001The time is 4:33 p.m. and I call to order the special meeting of the Fremont Independent School District Board of Trustees, Trusty Fia, Trusty Gutierrez, Trusty Johnson, Trusty Morales, and Trusty Vera. Let the record show that a quorum of board members is present, that this meeting has been recalled, and that the notice of this meeting has been posted in accordance with the Texas Open Meeting Act, Texas Government Code, chapter 551. This meeting will be recorded and the minutes will be taken to document the proceedings. Audience members are required to follow the standard rules of order for conduct of a meeting which allows audience comments during the open forum portion of the agenda. Please refrain from comments during the course of the meeting. Also, please silence all electronic devices. Now, let us stand for the pledges
002and the opening prayer. I aliance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. Honor the Texas flag. I pledge to Texas. One state under God, one indivisible. Now for the prayer begin. Okay. The father, son, holy spirit. >> Heavenly father, as we begin this workshop, let us keep the focus of our students at the forefront of our minds. May we be guided by a spirit of genuine desire for their success. In Jesus name we pray. Amen. Amen. Let the record show that trusty platform. >> Oh, the vision and the theory of action. >> Okay. Our PESD vision right in front of us. Fostering a community of excellence, high standards and limitless student opportunities. and our
003theory of action. If Premon ISD empowers campus leadership with earned autonomies to implement strategic methods of effective instruction and identify high performance campuses while agreeing to operate in pursuit of the board student outcome goals and within the board's constraints, then Primman ISD will be able to accomplish the board student outcome goals. Thank you very much. Open forum. Nobody signed in for the form. So moving on, Lonear Governance uh A, B, and C. Discuss Lonear Governance two-way communication. Discuss Lonear Governance workshops for students and community and discuss completing a board time use evaluation. We're going to follow the agenda, right, M? >> Okay. Okay. Dr. T, you want to sit there? >> No, no, no. We'll do this because I think with the microphone it'll be helpful for the camera. Okay. capturing the video and then
004there will be a portion that I'll ask us to move over. >> Okay. >> We're do some good work. I want to make sure that we're fast and furious and knowing that you have >> a mic. Hold on. >> Knowing that you have a consent and knowing that you have some executive I want to honor your time. Uh and I also want to make sure that I honor my integrity with making sure that we cover the materials that I hope will continue to move you along the framework. But as always, I don't want us to be checking boxes. So I want to ground us a little bit. um super proud of you and I think I've mentioned it before of you being one of the few boards that I know of that have the theory
005of action in front of you that you have your mission your vision posted behind you. Um let's start with the theory of action. As you have read the theory of action, you worked on it together, you adopted it. Who will share first on what you feel, think or wonder about your theory of action? What does it mean to you, if anything at all? And it's that one that's laminated, your theory that you just read. Yes, sir. Thank you. I I I don't want it to get to where it's just redundant for anyone. I don't want to make that assumption, right? So, I want to want to check it. >> Long. >> It's long. >> I mean, it's long, but every time when we read it, it's just like it's it's long. >> Who put this
006long one together, though? >> The vision. >> Go ahead. Sorry, Mr. >> It's long, but it is very powerful. um powerful in the sense that if we this is what we're committed to then >> who's who's committed to that? >> We're committed to this. >> Yeah. But who specifically are you talking speaking >> me? Okay. Y >> I'm committed to this. It's just a reminder especially when I when I read the part effective instruction high performance campuses you know it's a reminder to me that we can't stop working >> and then who can control you >> that I can't stop working >> can and what does that mean exactly like for you as a board member here at a board meeting when you say I can't stop working >> it means that that my mind
007has to always be focused on students outcomes. It absolutely cannot it cannot deviate and my mind has deviated some in the past couple of months you know so uh not because it's something that I wanted to it just something circumstances that that occurred that that has happened. So, does that make sense? >> To me, it does. And I also I'm mindful we're public and camera and microphone. So, I also want to honor and respect that, right? So, I I I also I think as I as I listen to you, Miss Johnson, that um there's some reflecting that I believe I'm hearing you describe that you've been doing as to when you read your theory of action and as you remember in the language, how am I choosing to show up? what am I choosing to
008do? As you might recall, and I hope you recall that when we do the mindset and we've done it several times is that I I am a creature of habit and I have patterns. And when we did the mindset, every time we do the mindset, I'm inviting you to become friends to what are the behaviors that are conducive and positive for children that I believe deserve the absolute best in my community. What are the behaviors that are supporting and reinforce what I believe? And each and every one of you might become present that there might be some behaviors that I'm becoming present to that maybe are not aligning with what I say. Is that fair statement? >> Yes. >> Part of what we're going to do tonight, I want to I want to I want
009to tell you how excited I am for you because a couple of you have learned a little bit how to code your board meetings. We're going to read a powerful document together that I think is going to reinforce what I'm trying to set for us today. Your theory of action, I still want to hear from from some others. Your theory of action is supposed to be your ultimate guiding beacon as to where you want three month ICU to be. I have heard you describe the history of what's happened here before. I've heard you describe the progress that you're happy that you've made together as a team. And then no team goes through this without any battle scars. No team does. to to work as a collective team together in the pursuit of student outcome goals
010while honoring the guard rails of what we don't want to negotiate for our community. We want to make sure our community, yes, you want student outcomes, but I also hear you. You want to make sure that that the attendance is there, right? Because if you don't have the attendance, you don't generate the funds. You don't generate the funds, you can't fund the teachers in the building. So, you you as a team, I want to give you some kudos and I want to tell you what I see because I have the advantage of not being in the within the team. I see a board that I met years ago that lacked focus, lacked role understanding. There was a lot of silent voices in the room and that has dramatically shifted from my perspective. You have a
011focus. You are disciplined. And I think you'll get more clarity what I mean by that tonight. You are speaking your truth. Maybe you're holding back sometimes. And I think I make an assumption that that probably comes from out of respect, maybe fear, may maybe get a lot of reasons, but there is more voice in this room than when I first walked into the space. There is there's discipline, there's focus. You are I just don't know how aware you are of that. And I hope that tonight's activities are going to bring that to life for you. Who else will share next? >> Oh, can I add one more thing? >> Yes, ma'am. >> Not about the theory of action, but about the vision. >> Okay. I do want I do want to say that I appreciate
012Miss Austin because if you've read maybe it was just an email to me and Dr. Lamos or the emails that she has sent us um she has incorporated this language in in emails. So that was a reminder to me that oh wait a minute okay I need to get back on this you know. So I appreciate that that she's actually She's memorized. She knows that she's internalized this. She has internalized it and she's using it in her writing. So, thank you for that. I hadn't told you that, but yes, I noticed it uh during the week. I don't know if it was maybe communication with Dr. I don't know. It was something you sent out or maybe the weather. I don't know the the thing about the school today. I saw that. I'm like, "Wow."
013You know, she's using the language, the verbiage that that we if it's that we as a board, she's already taken it over. >> Andrew, are you raising your hand? I want to persu What does the theory of action mean to you today? >> To me, it always reminds me of that we are the leaders to our students and staff and we have to remember that. >> Who has to remember that? >> I have to remember that. >> Thank you for sharing. >> Who shared next? >> Yes. >> Uh action. I mean it's pretty much >> I guess to simplify it. Uh it's okay. We all have an objective. We can be effective. stay within our boundaries uh and making decisions and our main objective being students. >> Whose main objective? >> Our main objective? >>
014Whose main objective? >> Community's main objective. >> It's faded friend and mine. >> Yes, it's the mind. Yes, >> that's right. Your >> communities and trustees. >> Thank you. Yes, exactly. Other thoughts, reflections on what your theory of action means to you? >> Everyone's gonna have to share. So, >> don't's theme will be if you've been hanging out, chilling, and enjoying the ride of Lonear Governance. Today is the day that everyone will walk away with an assignment to work with me on, everyone will have a responsibility to walk away. We are going to be bffs in the next several months because I'm I'm I'm switching some things up because I think we're at that point. You've been at this for a while. You've got a lot of great things to show for it. I want
015to get you ready for the final phase that each and every one of you take responsibility of what you are passionate about and maybe not so passionate about because I do want you to have some homework to do with me as we move forward. >> So, is it okay that that I said that everyone needs to share? It is. And if you don't, don't worry. I'm gonna come back to you first on another. >> He is he is the one conducting. >> You you will you will be engaged tonight. My friend, I told Mrs. Johnson, I said, "Tonight, you will see the TCU professor come out of me." I'm uh Miss Austin, you know what, Miss Austin, you know what this is, right? Of engaging all parts of the classroom. And all of you that
016have been educators, you know what that means. So, I'm I'm coming today for the all of you. >> Awesome. I love it. You know, you got to speak in front of the entire district. >> No, it does not. It's okay cuz I'll come to you on the next one. >> I I look at this as I would like to get back to where it was Fremont proud like the way it was many years ago. like that's that's where I feel our board needs to take us and our leadership and our we need to get back to that we and I hopeless. >> Thank you. Yes. I believe that we that's cool that that's that's a nice statement because I believe that we >> need to get to that pre-1 price. >> Yeah. >> I I
017I think we're gonna have a chance to maybe unpack that a little bit, but anything that's like a top of mind of what what do you envision since I wasn't here during that time? What what did that pride what's a visualization you could give me what that pride was back then? >> Yeah, the the I don't know. I feel like it was it was a little different as far as the community involvement the when it came to the sports when it came to the the people wanting to help in the schools and wanting or being available. I don't know. I just I remember that back then, you know, that's And back then, are you talking are you are you are you >> when my kids were in school? >> Before before the big before the
018big black cloud. >> Yeah. When my kids were in school. >> And that cloud was what? >> When we were about to close. >> Got it. I thought that's what you meant. I just wanted to be clear on So the big black cloud was when we were about to close. It's actually you said so what did you think about when you thought about that that that point of pride >> everyone was real united like the whole community came together as one like it should be now >> everyone was real united like it should be now >> and that could be that there was problems back then >> okay >> some of us just didn't know about it >> possibly >> you know I have five children that went to school here and there was problems
019back within the board within you with the superintendent and uh there was misbehavior between of the board but they did the best that they could you know we back then we had for so long we had Mr. Johnson. He was a very good superintendent. He managed to keep the community. >> That was a long time ago. You're talking about a long time. >> Talking about what's ago. and and I I feel that there's always going to be issues, but we've got to be strategic like this says and and find the the the good leadership, which one thing that I'll say is right now I believe we have good leadership with Miss I'm sorry. Um and uh I I feel that we're going the right direction help the children a lot better >> because that's all
020we can do. We can only go forward. We can't go back like I did a few months ago. We've got to just and that's why this training is so good for all of us >> because if we start to slip we start to slip as a board we slip away from this and we >> when who starts to slip >> when you don't come around. >> When I don't come around >> we need these traies when I start to slip. >> There we go. >> When I need my trainings. >> Yes ma'am. And and again, I want to be I'm proud of you because before I left, you mentioned something to that effect and you were honoring what you asked for with the with showing up. And as you've learned in the eight effective characteristics
021of effective boards, the eighth one that's described is that this doesn't happen by accident. The muscle gets weak on governance when we don't keep it front and center. You made a choice to keep it front and center. I'm always excited to come and spend time with you. We I want to keep pushing you to as a team begin to own and internalize the material. There's no shortcuts. It I've been I've been carrying some of the weight for you. Your officers have historic. When Fred was the president, he was carrying a lot. When Mrs. Johnson came in, she's been carrying a lot. When Miss Morades has got a role, she's been carrying a lot. And some of you have been carrying different parts in different places. Um so at one point when we did the two-way
022communication with your teachers, right? remember that you carried you you chose to lean in. Um now it's it's that point. I let me keep saying it over and over. We're not leaving today until we have something we can that you can work on because when you work on it and you and you try to master it, it's what the Daly Lama said along. I don't know which Daly Lama. I just know a Daly Lama said it that he said if you want to master something, learn how to teach it to children. Because when you can teach it to a child, you have internalized it to a point that you can meet a child anywhere that they're at and you can make it so simple that they can understand it. That's the final frontier of our
023journey governance. You have done a lot of things to get those points and the ones that are remaining is the internalization piece. So I'm excited because then I want to I'm so glad you I really am glad you said that because if not I was going to say it that what I reflect on back in the day give you an example. I remember the the the I remember growing up as a child and I remember going with my father to soccer games in the neighborhood and I have nothing but great memories from those days. So if you ask me and I go by that park I'm like man back in the day it was amazing. >> Yeah. And then I run into friends that were with me during that time that were their fathers were
024also hanging out and playing and I'm like, man, do you not remember how amazing it was right here at Rockwood Park and all the things that happened and my friends are like, that's not how I remember it. Right? So that there's always multiple perspectives to the same scenario. I'm not I don't want to I don't want to rain on your parade because I absolutely want you to keep those great memories. What I want to do is tonight when we get to that topic and that topic, the avenue that's built in the framework, it's let's bring back those days and let's make sure we avoid any potential negative side effects because that's how we create a whole new Pont the days when everybody's united. It's not up to Miss Austin to unite the community. I hope
025you remember that. all the training and all the work, the role that you have as a board. Who's the who's the who's the representative owners of the school system? You you are. Please throughout this journey, do not forget she is your head coach. You are the owners. You have given her direction where you want her to go. She is hard at work. Academics, guard rails, you've done you've given her a gift of letting her know where you want her to go. the community piece. Yes, she plays a role, but you play the biggest role. And that's what we're going to have with tonight. >> I'm glad that you said that. Uh the the teaching the child, you know, and and I love that you say that because now I remember because now more than ever
026because I see it, you know, it makes sense how you made the the example, the analogies. I work with I I try my best to the dyslexia intervention and there are a couple of kids who struggle of course more than others and I I have to rack my brain okay how what what do I say what do I do to make the child learn it or understand it so I'm I'm back in my in in the teacher mode in a sense which I'm I'm glad you said that because now that you said that now I can I can you bring me back to this position as a board member. I'm having to I want the child to learn that what what do I need to do to make her or him understand it. So, you
027know what I'm saying? I think >> it's I am the genesis. It's I am the genesis. It's not common pretend. If if Pont is not where I want it to be, if I keep blaming everyone else, it's never going to change. What am I willing to do to create the future that Fremont deserves? What am I willing to do? Because you know that your school district is the hub and at the center of the community. You actually sit in a lot of positional power and opportunity to transform your community because you're educating the future group of of of your community. What best way than to do it here? Could you do it at city hall? Yes. Could you do it at the county levels? Yes. but not like you can at impacting young minds. You
028sit at the center of it and I don't want you to forget that. I want to keep putting that mirror back in front of me. You are the genesis. And if you let up off the gas pedal, I want you to be reminding yourself that if I am not doing what I say that I want this community to look like, I want you to hold yourself accountable. I I have a benefit when I lean back and I don't engage. Remember the props. The benefit to me is like, and remember on the one I always hit you the hardest. The cost to students in Fremont is you know what that looks like. And what am I pretending? So proud of you because you're not pretending. We're here today. We're going to do work. We're going to
029get to some work. Ready? Got a quick question. Um I was looking through the lonear governance. I was looking through when I did your last self 2. Um what page did I share with you? 29. >> So in your most governance manual, if it's anywhere nearby, I'd invite you to go to page 29. >> And I'd like to invite you to go under meets focus, the green bar, the green column. Would somebody please read that first box? It says the board and it says displays. Would somebody please read that one for us? The board displays and keeps updated the status and targets of all student outcome goals and CMS permanently and publicly in the room in which the board most frequently holds regularly scheduled meetings and has led or co-led at least one training on
030Lonear for his community during the 16. >> Bam. The first one I've already asked Miss Austin when I walked in right now. I said, "Miss Austin, can you help support the team by if you've ever watched videos that I've shared with you, which I think most of you, all of you have had, >> you may have noticed that the boards have displays behind them, just like you have your vision and your theory of action >> and you have them there. >> The boards have displayed their board goals." >> Yes. and they've displayed GPMs on the wall with the percentage on the bottom that you can trade out the little piece of paper so that anybody walks in here, they're like, "Here are their goals and here are their GPMs." And if their target is 50%,
031they're at 45%. Ooh, that's exciting. So remember that we don't want to check boxes. We want to understand why we're doing it. That's how you continue to send a message to your your public comment, to your educators, your principles. this board don't play when it comes to holding up our goals and the progress towards our goals. That excite you a little bit. I hope it does. Okay, cool. So, I I I have Ash as your superintendent, right? Because that's something that she and her team can hopefully support you on. The second one is going to be something that we're going to unpack. Before we go there, too, I got one more because there's something new that just got released and I can my obligation as a start governance to let you know. Anybody know what
032ISO is? ESO work >> evaluating student high five. ISO is evaluating and improving student outcomes. Anybody know how often you have to take that training? >> Is it a year? >> Every year. >> It's not every year. That was not every every other year. >> Every other year. When's the last time you took ISO? >> I got the I didn't >> You did the new one. We did it. >> We did it one time. >> I remember. And then this last time we were supposed to do it on Saturday, right? And then you said we didn't need to do it when we were in San Antonio. So we didn't do it Saturday. >> I need to go back and check. >> You know why you didn't do it San Antonio? Because the new version did
033not be released yet. >> Okay. >> That's why. >> Okay. >> And so now the new version got released in October. I just went and got trained on it last Wednesday in San Antonio. Um and everyone around the state is now being trained. Um, >> no. I did get the training with Reuben. >> The new one? >> Reuben did >> Oh, not the new one. What I'm saying is that I got it at the beginning of the of the school year with Reuben. So, I know I >> Okay. >> But not the new one. >> So, because you did if you got the old version and you're still within that two-year time frame, you're good. >> But once that expires, you probably want to have a conversation that as a team, either you do it
034at a conference or you can do it together here. And if you do it together here, you also get a team of eight credit on top of it because it is a three-hour training. It's every other year. But now, team of eight, how often do you have to do that training? >> Every year. And we just did it, didn't we? >> We just did it. Yes. >> So, you're good there >> for December. Yeah. >> ISO, if you haven't done it in the last two years, yours is probably expiring. I did ask Miss Austin to kind of pull your training. So, I want to make sure that you're in compliance. >> So, where are where is the board currently right now? >> Becky usually keeps us up on what we're missing. >> She's good about
035that. >> Awesome. So we do have a I don't know pass. >> You just pass. You don't have to put their business out the requirements in in November. November required required announcement. >> Well, just like just like with I I I don't want to say I will not say don't lean on your administrative team. I will say I will encourage you to stay on top of yours. >> Um that way you know if you're if you're still within compliance. The plus of what you have with me with lonear governance is that probably for u not probably that with me you can always get team of eight with me you get ISO uh and then with me you get all the lowar governance stuff and everything overlaps. So if anyone is lacking the ISO uh we
036can have that conversation later. I just wanted to bring that front and center to you because all of this is going to connect later to when we do policy diet. Uh oh, no, we already did policy diet. Your policy diet that you've been doing and that you completed, right? Voted on. Did you? >> Yes. With the second. >> So, you have my goodness, Primmont, most boards in the state and definitely most boards in the country never conduct a policy diet, much less read all their policies. You got two readings of it. I'm going to assume the best of my friends at Fremont that you read all those policies. >> Okay. I knew I had done it in San Antonio. >> You know why I'm assuming that, Miss Joan? Everybody. >> That was so >> It
037was right. It took me 16 hours to go through all your policies >> and to edit them for you and to help accelerate. So, my ask is if you haven't read them, please go check out your policies cuz you'll be right on point. All right. I want to open up real quick. Anything from a had a chance to check in and I want to open up for anyone else in the room. Any questions, thoughts, wonderings, any thoughts, reflections? >> Um, I appreciate the work that we're already doing thinking about how the theory of action and what we are committed to as as team. So, I appreciate that just about that. Any other thoughts, wondering, reflections before we begin? Start. Roll up our sleeves. There we go. >> Okay. Um, which one was the first on
038the agenda, Miss Johnson? >> Uh, two-way communication. >> Oh, yes. So, Advantage premons that um three of your colleagues had worked with me last summer to try to um plan for this. And if you didn't know, I'll I'll mention it and I'd love for you all to enhance a little bit. Your colleagues, which was M. Fuan Johnson and then Miss Morales helped develop a PowerPoint and a presentation that they took to the teachers during the summer of professional development to talk to them about your board goals about your guard roles. I think you had about what was it 15 30 minutes >> how many minutes >> 30 minutes >> and then they rotated teachers in there throughout the day. >> Um and so during that time you could absolutely say we did two-way communication and
039you did it with your teachers. What I want you to be mindful of is that you want to do this with students. You want to do this with community. And your community, I apply your families to. And again, this is for the board to do, not for Miss Austin. She's definitely going to be doing her versions of them as a superintendent. >> I was just going to add there is one opportunity that I added to um the um corral notes email that I sent on Friday. The elementary school is hosting a dad talks >> with their families on Monday night and you all are welcome. >> I don't know if you have 15 minutes but you might have three or four if that's enough time to to engage but I did extend that I know
040that they would love to to see if anybody wants to come in. Is that every special meeting that they're having specifically to do data MOI data with their families? >> So I mean we don't know how many people are going to show up but we've invited all of the families of families and so it's a great opportunity just >> to to accelerate our time to make sure that you are able to connect as to how that could be a very good opportunity. Obviously, you're not going to be able to do the two-way communication in that because that's the meeting that they set up. I have gotten feedback from campuses and teachers as we've been doing this work that they don't like to be hustled into like saying, "Hey, we're going to have a PTA meeting
041and they have no idea that the board is going to do a goals and guardrails conversation." So, but again, I don't want to assume anything because this is your community and you know better than anyone. I think an idea and an opportunity would be that if tonight we find out who's going to lead this part of the work, who in the boardroom is going to lead this part, I want to make sure we get as much input from the entire team and then whoever is going to volunteer to want to work with me on enhancing your two-way communication. Maybe that one or two or three people go with Miss Austin and and announce it. Say, "Hey, we are planning two-way communication. We're going to have a session." Uh, and there's two ways that I want
042you to start looking at it. one, what y'all did here is y'all went to the teachers. Awesome. Because if you would have invited them to come here, you're you're risking it. They may not show up, especially if it's after hours, right? Like they've already been at it all day. They've been teaching kids. They got their families. They got other things they got to do. So, you run a risk with nobody's showing up. It happens all the time. My encouragement is that you think more of the the what we call outreach. Go to them. Go find those groups. So, whoever may decide you or whoever is going to decide to want to spearhead this, you may want to consider joining her if you're able to figure out what those next steps are. Does that make sense?
043>> Yes. >> Okay. So, I'm trying to be loud enough so that the microphones catch. When you think about two-way communication, I love what y'all had the conversation. So, let me frame it this way. When you think about the good old Pride days of Premon, what do you think it would take from you as a board to revive those days? What are you going to need to do to bring those days back? >> Okay, keep it coming. I'm going to write them out. What does that look like for you, Miss Falone, when you say more community in Fremont? Where are some of the people gathering on a regular basis or maybe a semianual basis? You've shared y'all shared with me in the past like I I don't remember, but like >> what is that? >>
044I think Joanne just mentioned before the park, you know, >> people hang out at the park. I've always thought that if we had a meeting at the >> park more community will come and see what's going on. Now what was that meeting? >> We need to make sure it's nice and cool. Right. >> Weather peritted. Right. >> What would draw people to come to the park to hang out with y'all to listen to >> food? >> You feed them. They'll come. Well, sometime back uh apparently on she used to have like movie night. >> So I remember guys >> they do the popcorn. >> I came here >> putank right here in the yard. >> They did it there and then one year we did it over there. >> Right. >> Are they still doing
045it? >> It's been a while since it's been a while. have been too hot. It's better now. >> It's just something like that. I mean, even even something simple because a lot of us, we probably got Netflix. We got every single movie app out there, but some kids are not as fortunate. I think it was just >> charge them to get popcorn. >> If it's something fun and then we can we can say what we need to say to them, but like keeping it like short, not making it seem like that's what they're there for. >> Yes. >> Cuz it'll be like there was a catch to it. >> Why Why do you say that? I don't disagree at all, but elaborate a little bit more. Because for the most part, I mean, it's happened
046to me before, too. Like, you go somewhere thinking you're going to you're going for this and then it ends up turning into a a meeting of some sort. That's not what I came for. >> Don't do that. Right. >> Right. >> So, I love it. So, anything else? What are the thoughts on that? Fun and deliberate and keep it short. Let me let me give you this. I I used to tell my young people in the juvenile facility, you got to crawl before you walk. Inch by inch, life's a cinch. Yard by yard, life is hard. When you try to do when you try to knock it out the park on your first two-way communication, it may not go the way you want because you haven't built the momentum. The 21 irrefutable laws of leadership,
047one of those laws is the law of momentum. So, probably more whoever I'm going to work with here, I'm going to I'm going to encourage you. Let's start short. Let's start Let's start simple. Let's start earning the right to be hurt by your community. Let's start letting them know, yes, today just want you to know this is what we've been doing. This is why we're doing it. This is all for the kids. We're going to have fun tonight. We feel free to come talk to us. We're going to be hanging out with you. We're with you. Blah blah. It's not a campaign event. >> It's a I'm here and if you have anything you want to come talk to me about, I'll come talk to you and and they come talk to you. Oh, you
048know, I'm concerned with the facilities. Da da. You know what? That's a good idea for a garden grow. Maybe if it's not one of our garden grows, maybe that's something we talk about during the summer. Thank you for bringing that concern to me. >> Oh, I don't like the teacher. D. You know what? My role is goals and guards. >> What you're talking about? Definitely want to encourage you to get that in front of our superintendent and or have you gone to the teacher yet? >> Have you gone to the principal? But you notice how the movies play in the background, the popcorn is popping. >> Yeah. >> And you're engaging. And then you're like, "Hey, next time we have a meeting, can you bring three or four people with you? We'd love to have
049more of this conversation." Does that make sense? I'm not trying to get any because whoever I work with, that'll be the last question I ask >> because sometimes they may have questions, but they don't see you, you know, you're not visible or you don't go, you know, cuz because of I mean, they see us at the games, but they're not going to want to come talk to us at a game, you know, and that's not the place, you know, but it's like that where you could pull them aside or and even at that you really can't give like a lot of information for the most part if it's something to do with the teacher well you're going to just guide them in the direction they need to go first you know we don't have anything
050to do with that >> I'm going to flip the coin on you thank you for saying maybe maybe I'm not as visible or maybe we're not as visible what could be the other side of that coin >> maybe I'm too Maybe I'm When I say too visible, I'm implying maybe I'm too accessible. >> Yeah. >> And maybe I'm too accessible to one or two people. >> Don't want that either. That's the purpose of this. >> If you're hearing too much from the same person or the same people, push yourselves as a team to go listen to the other people you haven't heard from. And I get it. There might be family history. There might be people in history. Right? This why you got the mindset. If I don't listen to other parts of my community,
051what's the potential cost? you sit with that long enough, I think it'll motivate you to want to listen to others. What else comes to mind when you think about let's bring back the good old pride of premon? How how could two-way communication get us there? What comes to mind? It's not going to happen by itself. Have to be intentional about it. Did we still have a game of the year outside? >> Yeah, the the meet the cowboys or the cowboy or something, right? >> It's for band. I mean all the groups. >> That's what it's I think that's what it's called, the community. And that's when they introduce all the cult round up. >> Awesome. Where where do where are leaders congregating? Where are your leaders hanging out at? What meetings do they attend here?
052You have city council. >> You do. >> You have county commissioners, >> county judge. Alice. >> Oh, yeah. >> What about flyers? Didn't we try that at one time? >> Yes. I think >> Oh. Oh, it was they were it was a something that was put out and then no one ever responded. A survey. >> Oh, yeah. >> Survey. Anita and I were the only ones who did it. >> Yeah, >> it was this it was this uh putting the our our our goals and which one we're going to go first, second, third, fourth, whatever. Don't be the only one. That's because I know I I I was I went to concert. I spoke uh I spoke to the the band parents. I I passed out. >> Only two D and I were the only
053ones. There's only two of us. >> Breakfast with the board president. >> What? >> Breakfast with the board president. >> What do you mean the board president? >> Breakfast with the board. >> Yes. Thank you. I'm ready for this. >> Would you president? Breakfast with the board. B >> breakfast on board. Ah, no. The bait. B. No. Breakfast. Breakfast with divorce. Has that ever happened before? >> Austin likes that. >> I've never even heard of that. Like I've never >> He just made it out being intuitive. >> I'm glad you said something. That's a good idea. seeing kids, you know, ISD and and and Brooks County ISD. Yeah, that's what we could do. How about that? >> They just had enough fellow cheerleaders. Oasis, >> they do cheerleaders. >> They do a good They do
054a good job of bringing community together, parents and kids. That's right. Yeah. Yeah, we need to do that. >> Whoever I work with, I'm going to want you to determine the manual says once a year. I'm going to tell you that's going to change because feedback from coaches and once a year is not enough. Twice a year is checking the box. Boards that are really effective of of boards that are really effective of staying in front of hot topics of people not coming to beat you up later on or in the green. You you do this you do this three or four times a year. And so whoever I work with on here, I'm going to I'm going to I'm going to ask you to to think and process and plan out and make it
055a standing thing that in Pmont three or four times a year, we're going to do one, two, or three, we're going to rotate. But once you find your groove of what works, I'm not from here, but if if I were here breakfast with the board and there's going to be breakfast, >> that would be that would be a meeting because it would all that would kind of the the park what you your idea comes together with that. But it would it would be a meeting. Yeah. We would have like a like a slideshow to show them or what would we >> It doesn't have to be an official meeting. It could just be like sort of a >> I really like that breakfast with the board or barbecue with the board. >> BBQ with the
056board. >> I want We're going to do these in the tables here in a bit, but I only ask for two print. I don't want to waste paper. >> You asked a really good question while this >> is a slideshow. You will notice it's a slideshow. This is from my friends in another district near Austin who who by the way they watch your meetings because they just started their journey this year. >> Oh, >> they just started their they wanted to watch other boards around the state and this is what they put together as you go through it as a team. >> They've seen our meeting. They've seen some of your messages and this group got so much feedback in such a beautiful way and and and like most boards uh it ain't going to
057work. We never done it. People don't show up. D we got through the comment pretending right now they're planning the next three two-way communications. They saw so much value and got so much feedback they figured it out. What they say though about our meeting? >> I don't know about that one. It's good stuff. That's good stuff. >> You know how I felt when I started watching Westico ISD. >> I was like, >> well, >> I don't know what I said. That's coming. >> Here's the thing. Look, there's highs and lows. >> Yeah. There's highs and lows. >> Yeah. >> Um, we want more highs than we want lows. >> Wow. I'm not going to get back right because and so here whoever I'm going to work with now I think I just wanted to brainstorm
058I knew you had ideas and especially because you had this the pride of pre we're going to stick to that I'm going to write it down >> yes >> I'm write it down >> because we're also going to talk about logistics going to be like hey it's going to be breakfast who's going to pay for the breakfast uh how's that going to happen right um if if food we know is a natural attraction. >> Yeah. >> But food isn't always the only isn't only way, right? So maybe I do go meet all the teachers and we do a little 30 minutes again and we invite them. We invite them. You talk to 100 teachers, we'll be lucky if we get five. It may be the mindset, but I'll take five over zero. And we go
059talk to the parents. If anybody has a place of worship, hey, talk to the pastor, talk to the priest, talk to whoever's in charge. Hey, we're doing some business here at P1. You go, you invite your elected officials. do breakfast with the board with your elected officials that are surrounding you. We want you to know what we're doing and why we're doing it. And we are open to ideas. What have you been hearing from your respective roles? You got to be ready to hear the hard things, but you also you going to be ready to celebrate the good things because you going to start your meetings with them. Say, "Hey, join us in pledge of allegiance. Join us in in in in the vision statement. Join us in prayer and join us in theory of
060action." And they're going to be like, "What's the theory of action?" Oh, and then you're going to have your goals on display and you're going to have your metrics of where you're at. They're going to come in here like, "What is this this?" And guess what? Guess what you're going to be able to do? Oh, I'm glad you asked. That's exactly what we're here tonight today to do. We want to invite you to be part of solution with us. >> We can't do this by ourselves. >> Does that make sense? >> You get excited or you like dancing? That's too much work. >> No, it sounds exciting. >> It really does. And it's like >> I think you will get us that spirit. That's >> a good idea. >> I'm a people person. So >>
061I like it because it it it kind of forces it forces the board to engage, you know, and you know, sometimes this is our safety. You know, you get us out of here, you know, majority of time. But I mean, it's that's the nature of the beast. So whether you're here, whether you're at the Dollar General down the street, you're going to get, you know, approached for some reason or another. >> You're not awake to have a dry season. >> So guess what happens? You approach me at the dollar store. Hey, so glad you bring this conversation to me. We have a two-way communication schedule coming up in a month. Love to have you. Bring a friend, right? You want to have them somewhere to to probably ball and say, right, because you're cowboys here,
062but you want to corral the public to come into spaces that you create that are safe and you demonstrate the the bravery of the board. >> Thank you so much. Thank you so much. >> Can we pass out flyers before that? >> I don't see why not. >> I mean, through the school, like would the school be able to like >> It's not a campaign. >> Take them to the kids. I mean, have the kids take them home? >> I think that's >> or on the dojo or on the whole website. Those are great. >> Yeah. >> See, this is where the collaborative piece is because you're leading it in any areas that you need technical support. Absolutely. Go come and visit with your superintendent. What you're going to do is you're taking things off
063of her plate by you being the ones talking to your community. In theory, you're also going to keep things from coming to her that are more board concern more board concerns than they are administratively. You're doing her a big favor if when you do this the way it was designed to be done. All right, quick question. Who wants in on this project? No more than three. Three is a max. Who wants in on this project? >> I want in, but I want to be >> All right. >> I want to be a helper. >> You want to be a team member? >> Yes, that's what I want to do. Be a team member. need at least one more if not two more. >> Why don't you want to responsibility? >> We'll work through it. Guess
064what? What's going to happen? You going to code? >> We're going to I'm with you. >> I want to help. Let's call >> you do talk to a I know >> you do you talk to a >> lot we're we can meet via phone call we can meet on a zoom >> it's most of this will be planning >> uh when I come back for like another workshop we probably have a meeting before or after we we the meeting I don't want you to worry about How much? >> Monday. >> What day? Right. >> Yeah. >> Well, that will be up to you. Whoever whoever signs up. We're going to compare calendars. >> Yeah. >> And we're going to schedule it. >> Saturday. >> And this needs to be done within within how many months?
065>> That group is going to determine my my goal. my my I guess I should say the the the furthest out that I think we should be would be May. So I'd say from here to May that we plan at least one. Let's launch one and then you decide when that second or third one is >> and maybe it's just two this year. >> But I want whoever this group is, I want you to determine that. >> But let's get let's get the truck out of the >> station. Right about election time. >> Oh, that's going to come over here, my friend. >> Yeah. you start bringing people up in the selection. >> Miss Sani, that might be one. If you don't sign up for one, you remember how we did that little training with
066you in the conference room? >> Oh, we don't have >> Maybe you going to be in there with us cuz you just went through it, right? You're like, man, that's Sinto guy. I don't know about him. >> Oh, yeah. >> Right. And like maybe Sinto should have told me this cuz he didn't warn me about that. >> You probably the closest one to it. If you don't jump on one, I'm I'm going to come and volunteuce you to party. >> I heard Bob >> the breakfast on the bun, guys. The breakfast. We're promoting water burger today. >> All right, next one. >> What if I get sponsorship? >> Yeah, look, I mean, there's all kinds of ways and I I just want to throw out ideas of how others have done it. And and I'm
067also being conscious that I do this with different sizes districts. Some people are able to generate some money from community donors, from elected officials, um and some have campaign funds. These are things that your campaign funds are also appropriate for if that's something that you're willing to do. But we can problem solve that any of these any of these challenges we're going to have. I'm going to tell you some of them are going to be technical. Technical means that if we do A plus B, we get C no matter what. Adaptive is going to be maybe flyers don't work. Maybe surveys didn't work and we learn those lessons. But let's figure out what does work. That's the adaptive process we're going to go through. What will happen though is that you will figure it out
068for what works at Primmont. That's going to be the beautiful part. We're going to crack the code. We're going to refuse to say that our community cannot be engaged. >> We are going to have the I am the genesis. We are going to crack the code to bring back premon. >> We want spirit. Cool. So proud of you. Let's go over here. Governance workshops. Why in the world would I encourage you to do aside that it says it in the most governance manual? Why do you think we promote governance workshops which is on page 29? It's on meets focus and master's focus. So you already read the meets focus one. It says led or co-led one training for the community in the previous sixmonth period. That is telling you you're going to want to do
069at least two per year. >> So we're on right now. >> Yes, we are now. Yes. governance the governance. Will somebody please read for us master's focus on page 29 the first box and then wait to take a pause and then we'll read the second one but first read the first box under master's focus >> students have included >> oh have been included in at least one star governance training for two communication meeting in the previous 12 month period. >> Why do you think we asked you to do that? need to know what's going on. >> They need to know what's going on. And >> sure, >> but you're the genesis, so you you're going to be the ones that correct the code on that one, too. How do we engage our young people? But
070why else would it be important for students to be a part of this process? >> Well, because they need to know that what they say matters. >> Oh, you got it. We need them. We need them to know why we're doing what we're doing. And right just as important is we need to hear from them. >> We need to keep hearing from them. And I think uh I think that maybe they're starting to see that with just what happened at the last board meeting with the whole uh that they're allowed to wear facial hair. uh because I did uh last night I attended the the R board meeting and uh a couple of the our kids came recognized I didn't know I'm glad I was there uh our medical academy kids were were present they
071were recognized by Mr. Gonzalez and uh of course these kids some of the kids were my students but not only were they my students but the parents were my students. So after I ate, I went to went to go hello. I went to greet them. And so the very first thing that one of the students said, "Miss miss, you know, uh we can we can we he had a little mustache." Uh yes, but I I want you to know that I voted against it. You can look at me like, "What mess it?" I was the only one who voted against it. But yes, y'all. I mean, of course, I can say that it was open. It was an open form. But I think that little bit surely the kids have have already I'm sure they
072thinking, "Oh, wow. You know what?" You know, as a matter of fact, his mother told me that when when they came to speak in November at the November board meeting, I think she found out after the fact because uh the mother said, "Yeah, he told me that that he went to go speak to the board." And she was that that's him. All right. So I think that that already has opened the door a little bit and I can understand why she did it. Although I disagree with it, but that's okay. >> Okay. >> But I I can see why she did it. Uh because yes, I think that uh so that the kids know that we are listening to them. >> So tell me a little bit more about that. Did did y'all schedule a
073meeting and go visit with them to listen to them? No, they they came and they signed up. >> I saw that one. >> That that was the first time that we heard they they came and they signed up to talk. >> I saw that. >> But then the board, did you go create a space to listen and talk back and explain your perspective to >> No. No. >> So, it's okay cuz you have a great example of how we had a missed opportunity, me and you, the coach. I didn't I didn't even suggest it to you until we're having this conversation. So, that is my shortcoming. If id have really dug into it, I probably should have called and said, "Hey, y'all have a great 2A opportunity." That would have been one of your two,
074>> right? Because imagine that. You imagine how you would have packed a room. You may have said, "Hey, we're going to get a classroom and you got all these kids in the hallway." What if that would happen? How powerful that would be. Okay, we got to move to the cafeteria. Cafeteria ain't big enough. We got to move to the auditorium. Auditorium ain't big enough, right? I'm just exaggerating. But can you imagine if you'd have created this space to say, "Hey, we the board are here to listen to you." And it's not you you you post it if you want to have no you don't actually would you would still had to have less than a quorum. You would have had to decide which three of you are going to go and have this two-way. The
075reason being cuz in when you don't have a quorum you can talk to each other. You you hear when she reads the the public comment >> that we cannot we can only respond with factual information. That's not two-way. Make sense, Miss Armia. >> But then coming in is going to have other students want to come speak to us more. Say, "Hey, we have something that's I mean, not that they're going to always get their way, but just so they can speak." >> That's right. And if they don't get their way, isn't it better that they hear from you as a board? >> Explain to them why. >> Explain why. >> You see the purpose of it? So remember on this one, you have two things. You can invite them to your two-way communication like you
076like you could do there. You have something brewing, I wouldn't sit on it. I wouldn't let it burst in the community. I wouldn't wait till they come to your boardroom. If you hear something really brewing, hey, sounds like we got to do an emergency two-way communication because we have to tell them what we're thinking and why we're thinking we're thinking so that they can understand us. The biggest challenge with walking quorum and hosting meetings, I get it. It it straps you as an elected official, but this unstraps unhands you so you can get in front of them. Now, governance workshops, we we can do a governance workshop for them to say, "Hey, this is why the board is doing goals, guard rules." Your students may give you little to no input, but as this machine
077starts getting better, they should be telling you what they really want. What what are the values they want to protect? Food, athletics, facilities. Right. Whatever that looks like, that's going to be the plus of that and this goes workshops. I'm going to be looking for another team to jump in with me on this. >> Well, since we already have I I can be on this. >> Bob is spoken. >> Okay. >> And you know, I guess you know just because I mean I did teach >> I mean Y >> for that >> and there's so many ways we can do it. >> It's just we're going we're going to we're going to pilot different versions of your governance workshop. >> But I will have to be very careful. I will have to I will have
078to um remind myself that I am not their teacher anymore. I am not their teacher anymore. So, uh, I have to keep an open mind. >> Yes. >> That I can't tell them, "No, no, because I'm not in that role anymore as a teacher now. I'm in a different role." >> Who, who could help you keep an open mind if you if you start showing signs of not being open anymore? >> Who could help you like from the board? >> Uh, that's the answer. >> Anybody? Anybody? >> Yeah. I want I want it to be someone whoever's on this committee with you. I want I want I want you to tell them, hey, if I'm veering off, if I'm looking like I'm not openminded, >> I can tell you what right now who would be
079really good at telling me. Miss Austin would be really good at >> Yeah, but that's not her role though. >> That's not her role. But I don't >> because when we had that conversation about the about the >> when we had a conversation about the hair the facial hair >> um she stopped me on my tracks >> because she asked me she asked me well how does facial hair impact how does it impact learning how does it affect the learning times >> okay so now okay so we have Emma Fred and Joanne. So it would be and Chris, >> right? >> And Ruben what? >> Oh, Reuben's over here. >> We keeping him. >> Reuben could be in another one. >> Rub Reuben could Ruben. Yeah, because we already took care of Paul's diet. That's
080usually the third biggest bucket. We got we got a couple more work items. >> Ruben and I will get together. >> Would you remember that the next meeting I need to dissolve the ad hoc committee? >> Yes, please. Ad let her know >> dissolve the adhoc committee for >> for the policy >> consider placing now on the agenda ad hoc committee for two-way communication. >> Oh, okay. >> And ad hoc committee for governance workshops. >> Okay. >> And Angie, the reason I'm loving again I just said earlier I really am going to need your perspective. Anybody's thinking about running when is the when is the campaign or when is the election? >> November. >> When does filing begin? When >> when are the filing applications? >> August is the deadline. >> So I highly recommend
081this summer we try to do a workshop for anyone thinking about running. Like imagine if we'd have known you were running this engine, we' have been hey this is what we do. We do goals, we do guard roads, we do theory of action, we do progress monitoring. You would have said what? And after your after your future colleagues would have explained that to you, you would have been able to make a really better informed decision like you know what, I have a better understanding what's expected of me. Does that make sense? Cool. The other one is so you want people to know what they're potentially walking into. And then after they file, you do another one because then you have your final roster of who's running. And then we do another workshop so that so
082that you're you're reiterating this is what we do. This is why we do it. By then you would have had some two-way communication under your belt. Another one you already have one. You would had another one under your belt. At least one. And they, you know, you want to get them excited about like you're going to come. This isn't just all hard work. We're having some fun now. Sometimes it's a little tough because the young people coming to us, but you're better prepared. >> Okay. So then for the February board meeting for sure we have to dissolve the ad hoc for the board policy night and you recommending that we make a motion and pass uh I don't the ad hoc committees for the two-way communication with and also for governance workshops. >> Yes. >>
083Is that how >> that's how it works? >> Okay. and board. Do you know what I mean by an ad hoc committee? >> Yes. >> For a little while. >> Yes. And then >> what is ad hoc? Is that an abbreviation or >> question? >> Yeah, it is. >> Is it I think ad hoc. >> What does ad hoc stand for? >> It just says when necessary or needed. >> So then maybe it's not necessarily needed. >> Yeah, that's short term. >> Oh, it says it's a Latin phrase medical abbreviation commonly used in the medical field translated P R which means as needed or when necessary. >> Okay. >> I haven't given you my whole thing about this thing >> short term. >> I think I think all of us in the room remember a
084time when when I was in school that we had to go to a library to pull out an index card to find information, right? >> Yeah. I remember I don't want to get too scriptural, but you remember this little story in the Bible in the first book talks about this man and this woman kicking it in the garden, hanging out in his garden. You remember what they were told not to do? >> That's why I hesitated getting >> Oh, I So you already made a connection because they were they were told don't don't don't bite from that fruit, right? >> And what would happen if they did? >> They would get knowledge. they would know as much as >> So when you ask those questions, bam, >> got a bit >> to you. I feel
085guilty, but I have to say it's not an >> res. >> So then, okay, the governor's workshop for the the one that we're in. >> Yep. it the same timeline as as that one >> it'll be depend we'll leave it open and then just like you're dissolving the policy diet you're dissolving it after the fact. So as soon as we determine that, as soon as the committee members determine we got this, we know what we're doing, we we know it enough that we could teach it to a child per se, we can teach it to another future board member, we dissolve it. So we leave it open until then. So okay. So this this communication two week communication with students for example it's going to be about like pressing issues that that they're experiencing or
086>> I'll give you a little when we meet I'm going to help you. I have scripts I have examples but I don't want to give you too much because I want just like we got your ideas here I want to extract your ideas for what you want. The first characteristic though, the main one when you do governance workshops and you're and especially with students, you're asking questions just like you are there. You're asking um what do you what are you really appreciating about your experience in 31 independent school district? >> Okay. So there could be they don't have to be questions based uh question just about the our goals. >> Oh no, not directly indirectly. >> Okay. So what do you really appreciate about your education at this point? >> Okay, >> they're going to
087tell you, oh, I like my teacher or I don't like all these tests or I don't or I do like this or I don't like that. What we do is we codify we we collect all that all that all those responses from the students and we find out what the themes are. >> Okay? >> And then if we pick up themes from students or families or anybody that literacy doesn't matter, then we got work to do. We have to let them know how important literacy is. But if it does come back that literacy is a top priority or mathematics or science or like things they might say, you know what, we used to have this mechanic shop class and my brother took it or my sister took it and they talk about how much they
088loved it and they're doing they're talking about CCMR, right? Or hey, I want to I wonder why don't we have a videographer class. They're talking about CCMR and oh, you know, my sister went to college and and had to drop out. Well, why did she drop out? Well, she couldn't handle the math or the science. Well, we're talking about the rigor now. We're right. And so, everything we get from them, we just want to extract what how they see the world. We can put the pieces together to say they're talking about literacy, mathematics, science, opportunities, college career, military readiness. They're talking about AP courses. They're talking about FFA. They're talking about athletics. that to that's the technical stuff I'm going to help you work through >> because I have all that material. You're going to
089choose which way you want to go. >> Okay. Okay. So, okay. So, governance workshop with students. So, that would be separate. Are you talking about three different workshops because one for students, one for staff and one for community? >> What did your LOR governor's manual say? What did it say? Oh, it just says master's focus. The very first one, >> huh? >> What does it say under master's focus? The very first box >> students have been talking about this one >> and at least one governance. >> Okay. What about >> and then what does it say? The one where's the one on staff and community >> meets focus. The second box has led or co-led under me's focus. >> Okay. Under me focus. Okay. Has led or co-led at least one training on loans or
090governance for community during the Okay. >> In at least six months. >> So that means you're going to have at least two per year. I would I would I always you know I'm all about young people. I will always recommend this is one no matter what. >> If the first year you want to do step only because it's easier. Cool. If you want to do with community because this is going so well that people are like I want to learn more what the heck you're doing. Well then it's easier. And these two can be combined. >> Oh okay. >> These two can be combined. I'm going to share with you that there's a board outside of the state that just this past Saturday, they tried to do this. They had a very low turnout. Uh
091and what they did is they did a whole day workshop that they planned. What they learned is that people were not excited about coming to a workshop they had no real idea about, especially give up their whole Saturday. >> Yeah. >> So, what did that team do? They went back to the drawing board, the committee. They went back to the drawing board, you know, and I'm not going to tell them no. I'm not going to tell you no. I'm going to ask you questions, but if you're determined to go a certain route, let's go down their route. Let's figure let's see what we learned. I don't think they're all bad. So, they learned it. Now, they're redrawing and they're going to cut it down to three hours. And then they're going to go to the
092pastors and they're going to go to the PTAs and over there they have unions. They're going to go talk to all these people and everyone's responsible for getting at least two to three people to come. They should have 18 to 20 people. So, we're going to learn some lessons. But what you just read is we want to have at least two a year. you determine and decide where >> eventually what would the ide goal here in Dallas they do this now um in full worth I guess let me give you a real real example how this is possible in full worth there was an attitude when I was on the that this wasn't possible. Now that the takeover is happening and they're they're they're in order to become a possible board of managers, I don't
093know if you know this, you have to go through the two-day governance workshop. They have over they have under 200 people in my city that have gone through that two-day workshop. now under just a little bit under 200 when a board when I was on a board that around the table the common pretending was they don't want to come to that but does it have to get to an extreme to mobilize the people we don't and we crack the code in other places it's just the it's more work for me to do the work pays off when we do these two things it'll pay off for you as a board member because you've been able to do about 70% of the work. This is going to cement the work for you as board members long
094by the time that I'm gone because these will help prepare your community and your future candidates. And when you do this consistently, everyone's going to start speaking the language around your town. Everyone, not just your teachers, not your student administrators, your parents, your students. In Dotto, in Phoenix Elementary, in those two districts, the students set their goals at the beginning of the year with their teachers on their academics. first, second, third, fourth grade, all of them. They all set their goals with their teachers. They had their parent teacher bumpers. They're visiting the goals that the child set for themselves. They look at their baseline data and they say, "Miko Mha, you were right here. Where do you think you want to be at?" And they look around like, "Well, I want to be up there."
095And the families get it's a very intentional conversation. But who do you think spearheaded that mindset? >> That's where >> I think does that. Do you also >> I think that they do. I know that they had a day that that each teacher had to call each parent to come in and they showed them I guess with the student too. >> Do you have you heard anything about that? And >> they have data folders. They have it's it's not exactly the same, but we do have something. >> Even though you have something like that. My goodness, that's amazing. the secret. >> I had heard about that. >> Everything that's going >> Yeah. >> towards what you're about to put on the walls. >> So, did I answer your questions, Miss Johnson? >> Twice a year.
096And you determine the goal would be that we eventually get them to where you can be in a space that you have them for two full days. >> Two days. >> Two full days. Just like you did the two-day workshop. The goal that we want to work towards is that we have two-day workshops. You bring your elected officials, you bring your parents, you bring your community leaders, you bring your faith-based people, you bring anybody and everybody into this room and you do a two-day workshop. And guess who leads it? Who does it say leaves it in that book? Who does it say leads those workshops? >> No, not you. the board. >> It's now the board. >> The board, >> you got me. I will help you. I will walk you through. I will coach
097you. I will support you. I will show you how we do everything. I will I will handhold you all the way until the moment that you're like, "All right, CO, get out the way. >> I'm ready to leave this with my colleagues. >> What's up, Miss Chris? >> I'm already excited." >> I know. >> Good. >> We are. This is the final phases of Lone Start governance implementation. Um, we're going to do it right. Any other questions, thoughts, or wonderings before we transition to the final piece online? >> Okay. What you what you can expect from me is by tomorrow, I will shoot an email to these three individuals. Don't worry, I'm going to hit up my friend Ruben. He and I will find something for he and I to work on, too. You can
098expect an email from me by tomorrow and I will send you my link and I will send you I'm going to ask you to see when when when our calendars can overlap. Let's jump on a Zoom um or let's jump on a phone call, whatever is more comfortable for you. But I want to ask you a question. This is mindset. This is integrity all put together. I commit to you to be there for you and walk you from A to Z. Can I expect the same from each of you? for me. >> Absolutely. However you want individually or all three. >> I think it's better. >> I think it better would be the together. Yes. >> That way we all hear at the same time the way we did the other one. >> Yeah. The
099board >> and then So they're hearing this. >> Yeah. Did you send us? >> Yes, sir. All I'm going to need is a date and time that works for you and I will shoot you the Zoom link and I commit that I will do my absolute best to be on there on time. You don't like >> at our at our own home, right? I we don't have to come in here like >> you don't have to because anyone has a link to use it either together or you can use it >> and you know the the workshop for the students I I really think it needs to be done >> like in April >> I would say >> possible I want to say it's the end of the end of the year >> when does
100testing >> April and May 22nd no uh testing start testing When did you start testing? >> May, right? >> The windows for >> when does it start? >> April. >> It's going to be April. We're testing it in April. >> I'm just saying three weeks, right? >> I'm thinking about >> I want to hear from I want to be able to hear from students before the year like what we know when school starts. You know, I don't want to kind of, you know, what I'm saying get ahead of it. When we work with the committee, we'll determine the logistics and the details. We're going to determine do we feed them? Is it during a time to feed them? >> I know young people love food and what you know, whatever is going to be a
101meaningful, you will determine obviously in collaboration with your superintendent because she is your head coach and she knows the details of how things are functioning. >> You still have to also consider them being in sports, them having practices. >> Oh yeah. So all those things and I'm pretty sure you have some ideas of what that might look like. >> Do you have any boards that you work with that have a board advisory committee? >> Yes. >> You talking about with students board advisor? Yes. >> So when we're talking students I'm sorry is it all ages? >> It's up to you. Okay. I'm going I will say one I won't say their name. Uh but one in in region one was really passionate about trying to engage third graders >> and they had an idea of
102how it would go. >> That would be hard. >> Third graders was a challenge for my friends in South Texas. >> They learned some hard lessons. But then found another one in another region one district who they did it so creative. They had like a little bit of games. They had like cookies and snacks for the children. And it was during the school hours, so they were able to coordinate with the superintendent, but it was a class period. And they went to one class period and then they went in very creatively. The board members spread out throughout the room and they just asked some real basic questions like, "What do you really love about school? What if you could have a magic wand? What would you change?" And they were all over the place, but
103they had fun and they collected information that reassured them that the goals and the guards that they had selected for now were pretty much still on track. In the middle school, there's different five scripts and different ideas for different age groups. And if we get into trouble, we can always use some chat GPT type of stuff. It gives us some great ideas. High school usually ends up being a little bit more in depth. >> And the way our campuses are here, it's middle school and high school together over there. >> And you want to fine-tune it. You don't want a big audience. >> Yeah. >> But again, inch by inch, life is inch. >> You try to go too big, yard by yard, life is hard. I I'll keep reminding you of that on both.
104So good. >> So I'm hearing a one word excitement ready and I got a commitment. >> I'm so proud of you. All right. Don't listen. Do you want to take quick break or do you want to >> No. Yes. >> How long do you want for a break? >> You know the minutes? >> Yeah. 5 10 15 minutes. >> 10 minutes. 15 minutes. 15 minutes. >> 15. So I have 555. We'll say 610. >> 610. >> All right. Oh yeah. Well, I don't >> Oh, when you come back, we'll do it. We'll make No, we can do it there. We do it there. >> Teach y'all how to code your board meetings. >> I said it. Not yet, but it's supposed to get cold again tonight.