Good evening. Good evening. I hereby call this special board meeting of the Board of Trustees, Katy Independent School District to order. Today is Tuesday, February 7, 2017. Time is 6.06 p.m. This meeting is being recorded per board policy. When talking, please speak into the microphone in front of you so that the recording will accurately reflect our discussion.
Katy ISD · Special Meeting
Katy ISD Special Meeting, February 7, 2017
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Dr. Hint, will you verify that we are in compliance with the provisions of the Texas Open Meetings
Act with regard to notice for this meeting?
Madam President, we are in compliance with regards to the open meeting of this meeting.
Our first order of business is to discuss the KDISD Strategic Design Process.
our facilitators this evening miss Karen permitting engagement strategist for
engaged to learn and miss Mitzi Clark Richardson and coach for engaged to
learn good evening good evening we're ready okay all right
dr. hunt did you want to say anything are you ready for us to know I'm excited
that we're finally starting the process and we've got a few folks in the room
over here with staff that I just want to point out our new general in-house
attorney and that's Justin Graham Rhonda Ward will help with the facilitation
process of strategic design here in the district as will miss rooms so just
excited to have you guys here to take the first step in this what's going to
be a very exciting process all right we are excited to be here so and the first
thing that we would like to do is introduce ourselves so you have an idea
of who's standing in front of you and what our background is because it's very
important for us to be transparent with you so you're aware of who's working
with you in KDISD. My name is Mitzi Clark Richardson. Sometimes I forget the
Richardson part because I just got married and so it's kind of tacked on to
the end. So if you hear me introduce myself as Mitzi Clark it's because
that's a better you know name. My husband prefers me use all three but sometimes I
forget and I am first and foremost an educator so as a teacher of science
teacher in middle school I then became an instructional specialist where I
worked with teachers I'm helping them to grow in their instructional practices
and then I moved up to central office where I became a professional
development coordinator and that was when my most recent position before
joining the engaged team so I'm very excited to be partnering with you
because I really believe in just working with local school districts and doing
things that they want for their communities and with their students so
I'm gonna let Karen introduce herself good evening I'm Karen Prometty and I am
the engagement strategist and I am also spent about 20 years in working in
school districts and I did work in Clear Creek ISD for five years so I'm
familiar with the Houston area as well as working in corporate. I took companies
through the IPO process and took them public so I'm very well versed on the
corporate side of investor relations but prior to joining Engage to Learn I was
in Louisville for nine years. I went through this process myself as a
district person and then now joined Engage because I believe in the work
that we did in Louisville over that time and believe what it can do for
communities and since then for the past almost two years i've been helping facilitate strategic
designs and increasing engage community engagement and community voice and local and helping school
boards develop some local control parameters around their school systems so everybody should
have agenda in their folder that's in front of them and we will try to do our best to hold tight
to our time frames and honor your commitment to being here this evening as
we go through it's just a reference point three but I just want to point out
this and it's in your left hand side of your folder we are going to be talking
to you today about the partnership that engage has with Katie ISD so everybody
that works for engage to learn is a Texas educator that's very important to
us because we have been in the trenches the same areas that your teachers that your principals your
central office and working with your school board so that's one of the things that we really pride
ourselves in is that we all have a background in education we really want to help school districts
have high a high performance culture what is a high performance culture it's engagement for all
and sustainable scalable growth we want you to be able to continue the growth
long after we're gone so our goal is to help facilitate the strategic design
process with you okay so we have what we want to call a very very we're very
intentional about having a collaborative local vision we want to make sure that
we're bringing in all the different stakeholders in the process and allowing
every single individual to have input on that process because every single person
has a different lens or a different perspective that they can add to the
process so we want to make sure that we capitalize on that so we take a look at
being collaborative local and then we want to help you achieve your vision
we're a partnership we help facilitate but every community is different so your
students are different the people that make up your community is different so
So we want to honor that.
We don't have a cookie cutter approach to things.
We have a process that we know works.
And so we want to be able to utilize that process.
And we can help guide and answer questions
and tell you some things that other districts do.
But ultimately, it's how you want to make it work
for your community and what you want to see
as an outcome of that result.
So this is all the different districts, campuses,
as educators and students that we've worked with again it's really about
being a partnership helping you to take that local control and so that your
parents in your community have confidence in the schools that they have
in KDISD and then also that the students are college and career ready so this is
really about focusing our efforts so that everybody has the same common goal
and we're all working towards that okay so during the process we're always going
going to start with thinking about what our highest hopes for kids are because
ultimately that's the whole entire reason we're here is to really think
about what we want for our kids as a result at them spending time in KDISD
okay so what we're going to talk about is that there's a five-step process the
engage process where we really engage all the different community members we
again we want your input we want to seek people's opinion about what they want
further students that in kdisd and we want to make sure everybody has a voice that is very important
to us we even introduce students into that process so that they can also be a voice for themselves as
far as what they want as a result of their time in kdisd mitzi let me interject real quick on the
engage we will get specifics later into our time together but to put engage our engaged step into
perspective we collect input three ways one is through a series of what we call stakeholder
groups or focus groups so we'll get into more conversation about that later in the hour and
a half but just to know that we will spend some time their hour and a half an hour and 15 minutes
guided conversations on what are your highest hopes for your children then we also hold a
series of summits where it's like everybody in the entire community no matter who they are are
welcome to attend it's about two hours and we ask this we ask those questions
that we will ask you tonight as part of the summit so you might get a little bit
of a taste of what the summit experience is like but it is an opportunity for a
cross community conversation on what they want for students and then we also
will have a survey going on and between the time we kick off the stakeholder
groups to the end a little past the end of our summits that we usually keep that
survey open for two weeks it's electronic that allows anybody else to participate as well so
it's a great opportunity for one to continue the conversation if you've been invited to the
stakeholder group or the summit but also too if you had were not able to attend a summit you can
also participate in the survey so it gives everybody in your community an opportunity to
have a voice and as missy said this includes students parents community members or business
leaders so we leave no stone unturned when it comes to collecting and input
from what your stakeholders want in your schools it's gonna be an interesting
time because we've got strategic design going on at the same time that we're
going to start exploring the possibility of a 2017 November bond so we're gonna
have lots of conversation occurring and I think that they actually are going to
work well supporting each other. Dr. Hinnom, my add is a lot of times our strategic
design work propels the bond work because when you talk about your vision
for students in the learning we also get in talk we start having conversations of
what that optimal learning environment looks like and then you can translate
that into a bond package that reflects learning should come first it's like
instruction before construction so you're really talking about the
instruction and what construction will help you achieve the instruction in
your district okay so and the next couple stages in the process we went
through engage and then also collaborate where this is a focal point in our
process bringing all types of people to the table to share their ideas their
hopes and their dreams for their students and then we work with a design
team and that design team really starts to think about you know if this is what
we value if this is what we know we want for students then what do we have to put
in place so that that is actually achievable or actionable and that's really an important piece
we will create timelines and action plans and align to budget we will align to the district
improvement plan so we're not working in two different systems we will definitely have
reporting pieces in place and so we want to make sure that everybody at the end of this process
has the same information about what's taking place through the design so we're
very transparent and also everybody is able to know where we are in the process
so we want to make sure that we create that system so that you're you're
informed as well as everybody else in the district gets informed on our
progress on the strategic plan okay do you have anything else you want to add
Karen okay so I mentioned before that we have to really think about what our
our highest hopes because ultimately that is what we want to focus on what is
our dream for the strategic design so we're actually going to have you guys
participate with us and sort of like a mock summit so you can experience what
the other community members and business leaders parents and students will get to
participate in and also so we can gain your input for the process it's very
important to us to have board member input because you represent people in
your community we want to make sure that we tap into that while we have you captive here with us
so the first thing that we want to think about is our process outcomes protocol and you'll find this
sheet and it's on the right hand side it should be one of the first ones it says outcomes and the left
so the way that we're going to do this protocol is each board member is going to define their top two
outcomes or expectations for this strategic design process like what do
you hope to get out of it as a result of our school district and community going
through this process what do you want to get out of it so you're going to come up
with two expectations or outcomes individually okay and so you have a
workspace here that you can write on we're ultimately going to share these
with the partner so this isn't anything that has to be set in stone you can
always adjust it we just want your initial thoughts we want to seek your
input as far as what do you want your outcomes or your expectations okay so
take about two minutes to think about what your outcomes for the strategic
design process are
These aren't goals. These are what we hope the process accomplishes.
Correct. These are the outcomes. What are your expectations of the process?
What do you hope to get as a result of going through the strategic design process?
There are some examples on the workspace that you can take a look at that might help kind of guide your thinking a little bit.
This one right here. And then there's some examples right here.
so the first one says all stakeholders have input in the process like that's an
expectation that everybody value their input is honored through the process so
what are two things that you hope happen as a result of going through this
process
45 more seconds and then we're going to share
Thank you.
All right, so go ahead and partner up with your shoulder partner that's kind of sitting
near you.
You guys are going to be a trio, so you guys will kind of just jump together and share
what your expectations or outcomes are.
Trio's are two, two, two.
You can...
Two trios.
Oh, wow, that's true.
If you all want to pair up, y'all can.
Two trios.
Courtney...
Ms. Doyle, if you want to pair up with Ms. Box.
Y'all can pair up that way or whatever.
Yeah.
Clear definition of current and engaging practices that
positively and negatively affect the academic integrity of
classroom teachers.
Yes, sir.
Going George Bush on us?
Can you let us say we're working?
That's just not to .
Read it again because I can't remember.
It says definition of .
Clear definition of and inclusion practices that possibly negatively affect the academic integrity of classroom teachers and .
Thank you.
Yeah.
20% of the .
20% of the .
20% of the .
We've been .
Is reading workshop working exactly?
Sure.
Compared to that?
.
What's the matter?
That's what I want.
Yeah, but you didn't have anything .
.
Well, this is the outcome.
I don't think that that would be the basis of an item.
Until you ensure that the program turns the category of value into the curriculum.
So you can't teach English.
You can tell the county.
Is that what you mean?
Yeah.
I'll block that.
Okay.
I'm going to ask.
Accountability can come in.
Once you get the curriculum.
All right.
About 30 more seconds to sort of wrap up your conversation, and we're going to share a whole group.
our areas of our district to be equally represented.
You're just gonna report out what you talked about in your small group. There's
no requirement of what you're sure you can share all the ones or you can choose
to highlight them just the most important ones all right so let's come
come back together and there's one trio like would they like to go first to just
kind of share some of your discussion about what your expectations are you
think they should you're deferring you won the coin toss we're going over here
miss Fox said this trio is going first to share their expectations for the
process you share as much as you would like to share whole group so I would say
if you can share all of them that would be great.
Yeah, go ahead George.
You'll find out that I am a data guy.
Okay.
Okay.
And my goal is that this could become very loosey-goosey if we're not focused on data.
So mine are this.
My outcomes, what I want, what I'm going to be looking for,
is empirical driven analysis of academic performance correlated to classroom grouping patterns
and program by program accountability analysis. Two, clear definition of current
and envisioned practices that positively or negatively affect the academic
integrity of classroom teachers ability to deliver effective instruction. If
you've got a title one campus and you've got 25, 20 kids in a class and 20% or at
40% content mastery the previous year, 20% at 50, 20% at 60, 20% at 70, and 20% at 80,
we need to understand if the one world viewpoint of our curriculum department
that imposes Reader's Workshop or Writer's Workshop is working in different classroom environments.
And to do that, you have to ask the right questions.
And to do that, you have to get data.
To me, accountability is not just process, it is data-driven, and if you do not have data-driven process, then it's not going to come out that's going to help classroom teachers be effective.
One bullet point, we need to help classroom teachers be more effective.
We need to stop discriminating against Title I classroom teachers.
teachers, we need to stop imposing on classroom teachers against their better judgment and
their evaluation of what they believe in their professional judgment is needed for that class.
And I'm not saying there cannot be central oversight, but at some point central oversight,
if it's going to be imposed, has to be justified.
That's my viewpoint.
MS.
Thank you very much for sharing.
Mr. Griffin?
MR.
Mine were close to his but a lot less wordy.
I'm experienced at doing open records requests to government.
I said a process of establishing the effectiveness of our programs.
And then the second one, which Courtney and I are really close on,
what programs does the community want?
We have a lot.
Do we need them all?
Can we get rid of some of them?
And maybe we need some extra ones.
But hopefully this whole process gives Dr. Hint the idea of what we want, where we should go, and what we can pull back from and make it better.
I appreciate your comment. Thank you very much.
And we're going to get into more about some details in the process later on that might give you some insight to that statement.
And just to add, one of the other things that we discussed was to make sure that through this process that if we're going to engage our community to make sure that all areas of our district are equally represented.
if we're gonna hold summits if we're gonna hold focus groups that the entire
district is equally represented from one side to the next.
And if I remember right, we're looking at a rotation of those summits from across the district to hit those points.
Yeah, and different locations.
Awesome.
Chair number one, thank you very much for sharing. Appreciate it. How about you guys?
We're gonna share...
Speak into the mic, because this is where I gotta get my info.
I think it's not on.
Is it on now? There we go. There you go.
A process that will become a benchmark that will guide KDISD into the future and provide, help provide community unity.
Thank you very much.
And mine was to make sure there's a vision for the future of KDISD students to make sure that they're, that it's recognized that they're life ready.
ready. You mentioned career and college, but it's also important that they're life ready.
Make sure that's recognized going forward.
MS. We all agreed, our second one was almost in unison, and it's about the community
engagement piece, exactly what Mrs. Doyle said. Make sure all areas of our community
are engaged and that we're looking forward to a unity through that, through a shared
vision all right so we want you to know that through this process the input that
you're providing to us today will be help us guide the strategic design
process it will be given to the design team as they're working so I don't want
you to feel like you wrote some stuff down and we shared it and where does
that go and actually we're going to be taking that input and it will be given
to the design team so that it can impact their work as well okay so the next
thing that we just want to talk about some quickly is some guiding principles
of the e2l model the first is that it's student focused and we always begin with
what we feel like we want to be true the highest hopes for students of KDISD
that's why as I mentioned before we involve students in a process Karen
mentioned that as well we want their input as well they're they're the people
in the trenches in those classrooms we want to know what they feel about things
and how they want to be educated it is community-based we've mentioned the
different ways in which we're going to be seeking community input and we're
going to be asking first your help tonight as well to really drill down on
some of those pieces it's going to be aligned to things that you're already
doing if the superintendent has goals the strategic design will be aligned to
those goals district improvement plan campus improvement plans all that will
be aligned so you're not working in two separate systems or more than one system
and you're trying to keep them all straight they'll be aligned so
So everybody is focused on the same goals.
And let me provide a little clarity.
I know you have superintendent board goals,
and we'll make sure that's embedded in the strategic design
because we don't want to lose those focuses that you have
identified as priority.
But also, when we talk about district improvement plan,
excuse me, and campus improvement plan,
we're not taking old plans and then trying
to morph them in here.
We're using the strategic design to set the foundation,
and then we align what needs to happen within the district
improvement plan and the campus improvement plan to make your district design come to fruition so
it's not taking old things and then trying to morph it into something else it's not it at all
the strategic design is that funnel that you'll be making all your decisions through and the lens and
and Missy will get into a little bit later and then what we do is we build out what they're just
the dip and the CIP should look like.
It's research-based and trans...
Oh, yes.
Are we going to get back to the role of data, or is this
a good time to say something regarding data?
We are going to get back to more data-specific, but
as we get into timelining of events, but do you have a question
specifically that I don't want to... Not a question, just a statement. We have a
a situation in the state of Texas and Katie is a part of that where we
actually do not know have a clear understanding or a clear picture of what
our students do and do not know and that's true in every school district in
the state of Texas we have the infallible testing program of the state
of Texas so the point that I want to make is you can have visions for what
what you want your students to accomplish.
But if you don't start from a foundation of defining
the academic skills and the academic strengths
of our entire student body, empirically, statistically,
coefficient, you know, correlation I mean,
and if you don't start there, then your hopes,
your ambitions are built on a foundation of sand. So I think it has to start with
a clear definition that does not currently exist. What do our students
know and what do they not know academically in core subjects? Well I
love the fact that you bring that up because we are going to get into that
and I think you'll be hopefully happy because you're singing my song on
accountability and testing so we could probably talk for hours on it but we
want for everybody else on that but we are going to get to it and i hopefully you'll be very pleased
on how we answer your question so um yeah i'm going to try to wrap this up so um we're transparent
just like um this for workshops being recorded every summit will be also recorded their raw
footage will be put on the website similar to how bond committees information is distributed out in
the the website to your community the strategic design process did you have a question okay so
So that will also be open to anybody.
So that way, if they are not able to make a summit
or they're not sure what was said in one community area
than another, they can be able to go online and watch that.
The last thing is that it's actionable.
So to your point about we could talk about a lot of things,
our highest hopes, our goals, but it has to be actionable.
We have to be doing something.
And so that's really where the tail end of our process
really works at how are we going to put some of these things
actually in play?
what are we going to be doing to change the context okay so the next thing that
we're going to talk about is just we want to make sure this isn't a
scattershot approach right there's a funnel that we were talking about Karen
mentioned that about really being focused at what we're doing and so
really analyzing the time the talent and the treasure that we have in the
district so that we can make sure that our time that we do have that we know is
precious and can be seen as currency is being going in the right direction that
we're really using the strengths of the people that work in the district to make
sure that they're prepared that they are confident in what we're asking them to
do with our students and that they're able to deliver on our learners what we
want for them and then also just that we're putting our money our funds where
it needs
to go to support if we have programs that we need to fund because that's
something that's going to help us you know reach our mission and our call to
action that we're actually able to do so so we want to make sure that we're very
streamlined and focused that everything's going in the same direction
okay so here's just a graphic to help show you the example so if the call to
action is where you want to get in the strategic design process it's the that
outlying your hopes or dreams where you want students in KDISC to reach that
call to action we always have resources that's going to be your programs or
initiatives things that help you with your students you have roles you have
people in the district and staff members people in central office principals that
help you get there and then you also have different systems the way in which
we do things so what we want to think about through this process is if we know
that our resources roles and systems are all going this direction but our call to
action is a little bit higher we're reaching a little bit further and we
want to make sure that our roles our responsibilities systems and resources
all are going towards that call to action that we are thinking about the
things that are helping us get to that call to action and also analyzing
thinking about what are some of the things that maybe aren't helping us any
longer reach that call to action because we only have so much we can put on our
plate we don't want to keep piling things on without analyzing what's
already on our plate is it helping us reach our call to action and the things
that we want for our students so we call that strategic abandonment where we're
really going to be looking at things and really thinking about okay is this
helping us get to where we want to go or is this just something we've been doing
because we've always been doing it this process sometimes causes people a
little bit of pain you know because sometimes people that have you know been
been in the system for a long time, they really are tied to a program or an initiative that
they truly love. And so we, it's a little bit of a pain sometimes. I would say a growing
pain but really ultimately as long as we keep the highest hopes for our learners as our
end result, all of the decisions will be based on what's best for students in Katy. Yes.
Okay, this kind of brings me to a quick question. So this process, this plan, hopefully is going
identify programs that are very good for the district and then some that probably
should not be here can be appeared sheared off does this help give
justification for a complete district look out so that when it's presented to
the community they know that the programs that they have are good and
strong and that the ones that we get rid of are not really wanted by the
community will will this provide that type of validation yes and then no yes
on the part it'll say here's what we're doing really well and now we want to
maybe expand career and tech programming or social emotional development of a
child using for life so there might be some things where we're gonna say hey
we've been really well today but now we need to expand offerings or we need to
look at how we go k-12 versus just target character at this group age group
but not secondary etc so we will have those conversations and then you will
see those in specific results and action steps I say no because it won't
necessarily say cut this program but it will say we need to evaluate and review
and what strategic design does do is give you a lens to to do that evaluation
and that was to see if it needs to be cut so what it does is it puts into a
design process that we are going to evaluate this program and then I bring
to the board this is not working for us why are we going to continue to pay this
amount matter of fact we've already got the wheel rolling in the background
right now where we're putting every single program into a spreadsheet
whether it's external or internal what are the resources we're utilizing
towards that the money are they contracted for one year two year three
years what grade levels do they and that's something that we'll start
working on internally as we work through this process and then this process gives
me the direction to say you're gonna bring this to us bring this to us bring
this to us so that I can report out to you that makes sense thank you so this
is the timeline we just want to give you a snapshot view of what's going to be
happening in the next couple months so the engage and collaborate stages of
strategic design are going to be your summit your stakeholder groups and the
survey and that's going to be happening in February and March so we're starting
that process with you the board and it will continue on and then the design
teams and the create teams will happen in April and so that we'll finish up
with the lead protocol in May so that by the end of you know this semester by May
you will have your completed strategic design okay so that just gives you an
idea of what's going on there let me give you a little insight on the
deliverable so in each stage so you know kind of a mental checkmark where are we
at so the first when we talk about summit survey focus group that is our
data collecting part so that is going to everywhere asking those questions what
your highest hopes for your children we'll go through that for a few weeks as she said
february march we get into design and create there are two different sessions with two different sets
of deliverables but with the design what we will get out of that is a call to action where are we
wanting to be in five years like what is that what is that target goal as mitzi was mentioning
let's do a set of community shared beliefs about learning as a community what do we believe about
learning. We also come up with a learner and this is kind of where that lens for
effectiveness and what are we measuring a learner profile and learner outcomes. A
learner profile is what do we want students to be able to know and do when
they graduate KD ISD. What's what is that? Learner outcomes is what do students
need to be doing every day in class to make the profile a reality. So that's a
very clear lens on programming and data. Could you explain that statement because
that kind of frightens me actually what should what they should be doing every
day. Well it seems to be fairly autocratic over the lives of teachers. Well when we look at
perhaps learner outcomes and you're looking at they want to be collaborative
you know critical thinking as a skill that's applied in class. You want problem
solving, collaboration, you want communication whether it's verbal,
written, through use of digital technology because there's digital citizenship,
there's character, there is there's a whole host of things. We want children
who are respectful, we want and that may come in with a social emotional, it
varies. What we do is we collect the data of what the community wants and when we
say, what they should be doing in classes, what are the skills we need to
be honing in on so they are applying critical thinking, they are effectively
writing this is the time to raise these points and I support this process but if
you've got a kid that's got 50% content oh I'm sorry if you've got a kid no
let's say you've got 15 kids in a class that have 50% content mastery very
significant deficiencies and you've got another five kids that are special ed
and there might even be a co-teach class the real world is that collaboration may
not be the best strategy so when I hear this is the time to say this okay when I
hear that and maybe I didn't hear it I'm very concerned that the end result of
this program is to make the life of a teacher more prescribed according to a philosophical
approach that may or may not work with a class of kids that have lower order thinking skills,
lower order deficiencies, and that the collaborative process, maybe the sage on the
stage works better with those kids. That's the reason I'm saying that if we don't have an
evaluation of what programs and what Dr. Hinn has told me before and tonight, this is the
only way to go.
I don't think I know of another superintendent in my experience that is proposing to do something
that awesome and that comprehensive.
But we've got to be very careful.
And let me say this.
In terms of your survey of teachers, and this is not about Engage to Learn, I don't trust
any electronic survey of classroom teachers to get an honest assessment of
what they believe and if you do a if you do a survey of classroom teachers we I
never see any disaggregated or we talking about teachers with five years
experience or we keep talking about teachers who have these title one
campuses or we talking about teachers that have a different viewpoint because
they're at one of our silk stocking schools and every kid in that class has
80 and 90 percent content mastery. So a survey is just a survey unless it is
targeted and honed. And I've never seen an electronic survey that protects a
classroom teacher from retaliation. Because if you say what you really
believe and you give examples, episodic examples to support that, you don't have
have to be Sherlock Holmes to reverse engineer where that came from so I would
encourage you okay to to figure out a way that you can actually get input from
classroom teachers and those classroom teachers understand there's not going to
be retaliation they are going to be insulated and I've yet to see one on an
electronic survey that does that if you can show me one that'd be great I will
We'll take your feedback and we will incorporate it in our processes.
I will say that in my time with Engage, I've never heard any teacher feel like they've never had the opportunity to express themselves.
We do it a variety of ways.
We do do a survey.
We host it.
The district does not have any back end to it.
It is solely what we do.
As far as focus groups, we facilitate it.
no one in the district is in those rooms when we ask the questions so we get the
raw data from an input from there we are very specific we would do in a cross
section of teachers and we want a cross section of title one teachers special ed
teachers elementary secondary we want teachers from title one to other
campuses that have different different achievement levels of students variety
special ed is all included in this when we talk about even our design team which
we'll get into one of the things we do want represented are parents and
teachers of special ed students so we try to be as in Title I we try to be as
inclusive as possible so our community outreach is that's reason why it takes
so long is because we do want to make sure we leave no stone unturned and that
everybody has a voice in the process and that's one of the reasons and that's the
beauty of I think Engage2Learn is we come in and we facilitate all of that
and we show just the reporting of it so and we do show the reporting to the
whole community so it's not just something that we hold over here close to our vest and we only
want to give you so much we give all the data reports we post it online we're very clear and
here it is any community member can look at it and the strategic design team looks at all that data
as they're shaping all of that information whether it's a learner profile learner outcomes goals
beliefs they when we facilitate i don't make them come to any agreement until they've looked at the
data and I'll say does the data reflect that statement if it doesn't then we
need to go back and I will red flag I'm like I hear what you're saying here but
I'm looking at the data and I'd like to know where you see that in the data so
that's kind of what we double check triple check and when we come to
agreement one of the ways we go about that is every word has to be 100%
agreed upon by all members of your design team so if we're talking a design
team of 60 people if one person says no that is off the table we that's it everybody's everything
has to be 100 agreement and that's why when we look at oh gosh how long it takes is for that
very reason because when we want everybody to leave that room when they come before the board
you want all 60 community members feel like we've all been heard we've all had a voice and we 100
hundred percent agree with everything in this document because then we're ready
to take it to action go back one more thing so when we talked about your data
so we have strategies timeline matrix and reporting in the last bubble the
last part of our process when we have it out the goals and the specific results
and action steps which are what will take us to achieve that specific result
which comes makes that goal achievable like this is how we know we've achieved
the goal is that we are also going to do a community-based accountability piece
so that exact same design team is going to go okay so here's our goals here are
specific results here's our learner profile and here's our learner outcomes
based upon that what is it that we need to measure how do we need to measure it
what tool we measure it how often and how frequent they will also look at
reporting to the board you will see some questions come to before the board as
far as frequency would you like a monthly report a quarterly report those kinds of things so it is
very so when they get to that lead all of that is mapped out reporting frequency is mapped out
so you know as a board member what to expect when on those outcomes that part will be yes yes the
design team will begin their work but that accountability piece happens in may
does that make sense to answer your question okay
other questions before you flip to the next slide okay okay so the last part uh last visual just
shows the aligned uh design products that just um is a visual for you to see that we start with
the actual beliefs what we believe to be true in education we will create that call to action where
do we want to go in the next five years it translates into learner outcomes and
goals for the district and then we go into specific results action plans
district improvement plan and then it has to get down to the campus level
right so and this just shows how all those those things are going to be
aligned together and they're all going to be connected so the next thing that
we're going to be talking about and this is again another way for us to seek
input from you guys is you're going to be thinking about what are your highest
hopes for learners and what do you want from students as they're after their
time in school and Katy ISD so think about these two questions I'm only going
to give you about a minute to brainstorm individually and then we're going to
partner up in your trios again and share out okay so what are your highest hopes
for learners and what do you hope will result from their time in school
did you say two it's just there's no number you can just I'm just kind of
giving you about a minute
All right, go ahead and start sharing out with your trios about the two questions.
What are your highest hopes and what do you hope will result as their time in school in
KD?
Parents are given an honest, credible assessment of their children's genuine academic skills.
It's unrealistic to say that X number of kids are going to accomplish all these things.
What we don't have now is parents telling us to work.
It's not.
We don't have the genuine academic assessment of what their children have done.
It's not.
It's not.
we don't have to simply
this is
This is why they assume that what is needed is PSAT is actually
the same as the Bible, the media, the education.
So if you do the profile, what do you call it, analysis,
then you can say, well, here is what the rule is.
This is the percent kids that are in that profile.
profile, then you can set a goal.
Our district and campus
just reaching for it.
They don't have
any
rational empirical
basis in any of the goals.
We have goals.
We're gonna have 30%
more students making
an advance.
Does that make any sense?
you can do a statistical
.
. All right, so let's share out
and what are some of your highest hopes that you guys discussed in your group so
we're just gonna kind of popcorn out in the interest of time we're going to
honor your time and get you out on time so I just want to you guys will popcorn
out what are some of your highest hopes for learners I just reverse engineer it
and it's gonna be a broken record and I don't make any apologies for it what we
What we do not have in the state of Texas now, unless your kid's head is brilliant or your kid is a very low performer, what we don't have right now is parents do not have an honest assessment of what their children do and do not know.
They do not have an honest assessment of the genuine academic skill sets of their children.
So what do I want for children?
I want their parents to know what their genuine academic skill sets are.
And from that, you reverse engineer on how you get there.
I believe that data, goals without, goals that are not data driven might as well be
using Ouija boards.
And the district campus plans and the campus plans, those are basically driven in the
subjunctive tense free from actual correlated analysis.
and we have to move to correlated analysis and the data that we have to be
able to set goals okay okay thank you for sharing I appreciate that just ready
for the next step regardless of what it is that they're ready whether it's
college workforce they're confident that you had a great good education they're
ready to do it or they know how to get ready and stay whatever and then the
next one is they want to move back to Katie with their family yeah that's
awesome I love that all right I think Charles and I are sharing a brain
tonight which is scary in so many ways for them to continue beyond Katie I see
whether it's college ready or work ready or to further their education or
experiences in a positive manner and then to the second what do you hope for
them to result in their learning here positive learning both academically and
socially positive social experiences here in our schools so that they can
carry that beyond into whatever their next step is as well human beings to
teach the next generation they're gonna be running the land right yeah there are
a few we're getting older we've got to prep them well right yeah them to I want
them to go forward learn more and then teach the next generation as well okay
you guys think I an order or not whatever you want to do I have every
child achieves at their highest level and an experience that is a launching
pad for success in life I don't know what that means every child performs at
their highest level. I don't actually... At the highest level that that child is
capable of. Children don't all learn the same thing at the same rate, but the
highest level that child is capable of.
Some of us are all kind of saying the same thing, so I'll be a little concise.
That students leave KDISD wanting to be a lifelong learner. That they, that every
every learner is a graduate at some point. Sometimes they don't graduate at the same
time. Sometimes they take a little extra time or extra course or extra different path. And
that every KDI student leaves here with the tools, pursue their life goals, dreams and
more. Whether they're what, you know, we've said life ready, not just college and career,
but life ready, go out and to be, to socially contribute.
Did you want to share?
I do.
I'm trying to decide whether it would be funny, but I think I won't.
So I concur
with most of my fellow board members in that I hope that
our students
our teachers, I've seen this in our own family, that our
Our teachers unlock potential in our students that they didn't even know.
And then they take that into the future and understand that they don't put a box around,
I just have to learn this much by Friday to take the test.
I can't do that.
I'm not good at fill in the blank, math, science.
That they get their potential unlocked from our amazing educators.
And so when they go into their life ready choices that they're like, yeah, I can do more than I think
But I can't measure that empirically, but I hope that they are empirically released potential
That was
She was winking at you.
I didn't.
You missed my joke.
Say it again, please.
I hope they realize their empirical potential.
Well, I do too.
Eighty-two percent of our African Americans and 75 percent of our Hispanics on the math and reading in 2014-15 were below the college success initiative.
I hope they achieve their highest ambitions.
visions the next thing is we're gonna watch a really short little video it's
only a couple minutes I think so Karen's gonna set that up for us George there's
no birds flying in this
Where's Dr. Moses when you need him?
Since the dawn of its existence, the purpose of public education has been fairly simple
and straightforward. We want our kids to grow up to be happy, healthy, productive members
members of society.
Even though our purpose in education has remained steadfast for over 150 years, a lot of things
have changed.
Remember the pioneer days?
Well, probably not, but it looks something like this.
During this time, people mostly lived in small rural communities and predominantly worked
on family owned and upgraded farms.
So how did we educate and prepare children to function successfully in this environment?
Well, unless you were rich enough to afford a private tutor, your children were educated
in one of these, a one-room schoolhouse.
Think about how well this matched the context of the day.
School schedules matched the agrarian calendar,
and students were educated in small, multi-age, cooperative learning groups.
As students mastered the basics, they became apprentices,
learning trades, crafts, the family business.
We call this Education 1.0.
Education imitated the lifestyle and work environment
that people were engaged in at the time.
But come the turn of the 20th century, society changed with the dawn of the Industrial Revolution.
In a very short amount of time, the living and work environment of our society quickly
changed.
People began to flock to major urban epicenters where jobs and commerce were widely available.
New inventions and modes of transportation meant the rapid expansion of our economy.
No longer were people working in fields and family trades, but instead in manufacturing
plants and assembly lines.
So what did we do to prepare young people to meet the needs of the day?
We created an industrial model of schooling.
Education 2.0
If most people worked in this environment, then it made sense that we teach them in this
one.
In order for students to be successful in the industrial age, they needed to learn how
to master repetitive tasks and how to do solitary work in a group setting.
They needed to learn how to work in a lot of segments of time and how to follow instructions
from a manager who valued the quantity of work produced.
It was an efficient model that perfectly met the needs of society.
Everyone was expected to learn, in the same place, at the same time,
at the same rate, and in the same way.
Today we find ourselves in a time very different than the days of the Industrial Revolution.
The context of society, and in turn education, has rapidly changed.
Most of us don't work in factories or on assembly lines, and yet our classrooms still look like this.
Things are changing, and changing fast.
Technology is advancing so fast that in just a few short years from now, we'll probably be laughing about how archaic smartphones were, the same way that we laugh about 8-track players and VCRs.
There is little about our world that resembles the world of Education 2.0.
And as great as technological advances are, it may not be enough to put a laptop or tablet in front of every student and continue to teach them as if we were preparing them for an assembly line.
After all, a vast majority of employers surveyed identified collaboration, creativity, communication, and critical thinking as very important skills.
skills. Unfortunately, only about one quarter of job seekers were rated as excellent in
the skills employers believe are most important.
Perhaps it's time we ask ourselves if Education 2.0 still prepares young people to be happy,
healthy, productive members of society. The context of our society is rapidly changing,
but the purpose of education remains the same as it's always been. Today, our job is to
is to educate young people to be successful in the 21st century because
it may not be too long from now that your morning commute looks more like this.
There's a vast world of possibilities for young people today and if we want
them to be equipped with the skills necessary to be successful in life 3.0
then it's probably time that we start talking about Education 3.0.
I'm going to move it to the next slide.
And the arrow at the bottom, slide to the right.
To the left.
Oh.
Just play that again here.
So let's just quickly think about what are some things technology that are no longer
things that maybe kids have now that you didn't have at their age.
Just quickly.
I've had smartphones.
George, right after the advocates.
What was the next?
But just quickly a few things.
iPads, iPhones, gaming systems, some of them.
I had Atari back in the day.
You don't remember that one?
Sega?
So there's certain things that kids have access to that impacts, say it again?
The internet.
Yeah, the internet.
When I was in high school, the information superhighway was coming up,
and I really thought it took you somewhere.
I mean, I did.
So when we think about that, the context for kids has changed.
It's way different nowadays than it was whenever we were in school.
So technology has definitely changed the world.
We're going to just kind of flip through these slides in the interest of time.
But the way that we do and see the world is definitely changing.
Things are shifting like you saw in the video.
So what we want to think about is how can we ensure that kids are ready?
All the things that you wanted for your student when we asked you what were your highest hopes,
how can we ensure that we cultivate students and have those skills?
right so when we're thinking about that what are the skills that you feel like
and we're just we're not gonna do this in trios this time we're just gonna kind
of popcorn out what are some important skills that kids have to develop to be
able to achieve those dreams or highest hopes that you have for kids what are
some of the skills that they should possess there's a protocol in your
folder that gives you some examples but let's say a couple of you mentioned you
You want them to be contributors of society,
or you wanted them to be able to be equipped
to go out into the real world.
So what skills would allow them to do that?
You have to be technologically prepared for that.
Technologically prepared?
Yeah, I mean, we have to,
some of the things that we're gonna have to continue
to stay abreast of, for them to be prepared,
if we're gonna have kids that are not gonna go
directly to college, that potentially would go directly
into the workforce but some of the things that they're going to be faced
with if they go directly into the workforce right and I think that at
Miller that some of the things that they're being taught but not all of our
kids are taking advantage of Miller career okay what are some other skills
communication communication skills I heard a quote one time it says you may
not be hired on your communication skills but you might be fired based on
your communication skills. Yeah, time management. Problem solving. I think the
ability to adapt because they're, I think they're gonna have to be prepared for
careers and that we can't even think of, they don't even exist. I think they have
to be able to adapt to a changing work environment.
I think everyone here understands that we don't have one student in KDISD.
We have dozens and dozens of profiles of students.
And I think one thing that happens when these kinds of conversations take place and we're
enamored with technology and we see the one-room school and we say well that's
bad we have tens of thousands of students in this school district who
like fundamental basic skills in math and reading and that is a fact it is a
documentable provable reality and so while we want every student to be able
to advance to their highest pursuit okay I have a couple of kids that actually
did that very proud of them but we have a responsibility to all of the students
and we have students who are not who are not ready to engage the full use of
of technology.
They're not ready to engage the full use of everything
that we can do for any student that wants it.
And I just strongly encourage that in this process,
we not lose sight of a reality that we have many, many kids
who come into a seventh grade math class,
and they have fourth grade skills.
We have students that come into an eighth grade language class and they have very poor vocabularies.
They can't comprehend the star reading passages.
So as we look at all of our hopes and aspirations, we have to look and be grounded in the real world that we have a responsibility to get those kids.
They're not even at the starting line.
for technology at this point in time.
Okay?
The single cleanest statistical cohort of students in KDISD,
as reported by the Higher Education Coordinating Board,
are those students that enroll in a two-year community college right out of KDISD,
or right out of ALEAF, right out of any school district that you want to pick.
And a significant percentage of that very clean statistical cohort
hard. Go to the community college with hopes and dreams and aspirations and 70%
of them don't make it out of there. I don't believe that any kid who doesn't
get a community college degree is a failure. That's that's nonsense. But we
can have these great aspirations but the reality is we have data that shows we
We have an extraordinary obligation not to just be high.
We want to do everything we can for the best and brightest of our kids, and we do.
We want to do the best that we can for kids that are on a vocational track,
and the Miller Center and that.
We want to do the best we can for kids that may have encountered a difficulty,
and we do that at range.
But the bottom line is we have thousands of students.
that are not even at the starting line to get ready to even think about a certificate or an associate degree at a community college.
So I think y'all are doing a great presentation here.
If I'm wearing on too bad, this is going to be the best opportunity I have to express my passion and what I think is important.
don't be so highfalutin that we forget about those kids that even in a district
like Katy ISD need our support just as much and I'll mention I agree I'm going
to tell you right now this this process here in my mind is not a one-size-fits-all
there are going to be multiple levels of goals and actions that touch those kids
that touch the kids you talked about you talked about and you talked it can't be
a one-size-fits-all and what you're doing with your with your program
analysis I think is probably unprecedented in my experience of
looking at school districts in Texas not seen anyone create the framework for
analysis that you're putting in place not strong we support I think it's
going to be a very strong component to this absolutely so the question for mr.
Mr. Scott, so as we talked about some of the skills for learners to thrive,
some of the things we talked about were being good communicators and collaborators,
being able to problem solve and time manage.
Do you believe those skills are also important to seventh graders with a fourth grade learning set?
They still have to be able to do those.
Is that what you agree?
I think those things are important, but then you get into prioritization.
You get into a prioritization.
And I think that what we have in this district and other districts that I've looked at,
we tend to say, we tend to give the curriculum departments a tremendous amount of fiat over the classroom environment.
And that's just a reality.
That happens.
So I think that part of what we have to do and what I sense that Dr. Hinn is doing with his thing is how do we also free up the creativity of classroom teachers to not be imposed upon them?
I mean, I could take you back to the last ten years for the Pied Piper programs that have come and left this district.
Sternberg Triarchic Station, you know, anybody want that one?
one of the things I will say is that when we look at data I want to go back
a day it's not just community input data one of the things we will do is go to
the district and say okay bring me all your data exactly the data that you're
sharing with us we'll go to the district and say I need all these reports that is
some of the data they will look when they start look at when they start
building goals action steps specific results you name it that's the very
thing when we go data checkpoint I said I'll see you know we see this goal
coming we see the specific result take me to the data that shows me where that needs to happen so
it's not a one-size-fits-all you also mention um classroom and leaving a teacher to be um
to addressing all the needs of all of our learners in that classroom one of the things we have found
in this process and i've experienced it firsthand from my districts is that teachers don't get it
teachers did not get into the business to give us a test i mean that is not why they volunteered to
be a teacher to serve that was not their goal as a profession so we almost do is like we understand
that testing is important because we do need to see where the data is showing us what are they
learning what are they where are they academically for sure but what it also does is it allows the
teacher the past we return the passion back to the teacher to be able to think okay this this needs
to happen for these kids these this needs to happen differentiate and scaffolding so it really
allows this them to innovate in that way and so we do think the end in mind
because we we do want to dream big we don't want to stifle any learner we do
dream big but then we take it back to the data and say this is where we're at
now what will it take us to get there over the next five years
okay yeah so during we've kind of given you a couple of preview of some of the
questions that we'll ask in the summit and the stakeholder groups here are some
additional questions that will also be asking what consistent behaviors you
learners need to engage to be prepared and their lives I mean in their futures
what are the skills teachers need to prepare learners for their futures and
what are the changes to systems that we need to make to prepare learners for
their futures and how might we measure school effectiveness beyond standardized
testing so those are some questions that we'll use to seek input from several
different stakeholder groups and so we wanted just to give you a preview of
those questions that will be included in those and engaged and collaborate pieces
parents have the opportunity or any stakeholder as a matter of fact has
opportunity answer those questions through a stakeholder group through a
survey and through summit so they will see those themes throughout the entire
engagement process so how we and how input all this into that we're
collecting how does it inform the process so the highest hopes will help
us to create the call to action when we take a look at and the skills that kids
need that's going to be the learner profile how do we create a profile of
the ideal learner based upon the skills that we know that they need to possess
can you go back to yes but I think the important part is that last bullet there
I want the board to see that how might we measure school effectiveness beyond
standardized testing and by all standards that's kind of what everybody
looks at now so we're trying to change the mindset that that's not the end-all
tell-all
and then the learner behaviors teacher skills and changes to the system that's
where we'll create goals and the measures that we want that we think
about beyond standardized testing will become our learner outcomes how are we
we going to measure whether or not we're we're living up to the duty to
preparing our students and then next steps will create specific results will
create a timeline and then we'll also create action plans to make sure that
the plan actually comes goes to fruition over five years network we're not just
throwing all the specific results in year one and trying to change a bunch of
things all in one year it will be spaced out over a five year period okay so
So Karen's going to lead you through branding real quick.
So one of the key things when we talk about communication
and how we're going to engage the community
is we want to brand the process.
We're not branding Katie.
You have a great brand.
We're not touching that.
But what is that visual when they see that?
Oh, they mean strategic design.
That's what they're going to talk about.
Oh, community alert kind of thing, right?
So we're going to do some fun activities.
This is like my favorite thing to do.
So I'm excited.
So if I get crazy with the jazz hands, I apologize because this is to me is really fun
So we're gonna think about the end in mind. So real quickly you have a branding protocol in your folder and
Individually, I want you to brainstorm five words not phrases that words
That you hope that describe what you hope the strategic design will accomplish yes this George
Yes top
can't be the same one okay so the first thing you're doing the very first box
you're gonna brainstorm five words just kind of a brain dump what are the five
key words that describe this process you hope it will achieve for Katie is D just
five quick words what comes to your mind brainstorm them I'll give you a couple
of seconds. I cheated because I took four minutes up there. So and as you
brainstorm those five words and you look at those five, take your top three and
write a sentence using those three words. So basically you're taking the lightest
statement that you will say to a stakeholder if they say so what i hear the strategic design
what is this what's that sentence using your three favorite words of the five you brainstormed
when does the fun part start right now
You can work and appear if you want.
If you need a thought partner, you're more than happy to do that.
I understand.
Okay.
Okay, so...
Nope.
This last one is kind of like telestrations.
My family will no longer let me participate in telestrations, so I probably am not.
Okay, so pair up if you would like to and share your sentences that you've crafted.
They're already tired of sharing.
Just share your sentence and then vote for your favorite sentence, like out of your trail,
like oh I really like how you captured this
in our direction
yeah because it signifies somehow that it's not it's not strong now but i like that it's like
Okay, so did you kind of vote on a favorite sentence in your trio?
do you kind of figure it out?
we are engaging in our learning yes and we're growing in our mind
mindset. So this is not this is just for chagrin. We're just saying, okay, I like this sentence.
This this you can still use your sentence that you have because really and truly that is what
you're going to own in the community. That is your elevator speech, if you will. So somebody
comes up to you, that is your sentence. But to get us down to a visual, we're going to kind of say,
I like a favorite
We don't want to.
It communicates.
We win.
It has to be the end all.
Okay.
We win.
Jess and Mike.
Woo!
We have the bumper sticker.
It's done.
Let's go home.
Three minutes early.
Do away with the standardized test.
All right.
So, take your suit and draw a visual.
It's the worst of all.
Can you draw?
I like your bumper sticker.
The tagline is raw.
I need to draw that.
We're done.
It's a draw.
Our tagline is our visual.
take your bumper sticker and draw it.
We're really good.
Draw the tagline and then draw a visual for it.
We call him the Superman.
Take your icon that you just drew.
All right, we need a blue.
Yes.
No birds.
We need Taker blue and Katie red.
Those are really the only two colors, blue and red,
that you can use in this district.
I'm surprised you said it blue and red, not red and blue.
Well, I'm academically ABC correct.
Yes, you are.
Give us this.
Later blue, later red.
All right.
We need to throw Georgia Bone in there.
So we need a number in there.
There you go.
The large poster behind you.
All right.
How about George?
That's right.
Right, right, right.
I want to see George color.
I'm not color.
George, this is you.
My family will not let me play with some illustrations.
I had four on the road and I drove a road.
So when you're done drawing your visual, then you're going to share your visual and what do you think it represents?
sense.
Oh, they get into the coloring now.
There's one right here.
This is you.
Look at that.
This is super stand up.
D squared.
Oh, okay.
So what am I supposed to be doing? Drawing.
You're drawing your visual there or you're going to draw
Courtney is going to draw on my behalf.
She is an actual artist.
So, pardon me right now.
Because they
They learn to draw in Louisiana. That's how they communicate.
That's how they roll.
That's how they roll.
My daughter's struggling. She's trying to write everything and they keep telling her to draw.
That's weird.
I see what you're talking about.
Superman.
Can you take your shirt off so she can see the Superman?
I know what you're saying.
I'm going to show it to you.
I love that. That's a winner.
Alright.
Okay, so pick a team captain.
And you're going to pick a team captain.
And that team captain
is going to share with the
other group your visual,
your tagline,
and your favorite
sentence that you voted on.
You didn't have a sentence. You just bypassed it? Okay.
Okay, well then just share your tagline and your visual and why, right? And why that is your visual.
Captain Courtney, why don't we share our visual and your tag and what that means?
so our visual is the Superman logo drawn poorly and we did the s-squared for the
empirical that's like more than two doors throw down so we did an s-squared
for student success as our focus just a humor me that's what we did yeah student
success was our ultimate vision that's great okay so I want you to turn your
neighbor and high-five them go high-five whoo okay so here's your team captain
over here to explain to share this
this.
We were kind of all over the place because that's just how we roll.
And we were talking about legacy, strength, foundation.
He was, yeah.
Go ahead.
You want me to?
I found the .
And we ended with it.
Yeah, this is the end result.
Okay.
Strength, vision, legacy with the A plus in the background as the brand.
Awesome.
with legacy is our beautiful legacy.
Strength goes lots of ways.
It's good, right?
Vision is where we're going.
Legacy is our history.
Vision is what's ahead.
Legacy is what you...
And strength can be in numbers.
Strength can be in programs.
Strength can be in sports.
I know y'all want to admit that it's good.
I mean, it's...
You can admit it.
This is a friendly group.
Just say yes.
Okay, so...
We're a little bipolar in our rating,
and so we just it's a little weaker than ours we'll admit it but i mean it was sorry rude okay
so i need high fives on your team here so high five each other for a job well done so now what
we're going to do is we're going to take these with me and i'm going to take it to my design
we're going to come up with some concepts to brand the process and i will give that to i'll work with
through andrea's team on meeting all of your um expectations for the branding of it this is good
So the next thing that we want to talk about is really you guys being an ambassador for the process.
So Karen led you through what could be your little elevator speech, what's your sentence.
You might talk to community members about participating in the process.
So there's lots of different ways, as we mentioned before, surveys, summits, stakeholder groups, participating on the design team.
So we want to make sure that number one we communicate out what we're doing and also we're inviting people to be part of the process
Every single one of you if it has a different circle
I could say you might have multiple circles that you're involved in you might be in a book club
You might have a knitting class you might play
Basketball at the local rec you might belong to a church you might have you know different things that you different people that you interact with
in different
groups that you belong to. So in your folder, I know some of you have shut it, but there's one
last thing I want to show you. It is called the stakeholder nomination form. And do you mind if
I borrow yours real quick? I do. You do? I'm like, well, if you do, I'll go to the next.
So it is, it's called the stakeholder nomination form. So I want to explain the form first so that
you can understand the expectations for the form. One is we talked about holding
different stakeholder groups right the focus groups that really we're going to
zone in on a specific group of people it might be that teachers are
going to be a focus group or principals are going to be a focus group students
could be a focus group but what we want from you is to get input on what are
some other groups that we might not naturally think about those circles that
you belong to so you're going to get to come up with five ideas of different
groups that we should tap into to also seek input from them okay you're not you
don't have to do this today right now so I'm just going to explain the process so
you understand what we're asking for so these are different ideas of
different groups that you think might be a good focus group to provide input the
next section of the forum is stakeholder nominations so if you've got somebody
that you really feel like needs to participate in one of those stakeholder
groups then you want to put their name down what stakeholder group that they
should participate in their phone and email so that we can contact them and
invite them to the stakeholder group okay you have five recommendations for
stakeholder participation there and depending upon the size of the group
we'll start them in private
order so the person that you absolutely want to make sure participate that
should go number one because we may not get to all five we want to be clear
about that so everybody that you recommend will start with the talk but
if and if they can attend if the first couple people can attend that we may not
contact you know four and five so just want to make that clear then on the last
piece design team nominations this is where a lot of work gets put in and you
will recommend five people again in priority order you don't they don't have to belong to a specific
group but it's who you think would be a good participant on the design team list those in
priority order and so we can have their contact information so an example would be stakeholder
group nominations you know Second Baptist Church 1463 maybe AF you know
area teachers association it's a group of individuals then under stakeholder
nominations you'll go back to those group and select individuals that would
be good on that group and then the design team nominations could have
whatever and then you're putting them in there. It could be, I'm sorry, go ahead. No, no, no, go ahead. I was just going to say your design team nomination could also be a participant in a stakeholder group or it could be someone totally different. So you could have a difference there, I apologize.
When considering a stakeholder nomination or a design team nomination, if it's somebody
time wise, if I'm considering somebody, what would my time
expectation of a stakeholder nomination be versus the time of a design team nomination? Yes, so stakeholder
group is significantly less time, so about an hour time frame commitment, while the design team
commitment is two days.
for design yes because well yes if they're also in create and yeah six days
total two days at a time for that design create we're talking about full days so
we need to keep that into consideration if it's somebody that's employed well
and sometimes businesses where it depends on why they work will actually
love the fact that they're participating in the community and we'll give them that time they just
need to ask in advance and so committed to working with you guys make selections on staff we're gonna
walk with it we definitely want features we definitely want folks we want internal external
what I want to caution you also though is we just went through an endeavor where you gave us some
names for a bond committee and we're going to be selecting individuals for a
bond committee too so I'm trying to make sure we've got there can be some overlap
but I'm hoping not a whole bunch of overlap yes one of the things is that I
really would like for you to think about is here are some faces that you may not
know well but you know them and that you could maybe go and meet somebody new and
and ask them to join.
What we really want is to have as many fresh faces
as possible.
When we do strategic planning in other districts
or in many districts, you kind of have the same
Rolodex of people we have a tendency to go to
because they're good friends, they're neighbors, we know.
One of the things about our process
that we really encourage is new faces.
We want to expand that Rolodex.
So it's not that we don't want to include them.
We include them in somewhere in the process,
but on a design team, we want new faces.
If we don't have new faces then we're never reaching out farther. So maybe
there's somebody in your church or your group that you know but you never really
asked if they've been involved in the district and make an effort and just say
hey I thought of you I thought maybe you would be great on this and what we can
do is there's six days total but four days is the most critical. Those first
four days are the most critical for them to participate. The last two we
we usually leave some things optional.
So in your time commitment,
that is one of the ways you can do it.
If not, if you're like, well, I need to think about it,
still put down their name
because sometimes when we make the call
and we talk them through it a little more personal level
on what it will do and what the process is
and answer some of those questions,
they may be more inclined to participate.
One of the things I have found
is that there's a lot of parents
who love to try to be a part of the process of any sort,
whether it's at the campus or district level,
they just want to be asked. When you say days you're talking like 9 to 3? Usually
it's about 8 to 8 30 somewhere in the start time and we usually go from about
5 o'clock. Okay I'm just thinking of start time so I can think of a lot of
moms who are very active on the campus it's just that child drop off of pickup
time that's you know that's the hard conundrum they're really active but they
they don't have when elementary school starts at 840.
And I know that here's one of the things that we have seen
is that usually the cell up front can be kind of difficult
when they hear the time.
But usually when you talk about the importance of the work
and guiding for five years, they're like,
okay, I'll figure this out.
I'll get my mother-in-law,
I'll get my mom to pick up the kids,
I'll see if my friend, and they're spread out.
So it's not like you have a whole week of childcare.
It's spread out like two days here, two days there.
And we're like if you really need we need to negotiate time, but we really want new faces
Those first four days are the most critical
Yes, sir, we have a lot of PTO moms in this community, but we also have a lot of people
Who have jobs during the day and you're gonna cut out a lot of input if that's the only time you have
I'm worried about that. We have a very diverse community with diverse
professional and diverse economic needs and conditions and I can see that a
nine to five is going to rule out a significant, it has more of a chance to
rule out a significant percentage of people that goes to what courtney was talking to make sure
that everyone is involved here well let me share with you when we have worked in other districts
with different demographics and we have tried to do more evenings and options but we've come from
even the ones that are more pressed with work schedules and they really have a difficult time
leaving work or they're an hourly wage an hourly wage profession what has come back to us is that
they would rather have it during the day because they have so many family
commitments at night and they negotiate with their supervisors we've done both
the who participates the diversity of that participation so we're just looking
at what happens in the world what we do is in that does concern and when a lot
of times we talk and we get on the phone and we go through the process and we
We usually figure that out at that point in time,
what we need to change course or not.
How quickly would you like for us to get this back to you?
I had asked them to give me a few days with you guys.
What's a good day that y'all could get these back to me?
Do we have this electronically that we
could fill it out electronically?
Or do we just need to scan it and send it back?
You can scan it, send it back, or you can just regurgitate it
in an email.
Just put the, you know, with that work, with those times.
What is today?
Tuesday?
day? Would Friday be fine if you get it back to me by Friday? Yes. You know, I just remembered
something. I just remembered an announcement right here. For the PTA book donations, we need
to make sure that we get those back to the campuses as soon as possible if you've read them
or whatever. It's okay to still read them, but mail all of those books back to the campus libraries.
What books are you talking about?
The books they donate to us are donated to the library in our honor.
This is the first I knew.
I didn't understand that.
Let's finish this.
Hold on.
Let's talk about it after this.
Yeah, get with me.
Sharon can help you with that.
So do we feel like a day or two would be sufficient enough to be able to return?
Friday works.
I would like to say something.
Is there any, or are you all through with your presentation?
I want to make a point here, and I think that everybody here will readily admit I've been fairly jovial tonight.
Okay?
This is very serious to me.
All right?
And I'm not saying it's not serious to the other people, but this is going to be judged not on superficial or symbolism.
That's good. I mean, that's good.
But this, to me, is not about the symbolism of communication.
We have a district that has changed dramatically over the last 15 to 20 years.
we have teachers that I could go chapter and verse
that are under the gun
and he's looking at programs
we have teams of administrators walking into classroom teachers
that are seeking to impose methodologies
that have an impact on student academic performance
here's what George Scott is going to be looking at
I'm not too overly interested in the symbolism of communication. I'm a data guy, I'm a researcher of 40 years.
I'm not going to apologize for the fact that I actually understand student academic performance data, correlation analysis, and accountability.
I want to do, I hope this becomes an effort to quantify the empirical reality of our student body, which has not been quantified to this moment in time.
We've got to come up, yes, we do not expect the standardized testing in Texas
is corrupt. There's no doubt about that. It's been corrupt for 30 years. We don't,
we don't want to just say that all accountability resides around an
accountability test, but we give dozens of metrics in this school district. We
We have common assessment.
We have DLAs.
We have AWARE.
We have all kinds of measurements.
And what I want to say is my sentence, and I used all five words.
And it is, evaluation that does not include disaggregation of student disparities in academic skills
or other matters such as LEP, special ed, PASS, etc. in classroom settings with empirical correlation
between academic performance and program accountability is a waste of resources, time, and money.
I'm going to be looking at, my personal evaluation is going to be, have we, as this process,
advanced the cause of helping parents better understand the academic skills of their children,
the performance of programs that are imposed upon classroom teachers,
and does it produce a higher level of academic integrity of the classroom environment.
And I'll close with this example from the Sternberg Triarchic Station.
not under Dr. Hinn. We actually paid good money for some Pied Piper consultant to come in and advance the Sternberg Triarchic Station.
And teachers who have to teeks, teeks, teeks, teeks, teeks, every day, every week, every month, were actually advised.
Well, we have different learning styles. Ruby Vick knew about learning styles in the 1950s.
We had teachers who were told that their assessments, some kids are visual learners, some are analytical learners.
And so if you've got a kid with this learning style, then maybe you need to let them take their test with a rap song.
Maybe you need to let them do this.
What I'm saying is we have program after program after program that is imposed on classroom after classroom after classroom.
room in this district and it's not uncommon at other districts I'm going to
be how this process produces at the end more knowledge more awareness more
accountability and if we don't do that from accountability standpoint with data
it's not going to be real no matter how pretty the symbol is so that's my that's
how I'm going to be looking at it. Can I ask George just one question?
Suppose the community, and I'm not, suppose
the community comes back to us and they don't care to know
how their kids are actually performing. And I know that
that's important. That's perfectly good. Yeah.
Let's have a referendum that says, do you want to know,
I mean, if y'all want to do a survey that says, do you really care
if your if your kids can't go get a certificate at a community college do
you really care that 70% of the kids they go to a community college are not
going to get a certificate an associate or a baccalaureate do you really care
that 35 38 percent of your graduates who don't enroll in a university in Texas 80
percent of those 85 percent of those don't get a certificate an associate
degree if if the public wants to take that vote right okay if that's the value
of the community what I'm saying right now is we don't give the community the
information they need to even cast that vote to even take that vote but I think
I think y'all did a great job.
I do.
Thanks, guys.
So the last thing that we just wanted to close on
is we appreciate your participation in the process
tonight.
There is different ways in which you can still
have a role in this process.
So we want you guys to know that to communicate,
to participate, you do, as the board, approve, reject,
or can modify the strategic design.
So we want to.
oh yeah yeah sorry i did state yours i apologize um you can provide input for the process you can
share you can help drum up interest um so and then you could also participate on the design team
um we want to really think about the different types of input that we have um and so we will
definitely um see you guys again we hope that you guys will come to summits and participate um in
those different um opportunities we have to seek input and then you'll also make sure that you
tell everybody in your circles and be that ambassador for the process okay so um do you
want to add anything to that karen can i just real quick because i'm always one of those guys
it's the end that i want to you know go back and look at no action will be taken in this meeting
on these items but I just want to review items 3.1, 3.2, 3.3, 3.4, although they
were embedded in this presentation. I want to make sure that everybody is
aware of what what those items are. Discuss the Katy Independent School
District strategic design process. I think the board saw that and you're very
familiar with that. Discuss committee participants for the district strategic
strategic design process. Discuss bridging the board and superintendent goals into the strategic design process.
And I've got those goals and that's going to be part of what we're going to do. An example is, I think you guys said we want you to look at the ROTC and look at possibly looking at implementation there.
So we'll have those discussions with this group.
And then that last one, discuss communication tools to effectively communicate the strategic design to Katy Independent School District stakeholders.
That one I need, can you help me with that one to make sure we're clear on that?
Okay, so from this point forward we're getting to the communication pool.
Some of the things we talked about is the website, that would be the holding pattern for holding place,
all the documents that are developed throughout the entire process.
Here's the surveys going to be, the results, the videos, and all the summits.
All of those tools will be there.
Okay, one of the strategies that we're going to have is there's going to be video and invitational video that can go out.
with Dr. Hinton, the White Retirement Community,
who joined in the effort.
So, we will share, as you will, on all of that.
We will also have a press release
that will go to all the media.
We will be working with principals.
I will be doing parent outreach.
So the effective way is to encourage parents
for this attention, and what is the person
the parents trust the most and see the most
is their parent, because they will always know you.
to encourage them.
There's a lot of steps that we're working on with that.
After every step of the process, there's a slide,
after every step there's going to be another video.
Here's where we're at in the process.
Here's what to expect in the next few months and weeks.
So we will go through all of that.
We didn't take off with the educational videos, actually.
We see a lot of communication coming out.
After the assembly, we will do a piece of,
here's how you participated, here's all the data,
and thank you for joining us.
Here's the design team, here's their work,
and here's the work that they've done to date,
so forth, all the way to the end.
We will cap it off in some form of celebration at the end,
and we'll try to back it up and engage them
so they can see their work, where their data landed,
and where you're going to go. And that should be determined based upon participation in the real center of that strategy.
So I'll be working a lot, very closely with the superintendent and with my grad to come up with those rules and...
And not for decision now, but board's involvement throughout the process. I mean they're always welcome to come and
and and view and this and that but will you talk about that George will be in
the data
at least twice that's just that's just talking to you okay I feel like we're
talking to professionals
yeah yeah
in fact I'm going to recommend the test we hire you over Sutherland and so yes
superintendent welcome aboard president welcome and the board president and the
closing
so we will have that um as far as design team we would like to have board
representation on the design team
you will also be responsible for sharing that with your communities
and we are accepting all the social supplies,
we like everyone to stay for minutes.
Just for minutes of time.
Did you give us a copy of a report,
a final report that you all did on the district
that's reasonably similar to Katie's?
One that's public, I mean one of your finished projects.
Yeah, Round Rock is a great example.
Oh, I'd love to.
If you could, if it's not proprietary.
Yeah, Round Rock is a good one.
and another really good one is Harlingen Consolidated.
They have transformed everything the way they do and how they make decisions
and it's been very effective for them. As a matter of fact, they are
more than halfway through their career. So they are a great
group.
So we can come and observe any process in and out and kind of come and see but not be expected to stay the whole time.
Yeah, it's going to come in and out.
We're welcome to come and kind of observe but not.
And we work from lunch.
So if someone needs to lunch for you, he's under your manager and they will be ready.
I think that a lot of these outages will be used.
Yeah, capitalize on every minute.
And before you know it, they're all going to be in the museum by all.
You'll send us these dates?
Excuse me, will you send us those dates right there?
Usually I get ready for board meetings by watching British murder mysteries,
but tonight I didn't get any.
Oh, well, good.
So the save the dates are on the screen, but we can get those out to you as well.
I'll push these out and Friday info along with the round rock report we
appreciate all of you saying a little bit over I know you tried to and get you
out on time but we definitely appreciate just showed your commitment and so we
appreciate you
Okay, there being no further business, before this Board, the meeting is adjourned.
The time is 7.59 p.m.
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