001No, I I was like, I think I said it wrong. So, I apologize. >> Not at all. >> I love this. >> Everyone, welcome back. >> We're ready. >> Final phase is it um it has been my shortcoming as well to not teach all of you how to code your board meetings. And we're going to address that tonight. And I want you to do it in a group. So I'm going to ask this these these this side of the room the four individuals and the reason I want Miss Austin to learn is because she she and the president set the agenda right but just a quick reminder whose agenda is it from no start train >> ours >> the boards in collaboration with >> the superintendent and so if the agenda is too long at
002the end of the day who's responsible for the long agenda. this family 100%. It's the board. And so I want to make sure that you all support each other in that you all have have gone to prioritizing student outcomes and you've done it in such a good way that you even immediately change where you put your student outcome conversations that you put them towards the top and that was almost a game changer for you all immediately. And then we went through the journey of trying to ask questions and trying to make sure that we're asking strategic questions which I know we still got some opportunities and I think maybe that'll come up today. But I that's part of the reason I want to do the committee is then I can also ask you when we're
003meeting committees. Hey, how can I help you with progress monitoring? I've noticed that you're not asking questions at the meeting anything that you're missing that you need support on. We can take care of those issues. So this will end on November. uh from Fred over at Miss Joanne. You're going to handle December. You have in front of you the November agenda on this side and on the right side you have the December agenda. >> Okay. >> Let me I placed them in front of you. Let me know if you do not have them because I got them here. >> Y got the November one >> and y'all got the December one. Sweet. >> All right. Now, does everyone also have this lonear governance completing a board time eval time evaluation? >> Yes. >> All right.
004As we do in governance, we always ground ourselves in what we're doing and why we're doing it. >> So, I will ask who will read in under section one, it says, what's the benefit of conducting a board time evaluation? Who will read the first two paragraphs? Why school systems and school boards exist? >> Yes ma'am. >> Why school systems and school boards exist? School systems exist to improve student outcomes. That is the only reason for which school systems exist. >> She did. >> Highlight. Yes. >> Oh yeah. Highlight if you want. >> You've already given this to us, have you? >> Yes. But not the whole group. >> Oh, okay. School systems do not exist to have great buildings. I'm remembering this. Happy have happy parents, have balanced budgets, have satisfied teachers, provide student lunches,
005provide employment in the county or city or anything else. Those are all means and incredibly important and valuable means at that. But none of them are the ends. None of those are why we have school systems. They are all inputs, not outcomes. None of those are measures of what students know or are able to do. School systems exist for one reason and one reason only, to improve student outcomes. >> Come on now. You're preaching. An immediate challenge is that throughout the community there are many ideas about which student outcomes, which measures of what students know and are able to do should be focused on. We refer to this as the community's vision and which means should or shouldn't be used to accomplish this. We refer to this as the community's values. A school system can't
006be effective if it's trying to pursue a myriad of incoherent visions while implementing a cacophony of conflicting values. Oh, let me read that again. A school system can't be effective if it's trying to pursue a myriad of incoherent visions >> while implementing a cacophony of conflicting values. So the decision was made to select a group of individuals who would collectively represent the community's visions and values. We refer to this group as the school board. School boards exist to represent the vision and values of the community. >> You might want to hold on to this for when you start planning your your governance workshops and your two-way communication. These are this is language you might want to consider to ground the room when you're going to welcome your conversation. >> Yeah. >> Take a pause. That's
007some deep stuff. >> Thoughts, feelings, reflection on what you just read. >> Four sentences is the best thing I've ever seen. >> Why is that? >> Because that's the way it is. So many ideas come into a boardroom and I mean realistically we all come with our own vision and bring our own experiences convince ourselves that we're the only one right and we have to steer everybody in our direction so but that's not the case and in Pmont you're proving that that's not the case other thought before we go on that a hand out >> one of these days one of these days you'll be like Yes. >> Okay. Who will read the next section of how effective school boards govern? >> This stage is just going to get better. By the way, >> someone
008new. Okay. How effective school boards govern what we say? Because the function of the school board is to represent the vision and values of the community. Any effective system of governance must support the board by adhering closely to the community's vision and values. But even though the school board has far fewer members in the community as a whole, typically around five to nine members, the schoolboard members may still disagree on what the community's vision and values truly are. If school boards aren't intentional, they can't start focusing on the wants and wishes of individual community members rather than the vision and value of the community as a whole. To resolve this and create a way of holding the school system accountable. The school board as a whole adopts two special types of policy. It adopts goals
009that reflect the community's vision and it adopts guard rules that describe the community values that must be protected while pursuing the goals. Once the school board has adopted goals and guard guard rules, the school board has a tool for evaluating my any recommendation brought before the school board. Should we adopt the budget proposed by the superintendent? Yes, if and only if the superintendent has demonstrated that it prioritizes accomplishments of the goals and adherence to the guard rules. Should we approve the board item on our action agenda? Yes. If the superintendent demonstrates how use of the funds will help accomplish the goals while honoring the guards, how will we evaluate the superintendent's performance? That's determined by the extent to which she made sufficient progress toward the goals while operating within the guard rails. While the function
010of the school board is to represent the vision and values of the community, the function of the superintendent is to implement the vision and values of the community as described to them by the school board via the goals, thoughts, feelings, reflections, wonderings. >> Did Did you get it if we put she there? >> Really? >> I just noticed that myself. I'm not going to pretend. >> Yeah, I mean I know I missed. >> Wow. Okay. I had not either. >> Now I want to add that you have just taken this to a whole another level. You have put this in policy. Now Fremont dest you have very clearly defined what your expectations are of your superintendent that it directly aligns to go and guard those conversations. You have made it very clear to her when
011she interviewed what your expectations are of her. the journey that you've been on is to continue to support. Ask questions at the board meetings. Make sure that she is moving in that direction. If she's not to you, go sit down with her and have a conversation. Because when you evaluate her, don't throw her a curveball that all of a sudden you want to evaluate her on something that's not in your goals and guard broils, which by the way is in your policy. So, you have pushed yourselves to be disciplined and focused as you move through this journey. Most boards don't get to the level you've already gotten to right now. You are one of the few in the state of Texas that has actually done a policy diet and updated it to align to your
012goals regardless. >> Really? >> Yes, ma'am. >> Promise you that. So, we're that much closer to to revising our operating manual or operating manual. >> That's going to be what I'm going to talk to that gentleman about to start having conversation. >> Okay. Yeah. Because I've been thinking about that. Okay. It has to be >> next. >> Yeah. And then I'll invite anyone that might want to join, but I want to have the congo with him because I want to see what ideas he has. You know, I want to make sure that I keep him in the mix. Nobody just left behind. Fair enough. All right. Now to the powerful powerful piece. Uh who will read the currency of life? Somebody new please. >> I'll read it if I can see. Not on my glasses.
013The currency of life. What we do. When we see what someone spends their currency on that provides us with the insight into what they most value. Ultimately there's really only one currency, time. Money is simply stored time. You exchanged some of your time and got money in its place. You bought an apple, but really what you were doing was trading a unit of your time stored as money for a unit of someone else's time, the time they spent picking the apple and bringing it to market. So if we want to know what people most value, one means of doing this, of doing so is to track their universal currency, their use of time. time is as true of school. This is true I can't see you guys. This is as true of school boards as
014it is of very true. >> You know a shortcoming of mine again this is this is a this is a day for me to come and try to model genesis but I have done a lot of reflecting over the holidays. A shortcoming of mine is that I have often leaned on board officers to lead the work. And it has worked in some spaces and it has not worked in others. And a shortcoming of mine is that the best way I can make sure that that doesn't happen is what we're doing tonight. Everyone learned together of why we're doing what we're doing. You know how all this time in this journey I've been your minutes, your minutes, your minutes, your time, your time, your time. It's because I have this in my head, but I have
015not transferred it over from mine to yours. Thoughts, reflections on this concept of time and why it's so important. >> I I can tell you that Miss Austin is a perfect example of time. >> Tell me more, please. If we have a meeting, if the meeting is set up in a 30 minute meeting, >> but that 30-minute meeting is going to be about business only and that's it. Once we're done, we're done. >> I'm It's a compliment. I'm not saying I'm having to get used to it, honestly. >> You know, I'm going to be honest. But it's a good thing though because you know what? You You're not here I feel like you're not here to mess around. you're here to do your job and I have things to do, you know, so uh I
016don't have time to be, you know, yanking or whatever. So, perfect example of using her time to what she's supposed to be doing, which I'm having again, I'm having to adjust to that. That's why I said yesterday, you're so busy and you're very busy that I don't I don't I know you told me to call Becky, you know, but it's just But I know that your time is so valuable to you because because I know that you I know that you know I I I know I believe that you know or believe what we what I what we expect from you. So your time is super valuable. Like don't interrupt her time. >> She's modeling. >> Yes. >> She's modeling that time with time is not to be played around with. >> And I mean
017honestly I'll add to that because you are absolutely correct. Correct. I live by the calendar. I also think that it's very important to work while I'm at work. Therefore, when I go home, I can be at home. >> So I think that's so important. So I'm going to maximize every minute, every second of my day. Um, and I'm also now challenging campus leaders to do the same thing to really think about how you're using your time, but most importantly, how does it impact or drive what you wrote in your campus improvement plan? So, we just had a conversation about that today with one of the principles is like, I get it. And now I've been rep prioritizing my day. so that I can measure the effectiveness of the work that I understand it better now
018because I was again I was questioning I'm having to adjust >> sure >> but I now I understand it >> other stones reflections as you >> I agree with your 100% time is very valuable even for me that I don't work uh I ra order from Amazon or get the the drive by thing at HV the side the curb side because I you know I don't have time to go in the store and and you know time is very valuable for everybody nowadays >> I I I want to bring the governance language back to you what what did you just say you said I don't have time is that what you said That goes back to currency of life. >> Yes. You know, you know what the langu the language that we work so hard
019to embed. >> You choose to not make that time good. You choose to be more effective with your time. >> Right. >> Is that right? >> Yeah. Because when you say I don't have time, you do. You're just choosing to use it in a different manner which is more effective for what the outcome that you want in your life. You probably have something else you're prioritizing. Sounds like a wise choice. Whether it's rest to find rest and I don't mess with anything else just rest time to rest. >> Okay, >> hold on. Mr. Andrew, you going to say something? >> No, >> I'm just thinking I've got my taxes I need to go. >> Hey, this time is is resonating. >> That's right. Uhhuh. >> All right. Now, for the final piece, we won't read
020the rest of it, but I I would like to ask someone new to read alignment between saying and doing, which is what we're talking about right now. >> I'll read it. >> Yes. >> Alignment between saying and doing. Boards that want to have the strongest impact on improving student outcomes will demonstrate a very strong alignment between the vision and values they seek and the goals and guard rails they act on. The more alignment there is between saying and doing, the more likely it is that the school board's actions will create the context for improvements in student outcomes. The less alignment there is, the more likely it is that the school board's behavior is unintentionally harming the school system's chances of improving student outcomes. Alignment between saying and doing can be measured by comparing how the
021school board chooses to use the precious time it has each month, the time during public meetings of the school board with the board's written vision and values, the goals and guard rails they've adopted. This is the benefit of a time use evaluation to reveal the extent to which there is alignment between what the school board says and what the school board does as a means of helping school boards see a path forward, a path toward improving student outcomes. >> Final thoughts, feelings, wondering, reflections on this final piece. basically got to set the standard. >> Parallel processing, my friend. As the board goes, so you give permission for everyone else to go. >> And as the board does not go, so you give permission for everyone else to not go. Same language from day one, my
022friends, just in a different context. And now we have evidence from February to December. Did everyone get a chance to review their coaching memo I sent them for for the December? If you didn't, that's okay. This is your currency of time for this last school year. The the line across the 50% mark. >> This is your December coaching memo graph. You see, you had some lows and you had some highs. We just got off for a while. >> Who got off? >> I know I did. >> Yeah, I know I did. And so then I gave permission for everyone else to get off. >> Thank you so much. >> I want you to do >> y'all are so powerful. No, you did. You're doing the right thing cuz you're choosing the right thing to focus.
023>> I want I would like Chris to repeat what she just said. I think it's super powerful for what you're doing as >> I said we were doing really good. I mean, and it shows on that graph and then we just let it go. >> Who let it go? >> I I again I did. >> It just started going downhill. >> I know. I guess I'm being honest. >> You are being honest and you're being brave and courageous cuz all of you are. >> This is what I love about you, my friends. There's no pretending. When we center the room and we ground ourselves, you don't pretend. No, we got we got to tow the line. I mean, obviously I'll be I'll be honest. I don't like being here no longer than I have to.
024So, Superintendent P the agenda and the question whatever questions that's all I mean I got I know I got enough duty elective duty to do but you know I also have a personal life. So remember the remember the conversation was can we imagine having hour hour and a half board meetings and then going back to doing what we really want to do. I think that in a lot of regards you you've met a number of those times but the part that we need to correlate now is that what you say matches what you do and you've had you've had moments where it has matched and I hope that you're becoming present to this idea that there are sometimes that it hasn't. And as you're replaying the tape of your leadership, you're probably realizing I played
025a part where I gave permission for the rest of the team to also focus. When we used to be effective at meetings, short meetings, but be strategic, get responses, you know, answers, whatever, whatever we got to do. Uh get superintendent out. present where the presenters are uh discuss the topics on the agenda and it will be short here saying that I want to get in here and get out. I want to be effective obviously that might take effect obviously and how we measure effectiveness under this framework is how much time do you spend discussing and ensuring that you understand how your student outcomes are playing out remember I've told you three quarters of your time how did we get here the last quarter of your time all right it's all said hit us with the
026strategy what's the strategy to move the needle for kids if you spend 50% % of your time in those kind of conversations or close to it, then you're being super effective because it could be effective to have a short meeting. That is not the goal. The goal is to have an effective meeting which is time efficient and showing that we care about student achievement because we care to ask questions and we care to understand what happens. We went through that this summer, right? So, let's not wait for the the thing to hit us in our face right now. You just got past halftime of your school year. Remember the analogy? So, you came out of halftime. You want to know are we going to win the game or lose again? Those minutes can help you
027reflect. What other thoughts, reflection? Because then I'm going to teach you how to do this. You go together. What other thoughts, reflections, feelings, wonderings? Ready? >> Ready. >> All right, let's do it together. I want to model Let's do um let's do the November meeting first. The thing was in December we had All right. First thing I want you to do is I want you to go to page 32 of your Lonear governance manual. Pull that one up and it's going to load. You're going to see a little time tracker looking thing on page 32. Yes, that one. Start looking and reading through the little descriptions in the middle. the the bars on the left, you see the blue numbers when those have minutes, those are what I've been telling you golden minutes. Those are
028the golden minutes because you'll notice that those are specifically student outcome minutes. The green one, they're good minutes, but those are ones that you spend on guard bros, you spend on adult inputs and adult behaviors, which is good, but we separate the two. And on the far right side of the column, you see the yellow, those are like other minutes. doesn't mean that they're not important because that's when you're voting, discussing action items, you're discussing, you're having presentations, that's what that usually falls under. And you'll also notice the synergy and teamwork. It doesn't fit either column. And read the synergy and teamwork if you would on your own. And notice that those are the minutes that do not count against you or for you. So, take a second to read the synergy and teamwork. That
029way, you know what minutes are not going to be counted. public comments see it. So then here's what I'm going to ask. Um November, let's go through the agenda first. Let me go and pass out the rest. I'm going to do it together. And I'm going to leave you with homework. Everybody got November here. Let's let's work November together, part of it. And then I'm going to send you on your own to do finish on November and then do December. Notice on the November agenda from the second that you call the order, the meeting in November, I want you to figure out the general functions on page 32. Where would that fit under? And look at your options. Your options are on the far left side. What's on the far left side? >> Progress and
030accountability. >> Those which one of those would it fit under when you think about the general functions and you two have trained. So I'm going to ask you to just sit back and chill. >> Yeah. But I do refresh. >> Yeah. >> So try not to if you know try not to answer. I want your colleagues to to check out. >> Where are we looking? >> I'm going to write it up on the board to get us going. >> Oh, we're looking at general functions. >> Yes. >> Yeah. General the call to order. >> You weren't supposed to say >> call to order. What else is it? >> Establishment. Quorum. Is it pledges and stuff like that? >> Yeah, all of that happened but it's not listed. Yeah, >> that's okay because it happened. The
031way your meetings typically go is you do the call to order, you do the pledges, you do the prayers, you do the theory of action >> and the vision. >> So all of that fits together. >> Where would that fit under the far left column of that page? I'm going to say progress and accountability. >> Okay. Why you're trying to establish form uh ensuring well obviously ensuring that you have a form and uh get ahead of everybody that's here. >> Does everyone else agree or do you see something different? >> I said vision and goals. Why? >> Because it says um setting constraints or theories of action. >> Okay. >> What does the description say on that? It says it says setting what? >> Setting constraints or theories of action. >> Is that what you're
032doing when you open the meeting, do the pledges? >> Yes. >> How so? To me it sets Oh, >> go ahead. >> Yeah, it sets the foundation for why we're here. Kind of like the purpose. >> Okay. Not correct. Let make sure my minutes are accurate over here. >> Okay. So, what you because I coach your board meetings on the videos. I download your video and then I then I start timestamping on sipping on where everything heads. Here's what I've got for your meeting. Actually, that's not the one that has the special meeting, right? U had a special hearing. >> No. >> Oh, maybe. It's a regular. >> It's a regular. Okay. So, that's good to note. So, we do not have the agenda for that. That's okay. So, let's go with the from your
033call to order, which you call to order at 6:29 p.m. >> At what time? >> 6:29. >> At 6:29 p.m. >> Yeah, that's that was a special >> that night. We had a special board. >> The special was at 6. >> Yeah. >> Yep. So we don't I do have those separately, but for here right now I just want you to I just when I say coding, I want you to know where it fits in the framework. >> I'm going to give you the answer to the first one. This is this is the very bottom. This is other. >> Okay, >> somebody read other for us. >> Any time spent on an activity that does not meet the condition listed above. >> Yep. >> It's right here at the very bottom. down here. >> So
034that whole section general functions >> it's other and to give you a heads up y'all spent >> it's other >> y'all spent you only spent one minute though like from the beginning when you get going you go through there pretty quickly. >> It's only one minute. So I'm going to show you how this looks because I'm going to get you off the ground and I'm going to ask you finish the rest. According to my timestamps in here, you started at 6:29 and then you went to about almost 6:31, but it was 1 minute. And then you went to public comments. So public comments was >> what is where does public comment fit on that left column? >> Plus team. >> Why synergy and teamwork? >> Because it says it right. >> What does it say?
035statutoily required public hearing warrants comments. >> Very good. So that one was that the night of the the facial hair. >> Uhhuh. >> Yes. >> That was So hold on. We said it's synergy and teamwork. >> The first time we've had I mean a long time we've had acne. >> Yes, ma'am. You're correct. So remember synergy and teamwork. Do those matter. Do those minutes count against you? >> No. So, that one was 14 minutes >> for all those kids to come talk. >> Yep. Now, they didn't count against you, >> but something's changed. I'm throwing a curveball right off the bat when I usually don't like to, but the but the but the requirements changed. You now want to separate public comment by agenda item only and public comment by non-aggenda. >> Really? >> Yes.
036I want to contact Ben to make sure that he gives you the language. Your board council. Um, you want to start moving public comment by agenda only and then public comment by non-aggenda. >> Oh, wow. >> That was a non-aggenda, right? >> Right. >> But it it's okay cuz I I don't know that you can't do this until you actually know. So, I'm letting you know. So, right now, we're still calling it a synergy team. Prior to that, it would have fallen under other. Why? >> It wasn't the agenda. It wasn't. And if it's not on the agenda, what would be the argument to go ahead and count those minutes against the board? >> Because you're not supposed to be talking about things that aren't on the agenda. >> You can you can come to
037public comment, >> but if you doing this, >> you tackle this out there. You don't have to let it come in here. >> We didn't say a single word to them. They just talked. >> Yeah. It's their right. It's their right. >> Yeah. And they did a very good job. They were very respectful. >> And then I ran one into one. >> Yes, were you mad? And I said, "No, of course not." >> It was the shaping because at 4 minutes and 39 seconds of the video, they start talking about the shaping. And then after that, what's next on the agenda? >> Start. >> Yeah. Now we get start. >> Yes. Go ahead. I I need you to help me understand. >> I like the way you're asking >> on general functions when we do
038have criminalized view of action and and the vision and pretty much that not not and the prayer but these are the important ones when they're listed here. Why can why isn't that considered considered teamwork? >> Great question. You can, but it's how you have placed on the agenda. >> Do you see a pathway on how and where that could work toward your favor in your golden minute section? >> Moving to where? >> Lonear. >> Bam. name >> what they >> moving into lone stark governance >> that's part of your grounding >> if you you do your pledges you do your prayer right it's only taking >> but imagine when you then move it and it's how you begin to ground the room >> for government about importance of academics >> great question make a note
039of that >> wow I got it if I two of you. >> I'm not going to write down >> what what is on your agenda for no start. >> Um a action consider action for go for >> um >> rail and board self evaluation. >> Yep. Okay. So you did great the way you listed out. So how long did it take for you to have the conversation about the goals? I don't expect you to know. So, I got the answer for you. But where does that fit first? Where does that fit on the left column of page 32? >> Goal monitoring. >> What do you see? Read that for me. Now, you're kind of close, but read it out for us. >> Progress and accountability. >> What's the difference between vision and goals and progress
040and accountability? >> Progress and accountability, you actually see numbers. >> That's right. In vision and goals, what does it say? >> Setting setting setting, >> but you did all that earlier when you set the foundation. So, you're probably not going to see many minutes there until guess what? When she comes back to set new GPMs, if she remember, it's her choice to change the GPMs because of the GPMs. If the plays aren't working, she has the right to change them, but she's got to come and bring them to you so you can adopt them. So, when she does the new GPMs, that's where we're going to put those minutes. But right now the monitoring is where again >> progress. >> So progress and accountability. But notice how there's like different parts. One says student outcomes,
041one says adults. So which one specifically is it for monitoring? Is it the blue column or the yellow or the green column? >> Go for it. >> Very good. So the way I code it is I specifically say progress and accountability, student outcomes. You want more blue than green. >> Okay, >> that's what you what you say is what you do. The minutes that you spend on that. 11 minutes. You spend 11 minutes talking about which goal again? >> It did. We was the a 11 minutes for 28. >> Yep. >> Okay. 4.12 4.13 which is star uh and of spend meet the Lord above. >> So you spent 11 minutes there. Now the next one the agenda is guardrails. So >> guard rails. What is that? How do you code that one on the
042left >> column? It's also progress and accountability. >> Yes. Is it student outcome or is it adult behavior? >> Adult. >> Yep. For that one you spent seven minutes. What else is underneath that? Uh, November 4th. >> Evaluation. >> Oh, I love this one. Okay. >> How many How many? >> Yes. So, selfie eval. >> Oh, >> and that's because on the self evalu which ones we need to be ready for so we can kind of be ready. We don't need a sign. >> So, let's make a connection to how long that one took you. But first of all, where does that fit into the coding on the website? >> Progress and accountability as well. >> What's the specific naming for it? >> Self evaluations using the LSG integrity instrument. >> Yep. So progress and
043accountability self eval. And because of what you just sent us, Mr. Chris. >> Mhm. >> You spent 12 minutes. >> How many? >> 12. >> Yes. Because the first couple of times it took us forever. >> Yeah. Took you almost an hour the first time. >> Yes. >> And and let me for the sake of time to give you guys more time. Lord, if you if you if you prepare ahead of time and fill out where you really think you're at, it's important that you get your baseline. Where were you 3 months ago? So, however that happened, if it's Betie or whoever helps with that or one of you, there's a page in your book, >> but the goal is to get it done within 10 minutes. >> There's more than do in less than
04410, >> right? There's parts of doing it in two to three minutes because everyone comes we're prepared and so then if everyone comes prepared with their self eval portion everyone comes prepared. Well, duh. Sorry. It's the It's the actual It's the actual framework that we looked at. If you all actually come in prepared on where you were 3 months ago and where you think you're at, all you got to do is compare the notes and show up. Somebody, anybody, you can take a turn tallying them up. Doesn't have to be the president. It could just be like, "Mrs. Johnson, you have a conversation in three the next four cell email. Who wants to lead it?" You know what's going to happen? you're going to call me. Well, I see I'm up tomorrow. I need to
045leave poor self evo. Guess what's going to happen? You going to learn how to do it. So, when you do this ahead of time, it could take you 2 3 minutes. >> But if you if you don't take the time to look through and figure out where you were 3 months ago and where you're at now, you're going to spend 10 to 15 minutes. But you started at an hour. So, I want you to feel better about it. But you know what I what I what I what I what I will do not can do but what I will do is prior to the to the board meeting or which I guess could be it could be part of the board packet is to put the previous uh the previous self- evvaluation board self-evaluation as
046part of the packet you know they have time to look at it and know what numbers we've ended so we can know we move forward. >> Great idea. Great idea. Information only. Where does that fit? >> Oh, information. >> Yes. >> That's that's consent and action for information, right? >> It's right before information. Oh yeah. Okay. So, good point. >> How was the criminalizing policy diet? >> I think that was just a vote. So, I I I bunched it up in here because if not, it would have fallen under a different one. >> So, yeah, it's bunched up right here. >> Okay. >> Because my notes show jumping from here to here. And that that was a quick item. Y'all didn't discuss very much. You just went to vote. >> Okay. >> Someone made a
047motion. It took probably like five seconds, 10 seconds. >> So information, what does that fall under on the left side? >> This is just what has to be informed to the people. >> I guess systems and processes. information only. Why citizens and processes? >> Because it says minutes discussing, debating, and voting on other agenda items, including consent. >> Oh, wait. Never mind. That's information. >> Just kidding. >> Yeah. >> The information item >> last information. >> Synergy. >> Is it other than >> it's other? >> Oh, yeah. >> Why not synergy? And why is it other than? It's my question to you. >> Because it's it's not How long did that take us? You told me that part. >> Ah, good question. Let's see how long other took you. >> Other took us informationational reports.
048Other took us that >> it took you Hey, not bad. 6 minutes >> cuz your mileage, >> you know, there's boards that spend 60 to 90 minutes here >> because they got like four or five reports that they want. >> Oh. Oh, I'm sorry. No information information. They bombard the superintendent with reports requests that only one or two people want and the rest of the board sits are like bored out of their mind. >> And that's why we clean this up. >> Yeah, >> you only have six. It's not a bad thing at all. >> So, should thoseformational reports be read the whole thing or should we have already read it on our own? >> What do you think? >> I think they we should read on our own and then put in our package.
049It's in our package. >> Well, here's the thing. They don't want to consent. But why don't they want to consent? >> Yes, ma'am. You're not voting on the truth. So, you ask a beautiful question to be effective and to maximize time over here. What you say matters, right? Maybe there is a report that she has to bring you because it's I don't know widgets that everybody's up in arms about and you as a team you cannot have these conversations uh with well you want to have a conversation here so that you as a team can understand what's going on and what the plan is and it's not connected to student outcomes but it's starting to bubble up in the community. By all means, have your report in conversation or can she write it and send
050it to you and you read it on your own? Or can you come and meet with her in person oneonone so that you get your questions answered that you understand what's going on so that when they're stopping you at the general, what is it? The Dollar General, >> that you can speak to it intelligently so that you can back her up. There's so many ways you can look at it. I think that that'd be good to if something comes up send it to the trustees and obviously she's very busy so you don't want to consume her time with unnecessary things. If you have a question, make sure you answer but if it doesn't if it doesn't require a meeting >> and why hold up a whole meeting? >> Yes, >> because it is important but
051not as important it was >> you determine how important >> I also um would love to create a communication log to give you all a platform to put your where you can add your questions and we can also code them there as well. So, I'll create a column to um mirror these and then include how much time it's taken to respond and we can still I mean it's not working but we can still talk about how these questions align with governance. Um so that'll I'll have that in place before our next board meeting. >> Also too, here's another thing speaking of track. Um now I don't know I could just be went off the ros a little bit but um we also want to monitor how much time trustees take up um of the superintendent
052you know maybe a monthly information you just put out. >> No no no it's in here it's in here. Man, you are you sound like a lonear cover this guy. >> Yes. >> Check this out. >> I retired five years. So, >> coming back. >> Let me find it. I this I had it here. >> What page? >> That's what I'm trying to find it. Um >> you know what? I remember we had we had a we had a conversation about this sometime back. >> We did and we and we did not get to it with Here it is. >> No, no, sorry. Uh is another monetary accountability. There is one that asks you that the superintendent prepare an annual average report of how much time they're spending on governance stuff, right? Not not once
053a month, but annual. Where is it at? I'll find it. Come to me. It is in here. Says I'm all excited when you said that. Here it is. Page 27 under meets focus. The board receives at least annual report on the average cost of staff time spent on governance using the stat track. And there's a page in there that I'll show you. But here's the thing. What you're what you just said is in the framework. You can't get those points until that happens anyway. Remember, we're trying to get you to at least 80 points because 80 points shows the state you are an effective board. highly effective hits the 100 mark. Effectiveness that report is something you're going to be looking for. It's January, so it will obviously rely you on your team and saying,
054"Hey, what is the average number of hours?" When somebody's ask for a report or sends her an email, all those hours going to be added and she's going to put a dollar amount as to what the board behaviors have been and asking her for reports items. And every time she has to stop worrying about educating kids that she has to go take care of a board member's personal item. I got a call from so and so. It doesn't mean you don't do it. It just means that you become present and mindful. When am I distracting her and her team from doing what we said we want her to do? That's what our report. >> So, the report's going to come from her. >> It's coming from her. >> And then I I remember I remember
055saying this at the board meeting. Now I don't I think maybe got a wrong score because I was thinking I even wrote it up. CO said no. I was thinking of because you had sent us you had sent us a report. You sent us a report. >> I sent you the monitor. I send you the minutes reports in the coaching. >> Didn't you send something about >> so maybe I don't know maybe page 47. >> We gave ourselves too many points here then. >> It's okay. We don't get that. >> Just talking to myself. >> That's good. Page 47 is what she's going to get you a version of. Check it out and you'll see what I'm talking about. Page 47. 47. >> Got it. >> She's going to put a daughter number and next
056year you'll see what your new daughter is. Hopefully it will go down that you won't know until use your first one. It'll be your baseline. >> Love it. Consent agenda. We're almost done, y'all. Consent agenda. >> Consent agenda. >> When we redid all of this to put them like all together, that helped, right? >> It helped a lot of the time. And and if I'm being honest, I think >> that what takes us the longest is always close session. >> And that don't count against you though, >> but I agree. If if you want to tighten up your close session, that's that you got >> I think we've gotten better at clos. >> Yes, it's gotten better and better. >> It can't be. >> There's a possibility that you're doing that because you don't have
057and I'm not saying bring a lawyer in the room. I'm just saying lawyers usually are the ones that are reminding. It's not her job. You don't want to put her in that position, although she might, right? But you, a lawyer typically tells the board, "Hey, oh, we're getting off track." >> Yeah, >> you're off track. That means that because you can absolutely do it yourself and I recommend you do it yourself. Save dollars, all that good stuff. But you become mindful that, hey, yo, like Zo said this the other night, this isn't on the agenda. We're now talking about it. So that, my friends, is illegal. >> You think we've gotten better working with us >> sometime? Yeah. And sometimes Miss Johnson, she'll remind us like she'll remind us. Hold on. Never mind. This is
058not a >> good set agenda. >> Sometimes we hear something the day before. We're supposed to wait till the next board meeting a month later. >> Quick question. What do you think? >> What was the question? >> On the agenda. >> I mean, like it's not on the agenda and we're in close session. If I bring something up, it's I heard some the day before. So, we had to stop not talk about it until a month later. You can submit a agenda item before attended. >> Uh no, there's a law manual says >> and it's the law. >> Yeah, we're we're complying with the open meetings act. Yes. When you >> say no, you can't talk about that. Otherwise, we're not fulfilling. We're breaking the law. >> But you're asking did you want to talk
059about something? You're asking about requesting an item. No, she's saying why does she have to wait a whole month to talk about it? >> She wants to bring it up in open like that day. She heard about it yesterday >> and then it's not on the agenda. >> Oh, okay. >> Can't >> open something just very very important, >> right? So, how could you something big? It's not on the agenda, >> Miss Joy. Yeah. And then she decides >> superender. It >> doesn't mean you sit on it for a whole month, but if it's something big that's bubbling up, she's pretty sure she don't want to get caught apart. I'm pretty sure y'all don't want to get caught apart. But you also want to weigh how much of it is like my emergency versus how
060much is it the district's emergency. But yeah, that's a phone call I would encourage you to have with her. Talk to me like when would you like me to bring what does that look like? Have that phone. Yeah, that's where that communication log is going to help us be able to close the gap in the time. We'll be able to drop it there. Myself and my team will be monitoring that reg. So, and that way it can already be resolved by the time we get here. >> Correct. Cuz we'll respond as well on the D. >> Last three. Consent. What is consent again? Almost done. On that left side, where does consent hold? You said consent. >> Yes. Where does consent fall? >> Very good. Why systems in process? >> Debating and voting. >> Damn.
061You want you curious to see how long you took to do consent on November? >> Mhm. >> Two minutes. >> Oh, good. That's great. That's amazing. >> Great job. >> All right. You went into close session. What does that fall under? You already said it. >> Close session. >> What does close fall under? >> System of process. >> No. >> Remember, they don't count against you. No, >> no, it doesn't count against you. >> It's synergy and teamwork. >> Yep. >> Why? >> Because it's sitted by session. social. >> So remember these don't count against you though. So even though it's 43 minutes, >> that's how long we were. >> You were an exec for 43 minutes. >> Well, you decide how you cut that down because that is a internal board conversation. >> Oh,
062that was because this is the one that we talked about with the dress code. That's why >> That's why we didn't do the dress code in November. >> Yeah, we did. That's why we did it in December. >> Yeah, I know. But the board they they spoke in November and we talked about it in here >> and then they came >> we didn't talk about it until December and then you decided in January. >> We didn't talk about that in close session. >> That's right. >> So, oh because the speaking wasn't on the agenda. >> Yeah, it wasn't on the agenda right now. >> Was not on the agenda. >> So then what are we >> I don't know. >> This is what we talked about right here for me today. But I want you
063to know how to code it. And then as you become present to where your time, remember that the orange ones I circled do not count against you. >> Yeah. Oh, okay. Because we talked about this stuff. Yeah. >> It was about it was about the the the policies that we went that we changed the >> Oh, >> the policy diet. >> Part of the policy diet. It was the other item. remember the homecoming court thing and that's why it took that long. It was a homecoming court and I knew it was something it was something important. >> Yeah. >> So, I mean, okay, but yeah, that's a long time. >> All right, I want to do the last one. We should go faster because you have a sideby-side comparison. I know we're going to do
064in separate groups, but I like that we're working together. >> General function is what? >> December. >> Yeah, the December one. Oh, this side doesn't have December or y'all have December. General functions is other. >> Yes, ma'am. >> Except open form. >> So what is general? So what is uh >> general functions is other. >> Good other. >> Let's just code them first and then I'll give you the time. >> Okay. >> What is what is loan start governance? Let's break those down. >> Progress and accountability. >> Yep. Did y'all do any >> Mhm. >> Y'all do any guard rails or just for the goals? >> Yes, we did guard rails. Five point attendance. That's on every one of them. >> So, you did progress and accountability, student outcomes, and you did progress and accountability,
065adult behaviors, right? >> Mhm. >> Okay. I'll give you the minutes in a minute. What is information? >> Other. >> Very good. What is consent? >> Systems and process. >> Cool. What is closed >> system? Uh synergy work. >> What is reconvening and action items? >> Oh yeah. Sorry. Yeah. Sorry. >> Systems and processes. >> Correct. And then you adjourn. >> So it doesn't count. >> The systems and processes does. >> Oh, it Oh, it does. >> But here's the advantage. You're so fast when you come out of your Z. Have you noticed that? >> Yes. >> Takes like Yeah. Last time we forgot to get >> So now here are your minutes that go with it. >> Turn it back on >> for the start of the meeting was 3 minutes. >> Okay. >>
066And then you go to milar governance person accountability student outcomes you took 16 minutes. Okay. >> And then for guardrails you took 12 minutes. Remember, they're good minutes, but they're not golden, >> right? >> And I say good because those are the values that you're trying to protect. Remember? >> So, don't don't don't don't minimize those. You just don't want these to be more than these. If anything, you want these to be more to carry the rest of the way. All right. Uh what's the next information? >> Mhm. >> Look at that. 3 minutes and then consent. For some reason, I don't remember why I looked it up. Five minutes. >> She had to read all >> because she had to read all that. >> Yeah, >> there you go. >> Close session 51 minutes.
067That's >> correct. And reconvene. >> That was an important one because we discussed superintendent >> reconvene. >> Oh, that was the one we talked about. Yes. >> Reconvene in action because when you come back, you go straight into action. It took you two minutes. And again, remember that S&T does not count against you. So, you had no public comment and the only thing you had was closed and these do not count against you. My friends, that is a pretty effective meeting. >> Only room for improvement that I would say is where do you think >> no? Well, okay. Two, you're right. But closed is your time and I like if you really want to get out here early, then be disciplined in your executive >> as far as a framework goes. It doesn't count against
068you >> for the most part. It's important. But if it's time that you want back with your friends, family, and all that, you know the area that you want to tighten up the most. Imagine if you shave 20 minutes from here and put it right here. If you spend more time on monitoring your goals, remember the connection. Remember last year you were doing it, you were learning, you were growing, but you struggled to connect the dots from your progress monitoring report to the results that you got. Let's not do that again. So, how do we remedy that? Everything I'm trying to teach you, see if all the pieces come together. How about the script? What's the script? Yeah, it looks like you have them. You know what I'm saying? Like you have, but in this
069area, how does this get better? We ask the questions beforehand and not and get them answered. So it doesn't have to come here. >> No, no, no. >> Before you come here, >> get them answered. >> No, get them. Let them prepare. >> Yes. >> With the questions >> and let her and her team if it's a simple quick answer which we call technical technical, you know, well, how many teachers are in a classroom? That's easy. 50, right? Whatever. But why? What is the connection of the curriculum that we adopted and the output that I'm looking at the data? What is going well and what's not and why not? What I'm noticing, my friends, are you ready for honest feedback? Either you don't know what's in front of you, you're not checked in all the
070way to lean in to ask more um inquisitive questions. And if it's the second one, call me. Let me help you write questions. Let me help you understand. Call her and let her explain to you, hey, we're on track. We're not on track. We're on track. This is why we're on track. We're not on track. This is what we're going to plan on doing. That's why this is designed for you to spend more time here. This will make sure that right now question just are you on track to win the game for this year? Just think about it. Do you know if you are on track to win the game. The annual targets that were set on each of your GPMs on your guard measurables, are you on track to win the game? >> Can
071I add to that? >> Sure. >> And and I'll even I guess take it a little deeper. Not only are we on track, >> do we know what we're using to monitor that? Do we know how effectively it's being implemented? Do we know um so on track is yes or no? That's e like you could easily answer that. >> Yeah. based on what we present at each board meeting. But is there enough deep infery right here for you to say the tracking tool that we're using, is that the right tool to for us to truly collect the right data to determine if we're on track or not? >> Yeah. Because some of the data that we have seen u has shown that I think would be the third the fifth grade they're giving right some
072of the data tells us that they've already they've already met the their the the year the year goal the 18 whatever% whatever >> some of them are data is telling us that they that they've met or surpassed their beginning of year middle end of year end of year target, but some of the data does some other data doesn't. So, I don't know. I think I have to do a better job of really internalizing all the data, but for me it's a little confusing because I said some of it is telling us that we we've met the middle year end of year target already and some of the data in some in some in some areas we haven't. So, I have a kind of base. How many of you are scheduling time with Miss Austin to
073unpack the data? Even if it's every other month, have you been doing that? >> I haven't talked about I haven't talked >> nobody's met with me to talk about >> and I'll be honest because I'm transparent. So, and I've even challenged the team. I did have three meetings with three um board members and I put a challenge out there and the challenge that I put is I look for the day and the opportunity that at the top of our agenda for for instance if you schedule a meeting with me that the top agenda item is not the town gossip right >> but it's this. >> So that's the challenge. If you if it's the town basa then >> how are we getting here? How are we prioritizing this >> if the urgency is what we're
074hearing or what they're telling me this and I 100% agree with you Mrs. But there are some things that you need to know because you're not from the community and if we one of us doesn't tell you how are you going to find certain things out >> how does it drive student outcomes >> how does it drive it just depends on what the item is >> but also too I don't want to be I don't get on this thing to fight somebody's fight out there just because happy. You know, if they're having issues, then there's pro there's a process to it. You know, like I said, we're going to be effective as board. We want her to be affected. We need to ensure that we stay. I'm going to come to her with the GR
075is going to be have to Hey, uh I'm talking about David. Okay. What's the issue? >> I'm I'm hearing that we might not be doing good this year. Let's talk about >> here's here's what I according to your concern this is what I got so she said otherwise then I'm like you know what are we going to do because this is going to look pretty bad now we got a problem now it's not about the gra that so and so brought to me or so and so brought to me it's going to be like seven of us are going to have to answer like hey is it true that the school's not doing good and I'm transferring my student out I don't want to get to that I'm going to bring complaint, you know, that's
076obviously the goals that I set in place and we're not meeting the goals that I set in place and we're going to have issues. Let me add one more variable that we're missing and I think this is a bridge between the superintendent and the board and and it's the guards. Remember the guards are the values that you're protecting and it's the student goals. So my question would be is some do you know what your guard rules are? the facilities, the attendance, the teacher retention, uh the facility. >> Good. And you know how you're going to know even more when you have them posted up in here. >> So, let's say it's attendance, right? Somebody's coming to you, hey, my kids not want to go to school. They don't like guess what you might want to
077do with them. Or you might want to frame it under, hey, under this guard room, it's got a situation room. It's attendance. Uh here's what I'm hearing. And I want to place this in front of you because you want to protect her so that she can not so you don't want a public coming in here to come after her and you want to be able to protect her. So the way it's it's built in. It's just I want I'm so glad you brought that up and I'm so glad you helped you bring that up. It is not absent of guardrails. That's why you have them. If you come to this end of the school year and we realize that your guard rails are outdated because we need Miss Angie's input, too, right? Your guardrails can
078last one to three years. How long have you been doing this work? >> Three years. Let's revisit your guard rules. Let's revisit your guard ro that what you're hearing from the community, form it into the form, put it in the form of a guard. Then that way it's not a gripe. It's a legitimate concern that is narrowly focused on the five things you told her. We want you to fix attendance. We want you to fix facilities or whatever it is. Right? Then you want to give her feedback. But outside of those five, if it's going to be like a something serious, of course it's going to be 11. But if it's like a little cheese here, here, here, here, I get it because that's the toughest part for your board members to when you hear
079the the cheese >> as they're building up. >> Yeah. You probably want to make some time and say, "Hey, guess what? This thing is starting to rev up." >> Yeah. >> And I'm just trying to give you a heads up and if this room gets packed, right? It's not an I told you so. So, it's a we're supposed to be working as a team, but that means that you as a board got to be fully present to when are we distracting her from the goals. If this is a guard rule, bring your guard concern. Do what you what you want because we're going to we're going to we're going to evaluate you and we're going to see did you move the needle along those measurables. That's why those measurables are important. So, it's not an
080either orma, it's a both end with understanding that there's got to be some discipline from you as a board. You don't want to throw over 10 20 guard broils and then you're wondering why she's not moving for her kids. >> It's tough. Sorry. >> Let me tell you from experience. You know, >> you know, you know, it's been a long time. So, the thing is the thing is uh sometimes, >> you know, I guess you say trust trustees tend to get in the habit of I'm the boss. You're going to do what I want to see. You know, I I was there, you know. learn everything's normally and uh you know >> her boss, >> right? We are we are boss boss. >> But who's the boss? But we are her boss. >> We are
081her boss, but we also >> the boards. >> She has one boss, >> which is us. >> It's the collective board, right? >> Not one of you. >> She has one boss, >> right? >> The You're right. The board. >> Yeah. >> We're part of a of a body. And yes, every one of us might have complaints at one point, you know. Um you want to fix the situation uh like now I think what you're doing is total BS but you also have to have the respect to the rest of the people because regardless of what your complaint regardless of what somebody told you regardless of you told me you're going to fix it seven of us here at any time like it's a complaint but I don't right now >> you got more important
082things >> so when is there time >> I mean there's always Here we go. Back. Right here. Go ahead. >> Here we go. Going back to you. Great question. Right here. >> You're not wrong. It's just we can't we can't bombard her. You You're going to be able to take so much off of her by staying in your community. And don't just listen to one or two people. Go listen to as many as you can. And then when you get a theme for that, oh this this is food food food or facial hair. Facial hair. Facial hair. Some of them you can fix. Like look, it's fixed, right? You voted. >> You said I didn't want to. You guys vote. >> Yeah. Resolved. That's why this I mean I get I've gotten questions numerous times
083and you know, but it's it's got minimized. I mean I still get them, but I'm not going to be the be the one just because somebody's whatever. >> Just not make it so easy for them to think they can come to us for you know they might think it's a big thing but the big thing is the education >> this is a radically I told you from day one that this a radically different approach to governing and that's the reason why most people don't govern the right way because it's not easier and it doesn't feel good. It's not what I ran, what I read. He's only a good voice. >> The idea is to be a collective voice and the idea is to stay community in contact and educate your community >> doing this. Trust
084me, Miss Emma, trust me, Miss Joy, all these complaints getting there is absolutely time, but you got to choose to make the time. And when you do it as groups, not just one or two of you, when you're doing it together, maybe I heard something different than what Fred heard. Maybe we got to have a conversation about it. Maybe we need to revisit our guardrails because we want to have conversations around these topics. That's how board work functions. >> All right, my friends. >> We have at least one of our >> last one is uh January. We're not going to do January. They're leaving the future for homework. >> I want you to go I want to invite you to go back and replay the tape of your January meeting. >> And I want you
085I want you I want you to watch your video and I want you to track your time same way as I taught you on the other side. >> And then please shoot me an email or a text or call me if you want to meet. I'd love to meet with you. In the meantime, have fun coding your January meeting. Reflect on how it went. See what you picked up. See what areas of improvement you identified. Love to have that one-on-one conversation with you. Horrible. >> Well, I don't know. I haven't watched it yet. But um as you reflect, I I I do look forward to the conversation with you. My ask again, you notice I'm asking you for hard commitments. What is the timeline commitment I can expect from each of you? like a week,
086two weeks >> to to contact me to go over the minutes of your January >> homework. I'll get it within a week. >> Yes, >> hope you have my cell phone. >> The video is on YouTube. >> Is this a This is not a closed session. Like, could we talk about session? >> No. No. >> That's the reason I want to have a one-on-one because when we reconvene, get ready. You are now at the moment when we reconvene again. I am going to give you a board meeting for three years. >> I'm going to give you one of Remember you asked me when training like how are we doing? I said well need some time. Need some time. >> I am going to give you one of the very first board meeting videos I ever
087captured of yours. >> Oh. >> And I'm going to want you to compare what you're doing now to what you were doing when we first met. >> It was not pretty. Well, you said that now, but let's just see how not pretty. And because you now know how to code, >> when you code, you're going to see where your minutes were being spent during that time. >> We're almost towards the end of our journey, my friends. >> Next, right? >> I don't think we're ever done. >> You're not. I I love that you say that. We'll we'll have that conversation when we're when we when we get you to 80 points. When when we get to 80 points, TA's rejected of everything. You will more than likely be somewhere near the top with the 80
088to 100 people around 80 to 100 point boards. There are not many right now. You're almost there. All right. I know you got business attention. Hand it back to you. Have a lot of love for each one of you. I appreciate all of you. Oh, will you let me know as a team when you want to reconvene >> to begin? Yes. We got to revisit partners monitoring. >> Okay. >> Because you're going to be probably at your three quarter mark. I want to make sure that you understand what's going to happen before the final scores come in. And the other thing is let's go ahead and tackle report operating procedures. >> All right. I'll see you later. Take care. >> Did you Oh, yeah. >> You want to give it to me now? >> Well,
089you >> Oh, yeah. I did say that. I'm sorry. >> Yeah. And then we can Yeah. >> Give me a time and date. >> You want me to tell you my dates first? >> You, Miss Johnson, did you want to do it? In February or >> Or March. Probably March. Yeah. Because February. Yeah. February. This is late January. So March. >> Y'all prefer Mondays or Tuesdays or Wednesdays or when? >> When's the last big days? >> We have spring break. the week of 9th through the 13th, right? That's spring break. Spring break >> 16 to 20. >> Oh, okay. So, okay. So, that means I guess I have a question though. If we have spring break 16 and 16 to 20, >> our regular board meeting, are we are we going to have it >>
090on the 22nd? The next No, I'm sorry. 223rd spring break. Okay. It's on a Tuesday. >> Yes. I mean, we'll have it both on a Tuesday. >> Oh, that's right. Yes, that's right. Yes. >> Regular board meeting will be on the 24th. So, the question is >> when we want to meet for a workshop 24th, >> so the regular board meeting is March 24th. >> 4th Tuesday at March. Yeah. >> 6:30, right? >> Which which date you want to do? Oh, I'm sorry. your board meetings. >> The board meeting on March 24th, the regular board meeting. So now we have to schedule. We need to look at a date for >> Workshop. What do you have the first two weeks of March? >> I'm pretty flexible. Y'all like Monday or Tuesday? >> Before spring, right?
091>> Yeah. Do y'all like Monday or Tuesday for workshop? >> Monday. So I am open March 2nd and I am open March 9th if you want to do before spring break. >> Okay. March second. >> March. >> Wow. So this year we have spring break after a week after daylight savings time. So usually daylight we would have daylight savings time and then spring break. >> Wow. Now it's a week later. >> March second works better for me because the following week I have spring breakers coming in. >> Okay. >> So you want to do secondch? And what time? >> Same time. 4:30. >> March 2nd. >> Yes. >> 4:30. >> So March 2nd. >> I know. >> On the 2nd. >> No. No. I don't know when. >> We meeting at this. >> Yeah. >>
092Okay. I got you on March 2nd. 4:30. God willing. >> March 2nd. >> What time? 4:30. >> 4:30. Yes. >> Wait, March 2nd. That's a Monday, huh? >> Yes. >> I have to come back. March 3rd. >> Oh, you could be that time, right? >> Well, I run a race on I just remember on March 1st, but I guess I could just >> go on the third or what? Whatever you like the nth, right? >> Yeah, it's in Arkansas, but the race is on the first, so I could just What was your other date in March? >> Nma can't do the night. I can do the night. >> What about the third? >> That Tuesday. >> He can't. >> Oh, you can't do the third. >> I can't. >> Oh, you can do the third.
093>> I'm available third Tuesday. >> Can we do the third then? >> Yeah. >> March 23rd. 23rd. >> Yes. 4:30. >> Sorry about that. 4:30. >> Oh, March 3rd is a Tuesday. Okay. Yes. Love it. Yay. Got y'all locked in. >> All right. Good luck with the rest of your meeting. I'll be watching later. >> When did I start this? >> Monday. >> Oh, I'm going to reach out to y'all. Oh, I just need to make sure I got my pictures up. I will be reaching out to y'all and at that March 3rd, we will hopefully have some updates for everyone else because each committee is going to have it own. >> I'm so excited. We're going to be BFS again, my friends. >> So, moving on. Item number three, consent agenda items 3A. Action
094considering possible action to approve an agreement with Snyder Electric for the upgrade, service, and maintenance of the Apool structure building operation system for the high school building climate control system. I know that the we didn't get it prior to the board meeting, vice sir, but here is the uh want to look at it real quickly before Well, this is the one that's done told us about, right? >> Yeah. >> Oh, yeah. This is what we're fixing. >> Yeah. >> Just just to give you guys a quick rundown. This is what you can control the remote, the dampers, you know, to the if it's too hot here, they go in there from where they're at, like from one wing to the other. So, it's a really good thing. I mean, we >> It's also where they're
095they measure all the like emergency and all that. >> No, this is just for HBAC. >> Oh, this is for the Okay. For the high school. >> And currently right now, they cannot do it because they got software that's like yeah >> Windows 7 I think. So, I think you said that we were going to have just checked to make sure different prices. You mean like another >> Let me see if she responds. >> I contacted Jo before the meeting. Ask her I did ask her how much was the proposal price for the other bid we had the board meeting. >> See this is >> but but she told me 40,56. This is 49. >> That's why I asked her when I saw the 49. Wait a minute. This is higher than than the one
096that we had in the board packet that we tabled, right? Let me see if I can pull it up. >> Yeah, that should be Yeah. >> for January. I mean, >> the January >> the one we just had. >> Oh, but the bid was dated May 2024. >> That's what it was. This is >> No, this one is big. This >> Oh, okay. Okay. January, >> I got 2026. >> The increase. So, the price difference is because the old one was outdated. So, they had to do like a 3%. >> Yes. >> Um increase on that. But >> that so that's the difference in the one that we had at the board meeting and this one. But the other thing I was asking about is for a totally different company. She just texted me back,
097which if they don't have it, then I just want to make sure she didn't mean to put something else in. Forgot. May I interject something? >> Sure. >> Okay. The scenario that happened was in August, I reached out to Schneider and asked them if they had ever sent a bid during the previous administration tenure because we had talked about it. That was the $40,000 bid. I asked that young man to send me that bid in August and I forwarded it to the maintenance and to the business office. And then I asked him, he said, "If we rebid it's going to be more." I said, "I fully understand that. Can you send an updated bid?" So between the time they had originally bid think of you know the increase in cost and so that six that
09849 is that increase of cost. So when isn't that a quote what's the duration of the >> usually they're 30 >> usually 30 45 days I mean you know I mean I've had some that now are going as as abbreviated as 15 days because of price pledge >> but normally at least 30 if not 60. >> Okay so we're good yeah it was she said that there was something else but they weren't sure it was going to work. So, anything I'm I'm clear with this. Anybody else? Okay. Okay. >> And this is for one year. This is a year thing that we're going to be doing. >> no, it's just >> we would have to we would have to update it again eventually, but it shouldn't be in one year. >> Yeah. >> Okay. So,
099um item 3B, action considering possible action to approve budget amendments designated fund balance. She attached the the amendment or huh make >> no we vote on consent agenda voted together. Um she listed where they they move to pay for this. >> So do I hear a motion for the consent agenda items? >> Madam President, I make motion for consent agenda items. Uh action item 3A uh which consider possible auction to approve agreement with Schneider Electric for the upgrade service and maintenance of the ecosstructure building operation system for the high school building climate control system and attempted to 3B which is considered possible action to approve budget amendment designated balance. A >> motion made by trustee. So I hear a second >> seconded by trusty. All in favor? Trusty President Johnson. Passes. Item number four, closed
100meeting. The board will now convene a closed meeting to discuss items allowed by Texas Government Code. Chapter 51.071. 072. 073.074. 074 076/089082.0821 uh 0870785 418.183F and or Texas Education Code 39.0308. No voting will take place in the closed meeting. Any action the board wishes to take as a result of discussions in close session will take place after the board reconvenes in the open meeting. The time is 7:39 The time is 7:43 p.m. and and the board of trustees of now reconvenes into open session. Item number six, instruction, students, governance, personnel, business and support, facilities, maintenance and operations. 6A action consider possible action regarding appointments, resignations, reassignments, terminations, and changes to contract contractual and non-contractual positions and personnel. We >> do. Oh, sorry. I hear a motion. >> I make a motion that we move to
101accept the resation of Brian effective January 20th, 2026. Neil Rosas effective May 10th, 2026 as presented by administration. >> Motion made by trusty seconded. I second >> by Morales. All in favor Johnson and motion passes. >> And item number seven, uh there being no further business on the agenda, this meeting is adjourned at 7:44 p.m.