[00:00:01]
          >>  I THINK, WE JUST HAVE TO WAIT FOR THE GOOD MORNING, I 
          [1. Call to order]
WOULD LIKE TO CALL TO ORDER THE DECEMBER 4, 2021, LAKE WASHINGTON SCHOOL DISTRICT STUDY SESSION.  LET THE RECORD REFLECT THAT ALL BOARD MEMBERS ARE PRESENT IN-PERSON.  WE WOULD LIKE TO WELCOME LEAH CHOY AND TRICIA LUBACH, DISTRICT LEADERSHIP DIRECTOR FROM THE WASINGTON STATE SCHOOL DIRECTORS' ASSOCIATION WHO'LLING ASSISTING THE BOARD IN OUR ANNUAL SELF ASSETMENT PROCESS. UNDER THE OPEN PUBLIC MEETINGS ACT, THE PUBLIC RECORDS ACT. THE PROHIBITION ON THE PUBLIC MEETINGS IS EXTENDED BUT THERE'S AN.  MAY MOST IN-PERSON PUBLIC MEETINGS UNDER THE OPEN PUBLIC'S MEETING ACCOUNT A, WITH NO DISCIPLINARY DISCIPLINE REQUIREMENTSMENT BUT ALL A APPLICABLE FACE REQUIREMENTS ARE.  AT THIS TIME THIS IS PLANNED THAT ALL BOARD MEETINGS, SCHEDULED IN DECEMBER AND THE SCHEDULED BOARD MEETING WILL BE HELD REMOTELY.  BOARD MEETINGS, STUDY SESSIONS AND SPECIAL MEETINGS, WILL BE CONTINUED TO LIVE STREAM ONLWSD WEBSITE. 
          E-MAIL THE BOARD AT BOARD MEMBERS AT LWSD.ORG.  THE ONLY 
          [1. Board Self-Assessment]
TOPIC FOR TODAY'S STUDY SESSION IS THE BOARD SELF ASSESSMENT. 
          CAN YOU INTRODUCE THE TOPIC, PLEASE. 
          >>  ABSOLUTELY.  AND I JUST WANT TO RECOGNIZE THE BOARD FOR ALLOCATING TIME TO SPEND REVIEWING YOURSELF-ASSESSMENT WHICH ALLOWS YOU TO DEVELOP GOALS AROUND IMPROVEMENT KNOWING THAT AS A BOARD YOU'VE PEP COMMITTED TO ONGOING GROWTH AND GOECHLT FOR A NUMBER OF YEARS WHICH IS ALSO REPRESENTED BY YOUR RECOGNITION AS A BOARD OF DISTINCTION, AND I'LL HAND IT TO KRISTEN TO WALK US THROUGH OUR AGENDA TODAY. 
          >>  GREAT.  WELL, WELCOME, I'M VERY HAPPY TO BE WITH ALL OF YOU TODAY.  I APPRECIATE YOU INVITING ME IN.  I'LL GIVE A LITTLE BIT OF BACKGROUND ABOUT MYSELF.  I'M THE DIRECTOR OF LEADERSHIP DEVELOPMENT AT WSSDA FOR THE LAST 10 YEARS, I'VE BEEN A LOCAL SCHOOL BOARD DIRECTOR SO I HAVE 16 YEARS OF SCHOOL BOARD DIRECTOR AS WELL.  I REALLY UNDERSTAND THE WORK AND THE CHALLENGES, AND SOME OF THE ISSUES THAT YOU ALL GRAPPLE WITH AS SCHOOL BOARD MEMBERS TRYING TO GOVERN THE DISTRICTS IN A WAY THAT MEETS THE NEEDS OF EVERY STUDENT.  SO, I'M REALLY HAPPY TO BE HERE TODAY.  YOU'VE GOT THE LITTLE GUY UP THERE GIVING A LITTLE BIT OF INSPIRATION.  FOR ALL OF YOU BEING HERE EARLY AT 8:00 A.M. ON A SATURDAY MORNING, WE APPRECIATE THAT.  A COUPLE OF THINGS I WOULD LIKE TO START WITH, ONE OF THE THINGS, I'VE HAD A CHANCE TO GO AROUND, MOST OF YOU I HAVE MET AND THOSE OF YOU I HADN'T, I INTRODUCED MYSELF TO YOU EARLIER.  BUT, I WOULD LIKE YOU TO SHARE WITH ME JUST SOMETHING THAT YOU ARE HOPING TO LEARN AND CONTRIBUTE TODAY.  BECAUSE ALL OF YOU HAVE THE CAPACITY TO LEARN SOMETHING TODAY AND POSSIBLY CONTRIBUTE. 
          ERIC, I'LL START WITH YOU, YOU ARE THE BOARD CHAIR SO, YOU DO HAVE THE OPPORTUNITY TO PASS THAT OFF TO SOMEONE ELSE.  GOOD 
          POINT.  OKAY, LEAH, GO AHEAD. >> [LAUGHTER] . 
          >>  NO, I'M KIDDING.  OKAY.  UM, LEARN... OKAY, SO, I GUESS WHAT I WOULD LIKE TO LEARN IS WE HAVE A GOVERNANCE PROCESS THAT OUR BOARD OPERATING UNDER, AND I FIND IT INTERESTING TO THINK CRITICALLY ABOUT OUR GOVERNANCE PROCESS IN RELATION TO OTHER 
          [00:05:05]
POTENTIAL GOVERNANCE PROCESSES, I DON'T SAY THAT TO SUGGEST THAT WE ABANDON OUR'S, BUT IT HELPS FOR ME TO THINK ABOUT THE WHY WE DO THE THINGS WE DO IN RELATION TO OTHER WAYS OF OPERATING AS A BOARD.  SO, I GUESS I WOULD LIKE TO LEARN COMPARATIVELY OF WHAT DIFFERENT GOVERNSANCE PROCESSES CAN BE USED BY A BOARD.  WHAT I HOPE WHAT WAS THE SECOND PART OF THE PROMPT? 
          >>  WHAT DO YOU HOPE TO CONTRIBUTE? 
          >>  CONTRIBUTE.  OKAY.  I MEAN, I JUST DID IT RIGHT THERE, 
          RIGHT? >> . 
          [LAUGHTER] >>  YES, YOU DID. 
          >>  OKAY. >>  OKAY, ARE YOU GOING TO YOUR 
          RIGHT OR LEFT? >>  I HOPE, I HOPE TO CONTRIBUTE MY HONEST EXPERIENCE OF SERVING ONNED BOARD FOR THE LAST TWO YEARS.  WE HAVEN'T HAD A BOARD SELF-ASSESSMENT FOR AWHILE, SO THAT'S WHAT YOU HOPE TO CONTRIBUTE. 
          >>  THANK YOU, VERY MUCH. >>  WOULD YOU LIKE TO GO NEXT? 
          >>  WE WON'T MAKE LEAH GO. >>  SO, I GUESS WHAT I HOPE TO LEARN IS SORT OF WHERE WE AS A BOARD SEE WHERE WE'RE AT AND HAVE THE OPPORTUNITY TO IMPROVE AND ACTUALLY BUILD ON WHERE THINGS ARE GOOD AND STRENGTHEN THOSE.  AND WHAT I CAN ADD TO THIS, I KNOW, I DO APPRECIATE ERIC'S COMMENT IN REGARDS TO MY EXPERIENCE OF DOING SO, AND BEING ON THE BOARD, THAT'S A BIG PIECE.  AND HONESTY, THROUGHOUT, I THINK THAT'S IMPORTANT.  AND THEN, I GUESS, THE WILLINGNESS TO LISTEN AND HEAR NEW THINGS. 
          >>  THANK YOU. >>  CHRIS? 
          >>  I'M GOING TO TAKE THE TWO QUESTIONS OUT OF ORDER. 
          SOMETHING I WOULD LIKE TO CONTRIBUTE, WELL, I ACTUALLY HAVE SOMETHING THAT I HOPE NOT TO CONTRIBUTE TOO MUCH OF, AND THAT IS SCEPTICISM.  I'M NOT A HUGE FAN OF SELF-ASSESSMENT, I'M A HUGE FAN OF ASSESSMENT, SO I'M HOPING TO LEARN WHAT VALUE 
          SELF-ASSESSMENT HAS FOR US. >>  THANK YOU, FAIR ENOUGH. 
          >>  OVER THE LAST EIGHT YEARS, I'VE BEEN TRYING TO FIGURE OUT THE SIMPLE WAY A TWO-MINUTE OR 30-SECOND WAY OF EXPLAINING TO CONSTITUENTS WHAT POLICY GOVERNANCE MEANS AND WHAT'S THE DIFFERENCE BETWEEN IT AND OTHER FORMS AND WHY IT WORKS BEST FOR THEM.  I DON'T HAVE THE ELEVATOR SPEECH YET, I'M SHOT SURE I EENT HAVE A INVESTIGATION OF IT.  AND I KNOW I WILL BE ABLE TO BETTER S EXPLAIN.  I THINK THERE ARE A LOT OF MISCONCEPTIONS IN THE PUBLIC.  AND THERE ARE PROBABLY MISCONCEPTIONS IN THIS ROOM AS THERE ARE OUTSIDE IN THE PUBLIC, BUT THAT'S BESIDE THE POINT.  I WANT TO BE SURE THAT WHEN WE LEAVE HERE THAT I CAN FIND A WAY, LIKE I SAID, ABOUT A 50 WORD, HERE'S WHAT IT IS, AND HERE'S WHAT IT MEANS TO YOU, AND HERE'S WHY IT'S BETTER THAN OTHER WAYS.  WHAT I HOPE TO CONTRIBUTE, I GET A TON OF INPUT FROM A LOT OF FOLKS AROUND THE DISTRICT.  AND I HOPE TO BRING THOSE THOUGHTS TO THE MEETING 
          TODAY. >>  THANK YOU. 
          >>  SO, PROBABLY WHAT I HOPE TO LEARN IS A LITTLE BIT MORE OF THE DYNAMICS ON HOW THIS BOARD FUNCTIONS, AS WELL AS THE HISTORY, BEING BRAND NEW.  WHAT I WOULD HOPE TO CONTRIBUTE PROBABLY WOULD BE A PERSPECTIVE, A NEW PERSPECTIVE TO SOMEBODY WHOSE NEVER SERVED ON A SCHOOL BOARD AND AT, AT THIS POINT JUST 
          A MEMBER OF THE COMMUNITY.  SO. >>  EXCELLENT, THANK YOU.  JOHN? 
          >>  SO, I THINK TO CHRIS' POSITIVITY, I'M ALSO A HUGE FAN OF ASSESSMENT, AND WHETHER THE SELF-ASSESSMENT IS A FORMALIZED 
          [00:10:01]
PROCESS OR INFORMAL PROCESS, ASSESSMENT DATA HELPS US TO IMPROVE OUR PRACTICE WETHER OR NOT THAT SELF-ASSESSMENT IS FORMAL, SO, I GUESS I WOULD ADD THAT, IS THAT WE ARE ALWAYS SELF-ASSESSING.  THIS IS THE APPLICATION OF TAKING ALL OF THAT DATA AND THEN SAYS, HOW ARE WE WILLING TO APPLY THAT TO OUR PRACTICES TO IMPROVE, SO I'M EXCITED ABOUT THAT FOR ME, WORKING WITH THIS BOARD THIS BOARD HAS ESTABLISHED A WILLINGS TO WANT TO GROW AND LEARN.  AND THAT'S A GOOD POINT TO A START A POSITIVE RELATIONSHIP.  THE FACT THAT THESE FOLKS ARE WILLING TO SERVE AS PUBLICLY ELECTED SCHOOL BOARD MEMBERS I THINK IS A TESTAMENT TO THEIR CHARACTER, BUT ALSO, I TRULY BELIEVE THAT PUBLICLY ELECTED SCHOOL BOARDS HAVE A CRITICAL ROLE IN PUBLIC EDUCATION BECAUSE IT TRULY PROVIDES THE COMMUNITIES VOICE IN THE PROCESS OF EDUCATING COMMUNITY STUDENT.  FOR ME, THIS CONVERSATION IS ALL ABOUT ELEVATING THE BOARD'S VOICE AND GOVERNANCE IN THEIR ROLE IN LEADING THE SCHOOL DISTRICT. 
          WHAT CAN I OFFER?  HOPEFULLY I BRING THE OPERATIONAL PERSPECTIVE, THE EXECUTIVE LEADERSHIP PERSPECTIVE AND 
          HONESTY AND TRANSPARENCY. >>  GREAT, THANK YOU VERY MUCH. 
          >>  AGAIN, ALL OF YOUR THOUGHTS I'M GETTING DOWN.  GREAT.  SO, ALL OF YOU HAVE AN AGENDA IN FRONT OF YOU.  AND SO, CERTAINLY OUR PURPOSE TODAY IS TO TAKE A LOOK AT THE SELF-ASSESSMENT. 
          BUT NOT JUST TO LOOK AT IT BUT TO WORK WITH IT.  BECAUSE THE BEAUTY OF YOU HAVING HAD SEVERAL YEARS OF HISTORY, IT GIVES YOU ADDED PERSPECTIVE.  SPEAKING SCEPTICALLY OF SELF ASSESSMENTS, YOU KNOW, STUDENTS USED TO ONLY BE ASSESSED BY OTHERS BY TESTS, BUT OVER THE YEARS, THERE'S BEEN AN ELEMENT OF ASKING THE STUDENTS HOW DO YOU THINK THAT YOU ARE DOING.  AND THAT HAS BEEN A POSITIVE OUTCOME FOR STUDENTS TO BE ABLE TO THINK ABOUT THAT THEMSELVES.  AND THE SAME IS TRUE, YOU GET ASSESSMENTS FROM THE PUBLIC, ALL THE TIME, WHETHER YOU ASK FOR 
          THEM OR NOT, RIGHT? >>  AND THIS IS ONE WAY TO DIG INTO SOME OF YOUR OWN DATA. THERE ARE A COUPLE OF THINGS I WOULD LIKE TO SHARE WITH YOU. IF YOU LOOK AT THE AGENDA THAT WE HAVE TODAY.  WE'RE GOING TO SPEND THIS MORNING, REALLY THE FIRST TWO HOURS, UNPACKED THE BOARD'S SELF-ASSESSMENT. 
          BECAUSE THE SELF-ASSESSMENT REPORT ITSELF, HAS NO VALUE UNLESS ALL OF YOU AS A TEAM DISCUSS WHAT IT MEANS TO YOU. 
          WHAT DID WE SAY, WHAT DID WE MEAN BY THIS, WHAT DOES THIS DATA TELL US ABOUT OURSELVES AND HOW CAN WE LEARN AND GROW FROM IT.  FOURS AND CONVERSATIONS THAT WE HAVE. 
          I ENCOURAGE YOU TO REALLY DIVE INTO THOSE AND NOT BE AFRAID TO REALLY DIG INTO THEM AND THING ABOUT WHAT DOES THIS MEAN FOR US?  SO, WE'RE GOING TO START WITH THAT THIS MORNING AND WE'LL DO THAT IN A VARIETY OF DIFFERENT WAYS, WE'LL PAIR YOU UP, GIVING YOU THE OPPORTUNITIES TO WORK IN SMALL GROUPS AND COME BACK AND WORK INTO A FULL GROUP. SO, THAT'S WHERE WE WILL START THIS MORNING, WE'RE GOING TO HAVE A BREAK AT 10:30 AND AFTER THAT WE'LL MOVE INTO SOME GOAL SETTING AROUND WHAT YOU HAVE UNPACKED THIS MORNING AROUND THE SELF ASSESSMENT, AND ALSO TAKING A LOOK AT YOUR STRATEGIC PLAN. HOW DOES YOURSELF-ASSESSMENT, HOW DO THE THINGS THAT YOU TALKED ABOUT EARLIER IN THE MORNING CONNECT WITH YOUR ROLE WITHIN THE STRATEGIC PLAN, AND WE'LL MOVE INTO THAT LATER IN THE MORNING AND WE'LL END WITH WHAT WE CALL A SUCCESS PROTOCOL WHICH IS SHORT AND GIVES YOU THE OPPORTUNITY TO TALK ABOUT WHAT YOU NEED FROM EACH OTHER.  SO, I'LL STOP FOR A MOMENT AND ASK IF ANYBODY HAS ANY QUESTIONS OR THOUGHTS AT THIS POINT, OR NEEDS ANOTHER CUP OF COFFEE TO GET MOVING.  THERE'S COFFEE AND WATER, SO, FEEL FREE TO GRAB ANY OF THAT.  SO, I'M GOING TO DIVE IN A COUPLE OF THINGS TO SHOW YOU (INDISCERNIBLE) 
          >>  IN TERMS OF REALLY THINKING ABOUT THE BOARD'S SELF ASSESSMENT, I WANT TO GIVE YOU A BIT OF BACKGROUND ON IT.  WE 
          [00:15:01]
HAVE WORKED WITH RESEARCHERS FROM MONTANA OVER THE LAST I GUESS, IT'S BEEN NOW WWSDAS'S SELF-ASSESSMENT HAS BEEN THE RELIABLE ONE OVER THE YEARS. THE STUDENTS AND THEY HAVE COMPARED HOW TO BOARD'S ASSESS THEMSELVES THROUGH THE SELF-ASSESSMENT AND HOW DOES THAT COMPARE TO STUDENT ACADEMIC OUTCOMES.  I DO WANT TO CLARIFY THAT, YOU ALL KNOW THERE ARE A LOT OF THINGS THAT ARE NOT ASSESSED IN TERMS OF STUDENT'S SUCCESS BY THE STATE, I MEAN, THAT'S ONE OF THE THINGS THAT IS FRUSTRATING, HOW DO YOU ASSESS A STUDENT.  BUT IF YOU LOOK AT SPECIFICALLY, THE STATE ASSESSMENT DATA, THAT'S WHAT IT'S COMPARED WITH.  AND WHAT THEY FOUND IN COMPARING THOSE TWO IN WASHINGTON STATE, IS THAT THE BOARDS OF HYPER FORMING DISTRICTS BEHAVED VERY DIFFERENTLY OF THE BOARDS OF LOW PERFORMING DISTRICTS.  SO, THAT SEEMS SOMEWHAT INTUITIVE ON ONE LEVEL, AND YET ON ANOTHER LEVEL, YOU THINK ABOUT HOW IT'S A DISTAL RELATIONSHIP BETWEEN THE BOARD AND THE STUDENTS IN MANY WAYS.  BUT, THIS IS THE WORK THAT ACTUALLY ORIGINALLY CAME OUT OF THE LIGHTHOUSE STUDIES OUT OF IOWA.  ANY OF YOU WHO HAVE STUDIED BOARDSMENSHIP AND DOES IT MATTER WHAT BOARDS DO FOR STUDENTS, DOES IT MAKE A DIFFERENCE?  ANOTHER STUDY THAT CAME OUT WAS LOOKING AT LOW PERFORMS BOARDS AND LOW STUDENT ACHIEVEMENT.  AND THIS WAS REALLY INTERESTING AND THIS WAS BASED ON OBSERVATIONAL DATE. THE RESEARCHERS APRIL TENDED HUNDREDS OF BOARD MEETINGS, AND THEY LISTED WHAT THEY SAW IN THE BOARD MEETINGS, AND THERE WERE A NUMBER OF FACTORS THAT THEY COULD ASSESS BOARDS ON.  AND THEN THEY COMPARED THEM TO, AGAIN, STUDENT ACHIEVEMENT SCORES.  AND THIS IS WHAT THEY FOUND.  THAT THOSE DISTRICTS THAT HAD LOW PERFORMANCE, LOW ACADEMIC PERFORMANCE IN THE DISTRICT WERE MORE LIKELY TO HAVE BOARD MEETINGS, THAT WERE LESS ORDERERLY, LESS TIME SPENT ON STUDENT ACHIEVEMENT, NOT LISTENING RESPECTFULLY TO EACH OTHER OR PEOPLE SPEAKING. ADVANCING THEIR OWN AGENDA. 
          LESS GOOD WORKING RELATIONSHIPS. THE WORKING RELATIONSHIPS WERE NOT POSITIVE WITHIN THE GOVERNANCE TEAM.  FEWER MEMBERS RELIED ON THE SUPERINTENDENT FOR ADVICE OR INPUT.  A MEMBER OTHER THAN THE CHAIR TOOK EXCESSIVE TIMES IN TERMS OF TALKING IN THE MEETING AND THERE WAS LESS FOCUS ON POLICY ITEMS.  AGAIN, WE'RE BUILDING RESEARCH ON DOES WHAT YOU DO EVERYDAY MATTER FOR STUDENTS.  SO, THIS BRINGS US TO THE WASHINGTON SCHOOL BOARD STANDARDS.  I THINK PROBABLY MOST OF YOU HAVE SEEN THIS BEFORE.  BUT, THESE WERE STANDARDS THAT WERE DEVELOPED BACK IN 2009.  AGAIN, A LOT OF IT BASED ON THE IOWA LIGHLIGHTH SSTAT STUDIES, WHICH, 13 YEARS AGO THERE WAS A DIFFERENT LEVEL OF WHAT WE KNEW ABOUT BOARDS THAN THERE WAS NOW.  WSSDA IS REFRESHING AND.  THE REASON I TALK ABOUT THE WASHINGTON SCHOOL BOARD STANDARDS IS THE INDICATORS INTEREST THE BOARD SELF-ASSESSMENT, IT'S HOW DO YOU FEEL INDIVIDUALLY YOUR BOARD IS NOT OR IS APPLYING TO THE WASHINGTON SCHOOL BOARD STANDARDS.  THESE ARE THE FIVE PRINCIPLES AND THERE WERE 10-12. 
          [00:20:01]
RESPONSIBLE SCHOOL DISTRICT GOVERNANCE. THE SECRETARY IS COMMUNICATION OF AND COMMITMENT TO HIGH EXPECTATIONS FOR STUDENT LEARNING.  THE THIRD IS CREATING CONDITIONS DISTRICT-WIDE FOR STUDENT AND STAFF SUCCESS.  AND THE FOURTH IS HOLDING THE DISTRICT ACCOUNTABLE FOR STUDENT LEARNING.  AND THE LAST ONE IS ENGAGE OF THE COMMUNITY IN EDUCATION.  OKAY.  NOTHING LIKE HAVING A PRESENTATION BEHIND YOU. 
          >>  SO AGAIN AS OUR MONTANA RESEARCHERS TOOK A LOOK AT HOW DO THE ANSWERS ON THE BOARD'S SELF-ASSESSMENT COROLLATE WITH STUDENT OUTCOMES AND THEY FOUND A NUMBER OF THINGS.  SO, TEXAS, OREGON, ARIZONA AND MINNESOTA ALSO USE OUR BOARD SELF-ASSESSMENT.  SO, AND ALSO SOME DISTRICTS IN MONTANA.  SO, OUR RESEARCHERS HAVE BEEN ABLE TO TAKE A LOOK AT NOT ONLY WASHINGTON STATE'S CORRELATIONS WITH THE SELF-ASSESSMENT AND STUDENT OUTCOMES, BUT ALSO FROM THE OTHER STATES.  AND THE RESEARCH HAS BEEN REALLY CONSISTENT, THE RESEARCH RESULTS.  IN SOME CASES, YOU KNOW, THERE'S A SWITCH BETWEEN ONE AND TWO OR TWO AND ONE.  BUT OVERALL THEY FOUND VERY CONSISTENT RESULTS FROM THE BOARDS.  AND SO, THIS IS WHAT THEY'VE SEEN IN TERMS OF HIGH STUDENT ACHIEVEMENT BOARDS.  AND THESE ARE LISTED IN ORDER.  SO, THESE ARE SOME OF THE QUESTIONS THAT YOU ANSWERED.  AND THE QUESTION WOULD HAVE BEEN, DOES YOUR BOARD, THROUGH POLICIES AND ACTIONS COMMUNICATE HIGH EXPECTATIONS FOR ALL STUDENTS. AND THAT ONE TURNED OUT TO HAVE THE STRONGEST CORRELATION WITH HIGH STUDENT ACHIEVEMENT.  SO, AGAIN, I THINK IT'S INTERESTING, THAT ONE'S REALLY ABOUT COMMUNICATING ABOUT HIGH EXPECTATIONS.  YOU COULD LOOK THROUGH THE REST OF THOSE AND I'LL LET YOU TAKE A MOMENT TO 
          REVIEW THEM. >>  AGAIN, NONE OF THESE FALL SPECIFICALLY WITHIN ONE OR TWO OF THE FIVE STANDARD AREAS, ALTHOUGH THERE ARE SOME GROUPINGS WITHIN THEM THAT ARE STRONGER CORRELATIONS THAN OTHERS.  SO, REALLY, THIS IS THE UPSHOT.  SCHOOL BOARD ACTIONS MATTER.  THAT'S RIGHT.  THERE WE GO.  SO, WHEN YOU ARE ADDRESSING FACTORS WITHIN YOUR CONTROL, SCHOOL BOARDS CAN CREATE ENVIRONMENTS WHERE SOCIAL INJUSTICES ARE OVERCOME AND EVERY STUDENT ACHIEVES AT HIGH LEVELS, EVEN IN A PANDEMIC.  IT GETS MORE CHALLENGING, FOR SURE. 
          BUT WHAT THE BOARD DOES MATTERS. SO, I'M NOT GOING TO SPEND MUCH TIME LECTURING AT YOU TODAY, THIS IS ALMOST THE END OF IT, IN FACT, THAT'S THE GOOD PART.  BUT I WANTED TO SET UP FOR YOU WHY IT MATTERS WHAT WE'RE DOING TODAY AND WHY YOUR WORK MATTERS AND WHY GOING THROUGH THE BOARD'S SELF-ASSESSMENT CAN MAKE A DIFFERENCE BOTH IN YOUR PER F FORMANCE AND WHAT THAT LOOKS LIKE FOR THE STUDENTS.  I'M GOING TO STICK RIGHT NOW.  IF YOU COULD GO BACK TO SLIDE 6.  I DON'T KNOW THAT THIS IS REALLY WHERE WE'RE GOING TO START. 
          OKAY.  SO, WHAT I WOULD LIKE YOU TO DO IS I WANT TO WALK THROUGH A COUPLE OF PIECES OF INFORMATION THAT YOU HAVE IN FRONT OF YOU.  FIRST OF ALL, DOES ANYBODY HAVE ANY QUESTIONS OR COMMENTS ON WHAT WE JUST RAN THROUGH?  I KNOW IT WAS JUST A 
          VERY QUICK OVERVIEW OF... OKAY. >> 
          (INDISCERNIBLE) >>  ABSOLUTELY.  I WOULD BE HAPPY DO THAT FOR YOU, ACTUALLY, JOHN HAS THEM BECAUSE HE'S RUNNING THE SHOW FOR US TODAY. THERE ARE A COUPLE OF PIECES OF INFORMATION THAT I WOULD LIKE TO WALK THROUGH WITH YOU.  ALL OF YOU HAVE THE BOARD'S SELF-ASSESSMENT, GIANT DOCUMENT, 
          [00:25:03]
42 PAGES.  YES, YOU ANSWERED ALL OF THESE QUESTIONS.  SO, I THINK THIS SURVEY WAS TAKEN MAY BE A COUPLE OF MONTHS AGO, DO YOU 
          RECALL? >> 
          (INDISCERNIBLE) >>  IT WAS BACK IN MARCH?  OKAY. 
          OKAY.  WHICH PROBABLY ISN'T THAT DIFFERENT MAY BE THEN, IT WOULD BE INTERESTING TO SEE WHAT WOULD BE DIFFERENT TODAY.  BUT THE RESULTS ARE FAIRLY CONSISTENT OVER TIME.  SO, I JUST WANT YOU TO BE AWARE OF THAT.  YOU HAVE THAT.  THE OTHER DOCUMENT THAT YOU HAVE IN FRONT OF YOU IS WHAT'S CALLED A RANKING REPORT. 
          LET ME SEE IF I HAVE THAT COPY WITH ME.  IT LOOKS LIKE THIS AND IT SAYS BOARD SELF-ASSESSMENT SURVEY SCORE RANKING.  IT LOOKS LIKE THIS, AND IT'S FIVE PAGES. EVERYBODY HAVE THAT? 
          >>  THIS IS A BIT OF A CHEAT SHEET AND I'LL TELL YOU HOW TO USE IT.  AND ADDITIONALLY I'M GOING TO HAND OUT SOME WORKSHEETS FOR YOU, NOTHING LIKE COMING TO SCHOOL ON SATURDAY AND GETTING A WORKSHEET.  AND THIS CAN BE USED AS A GUIDE, YOU DO NOT HAVE TO FOLLOW IT WORD FOR WORD BUT USE IT REALLY AS A TOOL FOR YOURSELF.  SO, HERE'S WHAT WE'RE GOING TO DO.  WE'RE GOING TO DO THREE ROUNDS OF CONVERSATION, SO IT WILL BE SMALL GROUP CONVERSATIONS, SOME OF YOU WILL BE IN PAIRS AND I THINK WE HAVE ONE TRY ADD, THE FIRST ONE IS DIGGING IN AND LOOKING AT WHERE SOME AREAS THAT YOU AS A BOARD IDENTIFIED SOME STRENGTHS, YOU BELIEVED THESE ARE AREAS OF STRENGTH FOR YOURSELF AS A BOARD.  THESE ARE THINGS WE THINK WE DO REALLY AND WE FOCUS ON.  AND THEN THE SECOND ROUND WILL BE WHERE ARE THE AREAS WHERE WE DIDN'T FIND AS MUCH STRENGTH WITHIN OUR BOARD.  MAY BE THOSE ARE AREAS WHERE WE WOULD LIKE TO SET SOME GOALS FOR IMPROVEMENT, THEY MIGHT ALSO JUST BE THINGS THAT YOU ARE NOT FOCUSSING ON RIGHT NOW.  AND IN SOME CASES THAT MIGHT BE OKAY.  THIS HAS NOT BEEN A NORMAL TWO YEARS.  AND, SO, YOU CAN'T DO ALL THE THINGS IN THE MIDDLE OF A PANDEMIC. 
          SO, PERHAPS YOU SET SOME THINGS ASIDE TO FOCUS ON OTHER THINGS, AND THAT'S OKAY.  BUT, I WILL WANT YOU TO REALLY DIG IN AND THINK ABOUT THAT, ARE THESE THINGS THAT WE REALLY SHOULD BE FOCUSSING ON RIGHT NOW?  OR ARE THOSE THINGS THAT MADE SENSE FOR US TO SET ASIDE FOR THE CURRENT TIME.  THAT'S THE SECOND ROUND. 
          THE THIRD ONE IS RAINBOW ROUND, IT SOUNDS MORE EXCITING THAN IT IS.  THOSE ARE THOSE AREAS WHERE YOUR BOARD HAD A REAL DIVERGENCE OF INPUT.  SOME OF YOU THOUGHT, HEY WE DID A GOOD JOB AT THIS, AND SOME OF YOU THOUGHT, WE'RE OKAY, AND SOME THOUGHT, NO WE'RE NOT GOOD AT THIS AT ALL.  THOSE ARE THE ONES THAT ARE A REAL DIVERGENCE AND YOU WANT TO HAVE DISCUSSIONS ABOUT WHY IS THAT, IS THAT CONCERNING TO US OR AN AREA THAT WE WOULD LIKE TO SET SOME GOALS OR IS THAT ONE OF THE THINGS THAT IT'S JUST THE WAY IT IS DURING CURRENT CIRCUMSTANCES. SO, WE'RE GOING TO SPEND ABOUT 30-35 MINUTE ON EACH ROUND. YOU'LL HAVE 15 MINUTES TO TALK WITH EACH OTHER ON PAIRS OR TRIADS, AND WE'LL SPEND 20 MINUTES SHARING OUT, SO, IF CASSANDRA AND SIRY ARE A PAIR, AFTER THE TIME THEY HAVE TALKED AND WRITTEN NOTES AND THEN WE'LL GO AROUND AND THEIR IT GROUP WILL HAVE A CHANCE TO SHARE OUT. 
          AND WE'LL COLLECT ALL OF THAT DATA.  I REALLY ENCOURAGE YOU TO WRITE DOWN SOME OF THE THINGS THAT YOU TALK ABOUT BECAUSE THAT WILL HELP YOU REMEMBER WHAT TO SHARE OUT WITH THE GROUP.  I GUARANTY YOU WILL HAVE SIMILAR THINGS AND SOME OTHER THINGS THAT WILL YOU'LL SHARE THROUGH, AND THAT'S THE VALUE OF HAVING 
          THOSE CONVERSATIONS.  YES, JOHN? >>  IS THE COLLATED DATA THE 5-YEAR AVERAGES, OR IS THIS BASED JUST ON THE 2021 RESPONSES 
          FROM THE BOARD? >>  SO, LET'S TAKE A LOOK AT THAT.  TAKE A LOOK AT PAGE THREE, SO, THE ASK YOUR QUESTION 
          AGAIN, PLEASE? >>  SO, THIS DOCUMENT HERE? 
          >>  YES. >>  IS THIS BASED ON A FIVE DATA POINT AVERAGE OR IS THIS JUST THE 2021 RESPONSES? 
          >>  GREAT QUESTION, ONLY 2021, THIS IS THIS YEAR.  ONE OF THE THINGS THAT YOU MIGHT WANT TO START WITH, IN FACT, LET'S LOOK AT IT JUST AS A WHOLE GROUP RIGHT NOW, TAKE A LOOK AT PAGE THREE WHICH SAYS, FRAMEWORK FOR GOVERNANCE, AGGREGATE DATA.  AND 
          [00:30:01]
THIS IS YOUR LONGITUDE DATA. THIS IS FROM 2016-2021.  TAKE A LOOK AT THIS AND THINK ABOUT WHAT YOU SEE HERE.  LONGITUDAL 
          DATA. >>  A LOT OF GREEN AND BLUE. 
          >>  YES, WHICH MEANS YOU AS A BOARD BELIEVE YOU DO MANY OF THESE THINGS ALWAYS OR MOST OF THE TIME.  GREAT.  ABSOLUTELY. 
          WHAT ELSE DO YOU SEE? >>  PRIOR TO 2021 YOU DIDN'T 
          REALLY SEE NEVER. >>  GREAT, ANOTHER GOOD OBSERVATION, SO, PRIOR TO THIS YEAR THERE WEREN'T ALLOT OF RESPONSES THAT SAID WE NEVER DO THIS.  COULD BE A LOT OF REASONS FOR THAT.  YEAH.  YOU'LL HAVE TIME TO DIVE INTO THAT. 
          >>  AS I LOOK AT THE STANDARDS, STANDARD FIVE, TENDS TO HAVE THE LOWEST WHERE WE WERE ALL IN BLUE OR GREEN. 
          >>  RIGHT. >>  AND THAT'S CONSISTENT 
          THROUGH THE YEARS. >>  SO, STANDARD FIVE ENGAGING THE LOCAL COMMUNITY AND REPRESENTING THE VALUES AND EXPECTATIONS THEY HOLD FOR THEIR SCHOOLS IS THE AREA WHERE YOU RATED YOURSELVES THE LOWEST, CONSISTENTLY, INCLUDING THIS YEAR.  HOW ABOUT THINGS THAT CHANGED FROM 2018-2021. 
          >>  SO, 2018 WAS MY FIRST YEAR AS A BOARD DIRECTOR, SO I'M GOING TO GUESS THAT A LOT OF THE I DON'T KNOWS WERE FROM ME.  I DON'T REMEMBER HOW I RANKED IT, BUT I WOULD LIKE TO SAY THAT WAS 
          PROBABLY ME. >>  THE 2016 I DON'T KNOW'S WERE 
          ME. >>  YES. 
          (INDISCERNIBLE) >>  (INAUDIBLE). 
          >>  THANK YOU, CHRIS, I ACCEPT FULL POTENTIAL RESPONSIBILITY. 
          >>  OH, YEAH, I HONESTLY DID NOT KNOW, BEING A COUPLE OF MONTHS IN.  THE I DON'T KNOW'S ARE A TO-DO LIST, THESE ARE THE THINGS THAT WE NEED TO BE SURE THE NEW MEMBERS NEED TO LEARN ABOUT. 
          AND WHEN LEAH TAKES IT NEXT YEAR IN 2022, THERE'LL BE ITEMS IN BLACK THAT SHE DON'T KNOW, AND YOU'LL WANT TO TAKE A LOOK AT THOSE AND ASK HER, WE SEE AN I DON'T KNOW HERE, IS THIS SOMETHING THAT THE BOARD NEEDS TO PROVIDE YOU WITH MORE INFORMATION ABOUT.  SO, IT REALLY IS A GOOD TO-DO LIST FOR YOUR NEW SCHOOL BOARD MEMBERS. BUT LONG TIME SCHOOL BOARD MEMBERS CAN SOMETIMES HAVE AN I DON'T KNOW.  LEAN LONGTIME BOARD MEMBERS SOMETIMES DON'T KNOW WHAT THEY DON'T KNOW.  AND AS THEY LEARN MORE, THEY REALIZE THEY DON'T KNOW WHAT THEY THOUGHT THEY KNEW.  IT'S JUST THE NATURE OF THE WORK.  ANYMORE 
          OBSERVATIONS? >>  WE HAVE A VERY HIGH OPINION OF OURSELVES.  I'LL PUT IT THAT WAY.  AND RIGHTLY OR WRONGLY, I DON'T KNOW.  AND I THINK THAT IT GOES BACK TO THE PHRASE IF WE DON'T KNOW THAT WE DON'T KNOW, AND THAT'S WHERE THE SELF-ASSESSMENT, I THINK IS USEFUL, BECAUSE AS YOU INDICATED, THERE'S A LOT OF BLUE AND GREEN.  AND MAY BE IN REALITY, THAT MAY BE OUR PERCENCEPTION, I DON'T KNOW AND I WOULD RATHER IT BE A REALITY THAN A PERCENCEPTION. 
          >>  YOU'LL BE ABLE TO DIG INTO SOME OF THOSE DETAILS WHEN YOU WORK IN THE SMALL GROUPS, SO, GOOD OBSERVATIONS THERE.  ANYONE 
          ELSE? >>  SO, LET ME TELL YOU HOW YOU'RE GOING TO USE THESE THINGS.  SO, ONE OF THE PIECES --  HAVE ALL OF YOU HAD A CHANCE TO LOOK OVER THIS REPORT YET, OR 
          SOME OF YOU HAVEN'T? >>  OKAY.  AND THERE'S NO PROBLEM THERE?  YOU WILL FOR THE FIRST TWO ROUNDS USE THIS DOCUMENT MAINLY AS BACKUP.  SO, IF YOU WANT TO DIG IN AND TAKE A LOOK AT SOME SPECIFIC QUESTIONS AND HOW YOU ANSWERED IT, YOU COULD DO THAT.  WHAT YOU WILL PRIMARILY USE DURING THE FIRST TWO ROUNDS IS YOUR SCORE RANKING.  SO, WHAT THIS DOES IS IT PROVIDES A LIST FROM THE FIRST TO THE LAST PAGE OF THE AVERAGE SCORE THAT YOU GAVE EACH QUESTION.  SO, IF YOU TAKE A LOOK AT THE FIRST PAGE, YOU'LL SEE ALL OF THESE ALONG OF THESE 
          [00:35:07]
ALONG THE LEFT-HAND ARE IN GREEN.  THESE ARE THE AREAS WHERE YOU RATE THE YOURSELVES THE HIGHEST.  JUST TO JOHN'S POINT, DURING THE 2021 BOARD SELF-ASSESSMENT.  SO, YOU COULD SEE THEY ARE PRIMARILY ON THE FIRST PAGE AND THEN A COUPLE OF THEM MOVE OVER ON TO THE SECOND PAGE.  IT'S BASICALLY ANYTHING THAT YOU GAVE A SCORE HIGHER THAN 3.6 AS AN AVERAGE.  OKAY. 
          SO, THOSE ARE THE AREAS WHERE I WOULD START LOOKING IN YOUR FIRST ROUND ABOUT WHERE ARE YOUR AREAS OF STRENGTH.  IF YOU GO TO THE LAST PAGE YOU'LL SEE THE INVERSE.  SO, PAGE FIVE OF FIVE, YOU'LL HAVE SOME OF THESE IDENTIFIED IN RED.  THESE ARE THE AREAS THAT HAD THE LOWEST AVERAGE AMONG ALL OF THEM.  NOW, I'M NOT SURE WHY THE ONE AT THE TOP OF THE PAGE WHICH IS ALSO A 3.0, WASN'T IDENTIFIED IN RED. I WOULD GO AHEAD AND CIRCLE THAT ONE TOO, AS WELL AS THE ONE ON THE VERY BOTTOM OF PAGE FOUR. 
          TO LOOK AT ANY OF THOSE THAT ARE 3.0 OR LOWER.  THOSE ARE THE AREAS THAT YOU RATED YOURSELVES THE LOWEST.  TAKE A LOOK BACK AT THE FIRST PAGE AND LOOK AT THE VERY FIRST ONE AT THE TOP.  SO, LET'S RUN ACROSS THE LET'S JUST RUN ACROSS WHAT THE NUMBERS MEAN.  SO, THE AVERAGE, THAT'S SELF-EXPLANATORY, THAT'S THE AVERAGE SCORE THAT YOU ALL GAVE, SINCE THE AVERAGE IS A FOUR, YOU PROBABLY REALIZE ALL OF YOU WILL GAVE YOURSELVES A FOUR ON THIS, THE MINIMUM WAS A FOUR, THE MAXIMUM WAS A FOUR AND THE STANDARD DEVIATION WAS 0.  THE QUESTION STILL QUESTION NUMBER 10, SO, IT'S NOT GOING TO BE INTERESTING FOR YOU TO LOOK AT THIS ONE, BECAUSE YOU ALL ANSWERED IT THE SAME.  BUT AS YOU GET DOWN TO SOME OF THE OTHERS, PARTICULARLY THE AREAS WHERE THERE'S LACK OF COHESIVENESS, OR THE AREAS WHERE YOU RATED YOURSELVES LOWER, YOU MAY WANT TO LOOK AT, WHAT DID IT REALLY LOOK LIKE, HOW IS IT WE SCORE OURSELVES?  SO, THAT WILL BE HELPFUL WITH THE QUESTION NUMBER.  AND OF COURSE, THE MIDDLE, WHICH WAS WHAT WAS THE QUESTION OR THE INDICATOR.  THE NEXT COLUMN IS THE STANDARD, WHICH STANDARD DID IT FALL IN. 
          SO, YOU COULD SEE THAT ONE, QUESTION 10 WAS IN STANDARD 1. 
          WHICH IS RESPONSIBLE SCHOOL DISTRICT GOVERNANCE.  AND THAT'S LISTED HERE ON THE RIGHT-HAND SIDE. 
          >>  GO AHEAD, CHRIS? >>  JOHN, GETTING BACK TO YOUR QUESTION WHETHER THIS IS THIS YEAR'S OR ALL YEAR'S, OTHERWISE THERE'LL BE NOTHING THAT ENDED IN .72, IF IT WAS ONLY THIS YEAR, IT WOULD BE FIVE VOTES, THESE ARE DEFINITELY A FOUR-YEAR 
          AVERAGE. >>  IS THAT RIGHT? 
          >>  ABSOLUTELY CERTAIN. >>  YOU JUST CAN'T HAVE AN AVERAGE WITH 5 VOTE THAT IS DOESN'T END IN .20, .40, .30, 
          SO, THESE ARE FOUR-YEAR. >>  YOU'RE RIGHT, THEY DO S SUBTRACT OUT THE I DON'T KNOWS, BUT YOU CAN'T GET A 1.6 OR 1.7, IT'S IMPOSSIBLE.  I WOULD LIKE TO PROVIDE FEEDBACK. 
          >>  TAKE THE STANDARD DEVIATION COLUMN OUT OF THAT, ANYBODY THAT SPEAKS MATH, THAT JUST INFURIATES US, AND I'LL GIVE YOU A REASON.  YOUR SECOND QUESTION, 3.78 WITH A STANDARD DEVIATION OF 4.2, TWO STANDARD DEVIATIONS IS 95, THAT'S PUT IT IS BELOW A 3.  THAT'S NOT STATISTICALLY DIFFERENT FROM OUR SECOND TO LAST QUESTION WHERE WE GOT A 2.52, PLUS OR MINUS 2 TIMES .79. 
          THE STANDARD DEVIATIONS MEAN NOTHING, THIS IS QUALITATIVE DATA NOT QUANTITATIVE DATA, AND HAVING GOTTEN THAT OFF MY CHEST, I DON'T HAVE TO SAY IT FOR THE REST OF THE AVERAGE. 
          >>  ACTUALLY, I APPRECIATE THAT INPUT, THAT'S NEWS FOR ME, THAT THIS IS NOT JUST THIS YEAR'S, THAT WAS NOT THE DATA I THOUGHT I PULLED.  ALSO IT MAKES ME REALLY GLAD WE CALLED THE THIRD ROUND THE RAINBOW ROUND AND NOT THE STANDARD DEVIATION ROUND. 
          >>  THAT WOULD HAVE BEEN A SHOW-STOPPER RIGHT THERE. 
          >>  I WOULD HAVE TO STEP OUT. >>  I'M SO GLAD I STUCK WITH 
          RAINBOW. >>  OKAY. 
          >>  I THINK THAT ACTUALLY SETS US UP REALLY WELL FOR OUR NEXT EVENT, HOW DOES THAT SOUND. THANK YOU, CHRIS, I REALLY 
          APPRECIATE THAT. >>  THERE'S ALWAYS SOMEBODY IN THE GROUP WHO KNOWS SO MUCH ABOUT MATH AND DATA THAT MAKES MY HEAD EXPLODE, SO, I APPRECIATE THAT.  SO, WE'RE 
          [00:40:03]
GOING TO START, LET'S SEE, I'M GOING TO LET YOU KNOW WHAT YOUR FIRST GROUPING OF PAIRS IS. START OUT WITH, I'M GOING TO PASS THIS AROUND AND YOU CAN TAKE, THEY ARE COLLATED, SO, YOU'RE GOING TO GET ONE IS GREEN ONE THAT IS RED, AND ONE THAT IS ORANGE.  PROBABLY CAN FIGURE THAT OUT, RIGHT, GO AHEAD AND TAKE YOUR THREE PAGES AND PASS THEM ALONG.  AND I WILL LET YOU 
          KNOW WHAT YOUR FIRST PAIRING IS. >>  I ALSO WANT TO LET THE PUBLIC KNOW THAT'S VIEWING THIS, WE SET THIS UP TO PROVIDE TYPICAL ACCESS TO A MEETING AND SO, THE PUBLIC WILL BE ABLE TO VIEW AND HEAR THIS PORTION OF THE MEETING, WHEN THE BOARD BREAKS OUT INTO SMALL GROUPS, JUST AS IF THEY WERE BREAKING OUT INTO SMALL GROUPS AND YOU WERE ACTUALLY IN THE ROOM, YOU WOULDN'T REALLY HEAR THEIR CONVERSATIONS, YOU MAY HEAR THE BUZZ OF MULTIPLE CONVERSATIONS, SO, YOU MAY BE ABLE TO SEE ALL OF THE CONVERSATIONS, BECAUSE THE CAMERA VIEW WILL BE ON THE WHOLE ROOM, BUT YOU WON'T BE ACTIVELY HEARING THE SMALL GROUP CONVERSATIONS.  BUT, WHEN THE BOARD RETURNS TO THIS SPACE, YOU WILL BE ABLE TO HEAR THE DIALOG ABOUT THOSE CONVERSATIONS. 
          >>  THANK YOU VERY MUCH FOR THAT CLARIFICATION.  SO, HERE'S YOUR FIRST GROUP OF PAIRS.  AND YOU COULD MOVE AROUND WHERE EVER IS COMFORTABLE FOR YOU TO WORK TOGETHER.  YOU'RE GOING TO BE TALKING, RECORDING WHAT YOUR CONVERSATION IS ABOUT, SO THAT YOU CAN BRING IT BACK TO THE WHOLE GROUP.  THE FIRST PAIR IS ERIC AND MARK.  SECOND PAIR IS CASSANDRA AND CHRIS.  AND THE THIRD PAIR IS SIRI, JON AND LEAH. 
          >>  I WOULD LIKE YOU TO THINK ABOUT, WHERE, AGAIN, FIRST ROUND IS ON STRENGTHS, WHAT DO WE VIEW AS OUR STRENGTHS, WHY?  AND ARE THEY GROUPED IN ONE OR TWO STANDARD AREAS?  IS YOU KNOW, LOOKING UP HERE AT WHAT WE HAVE BEHIND ME.  DO THEY FALL WITHIN ONE OF THOSE FIVE OR TWO OF THOSE FIVE, WHATEVER YOUR OBSERVATION ARE ABOUT THOSE STRENGTHS.  ONE OF THE REASONS WE START WITH STRENGTHS IS BECAUSE IT'S VERY VERY NATURAL TO LOOK AT SOMETHING LIKE THIS AND GO RIGHT TO THE AREAS THAT YOU NEED TO IMPROVE.  AND THAT'S NOT WHERE YOU SHOULD START. YOU NEED TO START WITH WHERE YOU THINK YOU HAVE STRENGTH AS A TEAM.  AND HOW CAN WE USE THOSE STRENGTHS AND BUILD ON THOSE STRENGTHS IN ORDER TO INFORM US ON THE NEXT ROUND WHICH IS AREAS WHERE PERHAPS WE WOULD LIKE TO LEARN MORE, DO MORE, IMPROVE OUR PERFORMANCE, WHATEVER THAT LOOKS LIKE, FOCUS ON THAT MORE, BUT STARTING WITH YOUR STRENGTHS IS REALLY THE BEST WAY AND IT'S HARD FOR US AS HUMANS TO DO THAT.  SO, ANY QUESTIONS BEFORE GOING OFF INTO YOUR PAIRS OR OTHER OBSERVATIONS? 
          >>  OKAY.  I THINK WE'RE READY TO GO THEN.  SO, WE'LL START OUT WITH ABOUT 15 MINUTES FOR YOU ON THE FIRST ROUND.  AGAIN, YOUR PAIRS ARE ERIC AND MARK, CASSANDRA AND CHRIS, AND THE TRIAD IS SIRI, JON, AND LEAH. (B BREAKOUT SESSION) 
          [01:02:16]
          >>  OKAY.  GREAT, WELL, I KNOW THAT THAT TIME WENT REALLY FAST 
          [01:02:19]
FOR ALL OF YOU.  SO, WHICH IS I THINK YOU CAN UNDERSTAND WHY THE 
          [01:02:26]
VALUE OF THIS IS REALLY IN THE DISCUSSIONS THAT YOU HAVE AROUND 
          [01:02:29]
IT.  SO, I'M GOING TO TAKE NOTES AS YOU ALL SHARE OUT WHAT YOUR GROUPS TALKED ABOUT.  IF THERE'S YOU KNOW, IF YOU'RE THE SECOND OR THIRD GROUP TO SHARE OUT AND THERE'S SOMETHING THAT YOU ALL NOTICED THAT THE PREVIOUS GROUPS TALKED ABOUT, JUST MENTION, WE ALSO NOTICED THAT, AND THEN, THAT'S ALL YOU NEED TO SAY ABOUT IT, UNLESS THERE ARE SOME ADDITIONAL INSIGHTS OR THOUGHTS THAT YOU WANT TO ADD.  BUT THIS IS DEFINITELY AN OPPORTUNITY TO ADD ONTO THOSE WHO TALK BEFORE YOU.  I'LL TAKE NOTES AND I'LL GET THEM BACK TO YOU AFTERWARDS THAT YOU HAVE THEM.  YOU, OF COURSE, ARE WELCOMED TO TAKE NOTES.  SO, SIRI'S TO MY LIFT AND YOU WORKED WITH LEAH AND DR. HOLEMEN, DO YOU WANT TO START FIRST?  AND WHEN I SAY SIRI, I MEAN, THE GROUP OF THREE. 
          HOWEVER YOU ALL, IF YOU MADE ANY PLANS ON HOW TO SHARE THAT OUT. 
          GO AHEAD. >>  I WILL JUST SIT BACK AND LET 
          YOU EXECUTE IT. >>  AND IT WAS ME. 
          >> [LAUGHTER] 
          >>  SO, WITH THAT, SO, I THINK OUR DISCUSSION AS WE LOOK AT THAT IS THAT STANDARD THREE APPEARED TO BE WHERE THE STRENGTH LIED STRENONGLY IN REGARDS TO WHERE WE WERE AS A GROUP.  THE PART OF COHESIVENESS TO CURRENT POLICIES AND PRACTICES THAT WE HAVE.  SO, CONTINUES TO DO THAT AS WE GO THROUGH.  THE OTHER PIECE WE NOTICED WAS, STANDARD, WHICH 
          QUESTION WAS THAT JON, 46? >>  YES.  WHICH WAS AROUND THE MONITORING OF THE OPERATIONS OF THE DISTRICT.  AND WHEN YOU THINK ABOUT THAT, THE OES ARE EXACTLY THAT.  YET, WE DON'T SAY WE ALWAYS DO THAT.  SO, THE QUESTION AROUND THAT IS HOW DO WE STRENGTHEN THAT PROCESS SO THEY'RE WE'RE MORE EFFECTIVE LICENSE UTILIZING OUR POLICY PROCESS THAT'S ALREADY THERE SO WE BELIEVE THAT WORKS AS OUR MANTRA OF OPERATIONS.  AS WE MOVE TO THE SUMMARY ASSESSMENT AND TRYING TO DO THAT PIECE OF THE PROCESS THAT THAT'S PERHAPS ONE OF THE PLACES THAT WE COULD STRENGTHEN IT.  SO, I'LL STOP THERE AND SEE IF THERE'S ANYTHING ELSE THAT YOU WOULD LIKE TO ADD?  OKAY. 
          >>  AND SIRI, YOU SAID THAT YOU IDENTIFIED STANDARD 5 AS THE 
          [01:05:01]
          AREA OF STRENGTH, IS THAT RIGHT? >>  3. 
          >>  I THOUGHT MAYBE I GOT THAT WRONG, GOT YOU.  THANK YOU. 
          >>  CASSANDRA AND CHRIS, WOULD YOU LIKE TO GO NEXT. 
          >>  SO, CHRIS IS THE NOTETAKER. AND I'LL WEIGH IN AFTER HE DOES 
          HIS THING. >>  LIKE HECK, YOU GO FIRST. 
          >>  I THINK YOU'RE GOING TO HAVE TO TELL ME WHAT YOU WROTE IF YOU 
          WANT ME TO GO FIRST, CHRIS. >>  ALL RIGHT.  ALL RIGHT. 
          WELL, WE AGREED THAT AREA 3 WAS A CLEAR STRENGTH AND FOR US, YOU KNOW, CONDITIONS DISTRICT WIDE FOR STUDENTS SUCCESS, WELL, THOSE ARE THINGS THAT BOTH OF US KIND OF SHOOK OUR HEADS AT, THE COVID YEAR, UNTIL WE BROUGHT THE KIDS BACK, IS THIS EXTRAORDINARY EXPERIENCE WHERE NOBODY WOULD HAVE DONE THAT ON PURPOSE EVEN IN RETROSPECT.  WE KNOW THERE ARE GOOD THINGS THAT ARE GOING TO COME OUT OF IT, BUT IT, SUCKED, FRANKLY.  AND YET WE DIDN'T CONSIDER OUR PERFORMANCE TO HAVE SUCKED.  WHICH WAS AN INTERESTING FINDING FOR US THAT AND IT WAS THE CONVERSATION THAT THE TWO OF US TURNED TO WAS, WELL, WHY DIDN'T WE DING OURSELVES IN STANDARD 3 FOR THAT YEAR?  AND I THINK WE'VE GOT AN 
          EASY ANSWER FOR THAT. >>  SO, ONE OF THE THINGS THAT WE DISCUSSED WAS NOBODY HAD A STELLAR YEAR IN 2020 OR 2021. 
          >>  NOBODY STATEWIDE. >>  NOBODY STOOD UP AND SAID, THIS IS THE STANDARD, IF YOU ALL FOLLOW THIS, YOU'RE GOING TO MAKE IT.  AND WHEN WE WERE HEARING FROM ALL OF THESE OTHER DISTRICTS IN OUR STATE AND WE SAW WHAT WE WERE ABLE TO ACCOMPLISH IT WAS OFTENTIMES A LOT MORE THAN OTHER DISTRICTS WERE ABLE TO.  AND SO IN THAT SENSE, KNOWING HOW OUR PEERS AND NEIGHBORS AND EVEN STATEWIDE WERE DOING, I THINK THAT'S POTENTIALLY WHY WE ALL RATED OURSELVES A LITTLE HIGHER. 
          >>  I MEAN THERE'S ABSOLUTE SCORING AND RELATIVE SCORING, IT'S CLEAR THAT WE THINK RELATIVE TO OUR COMPATRIOTS AROUNDED STATE, AND WE DIDN'T THINK WE DID A TERRIBLE JOB, AND 
          THE DATA SUGGESTS THAT. >>  THIS IS HOW WE FEEL ABOUT IT 
          QUALITATIVELY. >>  OKAY.  AND WITH THAT THE START, ARE WE THE SCHOOL BOARD? BECAUSE IF WE LOOK ACROSS ALL FIVE CATEGORIES, WE'RE 80-90% BLUE AND GREEN TO EVERYTHING. 
          SO, HOW ARE WE GOING TO TEASE USEFUL STUFF BY TELLING OURSELVES THAT WE'RE ABOVE AVERAGE ON ALL FRONTS, WHICH BOTH OF US AGREE WE'RE VERY INTERESTED IN GETTING TO THE 
          RAINBOW ROUND.  BUT, IT'S, >>  THERE WERE ALSO SOME THINGS IN STANDARD 3, MOSTLY, THAT WE LOOKED AT AS IS THIS THE ROLE OF THE BOARD OR WAS THIS REALLY THE ROLE OF THE SUPERINTENDENT? BECAUSE WE FOLLOW THE COHERENT POLICY GOVERNANCE WHICH MAY BE VERY DIFFERENT THAN OTHER DISTRICTS AROUND THE STATE OR EVEN THE COUNTRY.  SO, SOME THINGS WEREN'T REALLY IN OUR WHEELHOUSE, AND PERHAPS THAT INFLUENCED OUR DECISION. 
          BECAUSE JON WAS DOING A GREAT JOB. 
          >>  SO, WE'LL STOP THERE TO LEAVE SPACE FOR GROUP NUMBER 3. 
          >>  SO, A COUPLE OF OBSERVATIONS ON THAT.  I THINK YOU HIT ON THE IDEA OF GRADING YOURSELVES ON THE CURVE THIS YEAR.  WHICH, I THINK THAT'S A REALLY INTERESTING OBSERVATION.  AND WE'LL COME BACK TO THAT IDEA OF IS THIS THE BOARD'S ROLE OR NOT. 
          BECAUSE, THE OTHER PART, I THINK OF GRADING YOURSELVES ON THE CURVE IS PROBABLY SOMETHING THAT ALL BOARDS DID LAST YEAR.  THE OTHER THING THEY DID, IS BOARDS DELVED INTO OPERATIONAL ISSUES IN A WAY THAT THEY'VE NEVER DONE BEFORE.  SHOULDN'T HAVE DONE BEFORE, MAY BE SHOULDN'T HAVE IN THIS PAST YEAR, BUT AGAIN, IT WAS ALL WE WERE ALL FIGURING IT OUT AND STILL ARE AS WE GO 
          ALONG. >>  ABSOLUTELY.  AND I WOULD NOT SAY THAT REMOTE LEARNING WAS A SUCCESS FOR VERY MANY STUDENTS STATEWIDE.  SOME OF THEM THRIVED, AND IT WAS THE BEST THING, BUT THAT PERCENTAGE SEEMS TO BE MUCH SMALLER THAN PERCENT OF STUDENTS WHO ARE DOING OKAY IN-PERSON. 
          >>  GO AHEAD, CHRIS? >>  SORRY, I WAS JUST GOING TO 
          SAY, I AGREE. >>  OKAY.  GREAT.  EXCELLENT 
          [01:10:02]
OBSERVATIONS.  OKAY, SO THE LAST GROUP WAS MARK AND ERIC. 
          >>  I'LL PRATTLE ON FOR A BIT AND YOU COULD SAY SOMETHING AT THE END.  SO, WE SIMILARLY RECOGNIZED THE STRENGTHS WERE MOSTLY CLUSTERED AROUND PRINCIPLES 3 AND 1 SO CREATING CONDITIONS FOR DISTRICTWIDE STUDENT SUCCESS, AND RESPONSIBLE SCHOOL GOVERNANCE.  AND, I THINK THAT YOU KNOW WHEN I THINK ABOUT HOW WE'VE OPERATED THAT THIS BOARD HAS ALWAYS BEEN FOCUSED ON STUDENT SUCCESS AND ACHIEVEMENT. ALL OF OUR CONVERSATIONS ARE, I THINK WE ARE VERY DISCIPLINED AND ALWAYS FOCUSSING BACK ON OUTCOMES FOR STUDENTS AND NOT SOME OF THE MAY BE OTHER THINGS THAT CAN COME INTO THE ROOM THAT ARE NOT FOCUSED ON THAT.  SO, THAT DID NOT SURPRISE ME LOOKING AT THE DATA.  OTHER THINGS I THINK SORT OF A STRENGTH OF THIS BOARD THAT COMES THROUGH, IS WE ARE OR WE BELIEVE US TO BE AND I BELIEVE US TO BE, PRETTY DISCIPLINED IN TERMS OF HOW WE OPERATE AS A BOARD.  I THINK THAT SORT OF TOUCHING UPON WHAT WE HEARD FROM THE OTHER GROUPS, WE THINK ABOUT THAT COMPARATIVELY TO HOW OTHER LOCAL MUNICIPALITIES AND BOARDS OPERATE.  BUT I DO THINK THAT IS A STRENGTH AND THAT WE ARE AS A BOARD, THOSE CARRY THROUGH THE DISTRICT PRETTY DISCIPLINED IN OUR PROCESS.  AND THE LAST THING THAT CAME THROUGH WAS A LOT OF THESE STRENGTHS ARE I THINK WE CALLED THEM SORT OF INTERNAL FOCUSED, OF MONITORING THE BEING, LOOKING INWARD AS A DISTRICT.  AND MONITORING OUR PERFORMANCE.  THE OTHER COROLLATE FOR THAT MAY BE SOME OF THE WEAKNESSES ARE EXTERNAL, BUT RIGHT NOW I THINK THAT IS A STRENGTH AND THAT IS SOMETHING WORTH RECOGNIZING BECAUSE THAT'S 
          IMPORTANT.  MARK, WHAT ELSE? >>  WELL, ERIC'S RIGHT THAT WE FOCUS ON OUR INTERNAL, AND WE, I MEAN, IT'S ALMOST AS IF WE'RE FOCUSSING ON MAKING SURELY THAT THE TRAINS RUN ON TIME.  AND TO BE QUITE FRANK, THAT'S REALLY, TO ME, THAT'S MORE OF THE STAFF'S JOB TO BE SURE THAT THE TRAIN'S RUNNING ON TIME, OUR JOB IS TO BE MAKE SURE IT'S A QUALITY RIDE.  AND I'M NOT SURE IF WE ALWAYS SUCCEED IN THAT. AND I KNOW WIRE FOCUSSING ON STRENGTHS, BUT I WANT TO BE ABLE TO MAKE OUR STRENGTHS, HONEST STRENGTHS, AND AS I HAVE SAID EARLIER, WE HAVE A VERY HIGH OPINION OF OURSELVES, AND TO A GREAT DEGREE THERE'S REASON TO BE SO.  WE HAVE VERY HYPER FORMING STUDENTS, BUT I TEND TO THINK THAT HYPER FORMINGORE A R OF HYPER FORMING TEACHERS, THAN IT IS A HYPER FORMING BOARD.  WE COULD SET ALL THE POLICIES WE WANT, BUT IF THEY'RE NOT TEACHING WELL AND THOSE KID AREN'T HAVING WHAT THEY NEED, THEN, THERE'S A DISCONNECT.  WE DISCUSSED ALSO, THE ATTENTION PAID TO THE BUDGET.  AND, THAT WE HAVE GIVEN OURSELVES HIGH GRADES FOR MONITORING THE BUDGET.  AND I THINK WE DO THAT IN A GLOBAL SENSE BUT WHEN IT COMES DOWN TO LINE ITEMS, AND COMPARING IT TO OUR PRIORITIES, OUR POLICY PRIORITIES, I WONDER IF WE REALLY DIG THAT DEEP OR WE JUST LOOK AT THE GLOBAL FIGURES, IF YOU WILL, AND GIVEN THE FACT THAT WE ARE FINANCIALLY A STABLE DISTRICT, WE AREN'T STRUGGLING FINANCIALLY, I THINK THERE'S A TEND DENSY TO DO THAT.  IF WE SAY YOUR PRIMARY FOCUS IS EQUITY, HOW ARE WE SPENDING THOSE DOLLARS IN EQUITY?  ARE WE SPENDING THEM ON BOOKS TO TELL US HOW TO BE EQUITABLE, ARE WE SPENDING THEM ON PROGRAMMING TO 
          [01:15:02]
ENSURE THAT WE'RE BEING EQUITABLE WITH STUDENTS?  AND A LOT OF THAT, I REALIZE IT'S A VERY MURKY LINE BETWEEN ADMINISTRATIVE AND POLICY IN THAT RESPECT.  WHEN YOU START LOOKING AT THE BUDGET COMPARING TO POLICY PRIORITIES, YOU'RE REALLY MAKING A MURKY LINE BETWEEN THE TWO, I'M NOT SAYS THAT'S A BAD THING BUT IT MAKE IT IS PERHAPS MORE DIFFICULT FOR STAFF, I DON'T KNOW.  TO BE QUITE FRANK IT DOES MAKE IT MORE DIFFICULT BECAUSE IF WE FOCUS, PERHAPS THEY WOULD HAVE A BETTER SENSE OF OUR INTENTIONS THAN 
          THEY CURRENTLY DO, I DON'T KNOW. >>  I THINK YOU GAVE US A GREAT 
          SEGUE INTO OUR NEXT ROUND. >>  CAN I SAY ONE MORE THING? 
          >>  GO AHEAD, ERIC. >>  AND THAT IS, THIS COMMUNITY I THINK BY VIRTUE THAT THIS BOARD DOES HAVE, A CULTURE OF EXPECTING HIGH ACHIEVEMENT WITHIN OUR DISTRICT, AND, I THINK THAT BECAUSE OF THAT, THAT THEN PLAYS OUT IN A LOT OF THE THINGS THAT ARE STRENGTHS FOR THE BOARD.  BUT, THAT STARTS WITH THE COMMUNITY.  AND THEN, AS MEMBERS OF THAT COMMUNITY, I THINK WE SHARE THAT EXPECTATION, I GUESS OF HIGH ACHIEVEMENT. 
          >>  SO, THAT'S AN AREA WHERE YOU FEEL LIKE THE BOARD'S RESPONSIVE 
          TO COMMUNITY'S EXPECTATIONS? >>  YES. 
          >>  GREAT.  THANK YOU, ANY OTHER COMMENTS ON THAT, WE'LL HAVE A LITTLE BIT OF TIME AT THE END TO DO A WRAP UP.  OKAY.  SO, GREAT WE'RE GOING TO MOVE ON TO THE NEXT ONE.  NEXT ONE IS YOUR RED WORK SHEET AND THESE ARE OPPORTUNITIES FOR GROWTH OR OPPORTUNITIES FOR REFOCUS NOW OR LATER.  AGAIN, WE'RE IN WHAT UNUSUAL TIMES, OBVIOUSLY NOW. SO, ADS YOU LOOK AT THESE, YOU'RE GOING TO WANT TO LOOK AT THE QUESTIONS WHERE YOU RATED YOURSELVES THE LOWEST.  THICK ABOUT WHETHER YOU SEE PATTERNSIOUS WERE THEY GROUPED MAINLY WITHIN ONE OR TWO STANDARD AREA, THAT WILL BE IMPORTANT TO LOOK AT.  ARE THERE COMMON THEMES AMONG SOME OF THE QUESTIONS WHERE YOU RATED YOURSELVES LOWER?  AND LASTLY, THINK A LITTLE BIT ABOUT CAN YOU USE THESE AREAS OF OPPORTUNITY TO GROW AND IMPROVE AS A BOARD? AND MAY BE ARE SOME OF THESE JUST SIMPLY AREAS THAT YOU HAD TO SET ASIDE OVER THE LAST TWO YEARS BECAUSE OF THE PANDEMIC, AND IF SO, WHAT ARE YOUR THOUGHTS ABOUT WHEN YOU MIGHT BE ABLE TO RETURN TO THOSE?  OKAY. ANY QUESTIONS ON THOSE DIRECTION 
          SNUZ >>  I SEE YOU GUYS ARE PROS NOW. 
          >>  SO, HERE ARE THE GROUPINGS, CASSANDRA AND SIRI, ONE GROUP, ERIC CHRIS AND LEAH, SECOND GROUP AND MARK AND JON ARE THE THIRD.  AND WE'LL HAVE UNTIL ABOUT, OH, LET'S SEE, PROBABLY ABOUT 9:48 ABOUT 14 MINUTES, I KNOW, I'M GETTING EXACT. 
          SO, IF YOU LOOK AT YOUR RANKING REPORT, YOU'LL WANT TO LOOK AT THOSE THAT WERE ON THE LAST COUPLE OF PAGES, THE ONES THAT 
          SCORED 3.0 AND BELOW. >>  THANK YOU. 
          >>  YEP, THANKS FOR THE CLARIFICATION. 
          [01:31:07]
          >>  I'LL USE MY MICROPHONE VOICE TO BRING YOU BACK IN. 
          [01:32:32]
          >>  THAT TIME TOGETHER GOES FAST, DOESN'T IT? 
          [01:32:37]
          >>  IT DOES. >> 
          (INDISCERNIBLE) >> 
          >>  DO YOU WANT TO USE THE GAVEL NOW, ERIC?  IF YOU HAVE AN OPPORTUNITY? . (NO AUDIO) 
          [01:36:39]
          >>> OKAY, WE'RE GOING TO BRING OURSELVES BACK TOGETHER HERE. 
          EVERYBODY HAVE A CHANCE FOR A SHORT BREAK, COFFEE, WATER, ALL OF THE ABOVE.  OKAY, GREAT, SO WE'RE GOING TO TALK ABOUT WHAT YOUR CONVERSATIONS WERE AROUND AREAS WHERE YOU RATED YOURSELVES THE LOWEST, POTENTIALLY OPPORTUNITIES OF GROWTH OR 
          FOCUS.  ERIC'S GROUP? >>  THE THEME THAT WE IDENTIFIED THROUGHOUT ALL OF THESE WAS THE WORD COMMUNICATE AND COMMUNICATION.  AND, WHAT WAS INTERESTING IS I THINK OUR DISCUSSION AROUND THAT AND MY THINKING ABOUT SPEAKING FOR MYSELF WHEN I DID THIS, WAS MORE THINKING ABOUT DISTRICT COMMUNICATION, AS OPPOSED TO BOARD'S COMMUNICATION.  BUT, I DO ALSO THINK THAT AS A BOARD THAT'S ALSO AN AREA FOR GROWTH TOO.  AND MAY BE THERE'S SOME SPACE WHERE THERE'S A DISTINCTION I THINK BETWEEN DISTRICT COMMUNICATION AND BOARD COMMUNICATION, BUT I DO THINK THEY'RE ONE IN THE SAME IN SOME RESPECTS AS WELL.  THAT WAS THE CLEAR THEME THAT FELL OUT.  AND WE HAD DISCUSSIONS AROUND OTHER THINGS BUT THAT WAS REALLY THE 
          CRUX OF IT. >>  CAN YOUR GROUP TALK A LITTLE BIT MORE ABOUT THAT DISTINCTION, WHAT IS DISTRICT COMMUNICATION LOOK LIKE VERSUS WHAT BOARD COMMUNICATION WOULD LOOK LIKE? AND HOW DOES THE BOARD DO THAT GIVEN OBMA RESTRICTIONS AND 
          THINGS LIKE THAT? >>  SURE, I'LL TRY. 
          >>  CHRIS, GO AHEAD. >>  WELL, WHEN YOU'RE TALKING ABOUT EXPECTATIONS, I MEAN, THIS IS SOMETHING WHERE THERE'S AN OPPORTUNITY FOR GROWTH.  IF YOU'RE ABLE TO SCORE IT, THAT MEANS THERE'S SOMETHING THERE AND YOU'VE DECIDED ON A METRIC. 
          AND THE NEXT QUESTION IS IS THIS A NEEDLE THAT THE BOARD WILL SOLVE THEMSELVES OR IS THIS A NEEDLE WHERE THE BOARD WILL TELL SOMEBODY ELSE THAT THIS NEED TO BE FIXED.  AND CLARIFYING EXPECTATIONS IN THAT REALM. WHAT'S THE BOARD'S MEET PROBLEM AND WHAT DOES THE BOARD CONSIDER A PROBLEM FOR THE DISTRICT.  AND THAT MATTERS.  AND AN EXAMPLE OF THAT IS SOMETHING --  I MEAN, THIS IS THE YEAR WHERE PRESENCE IS INCREDIBLY VALUABLE.  BECAUSE SHE'S SOMEBODY WHOSE BEEN IN THE COMMUNITY AND DOESN'T KNOW WHAT THE BOARD IS DOING.  SHE KNOWS WHAT THE BOARD AND THE DISTRICT SEEMS TO BE DOING.  AND THE EXAMPLE THAT SHE BROUGHT UP WAS THE PERFECT EXAMPLE WAS KINDERGARTEN REGISTRATION. 
          EVERY YEAR THERE'S A NEW GENERATION OF PARENTS WHO HAVEN'T HAD A KID GO THROUGH KINDERGARTEN REGISTRATION BEFORE.  HOW DO YOU MAKE SURE THAT THEY GET THEIR KID'S REGISTERED ON TIME.  IS IT A BOARD PROBLEM?  YES OR NO?  IT IS A BOARD PROBLEM THAT IF THE DISTRICT DOESN'T GET IT DONE WELL, THIS IS SOMETHING THAT THE BOARD SHOULD BE TELLING SOMEONE ELSE TO FIX IT.  BUT THAT GETS INTO THE BIG PICTURE FOR US OF HOW MUCH OF THE COMMUNICATIONS CHALLENGES THAT WE'RE IDENTIFYING AS A BIG PICTURE PROBLEM THAT THE BOARD NEED 
          [01:40:06]
DIRECTLY COMMUNICATE WITH THE ADMINISTRATION THAT OUR COMMUNICATION IS AN OPPORTUNITY FOR GROWTH.  THIS IS A SPECIFIC AREA WHERE SOME DIRECTED FOCUSED INVESTMENT COULD HAVE BIG IMPROVEMENTS FOR US AS A DISTRICT.  NOT JUST IN REACHING PARENTS, BUT THIS IS ACTUALLY SOMETHING WHERE I THINK AS A GROUP PART OF THE REASON WE ALL RATED IT RELATIVELY LOW IS THAT WE THINK IT'S IMPORTANT AND WE THINK WE COULD DO BETTER.  IF IT'S IMPORTANT AND WE'RE DOING OUR BEST, THAT'S DIFFERENT THAN IT'S IMPORTANT AND WE COULD DO BETTER.  SO, THAT, I THINK IS 
          THE SENSE THAT WE HAD. >>  I THINK THAT'S RIGHT.  AND TO ADD ONTO THAT, I DO THINK THE BOARD ITSELF IN OUR DIRECT COMMUNICATION, I JUST THINK ABOUT HOW DO WE COMMUNICATE WITH THE COMMUNITY AS A BOARD?  WE RESPOND TO EMAILS SOMETIMES, WE HAVE BOARD MEETINGS, WHERE WE SAY THINGS OR DO THINGS AND THEN WE OCCASIONALLY PUBLISH THINGS. I THINKING THAT IT'S RARE THAT OUR BOARD DOES DIRECT COMMUNICATION WITH THE COMMUNITY.  WE SO, I THINK THAT'S AN OPPORTUNITY.  AND I THINK THAT THE TIMES THAT WE HAVE DONE THAT HAVE BEEN HELPFUL AND I EVEN THINK THAT THERE ARE WAYS WE COULD HAVE DONE IT BETTER.  I'M THINKING ABOUT WHEN THE BOARD MAKE A PROCLAMATION AROUND HAVING OUR KIDS COME BACK TO SCHOOL.  I CAN'T RECALL WHEN THAT WAS, MAY BE, MARK, IT WAS RIGHT AROUND THE TIME OF THIS. 
          I THINK THAT WAS HELPFUL, I THINK THAT WAS A GOOD COMMUNICATION AND A HELPFUL COMMUNICATION AND I ALSO THINK THERE WAS AN OPPORTUNITY FOR GROWTH THERE,  WE COULD HAVE DONE IT BETTER AS A BOARD.  I THINK THOSE SORT OF THINGS FITTING WITHIN OUR GOVERNANCE STRUCTURE IS A CHALLENGE OF NOT OVERSTEPPING OUR ROLE AS A BOARD, BUT I ALSO P THINK IT'S AN OPPORTUNITY.  THAT'S THE SORT OF DISTINCTION, I VIEW THAT AS A DIFFERENT OPPORTUNITY THAN WHAT CHRIS WAS DISCUSSING. 
          >>  THANK YOU, FOR THAT. >>  WE WILL HAVE A CHANCE TO DISCUSS THIS FURTHER WHEN WE GET TO THE STRATEGIC PLAN.  AND THE CONNECTION TO YOUR WORK BECAUSE THAT IS AN AREA OF FOCUS.  SO, THIS IS HELPFUL DOWN PAYMENT ON THAT.  OKAY, WHAT WANTS TO GO 
          NEXT? >>  SO, SIRI AND I ALSO HONED IN ON COMMUNICATION.  BUT, I DID WANT TO AND AS PART OF THAT, THE LINKAGES THAT WE HELD THIS YEAR IN PARTICULAR AROUND OE-14 AND THE NEED TO HAVE MORE ENGAGEMENT VIA LINKAGES WITH COMMUNITY BUT ALSO TO HAVE A PLAN TO HAVE CONTINUING E■NGAGEMENT.  NOT HAE AN OKAY, WE HEARD FROM YOU AND WE'RE DONE AND WE'LL COME BACK TO YOU THE NEXT TIME WE NEED SOMETHING, BUT TO DEVELOP THAT ONGOING COMMUNICATION WITH COMMUNITY.  ONE OF THE THINGS I FOUND INTERESTING WAS THE ITEM WE SCORED THE LOWEST ON AS A BOARD, THE LAST ONE, 15, ON COLLABORATION WITH COLLEAGUES ACROSS THE REGION, STATE, AND COUNTRY.  WHEN YOU LOOK AT HOW WE RATED THAT QUESTION, IN 2021, AND YOU LOOK AT 2018, THERE'S BEEN A SIGNIFICANT IMPROVED PERCENCEPTION OF HOW WE ARE HANDLING THAT AND YET IT'S THE THING THAT ENDED UP BEING THE LOWEST SCORE ON OUR OVERALL LIST.  AND, PERHAPS, EVERY FRIDAY AT 8:00 A.M., SIRI AND I MET AND OFTEN JON JOINED US WITH EAST SIDE SCHOOL DIRECTORS AND PUBLIC HEALTH OR THE SUPERINTENDENT OR THE GOVERNOR'S CHIEF OF STAFF AND HAD THESE ONGOING CONVERSATION FOR AT LEAST 18-20 MONTHS AT THIS POINT.  AND PERHAPS THERE NEEDS TO BE A PROCESS FOR REPORTING THAT TYPE OF COMMUNICATION OUT. IT WASN'T THE ENTIRE BOARD COULD COME, BECAUSE EVERY DISTRICT WOULD HAVE HAD TO CALL AN OPEN PUBLIC BOARD MEETING AND THERE WERE FIVE DISTRICTS INVOLVED EVERY FRIDAY AND THE LOGISTICS OF ACTUALLY TRYING TO GET ALL OF US THERE WOULD HAVE BEEN DIFFICULT, HOWEVER, THERE IS THAT NEED FOR THE ENTIRE BOARD TO BE INVOLVED IN THIS TYPE OF COMMUNICATION AND COLLABORATION. AND SO, HOW DO YOU BUILD A PROCESS IN FOR THAT, AND ALSO HOW DO YOU BUILD IN A PROCESS 
          [01:45:03]
FOR REPORTING BACK WHAT WAS DISCUSSED, WHAT YOU HAVE LEARNED, YOU KNOW, AND THEN MAKE SUGGESTIONS ON THINGS THAT YOU MIGHT THROW OUT TO THE ENTIRE BOARD AS SOMETHING THEY COULD 
          IMPROVE ON. >>> SO, I HEARD YOU SAY THAT THIS IS AN AREA WHERE MAY BE SOME BOARD MEMBERS FEEL LIKE THEY WERE MORE INVOLVED THAN OTHERS BUT THERE WASN'T THAT COMMUNICATION BETWEEN AND WITHIN THE BOARD? 
          >>  YES.  AND I WILL OWN THAT ONE AS LEGISLATIVE REP, PERHAPS I NEEDED A BETTER WAY OF REPORTING OUT WHAT WE DID IN 
          THOSE MEETINGS. >>  THE OTHER THING WE SAW THROUGH THERE WAS COMMUNITY ENGAGEMENT.  WHICH, I BELIEVE IS DIFFERENT THAN COMMUNICATION. THERE'S THE OUT, BUT THERE'S ALSO HOW ARE WE INVOLVING THEM AND IN SEVERAL OF THESE RERATED LOW IN REGARDS TO A CONSISTENT ENGAGEMENT AND LOOK AT OUR POLICY GOVERNANCE STRUCTURE, THERE'S A BIG COMPONENT AROUND LINKAGES AND THE ENGAGING TO GET THE INFORMATION AND THAT'S ALWAYS BEEN SOMETHING THAT WE WORKED TO TRY AND IMPROVE AND HAVE NOT SUCCEEDED IN BEING CONSISTENT AS WE DO SO.  AND I THINK THAT PLAYED OUT AS WE DID THIS SELF-ASSESSMENT THAT THOSE ITEMS JUMPED IN.  THE OTHER PIECE THAT WE MENTIONED IS THE OTHER ONE THAT WE DIDN'T RATE OURSELVES HIGH, IS SHARE WITH THE PUBLIC THE BOARD'S ROLES AND RESPONSIBILITIES.  AND THE QUESTION THERE,  THEN YOU LOOK AT THE RANGE, THAT'S A RAINBOW ONE AS YOU MENTIONED.  AS I'M NOT SURE THAT THE BOARD IS IN AGREEMENT AS TO OUR ROLES AND RESPONSIBILITIES, AND PERHAPS THAT'S MAKING IT MORE DIFFICULT IN WHICH TO HAVE THAT CLEAR IN THE COMMUNITY BASED ON THAT RANGE THAT WAS COMING ACROSS. 
          THAT WAS SOMETHING THAT WE JUST NOTED AS WE WENT THROUGH. 
          >>  OKAY.  ANYTHING ELSE THERE? >>  I WILL SHARE WITH YOU ANECDOTE ALLEY, I DON'T HAVE THE DATA TO BACK THIS UP OTHER THAN I WORKED WITH A LOT OF BOARDS AROUND THEIR SELF-ASSESSMENT IN THE LAST TWO YEARS.  THIS AREA OF COMMUNITY ENGAGEMENT ALMOST UNIVERSALLY WITH THE BOARDS THAT I'VE WORKED WITH HAVE BEEN LOWER THESE LAST TWO YEARS, I THINK LARNLLY BECAUSE PEOPLE HAVEN'T BEEN ABLE TO GATHER AND BOARD MEETINGS HAVE BEEN DISRUPTED ONLINE AND IN SOME CASES ON AND OFF, NOT TO LET YOU OFF THE HOOK BUT JUST TO SHARE WITH YOU THAT'S CERTAINLY A TREND THAT 
          ANECDOTALLY I'VE NOTICED. >>  IF YOU LOOK AT THE TREND THAT WE HAVE FOR 2016, IT'S SIMILAR.  IT'S CONSISTENTLY BEEN 
          THERE. >>  REALLY GOOD POINT, SIRI. 
          OKAY.  LAST GROUP? >>  WE KIND OF STARTED AT THE BOTTOM AND WORKED OUR WAY UP. IT'S INTERESTING, TO ME, THAT THE LAST ITEM OF COLLABORATE WITH COLLEAGUES ACROSS THE REGION, STATE, OR NATION.  AND FOUR UP FROM THAT, ADVOCATE AT THE LOCAL STATE AND FEDERAL LEVELS ON BEHALF OF STUDENTS AND THE DISTRICT THAT THE BOARD RATES ITSELF SO LOW GIVEN ALL OF THE DISCUSSIONS AND ENGAGEMENT THEM I KNOW THE BOARD HAS AND MAY BE TO CASSANDRA'S POINT MAY BE IT'S JUST NOT ELEVATED FOR FULL BOARD KNOWLEDGE AND UNDERSTANDING OF WHAT'S ACTUALLY OCCURRING.  SO, THAT'S JUST A WONDER THAT I HAVE, I DON'T HAVE DATA TO SAY THAT THIS BOARD IS DOING A FABULOUS JOB OR A HORRIBLE JOB, SO, I DON'T KNOW WHERE IT LIE, IT'S JUST THE PERCENCEPTION THAT THIS BOARD HAS.  THE SECOND ITEM FROM THE BOTTOM:   SET GOALS FOR IMPROVEMENT, THAT PROBABLY WILL BE RUN OF THE RAINBOW ROUND CONCEPTS, BUT AS I LOOK AT THAT ITEM, IT DOES APPEAR THAT MAY BE THE BOARD DOESN'T HAVE A GREAT UNDERSTANDING OF WHAT THE BOARD'S GOALS FOR IMPROVEMENT ACTUALLY ARE.  AND SO, THERE COULD BE A MISUNDERSTANDING ACROSS THE BOARD SO POTENTIAL WORK NEED TO BE DONE THERE. 
          MARK, DO YOU WANT TO TALK ABOUT THE LAST ITEM WE DISCUSSED AROUND ENSURE THE PUBLIC IS WELL INFORMED WITH THE BOARD'S GOALS 
          AND RESPONSIBILITIES? >>  I JUST WANTED TO CLARIFY, BECAUSE THAT QUESTION I THINK IS IN THE WRONG SPOT ACCORDING TO 
          THE DATA FROM NUMBER 63.  YEAH. >>  I'M NOT QUITE SURE.  WELL, 
          [01:50:06]
          THAT MAY BE -- >>  WELL, THAT MAY BE RELATED TO THE FACT THAT THIS IS A COMPOSITE OF MULTIPLE YEARS. 
          >>  RIGHT, IN REFERENCE TO JON'S COMMENTS IT'S NOT REFLECTIVE OF 
          THIS BOARD'S OPINION. >>  THANK YOU. 
          >>  LEAH, DO YOU WANT TO, IS THERE MORE YOU WOULD LIKE TO SAY 
          ABOUT THAT? >>  IS YOUR POINT THAT THIS THAT 
          THE CURRENT SCORING OF THAT? >>  YEAH, SO THIS BOARD FOUR OUT OF FIVE MEMBERS RATED IT AS ALWAYS. 
          >>  THIS YEAR? >>  THIS YEAR? 
          >>  YES. >>  YES. 
          >>  FOR WHAT IT'S WORTH, I THINK THAT'S ACCURATE.  I THINK IN THE LAST YEAR OR TWO, THE BOARD ACTUALLY HAS, I THINK THAT HAS BEEN A FOCUS OF THE BOARD AND THERE HAS BEEN MORE TO MY EYE, MORE ENGAGEMENT AT THE STATE AND FEDERAL LEVEL BY THE BOARD 
          MEMBERS. >>  THANK YOU. 
          >>  ONE OF OUR COLLEAGUES WOULD ALSO ADVOCATE FOR SEEING A TREND OVER TIME, THAT THREE DATA POINTS HELPS US TO DRAW BETTER CONCLUSIONS.  SO, YES.  LOTS OF WORK HAS BEEN DONE, I'VE BEEN PART OF THOSE CONVERSATIONS AND THEY'VE BEEN REALLY BENEFICIAL 
          SO... >>  THANK YOU. 
          >>  I THINK THAT WE NEED TO BE ABLE TO BETTER ARTICULATE TO THE COMMUNITY THE PURPOSE OF A BOARD.  I DON'T THINK WE'VE -- BECAUSE SOME OF US MAY DIFFER ON IT, THAT MAY BE PART OF THE REASON, I DON'T KNOW.  I ALSO THINK THAT MAY EBB AND FLOW WITH TIME AND SITUATIONS.  THE PUBLIC SEES US MORE AS THEIR (INDISCERNIBLE) AND TO A DEGREE I AGREE WITH THEM.  I THINK THAT WE'RE HERE TO HOLD THE SUPERINTENDENT ACCOUNTABLE FOR THE PERFORMANCE OF THE DISTRICT, BUT I DON'T THINK THE METHOD THAT IT CAN BE DONE, I DON'T THINK THE PUBLIC SEES THAT. 
          THAT SOUND LIKE I'M BLAMING THE PUBLIC BUT I'M NOT, IT'S US THAT NEED TO EXPLAIN IT BETTER.  AND WHEN IT COMES TO THE COLLABORATION, I THINK WE COLLABORATE A LOT BUT, AGAIN, TO CASSANDRA'S AND SEAR'S POINT, WE DON'T COMMUNICATE THAT.  BUT, AT THE SAME TIME WE STILL TRY TO BLEND INTO THE CROWD AS OPPOSED TO LEAD THE CROWD.  AND I THINK WE'RE ADVOCATED OUR POSITION OF LEADERSHIP IN A LOT OF WAYS WHEN IT COMES TO OUR COLLEAGUES OUTSIDE OF THE DISTRICT AS THE SECOND LARGEST, I THINK WE OUGHT TO BE TRYING TO DEMONSTRATE THAT LEADERSHIP OR TAKE ON RESPONSIBILITY FOR MORE LEADERSHIP ACROSS THE STATE. 
          NOT SAYING THAT WE'RE, THE 800 POUND GORILLA, BUT AT THE SAME TIME, WE'RE NOT ONE OF THE ANTS, EITHER. 
          >>  THANK YOU FOR THAT. >>  DID EVERYONE HAVE A CHANCE 
          TO SHARE? >>  I WOULD LIKE TO ADD ONE MORE 
          THING. >>  GREAT, GO AHEAD. 
          >>  THE FOLLOW AND EFFECTIVE PROCESS FOR COMMENTS OR FEEDBACKS, IF I LOOK AT THAT THROUGH TIME IS 66, YOU COULD ARGUE IT'S A SLIGHT TRENDING DOWN.  BUT I'M NOT WORRIED ABOUT A TREND THERE,  BUT THE PIECE THERE IS IT DID RATE LOW AND IN THE WHOLE PIECE OF HOW EFFECTIVE THAT IS, AND I'M NOT SURE THAT WE'RE CONSISTENT AS TO WHAT YOUR PROCESS IS.  I MOW WE HAVE A POLICY THAT WE WROTE IN REGARDS TO THAT SPECIFICALLY SO, IT WOULD BE INTERESTING BUT HOW ARE WE DOING THAT, AND WHERE ARE WE AT, AND WHAT DOES IT MEAN?  IS IT EFFECTIVE RIGHT NOW, THAT THE POLICY IS THAT THE PRESIDENT RESPONDS TO ANYTHING THAT COMES TO BOARD MEMBERS, IS THAT WORKING FOR OUR COMMUNITY OR IS IT WORKING FOR US?  I WOULD ARGUE THAT IT DOESN'T APPEAR TO 
          [01:55:03]
BE BECAUSE WE'RE NOT SAYING THAT WE'RE ALL ABLE TO DO THIS WELL. 
          >>  GREAT, THANK YOU FOR THAT. CHRIS? 
          >>  SO, WHAT MARK SAID RESONATES WITH ME FROM THE PERSPECTIVE BETWEEN THE BIGGER PICTURE OF THERE ARE SOME OF THE QUESTIONS WHERE IT'S HARD TO GET A CONSISTENT ANSWER UNLESS WE ALL HAVE THE SAME REFERENCE POINT. AND THE ROLES AND RESPONSIBILITIES OF THE BOARD ARE SOMETHING THAT DO VARY BY BOARD MEMBER.  BUT WE DON'T FORMALIZE THAT.  I MEAN, AND IT'S A CONVERSATION I WOULD REALLY LIKE TO HAVE AROUND COMING TO SOME CONSENSUS AROUND WHAT'S EXPECTED OF ALL BOARD MEMBERS VERSUS WHAT ARE THINGS THAT COME BOARD MEMBERS CAN DO. 
          BECAUSE IF WE HAVE AN AGREEMENT, THAT MAKE IT IS A WHOLE LOT EASIER TO COME UP WITH A CONSENSUS ABOUT HOW WELL WE'RE 
          DOING. >>  YEAH, THAT'S A GREAT POINT. 
          GOOD.  ANYBODY ELSE? >>  OKAY.  IT'S RAINBOW ROUND. 
          HERE WE GO.  READY? >>  SO, I THINK AT THIS POINT YOU KNOW WHAT RAINBOW ROUND MEANS.  BUT IF YOU TAKE OUT YOUR BIG REPORT AND TAKE A LOOK AT QUESTION 6, FOR EXAMPLE, THAT'S A GOOD EXAMPLE OF THIS YEAR BEING AND THAT'S AN INTERESTING ONE PARTICULARLY BECAUSE ON THIS YEAR LOOKS DIFFERENT THAN PREVIOUS YEARS, BUT YOU COULD SEE ON QUESTION 6, YOU HAVE ONE PERSON WHO SAID ALWAYS, W.H.O. SAID MOST OF THE TIME AND ONE SAID MOST OF THE TIME, AND ONE SAID NEVER.  THE ONLY ONE YOU DIDN'T HAVE WAS I DON'T KNOW. BUT YOU ALL HAVE DIFFERENT PERCENCEPTIONS ON THAT, SO, THAT'S AN EXAMPLE OF A RAINBOW. 
          QUESTION 27, ALSO IS ANOTHER IT EXAMPLE OF THAT, WHERE YOU HAVE WIDE DISPARITY ACROSS IT.  AS CHRIS JUST POINTED OUT, SOMETIMES THAT RELATES TO HOW YOU READ THE QUESTION OR HOW YOU INTERPRETED THE QUESTION. THAT'S WHAT WE'RE LOOKING AT AS WE REVISE THE STANDARD FOR 2022 IS LIKE PULLING OUT A QUESTION WHICH IS REALLY MORE LIKE THREE QUESTIONS.  THAT'S CHALLENGING, YOU WANT TO FOCUS IN ON THE ESSENTIAL QUESTION.  IT'S FAIR FOR SOME OF YOU TO INTERPRET THOSE QUESTIONS DIFFERENTLY. 
          SO, WHEN YOU HAVE THIS NEXT ROUND OF DISCUSSIONS, TRY TO TEASE OUT TO THE EXTENT THAT YOU CAN WHAT MIGHT BE THE REASON FOR THIS DISPARITY OR, YOU KNOW, WIDE RANGE OF RESPONSES.  AGAIN IT'S NOT NECESSARILY A BAD THING UNLESS, BECAUSE YOU ALL HAVE DIFFERENT OPINIONS AND DIFFERENT EXPERIENCES, AND DIFFERENT PERCENCEPTIONS, BUT, IT CAN SOMETIMES BE PROBLEMATIC ON A BOARD BECAUSE IT CAN KEEP YOU ALL FROM MOVING FORWARD.  SO, AGAIN, THE QUESTIONS, THINK ABOUT WERE THEY CLUSTERED IN ONE OR TWO SPECIFIC STANDARD AREAS, AND DO YOU THINK AS A BOARD YOU WANT TO USE THOSE AREAS AS OPPORTUNITIES FOR INCREASING COHESIVENESS?  IS THAT POSSIBLE? HOW WOULD YOU GO ABOUT THAT? WHAT WOULD THAT LOOK LIKE, OKAY? SO, LAST GROUPING HERE, I HAVE SIRI AND ERIC.  MARK AND LEAH, AND CASSANDRA JON AND CHRIS, AND YOU HAVE 10 MINUTES, SO THAT YOU HAVE 10-15 MINUTES TO REPORT BACK.  SO, YOU HAVE UNTIL 10:25 . (BREAKOUT SESSION) 
          [02:12:54]
          >>  MARK DID BUY YOU SOME TIME. >>  YOU OWE HIM A GOOD TWO 
          [02:12:59]
          MINUTES. >>  OKAY.  WHO WANTS TO START 
          [02:13:04]
          THIS ONE? >>  I REALLY WANT TO START THIS 
          ONE. >>  CHRIS IS DYING TO START.  GO 
          AHEAD AND START. >>  THIS IS AN INTERESTING SPACE, BECAUSE I DON'T DO QUALITATIVE, I JUST DON'T, SO I'M TRYING TO WADE THERE THIS AND FIGURE OUT A WAY TO MAKE IT WORK.  FOR DIFFERENT PIECES, YOU COULD SEE, WHERE DO YOU SEE THAT WE HAVE THE GREATEST STANDARD DEVIATION OR WHERE DO WE HAVE THE GREATEST DISAGREEMENT.  AND TO ME, THE LADDER IS THE MORE INTERESTING SPACE, BECAUSE THE DEVIATION ON FIVE DATA POINT SUNSHINE A BIG NUMBER, ANYWAY.  SO, THE NEVER IS A NEW PHENOMENON, AND YOU LOOK AT THE SUMMARY DATA, AND WE JUST HAVEN'T HAD NEVERS BEFORE. AND THAT IMMEDIATELY LEADS ME TO A, WELL, OKAY, STUDYING, EVERYTHING ELSE ASIDE, WHY DO WE HAVE NEVERS?  IS THIS SOMETHING WHERE WE'RE ENCOUNTERING SOME NEW THING WHERE WE'RE GOING SEPARATE WAYS?  OR IS THIS SOMETHING WHERE ALL OF US HAVE OUR OWN HOMIO STAT TIC SET POINT, I'M AN EASY GRADER AND SIRI'S A HARSHER GRADER AND ALL OF THIS SHIFTED DOWN AND CREATED WHERE WE HAD NEVERS, NEVER BEFORE.  AND LOOKING AT THE QUESTIONS THAT GENERATED THE NEVER, WAS INTERESTING TO ME BECAUSE THERE'S A THEME.  THE SAME THEME THAT I SAW IN OUR WEAKNESSES, AND EVEN WHEN WE TAKE OUT THE NEVERS, IN THOSE CASES, WE'RE GRADING THEM HARSHLY, THEY'RE CONSISTENT WITH OTHER THINGS THAT WE'VE DISCUSSED.  BUT, STEPPING BACK FROM THAT, THEN IT GIVES ME THE QUESTION OF NEVER/ALWAYS SHOULDN'T BE POSSIBLE IF YEAR 
          [02:15:03]
INTERPRETING THE QUESTION IN THE SAME WAY.  AND WE HAVE NEVER AND ALWAYS IN VIRTUALLY ALL OF THE QUESTIONS WHERE WE HAVE A NEVER. 
          WHICH MEANS THAT AS A BOARD AT SOME LEVEL INDIVIDUALLY, WE'RE INTERPRETING THE QUESTIONS DIFFERENTLY.  THAT MATTERS A LOT, BECAUSE THIS IS SOMETHING WHERE WE CAN'T AS A BOARD MOVE TOGETHER IF OUR ASSUMPTIONS AREN'T THE SAME.  THAT'S WHY I'M INTERESTED IN STEPPING BACK AND ASKING THE BIGGER QUESTIONS THAN OH, QUESTION NUMBER 67, I WANT TO KNOW WHAT THE UNDERLYING THINGS OR WHAT KIND OF ASSUMPTIONS LEAD TO THIS DIFFERENCE IN INTERPRETATION, TO ME THAT MATTERS A LOT, BECAUSE I SUSPECT, UNDERNEATH THE HOOD IT'S DIFFERENT INTERPRETATIONS OF WHAT THE BOARD'S ROLE AND WHAT BOARD MEMBER INDIVIDUALLY'S ROLE IS AS WELL.  TO ME, THAT WOULD BE INCREDIBLY VALUABLE TO DISCUSS.  EVEN THOUGH IT'S TOUGH.  I KNOW THAT SIRI HAS BEEN DESPERATELY TRYING TO DRAG ME INTO THINGS THAT I DO NOT WANT TO DO FOR YEARS, WE'VE BEEN ON THE BOARD TOGETHER FOR 12 
          YEARS NOW. >>  ONLY 10. 
          >>  IT FEELS LIKE 12. >>  SO, BUT, IT'S SOMETHING WHERE YOU KNOW, TWO THE EXTENT THAT WE EVEN WHERE EACH OF US MAY BE A LITTLE BIT UNCOMFORTABLE WITH IT, AS LONG AS WE ACCEPT THE OVERALL CONSENSUS AROUND SOMETHING IT WILL HELP US TO EVALUATE OURSELVES MORE CONSISTENTLY. 
          I'M NOT SAYING WE HAVE TO EVALUATE OURSELVES AS EASY GRADERS, I JUST WANT TO TRY AND CONSISTENTLY GRADE SO EACH OF US IS SEEING THE SAME CLAUSE, THE SAME THING THAT WE AGREE UPON, THIS IS WHERE WE'RE AT.  HAVING STARTED THE RAINBOW CONVERSATION, I HAVEN'T TALKED ABOUT A SPECIFIC QUESTION.  THIS 
          IS WHERE I WANTED TO START. >>  ACTUALLY, I THINK THAT OVERALL SUMMARY IS MAY BE EVEN MORE HELPFUL THAN LOOKING AT ANY ONE SPECIFIC QUESTION, SO, I REALLY APPRECIATE ALL OF THOSE INSIGHTS, YOU'RE ABSOLUTELY RIGHT, IT'S EITHER THAT YOU ARE INTERPRETING THE QUESTION DIFFERENTLY, OR YOUR INTERPRETING YOUR ROLE DIFFERENTLY.  AND SO GETTING TO WHICH ONE OF THOSE IT IS, IS REALLY THE CRUX OF BEING ABLE TO HAVE GOOD CONVERSATIONS.  SO, THANK YOU FOR THAT. 
          >>  AND ACTUALLY, THERE'S A THIRD PIECE OF THAT THAT I THINK WE HAD COME UP WITH EARLIER WAS AROUND SOMETIMES THERE'S THE ROLE OF THE BOARD MEMBER AS IN HERE'S WHAT IS EXPECTED OF ALL BOARD MEMBERS, BUT WE DON'T NECESSARILY HAVE HERE'S WHAT'S ALLOWED OF INDIVIDUAL OF BOARD MEMBER BUT ISN'T EXPECTED OF ALL BOARD MEMBERS, THAT'S A CONVERSATION THAT I DON'T THINK WE'VE EXPLICITLY HAD THAT WOULD HELP US.  THERE'S WHAT IS EXPECTED OF ALL BOARD MEMBERS, BUT THEN THERE'S ONE CAN BOARD MEMBERS DO THAT WE DON'T EXPECT OF ALL BOARD MEMBERS, I'M PERSONALLY NOT GOING TO GO TO THINGS BETWEEN THE HOURS OF 10:00 A.M. AND 3:00 P.M. ON A WEEKDAY, NOT GOING TO HAPPEN, BUT THAT WOULD BE ALLOWED OF OTHER BOARD MEMBERS THAT WERE CAPABLE OF DOING THAT, AS A SILLY EXAMPLE. 
          >>  AND I THINK THAT LAST POINT THAT YOU JUST MADE PLAYS OUT IN ONE OF OUR RECENT BOARD MEETINGS, WHERE WE HAD A DISCUSSION ABOUT CAN WE HAVE AN ENTIRE BOARD VISIT A SCHOOL AND IT WOULD BE FANTASTIC IF AN ENTIRE BOARD COULD, BUT IS IT LOGISTICALLY POSSIBLE IN ALL CASES? 
          >>  AND IF IT IS POSSIBLE FOR THE WHOLE BOARD, IS IT STILL SOMETHING THAT'S VALUABLE AND HOW WOULD INDIVIDUAL MEMBERS PARTICIPATE IN THAT IN SUCH A WAY THAT THE WHOLE BOARD WOULD 
          BENEFIT. >>  AND WOULD YOU HAVE TO CALL 
          IT AN OPEN MEETING? >>  AND THEN THE QUORUM.  THE QUORUM PROBLEM IS NOTHING TO SNIFF AT. 
          >>  I THINK YOUR SUMMARY IS MUCH MORE HELPFUL THAN US LOOKING AT INDIVIDUAL QUESTIONS AND HOW THEY WERE ANSWERED, I THINK YOU REALLY GOT TO THE ROOT OF IT, AND GOING FORWARD WHAT YOU MIGHT 
          DELVE INTO AND TRY AND DISCOVER. >>  I WAS JUST GOING TO SAY THAT MARK'S AND MY CONVERSATION WAS VERY SIMILAR.  WE WERE TALKING ABOUT THE WHEN WE WERE TALKING ABOUT OPPORTUNITIES, AND CHRIS BROUGHT UP CONSENSUS ABOUT THE DUTIES AND RESPONSIBILITIES OF BOARD MEMBERS, THAT WAS, I THINK REALLY REFLECTIVE IN THE RAINBOW OF RESPONSES ON CERTAIN TOPICS. SO, YES, WE CONCUR. 
          >>  YEAH, PLAYING OUT WITH WHAT CHRIS WAS SAYING, I THINK ANYTIME THAT YOU HAVE A COLLECTIVE, EACH INDIVIDUAL 
          [02:20:01]
BRINGS THEIR OWN TEMPERAMENTS, TALENTS AND CONVICTION TOSS IT. 
          AND WE ALL HAVE OUR STRENGTHS AND WEAKNESSES, WE HAVE OUR AVAILABILITIES AND OUR LIMITS, AND THAT'S WHAT MAKE AS BOARD. 
          WE ALSO HAVE DIFFERENT PERCEPTIONS, OF HOW TO CARRY OUT OUR RESPONSIBILITIES.  THERE'S A PERCEPTION BY THE PUBLIC THAT WE RUBBER STAMP WHATEVER THE STAFF WANTS.  I DON'T SHARE THAT.  MAY BE, TO A DEGREE WE DO, BUT THEN AGAIN, WHEN YOU'RE RIGHT YOU'RE RIGHT.  SO, DON'T SLAP SOMETHING DOWN WHEN THEY COME TO YOU WITH THE RIGHT INFORMATION.  TO A DEGREE, PROBABLY LARGER THAN OTHERS SEE US AS REPRESENTING THE PUBLIC TO THE DISTRICT TO THE STAFF AND NOT VICE VERSA. AND THAT THEN PLAYS ANOTHER DYNAMIC, REALLY INTO THE WHOLE GROUP.  WE ALSO SEGUED INTO THE MURKY WALL, AND SOMETIMES IT'S A MURKY CREEK THAN WALL BETWEEN ADMINISTRATIVE POLICY AND BOARD POLICY.  I WORKED FOR 10 YEARS AS A STEPH MEMBER ANSWERING TO A 20-MEMBER BOARD.  AND THERE WAS A PERCEPTION BY THE BOARD MEMBERS THAT IF WE DIDN'T WANT TO DO SOMETHING, WE COULD REALLY ADVANCE TO NASTY DOLLAR TOTAL 
          (INDISCERNIBLE) >>  THAT WAS TOTALLY OUT OF THE AIR.  TO MAKE SURE THAT THE BOARD DIDN'T WANT TO DO IT. 
          WELL, THE BOARD WOULD SAY, IT'S GOING TO COST US MILLIONS, OH, MY GOD, NO, NO, NO, AND THERE WAS THAT PERCEPTION BUT THEN THERE WAS A LITTLE REALITY IN IT TOO, TO BE QUITE FRANK.  SO I UNDERSTAND HAVING WORKED WITH THE OTHER SIDE OF IT THAT YOU DON'T WANT TO BOARD INTERFERING IN YOUR OPERATIONS OR IN YOUR DAY-TO-DAY TRYING TO CARRY OUT THEIR POLICIES, BECAUSE IT SEEMS TO BE (INDISCERNIBLE) IT IT WOULD BE GREAT IF WE WORKED MORE IN PARTNERSHIP WITH THE STAFF THAN WE DO.  I WOULD LIKE TO SEE THAT MORE.  BECAUSE, I THINK A GOOD EXAMPLE OF THAT IS THE LAST FEW WEEKS, OR EVERY TIME WE HAVE A LEVIE OR A BOND, THE STACK PRESENTS, THE "JUST THE FACTS MA'AM" VERSION, AND WE COME IN WITH "HERE'S HOW YOU AUTO DO IT" AND IT WORKS VERY WELL.  IT'S A 1-2 PUNCH.  BUT, I THINK THAT CAUSES PERHAPS THE CONFUSION IN THE PUBLIC AS WELL AS IT DOES IN THE BOARD.  AS TO WHAT WE SHOULD BE DOING.  THE PUBLIC PERCEIVES US AS WE SHOULD BE RUNNING THE DISTRICT QUOTE UNQUOTE AS OPPOSED TO US BEING LIAISON TO THE DISTRICT AND THROUGH THE SUPERINTENDENT.  AND, WHICH IS MORE EFFECTIVE, IT'S MORE WORKABLE TO HAVE US MUCKING AROUND IN THE INTERWORKINGS IS NOT A GOOD USE OF STAFF TIME OR OUR'S PERHAPS.  HOWEVER, IT'S ALSO, ON THE FLIP SIDE OF THAT WON, IT'S SOMETIMES HOW WE GET THE ATTENTION OF STAFF OF FEELINGS FROM THE COMMUNITY ABOUT ISSUES.  IF WE DON'T MAKE THOSE VOICES NO, IT THEN WE ARE 
          A RUBBER STAMP. >>  GREAT, THANKS FOR THAT INFO. 
          >>  DOES ANYBODY ELSE HAVE A COMMENT AND THEN I'LL LET YOU 
          TAKE A QUICK 5-MINUTE BREAK. >>  SO, I WAS JUST THINKING ABOUT WHAT THE ROLE OF A BOARD IS, AND WHEN WE BRING ISSUES IN THE COMMUNITY TO THE SUPERINTENDENT, WE DON'T BRING THEM TO STAFF MEMBERS, BECAUSE EVERYTHING GOES THROUGH THE SUPERINTENDENT, YOU KNOW, SO THAT THE SUPERINTENDENT CAN THEN SAY, OKAY, I SEE THIS AS AN ISSUE, AND YOU KNOW, COMMUNICATE TO STAFF WHAT TO DO SINCE WE DON'T HAVE A DIRECT ROLE WITH STAFF.  SO, I THINK THERE'S A PRETTY FINE LINE OF WHAT 
          [02:25:06]
INTERACTION THE BOARD WOULD HAVE WITH STAFF MEMBERS. 
          >>  SO, IF I COULD JUMP IN ON IT.  AS I THINK ABOUT THIS, PART OF THIS IS AGAIN, ROLES AND RESPONSIBILITIES AS DEFINED BY THE BOARD.  AND I THINK THAT'S THE OVERARCHING AND YOU SEE THAT AS WE GO THROUGH, ESPECIALLY AROUND COMMUNITY ENGAGEMENT AND COMMUNICATION, WHAT'S THE BOARD'S ROLE AND THE DISTRICT'S ROLE TRYING TO ESTABLISH THOSE PERIMETERS, I REMEMBER AT ONE POINT WE HAD THE PUBLIC PARTICIPATION MATRIX, AS PART OF THE DECISION MAKING PIECE.  I'M NOT QUITE SURE WHAT HAPPENED TO IT.  I THINK AS WE SHIFTED THROUGH SUPERINTENDENTS AND DIFFERENT THINGS AND PRIORITIES, BUT, I THINK PART OF THOSE CHALLENGES AS WERE NOT CLEAR AS TO WHEN IS COMMUNITY ENGAGEMENT, GOING THROUGH AT WHAT LEVEL AND HOW ARE THOSE DECISIONS GETTING MADE AND THOSE DIFFERENT PIECES. SO, HOW DO WE ENSURE THOSE PIECES?  WE SET IT IN YOUR PERIMETERS, WE HAVE THIS THERE, BUT AS I LOOK THROUGH PIECE PIECES AS COMMUNITY AND COMMUNICATION, WHERE WE AS A BOARD SCORE OURSELVES THE LOWEST, I THINK THAT'S THE PLACE WE START THINKING ABOUT.  HOW DO WE SAY, OKAY, WE'RE GOING TO RUN FOCUS GROUPS WITHIN OUR COMMUNITY TO BE ABLE DO THESE THINGS AND BE ABLE TO GET THIS INFORMATION AND DO THE 2-WAY FEEDBACK AND BE ABLE TO DO THAT, HOW DO WE DEVELOP THOSE RELATIONSHIPS ALONG THESE LINING TO BE ABLE TO MAINTAIN THOSE COMMUNITY CONNECTIONS SO THAT WE ENSURE MY CONNECTIONS DIRECTLY INTO THE COMMUNITY, I ALSO HAVE A BROADER PERSPECTIVE OUTSIDE OF THAT AS WELL, TO BE ABLE TO MOST EFFECTIVELY BRING IN A WIDE RANGE OF HOW WE'RE SERVING OUR WHOLE COMMUNITY ESPECIALLY AS IT GROWS MORE DIVERSE OVER I'M. 
          AND THERE ARE SO MANY NEW WAYS OF COMMUNICATION.  HOW DO WE MANAGE THOSE AND WORK WITH THOSE AND UTILIZE THOSE FROM A BOARD PERSPECTIVE?  AND HOW DO WE ENSURE THAT WE ARE RESPONDING WITHIN THE POLICY?  AND THE REASON I PUSH THE POLICY PIECE IS WE HAVE TO BE THINKING HOW OUR PROCESS AND POLICIES WORK IN WHICH TO ADDRESS THESE THINGS BECAUSE OFTEN TIMES IT IS A GRAY LINE BETWEEN OPERATION AND THIS PIECE.  AND AS A BOARD, WE HAVE OPTIONS TO MOVE THAT LINE BUT WE MOVE THEM AS A BOARD, NOT AS AN INDIVIDUAL.  AND THAT'S THE PIECE, I THINK WE HAVE TO BE 
          THINKING ABOUT AT ALL TIMES. >>  ANY THOUGHTS FROM ANYONE WHO 
          HASN'T SPOKEN YET? >>  I WANT ERIC TO PIPE UP, BUT IF HE'S NOT GOING TO PIPE UP, THEN... 
          >>  YOU'RE GOING TO SAY WHAT YOU WANT? 
          >>  PRETTY MUCH. >>  I YIELD MY TIME. 
          >>  ERIC YIELD HE IS HIS TIME TO ME.  AND I ALSO VERY MUCH WANT TO PROBABLY BREAK.  SO, MAY BE WE CONTINUE THIS AFTERWARDS.  I JUST KNOW THAT YOU MIGHT BE IN MY CORNER ON THAT.  BUT, ULTIMATELY, THE THERE ARE, I THINK IT'S REALLY WORTH US CONTINUING TO HAVE THIS CONVERSATION, NOT MERELY AROUND WHAT POLICY GUIDELINES ARE, BUT TO ME, THE BIG PICTURE MATTERS, THERE ARE DIFFERENT DIMENSIONS TO OUR JOBS, THERE'S BEING A COMMUNITY REPRESENTATIVE, WHICH INVOLVES ALL THE COMMUNITY ENGAGEMENT AND COMMUNICATION. THERE'S FINANCIAL OVERSIGHT, WHERE I REALLY DON'T FIND THE COMMUNITY PARTICULARLY HELPFUL IN TERMS OF FINANCIAL OVERSIGHT, IT'S SOMETHING THAT WE'VE BEEN ELECTED TO DO AND PAY ATTENTION TO.  THERE'S ADVOCATE, AGAIN, WITHIN OUR SYSTEM AND EXTERNALLY TO LARGER GROUPS.  AND, BUT, THE ONE THAT I ALWAYS FROM THE TIME OVER LOSING SIGHT OF.  AND I WEIGH MORE HEAVILY THAN MY COLLEAGUES AND IT'S OKAY.  IS OVERSIGHT.  TO ME, OVERSIGHT OF THE DISTRICT AND MAKING SURE THINGS ARE RUN ACCURATELY IS MORE IMPORTANT THAN THE COMPLAINTS DEPARTMENT FOR THE DISTRICT.  UM, AND YOU CAN DO BOTH THINGS BUT NOT WELL IF YOU DO THEM ALL THE TIME.  SO, IT'S A MATTER OF WHERE DO WE PUT, HOW MUCH RESOURCES DO WE PUT INDIVIDUALLY HERE OR FOR THAT MATTER, AND THIS IS SOMETHING, WHERE I THINK, EVEN THOUGH I DON'T BELIEVE IT'S MY JOB TO BE THE COMPLAINTS DEPARTMENT, I DO THINK WE COULD DO A BETTER JOB OF HAVING A COMPLAINT'S DEPARTMENT.  THAT'S WHERE THE BOARD CAN DO A BETTER JOB TO GET SOMEONE WHO IS RESPONSIBLE OFFICIALLY FOR THIS STUFF IS A VALUABLE CONVERSATION.  I AM NOT INTERESTED IN BEING THAT PERSON. AND I THINK, EVERYBODY COULD HAVE PREDICTED THAT.  BUT THIS IS, AGAIN, UM, AND, BUT THIS IS 
          [02:30:05]
SOMETHING WE'RE HAVING THE CONVERSATION AMONGST OURSELVES AROUND WHERE DO WE DREW THE LINES AROUND WHAT IS SOMETHING WE EXPECT FROM ALL BOARD MEMBERS, AGAIN, IT'S WHAT IF SOMETHING IS IMPORTANT OR MISSING THAT MIGHTING CAUSING THESE CRACKS.  WE'RE DOING A BETTER JOB AS A DISTRICT, BUT CAN WE IMPROVE OUR COMMUNICATIONS SYSTEM?  YES. 
          BUT MOST IMPORTANTLY, THE BIGGEST FRACTION WE'RE DEALING WITH IS A RESOLUTION OF THINGS. IN A SYSTEM WITH 30,000 STUDENTS, WE WILL NEVER EVER GET TO THE PEABODY WHERE NOBODY'S UNHAPPY WITH THE OUTCOME OF A DECISION.  THAT'S A REALITY.  DO PEOPLE FEEL THEY WERE FAIRLY DEALT WITH EVEN THOUGH IT WENT AGAINST THEM, THAT'S THE MORE IMPORTANT THING.  SO, SETTING THOSE PROCESSES IN PLACE IS IMPORTANT FOR US.  HOW DO WE ACHIEVE THAT?  ANYWAY, I JUST WANT TO LEAVE US HERE BECAUSE I'M LOOKING FORWARD TO WHAT AREAS DO YOU WANT TO FOCUS ON FOR INDIVIDUAL AND PROFESSIONAL. I WOULD LIKE TO CONTINUE THIS 
          CONVERSATION AFTER OUR BREAK. >>  IF IT MAKES YOU FEEL ANY BETTER, EVEN A DISTRICT OF 30 STUDENTS WILL NEVER HAVE 
          EVERYBODY HAPPY. >>  SO, BEFORE WE TAKE A BREAK, I WANT TO GIVE LEAH AN OPPORTUNITY, AGAIN, SORT OF MODELLING, MAKE SURE THAT WITHIN YOUR BOARD MEETINGS, EVERYONE IS SHARING THE TALKING TIME.  IT'S REALLY IMPORTANT.  AND SOME PEOPLE, SOME PEOPLE SPEAK TO THINK AND SOME PEOPLE THINK TO SPEAK.  AND THOSE ARE DIFFERENT WAYS AND YOU WANT TO BE SURE THAT THE THINKERS WHO HAVE ACTUALLY THOUGHT OUT WHAT THEY'RE GOING TO SAY, THAT'S A NOVEL CONCEPT FOR ME, HAVE THE OPPORTUNITY.  SO, LEAH, I JUST WANT TO, YOU CAN ALSO, YIELD YOUR TIME, BUT IF YOU HAVE SOMETHING THAT YOU WOULD LIKE TO SHARE, I WANT TO GIVE YOU THE OPPORTUNITY? 
          >>  I DON'T THINK I HAVE ANY NOVEL INSIGHTS AT THIS POINT. 
          YEAH, I CAN YIELD MY TIME. >>  OKAY.  AND THEN, JON, I'LL GIVE YOU AN OPPORTUNITY BEFORE WE BREAK. 
          >>  ONE OF OUR ASSIST TENT SUPERINTENDENTS ALWAYS SAYS CLEAR IS KIND.  AND I THINK CLARITY ALWAYS HELPS EVERYONE DO THEIR WORK BETTER.  INSTEAD, AND IN BEING CLEAR IT ISN'T ABOUT NOT ALLOWING SOMEONE TO DO SOMETHING,  BUT CLARITY HELPS EVERYONE TO DO THEIR WORK BETTER AND MOVE THINGS FORWARD 
          COLLECTIVELY. >>  OKAY.  GREAT, LET'S TAKE A BREAK.  OKAY.  YOU ALL HAVE MADE IT THROUGH THREE HOURS ON A SATURDAY MORNING, SO, NICELY DONE.  FEEL FREE TO DIG INTO YOUR SNACKS, IF YOU WOULD LIKE, TO GET US THROUGH THE LAST HOUR. 
          I THINK YOU ALL IDENTIFIED REALLY INTERESTING ISSUES, I HEARD A LOT OF, WE SHOULD DISCUSS THIS MORE.  AND SO, I WOULD ENCOURAGE YOU TO DO SO, PART OF THAT, I'LL GET MY NOTING BACK TO YOU, WHICH WILL BE THEY WILL BE SUMMARIZED.  BUT, A COUPLE OF THINGS THAT I WANT TO POINT OUT TO YOU THAT I HEARD IN EVERY ROUND.  BECAUSE, I THINK THAT IT MAY HELP INFORM THE NEXT ACTIVITY THAT WE'RE GOING TO DO, WHICH WE WILL COME PRESS JUST A LITTLE BIT.  AND AGAIN, THIS NEXT ACTIVITY IS MAY BE JUST A TASTE OF SOME THINGS THAT YOU MIGHT WANT TO DO IN YOUR RETREAT OR OTHER WORK SESSIONS.  BUT, THE TWO THINGS THAT REALLY CRYSTALLIZED FROM YOUR CONVERSATIONS IN TERMS OF WHAT I HEARD FRO THAT ARE RELATED TO EACH OTHER, ONE IS WE REALLY AS A GROUP, YOU ALL AS A GROUP REALLY WANT TO DISCUSS WHAT'S YOUR BOARD'S ROLE AS A WHOLE? WHAT IS THE COLLECTIVE BOARD'S ROLE?  AND WHAT ARE THE INDIVIDUAL SCHOOL DIRECTOR'S ROAMS?  AND VERY CLOSELY RELATED TO THAT, IS, WHAT IS OUR EXPECTATION OF EACH INDIVIDUAL SCHOOL DIRECTOR.  AND, WHAT ARE, SO, REALLY, LIKE WHAT'S THE BARE MINIMUM, WHAT IS YOUR MINIMUM EXPECTATION OF EVERY BOARD MEMBER THAT THEY WILL MEET.  AND ALSO DEFINING WHAT ARE SOME ADDITIONAL ROLES THAT OTHER BOARD MEMBERS INDIVIDUALS, MIGHT TAKE ON AS THE BOARD.  SO, AND THAT, SO, YOU HAVE SORT OF A BOTTOM, WHICH IS THE MINIMUM, BUT THERE'S ALSO, I HEARD THE WORD ALLOWED USED.  TO WHAT 
          [02:35:04]
DEGREE ARE WE COMFORTABLE WITH INDIVIDUAL BOARD MEMBERS GOING OUT AND DOING THINGS ON THEIR OWN AS INDIVIDUALS?  WHAT'S THAT LEVEL TOO?  IS SO, I JUST HEARD A LOT OF CONVERSATION AROUND THAT AND YOU'LL GET THAT BACK IN THE NOTES, BUT I WANTED TO POINT THAT OUT.  AND I DON'T KNOW IF ANYBODY HAS ANYTHING THEY WOULD LIKE TO SAY ABOUT THAT RIGHT NOW, YOU DON'T HAVE TO IF YOU DON'T WANT TO.  OKAY.  A LOT OF SHAKING HEADS, NO THANKS, WE'LL MOVE ON.  SO, THE NEXT ITEM THAT WE'RE GOING TO MOVE INTO, AND WE'RE GOING TO DO THIS, THIS IS LIKE I SAID, GOING TO BE FAIRLY QUICKLY, THIS WILL BE A BIT OF A DOWN PAYMENT.  ONE OF THE THINGS THAT IS A CHALLENGE AND ALL OF YOU IDENTIFIED SOME OF THESE, LIKE, WHAT IS WHAT'S OPERATIONAL, WHAT'S STRATEGIC, OR BOARD LEVEL?  AND THERE'S THE WORD, MURKY LINE.  THERE'S A MURKY LINE OR A MOVING LINE, AND THAT GOT EVEN MURKIER OVER THE LAST COUPLE OF YEARS, BECAUSE YOU WERE DOING ALL KINDS OF WEIRD, OPERATIONAL STUFF THAT WAS ACTUALLY REQUIRED OF YOU, THAT REALLY HASN'T EVER BEEN BEFORE.  SO, REFOCUSSING YOURSELVES A LITTLE BIT ON WHAT IS OUR ROLE AND LOOKING AT YOUR STRATEGIC PLAN.  SO, YOU ALL HAVE A COPY OF THE STRATEGIC PLAN.  OH, YOU DON'T, SORRY, I SHOULD HAVE PASSED THOSE OUT. 
          >>  YOU WILL, THEY'RE COMING AT YOU RIGHT NOW.  SO, THE STRATEGIC PLAN HERE'S WHAT I SEE CONSISTENTLY WITH BOARDS, THERE'S THE STRATEGIC PLAN PUT TOGETHER AND OFTENTIMES THERE ARE JUST REALLY BEAUTIFULLY DONE, BOTH IN THE EXECUTION OF THE STRATEGIC PLANNING PROCESS, HOW YOU GATHER THE INFORMATION, HOW IT'S PUT TOGETHER, THEY'RE PUT TOGETHER IN BEAUTIFUL BOOKLETS LIKE THIS, SOMETIMES DISTRICTS JUST PUT THEM ON THE SHELVES AND NOBODY SEES THEM AGAIN.  ALTHOUGH, I DO SEE DISTRICTS AND BOARDS, TO TRY AND FIGURE OUT HOW TO OPERATIONALIZE ALL OF THIS.  THE CHALLENGE IS AS A BOARD IS WHAT'S OUR PIECE IN THIS, WHAT'S YOUR ROLE, AND SO WE'RE GOING TO SPEND JUST A LITTLE BIT OF TIME DOING THAT. YOU'RE GOING TO GET FRUSTRATED WITH ME, BECAUSE I'M ONLY GOING TO GIVE YOU ABOUT A HALF HOUR TO DO THIS.  I KNOW, IT'S NOT NEARLY ENOUGH TIME.  BUT AGAIN, IT MIGHT BE, I'M GOING TO GIVE YOU A TASTE OF IT, SO THAT IF IT'S AN EXERCISE THAT YOU THINK YOU WANT DO LATER, AND REALLY INVEST MORE TIME IN, YOU CAN. IF IT IS SOMETHING THAT YOU DON'T FIND REALLY IS HELPFUL FOR ALL OF YOU, YOU DON'T HAVE TO SPEND ANYMORE TIME ON IT.  IS THAT FAIR ENOUGH?  OKAY. 
          >>  SO, I'VE WRITTEN TITLES, SO, IF YOU TURN TO PAGE 3, YOU HAVE THE ELEVATE PRIORITIES AND I'M GOING TO ASK YOU SOME QUESTIONS HERE, AND JON, YOU MIGHT BE ABLE TO HELP OBVIOUSLY HERE AS WELL. 
          ON PAGE THREE, YOU HAVE SIX DIFFERENT PRIORITIES THAT YOU ARE WITHIN THE STRATEGIC PLAN CHOOSING TO ELEVATE.  THERE'S SUCCESS, WELLBEING, ENGAGEMENT, EXCELLENCE, INNOVATION AND EQUITY.  AND THEN, AS YOU TURN THE PAGES THERE'S A LITTLE MORE SPECIFICITY IN EACH OF THOSE. SO, SUCCESS, YOU'VE ACTUALLY GONE INTO DETAIL AROUND, INITIATIVES, AND SOME MEASURES AS WELL AROUND SPECIFICALLY ACADEMIC SUCCESS.  THAT ONE'S FAIRLY EASY FOR YOU TO HAVE SOME CONVERSATIONS AROUND. 
          WELLBEING, IS JUST EXACTLY WHAT IT IS LISTED AS ON PAGE 8, WELLBEING.  ENGAGEMENT WAS DEFINED FURTHER TAS COMMUNITY ENGAGEMENT, AND YOU GUYS HAVE HAD GOOD CONVERSATIONS ALREADY THIS MORNING BASED ON THE SELF-ASSESSMENT.  UNDER EXCELLENCE, YOU HAVE AN PAGE 12, YOU HAVE EXCELLENCE OF STAFF, AND THEN THERE'S NOT EXACTLY ONE TO ONE CORRELATION, SO, I JUST WANT TO CHECK WITH YOU ALL ON THIS, BECAUSE THE NEXT ONE IS INNOVATION, BUT THE NEXT REALLY DETAILED LOOK ON PAGE 14 IS EFFECTIVE USE OF RESOURCES.  SO, AGAIN, I WANT TO CHECK IN WITH YOU ON HOW YOU WANT TO HANDLE THAT, AND THEN ALSO, JUST A LITTLE CONFIRMATION, SO, I'VE MY OBSERVATION IS THAT THE LAST ONE ON PAGE 3, EQUITY HAS ACTUALLY BEEN EMBEDDED INTO EACH OF THESE.  FOR EXAMPLE, IF YOU LOOK AT, LET'S JUST START WELL, ACADEMIC SUCCESS ON PAGE 4, IT LOOKS TO ME LIKE EQUITY HAS BEEN EMBEDDED THROUGH CULTURAL RESPONSIVE TEACHING AND THE 
          MULTI-TIERED SUPPORT. >>  INNOVATION SHOULD BE 
          [02:40:03]
INTEGRATED IN THOSE AS WELL. THE PRIORITIES ARE TO LAYOUT BETWEEN THOSE.  DOES THAT MAKE SENSE? 
          >>  SO, THE FIFTH ONE REALLY SHOULD BE EFFECTIVE USE OF 
          RESOURCES? >>  OKAY.  I THINK I MIGHT BE MISSING THAT ONE.  SO, I'LL ADD THAT, THAT'S HELPFUL.  SO, HERE'S WHAT I'M ASKING YOU TO DO IN THIS EXTREMELY RIDICULOUSLY SHORT TIME OF 30 MINUTES, YOU'RE NOT GOING TO GO THROUGH AWFUL T ALL OF THEM AT ALL.  LET'S LOOK AT ACADEMIC SUCCESS ON PAGES 4-5.  WHAT I WANT YOU TO THINK ABOUT IS WITHIN THIS STRATEGIC AREA, DID YOU CALL IT A PILAR? 
          THAT IS WHAT YOU CALLED IT? >>  A GOAL AREA. 
          >>  A GOAL AREA.  YES, PEOPLE HAVE DIFFERENT WORDS FOR THE SAME THING, SO, WITHIN YOUR GOAL AREA OF ACADEMIC SUCCESS FOR YOUR DISTRICT, I WOULD LIKE YOU TO TAKE A LOOK SPECIFICALLY AT, ALL RIGHT, WHAT IS OUR BOARD'S ROLE IN ACADEMIC SUCCESS.  SO, JUST AS AN EXAMPLE, FOR YOU, LOOKING AT PAGE 5, FOR EXAMPLE, IT MIGHT BE THIS MAY OR MAY NOT BE CORRECT FOR YOU, BUT IT MIGHT BE UNDER THE MULTITIERED SYSTEMS OF SUPPORT.  MAY BE YOUR BOARD ROLE ARE REVIEWING DATA AROUND MTS S, MAY BE YOU'RE BOARD ROLE IS.  UNDER PROVIDING TRAINING, WHEN YOU'RE TALKING ABOUT PROFESSIONAL DEVELOPMENT FOR YOUR STAFF, THAT'S PROBABLY A BUDGETARY ITEM AND YOU MIGHT HAVE OTHER ROLES AROUND THAT TOO.  UNDER DESIGNING A MULTIYEAR PLAN TO INCREASE INCLUSIONARY PRACTICES, THAT MAY BE AN AREA WHERE YOUR BOARD NEEDS TO HAVE PROFESSIONAL DEVELOPMENT ON.  WHAT IS INCLUSIONARY PRACTICES?  SO THAT MIGHT BE AN AREA OF BOARD DEVELOPMENT, IT MIGHT HAVE BUDGETARY IMPLICATIONS AS WELL. 
          AND ALL OF WHAT I SAID, THOSE ARE JUST POTENTIAL EXAMPLES, THOSE MIGHT NOT BE ACCURATE FOR YOU.  BUT, WHAT I WANT TO DO IS GIVE YOU A LITTLE BIT OF PRACTICE IN THINKING ABOUT, HOW DO WE TAKE THIS, WHICH IS LARGELY OPERATIONAL IN TERMS OF THE ACTUAL WORK THAT GETS DONE, AND HOW DO WE SUPPORT AND FOCUS ON THIS AND MAKE SURE THAT WE'RE DOING OUR ROLE AS A BOARD, DOES 
          THAT MAKE SENSE? >>  IT'S A BIG THING TO ASK YOU TO DO IN 30 MINUTES.  SO, I'M NOT GOING TO ASK YOU TO DO EVERY ONE OF THEM.  BUT I WOULD LIKE YOU TO DO IS TAKE MAY BE ABOUT 10 MINUTES AT ONE OF THE FIVE GOAL AREAS AND I HAVE PUT THEM ON FLIP CHARTS AROUND THE ROOM, I THINK I NEED TO CHANGE ONE OF THEM.  DO I HAVE IT BECOME THERE.  OKAY.  AND SO, I DID WRITE IN THE EQUITY CONNECTION. THE EMBEDDED EQUITY, PROBABLY NEED TO PAY SOME ATTENTION TO INNOVATION ON EACH TOO.  YOU COULD SELF-SELECT, AND CHRIS, I THINK YOU HAVE A QUESTION? 
          >>  SORRY, MY QUESTION IS IN EACH OF THESE SECTIONS, THE TAIL END OF THE LAST PAGE, PAGE 7, PROGRESS INDICATORS, EACH OF THOSE IS TO ME AN EXPLICIT DECLARATION OF THE BOARD'S ROLE AND RESPONSIBILITY IN MONITORING THESE PROGRESS INDICATORS.  SO, I DON'T UNDERSTAND THE QUESTION. I ALREADY HAVE A CHEAT SHEET THAT TELLS ME AS WHAT I SEE MY BOARD ROLE.  SO YOU'RE TELLING 
          ME THERE'S SOMETHING MORE HERE? >>  I'M ASKING, I GUESS. 
          >>  I AGREE WITH YOU (INDISCERNIBLE) 
          >>  BUT, SORRY. >>  SO, I THINK THAT'S THE 
          PERIMETER FOR THE DISCUSSION. >>  I DON'T AGREE WITH YOU TWO, BECAUSE THE BOARD HAS THE RESULTS POLICIES, WHICH THESE WOULD PLAY OUT IN, BUT THE BOARD ALSO HAS OPERATIONAL EXPECTATIONS THAT SET THE PERIMETERS FOR THE OPERATIONS OF THE SCHOOL DISTRICT.  AND THE STRATEGIC PLAN IS FULL OF OPERATIONS AND THE BOARD HAS STATED VALUES WITHIN YOUR POLICIES THAT HELP SHOULD HAVE HELPED THE DEVELOPMENT OF THE STRATEGIC PLAN.  AND SO, THERE'S A CORRELATION BETWEEN BOTH OF OPERATIONS AND THE RESULTS KEY INDICATORS. 
          >>  AND JUST TO BE CLEAR, I AGREE WITH CHRIS IN A BROAD LEVEL AS TO THE OUR ROLE AS OVERSIGHT AND EVALUATION.  NOT THAT THESE PARTICULAR INDICATORS ARE THE ONLY WAYS IN WHICH WE DO 
          THAT. >>  WHAT'S ON SECOND, I DON'T 
          KNOW WHAT'S ON THIRD. >>  THIS IS WHERE I WAS HOPING, 
          [02:45:04]
I WOULD GET MORE OUT OF THIS AS A CONVERSATION IN THE ROUND THAN AS A BLACK BOARD EXERCISE, BECAUSE JON RAISES A VERY GOOD POINT.  AND I GET THAT, BUT I ALSO SEE THAT AS SOMETHING WHERE OUR VALUES I FEEL ARE FAIRLY WELL ARTICULATED, THEREFORE I DON'T FEEL A WHOLE LOT OF OBLIGATION TO BE CHANGING THEM. 
          THAT'S A MINOR ROLE AT THIS POINT TO ME RELATIVE TO THE OVERSIGHT ROLE.  SO, JON, CAN YOU GO DEEPER ON THAT? 
          >>  I CAN, SO, AS I READ THROUGH THIS, THE CULTURALLY RESPONSIVE TEACHING, TRAINED ALL STAFF MEMBERS, AND I BELIEVE A COUPLE OF YEARS AGO, BECAUSE THIS WAS YOU KNOW, WE ACTUALIZED THIS, AND A COUPLE OF YEARS AGO, IN THE OE REPORTS, THERE WAS DATA THAT PROVIDED EVIDENCE FOR THE BOARD OF THIS BEING ACTUALIZED. 
          NOW, IF WE WEREN'T ABLE TO PRODUCE THAT DATA, THEN TO ME, WE DIDN'T MEET THE VALUES THAT THE BOARD HAD IDENTIFIED AROUND ENSURING ALL STAFF WERE PROVIDED YOU KNOW, TRAINING RELATED TO X-Y-Z, WHEN I THINK ABOUT MTSS, THAT'S A MASSIVE CHALLENGE THAT WE'RE FACING RIGHT NOW.  IT'S THE BOARD'S ROLE TO ENSURE THAT WE'RE ABLE TO ARTICULATE HOW WE'RE MOVING FORWARD AND WHAT WE'RE DOING AND ACCOMPLISHING, WHAT ARE THE TIMELINES AND THE EXPECTATIONS OF SCHOOLS AND STAFF.  IT ISN'T ABOUT THE DETAILS OF MTSS CANS BUT IT'S ENSURING THAT THE SYSTEM IS MOVING FORWARD.  SO FOR EACH OF THESE, I ALMOST FEEL LIKE YOUR VALUE IS ARTICULATED WITHIN YOUR POLICIES. AND SO THEN IT'S ABOUT DOES THE BOARD SEE THE CONNECTION BETWEEN THE POLICIES AND THE WORK OF THE STRATEGIC PLAN AND HOW YOU ARE HOLDING THE SYSTEM, AKA ME, ACCOUNTABLE THAT THIS IS ACTUALLY MOVING FORWARD. 
          >>  WHICH, SORRY, LAST PIECE OF THIS, THEN.  FOR THIS CONVERSATION, IT WILL BE VERY HELPFUL FOR ME IS THE BALANCE BETWEEN HAVING YOU REPORT OUT ON HOW YOUR OPERATIONALIZING SOMETHING LIKE MTSS, I THINK WE'VE BEEN EDUCATED AS TO WHAT MTSS IS IN OUR WORK SESSIONS, BUT, TO ME, THE BOARD ROLE THAT'S CRITICAL IS SORT OF A BALANCE.  IF WE HAVE A FIVE HOUR MEETING EVERY OTHER MONDAY, I'M MORE INTERESTED IN GETTING REPORTS OUT ON PERFORMANCE RATHER THAN WHAT YOU HAVE ATTEMPTED TO IMPLEMENT.  BECAUSE I HAVE A REASONABLE AMOUNT OF CONFIDENCE YOU'RE GOING TO BE ABLE TO IMPLEMENT IT BUT DID YOU MOVE THE NEEDLE IS ULTIMATELY WHAT I CARE ABOUT.  AND THAT'S SOMETHING I WOULD LIKE TO HEAR FROM THE REST OF THE BOARD ABOUT WHERE YOU GUYS ARE AT.  BECAUSE THIS IS SOMETHING THAT DOES MATTER FOR OUR MAIN MEETINGS OF THE BOARD. 
          >>  SO, I THINK THERE'S JUST A FEW, JUST TO BUILD ON AND YOU HAD MENTIONED LIKE INCLUSIONARY PRACTICES, HOW WELL IS THE BOARD AWARE OF WHAT ARE INCLUSIONARY PRACTICES, WHAT DOES THAT MEAN, HOW WOULD YOU KNOW THAT'S HAPPENING?  THOSE ARE PIECES I THINK MTSS WE HAD TO MAKE SURE THAT WE UNDERSTOOD WHAT THAT WAS, I THINK AS WE DO OUR EQUITY WORK AND THESE PIECES IT WAS VERY IMPORTANT THAT WE AS A BOARD DID PROFESSIONAL DEVELOPMENT ALONG THAT, SO, AS WE START TO PUSH THIS OUT.  WE TALK ABOUT ALL STAFF IN TRAINING THROUGH HERE, I THINK WE NEED TO INCLUDE WHAT TRAINING MIGHT THE BOARD NEED ON THIS SUBJECT AREA? AND THAT MIGHT BE YOU KNOW, MAY BE IT'S THROUGH SENDING OUT INFORMATION ABOUT IT, MAY BE IT'S A STUDY SESSION ABOUT IT, I THINK THE NEW ASSESSMENTS THAT WE HAVE IN, FAST BRIDGE AND DIFFERENT THINGS, THOSE ARE NOW BEING USED IN OUR MONITORING. 
          BUT I'M NOT SURE I REALLY UNDERSTAND WHAT THAT ASSESSMENT IS.  SO, I'M NOT SURE I CAN DO THAT OVERSIGHT AS EFFECTIVELY, SO, THAT'S HOW I SEE, HOW DO WE START CONNECTING THAT STRATEGIC PLAN, WHAT IS YOUR ROLE IN THAT? (INDISCERNIBLE) 
          >>  I HEAR WHAT YOU ARE SAYING ABOUT YOU WANT TO HEAR THE BOTTOM LINE, WHAT HAVE WE DONE AS OPPOSED TO WHAT ARE WE TRYING TO DO.  AND NOT EVEN WHAT HAVE WE DONE, BUT WHAT IS THE 
          SPEEDOMETER SHOWING US. >>  I WANT TO KNOW THAT AND I ALSO WANT TO KNOW ALONG THE WAY THAT WE'RE HITTING ALL THE BASES BECAUSE THEN, BECAUSE IF WE AREN'T, WE'RE NOT GOING TO BE ABLE TO GET WHAT THE SPEED IS. DO WE NEED TO BE IN THE WEEDS? NO.  BUT, AT THE SAME TIME, I WANT TO KNOW PROGRESS IS BEING ATTEMPTED.  BECAUSE IF WE SEE HOW WELL THEY'VE ATTEMPTED IT, WE COULD SAY, WELL, DID WE SET THE GOAL RIGHT?  DID WE SET IT 
          [02:50:06]
UNREALISTIC LOW OR UNREALISTIC HIGH. 
          >>  OR IS IT THE RIGHT METRIC? >>  EXACTLY.  SO, I NEED PROGRESS ALONG THOSE LINES.  I WANT TO FIND THE MAGIC BULLET. 
          >>  IT'S ALWAYS CALCULATIONS ON THE BOARD AND HE POINTS TO ONE LITTLE PIECE DOWN HERE AND HE SAYS, THIS IS WHERE THE MAGIC HAPPENS, IN OTHER WORDS ALL THE CALCULATIONS ARE SQUAT IT COMES 
          DOWN TO THE MAGIC. >>  I SEE MYSELF AS A GUIDE. 
          AND IF YOU ALL CHOOSE TO WANDER OFF AND LOOK AT SOMETHING THAT'S REALLY IMPORTANT AND INTERESTING TO YOU, I FEEL OKAY ABOUT HAVING 
          LED YOU THERE. >>  OKAY. 
          >>  SO IF THIS IS HOW, IS THE MOST USEFUL THING FOR YOU FOR THE NEXT HALF AN HOUR TO JUST REALLY HAVE A DISCUSSION ABOUT 
          THIS? >>  COULD BE. 
          >>  I DON'T KNOW. >>  AND DO YOU WANT IT FACILITATED IN SMALL GROUPS, OR WOULD YOU LIKE TO TALK IN WHOLE GROUPS, WHAT WORKS BEST FOR ALL OF YOU.  THINK ABOUT IT, I'M 
          GOING TO ASK EVERY ONE OF YOU. >>  I WOULD LOVE TO EXPLICITLY ADDRESS YOUR LAST THREE QUESTIONS, ABOUT WHAT DOES THE BOARD NEED FROM THE SUPERINTENDENT, AND WHAT THE 
          SUPERINTENDENT NEEDS. >>  OKAY, SUCCESS PROTOCOL THEN. 
          CASSANDRA, HOW ABOUT YOU, WHAT'S THE MOST PRODUCTIVE USE OF OUR 
          LAST 38 MINUTES TOGETHER. >>  SO, WHEN I THINK ABOUT, THIS IS ABOUT MOVING FORWARD, THEN I THINK YOU SHOULD TALK TO THE REST OF THE PEOPLE IN THE ROOM RATHER THAN ME. 
          >>  OKAY. >>  I THINK WHAT OUR ACTUAL ACTION STEPS ARE GOING FORWARD, BASED ON WHAT WE'VE DONE, SORT OF OUR NEXT STEPS ARE SORT OF A KEY COMPONENT THAT WE NEED TO DO.  IF WE WERE GOING TO CONTINUE THIS DISCUSSION, I WOULD PREFER A SMALL GROUP AND THEN COME BACK AND HAVE A DISCUSSION IN A BIGGER GROUP. BUT THAT WOULD BE ME. 
          >>  JON? >>  I'M COMFORTABLE WITH THE 
          VOICE OF THE BOARD. >>." [LAUGHTER] . 
          >>  ALL RIGHT. >>  I WOULD LIKE TO FOCUS ON THE LAST HALF HOUR OF THE AGENDA MAKE SURE WE GET THROUGH THAT. 
          I'M READY TO RESPOND TO WHAT CHRIS SAID, THOUGH.  CAN YOU HOLD THAT FOR ONE SECOND?  LET'S GO TO LEAH? 
          >>  I PROMISE TO COME RIGHT BACK TO YOU.  BECAUSE, I THINK IT'S A 
          RESPONSE, YEAH, ARE YOU OKAY? >>  YES. 
          >>  HE'S GOING TO HOLD TON IT. LEAH? 
          >>  I AGREE THAT MOVING FORWARD OUR PLAN KIND OF GOING FORWARD, I THINK IS THE MOST IMPORTANT ASPECT OF THIS CONVERSATION. 
          SO, DEDICATING AS MUCH TIME TO THAT AS POSSIBLE WOULD BE GREAT. 
          >>  WOULD THAT BE SPECIFICALLY THEN, PART OF HOW DOES IT? 
          >>  SO, THE SUCCESS PROTOCOL. >>  THAT YOU CAN.  SUCCESS 
          PROTOCOL.  MARK? >>  I AGREE.  MY ONLY RESERVATION IS I'M NOT SURE TIME FRAME WISE OR WORKABILITY WISE, THE SMALL GROUP GOING BACK INTO THE BIG GROUP IT SEEMS TO BE AN EXTRA STEP, I THINK WE'RE DOING FAIRLY WELL GOING ROUND ROBIN, IT SEEMS, IT SEEMS LIKE IT WILL TAKE AS MUCH TIME BREAKING IN AND OUT OF PERP GROUPS THAN IT IS DISCUSSING WHAT WE WANT TO 
          DO. >>  OKAY.  I HAVE A SOLUTION FOR THAT, I APPRECIATE THAT.  ERIC, I PROMISED TO COME BACK TO YOU. 
          >>  I ACTUALLY AGREE WITH CHRIS, I DON'T RECALL WITH WHAT HE SAID.  BUT, I THINK I AGREE WITH HIM, AND THAT IS, JUST RETURNING TO THE INITIAL PROMPT WAS ON THE ACADEMIC SUCCESS GOAL AREA, WHAT IS THE BOARD'S ROLE OR WHAT HOW SHOULD THE BOARD FOCUS, AND I VIEW OUR ROLE AS OR WHAT I VIEW MY ROLE AS, I GUESS, IS STANDARD SETTING AS TO PERFORMANCE, AND THE EXPECTATION, AND THEN SETTING THE PERIMETERS, WHICH IN THE DISTRICTS OPERATIONAL EXPECTATIONS.  BUT, REALLY, THE CRUX OF IT IS THE EVALUATION AND THE ACCOUNTABILITY PIECE OF RESULTS AND PERFORMANCE.  I AM PERSONALLY LESS INTERESTED IN THE PROCESS PIECE OF THAT.  OF 
          [02:55:04]
MONITORING THE PROCESS OF IT. I'M INTERESTED IN EVALUATING THE RESULTS AND I DON'T KNOW IF THAT IS SHARED BY THE BOARD.  SO, FROM AN EVALUATION STAND POINT THERE ARE ALWAYS MULTIPLE COMPONENTS, AS MOST OF THESE INITIATIVES ARE MULTIYEAR, THAT RARELY WE IMPLEMENT AND A YEAR LATER WE'RE DONE.  THERE'S A LOT OF FIDELITY THAT GOES WITH IT. THEY ARE VALUABLE AND SO, ACTUALLY WE DO USE THIS IN OUR MONITORING REPORTS.  PART OF THE QUESTION THAT YOU ASKED, IF MTSS IS NOT IMPLEMENTED IN EVERY SINGLE ONE OF OUR SCHOOLS, AND THAT IS AN INDICATOR THAT WE HAVE, THEN THAT'S NOT IN COMPLIANCE AND SO, THEN WHERE ARE WE AT?  WHERE IS IT GOING? WHAT IS THE PLAN? 
          >> AND WE ASKED FOR THAT AND WE DIVIDE THAT OUT SO WHEN IT MOVE TOSS PROCESS AND PROGRAM, WE DO IT SEPARATE FROM THAT REPORT AND WE ALL APPRECIATED THAT, THAT WAS A PIECE THAT I WROTE IN MY SUMMARY THAT OPERATIONALLY DISTRICT 10 THAT THE ADDITION INFORMATION GIVEN ABOUT PROMISE AND WHERE WE WERE AT AND THE PLANS TO BRING IT INTO COMPLIANCE WAS HIGHLY VALUABLE. 
          SO, I DO THINK THERE'S A BALANCE ACT BETWEEN THESE BECAUSE WE'RE DEALING WITH HUMANS AND CHANGING SYSTEMS AND ENVIRONMENTAL CONTEXT THAT WE DON'T CONTROL. SO, TO ONLY LOOK AT AN OUTCOME AND NOT UNDERSTAND THE UNDERLYING IMPLEMENTATION IS 
          PROBLEMATIC. >>  FOR INSTANCE,  I COULD LOOK AT OUR GRADUATION RATE, 94%, EXCELLENT, WE'RE DONE.  BUT I KNOW IF I DIG THROUGH THAT, AND NOW I HAVE TO LOOK AT PROGRAM PIECES THAT MAY BE INFLUENCING THAT THAT ARE NOT 
          ACADEMIC-BASED. >>  AND SO, I GUESS THIS IS REALLY, I SET THIS UP ON PURPOSE.  AND, I SAID THIS STRONGLY ON PURPOSE.  THIS IS SOMETHING WHERE I PERSONALLY AIR ON THE SIDE OF I WANT TO SEE HAW WE'RE DOING ON OUR METRICS, AND OVER THE LAST COUPLE OF YEARS WE HAVE HAD A LOT OF FOCUS ON HOW TO GET THERE WHICH PRESENTED DECREASED FOCUS ON WHERE ARE WE AND HOW ARE WE PERFORMING.  THAT CAUSES ME A LITTLE STRESS, BUT I DO AGREE THAT I NEED TO UNDERSTAND EVERY PART OF THIS. 
          WHAT IS MTSS, I BETTER BE ABLE TO EXPLAIN THAT TO CONSTITUENT. 
          MONITORING FROM YOU TELLING ME AND FROM THE FEET ON THE GROUND. 
          MARK'S POINT, IS INTEGRATION HAPPENING IN EVERY SCHOOL? THESE THINGS MATTER.  AND SO, BUT, THIS IS THE WHERE IS OUR ROLE, WHERE DO WE CONNECT OUR RESPONSIBILITIES TO THIS DOCUMENT?  IT STILL WINDS UP ULTIMATEMY TO ME BEING THE PROGRESS INDICATORS, EVEN THOUGH I APPRECIATE ALL THE PRELIMINARIES TO THAT.  TO ME, THIS IS THE THING THAT NO ONE 
          ELSE IS DOING.  SO... >>  IF WE DON'T KNOW THE PROGRESS THAT WE'RE MAKING, THEN ALL OF A SUDDEN, WHEN IT COMES TIME TO MAKE THE FINAL REPORT, AND WE ALL OF A SUDDEN COME BACK AND SAY, WELL, WE NEED ANOTHER YEAR TO KNOW THAT, WELL, IF 3 MONTHS OR SIX MONTHS, WE MIGHT HAVE BEEN ABLE TO SAY, OKAY, WE KNOW THAT YOU ARE GOING TO NEED MORE TIME, OR, IS THERE ARE YOU DEVIATING FROM THE ORIGINAL INTENT?  AND I THINK IT'S USUALLY THE IDEA THAT YOU COME ACROSS SO MANY HURDLES, THAT IT WAS MORE OF A DIFFICULT TASK THAT THAN WE ALL THOUGHT IT WOULD BE.  ALL OF A SUDDEN, A PANDEMIC HIT.  AND, YOUR ATTENDANCE RATE IS THE LEAST OF YOUR WORRIES.  SO, I THINK IT'S IMPORTANT TO KNOW THAT YOU'VE REACHED THOSE OTHERWISE YOU DON'T KNOW IF YOU'RE GOING TO MAKE THE FINAL GOAL OF BEING ABLE TO REPORT WHAT WE DID AND HOW WE DID IT. 
          >>  SO, I HAVE A QUESTION FOR YOUR SUPERINTENDENT.  SO, IN ORDER FOR YOU TO IMPLEMENT THIS, AND MEET THESE PROGRESS INDICATORS, I KNOW I'M JUMPING A LITTLE BIT TO NUMBER THREE, BUT LET'S FOCUS REALLY ON THE STRATEGIC PLAN.  WHAT DO YOU 
          NEED FROM YOUR BOARD? >>  YOU KNOW, WHEN I THINK ABOUT THE BOARD'S ROLE IN ALL OF THIS, IT'S ABOUT ACCOUNTABILITY.  AND, 
          [03:00:03]
SO, THE BOARD LEANING INTO THEIR STRUCTURED ACCOUNTABILITY SYSTEM FOR THE ORGANIZATION AND REALLY LEVERAGING THAT TO HELP LEAD AND GOVERN THE DISTRICT IS REALLY FOR ME, THE BEST WAY FOR ARE US TO COLLABORATE.  BECAUSE, IT'S AN ESTABLISHED PROCESS, I WOULD SAY IT'S EBBED AND FLOWED OVER TIME WITH HOW IT'S BEEN USED AND IMPLEMENTED, I HOPE THIS BOARD KNOW THAT IS I VALUE THE RELATIONSHIP AND WHAT A PUBLICLY ELECTED SCHOOL BOARD ACTUALLY BRINGS IN TERMS OF COMMUNITY ACCOUNTABILITY.  AND SO, TO ME, ACCOUNTABILITY ISN'T A BAD WORD BECAUSE IT'S ABOUT KIDS.  IT'S ABOUT KIDS LEARN AND THEIR EXPERIENCES IN OUR SCHOOLS.  AND SO IF WE CONTINUALLY HAVE A SHARED GOAL FOR KIDS, THEN THE ACCOUNTABILITY IS AROUND, YES IT MIGHT BE 94% GRADUATION RATE, BUT I DON'T THINK ANY OF US ARE SATISFY WOULD THAT BECAUSE WE KNOW WHOSE NOT GRADUATING, AND WE'LL NEVER BE SATISFIED WITH WHOSE NOT GRADUATING, AND EVERYTHING IN THIS STRATEGIC PLAN IS ABOUT GETTING 100% OF OUR KIDS TO GRADUATE.  AND HOW DO WE GET THERE?  WE'RE COMMITTED TO HOLDING THE SYSTEM ACCOUNTABLE.  AND IT'S NOT ABOUT FIRING PEOPLE, AND LIKE, ACCOUNTABILITY GETS A BAD WRAP, BUT ACCOUNTABILITY IS ACTUALLY EVERY KID SUCCEEDING.  AND THAT MAY BE UNCOMFORTABLE AND HARD, BECAUSE REALLY WE HAVE ONE OF THE HIGHEST GRADUATION RATES IN THE STATE OF WASHINGTON.  SO, WHAT WE'RE TRYING TO ACCOMPLISH IS SOMETHING NO ONE HAS ACCOMPLISHED BEFORE.  AND, YOU KNOW, HAVING MTSS SYSTEMS THAT ARE IMPLEMENTED WITH FIDELITY ACROSS THE SYSTEM, THAT IS CHALLENGING WORK.  YET, WE HAVE TO COMMIT TO THAT IF WE ACTUALLY WANT TO ACHIEVE THAT.  IF WE REALLY WANT TO DO RIGHT BY ALL OF OUR STUDENTS, HAVING A MODEL OF INCLUSIONARY PRACTICES AT EVERY ONE OF OUR SCHOOLS IS THE RIGHT THING.  BECAUSE WE COULD CHECK A BOX AROUND GRADUATION POSSIBLY FOR THOSE STUDENTS, BUT DOES THAT REALLY MEAN THEIR EXPERIENCE AND THAT'S OE-10. AND SO, THE PIECES ARE IN PLACE FOR THE BOARD TO HOLD THE SYSTEM ACCOUNTABILITY AND LEVERAGING THAT AND USING THAT, IS ESSENTIAL.  SO, FOR ME, IT'S ALL OF US LEANING INTO THAT ACCOUNTABILITY SYSTEM TO BE ABLE TO HELP LEAD AND GOVERN THE DISTRICT. 
          >>  YOU KNOW, TO THAT POINT, A 95% GRADUATION RATE DOESN'T MEAN DIDDLELY, IF IT'S ONLY BECAUSE THEY WERE LED TO THE GRADUATION CEREMONY AND ALLOWED TO GRADUATE AS OPPOSED TO THEY EARNED THE GRADUATION.  WE NEED TO KNOW THAT WE DID OUR JOB, THEY WERE EDUCATED AND THEY HIT THE PERFORMANCE SCALES AND THEY SUCCEEDED AND THAT'S WHY THEY'RE GRADUATING.  AND THAT MAKES GRADUATION MEANINGFUL.  IF IT JUST MEANS THEY HIT 18 AND IT'S TIME TO KICK THEM DOWN THE ROAD, THEN, NO, WE HAVEN'T SUCCEEDED. 
          >>  OKAY.  I'M GOING TO MOVE INTO OUR LAST ACTIVITY.  WE'VE LED OURSELVES THERE.  SO, IT MAY BE THAT TALKING ABOUT THE BOARD'S CONNECTION TO THE STRATEGIC PLAN MAY BE HELPFUL FOR YOUR RETREAT.  IT ALSO MAY NOT BE.  AGAIN, THAT'S PART OF DIGGING INTO THESE CONVERSATIONS AND FIGURING OUT WHAT ARE THE CONVERSATIONS WE REALLY NEED TO HAVE AND WHAT ARE THOSE THAT WE FEEL COMFORTABLE WITH.  SO, WE'RE GOING TO START THE LAST ONE, SO, YOU COULD SEE ON YOUR, AND I THINK A LOT OF WHAT YOU ALL JUST TALKED ABOUT, MAY END UP ON HERE.  LET ME HAND OUT SOME POST-IT NOTES, AND THEY ARE TO FORCE YOU TO THINK ABOUT ONE IDEA AT A TIME WHICH IS HARD. SO, I'LL PASS THESE OUT.  BUT, AGAIN, IF YOU LOOK AT THE QUESTIONS ON YOUR AGENDA, UNDER THE SUCCESS PROTOCOL.  THE FIRST ONE IS SIMILAR TO WHAT I JUST ASKED, BUT, THIS ONE WAS MORE RELATED TO THE STRATEGIC PLAN, BUT OVERALL, WHAT DOES THE SUPERINTENDENT NEED FROM THE BOARD IN ORDER TO BE SUCCESSFUL? PRIMARILY, YOU'LL P WANT YOUR SUPERINTENDENT TO ANSWER THAT. BUT IF YOU WOULD LIKE TO TAKE A GUESS AT IT, OR WHAT YOU THINK, THAT'S OKAY, BECAUSE ACTUALLY THAT WOULD GIVE HIM THE OPPORTUNITIES TO SAY, ACTUALLY, THAT ISN'T WHAT I NEED FROM YOU, OR, OH, YEAH, I NEED THAT FROM YOU TOO.  SO, FOR BOARD MEMBERS, THAT'S YOUR SECONDARY FOCUS, BUT FOR JON, THAT'S YOUR PRIMARY FOCUS.  THE SAME IS TRUE OF THE LAST TWO.  SO, NUMBER 2 AND NUMBER 3.  NUMBER TWO IS WHAT DOES THE BOARD NEED FROM THE SUPERINTENDENT, AND WHAT DO YOU AS BOARD MEMBERS NEED FROM EACH OTHER, AND YOU TALKED ABOUT THAT 
          [03:05:02]
TODAY A LITTLE BIT TOO.  WHAT DO YOU NEED FROM EACH OTHER IN ORDER TO BE SUCCESSFUL.  AND AGAIN, JON MAY WANT TO SHARE HIS THOUGHT BIZ WHAT HE THINKS YOU NEED FROM HIM, AND THEN YOU ALL HAVE THE OPPORTUNITY FOR A THOUGHT.  SO, WE'RE GOING TO LET YOU, FOR THOSE OF YOU WHO THINK TO SPEAK, THIS IS YOUR ROUND. 
          BECAUSE I'M GOING TO GIVE YOU THE OPPORTUNITY TO THINK FIRST, PUT ONE IDEA, MAKE SURE YOU KNOW WHICH CATEGORY THEY FALL IN, IF YOU WANT TO NUMBER THEM 1, 2, OR 3, THAT CAN BE HELPFUL, ALL OF YOUR ONE'S, AND TWO'S, WRITE THEM DOWN AND I'M GOING TO LOOK AROUND.  THE GOAL ISN'T SO WRITE 10 OF THEM.  IF YOU COULD DO TWO, OR THREE, OR FOUR, REALLY DIALLED IN, EFFECTIVE ONES, THAT'S THE MOST IMPORTANT. QUESTIONS, BEFORE I PASS THESE 
          OUT? >>  OKAY. 
          >>  DID YOU WANT US TO PUT THEM SOMEWHERE? 
          >>  NO, JUST HANG ONTO THEM. >>  I MEAN, YOU CAN.  WE CAN PUT 
          THEM ON THE WALL. >>  BUT, (INDISCERNIBLE) WHEN YOU ARE ALL DONE WRITING, PUT YOUR NAME CARD UP LIKE THIS AND I'LL KNOW THAT YOU ARE ALL DONE. 
          >>> LET'S TRY AND GET THESE WRAPPED UP IN JUST A FEW MINUTES 
          SO WE HAVE TIME TO SHARE THEM. >>  1 MINUTE. 
          [03:11:10]
          >> >>  WE'RE GOING TO START WITH QUESTION ONE, WE'RE GOING TO GO AROUND AND I WANT YOU TO ANSWER QUESTION ONE ONE AT A TIME.  AND WE'LL JUST GO AROUND UNTIL WE'VE EXHAUSTED EVERYTHING THAT YOU'VE WRITTEN ON NUMBER ONE.  THIS TIME WE'LL START WITH LEAH AND GO TO THE RIGHT.  (INAUDIBLE) 
          >>  YES, THANK YOU FOR CLARIFYING. 
          >>  SO FOR THAT ONE I JUST PUT DOWN VERY CLEAR COMMUNICATION OF 
          WHAT WE'RE EXPECTING. >>  I THINK IT COMES DOWN TO TWO WORDS, CANDID AND RESPECT.  I THINK THERE'S A LOT OF TERRITORY, AND IF WE STAY TO TWO THOSE WORDS, EVERYTHING ELSE 
          WILL FALL IN LINE. >>> CLARITY OF DIRECTION.  SPACE TO OPERATE.  SUPPORT.  HONESTY, AND FOCUSED ATTENTION. 
          >>  JUST TO CLARIFY, IF YOU COULD READ ONE. 
          >>  ONE. >>  OKAY.  THAT WAS ON ONE 
          POST-IT. >>  THAT WAS ALL ON ONE. 
          >>  HE WROTE REALLY TINY ANY.  I CAN SEE IT. 
          >>  I'M TAKING THESE HOME WITH ME, I PROBABLY WON'T BE ABLE TO 
          READ IT, WILL I, CHRIS? >>  NO, NO, THAT'S GREAT. 
          SORRY. >>  SO, I WROTE THE SUPERINTENDENT NEEDS THE BOARD TO RESPECT EACH OTHER AND TO 
          ALWAYS BE RESPECTFUL OF STAFF. >>> SO, THIS ONE IS WHAT DOES THE BOARD NEED FROM THE SUPERINTENDENT. 
          >>  IS THAT THE RIGHT ONE? >>  OH! 
          >>  I THINK I HAVE A DIFFERENT ORDER. 
          >>  THANK YOU.  I WAS LOOKING AT IT DRAFT.  GOTCHA, THANK YOU. 
          >>> OKAY.  SO, I HAVE CLARITY OF POLICIES AND EXPECTATIONS. 
          >>  MY FIRST POST-IT IS FOCUS ON THE RESULTS OF STUDENTS BY ARTICULATING THE EXPECTED OUTCOMES AND KNOWING WHAT 
          PROGRESS AND SUCCESS IS. >>  YOU GOT THAT ALL ON ONE 
          POST-IT? >>  ERIC? 
          >>  I WROTE FOCUS ON OUTCOMES. THE BOARD'S FOCUS ON OUTCOMES, 
          TO BE CLEAR. >>  MY OTHER POST-ITS ARE FOR 
          THE OTHER TWO. >>  DO YOU HAVE ANYMORE ON 
          NUMBER ONE? >>  OKAY.  THAT'S FINE. 
          >>  CHRIS? >>  SORRY, I ALREADY DID ALL OF 
          MINE. >>  THAT'S OKAY.  THAT'S FINE. 
          >>  OKAY.  I'LL READ MY OTHER THREE.  IT'S HOLD THE SYSTEM ACCOUNTABLE WHILE RECOGNIZING THE QUALITY WORK THAT HAPPENS EVERYDAY.  MY THIRD IS ONE WORD COLLABORATION.  FOURTH, BE WILLING TO ALLOW THE SYSTEM TO CHANGE AND IT'S AN EXPERIENCE THAT I HAVE AS WELL, BECAUSE THE SYSTEM HAS CHANGED SINCE I WAS A TEACHER, THE SYSTEM HAS CHANGED SINCE I WAS A PRINCIPAL, THE SYSTEM HAS CHANGED SINCE MY YOUNGEST WAS IN THE SCHOOL DISTRICT AND I WAS A PARENT. SO, YET, I CONTINUE TO GO BACK TO THOSE AS A MEN TALL MODEL, AND SO, I HAVE TO FORCE MYSELF TO TRANSITION AS TO WHAT IS RIGHT NOW, AND SOMETIMES THAT IS THERE'S GOOD TRANSITION, AND SOMETIMES THERE'S NOT AS GOOD TRANSITION.  SO, THE SYSTEM WILL CHANGE OVERTIME AND I HAVE TO BE 
          [03:15:03]
WILLING TO DO THAT AND I INVITE YOU TO DO THAT AS WELL. 
          >>  TO JON'S POINT, IT'S ALL EVOLUTION.  EVERYTHING EVOLVES, NOTHING EVER STAYS THE SAME AND IF IT DID, IT MIGHT BE A DAM BORING LIFE.  IT'S ALWAYS GOING TO EVOLVE, AND HOPEFULLY, IT 
          WILL EVOLVE FOR THE BETTER. >>  CAN WE GET A COPY OF THAT, JON, YOUR FOUR ARE DETAILED ENOUGH THAT I WOULD REALLY FIND IT USEFUL TO HAVE THEM IN FRONT OF ME. 
          >>  SO, MY INTENT IS TO COLLECT THEM AND GIVE THEM ALL BACK TO YOU.  DOES THAT MEET THAT NEED, CHRIS? 
          >>  AS LONG AS I KNOW? >>  EVERYONE IS NOW REVISING 
          THEIR'S. >>  AS LONG AS I KNOW WHICH ONE IS JON'S, BUT I'M PRETTY SURE I'LL REMEMBER. 
          >>  SURE.  WERE ANY OF YOU SURPRISED BY WHAT HE SAID? 
          >>  DO YOU THINK THAT YOU ARE DOING THAT FOR HIM NOW? 
          >>  I THINK THERE ARE COMB UPON NENTS THAT WE DO ALONG THE WAY. 
          >>  I WOULD PHRASE IT AS, I THINK WE TRY DO THESE THINGS BUT WE DON'T NECESSARILY DO THEM AS WELL AS WE HOPE TO. 
          >>  HOW ABOUT FROM YOUR PERSPECTIVE? 
          >>  I THINK THAT'S WITH ANY COLLABORATIVE RELATIONSHIP, YOU IF YOU SET YOUR TARGETS FOR WHAT YOU WANT TO BE, YOU CAN ALWAYS WORK TOWARDS THEM.  LIKE, NONE OF US LIVE IN THIS SPACE 100% OF THE TIME. AND WHAT THE BOARD'S ABOUT TO SHARE WITH YOU AROUND NUMBER TWO, I DON'T LIVE IN THAT SPACE 100% OF THE TIME.  SO, IT'S ALWAYS ABOUT GROWING AND GETTING BETTER AND I THINK THAT'S SOMETHING THAT WE HAVE ALL COMMITTED TO DOING. 
          >>  ANY OTHER THOUGHTS, BEFORE WE MOVE TO NUMBER TWO? 
          >>  ERIC, ARE YOU REWRITING ALL OF THEM LEGIBLY FOR ME? 
          >>  I AM. >>  I APPRECIATE YOUR EXTRA EFFORT AND AS A REWARD FOR THAT, I'LL HAVE YOU GO LAST FOR THIS 
          NEXT ROUND. >>  THAT'S A GOOD FACILITATION NOTE FOR MYSELF, TELL PEOPLE TO PLEASE WRITE LEGIBLY.  I LEARN SOMETHING KNEW EVERY TIME TOO. NEXT ONE IS NUMBER TWO, WHAT DOES THE BOARD NEED FROM THE SUPERINTENDENT IN ORDER TO BE SUCCESSFUL AND IN CONSIDERATION OF THE REWRITING GOING ON HERE, SIRI, LET'S START WITH YOU.  SO, ONE STICKY NOTE, ITEM TWO, WHAT DOES THE BOARD NEED FROM THE SUPERINTENDENT? 
          >>  PARTNERSHIP AND COLLABORATION TO WORK TOGETHER FOR EXCELLENT PUBLIC SCHOOLS AND FOR OUR STUDENTS. 
          >>> I WROTE CLEAR COMMUNICATION TO BOARD AND COMMUNITY. 
          >>  I'M GOING TO DO TWO, BUT YOU'LL UNDERSTAND WHY.  FIRST I WROTE INFORMATION, AND THEN I WROTE CLEAR AND CONCISE 
          INFORMATION. >>  THE FLIP SIDE OF THE COIN, I WANT THEM TO BE CANDID AND I ALSO WANT THEM TO PROVIDE THAT WITH RESPECT.  I HAD A THIRD, HONESTY, BUT THAT PREDISPOSES THEY'RE BEING DISHONEST, BUT I WANT A CANDID AND RESPECTFUL INFORMATION.  I DON'T THINK YOU CAN BE CANDID WITHOUT 
          RESPECTFUL. >>  I WROTE, THIS IS, WITHOUT HAVING HAD MUCH EXPERIENCE, BUT VERY HONEST FEEDBACK TO THE BOARD ABOUT WETHER OR NOT WE'RE MEETING YOUR EXPECTATIONS AND NEEDS.  AND ALSO, OVERSHARING OF INFORMATION, I FIND IS USUALLY 
          BETTER THAN LESS. >>  FIRST ONE I DID WAS TIMELY ACCURATE AND MEANINGFUL MONITORING REPORTS. 
          >>  I DID NOT. >>  SO, THEN I HAD A CLEAR CONCISE DATA ANALYSIS AND CONCLUSIONS THAT DEMONSTRATE LEVEL OF PROGRESS AND COMPLIANCE ALONG WITH MONITORING REPORTS 
          LINE. >>  SO, MY NEXT ONE WAS DYNAMIC LEAD ERSHIP OF THE DISTRICT BECAUSE THE DISTRICT'S PERFORMANCE, IS YOUR PERFORMANCE, IS OUR PERFORMANCE. 
          >>  NUMBER THREE, IS THAT WHAT YOU'RE SAYING, OR ARE WE ON 
          NUMBER TWO? >>  WE'RE STILL ON THAT ONE. 
          [03:20:03]
          >>  WELL, MINE DIDN'T CHANGE. >>  YEAH. 
          >>  SO, MY NEXT ONE I'M HAVING A HARD TIME RECONCILING IT WITH SOME OF THE OTHER THINGS I SAID BEFORE.  SO, I'M STRUGGLING WITH THAT, BUT, IT'S SOMETHING, I STILL FEEL LIKE I NEED, HE'S A HARD TIME RECONCILING THAT WITH HOW I VIEW THE JOB OF THE BOARD IS BROUGHT ALONG WHAT WAS GOING ON ON AN OPERATIONAL LEVEL. 
          JUST TO BE BROUGHT ALONG.  WHAT I HAVE A HARD TIME WITH, THEN IS, OKAY, SO, WHY?  WHY?  WHY DO I FEEL THAT WAY?  AND I DON'T HAVE THE ANSWER YET, BUT I THINK, I GUESS I FEEL THAT AS A BOARD MEMBER I HAVE AN OBLIGATION TO BE INFORMED BUT, I STILL HAVE A HARD TIME OF THEM CONNECTING THAT TO WHAT END, SO, YES, I DON'T HAVE THE ANSWER TO INTO YET. 
          >>  I THINK THAT WAS INCREDIBLY HONEST FEEDBACK IN THE ROLE OF THE BOARD.  I MEAN, YOU WANT TO KNOW EVERYTHING THAT'S GOING ON, AND YET, HOW DOES THAT WORK FOR THE SUPERINTENDENT?  I APPRECIATE YOUR HONESTY AROUND THAT. 
          >>  I JUST FEEL THERE'S AN EXPECTATION FOR THOSE WHO ELECT US IN IN JOB THAT THAT IS PART OF OUR JOB.  I JUST ALSO KIND OF WRESTLE REALLY IS SHOULD THAT BE PART OF THE JOB AND I'M JUST NOT 
          SURE. >>  CAN YOU READ YOUR OWN 
          WRITING. >>  ARE YOU UNSURE BECAUSE YOU 
          CAN'T READ YOUR OWN WRITING? >>. 
          [LAUGHTER] . 
          >>  SO, FOR THIS RELATIONSHIP TO WORK, THERE HAS TO BE AN ASSURANCE OF TRUST THAT WHAT I'M SAYING AND HOW I'M SAYING THE DISTRICT IS FUNCTIONING THAT THERE'S SOME LEVEL OF EVIDENCE TO THAT, SO JUST BECAUSE I PROVIDE AN OPERATIONAL UPDATE, DOESN'T MEAN THAT YOU'RE GOING TO TURN AROUND AND SAY, OH, NO, DON'T DO THAT, DO THIS.  BUT IT PROVIDES YOU WITH THE ASSURANCE THAT ON SOME LEVEL, THINGS ARE BEING TENDED TO, FOLLOWED UP WITH, AND SO, IT'S LESS ABOUT YOU DIRECTING THE OPERATIONS, BUT YOU HAVE TO HAVE AN ASSURANCE.  AND THAT'S JUST REPORTING AROUND OPERATIONAL. AND SO, THAT, THURSDAY COMMUNICATIONS ARE PART OF THAT. UPDATES FROM PROGRAMS AND DEPARTMENTS ARE THAT, THE YOU KNOW, THE DIFFERENT TYPES OF INFORMATION I SHARE WITH THE BOARD.  THE MAJORITY OF THAT IS OPERATIONAL.  JUST TO KEEP THE BOARD APPRISED OF SOME OF THE BIG ITEMS THAT ARE OCCURRING ACROSS THE DISTRICT. 
          >>  SO, MY LAST THOUGHT OF NUMBER TWO WAS OPEN AND ONGOING DIALOG.  FROM ERIC'S COMMENT, I AGREE.  I MEAN, IT'S ONE OF THOSE THINGS WHERE THEORETICALLY, WE DEFINE THE BOUNDARIES AND THE PLAYING FIELD AND WE DESIGN THE ENDZONE WHERE YOU'VE SUCCEEDED.  WITHIN THERE, HE'S CHOOSING THE ROUTE AND DRAWING THE PLAYS.  BUT, I ACTUALLY FEEL LIKE I UNDERSTAND WHY WE NEED TO UNDERSTAND THE PLAYS.  THAT'S ALL IT COMES DOWN TO, NOT THAT WE NEED TO BE CONSULTED AS TO WHICH PLAYS ARE GOING TON BUT WE NEED TO UNDERSTAND WHAT YOU'RE RUNNING SO WE COULD EXPLAIN IT TO PEOPLE COMING TO US AND HOW WE CAN UNDERSTAND THE ENDZONE, EVEN IF YOU HAVEN'T GOTTEN THERE YET. 
          >>  SO, I CAN WORK WITH THAT. >>  I HAVE ONE MORE NOTE TOO. 
          ALONG THE WILLINGNESS TO DIALOG, AROUND THOSE MONITORING PORTS AND OUTCOMES THAT COME FROM THAT AND HOW DO WE MOVE FORWARD IN 
          LEANING INTO OUR PROCESS? >>  OKAY.  GREAT, SO, WE'RE GOING TO GO TO NUMBER THREE, WHICH IS WHAT DO BOARD MEMBERS NEED FROM ONE ANOTHER IN ORDER TO BE SUCCESSFUL? 
          >>  IT'S THE SAME ONE I WROTE FOR ONE, I'LL START WITH THAT, AND THAT IS A FOCUS ON RESULTS OF THE DISTRICT.  SO, I GUESS, WHAT I NEED, WHAT I VIEW I NEED FROM OTHER BOARD MEMBERS IS A DISCIPLINE FOCUS ON I GUESS, WHAT I VIEW THE JOB OF THE BOARD TO BE.  I NEED EVERYONE TO AGREE WITH ME IS WHAT I NEED.  THAT'S REALLY WHAT IT COMES DOWN TO IN THE END.  THANK YOU.  SO, THERE 
          [03:25:01]
          WE ARE. >> [LAUGHTER] . 
          >>  UM, AS A NEW BOARD MEMBER, I THINK THIS ONE'S OBVIOUS, BUT A LOT IT HAVE BACKGROUND INFORMATION ON ISSUES AND TOPICS THAT ARE RELEVANT NOW.  A LOT OF THE CURRENT BOARD MEMBERS HAVE BEEN ON THE BOARD FOR A VERY LONG TIME, SO THEY KNOW A LOT OF THE HISTORY THAT I HAVE NO IDEA ABOUT.  SO, JUST KIND OF BEING 
          AWARE OF THAT COGNISANT OF THAT. >>  MARK, DO YOU WANT TO REPEAT 
          YOUR'S? >> YES. 
          >>  IT REALLY COMES DOWN TO BEING CANDID WITH EACH OTHER, TELLING US WHAT YOU REALLY THINK AS OPPOSED TO WHAT YOU THINK I WANT YOU TO SAY.  THE HONESTY, DON'T SAY ONE THING AND DO ANOTHER.  THAT COMES DOWN TO RESPECT FOR EACH OTHER AS TO WHERE WE'RE COMING FROM AND WHERE WE NEED TO GO. 
          >>  IS THE QUESTION BOARD MEMBERS OR WHAT DOES THIS BOARD 
          MEMBER NEED? >>  ANYWAY, MY FIRST INCUMSTINC WAS FORGIVENESS.  I'VE BEEN KNOWN TO THINK OUT LOUD AND I APPRECIATE PEOPLE GIVING ME THE ABILITY TO POE OUT LOUD.  TRUST, RESPECT, HONESTY, BUT FOR ME, THE FORGIVENESS IS THE UNSPOKEN 
          PIECE OF THAT. >>  I FEEL BOARD MEMBERS NEED TO RESPECTFULLY ADHERE TO BOARD POLICIES. 
          >>  AND I HAVE RESPECTFUL DIALOG, HONEST DISCUSSION AND GRACE.  AND SPEAK FOR YOUR PERSON AND NOT FOR ANYBODY ELSE 
          ON THE BOARD >>  I HAVE ANOTHER ONE, I HAVE A HARD TIME PUTTING THIS INTO WORDS, I THINK ALLOWED.  I THINK THAT I'M GOING TO ARRIVE BY THIS BY WAY OF (INDISCERNIBLE) IF A'S OKAY.  I THINK THAT ALL BOARD MEMBERS NEED TO BE --  WELL, I THINK THE BOARD IS MOST EFFECTIVE IF EVERYONE ON THE BOARD IS OPERATING WITH A SIMILAR SET OF INFORMATION AT A SIMILAR POINT IN TIME.  I THINK SO, I'VE BEEN THE BOARD CHAIR FOR A YEAR NOW, AND I THINK ONE AREA WHERE I COULD HAVE DONE A BETTER JOB IS MAKING SURE SAY, AGENDAS, EVERYONE HAS BROUGHT ALONG SOONER, THAT EVERYONE HAS THE SAME INFORMATION AT THE SAME TIME.  JUST IN TERMS OF OUR PROCESS.  SO, I GUESS THE BROADER CONCEPT IS SHARING OF INFORMATION AND A SUPPORTING AND SUPPORTING EACH OTHER WITH THAT INFORMATION TOO.  NOT QUITE THERE YET, BUT THAT'S THE 
          CONCEPT. >>  MY NEXT ONE WAS ABOUT CONSENSUS OR MUTUAL UNDERSTANDING ABOUT THE ROLES, THE RESPONSIBILITIES, AND THE EXPECTATIONS OF BOARD MEMBERS. 
          MAINLY BECAUSE I THINK THAT IF YOU HAVE UNEQUAL OR I DON'T KNOW, A BETTER TERM FOR IT, AN UNEQUAL LEVEL OF PARTICIPATION AMONGST BOARD MEMBERS, THERE TENDS TO BE A DOMINANT VOICE AND A DOMINANT OPINION THAT IS GOING TO INFLUENCE POLICIES AND PROCEDURES, AND IN ORDER FOR THIS TO BE A DEMOCRATIC BOARD WHERE WE EACH HAVE AN EQUAL VOICE, THEN, I THINK THERE NEEDS TO BE SOME STANDARD OF PARTICIPATION AND 
          RESPONSIBILITIES. >>  CHRIS, IT'S EASIER TO ASK FOR FORGIVENESS, THAN IT IS TO ASK FOR PERMISSION.  SO, AND I'M TO BE QUITE FRANK, FORGIVENESS IS REALLY PART OF THAT RESPECT. 
          BECAUSE IF WE RESPECT EACH OTHER AS WITH WHAT WE BRING TO THE TABLE, WE'RE WILLING TO FORGIVE EACH OTHER'S ABILITY OF HOW WE DO IT.  AND, OTHERWISE, WE ALL GO OUR SEPARATE WAYS AND THE 
          BOARD IS OFF. >>  UNFORTUNATELY, ERIC OPENED A CAN OF WORMS FOR ME WHERE I REALLY WANT TO BUILD ON WHAT HE 
          [03:30:05]
WAS SAYING, BUT I CAN'T FIGURE OUT HOW TO DO THAT, THIS IS UNCOMFORTABLE AND I DON'T ASHLEYLY HAVE THIS PROBLEM.  BUT THERE'S A DIMENSION OF THIS FOR A NEW BOARD MEMBER WHERE THE EXISTING BOARD NEEDS TO HAVE AND THIS IS AN ASSUMPTION THAT I MAKE OF OUR GROUP, PATIENCE, AS SOMEONE COMES UP TO SPEED, BUT IT'S MORE THAN PATIENCE, IT'S ACTUALLY ACTIVELY HELPING THEM ASK ALL THE QUESTIONS THAT THEY SHOULD BE ASKING EVEN IF THEY DON'T KNOW THEY SHOULD BE ASKING THEM.  AND AT THE SAME TIME, FOR THE NEW BOARD MEMBER, IT'S NEVER BEING EMBARRASSED TO ASK A QUESTION, BECAUSE IF YOU DON'T UNDERSTAND SOMETHING, I DON'T CARE HOW BASIC IT MAY SEEM, IT PROBABLY MATTERS, YOU JUST DON'T 
          KNOW WHY YET. >>  AND I WOULD ADD TO THAT, THAT I LOVE SEEING THIS BOARD DOING, BRINGING LEAH ON.  I WISH LOOKING BACK AT IT THAT I WAS A NEW BOARD MEMBER, I WE WANT AND TALKING TO CABINET, SPENT TIME WITH SUPERINTENDENT, I WISH WHAT I HAD HAD WAS A FEELING THAT EVERY OTHER BOARD MEMBER RESPECTED ME AND WAS SUPPORTING ME LEARNING THE NEW ROLE.  SO, I HOPE THAT YOU WRITE THIS DOWN AS SOME KIND OF A PROCEDURE OR PROCESS FOR ONBOARDING NEW BOARD MEMBERS BECAUSE I THINK THAT'S GOING PRETTY BOARDING NEW BOARD MEMBERS BECAUSE I THINK 
          THAT'S GOING PRETTY WELL. >>  SO, ANY OTHER ONE WAS SIMILAR TO FOCUS ON RESULTS AND OUTCOMES AND FOR ALL THE BOARD MEMBERS TO LEAN INTO OUR CURRENT GOVERNANCE FRAMEWORK AND 
          STRENGTHEN THAT MOVING FORWARD. >>  I THINK SOMEBODY MAY HAVE SAID THIS ALREADY, BUT, MY NEXT ONE WAS COMMITMENT TO THE AGREED UPON POLICIES AND PROCEDURES.  I SPEAK FOR MYSELF TOO, THAT I NEED TO OFTEN REMEMBER THAT AS WELL. 
          >>  SO, RESPECTFULLY POINT OUT ON INCONSISTENCY IN WHAT I'M HEARING.  I'M HEARING THAT IT'S EASIER TO ASK FORGIVENESS THAN PERMISSION, YOU ALL MAY NEED TO FIGURE THAT PIECE OUT. 
          >>  THAT'S INTERESTING, THANKS. >>  JON? 
          >>  I JUST WROTE ONE.  I'M NOT A BOARD MEMBER.  SO, IT FEELS OUT OF PLACIOUS BUT, AND I THINK IT'S BEEN SAID, BUT, I THINK THIS IS MORE EXPLICIT. UNDERSTAND HOW TO OPERATE AS AN INDIVIDUAL BOARD MEMBER VERSUS A BOARD.  BECAUSE, BOTH ROLES, ARE THE RESPONSIBILITY OF BOARDSMENSHIP AND UNDERSTANDING 
          HOW THAT WORKS IS IMPORTANT. >>  LEAH? 
          >>  MY LAST ONE IS OWN THE CULTURE OF OUR BOARD.  THIS IS A GROUP OF FIVE PEOPLE.  THOSE FIVE PEOPLE WILL CHANGE, BUT IT'S A CULTURE THAT HAS IT'S OWN TRADITIONS, FROM THE DAY YOU ARRIVE UNTIL THE DAY YOU LEAVE YOU OWN A PIECE OF THAT CULTURE AND YOU HAVE A MAJOR IMPACT ON IT. 
          >>  I JUST HAVE SORT OF ONE IN GENERAL, WILLINGNESS TO ENGAGE 
          OUTSIDE OF YOUR COMFORT ZONE. >>  ALL RIGHT.  I GUESS, THERE'S ONE, I HAVEN'T WRITTEN IT DOWN YET BUT I'LL SAY IT.  I THINK THERE'S VALUE IN EACH BOARD MEMBER HAVING THE SPACE AND THE ABILITY TO THIS IS, I GUESS, THIS IS MAY BE WELL, GOING OFF OF WHAT JON SAID.  THE BASIC ABILITY TO BE EFFECTIVE AND WE ALL HAVE OUR INDIVIDUAL TALENTS AND UNTALENTS, SO HAVING. 
          >>. [LAUGHTER] 
          . >>  SO WE HAVE, AND SO WE HAVE, I THINK YOU KNOW JUST HAVING THE SPACE AND THE ABILITY TO BE EFFECTIVE BE AS EFFECTIVE AS WE CAN AS INDIVIDUALS, TOO.  AND THAT IS, BUT THAT IS PART OF AN ATTENTION TO WE THERE ARE WAYS IN WHICH WE INDIVIDUALLY CAN BE EFFECTIVE BUT ALSO IT'S IMPORTANT TO BE EFFECTIVE AS A BOARD.  BUT I DO THINK IT'S IMPORTANT TO RECOGNIZE, PROVIDING THE SPACE FOR EACH INDIVIDUAL BOARD MEMBER TO BE EFFECTIVE IN THEIR OWN WAY. 
          >>  AND BUILDING ON THAT, I WOULD SAY, YOU KNOW, WE DON'T 
          [03:35:04]
ALWAYS AGREE 100%, BUT WHEN A VOTE IS TAKEN, WE ALL NEED TO 
          SUPPORT THAT VOTE AS A BOARD. >>  ANY CLOSING THOUGHTS, WE'RE SIX MINUTES OVER, BUT I WANT TO MAKE SURE TO GIVE EVERYBODY AN OPPORTUNITY FOR CLOSING THOUGHTS.  MARK? 
          >>  NO SURPRISES.  I THINK THAT GOES FOR ALL THREE OF THE QUESTIONS, TO BE QUITE FRANK. NO SURPRISES AND THEN AGAIN THAT COMES BACK TO RESPECT AND CANDID.  I DON'T WANT TO FIND SOMETHING OUT IN THE NEWSPAPER. I DON'T WANT TO FIND SOMETHING OUT FROM A NEIGHBOR.  I WANT TO FIND IT OUT HERE IF WE ALL KNOW IT HERE.  AND IT GOES FOR WHETHER IT'S STAFF OR WHAT, NO 
          SURPRISES. >>  AND I'M SURE THAT'S THE SAME 
          FOR YOUR SUPERINTENDENT? >>  YEP, EXACTLY. 
          >>  ONE AREA WHERE SURPRISES AROUND A GOOD THING. 
          >>  I WAS GOING TO GO WITH CLOSING THOUGHTS. 
          >>  A:   NOT A WASTE OF MY TIME. >>  THAT'S HIGH PRAISE.  AND, B: THIS ISN'T OVER THE CONVERSATIONS THAT WE'VE STARTED, WE HAVE A BUNCH OF THINGS THAT WE NEED TO KEEP 
          GOING. >>  THANK YOU FOR THAT, CLOSING 
          THOUGHTS, CASSANDRA? >>  YES, I THINK THIS WAS VERY USEFUL, THANK YOU FOR THIS, THIS WAS PROBABLY THE BEST OPPORTUNITY WE'VE HAD IN AWHILE TO BE ABLE TO TAKE TIME AND DIG THROUGH THIS AND BRING UP A LOT OF THINGS I THINK THAT'S GREAT AS WE HAVE A NEW BOARD MEMBER COMING ON BOARD TO ALSO HAVE THIS OPPORTUNITY.  AND I WOULD HOPE IN CLOSING, THAT WE WILL, WE NEVER GOT TO OUR NEXT STEPS OR GOALS MIGHT BE, I FEEL LIKE I MISSED THAT PIECE FROM THIS,ND I DON'T WANT TO LOSE THAT PIECE 
          GOING FORWARD. >>  ALL RIGHT. 
          >>  I AGREE, I'VE SEEN THE BOARD INTERACT AROUND THE BOARD'S SELF-ASSESSMENT, I THINK THIS IS MY FOURTH OR FIFTH TIME, THIS HAS BEEN THE RICHEST DIALOG I THINK THAT THE BOARD HAS HAD. 
          AND I THINK THAT'S A TESTAMENT TO YOU COMING AND LEADING THE BOARD AN MYSELF THROUGH THE PROCESS WAS REALLY HELPFUL.  SO, THANK YOU FOR SPENDING YOUR SATURDAY AS WELL WITH YOU US, IT'S IMPORTANT WORK THAT HELPS US ALL BECOME BETTER.  SO, THANK 
          YOU. >>  NO PROBLEM. 
          >>  YEAH, I AGREE WITH SIRI, THAT I THINK THAT SOME IDEAS FLOATING AROUND THAT I THINK WE NEED TO BRING BACK AND CONTINUE TO HAVE THE DISCUSSIONS.  AND I THINK THAT NEEDS TO HAPPEN SOONER RATHER THAN LATER.  MAY BE TOMORROW MORNING AT 
          8:00 A.M.? >>. 
          [LAUGHTER] . 
          >>  WE COULD ALL GET UP, AND GET HERE? 
          >> [LAUGHTER] 
          >> NO, I DO, I THINK UM, I DON'T KNOW, I DON'T HAVE AN ANSWER FOR THE PROCESS YET, BUT I THINK THERE'S SOME IDEAS THAT WE'RE GOING THROUGH, OKAY, SO ONE OF THE CONCEPTS IS WHAT IS THE ROLE OF THE BOARD IN TERMS OF COMMUNICATION, AND WHAT DOES THAT LOOK LIKE.  I FEEL LIKE THAT'S A SUBSET THAT WE NEED TO CONTINUE TO HAVE DIALOG ABOUT. I THINK I WOULD LIKE TO HAVE THAT COME BACK AND I THINK MAY BE THERE ARE SOME OUTCOMES FROM THAT.  I THINK EVERYONE'S FLAGGED THAT AS AN ISSUE AND I THINK THERE MAY HAVE BEEN ONE THAT HAD A RAINBOW THERE.  SO, I THINK WE NEED TO HAVE A LITTLE MORE CONVERSATION AROUND THAT. 
          THERE'S THAT AND A FEW OTHER THINGS THAT ARE SORT OF A FLAG THAT I THINK WE NEED TO BRING BACK FOR MORE FOCUS AND FRANKLY, MAY BE MORE UNCOMFORTABLE CONVERSATIONS AROUND.  MAY BE SOMETIME IN THE NEXT MONTH OR TWO WE COULD GET THAT GOING. 
          >>  YEAH.  I WOULD LIKE TO SAY THANK YOU.  THIS WAS ACTUALLY VERY INSIGHTFUL INTO THE MEMBERS OF THE BOARD AND THE THOUGHT PROCESSES AND HOW YOU GUYS WORK. IF ANYTHING I WOULD SAY THIS WAS MORE EYE-OPENING THAN WATCHING MONTHS, AND MONTHS, OF YOUR GUY'S SCHOOL BOARD MEETINGS.  IT WAS A GREAT INTRODUCTION TO THE BOARD.  I'M ALSO REALLY INTERESTED IN THE NEXT STEPS, KIND OF WHERE WE GO FROM HERE BECAUSE I AGREE WITH ERIC THAT THERE HAVE DEFINITELY BEEN SPECIFIC AREAS THAT HAVE BEEN BROUGHT UP THAT ARE BEING CALLED OUT AS YOU KNOW, WE NEED TO DO SOMETHING ABOUT THIS.  AND SO, NEXT STEPS AND GOALS WOULD BE 
          PRETTY CRUCIAL, I THINK. >>  TO CHRIS'S POINT AND TO ALL THE OTHERS, THIS IS NOT A SPRINT, IT'S A MARATHON AND WE'VE REACH ADD CERTAIN POINT, BUT NOW WE HAVE TO STEP IT UP AND KEEP ON GOING.  AND, YEAH, THAT'S IT. 
          >>  AND CHRIS, WE STARTED WITH YOU, CORRECT? 
          [03:40:01]
          >>  OKAY. >>  ENOUGH ROUNDS AND I LOSE TRACK OF IT.  SO, YEAH, ABSOLUTELY.  THERE ARE DEFINITELY NEXT STEPS.  THIS IS A DOWN PAYMENT IN TERMS OF FUTURE WORK.  AND SO, IF YOU COULD LEAVE YOUR STICKY NOTES ON THE TABLE FOR ME.  I WILL COLLECT THOSE AND MAKE SURE THAT THOSE GET ITEMIZED IN THE REPORT THAT I GIVE BACK TO YOU.  I ALSO TOOK A LOT OF NOTES DURING YOUR CONVERSATIONS AROUND THE SELF-ASSESSMENT, YOU COULD TAKE THOSE AND THEN, USE THEM IN WHATEVER WAY IS MOST USEFUL TO YOU.  I'LL TRY TO IDENTIFY THE AREAS WHERE IT FELT TO ME LIKE YOU REALLY WANT TO HAVE ADDITIONAL CONVERSATIONS, BUT, I MIGHT MISS SOME SO BE SURE TO TAKE TIME.  AND I WANT TO THANK YOU FOR INVITING ME IN, IT WAS A PLEASURE TO GET TO KNOW EACH OF YOU, EITHER FOR THE FIRST TIME OR A LOT BETTER OF THE I APPRECIATE ALL THE WORK THAT YOU ARE DOING.  HAVE A
* This transcript was compiled from uncorrected Closed Captioning.