH BOARD MEMBERS WANT TO ASK THIS FAVORITE SCHOOL SUBJECT.

ELIZABETH'S QUESTION OR ANSWER IS ONE REASON WHY, SCOTT, WHAT I HEARD YOU SAY IS THAT THERE WAS A TEACHER WHO INTRODUCED YOU TO THE LOVE.

YOU DIDN'T COME INTO THAT CLASSROOM WITH A LOVE OF GEOMETRY, BUT IT WAS A TEACHER.

OBVIOUSLY I KNOW YOU ALL APPRECIATE TEACHERS, BUT I THINK THAT'S GREAT TO HEAR.

IN FACT, I HEARD LAST NIGHT IN YOUR CONVERSATIONS ABOUT HAVING THAT THE RIGHT PERSON IN THE RIGHT PLACE IN THE CLASSROOM AND MAKING AN IMPACT.

ACCIDENT BY THE WAY, I HAVE NEVER THE MOST INCREDIBLE FOOD [INAUDIBLE] EVER.

REALLY? AWESOME. NUMBER 7, WE'RE GETTING DOWN HERE.

WE SHOULD BE GETTING LOWER ON GUESSES.

CONTESTANT NUMBER 7.

[OVERLAPPING] SIX.

OH, I DIDN'T DO SIX, SORRY, I SKIPPED SIX.

THANK YOU ALL FOR KEEPING ME IN STEP. NUMBER 6.

FRENCH WAS THEIR FAVORITE SUBJECT.

PEPE'S FAST FOOD WAS THEIR FIRST EVER JOB.

THEY LOVE TO TRAVEL TO THE BEACH AND MEXICAN FOOD IS WHAT THEY PREFER.

[OVERLAPPING] [LAUGHTER].

JUDITH.

JUDITH, JUDITH, JUDITH, JUDITH.

THAT SEEMS PRETTY UNANIMOUS.

WHAT WAS IT THAT GAVE IT AWAY? IS IT JUST BECAUSE THE PROCESS OF ELIMINATION THAT WE'VE GOTTEN DOWN OR? FRENCH.

FRENCH. OKAY.

IT'S THE FRENCH THAT GOT ME.

WAS IT? YEAH.

DID YOU LIKE FRENCH 1, FRENCH 2? FRENCH 3, FRENCH 4.

FRENCH 3, FRENCH 4? WOW.

THE SAME TEACHER.

OH, REALLY? OKAY.

I WISH I HAD SPEAK FOUR LANGUAGES, DON'T YOU? WELL, FRENCH I DON'T KNOW THAT I SPEAK ANYMORE.

BUT YEAH, I GUESS TECHNICALLY.

TRUSTEES, I'M GOING TO REMIND YOU TO SPEAK INTO YOUR MICROPHONES. SORRY.

THANK YOU, LISA. APPRECIATE IT. KEEP ME IN LINE.

YEAH. MY PLAN WAS TO GO TO DO A GAP YEAR.

I WAS GOING TO GO TO FRANCE, BE AN AU PAIR, AND ENDED UP GOING TO BRAZIL WITH MY BEST FRIEND INSTEAD.

BUT YEAH, I LOVED FRENCH.

I CAN'T SAY THAT I CAN SPEAK IT AT THIS JUNCTURE, BUT YEAH, IT WAS FUN.

I CAN'T SPEAK IT. I TOOK GERMAN IN HIGH SCHOOL, BUT FRENCH SOUNDS WAY BETTER [LAUGHTER].

NO OFFENSE TO ANY GERMAN SPEAKERS, BUT YEAH.

YOU MENTIONED THE BEACH.

IS ANY BEACH OR IS THERE A DREAM BEACH VACATION? THERE'S PROBABLY LOTS OF DREAM BEACHES.

I ALWAYS HAD A HARD TIME NARROWING DOWN.

THERE'S SO MANY PLACES I WANT TO GO, INDIA, VIETNAM.

I WAS LIKE, I DON'T EVEN KNOW WHERE TO START.

DOMINICAN REPUBLIC. BUT THE BEACH IS JUST MY HAPPY PLACE.

THE SOUND OF THE OCEAN IS JUST SO CALMING TO ME. I LOVE IT.

GOT YOU.

ANY BEACH, I'M GOOD.

EVEN GALVESTON IS, UN-BEAUTIFUL AS IT IS, IT'S STILL JUST SUCH A CALMING PLACE.

JUST TO BE NEXT TO THE OCEAN.

YEAH.

I GOT YOU. AT PEPYS, WERE YOU A SERVER OR WERE YOU COOK? WELL, IT WAS A FAST FOOD PLACE.

I WAS IN THE DRIVE-THROUGH, I WAS 15. THEY HIRED 15-YEAR-OLDS.

I WAS THE SECOND OLDEST OF SIX, THERE WASN'T A LOT TO BE HAD AND SO IF I WANTED STUFF, I HAD TO PAY FOR MYSELF.

I WAS LIKE, WHO'S GOING TO HIRE A 15-YEAR-OLD? I WENT AND THEY HIRED ME AND I HAVE NEVER NOT HAD A JOB SINCE [LAUGHTER].

BEEN WORKING EVER SINCE.

EASY.

WHAT'S THAT? NUMBER 7 WAS SO EASY.

WAS NUMBER 7. WE'RE GETTING DOWN TO YOU.

NUMBER 7, MUSIC, WORKING THE FIELDS AT MY DAD'S LANDSCAPING BUSINESS, AROUND THE WORLD PLANE TICKET STOPPING AT A PLETHORA OF PLACES.

SOMEBODY MAKING ME USE THE WORD PLETHORA THIS MORNING, YOU ALL ARE TESTING MY VOCABULARY TO EXPLORE AND LEARN, AND THEN PIZZA.

YOU SAID IT WAS EASY, DANI. WHO IS IT? SUE.

IT'S SUE.

SUE IS IT YOU? IS IT YOU? WHAT MADE IT EASY? IT'S LENGTHY.

OH, THE EXPLANATION [LAUGHTER].

THE EXPLANATION. YOU ARE THOROUGH.

I HEARD DANI COMPLIMENT YOU ON YOUR THOROUGHNESS IS WHAT I HEARD AS YOUR TEAM BUILDER [LAUGHTER].

[01:10:06]

[INAUDIBLE]. I DIDN'T EVEN HAVE TO READ TO SEE WHAT IT WAS, I ALREADY KNEW, FIVE MILLION WORDS, SUE.

SEE. THERE YOU ARE, YOU ARE THOROUGH.

I WANT TO ASK YOU SOMETHING ELSE.

MUSIC, CHORAL OR INSTRUMENTAL? I PROMISE I WON'T MAKE YOU SING IF YOU SAY CHORAL.

NO, NOT CHORAL. I WAS IN SCHOOL CHOIR BUT FLUTE.

VERY GOOD. CAN YOU STILL PLAY IF YOU HAD TO? COULD YOU? DO YOU STILL PLAY? WAIT [INAUDIBLE] YOU STILL GOT IT? I STILL KNOW HOW.

IT'S LIKE RIDING A BIKE.

[INAUDIBLE] MUSCLE MEMORY BUT HAVE YOU TRIED PLAYING RECENTLY? IT'S BEEN A WHILE.

AIN'T THAT WHAT YOU GRADUATED IN COLLEGE, IN MUSIC? YOU STUDIED MUSIC IN COLLEGE TOO.

[INAUDIBLE].

I DIDN'T GET PAID FOR CUTTING LINES, BUT I CUT THE GRASS AT MY DAD'S NURSERY IN ADDITION TO WEEDING AND IT WAS NO CLUNKY PUSH MOWER THAT HE FOUND ON THE CURB OF SOMEBODY'S HOUSE, HAVE YOU TRASH DAY.

REALLY? OH, WOW.

WHERE IS YOUR FAVORITE PLACE TO EAT PIZZA? LOTS OF DIFFERENT PLACES OUTSIDE OF CHICAGO, THIS SUPPER THIN THAT'S CUT IN SQUARES WITH THE BIG CHUNKS OF ITALIAN SAUSAGE.

GOT YOU. OF COURSE I'VE KNOWN SUE FOR A FEW YEARS FROM FIRST-TIME WORKING WITH THE DISTRICT, SO I'VE KNOWN SUE FOR A WHILE.

WE WILL JUST AGREE TO DISAGREE ON SQUARE CUT VERSUS PIZZA.

THAT'S THE EXAMPLE THAT WE CAN ALL DISAGREE ON SOMETHING.

I'VE GOTTEN MORE FREE PIZZAS FROM DOMINO'S BECAUSE I LIKE THIN AND THEIR DEFAULT IS TO SQUARE CUT THE THIN PIZZA.

I WILL ALWAYS PUT ON THE APP, I WANT IT PIE CUT AND THEY FORGET.

I GET IT. THEY'RE 15-YEAR-OLD KIDS.

ALL I HAVE TO DO IS FILED THE LITTLE AND THEY'LL GIVE ME A FREE PIZZA.

NUMBER 8, ENGLISH WAS A PLUMBER, WANTS TO GO TO PARIS, FRANCE, OR DREAM VACATION IS PARIS, FRANCE KENDALL'S AND MEXICAN FOOD OVER PIZZA.

KENDALL.

KENDALL. KENDALL? THAT WAS YOU? BECAUSE WE'RE GETTING DOWN TO [OVERLAPPING].

I THINK SO.

IN ENGLISH, TELL ME, DID YOU PREFER ONE MORE THAN THE OTHER READING THAN WRITING? NO. I BEGAN TO RECOGNIZING 11 TO 12 GRADE HIGH SCHOOL.

I CAME OUT OF MY SHYNESS OF NOT LIKING TO TALK A LOT, AND THEN I BEGAN TO MASTER SENTENCE, SENTENCE STRUCTURES AND ALL THAT.

THEN MOVING ON IN THE COLLEGE ENGLISH 1301 AND 1302, I MADE A A PLUS IN MOST OF MY ASSIGNMENTS.

WRITING, ESSAYS, ENGLISH STRUCTURE.

I'VE STARTED ON A COUPLE OF BOOKS.

OH, OKAY.

GOT TO FINISH THEM.

[LAUGHTER] I EVER HEARD THAT THAT'S THE HARDEST PART ABOUT BEING AN AUTHOR.

I'M GETTING CLOSER AND CLOSER.

BUT MY LOVE FOR ENGLISH ALSO PLAYED INTO MY LOVING BROADCASTING AND RADIO DJ, AND THANK YOU FOR CALLING AND ALL THAT GOOD STUFF.

ON AND ON AND ON.

YOU HAVE THE VOICE FOR IT TOO.

LET'S JUST ACKNOWLEDGE THAT TOO.

THE VOICE DOESN'T HURT.

ONCE A COUPLE OF TEACHERS TOLD ME, YOU DOING GOOD IN ENGLISH, YOU'RE DOING GREAT.

FROM 11, 12 GRADE I BEGAN TO SAY, OKAY, WELL THEN I'D LIKE TO SAY.

I THINK WE'VE HEARD THAT EARLIER, SOMEONE WAS SHARING THAT THEY FELT COMFORTABLE WITH IT.

IT'S BRIDGET, TALKING ABOUT REASONS SHE LIKED THE ART.

IT'S SOMETIMES JUST ONCE YOU START HAVING SUCCESS IN IT, THEN YOU HAVE SOME AFFINITY FOR IT TOO.

YOU WERE A PLUMBER? I WAS. I WAS A GENUINE PLUMBER.

TENTH GRADE, MY DADDY FIRST HAD US ON ROOFS AT 10-11.

HE HAD A ROOFING BUSINESS AND SO WE WERE FIXING ROOFS.

WHEN THAT WAS SLOWING DOWN, DADDY WOULD GIVE US A WHOLE A LOT OF $1 BILLS TO MAKE US THINK LIKE WE ARE RICH.

BUT THEN HE WOULD KEEP THE HUNDREDS IN HIS POCKET [LAUGHTER] AND GIVE US THE ONES.

WE THOUGHT WE WERE RICH BACK THEN.

I GET IT. I KNOW.

BUT WHEN DAD WENT AWAY, I WAS DETERMINED ON WORKING, AND SO I FOUND A JOB WITH WILLIS ROOFING, WILLIS PLUMBING COMPANY RIGHT OVER THE FIFTH WARD.

WELL, NEXT TIME WE HAVE A FREEZE AND PEOPLE'S PIPES ARE BUSTING, YOU MAY WANT TO KEEP THAT A SECRET FROM YOUR NEIGHBORS OR THEY'LL BE COMING OVER TO YOU AND SAYING, HEY, I NEED HELP.

THEY BE COMING.

PLUMBERS WERE HARD TO FIND ABOUT THREE YEARS AGO WHEN WE HAD THAT BAD.

[01:15:03]

I STAYED IN ADJOURNMENT LEVEL.

I NEVER DID BECOME A MASTER.

GOT YOU.

I DECIDED TO GO ANOTHER ROUTE, BUT WILLIS GAVE ME AN OPPORTUNITY.

GOOD SKILL.

WE WENT UNDER HOUSES, AND WE HAD TO DIG A HOLE [INAUDIBLE] HOUSES, I'M HAVING A LITTLE PHOBIA.

WHEN YOU DIG A HOLE UNDER ONE OF THOSE HOUSES THOSE STEEPS GET SCARY, BUT WE DID IT.

YEAH. I'M WITH YOU. I DON'T KNOW THAT I COULD DO THAT EITHER.

LET'S DO THE, BEFORE I ASK YOU HOW MANY YOU GOT RIGHT, LAISER SAID MR. MILLER HASN'T STEP OUT FOR A SECOND, BUT HE GAVE ME HIS ANSWER.

I THINK THE WAY I'M GOING TO DO THIS IS I'M GOING TO ASK YOU ALL TO GUESS.

TAKE A COUPLE OF GUESSES THAT MAYBE WHAT HIS ANSWERS WERE.

WHO WANTS TO GUESS AT WHAT THEY THINK MILLARD'S FAVORITE SCHOOL SUBJECT WAS? ATHLETICS.

ATHLETICS. IT'S NOT ATHLETICS.

ENGLISH.

IT IS NOT ENGLISH.

ANYBODY ELSE? I'LL GIVE YOU ONE MORE GUESS.

HISTORY.

HISTORY. NO. HIS FAVORITE SUBJECT WAS SCIENCE AND HE'S TALKING RIGHT NOW, BUT WE'LL GIVE HIM A CHANCE TO TELL US WHY.

I KNOW FIRST JOB'S GOING TO BE HARD TO GUESS SO LET ME ASK YOU THIS.

DO YOU THINK HE'S A PIZZA GUY OR MEXICAN FOOD GUY? MEXICAN.

I HEAR MEXICAN FOOD.

RAISE YOUR HAND IF YOU THINK HE IS A MEXICAN FOOD GUY.

ONE, TWO.

THEN PIZZA? ONE, TWO, THREE, FOUR.

THE MAJORITY ARE CORRECT.

HE'S A PIZZA GUY.

WE'RE GUESSING OVER HERE YOUR ANSWERS, MILLARD.

I WAS ASKING THEM, SINCE YOU DIDN'T HAVE A CHANCE TO PARTICIPATE, THEY DID NOT GET YOUR FAVORITE SCHOOL SUBJECT RIGHT.

I GAVE THEM THREE CHOICES.

THEY GUESSED ATHLETICS, ENGLISH AND HISTORY, I THINK WAS ONE I HEARD.

YOU SAID SCIENCE? YEAH.

WAS THERE A PARTICULAR AREA OF SCIENCE THAT YOU LIKED BETTER? ACROSS THE BOARD I DID AP [INAUDIBLE] SCIENCE, MARINE BY AP, MARINE BIOLOGY, LOVED SCIENCE.

>> THERE YOU GO.

>> [INAUDIBLE]

>> RIGHT. YEAH, I CAN RELATE TO THAT.

THAT THE MORE THE CONCRETE, NATURE OF SCIENCE. OH, YEAH, SORRY.

>> YEAH.

>> THE MORE CONCRETE NATURE OF SCIENCE AS OPPOSED TO?

>> CORRECT.

>> YEAH. I ACTUALLY, I WOULD HAVE ANSWERED MATH AND I ALWAYS PREFERRED THAT BECAUSE I FELT LIKE WHEN I TURNED IN A MATH PROBLEM, I FELT I HAD A BETTER IDEA OF WHETHER I GOT IT RIGHT OR NOT AS OPPOSED TO IF I TURNED IN LIKE AN ESSAY.

THE MAJORITY OF THEM GOT IT RIGHT WHEN WE FOUND OUT YOU'RE PIZZA GUY.

>> YEP.

>> INSTEAD OF DEEP DISH OR THIN CRUST.

>> WHATEVER MY WIFE SAYS. [OVERLAPPING]

>> OKAY YOU GOING ON SMART MAN.

>> WE THIN CRUS THE HOUSE WITH THE KIDS LIKE.

>> [OVERLAPPING]

>> YOU ALSO LIKE JUDAH SAID, YOU SAID THE BEACH, YOU PUT THE BEACH.

JUST BASICALLY IS THERE A FAVORITE BEACH LOCATION?

>> NOT NECESSARILY, I'M A HOMEBODY.

>> OKAY.

>> WE ENJOYED HILTON HEAD.

WE HAD A PLACE IN THAT AREA FOR AWHILE, SMALL PLACE SO WE WOULD GET DOWN TO THE EAST COAST PROBABLY EVERY MONTH TO DISMISS SOME TIME ON THE BEACH.

BUT I'M NOT PARTICULARLY, JUST REALLY TIME TO GET AWAY WITH THE FAMILY.

>> GOT YOU. GET AWAY WITH THE FAMILY.

SOMETIMES THAT'S INTERESTING.

IT'S ABOUT WHO YOU'RE WITH AS OPPOSED TO WHERE YOU ARE.

ALRIGHT, HOW MANY GOT? BECAUSE WE GUESSED ON EIGHT OF THEM.

RAISE YOUR HAND IF YOU GOT SIX OR MORE CORRECT.

ONE, TWO PUT YOUR HANDS DOWN, MAYBE I SHOULD'VE STARTED AT THE BOTTOM.

HOW MANY OF YOU GOT AT LEAST THREE CORRECT.

>> INCLUDING OURSELVES?

>> INCLUDING YOU? YEAH. THAT WAS REMEMBER I SAID MY EXPECTATION IS OKAY. HERE'S THE DEAL.

I KNOW, LIKE I SAID EARLIER, SOMETIMES I CAN GAUGE PEOPLE'S COMPETITIVENESS ABOUT THIS, BUT I PURPOSEFULLY INTRODUCED THIS.

I DIDN'T WANT TO INJECT COMPETITIVENESS IN THIS.

THERE ARE TWO PURPOSES, IDEAS THIS ISN'T JUST A KILL TIME, FEEL GOOD ACTIVITY.

I DO WANT YOU TO LEARN SOMETHING ABOUT YOUR TEAMMATES.

HOPEFULLY YOU ALL LEARNED SOMETHING MAYBE THAT YOU DIDN'T KNOW ABOUT TEAMMATES.

THE SECOND THING IS, I DO THINK THIS IS IMPORTANT, AND BEING PART OF A TEAM IS TO KNOW EACH OTHER, TO KNOW THE PERSON.

TEAMMATES DON'T HAVE TO BE FRIENDS.

WE'RE NOT TALKING ABOUT THIS BEING A BUDDY BUDDY RELATIONSHIP, BUT I DO THINK IT'S IMPORTANT FOR TEAM MEMBERS

[01:20:03]

TO KNOW THE PERSON WITH WHOM THEY ARE A TEAMMATE.

BECAUSE WHEN YOU GUYS ARE SITTING UP THERE, YOU'RE MAKING DECISIONS ABOUT LOTS OF DIFFERENT TOPICS WHERE YOU HAVE VARYING OPINIONS AND EXPERIENCES.

YOU'RE GOING TO HAVE DIFFERENT OPINIONS.

YOU'RE GOING TO HAVE DIFFERENT OUTLOOKS AND YOU'RE GOING TO VOTE DIFFERENTLY AND YOU SHARE SOMETHING IN COMMON WITH EACH AND EVERY ONE OF YOUR TEAMMATES.

WHETHER IT'S SOMETHING THAT MAY SEEM AS TRIVIAL AS YOU ALL LIKE MY PIZZA CUT IN SQUARES OR AS OPPOSED TO PASS EIGHT.

OR I LIKE THE BEACH OR, HEY YOU KNOW MATH WAS MY FAVORITE SCHOOL SUBJECT TO YOU DO SHARE SOMETHING IN COMMON.

I WANTED YOU, IF YOU DIDN'T CAPTURE ANYTHING ELSE IN THAT ACTIVITY, I WANTED YOU TO CAPTURE THAT.

ALRIGHT. I THOUGHT YOU HAD YOUR HAND UP.

>> HOW ABOUT LET'S TAKE A QUICK BREAK AS WE'VE BEEN GOING AT THIS FOR ABOUT AN HOUR-AND-A-HALF.

>> WE'RE GOING TO GO INTO [INAUDIBLE].

>> OKAY.

>> [INAUDIBLE].

>> I CAN LEAVE.

>> [INAUDIBLE].

>> YET AND I'M HAPPY TO LEAVE IF YOU DON'T NEED ME.

>> JUST TO MAKE SURE THE CAMERAS OFF.

>> [INAUDIBLE]

>> THE BOARD WILL NOW ADJOURN TO CLOSE SESSION UNDER CHAPTER 551 AND THE TEXAS GOVERNMENT CODE OPEN MEETINGS ACT, SUBSECTIONS BY 51.004551.071,551.07, 551.072, 551.073, 551.074, 551.076, 551.082, 551.082, 1,551.083, 551.084 AND 551.089.

SHOULD BOARD FINAL ACTION VOTE OR DECISION ON ANY MATTER CONSIDERED IN CLOSED SESSION BE REQUIRED SUCH FINAL ACTION VOTE OR DECISIONS SHALL BE TAKEN AT THE OPEN MEETING COVERED BY THIS NOTICE UPON THE CONVENING OTHER'S PUBLIC MEETING WHILE SUBSEQUENT PUBLIC MEETING OTHER BOARD UPON NOTICE THEREOF, THE BOARD HAS ADJOURN TO CLOSE SESSION AT 10:34 A.M.

>> [INAUDIBLE].

>> AM GOING TO OPEN THE MEETING AGAIN.

>> THIS MEETING IS NOW RECONVENED.

THE TIME IS 11:47 A.M.

>> ALRIGHT. THANK YOU, PRESIDENT HERNANDEZ.

IT IS. I SEE THAT IN THE BACK OF THE ROOM THAT LUNCH IS HERE.

I TRY TO AVOID BEING THE PERSON THAT STANDS BETWEEN PEOPLE WHO ARE HUNGRY AND LUNCH.

I AM SUGGESTING WE HAVE A WORKING LUNCH.

IS EVERYONE OKAY WITH GRABBING THEIR PLATE? THEN WHAT WE'LL DO IS WE'LL COME BACK AND BEGIN OUR CONVERSATION ABOUT COMMUNITY ENGAGEMENT.

>> YES SIR.

>> ALRIGHT, SO PLEASE FEEL FREE TO GRAB YOUR LUNCH.

>> I'M NOT SURE HOW YOU ALL EAT ON YOUR LAPS.

IS THAT HOW YOU ALL DO IT OR DO YOU WANT ME TO GRAB SOME TABLES.

>> WE'RE FINE.

>> BRING THEM. ARE YOU ALL FINE WITH THAT? OKAY.

>> [INAUDIBLE] [BACKGROUND]

>> SINCE WE ARE DOING LUNCH AND WORKING, SHOULD WE START WORKING?

>> WE CAN I DIDN'T KNOW IF WE WANTED TO GIVE A FEW MINUTES FOR PEOPLE TO GRAB THEIR PLATES.

IT'S A PLEASURE OF THE GROUP.

OR DO YOU WANT TO LISTEN? CAN YOU LISTEN? CAN FOLKS LISTEN? CAN WE START THE CONVERSATION WHILE WE'RE GRABBING OUR FOOD?

>> YEAH.

>> WHAT WOULD YOU LIKE TO DO?

>> I THINK THAT'S A LITTLE RUDE

>> I'M OKAY WITH IT.

I MEAN, I THINK PEOPLE'S ATTENTION IS, THEY CAN DECIDE.

>> THAT'S FINE WHATEVER YOUR DECISION IS [INAUDIBLE]

>> OKAY.

>> I HEAR YOU SAY YOU'RE COMFORTABLE WITH FOLKS STILL GETTING THEIR FOOD WHILE WE START THE CONVERSATION.

>> ABSOLUTELY.

>> OKAY, GREAT.

>> ON COMMUNITY ENGAGEMENT, SINCE THIS IS GOING TO BE THE TOPIC OF OUR CONVERSATION FOR THE MOMENT.

I'M GOING TO READ YOU QUICKLY THE MISSION STATEMENT.

SCHOOL BOARD MEMBERS ARE GUARDIANS OF THE PUBLIC TRUST AND HOLD THE VISION AND VALUES OF THE COMMUNITY.

THE LONE STAR GOVERNANCE FRAMEWORK CHARGES SCHOOL BOARDS WITH ENGAGING THE COMMUNITY AS PART OF THE PROCESS OF CREATING A VISION.

WHERE IS IT? SORRY. VISION, STUDENT, OUTCOME, GOALS, CONSTRAINTS, SETS IT THERE IS A BROAD COMMUNITY OWNERSHIP OF THE VISION AND GOALS.

[01:25:07]

THE HISD BOARD MADE IT A PRIORITY TO ENGAGE WITH PARENTS, STUDENTS, TEACHERS, AND STAKEHOLDERS AROUND OUR GOVERNANCE PRIORITIES AND APPROVE THIS AS PART OF THE STRATEGIC GOVERNMENT'S PLAN IN DECEMBER OF 2020.

THE AD HOC COMMUNITY ENGAGEMENT COMMITTEE, TRUSTEE DIGAAD, TRUSTEE HERNANDEZ, AND TRUSTEE WADE, IS CHARGED WITH REVIEWING THIS AD HOC COMMITTEE IN 2022, NOW 2023, AFTER A PAUSE DUE TO COVID-19.

THE COMMITTEE HAS MET TWICE IN MAY AND JUNE OF 2022 AND PRESENT THE FULL BOARD FOR ITS APPROVAL IN THE AUGUST 2022 BOARD MEETING.

THIS PURPOSE FOR THE AGENDA ITEM IS TO SEEK DISCUSSION AND APPROVAL OF THE COMMUNITY ENGAGEMENT PLAN FOR THE HOUSTON INDEPENDENT SCHOOL DISTRICT BOARD OF EDUCATION FOR THE 2020, NOW 2023 CALENDAR YEAR.

BASICALLY, IN THE STRUCTURE AND TIMEFRAME, THE IDEA AS YOU ALL KNOW, WE WOULD HAVE THREE TEAMS OF JUST COMMUNITY ENGAGEMENT TEAMS. THOSE TEAMS WOULD GO TO THEIR PERSPECTIVE COMMUNITY, EACH COMMUNITY MEMBERS ONE TIME.

LIKE OUR COMMITTEE HAS ALREADY MADE PLANS FOR THE DATES AND THE SCHOOLS THAT WE WILL BE ATTENDING, AND BOARD SERVICES ALREADY MADE THOSE ARRANGEMENTS WITH THOSE PRINCIPALS TO MEET AT THEIR SCHOOLS ON THOSE DATES.

THEY ARE GETTING BACK TO US WITH THOSE DATES THAT WE ASSIGNED TO EACH SCHOOL.

THE POINT OF THE MEETING IS TO GO TO THE COMMUNITY, EXPLAIN WHAT WE DO AS TRUSTEES, OUR ROLES, AND WHAT WE'RE HERE TO LISTEN TO THE COMMUNITY ABOUT.

THAT IS HOW WE PLAN TO SET OUR VISION FORWARD FOR THE WORK THAT WE ARE TO DO.

THAT IS IN OUR GOALS, VISIONS, VALUES, AND CONSTRAINTS.

WE'RE TRYING TO GET WHAT THE COMMUNITY WANTS TO HEAR THAT WE FOCUS ON.

THAT IS THE SOLE OBJECTIVE OF THIS OUTING. THAT IS IT.

WE WILL TAKE, MAX ALREADY HAS ALL OF THIS INFORMATION, HE AND HIS TEAM IN THE COMMUNICATIONS DEPARTMENT HAS ALREADY CREATED LITTLE FLYERS FOR PEOPLE TO TAKE HOME.

OUR PLANS FOR WHAT OUR ROLES WILL BE WHEN WE HAVE THE CONVERSATION WITH THE PUBLIC, WE'LL HAVE A SCRIPT THAT EACH TRUSTEE WILL TAKE A PART OF THAT SCRIPT AND COMMUNICATE THAT TO THE PUBLIC.

THEN WE WILL HEAR FROM THE PUBLIC VIA MULTIPLE FACTORS.

WHERE THERE'LL BE THE BIG SHEETS ON THE WALL THAT PEOPLE CAN POST IT, NOTE THEIR IDEAS, WHAT THEY WOULD LIKE TO SEE.

THEY CAN TEXT IT, OR FILL OUT THE SURVEY.

THEN ONE OF THE THINGS THAT WAS ADDED, WHICH I THINK IS IMPORTANT, IS FOR US TO ALSO HAVE OPPORTUNITY FOR, KATHY WAS SO SMART WITH THE DANIEL'S AND OFFERED UP AN OPPORTUNITY FOR US TO GIVE SHEETS TO THE PUBLIC, AND WE DON'T HAVE TO DISCUSS IT AS MUCH AS OPPORTUNITY FOR US TO SHOW ALL THE BEAUTIFUL THINGS THAT DISTRICT HAS TO OFFER.

I THINK THAT'S A REALLY GOOD WAY FOR PEOPLE TO BE INFORMED, ENCOURAGED, AND THEN BE ABLE TO UNDERSTAND HOW TO BEST INPUT.

FROM THAT INPUT, THE IDEA IS THAT DATA COMING BACK TO US WILL BE ANALYZED, PUT INTO FORMAT THAT WE CAN USE AS TRUSTEES TO FORM OUR NEXT ROUND OF VALUES, VISIONS, GOALS, AND CONSTRAINTS AS A WORKING BOARD GROUP.

THAT IS THE GOAL OF THIS EXERCISE AND IS ALSO IN KEEPING WITH THAT AS WELL.

IT'S AN IMPORTANT THING FOR US AS THE LIAISONS FOR OUR COMMUNITY IS TO WANT TO GET TO KNOW EACH OTHER IN OUR LITTLE TEAMS AND BUILD UNDERSTANDING OF EACH OTHER'S COMMUNITIES SO THAT WE'RE ALL COMING TO THE TABLE FOR ALL CHILDREN.

[01:30:04]

THANK YOU. QUESTIONS?

>> QUESTIONS YOU HAVE FOR BRIDGET ON THE PLAN?

>> [INAUDIBLE]

>> I'VE BEEN BIG ON COMMUNITY ENGAGEMENT. I'M A PEOPLE PERSON.

I'VE BEEN IN ALL MY SCHOOLS, I'VE BEEN ON OPEN HOUSES, I'VE BEEN ON THE PRINCIPALS.

I'M GOING BACK, LOVE IT AND SO YOU'RE EXTENDING THIS ENHANCEMENT. IT'S GOOD.

>> THANK YOU.

>> EVEN GAME, THAT'S ME, IT'S THE NAME OF MY NAME AGAIN.

>> THANK YOU. KENDALL, ANY OTHER.

>> LET'S ENGAGE.

>> YEAH. COMMENTS OR QUESTIONS FOR BRIDGET.

I HAVE SOME THOUGHTS, BUT I WANT TO WAIT AND SEE, WHAT YOU HAVE TO SAY.

>> THANK YOU.

>> [INAUDIBLE].

>> THE STRUCTURE IS THERE.

I THINK I AGREE BACK.

KENDALL SAID I THINK THERE'S OBVIOUSLY I GET THE SENSE THAT YOU ALL ARE ENGAGED AND WANT TO HAVE ENGAGEMENT.

THIS IS A VERY PURPOSEFUL ENGAGEMENT.

WHAT I HEARD IS, FIRST OF ALL, AS BRIDGET SAID IN READING IN THE ONE-STAR GOVERNMENT'S FRAMEWORK IS THAT WHAT WE'RE ASPIRING TO IS TO HAVE BROAD, WHAT THE MOZART GOVERNANCE DOCUMENTS CALL BROAD OWNERSHIP.

NOW, WHO CAN DEFINE BROAD? THAT'S HARD TO DEFINE.

BUT THAT'S WHAT WE'RE ASPIRING TO.

BUT IF YOU LOOK AT IT, AND I ACTUALLY GAVE YOU ALL A HANDOUT, THIS IS SOMETHING I WAS GOING TO TALK TO YOU ABOUT A LITTLE BIT YESTERDAY, SO I'M GLAD WE GOT A CHANCE TO DO IT TODAY.

IF YOU TURN TO THE LAST PAGE OF IT, IT SAYS THAT THE BOTTOM OF PAGE 29, BUT THESE ARE JUST PRINTED PARTS OF THE PAGES FROM THE ONE-STAR GOVERNANCE FRAMEWORK.

THIS IS ABOUT ADVOCACY ENGAGEMENT.

I'LL LOOK AT SOME KEY WORDS LIKE IF I LOOK UNDER PREPARING TO FOCUS, I SEE THE BOARD HAS A TWO-WAY COMMUNICATION PIECE AND I HEARD THAT, DID ANYONE MISS THE PART WHERE WE HAVE TWO-WAY COMMUNICATION AND WHAT BRIDGET, BECAUSE I HEARD IT, BUT I WANT TO MAKE SURE YOU ALL GET THAT AND UNDERSTAND THAT THIS IS A TWO-WAY PROCESS.

I LIKE THAT THERE IS A SCRIPT AND THERE ARE RESOURCES.

YOU'RE GOING TO SHARE INFORMATION AND YOU'RE GETTING INFORMATION BACK.

I MEAN, THAT'S ULTIMATELY WHAT, AND THEN TO CLARIFY TOO, IF YOU NOTICE UNDERNEATH THOSE BULLETS, IT'S TO INCLUDE STUDENTS, STAFF, AND COMMUNITY.

I GUESS MY QUESTION LOGISTICALLY IS, IS THIS AN OPEN INVITATION WHERE STUDENTS AND STAFF MEMBERS WOULD BE ABLE TO PARTICIPATE IN THESE MEETINGS OR WOULD THERE BE SEPARATE MEETINGS SPECIFICALLY FOR STAFF AND STUDENTS?

>> THE INVITATION WILL GO OUT TO ALL, AND THEY'RE ALL WELCOME TO JOIN.

>> GOT YOU.

>> NOW, WITH THAT CAVEAT, IT MAY BE CHALLENGING FOR STUDENTS.

THE CONVERSATION AS OF THE LAST COUPLE OF DAYS, JUST SO I SHARE WITH YOU ALL THIS FORMATION THAT WE MAY GIVE A SURVEY OPTION TO THE CHILDREN, TO STUDENTS VIA SOME VEHICLE, VIA TEXT OR SOMETHING LIKE THAT.

THAT THEY MAY BE ABLE TO HAVE AN INPUT WITHOUT HAVING TO COME TO THE MEETING.

NOT THAT I DON'T WANT THEM TO HEAR WHAT WE HAVE TO SAY, BUT IT CAN BE QUICKLY DESCRIBED IN A QUICK INFORMATIONAL HEADLINE AND THEN THEY CAN RESPOND TO SOME THINGS THAT THEY VIEW AS IMPORTANT.

>> WE DO HAVE THE ABILITY AS WELL THROUGH A COUPLE OF DIFFERENT VENUES OF SURVEYS.

ONE WITH A TEXT MESSAGE.

I THINK IT'S THE POSSUM AND THEN WE HAVE A TRADITIONAL SURVEY THAT CAN GO OUT VIA EMAIL IF WE'RE LOOKING TO GET STRETCH OPPORTUNITIES FOR ADDITIONAL FEEDBACK, WHETHER THAT'S WHAT THE ADULTS OR THE CHILDREN.

>> EXCELLENT. JUDITH AND THEN ELIZABETH.

>> OKAY, SO COULD AN OPTION BE FOR THE THREE DIFFERENT MEETINGS PER GROUP FOR ONE OF THOSE MEETINGS TO BE A STUDENT'S SPECIFIC MEETING IF THAT GROUP DECIDED, I'M THINKING OF LIKE A ZOOM DURING THE SCHOOL DAY, OBVIOUSLY, MR. HOUSE THIS WOULD BE SOMETHING THAT YOU WOULD HAVE TO THINK THROUGH AS WELL BECAUSE THAT COULD IMPACT.

BUT I WOULD JUST LOVE TO HAVE A SPACE WHERE STUDENTS CAN REALLY SHARE.

[01:35:04]

WE REPRESENT THEM AND THEY'RE PART OF THE COMMUNITY AS WELL.

JUST THROWING THAT OUT THERE AS A POSSIBILITY.

>> IN THE PAST, I'VE HAD MY TEACHER ADVISORY COMMITTEE MEETING FIRST AND THEN I WOULD HAVE OPENED IT UP TO THE PUBLIC MEETING.

I LIKE YOUR IDEA, JUDITH, WITH A STUDENT-SPECIFIC MEETING, THE TONE CHANGES WITH OUR STUDENTS WHEN WE'RE IN THE ROOM.

I MET WITH STUDENT COUNCIL AT SOME OF MY ELEMENTARY SCHOOLS AND MY MIDDLE SCHOOLS AND SOME HIGH SCHOOL.

EVEN FROM JUST ELEMENTARY, MIDDLE, AND HIGH, THAT TONE CHANGES IN EACH ONE OF THOSE ROOMS THAT YOU'RE IN.

WHAT DO YOU RECOMMEND, ROBBIE?

>> I THINK THERE'S VALUE IN DOING SOMETHING STUDENT SPECIFIC.

HERE'S MY CONCERN.

I THINK THERE'S BECAUSE WE'VE TALKED ABOUT STRUCTURE.

MY CONCERN WOULD BE YOU HAVE THREE GROUPS.

YOU HAVE THREE GROUPS. YOUR THREE TRUSTEES AND THREE GROUPS.

MY CONCERN WOULD BE OUR ONE GROUP THAT A STUDENT ONLY MEETING AND THE OTHER TWO DID NOT.

I DON'T WANT THERE TO BE THIS.

THEY DIDN'T WANT TO HEAR FROM THE STUDENTS IN THIS.

MY ENCOURAGEMENT TO YOU, AGAIN BECAUSE I CAN'T DIRECT YOU ALL.

IF I WAS DIRECTING, MY DIRECTING YOU WOULD BE SELECT SOMETHING THAT HAS SOME CONTINUITY ACROSS ALL THREE GROUPS.

>> WOULD IT BE A PROBLEM IF WE HAD A CENTRAL LOCATION? THIS QUESTION IS DIRECTLY TO OUR SUPERINTENDENT.

DURING LUNCHTIME OR SOMETHING, WE CAN HAVE A MEETING AND BRING STUDENTS TO DEL MAR OR JUST A CENTRAL LOCATION WHERE THEY CAN MEET THEIR TRUSTEES AND DURING THE DAY, IF EVERYBODY WOULD BE AGREEABLE TO THAT.

ADDITIONALLY, JUST MAKE IT AVAILABLE FOR THE NINE TRUSTEES AND WHOMEVER WANTS TO TAKE IT UP.

WE'RE NOT GOING TO BE ABLE TO BE EVERYWHERE ALL AT ONCE AND SO SHARING THE WORKLOAD IS ACTUALLY PRETTY NICE.

>> I WOULD ENCOURAGE YOU BECAUSE I THINK AND I'M NOT SURE EXACTLY IF THIS IS WHAT YOU'RE SAYING, BRIDGETTE, BUT I THINK YOU HAD MENTIONED THAT THE STUDENTS MAY NOT FEEL.

IF JUST THIS OPEN MEETING WHERE IT'S ALL ADULTS MAY NOT GET A SPECIFIC FEEDBACK.

I THINK HAVING SOMETHING TARGET IS SPECIFICALLY FOR STUDENTS WOULD BE GOOD WHETHER YOU CHOOSE TO UTILIZE TECHNOLOGY TO DO THAT IN A LESS PERSONAL, MORE EXPEDIENT WAY.

OR IF YOU WANT TO DO SOMETHING MORE TOUCH, THE PERSONAL WHERE YOU'RE ACTUALLY TOGETHER.

>> BUT THAT DOESN'T SUFFICE FOR THE TWO-WAY DIALOGUE.

WE CAN GIVE THEM INFORMATION, "HI, I'M A TRUSTEE, I PASS AND APPROVE A BUDGET." BUT WHAT DOES THAT MEAN? IF THEY HAVE CLARIFYING QUESTIONS, WE CAN'T ANSWER THEM.

WE CAN DO A FOLLOW-UP VIDEO.

>> DO YOU MEAN IF WE DID A SURVEY, YOU WOULDN'T BE ABLE TO ANSWER THEM. IS THAT WHAT YOU'RE SAYING?

>> I'M JUST SAYING IF IT'S TWO-WAY COMMUNICATION, I THINK DIALOGUE.

I THINK I GET TO ANSWER QUESTIONS ABOUT WHAT I'M DOING AND HOW MY DECISIONS AFFECT THEM, AND SO THE ACTUAL ROLE OF A TRUSTEE.

>> MY RESPONSE TO THAT, ELIZABETH IS, TWO-WAY AT A MINIMUM.

TWO-WAY COMMUNICATION NEEDS TO BE THAT YOU'RE NOT JUST GIVING THEM INFORMATION, THAT YOU'RE GETTING RESPONSES BACK FROM THEM.

THAT CAN BE DONE IN PERSON, THAT CAN BE DONE IN A COMBINATION OF WAYS.

BACK TO MY ORIGINAL GUIDANCE TO YOU IS WHATEVER YOU DO, I WOULD JUST ENCOURAGE IT TO BE UNIVERSAL FOR ACCESS.

IN OTHER WORDS, WRITE IT, IF YOU'RE USING THIS WORK, THREE DIFFERENT GROUPS, EITHER DECIDE ALL THREE GROUPS ARE GOING TO DO THE SAME THING FOR STUDENTS, OR DECIDE, YOU KNOW WHAT? WE AS A WHOLE GROUP ARE GOING TO DO SOMETHING SPECIFICALLY FOR STUDENTS. BRIDGETTE.

>> ELIZABETH, I HEAR YOU.

WHAT WOULD I BELIEVE THIS EXERCISE IS SUPPOSED TO BE ABOUT IS, YES US COMING AND DESCRIBING WHAT WE DO AND WHY WE'RE HERE TO THE COMMUNITY; WHETHER THAT'S TO THE STUDENTS, TEACHERS, PARENTS, WHATEVER THE COMMUNITY.

THEN IT'S JUST LETTING THEM THEN EXERCISE THEIR PART OF IT, WHICH IS GIVING US THE INFORMATION THAT WE ARE ENGAGING THEM IN.

I DON'T KNOW THAT WE WANT TO GET TOO MUCH IN THE TWO-WAY DIALOGUING.

[01:40:05]

CORRECT ME IF I'M WRONG, BUT WHAT I'M FEARFUL OF AND JUST TO BE HONEST, IS THAT I DON'T WANT THIS TO TURN INTO ANYTHING AND EVERYTHING THAT COMES LIKE MY TOILETS DON'T WORK IN OUR SCHOOL CONVERSATION.

I THINK THAT IT NEEDS TO BE VERY FOCUS-DRIVEN ON WHAT IT IS, IF WE'RE CLEAR ABOUT WHAT WE'RE COMING TO THE COMMUNITY WITH.

>> THAT'S PERFECT. ACTUALLY, IS A PERFECT EXAMPLE BECAUSE YOU CAN SAY 1,2,3 PICTURES.

THIS IS WHAT WE DO.

THIS IS WHAT WE DON'T DO.

WE DON'T TALK ABOUT TOILETS BECAUSE THAT'S NOT MY ROLE.

EVEN IF YOU HAVE A PICTURE AND SAY THAT'S NOT WHAT WE DO.

[LAUGHTER] PUT AN AGENDA ITEM, LIKE AGENDA ABC3, WHATEVER, AND THIS IS WE FOCUS ON WRITING POLICY AND CREATING POLICY. THIS IS WHAT WE DO.

WE PASS AN APPROVAL BUDGET.

HAVE A LITTLE ICON WITH A BUDGET, TO SIGN WHATEVER.

YOU CAN GIVE NON EXAMPLES RIGHT AT THE START OF THE MEETING AND SAY, OKAY, AND THEN JUST SAY, PERFECT EXAMPLE OF WHAT WE DON'T DO.

>> THAT'S WHAT I HAVE MAX DOING IS ICONS.

THAT IT'S VERY EASY FOR NO MATTER WHAT, YOU IN THE DISCUSSION, IT'S VERY CLEAR THAT WE HAVE LITTLE CARDS TO TAKE HOME AND THAT THEY CAN DIGEST THIS INFORMATION EASILY AND EFFECTIVELY WITH LITTLE TEXT, WITH AS LITTLE OF, YOU KNOW IS POSSIBLE.

THE OTHER THOUGHT, AND YOU'RE BRINGING THIS TO GREAT POINT IS MAYBE WE DO A QUICKIE LITTLE VIDEO.

ONE TRUSTEE CAN DO IT, A COUPLE OF TRUSTEES CAN DO IT.

ALL OF US CAN DO IT.

WHATEVER WE WANT.

AS A QUICK LITTLE SNAPSHOT OF WHAT IT IS THAT WE'RE LOOKING FOR IS THE START. GOD BLESS YOU.

THEN ENGAGES IN THE QUESTIONS THAT THEY CAN ANSWER VIA A LITTLE VIDEO OPTION.

MAYBE A WAY FOR US TO BE ENCOUNTERING THEM WITHOUT HAVING TO SPEND A LOT OF THEIR TIME.

NO ONE WANTS TO WATCH ANYTHING MUCH FOR ABOUT A MINUTE.

[LAUGHTER] I THINK THERE'S A GREAT SUGGESTIONS, AND I WILL WORK WITH MAX AND TEAM AND SEE WHAT WE CAN COME UP WITH.

IS EVERYONE OKAY WITH THAT?

>> YEAH, AND REMEMBER THE MAIN FOCUS AT THIS POINT IS LISTENING FOR VISION AND VALUES.

LISTENING FOR VISION AND VALUES.

LIKE I SAID, I'VE LOVED THE SUGGESTION ABOUT UPFRONT, SAYING THIS ISN'T ABOUT.

BECAUSE THAT'S WHAT YOUR JOB IS.

YOUR JOB, REMEMBER YOU OWN.

THAT'S THE PART OF THE JOB THAT YOU OWN AS THE VISION AND VALUES.

BECAUSE FROM VISION AND VALUES, GOALS COME FROM VISION.

REMEMBER CONSTRAINTS COME FROM VALUES.

ANY OTHER THOUGHTS, SUGGESTIONS OR QUESTIONS FOR EITHER BRIDGETTE OR FOR ME?

>> DO YOU HAVE EXAMPLES OF COMMUNITY ENGAGEMENT.

DO YOU HAVE ANY VIDEO EXAMPLES OF OTHER TRUSTEES DOING EFFECTIVE COMMUNITY ENGAGEMENT PIECES?

>> I DON'T HAVE VIDEO.

I CAN CHECK THOUGH THAT'S THE GOOD THING ABOUT OUR COMMUNITY OF FOLKS WHO ARE DOING COACHING.

I DON'T HAVE ANY VIDEO, BUT I DO HAVE SOME EXAMPLES THAT I'LL BE HAPPY TO SHARE.

I CAN SHARE BRIDGETTE WITH YOU AND THEN YOU COULD SHARE WITH THE REST OF THE GROUP ABOUT JUST SOME WAYS THAT DISTRICTS HAVE APPROACHED IT.

BUT SPEAKING OF VIDEOS AND AGAIN, I'M TRYING TO BE A GOOD EXAMPLE AND NOT GET INTO THE WEEDS OF YOUR OPERATIONS AS A BOARD.

HAVING SAID THAT, I LIKE THE IDEA OF A VIDEO BECAUSE THINK ABOUT IT.

IF YOU ALL CREATE A VIDEO, OF COURSE, I'M PROBABLY CREATE AND WORK FOR YOUR STAFF, SUPERINTENDENT HOUSE.

I APOLOGIZE ABOUT THAT, BUT IF YOU ALL HAD A VIDEO, THINK ABOUT HOW UNIVERSALLY THAT CAN BE USED.

IT CAN BE USED TO INTRODUCE YOUR FACE-TO-FACE MEETINGS.

BUT IF YOU DECIDE THE LINK TO THAT VIDEO, IF YOU DECIDE TO DO AN ONLINE SURVEY, YOU HAVE THAT AS WELL.

IF YOU'RE GOING TO USE IT ONLINE IT FORCES YOU TO BE BRIEF.

BUT I WILL LOOK FOR THOSE EXAMPLES.

>> THESE TRUSTEES PREFERENCE THAT WE HAVE PARAMETERS AROUND IT, LIKE SOMETHING IN WRITING, MAYBE A RUBRIC LIKE A TIMELINE.

THAT WAY WE KNOW EXACTLY WHERE WE'RE GOING TO WORK BACKWARDS.

SAY WE HAVE GIVE OURSELVES 60 DAYS TO GO OUT AND DO THESE COMMUNITY ENGAGEMENT PIECES WITH X, Y, AND Z THE VIDEO, BLAH, BLAH, BLAH. THANK YOU.

>> THANK YOU. OTHER THOUGHTS OR QUESTIONS ABOUT COMMUNITY ENGAGEMENT BEFORE WE MOVE ON?

[01:45:06]

BRIDGETTE, WAS THERE ANYTHING ELSE YOU NEEDED FROM THE GROUP OR TO SHARE?

>> NO, I APPRECIATE

>> I APPRECIATE THE FEEDBACK AND I LOOK FORWARD TO A WONDERFUL COMMUNITY ENGAGEMENT PROCESS. THANK YOU.

>> ONE QUESTION. BRIDGETTE FROM OUR DIALOGUE 2, WITH THAT INFORMATION THAT WE COLLECT BACK FOR THE PEOPLE THAT ARE SIGNING IN ADDRESSES THAT MAY NOT HAVE CHILDREN IN THE DISTRICT THAT WOULD ORDINARILY GET A CALL-OUT IF THEY HAD CHILDREN.

BECAUSE I UNDERSTAND THE PROCESS IS THAT IF THEY HAVE CHILDREN ON CAMPUSES, THEN THE PARENTS WILL GET A CALL-OUT IF THERE'S ANYTHING GOING ON, VARIOUS THINGS.

IF IT'S A COMMUNITY MEMBER AND THEY'RE NOT IN A SYSTEM AT A PARTICULAR COMMUNITY SCHOOL THEN THEY WOULD NOT HAVE ACCESS AND GET THAT CARD, CORRECT? THEY WOULDN'T GET THAT INFORMATION.

LET ME GET TO THE END OF WHERE I'M GOING.

IS THAT BECAUSE WE KNOW THAT THE OBJECTIVE IS TO NOTIFY PARENTS OF ANYTHING THAT'S GOING ON AT SCHOOL AND ANYBODY ELSE THAT WANTS TO KNOW WHAT'S GOING ON, BE IT AT THE CAMPUS OR IN THE COMMUNITY OR [INAUDIBLE], THEN THEY COULD SIGN UP FROM THOSE SIGN-IN SHEETS.

WE CAN FORMULATE A DATABASE.

PUT THEM IN THE DATABASE, OR HSD, SO THAT WHEN THE INFORMATION HAS BEEN DISSEMINATED, THEY COULD BE INCLUDED IN THAT TOO.

BECAUSE I'VE BEEN HEARING A LOT OF THAT ABOUT HAVING THE COMMUNITY ENGAGED.

WELL, THE ONLY WAY THEY'VE GOT TO BE ENGAGED OUTSIDE OF US KNOCKING ON EVERY DOOR WOULD BE THAT IF WE HAVE SOME WAY OF COMMUNICATING WITH THEM.

I JUST THINK THIS IS AN OPPORTUNITY TO BE ABLE TO UTILIZE THAT SIGN-IN INFORMATION AND EMAIL ADDRESSES TO INCORPORATE INTO A WAY OF NOTIFYING THEM OF VARIOUS THINGS GOING ON IN THE DISTRICT.

>> READY TO TURN THE PAGE THEN AND MOVE ON TO CONVERSATION ABOUT EFFECTIVE PROGRESS MONITORING.

RIGHT NOW, I JUST WANT TO POSE A QUESTION TO THE GROUP.

WITH WHAT YOU KNOW, WHETHER YOU CONSIDER YOURSELF A LONE STAR GOVERNANCE, NOVICE OR EXPERT.

HOW DO WE MEASURE YOUR PROGRESS MONITORING AS A BOARD? WHAT RUBRIC? WHAT MEASUREMENT DO WE USE?

>> [INAUDIBLE]

>> FOR DATA.

BUT WHAT MY QUESTION IS, HOW DO YOU AS A BOARD GRADE OR JUDGE YOURSELF IN TERMS OF HOW YOU PROGRESS MONITOR.

WHAT FACTOR, WHAT PIECE OF DATA DO YOU USE? WE DO IT ABOUT ONCE A QUARTER AND WE TALK ABOUT IT, BRIDGET.

>> WELL, THE TIME TRACKER.

>> THE TIME TRACKER. YEAH, EXACTLY.

WE LOOK AT TIME.

IT'S VERY QUANTITATIVE.

I'M GOING BACK HERE BECAUSE I'M GOING TO GIVE YOU ALL A HANDOUT HERE IN JUST A SECOND.

BUT WE DO IT VERY QUANTITATIVELY AND THAT'S A GREAT PLACE TO START AS YOU START TO WORK WITHIN THE FRAMEWORK, THE LONE STAR GOVERNANCE FRAMEWORK.

WE ARE FIRST LOOKING AT, BECAUSE OUR TIME OFTEN REFLECTS OUR PRIORITIES.

ARE WE SPENDING TIME ON WHAT WE SAY IS MOST IMPORTANT, WHICH IS THE SUCCESS OF OUR STUDENTS AND STUDENT OUTCOMES.

I'M NOT SAYING THAT USING TIME AS A MEASUREMENT IS A BAD THING.

WHAT I AM SAYING IS AS BOARDS MATURE AND THAT HAS NOTHING TO DO WITH AGE.

AS BOARDS MATURE IN THEIR WORK WITHIN A FRAMEWORK.

IN THIS CASE, YOU GUYS USE LONE STAR GOVERNANCE.

AS YOU MATURE, THEN YOU START USING OTHER MEASUREMENTS.

IT'S JUST LIKE WITH OUR STUDENTS IN CLASS, YOU THINK ABOUT HOW STUDENTS ARE LEARNING ROTE INFORMATION AND THEN THEY'RE LEARNING TO ANALYZE AND TO SYNTHESIZE AND SO IT'S A HIGHER LEVEL OF LEARNING.

WHAT I WOULD LIKE TO HAVE A CONVERSATION ABOUT TODAY IS TWO THINGS.

FIRST OF ALL, IS THIS BOARD READY,

[01:50:01]

THAT DOESN'T MEAN WE QUIT TIME TRACKING.

WE'RE GOING TO CONTINUE TO TIME TRACK.

BUT ARE WE READY AS A BOARD TO NOT ONLY TRACK OUR TIME, BUT TO ALSO SAY, ARE WE DOING GOOD QUALITY PROGRESS MONITORING.

I SEE A THUMBS UP FROM DANI.

OR ARE YOUR THUMBS DOWN? I'M NOT SURE.

THUMBS UP. LET ME ASK THIS FOR THOSE OF YOU WHO AREN'T SURE OR THUMBS DOWN, IS IT MORE THAT WE STILL HAVE WORK TO DO ON THE QUANTITATIVE PART? I GET THAT. WAS THERE SOMETHING? NO. DID YOU SAY SOMETHING.

>> YES I DID. I FEEL LIKE IT'S A LITTLE BIT [INAUDIBLE].

>> THAT'S THE FIRST TIME I'VE REMEMBERED TO TELL SOMEBODY.

>> I THINK WE'VE IMPROVED THE QUANTITY OF TIME FOCUSED ON PROGRESS MONITORING.

WE'RE STARTING TO DO OUR TIME TRACKING AGAIN.

BUT [NOISE] I DO THINK WE HAVE MADE STRIDES IN THE QUALITY.

I THINK WE STILL HAVE ROOM TO GROW.

LIKE, HOW CAN WE ASSESS WHAT WE'RE DOING WELL AND WHERE WE STILL HAVE ROOM FOR IMPROVEMENT.

BUT I GAVE A SHOUT OUT LAST NIGHT AND I MAY TAKE AN OPPORTUNITY FOR A SHOUT OUT, I THINK WE DID A GREAT JOB LAST NIGHT.

I THINK IT WAS ONE OF THE BETTER CONVERSATIONS THAT WE HAD AND IT WASN'T JUST THE QUESTIONS THAT WE HAD AS INDIVIDUALS, BUT WE WERE BOUNCING OFF EACH OTHER AS WELL AND SO THERE WAS A MORE DYNAMIC CONVERSATION AND THIS TIME, I SENT IN ADVANCE TO THE SUPERINTENDENT TO GIVE AN OPPORTUNITY FOR THE ADMINISTRATION TO KNOW AND LIKE, I'M NOT ASKING FOR AN ANSWER TO MY QUESTION NOW.

BUT THESE ARE THE THINGS THAT ARE ON MY MIND SO THAT YOU CAN BE PREPARED FOR WHAT I MIGHT ASK.

>> OTHER THOUGHTS.

>> ONE THING THAT I DID NOTICE THAT ON THE LATEST LONE STAR GOVERNANCE WORKSHOP PACKET, THAT THOSE QUESTIONS ARE NO LONGER INCLUDED.

WE HAD GOTTEN INTO THE PATTERN OF ASKING THOSE SAME QUESTIONS OVER AND OVER AGAIN FROM THE BACK OF THE OLD PACKET.

SO MUCH SO THAT THE ADMINISTRATION KNEW WHAT QUESTIONS WE WERE GOING TO ASK.

THE PEOPLE IN THE AUDIENCE KNEW EXACTLY WHAT [OVERLAPPING]

>> THOSE SAMPLE QUESTIONS THAT WE HAVE.

>> THOSE SAMPLE QUESTIONS.

NOW ON THE NEW PACKETS, THE SAMPLE QUESTIONS AREN'T THERE.

I THINK IT IS TIME FOR US TO DO SOME QUALITY QUESTIONS VERSUS THE QUANTITY OF QUESTIONS THAT WOULD JUST MAKE THE MINUTES GO UP AND UP AND UP.

THIS TIME I THINK IT'S TIME FOR US TO LEARN SOME QUESTIONS THAT WOULD HELP US TO UNDERSTAND MORE THAN SITTING THERE WAITING TO DEVELOP TIME OR INCREASE TIME.

>> ALL RIGHT, ELIZABETH.

>> THANK YOU, ROBBIE. TO DR. ALLEN'S POINT, WHEN I HEAR DR. ALLEN TALKS ABOUT THE GOAL PROGRESS MEASURES, I LEARN FROM HER BECAUSE SHE HAS 34 YEARS OF EXPERIENCE IN EDUCATION SO I'M LIKE, OH, LOOK AT THAT LENS, I WISH I HAD SEEN THAT I HADN'T.

BECAUSE DR. ALLEN, SHE ALWAYS ASK THOSE QUESTIONS WHERE I WAS LIKE, HOW DID SHE THINK THAT ONE OF? I THINK DIVIDING THE WORK.

I DON'T KNOW IF THIS IS PART OF THE LONE STAR GOVERNANCE FRAMEWORK, BUT KATHY WILL BRING IN A LENS THAT IS INCREDIBLE BECAUSE SHE'S A VISUAL LEARNER AND HOW YOU'VE HAD AS THE GRAPHING AND EVERYBODY IS REALLY GOOD AT DIFFERENT THINGS.

IF WE COULD, I'D LOVE TO SPLIT UP THE WORK.

WE'RE LOOKING AT GOAL PROGRESS, MONITORING THE GOALS.

THE MEASUREMENTS GIVE ME ONE SECOND. I'M SORRY.

>> THAT'S GREAT.

>> SO YOU CAN FOCUS ON THEIR GRADE OR WHATEVER IT IS THAT SHE'S GOOD AT AND SO FOR EACH ONE OF US TAKES THAT LENS AND LOOKS AT THE REPORT AND PICK IT APART A LITTLE MORE WITH A MORE FOCUSED LENS.

>> GOT YOU.

>> EACH OF US TAKE UP A LENS AND WE FOCUS ON THAT ONE AREA OF EXPERTISE THAT WE HAVE.

>> YEAH. [OVERLAPPING].

>> I HAVE A QUESTION.

>> LET ME RESPOND TO THAT. I'LL GET TO YOU.

WHAT I WANT TO TALK TO YOU GUYS ABOUT TODAY IS A WAY TO LOOK AT THE QUESTIONS, TO ASSESS THE QUALITY OF THE QUESTIONS AND THEN WITHIN THAT, ELIZABETH, I ALSO AGREED THAT YOU ALL COME WITH YOUR DIFFERENT EXPERIENCES AND LENSES.

I SEE IT VERY COMMON AND I THINK IT'S A GOOD THING WHERE PEOPLE CAN DRAW ON

[01:55:04]

THOSE TO REALLY ASK SOME VERY GOOD QUALITY QUESTIONS.

BECAUSE SOMETIMES JUST KNOWING WHAT QUESTIONS TO ASK. KINDLE.

>> YES, ONE OF MY GOALS IS GOING INTO THE NEW YEAR WAS TO MASTER QUESTION ASKING YOU SO FORTH AND SO ON.

THE LAST SET OF QUESTIONS I HAD FROM THAT LONE STAR GOVERNANCE WAS THE WHO, WHAT, HOW, WHEN, AND WHERE DOES PROVIDED.

ARE YOU SPEAKING OF ANOTHER SET OF QUESTIONS THAT LEADS TO BE AND IF SO DO YOU MIND PROVIDING ME WITH A COPY ONE DAY.

>> ALSO IF YOU CAN'T FIND THOSE, LET ME KNOW. I CAN GET THERE.

BEFORE WE GET INTO THE HOW I'M GOING TO OFFER YOU ALL SOME FEEDBACK.

I WAS PAYING ATTENTION, I PROMISE, LAST NIGHT I KNOW, I TOLD YOU I WAS TEXTING MY WIFE DURING THE MEETING LAST NIGHT, BUT I WAS PAYING ATTENTION DURING YOUR PROGRESS MONITORING.

I ALSO SHARED AND QUITE HONESTLY, THERE WERE SOME STAFF MEMBERS THAT SHARED WITH ME TOO THAT THOUGHT LAST NIGHT'S SESSION HAD SOME REAL POSITIVES WITH IT.

THEY DID NOT JUST FELT GOOD, BUT IT WAS A GOOD EXAMPLE.

I AGREE WITH THAT.

MY OBSERVATION HAS BEEN THIS WAS TRUE LAST NIGHT, IT WAS TRUE LAST MONTH.

I DON'T KNOW IF MY MEMORY WILL ALLOW ME TO GO BACK.

I MAY HAVE TO GO BACK AND LOOK AT MY NOTES FROM PREVIOUS MONTHS.

BUT MY OBSERVATION IS THAT AS THE ROUNDS GO ON, THAT THE BETTER QUALITY QUESTIONS USUALLY COME IN THE EARLIER ROUND, AND AS WE GET INTO MORE ROUNDS, AND AGAIN, I'M JUST TALKING ABOUT A WAY, NOT THE WAY, BUT A WAY TO MEASURE THE QUALITY OF YOUR QUESTIONS.

I DON'T KNOW, I'M JUST CURIOUS.

I WANTED TO THROW THAT OBSERVATION OUT THERE AND SEE WHAT YOUR THOUGHTS WERE ABOUT THAT.

DOES ANYONE EITHER OBSERVED THAT AND SAY YES OR YOU SAY NO, ROBBIE, I'M SEEING SOMETHING DIFFERENT.

>> OUT OF MY THOUGHT.

>> THAT'S FINE.

>> ONE THING THAT I OBSERVED IS WHEN IT GETS TO THE END OF THE SECOND ROUND, THE THIRD ROUND IS THAT THE QUESTION IS NO LONGER FOCUS ON THE PRESENTATION.

THE QUESTIONS START TO FOCUS ON, I WONDER AND I WONDER BUT EVEN LIKE THE ONE THAT WE DID YESTERDAY, I THINK THE LAST FOUR OR FIVE QUESTIONS, THE MONITOR NEVER CHANGED TO LOOK AT ANYTHING ON THE SCREEN.

THE QUESTIONS WERE ALL ABOUT SOMETHING ABOUT, I WONDER.

>> CORRECT. THANK YOU. KINDLE.

>> I OBSERVE TOO LAST NIGHT AND ALL OTHER TIMES THAT SOME OF US MAKE STATEMENTS INSTEAD OF ASKING QUESTIONS.

NOW, I DON'T KNOW IF IT'S QUALITY, GOOD OR BAD, IF IT SOUNDS GOOD SOMETIMES.

I MAKE SURE STATEMENTS TOO, AND SO I WANT TO KNOW IF THAT'S IN YOUR EXPERIENCE OF QUALITY, THAT'S GOOD OR BAD.

THEN ALSO I NOTICED THAT SOME OF US TRY TO MAKE SURE THAT EITHER JUST THE PUBLIC IN GENERAL OR OUR VOTING BASE, KNOWS THAT WE ARE AWARE OF WHAT'S GOING ON AND WE'RE LISTENING AND WE'RE ASKING THE BEST QUESTIONS AS WELL.

>> I'M NOT AVOIDING YOUR QUESTION.

THAT'S A GREAT SEGUE TO GET INTO THE HOW SO I WANT TO GET INTO THE HOW ABOUT THIS.

I'M GOING TO HAND THESE OUT REAL QUICK.

[BACKGROUND] ACTUALLY, I THOUGHT MAYBE KINDLE HAD LOOKED AHEAD IN MY NOTES AND KNEW THAT THAT'S WHAT WE'RE GETTING READY TO GET INTO.

>> THANK YOU.

>> YOU'RE WELCOME. I WILL TELL YOU THIS IS A DOCUMENT THAT WAS SHARED WITH ME.

I CAN'T TAKE CREDIT FOR BEING THE AUTHOR OF THIS DOCUMENT.

IT WAS SHARED WITH ME, BY A GENTLEMAN, A LOT OF Y'ALL KNOW, A. J. CRABILL SHARED THIS WITH ME AND WE AS A GROUP OF LONE STAR GOVERNANCE COACHES SHARED IT RECENTLY, AND THESE ARE SOME NOTES ABOUT EFFECTIVE GOAL PROGRESS MONITORING.

[02:00:02]

I WANT TO POINT OUT A COUPLE OF THINGS.

FIRST OF ALL, THESE AREN'T ETCHED IN STONE.

THIS IS GUIDANCE, AND I WANT TO BE REALLY CLEAR THAT I'M OFFERING YOU GUIDANCE.

WHEN I COME TO SOMETHING THAT I THINK IS A NON-NEGOTIABLE, AND THOSE ARE USUALLY FEW AND FAR BETWEEN, I'LL LET YOU KNOW, BUT THIS IS GUIDANCE.

THE MAIN POINTS BECAUSE I DON'T WANT US TO SPEND TIME READING THIS ENTIRE DOCUMENT.

THE MAIN POINT I WANT TO FOCUS ABOUT THE PROGRESS MONITORING.

FIRST OF ALL, THERE'S OBVIOUSLY BENEFITS IN PROGRESS MONITORING.

YOU'RE SETTING AN EXAMPLE, YOU'RE LEADING BY EXAMPLE BUT WHAT YOU MONITOR COMMUNICATES WHAT IS IMPORTANT.

IT COMMUNICATES TO THE SUPERINTENDENT AND THROUGH THE SUPERINTENDENT, IT COMMUNICATES TO THE STAFF.

IT HELPS THE SUPERINTENDENT TO CLARIFY WHAT THEIR STRATEGIES ARE AND IT PROVIDES INFORMATION TO YOU FOR THE SUPERINTENDENT EVALUATION SO IT'S A WAY FOR YOU TO COMMUNICATE YOUR EXPECTATIONS, AND THERE ARE SOME THINGS YOU NEED TO HAVE.

YOU NEED TO HAVE A MONITORING CALENDAR WHICH YOU HAVE, YOU NEED TO HAVE EFFECTIVE MONITORING REPORTS, AND THEN WE'RE GOING TO FOCUS ON JUST THE LAST TWO ITEMS; EFFECTIVE BOARD MEMBER PARTICIPATION, AND EFFECTIVE SUPERINTENDENT PARTICIPATION.

WHAT I WANT YOU TO DO IS REALLY QUICKLY READ THE FIRST TWO PARAGRAPHS ABOUT GOAL MONITORING.

READ THOSE, AND THEN PICK A PARTNER, EITHER YOUR ELBOW PARTNER.

IF YOU NEED TO STRETCH YOUR LEGS, STAND UP AND PICK SOMEONE TO DISCUSS YOUR THOUGHTS ABOUT THOSE FIRST TWO PARAGRAPHS.

[NOISE] WHENEVER YOU'RE READY AFTER YOU'VE READ THOSE FIRST COUPLE OF PARAGRAPHS ABOUT GOAL MONITORING, HAVE A CONVERSATION WITH YOUR PARTNER ABOUT WHAT DID YOU TAKE AWAY FROM THOSE TWO PARAGRAPHS? WERE THERE ANY EITHER AHAS OR THINGS THAT CREATE ADDITIONAL QUESTIONS FOR YOU? YES.

>> REALITY.

>> TELL ME MORE ABOUT THAT. THE REALITY IS IN THERE.

>> WELL, WE'RE LOFTY IN OUR EXPECTATIONS, AND THAT'S WONDERFUL, AND OUR GOAL IS EXACTLY THAT, GOD BLESS YOU BUT IN OUR DESIRE FOR INSTANT OUTCOMES, WE SOMETIMES FORGET REALITY.

>> GOT YOU. YEAH. IN THEIR MENTIONS, THIS IS WHERE WE CHECK FOR ALIGNMENT BETWEEN OUR VISION THAT YOUR VISION IS REFLECTED IN YOUR GOALS, AND THE REALITY.

REALITY IS THE CURRENT STATE OF STUDENT PERFORMANCE.

[02:05:07]

PROGRESS MONITORING IS AN OPPORTUNITY TO DO A CHECK ON WHERE IS THE INTERSECTION BETWEEN VISION AND REALITY, OR WHAT IS THE DISTANCE BETWEEN VISION AND REALITY.

GREAT. THANK YOU, BRIDGET, FOR SHARING THAT.

ANYBODY ELSE HAVE AN OBSERVATION ABOUT THAT FIRST PART ABOUT WHAT GOAL MONITORING IS?

>> POSITIVE OR JUST CONSTRUCTIVE FEEDBACK? [NOISE]

>> EITHER WAY POSITIVE OR CONSTRUCTIVE FEEDBACK.

>> REMEMBER THIS IS OBVIOUSLY NOT A TEACHER.

WHAT HAPPENS TO THE GOAL IF YOU MAKE MORE LIVELY EQUITY IN THE CLASSROOM? WHAT BEHAVIORS ARE OFFERED IN THE CONSTITUTION, EITHER A BLANKET STATEMENT ASSUMING THAT ALL COMMUNITIES OFFER THE SAME SUGGESTIONAL EQUITY? THANK YOU.

>> THERE ARE SOME GENERALITIES THAT ARE MAYBE ASSUMED IN THIS.

LET'S LOCALIZE IT THEN.

I THINK THAT'S GOOD FEEDBACK.

LET ME ASK YOU A QUESTION.

SOMETIMES WE CAN LEARN BY NON-EXAMPLES.

WHAT WOULD BE AN EXAMPLE OF SOMETHING THAT IS NOT THE GOAL OF PROGRESS MONITORING? SUE.

>> [INAUDIBLE]

>> EXACTLY, SO PROGRESS MONITORING IS NOT A CONVERSATION ABOUT WHAT SHOULD BE DONE TO CHANGE THE REALITY.

>> I DO HAVE A QUESTION IN REGARDS TO THAT.

WE ALSO VOTE ON THE MONEY THAT WE USE TO MEASURE STUDENT OUTCOMES.

SO WHEN I'M LOOKING AT THESE GOAL PROGRESS MEASURES AND WONDERING THE DOLLARS THAT WE'RE SPENDING AT EACH CAMPUS.

WHO WAS IT? WAS IT KATHY? SOMEBODY LAST NIGHT WAS TALKING ABOUT EACH CAMPUS NOT HAVING A TA OR THE TUTORING OR WHATEVER IT WAS THAT WE WERE TALKING ABOUT LAST NIGHT.

WELL, THEN THAT SHAPES AND MOLDS THE RESOURCES THAT WE NEED TO PUT IN SO THAT WE DO GET EFFECTIVE STUDENT OUTCOMES.

I'M LOOKING AT THE GOAL PROGRESS MEASURES LIKE LAST NIGHT WHEN I WAS LOOKING AT THE STUDENT WITH DISABILITIES DATA, THOSE NUMBERS WERE OUTRAGEOUSLY LOW, SO THAT TELLS ME WE NEED TO INVEST MORE DOLLARS HERE.

THE WAY THAT STUDENTS LEARN IS YOU HAVE THEIR NEEDS MET OR THEIR IEPS IN [INAUDIBLE], SO THAT HELPS GUIDE NOT JUST THE GOALS, BUT ALSO OUR VALUES LIKE ARE WE GOING TO PUT OUR MONEY WHERE OUR VALUES ARE.

I'M NOT TRYING TO HAVE I GOT YOU GOVERNANCE.

IT'S INFORMING WHAT I NEED TO DO AS A BOARD MEMBER TO KNOW WHERE WE SHOULD PLACE OUR RESOURCES.

>> ELIZABETH, I AGREE THERE ARE TIMES AND PLACES WHERE YOU ARE BEING ASKED BECAUSE THERE ARE LEGAL REQUIREMENTS WHERE YOU ARE REQUIRED TO MAKE SOME DECISIONS THAT ARE RELATED TO INPUTS.

I'LL USE THE PHRASE THAT SUE USED EARLIER WITH INPUTS.

TYPICALLY THOUGH, THAT'S NOT DURING YOUR GOAL PROGRESS MONITORING.

THAT'S NOT TO SAY THAT YOU MAY NOT COME BACK.

YOU MAY HAVE INFORMATION TO SAY, I REMEMBER AS WE PROGRESS MONITORED OVER THIS YEAR AND WE'VE NOTICED THAT WE'RE NOT MAKING THE PROGRESS WE NEED TO MAKE IN THIS AREA.

WHEN IT COMES TIME TO DISCUSS THE BUDGET, I THINK THEN THAT'S A VALID QUESTION IS, WHAT ARE WE DOING? HOW IS THIS BUDGET REFLECT WHERE THE DISCREPANCY BETWEEN THE REALITY AND WHERE OUR VISIONS ARE, WHAT OUR GOALS ARE? I JUST DON'T BELIEVE THAT THE BEST TIME FOR THOSE ARE DURING YOUR PROGRESS MONITORING.

>> I THINK IT'S PARALLEL.

YOU CAN'T HAVE A $2.4 BILLION BUDGET WITH

[02:10:03]

ALMOST 2 BILLION MORE DOLLARS WITH ASOR FUNDING AND NOT FOCUS ON BOTH.

IT HAS TO BE PARALLEL.

THERE'S NO WAY THAT YOU CAN'T TIE MONEY TO OUTCOMES. THERE'S JUST NO WAY.

I GET WHAT YOU'RE SAYING WITH THE GOAL PROGRESS MEASURES, BUT IF THERE WERE A WAY TO GO PROGRESS MEASURE A BUDGET, AND MAKING SURE THAT IT IS ALIGNED TO OUR VISION AND OUR VALUES, THEN WE NEED TO DO THAT.

JUST BECAUSE LONE STAR GOVERNANCE RESTRICTS US TO X, Y, AND Z DOESN'T MEAN WE CAN'T ADD A, B, AND C.

>> EXACTLY.

>> I'M ALWAYS BEING INFORMED.

I'M ALWAYS THIRSTY FOR KNOWLEDGE AND LISTENING TO MY COLLEAGUES.

EVEN THOUGH YOU THINK I'M NOT LISTENING, [LAUGHTER] I PROMISE YOU I HEAR YOU LOUD AND CLEAR.

BUT IT DOES, IT INFORMS ME THAT KIDS IN DISTRICT 2 NEED MORE RESOURCES SO HEY, WE SHOULD PUT MONEY THERE.

WE SHOULD PUT MONEY WHERE OUR VALUES ARE.

IF THERE WAS A WAY THAT WE CAN RESTRUCTURE, REFRAME, AND ADD A WAY TO GO PROGRESS MONITOR OUR BUDGET, THEN LET'S DO IT.

>> WELL, I DON'T THINK THESE THINGS ARE MUTUALLY EXCLUSIVE, ELIZABETH.

I DON'T WANT TO COMMUNICATE THAT THESE THINGS AREN'T RELATED.

I THINK EVEN QUESTIONS CAN BE ASKED RELATED TO RESOURCES THAT ARE DONE IN A VERY PRODUCTIVE WAY, THAT ARE DONE IN A WAY OF TRULY SEEKING UNDERSTANDING AND OF NOT GIVING DIRECTION THAT'S OUTSIDE YOUR SCOPE. SUE.

>> WHERE MY BRAIN IS IN THAT SPACE ABOUT BUDGET DURING PROGRESS MONITORING IS I'M LOOKING FOR IN MY LINES OF INQUIRY AND I THINK WE'RE JUST NOT THERE YET.

I THINK IT'S PART OF A PROCESS AND ALL OTHER QUESTIONS I ASK ARE TRYING TO GET TO A BETTER PROCESS OF UNDERSTANDING, WE HAVEN'T MET THE TARGET, WHAT CAN WE ANTICIPATE THE ADMINISTRATION GOING TO BRING TO US WHEN THE TIME COMES FOR A BUDGET CHANGE, WHETHER WE'VE MET A GOAL AND HERE'S WHAT THEY NEED TO SUSTAIN THAT OR SCALE IT.

OR WE HAVEN'T MET THE GOAL, HERE ARE THE CHANGES WE'RE MAKING AND HERE'S HOW WE'RE GOING TO ADJUST THE BUDGET, SO WHEN IT COMES TIME TO VOTE ON A BUDGET, WE'VE ALREADY HEARD THAT CONVERSATION, SO I DO THINK THAT THERE'S PLACE FOR BUDGET CONVERSATIONS WITHIN THE CONTEXT OF PROGRESS MONITORING.

I ALSO THINK IT'S A PLACE WHERE THE ADMINISTRATION CAN SAY, WE HAVEN'T ACHIEVED THE GOAL.

WE'VE RECOGNIZED THAT YOU ARE CHANGING OUR STRATEGY.

THIS WASN'T WORKING, WE'RE ADDING THIS, SO WE'RE GOING TO STOP SPENDING MONEY HERE IN ORDER TO SPEND MONEY HERE TO ACHIEVE THE REALITY WE'RE SEEKING THAT WE'RE NOT CURRENTLY EXPERIENCING.

>> I ALSO BELIEVE THAT IN THE CONVERSATION BETWEEN THE SUPERINTENDENT AND THE BOARD, THAT CONSIDERATION OF REASON BECAUSE THE IMPLEMENTATION OF RESOURCES IS ALMOST ALWAYS GOING TO BE INVOLVED IN THE SUPERINTENDENT'S RESPONSE TO WHERE ARE WE TODAY AND WHAT DO WE NEED TO DO TO GET TO WHERE WE WANT TO BE? THAT'S ALWAYS GOING TO BE INVOLVED.

WHAT I WANT AND I'M GETTING A LITTLE AHEAD OF MYSELF HERE, BUT THAT'S FINE THAT MEANS YOU ALL ARE READY TO HAVE THIS CONVERSATION IS HOW DO I AS A BOARD MEMBER SEEK THAT KNOWLEDGE IN A WAY THAT IS NOT SOMEHOW EITHER PERCEIVED AS BEING GIVING OPERATIONAL ADVICE.

DO ME A FAVOR. THE NEXT PART I WANT YOU TO SKIP, SO TURN TO THE SECOND PAGE AND I WANT YOU TO SKIP TO THE TWO SECTIONS. THERE'S TWO SECTIONS.

ONE IS CALLED EFFECTIVE BOARD MEMBER PARTICIPATION, ONE'S CALLED EFFECTIVE SUPERINTENDENT PARTICIPATION.

TAKE A COUPLE OF MINUTES TO READ THOSE, AND THEN I WANT US TO COME BACK AND TALK ABOUT THOSE AND THEN WE'RE GOING TO GET INTO SOME EXAMPLES.

I'M SORRY. YOU HAVE READ ON THE SECOND PAGE, READ THE SECTIONS THAT SAY EFFECTIVE BOARD MEMBER PARTICIPATION.

THERE'S FIVE BULLET POINTS UNDER IT, AND EFFECTIVE SUPERINTENDENT PARTICIPATION, THERE'S FIVE BULLET POINTS UNDER THAT.

[02:16:48]

DOES ANYBODY NEED A LITTLE BIT MORE TIME TO GO OVER? ARE WE READY TO DISCUSS THOSE? KATHY, YOU HAD YOUR HAND UP FIRST AND I THINK I SAW A HAND OVER HERE, SO GO AHEAD.

>> THANK YOU, RADY. I WAS TO MAKE A COMMENT ON THE LAST ONE AND I JUST DECIDED TO WAIT.

>> OKAY.

>> WITH IS EFFECTIVE BOARD MEMBER PARTICIPATION, THIS IS ACTUALLY SOME EXCELLENT POINTERS AND ALL OF THEM ARE REALLY GOOD.

BUT DO YOUR HOMEWORK COMING PREPARED.

IT'S ESSENTIAL WHEN YOU PREP FOR ANYTHING, BE IT REREAD A PAPER IN CHARGE OR YOU GO OUT INTO THE COMMUNITY MEETING WITH COMMUNITY.

I'M MAKING THOSE STATEMENTS AGAIN, KENDALL, BUT I'M PAINTING A PICTURE AND MY STATEMENTS LET ME JUST SAY THAT TOO.

I WAS TRAINED JUST THE OPPOSITE WAY.

WHEN YOU WANT TO ASK A QUESTION, WHEN YOU'RE TRYING TO GET SOMEWHERE, YOU PAINT A PICTURE, AND IN ORDER TO PAINT THAT PICTURE SOMETIMES IT'S A STATEMENT BEFORE YOU LAPSED INTO THE QUESTION, SO THAT'S WHY I DO THAT A LOT OF TIMES.

I KNOW MY TRAINING TO THE BIBLE SAYS, YOU SPEAK IN PARALLELS.

YOU DON'T JUST GIVE THINGS OUT JUST STRAIGHTFORWARD.

YOU CAN MAKE IT REAL SIMPLISTIC, SO THAT'S WHY I DO IT LIKE THAT.

BUT DO YOU HOMEWORK. THAT'S IMPORTANT.

OFTENTIMES IT BECOMES PRETTY EVIDENT THAT SOMETIMES THE HOMEWORK IS NOT DONE AND PEOPLE HAVE NOT PREPARED ACCORDINGLY, AND IT HOLDS EVERYBODY ELSE'S TIME HOSTAGE FOR THOSE THAT HAVE, AND I THINK THAT'S SOMETHING THAT WE COULD WORK ON COLLECTIVELY AS A BOARD, IS HOW NOT TO DO THAT.

THAT NO GOT YOUR COVENANTS AND DON'T OFFER ADVICE. IT'S A CONTINUOUS.

HAVE YOU NOT EXPERIENCED AND HAVE YOU NOT SEEN THAT SOME OF THE MEETINGS THAT WE HAD, THEY GOT YOU MOMENTS AND THE OFFERING OF THE ADVICE IN TRYING TO TELL THE SUPERINTENDENT WHAT TO DO AND HOW TO DO IT?

>> TO ANSWER YOUR QUESTION, WHAT I'VE SEEN AND I HAVEN'T JUST SEEN THIS IN HOUSTON, I'VE SEEN THIS IN OTHER BOARDS THAT I WORK WITH.

IS THAT INTERESTINGLY, AND I WANT TO BE CLEAR.

I'M NOT DISCOURAGING YOU FROM THE NUMBER OF QUESTIONS YOU ASK.

BUT THIS GOES BACK TO MY POINT ABOUT WHEN WE GOT INTO AROUND THREE, THEY END OF ROUND 2, ROUND 3.

IS, I THINK IT IS HUMAN NATURE THAT WE START TO DELVE INTO THE DETAILS AS WE ASK MORE QUESTIONS, AND WE'RE NATURALLY GOING TO CROSS THE, NOTE THAT THERE'S A SET LINE, BUT WE'RE GOING TO CROSS THAT FROM GOVERNANCE TO MANAGEMENT.

>> RIGHT.

>> YEAH.

>> THE MEDIAN LIKE TWO DIFFERENT LINES, TWO DIFFERENT SIDES FREEWAY THE MEDIAN.

YES. THAT EXAMPLE AGAIN, KENDALL.

BUT I THINK THAT IT'S IMPORTANT THAT WE REMIND OURSELVES THAT CONTINUOUSLY THAT WE'VE SET GOALS FOR THE DISTRICT AND THE SUPERINTENDENT, AND OUR GOALS, WE CAN SEE PROGRESS BASED AT THE BEGINNING OF THE YEAR WHEN THEY INITIALLY SAID THIS IS WHERE WE ARE.

THE MIDDLE OF THE YEAR, THIS IS WHERE YOU ARE SO FAR AND OBVIOUSLY THE ENDS OF THE YEAR.

[02:20:04]

EVERYTHING IN-BETWEEN SHOULD BE, AND CORRECT ME IF I'M WRONG, UP TO THE SUPERINTENDENT TO SAY OKAY, FOR THE BEGINNING OF THE YEAR, THIS IS WHERE WE ARE, AND WE'RE NOT ACHIEVING WHAT OUR OBJECTIVE IS BY THE MIDDLE OF THE YEAR.

SO LET ME CHANGE DIRECTION AS A SUPERINTENDENT AND DO SOMETHING DIFFERENT TO ACHIEVE THAT END OF THE YEAR TARGET.

>> THAT'S ACTUALLY ADDRESSED IN BULLET 3.

LOOK AT BULLET 3 UNDER EFFECTIVE SUPERINTENDENT PARTICIPATION, ONLINE MONITORING WITH MANAGERIAL ACTION.

I THINK THAT'S WHAT YOU'RE DESCRIBING.

>> IT IS. AGAIN, I THINK THAT WE NEED TO REMIND OURSELVES OF THAT AS WE START TALKING ABOUT LSD AS OPPOSED TO TELLING THE SUPERINTENDENT GIVE THE DIRECTIVE OF WHAT HE OR SHE SHOULDN'T BE DOING.

>> ALL RIGHT. JUST NOTICE THAT THIS GOES BACK TO THIS.

I KNOW NOT EVERYBODY LOVES THIS PHRASE, BUT THIS GOES BACK TO THIS TEAM OF TEN.

IT'S NOT JUST THE BOARD'S ROLE, BUT IT'S ALSO SUPERINTENDENT'S ROLE TOO.

EACH OF YOU HAVE AN EQUAL ROLE.

OTHER OUTSOURCE AS PAINFUL.

>> UNDER EFFECTIVE SUPERINTENDENT PARTICIPATION, WHERE IT SAYS DON'T SUGARCOAT THE DATA.

IF A TRUSTEE ABSORBS AND FEELS THAT THE DATA HAS BEEN SUGARCOATED, DO WE SIMPLY JUST TAKE NOTES THERE OR DO WE REDRESS THE SITUATION? WE ADDRESS IT ON DIETS.

IF YOU FEEL LIKE THE ANSWER IS NOT FULLY ANSWERED TO YOUR SATISFACTION.

>> I'M GOING TO ANSWER YOUR QUESTION WITH A QUESTION BECAUSE I WANT TO MAKE SURE I ADDRESS IT PROPERLY.

SOMETIMES SUGARCOATING CAN BE SIMPLY SAYING THAT THIS IS WHAT THE REALITY IS, BUT THE REALITY IS A LOT BETTER THAN WHAT YOU THINK IT IS.

I'M STILL GIVING YOU THE FACTUAL REALITY, BUT I'M TELLING YOU SOME PEOPLE USE THAT PHRASE, POLLYANNA OR WHATEVER, THEN I'M TELLING YOU, IT'S ALL GOING TO BE OKAY.

OR ARE YOU SAYING I'M NOT GETTING THE FACTUAL REALITY, BECAUSE MY ANSWER IS GOING TO BE DIFFERENT.

IS IT THAT YOU'RE NOT GETTING THE FACTS OR THAT YOU'RE GETTING THE FACTS, BUT YOU THINK EVALUATION OF THE FACTS MAY BE TOO OPTIMISTIC?

>> YEAH. I'M NOT GETTING THE FACTS IS WHAT I'VE [OVERLAPPING]

>> OR YOU'RE NOT GETTING THE FACTS AT ALL? THEN I THINK THAT THERE IS A TIME AND PLACE AND WE'LL TALK ABOUT THAT TO ASK QUESTIONS ABOUT THE DATA WE'RE GETTING.

NOW, HERE'S MY GUIDANCE TO YOU, IS IF YOU'RE DOING A GOAL PROGRESS MONITORING SESSION AND YOU WANT MORE DATA, MAKE SURE THE DATA IS RELATED TO THAT GOAL PROGRESS MEASURE.

I RECOMMEND THAT YOU NOT DELVE IN.

SAY, I KNOW WE'RE TALKING ABOUT LIKE LAST NIGHT, WE WERE TALKING ABOUT COLLEGE AND CAREER MILITARY READINESS.

NOT THE TIME TO TALK ABOUT HOW WE'RE DOING IN EARLY CHILDHOOD LITERACY.

I'M NOT SAYING THOSE TWO THINGS AREN'T CONNECTED, BUT IT'S NOT THE DATA WE'RE TALKING ABOUT AT THE MOMENT.

SO ASK FOR THE DATA.

IT'S APPROPRIATE TO DO THAT.

YOU CAN EITHER DO THAT.

NOW BACK TO KATHY'S COMMENT ABOUT THE HOMEWORK, I'M GOING TO SHOW MY BIAS HERE AS A FORMER SUPERINTENDENT AND NEVER HAVE BEEN A BOARD MEMBER, I'D MUCH RATHER GET THAT QUESTION BEFORE THE BOARD MEETING INSTEAD OF AT THE BOARD MEETING IF YOU KNOW, SO IN OTHER WORDS, YOU GET THE MONITORING REPORT AHEAD OF TIME AND YOU LOOK AT IT AND YOU SAY, I DON'T HAVE ALL THE DATA TO SHOW WHAT THE REALITY IS, I'D MUCH RATHER GET THAT QUESTION AHEAD OF TIME THAN AT THE DICE.

I THINK THAT'S MORE OF JUST A PROFESSIONAL COURTESY. YEAH.

>> JUST ONE MORE FOLLOW-UP QUESTION.

DO YOU THINK IS NECESSARY TO READ THE Q&A INFORMATION OR WHEREVER WE WOULD GET IT BY EMAIL AND GET AN ANSWER AND STILL COME OUT ON THE DICE AND ASK THE SAME QUESTION AGAIN? IS IT NECESSARY IN YOUR OPINION, IS THAT ALLOW?

>> THOSE ARE TWO QUESTIONS. YOU ASKED ME IS IT NECESSARY AND IS IT ALLOWED?

>> IT'S A TRUSTEE, GET THE ANSWER.

YOU WANT IT, YOU KNOW YOU SAW IT ON YOUR EMAIL, BUT YOU COME OUT HERE AND ASK AGAIN IN PUBLIC.

>> I AM GOING TO TELL YOU, THIS IS NOT PART OF THIS DOCUMENT HERE.

THIS IS A TOTAL ROBBIE MCGOWAN OPINION ON THIS.

MY RECOMMENDATION TO YOU IS TO GO PROGRESS MONITOR AS

[02:25:01]

IF NOBODY ELSE WAS IN THE ROOM EXCEPT THE BOARD AND THE SUPERINTENDENT AND THE STAFF.

I AM USING THIS UNIVERSAL, PLEASE UNDERSTAND IT.

IF THERE'S SOMETHING I SEE SPECIFICALLY HAPPENING JUST IN HOUSTON, I'LL TELL YOU, HEY, THIS IS SOMETHING I THINK YOU DON'T NEED TO ADDRESS.

I HAVE SEEN THIS IN OTHER PLACES TOO.

I THINK SOMETIMES I GET IT THAT THERE'S AN AUDIENCE AND WE SOMETIMES CAN BE IMPACTED.

I AM GUILTY OF THAT OFTENTIMES TOO.

IF YOU GO BACK TO WHAT THE DEFINITION OF THIS IS, IT IS A CONVERSATION.

THE GOAL MONITORING, IF I'M GOING BACK TO THE SECOND PARAGRAPH ON THE VERY FIRST PAGE, GOAL MONITORING IS A CONVERSATION BETWEEN THE SCHOOL BOARD AND THE SUPERINTENDENT.

I'M AVOIDING YOUR QUESTION A LITTLE BIT, BUT WHAT I WILL SAY IS, IF I'M REPEATING THE QUESTION THAT THE DIE IS FOR THE BENEFIT OF THE AUDIENCE, I DON T KNOW THAT THAT'S A BENEFICIAL USE OF THAT QUESTION.

IF I'M DOING IT FOR THE BENEFIT OF MY FELLOW BOARD MEMBERS, THEN I DON'T HAVE A PROBLEM WITH THAT.

BRIDGET, DID YOU HAVE A COMMENT OR QUESTION?

>> YOU SAID THAT WE'RE SUPPOSED TO ALREADY HAVE GIVEN THE TECHNICAL QUESTIONS WITH THE SUPERINTENDENT PRIOR TO, BUT THAT'S VIA Q&A OR WHETHER THAT'S A PHONE CALL OR HOWEVER DO YOU WANT YOUR DATA.

>> ALL RIGHT.

>> MY QUESTION COMES BACK TO, WE USUALLY DON'T KNOW THAT INFORMATION UP THERE ABOUT WHAT HIS RESPONSES ARE GOING TO BE.

>> SORRY. YEAH. THANK YOU. [LAUGHTER]

>> WE GET THE SUPERINTENDENT'S RESPONSE.

>> GOT YOU.

>> IT'S THERE IN THE AGENDA.

>> THAT'S RIGHT.

>> WHICH SOMETIMES WE DON'T GET EDITED, WHATEVER.

THAT'S BESIDE THE POINT. THAT DOCUMENT, WHEN READ BY THE SUPERINTENDENT SOMETIMES WILL GET ADDITIONAL INFORMATION, A FLOURISH OR WHATEVER.

>> SOMETHING ADDITIONAL THAT WASN'T INCLUDED. [OVERLAPPING]

>> BECAUSE THEY'VE NOTES ABOUT WHAT HE'S GOING TO SAY.

>> RIGHT.

>> OR HE DIRECTS IT TO SOMEBODY ON THE STAFF AND THEY ANSWER THE QUESTION.

>> RIGHT.

>> WHICH THEN LEADS YOU TO ASK ANOTHER QUESTION BECAUSE YOU'RE GETTING INFORMATION IN REAL TIME.

>> GOT YOU.

>> THAT LEADS YOU TO SAY, OH, WELL, THAT TRIGGERS THAT QUESTION, WHICH ISN'T SOMETHING THAT YOU'D ALREADY PLANNED ON, BUT IT OPENS THE DOOR FOR THAT CONVERSATION AND THAT LINE OF QUESTIONING.

FOR ME, THAT IS, AND THIS COULD BE COMPLETELY WRONG, BUT TO ME THAT'S EFFECTIVE WHAT I WOULD CONSIDER NORMAL BOARD BEHAVIOR IF WE'RE TALKING ABOUT WHAT YOU DISCUSSED, WHICH IS WHERE THE SUPERINTENDENT, THE BOARD SITTING IN A ROOM ALL ALONE, THAT TO ME, IS THAT BACK-AND-FORTH DIALOGUE BETWEEN THE SUPERINTENDENT, ADMINISTRATION, AND THE BOARD ABOUT NOT TELLING YOU HOW TO DO IT AS MUCH AS SAYING OFFERING, AND I WANT TO JUST CHECK BECAUSE I ADMIT I DO IT.

>> RIGHT.

>> I ADMIT I DO IT. I'M NOT ABOVE IT OR NOT PRONE TO IT.

BUT MY POINT IS, INSTEAD OF HARASSING THE SUPERINTENDENT EVERY SINGLE TIME, I'VE GOT SOME THOUGHT OR IDEA ABOUT WHAT I THINK SHOULD BE GOOD, WHICH IS NOT MY ROLE, IT COMES NATURALLY OUT OF THE DIALOGUE THAT I'M HAVING, WHICH IS, WELL THEN, THIS MAKES SENSE.

THIS PUTS THESE TWO THINGS TOGETHER.

DOESN'T THAT MAKE SENSE? AGAIN, I'M JUST ASKING THE QUESTION ABOUT THAT LANE, THE MEDIAN IS EXTREMELY LOW OR VERY NARROW.

I THINK THAT HAVING IT BE SO TECHNICAL THEN PUTS US BACK IN THE HOPPER OF OUR GOAL MONITORING IS GOING TO BE ABOUT FIVE MINUTES.

THAT GOES BACK TO PAT'S POINT WHICH I TOTALLY AGREE WITH, IT'S THAT WE'RE TRYING TO MAKE IT SOUND LIKE WE'RE REALLY FOCUSED ON IT, SO IT SOUNDS GOOD TO THE PUBLIC, AND IT BECOMES THIS THEATER.

THERE'S A LINE THERE.

THAT'S WHAT I'M.

>> GRAPPLING WITH?

>> GRAPPLING. THANK YOU.

>> GOT IT. YEAH. THAT MAKES SENSE.

[02:30:01]

I'M GOING TO WORK BACKWARDS, I THINK, ON WHAT I HEARD.

THE FIRST PART ABOUT COULD OUR GOAL MONITORING PROGRESS SESSIONS TURN INTO FIVE MINUTES LONG AND NOW ALL OVER SUDDEN WE'RE BACK TO THE LSG POLICE ARE GOING TO COME AND GET US FOR NOT HAVING ENOUGH TIME.

THAT IS NOT THE PURPOSE OF THIS.

THE PURPOSE OF THIS IS, AND I WAS A LITTLE HESITANT ABOUT SHARING WITH YOU MY THOUGHTS ABOUT THE WHOLE WHEN WE GOT INTO THE END OF ROUND 2 AND THE FIRST OF ROUND 3 PART, BECAUSE THIS IS NOT ABOUT THE QUANTITY OF YOUR QUESTIONS.

I THINK AS WE HAVE MORE QUESTIONS, IT'S EVEN MORE IMPORTANT TO ASK, IS MY QUESTION TRULY GETTING AT THE PURPOSE OF GOAL MONITORING OR AM I SOMEHOW USING MY QUESTIONS TO GIVE OPERATIONAL ADVICE? I THINK IT'S JUST A QUESTION TO ASK.

HERE'S THE OTHER THING. I DON'T WANT THIS.

I RECOGNIZE.

THERE MAY BE SOME OTHER PEOPLE THAT ARE IN MY BUSINESS THAT DISAGREE WITH MY APPROACH TO THIS, BUT I RECOGNIZE THAT THIS GOVERNANCE MODEL, IT CAN BE VERY PRESCRIPTIVE.

HERE'S HOW I WANT YOU TO THINK ABOUT THIS CONVERSATION, IS JUST AS A GUIDE.

I DON'T EVER THINK THAT THERE'S A RUBRIC ON HERE THAT'S MEANT TO BE A GUIDE NOT TO ASPIRE TO BE 100 PERCENT.

BACK TO YOUR CONVERSATION, BRIDGET.

YOUR QUESTION IS, DOES THAT MEAN THERE WILL NEVER BE A TACTICAL QUESTION AT THE DIAS? NO. I THINK THAT'S UNREALISTIC.

WHAT I DO THINK, AND AGAIN, I'M GOING TO PUT MY SUPERINTENDENT HAT ON AGAIN, I THINK AS THIS IS A BACK-AND-FORTH, IT'S A CONVERSATION.

THIS MAY NOT BE A GREAT ANALOGY TO USE, BUT I'M GOING TO USE IT ANYWAY.

I WILL TELL YOU TODAY AS A SPOUSE, I AM WAY BETTER AT ESTIMATING OR BEING ABLE TO FIGURE OUT WHAT MICHELLE, WHAT MY WIFE'S QUESTIONS WILL BE ABOUT CERTAIN TOPICS THAT WE DEAL WITH AS A PARTNERSHIP.

[BACKGROUND] BUT WELL, I'M SMARTER TODAY THAN I WAS YEARS AGO, BUT I'VE STILL GOT A LONG WAY TO GO.

WHAT I THINK BACK TO YOUR EXAMPLE, IF I'M THE SUPERINTENDENT AND I'M GETTING A LOT OF TACTICAL QUESTIONS AT THE DIAS, BACK TO OUR I'M THE GENESIS OF TRANSFORMATION, I HAVE TO ASK MYSELF, DO I MAYBE NEED TO, IF I KNOW WE'RE GETTING THESE QUESTIONS, LET ME THINK ABOUT HOW I'M DOING MY SUPERINTENDENT RESPONSE THAT I'M GIVING OUT AHEAD OF TIME.

IT'S NOT JUST YOU-ALL, IT IS YOU-ALL AND ITS SUPERINTENDENT'S HOUSE TOO, THAT WE'RE WORKING TOGETHER.

I'M WORKING TOGETHER AS SUPERINTENDENT DOING MY SUPERINTENDENT RESPONSE PART.

YOU'RE WORKING TOGETHER IN MAKING SURE YOUR QUESTIONS ARE GOOD QUALITY QUESTIONS.

BECAUSE I WORK WITH ASPIRING SUPERINTENDENTS AND I WILL TELL THEM, I SAY, HERE'S THE DEAL AS A SUPERINTENDENT, YOU CAN RAGE AGAINST THE WIND, SO TO SPEAK, AND SAY, OH, MY BOARD IS GETTING INTO OPERATIONS AND THEIR MICRO MANAGING, AND IF YOU DON'T EVER STOP AND ASK YOURSELF, IS THERE SOMETHING I CAN DO? ARE THEY MICRO-MANAGING BECAUSE MAYBE THEY DON'T HAVE THE INFORMATION THEY NEED? SOMETIMES BECAUSE OF MICROMANAGEMENT MAYBE JUST THAT I NEED MORE INFORMATION TO KNOW BECAUSE NATURE ABHORS A VACUUM, SO IF I DON T KNOW THAT INFORMATION, I'M GOING TO FILL IT IN.

I THINK AS YOU JUST THINK ABOUT, AGAIN, YOU'RE NOT JUST COUNTING MINUTES, BUT IF I'M THINKING ABOUT THE QUALITY OF PROGRESS MONITORING, THE QUALITY OF YOUR QUESTIONS, THE QUALITY OF THE SUPERINTENDENT'S REPORT AND RESPONSE, I THINK WHAT YOU'RE GOING TO GET TO IS YOU'RE GOING TO GET TO A TIME WHERE YOU MAY NOT NEED AS MANY OF THOSE TACTICAL QUESTIONS.

THEY JUST MAY NOT NATURALLY COME UP.

>> FIRST, I WANT TO SAY THAT I LIKE THE CONVERSATION THAT'S GOING ON RIGHT NOW BECAUSE I WAS PREPARED TO LEAVE.

BUT AS LONG AS I'M LEARNING AND IT'S EFFECTIVE, I'LL BE HERE.

BUT THE ONE THING THAT CAME

[02:35:04]

OUT TO ME WAS HAVING SHARED THE QUESTIONS WITH THE SUPERINTENDENT.

THAT I THINK NEEDS TO BE PRACTICED MORE.

I KNOW SOMETIMES WE DON'T GET THE Q&A BEFOREHAND, BUT THERE ARE TIMES WHEN SOME OF THE QUESTIONS GO INTO, DO YOU KNOW HOW MANY WHITE ERASERS WERE USED VERSUS RED ERASERS? SOMETHING THAT WE HAVE A LOT OF QUESTIONS THAT'LL GO, I DON'T KNOW.

LET ME GET BACK WITH YOU.

WELL, WHY DIDN'T YOU ASK THAT QUESTION EARLIER? THAT'S THE PART THAT STUCK OUT TO ME MORE IS ASKING QUESTIONS SO THAT THE SUPERINTENDENT IS READY OR THE SUPERINTENDENT'S STAFF IS READY TO ANSWER THOSE QUESTIONS FOR YOU.

OF COURSE, I AGREE WITH BRIDGET, ONE ANSWER MAY STROKE ANOTHER QUESTION OR SOMETHING, BUT TO ASK A QUESTION THAT YOU KNOW WHEN YOU ASKED IT THAT THEY WON'T KNOW THE ANSWER TO.

I DO AGREE WITH THAT PART THAT SAYS, SEND THE QUESTIONS IN.

THIS IS NOT A GOT YOU MOMENT.

>> IF YOU CAN, AND AN ALSO UNDERSTANDING THAT THERE, IT IS IMPOSSIBLE TO EXPECT THAT THERE'S NOT GOING TO AT SOME POINT BE A QUESTION THAT MAY NOT BE ABLE TO BE OFFERED, THE ANSWER MAY NOT BE ABLE TO ADDRESS.

THERE HAVE BEEN TIMES WHERE I DID THAT AS A SUPERINTENDENT.

THERE ARE TIMES WHERE, YOU KNOW WHAT? THANK YOU FOR THAT QUESTION AND WE WILL GET THAT QUESTION.

THAT GOES BACK TO THE ANSWER TO IT BECAUSE THAT GOES BACK TO I KNOW THERE'S THIS, WELL, GOSH, WE GOT A ROOM FULL OF PEOPLE AND WE WANT TO ANSWER THAT QUESTION.

IT'S NOT ABOUT THE ROOM FULL OF PEOPLE IS REALLY ONLY ABOUT IN THIS CASE 10 OF YOU.

IT'S ABOUT SUPERINTENDENT AND YOU-ALL.

ANYWAY. HOW ARE YOU DOING? I DON'T THINK WE'VE HAD A CHANCE TO MEET.

>> [INAUDIBLE].

>> I'M ROBBIE MCGOWAN. GOOD TO SEE YOU.

YOU'RE GOING TO COME SIT DOWN AND HANG OUT FOR A WHILE?

>> YEAH.

>> OKAY.

>> [INAUDIBLE].

>> YEAH.

>> THAT REQUEST BECAUSE WE WERE SITTING HERE TALKING, THIS TAKES BOTH PARTIES TO DO THIS EFFECTIVELY AND I KNOW THAT THE SUPERINTENDENT GOT CALLED AWAY SO I ASKED IF HE WOULD SEND SOMEBODY DOWN. THANK YOU.

>> SEAN, DO YOU HAVE THE HANDOUT? WE'RE TALKING ABOUT EFFECTIVE PROGRESS MONITORING HERE SO THANK YOU FOR THAT, JUDITH.

THEN I'LL COME BACK TO YOU, KATHY. JUDITH.

>> TO START A COUPLE OF COMMENTS SO THE TIME TRACKING THE WAY I SEE IT IS NOT SO MUCH THAT WE ELONGATE OUR PROGRESS MONITORING, BUT WE SHORTEN THE TIME WE SPEND ON ALL OF THE OTHER THINGS WHICH IS REALLY HARD TO DO SOMETIMES AS TRUSTEES.

I RECOGNIZE THAT THERE IS A LOT OF THINGS THAT ARE ASKED OF US, BUT I THINK SOMETIMES WE FIXATE IT ON THE TIME, BUT THEN THINKING ABOUT ALL OF THE OTHER THINGS THAT WE'RE DOING.

I'M JUST THINKING ABOUT OUR MEETING LAST NIGHT.

WE HAD REDISTRICTING.

THERE WAS AN ITEM PULLED AND HOW MUCH TIME WE SPENT ON ALL OF THOSE OTHER THINGS, AS OPPOSED TO FIXATING ON JUST HOW MUCH TIME WE'RE SPENDING ON PROGRESS MONITORING.

THAT'S HOW I SEE THE PURPOSE OF THE TIME TRACKING.

I'VE ALWAYS HOPED FOR IT TO BE MORE OF A CONVERSATION AND BECAUSE WE SIT ON THE DAIS, WHICH I HATE THAT IT'S ABOVE AND A LOT OF TIMES WHEN THE STAFF IS ANSWERING THE QUESTIONS AND WE'RE LOOKING DOWN AT THEM, IT'S SO AWKWARD.

[LAUGHTER] I HATE IT. I WOULD LOVE FOR US TO HAVE IT MORE OF A DIALOGUE.

THAT JUST FOR THAT TIME, WE DON'T NECESSARILY THIS IS A PROPOSAL, A CONVERSATION THAT WE DON'T EVEN HAVE TODAY IF WE DON'T WANT TO.

JUST LIKE DO WE HAVE THE CAPABILITY AS A GROUP TO HAVE IT BE MORE OF A CONVERSATION AS OPPOSED TO NOW I'M IN THE QUEUE, I HAVE MY TWO MINUTES.

BUT SITTING LIKE WE'RE SITTING RIGHT NOW LOOKING AT THE DATA AND HAVING MORE OF A CONVERSATION AS OPPOSED TO IF IT'S JUST VERY STRUCTURED AND FORMAL.

I REALLY FEEL LIKE PROGRESS MONITORING SHOULD BE MUCH MORE CONVERSATIONAL SO THAT'S JUST SOMETHING I'VE ALWAYS HOPED FOR THREE YEARS INTO THE BOARD AND WE'RE STILL DOING THE SAME STRUCTURE. [LAUGHTER]

>> THAT SOUNDS LIKE MORE OF A DISCUSSION FOR THIS GROUP.

WHAT ARE YOUR THOUGHTS TO JUDITH'S COMMENT AND A QUESTION ABOUT HOW THE LOGISTICS OF HOW YOU DO PROGRESS MONITORING.

THEN KATHY, I HADN'T FORGOTTEN ABOUT JENNA, YOU GOT A QUESTION?

[02:40:02]

>> I TRIED TO BE VERY EFFICIENT WITH TIME.

I LIKED THE IDEA.

I WORRY ABOUT THE LOGISTICS OF IT.

JUST BECAUSE SOME OF US ARE LONG-WINDED AND WILL GO ON FOREVER.

I'M NOT JUST TALKING ABOUT YOU SUE, NO WORRIES.

[LAUGHTER] BUT THAT WORRIES ME.

AT LEAST I LIKED THE STRUCTURE BECAUSE I KNOW THAT THERE'S AN ENDPOINT TO SOMEBODY'S COMMENTS AND SOMETIMES IN CLOSED SESSION I'M LIKE MY GOD, MY 25 MINUTES IN THERE'S NOT AN ENDPOINT.

THAT'S MY CONCERN WITH THAT.

>> THE STRUCTURE SEEMS TO HELP. [NOISE] NEXT TO YOU.

>> STRUCTURE IS IMPORTANT.

THE DIALOGUE IS MORE IMPORTANT BECAUSE IN MY OPINION, THE DIALOGUE BECAUSE OF THE FACT THAT WE'RE TALKING ABOUT THE CHILDREN, JUST LIKE RIGHT NOW, SEVERAL PEOPLE MENTIONED ABOUT CONVERSATION IS STRIKING UP OTHER QUESTIONS AND THAT'S IMPORTANT.

THIS IS AN IMPORTANT PART OF TEAM BUILDING.

IT'S HAVING THOSE DISCUSSIONS.

I MENTIONED ONE TIME BEFORE ABOUT WHAT DO YOU CALL THOSE BUY BOARDS? WHAT DO YOU CALL THEM? THE BUY BOARDS?

>> THE PURCHASING CO-OPERATIVE BUY BOARD.?

>> THE ONE THAT GOES ON THE WALLS TO VARIOUS CAMPUSES AND SOMEONE SAID THAT THEY HAD [OVERLAPPING]

>> ALL THE MARKING [OVERLAPPING]

>> SMARTBOARDS. THANK YOU. THEY ARE HAVING THIS DIALOGUE WAS ONE OF THE TRUSTEES, DID THAT ONE OF THE CAMPUSES HAD EXCESS SMART BOARDS.

I ASK IF WE HAVE IN THIS DIALOGUE.

I CAN SAY KATHY NEEDS SOME SMARTBOARDS OVER AT ABCDE BECAUSE YOU WOULDN'T KNOW THAT.

THE TRUSTEES WOULD KNOW THAT AND THIS IS AN OPPORTUNITY IN HAVING THIS TYPE OF CONVERSATION TO BE ABLE TO SHARE IT SO I'LL ASK THIS QUESTION, KENDALL, THERE WILL BE A QUESTION.

[BACKGROUND] BUT I DON'T AGREE WITH THAT. I DON'T AGREE WITH THEM.

HOW WOULD YOU KNOW IF CAMPUS ABC HAS SMARTBOARDS AND SOMEBODY ELSE ALREADY MESSING THE THING.

>> I DON'T THINK IT'S A TRUSTEE'S ROLE TO KNOW THAT.

>> WE WOULD, BUT WHEN IT'S MENTIONED, WHAT I'M SAYING IS THIS IS AN EXCHANGE OF DIALOGUE.

THIS IS LIKE A GARAGE SALE.

HAVE AND HAVE NOT.

IF SOMEONE HAS THEM AND HAVE EXCESS AND THEY'RE GOING TO SIT INTO THE WAREHOUSE, KATHY CAN SAY, WELL, I KNOW OF A PLACE WHERE THEY MAY NEED THEM AND LET THEM WORK.

I'M NOT GOING TO GET HIM, BUT LET THEM WORK OUT HOW TO GET THEM TO THAT PARTICULAR PLACE, EVEN IF IT'S NOTIFYING THE SUPERINTENDENT OR DR.

BURN THIS IS A CONVERSATION THAT'S BEEN HEARD, BUT THAT DIALOGUE IN MY OPINION NEEDS TO OCCUR.

>> MY RESPONSE IF I COULD I WANTED TO RESPOND TO THAT, KATHY.

I WANT TO CLARIFY THAT WHAT WE'RE TALKING ABOUT HERE IS GO PROGRESS MONITORING DURING BOARD MEETINGS.

THAT IS NOT SAYING THERE SOMETIMES IS BOARD WORK WHERE THERE'S CONVERSATION OUTSIDE OR QUESTIONS RAISED OUTSIDE OF BOARD MEETINGS, SO I AGREE.

I THINK THE QUESTION THAT EXAMPLE IS REALLY AN OPERATIONAL IT'S THE SUPERINTENDENT AND IF YOU WERE TO HAVE THAT IF YOU WERE TO BECOME AWARE OF THAT, THEN THE RESPONSE WOULD EITHER BE OKAY, WANT TO MAKE SURE THE SUPERINTENDENT, AS I'M AWARE OF IT, BUT THAT'S REALLY NOT IN MY REALM.

THAT'S THE WHAT WAS IT TOTAL? IT'S NOT WORKING AT A CAMPUS, OR THE EXAMPLE I ALWAYS USE IS THAT'S THE POTHOLE IN THE CAR RIDER PICKUP LINE AT ELEMENTARY SCHOOL.

THAT'S NOT MY JOB, BUT IT IS THIS GUY'S JOB AND BY THIS GUY'S JOB, I MEAN HIS JOB, YOUR JOB, THE OTHER PEOPLE THAT EARN A PAYCHECK SO LETTING THEM KNOW.

I DON'T THINK THAT'S THE CONVERSATION YOU HAVE AROUND THE DAIS.

>> I AGREE. I'M SAYING IN LIGHT OF THE FACT THAT I THINK RICHARD WAS SAYING THAT ABOUT HAVING THIS TYPE OF-

>> THE TACTICAL QUESTIONS.

>> IT WILL YEAH AND HANDLES CONVERSATION.

JUST SIT DOWN AND BE ABLE TO TALK ABOUT IT.

YOU HAVE AN EXCHANGE OF INFORMATION HAS BEEN SUBMITTED AS FAR AS PROGRESS MONITORING, I'M SAYING WE CAN DO A WHOLE LOT OF CONVERSATION IN THIS TYPE OF SETTING, INCLUSIVE OF, I'VE GOT SOMETHING OVER HERE, SOME EXTRA, HEY, LOOK, I GOT SOMETHING OVER HERE AND SOMEBODY SAYS, I NEED IF THEY DON'T NEED IT JUST GOES ON ABOUT THE BUSINESSES.

BUT I'M SAYING THAT THIS IS AN OPPORTUNITY TO EXCHANGE INFORMATION AMONGST TRUSTEES. THAT'S ALL I'M SUGGESTING.

I'M NOT SAYING DO IT ON THE DAIS I WAS TALKING ABOUT AS IT WAS SUGGESTED ABOUT DOING THOSE, HAVING THOSE CONVERSATIONS, DIALOGUE, PLAYING CATCH-UP BALL BACK-AND-FORTH WITH THE TRUSTEES AND SUPERINTENDENT, PUT THEM HERE, CITY.

>> JUST SO I CAN MAKE MY FRIEND LISA OVER THERE HAPPY.

WE'RE DOING ALL OF THAT WITHIN THE REALMS OF THE PUBLIC OPEN MEETINGS ACT AND ALL THAT STUFF?

>> ABSOLUTELY, MS. LISA, [LAUGHTER].

[02:45:04]

>> AURTHER, IT'S YOU.

>> YOU DON' THINK YOU-

>> MICROPHONE.

>> OOPS, I'M MOVING IT. I FELT IT WAS IMPORTANT FOR THE STAFF TO BE HERE.

THIS IS A TEAM THING TO DO.

THE DIALOGUE AS JUDITH BROUGHT UP, IT SEEMS VERY MY LANGUAGE BUT TRANSACTIONAL.

AN INDIVIDUAL TRUSTEE ASKS A QUESTION, THE ADMINISTRATION ANSWERS THE QUESTION.

THEY'RE TRYING TO ANSWER TO MEET AN EXPECTATION OF AN INDIVIDUAL TRUSTEE AND HOW DO WE PULL IT INTO A MORE INTERACTIVE CONVERSATIONAL DIALOGUE THAT IS GROUNDED AND OUR CHILDREN ARE ACHIEVING TO THE DEGREE THAT WE EXPECT THEM TO? HERE ARE THE THINGS THAT ARE WORKING.

HERE'S WHAT WE NEED FROM THE BOARD TO SUSTAIN AND SCALE THIS OR WE'RE NOT ON TRACK.

HERE'S HOW WE'RE ADJUSTING COURSE AND THEN QUESTIONS THAT MIGHT PERTAIN TO GO A LITTLE DEEPER TO UNDERSTAND HOW WE CAN SUPPORT SO ON AND SO FORTH.

I KNOW THE MONTH THAT I FEEL I LOVE THIS PROCESS.

A LOT OF TIMES I'M ONE OF THE ONES THAT EITHER ASK FOR OR SUPPORTS A THIRD ROUND BECAUSE SOMETHING HAS BEEN BROUGHT UP AND I'M LIKE, OKAY, I WANT TO KEEP IMPROVING ON THIS CONVERSATION SO THAT IN THE FUTURE WE CAN HAVE BETTER AND BETTER CONVERSATIONS.

I GUESS I'VE GOT AN ASK FOR YOU, ROBBIE TO YOUR QUESTION OF WHAT DOES THE BOARD WANT FOR SETUP? I DON'T LIKE THE DAIS EITHER.

I DON'T LIKE BEING ABOVE EVERYBODY ELSE.

I DO WANT TO HEAR WHAT OTHERS HAVE TO SAY ABOUT IT.

I KNOW WHEN THERE ARE SAFETY CONCERNS TO CHANGING THE STRUCTURE FROM TIME TO TIME.

BUT ARE THERE BOARDS THAT YOU HAVE WORKED WITH OR OBSERVED YOURSELF THAT HAVE GOTTEN TO A REALLY EFFECTIVE PRACTICE AROUND THIS THAT EITHER WE COULD AS A GROUP, WATCH THEIR VIDEO WITH YOU, OR IF THEY'RE NOT TOO FAR AWAY, WE COULD GO ON A FIELD TRIP WITH THEM, WHATEVER LISA ALLOWS US TO DO TO EVEN INTERACT WITH THEIR BOARD AND LEARN FROM THEM.

I JUST WANTED TO MAKE THAT ASK OF YOU.

>> I WILL TELL YOU I MENTIONED EARLIER THAT THE QUESTION ABOUT BOARDS LOOKING AT THE QUALITY OF THE PROGRESS MONITORING INSTEAD OF JUST THE QUANTITY OF IT IS A STEP IN A MATURING BOARD.

I SAY ALL THAT TO SAY THERE AREN'T.

I'M COACHING ANOTHER BOARD WITH LONE STAR GOVERNANCE AND I WILL TELL YOU THEY STILL GOT A LOT OF WORK TO DO ON THE QUANTITY PART AND THEY'RE NOT READY TO HAVE THIS CONVERSATION.

I SAY THAT IN A WAY I'M ACTUALLY TRYING TO GIVE YOU GUYS A COMPLIMENT AND THE FACT THAT I THINK YOU'VE MADE PROGRESS IN QUANTITY AND I THINK YOU'RE DOING GOOD THINGS QUALITY-WISE TOO TO THE POINT TO WHERE I THINK YOU'RE NOT GOING TO.

FIRST OF ALL, WE CAN'T MAKE A DECISION DATE BECAUSE IT'S NOT AN AGENDA ITEM.

BUT I THINK I WANT TO PLANT THE SEED TODAY.

DO WE WANT TO START ALSO MONITORING HOW WE PROGRESS MONITOR, NOT JUST MONITORING HOW LONG WE PROGRESS MONITOR, BUT GET TO A POINT TO WHERE WE'RE ASKING THE QUESTIONS WE WANT TO ASK? I SEE A THUMBS UP AND THEN I SEE TWO HANDS UP.

ELIZABETH, YOUR HAND UP. I SAW YOURS FIRST AND THEN I'LL COME OVER TO YOU KEN.

>> FIRST OF ALL, ROBBIE, I HAVE A COMPLAINT.

>> OKAY.

>> THE NUMBERS ARE STACKED AGAINST THOSE OTHER BOARDS BECAUSE I'M SURE THEY DON'T HAVE NINE.

[LAUGHTER] I'M JUST SAYING WE HAVE TWO ADDITIONAL TRUSTEES.

>> SO YOU GET MORE MINUTES?

>> SO WE GET MORE MINUTES.

JUST LET'S BE FAIR TO THE OTHER BOARDS. LET'S BE FAIR.

>> I APPRECIATE THAT.

>> SECOND, IT WAS JUDITH'S POINT? I'M SORRY, JUDITH I BRAIN FOG FROM LAST NIGHT, BUT IN REGARDS TO SUE'S COMMENTS ABOUT WATCHING OTHER BOARDS, I WANT TO WATCH US.

CAN YOU DO A VIDEO AND SHOW AN EXAMPLE OF ONE OF OUR QUESTIONS? I DON'T MIND.

I'M OKAY WITH BOTH POSITIVE AND NEGATIVE FEEDBACK BUT THE THINGS THAT I'M DOING WELL, HOW CAN I PERFECT THE THINGS THAT I NEED IMPROVEMENT ON? PLEASE, YOU'RE OUR COACH, COACH ME TO BE BETTER.

YOU CAN USE ME AS AN EXAMPLE OR A NON-EXAMPLE.

>> WELL, ACTUALLY OUR ACTIVITY

[02:50:01]

THAT IS ACTUALLY GOING TO BE BECAUSE WE REVAMPED OUR AGENDA TODAY IS I WANT US TO AT LEAST LOOK AT A QUESTION AND I WANT US TO USE THIS RUBRIC AND WE'RE GOING TO JUST SEE.

AGAIN, THIS IS NOT THE END-ALL-BE-ALL RUBRIC, BUT IT IS A RUBRIC.

IF WE WERE GOING TO USE THIS RUBRIC, HOW WOULD WE SCORE A QUESTION THAT WAS ASKED AT A MEETING? I HAD ORIGINALLY ASKED YOU-ALL TO THINK ABOUT LAST MONTH'S MEETING, BUT WE CAN USE A QUESTION FROM LAST NIGHT AS WELL.

BEFORE WE DO THAT THOUGH, KENDALL HAD A QUESTION.

>> I HAVE ONE LAST QUESTION. IT'S HOUSEKEEPING, I GUESS.

WHAT TIME ARE WE FINISHING? I HAVE TO GO PICK UP MY SON.

>> 3:00.

>> 3:00 WAS OUR ORIGINAL TIME.

I THINK WE MAY FINISH A LITTLE EARLIER BECAUSE REMEMBER, WHERE THERE SOME OF THE TEAM-BUILDING PART, WE'RE NOT GOING TO DO.

I WOULD SAY WE SHOULD BE OUT OF HERE WITHIN NO LONGER THAN AN HOUR, BUT MAYBE CLOSER TO 45.

REALLY OUR LAST ACTIVITY IS TO LOOK AT A QUESTION.

>> [INAUDIBLE].

>> [INAUDIBLE].

>> GOT YOU. [BACKGROUND]

>> KENDALL, WHAT WAS YOUR QUESTION OR COMMENT?

>> THANK YOU. A WHILE BACK, WE WERE CONSIDERING HAVING A COACH BE ON SCREEN DURING OUR MEETINGS TO GIVE FEEDBACK.

THAT WAS BACK I REMEMBER WHEN I FIRST GOT ELECTED IN HA WAS HELPING US OUT.

WAS THAT EVER BROUGHT TO YOUR ATTENTION AND DO YOU STILL SEE THAT OR THE BOARD SEE THAT AS A NECESSITY TO HAVE A COACH LIVE ON THE SCREEN HELPING US DURING OUR BOARD MEETINGS?

>> I HAVE NEVER SEEN THAT OR PARTICIPATED IN.

USUALLY, MY ROLE IS OBSERVING AND GIVING FEEDBACK AFTER THE MEETING.

NOT DURING THE MEETING BECAUSE REMEMBER THE MEETING IT'S A MEETING OF YOU GUYS.

NOW I KNOW YOU HAVE QUESTIONS FOR LEGAL COUNSEL FROM TIME TO TIME BUT TYPICALLY THAT'S SOMETHING I WATCH AND GIVE FEEDBACK AFTERWARDS.

>> BECAUSE AT THE TIME WHEN IT WAS MENTIONED, I HEARD A LOT OF FORMATION OF MY COLLEAGUES THAT THEY LIKE THAT IDEA.

SOME OF THEM. ANYWAY, I JUST THOUGHT I'D THROW IT BACK UP.

>> I'VE HEARD OF SOMETHING SIMILAR LIKE THAT.

EVENTUALLY, IT TRANSITIONS TO A BOARD MEMBER DOING IT AND THE BOARD MEMBERS ROTATE DURING BOARD MEETINGS.

THAT WAY, EVERYBODY'S THINKING IS THERE AN EFFECTIVE QUESTION, IS THAT RELEVANT TO WHAT WE'RE DISCUSSING?

>> ULTIMATELY, THE IDEAL IS THAT YOU ARE ABLE TO DO THIS.

YOU BEING EACH OF THE BOARD MEMBERS, COULD ROTATE AND DO THIS IN TERMS OF HOW WE'RE ASSESSING THESE QUESTIONS. OKAY.

THANK YOU, KATHY.

>> AS FAR AS EFFECTIVENESS AND I KNOW YOU'RE GETTING READY TO DO THIS EXERCISE WITH A QUESTION MAYBE FROM LAST NIGHT, AND HOW WOULD WE GO ABOUT IT? I LIKED THE IDEA OF MAYBE I REALLY LIKED WHAT YOU SAID ELIZABETH ABOUT.

IF IT WAS POSSIBLE TO FIND A QUESTION SO IF EACH BOARD MEMBER HAD THEMSELVES, YOU COULD DO IT INDEPENDENTLY WITH US AND JUST SAY THIS IS THE QUESTION, THIS WAS A GOOD ONE, DO YOU SEE THE DIFFERENCE? I'M GOING TO USE A GOLF COACH, HE STANDS OVER ME AND GOES THAT SWING WAS VIDEOING ME AND SAYS, GOOD SWING BAD SWING, DO YOU SEE THE DIFFERENCE BETWEEN WHAT YOU DID? AT LEAST SOMETIMES THAT MAKES YOU SEE IT, AND THEN YOU CAN BETTER CHECK YOURSELF FROM THAT VISUAL.

JUST A THOUGHT, BUT I LIKED THE IDEA OF US BEING MORE DIGGING IN A LITTLE DEEPER AND IT MAY NOT BE FUN, BUT TO SEE IT.

>> AS YOU ALL MAY KNOW, IT'S BEEN A WHILE SINCE WE'VE TALKED ABOUT THIS BUT WHEN I FIRST CAME ON AS I WAS COACH BACK IN AUGUST AND I KNOW WE HAD THAT ONE MONTH WHERE I SAT OUT IN SEPTEMBER AFTER MY RETIREMENT.

BUT ONE THING I'M AVAILABLE TO DO IS WHAT WE CALL AD-HOC COACHING.

NOW, AGAIN, THERE ARE LIMITATIONS BASICALLY JUST ON TIME.

BUT I CAN SEE THAT AS AN AD-HOC COACHING WHERE EITHER A CALL OR A ZOOM CALL WHERE YOU SAY, "ROBBIE, THERE'S A COUPLE OF QUESTIONS EITHER THAT I HAD LAST MONTH OR THAT I'M THINKING ABOUT FOR THIS MONTH," AND TALK THROUGH THAT TOGETHER.

I THINK WE COULD DO IT THAT WAY.

I ALSO THINK THIS IS A GOOD COACHING MOMENT.

[02:55:02]

THIS ISN'T ALL GOING TO HAPPEN TODAY, I CAN SAY A YEAR FROM NOW, US CONTINUING AND HAVING THESE CONVERSATIONS AND THIS COULD BE A TRAINING MOMENT TO WHERE, HEY, THESE ARE A COUPLE OF QUESTIONS WE'RE THINKING ABOUT.

AGAIN, ACCORDING TO THIS RUBRIC, KNOWING THAT THIS IS NOT ETCHED IN STONE, BUT THIS IS AT LEAST A GUIDE, HOW WOULD YOU WRITE THOSE QUESTIONS?

>> JUST BUILDING ON THIS IDEA OF REAL-TIME COACHING THOUGH IN A GROUP SETTING, UNLESS YOU THINK THAT IS TOO ADVANCED FOR US, I THINK THAT THERE COULD BE VALUE, ESPECIALLY IF WE DO IT.

I KNOW NORMALLY WE'RE DOING IT ON OUR AGENDA REVIEW OR A REGULAR MONTHLY MEETINGS, BUT FOR TRAINING PURPOSES, TAKE A REAL PROGRESS THAT WHATEVER WE'RE MONITORING FOR THAT MONTH AND MOVE IT TO OUTSIDE OF THAT REGULAR MEETING.

THERE'S A LITTLE LESS PRESSURE AND EYES.

>> LIKE A WORKSHOP-TYPE SETTING?

>> MORE OF A WORKSHOP-TYPE SETTING.

MAYBE SITTING LIKE THIS OR AT A CONFERENCE TABLE ACROSS THE HALL OR SOMETHING AND TRYING OUT WITH YOUR COACHING, WITH YOUR FEEDBACK AND PUTTING SOME GUARDRAILS AND REIGNING US AND WHERE WE NEED TO BE.

GOING THROUGH THAT PRACTICE COLLECTIVELY IS, I DO THINK THERE'S VALUE IN THE ONE-ON-ONE CONVERSATIONS.

BUT I THINK THE DYNAMIC CONVERSATION, BECAUSE WE'RE ASKING FOLLOW-UP QUESTIONS OF EACH OTHER.

THEN ALSO WITH THE SUPERINTENDENT AND HIS STAFF BECAUSE I THINK SOMETIMES OUR QUESTIONS ARE PROMPTED BY, WELL, MAYBE YOU GAVE A RESPONSE TO A QUESTION, BUT MAYBE IT DIDN'T REALLY ANSWER THE QUESTION.

IT'D BE ABLE TO HAVE THAT IN A SAFER SPACE THAN I THINK THIS SETUP ALLOWS FOR.

>> I'M OPEN TO DISCUSSING THAT WITH THE LOGISTICS ON AND NOW I'LL BE WORKING DIRECTLY WITH DANI AND WITH MILLARD AND WE'LL HAVE THOSE CONVERSATIONS ABOUT HOW WE COULD SET THAT UP TOO.

>> WANTED TO ADD ONE MORE THOUGHT THAT HAS BEEN IN MY HEAD.

THE PART ON HERE ABOUT GOTCHAS.

I THINK THE SETTING THEY STAFF UP FOR THEIR LEARNING AND GROWING IN THIS WORK JUST LIKE WE ARE, AND NOT SENDING IN THE QUESTIONS IN ADVANCE FOR NECESSARILY A Q&A DOCUMENT FOR THEM TO ANSWER THEM ALL BEFOREHAND.

BUT HERE ARE THE THINGS THAT ARE ON MY MIND AS A TRUSTEE AS I REVIEW THIS SO THAT THEY CAN BE TEED UP FOR SUCCESS IF THAT LINE OF INQUIRY GETS PRESENTED TO THEM IN THE DIALOGUE.

>> I LIKE THAT IDEA AS WELL.

>> [INAUDIBLE].

>> MIC.

>> GOING BACK TO SUE'S POINT, COULD WE TAKE THE GOAL PROGRESS MEASURED LAST NIGHT SINCE IN THE PUBLIC CONSUMPTION WE'VE DONE IT ALREADY AND DO A MOCK BOARD MEETING.

WE DO I LEGISLATE, WE'RE LEARNING HOW TO WORK THAT SYSTEM, WHY CAN'T WE JUST DO A MOCK GO-PROGRESS MEASURE CUE, LIKE DIALOGUE BETWEEN ADMINISTRATION.

IT WOULD BE SOMEBODY FAKE-PRESENTING AND US NOT FAKE-ASKING QUESTIONS, WHEN YOU GO BACK AND RETEACH OR YOU GO BACK AND RETEACH THE LESSON, I DON'T KNOW WHATEVER.

>> NO, I GET WHAT YOU ARE SAYING.

ARE YOU ASKING TO DO THAT TODAY OR COULD [OVERLAPPING]

>> THE ONE THING ABOUT THE POOR TRAINING LAST YEAR, THE TEAM BUILDER LAST YEAR THAT I REALLY LIKED WAS THAT WE WERE GIVEN AN AGENDA ITEM.

THERE WAS AN EXERCISE WITH AN AGENDA, WHATEVER WE PICKED IT APART AND SO FORTH AND I REALLY ENJOYED THAT.

I WOULD BE UP FOR IT IF YOU WANTED TO.

>> ACTUALLY THAT'S OUR NEXT STEP IS TO LOOK AT A QUESTION I WANT US TO TALK ABOUT, LIKE I SAID AT ORIGINALLY IN THE EMAIL, THE PREP EMAIL I SENT OUT TO YOU.

I SAID, THINK ABOUT LAST MONTH IT DOESN'T MATTER TO ME.

THE POINT IS WHAT I WANT US TO DO AS A GROUP IS TO LOOK AT QUESTIONS.

NOW, IF YOU'LL TURN AND I APOLOGIZE THAT THERE AREN'T PAGE NUMBERS ON THIS DOCUMENT.

IF YOU TURN IN THE DOCUMENT, NOW THERE'S SOME SAMPLES ON THE FRONT OF THE SECOND PAGE OF QUESTIONS.

BUT IF YOU TURN TO THE BACK OF THE SECOND PAGE, YOU'LL SEE A MONITORING CONVERSATION EVALUATION RUBRIC.

EVERYBODY ABLE TO FIND THAT ON THEIR HANDOUT? THIS IS A BINARY CHECKLIST OR A RUBRIC TO WHERE WE'RE SAYING, IS THIS EITHER INEFFECTIVE MONITORING OR EFFECTIVE MONITORING?

[03:00:04]

THERE ARE FIVE DIFFERENT CRITERIA THAT WE LOOK AT FOR EACH QUESTION, SO THE FIRST CRITERIA IS THE QUESTION DATA FOCUSED? IN OTHER WORDS, LIKE IN THAT INEFFECTIVE MONITORING COLUMN, IF IT IS NOT FOCUSED ON THE DATA, IF THE QUESTION IS NOT ABOUT THE DATA THEN IT'S A NO OR A ZERO IF IT IS EFFECTIVE, THE QUESTIONS SPECIFICALLY ABOUT THE DATA.

THE SECOND ONE IS LEARNING-FOCUSED.

INEFFECTIVE MONITORING UNDER LEARNING FOCUS WOULD BE ANY COMMENTS THAT ARE FOCUSED ON BLAMING OR SHAMING.

IN OTHER WORDS, THE POINT OF THE QUESTION IS TO LEARN IF MY QUESTION OR MY COMMENT IS SIMPLY TO GIVE MY OPINION ABOUT SOMETHING THEN I'M NOT SEEKING TO LEARN.

THAT'S NOT REALLY A QUESTION AND SOMETIMES JUST BECAUSE IT ENDS WITH A QUESTION AND FLEXION AT THE END OF YOUR VERBAL COMMENT OR IF WRITTEN IT HAS A QUESTION MARK AT THE END, DOESN'T AUTOMATICALLY GIVE YOU CREDIT FOR THAT.

I'VE BEEN GUILTY OF THAT BEFORE.

I'VE BEEN GUILTY OF ASKING QUESTIONS LIKE, "WELL, DIDN'T YOU KNOW WHEN YOU WERE PULLING THE CAR INTO THE GARAGE THAT YOU SHOULD HAVE BEEN LOOKING FOR THE FERTILIZERS SPREADER THAT I LEFT IN THE GARAGE?" I COULD HAVE BEEN ASKING THAT QUESTION.

YES IT ENDED WITH A QUESTION MARK, BUT THAT WAS A BLAMING QUESTION.

THIRD, IS IT INQUIRY FOCUS? ANY CONVERSATION FOCUSED ON ACCUSATORY, THAT'S VERY SIMILAR TO THE ONE ABOVE.

BUT ALSO TRY TO AVOID YES OR NO QUESTIONS BECAUSE YOU WANT THOSE QUESTIONS, I'M WANTING INFORMATION.

I WANT TO DIG DEEPER, IT'S A CONVERSATION.

STRATEGY FOCUS, SO THIS GOES BACK TO, I THINK IT WAS BRIDGET THAT BROUGHT IT UP EARLIER ABOUT TACTICAL QUESTIONS.

SOMEBODY WANT TO OFFER ME WHAT THEY THINK THE DIFFERENCE BETWEEN STRATEGY AND TACTICAL OR TECHNICAL IS? WHAT WOULD BE THE DIFFERENCE IF I'M ASKING A QUESTION, THAT STRATEGY FOCUSED? CAN SOMEONE THINK OF AN EXAMPLE OF HOW WOULD I MEASURE OR HOW WOULD I DISTINGUISH BETWEEN THE TWO, BETWEEN STRATEGY AND TACTICAL, BRIDGET?

>> STRATEGY IS THE STEPS THAT YOU ARE TAKING OR YOU'RE PLANNING TO TAKE.

TACTICAL WOULD BE THE IMPLEMENTATION OF [INAUDIBLE].

>> STRATEGY BEING WHAT'S MY OVERALL APPROACH? I LIKED THAT DIFFERENTIATION.

TECHNICAL OR TACTICAL IS ALMOST LIKE, WELL, TELL ME HOW YOU'RE IMPLEMENTING EVERY SINGLE STEP.

MY APPROACH TO THIS IS THIS ENHANCED TUTORING MODEL.

TACTICAL IS, WELL TELL ME WHAT YOU'RE DOING TO RECRUIT TUTORS TO COME OR TELL ME, IT'S AN ONLINE TUTORING, TELL ME WHAT KIND OF COMPUTERS WE'RE USING TO TEACH? THAT'S TACTICAL.

BUT WE'RE USING THIS TUTORING APPROACH THAT'S MORE STRATEGY.

>> BUT HOW ABOUT [INAUDIBLE]?

>> YOU WANT ME HAVE SOME RED FLAGS AND YELLOW FLAG.

>> [INAUDIBLE].

>> I AM JUST A FLY ON THE WALL AND THE MEDIA IS IN FACT, I DON'T EVEN KNOW IF YOU ALL NOTICE I SAID BACK THERE BUT SOMETIMES I TRY TO BECAUSE I'M EVEN THINKING, WELL, I DON'T WANT TO GIVE AWAY ON MY FACIAL EXPRESSIONS, BUT NO, BUT I THINK THAT'S GOOD.

AGAIN, TODAY'S NOT THE ONLY DAY WE'RE GOING TO DO THIS, BUT I THINK GOING THROUGH THIS AND WHAT WE REMEMBER, I'LL GO BACK TO Y'ALL'S FIRST DAY EVER DOING LONE STAR GOVERNANCE.

WE REPLAY THE TAPE.

REMEMBER THAT SOME OF YOU ALL WILL ROLL YOUR EYES AT THAT BECAUSE YOU DIDN'T LIKE THAT CONVERSATION.

BUT THAT WAS PART ABOUT WHAT WE TALKED ABOUT.

WE REPLAY THE TAPE.

WE CAN CERTAINLY DO THAT, BUT I DON T THINK YOU WANT ME WAVING RED FLAGS AND YELLOW FLAGS.

>> [INAUDIBLE].

>> THAT'S GOOD. I FORGOT.

THE LAST IS CURRENT FOCUS.

IF WE'RE TALKING ABOUT OFFERING ADVICE ABOUT FUTURE ACTION THAT THE SUPERINTENDENT AND THE SUPER NODE STAFF ON TO TAKE, THAT'S INEFFECTIVE.

BUT IF WE'RE LOOKING AT CURRENT PERFORMANCE, SO WE HAD PAST ACTIONS.

WHAT DID HAPPEN?

[03:05:01]

IN SOME WAYS IF WE THINK ABOUT THIS, THIS SOUNDS REALLY MORBID.

BUT PROGRESS MONASTERIES IN SOME WAY, LIKE AN AUTOPSY OF WHAT WE'RE DOING, A WHAT HAPPENED.

>> THAT'S OKAY.

>> YES. THERE YOU GO. RATHER THAN AGAIN, BECAUSE YOU DON'T WANT TO GET INTO THE DANGER ON THIS PART IS IT'S NOT THAT YOU'RE NOT LOOKING TOWARDS THE FUTURE.

YOU WANT TO AVOID GIVING OPERATIONAL ADVICE ABOUT THE FUTURE.

THAT'S THE RUBRIC.

NOW THERE'S ALSO SOME OTHER THINGS THERE AND WE CAN TALK ABOUT THAT.

WE'LL GO INTO MORE DEPTH ABOUT IT LATER.

BUT NOTICE IF YOU'RE REALLY GOING TO GET TO A POINT TO WHERE YOU WANT TO SCORE YOURSELF, YOU ALSO ARE GOING TO SCORE YOURSELF ON DID WE READ,DID EVERYONE READ THE REPORT BEFORE COMING TO THE MEETING? THEN DID EVERYONE PARTICIPATE? NOW, I WILL TELL YOU THIS, I'VE NOT OBSERVED Y'ALL HAVING A PROBLEM WITH THAT.

I THANK Y'ALL ARE PARTICIPATIVE.

I'LL LET Y'ALL DETERMINE WHETHER YOU THINK EVERYBODY READS BEFOREHAND OR NOT.

HAVING SAID THAT, FINALLY, LET'S GET TO A QUESTION.

WHO HAS A QUESTION FROM A RECENT BOARD MONITORING EXERCISE THAT THEY WANT TO OFFER UP AS AN EXAMPLE AND WE CAN GRADE USING THIS RUBRIC? WHO HAS A QUESTION? WHO WANTS TO STEP OUT THERE AND GIVE ME A QUESTION, ELIZABETH?

>> I DO. I HAVE A QUESTION FROM LAST NIGHT.

>> OKAY.

>> [INAUDIBLE].

>> JUST LIKE I DON'T WANT YOU ALL TO BE BLAMING AND SHAMING.

I'M NOT HERE TO BLAME OR SHAME.

THIS REALLY IS ABOUT MATURING AS A BOARD.

>> IT WAS A CONCERNING GOAL PROGRESS MEASURE 3.2 TO PAGE NUMBER SIX, STUDENTS WITH DISABILITIES, WE HAD NOT SEEN ANY GROWTH IN THEIR PERFORMANCE WITH THE IB, DUAL CREDIT AND AP COURSES.

I ASKED A QUESTION, WHAT ARE WE DOING TO SUPPORT AND MAKE SURE OUR STUDENTS ARE SUCCESSFUL? THEN THE FOLLOWING QUESTION WAS, THIS IS THE OPERATIONAL TEXTILE QUESTION WAS I ASKED THE SUPERINTENDENT, ARE WE MAKING SURE WE'RE GOING BACK AND FOLLOWING IEPS SO THAT OUR STUDENTS ARE SUCCESSFUL?

>> THOSE ARE TWO DIFFERENT QUESTIONS.

>> WE CAN DO BOTH.

>> LET'S DO THE FIRST ONE.

>> WHAT ARE WE DOING?

>> TO MAKE SURE OUR STUDENTS WITH LEARNING DIFFERENCES AND OR DISABILITIES.

>> TO ENSURE OUR STUDENTS WITH LEARNING DISABILITIES ARE SUCCESSFUL?

>> YES, IN THOSE ADVANCED COURSES.

>> WE WE UNDERSTAND THE CONTEXT HERE IS IB, AP DUAL CREDIT WITH THE 3.2? I THINK IT IS?

>> YES.

>> YEAH, 3.2. TO ENSURE ARE SUCCESSFUL. PARDON MY HANDWRITING.

I WANT TO MOVE THIS A LITTLE CLOSER.

HOPEFULLY, FOLKS CAN SEE THAT A LITTLE BIT BETTER.

WE'RE JUST LITERALLY WE'RE GOING TO GO THROUGH THE RUBRIC HERE.

ON DATA.

IT'S GOING TO BE CHECK MARK FOR YES AND AN X FOR NO.

IS THIS QUESTION FOCUSED ON THE DATA AND THE REPORT?

>> YES. [INAUDIBLE].

>> I DIDN'T SEE THAT. [OVERLAPPING]

>> [INAUDIBLE].

>>I WILL SAY YES BECAUSE I KNOW WHAT THE DATA WAS ON THE REPORT THAT SHE WAS REFERRING TO, BUT IT WOULDN'T BE IMPROVED IF IT WAS MORE SPECIFIC OF WHAT ARE WE DOING REFERRING TO PAGE BLANK, WHERE OUR STUDENTS WITH DISABILITIES ARE NOT MAKING THE PROGRESS, WHAT'S THE STRATEGY FOR MEETING THE TARGET.

>> OTHER THOUGHTS? YEAH. FOCUSED ON THE DATA, YES OR NO.

>> THERE WAS ANOTHER FOLLOW-UP QUESTION TO THAT ONE BECAUSE I ASKED FOR THE DISAGGREGATED DATA SO THAT WE CAN KNOW HOW MANY STUDENTS WITH DISABILITIES IN DISTRICT 1 ARE BEING SERVED AND DO THEY HAVE ACCESS TO ADVANCED COURSES AND SO FORTH? THEN THE CONVERSATION. THERE WAS MORE CONTEXT TO THIS QUESTION, BUT YEAH.

>> RIGHT.

[03:10:03]

>> I THINK IT WAS ASSOCIATED WITH THE DATA BECAUSE IT WAS ON THE CHART.

>> RIGHT. IT WAS REFERRING TO THE DATA.

AGAIN, THIS IS GOING TO SEEM A LITTLE NIT-PICKY OR TO USE A TECHNICAL TERM, PERSNICKETY.

[LAUGHTER] BUT I'VE ALREADY HEARD SOME OF YOU ARE SAYING THIS, THIS QUESTION EASILY COULD BE A DATA QUESTION.

SOME OF THIS, IT'S NOT THAT WE'RE WORKING WORRYING ABOUT WORD-SMITHING HERE.

BUT TELL ME MORE ABOUT THE FACT THAT THE DATA SHOWS OUR STUDENTS WITH DISABILITY AREN'T PERFORMING AT THE SAME LEVEL AS OUR STUDENTS OR DID I PUT THAT RIGHT? I DON'T THINK WE'RE FAR OFF HERE, BUT IF WE'RE DOING JUST A BINARY YES OR NO, I WOULD SAY NO ABOUT THAT.

LEARNING. IF YOU LOOK AT THAT LEARNING DEFINITION, IT SAYS HERE, IF IT'S A NO, IT WOULD BE ANY COMMENTS THAT ARE FOCUSED ON BLAMING OR SHAMING.

IN OTHER WORDS, WE'RE FOCUSING ON UNDERSTANDING THE DATA RATHER THAN SHARING OPINIONS.

WAS ELIZABETH'S QUESTION FOCUSED ON UNDERSTANDING THE DATA AND THE SITUATION RATHER THAN SHARING OPINIONS? I'M ASKING YOU, HOW WAS THIS QUESTION HERE? WHAT ARE WE DOING TO ENSURE STUDENTS WITH DISABILITIES ARE SUCCESSFUL? IS THAT FOCUSED MORE ON UNDERSTANDING THE SITUATION AND THE DATA OR ON SHARING HER OPINION?

>> [INAUDIBLE]. [OVERLAPPING]

>> WE'RE LOOKING ON THIS INDEPENDENTLY AT THIS ONE QUESTION.

[BACKGROUND] BRIDGET? AGAIN, WE'RE JUST LOOKING AT THE QUESTION.

>> [INAUDIBLE] WITH DATA.

>> WELL, WE'LL GET TO WHAT APPROPRIATE ANSWERS ARE. THAT'S A GOOD POINT.

MY OPINION IF AGAIN, IF YOU ALL WERE ASKING ME TO SIT BACK IN THE BACK AND SCORE THESE QUESTIONS, I WOULD SAY YES, THIS QUESTION HAS THE INTENTION OF LEARNING.

THAT I WOULD GIVE IT A CHECK MARK.

THE NEXT IS INQUIRIES.

I REQUESTED A CHART PAPER THAT HAD SPELLCHECK ON IT, BUT THEY STILL HAVEN'T [LAUGHTER] BEEN ABLE TO COME UP WITH THAT AS AGGIE NEEDS THAT SOMETIMES.

INQUIRY, BASICALLY, WAS THIS AN ACCUSATORY OR A YES OR NO QUESTION? IT'S OPEN-ENDED.

IT'S NOT A YES OR NO. IS IT ACCUSATORY?

>> NO.

>> HOW CAN THIS BE AN ACCUSATORY QUESTION? HOW COULD THIS HAVE BEEN, IF WE WANT TO THINK ABOUT A NON-EXAMPLE?

>> WHY ARE WE ONLY HAVING [INAUDIBLE].

>> WELL, I'M SORRY. I'VE ONLY BEEN A WIFE FOR FOUR YEARS SO, ROBBIE [INAUDIBLE] [LAUGHTER] WE WERE TALKING EARLIER ABOUT HOW YOUR WIFE FRAMES A QUESTION.

>> I'VE LEARNED TO ANTICIPATE WHAT THE QUESTIONS WOULD BE.

>> CAN YOU SAY THAT AGAIN SUPERINTENDENT HOUSE?

>> HOW WOULD YOU REPHRASE THAT IF WE WANTED, WHAT WOULD AN ACCUSATORY QUESTION IN THAT REGARD LOOK LIKE?

>> [INAUDIBLE].

>> HOW ABOUT THIS? WHY AREN'T YOU PAYING ATTENTION TO THE STUDENTS WITH DISABILITIES? THE DATA CLEARLY SHOWS THAT THEY'RE NOT PERFORMING, THAT THERE'S A GAP.

SEE ACCUSATORY, I'M ASSUMING THAT WE'RE NOT PAYING ATTENTION TO IT.

BUT IN THIS CASE, ELIZABETH'S QUESTION, I'D GIVE HER A CHECK MARK.

I THINK THAT IS AN INQUIRY-BASED QUESTION.

LET'S LOOK AT STRATEGY.

REMEMBER THESE TWO ARE SIMILAR.

>> ROBBIE, GOING BACK TO THE ACCUSATORY ONE, WOULD IT BE ACCUSATORY TO ASK WHAT IS THE ROOT CAUSE OF THE GROWING GAP BETWEEN STUDENTS WITH DISABILITIES AND OUR OTHER STUDENT POPS IF THAT'S WHAT THE DATA WAS.

[03:15:03]

I'M NOT SAYING THAT IS WHAT THE DATA IS SHOWING, I'M MAKING UP AN EXAMPLE.

WOULD THAT BE ACCUSATORY TO ASK, WHAT ARE THE IDENTIFIED REASONS THAT ARE LEADING TO THE STRATEGIES?

>> NOW I THINK THAT'S STILL BECAUSE AND THANKS FOR CLARIFYING THAT BECAUSE THEY'RE CLEARLY AS THE DATA JUST SHOWS.

ANYONE IN THE ROOM LOOKING AT THE CHART COULD SEE THAT THERE'S A GAP.

WHAT IS THE ROOT CAUSE? ASKING THE ADMINISTRATION, IN YOUR OPINION, WHAT DO YOU BELIEVE THE ROOT CAUSE OR CAUSES ARE THAT ARE CONTRIBUTING TO THIS GAP? YOU'RE NOT ASSUMING THAT THEY'RE NOT DOING SOMETHING YOU'RE TRULY WANTING.

IT'S TRULY AN INQUIRY QUESTION AND IT'S A LEARNING QUESTION.

I THINK THOSE WOULD BOTH BE CHECK MARKS ON THAT QUESTION.

>> BECAUSE I ALWAYS SINGLE OUT MICHAEL LOVE ON THIS IN THIS EXAMPLE IN AN AUDIT MEETING OF THIS, WHAT WE WERE DOING WASN'T GETTING THE RESULTS WE EXPECTED.

THIS IS WHAT WE REALIZED WAS THE REASON WHY, THIS IS HOW WE'RE ADJUSTING THE STRATEGY.

I'M LIKE, IN MY HEAD ALL OF THIS LINE OF INQUIRY IS ONE BIG MATH PROBLEM OR YOU'VE MENTIONED CONJUGATING VERBS, WHICH MAKES ME THINK OF DIAGRAMMING SENTENCES.

IN SOME WAYS IT'S FORMULAIC.

>> IT IS. BACK TO ELIZABETH'S QUESTION ON STRATEGY.

IS THIS QUESTION OFFERING ADVICE ABOUT TECHNICAL OR TACTICAL ISSUES OR IS IT QUESTIONS ABOUT STRATEGIC ISSUES? IS IT MORE OVERALL STRATEGY? I AGREE.

I WOULD GIVE THAT A CHECK MARK.

THEN FINALLY, IS IT CURRENT FOCUSED? IN OTHER WORDS, ARE WE FOCUSING ON THE DATA THAT IS CURRENTLY PRESENTED TO US OR SEE UNDER THE INEFFECTIVE COLUMN, IS IT A CONVERSATION OFFERING ADVICE ABOUT FUTURE ACTION? CURRENT. I AGREE.

THAT QUESTION THERE FOR YOU ALL.

>> IT IS OUT OF CONTEXT. IF IT WERE STILL IN CONTEXT, THAT DATA WOULD BE A CHECK MARK, JUST SAYING.

[LAUGHTER]

>> BUT ACTUALLY IF YOU LOOK AT THIS, SOMETIMES WHAT WE'RE SHOOTING FOR, IF YOU LOOK BACK ABOVE EVALUATING, WE'RE ACTUALLY TRYING TO GET KIND OF AVERAGE REALLY WOULD BE AT 79 AND THEN GETTING ABOVE THAT.

WELL, I KNOW Y'ALL WERE TOLD THERE WOULDN'T BE MATH ON THIS TEST.

BUT WHAT'S FOUR OUT OF FIVE? EIGHTY. I THINK SOMETIMES BECAUSE OUR FRAMEWORK CAN SEEM VERY SPECIFIC AND PRESCRIPTIVE THAT WE CAN GET CAUGHT, AND PLUS YOU ALL ARE PROBABLY A BUNCH OF BLUEBIRDS.

YOU SAT IN THE FRONT ROW IN CLASS AND YOU'RE ALWAYS THE ONE TO MAKE SURE YOU GOT 100 ON THE ASSIGNMENTS AND STUFF LIKE THAT.

Y'ALL ARE THE SCHOOL BOARD MEMBERS, US ADMINISTRATORS WE'RE PROBABLY THE ONES THAT WE LEARNED THE SYSTEM A LITTLE BIT.

BUT [LAUGHTER] I THINK THAT'S A GOOD QUESTION.

>> [INAUDIBLE]. [LAUGHTER]

>> YOU WANT THAT CHECK MARK, DON'T YOU?

>> IF YOU'RE NOT GOING TO GIVE ME 100, I'LL SETTLE FOR A 90.

>> AGAIN, NOW WE'RE SPLITTING HAIRS.

THIS IS A GOOD QUESTION.

PAT?

>> WHAT DID YOU GET [INAUDIBLE].

>> I THINK YOU COULD, HAVE YOU? HERE'S THE DEAL.

WHAT YOU DON'T WANT TO DO IS YOU WANT TO ASK GOOD QUESTIONS.

DON'T WORRY ABOUT BEING SO CONTRIVED THAT YOU FEEL LIKE YOU HAVE TO GIVE A ORATORY BEFORE THE QUESTION TO TRY TO GET SOME LAST CHECK MARK.

I TELL YOU, THIS IS A GOOD QUESTION.

I WOULDN'T DO ANYTHING DIFFERENT ABOUT THIS QUESTION.

I KNOW YOU BLUEBIRDS WANT TO GET THAT LAST CHECK MARK.

I WOULDN'T DO ANYTHING DIFFERENT ABOUT THAT QUESTION. PAT, BACK TO YOU.

[03:20:05]

THE PURPOSE OF THIS IS TO GENERATE QUALITY CONVERSATIONS BETWEEN SUPERINTENDENT AND THE BOARD.

IT'S NOT TO GET FIVE CHECK MARKS.

DANA, WERE YOU GOING TO SAY SOMETHING?

>> I FEEL LIKE JUST BEING IN A LITTLE TICK SHEET FOR US IF YOU HAVING ANYTHING LIKE THAT.

>> NO, BUT YOU'LL WANT ME TO WORK ON SOMETHING THAT YOU CAN HAVE.

I CAN WORK ON THAT.

>> MAYBE I FEEL THAT THERE'S MORE THOUGH.

>> THERE'S A LITTLE RUBRIC THING AT THE BOTTOM.

>> I HAVE SEEN [INAUDIBLE] BECAUSE IT'S LIKE SECOND YEAR OF THE BOTTOM [INAUDIBLE]

>> THERE'S SOME EXAMPLES, BECAUSE OF TIME I SKIPPED OVER SOME OF THEM, BUT THERE'S SOME EXAMPLES OF QUESTIONS ON THAT SECOND PAGE.

MAN, YOU-ALL, USUALLY THIS GOES TO WHERE THE FIRST QUESTION DOESN'T GET MANY CHECK-MARKS. LET'S TALK.

I'M NOT ASKING, I WANT TO PROTECT THE INNOCENCE OF ANYONE INVOLVED HERE BUT WHAT WOULD BE A QUESTION THAT YOU MAY HAVE HEARD IN PROGRESS MONITORING WHERE WE WOULDN'T GET AS MANY CHECK MARKS.

MAY WANT TO GIVE ME A NON-EXAMPLE, JUDITH.

>> [INAUDIBLE] [LAUGHTER].

>> I APPRECIATE YOU BEING AUTHENTIC WITH US TODAY.

>> THIS IS VERY GOOD AT YOUR SIDE, BUT I ALSO TAKE IT FROM WHERE I [INAUDIBLE] OF SIMPLE QUESTION.

>> THIS RIGHT THERE. I THINK YOU GOT IT ON FRONT.

>> MY QUESTION WAS HOW WILL THESE CHANGES SHOW UP IN NEXT YEAR'S BUDGET , AND LITERALLY [INAUDIBLE].

>> I DON'T KNOW WHAT THE MONOLOGUE WAS.

>> [INAUDIBLE].

>> I SEE A QUESTION ON HERE IS FUTURE PERFORMANCE QUESTIONS.

HOW MIGHT CHANGES SHOW UP IN THE FUTURE IN THE BUDGET.

BUT LET'S JUST LOOK AT THIS.

LET'S JUST GO AHEAD AND GO THROUGH THIS QUESTION REALLY QUICKLY.

REMEMBER THE VERY BACTERIA.

I'M TRYING TO REMEMBER WHAT PAGE WE'RE ON.

AGAIN, I THINK IT'S IN THE BACK OF THE SECOND PAGE WOULD IF YOU LOOK AT THAT RUBRIC.

THE FIRST THING IS THIS DATA FOCUSED.

IT'S FOCUSED ON THE DATA.

HOW WOULD THESE CHANGES SHOW UP IN NEXT YEARS? IS IT FOCUSED ON THE PERFORMANCE DATA?

>> CHANGES IN DATA.

>> CHANGES IN STRATEGY OR CHANGES IN DATA?

>> [OVERLAPPING] [INAUDIBLE].

>> HOW WILL THIS SHOW UP? IS THAT ABOUT THE PERFORMANCE DATA?

>> [INAUDIBLE].

>> NO, NOT THE WAY WE ASKED IT.

AGAIN, IT MAY BE CLOSELY.

IT COULD BE PREFACED IN A WAY.

IS IT LEARNING FOCUSED? IS IT ON BLAMING OR SHAMING OR IS IT TRULY TO LEARNING?

>> LEARNING. [OVERLAPPING]

>> HOW COULD THIS BE? I AGREE.

I THINK THIS IS LEARNING FOCUS.

HOW COULD THIS BE ASKED IN A BLAMING OR SHAMING WAY?

>> WHY DIDN'T YOU MAKE A DIFFERENT INVESTMENT THIS YEAR?

>> WHY ISN'T THIS IN THE BUDGET THIS YEAR? WHY DID YOU LEAVE THIS OUT? WHY DIDN'T YOU ANTICIPATE FOR THIS IN PLANNING IN THIS YEAR'S BUDGET?

>> HERE, I GUESS THAT'S WHAT I GET CONFUSED, BECAUSE THE AMOUNT OF DATA NOW, AND THE DATA THAT WE'RE LOOKING AT.

HOW CAN WE BE PREDICTIVE AS TO WHAT'S GOING TO HAPPEN? HOW CAN WE FORECAST NEXT YEAR, AND WE HAVEN'T GOTTEN TO THE END OF THE YEAR YET TO DETERMINE WHERE WE ARE GOING TO LAND IN ORDER TO BE ABLE TO FORECAST FOR NEXT YEAR? THAT MAKES SENSE?

>> IT'S NOT THAT YOU CAN'T LOOK AT THE FUTURE.

YOU WANT TO MAKE SURE YOUR FUTURE QUESTIONS AREN'T ABOUT GIVING ADVICE FOR WHAT THE SUPERINTENDENT SHOULD DO.

[03:25:04]

IT'S TRULY, BECAUSE QUESTIONS CAN SOMETIMES BE ADVICE THAT ARE CLOAKED WITH A QUESTION MARK, BUT AS LONG AS IT TRULY IS FOR THE LEARNING AND NOT FOR GIVING ADVICE OR FOR SHAMING, OR FOR BLAMING.

>> BLAMING OR SHAMING.

>> YEAH, BLAMING OR SHAMING.

>> WE ALSO WHAT WE LOOK AT RIGHT NOW, WE'RE LOOKING AT OUTPUTS THAT ARE SUPPOSED TO BE PREDICTIVE OF THE OUTCOME.

IT'S LIKE THEY'RE SUPPOSED TO BE ACCURATE CRYSTAL BALL.

THAT'S THE WRONG WORD, BUT YOU KNOW WHAT I'M TRYING TO ASK.

>> [OVERLAPPING] ESPECIALLY IT'S PREDICTIVE OF THE OUTCOME.

>> GIVES YOU A GLIMPSE INTO THE FUTURE.

>> OUTPUT SHOULD BE PREDICTIVE OF THE OUTCOME.

BUT WE NEED TO FOCUS ON THE OUTPUTS THAT WE'RE RECEIVING.

AGAIN, THERE'S NOT ANYTHING WRONG WITH LOOKING AT THE FUTURE, AND I KNOW WE'RE NOT.

THAT'S THE LAST LEVEL, BUT THE FUTURE PERFORMANCE IS MORE ABOUT FUTURE ACTIONS.

WE WANT TO STAY AWAY FROM GIVING ADVICE, OPERATIONAL ADVICE.

WE TRULY WANT TO ASK, NOW, ARE THESE PREDICTIVE? BASED UPON WHEN WE ORIGINALLY SET THESE GOAL PROGRESS MEASURES, WE SAID THEY WERE PREDICTIVE, KNOWING THAT UNDER THAT ASSUMPTION, THAT THEY'RE STILL PREDICTIVE.

WHAT ARE OUR PLANS TO GET BACK ON TRACK SO THAT WE CAN HOPEFULLY MEET OUR GOAL BY THE DEADLINE OF THE GOAL? THAT'S ABOUT THE FUTURE, BUT YOU'RE ASKING IN A WAY THAT'S NOT GIVING ADVICE.

DANA, WHAT WERE YOU GOING TO SAY?

>> I KEEP ON THINKING BACK TO THE EXAMPLE WHERE I ASK A QUESTION, THAT'S GIVING ADVICE.

>> I'M GOING TO WRITE THIS ONE OVER HERE.

GO AHEAD. YOU GOT THE QUESTION IN YOUR MIND?

>> YEAH, I MEAN, IT WAS VERY SIMILAR TO WHAT YOU WERE JUST SAYING.

I'M LIKE, WHAT'S THE PLAN TO PRE-K ENROLLMENT STATUS ON PRE-K HISTORY ON THE ROMAN FORUM.

WE'RE TALKING ABOUT PRE-K BUT WHAT'S THE PLAN OR WHAT'S THE STRATEGY [INAUDIBLE]

>> I WANT TO COME BACK TO THIS ONE.

LET'S FINISH THIS ONE FIRST.

IS THIS ONE INQUIRY MINDED? IN OTHER WORDS, IS THIS A YES OR NO QUESTION OR IS IT TRULY AN OPEN-ENDED QUESTION?

>> OPEN-ENDED. [OVERLAPPING]

>> I'D GIVE THAT ONE A CHECK MARK.

THEN IS IT STRATEGY FOCUS? IS THIS MORE STRATEGY OR IS THIS ABOUT TACTICAL?

>> [OVERLAPPING].

>> I'LL SEE YOU IN THAT SOMETIMES THESE AREN'T ALL REALLY CLEAR CUT. TELL ME MORE.

LET ME HEAR FROM A TACTICAL PERSON.

WHO THINKS IT'S TACTICAL AND TELL ME WHY? WHY IS IT TACTICAL, ELIZABETH?

>> I REPHRASE IT COULD BE TRYING TO BE FOCUSSED BUT BECAUSE IT'S LIKE HOW WILL THIS SHOW UP IN NEXT YEAR'S BUDGET [INAUDIBLE] YOU'RE TELLING THE ADMINISTRATION YOU'RE GOING TO PUT THIS IN NEXT YEARS BUDGET.

[OVERLAPPING]

>> YEAH. THE QUESTION IS YEAH, I'LL PUT A QUESTION MARK ON THE END OF IT, BUT REALLY YOU'RE PICKING UP MORE.

YOU REMEMBERED THAT IT'S CLEARLY YOUR RESPONSIBILITY, IS IT MORRIS, IS THAT WHAT YOU SAID? YOU REMEMBERED THAT IT'S CLEARLY YOUR RESPONSIBILITY TO PICK UP MORRIS TODAY, RIGHT? THAT'S A LITTLE BIT DIFFERENT THAN, HEY, WHAT DO YOU HAVE ON WHAT ARE YOUR PLANS AFTER YOU LEAVE WORK? OH, MY PLANS ARE TO PICK UP MORRIS.

>> MAYBE IF THIS WILL SHOW UP IN EXERCISE BUT BECAUSE OF [INAUDIBLE].

>> WELL, AND AGAIN, SOMETIMES THIS CAN GET THIS SEEMS REALLY PRESCRIPTIVE AND SOMETIMES YOU'RE

[03:30:03]

AT THE MERCY OR YOU'RE A VICTIM OF YOUR OWN KNOWLEDGE.

YOU KNOW, AS A BOARD MEMBER THAT THE SUPERINTENDENT STRATEGIES ARE LIKELY GOING TO BE REFLECTED IN THE BUDGET.

BUT WE'VE SKIPPED FROM STRATEGY TO BUDGET.

BECAUSE WHAT IF 99.9 TIMES OUT OF 100 NO STRATEGIES ARE FREE? BUT WHAT IF IT MAY BE BUDGET NEUTRAL? THERE COULD POSSIBLY BE A STRATEGY THAT'S BUDGET NEUTRAL.

I THINK MAYBE WE'RE JUST SKIPPING.

INTERESTINGLY, HOW WILL THIS SHOW UP IN NEXT YEAR'S BUDGET IS SKIPPING THE QUESTION OF, WHAT IS THE STRATEGY TO ADDRESS THE CURRENT STATE OF THE DATA AND GET US TO ADDRESS THE REALITY AND GET US TO WHERE OUR VISION IS? ALMOST GIVING HIM THE OPPORTUNITY TO LET YOU KNOW THAT IT'S GOING TO BE A PART OF THE BUDGET WITHOUT SKIPPING STRAIGHT TO THAT.

>> THAT'S WHERE MY HEAD STARTED TO GO WITH THAT IS THE QUESTION THEREFORE, IS I'M STILL GOING TO MAINTAIN THE BUDGET IS THE STRATEGY.

>> RIGHT.

>> BUT IN THE CONTEXT OF THIS QUESTION, WHAT IS MAKING IT A BUDGET-FOCUSED QUESTION INSTEAD OF A STRATEGY-FOCUSED QUESTION IS MORE TACTICAL.

BUT IN A HOLISTIC DIALOGUE BETWEEN THE BOARD AND THE SUPERINTENDENT AND HIS TEAM, THAT'S THE OPPORTUNITY FOR THEM TO SAY THIS IS THE STRATEGY.

IF IT'S GOING TO RESULT IN A MAJOR BUDGETARY SHIFT, THE OPPORTUNITY FOR THEM TO SET THE STAGE AND OPEN UP, HEY, YOU'RE GOING TO BE SEEING THAT AS WE START OUR BUDGET DECISIONS THAT BECAUSE OF THIS DATA, WE'RE MAKING THIS CHANGE IN STRATEGY IN ORDER TO GROW AT NEXT YEAR, WE'RE GOING TO HAVE TO MAKE SOME BUDGETARY SHIFTS.

WE'RE GOING TO NEED YOU TO APPROVE IT.

>> ELIZABETH BROUGHT UP THIS EXAMPLE EARLIER.

IT LIKE, WELL, WHAT I CAN ASK QUESTIONS ABOUT THE BUDGET.

WELL, YEAH, IT ULTIMATELY THEY'RE GOING TO BECOME BUT MY ENCOURAGEMENT THOUGH IS DON'T SKIP STRAIGHT THERE.

START WITH, REMEMBER, WITH BOTH INQUIRY AND STRATEGY.

START WITH THE STRATEGY FIRST.

BECAUSE WHEN YOU GET INTO BUDGET, BUDGET IS GOING TO GET A LITTLE BIT MORE TACTICAL.

I'M NOT SAYING THAT YOU'RE NEVER GOING TO HAVE TO HAVE YOU LEGALLY ARE REQUIRED TO HAVE THESE BUDGET CONVERSATIONS WHEN YOU ADOPT A BUDGET, BUT DON'T START THERE.

I MARK THAT AS NOT.

THE LAST IS CURRENT.

IS THIS QUESTION CURRENT BASED OR ON FUTURE? IN OTHER WORDS, IS IT OFFERING ADVICE ABOUT CURRENT OR IS IT MORE BASED UPON THE CURRENT PERFORMANCE? NOW, CLEARLY THIS QUESTION IS ABOUT WHAT'S GOING TO HAPPEN IN THE FUTURE.

>> AN ACTION THAT TAKES PLACE IN THE FUTURE.

>> IT IS. BUT IS IT A CONVERSATION OFFERING ADVICE OR IS IT A CONVERSATION THAT IS FOCUSED ON CURRENT PERFORMANCE?

>> [INAUDIBLE].

>> RIGHT.

>> [INAUDIBLE].

>> OH, ARE YOU SAYING IF IF THE CONVERSATION AND PART OF THE SUPERINTENDENTS RESPONSE?

>> TO ME, THE QUESTION WOULD BE THE ADMINISTRATION ALREADY TOLD YOU THERE'S CHANGES AND THE TRUSTEE IS ASKING WELL, HOW ARE YOU GOING TO SHOW UP ON A BUDGET?

>> RIGHT. HOW IS THIS GOING TO SHOW UP IN THE BUDGET? BUT REMEMBER, I GAVE IT AN X ON DATA BECAUSE I'M ASSUMING THAT THIS IS THE STRATEGIES THAT WE'RE TALKING ABOUT.

THESE IMPLEMENTATIONS, THESE THINGS, THESE INTERVENTIONS, AS OPPOSED TO WHAT IS THE STRATEGY TO ADDRESS THE REALITY THAT WE'RE NOT CURRENTLY ON TRACK TO MEET OUR GOAL PROGRESS MEASURE IN THIS WAY? THIS ONE'S IFFY FOR ME.

I ALMOST WANT TO PUT A QUESTION MARK HERE ON THIS.

IF I GOT REAL PICKY ABOUT IT, I WOULD SAY IT'S PROBABLY NOT CURRENT BECAUSE THINK ABOUT IT, IT COULD BE GIVING FUTURE ADVICE BECAUSE BY ASKING YOU THIS QUESTION, I'M SAYING, HEY DUDE, YOU GOT TO DO SOMETHING ABOUT THIS IN THE BUDGET.

AS OPPOSED TO FIRST,

[03:35:01]

GIVING THEM THE OPPORTUNITY TO SAY, YEAH, THESE ARE OUR STRATEGIES AND BY THE WAY, WE'RE GOING TO NEED SOME RESOURCES TO DO THAT.

YEAH. RIGHT. THANK YOU FOR YOUR CANDOR WITH THAT.

SOME GOOD THINGS ABOUT THIS QUESTION, BUT SOME THINGS THAT WE COULD CLEAN UP.

>> ONE OF THE QUESTIONS I DIDN'T ASK WAS WHAT DOES THE SUPERINTENDENT OR QUESTIONS SHOULD BE THE SUPERINTENDENT.

WHAT ARE YOU GOING TO NEED FROM THE BOARD? WHETHER IT'S SUSTAINING A STRATEGY THAT'S WORKING OR SOMETHING THEY'RE GOING TO NEED FOR THE FUTURE.

AGAIN, GOING, I'M GOING TO BE A BROKEN RECORD NOW, THIS IS A DIALOGUE BETWEEN THE BOARD AND THE SUPERINTENDENT.

THAT MIGHT BE A WAY FOR RESPONSES TO SHOW UP TO THE BOARD IN THOSE STRATEGY CONVERSATIONS OF, HEY, HERE'S A STRATEGY WE'RE CHANGING BECAUSE THIS IS WHAT THE DATA IS TELLING US WE NEED TO DO.

WE'RE GOING TO NEED THIS FROM THE BOARD IN THIS FORM OF SUPPORT TO BE SUCCESSFUL.

>> I THINK IF YOU ASKED, I COULD SEE THAT MAY NOT GET ALL FIVE CHECKS, BUT I COULD SEE WHERE THAT QUESTION COULD BE.

THE THING ABOUT IT IS I THINK WHAT YOU WANT, YOU'RE GOING TO GET TO A POINT TO WHERE AS THIS REALLY GETS FINELY TUNED, YOU MAY NOT EVEN HAVE TO ASK THAT QUESTION.

>> WELL, THAT'S MY POINT.

>> YEAH.

>> [INAUDIBLE].

>> THAT'S PART OF THAT ANTICIPATING THE QUESTIONS BECAUSE THESE QUESTIONS, WE BOTH HAVE A ROLE HERE.

SUPERINTENDENT HAS A ROLE, THE BOARD HAS A ROLE, BUT YOUR QUESTIONS HELP INFORM.

MY GUESS WOULD BE, AS YOU DO THIS OVER TIME, THE SUPERINTENDENT RESPONSE PART OF THE MONITORING REPORT MAY EVOLVE BECAUSE SUPERINTENDENT'S ANTICIPATING THOSE QUESTIONS.

WE HAD THAT CONVERSATION THE OTHER DAY.

I REMEMBER WE TALKED ABOUT THAT.

WHEN YOU'RE TALKING ABOUT, WE'RE LOOKING AT INCLUDING THIS INFORMATION IN THE MONITORING REPORT.

>> IT ACTUALLY HAS. IT'S LIKE THEY KNOW FOR THE MOST PART WHICH TRUSTEES ARE GOING TO ASK CERTAIN QUESTIONS.

MORE FINITE THAN OTHERS BECAUSE WE CAN SEE THAT SIMILAR RESPONSES.

>> I GOT YOU. WELL, JUST BECAUSE YOU WORK ON THE QUALITY OF YOUR QUESTIONS DOESN'T MEAN THAT SOMETIMES PEOPLE ARE GOING TO ASK QUESTIONS ABOUT OTHER THINGS THAN OTHERS.

I DON'T WANT TO HAVE A COOKIE CUTTER WHERE ALL NINE QUESTIONS ARE EXACTLY THE SAME.

DANI GAVE US AN OPPORTUNITY FOR ONE LAST EXAMPLE.

LET'S DO HER LAST EXAMPLE.

>> WE'D HAVE TO HAVE ONE MORE.

>> WE'D HAVE TO HAVE ONE MORE? OKAY. DATA. IS THIS A DATA-FOCUSED QUESTION? WHAT IS THE PLAN TO PUT PRE-K ATTENDANCE ON THE ENROLLMENT FORM?

>> IT DEPEND ON THE [INAUDIBLE] DATA.

>> JUST A QUESTION.

IS THIS A QUESTION ABOUT DATA THAT WAS REPORTED IN A PROGRESS MONITORING REPORT?

>> NO.

>> NO. IS IT LEARNING, IS THE PURPOSE OF THIS TO LEARN? OR WAS THE PURPOSE OF THIS TO SOMEHOW BLAME OR SHAME? DANI, YOU SAID BLAME OR SHAME AS YOUR QUESTION, TELL ME MORE ABOUT THAT.

>> I THINK THAT THAT SHOULD ALREADY BE ON THE REPORTING FORM.

[LAUGHTER]

>> WHAT IS THE PLAN? CLEARLY, ANYONE WITH ANY NEURONS FIRING WOULD KNOW THAT WE NEED TO HAVE THIS ON THE FORM.

WHAT IS YOUR PLAN? TO PUT IT ON THE FORM.

IT COULD FEEL A LITTLE BIT LIKE THAT, I GET THAT.

I APPRECIATE YOUR HONESTY.

IS IT INQUIRY FOCUSED? IS IT A YES OR NO QUESTION OR IS IT MORE OPEN-ENDED?

>> OPEN-ENDED.

>> OPEN-ENDED, YEAH.

SO AGAIN, REMEMBER JUST BECAUSE THERE'S A COUPLE OF XS ON HERE DOESN'T MEAN THAT YOU CAN PROBABLY FIND SOME GOOD AND WELL, IN ALMOST EVERY QUESTION.

IS IT STRATEGY-FOCUSED OR IS IT TACTICAL IN NATURE?

>> TACTICAL [NOISE]

>> [INAUDIBLE] BYE-BYE.

>> BYE-BYE. HAVE A GOOD AFTERNOON.

AND THEN CURRENT, IS IT CURRENT OR IS IT ABOUT FUTURE?

>> FUTURE.

>> ESPECIALLY IT SAYS HERE,

[03:40:01]

IS THIS OFFERING ADVICE ABOUT FUTURE ACTION? [LAUGHTER] NOW, MAN HAS A QUESTION MARK ON IT, EVEN THOUGH THAT DIDN'T REALLY LOOK LIKE A VERY GOOD QUESTION MARK, BUT MAN WHO HAS A QUESTION MARK ON IT.

THAT SURE SOUNDS LIKE ADVICE TO ME.

NOW, IS THIS TOTALLY WITHOUT VALUE? A QUESTION.

YOU DON'T KNOW.

IT TRULY WAS TO LEARN, AND I'M NOT SAYING THERE'S NOT A PLACE BUT THIS REALLY FEELS LIKE TO ME YOU'RE GETTING INTO GIVING ADVICE ABOUT THE OPERATIONS.

>> COULDN'T THAT BE ASK THEM OF ADMIN OR SUPERINTENDED PRIOR TO THE [INAUDIBLE] AS WELL?

>> I DON'T THINK WHEN OR WHERE YOU ASK THAT QUESTION IS GOING TO CHANGE THE FACT THAT IT IS NOT DATA-FOCUSED, IT'S NOT LEARNING FOCUS, AND IT BORDERS ON GIVING ADVICE, OPERATIONAL ADVICE TO THE SUPERINTENDENT.

BUT IT'S A QUESTION.

BUT IT HAS A QUESTION MARK.

[NOISE] WHAT'S THAT? ONE OF YOUR CONSTITUENTS SENT IT IN.

I THINK WE SAID WE HAD ONE MORE.

KATHY, DID YOU HAVE ONE MORE YOU WANTED TO DO?

>> YEAH I DO.

>> OKAY.

>> IT WAS FROM LAST NIGHT.

>> HOLD MICROPHONE. THANK YOU SIR.

>> IT WAS FROM LAST NIGHT AND IT WAS OBVIOUSLY FOCUSED ON IMPROVEMENTS, BUT I THOUGHT SO ANYWAY.

IS THERE AN INDICATOR THAT STUDENTS WHO ARE NOT, THERE WAS A CHART UP THERE AND IT HAD GROUPS OF STUDENTS OF BAD GROUPS, AND I WAS TRYING TO ASK IF THERE WAS AN INDICATOR OR SOME PROCESS THAT THEY WERE GOING TO USE TO IMPROVE THE CCMR FROM THOSE STUDENTS THAT HAVE HISTORICALLY IN TWO OR THREE YEARS BEING LOWER THAN THE OTHER STUDENT GROUPS.

THE LOWEST STUDENT GROUPS IS WHAT I'M TRYING TO SAY.

>> MY GOSH. STUDENT PERFORMANCE.

>> TO IMPROVE STUDENT PERFORMANCE.

>> AMONGST STUDENT GROUPS WHO HAVE HISTORICALLY UNDER.

>> UNDERSERVED COMMUNITIES.

UNDERSERVED STUDENTS, PERIOD, BECAUSE I DIDN'T SEE IT LIKE THAT, BUT IT JUST SHOWS THAT THE BLACK KIDS WERE MUCH LOWER THAN THE OTHER KIDS, AND IT WAS GETTING LOWER AS FAR AS THE CCMR WAS CONCERNED, AND SO I WAS TRYING TO FIND OUT WHAT THE PROCESS IS GOING TO BE, WHERE'S MY NOTE? HOW TO CLOSE THAT GAP FOR THOSE STUDENTS THAT HAD LOWER ACHIEVEMENT IN CCMR AS IT RELATES TO TWO FOUR-YEAR COLLEGE?

>> I'M GOING TO NITPICK ABOUT THE QUESTION BECAUSE I THINK THIS IS GOING TO AFFECT HOW WE GRADE THIS.

>> OKAY.

>> WAS IT ASKED THIS WAY OR WAS IT ASKED TO IMPROVE STUDENT PERFORMANCE AMONG THE STUDENT GROUPS WHO ARE CURRENTLY PERFORMING BELOW OTHER GROUPS?

>> THAT'S THE RIGHT WAY. THAT'S CORRECT.

>> I THINK THAT'S NOT YOU ASKED. [OVERLAPPING]

>> IS THAT HOW YOU ASKED IT?

>> THANK YOU, I HAVE SEVERAL NOTES IN HERE, IT'S ALL OVER THE PAGE, THANK YOU.

BUT IT WAS PRETTY MUCH IN THAT ORDER, WASN'T IT, SUPERINTENDENT?

>> BECAUSE YOU WERE TALKING SPECIFICALLY ABOUT THE BLACK STUDENTS [OVERLAPPING] [INAUDIBLE].

>> I DON'T HAVE THE ACTUAL NOTES WRITTEN HERE.

>> DO YOU ALL SEE HOW THAT MAKES A DIFFERENCE?

>> YEAH.

>> YEAH.

>> NONE OF US ARE GOING TO DENY THE FACT THAT CONVERSATIONS ABOUT HISTORICALLY UNDERSERVED STUDENTS, BUT THE DATA, YOUR QUESTION WAS REALLY ABOUT?

>> THE PERFORMANCE.

>> IS THIS QUESTION BASED UPON THE DATA THAT WAS PRESENTED? IS THIS IS A DATA-BASED QUESTION?

>> YEAH.

>> IS IT LEARNING? IS IT SEEKING TO LEARN OR IS IT ABOUT BLAMING OR SHAMING?

>> LEARN, BECAUSE WE WANT TO KNOW WHAT THE PROCESS IS GOING TO BE TO IMPROVED.

>> I WANT TO HEAR FROM OTHERS.

IS IT LEARNING? IS IT ABOUT BLAMING OR SHAMING? OR IS IT REALLY FOCUSED ON UNDERSTANDING THE SITUATION AS IT'S PRESENTED BY THE DATA?

>> LEARNING.

>> WHAT'S THAT?

[03:45:07]

>> [INAUDIBLE] IS THERE AN INDICATOR, A PROCESS TO INDICATE [INAUDIBLE] ?

>> WE'RE GOING TO TALK ABOUT THIS UNDER THE NEXT INDICATOR.

I WOULD SAY THIS ONE IS LEARNING SO I'M NOT BLAMING OR SHAMING.

>> I WANT TO KNOW.

>> NOW, BLAMING THIS QUESTION WOULD BE, WHY AREN'T ENOUGH RESOURCES BEING EXPENDED TO MAKE A DIFFERENCE IN THE STUDENTS WHO ARE PERFORMING UNDER THE OTHER GROUPS? BECAUSE YOU'RE ASSUMING THAT JUST BECAUSE YOU SPEND MORE MONEY ON SOMETHING DOES IT MEAN RIGHT.

IF YOU'RE SPENDING MONEY ON THE WRONG THINGS, A DIFFERENCE WOULD HAPPEN.

BUT I'D SAY THIS ONE.

I THINK IT IS. I THINK IT'S LEARNING.

NOW, IS THIS INQUIRY-BASED? IS IT A YES OR NO QUESTION OR IS IT OPEN-ENDED?

>> IT'S OPEN-ENDED.

>> IT'S YES OR NO. [OVERLAPPING]

>> OH, AN INDICATE I'M SORRY. IT'S YES OR NO.

>> YEAH. ISN'T THIS FUNNY? IT CAN REALLY GET PERSNICKETY. IT REALLY CAN.

>> YEAH.

>> WHAT IS AN INDICATOR OR A PROCESS? WHAT ARE THE STRATEGIES TO ADDRESS THE STUDENT GROUPS? JUST CHANGING A FEW WORDS.

>> WHAT WOULD BE THE ADMINISTRATION GETS A QUESTION THAT CAN BE ANSWERED WITH A YES OR NO WOULD YOU WELCOME THEM ANSWERING A YES OR NO?

>> OH, YEAH.

>> IF YOU WANTED MORE INFORMATION ASK THEN.

THAT'S AN OPEN ENDED QUESTION AND SO GETS THINKING WHAT THE ADDITION INFORMATION MIGHT BE.

>> I WOULD ENCOURAGE THAT AS LONG AS THE BOARD WON'T TAKE THAT OUT ON THE STAFF.

>> EXACTLY.

>> IF THEY AGREE THAT HEY, IF AS A PART OF YOUR GROWTH AS A BOARD IF YOU CAN SAY TO SUPERINTENDENT HOUSE, YOU CAN SAY TO HIS STAFF AND BOARD, THAT'S GOING TO BE HARD.

AM I RIGHT? ARE YOU SURE? COME ON. YEAH. YOU SAY THAT. BUT YEAH. [OVERLAPPING]

>> YEAH, BECAUSE IF IT IS YES OR NO AND WE NEED MORE INFORMATION WE COULD SAY WELL, CAN YOU GIVE US MORE INFORMATION?

>> RIGHT.

>> SOMETIMES YOU HAVE TO KNOW WHAT THE IF THE ANSWERS ARE, ARE SUFFICIENT FOR MOST

>> GOT YOU. SUE.

>> I HAVE A QUESTION ABOUT THE BLAMING ACCUSATORY QUALITY OF QUESTION.

BECAUSE WHAT I'M SEEING IS A PATTERN IS LIKE THIS INDICATES IT'S GOING TO BE A YES OR NO QUESTION AS OPPOSED TO WHAT OR HOW.

WHY TENDS TO BE BLAMING QUESTIONS.

HOWEVER, IF YOU LOOK ON THE [OVERLAPPING]

>> THE SAMPLE QUESTION [OVERLAPPING]

>> THE SAMPLE QUESTIONS, THE THIRD COLUMN A LOT OF THEM ARE WHY QUESTIONS.

WHY WAS THERE NO GROWTH? WHY DO GAPS EXIST? WHICH ARE SEEKING TO UNDERSTAND THE ROOT CAUSE.

I GUESS I'D LIKE TO UNDERSTAND HOW THOSE AREN'T BLAMING QUESTIONS THEY'RE AN OUTLIER TO WHAT I WAS SEEING AS A PATTERN.

>> I THINK I'VE CONTRIBUTED TO THAT BECAUSE I CAN SEE THAT NOW I'M REPLAYING THE TAPE IN MY HEAD ABOUT WHAT I'VE BEEN GIVING AS NON EXAMPLES.

NOTICE A LOT OF MY ONES THAT START WITH WHY ON THE BLAMING EXAMPLES, THE NEXT WORD BEHIND WHY WAS NOT OR WHY AREN'T.

IN OTHER WORDS, WHY IS IT WORKING IN THIS AREA? WHY IS IT NOT WORKING IN THIS AREA? THOSE DON'T SEEM BLAMING BUT WHY HAVEN'T YOU OR WHY HAVE WE NOT? THE THING ABOUT IS MOST OF THE TIME I THINK WE'RE TRYING TO BE POLITE.

IT'S NOT GOING TO COME ACROSS REALLY SOUNDING BLAMING.

WE MAY USE THE WORD WE.

OH, I'LL USE THE WORD WE INSTEAD OF SAYING, WHY AREN'T YOU? WHY ARE WE? WHY AREN'T WE PUTTING PRE-K ATTENDANCE ON THE ENROLLMENT FORM? YEAH BUT IF MY WHY QUESTION MAKES AN ASSUMPTION THAT SOMETHING EITHER DID OR DIDN'T HAPPEN.

IF I ALREADY HAVE A PREDETERMINED ASSUMPTION RATHER THAN TRULY SEEKING TO UNDERSTAND THE WHY.

[03:50:01]

>> THIS THEREFORE WHAT I'M UNDERSTANDING THEN IS THESE WHY QUESTIONS THEY'RE DATA FOCUSED.

THEY'RE MEETING THE OTHER REQUIREMENTS THEY'RE DATA FOCUSED.

THE DATA IS SHOWING US THIS IN THE REPORT OR SO WHY IS THE DATA TELLING A STORY.

>> EXACTLY. THAT'S REALLY WHAT THIS ALL BOILS DOWN TO IS ARE WE HAVING CONVERSATIONS ABOUT BOTH THE DATA AND WHAT THE SUPERINTENDENT HAS OFFERED US AS IN THEIR RESPONSE AS TO WHAT OUR RESPONSE TO THE DATA IS GOING TO BE?

>> LET ME ASK A REAL QUICK QUESTION RIGHT HERE.

FROM LSD TRAINING, AJ DID MINE A COUPLE OF TIMES TOO.

THE OBJECTIVE WAS TO ASK THE QUESTIONS TO GET US TO YES.

THAT'S WHAT THE BOARD'S OBJECTIVE IS ONCE WE GET THE DATA AND INFORMATION TO ASK QUESTIONS THAT WE'RE SITTING AT NO, AND I'M GOING TO ASK THESE QUESTIONS TO HELP ME GET TO YES.

>> THIS IS AN APPROPRIATE YES BEING THAT YES THAT WE ACCEPT THIS AS A REPORT ON HOW WE'RE DOING. [OVERLAPPING]

>> EXACTLY. WITH THAT BEEN SAID THEN EVERYTHING IS PRESENTED DOES NOT WARRANT A LOT OF DIALOGUE BECAUSE WE SHOULD AT THE STARTING POINT OF NO ANYWAY.

WE SHOULD BE WITH A LOT OF THE INFORMATION PRESENTED THAT WE'RE GOING TO REVIEW WE SHOULD ALREADY BE AT YES.

HAVE ALREADY DECIDED WHERE WE'RE GOING TO VOTE BEFORE WE START ASKING 1,500 QUESTIONS.

>> I THINK I SEE THAT.

BUT WHAT I WOULD SAY IS I THINK THE QUESTIONS ARE TRULY SEEKING TO UNDERSTAND.

BECAUSE RIGHT, I'M ALREADY AT A POINT TO WHERE WE ALL IN THE SAME DIRECTION AND I'M ON BOARD WITH GETTING THAT SAME SAME DIRECTION.

BUT IF I'M TRULY ASKING QUESTIONS, AGAIN, THE PURPOSE OF THIS EXERCISE IS NOT TO GET YOU TO ASK FOR YOUR QUESTIONS.

THE PURPOSES OF THIS EXERCISE IS TO ASK QUESTIONS IN A WAY THAT IS FOR YOU TO TRULY UNDERSTAND THE DATA YOU NEED TO UNDERSTAND AS A BOARD MEMBER AND TO NOT ASK QUESTIONS IN A WAY THAT ARE DISGUISED WAY OF GIVING THE SUPERINTENDENT ADVICE ON HOW TO DO HIS JOB.

THEN THEY GIVE THE SUPERINTENDENT DIRECTION ON WELL, THIS IS INFORMATION AND EVALUATION AND ANALYSIS I CAN GIVE TO THE BOARD.

BACK TO YOUR QUESTION, KATHY.

>> COMMENT TO THAT.

BUT FOR MY UNDERSTANDING THAT'S FOR THE OTHER ITEMS NOT FOR THE TARGET MONITORING.

YOU'RE GETTING TO GUESS SOME PROGRESS ON THE CONSENT [OVERLAPPING]

>> THE CONSENT AGENDA.

>> THAT WOULD BE MY STRATEGY ON BOTH THE ITEMS THAT I PULL TRYING TO GET TO YES BUT HOW WE'RE DOING IS ACCEPTING IT.

>> THIS IS A CONVERSATION EXACTLY.

YOU'RE HAVING A CONVERSATION AND THEN YOU ACCEPT IT SAYING, WE ACCEPT THIS AS BEING AN ACCURATE DESCRIPTION OF WHERE WE ARE AND A DESCRIPTION OF WHERE WE'RE GOING TO GO.

REAL QUICKLY, STRATEGY FOCUS.

IS THIS STRATEGY, IS IT ABOUT TECHNICAL, TACTICAL, OR STRATEGY?

>> IT'S A STRATEGY I THINK.

>> ANY OTHER THOUGHTS? IS THIS TECHNICAL, TACTICAL OR STRATEGY.

TELL ME MORE ABOUT THAT, BRIDGET.

>> WELL, IS THERE AN INDICATOR OR PROCESS TO [INAUDIBLE] SO BASICALLY WE DON'T KNOW BUT WE'RE ASKING THE QUESTION, IS THERE ONE?

>> WHAT IS OUR APPROACH TO ADDRESS THE DISCREPANCY BETWEEN THE STUDENT GROUPS THAT ARE ADDRESSING?

>> [INAUDIBLE]

>> THIS IS ANOTHER ONE WHERE I HAVE A QUESTION MARK ON IT.

KNOWING AND HEARING BECAUSE WE ALL KNOW WHAT THE INTENT IS.

BUT THIS WAS KIND OF IFFY. I DON'T KNOW. I'M NOT SURE.

LET'S GO TO THE NEXT ONE. I'M NOT SURE IF I'M EVEN READY TO FIT.

[LAUGHTER].

>> [INAUDIBLE]

>> CURRENT.

>> IT'S AN OBJECTION.

>> OR I MAY JUST LEAVE IT BLANK.

CURRENT FOCUS, IS THIS BASED UPON THE CURRENT DATA BEING PRESENTED OR IS THIS IN SOME WAY GIVING ADVICE ABOUT FUTURE ACTION? [NOISE] I THINK IT'S CURRENT.

BECAUSE IT IS A QUESTION.

REMEMBER, WE CAN ASK QUESTIONS THAT ARE RELATED TO THE FUTURE, BUT IT HAS TO BE BASED UPON CURRENT DATA.

BECAUSE SOMETIMES WE WILL MAKE ASSUMPTIONS.

WE MAY MAKE ASSUMPTIONS THAT AREN'T EVEN REFLECTED IN THE DATA.

WHAT ARE YOU GOING TO DO ABOUT SUCH AND SUCH AND SUCH AND SUCH.

[03:55:01]

IT'S NOT EVEN A REFLECTED IN THE DATA.

>> I THINK IT'S CLEAR, BUT I THINK IS WHY IT'S ALSO STRATEGY BASED ON THE CURRENT DATA.

WE'RE MOVING IT RIGHT NOW.

THIS INDICATOR, THE WAY WE ARE GOING, THIS IS STRATEGY TO IMPROVE.

>> YES. I DO THINK IT'S CURRENT.

WHERE I'M GRAPPLING WITH STRATEGY IS THAT WORD RIGHT THERE.

WE'RE MINCING WORDS HERE A LITTLE BIT.

BUT THAT'S WHAT IT TAKES TO GET IN THE MINDSET OF SAYING, AM I ASKING GOOD-QUALITY QUESTIONS? I'M GOING TO FLIP FORWARD A LITTLE BIT.

THE GOOD NEWS IS WHEN WE DO RECONVENE AGAIN, WE HAVE SOME THINGS THAT WE DIDN'T APPROACH TODAY THAT WE CAN.

WE'RE NOT TALKING ABOUT RECREATING OR REINVENTING THE WHEEL.

BUT AS WE GET READY TO LAUNCH, FIRST I WANT TO ASK YOU, WHAT'S A WORD YOU WOULD USE TO DESCRIBE OUR EXPERIENCE TODAY? WHAT DOES A WORD YOU WOULD USE? JOHN, I WANT TO PUT YOU ON SINCE YOU WEREN'T HERE MOST OF THE DAY.

I DON'T WANT TO OFFEND YOU BY SKIPPING YOU.

ANYWAY, SO PAT, WHAT'S A WORD YOU WOULD USE TO DESCRIBE YOUR EXPERIENCE TODAY?

>> EDUCATIONAL.

>> EDUCATIONAL.

>> EYE OPENING, CLARIFIED, REFLECTIVE, CONTINUOUS IMPROVEMENT.

>> CONTINUOUS IMPROVEMENT.

>> CONFIRMATION.

>> CONFIRMATION. THEN I WON'T MAKE ALL OF YOU ANSWER THIS, BUT IS THERE AN ACTION THAT YOU PLAN TO TAKE BASED UPON OUR CONVERSATIONS TODAY?

>> I AM VERY TAGGED BY [INAUDIBLE] EMAILING.

I EMAIL QUESTIONS ABOUT THE REST OF THE AGENDA BY E-MAIL QUESTIONS BEFORE THE MEETING ABOUT [INAUDIBLE].

I DON'T EXPECT THE RESPONSE, BUT JUST LET THEM [INAUDIBLE].

>> THANK YOU. ANYBODY ELSE WANT TO SHARE AN ACTION THAT YOU MAY BE TAKING BASED UPON TODAY, SUE?

>> I'VE TRIED TO PUT THIS IN MY HEAD IN A MEASURED GOAL.

BUT I DON'T HAVE BOTH DATA POINTS.

BUT GO FROM X PERCENT TO X PERCENT ON HOW OFTEN I EMAIL MY LINES OF INQUIRY TO THE SUPERINTENDENT IN ADVANCE.

I WANT TO SAY I'LL DO IT EVERY TIME.

BUT I'M A HUMAN BEING.

BUT I'M GOING TO STRIVE TO BE MORE CONSISTENT AND PROACTIVE ABOUT THAT.

>> THANK YOU VERY MUCH.

>> I'M GOING TO COMMIT TO BEING MORE PRODUCTIVE.

>> YOU'RE NOT GOING TO ENDEAVOR, YOU'RE GOING TO COMMIT TO BEING MORE PRODUCTIVE. THANK YOU.

>> JUST SAME ACTION, MILLARD COMMITTED, SUPERINTENDENT HOUSE COMMITTED VERY EARLY ON TO HAVE THE PROGRESS MONITORING REPORT WHEN WE GOT THE REST OF THE AGENDA BECAUSE BEFORE THE PRACTICE WAS WE WOULD GET IT JUST A FEW DAYS, PROBABLY WHEN THE AGENDA HAD TO POST TO THE PUBLIC.

OF COURSE, IT WAS IMPOSSIBLE FOR US TO PREPARE QUESTIONS AHEAD OF TIME.

NOW WE GET IT AHEAD OF TIME, BUT I THINK WE WERE ALL IN THE PRACTICE OF NOT GETTING IT.

WE JUST NEED TO MODIFY OUR PRACTICES.

BUT SINCE WE DO HAVE THAT, WE DON'T HAVE AN EXCUSE TO SEND THEM IN AHEAD OF TIME.

DEFINITELY COMMITTED TO IMPROVING THAT.

WHILE I'M PREPARING MY QUESTIONS BECAUSE I DO WRITE THEM OUT AHEAD OF TIME, OBVIOUSLY IN THE MOMENT OF THE CONVERSATION, MORE QUESTIONS COME UP.

BUT USING THIS TO REFLECT IS REALLY HELPFUL.

>> GOT YOU. ANYONE ELSE HAVE ONE THEY WANT TO SHARE?

>> WE'RE COMMITTED TO CONTINUING TO BUILD UNDERSTANDING AROUND THIS LEVEL OF QUESTIONING.

I'VE GOT EITHER TWO OR THREE THAT WILL JOIN THE COHORT THIS YEAR ON LEADERSHIP [OVERLAPPING] COUNCIL VERSUS CITY SCHOOL.

I THINK WE'VE HAD A COUPLE THAT DO IT ALREADY.

WE'VE GOT A COUPLE MORE THAT WE'LL BE DOING.

WE'LL BE CONTINUING TO BUILD UNDERSTANDING.

>> GOOD. I APPRECIATE THAT. ALL RIGHT.

I WANT TO SAY, THIS HAS BEEN A UNIQUE DAY.

[LAUGHTER] WE STARTED WITH ME WALKING IN ABOUT ALMOST FIVE MINUTES LATE,

[04:00:03]

FOR WHICH I WANT TO MAKE AMENDS FOR THAT AND APOLOGIZE.

BUT SERIOUSLY, WE HAD TO PIVOT BECAUSE OF THINGS BEYOND OUR CONTROL.

A COUPLE OF TIMES WE HAD TO PIVOT, BECAUSE OF THINGS BEYOND OUR CONTROL.

EACH TIME YOU REGROUPED AND FOCUSED.

I AM GRATEFUL FOR THAT.

I SEE GREAT WORK AND ALSO GREAT PROMISE HERE.

PART OF THAT IS JUST BECAUSE OF YOUR EFFORT AND YOUR COMMITMENT.

THANK YOU. THANK YOU FOR LETTING ME BE A PART OF IT.

MY COMMITMENT NEXT STEPS WISE IS I WILL WORK WITH DANI AND PRESIDENT HERNANDEZ AND SUPERINTENDENT HOUSE.

WE'LL WORK ON ANOTHER LIST OF DATES.

I AM STILL COMMITTED TO DOING YOUR TEAM-BUILDING.

I MEAN, THAT'S PART OF MY AGREEMENT WITH YOU ALL ANYWAY.

I WANT TO DO THAT.

THANK YOU FOR LETTING ME BE A PART OF THE DAY AND THANK YOU FOR YOUR COMMITMENT TODAY.

I APPRECIATE IT VERY MUCH.

WITH THAT, MY PART IS OVER.

PRESIDENT HERNANDEZ.

>> THERE WAS NOTHING ON THE SCRIPT.

HELLO.

THIS MEETING IS NOW ADJOURNED AT 02:26 P.M.

* This transcript was compiled from uncorrected Closed Captioning.