001I call this board of trustees work study meeting of the Carolton Farmers Branch ISD board of trustees to order at 6:02 p.m. on December 11, 2025. For the record, board members present are Kim Brady, Iliana Garza, Roas, Marjorie Barnes, Carolyn Benvdas, Paul Gilmore, Randy Shackman, and myself, Cassandra Hatfield. We constitute a quorum and make a business on behalf of the district. Our second agenda item is audience for guest. Anyone who wish to speak need to have completed a form and at the time of 1:00 p.m. at the deadline, there was no one wishing to speak. So, we'll move on to item 3A, which is our team of eight board training. And so, um, tonight we are going to continue our work on goals and guardrails. And I know Dr. Alers has been diligently at work
002on the guardrail progress measures. Um, and so we have our friends from commit here today to help guide us through that work. And so Tamara and Joey, we'll turn it over to you. >> Amazing. Good evening, everybody. >> Good evening. >> Thank you so much for inviting us back. This is one of our favorite places to be. Um, we are going to before Dr. Eldridge presents the fabulous work she has done on the guardrail progress measures. We're just going to help set up a little bit about kind of what you should be looking for and questions to ask and those types of things so everybody feels really effective and supported in this conversation. And before we do that, we're going to do a connection activity which hopefully you've come to either totally enjoy or dread
003a little bit. So, what we have here is actually a framework for expressing gratitude, which I know is going to sound a little weird, but we hope that once you try it out, um, it might be something you end up really liking. And so, in a minute, I'm going to ask you to turn to your shoulder partner and you will deliver gratitude to them in this framework and then they will deliver gratitude to you. And so, I will model how this works. So what you're going to do is you're going to say when you and you will do you will name a very specific behavior. So for instance I would say when y'all invited me to have the chance to support this board I felt so so lucky and grateful and that satisfied my need
004for uh inspiration for hope for gratitude and so many different things. So, thank you guys. Questions on the framework? Okay. We really encourage you to be really specific with a behavior that your partner has done for you. Does that make sense? All right. Turn to your partner, give them a gratitude, and then have your partner give you a gratitude back. And if you have a trio, you get a gratitude trio. I didn't hear that part of the >> talked to you with me before I ran for school the first time a lot to me and it helped me put together that I felt to it. >> I know. >> Everything's fine. >> You curl my hand. So when everything came for her at Black Friday, so I could do it. So I really appreciate I've
005been watching for six months and then when you are point on on target but you know it makes me feel like I don't know it just brings It brings joy to me. It makes me feel like the only way. >> But also, it's always it's always it's never >> All right. Did everyone get their gratitude? >> Yes. Thumbs up. >> Cool. What was it like delivering gratitude in that way? >> Wonderful. >> In what way? >> I think it just helped you get down to a personal level and say something nice about the persons next to you, >> how they impact your life. >> Love that. Love that. Love that. Anybody else? >> You can tell me. That's weird. I never want to do that again. I think it helps you understand maybe something you
006didn't know that meant something to somebody else >> to help encourage that to happen more even. >> Yeah, that that's my favorite part about this framework is number one like when somebody says, "Hey, that that was great." What was great, right? Because I I would like to know exactly what it was that I did. And then getting the opportunity to know how that made somebody else feels really fulfilling to me. So, we're gonna move on in a second, but I know that Joey wanted to deliver some gratitude to the board. >> I really did. >> And Dr. E as well. >> Uh, when you all gave me a hug, smiled at me, or shook my hand today, I felt appreciated. Um, and that met my need for connection. >> All right. So, today, this is
007probably not coming as a surprise. We are going to review the guardrail progress measures and always as always we're going to continue together to build a culture of shared ownership and accountability. All right. So quick question. Why do school systems exist? >> For kids. For what? For kids. To do what? For kids. To >> educate. >> To educate. In what way? Poorly? Mediocratily? To >> the best of our ability. to the best of your ability. Anybody else? >> To help them find their passions. >> Love that. Yeah. To help them find their passions. >> Margar's got changed over the last four times we met. >> No. >> This is actually just to gauge how much you trust us. >> Notes in the second. >> Yeah. The day that the day that you stop being suspicious
008that we're trying to trick you, that that Jodo and I will know that we finally earned your trust. Schools exist for one reason and one reason only, right? Which is to improve student outcomes. And what we also know is student outcomes don't change until adult behaviors change. Which adults are we talking about? >> I'm sorry, President. >> Administrators. >> Us. Absolutely. And so what we want to just introduce this conversation today is with this quote in mind and would love if you all would read this to yourself and tell you what what comes up for you after reading this sometimes we have to make hard choices. Y >> no matter what the noise may be >> to better our district and that has to be done. >> I think going through this training may cause
009some discomfort just because we're not used to it. >> Um >> because it's honesty, >> continuous effort and we're trying to do new things to make change. >> Love that. >> But we don't always know what that outcome is going to look like if it's not something that we've been doing and so that's what can make it really hard is you know we're but also doing the same thing over and over again which is going to help. So >> yeah, >> it requires some trust, right? Because I'm going to put a bunch of effort into this. Yeah, I'm not sure where this is going to go or if it's going to get me the outcome that I want, but I'm willing to try something new in service of our our goals, which in this case
010in this room is our kids. Anybody else? I guess the like practice new behaviors. I think there's beginning to be a culture of accountability around new behaviors even between the board of like you know I know we've batted around the idea of like three by 3x3 like don't call Wendy and let's you have three people three different locations three different times. Um because she probably didn't need to know about the one thing that was >> that was the one thing not nine things or I guess that would be 27 things. Um, and so just like that, some of that discomfort also comes in talking to each other and saying like, "Hey, remember we said that we weren't going to call her every single time we see one thing." Um, so looking for those themes and
011like holding each other accountable to that. >> Yeah, I love that you brought that up for all of the reasons including the what you just talked about was yes, instituting a new behavior, right? But it also required you to give something up. And I think a lot of times when we talk about making change, it's not just do a bunch of new stuff. It is letting go of things that are comfortable that maybe we think make us effective or contributing to goals. And that a lot of times for me is the harder part of making change. And so we want to commend everybody in this in this room, right? because you have done a lot of work on the technical side to put systems and structures in place to be effective to hold each other
012accountable, right? And set everybody up for success. I will say the technical part is the easy part. The hardest part of being a leader is the adaptive part. That's when you have to live into the things that are going to make the technical framework work. And a big part of that is giving up stuff. And we bring that up tonight because guardrail progress measures are one of the hardest things for boards to work through because we all have our own ideas of what maybe honors that guardrail. The strategies, the things that like we hold really really dear and we hold those dear because we think they're going to have a huge impact on the district and for our kids. And so Joey and I want to acknowledge that, right, that like this is a difficult
013conversation because it will require everybody in this room to have the courage to say, is this my personal preference or is this thing honoring the community and am I supporting my superintendent, our CEO in adopting strategies that are going to help the district as a whole? And so this is how we Joey's going to take you through kind of the the different things that you're looking for and why those are important. But this is how we wanted to to frame this is you are going to look at again an articulation of the highest leverage strategies that Dr. Eldridge and her team have said if we honor this guardrail in this way this will contribute to improving student outcomes. It also means that you may not see something on there that you really want or is
014a priority for you. And I want to say two things about that. That doesn't mean that thing is not still happening, right? If like the thing that you think is really important to you or you've heard from a lot of community members that Dr. Eldridge is at every football game because that makes her v visible. Think you're still going to be at every football game, but that may not show up here, right? So, that's another thing we just want to underscore is like just because it doesn't make it up here does not mean those great things are still are not happening. Um, and I think that's it. Any questions or thoughts about that? Actually, before I move on, >> as long as it's the bingo hall that's also the bingo hall is really important. >>
015Trust me. All right, Jack. >> I know nothing about the bingle. >> Oh, you missed it. >> That's right. He was he was in another time zone for that. Go back and watch that. >> That I don't know anything about uh the only thing I quickly wanted to add with this is um if a particular strategy is not taking place, Tam is right. It's either not because it's not happening. Sometimes it's because maybe it's not happening, but that that's also not the way they want to meet the guardrail. Um there's this analogy of a stop sign. Um there are stop sign people and what that really implies is like I want a stop sign here really bad because it's dangerous. Cars are speeding in my neighborhood. I need a stop sign. They find out the
016underlying value that they want is keep safety, keep the kids safe in the neighborhood. That is that is the underlying value. They decide to put speed bumps instead and it actually takes care of the issue and does honor the value that this person had. But this person still really wants their stop sign. This sound like somebody maybe maybe me. I know I could be like that. >> That is a real life example. >> There's a real life example. So all I'm saying here is like uh it's not to not be a stop sign person cuz it's not that easy. But recognize moments where you're like I think I'm really holding on to something but I think the value here is actually being met. It just might not be the way that I want it, but
017it does fit the criteria. Does that make sense? >> Awesome. So, with that being said, here are some requirements, some of the non-negotiables um that you want to make sure you check off as you're looking at these progress measures um from your administration. The first one is, are there one to three per each guardrail? Okay, no more than three, no less than one. Are they specific and measurable with clear start and end points? Why do you think that's important? >> So you know if you have the goal >> good. It helps you measure and you know by when it's to expect it to be done. Absolutely. Um are they time bound with well sorry not that one. Uh can they be updated at least once per year? Why is that important? >> Good. Yes. Because
018these only unlike goal progress measures these only need to be monitored once per year. So, you need to make sure that at once per year you can actually get these updated or they are updatable for you guys. Are they predictive of um of successfully honoring the guardrail? That one's a big one. That one is yes, I believe it is, but there's going to be some evidence provided by Dr. Elder Jenner team in order for that to um I guess be convincing to y'all. Um are they influencable by superintendent? this would be 80% or more, right, that they can actually control the outcomes of that um specific guardrail progress measure. Cool. Awesome. You will see in some of these X and Y and that's because this is a baseline here. Or it could be because we've
019never measured this in this way before. So, we actually don't really know what the reasonable amount of growth for this should be >> yet. yet. Does that make sense? >> Mhm. >> Cool. All right, moving on. This one is solo. It's in your section here, section two. Yep. Um, and it does stand alone. It's a big one. Does the superintendent's interpretation clearly reflect the community's intent and values? That is the whole point of a goal progress, sorry, a guardrail progress measure. Right? You've set the guardrail. Now, your superintendent has gone in and interpreted that through these progress measures. So, does it satisfy this? Okay, that'll be up to y'all to decide as soon as you see them. And then if the answer is no, make sure to be able to articulate what part is missing
020or what does not honor the intent of the actual value. Is that clear? >> So, what it doesn't look like is ah I it doesn't honor it. I just don't know. I I just don't know. I can't really say why it just doesn't do it. That's not helpful, right? What is helpful is that does not honor the value specifically when we said this specific thing in the guardrail and I don't see that represented in the progress measures. That is much more helpful. Okay. Um so if the consensus once again if the majority of the board goes yes absolutely we agree this does not meet the actual need of the value or the intent that we set as a board then you can change the guardrail itself. >> Does that make sense? >> Dan would you
021like to add anything here? >> I would and that is like there is nothing wrong with doing that. In fact, that is great to get more clear because a lot of times what we see boards do is look at the interpretation and go, you know what, we said all staff and actually I think what we really meant was teachers, right? And so the more specificity you can provide to Dr. Eldridge, the better equipped she's going to be able to like tailor her strategies and sometimes we don't know we weren't specific enough until we look at it and go, okay, yeah, let's get a little bit more specific. >> Yeah. Yeah, a big kind of indicator of that is if you go like that's not what we meant >> and you all agree with that then
022it's probably like then say what you meant. >> But that is not like a >> the board window that that is often times to be expected. >> All right, moving on to section three. These are the evidence of high lever strategies. First one is has the administration provided evidence not did you like the evidence did they provide it? Okay. or any research linking towards um that guardrail progress measure uh being an actual impactful strategy. Um was clear rationale provided indicated indicating that these progress measures will positively impact the district's ability to achieve the student outcome goals. Once again, the relation to whether or not this is something that is in service of our goals as well. And then lastly, does this progress measure span the 5year length? Right? So 2025 to 2030. And if it's
023not, is it part of a multi-step strategy? Are we going to do this for a year because then we're going to we're laying the groundwork this year to then start measuring it in the next four years. Right? There should be a plan like that communicated if it does not meet a 5year span. Um if the answer is no to any or all of these, the superintendent can go back and provide evidence at a later date. It doesn't mean that she has to change them. It might just mean like, hey, I just like to see a little bit more as to why you're so confident that that would work or these numbers or how you got these. Does that make sense? >> Awesome. Resource alignment. This is a big one. Do we have the resources to
024execute this strategy effectively while still prioritizing resources for our goals? This is something that you want to consider, especially as you're looking at the goal progress measures. And if there's a flag for you to go like, wait, we I don't know if we've ever done that before or we've never done it that intentionally or at scale. I have a question about whether or not we can resource that effectively. Then ask that question. Right? This isn't going to be applicable for all of them, right? There's some of them you're like, "Oh yeah, we're already doing that. I don't think it's going to do much to our budget or um and that's fine. You don't have to ask this every time. But if there's a kind of flag that goes off for you, please make sure to
025ask that because your job eventually is to make sure that you adopt a budget, right, that is actually reflective of um being able to sufficiently uh fund, you know, these uh gargo progress measures effectively. >> All right, that's Are you guys ready? >> Yes. >> Any questions before we start >> that like Tam or me can clarify for you before we start. Yes, >> I do have one trusty. >> So, when we talk about like the goals and guardrails and things, so are we we're updating it every year, but we really wanted to span over five years. In other words, if we met that goal within the year, is there not an opportunity to write another one to make it to increase the value? >> That's a great problem to have. So, there's two things
026when you're talking about goals and guardrails, right? The guardrail itself doesn't have a specific measure to it, right? It's not smart. It's just the value. So that does not change. If Dr. Eldridge meets the the measurable goal or target for that guardrail progress measure, Dr. Eldidge gets to go back and go great like we did it. Like let's make it let's up the rigor or let's make it more challenging or let's make it more meaningful. The answer is yes. If you're exceeding that, you get the opportunity to go back there and retool that the board. Same thing, but not with the GPMs, the goal progress measures, but with the goals themselves. Look, if you get if you meet your third grade reading goal in two years, >> please do that. >> That's the greatest problem
027to have. You go back here in this room and you go, "Guys, we met a five-year goal in two years. We need to up that's an awesome problem that." So, yes, the answer is yes to both those. >> Okay, any other questions? >> I still I'm still stuck on the what she said basically like five year like this is for it could be more than one year, but it could just be one on the cargo bar. >> Could be. >> Okay. So do we just dump that or do we >> I think it'll make sense once I explain it. >> Yeah. >> So there's no it the the point of if it's a year or two year or three year or four year right no matter how long it is that there's a evidence or
028a justification provided as to why that time period and then what comes next for those rest of the years that the guard rail school needs to be honored. So for instance, because I I'm an example person, if for student experience, right, and let's pretend it's not CF, it's another district. And they were uh the superintendent was like, you know what, we don't have any data on that. We need to do a survey like that. That's going to be really high high leverage, but the district doesn't have a survey currently. That board could expect to to see a one-year progress measure that says we will design a survey, right? because that thing has to happen before the rest of the strategy can get executed. So you will see multi-step strategies and and that is a good
029thing as long as your question is like what is the what is the end result of that strategy. >> Does that does that answer what y'all are getting at? >> Maybe we need an example like a >> I think it should start and we start going to this side. >> Okay. Yeah, >> this example all just want to make sure at least that example made sense. Yeah, >> cuz sometimes you got to build it before you know if it flies, right? >> The goal is that the staff will be satisfied at 80%. And she sends out the survey that you just talked about and the SC staff is satisfied at 85%. >> Okay, now >> it's more of like the development of the thing, right? Hey, we're going to do this survey, but we haven't
030created the we don't have it customized for the thing that we're looking for. So, we're going to spend this year building that out, making sure that we can track one year of baseline. After this year, the next four years are going to be measuring this the the actual um you know uh results from the survey. I I know Brady is the the that that is an awesome question >> and the and the answer is like >> in response to the survey right is that will that be a goal every year like will is that a strategy that Dr. Eldridge says for five years that is a high lever strategy for our team to always make sure that the staff survey is over 85%. In which case you're not going to see Dr. Eldridge come up
031with the new progress measure because that will be a a an an like something that is important annually, not we met it this school year and then we're not going to worry about it the next one. That's what you're asking. Absolutely. >> Great question. >> You ready, Dr.? >> Yes. >> Showtime. >> What do you want on this screen? Anything? >> Um I get that you have >> I'll do this. >> Do you have it? >> No. No, I don't. I just didn't know what you wanted in the background. I have their folders and you need to have your highlighter ready because I think it makes sense to walk you through all of this. I want to thank you all. I am so grateful for both of you for all your guidance, your feedback. I
032got to be a student because this is all new. Just the questions you were asking were the questions I was asking because we don't want to make a mistake, but we also want to work on the right things. And so I think about going down the highway and when do we put a blinker on, when do we need to pivot and what in what year and did we accomplish that? And then if you relate it to sports, we always think about, okay, what do we need to win? Do we need a quarterback? Do we need more training? And so I think we're building a great playbook with a great team. And so um I think it'll make more sense your questions because I have the same ones. And then I started thinking this is multi-layered
033and you said it so well. It's high leverage with multi-step strategies. And you may only have the highest level, but there's work within that. So, we'll start with the first guardrail. And I should have given this to you so you could put it up. Um, and if you want to send it to them, >> we can put it up because I think it's always good to have two visuals. um this one um and you all wrote these so I focus interpreting your language and I want you to highlight the words evaluate the needs because that's what I focus on is we are evaluating the needs for our future and so that's what I really focused on thinking what do we need in our district to show that we are maximizing and um really evaluating ating
034our facilities and we if you if you if you really target evaluate for needs that's where you have to start. You can't go to planning for a bond before you evaluate what we already have. And so I've been researching this since last year and I'm so excited about it. Um, and I guess my question in guidance is we put a timeline on here, but that doesn't mean that we probably could meet the timeline before that happens, right? And so you put a target date because I don't want to tell you wrong, but I also know there's I work fast sometimes. I mean, a lot of the times. And so it also depends on who is assisting you in these projects that we could be done in 6 months sooner. No different than construction. So I
035wanted to make that clear because sometimes you think, "Oh my god, we're not going to do that till 27." But I want to tell you that building up to it, there's a lot of things you have to put in place before you get there. And so as we think about don't just focus on the date. Okay? That's what I'm trying to say. Okay? So I focused on evaluating the needs, interpreting what you all said to me and I have been working on putting together a whole comprehensive plan with our team. And so one of the things we did a lot of research and we came up with um some great districts called them and said how did you all evaluate the needs of your district? Because we have to do the research. We can't just
036hope we get it right. And so spent a lot of time doing that research and we came up with the facility index program. And with the facility index program that means we will use a um there's several different companies that we've narrowed it down to. And this is all through bond funds. Um to really do a comprehensive look at all of our facilities and give them a grade. So that we will have an entire handbook or manual that shows this school was built here. Here's here's the usage of our facilities, what is the the plumbing, the HVAC, um the condition of the building, the capacity, the enrollment, it will all be there in one big book. And so when we start talking about schools and when you think about multi-layered strategies, you think that's one
037step. Now, when we think about we come to you and say we need HVAC or we need technology, you can look in there and say, gosh, would do we really want to invest that in a school that's 50 years old. And those will be the conversations we have after we complete the comprehensive need facility assessment. It's very programmatic. It's not emotion. It's not me and Bobby Shaw going, "Well, we love this building. It's got a lot of tradition." Um, it's here's where what we're dealing with. Here's when the plumbing was installed. Here's um the grade of the facility. Does it have foundation problems? And so there's some examples that um you know I can share with you at another time, but it is a very comprehensive look at our facilities. And so that's why it's
038as as Tamara said, that's why it's multi-step because there are layers to it. But doing all that and we've done a lot of pre-work by that date we will have it complete. If not, you know, I always say we give a due date, but it could be it could be sooner, but it won't be later because that is a multi-step strategy that affects everything else because as we look at our facilities and whether they're aging or whether we want to be competitive or where this is what we want, then that leads to the next one, which is our long range plan. and and if we don't have our facility indexed, we can't create our long range range facility plan that says here's where we need to go when we start meeting with people to um
039talk about what we need to do next with you know a lot of times if you know when I got here you guys said pass the wand well I didn't have time to look at anything and so I'm just out there oh we're going to win but now we've got to really knowing what our index is knowing what our what we want as a district and and what our community tells us will lead to our plan to say here's what we need in our next funding funding time. So, we do it very strategic. And so, I focused on evaluating the needs and then our long-term plan. So, you guys can highlight those two. And is this question? >> We'll do it that way. But, >> okay. because I think we should do it and you
040know take a minute to decipher but then it's questions it's did it meet the criteria um you know any other clarification um what did this address your guard rail because you all wrote these and you know did you >> did I hear you say this paid through bond funds the study >> yes >> okay the facility index program. Yeah. Yes. And actually >> the previous one. The previous one. Okay. >> Um so actually Yeah. I mean it's earmarked. So actually Bobby Shaw, Chris and Corey are going to see a campus or to visit with some people in Waco because they've completed I think it's Waco but several districts. they're meeting to discuss, you know, what went well, what didn't, and what program they use because there's several of them, and we've kind of narrowed it
041down based on what we want and how we want to evaluate our needs as a as a district. There's lots of it's no different than any kind of uh instructional program. What do we want it to do based on our previous experience? >> I think these actually these progress measures made it exactly what we did. >> Yeah. >> Meets the guardrail to me. you've done exactly what we've asked you to do. >> I think when you look at the um can it be updated at least once a year? I think of that and I'm not sure if that's the intent of the question, but I think it of it as we can be provided an update once a year >> because it's not like you're going to start that work in November of 2027. That
042work's already started. >> It's already started. And so I think too as we you know as we develop the timeline of what campuses we're going to do and reporting measures of you know what they found I mean you all can as the facility committee that could be a presentation to the facility committee of here's where we are and here's where we're going but every campus will be evaluated in the same measure and you know when we talk about uh historical evidence we don't have any I look And you know, Kim and I have cleaned out file folders and we found things, but nothing was electronic. Some things are, some things aren't, but when somebody, you know, comes in or somebody leaves, we already have what we've started. And it creates a systematic way for us
043to be able to say, "Here's what that campus had. Here's what this campus had." And it's not we're not wasting our our community dollars adding onto a campus that we had no need to put new carpet. >> Yeah, we put carpet. We upgraded the plumbing when we when it's how many years old. So really taking a deep dive into our facilities. >> So I think it's Walford. Is that the group that did the study of our >> but that was the capacity study. They didn't do there that >> they took age of buildings and stuff like that. They do, but the facility index grades it on a different level. It is more indepth than what we were or what our demographer did. So you have these different programs. This is very computerized. >> I'm just
044thinking it gives us more than just one company. So >> correct. Yes. >> This is it. And so >> and the way it's laid out, I've looked at several of them and the way they're laid out, it it it is a continuation. So it's a picture of the school and then it'll say the year it was built, how many students are there now. the cost of what that building is costing us and then everything else plumbing technology >> for a portion of it. We do have some data. >> We do have some of that but not as probably in depth over the facility part of it >> the infrastructure piece is the >> building evidence for >> Yeah. Yeah. And you know it gives us another comparable measure for um you know whether you know
045also to compare it to what Rbert discovered you know because now we're we're if you think about the last board meeting and how much um Corey uh informed us of what you know the upgrades at campuses that's what we have to document as well. That's historical evidence in my opinion. Like we have to make sure that what we're doing is not just with Corey. It's in a system that if I leave or you guys decide to leave or something happens, we have that so we're not always then we can tell our community here you go. We did that in this year and we have it and it'll be you know uh Karen and I have already met about you know what is that going to look like on the website so that it's not just
046you know here's the manual like how do we keep it upgraded and picture evidence >> the do you envision it be because we have live projects that are um ongoing right now do you envision it being like a living document >> yes >> so it's something that you can consist consistently update and see analyze and that's great. >> Yeah. And then it's then we're talking all from the same level of documentation and you know it does get emotional. We know that but it's also what are the smartest decisions we can make based on what what what funding we have, how many students we have and what that building offers. It also make the messaging >> consistent >> to the community. >> Yeah. >> And then ultimately that takes us to the student outcome goals which
047will allow us to design or ensure we did or I guess I should ask how will >> Yes. >> Look, I knew she was going to hit how will having this comprehensive facility assessment allow us to support student outcome goals? Well, great question. Well, when you think about buildings, what do we want the programs to be? How does that support that? You know, location. Um, there's so many studies on um, well, I'll give you one example. The utilities, you know, we all wanted to know about the utilities. Well, if our buildings are aging out, they're not lead buildings. Our windows are how old. Those are some of the things that will be in this this uh facility index and we can say this building is costing us this much but it's also not providing light
048which helps students you know the environment is a total I mean it helps with student outcomes. There's studies on um students that go to a a school that looks like poverty based they they that's what they think that they're a part of. they're not they're not we're not in the we're not providing the latest and greatest um student experience for them. That's how I feel. I mean I I've read so many studies of you know when we put kids in a building and they're not able to even access the technology and then they don't have you know you think about our special ed rooms that we're upgrading the sensory rooms. Some of our campuses we don't even have a room to do it. We don't have the right wall. we don't have uh you know
049it would cost us more to do that than to say move that over here. So I always I always think it's focused on students. You know what? What? You know, if you look at the playground across the street, the the special ed teachers created their own playground indoors because the special ed teachers are right their classrooms right by the where the the crossing guard is. And so they go out and there's just a little there's not there's nothing out there for them. And so I brag on those teachers all the time because they've created their own indoor um playground. that's not helping our that every student deserves an opportunity to go outside and experience a better environment. >> So, >> additional questions about >> good job >> and as soon as we get the program
050that we'll bring that to you all of which one and why we picked it. So, there is updates. It's not just these are here and you know but I think it gives us a structure to focus on what we need to focus on and then our board meetings are focused on the updates or the end of the year understanding of what we actually did. >> Yeah. And maybe this is a question to you that can we include this in board meetings like an update of this is how we're coming to or is that not the place? >> So that's kind of where we're headed with the guard progress measures is So that the citizens can see that we're >> Yeah. So there's going to be a monitoring calendar. The monitoring calendar is not just for
051the goals, but it's also for the guardrails. And so once we adopt these, these will help guide like this is going to impact the budget because a facilities assessment is going to cost money. And so that's going to tie into the 26 27 budget. And then um so we're going to a be showing evidence of how we're spending our money to say but we said we wanted this because it was a guardrail and a guardrail progress measure. So, and then annual well Dr. Elders is developing a calendar and the board meetings will now have a specific at least one goal or guard rail that they're updating us on and it may be in board meetings, it may be in work studies. Um it depends on the measure because of the um specifically the student achievement
052ones may have to be in a work study because they need to be timely for administration. And we will also provide after uh the progress measure conversation, we'll give y'all kind of a an overview of what that monitoring process is going to look like. So you'll know exactly kind of what your role is in that, what the community is going to see and those types of things. >> Well, and to your point, Paul, it was kind of exciting because we have already, you know, we work on the agenda the day after the board meeting ends. And so we actually, you know, were in a meeting and Kim goes, "Oh, we got to add the uh the the update monitoring of prek." And so it's really going to drive our meetings more than just we're just
053having presentations. We're doing updates on what we're what we've really targeted to be the most important things that we need to do. >> So it's all married together. It's all interwoven. It's all like this is why we're doing this, why we're doing this, why we're doing this. I call that that full circle >> multi multi-step strategies. I love it. I mean, I think that it was so easy to not easy, but it was easier to align the board agenda to things and we're not just what do you want to see a presentation on? >> Yeah. >> So, it really and then it's easier to communicate. >> Well, trust said the magic word, which is alignment. >> Alignment. The the more all of your activities are aligned, right, the better. resource your highest level goals are
054going to are going to be and the and the outcomes should be um should be improving. >> Well, in the feedback from our last meeting because we were very succinct with what we were talking about with academics and construction and perform it it was so positive because one, you know, when staff doesn't have to stay till midnight, but we're also focused on the same things. Everybody felt good. I felt like the temperature was really good. So >> sure. >> Okay. So the next one um couple things um all students. So you can circle all. I think you need to circle that not highlighted. And um the key words are valued and supported. And what was interesting about this guardrail was you know trying to interpret um you know what value means. Does value is that
055social emotional value? Is it value of school? Is it value of um their friends, their teacher? So this is my interpretation. So, if you guys know something else, you're gonna have to help me because um I just this is so I we gave a survey to all of our students in our district a month ago. And so, which was so timely to help me gather what we were going to talk about. So, through that panorama survey, it asks a lot of questions. How they feel about their teacher, how they feel about school, how they feel about themselves, how they feel about learning. And so from that data which was every student took it this is what came out of that. Um so in your our middle school grades they did not feel I mean out
056of all the grades our grades six through eight it was the lowest percentile of their feeling of sense of belonging. And so with that I said I looked at the questions and the kids put that they understood what sense of belonging meant. Now, however, how do we show that you belong or that you have a sense of belonging? And so, I asked a few people and they were like, I have no idea. Um, so what is the evidence that shows that you all feel a sense of belonging amongst yourselves? We don't know. And so, my goal for that was that I'm going to create a task force to dive deep into that data and say, what do we need to ask? ask what do we need to collect and what do we need to implement
057so that when we give the survey next year you feel like you belong because if they're feeling a sense of belonging in middle school that's going to transfer to high school and so I can't just guess because I looked at the questions some of them are very open-ended but so were the other questions because they like they feel like they have good teacher relations they value school so what is the sense of belonging in sixth through 8th grade it was overwhelming for me. I you know high school the percent was double. >> Do you think there's an opportunity for growth in middle school as well? Like this is an academic also viewing it student outcome increase. >> So yes because if you don't feel a sense of belonging does that help your performance if you
058walked in this room and you said I don't know where to sit. Nobody cares about me. I don't belong. you're probably gonna have because our students, if you think about it, in sixth through eighth grade, haven't been in the world very long. So, do they know how to cure an their own anxiety when they're having, oh my gosh, I don't belong here. They can't perform because how many of you have been uncomfortable walking in a situation like I don't think Paul ever has that because, you know, he was dancing at the football game. But, but >> you know, think about your wife. she walks in with the book because she has a comfort >> of what she's going to do no matter what situation. But our kids don't know that. They >> they don't know.
059>> I think that's ironic that it's six through eight >> cuz that'll affect them for the rest of their lives. >> So by doing what you're saying, we really can feel like we're making a difference in their lives because if we figure out what value is to them, >> like me, if I walk in, you smile at me, I'm going to feel accepted. But that's 55 years of learning how people are. It's not a sixth through eighth grader. But what is a sixth through eighth grader? >> So we we have the SEAL programs. Are they not addressing the sense of belonging or are we not teaching it? Are we not using the same language? I don't know. >> But that's sports maybe is whatever connections to the things that drive them. >> You think about
060middle school. It's their first opportunity. Okay. I didn't make cheerleader. I didn't get I got knocked out of the play. It's their first >> times where they have to try out for things. >> What would a task force look like? When you say task force, like who? >> So, it's teachers, it's um probably administrators, um students. >> So, internal internal. >> Okay. >> Yeah. >> And would that be a task force coming from you? Would that be a task force for each school? It'll probably be representation, but there's always um you know, I have a meeting uh scheduled um with Kim who is going to bring Vicki in. And if you think about it, we're all they're all new. Vicki is new. She, you know, she doesn't know what the programs that we put into
061place, what they do. Not that they're good or bad, but did they address this issue? So, she'll be a big part of it. Probably counselors. >> You have kids on that. Yes, students. >> Oh yeah, students. And it will probably be define what is sense of belonging and then I anticipate that we ask the kids again >> because again the questions are pretty broad. So maybe they there is a sense of belonging. They just or they just think they're left out because I think that's also when social media is coming into play. So that oh my gosh they I didn't get invited, you know, because even though they can't have it in school, they still look at it at home. And so I don't know what the outcome will be, but I think it's worth
062studying >> because it doesn't make me feel good when that is a low percent >> because that affects everything. >> When you say you don't know what the outcome will be, you mean what the results >> I mean what the results. Yes. Thank you. the results of um what they really need to to you know I could >> well if it and if it's something that you can even that a district could even like solve or address or I mean we are talking about middle schoolers which I have a lot of and I >> you can you guys can start at home what would it mean what does it mean to you because they took the test >> it changes on the daily like you don't know tomorrow they could feel love and it changes
063I mean, but no, but I do think it's great to look at it and everything, but I also, you know, think it can be an evolving thing and it could, you know, a sense of belonging, especially taking a six to an eighth grader, a sense of belonging. I would imagine in grade six, it's a lot less than it is in grade eight. >> Actually, it was higher. >> Really? They felt more. That is interesting. I'm curious to know where this happens. >> It's probably because everything changes by the time they get to eighth grade. you're not the same. >> I think they're excited because they get to change classes. >> I don't know. You guys have middle schoolers, you know, do you see a ch a change? >> My kids felt more lost in seventh
064grade than anything else. So, I don't know if that was the lowest, but I think eighth grade is where they start >> realizing >> getting into they make room like they they find a place in the school too because there's so I think there might be more programming opportunities by the time you get to eighth grade >> and so they find their niche. Maybe. But that's what the task is going to find out. >> Here we ARE TRYING TO SOLVE IT. >> YOU'RE SOLVING IT. YOU'RE SOLVING IT. I was just pointing at you. Bring it back together. Like >> what are your thoughts? The first thing is that >> I hate to sound old, but unfortunately the reality is a lot of this was at the heart of what we were trying to implement in
065a church youth group years ago. And uh the book Caught in the Middle was invaluable >> at being able to go maybe that's got some things to say and I'm wondering if maybe it has some things to say to us >> today. >> Well, the anxious generation if you've read that it talks a lot about you know the anxiety. I mean I think we were reading it at the same time. >> We were. >> Yeah. And so, but I think it's important if you compare it to some of our academic performance >> in middle school, I'm sure. >> Yeah. >> Well, and the whole change from that nucleus and warmth of elementary school and then boom, middle school and their hormones, their growth, and sense of belonging. You know, what am I doing here? >>
066Yeah. and what is the definition and what can we do to improve that >> to help improve students in their achievement. >> Okay. Does 2.1 meet the guard rail? >> Absolutely. >> All right. 2.2. >> Okay. So the other one um which was extremely interesting in most of the grades and we have given this information to the principles that students did not feel like the engagement and that the the curriculum was the teaching was rigorous enough. And so I think that we set I know Paul's looking at me like what student would write that what student would say that but in sixth grade okay when we give them a Chromebook and that's all we do >> the level of engagement that is not engagement >> and so also the rigorous learning that they want higher
067expectations and more rigorous learning. um that was across most of the levels of grades. >> So what does it mean when it says analyze student voice data from at least 100% of campuses? Well, I think that's asking all the principles to get a group and say what are what what are what do our students want to see because that was evident that was a high percent of students in every at every campus at every single campus said they wanted more rigorous learning and they wanted more engagement. And so what does that mean? Does that mean you want more talking? you know, do you want to be heard? Do you want to have an experience? Do you want um do you want me to tell you this is you are learning eighth grade work, but you're
068only in sixth grade and we're going to get there. I mean, it's interesting. I've never seen that before. So, I find that, you know, with computers, everybody just assumes that that's engaging, but to some students, when are they building stuff? When are they learning? even with all the programs we have. >> So that was a little that was another one that was like we got to study that and we got to because do you not think if we raise the expectations our students will meet it because they're asking us to do it >> which increases our student achievement which is also giving us an A grade. >> What was the percentage of that that we're asking? Do you know that? Am I asking >> what do you mean >> like the percentage of students that
069were asking for that for the they didn't think it was rigorous enough that they wanted more engagement. >> Um, it was higher than 40%. Wow. >> Okay. >> So, hands-on learning >> and it was shocking to a lot of us because >> um >> we always think, you know, when you walk in a classroom and you see the computers out and you go, "Oh my gosh, they are like this smart class, but what are they doing?" And we, you know, it was interesting because we did instructional walks at Creek View and the teacher did not have and I think I told you this, Trusty Brady. Um because that teacher's been there. >> Oh god. >> She did not have they did not have their their Chromebooks out. They were doing it pencil paper their math
070problems and then they had to explain it back to her and she was and so but we think oh she's not using technology but there's kind of a twofold. So, it sounds like you have questions about engagement and rigorous learning in the connection to technology >> or is it that we're not setting them? >> I want just like what we're doing. Do we do that at our our campuses? Um >> when you say the district will collect and analyze, do you anticipate that the district is going to provide a framework for principles to use or >> principles? So, we will I'll get together with um we will Chris, Julian, Kim, and I we'll probably create a baseline of of a framework to help them. I mean, I'm I I vision it like a toolkit because
071if I have everybody creating something, we're not going to get what we want. So, we have to really say, we need you to do this at your campus with these kids. So, we find out what that means. Is it setting expectations? Because as we do instructional walks, you know, we've learned that our curriculum is high level and we've also implemented different strategies, you know, anchor chart, all these things. Is it filtering down or is it just that we want you to have those those posters are up? Great. You did that, but now did you explain it? Did you say, "Randy, we know you're quiet most of the time, but we really need you to speak up. We need you to engage so they start hearing the vocabulary. we need you to be engaged today. So
072sometimes if kids don't hear that word, they may say, I'm not engaged. But I do think a lot of our kids in secondary understand it and want more engagement, >> which is exciting, I think. So um and we'll create some baseline indicators so we can measure that like are we being uh more methodical with our curriculum of how rigorous it is because we're teaching this. Could we implement some other things to to make it a high >> and I'm sure most teachers are not going to shy away from oh I really get to teach more >> or harder stuff push the student >> well and it's also to me >> more interactive >> well and sometimes you know we give you a technology device but it can become a worksheet electronically and so what do
073we it's not saying the device is not right it's what can we do with the device like giving you the authority to create or do other things with it. you know, I just got technology to put Creative Cloud on mine and because I want to learn how to do more creative programming and so just giving opportunities to do other than just we're doing our assignment and we're hitting send >> and I don't know >> I would love to see the um the analyze an analyzation of kids grades GPA as it relates to this. Are these the kids that are making are failing >> that want engagement? >> That's good. >> Or are these the kids that are making A's that just that's what they do? >> The kids that said this >> said this or
074that react to this that want more engagement. Are they the kids that are failing because we have a lot of those too. Like so I I run like okay you want more rigor but we have a lot of we have a you know good nest of kids that aren't probably living up to their potential either. Sorry. You say yes. >> I just want to see that the data would like to see comparison. Could the progress measure be more specific about what students >> I would like to see if this if we somehow can >> I see what you're saying. So when we create what we want to see, we would say we could target kids that >> um maybe have high attendance rates, maybe don't make you know they're C students, >> right? So we
075could definitely each were the students that said that in a specific category because is that the category you need to target for that? >> Well, if you think about overall >> it's a pretty high percent. >> That's what I'm saying. But I will but this is a multi-step strategy that I will analyze with the layers but >> the categories the >> campus what I heard in that and I that's a really strong question trusty Brady because what I heard was what is the correlation between levels of engagement student outcomes >> does that really does it matter does it matter >> well according to research you know we have to address all types of learning so some kids that do it, they feel like they've learned it. Are you visual? Are you auditory? Do you need
076to experience it? And so I think that goes back to learning modalities. Are we addressing how kids all kids learn? >> Yeah. >> I mean, you're Scotty's going to learn no matter what. Right. >> Right. >> But some kids need more, which what is that and what is the correlation of it? >> Yeah. And >> some kids are just obedient and they're going to do what you tell them to do. But did we miss an opportunity? So I think about mock trial. Those kids are doing it, experiencing, they're engaged in it. That's not something they're learning by writing more law briefs and studying theory. They're doing it. They're going, they're experiencing it. So what is the correlation between different programs and how they perform? I don't I mean that will be good to answer. >>
077That's what I'm wondering. >> But my head my eye will go >> you know then you could talk about the whole grading thing but that's a whole different discussion. It's just >> but if it's our kids that are not performing and we get them there >> and it's our kids that >> that are disobedient and we take them to another level we are really increasing student achievement on all levels as the word says all. >> So I'll think about Additional questions on this one. I like we did say all students. Do we have the money for it? I mean I was like do we have the resources to >> I don't think ask analyzing and asking student voice is a cost. It's a time >> but I'm not I'm not asking to buy a program.
078I think it's maybe down the line it's if we need to do more training or we need to but again we don't know what the results are for now >> um >> but it's a priority I think our teachers are always our priority we always train them are we training them on the right things >> do we need to spend more time on engagement for their growing greatness program that we have always interesting >> but to um to Aliana's point, this is by May 2026. So, you'll be you'll have the results >> before we adopt the 2627 budget. So, there could be implications, >> but we'll see. >> We'll see. We'll see. >> Okay. >> Yeah. >> Do you guys have any feedback on how we're going through the processing before we keep going, >>
079Joey? >> Um, you know, my face. >> He's processing. >> She said it right now. >> Right now. Right now. No. Uh, you mentioned the May 26 and then August 26. Um, so just thinking about that there's how many years after that? Four more years. >> So I just haven't heard any questions about that >> like a long term. >> To me like these are what we were talking about before like this is the start to the next, >> right? This is the the baby step. based off of the information she comes back then we set another or she >> the guard doesn't change but the measure will change. >> So she would set another measure based off of what she collects with all this >> like we don't need that we need to do
080this or it was it could be that they didn't understand what the term was. I don't know but I do think there's always a correlation of something especially if you deep dive into it. So like in May of when you present >> this progress on this at that point you may come say come back and say so now that we collected and analyzed this data I would recommend replacing 2.2 with X. >> Yes. >> Is that kind of what you're >> That's what I was thinking. >> Um >> because this >> that would fall in the definition of a multi-step >> strategy. we've already we have to establish the findings and then we say oh my gosh we are going to hit all kids by doing >> and it may not cost anything maybe just
081switching how we train teachers or word choice that we use I don't know >> but I think it's worth looking into I think it's worth me looking over >> yes >> I think how you feel about my face >> I I I really appreciate the strategy conversation that y'all are having right now and I appreciate appreciate the effort that I hear all of you making to put your statements in the form of question. Keep doing great. >> There we go. >> I think you just process what I'm trying to get at >> it makes me feel >> and what I'm trying to get at is a lot of conversation about strategy which is great and that is ultimately Eldridge and her team's job our job as board is the result of those strategies. So always
082thinking about not like what the next strategy all the way down the line is going to look like but ultimately how do we know that all those things worked. >> I do like the thoughts of have you thought I thought that was you know I I love to think of what are we not thinking of what else do we need to think about that our students so correlations to me I think that's >> just another layer of thinking not telling you what to do. student outcomes to me. I mean, that's part of the student outcomes is the grades that they receive versus in GPA. And I'm just wondering >> and I think we have so many great phenomenal teachers. They want to do well and we just have to help support them um to get
083there. And you know, if you're sitting in a teacher training and you're going, "This has nothing to do," then we need to that's what we need to constantly multi-step to think about. Are we serving our teachers the best way to get the results that we want for our students? And then for us as a board, we have to hold each other accountable to when they come back in May or June, whatever this presentation is, to then say, okay, wait, this was one of our goal our progress measures. So now what? And we asked that question, so now what? And then we have to be willing to go and change things and know that it's not it's kind of a living document, right? >> Versus a we did this and then we checked that box and
084now we wait. It's we can it can grow. It can change over time. >> And that I love that you brought that up, President Hatfield, because that is what monitoring is. It is a strategy conversation on a monthly basis to ensure that we know what is working and that it is improving student outcomes even when we're talking about girls. >> But then I think the other thing that's so beneficial to this is that in your mind you have a timeline so you're not wondering. Okay, Dr. Alage, you said and we haven't got an update, but now they're all listed. Um, >> I think what I'm excited about is that a lot of this is coming based off of students and and their voice and you're taking these and and because I think we could sit
085around all of us adults could sit around and say, "Well, this is what's going to make students feel valued or supported and and I like that. I just I love that you're implementing their voice and what you've seen from what they're saying and are trying to delve into that and and move forward because they know we don't know. And I just really like that, >> you know, and and I think we we give these surveys check, but do we ever really analyze it and go back and say, "What can we do to help you feel better, feel valued, and supported? I think it's the same for our teachers. We have to support them to help them get our students there. So, um I think what was exciting to me is one of the highest ratings
086was that they feel safe at school. And I think that speaks volumes to our security department because when I visit campuses, they are so engaged with our students and they they feel safe and so that makes me feel good. And I think the more that we focus on safety and monitor it from our findings um you know and you know we talk about those. I want everyone I want to get a hundred. But sometimes that can be a mechanical error or a human error that just oh god I should have pulled that you know so I always want to hit 100 but you know realistically can we um we'll keep trying but I do feel and that was something the board put lots of money in is our security and I think we're seeing that
087even at the high schools they talk to the kids they feel you know they tell them what they do and they're always walking around and so I I think that's from the survey. I think that was a a powerful message that we've done the right thing helping our kids feel safe because that's part of uh learning if they don't feel safe or they think somebody's going to come in. I mean, I feel safe every time Jamal's by me. I'm talking about security. Um because he he talks to the kids and he also they also help each other with the training and and what can they do for kids to educate them. questions, >> comments, >> anything to put a bubble on too, any feedback, modifications. >> All right, >> get it all done by >>
088I'm going to get it all >> first of the year. >> Well, I think it's exciting. I think moving to this process um is hard. I'm not I I think what did you guys start off with that um I wrote it down. Um where is it? I wrote down that effective leadership is discomfort, honesty, and courage. I have felt so much discomfort in the last two weeks working on this. Um but that's effective leadership. I mean, you know, I finished this book called um The Comfortable Crisis, and it's how comfortable we have. We've gotten in our homes with our AC and everything's working, but this has been very uncomfortable for me because I am good up here, but having to put it on paper, it takes courage and honesty and working with great partners. And
089so, um, it hasn't been easy, but none of this process has, >> but I think about now looking, even though I look at it now, we're going to do something about it. We can't just go do all these things and, you know, I'm walking through the school and I'm not like, oh my gosh, like, are we, you know, I can I think about that progress measure once we figure out what it means to have sense of belonging, then that's something we can all check on. Do you feel like you belong today, Leona? I mean, just using the terminology and making sure that we see evidence, even if it's our own anecdotal evidence. So, that's I guess you have to be uncomfortable to get comfortable because this has been um a struggle. I even asked Tamara
090today if she needed a red pen because she was, you know, asking me questions. I was like, "Do you need because we're so ingrained from critiquing from our English teachers or whatever, but it wasn't like that. It was really a team effort." So, I just had to say this has been uncomfortable to get comfortable. So, this one, um, I focused on visible and actively engaged. Um, I love our community. I love our campuses. Um, it's been so great to get to know our leadership. I had two principles meeting with me today and it couldn't have been more comfortable. They walk in and it's not it's not uncomfortable. It's because of relationships. And so I think that's because you have to make an effort to see your people. Not just I I read a sentence, don't
091be the superintendent that just focuses on operations, meetings, and task, you know, make sure that you're actively engaged. And I think that's that's true. I always say that's where we find out where the work is happening. Check on the work. And so um with leadership and learning which is Kim Hulkcom's group um it's something that we have just started designing that we are doing instructional walks instead of just showing up with um now I do think there's positive intent when we just show up at a school but really being intentional about designing our campus walks to observe that what you all have invested in our high quality curriculum, our teacher training and our principles, are they doing what we want to happen for our um for our student achievement? And it's been great. So we
092take the entire department all the department leaders science, math, you know, reading, um, social studies, everybody goes and we we divide up and we have the same walkthrough form and we go in classrooms and we, you know, the teachers are excited. They, you know, there's a few that are nervous. We go in there and we just observe what they're doing. And then at the end we go into the library and we talk about glows and grows and talking about oh my gosh this teacher blah blah blah and the principal's in there taking notes so that they can be we're actively giving them learning experiences that they're um we're not just sitting in meetings talking about what good instruction looks like. We're actually implementing it at a different level and helping them see what we see.
093And I think that sometimes we we tell principles or we say we're going to go do 10 instructional walks, but we don't ever talk about what we saw. And so now we're really sitting down with every department. Is everybody teaching the way we feel like kids are learning? and could we, you know, if you think about multi-step strategy once we figure out the value, the belonging, and that can easily fold into what we can implement in our instructional walks as well. So, it's a great um um tool that we are going and I'm just looking up there going I didn't put like annually. >> Oh, that's what I was like, >> okay, that's why we're Yeah, we're growing. So yeah, >> putting here can I ask one question to prompt you because I have some
094insider. >> Okay. >> Can you can you also talk a little bit about how you uh how this has informed the like operations and strategies of central office. >> So this isn't just about teachers. This is about checking on I always say check on the work. So it it's formed into more than that. like if if I'm participating, I may go in a classroom, but I also may go in the office and ask how are things going and they don't mind telling me. And so from those visits, they wanted the secretaries wanted, you know, last year we did secretary training. They said, "Are we going to do that again?" We learned so much. So they will tell me what, you know, from each campus will tell me something. um our bus drivers. One of the
095thing like there's there was a bus out there and I got on and I realized I asked this bus driver. He goes, "Well, this isn't my route. Um we lost this driver because we lost them to another school district who does not who gives them a choice whether they can be paid 9 months or 12." So, it's also operational. It's not just instruction. I ask being visible. I go ask questions and they tell me, you know, that's why we've continued to enhance our team's uh coding. They need more training. I was at one campus and I said, I know you're here for instructional walks, but could you get us some training? We just have this notebook with all these tabs and on you. So there isn't just we're focused on instruction, but we're also I'm
096also focused on action steps and what else? situational awareness. Like we want great great student outcomes, but we also want a great place to work while we listen to you. So, thank you for prompting me. So, you guys can ask me any other questions. I know that probably needs to have some dates. So, >> fix that. Um, but this to me that one very much seems like it's all about this campus and and I know what you just said and I hear I heard that but I don't see that on there. >> So I can >> 31. So can we add some things or change the vocabulary? >> Well, so I guess for me I said three, you know, deliver three action steps in connections with the campus, but you want it more defined. >>
097Well, if it's going to be campus or you just talked about like administrative staff. So was that also like at the admin building? >> So I bring it back if they weren't there with me. Those are my Tuesday meetings that I say, "Okay, I was at these campuses and here's what I learned." And it may not be at these campuses. It may just be because I'm out visiting. >> So when you say deliver three action steps, is that delivered to your SLT team? Is that delivered to the campus? >> It's usually SLT so that we can fix it. But I see what you're saying. >> Trying to think about how if we were monitoring that. Okay. >> Because while like campus walks and the the work that's happening there is extremely value valuable >> but
098how will that be influencable by you so that we can also monitor? >> Got it. >> What are you hoping to monitor? Mhm. >> When you said when we came on it, what do you what do you what do you >> I guess I'm wondering like if if they were to present you know 3.1 what would we be seeing? What's the evidence that we would see that that is cultivating an exceptional learning community? >> So like >> it's not that I don't think >> what would be >> okay. So I did write it a different way two different ways. So tell me if you like this one better. I wrote the superintendent will measure and track campus needs and support for teachers, staff, and students by conducting per purposeful visits at all campuses each year.
099So, do you want more or it's not so focused just on leadership and learning? >> I don't I don't know. >> Okay. >> I What do you What do you I like that better. To me, that's much more clear about what you're doing. >> Okay. >> Or what's what we're supposed to be looking for. And then if I in in multistep if it's instructional it's this it's >> I think it's really powerful that you talked about that like cultivating this belief that we're an exceptional learning community. Yes instruction because that's critically important but if the people aren't feeling valued in the workplace or feeling like they have the tools to be able to accomplish goals and they're not retained like you talked about multiple things that are being tied to retention. So I think it's
100interesting that you're like in collaboration with leadership learning, but you're talking about you as the superintendent are going to do some other specific things besides just looking at >> it was very hard to write. This was very uncomfortable. So help you out there. Okay. >> Can you cl Oh, sorry. Go ahead. I just I'm stuck on the quantifying. Uh participate is very vague because this guy might have been known to show up for five minutes and that's participating. So maybe it's a will lead or how many are you going to do of that >> to have a good broad >> like how often? Yeah. >> Yeah. qualified. >> That's why I think the one you wrote over here is >> probably a little more clear. >> But the I think we hear the intent. >>
101It's just >> it was really >> it's hard because I think >> clarify what what y'all want quantify the exact thing >> because the measurement in this is all campuses will receive at least one visit. >> I don't see that in there. I see will participate in random campus walks doesn't define how many. >> Yeah. Okay. >> And that it's all >> and then deliver three action steps to who? >> So like and like is it for her team or campus team? >> I can work on that. >> The one that you just read does that include does does that use the words like class teacher. >> No, I just said uh measure and track >> because I >> because then I could define it by >> I do like that wording, the classroom automation,
102teacher engagement and campus and connections with I I like that you put all of that in there because I think that does track your guard rail. >> I think that really covers, you know, the CSB staff and all stakeholders and that really shows that that progress measure does link back to that guard rail. So, if you can combine the two, I need that. Great. >> What's the Sorry, can you can you say that one one more time? I I just put the superintendent will measure and track campus needs and support for teachers, staff, and students >> by conducting purposeful campus visits at all CFB campuses each school year. >> Well, that doesn't cover all three of those. That's great. >> Oh, gotcha. So then this one says specifically the measurable which is all canvases. Yeah.
103>> This one does not say all canvases. >> No. >> Therefore you want to see. >> But I could also add um I could combine them >> to make all of you and >> make all of us happy. >> Well because I do that but there's sometimes when I just go I may not participate. I may just stop by. That's a that so think back to three years ago when I just stopped by that's what came out of the attendance um the whole attendance plan so >> because that's what they were telling me right >> I think this also goes back to the guardrail itself because >> what you just said was really important is there's one thing of going for instructional walks that's a thing >> right >> that had could have an impact
104on student achievement but there's another thing of you are feeling like you just walking and asking questions helps you learn and hear things that then you're able to to grow like bring back to your team >> connections with campus staff. >> So I think that it's interesting like for us like we've got CFB staff and all stakeholders. >> Oh I don't know. >> So you see how hard it is because I'm trying to interpret >> and we put in here >> um exceptional learning. So if you combine learning, I took out measure and track campus because it was all about exceptional learning. And so even though I go to campuses to visit for other things, you all have an exceptional learning community. So I changed it. >> We didn't say it was true. We just
105said >> I knew this was going to be the one that was going to get us. >> I'm interpreting with no lifeline to >> right. say what did you say? So then that's why I switched it because after you let the paper sit you go but they said learning so that doesn't include all >> is we're going to give you another crack at this one. >> It is a good >> but can we give her but like put mention those two together is what we're looking >> but I'm just saying that is why I changed it because I went back and go oh but they said shared believe in leadership and learning we all have to share belief for an exceptional community. So I switch gears because it's exactly what you said. Yes, I go
106to campuses, you know, we'll stop by, talk to the office clerks or they, you know, anybody, but then sometimes I go with intent, but this said I focus on the learning, which I forgot to have you highlight if you'll highlight learning. Um, so that switched a different level. Also just thinking about this in a guardrail specific way like there are two very specific actions in that guardrail that you are asking your superintendent to do and it is to remain what? >> Visible >> and perfect. >> Now if we just break it down from those two words does that PM 3.1 meet visible and actively engaged? >> Cool. So then we're not disagreeing on whether or not the intent is right. You guys are like yes. >> You're more so talking about some of the more
107technical pieces understanding. You're saying how many campuses will be visited? Is that right? >> I think that's >> to to actually state all >> all >> or 100% or whatever communicates all campuses. And then what's the other thing? Just so that we're all clear. >> Yeah. >> What is the other thing? >> Uh quantifying. >> Quantifying what? >> The measures of intent. >> Like how many times you're going to visit? >> How many? >> I don't know. That's what Paul said. I wrote it down. Yeah, Paul. >> I was like, how many times should Okay. I I have a question for the board. When you guys said visible and actively engaged, what were you hoping that the outcome for student achievement was going to be? >> Mine was the first >> if she was visible
108and actively engaged >> because it was going to cultivate a um a positive feel on campus where they feel like they're valued >> because she's visiting and she cares about what they're saying and doing. So her visit, just her physically being present, not the action that she takes from the visit is the most important thing. >> I like the first one because it promotes student welcome. >> Well, that's what this says. You got to be visible and actively engaged. You don't have to do anything. You just got to be visible. >> I like actively engaged. That's the dueling. >> So they could be like, "Hi Kim, how are you?" Which is deliver but >> I don't think that that's wrong. >> Deliver the reaction steps. >> I'm like, "I can just write this myself." No,
109I'm asking like like what >> we want her to be actively engaged and but that's not only for that and that's the whole thing. We're putting so much into this one. >> Yeah, but that's why it's broken into three cuz it's internal. >> That's also true. We're also looking at one without the other two that might meet the needs of some of the other things that maybe are being >> like internal, external, and then back to internal. >> Ry's going to bring it all home right here. >> Yeah. Randy engage. Obviously, we like the idea of of all campuses and visibly inactive behavior. I see this as directly tied to student achievement and student performance because you're uh checking on I mean I don't I'm not trying to say that you're putting together a checklist
110that you're trying to follow every time you go to every campus but you're evaluating it partly it's the use of your team as you're working with it is curriculum being followed are there are things that we know we've been working on in an area perhaps with uh you know the sixth through 8th graders as opposed to the second through fourth graders you know so there are just things and I don't want to have to be uh dependent on my brain to try to say what those specifics are but they are deliverables that I'm looking for so that this is helping iness with student achievement. >> And I want to go back to Paul saying that the leading versus participating because I'm still engaged even if I'm not leading something. Um so I think we can
111get caught up in terminology. I and do I'm visible and engaged whether I'm the leader of it or not. I'm still going to >> participate or be a part of it. And part of that, and I consider that a multi-step strategy, letting somebody else be uncomfortable to lead or maybe they're comfortable. Um, but giving opportunities. So, sometimes you can't write all those words, but >> and I don't think there's anything wrong with this. I just don't I think what you'd read was >> I think I can marry the two and I I can look at that >> because honestly when you're trying to guess what people say >> I like this >> is the trusty braided the clarity that was provided in the one that Dr. Eldridge read what what were the phrases or words
112that felt like they were clarifying for you? I think we're all in agreement with with that the word all. Right. >> Can I ask us to take a break and put it on the screen because I'm a visual learner. >> Yes. >> And so even though she's read it like twice. I don't think I actually follow it. >> Oh, okay. >> So, can we take a time out because some people need to take a break anyways. Um the time is I can't tell. 7:32. All right, 7:39 and we're back in session round number three.1 and >> so what what we did was first of all is put Dr. Dr. Eldridge's initial language with the clarification that it is at all campuses annually for the first one and then option 3.1 that Dr. Eldridge read out
113is now typed at the bottom of that screen. So, President Hatfield and Trusty Brady, can you for the group kind of voice what your like what you want to see? I think with the addition of at all campuses annually helps >> specify and clarify what is happening. Um so I do think that helps a lot in that first one. Okay. >> For me >> I do like the word track um and measure also that from option 3.1 >> what >> but I can I mean now I think that's better 3.1 the first 3.1 is better now. And I appreciate you bringing up because here's a question I want to I want to ask you next is what why do you want things tracked and measured >> so that we can be clear um how that
114is affecting our outcomes for >> because what when we track and measure things what is the next is the next step after that >> to improve our goals and outcomes. >> Okay. to actionize, >> right? Yeah. So, I guess we can move moving forward. >> Absolutely. >> And then that's the ultimate goal. And I think now I'm I am certainly better with the first one with the addition of those lessons. >> And I love that y'all asked that question though, right? Because that that's what we're asking ourselves as like performance managers is to what end? Why do we want that thing until we get to we want it to help improve student outcomes? And so, Dr. I think that was that was your point, right? As it was explained to us is like I go
115on these walks so that I can find things that are actionable at either a campus level or that I can bring to the administration because it's a systemwide improvement that could impact the whole of CFB. >> And you can see that that's going to be uh that's going to be demonstrated by delivering three action steps because in order to deliver three action steps, she needs to do what first? >> What? >> Right. do the needs and do the track uh measure and track the campus needs to support right that's happening already if the outcome that you needs to produce is action steps for as a system for the entire system >> and I think with this term right here and connections because I may wander off and not go in a classroom because there's something
116else that I needed to Wow I I saw that I saw Randy doing that. I need to go check on that. And that's a connection that's not necessarily instructional. >> It could be office, cafeteria, security. >> Yeah. No, >> you know, so that's why I added that and I I really struggled with >> but I am so excited about this initiative, but I don't know how this is again. a first time interpreting. Uh again, it's a multi-step. >> And then the the other one other question I wanted to lift up that you that you asked and I want to make sure that everybody heard it was like >> um like what is this going to look like in monitoring, right? Because as we all know the role of the board is not to get like
117can I see all of the action steps, right? Like that's not what that's all the strategy stuff. So what Dr. E has has discussed with with us is your monitoring report is going to look and we're going to look at this as like here are the number of campus visits I like I currently conducted right here are some bright spots that I found when visiting our campuses so you will get some of that really highlevel information of like what kind of stuff are we hearing and then what did we do as a result and where are some areas for growth >> that's and that's exactly what we're looking for you >> yes and that's something that is already tracked and measured by me to improve our learning community >> not just teachers but for everybody
118like >> for our secretaries what do you guys want I mean it is for our office people that it's everybody um >> bus driver >> action steps >> well we see it I mean we know that you're you're >> but I just want to make sure that >> but I just think it's clearer now that if I were not in in this room and I was just reading that but I can understand what what what it is you're doing. >> That's more clear. >> I just have one more question. >> Okay. >> Got it. >> The deliver three action steps. >> Is it to who? Because I feel like you said that you were going to some of them are going to go to campus, some of them are going to go to central office.
119And is it three action steps per campus? Because that's really like that's really specific. like I'm going to find three things when I go on this list. >> Well, I think yeah, I can say I usually do. >> Okay. >> I just don't want to get in the weeds, but >> Well, and I don't want to get in the weeds of us, >> but yes, I can say three is a good number. >> It may be, oh, wow. So we need to work on work order implement you know just it could be operational it could be instructional it could be um >> hey that's awesome we need to do more of that >> right >> it could be security-minded you know um all we want is reaction steps >> but I guess her to her
120point just >> there's always okay so if I'll give you so if you walked in your house right now would there be three things that you would tell your kids or your husband to do. >> Yes. >> All the time. >> Why didn't you be tell it would it could be either phrase in a question or things they need to do. Think about how big a school is and how many people work there. >> And some of them are actionable. They could go on a list. They could I it could be a 911. Um it could be wow we need to do a video here. It could be a lot of things. >> Okay, but you know we're not getting those actions. Okay, >> you'll get them at a high level of like this is
121>> based on our campus visits this year. Here's some of the things that we did. It could be teaching people. It could be um >> lots of things. >> But there's so many celebrations that can come out of that. >> Correct. >> Oh, for sure. >> Yeah. >> Because there is some great things that >> others. Yes, there's some great to your point to that Caroline like this bright spot over here. Hey, I want these people to go see that. >> Yeah, we call it glows and grows. There's a lot of glows and then we take mental wow we it's our job to support and I think um Kim and Randy when we were at the blue ribbon dinner that was a prime example of the principal saying it takes a village and we feel
122supported because we see like we see it and we're going to help you get what you need and that couldn't happen if we weren't going to see or to discuss it with you. That's what we want to hear. That's that's great evidence that what we say we want to do is also an action happening in their blue ribbon and they felt valued. So, we kind of did multi. >> Okay. We feel better about 3.1. >> 3.2. >> And can I say one thing? I want to like to the people asking questions, right? I I know sometimes it's like, "Oh, I should let it go." This is awesome because the more clear and confident that that you are on this, the better equipped you are to not only ask questions, but to explain those types of
123things to the community or anybody that's talking to you as a leader to say, "Yeah, we we did ask those all of those questions." And I can explain to you the intent, what our thought process was, and how that's going to impact our kids. technical questions even about like to whom or like three per campus or three at the end of the year in total that not only does that clarify for y'all what to message to people but also even to Dr. Aldridge, she gets to clarify that for herself and go, I meant this. So, we're all clear. >> And I think I've made references to that's on the list that didn't come from sitting in our office that came from seeing. And sometimes we don't always give you a list >> because I think
124people are doing great things and it's our job to make sure that that gets done, not because they have our students. So, okay, the next one. Um this I think this one is super important too because um what I learned today from a principal is since we have started community relations and different things. She told me that one of our faith-based leadership groups gave her a check for $10,000. >> And so if you think about community partnerships, we started that. We felt, you know, they're very active and they're doing great things. Those are so important because that that money helps support what they need on their campus for student outcomes. And so I think while we're creating, you know, it does take time. So let's say we create this faith-based leadership group, you all, you
125didn't get to attend the meetings or see who was involved. They come to pray at our meetings, which is important, but now they have formed their own groups and they see the need like just all the things they want to do. So then we seek mentoring and internships, so forming community events, you know, um getting financial donations, but also getting them to check in with our students and be a part. And that only comes if you one uh attend an event, but also that could be bringing an event in here. So or bringing the people. So um that was the other thing I thought is it just attending community events or it's also creating because we are getting ready to create which is a multi-step strategy create our community ambassador program and we've written all
126that out. So those whether it may not be a specific community event it's activating the community to help with just those are just a few. So I think that you know numbers but I think 10 is easil you know I look at my calendar and um I'm going to connect with someone no matter where I go because I think people want to help kids and they want to help teachers which is how our teacher of the event came to run through the um education foundation because I believe people want to invest in us and in teachers. So, um I don't know if you you know what I I just want to make it clear that and if you want me to add we'll attend or you know like I think about next week I'm bringing
127in the mayors so the people are going to talk or the students are going to talk so that that could be a layer that leads to Dr. just have you thought, you know, my mom knows this person. So, all those things are multi-layered and I think it's it's so important in our communities to be a part of it and I I enjoy being a part of all of it. So, >> so technically it's an event once a month throughout the school year, active school year, August through May, >> I would say. Yeah, cuz like I have two events Saturday with uh um Valley Ranch Baptist and Hartland because they're doing things and um you know the Dallas Cowboys has a huge partnership and so they have events and you know I meet other people from
128that. So I think 10 is a good basic I mean definitely bringing you'll see the results of it. Um feedback questions. I would I would change we'll attend to >> we'll participate in because some of those events are >> okay >> bringing in here may not be going out to there some >> I had an issue with the number I just want to maximize your time >> yeah I think Randy brings up a good point that you do a really nice job of also bringing the community in to us rather than you having to go to the place I mean I'm sure it's actually you agree with us, but you do a really nice job of that. >> And I think the key thing too is to continue to grow. >> Dr. Do you approve
129that change? >> Oh, yeah. I struggled with it. Um >> like will you say we'll participate or we'll engage >> participate? >> Um >> I do I think you know >> I think you can delete the option. Okay. Heather, any other feedback on 3.2? >> No. >> Wendy, I think you did a great job. >> I mean, I love people. >> I do. Um, this has been I keep enhancing this and so this is some of you have attended. This is our team CFB and you know we try to have one every month but if I feel like the principles or the leaders which includes all administrators, department leaders and coordinators if they the feedback is can we not have a meeting in December? We have a lot of things. So we we're not going
130to have a meeting in December. So I think a is reasonable. Um but it's become I you know I always multi-step strategy. I love that. Um, I also want them to learn something that they can implement. So, last month we taught them how to do some AI videos because I want our leadership to learn, but I also want them to get our updates. So from month to month I have a slideshow so that what we discuss at the board meeting I put things that have happened over the month so that all of these people internally know what's happening in our district and I may pick somebody to like Leon did an update on student services and how their efforts have helped and he may have another thing but it's never more than one. Chris may
131give a facility update, an HR update, but then um we also uh celebrate. We have celebrations and that is just okay Paul what would you like to tell us? So some people tell us you know I became a grandparent or I you know they they tell us something personal and then the employee recognitions some of you have seen it >> they give the awards to themselves. So they pick the person and and then we celebrate and recognize our social media ambassadors. So, I think you guys may see some of that, but um to me, I keep uh elevating it, which is another layer to that that I've pulled out the principles and they've gotten to um experience CEOs from businesses that is one hour. So, lots of different things happen under this umbrella to continue
132to grow people. So, um, you know, if any of you ever want to attend, let me know because we have Kim can tell you the date. And we never keep them more. We we start at 10 and we try to be we we never go past 11:30 because I don't believe any meeting should last that long to teach them something, to keep them updated, to honor them, and to recognize them. It's very quick. And I think I came to one when we were doing legislative. We had Matthew Hall there >> and he was teaching like what we can and can't say about legislation and then we did our advocacy priorities. So, it's really a a good use of time. >> Yes, I think it is. >> Just to clarify because I heard this last time,
133but I noticed it's not in 3.2. Uh 10 community events annually. >> I was going to ask you to do that one and that one. Okay. Okay. >> Gotcha. I just want to make sure the last one should be annually too. >> Annually. And then you >> a district meetings in person >> annually. >> Yeah. >> To provide Okay, cool. Just wanted to make sure >> the the only thing I I heard you say was you also focus that time on growing people. So I wonder if you feel like that is important enough to put into the statement. Like is that >> Well, again, I go back to learning. So I've really tried to keep that theme. >> I'm teaching them >> to be a part of a learning community. So they take that back.
134But if we need to >> Well, I think it's right. It's just not in the like the growing piece. >> Is growing in the guardrail. >> Yes. So that's sufficient. >> I'm asking is I don't know if it's growing. It's learning and learning and growing. cultivating >> if that's a byproduct of what is happening is what I'm hearing is like you're grow obviously they're learning and they're growing and they're learning >> the word >> I took the word learning >> I think you did a great job >> but I may say yeah is learning growing >> yes >> we're good >> technical it's hard >> like we're like >> no I no it's >> it's good it's good you did a good job and I think you'll see a few meetings are awesome and I
135think I hear principles talk about them >> and what happened there and like you know deduct this award or whatever and then it pushes them and made it better. So >> well it is like the Academy Awards because nobody knows who's going to get the award because it comes from them. >> Yeah. >> And they read a statement and say you know this person has done this and it's it's collegial. It's great collegial professionalism that you're like wow. Um, >> okay. I was like, which one? Okay. Um, so what I heard from this one, if you want to get your highlighter out, is and what really resonated with me, um, was retention, retain high quality staff and, um, and improvement for student success because I believe as much as you all that when you have
136quality staff, you're going to improve for students. and for your organization. So, what's interesting is the word recruit because we're I always this may be a windy personal thing. I think that when you create a and you retain high quality staff, they recruit people of their caliber to come work with you. And so I don't want to I didn't really focus on recruiting because I don't know how to measure a job fair if I got one teacher. I really wanted to focus on making our teachers the best. And with that and retaining them comes from the TIA designations. And I really think is that is the way we are going that these teachers that are TIA designated which is a teacher incentive aotment and again you see the X because I don't know what I
137have to do some calculations but I I last year we had I wrote it down because I want to get it right. Last year we had 400 we went so in 23 24 we had 312 write this down we had 312 TIA teachers okay and then last year or so that was 2324 then 2425 we went up to 411 okay so we have >> 1,763 63 teachers So if you calculate how many of those are TIA designations, they get way more money. There's a a a scale of how much they receive. And so next to 312, I want you to write how much the allotment was that we this does not come out of our budget. Okay? So in 2324 that total TIA aotment that we gave out to the 312 teachers was $2.9 million.
138Okay. And then in 2425 next to 411 was $4 million. And so that we have teachers that if you looked at the so I've deep dive into this which I'm not ready to put a percent but if you look at the teachers that are TIA designated that means they are in one of these C categories recognized exemplary or mastery and they have to be um there's a whole process for that there's calibration there's they have to score a certain measure to reach these three statuses and each each category they get more money. So if you think about retention of those teachers that I had you write down we have a 91% retention rate. >> Wow. >> So if you talk about we want highquality staff and we want to retain them we can retain them.
139That is a huge measure 91% because we now they now have this designation where they are they are highquality teachers and they're making a high quality salary that does not impact our budget that comes from the state and I feel like that is where we're going and we need to do we put a lot of efforts into advertising this but we need to keep increasing that because as we look at our budget we want our teachers to feel valued and we want to retain them because if you take the retention of where the teachers are designated and what the student performance was at those campuses, a lot of them are our A campuses. So where you have more TIA designated high expertised highquality teachers, you have more achievement and they're not going to leave. And
140when there's a, you know, if you study employee retention, how much it costs every time an employee leaves, it's a lot. So, we want to retain our teachers and we're increasing them. I think that was what did we calculate? 30% >> a 35 >> 35% increase in that. And so I anyway I've got to figure out how much we can increase that every year so that we hope to get the highest number of designated TIA teachers in this area so we don't lose them because trying to train teachers is hard. So that is to me um we will continue to expand that program and to teach our administrators how we identify them, how we make sure that we create the entire pipeline to have I mean I would love 90% of our teachers all teachers
141to be under that TIA designation. >> So it's a a program that already exists. it exists. But it's so interesting because I think we as CFB, we are ahead of the curve in a lot of districts, but when I did the numbers from when it started, >> um it's in it's the numbers I gave you are incredible >> and they they they take a great pride in saying they're a TIA teacher. I think we had some of them come to one of the board meetings and how much money they were making. some of them don't want to be administrators because but so we need to retain high quality staff and I think we're going to explore um some other you know whatever TA is offering there's lots of new things that have come out but
142I want to focus on that and give you a percent so I don't have that today >> do we have like a time that we're going to get that percentage or like what happens after >> well I said I said annually so I want to calculate like what we've done and how many people >> give gave you a baseline. >> Okay? >> Because is 35% I don't I would love to say hey let's get 50% more but I don't want you to sit here and go but you failed. >> So do we need to change that? >> I'll say at least blank percentage points annually. >> So I'll calculate a percent like >> yeah I'll give you an average. You're asking by when can we expect that number to be filled in essentially how long
143>> the due date? Um >> um I don't know. Can I have a 30 days a month? >> I mean sure. >> Yeah. I mean you know that I'm not going to leave it blank because these are all but I get it. Yeah. >> Part of it will obviously depend on when they they get the qualification. So it typically is going to come through. Well, they're doing lots of calibrations and just taking an average of the time I've been here to give you an accurate target. >> Great. >> And then Okay. So, is everybody okay with that? >> Mhm. >> And I we can I can give you a lot of data. >> There's a lot of data. Yeah. >> Or information of what campuses how many campuses have how many teachers because multi-step strategy.
144I have a lot of ideas for that. Um, so this one, um, I've got a lot of to-dos, but this is important to me to build. What do our teachers and principles need? We talk about growing them. What does it look like to give them um, leadership development? What do they need to do to be recognized? Every, if I asked you, how do you feel valued if you're recognized? Some people say, "I need to learn more. I need a card. I need you to tell me all the time. I need you to send me an email." What does that look like to retain teachers to build their capacity that if they're not a part of this, what do I do to keep them >> in our in our principles? So, like um I'm taking a
145couple principles in leadership development to midwinter for two days because I want them to see what they could be. There's some great um sessions. What are you aspiring? So I ask him, you know, what do you aspire to be? But what does that look like for all? I want to really get that nailed down. What do teachers need to go to the next level? Because we we have aspiring administrators, but I think we can refine who did we advertise, how can we grow that? So you could have aspiring administrators, but we could also back that down to um teachers who want to become other things than just a principal. So anyway, I want to put together that that I'm working on that to keep again all resources to retain. I do not recruit. I really
146focused on retaining. So um what do you guys think about that? Like if you came to work in an organization, I learned this from a teacher at um Bush and she said, "I've been teaching five years now. But I don't want to be a principal. Well, I think we need to do better at building what they want to be in their learning, their development, and how we keep them because we are a business with HR curriculum operations. And so I think we can build something. I call it five years now. What? But I don't know. >> I've started working on it. I just haven't put it all together. Trademark. Trademark. But if you think about retaining people, I'm going to lose somebody because I didn't give I didn't >> give them the opportunity >> to
147go into or to expose them. Yeah. >> Okay, that makes a lot of sense. >> That makes sense. >> I love that. >> So, I'm going to build your capacity to do what you think you can do. >> Yeah. like the only thing isn't a principal >> and if I need to reward it but I just tried to think about everybody and >> and everything you did leadership recognition >> we said this >> high quality staff >> because you take it personal when you meet someone you know their their quality and then they leave >> it's a well >> I would say that that second goal could be kind of recruiting you maybe you're recruiting for you're still recruiting >> thank you Marjorie um >> yeah I mean I I think we got you. >>
148Yeah, we have a we have a young girl Kim in communications and you know she's she wants to grow and she came to our office today and we said we got you. We helped her understand and so it was it's that's what I take pride in helping our team grow and become more than what they thought they could be. >> Is the board clear on by when this is expected? >> Yes. So we're clear on what what is what is to be delivered to you guys >> a comprehensive plan. >> Good. So just the plan will be created. >> And then at that point >> well because my vision is that you all are ambassadors. >> So when you go and you go okay I met Miss so and so or Mr. and you go
149but we have these opportunities >> for you to grow. Because I went over to aspiring ministries. I knew most of them. But some of them say, "I don't want to be an administrator. Is this the only avenue?" >> But you could say, "Yeah, here's here's what you could do. You go help that. I got this problem." But um and then this one's kind of bold. >> I don't I don't want any >> I was like, I want to drop the mic. I want to make it like 2028, but I'll drop the mic in 2030. Well, if you target out learning and then you look at all the data, so all of it connects. TIA teachers, our two campuses that have that have very few interesting. So, we've got to get high quality teachers that we
150retain there to plan one, two. >> I was like, we got to go through that. >> But I don't want I don't want that. And so I'm pouring everything into getting because that means students are learning. >> It's nobody's fault. It's just we have to support them. >> I like that. >> I always like to see that again the correlation between your student survey and those two campuses. Do they feel valued? Do they feel safe? Do they feel Do they fail? >> Yeah. Because I can tell you, I've looked at data from when kids were in fifth grade and they went to a middle school that again that's another strategy. Do we do a good job of knowing what kids were getting? Do we so that you're already teaching here? >> There's lots of things.
151Anything on this? >> Wavery. You have done an exceptional job. >> Is this is Is this Did I do it? >> You did. >> Like I'm smelling that queso. You guys know that. I'm like >> I mean I think you like even the ones that we tweaked, we like tweaked them on the spot. Your tweaking is done, right? I think >> Well, I guess I had to read a lot about this because I it's it is a different way of thinking. But it's also putting in so high level thinking like really high level to come down. >> This is good. >> But it's also wanting to reassure you that we're we we all we all want this >> and we also want our people to stay because we have really good people. So are you
152next? >> Um are you is this Have we concluded the >> I have been uncomfortable to be comfortable guard progress measure. >> I will sleep well tonight. >> Understood the assignment. >> You did a good job. >> I couldn't do it without my team and >> Good job. Good job. >> Good teamwork. No, it's also my all the team, you know, that is in here. >> Collaborate. Good. >> Congratulations, y'all. That was incredible to listen to that. I mean, that was a whole strategy conversation that you kept bringing back to students, building infrastructure that is going to support students in excellence in CFBI. Like, that just gave me all the feels. And the only that I'd like to say is like now that you've gone through the process of goals, goal progress measures, having deep
153conversations about those that I unfortunately was not before. Uh and then your guard rails, right, that you guys all drafted together, right? And spent tons of time coming up with those intentionally. Then for this moment to have these now solidified both together. Do you think that if those are the things we focus on as a board as a superintendent here in CFPISD that that will truly define that we are winning here in CFPISD? You guys feel that? >> For sure. >> Cool. That's the feeling that you need to walk away with. >> Yeah. And that you're excited to bring this to your community and feel like they are going to be super excited about getting on on board and supporting these efforts. So, incredible job. All right, we're going to do this. Yay. Okay, so
154you've heard us. Joey's going to pass out some magnificent papers that he made just for y'all. He was stapling and everything. >> The man works. He's tireless. We have alluded a lot to this and and I really appreciate first of all people who have um again like gone back to this and also the the patience to be like, I've heard about this monitoring progress, but what is it? So, we're going to tell you and or we're going to show you actually. So, what y'all should be looking for. Actually, let me back up. We will also go back over this when you start monitoring progress next semester cuz I know that like hopefully everybody will sleep between now and then, right? Um, but this is this is just kind of a a little teaser for y'all
155to get excited for what's to come. Okay, so here is what you can expect from a high quality monitoring report. And what you're going to see in the next couple of slides is these are all related to goals and goal progress measures. It's the same concept for guardrails and guardrail progress measures. So a high quality monitoring report is going to is going to contain four things. Number one, you're going to know what you're measuring, right? I'm going to see the goal. I want to see the goal progress measure. Dr. Aldridge is going to give you the current status of where you are at, right? Which is also, and I appreciate that this was a conversation before, you will have annual targets for all of your goals and uh goals, goal progress measures and guard rails,
156right? So, you're not looking five years out, right? You're looking to say annually, are we are we meeting the benchmarks that we need to so that we are confident that we will meet our five-year goal. Dr. Dr. Aldridge will then give you her interpretation of CFB's performance, right? Are we on track to meet the goal? If so, why do I believe that? Are we progressing? If so, what are we looking at? Or are we off track? And then fourth, depending on what we found, right? What are next steps? Questions, comments on this? Okay, cool. All right. So, we are presenting tonight um a GPM status that is on track because we expect to see lots and lots and lots of green lights in this district. >> And so going back to one and two here,
157which is the status of the goal and what's being measured. Is this um can you see how that is articulated here or is there anything that you feel like is missing from this first slide? Cool. So you will Dr. Aldridge will be producing something like this for you every single month right where you are able to look at that and then the other thing that we've talked about right is that these reports should be understandable by anybody in your community whether they are a data scientist whether they are an educator whether like I don't know anything about public school other than like I had a public school education because we want everybody to feel included and be able to follow the the success of CFB. Any questions, thoughts, comments on this? >> Like that like
158it's >> from 2023 to 2027. >> I'm sorry, Trusty Birdy. Can you say that one more time? >> Cuz I like the green light. >> Anybody else love the traffic light? >> No, just I think we There's a traffic light template, right? >> Yeah, I'm pretty sure she >> Why don't you turn it this way? >> Oh, you prefer a vertical traffic. Listen, I I will have a traffic focus from anybody passion for life. Again, like the that's an accessibility thing, right? Is like no matter who I am or or what my level engagement is, I can immediately look at this and know where my district is, right? >> P quiz. What is the uh target for spring 25? >> 66%. What was the actual >> 66? >> Awesome. Are we on track? Off track?
159>> On track. Awesome. Summary of data. Why is that important to have an explanation there? >> Because it means where we're where we came from, where we're headed, how we got here. >> Why else might it be important for there to be something in the summary of data? >> Well, just the visualization, we're meeting our goals, >> all those reasons. But yes, ultimately constituents are looking at it. >> Absolutely. At the end of the day, just say the thing that the graph says. >> Yeah. >> Right. Cuz to assume that like they just understand what's going on is the wrong assumption. And ultimately, if you're like somebody like me, sometimes I like hearing the thing. Just tell me what the data is trying to say, right? That helps board members, it helps community members, it
160helps everyone watching the meeting. >> The only question I have to you though is maybe at the bottom of the box, would you define map? Because a lot of parents, I mean, just as being a former administer, if you're reading this, and I think about my husband who is not an educator, he would go, "Well, what does that mean?" >> So, you either define it at the bottom or you just say reading achievement because I always think, who is this targeted for? And if it's part of our community, reading map proficiency, I guarantee you somebody will say, "Is that reading maps?" Because they don't know it. And so I always feel like we talk in so many codes >> and I'm I'm wondering if that's ever come up. That's what my wonder is. >> I
161love that. And the way that we've seen this before is like yes, put it on the PowerPoint. I've heard people voice that over every single time there's an acronym. I've also heard people just put it in an index at the end, right? Where like people the community will always be able to find commonly used words during monitoring reports. >> And I don't see the issue with obviously you saying that you want to put that on this slide. >> Okay. Tam, I don't know if you have any. >> No, I I love that. And I think that the more clarity, right, the clarity is inclusiveness and accessibility. And so saying map is the tool that we we use to measure whether or not our kids are on track throughout the course of the year. Amazing. >>
162I think the more and more they hear it, >> then we're not just making up different assessments because they only they know STAR. So that's in there. But then we switched over here with math. without reading anything. We achievement has increased goals were met in spring of 24 and 25 without looking at everything. >> And then that makes me think I'm giving my phone another uh permission >> with the green light this way. >> Nice. >> Seriously. >> So we're all clear too on what what goal is being measured here? >> Yes. >> Cool. What GPM? >> Well, great. >> Second. >> Cool. Then I have no more questions for you guys. >> All right, pop have pop quiz test. >> Don't worry. >> Okay, so this is what we were alluding to before when
163we discussed the guardrails, right? Is superintendent insights because what this process requires Dr. E and her team to do is bring the analysis that they are doing behind the scenes to inform their decision- making out to you as the board and out to the community. Right? We know that anytime they are looking at data or different uh like yeah data period we can just stop there. It's the reason why data is important is because what action because it drives action. Absolutely. And so what you're going to get here is you are going to get Dr. Eldridge's highest level insights in terms of bright spots. Here are the things that are working and that we're really excited about. Right? And then you're also going to see areas of growth. We've looked at all the stuff. We're
164noticing that we need improvement on here. And then I'll stop there because the next part >> quiz you have quiz things. >> I do have a quiz. >> Okay. >> Um according to this do do you see any like uh either campus or student level data here? >> Yes. >> Where? Well, student group data. >> Student group but not student level. No. >> Why is that important? >> Groups are important. >> We're talking about grade level student grade level, >> right? And we're talking about this being the analysis of the data you just saw on the last slide. Right? The last slide is the kind of overall aggregate. This is pulling out specific pieces that Dr. Eldridge decided to pick out on purpose. Why do you think these were the things that she would pick
165out? >> They're a big hit. What do you call them? >> It's not the big hit. >> High leverage. >> But I really like like the closing gaps for EB kids explains that yes, it increase seven points in one year, but also means but that means it's reducing the gap with our noned students from 9 to 4%. So it's like it's like a here it is, but this is what it actually means. like why this is important. >> And also in terms of that first one, could it also kind of start up future goals? Like when you're looking at IS preK, the strongest game. So it can kind of I don't know steer towards >> I see what you mean. At the end of the day, what you're seeing eventually, right, might be like some
166strategies that are leading up to doing second grade really well. At the end of the day, if that's what you're getting out of monitoring second grade data, then that might what that's telling you is you're monitoring the right thing, especially if you continue to find good stuff under there. Does that make sense? >> Yeah. >> Cuz you might want to be like, "Oh, but like now we need to monitor prek. Why? You're getting all this because you're monitoring second grade, right?" And so, but that's a great question, too. But that does do what you're talking about. It's it's highlighting strategies and you're going Dr. D is going to go back there and be like, "All right, we need to do more of that probably, >> right?" cuz it's it's I mean it's showing the results
167that we want and then ultimately I can come back to my board eventually and say hey y'all so this is like a really high leverage thing that we're doing like and we're going to need to resource it by more cuz we need to do x y and z. So anyway, >> and the thing that I love that Trusty Barnes just modeled that I don't even think you know that you did it is this report should set y'all up to ask good questions, right? Like who has looked at a whole bunch of numbers and data and been like I don't I don't I don't test >> every day, right? That's not an effective strategy conversation if you all as performance managers are not equipped to look at this and ask good probing questions because we'll bring
168this back. I know that like what happens when Joey and I prepare something for our bosses. We are going we know they're going to ask this. We know they're going to ask that. But then we also look and assess everything and try and anticipate and we catch stuff all the time or say oh we haven't quite thought about that. And I think that was like that was a a strategy conversation even in your guardrail conversation, right? Where you where like you push the thinking >> and that is what great leaders do. Questions, comments, thoughts on that. >> Okay, >> real quick. Areas for growth. >> Are these bad? >> No. I figured that's what the next slide is going to show us. >> Amaz, right? It is just in relation to accessing our goal which
169is third grade reading and the GPM is second grade. This is what we need to address in order to get better. >> Right. Well, then I'm going to look at the kids with IPS and say, "Okay, what do we need to do better for this? How can we make that better?" >> Like the the one above it, like >> we're going to have tar positions open and then I fully anticipate if that's a zero point change, she's going try to figure out how the heck am I filling those positions. >> So, I'm sorry. Go ahead. >> Yeah, you go. I was okay. So on bright spots and areas for growth, do you feel confident that the superintendent just based on these this isn't a lot of information either. It's three and three. Do you feel
170confident the superintendent has done an analysis of the data? >> Yes. >> Cool. And I think to your point like I think that creates what you started out with was leadership's uncomfortable but it's also honest and we have to be that we're not I mean we would love that all to be no areas for growth but this is >> an organization like I >> continuous improvement >> absolutely >> and the one other thing that We want to point out because this is really important and Dr. A modeled this really well before when you said when I go on my learning walks and I see these certain things I think what do I need to do better? What do we need to do better to support our teachers, our central staff, our students, etc. Right? The
171the accountability for everything that happens in this district is in this room. And so this also creates it's not the teachers aren't doing this, the kids aren't learning. It is what do we need to do? What what the the adults in this room need to do to support the people doing the work, the kids in the classroom so that they can succeed better. All right. So the foreshadowing thing went on. This is the last slide. So this is like so what? So what? Now what? Right? What are the highest leverage strategies that we engaged in to move this goal progress measure? what happened as a result, right? Which is basically like is that thing working or not? And then what do we do we need to adjust something? An adjustment could be like yes, we're
172going to do way more of that because this is awesome. Or it is, hey, we looked at those those uh areas for growth and as a result, right, this is what we're going to do. >> I think it's great. I think it really helped everybody be on the same page and point exactly what we're doing and that we need to keep these as our talking points and our combined focus. This is it. >> That's how my mind thinks. I always think, oh my gosh, we need to Yeah. And this right like when y'all as performance managers are getting the high leverage like our experience with with coaching boards is all of the stuff it doesn't become as important of like well how did you do that or what were the 18 things we did because
173it's like what do we want to know if it's working or not? That's that's your role as a performance manager sitting in this seat because ultimately why do you want to know if the thing is working? >> Yes, that's right. >> That's the Super Bowl. I love I there was it was almost a complete trust fall like no. >> Yeah, we're getting there. >> Okay. I I also like the bold font because it makes it really easy to like pull the >> it's just the format's really nice >> and cast likes the format because it's also the spreadsheet format. So all you should start >> we should start a thing. Yeah. How how many slides is this total? >> Three. >> That's all we need. >> That's all you need. We always recommend no more
174than five. you have more than five, you're probably getting way too tactical and now it's less it's less concise, which means it's probably less uh informative. >> Correct. >> Because now you're just pulling everything out under the kitchen sink. >> Anything else? Any questions? >> Uhhuh. Let's talk about y'all's role in this, right? And that is you've got this on your your paper, so I'm sure I mean y'all have done this already. Um, but how do I really like be effective as a board member? And that is to live in the strategic your job because the the strategic questions drive an analysis. They drive further thought they drive further considerations. Now that is not to say that you will not have technical and tact and tactical questions. Technical is just how is that thing being
175measured, right? And tactical is understanding how something is done. And I'm sure if we like replayed the tape, y'all could look and go, "Oh, yeah, that was a technical or tactical question." The reason why those are important is because we need context of how things happened or how they're being measured so that we can get to the strategic, right? And so I don't want to create the impression that like these questions are bad and these questions should be in service of the strategic. And so y'all will know that you are effective and improving as a board when we can look back at your board meetings and go they spent an hour monitoring you know their goals and their guard rails and the board mostly lived in the strategic >> questions comments on that >> because
176some of the strategic isn't going to happen until we get some of the baseline and the monitoring as we go along. I mean that's not going to happen at the next board meeting necessarily sort of saying >> it'll start when you start monitoring >> from the goal side. >> But it's really explaining the why and the how. >> Mhm. >> And I would honestly I love that you mentioned that because there might be one more. I don't know when you guys are going to start monitoring. January. >> January. >> Cool. All right. So then it will happen next month but in this month you guys have another meeting this month. >> No. >> All right. Hypothetically speaking >> we only have a week left till break. I would I would strongly encourage whether it's monitoring
177or not, the more strategic your questioning can be, the better of a question it is from a board perspective. Anyway, um I don't mean to call out any other boards so I won't, but I will say asking about like what brand of buses are a part of this that is not strategic that is going to be technical or tactical. Once again, not saying that it's not a good or bad question. It's just not just not a high leverage question. So the more strategic your questions can be especially in the cont is a bad question. I mean I will never do that more diplomatic. >> We will hit a button every time a question that is way too tactical comes up. Um, but that's the honestly the uh I guess the advice that we would give
178is the more strategic you are even outside of monitoring student outcome goals and guardrails the the better your questions probably are as a board member and more appropriate they are as a board member. >> Absolutely. >> Okay. >> Do you want to do the quiz? >> Yeah, let's do a quiz. Now that you have the definitions in front of you, >> are you ready? >> How many students were surveyed? Is that a technical tactical or a strategic question? >> Technical. >> Why? because you're asking a question how something is measured. Oh, I just number of students. >> Tactical. >> How many students were surveyed? Technical, tactical, or strategic? >> I've heard two trustes say tactical. >> Technical. >> Uh Caroline, did you say technical? Tell me why. >> Because it's a number. It's a I
179mean, you're not pulling out just one. You're saying the whole >> Are you trying to understand how something is done or how something is measured? >> I would say measured >> Paul Trusty Gilmore Trusty Shackman. >> You tell me whatever measure how the surgery was done. So that's technical. >> Very good. It is a technical question and sometimes they do get a little com because you're thinking about am I actually talking about how something is done or is how something is measured. If we're looking at certain data and it's saying 90% of students love school or love their teachers the question is how many students were surveyed that is trying to understand how that was measured not necessarily how it was done. And the reason that's important, right, to build on like why technical or
180tactical are are critical to getting to strategic is we have watched boards who got very upset about survey data only to find out that it was like 1% of parents, right? Do we need to make a massive adjustment if 1% of the entire district reported unfavorably? >> No. No. >> Right. So that's I mean that's a that's a situation where that is such an important context builder because if if four people are mad versus 400 that's a very different conversation >> right >> but still helpful to understand in order to ask them better question. >> So if I have a question so if we were building a presentation to the board we could we could state the facts upfront so that they had a context right? >> Sure. like I surveyed um you know 400
181students and 60% of them like wouldn't you preface that? >> It's great context but to build that >> but remember we're the the the report is three p three slides long. >> Yeah. >> Right. So you're talking so you're going to the report in nature is a strategic report. So, it's probably not going to have all the technical interest that we that we did our due diligence to have >> and they might have to ask those questions ahead of time to make sure that they understand the context before they go on and ask the strategic question at a meeting. >> And that would be the expectation, right? Is that like when you get the board or the monitoring report in advance of the board meeting, you're really trying to get your technical and tactical questions
182to your administration. >> That would be in our board calls. I would say, "Okay guys, we did the survey. >> Here's all >> We only had one school not participate. They had a problem." But >> I could give them all that information when we go over everything, right? >> Yep. But and as long as everybody is receiving all all the same information that, as you know, is absolutely critical. >> Absolutely. Right. And we could talk about different processes processes for that. Um, including there are boards, and I do think this is helpful that ask their technical and tactical questions ahead of time. the administration answers that and then they actually post those questions with the agenda. That is helpful because I know that y'all want to demonstrate to your community that you are like doing
183your job, right? And it helps them follow along. So there there are some benefits too, but the the ultimate goal is to have this be the highest leverage meeting possible and that means you are having a conversation about strategy. Yeah, that's the goal is that every question that comes out at a board meeting is a strategic question because you've already asked your technical tactical ahead of time >> and this will be a this is harder than it sounds >> way harder. >> So this will be a process for all of us. >> How does staff PD align to the second grade assessment? >> Technical technical strategic. >> How does staff PD align to the second grade assessment? >> Strategic. Why? >> Because you're bringing well because it requires more information than just a a one
184word answer. But hopefully you're strategically trying to get to your goals by aligning the two things together. Why? There's your face again. >> No, I'm sorry. I didn't mean to make a face. I needed to fix my face is what I this whole entire meeting. Any other opinions? Technical, tactical, or strategic? How does staff PD align to the second grade assessment? >> Does this measure how something is done? How something is measured? >> Or is this to uh >> I heard a sweet whisper from what would you say? I think tell me why because she says here questions to understand that's how does so it's trying to understand how the second grade assessment aligns with the PD >> yeah so this one is one of those where it it's depends on the context of what
185you're monitoring right if this is specifically on a second grade uh uh uh monitoring report and one of the things that Dr. just listed out was like that PD needs to be stronger for Babala or that we have this kind of PD going on and the question is how does staff PD align to it that might be a strategic question in that context but in most other context Trusty Gilmore is absolutely correct that this is more of a tactical question because you're really trying to get at like a PD a specific uh input which is PD and trying to understand how that is done >> and I want to address because Trusty Brady I know exactly what you're what you're talking about I believe I'm going to say it tell me is what I'm hearing
186is it it takes strategic thinking on the p on the part of the administration to say is our stuff aligned yes and the way that like that I think about is this a strategic question is does this require Dr. Eldridge in this moment to go back and do an analysis right or did Dr. or Eldridge have to do an analysis? The answer probably in this context is is no, right? Because it would be it and and I like that you said too, it's like is it a one-word answer? It probably would be we looked at X, Y, and Z and it's aligned because Yeah. So, and it is I Joey said it's all contextual, right? And this is in a vacuum. So it will it will take reps and practice but the the one I
187always think about is if I ask this question is this going to require a deep analysis from the administration or will it will pretty quickly answer the question >> what is working in this oh sorry go ahead >> does that help clarify for people >> yes because I was going with the deep analysis and we're not making our goal so my question would be is the PB aligning to what we're trying to get to which is the second grade assessment which is what we're using as our tool to evalate how close we're getting to our goal. So, yeah, that's why I'm asking this is what we're doing to help the teachers align into that >> and you will actually know that because you will get this, >> Right. That's the only thing I was going
188to I don't want to make you complicated, but if there's nothing on here that has anything to do with PD, but you're pulling that out based on your own opinion, then it is absolutely more of a tactical question. Okay. All right. What is working in this area and what evidence do we have that it's happening? Tactical, strategic, or strategic. >> Tell me why. >> Again, more than a one word answer, >> which to me is like the difference between tactical and technical. Like that's usually um >> but we're looking at evidence. Like where's the evidence to support that we're moving towards the goal that we're trying to get to? >> Yeah. >> It's twice, right? It's like what's the evidence but also to prove what >> the evidence to do what? >> Right. What the
189role? Yeah. Why is the goal >> whatever it is we're trying to do? >> Correct. To see what's working, right? But why is it working in this area? Love that. Any disagreements. >> Awesome. Am I looking at data that represents students who tested in English or Spanish or both? Technical, technical or training? >> Tell me why. >> Say it again. comparison >> because it's comparison >> English or Spanish, >> right? Trying to understand if it's English or Spanish. Why is that in nature a technical question though? Trying to gain some clarity around um which student groups uh contributed to this. >> Say that again. >> Measurement >> because you're trying to better understand the measurement. >> I looked up. >> No, you that was not luck. All right. Technical question. Good job. How was growth
190measured? Strategical. >> How is growth measured? >> Technical, technical, or strategic. Trusty Barnes. >> Technical. Why? >> Because it's being measured, >> right? That was not a trick question. What grade does this graph include? >> Technical. >> Tell me why. >> Because you're asking for clarity on how it was measured. >> Awesome. And one of the ways that I really like it's a simple way to think about it is like, am I trying to better understand the data? If I'm trying to better understand the data itself, then I'm probably asking a a technical question. Um, can you explain how this approach supports students in achieving at least one indicator and contributes to our progress towards goal four? >> Technical. Tactical or strategic? >> Strategic. Everyone in agreement. >> Awesome. You guys pass that a strategic
191question. >> We are the GT group. >> Yeah, you guys are the GT group. Uh, what evidence do you have to support that it's those practices that are getting the results? Strategic, technical, or technical? >> Strategic, technical. >> I'm hearing technical. I heard strategic. Does anyone want to clarify that a little bit or prove their case? >> Again, with an explanation, that's probably more than back to the question. But again, you're asking for evidence. You're asking for the key components that actually made such and such happen. >> Yeah. Does this require a deeper analysis from the superintendent to be able to explain to you why >> uh these actually got the results? >> Yes. >> Yeah, that is a strategic question. Good job. >> How are we going to modify the requirements to administer the
192SAT to ensure that all schools provide the opportunity for any student to take the assessment? Strategic, tactical, or technical? Remember is this how something is measured, how something is done or deepened understanding of performance >> technical. >> I'm hearing technical from one trustee. >> I think Trusty Barnes whispered tactical support for >> it's how we're going to do. >> Yeah. >> Say that one more time. >> How we're going to do >> So then that makes this a what? Tactical. >> Tactical. Absolutely. This is very focused on like how are we going to get this thing done? So, that is definitely a tactical question. Good job, y'all. >> Um, how are we assessing our students receiving special education? How are we assessing our students receiving special education? >> Tactical. >> Are we trying to understand
193a measurement or are we trying to understand how something is done? >> Strategic. >> Okay. Is there consensus on that it's how something is done? Yes or no? >> All right, good job. I was going to say you're all wrong and nothing. Yes, absolutely. That is correct. Yeah, you're not asking about the measurement at all. You're asking like how are we testing them? Which is a very different question and very tactical. Uh third grade literacy growth on page four appear there's no page four because there's only three pages, but anyway, uh page four appears flat for immersion bilingual but not economically disadvantaged students. Which if any of our budgeted strategies most account for that difference? >> Strategic. Strategic. >> Technical, technical, strategic. I heard three. Strategic. >> Because as Tam said, this superintendent's got to
194go back and look at that. She's got to go back and analyze that data and figure out why or why that's not happening. >> So, is that a technical answer because we're measuring? >> Is this a is this a question trying to understand the measurement? No, let's try to understand the >> like the input output. What's the thing? >> I don't know, but it's strategic. >> This is a great question and I love this because you're right. The first half of it is talking about the technical aspect of the modern report which is the data. >> But that's not what they're asking about. They're asking about what strategies most account for the difference. >> So a strategic question. >> It is a strategic question. >> Let's do more of that. >> Right. Absolutely. >> Do
195you guys understand now that like and this is interesting too cuz I remember when I first learned this I was like oh yeah I've obviously asked these types of questions before but I've never put them in buckets of like whether they are technical, technical or strategic. But you guys tell me like why is it important to know the difference between the three? So you can think about your questions. >> So you can think about your questions. You can think about what to ask which will lead to what? >> But we need to stay in the strategic as the board. >> Right. So we need to stay in the strategic >> leads and people are trying to overexlain or not explain. Right. >> Okay. To not give the weeds and not overexlain. Good. What else? >>
196But that's our job >> to get the answer that you're seeking. >> But that's our job. the our job is not to worry about the little >> the technical and tactical pieces. That's their job. Our job is really strategic like how is everything supporting and aligning with each other so we can get to our student outcomes that we've said. >> And I heard you the majority say the same thing which is like this is allowing us to do our jobs the best way possible. It is most appropriate and most way the most effective way that I can be a trustee on this board is to ask the strategic questions. And once again, we're not ever going to tell you guys that a technical or tactical question, unless it's about the buses, is a bad question.
197It is just use those questions to better understand the context so that you can get to strategic questions. If you find yourself only asking tactical questions and they never lead to strategic like that should be an area of growth as a as a board member to try to think about what why am I asking these questions? What do I want these questions to get to? And then being able to identify those more strategic questions from there. I think having everything aligned with each other like it's really going to help us be able to focus a on what we're doing but b ask better questions because right now we're so scattered of like the information that we're receiving. >> It's all over the place. How much that really matters. So I think this is great. I
198think it's great that we're we're running it all >> our alignment queen. That is like that I mean >> because ultimate why does alignment matter? It helps our focus first of all and keeps us all on the same page of what matters. >> What else? >> We all have the same goals. >> What else? What is it? What happens to a system performance when things are aligned? >> You're not goal confused. >> They work. Why do they work, Trusty Benovitz? >> Because they're in alignment with our goals. They are helping us speak the same language and reiterate that to the community. >> Absolutely. And you're maximizing your resources. >> There you go. >> President Hotfield. So, >> okay. I have a couple questions. One, >> are they t uh technical, tactical or strategic? >> Um
199I think the one strategic and I don't know where like relationships goes in this. So the first one is when I look at like that last question, I wonder if I was somebody presenting and I was on the spot asked that question how they would a feel because b I don't know that I could just off the cuff answer a question like that. So like what is the so not so so what do we do with that and how do we >> get the answers we need how is she supposed to respond to something like that that we have for >> and the staff is like sometimes it's her but sometimes it's her people standing up there >> like they would the response be we'll have to get back to you on that I mean
200what would be the response >> so I I can I will give you our our answer and then Dr. Unless you want to go first Dr. Go ahead. >> We would strongly suggest that you submit your strategic questions ahead of time to help your administration with that and then ask them in the front of the house. >> Is that part of what the preme is supposed to be? Our pre meetings are really not very useful in my opinion. >> Agreed. But it's supposed to be technically about the consent agenda. >> Yeah. >> But I agree with you. That's a that's that's a whole another topic. >> Yeah. >> And I think going back to how you said post them. Um I think in my previous life we gave all the technical on a summary sheet
201and then attached the presentation in board books so that if you read what the presentation was you had a lot of those like this was this the technical part and then here's the presentation. So they were attached on a summary sheet before the presentation so that everybody because sometimes people don't know what to ask or they wish they would have asked it. And so my mind is that we've always tried to prepare and then it's my job to make sure everybody understands it >> just because there's all the facts, all the technical part. Um, and that's what Kim and I were talking about because when you said post it, is that what you meant when you said you should post all these questions and that way everybody >> that is an option that y'all can
202decide as a as a team of eight. That is just we're just bringing ideas out to y'all to like that you can consider. Um, that's that's all y'all. >> Well, I think that just kind of sets the stage that you're you're answering the technical, so it sets the context of what we're talking about, but then everyone has access to it. Um, and it's already there so that we're not, okay, Tamara, what does and you're going, okay, I'll have to get back to you. Because I think that is the fear when people present is that they're not going to be able to answer all the questions. >> Sure. And I think there's that's the easiest way. >> I think the the other part of that is also twofold. One is like this is what your experts
203are doing behind the scenes anyway. Like that they are doing that analysis because >> I mean this very lovingly this is not for the board, right? This is an internal process. I know that sounds weird. It is an internal process that is driving decision making in the in the district, right? And now the board gets to hear about it and the community gets to hear about it. So like these are activities that are occurring internally, right, as you look at your data and do your analysis. >> But I guess my thing too is I feel like we need to I always feel like it's a reassurance that >> I set them up so they understand and no matter who reads it, they get it. Instead of spending all the time asking the questions, we already
204preload them in a summary. >> Yes. >> I don't know. That's an idea. I think >> the important part though of having strategic questions being held in a public forum is because it is important for the community to get to hear that right for and >> strategic. >> So that's um like that that is a non I don't want to say it's a non-negotiable. You can do whatever you want. That is a best practice. So I think what what >> what I'm saying is that I'm not I'm not discarding the strategic that they would ask but I'm like more technical so that you include the details >> and I guess because that's what I would want to know if I was listening to a meeting I would want to know okay what are they talking
205about >> um and it's already there not that anybody has to spend a lot of time on it but it's the summary of kind of the technical pieces maybe >> the best practice is to respond in technical techical and tactical questions that the board is asking the administration superintendent. The only thing I'm saying is to predict what technical questions are or what technical answers you're going to want to produce without receiving the technical type questions from your board might be a little backwards, right? And so that what I'm trying to say is you're going to deliver the the progress monitoring report. You're going to send that out and instead of trying to predict what the technical budget are going to be, just wait for them to come in. That way you're also not just like
206putting out together this big old summary where your board wasn't even like questioning any of that anyway to me. >> I I guess you're right. But I just always anticipate like okay I would want to know how many what did they survey that? Anyway, you're right. I see both sides. >> They will ask that when you put out that report like this board will look at it and go hey Dr. How many students are train? >> I know. I know. >> But it also means that we have to we ourselves when we receive the information have to set new timelines >> submit the questions and we also need to be analyzing what type of question it is >> so that it's not just like hey go fish go to the pop quiz and figure out
207which questions are what. And so I love that you brought that up because what you've also articulated is this is requiring new behaviors from every adult in this room in service of students and it's also requiring some giving up of things, right? And so like I want to credit everybody in here because when we say this is a lot of work, it's not what is just happening in this room, right? Which has also been a lot of work. It is all the stuff that you guys are also doing behind the scenes to make this effective. And I think the the last thing that I wanted to say on that question, President Hatfield, and I and I really appreciate that because like what is underneath of that is like I want our administration to feel supported
208and prepared because they work hard and we and we want to do that, right? And so and and Dr. E, you lifted that up as well. And I like the culture of this board that y'all get to reinforce is that if somebody comes up there and they don't know the answer, I will get that to you. >> Mhm. >> Right. Yeah. I mean there's I mean we can't know everything all the time but I think the the thing that I do want to lift up is like your experts as you know are looking at that and what you all will do over time as board members you will incentivize your administration to analyze certain stuff. I know trustee Brady is going to ask about the strategic alignment of whatever every single time. >> I mean
209we all work with people right? Do you have a general sense of what that person is going to ask you? >> Yes. Because why? >> Predictable. >> They do it over time, right? So that that is going to help your administration prepare because they're they're going to get a general sense of that and they're also going to know, right? When you ask strategic questions, they like behind the scenes, they're going to go what like what strategic analysis do we have to do so that we know Yes. and they will then be able to take that process that they're doing right in in the uh in central office and use all of that information and analysis to improve uh practices here in CFP. And the other thing I wanted to point out is that report if
210you look at it again the example that we had is it has a bunch of elements where they it's got the technical right the tactical because it's like talking about what they did to get there right but then ultimately it's got the strategy in terms of like this is what we learned this is all the stuff that happened so that strategic piece is already in the report right and then the adjustments of what we're going to do next is big strategic so I'm only pointing that out because if the report is uh you know meeting the the requirements more than likely it's probably like going to answer 90 to 95% of the strategic questions you probably already have. So if you ask a strategic question that like they have not considered yet that is not
211a bad thing for the administration. It is not. It just means that through a qu a great question you all asked they are now oh we didn't actually consider that like now the culture is they just by asking the right question the superintendent and her team are now able to go back and have a strategic conversation about that and pull the data to see if that's actually something worth considering. >> Thanks so much. You pushed my thinking on that >> because this is supposed to be the team out. >> Absolutely. And I and and what I've heard from every person in this room too is the acknowledgement that this is a learning process for all of us and that means we are going to be like kind of course um I've seen nothing but that
212in this room and the other part is is just figuring out how we can be supportive which is also what I've seen in this room right and so we're going to learn things about how we need to be supported ourselves support each other on the board and support between the board and the superintendent and that's awesome. You guys are growing together, doing great work, >> and supporting each other means it's okay to ask each other. That question you asked last night, >> do you think that was technical, tactical, or strategic? Can we talk through how that could have been asked in advance? >> Well, we we've had this conversation as long with a group of other coaches >> and like to think about a trustee group of like even duos or trios of trustees being
213like, "Hey, let's not bring you Cororum." And never, right? We would never say that. Um, but that like, hey, let's meet up for coffee and talk about like the monitoring report so we can get our questions ready. That would that is like a a utopia, right? To like think about like that is the best practice you could have is spending time actually focusing on the main part of your job, which is to, you know, represent the vision and values and monitor progress towards them. So yeah, that's an awesome idea is what I'm trying to say. >> Other questions, comments, concerns? I just wonder in January when we meet, how would the board feel about like after we've gone through the first one, just having time to debrief on how it went, the timing of things,
214and just like just have open dialogue about what we actually just experienced because we're going to do it for the first time in January >> versus just kind of like plowing ahead. >> Well, and I think it would be nice to have like just maybe a pre-training so that we get it right. I mean just so that we're all maybe it's especially with me >> you do a little mock try. >> So I mean I just you know it's >> we just you know I I have high expectations and I don't like not to meet them. >> So I don't want to go in there going okay well that was that strategic or I just want to make sure that we set the stage because this is something new. >> Yep. And I don't I
215think we need a you guys can come practice with me. >> Absolutely. And we're we're here >> whoever wants to come to the volunteer practice. But I you know it's going to be a little time from the holiday break to >> and I I just think we want to set everyone up for success. >> Yep. So that's my ask. Great. And we're we're here for anything that y'all need. We we can run those role plays. We can do it together and separate. We can do debriefs. We will we would love to talk to every one of you individually about your questions. Like you call us anytime or we'll reach out to you or whatever you want. But like >> what the we're here to provide any support to make you feel like prepared and equipped.
216>> Cam will get that set up. She's like, >> "All right, >> I'm We're at 3 hours, right? >> Team of eight. >> Done. Ready to monitor. Uh, this has been an absolutely incredible experience and I'm so grateful. Can we do a one word check out from everybody? Just how you're feeling." >> Gilmore. >> Damn. was >> on the record. >> Um, was >> I was recording >> enlightening. >> Enlighten me. >> Oh, shackles. >> About time. This is my 12th team vape. Okay. And this one we have as a team with some hard work that we are working together to move the district forward. Not just kind of playing around. >> Where would you say this rank top >> line? Yes. I was going to say that's a good one. >> President Hatfield. >>
217I was going to say grateful, but I think it's great. >> I'm appreciative because I think it brings the whole team together. >> Even though it's uncomfortable, >> you're not the only one. >> Yes, we're not the only one. >> Congratulations you guys. This is really really incredible work and it is like a pleasure and a privilege to to watch you guys do this together. Like this is if an entire group of students was sitting here watching this like that's the leadership I want them to see. So >> thank you for letting us be a part of this. >> Thank you guys. Great job. >> Thank you guys so much. >> 9005 95