RHS School Board Work Session 11-11-25

001microphone. >> I'm probably trying to get mic. So as you look Justice for today. All right. What drives? question and we're going to revisit. So I want to make sure Our goal is always. So, um, um, a little bit about me, my >> [snorts] >> and I moved to Arizona. All right. So with that in a way that makes the most and Why don't we start over I mean uh chair I mean uh member Daniel, would you mind sharing? >> Sorry. >> Thank you. >> I think what drives me >> for my own children as well as every other child that lives in Rock Hill. >> Great. >> Very similar um to set the expectation of across the board mediocrity >> and our kids excellence. I'm gonna turn it over. Feel free. >> Okay. Thank

002you. Um I've said, you know, I'm not an I've been here since 200 growing up. um going to different student leader conferences, you always knew who the kids uh there was always a distinction about the they always stood out the best. Um so I want to get back to that standard of schools. They are the best in everything that they do. Thank you. Um for me it's very similar. Um I am not an um Brachilian however and it has been a community that deeply um and I believe that our that's it. We need to strive for excellence. Well, for me this entire um as so for that drives me to be here forgotten and their voices aren't And also I'm a um I'm here for to to see a better the community as a whole.

003>> I'm a native. I was born and raised here and I want to make sure that we have a school system with the with the ever changing landscation here. I mean this is this is home for me. Um, I came to winter by way of by way of college. Been here for 30 years. Was an employee here in the school district as a teacher. Um, I did marry someone from Rock Hill. I currently have a daughter who's been at Rockill High School. We've been connected to Rockill High School since it integrated. So, our father was in the first graduating class that African-Americans could be in. My wife graduated saludiatoran from Rockill High School. and now my daughter is at Rocky High School and we were all there by choice um because we believed in the

004educational system of Rockill schools. Um I've just been disappointed at the what I consider to be somewhat of a decline of the excellence in Rockill schools over the last 10 years for various reasons. >> Awesome. It sounds to me like you want excellence, right? Overwhelmingly what we heard as we just shared is excellence and competition. Those are the pieces that we want to make sure that every child has that experience. So that's going to be our driving conversation today is really around what are the goals, what are the objectives, where do you want to be, and what does that look like in your role as board members. So what I would ask for you to do is there's a there's another document on the next page that talks about board um roles and responsibilities. It's

005really your policy BBA. And I would ask for you um and I want to call out on the bottom there is we're flagging kind of where we are for today. Uh so as you're flipping pages I know sometimes like where are we? It'll always be marked on the bottom kind of what the topic is. What I would ask for you to do is partner up. You can either stay sitt seated or you can kind of move around the room. I'd love for you to just take a minute, share with somebody as you look at these areas, which is the area that's going to drive excellence from a governance lens. This is your opportunity to stand up. >> You're welcome. [laughter] This is going to be really hard for you to do this. I know liquid

006it Will you ask your question? >> Sure. As you look at these as these responsibilities, how do you look at that for excellence as a board member? If you're driving for excellence as a board member, which ones impact that the most? >> All right. Does somebody want to share? >> Yes. Thank you very much. agree that executive we have to hire the right executive Dr. and then we have to appraise it and approve it and offer oversight. >> Yes. Yes. Okay. How does that feel when you heard that? Does that feel like it aligns to maybe something you all said? Yes. I see some nodding. Okay. How about another one? >> We were on the exact same page and we kind of gled and said, "Guess what? We agree." [laughter] >> Right. And um so

007yes, absolutely the executive uh part of of employing the right superintendent to to lead our district. Um but to enable her to do her job, the legislative or the policym uh process has to be sound and and um in in place basically. Anything you want to add? >> And then after after that then action takes place and then operations just fall right into line. So We concur. >> Great. Great. Do you agree? >> We were the same way. Thank you. >> I'm sorry. Go ahead. >> No, no, no. I'm so sorry. >> We don't have anything else to add. >> Miss Hutchinson said, do you have anything to add or are you on the same page as well Jennifer? >> Okay. Dr. Belton, I'd love to hear what you were going to say. I >>

008no we don't have anything. >> So you're feeling the same way that the idea is ex executive is where you go and then those action steps. Was there anything that you find let me pause a second so the reality is that yes executive great you have other areas of responsibility right and if you don't pause and check in on a regular basis around where you are in terms of the dynamic of the board sometimes I may ask that question or someone else may ask that question and you may be on totally different pages right because where you are in time and place has a lot to do with where you're going to land now you have a brand new superintendent you're working very closely. What does that look like? What are the next supports? So

009the next question I would ask you to think about first individually is where do you find yourself landing when you look at these board responsibilities? Where do you find yourself landing comfortably, right? Like as an example, I love operational action. I want to get in there and get it done. I have colleagues that do way better at legislative and policym based on where you are. Where is your most comfortable area? Where is an area that you tend to like lean into or gravitate? >> Whenever you're ready, you can share it out. I think for me the one that stands out for me is the appraisal and approval. >> Um in my in my work life, I'm an analyst by trade. So I tend to analyze something working, looking at numbers and data, making sure that

010things are right and when they're wrong. So um appraisal approval is where I land comfortably just based upon what I do, you know, in my own [snorts] life. >> Great. Thank you for that. Anything else? I feel like um for the last year I've been living in operational action possibly. I would much rather be in appraisal and approval. >> Um but now that we have a new superintendent and getting that in place, I think maybe it can shift possibly to appraisal and approval. >> Anyone else? >> I think my passion is in the legislative and policy making. >> Um but a lot of times I myself in the operational action just making sure that we do what we need to do um >> and keep timets and stay within the confines of what our rules

011are. So >> but that's really not where >> y others member Burns. >> Yeah. Operations the whole time. approving whatever the superintendent brings to us >> and it's been it's been a the past since I've been here it's been a total lack of leadership >> from the school level >> and I'm hoping not this >> yep back to excellence is what I heard you share before >> how many of you as I asked this next question you know um member Hutchinson mentioned like I'm an anal ist in my work. How often do you feel like the work that you do every day impacts where you sit in these areas? >> Like based on your experience in your own work, I don't want my board of directors want them to trust me to make decisions because

012I'm in the dayto-day operations. I know my staff better than my board does. >> But I also on the flip side, I know that we're elected to be representative. So I have to kind of toggle in between both walks, >> right? >> But I feel more comfortable with identifying with her because that's my dayto-day routine. Do you find yourself Thank you for that because I think that's that's a deep reflection. Do you find yourself like checking in on that like am what role am I in right now? >> Yeah. Yeah. I think that's helpful because you know I'm a parent, right? I have four children. I sat in the seat. I my youngest is adopted, has a lot of high needs. Um, and it's really easy for me to jump right in there and tell

013them all the things, um, even from the parent role. I sit on a number of boards with my school districts, uh, with my own kids and trying not to be the educator, trying not to be the, you know, expert in the field. So, I appreciate your reflection on that because I think it it definitely sends a message around the reality of the roles and what that looks like and that frankly as board members, you are needed in that role, right? because if not you, then who, right? And if you're not in that space, then you're in a different space, which isn't as empowering. And I and I love that you said like this is what I want from my board members. So, thank you for that. Anyone else want to Yes, ma'am. >> I'm an

014educator. I'm currently a teacher um in a different district, but I used to teach in Rockill. And so, I mean, I approach every one of these board meetings >> from the view of a parent as well as an educator. Um, and I find it tricky for me because I do want to get down in the weeds with what are the actual actions that are going to take place. Um, and how that's going to impact our classrooms and our teachers dayto day, but knowing that I need to stay at a different level as a board member and let other people do their jobs. Um, but that's how I come to every board meeting. >> Yep. I love that. You know, we often think that we're coming in without our backpack, right, of stuff, parent, educator, whatever

015that is. We don't. We show up with that. And I appreciate that you said I often have to remind myself as do I as do you like that's the reality of the work that we have you know this morning you said something about like oh somebody said heck are you going to bring brownies or can and there was this whole interaction where you got to be the community member right in this conversation not the board member which I thought really very helpful to engage in that discussion and say oh like she makes great brownies that's great [laughter] um so I think that role clarification is really incredibly helpful What I is there anyone else? Dr. Ben, you want to share? >> Oh, no. I'm just listening. [laughter] >> Okay. I'm gonna I'm just going to

016make keep checking in. >> No. >> All right. So, let's talk about the next page of roles and responsibilities. >> This one is a little bit deeper. Right. As I reviewed your policies, that first page is kind of that higher level governance, legislative policy. A little bit easier to kind of stay above that. um ground floor. This next set when you think about education planning and evaluation, the financial resource piece, staffing, PR, right, we all have conversations around PR and community and what those outputs and inputs look like and then kind of reviewing the action. So if we have had an experience perhaps that we would have liked to have elevated in terms of leadership, now we're reviewing action in a different way, the a different lens. I would love for you to just take

017a minute. Actually, I'm going to have you stand up, find a different partner, um, and I would love for you to just look at the one that you are the most uncomfortable with, right? Whether because you don't have the depth of knowledge or um, that's not your interest area. We're going to circulate some blood flow there. >> [laughter] >> I can't >> relast I'm so sorry. Dr. Do you want to have someone send her Stay standing. All right, let's bring you back. You can remain standing if that's more comfortable for you while we do this piece or you can sit down, whatever works. >> What did you hear from your partner? >> Yes. I think that's it. teachers. How >> administrative >> you have people. And so that's the front line. >> Okay, that's helpful

018because that staffing conversation comes up along the way, right? And easy to get into the weeds around that recognizing as you said like ultimately the superintendent is doing that kind of administrative administrative perspective. Good. Others you all get a turn. So what to talk about with your partners? I agree that Mr. Burns. >> Yeah, that's okay. >> Yeah. What works for you? Public relations. You don't like it? >> I think it's because And then for me, not that I care about it, I think it financial resources part, right? Because things are allotted to certain space there knowing the nuance of where things can go, right? >> It's just another learning aspect. Um, in relation to all those, >> I had a CFO who used to tell me, you can have it not all at once,

019>> right? You have to coordinate what it is that you desire. where is the heaviest emphasis on the work you want done and then go from there. I mean I was also $700 million budget so like a little bit Yeah. Um how about over here >> public relations >> and do you feel say more about that? >> For me it was public relations because >> I'm not a native to the social media. I'm not very active on social personally my business. No, I I mean because of the type of law, but someone always has to tell me what to do and how to look for what I'm trying to look for. Um I have found Tik Tok helpful for finding good restaurants about the extent of my Tik Tok knowledge and um but beyond that

020so and it's just not >> mean I can't even do the Google Docs and all that attachment and I'm fine. So, so when it comes to the public relations, it's just most uncomfortable >> and I have the least amount of um I'm not following Facebook pages. If you want me to know something, call me or send me a text person. >> Yeah. Yeah. Helpful. One of the benefits of doing this is that you can kind of see both where people have their passion and where people are like, "Yeah, not interested. Like, that's just not what I'm interested in doing." So, how do we find that connection across the system so that you know back to excellence? What are we talking about? What does that look like? What what does that look like? It may look

021very different for someone who's very entrenched in social media and and public relations for someone who's not and is like doesn't matter, right? What's your area of of interest? >> But I do recognize the importance of it and I do recognize that we have a lot of members. As a matter of fact, you probably saw I just put my phone up because I getting text messages from people who are saying they're watching this board meeting right now. So, I do know that it's important to a large segment of our society. So, I don't discount it. It's just not going to >> Yeah. Of course. Right. And and we all have those things and part of being this board experience is that you can leverage with each other. If someone does do the PR and that's

022their thing and passion, and we're going to talk about this as we go through today around goals and objectives, that's all right. If if finance is like not your thing, that's fine. Who in the space can you leverage for that so that you're getting the information you need? Member Harris, >> I just [clears throat] want to make >> But my mom is in the hospital. >> Yes, ma'am. Y >> mama comes first. >> Yes. And thank you for sharing that. Thank you. Anyone else want to share your your um conversation that you had? >> I hope I'm right when I question. I think you were asking uncomfortable with five. >> Yes, ma'am. I believe for me staffing but it's for maybe a different reason um because I am not by trade um I I have

023to trust the those that are in leadership superintendent the assistant to make the best decision for there's there's even two board members that are that I even will tap into to ask questions. Um so I think knowledge in the educ but when it comes studied who's learned who's dedicated their life to this work the leadership so with I guess making because it's not my real >> yeah thank you so much for that and you actually followed the directions. Great. I the participation is awesome. >> Chairwoman Miller. Yeah, I um um again I'm not >> to understand. >> Yes. Yep. So, we see a theme around the staffing conversation, which actually is perfect for the role of board members. The reality is that that's why you hire a superintendent, right? To make those decisions, to work

024through, and to keep you informed on what's happening and what that looks like because as we're going to ask here in just a second, um with all the things that are happening in school districts, the application of the work is very different at each level, right? Your role as an educator very different than as a board member, right? That's the reality. So, what I would ask for you to think about before we move to this next page, I want to get to know you a little bit as we do these goals and strategies moving forward. So, what I'm going to ask you um >> Yes. >> Can I ask a question? >> You can ask anything. >> I want to kind of jump on what Mr. Burns says if our role and um if if

025that I I understand what you're saying. I clearly understand what you're saying but then if it's then what is the role trustee and why do we have a vote on employee >> so the each board policy is different I can explain to you from my perspective having sat in the seat the reality is that you are fiscally responsible for how the dollars are spent. So the reason that you vote on staff is is less about the staff member and more about are you accommodating the dollars that you're responsible for for the positions, right? It's governance versus the role of administrative. That's the that's the policy difference. If you're asking that question about like the position comes, what am I voting for? Lots of districts actually don't vote on positions like that. They'll vote on the

026budget line. Yes, you have access to these dollars because that's what we're responsible for. They they actually don't vote on the position like on the person. They vote on the position. So that's an example of how they navigate that for that exact reason because the role of the superintendent and we're going to talk about this in the next slide is to the only employee that you have is the superintendent. So assumingly you're saying like I'm this is you're the superintendent. You make the decisions based on your expertise for the staffing in the best positions possible. So short answer, it's financial. You're fiscally responsible for the budget assignment. Is that correct? Does that work? Does it look like whatever? You're you're accommodating those dollars. Now, great superintendent engage their boards to say like, "This is what

027I'm thinking. This is what this feels like. This is where we're headed." So that you have a level of awareness. But in straighton governance, that's the answer to your question. I'm just gonna wait a second. >> Just I want to >> I was asking question. >> Oh, okay. >> Okay. Awesome. >> No, no, no. I Right. Yeah. Yeah. >> Good. All right. That's good. >> Um All right. So, the the next part of our conversation, I'd like to get to know you a little bit better, each of you. So, I am going to ask you and we're not going to spend a ton of time on this. Oh, I am miked. I was like, what's this cord? Um, we're not going to spend a ton of time, but I want to have a deeper understanding.

028You know, I heard we What do you want um as board members? What does that look like? What does that feel like? I would love to know what is your favorite This is kind of out there. What is your favorite hobby outside of being a board member or work? And the reason I'm going to pause and ask that question is because oftentimes what we do outside hobbywise and it has very general, right? Like if you like fishing, that's great. Like it's really just um a little bit of more information around all of you. So I'll share with you my thing is horses. I train, ride, I um I'm part of a local posi in my community where we Yeah, it's the coolest thing. We go out and do community engagement just like um parades and

029things like that. Engage with the community to um you know Everybody likes to pet a horse basically. Uh so I it's a privilege to do that. Something you wouldn't know about me. Who else wants to share? >> I can. Um well, as a mama too, I don't have because they don't drive yet. So one of my hobbies is being a chauffeur. Um but when I do have time, uh reading and baking. >> Love that. Thank you. Nice. Yeah. Huge. That's a huge hobby. Skiing. Yeah. >> Um Love it. Nice. Ah, okay. Especially today running. >> Yeah. >> Love it. So, I'm going to ask you to take a minute, 30 seconds, and think about how you just felt as you were sharing with the rest of the space your hobby. You don't need to say

030anything. I'll tell you how I felt just to model when I get to share how much I love the horses and the work that I get to do with them. I first of all I rescue pretty much if it has even three legs like my husband's like really another one. Um and that joy that shows up is really what I want people to know about me, right? I want people to know I'm passionate about a lot of things, but I want people to know about me that that there is true joy. And as you're thinking, reflecting what that looks like in these moments as we're having conversation today and what that looks like, there's going to be a lot of passion and excitement around the work that you do or you wouldn't sit here. I

031would ask you to lean back into like what is it that brings you that joy as we're having these conversations so that you can anchor in that because you have just as much passion for your hobby as you do for sitting in this role. And I would guess that sometimes this role may be a little more frustrating than baking or running or whatever your your field is, right? Like whatever your passion is. And because frankly you are representing large swaths of people in your community, it's it's imperative that in this role of board members, we find a way and I do this with with staff as well when I'm talking to district staff is to lean back sometimes into that space so that you can come out like refreshed without spending a ton of time.

032Like we don't have time for people to like walk a mile and come back or go running or have a tequila. So, just making sure that we lean back and forth into that um without going too deep into like all the feelings. All right, everybody take a nice deep breath. Think about your passion that you just shared, your hobby, little saltwater fishing. That would be nice on the beach. Like all these things I'm like, "Oh, this is great." And let's go on to this next slide. So, this morning we've talked about your board responsibilities. I feel I get the sense that everybody understands like where you are in terms of um this tennis court idea like above the net or below the net on either side of the net. I would ask for you to

033take a second and just ground yourself based on the responsibilities that we talked about a little while ago. Um and the ones that you are most connected to and the ones that you are not most connected to. Take a second and look at the what and the how. How many of you follow a sports team of some type? Okay. If I were to say to you that I am not a fan of your team, whoever it might be, what would you say to me? I knew it was coming. I And I kind of set that one up on purpose because she said she loves football. >> I mean, some people would say that, right? Like, I'll just stop talking. Uh, member Burns, you mentioned you were kind of like, "Yeah, it doesn't." >> Right. Right.

034Because it's your team, >> right? Yeah. It's your team or we're not going to talk about it or it's doesn't matter. I can't be friends with you. Unfriend. Right. There are a lot of ways to do that. And what I would tell you is let's say that somebody has a valid concern about your team. Whatever team that might be valid concern, you may lean in and listen, but you may have been following them for 20 years. It doesn't matter what the person says, right? Like you're you're a fan. How many of you when you think about your role as a board member are fans? You don't have to answer that. >> Yeah. Are you a fan of your school district? >> But you also cannot be a fan and have school kids have kids in

035your district. You can also not be a fan and sit on the board. Let >> Let me push back on that a minute. Please do. >> You do you think that most of us a highly engaged board here would have our children in something we were not a fan of particularly when probably the vast majority of us if not all of us have options. >> Yes. I So yes and I do think that this board is all here and you're all present and greatly empowered and part of the process. I also know of many board members who don't feel that way and sit on a board and aren't a fan. And the reason why that's important here is because as we're talking about where we're going and what that looks like, the question is posed

036to say, are you a fan to the level that you're a a fan of whatever team or whatever thing? And are you leaning in in that way? And when it doesn't happen, right, here's the ultimate question. When it doesn't happen, and some of you have brought up some specific examples that you're like, I wish it was this way or I did this that way or I would do it some other way. What would that look like? >> You're saying we're all >> like I am. [laughter] I I you know I and maybe there are people that way. I guess just as a parent, I would never sacrifice my kid. I I would never I would spend every dime I had the best position. And I think he or she could be in. >> Yes, absolutely.

037>> There's no way I would rock your high if I were not a fan. It's just I can't even conceive as a parent. >> I love that. >> Yeah. Exactly right. Exactly right. And I will tell Gohead. >> But I can be a fan and >> Yes, you can. >> Even with Yeah. Yeah. Yeah. >> Right. But where you said I think you started it with your f um when you were and if somebody didn't like or brought some concerns to you >> um I think we our personalities and things and part of me is side and at least that viewpoint. >> Yep. Um, so I guess I'm taking hearing what they have to say or seeing what needs to improve. >> Right. You're not going to unfriend me. >> I'm not Right. I'm not

038going to an advocate for the district, but I am not so blind that I don't realize there are that we can do and that we all want to do to help the the district. >> Yes. Yes. >> So, it's not that I'm not a fan when I ask questions or want more. >> When I people or York prep is a better because we we have the resources we should be putting >> because of the resources that people that we have. >> Yes, >> it it makes me sad >> elect to leave our district different options. So, we have always prior to my being. So, I would absolutely that doesn't >> Yes. >> And I can add to that. Um, I think that's also part of the reason that and my role on the board is

039um, not that I'm somebody special, but I have firsthand some families are choosing >> and I'm choosing to be on the Rock Hill School that knowledge and information to help Rockill improve and understand what their viewpoints are and why they are other options. So, I love that. That's exactly what you want, right? I asked a very benign question and everybody here was like, "Well, now wait a minute. We want to make sure that you're not asking this question. We want to make sure that you understand the love and passion that we have for this place, that we this we are the fans." And the reason I bring that up is because this is hard work and and very honestly there are people across the country that don't have that same conversation and I get the

040privilege of working with them as well. So as I say that yes that's exactly what you want for a board. You want the board that says we want to be better but we are fans. We want to do better but we are fans. And the reason why that's important is because sometimes the crossover between governance and this kind of like workload, right, that the superintendent's the other side of the work that your staff are doing. Sometimes it's tough. You're listening to a parent. You're having a community conversation. You're talking to your neighbors. Those are valid questions and feedback and push back and and you're still a fan. And sometimes it's important for all of you to come together as you're doing this work and say, "Listen, I'm still a fan. It's been a tough week.

041It's been PR. It's been whatever, but I'm still a fan." Because you, it's your team, right? You are first team. You are the people that sit on the board. That's really just a check-in, which I loved how passionate you all got about that, I have to say. um not always the case, but that's what I would ask you as we leave and we move forward like I'm there along the way. I'm giving you small check-ins so that when things get hard, you're able to do things like lean back and find my joy. Lean in and say, "I'm still a fan." Like we're still on this team together. With that, everybody good. Take a deep breath. [sighs] Saw some passion there. It was great. It was great. Um, when you think about staying above the line,

042I asked you about the what, right? What is it that you do? I mentioned singular report is the superintendent, the vision, the mission, the goals, the policy, like where are we going? What is the north star? Where are you headed? What does excellence look like? Those guiding components are what is key. And then the last one is how do you do that is policy. Now, the story line is really what connects that. That's that theory of action. All of you, I'm sure, know what that means. Like, how are we what does that look like, right? We're telling you this is above the line and the how belongs to the superintendent and staff. Now, the superintendent's role obviously is to come back, right? And keep saying like, we're headed towards this north star. We're still headed

043in this milepost. Here's the information. Here's what this looks like. Do you feel like you have enough? Is there more? That's that's their goal. That's Dr. Elder's goal is to move in that direction. Does that feel right for you as you're doing this board work? I see some nodding. When you think about what you we were talking about this earlier, like this is what's hard for me, this is what's easy for me. Does it resonate with kind of where you are? Yes, ma'am. I mean, I'll be honest. As I thought about going into the day now, looking at this, >> my passion is to jump below the line >> into the details and I realize I need to stay at the top with what is the north star. So, >> as we go into today,

044that's where I'm just going to have to check myself and I don't need to be in those details, >> although that's what I like to do, but that's where I need to stay is >> and just creating the big strategy or mission. >> Yeah. The benefit to that is that when it shows up and you're like exactly headed in that direction, you get to reap that benefit. Dr. Elder, do you want to share something? No, you're good. Okay. So, as you think Thank you for that because we all do, right? Like we all love I remember being a superintendent and like I wanted to get in the weeds and my people would always say, "Hey, like you hired me to do this job. Just let me do the job." So, thank you for that. Anyone

045else? Like do you do you find yourself dipping down >> right now for another? >> Uh oh. Why are you dipping and back up? Can I ask? >> Okay. >> Look at that's my biggest right? >> And that's >> 2570 days is what they have. >> Yeah, that's it. >> Yeah, I understand. Yeah. So, you're But you're headed back up is what you're saying. >> I did all of this. Here you go. Yeah. Okay. Anyone else? >> I I do think it's hard. It's extremely hard. And one thing I think you've picked up here, all of us have children who are in this school district. So, not only are we board members, but we are parents living some of the challenges every single day. >> And when you are a right now person and you

046know, three or four or five of us on here, not only are we parents and we're board members, but we're also CEOs of companies. And so, we walk in and say, "I want something done." It happens then. And so that can become extremely frustrating when you're in an organiz and things that seem simple and I won't go into detail but even yesterday Mr. Noel called me about something yesterday and to me that's just an easy fix that should have um and has been explained from day one but yet is still happening. And so it's very difficult to just continue because as you're sitting on not only is your child suffering but all the other children and we're going through one you know kids are suffering or these things are not being what point as Mr.

047Burn said, "What point does now come?" You know, where when do we get and that's what's frustrating is I'm just ready for a now. >> Yeah. Hope is not a strategy. So, I I think what I hear you saying is that if you do I'm going to put some words in there. If you do as the CEO of your organization have to wait a little bit, right? Because as you know, it's 5:00 on Monday and you need something by Tuesday or Wednesday or Thursday, whatever that looks like. Would it be helpful to have those steps along the way? Like, look, we're going to get there. I'm going to use your example. Like, we're going to get there. Here's what that timeline looks like. Here's this is where we want to be. These are the steps

048that I need as a board member to know that we're getting there. >> My world. Because if I need something at 5:00 on Monday and a client needs it, then my staff is >> sure it's going to get done. >> Yeah. >> I don't have that option because it's the it's the difference could be the difference between life and day or could family makes x amount of no dollars. So no option >> most of the time kids don't have that option >> and I approach the board work the same way approach my clients in my office >> that we don't have a tomorrow for these children >> I love it I love it >> and to kind of build upon what Dr. Belton and and Mr. Burns is saying is not only are we district

049we're also all where we move around this where we do not a conversation about rock. >> Yes. Yes. >> Like there is no right. I don't care if you were as a dog picking up. >> Yeah. You're not going in pajamas. Right. That's right. Yeah. Yeah. Yeah. Yeah. >> But with that also come sometimes I Perfect situation of >> Yeah. >> As in you up and down, right? >> And when this excellence in our district, >> it is truly in seven individual hear it from the community. If we didn't care 30, 40, 50 doing this job and know what we're done. Let's go. We give up. >> We're here. >> Absolutely. >> So, do we some is it has it wanting to dip below the line? No, it is because it's heartbreaking to hear that.

050>> Yeah. Yeah. I love it. That is incredible. And that's how you move it forward, right? That is how you move it forward. So, as you think about this, finding those moments where you as a board can come together and say, "We dipped. Doesn't matter. We dipped. How are we coming back up?" Because what you ultimately have all said is you recognize the role. You recognize that you want it done yesterday, but you you also recognize this is the first team. And if you dip down, somebody's not on up here. Somebody's not on the governance piece. If you're always down there, you're not at the governance. And everyone has that role. Everyone has to. You're the CEO. You can't always be at the copy machine. I'm just using that as an example, right? like you

051can't always be there. You can't always be monitoring social media. You have to be at the CEO level. Similarly, Dr. Elder has to be at the CEO level. There are people that are going to stay over the weekend. They're going to do the thing. They're going to resolve the problem. And your board of d do any of you have a board of directors in your organizations? You do. Those board of directors direct where the governance and policy looks like, feels like, understanding they're very passionate as are you. So, the reason that it's important to revisit that is because if you flip the other page, you're going to see some prime examples of where is the board strategic role, where is the superintendent in terms of tactical, and then where is operational for frontline staff. And

052and I'll I'm going to say Dr. B, you made a great great point. This is what we want done. You, the CEO, this is what we want done. You have a level of leadership perhaps that says, "Okay, this is what the CEO wants done. We're moving in this direction." Then you have frontline people. My people are going to stay and do the work, right? Like I'm not saying you're not there. I'm just saying like you're not doing that. Similar system. The the acceleration or the urgency is what's driving you. In this example, in a school district, it's the urgency for students. It's the urgency for families. So I what I would ask you to do is take a second just read through each of these boxes and see like can you agree with kind of

053where those are based on each of these roles? Do you see the importance of where each person I mean each group has their has their role? And I know that print is small, so the next couple of pages have it larger for you. anything jump out at you there? Anything that you want to ask your fellow board members? Like, how do you feel about this when you look at those three boxes? Do they all make sense? I felt like there was some nodding like, "Yeah, this is exactly the role." What I would ask you to think about is committing as a board to checking these once in a while, right? Like we're going to check in like where are we? Are we on the tactical? Are we on the strategic? Are we on the operational?

054And what does that look like? Especially when we get into this board goal conversation moving forward. I heard you all stay state clearly like this is the north star like this is where we're going how we're getting there with urgency. I heard that loud and clear has to happen. The these check-ins are going to be important. All right. So, what we're going to do right now, I'm going to we're going to put a quick break in in here. I would ask for you on the sticky note that you have there is pack of sticky notes that you have in front of you. I'd like you to reflect like based on the last little bit of time. What's a reflection or a learning that you want to stay connected to? We're not sharing it out. You're

055just going to keep it on the corner of your of your spot on your table. Think about everything that we've covered recently in the last hour or so. What's something that you want to carry forward as we start thinking about strategic goals and next steps and plans? And then it's 11:03. We'll come back in five minutes. Thank you. Yeah. That you want to carry forward when we talk about planning for next year. >> Oper operations. What did you hear today that is important? I keep forgetting I have this microphone on my the headpiece or the microphone in my I'm like, what is weighing me down right now? Here we go. I'm going to use I guess I should take the microphone. And I'm This one happy. back on time. Just a reminder, your mics, you

056don't have to push them. They're all hot. And that's also by request from >> let me um can I ask a question before we u when we took a break I think one of greatest challenges I think it's a blessing and I'm glad we have it but you know at least five of us are single me districts and two of us are at large um I know have a a a challenge we navigating particularly where it says focus interest because I find the needs in the district um that I represent become very different than when I'm talking to my friend fellow business owner or chamber member when I'm in that circle and those people who I cons just as much community as very different than when I'm families and parents who live in the district

057that I represent and that to be very much at conflict with trying to navigate through some of like um chairperson I know nothing about that part of Rock Hill. I know I don't even know if I know anybody that part of Rock Hill and I don't know what who run at large do how they reconcile but my two main communities the one that I and then the business which is where I spend most professional time and I can tell you those diametrically opposed how you get there um just diametrically opposed >> views do Anybody does anybody >> and also they they let me know when they're not I constantly have large business owners say why am I paying for a school or why am I pay private school or the kids are just so you

058know the charters >> you know property taxes And you know that's a hard conversation. And then on this where I I'm district I bet only 30% of use the Rockill school system. All of my neighbors go to chart and they you know >> well I can't vote for you. I use the local charter school. You pay taxes? Yes you can. >> And so >> it's really It's really scary how different the two communities are >> and to bridge crazy Montre and I >> with Yeah. And you know this because we're both and we we both represent don't use our you know Montreal use this >> right >> obviously but I'm trying to figure out how to families because if you look at the demographic >> it doesn't match >> and so that's why hell been

059on competing >> I don't like losing So >> it's we >> didn't realize we had Yeah. >> Yeah. What what really is showing up for me as I'm working with all of you today is how there is this similarity across what you highlight, what you cross out, what you have conversations about. And and I would ask the rest of you like what does that look like and feel like? Are you especially because we have an at large on this over here. I know that um member Hutchinson is also on the call. What are you feeling? How do you navigate that tension? >> I'm going to jump in just um [clears throat] I come from sub community. Um I will in my my culture first and foremost district five which is I never want them to

060think my advocacy, but I also feel and it may be hard for people within my culture of success for so when I like I'm I'm carrying >> so not only for that our small tribal um in the less. So I never want my tribal constituents to think >> um I grew up on the poor side of the and I don't like the lakeside. um I don't I and um are are very different but also want to of the late >> I don't understand I want to understand it because huge respect for every member sitting here and I'm a fan of the I can say I'm not a fan district have done to my class. So I do struggle with that to be a a to hope that we be better for all for all of

061our kids, not for one set, but for all. >> Thank you. >> No, sorry. >> Go ahead, Jennifer. >> Yeah. Well, I think for me as I walk in like admittedly my children um a great you know but there's a stigma with with my children. So I get to interate families from all Um, and a lot of the are I guess those that actively involved in that. But I live in an elementary school. And so a lot of that live in my husband grew up with, you know, they had. And so, you know, I live in two worlds, I guess, in that sense. Interfacing with And so finding the balance and um because our community um like you know you've got one side of town um on the south that problem. We need more you're

062are very um causes athletics but again it's just a different world and understanding that you know, talking. [clears throat] >> Um, I think for me, this is where my educator hat comes on and kind of jumps in. I think the district and the board. I think we'll have the same goal for all of our students very different. And so and that's would like as we move forward and think about how we all lot resource and um you know programs that we support children should have hear me they should have things how they get there some some schools and populations may require other resources or additional resources I think we can't we've possibly seen we lay a blanket out and everybody the same thing we're not seeing the best results. Teachers in our classrooms have to

063differentiate and we need to make sure we're looking at that and how we can offer important areas that need in order to get us to our goals. That's how I kind of approach it. I um I just put down on my sticky and I think what is I that we have the resource to produce like arts education um graduates, a liberal arts education with, you know, with our ATC and the conflict is that we have teachers that are ground that live in our community that send their kids but we have decision and and so they don't know how they I don't know but they don't live here but they're living somewhere My kids are educated, but I work infor that's always a when I'm when I meet that are our tax dollars because they've already

064chosen. >> So, how much are they really? >> So, I just focus on >> and and just for two bites at the apple I mean I think doc um um Mr. those are here. But I think that also what becomes important to us because when we are colleagues in the chamber who are business owners and pay most of their convers but when I talk to the families who live where owners of homes you know what's most important But they also want convenience to their child's school. They want neighborhoods. Where I live, they want to go closest to their house or transportation. can't sit as a board regardless of what goal you know student assignment because I hear it every single where Montreal may or there are people who live down where I represent who cannot

065even park or you know just and I'm not talking about the dayto day to get to school they don't have the transport to get there but if their kids went to park that's closest to their house then they can walk over to S park for parent teacher conferences and those types of things and so again the very very different and I think without district some of us that creates James being a very very large taxpayer and a very large business I'm sure his circle of probably more about community >> they want to return I'm paying x amount in taxes, then we should see in in school performance. What does school performance what does those school report cards look like? >> So, what the conversation that you just had 100% drives the rest of our work.

066So, we started this morning with this idea of like who are you as board members? What does that look like? Where are you tight and where are you loose? Where do you believe excellence? How do you recognize where there's a shift? So, as we move into the goal conversation today, hopefully this discussion that you've all had this morning around who you are as board members, are you in your theory of action will drive the next steps to put pen to paper around what's what is this district looking for? What are the strategies? What are the systems? What are the goals? And then what are the mile markers that you expect the superintendent to drive with. >> All right. I'm going to give you some space and time. The next page is your mission, vision, vision,

067values, which you all know, right? Grounding you in who and where and what Rockill is. I'm going to give you a second to ground yourself there. >> Yes, 15. Thank you. >> 15. >> Yes, >> vice chair. That picture's coming. >> Oh, fantastic. Okay, I'm glad you have that. >> For every so everybody know, that's what I've been doing. >> Thank you. And as you're looking at this, is there anything that doesn't fit what you shared this morning? Is the mission vision or the mission vision value conversation still kind of the northstar of the work that you're focused on? >> Here's the reason. Oh, I'm so sorry. Okay. >> Okay. Yeah. And I think that part of this work as we're moving forward, those are those are moments where we capture to say, "Hey, when

068it's time to revisit mission, this is something that's important. This is something that stuck out for me as a board member. This is something that sticks out for me as my community." It it sounds to me like it's not encompassing all of what you want for a graduate. Certainly that's a conversation that you all have to have. But tagging that, right? Yes. >> Will you ask your question again? Do we still all agree vision mission and >> I all of them? I what we're looking for is like do you have a um common agreement moving forward that we can base the goals off of this >> and I and I guess you know I don't know when prior to my being on the board one year literally this is my anniversary here okay so I

069don't know when these but I don't know um I mean I know what safe and healthy environments mean but I don't know what professionalism meaningful inclusion and belonging surmise what that these other things are just agree or disagree >> all of these things were developed >> for anyone who's around this table superintendent and we're here. They were revisited 10 years ago. >> Um, but again, we have taken a clear look at the >> Y and certainly not with the >> Y. Anyone else want to share anything before I kind of go to the next what what this means? I want to make sure everybody has their voice in the space. So what this tells you about this document is that you're going to have to revisit this as you built out these goals and measures

070and where you're going. Perhaps one of the goals is look our north star is to revisit our mission vision and strategic plan. We need to move forward in a direction because all of you know that building a miss revisiting a mission vision of an organization is not like a hey let's just put some paper on like some words on paper. That's not the way it works. where you're trying to build capacity around your community. So, I heard loud and clear. This is something that perhaps as we get to the goal conversation will need to be revisited. We're going to spend some time looking at your data as a district. This is the questions are on the next page, which is page 15 16. And then the following couple of pages are the district's data specifically

071around um page 17, 18, 19, 20, and 21. And I would love for you to just spend a few minutes looking at the data and kind of responding in generalities like what data points surprise you? What confirms what you already know? Where do you see the greatest opportunity for improvement? What questions do the these data have? Um questions around strategic priorities and how do the outcomes align? And the reason that I'm asking you to spend some time with this is because this is your grounding. Yes, we want excellence. Yes, we want graduates who are successful. Yes, we want all of these things. The this set of this data set gives you the idea of where you're starting from. So, when you're starting to build capacity and goals, what is it that you're striving for? to

072get to excellence. So, I'm going to give you a few minutes to do that. It's 11:28. I'll check back with you in two or three minutes and probably give you three or four minutes right after that. I'll wait for him to come back. Okay. All right. So, as we're waiting, I just want to let you know like I'll be asking what are the data points that surprised you? What does that look like? Because it's driving our next our next conversation. And I'm sitting because this is not my data, right? These are these are not my data points. So, I want to make sure that you have an opportunity as a board to not be facilitated, but really to have a conversation around what you're seeing. And these are just guiding questions, and I'm here to

073listen. So, I just want to frame that for you. Um, this is a reality board kind of conversation. >> It's not your day, right? Was But it's mine now. >> Yeah. No, that's true. >> All right, we'll get started and then we can just have like a jump in as we go. So, the first facilitated question here and you can all kind of just play off of each other. What data point really surprised you? I mean I feel like we've been >> what I see here >> right >> so when you think about the confirmation of what you already knew right looking looking at data as you're that you're not surprised by as you're moving towards strategy and priorities different lens, right? It's one thing to look at the data and be like, "Yeah, we

074know where we are." Now, I want you to shift to like, "Where are we going? What does that look like? What confirms what you already knew that we could we talked about some of it today? I think the biggest dis However, Brock Hill and the >> there is no excuse for us the state average. >> So, I'm going to I'm just going to reframe. I hear you saying that at the very least the state average is a threshold. I know that's not where this board wants to be. I very clearly know that. But I want we want it's a starting point, right? It's not enough to be better than we are. What I hear is we need to be at least where the state is. >> I don't even say I I don't either. >>

075Not even. >> Yeah. State. >> Yep. Yep. >> Triple blow. >> Yeah. Yeah. Yeah. Yeah. >> I think it confirms for me frustration and the teachers frustration, right? that I mean if we had test scores that were blowing water but had a public that was heranging on us and had concerns and come you might have something to say what is happening currently but I think the data shows that the public's what they're voicing to us and about their students education are the same concerns that c >> can I give you a story >> yes school first started language immersion. My daughter who's now a was entering kindergarten for so she's the cohort. We graduated the first cohort last year. She will graduate the at the time. My son was a student. We were like most

076working families dealing with and I went to a neighbor and I said to that neighbor Rockill schools is I really think at the time I was serving and we were um whole thing about man Spanish and all those and actually had worked in Fort Hill to do a language emergency and there were some had a went with me and were behind and we really we are doing just fine as a community. We're doing just fine district and our community doesn't need or want that. We are fine with X's and O's and never did it and come been here and the rest has been history. The point is to to Lace's point if people were up but we were knocking it with with performance and parents were knocking then we as a board and superintendent probably

077could be more and at what time frame but that's not our we don't have look at anyone and say we are doing just fine. >> Our community doesn't we don't have to be that's not our reality. >> Yeah, that's powerful and allows for you to have the jumping off point, right? If you can anchor your data to what you're hearing, you're not at c you're not crossing paths with something else. You're all in the same direction. you're all moving in the same direction, which is frankly very important with the level of passion that you have around the work that you're trying to get done. I absolutely think that is shoulders above where other to your point another district may be like, "Hey, we're fine. We don't really need to move. This isn't where we're going."

078You're all anchored in this. So, as you think about what what did you already know? We already know that we're be behind the state. We already know that our parents are aligned with their concerns. That isn't to say there aren't one-offs of other things that are happening, right? Let's honor that as well. People have other experiences. Where do you see the opportunity? >> Tons of opportunity. >> Yeah. >> Endless opportunity. >> Yeah. >> I mean, how much time do >> all day um different role now, but and the way the military >> they're making changes all the time. And so when a new commander there Pete, how do we real problem over there. We recommend and it's drastic and it's not nice and it makes people uncomfortable but it is changing harsh but it gets

079resolved and I think that but the kids are running out of time and we can't that I've always You know, one of the other, you know, my my daughter, I forgot the word she uses my life. So, I've lived a full professional life. 52 years I've been on this, but one thing that I do feel like I know have an idea of what education and and if you true I mean they're three to five years. They just are. That's just where we are. This community here that Dr. Elder shouldn't be 10, 15, 20 years. But change upset student reassignment and the question become with Rockill School is do we want a community or do we want a community that's going to push people and make the life cycle of may not be long. We may

080get voted out. Superintendent may get run off, but that's just the reality. We need change >> and we need a board that's willing to make and we need a superintendent leader that is uncomfortable. And that's what I find to be my greatest that we are not willing tough conversations and make the tough decisions to get us to to write this meaning that all of us could lose or the superintendent could be >> and to build on at some point in time year the word bold and that Rock Hill school and the two sides of me are, but I think we have at this point right now to look at what we're doing and how we're structured and how things are working. You guys know that this data is a big passion of mine and this

081is where I'm going to try not to get into the but don't think just I think we're at a crossroads where the public could get angry but something has to happen. It's not working currently for our students in Rock Hill and we need to make some changes. Um and they may be different than what we don't have the results other district these children right here and they're worth our time and our in the military we used places causes to die that's a real preparing fory is causing not to literally die but education >> and that's just the mental complacency will complency see what caused my can't remain a husband. So why should we not willing to accept in any other world what we're willing to accept but this would be accepted and change wouldn't be

082made immediately >> nowhere else we for our health [laughter] >> nowhere else >> but I think what also comes with that if that's what we are stating and forward and asking a new super then we have to be willing as a board to support those changes in those decisions that are >> right >> think right and I I don't think we can asked for this this is the goal we set >> and and that's why I said we as a but we also need need to recognize that that may come with >> consequences for the super >> right because a new board gets elected and that superintendent is gone. But that's just that's the risk of leadership is not looking for the next election. It's not looking for, you know, the next board. We are

083responsible for and we need to do what's in the children and we'll take take care of itself >> and and I will share with you that similar to a CEO, your superintendent recognizes that we don't >> [laughter] >> five employees. So, >> hey, that's still a CEO. I mean, you're it's still the end of the game if they've not done well. employees. >> The the reality of what you're talking about is I mean obviously every superintendent like shows up in that game understands that ultimately the decisions that they make >> you cannot use the word because we have had super >> okay >> are very comfortable >> right I yes no doubt what I was my thought was she recognizes superintendent now recognize that the average age of a superintendency is 18 to 24 months

084That's pretty much what it's since co that's what the research says. So that complacency that you're talking about has no more room and Dr. Elder coming into this position fully recognize that that is a possibility. Now the benefit is that right now there is a board that very much I'm hearing bold wants to move forward. We're not leaving kids behind with that traction. Let's get into some of the priority conversations that you're thinking about. >> Let's do it. >> Let's h make it happen. So, I heard I heard that you everybody has thoughts around how do you prioritize? What does that look like? Take a second and share with the person next to you. What is your number one priority? What is your >> Well, we're in between 23. You just looked at the data

085and somebody said bold and we are headed into 23. But I want you to tell your partner without looking at 23, what is your priority? Where where did these things here come from? >> I'm going to pause you one second. Yes, I will tell you where these came from, but I want you to pause a second and go back to the conversation that you just had. >> Don't look at that yet. >> Yeah, don't look at that yet. >> I'm sorry. [laughter] >> 23. >> Said no. >> Yeah. Okay. >> Sorry. I'm sorry. the and the reason I asked that is when you're I want you to regground yourself on what you just heard bold being able to change moving moving schools state average there were a lot of words there I will tell you

086as a turnaround principal and a to a turnaround superintendent it has to happen with change you don't get double digit gains in more than half your schools without saying to everybody here's your new spot work that out you don't move graduation requirements and graduation from 88% to 96% in like two or three years one year six points by saying, "Let's just all hang out." So, I I understand what you're saying around the urgency. I understand coming into a district where it's 12% and third grade math and you need to get it even like in the same tens to the state. I think that what I appreciate about what you're all saying is that you're all on the same page. You are all on the same page around what is priority. And what I want to

087hear from all of you having just had this conversation is without looking at this list. What matters? What is the opportunity? What is it that you think you need to get to the next level from your lens as a teacher, from your lens in the military? From your lens, what is your priority? Go. Yeah. Something All right. What's your priority? >> What's your priority? >> I went broad with achievement. >> Achievement and growth. Okay. What's your priority? >> Instruction and program. Yep. >> Months. Test scores. >> Programming. Yes. A second. The reality is >> the decline of >> how do we go out and when this is the day that we're >> can't it's got to start if we have excellence >> okay >> for me all of this. Yeah, Mr. P. >> We have

088policy that we just don't follow >> and I believe the basics we can get back on track. problems that we have and so I want to start it at the basics and then let's go forward. >> We don't have to rein >> and I I want to jump in or like we know that there are schools that are getting what is what's working for them. The other schools Each school is uh local localized of you know how they how they do their but I think it also goes fidelity like on this side of town >> I feel like we're the uh there's not consistency. So I I if it's working if we see it's working here no point in reinventing. Thank you for reminding me that I have convers but not in other parts. It

089certainly can work in the and it's and and see that parents see that parents know well my kids can go to this teachers we're outside and we are monitoring that was the first problem. >> So, I'm going to pause you because this is a great example of why we did this morning. Where are we right now? >> Wrongs out of fence. >> Yep. Which is okay for the conversation. How do we get you back up to the idea of like what is the process? I hear what you're saying, so I'm not asking you not to say it, right? I understand what you're saying. It works over there and it doesn't work over here. Why can't we just copy? we've got this already. So you in your space of the how, you're recognizing the how. The

090way that you define where you're going is by elevating back up in systems. >> But I have to go back to the original question. Mr. Burns >> five years because he couldn't get a leader the net. And so what are we do as parents? continue to send out vaping in bathroom if nobody >> so that's that >> that becomes >> why we we all know the issues that I can't in the next 10 minutes >> yeah so I'm going to ask you a little bit about what you're just saying if and and you're not going to like my answer right you're not going to like my question and I want to say that up front. If that were the case and in dealing with people and humanity, you could simply say, "This is the way

091I want it, why isn't it like that in society?" >> No. And I was just going on what Mr. Noel said that he indicated that in some parts of the building, I I don't know much about this vaping issue, but I'm just using the example he used. um because my my child spends most of the day out outside of the school um at at Winthr. But what he said, what I heard you say is that in some bathrooms there are adult supervision in the restrooms and the other restrooms there there's not adult supervision and it's the restrooms without the adult supervision is where the vaping is taking place. So I'm using that as an example. Why can't we say there's an expectation there will be an adult in every one of the restrooms during transitions?

092when kids are vaping in the restrooms. Why is that a problem that can't be solved? And if I'm a parent of it doesn't why wouldn't he be >> marijuana vaping when he knows that this >> like this? >> Yep. And there are two things that happen there. Yes, it can be solved. Right. I'm not it's not the issue of the solving. Your answer was we can control that. And what I would ask you to think about is policy governance to do that so that it can be built in place and the how can happen. >> That's that's great. So what I hear you saying is >> exactly. So what I hear you saying around priorities, right, is superintendent, one of our priorities for this year is that policy is followed. >> Yes. >> I'm not

093arguing about like the the the issue. Like I get I don't want anybody vaping in my kids school either. But that doesn't get solved here. >> Can I ask another question? And again, I didn't I mean, we're in a public meeting now, so I publicly, but I've spoken to the two board members who were on the committee, Mr. Burns and Mr. spoke to him yesterday about briefly whispered with Mr. Burns about it. We had a presentation last week about discipline. I I I heard the presentation. I asked one question. So will there will it require any policy changes to implement this? Because I'm wondering why are we have presentation at a school board? Are you asking for a policy change? The answer we got we're not seeking any policy changes. Then my next question policy

094because because if we don't need a why does it take January to >> Yeah. I mean, I'm I'm not the sharpest knife in the drawer, but we're getting this presentation, but I and you know, and I'm still I'm still and I've spoken to my two colleagues. >> So, I I was not there. I We're going to come back to the prioritization. I hear what you're saying. It sounds like that may be a conversation somewhere else. What I >> priority >> what we're talking about >> but what I hear your priority being is I want the policy that we have followed or I want to know that the change has to happen as a board member this so my understanding is that this last presentation happened in a previous board meeting >> right the most recent

095past >> so what I hear you saying is moving forward I want to know right away do we have a policy change if not why like what's the purpose of hearing this presentation And if we do, if we are moving to a policy change as a governing board body, I want that information when you're coming to the board meeting. >> I appreciate that. What I'm simply think what I'm hearing saying is policies we won't follow. That's all I'm saying. The >> Okay. Adding to it. >> Okay. So, not adding to that >> information. What I'm simply saying if we have a policy be followed. >> Yep. Yeah, thank you. >> Thank you. >> Prior to Dr. >> Yeah. Yeah. >> Yes. >> So, >> your public with current board and board there has been policy

096you know the berating fighting policies put in place in order to address >> but when those are not that's when the frustration stronger from ours >> absolutely >> I think I can >> that if we have a policy on the book it should be followed from top to bottom in every now then let's revisit them but as long as they are on they should be followed and that is 100% your to make sure it happened right >> yes and you're absolutely right there's history there right I hear a lot of last year I hear a lot of before there's nothing wrong with that that's what the history that you have moving forward I'm hearing expectation around policy being followed is a priority >> yes excellent the what I would ask you to think about and

097that was across the board Everybody kind of shared that there was student achievement, student engagement, graduation. We have all of that. But ultimately, the one that comes up the loudest is we want the policies we put in place to be followed. That is number one. And the reason I asked you to do that before you get to the this document, which we're going to talk about here now, is I need to show what levels up. If if for all of you you were in agreement like we want something else and I don't visit that then when you're moving forward with directions that's going to come up like suddenly another priority is going to show up. We want to do that first. So thank you for that. That's super helpful Dr. Elder you that is the

098that is it that is the most important priority that has come. With that in mind look at your list which actually came from the you asked before the list when Dr. elder was hired around those areas. >> The zeal. >> Thank you. The zeal. Yeah. >> Priorities. >> That's where those priorities came from. I would like for you to take a moment and rank them in where you are. Yes, sir. >> And I don't want to be but can you kind of explain like broadly? But for instance, what does that actually you because it's hard for me because I'm not sure that or talent development >> but this is what came out of >> I I just don't know what they you know like for instance um I mean it's no no see like where

099would it fall under this because that if we wanted to talk about you know student assignment Which one of these would that fall under? Or if we wanted to talk um I mean following policy >> where does that fall? Um >> that could be student wellbe >> you know >> I would say assignment. >> So so let me pause. This is a great conversation and this is where we're going. Exactly right. These are big buckets and the reason that you pick these big buckets is because this is where the language came from your community. So you're anchoring to something that people mow. >> As you prioritize these, you may have some on the side that you're like, "Wait a minute, I want to know about reassignment. I want to know about whatever topic may be

100important to you." The idea is that these big strategy conversations, if you're talking about reassignment, it gets anchored in something. If you're talking about policy, it gets anchored in something. And here's why. Your community has spoken super loud apparently when when you did this processing around these are the words that matter. The are the systems that matter. You have an intimate level of knowledge because you're board members around the exact thing that you're talking about like a reassignment or a policy alignment or whatever that might look like. Those will network to these bigger buckets so that you're aligning like this is what I know as a board member needs to happen as we're moving. These are the big buckets that the community anchor to. So as you're moving to a strategic plan, the language is

101familiar for community and the strategies and priorities align to what you know needs to happen as a board. >> Okay, I can understand that. But question if policy were our policy were our number and we want and I if financial stability, efficiency, transportation that will be to do that. >> Another one >> if I may. We have policies in all of these areas, >> right? >> So, so ranking the area helps rank what policies you want. Yep. >> Oh, all right. It was hard. >> I mean, >> all right, everybody's gonna stand up. Um, I would like for you and share what you both number one both aligned. >> Yes. >> Great. Go find somebody else that aligns to you. I believe in accountability. >> Yeah. >> All right. How many of you aligned on

102the same one? >> And what were >> Pete had a teaching? I'm sorry, sir. I'm like Pete had a had a number one as well. Teaching and learning. Who else? >> I think Lacy and I were there was but for the most part we're pretty >> How many of you had teaching and learning as number one? Excellent. Mr. Burns, what did you have for number one? >> Yep. >> College and career readiness was your number. >> So, there difference between teaching and learning and college and career read. >> Explain to me what the difference. I think these were terms that is that my understanding that that's what popped up. >> I guess what I'm asking difference between the two >> I think I think they're very inter is quality teaching equals quality learning which then

103results in students who who are >> Yeah. Did anybody those two top ones >> one or two? >> Okay. >> Who had number two? Who had I mean who was your number three >> facilities? >> Mine was student. Well, because I feel like that was around policies. policies. The note >> what else did who had well-being as number three or four? >> I had it as number four. >> Okay. And who had facilities as number two or three or three or four? >> Yes, >> it was four for me. >> Okay. No, but >> because operations and for me because I felt to feed into your teaching and you needed to have your financial stuff together. I wanted to put o resources and facil because for me it all kind of went >> I I

104know >> [laughter] >> So, what who h where was talent development culture for all of you? >> Okay. Anyone else? >> I didn't like ranking the >> That's okay. [laughter] >> I should have like >> one a >> and maybe you decide that you're gonna do all of them, but you can't do all of them at once, >> right? That you have to do one. One has to have like priority. And then the last one is um family and community partnerships. Where did you have that one? >> Four. >> Anybody have it above four? >> I don't I mean I don't think you can rank >> outside. >> I had a hard I had a hard time ranking the >> all of the others. That's that's an automatic. >> Yep. Yep. >> Yep. The reason

105why we're having >> a challenge, >> we fix it. People are going >> and part of your college and career readiness, >> right? >> Let's look at number one being teaching and learning and I also heard that it feels like there needs to be a connection around college readiness output. Does everybody feel that way? I'm sorry, Lee. >> Sorry. Yeah, I agree. >> Okay. Thank you. Anyone disagree with having both of those together? >> No, I think we should have the >> Yep. Okay. So, I also marked that as one thing. Listening to you all talk. Is there another one that you would put together? >> I would argue that student is on the same level have safe well-run the student that's student well and They're going to have positive mental health if they're in

106a safe environment >> in the whole child and all aspects of then their well-being should come along with that. >> Anyone else opposed or happy with combining those three? >> Great. Now let's look at the others. We have family and community partnerships as an outcome. I hear right like if we're doing it all right we have an outcome that people are connected community family partnerships does everyone agree with that >> yes >> okay and then I hear that facilities improvement and operations seem to be aligned >> okay so what where do you think talent development and culture would fit is it separate or does it fit in within something else. >> I think it fits in with >> learning >> people will come here >> and want to stay here. >> Well, and that's how

107you get your high is by who you're recruiting. >> Okay. >> Quality graduates. >> This is a high performing team. I have to tell you, very high performing team. So you >> that's why we're ready to >> I know. But but if I did not have the opportunity to like figure that out, it would be insulting for all of you, right? Like so thank you for honoring the fact that like I just needed a little bit of time to really understand everyone coming from the same direction because if I had come in and said, "I think we're going to do whatever and here are your strategies. Let's go." And I hadn't listened to what's important to each one of you, we would not be already here. because somebody would have felt like, wait a minute,

108you didn't hear me. That's not what I believe. That's not what I like. And I think you also kind learned a little bit more about how much more aligned you all are. >> Thank you. I love that you're like, "Yeah, I did." [laughter] All right, let's tighten up. Teaching, learning, college, career readiness, student well-being, talent development, and culture in one category. And I hear facility improvement and operation resources in the other. Now, I want to say I fully understand that everyone in this room is passionate about teaching and learning. I heard that not everyone is going to get assigned to that one right now. We're going to switch. But what I would like for you to do is there are two large sticky sheets. I want we're gonna Who has to do teaching and learning?

109I'm going to try to honor that some of you are more passionate than others around it. Who >> doing first? >> Okay. >> So, Thank you for that. So, we're going to combine teaching, learning, college, career, student well-being, and family and community partnerships in one category. And then we're going to do operations and facilities in the other category. And if you flip the page, there's a SWAT analysis that's there. Everybody's, I'm sure, familiar with the STR with a SWAT analysis like what do we do well in teaching and learning? What don't we do well? What can we improve on? opportunities and threats because ultimately our goal is to come out with the northstar goal under those four categories for your superintendent who then will come back to you with systems of strategies. But you need

110to know what you want. Yes. >> Again, because as we said earlier, >> I may not understand of uh Mr. burns community because he and I are complete. You know, we're the >> ones male female from and we have different perspect. They were like there was only one and so it's like we even though Of course, >> I think because it's been a from the last election and I bored and we would be >> but I think it's because we all have super strong personalities and we're passionate about being here and serve. Pete and I joke about A lot of people have a lot of and I think the fact that we all have such personalities and ideas forward as we can get behind this. I think um how our ideas for how we that

111may be where it comes down to the superintendent comes up with the plan for those things. Um I think the public a little different after last year >> and and I want to just share with each one of you. When I say high performing there are a lot of places that are not high performing. It is clear that you are high performing because you care passionately because you are you have a sense of alignment understanding that you may not get there the same direction the same way and you have a commitment that I will tell you doesn't often happen and I know for a lot of you you're like yeah yeah yeah I promise you that is the case and you all have sat on boards or been in groups that not everybody is aligned

112so celebrate the fact that you have that level of alignment. All right. Who would like to You're going to go to teaching. I'm going to put you in two teams. Little competition for those of you that are competitive. What I would like for you to do is come up with language that incorporates those the teaching and learning, the well-being, and the the um uh college career readiness. And you're going to come over here to this sticky note. and you're going to come up with the language around what does that mean? If I'm if you're writing this goal for the superintendent and we have some examples of support documents that I'm going to share with you in a second, the other group is going to pull together the language around facilities, operations, finance, and um systems

113to realign that language because you're collapsing some of these pieces. This is a little bit of a pause because originally you had many more and you want to condense that a little bit right now so that you're giving the right information to the superintendent. You what I would ask for you to do is spend just a few more seconds with me looking at this document. When you want to do when you want to figure out what your next steps are, you do some of you may do this already in your own organizations. You do a SWAT analysis like what are the strengths? What are the areas of opportunity? what are the things that we need to work on and how will we know we get there? This will start to emerge as the language that

114you will use in terms of the northstar goal for the superintendent around each of these categories. This is where the like digging in happens because the things that are important to you are going to emerge. So, and then what we're going to do is spend time in each category and then switch so that you can add language that makes sense for you based on this SWAT analysis. the questions that are there. So, you're going to take this document with you over there and you're going to go a little deeper. What matters? What are the opportunities? How will you know when it's working around each one of these? And you're also going to come up with language that incorporates all three or four that you've been assigned into one bucket because you cannot, I'm sure you

115know, you cannot have a goal that has all of these words and no end. And right now, if we smush, frankly, all of those three or four categories together, it's not going to make sense. We're going to be back a great point that you made like what does this mean? Does that make sense? So, your two questions are what is your new phrasing for just the board around the goals and what will the result be if you do this? What happens around the category that you build? Two questions. We're going to do the who is so interested in teaching and learning that you can't imagine not doing teaching and learning. Excellent. Thank you so much because that one I was a little worried that Okay. So, who else wants to do facilities operations? Yep. Okay.

116So, there's a here's my parking lot that I where Four and three >> here is you can find here you go operations for you. >> You can find anywhere you would like. You're going to spend just left you with their sticky notes. >> Go ahead. Okay. >> Okay. So, I'm gonna >> I'm going to start with operations first >> and I'm going to do and I'm going to do a little bit of like quick this is the framework, but I want you to walk away with the language that you want around those categories and the strategies. >> Okay. ma'am. >> Okay. >> I number >> Okay. So, really you're just coming up with the combination of the language and what matters like what are your what are the priorities based on this. >> This is

117your anchor document. >> Not I'm not sure. Whatever. Okay. Are you okay? Can I say professional development option? The last one. have access to property. Yeah, I think I agree. Are we testing agent? I would do it tomorrow. >> Okay. So, what can we approve? Black council. I would say >> disconnection between the district office. Oops. I'm just >> physical resour It's one of our You're fine. You're fine. But it's >> landing. What do we want >> the status quo? >> Okay. It wasn't related to anything. I just remembered Yeah. Yeah. Yeah. Yeah. Yeah. I'm sorry. classroom. All right. Can I get a fist of five? How much more time do you need? Five, four, three. You're good. >> Two minutes. >> Yeah, of course. Of course. >> You are fine. >> Okay. >> It

118is my job to move around you, not the other way around. Is it parents? I don't know where All right. Okay, >> all right, we're almost all back. Teams, let's get ready to share out. [clears throat] >> Yeah, we're going to switch and then we're going to the first team is going to we're going to do some rotating. So, what I would ask for you to do before you before you switch as you're switching because we have one more member we're waiting for. >> Yep. We're gonna switch sides. What came up for group one the most if you one word, one phrase. What came up over there? Complacency. What came Excuse me. What came up over here? One word. Complacency and consistency. Okay. The reason that I ask you that is that's the lens that

119you're going to the next one with, right? like we heard uh complacency and consistency. Teams are going to switch. You're going to do the same SWAT analysis around the other topics. Go. >> Yep. If it fits. If you can go to the other one. Here, let me move my stuff. You're fine. You're fine. Yeah. >> Sorry. Next question. Wait, tactic. Jesus Christ. All right. H how much time do we need over here? They're talking about polar bear activities. So, I'm just >> All right. So, I would like for you to go back to your original group and read what they wrote. All >> [laughter] >> right, let's read what your what your opposite team wrote. What was added? >> Yes. >> All right. Once you have read that, >> we're going to give them a

120second to read a little >> because they were doing >> like the resources, right? >> Okay, that's that was the lens. >> Okay, so what I would ask for you to do is it's fa turn and face each other. >> What questions what do you need to say first? Team team uh academics. Let's just say that for now. team academics. What do you want to say about what you wrote down there? What's important for you from from academics that you wrote down? >> Yeah. >> Of all the things that you wrote down, it may be an opportunity or a weakness, what was the most important thing you talked about? I think and we don't have I think we have >> but okay so approaching it with this like opportunity mindset. Can I ask or do

121you have any questions around the pink writing in your example from the other team? Anything come up that you're like, what do they mean by this? >> I have a question about the dollar. >> Yes. >> I don't know. I don't know where. >> Okay. >> What did you mean by >> Yes. Thank you for that. Well done. Yep. >> Expenditure lock in. in this county probably ranks above the state. >> So our >> Yeah. >> Okay. All right. team operations, for lack of a larger term. What was something that came up for you that you talked about a lot as you were writing your list? >> Um, >> a lot of great well-maintained. >> So, some great facilities well maintained. >> Okay. around us. >> Okay. >> Keep seeing partnership. Okay. Okay. That >>

122Yep. So, that's driving deeper right into into that con topic. Okay. What do you have any questions? As you looked at your list, were there any questions that they wrote that you're like, "What did you mean by this?" >> Basically, it's just Mhm. >> So, everyone is clear at this moment on what was written for both sets of documents. Here's what we're going to do next. Lunch is is here. We're going to do a little bit of a break, working lunch. What I want you to think about when you saw both of these, what would be your goal encompassing I need language. So now I'm asking for language that would pull together all three or four of your topics. So that if I go out in the community, sorry, >> no, >> if I go

123out in the community to a meeting, to a chamber conversation and somebody says to me, so what are you working on? say on the operations side, we are working on um operations and financial stability, uh buildings and blah blah blah. What is that language? If I'm if I'm out in the community and I want to know, what are you working on? You can say we're talking about college and career readiness, teaching and learning, hiring great staff, I need you to put those words together on each of your teams because your words interesting like your words matter and I want to hear what what matters. as you did this SWAT analysis, you have strengths, you have opportunities. I heard somebody over here say, I don't think I'm not going to call the person out, right? I

124don't think that's I don't think that is a positive. Like I don't think that's a strength of ours. I think actually that's a weakness of ours. Have to be tight on what it is that we mean when we talk about those seven categories collapsed into three. Your job is to come up with the language for those big topics first. >> Ask a question. >> Yeah. >> Can we take real break? So live. >> Yeah. >> Thank you. Well, >> yeah. session. Um, >> quick break for >> that. So, thank you for that. >> Thank you. I thought it was There we go. on camera. Yes. Switch. Hi check out Okay. [clears throat] Over the next year, what areas you're That pulls all because I But there are some >> careful >> comprehending what you mean

125by language, bringing it all together. But >> explains it to me over there. When we were first and we condensed to be, I want you to go and come up with and it isn't something because it's driving >> before before Dr. Belton your husband and others just thank you all for your service. um for America and what you if I did not acknowledge y'all. So, Thank you. Happy Monday. And I think we talking about operation. I like that too. Just like [laughter] >> just like that. Exactly. >> Encompasses the thing that we put together. So the reason that's high that's a higher leverage point than the goal is because your goal may be specifically related to moving data right achievement three percentage points whatever but it falls under that large bucket of academic teaching learning

126all of that. So what does all of that mean to you? What? That's Nothing. That's it. Yeah. What what what phrase is gonna pull all of this together for you? >> Right. If your categories are teaching and learning, college, career readiness, student well-being, and family and community partnership. >> We didn't have family and >> Oh, I'm sorry. Yep. That's an outcome. Yep. That's it. >> I'm either way off together or this point is achieving excellence. >> I guess it'll See? >> Yep. >> Didn't you mental health. Student being mental health. >> Yep. Student wellbeing. [clears throat] >> Do you have somebody who's going to speak to that? >> Self-nominated. I said, "Do you have someone that's gonna that?" He said, "I will." >> He's a wide receiver. >> Yeah. And he's um about my height.

127A little taller, >> but he's [laughter] >> he needs to be quick is the reality. Yeah. >> Like my boys team. >> Yep. >> All right. How much more time do we need? wrapping up. >> So, >> as you're wrapping up, this next phase is going to be your anchor because I heard and I'm going to use this example like I heard there are a lot of topics, right? If I gave you like free reign on paper, you'd be like, I want I'm not going to say what the terms were, but like I want this this is big for me. I'm this is important. This little thing over here, this big thing over here, this mediumsized thing over here. Those are the realities. But in an organization, you have to have these anchors. And when

128we looked at this list, it was like that's a lot of anchors and we think we can tighten this up a little bit. So this process is to anchor in a common language so that when you do start to go down these areas of like this is what's important to me as a board member and to my community, you're anchoring to this language. What I'd like for you to do right now is you're going to share your language with the with the other team. The other team's job is no criticism. No, I don't like it. All you're going to say is like, can you clarify what whatever means? And here's why. You're all going to be out in the community and everybody has to have the same clarifying statement. So if you say something around

129operations and somebody says, "Well, I don't understand what you mean by that." and you don't all have the same answer. Now there's a disconnect, right? Pepsi is Pepsi. It's not Pepsi sometimes. Does that make sense? Okay. So, let's hear your team. >> Questions, clarifiers. >> [laughter] >> Devil's advocate what determines >> but to your point You say pristine I assume that Yes. And the purpose of this conversation, and that's a great question, right? Like, how do you define that? Note to self, when we get there, you're going to have to have a common definition of what effective and efficient means. Because if one person defines it one way and someone else defines it another is, it's not just your superintendent who's going to struggle with understanding the goals and the outcomes. your community is going

130to struggle. So that that defining piece of like note to self, you're gonna have to define that. Is there anything else there that you had questions about? Okay, let's have your side. So, so let me ask, does it feel like that term whole child would need a different clarifier. We're defining effective and efficient. Do we need a more um rockhill acceptable kind of language for the whole child? I'm responding to what? >> Yeah. I would add questions. Is that's >> when do I get >> in two seconds? [snorts and laughter] >> I know. I know. >> So it sounds so in the language that is there right now. Does that feel comfortable for for the team? >> Okay, superintendent, it is your turn now to give feedback on both. ask questions, do your piece. >>

131Okay. Um, let's start. So, I have no issue, >> right? we haven't talked about but what I will right from staff right those are the types of when we move from that to the tactical And um we also if we're going to do something then what are we going to not our budget our time to do the something else. Does that make sense? >> I think the whole chap is it's not it's talking about that happened just like in school. That's like with other kidsuricul. >> Yes. We just need that wee in the same Hutchkins. And I making sure that every child is the essence of who they are. And I actually see What spirit means interpretation future? So maybe and take out the definition and that way organization. Dr. Do you have any other

132comments or questions around resource the effective and efficient that is easier? >> Yep. Yep. I want to clarify just want to touch base on the fact that outcome feels like college career future kind of like the outcome that you're working toward is that college career readiness piece. So we're going to use that as the anchor as we're moving forward. So right now you've come up with these two anchors to the work that you're talking about like your priorities are anchored in these two areas. What I would ask for you to do is just take that sheet and throw it up there because we're going to use the >> Are we going to get Would you like an opportunity? >> Would you like an opportunity to do that? >> Yeah. Have at it. Yes. Yes. This

133is your time. Switch sides. >> Reason why I'm asking because that me >> absolutely absolutely. Yeah. Oh jeez. So, is are these statements? >> Yes. Yeah. Yeah. Just right the second. Right. >> That's what we did. We did the 50,000. >> Yes. >> Yeah. It's not easy to do this. I do like that. >> How are we doing over there? Great. So, how did did you change it? If you changed it, let's hear it. I I feel like that's a result of not feeling like you changed it. Does that pick up all of areas that you had written down? >> How does that feel? >> I don't I'm stilluck that statement. support system. I can't I can't help you. >> Say more about that. I don't I think when you get to we need to

134be able to >> I feel something three or four words that we can either say >> but I am in the minority I don't think you're that I I do not think you're way off. >> But I struggle making >> Yeah. >> Which is actually very I asked for that clarification because I I think we're you're absolutely right. That's where we're trying to do is get to the highest level so that as you start to talk about those priorities, we felt like those seven were a lot. Well, how do we anchor to what we're talking about? Yeah, for that. All right. What about your group? What did you do? >> School district. >> How does that feel? >> Can you just stand it up so that they can see the difference? >> You're fine. It's

135You crossed out their words. >> I didn't I misunderstood. >> You're fine. >> Okay. Um to optimize instead of to maximize to max. >> And what was your when you were taking off um when you took off competitive to optimize, what were you hoping for? >> Um the word that we keep out. >> So just Deliberately >> deliberately to ensure that the finish the best college career community. >> Thank you. >> Yep. >> College career readiness. >> Y And I also would say I don't know that this is where you want to go but when you think about outcomes perhaps not there ultimately you're measuring against what those outcomes are whether that is to be number one by being competitive or to increase your scores 20 30 40 50%. beat the state, right? So ultimately

136because there are seven of you in this space, seven of you would have to have more conversation about this. If I said to you that's what we're going with, how do you feel? Does it accurately depict what you worked on? in it. I just like better. I think this is a competition. That's the word. >> Yep. >> So, we have to What public >> do you feel like when you look at this redone edited does it speak exactly what you started with? >> No. So this is the reality of strategic planning. Seven of you in a room with two phrases are not necessarily happy with the results of what the seven of you thought you all were on the same page about. Now imagine how many do you represent? How many people do you represent

137in your constituency? The reason why this exercise is so important and the reason we started super early this morning with what do you value? What matters? Why are you here? Is because the seven of you have to walk out with two anchor documents that can drive your work. Because when you go out to a 100,000 people, a 100,000 people are going to have 100,000 opinions plus. And you want to make sure that the language is something you can stand by. >> Does that make sense? >> This is a very I would say competitive. >> Yep. football and we decided we want to see the outcome of the game. >> Yeah. >> And so I think that's >> academically as much. >> Yeah. That's something I think that's a really I gota be honest. We started

138off with And when we read off, we're not to go back to the original And we live because both sides were like, right? Then we all got to hold the like what happened in >> human nature. So here's what I'm going to share with you a little bit around the board the board conversation. You're absolutely right that everybody was in agreement and everybody will be in agreement the first time. As the work starts happening, we talked this morning about bold, right? We want to be bold. We want to compete. We want to be number one. Pressure comes with that. Whether it's a winning team, whether it's a competitive edge, whether it's being number one in the system, collectively, this language has to be so strong for you that when that pressure comes, because we don't

139win every day, you are able to say with confidence as board members, that's still my language. I am still committed to what that says. No matter who comes in with their pen out, but that's Are we making >> as our pitch? >> I worry a little bit, let me say I worry a little bit about conglomeration too much because you do have to come up with some outcomes. Outcomes, here we go again, right? Some goals. And what I worry about is that at the very least, you're not all going to agree on the goals. We started this morning with like what matters to you? What matters to you? You all are not on the same page. rightfully so. You represent different groups. You represent different experiences, but at the very least, these words, however they

140show up, have to be the commitment because it we can talk about all the goals and all of the pieces and all of the wants, but if you can't anchor in a common understanding, and I'm not saying you can't, if we don't get to the point where you can anchor in a common understanding, there will be disruption. That is the reality of organizations. You have to be able to anchor here. Now from this you'll get mission, vision, all of that but com what are you committed to? We are committed to competitiveness effective and efficient and maybe we leave the words as they are and we do on our end do some word smithing and send it back for feedback but I want you to be clear like you have to be okay not with the

141language we send you. You have to be okay with what you commit to >> because that's where the gap will be. Yes. So what I would ask that you spend a few minutes doing with the mindset that you have to be committed walking out with the big phrases like we can word smith the rest but if you're saying like these are the three words these are the three words let's make sure here's what I'm hearing competitiveness matters is from this group effective and efficient we heard matters academic excellence matters What I would ask you to do is mix up your groups and just circle the words that you can commit to as a collective. We will take care of the next two pieces and we're going to move into the goals. The reason why I'm

142saying this is please note this is where the push is going to come. They're not going to nec people don't necessarily read all the way to the goal. They want to know what now we're not I'm going to use your own language. Now we're not competitive. We're not on a winning team. Where's the efficiency and effectiveness? The that's natural conversation to ask those questions. What is that vetted for you? So, let's mix you up. Take a marker, circle the word as a team. So, let's do just flip it and underline are the words that that matter to your team, not just to you. [laughter] I said this is what matters to me. But I don't know. >> So what if I'm So what if I'm a student who can't achieve academic achievement? What's the definition

143for you? This is helpful so I can get the language. >> I don't know. I'm I'm I'm asking for somebody comes to you and says my child will never reach state assessment academic achievement. >> I mean I have a child that won't. So >> so they have academic >> whatever their whatever that individual >> I mean by this. >> So for you what I hear you saying is thatual excellence >> in academic achievement. >> It has to be >> does it? I don't know. Oh, the state doesn't judge my kid on a IP. >> So, they don't they don't count >> in this number. >> I look at it like his academic achievement is very low. However, Yeah. >> Yeah. So that's the question, right? Like is it individual or the group? >> However, these

144priorities were made and statements were made after you have >> well the data makes them all take that test >> for that test. >> Yeah. >> Right. Yeah. So >> yeah, >> while we know not everyone will have to grow >> where they are, >> right? >> Yeah. Where they are. How about over here? >> We got it. We got it. Go look at the underline. Yep. You're switching and underline the words. Is there a difference? All right. Do you feel like you do you feel like you underlined? Okay. So, here's what's going to happen from here. You have a common you have some common language. We're going to anchor this. We'll send it back. Now, let's talk about some depth of goals and what you want outcomes to look like. >> You can't even

145decide on a single piece right now. >> Can I [laughter] ask one question while we're doing this? >> I don't know. >> They appear to be synonyms to me. >> You have to ask your team. I'm just trying to see what's optimiz often focusing on shortterm involves finding balancing. >> All right. >> Okay. >> All right. So, on page 25, does that feel better? like I don't mean does that feel better like on page 25 what is a strategic plan it aligns mission vision philosophy please remember it's a dynamic document it's 100% around quality and deep interpretation of data and it's collaborative and inclusive and I'll use the example over here when I was like what does academic achievement look like for my child who doesn't have this same success indicators so it has to

146be able to be collaborative and inclusive It's focused. It's integrated. And you will see quickly substantive changes in student performance and adult practice. Does that sound like that's what you want? Okay. And you have to be able to efficiently communicate it. So, one of the things that we use as an example is like the only thing that companies are worried about is their competition. >> Want to beat compete against the company that's your competition. It's accountable. It's measurable. We all kind of know what that is. If you there is a document on the back page to help you if if you need to look back to that. But a smart goal really says, "Okay, how do we know we get there? What does it look like in two years? What does it look like in

147one year? What does it look like in six months?" So, you've had an opportunity to look at all of these categories and I'd like for you to take an opportunity and write your list of I will know in one year if what we have talked about here in these categories if we're successful because what I will see what and if you need an anchor page 27 here are the questions to help you. So this is where my very important goal perhaps is I heard reassignment before my very important goal around reassignment in one year I would see in six years I would see and the questions are here you're going to take a few minutes and you're going to write down what those goals might be for you academic achievement >> or goal >> goal

148for one of you it may be academic achievement right I want to be state competitive in this time frame I want to have, you know, retain, attract and retain high quality instructional people that compete with the people we have right now. Whatever that might be, that's your goal. And make sure you anchor. So, is it academic or is it operational? Operational or academic. >> You want one? >> Just just one right now. >> Six months, one year. >> Yep. What is your very important goal? One and what does it look like in six months, one year, two years? I have some notes coming. >> Of course. [laughter] Everybody have their one. Just just one in general. Dr. Elder, any chance you have tape because document does not have a sticky? >> Oh, I'll just put

149it up on a sticky note. It's fine. >> I'll use four sticky notes. >> [snorts] >> Okay. H. Now, as you share your goal, try to remember that everybody at the table may know, but I do not know the goal. Does that make sense? So imagine you're telling me as like I'm just a community member. Not just I am a community member. Okay. Oh, losing one. Losing one. What is your wildly important goal? Anybody? You're going to start with now like your one and go through your six months, one year, three uh two years. Oh my goodness. It doesn't like >> it doesn't matter who goes neighborhood. >> Okay. >> Support tied to that in terms of you know body is versus how much money we're um Okay. >> And that would be operational >>

150oper. >> Okay. So you g you gave us six months, one year, two years. Anybody want to ask questions or give feedback? >> What do you >> Oh, that's too deep in the weeds, but go ahead. >> Yep, I understand. But I also recognize that Rockill School parents. Um I would because But I have issue with >> great. So let's hear it for a little bit of love. >> I like that. >> Okay, ma'am. Uh, no. So I I I was question when it came to um um our Montasauri uh performing arts school that like that our school of choice >> capital investments play into it or Well, now the opposite. I know you do things that could use classrooms. I don't Well, well, so that that's the Montasauri half of that school is I

151don't even know like it's an open require a whole lot go back to like a normal or regular I should and also as part of 2015 bar performing arts space attached to north side that is sort of spec well I mean it could be used by but but like again capital invest ments for specific programs and not saying it's >> because of that. I'm saying have you thought about those pieces if Back and only have >> language Marsh I think that we we have shown that we How to do elementary schools and we can do it. We can do it. We can do it any. So, I love the conversation and I asked that specifically over the first one because you can see where the dialogue can easily get on the other side of the

152net, >> right? And the and the giveaway is um trustee said I would have to educate myself on that a little bit more. Right? Suddenly, we're from moving from the govern not governance, we're moving from one side of the net to the other side of the net. Super valid questions, super important for you to process through as we go through this process. try to stay on the yeah that goal works for me that goal doesn't work for me I would have some other questions and here's why that same conversation is going to have to happen when you land on whatever the goals may be collectively that are driving the work your superintendent is doing that make sense okay so thank you for that because that was a great example of exactly here's the goal here's

153what we want to do here's what this looks like in this amount of time and those were great questions that you can anticipate coming up obviously as you start to have community discussions if you go down that path. One of the reasons I'm going to pause you there is because you want to make sure that you have enough information as you're having these conversations in public settings around what is it that I need to know more about? What is it that I don't maybe know? Where have the successes been? What does that look like? Does that make sense? Okay. Thank you very much for being the first. Who is ready for the second? I can go next. over the next um six months, enrollment and >> is trending upward. >> Enrollment and academic data is

154trending upwards. And when I say >> two years would be a marked improvement with benchmarks that the >> because I think about what is a possibility right like what you said earlier 16 points of so many years that's >> but what is do >> what's basically that's but that's >> moving those two targets >> great questions [clears throat] how do so I I hear agreement I'm going Pause. Anybody have any other questions? Okay. Who wants to do another one? kids choose them over one year like no other push. Everything >> questions on that one. >> I got a followup. >> Yeah. >> So when you say guidance, >> are you saying that rather than it's it's more of a rhetorical specific position because I think rather saying a strong. >> Yeah. We don't get kids

155by middle school. >> Can I second that? I didn't realize what an impact the choices we make for And I feel it's only not only but because and super involved and can see the end did I even know to asking some questions >> and seeing what option otherwise I probably would have waited until >> and trusted that that was going to get him to where go and I'm not sure that's the case you know so I agree. I think discussions we had earlier. >> I'll go next. I'm similar to chairman Miller's I said in six months I like our student increase and um through that like within in the past hot topic conversations about virtual academy you know not keep but I think we keep for uh our community um to enroll um in the

156options that are for them. Um so the one and two >> graduates moving from that. >> Okay, questions on that? Just want to pause a second. Any questions? Okay, I do have a question. So I heard you say graduates. So that impacts your like four year I'm I'm just asking for clarification. Fouryear graduation or like just graduation? >> I just think graduation. >> Thank you. Yep. Yep. Thank you. Ma'am. Um mine is six month is to create a budget for the school year that optimized that success development and um one year from the growth in students the metrics that we looked at in one year and in two years from now alone standards points like the SC report card. >> So performing under average like to >> okay >> the all schools meet or South

157Carolina expectations. >> Anyone else? Yeah. Yep. >> At least 12. Good. fully two years as state-of-the-art ATC. questions on that one. Any questions, Dr. Elder? >> So, >> oh, I'm so sorry. I'm so sorry. >> I think I approached it differently. >> Focus on academic I'd like to focus on looking at attendance, referrals, and students access mental support. And then in um readiness um college just graduation numbers of EOCC was improving from where we are now. Uh tracking ninth students on and then course work AP GT dual higher enrollment and then CC increase. One way to monitor that, filter that on up and then seeing an increase on state tests. Not sure I approach that. Any questions? >> I have I want to go back to Pete. >> So, one of your goal policies in

158>> that's the six-month rule, right? >> Yes. >> I I want to push back that is a today. Like I I I'm with you, but like if we have policy They should either be because if we are accept okay with breaking for the next six months why do we have policies I hear what you're saying Pete isn't right but like it's >> we need to start now you know I'm not pushing back on your goal I it's just I I think that it's in the manual like I'm sorry. I mean, so I want to pause a second and say we have seven goals on the table. >> How many goals do you have for your organization? Love it. >> So, it sounds like you recognize that seven goals is a lot. It's too much. Three.

159I I want to hear interesting at least each one of those I heard every >> Did I miss something? >> You're ahead of me. You are going to write them down. I heard academic achievement by outcomes through graduation requirements. I heard feeder schools. I heard early literacy. I heard finance. And I also heard because it was finance, operations, and systemic alignment. And I heard policy. So sure, do they all fit under academic or operations? Absolutely. But if we went back around, which is the next step, I want to be clear that we're starting with seven goals. What was your goal? >> Yeah. >> Maybe I'm understanding what >> or how we were I think >> is how we were how measurements of working toward that. I think we all listed several different ways. >> Yeah.

160You have these two buckets of academic achievement and operations, >> correct? >> But each one They're >> they are they are the two buckets, right? They're not the they're the all-encompassing conversations, but I heard you each say like, "I want this. I want this. I want this." Rightfully so. That's seven. Even if they all fall under academic achievement, you each had different ways to get there. So, I want to be clear about that because we are going to put them up there. And what I want you to do is separate it out by six months um one year, two years and on the board you're is you're not going to another series of goals at this moment, right? Because then we'd have 14 or 21. What we're trying to do is see where we anchor.

161So if you have multiple like I agree with him, that's a goal. That's the next phase of this conversation. But I want to pause because you each wrote something down and I want to honor that you have seven things. Yes. Can I ask maybe I could work what I'm >> Where are we ultimately trying to goals do not operations. We just those not. >> So, let me go back to what our takeaways for today are. The end in mind is you all are going to give your superintendent a set of marching orders that will then drive the work. In order to get there, we defined two big buckets so that everything that your community came up with fits within those two buckets. Now what we're saying is academic under academic achievement. This is what matters

162to me as a board member. This is what matters to me on operations. This is what matters. This is what matters. And then from there part of this conversation is you you may think like I'd like it to get there by reassignment. I would like it to get there by expanding programming. I would like it to get there by whatever. >> But we have to get to that point first. And I want to be clear that I don't want to overwhelm your superintendent by saying like now you have seven extra things on top of the daily. And I wanted to call that out before we move to the next. Like what are the biggest important things that you want done? Whether you call them goals or priorities or initiatives. What is it that you want

163done in six months, one year, two year? >> Thank you. No, no, no. I'm super grateful. Like ask away. So on a sticky note, you're going to put six months, one year, two years. On one sticky note, two sticky notes, three sticky notes, right? So you're going to have three sticky notes, one that says 6 months, one that says one year, one that says two years. Once you have that written, you're going to go back to your goal, your I'm trying to think of a different word that doesn't work. What you Yeah, six months measurement. And you're going to write that down. 12 month measurement. You're going to write that down. Two years, you're going to write that down. And when you're ready, there's a sticky note, a big sticky sheet up there that's going

164to say six months, one year, two years. >> And that is on operations and on academics, >> the one that you just shared. >> So yours may fall under academics. Somebody else may fall under operations. I'll put the label up here and you'll it'll show the goal that you just read. What do you consider it? You can be anything. >> You can be anything you want. Yeah, but I don't know that that's So, I'm just trying to make >> So, can we put this or like a parking lot and So, I'm gonna pause you for a second because it's very easy to go to whatever example you just used >> because and I want to apologize because I couldn't forward. Let's say this came up. You're going to two times a month. Where does that

165fall for you? Where does that fall? >> Right. Does it drive then to the larger goal of of attract and retain? >> But I think you're missing And then say, "Hey, I don't want to commit, >> but I can't follow." >> Yeah. I don't think we're committing to anything at this at this moment. We're just getting it up there, ma'am. >> Some >> Oh, yeah. Before you leave today. >> Yes. But I I think what I'm saying is you you know our role right now. If we don't like that, then we put it up for change and we slap it on the agenda. that we're you know a you know but we can do for the for the smaller thing >> Montreo I feel likeession and come to that operations >> right we had to

166come back we had to come down to that now I feel like have six month one month one year two year we're going to have to condense it down important to us as a board because we all interest right now. >> Put it in. >> We everybody in this room wants every one of our potential, >> right? >> But I think we have to be intellectual. >> Right. Right. But think what's going to come out of as a board expect the superintendent to be working toward in producing in six months. >> In six months. Yeah. >> How will you know in six months that you're moving in the direction of your goal? >> No, the one that you just shared walking over there. If we have quote unquote where policies >> and what happens what

167do you what would you anticipate in a year? >> What would I anticipate >> towards reaching that goal? because of that policy and I think that I think increased enrollment and retention outcomes >> two years Um just a ready to leave meaningful. Sure. Yeah, that's exactly what we're talking about when we're asking you to break that down so that your superintendent understands that you're all on the same page six months, a year, two years from now. Ma'am, >> I So I I want to talk a Right. So I think what we're come out what we want as an overarching we all agree where the areas are I think the one thing is if there are we need to make sure policy and through action to give our the authority by a major And let's say

168that are just painted red for let's just say that. Right. What we can't have >> is don't paint them red. No orange. Right. because that that means the superintendent the authority of the by the gabble what she has seven noises. So, I love that, but I think that there are some to be implemented fairly quickly in board, but let's put that up as an action item to talk into marching orders. But, you know, there may be things but rather than having the I I think we need to That's it's just a thought. >> So I under Let me say this is not unusual. There are things that each one of you want done whether it's two times a day pay whether it's or two times a month whether it's a new building for for achievement

169for CTA whatever you call it here CTE programming right like if it has to do with finance and account. This is not unusual. [clears throat] This is why you're on a board. In order for her to be able to do that work, she has to have, it doesn't matter who it is, any superintendent has to have measurable outcomes. You can't work for a board of directors in an organization that each board of directors telling you, I want a 10% profit margin. I want you to fire these five people. I want you to change the attendance policy. I want you to figure out why people are working from home. Right? That's that's in an organization. >> Similarly, this policy. Hey, how do we tighten this up? Hey, how do we move this over? But goals in

170your organization. Where do you want her to focus her energy to get that to the next level? That's what we're trying to get to this point here. And what will it look like for her to know it's only fair that she knows what success looks like? So in six months, your success is indicated by these six months, six month markers. And guess what? At month seven, you may come back and say, you know what, the world just changed. We don't want this goal anymore. Figure something else out. >> What I would like for So I I understand like sometimes it you have to go slow to go fast. Hang with me a few more minutes. What I'd like for you to do is go up there, look at your academic and operational goals. If you

171agree like, "Yes, this is important to me." Take a pen and just put a little plus or a check or whatever to symbolize you agree. It It doesn't matter whether you disagree at this point. It's literally just like, "Yes, I want to vote for this one." That's what I want you to do on both sides. >> Yeah. Put a mark on >> a just a mark, sir. >> On it. Right on it. Just put it right on it. I'm going to How are we? Yes. Take a Thank you. What do you mean by ATC? Thank you. >> [laughter] >> I think that's fair. >> Interesting. Okay, good. Yes. >> Yeah. What's funny is that that is the only category >> that were they all the same thing. >> Yeah, cuz even over here that it

172is not >> they were definite. >> Go Is that everybody? >> All right. So, I know we're waiting for one more, but I I want to ask just a general question. How many of you think that you're all on the same page? >> Yeah. >> I I think we're on the stage. I think we get to the ultimate goal, but I think that we >> Yes. Yes. So I would tell you >> yes is I'm sorry. >> Yes. So here's what I would ask you if I look at this. So if everybody comes on over here who's as we start who had eliminate roadblocks attendance absenteeism referral suspension I don't have your attendance. >> Okay. >> That all goes into policy and everything. >> Yeah. So, it has it has three check marks >> in

173six months. That's not a majority. >> What? >> Oh, >> no. No, no. What was the What did you think was the assignment? What you prioritized? >> Okay. >> Right. What how did you respond? >> I'm gonna ask. How did What did you think you was the assignment? I mean, some of them sound. >> So, I guess >> I check the >> check the ones that you supported. >> I mean, okay. Well, 5%, >> right? under operations and that >> this one because I saw it over >> so some of them are >> maybe because they're under >> so on the academic side you saw some comparisons to the operation side >> here here's what I would ask you to think about because I like I get the frustration in the space and what I'm

174trying to do is get you to land on what you think you all agree on because I can tell like we just had a conversation with Somebody stepped out of the room like ATC. >> We needed clarification on ATC. You had question. What does I just put ATC? >> Yeah, but how are you going to get there? >> How are you? Do you have the financials right now to make that happen? >> Yeah. Right. So, it's easy. I'm pushing back because it's easy to say and in a year we're going to have an ATC. >> That's why. >> Right. So now it's it's and I'm not pushing back on this like it's a plan for an ATC which means that in a year what has to happen for that to happen? You have to have

175a committee. You have to have a conversation. You have to have a financial plan. You have to do all of those things. Yes. So your superintendent is going to do that along with all of this other stuff. And all I'm asking as the facilitator is for you to narrow a little bit. What are you prioritizing in 6 months, one year, and two years? And I'm going to tell you, it can't be just follow the policy. It can't there. It has to be more because you're dealing with people. >> Sure. >> Okay. >> That's today. That's from now on. >> Talk about them, right? >> Yes. >> No. Please do. >> You're not going to hurt my feelings. I really This is your product. >> I I get >> that guy or that. But if if

176if >> Yes. >> Okay. We want to plan. >> Yes. >> All right. So what was the next >> because that seems like a >> It is a clear majority. >> That's a priority. >> Yes. >> So but did you >> No. Yes. I said that in the sense that here are the seven votes. >> Where is the next seven votes? Right. So this is what you're doing. You have ATC is a priority number seven on the operation side. Okay. What else has seven? This one, two years growing student population by 5%. >> Right. >> I put partner with the community. >> Okay. So, here we go. Hold on. I'm just trying to keep categories. >> Okay. So >> I think >> right that's an action is what I hear but the goal right now

177within one year you have a plan within two years growing the student population by 5%. Of of the next the next one is in six months student reassignment facility study and I'd like to see Yes. >> Yep. So this would be these are your main ones. >> Yeah. >> Yes. Great. We'll come back to this in a minute. What I would say to Dr. Elder is and you just mentioned it, right? Do you have something that will do this right now? Perhaps it's the current facility study finished. Perhaps no, I don't have that. I'm moving in this direction. Right? We're going to come back to these here. What do we have? That's that has the most votes. Enforce policy for school accountability. Okay, that's number one in six months, which I heard was starting today.

178This one doesn't have enough. This one. So, here's a great example of where I was going before. You don't have a majority here in one year what you want to see. So, what I would tell you as a board is that you're going to need to spend some time here because you don't have right now, and we may come back to this, but you don't have that right now. This one has two, this one has one, this one has three, this one has one, this one has one and a half. >> Okay. Can I ask? They're all saying this differently. They all are saying >> I can check my own. >> That's okay. It's okay. We're >> check anyone. >> Does it all say the same? >> And we may come we may come back

179to that, >> right? But if you listen, if you if you rush the process, someone is going to say I was not heard. Five sticky notes right here. Cuz when I'm reading this one, yes. So, I'm going to tell you very honestly, >> we're g I want you to just hold on to this one for one second. Just be be impatient with me for just one more second. Okay, here we go. This one we have all schools must meet or exceed SE standards through achievement and co and career and college readiness. Everybody's good with that. One, two, three, four. It's got four. Higher scores on report card. These are together, right? Okay, here we go. This has two higher graduation rates as a whole continuum. That's different but has a lot of goals for two

180year. So these and this one. Hello tape. >> Thank you. >> Tape is on. >> Thank you ma'am. >> Put it a little high. >> Sorry. I know. I have to try to act like I'm tall. Okay. So here you have enforce policy given. here in two years. Do whatever. Higher education, higher graduation rates, all schools meet and exceed, higher scores. Everybody is in agreement across the board on these. Those are your high leverage. Okay. Over here, this is your high leverage. Now, we have some some inconsistencies here and some inconsistencies here that we need to clarify to come together on what's the language around these So this one says this one's not the one. Increased enrollment. We have increased enrollment everywhere, right? That is a goal all the way along. So only has two,

181but we recognize here's another one. Enroll and academic data is trending upwards. Eliminate roadblocks. Attendance, absenteeism, referral, suspension, access to support for emotional. Create a budget that optimizes academic achievement through distribution resources. That is the only one that is different. But it can't go away. >> But isn't that under oper was operation >> because it comes into academic achievement, >> right? Operations is physical part and it also listed we said in our statement. So in this in this example because academic achievement and distribution is aligned it would fall more under academic which is a crossover but that's going to have to be a conversation. So right now you have these for two years this one for six months. This one for one year this one for two years. Increased engagement enrollment and academic is trending

182upward. Eliminate roadblocks. Attendance, absenteeism, referral, suspension, emotional, behavioral. Even if I combined these two, this is separate and this is separate. >> You can ask anything you want. >> I know that it be I know students from can that be layered with your focusing on your focusing on behaviors and suspensions. >> So this becomes a policy. >> I mean, how do you measure the question areas to focus on and when they started behavior for us and Dr. Elder to moving toward that goal. All right. But how do we >> So I hear there's this policy conversation that's going to be measured by whatever the outcomes may be in this example. No, I mean, yes. And like I know that's where you were going, but that's really the only way to do it, right? Without getting

183into personnel below the below the line. >> Trending upward. >> How many kids? So six months we have these I'm coming back to this budget conversation and in six months over here we have student re study facility study is what I'm hearing I know there's a reassignment conversation but it seems like it's bigger as well because we have this ATC conversation also that would come from a facility study assumingly Reassignment plan comes over here. Facility partnership comes over here. So we're what we're looking at here is facility study as the anchor. All of these are outcomes. School assignment plan, study competition, enforce policy. I need more information around us. Oh, study competition like the competition around us. Is that accurate? And then enforce the policy and then have a plan to compete. That one had

184three. Can somebody say more about >> Okay. >> Would do you think that part of this outcome would be once you have study people would be more attracted to the like is that what you're thinking? This right here, our >> they have door, they have rules. >> Yeah, >> but they have only school environment. So that's a huge minus. Their athletics are >> they don't have their soccer team this year. >> Mhm. >> They'll be unbeatable, but it's they won't parents are pushing saves $50,000 >> and that's just >> so if I pull that back as I hear what you're saying around in your example is soccer and concurrent enrollment it sounds like it's about larger opportunities in general right so like athletics big and concurrent or career options >> okay so it sounds so

185the reason I'm pushing back is like not back the reason I'm pushing is because once we're doing a study one year we have at least a plan for an ATC and we hope that at two years the outcome is growing 5% per year that's huge let me just I saw >> it's a big number >> definitely doable yeah >> we lost 400 this year >> right >> I mean we can easily >> we compete against the things that are taking our kids and the number one thing our kids >> are they moving what's your percentage of moving within the same area >> don't know if they're moving address doicile >> and they're going it could be >> okay >> if but let's be hon >> do you have a state system and I apologize do

186you have a system that is that tells you where they go. If it's internal, >> we do have a state. >> No shows. >> Yeah, sir. >> Yeah. those records request >> has to request >> request. So that's one we could do. >> Yeah. So I the reason I ask is because legislatively a lot of states you get a report. That's why I was curious like so in Colorado it's public school to public school I get a report around where they went or they count as a dropout for me. So that's why thank you for the clarification. Then the then so trend here like you've got this six months one year. These are the ones that are like givens right now. Then we start to get a little bit deeper in what makes increasing learning

187opportunities. Enrollment is up 5%. We see that one over there. Data must begin to indicate increase enrollment better retention. Every one of these has different language. Ultimately you're kind of saying the same thing. to your point way back. But if I had come in and said, "Okay, it's all the same." You would have been like, "That's not my language. You're not capturing what I'm saying here." Now, we recognize it's about enrollment. That's the anchor. It's about opportunity. This and assumingly, we're making there is an assumption here that if you have increased enrollment, increased opportunities, you're going to have student achievement. No, no, yeah. No, no, no. Let me clarify. You are thinking what hearing is if we have more learning opportunities, if we have whatever growth, blah blah blah, our kids are going to do

188better. Are you thinking that your students will be academically more achieving if you add this and higher enrollment without adult participation? High quality teaching leads to higher academic achievement. >> But isn't that the lead? Is that going on the other I would say that >> we get to >> I would say that it has to be part of the goal. You have an expectation that people are following policy. You have an expectation that they're doing what they need to do. You you have to include your staff in here. I think mine speaks uh creating a budget that academics through the distribution. So I feel like we the monies that we have supporting academic growth professional development through the arts music instruments like >> we don't want kids to 20-year-old tubas you know because it's pro

189arts education performance and growth >> so that I feel like >> did everybody hear what she just shared >> what did she just share Is that what you heard? Is that what you're trying to say? [clears throat] >> My is to see a budget. Okay. Uh rephrasing it. when we sit down that we see tangible reallocation of re so we see money going to how do we get professional even though that's like kind of chosen by but still that we have the money to put supports music. Um even even athletic achievement through and that also includes making sure that every teacher that can accommodate >> Yes, sir. >> All right. So help me because I'm back very I think >> here three hours ago. to carry out these things >> four or five hours ago.

190Well, I'mma push back because it is it is our so I think >> okay >> not speaking >> he's talking to what I said >> what she said I didn't address anything about >> because we as Lacy is >> yeah so you're right in the sense that the attract and retain is what you do around finance is what you do around program is what you do around instructional um um enhancements around uh pay for performance whatever that's not really the word I'm looking for but like pay for whatever you're doing years of service attracting people bonus like that's all through policy I'm back to policy so when I say what are you doing about putting all of this together. If you're going to bring in programs, if you're going to do if you're going to

191do added resources, who's teaching that? If you're going to add an ATC, where are those people coming from? >> Our current? >> Sure. Are you going to expand the program? Are you going to ask for more part partnerships and sponsorship? Therefore, you're going to add more staff. If you're trying to bring in 5%, that's what I mean about attract and retain. I'm not talking about just staff. I'm talking about how are you getting here and are you recognizing along the way that you're going to have to get here? Because if you're increasing 5%, you're also increasing staff. And if you're putting in an ATC, you're also increasing staff that have specialized certification. You can't just put a second grade English teacher, you know, English study teacher in an ATC program. So that's why I'm asking

192I'm not asking about get in the weeds. I'm just thinking, is that part of your plan that you're going to recognize as you're going through this? The staff allocation is going to have to matter and where are those people coming from? I mean, maybe not here, but there's a national shortage on teachers. So, moving forward, what are the other indicators that you're thinking about? Because you have big buckets here, but are you hitting all the goals that you need her? Hey, we're letting you know that one goals is to attract and retain high quality staff in addition to the high quality staff you have already >> I'm just asking. >> Okay. >> Yeah, I'm just asking. The reason that I'm asking is as you start to go down this path, some of these pieces that

193are showing up are going to have other indicators, right? It's easy. Listen, we've been together for a couple hours. I hear a lot from from collective like we're just going to do this. Okay, that's not reality. And we all know that. We live our lives. What I'm asking you to think about is you're telling her you want to any superintendent, you're telling the superintendent you want to get here. What does that look like along the way? because you're not going to go from a study plan to an ATC in two years. I'm using that example because everybody was on it. You have to do a bond study. You have to do a planning. You have to do community meetings. You have to all be on the same page. You have to remember the impact of

194special education. What does that look like? What are the graduation requirements? What is the cost? How are you bringing your partners along? What happens if you want to put in I'm just talking. You want to put a biomedical in. Nobody in the community wants that. They all want welding. Those are the That's what I'm asking, right? We can get to the end. I heard you loud and clear. You want academic achievement with 5% growth, clear understanding of a of a program assessment and alignment, and that's what you're going to be in at two years, right? I mean, isn't that what you want? Did I miss anything? No. Great. Just because you say it today doesn't mean it's going to happen in two years. Let's go to the policy conversation. We just followed policy. Sure. People

195don't just follow policy. They don't. Anybody here ever run a stop sign? speed >> consequences >> if you get caught. >> Yeah. >> Okay. So, are you is is that what you want her to do? You want her to like do is that what you'd like law enforcement to do? Stand. I'm using this as an example. So, I'm not looking for I'm just looking for the dialogue, right? Like, okay. So, that's where you want your police officer. >> Do I want our police officer? >> Absolutely. versus another versus versus a 911 call. >> No, I mean, you know, yeah, if they're not on >> Ah, yes. I love that. Thank you for that honesty. You are absolutely right. If you are not on a 911 call, the idea is that you're seeing on 77 77.

196>> Yeah. Pulling people over. >> But you gave me a caveat there. >> So, if I'm following policy, but there's a 911 call, I'm not following policy. Do you have a highway patrol in your buildings? >> There you go. But you have to give that expectation. >> Maybe we have all these control. So, I would ask you to not go below the the um net, right? What I'm asking you to do is say like, "Hey, this is what I want. I want this policy followed. I want 5% increase." And it's very easy to sit in that spot, no offense, and be like, "Make it happen." But that's not reality. That is not reality. Your everybody in this room, from what I understand, are parents. Your children never come home without bending some boundaries. Do you

197think that they b don't bend boundaries in other places? That's the beauty of public education. What you do with it is what happens next. So, we've been here for a long time and we've done and since the moment I walked in, there was a lot of like just get her done. Sure, just get her done. If we were able to do that magically, this district would make so much money on the how. Every district across the entire country in public education is trying to navigate the same conversation. It's going to be empowering the how is what I'm asking. You want 5% increase. That does not happen without work. 5% is a huge number. Let me just say that. You lost 400 kids. It's always easier to lose than it is to win. 5% is huge.

198So, how are you going to do that? You have a facility plan right now. We're moving forward. This is what you're saying. This is my goal. One year. I want a facility plan with all these ideas. What goes into that? >> No, that one's not rhetorical. What goes into a facility plan? >> One second, sir. What goes into a facility plan? >> Okay. >> Mhm. >> Age of building. your bond, your census, what's your what's your voting capacity, what does your enrollment look like projection, who's your what communities are smaller than bigger, what community competition are you having perhaps that has shown up here today. Those are all conversations. That's the how. That is below the net. It's not happening tomorrow. Now, I hear it's happening in a year. Dr. Elder, it's happening in a

199year. Plan it out that way. What were you gonna say? You always do that. Do you know you always do? >> Oh, I made your point. >> I made your point. Okay. >> Repeat. I don't >> Okay, that's helpful. That's helpful. >> I I thank you very much. I appreciate that. Let's come over here. What is our goal? What is our goal around? We're back to increase enrollment. Not as heavy on the We already did policy. I'm not going back to that. Learning options. Increasing learning options. How do we increase learning options? What learning options are we going to add? >> I didn't write it, but >> that's what all the other >> I would assume. Yep. >> Okay. >> Yes. probably but nevertheless, you know what I think we what does education >> what

200does elementary reading it should not be >> correct What does God >> So I know basic things >> we could say third grade literacy what God is counsel Yeah. So what I would tell you is the directive of that is below the net. >> What's above the net is the expectation that every child has access to an appropriate counselor. Yes. >> A high quality >> and high quality. >> Yes. Yes. And what her job is going to be is to come back to tell you, I'm guaranteeing that we have 80% of our teachers tomorrow are high quality. I'm using that as a number. I'm sure they're all amazing, right? 80%. And we're going to move to get to that level of high quality, which is then going to drive our indicator for school success because

201if you have a high quality teacher with high instructional expectations that plays out in the classroom and at the end of the year, suddenly you have better scores. So her job is this happen. We want you know these um are going to have above the net. I'm sorry below the net. She needs to ensure I'm a student regardless of knowledge basically >> they're going to hear >> because it can be very >> and that becomes going to be trained and educate parents and educate kids because most would not be able to walk. >> Yes. The only thing that I would say is initiate. Yes. guarantee some parents that's not what they want to do. I know that doesn't feel good, >> but they have a right. >> They have a Yes. I love that. I

202love that. Yes. That just that switch gives you the opportunity to like Yes. And so let's talk about concurrent enrollment, which is another one. You have this concurrent enrollment six days. You said >> you said six days from now you're letting go of the dual enrollment. >> Yeah. >> What happens next? How are the classes decided and how were those decided? >> I'm sorry. >> In the programs. >> Yeah. Yeah. How are those classes decided? What was going to be offered? >> They gave us a syllabus. How many classes? >> Is the idea that they end with with a um >> 36 credit hours >> for an associates degree? >> Paid. >> Yeah. Paid for by >> right now it's paid for next week. for just Rock Hill or for the whole state? >> Just

203don't want to be your neighbor. Sorry. [laughter] >> That's what my question >> now enrollment. But how does Rocky how do we physically >> I think that's a valid question. I mean very honestly I think that's a valid question. class. >> Oh, it's staying. >> Well, if it stays, >> then does it come >> or parents pay for it or parents pay for it? >> Parents pay. So, it sounds to me like, yep, we have this. So, no offense, like there's an example of like here's the court, right? Like here's the here's the um net. So, now we've dipped back up to the net. Your own admission six days from now, you're back up to the net. Now, you have this big, frankly, hairy problem of long-term cost over time. And do those classes align

204to a degree? Do they align to future credit someplace else? Does it do they have to take an assessment? Will it transfer in and out of state? Like there are a lot of It's a great idea. It's wonderful. any opportunity that kids have ultimately and we're not well you're having a gallow with booze and you're now what are you doing after so you're going to say to your superintendent hey by the way keep this on the burner to your question before a while a little bit ago you asked something like what happens when the something comes up the board collectively would say sir I'm asking how we're going to sustain ustain this and the rest of the board is going to say I also am asking how we sustain this. It is the will of

205the board that you find out what are the options to sustain this. That's how those dailies keep going >> right now. >> Well, you're on the but I think it's a legit God knows. >> Sure. >> I appreciate that he has >> But is he going to be able to >> Mhm. >> in perpetuity >> or you know >> which we've never been able to get the first time. >> Yeah. >> So I you know But if he doesn't, >> then what? >> What is our plan? >> I'm in a state right now where they just cut it >> because I don't have any money >> and all of those children that are already assigned now have no no opportunity now. >> The first thing they are cutting. >> Yep. Yep. So that's a great

206example. I'll come right back to you. That's a great example of what the processing has to happen when you have these conversations and you have these engagements. Those are not goals. That is not a goal. The goal may be we'd like to increase, we'd like to enhance, we'd like to whatever, but the that launching of the carrying over becomes the work of the board as a board, not the goal. or >> well and I I started this >> right but we're adding now kids don't And I support dual >> Yeah. Well, and then ultimately what happens when somebody who doesn't want dual language or dual immersion wants something else and then what's the something else and when does that end? Yes, ma'am. >> Asked a lot of questions. There was something I think But we

207have >> to in my mind, >> right? >> But >> did everyone hear that? because that's a that's an easy like we're talking about every child >> and and the impact of every child. Does that make sense right there? I want to make sure that I'm not calling it out and that's not that any of you would say no not that group. I'm I'm just using every child as the language instead of saying this population, this population, this population. Is every child's a word that's comfort comfortable or would you prefer to call out each one? >> I think we all agree. And I know probably I'm benefiting from it, but I just just nervous. We're going to be fighting that we're going to get don't start the money either we got the or we got

208the cut. >> So I feel like having those convers goes back to what making sure in the next a budget that is goal is which will then also lend us to having I mean I've asked funding comes from and what that looks like and understanding how many enrolled in what district. So we know those move forward with our and focus on the academic putting people where we need to we know how to play with those. We've made a commitment presented to class that there is no turn that we have either or we're going to have to cut. I think >> so. >> Ma'am, >> I felt like this budget. We have an opportunity. As we talk about so to what you're about conversation could be five years from now if they're doing Mr. Mr. Wilson,

209what will it take to get into those bucket to help us make >> the barn? Yes. >> And I think that formal and a facility study. But there are also some that would at least give us like what? How much are we paying efficiency or ineffic things that I think could formalize, you know. So, so to that point. Is it fair to say fairly rapidly an assessment that how many square footed building because and again two numbers one is >> um and what was the third thing you >> basically the basics could get that. >> Um thinks that is data that exists in combined that >> yeah when during the campaign um I just thrown out at least what I heard. I have seen reports later earlier on >> whe as you pull that basic

210um and I guess I don't know what else an official facilities >> I am absolut have a facilities plan strategic plan so yes and no so we had one that led up to a cancelled by the governor right so after that co and obviously that's not the time to do. We also realize rocket schools have changed tremendously as far as the needs prior to co educ rather than doing it doing the sunset park by itself with the idea of Dr. Belton you also have to have trust replacing one school move forward, get a but I would assume that the board those HVACs have renovated themselves, the leaky ceilings have I mean I'm just using examples but like right but what I can do is I will share whatever Yeah, you know we so that we

211have them from what Dr. B is saying the point I'm trying to make about being effective and efficient then I feel like we need the and we need to be able to set >> have a plan. I mean, I would like to say have a as I sit here and think I and within a year plan for Rock Hill School on our facility maintenance upkeep. That would be my amendment. Just plan for the board. I think bringing facilities into So that's a great segue to kind of share where we are. All of the information, conversation, data that you've had with us with me today, academic operations, these are the things we'd like to see. We take this, we use the language, which is why I had you talk a ton to align the language. We

212send it to Dr. Elder. We check in with her. We send it to you. It becomes your six month, one year, two for her. This is her work, right? Which also is the district work, but her evaluation, her goals, her moving forward. As you start to move into this facility, long-range plan, this strategic plan, all of that. She's started to gather some data as she's been here. That's the next iteration. Have a three year, six year, 9year plan. This is the this is the 25 26 25 26 20 almost into 27 and it's going to hit on the operations the academic the long range planning the enrollment the increase in enrollment the increase in your data all of these will be picked up in a way that is how you stated it >> can I

213ask >> sorry I'm so we got operation fluffy language that he's working on. What are the A B C or the A B >> enforce policy? >> Which one is that? >> Both. >> Okay. uh enrollment and academic trends. So academic achievement increased enrollment >> increased enrollment. >> No, that's >> you'll see a mirror of both of them because they'll hit both. And then the last one would be uh the state report card which I don't yeah academic achievement and state report card >> specifically on the operation side you would I hear a um a facility plan that includes all of this it so it would include school assignment uh like a study of competition ATC And then additionally, you'd see the 5% increase there. >> I'll um >> this bunch >> I think increased

214enrollment would but yeah >> on both categories. Yeah. Yeah. Yeah. So it would be Yep. And it would also be in operations because that's financial. >> I'll send it to everybody. >> Does this capture? >> And that's what Jennifer was trying. Yeah. I mean the bud part of every single goal there. >> So remember so let me say this because I want to answer that. Normally this facilitation is facilitated but because you're having a conversation what we're trying to do is get the concepts and ideas so that when we send it back to you it's ready for iterative processing >> instead of you don't have to take a picture I promise you'll get a picture you'll get a picture so part of the structure of today was to give room for lots of conversation without

215landing in a way that allowed you to do all that discussion. Does that make sense? >> And in a space where you're, you know, it's a public conversation as well, so your audiences are listening to where you are and what that looks like and that it's iterative. All right, everybody's good with those. Get those back in very nice uh typewritten format. >> Is it fair to say though? I heard I didn't hear anybody talking. >> Well, I mean It's part manual right that is owned by the district. So no, it's not a but the board authority to either right which that regulatory framework or we can put in a >> No, I mean we the finan special audit. We instructed the super enlist a finan audit at the top right on behalf of the board.

216So we the question is just on what time frame structure. All right. So we're going to change gears. Actually I'm going to I'm going to jump ahead to a page so that I can close this out. If you go to page 33, which I know is further down, so please know we're going to go to 33 and then come back. Board members, this is kind of what we're hoping the commitment will be based on the conversations. Superintendent evaluation goals process is developed as we have this conversation. Mhm. >> You're looking at the outcomes that you're going to continue to develop 6 months, 1 year, two years, which covers 2026 to 27. >> You're making clear timebound actions between November and June. 6 months, one year. What are the next steps? And defining, you heard, we

217heard what the definition of what that would look like and how it's going to be progress monitored. >> We hear an action um a school facility's current plan, then one being activated. We have a policy conversation happening. We have the enrollment reports and results coming. Those are those strategic steps. >> Is there anything missing from what you're thinking? Because what we will do with this information? So our work as ISO is to take all of this. Think about the key decisions and process that you talked about today and send that back to you like we heard what you said one year, six months, two years. Here are the here are the goals highle goals I'm not don't nail to the goal call it whatever you want when it gets here and the strategies and we

218will so the language the updated pieces and then the next steps timelines I the responsible partners are checking back in board members and superintendent >> so I have a question sending it back to us >> yes >> so I and again this is workflow purposes are you saying you all to have a discussion on. >> Are you going to send it comes back to the board is more polit Option two. >> Option two. Okay. Thank you. >> And and I'll tell you, it's always option two. >> Yeah. No. No. >> Right. Like never it's never like we're never going to send you anything that you don't have the feedback and the opportunity. So tomorrow something else may change. >> Yeah. >> Right. >> No. No. That that >> and we want to make sure that

219we're capturing your language. >> Right. >> So that's that's what's incredibly important. >> It will be a very fast turnaround so you're not waiting, >> you know. >> All right. So, we are going to now we're going to go back to page 29 part the rest of this afternoon is to talk a little bit about your um meeting structure conversation just as a check-in. What's working? What's not working? This was asked as well. So, we know why meetings matter. What's an effective meeting? what's an effective meeting when you're trying to what it achieves, right? So, especially as you're headed into this strategic priority conversation and you're headed into these goals, being very clear about what you want the meetings to look like and feel like, is it helpful once you have approved these these goals,

220once you have approved these systems, the format that you would like to do both the updates and this kind of public conversation that happens at a board meeting? Yes, ma'am. So couple of things that brought there has been some broad several board members bring the order of items that are in >> specifically >> um that that's really but to that said I mean it's the will of the board. >> Yes. Historically we have work session business meeting to sort of then we went back to to business meeting. Um and when after the elections when we seven vote to a month but the idea of and it was never formalized second meeting was going works type meeting but be able to take right. So I think the reality come up with what they what do we

221want our and so anyway that's that's why I thought well and I I would add that it as as as you're sharing there are also going to be things as you're reporting out that um Dr. Elder would be reporting that you want to make sure have have also systemized in structure. So, it's perfect timing. Um, so this is your public participation policy which talks about two opportunities. Is that the is is that what you're currently doing based on the update that you just provided. So, it is it's current policy. Okay. So, if you'll take a second and just read through that, the two opportunities for public participation and the standards for public what's not permitted and the board's response, public response just to ground yourselves. So once you're finished reading on page 31 are a

222series of questions to help engage us in a dialogue and they're specific to communication, public participation, strategic focus, and monitoring. The purpose of this discussion is really to do two things. One, perhaps there are great opportunities to say, "Well, we want to tweak something. We want to change something." Or we this is really important to us as a board. We're I'm just gathering information so that we can provide just insight to your policy versus on what you're hoping for in your board meetings. So what I would ask first is we fully recognize as boards across AC you know school boards across the country it is the work to do the business of the board during these meetings right similar to like city council and things like that. However the expectation of course is that the

223community is well turn to your neighbor and answer the first two questions around communication. Are our current protocols clear and consistently followed? And what needs uh clarification and then be ready to kind of share that out? >> Uh in general like your po like the communication. Yes. At board meetings any of that communication. Thanks for that clarification. Is it more? I've repeated. >> So there's a couple >> you know from >> Yes, of course. >> Right. for good or because it comes with this right so there's a hear feedback from right number one is >> that frequently aired unilaterally um to let because a lot of times it is criticism or another board member that is going to be >> so I have very often taking it so to speak it's number one I'm happy

224to down to the path but that also there's a lot of things in this uh civil and professional book in public by certain constituents, things along those lines. There are things if I do that I also need to because every time stifle it it becomes right. So it is a transparency and following the to the extent it is. So my question, what do you want me to know? Because if you in your head for the past 3, 6, 9, 12, 15 months, you know that there's a lot of public participation. Right. >> Could I could I just Yeah. Because I I I So, as the facilitator, I'm just going to say it's pretty basic. It's not No offense, but it's not on you. The question is, do you want to follow the policy? >> We're

225changing it. >> Or do you want to change the policy >> regardless of who's the chair, >> right? And that if you're making the decision to follow the policy, what does that look like in a circumstance that is not friendly? >> Right. Right. >> Because everybody's entitled to their opinion and they're going to say, but you know, what does that look like and mean in a public setting? So that's that is and I'm pushing because it it's really easy as the chair to be like, I'll fix it. I'll fix it. I'll do it. I'll do whatever you need. But there's seven board members. Are are you following the policy or do you need to change the policy? Yeah. Yeah, that's fine. Great. >> Okay. We're all elected >> and we're all people have the right

226to We are governing a superintendent. >> So >> perhaps maybe if No, >> there's something that's going to happen very tense that we need. >> So maybe we need to when we know there's something big like if we need to take a citizen participation that's just my suggestion I don't want to stop so that does mean however policy >> have to be part of >> right that's that that's right like I suggested But the way it's written right now has to be part of it. Right. C >> can I ask a clarifying question? So you have public participation at what part of the meeting? >> Beginning. >> The beginning of the meeting. And perhaps is that before the student acknowledgements? >> No. After >> after. So the people that are coming to say something are

227sitting through the public acknowledgements >> through the student acknowledgement. >> Because if you don't do it that way, then the students get to listen to all of that. >> No, it is Okay. By the time like when we have a lot of recognitions, you know, I'm going to let >> Right. >> And is that effective? Okay. Thank you for that. I just I don't know. So I don't but I think that the comm challenge that we hear the difference between public and communication right and even though we um I think people don't necessar >> differently participation speaking quite often versus non-aggenda item. Do you have two the possibility of two public participations in your policy? >> Currently, no, but that doesn't >> Okay, thank you, sir. >> So, could we think about >> one >>

228where we're getting We can do that working. We're all you know, and but if we had where now if a presentation Everybody has >> so a business meeting versus a study session. >> Correct. >> Workshop. >> Yeah. Well, in other >> But if we do that, then we can do that. We can just add we can do that. >> How does everybody feel about that? Just me facilitating. >> I would love to have a focus first meeting of the month and here's what the focus is. those people at the district office getting ready would really love to have some kind of >> you know focus or cons and I think it'd be great for the six months not >> so educating or getting educated that'll also community um rather than all of the other things

229they're not >> right >> and I'll tell you what I am walking into a How much money has come? How much have we spent? How much? What's our vacancy? I'm in the classroom and we are all trusted. We all put academ I'm right now together with a few board members. >> [snorts] >> policy to reflect is a work session for us to consider two votes which would you know >> and I I feel like going to come out of maybe this or some kind of I don't know when the you know so people reach out to me or good structure then that then every year or no budgets will start just or start looking into before it hits I from this year of just not knowing what was maybe that's So >> updates as well.

230We So I not putting pressure but um the schools monthly that >> I asked just two clarifying questions. One, I think it's important to hear one question, one comment. It's important to hear from the other board members. Two, it sounds like it might be helpful perhaps for the superintendent if there are some things that have emerged already, right? like we want these reports, we want this information. It might be helpful to have her send out like this is what I heard the reports and systems and structures that you want. Add some in and she can give you some feedback that says I monthly budget report no problem. It this one this other report maybe every six weeks >> runs so that you have this understanding and it feels like you're all on the same page.

231But I just want to be clear about making sure you're getting all the reports, all the things you need without having to have her guess and without like listing them right now because you may walk out and think >> right. It does not >> particular we're going to start I just warn I will not It may not work for every speaking for me. I just conscious of what exact the that we had not this past board meeting but the first one that could perhaps be everyone remembers what that >> I think some of the in pretty sensitive and it and that that was going necessary. >> Okay. what we could absolutely do the board or have preamble so to speak and then if needed >> on the agenda and we've comes when we've had heavy

232items right >> but if if it is with an executive session I'm happy to do I'm >> okay. Is there any is there any out as much of prior to the meeting if 5:00 is okay where we're ready to end it. Think about the conversations. on the conversation. >> Yes. >> The other thing to consider is that you can do written reports as you start to get um functioning on some of these and you don't have to have a conversation for every single report which is also still transparent, allows for your community to know and um they can read it at their own pace and it doesn't have to always be the one that you're talking about publicly. You can rotate them as well or not have them at all publicly. >> Yeah. instead of

233getting [clears throat] >> Do you have a lot of public that read this reads the data as well? There's there's whole >> Yeah. Which is sometimes why districts will put together that narrative so that that the information that's going is going consistently to everyone versus just the board. If you know they're going to read it anyway, it's helpful for them to have the context. You all know because you're board members. I mean, I think you didn't or would it make sense? the order of the meeting. >> So, where would you put it after the presentation? >> They're here to That's community citizen participation. You're asking >> that's communication. >> No. So that's >> the design of it >> before we vote because the only way to literally have eight of them and I don't that's

234good for the flow of the meeting. I mean, >> I think that if you're What's the point? Oh, I don't >> I I think the challenge most things that we vote is first under right. So I think part of this is communicating to our constituents that you you know pay attention to the and then come speak at so that hear the presentation and then speak. that I mean I just I don't know that if if we're asking like I mean that's why even come talk right I don't know >> now I I do but I don't fix that >> we can take one out I I think we're going to back from the reducing the opportunity, right? So, >> how many people do you have that speak on topic versus not topic? Typically, >> what

235we're doing at the a lot of it is politically, >> a lot of it is the same. >> It depends. Um, Could you put them back to back so that you're like on topic, those people speak, off topic, those people speak, then move it to the meeting. >> So they're next to each other instead of separate because then if you only have three people or two people. >> So you you mean communications >> citizen participation >> because if there's nobody there there's no >> that is typical order. change. So >> is that >> then you're done with all the pain at >> Okay. So basically I'll that one up there. Okay. >> So I want to honor time. You certainly can continue to talk but I want to just say thank you. I know that

236there were moments of frustration. I appreciate that. It's important to have those conversations um so that you can move forward with your goals for sure and there is a level of alignment that I think with some tweaking of language you can all pull together um so that your superintendent knows where they're where she's going and what that looks like and how to get there and we look forward next steps >> and we got about an actual Do you want to sign off on your board meeting for now since you have an hour >> during the work session? Uh during it so uh do I have a second? Uh thank you Miss Daniel. Any discussion? None. All those in favor? All opposed? mission. Good.