[CALL TO ORDER]
[00:00:04]
THIS MEETING IS NOW CONVENED AT 5:03 P.M.
I WOULD LIKE TO ASK EVERYONE TO PLEASE SILENCE YOUR CELL PHONES.
A QUORUM OF THE BOARD MEMBERS IS PRESENT IN THE BOARD AUDITORIUM.
THEY ARE FROM MY RIGHT ON THE PLATFORM.
PAULA MENDOZA WILL BE JOINING US SHORTLY.
IF THERE ARE ANY ELECTED OFFICIALS IN THE AUDIENCE THIS EVENING, PLEASE STAND AND BE RECOGNIZED.
[SPEAKERS TO AGENDA ITEMS]
WE ARE NOW READY TO HEAR FROM SPEAKERS WHO HAVE REGISTERED TO SPEAK FOR TODAY'S WORKSHOP REGARDING LONE STAR GOVERNANCE PROGRESS MONITORING.PER CURRENT PROTOCOL, VERBAL AND OTHER DISRUPTIONS BY PERSONS DURING SCHOOL BOARD MEETINGS ARE NOT ACCEPTABLE, AS THEY INHIBIT THE BOARD'S ABILITY TO CONDUCT BUSINESS AND THE PUBLIC'S ABILITY TO OBSERVE THOSE PROCESSES.
WE HAVE 27 REGISTERED SPEAKERS WHO WILL BE LIMITED TO TWO MINUTES EACH PER BOARD POLICY.
BUT YOU MAY NAME YOUR OWN CHILD.
I ASK THAT YOU PLEASE RESPECT OUR PROCEDURES AND THE OTHER SPEAKERS AND END YOUR COMMENTS PROMPTLY.
WHEN YOUR TIME IS EXPIRED AND THE TIMER RINGS.
IF YOU'RE SIGNED UP TO SPEAK VIA ZOOM, WE MUST SEE YOU LIVE WITH YOUR CAMERA ON AS YOU SPEAK.
WE'LL BEGIN WITH SPEAKERS WHO ARE SIGNED UP TO ADDRESS THE BOARD IN PERSON.
WILL JAY ALLISON CHAPIN PLEASE APPROACH THE MICROPHONE? THIS SPEAKER WILL BE FOLLOWED BY ANITA [INAUDIBLE].
I'D LIKE TO SPEAK ABOUT A WELL KNOWN TEXAS SAYING GOD, FAMILY, COUNTRY, GOD.
HE SEES INTO MY HEART MY EAGERNESS TO SHARE THE JOY OF LEARNING, MY DEDICATION TO MAKING THE WORLD A BETTER PLACE FOR ALL, MY DESIRE TO BE THE BEST FOR MY STUDENTS.
WHAT DOES YOUR HIGHER POWER SEE IN YOUR HEART? FAMILY COMES NEXT, IMMEDIATE, EXTENDED, AND HUMANKIND.
I HAVE THE RIGHT TO BE WITH THEM TO HELP CARRY THEIR BURDENS.
ARE YOU ALLOWED THIS FLEXIBILITY BECAUSE HISD TEACHERS AND STAFF ARE NOT ALLOWED.
MATERNITY LEAVE IS NOT A GIVEN.
ATTENDANCE THREATS AND FMLA LEAVE REQUESTS ARE BEING DENIED, NOT TO MENTION THE AMOUNT OF PERSONAL TIME SCHOOL STAFF HAVE TO WORK WITHOUT RECOGNITION OR PAY.
FINALLY, MY COUNTRY, MY PARENTS RAISED CIVIC MINDED CHILDREN.
ASK NOT WHAT YOUR COUNTRY CAN DO FOR YOU.
ASK WHAT YOU CAN DO FOR YOUR COUNTRY KIND OF STUFF.
TEXANS EVEN WROTE IT INTO THE STATE CONSTITUTION.
ARE YOU TRULY SERVING OUR STUDENTS? WELL? IF SOME OF THE STUDENTS ARE DENIED SERVICES? KEEP DEMOCRACY IN THE HANDS OF THE PEOPLE, NOT IN THE BILLIONAIRES OR THE SERVANTS THEY CONTROL.
JOIN HFT OR COMMUNITY VOICES FOR PUBLIC EDUCATION AND JOIN THE FIGHT AGAINST THIS TYRANNY.
THANK YOU. OUR NEXT SPEAKER IS ANITA [INAUDIBLE].
PLEASE GO AHEAD. THE MICROPHONES BACK THERE.
I WAS JUST WONDERING WHO WOULD BE THE RIGHT PEOPLE TO ADDRESS QUESTIONS TO? BECAUSE SOMETIMES I HAVE QUESTIONS AND I EMAIL BOARD MEMBERS AND I DON'T GET A RESPONSE.
AND PERHAPS YOU'RE NOT THE RIGHT PEOPLE? BUT THEN WHO IS THE RIGHT PERSON? BECAUSE SOME OF THE QUESTIONS I HAVE ARE NOT ABOUT LIKE MY PRINCIPAL, HE'LL GET BACK TO ME OR PTO.
SO IF I HAVE AND SO EXAMPLE QUESTIONS ARE LIKE WHAT IS THE ATTENDANCE POLICY? THERE'S SO MUCH RUMORS.
I DON'T WANT TO GET ENRAGED AND PROSELYTIZE ABOUT A RUMOR.
I'D LIKE TO KNOW IS THERE AN ATTENDANCE POLICY? IF SO, WHAT IS IT? ARE PEOPLE DENIED FMLA? WHAT'S TRUE? WHAT'S NOT? STAAR.
CAN PARENTS OPT OUT OF STAAR OR NOT? WHAT? THERE'S A LOT OF CONFUSION AROUND TEA BECAUSE I'VE OPTED MY STUDENTS OUT, MY DAUGHTERS OUT OF STAAR IN THE PAST, AND NOW I'M GETTING THE IMPRESSION
[00:05:04]
THAT YOU CAN'T AGAIN, I DON'T KNOW WHAT IS TRUE AND WHAT'S NOT TRUE.AND THEN ALSO I'M AT CONDIT AND SO HOW MANY SCHOOLS ARE GOING TO NES? AND THEN WHAT'S HAPPENING TO LIBRARIES? ARE MORE LIBRARIANS GOING TO BE CUT? MY DAUGHTER SPOKE TO YOU ALL A COUPLE OF WEEKS AGO BECAUSE SHE'S VERY CONCERNED ABOUT THE LIBRARY, AND I'M VERY CONCERNED ABOUT EQUITY.
SO WHY DO WHY DO THOSE KIDS OF THOSE FAMILIES GET A LIBRARY? BUT THESE OTHER STUDENTS DON'T? SO I JUST WHO DO I TALK TO? AND CAN YOU DIRECT ME, IF YOU CAN, TO THE EMAIL? SO IF YOU HAVE A SPECIFIC QUESTION THAT'S BEEN EMAILED TO THE BOARD, IT SOUNDS LIKE THAT'S THE CASE.
THEN WE'LL GET THAT TO THE RIGHT PERSON WITHIN THE DISTRICT TO RESPOND TO YOU VIA EMAIL.
ALSO, IF [INAUDIBLE] OR SOMEBODY FROM YOUR STAFF CAN JUST TAKE NOTE.
YEP. JUST LETTING YOU KNOW BECAUSE I HAVEN'T GOTTEN A RESPONSE BACK.
SO I'M JUST PUTTING IT ON THE RADAR.
OH, I KNOW THEY CAN'T RESPOND.
I MEAN, I'M JUST I SOMETIMES I FEEL LIKE I'M IN AN ECHO CHAMBER.
SO I'M JUST TRYING TO SAY LIKE.
WHO DO I TALK TO THEN? BECAUSE NOW THIS IS NOT THE FORUM FOR, YOU KNOW, BACK AND FORTH.
OKAY. OUR NEXT SPEAKER IS SARAH RIVLIN, FOLLOWED BY AMY [INAUDIBLE] AND THEN MICHELLE WILLIAMS. MS. RIVLIN, PLEASE GO AHEAD.
I WANT TO DEFINE STUDENT OUTCOMES.
FOR MIKE MILES AND AJ CRABLE, STUDENT OUTCOMES MEANS STAAR TEST SCORES.
WHEN I TOLD HIM ABOUT MIKE MILES'S PLAN TO SPEND $20 MILLION ON A PROGRAM TO TEACH AI TO HISD KIDS, AND TO DO SO AT THE EXPENSE OF OUR CTE PROGRAMS, MY COUSIN COULD NOT BELIEVE IT.
THE TRADES ARE THE ONLY JOBS THAT WON'T BE REPLACED BY AI.
MY WORK FRIEND IS LEARNING WELDING FOR THIS VERY REASON.
NOBODY KNOWS WHAT AI IS GOING TO LOOK LIKE A FEW YEARS FROM NOW.
NATHAN SPENT HIS ENTIRE YOUTH WITH A VIDEO CAMERA IN HIS HAND MAKING MOVIES.
HIS CREATIVITY IS WHAT PROPELLED HIS CAREER, NOT HIS AI EXPERIENCE.
15 POINTS ON THE STAAR TEST DOES NOT MEAN UPWARD SOCIAL MOBILITY.
IF THEY ARE AT THE 50TH AND ARE NOW AT THE 65TH, THAT MEANS NOTHING.
MILLARD HOUSE INVESTED IN LIBRARIANS AND FULL TIME FINE ARTS AND CTE TEACHERS.
OUR NEXT SPEAKER IS AMY KIRSCHEN, FOLLOWED BY MICHELLE WILLIAMS, MISS KIRSCHEN.
MY NAME IS AMY KERSCHEN, A FIRST GRADE TEACHER, AND I'M CURRENTLY TEMPORARILY DOWN TO ONE EYE, BUT I CAN SEE PERFECTLY TO THE EXTENT OF WHAT'S GOING ON, WHAT IS NOT RIGHT IN THE CLASSROOM, THE EXCESSIVE PAPERWORK, AND THE INABILITY FOR ME TO USE MY PAID TIME OFF FOR MY CONDITION IS UNACCEPTABLE, ESPECIALLY WHEN I'M STILL SICK.
I'M STILL SICK, YET I CONTINUE TO GO TO WORK FOR FEAR OF BEING FIRED FOR EXCESSIVE ABSENCES.
TAKING OFF TO TAKE CARE OF HEALTH IS NOT AN OPTION IN HISD ANYMORE.
AND TO ADD TO MY STRESS, MY PRINCIPAL IS IN MY ROOM EVERY DAY TO MAKE SURE I READ THE SCRIPT VERBATIM, THOUGH IT IS HARDER FOR ME TO SEE OUT OF ONE EYE, I STILL READ IT WITH FIDELITY.
[00:10:04]
IF YOU WANT TO HELP THE STUDENTS, OR BE FOR STUDENTS AND TEACHERS TO STRENGTHEN OUR COMMUNITY, THEN I HIGHLY ENCOURAGE YOU TO PARTICIPATE IN HOUSTON'S RUNOFF AND VOTE SHEILA JACKSON LEE.OUR NEXT SPEAKER IS MICHELLE WILLIAMS, FOLLOWED BY SARAH TERRELL AND THEN [INAUDIBLE] GOMEZ.
MISS WILLIAMS, PLEASE GO AHEAD.
I'M MICHELLE WILLIAMS FOR HOUSTON EDUCATION ASSOCIATION TODAY.
I'M SPEAKING ON BEHALF OF ALL THE STAAR TEST PREP GRADE LEVELS.
YOUR CONSTRAINT SAYS THAT YOU WANT TO REDUCE THE NUMBER OF DNF SCHOOLS.
I'M GOING TO READ THE INDICATORS UNDER EACH ONE.
STUDENT SUCCESS A STAAR COMPONENT OF STUDENT ACHIEVEMENT.
THERE'S TOO MUCH FOCUS ON NWEA.
NWEA HAS NO PROGRESS MEASURE, PERIOD.
SO WHAT'S BEING NEGLECTED IS YOUR CONSTRAINT BECAUSE THIS DOES NOT MOVE TEST SCORES.
THEY'RE BLOCKING ALL SORTS OF PLATFORMS THAT WE NEED.
WE CAN'T MONITOR HOW EFFECTIVE OUR INTERVENTIONS ARE.
THAT'S NOT, THEY EVEN BLOCK CODE.ORG, WHICH IS FREE.
IT'S RUN BY A NONPROFIT THAT WAS VETTED BY THE OLD ADMINISTRATION.
SO I'M ASKING YOU ALL IF YOU'RE TRULY HERE TO GET HISD FROM UNDER STATE, THE STATE TAKEOVER, YOU NEED TO PAY MORE ATTENTION TO WHAT YOUR CONSTRAINTS ARE AND HOW THEY'RE BEING IMPLEMENTED IN HISD, BECAUSE THESE TEACHERS ARE RUNNING OUT OF HERE BECAUSE THEY CANNOT TEACH, BECAUSE OF ALL OF THESE RULES AND CONSTRAINTS WITH INSTRUCTION.
PLEASE GO AHEAD. LONE STAR GOVERNANCE IS LIKE A COOKBOOK WHERE THE RECIPE ITSELF IS THE PRODUCT, NOT A MEAL, NOT FOOD, OR HAPPILY FED PEOPLE.
PERFORMANCE OF ALL THE RECIPE STEPS IS THE REAL OBJECTIVE.
NO MORE THAN X PERCENT OF THE MEETING TIME CAN BE SPENT ON X SUBJECT.
YOU GUYS HAVE THREE RESPONSIBILITIES HIRE AND FIRE THE SUPERINTENDENT.
BUT TEA DOES THAT SET POLICY FOR THE DISTRICT? I DON'T THINK SO. MILES DOES THAT AND YOU GUYS JUST APPROVE IT.
BUT YOU'RE NOT DOING THAT EITHER.
MILES TELLS YOU HOW MUCH HE IS ALREADY SPENT AND YOU APPROVE IT.
DESPITE PROMISES OF MONTHLY UPDATES, THERE'S BEEN NO BUDGET AMENDMENTS SINCE AUGUST, WHEN MILES REVEALED A $250 MILLION OVERSPEND. NES REQUIRES LAYERS OF EXPENSIVE MICRO-MANAGERS, AND THESE ARE RECURRING COSTS.
IF 85 SCHOOLS COST A 250 MILLION OVER BUDGET, THEN 150 WILL COST HOW MUCH? ABOUT 190 MILLION MORE.
SO AFTER NEXT YEAR, THE BUDGET SURPLUS WILL BE ALMOST GONE.
BUT WHAT IS MILES WITHOUT OUR MONEY? AND WHAT ARE YOU WITHOUT MILES? WILL YOU ENSURE THAT OUR BUDGET IS AT LEAST WISELY SPENT? I GUESS NOT, MILES REFUSES ANY REAL ACCOUNTABILITY.
HE PROMISES ONLY A 1% INCREASE IN SCORES FOR THIS YEAR AND NEXT.
THAT'S A TRULY APPALLING RATE OF RETURN ON OUR BILLION DOLLAR SURPLUS.
JUST AS THE HIGHER, MORE ASPIRATIONAL GOALS OF THE OUT YEARS LOOM, THE MONEY WILL RUN OUT.
BUT WE ALL MET THOSE 1% BULK GOALS, SO YAY US.
AND WE TICKED EVERY BOX ON THE LONE STAR GOVERNANCE CHECKLIST AS WELL.
OUR NEXT SPEAKER IS [INAUDIBLE] GOMEZ.
AS A NEWLY ELECTED BOARD MEMBER, I'LL BE TAKING NOTES ABOUT THE TRAINING SESSION.
INCLUDING ME. INCLUDING YOU, INCLUDING THE SUPERINTENDENT, THOUGH NONE OF YOU ARE RESPONSIBLE FOR.
[00:15:03]
WE'RE RESPONSIBLE FOR MAKING THE DECISION TO ULTIMATELY TAKE OVER THE DISTRICT.YOU'RE ALL NEVERTHELESS RESPONSIBLE FOR REPRESENTING THE VISION AND VALUES OF THE COMMUNITY, AND DEALING WITH THE FACT THAT MANY OF US, INCLUDING MYSELF, FEEL A GREAT DEAL OF PAIN FROM EFFECTIVELY HAVING A VOTE TAKEN AWAY.
SO ONE THING TO MITIGATE THAT WOULD BE TO STRONGLY SUGGEST YOU TO THINK THROUGH HOW YOU COULD, YOU KNOW, PUT US TO WORK AS THE ELECTED BOARD MEMBERS AND THINK THROUGH, YOU KNOW, WHAT WE CAN DO TO HELP ACHIEVE THE MISSION THAT EVERYBODY IN THIS ROOM WANTS.
I ALSO WANT TO TALK A LITTLE BIT ABOUT REAL TIME COACHING, WHICH IS SOMETHING THAT I'VE HEARD RECENTLY FROM NOT ONLY A FEW TEACHERS, BUT A FRIEND OF MINE WHO'S AN ASSISTANT PRINCIPAL IN A DIFFERENT DISTRICT.
THERE'D BE A TURN AND TALK, AND DURING THE TURNING TALK, AFTER I WAS DONE TALKING, MY PRINCIPAL WOULD COME GIVE ME A STICKY NOTE OR WHISPER SOMETHING ABOUT A STUDENT WHO I NEEDED TO ADDRESS.
IT DID NOT LOOK LIKE MY PRINCIPAL INTERRUPTING ME WHEN I WAS TALKING.
UNLESS SOMETHING WAS SERIOUSLY GOING WRONG WITH WHAT I WAS DOING.
AND SO I URGE CAUTION IN THE IMPLEMENTATION OF IDEAS THAT ARE GOOD.
IN THE PAST, I'VE HEARD MANY REPORTS FROM TEACHERS WHO HAVE RECEIVED HAVE BEEN SNAPPED UP BY PRINCIPALS AND HAVE BEEN COMMUNICATED IN A WAY THAT TO GIVE YOU THE BENEFIT OF THE DOUBT, I IMAGINE SOMETHING THAT WAS NOT ALONG THE LINES OF WHAT YOU WOULD APPROVE.
PLEASE USE US AS BOARD MEMBERS AND ALSO THINK THANK YOU. THANK YOU, MISS KARINA CASADA.
MISS SMITH, WILL YOU PLEASE IDENTIFY AND ADMIT OUR SPEAKERS?[INAUDIBLE] NEXT.
MISS [INAUDIBLE], PLEASE TURN YOUR CAMERA ON.
HELLO. MY NAME IS MARIA [INAUDIBLE] AND I'M AN HISD PARENT AND COMMUNITY LEADER.
I'M HERE TO SPEAK ABOUT LONESTAR GOVERNANCE, USUALLY BEFORE I SPEAK AT A BOARD OF MANAGERS MEETING, I REVIEW WHAT IS AVAILABLE IN THE AGENDA AND AGENDA PACKET. THEN I DO RESEARCH SO I'M INFORMED AND CAN COMMENT APPROPRIATELY.
IN THE PAST I'VE COME TO YOU WITH A THOUGHTFUL, PREPARED SPEECH.
I EMAILED BOARD SERVICES ABOUT THE MISSING MATERIALS AND NEVER HEARD BACK.
CONSIDERING THAT THE BOARD SERVICES STAFF HAVE CONSISTENTLY BEEN ATTENTIVE TO QUESTIONS, IT'S PECULIAR THAT NO AGENDA PACKET WAS EVER POSTED AND THAT NO REPLY WAS GIVEN. CONCERNED CITIZENS HAVE BEEN FRAMED AS UNINFORMED AGITATORS.
BUT BECAUSE YOU LEFT ME IN THE DARK.
BUT I'M RESOURCEFUL AND I DID MY OWN RESEARCH I FOUND ON THE TEA WEBSITE A LONE STAR GOVERNANCE PARTICIPANTS MANUAL WITH CONTRIBUTORS SUCH AS MIKE MORATH AND AJ [INAUDIBLE].
AN IMPORTANT POINT I READ IS THAT STUDENT OUTCOMES DO NOT CHANGE UNTIL ADULT BEHAVIORS CHANGE.
TO THAT POINT, I WONDER WHAT IF ADULT BEHAVIOR CHANGES FOR THE WORSE? LIKE, WHAT IF ADULTS FEEL BULLIED AND LIKE IN THE CYCLE OF TRAUMA, THEY IN TURN BECOME BULLIES IN THEIR JOBS? HOW COULD WE THEN EXPECT STUDENT OUTCOMES TO IMPROVE? PLEASE POST AGENDA PACKET MATERIALS PRIOR TO FUTURE MEETINGS.
THANK YOU. I THINK [INAUDIBLE] IS NEXT.
IS SHE WITH YOU, MA'AM? YES, YES. ONE SECOND.
WHAT CAN I SAY? YES, YOU COULD START.
HI, MY NAME IS [INAUDIBLE] AND I'M A FOURTH GRADER AT CONDIT ELEMENTARY SCHOOL.
I'M SPEAKING ABOUT PROGRESS MONITORING.
SEVERAL OF MY FAMILY MEMBERS ARE JEWISH, AND I WANTED TO WISH YOU ALL A HAPPY HANUKKAH.
[00:20:06]
SCHOOL SHOULD BE A PLACE OF JOY AND INSPIRATION.MANY TEACHERS TRY TO MEET US WHERE WE ARE AND HELP US GROW.
SOME TEACHERS FEEL TOO MUCH PRESSURE, FEEL SO MUCH PRESSURE TO DO WHAT THEY ARE TOLD.
MANY TIMES THEY KNOW THAT WHAT THEY ARE DOING IS HARMFUL TO KIDS.
FOR MANY, SCHOOL HAS BECOME A PLACE OF STRESS AND ANXIETY.
AS YOU MONITOR THESE AREAS, PLEASE CONSIDER THE MANY STORIES FROM TEACHERS AND STUDENTS AT BOARD MEETINGS AND NEWSPAPERS WHO EXPRESS HOW FRUSTRATED AND DEHUMANIZED THEY HAVE FELT SINCE THE HISD TAKEOVER.
TODAY, I ASK THAT YOU REFLECT ON THE MEANING OF HANUKKAH.
WE NEED LIGHT AND NOT DARKNESS TO MAKE THE WORLD A BETTER PLACE.
AND WHEN THE LIGHT SHINES BRIGHT, WE MUST ADDRESS THE GOOD, BAD AND QUESTIONABLE AGAIN.
HAPPY HANUKKAH. THANK YOU, THANK YOU.
I THINK WE HAVE ONE OTHER SPEAKER VIA ZOOM . [INAUDIBLE] PLEASE TURN YOUR CAMERA ON.
THANK YOU. I'M A MEMBER OF THE HISD GRADUATING CLASS OF 1998.
THIS YEAR WE HAVE AN OPPORTUNITY TO TELL ANOTHER STORY ONE OF UNITY BETWEEN STUDENTS, PARENTS, TEACHERS, AND COMMUNITY MEMBERS WHO JOINED TOGETHER AS OUR ONCE BELOVED DISTRICT CREATES AN EXODUS OF HARDWORKING TEACHERS.
FUTURE GENERATIONS WILL REMEMBER THE HARM ENFORCED BY THE CURRENT TEA APPOINTED HISD SUPERINTENDENT AND UNELECTED BOARD OF MANAGERS. THE LEGACY THEY LEAVE BEHIND IS A ROGUE EXPERIMENT OF DESTINATION 2035 EMOTIONAL AND PSYCHOLOGICALLY ABUSIVE WORK AND LEARNING ENVIRONMENTS FOR STUDENTS, TEACHERS AND STAFF, AND UNLAWFUL SCHOOL RATINGS THAT ATTACK THE HEART OF OUR COMMUNITIES, WHICH ARE THE VERY SCHOOLS WE SEND OUR KIDS TO DAY AFTER DAY.
ACCORDING TO TEA COMMISSIONER MIKE MORATH, THE TEA DID NOT PROVIDE UPDATES TO THE TEXAS STATE BOARD OF EDUCATION BECAUSE IT DOES NOT HAVE UPDATES OR REPORTS OF THE CURRENT STATE OF HISD UNDER MIKE MORATH AS OF NOVEMBER.
EVEN AFTER STATE BOARD OF EDUCATION REPRESENTATIVE HICKMAN REQUESTED UPDATES OR REPORTS IN AUGUST.
TODAY WE SEE MESSAGES THAT GO OUT TO SURVEY OUR COMMUNITIES REGARDING A BOND IN THE NEAR FUTURE.
A BOND UNDER CURRENT POOR MANAGEMENT AND ADMINISTRATION WILL NEVER, NEVER GET MY APPROVAL.
THIS MAY BE THE LAST PUBLIC MEETING AT HATTIE MAE FOR THE YEAR, BUT THIS IS NOT THE LAST TIME WE SPEAK OUT AGAINST UNLAWFUL TAKEOVERS OF HISD BY THE TEXAS EDUCATION AGENCY.
THANK YOU. OUR NEXT ITEM HELD FOR REGISTERED SPEAKERS IS CLOSED SESSION A DELIBERATE.
EVALUATIONS OF THE SUPERINTENDENT.
CONSIDERATION OF COMPENSATION AND CONTRACTUAL PROVISIONS OF THE SAME.
WILL ASHTON MORTON PLEASE COME TO THE MICROPHONE? THE SPEAKER WILL BE FOLLOWED BY JESSE HEINER, ASHTON MORTON HERE? NO. JESSE HEINER. NO, I THINK THEY'RE STILL SETTING IT UP. THANK YOU.
JUST MAKE SURE IT'S VISIBLE, OKAY? IN THE LAST SIX MONTHS.
IN THE LAST SIX MONTHS, UNDER MR. MILES, PUBLIC INFORMATION REQUESTS SHOW THAT AT LEAST 56 SCHOOLS HAVE EXPERIENCED PRINCIPAL CHANGES.
WE ARE AVERAGING AT LEAST ONE PRINCIPAL CHANGE PER WEEK SINCE THE FIRST DAY OF SCHOOL.
[00:25:05]
TWO NON NES CAMPUSES IN MY NEIGHBORHOOD LOST HIGHLY EFFECTIVE PRINCIPALS THIS YEAR.ONE WAS THREE DAYS BEFORE SCHOOL STARTED AND ONE WAS ONE MONTH AFTER SCHOOL STARTED.
BOTH CAMPUSES SERVE A 90% OR HIGHER POPULATION OF ECONOMICALLY DISADVANTAGED STUDENTS.
THE NEW PRINCIPALS AT BOTH OF THESE CAMPUSES HAVE NO PRINCIPAL EXPERIENCE AND A YEAR OR LESS OF AP EXPERIENCE, AND ONLY FOUR WEEKS OR LESS OF EXPERIENCE IN THE PRINCIPAL ACADEMY.
ONE OF THESE CAMPUSES HAS LOST AT LEAST EIGHT TEACHERS.
FROM MY UNDERSTANDING, THE COUNT IS NOW NINE SINCE THE FIRST DAY OF SCHOOL AT AN NES CAMPUS.
PUBLIC INFORMATION REQUESTS SHOW THAT IN THE FIRST TWO MONTHS, JUST THE FIRST TWO MONTHS ALONE, OUR STAFF LOST EIGHT MEMBERS, INCLUDING ONE SPECIAL EDUCATION TEACHER, TWO SPECIAL EDUCATION PTAS, TWO THIRD GRADE TEACHERS, TWO SECOND GRADE TEACHERS, TWO COUNSELORS, ONE TEACHER APPRENTICE, AND ONE TO PUBLIC INFORMATION.
REQUESTS ALSO SHOW THAT ONLY THREE OF THESE EIGHT POSITIONS WERE FILLED AS OF NOVEMBER 1ST.
BOARD MEMBERS, I'M ASKING YOU TODAY TO STOP GIVING MR. MILES A YES VOTE TO EVERY SINGLE PROPOSAL HE MAKES.
WE ARE LOSING EDUCATORS LEFT AND RIGHT.
AND YOU ARE LETTING THIS HAPPEN, MR. MILES. MA'AM.
THANK YOU. YOUR YOUR TIME IS UP.
WAIT. WE ALSO HAVE A THANK YOU, MA'AM.
A SPEAKER ON THIS TOPIC WHO WISHES TO ADDRESS THE BOARD VIA ZOOM.
MISS SMITH, CAN YOU PLEASE ADMIT MELISSA YARBOROUGH? I THINK SHE'S ON.
HI. AT NAVARRO MIDDLE SCHOOL THIS WEEK, TEACHERS AND STUDENTS WERE INFORMED THAT STUDENTS ARE NOT ALLOWED TO USE THE RESTROOM FOR THE FIRST 45 MINUTES OF CLASS.
AND THAT MEANS ROUGHLY FOUR STUDENTS PER CLASS PERIOD AND A DAY WITH SIX PERIODS.
STUDENTS ARE NOT ALLOWED TO USE THE RESTROOM DURING TRANSITIONS OR DURING LUNCH.
SPANISH]. NOW SOME STUDENTS HAVE CLASSES LIKE P.E. WITH 50 KIDS IN IT, SOME HAVE ELECTIVES AND SOCIAL STUDIES AND SCIENCE WITH 30 KIDS, AND OTHERS ARE SMALLER, LIKE ENGLISH AND MATH ARE ABOUT, YOU KNOW, 20, 22 KIDS.
SO IF YOU DO THE MATH, A CHILD HAS ABOUT A 13% CHANCE IN ANY CLASS TO OR DURING THE DAY TO USE THE BATHROOM, AND THAT'S IN A 7.75 HOUR DAY.
. THAT SEEMS LIKE A POLICY THAT SHOULDN'T BE PASSED DOWN FROM ABOVE, BUT MADE AT A CAMPUS LEVEL.
THE ONE SIZE FITS ALL IS SIMPLY NOT WORKING.
AND IT'S NOT FAIR TO STUDENTS.
OUR LAST ITEM HELD FOR REGISTERED SPEAKERS IS CLOSED.
RESIGNATIONS. RETIREMENTS OF PERSONNEL INCLUDING TEACHERS, ASSISTANT PRINCIPALS, PRINCIPALS, CHIEF OFFICERS, ASSISTANT SUPERINTENDENTS, EXECUTIVE OFFICERS, AND OTHER ADMINISTRATORS, AND, IF NECESSARY, APPROVE WAIVER AND RELEASE AND COMPROMISE AGREEMENTS.
WILL SOPHIE GRACE ROJAS PLEASE COME TO THE MICROPHONE? THE SPEAKER WILL BE FOLLOWED BY ANGELIA ESPINOSA.
HELLO, MY NAME IS SOPHIE GRACE ROJAS AND I MADE A STORY ABOUT MY DREAM SCHOOL.
MY DREAM SCHOOL IS A PERFECT SCHOOL.
[00:30:03]
IT'S SO PRETTY FULL OF COLORS.AND IT HAS FLOWERS, BUSHES AND IT ALSO HAS BEAUTIFUL TEACHERS, NICE TEACHERS.
AND THERE'S LESS WORK IN MY SCHOOL.
THERE'S NO PROBLEMS. KIDS AREN'T FALLING ASLEEP.
KIDS AREN'T CRYING BECAUSE THEY ONLY GOT AN L IN A GRADE.
WHAT? I'M SORRY MY SCHOOL DOESN'T HAVE A MAN WHO'S NAMED MIKE MILES.
WHO IS WHO'S RUINING MY SCHOOL.
MY SCHOOL IS PERFECT AND UNIQUE.
ANYWAY, DO YOU KNOW HOW MANY TIMES I ASKED TO GO TO THE RESTROOM? AND THEY SAY NO, SOPHIE.
AFTER THE DOL, WE JUST GOT TO THE CLASS AND THE DOL DOESN'T START UNTIL 30 MINUTES.
DO YOU THINK I COULD HOLD IT THAT LONG? DO YOU KNOW HOW MUCH WORK I HAVE TO DO? I HAVE SEVEN PAPER SHEETS, AND I HAVE AND I ALSO HAVE TO CARRY A CONE TO THE RESTROOM.
DO YOU THINK THAT SOUNDS FUN? NO, I DON'T WANT TO CARRY A CONE.
THANK YOU. OUR NEXT SPEAKER IS ANALIA ESPINOZA.
HELLO, MY NAME IS ANALIA AND ONCE AGAIN I HAVE A FEW THINGS I WANT TO SAY TO YOU.
VERY RECENTLY, WITHIN MY SCHOOL, I'VE BEEN TOLD THAT I WOULD NOT BE ABLE TO GO HOME EARLY AFTER FINALS AND INSTEAD ARE FORCED TO STAY AT SCHOOL DESPITE STUDENTS WORKING THEIR BUTTS OFF. DESPITE MY SCHOOL NOT BEIN ANY AS WE'RE STRUGGLING BECAUSE OF THE NEW POLICIES BEING ENFORCED, WE'RE LOSING FUNDING FOR SCHOOL MATERIALS, MENTAL HEALTH CLASSES, AND APPS USED FOR EDUCATIONAL PURPOSES.
WE'RE ALL TIRED, WE'RE STRESSED, AND WITH WHAT'S GOING ON, IT DOESN'T FEEL LIKE IT'LL GET BETTER.
YOU CAME TO OUR DISTRICT TELLING US YOU'LL GIVE US THE HELP WE NEED.
ON TOP OF THAT, YOU NOW LIE TO THE PUBLIC SAYING YOU HAD NOTHING TO DO WITH PREVENTING STUDENTS FROM GOING TO BATHROOM DURING GOING TO THE BATHROOM DURING CLASSES, DESPITE MULTIPLE TEACHERS CLAIMING IT WAS AN ENFORCED POLICY TO WHICH IS CAUSED NEGATIVE IMPACTS ON STUDENTS HEALTH.
TEACHERS ARE CONSTANTLY HAVING TO FIX IT DUE TO IT BEING MADE BY LITERAL AI.
IT'S QUITE BOLD OF YOU TO ASSUME WE WOULD WANT YOU HERE FOR THAT LONG.
IT'S BEEN SIX WHOLE MONTHS WE'VE HAD TO DEAL WITH YOU AS OUR NEW SUPERINTENDENT.
AND EVERY DAY THERE ARE SOME NEW CHAOS, SOME NEW DECISION BEING MADE FOR US.
LET ME BE HONEST. I DON'T TRUST YOU.
I REALLY DON'T. IN FACT, I DESPISE YOU FOR WHAT YOU'VE DONE TO THE PEOPLE AROUND ME, WHAT YOU'VE DONE TO OUR ONCE PERFECTLY MADE SYSTEM THAT YOU BURNED TO THE GROUND THE SECOND YOU BECAME SOMEONE OF AUTHORITY.
WE DIDN'T WANT THIS. SO PLEASE DO US A FAVOR AND LEAVE OUR SCHOOLS ALONE.
AND MOST IMPORTANTLY, LEAVE MY SISTER ALONE.
THANK YOU. OUR NEXT SPEAKER IS DEBBIE JANE, FOLLOWED BY LISA ROBINSON.
GOOD EVENING, SUPERINTENDENT MILES AND BOARD OF MANAGERS.
WE ALSO DESERVE YOUR SUPPORT IN IMPLEMENTING THE BEST PRACTICES.
I REPEAT, THE BEST PRACTICES IN INSTRUCTING OUR STUDENTS IN HISD AND IN ASSISTING THEIR FAMILIES.
WHAT I HAVE HEARD AND WITNESSED THIS YEAR, YOUR POLICIES FALL VERY SHORT.
I'M ALSO CONCERNED ABOUT SOME OF YOUR PROPOSALS FOR THE NEXT DISTRICT OF INNOVATION.
I FIND THEM INAPPROPRIATE, IMPROPER, AND, YOU KNOW, THEY SEEM TO BE ILLEGAL AS WELL.
OUR NEXT SPEAKER IS LISA ROBINSON, WHO WILL BE FOLLOWED BY JESSICA CAMPOS.
PLEASE GO AHEAD, MA'AM. I'M A RETIRED TEACHER AND LIBRARY STAFF.
WHEN I WAS IN THE CLASSROOM AND LIBRARY, I RARELY MISSED DAY AT SCHOOL.
[00:35:04]
I COULDN'T DO THAT IF I WAS ABSENT.BUT YOU KNOW WHAT? SOMETIMES LIFE HAPPENS.
MY BIGGEST PERSONAL CRISIS WHILE TEACHING WAS WHEN MY MOM GOT SICK WITH HER FINAL ILLNESS.
I GOT THE CALL AND I HAD TO GO BECAUSE GUESS WHAT? LIFE HAPPENS.
MY PRINCIPAL TOLD ME NOT TO WORRY, THAT THE STUDENTS WOULD BE ALL RIGHT.
THE OTHER TEACHERS WERE SUPPORTIVE AS WELL.
WE MADE IT WORK BECAUSE THAT IS WHAT PROFESSIONAL COLLEAGUES DO.
FAST FORWARD TO TODAY'S LEAVE POLICIES.
ALL ABSENCES AT THREE OR MORE INVOKES A DIVISION ISSUED MEMO WHICH COUNTS AS A WRITE UP.
WHERE IS THE COMPASSION IN THIS POLICY? IT'S NON-EXISTENT.
THERE'S NO COMPASSION, NO COLLEGIALITY, NO EMPATHY.
THERE'S ONLY FEAR AND INHUMANITY, WHICH IS LEADING TO NONSENSICAL CHAOS.
BOARD OF MANAGERS? DO YOU WANT TO BE REMEMBERED AS THE BOARD THAT OVERSAW THE DESTRUCTION OF HISD THROUGH A THOUSAND CUTS? BECAUSE THAT IS WHERE THIS IS HEADED.
FEW TEACHERS WILL STAY IN SUCH A PUNITIVE ATMOSPHERE.
MANY WILL NOT EVEN HAVE THE OPTION TO STAY, BECAUSE THEY WILL HAVE BEEN TERMINATED FOR HAVING TOO MANY LOVED ONES GET SICK, OR THEY HAD TO DEAL WITH A PESKY APPENDIX OR A BAD CASE OF THE FLU.
BUT WHY SHOULD A TEACHER'S JOB SECURITY DEPEND ON THE TIMING OF AN ILLNESS? PLEASE RECONSIDER THIS ALARMING AND UNNECESSARY POLICY THAT IS PUTTING BOTH OUR CHILDREN'S EDUCATIONAL SUCCESS AND OUR TEACHERS LIVELIHOODS AT RISK.
THANK YOU MA'AM. OUR NEXT SPEAKER IS JESSICA CAMPOS, FOLLOWED BY YVETTE ROBLES.
I WAS GOING TO ALSO TRANSLATE IT.
OKAY. VERY GOOD. SO I'LL BE TRANSLATING.
I'M GOING TO BE SPEAKING IN SPANISH TODAY AND I'M GOING TO BE TRANSLATING MYSELF.
. SO MANY OF YOU GUYS MIGHT LOOK AT ME AND THINK, THIS LADY IS CRAZY AND SHE HAS NOTHING TO DO.
WHY IS SHE SO ANGRY? . ANGER COMES FROM HURT, FROM PAIN.
THE PAIN THAT YOU GUYS ARE CAUSING IN OUR COMMUNITY IS CAUSING ME PAIN.
AND LET ME TELL YOU WHY I'M ANGRY.
I WOULD, I ACTUALLY NEED MORE TIME SINCE I'M TRANSLATING. I WOULD LIKE THE FOUR MINUTES OR THE THREE MINUTES.
THE WOMEN, THE MOTHERS IN MY COMMUNITY, THE MOMS OF MY GIRL SCOUTS.
THEY'RE WOMEN THAT ARE UNDOCUMENTED, BUT THEY'RE DOCTORS AND THEIR LAWYERS AND THEY'RE NURSES.
BUT HERE THEY COME AND THEY CAN'T GROW.
AND YOU GUYS ARE NOT DOING WHAT'S RIGHT.
LOOK, YOU GUYS ARE PARTICIPATING IN KEEPING THE HISPANIC AND THE BLACK MAN DOWN FROM ALLOWING US TO GROW.
AND YOU'RE DOING IT WITH OUR CHILDREN.
AND THAT'S WHERE I PUT A STOP TO IT, BECAUSE THAT'S MY BABY.
[00:40:08]
THANK YOU, MA'AM. OUR NEXT SPEAKER IS YVETTE ROBLES.SHE'S NOT HERE, I'M ASSUMING AMBER MYRNA ROBLES IS NOT HERE.
OKAY, BRANDY [INAUDIBLE] IS OUR NEXT SPEAKER, FOLLOWED BY DEANNA CANDIDA AND CHRISTINA ACOSTA.
ALL RIGHT. THANK YOU. GOOD EVENING.
MY NAME IS BRANDY [INAUDIBLE], AND I AM A TEACHER LIBRARIAN.
WHILE MY FOCUS IS ON LIBRARIES, THERE ARE MANY OVERARCHING CONCERNS THAT NEED TO BE ADDRESSED.
IT IS ALARMING TO ME AS A PROUD HOUSTONIAN, BORN AND RAISED HERE IN A CITY KNOWN FOR BOTH ITS FRIENDLINESS AND ITS DIVERSITY, THAT THESE CONCERNS MUST EVEN BE DISCUSSED SEPARATE IS NOT EQUAL.
THE SUPREME COURT DECIDED THIS IN 1954, IN BROWN VERSUS THE BOARD OF EDUCATION.
WHY IN 2023, OUR VALUABLE COMMUNITY RESOURCES BEING REMOVED AND POLICIES AND POLICIES AND PRACTICES THAT, FRANKLY, ARE SHAMEFUL, BEING IMPLEMENTED ONLY IN SCHOOLS THAT SERVE PRIMARILY BLACK AND BROWN STUDENTS.
STUDENTS ARE HEAVILY RESTRICTED IN THEIR BODILY AUTONOMY BY RESTRICTING THEIR RESTROOM USE.
WHEN THEY ARE PERMITTED TO GO, THEY MUST CARRY TRAFFIC CONES.
RESEARCH HAS SHOWN THE IMPORTANCE AND POSITIVE IMPACT OF CERTIFIED TEACHERS ON TEST SCORES, AS WELL AS STAFFING CONSISTENCY, PLAYING MUSICAL PRINCIPLES, AND FIRING TEACHERS ON A WHIM FOR DARING TO BE HUMAN IS NOT CONSISTENT WITH SOUND EDUCATIONAL PRACTICE, YET THESE PRACTICES DISPROPORTIONATELY AFFECT SCHOOLS AND COMMUNITIES OF COLOR.
IF IT WOULDN'T HAPPEN IN RIVER OAKS, WHY ARE YOU ALLOWING IT TO HAPPEN IN THE FIFTH WARD? THANK YOU, THANK YOU MA'AM.
I'D ALSO LIKE TO ACKNOWLEDGE JUDITH CRUZ.
THANK YOU FOR BEING HERE THIS EVENING.
OUR NEXT SPEAKER IS DIANA [INAUDIBLE].
I'M HERE TO SPEAK ON THE AGENDA ITEM REGARDING CONTRACT RENEWALS AND TERMINATIONS.
LIKE YOU BOARD MEMBERS, MY SON IS NOT AT AN NAS OR ANY SA SCHOOL.
UNLIKE YOU, THOUGH, I DO NOT BLINDLY BELIEVE WHAT MIKE MILES STATES.
THAT WON'T HAPPEN WITH THE CURRENT POLICIES.
TEACHERS ARE COMING HOME STRESSED AND CRYING.
THOSE WITH THE MOST EXPERIENCE, COMPASSION AND TALENT, AND ESPECIALLY THOSE WHO ARE MOST OUTSPOKEN BY STANDING UP FOR THEMSELVES AND THEIR STUDENTS ARE BEING REASSIGNED, TERMINATED OR LEAVING, IT WILL BE DIFFICULT TO REPLACE THEM.
THIS WILL HAVE A PROFOUND EFFECT ON OUR CHILDREN AND OUR CITY NOW AND IN THE FUTURE.
TEACHERS FEEL OBLIGED TO COME IN WHEN THEY'RE ILL TO AVOID BEING FIRED FOR EXCESSIVE ABSENCES.
YOUR POLICY DEMONSTRATES A LACK OF COMPASSION FOR OUR HARD WORKING TEACHERS.
IN ADDITION, STUDENTS AND OTHER STAFF GETTING ILL AS A RESULT IS A REAL AND LIKELY CONSEQUENCE.
HIRING TALENTED TEACHERS FOR HISD IS GOING TO BECOME INCREASINGLY DIFFICULT.
WHEN YOUR CHILDREN IN SCHOOLS BECOME PART OF NES, OR PROPERTY VALUES START DECREASING AND IT HITS YOUR WALLETS AND FINANCES, IT WILL BE TOO LATE. I'M GOING TO KEEP COMING TO THESE MEETINGS AND INVITE MORE PARENTS AND CONCERNED CITIZENS TO JOIN HOUSTONCVPE.ORG.
OUR NEXT SPEAKER IS CHRISTINA ACOSTA, FOLLOWED BY RUTH KRAVITZ AND SELENA MANZANO.
OKAY, LET ME READ MY SON'S SPEECH BECAUSE HE'S BEEN WORKING ON IT.
I'M HERE TO SPEAK TO THE SUPERINTENDENT AND THE BOARD OF MANAGERS.
AND THIS TRAUMA THAT MIKE MILES HAS CAUSED TO THESE SCHOOLS.
LIKE YOU HAVE TO CARRY A CONE JUST TO GO TO THE BATHROOM.
PLUS, THE LIBRARY IS NOW A DETENTION ROOM.
NOW KIDS ARE UPSET BECAUSE NOW THEY CAN'T READ THEIR FAVORITE BOOK.
[00:45:01]
THEY HAVE TO GO THROUGH THIS TRAUMA YOU HAVE CAUSED.THANK YOU. AND REMEMBER MY NAME, ALEX ACOSTA AND CRISTINA ACOSTA.
OUR NEXT SPEAKER IS RUTH KRAVITZ, FOLLOWED BY SELENA MANZANO.
MISS KRAVITZ, PLEASE GO AHEAD.
I'VE TAUGHT IN SEVERAL SCHOOLS IN HOUSTON ISD, IN THE GAMBIA, IN BOLIVIA AND IN PANAMA.
WHAT ALL OF THE STUDENTS HAVE IN COMMON.
IS THAT THEY LEARN BEST WHEN THEY FELT SEEN, TRUSTED AND VALUED.
SO I ASKED A FORMER STUDENT A COUPLE HOURS AGO WHO HATED MATH WHEN I TAUGHT HIM WHY HE TRIED SO HARD IN MY CLASS, AND I WISH I WAS MORE LIKE MISS JANE, THE PRE-K TEACHER.
WE ARE ALSO LUCKY TO HAVE HAD YOU TEACHING FOR 27 YEARS, SO I'M A POOR SUBSTITUTE FOR HER.
AND HE SAID TO ME, I WAS A STORYTELLER.
I CONNECTED MATH TO THEIR LIVES.
I TALKED ABOUT WORLD EVENTS AND REAL LIFE APPLICATIONS.
HE TOLD ME HE TRUSTED ME AND BELIEVED THAT I HAD HIS BEST INTEREST AT HEART.
HE SAID I HELPED HIM TO DECIDE TO BELIEVE IN HIMSELF.
THAT HE NEVER FELT DUMB FOR NOT KNOWING EVERYTHING HE SAID.
AND THAT'S NOT WHY YOU'RE HERE IN THIS CLASS.
HE WENT TO COLLEGE, GRADUATED, AND NOW OWNS A BOOKSTORE.
THAT'S REAL EDUCATIONAL REFORM.
KIDS CANNOT LEARN. IF THERE'S NO JOY, TEACHERS WON'T DO THEIR BEST WORK IN A CULTURE OF FEAR.
SO I WANT TO THANK ALL OF THE TEACHERS WHO HAVE CREATED WELCOMING PLACES, WHO BUILT TRUST AND REAL RELATIONSHIPS WITH THEIR STUDENTS AS A POWERFUL GLUE THAT HELPS STUDENTS SUCCEED EVEN WHEN THEY GET WRITE UPS, EVEN WHEN THEY GET [INAUDIBLE]. THANK YOU, MA'AM.
I'D LIKE TO ACKNOWLEDGE MISS MENDOZA HAS JOINED US.
OUR LAST SPEAKER HERE WITH US IS SELENA MANZANO.
YES, MA'AM. PLEASE GO AHEAD, AND YOU HAVE A TRANSLATOR? OKAY.
TWO WEEKS AGO, MY CHILDREN GOT SICK WITH A FLU.
AND THEY MISSED OUT A WHOLE WEEK OF SCHOOL.
I TRYING TO SEND MESSAGES TO THE TEACHERS AND NEVER ONCE GOT A REPLY .
SO I ASKED IF SHE COULD CALL ME.
I EXPLAINED TO HER THE SITUATION OF MY CHILD AND I.
AND IT'S THERE WHEN I REALIZED HOW MISTAKEN I WAS.
. SO SHE EXPLAINED TO ME THAT THE NEW SYSTEM DOESN'T ALLOW FOR COMMUNICATION WITH US.
[00:50:15]
. THIS NEVER HAPPENED BEFORE.I HAVE A CHILD WITH ASTHMA AND A CHILD WITH AUTISM, AND WE ALWAYS HAVE A STRAIGHT AND CLEAR COMMUNICATION WITH OUR TEACHERS FROM DAY ONE.
. WE USED TO HAVE TEACHERS WITH TALENT AND PASSION AND SUCH AS MISS JANES WHO HAS BEEN LET GO A PEOPLE THAT HAS PASSION AND THIS IS SIMPLY NOT FAIR.
WE CAN'T FORESEE THE HEALTH OF OUR FAMILY MEMBERS, OF OUR TEACHERS IT'S VERY UNFAIR THAT YOU'RE JUST ALL SITTING THERE ALSO NICELY, SITTING QUIETLY AND.
WELL, YOU KNOW, WE'RE JUST LOSING OUR POSITIONS.
. CAN YOU? [INAUDIBLE] CAN WE TURN IT ON SO WE CAN HEAR.
CAN YOU JUST TALK LOUDLY? ALL RIGHT. OH, THERE YOU GO. YEAH.
THIS IS VERY FRUSTRATING AND VERY DISHEARTENING.
PLEASE PUT YOUR HANDS ON YOUR HEART AND TRYING TO THINK ABOUT THE FUTURE OF THESE CHILDREN.
THEY ARE WHAT THEY CAN PUSH THE CHILDREN FORWARD.
PLEASE THINK ABOUT THE TEACHERS.
WE HAVE I WANT TEACHERS, HAPPY AND NOT SAD.
OKAY. WE HAVE ONE SPEAKER ON THIS TOPIC WHO WISHES TO ADDRESS THE BOARD VIA ZOOM.
MISS SMITH, CAN YOU ADMIT AUDREY NATH.
AUDREY NATH, PLEASE TURN YOUR CAMERA ON.
HELLO. SORRY ABOUT THAT, MY NAME IS AUDREY NATH, I AM A HISD PARENT OF TWO CHILDREN AND A PHYSICIAN, AND I AM CONCERNED ABOUT REPORTS THAT TEACHERS ARE BEING WRITTEN UP FOR ALLOWING THEIR STUDENTS TO USE THE RESTROOM DURING INSTRUCTIONAL TIME.
THIS IS REALLY CONCERNING BECAUSE WITH VERY LIMITED TIME BETWEEN CLASSES, THERE'S GOING TO BE KIDS THAT ARE NOT USING THE RESTROOM AND WILL DEVELOP UTI, KIDNEY INFECTIONS, POTENTIALLY TOXIC SHOCK SYNDROME IN OUR MENSTRUATING GIRLS.
[WORKSHOP TOPIC: LONE STAR GOVERNANCE PROGRESS MONITORING TRAINING]
TRAINING, THE PURPOSE OF THIS WORKSHOP IS TO RECEIVE TRAINING ON LONE STAR GOVERNANCE PROGRESS MONITORING IN ACCORDANCE WITH THE TEXAS EDUCATION AGENCY LONE STAR GOVERNANCE CONTINUOUS IMPROVEMENT MODEL AND THE FRAMEWORK FOR SCHOOL BOARD DEVELOPMENT, THE MODEL AND THE FRAMEWORK ENSURE THAT TEXAS SCHOOL BOARDS EACH CREATE A SHARED VISION THAT PROMOTES IMPROVED STUDENT OUTCOMES.THE TEAM DEVELOPS STUDENT OUTCOME GOALS AS WE HAVE, AS WELL AS STUDENT SUPERINTENDENT AND BOARD CONSTRAINTS TO MONITOR PROGRESS AND ACCOUNTABILITY FOR ACHIEVING THOSE GOALS.
IS THAT? IS THIS MIC NOW ON? I THINK THEY HAVE TO SET SOMETHING UP HERE.
[00:55:05]
CAN YOU? OKAY.IS IT ON NOW? OH, GREAT. GOOD.
HI, EVERYBODY. BEFORE WE GET STARTED, I WANT TO, SO THIS IS A REALLY IMPORTANT TRAINING FOR THE BOARD AS YOU ALL, AS YOU ARE ALL AWARE, AND BECAUSE OF THE IMPORTANT IMPORTANCE OF THIS TRAINING, I WANT TO MAKE SURE THAT OUR COMMUNITY MEMBERS DO HAVE THE ABILITY TO FOLLOW ALONG.
AND SO, I WANT THEIR ALL OF THE MATERIALS FOR TONIGHT'S MEETING, ALL OF THE COACHING DOCUMENTS AND PRE-READING THAT YOU'VE BEEN SHARED, IS AVAILABLE ON THE WEBSITE.
SO, I WANT TO MAKE SURE THAT THE COMMUNITY DOES HAVE THAT ABILITY IF THEY WISH TO FOLLOW ALONG.
JUST SO I'M CLEAR. SO IS IT? IT'S ON THE BOARD PAGE? IT'S ON THE BOARD MEETING PAGE UNDER THE SPECIAL MEETING.
SO LET'S TALK ABOUT PROGRESS MONITORING.
SO IN A PREVIOUS TRAINING, WE DISCUSSED HOW THERE IS AN EMERGING BODY OF RESEARCH THAT THE LONE STAR GOVERNANCE FRAMEWORK IS PREDICATED ON THIS RESEARCH TELLS US THAT SCHOOL BOARD BEHAVIORS MATTER.
SOME OF THE BEHAVIORS OF SCHOOL BOARDS MATTER MORE THAN OTHERS.
ESPECIALLY ON THE EFFECT OF IMPROVING STUDENT OUTCOMES.
WHILE RELATIVELY NEW, THIS RESEARCH REVEALS THAT EVEN THOUGH, DISTANT FROM THE CLASSROOM THERE ARE BOARD BEHAVIORS WHICH ALLOW SCHOOL BOARD MEMBERS TO POSITIVELY INFLUENCE IMPROVING STUDENT OUTCOMES.
SO ALL OF THESE BEHAVIORS ARE LISTED ON THIS SLIDE AND IF YOU HAVE THE, SO THEY'RE NOT ON THE BOARD, BUT IN THE LONE STAR GOVERNANCE MANUAL, OUR INTEGRITY INSTRUMENT, THE RUBRIC THAT HAS THAT IS LAID OUT FOR SCHOOL BOARD EFFECTIVENESS.
THIS ACTUALLY ALIGNS WITH ALL OF THE CATEGORIES OF THAT MANUAL, SO ON THIS SLIDE IT LISTS THOSE BEHAVIORS. NOW OF ALL OF THESE BEHAVIORS, THERE ARE THREE SPECIFIC THAT ARE THE MOST CORRELATED WITH THINGS THAT SCHOOL BOARDS CAN DO TO IMPROVE STUDENT OUTCOMES.
NEXT, YOU TAKE THE VALUES OF THE COMMUNITY, AND YOU USE THOSE VALUES TO FORMULATE AND ADOPT NON-NEGOTIABLES TO PROTECT THOSE VALUES.
AND NOW THAT HAS BEEN DONE, IT'S TIME TO MOVE ON TO THE NEXT STEP.
AND THE LONGEST TERM AND MOST CONSTANT BEHAVIOR OF SCHOOL BOARDS OF EFFECTIVE SCHOOL BOARDS THAT ARE, THAT LEAD IN DISTRICTS WHERE STUDENT OUTCOMES ARE IMPROVING, IS THAT THEY AFTER ADOPTING THESE PRIORITIES, THEY THEN MONITOR THE PROGRESS TOWARD WHETHER OR NOT THEY'RE BEING ACHIEVED.
SO LET'S TALK ABOUT WHY SCHOOL BOARDS WOULD DO THIS.
Y'ALL WERE GIVEN SOME PRE-READING BEFORE TONIGHT.
IN THAT PRE-READING, ONE OF THE PAGES OR ONE OF THE DOCUMENTS, IS TITLED EFFECTIVE GOAL MONITORING.
SO I WANT TO ASK YOU TO THINK BACK TO THE PRE-READING THAT YOU HAD AND I WANT TO GO AHEAD AND JUST THROW THE FIRST QUESTION OUT TO THE BOARD.
WHAT CAN YOU TELL ME ABOUT PROGRESS MONITORING? WHAT ARE THE THINGS JUST THAT YOU REMEMBER ABOUT PROGRESS MONITORING, THAT YOU READ IN THAT? WHO WILL BE THE FIRST TO SHARE.
WHAT DO YOU REMEMBER ABOUT PROGRESS MONITORING? WHAT DO YOU KNOW? IT SHOULD BE SET UP TO MONITOR THE FOR THE SPAN OF THE ENTIRETY OF THE GOAL PERIOD.
[01:00:07]
SO YOU THE GOALS LAST FOR FIVE YEARS.IN ADDITION TO ALL THE OTHER STUFF.
BUT THIS IS OUR PRIMARY FOCUS.
PROGRESS MONITORING IS ONE OF THE MOST IMPORTANT THINGS THAT THE BOARD DOES, BECAUSE IT IS THAT THE THING THAT YOU WERE GOING TO DO FOR THE LONGEST, FOR THE FULL LENGTH OF YOUR, OF YOUR GOALS? YEAH. WHAT ELSE CAN YOU TELL ME ABOUT PROGRESS MONITORING? MICHELLE. COMMUNICATION IS KEY.
YEAH. SO IN THAT FIRST SECTION OF THE DOCUMENT, IT'S TITLED HOW IS MONITORING BENEFICIAL.
AND THIS WHAT THIS IS WHAT IT'S REALLY SPEAKING TO.
PROGRESS MONITORING IS AN OPPORTUNITY FOR THE BOARD TO LEAD BY EXAMPLE AND SO WHAT I MEAN BY THIS IS SOMETHING YOU ALL HAVE HEARD ME SAY A FEW TIMES NOW, IS THAT WHAT HAPPENS IN THE BOARDROOM WILL BE SEEN IN THE CLASSROOM, THE WAY THAT THE SCHOOL BOARD ENGAGES WITH DATA, THE WAY THAT THE SCHOOL BOARD ENGAGES IN ACCOUNTABILITY CONVERSATIONS, THE WAY THAT, THE SCHOOL BOARD IS SETTING THOSE EXPECTATIONS AND HAVING THOSE CONVERSATIONS AND COMMUNICATING AROUND THE ACHIEVEMENT OF THEIR GOALS CAN REASONABLY BE EXPECTED TO ALSO BE SEEN IN THE CLASSROOM WITH THE WAY THAT TEACHERS ENGAGE WITH STUDENTS SO IF A SCHOOL BOARD IS, LEANING INTO, DATA AROUND STUDENT IMPROVEMENT AND YOU'RE TREATING IT WITH COMPASSION AND YOU'RE SETTING HIGH EXPECTATIONS, BUT ALSO LOOKING AT IT WITH A, WITH A CONTINUOUS IMPROVEMENT LENS, THEN YOU CAN EXPECT FOR THAT TO BE THE WAY THAT YOU, THAT YOUR TEACHERS ARE ALSO ENGAGING WITH THEIR STUDENTS AND THAT THE PRINCIPALS ARE ENGAGING WITH THE TEACHERS, AND YOUR EXECUTIVE DIRECTORS ARE ENGAGING WITH THE PRINCIPALS.
WE CALL THIS CASCADING THIS ACT OF, THE BEHAVIORS HERE ALSO HAPPENING THERE.
JUST FOR CLARITY, WHICH DOCUMENT ARE YOU USING RIGHT NOW? BECAUSE I DON'T THINK WE ARE ALL THE EFFECTIVE GOAL MONITORING.
ALL RIGHT. SO THE NEXT SECTION OR THE NEXT PIECE, THE NEXT REASON THAT WE DO, PROGRESS MONITORING IS TO CLARIFY STRATEGIES WHEN THE BOARD RECEIVES MONITORING REPORTS FROM THE SUPERINTENDENT.
THE REPORT SHOULD REALLY BE AT IT WRITTEN AT A SIXTH GRADE LEVEL.
IT SHOULD BE CONCISE AND IT SHOULD BE CLEAR NOT JUST FOR THE BOARD BUT FOR THE COMMUNITY THAT YOU THAT YOU SERVE AND THAT THE STRATEGIES THAT THE SUPERINTENDENT IS USING WILL BE REFLECTED IN THE REPORT SO THAT NOT JUST THE BOARD KNOWS WHAT'S GOING ON, BUT THE ENTIRE COMMUNITY KNOWS WHAT'S GOING ON AS WELL. AND THAT PROGRESS CAN BE THAT, AS WE LOOK AT THESE MONITORING REPORTS AND WE ARE WATCHING THESE MONITORING CONVERSATIONS, IT CAN BE CLEAR TO EVERYONE WHO'S PAYING ATTENTION, WHAT STRATEGIES ARE BEING EMPLOYED, HOW SUCCESSFUL THOSE STRATEGIES ARE BEING, IMPLEMENTED AND HOW THE EMERGING DATA THAT IS COMING FROM THE REPORTS IS BEING USED TO INFORM THE SUPERINTENDENTS STRATEGIES MOVING FORWARD.
THE NEXT PIECE IS AROUND COMMUNICATING EXPECTATIONS.
SO WHEN THE BOARD IS SPENDING AT LEAST 50% OF ITS TIME IN BOARD AUTHORIZED PUBLIC MEETINGS, THAT IS ALL OF YOUR BOARD MEETINGS, YOUR COMMITTEE MEETINGS, ANY TIME THAT YOU ARE IN THE PUBLIC ENGAGING WITH THE PUBLIC, WE, CALL THOSE, BOARD AUTHORIZED PUBLIC MEETINGS. ANY THE WHEN YOU SPEND AT LEAST 50% OF YOUR TIME IN THOSE CONVERSATIONS ABOUT IMPROVING STUDENT OUTCOMES.
THE BOARD IS MAKING CLEAR WHAT PRIORITIES ARE THE MOST IMPORTANT.
YOU WERE TELLING THE COMMUNITY WHAT YOUR VALUES ARE, YOU WERE SAYING, THIS IS HOW WE ARE SPENDING THE MAJORITY OF OUR TIME, BECAUSE THIS IS THE THING THAT IS THE MOST IMPORTANT FOR OUR DISTRICT.
AND THEN FINALLY PROGRESS MONITORING IS WHERE, ACCOUNTABILITY LIVES, THESE ARE ALL ACCOUNTABILITY.
[01:05:03]
EVERY SINGLE TIME YOU HAVE A PROGRESS MONITORING SESSION, IT IS AN ACCOUNTABILITY CONVERSATION WITH THE SUPERINTENDENT, IT IS THAT DOESN'T MEAN NOW I WANT TO MAKE MAKE SURE EVERYBODY'S CLEAR.THAT'S, WEAPONIZING DATA AND THAT'S NOT WHAT THE RECOMMENDATION IS HERE.
ACCOUNTABILITY IS COMING TOGETHER, WITH A REGULAR CADENCE OF DISCUSSION AND DIALOG SO THAT, SO THE EXPECTATION IS THAT WE'RE GOING TO HAVE THESE CONVERSATIONS AND THAT WE ARE GOING TO TALK ABOUT HOW IMPROVEMENT IS HAPPENING AND THAT IT CAN BE SEEN BY ANYONE WHO CARES TO WATCH.
SO THIS IS IT. THIS IS WHY WE DO MONITORING TO LEAD BY EXAMPLE, TO CLARIFY STRATEGIES, TO COMMUNICATE EXPECTATIONS, AND TO HAVE THIS ONGOING UP FRONT IN PUBLIC, REGULAR, ACCOUNTABILITY WITH THE SUPERINTENDENT, SO I WANT YOU TO AGAIN, WANT TO ASK YOU TO THINK BACK TO YOUR PRE READING, SO WE'VE IN THIS MONITORING DOCUMENT, IT TALKS ABOUT WHY WE MONITOR, BUT IT ALSO TALKS ABOUT, THE DIFFERENT STEPS OF MONITORING.
SO WE HAVE BEFORE MONITORING DURING MONITORING AND AFTER MONITORING, WHAT CAN YOU TELL ME WHO WHO CAN REMEMBER, WHAT THE DOCUMENT SAYS ABOUT, THE THINGS THAT NEED TO HAPPEN BEFORE MONITORING.
YEAH, SO WE DEFINITELY NEED TO SET OUR GOALS, SET OUR CONSTRAINTS BEFORE WE START MONITORING.
WE ALSO HAVE TO HAVE A CALENDAR.
WHY DO WE NEED TO HAVE A CALENDAR? WHY IS IT IMPORTANT TO HAVE A CALENDAR? YOU CAN CHANGE IT. THERE'S A CADENCE THAT'S NEEDED SO THAT THE ADMINISTRATION CAN BE PREPARED.
AND THEY CAN ALSO HAVE THE COMMUNITY, YOU KNOW, PREPARED TO UNDERSTAND WHAT'S BEING PRESENTED AND SO ALSO THAT, WE CAN HAVE A CLEAR EXPECTATION ABOUT, WHAT TOPICS ARE GOING TO BE DISCUSSING AND, MOVING FORWARD.
BUT IT'S ALSO ABOUT, BEING BEING CLEAR WITH THE COMMUNITY, BEING CLEAR WITH YOUR STAFF, BEING CLEAR WITH EVERYONE INVOLVED, THAT THIS IS WHEN WE'RE GOING TO BE MONITORING THESE THINGS, SO IF WE'RE GOING TO BE TALKING ABOUT THIRD GRADE READING, THAT'S GOING TO HAPPEN THIS MONTH, THIS MONTH AND THIS MONTH, IF WE'RE GOING TO BE TALKING ABOUT MATH, AND THAT'S GOING TO HAPPEN THIS MONTH, THIS MONTH AND THIS MONTH.
SO THERE IS NO SURPRISE EVERYONE SHOULD KNOW EXACTLY WHEN THESE THINGS ARE GOING TO HAPPEN.
THANK YOU. ADAM, WHAT ELSE CAN YOU TELL ME ABOUT WHAT HAPPENS? WHAT ARE THE OTHER THINGS THAT NEED TO HAPPEN BEFORE MONITORING? I JUST WANTED TO ADD ABOUT THE MONITORING SO THAT YOU CAN USE THE INTERIM REPORTS AND DATA TO MAKE CHANGES IN THE MOMENT, TO INCREASE PROGRESS FOR KIDS, SO THAT WE DON'T JUST SET A PLAN AND GO THROUGH IT AND FIND OUT AT THE END OF THE YEAR WHETHER OR NOT IT WORKED.
YEAH. THIS IS WHEN, THIS IS HOW WE KNOW THAT WHEN WE'RE GOING TO BE LOOKING, LOOKING AT THE PROGRESS WE'VE MADE ON DIFFERENT THINGS AND IF ADJUSTMENTS NEED TO BE MADE TO THE STRATEGIES, YOU DON'T WANT TO SET A GOAL AND THEN NOT KNOW WHETHER OR NOT YOU'RE GOING TO ACHIEVE THE GOAL UNTIL IT'S TIME FOR IT TO BE ACHIEVED, YOU WANT TO KNOW WHETHER OR NOT YOU'RE LIKELY TO ACHIEVE THAT GOAL BEFORE THE END.
SO IT'S REALLY IMPORTANT TO BE DOING THIS MONITORING.
AND, THE CALENDAR IS GOING TO TELL YOU EXACTLY WHEN THAT HAPPENS.
YOUR MONITORING REPORT IS WHAT IS WHERE ALL OF THAT INFORMATION IS ACTUALLY GOING TO BE LAID OUT.
YEAH, SO FOR THE MOST EFFECTIVE PROGRESS MONITORING, THE THINGS THAT NEED TO HAPPEN BEFOREHAND, THE BOARD NEEDS TO ADOPT A MONITORING CALENDAR.
YOU NEED TO HAVE A MONITOR, YOU NEED TO HAVE A MONITORING REPORT, THAT IS CLEAR.
AND, CONTAINS AND WE HAVE SOME RECOMMENDATIONS THAT WE'LL TALK ABOUT IN A LITTLE BIT OF WHAT THAT REPORT SHOULD LOOK LIKE, THERE NEEDS TO BE AN EFFECTIVE SUPERINTENDENT PARTICIPATION AND AN EFFECTIVE BOARD MEMBER PARTICIPATION.
BEFORE WE MOVE ON, WHAT QUESTIONS OR COMMENTS DO YOU HAVE ABOUT PROGRESS MONITORING SO FAR?
[01:10:04]
ABOUT WHAT HAPPENS BEFORE, MONITORING, WHY WE MONITOR AND SO ON AND SO FORTH.WE HAVEN'T TALKED ABOUT IT, BUT I THINK IT'S REALLY IMPORTANT BECAUSE THE WORK THAT'S DONE TO KNOW KIND OF WHERE OUR STUDENTS ARE THAT HASN'T BEEN MENTIONED YET, BUT THAT'S KEY, I THINK, TO THIS, THE DEVELOPMENT OF BOTH THE GOALS AND CONSTRAINTS, WHICH IS PART OF THIS, BUT ALSO THE MONITORING CALENDAR.
GREAT. SO, THESE ARE THE RESOURCES THAT WE NEED.
WE JUST KIND OF BRIEFLY WENT THROUGH THESE.
WE'RE GOING TO DIG IN A LITTLE BIT DEEPER IN JUST A MOMENT ABOUT EACH OF THESE DIFFERENT THINGS.
WHAT THEY MEAN, WHAT IS AN EFFECTIVE MONITORING CALENDAR, WHAT IS AN EFFECTIVE MONITORING REPORT? WHAT DOES EFFECTIVE SUPERINTENDENT PARTICIPATION LOOK LIKE? AND WHAT DOES EFFECTIVE BOARD MEMBER PARTICIPATION LOOK LIKE? SO FIRST LET'S TALK ABOUT THE MONITORING CALENDAR, THESE ARE THE ATTRIBUTES OF AN EFFECTIVE MONITORING CALENDAR.
THE BOARD'S MONITOR MONITORING CALENDAR IS GOING TO COMMUNICATE WHEN THE BOARD WILL MONITOR WHICH PRIORITIES IN A PUBLIC DISCUSSION, IT'S GOING TO LAST 3 TO 5 YEARS. IT'S GOING TO MONITOR ALL OF THE BOARD'S ADOPTED GOALS AND CONSTRAINTS, THE GOALS YOU WANT TO MONITOR AT LEAST FOUR TIMES A YEAR.
THE CONSTRAINTS SHOULD BE MONITORED AT LEAST ONCE, IT WILL INCLUDE.
SO, WHEN IS THE SUPERINTENDENT GOING TO BE EVALUATED? WHEN DOES THE BOARD GOING TO CONDUCT THEIR SELF EVALUATIONS, WHEN OR WHEN ARE YOU GOING TO BE DOING ADDITIONAL TRAINING.
SO YOUR LONE STAR GOVERNANCE TRAINING AND ALL OF YOUR STATE REQUIRED TRAINING, AND THEN LEGAL REQUIREMENTS, YOU HAVE A LOT OF THINGS THAT YOU'RE LEGALLY REQUIRED TO DO THROUGHOUT THE YEAR, ONE OF THOSE THINGS IS ACTUALLY COMING UP SOON.
YOU HAVE YOUR FIRST TRAINING, WHICH IS A FINANCIAL TRAINING.
YOU HAVE A BUDGET HEARINGS AND TAX RATIFICATION HEARINGS AND SO ON AND SO FORTH.
AND SO IT'LL LAY OUT ALL OF THOSE THINGS.
AND THEN ALSO, YOU'RE GOING TO YOU'RE REALLY ONLY GOING TO BE LOOKING AT 1 OR 2 GOAL PROGRESS MEASURES PER MONTH YOU DON'T EVER WANT TO YOU DON'T WANT TO EVER SCHEDULE MORE THAN THREE.
BUT ALWAYS AT LEAST 1 OR 2 BECAUSE YOU WANT TO MAKE SURE THAT, YOU ARE CREATING ENOUGH SPACE, ENOUGH SPACE TO HAVE REALLY COMPREHENSIVE CONVERSATIONS AND IF YOU TRY TO CRAM A WHOLE BUNCH OF THAT INTO ONE MEETING, IT REALLY JUST CAN'T HAPPEN EFFECTIVELY.
GOAL MONITORING SHOULD NEVER BE RECEIVED VIA THE CONSENT CALENDAR.
YOU SHOULD ALWAYS BE HAVING THOSE DISCUSSIONS LIVE AND IN PUBLIC.
HOWEVER, YOU CAN RECEIVE CONSTRAINT MONITORING REPORTS ON THE CONSENT AGENDA, THESE ARE MORE CONSTRAINTS ARE FOCUSED ON ADULTOUTCOMES OR OPERATIONAL MATTERS.
AND SO IT IS PERMISSIBLE, BUT THIS BOARD DOESN'T HAVE A WHOLE LOT OF CONSTRAINTS.
AND THEN, FINALLY THE MOST IMPORTANT THING IS THAT EVERY SINGLE MONTH OF THE YEAR THAT THE BOARD MEETS, YOU'RE GOING TO WANT TO BE MONITORING YOUR STUDENT OUTCOME GOALS.
SO THOSE ARE THE HIGH LEVEL, ATTRIBUTES TO LOOK AT FOR YOUR MONITORING CALENDAR, BUT YOU MAY BE ASKING, WHAT DOES OUR MONITORING CALENDAR LOOK LIKE? THIS IS GREAT. LIKE THEORETICAL STUFF, BUT WHAT DOES IT LOOK LIKE FOR US? AND SO FOR THAT CONVERSATION, I'M GOING TO TURN IT OVER TO MR. MILES. AND LET HIM PRESENT YOUR THE PROPOSED PROGRESS MONITORING CALENDAR.
I HOPE YOU ALL HAVE IT ON YOUR MONITORS.
AND YOU WILL SEE JUST ON BROADVIEW, ONE OF THE THINGS WE TRIED TO DO, OF COURSE, IS TO DO WHAT'S ON THE FIRST PAGE OF THE EFFECTIVE GOAL MONITORING, MEANING, YOU KNOW, MONITORING EACH GOAL AT LEAST FOUR TIMES THROUGHOUT THE YEAR, MAKING SURE EACH GUARDRAIL IS AT LEAST ONE TIME PER YEAR.
[01:15:03]
TWO INTERIM GOALS, NO MORE THAN THAT IN A MONTH AND SO FORTH.SO YOU NOTICE THAT WE COLOR CODED JUST TO KEEP THE GOALS EASY.
THE GOALS ARE ON THE LEFT COLUMN THERE.
SO 1.1 YOU SEE IN 1.21.3 THOSE ARE ALL GOAL ONE.
AND THEN GOAL ONE READING AT THE END THERE.
SO THAT WOULD BE FOUR TIMES THEN IN THE YEAR, SO FORTH AND SO ON.
THAT'S WHAT THE COLOR CODING IS ABOUT.
AND ALSO YOU NOTICE THAT IN THE GOALS, EACH GOAL, IF YOU LOOK WHERE THE DATA SOURCES, THAT'S WHAT THE DATA WILL BE PROVIDING.
AND THEN THE DESCRIPTION IS OVER THERE ON THE RIGHT.
SO. I DON'T WANT I DON'T NEED TO READ THIS DIRECTLY.
I'LL JUST START YOU OFF ON IT.
WE WILL DO, A REVIEW AND A MORE DETAILED VIEW OF THE NWA SCORES FROM THE FIRST SEMESTER.
AND THEN, YOU KNOW, YOU KNOW THAT WE WILL TAKE THE, NWA AGAIN AT THE END OF JANUARY.
THAT'S WHY YOU SEE MARCH, MIDDLE OF THE YEAR SCORES AT THAT TIME.
WE ALSO HAVE THE CCMR COMING UP IN FEBRUARY.
SO WE'LL PROVIDE A LOT OF DATA AROUND THAT.
SPECIAL EDUCATION IS ALSO A PRETTY BIG ONE.
AS YOU CAN SEE GOAL NUMBER 4 AND THE FIRST TIME WE DO THAT IN APRIL.
BUT WE WILL DO A COUPLE OF THINGS IN MAY WHERE WE HAVE A LOT MORE DATA FOR THE MIDDLE OF THE YEAR AND THEN AGAIN IN SEPTEMBER.
SO THAT THAT'S A REAL PROGRESS MONITORING METRIC.
YOU ALSO SEE OUR, CONSTRAINTS PROGRESS, MEASURES IN APRIL AND IN JUNE AND IN AUGUST.
SO WE HIT ALL OF THEM AND IN SEPTEMBER, AT LEAST ONCE IN A YEAR.
AND ACTUALLY, TWO TIMES FOR MOST OF THEM.
SO DO WE NEED TO GO ANY FURTHER INTO THIS ASHLEY? SO I THINK ONE OF THE THINGS TO POINT OUT IS THAT THIS IS JANUARY THROUGH, I THINK OCTOBER FOR THE FIRST YEAR.
SO YOUR FIRST YEAR OF MONITORING AND THEN YEARS TWO THROUGH FIVE WILL BEGIN TO REPEAT THE CYCLE, AND THEY WILL, I THINK THEY LOOK MAYBE A LITTLE BIT DIFFERENT.
SO NOT EVERY SO BECAUSE THIS IS THE FIRST YEAR AND IT'S NOT A FULL CALENDAR YEAR IT'S NOT EVERYONE IS GOING TO BE ON THAT FOUR TIMES PER YEAR BECAUSE IT'S, YOU'RE LITERALLY STARTING IN THE MIDDLE OF THE YEAR.
AND I JUST PUT UP THE NEXT FOUR YEARS.
YEAH. JUST HERE JUST TO GIVE THE BOARD A PREVIEW.
YEAH. AND SO HERE YOU CAN SEE WHERE THAT MONITORING FOUR TIMES PER YEAR REALLY STARTS TO TAKE PLACE.
SO WHEN DO WE INCLUDE, ALL THE TRAININGS AND THE BOARD EVALUATIONS? SUPERINTENDENT. LIKE, WHEN DO WE MAKE.
YEAH. SO THAT IS ON THE FINAL VERSION THAT IS GOING IT SHOULD BE IN YOUR BOARD AGENDA PACKETS FOR THIS NEXT BOARD MEETING. I DON'T KNOW IF YOU'VE GOT YOU'RE TALKING ABOUT THE IMPLEMENTATION.
YEAH. SO THE CALENDAR NEXT TIME AROUND WILL BE COMPLETE WITH ALL OF THE OTHER THINGS THAT YOU'VE TOLD US WE NEED TO HAVE IN IT I BELIEVE SO I'VE SEEN WITH MY OWN EYES THE FINAL COPY THAT HAS ALL OF THE THINGS.
YEAH. JUST ASKING WHEN IT'S GOING TO BE COMPLETE.
[01:20:01]
YEAH, IT'S COMPLETE AND IT SHOULD BE IN YOUR AGENDA PACKETS.CAN I ASK A TICKY TACKY QUESTION? AND IT LOOKS LIKE IN MAY WE'VE GOT, SPECIAL EDUCATION, 4.1 AND 4.2 BEING MONITORED, BUT IT SAYS THE DATA IS AVAILABLE, 525 OUR MEETING IS BEFORE THAT.
SO I DON'T KNOW IF THAT'S IF THE DATES ARE CORRECT.
AND I JUST WANT TO MAKE SURE THOSE ALIGN TO WHEN WE'RE ACTUALLY GOING TO HAVE DATA.
YEAH. THEY'RE LOOKING INTO THAT.
WE WILL HAVE THE DATA BEFORE THE MEETING BECAUSE THAT'S THE MIDDLE OF THE YEAR DATA.
SO WE WILL HAVE IT BY THAT TIME OKAY.
WHAT OTHER QUESTIONS DO YOU ALL HAVE ABOUT THE MONITORING CALENDAR? ARE YOU SAYING THAT WE DO THAT THE MONITORING CALENDAR WE HAVE IT WITH ON THE ADDITIONAL DATES THAT ANGIE WAS TALKING ABOUT, IT'S DONE OR I BELIEVE SO IT DEFINITELY IS COMPLETED. OKAY.
Y'ALL ARE GOING TO BE VOTING ON IT NEXT WEEK.
DO WE NEED TO LOOK AT THAT HERE TONIGHT OR.
NO THIS IS THE MOST IMPORTANT.
SO THIS IS THE MOST IMPORTANT THING FOR Y'ALL TO LOOK AT TONIGHT I DON'T KNOW IF, SUPERINTENDENT HAS IT? YEAH. I DON'T HAVE THE EVALUATION THING.
THIS IS, FOCUSED ON THE GOALS AND CONSTRAINTS AND PROGRESS MONITORING METRICS.
ALL RIGHT. IF THERE ARE NO OTHER QUESTIONS, WE'LL MOVE ON.
I'M JUST GOING TO WAIT. THERE WE GO.
IN THE FOLDERS THAT YOU HAVE BEEN PROVIDED.
THERE IS A SAMPLE PROGRESS MONITORING REPORT.
AND SO I WANT EVERYONE TO I JUST WANT TO NOTE FOR EVERYONE THAT THIS IS A SAMPLE REPORT.
THESE ARE NOT HOUSTON ISD STRATEGIES.
THESE ARE, IT IS A REAL REPORT FROM ANOTHER DISTRICT, BUT ALL OF THE INFORMATION HAS BEEN MASKED AND BECAUSE WE WANT TO MAKE IT SAFE, WE DON'T WANT TO PUT ANYBODY OUT THERE.
AND SO THIS DOCUMENT HAS ALL OF THE ATTRIBUTES THAT WE ENCOURAGE, DISTRICTS TO INCLUDE ON THEIR MONITORING REPORTS.
AND SO, WHAT DOES THAT ACTUALLY MEAN? AND ALSO UNDERSTAND THIS IS A BASELINE.
SO THIS IS LIKE THE THIS REPORT MEETS LIKE THE THRESHOLD THAT YOU SHOULD EXPECT.
THE LAYOUT WILL BE DIFFERENT, BUT WE WANTED TO GIVE YOU SOMETHING TO BE ABLE TO LOOK AT AND KIND OF DELIBERATE TOGETHER IN A PRACTICE CONVERSATION TONIGHT.
OKAY. SO THE FIRST THING THAT WE WANT TO LOOK AT IN AN EFFECTIVE MONITORING REPORT, WE WANT TO MAKE SURE THAT IT CLEARLY SHOWS WHAT IS ACTUALLY BEING MONITORED. SO DOES IT SHOW THE GOAL.
AND IF YOU'RE LOOKING AT GOAL PROGRESS MEASURES DOES IT ALSO SHOW THE GOAL PROGRESS MEASURES, SO IS THAT PRESENT ON THIS DOCUMENT? YES.
AND IT'S LITERALLY JUST IS THE LANGUAGE WRITTEN ON THE REPORT? THE NEXT PIECE, DOES IT CLEARLY SHOW THE DATA FOR THE THREE PREVIOUS REPORTING PERIODS? THE CURRENT RESULTS.
SO THE FINAL RESULT THAT YOU'RE LOOKING FOR AT THE END OF THE GOAL CYCLE.
SO IS THAT PRESENT ON THE, ON THE DOCUMENT.
YEAH. YOU'VE GOT IT RIGHT A BIG NICE BIG CHART RIGHT THERE IN THE VERY FRONT.
AND THE KEY IS THAT IT'S CLEAR.
SO YOU KNOW, WHEN I, WHEN I SAY CLEAR, THAT MEANS, THAT YOU KNOW, EXACTLY WHAT YOU'RE LOOKING AT.
THE SOURCE IS LISTED, IT'S LABELED, YOU KNOW, WHAT INFORMATION? YOU KNOW THAT THIS INFORMATION IS PASSED.
THIS IS CURRENT. THIS IS FUTURE.
SO IT'S CLEAR AND THE CLARITY IS REALLY IMPORTANT.
[01:25:02]
YOU KNOW, BOARD MEMBERS HAVE A LOT OF INFORMATION, JUST BY YOUR PROXIMITY TO THE DISTRICT, THAT THE GENERAL COMMUNITY IS NOT GOING TO HAVE.AND SO AS A BOARD MEMBER, YOU CAN PROBABLY LOOK AT IT AND GUESS, LIKE, OH, THIS IS WHAT IT SAYS.
WE DON'T WANT YOU TO GUESS BECAUSE YOUR REPORTS REALLY HAVE TO BE CALIBRATED FOR THE COMMUNITY, YOU WANT IT TO BE CLEAR FOR, ANYONE WHO'S LOOKING AT IT TO KNOW EXACTLY WHAT THEY'RE LOOKING AT, SO THE NEXT PIECE IS, DOES IT CLEARLY SHOW THE SUPERINTENDENT'S EVALUATION OF THE RESULTS, SO WE KNOW THAT THE RESULTS ARE PRESENT, BUT DOES IT DOES THE SUPERINTENDENT PROVIDE A RESPONSE THAT SAYS, THIS IS WHAT THE RESULTS SAY? SO HERE, I THINK THE COPY THAT YOU HAVE IS A LITTLE BIT DIFFERENT THAN THE COPY THAT I HAVE, BUT IT'S REALLY BIG.
IT SAYS THAT THIS IS OFF TRACK.
SO THERE'S NO GUESSWORK INVOLVED.
WE KNOW EXACTLY WHAT THE PROCESS IS, BUT ALSO GOING A LITTLE BIT FURTHER DOES THE REPORT CLEARLY DOES IT CLEARLY DESCRIBE THE SUPERINTENDENT'S UNDERSTANDING OF WHY IT'S OFF TRACK, AND THAT'S THE SO THE SUPERINTENDENT'S EVALUATION, SO WE, KNOW THE HOW, HE OR SHE INTERPRETS THE DATA, BUT WE ALSO WANT TO KNOW WHAT THE HOW THE SUPERINTENDENT EVALUATES THE DATA, THEY KNOW WHAT IT SAYS, BUT THEY DO. THEY KNOW WHAT THE REASON IS.
WHAT ARE THE ROOT CAUSES THAT ARE DRIVING THE RESULTS THAT WE'RE SEEING? AND THAT IS THE SINGLE MOST IMPORTANT PART OF THE MONITORING REPORT.
AND THAT'S WHAT YOU AT THE END OF YOUR MONITORING CONVERSATION, THAT'S THE THING THAT YOU AS A BOARD, WANT TO MAKE SURE THAT YOU ARE WALKING AWAY WITH AN UNDERSTANDING OF DOES THE SUPERINTENDENT UNDERSTAND WHAT IS DRIVING THE RESULTS, WHETHER THOSE ARE HAPPY RESULTS OR SAD RESULTS? WE DEFINITELY WANT THE INFORMATION TO BE ON TRACK, BUT THE MOST IMPORTANT THING IS THAT THE SUPERINTENDENT KNOWS WHY THOSE RESULTS ARE HAPPENING AND THAT KNOWLEDGE IS INFORMING THE STRATEGIES THAT ARE MOVING FORWARD.
SO WHETHER WE'RE GOING TO STAY THE COURSE OR WHETHER WE'RE GOING TO PIVOT, THE SUPERINTENDENT, WE WANT TO ENSURE THAT THE SUPERINTENDENT KNOWS AND THAT INFORMATION IS INFORMING THE DECISIONS TO MOVE FORWARD.
SO SHOULD I UNDERSTAND THAT IT'S OUR JOB TO COME PREPARED AND ASK THE QUESTIONS TO GET TO THAT? YES. BUT SHOULD OUR EXPECTATION BE THAT THE SUPERINTENDENT COMES TO THE MEETING ALREADY, SHOULD WE UNDERSTAND HE'S ALREADY, ANALYZED IT AND MADE A PLAN PRIOR TO.
SO FOR EXAMPLE, YOU MAY RECEIVE, SO LOOKING AT YOUR SPED GOAL, I THINK THAT ONE, I THINK THAT DATA WAS AVAILABLE IN JANUARY, I THINK THAT MAYBE WAS WHEN IT WAS CAPTURED. BUT YOU'RE NOT ACTUALLY GOING TO BE HAVING THAT MONITORING CONVERSATION FOR A COUPLE FOR, GENERALLY LIKE 30, SOMEWHERE BETWEEN 30 AND 90 DAYS LATER, SOMETIMES A LITTLE BIT LONGER, JUST DEPENDING ON, WHEN DIFFERENT THINGS CAN BE MONITORED.
SOMETIMES THEY HAVE TO KIND OF LUMP A LOT OF THINGS TOGETHER.
SO WE WANT TO MAKE SURE THAT'S SPREAD OUT, BUT YOU'RE NOT GOING TO BE LOOKING AT THE DATA RIGHT AFTER IT'S RECEIVED, BECAUSE YOU WANT TO MAKE SURE THAT YOUR SUPERINTENDENT AND ADMINISTRATION HAVE THE TIME TO REVIEW THAT DATA, TO INTERPRET IT, AND NOT JUST THAT THEY UNDERSTAND AND THAT THEY'RE GOING TO MAKE DECISIONS AND.
IT'S GOING TO INFLUENCE OUR STRATEGIES.
BUT REALLY THE IDEAL SCENARIO IS THAT THE SUPERINTENDENT IS ABLE TO COME IN AND SAY, THIS IS HOW WE HAVE, INCLUDED THIS INFORMATION IN OUR STRATEGIES MOVING FORWARD, MAYBE IT'S NOT A FULLY FORMULATED LIKE HERE ARE THE THINGS THAT WE'VE DONE AND NOW WE'RE SEEING THESE RESULTS. BUT, WE SAW THIS HAPPEN AND NOW WE KNOW THAT, THIS IS A PLACE THAT WE'RE GOING TO HAVE TO PIVOT.
SO WE'VE MADE THIS PIVOT, AND NOW THAT'S HOW WE'RE GOING TO MOVE FORWARD.
MICHELLE? GIVEN THAT WE WERE NOT HERE FOR PREVIOUS YEARS, SO THIS MAY BE A QUESTION FOR THE SUPERINTENDENT.
HOW DO WE HANDLE LAG DATA? I KNOW I HAVE FULL FAITH IN THE DISTRICT AND INTERPRETING DATA, BUT HOW DO WE GET CONCRETE ON THE WHY FOR THE LAG DATA? YEAH. I MEAN, SO WE'VE ALREADY WE'VE DONE A NEEDS ASSESSMENT EVEN BEFORE WE STARTED THIS PROCESS AND THE GOALS AND CONSTRAINTS.
SO WE WILL WE CAN LOOK AT SOME OF THE PAST DATA.
[01:30:03]
FOR EXAMPLE YOU'RE TALKING ABOUT THERE WASN'T ANY NWA.AND SO WE'RE GOING TO HAVE TO LOOK AT OUR BASELINE NWA.
WE'RE GOING TO HAVE TO LOOK AT SOME BASELINE DIBELS AND OTHER DATA, AND THEN TRY TO MAKE A DETERMINATION ON THINGS LIKE THE CCMR, THE CTE POINTS THAT IS A YEAR LAG.
WE WILL USE THE DATA FROM THE CURRENT YEAR AND WE WILL BRING UP IN THE GRAPH THE LAST YEARS, THE LAST TWO YEARS. SO YOU CAN SEE WHAT IS REALLY LAGGING.
BUT WE'LL HAVE PRESENT YEAR DATA TO THE BEST THAT WE CAN.
SO WE ALREADY HAVE THOSE METRICS AND THEY'RE PART OF THE PROGRESS MONITORING METRICS ALSO.
FOR CTE I KNOW THERE'S A BIG LAG AND WE DISCUSSED THAT BEFORE, BUT I ASSUME THAT THERE'S SOME THINGS THAT WE TRACK LOCALLY THAT WE CAN CONTINUE TO USE AS A GUIDE.
THAT'S RIGHT AND THAT'S WHAT I WAS SAYING WHEN WE HAD OUR PROGRESS MONITORING CONVERSATION ABOUT POSSIBLE, PROGRESS MONITORING, GOALS OR METRICS THAT CAME UP.
AND WE WILL HAVE SOME IT WON'T BE APPLES TO APPLES, REALLY, BUT WE WILL HAVE SOME DATA ON THAT WHERE WE ARE WITH REGARD TO, FOR EXAMPLE, PASSAGE OF ACT OR SAT.
BY THAT POINT WE WILL HAVE SOME DATA ON COLLEGE AND CAREER READINESS.
PEOPLE HAVE ALREADY DONE DUAL CREDIT.
SO WE WILL HAVE SOME PIECES OF IT.
WE WON'T HAVE THE FULL, GOAL DATA YET.
YEAH. AND SO, IT'S KEEPING ON THE SUBJECT OF DATA, SO WE'VE LOOKED AT THE FIRST PAGE, BUT I WANT TO, ALSO POINT OUT ON THE SECOND PAGE, SO IT HAS A SUPERINTENDENT'S EVALUATION OF PERFORMANCE RELATIVE TO THE GOAL.
SO TELLING YOU LIKE THIS IS WHERE WE WANT TO BE.
THIS IS WHERE WE ARE, BUT IT'S NOT JUST AS FOR THAT OVERALL, LIKE THE AGGREGATE, GOAL, YOU ALSO REMEMBER YOU HAVE YOUR STUDENT GROUP,, INFORMATION.
SO YOU HAVE ALL OF THOSE STUDENT GROUP TARGETS THAT YOU'VE IDENTIFIED, NOW THESE STUDENT GROUPS ARE GOING TO LOOK A LITTLE BIT DIFFERENT THAN THE STUDENT GROUPS THAT YOU ALL HAVE, JUST BECAUSE THIS DISTRICT ISN'T ACTUALLY A TEXAS DISTRICT.
SO THEIR STATE REQUIRES A LITTLE BIT OF A DIFFERENTIATION IN THE WAY THAT THEY REPORT, STUDENT GROUPS THAN TEXAS DOES, BUT YOU STILL GET THE DRIFT AND SO THEY'VE IDENTIFIED HERE, HERE ARE THE STUDENT GROUPS, THIS IS WHERE AND THIS IS THE OVERALL COUNTS FOR THOSE STUDENTS IN THIS POPULATION, THE PERCENTAGE OF THOSE STUDENTS MEETING THE GOAL AND THEN THE PERCENTAGE OF THE GOAL ACHIEVED, SO THE PERCENTAGE OF THOSE STUDENTS WHO, THIS IS THE PERCENTAGE OF THE STUDENT OF, THE FIRST COLUMN IS, FROM THE OVERALL GOAL.
THIS IS HOW IT'S BROKEN OUT BY.
SO IF WE ACHIEVED 27.9% ON THE GOAL, THIS IS THE MAKEUP OF THAT GOAL.
AND THEN THE NEXT IS THE THESE ARE SO THESE STUDENTS ACHIEVED THE GOAL TO THIS DEGREE.
SO FOR EXAMPLE AMERICAN INDIAN OR ALASKAN NATIVE.
SO THAT'S LESS THAN TEN WHICH IS BELOW THE FEDERAL REPORTING.
SO THEY HAD 107.6% OF THE GOAL THAT WAS ACHIEVED.
SO IF THE GOAL WAS 37, THEY ACTUALLY ACHIEVED HIGHER THAN 37%.
AND SO THAT'S JUST THE WAY THAT THIS STATE WANTS THEM TO REPORT IT, YOUR REPORTING WOULD LOOK DIFFERENT AND YOUR DATA TEAM HAS THAT ALL, REALLY CLEAR. SO, WHEN YOU'RE LOOKING AT THE STUDENT GROUPS, THIS IS YOUR OPPORTUNITY TO REALLY LEAN INTO THOSE CONVERSATIONS ABOUT, CLOSING THE GAPS, AND IT'S WHERE YOU ARE ABLE TO, TO REALLY LEAN IN TO THE THOSE STUDENT GROUP TARGETS THAT YOU SET AND HAVING CONVERSATIONS ABOUT HOW EQUITY LIVES IN THE STRATEGIES AND, REMEMBER, YOU WERE VERY CLEAR, LIKE SOME OF YOUR STUDENT GROUPS, YOU DO EXPECT, BIGGER GROWTH BECAUSE YOU DO HAVE GAPS THAT NEED TO BE MADE UP.
ANY QUESTIONS ABOUT THAT BEFORE I GO ON TO THE NEXT SECTION OF THE REPORT.
OKAY. SO IN THE NEXT SECTION, I THINK I DO HAVE A QUESTION.
YEAH, DO WE DRILL DOWN TO THE STRATEGY LEVEL ON THOSE, EQUITY ISSUES?
[01:35:05]
ARE THOSE FAIR GAME QUESTIONS OR IS THAT CONSIDERED TOO OPERATIONAL? IT DEPENDS.SO QUESTIONS LIKE I SEE, THAT OUR AFRICAN AMERICAN STUDENTS, SOCIOECONOMICALLY DISADVANTAGED STUDENTS AND STUDENTS RECEIVING SPECIAL EDUCATION SERVICES HAVE, YOU KNOW, OVER 20 POINT GAP IN THIS AREA RIGHT NOW.
AND SO, WHAT IS, WHAT DO YOU WHAT IS YOUR UNDERSTANDING OF WHAT IS DRIVING THAT, THOSE RESULTS, WHAT IS CAUSING THAT GAP TO PERSIST? THAT WOULD DEFINITELY BE A FAIR GAME QUESTION, LIKE SEEKING TO UNDERSTAND WHY, THERE IS A DISPARITY IN THE DATA.
ALSO, THE QUESTION I WANT TO ASK IS, WHAT ARE YOU GOING TO DO ABOUT IT? IS THAT NOT FAIR GAME? SO THAT IS FAIR GAME AT A POINT.
SO WE'RE GOING TO TALK ABOUT THE TYPES OF QUESTIONS THAT BOARD MEMBERS ASK IN JUST IN ABOUT 20 MINUTES, BUT TO GET JUST A PREVIEW.
BUT THOUGH BUT FIRST, THE BOARD SHOULD UNDERSTAND WHAT THE CURRENT DATA SAYS, WHAT'S DRIVING THE CURRENT RESULTS AND THEN AFTER THAT UNDERSTANDING HAS BEEN GAINED, THEN YOU CAN START HAVING CONVERSATIONS ABOUT THE FUTURE, CONVERSATIONS THAT, TALK ABOUT WHAT WE'RE GOING TO DO ABOUT IT.
OKAY. THANK YOU. ALL RIGHT, SO, WE KNOW WHAT THE DATA SAYS, WE KNOW THAT THE SUPERINTENDENT HAS, AN UNDERSTANDING OF THE DATA.
NOW, WHAT'S GOING TO HAPPEN? HOW IS THAT UNDERSTANDING ACTUALLY INFLUENCING HIS DECISIONS, INFLUENCING HIS STRATEGIES? AND SO THAT IS LAID OUT IN THIS REPORT THROUGH THE NEXT STEPS.
AND THIS SUPERINTENDENT HAS IDENTIFIED TWO THEORIES OF ACTION, OR TWO SPECIFIC STRATEGIES THAT THEY WANT TO INVEST IN TO GET THIS, TO GET BACK ON TRACK WITH THIS GOAL.
AND THEN THEY CLEARLY TIE THIS IS THE RELATIONSHIP BETWEEN ATTENDANCE AND GOAL PERFORMANCE AND SO THEY'VE GIVEN A NICE LITTLE NARRATIVE THERE THAT LAYS THAT OUT, AND THEN ON THE NEXT PAGE THEY'VE ACTUALLY LISTED SOME ACTION STEPS.
SO WHAT IS THIS ACTUALLY GOING TO LOOK LIKE.
THEY'RE GOING TO LAUNCH AN EVERYDAY LABS DISTRICT WIDE.
THIS IS A STRATEGY THAT DISTRICT HAS PUT TOGETHER TO REACH OUT TO AND PROVIDE SUPPORT FOR FAMILIES OF KINDERGARTEN THROUGH FIRST GRADE, CHRONICALLY ABSENT STUDENTS.
AND THAT WAS BECAUSE THEY HAD IDENTIFIED THAT WAS LIKE A TARGET AREA THAT THEY NEEDED TO FOCUS ON, AND THEN THEY'RE GOING TO CONTINUE TO BUILD THE CAPACITY OF ELEMENTARY PRINCIPALS TO FOCUS ON FAMILY ENGAGEMENT AND SCHOOL CLIMATE.
SO ACHIEVEMENT OR ATTENDANCE IS GOING TO BE ONE OF THEIR STRATEGIES, THE NEXT STRATEGY THAT THEY'VE IDENTIFIED IS, IF STUDENTS PARTICIPATE IN I-READY SUPPLEMENTAL INSTRUCTIONAL ACTIVITIES FOR AT LEAST 30 TO 49 MINUTES PER WEEK, WITH A MINIMUM SUCCESS RATE OF 70%, THAT'S THE LESSON PASSING THEN THE GROWTH WILL BE ACCELERATED AND ACHIEVEMENT WILL INCREASE.
AND SO IT'S NOT THE BOARD'S THE PURPOSE OF PROGRESS MONITORING ISN'T TO AGREE WITH THE SUPERINTENDENT'S STRATEGIES, THE SUPERINTENDENT STRATEGIES ARE THE STRATEGIES THAT THEY'RE EMPLOYING, IT'S THE PURPOSE OF MONITORING IS TO UNDERSTAND WHAT THOSE STRATEGIES ARE AND HOW THEY ARE GOING TO GET YOU BACK ON TRACK AND THAT THEY ARE GOING TO AND THAT THOSE STRATEGIES ARE SUFFICIENT TO MAKE THAT HAPPEN.
[01:40:01]
THEY THEY WENT THROUGH HAD THE CONVERSATION, AND SAID, YOU KNOW WHAT? WE'RE GOOD WITH THESE.WE'RE GOING TO ACCEPT THE REPORT THEY VOTE TO ACCEPT THE REPORT, AND THEY MOVE ON.
WHEN THEY VOTE TO ACCEPT THE REPORT, THEY ARE NOT APPROVING THE STRATEGIES.
THEY ARE NOT APPROVING OF THE DATA THAT THEY'RE LOOKING AT.
THE PURPOSE OF MONITORING ISN'T TO BE HAPPY WITH THE INFORMATION THAT YOU'RE LOOKING AT.
IT'S TO HAVE THAT CONTINUOUS IMPROVEMENT CONVERSATION ABOUT HOW WE'RE GOING TO MOVE FORWARD.
CAN. I'M SORRY, CAN I ASK A QUESTION, SAY AGAIN, SO YOU'RE SAYING WE HAVE WE ARE TO APPROVE THE MONITORING REPORT, BUT IT IS NOT OUR JOB TO APPROVE EITHER THE STRATEGIES OR THE DATA.
LIKE, WE'RE NOT SAYING THIS IS GOOD.
YEAH. WHAT IS THE PRECISE THING THAT WE'RE DOING WITH REGARD TO THE STRATEGIES? ARE WE JUST HEARING IT AND SAYING SOUNDS ALIGNED OR ARE WE SAYING, WHAT ARE WE SAYING ABOUT IT? YEAH. SO YOU WERE VOTING.
YOU'RE NOT VOTING TO APPROVE THE REPORT.
YOU'RE VOTING TO ACCEPT THE REPORT.
OKAY. SO THE VOTE SIGNIFIES THAT THE CONVERSATION HAS HAPPENED AND THAT THE SUPERINTENDENT HAS DONE A GOOD JOB OR HAS DONE A SATISFACTORY JOB AT EXPLAINING WHAT THEIR UNDERSTANDING OF THE SO WHAT THE DATA IS, WHAT THEIR UNDERSTANDING OF THE ROOT CAUSE THAT'S DRIVING THAT DATA, AND THEN HOW THAT UNDERSTANDING IS INFLUENCING THEIR DECISIONS TO MOVE FORWARD AND HOW AND THAT THERE IS A PLAN THAT WILL SUFFICIENTLY GET YOU BACK ON TRACK.
SORRY TO ASK A FOLLOW UP, BUT.
SO THEN IS THE QUESTION THAT WE'RE ASKING RELATIVE TO THE STRATEGY.
WHAT IS IT? DO I THINK THIS IS ALIGNED, OR DO I THINK THAT THIS IS OKAY? OR ARE THERE WORDS ON A PAGE? I MEAN, IT SOUNDS LIKE THERE ARE WORDS ON A PAGE, OKAY.
THERE ARE WORDS ON A PAGE, BUT I DO WANT TO EXPLAIN, I WANT TO MAKE SURE THAT THERE'S A GOOD UNDERSTANDING AND WE'LL GO INTO A LITTLE BIT MORE DETAIL WHEN WE GET TO LIKE THE END OF AFTER MONITORING CONVERSATION.
OKAY. SO YOU'RE THE THING THAT YOU HAVE TO UNDERSTAND AS IT RELATES TO THE STRATEGIES IS THAT THE SUPERINTENDENT UNDERSTANDS WHAT IS DRIVING THE CURRENT RESULTS SO THAT THERE IS AN UNDERSTANDING OF THE ROOT CAUSE AND THAT UNDERSTANDING IS INFLUENCING THE STRATEGIES MOVING FORWARD.
SO I KNOW WHAT'S GOING ON, AND MY KNOWLEDGE OF WHAT'S GOING ON IS IMPACTING MY DECISION MAKING AND THAT THERE IS A PLAN TO GET US BACK FROM.
SO IF WE WANT TO BE AT AT FOUR, BUT WE'RE ONLY AT TWO, HOW WE'RE GOING TO GET THERE.
SO THERE'S A MISALIGNMENT IN THAT REGARD, WHAT HAPPENS IF A MAJORITY OF THE BOARD DOESN'T APPROVE THE REPORT? YES, SO ACCEPT THE REPORT OR ACCEPT THE REPORT, SO YOU, SAY, SUPERINTENDENT COME BACK.
WE'RE GOING TO TABLE THIS DISCUSSION AND COME BACK NEXT MONTH WITH A MORE A BETTER FORMULATED PLAN OR IN SOME CIRCUMSTANCES, THE BOARD WILL WANT TO SAY, YOU KNOW WHAT THERE IS THAT LIKE THIS IS JUST COMPLETELY INSUFFICIENT.
WE'RE GOING TO VOTE TO NOT ACCEPT THIS REPORT.
NOW, I WANT TO BE CLEAR, WHEN THE BOARD CHOOSES TO NOT TO VOTE, TO NOT ACCEPT A REPORT THAT IS GOING TO BE PERCEIVED AS A VOTE OF NO CONFIDENCE, AND THAT SHOULD BE USED SPARINGLY, AND IT IS NOT A RECOMMENDATION TO HAPPEN FOR A LONG WHILE AFTER YOU'VE BEEN MONITORING, YOU WANT TO MAKE SURE THAT THE SUPERINTENDENT HAS TIME TO ACTUALLY IMPLEMENT A PLAN AND UNDERSTAND RELATIVE TO WHAT'S HAPPENING.
CAN YOU TELL US WHAT IT LOOKS LIKE, WHAT INSUFFICIENT LOOKS LIKE? YEAH. SO LET'S LOOK AT THIS REPORT.
SO SOME PEOPLE MIGHT ASK, LOOKING AT THE STRATEGIES THAT RELATES TO ATTENDANCE.
SO REMEMBER SO YOU HAVE TO TAKE A COUPLE OF THINGS INTO ACCOUNT HERE.
FIRST OF ALL, THIS IS A GOAL PROGRESS MEASURE THAT IS LOOKING AT FIRST GRADE PERFORMANCE.
[01:45:06]
SO, YOU KNOW, ON PAPER, LIKE AN INITIAL GLANCE, YOU MIGHT SAY THIS IS FINE.BUT THEN WHEN YOU START TO LEAN IN AND THINK ABOUT IT FOR A MINUTE, YOU'RE LIKE, WAIT A MINUTE, IS IF WE SPEND ALL OF THESE RESOURCES FOCUSING ON IMPROVING ATTENDANCE, IS THAT ACTUALLY GOING TO GET US WHERE WE WANT TO BE? ESPECIALLY FOR FIRST GRADE ATTENDANCE.
SUPERINTENDENT, WHY DON'T FIRST GRADERS COME TO SCHOOL? SO THERE'S ALL KINDS OF REASONS.
AND I THINK THE MAIN THING IS TO WHAT YOU KNOW, TO WHAT DEGREE DO YOU HAVE CONTROL OVER THAT, AND THEN 2, HOW MUCH TIME AND EFFORT IT TAKES TO TO REALLY MAKE A DIFFERENCE ON THAT.
YOU IMPROVE YOUR ATTENDANCE BY FIVE PERCENTAGE POINTS.
HOW MUCH EFFORT IS GOING TO BE? MAYBE THE MONEY AND TIME WOULD BE BETTER SPENT IMPROVING READING INSTRUCTION FOR THE KIDS WHO DO SHOW UP.
SO YEAH, I MEAN, I KNOW WE'RE NOT SUPPOSED TO CRITIQUE THE STRATEGY.
NO, YOU CAN CRITIQUE IT NOW, BUT WE'RE GETTING TO THAT POINT.
BUT THIS, THIS, THIS IS NOT A GOOD STRATEGY.
AND EVEN THE SECOND ONE IS NOT GOOD EITHER.
IF YOU DON'T HAVE FIRST GOOD INSTRUCTION, THEN YOU PUSH YOUR KIDS TO INTERVENTIONS WHERE IT'S LESS EFFECTIVE, LESS EXPERT TEACHERS ARE DOING IT LESS TIME.
SO HOW ABOUT PUTTING YOUR MONEY AND EFFORT AND TIME INTO A STRATEGY THAT IMPROVES READING INSTRUCTION FOR THE FIRST GRADERS, RATHER THAN THESE TWO OTHER THINGS? YEAH. SO THIS IS I HAVE GIVEN THIS TRAINING A NUMBER OF TIMES TO A NUMBER OF BOARDS.
AND I ALWAYS ASK THIS QUESTION OF THE SUPERINTENDENT, LIKE, WHY DON'T FIRST GRADERS COME TO SCHOOL? ALMOST ALWAYS THE THE ANSWER IS, WELL, YOU KNOW, I LIKE THEY'RE SICK OR THEY'RE LIKE, THEY START GOING INTO THE ACTUAL THINGS THAT MEAN THE REASONS THAT FIRST GRADERS AREN'T THERE OR THEY TALK ABOUT, WELL, WE CAN WORK ON, LIKE MAKING SCHOOL BUSSES RUN ON TIME.
NO, WHERE YOUR SUPERINTENDENT JUST WENT IS WHERE YOU'RE SUPPOSED TO GO.
AND THE FACT THAT HE WENT STRAIGHT THERE IS THAT IS TELLING.
YOU WANT TO MAKE SURE THAT YOUR SUPER IF YOU'RE GOING TO POUR ALL OF THESE RESOURCES INTO THE STRATEGY, THAT IT'S SOMETHING THAT'S ACTUALLY GOING TO BE ACHIEVABLE AND THAT IS GOING TO HELP YOU MOVE AND SO, YEAH, DON'T THEY HAVE TO BE A STUDENT OUTCOME FOCUS? THE STRATEGIE? YEAH. THAT WE'RE MONITORING THE GOALS THAT YOU'RE MONITORING.
YES. BUT THE STRATEGIES ARE GOING TO BE INPUTS.
YEAH, THEY'RE GOING TO BE THINGS THAT ADULTS ARE GOING TO BE GOING TO DO.
SO, AND THE CLOSER THAT IT IS TO THE ACTUAL CLASSROOM AND THE STUDENTS, THE STRONGER CORRELATION IT'S GOING TO HAVE TO ACTUALLY IMPROVING STUDENT OUTCOMES.
LIKE PLAYING BASKETBALL, I THINK WE'VE ALREADY ESTABLISHED THAT I'M NOT GOOD AT SPORTS ANALOGIES.
SO IF I WANT TO GET GOOD AT WINNING BASKETBALL GAMES, I CAN SIT HERE AND I CAN LEARN HOW TO DRIBBLE REALLY WELL, OR I CAN LEARN HOW TO PASS WITH MY TEAMMATES, OR I CAN DO ALL OF, YOU KNOW, CONDITIONING EXERCISES, ALL OF THE THINGS THAT ARE GOING TO HOPEFULLY ONE DAY MAKE ME A REALLY GOOD BASKETBALL PLAYER.
THE ONLY THING THAT'S GOING TO HELP ME WIN GAMES IS LEARNING HOW TO WIN GAMES.
SO ACTUALLY SCORING THOSE GOALS, HOW AM I MAKING GOALS? SO EVEN LIKE SHOOTING, LIKE LEARNING HOW TO SHOOT THREE, THREE POINTERS, FREE THROWS, I TOLD Y'ALL, EVEN THAT DOESN'T NECESSARILY MEAN THAT I'M GOING TO GET REALLY GOOD AT WINNING THE GAME, THE ONLY THING THAT'S GOING TO REALLY MAKE ME GOOD AT WINNING THE GAME IS LEARNING HOW TO SCORE AND REALLY FOCUSING ON PRACTICING SCORING, AND SO.
[01:50:08]
IF I TELL YOU I'M GOING TO GO OUT AND, YOU KNOW, SHOP FOR A NEW BASKETBALL WARDROBE OR IF I'M GOING TO GO AND YOU KNOW, SPEND A LOT OF MONEY ON MARKETING FOR MY TEAM.PROBABLY NOT GOING TO GET ME ON TRACK.
SO I DON'T KNOW IF THAT'S HELPFUL.
YOU'RE SAYING CLOSEST TO THE CHILD? CLOSEST TO THE CHILD.
OKAY. ACTUALLY, I HAVE AN OBSERVATION ABOUT THE SUPERINTENDENT EVALUATION ON FOR THIS EXAMPLE.
YEAH. BASED ON THE CHARACTERISTICS OF A QUALITY MONITORING REPORT, I DON'T SEE A ROOT CAUSE HERE IN THIS EXAMPLE WE'RE GIVEN, I DON'T KNOW IF I'M MISSING IT OR IS IT ACCURATE? I DON'T SEE, LIKE, WHY STUDENTS ARE ACHIEVING BELOW THE TARGET.
THAT'S BECAUSE THERE'S NOT ONE.
SO THEY FOCUSED ON TWO THINGS THAT THEY WERE ALREADY INVESTING IN AND THAT ARE POPULAR.
I MEAN, THIS WAS A REPORT FROM I THINK IT WAS FROM 2000, FROM 2021, WHERE I-READY WAS LIKE THE WHOLE THING AND SO LIKE, THAT WAS, I THINK OF WHAT WAS HAPPENING IN AT THE END OF YEAR OR MIDDLE OF THE YEAR IN 2021, OR 21, 22.
SO YOU'VE GOT, KIDS COMING BACK TO SCHOOL FROM COVID AND YOU'VE GOT, YOU KNOW, ALL OF THAT MONEY THAT HAD BEEN POURED INTO ALL OF THESE, LIKE, PROGRAM COMPUTER PROGRAMS LIKE I-READY AND ICE STATION AND SO THOSE WERE THE THINGS THAT EVERYBODY WAS PUSHING.
AND SO THOSE WERE THE TWO OF LIKE THE EASIEST THINGS FOR THEM TO PUT ON HERE.
BUT THERE REALLY WAS A FUNDAMENTAL MISUNDERSTANDING OF WHAT WAS DRIVING THE ROOT CAUSE FOR THIS.
SO ASHLEY, WHAT ARE WE TO DO IN THAT SITUATION THEN? SO IF IT'S AN UNACCEPTABLE ANALYSIS AND AN UNACCEPTABLE REPORT, THEN WE SAY, WE'RE GOING TO SEND IT BACK.
YEAH. SO YOU CAN TABLE IT AND OR YOU CAN I MEAN YOU'RE PROBABLY GOING TO TABLE IT.
WE WOULDN'T VOTE NOT TO ACCEPT IT.
YOU COULD VOTE NOT TO ACCEPT IT.
YOU WANT TO KEEP AND PREFERABLY BEFORE WHEN YOU ARE DOING YOUR HOMEWORK BEFORE THE MEETING AND YOU REALIZE THAT THERE'S NOT A ROOT CAUSE AND THAT IT'S NOT CLEAR, YOU GO TO THE SUPERINTENDENT BEFORE THE MEETING AND SAY, HEY, SUPERINTENDENT, THIS ROOT CAUSE IS A LITTLE MURKY.
CAN YOU WORK ON THAT A LITTLE BIT MORE BEFORE THE MEETING? THAT'S WHY WE TALK ABOUT HAVING 14 DAYS OF NOTICE AND LOOKING AT IT AND ASKING ALL OF THOSE QUESTIONS IN ADVANCE.
MY OTHER QUESTION IS, I THINK I UNDERSTAND YOU TO SAY TABLING IT IS MORE NEUTRAL, AND REJECTING IT IS A SIGNAL OF NO CONFIDENCE IN THE SUPERINTENDENT.
SO I MEAN THAT'S INTERESTING BECAUSE THE PERSPECTIVE ON NO CONFIDENCE.
YEAH, BECAUSE IF WE HAVE THE REPORT 14 DAYS IN ADVANCE, WE HAVE SIGNALED THAT IT'S NOT SUFFICIENT AND IT STILL COMES TO US INSUFFICIENT.
I GUESS I NEED TO UNDERSTAND WHAT IS BESIDES THE SIGNAL, THE PERCEIVED SIGNAL.
WHAT DOES TABLING IT DO VERSUS NOT ACCEPTING IT? IT GIVES THEM MORE TIME TO REALLY AND THAT IS PROBABLY THE MOST APPROPRIATE RESPONSE WHEN THERE IS, WHEN THE ROOT CAUSE HASN'T BEEN LAID OUT AS CLEARLY, THEY MAY NEED TO ACTUALLY GO BACK AND SPEND SOME MORE TIME FIGURING THAT OUT AND TABLING IT GIVES THEM THE ABILITY TO DO THAT.
AND WHY DOESN'T VOTING NOT TO ACCEPT IT GIVE THEM TIME? BECAUSE SURELY WE WOULD WANT TO SEE IT AGAIN.
OH YEAH. NO. SO VOTING NO SAYS WE'RE NOT ACCEPTING THIS REPORT, THIS IS INSUFFICIENT.
THIS AND THAT'S IT'S JUST A DOWN VOTE.
SO NO BRINGING IT BACK AFTER THAT TABLING IT ALLOWS THEM TO COME BACK OKAY.
AND THAT AND SO THAT'S WHAT ALLOWS THE CONVERSATION TO KEEP GOING OKAY.
AND SO I WANT TO MAKE I WANT TO LET MR. MILES SPEAK AND THEN JANETTE AND THEN WE'RE GOING TO TRANSITION, AND WE'RE GOING TO SPEND SOME MORE TIME TALKING ABOUT THIS, HOW WE VOTE AT THE END.
[01:55:03]
YEAH. AND JUST, YOU KNOW, DISABUSE ME, ASHLEY, IF I'M GOING DOWN THE WRONG PATH.BOARDS WANT TO BE CAREFUL OF, DICTATING THE STRATEGY, OVERSEEING THE STRATEGY, REJECTING THE STRATEGY BECAUSE YOU HIRE A SUPERINTENDENT TO DO THAT AND IN MY OPINION, IF OVER TIME.
NOW, THIS ONE'S PRETTY OBVIOUS.
MAYBE, YOU KNOW, MAYBE IT'S OBVIOUS.
IT OBVIOUSLY WASN'T OBVIOUS TO SOME BOARD MEMBERS SOMEWHERE, BUT, I THINK BOARD MEMBERS SHOULD DEFER AND IF OVER TIME, YOU'RE NOT ACCEPTING, YOU SHOULD GET A NEW SUPERINTENDENT, INSTEAD OF AND THAT'S WHAT HAPPENS WHEN YOU VOTE NO INSTEAD OF, TRYING TO RUN THE DISTRICT, TRYING TO RUN THE STRATEGIES.
THERE IS IN OUR CASE, TOO, THERE'S A LOT OF NUANCE.
USUALLY, FOR EXAMPLE, I CAN ALREADY TELL YOU THE ROOT CAUSE FOR MANY, MANY THINGS RIGHT NOW, THE REASON WHY WE HAVE LOW ACHIEVEMENT IS BECAUSE THE QUALITY OF INSTRUCTION IS LOW. THAT'S ONE ROOT CAUSE THERE'S SEVERAL OTHERS.
AND SO HOW DO YOU IMPROVE THE QUALITY OF INSTRUCTION OVER TIME? YOU HAVE THE STAFF.
YOU PUT IN PLACE SEVERAL DIFFERENT THINGS.
AND I TELL YOU WHAT, BY FEBRUARY, WE WILL NOT BE WHERE WE NEED TO BE ON THE QUALITY OF INSTRUCTION.
THERE'LL BE THERE'LL BE OTHER ANALYZES.
BUT, SO TO SECOND GUESS AND SAY, WELL, WE DON'T AGREE THAT THE QUALITY OF INSTRUCTION IS IT OR YOU SHOULD HAVE BEEN ABLE TO IMPROVE IT IN FOUR MONTHS. YOU KNOW, THAT'S A PRETTY HUGE STATEMENT ON WHETHER OR NOT YOU TRUST YOUR SUPERINTENDENT TO ACTUALLY DO THE JOB.
AND, SO YES, YOU'RE ABSOLUTELY CORRECT.
AND THAT'S WHY THE WHY WE DON'T VOTE TO APPROVE THE REPORT.
SO YOU'RE ABSOLUTELY NOT VOTING TO APPROVE THE STRATEGIES.
YOU'RE NOT SELECTING THE STRATEGIES.
YOU ARE SIMPLY ACCEPTING WHETHER OR NOT THE CONVERSATION HAS HAPPENED, SO I'LL LET YOU TWO FIGURE THIS OUT WHAT THIS DISCUSSION CLARIFIED FOR ME IS SOMETHING THAT I HOPE THAT WE HELP OUR COMMUNITY UNDERSTAND AS WELL, WHICH IS THAT THE ACTIONS THAT WE TAKE IN THE MEETING ARE REFLECTIVE OF THE TWO KEY ITEMS. I THINK THAT YOU'VE SHOWN HERE THE EFFECTIVE SUPERINTENDENT PARTICIPATION AND BOARD MEMBER PARTICIPATION.
AND THEREFORE WHEN WE COME TO THE MEETING, WE ARE, YOU KNOW, VOTING TO APPROVE.
THAT'S MY UNDERSTANDING OF HOW I INTERPRET THIS.
AND SO I HOPE I DON'T KNOW THAT'S HELPFUL FOR THOSE LISTENING.
AND THEN WE'RE GOING TO TRANSITION.
I JUST WANT TO, BACKTRACK BECAUSE WE'RE GOING TO HAVE THESE CONVERSATIONS ABOUT THE CHANGE THAT WE NEED FOR KIDS, BUT WE ALSO WANT, EVERYONE TO FEEL SUPPORTED IN ALL OF THIS CHANGE.
AND WE'RE GOING TO HAVE TO NAVIGATE HAVING CONVERSATION ABOUT INSTRUCTION AND RAISING THE QUALITY, IN A WAY THAT OUR TEACHERS KNOW THAT WE SUPPORT THEM AND THAT WE'RE ALL IN.
SO I WANT US TO ALL THINK ABOUT HOW WE DO THAT, BECAUSE I UNDERSTAND WHAT WE'RE TALKING ABOUT.
WE'RE WORKING AND WE'RE TALKING STRATEGY.
BUT I ALSO UNDERSTAND THE FEELINGS BEHIND IT AND I JUST WANT US TO ALL BE AWARE OF THAT AND BE MINDFUL AND BE RESPECTFUL OF EACH OTHER AS WE TRY TO NAVIGATE THAT SO THAT OUR TEACHERS GET THE RIGHT MESSAGE.
AND, I HOLD ON TO THAT BECAUSE WE'RE GOING TO COME BACK TO IT IN JUST A MINUTE.
SO LET'S, BRIEFLY TALK ABOUT THE EFFECTIVE SUPERINTENDENT PARTICIPATION, WHICH WE'VE KIND OF ALREADY HAVE, SO THERE ARE FIVE THINGS THAT THE SUPERINTENDENT, MUST DO TO ENSURE THAT THEIR PARTICIPATION IS EFFECTIVE.
SO FIRST, AS A SUPERINTENDENT IS PREPARING THESE REPORTS.
DO NOT HIDE THE DATA SHOULD BE CONCISE AND IT SHOULD BE CALIBRATED FOR THE COMMUNITY.
SO I'M TALKING ABOUT HIDING THE DATA.
[02:00:03]
DON'T MAKE IT SO COMPLICATED.DON'T MAKE THIS REPORT SHOULD REALLY BE A MAXIMUM OF FIVE PAGES.
IT DOESN'T HAVE TO BE AS BLOWN UP AS THIS ONE IS.
I JUST DID THAT BECAUSE IT'S EASIER TO SEE BUT YOU REALLY SHOULD MAKE SURE THAT YOU SHOULD BE ENSURING THAT THE COMMUNITY CAN INTERPRET THE REPORT, EASILY AND SO THAT THE DATA ISN'T HIDDEN, THAT IT REALLY IS ACCESSIBLE FOR THE MASSES, ALSO ON THAT SAME NOTE, DON'T SUGARCOAT THE DATA, AND I DON'T.
AND KNOWING YOUR SUPERINTENDENT, THIS IS NOT SOMETHING THAT YOU ALL ARE GOING TO HAVE TO WORRY ABOUT, SUGARCOATING THE REALITY FOR STUDENTS WILL LOSE TRUST, SO COMING OUT AND SAYING THAT, OH, WELL, THINGS ARE FLOWERY AND FINE AND THAT EVERYTHING IS GOOD WHEN IN FACT THEY AREN'T.
AT THE END OF THE YEAR, YOU GET YOUR TEST RESULTS BACK.
LO AND BEHOLD, THEY ARE NOT WHAT YOU WERE EXPECTING.
IF PROGRESS MONITORING IS EFFECTIVE, THEN YOU ARE GOING TO BE HAVING REAL CONVERSATIONS ABOUT REAL INFORMATION THAT IS TRANSPARENT AND REAL, EVEN WHEN THOSE CONVERSATIONS ARE DIFFICULT, ALSO, YOU SHOULD BE ALIGNING THE MONITORING WITH MANAGERIAL ACTION.
YOU SHOULDN'T BE LOOKING FOR. OH.
WELL, WHAT ARE WE GOING TO REPORT THIS MONTH? REPORT WHAT YOU'RE LOOKING AT.
REPORT WHAT YOU'RE TALKING ABOUT.
SO, ALIGN MONITORING WITH MANAGERIAL ACTION.
I HAVE A QUESTION. YES, MA'AM.
SO DOES THAT MEAN THAT WE DON'T DICTATE HOW THE DATA COMES BACK TO US? BECAUSE IF WE'RE REALLY USING THE REPORTS THAT THE LEADERSHIP TEAM USES, THEN IT'S NOT OUR JOB TO PLAY DATA PERSON AND ASK FOR IT A CERTAIN WAY.
IS THAT WHAT YOU'RE SAYING? YES. AND THAT IS A VERY IMPORTANT PIECE OF CLARIFICATION, BECAUSE I CANNOT TELL YOU HOW MANY TIMES BOARDS AND I DID THIS AS A BOARD MEMBER TOO.
I WANT TO SEE THE DATA THAT I WANT TO SEE.
I WANT TO SEE THE DATA THAT I'M CURIOUS ABOUT.
I WANT TO SEE WHAT SCRATCHES I WANT TO HAVE THIS ITCH AND I WANT IT TO BE SCRATCHED.
THE ONLY THE ONLY WAY THAT THAT CAN HAPPEN IS WITH MORE DATA.
YOU DON'T. THE BOARD SHOULDN'T BE LOOKING AT THE DATA THAT THEY WANT TO LOOK AT.
THEY SHOULD BE LOOKING AT THE DATA THAT THEY NEED TO LOOK AT.
BE PREPARED, MOST EFFECTIVE ADMINISTRATIVE TEAMS ARE SPENDING TIME BEFORE THE MONITORING SESSIONS, PRACTICING, ANTICIPATING QUESTIONS THAT MAY COME FROM THE BOARD AND REALLY HAVING THAT, CANDOR FILLED CONVERSATION.
THAT IS LIKE, TELL ME WHERE I'M WRONG, TELL ME WHAT'S WRONG WITH THIS? THEY SHOULD BE LOOKING FOR THE BLIND SPOTS, BECAUSE THEY KNOW THAT IF THAT IS, IF THAT'S HOW THEY ARE ORIENTING THEMSELVES BEFORE THE MONITORING SESSIONS, THEN THE MONITORING SESSION ITSELF IS GOING TO BE MUCH MORE EFFECTIVE.
THE BOARD IS GOING TO RECEIVE THE INFORMATION THEY NEED, AND THE COMMUNITY WILL BE WELL INFORMED AND THEN FINALLY, DON'T BE DEFENSIVE, ANTICIPATE THAT THERE ARE TIMES WHEN THE DATA IS GOING TO BE DISAPPOINTING, THESE ARE OPPORTUNITIES TO REALLY LEAN INTO WHAT YOU'RE GOING TO DO, TO DOUBLE DOWN AND SAY, LOOK, THIS ISN'T GREAT.
NO ONE KNOWS THAT BETTER THAN ME.
HERE ARE THE WAYS THAT WE'RE GOING TO FIX IT.
WHAT QUESTIONS DO YOU HAVE ABOUT SUPERINTENDENT PARTICIPATION? ALL RIGHT. ONE QUESTION REGARDING DATA.
SO. I GUESS WHAT I'M INTERESTED IN KNOWING FROM HERE IS SO WE'VE GOT SOME OF THE DATA IN REGARDS TO LIKE CHARTS AND DARTS.
ARE WE ALSO TALKING ABOUT SUPPLEMENTAL DATA OR ARE WE LIKE I'M JUST TRYING TO UNDERSTAND IS SHOULD IF THE ADMINISTRATION JUST BROUGHT ONE CHART IN THIS CASE ON THIS PARTICULAR PIECE, WOULD THAT BE CONSIDERED SUFFICIENT.
[02:05:02]
LIKE DON'T HIDE DATA BUT THEN MAKE IT CONCISE.SO WHEN I WAS IN GRAD SCHOOL, I HAD A STRATEGY PROFESSOR WHO SAID, ANY IDIOT CAN WRITE A TEN PAGE PAPER ABOUT BUSINESS STRATEGY.
IT ACTUALLY TAKES A BRILLIANT PERSON WHO UNDERSTANDS BUSINESS STRATEGY TO WRITE IT IN A PAGE AND A HALF AND THAT'S WHAT YOU SHOULD EXPECT FROM YOUR SUPERINTENDENT, THAT, IT'S NOT JUST DROWNING THE BOARD, DROWNING THE COMMUNITY AND INFORMATION.
BECAUSE USUALLY THAT IS HOW DATA GETS, GETS HIDDEN.
AT WHAT SPECIFICITY? I MEAN, THIS IS SAYING THE DISTRICT LIKE, ARE WE DOING NES NSA? ARE WE DOING BY REGION LIKE HE HAS SO MUCH TO TRACK? YEAH, IT DEPENDS. ON WHAT LEVEL DOES HE COMMUNICATE TO US, AT ONE, YOU KNOW HOW WHAT'S OUR EXPECTATION? YEAH. SO YOU'RE A BOARD THAT GOVERNS THE DISTRICT, NOT INDIVIDUAL CAMPUSES, NOT INDIVIDUAL SECTORS.
NOW, THERE MAY BE TIMES WHEN IT JUST FOR THE EASE OF REPORTING THAT IT'S EASY.
IT'S EASIEST TO BREAK IT UP IN THAT.
SO IT REALLY WHAT THE REAL ANSWER IS.
AND ALSO, YOU KNOW, ONE OF THE KEY STRATEGIES FOR IMPROVING OUR LOWEST PERFORMING SCHOOLS AND MEETING THE GOALS AND CONSTRAINTS IS AN NES MODEL, AND SO I THINK REPORTING OUT ON THAT IS ALSO IMPORTANT AS WELL AS DISTRICT WIDE DATA AND NON NES DATA.
YEAH. AND SO I HAVE, I'VE GOT SOME DISTRICTS IN TEXAS THAT WILL ADD.
SO THEY DON'T REPORT ALL OF THE CAMPUS SPECIFIC DATA, BUT THEY DO PROVIDE A LIST OF WHERE EACH CAMPUS LIKE OFF CAMPUS PERFORMANCE THAT THEY DON'T DISCUSS IN PROGRESS MONITORING, BUT IT'S PROVIDED JUST SO THAT THE BOARD CAN LOOK AT THAT INFORMATION.
NOW IT IS REALLY IMPORTANT THAT THE BOARD NOT GET INTO, DELIBERATING, CAMPUS SPECIFIC PERFORMANCE THAT CAN ACTUALLY HAVE A REALLY DETRIMENTAL IMPACT ON YOUR DISTRICT'S CULTURE.
IF YOU'RE TALKING ABOUT HOW CAMPUS A IS PERFORMING SO GREAT AND CAMPUS B IS PERFORMING REALLY POORLY, WHAT IS THAT GOING TO DO FOR YOUR DISTRICT, NOT JUST FOR THOSE TWO CAMPUSES, BUT FOR ALL OF THE OTHER CAMPUSES AS WELL? ALL RIGHT.
ANY OTHER QUESTIONS ABOUT SUPERINTENDENT? ALL RIGHT, LET'S GET INTO WHAT WE CAME HERE FOR.
WHAT IS EFFECTIVE BOARD PARTICIPATION? HOW DO BOARDS EFFECTIVELY PREPARE FOR MONITORING CONVERSATIONS AND PARTICIPATE IN EFFECTIVE MONITORING CONVERSATIONS? THE FIRST, PROBABLY MOST IMPORTANT PIECE OF THIS IS YOU GOT TO DO YOUR HOMEWORK.
YOU HAVE TO READ THE REPORT BEFORE YOU GET TO THE MEETING.
IF YOU'RE NOT READING THE REPORT BEFORE YOU GET TO THE MEETING, YOU'RE GOING TO SHOW UP AND YOU'RE NOT GOING TO BE ABLE TO HAVE AN EFFECTIVE CONVERSATION, AND IT WILL BE NOTICEABLE TO YOUR SUPERINTENDENT AND TO YOUR COLLEAGUES.
AND AT THE POINT WHERE ONE PERSON DECIDES TO NOT PREPARE, THEN THEY ARE GIVING PERMISSION TO EVERY OTHER PERSON ON THAT DAIS TO NOT PREPARE. THE WAY THAT I ENGAGE IN THE WORK IS HOW I'M PROMISING EVERYONE ELSE TO ENGAGE IN THE WORK AS WELL. AND SO WE DON'T JUST SAY, READ YOUR REPORT, BUT ALSO WE WANT YOU TO ASK TECHNICAL AND TACTICAL QUESTIONS BEFORE THE MEETING, AND SAVING QUESTIONS THAT ARE MORE STRATEGIC DURING THE MEETING.
SO WHAT DO I MEAN WHEN I TALK ABOUT TECHNICAL AND TACTICAL? SO FIRST OF ALL, THERE IS A DOCUMENT IN YOUR PACKETS, THAT IS IT'S TITLED TECHNICAL, TACTICAL AND STRATEGIC.
AND THIS WAS NOT SO I ACTUALLY SHARED THE WRONG LINK.
SO YOU GOT LIKE A SPREADSHEET THAT WAS SUPPOSED TO BE THIS.
SO YOU HAVEN'T HAD THIS ONE FOR PRE-READING? BUT WE DID MAKE SURE, TO INCLUDE IT SO THAT YOU ALL CAN READ IT MOVING FORWARD.
AND WE'LL ALSO POST IT ONLINE WITH THE ADDITIONAL INFORMATION.
[02:10:09]
DATA SAYS.SO GIVE ME LIKE ALL OF THESE TECHNICAL ANSWERS THAT TALK ABOUT, WHAT IT'S SAYING, WHO IT'S WHO'S REPORTING WHAT, LIKE, YOU JUST NEED TO ASK THOSE QUESTIONS BEFOREHAND.
AND IT'S NOT BECAUSE WE DON'T WANT YOU TO ASK THOSE QUESTIONS IN PUBLIC.
IT'S JUST NOT THE BEST WAY TO SPEND YOUR TIME IN PUBLIC.
GETTING THOSE QUESTIONS OUT OF THE WAY.
AND THEN THE RESPONSES TO THOSE QUESTIONS GET POSTED WITH THE AGENDA, THREE DAYS BEFORE THE MEETING, SO THAT WAY, EVERYONE IN THE COMMUNITY CAN ALSO SEE THE RESPONSES TO THOSE TECHNICAL AND TACTICAL QUESTIONS.
AUDREY, I'M GOING TO ASK AN OBVIOUS QUESTION, BUT IT WOULD BE GREAT IF LESS TECHNICAL AND TACTICAL QUESTIONS HAD TO BE ASKED, RIGHT? WHICH IS WHICH GOES TO WHAT THE SUPERINTENDENT PREPARES FOR US.
AND SO THOSE ARE TECHNICAL QUESTIONS.
TACTICAL QUESTIONS ARE MORE SPECIFIC TO HOW THINGS ARE DONE.
SO QUESTIONS TRYING TO UNDERSTAND LIKE HOW THE ASSESSMENT WAS ADMINISTERED, WHO WAS ASSESSED.
YOU KNOW, ANYTHING THAT'S REALLY LIKE ABOUT THE STRATEGY FOR HOW THE DATA WAS COLLECTED AND THAT CAN ALSO RELATE LIKE EXTEND TO LIKE MORE TACTICAL LIKE OPERATIONAL TYPE TACTICAL QUESTIONS.
AND SO AGAIN, IT'S NOT THAT THOSE AREN'T IMPORTANT QUESTIONS, IT'S JUST THAT'S NOT THE BEST WAY TO SPEND YOUR PRECIOUS FEW MOMENTS IN A MEETING WHERE YOU HAVE YOUR COMMUNITY HERE AND YOU WANT TO MAKE SURE THAT EVERYONE IS ENGAGED AND REALLY UNDERSTANDING THE DATA AND THE STRATEGIES TO MOVE FORWARD. SO WE WANT YOU TO ASK THOSE TECHNICAL AND TACTICAL QUESTIONS IN ADVANCE, THE ANSWERS TO THOSE GET POSTED WITH THE AGENDA BEFORE THE MEETING.
AND THEN WE ALSO WANT YOU TO PREPARE 3 OR 4, STRATEGIC QUESTIONS.
SO THESE ARE REALLY QUESTIONS THAT ARE TRYING TO UNDERSTANDING PERFORMANCE UNDERSTANDING WHAT WAS LEARNED, UNDERSTANDING WHAT THE SUPERINTENDENT KNOWS ABOUT THE ROOT CAUSE AND THEN UNDERSTANDING HOW THAT KNOWLEDGE IS GOING TO HELP US IMPROVE.
ANGELA, DO WE SUBMIT THOSE QUESTIONS SO THAT THE TEAM KNOWS AHEAD OF TIME SO THAT THEY BETTER PREPARE OR NOT? THAT'S A GREAT QUESTION.
YOU DON'T HAVE TO. SO THE YOU CAN YOU ABSOLUTELY CAN, BUT YOU DON'T HAVE TO, AND THOSE BECAUSE THOSE ARE THE QUESTIONS THAT YOU'RE GOING TO BE ASKING DURING THE MEETING.
SO IDEALLY THEY ARE I MEAN, IF YOU'RE KEEPING YOUR QUESTIONS SPECIFIC TO THE STRATEGIC QUESTIONS, THEN THAT'S WHAT THE SUPERINTENDENT WILL BE PREPARED FOR. AND ON THAT SAME NOTE.
KEEP IN MIND THAT YOUR SUPERINTENDENT IS THE STRATEGIC LEADER OF THE DISTRICT.
HE OWNS THE STRATEGIC PLAN, ALL OF THE TECHNICAL PIECES.
HE HAS A LOT OF REALLY SMART PEOPLE TO HELP HIM WITH THAT.
BUT THOSE PEOPLE AREN'T NECESSARILY GOING TO BE BY HIS SIDE DURING A PROGRESS MONITORING SESSION.
THEY WILL BE BUT NOT ALWAYS AND NOT ALWAYS ALL OF THEM.
AND SO IF YOU REALLY ARE STICKING TO STRATEGIC QUESTIONS DURING PROGRESS MONITORING, THEN YOU ARE STICKING TO THE THE THINGS THAT THE SUPERINTENDENT WILL KNOW THE MOST ABOUT. DID YOU HAVE A QUESTION OR ARE YOU JUST LEANING FORWARD? OKAY, SO THAT'S DO YOUR HOMEWORK.
THE NEXT PIECE UNDERSTAND REALITY.
SO AGAIN, I, WE, THE ADVICE FOR THE SUPERINTENDENT WAS TO NOT BE DEFENSIVE, FOR THE BOARD, IT REALLY IS IMPORTANT TO FOCUS ON UNDERSTANDING THE REALITY, SOMETIMES DATA IS GOING TO BE DISAPPOINTING, BUT IT'S REALLY IMPORTANT THAT EVERYONE UNDERSTANDS THAT THE DATA IS NOT JUST NUMBERS ON A PAGE, THAT DATA, IT'S STUDENTS.
AND IT IS THE REALITY FOR THOSE STUDENTS AND IT'S THE REALITY THAT THEY ARE LIVING RIGHT NOW.
AND SO GETTING UPSET OR EMOTIONAL OR WEAPONIZING THE DATA IS NOT GOING TO HELP THOSE STUDENTS IMPROVE.
IT'S NOT GOING TO HELP IMPROVE THE CONDITIONS THAT THEY ARE FACING.
AND SO IT IS CRITICAL THAT THE BOARD BE FOCUSED ON UNDERSTANDING WHAT THAT REALITY IS FOR STUDENTS, RATHER THAN JUDGING THAT REALITY. YOU CAN DEFINITELY JUDGE IT.
BUT, IT'S ACTING ON THAT JUDGMENT IS WHEN IT BECOMES DIFFICULT AND REALLY.
[02:15:10]
IT'S NOT JUST THE THE ACT OF LIKE JUDGING.LIKE, OH, I HATE THIS DATA, BUT BECOMING SO UPSET ABOUT THE DATA THAT YOU START TO BEAT UP ON STAFF.
EARLIER I MENTIONED THAT WHAT HAPPENS IN THE BOARDROOM WILL BE SEEN IN THE CLASSROOM.
IF THE WAY THAT THE BOARD IS INTERACTING WITH STAFF AND WITH THE SUPERINTENDENT AROUND DATA, YOU CAN EXPECT THAT IF YOU ARE BEATING HIM UP IN A PROGRESS MONITORING SESSION, THEN HE IS LIKELY TO GO AND SAY, STAFF, WHAT THE HELL, MAN? WHY DID Y'ALL SET ME UP FOR THIS? AND IT'S GOING TO SNOWBALL.
AND EVENTUALLY THAT'S GOING TO LAND ON YOUR KIDS AND THAT'S NOT OKAY.
AND THAT'S THE THING THAT YOU HAVE TO REMEMBER.
OKAY, SO WE'RE GOING TO UNDERSTAND REALITY.
HOW ARE WE GOING TO KEEP THE CONVERSATION GOING? THIS IS WHAT WE WERE TALKING ABOUT EARLIER.
SO WORKING WITH THE SUPERINTENDENT BEFORE THE MEETING TO MAKE SURE THAT THE REPORTS ARE COMPLETE BEFORE THE MEETING, MAKING SURE THAT ALL OF THE ELEMENTS ARE THERE, AND THAT THE, UNDERSTANDING OF ROOT CAUSE IS CLEAR, HAVING THAT CONVERSATION BEFOREHAND IS SO MUCH BETTER THAN HAVING TO TABLE IT AND COME BACK LATER ON, BUT EVEN WHEN YOU HAVE TO TABLE YOU, IT JUST DOESN'T.
YOU DON'T GET THERE ALL THE WAY THE STRATEGIES AREN'T CLEAR.
KEEPING THE CONVERSATION GOING BY TABLING IT AND SAYING, BRING IT BACK NEXT MONTH IS SO MUCH BETTER, AND I CAN'T STRESS IT ENOUGH THEN VOTING TO NOT ACCEPT THE REPORT.
WHAT DO YOU THINK I MEAN, WHEN I SAY GOTCHA GOVERNANCE.
DON'T ASK FOR STUFF THAT'S NOT ON THE CALENDAR.
DON'T ASK FOR STUFF THAT'S NOT ON THE CALENDAR, YOU DON'T WANT TO SURPRISE YOUR SUPERINTENDENT BY SAYING, WELL, WHY DIDN'T YOU GIVE US THIS THING THAT I DIDN'T ACTUALLY SAY THAT I WANTED BEFOREHAND? THE CALENDAR EXISTS FOR A REASON.
THAT'S HOW YOU SET EXPECTATIONS, WE TELL THE SUPERINTENDENT NOT TO SURPRISE THE BOARD.
WE DON'T WANT THE BOARD TO BE SURPRISING THE SUPERINTENDENT.
AND THEN FINALLY, TO MR. MILES'S EARLIER POINT, DON'T OFFER ADVICE.
MONITORING SESSIONS ARE CONVERSATIONS WITH BETWEEN THE BOARD AND THE SUPERINTENDENT.
IT'S YOUR OPPORTUNITY AND THE COMMUNITY'S OPPORTUNITY TO UNDERSTAND THE REALITY FOR STUDENTS.
IT IS NOT EVER AN OPPORTUNITY TO TELL THE SUPERINTENDENT WHAT HE NEEDS TO BE DOING, TO SELECT THE INPUTS, TO CRITIQUE THOSE STRATEGIES, OR TO BE SATISFIED WITH THE INFORMATION THAT YOU'RE LOOKING AT.
WHAT QUESTIONS DO YOU HAVE ABOUT BOARD ENGAGEMENT? BOARD PARTICIPATION IN A MONITORING SESSION? I'LL SPEAK FOR MYSELF.
I'M SURE IF I AM OUT OF ORDER, I AM NOT DOING IT ON PURPOSE.
YEAH. SO WHAT IS THE PROTOCOL OR WHO DEALS WITH THAT? YEAH. SO THAT'S A GREAT QUESTION.
WHEN THEY USE IT, IT SHOULD NOT BE PERCEIVED BY THE PERSON WHO IS GETTING GETTING THE GAVEL BANGED, THAT IS THEM BEATING THEM UP. THEY'RE NOT GOING TO BE BEATING YOU TO DEATH WITH THE GAVEL, BUT JUST A GENTLE LIKE, HEY, REMEMBER WHAT WE'RE HERE FOR? OR A SIMPLE REMINDER THAT, HEY, JUST A REMINDER THAT THIS IS WHAT WE'RE HERE FOR, OR, YOU KNOW, THAT QUESTION IS REALLY OFF BOUNDS. SO, CAN YOU REPHRASE IT? AND WE'LL TALK ABOUT THE WAY TO SOME TIPS TO HELP YOU ASK THE MOST EFFECTIVE QUESTIONS IN JUST A MINUTE.
BUT THE BOARD CHAIR, DEFINITELY.
IS THE PERSON WITH THE AUTHORITY TO SAY IN THE MOMENT, LET'S KEEP THIS ON TRACK.
THERE ARE OTHER WAYS THAT BOARDS DO IT AS WELL.
[02:20:02]
SO MAYBE RIC IS THE FIRST PERSON WHO LEADS THE MONITORING CONVERSATION, AND THEN CALLS ON PEOPLE AND KEEPS THEM IN LINE.AND GENERALLY, AS A COACH, WHAT I DO IS SO I HAVE AN EVALUATION FORM, IT'S A SPREAD, THE SPREADSHEET THAT WAS SHARED WITH YOU ALL, I USUALLY KEEP THAT IN A GOOGLE DOC AND I'M WATCHING ALONG AS THE MONITORING CONVERSATION IS HAPPENING, TYPING AWAY ON MY LITTLE LAPTOP.
AND AS Y'ALL ARE TALKING, I'M WRITING DOWN YOUR QUESTIONS AND WHEN I HEAR SOMETHING KIND OF GO OFF THE DEEP END, OR GO OUT OF BOUNDS, THEN I'LL SAY LIKE, HEY, CHECK THAT PERSON OR REEL THEM IN OR LIKE, I'LL GIVE THEM SOME KIND OF NUDGE, LIKE, HERE'S AN OPPORTUNITY TO, GET THEM TO REFOCUS THE CONVERSATION.
THERE ARE LOTS OF DIFFERENT WAYS THAT YOUR BOARD CAN CHOOSE TO ENGAGE IN THAT IMPROVEMENT PROCESS.
YOU JUST HAVE TO FIGURE OUT WHAT WORKS BEST FOR YOU.
CAN I SAY ONE THING ABOUT THE SELECTION OF INPUTS? THIS OFFERING OF ADVICE AND STRATEGY, WHICH WE WERE TALKING ABOUT EARLIER, I THINK MAYBE YOU'RE GOING TO GET HERE BUT ONE OF THE REASONS WHY WE DO NOT SELECT THE INPUTS IS BECAUSE WE DO WANT TO HOLD OUR SUPERINTENDENT ACCOUNTABLE, AND IF WE TELL THEM WHAT TO DO, THEN WE ARE INCAPABLE OF DOING THAT, BECAUSE THEN IT'S OUR FAULT THAT SOMETHING WENT THE WRONG WAY. WE HAVE TO RELY ON HIS DECISION MAKING.
AND THEN WE CAN ADEQUATELY DETERMINE WHETHER OR NOT WE'RE LIVING UP TO WHAT WE EXPECT.
SO, YEAH, IF YOU WERE TELLING THE SUPERINTENDENT WHAT STRATEGIES TO USE, YOU WERE GIVING HIM A REASON TO FAIL, YOU WERE HANDING HIM THE EXCUSE TO USE WHEN EVALUATION TIME COMES ALONG.
WHAT OTHER QUESTIONS DO YOU HAVE ABOUT EFFECTIVE BOARD MEMBER PARTICIPATION? ALL RIGHT. I WAS GOING TO SAY, TO ANGIE'S POINT, I THINK WE'LL LEARN AS WE GO.
SO I WILL ASK YOU ALL, HAVE YOU I'LL SEND AN EMAIL AND SAY, JUST MAKING SURE EVERYONE HAS READ THE REPORT BY THIS DATE, PLEASE SEND ME ONE STRATEGIC QUESTION, AND THEN WE CAN TALK THROUGH THAT.
WE CAN ALSO SET UP A ZOOM CALL, A ONE ON ONE COACHING SESSION, WHERE WE CAN THINK THROUGH QUESTIONS IF YOU'RE REALLY STRUGGLING WITH IT, THAT'S WHAT Y'ALL ARE PAYING ME TO BE HERE FOR.
SO I'M ALWAYS HAPPY TO DO THAT, ALSO, THE FIRST COUPLE OF MONITORING, LIKE THE FIRST FEW PROGRESS MONITORING SESSIONS YOU HAVE, I WILL ACTUALLY.
SO WE WILL CALL THOSE PRACTICE SESSIONS, AND I WILL BE WITH YOU AS YOUR COACH, IF NOT HERE IN PERSON ON THE LIKE HERE VIA ZOOM, OR WE CAN FIGURE OUT WHAT WORKS BEST FOR YOU ALL TO DO THAT, BUT THE GIVE THE REPORT I WALK YOU I ESSENTIALLY LIKE, HOLD YOUR HAND AND WALK YOU THROUGH THAT.
SO IF AUDREY ASKS THE QUESTION BEFORE THE SUPERINTENDENT RESPONDS, I SAY, OKAY, LET'S LOOK AT THIS QUESTION WAS IT SMART? AND WE DO THAT FOR EVERY SINGLE PERSON SO THAT IT'S NOT, NOBODY FEELS CALLED OUT AND THAT EVERYBODY HAS THAT OPPORTUNITY TO PRACTICE, CORRECTING THEIR QUESTIONS IN THE MOMENT.
OKAY. SO LET'S TALK ABOUT WHAT A SMART QUESTION IS.
SO WE DON'T JUST SAY LIKE, OKAY, YOU NEED TO ASK THE RIGHT QUESTIONS, FIGURE IT OUT.
WE ACTUALLY GIVE YOU A FRAMEWORK FOR HOW TO DO THAT.
SO SMART QUESTIONS ARE GOING TO BE STRATEGY FOCUSED.
THEY'RE GOING TO BE MEASURE FOCUSED.
THEY'RE GOING TO BE ASK ORIENTED RESULTS FOCUSED AND TIME BOUND.
DOES THE QUESTION FOCUS ON UNDERSTANDING THE REALITY FOR STUDENTS, THE SUPERINTENDENTS UNDERSTANDING OF WHAT THAT REALITY IS OR WHAT'S DRIVING THAT REALITY AND HOW THAT UNDERSTANDING IS INFLUENCING HIS STRATEGIES? OR IS IT TECHNICAL OR TACTICAL? YOU WANT YOUR QUESTIONS IN THE MEETING TO BE STRATEGIC? THE NEXT PIECE IS IT MEASURE FOCUSED? WHAT THAT REALLY MEANS IS THIS QUESTION ASKING ABOUT SOMETHING THAT'S IN THE REPORT, OR IS IT ASKING ABOUT SOMETHING THAT SOMEBODY TOLD ME IN THE GROCERY STORE LINE OR DURING SCHOOL PICKUP, OR SOME OTHER DATA OR A STUDY THAT I READ SOMEWHERE ELSE, OR
[02:25:07]
YOU REALLY HAVE TO KEEP YOUR CONVERSATION FOCUSED TO WHAT'S BEING REPORTED IN THE ACTUAL REPORT FOR THAT MONTH, ASK ORIENTED THIS IT SEEMS PRETTY STRAIGHTFORWARD, BUT YOU WOULD BE SURPRISED.YOU SHOULD BE ASKING OPEN ENDED QUESTIONS.
NOT YES NO QUESTIONS OR MULTIPLE CHOICE QUESTIONS, GENERALLY, WHEN QUESTIONS ARE YES NO OR MULTIPLE CHOICE, YOU'RE REALLY TELLING, GIVING YOUR OPINION. SO, SUPERINTENDENT, WHEN ARE YOU ARE YOU GOING TO IMPLEMENT THAT STRATEGY THAT I TOLD YOU ABOUT LAST WEEK, OR ARE YOU GOING TO IMPLEMENT THAT STRATEGY ON THURSDAY, FRIDAY OR SATURDAY, YOU REALLY WANT TO KEEP THEM OPEN ENDED BECAUSE YOU WANT TO YOU WANT TO HEAR AS MUCH OF THE YOU WANT TO HEAR FROM THE SUPERINTENDENT TO TALK ABOUT HIS STRATEGIES WITH AS MUCH FLEXIBILITY AND FREEDOM AS HE CAN, BECAUSE THAT'S HOW YOU'RE GOING TO HAVE THAT MORE WELL-ROUNDED CONVERSATION.
ALSO, THE QUESTION SHOULD BE RESULTS FOCUSED.
THAT'S REALLY IS THIS A GOOD FAITH? IS THIS QUESTION A GOOD FAITH EFFORT TO REALLY UNDERSTAND, PERFORMANCE, OR AM I REALLY JUST GIVING MY OPINION BUT PHRASING IT AS A QUESTION THAT KIND OF SPEAKS TO THE PREVIOUS ONE, BUT YOU CAN STILL DO IT THE OTHER WAY AROUND.
YOU CAN ASK AN OPEN ENDED QUESTION THAT REALLY IS JUST.
SHARING YOUR OPINION, I ACTUALLY WAS JUST EVALUATING ANOTHER BOARD, AND THE ONE BOARD MEMBER GOES ON AND ON AND ON AND ON AND ON TALKING ABOUT THE STORY OF CLASS THAT SHE WAS IN AND ALL OF THE THINGS THAT SHE LEARNED AND ALL OF THE THINGS THAT SHE KNEW.
AND THEN AT THE END, SHE GOES, RIGHT.
TECHNICALLY, THAT'S OPEN ENDED.
I MEAN, I GUESS IT ALSO COULD BE YES.
NO, BUT THAT'S NOT A QUESTION.
IT'S AN OPINION. AND THEN FINALLY, TIME BOUND AND ANGIE, ANGELA MS. LEMOND FLOWERS GETTING TO YOUR EARLIER POINT, WE WANT THE MAJORITY OF THE QUESTIONS TO BE FOCUSED ON THE PAST.
WHAT IS OUR UNDERSTANDING OF THE PERFORMANCE THAT HAS ALREADY HAPPENED? YOU CAN'T MONITOR THE FUTURE UNLESS YOU HAVE A CRYSTAL BALL.
AND TO MY KNOWLEDGE, WE HAVEN'T INVENTED THAT TECHNOLOGY YET.
WHAT ARE THE STRATEGIES TO MOVE FORWARD? WHAT QUESTIONS DO YOU HAVE ABOUT SMART QUESTIONS? THEY DO NOT HAVE TO BE SMART IN FORM RIGHT NOW.
ABOUT BEING TIME BOUND AND LOOKING AT CURRENT AND PAST ACTIONS.
SO AT WHAT POINT DO WE HAVE THE STRATEGIC CONVERSATIONS AROUND, IF WE'RE NOT MEETING TARGET, LIKE THE ACTION PLAN AND YOU KNOW, HOW IT WILL INFLUENCE INCREASES IN ACHIEVEMENT AND THINGS LIKE THAT.
SO AT WHAT POINT ARE THOSE QUESTIONS AND CONVERSATIONS HAD.
SO I GENERALLY SO THERE'S NO LIKE PERFECT SCIENCE TO IT, BUT GENERALLY THE FIRST THREE QUARTERS OR TWO THIRDS OF YOUR MONITORING CONVERSATION SHOULD BE FOCUSED ON THE PAST.
AND THEN THAT LAST, YOU KNOW, LAST QUARTER, LAST THIRD CAN BE FOCUSED ON THE FUTURE.
AND SO YOU WANT TO DO THE PAST FIRST AND THEN, ONLY AFTER THAT, THEN GO TO THE FUTURE.
IS THE GOAL FOR US TO HAVE THE SUPERINTENDENT ARTICULATE A DEEP ANALYSIS OF WHAT'S HAPPENING? IS THAT IS IT LIKE IF WE UNDERSTAND IT? AT WHAT POINT ARE WE DOING IT TO.
I'M JUST TRYING TO FIGURE OUT, IF WE UNDERSTAND IT, IS IT LIKE WE UNDERSTAND IT AND WE MOVE FORWARD, OR IS THIS A PART OF HELPING THE COMMUNITY TO UNDERSTAND THE STRATEGY? YEAH. SO THAT'S ACTUALLY A PERFECT QUESTION BECAUSE PROGRESS MONITORING ISN'T JUST FOR THE BOARD TO UNDERSTAND.
IT REALLY IS FOR THE COMMUNITY TO UNDERSTAND.
AND SO, YOU HAVE AND THIS DOES REQUIRE PRACTICE TO GET REALLY GOOD AT.
BUT GETTING TO THAT POINT WHERE I CAN ASK MYSELF IS SO I KNOW I HAVE A THOROUGH UNDERSTANDING OF THIS NOW IS IS IT ALSO CLEAR FOR THE COMMUNITY OR SHOULD IT BE CLEAR FOR THE COMMUNITY? AND AS LONG AS YOU'RE I THINK AS LONG AS YOU'RE ASKING THAT QUESTION, THEN CHANCES ARE THAT'S WHAT YOU'RE CALIBRATING FOR.
MAYBE I NEED TO LEAN INTO THIS A LITTLE BIT MORE.
[02:30:06]
SO AS A LARGE URBAN DISTRICT.I, FIND ONE OF THE GREATEST CHALLENGES FOR PEOPLE IS THAT THE DISTANCE BETWEEN DISTRICT AND SCHOOL AND THEIR STUDENT AND SO HELPING THEM TO SOMETIMES UNDERSTAND LIKE.
YES. I CARE DEEPLY ABOUT EACH OF THE CHILDREN.
BUT THEN WHEN WE'RE DOING THIS BOARD WORK.
OF GOVERNANCE ITS AT A MUCH HIGHER LEVEL.
WE HELP? STAY CONNECTED TO THE FRONT LINE, IF YOU WILL.
YEAH, AN THATD'S ALSO A GREAT QUESTION.
SO, AS A BOARD, YOU HAVE TO KEEP YOUR PERSPECTIVE HAS TO REMAIN HIGH LEVEL, DISTRICT WIDE.
BUT KEEPING BUT ALSO KEEPING IN MIND THAT EVERY SINGLE DATA POINT YOU'RE LOOKING AT IS REPRESENTATIVE OF CHILDREN OF A CHILD, AND THAT, AND I THINK THAT HAVING THAT UNDERSTANDING, AS YOU MOVE THROUGH AND KEEPING THAT MINDSET IS REALLY THE LIKE THAT'S THE STARTING POINT.
REFINING THAT PERSPECTIVE IS SOMETHING THAT YOU HAVE TO WORK ON, INDIVIDUALLY AND THAT YOU HAVE TO PRACTICE ON INDIVIDUALLY, WE ACTUALLY HAVE ANOTHER DISTRICT.
IT'S NOT A TEXAS DISTRICT, BUT, THEY ARE, OVER 100,000 STUDENTS, THAT HAS BEEN GOING THROUGH THIS PROCESS OF IMPLEMENTING A SIMILAR FRAMEWORK AND I WOULD HAPPILY, I THINK I MAY HAVE ALREADY INTRODUCED YOU TO SOME OF THEIR BOARD MEMBERS, BUT, I WOULD BE HAPPY TO, MAKE SOME CONNECTIONS AND INTRODUCE YOU TO THOSE PEOPLE SO THAT YOU CAN HAVE, KIND OF TALK TO THEM ABOUT SOME OF THE THINGS THAT THEY HAVE GONE THROUGH.
MR. MILES, I THINK THAT'S A GREAT QUESTION.
ALSO, AND I THINK,, THERE'S THERE'LL BE A LOT OF NUANCE BECAUSE THERE ARE 273 SCHOOLS, AND THE DATA WE REPORT IS, YOU KNOW, DISTRICT WIDE DATA OR GROUP WIDE DATA.
BUT YOU HAVE THESE TOOLS OVER HERE, AND THERE'LL BE A TENDENCY TO WANT TO TRY TO LOOK AT STRATEGY BY ANECDOTE, BY 1 OR 2 OR 3 OR 4 SCHOOLS. AND THAT'S THAT'S NOT A STRATEGY WE CAN REPORT.
WE COULD REPORT ALL DAY ON THE INDIVIDUAL SUPPORTS FOR INDIVIDUAL SCHOOLS.
BUT I DON'T THINK THAT'S WHAT WE WANT TO DO WITH GOAL PROGRESS MEASURES.
RIGHT? I MEAN YEAH AND BECAUSE THAT CAN ALSO LIKE LEAD YOU.
SO GETTING INTO CAMPUS SPECIFIC PERFORMANCE REALLY CAN LEAD YOU DOWN A RABBIT HOLE.
ALSO SUGGESTING THAT WHAT HAPPENS.
SO AND THIS IS A COMMON THING ACTUALLY.
SO WHEN WE LOOK AT BRIGHT SPOTS THERE'S ALWAYS LIKE, WELL, HOW CAN WE LOOK AT BRIGHT SPOTS AND THINK OF SCALING THAT WORK? YOU NOT EVERYTHING IS SCALABLE, WE WOULD LOVE TO BE ABLE TO CLONE SOME OF OUR EDUCATORS.
WE WOULD LOVE TO BE LIKE WE LOVE THE IDEA OF BEING ABLE TO, LIKE, REALLY RAMP UP THE SUPERSTARS THAT ARE ON OUR CAMPUS, BUT THAT ACTUALLY IS A LOSING STRATEGY, AND WHAT IT DOES IS IT SUGGESTS THAT THE PEOPLE WHO ARE ON CAMPUSES THAT ARE NOT PERFORMING ARE NOT WORTHY OF BEING CLONED, AND THAT'S NOT THE CASE THEY ARE YOUR EDUCATORS ARE DEALING WITH A LOT OF DIFFERENT CONDITIONS.
AND INSTEAD OF RATHER THAN TRYING TO COPY WHAT'S HAPPENING REALLY WELL ON ONE DISTRICT OR ON ONE CAMPUS AND PUTTING IT ON ANOTHER CAMPUS, YOU HAVE TO LOOK AT THE CONDITIONS THAT ARE HAPPENING ON THOSE CAMPUSES AND THE PEOPLE WHO WERE THERE AND LOOKING AT THE THINGS THAT ARE HARD FOR THEM AND LEAN INTO, UNDER THAT UNDERSTANDING AND IMPROVING CAMPUS BY CAMPUS, THAT'S NOT POSSIBLE FOR THE SCHOOL BOARD TO DO.
I WOULD EVEN ARGUE THAT'S NOT POSSIBLE FOR MR. MILES TO DO FOR A DISTRICT THE SIZE OF HOUSTON.
YOU KNOW, A DISTRICT THE SIZE OF MY NEXT DOOR TO ME, CROWLEY OR EVERMAN ISD.
[02:35:03]
LIKE, THOSE ARE TINY LITTLE DISTRICTS THAT THEY COULD EASILY DO THAT, THAT'S WHY YOU HAVE EXECUTIVE DIRECTORS.THAT'S WHY YOU HAVE AREA AREA SUPERINTENDENTS.
THAT'S REALLY THEIR WHAT THEY HAVE TO BE FOCUSED ON.
ANGELA I THINK THOUGH, IF WE SEE HUGE [INAUDIBLE] DIPS PLACES, I DO EXPECT SUPERINTENDENT MILES TO KNOW, NOTICE AND HAVE A STRATEGY ON IT AND TO TELL US SO WE DON'T HAVE TO SAY, HEY, WHAT'S EVERYBODY SAYING ABOUT BLAH, BLAH, BLAH? SO HOW DO WE SET THAT EXPECTATION? SO AGAIN, YOU HAVE TO BE CAREFUL ABOUT CALLING SPECIFIC CAMPUSES OUT IN THE MEETING.
AND SO, YOU KNOW, CAMPUS X IS NOT DOING WELL.
HOW ARE WE GOING TO FIX IT? HOW DO I GUESS I'M ASKING WHAT IS THE APPROPRIATE.
MAYBE IT'S YOUR QUESTION, SUPERINTENDENT MILES.
HOW DO WE. AND I'M NOT NECESSARILY EVEN SAYING IT'S BY CAMPUS.
THAT'S WHAT ARE THE STRATEGIES THAT ARE WORKING REALLY WELL FOR THIS GROUP OR THIS REGION.
BUT I WOULD SAY THAT IT'S NOT APPROPRIATE FOR INDIVIDUAL SCHOOLS BECAUSE WE WOULD BE HERE ALL DAY.
EVERY SINGLE SCHOOL HAS A CONTEXT THAT'S DIFFERENT.
THAT'S WHAT YOU'RE TRYING TO SAY EARLIER, HAS A DIFFERENT CONTEXT.
AND SO EVERY SINGLE SCHOOL NEEDS A SLIGHTLY DIFFERENT STRATEGY.
AND IF THERE'S SOMETHING REALLY BLOWING UP OVER HERE.
A GROUP OF PARENTS ARE MAD ABOUT THIS SCORE.
AND IT'S LIKE, WELL, YOU KNOW, THERE'S 273 DIFFERENT SCHOOLS.
THEY'RE NOT GOING TO HAVE THE SAME OUTCOME.
CAN I ASK A QUESTION? SO I THINK I KNOW THAT I SAW THIS, BUT TELL ME IF I'M RIGHT OR TELL ME IF IT'S OPERATIONS AND LIKE I'M OUT OF GOVERNANCE. DON'T YOU HAVE METRICS FOR YOUR LEADERSHIP TEAM? I GUESS BY AREA.
AM I CORRECT THAT THEIR THINGS ARE TIED TO METRICS LIKE THAT.
SO THAT WOULD BE THE PERSON INVESTED IN.
IS THAT OUR SYSTEM NOW? THAT'S RIGHT. SO THE GOALS THAT WE SET BOTH FOR PERFORMANCE OUTCOMES AND INPUTS, LIKE IMPROVING THE QUALITY OF INSTRUCTION FOR ADULTS, EVERY DIVISION SOUP HAS THEM.
THEY FLOATED THEIR EXECUTIVE DIRECTORS AND THEY FLOATED PRINCIPALS.
SO THEY ARE INCENTIVIZED TO DEAL WITH IT.
AND ONE OTHER THING THAT YOU'LL SEE VERY CLEARLY, ESPECIALLY THIS COMING IN THE NEXT COUPLE OF MONTHS, WE WILL HAVE A DISTRICT ACTION PLAN WITH INDICATORS OF SUCCESS.
OBVIOUSLY, IT INCLUDES THE GOALS AND CONSTRAINTS, BUT WE HAVE MORE FOCUSED STEPS THAT WE HAVE TO TAKE IN ORDER TO GET TO ACCOMPLISH THOSE GOALS AND CONSTRAINTS. AND SO THOSE THEN THE DIVISION SUITS TAKE THAT DIVISION, THE ACTION PLAN, THEY MAKE THEIRS BASED OFF OF THAT ED'S THEN MAKE THEIRS AND PRINCIPALS MAKE THEIRS OFF OF THAT.
SO BY THE END OF MARCH, YOU WILL HAVE EVERY SCHOOL'S ACTION PLAN AND INDICATOR OF SUCCESS PARTLY TIED TO THE DIVISION ACTIONS, BUT ALSO UNIQUE TO THEIR OWN CAMPUS.
BECAUSE ONE CAMPUS MIGHT HAVE, YOU KNOW, AN ACTION STEP RELATED ON A READING CURRICULUM IF THEY'RE NOT NES THAT A LOT OF CAMPUSES DIDN'T HAVE.
SO YOU SEE, THAT'S A VERY SPECIFIC THING FOR THAT ONE CAMPUS.
[02:40:04]
THE NEEDS ASSESSMENTS FOR THAT CAMPUS.WHAT DO WE DO AFTER PROGRESS MONITORING? SO ONCE THE BOARD HAS COMPLETED.
EXCUSE ME. AFTER THE BOARD HAS COMPLETED THE MONITORING CONVERSATION, IT MUST CONSIDER THREE QUESTIONS.
EXCUSE ME. DOES REALITY MATCH THE VISION? ARE WE ON TRACK WITH OUR TARGETS AS THEIR GROWTH TOWARD THE VISION? OR IF WE AREN'T ON TRACK, DOES THE SUPERINTENDENT UNDERSTAND WHY? AND IS THERE A STRATEGY AND PLAN THAT IS SUFFICIENT TO CAUSE GROWTH TOWARD THE VISION? THIS ISN'T A QUESTION ABOUT WHETHER OR NOT WE AGREE WITH THE PLAN.
THE QUESTION IS SIMPLY, CAN A REASONABLE PERSON EXPECT THAT THE PLAN HAS, AS LAID OUT, WILL GET US BACK ON TRACK? UPON CONSIDERING THESE QUESTIONS, THE BOARD MUST VOTE TO ACCEPT, TABLE OR REJECT THE MONITORING REPORT.
VOTING TO REJECT A MONITORING REPORT SHOULD BE A LAST CASE SCENARIO.
WHAT QUESTIONS DO YOU HAVE ABOUT, THE DECISION TO VOTE TO TABLE OR.
OR TO ACCEPT TABLE OR REJECT THE MONITORING REPORT.
ALL RIGHT. SO IF THERE ARE NO QUESTIONS IN THE FINAL, THE FINAL PIECE IS AFTER MONITORING.
SO,, IF THE ANSWER TO ALL THREE OF THESE IS YES, THEN DEFINITELY ACCEPT THE REPORT.
IF IT'S YES TO ONLY 1 OR 2, THEN YOU MAY ACCEPT THE REPORT.
OR IF YOU ARE, IF YOU WANT ADDITIONAL ANSWERS, IF YOU WANT ADDITIONAL FEEDBACK, IF YOU WANT, ADDITIONAL, DESCRIPTION, THEN YOU CAN TABLE IT AND ASK HIM TO BRING IT BACK NEXT MONTH.
AND THE NEXT MONTH YOU WILL PROBABLY PUT IT ON THE CONSENT CALENDAR TO TO BE APPROVED, BUT IT WILL COME TO THE BOARD, SO THAT IT CAN BE READ AND THEY CAN ASK QUESTIONS BETWEEN OR BEFORE THE MEETING, WITH THOSE ANSWERS TO BE POSTED WITH THE AGENDA.
IF IT IS NO TO ALL THREE, THE BOARD SHOULD CONSIDER VOTING TO NOT ACCEPT THE REPORT, AND THAT REALLY AGAIN, YOU DON'T HAVE TO VOTE TO NOT ACCEPT IT.
YOU CAN ALSO VOTE TO TABLE IT AND THE MAIN ABSOLUTELY MOST IMPORTANT THING IS NOT, DOES REALITY MATCH THE VISION? AND THE SUPERINTENDENT DOESN'T EVEN HAVE TO FULLY UNDERSTAND THE ROOT CAUSE AND THE EARLIER DATE, LIKE IN THE EARLIER PHASE OF YOUR GOALS, LIKE IN RIGHT NOW, THE UNDERSTANDING IS GOING TO BE LESSER THAN IT WILL BE TWO YEARS OR THREE YEARS FROM NOW, REALLY THE IMPORTANT THING IS THERE A PLAN TO GET US BACK ON TRACK, CAN I ARTICULATE HOW WE'RE GOING TO GET US BACK THERE? ANGELA, BECAUSE OF THE UNIQUE SITUATION WITH ALL THE CHANGE,HOW FAR BACKWARDS DO WE EXPECT TO GO? SUPERINTENDENT MILES OR WHICH METRICS ARE THE ONES THAT YOU SAY, WELL, THIS IS STABLE.
AND SO THAT WE DON'T GET INTO THAT.
LIKE, WELL, THAT WAS BEFORE MY TIME.
LIKE HOW DO WE DO THAT? AND ASHLEY, TELL ME IF I'M ON TRACK, BUT OUR JOB IS ALSO TO REPORT THE INFORMATION FROM THE PAST.
EVEN IF WE DON'T DO NWA, WE CAN TALK ABOUT WHAT THE STAAR DATA IS FROM THE PAST, AND THEN WE CAN CONVERT OUR NWA TO STAAR IN SOME WAY, TRY TO HAVE SOME SORT OF COMPARISON AND EVEN IF WE DON'T HAVE A CONVERSION FACTOR, WE CAN REPORT THIS IS WHERE WE ARE IN THE PROFICIENCY OF OUR KIDS.
AS NOTED BY STAAR, HERE'S THE BASELINE FOR NWA.
AND BASED ON THIS IS THE PROFICIENCY OF OUR KIDS USING THE NEW METRIC.
BUT AT LEAST IT'LL GIVE SOME LEVEL OF COMPARISON BETWEEN THE PAST AND NOW.
IS THAT DOES THAT MAKE SENSE? YEP. AND SO WE THINK IN TERMS LIKE WE'RE ALL WORKING ON THIS TOGETHER, WE'RE ALL LEARNING TOGETHER.
[02:45:01]
WE'RE GOING TO HAVE MORE GRACE IN THE BEGINNING.YOU CAN'T AND THAT'S ALSO THE STRATEGY THAT YOU ALL HAVE ADOPTED THROUGH YOUR TARGETS AND SAYING, WE UNDERSTAND THAT THIS FIRST YEAR WE ARE REALLY BUILDING SYSTEMS, WE'RE BUILDING CULTURE.
AND ACCOUNTABILITY WILL START TO RAMP UP.
AND THEN BY YEAR THREE, YOU REALLY SHOULD START SEEING SOME DIRECT ALIGNMENT.
AND I WOULD EXPECT TO SEE SOME REALLY STRONG RESULTS IN THAT THIRD YEAR.
IS THERE? THE OPTION BELOW, EXCEPT WHERE WE DISCUSS THAT.
MAYBE WE'D LIKE TO SEE MORE X, Y, AND Z IN THE NEXT REPORT.
AND WE'RE NOT DOING ANYTHING OFFICIAL ABOUT REDOING WHAT WE'RE DOING IN THE MOMENT.
I THINK THOSE ARE PROBABLY SO, YES.
I THINK THOSE ARE PROBABLY MORE EFFICIENT CONVERSATIONS TO BE HAD OFFLINE, JUST ONE ON ONE WITH THE SUPERINTENDENT, OR MAYBE, WITH THE OFFICERS IN THE SUPERINTENDENT AND JUST ONE WORD OF CAUTION.
YEAH. YOU KNOW, SO YOU JUST HAVE TO BE CAREFUL.
THE BUDGETS ARE THAT WAY, TOO.
YEAH. ALL RIGHT, SO AFTER YOU VOTED TO ACCEPT THE REPORT, IT IS APPROPRIATE, BUT NOT NECESSARY TO HAVE A CONVERSATION ABOUT WHETHER OR NOT THE GOALS ARE STILL RELEVANT, IS THIS STILL THE BEST THING FOR US TO BE MONITORING? IS THIS STILL THE DIRECTION THAT WE WANT TO GO? ARE THESE IS THIS STILL WORKING FOR OUR DISTRICT? YOU'RE PROBABLY NOT GOING TO HAVE THAT CONVERSATION FOR THE FIRST COUPLE OF YEARS.
BUT DEFINITELY AFTER THE FIRST YEAR, YOU MAY WANT TO HAVE A CONVERSATION ABOUT, ARE THESE TARGETS STILL WORKING AND LOOKING AT THE NUMBERS? ESPECIALLY WITH YOUR MAP DATA? BECAUSE THIS IS A BASELINE YEAR, I WOULD DEFINITELY EXPECT FOR THAT CONVERSATION TO COME UP A YEAR FROM NOW BUT YOU DON'T HAVE TO HAVE THAT CONVERSATION. IT REALLY IS THE WILL OF THE BOARD, GOLD MONITORING IS ALWAYS GOING TO BE MOST EFFECTIVE WHEN YOU'RE NOT MAKING CHANGES WHEN YOU ARE, STICKING WITH THE STRATEGIES AND MOVING FORWARD, AND LETTING THEM WORK. AND IT TAKES TIME TO MAKE THAT HAPPEN.
AND SO BUT THAT DOESN'T MEAN THAT YOU ALSO STICK WITH SOMETHING THAT'S JUST NOT WORKING.
SO WITH THAT, WHAT QUESTIONS DO YOU ALL HAVE ABOUT, AFTER THE REPORT? RECALIBRATING THE GOALS.
RECONSIDERING THE GOALS OR PROGRESS MONITORING IN GENERAL.
ALRIGHT. IF THERE ARE NO QUESTIONS, THEN THIS TRAINING IS COMPLETE.
OKAY. SO, I WOULD LIKE TO ACKNOWLEDGE FOR THE MINUTES THAT MISS MENDOZA JOINED THE MEETING AT 5:49 P.M. NEXT MONTH WITH NO FURTHER BUSINESS TO DISCUSS.
THE MEETING OF THE BOARD IS ADJOURNED AT 7:52 P.M.
THANK YOU.
* This transcript was compiled from uncorrected Closed Captioning.