Carrollton-Farmers Branch ISD - School Board Work Study - 1/15/2026

001I call this work study meeting of the Carol Farmers Ranch ISD board of trustes to order at 65 no 5:32 p.m. on January 15,600 p.m. Wednesday based on local as of 1:00 There were no requests submitted to support. So we'll move on to item number three which is our work discussion items and our first item is for I just finished swalling my chip. So sorry. Um so Brooke has been a part of TASBY for 10 eight years now. eight years. And so I've been so fortunate to work with her and for the eight years that she's been with. And today she's going to provide um an education of legal versus local, probably throwing some regulation understanding in there. And so we are just very fortunate to have her. Um she's very busy and but she

002explains it so clean and clear. And that's what I wanted you all to hear. just an understanding of what we should do, could do, or maybe some things we should avoid. So, Brooke, I give it to you and thank you so much for traveling to see us. I also want to point out that we have our leadership group and um it's always a good teaching time. So, those aren't just audience for guests. They're they're very leaders in our district that now we all can understand from the same lens. So, thank you so much for being here. and for you to everyone here has been so welcome. So really positive things to say about CF just that actually polic but uh yeah so we'll go through a little bit of policy 101 then I'll dive into

003your actual policy and I'll show you kind of resources and we'll actually dive a little bit deeper into update 126 what that means and all of these fun things. So, first a little bit about myself. I grew up in Analo, Texas. I went to school at Dallas. I was a student government president and so I got connected with my legislators and I worked at the state sessions and I worked in Congress. I like state politics better than federal and so um I met my husband on a political campaign. So, I was in Austin and I needed to find a job and I found one. I've been there So, that's a little bit about me. We don't have too much time to go into who you are, but I first want to say thank you so

004much for serving on the board. You guys make the biggest bucks by being a board member, and that's a joke because for all volunteers. So, thank you so much for all of what you do for this district. So, like I said, the objectives for this little policy 101 is to dive into making sure we're all on the same page when we talk about what does policy mean? What is the legal framework? What are these A's and B's and X's and all those things. Then we'll dive further into governance management obviously the governor's section and then the management Dr. Elbridge and then as designates Tammy and then the admin as well and And of course, resources. Resources to help you do your job because you have fulltime jobs. I asked Randy, I said, "What's your professional

005job?" And he said, "Oh, I'm a retired witness." That's awesome. So, yeah, it's fun times doing all kinds of jobs. So, we we'll dive right in. So, how does policy service help support you? So, you have me. I am your policy. There are around 10 or less. I manage over a hundred school districts across the state of Texas. I ran um my district has over 100,000 students I have a small district that serves about 40 students so a range is a gambit and as you probably know out of the thousand plus school districts in Texas the majority are less than 88 now y'all are what I would consider a large district so but uh in that we also have some great data I think you need to make data driven decisions and kind of be

006in lock step also you want to know what's going on in your region I know one. So, what are we doing? Are we pulling it out of what you know stuck with one another or what's unique to Carolton Farms branch? And at the end of the day, you want to make sure what's reflective of your community is right for you because I can guarantee you what's right for our CF is not what's best for or you want to know what's right for you. And as such entertaining is usually my contact and let me just say this. I am not an attorney. So with that I can say oh I won't answer but I'm going to deflect and give defense to our legal team as well as your local principles. always give reference to that and

007then yeah so we support you with board policy recommended considerations for you all to consider and then of course admin which is a huge critical component to help support the board policy that you all now when we dive in what's in a policy man you'll probably seen all this seven sections of the man listed by alphabetical structure as such I mentioned CFB B. Does that stand for anything? Or does EA stand for anything? What do you think? You can solve letters. Awesome. Yes. Great. So, the point of that is no, CFB does not stand for branch. It's actually your capitalization threshold policy. DEA does not stand for drug enforcement agency. Yes, it does. But for your purpose, it's about your compensation plan. So all of these things, you don't need to know these letter combinations,

008but it is helpful whenever you see update 14.6 on your agenda. If I look and I see something in section, hey, I know it's about so quickly go through this as well. A basic district foundation. We all I see on your agenda a that's usually about mission vision. So vision focused at section B local governance a lot of what's in board policy for boards like directives your elections your authority and powers um also district and campus site based decision making that's in section section C instead of section is all about your finance so anything well also technology so technology finance business practices in there Everything about personnel. So how you hire, if you terminate your local leagues and absences, all of that's in section B. Ease instruction. Academic achievement, graduation, class ring, special ed, all

009of that's in section. F is the largest section in your manual, right? So because it's about students. So how you admit students, your transfer students, medical treatment with students, discipline, um extracurricular activities, all of those things in section F. And of course a small another small section is about community and government relations, visitors to campus, um your facility operations, all of that's in section B, PIA requests, section two. So that's a little bit about what's actually in your policy. Then we go even a step further. Now, this is I like to say, but we have it based off of like the BB you see board elections. I don't know is who the newest board member on the team. >> Oh, new guy. See, something lasted, then you go to BA. How you conduct elections when

010you have them post election procedures and so you see it's just a coding structure doesn't mean anything but it's how we've organized it to make some kind of somewhat to you know find some context. Does that make sense? >> Cool. All right. Now we dive into the two kinds of policy that you have. The first are legal framework and then the second is local policy. So the first your legal framework documents part of your policy manual are from all sources of law. We're talking federal law, state law, attorney general cases, court commission, uh court uh cases, anything from the tax code, the ed code, the gov code, the obviously anything we're trying anybody that can create rules that affect school districts, we compile that for you. And typically issues go for as number updates. This

011last post legislative update, update 126, around 40% of your legal framework documents changed. It was our largest update to date and that's probably why you have a lot of questions because it was huge. The biggest we've ever seen and I don't know if that's going to change or what's going to happen, but it was just the biggest one. Now, I think I know the answer to this because y'all can read the screen. Does the board adopt legal framework documents or those policies? No. Thank you. No, it's the law. Unfortunately, you don't get a choice on whether or not you follow the law. You took your oath of office. You got to follow the law. Now, local policy out of your entire policy manual. When I say big blue book, does that mean anything to y'all?

012We used to call it the big blue book. That's like if you printed it out and I think what is it now like 3,000 2600 pages about three4 of your manual are legal framework documents that 14 is highly contested. Why? Because you guys are voting on those local policy decisions to help the foundation and set the foundation for your community. As you can tell, there's not going to be a local policy for every legal framework document. Okay? And sometimes there's not a legal framework doc for every local policy. We we'll dive a little bit further into that. But the main thing to say is I can't stress enough readal if there's one. Then you'll have your supplemental admin. And I'll get to the regs in a moment, but the point being your legal framework is

013there to help you. It's not an interpretation. It's like a resuscitation, a compilation, if you will, of the reference laws, codes, whatever. And then your local policy. This is what you guys are deciding on. Of course, based off of recommendations from the admin team to help support your goals that you want to accomplish your district. the local policy set by go from recommendations from us from whatever the law says and those are the two kinds of documents in your name. Does that make sense? So, let me talk a little bit about identifiers. This is super I keep saying inside baseball. I'm a huge Texas Rangers fan, so I'm really excited about that. And with this um Okay, date issue. Have y'all ever thought, oh, is that the adoption date? Because no, it's not. That just

014simply means when we've posted it online in 2022 with our huge Paul online migration, we've now added the ability to add an adoption date. If you ever go online and peruse your policy online, because I know all of you have your free time to do that, if you ever see, hey, I don't see an adoption date. Well, that's because it was probably pre202 and you have that in your I'm sure in your record redemption part of your process is there. But I just wanted to show like that that's a good identifier update 115. So that tells you where where was this change coming from? What happened? So this was from a tasky number update that we pushed out. And yeah, that's all you really need to know. A deed local a. This is the key

015part. If it has an A, a B, a C1, a D1, anything not an X, that means it is tasky standard version. It's gone through our legal muster. It meets the minimum requirements according to law and the reasons why you have a local policy in general. And those are our standard policies. So, one thing I I've shared with Tammy before, we want to make sure your policy manual is customized and reflected to meet your needs. Remember, you're very different from an Amarillo or an Austin. So, we got to do it right for CF. And as such, sometimes I get policies um usually from like anybody in house council, you name it. and they say, "Hey, can we change all of these little words to say like wills instead of shall because shall seems a little

016archaic, but that's just a policy style." You know what I mean? And my conversation would go like this. Sure, you can absolutely change that, but that's not a substantive change. So why why do you want to change the will to instead of the show? And if there's not a real good reason that's, you know, customized to reflect the needs of your district, I might say save your money because you're charged every single time you like readjust any of those words. And if you need to further customize, we can add it. Or you might want an administrative regulation to help support the document that you have in your local policy. So that's a little bit like I said, inside baseball. A's standard version. X means it's been customized to meet the needs of your district. Now,

017there are just so many potential. I think this is the next one. Um, this is just another identifier, if you will. X is there's many local policies that you have too many options for. So, it's going to be unique. A good example of this is class rank. I mean, uh, or EIE, which is your retention and promotion policy, your EIF, graduation policy. All of those are going to be totally unique. DEEC, that's a huge one. Every single district, or most districts, I said I don't want to use absolutisms. So, we'll say nearly all have um differences in DEC, your leads and absences. So, think about that as you're going. But X is means it's been further customized and whenever I do this policy review and you all get to see it as well. We definitely

018hone in on those unique policies because we look at historical record when this is added. Is it still relevant? Those kinds of discussions need to be done in that comprehensive. And Brooke, can we take just a one minute timeout so we can plug in a cord so we can project it on that thing so they can see it as well? Totally. AI you have that DQ the board shall adopt the policy about you shall adop policy about you know spend so it just keeps going on and on and on. That's pretty easy check mark of compliance there. The second one is to reduce potential legal risk. So there are some policies out there to help mitigate any risk is your business and we want to make sure that y'all are protected. And so a good

019example here is DMV. That's your resations and terminations and those kind of things. Another is to declare the option. So if the law says may What are you going to do? You got to decide not in an arbitrary way yes or no. Shall shall not. So great example here is do you accept transfers or do you not accept transfers? You'd be surprised if you accept transfers great. Are there some exceptions? If you say no, are there some exceptions? And then you would dive further in from that. But you need to be you need to have a decision for DEC. I keep bringing that up and saying do you have any of the donation programs? Those are optional. Do you have a bank pool? Do you have a reimbursement for leave upon retirement? Annual use of

020incentive. You have the leave. Those are the kinds of provisions that are option loan. And then you will decide yes, we want this or we don't. And the last category is to declare your authority or um so great example here is I put CI when are things declared um not anymore like technology probably don't want desktops from you know space CO or whomever can say oh yeah these are profitable or usable and we can use Another great example is hiring. So sometimes policies where traditionally the board hires contract personnel and then they are delegated to the superintendent to hire noncontract personnel at that needs to be said in your policy. So those are the four reasons. So whenever you're thinking about, hey, we need to ask, does it fit in the legal requirement? Does it

021fit in mitigating risk? What about is it a legal option or is it to declare the board's authority? Most of the times you could probably skip it to an admin way. If you wanted just to further expound upon something that's in your policy, then a great opportunity is to point it to your district admin team and help them define, you know, create regulations. I use this umbrella term regulations. I think that's what you all use too. But that term means multiple things. It's synonyms. So it means student handbook, student um extracurricular book, your guidelines, your plans, your wellness plan, all of those guiding documents to help support your goals and the policy that you already have. So, nine times out of 10, you're going to have a GEG for almost every policy. Like class rank,

022for example, you probably have gosh countless for determining class rank, your course catalog, all of those things to help support your class. Does that make sense? So those four categories are really key to see do we need it, do we not? A great example here is I get a call, hey Brooke, can we add a policy about a clear backpack on campus? And my response would be that's not a policy. That's a campus back. You see the difference? That's an administrative decision for your campus from your superintendent that no class or no. We want only clear backpacks on campus. decision from the governance level. That's an administrative level. We'll dive in a little bit deeper on that. But when we're talking about considering revisions, what I want to point out is local policy is the

023what what's supposed to happen. It sets the foundation, the parameters for how we operate as a district. And then how you implement policy is your regs. See, they they work in tandem. And so when you're considering revisions, think about those four categories, how this relates to your goals. And my one recommendation is contact me before. Because sometimes you call and you're like, "Hey, that good backpack thing seems like a really great idea." And you did all this work and then I come and say, "Hey, you really need that." Crap. I was wasting a lot of time and energy on something that could just have been handled differently. You see what I mean? time and then of course any kind of details. Sometimes you might think this is just so broad. It's probably written broadly on

024purpose to give your administrative team some discretion to help implement what it is that you set out to do. So when we look at and I think it's super critical as board members to see what it says in the ED code is your role. And I'm going to read this to you. The trustees corporate have the exclusive power and duty to govern and oversee the management of the public schools. Govern and oversee the management. That was from the rewrite of the 1995. Notice it doesn't say manage every single step that happens in the script. So that micro level of management that was pre-95 but then they took a step back and said no the board needs to govern and oversee. So when you think about and you all know this what are some roles and

025responsibilities for board members. You adopt the policy. You make the policy. You establish goals. I know we're all talking about that today. You establish some ultimate goals. You evaluate the superintendent. You evaluate outcomes. you down the authority and of course you adopt policy. So that's your role. Notice it didn't say well. Do you want to go and fix the plumbing issue? Probably not. But you know you could. And then the next thing is what is the superintendent? So the superintendent is the chief educational leader for the school district. There's got to be a level of trust there from this the board and the superintendent. I think you all have that. Well, been great thus far and without that trust, it's going to be real difficult to have a thriving successful district. And some of the

026rules for the superintendent is of course look manage the daytoday operations, prepare policy rights, oversee the policy implementation, and develop rags. Now, Dr. Eldridge is superwoman and Wonder Wall, but she can't do it all by herself. That's why she has a great admin team with Ryan and Tammy and everyone here. I don't know your names but great jobs and as such she is able to delegate a lot of her responsibilities JA and that's why sometimes you might see me or deleting or designate because you can already delegate for that provision. So trying to simplify your manual as well some sometimes but as such at the end of the day she's holding responsible ultimately responsible and then y'all are responsible to your constituents that you so does it work together and the team recommends policy board

027adopts policy are we all clear on what the term policy means because that's step one right because I can't tell you my dad's a teacher and he misuses the term all the time policy and I say no sir that's not what you mean But it's just it's a new frame of thinking, new paradigm shift if you will. So policy is a governance statement. If you say the word policy, okay, where's the adoption date? What is when did the board adopt this? If there's no governance action policy, it's probably we confuse um policy and practice. >> I think that's so our leadership team deals with this. We find out practices or points that they can I think that's a good um what you just said like could you show me when that was adopted? >> That

028would be a good um leadership lesson for our administrators. >> Well, procedures. >> Yes, the regulations practices. >> Correct. Correct. But let me just say sometimes people think policy and procedures are synonyms. They are not. They are not. You see them go hand in hand and everything else but school district policy. It's different. So policy and procedures are not setups and not to pick on admin teams but sometimes they misuse the term policy all the time. >> I mean it's just what happens. Me I'm going to say oh you don't mean policy though. You name your procedure, you name the right because if you're not in that mindset all the time, you're kind of like, oh, the policy says XYZ. No, it doesn't. This is your policy. Does that make sense? Okay. Going into a

029little bit of depth here about BP for regulations. So, we already said that the superintendent is the chief educational leader and then this is what they do. Manage our day-to-day operations, prepare recommendations, and develop the admin. And that's ED code. So that's the legal document right there. And then look, here's your local policy. That key thing right there, a little circle, right? No board action. Admin rights are subject to board, but not adopted by the board. That's huge. So you'll need to review what's going on, but there's no rubber stamp approval process. Does that make sense? So you need to know about the procedures for class, right? But any kind of like dipping your toe and trying to cultivate that yourself, I'd say leave that to the admin team. Remember going back to govern and

030oversee management. Cool. All right. The process, this is pretty simple. Development, adoption, implementation, monitor, evaluation. Tammy gives me a call based on a conversation. Hey, we want to increase our capitalization threshold to $100,000 because we're able to do that. Okay, cool. I was going to do that recommendation. CV is adding 126. So, I will give an adjustment to CH and because you might not know that there are policies and groups that go together. You change one. Did you know you might have to change another? If y'all are on a six week schedule. So, if y'all ever went back to a six, there are multiple policies you would need to change. There there are some things that you're like, "Okay, I think I got it." But there's breadcrumbs throughout that we need to make sure are

031all in alignment. I recommend it to y'all and then the superintendent recommends it to the board. The board's adopted. Okay, great. Now it's inactive. It's effective. So, what happens? Well, we need to have some business procedures written out. Now we need to adjust those risk protocols for this new capitalization threshold and then you monitor and evaluate did this work this help simplify the process be more efficient or do we need to tweak something else in our procedures and we go from there you see it's the cyclical nature all right resources we got me your task number updates I can't You see a U and a number sequence. That means it's initiated by tags an LDU for something local district update initiated by the district. So if we do our policy review section that is an

032acronym RS you will get a large local district update. Your update 126 if we yeah and your board members guide to policy. Then you probably walked in and looked at that. Oh, great. Usually I'm like I hear responses that gave me five gold stars for and then of course policy online. I hope you all have logged in policy online. Usually the first thing is oh crap next door. So I'm sure can help you as well. policy online is your friend and it will default to your legal go from there. Of course, I'm going to show you this in an actual demonation and updates. These are the resources we have and I'm going to go over quite a bit of with them with you so we can talk about some of those questions. But uh yeah

033what I think has been helpful what we did this this time around is we did a webinar an hourong webinar usually we've never done this before but because this was huge in scope we wanted to give board members and admin team enough resources to be able to bring the information to y'all and go check it out for your questions pretty it's a good overview as Now, the annotated legal framework, we're like, why do we even have this if it's the law and we don't get a say so? Well, it's probably helpful for y'all to know where this stimulated from HP2. So, it's good for y'all to just I think it's the best way to arm yourself with information and be informed. I mean, there's lots of information out there, but being informed is very different

034and making those informed decisions, I think, is the best ways. You have the resources right here. All right, PRS. Don't need to dive fully into this, but that's what we're going to do. I'm doing a comprehensive review where I go from A to G, go through all of your local policies, over 190 local policies, and based on a questionnaire from your admin team. I sift through all of that and figure out, okay, where is there maybe potential misalignment and where can we maybe tighten things up? And it'll be a great training mechanism I think. Did you think it was great? >> So I think it'll be really obvious. >> All right. Yes, I am. >> I am. And then they will present to y'all all of the recommendations based on that where maybe there was

035some misalignment or we need to remove this practice is not what we were doing. We thought this was the practice, it wasn't. Maybe we like what's in policy. We need to adjust regulations. So those are the conversations we'll have. We're doing 126 and we're doing a full policy. >> Yes. board members any questions about that and then I think on our end that's where our subcommittee comes in a subcommittee that looks at the recommendations before the whole board >> yes and that's what I'm going to go through but pretty much what I send to Tammy I assume that'll go to your subcommittee and then that way you come back to me and I can help fix things because I am United States. So if you're like that's not what we discussed, I can address before

036you bring it to the board because obviously you want this to be clean and ready to go for approval when we have a meeting. >> So Brooke, I have a question and this came up at one Oh, good. Perfect timing. Um, you know, just talking to other superintendents and and how you all changed your philosophy on regulations. Um we were talking as a leadership team like do we need to put those on a intranet? Do they need to be public? Um obviously we don't have regulations you know this is three years for me. So I there's a lot of regulations that are missing and that's what's creative practices and so what is the best way to attack that one how to get them all finished because now we're adopting a whole another set of policies

037that we need regulation for and where's the best place to house them because I know you all used to do that and it was like a dollar a page and I don't think you you guys don't do that anymore and so we don't know we had a debate of where to put them and and you how public some of them need to be. And also for our administration, you know, if you got a parent that has a problem, you can say, "Well, here's our regulations." And we started really we have written our grievance procedures and regulations, but we want to make sure that we have those where everybody can, especially on leadership, can access them. >> Absolutely. So, we're not going to solve that question today. >> Okay. >> But I will say you get

038full authority to do whatever you want. So some districts they have them all on their website public facing. The problem there is whenever I go to them it's like from 2012 from 2020 and so the maintenance has been very difficult to you know upkeep especially when we change policy almost every two years right or then every year based on decision we're making authority changes. So we try to create some sample regs and this is brand new knowledge. There will be a change coming in the RRM coming shortly which just stands for regulations resource manual and so be on the lookout for that and it'll be user friendly. We can adjust regulations at any time rather than with numbered updates. So that's going to be really helpful. >> Okay. rather than oh gosh we have to

039wait for like three months four months to get this regulation sample from TAS we will be able to quickly get those out there >> yes but you won't get update 72 >> will be no more sprinkling as they come up I think that's a better so that'll be in that's coming you're first to Yay. Okay. But another opportunity and y'all are now required to post all your resolutions on your website that happened on legislative session. So there is a tool that I can show you. I have other access sometimes this stuff. Oh, look. You don't have to log in all the time, right? Okay, with this there's this thing called a resource link which you technically can add to your policy manual online. Yes. So what I was going to get to is saying add

040a resource link. So if you see policy I just keep decor link and you could have several different links to click on one would be maybe a discretionary form one might be your employee handbook that might be helpful uh other different docs then you can link to that particular code so that I think that's super helpful this is free this is free but the problem is it has to be somewhere public or somewhere along your internet or something like that to be posted behind the scenes. Does that make sense? >> A lot of districts do have an internet where you log in and then that's how you find all of your procedures, etc. But um yeah, I mean obviously you have to post your code of conduct which is board approved but your handbook is

041board reviewed. That's technically an admin rag. You could link it to any of the policies online if you wanted to in a resource link >> some of like the subsections if you will. So that's a potential but uh there's no right way to do it but the work needs to be done right >> and it's a tough project. I think you could spend a whole year without doing just policy. You could spend a whole year with a whole team to develop regs for maybe just a to like it's going to be a ton CQ policy. news over is the number one place in policy where it says superintendent shall develop regulations because there's so much about technology your acceptable use your um internet safety program or a plan rather there's a lot into that and

042where does that help so anytime it says the superintendent shall develop the red I think that's what Tammy is going through right now we have some samples but they're just samples they might not be what you need Because remember it's it's a starting point and we represent all of districts. So it might not be an issue for you all but it's just a great place of hey I didn't think about that and maybe you develop a procedure about that. So resource link is an op is an option. It's free and you can tag it to a policy code. >> Uh it could be a project for some doctoral students I'm sure. >> Oh yeah that's a great idea. they could get some research hours. We might have a few, you know, that's a great idea,

043>> but it's a huge project because there's multiple >> I think they have to get so many hours for their superintendent certification as well. So, that's part of it. But I think it'll be a good starting point with this PRX. I'll I'll be able to dive in and say, "Hey, look, did you know you do you have a call? Do you not see even I just did it. Do you have a procedure about um donor choose?" But you know those kinds of things. Do you have procedures? >> Exactly. Where who has ownership of that? Where does it go? Where does it belong? And then is this even realized? You got to That's the other thing. That's the other review. >> Oh, and the beautiful thing about your regs are is that they can be changed

044at any point in time. That's the beautiful thing. If something's not working, you can adjust. So, great example here. I don't know if anybody's on shack, but yay. Uh, on your wellness pl that's not board approved but definitely presented to the board for that annual requirement. You get to adjust what it is that you need for to adhere to those goals. But in your wellness plan, you have action steps, strategies, your measurements, stakeholders, all of these things. Well, you get halfway through the year and like there's no way we're going to make this goal if we keep these action steps in place. We need to adjust. So you your team needs that flexibility to make those changes to meet the goals that you adopted at policy FFA. Does that make sense? So that's what's critical

045about your rags is remember what happens is policy, how you implement policy is through your regulations, procedures, practices, plans, guidelines, handbooks, synonyms. >> So that's what I was going to ask. So for the handbook, the superintendent also has U authority to change that as well, right? >> Yes. >> Even >> it's just that notification because since it's a big document and has requirements to send it out to your entire community, if you make changes, then that just has to be a notification to your entire >> Okay. >> Yeah. Same thing for your employee handbook. you change practices about, hey, this is what we want to change going forward, maybe with hump time or overtime or whatever it is, and you don't want you want to do this with a new school year or whatever that

046might look like, you can adjust, but those are procedures, not board review. Cool. So, that's my super basic policy 101. And I wanted to dive into your uh actual policies that you had some questions about from update 126. Before I go, there any I know I threw a lot at you, but does that make sense? When we go local together, get that complete picture. You have maybe it's not meeting one of those four categories policy. So, you climate to a regulation. You're supposed to govern and oversee the management even in your policy subcommittee. Do we need to change every child's will? Why is that a substantive change? Those kinds of things. >> No. >> Yeah. Just want to make sure everybody knows >> we did spend six hours but we did not change. >> Okay.

047So I'm just going to go in for a couple or is there any that you all have before I kind of dive in? >> Okay. These are these are some of the examples that your work done. can repeat that. >> Okay. >> So for be remember we added this board meeting shall be held during a time that is outside work hours requirement. So any of those lunchtime meetings, any eight meetings at 8 a.m. those are the kind of things that are no longer. So as such typical work hours 5 whatever you'll decide obviously you'll meet at 7. Now you might have a question say it deleted 7 p.m. and then it just added 7 p.m. What is going on? Well there's this thing in the back for accessibility because meet those accessibility standards and our

048converter from Word to Adobe sometimes gets funky behind the scenes for that accessibility. So that's why you see the duplic just go to the clean and that that'll give you the better Okay, this is why. But sometimes the converter, if you will, is so no meeting is still at seven and it is the first. Okay. But the agenda because y'all have the posting requirements for that. A consideration that we had was the 10 calendar day. Um, whatever you think is feasible to meet the posting requirements because remember it's not 2 hours. It is three business days. Enough time for your admin team to prepare. Enough time for you to review. You get to decide what that looks like. We put in 10 calendar. You can put in seven calendar. You can put business. You get

049to decide. We are not telling you what to do. Does that make sense? >> So you can have some further discussion. You guys are any we don't need to go on to that you can adjusting and do you have enough time to create a report to do some further investigations more discovery that's what you got to consider so No, no, no. This is the agenda deadline. >> Okay. >> So, you obviously need some procedures, >> your board operating procedures to make sure you're following the law. So, agenda deadline for putting the policy what it is to be in compliance with the bank. What is your deadline? So, if you did a level three grievance rule, that's what's they adhere to and what you adhere to. So this is also something that you want to make

050sure matches your board on board or how you conduct your boards. If you change that, we need to change and I think we're reviewing those April after. Okay. But do you see that? So the law says something posting requirement, but you need some kind of deadline because you don't want it the same day because how are how how are you going to be prepared to make sure what it is that you want to the board? Does that make sense? Especially level three. >> So didn't TAS come out with a framework for board operating? >> Oh yeah. So I mean I think y'all really streamlined it. That's a that's we have those resources for yall. So I'm not sorry. >> Yes. >> Is it is it aligning to the policy like would it okay have to

051do your investigation some of those data points? I think ours is total >> correct correct we'll get that >> okay so a comment here I saw about the which is your policy about public comment but you also have public comment procedures which you definitely have to adop on the one you just showed that was not what we requested it was specific to special meetings it was not for regular board meetings It's the same. I just highlighted it. >> So, but our comment, we don't care about the regular board meetings. We're concerned about special meetings because special meetings aren't aren't always called that fast. So, that was our concern. But it's the regular board meetings, 10 calendar days makes sense. But for a special meeting, sometimes those happen quickly. And so if somebody wants to add

052something, that window, we felt like that window should be smaller because it's a special meeting and the board may just have got notified and sometimes they have gotten notified that we're going to have a special meeting and it's within 10 days, which is why we wanted to shrink it just on special, not on regular. That's a local decision. >> So I think that would be an assertion for the board. That was the the subcommittee's recommendations was knowing that special meetings typically they're not you know we're going to call a special meeting because we need to let's say there's been an example where we had a board meeting we didn't make a decision. So then we're going to put a special meeting on to go ahead and make that decision before the next board meeting. If

053in that agenda development we wanted to add something. We felt like 10 pounds wasn't reasonable because the timeline >> you can you can change that. I think most districts have it the same for consistency because you got a lot to remember and if you just turn seven whatever you can obviously make a difference but I think it was the consistency and the we have to remember all these numbers what what does that look like so that's just your call to decide that varies Okay, be uh the comment was here about, well, why do we have this thing that says CFA? This is a great example where there's breadcrumbs throughout your entire policy manual that affect other sections in the Okay, so policy FA hopefully what you all would do is all right, let's go and

054look at FA. What is FA all about? Okay. So, this is about the parent portal. This is a brand new policy from the legislative session from SB12 that requires you to have parent portal. It also if you look at here shall develop admin rings related to the portal including placement on the district of campus website and how districts are to address comments received from the through the portal. And the reason why it's at is because that's your public comment. Will you won't you add these to your public comment? That's an administrative decision based on probably. But you see how there's that breadcrumb there to go, oh, let me go back to see what is FA about even though it's does that make sense? And the other thing to look at is of course This is

055your manual. Oh, wow. All the way to the bottom. And you know, you don't need to see going all the way, but it's about the world. Okay. Another question at CV was uh why did we remove the dollar amount? Um and of course I could have misinterpreted the comment but why we removed it is because the threshold changed in law and who knows when they're going to change it again. So why not for your state to save you money and our state to go back and change it every two years? Why don't we just say delete that and put threshold established in law? Doesn't that seem simpler than rather than adding whatever that threshold might be efficiency? Does that make sense? >> And then another question here was our purpose to discuss these right now

056or just >> this is just >> Yeah. >> Okay. I just want to make sure because like if we're having a conversation and like we're trying to talk about it or if the subcommittee is going to go back and then look at it. I just want to clarify. >> I think you should ask me questions because I'm here to help. >> Okay. I will not be at >> now's the time to ask. So something's not quite clear. How can I help you? you know, find that >> public clarity in in in value in policy sometimes um you know, we want to make sure we're following policy and I think for our board, you know, the more details, but and I I think it is a discussion, but I also think it's like what is what

057is feasible to do because as you're new to polic policy is it better to have a concrete amount to protect you or you know or do you just especially maybe you don't have the regulation developed. So I think it's just making it clear you know how do we follow the rules and making sure that as a board they're following the policies and we're also not creating extra work or extra wording and I think that's where we I'm not trying to do six seven But I'm just saying that that you know in my historical understanding of policies which this is the kind of stuff I really like which is you know that in order to protect your board and for them to understand what is the best way and I think that's what she's saying what

058Broo is saying is okay you can put this in here or we can do it this way and I think you guys whether you want to talk to her about it or digest it and then talk amongst yourself because I think sometimes we have a habit of editing. >> Yeah. >> And not thinking about the whole picture and what it affects and so um we just want to do what's right as as >> well >> superintendent to board we want to follow the process. Yeah. our legal our attorneys spend countless hours >> and I understand that but I think one thing like when you look at the second threshold established by law >> when we talked as a subcommittee what came up multiple times is what is established by law now the policy does not

059tell me which law that I'm supposed to look at so we're like so am I supposed to go Google a law and find out what the established policy was by law >> yeah that's a great example I saw that for >> DBD like as defined by what law? So, how would I as a community member or a board member or administrative staff know what law I'm supposed to look at? >> And you literally go down a rabbit hole very quickly. I mean I can't tell you how many times as we were going through this and trying to understand what what was being suggested you know you do sure you go to the legal policy but then you have to go to the ed you know it continues well it it you know in order to

060try to understand to um it was you know there are countless times where it kind of led us down a rabbit hole to try to you know just to me what what the purpose was for those changes. >> I can understand that. Like I said, sometimes it is a little overwhelming with all of our several breadcrumbs. The example here for DVD, I think you said, what's an administrator? Well, how are we supposed to know that? Well, read legal and local together. So, right here it says administrator means a personal definition, but that's what we're talking about. So, there's the legal Now you know why we said as defined by law because there's no need to res resuscitate right the legal because the law changes that doesn't always mean you need to resuscitate another change in

061your local policy. We never recommend you duplicate what's in your legal in your local. Why? Because the moment the law changes usually September one you're effective to adhere to laws and rules. So your polic might not be applicable. It might be out of compliance, but we have a catch all phrase for law, a policy BF, which is harmony with law that says anytime the law is applicable when effective, then that's the thing that you're following. So, with update 126, obviously, you did not get your update till November uh October, it's because you prioritize your handbook and your code. You need those for school to start. absolutely need for the school to start. So, we prioritize that and then your update comes. There was some things that you know were before school started like your home

062school FDFM, your library policy, your cell phone. We got loads of calls about that and that was actually an effective date before September one. So that's why we had to do some extra due diligence and reach out to districts and say what it is, what do you want to do because we're we don't decide the policy, you do it, but we want to give you the tools to make effective decisions. >> So one thing we noticed is that what you're saying right now is if it says as defined by law, we should reference legal. >> Absolutely. So there are sometimes when it says as defined by law parentheses C X and it tells you see that and then there are sometimes it says as defined by law and it doesn't say see that and that's

063that's the clarity that we were trying to gain is that it wasn't consistent and so if I'm a community member and I'm like asked to find law I don't know go see the legal policy we go see the legal policy and so we were trying to try to find that balance between how do you know defined by law is go to legal or go down a rabbit hole? >> Yeah, we have the legal. It's the very first thing on your local policy manual or it's on your policy online. Legal shows up first. >> We hope that people read that. Even your community reads that because that's the law. That's why you even have a local policy to meet this local policy requirement. This is about moonlighting. And that was from I think it was two

064something like that. So you have to have some kind of standard for why do we have a local policy usually the C blah blah blah that reference there is for another code and then a lot of that go to that code we start with the local and then you go to the local we don't really do training for the community for board members and for uh administrators but I can see your point there. The other point is you want your board manual to not be so huge every time it says as defined by law. We don't even put see the legal for this. So put these ed code documents sites and those kinds of things because again it's in the law. We're not reciting what's in code 26.2 blah blah blah. Does that make sense?

065But I thought this was a great example because the comment was well what is an administrator? Here it is. Oh yeah, the formatting thing here I think also. Oh, it looked like 67 but it's one. And that's again that's an easy easy fix. >> Yes. Well, and hey, if at any point you're like board can't even they don't even know what's actually being changed. Can you send me a new draft? I will definitely be happy to do that for you. Something that's readable or with the right appropriate, you know, want to happy to do so. Okay. So, that's essentially it. Have y'all ever looked at your explanatory notes? So, we customize these for each district. These are the bane of my existence because I feel like they're not utilized and we spend so much time

066and it is so helpful. I know Timmy looks at them and then creates even more description to help you guys figure out what decision you need to decide. And I can't emphasize these enough to review the legal and the local this jacket. I mean, yeah. >> Oh, perfect. >> Casual reading, right? >> Oh, fun. Super fun. Yeah, it's lighting. But, uh, so those are tools that I highly recommend you look at. And those were just some of the the top ones of the ones that y'all consider. Do y'all have any other questions about the update that So that way um there let me tell you this there is no timeline to adopt any numbered updates but I recommend you adopt them as soon as practical because guess what 127's coming out in May and then

067we just it just keeps getting updated because people keep creating rules that affect school districts. It's just this cycle and we want to make sure minimum we are in compiance. That's the goal here. So, as we look at our policies too, there's some that haven't been updated in many years. Is that part of the review that you're going to do? >> Yeah, I will this is what we did in 2000. Is this still relevant? Is this still applicable? And yes, no. And we we dive through that. And that's one of those discussions I say, hey, do we what is reflective of Carolton Farmer's branch? Do we need to add something to this? or do you think we could put all of these discussions and details in a procedure and be good to go? And just

068know that that's not just a punt off. We still have to do the work to create those procedures, but you first need the policy and then you'll have the procedure in place. as long as I thought it was helpful. I just need y'all to know I am a resource for you and >> yeah, absolutely. Okay. Okay. Our next item is 3D which is discussing Senate Bill 11 from >> Well, so Senate Bill 11 has to do with the periods of prayer and religious text with public schools. I do want to um just say this is a policy that we have to adopt and we are already is that right? >> It's a resolution you have to consider. >> Okay. So, >> so not necessarily. >> So I want to I want to clarify that. So

069with our resolution which also has to be put on public viewing. >> Yes. But if it's not adopted, then it's not on public. >> The resolution if it's voted yes. Yeah. Right. >> I if we passed the resolution, we post it. >> Right. So, do we state what what are expansives? >> Yeah, I would say per your record vote six eyes, one day or whatever that is. And you have to keep that for your retention schedule. But all resolutions adopted one might argue have to be on your uh website. >> That's what So it is a resolution. It's adopted whether it's yes or no, right? >> Because it's a resolution that I mean this is where I was getting confused. >> But it's still a past resolution. That's what I was asking. >> That's what

070>> Okay. So you there's really no >> no I've had districts say oh well we're gonna take it and we're not going to adopt the resolution but we still have two versions in this >> okay got I just want that clarification anyway this has to do with our um voluntary prayer and this is something that we already allow in our school I mean we've allowed that because there's there's you know when you talk about religious text or reading, you're not just talking about every every religion may call it something different. And so this is one of the many that need to be addressed. Um may >> Yeah. So two years ago, I don't know if familiar with what happened at the legislature with the chaplain bill. >> And this is it's very similar to that.

071Do you want to hire employees as chaplain? Yes or no? Um just you do what you've been doing with the homes. And that was again another resolution. If you vote yes, then you have to have policy. If you vote no, then no policy. Same setup with S1 in terms of prayer. Yes, we have to have policy. No, no policy. But there has to be true that the federal law already mandates. Yes. So this would actually be a dump in something that would require us to provide personality. >> Yes. Provide time during the school day. So we have jam-packed things to do um and take away constructional time in order to have this for all religions, not just Christian religion. I just make that really clear that the federal law already mandates that we have that

072we have policy to back that up that we already have that in place. And does the ten commandments issue on this or is it a separate issue? >> This has nothing to do with the ten commandments. This is allowing our students to you know use whatever religious text at any time. And you know if you think about a campus um which we already have we allow already in our campuses but if you adopt a policy then it is now a different management issue. It is a issue that now I need to go. We may have a teacher teaching a lesson, but I need to go and follow SB11. That is a classroom management could be a potential classroom management issue or an administrative issue that I don't know where they're going to go. And so

073we see we see you know our kids reading religious texts whether it's at lunch in their car or carrying it around around >> like we've already >> this has nothing >> we have never taken that away or at the pool or any of those groups that already are those groups >> and the command is >> so I just wanted introduce it at the fact that I don't know that I mean this isn't a resolution where we're taking something away. This would be adding another management layer in my mind. So I just wanted to preface it with that and um this will be on the agenda for the February board meeting that this resolution will be yes or no. So I we've got Tazby here. if there's any questions regarding specifics. Um, I didn't mean to

074just refer Brooke as TASBY, but she does represent what you know what you can and can't do. So it was really I mean already like the issue is we all have that right that's fantastic for everyone to have a designated time but operation cannot work then you're going to have to say 10 a.m. some and some aren't. And now you're but everyone still has >> just we have to have a record vote by March and so on the February agenda to vote to adopt the policy that we require every campus to provide students employment with the opportunity to have a period of prayer and then admin if we were to vote to offer the period of prayer polication would then need to go and create a regulations that would codify that in the day that

075could be first thing in the morning 230 but then they would be responsible for carrying that out in the schools or the other option is of course make a regular vote to not allow it and I think what this radio is saying is let's just remember it's already in federal policy that people can pray we just don't have a designated period of prayer at a speific specific time every day. But that's what Senate Bill 11 gives the opportunity to do is to identify a time period every day for prayer that then will require administrative regulations to make that happen. >> That's why we brought her. >> So I have a question about Senate Bill 11. We wanted to make sure that as board members we were fully aware going into the February meeting that we

076were required to take a regular vote whether we want to or not. It's not that we're putting it on because we are like let's get into this. It's required by law that we have a record vote. Um so if you need any additional information I recommend that you go study um and you administration statements. Does anybody have any questions or comments discussions about that? >> All right. Uh well with that we'll move to 3C which is a discussion of board policy AEO. So um our board operating procedures state um that annually we will um verify readopt confirm that our um mission and vision and um overall um direction of the district is um what we want it to be. And that can go into like, oh well actually it's 2030 and maybe we need to

077revisit our mission vision or maybe something's not right here and the board setting that overall direction. And so with the work that we have done with um commit and really outlining our student goals and guard rails um remember that we we set the goals and guard rails. Dr. elder progress measures. And so one way to take the work that we've been doing and put that and codify it in policy is to say that from based on these goals that we've set, the guard goals that we set, this is our expectation for the district and that codifies it in policy. And so um that was has been an idea of how other school districts also do this where they have their goals um lots of goals actually in polic It is not something we have done

078in the past, but it is in our board operating procedures that manually work the mission vision and verify the trajectory. Um, and so we brought this today for discussion of adding our student outcome goals and our guards to policy um to say, you know, this is the pursuit that we are on. We are on these goals for 2030 and we have these grounds and then following our board operating procedures this annually to confirm that we're still heading on this trajectory or the board says actually we need to make a discussion and conversation around thoughts on adding on to our current a local Can I show my screen? So, I wanted to just put this give you some information to make some important decisions. First, when we look at the legal, all it says is that

079a board shall adopt a vision statement and goals for the district and the superintendent. That's all it says. It doesn't say where it goes. Doesn't say there's a policy requirement. Nothing. Minimum, you have to have a vision and goals. What I traditionally see are mission and visions at A local, right? But remember, there's no mission requirement, but most districts have a mission. But where I see the goals are in your improvement plan. The reason I don't see it in a local is because your goals change every year. So as such, then you will be changing local policy every year. You can do that, but what happens if you forget one year and then what's effective and then then it just goes down the rabbit hole. So my thought is if everyone truly knows that AE

080local is the place where we're supposed to go, what about are your goals duplicated elsewhere? Probably. So all of those other supplemental documents that you have that have your goals, do they match? And nine times out of 10, yours is accurate or your we double checked. I looked at your little thing. So some districts just have this and that's their adopted vision statement. Some districts, they say their vision and mission every single board meeting. Obviously that's a board decision part of the board to decide that. but it's so ingrained in their um community that no we don't need an a policy we can just have a banner we have to say at the board meeting all those things but and again date not found uh that's because this was pre202 right so all that to

081say you can absolutely add your goals I'm not quite sure what guard rails there are I think that's probably a local definition of what that is and that's good too but Um that would be my one suggestion. You can do what you want. So would we put these in board operating? Well, those are adopt district improvement too. Your district improvement plan is reviewed on an annual basis. I think um I've been asked to go and All right, the time is 7:05. We are going to continue on the discussion of um item C which was policy and local. So before the break um we looked at definitions of why we put policy in place and how they can support us and then um we presented a policy based on the work that we've been doing as

082a board and then there are some opinions about different things relating to that and we're going back now to have discussions a board about our stance on a local and uh what we think needs to be in it based on the fact that as of this legal option that um you have to board to adopt a vision and goals and so one way to do that is via policy in various other ways. So um I thought I would open the floor for discussion about our preference related to codifying Mr. You have an opinion. >> I have an opinion. It may be wrong, but I have an opinion. Um, and I know it's a local and all that, but I feel like we've done too much work as a board to point the train in the

083right direction and knowing exactly where we're going and where the school district is going. and the superintendent's been on board with this and helping us and I think she wants transparency. So I think that this needs to be out there because I may but you can look at that and see okay this board knows what they're doing. They have a plan and it's all going in the right direction. It just gives clarity to the community. I don't I just think that um you know I I do think that when people see this they will most likely see it on the website they're not necessarily policy and these aren't goals that we're adopting these are goals that we are adopting for larger time and so Um I think I think into our local policies that um

084it gets it more it's it's something that we're committed to it is very clear what you can find. However, regard like we want you to do these things. So, I would suggest that we do the necessarily That's a question for me right administrators on campus and the district I think um because that does change every year on the pool. We're still working on it. I'm not sure if like you think maybe it should. >> Yeah, I don't I I don't think so, but I mean I'm going to go with I don't I think that's the right word, but I also am thinking of like what if one year things are crazy and our school board doesn't have time to policy and those changes and so I understand where it comes from. This is a legal

085perspective too. And what if it changes? What if it but that again I've been looking for? Well, no. I think you're barking up the right tree from my perspective. One of the interesting things in the years that I've been on the board had several occasions to refer stakeholders to bismos. 100% what policy or where do you get while I want to be transparent I want us to have specific that we would have I'm not sure that it's in our best interest that we get everything so detailed so there are times when I You wouldn't be opposed to the goals taking out the fact that they're very clear so that anybody can understand what we do. we've been with our girls. It might be a little more confusing for Joe Snow who has not been in

086our meeting. So, I'm just we can do whatever we need to, but I just think that those are very clear, hard to argue with, hard to pull apart. >> What I heard was this is dumb. Why do y'all even bother to do that? That's what went through my heard that. So, I just felt like I got told that's the stupidest thing I've ever heard of. But this builds accountability. And we learned that change doesn't happen until we change. And we're putting that out there. I don't know if it needs to be a hyperlink like they were talking about or whatever. I don't I'm not trying to argue over, oh, it should be listed right there or not. That's not what I'm I heard that's crap and I don't believe that our word was that. So

087I want this to be where the public can see it if they need to see it. >> Yes, it does. So on our website right now, we currently actually have a page that has our goals and so it is public facing on the website. Um and so it would be easy enough to keep it there and then reference policy to like hey policy. Um but I so I don't want to put something on the agenda if everybody I mean we don't obviously not vote tonight but I believe what I heard is that we would feel more comfortable right now adopting the goals but not the guard rails as a part of polic and then continuing to learn and grow on these guard rails because they're not time bound and it would feel less I know

088pressure is the right word but concerned because the goals out of 2030 timeline and we also have people so there's less flexibility there with those and we're less concerned about the target like we know we have a 2030 but the guard rails we'd rather not qualify That is okay. I think that helps. Any other thoughts, questions? Okay. Well, with that, we will continue the amazing work doing um with um 3D, which is our gold progress monitoring training. Um and I believe that we have people that are going to impersonate administrators tonight. with non CMP data. So Tam and Joey, let's get going. >> What a great intro to what we're gonna do today. >> Okay, it is a joy to be back in CFB. Uh first of all, happy board appreciation month to all of

089you who give so much of your time in service of improving student outcomes. And I will say on behalf of me and Doe, we have not only deeply enjoyed working with y'all, but the amount of work that you have put in, not only just the technical frameworks, but your examining your own leadership um is is truly commendable. So, um congratulations and celebrations and all that stuff. Also, congratulations on your nomination for district of the year. >> Uh I heard some bad news. Have to wait till May to find out. And uh you know that's going to be a long wait, but it is so deserving and and uh congratulations to everyone in this room because y'all really really deserve recognition and that is such a high honor to be a finalist coming from a state

090with so many school districts and H being such an incredible um organization. So and lastly, I will say thank you so much uh for the the recognition of the board meeting. It truly meant the world to us. I will say my favorite part of the whole meeting was when trusty Jackman came down and told us that he saw us and panicked because he didn't bring his notes and uh that's when Joey and I knew that we had done our job. >> I also understand you just got your doctor. >> Congratulations. >> All right. Okay. So, as always, we are going to start off with a little connection activity before we get into our person impersonation uh role play here. So, what I'm going to ask you to do, I'm going to split up the men

091because you all just get to speak with one another. Trusty Gilmore, will you scoot your chair over to President Hatfield there and Trusty Shackman and Trusty Brady, Trusty Garhouse, and Trusty Barnes, y'all are going to be partners. I'm gonna give you just two minutes and decide who's partner A. Raise your hand if you're partner A. >> All right. Very good. Partner A is going to go first and you're going to share with partner B. What is something that you need to hear right now? And that could be I just want to know that I'm supported. I want to know that my efforts are enough. I want to know that I can say no. Something that you really need to hear. And I want you to share that with your partner. And then partner B, I'm

092going to ask you to do the same thing. Okay? And I invite anybody who has a partner next to them to do the very same thing. So I'm going to set a timer for two minutes. >> I need to know that you appate. So, partner A, as you are saying the thing you need to hear right now, partner B, you are going to write it down verbata. Not an interpretation of what they said, but the exact thing they said they need to hear. When you switch, partner A, you become the listener and the writer. >> That's why he's going to be the superintendent in the role play and I'm not. You have one minute. Go ahead. >> Writing it down. I am very specific. >> Me and my grand Okay, partner B, it is your

093turn to share. Don't. All right, that is time. >> All right, don't leave your partner yet. I have I have a new instruction. >> Okay, so if you do not have your partner's cell phone number, get your partner's cell phone number, assuming trustes, you have that. Sorry. What I'm now going to ask you to do is set in the next week a calendar alarm on your phone and I want you to text that to your partner exactly what they need to hear. Does that make sense? Go random Tuesday, whatever. Pick a day. Don't tell your partner. >> Don't tell your partner what you're >> And then I want you to text your partner within the next week exactly what they need to hear. You can text them. You can do a few voice. I don't

094know. Okay. All right. So, we're going to get started in just one second. But Trusty Shackman inspired us to make sure that there was no winter slide since we last left you and so we must ask why do school systems exist? >> Anybody else have a different answer? Trusty Barnes has it written down. >> I know. >> All right. Why does school systems exist? >> Trusty Barnes. >> So many notes now. >> So many notes >> to improve student. >> All right. And I already heard this from Trusty Gilmore. So you know, student outcomes don't change until adult behavior change. What adults are we talking about? >> Us. Hey. Okay. >> All right. So, what we are going to do here tonight is we are going to run through a progress monitoring session. And because

095Dr. and the team work so hard, y'all are getting the night off. >> Oh. >> And Joey, as a man of the theater, has been working all week to get into character as Superintendent Rodriguez. So he will be delivering your board monitoring report and then you will have the opportunity to ask him questions exactly like you would in a typical progress monitoring session. Obviously this is the first time that y'all are doing this. It is not as easy as it sounds. Um so we are going to do the first scenario and then we'll do a little debrief and then we're going to do a second scenario. So, the one thing I'm going to ask y'all to do is before you ask your question, which you trust Rodriguez, if you can state, I have a technical

096question. I have a tactical question >> or I have a strategic question. And if you're not sure, just, you know, take your best guess. Questions for me on the instructions. >> Okay, Sue, you ready to go? >> Yes. And as a quick reminder, this is not CFB data. >> Yes, >> I am not a trained superintendent, not a superintendent certification. I am not interviewing for a job anywhere. And this, you know, this is uh is pertaining to CFB in any way. >> This is invented all of it. But Dr. You can still give him notes on his person. >> That's exactly what I wanted to hear today. >> Okay. You ready? >> I'm ready. >> All right. Let's do it. >> All right. Good evening, Board of Trustees. President Hfield. Um it is good to

097be here tonight. Uh we're going to be monitoring our uh goal two which is um our eighth grade star math um meets level uh increasing that from 39% in 2023 to 49% by June 2028. Um today specifically we're going to be uh monitoring our goal progress measure 2.1 which is the percentage of seventh grade students meeting grade level on math math end of year. um is that that will increase from 45% in spring 23 to 55% in spring 2027. Um as you can see here in our data we are progressing. We have made some gains um these past three years. Um between 23 and 24 we have saw a 2% increase and then from uh 24 to 25 had a 1% increase. So even though we are uh four percentage points uh below our target

098for this year um we still obviously can see uh improvement there. Um and have a lot of reason uh to to feel like some of our strategies are really working. We're going to dive into some of those here in a little bit. Um but the the growth is positive. Um just not at the acceleration that we would like right now. But that is why we are at progressive not off track is because we're headed in the right direction. So, some bright spots as you know me and the team we went back there and and looked at some of the things that were working really well um with some of the results that we were getting um and uh the students linear grade level. So, these are our students that were within the 10 percentage points

099of of being grade level. Uh they demonstrated the strongest growth uh with proficiency increasing from 52% to 61% in just two years. Um and so once again, these are our students that are near grade level. Um our emerging bilingual students uh really benefited from some of our um visual models um and language supports specifically using consistent languages uh sorry not languages language uh for our math concepts. Um we saw the 4 percentage point increase for emerging bilingual students from last year to this year. And then our instructional routines, our classrooms um are implementing the ones who were implementing consistent problem solving routines and math this course um saw stronger overall growth. Now for some of our areas for growth, um our students who were 20 points below proficiency um increased only one percentage point uh

100which indicates that limited acceleration for students of the largest gap. So even though our bright spots we did see students near readiness uh really really improve and accelerate, our students who are 20 points below uh did not have that same success. Um our students with IEPs also only grew one percentage point um and remain approximately 10 points below uh the subgroup target. So we do have a a target for our students IEPs and they are 10 points below the target that we set for them. um conceptual math skills across middle grades, fewer than 40% of students demonstrated mastery in proportional reasoning. Um highlighting these conceptual gaps, uh proportional reasoning is one of the kind of uh necessary skills um that you need in order to uh do math at the level in seventh grade and

101ultimately to do any algebra as well. All right. So what did we do? Here are the strategies, the adult inputs that we've implemented uh from the prior monitoring period um that have gotten us um some results here. Uh we prioritize coherence in middle school uh math instruction by clarifying essential grade level concepts and instructional expectations. Um this is where uh we started to implement consistent language for our students. Um and most math concepts are scaffolded and so that is why it's so important for us to make sure that we have that vertical alignment there. Um we shifted coaching supports to emphasize student reasoning um the use of representations uh and the analysis of mathematical misconceptions um to try to address some of those gaps see where students are really um uh you know struggling and

102need some more support. uh we used interim assessment data to identify students near proficiency and adjusted small group instruction accordingly to target um those students and so these were some of the results that we had the direct results from those strategies. Uh students who were close to grade level once again showed the most amount of growth. So that does work when we uh have targeted supports for those humans for students in general and put them into small groups. Um they are making meaningful gains there. Our emerging bilingual uh made steady progress and we anticipate that to continue. Um our students far below grade level and students with IEP experienced much slower growth. Um and then the gaps in proportional reasoning once again and that multiple step uh problem solving persisted uh across um across seventh

103grade. Uh yeah. Um so what is our plan? and we we do have some strategic adjustments because once again we did see that some of these strategies are working just not to the um accelerated pace that we would like and so we're going to make a few adjustments to try to get on track um sooner um rather than later. Uh we're going to introduce differentiated acceleration models for students below grade level. So in the same way that we have our small group interventions for students who are near grade level, we're going to uh provide the coaching to teachers and and with our PLC's focus on how to do the same exact thing but for students way below targets. Um especially those that are only seeing that 1% growth that student population. Um we're going to

104support our teachers in design and instruction. So we did just um adopt uh high quality instructional materials last year. That is one of the reasons why teachers are still kind of getting the hang of it. Um and that's what we need to support our teachers and we we have not done um the uh you know we're learning still and when you're doing anything new where those kind of bumps in the road are and you know we're not ignoring them. We're we're addressing them and we're identifying them. Um and then we're going to strengthen our ongoing uh progress monitoring. um similar to this how we're doing this right now. all of our campuses are doing the same thing with their data and so just strengthening that process ensuring that that's consistent from campus to campus that

105they're having this exact same conversation about what students need to grow and what plans moving forward um at at least a try-won basis. So um that is what we've done. That is what the results uh the results that we got and then ultimately what our shift and strategic adjustments are going to be. Um and uh feel very confident about this plan for the next monitoring report in the next four months. President Hatfield, I'd like to turn it back to you for any board discussion before apping the report. >> All right. Uh board members, you'll remember one of our goals is to identify the type of question that we're asking of administration, technical, technical or strategic. So at this time, >> I think it may be strategic, but I may be way out in the freaking

106weeds. >> Go for it. But you made mention that um it's new material >> and there's some learning on the teacher side of it. Have we looked at it? Is it is it that there's resistance from the teachers to teach the new material because they've always done it this way before or is it truly just they're trying to grasp it themselves? >> Jesse Gilbert, that's a great question. Um we did roll out a survey and found out that only about 65% of our teachers actually felt like they were prepared to take on the new uh materials and that is how we are decided to um hone in on which campuses we need to provide more supports to our teaching learning department is doing incredible job right now identifying those schools identifying those teachers and being

107able to provide those supports. Um, as to the reason why the maybe the the the why they're not yet grasping it, that's really up to that teaching learning department to find out. Um, we will have those conversations in the back of the house and ensure that, you know, we get to that why so that we can go ahead and address it and make sure that our teachers feel comfortable and and confident to deliver that new material. I'd like to also confirm that the material in terms of the skills are not new. They're the same as they've been, right? There's still the same boutiques. It's just that the the curriculum itself is is is new. >> Yes. Uh trustee, >> um have you considered possibly looking back at sixth grade and doing some progress monitoring six

108target those skills and whether or not those Can you just clarify what kind of question that was? >> Do you guys have like a cheat sheet? >> Brady, to answer your question, um, absolutely. Part of this uh process is not just looking at seventh grade but understanding where we've been with our sixth graders and fifth graders as well. Right? This is an eighth grade goal and so we know that we have to look at our different cohorts of kids. Um, Chief Harrington, can you go ahead and go back one slide, two slides? >> Um, as you can see, uh, these bars do not represent, um, the same cohort of kids, right? These are different cohorts of students. So it is not like the same kids are in 23, 24, 25 and we're seeing growth that

109way. These are students that come from us from seventh grade or sorry sixth grade from last year and are now in seventh grade this year. Right. And so that is why it's such an important question you asked. That is exactly what our team is doing is looking back to see where those gaps are not only in sixth grade but also even in fifth grade. Obviously we have a third grade goal but we're doing the same thing backtracking from there too. Kindergarten, first and second. >> Yes. So that leads into a question that I had. Looking at this graph, you see that there's a I% jump between 23 and 24 and only 1% 24 and 25. Um, has your team been able to target kind of maybe what um what maybe didn't work for those students

110who were in seventh grade this year that previous question. I'm not sure. >> Thank you for your strategic question. um there there we did we did do some homework there um because it's necessary for us to understand truly where we've been right in order to even come up with those adjustment. So, one of the things that we did notice was um because we primarily really focus as a strategy to focus on students who were near ready um that only gets us so far, right? And and we realized that we cannot um ignore um at all the students uh who uh have IEPs, students who are 20 percentage points below. Um that makes up about 30% of the students um that we currently have represented in this data. So that is why we know that's a

111big bucket and we know that if we implement strategies and supports for those students that it lifts the entire system up. >> Thank you. >> Based on that question that response um I think I'm asking a strategic question um these adjustments that you're planning to make those show up in the budget. >> Yeah, that's an incredible um question. So one of the things that we are we're really doubling down um first of all on um the HQ HQIN right so I know that is something that that is that was a slight increase um but also we are getting that's an incentive as well from the state for the implementation of it so it's kind of a um also um TIA right so so understanding that we are going to be uh it's interesting because the

112budgeted resources are both going to be incentives from the state, right? The more TIA designate teachers we have, the more we draw down. Um, at the same time, uh, understanding that, uh, within a operations, uh, there will be a clear return on investment analysis that we are conducting actually at HP, um, to ensure, but I don't have that right now in terms of what exactly on the budget we should see. Um right now as it is there's nothing uh it's just going to be us um re uh like the staffing right the strategic staffing models if there is an increase that is something we will definitely place on uh on that return investment before we adopt the next that's a great question >> um is there anything that you need to speed up progress on

113Do you have tools? >> That is a great question. We do. We feel like we have the talent here. We have the focus here. Um, from the board, what I would really need is we're going to make some, you know, some shifts. Um, there are going to be a few staffing choices that we've decided where we know there are certain campuses that that need a little bit more support. And so, um, there might we're going to have some more incentives for teachers who are proficient one or higher to to go to campuses that that need a little bit more support. um so that we can lift up once again that entire system. Um and we should see some more accelerated growth when we start to put our our you know most teachers and our most

114proficient teachers at at the campuses in front of kids who need the most. So, I'm going to need some help from the trustees, not only if I do need an increase in the budget for that line item. Um, but then also the messaging to community members, parents, um, uh, because, you know, the realities are that, you know, that means that sometimes a teacher may not be on that campus anymore. And it' be nice to not only for me to be able to explain it that way, but for also our trustees to explain why we made that decision. two questions that I think questioning professional. >> That's a great question. So as we are adopting the new curriculum um a lot of the curriculum is actually customizable so that it is following students as they are

115um going through the year and highlighting um for them and for their teachers uh where those gaps are where those skill gaps are need to be addressed. So now it's about spending our PLC's and equipping our our administration at the campus level to help our teachers and support our teachers during those PLC's uh to reinforce some of those practices, right? To to ensure that they're having really important and critical discussions around which skills specifically need to be addressed. Not only that, but sixth, seventh, and eighth grade, we found out actually that um they were not um in PLC's. Uh it was rare that they would be able to plan together. Um it was rare that they were all speaking the same language. Um and in math where everything is scaffolded, right? Uh you definitely need

116to be able to have that consistent language to build on top of one another. Um one year of of of a loss in math um can can break down the entire thing for for students, the entire learning um and and math is exclusively that way. So, uh, yeah, that's why it's so important for us to look at the gaps and then be able to support our teachers in identifying those, like I said, in a weekly, bi-weekly, tri-weekly, um, however much time they can get with their, um, their colleagues, their sixth week. >> Yeah. >> Which strategy? >> Yeah. I think our most effective strategy was the um consistent level of rigor from the high quality instructional materials. Um before we adopted them um and even when I got into the classroom teaching when I was

117a teacher 30 years ago, many moons ago um I you know it was just up to I was a first year, second year, third grade, third year teacher um having to make all my lessons right and try to be as effective as I can with the experience that I had. Um and now with these materials um there's a certain level of rigor that comes with that in preparation. Um and we did see that that consistent level of rigor is where we really saw some of the major gains. At least we have attributed that as the reason why especially with our emerging bilingual students um saw the the biggest benefit there because not only is the rigor increased but all the language is the same. And so when you're using that same language, fourth, fifth, sixth,

118seventh, eighth grade, our immersion bilingual students were able to internalize those concepts quicker um at an accelerated pace. But then also once again like that helped our students with IEPs and that definitely helped uh the rest of our students as well grasp those concepts. Um the ones that did not work uh once again is when in going around different campuses, our teaching and learning department found um that that there were some inconsistencies with the with the implementation of the materials and and teachers not feeling adequately supported um in delivering those uh those materials to their students. So once again uh definitely saw some really big highlights which is why we know this stuff is working normally. We're not off track. We are progressing. We're seeing growth every year. Right now, it's just about tweaking, honing

119in, and making some shifts there so we can make sure that we see the acceleration. >> So, I think we are moving in the right direction. And it sounds like from how the board didn't do anything. I just >> and good job guys. >> We were strategic about it. All right. So, let's do a quick debrief before we move on to the next one. So, the first question for you all is what did you notice presentation from us? Okay. I noticed the the confidence that administration had and the evidence of the work that was like the amount of work that went into reaching goal but being able to see it and hear it. And how did did anybody else have that experience? Super confident that he was able to explain well what they are doing.

120So I think I don't know really that's okay too like that's okay. We don't expect to have all the answers and so but I do feel like you know we weren't feeling I felt like I was trying to think beyond just that how did you do it what did you do like and having that kind of think about how what did you do but how do we get there? Where are we going? What do we need to do? >> It's very old. >> You don't feel like you know how you got here after this. >> Yeah. >> How how they got here? >> There's no it's we >> Oh, you mean this? >> Yeah. Like after hearing that, it's fine if the answer is no. But like after that explanation of these three slides, do

121you have do you have a grasp of why why this looks the way it looks? >> Yes. Yes. Yes. >> Do you feel do you feel confident that your superintendent has an understanding of how you got there and what needs to be addressed? >> Yes. >> Okay. I think this process help us to deal with greats that we truly can help their Lord. I feel like it also equips us in the community if somebody says like what's going on in CFP or what are you guys working towards like I'm able to say I'm working on student achievement and if somebody has a followup question I'm not obviously going to go into all these details but I have words I can say now because of the depth of information that provided I don't that >> and

122I'll just I'll lift up real quick. Trusty Barnes, I really appreciate that you said it's okay to not have the information, right? And that is going to happen from time to time. And the reason that he had all the information is because you were asking highle questions that would have occurred during an analysis and not like stuff that is so granular that your superintendent or your you know your whoever is presenting that they're like well that's not that's probably a level a couple below me in terms of like where where I'm operating. So I appreciate that and that's also I think the question you have. Um, so I I think this is interesting because I think if we get into a process where here's what we're presenting to the board, then our leadership team can

123also break it down. I think it's a positive way to deliver even though we didn't meet our goal. >> And I think that that's what we need to do for our teachers and our administrators is that here's where we are and why we're there. I think this right here is key for us all because here's what we've been doing. We've, you know, we've had instructional rounds and meetings and we've analyzed data. I mean, for our lens, I think we can take this model and break it down as to what we're doing in our areas so that when we get to this point, we're all talking the same language. And I think it just it's not an attack. I I sometimes feel um you know many not of course not in this district but in other

124districts when you watch board meetings and people are like we got to get there and and you don't realize what you're saying but now we're really targeting our questions to okay somebody asked the finance question is that you Mar >> Trusty Hutfield um >> I really like you call that >> trusty Hfield um I think It's targeting specifics whether it's strategic, technical, or tactical. I think it's not just tell us, right? And I think if we do that in in our meetings as well, we're not just putting up stuff going, well, we're there to support you. We're really making everybody comfortable. >> Kind of like when we do, you mentioned that. >> Yeah. Kind of the same thing. High levels and grow. And the I love that you said that because the the goal and

125and I know y'all brought this up many times and I love that you're always thinking about the community is two things. Number one, this should tell a story of what happened, right? Like there were gaps. We found the gaps and there we know like where they are and why that is so significant especially as related to math and therefore we implemented high quality instructional materials which is standardized like the rigor but also um help us align our PD and support to getting like getting our teachers right and that that should be a story like I am not an educator I'm a mere mortal um and I watch plenty of monitoring sessions like I honestly don't I'm like I don't understand this, right? And so if I'm feeling that way, I know that trustees who are

126not educational experts are feeling that way and I know anybody watching at home is feeling that way, right? And that makes it like that that's the first thing I want to do is disengage. Well, and I think that as I as our team, we think we need to provide more slides to provide more clarity that you know and the slides go on forever and the presentations go on forever, but really I think we all need to stay to the concept where what is the story telling us and going back to what we said were going to be our goals. So my other question of under I notice. So superintendent Joey is doing the presentation. So um and you have interpretation. So what does that look like when this is given? Is the superintendent doing all

127of these or is that something we decide on our goals like on the presentations? The best practice is to have the superintendent introduce kind of this slide and give a broad overview like demonstrating your understanding and that could be like a summary. You don't have to go one. >> Well, I mean I started that. I mean I always introduce the item kind of tell a little brief synopsis of it >> and then it would go to >> I mean Chris Julian gives a shout out to the camps that you'll follow this >> like we follow this format right >> I guess if you budget >> then yeah so if it's a finance question let's say Chris is up here presenting something on school improvement and you asked the question, well, what more money do we

128support? He's not going to sit there and say, well, we need this software and this >> I mean, we would love to have all that, Chris, but if it's a question that maybe Chris can't answer. But I that's why they're here too because I want us all to be on the same page that you know we're all of our time is limited and we're running and going. So I mean from my perspective you're the you're the educational expert and your team and we're not. So you introduce it and then you feel like somebody else is best to present the rest of it. >> But then let's say you ask a question. It's not a problem if the CFO buzzes in. Okay. whatever you need. I think >> and it it was funny because Joey brought

129this up to me today is like these are conversations y'all are already having, right? This isn't like, oh, and look at the like this is your your everyday. You're just synthesizing this into the the actual strategic story of, you know, what happened and what did we learn and what like what are we going to do? And so it is that process that makes this so powerful. I mean, we've spent literally spent hours where I was just drilling in with every single question. I thought that you guys might ask today. Like, we did hours and hours and hours. >> People from our team who are educational experts. You guys like, man, he knows a lot about, you know, math. I don't. It's just because I we spent hours talking. >> Would you like a brownie, Joey?

130>> I mean, come on. It's hard. And that's why we have our team and we delegate, but we still know what's happening. I mean, I I think that that's so important. But I'm very processoriented and I I don't want to get the system wrong because I think this is a great system. I think that I can understand and appreciate that. I think the most important part is the outcome and the outcome is to have a strategy conversation with the experts of CFB between awards so you all have a good understanding and anybody listening is like they know what happened whether you know great progressing or need some help and then we know what we're going to do better or differently as a result and I think one of the one of right is like that

131should implementing high quality instructional materials is challenging. It's a massive systemic change and there's you put one thing into place and it moves all this other stuff and so to have your board along and I love that you all ask like what is the financial impact? What is the staffing impact? What might that be in the future? Like that is important to understand like I pulled this lever so what does that do to everything else and also it's not all going to work yesterday and so to be able to say like we are seeing some progress but since this is mass mass massive systemic change like we can anticipate steady growth but it's still going to take some time and like that I hope is very reassuring right to y'all as performance managers to know

132okay now I now I know what I'm looking for and I know why it's not to go faster, but that's not how large systems work, especially. >> Yeah. And I think that going back to, you know, not just right, but this um I can tell you Kim, she'll call me in the middle of the day and tell me somebody those are those are called emails, but um but we do talk about it and we it's a concern, but then it's what do we provide because as you as you're training new administrators and Well, a lot of our team is Zoom. We do because when I look at this, I see the word students and just about everything and that's our main focus. I mean, it's students this and students this. And I don't think there's

133a conversation that any of the people in the audience don't have about our students and the question of, you know, what which staff have been trained to admit. I mean, which staff needs more support. I think that's another layer of and that's why I want them here just so that they understand and can hear the word because I think it will streamline this is our focus and it's not just storytelling of different things we decide to put on. >> Well, I would think going through all this that as a presenter it would make it easier to present knowing that the board's all on the same page and they're going to come to us with strategic questions. They're not coming with got you questions because the way we have the system set up. We have a

134call with you before the meeting. We can ask those technical tactical questions, but then that gives them time to move that into the presentation. So then we're all just about strategic. >> And just want to remind everyone too that like those like that is great and those questions are not bad. They often times add context, right? So I asked a ton of them and in today when we were practicing in terms of like well you know prioritize coherence like what were we doing before or what is coherence like I may I don't know you know I do know better um right so like doing asking those types of questions would are foundational to being able to ask that next level question. So, I love that you're thinking about efficiency of and helping your team prepare.

135And also, I I don't want y'all to be like scared of those questions. There's a lot of times we can't we absolutely cannot build context without them. >> All right, you ready for another round? >> Okay, >> another round. >> All right, everybody. Are y'all switching? >> No. >> You're the superintendent the entire night. >> I'm superendent. >> You are now chief operations officer. >> I think the >> All right, here we go. I cannot wait to see how you're going to fix this. >> Uh good evening, board of trustees, President Hatfield. Uh it is uh great to be here tonight. Um we are going to we are going to be uh uh monitoring our goal three which is the percentage of graduates meeting CCMR standards uh based on accountability will increase from 56% in

1362023 to 70% in June 2028. Our goal progress measure that we are monitoring today specifically is around the uh CCMR indicator TSI readiness by assessment. Uh this is not college prep. This is only by assessment um in math and remember it doesn't still be counted both um uh especially according to the school progress measure. So we want that to increase from 38% in spring 2023 to 50% by spring 2027. Um as you can see we are off trend. Um TSI readiness among 11th grade students uh increased slightly as you can see between 23 and 24. But then uh we took a 2%age dip uh which brings us right back to baseline in 2023. Um so as a result uh you know the district is is currently set uh below the annual uh GPM target um

137and and below the trajectory needed to reach that 50% readiness um by spring 2027. Um so this indicates that you know we the need for some focused adjustments. Um some bright spots for us, our our near ready students um were uh targeted and they they were received some supports um that you know got them where they needed to be a lot faster. They were uh ready at at a better and faster rate. Um increasing 41% to 52%. Um El readiness is improving. That is very very stable. Um it is more stable than math. um and that that is helping prevent larger declines. Um overall our participation in readiness supports students who consistently participated in supplemental TSI aligned supports uh were more likely to maintain um or improve readiness. So that is something that we did

138see that was working and something that we are um really hoping to be able to do better, do more of them, scale out more throughout the district. um our areas for growth. It's math math readiness decline and that is what is dragging that number uh further and further down. Um and it's a good thing that we we spotted this now so that we can take care of this. Uh students not in advanced courses, we did notice that those students who are not in advanced math pathways um and not in advanced courses in high school um are are seeing the largest declines in readiness um contributing to that overall job. And then our students with IEPs uh TSI rating this first student IP low and it showed little um year-over-year improvement. I believe it was a

139little less than 1%. So here's what we did um from our prior monitoring um period. We expanded access to CSI align coursework and readiness support. We did expand it um not across the scale that we would like to see. Um we went a little slow with it but that is that we didn't change that we made. We identified near ready students um using PSAT and interim data to prioritize the preparization the preparation and then we embedded TSI related skills um into the existing instructional um and that was only in the uh 10th grade and 11th grade when we did that. Uh so what happened is you know the gains among the year ready students uh were just not large enough. That is where we saw the most growth. Um but but it couldn't offset the

140stagnation and declines for our other students. Um our math readiness declined in 2025 uh contributing to the overall drop in his math once again in his math. Um El is is doing very very well. students outside advanced coursework and students with IEPs showed limited progress widening goals of readiness gaps. So now we know to focus on that sub population because they are also below their own targets. I also wanted to clarify that our students IEPs are getting um accountability uh uh for um completing their plans. that is something that we are getting you know accountability points for um but they are not um meeting TSI requirements those two things are very different because I know we talked about um IPS um and accountability overall readiness return to baseline levels we're right back where we started

141um we're not lower which is good um but we are back where we started so indicating the shift so here are the shifts that we need to make um we're shifting TSI readiness efforts earlier in high school uh to address the foundational gaps before 11th grade. Um so we are going to take uh the identification process back to 8th grade. Um we're actually going to have students take TSI between 8th grade and 9th grade year um to identify that earlier. Get more students 30% of them met before their freshman year. Uh we now have 70% of students that we can go and focus on. do the same thing on a yearly basis until it's about 10, 15, 20% of students that are in the 11th grade that we need to provide some more targeted supports

142for. Um, we're going to prioritize math readiness. Once again, ER readiness is doing well. I'm not saying we're going to ignore it because the goal is to maintain and continue to grow our ER um TSI. Uh, and right now the the supports and the interventions are working in ER. Um, that is why we are prioritizing. I just want to not forgetting about ER. It's just that the strategies are working well. Um so we need to make a shift in that readiness. Um we're expanding differentiated readiness strategies for students not enrolled in advanced coursework. Once again we identified that students who are not in advance coursework are seeing the least amount of progress. And so um identifying those differentiated readiness strategies for them um knowing that that makes up about 55% of our students um uh

143taking TSI 11th grade. uh it seems to be a really big bucket of students for us to to be able to target. Um we're going to strengthen our progress monitoring. So um once again, as I noted earlier, uh we want to make sure that as we looking at the data mid year that we're able to make some really strong adjustments for our students in targeting those math skills or we know that there are gaps, especially if we're looking back from 8th grade and if they're taking the TSI between 8th and 9th, that we're able to spot exactly where those gaps are in those skills. Um and once again reinforcing that type of uh identification process and strategy decision-m um in our PLC's having our coaches reinforce those same exact practices in the classroom. So that

144is our report. Once again we're off track. Um it is not where we want to be. Um however we feel really confident. We've done an analysis in the back of the house. Our team is uh motivated. uh none of us like this uh but we are motivated to make this better. We have a clear path forward and we are making shifts um to ensure that uh that this data does not look like this will be monitor again um in the next monitoring period. So trusty that you would take forward now and open any questions you have. Well, thank you very much and I appreciate the recognition that we're on track but very >> I do I think it's a fantastic ideation PSI to kids noting Yeah, that's a great question. We can go back as

145early as third grade when they first take a STAR exam and see a correlation clearly between students who are men in 11th grade TSI math and the ones who met in third grade. Um and it's only about a 5% actually difference between those uh those grade numbers those assessments been trained >> the TSI >> uh the TSI assessment which one more time questions and >> to deliver the >> it's and It it it varies campus to campus but it is mostly either an administrator AP and or question um brightiness as reading it >> um specifically in which one sorry >> the first one and the and bright spots. >> Okay. So for for the near ready is that is for both you and M. That is correct. And then also for the uh third bright

146spot as well. That is for both of the um subjects. are going back. >> Yeah. >> Are we going to figure out where they need to go back to what's that process? >> That's great. Um, are you referring to just to give some clarity the students in 11th grade that were that were review what happens to them next year? >> Yeah. Uh the idea is that by 12th grade, right, we do have some intervention supports there for our students to make sure that we can get as close as possible um to getting our students met in TSI a um an assessment. And if not, um understanding that we do have the option at least our for our college prep. Um and and for for math, uh going back to um our college prep strategy, um

147we are going to have them start taking in eighth grade instead. Um, and this is not test prep. It is it is embedded almost like a curriculum. It should be embedded. Um, that goes all the way up until senior year. And so the goal is that they do this prep and so by the time they're in eighth grade, uh, sorry, the end of eighth grade, they will take the TSI. It change, it does not change for our 12th grade. Once we start to use the same prep for them, they're going to get into 12th grade. they have a little little bit less time obviously, but the goal is for them to retake TSI again um to see where they're at. Then what we don't want to happen is have our students go into college and

148so yeah, that's what we're trying to avoid. Just a reminder, this is not accountability. We're doing very low on accountability. Um it is just this specific we >> Yeah. Um we have and that's a great question. Uh some of the things that we saw and we saw reported in the teaching department like I said has been doing an insane job um gathering this data is that teacher still not only getting used to the new curriculum but also um how to deliver it and differentiate it to our different students. And so um with student diabetes um they they uh tend to need some more supports. Um not only that but uh in delivering them you need a little bit more uh support for teachers to deliver that right um because it is you need to make

149those accommodations you need to make modifications um and teaching practices need to ramp up. Um, you need to also what we need to do as an administration is and and and our and our principles is support our teachers in how to get be the capacity during their lessons and and get them the skill set the practices to take our students with IEPs and put them in small groups during every lesson. Um, because right now at the moment teachers are reporting that they are feeling like they've got a lot of things to do, a lot of priorities competing. um and and that they're not able to actually have a structured lesson where they can take some time away 15 20 minutes to address these gaps I addressing the board will consider that support. >> Thank you

150very much. I appreciate that great. Any other questions from the board? >> I have one more question. Um, you talked about how it's really the math side that's creating the off track. >> So, of the budgeted strategies when it comes to the ER, >> it's a great question. Um, for the ELR growth, we actually did uh have a line item that you all of trustes for approving this uh last year for some higher impact tutoring that increase in about a $500,000 increase in the budget. As you guys know, 80% of our budget is personnel. And so, um, being able to approve that, knowing that we had to actually take away from some other unenrolled programs to find that money was a big deal. I know a lot of parents reached out to y'all and you

151know weren't too happy about the wood shop at their school being taken away but understanding these are our goals and this is where we want to go um that this is exactly what we you know what we want and it worked with you it really worked and so we get that we say we saw a 10%age point increase in just alone from that tutoring board meeting because we do have a literacy crisis not only uh in Texas but in this country and so understanding that knowing that um that that is a strategy that didn't work for us so thank you for that Yes. And I hope we get to approve that again next year when we when we increase it because we know >> what point do we see the correlation between GSA here. Is

152it actually make a difference? >> It's a great question. Um one thing that we have noticed is PSAT and interim data. What we've done with our local data, right? Because we do have local assessments that we give um is we try to align it as close as possible to our ACT, ACT, SAT happens to be just a little bit higher rigor than TSI. And TSI is already pretty high, right? Um and so we know that if we align it to the highest uh assessment that we at least were, you know, we're shooting for the moon, hoping they land somewhere in the stars. I think that's the phrase. Um and so uh to answer your question, we've done an analysis at our own district level systems to ensure that there's alignment there so that we know

153that if we see the interim data and the PSAT and we're not completely shocked at the end of the year when we see TSI and go wait a minute we project it to be at 60% and we're at right that is something we're not seeing and at least the data the trends um are not telling us that. So thank you for that question. Wow, whoever knows this stuff. >> Yeah, >> back there to be like this guy has no idea what he's talking about. >> You just start talking faster when you're not sure. >> Yes, I learned. >> You did a great job. Remember data. This is all fictional. All the practices are fictional. Like I don't know if having this stuff is possible. I talk to people who do know stuff. >> You guys

154have a pretty straight face though because I was looking at him a lot. >> I think Chad was ready to jump up here. I appreciate that took a lot of preparation. >> All right. Um I know everybody's ready to go home, so we'll make this quick. But just some real quick between the the two monitoring sessions, what do you feel like went well? I thought that like having looked at it ahead of time made it easier for me to actually listen to what you were saying because there were a few notes that I had made that you actually like you said it in verbal presentation of it so I was able to understand more >> having read it so that I could actually focus on the presentation versus focusing on process anything else. Um, I

155will say that, you know, I think it's very transparent and even though when the first slide you see says off track, I think there's an explanation for it, but I also think it's it like we have a plan because I think a lot of things go off track sometimes, but we come back and we we get there, but we're reporting progress and the progress wasn't there, but that doesn't mean we won't get there. And I think Kim, Trustee Brady, your first question was so positive like it was like so you know I mean you were asking questions but it wasn't like what happened and so I felt like because we have an explanation when we do all these things and we're progress monitoring and maybe they don't work out at that designated board meeting but

156I think the way Joey explained, Superintendent Joey, sorry, um explained and really clarified and I think that's sometimes what we miss in meetings is that we put charts up and then you don't know is this a good thing or a bad thing. But I think having that we're on track but we're off track but we weren't off but we have to sometimes be on track to get our plan back together. And I I don't think it was a negative. I think it's just reporting and saying we got this as a team and I never felt if there was an emotion. That's right. That's that's exactly what I was looking for. So I think that's a a good process and a good systematic way. >> Yeah, you're creating the conditions for continuous improvement because I know

157that if I start this off by what did you guys do back there that is going to that is not creating the conditions for transparency or continuous improvement, safety, trust, all the things that you need to do to have difficult conversations. Okay. Where are some areas for them? you have to know like I guess my question would be if we are or aren't providing questions in advance making sure that the administration doesn't feel like our questions like we're just seeking to understand and gain clarity from our point it's not a we're the expert in this but we have this question because we know the answers like I'm in education I don't education and I'm not in. So, I think it's just like making sure that we all recognize What what felt comfortable or easier during

158the first I was I felt very confident that who knew whether we understood my I will say it's it's this experience is interesting because you did not you all pretty much I'm pretty sure you wrote this down um you get the exact percentage here but had pretty much all strategic questions there and even the ones that were not um felt like something that I could have prepared and talked about at some point with Tam or my team um either today or yesterday. She is my team. Um and so because of that like it didn't feel like a lot of notches. Um I also have the advantage of being able to make stuff up if I want to because you know none of it is real. Uh, so yeah, as you're asking them, but I didn't

159want to like say like not not a single time did y'all ask something where I had to say I can either say I'll get back to you, but I didn't have to say like, you know what, I need I might need to get a campus principal to answer that. Does that make sense? Like all the questions you asked were were really appropriate, high level. That's one of the kind of my own internal rule is like if a trustee asks a question and only a campus level person or anyone beneath the cabinet level can answer that then it is probably not a board and you guys all did a really good job at not asking themselves. >> That's a good way to >> I like how it right up front, you know, we're on track. We're

160off track. you know, it kind of gave all the information really just at the beginning. We all know there's no elephant in the room. There's no like we're all aware but that's and we're all working and so I like that. I I thought that made everything feel a little more >> I would totally agree with that. I could feel my emotional like okay by the time you were done giving your speech okay let's ask you the question it was like I wasn't waiting for the next what to expect one trying to ask. I know uh what felt uncomfortable and andor challenging in this. >> Well, like Kim said, I was like because it's a little uncomfortable. But I think really it's just sitting on your phone. any other I think if I hadn't had it

161even more uncomfortable. >> So like I like the idea that reference >> Yeah. diet like a thing on the diet like our little placements because it made it so that I also if I was thinking a question I looked down and I was like not appropriate. So like I had a reference point to tell myself wait you're thinking like education. So, this was a good reference like I think if I hadn't had this >> Yeah, I I liked because I heard y'all reference questions from this, which is great because those questions are transferable to whatever you're looking at, right? And so, I think that's I mean, again, this sounds so easy. Oh, this has a bunch of questions, right? Easier said than done. This is a muscle because the other thing that we're doing is

162building understanding. And so, the I want to first of all commend you all because you are I'm hearing from the board is that you're being incredibly mindful of your experts time which is really important because they when they are not preparing readings of paper for people they are doing high leverage activities to move outcomes burdens right so that is always a consideration of like what is this question incentivizing my administration to do and would I rather them scrap that down with all the pencils are or would I rather them be doing something for our kids right So I that I can see and and not just tonight. I think that's been a repeated theme. I do want to encourage y'all to like get or to push yourselves also to get comfortable with understanding the like

163the story of what happened because I I mean I asked my question, but it really was even like is there a correlation? You're showing me you showed me map data that was not incredibly positive, right? Um at the beginning of this but like that that we are working on and now I'm seeing a similar trend with TSI. So this is we are seeing this as a systemwide um like area of focus and so we can talk about that too. So just whatever you need right without getting like in the weeds but to make sense for yourselves of understanding why that thing is happening. It's going to help you understand like then why these strategies and and what you're expecting in terms of um when they're you know we're going to start seeing results. It's also

164going to build your understanding for the next time. And also all this stuff is interconnected. And so just you know give yourself give yourself some room to be respectful over time. Not not sure what to expect. >> I appreciate you saying that because this week there was a lot of instructional walks and as we saw great things flow, we also started connecting pieces of things that probably needed to be pieced together just exactly what was like this report. And I think that gives us more to share with you all at a higher level. Because you know, if we had to say something was off track, I guarantee you we could tell you why. Because when we start because we do elementary, middle, and high school, and you start seeing the patterns and the trends, but

165it takes time for us all to get back in the room, go, we probably need to look at systemwide. >> And that's what came out for me during the walks we did this week. >> Yeah. And I think earlier too, um, kind of slip this in, but it was like we surveyed our teachers about like the quality of professional development or how they're feeling and X Y and Z, right? Like you have you all did such a phenomenal job with your guard rails. So like that's going to start coming in too. You mentioned TIA, right? Like you will start to hear some of the things that you put in place. Like Dr. A did her analysis of student experience and saw that middle school is the lowest. you know, student experience is like fundamental to

166higher like higher levels of learning. And so, you're going to start to see the interaction too, not only between like your goals and the great infrastructure and systems that are being put in place and how that all the goals, but also how the guardrails that you put in place are complimentary. So, >> all right. Anything else? >> Okay. Well, great job. >> Thank you guys. At our next one, we're going to do a live CF version. Um, so I think it's just good to say while y'all are all here, we hope that you also see from us that we're learning and growing and understanding because we know the great things for kids. So, don't be and we just want to we want to support the grow and continue and