001It is 6:30. We have a quorum of the board. This meeting has been duly called and that notice of the meeting has been posted in accordance with Texas own meetings act, Texas government code 551. If you please stand as Mr. Cooper praise. And now the pledge allegiance to the flag of the United States of America and to the republic for it stands one nation under God indivisible with liberty and justice for Texas. >> All right. I did not see any public comment, nor do we have any public in attendance. So, we'll move past that. All right. Discussion, action items. All right. First thing on the agenda, I make a motion to approve the contract of Dr. Josh Martin to officially assume possession of the superintendent for Maple ISD effective March 30th. >> Second. >> Any
002discussion? >> Second. Sorry. >> Thanks. Any discussion? All right. All in favor? All right. It is done. Congratulations, Dr. Martin. excited to have you get started. >> All right. Do you have anything you'd like to say, Dr. Ward? >> Right on. Us, too. All right. Good deal. >> Absolutely not. All right. Next on the agenda, we have a board workshop. Oh, y'all change chairs on me. >> So, um, we normally start where and so we're gonna we're going to jump right into the training. Uh tonight's training we're going to talk in superatches. But then we spend the last two on what you see. This is really going to be a precursor to some work. That's something that Jared and I talked about bringing that kind of step. So I'm wearing my shirt tonight. I want
003tell you a little bit about wine. First of all, it's red. much red shirt. I am a big Texas and I always talk about the dayoff like foury old knowh juniors and seniors on the varsity I was monitoring pretty close. forget6 about the time I turned on access. When I Great story and anytime I drive past that stadium I have I think about that night especially uh the day before Rangers opening day. So we've already talked a little bit about the uh about the workshop objectives. So I wanted to talk a little bit about relations. I will tell you that relationships it doesn't matter if you're talking about you're talking about a family any relationship. I will tell you your superintendent needs to be aware of the fact that one of the most important relationship
004with his principles and expectations. I think that's incredibly important as you talk about what what that is. It's really important to understand what's the role of When I do this training across the state, I talk a hardanchis. You guys make the laws, set the policies, set the direction, and it's up to your chief executive. I want tonight. Number two, clear communication protocols. We're going to talk about whats come back. Building trust. Trust is also that goal priority setting. We're going to not talk a whole lot about goal priority setting tonight. I am going to talk to you about what But we come back together to be this board meeting and I sat in the back. If I sat in the back and I I did nothing other than keep in mind I'm a football coach,
005right? watch. I can say in this right back students. Your time is talking about the dairy milk or whatever. One thing over and conversation. I want to talk about best practices for your superintendent. Okay? Your superintendent must be a communicator. Communication must be clear and it has to be consistent. Now, sometimes when we What is the default is I go back to my office in the duration that I will tell you I'm guessing Those work right outside. I can say, "Hey, I need to see everybody." I believe that one of his jobs is provide not That was a coach. So I've got to make sure that information will make me long enough. relend to knowific I will tell you something I wasn't ready. This is what I mean by Simple as this. Had an opportunity
006ran. I sent out one of our partners made outitive understand our job. That's woke up. I woke up and I had my mind everything. We want our teachers to grow as learners. I believe the principles need to learn to I will tell you that goes all the way high expectations. You come in your focus that's probably believe talk about later. I think that you have got to advocate It comes down to what's best aspect best practices for you. I think you should ask good questions. what I said about the agenda, the information that agenda on that agenda that you're not sure about, I want you to I want you to ask each All right. I want you to make sure don't catch some person. It was simple. First of all, figure out But then second,
007I might talk to you go to believe some of the maintain close things that are talked about session. issues your conscience. Here's what this means. I had everybody else after someone said what happened. So last So best practice for you um board superintendent uh communications I believe in weekly updates. Um again you you worked with me for a bit so you know that weekly updates are not out of uh that that's kind of what I like to do but I believe But I wanted you to know what went on. So this is an opportunity that superintendent Why would you do that? I did. But I would say this, but it might be something as simple as he was completely different. heads up. I would have to say church, how we need to respond, but that
008would Um, we've already talked about talking to you close enough that behalf So there will be a tendency on the board around those polic We talk about situation. One of the things that I always bullet point You're not doing a bond currently Everybody, why are we doing it? Okay, that's the best. I want you to think back when you were in school. Less accountability. Not just your best when I was in high school. Absolutely. Wonder And so halfway through So my car laundry in the afternoon I need to write letter classes. My mother was there. So I would ask you a question. That's our standard right now. I will tell you that accountability system at the top of Texas, Texas. So I've done that closer South Dakota. We have the same system we are responsible
009for educating every 5.5 million kids across the state of We're responsible for way Come here, Stephen. Come see me. Bring that ball. Come here. Don't Don't you worry about causing too much I'm good. That's his accountability account. test if we're really April junior year back together. Tell me how That's it. We set aside our system for their future. or he's going to >> his sister's going to law school. That's awesome. But that's why accountability is important. And and I want us to keep that question in mind. Why is accountability important? We'll talk more about that. What can we learn from these two companies? There are two on the left side of the screen. Blockbuster wanted to do something. What happened was Blockbuster a group came to them and they said, you know, instead of using
010the group that actually got a personal story behind young man on the left, his name is Seth. I got to know the guy and I go to church together. July 4th, 2019. also his girlfriend Seth's brother Seanic And so the couples came to our house of satal process. all about what they were going to do. That's what March organiz about changes. They build one person. question is blockbuster. >> Oh, and I am and I'm I'm wondering too, aren't I? Yeah. So, so here here's the interesting thing though. You know the question is the question is who will you be and as we think about this understand that in 2627 Vouchers are coming in 2627. So kids or really parents can now choose to put their kids in charter schools. There are charter schools that they
011can easily access from from your campus from from your district. They can go to public, they can go to private school, they can even homeschool or they can choose May Pearl. And what we've got to be about and what you two have to be about is you've got to have them choose to go to May. You have to be the choice, not anybody else. And I think that's important. I think the mistake though is if we're like Blockbuster and we say day starts at 8, ends at 3:30. Y'all can't make it. Y'all can go somewhere else. Can't happen anymore. We're not the only game in town. And I I think that's reality. And we'll talk more about that. All right, your time to talk. I want you to take a minute. I want you to
012flip flip your uh flip your agenda over. There's nothing sacred about it. Just on the bottom, I want you to write what you believe the strengths of the district to be and then take just a couple minutes also identify some areas to address. This is an allcape. He he knows he knows only what he has either heard or he's researched. So, but I think this is a good I think this is good activity strengths of the district and identity and areas to address. All right, Adam, start with you. Let's talk about the strength. I put my string says uh I believe everyone here across the district all wants what's best for the kids, right? >> Everybody wants what's best for the kids. >> What about you? >> I know over the years like kids that
013graduate from here and end up going to college, they're usually very successful in college. So, >> which tells me that they're being well prepared for college. And that's that's incredibly important. Um, one thing that I'll encourage the administrative team to do going forward, small town, um, I will tell you that in in the town that the school district I worked in around Christmas time, uh, all the college kids would start coming back, band concerts and choir concerts and basketball games and that. I would always if I could find them, talk to them, ask them one question, tell me what we could have done to prepare you better. Give me one thing. One of them said, "Mr. Williams, we never took a test." I said, "What?" He said, "We never took a comprehensive test. I I
014had to study for finals. I I had no idea it would be everything that any note or book I had read." And so we actually quit exempting the students from core classes for the fall semester. I wanted them to take a final. I I didn't hurt attendance, but I wanted them to take that final. Why? Because it was our job to make sure they were prepared. Great answer, M Jared. >> We got great kids. >> Okay. Good kids. >> Yeah, >> good kids. Let me ask you a question. You got good kids. Do you have kids that um do you have kids I'm going to use the sports analogy now that are used to high jumping five feet but if you raise the bar to five feet four inches they'll actually give it a shot
015or they're going to go I can't high jump five4 I only jump high jump five >> yeah I think for the most part we got kids that are ready to >> they're ready to Yeah, >> they're ready to remember one of the things I said about expectations. Expectations, it's that analogy. Expectations is the superintendent and his staff are continually raising that bar. You know why you can't talk about the STAR test so much in my opinion? Now, you got to you got to you got to talk about the STAR. You got to prepare it. What percentage of your kids need assistance on the STAR? truly need assistance. Not very high. We determined it was about 15%. So, what were the other 85% doing? Well, the kids that were in honors classes, AP, whatever, they were
016doing okay. But the other kids that were in that were in a class and we were talking about April and that one test over and over and over, they were bored to tears. Didn't take long. and and I you know what were the expectations there was passing that test is is it five feet Jeremy >> uh since he stole one of my favorite ones >> that's okay >> because I like our kids uh we have teachers and admin that uh care for our kids like they are their own >> okay they care for the kids all right I think that one of the things that is most important is I think every kid has a place every kid has a place if a kid comes to school, whether mom picks them up or picks them
017up, drops them off, they ride the bus, or if they're a high school kid, they drive to school. They have to have their reason to be there. They have to. Athletics, FFA, fine arts, they're just a they're just a top scholar. Whatever that thing is, they have to have that thing. If they don't have that thing, they're not going to want to come. Had a kid named Jerry. Had a kid named Jerry. Not gonna pick on the Jerry's of the world. Jerry wouldn't come to school. Come to find out, Jerry Jerry uh Jerry was a come came from a single parent home. Dad was long gone. Mom would leave about six every morning, drive into Tyler. This is when I was a high school principal. And Jerry wouldn't come to school. Truency court, the whole
018work. We did all of that. One day, Jerry doesn't come in. When he comes in, he strolls in about 9. And I I told the receptionist, I said, "Send Jerry to my office." And so I was gonna, you know, it's going to be disciplined consequences for Jerry and failure to attend tardies. I don't know what. I was going to make up something. I was just tired of dealing with Jerry. Couldn't get the freaking printer to work. Jerry's half asleep. He goes, "You need some help with that." And I said, "Sure, you know how to do it." I got up. He comes behind my chair. It's about two buttons and about 10 copies comes off because I've hit print about 10 times. And I said, "You pretty good with technology?" He said, "Yes, sir." I went
019over, I called one, which is the superintendent's number, and I said, "Are we still looking for a part-time tech?" He said, "Yes." And I Jerry was a junior. I said, "Okay, I'm going to send one of our students over to meet with Todd." And Todd was our computer guy. Our tech guy and our tech guy. We readjusted Jerry's schedule so that Jerry got through at fifth period and he spent the rest of the day doing technology. Guess what happened? Jerry's attendance. We didn't have to talk to Jerry anymore because Jerry had a reason to come to school. If he came to school, he got to do technology. And I think that is important, you know. So, what is that for each kid is is so important. >> Jerry, this Jerry. >> Yeah. Now you've been
020picking on me. I feel like my story went pretty good there at the end. Sounds good. Uh I mean in addition to what everybody's saying here, I do think our size is is an advantage for us from a connection perspective from all aspects from superintendent down to every level of staff to make that connection with everybody. I think we heard that a lot in this search aspect of kind of an excitement to be able to to be able to touch all those campuses essentially. And it it will be hard between now and the end of the school year, but by this time next year when he walks into a classroom, everybody should know who that guy is, right? To me, that's that's that's job one. Got that's job one. It really is. Um, incredibly important.
021All right, Chad. >> Well, I just want to say thanks to everybody that stole my answers. So, >> I know I'm like, "No, but honestly, I I feel like it's something I wrote down is uh small town, big reach." >> Uhu. >> And uh also, I feel like we have a good community around us >> as well. >> All right. Talk to me about community around you. >> I think a lot of people are looking for small town, but also somebody that cares. I mean, I think all all of us have the same stories, maybe except for Monty. has been here for a couple of years, but you know, all of us moving here for the purpose of wanting to have a a more intimate, more intentional community to be around school that cares about
022them. Their kids are not just a number, but they're somebody that means something. And by the way, um, now where you are, where you are, everybody, you know, we understand the the growth, the expansion, and as people are looking to move out of some of the concrete, and uh, you're now, but you're competing against Grand View, you're competing against against a Palmer or, you know, and so I think you have to be aware of that. But I I love what you said about that community and how you can draw on that. We I woke up in Fredericksburg this morning. We uh they are they did their videos last uh they did their videos Monday night. I stayed yesterday because my wife decided she wanted to go with me to Fredericksburg and so we worked I
023worked Monday and then Tuesday we did Fredericksburg. Uh drove home today. I drove through I came up 67 through Clevern and when I got almost to Alvaro I saw a billboard that said Keane and and I know Ricky if you don't get to know Ricky great guy. Um, but Keen is actually advertising to get people to don't choose charter, don't choose private. If you want to go somewhere, you don't have to you, you know, you can go to Cleveland, good school district, you can go to Alvareo, good school district, or you can come to the small school district. You can come to King and uh where everybody's going to know your name. I think that's valuable. All right, Steve. >> I think we've really got uh in at our CCMR, I know it didn't show
024the numbers right now, but I think we got a lot of momentum building. Um we're we're graduating 10 seniors with associates degree out of a class of 70%. Um >> a lot of lot of momentum. So I think everyone's moving in the right direction that and then also our extracurricular activities. Um big shift in athletics, a mechanical Um, UIL, band, dance, whatever, whatever we're doing. I think we're getting some good good shift there. >> Good. Good deal. All right. No perfect school. I want to know areas to address and I'm going to start with you. >> Oh, feel first. >> Let's go. >> Um, >> put Adam on the spot this time. >> I think we're at the like kind of a to capitalize on that minute like a reset the clock, right? Okay. Um,
025and it's a good time to set the bar like in this training and and the conversations we need to have is is we all need to have that same vision of we're going to be here. >> Yeah. >> So, that's I think that reset the bar is the top priority. >> We're going to reset the bar. Um, need to reestablish the vision. You reestablish the vision. You need to begin to talk about goals. And we're going to talk about that next. Chad, >> uh, I'd like for us to see about how we can increase our CTE as we continue to grow. >> So, look at CTE, look at the job market, and how are we preparing students for that? >> Now, understand, my dad was a row crop farmer. He was farmed 4,000 acres. My
026brother still farms. Uh, he farms 11,000. My dad spends all of his time saying, "Why in the world does he have to farm 11,000 acres? I got by on four." And I'll tell him, "Well, dad, you know, they don't people don't farm with an 856 farm all anymore." I mean, that's just the way it is. But but I'm So, if if we focus on how to get kids ready to be a row crop farmer, that field is narrowing because you don't have those small farmers anymore. You got 11,000 people. But what what are those CTE pro what are those jobs out there and where u how is it going to be impacted? So last week I was in how okay I think y'all know the person who's in how now don't you? Yeah. And so
027uh they I did a team of eight for them. They are six miles from a TI facility that is about to add 5,000 jobs. and it's going to be semiconductor chips is what it's going to be. And so they got to talk about how that how they're getting kids ready for that. So Jerry, >> I think one thing we've touched through is honestly overall just instruction, walking through that and then we're talking about goals here. My big thing is always defining expectations. And so I think it's just giving clarity to everybody of how they >> where they fall in that and what those expectations are. >> Here's something I want to challenge you to do. You ready for this note? When you begin that process, you need to have this room full with parents, parent
028groups. Now, when when I invited when I invited a group to come out, y'all gave me, I think, 24 names, and I think 20 of them showed up. I think that by the time you're finished, you can come up with 80 names and I think 60 of them will come. And you need to have a candid conversation about what are your expectations from April? What are your expectations for your kid? How can we help to get there? Um, you want community buyin, you got to ask them. And and I think it's important. I think that that is I think that's important. So include them in the process. The eight of you, it's great. including every administrator. That's great. But bring those parents in. All right, Jeremy, >> I was still writing your note. Sorry. >>
029Okay, so uh I'm going to say my three real quick. Um but accountability is big. Culture um is is uh getting a lot better, I think, right now. Um but I think culture is still a little bit of a weakness and we need some work there. um and making sure that we're moving in the same direction across all campuses. >> Okay. Everybody's everybody is aligned. Pure alignment, complete alignment. Talk to me about culture. I want you to tell me what you you envision maybe is lacking in culture. >> You know, I think I think it's kind of like the kids like we want them to want to be here. I think we want the teachers to want to be here. Even if they're making a little bit less money, we want them to want to
030be in May Pearl. >> Okay, that's a culture factor. So, I haven't spent much time with you for four or five months, but I've spent some time. Um, I want and a little bit of this is the interim and by the way, she did a tremendous job. So, moving moving the district, making sure that the district ran and ran well and not a lot of hours. I know that. Um, one of the things that I sense relating to culture is a sense of urgency. And the sense of urgency meaning we got to go now. It's time. Why? Because you look up and the kids that are this age are going to be in middle school soon. And it's it's just it's just that. It's And by the way, that starts with your superintendent. It resonates
031through the principles and it goes to the teachers. There is no such thing as an off day. It's the message that sent my my wife gave a a pretest in AP their first day. First day the kids and by the way the kids knew because they had heard from the previous class, right? When you walk into Miss Williams' class, she's going to say, "Welcome. Here's the syllabus. Now put everything up. Here's the test. Let's go. Oh my. And and it was over it was over the summer reading that they had to do. But the message, it really wasn't the test. It was just the message that if you don't want to do the work, please go do something else and and it's just it's just that. So Jared, >> uh for me it's resetting expectations.
032>> Okay. >> Right. Um, we've talked about it quite a bit, but just the fact that we want April to be the best at everything. >> Okay. >> Right. From academics to athletics to a to I want to go kick people's butt in one act play. I don't care. I want to be the best at all of it. >> Y, >> right? and setting that expectation that we're not just getting through the day or getting through the six weeks or getting through the semester, but we're coming to excel at everything that we do. From students to custodians to, you know, the >> food services people and bus drivers, we want to be the best at everything that we do. >> Very good. Very good. >> Excuse me. Um, mine kind of touches on what Jeremy
033said like with the the culture my we're having a horrible time or have over the last few years had a horrible time keeping and recruiting and keeping quality educators and that's something we need to work on. That's the first thing that I was told when I met with Steve and I met with Chad and Jared around around a table over a burger in in Fox was that that bleeding's got to stop. We got we got to make sure that we're doing a good job keeping our >> I agree. >> Uh I wrote down get everyone moving the same direction. Okay, that's that's that alignment. >> That's that alignment. >> I'm glad we're on the same page. >> Great mind. >> All right, I'm gonna ask Kristen to share. Do you mind? >> Great. Um, for
034areas to address, I have level of expectations, um, consistency and urgency, and then transparency. >> Urgy probably same word way that I you know that that same feeling sense of urgency. Yeah. And then transparency. Transparency is important too. >> Uh tell me give me give me give me a way that you believe transparency could be approved. >> I think we just start to have to start having conversations. Um, I think it starts with the level of setting expectations. And when you set the expectations, you explain the why behind the expectations and the non-negotiables. Um, and then you move on. And it's fair and consistent across the board. Here's the why, you know. Um, and we've got work to do. Um, the urgency. Yeah, I just feel like in our profession, if we don't have a
035sense of urgency always, we're wasting an entire kids's a kid's entire fourth grade year that they can't ever get back. >> Um, and so we we have a responsibility to understand that when we get up every day, there's a sense of urgency. Um, and I think our staff needs to know that that I think they need to know that that's where what our stance is. Um and that this job comes with a very high respons level level of responsibility. >> And by the way, that is modeled that's that's modeled by that's modeled by administration. If administration operates with a sense of urgency, then then that begins to permeate. All right, I'll waited till last. Share with me your thoughts. No, I think throughout the the interview process, this was all conveyed and I thought that
036we did a good job, you know, talking through that and um you know, it was important to them that um I was able to provide examples of what I was going to do and and how we're going to do it. Um it is all all the things you guys said are are very important. you know, being on campuses, talking to principles, talking to teachers. Um, you know, I've always thought it important, you know, if if the superintendent's in the classroom, it it it makes a link between what the principal's hearing between what the other support people are saying. Um, but then we talked about like with with teacher retention and and and morale and culture, you know, um, I've always found money gets people in the door, but support keeps them here, you know, and
037that's what we've got to be really good at. We got to be really good at supporting our staff. Um, not just saying, "Hey, grades need to come up so we can get a B or A or whatever the what we're we're going for at the time, but hey, this is how we're going to do it. I'm going to get in there with you." Um, and I think that's what we've got to convey throughout from top down is, you know, how are we going to get in the ditch and work with you? And I think that's going to cure a whole lot of what uh everybody's talked about right right now so far. >> So, as as a superintendent, I never did a formal evaluation, a formal appraisal. That was not my job. My job was
038to appraise my assistant superintendent and the principles assistant. And then uh by the way and then she uh she appraised the directors but that was our structure. I never did I never did a PDAS or a T test or whatever. That was not what I did but I did walkthroughs. I did learning walks. Now, if I went through the class many times and, you know, I was in Adam's class and Adam's teaching math and every time I come in, uh, Adam's behind his computer screen, you know, checking his lineup for his fantasy football team. Um, and they're working, you know, they're working through 48 evens or whatever the case may be. I might swing by and if Josh is my principal, I might say, "Hey, next time you get a chance, you're out, just pop
039in, make sure he's getting after it. That was it. The rest of the time I just wanted to be out where they were and I average probably five a week. I would try to, you know, vary it. One week I'm going to be on this campus, next week I go there. But it's really hard for I I heard this from a leader once. If you if you think about it, if and again, I relate everything to coaching. All right? If I am if I am the head coach of an organization and the team is practicing, I'm not in my office. I'm on the practice field. It's big. You have to um I was in church one day in out in our little lobby and I had a had a a dad come over. He goes,
040"You're Mr. Williams, aren't you?" And I said, "Yes." He said, "Well, I'm new to the district." And I knew that because if he had to ask, I'm, you know, knew he was new to the district. And he said, "My daughter pointed you out." And I said, "Really?" He, "Yeah." And he said, "Uh, when you walked in," she said, "He works for the school district. I think he's one of the lunch ladies." He's one of the lunch ladies. What did that mean? What does that mean? I mean, that, you know, they thought that I worked in the cafeteria because that's where I was. And by the way, I went to the elementary cafeteria because those people that, you know, once they get to know you, they're rock stars. If you have a bad morning go, they'll
041make your cafeteria. They'll love on you. That's just the way it is. So, really important. All right. Now that you have identified the areas to address, we're going to talk for a few minutes about what goals and priority development is. To me, the most important thing that you do as a board is what you just did. You hire a superintendent and then you evaluate the superintendent. We'll talk more about that process down the line, but The second most important thing that you do is you set goals and priorities. Here's what they need to be. Goals and priorities. You need to identify three to five specific areas to address. I I believe in identifying three to five specific areas that you need to address. I think I've shared with you. But what we would do is
042that area to address those areas to address. I would get feedback from my specialist, from my experts, my superintendent, the assistant superintendent, our directors, our principles. We would come together collectively with the board and we would sit down and we would say we want uh we want to talk about where we are as a district. We would talk, we would look at some numbers, we would talk, you know, this is what we're hearing from our parent groups and then we would say here's where we need to go as a we would identify three to five specific things. Now I say areas to address instead of specific. You're going to have your four goals, right? Those those house three goals that you have to adopt. Third grade reading, third grade math, CCMR. Those are the numerical.
043These are we are really struggling in our science program. Okay. So we're going to we're going to improve that. One of the things that we felt like we were falling behind in STEM education. We weren't getting it done. So, one of the areas that we had as a as an area to address for multiple years was STEM education, multiple years, because we would come back and we would say, "We're not there yet. Let's continue to press that. We put resources there." We added dedicated STEM teachers to that area. So, you you want to identify those areas. Second, you want to identify how progress towards those goals will be evaluated. You need to know that. You need to say, you know, if we're going to have a goal, it can't just sit on Josh's desk. It
044has to be a a part of your culture. And then finally, identify how the goals will impact student achievement. Again, if it's not about the kids, I'll never forget one of my first appraisals. Two or three years in, I actually showed up on my appraisal that the lights in the parking lot heading into the gym did not come up did not come on early enough. Oh my god. I really that that was one of them. That was a comment that came out of my appraisal and I said, I got it. I understand. I'll tell you why. Early in basketball season is when the time changes and the lights have been coming on at six o'clock and now it's five o'clock. And so if they don't come on till 6, it's been it's been dark an
045hour. We can fix that. But what does that have to do with student achievement? Because isn't that what we're always that's what we're all about. So that's what your goals and priorities have to be is you have to look at that. Now the step that you just took, we could begin to talk about we could talk about CTE. We could talk about teacher retention. We could talk about making sure that we've got alignment in place. All of those things. And that may be the first three to five you select. But based on that, those are those are be those are beginning to be some areas that that that you may want to adopt. But again, we're we're a little bit away. But anyway, those those three to five, here's what the goal should do. The
046goals must be communicated. If the eight of you, even the 16 of you, come up with the goals and it sits behind uh their collective desk. In my opinion, it's of no value. It's got to be communicated. It's got to be communicated to every one of the employees. Why? Because number two, it's going to drive daily decisions. Sometimes the why is because that is within our goals and priorities. That's why we do what we do and it drives those daily decisions. Your your employees need to know. The best session that I ever did to start the school year, believe it or not, was myself and my board president sitting on schools in front of 300 employees and we said our goals and priorities and we showed them and we talked about them so that they
047knew what those were. We published them. We wanted them in front of them. Your parents need to know that. Your parents need to that that has to be communicated and then your community needs to know that as well. They have to know what the goals are, but then also what else do they have to know these are the steps that we're taking. I think that is just as important because that is that sense of accountability. You are accountable to Stephen, but you're also accountability to the people that quote put you into office and that accountability piece is this is what we are going to work on and this is ress we're making. Second bullet point, it does drive daily decisions. It should drive your budget. You should be able to give me your budget and
048I can look at it probably in about 10 minutes and I can say these are where your priorities are. Should drive those daytoday decisions. And then third, in my opinion, it should be a part of the administrative appraisal process. Tough concept, okay? But if you're going to do it, you're holding him accountable. the superintendent really does not have direct influence on a lot of those. I didn't have a whole lot of direct influence on STEM education other than creating creating positions. I told the high school principal, you go out a STEM teacher, middle school principal had a STEM teacher elementary, you're going to have someone assigned to STEM that is going to work with them. We put STEM as a part of our specialist. we were going to do it, right? And so because we
049were going to do it, that was influencable. But yet, as the superintendent, he is responsible for for executing again that work your goals and priorities. But guess who else is? They are. And so part of the administrative appraisal process was how those people that were my direct reports were addressing the goals and priorities. We created a Google I wanted to know and by the way on a regular basis I share that Google doc with the board because my curriculum director could go in and she could say within STEM education these are the things we're doing uh teacher retention and recruitment these are the things that we were doing and so that they that there was that communication piece I wanted them to communicate with me I I had control of that document as well so
050I put in the things that we were doing in that area, but it was a collaborative effort that we all worked together on to execute that being a part of the appraisal process. A part of a portion of my appraisal was how was I executing those goals and priorities, but then I also wanted to know how they were as well. Incredibly huge step. So, when we're back together, we're going to begin to start continuing to talk about priorities. All right. Here's a picture of eight desperate individuals outlaw that I actually picture three weeks ago. No, I didn't take the picture. Did I take it? I think you took it. You you sent it to me. So, here's my question. And this is this is your final thought question. This is your ticket out the door.
051Charting the journey. After three years, this team of eight will have been successful if All right. On your paper, I want you to write down what you believe. How we can determine whether or not this team been successful. All right, Adam, I'm start with you. >> I said in three years, uh, you could tell we're successful for having to build another school because everyone wants to be here. >> I like that. I like that. >> Yeah. All right, Steve. >> Thank you. I was thinking future tense. Um, we are beating Grand View in 90% of all student activities. >> Okay. Um, here's what I want you >> So, I I I challenge you to do this all all student activities. I want you to chart your ACTS SAT performance. I want you to chart the
052percent of your students uh in uh I want you to chart your CCMR compared to theirs. I want you to look at uh participation levels in fine art. Do it. You want to you want to you want to be good at it? Do it. >> That was kind of my joke. But the the serious one >> No, I I I agree. Dad gum it. Let's go. is we are a model of student outcomes in the state of Texas. >> Okay. Student outcomes. And by the way, we will when we're when we're back, we're going to talk about what student out outcomes are important to you. >> Very much Chad. >> I put on here uh retention rate is no longer an issue that Middleian and Weti teachers want to come here to be with us.
053>> Okay. You're you're keeping your teachers. >> Keeping the teachers. >> You're keeping your teachers. That's very good. All right, Monty. >> You You stepped out just a second. >> Yeah, I did. >> Okay. >> I think I mean it's a combination of things. It's, you know, our scores coming up, our graduation rates increasing, uh, which I believe our graduation rates aren't bad as it is, but just as long if we increase in everything that we're trying to accomplish, then I'll think, >> okay, >> that's success to me. >> All right, Jerry, >> I put here that if we help lead a culture shift that brings trust, accountability, and drive to all aspects of April. So for me if it if it's at the teachers that will bleed into the students and that's the ultimate
054aspect of >> those three culture shift toward >> I just said it brings trust accountability and I just put in quotes drive just that intentionality just yeah just a hunger to yes >> to be more. >> Yes. Very good. All right Jeremy >> Jerry always says what I want to say just with uh just makes it sound a lot prettier. So um I can barely even read my own handwriting. So um hopefully we teach kids to write better than than I do. Um so uh I create a district that kids and teachers love to come to school because of the culture of accountability, high achievement and competitive competitiveness that we helped create. >> Kids want to come to school. Kids I I'll preach for a second. It's okay to have fun at school. Somewhere along
055the way we forgot that. We really did. And By the way, engaging, challenging learning is fun for kids. Sitting at their desk and pouring over worksheets, no fun for kids. I I really like that. I really like that. Jared, I'm I'm ending with the board president. >> Yeah. So, uh, Steve, I see you're 90 and I raise you to 92. No, but in all seriousness, just uh if if if we've changed the culture and expectations around here, I think the rest of it stuff it takes care of itself. So, um so yeah, if we've changed culture and expectations, I think that uh I think we'll be on the right path and we'll look back and go, okay, I think we're I think we're doing all right. >> Good deal. All right, we'll hear from the
056superintendent. soon to be super >> soon to be soon to be >> three sleeps away. >> No, I just uh I wrote down that Maple ID is measur measurably better at all aspects of what we do and that comes down from academics to grounds to cafeteria to extracurriculars. Um success breeds success and um you know when people are supported and feel happy, they're going to go out and give their best effort and that's what we need from everybody top down. And that's how we get that's what's exciting, man, is everybody's got the same. I mean, it's not we're not we're not going lowballing things, man. We're going to go out and swing. And that that's fun. And that's like I said, kids, community, teachers, all of it. You know, when they when they can get
057behind something uh with an energy, you know, you know, big things are going to come. >> All right. So, here's what I want. Uh I want those eight responses collected somehow, and I want them I want them because at some point you're going to look back and you're going to say, "How successful were we in in those?" But I would I'd love I'd love for you to save those responses. So, questions and comments. Anybody got questions, comments for me? Anything? Um, I know I said this before, but I want to say it. I have enjoyed this journey with you. Um, there was quite a bit of apprehension the first day that that I met with three of you and then came in and u I know the journey was sometimes difficult, but I have thoroughly
058enjoyed working with the seven of you and now the eight of you and Definitely you as well, Kristen. Um, you're a good group. School boards. School boards. You're not paid for what you do. You do this because you love your community. You love your kids. The heartbeat of any community is the school district. And if we don't have a good school board, our school district is not strong. Um, it's a tough job. Sometimes it's a thankless job. So, I'm thanking you. Thanking you for your service. Um, I have watched I've watched I've watched y'all grow up some in the last four months. And this is going to this is a great board. This is a great board and you've got a good team of eight. So, I'm I'm excited about the journey for you. >>
059Opening day predictions. >> I think they're going to win 84 games and just miss the playoffs. Yeah, I think that if uh our first two starters that we weren't depending on are like a combined 80, you know, I think uh of all these about my age. So, and then when you start saying if this guy hits and that guy hits and if this guy hits, then I think it's 84. My son said 87 and he he said they're going to make the playoffs. So, we'll see. Man, I hope so. All right, y'all. >> I'm gonna turn it over to you. Oh, we know how that ends, don't we? >> At least we're not talking about that. >> Yeah, we we know how that goes. All right, there's no disscent. Then we are adjourned at 7:55.
060>> Oh, by the way, He drops browns.