[00:00:07]
>> [BACKGROUND] GOOD AFTERNOON. IT'S 4:00,
[Board Work Session on September 9, 2024.]
AND WE ARE GOING TO START THIS WORK SESSION TODAY.SHANICE, WOULD YOU PLEASE CALL THE ROLL.
>> I'M GOING TO TURN THIS OVER EITHER TO LUANNE OR DR. LEWINE.
AS I START OFF, CAN EVERYBODY HEAR ME? FIRST OF ALL, THANK YOU, EVERYONE FOR COMING.
SHANICE DID YOU COMMUNICATE PLAN [INAUDIBLE]?
>> SO HE SHOULD BE HERE IN TIME.
THIS IS REALLY IMPORTANT WORK SESSION SO THAT WE CAN REVIEW PRIORITIES AND REALLY DEVELOP PRIORITIES AND SOME GOALS AS WE MOVE FORWARD WITH THE DISTRICT AND REALLY AREAS THAT WE CAN FOCUS ON AND SHOW THAT WE ARE MAKING PROGRESS AND SOME REALLY VERY, IMPORTANT AREAS FOR THE SCHOOL. THAT'S WHAT WE'RE DOING TODAY.
>> THANK YOU FOR SETTING THAT UP.
ARE WE SUPPOSED TO BE SPEAKING TO THE MICROPHONE? I JUST WANT TO SET THE STAGE FOR IT.
>> WOULD YOU LIKE ME TO SPEAK INTO THE MICROPHONE?
>> IT IS? CAN YOU ALL HEAR ME?
>> I'LL USE MY OUTSIDE PLAYGROUND FOURTH GRADE TEACHER VOICE.
HOW ABOUT THAT? IS THAT BETTER?
THANKS SO MUCH FOR HAVING ME BACK TO SUPPORT THE BOARD AND THE STAFF THIS TIME, AND THE BOARDS WORK IN STRENGTHENING THEIR GOVERNANCE ROLE, ESPECIALLY AROUND STUDENT LEARNING, I APPRECIATE AND APPLAUD YOU FOR THAT.
TOO OFTENTIMES WE SEE THAT BOARDS HAVE A LOT OF THINGS TUGGING AT THEM THAT PULL THEM AWAY FROM THE FOCUS OF STUDENT LEARNING, SO I APPRECIATE THE FACT THAT YOU'RE DEVOTING THIS TIME TOGETHER.
ALSO, THE FACT THAT STAFF ARE HERE, THERE ARE GOING TO BE TIMES THAT YOU'RE GOING TO BE TALKING TOGETHER, LEVERAGING BOTH THE BOARD'S VOICE AND THE STAFF'S VOICE TOGETHER.
THAT'S A FANTASTIC MODELING FOR YOUR SCHOOL COMMUNITY IN THE SPIRIT OF COLLABORATION, BECAUSE AS WE KNOW, WE WANT AND SUPPORT OUR TEACHERS TO COLLABORATE TO ENSURE ALL KIDS ARE LEARNED AT HIGH LEVELS.
I THINK IT'S AN IMPORTANT MESSAGE YOU'RE SENDING TO YOUR SCHOOL COMMUNITY. THANK YOU.
ROD, AS YOU SAID, WHEN YOU AND JAN AND TRAIL AND I LOOKED AT WHAT WE COULD FOCUS ON, YOU RECOMMENDED REALLY GOING BACK AND LOOKING AT THE DISTRICT PRIORITIES BECAUSE THOSE HAD BEEN SET A FEW YEARS AGO AND YOU'VE ACCOMPLISHED A LOT.
TOGETHER, THE FOCUS IS GOING TO BE, WHAT DO YOU WANT TO ACCOMPLISH TOGETHER AND WHAT IS THAT GOING TO LOOK LIKE? BUT THIS IS YOUR WORKSHOP, SO WE WILL STOP AND GO DEEPER IF YOU WANT TO.
SHANICE, IS DINNER COMING FOR EVERYBODY?
>> WE'LL BREAK WITH ENOUGH TIME FOR YOU ALL TO EAT, BREAK BREAD TOGETHER BEFORE YOUR BOARD MEETING. LET'S BEGIN.
THE VERY FIRST ARTICLE IS GOING DEEPER IN THE GOVERNANCE CORE THAT I'VE SHARED WITH YOU IN THE PAST, WRITTEN BY MICHAEL FULLAN, EXPERT IN SCHOOL IMPROVEMENT.
YOU CAN SEE THE EDUCATORS IN THE ROOM NODDING THEIR HEAD, WHO PAIRED UP WITH THE CALIFORNIA SCHOOL BOARD ASSOCIATION RETIRED EXECUTIVE DIRECTOR WHO KNOWS A LOT ABOUT GOVERNANCE, RECOGNIZED THAT THE BOARD IS OFTEN LEFT OUT OF THE CONVERSATION OF SCHOOL IMPROVEMENT, AND YET WE KNOW THAT AS A GOVERNING TEAM, YOU PLAY A VITAL ROLE.
I PULLED OUT SOME CONTENT THAT WE'RE GOING TO GO A LITTLE BIT DEEPER THIS TIME THAN WE HAVE IN THE PAST.
ON PAGE 1, I'M JUST GOING TO SET THIS UP AND THEN WE'RE GOING TO DO SOME INDIVIDUAL READING AND THEN I'M GOING TO PUT YOU IN SMALL GROUPS TO DO SOME DISCUSSION.
ONE THING I LOVE ABOUT WHAT DAVIS CAMPBELL AND MICHAEL FULLAN TALK ABOUT IS THE MORAL IMPERATIVE.
BOARD MEMBERS, THIS IS WHERE YOU TUG ON YOUR HEART STRINGS ABOUT WHAT YOU WILL NOT BACK AWAY FROM WHEN IT COMES TO STUDENTS.
YOU ALL RAN FOR THE BOARD AND WERE ELECTED TO SERVE ULTIMATELY IN THE BEST INTERESTS OF STUDENTS.
WHEN YOU TALK ABOUT THE MORAL IMPERATIVE, THEY DEFINE IT AS BELIEVING THAT EVERY SINGLE CHILD CAN AND WILL LEARN AND CLOSING THE ACHIEVEMENT GAPS FOR CHILDREN.
I LOOK AT THE MORAL IMPERATIVE AS YOUR MISSION.
IT DRIVES EVERYTHING YOU DO, AND YOUR MISSION IS THAT I'M ON THE NEXT PAGE JUST FLIPPING OVER TO READ YOUR MISSION, YOU EXIST TO EDUCATE STUDENTS TO BELIEVE IN THEIR TALENTS AND SKILLS, ACHIEVE ACADEMIC EXCELLENCE, AND SEED IN REACHING THEIR FULL POTENTIAL.
WHEN YOU HAVE THE CONVERSATION A COUPLE MINUTES ABOUT THE MORAL IMPERATIVE, THAT'S WHAT WE'RE TALKING ABOUT.
[00:05:03]
I'M GOING TO READ THE NEXT PARAGRAPH, AND THEN I'M GOING TO TURN YOU LOOSE.OF ALL THE BOARDS, I'M ON PAGE 1 SECOND PARAGRAPH, GOVERNANCE RESPONSIBILITIES, THE MOST IMPORTANT AND POWERFUL IS FORMALLY SETTING THE STRATEGIC DIRECTION FOR THE SCHOOL DISTRICT.
IT IS SETTING AND SUSTAINING THE DIRECTION OF THE SCHOOL DISTRICT THAT THE EFFICACY OF THIS ROLE IS REALIZED.
PLEASE DO NOT UNDERESTIMATE BOARD MEMBERS, THE DIFFERENCE THAT YOU'RE MAKING WHEN YOU'RE COMING TOGETHER COLLECTIVELY TO SAY THIS IS WHAT WE WANT TO HAVE HAPPEN IN THE NEXT THREE TO FIVE YEARS FOR OUR STUDENTS.
EVERYONE, I'D LIKE, I'M GOING TO INVITE STAFF TO AND THE BOARD TO READ THE NEXT COUPLE FEW PARAGRAPHS AND NOTICE THE REFLECTION QUESTION.
AS YOU'RE READING, SELECT ONE IDEA OR COMMENT OR THOUGHT THAT RESONATES WITH YOU AND BE PREPARED TO SHARE WHY.
WHEN EVERYBODY'S DONE, I WILL PUT YOU IN SMALL GROUPS FOR CONVERSATION. WELL, JUST ABOUT ANOTHER 30 SECONDS.
THIS IS A VERY STUDIOUS GROUP.
HERE'S WHAT WE'RE GOING TO DO, I'D LIKE BOARD MEMBERS TO GET INTO GROUPS OF TWO.
NOW IT'S NOT LOST ON ME THAT THERE'S SEVEN BOARD MEMBERS.
THERE'D BE ONE BOARD MEMBER BY THEMSELVES, AND STAFF, I'D LIKE YOU TO JOIN THE BOARD MEMBERS.
TRY TO PARTNER WITH A STAFF MEMBER WHO YOU DON'T NORMALLY WORK WITH.
YOU'RE GOING TO BE IN GROUPS OF ABOUT FOUR OR FIVE PEOPLE.
BOARD MEMBERS, YOU CAN PAIR UP.
I'LL HAVE YOU STAND UP AND GO TOGETHER, ONE OF YOU WILL BE AN OUTLIER.
THEN LET'S HAVE TWO OR THREE STAFF MEMBERS GO TO EACH OF THOSE GROUPS.
I'D LIKE YOU TO SHARE WHAT YOU PICKED AND WHY.
EVERY STAFF MEMBER SHOULD BE WITH THE BOARD MEMBER.
[00:10:02]
LANCE AND JOHN, YOU CAN FORM A GROUP TOGETHER. AWESOME. [BACKGROUND].[00:18:05]
[BACKGROUND].[00:20:36]
>> I HAD THE ADVANTAGE OF GETTING TO GO AND MINGLE AND LISTEN TO A LOT OF YOUR CONVERSATIONS.
THE TRANSITION NOW IS GOING TO BE WHERE PEOPLE ARE GOING TO BE SHY TO SHARE.
BUT I WANT YOU TO REALLY TAKE ADVANTAGE AND HAVE A COLLECTIVE CONVERSATION NOT WITH ME, BUT WITH EACH OTHER.
AND IF I CAN HAVE A COUPLE OF PEOPLE FROM OUR GROUP TO SHARE, WHAT WERE SOME OF THE BIG KEY TAKEAWAYS FROM YOUR CONVERSATION OR INSIGHTS, THEN YOU CAN PIGGYBACK OFF EACH OTHER.
OH, WE SAID THAT TOO, OR THIS IS WHAT WE WERE THINKING.
WHO'S THE BRAVE ONE? THANK YOU, DAN.
>> [INAUDIBLE] LOOK FOR THE INCREASED QUALITY OF PROGRAMS AND GREATER OUTCOMES.
DOCTOR LYNN SAYS, "ARE YOU WILLING TO CHANGE IF IT'S NOT WORKING? I THINK EVERYTHING THAT [INAUDIBLE] AND THAT WE ADDRESS.[NOISE] ALL THE PROGRAMMING.
AND I PUT THIS IN BECAUSE I WANT TO TRUSS.
[NOISE] AND WE HAVE TO UNDERSTAND THAT.
A LOT OF THEM HAS BEEN VETTED.
I MENTIONED [NOISE] PROGRAM A MAY NOT WORK, BUT PROGRAM CHANGE [INAUDIBLE] TO POSITIVELY AFFECT OUR STUDENTS.
>> WHAT WERE SOME OF THE OTHER COMMENTS YOUR GROUPS WERE SHARING COMING OUT, INSIGHTS?
>> SO WE DIFFERENT POINTS AND THEN JOHN SHARING THEIR PERSPECTIVE AND HOW THIS RELATES TO THEIR BOMBERS AND HOW SETTING GOALS IS CHALLENGING, ESPECIALLY WITH THE STRATEGIC PLAN IN THE [INAUDIBLE] CHANGE COURSE.
THEY ARE OFFERING US THE FUNDING OPPORTUNITIES THAT WE NEED TO CARRY OUT THE S. SO WE'RE TALKING ABOUT WE TALKED A LOT ABOUT THE IMPORTANT WORK THAT B AS WELL AS THE DIFFERENCE TO CLOSE THE GAP WITH ALL OF OUR ES FOCUSED A LOT ON
[00:25:04]
THE SPECIAL EDUCATION SUBGROUPS AND MAKING SURE THAT WE ARE CLOSING THOSE GAPS, BUT THEN ALSO THE CHALLENGES THAT LIE IS THANKS, SITH. FOCUSED ON YOUR GOALS.>> I'M TRYING NOT TO MAKE COMMENTS BECAUSE I REALLY WANT THIS TO BE YOUR CONVERSATION, DAN.
>> [INAUDIBLE] WELL, I THINK THAT WE ALL PICK SOMETHING DIFFERENT IN THIS ARTICLE TO TALK ABOUT, BUT I THINK WHEN THE BOARD COMES TOGETHER TO MAKE A DECISION, WE DON'T SEE HOW THIS IN THE BIG PICTURE, IT'S HARD FOR US TO MAKE A BETTER INFORMED DECISION.
>> SO DO YOU MIND IF I ASK CLARIFYING QUESTIONS.
SO COULD YOU THAT WAS REALLY INTERESTING STATEMENT.
SO IS THAT THE CLARITY OF THE GOAL AND THE CLARITY OF THE INITIATIVE OF WHAT IT WANTS TO ACCOMPLISH? OKAY. [NOISE] SO THEN THINKING ABOUT THE IMPLICATION FOR COLLECTIVE WORK, WHAT EACH ROLE GROUP, WHAT THAT MEANS.
>> PROCESS IMMEDIATELY. IT IS NOT WORKING WELL.
BUT ONE THING I THINK IT'S IMPERATIVE THAT WE ALL REALIZE UNDERSTAND IS THAT THE TEAM, THE STAFF HAS TO GO FOR AUTONOMY.
AND IT KIND OF LIVES TO JOHN'S POINT ABOUT ESTABLISHING T. YOU DO AUTONOMY TO EDUCATE AND ON BOARD MEMBERS AND THOSE THAT HAVE SOME [INAUDIBLE] EDUCATION AND SOME THAT DO NOT.
AND SO THERE IS A THAT SET FOR BOARD MEMBERS AND IN MY EXPERIENCE THAT WE HAVE TO GO THROUGH AND YOU GUYS ARE THE EDUCATORS GIVING THIS DECORATION SO THAT WE CAN MAKE SOME DECISIONS THAT SUPPORT THE STRATEGIC GOALS THAT ARE IN PLACE.
BUT IT'S ALSO IMPORTANT TO BE FULLY TRANSPARENT IN THAT PROCESS THERE'S NOT WITHOUT ANY FALLS.
AND SO HAVING JUST THIS BEAUTIFUL OVERVIEWS OF THINGS THAT HAPPENED, DON'T AFFORD TO MAKE GOOD DECISIONS FOR GROWTH AND OPPORTUNITY FOR CHANGE IN ORDER TO HIT IN THE GOALS SET.
GOALS ARE SET, BUT WE CAN'T ALWAYS NEED THEM IN THESE SLATTER BENCHMARKS.
WE MIGHT HAVE TO GO FROM STEP ONE TO FIVE AND THEN COME BACK TO THE THREE TO FOUR TO GET.
AND I THINK IT'S IMPERATIVE THAT WE UNDERSTAND THAT THAT'S A PROCESS OF LEARNING AND IT'S ALSO A PROCESS OF ESTABLISHING TRUST SUPPORT AS WE CONTINUE TO SUPPORT.
>> THAT'S ACTUALLY SOMETHING THAT'S PRETTY COMMON ACROSS BOARD TEAMS, THAT NEED FOR COMMUNICATION AND INFORMATION AT A GOVERNANCE LEVEL, NOT TOO MUCH, BUT ALSO DON'T JUST TELL US ALL THE HAPPY RAINBOWS AND UNICORN STORIES.
WE WANT TO KNOW WHEN THINGS ARE HARD OR AREN'T WORKING.
TO GET THAT LEVEL OF TRUST, YOU WANT THAT COMMUNICATION, BUT THE STAFF, I WAS ON THIS SIDE TOO, NEED AN ENVIRONMENT WHERE THEY FEEL SAFE TO DO THAT.
SO CAN I HEAR FROM STAFF MEMBERS ABOUT THAT COMMENT AND THOUGHT ABOUT, IT'S IMPORTANT TO SHARE WHEN THINGS ARE GOING GOOD, SHARE GOOD DATA, BUT ALSO TO COME AND SAY, "THIS IS A CHALLENGE FOR US." WHAT ARE YOUR THOUGHTS ABOUT THAT ONGOING COMMUNICATION AROUND GOOD DATA AND INFORMATION, BUT ALSO THE FACT THAT WHAT KIND OF ENVIRONMENT YOU NEED TO BE ABLE TO DO THAT? I'M NOT SAYING YOU DON'T HAVE IT.
IT'S JUST SOMETIMES IT'S HELPFUL TO TALK ABOUT IT SO THAT IT BECOMES EMBEDDED PRACTICE SO WE CAN RECOGNIZE WHEN WE'RE DOING THINGS LIKE THAT.
>> I THINK THAT IS SOMETHING THAT WE,
[00:30:03]
AS A TEAM, HAVEN'T ESTABLISHED.WE DID GO OUT ON A LIMB THIS PAST YEAR AND SHARE THE LAST TWO YEARS OUR SPECIAL EDUCATION AND OUR ELL DATA THAT IS VERY POOR, AND WE PRESENTED IT AND PRESENTED IT TO PUT IT OUT THERE, THAT WE NEED TO MAKE CHANGES, THAT WE NEED TO DO THINGS DIFFERENTLY.
WE ADDRESS, AND I CAN SAY THAT FOR SOME OF US, THAT THAT TRUST DID NOT GET PUT WITH THAT BECAUSE THERE IS A CONTINUAL, FOR SOME, BUT THAT WE PUT OUT THERE, WE NEED TO CHANGE.
WE NEED TO BE BETTER, OUR STUDENTS ARE NOT PERFORMING, OUR TEACHERS ARE NOT STAYING.
OUR PRINCIPALS DON'T KNOW WHAT TO DO.
AND WE PUT IT OUT THERE AND THEN WE PUT OUT SOLUTIONS.
THE BOARD DOESN'T ALWAYS TRUST OUR SOLUTIONS.
SO I CAN SAY, RIGHT NOW, WHEN WE TALK AS A TEAM, OUR TEAM DOESN'T WANT TO PUT OUT THINGS THAT ARE GOING BAD RIGHT NOW BECAUSE WE THEN WE'VE ADDRESSED IT'S BAD AND THEN WE CAN'T FIND ANYTHING TO FIX IT, AND THEN THEY DON'T LIKE HOW WE'RE TRYING TO FIX IT.
AND SO WE DON'T WANT TO GET TOO MANY OF THOSE THINGS OUT THERE BECAUSE WE HAVE TWO BIG THINGS OUT THERE RIGHT NOW.
AND I WOULD SAY IT'S NOT THE CARE BOARD, BUT THERE ARE SOME BOARD MEMBERS THAT JUST CONTINUALLY NOT FEEL THAT WE DON'T MAKE GOOD DECISIONS WITH THOSE CHOICES.
AND SO IT DOES CAUSE US TO NOT WANT TO SAY WHAT ELSE ISN'T GOING.
>> I WOULD ALSO SHARE THAT WE LOOK AT BIG [INAUDIBLE] THOSE ARE GREAT EXAMPLES OF SPECIALIZATION [INAUDIBLE] THAT WE'RE TRYING TO RESTRUCTURE.
AND TO DO THAT AND DO A RIGHT, I BELIEVE I THINK WE'VE DONE A PRETTY GOOD JOB YOU HAVE TO INVOLVE PEOPLE ALL THE WAY OUT, THE TEACHERS INVOLVED.
THEY WILL HELP US WITH SOLUTIONS, BUT WE HAVE TO ASK HAVE TO.
AND I FEEL GOOD ABOUT THE PROCESS THAT WE'RE USING, AND THE PRODUCT IS COMING AND WE HAVE TO OPERATIONALIZE THAT.
BUT SOMETIMES WHEN YOU DO ALL THAT WORK, RIGHT? AND YOU PUT IT ON PAPER, YOU HAVE A NICE PLAN TOGETHER, AND THEN THEN YOU DO IT, IT'S LIKE, "THAT'S WHERE WE HAVE TO BE ABLE TO PUT IT." WE HAVE TO BE ABLE TO REALIZE THAT, "HEY, THIS ISN'T WORKING.
IT LOOKED GOOD, AND WE THOUGHT IT WAS SOLID, BUT IT'S NOT." WE HAVE TO GET GIVEN AN OPPORTUNITY TO WORK BECAUSE ONE YEAR BETA DOESN'T MAKE OR BREAK ANYTHING.
IT'S OVER SOME TIME TWO OR THREE YEARS.
BUT YOU ALSO CAN'T LOSE THE FACT THAT YOU KNOW THE KIDS AND TWO OR THREE YEARS TIME.
WE'RE WORKING ON HARD WORK [INAUDIBLE] AND AS COMPLEX.
AND THERE ARE SO MANY VARIABLES POINTED OUT.
AND IN THIS DISTRICT, THERE ARE A LOT OF HIGH SPECIALIZED NUMBERS, HIGH [INAUDIBLE] NUMBERS AND UMBER FLUCTUATE ALL THE TIME.
AND WE GET LL STUDENTS AND ALL THE TIME.
AND TEACHERS ARE ASKING FOR HELP.
WHAT WHAT CAN WE DO? IS THIS HAPPENING IN JUST IN OUR BUILDING? NO, I HEAR FROM TEACHERS.
OKAY. SO WHAT'S THE PLAN? THAT'S WHEN WE HAVE TO SAY'S LET'S GET A PLAN.
AND I BELIEVE THAT'S WHAT WE [INAUDIBLE].
[INAUDIBLE] I'M NOT WORRIED ABOUT MYSELF, I'M WORRIED ABOUT THIS [INAUDIBLE].
[00:35:25]
THAT'S A GOOD POINT, KIMBERLY, AND WHAT IS THAT BALANCE, AND YOUR SUPERINTENDENT AND BOARD LEADERSHIP CAN HELP WITH THAT BECAUSE CERTAINLY, BOARD MEMBERS DON'T NEED TO BECOME CURRICULUM DIRECTORS OR SPECIAL ED DIRECTORS.BUT WHAT ARE THE BIG-PICTURE TRENDS? WHAT ARE YOU TRYING TO ACCOMPLISH? I WANT TO GO BACK TO APPRECIATE WHAT SOME OF YOU ARE SAYING IS THAT THE BOARD ULTIMATELY SETS THE DIRECTION FOR THE ORGANIZATION AND YOU DELEGATE TO YOUR STAFF HOW THAT GETS DONE.
YOU TRUST IN THE FACT THAT YOU DO HAVE EDUCATED PEOPLE WHO ARE LICENSED WHO HAVE EXPERIENCE, WHO ARE EDUCATED TO TEACH AND TO LEAD.
WHEN THEY BRING YOU RECOMMENDATIONS, YOU'RE TRUSTING THAT THEY'RE GIVING YOU THE SOLUTIONS BASED ON RESEARCH AND THEIR BEST JUDGMENT.
BUT THEN THE TRUST COMES FROM THE DATA THAT COMES.
WHAT ARE WE DOING TO IMPLEMENT, AND HOW DO WE KNOW WE'RE GOING TO MAKE A DIFFERENCE? OVER TIME, WATCHING IT, AND THERE IS THAT BALANCE OF NOT BRINGING SO MUCH DATA THAT PEOPLE ARE FEELING OVERWHELMED.
BUT WHAT ARE THE BIG PICTURE, AND IT'S NOT EASY TO DO THAT.
WELL, LET'S TALK ABOUT THAT, JOHN, IN RELATION TO THE NEXT PIECE, BECAUSE I THINK THAT WILL COME OUT.
I REALLY APPRECIATE YOU SAYING THAT WE NEED HELP WITH THAT BECAUSE YOU RIGHT YOU ARE NOT EDUCATORS, AND THAT IS TECHNICAL INFORMATION.
THERE'S A WHOLE LOT THAT GOES INTO THAT.
LET'S TAKE A LOOK ON PAGE THREE, AND LET'S SEE IF YOUR QUESTION GETS ADDRESSED.
THIS GRAPHIC IS REALLY JUST TO SHOW THE IMPORTANCE OF THE ALIGNMENT ACROSS THE SYSTEM.
IT'S WHAT YOU ALREADY KNOW, BUT IT'S JUST AFFIRMING THAT.
IF YOU LOOK AT THE BOARD SETS THE BIG PICTURE DIRECTION BY SETTING THE VISION AND MISSION, THIS IS WHAT YOU WANT TO ACCOMPLISH IN THE NEXT THREE TO FIVE YEARS, YOUR DECISIONS ARE ALL BASED ON THIS MISSION.
SHOULD GO TO SLEEP AT NIGHT, KNOWING THAT YOU VOTED TO FULFILL THIS MISSION.
THEN SETTING THESE LONG TERM PRIORITIES.
DAN, I APPRECIATE YOUR SAYING AND SOME OF YOU'RE SAYING LESS IS MORE.
ONLY HAVE SO MUCH TIME AND RESOURCES, WHAT ARE YOUR MOST IMPORTANT NEEDS AND THEN CHANNEL YOUR ENERGIES AND RESOURCES AFTER THAT.
THOSE ARE THE LONG TERM PRIORITIES THAT WE'RE GOING TO TALK ABOUT NEXT.
THE ONES THAT YOU REFERRED TO TO, DAN.
THIS IS THE GOVERNANCE ROLE OF THE BOARD RIGHT HERE.
THIS IS WHERE YOU LEVERAGE AND MAKE A SIGNIFICANT DIFFERENCE IS SAYING THIS IS WHAT WE WANT TO ACCOMPLISH.
THEN GUESS WHOSE WORK THIS BECOMES WE'VE DELEGATED TO YOUR SUPERINTENDENT.
ONCE YOU SAY THIS GOAL AREA, AND THESE ARE PRIORITIES, THAT BECOMES THE WORK OF THE SUPERINTENDENT THROUGH DR. ERWIN'S GOALS, OF WHICH YOU WILL THEN BE ASSESSING HIS GROWTH AND PERFORMANCE ON.
GUESS WHO'S THE WORK OF THE SUPERINTENDENT BECOMES.
DIRECTORS AND PRINCIPALS, AND ULTIMATELY TEACHERS.
BUT PLEASE DON'T UNDERESTIMATE THE DIFFERENCE THAT YOU'RE MAKING BY SAYING THIS IS WHAT WE WANT TO ACCOMPLISH.
BUT BOARD MEMBERS, WE ALSO SAY, YOU HOLD THE SYSTEM ACCOUNTABLE TO THE EXPECTATIONS.
IT'S GOOD TO HOLD YOURSELVES ACCOUNTABLE THEN EVERY TWO OR THREE YEARS DO A BOARD SELF-ASSESSMENT.
WE HAVE FOUR DIFFERENT ASSESSMENTS IF YOU'RE INTERESTED IN DOING THAT.
NOW, I HAVE A DIFFERENT SET OF PRIORITIES THAN WHAT YOU BROUGHT, DAN.
[00:40:05]
LET'S TALK ABOUT THAT.ON PAGE 5, THESE WERE THE DISTRICT PRIORITIES FROM THE WEBSITE THAT WERE ABOVE DOCTOR ERWIN GOALS.
DID THOSE DAN WAS THAT AN EARLIER SET, DO YOU THINK? TWENTY-ONE. GOT IT. THANK YOU.
PERFECT. ALL RIGHT. THANK YOU FOR SETTING THE STAGE.
ONE OF THE THINGS THAT ASSOCIATION RECOMMENDS IS THE BOARD TO SET LONG TERM DISTRICT GOALS THREE TO FIVE YEARS OUT AND THEN REVISIT THEM EVERY SUMMER.
WHAT WOULD CHANGE MAYBE IS THE PRIORITIES UNDERNEATH THEM.
NOW, YOU CAN SEE SOME THINGS RELATED STILL TO THE PANDEMIC IN HERE THAT MAY HAVE NOT AS RELEVANT.
THAT WAS AN INTERESTING POINT IN TIME HISTORIC.
GOOD THAT YOU ARE TALKING ABOUT REVISITING YOUR GOALS, ESPECIALLY TRAIL AFTER A BOARD WORKSHOP ELECTION.
YOU WANT TO BE REALLY THOUGHTFUL ABOUT HOW YOU ON BOARD PEOPLE TO GET THEM TO UNDERSTAND WHAT THE MEANING IS AROUND THESE, AND THEN TO JOHN'S POINT, HOW ARE WE LEARNING ABOUT THEM? WHAT I'D LIKE TO INVITE YOU TO DO, AND THIS IS HOW WE'RE GOING TO SET IT UP.
I WOULD INVITE ALL STAFF TO DO THIS AS WELL.
BOARD MEMBERS HERE ARE YOUR QUESTIONS.
GO THROUGH, AND THIS IS GOING TO HAVE A WHOLE GROUP CONVERSATION AMONGST YOURSELVES, BUT I WANT TO GIVE YOU SOME THINK TIME FIRST.
ARE EACH OF THESE STILL PRIORITIES STILL A DISTRICT WIDE PRIORITY AREA OF NEED? DO THEY RISE TO THE LEVEL OF NEEDING DISTRICT WIDE FOCUS AND ENERGY? WHY OR WHY NOT? MAYBE THERE HAS SOMETHING ELSE HAS EMERGED SINCE THEN.
THERE MIGHT BE A WAY TO RE IMAGINE SOME OF THESE. ARE THERE TOO MANY? DAN, YOU WERE SUGGESTING THAT YOU KNOW YOU WANT SOME OF YOU ALSO TO AGREE WITH THAT, A FEW FINITE NUMBER, A SMALLER NUMBER.
BOARD MEMBERS GO THROUGH AND THINK ABOUT INDIVIDUALLY, WHAT DO THESE MEAN TO YOU STILL TODAY? STAFF MEMBERS, PLEASE DO THE SAME.
THE BOARD WE'RE GOING TO DO A FISH BOWL WHERE THE BOARD IS GOING TO HAVE A CONVERSATION, STAFF ARE GOING TO WATCH AND LISTEN, AT THE END, WE'RE GOING TO WORK TO CONSENSUS ON WHAT THE BIG STRATEGIC PRIORITIES ARE.
THEN STAFF, YOU'LL HAVE AN OPPORTUNITY TO SHARE INSIGHTS OR ASK QUESTIONS, MAYBE A CLARIFYING QUESTION. THAT CLEAR.
RATHER THAN STARTING FROM SCRATCH, WE'RE STARTING FROM WHERE YOU WERE AND WHERE DO YOU WANT TO GO NEXT.
SO FIVE OR SIX MINUTES. DO YOU NEED MORE THAN THAT? SO INDIVIDUALLY.
OKAY. WELL, CHECK IN IN FIVE MINUTES TO SEE IF YOU NEED MORE TIME.
[00:48:21]
YOUR REFLECTIONS AS WELL.THAT IS A ONE.[00:50:02]
>> I PROBABLY SHOULD HAVE BROUGHT OVER MY NUMBER SO WHEN YOU SAID THREE AND FOUR, I KNEW WHAT YOU MEANT, SORRY.
NUMBER 3 IS ENGLISH LANGUAGE LEARNERS , PROGRAM REVIEW, AND REVISION.
NOW, IT'S A MATTER OF, HOW ARE WE GOING TO EXECUTE? AND THEN, OF COURSE, HIRING THE STAFF FOR BOTH OF THOSE? IT'S BAD AND EOL TEACHERS ARE HARD TO COME BY.
THAT TO ME IS WE'VE IDENTIFIED THE WEAKNESS, WE'VE ADDRESSED THE WEAKNESS.
NOW, WE'VE GOT TO EXECUTE ON THE WEAKNESS, AND HOW WE MAKE IMPROVEMENTS.
>> MEMBERS, WHAT DO YOU THINK ABOUT THAT? WHAT WAS YOUR CONVERSATION ABOUT THOSE?
>> BUT STILL A FOCUS, YOU AGREE?
>> BUT BEING MINDFUL THAT SOME OF THIS MAY GET IMPACTED BECAUSE THE AA CHANGES.
>> WELL, THERE'S NO CHANGE IN AA FUNDING FOR SPECIAL ED.
AND THERE'S NO PROPOSED CHANGING FOR THAT.
MEDIA SERVICE ON THE OTHER, YES, BUT NOT SPENDING.
>> [INAUDIBLE] SPECIAL ED, BUT HOW DO WE MONITOR OUR DIVISION [INAUDIBLE]?
>> THAT'S ACTUALLY A RECOMMENDATION THAT WE HAVE IS YOUR HIGHEST PRIORITY SET A SIDE SOME WORK SESSIONS LIKE THIS WHERE YOUR STAFF CAN COME IN AND YOU CAN LOOK AT DATA AND TOGETHER TALK ABOUT IT SO THE BOARD CAN ASK QUESTIONS AND REALLY GET AT WHAT SUPPORT YOU NEED GOING DEEPER ON THE BIGGEST ISSUES.
SO IT SOUNDS LIKE THAT MIGHT BE SOMETHING TO THINK ABOUT.
LET'S HEAR FROM THE REST OF BOARD MEMBERS.
IT SOUNDS LIKE AT ONE POINT IN TIME, THESE TWO PROGRAMS WERE SELECTED BECAUSE THEY WERE THE BIGGEST AREAS OF NEED.
WHILE YOU HAVE A LOT OF PROGRAMS, AND YOU'RE NOT GOING TO TAKE YOUR EYE OFF ANY OF THEM WHEN IT COMES TO REALLY PROVIDING SUPPORT AND MONITORING TO IMPROVE STUDENT LEARNING.
IT SOUNDED LIKE THESE TWO WERE THE ONES THAT WERE STILL.
MY QUESTIONS, ARE THESE STILL NEEDING TO BE PULLED OUT BECAUSE OF THEIR SUGGESTION? WE DID THE REVISION AND REVIEW, AND NOW WE'RE WORKING ON IMPLEMENTATION.
LET'S NOT TAKE OUR EYE OFF THAT YET.
>> I THINK THAT'S OVERAPPLYING.
I THINK ABOUT THIS A LOT AND I CAN'T REMEMBER WHO STATED THIS, BUT WHY DON'T WE FOCUS ON SOME THINGS AND BE REALLY GOOD AT THOSE THINGS.
AND WE KNOW THAT SPECIAL EDUCATION IS THE AREA THAT WE NEED TO FOCUS ON.
[00:55:07]
WE KNOW ELL IS AN AREA THAT WE ARE FOCUSING ON AND WE MADE INVESTMENTS TO MAKE CHANGES IN ELL AND STUDENT ACHIEVEMENT.THOSE ARE THREE KEY AREAS THAT ARE GOING TO [INAUDIBLE].
AND I THINK WE CAN DO THIS VERY WELL.
I THINK STAFFING AND RETENTION AND RECRUITING ARE IMPORTANT, BUT I THINK THAT FALLS INTO EACH ONE OF THOSE ENTITIES.
IT CAN STAND ALONE, MAYBE, BUT IT REALLY SHOULD BE A KEY COMPONENT OF SPECIAL ED, LL AND STUDENT ACHIEVEMENT.
BECAUSE WE'VE GOT, EVEN IF WE'RE NOT ACTIVELY RECRUITING FOR TEACHERS TO [INAUDIBLE], WE HAVE TO RETAIN THE ONES WE HAVE.
SO I FEEL LIKE THAT'S ALWAYS A PART OF THE THREE AREAS THAT WE NEED.
AND THEN OF COURSE, BUDGET IS ALWAYS GOING TO BE A PIECE OF THIS.
WE'RE ALWAYS GOING TO HAVE A FINANCIAL RESPONSIBILITY TO ENSURE THAT WE HAVE WHAT WE NEED TO SUPPORT THAT.
MOST AREAS, DEFINITELY NEEDS PERMISSION, AND I'LL SAY THIS AGAIN, WE MADE AN INVESTMENT MORE IN ELL AND WE NEED TO [INAUDIBLE].
>> SO BOB AND LANCE, LET'S HEAR FROM YOU ON WHAT YOU'VE HEARD SO FAR, INCLUDING TRAILERS SUGGESTION.
IT SOUNDS LIKE GOALS THREE, FOUR AND FIVE ARE PRIORITIES AND EMBEDDING STAFF RETENTION AND RECRUITMENT INTO THAT, AND I WANT TO MAKE SURE YOUR VOICE IS HEARD TOO.
BOB AND LANCE, WHAT ARE YOUR THOUGHTS SO FAR ON THAT?
>> I THINK IT'S HARD FOR SOMEBODY WHO'S NOT IN A POSITION OF DOING THIS EVERY DAY.
SO THE DECISIONS THAT ARE GOING TO AFFECT CHILDREN COMES TO, HOW DO WE DO THE SPECIAL ED? HOW DO WE DO ELL.
THAT'S SOMETHING THAT I THINK HAS TO BE THOUGHT OUT.
I THINK IT WOULD BE WAY MORE PRODUCTIVE TO HEAR FROM THESE GUYS WHEN IT COMES TO WHAT ARE WE DO NEXT RATHER THAN THOSE OF US WHO ARE NOT NECESSARILY OUTSIDE.
BUT DON'T DO IT ON A DAY TO DAY BASIS.
I'M SITTING HERE AND I'M THINKING ALL OF THESE THINGS LIKE TRAILS THAT ARE INTERTWINED.
TO PUT THEM IN ORDER ONE THROUGH FIVE OR ONE THROUGH FOUR, WOULD BE DIFFICULT.
I'M SITTING HERE AND THE ONE THING AND JUST TO THROW ANOTHER BRANCH IN IT.
I'M THINKING ABOUT THE MENTAL HEALTH OF CHILDREN, AND I'M THINKING ABOUT THOSE KIDS WHO HAVE SEVERE BEHAVIORS, WHO ARE HAVING A HUGE EFFECT ON THE DAY TO DAY CLASSROOM.
T I KNOW JIM'S WIFE WENT HOME LAST WEEK TO GET TO SHOP BECAUSE THE KID TOOK A CHUNK OUT THE OTHER DAY.
AND WE'VE ALL SEEN THE PICTURES OF THE DISHEVELED CLASSROOMS AND THE DEPTHS FLIPPED OVER, ET CETERA.
WHEN I START THINKING ABOUT THIS, WHAT'S THE BEST WAY TO HANDLE THAT FOR OUR STAFF? BECAUSE IF WE HANDLE IT RIGHT, THEN ALL OF A SUDDEN, IT BECOMES BETTER, THEN ALL OF A SUDDEN THE TEACHER BECOMES BETTER, AND THEN A SPECIAL ED COURSE BECOMES BETTER.
BUT I DON'T KNOW WHAT THE CHICKEN IS OR WHERE THE EGG IS.
>> THAT'S BEAUTIFUL. SO THANK YOU FOR EXPRESSING THAT.
AND THE BEAUTY IS THE BOARD DOESN'T HAVE TO FIGURE OUT. THAT'S NOT YOUR ROLE.
THAT'S WHY YOU HIRE THESE TRAINED PEOPLE.
WHAT YOU HAVE TO SAY IS BASED ON THE DATA THAT'S BROUGHT TO YOU WHEN STAFF SAY, THIS IS AN AREA OF NEED.
YOU SAY, OKAY, WE'RE GOING TO MAKE THIS A PRIORITY.
AND WE'LL TALK ABOUT WHAT THE SUPPORTS LOOK LIKE, WHAT THE ROLES ARE AROUND THAT.
YOU'RE RIGHT. IT'S NOT YOUR JOB TO FIGURE OUT THE HOW.
BEFORE I FORGET IT, I JUST WANT TO SAY IT.
THE PART OF THIS, IT GETS HEAVY FOR ME, AND I'M SURE IT'S HEAVY FOR THESE GUYS IS BECAUSE WE KNOW GOOD OR BAD.
DECISIONS THAT ARE MADE BY THE BOARD ARE GOING TO LAST FOR YEARS.
AND THE EFFECTS OF THEM ARE GOING TO LAST FOR YEARS.
SO WHEN, I JUST CAN'T IMAGINE THAT ANYBODY HERE IS WILLY NILLY GOING, HEY, HERE'S A REALLY HOT IDEA THAT I READ ON GOOGLE YESTERDAY, AND OFF WE GO.
BUT WE HAVE TO HAVE THE PATIENTS AS WELL.
IT'S A TWO EDGE SWORD, IT CUTS BOTH SIDES.
[01:00:01]
BUT THAT WOULD BE THE RIGHT ONE.AND SO I HONESTLY NOT TRYING TO GET OUT OF MY DUTIES, BUT I CERTAINLY AROUND THERE AND LISTEN TO WHAT THEY HAVE TO SAY ABOUT HOW WE PRIORITIZE THIS.
>> WELL, A LOT OF US, WE GET APPROACHED BY THIS TEACHER OR THAT TEACHER OR THIS PRINCIPAL OR THAT PRINCIPAL OR THIS PARENT OR THAT PARENT.
AND WE GET A ROOMFUL OF PEOPLE WHO ARE MAD.
ALL AS I SEE IS, IF THERE'S 50 KIDS IN HERE, ALL AS I SEE IS 14,950 WHO AREN'T.
AND SO IF I'M SPEAKING LOUD AND I CAN GET MY HOUSE HERE AND I CAN FIRE AWAY, AND I CAN PUT PRESSURE ON THE PEOPLE WHO ARE DOING THIS ON A DAILY BASIS OR I CAN PUT PRESSURE ON THE BOARD, IT'S EASY TO AND GOING BACK TO WHERE WE INITIALLY STARTED, IT'S VERY EASY TO LOSE GOALS AND INDICATORS THAT ARE ADOPTED, AND IT'S HARD TO STAY FOCUSED BECAUSE LIKE JADE SAID A LITTLE BIT AGO, THERE'S NOISE COMING FROM EVERYWHERE.
AND EVERYBODY, THEY'RE LIKE FOREST GUM, EVERYBODY'S A GENIUS.
AND SO TRUSTING OUR TEAM, I THINK IS ESSENTIAL.
>> SO WHAT YOU WANT TO ACCOMPLISH BASED ON THE NEEDS OF THE TEACHERS? I APPRECIATE YOUR PASSION.
YOU HAVE A STAFF, HARD WORKING, EDUCATED STAFF TO FIGURE OUT HOW.
THEY'RE GOING TO COME BACK AND SAY, THIS IS HOW WE'RE GOING TO APPROACH THIS ISSUE ON ELL OR SPECIAL ED.
AND THEN THEY'RE GOING TO IMPLEMENT IT, AND LIKE YOU SAID, IT'S GOING TO TAKE TIME, AND THERE IS GOING TO BE DATA SO THAT IF THINGS ARE GOING WELL, THEY'LL CONTINUE TO DO THAT, IF THERE'S AN AREA LIKE 9,3 IN ONE AREA, GUESS WHAT? THEY'RE GOING TO DIG IN AND SAY, WHAT DO STAFF NEED? BECAUSE WHAT'S YOUR BIGGEST LEVER FOR PREVIOUS STUDENT MARKING? WHAT'S YOUR BIGGEST LEVER FOR STUDENT MARKING? CLASS INSTRUCTION.
IT'S WHAT THE TEACHER DOES WITH THE CONTENT.
THAT'S WHY YOUR PROFESSIONAL GROUND IS SO CRITICAL.
AND YOUR STAFF ARE GOING MAKE BEST RECOMMENDATIONS THEY CAN AND DO THE BEST THEY CAN.
WE'RE ALL HUMAN, BUT WE'RE NOT GOING TO PUNISH THE KIDS THROUGH THAT PROCESS.
AND I APPRECIATE YOU'RE SAYING MAKING SIGNIFICANT DECISIONS LIKE MOMENT ABSOLUTELY.
BUT IF YOU'RE LISTENING TO YOUR STAFF, AND THEY'RE SAYING, YOU KNOW WHAT? WE WILL CONTINUE TO FOCUS ON SPECIAL EDUCATION, WE'VE GOT MOMENTUM.
WE KNOW WHAT WE'RE GOING TO DO.
LET'S CONTINUE TO SUPPORT THAT.
YOU ARE LISTENING TO YOUR STAFF BECAUSE, I'M HERE SAYING FOR THOSE THAT WERE ON THE BOARD, WILL BE SELECTED BECAUSE THE STAFF HELPED TO IDENTIFY THOSE AREAS.
THIS IS IN ISOLATION. TODAY'S CONVERSATION IS NOT AN ISOLATION.
YOU'RE JUST SETTING A BIG PICTURE PARAMETERS AND CONTINUE FORWARD TO SAY, STAFF, THIS IS WHERE WE'RE GOING TO KEEP OUR FOCUS AS THE BOARD.
KEEP THE FIRE A LITTLE BIT, WITH NOT A BIG FIRE, JUST PRESSURE WITH A LOT OF SUPPORT.
SO SPECIAL ED AND ELL, DO YOU ALL AGREE THAT NEEDS TO STAY SEPARATE AS PRIORITIES? ANYBODY THINK DIFFERENT ON THE BOARD?
>> FOR ME, I LOOK AT WHAT WE WERE DOING IN THE PROGRAM REVIEW OF SPECIAL ED.
YOU LOOK AT THE TWO MAJOR ONES UP THERE, WHAT WE'RE DOING IS WE HAD OUR TASK FORCE GOING TOGETHER, WORKING TOGETHER.
THEY MADE THEIR RECOMMENDATIONS.
WE WORKED ON MAKING THE CHANGES.
THAT'S ONE GOAL, ELL AND SPECIAL ED.
TWO DIFFERENT GOALS. I THINK DIFFERENTLY.
WE HAVE 18% OF OUR STUDENTS ARE APPROXIMATELY THAT HAVE IEPS.
I DON'T KNOW WHAT THIS YEAR'S DATA IS THAT ARE ELL, 41%, 42% OF OUR STUDENTS ARE EITHER OF THOSE OR SOMETIMES BOTH, 41% OF OUR STUDENTS.
WE LOOK AT OUR ELL SPENDING, IT'S OVER 25% OF OUR BUDGET.
THESE ARE HUGE PROGRAMS, AND THE ELL IS ABOUT TO BECOME LARGER.
BUT ONE OUT OF EVERY FIVE KIDS WALKING DOWN THE HALL DOESN'T SPEAK ENGLISH. THAT'S HUGE.
[01:05:02]
I LOOK AT THESE AS INDIVIDUAL IDENTIFIABLE PROGRAMS. THAT'S JUST MY OPINION. YOU LOSE FOCUS.THEY'RE TOTALLY DIFFERENT PROGRAMS. ABSOLUTELY, TOTALLY DIFFERENT PROGRAMS.
>> I DON'T THINK WE LOSE FOCUS, BUT I THINK [INAUDIBLE].
>> [INAUDIBLE]. IF THERE'S ELL, WE KNOW WE'RE WORKING ON THAT, SPECIAL EDUCATION, WE KNOW THAT IF WE COMBINE THEM.
IF WE KEEP THE SEPARATE, I THINK THAT NEED TO BE A FOCAL POINT IN CHANGES.
AND I DON'T REALLY SEE HOW, EXCUSE THE TERM, MARRY THE TWO.
YES, THERE MAY BE SOME OVERLAPS WITH SPECIAL EDUCATION NEED , BUT I CURRENTLY THINK THAT THEY ARE VERY SEPARATE.
AND WE VOTED FOR THAT TO BE SEPARATE AND WE INVESTED IN [INAUDIBLE]. [LAUGHTER].
>> [INAUDIBLE]. WHAT WE NEED TO DO IS FOCUS ON WHAT SPECIAL EDUCATION.
IT'S NOT EVERYBODY THAT HAS A SPECIAL NEED, ALTHOUGH WE DO WANT TO BE WATCHING FOR WHO KNOWS.
BUT IF YOU BATCH IT ALL TOGETHER, SUDDENLY IT'S PRICE THAT WE ARE READY TO HAVE.
WE NEED TO GIVE THEM SOME TIME TO WORK WITH THE PROGRAM AND SEE HOW THEY PERFORM AND LET THEM RUN WITH IT FOR A WHILE.
SO I'M NOT EXPECTING TO HEAR SO MUCH ABOUT HOW WE'RE DOING OTHER THAN WHAT [INAUDIBLE] UNTIL WE GET TO THE END OF THIS.
THEY'RE STARTING NEW. THIS IS NEW FOR US.
JUST THEY'RE STARTING FOCUS, AND THERE'S SO MUCH WE CAN DO AND I'M A BELIEVER THAT IF WE CAN MAKE VERY SERIOUS PRIVATE PROGRESS IN ELL HERE, WE WILL ALSO MAKE VERY SERIOUS PROGRESS IN OVERALL EDUCATION, PARTICULARLY IN THE SECONDARY LEVEL.
THAT'S JUST MY OPINION, BUT I THINK THAT IF ELL STUDENTS ARE BETTER ABLE TO PARTICIPATE IN OUR CORE CLASSES, THAT WILL PAY OFF BIG.
BUT WE HAVE TO GIVE IT TIME TO WORK ON THAT PARTICULAR THING, WHICH IS WHY I WOULD WANT ELL TO BE SEPARATED.
AGAIN, I APPRECIATE JANE'S REASON IN DESIGNING WHEN TO WORK ON THAT, BUT I ALSO WANTING A SPECIAL CARE TO BE FOCUSED ON SPECIAL CARE AND NOT JUST A CATEGORY THAT ANYONE.
AND AGAIN, I'M NOT SAYING ANYBODY CAN OFFER SUPPORT. BUT WE REALLY END UP FOCUSING ON SPECIAL NEEDS [INAUDIBLE].
IF I ONLY HAD ONE MORE, THEN YOU COULD DO THIS QUESTION.
I HAD A CONVERSATION ABOUT THIS ON THE LAW.
AND SO WHERE DOES THAT BEGIN? BEGINS WHERE WE HAVE TO FIND A WAY TO CREATE MORE MONEY FOR TEACHERS.
SO YOU CAN HIRE SOMEONE AND BE FULLY STAFF TO DELIVER OUR COURSE.
[01:10:01]
WHEN WE DO THAT, YOU CAN ALSO REASONABLY SAVE THE STUDENTS FROM THEIR [INAUDIBLE] EITHER AS A FRESHMAN OR AS SIXTH YEAR IN HIGH SCHOOL OR AT ANY OTHER TIME WHEN YOU START SAYING YOU HAVE A JOB TO DO HERE AND WHAT YOU'RE GOING TO LEARN IS OUR EXPECTATIONS OF THIS.THEY'RE NOT JUST ARE YOU ATTENDING AND THAT'S THE END OF OUR LESSON.
IT'S OUR EXPECTATION WHEN YOU COME TO THE SCHOOL IS A, YOU'RE GOING TO BEHAVE, AND B, YOU'RE GOING TO PAY ATTENTION AND LEARN SOMETHING HERE.
PERIODICALLY, WE'RE GOING TO TEST. SO THAT'S WHERE I ONLY GO TO, AND SO I'M VERY COMFORTABLE WITH WHAT KAYLA SAYS AND OTHERS HAVE SEEMED TO AMPLIFY.
IS THAT IF WE PICKED OFF THE LAST FEW AND [INAUDIBLE].
>> THE NUMBERING ARE NOT LESS THAN THE ASSIGNMENTS.
THAT IS WHAT WE'RE GOING TO BE ABLE TO DO FOR OUR COMPETITIVE ENVIRONMENT.
[INAUDIBLE]. INTO THE ELEMENTARY YEAR, WE'VE HAD VERY [INAUDIBLE].
THAT TOO NEEDS A LITTLE TIME TO SHOW US WHAT IT CAN DO.
SO [INAUDIBLE] AND SEE HOW IT GOES.
WE'RE NOT IGNORING ALL OF FACILITY NEEDS ATTENTION AND ALL THE OTHER THINGS THAT NEED ATTENTION.
THE BOARD HAS RESPONSIBILITIES.
[INAUDIBLE] , AND NOW I CAN SEE WHY.
THAT'S A CONVERSATION AND THAT MEANS IT PROBABLY WILL SLOW YOURSELF IN THE BUDGET.
WE NEED TO FIND ADEQUATE WORK TO HAVE ADEQUATE STAFF TO DELIVER.
I THINK THE PRIORITY, AND I APPRECIATE THIS NUMBERS HAVE GONE UP IN TERMS OF STUDENT ACHIEVEMENT CONTINUES ACADEMIC IMPROVEMENTS FOR ALL STUDENTS I THINK COVERS EXACTLY THE MAIN INTENT, YOU'RE SAYING KIDS ARE GOING [INAUDIBLE].
>> SOMEBODY ELSE MENTIONED MENTAL HEALTH, AND NOW YOU'RE SAYING THE SAME THING. ARE YOU TALKING ABOUT EMOTIONAL SAFETY?
>> I HAVE SOCIALS AND [INAUDIBLE].
>> I THINK THEY SHOULD BE SEPARATE.
JUST FOR THE THOUGHTS ABOUT THE STUDENT ACHIEVEMENT.
OF COURSE, THE PD MAKES A DIFFERENCE.
BUT ALSO THE RESOURCES JUST UNDERNEATH THAT, WHICH IS THE CURRICULUM.
WE TALKED ABOUT THAT WITH OUR ELL, AND WE JUST HAD BIG BOARD APPROVE SOME BIG PURCHASES FOR CURRICULUM AND SUPPORT MATERIALS THAT OUR TEACHERS ARE ASKING FOR AND WE WILL SUPPORT THAT WITH PD, SO WE CAN IMPLEMENT QUALITY PRACTICES IN TEACHING OUR STUDENTS.
AS FAR AS THE WORDING, I KNOW WE GET INTO WORK SUBMIT SOMETHING.
WE'RE BEYOND THE REVIEW, WE'RE BEYOND THAT.
I CERTAINLY RECOGNIZE THAT AND NOW WE'RE INTO I WILL CALL IT
[01:15:04]
EITHER THE IMPLEMENTATION AND REFINEMENT OF THOSE PROGRAMS OR REINCLINMENT AND IMPLEMENTATION OF THOSE PROGRAMS. THAT'S WHERE WE'RE AT. AND I THINK IT'S IMPORTANT TO KNOW THAT I'D BE ABLE TO, SOME PEOPLE CALL IT PIVOT. WE NEED TO BE ABLE.WE HAVE THIS PROGRAM, AND WE HAVE A PLAN, BUT STILL IT'S GOING TO NEED SOME WORK.
WE STILL HAVE SOME ISSUES WITH AA SUPPORT AND SPECIAL EDUCATION.
THERE ARE STILL SOME GREAT THINGS THAT WE ARE TRYING TO WORK OUT WITH THE AA BECAUSE THE AA OF OLD IS NOT THE AA OF NEW, MEANING WHENEVER WE CALLED THEM WHEN WE NEEDED SOMETHING AND NEEDED SOME SUPPORT, THEY PROVIDED.
NOW WHEN WE CALL AND WE NEED SUPPORT, WE HAVE A SCALE OVER HERE WE HAVE TO LOOK AT, AND WE HAVE TO WORRY ABOUT THE COSTS ASSOCIATED WITH THAT BECAUSE THERE ARE SOME THINGS THAT WE RELIED HEAVILY ON THAT WE'RE NO LONGER GETTING WITHOUT A COST TO US AND THE COSTS ARE HIGH.
SO WE HAVE TO BE VERY CAREFUL WHEN WE PUT THAT OUT TO THE ADMINISTRATOR BEFORE THEY COULD CALL AND GET SOME SUPPORT AND NEEDED SUPPORT.
NOW A LOT OF IT IS FOR SERVICE STUFF.
WE ARE STILL TRYING TO WORK THROUGH THAT.
IT'S NOT BLACK AND WHITE AT ALL.
>> DO THEY HAVE AN ALL-CART MENU OF WHAT'S INCLUDED AND THEN WHAT'S AN ALL-CART AFTER THAT?
>> YES. BUT WE PUSH BACK ON THEIR MENU AND THE COSTS ASSOCIATED WITH THAT.
>> MY QUESTION IS FOR 90% OF THE PHONES, WHAT ARE YOU PROVIDING? IT'S 90%, WHAT'S IN AND THEN WHAT'S OUT?
>> IN THE FUTURE, WE'RE WORKING ON THAT.
>> NOT NECESSARILY. THE SPECIAL ED, SOME OF THAT, NOT ALL OF IT IS BLACK AND WHITE.
BEFORE A KID GETS ACTUALLY IDENTIFIED AND HAS AN IEP, WHAT DOES THAT LOOK LIKE AND THE SUPPORT WE NEED THERE, WHAT DOES THAT LOOK LIKE AND WHAT'S THAT GOING TO COST? IT'S A WORK IN PROGRESS.
WE HAVE ANOTHER MEETING SCHEDULED NEXT WEEK SOMETIME TO CONTINUE TO WORK THROUGH THIS.
>> THE REALITY IS I DON'T KNOW. THESE GUYS KNOW.
IF WE'RE GOING TO HAVE ANOTHER BIG DISTRICT GOAL, I THINK IT'S LOGICAL THAT IT COMES FROM THESE GUYS.
I THINK THEY PROBABLY HAVE MORE INSIGHT INTO THE DAY THAN WE DO.
[INAUDIBLE], YOU ALL KNOW WHERE YOU'RE GOING, BUT THEN EVERYBODY IS NOT.
AT LEAST THAT'S THE WAY IT IS WHEN I GET IN THE CAR WITH MY WIFE.
>> CORRECT. IT'S EVERYTHING THAT GARY SAID IS EVERYTHING THAT OUR KIDS NEED TO HAVE.
IF THE KIDS AREN'T FEELING SAFE, THEN THEY [INAUDIBLE] THEY HAVE TO FEEL LIKE THEY'RE OKAY.
THE SOCIAL MEDIA IS BRUTAL ON KIDS.
IT'S LESS PHYSICAL STUFF IN TODAY'S WORLD.
I'M JUST ASKING WHAT DO YOU GUYS WANT? NOW THAT WE HAVE THE ANSWER NOW. SEND AN EMAIL.
>> SO WE ARE EXAMINING [INAUDIBLE].
AND I'M ASKING FROM WHAT YOU GUYS EXPERIENCE IS, WILL THAT WOULD THAT BE
[01:20:21]
[INAUDIBLE].>> WE REALLY SEE IT AS STUDENTS.
WE VIEW SOCIAL EMOTIONAL HEALTH AND LEARNING, PHYSICAL SAFETY, WE ADDRESS THAT AS IN THE EYES OF STUDENTS.
FOR EXAMPLE, YOU'VE HEARD ABOUT CHARACTER STRONG, SAFE AND CIVIL SCHOOLS.
A SAFE AND CIVIL SCHOOLS ONE ASPECT OF IT IS HAVING SAFE PHYSICAL BUILDING CONCRETE ROUTINES AND SYSTEMS. THIS IS WHAT I DO. THIS IS THE DOORS WE GO OUT.
THIS IS HOW WE GET ATTENTION FROM AN ADULT.
ALL THE WAY THROUGH WHAT HAPPENS IN THE.
CHARACTER STRONG IS ABOUT THE SOCIAL.
WE LOOK AT THAT UNDER STUDENT.
>> YOU'VE PRESENTED THAT ON SUPPORT THAT ASPECT OF IS [INAUDIBLE].
>> BECAUSE WE HAVE TO HAVE ALL OF THE STUDENT.
WE DON'T JUST LOOK AT IT AS THEY HAVE GOOD MATH INSTRUCTION BECAUSE YOU CAN HAVE GOOD MATH INSTRUCTION, BUT IF YOU'RE NOT ENGAGED AND YOU'RE HUNGRY AND YOU'RE SCARED, YOU'RE NOT GOING TO LEARN.
IT'S JUST A DIFFERENT APPROACH.
ONE OF THE THINGS THAT WE NEED TO DO IS TO SHARE WITH YOU THE MORE CLEAR AND HAVE AN AGREED UPON SET OF DATA THAT WE USED TO GAUGE THESE THINGS.
BECAUSE WE DID WORK AS A TEAM.
WE'VE BEEN WORKING SINCE SPRING, BUT WE FINISHED LAST WEEK WITH A DATA DASH BOARD TO REALLY BE LIKE, THIS IS THE HEALTH OF OUR DISTRICT.
IT'S FOR FOR YOU AND FOR OTHER PEOPLE TO SAY, THESE ARE ALL INDICATORS OF BECAUSE IT'S NOT JUST PROFICIENCY.
WHAT ARE THE DATA POINTS THAT WE CAN ALL AGREE ON TO SHARE AND USE AS THAT CHECK? THERE'S ALWAYS THAT TRANSPARENCY, AND BE ABLE TO THEN TIE THOSE DATA POINTS TO THESE SCHOOLS.
ARE INDICATORS TO THESE GOALS THAT THIS DATA WILL TELL US WHETHER BECAUSE NEVER IS THERE A DIRECT CORRELATION IN EDUCATION.
THIS IS TOO MANY AS SO FAR STATISTICS CLASSES.
IT'S NOT POSSIBLE BECAUSE WE DON'T HAVE CONTROL GROUPS THAT ARE HIGHLY CONTROLLED BECAUSE EVERYBODY'S DIFFERENT AND EVERYBODY'S ENVIRONMENT IS DIFFERENT.
BECAUSE OF ALL THOSE DIFFERENT THINGS, WE HAVE TO SAY THAT DOES IT HAVE AN EFFECT? WHAT'S THE EFFECT SIZE? WE LOOK AT THINGS THAT ARE RESEARCH-BASED THAT HAVE POSITIVE EFFECT SIZE, AND THEN WE TRAIN, IMPLEMENT, TO REVIEW THE DATA.
BUT THAT IS SOMETHING AS A GROUP, WE DO IT, BUT WE NEVER SHARED THAT PROCESS.
I THINK IT IS CLEAR THAT WE NEED TO IDENTIFY WITH YOU ALL, WHAT ARE THE DATA POINTS THAT COULD TELL HOPE YOU SEE BEFORE REACHING THESE SCHOOLS, BECAUSE WE'RE NOT GOING TO COLLECT DATA IN 1,000 WAYS.
WHAT ARE THE SOLID VIABLE WAYS WE CAN COLLECT DATA AND TIE INTO THESE SCHOOLS?
>> SET THAT U. WHAT I WOULD SAY IS WHAT YOU WERE SAYING TO YOUR SUPERINTENDENT TO SAY, WE HAVE ESTABLISHED THESE THREE AREAS. NOW, I DON'T KNOW IF THERE STILL. [OVERLAPPING].
IT'S JUST THAT. THAT'S THE ONLY OPINION.
I THINK STAFF RECRUITMENT AND RETENTION NEEDS TO BE AN IDENTIFIABLE GOAL AGAIN.
THERE'S SO MANY THINGS THAT ARE CHANGING.
WHAT ARE THE SUBSTITUTE RATES? WHAT ARE WE PAYING FOR BUS DRIVERS?
[01:25:01]
WHAT ARE WE PAYING FOR FOOD SERVICE WORKERS? HOW ARE WE RECRUITING PEOPLE.IT'S SO COMPETITIVE NOW THAT YOU HAVE THE EVEN SALARY FOR THIS YEAR, 475, NEXT YEAR 50,000.
WE USED TO HAVE AN ADVANTAGE IN RECRUITING BECAUSE WE PAID THE MOST COMPARED TO ANY OF THE SMALLER DISTRICTS AROUND. WE DON'T ANYMORE.
RECRUITMENT RETENTION, IN MY OPINION, AT LEAST THAT WAS OUR NUMBER ONE OTHER THAN SR. THAT TO ME IS SOMETHING THAT'S SO IMPORTANT.
IT'S 80% OF OUR BUDGET, BY THE WAY, STAFFING THAT AND IT'S HARD TO GET NEW TEACHERS, WE'RE UNDERSTAFFED BECAUSE WE CAN'T RECRUIT ENOUGH.
WHAT ARE WE GOING TO HAVE TO DO? IS THERE SOME SPECIAL STIPEND? I'M MAKING IT UP. IS THERE SOME SPECIAL STIPEND FOR SPED TEACHERS? THAT WE'RE GOING TO HAVE TO IMPLEMENT.
ARE WE GOING TO HAVE TO PAY SPECIAL STIPEND FOR SPED TEACHERS OR SPED CERTIFICATION? JUST THINGS LIKE THAT.
I THINK ARE GOING TO BE OUR BIGGEST CHALLENGES, EVEN BEYOND THESE.
GETTING PEOPLE QUALITY INSTRUCTION AND PEOPLE TO TEACH, IN MY OPINION, IT'S MY NUMBER ONE ISSUE.
IS HOW ARE WE GOING TO DO THAT IN THIS LABOR MARKET?
>> THANK YOU. I KNOW THAT'S A POINT.
I THINK THAT'S A VALID POINT BECAUSE YOU ASKED FOR. I DON'T KNOW.
BUT I DON'T EVEN KNOW WHAT VACANCIES ARE, NOT THAT IT'S NOT RESPONSIBILITY TO REQUIRE.
WE DON'T HAVE THAT INFORMATION.
I GUESS THE POSITION, FOR ME, IS THAT IT'S NOT MY JOB TO DO THAT.
I'M HERE. I KNOW A LOT OF OPPORTUNITIES WE DO AND IS THAT ASKING FOR HELP. I THINK THAT THE RESOURCE COMPONENT AND ESPECIALLY AS IT RELATES TO INTRODUCTORY. WHAT IS THE ANSWER POSITIONS [INAUDIBLE]
>> I THINK WE NEED IT AS PART OF A KEY GOAL.
MULTIPLE TIMES DURING THE YEAR, WE FIND OURSELVES OUT OF MARKET.
WHETHER IT'S WITH SUBSTITUTES, WHETHER IT'S WITH HOURLY WORKERS.
IT COULD BE BUS DRIVERS, IS DIFFERENT THAN FOOD SERVICE, DIFFERENT THAN TEACHERS' AIDES, WHICH IS EXTREMELY HIGH TURNOVER.
TEACHERS' AIDES, BY THE WAY, FOR OUR SPED KIDS.
KEEPING TRACK OF THAT AND UNDERSTANDING, ARE WE DOING BETTER? ARE WE DOING WORSE? ARE WE DOING THE SAME? TO ME, IS AN EVERGREEN PROCESS DURING THE YEAR, ARE WE OUT OF MARKET? I MEAN, JUST THE LAST SEVERAL YEARS, EVERY YEAR, WE'VE MADE AN ADJUSTMENT, MID YEAR, OUT OF CONTRACT.
BECAUSE WE GOT OURSELVES BELOW MARKET, AND I THINK THAT'S GOING TO CONTINUE AS IT GETS MORE COMPETITIVE AND WE'RE GOING TO HAVE TO BE NIMBLE.
JUST TO ME, IT'S JUST SO CRITICAL THAT WE UNDERSTAND WHAT'S HAPPENING WITH OUR LABOR RESOURCES.
STAFF RECRUITING RETENTION TO ME IS SO KEY.
THAT'S MY STORY. I'M STICKING TO IT.
>> IT STILL IS, OBVIOUSLY, AN ISSUE.
WE HAD DISTRICT LEADERSHIP AND WE TALK ABOUT THAT.
WE JUST TALKED ABOUT HOW WE FELT THE BEGINNING OF THE YEAR.
THERE WAS A LOT OF RELIEF IS THAT STAFFING WISE, OTHER THAN WE HAVE BEEN FOR A LONG TIME.
DO WE HAVE ALL OF OUR POSITIONS FILLED? WE DO NOT.
IS SPECIAL ED STILL AN ISSUE? IT IS. ASSOCIATES STILL AN ISSUE? THEY ARE. ELL STILL AN ISSUE? IT IS.
[NOISE] WE'RE NOT WHERE WE WANT TO BE, WE'RE BETTER THAN WE HAVE BEEN.
BUT SO HAVE WE MADE PROGRESS? WE'VE MADE PROGRESS, BUT WHERE WE NEED TO BE TILL WE'RE FULLY STAFFED, WE'RE NOT WHERE WE NEED TO BE.
[01:30:03]
>> SOME OF THESE THINGS NEED A LOT MORE ATTENTION THAN OTHERS [INAUDIBLE]
>> BECAUSE IT'S ALL STAFF, IT'S ADMINISTRATIVE STAFF AS WELL.
>> AND PRINCIPAL, IT IS NOT EASY.
>> I HAVE A QUESTION OFF THAT.
WHAT CAN WE AS BOARD MEMBERS DO [INAUDIBLE]
>> JOHNSTON HAS A GO-YOUR-OWN PROGRAM.
>>WHEN THE BOARD SAID THIS IS WHAT WE WANT TO DO.
THE BOARD SAID, "WE'RE GOING TO SUPPORT THAT.
WHAT DO YOU NEED FROM US." THEN ALLOCATED THE BUDGET.
BUT WHAT I'M GOING TO DO IS THE QUESTION TO LET ME TALK ABOUT THE BOARD TO CLARIFY.
[01:36:16]
>> NOW THAT'S DONE, YOU TAKE A BIT, RIGHT, NORA? THAT'S IT.
YOU'VE BEEN SITTING, LISTENING AND ABSORBING AND RECORDING.
I HAVE SHARED A COUPLE OF COMMENTS ABOUT [INAUDIBLE] AND EVEN THOUGH THIS IS A SIMILAR HEARING, WE'RE BACK TO WHAT WE WERE SAYING NEEDS TO BE DONE, AND IT'S OKAY TO SAY [INAUDIBLE]
>> [INAUDIBLE] AND I CAN TELL YOU RIGHT NOW THAT WE HAVE $500 INVESTED. THAT'S IT.
[INAUDIBLE] CERTIFIED, SO WE'RE INVESTING CLASSIFIED.
SO THAT'S WHAT WE'RE INVESTING ON THAT BECAUSE EXTRA SAVE THEM AWAY AND WE KNEW THAT WAS COMING.
[INAUDIBLE] SO SOME OF THE OTHER FLIP SIDE OF THAT, CONTENTION IS IMPORTANT.
WE'RE SITTING IN A BETTER PLACE THAN WE WERE, BUT I THINK IT'S A LOT TO MAKE OUR STAFF FEEL VALUED.
THINGS LIKE BRING TEAM MEMBERS.
MAYBE WE LOOK AT THIS SCRIPT A LITTLE BIT. [INAUDIBLE]
>> YOU'VE MADE SIGNIFICANT IMPROVEMENTS OVER THE LAST THREE YEARS, SIGNIFICANT IMPROVEMENTS, BUT IT'S EVEN MORE CHALLENGING NOW, WITH THESE LEVELIZATION OF SALARIES ACROSS THE STATE.
WE DIDN'T HAVE TO FACE THAT EVEN BEFORE.
NOW WE HAVE TO FACE IT, WHICH MAKES LOCAL SIOUX CITY RECRUITING COMPARED WITH HINTON, COMPARED WITH SERGEANT BUFF, COMPARED WITH ANYBODY ELSE BACK HERE.
YOU CAN GO GET THAT SALARY ANYWHERE.
IT'S A HECK OF A LOT MORE CHALLENGING THAN IT USED TO BE.
>> OTHER COMMENTS. CAN YOU ALL HEAR? ONLY BECAUSE WITH 22% OF OUR STUDENTS BEING ELL, THERE'S NOT A TEACHER OR WE'LL BE HARD PRESSED TO FIND A TEACHER IN OUR DISTRICT THAT DOES NOT TEACH AN EL STUDENT.
AND SO RIGHT NOW WE'RE JUST STARTING TO TRY TO GET CURRICULUM TO OUR EL TEACHERS.
[01:40:05]
BUT IT'S GOT TO GO WAY BROADER THAN THAT BY EDUCATING OUR CORE TEACHERS, OUR ADMINISTRATORS AND HAVING EVERYONE ON BOARD, THE ELL IS NOT SEPARATE.IT SHOULD BE PART OF WHAT WE DO EVERY SINGLE DAY IN OUR CLASSROOMS. SO I'M GLAD THAT WE'RE MAKING IT A FOCUS.
>> I WANT TO JUST HIGHLIGHT A COUPLE THINGS ON PAGE 7, AND THEN I'M GOING TO LET YOU WATCH A VIDEO THAT WE JUST REFRESHED.
WE COULD SPEND A COUPLE HOURS OR AT LEAST AN HOUR ON THIS, BUT I'M JUST GOING TO JUST TALK REAL QUICKLY.
THE FIVE GOVERNANCE OR FIVE LEADERSHIP ROLES OF THE BOARD COME FROM OUR OWN RESEARCH ON HIGHLY EFFECTIVE BOARDS AT IASB.
THAT'S CALLED THE LIGHTHOUSE RESEARCH STUDIES.
WE HAVE THEM ON OUR WEBSITE IF YOU'RE INTERESTED IN LEARNING MORE ABOUT IT, BUT WHAT WE LEARNED WAS BOARDS AND HIGH ACHIEVING DISTRICTS WERE DIFFERENT THAN BOARDS, AND LOW ACHIEVING DISTRICTS.
THESE WERE THE ROLES THEY PLAYED.
FIRST OF ALL, THEY SET HIGH CLEAR EXPECTATIONS FOR ALL KIDS AND SAID, WE'RE NOT GOING TO BACK AWAY.
WE KNOW WE HAVE THE STAFF TO DO IT.
THAT'S AN IMPORTANT COMMENT AND THOUGHTS THAT BOARD MEMBERS CAN SAY, WE BELIEVE IN YOU, WE KNOW WE HAVE THE STAFF TO DO IT, BUT YOU SET A CLEAR NARROW FOCUS FOR IMPROVEMENT AND LOOK AT THE QUESTION UNDER SET CLEAR HIGH EXPECTATIONS.
WHAT ARE OUR GREATEST HOPES, PRIORITIES AND GOALS FOR THE DISTRICT? YOU JUST DID THAT.
YOU JUST TOOK A MAJOR STEP IN RE-AFFIRMING WHAT YOU WANT TO ACCOMPLISH.
YOU TALKED ABOUT THIS ALREADY, BUT I WANT TO PUNCTUATE IT.
ONCE YOU SET THE EXPECTATIONS FOR WHAT YOU WANT TO HAVE HAPPEN, A CRITICAL ROLE THAT YOU PLAY IS TO CREATE CONDITIONS FOR SUCCESS.
DAN YOU WERE SAYING THAT WHEN YOU WERE TALKING ABOUT THE AMOUNT OF FUNDING THAT WE HAVE FOR SPECIAL ED OR HOW MUCH WE DON'T HAVE RIGHT NOW FOR RECRUITMENT.
WHAT KIND OF SUPPORT CAN THE BOARD GIVE? FUNDING AND ALIGNING YOUR BUDGET CERTAINLY IS IT.
BUT ALSO THE KIND OF EFFORT THAT YOU TOOK TONIGHT TO SAY, WE TOOK SOME GREAT STEPS.
KEEP GOING UNTIL YOU'VE MADE IT.
IF THAT MEANS THAT PARENTS ARE COMPLAINING BECAUSE HOMEWORK LOOKS A LITTLE BIT DIFFERENT, THEN YOU SAY, WE BELIEVE IN OUR STAFF.
WE HAVE THIS RESEARCH BASED PROFESSIONAL DEVELOPMENT, AND THAT'S WHY IT LOOKS A LITTLE BIT DIFFERENT AND GO BACK AND TALK TO STAY THE COURSE.
[01:45:05]
THERE'S A LOT OF SUPPORTS THE BOARD CAN GIVE.HOLD THE SYSTEM ACCOUNTABLE TO THE EXPECTATIONS.
YOU PROVIDE THE SUPPORT, THEN YOU HOLD THE SYSTEM ACCOUNTABLE, BUT WE TALK ABOUT THAT, NOT WITH A HAMMER, BUT WITH A FLASHLIGHT, CURIOSITY. HOW ARE WE DOING? THIS IS WHAT YOU SAID YOU WERE GOING TO ACCOMPLISH. HOW IS IT GOING? AND AGAIN, WHAT DO YOU NEED FROM US? BUT YOU ALL SAID EXACTLY BEAUTIFUL.
IF YOU'RE GOING TO MONITOR PROGRESS, YOU HAVE TO IDENTIFY THOSE INDICATORS.
I THINK THAT'S WHAT YOU'RE CHARGING YOUR SUPERINTENDENT TO SAY IS, WHAT ARE THE KEY INITIATIVES YOU'RE GOING TO DO AROUND THESE FOUR GOALS, AND WHAT ARE THE INDICATORS AND COME BACK WITH A PLAN.
LOOK AT THE QUESTION UNDERNEATH, HOLD THE SYSTEM ACCOUNTABLE TO THE EXPECTATION.
HOW AND WHEN WILL THE BOARD HEAR PROGRESS, DISCUSS HOW AND WHEN WILL THE BOARD REGULARLY HEAR AND DISCUSS PROGRESS REPORTS TOWARDS THE GOALS? THAT'S WHAT WE'RE TALKING ABOUT.
WHEN ARE YOU GOING TO SET ASIDE TIME? I KNOW YOUR STAFF IS ALREADY DOING THAT.
IS THERE TIME TO GO DEEPER MAYBE IN SOME OF THESE AREAS? WHAT'S YOUR BOARD DEVELOPMENT CALENDAR GOING TO LOOK LIKE NEXT YEAR, THIS YEAR, SO YOU CAN SET THAT SO YOU CAN ASK THOSE GOOD QUESTIONS.
AND THEN BUILD COLLECTIVE WILL.
HOW DO YOU DO THAT AS A BOARD? HOW DO YOU STILL HOPE THAT THERE'S STILL POSSIBLE TO CHANGE? BUT ALSO, I WANT TO THANK LESLIE, TALKING ABOUT STAFF AS TEAM MEMBERS.
WHEN YOU'RE TALKING ABOUT WHAT'S HAPPENING, YOU MAY SAY WE HAVE SOME DIFFICULTIES, BUT WE KNOW WE HAVE THE STAFF TO DO IT.
I WOULD RECOMMEND BOARD TEAM NEXT TIME YOU COME TOGETHER, SPEND SOME TIME DEVELOPING SOME TALKING POINTS AROUND THESE GOALS, THAT YOU CAN ALL SHARE.
WHENEVER SOMEBODY GIVES YOU A CALL OR HAS A QUESTION OR YOU'RE OUT VISITING WITH PEOPLE IN THE COMMUNITY, YOU CAN TALK ABOUT THE GOOD STUFF HAPPENING INSIDE, WHAT YOUR PRIORITIES ARE AND WHAT YOU'RE DOING TO IMPROVE, AND THEN LEARNING TOGETHER AS A BOARD TEAM.
BUT THOSE ARE THE ROLES THAT YOU'RE PLAYING ALL THE TIME.
THIS IS A VIDEO THAT WE PUT TOGETHER.
I KNOW YOU NEED TO TRANSITION TO YOUR BOARD MEETING.
THIS IS A THREE MINUTE VIDEO, SO JUST TAKE A BREATH AND LOOK AT EVERY STUDENT'S EYES, AND I WANT TO THANK THE BOARD AND STAFF, BUT THAT THE BOARD YOU DO MAKE A SIGNIFICANT DIFFERENCE [INAUDIBLE].
AND IF WE DON'T HAVE TIME, YOU CAN WATCH IT MAYBE AFTER THE BOARD MEETING.
[01:52:55]
THANK YOU FOR ALL YOU DO.WHETHER IT'S YOUR LIFE'S WORK OR YOUR VOLUNTEER SERVICE, WE APPRECIATE YOU.
AND THANKS FOR LETTING ME COME AND HELP YOU TONIGHT.
I'LL GET THIS TYPED UP AND BACK OVER TO YOU, GUYS.
>> THIS WORK SESSION ADJOURNED.
* This transcript was compiled from uncorrected Closed Captioning.