Carrollton-Farmers Branch ISD - School Board Work Study - 9/18/2025

001I call this board of trustees work study meeting of the Carolton Farmers Branch ISD board of trustees to order at 6 someone >> 12 >> 6:12 p.m. on September 18th, 2025. Um, for the record, board members present are Kim Brady, Iliana Garza, Rohas, Marjgerie Barnes, Carolyn Benvitas, Paul Gilmore, Randy Shackman, and myself, Cassandra Hatfield. We constitute a quum and may conduct business on behalf of the district. Item number two is audience for guests. Anyone who wish to speak during the audience for guests must have completed a form online um following EE local. And um as of 1 p.m. today, we did not have any requests. So, we'll move on to item number three, which is discussion of board goals and progress measures. So um tonight we are have welcoming commit back to help us continue

002our work um that we started our last meeting looking at our goals as a district and then goal progress measures and in the interim since last meeting this meeting Dr. Elders and her team have also been very busy working on um looking at the work we did last time and then bringing some additional strategic plans forward um to help us move in the direction of being able to have a goal progress monitoring calendar so that the board can be actively monitoring goals annually uh during our board meetings which is our main focus of student achievement. And so with that I'll turn it over to our two wonderful presenters. >> Awesome. Thank you, President Hatfield, and good evening everybody. My name is Tamara Harrington and that is my wonderful teammate from Joey Joey Rodriguez and as

003President Hatfield said, we are from the commit partnership. We are the governance team and commit is a 501c3 nonprofit. So, we're here this evening at no cost to the district and we are incredibly pleased to be invited back here to support you in this massive undertaking that you have taken on to improve your board governance. We always say that effective board governance is one of the most critical enabling conditions so that your experts and your administration can do their best work for students. So tonight we are going to do a couple of things. We're going to start with a quick review of the information that we looked at last time. This is going to help contextualize the goal progress measures that we're going to look at in a little while. After we've finished looking at

004full progress measures and asking some questions, then we'll go into drafting some guard rails for the district and we'll go into a little bit more detail as we go along. But before we get started, we always like to do a little connection piece. And so what I'm going to ask Dr. Eldridge and our board of trustees to do is look at these four statements and just share out if you would which one of these this evening is resonating most with you. Come and >> I know everyone's pretending they're chewing. >> Awareness makes transformation possible. >> And why does that one resonate with you, Trusty Ben? He does. >> Well, I just say because if we don't know what's going on, how can we make a change or impact children's lives? I love that. >> Absolutely.

005Strong start. Let's go. All right. Who's next? >> Okay. Leadership isn't just about improvement. It's about insight. Um and I think last time when we met, just listening to the conversations in our small groups and then how we came together. It was the insight we got from each other really helped us to understand more about why we believe things we believe about what students can do. >> Don't let perfect be the enemy of good. I I think a lot of us here are kind of type A perfectionist want everything to be perfect and that does get in the way of moving forward and learning and sometimes doing something is how you learn how to do it better like going through the process is lots of times just as important as actually making that your decision

006or whatever the case thanks for sharing what's next >> I I also think leadership isn't about improvement, it's about insight. So I think the majority of our board really tries hard to have those in depth conversations about the why and not just focus on attending the training or not attending a training about the why. Why are we doing this in the bigger picture? Absolutely. >> Okay. I'll take an organization as a reflection of the patterns of its leaders and I believe that our reflection as we have stated about students were all rowing the same way and that is what we stand for and I I would say too we've had a lot of um change in our leadership um different departments and I think that all the people that are in their current positions believe

007in the students and believe in what we can do for students. And I think that once you get everybody, as the Navy Seals say, we all have to row the same way. I think we're all rowing the same way at this point and it's exciting. It's been very exciting. I will also take that one just because as a as a board, we're focusing on our goals and it I know that awareness makes transformation possible. So, it'll trickle all the way down to our teachers, which in turn will trickle down to our kids. >> Well, you know, she's going to call on us, >> right? >> I would also choose organizations reflection the patterns of his leaders, but I would really focus on the idea of patterns >> because There are just a number of different

008ways that we reflect and project leadership and uh the combination of those really makes a difference for the district. >> Well, I was going to say leadership, but now I'm looking at awareness makes transfer. There's been a lot of awareness in the whole district from the community, from within the board, from the leadership, and I think that the board's changed. Obviously, I'm new. Uh, >> The fun new guy. And, uh, and and we do have more participation, I think, from the outside. Um and I think that they can see that there is transformation taking place. >> All right, strong finish. Thank you all for sharing and um I think we we all heard stuff that's like a little bit different, but the common thread is what we do here at this table sets the tone

009for the rest of the district, right? From what we're doing as a board and a superintendent down to our teachers down to our kids, right? Trusty Barnes talked about don't let perfect be the enemy of good. and we think about these things. That's all like we want that for our kids too, right? We want to be able to go through a process with a common goal and know that it's going to be messy and it's not going to be perfect the first time, right? But getting to do good work together in service of students and getting the entire district see its leadership work towards something together again vulnerably, right? Um but in service of something that's going to serve all our kids. So we appreciate you all for that little connection. So, here's what we're

010going to do today. As we said, we're going to do a little review. So, for all um you know, the type A people, by the way, we never noticed any of that from his crew. We'll have a little pop quiz for you. So, I don't know, we didn't bring any like gold stars. Um we'll review the goal progress measures. I know the administration has been working really hard on those. We will draft our superintendent goals. And as always in our work in progress, we're going to continue to build a culture of shared ownership and accountability, which is a lot of what I just heard modeled here in that connection. So, anybody remember this? Student outcomes don't change until adult behaviors change. What adults are we talking about? >> Yeah, absolutely. Let's not do the same

011thing and and expect different results which the fact that you have decided to work on your governance structure collaboratively right over the course of the year is a huge adult behavior change. Okay. And why does school systems exist? >> Educate students. >> I love this. You guys have always to educate students. School systems exist for one reason and one reason only, right? To educate our kids. And that provides access to our students to many things that y'all brought up last time, right? Is economic mobility, a life of opportunity, right? And choice and all that stuff. But first, they have to have those opportunities through education, which is why so many of you in this room have dedicated your time, talent, treasure, and professional lives to serving this district. All right. So, here's our pop quiz.

012We are going to take let's say two minutes for everybody to look at these questions. Maybe write down some answers that you remember from last time. I know um I'm sure this is you have little flashcards or whatever. Some of you probably do. I I actually imagine. And then after 2 minutes, we'll go around and just talk about what we remember so that we're level setting on the on the concepts before we go into our conversation about goal progress. And if you don't remember anything, that is okay. That is what review is. And that also means that your teachers, me and Joey, not >> need to work. >> If you get all these wrong, it means we did a really bad job last time. >> That's right. Our adult behaviors need to change. [Music] on

013anybody else's paper. I mean, I just like leaning over here. >> I'm like, what did you write down? >> Have a friend if you need to. I did my job that requires adult behavior change. I did that. >> That was three notebooks ago. >> What else you been taking notes on, man? I don't think I got it right. So, go ahead and look >> me. I don't remember. >> Used to be a seventh grade teacher just mentioning you now. >> You're not going to be the line leader this week. >> A Okay, we're all going to work together on this one. >> Okay. >> What is the most critical role knowing that they are all very important roles, but as of last time when we spoke, what was the most critical role of school board

014trustee? >> Support and help the district. >> Absolutely. >> I got that wrong. >> Okay. I think you get it right >> to support the district in moving forward. And what is what is important to to move forward? What do we have to know? >> What our priorities are? >> Yep. Where we're going to where we currently are. >> Absolutely. Where we are and where we're going. And where we're going in your roles and responsibilities. What is that articulate? Articulated by >> vision. Yes. band values otherwise known as goals and guard rails. [Applause] >> Good notes. >> All right. Now, you know, uh is there why did we as a collective talk about why that is the most critical role last time? >> Why is it the most critical? >> So that we're all I'm

015guessing it so that we're all moving in the same direction. We all share in that expectation and collaborate together. >> Absolutely. So you all are going to adopt a budget later this year. And what would you be looking for? What what do you when you adopt a budget? What are you looking for? You're looking for I mean you're you're communicating with everyone in administration who's involved in making of the budget where they tell you like this is why we're assigning this, this is why we're signing that. you're making sure as a trustee that it follows along with your goals and follows along with the value that you place on you know whatever is you in our case in most administrative cases I would assume it would be student outcome >> absolutely great yeah because you

016adopt a budget you set policies and you hire and evaluate your chief executive and what are you what are you adopting or evaluating her toward is she and is the district making progress toward your your vision and values, right? And you are here as school board trustees because you have been entrusted by your community to represent this the academic goals for your students and the values that are so important to them that in pursuit of those goals, you don't want to violate those values. Well done, Trusty Barnes. Very brave. All right. Inputs, outputs, outcomes. We don't need like a standard definition, but can we get some can we get some um like definitions or examples of inputs, outputs, outcomes or when they occur in a cycle? You don't have to do all three. There's one

017that you remember fondly and would like to talk about. >> Let's do two patterns are the result. >> So when would we know those? At the beginning, the middle or the end of the cycle? I guess typically at the end of the cycle. >> Beautiful. All right. So, knowing that outcomes are at the end, what comes in the middle and in the beginning? In the beginning, our inputs are going to be things like high quality curriculum, um, progress monitoring, assessments, like strategic things that we're putting in place to input to be able to produce the outcomes. >> Absolutely. The inputs occur at the beginning of the cycle. Those are the strategies to get you to the end of the cycle, which is the outcomes. But we're not going to wait until 5 years or three

018years out to know if those are working, right? So, what do we need to look at at the middle in the middle? >> And what are those? >> Yes, absolutely. Those are in the middle of the cycle so that we can keep eyes on our kids and if something is working really well, we might say, "Great, how do we do more of that?" And if it's not working well, then great. We caught it early. What do we need to do better or differently to get our students back on track? Awesome. What is the definition of a student outcome? >> Yes. >> A measure of what students know or are able to do. >> Absolutely. A measure of what students know or are able to do. All right. Last ones. What is board owned, which we

019talked about earlier. by earlier I made about 90 seconds ago with superintendent collaboration. >> Goals. >> Yep. There's one other one. >> Guards. >> Yes. Y'all own the goals in the guardrails. And once again, that is because the community has delegated their authority to you. They have entrusted you to sit at the deis and represent their vision and values. Now, what is superintendent owned with board collaboration? >> Progress measures. >> Beautiful. Progress measures. That's right. You have these amazing educational experts who know this district better than anybody else and they are the people who are closest to our students. So, they are the people most equipped to tell you this is what we need to look at to know if our strategies are working. All right, everybody give yourself a round of applause. >> Well

020done. Well done. Next time Joe's going to bring the t-shirt cannon to just, you know, the wheel >> in the shop right now. >> Okay. So, just to refresh from your brilliance, um inputs are at the the beginning of the cycle. That is owned by your superintendent and her team. Those are your strategies. We will know if those strategies are effective because we're going to look at them in the middle of the cycle in the form of progress measures, which are also known as outputs. And as trustee Brady said, we're going to know if we won because we will have achieved our student outcomes. That's our Super Bowl. Student outcomes, a measure of what students know are able to do. Those are different from adult outcomes or sister system outcomes. And school systems exist to

021what? Improve >> student outcomes. That's right. Okay. And then we talked about this, right? is we all collaborate in this room and there are certain things that the board owns and there are certain things that the superintendent owns and that all of those um everybody has a role to play and is important that we know what our role is to perform it well so that we can best support our board and our administration. Okay. So we also talked about the the tenants of high quality student outcome goals, right? three to five because if we focus on everything, we focus on what? >> Absolutely. They represent the community's vision as we said. So we use those terms interchangeably. Vision is with goals, values is with guardrails. They should be high needs, high leverage. Can anybody give

022me a kind of quick explanation of what high needs, high leverage is? I know you know because we had a fabulous discussion about it when we talked about the goals last time. sub populations that are in oral outcomes. >> Yeah, absolutely. There's certain there's certain students, there are certain grades that if we pull that lever, if we give them the support that they need, that is going to lift up all students and put our kids on track throughout the duration that they're there. And it's important that we look at data and figure out what those are because we have fixed resources in this room. And it is important that we use them incredibly strategically so we can do the best for the most students. All right. So we talked about goals, being smart, a baseline,

023a target, a population, and deadline so nobody is confused about what we're trying to do, right? We're going to know clearly if it happened or if it didn't. We have a five-year deadline so that we give things time to work and that we are resourcing things and not changing stuff every five minutes. Why do we say that goals should require adult behavior change? >> Because to get better at something, you have to change something to enhance it >> so that it can improve because obviously like there's pattern that it hasn't been doing as much as it could be doing. >> Absolutely. Yeah. Let's not do the same. expecting different results. And once we get our infrastructure, we do things really well, then we raise the bar again to make sure that we are again asking

024our adults uh aligning our resources to to continue to increase our student outcomes. Their goals should be influencable by the superintendent, right? And that means 80% or more. So, we're not going to give Dr. Eldridge a goal that says we want every child to be able to take a trip abroad before they go to UCF because while that is magical and that might be something that we want unfortunately you are very powerful and very brilliant and it is unlikely that even you are going to be able to pull that off right so we set our leaders up for success and our goals are going to be our first priority for resource allocation so when you end up at that budget meetings later this year we're going to expect to hear questions questions like how can

025how are we resourcing our third grade reading? How do how do I see that showed up shown up in the budget? Right? Because we would expect to see some more resources in third grade as that is one of our priorities. Okay. So, trusty Garza Roas, I will not ask you to read this because you have done your part. So, but will anybody else like to read this out loud for the groups? By improving instruction, supports, and outcomes for high needs, high leverage student groups outlined in your goals, districts often implement stronger practices, clearer systems, and more responsive teaching that end up benefiting every student. Whether better whether it's better use of instructional time, more targeted professional development, or vertical alignment, the ripple effects of that focused investment lead to better learning conditions across the board.

026In other words, when we do what it takes to help our most vulnerable students succeed, we build a better school system for all children kids. >> Wow, we get some strong readers on this board. >> Why do you think we put this up here? because that's the track we're headed to towards by the the level of detail we put into or the level of work that we put into making stronger goals to support the administration and garden. >> I think it's trying to tell us that if we could focus on one student or several small student populations that they if they're doing it then everybody else will be doing it. That pretty much it. >> Love that. Those are three fabulous answers. Anybody else got anything else they want to add? Okay. Yeah. One of

027the one of the questions that we always get asked is like three goals, four goals, five goals, but like every kid matters, every grade matters, right? And that is absolutely true. And the reason that we pick three to five is because of everything that y'all just said and the high needs high leverage is if we focus on everything, we focus on nothing. And so we seek to find those leverage points that are going that we can invest our resources strategically, right, to make the most of that in our school system. And it is not because a ton of other work isn't happening. We know y'all are focused on every kid every day, right? But in any system, in any business, in any strategy, we're looking for those levers to pull that's going to bring everybody

028up. >> And I would imagine that those groups are smaller, so they're easier to track and focus on resources and manpower. >> Absolutely. And you think about that, too, right? It's like you identify groups of students and you put a great teacher in the classroom, no matter where your kids are, that's going to bring up everybody's level, right? >> Okay. Yay. All right. So you guys adopted your goals including you added a third goal and we want to commend y'all because the discussion that was had in this room we wish every board was having this that discussion right. You went back and forth thinking about what was going to be a really high leverage goal for all of your kids that if we invested our time and our resources that was really going to set

029them up for success. and you chose this fifth grade goal to put your kids on essentially advanced math pathways, which pays off hugely when they get to um 9th through 12th grade. And there's a ton of research out there, right, that says kids who are in advanced math, especially algebra 1 by 8th grade have much better outcomes in college and life. So with that being said, we are going to get to goal progress measures in a minute here, but just want to set you up for the discussion in two ways. Joey, do you have those papers? >> Yes. >> Okay. So the state legislature, in addition to the other 103 pieces of legislation that they passed, they passed a um they passed a bill called House Bill 8 that changes assessment and accountability. Some of

030you all may have heard it called the STAR elimination bill. Right? So Joey's passing out a couple of papers on HBA accountability and assessment. We're not trying to get too weird, but we figured that some of y'all had some questions about, hey, how might that affect our goals, right? And our goal progress measures. So we just want to put that out there and say this is going to into effect in the 2728 school year. It will go from the STAR test essentially at the end of the year to being three instructionally supportive assessments that will be delivered in the beginning, the middle, and the end of the year. and tea is working essentially with some um national vendors including Matt and I ready to see if they are going to be able to adjust to

031this new testing schedule because we need to know if those are accur if they're going to be able to provide um accurate assessments that are going to benchmark to these things. So I don't if anybody has any questions we will try our best to to answer them. Dr. Dr. Eldridge, I don't know if you or your team want to add anything else, but we just wanted to say don't worry about that for right now, right? We that things may change, but there's a lot of things that the state has to figure out first. Um I was on a commissioner call today about this and I think one of the things that um I took away as a positive was that um when the new testing comes out, we will like if you have a campus

032that performs great one year and may may reducers score a couple points for the following year, you're not going to be punished because you maintained that growth and accountability measure. And so I think that was a huge positive today. And you know, they haven't determined the cut scores and all the nitty-gritty of what is really going to happen. But um I guess you know and and Kim and Chris and I have had this conversation um many times is what does that mean for national vendor? because you referenced it with MAP and I Ready and I think for the board if they make a switch from MAP to I Ready that's going to be a resource allocation that we're going to have to and and not that we say we're throwing out MAP because that's going

033to be and we briefly talked about it in our meetings like if if we have to go to I Ready that's another >> uh change but we don't know that yet. I mean, he just spent extensive time going through the transition today and had some great um graphics and and whatnot, but um I think for accountability as hard as we work, um on a on a on a group or a school like we we saw such great great growth in in different areas, but we won't if they if they dip down, it's not going to be oh my gosh, because when we went over our scores, you know, and we dip down 1% in math. We all panic because we're like, why are you going, you know, but we're really we have to look at

034it as a positive that we're maintaining good instruction. Um 1% is is for us is oh my gosh, but really our kids are learning and that's what we have to focus on. So >> understanding cohorts in that whole process, some cohorts perform differently than other cohorts. >> Yep. And I and again we're bringing this up right to not only set the expectations for this evening as we look at assessment Dr. Aldred, the CCMR accountability is going to change pretty significantly and that is that is going to and and for a good reason, right? It's getting more rigorous because our districts have done a really good job. And so, yes, that may mean some things are going to change and as we talked about before, insights are important because we need to know why that happened.

035And sometimes that is because again like the systems change but as long as we know how to adapt and prepare for it um that's that's what we can we can do. So we are now going to look at goal progress measures and affectionately called GPMs. These are owned by your superintendent and her team because they are the educational experts. And you will see much like our goals, they are we're looking at one to five goal progress measures, right? Um as you can no more than five, they need to be smart. They can have a 3 to five year deadline. This is a really important one. The status of your goal progress measures need to be updatable multiple times a year. Why do we think that's important? >> Absolutely. Yeah. So, if they they've been met,

036then I'm going to be able to change it and say, "Okay, let's do this. Let's do that." >> Yeah. >> So, >> absolutely. I don't I don't want to get to the end of the game and find out I lost and had no clue because I run it because my mind adjusted. >> Absolutely. Yes. I love that. Right. We want to have time to make real time adjustments. So, that is important that we're getting fresh data that we can look at throughout the duration of the year. once again should require adult behavior change which we talked about be influencable by the superintendent and her team and again first priority for resource allocation. So any questions on kind of what makes like the the bones of a good GPM here? Okay, very good. So this is

037just what it looks like. Um so we can reorient ourselves as taken from another district. They've chosen to have two GPMs rolling up to third grade. As you can see, one is a second grade goal that deals with black students, right? And that was because when they looked at their data, they said, "These are students that need the most resources. And when we bring these students up, this is going to help significantly all of our kids, our accountability scores, right, and make progress toward our goals." And they also chose a GPM around kindergarten because we know kindergarten readiness is a uh is a critical time, right, to catch our kids. and make sure that they are on track so they will be on track for third grade. So predictive is where we're going and trusty

038Brady has been all over the monitoring tonight and I love it. So just to remind you all this is this is what we're moving toward, right? This is an example of a progress monitoring report which you will receive monthly from your fabulous fabulous administration that is going to tell you um is this is this a good report? Are we excited about the outcomes on this or the outputs? >> On track. That's right. It should be very easily easily understood by both the trustees in your community to know where are we, what was the goal, what was the GPM, what's the actual, what's the target. You're going to get an explanation, right? Your superintendent is going to be able to explain whether if it's on track, right? Here are all the wonderful things that we're doing

039and we're going to do more. If it's off track, look, no worries. we have some insights as to why it's not working and maybe we need to make some strategic adjustments, right? And so that is how we're going to share accountability together is by um bringing this data to the front and asking good questions so that we know what's going on, so that your community knows what's going on and if we need to make adjustments, we can do that. Okay, so just a quick reminder in terms of uh your goal progress monitoring questions, right? Because your collaboration part of the goal progress measures is you are going to be seeking evidence of some of the things that we talked about. Is this updatable multiple times a year? Do we feel like this is highly predictive?

040And so if you're just sitting there saying yes, you're the educational expert. Stamp stamp stamp. That is not necessarily being a good board member, right? Because you want to make sure that there is evidence both for y'all's knowledge and for your community's knowledge. And if you are in the micromanagement side saying, "Hey, I see this third grade goal, but I don't see a kindergarten GPM and I love kindergarten. I want information on that." You are in the micromanagement space, right? Because your experts have said, "We are presenting evidence to you that while kindergarten is important, maybe we haven't chosen that GPM because we've chosen another one." So, you want to be right in that sweet spot of informed oversight. we are asking questions to get that evidence and again make sure that um we've covered

041all our bases. Okay, so last one we talked about this at the end of the day this is what you're looking for. Is this high needs high leverage? What evidence do did we use to get there? And then at the end of the day, right, this monitoring is certainly about um being able to make adjustments, but I'm curious, why do you think we wrote this thing in the blue here? >> Basically, we're using what we want. using us together. >> Yep. >> Absolutely. >> Thank you. >> Yeah. This this isn't the the reports for the fun of making reports, right? You you guys have some other stuff to do to make reports, right? >> Absolutely. So, just nobody in this room, but we had a trustee recently who very sweetly said to us, "We don't

042want to make more work for our administration." We said we appreciate that sentiment and if your district isn't in their offices doing this on a daily weekly basis, right? Looking at data and saying what's working, who do we need to help, then that is that is a systems problem, right? Because otherwise, how else are you making decisions on vibes or what do we like what are we doing, right? So that is the >> absolutely. So that is the idea is like you are performance managers as the board and what you're doing is you're incentivizing processes and behaviors which we know are going on and I know that because at the last meeting Kim was like brought up some data in 85 seconds was like I know everything right like we know they're doing this behind

043the scenes right but what that what that does is him I would imagine you know you have world domination central here but you are talking to your principles your teachers right because You want them to do all the same process so that everybody is rowing in the right direction. So we want you to know that yes, you are incentivizing behavior because when you when they know when your administration knows they're going to be monitoring let's say a first grade GPM in uh February, what do you think is going on behind the scenes? What would you like? Supporting staff. >> Supporting staff. Uhhuh. >> Good instructional methods and curriculum. >> Absolutely. >> Seeing it, being present, monitoring it. >> Yeah. I know Jo, we we meet with our boss every Thursday. We know he is going

044to ask us about our progress towards goals. He is going to ask us about our strategies. And we better have we better have our information correct when we go to him. And we also talk about what do you think he's going to ask about, right? What does he care about? Where do we might like where might we have some blind spots? And we go through that process together internally. And guess what? We find something every time. And that improves our practice, right? So this is all about because you want to make sure there's strong there's strong instruction and there's good resourcing and going through that process helps us do that. So, the good news is I am done talking and now we are going to turn it over to the stars of the show. >>

045Well, I love the way you said um that we're always, you know, learning and discussing. So, Chris is new in his not new but new in this role. and we met this last week and we kept like what else are we not thinking about and what do we need to switch and what do you think the board will ask? I mean we always say those questions, right? And then we also have spent an significant amount of time on our campuses looking and strategizing what else do our teachers need. And Miss Hulk over here, not only is she working on her doctorate, but on Saturday, she was so excited after um they did instructional walks. She said, "I just have to tell you this. I know it's Saturday, but I just have to tell you how

046exciting it is." um you know some of the things we put into place because when you think about evidence you think about I mean I just know how their mind you know we have checklists we have you know anecdotal evidence of of what we're doing and we you'll you'll see that evidence and that's what we did when we first got here um when we were put together as a team we looked at our reading and we really strategized how we're going to do this because we weren't using a series that was, you know, helping our students. And so we we've been doing this, but now we have terms for it, right, Chris? >> Yep. >> And he's got more graphs and he's a genius with all of that. So he But we feel so good

047about how we came up with our GPN 123 and then we went GPN one and then we explained that. So you all might want to copy that because we spend a lot of time on it. Keep it simple. Well, I mean, we we really strategize and really work on how do we make this clean and clear and if it's not clean and clear, then we have to adjust because I think you said, how do we all show up to do our best work? I wrote that down and I if we don't understand what work we're doing or what it says, we may all struggle. So, >> Chris, it's your stage. >> There we go. Um, yeah, it kind of reminds me of the, you know, clear is kind and having clear goals and then knowing

048what those guard rails are. So, I'm excited to share with you guys our recommendations for our GPMS. Um, just from the presentation, I think we're uh I think we're on the right track. Not sure if we're all the way there. Um, you guys gave us the template here. So the first piece was um the overall goal the percentage of fifth grade students achieving meetats or above on the starve math assessment will increase and we took um two numbers. We took the all students as well as the accountability subset into consideration. Um our recommendation this evening is to look at the accountability subset because it's it's a hard thing. You guys are probably tired of hearing me talk about it, but we just have to help people to understand, right, that when students are with us

049for a while, then that's when we can start to take action. And when we look at all students data, those students have been with us less than a year. And so, um, those measures move from 51, they increase by 2% each year across the district, resulting in 61% by the year 2030. Um, as we went through developing these growth progress measures, it was really a three-step process. The first was just making sure that we had developed smart goals. I know that that was one of the expectations. And then also we use some guiding principles throughout. I won't go too deep into those because these are just a reiteration of what you has already been shared tonight. as well as we had some guidance in the background just to help us think through all of the

050different criteria from commit and if our growth progress measures fit. Um so really it was a lot of I would best describe it as a balancing act. Um on the one hand we wanted growth progress measures that were big enough so that we could say yes this is going to impact the whole district and lead to this whole district outcome. Um but we also wanted it small enough and detailed enough so that it's something that we could effectively monitor um throughout the year. The next one was we wanted to be sure we were using summitive measures of the taught standards. So we give assessments sometimes that the standards haven't been taught, right? To see where students are at. So we didn't want to use assessments that were um you know over assessing standards that hadn't

051been taught yet. So, we wanted to keep the summitive, but we also, and you kind of alluded to this point earlier, we wanted data that our teachers are already using and that is actionable data in real time that's part of the practice that we are already utilizing. Um, and the last balancing act was we wanted data that we knew would be representative of the overall district trends, but as I started to dig into it, there's not many more ways that I can look at kinder through fifth grade math scores. Um but we wanted to also identify like what was that leverage point like what was the thing where did we see the separation in the data so that we really felt confident that yes if we push into this area it will lead to better

052outcomes for all students as well as this group right um and so that was really the balancing act. Um this chart is just an example of one of many many data points that we looked at. So, we looked at charts similar to this and looked at um basically all of the different demographic groups, all of basically any way that you can divide scores up to look for trends. And one of the things is this chart in particular kind of spoke to us because as you can see while the district trend over the last three years and this is a cohort view third grade fourth grade and fifth grade star going back three years while the district trend for all students was going up the um trend for our emergent bilingual was going down. Now before

053this freaks you out, you know, listen, hear me out, right? This is all students. You would see a very different trend if we looked at our accountability subset data for this, right? And we did look at it, but the reality is like a students come in, right? And they just come into our schools, this is kind of the trend we're seeing. So you'll see in our growth progress measures um where we start to focus in specifically on tracking and looking at our emergent bilingual students. Um so this again was our goal. goal is to move from 51% to 61% by 2030. And our first growth progress measure is the percentage of emergent bilingual fifth grade students achieving meets or above on the star math assessment will increase from 38% in 2025 to 53% in 2030.

054Our next one, next recommended growth progress measure is the percentage of emergent bilingual fourth grade students achieving meets on the STAR math assessment will increase from 37% in 2025 to 44% in 2027 and again that's fourth grade. So we've looked at fifth grade emergent bilingual, fourth grade emergent bilingual, both looking at STAR, and then the percentage of fifth grade students projected to perform at meets and above on the winter NWA. And those are projected proficiencies on maps, so they're not the same as STAR, but they make a projection based on um based on a study. and the assessment will increase from 49% in 2025 to 55% in 2027. So the first one, the first growth progress measure for fifth grade meets. Um it's a 3% increase by year. You'll notice that is a point higher

055than the 2% increase for the overall target. But again, the idea is this is a high leverage group. So while the student group I think represents approximately a little over a third of our total student population that movement really impacts all students plus all of the strategies that help an emergent bilingual all the comprehensible input that supports that also supports every student in the classroom as we learn math. Um, some of the data sources that we already have available and are regularly using that we could use to progress measure this are our fifth grade fall and winter map for all EB students, our fifth grade release star, our fourth grade star and looking at that through the accountability subset and then our fifth grade district interims. Um, so we've got several different measures that we

056can progress monitor and report out. Um I mean we could report out monthly but we could probably report out weekly and maybe even more often. Um in terms of we have really good measures on these. The next one the percent of emergent bilingual for fourth grade students achieving meets. We wanted to go back a year, right, and try to go and see, okay, so what's happening? What are these trends as we um see? And then it increases um by 4% the first year and then by 3% ending in 44% in 2027. Um and these are some of the sources. They're a lot of the same sources, so I won't go through them, but a lot of the same sources there for the data. And then our last one, the percent of fifth grade students projected

057at meets on the NWA map will increase from 49% to 55%. And that's 49, 52, and 55. If you'll notice that is we're looking at all students. So just keep in mind when we're looking at a progress measure like MAP, um we don't really know who is going to be part of the accountability subset at the point when we're giving the map. Um and the same is true for example for like our district interims. Um so but we could take a look at that fourth grade star accountability subset. So we just want to continue to try to get those measures as we go through. Um just an example of winter map. You can see here you guys are familiar with these charts from our data to action book. Um but MAP does like I said

058they do a linking study to STAR and based on the percentile they make a prediction or a projected proficiency of where students will land. Um and you can see here, sorry, from the um winter map in this year, right? We did dip a little bit, but again, that was all students, right? So, we're looking at all students here. So, just want to be clear that um anytime we're looking at math data or comparing math, it's usually going to be all students unless I say otherwise. Yeah. And um so, I showed you guys a little bit the emergent bilingual. And what I did here is we just overlaid what the emergent bilingual as well as all student performance would look like if we utilize the goals that we've set into place. So you'll see two things

059in this graph. The first is you start to see that that gap closes um which is a positive, but then you can also see that the impact continues to rise um throughout. And this these first two are the 2024 and the 2025 and then the 2026 to the 2030 are what those projected goals what the impact would be. So just to recap these are our three recommended growth progress measures. Um, I just want to reiterate, we did spend a lot of time thinking about like which assessments we tried to we we we I know a lot about house bills, right? When I got a higher, right? Um, and and that's part of the reason we wanted to include math, right? We knew that we want to include other measures besides just the state measures. um

060we knew we wanted to look backwards, but we also wanted to be considerate of the fact that we have um our House Bill three board goals which look at third grade which will largely encapsulate data that we're going to look at for kinder in first in second. Right. So um I hope that um this kind of fits the bill and that is all for me. I will turn it over to Miss Hul. >> Do you mind clicking? Sure. Thank you. Okay. So I just wanted to kind of um Great job, Chris, by the way. Um, we have also been diving into this data and of course looking at this for a long time in relation to our House Bill 3 board goals that have been being tracked for a good while. Um, so I wanted

061to recap that these are the other board goals that are already in place that are already board approved. Um, and that goal progress measures will also be aligned that will be very similar to what we have already in our district improvement plan with some tweaks because after going through this training, I think we need to do a little bit more of a reset, narrow the focus a little bit more and get them to smart goals or we can really get them um in a measure to be tracked and monitored throughout the year. So, I wanted to kind of give an idea of like what our current board goals are. What are we already doing with our strategies in the district improvement plan and how are we tracking the evidence because you don't always get to

062see that side of it and it kind of gives you an idea of what we are doing um and will be doing with the fifth grade goal. So, moving on um so with our third grade reading goal um we have four strategies in our district improvement plan now and I'm not going to go into all these in great detail. I'm going to highle overview what we are currently doing. So, our strategies for the first one in third grade reading is to increase the number of early childhood teachers that are trained um as well as having instructional coaching on a regular basis to implement story workshop strategies because it does help them increase understanding, comprehension, language and vocabularies. We've seen that to be a proven strategies in our prek classrooms. We will continue to focus on

063that um and then monitor evidence of that success. The second strategy was around progress monitoring foundational skills in K through2. Um, as we know that three times a year we do testing for our phonics and phonological awareness and we really drill down to those foundational skill levels. And by doing a prek monitor, a kinder, a first and a second grade. That is all the vertical alignment that we need to hit that third grade reading goal that we are focused on for meets performance. The third one is around professional development and coaching support. Um, we do a microcredentiing opportunity which develops proficiency in literacy. And what that means is we have teachers that come to us with zero years of experience all the way to uh a veteran teacher. And so we have to do a

064variety of different types of training to really meet the needs of all of our teachers. Having an increased amount of new teachers in the field, we then have been doing an additional type of training that's differentiated for our teachers that come in that have varying levels of experience. And then the last one is around learning opportunities for revising and editing skills. We know that the writing piece with the short constructed responses and the extended constructed responses are a heavy part of the star test and also in every single content area up through high school EOCC's. So monitoring writing instruction has been something that has been rooted in all of our data and across the board as needing to be a focus for increased performance. So then that all translates into the district improvement plan which

065lives in our program plan for learning. This is a screenshot of what we see in plan for learning and it shows you that we have our strategy which I've already gone through and I won't go through in great detail but this is the quarterly progress monitoring that we do every single quarter. And so what we do is we document all of the evidence that we have towards those goals. And so every one of those strategies which is really our progress measure is then outlined here. And again, I won't go through great detail, but you can see the level of detail of when we've had training, how many people were trained, where was the evidence collected, and then in June, we do a final progress report. And here you can see since this one was aligned

066to the prek and um building capacity and our prek teachers, we also aligned it to our prek circle data and the percentage of students that had mastered on that state assessment. So, all of it aligns right to the data of what we expect for the output of the student outcome. Strategy two was around our kindergarten through second grade phonological awareness, literacy, foundational skills. And I just want to show you um an example here. When we did our October review, they noted the teachers, the number of teachers that were training guided reading, the number of um sessions that we've done, the September fluency data, all the way down to the granular level of English and Spanish for each grade level. So that's October. And then it just kind of scrolls through. The next slide will show

067you um how detailed that goes out all the way through the year. So again, not going to go through all of it in great great detail, but you can see the level of detail that we are collecting in the backend part of the program, which is evidence of the monitoring that we're doing on those goals. Then the fourth quarter, we have a final June report of where did we land, what is our final reading level data, and how is all of that correlating. So that that way if all of our strategies are showing evidence of success, we continue those and then those are the things that we hope to see continued increased improvement on that third grade house reading goal for for this the state performance. So that kind of gives you an idea of

068how we have set up that uh particular uh goal. Math is very similar. We have two strategies, but as this is a very um high level focus area for this this year, we are building this one out for a little bit more uh focus and we have some additional things we're going to be adding this year which we will highlight at the October board meeting. But the two things here you can see is in building proficiency around foundational skills and fluency with our K through2 teachers utilizing our number corners program and that's a great example of taking resources and aligning them to the right area. we did have to uh provide more resources to purchase those uh programs to be in all classrooms because they weren't in every single K12 classroom, but after last year,

069we did get those finally in all of them. And so, we're really proud about that. But that's an example of a financial investment that we allocated to be able to support the MAC goal. And then the the last one, um I think it was my uh professional development. Sorry. >> Oh, you're good. Uh yeah, professional development and coaching support that we're doing. And we specifically focused on three areas that again aligned back to our data of where we needed to have the biggest focus which was on fluency, geometry, measurement and fractions. So with that again another example of what it looks like in the district improvement plan. This is what it will look like at the beginning of the year when we have no formative assessment reviews. The next slide will show you what it

070looks like when we finally get those reviews in. And this is an example of the very first one with the number corners. And it just shows you when we had professional development, how many people we trained, uh what is the progress learning data showing us. Are we seeing an alignment with the actual outcomes of the students mastery of standards? And is that goal actually showing progress and success? And then it goes all the way down through our June evidence. And then we will put in our star goals and we'll measure things from English and Spanish. Another example of how we are measuring strategy 2 with professional development. And you can just see the level of detail there. It's just an example of how those progress measures are being monitored. And the final one that we

071already have in place are the college career military readiness goals. And as you know, we have done a very good job in this area. Um and so uh with that we kind of highlighted these are the the main strategies that we have here. There are four strategies currently. Um we are looking at well what we've been look focused on is first increased engagement of CCMR communication districtwide with all of our stakeholders. Um we also on the second one is focusing on the staff development and curriculum integration specifically with Texas College bridge which is a program that we use to increase um the college career military readiness and it's a program that can be done in isolation but it also can be done in conjunction with our content areas for a stronger uh mastery. So, we

072worked really hard on that one. We also focused on increasing the CTE and CCMR industry based partnerships. Our goal was to increase our partnerships by 10% to build post-secondary readiness for middle school and high schools. And the fourth area was around AVID um and continuing to build capacity in our AVID elective teachers to effectively implement the strategies that in essence align to college career military readiness. And again with that you can see the idea of the strategies that we have in plan for learning and how we've been monitoring those things throughout the year. Uh this one is aligning to the first strategy uh which is on communication and what I was very proud of the team on this year because we really focused a lot on what is the data saying, what is the evidence

073showing and they went to the level of detail of how many views, how many uh things did we see throughout our platforms, whether it was Instagram, social media, where were we seeing the biggest traction for communication is we want to make sure that our parents are fully aware of the things that their students are needing to do to be able to complete the FA. pass the TASA and be able to be uh ready for Dallas County Promise as well as our graduation. And then the second strategy here is just an example of what we did with our TCB and we monitored certificates as well as um how the kids are progressing through the TCB program. These are all things that you all see in that school links program that we've been able to show throughout

074the year and it gives us that real-time data to see how our students are progressing along. So, not only is this data living in our district improvement plan, it is also in actionable programs that our counselors, principles, and even district administrators can view at any time. So, for wrapping up um our GPMs with the House Bill 3 boards that are already board approved, uh we are going to continue to um rework and develop those into smart goal formats. In addition, we are going to align them so that they're going to be in one document so that we will have everything on one page much like what Tamara was showing um on her last slide. We'll have everything in one spot with all of those GPMs together. And then timelines will be developed so that we

075can have board monitoring and presentations throughout the year. And then at any time that there's evidence needed um whether it's a board memo or it's a presentation, we will be able to provide that actionable data for you um at any time. And with that, we will open it up for questions. >> So Kim, I think you was answering my question, which is going to be the progress monitoring. I know I'm all about that tonight. >> Showing us how often the progress towards meeting our goals. And I felt like that the original GPMs are offered are very end of the year. Yes, we're getting there, but it's the end of the year versus throughout the year. But clearly, you all are gathering all the evidence. It's just a matter of us seeing it and getting it,

076I guess, as part of the evidence-based progress towards our goals. >> Yes, ma'am. >> On a excuse me, on basis, >> I think that's um excellent because, you know, and Chris can speak to, we have regular meetings with our principles during the month. We also meet with our department team, the directors, the coordinators. We all come together and calibrate and look at that data and what is it saying? Do we need to have a course correction now? Do we need to have more training? How do we really navigate things throughout the year? Because if we wait till the end of the year when we do our star test, then it's or if we even wait till spring semester, too much time has gone by. And so we really are very eager to watch this data

077throughout the year. Um we also don't want to be though so data rich that we're information poor because we have to do something with that data and it needs to be actionable in our classrooms. And so one of the things that we've been doing, we've already done our first um instructional round uh visits um and gathered data and did real-time feedback for our principles and our teachers. And that's what I was so excited to text Dr. E about and blasted her phone with so many pictures. Um but they're things that you don't get to see very often and it's exciting to see the fruits of the labor and um seeing the the standards posted, the small group instruction, uh use of manipulatives, all the things that we've really been working hard on. But then to

078see the teachers excited and the students excited. Um, we saw the evidence of the data last year, but I really feel like we're just getting started. Um, I really think this is continually helping us do our course corrections throughout the year, so we'll be stronger at the end. And so that really is something that in collaboration with our assessment accountability department that is amazing um continue we've worked together uh to make those adjustments. >> And what a great change I mean over the last two and a half, three years. Well, and I think one of the things Chris started too um previously was he would go out and meet with the administrators about what they needed to improve on and then in our meetings we taught them how to run the data themselves. I mean,

079and when you know teachers are asking for instructional coaches to come in their classroom, you're to show them how that has been so powerful. um that you know and and now that they know what we need to do for math that they're asking for research resources themselves. It's it's it's changing the mindset that we're all in this together and how do we monitor and keep um I think one of the most powerful things that Kim did at the uh some of the principal meetings was she had the principles presenting what was effective at their school and it wasn't just about data it was about just other things that they were doing to create that culture or it was one strategy and when they start presenting to each other and then they stay after the meeting

080to talk about it. It I think that was like you said, it's not always data. It's also what are they sharing? Because if one campus is doing well, what what we need to learn from that campus and I think they're will they've gotten to a point where they're willing to share and collaborate and I think you need to share what happened at Riverchase that we got that phone call about the cohort. >> Um >> they're coming out to see is it Lat? >> No, Mckame. Mckame. >> So that was actually today they >> No, no, no, no, no. The cohorts that when they got the distinctions. >> Oh yes. So they got a full They were full six out of six distinctions on their um >> um country place and >> country and um but

081I was thought you were going to share about Becky. I was I was >> I already told them I texted them. >> I was so excited about that. But we are implementing two new things this year in math already which will be a part of our district plan. Uh one is a program called Magma Math which is an interactive program. students are on their devices solving problems and a teacher is able to see in real time on her computer screen how every student is working the problem and can then go and see how they're attacking it and then give them real time feedback on hey wait we got to do it this way or do it this way. So it's a very interactive high-tech innovative strategy that we're implementing this year. Um and that's what

082was featured um uh this morning. And um the other one was um we are working on working on building numeric and fluency and that is something that has been lacking. We actually don't have a program for that right now. Um and so we are in the process of getting that purchase order completed um now that we're past September 1st. Um we're going to be putting some resources into fluency building with our students and knowing their facts. And so that is a big p push for us this year. So, we have some things in the queue for math um improvements and um continued improvements of course with our um accountability team and our principles in being able to pull the data and know how to to do something with it. And so, I think Chris can

083attest to this summer he saw some big light bulbs going off in our second data dig. And I don't know if you want to share about that. Um yeah, I mean we've we've spent our mission is really we want people to have actionable data within just a couple of clicks. And at the end of the day, what we're really trying to accomplish is you should never have to wait um to know like how a kid did or um and and as we kind of work through that progress, we always just try to keep in mind like what is the purpose of the assessment? Some assessments are much better at measuring progress towards goals. like map is a great measure for the type of growth progress measure that we're talking about tonight. Um a district interim

084we could connect but a district interim really serves to help our teachers to target mastery of standard. Right? So some help us point towards mastery towards bigger goals and some help us to really focus in on mastery of standard and there's kind of a continuum as well in terms of actionability with that different data and what you can do. So, you know, at the end of the day, regardless of which test we take, STAR, MAP, or interims, right, what we really care most about is the fact that a teacher can go in and a student can go in, see how they did, reflect, right? And then take action quickly so that we can we can intervene and make sure that they master it, right? Because we've all been taught something and not gotten it the

085first time. and our ability to then do something about that, recognize that and then move towards mastery is really the key. And our administrators have embraced that idea of um data should be actionable. It should be quick. It should be something that's constantly usable. Um so it's not an event. It is something that we're looking at on the daily. And part a big part of what we've had to do is set up the resources and tools in the background so that it is accessible and easy just within a few weeks. >> You got out your timer. Did we do okay >> cut me off? >> No, no. I I was just going to say yeah if any questions from trustees we have some time still for some questions about goal progress measures if you have

086any. >> Well, we have these lovely question to ask. Tamron, you didn't send this to us. You supposed to fail the No, >> I had That's because I had such confidence in you. >> Um, I do have a couple of questions about the GPMs. I think the I understand all the current things, but back to the GPMs, I think that um I I understand the the students and the grade levels and the like the specific subsets, but when you guys are talking about um how these are going to be measured over time, if we're progress monitoring during the year, um I guess my question is What's the correlation between the interim metric and the final metric? Because the when I see star, I think final metric rather than intim. And so I'm just wondering what

087the board thinks about like what your feedback and reactions are to these GPMs. >> Well, I think that was just my question like how are we going to measure this? How are we going to get progress monitoring? Let's just pretend every month from y'all about towards our goals. Like what is that going to look like? because this to me looks like we're at the end of the year. We're measuring we're going to get that star assessment number for the emerging bilingual kids >> which is going to help us get to our overall goal but that's the end of the year. So what's going to happen between now and then >> like GPM3C feels like the end >> should be. >> Yeah. So I think I mean part of it is we have fall and winter

088map which are obviously set up specifically and and will help to support that. Also we do a release star um which is given in March. So that's after the winter map and before we go into star. So those are three I mean standards aligned progress measures across all um altiques that um are projected. Um we have like I said quite a bit of access as well to our um district interims which are given um and we do align those based on the same standards. So like the cut point on star is the same cut point. Typically students perform a little bit better on an interim because that assesses right after the students have been taught the standard, right? And so when you do the composite at the end of the year and you test over

089all of the standards, um you just t it tends to go down a little bit. But part of what we're constantly monitoring and checking like in our progress measures especially with our district interims is to be sure that those standards and cut points are aligned. Um and so I mean I could show like we have a view for example in edgeoria that literally lines out percent approaches meets and masters across all of the assessments. Um, and each department, each grade level produces one, which teachers as well as administrators can track. It's like a multi-est view. So, in my thinking, we we would basically take those multi-est views and then be able to go in and look at like the fifth grade measure, which would have fall map followed by an interim followed by a winter

090map followed by an interim followed by practice star followed by another interim. Um, they have that's those are the measures that we currently have in place. We I feel like we've got a good number of measures. Um but we'll need to work together to understand how those assessments are different. Um especially when it comes to really judging performance level like on the interim pieces. >> Yeah. And to kind of add to that, so when Chris is saying interim, those are like our unit tests that we give. So we'll do a teach piece three to four weeks. We will assess on those standards only. We want to know that the students mastered what we taught. And if they didn't, we then need to do a retach or spiral in as we're working towards the next set

091of standards. We also want to be very careful about not over testing our students because these tests take time. A unit assessment may not be very long, but a MAP test could be an hour long. And so we want to make sure that we are cautious about when we test so that the students not only are not testing too much and getting fatigued, but also that the teachers have time to respond. We want them to know if they mastered it and be able to do actionable reteaching if needed or spiral those into interventions. And so with the way Chris was talking about, we do a test like a MAP test, we do an interim unit assessment, then we have another MAP test mid year, we have another unit assessment, and we don't give the STAR

092release benchmark until we've taught enough of the standards to get a good view of how students might do because we certainly don't want to give that too early when they haven't been taught the standards for that grade. We want to know, we already have the data and know from the year before what they've mastered and what they're coming up with. But one thing that um Chris is talking about that is so fabulous is our program. All the data that they do when they do their testing is infiltrated into one platform and the teachers and the principles have a view of every single student percentage of mastery and it also then projects to approaches meets their masters for star all year long. I >> we have no doubt that you guys are collecting all that. There's

093no there's no I have no doubt at all. It's amazing what you do collect and all of the narrative that goes with it. I guess the for the GPM piece of it, it's >> it's saying that the GPM >> like we're going to use the winter map, the star or the stars interum, whatever it is that you're going to use to say that we're making progress and that's how you're progressing. I guess that's kind of what the question I'm asking. Yeah, I think that's the I think that's the feedback that some of us are getting is that the >> we need to GPM one and two are more goals than >> goals and progress measures. >> Yes. >> But GPM it just light bulb went off. >> Yeah. >> So you really want us to

094take the MAP scores so that you know we're on target to meet this goal. And I think what we did because we're overachievers. I mean, I'm not going to own it. I mean, I think when we met, we went into >> full detail mode because we're like, if we look at fourth grade, then we'll meet the fifth grade. But I think what happened is we wrote them as goals >> and not specific. We those are the progress measures, right? So, that's what we need to add. >> M you guys are doing it already. >> I know we did, right? >> We wrote these as goals. Well, we followed actually the examples that you had on the other slides and they were written in a smart goal format. >> They they are the I think the

095only kind of not confusion here but um a misunderstandingish here is that the assessment that you use in the GPM is the assessment you're supposed to use the entire year. So if the star is only taken once, then you can technically only look at that one time per year. >> See the red light rewriting, >> right? And it's going to be a little difficult. I mean, some districts have done it, but they'll equate the MAP score throughout the year and find what is the like highest like correlation to that end of year score. But sometimes like they end up really missing it because they're like two different assessments and then they end up not hitting the the end of year goal. But to your point, if you I think what you were saying, if you

096use the district interr does the interim metric fully address the content of the goal. So potentially if you use your district interim, that's only a subset, >> right, >> of the standards. And so I think it's identifying what's going to look more holistically to help you know you're going to get to the star. So one thing uh with MAP it has shown to be very highly predictive of our scores. So we were really confident in that being a progress measure because it's one of the ones we really hold closely to >> and you take it three times. >> Correct. And then on the local assessments that we give the program that we have while you're you're what you're saying is exactly right. It's a snapshot of that unit but it collects the data cumulative over

097time. So it shows us how we are moving towards mastery of standards that would project to a meets or masters. So really, those are the two pieces that we use all year long to gauge if we're on target or not and hopefully then to get to the goal for star by the end of year. >> So I think that's what your GPM should reflect because we're going to use math three times a year. We're going to use whatever it is we're going to use, but that's the GPM should reflect in order >> because what you also have to think is if we have four goals with I'll make up a number of three GPMs that means that we are monitoring 12 times. So at 12 points during board meetings, maybe we're going to have to

098have two in some boarding meetings or not. Then we're going to need a presentation on that GPM because that was that red light, green light thing she was showing us where that's the progress. So we want to see the GPM align to red, yellow, green as we go towards the star test. >> So we'll just so basically can you go to the last slide? We can basically take GPM 1 and two and we can align those to local measures of what we're monitoring which is totally fine because fourth grade in there and you can align it to map stuff. >> Um >> I would use your map because it's like >> remember to decide sorry you guys decide what you think is best but we don't >> well we actually use both very much and

099so it just depends on what you would want reported because we have to use both. I mean, map is going to give us one picture, but it does not always give us the full picture. We have a lot of students that do better on a local assessment and it shows us if they've mastered the standard or not. Um, and you know, some kids some days maps just they're not feeling it that day and they don't do a really great job. And so, we really do want to look at the things that we're doing in the classroom with our local assessments as well as MAP. Um, but we also felt like with our third grade hospital read goal, we are targeting that lower group already really heavily. But the fourth and fifth we've got to have

100a real laser eye on and how the emergent bilingual students are grasping and learning the standards in math to be able to project that higher performance as an overall fifth grade group because we know that's the group that we have the largest, you know, lever to pull. >> I see it. I got it. Because number one, we can't we need that software program, you know, that you've all been shown over here with the red light, green light, and yellow. I really like the board right now. But I think there's there's no way to show the progress of one until the end of the year, right? And so basically our goal is fifth grade students, how do we show the board that we're on target? And I think I went way high level when we met.

101I don't know. I was okay. It's okay. But then now that I talk it out, I gone. I get it. I get it. Yeah. Um, we can't the star is at the end of the year. So, basically, how do we show the board that we are going to meet that target >> Along the way, what's beautiful? >> We already have all the information, Kim. I know you're >> because we've already done it in the >> district improvement on the House bill. It's all the evidence. >> What is the evidence we're going to use to show we're going to and what do we present to them to show that we're going to meet that? And we've talked many different levels. Um, but I get it. >> You feel good now. Okay. >> Oh, I feel great

102about it. Yeah. Like I know what we're tracking. I know what multitub looks like. It is literally what you're describing >> and it's something that we're already doing authentically. Like we are looking at this in every admin and we're looking at that multi-est and um and and it's set up. So yeah, I think I think we're actually I think we're really on the same page. Yeah. Um I mean we have the progress measures in place to report out to you guys. Um yeah >> I think they were very literal with the example. >> I think we really high level with >> the mission of this is to grow together and learn together and the data that you guys showed on the emergent bilingual and the trend and how you came up with like that's our

103high leverage group is incredible. >> We want all this too. That's great. >> Okay. Okay. Do you guys have any other questions or comments that could help them make some additional refinements? >> I know you were talking about the district in terms that you look at. Now, that is that's not that's a district test that each school does or is that a like the math, you know, the school specific? Does that make sense? Is it is it going to be across the board just smaller scale like what they learned in this unit but it is something that the think test is given to all >> Yes ma'am. It's we call it a district common formative assessment and it's a way for us to check that all the campuses like how are we doing on that

104standard where do we need to turn the ship a little bit do we need more resources more PD we that kind of thing >> okay >> I figured that I assumed it but you don't want to assume so >> and those are like interactive question types right extended constructed responses um they don't assess the breadth of the standards but for the unit that was just taught they assess all of those standards as as well as cycling in essential standards from previous units that they're district controlled. >> Great. >> Or district run. >> Thank you guys very much. >> Tim. Yes. >> I don't know your password. >> You don't know. >> I know a very good friend. Well, that's the only thing I don't know yet. >> Yeah, it just it needs to switch over

105to the other. I think it's my >> corner button on the side. >> You want me to go over here on the TV? >> Okay. The remote's on the side. We're not there yet. Yes, we did it. >> Yes. >> Wow. >> All right. >> Amazing. Uh, first I just really wanted to say something cuz uh I mean you got to give kudos where it's where it's due. um to hear that conversation from seeing your administration come up, your experts who have intentionally came in, showed you the evidence, you guys understood why those uh grades and those student populations were important uh to address in these GPMs and then ultimately the questions you asked getting to a point where now they get to go back and confidently kind of redesign some things as they kind

106of look forward to also doing GPM for goal one, two, and three um the previous goals and then for some of the selfcorrection on the board to be like they get to decide right? Like this this is a big it's a big moment where we're asking the right questions. We're working together as a team. Tam and I support, you know, a few different boards and and this is like insanely inspirational and so I just want to make sure you guys understand this is like great work. It's inspiring work and not a lot of boards are doing this right now. So I want to give you guys a round of applause for >> you put us in for board of the year. >> We're getting an award from us. >> Yeah, you guys are getting an

107award from us here in what, two weeks from now? movie. >> I can't remember when October >> write a strongly worded letter to anybody who will listen. >> Um, with that being said, moving forward because we do have a night of drafting to do in the same way that we did last month. This time for our values, right? The guardrails, these are the things that are not student outcome goals. These are the values of the community represented by guardrails are non-negotiables. These are owned by who? >> Yes, the board. um in collaboration with >> Exactly. Um and these are similar to the goals in that you can have one to five of them, right? Um they are representing the community's values. They need to be influencable by the superintendent. Once again, uh the trip to

108Spain or every child in in Carol's branch needs to be fed at 9:00 p.m. Not reasonable, right? That's out of her control as much as we like her to do that. Um it needs a lot of flexibility, right? Remember that part of the reason why we have it in the sha not language and we'll talk about this a little bit later is so that it frees up your superintendent to do um a few different things, right? If there are 10 ways to get something done and you only take away two of them, she still has eight ways to do it, right? A lot of flexibility. If there are 10 ways to get something done and you tell her there are only two ways you can do it, not a lot of options, right? And so

109even if you follow a shall not or a shall language um model, you still uh it's the functionality of it that needs to work, right? Okay. And lastly, they all need to support progress to goals, right? The best guardrails are the ones that you know that um they are supportive as you are in pursuit of your goals. If we know we don't compromise these values, they will actually help us get to our goal. Okay, some examples. We saw these last time. Just wanted you guys to remember what they looked like. Sean, not allow the district to operate without engaging with parents, guardians if their student is one or more grade levels behind in literacy. What do you notice that's a little bit different about these guardrails that you own that you set from student outcome

110goals? What is like one of the main differences that you see right away? >> They're not smart. >> Shall not. Shall not. >> Shall not. And they're not smart. Can somebody tell me why they're not smart? >> Those aren't goals. >> They're not goals. What are they? >> They're almost directives. >> Are they directives if you're saying shall not? >> I don't like that language. >> I know. Yeah. >> I think they're kind of open. >> Tell me more. >> Well, it does it it gives you parameters but not specifics. >> Does it tell you how I want you to do this? Mhm. >> Not at all. Just don't do it. Right. So, that's a perfect way. And who's going to articulate how they're going to want to get this done and make it smart?

111>> Ding ding ding ding ding. >> So, we understand the shall not language has been a little, >> you know, controversial to say the least. A bit of a hot take on this board. You shall not do this. Um, frankly, Tam and I have gotten to a point where we've had many conversations about this and we've said as long as the functionality of the thing is working the way it's supposed to, it doesn't matter whether it shall not or shall like we're not going to let perfect be the enemy of good here, right? Um, if it is incentivizing superintendent to still have the flexibility to determine how she wants to get it done in a measurable way, then at the end of the day, does it actually matter whether it shall not or shall? The

112shall not just helps protect um that kind of value, right? >> We decide as a board that the shall will incentivize us to like them. >> The team shall not talk about shall not team shall talk about shall >> um and once again right like these don't exist independently, right? They work together. The goals and the guards work together. That is why we end up going in pursuit of the third grade goal achievement. The superintendent shall not blink blank blank, right? That's it's it's the language of it matters because it is saying this does not happen without this this shouldn't happen or sorry this shouldn't happen in in uh to in sorry this shouldn't happen at the expense of this thing right and so that's why the shaad is there maybe you change your mind

113today maybe you don't think about >> it is it is fine if you don't I just say I I convinced one other superintendent recently uh to change their mind about this so um I don't know if it'll work with this board okay um yes and once again they're not direct direct ives, right? Because if you say shall, shall is much more of a directive. You shall do this, right? You shall not do this is more of like do whatever you want except for this thing, >> right? And the communication is a non-negotiable, right? It's like, hey, this is a non-negotiable for us in our communities, the ones who delegated uh the responsibility of us to make sure you don't compromise our values, right? So, they'll shall not do this. And not thou, superintendent, it's thou.

114All right. Any other questions about this? Once again, I'm not gonna fight you guys on it if you guys are like, "We're not going to do >> Sha." There you go. >> Gilmore. >> Let's go. >> I got one. I got one. Trusty Gilmore and I on a mission. Okay. Um, >> real quick. >> So, just just as a quick reminder, >> just as a quick reminder, uh, pop quiz time. What are some of the tenants of high quality guard rail progress measures? You just had progress measures for your goals. What are some of those uh indicators here of high quality guardrail progress measures? >> Those are smart. >> These are smart. Good job. What else? >> How many can you have? >> Three to five. >> One, two, one. >> One to three. Good

115job. >> Well, let me just put this actually. Nope. >> What else? What's the question? >> Well, what are the some of the criteria that we're looking at for a uh high quality garden roll progress? >> They have the short deadline. >> You know what's not cheating. >> When I take notes and I look back at my notes, I'm the type of noteaker like what did I mean by that? >> Two corn husks. Why did I put that in here? Right. But you obviously take really good notes. So, yes. Um, sorry. What was the thing you just said? Oh, they have the shortest deadline. Some of them, especially if we are adopting brand new guardrails, right? It might be a little bit reasonable to expect that maybe we don't have a measurement tool yet or

116have not gotten to a point where we can measure the pain yet. So, we need to maybe provide an input first to say, hey, we're going to go ahead and implement this system first so that then we can capture some data and then we can actually measure it. So, our one of our GPMs is only going to last a year and then next year we're going to go back to the drawing board as the administration and then extend out another one either replace it or just start to measure it. Does that kind of make sense? >> Yes. >> Perfect. >> Would that include like we were talking about getting additional software or program that would support? >> Absolutely. I mean if you have a a a value here about like uh access to high quality

117technology for example and that is one of the ways that your superintendent uh interpreted that and saying we will have brand new software that will you know from this year to this year and then from there measure the effectiveness of it absolutely that is something you can do. So did I miss anything here? Oh, same thing updatable, right? We want to make sure that is something you can look at at least uh each one should be looked at at least once per year at least. Uh they require behavior change. Superintendent once again needs to influence these things and they should support uh your goals. Right here there's a little star. Can you guys tell me why you can expect this to take a little bit longer than the goal progress measures? >> Because you're using

118negative language. Jesse Brady, let's assume you're using all the sha language you want. >> Well, I know what I Why would it take longer still? >> Cuz it's crystal clear. It gives clarity. >> What? What is crystal clear? >> Specific. >> Are you saying these are specific or are you saying these are specific? >> Those are specific. >> These are specific. >> Yes. >> These clearly tell you what you want the superintendent to do. >> It says the opposite. Right? These ones are specific, right? Because your superintendent is going to go back and both be like, what do they mean by staff effectiveness? >> What do they mean by teacher, you know, satisfaction, right? You just said a kind of broad thing. Your superintendent is going to go interpret and be like, I'm going to

119do that by doing this survey, capturing this data, and that's how I will let the board know that I have honored that guardrail. See, I have evidence here. 99% of our teachers are absolutely happy to be here. That 1% is a psycho and left the district. We don't need them anyway, right? like hypothetically speaking, of course. Um, so does that make sense? Like that they're going to your superintendent actually defines and articulates what the specific measure is and how they're going to capture that. That's why it has to be smart as well, baseline, target, um, and a and a timeline as well as to when you can expect that to get done. Now, this is what these do. If we have a guardrail um actually trustee president, can you please read our first guardrail here?

120>> The superintendent shall not inadequately staff high need campuses greater than 70% economically disadvantaged. >> Perfect. Now this is once again it is shall not. So I understand trusty Brady this is not your favorite but the heart of this is essentially right like we want what >> we want her to adequately staff camp. Perfect. Awesome. >> Thank you. So, you shall >> Now, does now does this tell your superintendent how to do that? >> No, >> absolutely not. >> This superintendent decided I'm going to do that by uh somebody read 1.1 for me real quick. >> Percent of teaching staff at uh at high needs campuses who are first year teachers will decrease from 11% to 5% by 2029. >> What do you guys think about that? Does that honor the guardrail that the that

121the board set? >> Yes. >> Okay. And tell me why does this matter? Why is this important? And how do you think this impacts a goal you guys might have as well? >> Well, because we support a high needs campus with retaining first year teachers. >> But if we're looking at emerging bilingual and that's our focus, then we've got some >> putting more experience experience on those campuses. >> Our intent, >> right? So this superintendent said, you know what? I'm going to use this guardrail and I'm going to ahead and tell you what my strategy is. We're going to go and put some of the best teachers at the campuses that need them the most. And that's going to not only honor this guardrail, but it's going to help us get closer to our third

122grade goal or third grade math goal and our CCMR goal and in this district our fifth grade math goals. >> Um, and once again, these are not the ones that your superintendent's going to choose. This is not to say that this is what you guys should do. These are just examples of what they look like in practice from other districts. Yes. So, are the guard rails are those going to be directly influenced by our goals or can the like do we want, how do I put it, like are the guard rails that we're putting in place, are we wanting those to align with the goals to build the goals or is it just >> they should never live in a vacuum. >> Okay? >> They should never be like, "Oh, let's do this one random

123thing that is never going to impact student outcome achievement." If you do that, you can probably expect that it's not going to be a very effective guard rail. >> So, you want it to overall, obviously, we we're all out for student achievement. So, you want it to follow that, but you don't necessarily need a guard. You don't want your guardrails to ne necessarily they don't have to influence third grade math. >> No, absolutely not. No, no. But like in some way, right, it's going to if it works well, it's going to impact that. Exactly. >> That's not how you you're you don't have that there. You don't have to do the exactly. No, you do not. >> Let's look at 1.2 for example. Percent of principles leading high needs campuses with less than two years

124of experience will decrease from 13 to 6%. >> So what does this mean? What is your superintendent doing here? >> Experience that pretty much the same thing but now it's principles >> campus leaders. Now does that honor the guardrail that the board said? >> Yeah. >> Awesome. >> But it's not like it was there. The guardrail is blocked. broad to say and not inadequately. And the superintendent got to determine how is she going to define what is going to keep the inadequacy from happening, >> right? She's the expert, right? >> She's the expert and she's going to tell you, you can hold me accountable to this, >> right? She's going to come up with it. So, she gets to say, please, like, this is how I interpreted this. And as long as y'all have asked

125the right questions, it's saying, hey, does it honor the guardrail that we set uh board? You guys say yes. And you guys, cool. Like do you see this kind of in some way directly influencing andor being a a sidekick along our goals? Absolutely. Is there enough evidence to provide that like this is the thing that is going to to honor the guardrail? If the answer is yeah, then that's what you guys roll with. All right. Second guardrail superintendent shall not allow the level of students perception of overall school experience. Um that school experience constraint or sorry guardrail somebody read 2.1 for me real quick. percent of students indicating that they do have at least one teacher or staff at school that cares about me will increase from 92 to 95% by 2029. >> How does

126this one land on you guys? >> Students feel like >> that impacts their perception, >> right? Does this honor the guardrail that the board said? >> Yeah. >> And now the superintendent has to find a way to measure that. Right? If they're saying 92 to 95% that now means it is a measurable thing. They're not just going the vibes are going to feel good and I I'll come and report on the vibes. Our students are happy. Trust me, no one's happier than our kids here. >> All adult you need a baseline. You'd have to have the 92% to come from somewhere. >> Exactly. And if you don't already have that, right, your superintendent might be like, look, we don't have this in right now, but >> when they started, remember >> what is that? >>

127They didn't have the baseline. >> That's right. They did not. So, they had to create a framework or a rubric first. And that was for the interim their kind of to-do, right? We're going to create this by this date and then from there we're going to change it to where it's measurable. >> So the guardrail could have been will create a measurable system by blank date. >> Exactly. To capture baseline. >> Smart. >> Exactly. So you know when to expect it, right? If it takes 5 years and you're like, "Superintendent, where is this thing?" You're like, "I didn't tell you when I'd have it. I just told you I'd have it at some point." Right. All right. Um, last guardrail progress measure here. Percent of students indicating they participate in extracurricular clubs or activities will

128increase from 74 to 80%. Does that honor the guard rule that the board set? >> Yes. >> What is it measuring? >> Participation in extracurricular clubs. >> Awesome. Now, do you see how um Trusty Barnes, you asked this, right? Like this can be something that is related to improving student outcomes because if students feel like they belong on campuses, they're more than likely going to show up to school more. they're more than likely going to be happier in class, which will probably result in learning increasing, right? Improving the student outcomes, but it is not directly tied to whether or not a student can do third grade reading. Does that make sense? So, sometimes they could be a little more direct in terms of improving outcomes like putting your best teachers, right? Um, at high needs

129campuses or it could be something a little bit more general like, yeah, students deserve to be happy and safe and so we're going to go and measure that, too. These are the values >> and these can be changed after those goals are met. So if we hit the 95% within the first year, then we can alter it for next year. >> Absolutely. If you're into that 95% you're like, "Hey, you met this one already. Soup, great job." Like, are we going to up that threshold or are we going to change it to something else? Are we going to find a new way to measure that? Is is, you know, is uh a staff that cares about me the right thing to measure now or is there something else that we're missing? >> You could keep

130the same guardrail but initiate different progress measures. >> But who owns those progress measures? >> She does. But are these guardrails negotiable? >> What do you mean? >> Well, I mean I mean if it's against what I mean I see the point of maybe saying we don't want to inadequately staff high campuses. However, I could probably argue that with um we don't want all first year teachers, but I think we've proven success at some of our campuses with just teaching teachers the right thing. Love it. Then you just told me your strategy of how you would handle that. You said it wouldn't be >> say I don't agree with that. This would not be your progress measure. You just told me what it would be. It would be we would provide x amount of training

131to our new teachers for them. >> Absolutely. >> You would say I don't think we need to look at first year teachers. I think we need to look at X. >> Okay. >> The guard rail is not firstear teachers. The guard rail is that >> inadequately and you just have to talk it out because I was like Anyway, >> you can find it after. >> Okay. Can I say something back on that? And I think that was interesting that Dr. El George brought that up. So, the reason that we have this heading up here, right, that says uncomfortable but necessary strategic decisions. And this is another thing that's really important for the board is when if if this is if Dr. Dr. Aldred said this, right? That is going to necessitate that she is going

132to probably have to move some beloved teachers and some beloved principles from schools. >> And there might be some parents who are very unhappy about that. >> And that means right because >> because that is a student outcomes don't change until adult behaviors change. your job as the board is to provide political cover >> because you said this value is very important which means you need to be the ones to stand up in front of the community and say I'm sorry like this is hard right and the reason that we're doing this is because our job here as the board is to ensure that all students are having a really excellent experience and we don't you know we don't have all the resources in the world and so this is the decision that our administration

133uh chose We asked the questions to understand that that protected our values and it it's high it's high leverage and so you know this is we stand behind this right and so these are opportunities to help your experts make really hard and uncomfortable decisions that lead to transformational change and the other part is this can looking at guard rail two right so knowing that percent of students indicate they have at least one one caring adult that necessitated that the superintendent now had to have an intentional plan to make that happen, right? It's like we're not going to hope that it happens on accident. And so what she had to do is go back and say to her staff, look, what are we doing to make sure that our kids belong or that they have that

134caring adult, right? It's not only that we have to measure it, we have to make it happen on purpose. Joe, you you experienced school progress 2.2 where I was teaching I think I told you guys last time I I used to teach seventh graders back in the day. Um and when I was doing that my school c my campus was like hey on Fridays every Friday uh you're going to be the beats um and songwriting club uh instructor. I was like what? Yeah I saw you played music. You told us you know during the summer whatever when we're getting to know everybody and so we're going to make you the beats and songwriting club guy. I was like oh cool and I didn't know I was like I didn't do that last year. I wasn't

135familiar with this. found out all the schools were doing that in middle school and it's because of this con this guard rail right here, right? It was essentially saying, look, there's a lot of barriers for kids, right, who want to participate in a club or an extracurricular, but some of those barriers are things like transportation, right? Things like I have to or maybe I have to go like help my family at home or, you know, pick up my little sister from where whatever it may be. They don't have access to those. So my campus was like, "Hey, we're going to go ahead and do these during the day on Fridays when we know that, you know, it's already kind of one of those days where I'm not saying instruction's lost, but like at 2 to

1363, right? It's the least we can do, right? And to help kids feel like they belong." And so that's what we did. And I I found out all the other middle schools were doing it. And that's once again a strategic move that needed to happen in order for them to hit this. They weren't just going to cross their fingers and go, I mean, I hope they get it done. I hope they get to 80%. But that leads to less time away from school and that leads for excitement on a Friday and maybe no vacations on a Friday so our kids can learn and it's >> like I'm not going to miss I'm not going to miss school on Friday. I'm going to go get instruction strong instruction and then I'm going to have my music

137club at 2 o'clock with my favorite teacher Mr. Rodriguez. >> Great question on that. >> Do you think your communication from your administrators should have been about that? >> That's an interesting question. Instead of just telling you you're going to teach this Beats club, should you should it have been presented, we want all kids to have a great experience in school, so we're going to do these things at every school instead of you >> as a group of teachers just get together and go, we're all I don't know why we're doing it. >> Yeah. It wasn't communicated in the with this guard rail being framed. It was more of this is how we make sure that students feel like they belong at campus. This is this gives them an opportunity to participate in something that's

138not the classroom. And I said, "Okay, that makes sense." But I didn't had no idea this was because some board had made a decision that and then some superintendent was like, "Yeah, I this is how we're going to measure that guardrail." The only other thing I wanted to mention was like because uh uh Dr. Eldridge was like, you know, this might not be the one I choose. It might be something like we're going to, you know, have first year teachers do this amount of PD or this high quality PD. that would require some money and that might require her to cut some other programs to go and do this which as a board you're going to have to go sorry we cut this like underenrolled program because we needed to back up our superintendent in

139the fact that she was trying to honor this guardrail right so it's it's like it no matter what it's going to be a decision and this provides cover for your superintendent to go out and once again do the best job that she can do >> and we're always Kim and I are always in negotiation >> I'll just put it that like we we talked strategically at length about we need this instructional co I mean we just talked about it today for a good hour um so we can we can handle that. >> So it feels like goals are very attached to like for us uh it's attached to more academic like >> student outcome goals. >> Yes. And it feels like uh guard rails are maybe more what the community is looking >> Yeah. their

140their values. Yeah. >> I kind of see it as like the optimizing the optimize number one >> was the goals and optimize two through five are the guard rails. >> Well, or Yeah. Yeah. But almost like when we're looking at building guard rails, we need to look at more at like well what is the community telling? So maybe that is where we go. >> But it's like what what is the community saying they need versus what is state telling us they need? It's coming full circle. It's like yes, we can pound them like the fractions in their head as much as we want, but if we don't meet them in all these other places, we're never going to get to that goal. >> Yeah. So, >> just like the conversation between you two, you were

141told to do it, didn't know why, and it's a great thing. Like Wendy said, did they talk to you? Did they encourage you or set it up for success because you were the one that made it happen, >> right? >> Yeah. And if I would have had Dr. Aldridge at the time, I'm sure I would have been in a better position. >> I never welcome this. I may have never left the district, I would have never been here. Um, so then we have this value, right? If we have a value that is just student well experience and well-being, right? That is the value. We want to turn that into an actual guardrail with the guardrail language. Superintendent shall not neglect ensuring that every student feels safe and healthy in our schools. From there, that becomes

142the guardrail. Your superintendent will come in and create the guardrail progress measures to articulate what and interpret what this value is and how she's going to measure it, how she's going to hold it, how she's going to honor it. >> Does that make sense? >> Who who gets to choose those? >> She Why don't we just say the superintendent will ensure >> you want to know the beauty of this? This is maybe one of the things this is one of the things I told >> you. >> I'm a five. >> We got you >> in analytics. This is one of the things that I told another superintendent and they were like, "You're right and I like that." So hopefully you'll see the same thing. >> Okay. >> The supery the the guard rail itself, right,

143the one that the board owns and sets is going to be Sha, >> but the thing you set, >> right, >> is not going to be sha >> this is what's going to happen. It's positive language, >> Right. Let them be the >> shall not people. >> And once again, if the board does decide that they're like, "Look, the sha not thing, I don't want to do it." Once again, we're not going to fight you on that. As long as >> I got it. I got it. I'm good. >> Keep going. >> All right. So, these were some of the uh results from the survey. Do you guys remember the survey that Tam had or that President Hatfield had sent out a few What was that? >> Do you a month? Yeah. That was a

144long time ago. Um there was a part where you filled out some academic stuff for student outcome goals and there was one for guardrails and at the time he had no idea what we were talking about, right? Um, nonetheless, like these were some values that came up from the CV 2030 scorecard. And then these were some of the things that you guys used as like an interpretation of what those values meant. We're going to use these as a starting point. This does not mean that these are the ones that you're going to have to choose from, but it's just an idea of like you already had some values that you thought about, you know, a few months ago. Um, and some that were already uh communicated in that scorecard, right? I don't want you to

145think though that these are the ones that you have to choose now that you have a better idea of what these are. I'm we're going to go ahead and let you guys not let you guys you guys are going to uh choose one to five of these values um to turn into guardrails. Okay, I do want to be clear about something. If you have something like optimize all available resources, right, as like the heart of it, your superintendent gets to go and interpret that however she wants to. remember that as long as she provides evidence like yeah this is this is what I this is what I thought you meant this is what I'm going to do and you don't get to choose the actual progress measure she gets to choose it so if you're

146like available resources and uh we have trusty shackman who's like oh I meant I meant teacher uh retention or teacher quality as as as uh available resources that's what I meant if that's what you meant then say that >> in the guardrail >> because she rented a cruise ship because she said all available resources that is going to eliminate all >> she got the yeah she she got the new Bugatti laying outside you're like I use all available resources right so if you mean like if you can be as vague as you want or you can be as specific as you want my recommendation to y'all as the board is just to understand that if you say something like available resources and you're not specific. Don't expect your superintendent to give you the thing that

147you actually meant. She can't read your mind, >> right? >> As much as we all would like other people to read our minds. >> I would take that. >> And this is kind of an example here, right? Superintendent shall not allow a low level of student experience. You can get into detail there. Let's say you're like, you know what? We heard that our middle schoolers are having an awful time. It's a weird time. Middle schoolers are weird. They're smelly, right? Like they don't feel like they belong. So, we're going to be very specific and say they shall not compromise middle schoolers sense of belonging. You see that? That incentivizes superintendent to interpret that just a little differently. Last one is shall not neglect the social emotional needs of grades three through five even more specific.

148Once again, if you guys are like, "No, it's that top one." We want to be a little bit more bigger picture and let the superintendent decide how to interpret that. Totally fine. Either way, you can see how these three versions will incentivize a different um strategy. >> Does that make sense? Okay. Do we have time? >> No. >> Okay. Then we are out of time, >> which is nice because now everybody gets to think >> about desired guard rails. So I think the big thing to take away from this is if we go back that slide, we can now send this out to the board and put it in our folder and you can look at this and then look forward to the next slide and be thinking about based on the values that we

149have and we know in our CD2030 and what we've heard in the community when you come in next time already have some think some brewing so that when you work with your partner, then we go through that same process. But the key is you have to do something between now and then. >> And be thinking about it, be putting it on paper because that'll help us think forward. >> And if you need it printed, we can do that, too, because some people need it on paper. So, you can >> And of course, if there's anything at all, whether it's the board or Dr. Eldridge or your team, you can call us too at any time and ask for any kind of clarifying questions or or assistance or whatever. and we'll go through the same consensus

150building process that we did last time that you guys just did a phenomenal job. So, you'll have the benefit of each other. Um, but now that you have some more information, hopefully that'll shape in your thinking and where you might want to what you might want to use as a starting point. >> Does anybody have any questions while they're here? >> Thank you guys very much. >> Thank you. >> You guys are such good um mediators, I guess. Is that what you call yourself? mediator, >> a facilitator, >> mediator. >> We don't have to mediate anything. >> You guys kind of did it all yourselves. >> All right. So, um, our next agenda item is item number four. We have a closed meeting as authorized in our Texas government code, including but not limited to

151section 551.071, consultation with attorney 551.072, real property. Item A, we are going to be discussing a discussion regarding real property. So audience members, you're welcome to stay in here with us or with without us uh while we're in the conference room for close session. The time is now 8:09. Okay, the time is now 9:02 p.m. and we have returned um from close session. Um it is now agenda item number six. Board members, do you have any questions regarding the work study agenda today? All right. Uh we have reached the end of our agenda and the time is 9:03 p.m. and we are returned. >> Thank you.