001I call this board of trustees work study meeting of the Carolton Farmers Branch Independent School District to order at 6:00 p.m. on August 14th, 2025th, 2025. For the record, board members present are Kim Brady, Ilia Garza Rojos, Marjorie Barnes, Paul Gilmore, Randy Shackman, and myself, Cassandra Hatfield. we constitute a quorum and may conduct business on behalf of the district. Uh the next item is audience for guests. Uh we did not have anyone sign up as of 1:00 p.m. today and so we will move to item number three which is item 3A, our team of eight board training. Um and so tonight for our team of eight, we are going to be focusing on um student outcomes and um working with commit. They've come in to help us and assist us in this uh process. Um
002they are a certified trainer for team of eight and um before they kick it off I just wanted to share our excitement of our rating for yes um that just goes to show that our focus is on kids and that our alignment to supporting student outcomes is making a difference. So, big shout out to you all here today for all the work that you've put in to really take that all the way down to the classroom because um knowing kids by name and need is making a difference and to the board for our intense focus on adjusting reading and shifting uh financial investment into reading. Um those are starting to really pay off which is even more exciting. >> So with that, Tamara and Joey, take it away. >> All right. Well, good evening everybody
003and congratulations. It is wonderful to be here tonight to celebrate with you all and we always say that one of the best ways to strengthen a team is to do great work together. And so that is our plan for this evening. So wanted to start off first of all by thanking you all for inviting us here to do team of eight. I am Tamara Harrington and that is my wonderful teammate Joey Rodriguez and we are from as trusty Hatfield said we are from the commit partnership which is a 501c3 nonprofit which means that we are here tonight at no cost to the district thanks to our generous donors and we are state certified to deliver team of eight training ISO and Joey and I are also in getting our national governance certification. So, that is
004all to tell you that we love love love governance and care deeply about student outcomes. So, Joe, you want to just introduce yourself real quick? >> Yeah, sure. Uh, yeah, my name is Joey Rodriguez. Uh, started out as a Dallas ISD 7th grade reading uh, and writing teacher. Um, and got uh really into like, you know, how the sausage is made, one would say. uh started going down a path of uh understanding how governance works and policy and what it all meant um and what it meant to advocate for it and you know one thing led to the next and I ended up uh in this work about four years ago. It seems those years have gone by very fast but I'm really excited to be here. I'm a big believer in in when we
005believe and invest in our um leaders who are making the biggest decisions for our kids that we will see an improvement in outcomes for our kiddos. >> All right, so more to come from Joey. So, as I said, we are the governance team from the Kibit Partnership, and we are going to start this evening with a mantra that we probably mumble in our sleep, which is student outcomes don't change until adult behaviors change. Has anybody heard this before? >> Some we're getting some of some of these. What does that mean to you? the the action like the behaviors the actions that we um take have to change so that we can better serve kids. >> Y >> but a lead by example kind of thing. Y >> we can't expect to improve outcomes if there
006hasn't been an underlining underlying change in some of our behavior. >> Yeah, absolutely. It's let's not do the same thing and expect different results, right? And our kids are depending us on us and the actions that we take in the way that we lead to get to better outcomes. So along those lines, although this is a team training and y'all move as a team, what we like to do tonight for connection is start with another mantra of ours, which is I am the genesis of transformation and would love to hear from everyone around this beautiful U-shape, what what that means to you. And I promise this is not a trick question. It's not like a personality All of us are like >> multiple choice. >> Uh for me it means we're the we are the
007makers of change. Like it's it's up to us. >> I >> we're the beginning of the change. >> Okay. We're the beginning of the change. It's up to us. lay the foundation of it of transformation, the foundation where it all is kind of built. >> Sure. >> Go ahead. >> Just say it. I >> was going to say it. I was say we're we're the beginning of what we'll be. I mean, we start with buying the curriculum. We start with making the choices for kids. And we're the beginning of how it will change or not change. >> Okay. >> I'm hearing a lot of we are the beginning, right? And I hear that. What about what about I like instead of the collectively, you as an individual board member or as the leader of this
008district, what does that mean for you personally? When you think about the statement, I am the genesis of transformation. >> It's powerful. >> Oh, how come? That's a lot of power on me. >> Yeah. >> Responsibility for me too. >> Okay. Does that feel exciting, scary? All the above. >> All of the above. >> Okay. >> Like I I think like I see like I am the person who opens the door like we I open the door for the future to be able to be different or the same. And you're looking at me like, okay, well, I >> I, which is not a word, but used much in schoolboard, but I >> um, you know, I will do my homework. I will do the research. I will do what I can to make the transformation
009happen to the way I think is best for all children. >> Um, and Trusty Brady, when you commit to all of those things in your own behavior, what does that do for the collective board? >> It makes them work harder, too. >> Sure. I think that's That's one thing >> I think of that is kind of the responsibility too if I change it to I like a responsibility of like she said doing the work and um also being present and yeah >> so that they can change. >> I love that being present. >> You're giving me really good eye contact. Um, well, I'm not one to use I, but when I and I'm very analytical, so I think when you say that you when you use the word transformation, you have to break it down
010to what needs to be transformed. >> And so, we went into this business for students. And so, I always look at what do what does each student need? What does schools need? And what does our team need to do to help them get there? And that's how you transform an organization. Me I transform the organization. >> It's hard to say hi. >> Like what are you doing here? You invited me into a team event. Now I'm just talking about myself as an individual. I'm going to make it relevant. I promise. >> Trusty Gilmore, what are you thinking about over there? >> Oh, you don't want to know. >> See, when somebody says that to me now, I'm like, now I really want to know. Uh I just think it starts with I and I have
011to look from within to see and reflect on where are my priorities, what are my actions saying, um what are my words really saying and then we move from there. >> Yeah, I love that. And what happens when you when you reflect? >> Um you have to make change or you don't move forward. Trusty Shackman, I did not forget about you >> just because I'm not giving you weird eye contact, but I can I can go over there if you'd like. >> I Well, what jumps out at me and my graduate studies are in theology. And so when you talk about Genesis, it has unique context for me. >> But the significant point for me in Genesis, Genesis is flows throughout from the beginning to the end of scripture. >> And so I am involved
012in the process. I'm not responsible for all of it, but I am involved in the components all the way through and that they integrate to make it work. >> I love that. So you just hit on something really important which is yes we we move as a team not only in this room but in so many different facets of our lives right but at the end of the day the only behavior I have control over is my own. I cannot control the behavior of anybody even you know your own children right it's like I can create conditions for people to show up to be successful for the team to be successful but I cannot control the actions of another person and so in thinking about the reflections of how I show up as a leader
013what I think about is is my behavior is that helping me access goals in terms of improving student outcomes or am I showing up and behaving in ways that may be making it harder for students to succeed? And so Joey and I invite you to think about that framing as we go forth, not only, you know, what needs to be better and different, right? So more of our students can achieve, but also how as I how do I as a leader show up in, you know, in this boardroom or in in my life? And are those behaviors allowing me access to my goals? And what what in the way that I'm acting is that creating conditions on you know on this board for our amazing superintendent for our amazing administration to do their best work
014right because at the end of the day the board of trustees is an enabling condition for your administration to do their best work right and it starts with your leadership and how you show up and the conditions that you create for your experts to be able to thrive. So any further thoughts, comments on that? >> Okay. Not trying to give anybody an existential crisis here. >> All right. So today, here are our objectives. Trusty Barnes, would you read the objectives under understand for me, please? The board's role in improving student outcomes. board behaviors most highly correlated with improving student outcomes and the necessary actions to create a culture of shared accountability. >> Amazing reading. >> Okay, thank you. >> She went to CFB. >> I I was going to say I think I'm seeing a
015CFU over here for sure. Uh Trusty Brady, would you read the objective under increase for me? >> Board buyin and ownership of the vision and values. >> Awesome. Phenomenal reading. Okay, President Hatfield, can you give me a read on deliver >> optional draft of one to two board goals? >> Okay, so we may walk out of here with some additional student outcome goals this evening. What we absolutely want you to walk away from is getting to have a robust discussion about what that means for your district and and getting to build some consensus and buyin around that. And Joy's going to walk you through that process. It's going to be fun and awesome. Okay, with that being said, Joey, it's showtime. >> Amazing. Thank you. All right, we're going to start off with a question,
016and once again, nothing here is a trick. I promise. Why do school systems exist? >> So, we'll have fewer jails. >> Okay. So, we have fewer jails. Is that what I heard you say, Trusty Brad? Okay. >> Why do school systems exist? >> Educate. to educate. >> To help further future generations. >> To help others one more time. >> Help further future generations. >> Yes. >> Create equity. >> I think I I would go like school reading and say like there's two sides of it. Is it a public good or a public service? >> Public good or public. Maybe both. >> Maybe both depending on for certain people school systems exist as a service. For some people, school systems exist as a good that's going to help them personally get where they want to be.
017>> What about from some of our >> I always say education and also opportunities >> for >> our students. >> So a common theme I'm getting here is this idea that school systems exist in the service of students and improving the lives experiences of students, the education of students. Right? is maybe one way we can lump this all together and saying that it is about improving student outcomes. Right? It is not school systems do not exist to keep teachers employed. They do not exist to keep people happy, parents happy. Uh they do not exist to keep the lights on to make sure the HVAC person has a job. They exist because we want to see an improvement in student outcomes. That is the sole reason they exist. Right? Just a thumbs up if you agree
018with that. that that is like the actual outcome that we want for school systems, the primary outcome. Okay. >> All right. So, if that is the case, then we're all in agreement here. Uh let's go over the roles and responsibilities for trustees. Uh let me actually go ahead and get some readers to Trusty Brady. Can you please read our first priority there? >> Represent the vision and values of the community and monitor progress towards success. >> Amazing. Trustee Garcia Roas. hire and evaluate the superintendent's performance. >> Superintendent Eldridge, >> adopt an annual budget aligned with achieving the district's vision. >> And Trusty Shackman, >> adopt policies that guide district actions. >> Amazing. So, these are the top four responsibilities of a school board trustee. Out of these four, please tell me which one you think
019is the most important. Yikes. Like one through four? >> Yeah. Like I mean they're all important. >> Are you saying one, two, three, four? Is that your ranking? >> I'm just saying which one of these is the most important one? >> Number one. >> Trusty Brady said number one. >> Red or orange? >> Yeah. >> Hire and evaluate the superintendent. Trusty Gilmore said. Any other thoughts? One and two. I do I have to pick one. >> You have to pick one. >> One and four. >> The answer is one. >> One. >> No, I'm not saying the answer is one of these. Yes. >> One. >> Okay. For the two that are making the case that it's one, why? >> Well, because we we're in as we look at student outcomes, we're serving our community,
020our local area, and if we're monitoring the progress, we're automatically going to evaluate the superintendent's performance. >> Okay. To that end, it would it would go on to if we're doing the number one, then we're doing the the other three as well, >> right? Because hiring and evaluating a superintendent, once you've hired the superintendent, >> why did you hire them? >> To do what? >> To do number one, >> execute the vision and values of the district, right? And then ultimately, how are you going to evaluate them? Evaluate them based on what criteria? Whether or not they are achieving, hitting the goals, and honoring those guardrails, right? The values of the community. Ultimately, that budget that you're adopting every single year should be aligned to what? >> Goals, >> right? The goals and the guard
021rails. Absolutely. And then adopting policies that guide the district's actions. What are we doing there? What is that all in service of? >> The vision. >> First one. >> Absolutely. So, if you don't have the first one, or even if you do, but you never look at them, right? And you don't know about them, which is a lot of districts. Um, I'm not talking about this one specifically. um the rest of them maybe get a little shaky and it becomes a little unclear as to what role it is that we play in this room. Does that make sense? >> Mhm. >> Awesome. Now, let's talk about football. >> How's how is CFB in football? I actually don't know. I I'm >> getting better. >> We are doing really well. >> There we go. So, let's
022go ahead and call ourselves this uh the CFB I don't know. Give me a mascot. >> Alliance. Love it. Is that actually one of the high schools here? >> Yeah. >> Okay, cool. >> Somebody somebody in another district said like what was it? >> Uh the hippos like the other hippos. >> Jaguars or >> Oh, cobras. >> Cobras. And I was like I was like is that a high school? No. I was like oh you were just ready with that. He's been waiting for somebody to ask me. So let's go ahead and pretend that we are the owners of an NFL team. Okay. What is the outcome that we want as a as the CFB uh Lions >> to win >> national title, >> right? To win what? >> The Super Bowl. >> Super Bowl.
023Whatever it is, >> it's Super Bowl or bus, right? It's either we win that thing or we didn't do the job we were supposed to do, >> right? We're all in in in agreement on that, right? Trusty check. You good on that? >> We can't fire Jerry Jones, >> right? But every year, >> but every year I know everybody on that Cowboys team and the staff and even the fans because I've heard the delusional fans say this is our year. Oh yeah. >> Right. And it's usually not with the pretense that it's our year to not make the Super Bowl again. Right. No, it's always we're winning the Super Bowl this year. Okay. So, I'm glad we're in agreement. I'm not going to go there yet. >> So, what are the We're going to introduce
024some words here. Let's talk about inputs. What are the things we know we're going to need before the season even starts? >> A team. >> Okay. A team. What else? >> Coach. >> A coach. What else? >> Uniforms. Absolutely. What else? >> Plays, right? A playbook. What else? >> A ball. >> Equipment. >> Let's get simple with it. Absolutely. Start with the basics. You do need a ball, right? Probably many of them, right? What else? >> Schedule. >> A field. Who said schedule? A schedule. Absolutely. >> Helmet. >> Yeah. >> I heard players back there also. >> A whistle. Absolutely. A whistle. What else? fans. >> Fans, you're going to need a fans. >> A stadium. Absolutely. So, these are all the things that we know even we we haven't even started anything, but we
025know if we want to hit that goal at the end of the year or at the end of the season, the end of this cycle, we know we're going to need a few things, right? We know this before anything starts. Awesome. What about the outputs? The direct results of those inputs. How do we know those things are working? Right? We hired a all-star quarterback who's making hund00 million dollars a year or whatever it is, right? How do we know that is working throughout the year? Would you say >> he's got a ball? >> And he has a ball. >> He's got a ball. He's got fans in the stands, right? Do we just go, >> "Okay, cool. Go ahead." And then we'll just wait and see what happens or what are things that we can
026see throughout the season that lets us know whether or not those inputs are working. >> How many times he hit the ball gets crossed >> I'm not a football expert. >> You'd be You'd be surprised. I'm not either. And through the years of doing this, I picked up a few terms. So, but you're right. >> You're saying throwing the ball into wherever gets you points. >> Really disappointing. >> No, he is one of the delusional fine. Um, so you're saying any as many times as that person, that quarterback can get the ball into the end zone, right, where you get points. >> Well, yeah. how many times it gets to the end zone because the quarterback, one thing I do know is that it's not just about him throwing the ball, but it's about the
027plays that he kind of coordinates, right? >> Absolutely. >> Yeah. >> Perfect. What are the other ways we can know throughout the season before we reach the Super Bowl that we know our inputs are working? >> Wins and losses. >> Absolutely. Hey y'all, it's we're, you know, six and four. Not a bad record, but what are the things that we might need to, you know, do to change that up or to keep going or whatever it may be? What else? How many yards we've rushed? >> Oh, absolutely. >> I think that's something I hear a lot. >> Yeah. I I also have heard that before. Yeah. How many yards we've rushed? Uh don't know if that's an offensive or defensive you know power better than I do. >> What >> doesn't matter. Uh we have
028the Dolphins back there. Um >> Okay. Very good. So then if there are ways that we can tell from even just a position on the team and overall team record and even like you said right other positions on the team where rushing uh interception rates I don't know it fumble whatever passes right there's all these things we can look at throughout the year and if we don't like what we're seeing what are things we can do in football >> adjust >> my dad was a coach >> there you go like a true coach over here >> identify a new play >> you can make adjustments right before it's too late, right? Before the end of the cycle, before the end of the season, we can hopefully make a few adjustments, a few pieces uh that
029we can adjust and then hopefully that will get us to our outcome, which is the Super Bowl. Okay. So then the outcome would be we end the season as the CFB Lions. We're 12 and five and we won the Super Bowl, right? Super Bowl champions. Did we meet and achieve our outcome? >> Yes, we did. Awesome. We're not talking about football. We're talking about education. So tell me real quick in education, what are the inputs we know we're going to need before the school year even starts? >> Teachers. What else? >> High quality curriculum. What else? >> Books. What else? >> Scope and sequences. What else? >> Money. Absolutely. That does change a lot of things about how you're going to move, right? And what inputs, what more inputs you're going to use. What else?
030>> Trusty Gilmore, you sound like you got in your head. Yeah. It just sounds like you're like >> I gave the wrong answer last time, so I'm a little scared. >> Not true. >> I was just trying to give you an alternative. >> Okay. >> Um, we need a building. >> Build. Absolutely. We need a building. Where are the kids going to go to school if they're not building? Absolutely. So these are our inputs, right? You guys said it. Teachers, students, high quality curriculum, buildings, a budget, all these things are true and these are things we know we're going to need before we even start our school year. What about those outputs? The direct results of those inputs. Now, this isn't us waiting until the end of the year or until the end of the
031fiveyear goal threshold, right? We're talking about throughout this school year, right? Throughout our cycle. How do we know whether or not those inputs are working? >> Assessments. >> Okay. Say benchmarks. >> Benchmarks, assessments, and what do those look like here? Just because I'm not super >> map is a big one. >> Map is the one you guys use for Okay, awesome. >> Telp pass maybe. >> Telp pass. Sure. >> But even there's smaller benchmarks even usually like within the schools where I can't remember what starters >> the unit assessments >> module assessments. >> Oh, wigs. >> Wigs. >> Wildly important goals. And so >> yes would you know that would that would be a really small measure that would kind of help guide >> but it's still one nonetheless >> at the classroom level. >>
032Great. And then right and that all goes down all the way to the classroom. There are outputs all throughout I mean every week every day a teacher is doing some kind of demonstration of learning right that is capturing whether or not the stuff they did actually worked or not right. Absolutely. What about outcomes? What do those out what do what are outcomes in a school district? Remember these are only knowable at the end when it's all over >> certifications or graduation. >> Absolutely. What certifications did they get with and graduation rates? What else? >> Our rating. >> Yeah. Your accountability rating. Absolutely. What else? >> State state testing. >> State testing. Absolutely. Right. >> Currently as it exists now >> as it exists now. Absolutely. >> Today >> graduation rates. What else? progress rates of
033all students. >> Absolutely. >> Anything else you guys want to throw out there? Because you guys aren't mentioning some other ones. You guys are very student focused, which I love. Absolutely. >> Teacher retention. >> Teacher, right? Is that not an outcome at the end of of your cycle? You can see, hey, what what are where are our teachers? Did they stay? Are they leaving? What else? >> Parents reenrolling. >> Sure. Reinrollment. Absolutely. Right. The reenrollment of students, right? Or like Absolutely. What else? >> Attendance. attendance, right? How did we end end attendance this year? >> Great. So, just to get clear, there are two types of outcomes. And I kind of already hinted this, right? There are student outcomes and there are adult outcomes. And it is very important for us to be able to
034distinguish between the two. Okay? A student outcome is essentially a measure of what a student knows or is able to do. That is the very simple definition of a student outcome. Do students know it or are able to do it? If it does not meet that definition, it is an adult outcome. That's the that is the very simple rule. If you have to play in your head like is that an is that a student outcome? Well, I don't then it's already an adult outcome, right? If it does not fit the definition of does a student know that or is able to do that? Can a student know that or demonstrate that they can do it? Then it is an adult outcome. Any questions about that? >> Can you give us an example? I mean, I'm
035sure All of us are sitting here like which but student outcome versus >> Yeah, absolutely. I'd love for you to give me one. Just tell me what you're thinking. >> Not just on student outcome. What do you think is a student outcome? Living a student >> going to school. I mean it's also an adult one, but my son would say that's that's on you. I don't really want to go to school type of thing. >> Uhhuh. Interesting. >> Depends. >> Okay. What who sets the conditions for that though? >> The adult. >> Okay. So then it's not >> the adult. >> Correct. Yeah. And we're we're going to get there too because there is some there's some murkiness there and I I got you. >> What is a student outcome though? Something that a student
036knows or is able to do. >> Read. >> Yeah, absolutely. >> Yeah, read is one. What else? >> So, oh, I was going to switch. >> Go ahead. >> So then an adult would be the budget because students are not know able to know and do a budget. >> Absolutely. >> We want them to for college career military readiness. But >> but a conversation about a budget is Yes. That is a conversation about adult outcomes. That is absolutely correct. What else? >> When you think of it like that though, then graduation. That's really an adult outcome with a group. >> Interesting. >> We celebrate that. I mean, >> that's an interesting one. I'm going to only ask you who graduated. >> The kid. >> Okay. >> Well, and didn't the student have to know and
037be able to do certain skills to earn >> to graduate? Exactly. >> You would think. Yes. >> Yes. So yes, that that and I love that though because that's what we have to think is like technically speaking who set those conditions if we didn't but you're right ultimately the the outcome that we wanted if they have those skills if they demonstrated that they're ready that they will get this graduation. So technically speaking yes that is a student outcome. I will go ahead and read these off to you. I love that secret one there that's hidden from you guys a little. We're going to start with just 98% algebra one enrollment. Is that a student outcome or an adult? adult. >> Look, because students don't care. They don't care that they're enrolled in algebra one >>
038even despite whether they care or not. >> Is that a student outcome or an adult outcome? >> Enrollment. >> Okay. So, Trusty Barnes, tell me why. >> Because usually that's I mean a student might not necessarily >> they didn't enroll themselves. >> They did enroll them. Yeah. and and they might not necessarily be aware of that they did this, this, and this in order to be eligible for that class. Perfect. >> They're just following what an adult is telling them. >> Awesome. Perfect. Right. Is that is this a demonstration of what a student knows or is able to do? The fact that they're enrolled in algebra. >> No. Right. Okay. What about 87% positive campus climate results? >> Adult adult driven adult. >> Tell me tell me why. Trusty, Ross. Because the adults are responsible
039for the climate. >> Yeah. Who sets the conditions for for that climate? Adults. Awesome. Now, a student did fill out the survey, but that's not what we're missing, right? Yes. >> Okay. 90 90% TIA designated teacher retention. >> Adult adults. >> Absolutely. >> Yeah. Someone got a little looking at me like, okay, 20% associate degree attainment. students. >> Absolutely. Does student demonstrate that they were able to do that? Absolutely. All right. I'm going to skip this one for now because this one becomes a topic of conversation. I want to go to the first uh new CTE building >> adult. Ad adult. >> All right. Now we're getting >> it only took a minute. >> Family, right? >> What about 86% third grade star meets? >> This is in uh let's just call it math. >>
040Okay. But it's it's a student behavior. students are getting that, but the fact that it's titled that is really an adult thing. Like, they don't care about that. Again, >> once again, whether they care or not about it is irrelevant, >> but they're the ones who did it. >> They know it when they do it. >> Perfect. No one knew, right? >> They demonstrate that they knew how to do third grade math. If they're at 87 86%, that is a student outcome. >> Do we agree? >> Implementation of financial literacy program. Is that okay? Very good. 99% prek enrollment. >> Adult. >> 93% uh second grade attendance. >> Adults. >> Right. Your second >> If it was high school, we might have said student >> if they're a driving age, >> right? Can their second
041grade can your second grader, you know, get themselves to school? Maybe. But more than likely, that's not really up to them, right? Whether or not they do that. Now, this last one, 91% pass completion. >> Is it an adult outcome or a student outcome? adult. >> We have one for adult. >> I feel like it's student. >> We have one for student. >> It's adult. >> Oh, wait. He'll ask for >> No students filling that thing out. Have y'all seen it? >> Well, students know are able to do they're able to know and do a form. >> Interesting. >> So, like that feels >> That's why I said student and it's a requirement. Okay. >> Trusty Shackman, what do you think? Um it really has both uh student and adult because the adult means here
042are requirements we have to comply with. But yet >> um >> you know >> we're like you have to know this and do it. It's required >> right. >> Yeah. But >> it's about parent behavior. It's about parent income. It's about parent loans. It's about parent finances. So it's all about the parent for the kid to receive money. >> Right. not only parent but also up to probably who else to make sure that students are able to do that at a certain time probably the counselors right adviserss on your campuses so because there's such a heavy uh reliance I would say on adults to get this done right at least more than I would say 80% right probably is about the adults we're not going to count this as a student outcome even though a
043student technically has to fill out the form the other thing I will say is I would one even argue that this is an outcome or what is hopefully the outcome you want from FASA completion? >> College money. >> Beyond money, what is the purpose of the money? >> Go to college. >> So, wouldn't you find the outcome of 72% college enrollment to be more of an outcome than the FASA? >> Absolutely. >> Right. So, that is the other thing is like is it an outcome? Is that the actual thing we want to see at the end or is this just one of those conditions that we know is going to get us to the outcome that we want? Does that make sense? Well, that's an when you say conditions, that makes me think like 98
044algebra 1 enrollment is a condition that could drive student success. >> Absolutely. >> 99% prek enrollment is a condition attendance is a condition like many of those conditions, right? >> And ultimately, right, if the condition is 98% algebra one enrollment and we know that 58% uh no, let's you make it higher. 76% are TSI math uh met. Now, is that an adult outcome or a student outcome? >> Student, right? Because a student was able to do that. >> Okay. I just want to make sure we're clear on this. Everyone good on this or does anyone need any more explanation practice? >> Now, are you going to like do the slide like that and organize them? >> Um, no. >> It's just an illustration that I don't know how to use animation. >> That is we've
045done this slide. >> That is the adult adult outcome that you are witnessing right now. >> Change the colors. Next time we'll send it over to you and then you can do all the things you can do. >> Awesome. So why do I need to know this? Why is it important for us to know uh the difference between these, you know, these three things? Well, the goals, the outcomes that we want to see, the Super Bowl, if you will, y'all own that. That is the boards. The board owns the outcomes of the district. Okay? It is essentially the goals and student outcome goals and honoring the guardrails which represent the vision of the community. You get to say what that looks like, what winning looks like. Your superintendent owns those outputs, the ways that we
046measure along the way whether or not we're going to hit that, whether we're on track or not. That is your superintendent. Now, notice both of these say in collaboration with one another, right? So, I want to make sure that we're clear on that, too. All because you own the goals doesn't mean your superintendent is not involved in that, right? It is in collaboration with your soup. Same thing over here with the outputs. Your superintendent owns that process and owns those, but in collaboration with y'all, those inputs, teachers, budget, no besides approving it, of course. Uh, but resource allocation, what else? Uh, buildings, uh, all the things you guys need, right? curriculum. Those are all owned by the superintendent. >> Does that make sense? >> Okay, I'm kicking it off to my team. >> Thank you
047guys for listening to me. >> All right, I'm back. >> Another question I'm sure everyone's going to love, which is what is the most important part of the sandwich? >> The sauce. >> See what just happened there? The meat. The sauce. Okay. >> The bread. >> One meat. One sauce. >> The bread for sure. >> Bread. Okay. >> The sandwich. >> All of it. The middle part. >> Anything in the middle? >> Nope. You can only get one. >> I want you to live in abundance, but in this scenario, you only get one. >> The cheese. >> Mhm. >> I like the meat. >> The meat. Okay. We've got two meats. Sauce. I mean, I would say the bread. >> The bread's got two bread into a sandwich. >> Are you gonna join my team,
048Randy? The sauce team. >> Actually, an ally show meat. You have steak. >> Yeah. >> Like my favorite sandwich. >> Well, without it, it would be a mistake. as well. >> We practiced this before. >> It all goes together to be a sandwich. >> It's hard. It It ceases to be a sandwich if you start separating out the component parts. >> There is always one trustee who's like, I'm gonna I'm gonna go philosophical. >> She didn't say dissect the subject. What is one component? You get one. >> If I can only have one, I'm gonna join Paul and we're going to have meat. >> Okay. Well, let me say in this scenario, team meat has won. However, what I would ask you is we just had eight brilliant leaders of a district who cannot even
049agree on what the most important conversation is. >> Okay. >> I think that's when you bunch of brilliant care deeply about students in education and you go what's the most important part of education what do you think happens >> everyone gives you a different answer and Dr. Aldridge, if you're hearing 25 different answers from your leadership team, how does that impact your ability to move forward? >> Um, you can't. >> Why not? >> Because there's too many assignments that everybody thinks is right. >> And what happens when you are trying to do a hundred things at an excellent level? How many of them do you accomplish? >> You just you're mediocre at all of them. >> You're mediocre at all of them. And that is true of anything that we do. Whether those are our
050personal goals, whether we would we run a multilevel, you know, corporation, right? When you focus on too many things, when you prioritize everything, you prioritize nothing. And so, going back to Joey's assertion earlier of like setting the the vision and values, which is owned by who? >> The vision or the goals? >> Who's us? >> The board. There we go. You are telling you are telling your leader, right? This is where I want you to prioritize your time, our time, talent, and treasure to make sure that these things happen. And by providing that focus, right, we have a much more we have a much greater chance of achieving those outcomes instead of trying to do everything all at once. Okay, so let's talk about goals. Uh these are some ISD goals that have been taken
051from a district that will remain nameless. So, I would love it if you would just take a minute or two and read through these goals and tell me what you think about the goals. What do you think? What do you notice? Are you sending your children here? >> They're not very measurable. Tell me more, Trusty Brady. >> Well, that's all nice and pretty, but you can't really measure. You're not really saying where you are or what you hope to do, >> right? It sounds great, but do we can I be assured that you and I and Trusty Gilmore and Dr. Eldridge all have the exact same definition of what a culture of high expectations is, >> right? Or what skills those kids are going to possess as they graduate. >> Yeah. >> Or what some
052of these adjectives mean. >> What are the adjectives? like >> strategically and equitably manage, >> right? How how are you going to know if that's done? >> I don't know if that's actually an adjective. >> no, you no. >> No, because you then how do you flesh out like what that means? What is strategic and equitably managed mean? >> Absolutely. >> They look great on a poster. >> They do. >> Absolutely. >> Well, even though I mean they're really wordy, too. So, it's kind of hard I mean, I'm reading read through the first one like three times just to try to figure out what it is it's actually saying. >> Yeah, absolutely. And what about what about that one at the bottom there? There's a couple of them, but what what do you notice about
053what what that's saying in terms of goals? If we know that school systems exist to improve student outcomes, >> that they need goals because they're going to align their resources to their goals. Yes. >> But what's the goal? >> Who is that? Who does that impact or what what is that? What is that last bullet point? >> Does that have anything to do with students? >> No. Okay. Let's compare ISD2. What do you notice? >> They're much easier. >> Measurable goals. >> Focused. >> Yep. Do we will we know if this is hap if this has happened or not? >> Yes. >> Can we benchmark progress toward these things before they happen and know if we are on track or off track? >> Yes. >> Can we agree upon whether or not they happened to
054the level of agreed expectation? >> Yes. >> Should we have any debates on on whether or not that thing happened? >> No. Do all of these have to do with students and what they know or able to do? >> Yes. Fantastic. And so that is why we talk about smart goals, right? Or high quality student outcome goals that direct the activity of the district. So I think all of this will be is a review for all of you, but we want to reiterate who owns the goals. the board. >> The board very good. And so as the board, right, you have the opportunity to adopt three to five goals. We know three of them are your HB3 goals, which you've already adopted, and that you have also done some listening with your community to understand
055what outcomes they want to see for their students. We know that you've looked at some data to understand high needs, high leverage, right? And then when you think about setting goals, right, we're going to give it a fiveyear deadline. Why would we give it a deadline out that far instead of just a one-year deadline? >> It takes time to make adjustments. Absolutely. And what do we mean when we say or why would we say it should require adult behavior change? >> Because if we don't change the behaviors, we'll continue doing exactly what we're doing. >> Right? Does everybody on this in this room want to see better outcomes for CFB students than you have right now? >> Yes, absolutely. >> And that is not to say that you are not doing incredible work, but you
056are serving your time on the board getting paid. I think it's free 99 right every day because you want to see better outcomes for your students. You have dedicated your lives and your careers to having better outcomes for students. And if we agree that we have to do different things, right, to get different outcomes, then your goal should be reasonable, yes, but also ambitious in a way that we're going to have to do things a little bit differently. Maybe that's more resources. Maybe that's innovations. Maybe it is strategic abandonment of some things we really like, but that is not going to help us make transformational change. And lastly, these two, right? It does need to be influencable by your superintendent, right? So, for like, hey, we want all of our students to be able to
057uh fly planes by the time that they leave. Dr. Eldridge, I want you to know I think you can do anything. However, right, that is probably not 80% and when we say influencable, 80% influencable by the the district, right? And then it's your first priority for resource allocation. So, if you are on this board, and I would imagine everybody probably has something that they love deeply about the school system, right? Maybe it's fine arts, maybe it's financial literacy or whatever else, but your role as a board member is to make sure when you set those three to five goals that those are consistently the first priority for resource allocation. And I will just acknowledge for everybody in this room, there is this is a really hard time to do that because all of our Texas
058schools are being asked to do more with less. And that means as leaders, y'all have to make some uncomfortable decisions. Sometimes decisions that we know that you don't want to make, but in service of hitting those goals and improving the overall district outcomes for your kids. Any questions, thoughts, comments about what constitutes a high quality student outcome? >> Nope. Awesome. All right. So, we talked about things being smart goals. I think we are all familiar with that, right? It's basically how do we know that the thing has happened without any debate. And that means it's specific, it's measurable, and again that attainability, right? We want it to be ambitious, but it shouldn't be, we're not going to say 100% of our third graders are going to be reading on grade level because that would be
059totally and completely unprecedented, not only in the state of Texas, but probably anywhere in the nation, right? That is not that is not a reasonable goal to task your administration with unless you wanted to pour every single resource in the entire district into your third grade, which is something you could do, but I doubt that's the swing we're going to take today. Okay, so here we are to goal progress measures and these are our outputs. This is how we benchmark are we on the right track along the way. Who owns the goal progress measures? >> Me. >> Superintendent. Correct. And the reason that your superintendent owns the progress measures is because she is the educational expert. you have hired her as the CEO of your organization for her expertise to say you have brought me
060here and I'm going to give you the benchmarks that I know in my professional expertise are most likely to lead us to hitting those five-year goals, right? Because as Joey said, we don't want to look up and be like five years from now like, oh, we totally missed it. What what happened? Right? We want to know that we can benchmark along the way because that allows us to do What if we're not on track? >> Adjust. That's right. Absolutely. So much like our uh student outcome goals, right? They're going to be smart. They're going to be highly predictive. They you can have one to five goal progress measures per goal, right? Uh and we're going to continue to say less, you know, less goals and less GPMs means more focus, right? So, these are always
061the trade-offs that you want to think about. It's a three to five year deadline. It doesn't have to span the entire life of the goal because you may decide, hey, we, you know, we were focusing on preK rolling up to third grade for three years and now maybe it makes more sense to switch to first grade. Right? That's the discretion of your superintendent. We want the status of that goal progress measure to be updatable multiple times a year so that y'all at every single meeting are seeing data where you get to ask questions about asking your your leader your CEO do we have evidence that we are moving these goal progress measures and that is going to indicate that we have that we are on track to achieve our goal. Once again, we see those
062requires adult behavior change influencable by the superintendent and first priority for resource allocation. And so the one other thing that we want to bring to y'all's attention is that goal progress measures are different from performance targets. And we're going to show you two examples. And we're going to start with annual targets. Right? Annual targets are important for you to have, right? because we are still looking at, you know, if we've set a five-year goal that is in reading that grows our kids 20%, then we would expect 4% growth year-over-year, right? We want to know that. But what we are always going to ask y'all to do when you're looking at things like goals or or GPMs is say, what does this incentivize adults to do? Because at the at the end of the day, budgets,
063goals, and policies are all there as in our incentives for adult behavior. So looking at the these three increase, can you spend just a minute reading those and then would love to hear what does this incentivize your superintendent and her team to do? crack down on math. >> I love that word. Thank you. >> I'm like, that's a starting preschool, too. >> Yeah, like start like preschool. >> The moment they walk in the door to start school, >> where are you? I am so glad that you said that, Trusty Barnes. Where do you see any reference to preschool on here? >> There is none, but it's the Well, I guess it's the outcome five years from now or you know the 26 >> could be. But what is this incentivizing your superintendent to do >>
064to do something about >> it is cracked down on math? >> It's cracked down on math time, but like to get to get our math curriculum started in prek. >> Sure. >> So by third grade they can get to this to the goal level. You guys are y'all are too good. I need this is actually right. This is actually only saying do better >> the beginning >> at the beginning of the year, the middle of the year, and the end of the year. Did do we need that directive or were we going to try and do that anyway? >> Right. This is just saying, hey everybody, do more math better. >> Right. >> Now, what about >> crack down crack down? the crapped out of math slide. >> Okay, so now let's read let's look
065at this. Right, this is the same this is the same third grade goal except we're cracking down and reading on this one. Um, and read the goal progress measures and tell me what does this incentivize your superintendent to do? We'll start with goal progress measure one. allocate resources to an assessment that's going to support measuring students in a specific target area. >> It could be. What is Let me ask this differently. And let me ask this better. Goal progress measure one. Who does this incentivize your superintendent to focus on? >> Second grade African-American students in service of third grade. >> Absolutely. And why do you think second grade African-American students were chosen for this district? >> Because the third grade star data showed that African-American students maybe weren't um having equitable performance to other groups
066because they didn't meet. >> Yeah, absolutely. The superintendent as the educational expert said, "One of the highest levers of focus that our district can invest in is our second grade black students because if we can move our black students up, we are going to see a market achievement in third grade reading, right? That is the the the specificity. Whereas this is just saying get more people reading and mapping better where this is >> crack down on math. >> This is an intentional strategy." And and what would you what would you expect to see from your administration in terms of their resourcing and strategies? Who would they focus on in goal progress measure one or where would they where would you expect to see some some adult behavior change >> in second grade >> for who?
067>> African-American students. Absolutely. Supporting African-American students. >> That is that is an articulation saying and and if your superintendent comes to you and says, "Hey, I want to invest. I I want to get, you know, a couple of interventionists for our second grade black students at these schools. As a board, if you've approved this, is that an is that a budgetary allocation that you would make? >> Yes. >> Yeah, >> absolutely. What about goal progress measure two? >> Who are we focused on? >> PreK. >> Kinder. I know, but you would focus on prek to get through those scores by the end of 2025. >> Probably you could have made it in 20, >> but just based on this as >> Yep. >> I know, but you would start earlier if you're going to look
068at the circle assessment. >> That's resource allocation. >> Yeah. >> I mean, but you got to start you got to start from before you're actually measuring it. >> Absolutely. Or >> that logic is is sound. I Well, is that logic sound? >> Yes. Absolutely. However, the difference, right, is when you are setting goal progress measures. These are high needs, high leverage, right? Where it it would be the same concept is like if you're running a business and you're analyzing different parts that are underperforming, you're like, if we can take this unit or this department or these employees and give them extra resources and get them performing at a different level, then we will see overall organizational progress. Does that make sense? >> Yeah. >> So, your goal progress measures should articulate two things. High needs,
069high leverage, and also you would expect some adult behavior change because this is a focal point that's going to move the entire ship. Once again, your goal progress measures are set by your superintendent because why? >> The educational expert. >> They are the educational expert. And I know we have some educational experts on the board, right? And that is great to use that in instances where you can ask questions. But in this role, you have hired your CEO to direct the strategy of the board. Which means there may be situations where you don't agree with the strategy. And as long as your superintendent can provide evidence that that that strategy will move your goal, right? Then that is something that we would expect the board to to support your leader, right? So when we see
070things like the board uh the goal progress measures are owned by the superintendent in collaboration with the board, your role as board members is to ensure that those that there is sufficient evidence that those goal progress measures will lead to achieving the overall third grade goal. But that does not mean right even if we that does not mean y'all get to say and I want to see a prek goal progress measure. you may want that, but if you want to see a prek outcome, then you need to set that as a goal because your superintendent owns the GPS. >> Does that make sense? >> I think that, you know, we've experienced a lot of this just naturally. Mhm. Um because there's a a trust and a and a good team effort because when we first
071started assessing our students, they weren't performing in our meeting because um you know, we have to look at, you know, students that struggle with English or what level they come to us and we Kim and I spent, you know, many nights and evenings working on what the assessments told us. So we came back and said we've got to switch reading programs and anecdotal records to me asking feedback for our teachers. Um the curriculum we were using was very hard for new teachers because we're getting a lot of young teachers. This is their first time. So you look at all these things and they made the bud budget allocation for our new reading adoption and we piloted we did 5050 um so we didn't stress out the whole district. you know, you come in there and
072you're, you know, and they stayed the course and we have the results to prove it >> today with our rating. However, when we, you know, ratings came out, but we've already dug into the data saying that we have to focus on secondary. I mean we'll get there but you know we we look at all the the entities that need to happen but absolutely we do that naturally but I totally understand that the the few goals because we already know but um we want to put the resource allocations where we show everybody we are all about our students >> in and in in the the naturally we're going to find a way whether it's a grant or whatever to work even though it's not measurable we're measuring ing it because neither one of us like to
073lose. We're going to get that trophy by the way. But but that's what we do because that that's the passion because if we have this grade level of performing and it's measured and I know I'm, you know, evaluated by that, it doesn't make me feel any better that we still got to bring these kids along. >> And I think that that's why we make a good team because we're all about that. But I'm going to do it naturally. It's just when you put it on this, we can't stress the whole organization out that everything's wrong. >> And I'm so glad that you said that, Dr. Elder, because I know even if nobody said that, in the back of your mind or in the front, you're like, but it's all important, >> right? Like every single
074one of our kids, every single grade is important, right? And we're not here trying to tell you that that is wrong because we totally and completely agree with you. And the way that you improve an organization, right, is that's why you will hear us say high needs, high leverage, right? Because in this scenario where it is not now only our second grade black students are getting all of the resources, right? Like that's not how it works. But you so if you have an interventionist come in a second grade classroom, it is likely that there are many students who are going to benefit from that resource, right? So it is really just looking at we have limited resources. How do we deploy them to again those points of leverage knowing that that is going to bring
075up a lot of other students and those strategies right are also going to contribute to the overall organizational health if we're if we're uh you know deploying our best teachers to our students that need it most. Well that it's very likely that we're going to see massive gains at that campus. Right. you I've heard you took two campuses from D's to B's. That is a huge undertaking, right? And that's not because it was just the second grade. It was because the overall strategy, even though there was a focal point, brought up the entire campus. So, >> and and and we were talking last night, Kim and I, it's, you know, that may not be a goal, but it's teacher retention >> because when you get the teachers that you don't have to keep teaching them
076how to teach, those two campuses went from a B to a D because of the teachers. >> And once again, like that's just like you're hearing from the expert, right? Who's got the context and obviously the expertise >> much like in our NFL kind of analogy there, right? like you're going to have people who know what like the highest leverage, highest impact thing is going to be for that team, the way it's constructed, what the amount of money that team has, right? And even though there's maybe a hundred ways to get it done, this person's telling you the exact strategy that they think is going to work and that's going to actually take you guys to the promised land. >> What I was just going to share like with a third grade goal, um, because
077you don't want to spread the team so wide and so thin that you can't really accomplish anything at the high levels, but to hit a third grade really high leverage measure. It doesn't happen without second grade, first grade, kindergarten, preK all being in alignment. So, it is a measure. It's it's a measurable goal in a strategic place because all the other pieces have to be >> lifting the ceiling to get to that third grade measure. And so, when we get to celebrate our third grade house 3 board goals, those are significant. It's really celebrating everything that's happening below. Um, and so I think that when we look at the way the board goals are set, the third grade goals are important, but then also that CCMR outcome is also tremendous because that's that end of
078the road. >> Yep. >> Yeah. >> And I think Trusty Brady, that's what you were getting at, right? It's like we have to focus on everything that comes before and you've heard of course, right? That is what is going to happen. What we are also just trying to um prepare you all for is because this happened to us pretty recently. We were working with a board who was would deciding between like a second and third grade goal for their early literacy. And I heard one of the trustees be like, "Well, if we choose third grade, we're going to get a second g second grade GPM anyway." And I was like, "No, no, that is not true." Um because you might not you might you might get a first grade and a kindergarten. You might get
079a prek and you know, whatever. So, we say that to set your expectation because we're going to do that in a bit of if there is a grade that you absolutely want to see, don't necessarily expect that it's going to show up in your goal progress measures. >> And if I hear anybody whispering, I'm going to come. >> I have a question. >> Yes. >> And if it's stupid, just say >> no. >> FNG stupid and I'll feel like I'm at home. >> Come on, FNG. We got it. >> Okay. So, we're building these. state gave us a couple and we have great reports from what we've just got and as we go along we're inspecting and evaluating well we have hit certain goals we've exceeded certain goals I think it's important that part of
080that be that we do not get lacks where we just came from so we have to keep inspecting what we expect >> and so I just think that needs to be front of mind as well I haven't seen that in here. Maybe I'm ahead. >> You are. Yeah. You're not sounding like the new guy. You do sound fun. And And that is the problem we would love for you to have. Like I want to come back here every month and be like, "Oh, we're blowing everything out of the water." Awesome. Yes, let's absolutely do that. So, we're going to show you one more example of goal progress measures, right? So, this is obviously related to CCMR. There are like 10 CCMR indicators to choose from, right? So looking at these goal progress measures, tell me
081what this district has decided to focus on in terms of how they will get their kids CCMR ready. >> We'll start with goal progress measure one. What are they focusing on? >> A test. Yeah. >> TSI. A test. test. >> Yep. They're focused on TSI. >> What about goal progress measure number two? >> The certifications >> What about goal progress measure number three? >> Associates degree. >> Absolutely. So >> all within the same grade. Would you expect then if if this is not obviously, but would you expect then to hear your administration like asking for resources to increase level one and level two certificates? >> Why? >> Sure. >> Because of GPM2. >> Okay. What about um what about SAT NAT? Would you expect your superintendent to come to you and be focused? >> No.
082>> Why not? >> Because it's it's not a measurable making them call military readiness shouldn't be it's not one of her GPMs. >> Perfect. That's right. >> Crack down on everything. that she's like, "Well, we'll take that." >> Yeah. >> It's not the GPM. You're not getting it. >> You are still going to have kids who are like, you know, passing SAT and ACT and you're going to have kids that you get credit for in that area. But that is not what this superintendent has said. This is the highest leverage area for our kids, right? >> But that's not to say that we abandon. >> No, you're because we do pay for the SAT for kids to take it here. Absolutely. No district has any goals around football, but is football still happening in every
083school district? >> Right. >> And we're still paying for it. So, I mean, like that's >> and I love that that you said that, right? It is. It's still happening. It's all happening. It's just that this is the first priority for resource allocation >> because the SAT ACT is going to be a part of hitting that big broad goal of Absolutely. Although those might be the focus areas, you've got to have that SAT resource for you to be able to hit some of those. But you're probably saying you have some kind of stats person that has also calculated if we're going to get from a 42 to a 67, >> these three things are going to help us hit that mark. >> Yes. >> Which is the other reason why we need an educational expert
084because >> somebody has cracked down on the math behind the math is going to >> the math is going to math. Yeah. It's not arbitrary that she just like sits up at night and is like I think I want this to be the GP. >> Yeah. And and ultimately what are you what are you like this maybe what are we talking about when you say things like that when it's like these things should contribute to the overall goal >> that I mean we set the goal driven from what the community has told us they value y >> and then she as the educational expert determines okay if that's the mark then these are the things that are going to be the highest highest >> bang for our buck highest leverage highest value something like that
085>> and that's what we're really going to be pushing and I think that's the interesting thing about this is because then that's what we're going to hear at board meetings. We're going to hear this information and we may not hear other things because we're focused on this, >> right? >> That's correct. And we're going to get we're going to go a little bit deeper into because I think the other thing that you're alluding to here, President Hatfield, is vertical alignment, >> right? Is all of this cascading down through from the board table to our kids in our classrooms? Because every person at every level in the organization when they know exactly what they're supposed to be doing and they're supported in doing that, what do we tend to see happens, >> overall success? >> Yes.
086>> I love you guys. You're like, >> well, we all get to talk the same talk. Like when we go into a school, we're not just looking at roses and daisies. We're able to say, "Hey, here's our little I don't know, we'll have a little card." And I see evidence that >> absolutely. >> Well, and I think it's also expectations for our campus leaders and our teachers because, you know, we we have all these great programs, but we may not we may not take it to the next level where they get their IVC and we we're making that like a goal. like you if you if you're in welding, you will get your C, you know, whatever certification. We just we seem to offer things, but then we don't >> follow back through to make
087sure that our kids have met the standards. >> Um, >> yep. >> It's not just we hope you get an associates degree. We we're investing a lot of money in early college. We need to >> make sure we're getting a return on >> our investment and IBC% of that. Um, and TSI is an awareness. You know, people don't realize that, you know, that needs to be. >> Absolutely. >> Okay. So, we're not going to go deep into this tonight, but you heard Joey Ar say the word, you know, the board owns the vision, which are the goals, and the values, which we call the guardrails. Has anybody heard this term before? >> The FNG has. >> I know. I saw >> at his training. Yeah, >> I was wishing I had my notes from when
088I was in Austin because it goes exactly with what this was. >> Like these these people know what they're doing. We think >> All right. So, who owns the guard rails? >> The board. >> Yes. The board. And so much like um your community has a vision for what they want their students to know or able to do, your community has also voiced some non-negotiables, right? So yes, we absolutely want our, you know, our kids reading on grade level in third grade, but not at the expense of losing our highest qualified teachers, not at the expense of not engaging our community, not at the expense of not getting a clean audit. Right? So this is really just a a thing to say, yes, we want to accomplish the vision, but there are certain values that
089we will not compromise in pursuit of that. Right. And so sometimes what happens um is that that feels that we're like guard rails, right? Or it's also called constraints in other places and it's and people are like why are you limiting what I can do, right? But if I say to you trust house, you can bring anything you want to the potluck except for cream corn. You've been learning some things about me tonight. What can you bring? >> Anything I want except cream corn. >> Can you bring wine? >> Sure. >> Can you bring a salad? >> Sure. >> Can you bring a goat that you found on the side of the road? >> That's what I want to bring. >> What can you not do? >> I can't bring that creamed corn. >> That's
090right. You have as many options as you want. I have only just given you one guardrail, right? But everything else is is freedom. Now, what if I say to you, you can bring any food you want to the potluck except for cream corn? Are you still bringing the goat from the side of the road? >> No. Why not? >> It's not. I mean, >> it depends if you want to cook them, but no. >> Yeah. No, >> it's going to be No. >> So, that is because we put a little bit more specificity. Right now, it's not anything. It's food. And so, this will become a little bit more relevant to you beyond goats and cream corn soon. Um, but that is something that we're going to talk through together is like what are our
091non-negotiables and how like specific but not prescriptive who we want to be, right? We could say, hey, student belonging is really important, but maybe we decide it's middle school belonging because we know our little ones are, you know, typically they're higher in belonging because um because they're in their classrooms and, you know, we have more peer engagement, whatever it is. But those are the types of decisions that you will you will get to make. And so and in those conversations what we will say Dr. Eldridge do you feel like you have choices in terms of how to move within this guardrail? Right? So if we're like nobody the superintendent shall not allow anybody to come to school on Wednesday probably that's not something we're going to adopt because there's not a lot of freedom there.
092Right. So again you're going to see um similar rules. you can adopt one to five guardrails uh for your district and that will be something that we'll talk about I think next month and then the way that guard guardrails are different because they are they're not smart they're articulating a value and so here are a couple of guardrails that the they're just examples from other districts and you will see um you will see various levels of specificity in these guard rails, right? Like this this one right here is a lot more broad than the one in the corner. And that is something that you will have the opportunity to decide on as a board. And then Dr. Eldridge and her team will get to interpret the guardrail in collaboration with y'all in terms of how
093are you going to measure that? Right? So, if we say like all students will have necessary resources, well, there's a million different resources we could be talking about, but what are the resources that would be most predictive, right, of honoring the guardrail? And if we're really good about it, and we will be, the guardrail should also help make progress toward goals, right? So, we could say like we have seen, well, we'll look at a couple here in a minute. Um, so you will have guardrail progress measures that are smart. Who are the guardrail progress measured measures owned by >> superintendent? >> Absolutely. >> So I noticed on your other slide just giving me examples. There's lots of knots. Like I said, not not instead of telling her what we want her to do, we're going
094to tell her what we don't want her to do. >> Yes. And the reason the reason why this comes up all the time, so I appreciate you raising that. The reason why it says shall not is because if it was the whole thing, it would say in pursuit of the goals, the superintendent shall not x y and z. So it's an acknowledgement that those things are never those are not uh mutually exclusive, right? It is we're we're thinking about the values in terms of the goals. >> Does that make sense? >> Yes. >> Okay. >> Well, I'm like I'll process through that, but I just I'd rather tell her what we want her to do. Like we want you to show us this. We want not not not. >> Well, I took it the other
095way that when it said shall not like you're not going to get rid of that. >> Um I kind of read it like a different way I guess >> with the shall not. >> I think this will probably be helpful. >> Does that make sense? Like >> I'm not going to stop communicating or or doing what's right for every child. I mean even though you say shall not I I took it as >> it was more And I'm very analytical, so I didn't take it like you're not going to do not do that. It was you're not going to give that up. >> Yes. >> Absolutely. >> You're going to compromise that. >> Yes. I think that's that's I would never compromise >> in pursuit of the goals. The super the superintendent shall not compromise
096highquality community engagement. >> Right. And so this is these are these are two >> well instead of just saying the superintendent will operate actively monitoring and working eliminate the loss of instruction like there should be the wills not the nots in my opinion but that's I'm not running the show >> you you think well you just say the superintendent >> what we want >> will operate without >> so what's the purpose of the shall not >> it's basic it's an acknowledgement that in pursuit of goals you shall not x y and z if if the board feels strongly that you want to adopt Sha language that is as far as I know there's uh not any like overlord of governance that is going to come down do anything >> I would say the only kind
097of reason why they usually use this language and by they I mean the governance gods or whoever it is um is because the shall not right is a simple like thou shalt not kill it's like do anything in the world except don't do that thing right it's like don't bring that >> that's what I was trying to say I I'm not gonna give that up >> and then it does it does help it keep from being a directive, right? Because if it's the superintendent will um have highquality teachers at, you know, at our low needs campuses, now it's a directive and not so much when you say shall not allow for a lowquality teacher workforce. >> You're not telling them what to do or how to do it. And so it just keeps you within
098a framework that usually gives more options. That's all. Well, and the how to do it actually comes in because the the guard rails in this instance are actually the smart goals versus on the other one the smart goal was the top. >> Yes. >> And this is literally the interpretation because again even thinking about that compare ISD1, right? If I say like all students uh like we the superintendent shall not compromise student wellness that could be like clean drinking water. It could be social emotional learning. It could be anti-bullying, right? Like there are so many wellness is a big term. And so we need to get specific about what aspects of wellness because we can't focus on all of them, right? That we that we're really thinking about here. And that is something that your
099your superintendent and your team will work on to interpret that. and the board, you will have a robust conversation about do we feel like this satisfies the spirit of the goal, right? So please don't feel like we're going to write this shall not and then anything goes because you will have a conversation and and quite honestly I think that's probably the mo that's a more iterative process that boards and superintendents go through than oftentimes goal and goal progress measures because values are a little bit um values are a little bit broader, right? And the board does get to say yes we did we student wellness but our community was not talking about clean drinking water right what we really actually heard over and over from them was social emotional learning or what we really heard
100over and over again is we've got to do something about um actually I will say in Dallas ISD they took student wellness to to mean students will have habits of mind critical thinking and um like digital literacy right that was that was and I know because I went to millions of those community meetings, the community over and over and over was like this we value this, we want to see this represented somewhere. So, this will be a a like again a conversation between y'all of what did you hear from your community and what do you think is going to be indicative of representing CFB's values and like if we look at all this right are all of these things in all likelihood if they are accomplished are these going to be high leverage activities to
101helping create the conditions for accomplishing the student outcome goals? >> Oh, for sure. No doubt. >> Absolutely. >> Especially TIA right now. Yeah. >> So that's the other thing is that you know all of these things should create conditions even though they they can be student outcomes most time they're adult or system outcomes that will help >> support the progress toward goals. So we will do a deep dive into that. I will also say Joey and I uh you can call us anytime or we will take you out to dinner if you want to have a long existential conversations about goals at garils. Those are our favorite guys. That's why we have no friends. Okay. Uh we are going to take like a 5 minute break, 6 minute break, 10 minute break, no break. What
102do you guys want? >> 5 minutes. >> I'm taking a little break. >> Yes. 7 727 727 return to The time is 7:30 and we are back in session. Take it away. >> Thank you. Hope that was a nice break. >> We're going to move forward into some high quality goal setting, the moment we've all been waiting for tonight. It's going to be a lot more collaborative. Um, so yeah, absolutely. Get ready for it all. you had yourself a diet coke or a coke or whatever you need a caffeine to get uh energized. >> So you guys have done a few things >> um already. Uh my understanding and I actually didn't know this until uh President Abio gave me some information here, but you've done a community listening and feedback session that essentially was
103what you used to create your CV 2030 scorecard, right? >> So you guys do have that and I know you guys have also done some data walks. I I believe uh commit had come in at some point last semester, right? Um and did this. you guys know some of those high needs, high leverage areas um as you did that data walkth through and once again you were able to syn synthesize a lot of the qualitative quantitative data and put that into a nice scorecard which you have right here that we put on your desk. So you've done a lot of the work is what I'm trying to say. The administration and the board has done a lot. What I want to get you guys focused on is that um you have this scorecard contains three
104HP3 goals >> and also five strategic priorities, 12 objectives and 34 indicators. >> That's a lot. >> Well, is it a lot, guys? >> Yeah. >> What we've been talking about >> based on what you've been talking about? Yes, it is a lot. >> Okay. So, just real quick, what do you notice as well about all these different um I we'll call them priorities. >> We want to do it all. >> Well, and a lot of these end up looking like the goal progress markers instead of >> the outcomes. >> Yeah. >> Okay. So, >> it looks like there's some student outcomes and there's some adult behavior outcomes. Yeah. >> So, not all of it is even student outcomes, >> right? >> What else? >> I like what Marjorie said about the goal progress measures.
105Like some of them feel so narrow that they could be subsumed within something else, >> right? Like that is that the actual thing that we want at the end or is that just like a means to an end? Right. >> Right. >> Absolutely. >> Are these all outcomes or are some of these inputs or outputs? Can we sort? >> Sure. >> Yeah, that's actually what we were going to do. We didn't have time. Just bring all these pieces in. >> Yeah. >> Um like let's look at uh this one specifically I saw earlier that was interesting. It conduct an annual review of digital safety. >> Is that an input output or outcome? >> I have to go back to your list. I'll output the adult. >> If we know we're going to do that before
106anything even starts, what is it? >> Oh, before input. Okay. >> Now, if the output, right, if the result of that was something, then we could either call that an output or an outcome. Correct? >> That, >> right? >> Okay. >> So, and we're noticing here because Tam did this beautifully. On this side, we're looking at student student um output outcome stuff. And on this side, it's pretty much all adults, >> right? >> And it's a lot of it. >> Yeah. >> And we're seeing a lot of like vision, a lot of value stuff. >> Do this and do that and >> Right. And so this superintendent Eldridge like what are you going to attack first? >> Crack down on what are we cracking down on over here? >> I will already tell you we've
107been cracking down on all of them. >> Right. And it's not to say that this is not all going to happen. We already talked about this. This stuff is going to happen. But as far as we're saying a priority and a focus for the board and the superintendent and the team, right? And being able to say this is what our first priority is going to be. So it's going to be first priority for resource allocation strategy and all this other stuff. This is so much >> presentations because we tried to like, okay, let's plan the calendar for updates that we're going to get. And then I looked at it and went, how the heck are we going to get all these updates? We're going to be at board meetings till 2 a.m. every night in
108a year. >> And staff's going to prepare so many presentations. When are they going to actually work? >> It's true. >> Which is part of why >> not slept in days. >> Yeah. >> And it shouldn't feel that way. >> But some of them go >> together. >> We've been strategic about >> which is why once again if we're focused on the Super Bowl, why are we talking about the football at the board meeting? >> Yeah. The type of leather on the football. >> Exactly. Yeah. >> All right. Yeah. The vendor of the football. >> The vendor of the footballs. Yes. >> Okay. So, that's why today we are going to draft our one to two uh student outcome goals. These are optional. This does not mean that we need to do that today. If
109you want to stick with the HB3 goals that you have now and you say this is what we need and that's it and we want to stay this focused, that is also fine. But we want to make sure you have the opportunity to decide as a board who's entrusted to represent the vision of the district that you are actually going to stick with those three or that you are going to add an additional one or two. >> Cool. Mhm. >> All right. So, this is what it looks like, right? You're going to have that goal today. Let's go ahead and assume that it's a brand new one, right? You're going to add an additional fourth goal. You're going to have X and Y there for now as a placeholder. Why do you think >> because
110it may not have been calculated yet, >> right? We just gave it to your superintendent and her team, right? So, more than likely that's not going to be something they have right away, right? To to be able to fill out. But eventually what it will look like is this, right? You'll have the actual percentage and start and end date. From there, your superintendent and no matter what this will happen, whether you adopt an additional goal or not, your superintendent will come over here and create those GPMs, those goal progress measures for the goal that you guys have adopted. >> Does that make sense? >> Yes. >> So, this will happen no matter what to the three you've already adopted. and your superintendent will come up with those one to three technically one to five GPMs
111but you know let's focus >> we just pause on the three that we've already adopted so the house bill three goals are third grade reading third grade math and college career military readiness and we adopted those last year reopted them because you adopt them every five years >> and so at postcoid um we looked at all the results and then administration worked with us to make the markers that they felt like were measurable or achievable over a 5-year period. And so we are already on that. And last week at the board meeting, they presented on those three goals to us. And that's where that line came in where they were like, you've already met on 25 and 26 for your reading goal. So just making sure all the >> Perfect. Yeah. And we'll we'll show
112them right now, too. We have >> Didn't mean to throw your thumb. No, please. And so this slide here is we we made this because it's often times really hard for trustees, right? Us when we're at this level, right? We're on the balcony while everything's happening on the dance floor, right? Um for us to actually see the impact that this five-year goal is making, right? Because I mean this is a big five-year goal. It's like how does that look like on the ground with our teachers every day, right? And so we have this. If the board goal in red is for third grade students to be at meets in math in 2030, we're going to be we're going to go from 45% to 65%. Superintendent has to go back there and go, "All right, what
113does that mean for us on an annual basis?" Well, it looks like it's going to be a 4% annual growth target for our third grade math students. Right from there, central office is going to go ahead and create all those targeted strategies and interventions to make sure that those third graders have what they need to be able to do that. Not only that, but if you break that down, that's going to be 76 students annually to achieve that 4% target. What does that do to you? Just knowing that this piece of information right here, >> how does that land on you guys? >> Confidence. Why? >> Because I know that I'm up on the balcony, but it's being trans transformed or transferred all the way down, >> right? All the way to the point we're
114now in the green here, the campus principal and classroom teacher, right? We have the these plans that are going to be executed that are all aligned to whatever strategies the central office came up with and implemented on down, >> right? knowing that it's 76 kids in the district in third grade that we need to move every year for five years, right? I guarantee you every single teacher, and I'll say this on behalf of my own experience, I knew who those five kids were in my room. Now, did that mean I only focused on those five kids? Absolutely not. But I did think about all the strategies and all the, you know, uh, the lessons and and resources that I needed to go ahead and implement that benefit all my kids and mainly those five would
115would really receive a lot of the benefit from that. But it's not like I only gave those to those five. Does that make sense? >> Yeah. >> Okay. Any questions on this or Tam? Do you want to add anything to this? Well, I'll just say too, you know, we have so many great innovative and creative principles that what they do at the campus level and we've seen it. We give them the goal that it's amazing to track, you know, and we've seen it in the data what different schools do to achieve results. And then they they've started sharing in our meetings. So, um, it's created a whole collaboration, but they don't get to see that because we don't have it broken down like that. But >> I just tell them, right? >> And and we'll
116kind of get there too later on with the monitoring um stuff that's going to come after this. Um, >> because there are inputs that work, right? And there are things that and outputs that we're looking at, you know, like the GPMs that like we'll be able to they should maybe know what is working, right? Um, but we're going to get there. Does anyone have any questions or anything about this slide first though? Well, I would just say I think that would be great because, you know, we have all these campus improvement plans and they, you know, they just trust that we're going to do them. But I think it would be a great time um as we accomplish these things that we could highlight those that that have been put in their campus improvement plan
117so that they my goal would be to have a principal come and say, you know, this was our goal. Look what we did. So they actually get to hear that. >> Does that make sense? I mean, that's just how my mind like it's up me just saying, you know, we've all accomplished. But if you give people goals, they're going to get there because we're monitoring >> them. Right. >> Exactly. Right. What What's the phrase? Uh >> what gets measured gets done, right? What gets measured gets done. Absolutely. >> I think I mean we can all translate that to any of our professional activities is like when you know exactly what you need to do to hit your goal. Not like move kids but or you know whatever it is. It's four kids, it's five kids.
118that makes it so much easier to direct my activities as a professional to know exactly what I need to do, right? And I think that is so important because it does mean it's targeted. its focus, but it also feels really good as an employee trying to achieve something to know exactly, you know, what the like the threshold for good is and and be able to, you know, wake up every day knowing like you know why you're doing it and to to what extent. >> I think to Dr. El's point like the goals um we've layered these into all the campus improvement plans but the power in that is really that bottom floor because they get to then strategize what do they need to do at each of their schools. So part of our work sessions
119this summer were for them to come in and strategize really what do their little GPMs need to look like for them to be able to move their levers four or 5%. And so that really is powerful because every school the dynamics are different and what they need is different. And so we can then leverage support and resources from our department in a way that best differentiates and caters to each school and what they need. And I think that's really the power behind that piece of it because they know their school the best. >> For sure. >> And the board is who has created this clarity, right? Like that is why this role is so important because you are the people who allow every person in this district to be able to know what good isn't
120and know what they have to do to get there >> because you've defined it. You've defined what good is going to look like and ultimately there's going to be a lot of stuff happening down here because that's this this is the ground game. This is every single day the stuff you don't see. But ultimately it's because of that thing you put in place and because you're going to stay up here monitoring that's how you're going to know whether this stuff is working or not. >> Okay. Key phrase in all of this is alignment. >> Yes. >> And we have not always over the years past had crystal clear alignment. And I believe that both the board encouraging the team and uh and Dr. Eldridge to work that way. We have accomplished much more making sure
121that we can trust that there is alignment and so we don't have to have 87 goals or we >> have alignment across the board and it's happening at all levels of it. Thank you. >> There's a trust factor that happens when we see the alignment, but then we can feel it and hear it. I mean, even what you were saying with like principal chats about the goals to accomplish, like how empowering is that also for them to know that we're real humans and we're like in it for them, too. >> And that as we're entrusted in this position, >> I I don't want people to see us as the people behind the DAS that just make these crazy decisions. I want them to know our hearts in this too and like we're champion it and
122this clarity can really support that so that we can do actions that help them feel supported. President Happy, I love that you said that because if you are entrusted as you said, right, it's got to be rooted in something, right? So, what is the messaging here? It's like this is what we said was going to be our priority and our first focus and this is what I'm going to stand on, >> right? >> And that's true for us as a team of eight, too. Like this is what we're doing. This is our expectation and we all speak the same language because that's what it needs to be. >> Absolutely. >> There are three types of goals because now we're going to actually start getting into the goal drafting process. Okay. The first one is where
123do we expect students to be relative to where they started. This is known as a growth goal, right? And if you read that, it's very simple, right? We're just saying that students uh in third grade who were below uh grade level in STAR the previous school year um and who grew at least one and a half grade levels through the course of the current school year will grow from blank to blank. Right? That is a growth goal. We're expecting growth from last year to this year. Does that make sense? >> Awesome. The next one is a comparison goal. This is always going to measure uh or try to close a gap, right? So the gap between average star ELAR scores um of third grade students who were at approaches grade level in the previous school
124year and the third grade students who were at meet grade level um essentially that that gap will decrease from blank to blank by June. Okay, so it's always going to be uh closing the gaps. The comparison goal is always going to be closing the gaps between two student groups. And then notice that there's a star on this one. >> It is proficiency. >> The Super Bowl, right? Sure. >> Cowboys are back. >> This is not to this is not to say that this is the correct one or anything like that, but the proficiency goals usually reign supreme. And it's because it is just an objective measurement of whether or not we met the threshold or not. Right? Are people are are students proficient in this thing as defined by meeting the standard? So those are
125our house bill three goals. >> No. >> Well, yes. Sorry, I thought you meant these three. I was like >> the proficiency. >> Yes. All your house three goals are proficiency. >> We are we have met the star on those. >> And usually we show these because like it is important for y'all to know that there are different types of goals and these are essentially aligned to the accountability system, right? Which is a measure of either growth, comparison or proficiency. So usually there are some boards and ultimately superintendents who also like to leverage some of these um in their GPMs or whatever it may be, right? But this is what ranks supreme and usually this is the one people pick. >> And I'll just add one thing which is to say you will notice that
126these all incentivize different adult behaviors, >> right? >> It's all about growing students, but the incentivization of of how adults strategize and show up is going to be a little bit different. >> Exactly. Any questions about this? >> All right. Now, what are these three things? >> Ours. I was going to say, Trusty Gilman, you want to take a guess of what these are? These are the goals right here for CFB, ISD. You have your early childhood literacy goal, which is focused on which grade? >> Third. Third. >> Amazing. Your early childhood math goal, which is >> third. >> Exactly. And then your CCMR. >> Okay. >> Old. >> What was I? Old >> old >> all the old kids. >> Yeah, >> exactly. All the all the elder students. Yes. Um, very good. Any
127questions about your goals? Now, >> as President Hatfield said earlier, these are all proficiency goals. >> And the the first one where we've already met 25 and 26, but we haven't met the 2030 goal. So, like our goal maintains because we're ultimately going for the 2030 goal, not just the annual goals. >> Correct. That is correct >> because I've been think that's been a thing in my head is like do we need to adjust the goal but the goal is 2030. It was the annual targets >> that you met >> that we met >> which means you're on track which is good and allows you to be confident that we will continue to be on track. But you're right part of the you know the thing about education is you have to grow and then
128maintain that growth and then continue to grow. Right. So that's why education isn't as clean as this. It's always going to be >> a little like a stock market in a weird way. Um, all right. So, these are some results from your survey. Uh, who remembers filling this out? >> The other form. >> Oh, yeah. >> Yeah. Very good. Um, and there were a few different things in here, right? We have some prek uh focus on third grade financial literacy. We have some focus on uh middle school, right? Both in math, um, science, I'd see bilingual star reading profic proficiency and star math. So, you can use this obviously what you wrote down and we have Do we have this printed out? >> No. >> Okay. There was something else that we printed out. What
129was it? >> It's the score card. >> Oh, that's what it was. Never mind. You can use the scorecard as well, right? For ideas as to what you want to draft as your optional fourth or fifth goal. Um, just remember that this is an optional fourth or fifth goal, knowing that less goals means more focus, right? For your superintendent and her team. More goals means a little less focus. Think about it this way. If you have three goals right now, you can expect 33% of your superintendent's time, energy, effort, resource allocation to go to those three goals. If you come up with a fourth one, you're now asking that to be cut into >> quarters, right? >> And then five goals, now it's 20%. >> Once again, this is not me deterring whatsoever you guys
130from adopting a for the fifth goal. It is just once again being realistic and knowing that cool, we only have so many resources. We only have so much time, human, you know, uh, capital. There's a lot of things that you have to consider as you do this. Um, so that's why we always just try to throw that in there as well >> because that also means more GPMs. All right, any questions about that or additions from superintendent or my teammate? >> Cool. Then let's get started. Um, we're going to break into partners here. Okay. And what you're going to do is you're going to start to come up with your additional goals. If once again, you want to adopt an additional one. How you're going to do it is you're going to just tell us
131be specific about the student population. So, what grade? Be specific about the actual skill that you're measuring, the measurement that you're going to use for that skill, and then whether it's a proficiency, growth, or closing the gaps goal. Is this clear? We're going to start with partners. Superintendent Eldridge, you're actually going to get together with >> Trusty Barnes, >> I think. So, yes. I was going to try to see if I wanted you with somebody else, but I think we'll do >> What's that? >> No, no, no. For sure with the trustee. >> Yes. Um, this is like part of the team of eight, right? So, um, >> and I don't want >> Serious. That was kind of rude. >> Not you. Not you two together. >> Oh, you're right. We're missing one person. I'm
132so sorry. >> That's not going to happen. >> That's my bad. This is >> That's what I was killing. That would have worked if we had My bad. Um, let's go ahead and just do >> one, two, one, two, one, two. Is that cool? >> Yeah. >> All right. Because trust me, you will have time to talk to >> different people. >> Boys versus >> All right. Let's go ahead and take 10 minutes. >> Yeah. >> For you and your partners, remember what you're defining is student population, what skills being measured, the measurement tool itself, and then whether it's proficiency, growth, or comparison. >> All right. Go ahead. 10 minutes. school. >> Okay. We both share middle school. So, >> that's what I was thinking. >> But what in middle school? >> Didn't you say
133it was math? >> Did you say math or reading? Yeah, math. Well, then let's go with seventh grade math. >> But why seventh? >> Eighth grade. Because it's the end of middle school. >> Um, or which one would you do? Six. Even though I >> tell me cuz I already know you have this in your mind. >> So well you got to post it on your arm, right? >> Well, I picked fifth but I can like >> but I'll explain my why. >> You can go around. So a the fifth grade student achievement was lower. I don't know what's happening. >> I put my curriculum hat on and you have your >> my curriculum hat. Oh my other hat on. That's fair. >> And fractions basically these are The foundation of rational numbers happens in
134third. And if you don't have the foundations of rational numbers in fifth grade, you will not be successful in algebra. Like there's tons of evidence that shows you have to have that foundational knowledge to be successful. So then that's why I was like, is it fifth grade? because then I know that they're going to get them ready for middle school because at the end of fifth grade we either go onto the track to do algebra and eighth grade. >> So I was thinking more from that perspective and I don't need to say that but like if my goal is that we have higher algebra attainment or even those seventh graders that are low seventh graders are low because they're missing foundational skills. third grade. Our third grade goal is hitting addition, subtraction, numbers with whole
135numbers >> for four for fifth grade. >> Our third grade house three goals, right? But that's supposed to be to benefit fifth. But then in fifth, you're supposed to develop for seventh. Yes. But also our third grade is counting the number operations. >> At third grade is where we start fractions and then fourth and fifth critical foundational fractions. >> Oh, look. So then I was like I think and then I looked at the student achievement and fit. >> So I was like I think if we were to get fit strong then more kids would be able to go on the algebra track. >> Okay then that's fifth grade >> if we wanted if we want to do it. >> She just walked away. >> She's like >> never mind. >> Me got it. is the
136percent of fifth grade students that were made to love. >> No, not on the star. So, we need to rework. >> Why not on the star on reading? >> No, it would be math. Oh, star math, right? >> On the advanced math. >> And then from sixth grade to seventh grade, they basically either go into the advanced math or they go in our seventh grade. >> She just told me that. So it is based on what they have taken prior to >> but I would want to know if administration would agree with this >> put on that trajectory. >> Well then we can ask Kim >> well and what's interesting if you wanted to really play the accountability game about it. Yeah. And you would go ahead and >> I mean even though their score
137says that they can go take algebra then you're successful. It doesn't mean you're successful. >> And so it's a whole game within a game because your cut score says you can go but now you saw our it also skews our data. >> So see parents I don't know if you knew that I talked to Stephanie about that. >> We all kind of talk about parents out. Do you do the right thing? >> So they're think they're thinking about seventh grade. >> So they're basically they're like our seventh grade data is low. >> We're gonna get with the numbers. >> Oh gosh. I'm pretty sure we have the same goal. >> I think well yes that but this is what she's trying to talk about. But they're talking about seven, >> which is great. >> But
138I'm not talking about seven. >> Yeah. No, we're gonna You can either fight in the parking lot, do rock, paper, scissors. That's how >> or fight. I mean, no reporting out there. >> They're not. >> Oh, but this is I I love this because like this is how we generate buyin, right? And then that I know that you two are going to ask these questions, but it's like, okay, well, what's higher leverage? Is it five or seven? How do we know? Well, and >> that's what they're talking about right now. >> So, >> but that should cuz the and we'll say this out loud, but like the I mean every person in this room should be able to stand up in front of your community and say we adopted a traditional goal fifth grade math.
139Um the reason that we did that was because X Y and Z and we know if we hit this that's what it's going to be. Like that's the level of confidence that we want you to have in this in terms of >> predictable. >> She's got some kind of folder or something ready to go. >> Her I have something else. >> I think data >> she brings a trifold up. >> Where did you get that from? It's right here. >> I actually have a trifold in the back of my car if you need me to bring that in for you. >> Oh, we already got it done. >> So our green. >> Which grade? >> Oh, interesting. The cut score to go into >> because fractions is a central fraction leads to greater success in
140middle school is a gatekeeper to algebra and is fraction right now. So, it's all fresh for you. No. >> Okay. >> So, you like that's >> I thought they were done, >> which is why we're moving, >> but our seventh grade will go up >> also because it's one >> I have a feeling it's going to be our same goal. We're gonna go that >> and we'll argue it. >> I can't wait. What are we arguing? >> All right. Ready? >> Ready. >> We got everybody done, which is awesome. >> Right now, it's time to >> try to have some consensus here of some sort. >> So, we're going to go ahead and do quads now. >> Okay. >> So, Oh, you're right. We don't have We're threes. Groups of threes. >> So, we're going
141to split. >> Yes. You're definitely going to split both. Knew it was coming. >> Let's go ahead and get >> Okay, you need me to write it. >> President Hatfield over here. And I actually want >> There you go. >> Trusty Gilmore and Trusty Brady to switch. >> Okay. >> Yeah. >> This is how we build consensus, y'all. >> Sure. >> We're create lifelong enemies. >> Yeah. One of the two things going to happen. >> All right. You ready? another 10 minutes to have this conversation early. We'll wrap up, but go ahead. You have 10 minutes. >> All right. >> Are we having the same It's the same conversation. >> Same conversation. Exactly. >> We're We're already debating, right? >> Yes. >> Okay. >> And you can have you can come out with one or
142two from this conversation. >> All right. So this is the competition >> or zero or zero. >> That's right. >> So this is what this fifth grade score right now. So I was trying to think back when I looked at all >> stuck in my head. So our actual score of the opinion that we based off the conversing or mastering in third grade that then that should be successful sevenar >> okay so what would yours >> so mine is fifth grade >> because the foundational knowledge that goes into the third grade and this is from a math background you're looking at is all whole numbers and whole number operations But some are on the course. Third grade is the foundations of fractions and fractions lead to greater success in middle school math. Fraction knowledge is
143characterized as algebra and fractions are a central contributor to future math achievement. >> Well, and that actually would take it because those decisions are made. So that was ours was that then that will >> correct because more students will more students will be at meets and will be better foundationally with fraction. So if they go into the track successful or if they don't go for algebra they're still going to be more successful and we will have higher numbers of meetings seventh grade. So I was like toying between like we were she was like let's do sixth well seventh grade achievement was low and I was like but it never started in seventh grade but then I went back to like the GPM like well >> do we want to say seventh because then they can
144make full progress measures they told us not to analyze it like that. So, but what's happening in high school with algebra and algebra 2 starts in sixth grade and fifth fifth grade. That's when they learn additions, fraction of fractions, all the foundational fractions and then they go all into rational numbers. >> I will open it up. The other thing, the only other thing we really said was this is really the first year >> we're already doing >> and it's over five years. >> Why don't we hold steady for another year or two and make sure we master it and then add to >> Good. She made a good argument. She actually changed. >> Would you like to know why? Yeah, I do have a to get to it. >> Not just the advanced math pathway
145are seventh graders that are severely underperforming and the district keeps saying they're high performing because he gets in algebra. That doesn't mean those seventh graders shouldn't be successful. And so if you get fractions right in fifth grade, that's the central contributor to and fractionologist the gatekeeper algebra. So it would all it would no matter whether it's hitting your advanced academic thesis or it's hitting your regular kids that are going to take algebra. If you get fractions right, >> foundations fundamentals, >> the fundamentals you got because you switched to rational numbers and doing decimals and percents, but fractions, right? >> I think it's interesting we all said math. >> Focus on that. >> Would you would you impression? >> I we didn't say to change. We just stayed just make sure get further into it >>
146before we start adding. She made a good point. >> We said if you do anything it would be math and middle school. >> But then when she broke it down >> so and my wife I'm married to a math teacher. >> So he's channeling his wife. >> The joke at my house is I say I went another day without using algebra. Right. >> So she always points out how I use algebra every day. >> Keep the conversation. >> What you're saying is where I struggle struggle with math. The head started when we started doing fractions. I was good until we started doing fractions. because you said >> I could I could talk for hours about why it was fresh. I have a feeling here's the thing is that we're already according to this way of
147building >> and then we have to then trust >> that are very well illustrated >> without reading go to 12 her team they come up. >> So where do we focus from? >> Goal progress >> for both like reading or math would it be elementary? >> So I do wonder but where would we start? So what >> grade? Well, but if we were introducing >> so then the question would still become >> or don't do it at all which if we look at some of the CCMR on we see that that ends up being all about like CCMR you better and communications which don't always hit the fundamental of math reading. So I feel it still feels like there's this gap in math. We know we're under school. >> Well, the TSI would also be
148so we don't but we don't know. >> So TSI is the achievement measure but we don't know what you're saying. Do we want another I feel like all that I mean there's so much evidence going all the way >> but I don't I don't I think I agree with you I don't I don't want to fit or something Yeah, >> but I I don't know. I just feel like to be able to really make gains not only all the way to CC, >> there's not enough >> but I can be this is what I mean would be >> that was my and I were talking that was going to be our goal >> and y'all were wondering. >> Well, we were we were hitting eight at first but then guardrail underg. >> So if you
149have not reached an agreement, >> you have two minutes. >> What would be our checkin under the eighth grade goal agreement? We're going somewhere different. >> But it probably won't be because the CCMR is going to be the TSI like >> IBC's. >> But if we don't know, it's like a mystery. got to go. >> But don't you think also that if we if we institute a fourth goal and we decide that now then she's going to adjust her goal progress measures to also recognize more significantly. So we took it out and then we don't know what she's gonna put. She could put something about reading and math over the reading, right? >> So maybe so we're not asking a lot. >> Yeah, but that's what I'm looking for. I'm talking about the seventh grade.
150I know I'm saying the other thing I don't know is reading to learn to read to read. How do you measure students? See that's the last of seventh graders coming in at >> and that's what we got to go back but how do we get those I just measure a lot of this by not measuring you can't measure it also they're getting >> excuse me they're getting external help and we're not >> always you already >> she's going to get mad when I don't have >> that is time >> what did we decide >> that is time >> that's fine If we do, you've either reached consensus or you haven't. And the answer is nothing. >> We're done. We're done. We're done. It's fine. >> We're negotiating. >> Fine. >> All right. >> This is
151actually pretty interesting. >> Yes. Make your way back to your seats cuz I'm excited to have this conversation full group now. >> All right. And obviously, we have some experts in the room who we may want to tag in this conversation, right? Because this is in collaboration with them. >> Kim has her computer up with all the data. I don't want to get reading and science confused. So >> I have the data ready to go. >> So there you go. >> So I will go ahead and just who wants to volunteer from your groups as to what was said and what you guys decided on. >> Which group? The bigger group or the smaller group? >> They're the same size. >> No, you're going to the whole you're going from the whole. >> Sorry. >>
152See, you're talking about fractions. >> Three and three. Yes. Um do let's do from the right side first >> the people who were over here. So who's speaking for this group over here >> go ahead >> from this last meeting. Um so we had a lot of discussion about math go >> because it clearly needs to be our focus in the next year or two >> um because we've been focusing on reading which we've done a great job and made great progress. So yes, >> what we ended up with at the end there was something about fifth grade >> stoner. I'm sorry. >> Something about um fifth grade EBS that to meet grade level or above on star math will increase from X to Y by June of 2030. >> So you're going specifically with
153fifth grade as and then fifth grade emerging bilingual students specifically >> in math. Yes, in math. >> In math and that will be determined by what measurement? I guess whatever the end of year star right now as it is, right? >> Is that is that correct? Did I get that right? >> I mean, does it have to be star? Can it >> What else? >> It technically does not have to be star. It can be any anything you can say is an outcome at the end of a cycle. That can be what you you can make that goal that >> would be realistic to say map. Yes. >> Yes. I would like to change it. >> Star is more up in the air map to go away. >> Same. Okay. Map. >> I'm sorry, Tamara.
154We'd like to change it to star, but there's not a meets on map for you. >> Then we'll change it. >> You're right. There's not a There's not a meets on map. There's the what is it? Intervention >> or something like that. >> And we're still going to have STAR for two years. >> Yeah, that's not >> Yes. But but is STAR really measuring what we need within our district? >> I don't know. But if if we have star right now, if all of the goals were based on star and star change, then we would have to adjust all of them together versus like we adjust these but not these. >> I mean, we use map as our progress monitor, >> right? >> You know, and that's what we're all How's that? >> She's like,
155I'm just gonna type it out for you. percentage of fifth grade emerging bilingual students achieving proficiency on a TIS align math assessment that could be whatever's in the future. >> There we go. Thank you. We'll increase from blank to blank. Okay. >> Okay. But again, if if it changes in two years, the percents are going to change when we change the measure. >> So if we if we say a TS align math assessment and right now we go with >> I don't know what, not the star. >> Correct. and then it changes, we're going to have to redo it again because the percentages won't match. >> Correct. Realistically speaking, >> not realistically speaking. Um, that is true. You'll have to recalibrate because you don't know the the level or if it's going to match the
156exact rigor or whatever it may be. So, you might need obviously a new trial run to see where you're going to be at. And that's going to be understandable if the there's a huge discrepancy, right? and your superintendent comes up and says, "Guys, we need to probably entertain the idea of changing the targets on the goal because we have a new assessment." And you guys would probably say, "Yes, we understand why we need to do that." Does that make sense? >> There's precedent for that, right? We saw a lot of districts who were noticing that MAP was not translating into the STAR results. And so, they went to I Ready and then had to recalibrate all of their metrics because those are apples and oranges. And that is that is an appropriate change to make
157given circumstances. But so >> so here's my bigger question. Like so could we have done this like with attendance? >> Let's just say we or do we have to >> is that a student outcome? >> I would say it's highly highly correlated with >> it is highly it could be highly correlated. That's correct. But is it a student outcome or an input or output an adult >> because if they're not coming to school it's going to show on performance. >> True. >> Right. Now if that's an explanation right as to why they saw low scores we saw a 30% decrease in attendance you know and then ultimately this is the hard part too is like back to the 80% influencible right like how much control does the superintendent actually have over >> attendance >> you
158know like a second grader first grade getting school if you have the systems in place like buses and everything else is going like how you know how much more can we put into resources to get besides you know Dr. children going to doors and being like we're coming >> I implemented court we have a good system but >> correct that that's the reason why attendance is just a little bit like unclear in that way >> makes sense yeah >> I guess my question for fifth grade emergent bilingual is you know typically we have to look at how many students and then you know it's a year of instruction so is it just that one group or >> that's my question. How did y'all arrive at emergent bilingual? >> I mean, we know math is a
159focus, but out of fifth grade is you look at students moving in and out and they're and when they count for a test, I don't know how many was that last year for fifth grade. Do you have that number? >> I'm pulling it. >> Okay. >> I mean, I I just I I always analyze numbers and I I say if if we want to show that we're doing a good job in math, is that the best subgroup to pick? I mean these are just my thoughts on Absolutely. Well, and that's a collaboration for us because I I've not heard anything else. I've heard fifth grade emerge by legal. This group also talked about another thing. What was it? >> It was fifth grade, but it was not. >> So, we've reached some consensus, which is
160we're talking about fifth grade and we're talking about math. So, we both groups agree that those are the two at least those two areas we agree with. Correct. >> Right. Awesome. >> So, that's awesome guys. This is like the quickest we've reached with any board so far. All right. This is incredible. So now you're really just deciding on if we need to be specific about our emerging bilingual population or be broad and talk about all students. Is that correct? >> Yeah. >> Well, I would break it down anyway, but they don't >> Well, correct. Yeah, obviously. Yeah. Yeah. >> I mean, the emergent bilingual again that's going back to that would be a goal. Uh >> oh. Wouldn't that be a progress measure? >> Goal progress. goal progress measure >> because she would with her
161team be able to look at the data and go, okay, well, in order to bring this up, I mean, it's just what we talked about. In order to bring this up, I'm going to really have to uh focus on this group and this group and everyone will benefit from it, but these are the groups that are going to help me achieve this goal. and she may not do >> Tamara would say all that I will remind you which is Tam's reminder to every board which I >> that's why we look at the data like how many numbers of students was that last year how did they do would I mean we're not going to leave a group behind but right >> how many students >> so of the in the fifth grade in math we
162had 435 students that did not meet standards of the 435 303 of them were economically disadvantaged Of the 435, 239 were limited English, which could have been an ESL student or an emergent bilingual. So, we typically focus on those two subgroups because it usually hits the majority of the kids that we know. We're we're successfully getting about 75 to 80% of our kids across the finish line every year in almost every subject is at that 20 25% that's what we're missing. which is why we chose EB, >> right? >> Because we felt like >> measuring and keeping track of that goal will give us a good range to say >> this is going to make a positive impact positive. >> Yeah. Like to have the circle around that be fine if we can get those
163students from X to Y. >> If we put fifth grade, we would put one two of those two groups. I mean that goes back to my point that it's like we talked, you know, she's that's the part that she and her staff would come up with and obviously you knowing this that's what she would come up with. >> Yeah. >> But we're just looking for we're broader and then she's taking ownership of that goal and figuring out how to achieve it. >> This is where we feel divided, >> right? And this is this is the part where we feel we're talking about like students right now whether like that is the best conversation we could about to be having right now. But can we pull back out of like why was fifth grade important? >>
164Because of course >> if we pull back out to like we all chose fifth grade and so fifth grade from the conversation we were having was al um fractions and fifth fifth grade is a big component of fractions is a central math contributor to algebra readiness algebra success. So, wouldn't we want all of our fifth graders to be successful? And if she chooses that to get all of them, it's going to be EB. Then, like Miss Barnes said, is like she if we limit her so far to like you can only focus on EB kids, then what are her goal progress measures going to be? How does she have the flexibility to make the best decisions? >> Because we would look at just what Kim said, like I always ask her, okay, let's think about
165our how many did we have? How did they do? We would set we set targets all the time doing that. I mean we're data analysts to the integrated and I always ask the questions like I mean fifth grade is important but what are the two groups that we need to focus on because our economically disadvantaged whether they could cross over or not is still a key indicator to the next level of of of measurement. And >> you know we we would put those as goals anyway just based on the numbers she just told me. >> Yeah. Yeah. And I think kind of on the heels of the audit that we had done, um those numbers we would then break down to see the percentage of kids from our Telpass who was at beginning levels, intermediate,
166advanced, advanced high. If we find that to move these numbers, we need more visuals, resources, boots on the ground of human capital, um staff development, training, all those resources that are specific to supporting our teachers to build capacity in them. That could lift the student group. that those GPMs would look different than just a broad goal. Oh, >> okay. >> Does that make sense? >> Your your GPMs will look a little different. Although it could impact all students. But the other interesting factor with fifth grade is that cutoff score for the percentage of kids that will then be qualified for advanced math in sixth, seventh, and eighth, which will get our lift for secondary. The more kids we get out of fifth grade at high levels, we hit that advanced high piece in secondary. And
167our seventh graders that don't go the advanced pathway are also going to perform better because they did better in fractions. >> And we'll get more into algebra. It's like that push up. >> What I'm hearing just very quickly too is >> if you're deciding between whether it's a fifth, if it's fifth grade overall, right, and not emerging bilingual, your superintendent will go back and have GPMs that might, right? Once again, focus on some of these subopuls like economic disadvantage or emerging bilingual. That's a might. That's not a will. right? Um, and bring these forward to back to you to say this is these are going to be our GPMs or you'll be more specific in your goal now and say we want emergent bilingual or economically disadvantaged in our goal language and you're still your
168superintendent and and staff will come forward with GPMs that are now lined up to hitting that specific student population. >> Does that make sense? >> Yes. >> Now, knowing those two options, which one do you guys seem to like most? This is hard. >> Which one do you want to crack down on the most? >> I mean, >> I want to crack down that. I'm just cracking down. >> Math. It is just >> I mean, the numbers are there. I mean, I I just I'm still of the opinion that if give her the second one where it is more broad that within their looking at the data and what kids are being missed that they're going to come up with this with goals or goal whatever >> progress measures. Yep. >> GPMs. >> GPS. >>
169It's going to take me at least a week to remember that. um that are going to align with probably the first one because they know that that's you know an area that will bring up all the scores. And then if we go back to that slide where like we're up here and there's like four levels between us and them >> 35 >> like that also allows for the flexibility to go all the way down because maybe at one campus >> right that's what I was going to say >> they need to work on I don't know I'm going to make up the geometry and measurement strand to bring theirs up and this one needs to work on visual aids because they saw a dip in something else but it gives them more flexibility all the
170way down. >> So I'm with Miss >> Barnes really good. Yeah, >> that's actually a fair argument. >> Very Yeah. >> Well, and another important factor is not every one of our campuses has high percentages of merger bilingual, right? >> So, if you really want this to be an all-in, it might be better to stay broader. >> So, now I was going to to say, is there anything additional that you would that if you saw would make it easier for you to make this decision as a board or do you have everything you think you need in order to make that decision? >> I think we have everything we need. >> Okay. So, I guess we'll just do it very kind of like a simple. It's like a raise your hand if you like all
171or raise your hand if you like um the specific specificity of EB students. Okay, go ahead and raise your hand if you like all. >> Okay, >> it's unanimous. You did one. >> Let's go home. >> Good job. That was awesome. >> You guys, I get you the last we did not do that. We get to revisit what a fun time we've had tonight. >> Yes. >> Because >> we get to go through all of it. >> Yeah. >> You got so excited. >> Just to remember. >> I don't know why. >> Yeah. We actually have a embarrassing confession to make. >> And maybe you guys can help us with this. >> I'm not embarrassed. Is there any way to you where you can just start on PowerPoint, not Google Slides, on PowerPoint where you
172can just start to present mode on the slide that you were on >> cuz I haven't figured that out and neither does anyone else in my office. >> It's the icon at the very bottom that looks like a little screen. >> Oh, you're kidding. >> I can see >> Kim loves PowerPoint. Trust me, >> cuz I use Google Slide my entire career until >> it's You have to be out of it. >> Oh my gosh. We can teach everyone and Gabe are all moving up here. >> Crazy. >> All right. Well, can we just go look at that one more? >> Yeah. You want to do a nice plaque? >> Yeah, absolutely. >> Congratulations. >> CFD board of trustees. You have now considered the adoption of your fourth um additional optional additional goal here. Um
173awesome. You guys Did anyone want to read it? >> Did you want to read it? >> Question. >> Oh, yes. >> When you're I have to have specificity here. Achieving proficiency, are we talking about approaches or means? >> We had meets wanted to find that proficiency to find that. >> It would be all-encompassing. And so, if it's going to be star for now, for the next two years, then maybe we can. But that's up to you guys once we, you know, figure it out. >> It's going to be for two years. At least I would probably >> I think this would have to show me where that >> buttons are driving right there on the bottom. >> That's fine. Well, that means everybody's about to watch me have a >> You're welcome. >> Thank you.
174>> We're all watching. Okay. >> Okay. Down there at the bottom there in the PowerPoint. >> I before E. >> It is. >> What do you want me to do? >> You want me to spell it before? >> Yeah. I mean, or you can just spell it, I guess. >> Neighbor or >> There you go. >> I've never heard. >> Okay. Down there at the bottom, right next to the minus sign. >> That's why I can't spell at all. >> Crazy. See, come to CF to grow. We grow together. So together, congratulations. Grow together. >> Fifth grade students achieving needs plus on star math assessment will increase from X obviously right now until we fill in uh in 2025 to Y in 2030. Congratulations, guys. >> All right. So, what's next? There's a next part
175for you guys. Um since you've adopted that, your administration is now equipped with what they need. they have the information they need to go back and create those goal progress measures. We'll be back on September 4th to do that with you guys. At that same not at the same time will be a guardrail setting that's with the values conversation we had earlier. Well, we will set those in the exact same way we just did the the goals. Does that make sense? >> Yes. >> Awesome. After that, your uh superintendent will go back and come up with her reasonable interpretation of those values again through the guardrail progress measures and bring those back to you once again. And then the board will iterate as necessary with between with those GPMs and the uh guardrail progress measures
176until you formally adopt them. >> Does that make sense? At a public meeting. >> Yes. >> So on the September 4th, just remind me because that's our board meeting. Are we presenting those? >> Yes. What do we >> how are we having a workshop? >> It's not a workshop. That's our >> That's a board meeting. >> It's a board meeting, >> right? >> So, do we antic So, I guess be a question for the board knowing what we know about tonight and the House Bill 3 goals. >> They're going to go and make the GPMs and they can present that to us at the board meeting. We can give them feedback in the board setting, but do we anticipate that we are going to like be changing GPMs? I mean, I don't think if she's
177the one that's recording, do we need to do it at the guard rail setting? Is that a workshop? >> Yes. >> Would you prefer that? >> I would prefer that because >> I think the collaboration is important. And otherwise, you're going to just we're going to be presenting, you're going to be up there, I'm going to be here, and then >> it'll just kind of be awkward. And I think it sounded good at the time, >> but now I think this >> now that we've been through this collaboration, >> Yeah. I think it'll give >> my team and I time to >> Uhhuh. >> because we meet on Tuesdays, >> we can collaborate. >> Awesome. >> And then I think we should and then we can talk about the guardrail setting too. >> Yeah. because
178I think um having gone through this, we should just also have some other dialogue about um we the what we have from CB 2030 that can guide some of this was developed several years ago. And one of the things that was interesting about what we did here is the goals feel very like student achievement focused, but the guardrail setting also feels more about since it's about values >> is like how do we determine what the values are and I think I'm wondering if we need to do more work around it before we set in stone that like this is going to happen on September 18th and we are going to do this. But I would wonder from the presentation tonight and the information you heard what you guys think about that with the guard rails.
179Like do you feel like you need more information either from the community or from each other? Was a work study enough to be able to set guard rails? >> I think so too. You think so? I think the 18th we present we have our goals and measures and then you do this same process >> with the goals and then the guard rails right I think it goes hand in hand >> I think too there is um there's an opportunity to do a hybrid where you could draft some guardrails and if you wanted to spend some time getting some community feedback on do you feel like these are still relevant in terms of encapsulating the values like that would that would be optional as well. >> That way when you come back for that workshop you
180can say like all right cool this is what I came up with but it wasn't just for because of me and my own opinion. It was like I talked to community members as well and heard a lot about this value here. Does that make sense? So it kind of takes the kind of ownership and I'm not saying ownership I'm say more of like the collective community is now kind of in the room with us. >> Okay. >> And that's just obviously your process. So you guys decide how you want to do that, >> but we can also help facilitate that discussion on the 18th, >> right? >> Okay. >> Yeah. >> All right. Anything else? >> Any questions about this timeline? >> And you're going to email that, right? I need to review. >> Okay,
181you will get it. >> The GPS card. >> Okay, y'all. We are going to talk a little bit now that you've done this amazing work right to fill out uh or round out your vision. We're going to talk about how we're going to interact with that as a team and we're going to we want to have a some discussions here. So the conversation that we've had tonight right about inputs, outputs, and outcomes. Why is it so important? Like why do we spend all this time talking about football and who owns what and making sure that we're clear on the difference between inputs, outputs, and outputs >> to help align us to our role. >> Yeah. Not being in the wrong lane or having the wrong focus >> and also giving power to people who you
182giving, you know, giving up. Yeah. Giving the power to the people who are really going to be doing the job and taking the ownership and >> that >> absolutely >> that's what when we know what what we are in charge of and how we collaborate, right, we can all lead better in our respective roles. And ultimately, right, and we're going to keep talking about this, but these types of role delineations are going to help you as you monitor progress toward outcomes. And we're going to talk a little bit about that more, but this is really the conversation that, you know, we want to have in terms of high functioning boards operate in this middle, which is informed oversight. And I think Trusty Brady and Trusty Barnes and President Hatfield, you just said a number of
183different things about why that's important. So uninformed rubber stamping, right? And that's just whatever your superintendent says, everybody's like, "Yep, yep, yep, yep, yep." Why we have written here dilutes the administration's accountability and increases the board's responsibility? Why do you think we wrote that? >> Because it's not alignment. >> There's not alignment. Say more. Well, like if you're just if you're just going through the motions, then you're not really focused on a goal. And so it really it doesn't hold administration accountable. And then it's like we're just making decision. We just think we're responsible for something, but what what were we really responsible for if we're just saying yes to everything? >> Well, then the administration would know that they're just going to say yes anyways, so we'll just let them we'll just do what?
184>> Just going to do it anyways. >> Absolutely. down. >> Any other thoughts there? >> There's not the balances that there are. I mean, the balance between the district and and them doing their job, but also the balance of um us knowing what maybe going on out here. >> Yep. Absolutely. If you are entrusted by the community to do those four roles, right, is set the vision and values of the community, hire and evaluate progress, approve a budget uh align to the vision and values and approve policies and and and you have just decided that you're going to abdicate that entire responsibility. Then the administration is doing exactly what they're supposed to be doing, right? But the board has decided that like you have abdicated your role which is not what is going to happen
185here. But when we give up that power as the board right that is that is on us because we are not living into our roles. So on the other side of the uninformed rubber stamping is everybody's favorite micromanagement who loves being micromanaged. Okay. So we also have a similar like a a similar outcome for micromanagement as uninformed rubber stamping. Why do you think in micromanagement that dilutes the administration's accountability but increases the board's responsibility? >> So we're not allowing them to make the decisions that we hire them to make >> or the superintendent to make the decisions. >> Absolutely. So Trusty Barnes, not that you would ever do this, right? But if you decided that the uh the Lions needed a new principal over there and you just tried to tell the entire administration that
186you had the exact principle for the job and they were to hire them and let's get them in the you drove them to work on their first like the whole and all student outcomes fell for that high school. Whose responsibility is it? >> Just Barnes, >> right? >> Yeah. we'll fire her. Yeah. So, and that is why right when when we say things like look every I I can't imagine that every board has not had an instance right where the administration has perhaps brought forward a strategy that they didn't like or they would have done something different. And if that's the case, then you should go work for the district because that is the strategic arm expert. Because if you as a board are advocating for certain strategies and you are overrunning your administration, if
187that goes left, it is your fault. >> Yep. >> Right. So that is why we want to operate in that in that sweet spot of saying this is what we were elected to do. We are going to ask for evidence that these strategies are working and we're going to talk about that every single month because that is our role in terms of providing the appropriate level of accountability and resourcing without getting into the strategy even if you are an educational expert. Does that make sense? >> Yes. >> Okay. So, we have a couple of questions for you on here and you are welcome to talk about CFBISD specifically if you would like, but you can only use I statements or you could talk about this in broad general generalities like I think leaders micromanage because
188whatever. Does that make sense? >> Yes, >> you can. Okay. So, if you want to talk about a certain instance or whatever, you are allowed to, but it can only be in relation to yourself. So, Knowing that, why, you know, when we see leaders rubber stamp, right, or boards or whoever it is, why do you think they do that? >> In the past and would like to, you know, >> I think they do it because it's easy. When I got on the board, >> I noticed that we were just adopting things that we'd been doing for the same over this over the same years, adopt just adopting it to adopt it. Like we weren't looking at anything new. we weren't actually seeing if I or the other children were actually using these items. >> And
189so one of the many things I'm sure when Dr. Eldridge got here was like, "Okay, can you take a look at all this stuff that we keep saying, okay, keep buying, keep buying, keep buying, and >> look at all the money we've saving because we've actually looked into seeing what we're actually using, what the kids actually need, and what's actually providing outcomes for us." >> Um, and get rid of what we're not using. But I can see boards year after year we're just, okay, go ahead and buy it. go ahead and buy it. >> And the district was okay, well, we want this, we want this, we want this. Yep. >> But no, no one was providing outcomes or results from the software, the curriculum, the whatever. >> So, I noticed that when I got
190on the board. >> So, it's so much better now. >> Trusty Brady, that one of the main reasons is it's easier. >> It's easy. >> Okay. >> Other thoughts? And I appreciate you being vulnerable and bringing up, you know, your own >> maybe lack of confidence. lack of confidence that maybe Yeah, I think that maybe some people will tend to um maybe rubber stamp things because of lack of confidence, lack of education and learning what their roles are and how to work with other trustees to you know like you said tonight was kind of an unusual thing that we all came up with one goal very quickly and were able to talk it out. I would imagine that in certain boards that doesn't happen. So, um, being able to have the the ability to talk
191about things in a place that's safe and and talk about what we want, I think, um, that would be a reason why rubber stamping might happen. It's just lack of confidence and not having education. >> Absolutely. Any other thoughts on rubber stamping? >> I'd say laziness. Okay. >> Kind of along the lines of what Marjorie said. laziness to educate yourself on what's coming at the next board meeting. Don't spend the five or six hours to educate yourself. >> Yeah. You you all spend a lot of your personal time again for free 999 getting, you know, prepped for this, right? It's not I mean this is not a cushy job. It is time inensive on top of your personal and professional opportunities. Right. >> Right. >> Any other thoughts on rubber snapping? Sometimes, oh, I'm sorry.
192I was gonna say maybe sometimes it's to make >> the community happy >> or to just keep it going forward the way it used to be. No change because it's scary. I think there I think people think that change can be scary. I love that you said that because that is the hard one to talk about is being in the role that you are in, right? Both from the administrative side and from the schoolboard side, you are asked to make great leaders have to make uncomfortable decisions. >> Yes. >> And big change and big transformation does not happen in absence of making uncomfortable decisions. And you have to hear about those decisions in the grocery store, on social media, in your personal lives, right? And that's really hard. And so it can be easier to
193just say, "Hey, let's, you know, let's keep it going." And so I just bring that up to acknowledge that like the role the role is not easy and making transformational change for children requires uncomfortable decisions. And we know that. We know that leaders are great when they make those decisions in service of students. >> I relate it to what happened at the Dallas Mavericks basketball. Everybody, you know, did protest, turn their tickets in and we traded Luca and it was just a widespread and you know they blame everybody and then here comes Cooper flag and everybody's like I'm back in. >> Nobody cares about Luka anymore. And so Lucas in his new team, he's lost so much weight, he's like, "Oh god, I can't lose my reputation body." >> But think about what that team
194took. >> That's what we we've been we know things can get better and we want, >> you know, our community to, you know, show up for our school district and we're we're doing a lot of things, but they when you can't see it or you or the unknown, it is a fear. >> And so it's easier to say this meeting starts everything. >> Yeah. >> Y >> So to put like a a little different spin on it is I think that sometimes there could be a perception of rubber stamping that's not a reality. >> True. >> Right. >> Because of the homework that is actually done and the questions that are actually asked. >> Yes. >> And the opportunity that we have to have a one-on-one with Dr. Eldridge before the meeting to ask our
195questions. And so I think that's also important that like perception is not always reality because we are doing so much work to prepare because it may look like a 70 vote or well they just they just made this decision like that but that doesn't mean that there wasn't hours and hours of thought and questions and submitting questions and her sending it to the whole board so they could see what other board members thoughts were with following all the rules. Um, so >> yeah, and I thank you again for lifting something else up and I and the hard part is like perception is reality sometimes, right? Depending on who the audience is. And so I think that, you know, the question for this board and and every board and every leader is like how do we,
196you know, are there opportunities to create increased visibility into how we made those decisions and the discussions that were had, right? And so, um, and I think that's that's a good question to get to ask. And I think hopefully, you know, through through some of the consistent monitoring, some of that is going to come out and sometimes you've had it asked and answered in the back of the house and you bring it out to the front to to let you know, people know that this has been and to bring people along with you in terms of why were these decisions made, right? >> Yes. >> Okay. Let's talk about on the on the flip side. Why do we think leaders micromanage or if you perhaps have micromanaged in the past, why did you do it?
197>> Well, I think that people do that because they think that they know better >> that and a lot of people try to micromanage because they'll take out one piece of data, one strategy, one instance, one one whatever and think that they know better. So therefore, they try to micromanage that situation which then turns into the next situation which turns into the next situation. >> Because they just think they know better. >> Sure. >> I think it's lack of trust. >> Yeah. >> What? >> Yes. >> Absolutely. >> I think it's fear. >> Fear of >> just the unknown. >> They don't know what's going to happen. So then you feel like you have to control this. And that's micromanaging. >> Yep. >> Maybe I think uh sometimes micromanagement comes out of uncertainty. So if
198you're presented or confronted about something that you can't respond to, then kind of your fight or flight comes up and you start to fight or flight when somebody comes at you. If you don't feel like you're able to respond in a way that they would anticipate you should be able to respond. So then you start scrambling to figure out answers. >> Yep. >> Other thoughts on this one. >> Okay. I think one of um and Trusty Barnes, this goes back to something you said earlier and Trusty Brady, I think this is adjacent is in both of these instances, right, people don't run for the school board because it's like a good time and you get a big bunch of money, right? Like people who are serving on school boards care about students and sometimes in
199a leadership capacity when you don't have training or you don't know better, you're just up there trying to do the best thing in the moment, right? And so I think one of the things in micromanagement is yes it it can be fear, it can be lack of control. It also can be the stakes are so high because it is our kids and I just want to show up and contribute and this is the way that I know how, right? And so I think, you know, knowing that we will we will all try and help each other like be our best within our roles. And I think when some of this shows up, I hope you will hold yourself accountable and hold each other accountable. Also knowing I think a lot of the time the intent
200behind that is not malicious. It's like look, is there anything I could be doing better or differently or more for our kids, right? And so, um, I do have a lot of empathy for both of those, right? Because one is the like the discomfort and spotlight of of being a leader in the most sensitive position because we're talking about our kids, >> right? It's not widgets. It's not, you know, like it's not stuff. It's our most valuable resource. >> Yes. >> Right. And on the other end, it's like, >> oh, but what if I just gave this suggestion as the thing that like blows it all wide open? Right. Like I know I was >> I took a long shower. I had all >> solve the problems. >> And so like I just want to
201acknowledge that like that intention is good. And your pattern of behavior over time though is always going to create conditions that allow your administration to excel or not. >> Right? Because if your administration knows that they're going to bring you that the agreement is we're bringing you strategies and we're bringing you data and you might not like either one of them right the data because we all want you know more every time and the strategies because maybe that's not what you would have done but in your role you can ask for evidence then that is like that's the place that we want to get to while building trust and continuous improvement. Any other thoughts, questions? >> No. We talked about we have a form that we use like if Christy has a concern or we
202really talked about if that's not um guided towards student outcomes, then leave it alone. Like we need to not be bugging her with all we heard from our aunt whose sister's kid, you know, got tripped at this school today. Like she doesn't need to know that. Like she needs to know what what student outcomes like if your complaint concern doesn't isn't student outcomes and don't bother. like we really don't need to be >> bogging her down. >> I love it. >> And that's harder, right? It is harder. That's hard. It's like, you know, if a community member once again who you know the that's the electorate, right? That that's who a constituent, right? Who voted you in because they wanted what was best for maybe just their kid, but I assume all kids in the
203district, right? That that's hard when they're like, "Hey, I have this specific need or concern and can you get something done?" And you have to say, >> "Uh, that my job, right?" Like and you know that that's what they're going to hear, right? It's like that's and so even what we're incentivized to do I think as elected officials, right? Is sometimes to be a little bit more of like get something done, right? >> Because it feels good to do something good for somebody in your community, right? But if Trusty Barnes is like the the principal replacerbody, >> you don't need to switch seats. She's like, >> everybody in the community is going to be like, I know who can get that principal fired and they will expect it. We've seen it in other districts. Would
204never happen here. Okay. Um, we have eight minutes left to go, so we're gonna blaze through this, but we'll revisit it in in the future. Joey's got a beautiful paper for you. The way that because we don't build trust like because we all decide we're going to trust each other, right? Like that happens in small deposits over time consistently. And one of the ways that we can do that as a board with the the board and the administration and with our community is create a consistent cadence where we are going to look >> at our goals and we're going to look at our guardrails and we're going to ask a bunch of questions about are we you know if something's working great how do we do more of that is this applicable in other places
205do you need more resources in that way right if it's not working Then okay, we're not going to get mad at the administration. I'm sure again nobody would ever do this, but we have seen boards where when things are going great, they're like, "Oh, we got great state uh we got great outcomes." And when things are not going, it's like you guys did this, >> right? And that even that language of like, "Nope, we all we own everything together. That is that's how we do it." And so how we do that and create that like that trust and that consistency is through monthly monitoring at your board meetings. And this is where you get administration uh I'm sorry information on your goals and your guardrails that are going to essentially tell you four things. Number
206one, what is it that we are measuring? Number two, are we like are we on track? Are we off track? Number three, if we're on track or off track, what is Dr. Eldridge's interpretation of why that is, right? Either good um or needs improvement because if it's going well, we want to be able to replicate. If it's needs improvement, we want to be able to make that adjustment. But we also want to know that our experts have a good idea of um of why that, you know, why that is happening, right? I loved what just happened here at the goal setting, right? because you took like your data and you're like, here's here are the populations. Here's how we think about it. Here's it. It's obvious you have a an excellent command of how things
207work when they don't or where things need to move, right? And that should inspire confidence not only in the board, but certainly from the community as well. And then if you do need adjustments, right, what are they, when are they going to happen, how can we expect them to work, do we need any resources from the board? So what that is essentially going to look like this is just like a quick prototype. You'll see this district was measuring. So the overarching goal is goal two and we are going to be measuring the goal progress measures because those are our benchmarks, right? That are going to tell us um whether or not we are making progress to our goal. >> Are we are we making prog? Is this good? >> Yeah. >> I want that software.
208>> Yes. >> How do we know? Right. >> Yes. >> Oh, I was just saying the format format. >> But how do we know we're doing good right now? >> He's like, let's focus. What's the star? >> A pretty star right there. >> I was like, >> well, and it said it also said it says it in picture form and in writing. >> We met and surpassed our yearly target. >> Two different types. >> Yeah, >> it's saying the GPM and the main goal is on >> we met and surpassed. tell us where we were beginning a year, end a year, end the year. >> Absolutely. We don't need 800 reams of data to show how smart we are. >> You mean we don't need 50 slides either? >> Exactly. And and this is this
209is the point too, I think, of um you know, how we communicate with like we bring our community along. I am not an educational expert, right? But I can immediately look at this and go, "Oh, good. We're on track." This should be very simple for anybody to follow along with and know is this or is it. >> Can I add a quick quick thing? >> No, >> thank you. The only other thing I was going to add is without the context of like being on track or what our target is, >> ending the year at 56.2%. Is completely subjective as to whether or not it's good or bad. >> Right? To somebody on this board, you guys could be like, "Yeah, this is good." Another person goes, "That's not acceptable." But when you frame it
210in the context of we're supposed to be at 50% this year, now you know, oh, we are doing good and we're on track. Does that make sense? There's no room for interpretation as to whether or not that's good or bad. And that will differ between a trustee and a different trustee. >> For sure. >> Beautifully said. And that's we didn't go over that, but that's that's why we set goals because data and absence of goals is I don't know >> like 85% is that good, bad, or indifferent? Well, I I was it 100 or a thousand because those are very different, >> right? >> Um, okay. So, we talked about that. What are we measuring? Where are we? >> What do the superintendent and her team attribute to uh like to the like the success
211or why we might be off track, right? Because obviously understanding of of where we are is going to direct future activities. And then finally, do we need some adjustments? Right? And how are we so looking at those inputs which so many of them were on here, but now they show up and and they say here are all because the inputs are the strategies. Here are all the inputs that we've decided on. Here are the outputs that we can directly tie to our strategies. And then um we will know if they're working because we'll be on track. And if they aren't, then what strategic adjustments do we need to make? Does that make sense? >> And then you all get to ask questions about that. >> Okay. So, what Joey just handed out to you is
212just an example of a progress monitoring calendar. You can see for this one, it spans three years because your administration is going to know when the data comes out for all of these progress measures. And so, that's going to do two things, right? On the board side, how is that? How is knowing every single month what you're looking at going to impact your your services before? >> Well, you'll be able to prepare and do your homework. >> Yeah. >> Feel confident that there's a road map. >> Focus. Yeah. Can you say more about that? >> Focus on what we're doing on the goals. I mean to really hyperfocus. This is our job. This is our this is what we need to work on. >> Absolutely. And we would expect and we'll talk about this more.
213This be the first thing on your agenda >> because when student achievement >> is the first thing on your agenda, what does that communicate to your administration and to your community about the focus of the board? >> That's what we value most. >> That's right. >> Because if you are on a board, which you are not, but there are others who has 18 agenda items from everything from the Hback to the like the football program to the special education update. How does that impact your ability on the How do you know what the board is focused on? >> You don't >> if they're just presentations, >> right? >> And so when y'all don't know like from your standpoint knowing every single month what is coming up, how does that how does that impact you and
214your team >> on the administrative side? >> Well, we don't sit in our meetings wondering, okay, just ask for this presentation. Let's go. Right. I mean, we know what the focus is, but like I said before, we've always been focused on kids. It's just we haven't had it in a clearcut guide. >> Yeah. >> Like bringing in like wagons of paper because they're like, "We don't know what the board entirely bratannica of the history of the school district so we can be ready." Maybe. The other thing about that is that we don't talk about is like when you have and somebody brought this up before and I apologize because I forgot who it was, but I was like, "Yes." >> When you have your your district like making reports on 5,000 different things, what are
215they not doing? >> Going to schools and visiting principles and supporting >> campus. There is an incredible time cost to a disorganized board. >> Yes. >> Yeah. or boards complaining about things that that are out of her control in the first place. >> Very good. >> And the only thing I will add to is if the report includes the inputs, the outputs, and ultimately any adjustments that will be made. Is this not a document that is like actually it it's for the board? Sure. But is it not more for >> not only the public, but for the administration who's going this is our playbook. We know the changes we're going to make and this is just us showing the board. I think there's a lot of confusion sometimes with like reports being given to us
216and and people saying, "Well, can you really believe that? Can you believe these numbers? Everything can be manipulated." But having the idea that you have the positives, you have the, "Well, this didn't quite work out, so we're going to tweak this." And then us as a board being responsible for how we react to that and doing it in a way that's constructive and positive and we're in a team together really helps to pull you know pull everyone forward in a positive way and really help us all to work. >> So what you did not notice about our prolonged eye contact is that we have now become of one mind. So that that's exactly right. Again, like all this stuff doesn't happen in a vacuum. This idea of trust and continuous improvement and all this stuff
217that it's all requires certain behavior. And to that point, Trusty Barnes, right? Like when you have administrations that are preparing everything and boards don't trust the data and community that doesn't, right? You you tend to see this like blame, it's disrespect or these like these gotcha moments in the front of the house like, "Oh, I'm going to expose you, right?" M. >> And so when that happens, like you have an administration that like I won't speak for that. I I will speak for like being a professional, right, of having, you know, maybe a boss that does that. I'm like, I'm not bringing everything in there because like I don't there are things that I don't want you to see because I know that you are going to attack me or tear me down or, you
218know, whatever else, right? And that's not actually in service of students at all. That's in service of who? Our adults that's all adult BS that now because we've created this culture right y'all aren't getting the like the full scope of the organ of the information and so you are making decisions with blind spots >> right but that's also the ownership of saying what did I do that contributed to this culture because >> it that culture doesn't come out of nowhere right there there are conditions. And so that's another thing as we think about like how these moments get to build trust with each other, among the administration, the board, and with the community. It's really also look, you're going to get all of you are going to have to look at stuff that we don't
219like, >> right? >> With our students, with maybe some stuff that's going on because that it is it there are so many things and running a big organization of any kind like not everything's all going to have to work. But the point is, do we want to improve the things that are not working and and do that collaboratively in a way that ultimately it's going to yield positive outcomes for our kids? Do we want to let our own adult behaviors get in the way of our students? And so we will revisit that. But I would imagine that you guys have had probably enough fun with us this evening. We will just to reiterate text you >> call us anytime, right? >> In case you forgot what we look like. We had a cute little activity
220for you, but uh nothing is cute at 9:00 p.m. when you guys have been at uh work and uh trusty land all day. So I will start by saying >> this was and then she could appreciate everything that you all do in service of students. None of this is is easy and uh we appreciate getting to spend the time with you. >> So we're going to take a group photo since we all have our shirts on. I got a memo. >> Um, no, you can be in it. >> Can we do one thing before that? >> Yeah. >> Can we do a one word checkout? >> Oh, okay. I didn't know if you said we weren't going to do that, but >> that was that was not the cute activity. >> That was not the
221cute activity. >> A short activity, but it might be cute. We don't know. >> Go ahead. >> One word. >> Uh, excited. >> Tired. >> Love it. >> About tonight. >> Yes. >> Informative. >> Good. >> Confident. Relieved, >> focused, >> energized, >> positive, >> work. >> All right. Now, to the photos. >> Okay. You want me to I'm going to Why don't I just adjourn us, then we can >> So, um, moving on to item 3B. I think what we'll do is just collect from each subcommittee their summary of what their goals are and send it out for just to feedback. That way we don't have to talk about it tonight since it's so late. Um so with that for item 3B I will follow up with the leads of each subcommittee and we
222are adjourned at I have no idea what time it is. >> 9:05