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[00:00:03]

>> WELCOME TO THE MEETING. LET'S GET GOING.

[Board Work Session on December 9, 2024.]

>> WELCOME, EVERYONE.

THE REASON FOR THE WORK SESSION IS REALLY TO GO OVER THE STRATEGIC PLAN AND [NOISE] PUT SOME SUBSTANCE TO THE BOARD PRIORITIES THAT WE DID AT A WORK SESSION, I BELIEVE, IN OCTOBER.

THIS IS A FOLLOW UP TO THAT MEETING TOO.

AGAIN, TYPICALLY HOW THIS FLOWS.

YOU SEE THE MISSION ON THE FIRST PAGE AND THE CORE VALUES.

NOW, WE REALLY NEED TO PUT A THEORY OF ACTION TOGETHER.

THE FIRST PART OF THAT IS BOARD DEVELOPMENT PRIORITIES FOR THE DISTRICT, WHICH WAS DONE.

NOW WE NEED TO PUT THE GOALS UNDER THOSE, OR OBJECTIVES, AND REALLY THE INITIATIVES OR KEY STRATEGIES ASSOCIATED WITH THAT.

THAT'S WHAT WE HAVE DONE ADMINISTRATIVELY.

BUT WHAT WE WANT TO DO TONIGHT IS TO GO OVER EACH ONE OF THOSE GOALS AND PRIORITIES, AND MAKE ANY ADJUSTMENTS, AMENDMENTS THAT THE BOARD MIGHT ASK US TO DO US, IF THAT MAKES SENSE.

DOES ANYBODY HAVE QUESTIONS ABOUT THAT PROCESS?

>> IS THIS A DOCUMENT THAT EXISTS AND WE'RE LOOKING AT IT A REVISION?

>> THE PRIORITIES ARE NOT NEW. YOU ESTABLISHED THOSE.

THE OTHER STUFF IS, SOME OF THAT WE HAVE BEEN DOING BASED ON LAST YEAR, SOME OF THAT'S INCORPORATED, AND SOME OF IT'S NEW.

>> GOAL AND PRIORITIES IN THE END IS NEW?

>> OBJECTIVES ON DOWN, YES, FOR THE MOST PART.

NOT ALL OF IT IS BRAND NEW.

SOME OF THAT WE'VE BEEN DOING.

>> TASK PORTIONS.

>> YEAH, SO THE TASK PORTIONS.

NOW WE'RE INCORPORATING IT INTO WHAT WE'RE CURRENTLY DOING, AND INTO THE FUTURE.

>> IT ALSO GIVES DIRECTIONS FOR WHAT WE WANT FROM OUR SUPERINTENDENT.

>> YES, AND THE DISTRICT.

THIS IS [INAUDIBLE] YOU PROVIDED THE PRIORITIES.

NOW, WE JUST NEED TO REALLY FOCUS ON THE DIRECTIONS.

>> ARE THESE THE DIRECTIONS WE'RE EXPECTING FROM YOU? IS THAT WHAT YOU'RE SAYING?

>> SOME OF IT. ULTIMATELY, YES.

IT'S THE SUPERINTENDENT'S RESPONSIBILITIES TO CARRY OUT AND TAKE ACTION ON BOARD PRIORITIES.

BUT WE ALL HAVE A PIECE IN THIS.

>> WHAT I DON'T UNDERSTAND IS WHY WE'RE DOING IT NOW.

>> WHAT ARE THE ACTION STEPS FOR THIS YEAR? NOTHING?

>> THAT'S WHY I ASKED.

IS THIS DIRECTION FOR YOU PERSONALLY?

>> OR BY CONDITION.

>> [INAUDIBLE] WHEN WE HAVE, WE LOVED IT, BUT AT THE SAME TIME YOU'RE ALSO LEAVING.

>> [INAUDIBLE].

>> THANK YOU. THAT'S MY POINT.

>> IT'S MY UNDERSTANDING THAT THIS IS OUR DISTRICT ROAD MAP, AND IF WITHOUT THIS TO IMPLEMENT NOW AND MOVE FORWARD WHEN WE DON'T KNOW WHERE WE'RE GOING TO GO, SO WE BRING A NEW SUPERINTENDENT IN, THEN WE CAN AT LEAST PICK UP FROM WHERE WE DROPPED RIGHT OFF AND THEN MOVE FORWARD AND REVISIT WHAT THE EXPECTATION WOULD BE TO MOVE FORWARD FOR THAT NEW SUPERINTENDENT.

>> WE'RE REALLY DOING IT FOR NOW.

SEE IF WE WANT TO CONTINUE THIS DIRECTION OR GO REVISE.

>> THE BOARD CAN CHOOSE TO REVISE THIS AT ANY TIME.

WHEN A NEW SUPERINTENDENT COMES ON BOARD, I WOULD ASSUME THAT IN EARLY FALL, YOU'RE GOING TO BRING THIS OUT, YOU'RE GOING TO REVIEW IT.

BOARD PRIORITIES MIGHT CHANGE, SOME MIGHT FALL OFF, SOME MIGHT COME ON.

THAT'S UP TO THE BOARD.

THEN IT'S UP TO THEN THE NEW ADMINISTRATION TO COME IN AND SAY, OKAY, HERE'S OUR SUGGESTIONS ON HOW WE GET THERE.

>> FINE. ONE OF MY REASONS WHY I WANT TO GET THIS GOING AS WELL WAS FOR ANY PROSPECTIVE SUPERINTENDENT OUT THERE LOOKING AT SIOUX CITY AS A POTENTIAL JOB, THEY'RE GOING TO LOOK AT OUR STRATEGIC PLAN,

[00:05:03]

AND THEY CAN EITHER SAY, YOU KNOW WHAT? I CAN WORK WITH THOSE OR I CAN IMPROVE THOSE, AND TO ME, THIS IS WHERE IT STARTS.

THEY'RE GOING TO LOOK AT AND POINT OUT OUR STRATEGIC GOALS AND THEY'RE GOING TO SAY, YEAH, I LIKE WHAT THE DIRECTION THEY'RE GOING.

I THINK I CAN HELP THEM IMPROVE ON IT AND MOVE FORWARD.

NOW, AGAIN, EACH SUPERINTENDENT HE'S GOING TO BE DIFFERENT CHARACTER.

>> THEY WANT TO KNOW. I'VE ALREADY HAD CONVERSATIONS WITH PROSPECTIVE SUPERINTENDENTS.

THEY'RE CALLING ME. THEY'RE, OKAY.

I SEE YOUR GOALS AND EVERYTHING FROM LAST YEAR, ARE THOSE STILL PART? I SAID, WELL, SOME OF THEM ARE, SOME OF THEM ARE NOT.

I SAID LIKE, WE'RE MEETING SOON AND WE WANT TO FINALIZE THESE SO WE CAN GET THOSE ON THERE.

THEY NEED TO KNOW WHAT THE DISTRICT HAS BEEN DOING AND WHAT THE DISTRICT PLANS TO DO.

EXACTLY WHAT I THOUGHT WHICH IS IF WE WERE LOOKING, OUR FOCUS ON STRATEGY AND DIRECTION HERE, WE HAVE TO COME UP WITH IT NOW AND I'M A LITTLE [INAUDIBLE] SEEING IT THIS AFTERNOON THE DRAFT FOR THE FIRST TIME, AND I'M [INAUDIBLE] WE'RE GOING TO DO IT AND THEN WE'RE GOING TO ESSENTIALLY PUBLISH IT.

THIS IS WHAT WE VIEW OUR DIRECTION GOING FORWARD BEYOND THE END OF THE SCHOOL YEAR, I THINK IT NEEDS MORE THOUGHT AND OPPORTUNITY FOR [INAUDIBLE] AMONG BOARD MEMBERS AMONG OTHERS BEFORE WE JUMP AHEAD WITH STRATEGY.

IF YOU'RE INTERESTED IN THE JOB, THIS IS WHAT I EXPECT YOU TO DO.

>> I WILL SAY THAT EVERYTHING ON HERE FOR STRATEGIES HAVE ALREADY BEEN APPROVED OR BEEN PRESENTED TO THE BOARD.

NOTHING ON HERE IS ANYTHING THAT WE HAVEN'T ALREADY PRESENTED OR SHARED WITH YOU THAT YOU HAVEN'T EITHER ACKNOWLEDGED OR APPROVED.

IT'S JUST REALLY WHAT WE'RE DOING TO SUPPORT THE BOARD PRIORITIES THAT YOU SET THIS YEAR, WHAT WE'RE DOING THIS YEAR. THAT'S ALL IT IS.

>> AND CONCERNS AS YOU CAN SEE THAT [INAUDIBLE].

THAT'S THE DIRECTION THEY WANT TO GO, THAT'S NOT THE DIRECTION THAT I WOULD GO AND THEN FIND OUT LATER, YEAH, THAT'S EXACTLY WHAT [INAUDIBLE] BOARD MEMBER WOULD HAVE WANTED THAT'S TO GO DIFFERENTLY.

[INAUDIBLE] MUCH THINKING TIME.

>> I UNDERSTAND THAT, BUT I GUESS WHERE I'LL PUSH BACK IS THAT THE BOARD SETS THE PRIORITIES AND YOU'VE DONE THAT.

>> SET THE PRIORITIES FOR WHAT WE'RE GOING TO BE DOING.

>> PRIORITIES FOR NOW.

>> WE HAVE PRIORITIES FOR THE SCHOOL YEAR, BUT WE MAY WANT TO CHANGE.

>> ABSOLUTELY. YOU HAVE THE FREEDOM TO DO THAT.

THAT'S UP TO THE BOARD.

BUT YOU HAVE ESTABLISHED THE PRIORITIES, FOR THE SAKE OF ARGUMENT, FOR NOW, SO YOU COULD SEE THE OBJECTIVES AND THE STRATEGIES ASSOCIATED SO WE CAN MOVE FORWARD WITH THOSE PRIORITIES.

THAT'S ADMINISTRATIVE WAY.

>> YEAH. THAT'S WHAT I'M TELLING YOU.

THIS IS TRUE. PLEASE NOW, I'M NOT ARGUING WITH YOU.

THE SCHOOL MISSION IS FOR DIRECTORS [INAUDIBLE] NEXT ONE.

I JUST AM NOT SURE THAT IS WHAT I REALLY WANT GOING FORWARD.

I AGREE WITH THAT.

I THINK REALLY WANTS TO, WANT TO KNOW OUR DIRECTIONS, OUR PRIORITIES.

WE WANT OUR NEXT SUPERINTENDENT, REGARDLESS, YEAH, IF WE'RE SETTING UP ROB, WE GOT TO HAVE SOMEONE COME IN AND SAY, BECAUSE I'M NOT GOING TO SIT DOWN THE NEXT DAY AFTER RETIRING AND REBUILD THE WHEEL.

>> WHOEVER COMES IN IS NOT GOING TO HAVE ENOUGH KNOWLEDGE AND EXPERIENCE IN THE DISTRICT TO MAKE A BUNCH OF CHANGES TO THIS.

I DON'T THINK YOU WANT SOMEONE COMING IN AND JUST GET ERRATIC WITH A BUNCH OF CHANGES.

THEY WANT TO KNOW WHAT THE BOARD'S PRIORITIES ARE, AND WHAT HAVE WE BEEN DOING TO SUPPORT THOSE PRIORITIES.

THAT'S WHAT THEY WANT TO KNOW.

>> THAT YOU KNOW FIRST OF ALL THE IMPRESSION WHAT I'M ARGUING ABOUT.

I WAS ONE OF THE BOARD'S AND IT WAS A GREAT SESSION.

IT'S A GREAT MEETING SENSE OF THE SEPARATE SESSIONS THAT WERE OFFERED IN.

I HAD A CHANCE FROM THE NARRATIVE TO GO TO

[00:10:06]

ONE THAT WAS ABOUT FOCUSED ON LEARNING, TO FOCUS ON EXCELLENCE, AND IT WAS PRIMARILY WITH PEOPLE INVOLVED IN GREAT DETAIL AND IN MY OPINION, IN VIEW AT THE TIME, CERTAINLY DIRECTION THAT I PERSONALLY WOULD LIKE TO SEE WAS, HOW DO YOU GET TO THE POINT WHERE YOUR EDUCATION EXCELLENCE IS MAKING YOUR SCHOOL STAR INSTEAD OF, THEY CHANGE THE RULES AND SO NOW WE DON'T LOOK AT IT.

THAT HAPPENS TO ALMOST EVERYBODY. NOT JUST US.

>> I AGREE. BUT MY OPINION IS ACTUALLY THAT OF YOU GET FOCUSED ON ENGLISH, LANGUAGE, ARTS.

IN FACT, I TALKED TO A LOT OF MATH PEOPLE AFTER THAT.

I SAID, WELL, YOU WANT ARTS, YOU WANT ENGLISH AND YOU WANT MATH.

THEY SAID, WE ALL CAME TO A CONSENSUS OF ADDING THE [INAUDIBLE] THAT EVEN FOR MATH, YOU NEED THE ENGLISH, LANGUAGE, ART.

WHAT THE SCHOOL DISTRICT HAD DONE IS IT SAID THAT NUMBER 1 FOCUS IS ENGLISH, LANGUAGE, ARTS LEARNING AND IMPROVING OUR ACHIEVEMENT IN THAT AREA, AND IT HOLDS EVERYTHING [INAUDIBLE] WITH THE SMALLER SCHOOLS WITH FEWER BUILDINGS, AND SO WE WOULD HAVE MORE CHALLENGES DOING THAT.

WE DON'T TALK ABOUT THAT THING AT ALL IN OUR CURRENT PRIORITIES.

>> I THINK THIS WOULD BE A GOOD OPPORTUNITY TO LOOK TO WORK WITH YOU, TO LOOK AT IT, TO WHAT YOU FOUND IN THAT SESSION THAT YOU WERE AT.

BUT IF WE CAN USE THIS TOOL THAT WE HAVE TO GUIDE US.

>> I KNOW WHEN WE DO THE STRATEGIC PLAN, I'M NOT CROSSING WITH THE STRUCTURE OF IT, I JUST THINK THAT.

I GOT TO TELL YOU ALL THAT IMPROVING OUR ACHIEVEMENT ACROSS THE BOARD IS MY NUMBER 1 PRIORITY.

WHEN I LISTEN TO THIS SESSION, AND THEY REALLY WERE SAYING, AT SOME POINT, YOU GOT TO MAKE A CHOICE.

IF YOU WANT MATH TO GET A LOT BETTER, YOU HAVE TO HAVE ENGLISH, LANGUAGE, ARTS IMPROVE AHEAD OF MATH IN ORDER TO ACHIEVE THAT AND I FOUGHT THAT IDEA.

THESE ARE FOLKS THAT ARE VERY SUCCESSFUL IN THE REVIEWING, AND MY INTENT WAS AT A MEETING LIKE THIS TO SAY, LET ME INTRODUCE A LITTLE OF WHAT I HEARD AND SEE IF WE WOULDN'T WANT TO MOVE IN THAT DIRECTION AS WHAT OUR PRIORITY IS.

THEY SAID, IN THE END, YOU HAVE TO DECIDE, THIS IS THE NUMBER 1 THING, EVERYTHING POINTS TO THAT AND ACTUALLY SAID WHAT WE'RE DOING, WHICH IS MOST SCHOOLS DECIDE ON, WE WANT THIS, AND WE WANT THIS, AND YOUR EFFORT IS SO DISTRACTED THAT THE ONE THING DONE THAT CAN PULL YOU UP.

>> DIRECTOR MP, I DIDN'T MEAN TO SUDDENLY INTERRUPT YOU, BUT BECAUSE YOUR FOCUS IS ACHIEVEMENT, AND THAT COULD TIE INTO THE CORE VALUE TOO THAT WE HAVE HERE, STANDARDS, EXPECTATIONS AND ACHIEVEMENT SO MAYBE WE CAN START THERE.

I GUESS, WHAT I'M DOING IS PREEMPTING THAT I'M HEARING THAT THAT'S YOUR PASSION AND YOU IN THAT SESSION YOU HAD A GREAT TAKEAWAYS THAT WE CAN UTILIZE NOW.

IF WE'RE LOOKING AT THE STANDARDS OF EXPECTATIONS AND ACHIEVEMENT, I'VE BEEN TO WHAT THAT LOOKS LIKE HERE AND LOOK AT SOME OF THE THINGS THAT YOU'D LIKE TO SEE AND WE CAN MAYBE JUST.

>> SOUNDS GOOD.

>> WE'RE ON THE SAME PAGE. I JUST WANT EVERYBODY TO KNOW THAT TO SAY CHANGE IS COMING BECAUSE THAT ALWAYS SOUNDS OMINOUS.

I'LL SAY IMPROVED EMPHASIS IS COMING AND YOU'RE GOING TO HEAR A LOT ABOUT THAT GOING FORWARD.

WE'RE A LITTLE BIT OF A TRANSITION HERE.

>> SURE.

>> I'D LOVE TO HAVE YOU HERE LONGER BECAUSE I REALLY THINK WE COULD TAKE OFF WITH THAT, BUT THE NEW SUPERINTENDENT IS GOING TO DO A GREAT JOB.

I JUST WOULDN'T WANT TO SAY, WELL, WE'RE REALLY ABOUT [INAUDIBLE] THINGS AND HAVE A DIVERSIFIED APPROACH TO IMPROVEMENT.

OUR MIND, IT'S THE ONE THING IS MORE IMPORTANT THAN ANYTHING ELSE, AND I THINK IT SHOULD BE ENGLISH, LANGUAGE, ARTS BUT PARALLEL WITH [INAUDIBLE].

>> THAT'S FINE. BUT BOBBY MIGHT BE IT'S MATH, EVERYTHING IS DRIVEN BY MATH.

>> BUT WHAT ELSE MIGHT BE ITS SCIENCE? I CERTAINLY RESPECT YOUR OPINION.

>> ALL OF THOSE THINGS WOULD BLUNDER WITH [INAUDIBLE].

ANOTHER THING TO SAY, WELL,

[00:15:01]

LET'S SAY FOR EXAMPLE, NO, IT'S ABOUT BUILDINGS, SO WE NEED TO FOCUS ON BUILDINGS.

>> SURE.

>> YOU'RE BRINGING TO THE TABLE TONIGHT A DRASTIC CHANGE IN PHILOSOPHY OF WHAT WE'RE DOING RIGHT NOW? WE HAVE OUR PRIORITY.

FIRST PRIORITY IS STUDENT ACHIEVEMENT.

SLIGHT CONTINUOUS ACADEMIC IMPROVEMENT FOR ALL STUDENTS.

NOW, UNDER THAT UMBRELLA, HOW ARE WE GOING TO GET THERE? IF THE BOARD CHOOSES THAT WE'RE GOING TO GET THERE THROUGH IMPROVING ENGLISH LANGUAGE ARTS, THEN THAT'S A BIG LIFT. THAT'S A BIG SHIFT.

>> [OVERLAPPING] SEARCHES YOU'RE SAYING. BUT THEY ARE SAYING THAT FOCUSING YOUR BIGGEST BANK WITH ABOUT OUR SOLUTION, TREE CONSULTANTS HAVE SAID THAT.

OUR SEGMENT, CIVIL SCHOOL CONSULTANTS HAVE SAID THAT.

FOR ACADEMIC ACHIEVEMENT, FOCUSING IN ON ENGLISH LANGUAGE ARTS IS ABSOLUTELY THE BIGGEST BANK.

WE'VE BEEN DOING THAT.

MAYBE YOU WANT THAT AS A KEY STRATEGY SO THAT IT CAN BE EMPHASIZED MORE BECAUSE THAT IS WHAT WE'RE DOING WITHOUT WRITING IT IN HERE.

>> OUR INSTRUCTIONAL FRAMEWORK AND OUR SOLUTION TREE AND OUR STATEMENT CIVIL SCHOOLS WORK ALL INTEGRATES LITERACY, ENGLISH LANGUAGE ARTS IN ALL SUBJECT AREAS.

THAT'S PART OF THAT WORK.

>> I THINK IT'S ALSO ACCURATE TO SAY AT THIS POINT, WHAT WE'VE SEEN IS OUR ELA HAS SHOWN GREAT GROWTH AND IMPROVEMENT IN THE LAST THREE YEARS.

IT'S FAIR TO SAY THAT THE DATA SAYS THAT WE HAVE MADE GREAT STRIDES WHERE MATH IS CONCERNED.

I'M A LITTLE CONFUSED TOO.

THERE'S A LOT OF THINGS THAT ARE GOING WELL, I JUST WANTED TO ADD THAT.

>> I WANT TO TELL YOU THAT I DON'T THINK WE'RE ACROSS PURPOSES.

[INAUDIBLE] MAY BE WRITTEN DOWN.

THAT'S THE PORCH, THE PRIMARY GOAL.

WE HAVE IMPROVED, AND YOU ARE CORRECT.

BUT THE SESSION THAT I WENT TO, REALLY PERSUASIVE IN TERMS HOW FOLKS MAKING IT THE PRIMARY FOCUS, MAKING IT THE EVERY DAY WHOLE HISTORY, EVERY DAY [INAUDIBLE].

WHAT ARE WE DOING TO DO TO CONTINUE TO IMPROVE THIS, AND ENGAGING THE STUDENTS IN A WAY THAT IT ALMOST BECAME A GOAL OF THEIRS, NOT ONLY IT BECAME A GOAL OF THEIRS AS WELL.

TO ME, THAT SEEMS LIKE A SIMILAR TO WHAT WE'VE BEEN DOING.

EVERYTHING THAT WE TALKED ABOUT A STUDENT ACHIEVEMENT GRADE MAKES ME FEEL GOOD WHEN I LEAVE BECAUSE WE'RE DOING, IN MY OPINION, THE RIGHT THING.

DO WE WRITE IT DOWN SO SOMEONE WHO'S READING THIS, AND LET'S SAY ST. LOUIS OR KANSAS CITY WOULD SAY, OH, THEY'RE AFTER ENGLISH LANGUAGE ARTS. THAT'S WHAT I WANTED.

THE SCHOOL DISTRICT IS REALLY WANT TO GO AFTER THAT.

IS THAT WHAT WE SAY? BECAUSE I AGREE WITH YOU. WHAT WE'RE DOING IS THAT, I'M NOT SURE THAT'S WHAT [OVERLAPPING]

>> SURE. BUT THIS MEETING COULD GIVE US THAT FEEDBACK THAT MAYBE WE SHOULD INTEGRATE THAT INTO SOME OF OUR DESCRIPTIONS, IF THAT IS SOMETHING THAT THE BOARD IS WANTING US TO FOCUS MORE OF A MARKETING FOCUS ON WHEN WE PRESENT IT.

I HAVE TO SAY THIS ON BEHALF OF ALL THE DIRECTORS BECAUSE THEY HAVE MASTER'S DEGREES IN CURRICULA ADMINISTRATION.

THEY STUDY RESEARCH AND THAT'S WE LIVE AND BREED TEACHING STRATEGIES AND RESEARCH.

I KNOW IT DOESN'T ALWAYS SEEM LIKE IT, BUT THAT'S WHAT WE HAVE A SPECIALTY IN.

WE'VE INTEGRATED.

WHAT YOU'RE SAYING, WE CAN COURSE THROUGH THAT, WE KNOW WE NEED TO DO BETTER.

THAT'S WHY WE'RE MAKING THESE AS STRATEGIES.

BUT IF WE NEED TO INCORPORATE IN THERE THAT MORE ABOUT HOW IT CONNECTS WITH LITERACY, WE CAN DO THAT, AND WE CAN TAKE YOUR FEEDBACK ON THAT.

BUT IT'S IMPORTANT FOR ME JUST TO SAY ON BEHALF OF OUR ACADEMIC TEAM, THAT THAT IS WHAT THEY STUDY, KNOW, AND LEARN.

REAL, AND ALL THE TIME.

>> [OVERLAPPING] PAGE ABOUT WHERE WE WANT TO GO, AND YOU SAID IT WELL.

YOU SAY, WHAT WE'RE DOING IS WHAT I'M SAYING.

IS IT WHAT WE DESCRIBED WHEN WE LOOK AT THE STRATEGIC PLAN? IF I PICKED THIS UP AND I WAS SITTING IN LET'S SAY WICHITA, KANSAS AND LOOKING AT IT, WOULD I SAY, THEY ARE ON THE RIGHT TRACK BECAUSE WHAT I'M READING MATCHES UP WITH WHAT WE DO?

>> CAN I ASK WHAT THE PURPOSE OF THIS MEETING IS? WE'RE 22 MINUTES IN,

[00:20:01]

AND I DON'T KNOW WHY WE'RE HERE.

>> THE PURPOSE IS FOR US TO SHARE WITH YOU AND HAVE YOU GIVE US FEEDBACK ON YOU DEVELOPED THE PRIORITIES, WE DEVELOPED THE ACTIONS AND THE INDICATORS TO SEE IF WE'RE MAKING PROGRESS TO THOSE PRIORITIES, AND WE'RE LOOKING FOR YOUR FEEDBACK.

>> ON THE TACTICS THAT YOU HAVE TO REACH THE GOALS?

>> YES.

>> AND THE INDICATORS FOR THE GOALS.

>> WE HAVE LESS TIME.

CAN WE START GOING THROUGH THIS AND THEN WE CAN TALK ABOUT REVISIONS?

>> YES, ABSOLUTELY. LET'S START WITH GOALS AND PRIORITIES FOR PRIORITY.

FIRST ONE, STUDENT ACHIEVEMENT, SLIDE, CONTINUOUS ACADEMIC IMPROVEMENT FOR ALL STUDENTS.

YARD BY THE STATE, HOW DOES THAT GRADE IT? HOW DO WE REPORT OUT THAT ON THAT? THAT IS THROUGH THE IOWA SCHOOL PERFORMANCE PROFILE.

THERE'S NO OPTIONS THERE ON HOW WE REPORT OUT ON THAT AND HOW WE'RE SEEN BY THE PUBLIC.

OBVIOUSLY, WE WANT TO IMPROVE THE DISTRICT'S GROWTH ON THE HIGH SALES.

THE DISTRICT'S ELP COMPOSITE SCORE BY 1% ANGLE AND GRADES K-12.

THOSE ARE MEASURES OF HOW WE MEASURE OUR PERFORMANCE.

>> THE FIRST OBJECTIVE IS ISAS.

THE SECOND OBJECTIVE, ELP IS ENGLISH LANGUAGE PROFICIENCY COMPOSITE, AND THAT WOULD BE FROM THE L-PLAN.

>> THE STATE MEETING ON FRIDAY [INAUDIBLE] BY 2028, THE GOAL IS [INAUDIBLE] FOR LITERACY AND ELP.

JUST TO THROW THAT OUT THERE, I THOUGHT THIS WAS WITHIN ALIGNMENT OF WHAT THE STATE SAID FROM THAT.

>> YOU'RE SAYING 1% FOR THE 2024-2025 SCHOOL YEAR.

WE ON TARGET FOR 5% SCHOOL YEAR.

>> THE STATE [INAUDIBLE] ARE A NUMBER OF DISTRICTS WHO WERE [INAUDIBLE] WITH US, SO WE DON'T HAVE AS MUCH TO GROW AS SOME OF THE OTHER DISTRICTS.

>> THAT LEADS US TO THE KEY STRATEGIES STRUCTURAL FRAMEWORK.

>> THE CONTINUOUS IMPROVEMENT PROCESS, JUST FOR WHILE YOU'RE READING THAT, IS ALIGNED WITH THE IOWA DEPARTMENT OF ED, AND WE WORK WITH THE STATE [INAUDIBLE] OF THE CIP PROCESS.

ALL BUILDINGS HAVE AN ACTION PLAN AND CREATE THEIR BUILDING GOALS.

>> ALL OF OUR BUILDINGS ARE THE SAME.

>> IT'S SEPARATE.

>> THOSE WERE SEPARATE GOALS AND PRIORITIES, BUT THEY ARE THOSE PERCENTAGES IN THE OVERALL.

>> THE ELP COMPOSITE AND OVERALL GROWTH ON ISS.

THEN THE BOARD HAS PRIORITIES SPECIFIC TO ELL AND SPED.

THEN WE PUT ADDITIONAL INDICATORS THAT WOULD JUST TARGET THOSE STUDENTS.

>> THOSE WERE THE SUBGROUPS THAT WE DON'T NEED TO SPECIFY THAT.

>> I DON'T THINK SO. BECAUSE WE GET TO IT UNDER THE OTHER PRIORITIES.

>> I THINK [BACKGROUND] WE'VE TALKED ABOUT [INAUDIBLE]

>> THEY WOULD BE INCLUDED IN THIS OVERALL GROWTH.

>> AND THE ELP.

>> AND THE ELP.

>> IT'S INCLUDED, SO I COULD ASSUME IT'S THERE BECAUSE I DON'T NEED TO HAVE IT [INAUDIBLE] IT HAS A SUB OR A BULLET POINT.

>> I ASK IS ONE ASSESSMENT THAT INCLUDES ALL OF OUR STUDENTS.

THE LPA TEST IS A SEPARATE ASSESSMENT.

THERE ISN'T A SEPARATE ASSESSMENT FOR STUDENTS ON [INAUDIBLE].

I THINK THAT'S WHERE THERE LIMITED [INAUDIBLE]

>> THANKS VERY MUCH.

>> DOES THERE NEED TO BE ONE? DO WE NEED TO ADD A THIRD OBJECTIVE THAT ADDRESSES THOSE STUDENTS SPECIFICALLY?

>> WE DON'T HAVE A SEPARATE ASSESSMENT FOR THEM.

>> WHEN YOU LOOK AT THE DATA FROM [INAUDIBLE] ON THE SCREENERS, YOU CAN GET THAT DEMOGRAPHIC DATA AND YOU CAN ACTUALLY SEE THE SUBGROUPS GROW.

YOU COULD JUST SORT OUT SPECIAL EDUCATION STUDENTS AND TRACK THEIR PROFICIENCY.

>> WE HAVE THAT IN HERE A ONE OF THE [OVERLAPPING]

>> YOU'RE LOOKING FOR IT? THEN WE GET TO WHATEVER THAT GOAL IS.

WE'RE GOING TO HAVE THAT CALLED OUT SPECIFICALLY THAT ON THE ISAS.

[00:25:04]

WE'RE GOING TO LOOK AT A SUBGROUP OF PLL, AND WE'RE GOING TO HAVE A 4% GROWTH OR A 6% GROWTH.

>> ABSOLUTELY. THAT IS SOMETHING THAT WE COULD HAVE THEN.

THOSE ARE TWO AREAS THAT WE'RE TARGETED ON.

>> WE ALSO LOOK AT SOCIOECONOMIC AND OUR RACE GROUPS.

WE COULD PUT ALL THE SUBGROUPS IN THERE.

>> WELL, AND THAT'S WHERE I THINK YOU GUYS DO HAVE THE EXPERIENCE, AND YOU SHOULD.

>> WE DO THAT. I THINK IT'S JUST LIKE INSINUATED FOR US, BUT MAYBE WE SHOULD SAY THAT.

>> BUT TRAY IS RIGHT.

WE SAID THAT ELL WAS GOING TO BE A PART OF EVERYTHING WE DID.

WHAT DO WE NEED TO DO SPECIFICALLY FOR THIS FULL-ON PRIORITY THAT ADDRESSES THAT GROUP?

>> WELL, THE ELP COMPOSITE WOULD BE DONE SPECIFICALLY.

>> FOR ELL STUDENTS.

>> ONE PERCENT GROWTH FOR THEM, IS IT THE SAME AS A 1% GROWTH FOR A TRADITIONAL [INAUDIBLE]?

>> NO, BUT THIS IS ON THE ELP COMPOSITES FOR IT.

THAT'S 1% ON THE LPA.

MOVING AS YOUR COMPOSITE BY 1%.

THAT IS STATISTICALLY A REASONABLE GOAL.

BECAUSE THE ELP, IT'S SEPARATE FROM THE ISAS.

>> THAT'S, THEY GET A SCALE SCORE, AND THEN ON THE [INAUDIBLE] A SCALE OF 1 THROUGH 5. IT'S NOT [INAUDIBLE]

>> THE GROWTH EXPECTATION IS 1% WITH YOUR TRADITIONAL LEARNER.

>> WELL, ONLY ELL STUDENTS TAKE THAT LPA.

>> OVERALL, 1%.

YOU'RE ASKING OVERALL?

>> YES.

>> THE COMPOSITE WOULD [INAUDIBLE]

>> LET'S GO THROUGH.

[NOISE] SEPARATELY, AND WE REPORT ON THEM SEPARATELY AS TRAY REMINDED US, WE SAID THAT THAT [INAUDIBLE] OF EVERYTHING WE DO.

WE SHOULD BE CARDING THAT AS A SPECIFIC STRATEGY AND A SPECIFIC GOAL AND OBJECTIVE FOR THAT SUBPOPULATION.

>> UNDER GOALS AND PRIORITIES, THE SECOND GOAL DOWN ADDRESSES THAT WITH THE ELP COMPOSITE, THAT'S THE [INAUDIBLE], SPECIAL EDUCATION, A STATE ASSESSMENT.

THEY DON'T HAVE A STATE ASSESSMENT THAT WE CAN [INAUDIBLE]

>> BUT WE CAN LIST IT SPECIFICALLY WITH THE SUB [OVERLAPPING] INSTEAD OF SAYING THE DISTRICT'S OVERALL GROWTH.

WE CAN ADD IN THERE ALL THE SUBGROUPS.

>> WOULD IT BE DIFFERENT DEPENDING ON THE SUBGROUP?

>> NO.

>> NO.

>> ONE PERCENT FOR EVERYBODY?

>> WE WANT ALL OUR KIDS GROW.

>> WE WANT ALL OUR KIDS WITH THAT.

WE SHOULD HAVE THE SAME EXPECTATION FOR GROWTH.

NOT PROFICIENCY, BUT FOR GROWTH FOR ALL STUDENTS.

>> POPULATIONS HAVE TO ACTUALLY MAKE MORE GROWTH.

>> MORE GROWTH.

>> THAN POPULATION.

>> THAT'S WHAT I JUST HEARD, IS THAT IT'S THE 1% GROWTH FOR EVERY GROUP.

>> THAT'S THE GOAL.

>> IT IS.

>> BUT WHAT YOU'RE SAYING IS BECAUSE THEY'RE FURTHER BEHIND THAT ACTUALLY [OVERLAPPING]

>> WE SHOULD HAVE A HIGHER GOAL.

>> FOUR PERCENT GROWTH TO CATCH UP. THAT'S WHAT YOU'RE SAYING.

>> THAT IS WHAT I'M SAYING.

>> WHERE THAT GETS HARD IS THAT IT'S VERY INDIVIDUALIZED.

SOME STUDENTS TO BE ON TRAJECTORY HAVE TO MAKE THREE YEARS GROWTH IN ONE YEAR TO BE ABLE TO BE ON GRADE TO REACH.

SOME KIDS ONLY NEED TO MAKE ONE AND TWO MONTHS WORTH OF GROWTH IN A YEAR.

IT IS NOW ON OUR BUILDING PLANS, THE CONTINUOUS IMPROVEMENT PROCESS AND THEIR BUILDING PLANS.

TEACHERS HAVE TO CREATE STUDENT-SPECIFIC GOALS.

TEACHERS DO THAT, BUT AS A DISTRICT, WE DON'T GET INTO THE WEEDS THAT FAR.

>> WE'D BE TALKING THERE THOUGH ABOUT TWO DIFFERENT THINGS BECAUSE ONE IS GROWTH AND THE OTHER ONE IS PROFICIENCY BECAUSE WHAT YOU'RE TALKING ABOUT IS GROWTH, HOW MUCH GROWTH DO THEY NEED TO BE PROFICIENT.

THAT'S SURE. BECAUSE THAT WOULD BE MORE THAN A YEAR'S GROWTH TO BE AT GREEN LEVEL.

THOSE ARE TWO DIFFERENT CONVERSATIONS.

THEN JUST HOW DO YOU WANT TO MEASURE THAT GOAL? DO YOU WANT TO MEASURE IT IN GROWTH OR PROFICIENCY? THAT WOULD BE THE CONVERSATION.

>> I WANT BOTH, AND THEN I WANT TO SEE A KEY STRATEGY UNDERNEATH HERE THAT GETS SPECIFICALLY TO SOME OF THOSE SUBGROUPS.

IF IT'S APPROPRIATE BECAUSE YOUR STRATEGY FOR THE ENTIRE POPULATION IS NOT THE SAME.

>> WE HAVE ALL OUR STRATEGIES ON A SEPARATE BOARD PRIORITY FOR THOSE SPECIFIC STUDENTS.

>> THE OBJECT IS IN 02 AND 3?

>> YEAH. BECAUSE THE BOARD DID CHOOSE TO HAVE THEM SEPARATED.

THAT'S WHY WE SEPARATED IT. BUT WE CAN INCLUDE IT.

>> [OVERLAPPING] THE CONVERSATION.

>> IS THE GOAL FOR US TO JUST SAY YES AND NOT ASK QUESTIONS?

>> NO.

>> NO. [OVERLAPPING]

>> GO AHEAD.

>> YOU DON'T WANT TO HAVE A CONVERSATION. YES.

>> EXCUSE ME, GENTLEMEN.

[00:30:02]

>> YES.

>> I DO REMEMBER VAGUELY HAVING DISCUSSION, A LOT OF THIS IS MANDATED BY THE STATE.

WHAT HAPPENS IS WE HAVE THESE MANDATES FROM THE STATE, AND THEN WE ADD OUR SPECIFIC AS TO HOW WE'RE GOING TO GET TO THIS.

THEN WHAT IS BEING ASKED OF US IS CAN WE MAKE THESE CHANGES SO THAT WE CAN MOVE FORWARD WITH THE PRIORITIES. [OVERLAPPING]

>> MAYBE IT WOULD HELP IF YOU LOOKED AT IT THE WHOLE DOCUMENT FIRST, THEN YOU WOULD SEE.

>> THAT'S BACK TO DIRECTOR EHMCKE'S POINT OF GETTING THIS AND LOOKING AT OPPORTUNITY.

>> WE'RE HAPPY TO DO WHATEVER, IF YOU WANT US TO COMBINE THEM ALL TOGETHER, THE WORK SESSION.

>> NO. I THINK THIS IS NICELY LAID OUT.

HOWEVER, I UNDERSTAND, DIRECTORS, PLEASE CHIME IN OR CORRECT ME IF I'M NOT TRACKING BECAUSE I KNOW I CAN BE SLOW.

BUT WHAT I'M SEEING IS THAT A LOT OF THESE MANDATES ARE BASED ASSESSMENTS AND THE ACHIEVEMENTS THAT WE HAVE ACCEPTED OF US SO FOR US TO REACH THAT BENCHMARK.

I THINK THAT IT'S IMPORTANT AS I JUST GO THROUGH THIS, AND I DO APPRECIATE THE FACT THAT WE DID IDENTIFY SPECIAL EDUCATION AND ELL AS TWO SEPARATE PRIORITIES.

HOWEVER, WITH THE GROWING CONCERNS THAT WE HAVE WITH ELL INSTEAD, WOULD IT BE TOO MUCH TO ASK FOR US TO ADD THOSE [INAUDIBLE] IN THESE PRIORITIES AS WE MOVE FORWARD, EVEN THOUGH YOU ALL ARE AWARE THAT IT IS PART OF THE ISPA OR WHATEVER IT'S CALLED.

IT'S PART OF THIS, YOU GUYS ARE AWARE OF THAT.

WE EDUCATORS DON'T UNDERSTAND THAT, AND SO FUTURE BOARD MEMBERS COMING ON WON'T UNDERSTAND THAT.

IT'S REALLY JUST A COURTESY TO THE BOARD MEMBERS SO THAT WE CAN MOVE FORWARD IN THE DIRECTION THAT IS BEING MANDATED.

>> WE'RE JUST ASKING FOR A BULLET POINT AND WE'RE HERE FOR ONE. [OVERLAPPING]

>> A SUB BULLET POINT OR JUST MAYBE A LITTLE CAVEAT OR DO YOU KNOW, HEY, THESE THINGS ARE IN CONSIDERATION AS WE'RE WORKING FOR A STUDENT ACHIEVEMENT, THESE THINGS ARE PART OF THAT.

EVEN THOUGH IT'S UNDERSTOOD BY YOU ALL AS EDUCATORS AND PROFESSIONALS, IT'S NOT.

>> DIRECTORS, AM I OFF OR CAN YOU HELP ME? BECAUSE I'M DROWNING.

>> ELL SUBGROUPS.

>> YES, AND I DID TRY TO BUMP THROUGH THIS QUICKLY WHILE OTHER PEOPLE WERE TALKING FOR THOSE FIRST 22 MINUTES.

I DON'T SEE HOW THE SPED AND THE ELL STRATEGIES, WHICH I THINK ARE TASKS, TIE BACK TO IMPROVEMENT AND HOW ARE WE GOING TO MEASURE THOSE, AND WHETHER THOSE THINGS ARE SPECIFICALLY IMPROVING THAT 1%, OR IF IT SHOULDN'T BE 1% FOR ELL KIDS, IT SHOULD BE 3%.

HOW ARE THOSE TASKS MAKING US SUCCESSFUL IN THAT? WHEN YOU REPORT OUT EVERY QUARTER, WHATEVER THAT SAYS IN THE BACK, HOW DO WE KNOW WE'RE SUCCESSFUL OR NOT SUCCESSFUL? DO WE NEED TO CHANGE STRATEGIES OR NOT? YOU GUYS, THAT'S YOUR DAILY JOB.

WE DON'T KNOW THOUGH, AS YOUR BOARD, WHAT'S WORKING AND WHAT'S NOT WORKING UNTIL YOU GET TO THAT QUARTER.

WE WANT TO SEE THOSE MEASUREMENTS, SO I DON'T THINK IT'S NECESSARILY THE ANNUAL ESTIMATES THAT WILL TELL US WHETHER WE'RE ON TRACK TO GET THERE NEXT YEAR.

WE GET THERE NEXT YEAR, YOU'LL SAY WE WERE SUCCESSFUL OR WE WEREN'T SUCCESSFUL.

I DON'T THINK THAT'S HOW YOU [INAUDIBLE] IN YOUR DAYS EVERYDAY.

YOU DON'T HOPE WHAT WOULD WORK.

YOU HAVE STRATEGIES THAT YOU'RE DOING EVERY DAY AND YOU'RE LOOKING AT WHAT'S WORKING, WHAT'S NOT WORKING.

ARE YOU EDUCATING ALL THE TEACHERS? ARE THEY LEARNING? ARE THEY ABSORBING IT? ARE THEY BEING ABLE TO REITERATE IT INTO THEIR CLASSROOMS? THOSE ARE YOUR TASKS AND YOUR STRATEGIES THAT YOU WANT THESE THINGS TO BE SUCCESSFUL, BUT HOW IS THAT GETTING US THERE?

[00:35:02]

WHAT ARE YOU USING TO MEASURE ALONG THE WAY? I'M SURE THAT YOU HAVE STRATEGIES.

YOU EDUCATE US IMPORTANT NUMBERS.

MOST OF US ARE NOT EDUCATORS, AS CLEAR AS THAT, THAT SAYS, WE'RE GOING TO BE ON TRACK FOR 1% WHEN WE COME HALFWAY THROUGH THE YEAR, BUT WE'RE ALREADY HALFWAY THROUGH THE YEAR FROM MY PERSPECTIVE.

NOW IF YOU CAME INTO THIS MEETING INSTEAD, WE DID THESE THINGS AT THE BEGINNING OF THE YEAR BECAUSE YOU PAID FOR THEM LAST YEAR, WE HAVE 100% OF TEACHERS THAT NEED TO BE EDUCATED IF THAT WAS ONE OF THE STRATEGIES.

>> CAN YOU GO BACK. WHAT DO YOU MEAN WE PAID FOR THEM LAST YEAR? BECAUSE WE PAID FOR THEM, WHAT DOES THAT MEAN?

>> IF WE BOUGHT SOMETHING LAST YEAR LIKE SOLUTION, TREATMENT, CONSULTATION.

LET'S PRETEND WE PAID FOR THAT IN APRIL 2024.

HAVE WE IMPLEMENTED THAT SIX MONTHS INTO THE SCHOOL YEAR, 20%, WE HAVE 50%.

DO WE HAVE THAT STRATEGY LAID OUT COMPLETELY? WHERE ARE YOU ADDING YOUR STRATEGIES? IF YOU'RE CALLING THESE STRATEGIES, YOUR STRATEGY KEEPS CALLING THOSE THINGS, HOW IS THAT WORKING? IS IT NOT WORKING? IF IT'S NOT WORKING, WHAT'S YOUR PLANT TO MAKE IT WORK? OR GIVE UP ON IT AND DO SOMETHING ELSE BECAUSE NOT EVERYTHING YOU DO IS GOING TO BE SUCCESSFUL.

THIS IS REALLY ABOUT YOU GUYS BEING ABLE TO BE SUCCESSFUL TO THE STUDENTS.

IF I SHOULD WRITE IT ON PAPER, SAY THEIR STRATEGIES, DOESN'T TELL ME HOW WE'RE GETTING THERE AND HOW WE'RE MEASURING.

>> YOU WANT THE METRICS ALSO WITH THE STRATEGY SO YOU CAN GAUGE.

>> I THINK SO. HOW DO WE KNOW TO HOLD ROB ACCOUNTABLE IF WE'RE NOT THERE? WE CAN'T WAIT FOR A YEAR TO SEE THAT WE DIDN'T MEET THE 1%.

>> I GUESS WE NEED YOU TO TELL US THEN WHAT THAT LOOKS LIKE BECAUSE WE HAVE FORMATIVE ASSESSMENTS, WE HAVE DISTRICT COMMON ASSESSMENTS, WE HAVE STATE ASSESSMENTS, AND AT A DISTRICT LEVEL, WE MONITOR ALL OF THE THINGS AS A DISTRICT.

OUR DIRECTORS THEN LOOK AT THEIR BUILDINGS, OUR PRINCIPALS THEN LOOK AT THEIR INDIVIDUAL TEACHERS.

WHEN WE'RE TALKING ABOUT AT THE DISTRICT LEVEL, I NEED TO WALK THROUGH DATA FROM OUR PRINCIPALS.

>> IMPLEMENTATION.

>> QUALITATIVE SURVEYS OF OUR STAFF.

>> WELL, IF IT'S A STRATEGY, HOW DO YOU KNOW YOU'RE GOING TO BE SUCCESSFUL? YOU CAN'T BE JUST WAIT.

>> BUT IN EDUCATION, ONE ITEM, ONE APPROACH BECAUSE CHILDREN ARE DIFFERENT, SO WE HAVE TO HAVE A COLLECTION OF ITEMS FOR AN APPROACH TO JUST SAY WE'RE GOING TO DO ONE THING AND MEASURE THAT ONE THING.

WE LOOK AT A VARIETY, WE LOOK AT FORMATIVE ASSESSMENTS.

THE TEACHERS HAVE TO DO THAT.

AS A DISTRICT, WE LOOK AT OUR WALKTHROUGH DATA.

WE LOOK AT THE IMPLEMENTATION OF THE INSTRUCTIONAL FRAMEWORK, WHICH IS INCORPORATING THEIR PRACTICES, THEIR LEARNING AND PROFESSIONAL DEVELOPMENT IN THE CLASSROOM, AND THAT IS DIRECTLY TOWARDS THE WALKTHROUGH.

WE HAVE OUR INSTRUCTIONAL FRAMEWORK.

IS THAT THE KIND OF DATA THAT YOU'RE TALKING ABOUT?

>> YEAH. BUT IF I GIVE YOU AN EXAMPLE, FOURTH BULLET DOWN UNDER THE FIRST ONES, A SAFE AND CIVIL SCHOOL CONSULTATION AND COACHING FOR ALL STAFF IN ALL BUILDINGS, GRADES K THROUGH 12, IT'S DECEMBER.

WOULD YOU COME TO US AND SAY, 50% OF THE STAFF HAVE BEEN TRAINED?

>> IT'S A LOT OF TRAININGS, BUT WHAT WE COULD SAY IS WE'VE DONE THIS MANY IMPLEMENTATION CYCLES, WE'VE DONE THIS MANY SITE VISITS.

EVERY BUILDING CHOOSES THEIR OWN GOAL.

RIGHT NOW, COMMON AREAS IN THE SECONDARY IS A BIG LINE, SO WE GO EVERY MONTH AND WE COLLECT DATA.

WE HAVE A DATA COLLECTION WHERE WE GO AND WE COLLECT THAT THEY TELL US THIS IS WHAT WE'RE DOING.

WE COLLECT DATA TO SEE IF IT'S BEING IMPLEMENTED AND HOW IT'S GOING. IS THAT WHAT YOU MEAN?

>> CORRIDOR, SUCH AS HALLWAYS.

>> YES.

>> LUNCH ROOMS.

>> BUT YOU GUYS NEED TO TELL US HOW YOU WANT TO MEASURE BECAUSE EVERYTHING IS NOT GOING TO BE MEASURED THE EXACT SAME WAY.

>> NO. BUT EVERY BUILDING HAS IT DIFFERENT.

ARE YOU LOOKING AS A DISTRICT FOR US TO SAY WE'VE DONE THIS MANY? WE HAVE DONE THESE SITE VISITS.

THIS AMOUNT OF SCHOOLS IS IN THIS PERCENTAGE OF IMPLEMENTATION, THIS AMOUNT OF SCHOOLS IS IN THIS PERCENTAGE.

>> IF YOU GUYS SEE A SCHOOL THAT ISN'T WHERE YOU WOULD EXPECT IT TO BE AT THIS POINT, THEN YOU TELL US HOW YOU'RE GOING TO GET THEM TO WHERE YOU WANT THEM TO BE.

>> IDENTIFY THAT SCHOOL.

>> THAT'S WHERE IT GETS HARD BECAUSE THIS IS LEARNING.

IT REALLY PUTS OUR TEACHERS AND OUR PRINCIPALS AT A DISTRICT LEVEL TO GO THAT FAR INTO THE WEEDS PUBLICLY.

[00:40:04]

[NOISE]

>> PUBLICIZE IT, AND I APPRECIATE WE TALKING ABOUT IT AS THE SAME AS PUBLIC BECAUSE WE DON'T EVER TALK TO EACH OTHER.

[INAUDIBLE] ELEMENTS ARE TO REAL STRATEGY AFTER YOU'VE BEEN ON THIS JOB FOR A WHILE.

HEAR WHAT DIRECTOR MILLER IS SAYING, BUT WITH HIS BUSINESS BACKGROUND [INAUDIBLE] I KNOW YOU'RE ALL SAYING IF WE PUBLISH, IT'S THIS SCHOOL AND WE'RE DOING THIS WITH THIS SCHOOL.

[OVERLAPPING]

>> IF YOU DON'T WANT TO TURN OUT THE SCHEDULE OR THE SCHOOL, THEN SAY ONE SCHOOL ISN'T ACHIEVING. [OVERLAPPING]

>> THAT'S WHY I'M ASKING. THAT'S THE FEEDBACK WE NEED.

WHEN YOU ASK, WE DON'T WANT YOU TO JUST SAY YES.

WE JUST DON'T UNDERSTAND WHAT YOU'RE ASKING.

IT JUST NEEDS TO BE A COMMUNICATION BETWEEN US BECAUSE TRUTHFULLY, WE JUST WANTED TO PLEASE YOU.

>> I DON'T WANT YOU TO PLEASE ME.

>> WE DO.

>> I WANT OUR STUDENTS TO BE SUCCESSFUL.

[OVERLAPPING]

>> THAT'S OUR JOB. WHEN IT COMES TO COMMUNICATING WITH YOU GUYS, WE WANT TO APPEASE YOU.

>> ONE, YOU HAVE THE GOAL REPORTS, THE KEY STRATEGIES AND EVERYTHING.

THE SECOND REPORT IS YOU WONDER IF THE KEY STRATEGIES WORK.

BUT IN THIS SITUATION RIGHT HERE, IT'S GOING TO BE A DIFFERENT REPORT.

THIS IS THE GOALS AND PRIORITIES THAT WE'RE LOOKING AT, AND THIS IS THE KEY STRATEGIES THAT THEY'RE GOING TO USE TO DETERMINE WHETHER OR NOT EVERYTHING IS WORKING THE WAY IT SHOULD BE.

WHEN YOU'RE GOING TO LIST, YOU'RE GOING TO LIST TWO DIFFERENT REPORTS UP TO IT, BUT WE'RE PUTTING THIS UP HERE.

WE'RE PUTTING UP, THIS IS OUR GOALS AND THIS IS OUR PRIORITIES, YOUR KEY STRATEGIES.

NOW, WHEN IT COMES TO TIME TO REPORT WHETHER OR NOT THOSE KEY STRATEGIES ARE WORKING, THAT'S YOUR SECOND REPORT.

AM I WRONG?

>> DIRECTOR EARLEYWINE WOULD REPORT IN THE SUPERINTENDENT'S EVALUATION.

>> YOU COULD TALK ABOUT, SPECIFICALLY? [OVERLAPPING]

>> HE COULD BRING US THE DETAILS OF THAT MEETING, BUT WHEN WE HAVE THAT STRATEGY SESSION ON WHAT WE WANTED OUR GOALS TO BE, I SAID WHAT DIFFERENCE DOES IT MAKE IF WE PUBLISH THESE GOALS AND WE DON'T HAVE A WAY TO MEASURE THEM AND UNDERSTAND WHETHER WE'RE BEING SUCCESSFUL OR NOT ON AN ONGOING BASIS? AGAIN, IF IT'S AN ASSESSMENT THAT HAPPENS ANNUALLY, THERE'S NO MEASUREMENT THAT SAYS WE'RE ON TRACK IF WE'RE JUST WAITING FOR ANNUAL MEASUREMENT.

THE STATE TOLD ME THERE SHOULD BE

>> MEASUREMENTS. THERE SHOULD BE THE, WHAT DO YOU HOLD YOUR TEAM ACCOUNTABLE? WHAT ROB WOULD GO TO HIS TEAM AND SAY, YOU'RE ACCOUNTABLE FOR THESE THREE STRATEGIES.

WHAT ARE YOU GOING TO DO THIS YEAR TO MAKE SURE THEY'RE SUCCESSFUL? THEN HE MANAGES THAT. YOU GUYS HAVE YOUR OWN TEAMS.

>> WE DO THAT. THAT'S JUST WHAT WE DON'T INCLUDE.

EVERY ONE OF OUR TASKS, WE HAVE A DATA COLLECTION SYSTEM THAT WE REPORT ON MONTHLY AS A GROUP.

WE HAVE A DATA DASHBOARD THAT WE LOOK AT TO SEE, LOOK AT THE HEALTH TO DETERMINE WHERE OUR POLLS AT.

WE HAVE SITE VISITS AS A DISTRICT LEADERSHIP TEAM FOR EVERY ONE OF THESE THINGS, AND WE DO DO THAT.

BUT BECAUSE IT'S IN THE WEEDS, IT'S NOT SOMETHING WE REPORT OUT.

I'M JUST EXPLAINING WHY WE DON'T DO THAT.

WE CAN DO THAT, WE JUST HAVE TO BE CAREFUL ABOUT HOW WE GIVE YOU THAT INFORMATION BECAUSE PEOPLE ARE LEARNING AND THEY DON'T ALL LEARN AT THE SAME RATE.

WE HAVE SOME SCHOOLS THAT ARE KILLING IT, AND WE HAVE SOME SCHOOLS THAT ARE NOT.

>> IS IT SAFE TO SAY THAT AS IT RELATES TO WHAT WE HAVE HERE, THESE ARE MEASURABLE?

>> YES.

>> THERE IS DATA THAT CAN SUPPORT THAT THESE [INAUDIBLE] HAVE BEEN TESTED AND TRIED.

IF THE INFORMATION IS NEEDED, OUR PREVIEW TO BE ABLE TO DO THAT, WE COULD GET THAT.

>> WE COULD GET IT TO THE DISTRICT.

>> BASED OFF OF THESE GOALS AND PRIORITIES.

DEEPER INTO ASKING DIRECTOR MILLER WHAT I THINK THAT WE WOULD BE LOOKING FOR THE GOALS AND THE PRIORITIES.

BUT WE DO HAVE THAT, IT'S JUST SPECIFICALLY WE WANT IT TO BE REVIEWED.

[00:45:11]

>> I THINK MOST OF THESE, MS. DENNY CAME TO US AND SAID, I WANT YOU TO APPROVE THIS PURCHASE.

I SAID, HOW ARE WE GOING TO MEASURE THE SUCCESS OF THAT? WE GOT BETTER AT UNDERSTANDING WHAT YOU THOUGHT WAS GOING TO BE THE SUCCESS FACTOR, AND I THINK THAT THING IS WHAT WE NEED TO SEE ON AN UNEMPLOYED BASIS.

HOW ARE WE DOING THERE? AGAIN, GUYS, NOT EVERYTHING WE DO SHOULD BE SUCCESSFUL.

THERE'S NOT 100%.

WE'RE NOT PUTTING PEOPLE UNKNOWN.

>> I THINK THAT I MADE YOUR POINT.

>> TO SUPPORT THIS.

>> TO SUPPORT THIS, AND WE CAN DO THAT.

THERE'S NOTHING ELSE THAT WE'RE ASKING AS WE MOVE FORWARD IF THERE'S MORE INFORMATION THAT WE NEED IN DOING WHAT IS NEEDED SO WE CAN ABSTRACT THE DATA THAT WE NEED TO SUPPORT WHAT IT IS BEING LOOKED FOR.

>> IF YOU ASKED RIGHT NOW, SAFE AND CIVIL CONSULTATION AND COACHING FOR ALL STAFF, I COULD TELL YOU EVERY BUILDING, EVERY SITE VISIT, AND A PERCENTAGE OF INFORMATION.

>> WE HAVE THAT. THAT'S COOL.

THEN WE HAVE THESE GOALS AND PRIORITIES THAT ARE BEFORE US, AND THESE ARE WHAT WE ARE LOOKING TO MOVE FORWARD WITH.

ANY SUGGESTIONS EVER TO THIS DOCUMENT? SO THAT WE CAN CONTINUE TO MOVE FORWARD AND SO THAT THE LEADERSHIP TEAM [INAUDIBLE] AS IT RELATES TO GO TO THE ADDITIONAL GOALS AND PRIORITIES.

>> I DO WANT TO JUST GET THAT WE COULD HAVE GOOD DATA ON IMPLEMENTATION AND WE COULD SEE, BUT TO BE ABLE TO TIE THAT SPECIFICALLY TO WHY THEY IMPROVED ON THE ISASP, THAT IS WHERE WE DON'T HAVE DATA BECAUSE STATISTICALLY, WE CAN'T SEGREGATE THAT DATA BECAUSE THERE'S TOO MANY VARIABLES.

I'M JUST SAYING, STATISTICALLY WHEN IT COMES TO FORMULATING A CAUSE AND EFFECT, WE MEASURE IMPLEMENTATION AND WE MEASURE SUCCESSIVE IMPLEMENTATION.

BUT TO DIRECTLY SAY THIS IMPROVE THE ISASP SCORE, WE DO NOT HAVE CONTROLLED ENOUGH GROUPS TO BE ABLE TO SAY THAT.

I JUST WANT TO MAKE SURE THAT THAT'S GOOD.

>> JUST OUT OF CURIOSITY, IF YOU LOOKED AT THIS BEFORE.

>> I SAW THIS 30 MINUTES BEFORE I CAME.

>> WE CAN ALWAYS EMAIL IT TO YOU ON DECEMBER 6TH.

>> IF IT WAS, IT SURELY WILL GIVE THE RIGHT AMOUNT OF TIME.

>> WE SENT OUT BEFORE THE WEEKEND.

SHAWNEE SENT IT OUT ON FRIDAY.

>> I THINK IT WAS FRIDAY AFTERNOON WHEN I GOT IT.

[OVERLAPPING]

>> THEN A WEEKEND, WHERE YOU MAY OR MAY NOT BE.

>> I UNDERSTAND.

>> THIS IS WHAT I'M SAYING. IT IS KIND OF A POP QUIZ DEAL HERE.

I'VE ALREADY SPOKEN I'M NOT GOING TO CARRY ON.

WHAT WOULD I DO WITH THIS DOCUMENT? I WOULD SAY NUMBER 1, IT WOULD BE WHAT SHOULD WE HAVE IS INCREASE STUDENT AND WOULD MAKE IT VERY SPECIFIC.

PROFICIENCY AND SUB-GOAL UNDER THAT OR YOU CAN CALL WHAT'S GOAL 1, THAT'S THE GOAL.

THEN THE BUSINESS ABOUT IMPROVING THE IOWA PROFILE WOULD BE ONE.

I NOTICE THE KEY STRATEGIES UNDER THAT OF ALL OF THEM, THERE'S AT LEAST FOUR THAT ARE ABOUT BEHAVIOR IN THE CLASSROOM.

AGAIN, THE GOAL IS ABOUT INCREASING PROFICIENCY AND I'M NOT DEBATING THAT WE DON'T NEED BEHAVIOR IN THE CLASSROOM, WE DO.

>> THERE'S THAT REDUCED DIRECT CORRELATION BETWEEN THE TWO.

>> I WOULD PUT THIS NUMBER 2 AND NUMBER 3 AS A, B, C UNDER THE GOAL OF ENGLISH LANGUAGE ART SO THAT THE FOCUS IS APPROPRIATELY FOCUSED ON.

EVERYTHING WE'RE DOING IS ABOUT THE ENGLISH LANGUAGE ART.

I THINK ALL OF YOU HAVE WRITTEN THIS UP VERY WELL.

IT'S JUST WE MAKE IT SOUND LIKE WE'VE GOT MULTIPLE GOALS.

WHAT WE SHOULD BE DOING OR SAYING TO THE BOARD IS WE'VE GOT A GOAL.

THE GOAL IS WE ARE GOING TO FOCUS ON ENGLISH LANGUAGE ARTS, WE ARE GOING TO PUSH THAT AHEAD, AND WE'RE GOING TO SUCCEED.

W HEN THAT HAPPENS,

[00:50:01]

I CAN TELL YOU THAT EVERYTHING ELSE WILL COME ALONG.

BUT IF WE DON'T STATE IT THAT WAY, OUR WHOLE ORGANIZATION DOESN'T KNOW, I REALLY HAVE TO KNOW WHAT I'M DOING IS HELPING IMPROVE OUR ENGLISH LANGUAGE ARTS GROWTH AND PROFICIENCY.

THAT'S WHAT I WOULD DO WITH THIS DOCUMENT IF I WAS RIGHT.

I THINK THE RETENTION PIECE AS A SECOND GOAL.

INSTEAD OF GOAL 4 AND 5, MAKE IT ONE, RETENTION OF STAFF, AND PART A IS WHAT YOU HAVE AND PART B IS WHAT YOU HAVE, AND WHAT YOU'VE WRITTEN IS EXCELLENT.

BUT WHAT I WOULD LIKE TO SEE GOING FORWARD, AND I MAY BE THE ONLY ONE IN THE ROOM THAT FEEL THIS WAY, BUT IF WE DON'T SAY, LET'S PICK IT, WHAT'S IT GOING TO BE? ENGLISH LANGUAGE ARTS, LET'S GET ON IT. WHAT WOULD I SAY? FIRST, FULLY IMPLEMENT THE BENCHMARK PROGRAM, AND I THINK THAT IS WHAT WE'RE DOING.

NEXT THING, FULLY IMPLEMENT THE BENCHMARK HELLO! AND ADD A LATTE AS A PART OF THE ELL TO FULLY IMPLEMENT THAT WHOLE THING.

GET ALL OF THE PROFESSIONAL DEVELOPMENT TRAINING SCHEDULED AND DONE SO THAT EVERYBODY NEEDS TO KNOW THAT THEY HAVE TO GET THE SERVICE LEVEL, AND LET'S GET MOVING FORWARD ON THAT.

IT'S THE NUMBER 1 THING WE NEED TO DO.

[OVERLAPPING]

>> JUST SO I UNDERSTAND, DAN, YOU BELIEVE WE HAVE ONE PRIORITY?

>> YES.

>> WE NEED TO CHANGE.

THAT IS NOT WHAT THE BOARD DECIDED, THAT IS NOT. AM I WRONG HERE?

>> HOW MANY DO WE HAVE?

>> WE HAVE FOUR.

>> THESE ARE ONLY YOURS.

THESE ARE STRAIGHT FROM THE WORKS.

[OVERLAPPING]

>> BUT I JUST HEARD THREE ANSWERS, ANGELA, 3, 04, AND 5 BECAUSE THIS DOCUMENT HAS FIVE.

DAN SAID FOUR AND THIS SHOWED THREE, AND I WILL TELL YOU THAT AFTER WE LEFT THAT WORKING SESSION, IT WASN'T CLEAR TO THE END WHETHER WE ENDED UP WITH FOUR.

>> THERE'S FOUR PRIORITIES AND THERE'S FOUR ON THE PAPER.

>> THERE'S FOUR.

>> WE CARRIED THEM FORWARD. [OVERLAPPING]

>> WE DIDN'T MAKE THEM. I TOOK THEM FROM THE [INAUDIBLE]. [OVERLAPPING]

>> THERE ARE FOUR, DIRECTORS, AND I THINK WHERE WE THOUGHT THE STAFF RECRUITMENT AND RETENTION HAD AN A AND B THAT WE HAD TWO DIFFERENT.

>> NO. IT SAYS FIVE GOALS. IT SAYS FOUR PRIORITIES.

>> FOUR PRIORITIES.

>> IT'S FOUR PRIORITIES. [OVERLAPPING]

>> MY CONCERN IS THAT WE DID THE IASB SESSION.

>> THESE WERE SET FOR.

>> WE SETTLED ON FOUR.

YES, YOU'RE DOING A FAVOR, IT SAYS FIVE, BUT IT'S UNDER THE MAIN PRIORITY.

WHAT I'M HEARING NOW IS YOU WANT TO ABANDON THAT AND GO WITH ONE PRIORITY.

>> YOU'RE HEARING THAT RIGHT. I'VE SAID THE RETENTION PIECE SHOULD STAY THERE, BUT THAT IS NOT THE SAME.

THE RETENTION PIECE IS A SEPARATE PROBLEM THAT WE NEED TO WORK ON.

THANK YOU FOR ALL OF YOU WHO ARE WORKING ON THAT PROBLEM.

WHAT I WAS SAYING IS IT WAS AN AREA. [OVERLAPPING]

>> THIS IS A WASTE OF OUR TIME THEN?

>> NO. IT WAS NOT A WASTE OF OUR TIME BECAUSE MY TIME IS VALUABLE.

>> ABSOLUTELY.

>> NOT JUST ME, BUT EVERYTHING THAT WE DO IS VALUABLE.

SO NO, IT WAS NOT A WASTE OF OUR TIME.

WE HAVE THOSE FOUR BENCHMARKS, FIVE GOALS.

I THINK THAT YOUR QUESTION THAT YOU ARE WANTING US TO GO, BUT IT COULD BE A PART OF EACH ONE OF THOSE.

WE HAVE THE FOUR PRIORITIES, WE COULD MAKE THAT A PART OF EVERYTHING WE DO.

I THINK BY DOING THAT, ELL AND [INAUDIBLE] ARE VERY IMPORTANT TO ME.

I THINK THAT AS WE MOVE FORWARD, THAT HOW TO INCORPORATE WHAT IT IS THAT YOU ARE ASKING.

I DON'T THINK THAT IT'S A GOOD MEASURE FOR US TO JUST SAY THERE'S ONLY ONE AND ONLY ONE WAY HOW WE GET TO THE END GOAL.

I THINK THESE WORK PRIORITIES HELP US DO THAT.

>> I WOULD AGREE WITH YOU THAT IF [INAUDIBLE] ADDED TO US

[00:55:01]

A WHOLE BUNCH OF DECISIONS MADE BEFORE THIS, THAT'S OKAY.

THAT'S WHAT A BOARD HAS GOT TO DO AND WE CARRY FORWARD FROM THAT.

WE DID VIRTUALLY NOTHING TO REALLY AMEND VERY MUCH OF THAT THIS PAST YEAR.

NOW WE'RE GOING FORWARD, AND I SEE WHERE WE ARE.

FRANKLY, THERE ARE MANY PEOPLE WHO STATE ASSESSMENT.

IT COMES OUT THAT I THINK WAS MADE UNFAIR TO US, BUT AT THE SAME TIME, IT DIDN'T TELL US WHERE WE WANTED TO BE.

I'M NOT SAYING JUST ONE SESSION THAT WAS AN EPIPHANY FOR YOU, BUT I'VE BEEN FEELING LIKE THAT.

THEY WERE SINGING WITH THE CHOIR WHEN I WAS IN THERE, AS FAR AS I WAS CONCERNED, BECAUSE TO ME, IT'S ABOUT GETTING THE ACHIEVEMENT.

I AGREE WITH DIRECTOR LEE THAT THEN LET'S STATE IT THAT WAY.

LET'S SAY WHEN WE'RE IMPLEMENTING SPECIAL EDUCATION, HOW IS THE IMPLEMENTATION OR SPECIAL EDUCATION GOING TO IMPROVE OUR ENGLISH LANGUAGE LEARNING? HOW IS OUR IMPLEMENTATION OF ELL GOING TO IMPROVE OUR ENGLISH LANGUAGE LEARNING AND HERE AS WELL? BECAUSE ALL OF THESE THINGS YOU'VE ALL WRITTEN HERE ARE GOOD, IT'S EXCELLENT.

BUT WHAT I WANT TO SEE US DO AS A DISTRICT IS FOCUS ON, WE'RE DOING ONE WAY.

WHEN I SAY WE'RE DOING ONE WAY, WE HAVE LOTS OF APPROACHES TO ACCOMPLISH THIS GOAL.

WHAT ARE WE LOOKING FOR MOST OF ALL? WE'RE LOOKING FOR GROWTH AND ACHIEVE.

I WILL ALSO CARRY THE OTHERS.

I'M NOT FORGETTING ANY OF THE OTHER CORE COURSES.

ONE OF THE SMARTEST MATH PERSONS I KNOW, HE SAID, YOU'RE RIGHT ABOUT THAT, LANCE, BECAUSE THERE IS NO MATH PROBLEM THAT ISN'T A STORY PROBLEM.

IF YOU DON'T KNOW ENGLISH LANGUAGE ARTS, YOU CAN'T SUCCEED.

>> WE HAVE A MEETING THAT'S ALREADY LIVE.

PEOPLE ARE WATCHING US AT THE MOMENT.

>> I FEEL LIKE I HAVE NO DIRECTION. I GUESS, WHAT ARE THE ODDS?

>> I FEEL LIKE I HAD NO DIRECTION TO THIS MEETING.

GEORGE, WE NEED TO TALK ABOUT WHAT IS A WORKING SESSION AND HOW DO WE GET PREPARED FOR THEM AND MAKE SURE THAT WE CAN GET THIS TEAM WHAT THEY NEED FROM US AT THE END.

>> DIRECTOR MILLER, I WAS PREPARED FOR THE MEETING.

I READ THE REPORT.

I READ MY STUFF FROM OUR WORK SESSION.

[OVERLAPPING]

>> WHAT IS THE OUTCOME SUPPOSED TO BE?

>> THANK YOU, EVERYONE.

* This transcript was compiled from uncorrected Closed Captioning.