001This meeting has been dually called and that the notice of this meeting has been posted in accordance with Texas Open Meeting Act, Texas Government Code Chapter 551. The time is 6:09 p.m. I wish to extend a warm welcome to everyone present. I ask that you please turn off the sound on all electronic devices. Uh since this is a small group, we'll just uh jump into business. Uh the first item on the agenda this evening is public comment on agenda items. Citizens may make comments about topics related to relevant relevant to district business. Topic should be limited to three minutes. Comments concerning specific student or personnel matters will be held in closed session. Do we have any public comment this evening? >> None. >> Okay. Um the second item on the agenda is uh the consent
002consent agenda. We have no items for consideration this evening on the consent agenda. So we will move into uh the next item the team of eight continuing education training refinement and development of board goals. And uh Mrs. Caribine will begin with introductions. >> Thank you, Mr. Brian. It's our pleasure to meet tonight. Thank you for your attendance. This is Sorry tonight. Tonight's meeting will satisfy the required training for board of trustees. And it is my pleasure to introduce and welcome our uh good friends and representatives from uh our region six service center. Uh Mr. David Manley, welcome. And Mr. J. Smith, welcome. And um I don't know if the purpose of our region six service center maybe we can go around the room just very quickly say your name and your position so it'll all
003make sense as we start to present tonight with region six. So Dr. Tree Barnations. >> Norma Friddle, business services. >> Ginger Carbine, superintendent. >> Joel Brian, board member. >> Vice President, board. All right. Thank you to everyone. Uh we look forward to tonight. We have a lot of information to share. Thank you to Dr. Ibara and her team for preparing everything. Uh this is uh much like what we do each year. Uh it's again the required training for team of eight uh board goal development and refinement. But as we've mentioned on numerous occasions when Dr. Ibara appeared in the boardroom uh setting the tone for Texas strategic leadership. We are so grateful for this opportunity and we'll hear more about that selection process. Uh but we look forward to the training tonight and we welcome
004feedback and participation. This is for the board uh to weigh in. These are your board goals. So u I think it'll be a great night. Dr. Oh, your your message >> for the board committees this evening. It's a it's a pretty simple process. Uh this is just so u each board member can identify the committees uh for the upcoming year that they're interested in. And uh please I encourage you to put your name by three to four of the uh opportunities on the list and also rank them in priority one being the highest uh and then down the line and we'll collect those at the end of this evening and um get back with you with assignments. Thank you. So just to get us started, we want to talk about the framework for schoolboard development.
005The framework kind of gives the outline of what the responsibilities for the board are. And there's a couple that we're going to cover tonight in the session and those are the ones that are highlighted there in yellow. Mainly one of the board's um responsibilities is to adopt goals for the district. So you adopt specific measurable goals and then throughout the year you're going to progress um progress measure towards those goals and you're also your other responsibility that we'll discuss tonight is the evaluation of the superintendent. But to start the meeting one of the first things we're going to do is talk about synergy and teamwork with Dr. Merrill. you're going to find a school >> last year where we learned a little bit about everyone including uh Mr. Stasnney uh which was a fun night.
006Uh remember last year it was wonderful. So this one's a little uh little more contained I think for sure. So I'm going to give you just a few minutes to fill this out and then what we'll do is we'll uh I'll give you a rubric. I think on the back it's got a way to tally whether you're A, B, C, or D. Okay? So, if you will, in your folder. So, on the back of the black folder. Make sure everybody's got it. I have a copy here. If you don't, everybody has. All right. If you'll go ahead and start answering it, and we'll gather back around here shortly. Add them up. Yes. Go in and tally them up for A, B, C, and D. Yes. Exactly. When you're done, on the back, there's a place
007for you to tally. And Barbara is bringing around something we'll look at here in a minute. Uh, but go ahead and fill it out. I don't even keep your Eyes on the paper, please. It's ridiculous. >> Ruthie, cover your sheet, please. >> I know. All right, I think most people are either done or finishing up. Um, if you would just turn to your table, like your table partner, and share your results and see if they agree, just out of curiosity, if you're A, B, C, or D, and then we'll we'll uh we'll get into what they are. >> So, yeah, let me tell you what they are. I apologize. Yeah, A is analytical. Will you go to the next slide? >> A is analytical. Who's got the remote? You have the remote. A is analytical.
008B is people centered, C is structured, and D is actionoriented. It's on the It's on the board. Do you agree? >> Well, I don't really favor one specifically. >> Are you down the middle? Yeah. How many of them? >> A B and C or >> AB and C or >> I don't I don't Yeah, >> they got >> I'm not that kind of doctor. >> Versible. All right. Who is predominantly a raise your hand where look around the room. Predominantly a analytical. >> I can see that. >> I can see definitely Miss Riddle. Okay. >> Spreadsheet queen. >> All right. Who is B people centered? Let's see that. >> But that's because Felicia cheated off of Ruthie. That's that's that's what's going to happen when you cheat, Felicia. All right. C structured. Who's C structured?
009>> All right. Who is D actionoriented? >> Okay. Who is Who's a Joel? You're a combination of >> A, B, and C. >> Are there no D? >> Joel's a unicorn. >> He's a unicorn. Anyone else like evenly distributed? >> What are you? >> A and D. Yeah. I mean, >> totally. >> Considering what you do for a living, that makes sense. >> You get three >> A and C. >> Yeah. >> You were C, right? Heavily C. Okay. Um, clearly the last couple years we've done all the personality studies, right? We did the north, south, east, west. We did the colors. And this one's about communication. And clearly, uh, learning to communicate uh, is highly important. and it's um obviously integral to not only the jobs we do, but the jobs uh that you've
010signed up for as well. And so we wanted to take just a minute to get to know each other a little bit better in the way that uh we communicate with each other. And so in doing so, we've got new IDs. And I think Jennifer's bringing around your um like Joel here has AB and C. So um he's I mean I don't know. Stenis with a D. That's that makes sense. that was his grade in school. So, he was he definitely was not an A. Uh Dr. Harlland Wolf, that's deep, but we won't make that joke for you. Um and then we're also going to stick them underneath. So, there's some uh strengths. So, here we go with analytical. So, if you're an A, here are your strengths. You identify trends and inconsistencies. You ask
011clarifying questions others may miss. You ensure decisions align with data and outcomes. Potential challenges. You may appear detached or overly critical. You can feel slowed down by emotional or anecdotal input. The best ways to work with you or provide clear data ahead of time. Explain the why behind recommendations and allow time for analysis before major decisions. That's A. B is people centered. Strengths there are build trust and foster unity. Excellent listener who evaluates multiple voices. Keeps the board focused on human impact potential challenges. May avoid conflict to maintain harmony. Could feel overwhelmed when decisions negatively affect stakeholders. And the best ways to work with you provide opportunities for discussion include stakeholder perspectives and presentations and acknowledge emotional impacts of decisions. So that's B. And then for Joel, you're just confused. Here we go. C. Just
012kidding. structured processes. Strengths keeps meeting and work streams on track. Values consistency and long-term planning. Ensures compliance with policies and procedures. May resist sudden changes. That's Tommy. Can become frustrated by ambiguity and lack of structure. >> True. >> Yes, sir. >> True. Okay. Provide clear agendas and timelines. Clarify expectations and roles. Give advanced notice when changes occur. D actionoriented a decisive driver. Uh strengths are moves projects and conversations forward. Comfortable making decisions quickly. Encourages innovations and problem solving. The potential challenges are may overlook details for the sake of speed. Can appear impatient or abrupt. Best ways to work with you be direct and concise. Focus on solutions and impact. Keep discussions moving forward towards next steps. any thoughts about this or anything that you gleaned that you thought you would want to share with everyone?
013>> Yeah, it really does. >> That's very true. >> Any surprises? >> No, I don't feel like even looking at them. >> I didn't realize I had so many strengths. Neither did we. No, just kidding. Okay. Um, thank you all for filling this out. We appreciate it so much. And, um, I think we're heading over to Bart for next. >> Okay. So, as Mr. Smith mentioned earlier, um, this evening is about revisiting the board goals and and really the direction the board has for the district. Um, I'm going to walk you back in time just a little bit. So last year when the board was in this room for team of eight training, we did a very similar process and we followed that same pattern with the governance and oversight of the board goals and
014reporting to the board of trustees. So if you look up on the screen the far far left, January of 2025, we completed Oh, that should say 2025. Well, that's unfortunate. That's where we finished last year's Barbara has a typo. She did this too quickly. Last year we completed the sub superintendent subive evaluation but at team of eight training last November you developed the board goals and then outside of that moment we looked at key performance indicators that would show you evidence of progress towards those goals and that's what we report to the board on when we do the sumitive and the formative. The formative takes place in June, which is the midyear evaluation of the board goals and the superintendent. And then in January each year, because that's when all of the data is in,
015we bring you all of the summitive data. Now, you guys have already seen, for example, the accountability data that came out for the past several years after the court injunctions. You've also seen the data from the most recent school ratings, from the most recent finance reviews. All of that data in January, you see it all together in one moment together for a comprehensive look at how the district is performing in terms of progress towards board goals. That brings us to that purple line where we are today. We're going to be working on the development of board goals tonight and then probably through January a little bit with those key performance indicators. When we come in in January, you'll do the superintendent evaluation based on last year's board goals and then we'll move forward with the
016whole new cycle. The cycle runs from January to December annually. So that's just a recap of where you've been and where you're going. And again, team of eight is the anchor that brings those goals forward each year. Okay. And for that, I'm gonna turn over to Miss Carbine. >> All right. Thank you, Dr. Ibara. So on this next slide, uh again this is just a reminder every single school district has boarddriven comprehensive goals and like every other district in the state of Texas right now our board goals are overarching. In particular we have five uh goals. These are currently in place. Uh B board goal number one is dedicated to student achievement. This is our core business all things academics, teaching and learning. Our second board goal is culture climate. Think about everything that's happening
017on campus with students, behavior, etc. Board goal three is a workforce goal. It's critically important to hire and retain and train and develop top talent. Our uh board goal four is about community engagement. Uh we're very proud. This came about a couple of years ago from the board in a meeting just like this realizing the importance of family and community engagement. So I think we, you know, definitely hit a a home run there. And then board goal five is dedicated to school safety and security. Again, these are already in place. Uh you know, they exist as presented and written on the screen. Uh so tonight we're going to talk about these goals. Uh there's an opportunity for refinement or development. It you know, we could start over if you wanted uh with one or another.
018uh we're going to share in as in a few slides later that uh we're going to propose a board goal number six that I think you'll uh maybe want to agree with uh with finance and operations etc. So again just setting the tone uh for the purpose of the the work at hand is to make sure we have tight alignment and because we've been afforded the good opportunity to be involved with Texas strategic leadership. Uh we all know that um more than ever we need to embrace best best practices and I met with principles today and I told them our goal is to figure out how to work smarter not harder and to plan the work so we can work the plan. So um so that's where we're at. We're excited and uh we'll pass
019the torch now to David Manley. Am I good now? I'm good. Thank you Mr. President, members of the board. Mr. Carbine, thanks so much. My name is David Manley, uh, Texas strategic leadership lead coach for region six out of, uh, Huntsville, and we are pleased to be here today, Jay and I, and have been so excited about having the opportunity, uh, to work with Brian ISD. Uh, so just want to tell you a little bit about what TSL is. Uh it is a TEA initiative that provides a framework and support for selected districts to create an academic strategic plan to move student outcomes by creating a an a student experience that's aligned and supported by the effective district framework best practices that Miss Carbine spoke about. Uh, so that's what TSL is in a nutshell.
020And I want to make sure that I I said the word selected districts. Uh, I want to make sure that you heard that. Uh, because uh, Brian ISD was recruited to be a part of this program. Uh, it is not for everyone. Uh, it is not for districts that are in trouble. Uh, it is for model districts. um so that uh uh this process can be used by the district to be a model for other districts around the state. Uh how were you recruited? Well, it starts first and foremost u with your superintendent and the skill set and talent of your superintendent. And I think it um I think this is what they said about Walter Payton one time who was a Hall of Fame running back for the Chicago Bears. um he might not
021have been in a class by himself, but it didn't take long to call the role. And I would say that about Mrs. Carabine as a superintendent. Uh so the first thing when recruiting is is we identified um what we think is the allstar of region six uh superintendents and that's Mrs. Carabine. U again maybe not in a class by yourself, but it certainly doesn't take long to call the rope. Uh so that's the starting point is great leadership and a strategic thinker. Her background with uh curriculum and instruction um just just well-rounded uh total talent is how I would uh describe her. But also uh what is that relationship that with that that particular superintendent has uh with their current board or has had with their board over the years. And of course uh Brian
022stands out in that regard to as well. So, the board is to be applauded as well. Uh truly from the outside looking in, it has been a team of eight and a board that's uh strong in governance. Um and so that was critical. Also, part of the process is once you're recruited and uh and and sold, given the sales pitch to participate, you get the honor of interviewing with TEA and getting approved. And of course, Mrs. Caribine did that and did a wonderful job and of course uh TA accepted Brian ISD as part of that process. So I will tell you that it is very u exclusive. Uh there are over,200 districts in the state of Texas and roughly 3% of those districts are currently participating in TSL work. Texas is broken into 20 education
023service center regions. Uh and Brian ISD is part of the ESC region 6. Uh so you are the district that represents this region across the state. There are roughly 40 districts of the 1,200 currently participating in TSL. So I will turn it over to Mr. J. Smith to walk you through the framework and get started in the process. So, it's a it's a year-long process to to write our the academic strategic plan. And that's kind of what's displayed on the board right here. You see there's lots of things that have been checked off, but there's lots of things that are still to come throughout the year. It's split into four different um sections. And the very first section is where we see the current state of the district. And to do that, we do a
024process called the landscape analysis. Landscape analysis is kind of like a deep dive into the district. We talk a little bit more about it later on. So I'll just say it's a deep dive that we started in July and we finally finished midocctober. So it takes a long time at during that process. We walk classrooms. There's lots of things that happened. Um throughout the process you'll also see that the board is involved in different things. Tonight is the board report on landscape analysis which is in that second column which is where as a team we work to define define the envision student experience and goals and that takes again it takes a couple months but there's lots of people that are involved in that process. Some of the big things that happen throughout the rest
025of the year is where we align systems for implementation. And during that, we'll create the um a thing called a strategy on a page. And that's also on a future slide that you'll see what that looks like. You also do a a dive into root cause analysis of um some problem statements and things that we want to prioritize in the district. And that's um that's a process that's coming up in this coming month. Um by the end of this there is a five-year academic strategic plan and that academic strategic plan is based on the things that come out of the landscape analysis and some of the things that you guys will talk about tonight are strategic priorities which is again the base for the academic strategic plan. David said that one of the things that
026has to be in place is a a strong board. During this process, we have this impact model that we see that it starts with a strong effective governments from the school board. If that's in place, then the next thing that you work on are aligned district systems. If there's aligned district systems, then you're able to have aligned campus systems and it works its way towards the top. And it's that envisioned student experience is the next step. And then ultimately our student outcome goals. It has to have every step along the way to have a strong student experience and a strong student outcome. Our student outcome is that thing that happens at the very end. In most cases, it's STAR. Sometimes it's SAT, ACT, it's whatever that one thing that happens for students at the end
027of the academic year. Another way to look at that impact model is through the different levers. We're going to look talk about the effective district framework. I keep saying we're going to talk about something soon. There's lots of slides in this today and there's lots of interactivity. So, we're going to talk about the um effective district framework and each individual lever, but this um visual is saying that if we are working towards that student outcome goals, a strong vision for our district, and we have values in place for our district, that doesn't just happen. There has to be things along the way that have to all work together and align. And in TSL, we see that as three different cogs. You have foundational elements, critical enabling systems, and the student experience elements. We we visualize
028them as cogs because we know that if you move one, something else along the way has to change or move with it so that we're able to then reach that envision student experience all the way to the right. Another way to think about that is if you change one thing all the dominoes have to fall with it. So in this visual we're saying if we want to change one thing that's in our academic experience and that is could be adopting new curriculum. Well what else has to happen? We're going to affect instructional capacity building. So, because we're gonna have to drink train teachers on that new curriculum, it's going to affect finance and operations because we're going to have to buy new curriculum. We may have to change the calendar to um accommodate that new
029curriculum. Staffing. You may have to hire or move people around so that you're able to implement that new curriculum. And then the last one, performance management and planning. That's where you have to know if it's actually working. It's where if the implementation is going right, then what are the outcomes and what are we seeing from those? So that one change affects lots of places and that's those cogs all moving together. >> Thank you, Mr. Smith. So for this next section, what we'd like to do is spend a little bit of time um taking a peek at the effective district framework. So in your folders on the left hand side, there is a pamphlet or booklet and a little handout. So basically there's a cheat sheet which is a two-page document and then you have this
030this other little booklet here. If you'll take these two items out and we're going to use them side by side because the book is extensive and really helpful, but sometimes you see the quick reference sheet next to you as well. So, quick reference on one side, book on the other. So, you can see both together. And if you'll open your books to page four, please. Page four. We're going to start with lever one, planning and performance management. For each of these levers, we're going to invite various cabinet members to come up and explain how their work plays into that lever. Um there, and I think Mrs. Carabine mentioned it earlier today, we could probably argue that all of us impact every lever that's up there on any given day in some way, shape, or form.
031But we're going to highlight just a few of them for you this evening. Okay. So this first one we're going to start off with is again performance lever one and it's planning and performance management. And I'm going to kick it off to Mrs. Carabine to give a small sample and window into how that looks from the superintendent's lens. >> Thank you Dr. Ibara. Yes, I could argue that every single person in this room right now plays a role with lever number one starting with the board of trustees. If you look at 1.1 the vision, mission, guiding princip principles, all of that that's been uh that's occurred over time thankfully because we've had a strong board and all of that's in place. So we weren't at a ground zero having to develop that part of it.
032So from the lens of a superintendent, especially since on the personality test, I'm I'm a D actionoriented. I would say the ones that speak to me more than anything is 1.3 implementation, planning, project management. For my other D friends in here, let's get a plan. Let's take action and get her done, right? Uh and 1.4 performance management. You've got to manage and there's got to be oversight and you've got to be able to make the adjustment and uh keep things on track. So again, there's uh in the book it's there's more detail. I'm using the quick reference sheet, but these speak to me and I would imagine to every other superintendent right now. >> Yes, ma'am. Uh for me, looking at 1.2 strategic plan and I think um everyone remembers all of the presentations and
033the uh for formality that went from strategic plan to bond steering and uh bond steering obviously bond election and now we're entering back into the strategic planning model. And so that's partly why uh Barbara and we're doing this today. But in addition uh on the maintenance and operations side, we're continuing that work uh along the way. So 1.2 is another great example of the way that uh we're doing those. >> So 1.5 I'm I'm very a analytical. Um and 1.5 is kind of my um happy space is where we look at continuous improvement and the metrics that drive district-wide continuous improvement on any particular area. So capacity building, mindset, and culture. We talk about the district improvement plan. We've got a a stakeholder group of district employees, about 40 of them, that all work on
034that plan together and work as a team together. So that doesn't happen in isolation. It doesn't happen where someone just creates a plan and puts on a shelf that it's a living document that we actually work through the entire school year. So that's just a little glimpse into lever one. And so now we're going to kick it over to lever two, uh, which I believe is Mr. Roberts. And if you're a cabinet member, if you'll just come down and we'll just share the microphone if you're speaking to lever two. Um I am speaking to lever two as well. So I'll do mine first while they're coming down. Uh if this is on page seven and eight and also nine, but mine is 2.3.2 strategic compensation. You think about the teacher incentive aotment. That is a
035key example of strategic compensation. Brian ISD has been able to bring in over $4 million in additional compensation for our teachers who get the greatest growth with our students and is able to pay them out anywhere between 3,000 and $28,000 additionally each year because of that growth. And all of that is funded by TEA separate and apart from the district's local budget. So 2.3.2 is certainly one that is alive and well in Brian ISD. >> Yeah. Um the second um essential action there deals with recruitment and selection of our employees and one of those um key practices talking about recruitment systems and the things that we do u for recruitment early hiring and um of course working with you guys and Mrs. uh Caribine and Mrs. Friddle in regards to competitive compensation. Um there's also
036another key practice in there about educator volumes and partnerships that we are continuing to grow those things as well. All right. And my key practice uh is more the educator uh professional growth and uh retention. So this is our staff appraisals, our walkthroughs, our feedback to our teachers um and looking at student growth. Also identifying uh mentors uh for our novice teachers and uh supporting currently employed uh aspiring teachers. Lever three. So, lever three is going to be integrated student supports. And for that, we're going to turn it over to Dr. Warren. >> Sounds great. And I am not I'm in I've been informed we're not on camera if we stand over here. So, we're moving to the middle. >> All right. Thank you. Uh, yes. So, lever three is integrated student support systems, which
037is really where our special programs teams live. And that would be our bilingual, our early childhood, and our special education teams. And what you see here in this lever, especially in 3.1, is a framework for comprehensive multi-tered systems of support. And what is really important to know about special programs in this lever is not just making sure that our students are supported, but making sure that they get the right support for their needs. And as you go through each of the um key practices that are within this essential practice, what you're going to see are some very detailed elements of what it looks like to have a strong framework. And what you're going to see is that Brian ISD already has many of these things in place. Uh but we could use this framework as
038a way to identify areas that we can continue to grow and and strengthen. >> All right. And I'm going to talk a little bit about uh the key practice 3.2. two, which is schoolwide culture uh behavior and safety. And this uh is our campuses align to what we're doing in the district as far as classroom management. This would would be where everything safe and civil schools, our our champs, our discipline in the secondary classroom, our foundations teams through safe and civil schools. So, anything that has to do with uh classroom management at all at the campus setting. >> Okay, we're going to go ahead and switch over to lever four, the academic experience, Miss Mononttoya. >> Okay. And lever four is uh a framework uh for uh rigorous multi-tered academic experience. And I look at
039this one as supporting every student um establishing a strong multi-tiered uh instruction and supports. This would be our tier one instruction, our intervention and our tutoring. >> Yes. With uh level four academic experiences. When you look at uh our district as far as uh 60% of our secondary student athletes or or participants in athletics, uh you know, you look at academics and athletics and how it goes hand in hand. Uh athletics is often used as a motivational tool uh to enhance our student athletes uh when it comes to no pass play and also just the overall academic experience a student gains uh when they participate in athletics. You know, athletics is a life uh changing experience as far as uh helping our students prepare themselves for life and also for college and also for their
040career readiness from that standpoint. >> Yeah, the idea of an academic experience is unique for each student. And so having a robust offering, course offering as well as just different opportunities becomes really I think vital uh to the health of the community. And when you think about uh 4.3 those CCMPS that's that career college career and military readiness um we're always focused on that that uh trying to fit every kid into one path or into one lane um is really detrimental. They're they come to school for different reasons. We want to prepare them for the 21st century no doubt but at the same time it may look different for each one. And so we want to make sure that we're really preparing them for what what they're uh going to face and what they're interested
041in. And that not only as uh Derek talked about, they come for those reasons, it bleeds over into the academic side, the four core. They may come for shop, they may come from for whatever, but they're going to perform better in an English class or in a math class. >> So supporting everything in lever 4 is also the selection of instructional materials. The board is really familiar with this because we bring in those materials to the board for consideration each time we go through an adoption process. We know a lot of that's changed recently where the state board of education now reviews all of those materials as part of the instructional materials review process. Um, and all of that comes through the system and the district and the teachers are all on the committee and
042make a recommendation to move forward to the board of trustees for adoption. So that everything that we're selecting has been pre-approved by the state board of education under the new process. Um, with that, let's move to lever five. Lever five is Yes, ma'am. >> So I see They changed the the letters. Yes, ma'am. >> Preparedness. >> College and career and college career and military preparedness. >> Correct. They changed it to a P. Super helpful. >> TSL. You guys do >> you but same thing heard >> it first >> preparing to ensure that our students are ready for years. I guess the the nice thing about this is about as Mr. Smith mentioned this is the system we create to make sure our students are CCMR ready. >> In so many it's not just that you're
043in one lane that you can actually do multiple lanes. So I think that that's really very important to think about because our kids are coming out not only prepared for college but they're also coming out with certificate. So they're more than ready in multiple lanes. >> So lever five is instructional leadership and capacity building. I'll turn it over to Miss Mononttoya. >> All right. And this is establishing expectations and systems for instructional leadership and development. So this is where we would um have our job embedded coaching. So this would be our instructional coaches working with our teachers with planning looking at data and then professional de develop. development to help all staff grow. >> The one I like the most um in lever five is 5.3 data driven instruction um and and making sure that
044we've got a plan for that. One of the things we've changed um systemically throughout the entire district is how we clearly articulate the expectations for student growth and what that data should look like. Not just on STAR because that happens one time a year, but how do we watch that throughout the year? So the accountability and assessment team as Dr. Chup and Dr. Morris actually look at each kid's data set along with the campus and based on where they are they set a goal for that student. All of that is collapsed together with the teacher. So now we know what that teacher's goal is. So it's specific to the students are in the room. If I'm teaching an advanced academics course, the growth of my students is going to look differently than a student group
045that is not an advanced academics course. And so the goal is a stretch for both of us and not a low bar for one of us and a high bar for the other one. It's ensuring that all students grow regardless of where they are in the process. If you're high achieving, we want you to maintain and even push higher. And if you're struggling, we want to get you over that next hurdle so that you are prepared for the next grade level. So all of that transpires and is again very clearly articulated throughout the district. Um last year was our first big year making that move. this year. It is absolutely across the board in place and really thrilled to see that down to the kid level. Kids know their goals. Teachers know the kids goals.
046The principles watch the teacher goal and the kid goal. Um so that's completely streamlined. Um the last one up there is finance and operations. So I'll turn that over to Dr. Merryill. >> Absolutely. I'm going to go 6.1. And when you think about the dominoes or the levers, uh being a former high school principal, I can uh just remember obsessing over the master schedule board. uh having a gigantic board in the office and just looking at all I mean Ruthie knows uh looking at all of it because I knew you had to get it right in the beginning because if you didn't you were going to regret it for an entire year and so much of it when you think about it it's driving all of uh the decisions what we talked about with CCMP
047or CCMR that idea of can they get the classes that they need are they at the right time are we putting the entire student body all of the teachers in a place where we're effectively using the day and then that's the same thing with the calendar which all heard the other other uh day. It's not it's simply about everything. And so bringing the committee together that helped make that decision and ultimately that adopts that and putting our students again in the best possible uh place as well as our staff. talking. I think one of our meetings now especially high school can go and we say a lot of times it supervisor knows it doesn't necessarily But now the principals, >> we absolutely do that. >> And even for the high schools, Mrs. Wall, you're absolutely
048right. the the high schools watch not only the academic performance data but the college and career data down to the kid level making sure when we go uh Mrs. Carbine has is going on campus walks on Mondays and we visit schools and do campus support walks where there is a team of 15 or more 20 people that walk all of the rooms and look over all of the data. When we look over the data, we're looking at those goals. Did each teacher group meet their goals in the last assessment? How are we doing towards CCMR if it's a high school? And making sure that this campus is on track to meet their goal and making progress towards it. High school star results uh and then you've got credits and then you've got CCMR. You have
049all those things factored into >> attendance. Um it's different at the other uh levels. It's equally as complex. U teaching a kid to read I can't even I mean that whole process is just baffling to me and a beautiful process to watch. So everyone's got their part but it's leading ultimately to the end. So Yes, thank you. So, right along with all of that planning that goes on on the academic side, just as important, all of this planning needs to be happening on the budget and finance side. We the money should not be telling us where it's going. We should be telling the money where it's going and that is called a budget. So, um it all starts with accurate revenue projections. Pee's data is absolutely uh crucial when it comes to revenue projections. So
050we have to make sure that we are working with clean and good data so that we can have good revenue projections. Um strategic budget allocation. So once we uh build that revenue framework, we get to work and we start building a budget. We know what our parameters are. We already know how much revenue we have. We know all of our student populations. We know how much that's actually going to bring in for us. So we have our revenue. We build our budget. And with that budget, along with that process, we have to make sure that we are compliant in all of our special programs. For example, on the state funding side, there's a lot of checks and balances that are happening. We have to make sure that we are meeting all of our spending requirements
051and checking all those boxes. So, being compliant with our budgeting, accounting, and financial practices all leads to that financial first rating that we want to continue to have an A on. Right? So everything needs to be crystal clear there with the um the integrity of our data needs to be clean those revenues those budgets we have to check all those boxes on those financial rating and our indicators. So and the last is my personal favorite active revenue and cost monitoring and analysis. We do not set a budget and then walk away from it and never look back. We have to this we need continuous monitoring on the revenue side. We need to be watching those um those milestones. We need to be watching ourselves on the budget side as well. So it doesn't just we
052do not set a budget and walk away from it. We have to watch it throughout the process. >> There's no doubt she's an A uh for sure. Thankful for that. Um we could I could say the same thing for Bond. Like we're we're talking about obviously different pots of money, but the same thing we could reiterate it time and time again. So I just wanted to point that out. Well, and I thank uh Miss Waller and Miss Fiddlele for going right in and bringing up the data because that is our responsibility is to make sure that whatever we're utilizing that we're bringing those pieces together whether it's network, software, hardware to ensure that it's running smoothly. We're able to access the data we need to access. No matter if you're the teacher, you're the principal.
053And you can do that in a smooth manner so that you're focusing more on what's going on in the classroom, the teaching and instruction. and that technology isn't provide or having a roadblock to making sure that happens. So >> hi and site operations although not instructional it is vital to the experience of a student so many for for so many of our students the bus driver or the cafeteria worker is the first interaction they have with our with our district every morning. So, it's important that that those buses run efficiently, that they show up to school, have a healthy, nutritious meal to start the day, that the campuses are clean, and they're comfortable. So, allocating allocating resources to make sure that our facilities and operations uh plays a major role into our student experience. >>
054And our finale, >> our grand finale, community affairs, communications, all things uh public relations, the community affairs department. Um when you think about it, we really uh overlap across all levels. And just to give you a couple of a few examples, when you think about level one, um we're responsible for telling the story, we we translate or we try to translate our mission and our vision into what it really looks like to all of us. We try to make sure that we as a district, as uh administration office, our schools principles understand that children are first always and what does that look like on social media? What does that look like on a billboard? Um we also attempt we we also um try to understand different structures, processes, interact with all of the departments here.
055We get involved with every single department, multiple committees. We're a small department, but we are engaged because we want to make sure that we say what that we translate our processes accurately to the public and to our community. Level two, when it comes to recruitment and retention, we are responsible for promoting the great things and the great people who work here, who make Brian ISD. Uh level three, family engagement. We have been very intentional about providing multiple meaningful opportunities for family and community engagement on many levels from preK through uh 12th grade and beyond level four. Uh translate we we are responsible for translating what rigorous academic experiences for all learners look like. We understand it first and then we communicate it. when we get a student that gets accepted like we learned yesterday into
056Brown University Ivy League school on full scholarship from Brian College High School. Okay, we research it, we verify it and then we tell you and get the reaction that I'm getting from some of some of your faces. That's amazing. Early acceptance very rare uh for Brown University. Um we also when you think about level five we uh we become involved in processes like this when it comes to instructional planning and support. We have a representative in almost and there's only four of us but we have a representative in almost every committee that takes place here in the district. And then finally an example for level six when it comes to budget and finance we have to understand it first and to the best of our knowledge and capacity make sure that what Miss Fred and
057her department saying is not only accurate but clear to the public to the community to our staff and to our students. So basically we have a we have one of the great greatest jobs I think in the district which is telling the story, elevate our students, elevate our staff, elevate our district. >> So the effective district framework, you know, this is I don't know that we mentioned this earlier, but this was developed by TEA, but not by TEA. It was developed by superintendent providing input to TEA. And in fact, Dr. Dr. Whitbeck when she was here and all of us contributed to some of the wording in this document because this is the work of the work. If you're on district staff, this is what we're responsible for. Making sure we work as a team,
058making sure we work together because there's so much overlap and crossover with all of these things. If we're not working together and and these become silos, the gears don't work and the system doesn't move smoothly. So that's a part of just a quick window into the EDF for what we do. Um, and this was a big part of the understanding and the framework of TSL. Um, and I'm turn over to Mr. Smith because now we're going to switch gears to landscape analysis. >> So like like Dr. Ibara said is that the effective district framework is the foundation for all the work that we do in TSL, but it's also not a checklist. It's not that we're going to start at that first lever and just work our way through every single one of them. Throughout
059this process, we did a u we did the landscape analysis. That landscape analysis then guides us to well, what part of the effective district framework do we need to work on? So, this is you'll have a you'll have a report in there on the right hand side that is the landscape analysis. >> Oh, there it is. It looks like this. It's also blue, but it's on the right hand side, the back of your folder. >> Yeah, it says down at the bottom, landscape analysis. >> And this is one of the first pages of it. And I just wanted to make sure and point out that the way that the landscape analysis works is there's six overarching questions we were trying to answer. Under each of those questions are some sub questions, but they all follow
060again back to that picture that we had that had the moving cogs. all the colors match. So, we try and keep it all together that you're trying to answer. Well, do we have everything in foundational elements working? If not, what's something that we need to do? But you'll see that some of the things that we did during this process is we did classroom walks and during it, we walked 186 classrooms. Most of those classrooms were math and reading classrooms. We walked to every single campus. During that time, we observed PLC's and we were able to observe eight PLC's. We asked the district to collect artifacts so that we could again identify that current state of the district and there was 120 artifacts that were collected and those ranged from data elements to full um manuals
061on these are how we do things in Brian ISD. We also asked to collect um reading and math assignments from classrooms from K um kindergarten through 8th grade of math and reading and then English one, English two, algebra and geometry. So we collected 390 student assignments and those were sent to um a vendor that then looked at them and said are these high quality assignments and are we on the right track? Um there were surveys and that was the surveys that there's a chance that you guys have already seen them because it's your normal survey process. Um we just asked that you moved it back a little bit so we could get access to it. But you can see how many students responded to the surveys of your total student population. There's a little over
0626,000 students that responded to the survey. We also collected quantitative data and that comes from a lot of different sources, but one of them is the taper report that's brought to you guys every year. Usually not too late, not too >> It's usually now, but it's not out yet. >> Yeah, usually real soon. So, it comes from the taper report, but it also we asked for information about teachers and how many teachers um you're getting from different sources. So it's lots of different data points and um different um surveys. >> So we thought we would do is give an opportunity for the board to look at some of the data and to also look through some of the reflection. So the steering committee which is comprised of about 40 district staff members and campus members
063looked over all of this data over two twohour meetings. So it's a lot of data. We don't expect that this evening. What we wanted to do for you is give you a glimpse into some of the takeaways from that committee including all of the district principles. All campus principles also participated. And what we did is we have a poster for each of those questions. You see those questions at the top. There are six of them. And then he mentioned there are sub questions. But you you're going to see a poster over there for different areas of the report. And on that poster, you're going to see what what did the committee and the principles believe were strengths, areas of strength, and what were areas of growth and opportunity. So, we're going to split into two
064teams, and we have cabinet members going to different stations. So, if my cabinet members would go ahead and move to their stations, this is the station that has um questions one um HR, finance, all of that. And then academic questions three and four, no two and three are over here. If you guys will go to your stations, um, and if you are a notetaker, if you'll move your area over there, the cabinet members are going to be there to facilitate a discussion and walk you through the portions of the landscape analysis along with the key takeaways and also the reflections and to get your feedback on what you think are the greatest opportunities for growth and the greatest areas of strength that you can see in the time that we look over it together. So
065we have split the board members into two teams as well. A team of three and a team of four. And so Mr. Stenis, Mr. Pavas, Dr. Haron Wolf, and Miss Benford, if you will please join group or station one over here with Dr. Merrill. And then Mr. Brian, Mr. Stazzy, and Miss Waller, if you would please join station two over here with Miss Mononttoya. The facilitators will walk you through the analysis. You will want to take your landscape analysis with you. the little report so that you have the data in front of you and I'm going to bring you printed sheets because I have your clipboards right over there. I'll be right back. Can you take that to Julie? Thank you. >> Thank you. One. Well, there you go. You have more than you need.
066You only need four. Am I? >> No. ask Even if they didn't make sense bless. So, my daughter, I can't do this. That's all. What they can teach is That's something. college year after I graduate. special question. How many matter over. Texas. Entrepreneur investor Econ. So little 10 11 on the left hand side. performance. So, really struggling to teach. design around Principal as well as At least there's a Yes. Okay. Not to interrupt your conversation, but as you kind of look over the posters, if board members will please look at their clipboards and identify areas of strength and identify areas of growth, and then we're going to have a little bit of time where the two groups come together and share kind of some takeaways, maybe a couple highle takeaways. So, we'll do that in
067about three to four minutes. Okay. So teacher This is So it tells us so when they tick to be lesson actually. And second, Just keep going. These are different. It can also accommodation. Okay, everybody, if we could spend the last 60 seconds, if each group could spend the last 60 seconds and pick one or two things that are areas of strength and one or two things that are areas of growth and then we're going to have the board members come together here in the center. Okay. So about 60 seconds we'll meet you in the center. Okay, if I could have everybody come to the center right here in the middle between the two groups. So, cabinet members, trustees, if you can make your way over this to this area, we'll spend a little time just
068um having a brief dialogue. We don't have a lot of time. Like I told you, the committee went through multiple days going through all of this data and and are still going through parts of it. Um, so that's why the posters were here to try to expedite what those uh takeaways were, but we want to give you an opportunity to dialogue with each other about some of the things that you saw in the data. So, I'm going to be quiet and um if we can have of those teachers 89% of them remain from last year students area. Working expect just budget princip. This morning I told are there's room for improvement. Best Any other strength that you put range. Anything else? Chance routines are really bought into a long time a part of their lives
069and they feel comfortable coming to you for help. administrator. One of the things that we did notice that only% of That means principles turt That's why They would be inachstruction. The time is currently break. Have you been doing I'm going to go back to the back. You need >> anything? the really great news. So, I'm going to turn it back over to Mr. Smith from region six. So, we talked about how the very first thing we do is that seeing the current state and that was all the work that we just did. Um, like Barbara said, it was several several meetings with the steering committee. I'm pretty sure we talked for about six hours with those those groups to get where we are right now, but it's only partially there. The next thing that we
070have to do is say, well, where do we want to be? And that's this envisioning the student or envisioning the future state. And part of TSL's beliefs are that a strong student experience is the core driver of student outcomes. If you know exactly what you want in the classroom for those students every single day and you provide it, then you're going to be able to have those strong student outcomes, which are which is someone asked earlier there, the STAR test, the CCMR, the um SAT, ACT. So, as a board, you guys have already said this is our vision, this is our mission. The district has created some guiding principles. TSL walks through a process to create envision student experiences. And these are what do you want that student to have every single day, every student
071every day is how most of those statements start. And I think that that's the next thing that we're going to look at. Wait, there's another slide. We're back to this one. So again, we're still talking about those how those cogs move everything for the Envision student experiences. We looked at lever two, three, four, and five. And that's those two middle cogs there. And we asked the committees to put together statements based on those four levers. And that's talent, instruction, capacity building, and academic experience. >> Now I pass. >> Okay. So what we did um with the steering committee um and also the teacher advisory committee the district leadership team back to the steering committee back to the teacher advisory committee and now to the board of trustees is we've drafted these statements. So it's gone
072through lots of different renditions but what the committee did is they started with considering these questions. They looked at the effective district framework and they wrote statements formatted just like he said every day each student should what should experience what in our school district and so they are arranged um the walls over here so I'm sorry about your cake we're I know it's a cake break uh but we're going to have to walk for just a quick fourm minute activity there's two sections there are three statements on each side over there so six total statements and then we have about seven over here. These are the revised renditions after probably 30 40 different statements. And so what we'd like to hear from the board of trustees and Julie and Mr. Roberts will be your notetakers
073on any edits you would like to see, any additions you would like to see to these statements because we'd like to get them pretty close to final um after feedback from the board of trustees because this is one of those big um rocks that we want to accomplish as a part of the steering committee process. So, you're going to be in your same groups. Cabinet members, if you were over here, you're going to go right over here to this wall. And if you were over here, you're gonna go right over here to this wall. And again, you don't need any paper or pencil with you. Uh Miss Johnson and Mr. Roberts will handle all of the note takingaking. Board members, same groups. If you were over here, if you'll join your team over here for
074a quick four to five minute activity. And then same thing if you were with Miss Mononttoya, if you'll go over here. We'd like your feedback on these statements. And again, any edits that you may want to recommend based on what you're seeing in the district. >> They are different on both walls. >> One wall deals with lovers two and three, the other one four and five. That's just how they That's how they develop them. They look at this students teachers. Everyday students will experience lessons. So every day participate. I want to see every day. offer experience instruction. That sounds instruction. every day. It's not bad. So It's just because they're all the same. >> I mean, it's the truth. >> Yeah. Okay, everybody, 60 more seconds in this station and then I'm hearing you guys
075want to see the other statements. So, we'll do a quick run through on the other side of the room with the other statements. Okay? So, 60 seconds where you are and then you'll get to see the other statements on the other side of the room. Okay. If I could have you go ahead and swap sides. >> Going for a field trip. Yep. All right. When you get to your new group or your new station, if you'll read over the statements and same process, What we did was Our student experience Every day instruction I Remember every students feel also Okay, about 60 more seconds in this station just to get feedback on these statements. They will be no way done tonight. This is to get your feedback so we can bring you back revised statements. Okay,
076so about 60 more seconds. If your group is done, you can head back to your tables whenever you're ready. Okay, thank you for your time and feedback on those statements. We will look at everything and revise them and then bring them back to the board and to the committee as well. Uh so thank you for your work on that and providing input on what those student experience statements should be and could be. Okay, so that was student experience statements and we are moving into the home stretch of the actual outcome goals and I think for this section we're turning it back over to our friends at region six with Mr. Smith. >> Yes, ma'am. Of course. >> Are these all the students? >> There are a whole bunch up in my office. These are the
077ones the committee boiled it down to at this point, but they have a lot of room to still continue to change and make sure everything's covered. So, one of the things I hope for our students, you know, there's at least one adult. >> We'll add that in. I think that's always that's been a a priority of the board for quite a while now. >> Engagement side every day is engaging in some type of special that >> involvement in some way. >> Gotcha. >> I think we also talked about volunteer volunteerism. All of those things. >> Yes, ma'am. >> Thank you, Dr. Harland Wolf. So again, we're working through all of our checkboxes that you we showed you at the very beginning of this. And one of them that we've talked about a couple times is
078student outcome goals. What are student outcomes? And then what goals do we have in place for them for you guys? Hit to the next one for me. Oh, you already did it. It's looking down. So, early in the day, I said that we were going to have a look at the strategy on a page. Strategy on a page is pretty much the one pager version of the academic strategic plan. And in this, it works very much like that um impact model that I've showed way back at the beginning of this that these things across the bottom that are labeled as initiatives. If we do these things well, those will move those aligned priorities. Those aligned priorities will move our student outcome goals, which is what we're talking about right now, which will then align to
079these envisioned student experience, the mission, the vision, and the guiding principles that you already have in place for Brian ISD. But right now, the student outcome goals are mostly, in this case, those House Bill three goals, which are the um early childhood um reading, early childhood math, and CCMR. Those are the ones that we look at first along with y'all's board goals. And I think that I hand this to >> got a mic over here. And this is just if you turn or advance the slide after We're frozen in time. >> There we go. This is just a reminder. We saw this slide earlier. Uh we have an existing set of five goals and um we're proud of them and they're pretty similar to board goals across the state. Uh but the goal tonight is
080to make sure that they're aligned to the effective u district framework. So Barbara, are we still going to break into two groups again? Oh, whole group. All right. My note says two groups. >> So, do they have this in their folder? >> Yes. Again, on the right hand side of the folder at the back, you have a handout that's a one-pager that has the board goals as they stand today, plus an additional, but it's on the right hand side in the back pocket. And it's a one-page document with the current board goals with room for you to write and edit and provide feedback um as a board. >> All right. to remind all of our returning uh poor Tim Pavlo is thinking what in the world have I got myself into tonight. But for the
081returning board members, if you'll remember, each year we look at the board goals and we decide do we like it, love it, do we want to tweak it, refine it, throw it in the trash can, start over. So we're at that moment right now. But unlike uh previous years, we have all this new information. We have data to inform decisions. We understand now the best practices the or the effect effective district framework. So you want to start with board goal. This is our academic and just take a minute to look at it and decide love it, keep it or re refine it or start over. >> So for the first five goals, um those are the ones you've seen previously that the board has drafted previously. So do you want to talk about those five
082first, ma'am, and then we can move on to goal six after that? >> Yes. >> Okay. So, is there any change or any dialogue that you'd like to have about the wording of goals one through five? We'll still go to committees to develop those key performance indicators. What are the measurements to show progress and attainment? But just the overarching wording of the goal. So, I'll be still and let you guys read. Yes, ma'am. Whenever you are. >> It's funny how when you look at this a year later. >> So, goal three. Um, I like the goal. I just think it's worded awkwardly. >> Okay. >> And but I don't know how to fix it. >> Is there a word in there that you feel like is awkward? >> And providing appropriate resources. So um it
083says recruit and retain a high-quality workforce through competitive benefits, differentiated professional learning, and providing appropriate resources and support to ensure a positive work environment. That um >> that many >> transition is just weird to me. >> Okay, >> I think I know I mean we know what it says, but there's probably a better way to say it. >> Okay. And then on five, I wanted to add and I think I maybe made this suggestion last year and we didn't do it, but goal four talks about actively partner with students, family, staff, and the community. Goal five doesn't mention family being welcome in the space. And it says visitors, which could include family, but I would like to explicitly say family. We'll make it mirror the same um phrasing. We can absolutely do that. >> Number
084three is this just a I guess a simple suggestion. You were just thinking it sounds kind of awkward the way it was worded. I think you could put a semicolon after learning and then took out the and and I think that would probably do it do it pretty well. That's a great idea. >> Uh and uh with regard to um where are we? Um actively partner with students. Number four, students, family, staff, and the community. Somehow I'd like to get in there. uh I don't know if you want to specifically name them but post postsecary uh uh education uh inst institutions because the community I don't know doesn't doesn't jump out at me as saying we're talking we've got to have a great relationship with&m and blind and anybody else we can have a relationship
085with that's uh higher ed uh maybe the higher you know whatever but if if y'all feel like we can just handle that and the uh the sub whatever we call those things the >> KPI itemized. Yeah. I mean that's that's fine as long as it's included in there because that is absolutely critical. I know y'all are already doing it but uh it it needs to be if we can expand it. >> Yeah. Yes sir. >> I think it's under a K keep. is it's a KPI under >> good at it though with students families staff and the community including post-secondary institutions comma to promote collaborative stakeholder that way it's just it's spelled out in the goal part of it >> got it I wrote down two words um comfortable and experience um the word comfortable
086to me just creates more of a Um, I hate to say warm and fuzzy, but almost >> at ease. >> Right. >> Yeah. >> Um, and so it's almost on goal number two. Foster to say a comfortable culture of CL and climate. >> Got it. >> Um, but also experience um the the student experience, the the faculty experience. Um, you know, I'm thinking of the the um the dogs that we're putting into the the campuses and what experience that creates. Um, and so same thing along on goal number two, learning environment that encourages engagement in academic experience or um encourage engagement in academic extracurricular experience and service activities. So somewhere in there that that we are >> something about the experiences there. Okay, >> those are just my thoughts. >> Thank you. Any adjustments to
087goal one? But that's very important because we're taking major accountability with that. So I really like that. Thank you. >> Thank you for recognizing that we took the liberty to make a recommendation to number six. I'll let Norma explain our thoughts with that light of the $397 million bond and complexities of school finance and deficit budget thought. >> Thank you. Yes, ma'am. Um with the budget process about to begin very soon, um I we just thought it would be a good opportunity um to go through our series like we talked about, we're going to be so that's part of the transparency that we're bringing to that process. Um we want to make sure that every step of the way the board is informed on uh each step and what it consists of and the communication
088that we're having with um our internal teams. Right now we're piloting four campuses and four departments on the entire uh the new budget model that that we're rolling out. So, it is very important to um to our community, to our staff to make sure that they understand that this doesn't need to be this vague process. And uh we're taking every step seriously. We're keeping the transparency alive so that everybody feels they they know exactly where they're at in the process. Got it. Great catch. >> Parallelism is important. Thank you. Any other feedback on that phrasing for goal six? I got it. >> Thank you. Just and just to remind everyone, especially Mr. Pavitz who's new to all this, >> uh these are the overarching board goals and then we we as an admin team work
089all throughout the year uh through through multiple years actually to achieve progress towards your goal. You know, hopefully checking all the boxes. So outside of this meeting and all of our committee meetings that you you signed up tonight with uh Mr. Brian, we will bring you what we call key performance indicators. So we'll uh develop those with you and then it's our job to work towards the performance indicators using specific strategies uh adjusting as we need to go uh and then report out to you all throughout the year. Um Barbara spends a lot of time in the boardroom uh providing updates and reports etc. Uh so you can expect that to continue as well as these other goals. But new and different and we're really really excited is the series of financial reports. So uh
090Narma and Barbara are going to be arm wrestling to see who has the most time on the mic. Uh which is a good problem to have to know where we stand with student achievement and our finances 247. >> Barbara may win. I don't know. >> I'm I am a winner. I just do. I have minutes. I've got minutes of on the mic. It's me. >> Yeah. But uh but just you know I just wanted Mr. Palace to know it doesn't you know start and end here. There will be a laundry list of KPIs that you'll see often and you'll know progress uh toward um if we're meeting it or not meeting it or if we need to make an adjustment because what we all know in our in our business and this is applicable to
091everything is you don't wait until the end of the game to make that adjustment. You have to monitor and adjust uh to achieve all all throughout the year. And I love that you say that all the time with the budget. We're expecting That's actually a very good point u with adding the internal uh and external communications because it it goes back to the transparency and removing um just the ambiguity the ambiguous uh feeling you know that we get who budgets for what where where do things go. So I I really like that that internal and external >> maybe through transparency with the school community district outcomes while communicating with internal and external stakeholders. >> The communication piece is very important internally and externally. Okay. Any other feedback on six goals? Are there any other goals
092you would like to see added beyond the six that are here? >> So, the teachers are added in. They didn't do a six, right? We look at We didn't look at a six. >> Finance and operations is over that on that wall. >> Okay. I'm talking about the goals that we just >> Oh, no, ma'am. I'm sorry. It was just goals two, three, four, and five because they're student experience statements. Yes, ma'am. >> But I mean, and I'm not change anything. I'm just saying though to teachers and admit to everybody. They'll like knowing >> and hearing more about where the money's going to and how it's being distributed >> and prioritized to achieve those outcomes for students. Absolutely. So, the transparency and the open line of communication, >> just like how much we pounded the
093pavement about their insurance and how they needed to look into it and really be decisive about what they wanted. Well, that's money. I mean, that's budget. So, those type things mean a lot more if a teacher feels like they understand what's going on. >> Okay. I think at this point um if the board is agreeable, we will revise these and bring them back for your feedback and possible adoption either at the night meeting in December or possibly early in January for your consideration of the goals. Um and then all along the while like Mrs. Carine mentioned, we'll work through the committees to develop those key performance indicators that will show you progress towards the achievement of the goal all throughout the year, not just at the end of the year. Um so with that um
094knowing that those key performance indicators and everything you just saw um with the effective district framework there are a lot of metrics a lot of indicators and a lot of things to monitor. So I'm going to turn it over to Mr. Smith briefly um just to kind of help us prioritize the work as a part of TSL. This is one of the things they try to to teach us to keep the focus the focus. So on here we see that there's the urgent and that whirlwind. One of the books that we we rere we read during this process is four disciplines of execution. And it talks about the whirlwind and that's everything around you that pulls you away from your priorities. It's everything that that tries to suck up all of your time. And we
095we have to acknowledge that it's there. We have to understand that it's there and there are those things that are urgent. But whenever we're writing this plan, we have to also acknowledge that there's these things that are important and we've got to make sure that we bring them to the top. So we have to understand that also the important is something that's not a quick fix. That's why we write a five-year strategic plan. It's because it's going to take a while sometimes to solve or upgrade some of those things. But I'm gonna hand this right back. >> Okay. So, with that and knowing all the things you saw with the effective district framework this evening, we have a little handout for you. And if you have time, we'd like to get your feedback on all
096of the things that you've seen tonight and all the things you just know as board members, community members, parents, what are the top three priorities for you as a board member that would need to be addressed by our district and are most critical for our success? So in from your lens, from your perspective, what are the big three rocks that we need to be highly and hyperfocused on to ensure the district's overall success? Mrs. Carbine, anything you would add to that? >> No, that's that's perfect. The wildly important goal. We can't uh everything can't be the 911. If you can narrow the focus, not that the others are not important because we will stay the course and do all the work, but what from your lens is the most important. So, we'll give you a
097few minutes just to reflect and then um we can either discuss or we can give you more time and we can bring back at another time depending on how you're I know it's 8:30. We can talk about it as you go through. Okay. So, I see we're still working. I think probably what we'll do is we'll give you more time to work on those and we'll collect them um separately from you and then we can have dialogue about them um in a little bit for um for all of the board to kind of share some of their their takeaways from uh what you think are the most important priorities for us as a district. Um but I want to give you a glimpse of the timeline ahead and I want to give you a glimpse
098of the timeline ahead for TSL and then I'm going to turn it back over in just a moment to Mrs. Caribine to kind of close out this section of of the evening. Um, so in terms of the board of trustees and the board goals overview and looks like we're meeting in the middle again. Let's see if it can handle it. Go back. Okay, we are at that purple line. We're developing the board goals. We'll come back through committees and develop the key performance indicators. Um but this January we will have the formative or the the summitative evaluation of the last year of the for the superintendent goals and the board goals. So that comes up in January and then we'll adopt these new goals moving forward into the next year which will run from January
099to December. We'll have the formative in June and then the summitative in next January right about this time. Okay. Um, in terms of TSL, that work goes on for a little bit. Uh, Mr. Smith shared this earlier. We've already finished out everything towards the first two blocks. We're real close. Uh, we're moving now into the next two blocks. Anything you would add from earlier? We're It's strategy on a page. It's root cause analysis and all of those things, which will also be brought brought back to the board of trustees as they're in development. Um, the student experience statements will come back to the board for consideration and review as well. Uh, after we revise them, um, they've gone through a lot of different renditions, but it's time to streamline them and kind of pull them
100all together. Uh, Mr. Smith, Mr. Manley, anything else for this evening? Okay. Um, Miss Carabine, turn it over to you, ma'am. >> Thank you, Dr. Vivara. Just to reiterate, um, we're we're going to be operating in two worlds. We've got the current board goals that will finish us through January at the summitative evaluation. And then right after that, we flip the script. We adopt all of this work from tonight, including our board goal number six with school finance. And uh we start moving forward. And then all throughout that process, depending on which committee you've assigned up for, you'll see the subject matter experts working on key performance indicators, hearing about strategies, hearing updates in the boardroom uh for progress towards board goals and the adjustments, etc. So, we're excited to um compile your information from
101tonight and to go to work. Uh, so we appreciate your time and and I'm going to turn it back to board president Joel Bryan to see if he has any remarks or if you want to ask anyone to share any thoughts from what you've brainstormed on your paper. >> Well, first I'd like to say thank you uh to you both for being here tonight for uh the opportunity for our district to go through this process. Um, it's exciting, I think, as a board. It's exciting for us to uh shine a light into uh a lot of detail in our district, but also uh present it in a way that that we can digest and understand and make sense and set goals and and work through. So, we're um extremely excited to go through this process.
102But, uh just wanted to say thank you for that. Does anyone um does anyone have uh any of their uh comments that they wrote down that they would like to share in terms of their u three priorities for um uh I guess board goals for uh uh most critical for the district success. >> Yes. Since I wrote them pretty fast, I'm not sure how good they are, but anyway, number one, providing a safe and secure learning environment with no fear of bullying or chronic behavior. That's a kind of a challenge. Number two, tailoring education to the needs of every student top to bottom. And these aren't exactly new and unheard of. Number three, support and nourish all of our staff. And and I put the word nourish in there intentionally because sometimes we talk about
103support, it's financial and so on, but we've got to find ways to nourish and in other words, make them feel valuable uh in many ways that are possible outside of simply compensation. >> Okay. I had number one student success and not just one day test or how the state defines CCMR. So uh two is family engagement. So partners K through 12 um keeping them engaged as families. And then last is financial stability. Enough money to pay our people, maintain buildings, and support student success. >> Um mine's short and sweet. That's just how I am. Uh, number one, financial. Two, development of teachers and students and family engagement. Uh, I scribbled mine down. Um, kind of sporadic, but um, number one is academic achievement and enhanced student experience. Um, number two, I kind of got wordy
104with this one, but identify other areas of improvement that will enable the district to overcome uh the recent decisions by the Texas legislature, vouchers, etc. How do we stay on top relative to our competition? Um, how do we get offensive um as opposed to defensive? How do we not get caught flatfooted um into a reactionary position as opposed to being proactive? So I said ongoing coordinated work by leadership to teachers by leadership talking about on the campus level to teachers regarding consistent classroom management that will lead to better overall student behavior at schools as a whole like lunchrooms, stairs, halls, etc. So ongoing leadership uh examples to their teachers on the expectations of great classroom management to help the overall culture. uh continued alignment vertical planning that's obviously going on by teachers and all you
105know we'd like to think 100% of teachers would buy into it but again we're going to try our dead level best to give them more time to be able to accomplish that the data is being used so much more than ever yay uh better software we're looking into and we're spending the money it takes to do that and then I added one continue continued positive publicity and marketing because that is really working. >> So I put for finance to be able to work with our campus leadership to understand how to uh manage the money that's assigned to them to be able to spend it um wisely on the things that they need so they don't run out. And then community engagement um from athletics to fine arts to all the students in the clubs for
106those individuals to not only support them but also find ways to get the parents involved and just because it's um baseball season when it gets over not to just not encourage u the family participation keep the families engaged all year round from beginning to the ending. Um, and whatever it is, band, football, whatever that might be, it's a year- round thing instead of a seasonal thing. I got one here. Um, my, uh, priorities, uh, relatively brief. Um, academic success and preparedness of our students is, uh, top priority. U sustainability of our district for the future. I think um that's a responsibility of ours to ensure that Brian ISD continues to be successful. Um and uh trust trust in our ability to provide a safe and professional educational environment where our students thrive. So, um I
107think that um that kind of concludes our team of eight continuing education and training refinement and development of board goals for this evening. Um the only uh additional comment I'd like to provide on that is uh please um provide your uh committee selections before we exit so we can uh wrap that up and get everybody uh assigned and and prepared for upcoming meetings. Um, if I move on to a uh agenda item uh number six for close session, we do not have any uh topics for close session this evening. So, we can uh forego that agenda item. And with that, uh there being no further business, the meeting has adjourned at 8:41 p.m. Barbara, >> you want these back? Yes.