[00:00:13]
[1. 8:00 - 11:00 Board Self-Assessment]
CALL TO ORDER THE SCHOOL BOARD STUDY SESSION. ALL SCHOOL BOARD MEMBERS ARE PRESENT. THE FIRST ITEM IS TO BE OUR BOARD SELF-ASSESSMENT. WE HAVE TRICIA FROM THE SCHOOL BOARD WHO IS GOING TO LEAD OUR DISCUSSION TODAY. TRICIA, CAN I TURN IT OVER TO YOU? OKAY.OF YOU I HAVE WORKED WITH BEFORE. AND I HAVE 18 YEARS OF SCHOOL BOARD EXPERIENCE. THAT I NOT TURN IT ON? THAT'S A LITTLE TRICK I USE. BROADCASTING. SO IN ADDITION TO MY TIME ON BOARDS ALL OVER THE STATE AND LEADING TRAINING, I ALSO HAVE 18 YEARS OF SCHOOL BOARD IS VARIANCE. I UNDERSTAND ALL OF THE CHALLENGES THAT YOU FACE. A LOT OF THEM, ANYWAY. A LOT OF THEM ARE UNIQUE. BUT I ALSO KNOW THE JOYS OF BEING A DIRECTOR. WE HAVE THREE HOURS TO DO THIS THIS MORNING, RIGHT? WE ARE JUST GOING TO TAKE SOME TIME TO DO SOMETHING THAT YOU DON'T GET TO DO VERY OFTEN, WHICH IS ACTUALLY JUST TALK WITH EACH OTHER AND SPENT SOME TIME TALKING WITH EACH OTHER, REALLY GETTING TO KNOW PEOPLE IN TERMS OF WHO YOU ARE. LISA AND LINDSAY, YOU KNOW. SO WE WILL BE GOING TO THE BOARD SELF-ASSESSMENT. WE WILL JUST SORT OF REFLECT ON THINGS, SEE WHERE YOU ALL WANT TO GO. I WOULD LOVE IT IF YOU WOULD JUST TAKE A MOMENT TO INTRODUCE YOURSELF TO ME IF YOU DON'T MIND. WHAT YOU WANT TO TELL ME? WHAT BROUGHT YOU TO THIS WORK? HAVE BEEN AN EDUCATOR FOR 15 YEARS. MY FIRST TEACHING CAREER WAS ACTUALLY IN THIS DISTRICT, SO I'VE BEEN AN EMPLOYEE HERE AND I'VE BEEN THE COFOUNDER AND CODIRECTOR OF A NONPROFIT PRIVATE SCHOOL THAT WAS REALLY FOCUSED ON INCLUSION, EQUITY, KIND OF MORE FORWARD THINKING, AND WHAT THE WHOLE SYSTEM OF EDUCATION CAN LOOK LIKE. I FEEL THAT THAT EXPERIENCE COULD BE VERY VALUABLE TO BIGGER IDEAS IN THIS DISTRICT. AND I HAVE MY SON HERE, WAS IN FIFTH GRADE, AND ANOTHER SON WHO IS IN SEVENTH GRADE. SO WE HAVE THAT TEAM, PRETEEN AGE. WE HAVE A PUPPY, TOO, BUT I DID NOT BRING HIM.
>> IT COULD HAVE BEEN A PUPPY FEST TODAY.
>> I'VE BEEN ON THE BOARD FOR 8 YEARS. I HAVE A SON IN FIRST
GRADE . >> THOSE ARE BUSY YEARS. IT GETS BETTER WITH THEIR TEENAGERS AND PRETEENS.
>> I AM LEAH CHOI, I'VE GOT TWO KIDS. MY SECOND-GRADER AND A KINDERGARTNER, SO SIMILAR TO WHAT ERIC IS EXPERIENCING. WHEN
YOU ARE BEHIND. >> THANK YOU. GOOD MORNING,
MARK. >> MY NAME IS MARC STUART. I'VE BEEN ON THE BOARD FOR OVER 10 YEARS NOW. OKAY, I WILL BACK UP. I HAVE TWO SONS. MY YOUNGER SON HAS AUTISM, AND THAT'S WHAT PULLED ME TO THE BOARD, HELPING FAMILIES AND DISABILITIES. AND KIND OF REPRESENTING THE HAVE NOT.
>> THANK YOU. >> I'M LISA GUTHRIE. I WAS APPOINTED IN AUGUST, AND THEN ELECTED FOR MY FIRST TERM IN NOVEMBER. SO I BEAT LINDSAY BY THREE MONTHS. I'M NOT THE
[00:05:03]
NEWBIE. MY DAY JOB, I WORK AT MICROSOFT, AND I'VE BEEN THERE FOR 20+ YEARS. I'VE GOT FOUR KIDS AS WELL. FOURTH GRADE, EIGHTH GRADE, AND UNEMPLOYED. I GUESS WHAT PROPELLED ME TO THIS WORK -- JUST SEEING FOUR KIDS WITH VERY DIFFERENT NEEDS GOING THROUGH THE SYSTEM AND SEEING WHERE THOSE NEEDS WERE MET REALLY WELL, AND WERE -- MAYBE NOT SO MUCH. AND FEELING LIKE ICOULD MAKE A DIFFERENCE. >> WONDERFUL. THANK YOU. SO WE HAVE COMMONALITY BETWEEN ALL OF YOU. WE HAVE THEM ALL THE WAY DOWN TO PRESCHOOL ALL THE WAY UP TO KIDS WHO GRADUATED ALREADY. AND EVERYTHING IN BETWEEN STILL. I THINK IT'S NICE TO HAVE THAT SPAN OF EXPERIENCE ON THE SCHOOL BOARD, BECAUSE YOU CAN SEE EVERYTHING BEFORE IT STARTS. AND I GUESS THINGS CHANGE OVER THE YEAR, TO. IT'S A DIFFERENT SCHOOL DISTRICT IN MANY WAYS FROM ONE YOUR KIDS WERE THERE. THAT'S TRUE FOR ME. MY KIDS ARE IN THEIR 20S. WHEN I STARTED, THEY WERE 4 AND 8, AND THE SCHOOL LOOKS DIFFERENT. SO WE ARE GOING TO DIVE IN. ONE OF THE THINGS I'D LIKE TO DO IS THINK ABOUT, WHAT ARE SOME VALUES THAT YOU BRING TO YOUR WORK ? IF YOU WANT TO JUST WRITE THEM DOWN ON YOUR NOTEPAD, IT CAN BE ONE WORD. IT CAN BE A COUPLE WORDS, A PHRASE. IF YOU WANT TO DO A FEW WORDS, YOU CAN. IF YOU WANT TO JUST WRITE ONE THING DOWN, YOU BE SHARING THESE OUT. WHAT ARE THE VALUES YOU BRING TO THIS WORK? IT WILL NOT BE PASSED AROUND. HE WILL SAY IT OUT LOUD. YOU CAN RECORD IT IN WHATEVER WAY WORKS BEST FOR YOU. OR IF YOU HAVE GOOD MEMORY, YOU CAN JUST KEEP IT UP THERE.
I LOVE PUZZLES. I MIGHT HAVE TO GO OVER AND JOIN HIM HERE. I DON'T GET TO DO THEM VERY OFTEN. ALL RIGHT. GO AHEAD AND WRAP UP WHAT YOU ARE WRITING. SO WE ARE GOING TO JUST GO AROUND THE TABLE. JUST SHARE YOUR FIRST ONE. WE WILL GO AROUND UNTIL THEY ARE EXHAUSTED. ERIC, WOULD YOU MIND
[00:10:03]
>> SURE, TO START WITH. >> I DID PERSONAL VALUES AND ALSO COMMUNITY. I WROTE OPTIMISM. THAT IS SOMETHING I TRY TO BRING. PARTICULARLY THIS MORNING WHEN I WAS LEAVING TO
COME HERE. >> 7:30 ON A SATURDAY MORNING.
THANK YOU FOR BRINGING THE OPTIMISM TODAY. WE APPRECIATE
>> LOVE FOR THE COMMUNITY, FOR ONE ANOTHER, FOR STAFF IN THE DISTRICT. JUST THROUGHOUT THE WHOLE SYSTEM.
>> INQUISITIVENESS. I ALWAYS ASK QUESTIONS THAT EVERYONE
WILL UNDERSTAND. >> OH, INQUISITIVENESS. I
DIDN'T UNDERSTAND. >> I PUT A FIRM BELIEF IN THE VALUE OF EDUCATION FOR EVERYONE, FOR THEIR FUTURE
>> I WROTE DISCIPLINE. >> ADVOCACY FOR ALL STUDENTS.
>> THANK YOU. >> COMMUNICATIONS WITH OUR PUBLIC.
RESEARCH-BASED DISCOVERY. >> I WILL GO IN PLACE OF ERIC.
I AM INNOVATIVE. INNOVATION. INNOVATIVE.
>> I WROTE BELONGING. >> IF SOMEONE HAS SAID ONE THAT YOU WROTE DOWN, SAY IT ANYWAY.
>> YEAH. I HAD THE VALUE OF PUBLIC EDUCATION, AND ESPECIALLY ITS ABILITY -- PUBLIC EDUCATION AND SPECIFICALLY EDUCATION IN GENERAL TO CHANGE LIVES AND
CHANGE TRAJECTORIES. >> INCLUSION OF ALL ABILITIES.
>> I HAD EQUITY AND EDUCATION.
>> THANK YOU. YOU ARE TAPPED OUT? OKAY.
>> DESIRE FOR SYSTEMIC COLLABORATION.
>> COMMUNITY ENGAGEMENT. >> WE ARE HEARING FEEDBACK FROM SOMEONE. THAT'S OKAY, THANKS FOR TRYING.
>> HEALTHY SKEPTICISM. >> THAT'S FROM SOMEONE WHO HAS BEEN ON THE BOARD FOR A WHILE, I RECKON.
>> ALL MY OTHER ONES ARE REPEATS. I ALSO HAD CURIOSITY
AND I ALSO HAD INTEGRITY. >> OKAY, GREAT.
>> I DON'T REALLY KNOW HOW TO SAY THIS, BUT THE EDUCATOR LENS. VALUING EDUCATOR PERSPECTIVES.
>> THANK YOU. >> COMMUNICATIONS IN A CRISIS,
ISSUE MANAGEMENT. >> OKAY. GREAT. YOU ARE DONE.
YOU ARE TAPPED OUT. PLEASE, GO AHEAD.
[00:15:06]
>> HONESTY. >> YOU WANT TO READ US THE REST
OF YOURS? >> EXCELLENT. I HAD EQUITY AND
INCLUSION. >> GOOD, THANK YOU.
>> I HAD LEADERSHIP AS WELL. LEADERSHIP SERVICE AND EQUITY/ALL MEANS ALL . AND HONESTY. TELLING THE TRUTH,
EVEN WHEN IT IS HARD. >> OKAY, GOOD.
>> I WOULD SAY KEEP INFORMATION FLOWING TO ALL PEOPLE THROUGH ALL MEANS, TWO WAY. ALL MEANS ALL.
>> THANK YOU. DID WE GET EVERYONE'S? WE'VE CLEARED IT FOR YOU ALL? I'M JUST GOING TO READ THROUGH THESE QUICKLY FOR YOU TO THINK ABOUT HERE. OPTIMISM, CURIOSITY. LOVE, INQUISITIVENESS, VALUE OF EDUCATION. THERE ARE A NUMBER OF THOSE FOR THE VALUE OF EDUCATION. DISCIPLINE, ADVOCACY FOR ALL STUDENTS, INTEGRITY WAS MENTIONED FOUR TIMES.
COMMUNICATION IN VARIOUS WAYS, MULTIPLE TIMES THE PUBLIC. TO ALL, TWO WAY COMMUNICATION IN A CRISIS. CRISIS MANAGEMENT. DATA AND RESEARCH BASED DECISION-MAKING. INNOVATION, BELONGING, AND BELIEVE IN PUBLIC EDUCATION. INCLUSION, EQUITY, ALL MEANS ALL, THAT WHOLE TOPIC. DESIRE FOR SYSTEM COLLABORATION. HEALTHY SKEPTICISM. HAVING THAT EDUCATOR LENS, MEANING DIFFERENT PERSPECTIVES TO THE WORK THAT YOU DO. RESPECT AND HONESTY WERE BOTH REPEATED A COUPLE OF TIMES, AND THEN JUST LEADERSHIP AND SERVICE. SO THOSE ARE SOME SHARED VALUES THAT ALL OF YOU ON THIS TEAM -- JUST CURIOUS IF YOU HAVE ANY REFLECTIONS ON THOSE. 20 OF THEM SURPRISE YOU? ABOUT THE WORK THAT YOU DO? NO, GO
AHEAD. >> NOTHING SURPRISED ME. AND I AGREE WITH WHAT EVERYONE SAID. A LOT OF POSITIVES TO THIS
LIST. >> ANY OTHER REFLECTIONS? THE NICE THING IS THAT IT IS A LIST. IT'S A LONG LIST, AND SOME OF THEM WERE UNIQUE, AND A LOT OF THEM -- AGAIN, THAT SPEAKS TO THE POWER OF THE TEAM COMING TOGETHER, SO WE WILL KIND OF KEEP THOSE IN MIND AS WE GO THROUGH THE DAY TODAY, AND WE ARE GOING TO DIVE IN AND GIVE YOU A LITTLE BIT OF INFORMATION ABOUT WHERE WE ARE HEADED TODAY. SO SEVERAL OF YOU HAVE DONE THE BOARD ASSESSMENT BEFORE, SO I THINK ERIC HAS DONE THE LANDMARK ASSESSED IT.
>> WE HAVE NOT, BUT WE DID WATCH THE MEETING. WE WATCHED
LAST YEAR'S MEETING. >> ALL RIGHT, GREAT. SO THE BOARD SELF-ASSESSMENT IS -- I'M GOING TO HAND THESE OUT TO YOU. THE BOARD STANDARDS WERE UPDATED LAST YEAR, AND SO SOME OF THEM MAY BE -- YOU HAVE YOURS -- WELL, OKAY. HE GETS EXTRA POINT. YOU HAVE THIS ONE, RIGHT? THAT IS THE FRONT PAGE? OKAY, THAT'S GREAT. PERFECT. SO WE WILL TALK A LITTLE BIT ABOUT WHERE THE BOARD STANDARDS COME FROM. ARE THE SOMEBODY'S GOOD IDEA, OR ARE THEY, LIKE YOU SAID, BASED ON PRACTICES THAT ARE PROVEN TO BE EFFECTIVE? YOU ALL HAVE DONE ON THIS BOARD -- NOT NECESSARILY THE TWO OF YOU NEW TO THE BOARD, BUT THIS BOARD HAS DONE AN ASSESSMENT FOR MANY YEARS, WHICH IS GREAT, BECAUSE IT ALLOWS YOU TO LOOK AT YOUR PROGRESS OVER TIME AND AREAS OF GROWTH. BUT WE ALSO SOME NEW TOOLS THIS YEAR THAT WERE WANT TO SHARE WITH YOU CALL MORE OF A FOCUS SELF-ASSESSMENT. I BROUGHT THOSE TOOLS WITH US
[00:20:01]
TODAY AND WE WILL BE RUNNING SOMETIME WORKING ON THAT. SO IN TERMS OF WHY TO USE THIS ASSESSMENT, WE ARE GOING TO SET A LITTLE BIT OF A FOUNDATION HERE JUST TO LET YOU KNOW WHAT IS IT BASED ON, AND WHY WOULD THEY EVEN CREATED BACK IN 2008 AND 2009, IS REALLY THE BOARD STANDARDS FIRST ESTABLISHED.AT THAT TIME, AND EVEN STILL TODAY, THERE WAS A LOT OF RESEARCH BASED ON WHAT YOU WOULD CONSIDER TO BE THE PROXIMAL FACTORS TO STUDENT. SO PARENTS, TEACHERS, EVEN STUDENTS -- WHAT WAS THE IMPACT OF TEACHERS ON STUDENTS AND THEIR ACHIEVEMENT? AND THERE WAS NOT VERY MUCH OF WHAT YOU WOULD CONSIDER DISTAL OR MORE DISTANT FACTORS LIKE THE SUPERINTENDENT, THE COMMUNITY, AND THE SCHOOL BOARD. WHEN THE COMMITTEE WAS FIRST CONVENED, WHAT IS OUT THERE THAT TELLS SCHOOL BOARDS WHAT MAKES A DIFFERENCE? SCHOOL DISTRICTS ALSO ARE BETTER OFF IF THEY AREN'T GUESSING WHAT WORKS.
SO BACK IN THE LATE 1990S TO 2010, THE IOWA SCHOOL BOARD ASSOCIATION CONDUCTED THE LIGHTHOUSE STUDIES. AND THAT WAS REALLY THE FIRST LARGE-SCALE'S 30 ON THE IMPACT OF SCHOOL BOARDS OUTCOMES. WHAT THEY DETERMINE FROM THAT IS YOU NEED LOTS AND LOTS AND LOTS OF RESEARCH AND IT BUILDS -- IT FILLS VOLUMES. BUT REALLY, THE UPSHOT IS HIGH-PERFORMING DISTRICTS BEHAVE DIFFERENTLY THAN BOARDS THAT PERFORM LESS.
>> HIGH-PERFORMING DISTRICTS IN LOW PERFORMING DISTRICTS. WHAT DOES THAT MEAN? THERE ARE ONLY CERTAIN THINGS WE CAN MEASURE, AND CERTAINLY 20 YEARS AGO -- 25 YEARS AGO -- REALLY, THERE WEREN'T VERY GOOD MEASUREMENTS THEN. NO CHILD LEFT BEHIND AND THE STATE ASSESSMENTS. YOU KNOW, WHATEVER YOU MAY THINK OF THOSE, THEY CERTAINLY HAVE SOME DOWNSIDES. ONE OF THE UPSIDES IS THAT WE DID ACTUALLY HAVE SUMS AND ROADWAYS TO ASSESS LEARNING. SO WHEN WE TALKED TODAY ABOUT STUDENT ACHIEVEMENT, LET ME JUST TELL YOU -- THEY ARE ONLY LOOKING AT ACADEMIC ACHIEVEMENT AS MEASURED BY STATE STANDARDS.
YOU ALL ARE LOOKING AT THINGS IN DIFFERENT WAYS. LIKE THIRD GRADE READING READINESS, NINTH-GRADE PASSING RATES. YOU LOOK AT DISCIPLINE RATES IN YOUR DISTRICT. THERE ARE LOTS OF WAYS TO DO THAT, BUT THE STATE HASN'T REALLY CAUGHT UP WITH US ON THAT YET. SO I JUST WANT TO STATE THAT. WE ARE USING THE MEASURES THAT ARE OUT THERE THAT ARE COMMON AMONG DISTRICTS IN THE STATE OF WASHINGTON. I DON'T KNOW IF ANY OF YOU CAME TO OUR BREAKOUTS SESSION, BUT WE'VE BEEN WORKING WITH TWO RESEARCHERS, DR. IVAN LAWRENCE AND DR. BILL COUGH. WE WORKED WITH THEM SINCE 2010, WHEN DR.
LAWRENCE AND -- WHO IS NOT DR. LAWRENCE YET -- WANTED TO DO HIS DOCTORAL THESIS ON THE WORK OF THE SELF-ASSESSMENT AND STUDENT OUTCOMES. WE WORKED WITH HIM, AND HE STARTED -- I GUESS IT WOULD BE A FOUR YEAR PROCESS, LOOKING AT WASHINGTON'S DATES DATA. BECAUSE THE BOARD SELF-ASSESSMENT SURVEY THAT COMES OUT OF THE SCHOOL BOARD STANDARDS IS THE ONLY ONE THAT HAS BEEN -- WHAT IS THE WORD THAT I'M LOOKING FOR? IT'S BEEN PROVEN THROUGH STATISTICS TO BE STATISTICALLY RELIABLE AND VALID. AND THAT HAS BEEN TESTED OVER TIME SINCE IT'S BEEN IN PLACE FOR A LONG TIME.
SO WHAT HE'S DETERMINE FROM THIS RESEARCH IS THAT BOARD ACTIONS REALLY DO MATTER, BECAUSE SCHOOL WORDS HAVE CERTAIN FACTORS THAT ARE WITHIN THEIR CONTROL, AND WHEN THEY ARE ABLE TO ADDRESS THOSE AND CREATE CONDITIONS WHERE INEQUITIES ARE OVERCOME, EVERY STUDENT CAN ACHIEVE HIGHER LEVELS OF LEARNING. THEN THERE'S OTHER RESEARCH AS WELL, AND I'M GOING TO GO TO THIS QUICK THE, BECAUSE I WANT TO GET THREE OR DATA. BUT I ALSO WANT TO LET YOU KNOW, THIS ISN'T JUST SOMEBODY'S GOOD IDEA. THE RESEARCH IS REALLY
[00:25:02]
IMPORTANT TO US. AND WE WILL SHOW YOU SOME NEW RESEARCH TODAY, TOO. THESE TWO RESEARCHERS, BLESS THEM, THEY WENT TO HUNDREDS OF SCHOOL BOARD MEETINGS. AND THEN THEY CALIBRATED THOSE WITH WHAT THE STUDENT SCORES ACHIEVED IN THE DISTRICT. THIS IS WHAT THEY FOUND OVER TIME, THAT LOW PERFORMING DISTRICTS IN TERMS OF STUDENT ACHIEVEMENT, THEIR BOARD MEETINGS WERE LESS ORDERLY, THEY DIDN'T SPEND AS MUCH TIME TALKING ABOUT STUDENT ACHIEVEMENT. SCHOOL BOARD MEMBERS WERE NOT LISTENING RESPECTFULLY OR ATTENTIVELY TO THOSE SPEAKING AND SPENT A LOT OF TIME ADVANCING THEIR OWN AGENDA AND WORKING RELATIONSHIPS WITH THE GOVERNANCE TEAM. A FEW MORE MEMBERS RELIED ON THE SUPERINTENDENT. THERE WAS EXCESSIVE TALKING IN MEETINGS, AND LESS FOCUS ON POLICY ISSUES. SO THERE SOME COMMONALITIES. LOGICALLY, YOU CAN THINK, YEAH, THAT'S A MESSY BOARD MEETING. SCHOOL BOARD MEMBERS ARE NOT WORKING AS A COLLABORATIVE TEAM. THIS WAS RESEARCH THAT CONNECTED IT TO OTHER STUDENTS OF THE DISTRICT. OUR RESEARCHERS HAVE SEEN FROM THEIR RESEARCH THAT STUDENT ACHIEVEMENT IS BOTH A LEADING AND LAGGING INDICATOR -- I SAID AT THE RIGHT WAY FIRST. STUDENT ACHIEVEMENT IS A LIKELY INDICATOR OF WHAT IS GOING ON IN THE BOARD. WHEN YOU HAVE CHAOS, DID YOU DO IT? THANK YOU, GREAT JOB. PERFECT. OKAY. I'M SORRY I'VE BEEN ANNOYING FOR THE PAST 20 MINUTES. WE WILL HOPE THATIMPROVES, BUT NO PROMISES. >> SOMETHING FOR YOU ALL TO KEEP IN MIND, WHEN WE SEE THESE KIND OF THINGS IN A BOARD MEETING OVER TIME, THAT'S EVENTUALLY GOING TO TRANSFER OVER TO THE BEHAVIOR. WHEN THERE'S CHAOS AT THE TOP, IT TAKES A WHILE, BUT EVENTUALLY GET DOWN TO THE STUDENT LEVEL AND IT JUST BRINGS CHAOS INTO THE HOLDS SYSTEM.
SUPERINTENDENTS AND UPPER-LEVEL LEADERSHIP FROM THE DISTRICT, THEY FEEL UNCERTAIN. THEY DON'T KNOW HOW THEY SHOULD BE FEELING, AND THAT SEEPS DOWN ALL THE WAY THROUGH THE ORGANIZATION. THE OPPOSITE IS TRUE, TOO. A LOT OF CHAOS, NOT COLLABORATIVE RELATIONSHIPS, IT TAKES A LONG TIME FOR THAT TO DRIBBLE BACK DOWN. SO JUST BECAUSE THE DISTRICT IS DOING WELL TODAY DOESN'T MEAN THAT IT WON'T BE HERE 10 YEARS FROM NOW. IT'S ONE OF THOSE THINGS TO CONSIDER, SOLID LEADERSHIP PRINCIPLES THAT BECOME MORE IMPORTANT OVER TIME FOR STUDENT
ACHIEVEMENT. >> DOES A RESEARCH ONLY LOOK AT BOARD MEETINGS? DID THEY TAKE INTO ACCOUNT HOW THE BOARD FUNCTIONS OUTSIDE OF BOARD MEETINGS AS WELL, OR JUST
MENTIONED BY THAT? >> THIS STUDY FROM 10 YEARS AGO WAS JUST BOARD MEETINGS BECAUSE THEY WERE PUBLIC AND THEY WERE OBSERVABLE. BUT CERTAINLY, YOU ARE GOING TO LOOK AT THESE AND THINK, IF WE HAVE PEOPLE WHO ARE NOT HAVING GOOD RELATIONSHIPS, NOT RELYING ON THE SUPERINTENDENT FOR INPUTS, THOSE ARE GOING TO LEAK INTO ALL OTHER TYPES OF RELATIONSHIP ISSUES, TO. ANOTHER PIECE OF DATA THAT COMES FROM THE CENTER FOR PUBLIC EDUCATION IS LOOKING AT -- SO NOW WE ARE SWITCHING FROM A BEHAVIOR THAT DOES NOT SUPPORT STUDENT ACHIEVEMENT TO BEHAVIOR AND CHARACTERISTICS THAT YOU SUPPORTED. I WILL LET YOU JUST READ THROUGH THOSE.
[00:30:05]
THESE ECHO A LOT OF THE VALUES YOU ALL TALKED ABOUT. YOU BELIEVE THAT ALL STUDENTS CAN ACHIEVE, COLLABORATING, CONTINUOUS IMPROVEMENT BASED ON YOUR MODEL RESEARCH. TRUST AND HONOR, BOTH RESPONSIBILITIES. SO THESE ARE IMPORTANT CHARACTERISTICS. EVEN AS YOU MOVE THROUGH CHALLENGING TIMES.YOUR TEAM WON'T ALWAYS AGREE ON EVERYTHING. NO TEAM DOES.
THE WAY YOU LEAD THROUGH THAT AS A GROUP, THROUGH CHALLENGES, SPEAKS TO HOW YOU ARE LEAVING YOUR DISTRICT AND HOW YOU ARE LEADING US TO DANCE. SO ANY QUESTIONS ON THAT? SOME OF WHAT THE BOARD STANDARDS LOOKS LIKE. YOU CAN SEE THE BOARD STANDARDS, THERE ARE FIVE OR PRINCE'S. WE HAD A COMPREHENSIVE UPDATE OF THE BOARD STANDARDS. AND BECAUSE THERE'S MORE RESEARCH OUT THERE SINCE 2009 AND 2010. A LOT MORE RESEARCH. SCHOOL BOARDS HAVE BEEN TRADITIONALLY A VERY UNDER THAT EVEN IN LINTS IN PUBLIC EDUCATION, AND THAT HAS STARTED TO CHANGE. AS WE CONDUCTED THAT RESEARCH, WE LOOKED AT NATIONAL, INTERNATIONAL, STATE RESEARCH THAT WAS AVAILABLE. AND WE WERE SURPRISED -- I WAS SURPRISED, IN FACT, THAT THESE CORE PRINCIPLES AFFECT THE BOARDS AND THEY REMAIN THE SAME. WE WERE FULLY PREPARED TO HAVE THESE CHANGE, BUT THEY DID NOT. SO AS THE FIVE CORE PRINCIPLES, THEY DIDN'T CHANGE. NOW, WITHIN EACH OF THESE, WE DELVED IN AND WE TAKE A LOOK IN A MINUTE. SO THE BOARD SELF-ASSESSMENT IS REALLY JUST, HOW IS YOUR DISTRICT REMAINING STANDARD IN PRACTICE? IF THEY LOOK FAMILIAR, IT'S BECAUSE THEY MAKE UP MOST OF THE ASSESSMENT. WE ALSO SPENT QUITE A BIT OF TIME, BECAUSE CERTAINLY OVER THE LAST DECADE OR SO, WE REALLY HAVE SEEN SOME SPECTACULAR BEHAVIOR SOMETIMES FROM INDIVIDUAL SCHOOL DIRECTORS. AND THE INDIVIDUALS IMPACT TO THE TEAM. THAT'S ALWAYS TRUE NO MATTER WHAT TEAM YOU'RE ON. SO HE TOOK A LITTLE MORE TIME AND LOOK SPECIFICALLY AT INDIVIDUAL SCHOOL DIRECTORS. THE FIRST FIVE -- THESE HAVE BEEN TWEAKED A LITTLE BIT. ESSENTIALLY THE FIRST FIVE REMAIN THE SAME. THERE ARE MORE DETAILS THAN THE INDIVIDUAL STANDARDS STARTING ON PAGE 30. YOU'LL FIND THAT IN YOUR STANDARDS DOCUMENTS. THE SIXTH ONE, COMMITMENT TO EDUCATION, THAT REALLY WASN'T FOUND. THERE WAS SOME LANGUAGE AROUND SUPPORTING ALL STUDENTS, BUT REALLY, NOT MUCH OF A SPECIFIC EMPHASIS ON EDUCATION THAT WAY. SO THIS WAS ADDED AS A PERSONAL COMMITMENT THAT A DIRECTOR SENT DOWN, AND I HEARD THAT FROM ALL OF YOU. YOU WILL PROBABLY LIKE THIS. I WILL LET YOU READ IT.
INTUITION, RAISING VOICE -- I DON'T KNOW. HARD TO TELL. I INITIALLY GOT DRAWN INTO THIS WORK LONG BEFORE I WORKED, I WENT TO THE NATIONAL SCHOOL BOARD CONFERENCE, AND I SAW HIM SPEAKING. THEY GO THROUGH A PROCESS WHERE THEY SAY, OKAY, OUT OF THESE BOARD STANDARDS, WHICH ONE DO YOU THINK MOST IMPACT STUDENT ACHIEVEMENT? I'VE BEEN WORKING AS A CONSULTANT, AND I'VE BEEN A BOARD MEMBER FOR MORE THAN 10 YEARS. SO I WAS PRETTY SURE MY INTUITION WAS RIGHT. THEY WENT TO A SERIES OF THOSE QUESTIONS AND GOT EVERY ONE OF THEM WRONG. AND I WAS REALLY IRRITATED. I WENT UP AND INTRODUCED MYSELF TO THEM. I INTRODUCED MYSELF TO THEM, AND BECAUSE I WAS FROM WASHINGTON AND THEY WERE WATCHING FOR WASHINGTON SCHOOL BOARD AND WE RECONNECTED. I CONFESSED TO THEM THAT I WAS HIGHLY ANNOYED THAT I COMPLETELY FAILED THEIR QUIZ, AND THEY LAUGHED AND SAID, WHAT WE THINK WORKS TO BE ISN'T ALWAYS THE THING THAT DOES. IT'S NOT THAT THEY DON'T HAVE ANY IMPACT. IT'S THAT SOME OF THEM HAVE A MUCH
[00:35:03]
STRONGER IMPACT THAN OTHERS. THIS IS YOUR LEADERSHIP CYCLE.THIS PROBABLY LOOKS FAMILIAR TO YOU. YOU START WITH A STRATEGIC PLAN FOR VISION, TO ENSURE THAT YOU AND YOUR DISTRICT ARE UNDERSTAFFED AND STUDENT NEEDS ARE OUT THERE. AGAIN, NOT RELYING ON YOUR INTUITION TO WHAT STUDENTS NEED, BUT WHAT DOES THE DATA TELL US? PUTTING TOGETHER THAT PLAN AND MONITORING NETWORK FOR THE JOB YOU ALL HAD. LOOKING AT THE DATA AGAIN AND, IS THIS THE PLAN WE PUT INTO PLACE WORKING FOR US? AND THEN YOU GO BACK TO STRATEGIC PLANNING AGAIN. SO YOU ARE FAMILIAR WITH THAT. AND THEN, OF COURSE, THE STUDENT CONTEXT AROUND THIS IS, WHY WE DO THE WORK. ALL OF YOU SAID THAT THIS MORNING. SO WE'VE BEEN TOLD THAT WASHINGTON STATE HAS THE LARGEST COLLECTION OF SCHOOL BOARD DATA IN THE WORLD . AND I SAID THAT SEVERAL TIMES -- REALLY, IN THE WORLD? YES, THERE ISN'T ANYBODY WHO HAS THIS ELECTION OF -- THIS IS WHAT SCHOOL BOARDS ARE DOING, AND THIS IS HOW IT CONNECTED TO THE SCHOOL OUTCOMES. AND THEY'VE DONE IT SINCE 2009. SO IT'S A GOOD 15 YEARS WORTH OF RESEARCH. SO WE ARE WANT TO START AND DIVE IN TO THE BOARD SELF-ASSESSMENT. AND I'M GOING TO PAUSE, BECAUSE I'VE BEEN TALKING AT YOU FOR YOU MINUTE.
SEE IF YOU HAVE ANY QUESTIONS OR IF ANYTHING IS COMING UP FOR YOU. OR MAYBE YOU JUST NOT HAD ENOUGH COFFEE. SO I HAVE A LOT OF PAPERWORK COMING YOUR DIRECTION. PASS THAT DOWN. THAT IS PROBABLY -- THAT IS THE BIG, THICK DOCUMENT THAT YOU ARE ALL USED TO SEEING, AND I THINK THIS IS ONE YOU PROBABLY HAVE NOT BEEN YET, WHICH IS CALLED THE SCORING TABLE. DON'T WORRY ABOUT HOW MUCH THERE IS HERE. THE TWO REPORTS, THE REALLY THICK ONE, LOOK AT THE COPPER. AND LOOK AT THE FACT THAT ONE, TWO, THREE, FOUR, FIVE, SIX, SEVEN -- YOU HAVE SEVEN YEARS WORTH OF DATA, WHICH IS OUTSTANDING. NOW, YOU NORMALLY WOULD HAVE DONE THIS IN DECEMBER, WHICH WOULD HAVE PUT YOU IN 2023, SO YOU DIDN'T MISS A YEAR, I PROMISE. YOU CAN REALLY SEE WHAT HAPPENED IN 2020. 2021, 2022, AND THIS WOULD HAVE BEEN 2023. SO YOU HAVE A LOT OF LONGITUDINAL DATA. SO GO AHEAD AND JUST OPEN THIS UP. I KNOW A COUPLE OF YOU HAVE DONE THIS BEFORE AND SOME HAVE IT, SO I WANT TO WALK YOU THROUGH THIS. SO IF YOU LOOK AT WHAT WOULD BE PAGE THREE WITH THE PAGE NUMBER ON IT, IT'S THE ONE THAT SAYS THE TOP WORK FOR GOVERNMENTS AGGREGATE DATA. SO IF YOU LOOK ON THE LEFT-HAND SIDE, YOU CAN SEE THAT THERE ARE THE FIVE STANDARD AREAS. AND THESE ARE THE AGGREGATE SCORES THAT YOU GAVE YOURSELVES WITHIN ALL OF THE QUESTIONS WITHIN THE STANDARD. WE GOT 22 QUESTIONS. THAT SCORING IS THE AGGREGATE OF ALL 22 QUESTIONS WITHIN THE AREA. THE NICE THING ABOUT THIS , THIS IS THE AREA WHERE WE SEE MORE GREEN AND BLUE AND LESS YELLOW AND RED. GREEN AND BLUE, WE ALWAYS DO THIS, OR YES, WERE ALWAYS DOING THIS. YELLOW IS SOME OF THE TIME WE DO THIS.
AND THERE'S ALSO DON'T KNOW. THAT'S PERFECTLY FINE, AND IT IS NOT COUNTED IN YOUR SCORE. SO IF TWO PEOPLE SAID, I DON'T KNOW, AND THREE PEOPLE HAD ANOTHER ANSWER, WE ONLY SCORE THE THREE PEOPLE WHO ANSWERED IT, BECAUSE I DON'T THINK YOU SHOULD HAVE POINTS TAKEN AWAY FROM YOU FOR NOT KNOWING MORE ABOUT THE OTHER BOARD MEMBERS. SO YOU CAN KIND OF TAKE A LOOK AT THESE AND SEE -- HOW YOU HAVE CHANGED OVER TIME. TAKE A
[00:40:07]
LOOK AT THIS AND TELL ME WHAT YOU SEE IN TERMS OF -- LOOKING AT THE GREEN AND BLUE -- WHICH OF THESE APPEARS TO BE YOUR STRONGEST AREA FOR THIS AREA? EVERYONE AGREE, STANDARD THREE? YOURSELVES MOST HIGHLY. AND WHERE DID YOU RATE YOURSELVES LOWEST? STANDARD FIVE. ENGAGING WITH THE LOCAL COMMUNITY. NOW, I WANT TO POINT OUT, THESE ARE REALLY HIGH SCORES, AND BOARDS, AS THEY WORK TOGETHER OVER TIME, TEND TO BE HARDER ON THEMSELVES. WHEN YOU KNOW MORE, YOU ARE MORE AWARE OF YOUR OWN ACTIONS. OVERTIME, YOU WILL THINK ABOUT WHERE YOU LEVEL OUT. SO GO AHEAD AND TURN OVER TO PAGE FOUR. YOU CAN SEE HERE HOW YOU PERFORMED OVER TIME AND HOW YOU RATED YOURSELVES OVER TIME ON EVERY INDIVIDUAL QUESTION, OKAY? LET'S SET THAT ASIDE FOR A MOMENT, AND I WANT YOU TO TAKE A LOOK AT THE SMALLER OF THE TWO DOCUMENTS. THE ONE THAT SAYS SURVEY SCORE RANKING. THIS IS A LITTLE BIT OF A CHEAT SHEET THAT WILL HELP YOU DIGEST ALL 42 PAGES OF THIS REPORT , HOWEVER LONG IT IS.AND IT IS ORGANIZED WHERE YOU SCORED YOURSELF THE HIGHEST, ALL THE WAY TO WHERE YOU SCORED YOURSELF THE LOWEST. AND THIS IS HELPFUL BECAUSE WE ARE GOING TO GO INTO A COUPLE OF ROUNDS OF CONVERSATION WHERE YOU ARE TALKING ABOUT WHAT YOU SEE HERE. A COUPLE OF THINGS THAT I WANTED TO MENTION TO YOU. JUST LIKE A STUDENT'S GRADES, THIS DOESN'T TELL EVERYTHING ABOUT YOURSELF. AND IN FACT, WE DO NOT LOOK AT THE AGGREGATE SCORES IN DISTRICTS EVER. BECAUSE, NUMBER ONE, IT CHANGES OVER TIME. AND AS I MENTIONED, AS YOU MATURE OVER TIME, YOU TEND TO BE MORE CRITICAL. SO THIS IS YOUR SCORE ONLY, AND IT'S WHAT YOU SAID ABOUT YOURSELF IN TERMS OF, DO YOU FEEL LIKE WERE GETTING A GOOD JOB HERE? AND THAT'S NOTHING TO GET YOURSELVES WORKED UP OVER. THAT'S WHAT WE DO AS INDIVIDUALS, TOO. RIGHT? NEW YEAR'S RESOLUTIONS. DID A REALLY GOOD JOB OF -- BOY, I SHOULD STOP EATING CHOCOLATE THIS YEAR, RIGHT? I JUST WANT TO BE CLEAR ABOUT HOW TO DO THIS. THIS IS NEVER FOR BEATING YOURSELF OR ANYBODY ELSE UP OVER. IT'S ABOUT SETTING SOME GOALS AROUND IT. NO, PLEASE DON'T BE SORRY. I WANT YOU TO ASK QUESTIONS.
>> MAYBE THIS IS MY INTUITION, MY THOUGHT OF NEW BOARD MEMBERS. I THINK I WOULD EXPECT THE SCORES TO GO DOWN, AND I WOULD ALMOST THINK OVER TIME WHEN YOU ARE ON THE BOARD, YOU KIND OF GET INTO THIS ROUTINE. IF YOU BEEN ON THE BOARD LONGER, DO YOU NOTICE THOSE SCORES ACTUALLY INCREASING, AND THEY START TO GO DOWN WITH YOUR NEW MEMBERS VERSUS -- BECAUSE IT SOUNDS LIKE YOU'RE SAYING, YOU MIGHT BE HARDER OR GREATER ON THIS. IS THAT NORMALLY WHAT YOU SEE?'S B MAC IT'S AN INTERESTING QUESTION, BECAUSE WE DON'T LOOK AT THESE IN TERMS OF WHAT TURNOVER ON THE BOARD LOOKS LIKE. IT MIGHT BE A REALLY INTERESTING RESEARCH PROJECT FOR RESEARCHERS, BUT THE FACT OF THE MATTER IS ALL BOARDS HAVE TURNOVER. SOME HAVE A LOT MORE TURNOVER THAN OTHERS. BUT THEY ALL HAVE SOME TURNOVER, AND THAT'S WHY THOSE WHO SAID DON'T KNOW ACTUALLY COUNTED AGAINST THOSE SCORES. A COUPLE OF YEARS AGO AS I WAS LOOKING AT THIS WITH THE RESEARCHERS, I THOUGHT, THAT DOESN'T MAKE ANY SENSE. YOU NEED TO ACKNOWLEDGE THAT NEW BOARD MEMBERS COME ALONG AND THEY ARE NOT GOING TO KNOW HOW THE ORDEALS OF THESE AREAS. BUT I WILL SAY, I WOULD CONSIDER YOUR BOARD KIND OF IMMATURE BOARD IN TERMS OF TAKING IN REVIEWING THIS DATA FOR MANY
[00:45:01]
YEARS IN A ROW NOW. AND A LOT OF WHAT WE GENERALLY SEE IS BOARDS THAT DO NOT TEND TO BE CRITICAL OF THEMSELVES. AND THAT'S A GOOD THING, BECAUSE IT LETS YOUR BOARD THINK ABOUT, HOW CAN WE CONTINUE TO IMPROVE? CONSTANT IMPROVEMENT. MARK.>> WHEN FILLING THIS OUT AND WHEN I FILLED IT OUT IN THE PAST, I FEEL NO ONE IS PERFECT, THERE'S ALWAYS ROOM FOR IMPROVEMENT. AND BY GIVING OURSELVES FOUR TIMES, WE KNOW WHEN WE CAN BE BETTER. I DON'T SEE PERFECTION TO BE EXPECTED
AS MUCH AS TO BE SOUGHT OUT. >> I THINK THAT'S A REALLY VALID POINTS. THERE AREN'T A LOT OF THINGS THAT WE ALWAYS DO, AND SO EVERYONE IS GOING TO HAVE THEIR OWN SCORING MECHANISM, AND THAT'S WHY, YOU KNOW, BALANCING IT OUT OVER FIVE DIFFERENT RESPONSES IS REALLY HELPFUL. SO YEAH, YOUR SCORING MECHANISM MIGHT BE DIFFERENT THAN LISA'S, AND THAT'S OKAY. AT OVERTIME, THE COMPOSITION OF YOUR BOARD SHIFT. IF YOU LOOK AT THAT AGGREGATE PAGE, THERE'S A LOT OF DISTANCE HE. BUT IT ALSO CAN TELL YOU WHAT IS GOING ON IN THE DISTRICT RIGHT NOW. ANY OTHER QUESTIONS ABOUT THAT? ON THIS SURVEY, LET ME WALK YOU ACROSS THE TOP REALLY QUICKLY, BECAUSE OF WHAT YOU HAVE YOU LOOK AT SOME SPECIFICS ON THIS PAGE. IF YOU LOOK AT THE VERY TOP OF THE PAGE, YOU WILL SEE OVER ON THE FAR LEFT THE ABBREVIATION FOR AVERAGE. NOW, IF YOU LOOK AT THE FIRST ONE, THAT IS AN AVERAGE OF 4.
BASICALLY, WHAT THAT MEANS IS THAT ALL OF YOU GAVE IT A 4.
CERTAINLY NOT MUCH VARIATION. THEN THERE'S THE MINIMUM AND THE MAXIMUM. GO ALL THE WAY DOWN TO THE BOTTOM OF THE PAGE, WHERE IT SAYS YOU HAVE AN AVERAGE OF 3.83. SO THE LOWEST SCORE THAT ANYBODY GAVE WAS A 3, AND THE HIGHEST WAS A 4, OKAY? AND THEN BACK UP TO THE TOP AGAIN. YOU HAVE THE MINIMUM SCORE, THE MAXIMUM SCORE, AND IN THE STANDARD DEVIATION.
OBVIOUSLY, WHEN YOU ALL GIVE YOURSELF A 4, THERE ZERO STANDARD DEVIATION. THERE'S A BIT OF A STANDARD DEVIATION DONE AT THE BOTTOM. WHEN WE ARE LOOKING AT WHAT STANDARD DEVIATION IS AND WHY IT'S SIGNIFICANT IN THIS WORK, THAT SHOWS YOU THAT YOU HAVE SOME REAL DIFFERENCES AMONGST SCORES. THEN NEXT TO IT IS JUST A QUESTION NUMBER. SO IT'S QUESTION NUMBER 37, AND THEN NEXT TO THAT, HERE'S WHAT THE QUESTION WAS. AND THEN GOING FURTHER CROSS, THE NEXT COLUMN IS THE STANDARD. STANDARD NUMBER THREE, THE FIRST ONE IS, AND THAT IS CREATING CONDITIONS FOR SUCCESS. WE'LL TALK ABOUT THE HIGH LEVERAGE INDICATOR ON THE NEXT ONE. DOES THAT MAKE
SENSE? >> I NOTICED AS WE ARE GOING THROUGH HERE THAT WE HAD MORE AGREEMENT AS HE GOT TO THE END OF THE ASSESSMENT. WITHOUT THE ASSESSMENT FATIGUE IN SAYING, OH, I NEED TO GET THIS OVER WITH. IT'S JUST A THOUGHT. AND THEN WE GET TO THE LOWER NUMBERS AND OUR AVERAGE GOES DOWN. AND IT IS THE LOWER NUMBERS WHERE WE GET THE GUN.
>> IT COULD BE, BUT SOME OF THEM ARE ALSO GROUPED IN STANDARD AREAS, SO -- YEAH. I DON'T KNOW. YOU TELL ME. DID YOU WHIP THROUGH THE END OF IT FASTER? OKAY. WE HAVE A CONFESSION.
THAT IS SOMETHING THAT YOU WILL HAVE SOME TIME TO TALK ABOUT AS YOU GO THROUGH AND LOOK AT SOME OF YOUR RESPONSES TO THIS.
GREAT QUESTION. SO WE WERE GOING TO PAIR YOU UP, BUT YOUR SUPERINTENDENT IS NOT HERE TODAY. THERE WAS A PERSONAL ISSUE. SO I THINK WHAT WE WILL DO IS, WE WILL PUT YOU IN TEAMS OF THREE AND A TEAM OF TWO. THE NEXT THING I'M GOING TO HAND OUT TO YOU IS YOUR WORKSHEET. LET'S SEE IF WE CAN FIND THAT.
THERE'S A LOT OF PAPERS HERE. AND THEN WE ARE GOING TO LET YOU GET STARTED AND HAVE SOME CONVERSATIONS WITH EACH OTHER.
OKAY. YOU CAN SEND THE TWO FOUND THAT DIRECTION. THIS
[00:50:03]
WORKSHEET IS JUST FOR YOU. IT'S NOT FOR ANYONE ELSE.IT'S FOR YOU TO RECORD YOUR THOUGHTS AND COMMENTS AS YOU GO THROUGH THIS. SO WE ARE GOING TO DO THREE ROUNDS. AND I'M GOING TO MAKE YOU START WITH YOUR STRENGTH. EVERYBODY WANTS TO GO TO WHERE THEY SCORED HIMSELF THE LOWEST. DON'T DO THAT. HERE'S WHY. YOUR STRENGTH SORRY PLACE TO BUILD ON. YOU WANT TO BUILD ON THE STRENGTHS YOU HAVE AND RECOGNIZE WHERE THEY ARE. YOU MIGHT NOT EVEN CONSCIOUSLY RECOGNIZES A TEAM WHERE YOUR STRENGTHS ARE. THIS HELPS YOU DIAL INTO WHERE THOSE STRENGTH ARE. FOR EACH OF THESE, WERE WHAT DID YOU THREE ROUNDS TO START WITH. ONE IS AREAS OF STRENGTH, ONE IS OPPORTUNITIES FOR GROWTH, AND THOSE ARE THE AREAS WHERE YOU RATED YOUR SOULS LOWEST, AND THE THIRD ROUND IS GOING TO BE AREAS WHERE THERE IS A LARGE STANDARD DEVIATION, SO THERE WAS A LARGE AMOUNT OF DEVIATION AND THE ANSWERS THAT YOU PICK. YOU MIGHT'VE GONE FROM 4 TO 1 OR SOMETHING LIKE THAT. AND THAT'S WHERE YOU LOOK AT AREAS FOR POTENTIALLY INCREASING COHESIVENESS AS A TEAM. I'M GOING TO GIVE YOU SOME TIME TO TALK AS PAIRS IN THIS SMALL GROUP, AND AS YOU TALK, AT LEAST ONE OF YOU SHOULD WRITE SOME THINGS DOWN, BECAUSE YOU WANT TO BE ASKED TO SHARE THEM OUT LOUD. SO THE QUESTIONS THAT ARE ON THE SCREEN ARE ALSO ON YOUR WORKSHEET, SO AREAS OF STRENGTH IS WHERE WE START, IN GREEN. FOR EACH OF THESE AREAS, I WANT YOU TO TAKE A LOOK AT, DID YOU SEE ANY PATTERNS IN THE AREAS WHERE YOUR BOARD WAS STRONG? WERE THEY CLUSTERED IN ONE OR TWO HUNDRED AREAS, AND ARE THERE STANDARD THEMES WITHIN THOSE QUESTIONS? SO AS YOU LOOK AT YOUR SCORE RANKING SURVEY, YOU CAN SEE OVER ON THE LEFT-HAND SIDE, WHERE IT SAYS AVERAGE, THOSE AREAS THAT ARE STRENGTHS FOR YOU ARE IN GREEN. SO IF YOU LOOK FROM PAGE ONE BACK TO PAGE TWO, THEY GO ALMOST ALL THE WAY DOWN TO THE BOTTOM OF 2. SO IT'S ESSENTIALLY EVERYTHING WERE YOU GAVE YOURSELF AN AGGREGATE SCORE OF 3.57 OR HIGHER. YOU CAN ALSO, IF YOU WANT TO DELVE INTO SOME DETAIL, OPEN UP THE BIG REPORT. WHY DID WE STAND OUT? DO WE DIVE INTO THAT? BUT THIS IS YOUR WAY OF REALLY LOOKING AT WHERE THE AREAS ARE THAT WE GAVE OURSELVES THE BEST SCORE, OKAY? DOES THAT MAKE SOME SENSE? SO I'M GOING TO GIVE YOU ABOUT 10 MINUTES IN YOUR GROUPS. LET'S JUST WORK WITH THE ROOM RIGHT NOW AND HAVE YOU THREE WORK TOGETHER, YOU TWO WERE TOGETHER. I WILL GIVE YOU A TWO MINUTE WARNING AT ABOUT EIGHT MINUTES, AND I WILL GUARANTEE YOU WILL BE ANNOYED AT ME FOR STOPPING YOUR CONVERSATIONS. IT'S OKAY, IT'S A HAZARD OF MY JOB. BUT THAT -- YOU THEN WILL BE ABLE TO HAVE A TIME TO TALK WITH EACH OTHER AND FIND SOME COMMONALITIES. DOES THAT MAKE SENSE? OKAY. YOU CAN DO WHATEVER YOU WOW. IT'S NOT EVEN AN HOUR OFF.
OH, THAT'S INTERESTING. THAT IS VERY -- SO WASN'T THE TIME CHANGE, OR THE YEAR. YEAH.
IT'S TIME TO GIVE AN OLD-FASHIONED DIAL CLOCK. ARE
[00:55:08]
YOU READY TO COME TOGETHER AND CHAT A LITTLE BIT? OKAY. SO WHO WANTS TO START? WHAT I'D LIKE YOU TO DO IS, EACH GROUP SHARE OUT WHAT YOU TALKED ABOUT, AND THIS IS JUST YOUR TIME TO TALK ABOUT WHAT YOU THOUGHT. YOUR TEAM IS NOT THE ONLY ONE WHO NEEDS TO TALK. YOU CAN WEIGH IN AS WELL.>> WE SAW STANDARD THREE AS WERE ALL THEY WERE CLUSTERED, CREATING CONDITIONS FOR STUDENT STAFF AND SUCCESS. AND WE TALKED TO OUR POLICIES AND THE FACT THAT WE HAVE POLICIES THAT COVERED MOST OF THESE AREAS. THE QUESTIONS THEMSELVES WERE SORT OF REALLY AT THAT LEVEL. AND SO IT IS PRETTY EASY TO AGREE. YOU CAN OBJECTIVELY GO AND SEE THAT WE DO HAVE A POLICY AROUND REGULAR EVALUATION AND MANAGEMENT OF SAFETY AND SECURITY. WE DID TALK -- AND I ALSO APPRECIATE AS A NEW BOARD MEMBER THAT IT'S A RELATIVELY APPROACHABLE SET OF POLICIES. IT'S PROBABLY A LOW SINGLE-DIGIT NUMBER OF THE ADMIN POLICIES BECAUSE THEY ARE JUST -- THEY ARE A HIGH ENOUGH LEVEL TO REALLY HAVE AN EFFECT ON THE SCHOOL DISTRICT PRETTY OFTEN. WE TALKED ABOUT THE FACT THAT -- NOT WANTING TO SORT OF ENTIRELY REST ON THAT ACCESS.
BUT ALSO WANTING TO UNDERSTAND IT AT A LITTLE BIT OF A DEEPER LEVEL, WHAT IS ACTUALLY HAPPENING ON THE GROUND. SO YES, WE HAVE A POLICY AROUND SAFETY AND SECURITY RISKS, BUT EVEN JUST HOW IS IT IMPLEMENTED AT TIMES, BUDGET IS A GOOD EXAMPLE, WHICH -- I AM DEFINITELY STILL TRYING TO WRAP MY BRAIN AROUND AND TO UNDERSTAND, YOU KNOW, JUST TO UNDERSTAND THAT THAT CONTINUES AND WE CONTINUE TO GROW AS BOARD MEMBERS AND ARE ABLE TO EFFECTIVELY LEAD THE DISTRICT.
IT'S GREAT THAT WE SORT OF SAID, THIS IS WHAT IMPORTANT TO US, BUT AT A HIGH LEVEL, MAKING SURE THAT WE ALSO UNDERSTAND IF WE DON'T HAVE THOSE POLICIES, WE ARE HAVING THE DISTRICT DO
THE JOB. >> ANYTHING EITHER OF YOU WANT TO ADD TO THAT? OKAY. GREAT. THANKS FOR SHARING THAT. WHAT
DID YOUR TEAM TALK ABOUT? >> I WILL TALK FIRST.
EVERYTHING LISA SAID, THE QUESTION ASKED WHAT STANDARD THEY WERE CLUSTERED IN, AND BROADLY DEFINED, THE BOARD BELIEVES IT HAS POLICIES, I GUESS, AND WE PERCEIVE IT TO BE A STRENGTH BECAUSE IT'S BEEN AN AREA OF FOCUS. AND -- THE SECOND PART OF THAT QUESTION, TO CONTINUE TO IMPROVE THAT AREA, THEY CONTINUE TO ALLOCATE TIME AND FOCUS TO OTHER THINGS.
THAT'S AN INTERESTING RECKON. >> FOR THE SAKE OF PARTICULARLY YOUR TWO NEW BOARD MEMBERS, WAS IT AN AREA THAT YOUR TEAM FELT LIKE NEEDED IMPROVEMENT?
>> WHY HAS IT BEEN A FOCUS? >> YOU SAID THAT YOU FEEL THAT THIS IS STRONG BECAUSE IT HAS BEEN A FOCUS FOR YOUR BOARD FOR A LONG TIME. I'M JUST CURIOUS IF YOU KNOW WHY IT'S BEEN A FOCUS. AND IF YOU DON'T, THAT'S FINE. THIS IS IN A
GOTCHA. I'M JUST CURIOUS. >> I COULD GIVE YOU AN ANSWER, BUT IT WOULD BE BETWEEN SPECULATING AND GUESSING.
>> WELL, IT'S YOUR PERSPECTIVE.
>> RIGHT. I COULD START ANSWERING, BUT IT MIGHT BE A DIFFERENT ANSWER. THAT'S WHAT I'M SAYING.
>> IT'S JUST A CURIOSITY. >> OKAY. THAT'S BEEN INTEREST
[01:00:04]
FOR THE INDIVIDUAL BOARD MEMBERS. SO THERE'S THAT. THE -- I DO THINK THAT THAT IS A VALUE OF OUR COMMUNITY. IN PARTICULAR, HAVING A NON-MICROMANAGING GOVERNANCE STRUCTURE. I PERCEIVE THAT TO BE THE CASE. SHOOT. I'M TOTALLY NOT ANSWERING THE PROMPT. I'M TRYING TO KEEP THIS AS A STRENGTH. BUT WHY, MAYBE, IS -- YOU KNOW, CULTURALLY, AS A BOARD, WE'VE BEEN VERY FOCUSED AT TIMES. THINKING ABOUT PROCESSES WITHIN THAT. IT'S MAY BE A STRENGTH, MAYBE A WEAKNESS. BUT REFLECTING BACK, I FEEL LIKE REALLY IT HAS BEEN A FOCUS BECAUSE OF THE COMPOSITION OF THE INDIVIDUALBOARD. >> THANK YOU. AS AN OUTSIDER, I
WOULD SAY -- >> I WOULD SAY, I THINK THIS BOARD HAS REALLY SHIFTED TO THE GOVERNANCE POLICY, AND I THINK THAT CAME WITH KIND OF A REVAMPING OF A LOT OF THE POLICIES. AND I SO I THINK THOSE OF BEEN KIND OF BEEN -- OVER YEARS, THAT HAS BEEN WHERE THE FOCUS HAS BEEN. THEN I STEP BACK AND LOOK AT IT, AND THIS WILL STANDARD, TO ME, LOOKS LIKE ALL OF THE POLICIES. AND THAT THIS IS WHAT THIS BOARD, TO ME, HAS TRIED TO WORK OUT FROM WORKING ON THAT GOVERNMENT
POLICY. >> ANYONE ELSE, ANY THOUGHTS
THERE? >> HAVING BEEN AROUND FOR A WHILE, I HAVE FOUND THAT WHERE THE LINE IS BETWEEN POLICY, GOVERNMENTS, ADMINISTRATIVE POLICY, WE DON'T WANT TO DO WITH THAT. NOW IT'S BOARD POLICY. I'M SORRY YOU STEPPED OVER. THAT POLICY IS GETTING A LITTLE TOO SPECIFIC AND PUSHING US BACK. AND SO I THINK INTO A COMFORT ZONE, AND IS IT HEALTHY? IT IS QUICKER. IT IS MORE EFFICIENT. IS IT MORE EFFECTIVE? DON'T KNOW. IT IS -- I THINK YOU FIND A COMFORT ZONE IN STAYING AT THE 10,000 FOOT LEVEL, BECAUSE YOU KNOW THAT SOMEONE ELSE IS ACCOUNTABLE ON THE GROUND. AND THE FACT THAT I WANT TO SEE POLICIES THAT ACTUALLY MAKE A DIFFERENCE TO OUR PARENTS, OUR STUDENTS, OUR STAFF. ANYWAY,
THAT'S MY TWO CENTS. >> RIGHT.
>> I WAS JUST GOING TO ADD ON TO WHAT THEY ARE SAYING AND WHAT LYNDSAY WAS SAYING. I AGREE. I THINK IT ONE PORT, WHATEVER THE COMPOSITION WAS AGREED, THAT WE WERE GOING TO BE GOVERNING USING A COMPARATIVE GOVERNANCE MODEL, AND THAT MODEL DICTATES THAT WE OPERATE WITHIN POLICY AND NOT WITHIN THE OPERATIONS OF THE DISTRICT. WE HAVE SAID ONE OF OUR BIGGEST GOALS IS TO HIRE A SUPERINTENDENT WHO WILL DESIGNATE THE AUTHORITY OF MAKING OPERATIONAL DECISIONS.
AND IF WE AS A BODY HAVE AGREED THAT THAT IS THE GOVERNANCE MODEL THAT WE WILL FOLLOW, THEN IT IS OUR JOB TO IMPLEMENT THAT DECISION. IN FACT, I WOULD ARGUE THAT THAT HAS BEEN THE GOAL, AND THAT IS WHY THERE'S BEEN A FOCUS ON POLICY. YOU KNOW, A DIFFERENT QUESTION IF THE BOARD THINKS THAT THAT IS NOT THE GOVERNANCE MODEL, BUT FOR A VERY LONG TIME, THERE HAS BEEN CONSENSUS THAT THAT IS WHAT WE ARE GOING TO BE
MODELING OUR GOVERNMENTS UNDER. >> THE DISCONNECT THAT I SEE IS THE PUBLIC'S EXPECTATION. AND THAT PUBLIC PERCEPTION, WE ARE
[01:05:03]
ONLY IN POLICY. AND WE ARE. BUT THEY SEE THAT AS US RESTRICTING OURSELVES AND BASICALLY AVOIDING RESPONSIBILITY. AT THE END, IT'S A NARROW PERCEPTION BY THE PUBLIC, AND IT'S NEVER GOING TO BE A TOTAL UNDER'S ENDING. BUT IT'S A MATTER OF, WELL, IS THAT A DODGE OR UP RESPONSIBILITY OF THE POLICY NOT BEING ENACTED WELL. IS THAT EVEN NECESSARY? THAT'S THE PROBLEM I THINK WE HAVE. IT'S A GOOD PROBLEM TO HAVE, ANYWAY.WELL, WE ENACT THE POLICIES, BUT YOU STILL HAVE, I THINK, MEMBERS OF THE PUBLIC? ACT A MORE TANGIBLE POLICY, IF YOU WILL, BEYOND WHAT WERE ARTICULATING WELL.
>> YOU ARE ARTICULATING WELL. THE REALITY IS THAT VERY FEW COMMUNITIES ACTUALLY UNDERSTAND WHAT BOARDS DO. AND MORE SPECIFICALLY, WHAT THEY DON'T DO. YOU WILL KNOW THAT, BECAUSE YOU GET SOME CRAZY QUESTIONS. COULD YOU MAKE SURE MY STUDENTS TEACHER DOES THIS? NO, I CAN'T. THAT'S NOT EVEN REMOTELY MY JOB AS A BOARD MEMBER. BUT THEY SEE IT AND THEY ARE VERY CLOSE TO IT. THEY ARE INVOLVED EITHER CURRENTLY OR HAVE HAD KIDS IN THE DISTRICT. AND YOU UNDERSTAND THOSE PERSONAL TOUCHES ARE THE THINGS THAT MATTER TO YOU A LOT. BUT THAT IS WHAT YOU HIRE YOUR STAFF FOR. THAT'S WHAT YOU HIRE YOUR SUPERINTENDENT OR AND WHAT YOUR SUPERINTENDENT OVERSEAS. SO IT IS DIFFICULT. IT IS REALLY TOUGH, BECAUSE THEY DON'T UNDERSTAND WHAT YOU DON'T DO, BECAUSE POLICY IS NEBULOUS TO THEM. SO IT CAN BE REALLY CHALLENGING. BUT I WANT YOU TO FOCUS ON THE WORDS OF THIS ONE. YOU ARE CREATING THE CONDITIONS FOR DISTRICT AND STUDENT SUCCESS. THOSE MAY NOT -- IT DOESN'T SAY YOU ARE MAKING STUDENT SUCCESS, OR YOU ARE PERSONALLY RESPONSIBLE FOR STUDENT SUCCESS. YOU ARE CREATING THOSE CONDITIONS FOR THAT TO HAPPEN. IT CAN FEEL A LITTLE LESS SATISFYING, BUT IT IS DEEPLY IMPORTANT.
>> IT'S ALMOST MORE INTERNAL. I STARTED TO SAY SOMETHING, BUT IT WAS GETTING INTO HOW WE COMMUNICATE THAT TO OUR COMMUNITY, BUT I THINK THAT IT'S A STANDARD 5. AND SO WHEN WE ARE FOCUSED ON STRENGTHS, I TRIED TO STAY FOCUSED ON -- I THINK FROM A POLICY PERSPECTIVE THIS AND THIS IS FROM AN OUTSIDER COMING IN. I DIDN'T EVEN BEGIN TO UNDERSTAND POLICY UNTIL RECENTLY, HAVING EVEN BEEN HERE FOR 3+ YEARS. SO THAT IS DEFINITELY A CHALLENGE. IT'S HARD TO UNDERSTATE THAT.
I STILL STRUGGLE, HOW MY SUPPOSED TO BE OUT HERE BEING HELPFUL? IF WE ARE STAYING FOCUSED ON STRENGTH, I WILL SAY I HAVE COME TO APPRECIATE -- AT FIRST, YES, I WAS VERY FRUSTRATED BY -- WHITE ARE THEY NOT REOPENING SCHOOLS? AND AS I'VE COME TO UNDERSTAND BETTER -- ERIC IS LIKE --
>> THERE IS NO SOUND WHEN YOU ROLL YOUR EYES.
>> I FORGIVE YOU. >> NOT ONLY DO I FORGIVE THAT, I UNDERSTAND WHERE THAT'S REALLY THEM OR DID TO SKIP THAT LEVEL. STAYING FOCUSED ON STRENGTHS, I REALLY APPRECIATE WHERE WE ARE AT. AND WANT TO CONTINUE BUILDING ON THAT
SCENARIO. >> USB REALLY GOOD QUESTION, WHICH I HAVE NOT HEARD BASED THIS WAY BEFORE AND I LIKE IT.
WHAT ALTITUDE SHOULD I BE AT? I RECOMMEND THAT YOU FEEL FREE TO HAVE CONVERSATIONS WITH EACH OTHER THROUGH YOUR SUPERINTENDENT. WHEN I HAD KIDS IN THE SCHOOL DISTRICT WHERE I WAS A BOARD MEMBER, THERE WAS ONE ISSUE IN PARTICULAR WHERE I WAS DEEPLY, DEEPLY FRUSTRATED FOR THE SERVICES WE WERE NOT RECEIVING, AND THEN I RECOGNIZED THAT LESS VOCAL PARENTS AND I WERE REALLY, REALLY NOT GETTING WHAT THEY NEEDED FOR THEIR STUDENTS. WE JUST HAD THIS DISCUSSION. LOOK, I KNOW THAT THIS LEVEL OF FRUSTRATION IS FOR ME AS A
[01:10:04]
PARENT, AND I KNOW THAT IS WELL BELOW -- THAT'S DOWN IN THE OPERATIONAL WEEDS. BUT I ALSO HAVE MY HAT ON AS A BOARD MEMBER AND I'M SAYING, AS LONG AS I CAN'T GET THE SERVICES FOR MY CHILDREN, WHO CAN IN OUR DISTRICT? AND SO THE LAST -- LET ME FINISH REAL QUICKLY, AND THEN I WANT TO GIVE YOU SPACE.THE QUESTION IS -- HOW DO I BRING MY WHOLE SELF TO THIS JOB AND NOT OVERSTEP YOUR BOUNDARIES? AND WE HAD SOME REALLY HEALTHY AND HARD CONVERSATIONS ABOUT THEM. YOU SHOULDN'T SHY AWAY FROM IT, BUT DON'T MAKE ASSUMPTIONS. I FEEL DEEPLY ABOUT THIS ISSUE. HOW CAN WE WORK TOGETHER IN MY ROLE AS A BOARD MEMBER AND YOUR ROLE AS A SUPERINTENDENT TO CHANGE THIS OR TO BEGIN LOOKING AT IT?
>> GOOD. THANK YOU FOR SAYING THAT. I THINK THAT IS SOMETHING THAT I AM REALLY STRUGGLING WITH RIGHT NOW, IS HAVING -- I ALWAYS HAVE THAT PARENT ADVOCACY HAT ON. AND IF I'M TRYING TO FIND THE PARENT ADVOCATING IN THIS POSITION, I'M NOTICING THAT I'M STEPPING BACK MORE. THAT'S NOT FAIR, AND I THINK -- YOU ARE RIGHT. IT BRINGS SOME ELEMENT OF -- A MORE VOCAL VOICE AND A DIFFERENT PATH TO HOW THIS OPERATES. BUT I DON'T WANT TO WASTE THE SUPERINTENDENT'S TIME BY BRINGING THIS UP. I APPRECIATE THAT.
>> ABSOLUTELY. OKAY. WE ARE GOING TO SHIFT. DOES THAT SOUND GOOD? AGAIN, I AM A STRONG PROPONENT, BOTH IN YOUR BOARD LIFE AS WELL AS THE REST OF YOUR LIFE, OF JUST STATING THE SITUATION AND SAYING, CAN WE TALK ABOUT THIS? THIS IS A HARD SITUATION AND I AM STRUGGLING WITH THIS. JUST THAT HONESTY, THAT LITTLE HONESTY. THERE'S A LOT OF VULNERABILITY IN THAT, TOO. I WANT TO BE PART OF THE SOLUTION, AND I AM FRUSTRATED RIGHT NOW. THAT'S OKAY. A LOT OF GOOD CAN COME OUT OF THOSE
CONVERSATIONS. ABSOLUTELY. >> I JUST BROUGHT THIS UP AT THE BEGINNING. I KNOW THAT I HAVE A LOT OF I DON'T KNOW QUESTIONS AND RESPONSES, AND OF THOSE 9 THAT WE SCORED, EVERYBODY SCORED 4 ON, 3 OF THEM HAD -- I DON'T KNOW. SO QUESTION NUMBER 36 SET POLICIES FOR EVALUATING DEATH. HALF OF THE RESPONSES WERE AT NO. THAT WAS JUST SOMETHING TO BRING UP THAT I THOUGHT WOULD BE INTERESTING TO HAVE ON HERE.
HOW MANY I DON'T KNOWS? >> I ASKED YOU TO BRING THAT BACK UP AS A GROUP, SO THANK YOU FOR THAT. FOR YOU THREE NOT BE BOARD MEMBERS, A REALLY GOOD WAY TO KNOW WHAT WE NEED TO COVER WITH NUMBERS IS TO LOOK THROUGH THIS AND Sâ– EE WHERE YOU FIND BLACK. SO I'M TRYING TO FIND ONE. WAS THERE ONE WHERE YOU NOTICE THERE WERE A FEW OF THEM? 36 IS 3. OKAY. LOOK AT 36 ON. SO QUESTION 36 IS, DO WE HAVE POLICIES FOR EVALUATING STAFF BASED ON SUCCESS? THAT IS A GREAT QUESTION TO HAVE. AND PRETTY COMMON FOR A NEW SCHOOL BOARD MEMBER TO WONDER. DO WE? AS YOU ARE PLANNING YOUR WORK TOGETHER AS A BOARD, I WOULD GO THROUGH HERE AND LOOK AT THESE AREAS. THERE WERE ALSO TWO UNDER 37, WHICH IS POLICIES THAT RESEARCH RESEARCH-BASED POLICIES. THOSE WOULD BE AREAS WHERE I WOULD RECOMMEND THAT YOU AND YOUR SUPERINTENDENT LAND FOR SOME TIME TO LOOK AT THOSE. ONE OF THOSE POLICIES, AND WHAT DOES IT LOOK LIKE IN
THE DISTRICT? >> GETS INTERESTING THAT THEY TALKED ABOUT POLICIES FIRST DRAFT. MY MIND GOES IMMEDIATELY TO EDUCATORS. ERIC SAID, I VIEW THAT AS THE SUPERINTENDENT.
IT'S LIKE -- YEAH, I GUESS DEFINING STAFF MEANS WOULD HAVE PROBABLY CHANGED MY I DON'T KNOW IF I KNEW.
>> THAT'S A GOOD CONVERSATION AS WELL. OKAY. NO NEED TO BE SORRY. WERE GOING TO TALK ABOUT THE OPPORTUNITIES FOR GROWTH. I KNOW YOU WANT TO GO TO THE LAST PAGE, SO WE ARE GOING TO GIVE YOU THE OPPORTUNITY TO DO THAT.
>> WE ARE LOOKING AT YOUR SCORES NOW THAT ARE 2.67 AND LOWER. THOSE START ON PAGE FIVE AND CONTINUE ON PAGE SIX ON YOUR RANKING SURVEY. WHY DON'T YOU MIX YOUR TEAMS UP A LITTLE
[01:15:05]
BIT? I'M JUST GOING TO LET YOU DO THAT ON YOUR OWN. LINDSEY, IS IT EASIER FOR YOU IF ERIC MOVES OVER THERE? OKAY. AND THEN THERE'S PLENTY OF ROOM FOR ONE OR TWO PEOPLE HERE.SAME QUESTIONS HERE. EXACTLY THE SAME. YOU SEE SOME PATTERNS? ARE THEY CLUSTERED IN ONE OR TWO STANDARD AREAS? HOW CAN YOU USE THESE OPPORTUNITIES? I'LL GIVE YOU 10 MINUTES. ONE OR TWO OF YOU CAN COME OVER HERE AND WORK.
GIVES YOU A CHANCE OKAY, LET'S PULL THE TEAMS BACK TOGETHER. OH, NO APOLOGIZING FOR GOOD CONVERSATIONS. NO APOLOGIZING FOR GOOD CONVERSATIONS. SHE WAS -- SHE WAS TALKING, SO SHE COULDN'T -- YEAH. NO, IT'S GREAT. IT'S GREAT TO HAVE AN OPPORTUNITY TO HAVE THESE CONVERSATIONS, ISN'T IT? YOU JUST DON'T GET A CHANCE TO DO THIS VERY OFTEN IN A BOARD MEETING. TALK ABOUT OPPORTUNITIES FOR GROWTH. WHICH TEAM WANTS TO GO FIRST? I KNOW, I KNOW. LET'S VOLUNTEER
THE NEW SCHOOL BOARD MEMBERS. >> MOSTLY IN THE STANDARD FIVE, RIGHT, ENGAGEMENT WITH COMMUNITY, ENGAGEMENT OF THE COMMUNITY. AND I JUST KIND OF WANT TO TALK ABOUT WHAT WE JUST TALKED ABOUT AT THE END. I THINK THE DEFINING WHAT THAT MEANS, WE HAVE DIFFERENT DEFINITIONS. YOU MIGHT IF I SHARE THAT? THE DEFINITION IS, ARE WE ENSURING THAT THE DISTRICT IS ENGAGING WITH THE COMMUNITY? I LOOKED AT THAT AS, YEAH, ARE THE POLICIES ENGAGING WITH THE COMMUNITY? AND THE BOARD'S ENGAGEMENT WITH THE COMMUNITY. I KINDA SEE THAT IS A DIFFERENT PATH. AND SO I THINK THAT LEADS TO -- AGAIN, THAT LEADS BACK TO YOUR INTERPRETATION. I APPRECIATE THE INTERPRETATION THAT PUTS US ALL ON THE SAME PAGE. WE DON'T HAVE THAT FOR ALL OF OUR POLICIES. THAT MIGHT LOOK DIFFERENT. I DON'T KNOW IF -- HOLD ON. SORRY. I THINK GETTING ON THE SAME PAGE OF THAT UNDERSTANDING OF WHAT DID THE STANDARDS MEAN, THAT MIGHT BE A REASON WHY THERE'S DIFFERENCES. WHAT ELSE DO YOU WANT TO -- I DIDN'T REALLY
ANSWER THE QUESTIONS. >> WHATEVER CONVERSATION YOU HAD IS WHAT WE WANT TO SHARE WITH THE GROUP.
>> I BROUGHT THIS UP WHEN WE TALKED ABOUT THE STRENGTHS. IT WAS HARD NOT TO LOOK AT THE AREAS OF GROWTH, BECAUSE YOU ARE SO FOCUSED INTERNALLY FOCUSED ON OUR POLICIES. THAT IS THAT INTERNAL PEACE WHERE THE BOARD HASN'T DONE MUCH OF THE OUTWARD PEACE TO ME, WHICH IS ENGAGEMENT OF COMMUNITY.
BEING PART OF AN ELECTED LEADER IS ENGAGING WITH YOUR CONSTITUENTS. I THINK THAT'S A PIECE WHERE, WITH THE FOCUS SO MUCH ON THE INTERNAL WORK, I THINK THE DISTRICT IS REALLY MOVING FORWARD POSITIVELY WITH THIS, AND IT IS A REALLY GOOD OPPORTUNITY FOR US TO KIND OF JUMP ON BOARD AND FOLLOW ON
THAT AS WELL. >> YOU TWO IDENTIFY THE REALLY IMPORTANT DISTINCTION, WHICH IS WHAT IS RESPONSIBILITY OF THE BOARD AND THE RESPONSIBILITY OF THE DISTRICT? AND SO -- I'M JUST LOOKING AT THE LAST PAGE, QUESTION SEVEN SAYS, DO YOU COMMUNICATE DISTRICT PERFORMANCE TO THE PUBLIC? IN UNDERSTANDABLE WAYS? WELL, YOU CAN'T DO THAT UNLESS SOMEONE HAS COMMUNICATED THAT TO YOU, RIGHT? SO AS A BOARD, YOU RELY ON STAFF TO COMMUNICATE DISTRICT PERFORMANCE DO YOU SO THAT YOU CAN THEN ENGAGE WITH THE PUBLIC. YOU KNOW, AND PART OF IT ALSO IS, HOW IN OUR DISTRICT ARE THINGS BEEN COMMUNICATED TO PARENTS? WHAT ARE THE WAYS WE ARE SUPPORTING THEM? IT'S NOT AN EITHER/OR QUESTION. AND AGAIN, THAT'S ONE OF THOSE WE CAN HAVE THAT CONVERSATION. WHAT IS THE ROLE OF THE DISTRICT IN COMMUNICATING TO AND HAVING
[01:20:02]
THAT BE A TWO WAY COMMUNICATION? YOU KNOW, VERSUS THE BOARD. HOW CAN YOU MAKE SURE THAT THOSE DIFFERENCES ARE COMPLEMENTED? ANYTHING ELSE YOU WANT TO ADD ABOUT THECONVERSATION? >> I THINK IT'S INTERESTING, BECAUSE WHEN I -- WHEN I MADE THESE QUESTIONS, MY INTERPRETATION -- AND I GUESS WHERE I AM COMING FROM -- IS FAMILIES AND COMMUNITY MEMBERS ARE REALLY INTERESTED IN THE OPERATIONAL AND THE IMPLEMENTATION. SO WHAT THE DISTRICT IS DOING FOR THEIR KIDS, RIGHT? AND I FEEL -- I GUESS I STRONGLY FEEL THAT FOSTERING EFFECTIVE COMMUNICATION WITHIN THE DISTRICT AS A WHOLE -- AND BY THAT, I MEAN ADMINISTRATORS THAT AND, YOU KNOW, THE PEOPLE WHO ARE RUNNING THE DISTRICT AND MAKING THOSE DECISIONS, AND THE PEOPLE THAT IT IS IMPACTING -- IS OF THE GREATEST VALUE.
AND ENSURING THAT THAT FREEWAY IS FLOWING, IT'S REALLY THE GOAL OF EFFECTIVE COMMUNICATION. FOR ME, IT'S NOT ABOUT, WHAT IS THIS FIVE-MEMBER GROUP DOING ? BECAUSE WHAT WE ARE DOING IS TRYING TO ENSURE THAT THAT IS IMPORTANT. AND SO I THINK I STRUGGLE A LITTLE BIT WITH, WELL, WHAT IS QUOTE UNQUOTE, ENOUGH COMMUNICATION FROM THE BOARD VERSUS THE DISTRICT WITH THE COMMUNITY? BECAUSE I SEE IT AS A WHOLE. SO PERFECT EXAMPLE WOULD BE, FOR THE DISTRICT COMMITTEES THAT WE HAVE GOING ON THIS YEAR, THERE IS BUDGET ADVISORY COMMITTEE, A FACILITIES COMMITTEE, THERE'S A STRATEGIC PLANNING COMMITTEE. THOSE ARE ALL DISTRICT COMMITTEES. BUT THEN THE BOARD HAS SAID, AND SET THE EXPECTATION OF, WHEN YOU ARE DOING THESE THINGS, YOU NEED TO REACH OUT TO GET COMMUNITY FEEDBACK BEFORE WE MAKE ANY DECISIONS. SO FOR ME, THAT IS EFFECTIVE ENGAGEMENT FOR THE COMMUNITY. BUT I THINK IT CAN ALSO BE VIEWED AS, WELL, THAT IS DISTRICT COMMUNICATION WITH THE COMMUNITY, NOT BOARD. AND SO OUR DEFINITION IS KINDA BLURRED.
>> I THINK FOR ME, THIS IS BEEN JUST AN AREA OF A LOT OF CAN FUSION, AND IT IS THAT WHOLE STAY IN YOUR LANE AND TRY TO SEE WHAT THOSE LANES ARE. THERE ARE DISTRICT COMMITTEES, AND THOSE ARE ONES WHERE WE WANT THE DISTRICT TO ENGAGE, RIGHT? AND SO YOU THEN -- AS REPRESENTATIVE, YOU GET TO SIT AND LISTEN IN ON THESE AND REPORT BACK ON WHAT IS HAPPENING. BUT THEN WE DO HAVE BOARD COMMITTEES, AS WELL. AND TO ME, THAT IS SORT OF A DIFFERENT LIEN. THAT IS THE WAY THE BOARD THEN CAN ENGAGE WITH COMMUNITY FOR THE SAKE OF BOARD WORK. AND I GUESS WHEN WE LOOK AT THE STANDARD FIVE, THAT IS HOW I VIEWED IT. IT'S MORE OF THE STANDARD 3. THE DISTRICT COMMUNITIES AND STANDARD FIVE IS LIKE WARD COMMUNITIES. I THINK THAT'S HOW I VIEWED IT. I THINK WE GET TO DETERMINE THAT AND FIGURE THAT OUT. I THINK THAT'S WHAT I'VE KIND OF BEEN TOLD. BUT I THINK THAT'S THE SOURCE OF MY BIGGEST CONFUSION AND MY -- I GUESS, BIGGEST RESTRICTION, IS KIND OF COMING IN NOT KNOWING WHEN IT EXISTS. AND AS A TEACHER, I LOVE THOSE STANDARDS. SO I HAVEN'T READ THESE OVER AND OVER. AND I THINK IT'S REALIZING JUST RIGHT NOW IS THE FIRST TIME THAT I FEEL LIKE OUR INTERPRETATION IS SO DIFFERENT. I WAS LIKE -- NOW I UNDERSTAND WHY ALL OF OUR CONVERSATIONS -- I'M LIKE -- I GET IT NOW. NO,
NOT ALL OF IT. >> THAT'S A BEAUTIFUL MOMENT.
DISAGREEMENT, OR DIFFERENT PERSPECTIVES ON IT, TOO. I WOULD CALL IT CREATIVE FRICTION AND IT CAN BE HELPFUL.
OVER TIME, AND IT SHOULD, TOO. WHAT DID YOUR TEAM TALK ABOUT?
[01:25:07]
AN AREA OF OPPORTUNITY, AND WE HAVE HISTORICAL DATA THAT IS BEEN THE BASE FOR THE ENTIRETY OF MY TENURE. I FEEL LIKE WE'VE HAD THIS VERSION OF THIS CONVERSATION.>> I BET YOU HAVE. >> WHAT'S THAT? I GUESS I GOT TO OWN IT A LITTLE BIT, TOO, IS A BOARD MEMBER. HAVING THIS CONVERSATION. AND HE REALLY HASN'T BEEN -- WELL, THERE'S A PERCEPTION THAT THERE HAS NOT BEEN GROWTH AND HOW THEY ARE PERCEIVING THE ELVES. SO WE ALSO IDENTIFIED CERTAIN DISTINCTIONS BETWEEN WHETHER THIS CONCEPT WAS A WORK OF THE BOARD AND ENGAGING THE COMMUNITY, VERSUS WHAT WE EXPECT STAFF TO DO. I WAS BABBLING DURING OUR CONVERSATION AND I WENT BACK AND LOOKED, AND THE STANDARDS READ TO ME ON THE BOARD. THE BOARD IS THE ENGAGEMENT. THE BOARD'S PROCESS FOR LISTENING AND COMMUNICATING THESE DECISIONS. AND AS I REFLECT, THAT SPECIFIC COMPONENT IS WHERE I BELIEVE THERE'S THE MOST OPPORTUNITY FOR GROWTH. I DON'T HAVE AN ANSWER FOR HOW, BUT I THINK THAT IS SOMETHING WE ALL COLLECTIVELY IDENTIFY WITH.
WHAT WE WERE ALSO TALKING ABOUT OVER HERE, YOU JUST SAID THAT THE DISTRICT IS GOING A DIFFERENT DIRECTION, AND I THINK WE SAW THAT AT OUR LAST RECESSION. EVEN JUST THE DRAFT OF OUR COMMUNITY POLICY, A BIG SHIFT FOR THE WAY THAT -- IT WAS VERY CLEAR TO ME THAT STAFF HAS SHIFTED THE WAY THEY ARE THINKING ABOUT IT. THE POLICY DIDN'T LOOK ANYTHING LIKE US.
WE HAVE A LOT OF APPETITE FOR CHANGING IN THAT DIRECTION AND HELPING THE DISTRICT GROW IN THAT DIRECTION. YOU SAID MAYBE THE DISTRICT GOES THAT WAY WE FOLLOW, BUT WE ARE HERE TO BE LEADERS. AND SO I THINK THAT, LIKE, THE FIVE OF US IN THIS ROOM ARE HERE TO BE LEADERS. AND I MENTIONED THAT HERE, IT'S AWESOME THAT THERE'S SO MUCH IN THE DISTRICT AND THE WAY THEY ARE DOING THINGS. I DO FEEL LIKE WE SHOULD BE LEADING THE WAY. AND YOU KNOW, THERE'S A LOT OF DISCUSSION OF THE HOW, AND WHAT THAT LOOKS LIKE. THAT'S NOT TO SAY WE WOULD BE RESPONSIBLE FOR ALL INFORMATION ACROSS THE DISTRICT, BUT I JUST HAVE A HARD TIME THINKING ABOUT HOW TO LEAD THE DISTRICT THROUGH THE TRANSFORMATION. IF WE ARE NOT AT LEAST TRYING AND EXPERIMENTING -- IF WE CONTINUE TO ENGAGE THE COMMUNITY AS A BOARD LIKE WE ALWAYS HAVE, IT'S GOING TO BE VERY HARD TO LEAD THROUGH THAT TRANSFORMATION. AND YES, THE DISTINCTION IS REALLY, REALLY HARD, AND I THINK -- I THINK -- THERE'S A GRAY AREA. THERE'S THINGS THAT ARE CLEARLY THE DISTRICT'S RESPONSIBILITY AND THINGS THAT ARE CLEARLY THE BOARD'S RESPONSIBILITY. THERE'S A LOT OF INDIVIDUALS WERE YOU THINK, IT CAN GO EITHER WAY. LET'S ENGAGE WITH THAT AND GO FORWARD WITH THE DISTRICT. I'M NOT SAYING WE JUST GO OFF AND DO OUR OWN THING. BUT THAT'S WHERE I WANT TO GO. SORRY, I'M NOT SURE IF THAT RELATED TO THE SELF-ASSESSMENT OR ANY OF THAT. JUSTICE SCOTT AND MATT RECOGNIZE WHEN THEY PRESENTED THE POLICY TO US, THIS IS A REALLY NEW WAY OF DOING THINGS. WE ARE COMMITTED TO THE ADAPTIVE NATURE OF THIS WORK, AND I DON'T KNOW IF WE'VE COMMITTED TO THAT YET. WE'VE COMMITTED TO THAT FORMALLY
AMONGST OURSELVES. >> THE SUPERINTENDENT HAS WHAT THEY CALL THE BRIGHT GREEN LINE. SUPERINTENDENT AND OPERATION STAFF TOGETHER. AND I HAVE TO TELL YOU, AND 18, 19
[01:30:01]
YEARS OF BOARD WORK, I'VE NEVER SEEN A BRIGHT GREEN LINE.YOU KNOW, I THINK IT'S MORE LIKE THIS PERMEABLE MEMBRANE.
WHERE SOMETIMES IT GOES LIKE THIS. AND IT IS THE SKILLS OF ALL THE PEOPLE INVOLVED IN THIS KIND OF WHAT YOUR COMMUNITY DEMANDS. WHAT IS THE RESPONSIBILITY OF THE DISTRICT WITH COMMUNICATION? IN OTHERS MESHING TOGETHER IN A WAY THAT IS PRODUCTIVE TO SOMETHING LIKE THIS? WHERE YOU ARE WORKING AGAINST EACH OTHER. IT HELPS WITH THE POLICY THAT YOUR STAFF
HAS BROUGHT FORWARD. >> KIND OF OFF OF LISA, YES.
THAT IS THE OPERATIONAL EXPECTATION FOR ENGAGEMENT WITH COMMUNITY FOR THE DISTRICT. I THINK THAT ALSO WHERE I'M STRUGGLING IS THERE IS THIS BEAUTIFUL PACKET A STANDARDS, AND WE HAVE OUR BOARD POLICIES, LIKE THE GOVERNING CULTURE POLICIES. TRYING TO FIGURE OUT HOW THESE FIT IN LINE WITH OUR GOVERNING CULTURE POLICIES. AND I THINK WHAT I LOOK AT STANDARD FIVE, IT REALLY GETS LUMPED INTO A LOT OF THAT 3.3.
IT IS THE INITIATE AND MAINTAIN CONSTRUCTIVE DIALOGUE WITH STUDENTS, PARENTS, OTHER IMPORTANT STAKEHOLDER GROUPS.
BUT IT'S BASICALLY THE WHOLE FOCUS. HOW DO WE INITIATE AND MAINTAIN CONSTRUCTIVE TWO WAY DIALOGUES. WE HAVE A DIRECT INTERPRETATION OF HOW THOSE THINGS MEAN, AND HOW DO YOU GO ABOUT DOING THAT? I DON'T THINK WE HAVE THAT IN PLACE, AND I THINK IT WOULD BE, HOW YOU SAID, IF WE WERE ABLE TO SET THAT UP ON OUR END, COINCIDING AND LEANING TO THE
DEVELOPMENT AS WELL. >> I THINK THE GRAY AREA WE WANT TO WORK IN TO TRY TO BLEND THE TWO, POLICY AND ADMINISTRATIVE -- TO DEMONSTRATE, ONE, THE LEADERSHIP ROLE. AND TWO, THE DIFFERENCE BETWEEN ADMINISTRATIVE AND POLICY NOTES TO THE PUBLIC -- THE GRAY AREAS WERE YOU UNDER PARTNERING. THAT'S ME.
>> DID ANY OF YOU NOTICE THAT IN ADDITION TO THE STANDARD FIVE AND ALSO STANDARD ONE, THEY ARE THE SAME WITH WORK RESPONSES? AND MOST OF -- ONE OF THOSE IS ON THE BACK PAGE.
IT'S RELATED TO FOLLOWING A DEFINED PROCESS FOR GATHERING INPUT PRIOR TO MAKING CRITICAL DECISIONS. WHICH, OF COURSE, IS COMMUNITY ENGAGEMENT, RIGHT? SO IT'S A RESPONSIBLE GOVERNMENT'S PROCESS, BUT IT'S ALSO, WHAT IS THE BOARD'S ROLE? AND THEN THERE ARE A COUPLE ON PAGE SIX. ONE OF THEM IS AROUND ORIENTING NEW BOARD MEMBERS. TREATING ALL INDIVIDUALS WITH RESPECT, COLLABORATING WITH COLLEAGUES ACROSS THE STATE, AND -- AGAIN, THIS ONE IS COMMUNICATION RELATED, TOO. PROVIDING INFORMATION FOR THE PUBLIC BASED ON BOARD DISCUSSIONS AND DECISIONS. SO IT CERTAINLY IS AN AREA THAT YOU ARE THINKING ABOUT AND HAVING SOME DESIRE TO IMPROVE YOUR OWN PRACTICE. YOU WANT TO TAKE A BREAK HERE IN A FEW MINUTES. I'M GOING TO PIVOT REALLY QUICKLY TO THE LAST QUESTION, WHICH WILL LOOK FAMILIAR TO A FEW WHO HAVE DONE THIS WORK. AND THAT IS THOSE AREAS WHERE THERE IS VARIATION ACROSS YOUR RESPONSES. AS IT SAYS HERE, SOMETIMES THEY LOOK LIKE A RAINBOW. GREEN AND BLUE AND YELLOW AND RED AND MAYBE EVEN BLACK THROWN IN THERE FOR FUN. BUT I'D LIKE YOU, EVEN JUST WHERE YOU ARE RIGHT NOW -- OR YOU CAN GO BACK TO YOUR SEAT IF YOU WANT, BECAUSE I'M ACTUALLY NOT GOING TO HAVE YOU MOVE INTO GROUPS. BECAUSE YOU ONLY HAVE THREE, OUT OF ALL OF THESE, OR YOU HAVE SOME SIGNIFICANT VARIATION FOR YOUR RESPONSES. AS I WENT THROUGH, I MENTIONED IN THE BEGINNING, IF YOU WANT TO GO BACK TO YOUR SEATS, YOU CAN. THERE IS ONLY ONE IN ALL OF THESE RESPONSES THAT HAS A STANDARD DEVIATION
[01:35:04]
OF 1 OR HIGHER. AND IT IS ON PAGE SIX, ON THE BACK PAGE. AND IT IS THE THIRD ONE DOWN. IT IS QUESTION 70. COMMUNICATE TO THE PUBLIC IN FAIR AND UNDERSTANDING WAYS. YOU'LL BE 1 TO 4 SPREAD. SOMEONE SAID WE NEVER DO THIS, SOMEONE SAID WE ALWAYS DO THIS, AND THERE WERE PROBABLY SOME SCORES IN BETWEEN. I DID DROP DOWN TO POINT 9, WHICH WAS IN A HUGE POINT OF DISAGREEMENT, BUT SOME. THE SECOND ONE FROM THE BOTTOM'S QUESTION 58. ENSURING A HIGH DEGREE OF COHERENCE IN THE DISTRICT PLANS AND IMPROVEMENT PLANS. AND THEN THE OTHER WHAT IS AT THE VERY TOP OF PAGE FIVE. WHICH IS QUESTION 17, PROMOTING CONTINUOUS IMPROVEMENT. FIRST OF ALL, I WOULD LIKE TO SAY TO YOU, IT'S NOT VERY ARTICULATE. AT SUCH A LOW NUMBER OF AREAS WHERE THERE'S A SIGNIFICANT DIFFERENCE IN RESPONSES. IT INDICATES TO ME THAT YOU ARE LARGELY ON THE SAME PAGE BASED ON YOUR RESPONSES. THAT'S A HUGE HURDLE RIGHT THERE. THERE ARE MANY BOARDS THAT HAVE LOTS OF THESE. AND THESE ARE HARD TO OVERCOME, BECAUSE THERE'S A LOT OF DIFFERENCES IN BELIEFS. ARE THERE SOME THOUGHTS FOR YOU ALL ABOUT THAT? SO WHICH ONE WAS THAT? YUP. AND THAT IS NOT SURPRISING, THAT THOSE -- RIGHT. 53 IS VERY MUCH A RAINBOW. ONE SAID MOST OF THE TIME, TWO SAID NEVER, ONCE THAT I DON'T KNOW. IT'S TALK ABOUT THAT ONE. WE DON'T WANT YOU TO OUT YOURSELF.>> AS I SIT HERE TODAY, I DON'T KNOW THE LAST TIME THE BOARD HAS SEEN A SCHOOL EMPLOYEE. I DON'T KNOW WHAT IS MEANT BY A SCHOOL IMPROVEMENT PLAN.
>> THE BOARD IS REQUIRED TO IMPROVE. WE DO NOT HAVE A DISCUSSION ADDED TO OUR AGENDA. IT'S A CONSENT ITEM, SO WE'RE GOING TO STOP THERE FOR A SECOND.
>> I JUST DON'T KNOW WHAT IS MEANT BY DISTRICT PLAN.
>> I WILL JUST SAY, MY UNDERSTANDING OF IT, THE IMPROVEMENT PLANS, THE ONES THAT I'VE LOOKED AT, THERE IS -- I DON'T KNOW IF REQUIREMENT IS THE RIGHT WORD, BUT THERE IS AN EXPECTATION OF THE FOCUS BY A SCHOOL AND HOW IT TIES BACK TO THE STRATEGIC PLAN. FROM THE LITERAL STANDPOINT, I WOULD SAY THAT THIS IS A YES. KNOW WHETHER OR NOT THE BOARD UNDERSTANDS THAT REQUIRES A DIFFERENT UNDERSTANDING OF WHAT THE SCHOOL IMPROVEMENT PLANS ARE. BECAUSE I DON'T THINK WE SPEND ANY TIME AS A BOARD DISCUSSING -- IT'S A LITERAL CHECK MARK. MY GUESS IS THAT OTHER SCHOOL DISTRICTS USE SCHOOL IMPROVEMENT PLANS. YES.
>> TELL ME WHEN YOU GOING TO STOP ME AGAIN. THANK YOU, THANK YOU. THE LAST PART OF MY PARAGRAPH -- THIS IS NOT ACTUALLY SOMETHING I WOULD FOCUS ON. AND I READ IT AS ENSURING -- THAT SOMETHING ACTIVE, ENSURING A HIGH DEGREE OF COHERENCE. I'M FINE WITH -- THIS IS NOT, FOR ME, SOMETHING THAT NEEDS TO BE A PRIORITY. AND I THINK HAVING THESE THINGS COME TO THE BOARD, A WILL BE SOMETHING THAT'S NOT ON THE CONSENT AGENDA. WERE LOOKING AT SCHOOL IMPROVEMENT PLANS. TO
[01:40:02]
ME, I THINK THAT'S A GOOD PRACTICE. IT'S THE RIGHT LEVEL OF FOCUS AND THE RIGHT ALTITUDE. I'M JUST GOING TO KEEP TALKING SO SHE DOESN'T HAVE A CHANCE. I'M DONE.>> I'M INDICATING THAT LINDSEY IS VERY EAGER .
>> I FEEL LIKE THAT'S WHAT ON THIS SITE RIGHT HERE, ATTACKED
A LITTLE. >> FEELING A LITTLE ADVERSARIAL JUST IN TERMS OF THE SEATING ARRANGEMENTS.
>> BEING AN EDUCATOR IN THIS DISTRICT, WERE VERY FAMILIAR WITH THE PROCESS. ALL THE EFFORT AND TIME AND WORK THAT GOES INTO IT. I'M REALLY FAMILIAR WITH THE EFFORT AND AS AN EDUCATOR, I WAS UNDER THE ASSUMPTION THAT THE BOARD IS REVIEWING THESE REALLY THOROUGHLY. SO ON THIS END, I AM A LITTLE SHOCKED THAT IT IS ON THE CONSENT AGENDA. AND I HAVE BEEN READING THROUGH THEM ALL, AND IT IS REALLY INTERESTING AND ACTUALLY ANSWERS A LOT OF QUESTIONS THAT I HAD, BECAUSE A LOT OF THE GOALS THAT SCHOOLS PUT IN PLACE ARE REALLY FOCUSED ON GROWTH, AND I CAN SEE WHERE I HAVE QUESTIONS ABOUT BREAKDOWN FROM SOME OF THE DATA. LISA POINTED THIS OUT. THEY ACTUALLY BREAK IT DOWN. IT'S BROKEN DOWN AT THE SCHOOL LEVEL. AND IT HELPS -- I ALSO LOOK AT THE SLIDES FOR THE MONDAY DATA PRESENTATION, AND I THINK IT WAS THAT HIGH-ALTITUDE LEVEL. BUT THAT MAP LEVEL IS SORT OF THOSE ZIP POINTS, AND I THINK THAT REALLY GIVES A LOT OF INFORMATION AND HELPS REINFORCE WHAT IS IN THERE. I GUESS I VIEW IT AS THE DISTRICT PLAN. I GUESS I THINK THAT IS THE STRATEGIC PLAN, AND THEN THE SET PLANS. AND I THINK -- YES, I THINK THERE'S A POINT IN HERE WHERE THEY DO FOCUS ON THAT, BUT I THINK WE DON'T -- I DON'T KNOW IF WE ENSURE THAT THEY ARE CONNECTED. THIS WAS JUST A WHOLE OTHER CONNECTION OF, WHAT WE DO WITH THIS? MOVING FORWARD.
>> I BEEN FAMILIAR WITH THEM FOR A WHILE. THE PRINCIPAL AT ONE OF MY KIDS SCHOOLS REALLY INTRODUCE THE COMMUNITY TO THEM, WHICH IS SUPPOSED TO DO. THAT'S PART OF THE PLAN. AND IT FEELS -- IN REGARDS TO YOUR QUESTION, IT FEELS LIKE THAT IS, LIKE, ON -- LIKE, JUST DEEP ENOUGH TO START TO MAKE SOME OF THE GOALS FEEL REAL WITHOUT GETTING DOWN TO THE INDIVIDUAL CLASSROOM LEVEL. BUT I SEE DIFFERENCES ACROSS MY KIDS SCHOOLS ABOUT HOW I SUSPECT THE ENGAGEMENT THAT PROCESS. AND SO, YEAH. I FEEL LIKE IT IS A LOT. IT'S LIKE 300 PAGES OR SOMETHING. IT IS A LOT IN A LARGE DISTRICT, RIGHT? IN A LOT OF SCHOOLS. AND I HAVE WATCHED THEM GET IMPROVED AS COMMUNITY MEMBERS YEAR AFTER YEAR AFTER YEAR, AND IT DOES FEEL LIKE -- THERE IS SOMETHING MORE THAT SHOULD BE THERE. AND THEY ALSO INTERPRETED THE DISTRICT PLAN TO MEET THE STRATEGIC PLAN. I FEEL LIKE THERE IS A STRATEGIC MOMENT AT THIS POINT IN TIME WHERE WAS PUT IN PLACE, I BELIEVE, PRE-COVID AND WITH A DIFFERENT SUPERINTENDENT. I WILL SAY BEFORE I JOINED THE BOARD, I DON'T THINK I WAS REALLY -- I GUESS IF YOU ASK ME AS A PARENT, I WOULD SAY, THERE MUST BE A STRATEGIC PLAN. I WOULD NOT HAVE KNOWN WHAT WAS IN IT, SORT OF WHAT THE PROCESS IS FOR DEVELOPING IT. THAT'S JUST BEEN CHALLENGING, AND THERE'S LOTS OF GOOD REASONS WHY THAT'S BEEN THE CASE FOR THE LAST FEW YEARS. I KNOW THAT WERE ACTIVELY IN THE PROCESS, PUTTING TOGETHER A NEW STRATEGIC PLAN. I'M HOPING TO HIT THE RESET BUTTON ON SOME OF THIS, BECAUSE IT'S PROBABLY JUST ERIC AND MARK WHO WERE ON THE BOARD WHEN THE PREVIOUS STRATEGIC PLAN WAS APPROVED. JUST A LOT OF CHANGE AND I'M LOOKING FORWARD TO ENGAGING WITH THAT PROCESS AND GETTING A PLAN THAT WE ARE ALL REALLY HARD INTO IN THE BUILDING OFF OF THAT, BECAUSE I DO THINK IT IS SUPER IMPORTANT. IT WAS INTERESTING HEARING FROM SO MANY OTHER DISTRICTS AND HEARING THEM TALK ABOUT A STRATEGIC PLAN IS THE CORNERSTONE OF THE WORK THEY WERE DOING, AND I DON'T FEEL LIKE WE ARE IN THAT PLACE RIGHT NOW. FOR LOTS OF VERY
[01:45:04]
UNDERSTANDABLE REASONS. >> SOUNDS LIKE YOU ARE IN A TRANSITION. SO BE START WORKING ON THIS PLAN -- OKAY, YES.
GOOD, GOOD. YOU KNOW, IN TERMS OF YOUR SCHOOL IMPROVEMENT PLANS, THERE'S A FINE LINE. BECAUSE ON THE ONE HAND, YOU DO NEED TO BE AWARE OF THEM. ON THE OTHER HAND, IF YOU DIE DOWN TO DEEP, YOU'RE REALLY MEDDLING IN THE OPERATIONAL. NO TEACHER WANTS TO HEAR, YOU DON'T DO THAT, YOU SHOULD DO THIS. IT'S FAIR FOR YOU ALL TO ASK THE SUPERINTENDENT AND HIS DAFFER WHAT YOU NEED, WHICH MIGHT BE -- COULD SOMEONE SHARE AT A HIGH LEVEL, WHAT IS THE COHERENCE OF THESE PLANS FOR THE DISTRICT? AT AN ELEMENTARY LEVEL, WHAT ARE THEY ALL REALLY FOCUSING ON, SAY THE TOP THREE PRIORITIES? EVEN JUST ELEMENTARY AND SECONDARY. YOU CAN ASK FOR A HIGH-LEVEL OVERVIEW. IT DOES SEEM UNREASONABLE TO ME TO HAVE TO READ 300 PAGES OF SCHOOL BOARD PLANS. IT ALSO, FRANKLY, INVITES MEDDLING IN A WAY THAT -- YOU GET INVESTED IN IT. YOU THINK, OH. WHAT IF THEY -- AND ACTUALLY, THAT'S NOT YOUR JOB.
BUT IT IS YOUR JOB TO UNDERSTAND, ESSENTIALLY, WHAT YOU ARE FOCUSED ON AS A WHOLE. YOU MIGHT CONSIDER THAT IS SOMETHING YOU CAN DO IN THE FUTURE SO THAT YOU CAN UNDERSTAND. HOW ARE OUR SCHOOLS REALLY FOCUS? AND THEN YOU'LL BE ABLE TO ANSWER THOSE QUESTIONS YOURSELF. AND GRANTED, I THINK WHAT ERIC SAID WAS THAT, IF EVERYTHING IS THE MOST IMPORTANT, NOTHING IS THE MOST IMPORTANT. SO THERE ARE SOME THINGS YOU END UP DOING REALLY WELL AND THERE MIGHT BE OTHER THINGS WERE, YOU THINK, WE ARE NOT DOING THAT. THAT'S LESS IMPORTANT TO US OVERALL AS A DISTRICT, AND THAT'S OKAY.
>> OKAY. I'M GOING TO GIVE YOU A FIVE OF HERE AT 11:00. THAT WAS MANDATED. I UNDERSTAND SOMEONE HAS A FLIGHT TO CATCH. YOU ARE GOOD. DID YOU GET THAT FIGURED OUT? OKAY. GOOD. SO WE ARE GOING TO GO THROUGH THIS PROBABLY A LITTLE BIT MORE QUICKLY THAN I USUALLY DO, BECAUSE I LET YOU HAVE SOME MORE TIME TO TALK BECAUSE TALKING IS IMPORTANT. YOU DON'T GET TO DO THAT VERY OFTEN. ODDLY ENOUGH. THANK YOU. BUT, YOU KNOW, IS HAVING CONVERSATIONS LIKE THIS WE CAN REALLY DIG INTO SOME OF THESE THINGS THAT REALLY ALLOW YOU TO BE AN OUTSTANDING BOARD THAT TALKS ABOUT THINGS. SO WE ARE GOING TO GO ONE STEP DEEPER ON THE BOARD SELF-ASSESSMENT, WHICH, AGAIN, WE ARE NOW DOING WITH BOARDS WHO HAVE DONE THIS OVER TIME AND HAVE CONSIDERED SOME ORGANIZATIONAL EXPERTISE AROUND THE WORK AND LOOKING AT HOW -- AT WHAT YOU ARE LOOKING AT. ONE OF THE THINGS WE'VE DONE OVER THE LAST COUPLE OF YEARS AS WE ARE REALLY TRYING TO DIVE INTO THIS, THE WORLD'S LARGEST SET OF DATA AROUND SCHOOL BEHAVIORS AND STUDENT OUTCOMES. IS THERE MORE THAN BOARD SELF-ASSESSMENT DATA CAN TELL US ABOUT THE IMPACT OF BOARDS ON SPECIFIC STUDENTS? RIGHT? BECAUSE WE ALL HAVE SPECIFIC STUDENT GROUPS THAT ARE OF PARTICULAR INTEREST TO OUR DISTRICTS. SO OUR RESEARCHERS SPENT ANOTHER YEAR DIVING INTO THAT DATA AND TAKING A LOOK AT, OKAY, THAT'S WHAT WE JUST LOOKED AT. YES SOME INFORMATION ABOUT THAT.
BUT THEN LET'S LOOK AT BOTH STUDENTS IN PARTICULAR PROGRAMS OR WITH CHARACTERISTICS, AND ALSO, DIFFERENT RACE OR ETHNICITY CATEGORIES. THESE ARE THE ONES THAT OSP I USES. SOME OF THE LANGUAGE YOU MIGHT USE IN YOUR OWN DISTRICT. IT MIGHT BE LATIN, IT MIGHT BE HISPANIC. WHATEVER THAT LOOKS LIKE. SO AS WE DOVE INTO THIS, WE HAD SOME REALLY HIGH HOPES. REALLY CURIOUS ABOUT WHETHER OR NOT THERE WERE SOME SPECIFIC BEHAVIORS THAT SUPPORTED SPECIFIC GROUPS. AND HERE'S WHAT WE HAVE. CERTAINLY WITH ALL STUDENTS, YOU SEEN THAT THERE ARE SPECIFIC BEHAVIORS WERE STUDENTS LIVING IN POVERTY. UNFORTUNATELY, WE DID NOT FIND ANYTHING SPECIFIC TO
[01:50:02]
STUDENTS AT DISABILITIES. THAT MIGHT BE BECAUSE THEY ARE SUCH AN ARRAY OF DISABILITIES, BUT CONTINUING TO LOOK INTO THAT, THAT WAS A DISAPPOINTMENT THAT THE RESEARCH DOES ON EARTH ANY PARTICULAR CHARACTERISTICS THERE. WE DID FIND SOME CORRELATIONS WITH BLACK STUDENTS, WITH NATIVE AMERICAN STUDENTS, AND WITH HISPANIC STUDENTS. I'LL PUT THAT BACK THERE SO YOU CAN SEE IT. SO THAT IS IMPORTANT TO ALL OF YOU. WE LOOK AT, OKAY, DO WE HAVE SOME STUDENTS IN THOSE GROUPS WHERE WE CAN START WORK ON THEM? THIS IS AN IMPORTANT ONE. I KNOW IT'S A LITTLE BIT SMALL, BUT AS WE LOOK AT ALL STUDENTS, IT'S IMPORTANT TO LOOK AT WITHIN THE STANDARDS, THESE ARE THE TOP FIVE -- ACTUALLY, TOP SIX CHARACTERISTICS OF THE HIGHEST PERFORMING DISTRICT. SO WORKING AS AN EFFECTIVE AND COLLABORATIVE TEAM, ENSURING THERE ARE NONNEGOTIABLE GOALS FOR STUDENT ACHIEVEMENT THAT ALIGN WITH YOUR GOALS, PROVIDING FOR THOSE LEARNING ESSENTIALS THAT'S CREATING CONDITIONS FOR SUCCESS.ADOPTING AND MONITORING THE ANNUAL BUDGET, ALLOCATING MONEY BASED ON DISTRICT GOALS FOR STUDENT LEARNING, MEASURING STUDENT ACADEMIC PROGRESS. AND THEN ENSURING DISTRICT INFORMATION AND DECISIONS ARE COMMUNICATED COMMUNITYWIDE. SO YOU CAN SEE ALL FIVE STANDARDS ARE REPRESENTED. THREE HAPPENS TO BE REPRESENTED TWICE, AND THAT IS AN AREA STRENGTHENED BY YOUR BOARD. SO LET'S LOOK AT -- I'M GOING TO SKIP PAST THIS IN THE INTEREST OF TIME. THIS IS -- YOU CANNOT READ THIS INFORMATION. YOU ARE NOT INTENDED TO READ THIS INFORMATION. IT IS WAY TOO'S MALL. BUT I WANTED YOU TO LOOK AT HOW THE RESEARCHERS DID SOME OF THIS WORK, WHICH WAS THINKING ABOUT, OKAY. HOW DO WE FIGURE OUT WHICH BEHAVIORS AND CHARACTERISTICS THAT WE PRESERVE SUPPORT STUDENTS? SO THERE'S A LOT OF INFORMATION ACROSS THIS STAGE, AROUND, SPECIFICALLY, HISPANIC AND LATIN STUDENTS. BECAUSE WE HAVE A LARGE PROPORTION OF THEM IN OUR STATE. THERE ARE FEWER DISTRICTS, FOR EXAMPLE, THAT HAVE CREDIBLE NUMBERS OF NATIVE AMERICAN STUDENTS. BUT A LOT OF DISTRICTS HAVE ROOM FOR HISPANIC STUDENTS. SO YOU CAN SEE WERE KIND OF THE BENCHMARK IS, THE BENCHMARK IS SOMEWHERE AROUND 50%. SO WHAT ANY OF THESE DISTRICTS THAT ARE A BOX OF RED AROUND THEM, THERE ARE A BUNCH OF DIGIT DISTRICTS HERE. THOSE ARE DISTRICT THAT EITHER THERE HISPANIC STUDENTS ARE EITHER OUTPERFORMING THE STATE, OUTPERFORMING NON-HISPANIC STUDENTS IN THEIR DISTRICT, OR BOTH. SO YOU GOT A NUMBER OF THEM HERE, AND WHAT THAT TELLS US IS THAT THAT IS POSSIBLE. IT IS POSSIBLE FOR HISPANIC STUDENTS, ABSOLUTELY POSSIBLE, AND WE HAVE PROOF, BECAUSE THE DISTRICT HAS BEEN DOING IT FOR THEM TO PERFORM AT HIGH LEVELS.
SO THE QUESTION THE RESEARCHERS ASKED WAS, WHAT ARE THOSE BOARDS DOING? AND THEY CAME UP WITH SOME REALLY INTERESTING DATA AROUND THAT. SO WHAT WE ARE GOING TO HAVE YOU DO, AS WE ARE GOING TO DO A COUPLE OF THINGS. FIRST OF ALL, THIS IS A HIGH-LEVEL DATA STRAIGHT OFF OF THEIR WEBSITE. IT'S NOT DETAILED AT ALL FOR YOUR DISTRICT. BUT I WANT YOU TO LOOK AT HIGH-LEVEL DATA HERE. THIS IS THE SATELLITE DATA.
THIS IS THE SATELLITE DATA, AND THEN I PASS THAT ON TO YOU. AND WHAT I WANT YOU TO DO IS JUST TAKE A LOOK AT, WHO ARE YOUR STUDENT GROUPS? WHERE ARE THE LARGEST GAPS? JUST THE GAPS AT A SUPER HIGH LEVEL. AND LET'S START WITH THE FIRST ONE THAT HAS THE TOTAL STUDENT ENROLLMENT AT THE TOP AND LOOKS LIKE THIS. TAKE A LOOK AT THIS. YOU CAN LOOK DOWN, WE HAVE SOME RACE AND ETHNICITY DATA. AND YOU HAVE PROGRAMMING CHARACTERISTICS. SO THESE ARE JUST YOUR PERCENTAGES OF STUDENT ENROLLMENT. SO WHAT DO YOU SEE HERE IN TERMS OF PERCENTAGES OF SPECIFIC STUDENT GROUPS.
[01:55:09]
YEAH. LIKE FOR EXAMPLE, I WOULD LOOK UP RACE AND AT THE CITY AND SAY, YOU HAVE -- RIGHT. OR NATIVE AMERICAN. RIGHT.YES. THAT'S ANOTHER CONVERSATION FOR ANOTHER DAY.
MARK, YOU ARE ABSOLUTELY RIGHT. THERE IS ALWAYS THAT QUESTION ABOUT CATEGORIZATION. IT'S A HARD WORD TO SAY, BUT YES. BUT THE MAJORITY, THE VAST MAJORITY OF YOUR STUDENTS ARE EITHER WHITE OR ASIAN, RIGHT? OKAY. HOW ABOUT DOWN BELOW, AND CHARACTERISTICS? WHAT ARE SOME OF YOUR LARGER STUDENT GROUPS THERE? DATE ARE REALLY THE ONES WITH THE BIGGER PART, BASICALLY.
NOBODY WANTS TO TALK? >> ENGLISH LANGUAGE LEARNERS.
STUDENTS WITH DISABILITIES. >> THOSE ARE THE ONES I WOULD IDENTIFY. JUST IN COMPARISON, FOR EXAMPLE, YOU HAVE A VERY SMALL PERCENTAGE WHO ARE HOMELESS, WERE MIGRANT, OR WHO ARE MEMBERS OF THE MILITARY. OKAY? SO THAT JUST KIND OF INDICATES TO YOU, THOSE ARE SOME GROUPS THAT WE NEED TO BE LOOKING AT, RIGHT? SO GO AHEAD AND TAKE YOUR OTHER PAPER THE HAVE IN FRONT OF YOU. THIS, AGAIN, BLUNT INSTRUMENT, BECAUSE WE ARE LOOKING AT THE STATE ASSESSMENTS. THE KIND OF KEEPING THOSE GROUPS IN MIND, TAKE A LOOK DOWN THESE COLUMNS, AND -- THERE'S A LOT OF SIMILARITY ACROSS FROM WHERE YOU ARE LOOKING AT SBA AND WHERE YOU ARE LOOKING AT MATH AND SCIENCE, AND TAKE A LOOK DOWN HERE. WHERE DO YOU SEE THESE GAPS WITHIN THESE NUMBERS? WHERE DO YOU SEE THE BIG ACHIEVEMENT GAPS? YUP.
YES, ABSOLUTELY. HOW ABOUT WITH ETHNICITY? YES, SO WITHIN AREAS WHERE YOU HAVE SIGNIFICANT -- AGAIN, JUST RECOGNIZING. EVERY STUDENT IS IMPORTANT, OF COURSE. AND AS A DISTRICT, YOU WANT TO BE LOOKING AT, WHERE DO YOU HAVE LARGER STUDENT GROUPS THAT HAVE LARGER GAPS? AND I THINK, REALLY, THAT GROUP IS PROBABLY FOR STUDENTS IN YOUR DISTRICT.
FEEL FREE TO DISAGREE, OR JUMP IN. OKAY. SO THAT'S KIND OF A REALLY ROUGH THING FOR YOU ALL. AS YOU KIND OF KNOW. SO AS YOU LOOK AT THE SHAPE, WHAT I HIGHLIGHTED HERE IS, THE GROUPS IT YOU MIGHT WANT TO WORK ON MAKING SOME PROGRESS WITH AND SPOKE THING ON WITH HISPANIC STUDENTS, LOW INCOME STUDENTS, AND STUDENTS WITH DISABILITIES, IS THAT KIND OF WHERE THEY GO?
OKAY. GO AHEAD. >> WE HAD HIGHLY CAPABLE UP ON THE FIRST PAGE. UNLESS I'M SKIPPING OVER WITH MY EYES, THEY DON'T CHARACTERIZE THAT. I'M ASSUMING BECAUSE IT'S OFF THE MAP WE ARE RECEIVING. BUT IT'S INTERESTING THAT WE HAVE THAT SMALL PERCENTAGE BY COMPARISON ON LESS THAN LOW INCOME, ON -- A LITTLE BIT MORE ON THE DISABILITIES. BUT YET, THERE SEEMS TO BE AN INORDINATE AMOUNT OF FOCUS ON IT. IS IF THAT IS BECAUSE OF THE EXPECTATIONS, I DON'T KNOW.
I'M JUST NOT SEEING IT OVER HERE.
[02:00:01]
>> YES. YOUR POINT IS THAT YOU HAVE A LARGE GROUP IN YOUR DISTRICT, BUT YOU ARE NOT SEEING THEIR ASSESSMENT SCORES.
AND THAT IS A REALLY GOOD POINT. I KNOW THEY AREN'T PULLED ON THIS PARTICULAR REPORT. I KNOW WENT OVER TO LOOK AT IT AND I DIDN'T THINK I MISSED ONE. BUT GOOD QUESTION. YOU WANT TO TAKE A LOOK AT THAT, AT THAT SPECIFIC DATA. YOU HAVE LOTS OF DATA TO INTERPRET. AGAIN, THIS IS REALLY HIGH LEVEL. AND YET, IT COULD TELL YOU SOMETHING. SO KEEPING THIS IN MIND -- TAKE YOUR RANKING SURVEY OUT IN FRONT OF YOU, PUT IT NEXT TO THAT REPORT THAT WE WERE JUST LOOKING AT. AND I WANT YOU TO LOOK OVER IN THE FAR RIGHT-HAND COLUMN THAT WE DIDN'T TALK ABOUT BEFORE. SO THIS RESEARCH IDENTIFIED THOSE HIGH LEVERAGE INDICATORS. SO AGAIN, IT WAS, WHAT ARE THESE BOARDS DOING THAT HAS A HIGH CORRELATION WITH STUDENT SUCCESS IN THIS GROUP? WE LOOKING ON THE SCREEN RIGHT NOW, THAT WAS THE HISPANIC STUDENTS. BUT WE ARE ALSO GOING TO BE LOOKING AT BROTHER STUDENT GROUPS, AS WELL. SO LET ME GIVE YOU THE KEY TO THIS. THIS WAS YOU LOOK DOWN ON THE FIRST PAGE, ABOUT HALFWAY DOWN, THE P IS FOR STUDENTS IN POVERTY. AND THEN TURN TO PAGE TWO. BD STANDS FOR REALLY JUST ALL STUDENTS. WE SHOULD JUST HAVE IT SAY ALL. SO THAT IS A PARTICULAR HIGH LEVERAGE INDICATOR. THAT HAS A HIGH CORRELATION BETWEEN SYSTEM OUTCOMES. THE NEXT ONE DOWN, H, IS HISPANIC. AND -- I'M JUST LOOKING TO SEE IF WE HAVE SOME OTHERS HERE. OH, YES. LET'S SEE. WHERE IS IT. N IS NATIVE AMERICAN. AND B IS BLACK STUDENTS. AND I THINK THAT COVERS ALL OF THE STUDENT GROUPS HERE. SO -- YES.
>> THE REASON WHY THERE'S NOT DISABILITIES AS WELL IS YOU SAID THAT THERE IS NO WAY TO DETERMINE -- THERE WAS NO WAY
-- BACK TO THE SLIDE. >> LET ME STATE IT FOR YOU.
IT'S NOT THAT THERE'S NO WAY TO DETERMINE, IT'S THAT THIS RESEARCH DID NOT IDENTIFY ENDING WITH A HIGH ENOUGH CORRELATION TO HAVE THAT AS AN INDICATOR. I'VE LEARNED TO SADIE'S CORRECTLY OR THE RESEARCHER SPANK ME. I GET MY HANDS SLAPPED OCCASIONALLY IF I DON'T SAY IT CORRECTLY. IT DOESN'T MEAN WE ARE NOT LOOKING, STILL. WE ARE. THIS IS STILL AN AREA OF GREAT INTEREST TO US. AGAIN, WE ONLY HAVE ABOUT 20 MINUTES LEFT, SO IT'S UP TO YOU WHETHER YOU WANT TO GET INTO A COUPLE OF SMALL GROUPS TO THIS TEST THIS, OR IF YOU WANT TO DO THIS HERE. BUT AS YOU LOOK DOWN -- SO JUST AS AN EXAMPLE -- YOU KNOW, YOU DO HAVE STUDENTS LIVING IN POVERTY. THAT IS ONE OF YOUR STUDENT GROUPS. AND THEY DO HAVE A LARGE GAP. SO AS YOU LOOK DOWN ON THIS FIRST PAGE, THAT WOULD BE ABOUT HALFWAY DOWN, QUESTION NUMBER 36, HAVING POLICIES FOR EVALUATING DRAFT BASED ON MOOD AND SUCCESS. THAT'S A HIGH LEVERAGE INDICATOR FOR STUDENTS
IN POVERTY. >> SORRY. THERE WAS ALSO THE ONE THAT THREE OF US SAID, WE DON'T KNOW WHAT THAT MEANS. SO ARE YOU ABLE? IS THAT UP FOR INTERPRETATION? WERE YOU ABLE TO TELL US, WHAT DOES THAT MEAN, HAVE POLICIES FOR EVALUATING DRAFT? WHEN IT SAYS STAFF, WHAT DOES THAT MEAN ACCORDING TO THE SELF-ASSESSMENT?
>> THAT'S A REALLY GOOD QUESTION. I APPRECIATE YOU CONTINUING TO BRING THAT UP. I APPRECIATE YOU BRINGING IT UP.
IT'S IMPORTANT TO LOOK AT ALL OF THE ELEMENTS THERE. AND AGAIN, THAT IS NOT UNCOMMON FOR JUST A NEW BOARD MEMBERS AT ALL. IT ALSO, THERE MIGHT BE SOME CURRENT BOARD MEMBERS WHO SAY THAT, TOO. BECAUSE, YOU KNOW, YEAH, I THINK WE HAVE SOME POLICIES THAT SAY THAT, SO THERE ARE A LOT OF DIFFERENT WAYS THAT PEOPLE CAN INTERPRET THIS. WHAT ARE THOSE POLICIES, NUMBER ONE? WHERE ARE THEY? WHAT ARE THEY? NUMBER TWO, HOW ARE THEY BEING OPERATIONALIZED? BOTH OF THOSE ARE VERY VALID QUESTIONS. ALL OF STAFF. INCLUDING THE SUPERINTENDENT.
NOW, BUT YOUR RELATIONSHIP IS DIFFERENT WITH THE
[02:05:04]
SUPERINTENDENT THAT IT IS WITH THE REST OF HALF, BECAUSE YOU ACTUALLY EVALUATE YOUR SUPERINTENDENT, AND YOUR SUPERINTENDENT IS RESPONSIBLE FOR ASSURING THAT ALL OF THE REST OF STAFF IS -- BUT YOU HAVE A DISTRICTWIDE RESPONSIBILITY. CAN ANYONE ANSWER THAT? DO WE HAVE POLICIES, EVALUATING STAFF BASED ON STUDENT SUCCESS? ARE TEACHERS EVALUATED BASED ON STUDENT SCORES? ARE THERE BOARD POLICIES -- ARE TEACHERS BEING EVALUATED -- WRONG AGAIN. TO MY KNOWLEDGE, WE DO NOT HAVE A POLICY THAT CALLS FOR EVALUATION OF TEACHERS BASED ON THAT DATA. IT MIGHT BE IMPLICIT IN SOME OF THE POLICIES, BUT I DON'TKNOW. >> IS THIS THEN SAY THAT FOR STUDENTS WITHIN THAT POVERTY CLASSIFICATION, THAT HAVING POLICIES FOR EVALUATING DAFT IS BENEFICIAL TO IMPROVING THEIR
>> TO CLARIFY, IS THAT THE BOARD IS EVALUATING THE ELVES ON POLICIES. SO IT COMES BACK TO THE BOARD INTERPRETATION.
>> THE BOARD IS ENSURING THAT THERE ARE POLICIES AND PRACTICES FROM THE DISTRICT TO EVALUATE STAFF. NOW, YOUR QUESTION -- YOUR QUESTION IS, YOU KNOW, DO WE HAVE THEM.
IT'S MORE THAN JUST POLICY. THERE STATE LAW. LIKE THE INITIATIVE. IT'S THE TEACHER EVALUATION SYSTEM, WHICH IS MANDATED ACROSS THE STATE. SO YOUR PRINCIPLES AND SUPERINTENDENT ARE RESPONSIBLE FOR ENSURING THAT THOSE TAKE PLACE FOR EVERY -- FOR EVERY STAFF MEMBER.
>> SO IT IS A REALLY -- IT'S A REALLY SIMPLE QUESTION THAT HAS MANY LAYERS. BUT I THINK THE WAY THAT I WOULD QUANTIFY IT IS THAT, YOU AS A BOARD, ARE ENSURING THAT THROUGH THE SUPERINTENDENT, THOSE ARE HAPPENING. THAT STAFF, AND SOMETIMES IT'S JUST, AGAIN, THE POWER OF A QUESTION. LIKE, WHAT IS THE EVALUATION SYSTEM FOR OUR TEACHERS, OR PARAPROFESSIONALS AND OUR PRINCIPLES? WHAT DOES THAT LOOK LIKE? IT'S A BIG QUESTION, BUT IT ALSO IS A GOOD START OF A CONVERSATION.
WELL, YEAH. THE BOARD WILL PRESS WITH THOSE QUESTIONS. AND SOMETIMES, THAT TAKES PLACE, YOU KNOW, AND A WORK SESSION, WHERE YOU SAY, WE REALLY DON'T KNOW WHAT THIS LOOKS LIKE.
WHERE ARE THOSE POLICIES? AND THEN HOW DOES THE DISTRICT OPERATE ON IT? IT'S THE SAME MUNICATION ISSUE. YOU KNOW, WHAT DO OUR POLICIES SAY AROUND COMMUNICATION, AND HOW ARE BOTH ABOARD IN THE DISTRICT OPERATIONS MEETING THAT? IF THAT MAKES SENSE. THESE ARE THORNY QUESTIONS, AND NONE OF THESE ARE EASY ISSUES, BECAUSE WE ARE TALKING ABOUT LAYERS OF PEOPLE BEFORE YOU GET TO THE STUDENTS, AND YOU HEAR THAT TOPIC LATER, RIGHT? SO WHAT I'D LIKE YOU TO DO IS TAKE -- THERE YOU GO. DO YOU NEED TO TURN IT BACK ON AND CLARIFY? OR YOUR GOOD? SO, AGAIN, WE ONLY HAVE ABOUT 10, 12 MINUTES, BUT I'D LIKE YOU TO JUST SORT OF SCAN THROUGH THIS AREA, AND AGAIN, THINK A LITTLE BIT ABOUT -- SO YOU IDENTIFIED YOUR HISPANIC STUDENTS, YOUR ENGLISH LANGUAGE LEARNERS, YOUR MULTILINGUAL LEARNERS. LOW INCOME STUDENTS, AND STUDENTS WITH DISABILITIES WHO AREN'T GOING TO SHOW UP ON HERE. SO YOU ARE LOOKING AT HISPANIC AND MULTILINGUAL LEARNERS. WHAT DO YOU SEE IN TERMS OF -- SO ANYTIME ONE OF THOSE APPEARS IN THE RIGHT-HAND COLUMN, THAT IS A HIGH LEVERAGE INDICATOR. SO FOR EXAMPLE, AT THE TOP OF PAGE TWO, QUESTION 61, REGULARLY REVIEWING DATA INCLUDING DISAGGREGATED STUDENT ACHIEVEMENT, THAT IS A HIGH LEVERAGE INDICATOR FOR ALSO DIDN'T, AND ALSO PARTICULARLY FOR STUDENTS IN THOSE GROUPS.
SO IT'S A GOOD THING THAT YOU SAID, WE ARE DOING THAT. WE AS A BORDER DOING THAT. AND THEN WE RECOMMEND YOU TAKE A LOOK AT WHERE YOU RATED YOURSELVES A LITTLE BIT LOWER. AND ONE OF
[02:10:03]
THEM THAT YOU TALKED ABOUT ON THE VERY BACK PAGE IS ENSURING THAT DEGREE OF COHERENCE, WHICH, YOU HAVE YOUR STRATEGIC PLAN AND YOUR SELF IMPROVEMENT PLANS. AND THAT'S AN IMPORTANT ONE FOR STUDENTS LIVING IN POVERTY. WHAT WHICH ONES MEAN? YUP. I WILL ALSO POINT OUT THE OBVIOUS, WHICH IS THAT YOUR SUPERINTENDENT IS NOT AVAILABLE BECAUSE OF PERSONAL DIFFICULTY.IF YOU WERE HERE, HE SHOULD SHED SOME LIGHT ON THESE THINGS, SO I WOULD MAKE SURE THAT YOU MAKE SOME TIME TO SIT DOWN WITH JOHN, OR WHATEVER THAT LOOKS LIKE WITH YOUR SUPERINTENDENT, AND TALK ABOUT SOME OF THOSE QUESTIONS, BECAUSE HE HAS SOME OF THE CONTEXT AROUND THAT, AND WE ARE
MISSING THAT CONTEXT. >> ONE OF THE PROBLEMS, TOO, WITH OUR SMALLER POPULATIONS, WE TRIED TO ASK FOR DATA ON THE SMALL POPULATIONS, AND THEY GO, WELL, IT'S SUCH A SMALL POPULATION, THEY WERE DISAGGREGATED. AND THEN ALL OF A SUDDEN, THERE'S VIOLATION OF PRIVACY.
>> THEY ARE SUPPRESSED. YES. YES, AND. SO THAT IS TRUE, BUT YOU ALSO HAVE SOME SOME GROUPS WHO ARE LARGE ENOUGH, WHICH IS WHY I ASKED YOU FIRST TO IDENTIFY WHICH ARE YOUR LARGER GROUP, AND THEN WHICH ARE AMONG THOSE GROUPS THAT ARE SMALLER.
EVERY STUDENT COUNTS, AND YOU ALSO AS A BOARD REALLY NEED TO FOCUS ON LARGE GAPS. I WILL GIVE YOU JUST A MINUTE OR TWO TO TAKE A LOOK THROUGH THESE BRIEFLY, AND THEN, YOU GOT 10 MINUTES OR SO FOR SOME CONVERSATION IF YOU WANT.
DOES ANYTHING STAND OUT TO YOU IN TERMS OF EITHER ALL STUDENTS, OR LOW INCOME STUDENTS OR HISPANIC STUDENTS? LAST PAGE. WHERE ARE WE DOING THE WORST, I GUESS?
>> OPPORTUNITIES FOR GROWTH. >> THANK YOU. I WAS LOOKING FOR THAT. WHERE ARE OUR GREATEST OPPORTUNITIES, AND SORT OF THE INDICATORS THAT LINEUP? ON THE VERY LAST PAGE. SO THE AREAS OF GREATEST OPPORTUNITY. THERE'S TWO INDICATORS FOR STUDENTS EXPERIENCING POVERTY, ONE OF WHICH WE ALREADY TALKED ABOUT, AND THEN ONCE THAT IS HIGH LEVERAGE FOR LATINO STUDENTS, AS WELL. AND THAT CAN COME BACK TO -- KIND OF -- WELL, NO, THEY DON'T ALL. BUT -- YEAH. THERE'S NOT A SOLID THEME THERE, ACTUALLY, BECAUSE IT'S PROBABLY RECOGNIZING THE EFFORTS OF SCHOOLS IN IMPROVING STUDENT LEARNING, COMMUNICATING THIS PERFORMANCE TO THE PUBLIC IN UNDERSTANDABLE WAYS, AND WE JUST TALKED ABOUT WORKING WITH THE PARENTS AS A DISTRICT FOR IMPROVEMENT PLANS. SO WHETHER THOSE ARE AREAS THAT WE MAY WANT TO FOCUS ON A LITTLE BIT MORE, AND -- THE COMMUNICATING TO THE PUBLIC IS AN INTERESTING ONE, BECAUSE I THINK IT TIES IN REALLY WELL WITH SOME OF THE POLICY WORK WE ARE DOING. THAT GIVES US ANOTHER CHANCE TO LOOK AT THE WORK WE ARE DOING AROUND COMMUNICATIONS AND COMMUNITY ENGAGEMENT. TO SAY, WE ARE NOT JUST DOING THIS BECAUSE -- BECAUSE WE HAVEN'T REVISE THIS POLICY SINCE 2012, OR BECAUSE, I DON'T KNOW, WE HAVE TWO OUTSPOKEN NEW BOARD MEMBERS. BUT BECAUSE IT ACTUALLY CONNECTS TO STUDENT ACHIEVEMENT.
>> ALL THREE OF THOSE HAVE SOME CONNECTION. WHAT ELSE DO YOU
[02:15:01]
SEE? THIS -- IT'S A DIFFERENT WAY TO LOOK AT THE DATA. AND I THINK IT IS ALSO AN INDICATION OF KIND OF WHERE WE ARE AT AS A BOARD IN TERMS OF OUR COLLECTIVE KNOWLEDGE. AND NOT NECESSARILY WHERE THE DISTRICT IS AT. SO I THINK THAT THERE IS AN OPPORTUNITY HERE TO POTENTIALLY -- I MEAN, GRANTED, LINDSEY HAS BEEN IN HER ROLE FOR 2 MONTHS NOW, AND LISA -- FIVE MONTHS NOW. AND SO, LIKE THIS IS -- I THINK IT IS EXPECTED, SOME OF THE QUESTIONS. THERE'S OBVIOUSLY AN UNDERSTANDING OF KIND OF WHERE WE ARE AT. IN TWO YEARS, STILL I HAVE TONS OF QUESTIONS. AND SO -- OH. SORRY. AND SO I THINK IN TERMS OF AN OPPORTUNITY FOR GROWTH, LOOKING AT THE AREAS WHERE WE REALLY HAD NOT DISAGREEMENT, BUT DIFFERENT INTERPRETATIONS OF SITTING DOWN AND TRYING TO BE ON THE SAME PAGE, WE CAN ACTUALLY PINPOINT WHETHER OR NOT, IS THIS REALLY AN OPPORTUNITY FOR GROWTH IN THE DISTRICT AS A WHOLE, OR DO WE JUST NEED TO DO BETTER COLLECTIVE LEARNING SO THAT WE CAN FOCUS ON ACTUAL MEETINGISSUES FOR US. >> THAT'S REALLY GREAT WORK TO DO AS YOU'RE LAUNCHING INTO THIS. SO YOU ARE AT A GOOD POINT FOR THAT. OKAY, ERIC, I'M GOING TO PICK ON YOU BECAUSE YOU BEEN HERE FOR A WHILE. WHAT YOU SEE? WHAT STANDS OUT FOR YOU IN TERMS OF THESE HIGH LEVERAGE INDICATORS? ANYTHING? WELL -- OKAY. YEAH. BUT I WILL RETURN TO IT, BECAUSE, AGAIN, YOU ALL -- IT'S IMPORTANT FOR YOU TO UNDERSTAND, WHAT IS YOUR GOAL? IN THOSE SCHOOL PLANS.
IT'S ON. OH, I THOUGHT IT WAS.
>> WHAT WOULD THAT LOOK LIKE WITH READING? IF THIS IS SOMETHING THAT WE WANT TO DO IS A BOARD, HAVING THIS CONSENT AGENDA ITEM THAT WE MAY HAVE POLLED, WE HAVE WAYS OF DOING THAT, I THINK. OR MAYBE IT IS. I DON'T KNOW.
>> WELL, IT'S DIFFICULT TO DO THREE MAJOR REQUIREMENTS TO
STOP THAT ONE. >> NOT TO PICK ON SANDBERG ELEMENTARY, BUT -- YOU KNOW, OKAY. SO I THINK THAT THE COHERENCE THERE -- HOW DO I -- I JUST DON'T THINK WE HAVE A PROCESS TO THINK ABOUT THAT. I THINK IT WOULD TAKE IT SCHOOL BY SCHOOL LEVEL, THAT'S A WAY TO ENSURE -- I DON'T HAVE A SOLUTION FOR IT. BUT IT'S INTERESTING. IT IS INTERESTING, WHAT THE RESEARCH INDICATES. BOARDS HAVE HAD SUCCESS WITH LOW INCOME STUDENTS, OR THE PERCEIVED DATA. CAN I KEEP
TALKING? >> SURE. WILL GIVE EVERYONE A CHANCE TO TALK BEFORE WE WRAP UP TODAY.
>> COMMUNICATING DISTRICT PERFORMANCE IN A CLEAR AND UNDERSTANDABLE WAY.
SO AS I REFLECT ON WHAT WE AS A BOARD HAVE DONE, THE BOARD HAS -- IT'S THE COMMUNICATION OF PERFORMANCE. THE STAFF IS -- IS PRESENTING IT. I DON'T THINK THE BOARD HAS A LOT OF ACTIVELY COMMUNICATED DISTRICT PERFORMANCE.
>> I THINK IT'S INTERESTING YOU MENTION THAT ONE, BECAUSE IS THAT NOT ONLY ONE WERE YOU RATED YOURSELVES LOWER, BUT IT ALSO HAS THE HIGHEST DEGREE OF INCOHERENCE WITH EACH OTHER.
[02:20:06]
>> YES. >> THE SCORES WERE ALL ACROSS THE BOARD. SO THERE IS NOT A COMMON UNDERSTANDING OF WHAT THAT MEANS. SO IT'S WORTHY OF DELVING INTO MORE. ISN'T IT?
>> YES. MAYBE. >> IT ALSO IS A HIGH-PERFORMANC E INDICATOR. FOR ALL STUDENTS.
>> YES. >> ANYTHING ELSE YOU WANT TO ADD? I JUST WANT TO MAKE SURE THAT YOU ARE -- NO, YOU ARE
OKAY. >> I GUESS I JUST WANT TO PUT A CONCLUSION TO IT. WHEN I WAS THINKING ABOUT WORK, LET'S LOOK AT THE WORKAROUND AND WHAT IT MEANS FOR US. THIS WAS NOT SOMETHING IN MY MIND THAT I HAD IDENTIFIED. THAT'S WHAT I'M SORT OF WRESTLING WITH. I'M TRYING TO THINK ABOUT WHY I
DIDN'T IDENTIFY IT. >> SO IT'S A NEW CONSIDERATION. IN THAT COMMUNITY ENGAGEMENT LENS.
>> YEAH. IS THE BOARD SAYING, WE AS A BOARD NEED TO COMMUNICATE AND TRUMPET OUR SUCCESSES? OR, YOU KNOW, IS THE BOARD -- ARE WE THINKING THE BOARD SHOULD BE COMMUNICATING OUR RESULTS? I DON'T KNOW. THE WHY. WHY IS THAT -- I GUESS I'M JUST HAVING A HARD TIME FIGURING OUT WHY THAT IS. IT COULD BE A HIGH LEVERAGE INDICATOR.
>> I THINK IT IS PART OF THE COMMUNITY FEELING LIKE THEY ARE INVOLVED IN THEIR SCHOOLS. LINDSEY , DID YOU WANT TO SAY ANYTHING? JUST A REAL QUICK AND WE CAN WRAP UP.
>> JUST QUICKLY. WHEN YOU SAY THAT'S A GREAT THING TO DIVE INTO, WHEN WE DIVE INTO THAT ? WHEN DO WE DIVE INTO ALL OF
THIS? >> WE WOULD HAVE TO MAKE THE TIME. MAKE THE CONSCIOUS DECISION AND MAKE THE TIME. SO STUDY SESSIONS, EXTENDED STUDY SESSIONS.
>> ABSOLUTELY. >> I THINK THAT'S WHAT I WOULD BE INTERESTED IN. THIS BRINGS TO LIGHT SO MUCH, AND REALLY HIGHLIGHTS WHERE EVERYONE IS THINKING DIFFERENTLY, AND IF WE JUST GO AND LEAVE TODAY AND TAKE THAT, THEN WITHOUT HAVING A PLAN OF, OKAY, WHEN DO WE ACTUALLY DO THAT WORK? I JUST WORRY THAT IT'S GOING TO -- WE WILL BE BACK HERE IN A YEAR
DOING THE SAME THING. >> I WILL SUMMARIZE MY NOTES AND PROVIDE THEM TO YOUR OFFICERS AND TWO SUPERINTENDENT HOLMAN. THAT'S NOT TRUE. TALKING IS GOOD. LISA, HOW ABOUT YOU? ANYTHING? LAST WORDS, FINAL THOUGHTS ON ANY OF
THIS? >> YEAH, I WAS PONDERING THE QUESTION OF WHY -- I THINK THAT THIS IS REALLY HELPFUL, THIS CONVERSATION HAS BEEN REALLY HELPFUL FOR IDENTIFYING SPECIFIC PLACES. I DO AGREE WITH LINDSEY THAT IT'S NOT ENOUGH JUST TO IDENTIFY HAVING A REALLY WIDESPREAD ON THIS QUESTION THAT HAS AN IMPACT ON ALL STUDENTS. BUT THEN HAVING A PLAN TO ACTUALLY, YOU KNOW, HAVING YOUR OWN DOWN SET ON THESE QUESTIONS TO A HANDFUL OF THEM THAT COULD PROBABLY MAKE THE BIGGEST IMPACT. AND THE WHY, OF WHY THAT MIGHT MAKE A DIFFERENCE -- I WAS JUST WONDERING THAT. WE HAD COMMUNITY FACTORS ON WEDNESDAY, AND IT WAS -- IT WENT IN SOME DIRECTIONS I WAS NOT EXPECTING THAT WERE INCREDIBLY INVALUABLE TO ME AS A BOARD MEMBER AND MAY BE FRUSTRATING TO COMMUNITY MEMBERS WHO A PART OF IT. BUT TO SUMMARIZE REALLY BRIEFLY, A HUGE PART OF THE CONVERSATION BASICALLY CAME BACK TO OUR THREE. AND I COULD SEE THAT CONNECTION, HAVING MONITORED R 3, YOU KNOW, I WAS IN A ROOM FULL OF COMMUNITY MEMBERS WHO CLEARLY WEREN'T AWARE OF IT. SO COMMUNICATING DISTRICT PERFORMANCE, WE DO HAVE -- IT'S NOT STRICTLY GUIDED BY
[02:25:06]
RESULTS. BUT IT WAS NOT COMMUNICATED AND NOT VETTED WITH COMMUNITY MEMBERS IN AN UNDERSTANDABLE WAY. AND SO I DO SEE THAT OVER AND OVER, WHERE -- WHERE WE ARE NOT GROUNDED IN THE REALITIES OF WHERE WE ARE AT. AND IT MAKES IT REALLY HARD TO HAVE CONVERSATIONS ABOUT WHERE WE WANT TO GO AS A DISTRICT. SO I CAN ABSOLUTELY -- SORRY. I WAS JUST FOCUSING IN ON THAT PARTICULAR MISSION. IT'S MORE OF A RATHOLE. I DO ALSO JUST WANT TO THROW IN THAT I MISSED ONE OF THE OTHER -- SORRY, AREAS OF GREATEST OPPORTUNITY. IT'S A HIGH LEVERAGE INDICATOR FOR ALL STUDENTS AND STUDENTSEXPERIENCING POVERTY. >> COMING BACK TO THAT, THAT THE COMMUNITY ENGAGEMENT, THIS -- IT JUST SEEMS LIKE THERE'S JUST A LOT OF WORK TO BE DONE IN THAT AREA. AND THINKING ABOUT -- I THINK WE ARE ON THAT PATH ALREADY. THIS GIVES US SOME GREATER CLARITY , AND WE SHOULD PROBABLY FOCUS OUR EFFORTS TO GET THE COHERENCE OF THE BOARD, AND THEN ALL THE WAY
DOWN TO STUDENTS. >> THANK YOU. GOOD JOB. MARK,
WHAT ARE YOU THINKING NOW? >> I LIKE YOUR IDEA OF GOING TO THE ELEMENTARY MIDDLE AND HIGH SCHOOL ASSEMBLY, DOING AN ANALYSIS ON THAT MATTER SO WERE NOT GETTING INTO EACH INDIVIDUAL SCHOOL, AND WE ARE PERHAPS LOOKING AT, WHERE DO WE NEED TO IMPROVE AND HELP TO IMPROVE IN THOSE VARIOUS AREAS? I'M WONDERING IF PERHAPS -- I DON'T KNOW IF IT'S POSSIBLE IN OUR AREAS, HOW DEVELOPED AVID IN THOSE PLANS AS SUCH. I THINK IT'S GOING TO BE INTERESTING TO SEE WHAT WE COME UP WITH WITH REGARDS TO THE FUNDS. I THINK THERE'S A WIDE DISPARITY OF PEOPLE ON HOW WE COMMUNICATE, WHEN WE COMMUNICATE, THE TYPE OF COMMUNICATION. IS IT A TEAM ACTIVITY, AS OPPOSED TO PUTTING IT OUT ON THE WEBSITE, IS IT SUFFICIENT? OR A TWO WAY DIALOGUE. BUT -- ANYWAY, THAT
IS IT. >> THANK YOU. AND I THINK GETTING BACK TO THAT IDEA, I DO IT'S A QUESTION FOR YOU SUPERINTENDENT. WHAT WOULD THIS LOOK LIKE FOR US TO HAVE -- IT MIGHT BE BY SCHOOL LEVEL. THERE MIGHT BE OTHERS THAT WOULD BE MORE APPROPRIATE FOR THAT OVERVIEW.
>> I GUESS I HAVE A QUESTION, AND THAT IS -- ARE THEY ABLE TO ADVISE -- SO GOING BACK, I THINK PROBABLY SCHOOL DIFFERENT
UTILIZED IN DIFFERENT WAYS. >> FOR SURE.
>> AND I'M CURIOUS IN TERMS OF BEING A HIGH LEVERAGE INDICATOR FOR SCHOOL DISTRICT, I AM CURIOUS IF THOSE SCHOOLS ARE UTILIZING THEM IN A DIFFERENT WAY THAN WE ARE. AND ARE THEY ABLE TO KIND OF BRIDGE THAT KNOWLEDGE GAP FOR US POTENTIALLY? BECAUSE IF I THINK ABOUT THE RANGE IN SIZES OF OUR SCHOOL DISTRICT IN THE STATE, AND POTENTIALLY THE VARIOUS GOVERNANCE MODELS AND KIND OF ALL OF -- ALL OF THE POTENTIAL DIFFERENCES. I AM CURIOUS TO SEE, IS THIS ACTUALLY -- OR HOW DO WE KNOW IF IT'S WORTH THE EFFORT? WILL THIS BE A HIGH LEVERAGE INDICATOR FOR THE DISTRICT? THAT'S JUST AN EXAMPLE. I'M NOT SAYING THAT SPECIFICALLY, BUT LOOKING AT SOME OF THESE -- THAT QUESTION POPS UP. AND I DON'T KNOW IF THAT IS SOMETHING THAT WE CAN FIGURE OUT POTENTIALLY, LIKE
[02:30:04]
WHAT THE INDICATORS FOR OUR DISTRICT IN PARTICULAR WOULD BE TO HELP US GROW OUR FOCUS TO TRY TO -- YOU KNOW, IMPACT.>> YOU WANT TO ANSWER TO THAT? AND THEN YOU CAN DO YOUR NEXT
>> I DON'T HAVE A CLEAR UNDERSTANDING OF HOW DISTRICTS ACROSS THE STATE DO THEIR OWN IMPROVEMENTS. THERE ARE SOME -- THERE'S A LOT OF EXAMPLES OF DATA AND I HAVE A WHOLE RANGE BOARD OPERATIONS, A WHOLE RANGE ON ANNUAL CALENDARS. BUT I DON'T HAVE AN ANSWER TO YOUR QUESTION. OBVIOUSLY, A SCHOOL DISTRICT WITH THREE SCHOOLS IS TOTALLY DIFFERENT THAN A SCHOOL DISTRICT WITH 50 SCHOOLS. IT'S A GOOD QUESTION, IT'S THE ONE I WROTE SOME NOTES ON IN DETAIL.
>> I THINK I JUST RE-ARTICULATE THE THING I SAID BEFORE, WHICH IS -- THIS IS PRETTY HELPFUL IN TERMS OF TRYING TO FIGURE OUT WHERE OUR BOARD IS AND IN THE AREAS THAT WE POTENTIALLY NEED TO JUST FOCUS ON LEARNING AROUND. SO MOVING FORWARD, I THINK THIS IS A GOOD TOOL FOR US TO GET THERE, TO BE ON THE SAME PAGE AND BE ON THE BOARD TOGETHER.
>> OKAY. I THINK WE WILL WRAP IT UP THEN. I WOULD ENCOURAGE YOU NOT TO JUST LOOK AT THOSE ON THE BACK PAGES, BUT ALSO TO REALLY DIG INTO THE MIDDLE. I'M GOING TO STAND ON MY SOAPBOX THERE. THE LOOK ON PAGES THREE AND FOUR. THERE'S A LOT OF HIGHLY RICH INDICATORS FOR STUDENTS LIVING IN POVERTY, AND THOSE ARE SOME AREAS WHERE YOU ARE NOT STARTING FROM A PLACE OF DEFICIT. HOW CAN WE JUST NUDGE IT A LITTLE BIT HIGHER. THAT'S AN EASIER MOVEMENT. I REALLY APPRECIATE YOU SPENDING YOUR SATURDAY MORNING WITH ME AND WITH EACH OTHER AND DIVING INTO SOME MORE QUESTIONS.
>> ON OUR AGENDA, WE DO HAVE ANOTHER TOPIC FOR DISCUSSION, WHICH IS THE PROCESS FOR PUBLIC COMMENT. I THINK THAT WE ARE GOING TO TABLE THAT FOR ANOTHER TIME. WE HAVE A BOARD MEMBER
[C. Closing Items]
THAT NEEDS TO GET TO THE AIRPORT, AND WE WOULD LIKE TO BE COGNIZANT OF THAT. FOR NOW, I THINK WE WILL MOVE TO ADJOURN THIS MEETING, SINCE THERE ARE NO OTHER AGENDA ITEMS, THE FEBRUARY 3RD 2024 STUDY SESSION IS* This transcript was compiled from uncorrected Closed Captioning.