Carrollton-Farmers Branch ISD - School Board Work Study - 10/9/2025

001I call this board of trustees work study meeting of the Carolton Farmers Branch ISD board of trustees to order at 6 p.m. on October 9th, 2025. For the record, board members present are Liliana Garza Rohos, Marjorie Barnes, Paul Gilmore, Randy Shapman, and myself, Kim Hotfield could not be here tonight, nor could the constitute a forum may conduct business on behalf of this. Item number two, audience for guests, which is limited to the post agenda items for this meeting. Persons who wish to speak during audience for guests must have completed an online form for this purpose and submitted electronically by the posted deadline of 1 p.m. today for this meeting. Based on policy BEG local, each speaker's comments will be limited to posted agenda items. As of 100 p.m. today, there were no requests submitted to

002address the board. Therefore, we will move to item number three, work study discussion items. Item number 3A, discussion of district goals and progress measure progress measures or vice president. Me that too. Okay. Tonight um we are thrilled to have commit here again with um Miss Harrington and it doesn't look like Mr. Rodriguez is here yet. >> No, Mr. Rodriguez has not come in. >> Okay. So, just Miss Harrington and we are excited to have her work with us again with um goals and guard rails. Thank you, Madame Vice President, and thank you all for having us back again this evening. We love coming out to CFB and being a part of the great work you all are doing. I have this slide up here because Joey is currently in Maine at a wedding, but has

003I'm under strict instructions to deliver the message that people need to tell you all, which is have a great time, being great this all right. So we are going to start off again this evening with a little connection activity. And to start, Trusty Garza Rohos, you have a beautiful reading voice. Would you read this text over here for for the crowd? Trust is the currency that helps us achieve outcomes more efficiently. Every interaction in the relationship makes either a deposit into or withdrawal from both parties accounts. Everyone does not have a shared view of deposits and withdrawals can be disproportionately costly or irreparable. Thank you so much. So just want to start off by taking some thoughts, reactions to this concept of trust especially from the lens of deposits and withdrawals. I agree with the

004statement 100%. And I don't think people understand when they withdraw from a relationship how costly it can be. Thank you for sharing. I agree with it, but I I don't I am the eternal optimist, so I I like to think that things are notable. >> All right, we know it's always fixable with trusty Gilmore, so that's good to know. I think it's important. I mean, I I agree with this, but and I think it's important then to know when you are interacting with others to make sure that you're not just piling stuff on them, but you're also, you know, that you're you're having equal parts, I guess, with the deposit and withdrawal. Yeah. Well, I'm super analytical, so I would have to say I would have to define what exactly an interaction to make a

005deposit would be and exactly what I would consider to be a withdrawal. >> I mean, that's just how my brain works. Like, I can't just simplify that. >> I know that sounds like I'm going to go. No, I love that. >> Okay. I love hearing how differently people process things. I think that is that is always interesting and insightful. Any other reactions to this idea of trust? >> To me, this trust um speaks of a debit card. >> Yeah. >> You you have to have something in the bank >> before you can use it. And so there has to be some trust even to get it started. Anybody else? Okay. So, the thing that I love most about this idea is this idea of deposits, right? Is that every interaction big or small is an

006opportunity to build trust with somebody, right? And so, I think often times I know I can get caught up in the moment or not be present to kind of my actions or I know what I intend. and being able to be intentional about this thing that I'm saying, this thing that I'm doing. How is that building trust with somebody? Is that something that builds trust with them or in the moment? Maybe did I do something that could be a withdrawal? And so this is an invitation for all of us, right, to just be present to what we're doing obviously at the table amongst ourselves, between the administration and the board and with your community. And so and to be able to model those behaviors, right, because we talked a lot about LA last time about

007what happens here trickles down throughout the entire district. So before we move on, I would love to hear from everybody just one thing either tonight or going forward that you commit to doing to make a deposit with your board, with your community, with your administration, or with your or with the board. I know it's not a trick question, but maybe actively listening with each other. >> I love that. Actively listening. When I know somebody is fully present and is invested in what I'm saying, that is absolutely something that builds trust in me because it communicates to me that you value what I'm saying. Then you took mine. >> You can commit to the same thing. I'll commit to the same. Being present and not distracted from life. >> I love it. Being present. Absolutely. >>

008Are you looking at me? >> I'm looking at anybody. >> Okay. I'm going to stare at all of you eventually. >> I would say our um our people are our priority and whether it's our our board or the people in this room. And so we had a a speaker yesterday from a company and he said you should value your people and the way to do that is to call someone every day to tell them that. So that's what I've tried to do whether it's calling or texting to show their value >> because that's your priority >> and you set that goal to do every day to check in with someone. >> I thought that was pretty. >> So I'm committing to do that because I think that people don't get bold enough >> how valuable

009they are. >> Face goosebumps. >> Okay. This will probably surprise you all, but I'll commit to bringing the fun because I know that when people are having fun, they get along and trust is built and bridges are measured. And so I mention always >> like positive feedback or positive like what is something just being intentional about letting people know that hey I think you're doing a great job or I think you know or thank you so much for doing this looking into this for me just I guess that's kind of what I think I love that. That's I mean that says to me two things. One is I'm I'm building trust by showing people I appreciate them. And giving feedback is also a way to build trust, right? I know I can trust you to

010let me know how I'm doing. >> And that feels really good. >> All right, Trusty Shackman, bring us home here. One of the things that I'm committed to is to making sure that is what I do >> for students with students with staff. It really does focus on making the best and getting accountability as our priority. And I want people to be able to trust that they can find that in me on a consistent basis. >> Okay. I'm hearing I'm going to build trust by modeling culture by expectations. >> I love all of that. And I love that. Also the theme in there, right, is also modeling those behaviors, right? When I see these things happen, that builds trust with me. It builds an expectation of how I I can expect you to show up.

011And the more we repeat those behaviors over and over again, the stronger that expectation becomes. So again, I just invite you y'all to think about that especially because you have been doing this work together which is a new process and that is one of the most critical times to build trust. And so before we we go into the the main show here, I just want to celebrate two things that I saw happen on that note at the last meeting. The first one was we were looking at goal progress measures at the last meeting and one of the progress measures needed an adjustment and Dr. Eldridge said, "Oh, I see what happened. Yeah, we can do that." And then Miss Hulcom was like, "Yeah, no problem. We'll take it back to my team." She could have

012both of them gotten defensive, like changed the subject, blamed somebody else, any number of things. But the vulnerability that it takes for a leader to just say, "Oh yeah, I that's right. We're going to go back and fix it." I thought was beautiful. Right. And like what that said to me is wow, we have a leader in the district who is willing to to make sure the process is done right instead of like I'm sorry to make sure like the journey of the process and the end result is right. Everything doesn't have to be perfect along the way because it's not going to be. And when I see that type of leadership modeled, right, I would imagine that gives everybody else a little bit more permission to say, "Hey, we're gonna we're going to keep

013going until we get it right, but we're not we're not going to hide things. We're not going to get defensive. We're not going to criticize each other for not uh knowing, you know, having perfection manifest all the time." Mhm. >> On the flip side of that, I saw Trusty Hatfield and Trusty Brady who started giving some advice to the administrator and I started lurking behind them and then both of y'all stopped and said, "We're supposed to be asking questions." And I love that, right? Because that was another like, hey, we're we're having a correction here in terms of like how we're what we committed to on both sides of the table and we can do that and and start again. So that's the kind of stuff right that like I know just being a facilitator

014in this room really built a lot of trust and sent a message to me about where the board and where the administration is coming from. So um I just want to invite you guys to know that that stuff is is built and modeled in in mostly in small moments. Okay. So today we are going to just do a quick review. I'm sure Trusty Barnes brought her notes which saved us all last time and >> I know Miss Ham and her team has some just incredible bold progress measures lined up for y'all. I'm excited and we're going to begin drafting the superintendent guard rails. Trusty Brady the mean shell not man is not here tonight so you know you can go crazy. All right, everybody's favorite question. Why school systems exist? Who's the teacher? >> The

015circuit. >> What's your name? >> What' you say? >> No. Building over here. >> Okay. To serve kids to serve kids by providing an education. >> Which kids? >> All all our community. >> There we go. School systems exist to educate all of our kids. I'm going to keep asking that till you guys think I'm not training. All right, pop quiz. I'm going to give you two minutes on your paper to answer these questions about inputs, outcomes, the purpose of a goal progress measure, and what is a superintendent guardrail and what is the purpose of it? Yeah, let me see your notes. All right. >> Would you be That's good. I see some some pens going here. We're going to do pens down and you can work as a team on this first one. But

016what is the the definition of inputs, outputs, outcomes? You can do one or all of them. Inputs are owned by the superintendent. >> Hot start. Trusty Brady. Okay. Owned by the superintendent. >> When in the cycle are they knowable? Beginning, middle, or end? the beginning. >> Beautiful. >> More. >> Okay, that that's that's it. I those are that's owned by the superintendent. Beginning of the cycle. Who wants to follow that stellar performance with either outputs or outcomes? >> Okay, I'll go. Outputs are the um progress monitoring and the assessments that we get from our inputs. >> Incredible. Who owns this? >> Well, team us. What we want to see? >> Mhm. >> Who's who's responsible for creating them? >> Well, absolutely. >> With our influence. >> There we go. Beautiful. And when are they knowable?

017Beginning, middle, or end? >> Middle. >> Beautiful. Okay. >> Outcomes or goals and results that we're hoping to get. Mhm. Um, owned by all of us, I would imagine. >> Mhm. But who owns the student outcome goals? >> Superintendent >> with the board. >> Board owned. That's right. >> That's board. >> And what are those noble? Beginning, middle, or end? >> There we go. Beautiful. >> Okay. So, Trusty Brady kind of did double digit here, but what is the purpose of a a goal progress measure? >> To focus efforts and incentivize specific behaviors. They serve a different purpose than performance. >> I love the incentivized behaviors. Absolutely. And what uh >> I needs high leverage. >> I need high leverage. >> Yes. >> Why do we why do we look at goal progress measures? Because

018they're evidence of this of the metrics. >> Close. Yep. Evidence of that. We think they will do what for us in relation to to our goals. >> Well, we want to know if we're meeting we're getting close. We're meeting those goals. >> Y info that we've gained. >> They are benchmarks. They are benchmarks that we are looking at before the end of the cycle to predict whether or not we're going to meet our goal. Fantastic. All right. from the the right side of the table here because the left side's been working hard. What is the what is a superintendent guardrail? What is the purpose of it? >> You can go here, but you can't go here. >> Yeah. All right. Trusty Gilmore. >> It's the fence that shapes the direction. >> There we go. >>

019Yep. >> I'm a man of substance as well. Yeah, absolutely. Our guardrails are are non-negotiables. They represent our community's values and they should allow our superintendent flexibility, but also create that fence of you can do anything you want, just not whatever this thing is because these are the community values that we're trying to protect. Okay, our favorite student outcomes don't change until adult behaviors change. Which adults are we talking about? All adults. >> Yes, all adults. Especially the ones in here. Okay. All right. With that being said, I am going to actually just do a quick review. I forgot about this. Okay. We have our four student outcome goals. And there are going to be goal progress measures presented on these tonight. Just to remind everybody of what we just talked about. Um, I think

020between Trusty Barnes and Trusty Brady, we we covered that that they should be predictive of meeting the your student outcome goals, high high needs, high leverage, influencable by the superintendent, and require adult behavior change. Also, superintendent's first priority for resource allocation, which means when come budgeting time, Dr. Eldridge and her team will be presenting you a budget where you will see those goal progress measures represented because we know that if we move those then we are much more likely to accomplish our goals. Okay. And then just the last kind of reminder here is you will have the opportunity obviously to ask questions about the the goal progress measures but here are the high points that you're trying to understand as a board, right? Is why do we think these are high needs, high leverage? What

021kind of data did we look at to determine that? What evidence is there that if we do satisfy these goal progress measures that we're going to ultimately meet our student outcome goal? And remember, this is all supposed to be a process that is not just for the board. It drives internal processes where your administration is looking at these metrics, thinking week after week. It may be hour after hour the way that y'all are doing it here. Um, but looking at those going, "Hey, we're doing really well with this. How can we do more?" Or, "Oh, we need a little bit more support. What do we need to do to make sure that we can move that forward? Do we need to ask something for the from the board? Do we need to change a strategy?"

022All that kind of stuff. It is not just paperwork for the board to get to look at. It is an articulation of your administration strategy. Any questions, thoughts, comments on that? Kind of what you're what you're looking for here. Okay. Well, with that being said, we will turn that over to to your experts and board. I will encourage you um to ask questions and not make suggestions. All right. Um, good afternoon. Um, so we're excited to share with you guys and um, the update based on the feedback that we received from the last meeting. So, thank you for providing that feedback. We've been working and reviewing um how to update our goal progress measures and are excited to share the updated and revised goal progress measures this evening. I will not go through everything that

023we went through in the last presentation, but I did just want to put up here this is that fifth grade goal that fifth grade students achieving meets on the star math will increase from 51% in 2025 to 61 in 2030. And that's an increase of 2% from 2020 well from 2025 um through 2030. So that's the increase that we're looking at and that was the goal that was approved last week at the regular board meeting. Um just a quick reminder kind of what we talked about last time. um setting these goal um growth progress measures was really a balancing act in um really doing everything that was just reviewed thinking through like are these standards big enough? Are these also good indicators that are going to help us ensure that we meet these goals? And

024so that was the balancing act of picking the right goal progress measures. The new revised growth progress measure for fifth grade math um is the percentage of emergent bilingual fifth grade students achieving meets on district common formative assessments will increase from 31% in 2025 to 46% in 2030. So I just want to stop and talk to that point a little bit. The first is our focus on emergent bilingual. presented in the last work study um why our emergent bilingual population and how we see that a move for emergent bilingual students really tracks with a move for the overall district goal. The other piece was we chose to focus on district common formative assessments because we do give frequent district common formative assessments and we align those to star performance levels. So while a formative assessment

025is much shorter in its cycle and it's only focused on the unit that has been studied, we do look at those over the course of the year to see, oh, is this an area where a student maybe struggled a little bit or is this an area where they mastered? And we track that throughout the year. Um the next one was the percent of emergent bilingual fourth grade students achieving meets on the winter map growth assessment will increase from 28% in 2025 to 43% in 2030. So this goal remains the same. This was the one same goal that was presented in the last work study. Um and of course we also have our house bill three board goals which Miss Hulkcom is going to present here in just a minute. Um but that was part of

026the thinking of not going down to third grade or second grade or first grade, right? So um focusing on fourth grade. And then our last um one, the percentage of fifth grade students projected to meet at meets level on winter NWA math assessment will increase from 49% in 2025 to 61% in 2030. And so that's a progress measure. we're looking at winter of fourth grade year, but then also that really the first big um comprehensive assessment being mapped before they take the star in fifth grade. So those are our updated um growth of progress measures. I did want to just briefly show an example of how we track those common formative assessments. We use edgehoria wear which part of this work is identifying the tools the resources and um what is needed. So you have

027to ask good quality questions that are aligned to standards and are aligned to TESS and you guys support us with that by allowing us to purchase item banks of questions by allowing us um the resources that we need in the classroom room with curriculum by allowing us programs um to help with intervention. So, all of those pieces connect. I'm going to go right over here and just kind of show you what it looks like live. I will not hit the student list, although the student list button is really cool because it tracks each student, right? And teachers across the district can go in, they can see their class roster and see like, okay, here's how the student did on their fourth grade star and then how here's how they did on the fall map and

028then here's how they did on their first interim and their second interim and their third and their fourth. Then here's how they did on winter map and this is all aligned to projected growth and proficiency. So this is the masters meets approaches did not meet. So, it's a really powerful tool to be able to track how students are doing. Of course, this doesn't help us with the big part, which is what do we need to retach, but it does help us to track the progress and and really helps us to track if we're making progress towards that goal. So, I will turn it over to Miss Hol for the next. Well, and I also want to say that with all this data, it also helps us keep everybody on the same page with our instructional

029coaches, our administrators, so it's not emotion whether the student can or can't. It's really aligning who needs intervention, who needs tutoring, and I know Chad's nodding his head from being a formal principal. It's really as a principal to guide that information. And what I was going to ask Tamara, so and again just this is a new process for all of us. So going back to where we put our goals and then our progress measures. So under each of those progress measures would we put what we do to get that and is that what the presentation is for the board >> when you do your monitoring reports? >> Yeah. Okay. So that's exactly and Miss Fulham and I had a wonderful conversation about that. >> We just That was my question, but we haven't had a

030chance in the day that you guys talked, which is two days ago. >> Yep. That to be able to catch up on that. But that's what I was wondering. >> Absolutely. And that allows you to I mean to put forth this detail and say, "Hey, we looked at the data. Here's where we saw we're doing really well as a result of X, Y, and Z." Or, "Hey, we we need some extra intervention, but we know exactly where and here's what we're doing in Nevada." >> Okay? because we really have all that. We just don't put it in a report and I'm sure you'll help us with that format. >> Okay, >> perfect. All right. Well, thank you very much. So, I'm going to go into our two goals that are related to our house level

031three board goals, which you have approved um and know also well. And the first one is around our third grade reading goal. Obviously, our target this year is 53%. We were continually monitoring that incrementally um to hopefully hit that 64% by June of 2030. So with that um our recommended um goal progress measures in order for us to continually see increases in meets performance level is the first one we're going to start with prek students and we're going to measure this by the kiddos and how they are doing with vocabulary development. We will measure that by our circle progress monitoring. Uh it's called the circle assessment. It is a required assessment that tea does have us do at the beginning of the year. We also do it at the middle and at the end. We

032are going to track a strength there with vocabulary development because we know it's a high indicator for students that in their oral language and also being able to do early literacy and reading. And so that's going to be our first measure is starting kind of at the ground floor with our kindergarten students. Um and with the prek our goal is that by the end of the year we want 80% of our students to be at mastery levels on vocabulary. So that is our goal for prek. The second GPM is going to be focused on our kindergarten, first and second grade students. We actually monitor this data now and it is something that we have seen to be very successful in our third grade reading scores. Um, with that we are monitoring our mastery of the

033phonics and phonological awareness. We use a tool that you support us in with resources for the MAP oral reading fluency program. Um with that we are testing our students at the beginning, middle and end of the year but we also do intermittent intervention progress measures with students who are more at risk and we can track and monitor these uh skills in isolation. Our goal is that for our young students that are in those foundational skills, we need them to have a mastery of those skills to get into that third grade level to be able to read at deep levels and do critical thinking. So, our idea here with this particular goal progress measure is that in these early literacy years, we are going to be monitoring and trying to get the majority of our students

034to mastery of those skills so that when they then get to third grade, they're really reading to learn, not learning to read. Uh, third grade, excuse me, third grade, GPM 3 is all around the K12 students as well, but it's on reading fluency and specifically it's on sentence fluency readings. Uh that is also measured by our NWA MAP program. It does have a measure that says that they're either meeting the target or they're above the target or below the target. Again, we want to see 80% of our students at those grade levels being able to read fluently. Um and it starts with the sentence reading fluency piece. Uh we have tracked and monitored that data over the last couple of years and it is an area that we need to continually focus on for English

035and Spanish. Um our fourth progress measure is for our third grade students. We have also been monitoring this for the last few years. Once the writing came into the um state assessments with the short con short short constructed responses and extended constructed responses, we knew this was an area that was impacting our scores all the way up to high school. So the reading and writing skills at the low of grade level are very important. We are going to be monitoring that through our district formative assessments and we will be looking at increasing English from 52 to 55% meets performance level and for Spanish it'll be from 42% to 45%. So those are baseline measures that we already have data for. So we know we can use that to continually increase higher percentages. Our other measures

036are going to be based on a course of them are baseline measures for incoming pre-K students and the others are on mastery of the foundational skills. And these we've already talked about. These are the strategies that we are already having um in place now that we also have replicated in our district improvement plan and we monitor achievement to that goal and then put the assessment data in there for evidence. And I kind of showed that the last time that we met. So this is just a reminder of the strategies that we will be doing and we'll be monitoring throughout the year. And >> just one quick clarifier like just to be aware can never overcommunicate but NWA MAP and the growth test is different than the MAP NWA oral MAP oral reading fluency test. So

037we're really talking about two different assessments. So not to confuse MAP growth with MAP oral reading fluency. >> Perfect. Okay. So for our third grade approved math goal, um our goal is for this year 53%. And that by 2030 we will have 65% of our third grade students at meets performance or higher on the star test. So our recommended goals here we have three our recommended GPMs. Uh the first one is starting with prek students and measuring the students that are on track for their overall math development which is all the skill areas combined as measured by our circle assessment. We want to have 80% of our students or higher at mastery by the end of that pre-K year. The second one is on our our students in kindergarten and also monitoring their math development

038being on track at the end of kinder. And with that, we measure that through the Texas KIA assessment. We have a baseline to be set this year at the end of the year. We will have our first baseline data and that will be for uh May of 2026. And we are aiming for 80% of the students to be on grade level or higher. And the third progress measure is our second grade students. Uh we want to monitor this for our students that are projected to perform at meets or higher by using our NWA MAP growth test that we do already give. We will also be measuring this at the winter mark which we will also be doing as Chris mentioned for our fourth grade and fifth grade. And our goal here is to increase from

039prior years um around that 25% mark to about 30% of our students projecting to be at meets performance. We want to continually see that number grow. So that as those students are getting stronger and more proficient in their math skills, that will then increase and have a higher percentage of students ready for deep levels of critical thinking in third grade. And then the strategies that we're doing to meet these goals are the same as we discussed last time. These are areas that are aligned on our district improvement plan that we will be monitoring with evidence um every quarter. Um they are also things that are impacted by our um funding and our budget. And so again, a thank you to the board for the support um of those things. We are implementing a fact fluency

040program this year. I think I mentioned that at the last meeting. Uh we are very excited to get that going and that will be something that will help us to build math fluency at the um lower grades for actually all elementary. The next is going to be our our CCMR goals. And I'm going to turn this over to Mr. Trap Hunter to talk about our CCMR. Hi. Uh, I'm really excited to to be here to discuss a little bit about uh CCMR here in CFBISD. Uh, this is not anything it shouldn't be anything new that y'all haven't seen before. Um, clearly um this is a goal that's been approved for House Bill 3. uh and it's got those increments moving forward, but I would be remiss if I didn't pause and say um leading up

041to this school year, we were seeing positive increases in CCMR and and we talked a little bit about the inputs that this team has that trickle out to the rest of the district. And it's very clear that that this board and the things you supported with uh free SAT and ACT testing, TSIA2 testing, the the massive investments uh that you've approved for CTE curriculum, teachers, facilities are are all parts of that trickle down of growth that we've seen and obviously we want to continue that growth and meet the goals that you have also um approved. Um, I just kind of want to refresh a little bit the the web that is CCMR, right? Um, there are 13 indicators, but we're going to kind of laser focus in on a couple, um, as they relate to

042the GPMs. A couple of things, uh, and you're going to notice there aren't big significant recommendations to changes to some of our goals, um, even though we are meeting some of those goals already. And the and the reason for that is the little arrows at the top right and left corners uh are pointing to some changes that are coming um that we are prepared for in CFB. We knew the expectation was going to get higher and higher from TEA and we we are in line with that right we we we want to raise the expectation for our kids and go from good to great. So let me talk a little bit about the career side on this side. Um program of study completer and industrybased certification back in 2023. If you if you had any

043of these indicators then you were CCMR met as a student in in CFB and each year um that has gone up a little bit. It started from, hey, anything here is CCMR. Then in 2024, it's like, hey, no, you need to be in the program of study associated with the industry based certification, right? And so, and then it went to you can't just be in the program. You have to earn credits within that program and get the industry based certification. Well, moving into next school year, you're going to hear the word completer, right? You have to be a completer plus the industry based certification. Um what that means is depending on the the the program of study three or more credits um in that particular program of study but all of those none of that

044change it all ends with the industry based certification right so the rigor is going up but ultimately the IBC on the career side is still our goal for our our students right there's just going to be a little bit more rigor to get them to that that IBC on the other side on the college side um we're going to focus really big on the TSI side, right? And one of the reasons that we're going to focus in on that for the GPM is this is the area of growth that we we really want to look for for our students over the course of the next because this opens the doors to everything else on the college side, right? If our students can pass the TSIA2, then hopefully we are getting them in rigorous places where

045they can take AP exams, where they're going to get higher scores on the SAT. So this is that area and the change that's coming is that very top box the college prep courses right now in 2627 there are there aren't approved TEA college prep courses there might be but that doesn't change our plan in CFB we we believe that this is the area whether the TEA approves that prep course or not we want to improve this area for our students in CFB ISD. So these are the the growth progress measures. You've seen this. A percentage of graduates that meet the criteria for college career military readiness uh will increase from 75% in 2025 to 90% in 2030. So this encompasses and that web that I just put, it's the middle one. It is CCMR, right?

046That encompasses all of it. But these two GPMs represent the college side and the career side. So you might see there's just two, but they're very specific for each side. The first one is for our college side. The percent of anticipated graduates who receive a college ready score in both reading and math on any combination of TSI2, SAT or ST will increase from 33% to 45% by August of 2023. So that arrow that was pointing, that's what it's pointing to. That's our GPM. We believe that if we can get these increases in this particular area, it's going to help all things on the college ready side. Uh and then the GPM on the career side, the percentage of graduates obtaining an industry based certification to be the key part is here to be career ready,

047right? So again, the industry based certification is the end result, but it's going to help all things on the career side if that's our focus. Um, and we are prepared to make sure we have students that are completing their pathway and passing the industrybased certification. Uh, and we've known this has been coming. We've been building that momentum. Uh, and so we're in a really good place. So again, not huge changes to the language of of our goals, but I wanted to provide some context for you um, with regard to some changes that are coming from the state. Yes, ma'am. >> What is considered a college ready score on SAT, ACT, and TSI? A >> I don't know it off the top of my head, but I can pull that up the next five minutes. There's

048there is a whole matrix >> of stores and >> not, >> you know, I should just pull it out of my back pocket right now and have it ready to go. But it is it is quite the matrix. There are there are there are constantly we're constantly one individual student and their journey through our schools. We have to pull out all of those charts for every individual student. Um, our counselors have to be equipped to know all those scores and know where those resources are. Um, but that's a that's a great question and I can get that to you, Miss Brady. >> I know that the merit based scholar the merit based or merit scholars for SAT has increased this year also. Yes. >> That went from a 700 to 700. >> We've noticed so

049yeah it's huge. It's a huge increase. >> Yeah. Um, so these are the strategies again. These are strategies in the district improvement plan. just, you know, I know that these are four bulleted strategies, but I just want to assure you that the the everyone in this district is doing much more than just these strategies, right? When you when you look at the first one, the communication of CCMR, we have our eighth grade visit coming up, we want to expand um our community's understanding beyond just 8th grade and above um on what we offer for college, career, military readiness. Um and then a couple other things, this talks specifically to TCB. So TCB is is our current college prep course that we have for the remainder of this school year. I mentioned that currently there is

050not an approved college prep course moving forward. The goal is still there because we're living in this school year. But but just know we are looking at resources, not just looking, we are using resources for TSI2, SAT. So it's it's much more than just our college prep course that we're working on. Um and the last one I wanted to just kind of point out, this talks about building the capacity in our elective teachers. Yes, we are going to continue to do that, but we're also working to credential as many of our secondary teachers as possible. So, we have a a a whole plethora of staff that is prepared if needed to teach dual credit courses or teach on-ramp courses, but they can't do that if they're not credentialed. So, we want to build up that

051team of credential teachers here in CFP as well. >> Anything else? >> That's all I have for CC. Yes, ma'am. Well, you keep mentioning the the changes that are coming. What is that? What is that? >> So, let me go back. So, the changes that are coming is is this is not approved. Okay. Now, a student that is not successful or doesn't meet the criteria Miss Brady's talking about for TSI 2 and SAT, their sort of tier three intervention is our college prep course. >> And right now, that's not approved. >> I see. But we're doing it anyway. >> Right now, we are. It is through this school year. I'm optimistic that we are going to have options. They're just not currently not approved. >> But again, I'll go back to what I said, approved

052or unapproved, we're going to have high expectations for our students. It doesn't change our goal. Our goal, whether they approve college prep or not, our focus is going to be making sure our students have increase increased success on those three assessments that the state says uh deem that our students are college ready. No, I think it's great when you're in class if the kids aren't being successful on that. It's what's good for kids though. Yes. Improve their lives. What's good for kids? >> And so Chad, from your perspective as a former principal, Yes, ma'am. >> what do you think was the biggest um roadblock for our kids to get to the IBC um stage? Well, that's a good question >> because we offer all these programs and that's the that's is a a burning question

053for a lot of people like >> well it's it's very different depending on the program that they all have different level like so for instance you know if we have a 10th grade English assessment there's a baseline for that rigor that you're going to see but the difference in rigor of an industrybased certification between welding and engineering are vast could be vastly different. So, it really depends on the program and and we differentiate for that. We know that that our big goals underneath of those is we're going to have a goal for our welding program, for our cosmetology program, for our engineering program. So, they're going to have differentiated strategies underneath our strategy. I don't know. Does that answer your question a little bit? >> So, like we know it's easy to understand cosmetology because

054that's a state license, >> but also just the other ones. And I think that's what's been um >> well our big step and we we've made progress on this is that when we first started our journey in CCMR uh with House Bill 3 um we were seeing a lot of one or the other. >> Yeah. >> Kids that were completing the program but then they couldn't pass >> the certification exam or they weren't completing the program but were able to pass the exam. Well, moving into next year they have to do both. And we knew this was coming. We have been onboarding. Our CTE teachers know this. We we have been in our and it both have gone up incrementally. Now we just have to marry the two together and we know that. Yeah, that's

055the change though. That that was the big question is you you could go pass the the test and and receive your CCMR credit. Um but now you can't just pass the test. You have to complete a certain amount of credits through the program too. That's the change. >> Now the kids in ouries are they also considered CCMR? >> Yes. >> Accountability. Yes. the law I know that the business academy >> it's the same criteria >> they're doing the IBC when a law academy what what are they earning by the law academy >> again I don't know off the top of my head >> he's brand new started >> there's multiple but but it's it's no different for our cateies they fall into the same program of study completer >> yep >> we actually we're in

056our training today we were digging into more of our data um but our programs again that is supported by our board break down not only every program an IBC, but it tells us exactly how many students earned that IBC and what outcomes bonus money did that generate for the district. So, we can track it all the way down to the program level to see if we're getting a million dollars back into the district, how is where is that coming from? >> Well, I'm And you said outcome bonuses. I didn't bring up outcome bonuses, but um certainly our here's a good way to put it. The do the the two GPMs that we've approved or we want to we want to make sure we're investing in one is on this side, one is on this side.

057In order to get outcome bonuses, our students have to complete on both sides. >> Yeah, >> they have to be college and career math. >> Oh, wow. >> Correct. Now, you can be CCMR meant but not no outcome bonus if you're on this side or this side only. Um, but if you get both, we get outcome bonuses come with that uh with that student success. Will there be a funding incentive of some sort come 27 28? Do you know? >> I don't know. Um >> the outcome bonus will still be there. >> Yeah. It's still there. That's not going away. >> Make it harder. >> Yeah. The rigor is certainly going up, but but I agree with this rigor. Our kids deserve this rigor. They deserve this expectation. Um and we're we're in a good

058spot to now make that transition in CF. It's also an education for our teachers and our counselors and our administrators so that they are so we are monitoring and what does that mean? It was no different than when we brought all of these tools to monitor our student progress. Now we have to keep who is how do how do we do that because you know we know we knew Ilana was in cosmetology and she did great but did we push this other side that that could on the career side that's great but she you could use that career side on the college side if we get you prepared to go to college you can do both and so that's we're really looking at the whole picture not just one side or the So, do our

059military kids automatically qualify for meeting both sides? >> If they enlist. Yes, ma'am. >> If they enlist. >> Oh. Oh, well, very cool. >> Because they have that opportunity. >> So, I think the way you mapped it out is >> well, I stole this from region 10. I had a new >> when I saw it region 10, I immediately went, I am stealing this. I like the way it's laid out. And uh ultimately we want every student in CFB to earn this um appropriately through CCMR. Uh and while while outcome bonuses are nice, we want the we want to educate the whole child and this is a graduate that's been completely um that we have supported all along the way if we can say that they >> meet the rigor that tea is that we

060go into now for 26 27. Thank you. >> Thank you. >> Yes. >> So SAT cut score is 480. Math is 530. >> For ACT the cut score for English is 40. Math 22. for TSI to uh English is 945 and math is 950. >> Okay. >> So, they're not even remotely like same numbers, but they're different assessments with different scoring. >> No, but the SAD gives you an idea. It's roughly a thousand what they're looking for. >> Yes, ma'am. >> Thank you. >> All right. Congratulations. That was a fantastic gold progress measure presentation. And now we're moving on to guard rails. And so, just a a quick review, right? These are the values of your community and so they will oftent times reflect system strategies that we say are non-negotiables. Your guardrail your guardrails

061are going to support progress toward your student outcome goals. Right? So those things are never those are never separate. Everything should work in alignment. Right? So if we say something like the super superintendent shall not allow a low level of staff performance, right? Obviously we know that when we have high performing staff that helps our student outcomes. So here are just a couple of guardrail examples to jog your memory. And you can see there's varying levels of specificity here. So the first one is pretty broad. We have safe, we have welcoming, we have healthy, right? There's a lot of strategies that can go underneath of that, but we see here in the right hand corner, there's a deeper level of specificity. And so this is going to be part of the the drafting process, right?

062Is you will draft some guardrails this evening. Dr. Aldridge and her team will come back to you with progress measures which are going to articulate their interpretation of the strategy. And if the guardrail progress measures are not kind of what you expected to see, oftentimes what we will ask the board to do is go back and get more specific. Right? Maybe you wrote healthy and you were like actually what we really meant was social emotional health. So if you need to narrow the guardrails, you'll have an opportunity to do that. And so that's we have something here in the in the corner, right? this guardrail development and guardrail progress development often takes a little bit longer because there's just so much more stuff. Um, don't be afraid of that, right? That's a that's a good

063iterative process to go through. And I just want to remind everybody that the the guard uh the guardrails and the guardrail progress measures and the goal progress measures that are developed this year were not were not um incorporated into the budget y'all approved last year. Right. So that's another thing is just take your time because we're not you have time until budget season starts to come up with goals and guardrails that really I'm sorry guardrails and guardrail progress measures that are going to make sense for you and your community. So just a reminder we will go from something like this tonight kind of this like student experience wellbe to drafting some language and then ultimately Dr. and her team will come back to you with one, two, three guardrail progress measures. You will notice again

064the guardrails are not smart the ones that you are drafting, but their progress measures will be and they will communicate to y'all what Dr. E and her team think are the highest leverage strategies that are going to help honor that guardrail. What questions do you have so far? Okay. All right. So, here are just reminding everybody, this was from 1 million years ago. Um, but here are some themes that we that were overarching in the CB 2030, right? And so, you can >> you can absolutely use these themes and you can absolutely get more specific with them. And so, here's an example, right? The first one up there says superintendent shall not allow a low level of student experience. That's pretty broad, right? There's a lot of strategies. There's a lot of students. You could

065also look at that and say, you know what, like I actually think that the values that we've heard from our community and looking at our outcome goals, it would be a really good idea to focus on middle school, right? Because they're in the middle and they need some more help. That's a time where kids tend to feel disconnected. And so maybe we focus the garbel on that. Or you could get even more specific and say, "Hey, we're going to focus on grades three through five and in the area of social emotional." So you can see how that that guardrail gets a little bit more narrow and that is going to help Dr. Eldridge think through all right well what are the strategies the highest leverage strategies that I want to put forth that will help

066me honor the community's values. questions about kind of specificity on the guardrails and how that works. >> Did we agree to use the word shall not? >> Yes. >> Because I know we had a debate about that so I couldn't remember. >> I see why they use it because it does open up a broader like I see what they're I see what they're going for. I just don't like it. It's hard to get your >> It's hard to because I know here's what I want you to do and it's just easier for me to tell you what I want to see or what we'd like to see versus what we don't want to see. So, that's just it's my own. >> Well, I just want you to know that I've discovered an AI disagree bot

067and that's what it's called. And it's almost a shell knots >> and again that is I mean that is a conversation we can have tonight because you will have a chance to draft. This is not a um certainly not a hill that I am going to die on. It is something that is for y'all and for your community. And so if you're like shall is what we want to go with absolutely I'm 100% behind y'all. So that's um you guys whatever makes sense. So we're going to we're going to start we're going to break you up say excuse me uh into pair into pairs sort of and then we'll spend 10 minutes doing some drafting. Remember, we have these four. You don't have to. You can have one to five guardrails. Remember, less guardrails means

068more focus. So, don't feel like you have to have four or five. You can pick two if those are the highest leverage ones. That is all up to y'all because you own the superintendent guardrails. What questions do y'all have for me before we start drafting? Okay, then I'm going to leave this up here and I am going to ask Trusty Brady and Trusty Shackman to be a dynamic duo and Trusty Gilmore if you will move to the left and partner with uh Trusty Barnes and Trusty Garza Rohos and we will have 10 minutes to do some drafting, some initial drafting and then we will come and hear what everybody said and build some consensus around the verbals. Mandy, I'll come to you. >> I know better than walk in front of the camera. >> Yes,

069710. >> We'll do a time check. I've turned it off. I came up with my own. That's what I was think. We can take a break. So original document have so original document would have strategic priority and then it would have a whole bunch of things underneath it objective and then indicators. So instead of taking these parts of it, we just took this part of it and then with the idea that >> Okay. What does it say again? I'm sorry. I just need to read it. >> I think I just need to read it. >> Yeah. Okay. for the second one is foster a positive inclusive school culture. Is that one that we'd like to promote social and emotional? >> Yeah. I mean, like I said, we can make that. >> Yeah. >> So, you

070know, kids take kids service Okay. There's a panorama survey right about question for school district for district. So that's hiring retain all level to No, no. I think we need to >> I think we need to like internal because external is different but internal I think is what people want to see. Mhm. >> Well, but then she would come up with that. So what our request is like the superintendent visible and then her translation would be as a whatever she comes up with depends. >> Right. Right. Right. Right. She could say um host two town hall meetings or something like that like whatever she comes up with. But that is and that is an answer to that which is what Oh yeah, everyone seems to step up. camera. Are we um >> I was like

071okay I know we're not but happy to >> y'all are so guilty. >> I just refer to ghost of Joey that is I mean I can't do anything about that. I just >> know I purposely >> he actuallyse [Laughter] I think these are great. I think what what we're going to end up doing here in a minute right though is like follow is that like is that the highest leverage value of your what is it that y'all are trying to protect? >> I'm not saying that's not that's so we want to make sure that we're making strategic we're wanting to make sure that we're making decisions to maintain the learning environment that we And also to evaluate on all levels meaning you know that have studies or what anything like that >> before initiating bond

072>> okay >> or that's where that's where I want to start with you guys >> primarily but no also I think because we needed to get on a cycle yes in the past in our district we've gone 15 years without a bond then like we get a bond we get another one bond then we go like 20 years without a bond so it becomes a >> 10 years per have more of a structure around do we need a bond if we do let's figure out why what are we doing but I now talking it out loud >> is that really something we want to focus down. >> Oh, maybe I'm not asking the right question. I I know what I'm trying to say. Like I think we want to make sure that our resources are

073for high quality buildings, for high quality education, right? >> So that's why I have >> Is that what you're talking about? >> No, this is this is the you're asking the perfect question because the question is like is is this hyper specific to the in which case great then you've written a tremendous guard. If it is more about we want like evaluation of learning environments and the academic return on investment or whatever it is then it needs to be written a little bit differently. So I think that's the that's the question. Yeah, because I mean at the end of the day of the >> to adapt to high quality buildings because they're equals high quality >> on the bond. >> You want to know what it's about? >> No, no, no, no, no, no, no.

074Like future planning where even with the money that we have right now, >> high quality, right? But our investment is towards a high quality facility. So then the kids can have high quality education. And I just think there's lots of things. Is that what you're talking about? Evaluating all that kind of stuff to improve the buildings. >> Would that be considered high quality? >> I think >> I feel like that getting too in the I think what we're looking at is more is this learning envir is this keeping up and making sure that our learning environment is updated in what we need or what our students need. >> So that that I think is the that that's the question you guys have to solve is if it is non that is again like a great

075guard have a lot of districts who are like talking about bond or bond reporting or whatever that is important. If it is about evaluating on a continuous cycle the like quality learning environments that is a little bit different right now like you could see any number of strategies under there that might include something about the bond it might include something else. So that's the that's what the narrowing does. But if we don't have that in ours then it's you know up to them whether or not they have to make that decision like one or the other because to my point earlier about the visibility for the superintendent she could come back and say all right spring two spring town hall meetings >> basically >> visibility and it's on a campus and it's her this is

076how she's going to show us how to do it which means and that and that all of that is true. And I want y'all to know that if that happens, because this is what happens all the time, the iterative process is the superintendent might come back and something like that and then the board goes, >> we weren't specific enough with our so you won't >> so I don't I don't want you guys to feel locked in, but I do want you to think intentionally. >> Like right now that kind of like unlocked something >> during school hours, >> right? like on campus because the district want to have >> we're done already. You can't cheat on us. >> Let me see that. They got me. >> Oh, we're making like overdrive. How many How many

077more minutes? >> Two minutes. >> Just two minutes. >> Let me see it again. >> Okay. So, I think the changes changing learning experiences. I think adaptable. I think what we need to say is like high quality learning environment. >> Yes. >> One for the rest. >> He will do great. He will go everywhere. So I don't know that we should say the shri >> then have two different ones. >> I get what you're saying. I think our feeling But we need to make sure. So yeah. things here. It's okay. >> So, what we're going to do is >> we're ending it. >> Yeah, that's it. You've done it. Good job. >> I love you. This is with you. >> I'm a terrible girl. Mine are all tied up. So, what I'm going to do

078is I am going to uh start with Trusty Brady and Trusty Shack because they finished first. And I'm going to scribe scribe their guardrails on here because I'm a visual learner. And then we will take comments from the second group and build those two together. Does that sound okay? >> We would just like to point out that ours are correct. Yes. Let it let the record reflect the record. >> Okay. Ready? So the first one's for Mr. >> Shall not compromise high level educational strategies or best practices when it comes to facilities, safety and security or infrastructure for our students. >> Strategies >> or best practices when it comes to facilities. >> Mhm. safety and security. >> Uhu >> or infrastructure for our students. >> No comment. >> Thank you. I I know y'all know

079by now I'm both um spelling and grammatically challenged, but that's cuz I didn't graduate from CFB, so everyone. >> All right. >> Then we broke that first one into two. >> Okay. >> You want to hear a second one? >> Yep. >> Okay. shall follow up and remain engaged to maximize all bond programs, all educational programs that benefit all students. All bond and education programs. Is that what we said? >> Yes. >> That benefit all students. >> Okay. [Music] >> Well, and Dr. Roger, I'm glad you said that cuz I just want to remind everybody it is not that this stuff is not already happening. This is an opportunity for your admin to bring their highest level strategies to y'all and then for you to go all in on the the resources. >> Well, and

080then also for the community to see >> Yes. that that focus and look at what we're doing. >> Absolutely. Um and I think I mean we'll talk about this more as we go along, right? But like your goals and guardrails also should be a starting point as your administration have put together these amazing strategies to also be able to say here's where our community can plug in to make all of this go faster and better. Right? So this is this group group project everybody. Uh what's what's next? >> Okay. Shall remain actively engaged with all community stakeholders including staff. stakeholders including staff, comma, campuses, >> campuses, >> comma, community members, >> community members, >> comma, business partners, >> okay, >> comma, the elderly >> with a shared belief that CFB is an exceptional learning community.

081All right. [Music] >> Senior, not elderly. >> Senior citizens, >> right? >> Yeah. Take out elderly and pick senior or senior citizens. >> Okay. >> Could I read that as a junior mom? Oh, you mean seniors in high school? >> Senior citizen, >> right? But senior citizens. >> Senior citizens. >> Yes. Just not seniors. Right. Okay. >> I think that sounds more positive than elderly. >> Okay. >> All right. >> People who don't think they're seniors or elderly >> shall make all students feel valued and cared for. >> Okay. that promotes optimum student learning in a safe structured in a safe and structured environment. >> Did you put that in chat? GPT. >> No, ma'am. Kim Brady right here. >> The new intelligence >> optimized. >> I'm sorry. I am no trustee Brady. Can you

082promote optimized student learning something >> in a safe and structured environment >> in structure. >> Okay. >> Oh, environments, guys. >> R there's a there's a letter in there. >> It's like Wednesday. Okay. One more. >> One more. >> Very good. shall optimize all available resources to promote and retain high quality staff who operate and perform at exceptional levels >> to recruit. There's a lot of adjectives and retain >> high quality staff >> quality >> who operate and perform >> who operate >> and perform >> at exceptional levels >> exceptional levels. Okay. So the first thing I'm going to ask y'all before we move to the other group is basically a couple of things. Okay. Um one is in thinking about the the level of specificity, right? And knowing that, I just want to reiterate

083all of this is important and there are many things that are happening that are not going to be represented specifically in the values, but looking at community stakeholders, do we want to incentivize Dr. Aldridge and her team to prioritize every single one of these community stakeholders? Like if we prioritize again knowing that some of this stuff is happening anyway, but if we're prioritizing senior citizens and business partners and campuses and and and is that going to provide enough focus for what you want to have happen? And remember, everything that they are going to bring back to you is going to be a strategy that will also help you move your student outcomes. But which one of those would you take off? >> I mean, I think essentially >> they're probably cover. >> Yeah. And she'll

084probably cover most most if not all of them. But I would say that the the primary stakehold or the primary people that she needs to be focused on are the students and staff. >> Yeah. Because here's the here's the thing right too is like if we say we want everybody to be engaged why do we want that >> for student >> like to be like yeah kids we're so excited >> community buy community buying for what reason >> so they can come support >> I heard support yeah support >> to move student outcomes right this is all going to be in service of student outcomes so when we think about limited time and and limited resources That's why sometimes the narrowing helps because we do we want Dr. Eldridge focused on campus um like campus

085staff or family engagement or across the across the spectrum. I am not this is not a leading question. It is a question for your consideration. I just want you all to be able to think through specificity. Um all resources same same thing with this one. I would always ask y'all is it all staff? >> Yes. >> Every single person professionals is it >> like >> there's no right again I have no >> all staff matter. >> It's not that the question is not whether they matter or not. The question is the le the lever of focus. That's all that's all I want y'all to be able to think about is like is there when we say all everybody like if there are certain people that would narrow the strategies that Dr. is coming forth that

086might help kids. I just want you all to be able to see. >> So if we say shall optimize all available resources to recruit and retain everybody is important. But if our main goal for this year is to retain highquality teachers to improve student outcome then it would say shall optimize all available resources to recruit or let's say support pair professionals. Recruit and retain pair professionals who operate and perform at exceptional levels. Right. But we're going to focus on teachers. I'm fine with that. >> I'm just throwing it out. >> I'm fine with any of it. But yes, >> to your clarification, if you say at exceptional levels that we are growing a um our adjunct teachers to be certified teachers, is that considered exceptional? >> That's your response to us. >> That that's what

087you would >> Okay. So that's the So you guys are like assigning the court. Yes. Demands >> and we're the jury and you would say, "Well, this is what I got to offer >> or this is how I bring you." >> Because that's why if we don't if we're not specific, if we're high quality staff, then you could decide I want to focus on this area of high quality staff and >> and then we say, >> "Actually, that's not what we thought. We meant this and then now you have to go back again." >> Is that right? >> Yes. And that I mean because as the as the expert as the CEO of this district, you are going to know which strategies are going to move things the most, right? And and so >> two

088things on this. One is that if Dr. Aldridge comes back with guardrail progress measures and they're not quite what y'all were not even expecting, but you're like that doesn't quite honor what we heard, then I will ask the board to refine the guard rail. >> Right? So that would be like that's a great example is if Dr. A came back and said, "Hey, I have a great um a great plan for our adjuns. We're getting our CCMR people credentialed like blah blah blah." And then y'all were like we actually just like only wanted to hear about teachers because we think that's the lever then we will say okay narrow that language. So this on us to narrow the >> Absolutely. So this should also because I feel like in my head I have all these

089arrows going to where what we're doing and what's coming and you all heard it the other night at commit with how much money TEA is putting towards growing teachers and so there's a lot of buckets >> and they don't know all the buckets, >> right? >> So I come back with the buckets. That's why you get to do the progress measures because you are the expert here. >> I get it. But I have to talk through it because otherwise I go, >> "No, I love it. I I think this is so valuable and I think for everybody like everybody who's getting to hear this because the other thing too is like it's not that other stuff isn't happening, but this is you as the executive going here are the big bets that we're making and

090oh by the way, I'm coming back to y'all and asking you to resource it because this is this is the the highest leverage strategy. So this is your opportunity to articulate your most important priorities and then ask for resources within what they what they have brought to you. >> Okay. Got it. All right. Group two. >> Uh >> do you all what what do you have? >> Hopefully small for me. >> Let me know where the >> Right. So um ours I'll start with the superintendent shop. >> Okay. So, the superintendent shall optimize our facilities to be adaptable to changing learning experiences and student engagement. >> Okay. >> In a consistent manner. Okay. What's next? >> The superintendent shall foster a positive Anna >> English teacher >> inclusive schoolure. >> No, no, nothing after inclusive.

091Inclusive school culture. >> Okay. >> Where all students feel valued and supported in their learning environment. >> I'm pretty sure. >> Yeah. A lot of look exactly. What's next? >> Um, hire and retain personnel at all levels who exhibit expertise in their field, comma, a strong work ethic, comma, >> hold on their >> field. wait in their fields who >> who exhibit expertise in their field. Okay. Um a strong a strong work ethic >> strong work ethic >> comma and a commitment >> and a commitment >> to continuous >> continuous >> improvement >> and student success. >> Okay. Okay. Uh, optimize community engagement, comma, with the superintendent being consistently visible. On school campuses are on campuses during school hours. Okay. All right. So, we have >> We did have one more. >> Oh, sorry. >>

092This is the one that we spent all our attendance. >> Save the best for last. >> I know it's not. >> Now that we think about it, >> evaluate the need for capital investments and follow-up bond programs. I will say um like that's incredibly clear. >> So whether or not you choose that one, I will say congratulations. >> Your best one right there. Love it. >> Love it. Love it. Love it. >> Okay. So from these two we have we have a very specific guardrail about capital investments and followup uh follow-up bond programs. We have a broader guard rail that is about um optimizing facilities in relationship to learning experiences and student engagement. And then over here we have facilities in um the specificity here is safety and security mostly is the kind of the

093the main idea here and then maximize all bond and education programs. So starting with kind of that facilities, learning environments, and education programs, what what do you all feel is most important? Is there one that you like the most? Are there some things that you want to mash up or what is the what is the value now that it sounds very similar that you want to protect there? Well, I like that. Um, follow engaged and then tag that on to the one the last one that they just did >> this one. >> Yes. So, shall evaluate the need for follow bond programs and remain engaged. Sounds very >> Yeah. >> camera over there. >> Me and Chat GP to your friends. >> Yeah. Good friend of mine as well. >> So I merged the two

094pictures together. >> Okay. Uh so for this one, the district shall evaluate capital investment needs annually and ensure all bond funds are managed and reported in a manner that directly benefits student outcomes and campus improvement. >> How do we feel about that? >> Yeah, your name. >> Yeah, >> I like that better >> because what is the what is the is the value? I guess do you want to have a specific guarderell around bonds? >> We just I think for us as the community, we've heard we just want to make sure that we're putting our money where it belongs and it needs to go, which it always does, but we want to ensure the community that that's what we're going to do >> in specific relation to bonds. >> Yes. >> That feels pretty unanimous.

095>> Well, we're not going to wait 18 years for the next one. Yes, that has been done in the past. So, >> okay, >> that kind of fix. That's why I'm saying I've been engaged and >> that'll be clean. >> But you and chewing your teeth. Okay. >> So, basically, wait. This one we feel like is getting close here. So shall evaluate the needs for capital investment follow on programs evaluate um on a regular schedule is what I heard >> that's not what they did >> what did you agreed to do on like every other month or something no just in general yeah not waiting 18 years before gota Planning for the future. >> Yeah, future planning is really what it is. >> Future facility planning >> to maximize future facility planning. >> Yeah, I

096like that. >> All right. >> Is that how's that feel? >> Some things have happened here. I had nothing to do with any of them, but they did happen. Yeah. >> Okay. >> All right. We can also everybody will have a chance like this is this is not the end. >> Yeah. >> But if this feels like >> cuz it it seems >> she'll come back with something and we're going to look at it and say, "Oh, wait. >> That's not what we that's not what we think or yes it But I think what what I have heard here unanimously is bond programs are important continuously and we want to make sure we're maximizing that in service of our students on top of it. Okay. >> Last one's just getting us caught up. We're not

097even >> I like the way that's worded. >> Okay. >> It's not. >> So yeah, I've been reading a lot about it. >> Okay. The next question I have for y'all is there is a separate there's a separate one that is talking about um safety and security infrastructure. Are you comfortable about folding into the bond that we've already written or is that can we keep it separate or no >> or do you want to should we got the shell on? >> Yes. I think the the question is right because we're we're now narrowing so I want to make sure that we encapsulate all the values. So this one is related to facilities but specifically safety and security. >> Oh I see. So I didn't want to just say oh we've done the the bond stuff

098like we added on to the one we used it is. >> Yeah. Yeah. So what she's asking is that so safety that last sentence for the first one is safety and security or infrastructure for a student. >> Oh, so add that either we add it on to the end of the other one >> or or you can say I would assume like we will be going through the bond process as a collective and so that as a board we will ensure safety insecurities in there. We don't need to write it separately. I just want to make sure that if that is a a value that you want written in somewhere or if that feels different to what you just wrote that we capture that. >> I feel it's different because it's talks to our community.

099>> Okay. >> Like we're making sure that parents feel safe because we that's a top priority. Okay. >> That's how I see it. >> I see. I was thinking something different. So Okay. >> Okay. >> But can we just add it on to that same sentence? Um this one this one says shall make students feel valued and cared for in envir I think I missed in environments that promote optimized student learning in safe structured environments. So that also could be if this is about student safety and security we can put it we can encapsulate that there. >> Yep. >> What do you guys think there? Uh yeah, >> because we've got this one for students and then >> can you go back to the one we wrote? >> Yes, I will too. >> You've got

100this one. Shall foster a positive inclusive school culture where students feel valued and supported in their learning environments. >> I'm sorry, the last slide. >> Yes. >> I feel like that's really speaking towards the money. >> Yes. And bonds. But do you want to add without compromising safety and security? Is that what you envision or more like campus? Is that what you're >> I'm thinking more canvas. >> Okay. So this is this is then the safety and security is an environment issue not a bond specific issue. Correct. Very good. Yeah. Okay. >> All right. So we got that. >> Um so let's move to this this one. We have a students feel valued and cared for in an effort to promote optimized student learning in a safe and structured learning environment. And then over here

101we have go um also also valued and supported. So that seems there's alignment there. I think the questions are what what words do we feel like are important we when it comes to school culture. Well, this is do you want it to be school culture or student experience specific? Both. Okay. All right, we have valued and cared for, optimized, safe and structured. And then we have inclusive, valued and supported. So maybe you want to add >> valued and supported in a school culture that valued and supported. >> Good. Yeah, >> I like that. >> Do you like that >> gentlemen? >> Yes. >> It's a good one. >> All right. So, next one. Okay. Next one is this idea. Obviously, there's alignment here in terms of engagement. So, we've got two kind of takes on

102engagement. The first one is engagement and then with who? Like who are the stakeholders? Is it all do we want to get more specific? And the second one related to community engagement is very specific saying this the superintendent should be visible on campuses during school hours. We're the ones that did the school hours just because um community she's already done a great job with community like external stakeholders. There's always opportunities for growth, but at the same time like u our teachers and our staff and our principles and all of that uh would like to see her more on campus, but And then she'll give us what she thinks that means >> all think. >> So do you want to give it to her more broad and let her >> whittle it down to what she

103>> I think we give it broad let her come. We're not going to get it the first shot. >> Yeah. >> Give her broad and then let her down. I mean, so she'll like I said, she she knows what she, you know, where is going >> I try to go everywhere, but >> Well, no, you know what's going to be most helpful, right? >> And you know what you're already doing. And our job is not to make it harder. >> Okay. So, what I'll do here is I'll add in visible and actively engaged. Now, the question is with who? Now, do we let her decide that? >> That well that depends. Is do you want this broad? >> Well, if I if we stop at a community stakeholders, then we let her decide what that

104>> is most important. >> Mhm. But that also just again Dr. Back and say >> so I am going to all of the animal shelters. >> I do bingo every Thursday. I mean I'm like I keep a spreadsheet on all the things she's going to say. I go to I go to line >> or she goes to bango to meet with the senior citizens and >> more power to you. >> But then here's here's cuz I want you all to think about this too. You will you will need to go back to your community and explain this to them. So if you're like why is Dr. Eldridge at the bingo hall and when? Cuz I want to go see her. >> You will have to say this very cross. is still I see what you're

105saying. Yep. >> Um this is not again I'm not trying to guide you in any direction. I'm just >> trying to let you know the level of of specificity there. And and with the reminder this the last thing I'm going to it's not the last thing I'm going to say for sure. But I think when we took that down like why do you want that to happen? That's always the question with this and I think the end should always be because we want students to learn and to have a great experience, right? So I want you all to be able to think about that too in terms of is this going to help Dr. Aldridge articulate strategies that are going to be high impact for our kids. >> Now this might be one of those

106that I can see when you use the shall not because the shall not >> wait what >> using the shall not start. Oh, >> Joey. We're both talking to Joey right now. But that way you're not specifically telling her who to engage with. We're we're saying who >> like don't leave forget about them. >> Yeah. >> That's kind of what >> and Tamara part of my like in the back of my head is the the results from that survey that we did. >> And to hear that so many people didn't even know that we passed it on two years ago and that there was a an election for school board trustees. Like it's like what? because we're hearing it all the time. So, how do we get out and engage our whole community? >> Sure.

107>> So, that's part of what's playing in the back of my head. That's one of like the senior citizens that who are we leaving out that don't seem to know what's going on but yet >> Well, I also I heard that you just said, Trusty Brady that the board has a big hand in that too. So, I think that's another good consideration is like what are y'all wanting to commit to and where like who are you taking and what are y'all doing and what does that mean for where Dr. Eldridge because there's only one of her. >> Yes. Right. >> She is a person. So, can't be going to bingo every like a good example would be she says this and she says I want which is not what's going to happen but it's just

108an common thought process. I want town hall. >> Mhm. >> And sends one of us to go and present. She's engaging in the community, but it's on us to be able to present the town hall. And >> I think that would be just a fine that would be fine. >> But how do we narrow that down for her? Because right now it's everyone is important. So make sure you remember that everyone's important. And so how do we bring it down even more? because yes, everybody is extremely important just like we said earlier about the physicians, but she can't focus on all of them. >> No, but I think if that's one of her strategies is we're going to engage the board to send go to town halls or go to the bingo parlor or whatever

109it is we're going to do, then that's part of our strategies to make that happen. So then we remove staff and campuses and lead community members, business partners and senior citizens or >> but that would just be one of our strategies in order to speak the community where she would send out the board at town hall meetings or the bingo parlor. Wait, but but that one of our other strategies might be that she is going to go to XYZ campuses on Mondays and Tuesdays and then the other, you know, ABC campuses on Thursday, Fridays every but I don't that that's that's her job. That's not ours. >> Yeah, that's what I'm saying. But she come back with >> Right. Yep. >> Broad and let her cuz she knows what's the need. >> She's going to

110attend Rotary and she's going to do a lot. >> So I would you like me to leave it like this or just say all community stakeholders? >> What do you think? >> No wrong answers. >> I I'd rather leave it like this and let her come back to us. have a different opinion. >> I just wanted staff and campuses for >> get rid of the word all >> this one >> I wanted to do internal but obviously it's a board position >> and let her then say I mean maybe this year she's going to focus on the >> that's kind of where I was going with this conversation like this year >> you could focus internal maybe next year she could be external without so much because let's say she comes back and she's going

111to say, "Well, I'm going to go to Rotary. I'm going to go to bingo. I'm going to go." And then the teachers are like, "Hey guys, you know, I mean, that's my input." Well, I think it is extremely important she does that without having a hard but I don't know. What do you think? >> Okay. So, it sounds like the option on the table now is leave it broad like this or narrow it to campuses. families and campuses >> with cigar rails. Are those like I know we we talked a little bit about the timing. You know, I know that goals have a different kind of timing strategy, a longer period of time, five years, >> but guard rails looked a little bit different or was that just the guard rail like what she came

112up with or is that the guardrails in and of themselves? Is there an expectation that those have more of an expiring date where we're >> That is a phenomenal question, Trusty Barnes. The idea would be that your guard rails will stay the same throughout the five years, right? >> Because that I mean, we know strategies in building infrastructure takes time, but absolutely Dr. Dr. Aldridge and her team can set shorter guardrail progress measures to say, "Hey, we're going to do like this one's going to expire in 2027 and it's wholly related to elementary school families." >> And that will tell y'all that this is like phase one of the strategy and then we'll be going into other phases. So yes, absolutely. This the you can have shorter time periods to articulate, >> but those might

113be her strategies. Those are not necessarily the guard roles in and of themselves. >> That's correct. Because because in in theory and in practice, the values of your community are the values of your community. >> Well, so see so speaking to that with seeing that this is worth looking at like a fiveyear plan, I would say to keep it broad and she can focus on what she wants to, you know, having her focus only on students. Not that she's not that you're ever going to just focus on students and teachers, >> but having it be that narrow. >> I I I feel like, you know, and spending five years with that being that narrow, I don't know if that's >> right, >> how that's going to help in the long term. So I guess for

114me it's more of a if we think about it on a higher level for us as a board, if we help our families, educate them to whatever it is they need may need, we could keep them in middle school. we could give but like if we focus our attention on staff and campuses then we could spend more time on retaining our students and keeping our families here within the district >> because that's important right now especially for I mean for the kids and for funding that's my my two cents but you guys are I was like we're a board together >> it's not that we don't disagree with you >> no yes I understand but I'm I guess it's for me I do see it as very broad like too broad Okay. >> But I

115mean, I'm going to go with the board. So, >> but I think this is then her opportunity to narrow it down and with her guard rails, right? I mean, with her Yeah. with her guard rails and say, "Okay, but this year I'm going to focus on this, this, and this, and this is how we're going to do it >> because that's what she gives some." >> So, I have a question. So, you you give me this. Do do I come back with not just indicators of how or strategies or whatever you want to call it on these girls, but it's also language. >> Yes. So look, >> so I would say I would tailor it like >> like if they wrote something like this, >> okay, >> safe and healthy, you can have I mean

116safe and healthy is an enormous category and you can see and this goes to what Trusty Barnes was talking about by the way screen in front of me. Um, one of the interpretations was was a climate survey, right? And you can see this expires in 2027. So, it's not the full length, but they're like, "Let's get climate." You can see one of these is hydration stations, which speaks to healthy, right? That was the superintendent. And you can see that's a one-year expiration date because they're like, "We're going to get them in and then we'll have a new one." And then the other one is about um mental and behavioral needs. So within that massive umbrella, this superintendent said, "Here are the three like highest priority strategies that I want to enact right now to honor

117this." But no, I get that. But what I'm saying is if the guardrail is a lot of words, >> can you suggest changing that or no? Once these are established, those are that's the wording >> like once they are formally >> if that's what they decide on there's no input that I would say well I would suggest no I would just do it by what the indicators are >> that >> but not changing any of those words. That's what I'm asking like with a long sentence. It's it's a great that is a fantastic question and I think the answer to that is usually that will get sorted out when you come back with your strategies and the board goes we like we weren't specific enough or we had too much that >> instead of just

118putting a red pen and editing >> right you could do that >> like you could say the state of the district. >> Yeah. Great. >> And then we're like is that okay? >> Yeah. Okay. And and I think Dr. Eldridge like the other part of that right is when you bring the the progress measures like that is another articulation of your strategy to say hey board this is what you interpretation >> exactly and as your as your chief executive like here are the highest leverage strategies that's going to move our needs and community and here's why. Okay. red line out of here. [Music] >> Okay. So, we've have let's see who are we next? Facilities. We've got bonds. We've got stakeholders. We talked about students feeling valued and cared for. And now we are on

119high quality staff. So, we have this one. Sorry guys. Back. We have this one about available resources to recruit and retain high quality staff who operate and perform at exceptional levels. And I think Dr. Eldridge, that's part of like what you're saying too about like I'm going to interpret every single one of these words like exceptional levels. Is that kind of what you were getting at is like language is important. you know, we've my leadership team and I have been taking a lot of assessments and I realize how extremely analytical I am and so if it, you know, in the definitions, but I get it now. I understand. I can come back and say, well, here's how I interpret it with my >> anal analytical mind for that brilliant mind. >> Say yes or well,

120we weren't all on the same page. Yes. >> Right. And how about we've got retain high quality professional staff. That way it includes administration. It also includes teachers. >> Okay. Like >> we have that one trusty Brady and then we have this one shall hire and retain personnel at all levels to exhibit expertise in their field continuous improvement. Um so of the of the words in here we'll start with this one. on that one. >> Um, all right. Let's start with who who is the staff? All staff. >> Well, that's what I was going to say. Professional staff, >> which is different than just staff is different than just teachers. >> Okay. Other thoughts from the board? >> Will that mean administrative administration building like the people here? USC staff, I mean teachers. >> So

121all CFB please. >> No. here salaried employees. >> So should we write that in salaried employees? >> Because that way it's professional. I would think it's everyone that gets hired >> but salaried is you're right different from hourly >> right that's usually it's the breaking point professional versus not professional but we also work with a lot of contracted people because of special ed and love things. So that's why I was going to throw that in as professional staff. If you don't want to include all of them for now, which staff do I want to focus on? Again, that's that's totally fine to have retain high quality staff. Just be aware that if Dr. Eldidge comes back with contractors or pair of professionals or whatever that you will be like yes that's what we meant versus

122we only wanted teachers or we only wanted whatever. There's there's no wrong answer here. There's just level of specificity to get where you where again all of this is important. It is what are your highest priorities? >> Yeah. What's their student outcome? What's going to affect student outcome? and nurses are professionals. Not that all of them are important, but they are. >> When she says professional staff, Dr. Eldridge, what does that translate for you? Like what how would you explain that? >> Uh administrators, teachers, uh salary. Where does salary employees end? Does it pair professional or is it >> you could have pair of professionals or ex auxiliary? There's some specialists like >> you know I don't know all the I mean we just did a new study but some people are on exempt contracts

123some aren't. It would be it depend on what position they fill. But I guess that's kind of hard because also a bus driver is very important because if we don't have kids in school taking them to school then how are we going to achieve increased student outcome? >> But that's that's kind of what she's saying. You got like you've got to if you want to put on staff on there that's fine. And if she worries about the custodians and the bus drivers and that's fine too. But is that what we're looking at >> again? And we know that's happening anyway. Right. Somebody's got eyes on that. Somebody's absolutely you know, but what what are your highest priorities and what's going to affect student outcomes the most professional? >> Your thoughts? Your thought? >> I I

124like it the way it is and let you interpret that for us. >> Okay. >> Because Paul, >> I go with how it is. Okay. March and how it is right there. Is that what we're talking about? >> Um where it just says staff and listen. >> Um yeah, I'm >> good at me. >> All right. Any other Does this encompass everything we were optimizing resources? We're recruiting and retaining. I do think I did kind of like what we did at the end of ours with the expertise in their field, strong work ethic. >> Oh, >> yeah. >> And commitment to continuous improvement and student success. >> Yeah, I do like that. >> I just like having >> versus exceptional levels. I just I mean >> I like having it broad because it gives us

125a chance to have a more dialogue and we come to it >> with the same goal or the same thought process and we're all putting deposits in. >> See what you did there. See what you did there. >> Um okay. So this would be four. Does that feel different? >> I I like the way that sounds. Anybody else? >> Sure. >> All right, then we have four guard rails. I think what I would like y'all to do now is just read through read through this draft. Give me a thumbs up when you're done. Actually, I'm sorry. Bad move. We're going to read through the two drafts that we did to say, did we miss anything? So, please read through this draft. Write down anything you feel like is missing. If not, whatever. And give me

126a thumbs up when you are done reading this. And then we'll move to the next one. I can't. Are those thumbs or amazing thinking faces? You're done. >> Good. >> There's the second one. All right. So, knowing that that's there, this is what y'all have drafted collectively. Is there anything that is either missing superfluous or we want an addition of any kind? On number two, All students pearl. >> Hell yeah. >> Can you say that again? Trusty brace. >> Students with an S. >> No, just one. We're age. Good. Thumbs up if we feel good. >> Sorry, Joey. >> He's listening right now. >> He just bust through the wall. Surprise. >> Trusty Shackman, you good? >> Yeah. If we lose the S on environments, it's only going to be basically one environment, our district.

127Okay. >> All right. Congratulations, board. You've drafted Superintendent Garrell. >> Good job. Nice. >> So, I will send these out. Um, and then I think the the next step is to start to develop guard rail progress measures. So I think we can talk about whether you all have enough time to do that before the next workshop. Um, that's a pretty quick turnaround. >> So >> November 13th, I think. >> No, it's November 13th. >> So if you need I mean you need more time, this is definitely something worth taking time on. We have plenty of other things to cover. Um, but I think that's it from our end. Anybody else have anything? >> Okay. Any questions for anybody tonight? >> Thank you guys for being here. >> Thank you for our guests who watch presentation.

128Okay, ladies and gentlemen, we have reached the end of our agenda and we are adjourned at 8:10 p.m. And so I also going