Board Work Session: March 24, 2026

001>> GOOD EVENING. IN COMPLIANCE WITH CHAPTER 551 OPEN MEETINGS OF THE TEXAS GOVERNOR CODE, I CALL TOGETHER A WORK SESSION OF BOARD OF TRUSTEES OF AUSTIN INDEPENDENT SCHOOL DISTRICT FOR TUESDAY MARCH H2026, AT 6:04 P.M.. THE QUORUM OF THE BOARD IS PHYSICALLY PRESENT AND ISD CENTRAL OFFICE TO CONDUCT THIS MEETING AND BROADCAST ON CABLE CHANNEL 22 BROADBAND AND CHANNEL 99 THROUGH AT&T U VERSE. WE PROVIDED A OPPORTUNITY FOR LIMITED PUBLIC COMMENT THIS EVENING. THIS IS A OPPORTUNITY FOR THE BOARD TO TAKE PART IN LISTENING TO OUR COMMUNITY. WHILE WE WISH WE COULD RESPOND OR PROVIDE FEEDBACK, THE TEXAS OPEN MEETINGS ACT DOES NOT AUTHORIZE A BOARD TO DISCUSS OR ACT ON COMMENTS OR COMPLAINTS FROM MEMBERS OF THE PUBLIC IF THE SUBJECT IS NOT ON THE MEETING AGENDA. MEMBERS OF THE PUBLIC WISHING TO PARTICIPATE

002IN THE PUBLIC COMMENT OF THE MEETING CALLED DEDICATED PHONE LINE TO RECORD REMARKS AND TONIGHT THERE'S ONE PERSON THAT LEFT A RECORDED MESSAGE AND WE'LL PLAY THAT FOR PUBLIC COMMENT. PLEASE LISTEN CAREFULLY. >> THIS IS SHARON [INAUDIBLE] THE PARENT OF TWO AISD GRADUATES AND VERY MUCH LOOKING FORWARD TO HEARING MORE ABOUT NEXT STEPS ON THE ACADEMIC BASELINE AND FRAMEWORK. I CANNOT OVERSTATE HOW IMPORTANT I THINK THIS IS FOR THE FUTURE OF THE DISTRICT. WHEN PARENTS KNOW WHAT THEY CAN EXPECT FOR THEIR CHILDREN AND SEE THAT IT IS BEING DELIVERED AT EVERY SCHOOL, ALL ELSE FLOWS FROM THERE. TO THAT END, I ENCOURAGE THE PUBLIC CONVERSATIONS TO BE ROOTED AND STRAIGHTFORWARD, EASY TO UNDERSTAND LANGUAGE. INSTEAD OF ACRONYMS AND PEDAGOGICAL TERMS. YOUR AUDIENCE FOR THIS IS THE COMMUNITY, BOTH THE ONES THAT HAVE CHOSEN AISD AND

003THE ONES WHO HAVEN'T YET. HELP US BELIEVE AGAIN IN THE PROMISE OF ALL OUR AISD SCHOOLS. THANK YOU. >> THANK YOU TO THE CALLER THIS. CONCLUDES THE PUBLIC TESTIMONY. YOU ARE FREE TO SHARE ANY OTHER COMENTS OR QUESTIONS ON ITEMS WITH OUR BOARD BY E-MAIL AT [email protected] AND WE'LL NOW BEGIN OUR WORK SESSION. SUPERINTENDENT KICK US OFF. >> THANK YOU, PRESIDENT BOSWELL AND TRUSTEES. I THINK WE HAVE SOME TECHNICAL DIFFICULTIES ON BROADCASTING? OKAY. WE HAVE IT ON FACEBOOK AND YOUTUBE. SO IT'S NOT STREAMING ON TV, BUT IT IS ON FACEBOOK AND YOUTUBE. OKAY. WE'LL -- IF THERE'S A CHANGE, WE'LL INFORM THE COMMUNITY IF WE GET THAT BACK ONLINE. NOT SURE WHAT THE ISSUE IS THERE. SO THANK YOU, TRUSTEES. TODAY WE'RE GOING TO HAVE A WORK SESSION. VERY MUCH APPRECIATE THE ABILITY TO HAVE

004A COLLABORATIVE CONVERSATION AND DIALOGUE AS WE COVER DIFFERENT AREAS WITHIN OUR WORK. I WILL HAVE WITH ME OUR CFO, KATRINA MONTGOMERY LEADING THE BUDGET PORTION OF THE CONVERSATION AND DR. MARIAN MAXWELL, SUPERINTENDENT OF ACADEMICS LEADING US THROUGH THE MAJORITY OF THE CONVERSATION WHEN IT -- WE'RE DISCUSSING -- AND I'LL KICK US OFF. SO ONE OF THE THINGS THAT WE HAVE THREE HOURS OF TIME ALLOCATED AND A BIT IN THE BEGINNING FOR WORK THAT'S OVERALL AND BUDGET AND ACADEMIC FRAMEWORK IS THE MAJORITY OF THE TIME HERE. ONE OF THE THINGS I THINK IS VERY, VERY IMPORTANT IS WE COMMUNICATE TO OUR TRUSTEES AND TO OUR COMMUNITY AND ALL THE STAFF AND WORK OCCURRING WITHIN AUSTIN ISD. WE TALK ABOUT DISTRICT PRIORITIES AND INITIATIVES AND PROJECTS, THEY ALL CONSUME RESOURCES AND THEY ALL REQUIRE THOUGHTFUL STRATEGIES, AND

005THEY ALL REQUIRE SHARED UNDERSTANDING TO ENSURE THEY'RE SUCCESSFUL. ONE OF THE THINGS THAT WE'RE ATTEMPTING TO DO AS WE COMMUNICATE WITH YOU ALL HERE ARE JUST THE VARIOUS EFFORTS THAT ARE OCCURRING IN PAIR HELL WITHIN USA -- PARALLEL WITHIN AUSTIN ISD, AND MANY HAVE BEEN COMMUNICATE TO ME BY WAY OF THE SUPERINTENDENT REVIEW OR THE WORK THAT WE'VE DONE AROUND THE SCORE CARD. MANY OF THOSE ARE ALSO ONGOING EFFORTS THAT HAVE BEEN GOING ON FOR SOME TIME, BUT IT'S IMPORTANT TO REMEMBER THEY'VE NOT GONE AWAY. THE WORK IS STILL THIS, AND IF WE DON'T ACKNOWLEDGE IT'S A SIGNIFICANT LIFT WITHIN THE SYSTEM, WE CAN VERY EASILY KIND OF OVERWHELM AND REDUCE OR ABILITY TO BE EFFECTIVE IN IMPLEMENTATION AND IT'S REALLY, REALLY IMPORTANT WE'RE HONEST ABOUT WHAT WE'RE TAKING AN HON AND HOW MUCH OF

006AN EFFORT -- ON AND HOW MUCH OF AN EFFORT EACH ONE OF THESE INITIATIVES OR PRIORITIES ARE. SO WE'LL BREAK DOWN THE FAKE WORK AND 120 MINKS ALLOCATED FOR THAT AND CERTAINLY HAPPY TO MAKE ADJUSTMENTS ALONG THE WAY IF NEEDED. SO THE PURPOSE OF PRIORITIES IS THAT IT'S REALLY IMPORTANT THAT WE COMMUNICATE THE ALLOCATION OF RESOURCES AND EVERYTHING THAT WE DO IN AUSTIN ISD CONSUMES RESOURCES. I THINK RESOURCES AS TEACHER'S TIME AND FUNDING AND RESOURCES AND ALL THE THINGS THAT WE HAVE TO RELY ONTO MOVE THE WORK. THERE'S -- THEY'RE NOT INFINITE, THEY'RE FINITE AND WE HAVE TO THINK ABOUT THAT BALANCE TO PROGRESS THE WORK. AND RECOGNITION OF SYSTEM STRAIN IS REALIZE WHEN IT'S TOO MUCH OR WHEN WE'RE PUSHING AND MOVING THE WORK IN A WAY THAT'S NOT GOING TO ULTIMATELY MOVE US

007IN THE RIGHT DIRECTION BUT PERHAPS INTRODUCE IMPLEMENTATION RISK AND IF WE'RE NOT IMPLEMENTING WITH FIDELITY, THE COMMUNITY AND OUR STAFF LOSE TRUST IN OUR ABILITY TO DO THE WORK. IT'S REALLY, REALLY IMPORTANT WE'RE ALWAYS TALKING ABOUT THAT AND HAVING THAT CONVERSATION. FISCAL AND CALENDAR YEAR ALIGNMENT. YOU KNOW, I THINK IT'S OFTEN NOT WELL KNOWN THAT THERE'S A EBB AND FLOW TO THE SCHOOL YEAR. YOU ALL KNOW IT AS TRUSTEES AND WE APPROVE THE BUDGET IN JUNE. WE START THE SCHOOL YEAR OFF IN AUGUST AND SEPTEMBER. WE HAVE, YOU KNOW, WE KNOW WHEN ENROLLMENT STARTS AND THERE'S ALWAYS KIND OF A CADENCE TO THE SCHOOL YEAR. BUT THAT DRIVES MANY OF OUR EFFORTS BUT THEY'RE ALSO THESE OTHER THINGS THAT ARE MULTIPLE-YEAR EFFORTS. LOOKING AT WHERE WE ARE IN VARIOUS TIMES OF THE SCHOOL YEAR AND

008IN THE SUMMER WHEN THINGS SHOULD SLOW DOWN AND THE SYSTEM AS A WHOLE IS OPERATING AT A VERY, VERY HIGH LEVEL AND CONSUMING TREMENDOUS AMOUNT OF RESOURCES. IF WE'RE NOT TALKING ABOUT IT, THEN WE CAN THINK THAT SOMETHING SHOULD BEING ADDED WHETHER IT SHOULDN'T AND IT'S IMPORTANT TO TALK ABOUT WHERE THE ALIGNMENT OCCURS. WE ARE GETTING AHEAD IN THE BINDER, I -- THAT'S GREAT. WE'LL GET TO THAT, THOSE DETAILS IN A MOMENT. THEN LAST THING I WANT TO SAY IS TRANSPARENCY AND COMMUNITY KNOW WHEN THE MILESTONES COME BACK IN WAY OF THE CONTRACT OR POLICY CHANGE OR PERHAPS IT'S AN AMENDMENT TO BUDGET ITEM AND THESE THINGS SHOULD BE KNOWN WELL IN ADVANCE SO THEY MAKE THEIR WAY INTO OUR BUDGET OR INTO OUR CALENDAR SO IF I SURPRISE YOU WITH SOMETHING AND SAY, HEY,

009TRUSTEES, THIS NEEDS TO HAPPEN NOW TO SUPPORT THIS INITIATIVE, I'VE NOT DONE MY JOB. YOU SHOULD KNOW WELL IN ADVANCE THAT THIS ASPECT OF THE WORK IS GOING TO COME BEFORE YOU AT THIS TIME AND HERE'S THE REASON WHY. THAT'S THE PURPOSE OF THE WORK WE'RE SHARING WITH YOU TODAY. WHEN WE WORK THROUGH THE CURRENT IDENTIFIED DISTRICT PRIORITIES AND I ATTEMPT TO CREATE A GRAPHIC OF WHAT'S CURRENTLY ON -- CURRENTLY TAKING ON. CERTAINLY AS I'VE HEARD FROM THE BOARD, ACCOUNTABILITY, WE HAD THIS COMMUNICATED BY WAY OF THE CONSTRAINT AND ALSO BEEN COMMUNICATED TO ME AS PART OF MY EVALUATION PROCESS. YOU KNOW, IN ORDER TO PROTECT WHO WE ARE, IN ORDER TO ENSURE THAT OUR STUDENTS ARE GROWING ACADEMICALLY, WE NEED TO DRIVE DOWN THE NUMBER OF DNF CAMPUSES AND THE TAP WORK AND INVESTMENTS

010WE'VE MADE IN OUR SCHOOLS AND THAT'S A HUGE, HUGE LIFE IN THE SYSTEM AND WE'VE TALKED ABOUT THAT AND IT'S IMPORTANT WE ALWAYS REFER BACK TO IT AS A DISTRICT PRIORITY BECAUSE IT REQUIRES ALL OF OUR ATTENTION, SHARED UNDERSTANDING, AND COMMITMENT TO ALLOCATION OF RESOURCES. ENROLLMENT. ENROLLMENT IS SOMETHING THAT I'VE TALKED ABOUT FOR QUITE SOME TIME AND I THINK GIVEN THE NUMBER OF THINGS WE'VE BEEN TAKING ON OVER THE LAST TWO AND A HALF YEARS, IT HASN'T BEEN GIVEN THE FULL ATTENTION BUT AS WE KIND OF STABILIZE THIS SYSTEM, AS WE THINK ABOUT ENROLLMENT AND THE UNIQUE OPPORTUNITY WE HAVE MOVING FORWARD, YOU'RE GOING TO SEE A LARGE FOCUS OF THE ADMINISTRATION AND GOING FOR THEM RECOGNIZING THAT PERHAPS SPENDING DOLLARS HERE AND GOING TO PUT UP IN A BETTER POSITION AND WE'LL BE ABLE

011TO ATTRACT FAMILIES THAT PERHAPS LEFT AUSTIN ISD OR FAMILIES THAT WERE NEVER IN AUSTIN ISD. YOU'LL SEE THAT CONTINUING TO BE COMMUNICATED IN THIS WAY AS A DISTRICT PRIORITY. ACADEMIC VISION AND FRAMEWORK. DR. MAXWELL WILL SPEND MAJORITY OF THE TIME HERE TODAY TALKING ABOUT THAT WORK. IT'S SOMETHING WE'VE COMMIT TO DO. THEY'LL ULTIMATELY BE LOTS OF THINGS IN THE SYSTEM THAT HAVE TO BE REFINED, UPDATED, OR MODIFIED. DUE TO THE WORK THAT WE DO TOGETHER. IT'S A LONG TIME COMING I WOULD SAY THINKING ABOUT THE LAST TIME GOING THROUGH A STRATEGIC PLAN AND VISION AND LAST TIME THE POLICIES WERE UPDATED AND SO WE'RE LOOKING FORWARD TO THE CONVERSATION. WE'RE LOOKING FORWARD TO THE WORK. BUT IT IS GOING TO BE SOMETHING WE HAVE TO UNDERSTAND AND BE COMMITTED TO IN ORDER TO GET THIS

012DONE. WHAT I DON'T WANT TO DO IS START THE PROCESS AND NOT FINISH IT. OR NOT HAVE IT -- HAVE THE IMPACT WE EXPECT IT WILL OR THAT WE WOULD LIKE FOR IT TO HAVE. LAST THING ON THE TOP LINE HERE IS SPECIAL EDUCATION. WE HAVE OBVIOUSLY ACHIEVED A SIGNIFICANT MILESTONE JUST A FEW WEEKS BACK WHEN RELEASING THE READ ORDER. WHAT I WANT TO REMIND EVERYBODY IS THAT THE WORK STILL CONTINUES. WE HAVE AS A SYSTEM, I THINK DONE SOMETHING THAT MANY DIDN'T THINK WE'D BE ABLE TO ACCOMPLISH, BUT NOW IT'S VERY, VERY IMPORTANT THAT WE MAINTAIN THAT WORK AND ALSO BUILD FROM IT AND VIEW THE FIRST 2.5, 3 YEARS AS GETTING THE SYSTEMS IN PLACE AND YOU KNOW MOVING AND ENSURING COMPLIANCE FOR THE DAY IF WE'RE GOING TO MODEL AND THE WAY

013WE SHOULD. WE HAVE TO BUILD FOUNDATION THAT WE'VE PUT IN PLACE FOR THE SYSTEM IMPROVEMENTS AND THAT'S WORK. IT'S A LOT OF WORK. I AM FEARFUL THAT IF WE FORGET THAT WORK IS STILL GOING ON, THEN WE'LL ADD SOMETHING TO OUR OVERALL WORKLOAD AND THAT COULD BE COMPROMISED WHICH WE'RE NOT GOING TO DO. ON THE BOTTOM, WE HAVE BUDGET AND WHY THESE ARE ORGANIZED IN THIS WAY. TIME FRAME AND WORK ON THE DRAWER AND HARD DECISIONS WE HAVE TO MAKE. YOU'LL SEE US COME BACK TO THE BOARD WITH IDEAS, WITH CONSIDERATIONS, AND SO IT IS SOMETHING THAT WILL CONTINUE TO BE A PRIORITY OF OURS UNTIL WE ARE A STABLE SYSTEM AND WE HAVE GOTTEN TO A BALANCED BUDGET AND BUILT BACK UP OUR FUND BALANCE TO A 20% THRESHOLD AND THAT'LL BE A PRIORITY

014FOR US AS A DISTRICT AND A LOT OF WORK AND CONVERSATIONS THAT OCCUR AROUND THEM. GOING FOR THE EFFORT AS WELL. SO I THINK IT'S REALLY, REALLY IMPORTANT WE CONTINUE TO HAVE THAT IN THERE. THINKING ABOUT THE WORK WE'VE BEEN DOING IT'S IMPORTANT WE EXECUTE AND ENSURE OUR STUDENTS AND FAMILIES ARE SUCCESSFUL STARTING 26/27 SCHOOL YEAR AND THINK ABOUT THE STAFF MOVEMENT AND THINK ABOUT OPERATIONALLIZE IT AND MAKE SURE THEY'RE WHERE THEY NEED AND IT'S A HUGE, HUGE LIFT. IT'S A SIGNIFICANT LIFT AND HAVE TO GET IT RIGHT. COUPLE YEARS AGO, WE PASSED LARGEST BOND IN THE HISTORY OF AUSTIN ISD. IN THE BOND, THERE'S LARGE 50-$100 MILLION PROJECTS AND OVER THE WORK IN THE LAST 2.5 YEARS AND SEEN DESIGN COMPLETE AND CONSTRUCTION BEGINNING AND THEY'RE GOING TO START DELIVERING. THINK ABOUT THIS SUMMER

015AND FOLLOWING SUMMERS, YOU'LL SEE THE LARGEST MOVEMENT OF LOGISTICS HAVE TO BE TENDED TO OR WE'LL NOT BE SUCCESSFUL IN MARCH. IT'S ALWAYS IMPORTANT AND I WANT TO KIND OF ACKNOWLEDGE THAT STRATEGIC COMMUNICATION IS SOMETHING THAT IS AN AREA OF IMPROVEMENT AND WE DEBIT DO A GREAT JOB OF COMMUNICATING THE WHY AND SHOWING OUR WORK AND CONNECTING ALL THE DOTS. IT'S NOT A INITIATIVE BUT SYSTEM IMPROVEMENT WE'RE COMMIT TO DOING. THAT'S IN THE DASH LINES AND NOT GOING TO SEE LIKE THE TYPE OF PROJECT PLAN THAT YOU WOULD SEE WITH THE OTHER INITIATIVES BUT YOU'LL SEE CONSIDERED EFFORTS AND TYPE OF INPUT IS NOT AS REQUIRED AND MORE MANAGERIAL THAN IT IS GOVERNANCE AND IT'S WHY WE'VE ORGANIZED IN THIS WAY. THERE'S NOT EVER INPUT OR UPDATES. JUST MEANS THAT GENERALLY SPEAKING YOU WOULD EXPECT

016THEM TO COORDINATED WITH THE BOARD AND THE DIFFERENT SYSTEMS REQUIRE TO ENSURE SUCCESS AND BUDGET AND TOWN STRATEGY HAVE TO COME TOGETHER IF WE'RE TALKING ABOUT TRANSITION PLANS. IF THEY'RE NOT ALIGNED AND UNDERSTANDING, WE'RE NOT SUC SUCCESSFUL. IF WE DON'T DETAIL THE ENTIRE PLAN, WE'RE NEVER GOING TO UNDERSTAND THE COMPLEXITIES OF WHAT'S REQUIRE TO IMPLEMENT. THAT'S REQUIRE WHEN HAD TAKING ON THESE SORTS OF LARGE INITIATIVES WHERE THE LARGE MILESTONES ARE AND HOW THEY OVERLAY ONTO A CALENDAR AND OUR TRUSTEES KNOW DURING THIS PERIOD OF TIME, IT'S RAMPING UP SO WE'RE RISK MINEFUL AND AWARE AND IT'S NOT THE GRAPHIC ITSELF AND EXAMPLE OF WHERE WE'LL BE AND FOLLOWING PLANS AND PROGRESS. I THINK IT'S REALLY IMPORTANT. I'D LIKE OUR COMMUNITY AND OUR BOARD AND OUR STAFF SEES AND I BELIEVE IN KPIS AND SOMETIMES THEY'RE

017USED IN DIFFERENT WAYS AND NOT TRULY PERFORMANCE INDICATORS AND METRICS. WE HAVE LOTS OF THING WE RECOMMEND AND I TRACK AND THEY GIVER NET TO THE BOARD. MANAGE PRIORITY TIME LINES IS PART OF THE WORK AND THEN UPDATE BOARD DOCUMENTS AS APPROPRIATE. IT'S IMPORTANT TO KNOW THERE'S A LOT OF REALLY GREAT WORK GOING ON AND IF WE'RE NOT TALKING ABOUT IT AND SHARING, SOMETIMES YOU CAN GET LOST AND THAT'S NOT A GOOD THING. THAT IS WHAT I WANT TO SHARE REGARDING THE OVERALL KIND OF OVERALL EFFORT. IN YOUR BINDERS, THERE'S DIFFERENT DOCUMENTS AND THE ONE YOU'LL HAVE OVER EACH SECTION IS A LIST OF TASKS THAT IDENTIFIES A LARGER TASK PLAN AND SOME CASES YOU SEE THEM AND SOME YOU DON'T. THEY'RE VERY DENSE AND 2022 PROJECT PLAN IS NOT IN HERE AND CONSUME A

018THOUSAND PAGES. BUT THE MILESTONE SCHEDULE IS. THINKING ABOUT TRANSITION PLANS AND THEY HAVE AN OVERALL DOCUMENT AND EACH ONE OF IT HAS ITS DETAILED DOCUMENT AND THAT'S AVAILABLE FIND THE APPROPRIATE LEVEL AND HIGH-LEVEL UPDATE AND THINKING ABOUT DELIV DELIVERABLD THEY'RE KIND OF STAND ON THEIR OWN AND IT'S NOT JUST A USE OF PAPER AND HAD THEM. EACH OF THESE HAS PROJECT PLANS BEHIND THEM. WHAT YOU'RE SEEING PRIMARILY IS THE HIGHER LEVEL HYAL STONE SCHEDULES BUT A LOT OF DETAIL IN THEM AS WELL. THE BOARD KIND OF IDENTIFIED DISTRICT PRIORITIES AND MY OBJECTIVE HERE IS TO SHARE WITH YOU I THINK WE'VE BEEN ALIGN WITH THIS WORK FOR A LONG TIME AND DIDN'T HAPPEN OVERNIGHT. WE'VE BEEN PROGRESSING THIS AND HOW WE'LL SHARE THAT WORK OVER TIME AND CREATE THE SPACE FOR FEEDBACK AS APPROPRIATE. LAWLER

019QUESTIONS DO YOU HAVE THEN HAND OVER TO KATRINA. THOUGHTS, QUESTIONS, COMMENTS? TRUSTEE SINGH. SORRY. HEY, THANK YOU. WE'RE WEARING JEANS, SEE. WE'RE CASUAL. I'D LIKE TO KNOW WHAT THE KPI IS. CAN WE SHARE THOSE WITH YOU OR HAVE CONVERSATION? >> YEAH, I THINK I WANT WANTING TO DO IS EVERY LEVEL OF INPUT AND MY THOUGHT WOULD BE YOU HAVE THE BINDER AND EACH TRUSTEE CAN SPEND AS LITTLE OR AS MUCH TIME AS THEY'D LIKE. SOME ARE DENSE AND NOT REQUIRE A LOT OF FEEDBACK AND SOME REQUIRE MORE. I'VE TALK TO TINA ABOUT THAT AND COMING IN THE NEXT BOARD COMMUNICATION AND CERTAINLY IF YOU WANT TO RED LINE SOMETHING AND SEND IT ALONG, I'M HAPPY TO DO THAT OR QUESTIONS ABOUT KPI OR WHICH TRACK THING OR WHICH TASK, THAT'S PROBABLY A DIFFERENT LEVEL OF

020CONVERSATION. CERTAINLY I WELCOME THE FEEDBACK. AS I SAID BEFORE, MY GOAL IS TO GIVE TO YOU A SET OF KPIS THAT I'M GOING TO TRACK TO ENSURE THE WORK GETS DONE, AND IT'S IMPORTANT THEY ALIGN WITH OUR BOARD'S EXPECTATIONS OF THE KPIS, BUT I CAN'T -- IT WAS A KPI THAT NEEDS CREATED AND DOESN'T EXIST AND NO SYSTEM TO COLLECT IT, THAT'S SOMETHING TO SHARE WITH YOU. HELPFUL? >> IT IS. PRESIDENT BOSWELL, WILL WE HAVE TIME TO HAVE A CONVERSATION ABOUT WHAT WE'RE SEEING IN THE WORK PLANS? >> I THINK IT IS A GOOD IDEA TO MAKE SOME SPACE IF WE FEEL LIKE WE HAVE TIME FOR IT. >> FOR ALL THE WORK PLANS OR -- >> NO, JUST LOOKED THROUGH A COUPLE PAGES BUT THERE'S A LITTLE -- YEAH. I WANT TO SEE IF

021WE COULD TAKE ADVANTAGE OF TIME TOGETHER AND I HAVE THOUGHTS AND CURIOUS TO KNOW IF MY THOUGHTS RESONATE WITH MY COLLEAGUES, AND IF THAT SEEMS LIKE GOOD USE OF OUR TIME. >> I THINK IF IT'S HIGHER LEVEL WE COULD. >> THERE'S NO TIME SET ASIDE TO TALK ABOUT EACH INDIVIDUAL ONE. SO SO I DO THINK THERE'S TIME FOR HIGH LEVEL AND WE'LL GO DEEP INTO THE BUDGET AND INTO THAT. OTHER ONE IS HIGH LEVEL, ABSOLUTELY I THINK. >> SO THAT'S FOR LATER IN THE CONVERSATION? RIGHT NOW? OKAY. THIS IS AGAIN, I THINK IT'S AWESOME. IT'S A GREAT, GIVES ME SUCH A GOOD PICTURE OF ALL THE INTENSE WORK HAPPENING SO KUDOS TO ALL THE STAFF. I REALLY APPRECIATED THE SPECIAL EDUCATION. ONLY GOT THROUGH LIKE FOUR PAGES OF THIS BUT THE SPED STUFF LOOKED REALLY

022GOOD AND I LIKED SPED BECAUSE YOU GAVE ME PERCENTAGES LIKE X PERCENTAGE AND CUT THE NUMBER OF CONTRACTORS BY X DOLLARS AND X PERCENTAGE OF OURS ARE DONE WITHIN THE TIME LINE. THAT KIND OF STUFF. THAT GIVES ME SOMETHING BEYOND JUST DO ART. I'LL GIVE A FEW EXAMPLES. FOR EXAMPLE, WE TALK ABOUT -- I GUESS ON PAGE 2, CONDUCT ASSESSMENT OF DATA ANALYSIS ON THE BOY AND MOI. A LIST OF THINS THAT THE STAFF WILL DO, BUT THERE'S NO WAY FOR ME TO BE LIKE ANALYSE THE DATA AND MONITOR THE OUTPUT. THERE'S A LOT OF REFERENCE FOR TRAINING FOR TEACHEERS AND STAFF BUT HOW DO WE KNOW THAT TRAINING HAS BEEN DONE WELL? IS THERE A SURVEY OR FEEDBACK TO CLOSE THAT LOOP ALL THE WAY. THAT'S WHAT I THINK ABOUT KPIS, NOT JUST HERE'S

023AUROBIG TO-DO LIST BUT HOW WE'VE BEEN SUCCESSFUL IN COMPLETING THAT LIST. >> I APPRECIATE THE COMMENT BUT WE'RE LOOKING AT MILESTONE IN A LARGE SCHEDULE. SAY WE'LL COMPLETE DEVELOPMENT FOR ALL SCHOOLTEACHERS OR EDUCATORS, AND WE KNOW THAT'LL TAKE PLACE, MODEL MAY BE A TRAINER MODEL AND CONTENT INTERVENTION AND INSTRUCTIONAL COACHES FIRST AND ROLL IT OUT OVER THREE MONTHS BECAUSE I CAN'T, YOU KNOW, YOU CAN'T GET ALL EDUCATORS INITIALLY BECAUSE SO MANY PD HOURS WE HAVE. THE OTHER IS SATISFACTION. WHEN IT COMES TO SATISFACTION, I SOMETIMES WONDER ABOUT HOW MUCH BIAS CAN OR CAN'T BE INSERTED AS WHETHER IT WAS GOOD OR NOT. THAT'S A GOOD COMMENT AND I CAN'T GET DOWN TO LEVEL OF GRANULARITY BY SUBTHURSDAY AND SATURDAY AND CAN SHARE WITH YOU THE DATA SETS WE'RE USING TO DRIVE THE KPI WOULD BE

024SOME RATIO WITH THE MODELS, IT'S A PERCENT COMPLETE AND 100% OR NOTHING EFFECTIVELY OVER THE COURSE OF MONTH ONE, TWO, THREE, FOUR. WE HAD THESE DAYS AND IT'S GOING TO YIELD A CERTAIN NUMBER WITH THE STAFF BECAUSE OF THE ALLOCATION AND I EXPECT THEM TO INCREASE GOING TO 76 W76% AND COVER 24% IN THE NET TWO MONTHS. >> I JUST MEAN THE OVERALL THEME. THERE MIGHT BE A SIMPLER EXAMPLE TOO. YOU HAVE A LOT OF I WOULD EXPECT ENROLLMENT TO BE A KPI. >> THAT'S TRACK ON THE THURSDAY AND SATURDAY AND CAN STRATEGIC PLAN IS TEXT BEHIND THE SCHEDULE. THAT'S ONE OF THE PLACE WHERE IS WE CAN SET THE TARGET AND THEN WE SAY ARREST ID ABOUT WAS TOURS SO WE HAVE IMPLEMENTED TOURS AND WE HAVE NUMERATOR AND IT'S A WONDERFUL TRACK AND

025EXTRAPOLATING WHAT IT IS ALONG THE WAY TILL WE GOT THERE AND KPI GOT THERE AND IT'S OUR GOAL AND DOING THESE KPIS AND THEY MOVE, WE'D EXPECT THAT TARGET TO BE MET. SO WE'RE THINKING ABOUT THE SAME WAY AND I JUST NEED TO MAYBE SHARE THE KPIS I'M THINKING ABOUT AND KIND OF HAVE Y'ALL TEST THEM AND STRESS TEST THEM AND SAY THIS IS A GOOD NUMBER BUT THINKING ABOUT A TARGET VERSUS KPI. >> IT COULD BE, YEAH. WE'VE TALKED ABOUT KNOWING HOW MANY STUDENTS ARE ENROLLED FOR A PERIOD OF TIME OR DATES AND HOW MANY PARENTS AND SOMETHING IN HERE ABOUT PUTTIN OUT A FAMILY ENGAGEMENT HANDBOOK, WHICH IS AWESOME. THERE'S NOTHING THAT TELLS ME HOW MANY PARENTS, ESPECIALLY HOW MANY PARENTS OF OUR DISADVANTAGED STUDENTS ARE CLOSING THE LOOP TO BE SUCCESSFUL. AM

026I THE ONLY ONE THINKING THAT OR OTHER FOLKS -- DOES THAT RESONATE WITH ANYBODY OR -- >> IT'S RESONATING AND WHAT SYSTEM IS IN PLACE TO MAKE SURE THEY HAVE ACCESS TO THIS. RIGHT NOW IT'S IN A PORTAL AND PLACE IN A PORTAL WHERE I HAVE TO ENSURE THAT CONNECTION THAT IS LIKE BUILD AGO DATA SET FROM THAT. I WANT TO BE MINDFUL OF WHAT I CAN PRODUCE NOW AND SYSTEM BUILT UP AND SOME WE CAN DO NOW AND SOME THAT MAYBE I WON'T BE ABLE TO BUILD OUT TILL I HAVE THE SYSTEM IN PLACE TO COLLECT THE DATA. IT'S AN EXAMPLE AND IT'S THE WAY THAT WE HAVE TO THINK ABOUT IT. I AGREE WITH ALL THE COMMENTS AND IT'S JUST WHICH ONE OF THOSE BECAUSE IF WE AGREE THIS IS A KPI THAT

027WE ABSOLUTELY NEED TO DO, I AGREE WITH IT, THEN IT'S TECHNOLOGY OR BUDGET AND THAT'S THE TRADEOFF THAT I'M CONSTANTLY THINKING ABOUT AND DON'T OFTEN HEAR ME SAY YES. >> THE HANDBOOK IS LISTED AND I DON'T KNOW IF THE HANDBOOK IS GUIDANCES FOR THE CAMPUSES ON AUTHENTICICALLY ENGAGING FAMILIES AND EXPECTATIONS. I SEE A LIST OF EXPECTATIONS YOU THINK CAMPUSES ARE EXPECT TO D. I DON'T KNOW WHO THE HANDBOOK IS FOR. IF THIS IS HOW WE ENGAGE THE FAMILIES OR IF IT'S FAMILIES ABOUT HOW YOU ENGAGE. I WOULD RATHER SEE, FOR EXAMPLE, ON OUR CAMPUS IMPROVEMENT PLANS AND REQUIREMENT ON WHAT YOU DO WITH FAMILIES IN RESPONSE TO THE HANDBOOK AND SOME PANELS AND SHARING DECISION MAKERS ON THE CAMPUS AND THINGS THAT WE KNOW AND WHAT ARE YOU DOING TO HOLD STAFF ACCOUNTABLE FOR PUTTING

028IN PLACE THE THINGS YOU CREATE? THAT'S MY REAL INTEREST IS MAKING SURE THAT TRACKER AND DON'T HAVE THE RESOURCE TO PULL THAT OFF. >> THERE'S KPIS AND GOALS. THERE NEEDS TO BE PROGRESS ON THE GOAL AND THEY'RE NOT ALWAYS THE SAME. THE TASKS INDEPENDENTLY DRIVE THE KPIS OR OUTCOME THAT WILL MOVE ACCOUNTABILITY AND ROLES AND CAN'T TRACK THEM ALL THE TIME. IT WOULDN'T WORK. >> IS THIS AN ACTUAL LIVING DOCUMENT YOU'RE USING OR A BESPOKE THING YOU MADE FOR THE MEETING? >> IT'S A LIVING DOCUMENT. >> OKAY. GREAT. I LIKE THAT. SO CONSIDERING IF THIS IS -- >> I CAN MAKE N THIS THAT QUICKLY. >> LOOKING LIKE A YOU'RE SCHEDULE AND LIKE A MANAGEMENT SOFTWARE. I THINK WHAT WOULD BE HELPFUL FOR ME IS IN DIFFERENTIATING THESE LIKE IT'S COLOR CODED AND BROKEN DOWN.

029I THINK THE TRUSTEE SINGH'S POINT IS DIFFERENT BETWEEN KPIS THAT ARE MILESTONES AND ONES THAT ARE OBJECTIVES AND IN IEPS THAT WOULD BE THE WAY YOU'D DO IT. LIKE WORKING ON LITERACY LEVEL, WORKING THROUGH MILESTONES OF INCREASING LITERACY LEVEL. IF LOOKING AT MAYBE ORGANIZATIONAL SKILLS, MIGHT HAVE THREE OR FOUR OBJECTIVES WITHIN THAT GOAL SAYING WE NEED TO ACCOMPLISH ALL FOUR OF THE THINGS FOR THE GOAL TO BE DONE. THAT IS SIMILAR TO WHAT YOU'RE SAYING ON SOME OF THESE. IT'S CLEAR, I NEED TO HIT ONE METRIC AFTER ANOTHER AND BUILD ON EACH OTHER AND ACCOMPLISH FIVE TASKS AND THAT IN ITSELF AND TO THE POINT IS THE INITIAL GOAL AND RECEIVING THE DOWNSTREAM SUCCESS AFTER THAT. ONE LINGERING OBJECTIVE THAT DIDN'T GET MET AND RE-FRAME THE GOAL AROUND THAT ONE PIECE THAT DIDN'T GET MET.

030SAY OKAY, WHY DIDN'T THIS ONE SKILL OR TASK GET OUTLIER AND I THINK LOOKING AT SOME OF THESE CAN SEE THE DIFFERENTIATION BETWEEN AND SOME ARE JUST NEEDING TO ACHIEVE THESE SERIES OF TASKS THEN CONSIDERING THE GOAL COMPLETE AND DOESN'T NECESSARILY GUARANTEE THE FACT BUT PUTTING IN THE STRUCTURE AND HOPING IT'S GOING TO PERFORM WHERE SOMETHING THAT'S MORE MILESTONE BASED, YOU'LL SEE THE GENERAL PROGRESS BECAUSE YOU'RE INCREASING AS THAT. >> BOND PROGRAM AND SPED WORK IS SOMETHING THAT'S FAMILIAR WITH US IN THESE HUGE INITIATIVES AND THINKING ABOUT THE MILESTONE, THINKING ABOUT A POINT IN TIME WHEN A DELIVERABLE ACCOMPLISHED ON A CRITICAL BOARD AND IMPACTFUL HIT THIS IN TIME TO TAKE THE PUBLIC POLICY, ASSUME IT'S GETTING APPROVED AT THIS POINT AND DELIVER THE PLATFORM, THOSE TASKS WON'T HAVE KPIS NECESSARILY. IT'LL BE COORDINATE, ALLOCATE

031THE BUDGET AND GO TO PROCUREMENT PROCESS AND THERE'S LOTSES OF TASKS TO DO THAT ONE SUBTASK IN ENROLLMENT AND THINK ABOUT THE GOAL. THE GOAL IS ULTIMATELY TO DRIVE ENROLLMENT UP AND JUST GETTING THE NUMBER OF STUDENTS ENROLLED GOING UP. THAT'S WHERE I PROBABLY NEED TO BE BETTER AT CLARIFYING HOW I'M DEFINING A MILESTONE. WHAT KPIS I WOULD USE TO MEASURE PROGRESS IN CERTAIN ELEMENTS OF THE WORK BECAUSE YOU WOULDN'T APPLY IN ALL ELEMENTS OF THE WORK. AND THEN THEN GETTING THEM DEFINED CLEARLY. >> SHE DIDN'T LIST ALL THE STEPS TO TAKE TO DO THAT. I SEE HOW IT'S USEFUL TO HAVE EVERY TASK LISTED OUT AND HOW IT'LL HAPPEN. YOU'RE THE SUPERINTENDENT AND HAVE TO MANAGE THAT ENORMOUS TASK. AS A TRUSTEE, I WANT TO KNOW HOW YOU KNOW YOU'VE BEEN SUCCESSFUL. OKAY, REDUCE

032CONTRACT SPEND BY 60%. THAT'S ALL I NEED TO KNOW.LIKE WISE ALL THE VESSELS LANING AND THE BOARD IDENTIFIED A HANDFUL OF PRIORITIES AND USE THAT AS CONTAINER AND SPEND SOME TIME OVER THE NEXT COUPLE WEEKS SAYING WHAT'S MOST IMPORTANT FOR THE GOALS AND OUTPUTS OR MEASURES THAT WE CAN USE AS A LINE TO BE LIKE WE'RE ON TRACK HERE FOR THIS STUFF. I DON'T THINK IT'LL BE A HUGE THING. BUT VERY LIMITED AND IN LINE WITH THE PRIORITIES AND WE'D LIKE REGULAR UPDATES ON THAT. THAT'S HOW I ENVISION IT. >> THAT'S HOW I'D PROPOSE IT. PROBABLY THE MOST ROBUST AND HAD TO BE FOR THE LAST THREE YEARS AND BUILDING ON IT. THERE'S A LARGER PLAN AND STRATEGIC PLAN AND THEN DIS-'TIL THIS AND IT'S A LARGER DOCUMENT AND PLAN AND ON TOP IS ALL

033THE KPIS AND THERE'S A MODEL AND I THINK IT'S IMPORTANT TO JUST DO WHAT YOU SAID ARE DISTRICT PRIORITIES AND INITIATIVES FOR THE ADMINISTRATION AND BOARD, THESE ARE THE KPIS THAT WE THINK MOST REPRESENT THE WORK PROGRESSING THE WAY WE EXPECT AND CREATE SPACE AND SEND TO ME AND CREATE A MECHANISM AND PROGRESS THE KPI FOR A BIT AND IT'S ALL THE LIMITS AND JUST WANT TO CREATE THAT SPACE FOR IT.. >> THAT'S, GREAT. THANK YOU. I APPRECIATE THE CHANCE GOING DEEPER INTO WHATEVER. THAT MAY BE GOOD. WE HAVE TIME TO GO DEEP INTO THE BUDGET AND A BIT OF BUDGET AND LIMITED ACTION. >> WE HAVE 40 MINUTES ALLOCATED FOR THE BUDGET AND WE'RE A BIT TIGHT, BUT WE'LL BE OKAY. MAXWELL WILL PICK US UP. >> THANK YOU, HELLO, TRUSTEES. HOW IS EVERYONE

034DOING TODAY. I WANT TO TAKE A SECOND TO BRUCE MY TEAM. YOU KNOW ADRIANA, SHE'S OUR SENIOR EXECUTIVE DIRECTOR AND JESSICA HODD IS DIRECTOR OF BUDGET. YOU SEE ME HERE ALL THE TIME PRESENTING, BUT THESE ARE THE LADIES THAT ARE SPENDING NUMEROUS HOURS AND WORKING TOGETHER TALKING ABOUT THE BUDGET. THE GOAL FOR TODAY IS FOR OUR BUDGET WORKSHOP IS TO ALIGN THE BOARD AND STUDENT-CENTERED PRIORITIES IN SECURE CLEAR DIRECTION ON BUDGET STRATEGIES. RECOGNIZING THAT ACHIEVING A BALANCED/SURPLUS BUDGET NOW REQUIRES DELIBERATE TRADEOFFS THAT IMPACT SERVICES AND OUTCOMES. WHAT WE'VE TALKED ABOUT, WHICH IS A LITTLE BIT DIFFERENT BEFORE SHE TALKED ABOUT GETTING TO A BALANCED BUDGET. NOW WE NEED TO TALK ABOUT CONTRIBUTING TO OUR FUND BALANCE. FOR A COUPLE ACTIONS IT'S GUARDRAILS AND ALIGN ON STUDENT OUTCOMES AND PRIORITIES AND FY26/27 THE INFORMATION YOU'LL SEE

035IS FISCAL FORECAST. IT'S NOT PRELIMINARY BUDGET OR RECOMMENDED BUDGET. IT'S INFORMATION THAT I SHARED WITH YOU ABOUT A MONTH AGO. ENSURE THAT TEACHER VOICES WERE HEARD IN THE DECISION. CENTER LITERACY, ALIGN TO STUDENT OUTCOMES AND LISTEN TO PEOPLE IMPACTED BEFORE CUTS WERE FINAL. THESE ARE THE GUARDRAILS WE'VE TALKED ABOUT AND WE'LL SPEND A FEW MINUTES ANSWERING THESE THREE QUESTIONS WE'D LIKE YOUR FEEDBACK AND DO THEY ONE, REFLECT THE PRIORITIES OF THE BOARD? ARE THESE STILL IN AL ALIGNMENT? ANY ADJUSTMENTS OR CONSIDERATIONS AND WE'LL BE LEER TO WALK THROUGH AND GIVE YOU A FEW MINUTES TO TAKE TIME AND GO THROUGH AND MAKE ADJUSTMENTS. THIS WILL HELP US MAKE SURE THAT WE'RE PLANNING THE BUDGET FOR 26/27 IN ACCORDANCE TO HOW YOU SEE THE PRIORITIES. REMEMBER THE WAY WE SPEND OUR MONEY TRULY SHOWS OUR VALUES.

036BE ALIGNED WITH THE GUARDRAILS FOR THE PLANNING FOR 26/27. >> WE HAVE TO BE SPECIFIC SAYING TEACHERS ARE HEARD AND WE HEAR YOU AND GOING IN A DIFFERENT DIRECTION OR ARE I DON'T KNOW WHAT THIS MEANS IN THIS DISTRICT AND I'VE BEEN HERE FOR THREE YEARS IN THIS POSITION AND SOMETIMES THAT MEANS WHATEVER IS CONVENIENT FOR IT TO MEAN. DOES THAT MEAN LIKE WHO IS IMPACTED BY THE CUTS AND I WANT TO SEE EVERYONE GETTING WHAT THEY NEED AND ACKNOWLEDGING THAT SOME NEEDS ARE GREATER THAN OTHERS.. >> OPPOSE TO TEACHER STAFF, THERE'S A LOT OF STAFF BESIDE THE TEACHERS AND I THINK ALONG THE LINES OF BEING HEARD ON THE DECISION WOULD BE INCORPORATED IN THE DECISION AND SO WE'RE GOING TO DO EVERY SINGLE THING THEY SAY, BUT THERE'S SOME EFFECT FROM WHAT THEY

037SAID DEMONSTRABLY AND WHAT DECISIONS WE'RE MAKING. I WOULD ALSO KIND OF ECHO THE ELEMENT ON EQUITY. FOR US TO FIND A WAY TO DEFINE IT MORE SPECIFICALLY FOR THE TASK AT HAND. THERE'S LOTS OF EQUITY AND EQUITY BASED ON APPLICATION LOOKS VERY DIFFERENT. SO I THINK THAT'S WHAT WE SHOULD FOCUS ON THE INTENT OF THE EQUITY HERE PARTICULARLY GIVING THE CIRCUMSTANCES WE'RE NAVIGATING. THERE'S A LOT OF DIFFERENT WAYS TO APPLY THAT EQUITY LENS I THINK. >> LITERACY IS IMPORTANT AND SO IS EVERYTHING IDENTIFIED ON THE SCORE CARD AND PUT THINGS THAT NAMES OUR SCORE CARD. WE SPENT SO MUCH TIME DEVELOPING THAT AND PUTTING SO MUCH THOUGHT INTO THAT SO THE THIRST IF I THINK IS WHATEVER WE DO HELPS TO SUPPORT THE GOALS THAT WE'VE SET OUT, THE GOALS IN -- GOALS AND SCORE

038CARD. THAT'S MY MAJOR FEEDBACK. >> ANYONE ELSE? >> THAT'S DIFFICULT FOR ME AND THE DISTRICT DOES A GOOD JOB SAYING IT'S GOOD BASED ON THIS AND MIGHT NOT BE THE WAY THAT THE BOARD EXPECTED IT TO BECOME AND THINKING ABOUT LITERACY AND SOME PEOPLE THAT MEANS CURRICULUM AND TO SOME THAT MEANS THERE'S AN APPROPRIATE ELEMENTARY CHILD TEACHER RATIO IN CLASSES. OR THAT THE INSTRUCTIONAL EXPERT HAS ENOUGH CLERKS IN THE OFFICE HAVING TIME TO BE IN CLASSROOMS AND CUTS ARE COMING DOWN ON THE CAMPUSES. WE'RE IN A MOMENT AND FIGHTING TO PROTECT EDUCATIONAL RICHNESS IN THE SCHOOLS AND IN A CULTURE THAT'S NOT JUST ABOUT TESTING AND SO MUCH MORE WE'VE FOUGHT FOR A COMMUNITY FOR STRONG ARTS PROGRAMMING FOR DIVERSITY OF LANGUAGE PROGRAMS AND ALL THE WAYS WE'RE PREPARING OUR STUDENTS AND PREPARING THEM VERY

039WELL FOR WHAT COMES NEXT. FINDING THINGS TOO NARROWLY AND WHAT DOES LITERACY MEAN? MATH GROW AND STAR IT'S AND LEARNING TO WRITE EFFECTIVELY AND GETTING A CHANCE TO READ NOVELS TOO. WHAT DOES IT MEAN TO US? WE HAVE A LOT OF ANSWERS TO THAT AND WHAT WE'RE TRYING TO PROTECT AND AT THE SAME TIME THE BLIP SIDE OF THAT IS WE HAVE TECHNOLOGY TOO WITH CAMPUSES ON PLANS AND HAVING TO DIRECT A LOT OF RESOURCES THAT DIRECTION. >> I RECALL THIS EXERCISE A YEAR OR SO AGO AND APPRECIATE IT AND APPRECIATE WHERE WE GOT TO IN THAT MOMENT AND SEE AS LIKE A SECOND ROUND AND I REALLY APPRECIATE THE COMMENTS I'VE HEARD UP TO THIS POINT. GUARANTEE TO BE FOLDED IN AND ACTION SOUNDING LIKE A OPPORTUNITY AND WHEN WE LISTEN TO PEOPLE BACK

040AND FORTH WITH CUTS THAT ARE FINAL AND IT'S STRONGER AND STRONGER WE HAVE A COMMUNITY SAYING YOU TOLD US YOU WERE LISTENING SO PLEASE DON'T DO THAT AND HERE'S A POTENTIAL ALTERNATIVE. THAT WAS WITH THE FIFTH ONE. GOES TO NO. 3 ENSURING THAT TEACHER VOICES HAVE BEEN HEARD IN THE DECISION. COULD THAT BE SOMETHING LIKE INCORPORATED AND LISTENING LEADS TO FOR NEW POSSIBILITIES. CUTS IN THE AREA ARE EQUITY DRIVEN AND SOMETHING HELPFUL FOR ME IT'S NOT A SHARED NOTION IS TO BECOME INCREASINGLY SOMETIMES TALKING ABOUT WANT AND WE'RE TALKING ABOUT WANTING THINGS TO BE BASIC AND FEEL REALLY IMPORTANT. I'M NOT IN THE SPACE OF WANT AT ALL. I'M IN THE SPACE OF NEEDS. WE'VE LOOKED IN AND SAID THIS IS BARE BONES ESSENTIAL AND WE CAN'T TOUCH. THIS IS A THING THAT'S REALLY, REALLY

041GOOD AND IF AT ALL POSSIBLE, WE'RE KEEPING IT. THIS IS SOMETHING THAT'S REALLY GOOD AND KIDS DESERVE IT IT'S EASIER AND PUT BACK TO US AND HERE'S HOW THEY FIT IN THE BUCKET AND THREE THINGS THEY'RE GOING TO BE HERE. IT'S GOING TO BE ALONG THINGS I'M HEARING AND ALL STUFF I AGREE WITH. >> LAST YEAR FROM ME SPECIFICALLY, I DON'T KNOW IF EVERYONE ELSE FEELS THAT WAY AND HELPFUL TO HAVE THE CIRCUMSTANCE AND WILL WHOLE CIRCLE AND HALF CIRCLE AND EMPTY CIRCLE THAT TIE BACK AND GOING FOR THE GOALS AND CONSTRAINTS. THAT WAS REALLY VALUABLE AND DIRECTLY IMPACT THINGS WE'VE FOCUSED ON MOST WITH THE STUDENT OUTCOMES: >> ONE MORE THOUGHT ON CENTERING LITERACY AND SUCCESSFUL WORK ON THE EARLY CHILDHOOD AND ELEMENTARY LUISA RAGAINI SEIZURE DISORDERS AND NOT -- LITERACY AND MORE FRUITFUL

042FOR BUILDING UPON OR CONNECTING BACK TO LITERACY AND SEEING THAT SUCCESS AT LOWER LEVELS HOW ANY OF THE OTHER ELEMENTS ARE TYING BACK INTO THIS SUCCESS WE'RE EXPANDING UPON. AS WE'RE PARTICULARLY GOING THROUGH BUDGET AND GUARDRAILS AND THINGS, THOSE ITEMS TYING BACK INTO THE LITERACY INITIATIVE OR BUILDING UPON IT OR USING THAT AS NOUN DISAGREEMENTAL PART AND THAT'S A -- FOUNDATIONAL PART AND THAT'S GOING TO USE THAT AS A CENTER AND WE'RE BUILDING UPON THAT. >> THE NEXT ONE IS -- NEXT SLIDE SAYS BUDGET PROCESSES AND CONSIDERATIONS. SO WHEN WE'RE LOOKING AT THE BUDGET -- THANK YOU, WHEN LOOKING AT THE BUDGET, WE'LL LOOK AT IT IN A DIFFERENT -- IF A FEW DIFFERENT SECTIONS AND MAINTAIN THE CORE ACADEMIC PROGRAM AND WE'RE JUST TALKING ABOUT THAT AND WHAT'S IMPORTANT FOR US AND HAVING THAT

043MEMBERRAL HEALTH AND COUNSELLING AND NURSING? IS IT SPECIAL POPULATIONS AND INTERVENTION SUPPORT? ACCESS TO EXTRACURRICULAR ENRICHMENT OPPORTUNITIES AND THAT'S ITEMS ARE GOING TO BE QUESTIONS TO ASK OURSELVES UNDER STUDENT SUPPORT AND SERVICES. THEN YOU HAVE FINANCIAL AND OPERATION. WE ALWAYS WANT TO MINIMIZE DISRUPTION TO OUR CAMPUSES THAT'S SOMETHING WE TAKE INTO CONSIDERATION WHEN LOOKING AT AND PLANNING THE BUDGET. LIMIT REDUCTIONS TO STAFFING WHERE POSSIBLE AND WE KNOW HOW IMPORTANT OUR STAFF ARE. ESPECIALLY OUR STAFF AND OUR CAMPUSES AND WE WANT TO MAKE SURE WE'RE LIMITING THE REDUCTIONS OR DISRUPTION AND MAINTAIN EFFICIENCY AND COST SAVING. THAT'S WHAT WE'VE BEEN DOING OVER THE LAST FEW YEARS IS IDENTIFYING EFFICIENCIES AND COST SAVINGS. ALL PRIORITIES EVALUATED WITHIN AVAILABLE RESOURCES AND BOARD ESTABLISHED GUARDRAIL. THAT'S WHAT WE JUST TALKED ABOUT IS THAT WE HAVE TO MAKE SURE THAT

044WHAT WE WANT -- WHAT OUR PRIORITIES ARE ALIGN WITH OUR FUNDS THAT WE HAVE FOR THE DISTRICT. AN EXAMPLE, MATTIAS AND I WERE TALKING ABOUT THIS SLIDE. THIS IS AN EXAMPLE WE CAKE UP WITH. THIS IS INPUT/OUTPUTS AND WHAT ARE THE OUTCOMES AND SO STAFF LEARNING AND DECREASE IN SUBSTITUTES AND THAT'S IMPORTANT BECAUSE WE NEED QUALIFIED TEACHERS IN THE FRONT OF OUR KIDS AND WANT THEM TO BE THERE EVERY DAY OR AS MUCH AS POSSIBLE. NOT BEING OUT A LOT. WHAT'S THE INPUT, OUTPUT AND OUTCOME AND NOT JUST A WAY TO SAVE $20 MILLION. WHAT'S THE INPUT SAVING? WHAT IS THE OUTPUT AND THEN HOW DOES THE OUTCOME IMPACT OUR STUDENTS? >> THIS IS IMPORTANT. WE TALK ABOUT THIS ALL THE TIME. THE TEACHER IN THE CLASSROOM IS ONE OF THE IF NOT THE MOST

045IMPORTANT THING AND LOTS OF OTHER THINGS AS WELL AND WE HAVE TO ENSURE IN WAS OUR TOTAL COST AND IT'S TRUE AND WE HAD LOTS OF VACANCIES AND LOOK AT THAT LIST AND IT WAS A BIG COMPENSATION ON THE ELEMENT OF BUDGET BENEFITS AND IT'S A HUGE, HUGE ELEMENT OF THE BUDGET AND LARGE ITEMS AND THEY'RE HUGE ITEMS AND IMPACTING ANY ONE OF THEM AND WE CAN'T TELL YOU PRECISELY WHAT IMPACT IT'S GOING TO HAVE ON THE OUTCOME AND WE KNOW IT'LL HAVE AN IMPACT. GOING FOR THEM WITH THE OPTIONS. >> IT'S THE ASSUMPTIONS WE'VE USED TO LOOK AT THEM AND SPEND AGO BIT MORE TIME ON THIS TODAY. >> THE NUMBERS IN THE BUDGETS AND LOOK AT 23/24, 24/25 AND THEN WHAT WE'VE PLANNED FOR 25/26 WHICH WAS LAST FISCAL YEAR AND THIS FISCAL

046YEAR WAS 72,303. WE PLANNED WITH 2% VACANCY SAVINGS AND AVERAGE DALLY ATTENDANCE AT 64,100. THAT SNAPSHOT, WHICH IS IN OCTOBER, OUR ENROLLMENT NUMBERS WERE 69,207. THAT'S LIKE A 4% DECREASE AND AVERAGE DAILY ATTENDANCE IS 62,522. VICTORIA IS HERE FOR THE ENROLLMENT PROJECTIONS AND IT'S THE PROJECTIONS AND PLANNING THE BUDGET, WE WANT TO BE AS CONSERVATIVE AS POSSIBLE AND LOSING 4% OF ENROLLMENT THIS YEAR HAS IMPACTED US. IT'S INCREASED OUR DEFICIT AND WE'RE GOING TO DO TEACHER STAFFING ON WHAT THE PROJECTED ENROLLMENT NUMBERS ARE. WE'RE GOING TO TALK ABOUT HOW VICTORY YOUS IT'S GOING TO -- VICTORIOUS IT IS AND MEETING WITH TALENT AND STRATEGY AND DENISHA AND HER TEAM TO CONTINUOUSLY TWEAK THOSE NUMBERS AND IT'S GOING FOR THE NEXT FISCAL YEAR FOR THE ENROLLMENT DECREASING ON AVERAGE DAILY INCREASES GOING TO BE A COMPLETE

047SHOCK TO THE SYSTEM AND WE'RE TRYING TO MAKE SURE THAT WE'RE PLANNING AHEAD TO STAFF THE CAMPUSES APPROPRIATELY AND IT'S NOT A LARGE IMPACT IF THE NUMBERS FLUCTUATE FOR THE BUDGET AND IT'S THE LAST COLUMN TO TALK ABOUT HERE TODAY AND IT'S THE PROPERTY VALUE CHANGE IN 25/26 AND WE WERE TOLD THAT THE PROPERTY VALUES WERE DECREASING BY 2% AND CHIEF APPRAISER BETWEEN 3 AND 5% AND GOING TO MEET WITH HER TOMORROW TO GO OVER PRELIMINARY NUMBERS AND GOING TO INCREASE AND THIS IS SOME OF THE REASONS WHY AND WE HAVE TO CONTINUOUSLY DO BETTER AT PLANNING AND BUDGETING YEAR OVER YEAR. >> LAWLER IS THE ADJUSTED ENROLLMENT? ADJUSTED OWN ROLLMENT IS HOW WE PLAN THE REST OF BUDGET OUTSIDE OF STAFFING FOR TEACHERS AT CAMPUS. EVERYTHING ELSE ON THE BUDGET IS THE LOWER NUMBER.

048THE 4% AND WE CAN HAVE A CUSHION THERE. >> IN OTHER WORDS, OUR WE'RE PROTECTING OUR RATIOS AND STAFF BY GOING WITH THE LARGER NUMBER AND ANTICIPATING A LARGER NUMBER, BUT WE'RE ALSO IF WE GO ONE LAYER DEEPER, THERE'S NOT THAT MUCH WIGGLE ROOM AND STAFFING IS 87, 88% OF THE BUDGET. MAKING A NICE, NUANCED MOVE AND TALKING ABOUT THE 13% SIDE WHERE WE'RE PLANNING MORE CONSERVATIVELY. >> WE FEEL GOOD COMING IN HERE PASSING A BUDGETS AND WE'RE NOT PASSING ONE THAT WE'RE NOT IN AGREEMENT WITH AND THESE THINGS HAPPEN AND MAKING THEES DEFICIT LARGER AND BUDGET DIFFERENTLY AND ONE WAY IS TO SAY THAT IF WE'RE LOOKING AT ENROLLMENT AND LOOKING AT STAFFING ALLOCATIONS AND ALL OF THESE THINGS, WE'RE TALKING TO CARLA ABOUT AVERAGE DAILY ATTENDANCE, HOW TO DO ALL THE THINGS AND

049TAKING MAYBE THE LARGER IT'S WAY TO LOW AND GOING UP TO 67, GREAT. GOING UP TO 68, GREAT. WE'VE HAD A CUSHION THERE AND WE'VE ALSO KIND OF INSULATED OUR STAFF ON OUR CAMPUSES AND DIDN'T ] THEM DOWN TO 66,000 FOR STAFFING. >> ARE WE TALKING ABOUT A PERMANENT CONTRACTION AND FLUX GOING UP OR DOWN. GOING TO BE FIRST AND LOOKING HAT NEW IMMIGRANT POPULATION AND LIKELIHOOD OF VARIATIONS THAT COULD IN FACT BE QUITE DRAMATIC IT'S A NUMBER AND LIKE WISE OTHER THINGS IMPACTING ENROLLMENT AND GOING TO IMPACT IT OR ALREADY -- AND I THINK EARLY NUMBERS ARE SORT OF BARING THAT OUT BUT THERE STILL IS AN IMPACT. SO WANTING TO GO HERE IS A LEGISLATION, WHAT'S THE POTENTIAL IMPACT OF THIS LEGISLATION? HERE'S IMMIGRATION, WHAT'S THE POTENTIAL IMPACT OF FEDERAL IMMIGRATION POLICY. ONE

050OF THE LARGEST PROPERTY DROPS AND 80S, 2008 AND IS 5% THE RIGHT NUMBER IN TERMS OF HOW BAD IT COULD GET AND STOPGAP AT WHAT POINT ARE WE DONE AND AT WHAT POINT CAN WE NOT ABSORB I'VE WORRIED ABOUT THE TWO NUMBERS AND I'M WORRIED ABOUT FRANK CONSIDERATION. THIS IS COMMUNITY ENGAGEMENT AND ONE THING TO NOTE ABOUT THE AVERAGE DAILY ATTENDANCE IS THAT THE PERCENTAGE IS ACTUALLY INCREASING SO MORE OF OUR KIDS ARE COMING TO SCHOOL EVERY DAY WHICH IS SUPER POSITIVE. WHEN THE NUMBERS ARE USED FOR BUDGETING THAT IS 69,500 IS THE STUDENTS THAT ARE COMING AND I MADE THAT PROJECTION AND IT IS THE STATE OF THE UNIONS THAT ARE COUNTED WITHIN THE ENROLLMENT COUNTS THAT ARE NON-FUNDED STUDENTS AND PEOPLE OF THEM GOING TO BE IN THE EARLY REFERRAL CENTER AND CHRONIC

051THINGS THAT ARE ENROLLED ON CAMPUS AND ATTENDING AND BEING COUNTED FOR ATTENDANCE AND THEREFORE BEING FUNDED AND THERE'S ALWAYS A BIT OF MOVEMENT AND NOT PART OF THE BUDGET AND IT'S GOING TO BE VERY MINDFUL ABOUT THE WORSE CASE SCENARIOS, AND STEPPING BACK AND DOING THE PLANNING AT A REALLY CONSERVATIVE POINT. IF WE CAN RECOURSES CAM BACK INTO THE SYSTEM. >> WE'RE AT ABOUT 30 MINUTES IN THE CONVERSATION. 40 MINUTES ALLOCATED AND THIS IS REALLY IMPORTANT. WE CAN CHOOSE -- WE STARTED LATE BECAUSE WE DISCUSSED OTHER THINGS, WHICH I -- WE'RE ALSO IMPORTANT AND REDUCE TIME TALKING ABOUT THEORY OF ACTION AND STICK WITH THIS AND GO LONGER? WHERE ARE WE WITH THIS? >> DE-VOIT THE FULL TIME ALLOCATED FOR THE ACADEMIC VISION. DO WE WANT TO WRAP IT UP IN TEN OR STICK TO

052THE ORIGINAL SCHEDULE? >> I'D LIKE TO STICK WITH THE ORIGINAL SCHEDULE PERSONALLY. >> OKAY. I THOUGHT ABOUT A GUARDRAIL, WHICH IS NO SURPRISES. BUDGET EXTREMELY CONSERVATIVELY AND THAT'S BURNED US OVER THE LAST COUPLE YEARS AND PROJECTING TO END THIS YEAR COMPARE TO THE BUDGET WE APPROVED LAST JUNE. TALKING DURCK THE ONE-ON-ONE FOR THIS AND TALKING ABOUT THE MATH GETTING THE 69,558 BECAUSE DOING A SIMPLE QUICK REGRESSION ANALYSIS SH SHOWS THAT NUMBER SHOULD BE CLOSER TO 65,000 RATHER THAN 69,000 SO NOT QUITE SURE. >> IN A NUTSHELL, WHERE ARE WE PREDICTING MORE STUDENTS. I KNOW THAT IT'S PREDICTED TO BE LOWER AND WHY HIGHER ENROLLMENT. DID YOU WANT TO JUMP TO THAT METHOLOGY AND 16 OR 17 MAYBE. -- METHODOLOGY AND IT'S THE WAY THAT WE GO PROJECT THE METHODOLOGY THIS YEAR. THERE WE GO. >>

053THERE'S POSSIBILITY AND IT'S A STARTING POINT AND MOST OF OUR CAMPUSES IT'S ROLLING UP THROUGH 10-12 AND GOING FOR THE GRADE AT EACH BAND AND PRE-K AND 6 THROUGH 9 AND USING FOUR YEAR SNAPSHOT AVERAGE SO TOOK A FOUR YEAR AVERAGE OF CLASS SIZES AT THE SNAPSHOT DATE GOING FOR EACH CAMPUS AND THE GRADE LEVELS WE HAVE AND STUDENTS ATTENDING CLOSING CAMPUSES AND ADDING PROPORTIONALLY TO THE RECEIVING CAMPUSES SO FOR EXAMPLE IF THEY HAD INCOMING AVERAGE CLASS SIZE GOING FOR 100 RECEIVING SAM PUS AGOING FOR THEM AND HOW MANY STUDENTS YOU NEED TO HAVE IT AT COVINGTON FOR EXAMPLE AND GOING FOR THEM AND GOING FOR THEM AND IT'S GOING TO WATCH THOSE ME METRICS. WE'VE GOT ABOUT 37,000 STATE OF THE UNIONS CONFIRMED AT THE MOMENT. >> GO BACK TO ONE MORE SLIDE IN

054FRONT OF THIS ONE. >> WE LOOKED HAT PLENTY OF TRENDS GOING FOR THEM AND GO YOU ARE FOR EACH GRADE LEVEL AND PICKED OUT JUST A COUPLE OF VERY HIGH LEVEL MESSAGES AND THESE MESSAGES ARE ALSO BEING PART OF INFORMING THE ENROLLMENT STRATEGIC PLAN AND CASSIOPPI TICKS AND ACCOUNTING STANDARDS BOARDS AND TACTICS THAT WE ARE MOVING FORWARD. WE SEE THE TRANSITION OF EIGHTH TO NINTH GRADE IS AN INTERESTING POINT GOING FOR THEM AND IT'S GOING TO EXCEED THE GRADE COHORT AND IT'S GOING FOR THE PRINCIPLES GOING FOR THEM AND IT'S JUST ABOUT 500 BRAND NEW NINTH GRADERS COMING INTO THE SYSTEM AT THAT POINT RIGHT BEFORE THE BREAK AND TRANSITION FROM FIFTH TO SIXTH GRADE IS A OPPORTUNITY THAT WE ARE WORKING ACROSS DEPARTMENTS TO ADDRESS, AND THAT IS WHERE THE SIXTH GRADE CLASS IS

055LOWER THAN THE FIFTH GRADE CLASS THAT CAME BEFORE IT. WE ARE SEEING AND WORKING THROUGH SOME UNDERSTANDING OF THE BROADER SOCIAL TRENDS AND THUMPS IN THE CITY AND CERTAIN TO AUSTIN COMPREHENSIVE HIGH SCHOOLS THAT HAVE SEEN MULTI-YEAR ENROLLMENT DECREASES.. >> OPTIMISTIC AND HEARING A LOT OF GREAT INITIATIVES AND GRANULAR WORK TO DO WHAT'S HAPPENING BETWEEN FIVE AND SIX AND A LOT OF CONCERTED EF EFFORS DON'T HAVE TO DO IT NOW AND LASTING FOR LIKE A -- ON THE BUDGET SIDE BUT HOW ARE WE NOT GIVING IT 50/50 AND THE FAMILIAR WILL FALL OUT OF THE REAL ESTATE MARKET. I MEAN, I DON'T KNOW A BETTER WAY TO SAY IT. GO AND LOOK IT UP QUICKLY AND LARGEST DROPS IN REAL ESTATE IN A SINGLE YEAR. WHAT ARE THE LIKELIHOODS OF IT HAPPENING AGAIN? IT'S A

056VERY CONSERVATIVE BUDGET. >> WE HAVE BEEN BUDGETING CONSERVATIVELY AND I DON'T WANT US WALKING OUT THINKING THAT WE HAVE NOT. WE HAVE BUT IT'S A BALANCING ACT. ONE THING WE TALK ABOUT IS WE BALANCE TOO CONSERVATIVELY, AND WE CUT TOO MUCH, THEN HOW DOES IT IMPACT THE SCHOOLS AND IT'S HARMFUL TO THE SYSTEM. WHEN WE SAY NO SURPRISES, THAT'S NOT POSSIBLE. WE JUST HAVE TO FIGURE IT OUT YEAR OVER YEAR OVER YEAR. HAVE TO BE YEAR OVER YEAR AND TIGHTER TONIGHT AND NOT GOING WITH THE MIDDLE OF THE STREAM OF THE PROPERTY. THAT'S ONE OF THE WAYS BUT WHAT'S GOING TO HAPPEN IS WE'RE GOING TO HAVE TO REDUCE MORE THIS YEAR. SO THOSE ARE THE THINGS THAT WE'RE GOING TO HAVE TO CONTINUOUSLY TALK ABOUT AND WORK THROUGH. >> ANYTHING ELSE YOU REALLY, REALLY

057NEED FROM US BEFORE WE MOVE ON? >> SLIGHTLY REFRAMING THEM WITH THE CONSERVATISM AND GOING FERTILIZER THEM NEXT ONE AND NEXT ONE AND NEXT ONE, STAFFING IS GOING TO BE THE MOST CRITICAL HAVING IT'S COMING BACK ON THE CAP PUSS AND WORST CASE SCENARIO ASIDE, IF WE'RE 10 MILLION SHORT HERE OR 15 MILLION SHORT THERE, I WANT WHICH RED BUTTON WE HIT GOING TO SAVE THE STAFFING HERE. IT'S CUT AND CUT AND THEY HAVE THAT WE'RE NOT SCRAMBLING TO PROTECT THE BOTTOM LINE. >> I REALLY LIKE THAT. THANK YOU. >> I'D LOVE TO MAKE SURE THAT WE'RE ANSWERING WHAT YOU NEED ANSWERED BEFORE WE MOVE ON. >> WE CAN SKIP, DR. WALLACE GOING FOR SLIDE TO 20. ALL OF THESE ARE IMPORTANT DOCS. GOING TO REACH AND WOULD YOU LIKETOUS GO AROUND AND QUICKLY TELL

058YOU OUR PRIORITIES AND WHAT WE WANT TO PROTECT? >> THIS DIDN'T HAPPEN BECAUSE OF ANYTHING AUSTIN ISD DID. AUSTIN ISD IS DOING AN EXCELLENT JOB WITH THE RESOURCES WE'RE GIVEN AND WITH THE CONSTANT CHAOS THAT'S CAUSED BY THE STATE AND BY THE WE CONTROL AND MY PRIORITIES ARE WE'RE OPTIMALLY STAFFED AND FUNCTIONING TO TAKE CARE OF KIDS DAY ONE AND IT'S GONE DOWN TO PEOPLE TO HELP AND SHOULD HAVE HAPPENED DAY ONE AND SNOUT JUST WHEN THE SCORES ARE COMING OUT. THERE'S STUDENTS THAT NEED EXTRA SUPPORT AT EVERY SINGLE CAMPUS AND EXPERIENCING POVERTY AT EVERY SINGLE CAMPUS AND THAT'S WHAT I WANT TO SEE AND TRYING TO BENEFIT THEM AND IT'S GOING FOR THEM AND OVERSTAFFED WHEN STAFF GOING FOR THEM. THANK YOU. >> THANK YOU. ANYONE ELSE HAVE PRAISE TO SHARE, WE CAN AND

059ANYTHING ELSE ESSENTIAL TO SHOW US, WE CAN. >> I WOULD LIKE TO TALK ABOUT THIS ONE SLIDE AND I THINK THIS IS GOING TO LESS CAPTURE AND OPERATING EXPENDITURES AND IT'S $166 MILLION OVER. WE ARE SPENDING PROJECTED FOR THE FISCAL FORECAST FOR NEXT YEAR'S $166 MILLION. YOUTH HAVE TO COVER 5 BESSENT IN ONE YEAR AND TARGET FOR 26/27 IS $171 MILLION. THAT'S THE TARGET OF REDUCTIONS NEEDED. THIS IS YEAR AFTER YEAR AFTER YEAR BEING SQUEEZED THAT'S NOT JUST US. GOING FOR $171 MILLION. IN PROPERTY MONETIZATION AND INSTEAD HAVE PROPERTIES THERE FOR A TOTAL AFTER $56 MILLION AND ONE ♪PART I WANT TO TALK ABOUT IS WE DON'T WANT PROPERTY TO JUST CONTINUOUSLY BAIL US OUT FOR YEARS, ONE YEAR. WE'RE DOING A REALLY GOOD JOB AT REDUCE THE SPEND BUT NOT THE BUDGET. SO THEN

060FOR DEPARTMENTS, WE HAVE $22 MILLION AMOUNT HERE THAT'S $20 MILLION WORTH OF DEPARTMENT VACANCY COLLAPSES AND REMEMBER HOW WE DID THE PROPERTY INSURANCE LAST YEAR AND GOING FOR THE STAFFING AND WHEN ENROLLMENT NUMBERS DECREASE YEAR OVER YEAR AND IMPACT THE CAMPUSES AND THIS IS THE FIRST YEAR. 76 MILLION OF REDUCTON GOING TO BE MADE FOR THE BUDGET. >> HOW QUICKLY WILL WE GET DETAIL ABOUT CAMPUS BUCKET THAT'S BIG AND VAGUE. HOW SOON OUR COMMUNITY HURTS TO KNOW AND CAMPUSES NEED TO KNOW AND STARTING TO HEAR FROM COMMUNITY PARTNERS STAFFING ALLOCATIONS AND IT'S CHANGING OUR PLANNING PERIODS AND WE'RE NEEDING TO FIGURE OUT HOW DO WE IMPACT THE CAMPUSES AS LEAST AS POSSIBLE BUT WHAT I ALSO WANT TO BE CLEAR IS, IS GOING TO BE THERE. FS FEEDBACK FROM THE WORK -- FEEDBACK FROM THE

061WORK SESSION. WHAT CAN WE COME BACK FROM THAT >> COME BACK IN APRIL AND WE'VE ADDED ANOTHER AD HOC MEMBERS TODAY AND JUST APPRECIATE THEM BEING HERE TALK WITH THEM FIRST AND TALK ABOUT EACH SPECIFIC ITEM AND THAT'S APRIL 6 AND PROBABLY THE INFORMATION SESSION AFTER THAT.. >> I'LL WORK WITH KATRINA AND NO LONGER THAN THE BOARD MEETING. >> OKAY. DO YOU FEEL LIKE THERE'S INFORMATION TO GO FORWARD? >> ANYBODY ELSE HAS PRIORITIES TO THROW OUT THERE. THAT WOULD BE HELPFUL. >> I LIKE WHAT THEY CHOOSE TO HAVE THEM I LIKE TO KEEP AN EYE ON. >> CURIOUS ON THE LAST SLIDE AND LOOKING AT HOW WE'RE ADDRESSING THIS FUNDING BALANCE AND IT'S WORTH PUTTING MORE EXPLICITLY GOALS AROUND TRYING TO RAISE MONEY FROM OUTSIDE THE DISTRICT GOING FOR COMMUNITY AND GOING TO BE A

062MODEST ONE AND IN LINE WITH >> IT'S A MYRIAD OF REASONS THAT THE COMMUNITY IS ASKING US TO ENGAGE WERE QUITE SOME TIME AND HAVING A PROCESS AND EXPANDING UPON AND SETTING A GOAL IN THE SAME WAY AND NOT ALWAYS MEETING THE TARGETS ON HOW MUCH THE CUTS WILL BE AND I DON'T EXPECT IT TO MAGICALLY BE TARGETED ON FUNDRAISING AND THAT'S SOMETHING AROUND THAT WOULD BE HELPFUL. IT'S A GOAL AND SETTING THINGS FORWARD WITH A REVENUE COMING BACK TO THE FULL BOARD GOING FOR THEM AND IT'S GOING TO BE THE AMOUNT OF SCHOOL APPROPRIATE AND THINGS ALREADY THAT WE SHOW CONTRIBUTING TO THAT GOAL. IT'S EX-PRIMROSES SIT OF WHAT WE -- EXPLICIT. >> ANYTHING ELSE? APPRECIATE IT. I >> HAD GOOD FEEDBACK IN MY HANDOUT. >> THANK YOU ALL SO MUCH. APPRECIATE IT. >>

063WE'LL NOW SEGWAY TO DR. MARIAN MAXWELL FOR THE FRAMEWORK AND ACADEMIC VISION AND AS A COMMITMENT, IT'S A STRATEGIC EFFORT AND ONE THAT HASN'T BEEN COMPLETED IN THE DISTRICT FOR QUITE SOME TIME AND IT'S INCREDIBLY IMPORTANT WE DO THIS BORIC AND WE UNDERSTAND HOW WE'RE GOING TO SUPPORT THE STUDENT AND ENSURE IT'S HOUSED INTO EVERYTHING THAT WE DO. SO THIS IS A IMPORTANT FIRST STEP AND LOTS OF STEPS ALONG THE WAY AND THAT MUCH IS DETAILED IN THE PLAN AND WE'LL PROVIDE MORE DOCUMENTS AROUND IT. FOR THIS SPECIFIC FIRST PART, I'LL HAVE DR. MARY ANN MAXWELL TAKE US THROUGH THE FIRST PART. >> GOOD EVENING. WE'LL GO THROUGH A FEW SLIDES JUST TO SET SOME BASIC AND FOUNDATION AL UNDERSTANDING TO BE ON THE SAME PAGE WITH TERMINOLOGY BUT THE REST OF THE TIME WILL

064BE YOU ALL HAVING A OPPORTNITY TO HAVE DISCUSSION. WE WON'T WALK WITH A THEORY OF ACTION FOR TEACHING AND LEARNING AND WE'LL CONTINUE TO COME BACK WITH THE COMPONENT AND ALL OF COMMUNITY AND STAFF AND GETTING FEEDBACK TO CONTINUE TO IT RATE THAT DRAFT TILL WE HAVE FINAL VISION VERSION TO SUBMIT FOR APPROVAL. WE STARTED WITH THE VISION WE'VE BEEN TALKING ABOUT A LOT LATELY AND IT'S REALLY INITIAL PIECE OF ALL OF THAT THOUGH STARTS WITH THE WORK WE'RE DOING TONIGHT WITH ACADEMIC VISIONING AND BUILDING A THEORY OF ACTION FOR TEACHING AND LEARNING. EXISTS IN OUR POLICY AND THAT'S AE LOCAL AND IT'S BEEN A FEW YEARS SINCE WE LOOKED EXTENSIVELY AT THAT ADJUSTMENTS MADE TO IT IN LISLE OF TONIGHT AND DISTRICT PRIORITIES AND NEED TO FOCUS WITH IMPROVEMENTS AND THAT THEORY OF ACTION

065FOR TEACHING AND LEARNING COULD REALLY USE A GOOD LOOK AND SOME GOOD, STRONG DISCUSSION AND SUGGESTIONS FOR HOW WE MIGHT BUILD ONE THAT REALLY WORKS FOR US NOW. SOME OF THE DEVELOPMENT HERE SYNTHESIZING IN THE WORK SESSION AND DEVELOP THAT THEORY OF ACTION. NEXT IS TO ENGAGE WITH OURSELVES AGAIN, BOARD, STAFF AND COMMUNITY TO GET FEEDBACK ON THAT PROPOSED THEORY OF ACTION. SO SIMILAR PROCESS WE'RE GOING THROUGH TONIGHT WE'LL GO THROUGH A VERSION OF THAT WITH MULTIPLE GROUPS AND TALKING ABOUT HOW WE GOT TO WHERE WE ARE WITH THE CURRENT DRAFT AND ASKING FOR ADDITIONAL FEEDBACK AND ENGAGEMENT FOR THE REVIEW AND STRESS TESTING THAT THEORY OF ACTION AND REFINING IT. THEN SUBMITTING FOR BOARD APPROVAL TO CODIFY THAT IN AUSTIN ISD POLICY. ANY QUESTIONS ABOUT THAT PROCESS? WE'LL GO INTO A BIT MORE DETAIL

066AFTER WE DO THAT BUT ANY QUESTIONS ABOUT THAT PROCESS BEFORE WE HEAD INTO SOME FOUNDATIONAL DISCUSSIONS? >> TO START A PROCESS, WE HAVE SHORT TERM ORIENTATION START AND MA I FOUND AND JUST THE WORK I'VE DONE OVER THE LAST EIGHTS YEARS IS WHEN WE HAVE THESE CONVERSATIONS WITH THE COMMUNITY, IT'S HELP TO FEEL SHARE DIFFERENT ASPECT AND THIS APPROACH WILL WORK AND I FEEL CONFIDENT AND ENGAGE WITH THE COMMUNITY AND ACKNOWLEDGE AT THE END OF THE DAY, IT'S CODIFIED FOR BOARD POLICY, AND WE NEED TO FIND A WAY TO CAPTURE THE COMMUNITY VOICE AND COMMUNITY RESPOND TO THINGS AND THIS WILL YIELD THERE'LL BE A LOT YOU HAVE OWE WORK OVER THE NEXT 18 MONARCHIES SO JUST ONE COMPONENT OF IT. GET READY. >> YES, AT LEAST 18 MONARCHIES TOO. AND DEFINITELY NOT THE ONLY

067PLACE FOR COMMUNITY FEEDBACK AND GETTING INTO WHAT WE'RE DOING WITH THE SCHOOLS AND PROGRAMS AND HOW WE'RE SEEING PROGRAMS ACROSS SCHOOLS AND WITHIN SCHOOLS AND IF WE DO A, B AND V, OR JUST A AND B, THEN WE EXPECT CPI, X TO HAPPEN. ARNETT THE PORTION OF THIS STEAM, IT'S BASICALLY HERE'S WHAT WE'RE WILLING TO TRY AND DO. THESE ARE THE ACTIONS THAT WE'LL BE TAKING. AROUND THE THEN, WHAT WE EXPECT AS A RESULT. WE WANT THEN STEAMS THAT HELP US IDENTIFY AND MEASURE WHAT'S IN OUR STUDENTS AND STUDENT OUTCOMES THAT WOULD BE SOMETHING WE COULD MEASURE OR IDENTIFY IN SOME SORT OF WAY. I DON'T NECESSARILY MEAN MEASURE BY AN ASSESSMENT, THERE'S LOTS OF WAYS TO MEASURE THINGS BUT AS LONG AS WE BELOW THAT THIS COULD BE A MEASURABLE OUTCOME, IT WOULD REALLY

068HELP STRENGTHEN THAT THEN PORTION OF THE STATEMENT. TALK THROUGH SEEING AS SIMILARITIES AND SEEING AS DIFFERENT SAM PREPONDERANCES AND THE DIFFERENCES -- SIMPLES OR MAKING THEM EASY AND GOING TO BE DIFFICULT TO OPERATIONALLIZE AND GOING TO BE A DIFFERENT PIECE AND THESE ARE ACTIONS THAT WE TAKE. THEORIES OF ACTION AND THIS IS NOT -- THEY DON'T NECESSARILY ENCOMPASS EVERYTHING GOING TO BE THE ONE THAT MIGHT SEE AND WE HAVE THE ONES THAT ARE THINKING ABOUT THE STRUCTURE THAT'S DIFFERENTLY. IT'S TALKING ABOUT SPECIFIC INPUTS FOR THAT AND MAKE IT ACTUALLY ACTIONABLE AND FOCUSED MORE ON CURRICULUM AND IT COULD BE A PIECE OF THEORY OF ACTION GOING TO BE A WHOLE ONE AND THEN GOING TO IMPROVER RIGOR FOR THEM PROVIDING THEM WITH HIGH QUALITY GOING FOR THE CURRICULUM AND TARGETING COACHING AND COLLABORATIVE PLANNING TIME

069AND GOING FOR THE STUDENTS AND NEXT ONE IS BUILT AND IT'S FOCUSING ON THEM AND IT'S FOCUSING ON IDENTIFYING NEEDS OF EVERY CHILD AND SOME OF THEM ARE ACTIONS IN THIS PART OF GETTING TO THE OUTCOME OF THE STATEMENTS FOR THEM AND SOME THINGS WE SEE AND GOING FOR THEM TO GIVE YOU A FEW MINUTES TO READ OVER THOSE HANDOUTS AND LIKE EVERYONE HAS A CHANCE TO READ THEM AND CAN HAVE SOME AND LET ME KNOW WHEN WE'RE READY TO OPEN FOR A DISCUSSION. JOWSKI ALREADY, ANY THOUGHTS ON SIMILARITIES OR DIFFERENCES THAT STAND OUT TO ANYONE? >> FIRST IS ONLY ONE MENTIONINGS CARETAKERS IN THE HOME AND THIRD IS TOP DOWN ASK TELL THEM WHAT TO DO AND KIDS WILL LEARN. THIRD IS ONLY ONE I SEE THAT REALLY INCORPORATES CULTURAL RESP RESPONSIVENESS. >> ANY

070SIMILARITIES OR DIFFERENTS THAT STAND OUT AND MAKE EASY TO OPERATIONALLIZE IT AND THINS IN HERE AND GOING IN AUSTIN ISD THEORY OF ACTION AND WHY? IT'S GOING F TO HAVE THEM ARUPTURE AND GOING FOR THEM AND LOOKING FOR THEM AND GOING FOR WHAT WE FELT FOR THEM AND IT'S GOING TO BE A SERIES OF STRATEGIES. LOOK AT STRATEGIES AND THEY'RE ALMOST IMPOSSIBLE TO OPERATIONALLIZE THEM AND GOING FOR THEM WHAT THIS ME MEANS FOR AUSTIN ISD AND COUPLE OF OTHER THINGS AND WE DON'T WANT THIS TO HAPPEN AND GOING FOR THEM HEARING THE OTHER STUFF WE TALKED ABOUT LAST YEAR AND HOLLYWOOD NOT ENACTING THEM FOR ONE WAY TO CONSIDER THAT AND IT'S GOING TO BE EXTREME CLARITY AND IT'S POLICY AND IT'S GOING FOR THEM TO RESPOND AND WHAT'S GOING TO HAPPEN BECAUSE THESE WORDS

071ARE NOW LIKE PART OF OUR COMBINE FOR THAT AND IT'S GOING TO BE EASY TO FOLLOW AND IT'S REALLY IMPORTANT FOR WHATEVER YOU DO AND IT SHOULD BE -- THERE SHOULD BE A LOGIC THAT'S EASY TO FOLLOW AND THIS ONE IS LOCAL. >> I DIDN'T LIKE IT AND IT WAS VAGUE AND GETTING TO THE ONE, TWO, THREE, FOUR, FIVE WHERE IT'S TALKING ABOUT SELF-AWARENESS AND SELF-MANAGEMENT AND SOCIAL AWARENESS GOING FOR THAT AND I CAN RESONATE THAT WITH ME BECAUSE IT GAVE ME A HINT ABOUT WHAT WE'RE HOPING OUR STUDENTS WOULD DO AND IT'S MAYBE WHAT WAS GOING THERE AND IT'S CENTERRING FOR THE SYSTEM OR IS IT CENTERING STUDENTS? WE'RE MIZING OUR STUDENTS AND IT'S OBSTRUCTING CERUMEN -- MISSING ME OR OUR STUDENTS AND THE BELIEF ABOUT STUDENTS THAT SHOWS UP IS THAT THEY INCREASE

072THEIR OUTCOMES. I THINK THEY'RE RIGHT AND A LOT FULLER AND MORE THAN THAT. AND THEN THEY'RE LIKE KIND OF HAVING THIS IDEA. I LIKE THAT IF I UNDERSTAND THAT IF THE STRUCTURE BUT -- I UNDERSTAND THE IF THEN STRUCTURE BUT IF WE PROVIDE, WOULDN'T IT INTERESTING TO SAY SOMETHING LIKE IF STUDENTS EXPERIENCE AND TALKS ABOUT LIKE THE ACTUAL STUDENT EXPERIENCE RATHER THAN LIKE WHAT WOULD. THAT CENTERS THE STUDENT AND IF THE STUDENT EXPERIENCES A SENSE OF BELONGING OR IF THE STUDENT EXPERIENCES AN ENGAGING CURRICULUM OR IF A STUDENT EXPERIENCES TEACHERS THAT THEY CAN RELATE TO AND REPRESENTS ETHNIC BACKGROUND, THAT SHIFTS THE WHOLE THING AND COULD BE A FUN BRAIN EXERCISE TO THINK ABOUT. >> SO YOU KNOW IT'S COMING AND CREATING IF STATEMENTS THAT COULD BE STRUCTURED THAT WAY EXACTLY. HAVING GAPS AND CASES

073WHERE THICKS CAN FALL THROUGH THE CRACKS AND WE'VE NEEDED DRAMATIC IMPROVEMENT IN THE SYSTEMS AND I THINK IT COULD DEFINITELY, DEFINITELY GET IN THERE THANKS TO Y'ALL AND THIS IS MANAGED, THIS IS OPERATING ON LIKE IF WE BUILD A REALLY GOOD SYSTEM AND MANAGE IT WITH FIDELITY, THE STUFF WILL TRICKLE DOWN TO KIDS, WHICH ON ONE HAND I'M TOTALLY WITH AND ON ANOTHER, THAT'S NOT QUITE THE VALENCE OR VIBE I'M FEELING. I WANT A OPPORTUNITY TO CREATE AND LOVE AND LIVE IN THE POSSIBILITIES AND WHERE WE ARE NOW IS WE'RE GOING TO MANAGE THE HECK OUT OF IT. WE'RE GOING TO SQUEEZE THAT ROCK UNTIL IT PRODUCES THE WHATEVER. THEN THE WHATEVER IS LIKE THE KID'S GOING TO BE ABLE TO SELF-REGULATE. AND WILL BE STAYING IN THEIR BOX AND GOING TO BE ON THIS

074LINE. THEY'RE GOING TO BE GETTING THIS STUDENT OUTCOME ON THIS TEST. THAT'S NOT WHAT I WANT FOR MY KIDS DEFERENTIALLY NOT FOR ME AND -- DEFINITELY NOT FOR SELF-AWARENESS AND SKILLS AND DECISION MAKING AND THOSE ARE ALL GOOD THINGS. I DON'T SEE A KID THAT'S BLOOMING IN THE POSSIBILITY THROUGH THIS. I SEE A KID THAT WAS DOCILE AND FOLLOWS THE RULES AND THAT'S NOT WHERE I WANT TO GO. EXPECTATIONS OF TEACHERS LOOK A CERTAIN WAY AND THIS IS WHAT WE EXPECT TO SEE HAPPEN BECAUSE A ROSE BLOOMS WHEN WATER WELLS SORT OF THING. >> I DON'T THINK THEY'LL TELL OUR FAMILY WHO IS WE ARE AND WHAT WE BELIEVE HAPPENS AND I THINK IT SPEAKS TO PEOPLE IN A BUILDING LIKE THIS AND SAYING WHAT THEY UNDERSTAND WHAT IT MEANS AND PEOPLE GRADUATING WITH CRITICAL

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

076>> I AGREE WITH MORE LANGUAGE IN THIS AND MORE SPECIFICITY IN DEFINING WHAT THAT STUDENT EXPERIENCE IS. I ALSO WONDER BASED ON THESE EXAMPLES THAT YOU PROVIDED IS THAT COMMON OR EXPECTED FOR A THEORY OF ACTION OR IS THERE A SPACE TO DO THAT WITHIN THE FRAMEWORK OF THEORY OF ACTION. >> THERE'S DIFFERENT APPROACHES TO THIS AND GOING TO LOOK AT THEM OR GOING TO BE DIFFERENT AND IT'S A THEORY OF ACTION IN GENERAL AND IT'S AN IF THEN STATEMENT AND IT'S A THEORY OF ACTION AND AS FAR AS DISTRICTS GO OR WHAT WE'RE LOOKING FORWARD TO HERE AND THESE ARE TWO EXAMPLES AND THESE WERE GENERATED TO THINK THROUGH IF FOCUS ON A NARROW FOCUS VERSUS MORE OF A BROAD FOCUS AND DIFFERENT INPUTS GOING INTO IT. >> I DON'T KNOW IF YOU WANT

077TO ADD ANYTHING ELSE TO THAT? >> YES, WE, THE BOARD, ARRIVING AT THE END AND THERE'LL BE A OPPORTUNITY TO SAYING ALL THE THINGS WE'VE HAD AND THEY'RE GOING TO BE TOO BROAD OR VAGUE AND NOT ABLE TO IMPLEMENT THEM. WE'LL BE IN A GOOD SPOT WITH ALL THAT AND ALSO GOING TOO FAR BACK TO SEE SOMETHING THAT DIDN'T WORK OUT SO WELL AND ACKNOWLEDGE THEM. >> I WANT TO THROW SIX BIG TERMS INTO THE MIX. COMMA I DON'T SEE IN THESE AND WOWED LIKE IS WHOLE CHILD FOCUS THAT GOES BEYOND ACADEMIC OUTCOMES. LIKE TO SEE DEVELOPMENTALLY APPROPRIATE PRACTIPRACTICES AND ADDRESS STAE LEARNING AND WE WANT THEM TO SUCCEED ON STATE TESTING BUT NOT AT THE SACRIFICE OF OTHERS. SEE THE FAMILY PARTNERS AND LOOKING AT IT AS LIKE NOT JUST PARENT PARTNERS AND THEN

078FACING A HUGE NUMBER OF UN-CERTIFIED TEACHERS AND NEW TO THE PROFESSION WE STILL HONOR AND FOCUS ON THEM AND GOING TO SEE JOY IN THERE AND THAT LEARNING IS DONE IN JOYFUL PLACES THROUGH JOYFUL MEANS AND THOSE ARE VERY VAGUE. THOSE ARE KIND OF GUIDING PRINCIPLES TO SEE IN SOMETHING. >> SORRY, KIND OF TWO LINES OF THINKING AROUND STRUCTURE AND SYNTAX. THIS FIRST ONE IS JUST TO ME OUT OF ORDER. IF THIS, THEN SUPPORTING THE ART OF STUDENT AND LEARNING AND THAT'S JUST A SYNTAX DIFFERENCE OF STRUCTURE ON THIS. I THINK IT READS BEATER WHEN YOU DO THE IF, THEN, RESULT. THAT'S VERY CLEAR AND ALIGNS WITH TAKING ORDER THAT'S JUST A STRUCTURAL COMMENT. OTHER THING I LIKE ABOUT THIS IS, YOU KNOW, THIS STRUCTURAL SETTING AND THE MIDDLE BOX IS THE SETTING AND LOOKING

079AT UNIFYING PRINCIPLE IN THE DISTRICT AND ALL THE CLASSROOMS ARE DIFFERNT AND EVERY SCHOOL CAMPUS IS DIFFERENT, BUT THIS MIDDLE BOX IS KIND OF THE UNIVERSAL ELEMENT. EVERY CLASSROOM IS GOING TO DELIVER RIGOROUS CONSIST INSTRUCTION OR EVERY CLASSROOM WILL PROVIDE STATE OF THE UNIONS WITH SPECIFIC ACADEMIC AND SOCIAL EMOTIONAL INTERVENTIONS. THERE'S A SETTING THAT PROMOTES THE RESULT THAT YOU'RE GETTING IN THE THIRD BOX THE SETTING IS A ENVIRONMENT THAT SUPPORTS ART OF TEACHING AND LEARNING. IT'S A LITTLE VAGUE ON THE FIRST ONE WITH THE ENVIRONMENT. TO ME, THAT'S HOW YOU CHAIN THOSE AND PHRASE THEM OF SUPPORTING THE TEACHER AND STUDENTS NEED THIS AND WE GO DO THIS TO SPORE THE STUDENT GETTING THAT THING. THEN WE CAN HAVE THAT PERFORMANCE THAT RESULTS IN THE OUTCOME FOR THAT GOING OUT TO CLASSES AND GOING FOR

080THAT SLIGHTLY DIFFERENT AND GOING BEYOND THE NORMAL SCOPE OF VARIATIONS AND PEOPLE HAVE DIFFERENT RULES AND DIFFERENT EXPECTATIONS AND GOING FOR THEM AND >> ANY OTHER THOUGHTS ON THIS PART? >> YEAH. DR. KAUFFMAN AND TRUSTEE'S FEEDBACK. THERE ARE GUIDELINES THAT WHAT THE STATE REQUIRES FOR THEM AND THESE STANDARDS ALREADY EXIST AND THEY'RE ALREADY EVIDENCED BASED ON THAT AND IT'S PART OF NATIONAL ASSOCIATION FOR EDUCATION OF YOUNG CHILDREN. AND AMLE, THE -- OH, GOSH, FOR MIDDLE SCHOOL.ED ALESS SAN ANTONIOS UP TO -- ADOLESCENTS AND ALREADY STANDARDS THAT EXIST AND ARE REALLY AFFORDABLE LOOKING AT EXPERTS AND THEY'RE GOING FOR THE SCHOOLS AND BEING A PLACE THAT WE'RE GOING TO TRAIN PROFESSIONAL EXPERTS AND THAT'S WHAT I WANT EX-PREPARED TO RULE INSTRUCTION AND IT'S IN YOUR CLASS AND YOU ARE CONSIST AND YOU WERE AN EXPERT AND

081IT WASN'T THAT EVERY SCORER'S CLASSROOM HAS TO LOOK EXACTLY THE SAME AND IT WAS CONSIST AND WHAT WAS CONSIST IS THE SAFETY OF THOSE THINGS AND IT'S SOMETHING THAT'S SO ABOVE AND BEYOND AND WALK INTO ONE CLASS AND FINISHING A SENTENCE OF SOMEONE ELSE. SO I REALLY HOPE THIS IS A OPPORTUNITY TO HAVE >> OKAY, THANK YOU. WE COMBINED WHAT WE'RE GOING TO DO NEXT BECAUSE WE STARTED LOOKING AT OUR DISTRICT'S THEORY OF ACTION, WHICH WAS REALLY JUST COMING AND LOOKING AT WHAT WE HAVE CURRENTLY AND IF YOU HAVEN'T TAKEN A LOOK AT THINKING THROUGH YOU WANT TOP MOVE ONTO THE THEN STATEMENT? >> I WANT TO SPEAK ABOUT THE CURRENT THEORY OF ACTION, WHICH WAS I WAS NOT ON THE BOARD WHEN THIS HAPPENED AND IT WAS A COMMUNITY MEMBER AND I THINK A

082LOT OF PEEP DIDN'T LOVE THE PROCESS. SHORT TERM ORIENTATION MO, IT'S PROBABLY A GOOD THING TO START FRESH AND WHAT WE'RE LOOKING AT AND WHERE WE WANT TO GO. >> CAN I ASK A QUESTION ON THAT WHAT WAS THE PROCESS AT THE TIME? DO YOU REMEMBER? >> WE CAN TALK ABOUT IT LATER. A CONSULTANT THAT HAD -- WE'LL TALK ABOUT IT LATER. I DON'T FEEL LIKE IT WAS -- I WASN'T THE ONLY ONE FEELING THAT WAY AND PROBABLY HAVE A DIFFERENT CASE. >> I MADE CLEAR I DON'T LIKE OUR CURRENT THEORY. >> RIGHT, THAT'S OUR CURRENT ONE. ANY OTHER THOUGHTS ON THAT BEFORE WE MOVE ON? >> I THOUGHT ONE THING THAT WAS INTERESTING IS AN OBSERVATION MOVING OUT OF THIS ROLE INTO THE OTHER IS VERY FEW PEOPLE IN THE ORGANIZATION KNEW WHAT A

083THEORY OF ACTION WAS. I HOPE THAT WHEN WE GET TO A POINT WHERE WE HAVE IT DEFINED IF IT'S ONE OR TWO OR THREE OR WHATEVER IT ENDS UP BEING FOR US AND WE COLLECTIVELY KNOW WHAT IT IS AND OUR LEADERS KNOW WHAT IT IS AND SPEAK TO IT AND THIS JUST DIDN'T BECOME THAT FOR WHATEVER REASON.. >> IT'S SOMETHING WE ALL LIKE. FAST FORWARD FIVE OR SIX YEARS IT'S SUCCESSFUL AND GOING TO BE TRUE ABOUT ALL OF OUR STUDENTS THAT ARE TRUE TODAY AND IT'S OPEN TO THAT AND NOT SAYING WHAT ISN'T TRUE ABOUT ANY OF OUR STUDENTS TODAY AND EACH AND EVERY STUDENT GOING FOR THEM AND IT'S TODAY AND SOME MAY NOT BE TRUE TODAY AND IT MEANS THOSE ARE THE THINGS THAT WE NEED TO DEFINE WHAT ACTIONS WE SHOULD TAKE

084TO MAKE SURE EVERY STUDENT YOU CAN PAIR UP WITH WHOEVER YOU'RE SITTING NEXT TO OR TALK TO A BOARD MEMBER ACROSS THE ROOM AND SHARE IT AND GOING FOR THEM AND YOU HAVE A LITTLE BIT WE NEED TO TALK ABOUT THINGS AND THEN WE'RE GOING TO BE ABLE TO EACH SHARE OUT AND AS WE SHARE OUT, I'M GOING TO GO AHEAD AND RECORD, TRANSCRIBE WHAT YOU'RE SAYING TO TRANSCRIBE ALL THE POSSIBLE THEN STATEMENTS WE COULD HAVE. TOP TWO THEN STATEMENTS AND MAY HAVE A TOP ONE THEN STATEMENT THAT YOU THINK THIS, IF WE JUST DID THIS THING THAT WOULD BE GOOD. AT LEAST ONE FOR BOARD MEMBER AND UP TO TWO AND DOING ACTIVITY FOR THEM AND PRIORITIZE THOSE EVENT STATEMENTS THAT GOING THROUGH SOME OF THE PIECES THAT WE'D WANT TO AND GOING FOR

085THEM WITH ULTIMATE THEN STATEMENT. WRITE ONE OR TWO THEN STATEMENTS DOWN ON A -- WRITE A POST IT NOTE OR SCRATCH PAPER YOU HAVE AND PAIR UP AND DISCUSS AND GIVE YOU A FEW MINUTES TO WRITE THOSE AND WE'LL PAIR UP. DOES THAT MAKE SENSE? >> YEAH, I GUESS WE THINK OF THE STUDENT EXPERIENCE FRAMING AND THEN STUDENTS WOULD EXPERIENCE REDUCED PERFORMANCE GAPS -- >> I FEEL BAD BECAUSE THIS IS LIKE WAY TOO FLOWERY AND A LOT OF WORDS. FOR ME THIS IS WHAT I BELIEVE. THIS IS READING IT FIRST. >> THEN STUDENTS ABLE TO TELL YOU MY MOVE AS IS -- >> BE CONFIDENCE AND JOY. >> MIGHT NEED TO WRITE SMALLER. THEN STU STUDENTS. GOING AFTER SCHOOL AND LEAVING US AFTER HIGH SCHOOL. WILL HAVE THE KNOWLEDGE AND SKILLS OF THIS POSITION TO

086GET THERE. >> PART OF THE REASON I THOUGHT OF THAT IS I REMEMBER HAVING THIS CONVERSATION BEFORE AND A COUPLE OF SCORE CARDS TO GO. I KNOW THIS IS ONE OF OUR GOALS AND WE CAME UP WITH A VERY COMPLY INDICATED WAY TO MEASURE IT. NOT EVEN IF YOU WERE PART OF ALL THAT. DOING A CTE AND GOING TO SCORE THROUGH THE SCHOOL YEARS. >> THEY WERE SO NARROW THAT EVERY STUDENT WILL BE CONNECTED TO CAMPUS AND ONE OF US SAID ONE AND ONE SAID TWO. ROBBING LOOKING FOR THEM AND GRADUATION RATES AND IT'S GOING WITH THEM ACROSS THE BOARD AND ACTIVELY ENGAGING THEM WITH THE PROCESS EVERY DAY AND STUDENTS HAVE WHAT THEY NEED WHEN THEY NEED IT AND IT'S VERY VAGUE AND THAT NEEDS TO BE VAGUE BECAUSE WHAT THEY NEED COULD BE

087ACADEMIC AND WHAT THEY NEED COULD BE VERY MUCH FOR THE EXPERIENCE. >> I GUESS SOMEBODY GIVE ME A MIC. WHEN THEY NEED IT. WHAT THEY NEED, WHEN THEY NEED IT. >> ONE THAT'S NOT AN OUTCOME BUT PROFOUNDLY IMPACTS OUR STUDENTS AND IT'S THAT EVERY STUDENT WILL ATTEND A SCHOOL WHERE PARENTS ARE ENGAGED AS PARTNERS. THEN STUDENTS WILL BE ACTIVE, CREATIVE, CRITICAL THINKING LEARNERS. >> THINKING LEARNERS AND I THINK SO. >> ANOTHER ABOUT BELONGING, THEN EVERY STUDENT ENGAGED IN THE COURSE WORK ORION THE BASICS OF WHAT'S REQUIRED. >> IT'S BELONGING AND THE TRUST THEY DO AND THINKING ABOUT BEING ACTIVE AND ENGAGED 24 THIS. I SAID EVERY STUDENT ENGAGED IN COURSE WORK OR EXTRACURRICULAR ACTIVITY BEYOND THE BASICS OR WHAT'S REQUIRED. THAT FEELS GOOD? CAN WE PUT THAT UP? LAST PIECE IS DO AN ACTIVITY HERE

088AND WHAT STUDENT OUTCOME FOR ALL THESE EVENTS. I THINK THE THEN STATEMENTS DO YOU THINK ARE THE MOST IMPORTANT FOR THIS. IF YOUR FOLDER YOU HAVE COLORED DOTS BUT CAN ONLY USE THREE. YOU HAVE TO PRIORITIZE. WHAT ARE THE TOP THREE THAT ABSOLUTELY SHOULD BE INCLUDED? COLOR DOES NOT MATTER. THAT HELPS US SEE WHAT WE'D PRIORITIZE MOST AND WE'VE GOT THREE DONALD TRUMPS ON SOME AND THIS HAS THE MOST -- THREE DOTS ON THIS ONE AND GOING BACK FOR THIS AND AS WE'RE GOING BACK AFTER THIS, WE'D WANT TO AS A GROUP TAKE A LOOK AT THESE AGAIN AS ADMINISTRATION AND BOARD MEMBERS AND THINK THROUGH, OKAY, WHAT WOULD THIS -- HOW WOULD WE WORDSMITH THESE THINGS TOGETHER TO CAPTURE THE THEN STATEMENT THAT REALLY DOES SHOW WHAT WE'VE PRIORITIZED AND THEN DEMONSTRATE WHAT WE

089WANT AND COMING UP WITH SOME IF STATEMENTS. THINKING THROUGH THE PRIORITIZED THEN STATEMENTS, IF WE CRAFT SOME IF STATEMENTS, THINK THROUGH IF STATEMENTS. IF WE PROVIDE QUALITY STANDARDS OF CURRICULUM, WE HAD ANOTHER OPTION EARLIER IF STUDENTS EXPERIENCE -- WORD IT THAT WAY AND STARTING WITH THE IF STATEMENT AND THENSOME KIND OF IF STATEMENT AND GROUPING THEM INTO THEM AND THREE STATEMENTS FOR THE ACTIONS THAT WE'D TAKE. WE THREE THINGS DOWN >> GIVE YOU ALASKA ONE MORE MINUTE. PUT ALL OF THE NOTES ON THE CHART PAPER AND THEN USE AS A GROUP TO LOOK THROUGH THE STICKY NOTE AND GROUP THEM TOGETHER BY THEME AND AS AN EXAMPLE UP HERE, SAY EITHER THERE'S THREE DIFFERENT NOTES ABOUT TEACHER PROFESSIONAL DEVELOPMENT AND TWO MORE DEALING WITH TEACHER COACHING AND THAT CAN BECOME A THEME FOR ALL FIVE

090CAPACITY AND THEMES AROUND THE IF STATEMENTS. MAYBE VOLUNTEERS THAT WANT TO COME UP AND PUT THEM TOGETHER. THAT'D BE GREAT. WILL ONE OF YOU PACE GOING FOR CHART PAPER AND PEN IDENTIFY GOING FOR THE GROUP. OKAY, WE'LL GO AHEAD AND WRAP UP. WE'LL END UP WITH THREE BUCKETS AND GOING TO HAVE A SPECIFIC IF STATEMENTS AND THEY'RE EMERGED WITH COMMON THEMES AND YOU WOULD THINK HOW CAN WE USE SEPARATE IF STATEMENTS AND INCORPORATE THE IF STATEMENTS AND GOING TO GO WITH THE COMMON THEMES TO CREATE A STRONG IF STATEMENT THAT FOR EXAMPLE I CAN'T READ ALL THAT AND SEEING THE LAST ONE TEACHER SUPPORT AND DEVELOPMENT. IT HAS SPECIFICITY FROM THOSE IF STATEMENTS THAT'S CONNECTED. FAMILY AND COMMUNITY ENGAGEMENT CURRICULUM AND ACADEMIC SUPPORT. OKAY. WHOLE CHILD DEVELOPMENT. SO THAT MIGHT -- IF IT DOESN'T GROUP

091WITH ANOTHER, IT WOULD BE ITS OWN THEME. OKAY. SAFER INCLUSIVE TEACHING LEARNING ENVIRONMENT. TEACHING AND LEARNING ENVIRONMENTS AND TEACHER SUPPORT AND DEVELOPMENT. OKAY. OH, ALL RIGHT, THANK YOU. THANK YOU VERY MUCH LADIES AND BOARD MEMBERS. WE'LL TALK ABOUT NEXT STEPS AND A BITS OF THAT PROCESS AND GOING BACK TO DEVELOP A PROPOSED THEORY OF ACTION. AND DRAFT SOME IF THEN STATEMENTS THAT REPRESENT WHAT WE DID, WITH THE WORK WE DID HERE AND THEN GO THROUGH FEEDBACK, REFINEMENT AND STRESS TESTING AND COLLECTING ADDITIONAL FEEDBACK, DOING LOGIC TESTS, DOES X LOGICALLY LEAD TO Y? ARE WE MISSING A BIG VARIABLE AND A RESOURCE CHECK. IT'S A BIG PIECE. FEEL LIKE THAT ACCURATELY REPRESENTS THE THEMES? >> IS IT ARLT OFFICIAL OR GROUPED IN A WAY THAT'S WHO HOLISTIC. YOU COULD HAVE ADMIN, CAMPUS, CLASSROOMS. >> DIFFERENT LEVELS

092OF WHICH TO DO THESE SORTS OF ACTIONS? >> BUT OURS MIGHT HAVE SHAPED OUT TO BE PARENT COMMUNITY, TEACHERS, AND -- HAVE TO THINK IT THROUGH. I WONDER IF HOLISM WORKS FOR A THEORY OF ACTION. SO IN OTHER WORDS IF AT THIS LEVEL, FOR MARKETS, IT'S COMMUNITY, IF THIS LEVEL, IT'S KIDS. I DON'T KNOW IF IT GROUPS THAT WAY WHEN YOU PLAY WITH IT. >> IT MIGHT. >> OR IF THAT'S EVEN IMPORTANT. >> I THINK IN THE PROCESS, AND I THINK THIS DESCRIBES IT THIS WAY TOO, YOU COULD COME UP WITH A COUPLE OF VERSIONS OF THEORY AND ACTION AND I KNOW WE'RE RETURNING OVER TIME. ANYTHING ELSE YOU HOPE THIS PROCESS INCLUDES OR CONSIDERS OR ANY ADDITION 23458 THOUGHTS, QUESTIONS, THINGS THAT YOU WANT US TO CONSIDER MOVING FORWARD? >> I WOULD SAY I

093APPRECIATE THIS EXERCISE AND ACTIVITY AND THE THOUGHTFULNESS AROUND THE INSTRUCTION AND I LIKE THIS THINK SUPERINTENDENTS AGREE AND SPEND THIS TIME AND INCOME BERNARDS HEALTHCARE FOLKS TIME, WE CREATE -- INCUMBER PARENT'S TIME AND IT'S A VISION AND A BOARD AND BECOMES LIKE A DOCUMENT THAT'S BREATHED SO MANY ARE LOCAL AND I HAVEN'T READ IN FOUR YEARS AND KIND OF APPALLED AND HAD TO REREAD IT. I WOULD LOVE A DOCUMENT TO GO BACK TO THAT A TEACHER OR PRINCIPLE OR STUDENT PICKS IT UP AND SEES IT AND FEELS GOOD LIKE THIS IS MY DISTRICT. I LIKE THIS PROCESS THAT'S SOMETHING WE TRULY TAKE ON. DOCUMENTS ARE TIED BACK TO ELEMENT IN IT AND BEST PRACTICES AND ENTITIES THAT DO THAT AND SOME SCHOOL DISTRICTS, NOT MANY, IF YOU DO DO THAT, GETTING TO THE POINT AND

094DIDN'T THINK YOU HAVE A TRULY SOUND SYSTEM AND HASN'T BEEN THE CASE FOR US. I AGREE. WE PRESENTED BEFORE A ROAD MAP OF THE OVERALL EFFORT AND THE COMMUNITY WITH COMMUNITY AND YOU ALL AND SPACE WERE IT AND DUAL LANGUAGE AND MAGNET PROGRAM AND SINGLE GENDER PROGRAM AND CERTAINLY WANT TO HEAR FEED BACK ON ALL PIECES AND WANTED TO MAKE SURE THAT WAS CLEAR. >> WE GOOD? >> I WOULD BE REALLY HAPPY IF THE AVERAGE MIDDLE SCHOOLER IN OUR DISTRICT WAS ABLE TO UNDERSTAND BY THE TIME THOSE THREE YEARS THEY HAVE COMPLETE UNDERSTANDING OF IT SO THEY UNDERSTAND WHAT THEY'RE DOING IN HIGH SCHOOL. >> WE'RE LISTED FOR EXECUTIVE SESSION. NOTHING WE CAN'T MISS OR SOMETHING WE HAVE TO TALK ABOUT? WE'LL HAVE A VERY BRIEF EXECUTIVE. WE'LL NOW RECESS THE OPEN MEETING AT 9:16

095P.M. AND MOVE TO FIVE MINUTE VERY BRIEF EXECUTIVE SESSION PURSUANT TO TEXAS GOVERNMENT CODE SECTIONS 55.1704.55712 -- WE'LL RETURN FROM THE EXECUTIVE SESSION FOR A BRIEF PUBLIC ADJOURNMENT OF TONIGHT'S MEETING.. [ CAPTIONS PROVIDED BY VZP DIGITAL ]