I hereby call the special meeting of the Board of Trustees of Katy Independent School District to order.
Katy ISD · Special Meeting
Katy ISD Special Meeting, October 10, 2017
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Today is Tuesday, October 10, 2017. The time is 6.12 p.m.
Noting that a quorum is present, the Board will now convene an open meeting.
Dr. Hant, will you verify that we are in compliance with the provisions of the Texas Open Meetings Act with regard to the notices for this meeting?
Madam President, we're in compliance with the Open Meetings Act with regards to the posting for this meeting.
We will begin with our discussion portion of the agenda, beginning with item 3.1, Review Board Roles, Rights and Responsibilities as Outlined in the Framework for the Governance Leadership.
your ship. We're going to turn it over. We've got for this item here, Mitzi Clark. I want to introduce
you. You go ahead and introduce yourself and then Shannon introduce yourself also. Okay. And go ahead
and introduce yourself and then I'm going to speak to the board president about a quick revision to
the schedule. As they introduce themselves, should we introduce who's present? Sure. Two and then
and then you can go to the revision?
You bet, absolutely.
Go ahead.
Great.
Okay, so I'm Shannon Burke.
I'm the CEO for Engage to Learn,
and we were recently working with you all in the process of your strategic design work,
so we're thrilled to be back tonight to discuss that with you some more.
And I'm Mitzi Clark-Richardson,
and I was a facilitator for the strategic design process.
This is Mike.
We'll go ahead and work our way around.
okay and board members yes let's do that
all right that way you could be mobile okay board members if you will all
introduce yourself so we are on video I'm Ashley van I'm president of the
The board?
Hang on.
I'm Bill Lacey.
I'm a board member.
I'm George Scott.
Rebecca Fox.
Courtney Doyle.
Sounds great.
Lance Hintz, superintendent of schools.
I'll go ahead real quick and review the board rules, rights, and responsibilities as outlined in the framework for governance leadership.
We're not going to spend a lot of time on these, but it is required, I guess, by education
code to review these as part of the training.
Those goals as listed, KDISD will develop systems where customized resources will ensure
equity in response to the needs of a growing district with rapidly changing demographics.
KDISD will develop meaningful, effective assessments that inspire and inform students and educators
towards continuous improvement.
improvement. KDISD will develop intentional strategic partnerships which capitalize on the strengths, resources, and talents of all stakeholders in order to engage the entire community.
KDISD will create and sustain best-in-class infrastructure to securely accommodate the current and next generation of digital content and tools for all stakeholders. KDISD will attract and support high quality staff,
members to optimize their impact on student learning and create a culture of
staff retention. KDISD will address flaws in the state finance and student
assessment systems in order to regain local control. KDISD will actively
support the emotional well-being of all learners. All learning environments will
foster engagement by integrating personalized learning experiences. And if
it's okay, after reading those we would like to make a quick revision and go
Go ahead and start with the strategic design framework that Mitzi and Shannon both were
a part of.
As the board knows, we went through a very detailed, I think, what, three, maybe four
months of work.
Miss Rebecca Fox and Mr. George Scott was part of that.
We also had staff.
We had parents.
We had business leaders, faith-based representation, and student representation.
And I think we would all attest to the student representation was very powerful.
We're going to spend about an hour to an hour and a half on this segment of the agenda.
I'm going to let Mitzi kind of walk us through that.
Then we'll come back to the board operating procedures.
Shannon and I both will walk us through the board operating procedures.
Of course, as the board knows, we went through a detailed process of revising these.
I think less than seven or eight months ago. You might have a little homework
assignment with this. Shouldn't be too detailed, but with that said I'm going to
turn it over. And I'm going to stand, hopefully is my mic good? Perfect. Just so
that I can kind of be able to skirt around you and listen to your great
conversation that we're about to have. So we're going to start off with doing some
some AV communication because we really want to get you guys to be thinking about
sort of why we even
went down the road to do the strategic design process, kind of get
our minds back into that and then really start to really dive into
what came out of this strategic design. Okay, so
the very first thing we're going to do is some AV communication. So I'm just going to ask that you partner up
so you can, if you guys just want to group together
This is where the design didn't really work out, where I split the two of you.
You want to slide on over.
So, A-B communication, it's actually really pretty easy.
What you'll do is one partner, you'll decide who's A, who's B.
I'm going to pose a couple of questions.
But I'm A.
Yeah.
Or you want to go into a three?
So one person will be A, one person will be B. And then what you'll do is one person will be able to start the conversation, so we'll give them about a minute to answer the question that I pose.
But the other person is going to listen intently. It's really, really difficult not to respond immediately because you typically want to have a lot of dialogue.
So you're going to want to be able to listen to that person and just kind of hear what they're going to say and then be able to wait for your response until it's your turn to go.
Okay, so everybody decide who's A, B. If you want to join, we'll do a three-way split as well.
Rebecca, make a three.
It's funny as I've been married 27 years, I'm used to this.
This isn't going to be a challenge.
Yes, ma'am.
Can we continue?
Can we continue if the board members left?
Is she participating now?
No, she's taking her food and she left.
Alright.
I'm good.
Sir?
Is she ready to do it?
Do we need to pause?
No.
I told her I'd be here.
Do you want me to go?
Go where?
Do I need to go find out?
No, I think we're good to go.
We called a meeting.
Okay.
Sorry.
Okay.
I want to listen.
I want to listen.
I'm like, I don't even...
Okay.
All right.
So everybody just really quickly decide who's going to be A, who's going to be B in your partnerships.
You're right.
All right.
We're bickering over who's going to be A and B.
Oh, my goodness.
We both want to be B.
You may not want to both be B.
Okay.
Decide real quick.
George, choose.
George, you're A.
I'm A.
I'm B.
I'm A.
All right.
He's not going to answer.
So the great thing is, partner B, you're going to go first.
Okay?
So, Partner B is going first.
Partner B goes first.
So, the question is going to be on both of the screens on either side of the room.
So, I just want you to think about why did KDISD go through this strategic design process?
So, I'm going to give you about a minute for Partner B to share their thoughts on why we
went through this strategic design process.
The other partner, A, is going to remain silent and just kind of listen intently while they're
talking.
All right?
I'm going to be timing you.
So, partner B, your turn.
Go.
When I arrived in the district.
Your turn.
That's okay.
You're going, and then he'll talk later.
Try to continuously fill the time.
About the question.
But good try.
Okay, we were gonna go one at a time. Oh, no, no, you're gonna just be talking in your partnership
That's okay. Can we go outside and said I don't want y'all to hear my our answers
All right
We're gonna start again. We're gonna
We're gonna start again with it. Your other partner is going to be talking if you didn't get a chance to share your thoughts yet
Take the first couple
You didn't speak, you're out of luck.
We're starting the time again.
So your other partner is going to be sharing their thoughts on why we went through this
strategic design process.
So it's my turn now.
Go.
So I think the reason that we needed to have strategic design is to kind of have a direction.
Yes.
Whoever's partner A is starting now.
The public wouldn't know.
And adding, you can add on.
What else do you think?
Yes, I was doing that
All right, so now that you've had a little bit of time to share with your partners on
why we went through this strategic design process, we'll have a few people kind of share
out what their thoughts were.
You can either share your idea or what your partner shared with you on why we went through
this process.
You're going to make me repeat what I said.
I could probably say what you said better.
Probably.
Alright, so one person from each partnership.
George?
Go ahead.
Well, I think Bill expressed it right.
It was, does the district have a plan on multiple fronts, on multiple issues, that it was important
to involve and engage the community?
From my perspective, what I would add to what Bill said was, I think the nature of the discussion
discussions were so interactive and so I
Mean there was actual debate because of the structure of the event so that I think when the process was completed
I think everybody a part of that plan had
More of a specific idea of what we wanted to try to accomplish
Because of the nature of the discussions during the process. I think that's particularly true with number six
But it's also true in the others
Does anybody else have anything else they'd like to add?
Yeah.
Okay, go for it.
When we were hiring Lance, we were at a point in the district where we needed a comprehensive needs assessment.
And when we had the discussion, Lance said, I've got a great idea.
That would encompass the comprehensive needs assessment.
And he said, what I would like to use is the strategic design process.
Because we had programs, we didn't know if they were effective.
We didn't know an accountability system on it. We didn't have any way to evaluate most of what we had.
So we were at a point when we needed to decide, do we go left or right? And then he brought us the strategic design.
Awesome. Thank you for sharing. You guys?
To echo what Charles just said, I had the same thing coming up with what Lance said to me.
that when we interviewed him one thing that rang true to us that we were hungry
for in leadership was a strategic design it did not exist in a framework and a
functionality that was absent in our district that we were hungry for to show
our our strengths and to figure out our weaknesses and that was something that
he mentioned we first first interviews like you said and I had just said to him
that stood out to us and it was one of the first things hit the ground running
that we started to do so it was it's brought a great function to this
district all right so the next partnership talk I'm actually gonna have
you guys get up move around a little bit I know that's not necessarily normal but
I want you guys to switch partners so I'm gonna break us up yeah that's what
Switch partners quickly and determine who's going to be A and who's going to be B.
Let's all.
It doesn't matter.
Switch it up.
What?
Okay.
Do you want to be Shannon?
Yes, Shannon.
We don't need Shannon right now.
What am I supposed to do?
Perfect.
All right.
You'll be Courtney.
Ashley's going with George.
I'll be talking to her.
She went to go see her.
She went to go see her.
I don't know.
You're going to be with George.
Okay, so the next question, so tell me, raise your hand if you're A. Raise your hand if you're A.
Who's A?
I'm A.
She's A.
A's, you're going first this time.
You should have made George be an A.
We have a good relationship, but I'm going to let you off on this one, right?
So, here we go.
The next question is, how does it guide board operating procedures?
So how does a strategic plan guide board operating procedures?
So if you're A, you're going to go first.
I'll give you about a minute.
The other person is going to listen.
So when it's your turn to speak, you want to try to fill the minute.
I know that's difficult, but you want to really be thinking and processing.
Okay? All right.
Partner A, your turn. Time. Go.
This one?
Got it.
Thank you.
I'm way over here. I just grazed as I went by.
All right.
Partner B, it is now your turn.
Go.
Thank you.
Thank you.
So, how does it guide board operating procedures?
Well, the board is there to govern the district and the board is given direction through this process to hold the superintendent,
to hold the administration, to hold our schools accountable to the roadmap and direction of the board operating procedures.
But also it holds them accountable to the direction of the school district.
It gives us direction so that we're not always taking a right turn, a left turn, getting lost or going in circles.
It gives us true direction, but it's also an outlook.
I mean, as a strategic design, that's why we don't really call it a plan.
It's subject to change, all right, based upon the insights of the TDA, public education, finances, whatever it may be.
A lot of our strategic design is based upon discovery, investigation, and bringing it back and reporting to the board so that they can make wise decisions on future expenditures, future direction of the school district.
Awesome. Thank you.
Anything else you guys would like to add?
That's pretty much what we...
My partner. I just wanted to say this is my partner.
That came out of this fantastic discussion?
Yep.
I want to add that speaking to number two in our beliefs where it says the
ideas and individuals are respected in a culture of mutual respect I mean I think
that as a board you need to respect each other you also need to respect your
operating your procedures and policies and when they're when they're bent or
they're looked at different ways just to suit what you want and what you need
that's not necessarily what's best that's for our team of eight but for our district
I'm going to add to that. I like the way that you phrased respect.
That you phrased respect. That better?
We don't have to agree, but we have to respect each other.
And I like that, and I think that's important that any entity like this is that way.
All right.
Could I add one?
You may.
I want to use as an example the thing on the KTEDC. That's something I really felt strongly about.
And it felt strongly going about for 25 years, almost 15 years from the time that that group was actually formed.
And I think I've learned, and I tried to do it in a way, two minutes and 39 seconds, to make my point and move out.
But when that's challenged, I think it's okay to go into more detail.
And I think that's what happened that night.
And I do appreciate that the board let me do that.
Because it was important to me, just like the tax contract was important to me going back through my career.
But when push came to shove and we had a diminished role there, you don't vote on symbolism.
You only vote on symbolism when it doesn't matter.
You know, when you have a contract, I don't think we wanted a major contract to be approved by three votes.
So I think the fact that y'all respected and let me do that meant a lot to me.
And I think that kind of expresses maybe what's going on, what's developed.
Very good.
Okay, I'm going to let you guys stay in this group so that we're really productive in this partnership.
And wait a little more.
You could just speak out loud.
Hey, I'm following your lead.
A, B, C, D.
Okay, next question.
Okay, so my B's are going first.
All right.
All right?
Next question is, how do you measure success?
When you're thinking about the strategic design process,
when you're thinking about how the district is moving,
how do you measure success?
So partner B it's your turn. You're speaking all at the same time with your
partner.
Mm-hmm.
Okay, partner A, it's your turn to share.
Partner A, your turn to share.
.
.
Thank you.
Alright, so let's come back together, whole group.
What were some ideas that you came up with as far as how do we measure success?
I don't think we came up with a how.
I think we came up with a...
Go ahead, Courtney.
We were a how that was by setting the expectation of what we're going to measure
the problem is? I ask, and what is success? How do you measure it by establishing the goals and the things, the different levels of things you want to try to achieve? And do you get them or not? And that's how you can measure it, otherwise it's just worth a stick.
Okay. Take measure. Stick. Take measure. Stick. Ship.
You test the superintendent, you say bring us your programs, you test the superintendent.
This gives us the framework at which he can evaluate his programs, bring it to the board
and we say do we move forward, do we move left, do we move right.
So the measure of success is the superintendent brings us the information and then we as a
board evaluate it to say which direction do we want him to go.
This is the book that gives us the framework to measure whether we want to go in which direction.
I'll add to my partner here. The strategic plan gives you, you know, the old smart concepts. Strategic, measurable, attainable, results-based, and time-bound.
Do we want to spend the time and the resources to move forward after bringing the first step forward? And that's up to the board.
Also it keeps us from having multiple projects thrown on us at one time, us being administration because it seems to be the bad of the moment.
But in this strategic design, we've got multiple reporting mechanisms to the board.
Goal number six, first step is to investigate whether or not we actually have a case and report that back to the board.
You can look at goal number one, all of them. They have actions, they've got goals, but all of them before we get to the end, there's multiple reporting mechanisms to the board.
Those are measurements. And then ultimately, if we move forward from start to finish, the ultimate measurement is the success and implementation of the goal, the action, or the strategy.
Do you want to add? I was just opening the floor.
No, I think the only thing we would add is that we think measuring success depends upon what you're measuring.
There are some things that metrics, you have to have metrics involved in.
There are other things like communication. You know, you can add, put little check marks on the number of times you've been talked to,
but some communications is more important than other communications and
that's sort of an intuitive you know you're guided by your experience there
so everything is not a number don't quote me on that but everything is not
just a number and you have to have something that matches what the program
is we'll get to go six I might talk more but across the board I think that's
That's the way it is.
I have a question.
Dr. Hintz, this is more directed at you.
Pardon my ignorance. I don't know a lot of this and only a lot of them may have this answer.
You mentioned something that's the fad of the day or the hot item of the day.
I always call it the squirrel that somebody wants to go chase after.
Does that happen often if you don't have something like this in place?
and are there a lot of school districts that don't have something like this?
You're absolutely correct. I'm just going to speak selfishly as a superintendent.
That's a big reason why I wanted to get a strategic plan in place because every
one of you naturally have ideas and directions you want to see the district
go. But without the direction memorialized in the strategic process
that I can report back to you this is what it's going to take this is the
resources both human resources and costs and this is the time that it's going to
take us to get there then jointly as a school board instead of one member you
make a decision as to whether or not we want to move forward on that I mean I'll
I'll just give you one example. I don't know remember who, well I do now. JROTC.
I remember during the interview process JROTC was even brought up. But JROTC is at one of our high schools and it's a great program. It really is.
But we're going to report to the board on JROTC. JROTC I believe in January. I think we're working on it now.
I don't have the January and the report is going to be this is what it's going to take
We can put an application in it takes X number of years to be accepted
We have to have X number of square footage. This is what the cost is going to be you have to employ half of the
human resource salary for the
Instructors, I mean there's a lot more to it than just somebody saying we want to do JROTC
So we report it back to you so that you guys can make a determination if we want to put our monetary and our human resources to this project over.
XYZ period of time. So then y'all can make a well-informed decision versus
just pulling something out of the hat and saying let's go do this.
There's a lot of like random acts of good intention in school districts and
not just by school board members also by people within the district. People come
you know go to a conference and hear a good idea and bring it back and say oh
let's do this right and so there's like a lot of districts will say we're very
initiative rich in her district but a lot of times what happens who has to
implement when it comes down to it is usually teachers right and if they're
just seeing kind of this random these random things coming at them versus a
strategic design that they can look at and say we know what's coming you know
several years out now right and it can flex it can change but instead of having
random acts of good intention where like your money and your energy is going a
lot of different directions it sets you up for really strategic focus so that
that you can implement.
So it's a really, I mean it's critical
because most school districts are kind of just
all over the place really.
And then everyone feels kind of jerked all over the place.
It's also vetted by a much bigger committee of people
that represent the school district
versus just us sitting in here.
Yeah. You know what I'm saying?
And that makes it actionable
because it really came from your entire community
being represented in that process
so that it's like you know what the direction is coming from the community
so that helps you a lot yeah I think there's two examples we have many we
have several special programs that we know are operating at elementary or
junior high schools and a lot of times these programs carry their own momentum
and you don't really know whether or not they're producing the intended result
not talking about ours but there was a presentation that TASB this weekend or
or this past week from a school district that has been operating a program for four years in pre-kindergarten,
no, pre-KK first grade.
And they have like a cohort of 30,000 students that have been through this program.
Maybe it was 28, something like that.
And you ask the basic question.
The program sounds wonderful.
But you ask the question, well, you've got kindergarten first and second graders, actually,
not pre-K, kindergarten first and second, that have gone through this.
The kindergartens were through it four years ago.
The first graders, you've got kindergarten first and second that were through it four
years ago, three years ago, two years ago, one year ago.
You've got a lot of students.
And the culture of what we're talking about here, which is to be implemented over time,
is that you don't just have programs that carry their own momentum and I
think that's one of the positive attitudes that came out of this process.
So we're actually going to skip some stuff only because there were things
that were presented to you when Karen Permetti did the board presentation so
we're going to it's just about the strategic design process itself we're
We're going to get into the meat of really taking a look at what was the work that was
done during the strategic design process.
This slide just shows you the amount of input and how long the process took.
I was lucky enough to be with the process the entire way, so it was an amazing experience
being I still know your community members by name.
It was just fantastic.
We started with beliefs, and that's what we're going to be taking a look at now.
We're going to do this in two groups.
So this group of three and this group of four is what we're going to start with.
So what we're going to do...
Actually, I kind of prefer this seating arrangement.
So in your folder, and some of you have already found it, but you'll find the strategic the KDIC strategic design framework,
the staple copy.
So you may need to grab that from your seat if you didn't bring it with you.
What we're going to take a look at first is
is the beliefs. We're gonna take a look at all of them.
Which folder? The white folder.
It looks just like this. This document.
You can have my copy. No, go ahead. I've got an extra one.
Yeah, you got an extra one. You stole one. No, I have one in my
three-way. Does everybody have one? Rebecca, do you have one?
Can you catch it?
All right.
Can I ask a question any further?
Because it's kind of about beliefs.
Sure.
Before Bill and George got on the board, when we were given a presentation,
like here's a great program, this is what we would like to do,
the administration would do that.
And I know we're not going to do this,
but I think it's going to be at least nice from like me and Rebecca's position to see
the way we were presented with a program and then once this strategic design process is to complete
to see how when the administration presents a project to us for the board approval to see the
difference between because you had to have you have to trust so before we got this I think it
It was like, here's a process.
Believe us that it's going to work and we're going to get results.
And it's going to be nice to be able to mirror this to see what the strategic design says.
You know, these are the steps that we did.
And here's what the program is supposed to do.
Here's how we're going to measure it.
And here's our go, no-go decisions.
It's going to be really nice.
I think one thing I would say about that, and that's a really good point.
One thing that happens when you end up with a strategic design is it allows the board, instead of focusing on inputs, to really focus on outcomes.
And I think that's one of the things that's really valuable about that because you've gathered the input from your community and basically made the decisions now about what the inputs would be, what the programs are going to be, all that.
And now you get to, as a board, which is really the role of the board, look at the outcomes.
what yes you know and that helps you make better decisions versus trying to
come up with the ideas right so I think your points are really good in terms of
how it changes the role of the board a little bit and it gives you really more
power to make better decisions based on outcomes and data all right so in our
small group teams and we're going to individually just take a look at the
beliefs the third row down and I want you to consider individually first
what's one belief that resonates with you and why you're going to be able to
share that in your small group teams okay give you a couple minutes to do
that
Yeah.
You're, individually you're deciding.
Individually.
You're going to share it and then tell why it resonates with you.
You're not going to fight to the death on which one's most important.
Okay, once you have your belief decided that resonates with you, go ahead and start sharing
that belief in your why with your small group teams.
I'm just going to kind of engage when they're done sharing.
What is it?
What are we at on the agenda?
Where are we at on the agenda?
Okay.
Some of you maybe not have a machine on this one, but you can show it to me.
Okay.
Okay.
Say it again.
Were they just replying to questions that they had about the goals?
We're not necessarily answering them here, are we?
That's together.
Okay.
Perfect.
Perfect.
About one more minute to share.
One moment.
I somehow got you off track.
Okay.
Okay.
Let's come back together and share.
Someone was really passionate about one of their beliefs and their why about their beliefs.
Let's go ahead and share whole groups.
Everybody can hear what belief they're passionate about.
Who's the A person?
Rebecca.
She's A.
There's no air to share within your.
Do you want to start this group number 8?
Number 8 all of the above.
All of the above.
What believe all of the heart was mine.
I saw your heart.
We like 1267.
And, right? But I think seven kind of stuck with us all because I think seven kind of,
kind of a little bit of one through six fall, it all kind of trickles down into seven.
Did I say that precisely enough? Sounds good. Let's go over here. We kind of looked at
one, five, and seven. And I think we all had a favorite teacher. And other than Charles,
our favorite teacher wasn't because they were the easiest, it was because there was a connection
made with that. Alright? But we also agreed on number seven. I will tell you from a superintendent
standpoint, I am sick and tired of one test determining, given on one day in a 176 day
school year determining the success of a single student not to mention a school
or a school district there's so much more that we do in school district the
purpose of the strategic plan to not allow us to be measured by one
assessment but unfortunately the media and the general public that aren't in the
know that is the measure so you can't just forget about it but it's one of
multiple assessments that we utilize to gauge how well we're doing as a school
district and it's not a punitive assessment like the states made it is a
diagnostic assessment that's how we would use it and then with the other
items that we see in one through seven those are things that we can gauge
ourselves on now it's hard to do it I mean when you got seventy seven thousand
five hundred plus kids and you got a little bit more than ten thousand
employees it's hard to turn a ship you know but as long as we're maneuvering in the right direction and we're reporting back to the board we're going to be in good shape.
One thing to consider as a board is just that because you both talked about number seven you do have a mechanism now in your strategic design which is the learner outcomes where you've said this is the way we want to measure ourselves basically so I would you know like really encourage you there are assessments for these things right I mean if you look at those
five things. Exactly. So why not start to compile and report out on those things
and that way you're you're sharing with the community. What's the community? So
these are the one things that they believe and agree are important. So as
multiple measures you know you have this data assessment comes out but you have
these five things that you're reporting on up as a board that would be a great
way to measure your success over time. Get a baseline on them and then over
over time start saying hey here's how we're doing because I mean if I'm a
parent in KDISD I'm gonna care a lot more about these things and
understanding how these things are impacting my child then I am a state
assessment that I'm like so what you know like I don't care about that as a
parent because I know it doesn't really but these things would mean a lot to me
to know how these are working so I think to your point because that you've already
developed these as a community these would be great things for you to be able
to report out on and say here's here's what we stand on these things that would
start to define success in KDISD more than just what's reported in the media.
It certainly gives us local control.
Absolutely.
Because in the States that's what we can yell and scream about all day long.
And we do, day after day, year after year.
But it's state-run.
That's right.
So we get through it, but all of the others, all of the other police pour into why our
children eventually do so well on the state level.
Yes.
And why we're going to work with them to eliminate it.
That's right.
you know, students that were non-traditional.
And I agree.
It was all of that was poured into a few words in the sentence.
But each one of them, when I read it, I remember the discussion.
I remember how important it was.
And it's so it's hard to isolate.
It's just more math than grades.
But we make a difference.
And people tell us that all the time.
I saw a boy at church on Sunday in his first year at Purdue.
And he was like, oh, my goodness, I'm so prepared.
I know how to learn.
I know how to study.
I know how to research.
I know how to be multitasking and use my time well.
When other people are boring me.
Wow, that's great.
Because what happened at Taylor High School.
And at KDS.
And you hear that over and over and over.
And it's because we do all of these things.
Well, and to your point, with this, you're not just eliminating,
you're not just discounting what's coming out from the state,
you're replacing it with what you believe in
and what really represents what you do in the district.
I'm reframing the conversation into how our students are going to be measured.
So it's awesome.
Yeah, it is local control.
The next thing I'm going to have you guys discuss is your call to action.
So it's projected on the screen.
It's also on the document in front of you, but it's larger print.
It's more appealing to you.
You can also read it there.
It says, KDIAC learners through active engagement achieve individual success while making positive contributions
contributions in an ever-changing world. So what I want you to do is I want you
to think about that call to action and I want you to discuss in your small group
teams what that means to you. Okay so kind of internalize it and try to like
you know simplify it. What is it, how does that speak to you?
I'm gonna give you about just a minute or so to internalize and then two to
three minutes to discuss small group so probably about four total four turtles
Do we need to plug it in?
Thank you.
Thank you.
Thank you.
Thank you.
All right.
Finalize your thoughts,
and then we'll come back together, whole group.
say
here for that right
i feel like you are you are
That's what we're doing anyway.
All right.
Good conversation.
Good conversation.
You guys are having some dynamic conversation that I hate to interrupt.
We could go on like all.
No, no, no.
It's okay.
There's so.
Yeah. So the next thing, the next part that we're going to get to is the learner outcomes and the learner profile.
So the same document you've been looking at, your learner outcomes are at the bottom of that sheet.
And if you'll turn the page, you will find the learner profile is in that next section.
So, again, we're just going to be having some small group conversation.
And I've given you some guiding questions on the screen.
Why do you want these things for your students?
How do these learner outcomes align to district priorities?
How do the learner outcomes lead to your learner profile?
How do you use them for decision making, governance, budget, communication?
And how do you make them happen?
Okay, so we just want you to kind of glance at those guiding questions,
get into the learner outcomes and learner profile and have some discussion.
So, do you think about five minutes? Or do you think...
I think five minutes is great and make sure you get to how do you use them
for decision making, governance, budget, and communication. Yeah.
Make sure you get to that bullet. Yeah. So we're going to set time, five minutes.
Okay.
I'm a simulation girl.
And I've been in the college.
So I've pretty much bought a plane to travel.
So I do a really good job as like my carry on.
So like bam, bam, like I'm free traveling.
So I travel a lot.
I mean we travel all the time.
So we get really good at like sharing.
I'm not that bad.
I like to give myself a little bit of a gore, but not much.
I have about one hour to get through here and then there.
I think if I run a couple of times, I'm going to try again.
Thank you.
Thank you.
Thank you.
Thank you.
Thank you.
Thank you.
Thank you.
All right.
We can start kind of finalizing our conversations.
Okay, so if we can take a look at the guiding questions for learner outcomes and learner
profile, we're going to kind of drill down and go down to the last two guiding questions.
So how do you use your learner outcomes and profile for decision making, governance, budget,
and communication?
So let's talk about that question first.
It's the second to the last.
How do you use your learner outcomes and profile for decision making, governance, budget, and communication?
George is having flashbacks. I see him over here.
What?
You're having flashbacks. According to our weeks long, months long process.
I'll get up and walk out like the rest of you.
Alright, so how do you...
I may even tear up.
Can I take number one, two, three, four?
How do you use them for decision making?
Yes, you can.
Until we get punitive testing out of the state of Texas
that dictates how curriculum is delivered,
how teachers are evaluated,
until we eviscerate this corrupt testing program that we have,
you're not really going to be in control of decision making,
governing, budget, or communication.
The testing program infects every aspect of the delivery of public education at every level, from elementary to high school.
And it is a force that has been, and this is not George Scott hyperbole,
it is a force of movement that has corrupted the ability to do what is best for the interest of all children.
I'm not going to say the whole child because there is no single whole child.
We have students who are ready.
We want to get ready to go to top tier one campuses.
We have students we want to get ready to go to Sam Houston, tier two, tier three, community colleges.
But we also have students that we need to prepare for career to make sure they have the bare fundamental academic skills that they're ready to go into career training or career opportunity.
And the testing program poisons that effort.
It's not that we're not being successful in many ways.
It's not that Katie is not more successful than, say, another district.
But it is the institution.
And right now the TEA is kind of morphing its accountability system
to pretend that it's caring about career and military.
But the bottom line is the same accountability system is in place.
The same instructional demands are in place.
And I think this all leads up to goal three and goal six.
I think it's the one where we have to develop our own assessment.
When Rebecca and I were the ones who were at this, and we visited way before Harvey,
and Rebecca made the point we have to replace it with something we can't just
go up there and destroy we have to replace and I think when we get into
this that there's no better team in the state of Texas to do this than Katie
really I think that's we're the team to lead this
How do you make them happen?
Task the superintendent.
Bing!
Task the superintendent.
The goals are about to come out.
Yep.
Alright, so the next thing that we're going to get to is we're actually going to get into
the goals.
So I'm going to shift a little bit to, we're going to do a gallery walk.
So everybody's going to grab some sticky notes and we're going to go to shed.
But you'll notice that there's different post-it papers around the room that have all the goals
written on them.
Excuse my handwriting, it's not the best, but I did my best.
So what you're going to do is...
All that matters.
All that matters.
And you're going to migrate around the room and look at the different goals.
And there's a couple of questions on here that we want you to think about.
So on sticky notes, after you review the goal, we want you to think about two things.
How can the board support the implementation of this strategic plan?
And what is your role for each goal in supporting implementation?
Okay, so you're going to write your thoughts down on our sticky note and post it on the goal.
Say it again.
How can the board support the implementation of the strategic plan?
And what is your role for each goal in supporting the implementation?
They're going to write down and they're going to stick it on the goal.
Okay.
So what we're going to do...
Let's take this one. This is hard because I look at this from a superintendent's standpoint as to what they're going to do.
I got a little ADD, so I just got to make sure.
Yeah, so there's two on this wall.
There's one here.
There's one on that cabinet, too.
Very nice handwriting.
We're going to be mediocre.
I've seen hers.
All right, so I know that I'm going to kind of challenge you guys
I'm only going to give you around five minutes to do your little gallery walk, but that's
just in the interest of time, so we want you to be able to process your thoughts, but I
know that your above average intelligence was going to happen very, very quickly.
So just move over to the board.
The two questions are projected on the screen.
Can you get them?
So how can the board support the implementation, and what's going to be your role in supporting
that implementation?
Thank you.
Thank you.
Thank you.
Thank you.
Thank you.
Thank you.
Thank you.
Thank you.
Thank you.
Thank you.
Thank you.
Thank you.
Thank you.
Thank you.
Thank you.
Thank you.
Poor thing.
There's not. We might not have had time to do them all, but we wanted to take you.
.
Well, were you the one? Because I was like, there was one up there and I was like, I can't read this one.
.
.
All right.
Right, so we're going to come back together and know that not everyone...
It's on.
I know that not everybody made it all the way around, but I just want to have just a couple of reflections in the process.
So the goals, you also have the goals in front of you as well.
So if you didn't get to all the posters, you can also access the goals there.
there. So what were some thoughts really quickly that you've had as you were kind
of going and visiting the different goal posters as far as your role in
supporting this implementation of the plan and each individual goal? What were some of the
thoughts that you had, some reflections? I like how thoughtful y'all were in that
every one you put something different. You didn't just put the same thing. So you really were looking at the concept.
We could have done that? No. I thought you weren't supposed to.
Yeah. Oh I did see that. Yeah. But there was some really good thoughtful responses for sure.
Just shows you what a big job we have. Yeah I think that was one of the things that Lance mentioned is he was talking about you know this
process being able to to bring the board with a lot of information and the board
really gets to make some of those decisions based upon what the community
and gave us their input for the direction they wanted a district to go.
I think it just if you really drill down into the goals you see that by really having
Yeah
Yeah, I could take pictures of all of them and
Obviously you know he just is it like take them home and pay him in his oh, it's right
you don't have in your garage hang with your car all those sticky notes I've
turned it into a makeshift office now that I lost my office
all right any other reflections on the goals and your role for the
implementation as the board it's harder than it looks to go up there and try to
figure out as a board how can we implement that I mean that was a short
amount of time of course for us to come up with an implementation process.
Imagine this, I'm not trying to but, how many people, I can't remember, what did we have about 80 folks in the strategic design process?
We had 80 folks that went through this process and we had to close through all that stuff.
and we had to match those things that were similar and you started to see the direction.
The one over there that I went, gosh, was encourage the superintendent to be active in the community.
I guess you're not.
Well, I'm trying.
No, you are.
Along that line.
I'm going to go into as many churches as I can.
I do surprise visits.
I'm going to go see all the preachers tomorrow.
I think I think they all all of them have the common thread of just keeping
our eyes and ears open to what the community wants and desires except for
this one that you kind of hit back there.
Oh that one. That wasn't one of theirs.
I just said that one. That's not ours.
Both of us, I answered that one.
I'm writing on the wall.
It was a teacher's. It says never put the key to your happiness in someone else's pocket
and someone wrote, unless you make a lens, give me the keys, or something like that.
I don't know where that came from.
Yeah. Yes, George.
I want to talk about goal six.
What?
Because that's the one where I think the entire strategic plan revolves around.
I really do.
The one thing that I think Rebecca and I will agree on in terms of a strategic plan
is that the single most powerful force of that community gathered was agitation
and frustration with student assessment, with the finance, with the accountability
and I think it as I've said before I think it infects every aspect of
deliverables in public education in some way or another. Goal 6 sounds so nice
but it is actually the very toughest thing that a school district can do.
It is retaining competent legal counsel which would include attorneys that are
not used to getting their butts kicked by the state of Texas and advocating for
public education. We have too many lawyers who have become comfortable with
losing and they do the same old strategy again and there was and I
like for Dr. Hint to kind of address this in a minute but but the clear goal from the community
was school board we want you to retain the appropriate legal and expert account to tell us
if there is a legal basis that we can challenge accountability assessment and school finance
I am more confident than ever, especially after listening to the Commissioner at a couple of the TASB events.
TASB is doing cartwheels on accountability.
They're trying to backtrack.
They have made major changes in nomenclature.
These are all very in-the-weed details, okay, and I'm not going to pretend otherwise.
But at some point soon, and I do hope you'll pick up an address,
We're going to have to decide, are we going to go, are we going to retain an attorney,
are we going to empower that attorney and the resources necessary to do statistical analysis,
are we going to go through that process to see if there is a legal basis for accomplishing what our community wants.
I want to tell you what I've done, and I've actually reviewed an earlier version of it with Rebecca.
Second, goal six is why I wanted to be on the school board.
It is like 98% of the reason that I wanted to take a chance and get on the school board.
I've been battling this since 1998 when I resigned from Moses' Accountability Advisory Committee.
When I learned what was going on in the accountability, in the assessment program,
It's been a battle from that point forward to today.
And what I have done, when I got appointed, when y'all put me on the TASB board,
I committed anew to new research, to accumulating old research, and pulling it together.
I literally have pulled together a 60-minute presentation that goes from Civil Order 5281,
which basically put the knife in the heart of the end of segregation and mandated that the state of Texas move forward to close the equity gap with minority group children.
through TAWS, through tax, through STAR, and it's a 60 minute thing timed.
And for every paragraph or every two paragraph, I have accumulated 25 years of research in 10 three ring binders, and it's all tabbed and indexed.
If I make a reference to the Supreme Court decision, it says see tab one whatever, and there is the Supreme Court decision.
If it talks about Civil Order 5281, there it is.
If it says that the state of Texas lied, cheated, and lied about cheating, here are the IAIS reports.
And so what I want to say to you is this.
It's going to take an attorney who is tough and strong and independent.
independent, we can have attorneys who have fought the same fight and lost again and again
and again. Dr. Hint has pulled together, I've been doing this literally since 73, but since
1983 I've been involved in public education research. Dr. Hint has put together the single
best database of student performance in KTISD that I have ever had access to.
And it all goes to the equity gap. And the final thing that I will say on this,
just as a as a precursor, is the state of Texas, from the advent of accountability
testing, constitutional testing, has lied and misrepresented what children do and
do not know. They have lied for a very specific reason. They have lied so that they did not
have to fund public education at a constitutional level. They established a phony, false standard
of constitutional equity that has gone from TAS to tax to star. All different ways of
of doing it, different tests, different methodologies, but the common denominator.
We haven't had an honest constitutional test in the state of Texas since 1989.
And if we do not link constitutional equity with constitutional finance, we will never
whip the state of Texas.
Rebecca, when I was going through this stuff in an earlier version, Rebecca made a very
excellent point and it got me back to a few more tabs and that was it's not
something that I hadn't thought about but it it was the urgency of this we
have all the expertise in KTISD that any school district could have we have
to figure out consistent with this whole process what do we want our
accountability system to look like and if we really don't believe that one
assessment should be at all then we have to replace something we have the ability
to do this one final thing in terms of my role on TASB it's fortuitous that
y'all put me on TASB I have made four or five contacts with key people in many
districts there we're all saying the same thing TASB itself is not going to
to be able to do anything because it's a statewide organization and when you
serve everybody you serve nobody. But we're making relationships within that
organization who are saying the same thing and if we do the leadership in
this in executive session in consultation with our attorneys which is
perfectly legal if we go about it the right way I believe this is the board
and this is the district that can change accountability in the state of Texas.
I will agree.
Goal one and two, they're intertwined, but let me just give you an example.
I think Mother Nature is going to put the test to the state on goal number one.
Not as far as, but you know the rotten apples scenario, if lower appraisal
values come in, then we should get more state funding. So we're going to see that.
And that is what the local court was telling me.
So we're going to see that.
But let me help try and not understand, but explain.
George knows what he's talking about.
Sense, toss, tax, and star.
How many times have you taken a test,
and you don't know whether the answers you answer
are going to be counted or not?
And then the state has the ability
to adjust the standard before the scores are released.
But after the tests are taken.
And what has happened over some of the school finance suits over a period of time,
the adjustment makes it appear that we are meeting the standard constitutionally
of the diffusion of knowledge in our classrooms
because these percentage of kids are doing well.
I do believe I do believe that it's been choreo that's been created that way so
that they can make those adjustments so that they can sell a bill of goods you
know to folks so I think then with the sell a bill of goods then they can say
that they're appropriately funding us because look how well the kids are doing
you know what I'm saying I mean your funding is okay because your kids are
doing extremely well. They're both tied together. Tell me what the standard is before we take
the test. Keep the standard as it is and let's see how well the kids do. And specifically
they've heard us in two areas and probably
two of the most important subjects, math and science.
Reading and writing, that's an area that,
depending on the grade level or whatever,
but the math, and that's what goes back to also,
the standards sometimes adjusted
to some of our minority students,
because that's where you see a disproportionate number
of those meeting standard versus those that exceed standards.
But I do think that there is some validity
to looking at this from a different set of eyes to say are we are we assessing
and then then the question boils down to this why is this one test the driver of
funding in the state of Texas you know so I think we can get there it's taking
a different approach to how we approach the challenge to the state school
school finance lawsuit. I mean, y'all said that saw the outcome of that. The school
lawsuit, finance lawsuit said, well looking at the scores of the students
then evidently they're meeting the basic needs, but they're controlling the
standard. You know, before the test is released, after it's taken. Madam
Madam President, facilitator, so I, George and I, George asked me to meet and look at his research,
and we're the only two who've seen it.
We're the only two who have seen your research, right, you and me.
And so I did look at it.
It's so impressive, and he's right.
Ten three-ring binders, tab this.
I mean, it's so incredible, the research that he has.
And the discussion that we had was, you're right.
Right. When you tie those two things together, there's a great probability that we can do away with that standardized test.
But I said, George, they will never do away with it because KDISD, there are so many school districts who are doing really well.
But there are some school districts who need a standard or their children will be left behind.
So the children will not succeed.
So the state will not take it away until they have something to replace it with that's meaningful.
and we're the ones we're the ones to show the way we're the ones to show the
way so it's not as easy as it sounds like let's do the state let's prove
they're wrong let's get rid of the test you don't get they won't get rid of a
test because there has to be accountability and we have to show them
what meaningful accountability looks like what meaningful assessment looks
like and we can do that and it's going to be hard
don't just show me the problem show me an answer we will show you how that is
our teachers already do it right your wife's the teacher she knows how to assess
children and know when how they're learning how to improve them we know how
to do that but how do we show it to the state so it's a very complex problem and
I appreciate your attention to number six and I I appreciated when you were in
the meetings the strategic design meetings your focus on number six I have
I have one one thing that I'm going to contradict you on and it's like of the
of the room I'm just here to tell you I don't want to hurt your feelings but we
weren't all really excited about number six some of us were excited about other
ones like oh absolutely I'm just saying you said it was the one everybody in the
room liked the most and I'm just gonna say that wasn't my favorite
we all agreed in the room that there are multiple norm reference tests that are
utilized that carry more weight than a STAAR Test does on a student. And the STAAR Test
actually minimizes what the CTE or the career direct, you know, student is. You've
got SAT, PSAT, ACT that are norm reference tests that gauge you across the state,
the country that the standards are not adjusted after the test is taken.
So those are assessments that we all said. You don't have to recreate the wheel.
No we don't. You just have to put your emphasis in what it is that you want to put the emphasis in.
Everyone agreed with it. It just wasn't everybody's favorite.
The thing that I've written and I apologize in advance. I've written it like to a lawyer.
Okay, I've written it to the attorney to, to, attorneys, the attorneys are smart, but
they don't necessarily understand what's happened in education. They don't
understand the nuances of how the TEA has manipulated this process. I would
love to be able to share this with the board, but the circumstance is not
right now I've really made an effort in this process to to force myself to put
it down in layman's language anytime you're dealing with numbers you have to
deal with numbers but there are simple principles and simple examples that I
think once we come become comfortable you hand it to an attorney and see if
they can make the leap. The irony is this, is that Morath is probably one of the
smarter individuals to be the Texas Education Agency Commissioner. I guess
this is public and I'll just send him a message. He has done more to advance
the cause of what I've been working for in my entire career in the last three
three months by actually accidentally telling the truth. Okay. About what's
happened at the state. And it's time to get this in the hands of will bulldog
attorneys to see if we can, if we can make it happen. All right, Mr Scott,
thank you. I'm gonna don't mind get it back to Mitzi so we can continue forward
with our 3.3 discussion item. Well, and that does kind of bring up where we are
are in terms of specific results because the specific result that's slated for
year one for goal six is the develop the professional analysis of the state
finance system so basically we can just say that's already done right
Did you hear that? From what?
In all seriousness, it's not anywhere close to be done because it's not done until it
larger developed and coherent legal strategy. It's extraneous facts woven together over time,
but it has no weight until you have a legal strategy. Okay. Right. Awesome. Go ahead.
You know, as you guys are just talking about, you can just hear the passion in the room and
how much that you're, you know, really wanting to go forward with that because you care so much
about the children here at Katy. And so the next thing that we're going to talk about is just the
strategic plan in action so there were 33 specific results that are each
specific result goes to a specific goal so I was trying to get out of the
getting out so there's your specific results or what do we need to have that
board goal come to fruition right so what do we need to do to be able to
drill it down to be something very specific we need to look at and then
what we did on the strategic design committee is that we actually took a set
of specific results and that we cited for year one so what we wanted to make
sure is that we didn't bombard the district the teachers with a bunch of
things like we're gonna do all yes we loved all this work that was done let's
all do it year one and let's get excited and everybody goes goes for it and we're
gonna make all this other change and it's gonna be great and what happens is
usually that just overwhelms your people, your resources, your time, and your talents.
So what we did was we took a look at all the different specific results and
really analyze them all to think about which ones do we really want to focus on
year one. And so we're going to take a look at those specific results. In your
document you'll notice that you have all the specific results listed, but then
there's a section at the bottom that just says first year specific results,
and then you'll see which goal they also align to. So the goal is in red, the
specific results in gray. So we're going to take a look at those. Here's some
table talk questions very similar to the ones that you also did about learner
outcomes. How do these specific results align to district priorities? How do
these specific results lead to your learner profile? How do you use these
specific results for decision-making, governance, budget, and
communication and how do you make them happen? And can I say one thing? Just a
real quick kind of caveat for the board. When we do the timeline, what we call
timelining the specific results, one of the parameters as we say you cannot
implement more than 25% of your plan in year one and that's to the point of what
Mitzi said. So that's the criteria that the team is using to sequence it.
They look at all the specific results and you say okay 25% or less have to be
slated for year one but the mindset is not prioritizing so I just want to make
sure that the board understands like the mindset of what's in year one it's not
because these are the top priorities every specific result in your plan is a
priority it's actually a mindset of sequencing that is used by the team to
come up with year one so I just want to make sure you are clear on that because
you're a lot of times the communication to the community and when community
members might ask well wait a minute I think this is more important than this
or this is more year one specific results are not based on these were the
most important or these are the priorities everything's a priority they
were sequenced so it was the things that needed to come first because other
things need to follow after and build on that foundation so it's a sequencing
decision not a prioritizing decision and I think that's really important you know
as you're communicating with your community
at the school board. 1.3 if you just look at goal 1 review the grading and
reporting handbook to identify opportunities that support personalized
learning. We have specific actions tied to that that we're going to report back
to the board. It's not just that big generic statement. There are specific
things. JROTC absolutely. Also know this that I'm not the expert in all these but
but I have folks that I have assigned to these,
and we've kind of distributed them across.
Deputy Superintendent, his department, has some of these.
Curriculum and Instruction have some of them.
You know, depending on the department and the area that,
and those are the things that we've got scheduled to report back to you all throughout this year.
Now, we got backed up with Hurricane a little bit and had to push a couple things back a month,
and we will report those back to you.
But I don't want you to think that there's just this.
There are those specific actions tied to it.
For each of those gray areas, there's about seven to ten action steps in an action plan that take place for each one.
Yeah.
I just got one question.
So we're coming up on an evaluation for the superintendent.
And part of our tasking every year is to adopt goals for the administration.
Are what we doing right now, talking about those goals, and we will have an action item come up on a future board where we adopt these eight goals, and the assumption is that we know that each one of these, when we say one, goal one, we expect the superintendent to bring us the action item of 1.3.
that can I enter absolutely let me tell you that was one of the things you know
the last evaluation process there were some goals specifically identified by
the school board during this process we plug those in underneath the appropriate
goal within that area I mentioned it a couple times
JROTC investigate JROTC bring back to the board the cost analysis how we can
implement it at multiple schools etc so that's coming to the board right you will see it and
we will report on it and then it's the board's decision whether we follow through with the next
step of soliciting the armed forces filling out the application securing the the square footage
of a facility to do it hiring or allocating the funds to do that that's y'all's decision
we're bringing you the information then you as a seven member board that four of y'all want to
move forward with it you've now determined the budgetary allocation to get that done
all right it's not a just a me decision it's i report back on how we can get that done if that's
the will of the board and you'll see all of your goals plugged into this thing and you'll see them
being reported to you now remember i told you though because of the timing of getting this done
january is my evaluation it's a you know it's a it's a moving
moving. But to Charles point as you go into that next process and you're adopting goals for the next year. Absolutely. Really important to align to the strategic plans. You don't want to have board goals for the superintendent that are different or in conflict with what's from the community. So you want to make that alignment happen. Yeah. So yeah it would be good for the board I think direction wise because there's so much stuff that references the true north and we're no longer doing true north. I think we as a board since we've discussed this probably need to
talk about you know adopting whatever however you want to phrase this set forth by strategic
well and y'all did adopt it you adopted it and we pulled down most of the true north
and now in the process we just got them back of putting our strategic design goals and all
the schools and doing that but it's it's a work in progress all right so we're gonna
I haven't I you won't hear me say anything about true
yeah you will you already see them I'm gonna take you down the end of the
hallway here and show them to you they're already posted in every single school so
we're gonna take a look at those specific results for year one okay so
I want you to take some time with your small group team and really kind of take
a look at obviously the goals on top the specific result that was sequence for
year one there is one specific result per goal in year one so that makes it
nice because there's a goal there's eight specific results that are going to
be worked on in year one so take a look at those and then you have some guiding
questions on the screen for you guys to think about how these specific results
are really going to help you reach those goals in your learner profile and how
they align to district priorities. So take a couple of minutes. Three?
I want to know what number 7.2 looks like.
I caught that as well.
Because I made a comment up there about partners in education, but then 7.2 says replace it.
What do you mean?
That's interesting. What we were speaking of, the testing thing.
You're going to replace it, but you better have something in place and don't get replaced with it.
So what are the replacement ways?
I know Lance has an idea, but I can't remember what he said.
Actually, I was there when I was in the leadership.
Well, do you know what Partners in Education does?
I don't know what they need.
I mean I did it. No, not necessarily. It is a lot. It brings in businesses into schools more than just mentoring.
Yeah. And support and donations and support and volunteering on campuses.
Isn't the mentor part of education? It's part of it. Part of it. Not all of it.
What was the name of the organization? For somebody who's not aware.
Deca is um...
ancient. Pardon?
Is that marketing? Future business leaders
or something like that? It's FBLA.
Deca is um...
I remember talking about it. It was 40 years ago that I remember it being there.
I was never a member of this board though.
So that was something that was even in place.
That's what they were concerned about.
Ah.
Ah.
Ah.
Eight is so big.
Emotional well-being of our students.
Everybody gets a beer.
No, this is fake.
Or a corner to cry in, or a safe space to go to.
Well, I wish I'd have seen that.
What's that?
I sure wish I'd have seen that.
What?
That. That you left it over there.
Oh.
Yeah.
Put it in your pocket.
Don't let nobody hock it.
I better grab my moral record right there.
Yeah, you might want to since you're the one that brought it up.
Mister, I'd take everybody's pen.
Seriously, what's up with you?
You're like a little squirrel in nuts taking all those pens.
Are you feeling okay?
I'm just tired.
It's been a long day.
Yeah.
She and I both hit the ground running today.
How's the rest of that?
It was good.
Alright, so I've heard kind of a lull in conversation.
In this specific result, I heard a couple comments about,
man, I want to see what this looks like, or I'm excited to see what's happening here, what the ideas are here.
And like Shannon and Dr. Hintz said, action plans are fleshed out very specifically about those specific results.
Those were also done in the strategic design process.
Not only are they detailed out into several action steps, but like he mentioned, they're also delegated out
where multiple people have their hands in different departments so that it's a collaborative process.
Those people are coming together to brand me about that.
about that. So the next part of the workshop is that Shannon is going to go
through the planning calendar. Yep, so just find this document that looks like
this. It has yellow highlights on it and Lynn's kind of mentioned this already,
but these are the specifics about, so taking the stuff that's slated for year
year one, you will see what is going to get reported out to you. And there was a rescheduled
board meeting, but you will see November 6th, December 4th, pretty much every month you'll
see something that's going to be reported out to you as part of this strategic design
planning calendar. So this is, Charles, you asked earlier, like, how's it going to be
different what we do now? One thing is you'll see what's slated already in advance aligned
line to the strategic design. And so y'all can just look through there and
see November 6 you see GT junior high model, December 4 the JROTC, and you can
also see who's responsible for that research because the person's named on
there. In January you can see that the three bill schedule and two mile turn by
turn studies. Notice those are strategically placed. In terms of the
the time. Yes. Yep, that's right because if you're going to make a decision about
that you're going to have to make a decision right then so that you can
implement it. Yep, then in January the Parent Community Engagement Initiative.
This one may have to be moved because we were going to work on that process this
fall but due to a lack, so 7.1 if you want to look at the specific results,
7.1 and 7.2 both of those were slated to be in fact it's going to facilitate the
process of going through that this fall however with the storm and the results
of that and not having a place to be we're having to push that off just a
little bit longer into the spring so that what's slated for February 19th is
going to have to be moved to a different date for that just so that's what's in
read there. And then in March, you'll get an update on the portrait of an educator,
which went through this process. And then in April, you'll see the early college. And I would
imagine by May, we can probably then report out on those parent community, the ones that were
slated for February, probably come in May. I'm a little confused on the timeline.
Okay. Where are we? Do you have the administrative authority to proceed
on the goal six for instance. Yes, but if you remember we didn't want to really put
a lot of detail out there. Absolutely. But if you look in January and there's two places
where I basically it says Hint reports on the status of the strategic plan and next
steps. January 23rd. That's kind of the subliminal opportunity for me to go into closed session
and have those discussions with the guys about that.
But can we have the discussions on that in November or December?
Sure. Absolutely.
Because I think, I mean, the concern that I have is there is work that has to be done
that the administration is not going to be doing day to day.
Correct.
And the sooner you can turn them loose on that,
Right. I mean, here's, let me just, let me give you some legwork.
I've already been out kind of talking with interviewing more or less some
legal partners and opportunities that might be able to come in here is it with
us at the same time in closed session so that we can have a discussion as a board
as far as what direction they have.
so the things that are highlighted would be the public you know publicly reported
right right so there's other things so this planning calendar yeah let me yeah good good
clarification so the ones that are highlighted are the board reports okay but the other ones
are other things that are happening this year with the strategic design team.
So, yeah. The one on January 24th, we're actually bringing the team
back together for a workshop to where they can look at, because
we've only slated specific results by year. One of the
reasons why you do that is for that ultimate flexibility, right?
Like, for example, because of the storm, some things may have changed. So that's what
helps make it a living document. So January 24th, we're actually bringing the strategic design team
back together we'll actually look at sequencing the specific results for year two so go back to
look at what's been done what the progress has been and then have the strategic design team
make that decision so that's one way that it's ongoing with your community you know your community
didn't just come in at the beginning and say this is it and that's it they'll come they'll come back
on january 24th and do some more work on that okay
Okay.
Sharon, if you can verify this. Our strategic goals, if you now look at our consent items and action items,
those goals are listed under every single item that it applies to as a consent item or an action item.
We're tying those to all decisions and expenditures we're making.
We should add to here even like those like the 4.1 you know what I mean like
every one of these we should do that too actually. Oh I see what you're saying
yeah absolutely no and you know what we do we do have that on our internal document.
We should we talked about I was actually all the way through text Andrea and just
say yeah you should put the numbers there so it's easy for the board to see that.
Yeah.
On January 15th, when he was scared about this, you can see what meaning she probably
don't want to show up to.
They're going to get really .
Well, let's remember, these aren't saying we're going to do it.
We're reporting to you the cost plus or minus, how it can be done, and then it gives the
board input.
I mean, that's through a workshop.
Yeah.
I know.
So Charles, you asked the question earlier, how's it going to be different?
Y'all know that's a board goal. These are board goals. You're seeing your board goals in here that we're bringing back to you for discussion, for consideration.
So I did list on a slide what that would look like, that different. So like Dr. Hintz said, first of all, this is all sequenced out already.
So the research is being done, of course, ahead of the time that it's reported to be slated to be reported to you.
Bye, Mitzi. Mitzi's leaving. She has to catch a plane.
catch a plane to Lubbock there's only one left tonight yeah so that many
flights to love no you look at me like why are you walking away yeah yeah
you're stuck with me now thank you thanks Mitzi yeah so she's actually
leaving yeah yeah yeah I'm certified she says to be I got you she's got the
certification stamp yeah so but these are the this is the way that this will
work. So just cost, benefits, and constraints would be reported out on
each of these topics and that report to the board happened. Then the district
based on that discussion will implement or not. So they're researching ahead of
time and again it gives direction to the district and then come back and measure
the results and report that back to the board. So that's kind of the sequence and
the difference. Make sense? So pretty much and I know each thing is going to be
different, but like measure results. When it's brought after the implementation,
you will say, you know, here's what we did, here's what our goal was, and these are
the results. Here's baseline today, and we'll see whether this was an improvement
or... Exactly, exactly. And that's what makes it strategic because you, you know,
this is what people don't do in education, is evaluate the impact of
the implementation and decide do we continue it or not, right? So you set
those expectations through the research and then you can come back and see if we
need those expectations or not and do you continue to fund that or do you have
to because you know what's in your strategic design is like y'all said that
on all the goals like one of the things y'all said is we need to fund it and you
want to fund it but then that's one reason why you sequence it because you
can't the cost is too prohibitive to do everything at once and then you can
evaluate so that works do we keep funding it or not right way better than
sunset clause too. I mean you've got a decision to make. This is not working. That's right. Exactly.
Exactly. So one of the things and I think you know thinking on the part of the
board and everyone needs to be when you go into strategic design you can't just
say all of a sudden okay I mean y'all have look at all these specific results
you can't just say now oh we're gonna start doing all this too right I mean
that's that's one of the most of you won't do it can't do it right so I mean
I'm assuming right that the board y'all don't have like a lot of extra money
that you were just kind of waiting around to see what should we do with
this right and since you don't have that you have to also when you implement a
strategic design you have to also think about strategic abandonment because this
is what's been a priority from the community you can't just say oh let's
add all this on I mean there's no way to do that so you have to as a board say
okay this is what we're doing and these are the things we're going to stop doing
That's the only way you can actually move forward with the resources that you currently have.
Right.
Another quick question.
As a measure of results, would community acceptance be a valid measure of one of your results?
Charles, could you say that louder? I'm sorry.
As a valid measurement, it says, you know, measure results there, community acceptance.
For instance, right now we do busing and it's various distances, but it's not, it's, what's it, 1.5 miles from?
It's half a mile for elementary, it's a mile, but it's as a bird flies.
Right, so what I'm saying is we've come up with a way to do busing.
the way we do it in the district right now is not accepted by the community a
portion that's very loud about they don't like that decision so however we
decide to do it to me part of that measurement should be does a community
accept what we're doing because they obviously don't like that the way we do
our busing whether we write but if you change it the other half is not going to
like it well well right but you're just there I'm just using it might not be a
good example but one of the measurements is because you're giving us the money if
they don't like the way we're doing something so no my answer to that would
be and of course the board can weigh in but my answer to that would be yes but I
would actually measure it I wouldn't determine that by who shows up at public
forum to talk about it because that does not necessarily mean you might have 95%
that do accept it but the 5% show up to talk about it so that's not a valid
measure so yes community acceptance should be a valid measure but it would
have to be actually measured so you know survey and say are you know is this
acceptable to the community you know whatever those points are you want to
make sure that if you're going to use it as a measure it's a valid measure
And that gives you guys the fodder when they do show up in the board to say,
we measured this, we received input, X number of people,
and 90% of them are accepting of this.
You're the minority.
Yeah, exactly.
Although they'll still show up.
They'll still show up.
They'll all have to wait out in the middle of them.
But it helps you as a board because you do want to be responsive to your community.
And transparent.
And transparent.
So you don't want to feel like you're making a decision that people are against, but to know that you have to measure it accurately.
And I feel as practice has been this past year under Dr. Head's leadership, we have been throwing transparent more than I've seen in my many years here.
Yeah, that's really important. And you've engaged the community in this process, so it is important to measure and take those measurements back to them.
like this is what we're seeing is working this is you know so I think it's it's really important
and I would I would say and you know hold your district leadership accountable to the fact that
because this is this is one way to strategically abandon things if you had someone bringing
something to you from the district and it wasn't aligned to the strategic design you should
question that right you should question why are we why are we thinking about that or strategic
strategic abandonment could be one of the items that is currently a goal we
survey we bring the data back to you and you guys say okay we don't think we want
to go any further with this so now we've strategically abandoned that so that I
don't get browbeat on it over and over and over exactly yeah and it just means
strategic about all of those things being able to look at it in line with
this. And you can, I mean you can use your beliefs, your call to action, your
learner outcomes as a filter, right? If it's not, if it's not doing those things.
So this is the calendar. It again just, you know, this is a living document so
this is not something that, you know, it is not something that, you know, is set in
stone in terms of the framework is. So this part of it is set in stone unless
the strategic design team changes it and they're brought back together. The way these the timeline
and the action plans for these specific results have to remain flexible and influx and so that
that's the constant communication coming back to the board from the district and that cycle of that.
And in my quarterly evaluations all of these are listed when we report them to you what the outcome
was etc as we move forward from this point forward and do this. Now the first ones I mean we've got
some coming up that we're going to be reporting on GT we're going to be
reporting on three bell schedule we're going to be reporting on you know as a
bird flies versus turn by turn these are all items that you know on my board in
my office that y'all said even in my evaluation you listed these items and
these are the things that we're going to come back evaluation in January you guys
may say okay here's some other things we want you to look at and as we review and
report on these and abandon or move forward on some of them there may be
some new ones that we plug in that we take back to the community that these
are important to plug them in. Well in the the the strategic design team is meeting a
couple times December 7th they're going to come back together they're going to
look at your two priorities so this will that'll start the action planning
process for the next for the 18-19 school year and then on the 24th
they're going to basically do the SWOT analysis on each plan and adopt those
plans. That'll set your calendar in motion, reporting out calendar in motion
for the next. And then the last thing that I'll say, this is this is not my
document, it's not your document, it's all of our document and I'm not trying to
bring up a former school district but we went through this process in the former
school district and their leader left to come to the best school district. They left
the second best school district to come to the best school district but they're still fought it
doesn't matter who the leadership is right because the board and the community has established this
the new guy up there has picked up on this and he's moving forward it's not when there's a change
of leadership something happens to me you've got a living breathing document that's developed not by
by one person, but lots of people.
Exactly.
Not that I'm going anywhere.
Oh.
Give me the keys.
That's right.
Okay, so your main
role too, besides all
of the other things that we've been talking about and all the things listed
on this post-it, is to communicate.
So I think, you know, you ask
the community to come in and I don't,
you know, we should probably celebrate again
the number, I don't know if we even
been told the number but it's well over 3,000 people that were involved in the
process and all of those inputs and so it's really important that you are
consistently communicating your message so board agendas should have strategic
plan you know aligned to everything that you're discussing on the board agenda
align the budget items like you mentioned but then it's also your your
conversation with people you know you're being the ambassador of the process
because that's how you continue to maintain the trust and transparency with
your community because they did commit a lot of time energy and effort into that process so and
they have a lot of hope in it i mean there were people that left there like going like done it
this is going to be it you know they believe like you do that katie is the place like if not you who
and if not when now i mean if not now when so yeah not you who let me let me just say one more i'm
sorry shannon no no that's great keep chiming in my job i believe sometimes is to give the board
cover and in order to give the superintendent cover we have to go
through a process like this and when we bring a three bill schedule to the board
in public we're able to say this was something that was approved by and asked
for by our strategic planning community that had 3,000 folks give input to X
number of folks spend X amount of time this was brought to us so it gives cover
to what we're doing and the reason why we have this delicate conversation.
And not only were 3,000 people involved, but everyone had an opportunity to be involved.
Because anyone could, so that's, you know, like I used to, when I was an assistant superintendent
in a school district, someone came in and complained to me, I'd be like,
let's see, were you on the committee? Oh, well you were invited. Everyone was invited.
So, sorry, I mean.
Did you take the survey?
Yeah, did you take the survey?
No, okay.
Oh, okay. Well, you know, you can't complain after the fact. So, you know, there's still opportunities to be involved, but everyone could have been a part of that process and could have had input into it. There were only certain people on the design team, but the summits were open to everyone, the survey was open to everyone, and all of that input was utilized in the process.
So let's do this. We're going to take three minutes right now to create your
30-second elevator speech. So everybody's doing this individually. What's your 30
second elevator speech regarding strategic design? When you're on the, when
you're in that, you know, the grocery store, the fitness center, wherever you
get accosted, to ask you the questions about whatever those specific results.
Because you know what? Everyone's super excited about it until it actually makes
a change that they don't agree with so it's in the action that you're going to
get pushed back as a board and they're going to go why are we doing such and
such yeah whatever it is yeah okay why are we doing three bill schedule I don't
get it so what's your 30 second elevator speech and so yeah everybody and so I'm
not talking specifically about that but you've got to tie it back to every time
you know I mean the goal six I mean there would be people that will question
this, right? Y'all are taking a very bold stance. So what is your 30-second
elevator speech? So I want everybody to write yours down. Think about what you're
gonna say. Write it down. Right, so when you're when you're asked in the grocery
store, why are we doing X? How do you explain it through that lens of
strategic design?
You have three minutes to come up with the 30 seconds.
Thank you.
Thank you.
Thank you.
Thank you.
Thank you.
Thank you.
Thank you.
Thank you.
Your elevator speech.
Yes, let's hear it.
Charles, go first.
Charles wants to go first.
No, you have to start, Mr. Scott.
move that mr griffin go first okay i say okay george
wait we don't have action items that could be a lot breaking the law ourselves
yes but intent was expressed point of order
george wants to you know he does
i'm not going first okay all right strategic design well basically the reason that the board
came up with this that the school district the board came up with the
strategic design was three George's timing was three possibly four reasons
the first is so we can have a work a roadmap for the district the second is
simply to put specific action items in place that we can measure and know
what's going on the measurement is that sec is the third one we have to have
measurements in place so that we can know where we're at along that roadmap
and then the last thing is just to be so that anybody can walk in and they can
and see what these measurements are, see where we're going,
see why we're going there, and we can be transparent.
I'm good.
Lovely.
Great.
That's really good.
Hey, you're still, George, stop the clock.
He's taking stuff from you.
Oh, gosh.
He's got to add some things to his.
Cheating again.
Using his resources.
Calibrating.
He's calibrating with you.
Calibrating?
That took forever.
I know.
Are you sure that was 30 seconds?
I think so.
Only five minutes.
What did your clock say?
Katie's strategic design process responds to the community's strong desire to hold the school district rigorously accountable
for programs and initiatives that impact all aspects of our students' lives
while pursuing a strategy to restore local control and accountability, own accountability and finance from the state of Texas.
That was likely 15 seconds, Bill.
It's faster I could get to my clock. I gotta find it. Starts with C.
I'm anxious to hear Charles.
You want to get the right answer?
Yes.
Wait a second. No wait wait. Five seconds.
I didn't even write it down.
Go.
We got a new superintendent. We got so many more people.
We needed a way to listen to the community.
So we use a strategic design to reach out to the community to find out what they wanted what they didn't want our school system
And it's an awesome point, but once we got the community telling us what they want
You don't have to trust the board member because we take your input
We have a superintendent
Great
Number of people oh
wasn't it? Oh that's what he said. I want to hear the Taylor grad. Come on Taylor grad. Come on Taylor grad. You can wing it. I'll tell you the one thing though. I hear it, heard it a little bit but from my point
everything you're saying is correct but it also provides an avenue to tie future
budgetary expenditures in our annual fiscal budget. All right, everybody really does and those are important things because coming up with big
ideas that we don't have the funding allocated to it, I think is a driver in this thing.
And it also speaks to what we start with also is interesting we said
abandoning strategic which isn't really something it's basically saying and when
when you spoke to it being a design, it's not saying this is what we're doing.
If we as a group, as an administration, as a community decide,
okay, actually this doesn't fit, this doesn't work, this isn't meant for our community,
this isn't right going forward, then at that point that's when you look at abandoning,
and that's something that's really interesting that has been said here this evening
that shows true research, respect for the community,
and really taking into account what is best for our community, our staff, our students,
and not just the here and now, but the long-range goals.
And the abandonment occurs because the majority of the board wants it abandoned.
Yes.
Or the majority of the board wants it approved.
And some of that will be listening to the community
and listening to the presentation from the administration and doing our job.
Sometimes you have to look at that using the map analogy. We're trying to get to San Antonio and we realize we don't need to go to San Antonio, we need to go to Bernie or Fredericksburg or something.
We've got to continue on that path and keep going. So I'd be willing to adjust.
Rebecca?
Rebecca?
Chase?
So mine says the strategic plan was developed by over 3,000 community and staff members
from our area and all areas of our district were assessed and given goals and strategies
to make our students, staff, and community stronger and better.
The Board of Trustees will implement the measurable goals and plans keeping the budget constraints
in mind and our goal is always to make KDISD the respectable the respectable
district throughout the state. I love I love noting when you're talking to
somebody especially when somebody's coming forward with you know why are
y'all doing that or pushing back on something being able to reference we
engaged over 3,000 people in this process to get to the place that you
know the design that we have in place and you know that that is important
because one that makes it actionable to you can feel as a board like you can
trust as a board the direction that you have with that and it helps people that
are saying you know thinking that they're putting it you know oh this is
dr. Hintz idea because he's a new superintendent or this is you know
somebody you know just somebody's idea they can see oh no this is actually was
part of a very collaborative it was collaborative and part of a very
strategic process so I think that's really important awesome awesome the
The last piece of this that what you have in there, y'all, is a legacy learning framework.
I think this could be my favorite name of a framework that we've ever facilitated, ever.
I love it. And so just this is going to be a very quick review of that.
But we've talked a lot in this table talk about how do you make it happen?
That's been one of the questions that's come up several times on the table talk.
this is one way you make it happen. It's through the legacy learning framework.
Because, and I'll let y'all see these because it probably need, I'm gonna throw
the steeple. Oh, there you go. Good catch. So in that, in that little baggie, there are the four kind of learner
profile traits, nice Vanna, and those are defined by the skills underneath them.
and basically all you're going to do here for just a minute just to look at
the legacy learning framework is take each one of those cards and as a team
think about how would you see that working in each of these steps and the
legacy learning framework we're actually on October 18th and 19th I believe are
the date the Kami and Albert two of our folks are coming back to facilitate more
of the mapping of that framework to map out protocols for it and to map out all
the district resources and initiatives to the framework so basically this can
become the one thing for teachers so it's not all these different programs
but they can see how all of those things fit together in the legacy learning
framework it's a very powerful process and so take a take two minutes and see
if your team you can hand out the cards to each other and say okay where each
person can take a card or two and say where do we see the this particular
skill happening in the framework. Yes. Hard, really hard, but I love, I love your
results. So, seen a lot of these and I really, really like what y'all came up
with. It's great.
Thank you.
want the seeds. I just want the seeds in that section. I see that. We can all eat together
nicely.
Oh, right there.
Okay.
Yes, because this one's almost gone.
Thank you.
Good.
Thank you, though.
That's a nice little fall mix.
That's a nice little fall mix that you made there.
Yeah.
.
We work with about 40 a year.
Well, we have 40 people on our staff and pretty much they're all out every day of the week.
So we'll provide a...
Thank you.
Thank you.
Thank you.
So, here's what I want to say about this.
You're gonna see a lot more about this over time, the legacy learning framework. You could have created as a design team in your community, you could have created like, okay, these are the skills kids need, right?
And you could have put that in a plaque on the wall. Have y'all had a graduate profile before this year? Okay. So you know how you create that and you like put it on the wall and you go, oh, that's what we want.
and everybody's like yes yes yes without this you never get there you never get
there this is what will make those skills come to life because like I I
tease some districts I say you can put all these skills on a plaque on the wall
and then basically when you walk in your classrooms you can tell that the only
skill that kids are learning is how to listen because they're sitting in their
classroom filling out a worksheet listening for the teacher and I'm like
until you do this that's all you're getting now I'm not saying that that's
true and Katie because I've been in some of your classrooms and there's a lot of
this already going on but what this will do and it's about to get even more real
on the 18th and 19th like I said what this will do is take all of those great
things and kind of pull it all together into one thing so that teachers so that
it's palatable for teachers and they're not just like oh that's a great program
that's a great program let me use part of that let me use part of that this
will pull it all together into one thing so that every kid every day every
learner experience really it just it makes your goals happen what you said
about wanting personalized learning for every kid and the things that are in
your goals that's gonna happen through this so this is a key piece it was a an
amazing process for your community to come to agreement on this and because I
mean you're asking people who are lay people to think through what learning
and a learner experience should look like in the classroom that's pretty neat
that you got such a great product out of that and so that's exciting and that's
kind of the wrapping up the strategic plan piece it's just saying like this is
part of this in action if you how many of y'all have kids in school here all
right these two you both have kids in school okay so you should be 16
They're not all in school.
No, just five.
I keep ten of them back in the way.
You're not sure how many you have?
She has four.
She drives a bus that can seat six.
You have six?
Two that have left, that have graduated.
I have four still in the district.
One graduate.
Six together.
No, I have six.
You have six.
In school right now, two graduates.
I have 77,503.
Yes, you do.
I just have two.
And you have two.
One graduate.
So you should see this happening next year.
What's happening, this is being worked with our instructional coaches, curriculum department, working down to the lesson planning process, etc.
so that we're all talking the same language, we're referring to the same things and working that direction.
Instead of having this big old buffet of stuff that we used to have.
I mean, it was all over the place.
And this is actually something that can actually be gauged, can actually be seen, and can be evaluated.
Yep, absolutely.
I like that the teachers feel like they're really involved.
Yes.
Instead of just the here's the grand coming out of the superintendent or the school board.
Now they can see how does what they say drill down to us and look, they really do care.
Because if you look at that one, I mean, just pick anyone.
All learning environments will foster engagement and integrated personalized learning experience.
I mean, it drills everything down to the teachers.
Thanks for saying that, Bill.
Because we've done strategic design for seven years.
But we've only been doing this for about the last two and a half.
And it was for that very purpose.
Because I was like, every time we do strategic design, it ends up in some notebook on a shelf
and everybody at district level understands it, but it never impacts actually teachers
and learners.
So this was our process that we bridged.
So yeah, that's cool that you-
Well, here's a question for Dr. Hintz.
Have we started sharing the strategic plan and the goals in each one that we're working
on this?
Have we started sharing that with the teachers?
Have we started showing the teachers these things?
No, that's what's about to occur.
They're coming back in October.
They're going to start working with our curriculum department.
You know, the big picture things are the things that we're reporting on as a school board.
You know, these are the things that we want our teachers to focus on.
As far as, you know, problem solving, critical thinking, analytical skills, perseverance, innovation, resources, collaboration, ownership.
And those are the things they're going to be working on in their lesson planning as they deliver in their classroom.
But they're not there yet. Not there yet. And I will tell you, that's the biggest step though.
It's easy for us to do what we, I won't say it was easy. It wasn't easy.
But the easy, for me to report back to you guys and say this is my administrative recommendation based upon your goals.
this is the part where it really sets a culture because for all of those things
to happen it's gonna have to come from the teacher first our children can't do
any of that because the school board said they should this was exactly
what's that way like a soldier these were allows them these were teachers and
kids that really drove a lot of right parents in those committees and through
the surveying of data that we received from 3,000 respondents especially the
teachers in this in this arrows and like we need it to go and does it go that way
or do we just keep going back to so you analyze and then you personalize and
then you can design but how and I mean they worked and worked it and they
changed the names and they so much buy-in there and it also as we develop
through this there's a measurement part for teachers to make sure they're doing
it they don't get to put the poster on the wall there will be a measurement in
there it's not called pdos anymore it's called t-test and that will be
implemented in and they'll understand that they will be measured on if they're
doing this so it's not a poster on a wall it will be that our children and
our teachers will actively engage in that and that comes in time right
absolutely yeah well part of what we'll do in the next session that we're going
going to meet with them is create what we call a responsible rollout. So you
have to look at when you roll it out. How are you supporting teachers in the rollout
of this? You can't just say again do it. You have to, how are you, what's the
coaching look like that's going to support them through that process etc.
And how are you going to roll it out over you know a period of time that makes sense
responsibly. So those are the next steps. And the time frame is a roll in and out with teachers.
That's going to take this entire school year. Yeah it'll. Before we really get it, it'll take a
a year before the culture starts to shift.
I'd like to see it pick up next year.
We just went through the T-PEST training
in which we've developed our own look fors
when we go into a classroom.
Teachers will then start submitting data
that ties to this and how they're applying these things
or these actions or things in the classroom.
But I'll tell you, that's the biggest step.
I went through it in another district.
It took a good, and you will get some kickback.
I mean you're going to have those people that will say just leave me alone.
Right, I've done it this way for 20 years.
I've got my eliminated lesson plans.
There will be some kickback.
But it's a consistent approach and it provides a lot of flexibility to teachers.
There's no way, let me put it this way, I'm not going to walk into a teacher's classroom on any given day
and see every one of these things occurring.
occurring. But a teacher should be able to demonstrate to us through providing us data.
We shouldn't have to go see it to believe it. We need to trust our teachers in their
doing it through lesson planning, working in teams, working with their coaches, and
providing documentation to our evaluators and administrators that these things are occurring.
The other thing I'd like to point out in this process was that the teachers were very excited
about it and they were like yes we could do this we could do this and I never
once heard a teacher say but you're adding on to me but the administrators
in the room the principals in the room were like what are you going to take
away from you can't just keep adding on to our teachers because these teachers
got excited about it and they're like yes let's do it let's do it it'll be
great for our students but they didn't they weren't the ones who said what are
you going to take away from me but principal said what can you take off of
a teacher we don't want to put something on and we thought of several things and
it would come up and they're like what are you going to take away from a
teacher if you're going to ask them to do that and it was very cool to see the
protection that they had over that that teachers didn't even consider for
themselves was very interesting we're going to do a classroom impact inventory
as part of this work that we're going to do in October and actually have them
identify everything that impacts the classroom and then go through and do a
strategic of any of that so we'll be able to communicate that out to the
teachers to the point of what they were pretty sports so we have one more thing
but that's going to be your homework because we're going to be right board
operating procedures yes board operating procedures we we went through this other
than bill I mean the board that's currently sitting here went through this
process we revised we edited and then we approved by majority vote what our board
operating procedures were. You're supposed to review those every single
year and that's what we're asking you to do is homework and I'm asking you that
if there is anything in the board operating procedures that you believe we
need to look at or maybe address at a later date send that to me and Ashley
alright so that both of us can see what it is but I think the board I'm just I'm
speaking freely I believe the board operating procedures are working well I
mean it's not a very detailed item and we're working it also part of the
homework is have the board to review BBD all right that exhibit that's in
your folder which outlines the roles rights and responsibilities of the board
Just know what those are.
That's highlighted.
Yep, they're highlighted in there.
Those are the roles, responsibilities of the board.
Basically what that says, to sum it up, you govern, I handle the day-to-day operations.
It's illegal.
We have to do it that way.
As long as we get to eat lunch with the children.
With the. Make sure you say with the.
With the children.
Don't eat lunch of the children.
No, with the children.
Okay.
So with that said, unless there's anything else from our president, we've got, you've got at least an hour's work of homework and we only really need ten more minutes of time.
Maybe fifteen because I think we started around this time.
I'll let the board president close us out if she believes we're ready to close out.
Point of order.
Oh, my God.
Give me that chill.
I go, first three months I was here, point of order.
I'll tell you what.
As a person observing for the year prior to, it was rather entertaining.
I just leave my chair.
Yeah.
Is everybody good?
Any more comments?
Okay.
There being no further business for the board, this meeting is adjourned.
The time is 8.51 p.m.
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