Sep 04, 2024 Workshop

IT IS NOW 1:00, AND I'M CALLING TO ORDER THE BOARD OF THE GARLAND INDEPENDENT SCHOOL DISTRICT BOARD OF TRUSTEES WORKING MEETING FOR WEDNESDAY, SEPTEMBER 4TH,

[I. Call to Order and Determination of a Quorum]

[00:00:09]

WE DO HAVE ONE PUBLIC FORUM CARD HERE.

I'M GOING TO READ BOB DUCKWORTH.

MR. DUCKWORTH, ARE YOU READY? WE'RE READY FOR YOU.

YOU'LL HAVE THE STANDARD THREE MINUTES.

SCOTT, WILL YOU BE ABLE TO KEEP TIME FOR HIM? AND STATE YOUR HOME ADDRESS? AFFILIATION WITH THE DISTRICT, AND THEN YOU MAY PROCEED WITH YOUR THREE MINUTES.

ALL RIGHT. MY NAME IS BOB DUCKWORTH, 909 WAKEFIELD DRIVE, GARLAND, TEXAS.

PRESIDENT SELDERS AND TRUSTEES.

I'M HERE TODAY TO SPEAK TO YOU ON ITEM AGENDA THREE.

I RECENTLY FOUND OUT AND MR. SELDERS. I GAVE YOU A COPY OF A OF SOME INFORMATION I HAD.

I WAS LOOKING FOR THE TEXAS EDUCATION CODE, SECTION 11 185 ON THE DISTRICT'S WEBSITE AND COULDN'T FIND IT.

SO I SENT AN EMAIL TO MS. MCGOWAN AND ASKED HER IF SHE COULD ASSIST ME AND SHE RESPONDED BACK THAT THE PLAN IS BEING PRESENTED TO THE BOARD ON THE OCTOBER 24TH AT DISTRICT AFFAIRS, WHICH I'M ASSUMING SHE'S TRYING TO SAY IT'S GOING TO BE PRESENTED IN OCTOBER TO THE TRUSTEES.

SO THE SENTENCE IS A LITTLE GARBLED.

BUT SHE SAID THAT THEY HAD NOT POSTED THE LAST FEW YEARS PLANS, BUT THEY'RE PLANNING TO DO THOSE DO THIS THIS WEEK.

SO, I'M HOPING I'M HOPING A PART OF THIS MEETING IS TO CATCH UP THIS PLAN THAT APPARENTLY HASN'T BEEN DONE IN THE LAST MANY YEARS.

IT'S CALLED TEXAS EDUCATION CODE, SECTION 11185, EARLY CHILDHOOD LITERACY, AND THE WAY I READ THIS, IT SAYS THE BOARD OF TRUSTEES OF EACH SCHOOL DISTRICT SHALL ADOPT AND POST ON THE DISTRICT'S INTERNET WEBSITE EARLY CHILDHOOD LITERACY AND MATHEMATIC PROFICIENCY PLANS THAT SET SPECIFIC ANNUAL GOALS FOR THE FOLLOWING FIVE SCHOOL YEARS FOR STUDENTS IN EACH GROUP EVALUATED.

AND I'M GOING TO STOP THERE BECAUSE I DON'T WANT TO TAKE UP MY TIME READING THAT.

BUT PRESIDENT SELDERS HAS A COPY OF THAT TAKE SECTION OF THE CODE.

MY CONCERN IS, IS AND QUESTION WOULD BE TO YOU IF THIS PLAN HAD BEEN IN PLACE FOR THE LAST FIVE YEARS, WHAT DIFFERENCE WOULD THAT HAVE MADE TO OUR STUDENTS? WE ALL KNOW THAT THE KIDS ARE STRUGGLING.

WE'RE GOING THROUGH A PERIOD OF TIME AFTER THE COVID DEAL.

SO, I WENT AND LOOKED AT ONE SPECIFIC SCHOOL JUST TO GET YOU SOME STATISTICAL INFORMATION.

WE HAVE ONE SCHOOL 2022? THEY HAD 882 STUDENTS.

23 FEDERAL REPORT, WHICH IS ON THE SCHOOL DISTRICT WEBSITE.

30% OF THE KIDS DIDN'T ATTEND CLASS ON ANY GIVEN DAY.

THAT'S 265 KIDS.

OF THOSE, 40% WERE AFRICAN-AMERICAN, 30% HISPANIC, 28% WHITE.

PER PUPIL EXPENDITURE SHOWN ON THAT WEBSITE IS $11,883, BUT ONLY $6,071 IS IDENTIFIED AS INSTRUCTION.

THAT'S 51.3% OF WHAT IS ALLOCATED TO THE SCHOOL.

TEACHER QUALITY.

THIS THIS ONE REALLY SURPRISED ME.

28.1% OF THE TEACHERS ARE INEXPERIENCED, INCLUDING PRINCIPALS AND LEADERS.

8.7% ARE TEACHING WITH AN EMERGENCY OR PROFESSION WITHOUT PROFESSIONAL CERTIFICATES.

IN 22.1%.

THANK YOU. MR., THANK YOU, MR. DUCKWORTH. IN THE FIELD, THEY AREN'T QUALIFIED IN.

THANK YOU. THANK YOU.

WE'LL NOW PROCEED WITH AGENDA ITEM NUMBER THREE FOR BOARD WORKSHOP.

[III.A. Conduct Board training regarding communication, leadership strategies, strategic planning, good board governance, and goal setting.]

SO, I JUST WANTED TO START BY THANKING YOU, TRUSTEES, FOR MAKING THE TIME TO COME TODAY.

I'M REALLY EXCITED ABOUT THE WORK WE'RE GETTING READY TO EMBARK UPON.

THINKING BACK TO THIS SUMMER AND GETTING STARTED WITH OUR COMMUNICATION WORKSHOP AND TRANSITIONING THAT TO OUR TEAM OF EIGHT TRAINING. I WAS REALLY ENCOURAGED BECAUSE WE KNEW THAT WE HAD A LOT OF WORK TO DO, AND YOU GUYS SAID, WE'RE HERE FOR IT AND THAT REPRESENTS YOUR BEHAVIOR REPRESENTS THAT YOUR ATTENDANCE, YOUR PRESENCE, YOUR PARTICIPATION, YOUR ENGAGEMENT REPRESENTS THAT.

AND I'M REALLY, REALLY EXCITED ABOUT TODAY.

TODAY WE HAVE KIM CASTON.

SHE'S GOING TO LEAD US THROUGH A PROCESS AND GET SOME OF THE OBJECTIVES THAT WE HAVE PLANNED FOR TODAY IS HAVING A SENSE OF

[00:05:08]

AND THEN THE LAST THING IS COMING OUT OF HERE WITH 3 TO 5 HIGH LEVERAGE GOALS THAT WE ALL FEEL PASSIONATE ABOUT AND THAT WE ALL FEEL ARE ALIGNED WITH OUR BOARD PRIORITIES THAT WE'VE ALREADY DEVELOPED AND TALKED ABOUT.

AND SO WITH THAT, I'M GOING TO TURN IT OVER TO KIM AND LET YOU TAKE IT THROUGH.

THANK YOU. THANK YOU ROBERT.

WELL IT'S GOOD TO AND I'M GOING TO HAVE THE MICROPHONE HERE.

AND I PROMISED I WOULD USE MY COACH'S VOICE.

SO IT'S GOOD TO GOOD TO BE HERE TONIGHT IN GARLAND.

KIM CASTON, OUR PATHS HAVE CROSSED WITH SOME OF Y'ALL OVER THE YEARS.

YOU MAY REMEMBER I SERVED ON THE RICHARDSON ISD BOARD FOR 14 YEARS, AND IT SEEMS LIKE DAY BEFORE YESTERDAY, BUT I REALIZED IT'S BEEN ALMOST FOUR YEARS SINCE I STEPPED OFF.

NOT BECAUSE IT WAS TERRIBLE, NOT BECAUSE I DIDN'T LIKE IT, BUT I HAD GONE THROUGH TWO COMPLETE PRE K THROUGH 12 CYCLES, AND I FIGURED, YOU KNOW, IT WAS TIME TO STEP DOWN AND LET SOMEBODY ELSE STEP UP AND TAKE A TURN IN THAT LEADERSHIP ROLE REPRESENTING THE COMMUNITY.

BUT ALSO I FELT A REAL CALLING.

THIS IS MY PASSION IS TO WORK WITH BOARDS.

MANY OF YOU ALL HAD AN OPPORTUNITY TO PERHAPS SEE ME PRESENT AT TASB AND DID A LOT ON THE VISIONING.

NORTH TEXAS AREA SCHOOL BOARD ASSOCIATION.

SO, I'VE REALLY FOUND MY PASSION OF WHAT I WANTED TO DO NEXT.

JUST AS INFO.

I'M AN INDEPENDENT CONSULTANT, BUT I WORKED WITH REGION TEN AND I ORIGINALLY SIGNED A CONTRACT FOR REGION TEN TO DO SIX SCHOOL BOARD TRAININGS.

AND I THINK YOU ALL ARE NUMBER 42.

SO THERE'S BEEN AND WHAT HAS BEEN GREAT IS OUTSIDE OF MY EXPERIENCE, I DID A PART OF THAT IS BEING ABLE TO SEE SOME OF THE 126 DIFFERENT SCHOOL DISTRICTS THAT ARE ACROSS REGION TEN, EVERYWHERE FROM SAVOY WITH 303 KIDS.

AND WE MET IN THE KITCHEN OF THE HOUSE WHERE THEIR SCHOOL BOARD, WHICH IS THEIR ADMIN BUILDING TO THE LARGER SCHOOL DISTRICTS WE HAVE IN REGION TEN DISD AND WORKING WITH YOU ALL CERTAINLY AS A PART OF THAT.

SO I FEEL LIKE WE'RE ALL WHERE WE'RE SUPPOSED TO BE AT THE TIME.

WE'RE SUPPOSED TO BE THERE.

AND THAT'S WHY I'M HERE.

AND WHAT I LOVE MOST ABOUT THIS DOING THE TRAINING WORK IS, YOU KNOW, SO OFTEN AS BOARD MEMBERS, WE WOULD HAVE OUTSIDE FOLKS WHO WOULD COME IN AND SPEAK TO US, BUT IT WAS REALLY RARE THAT WE HAD FORMER BOARD MEMBERS THAT WOULD DO THE TRAINING FROM THE EYE, THROUGH THE EYES OF BOARD MEMBERS TO BOARD MEMBERS.

AND I THINK THAT'S A PERSPECTIVE, BECAUSE UNTIL SOMEBODY SITS IN OUR SEATS, IT'S A DIFFERENT EXPERIENCE.

AND SO I TRY TO BRING USE SOME OF THE EXPERIENCES THAT I'VE HAD TO HELP INFORM THE WORK THAT WE'RE GOING TO DO HERE TODAY.

BUT I'M REAL EXCITED ABOUT THIS PARTICULAR TRAINING THAT WE DO.

BUT BEFORE WE START AGAIN, A LITTLE BACKGROUND.

I WAS ON THE RICHARDSON BOARD FOR 14 YEARS.

I LIVED IN RICHARDSON.

IT'LL BE 50 YEARS THIS YEAR.

MY PARENTS, MY PARENTS MOVED TO DALLAS AND THEN I WENT TO HIGH SCHOOL, GRADUATED FROM RICHARDSON HIGH SCHOOL.

SO WITH THAT, I JUST WANT TO GO BACK.

IT'S BEEN A WHILE, SO I'M GOING TO GO AHEAD AND START OVER HERE WITH JOHNNY AND THREE THE THREE QUESTIONS.

JOHNNY, HOW LONG HAVE YOU BEEN ON THE BOARD? HOW LONG HAVE YOU LIVED IN GARLAND AND WHERE DID YOU GO TO HIGH SCHOOL? WHICH IS ALWAYS AN INTERESTING QUESTION.

GOING INTO MY EIGHTH YEAR AND THEN I'VE BEEN IN GARLAND ALL MY LIFE AND A GRADUATE, 1970, OF GARLAND HIGH SCHOOL.

OKAY. YOU'RE AN OWL.

YES, MA'AM. ALL THE WAY.

I BLEED BLACK AND GOLD.

OKAY. I'M NOT GOING TO CALL ON PEOPLE, SO YOU CAN JUST SHOUT OUT, SO I'LL LOOK OVER.

BUT, LARRY, GO AHEAD. 18 YEARS ON THE BOARD.

THIS IS MY 40TH YEAR TO LIVE IN ROWLETT ANDREW JACKSON HIGH SCHOOL IN QUEENS, NEW YORK.

REALLY? OH, MY GOSH, THAT IS AWESOME.

OKAY, WHO'S GOT YOU? HAVE YOU HAD A GOOD BAGEL DOWN HERE SINCE YOU MOVED FROM NEW YORK? ACTUALLY, YES. YOU HAVE.

OKAY, WELL, THEN I NEED TO FIND OUT WHERE IT IS.

OKAY. CINDY.

CINDY. CINDY.

ALWAYS. ALWAYS.

GOOD DEAL. ALL RIGHT, SO YOU GUYS ARE GOING TO FORCE ME TO GO AROUND THE TABLE, THEN? JAMIE, GO FOR IT.

JAMIE MILLER AND I'M ON MY SEVENTH YEAR.

I STARTED 2017, AND I WENT TO GARLAND HIGH.

YOU'RE ANOTHER OWL.

AND HOW LONG YOU'VE LIVED HERE? HOW LONG? 67 YEARS.

WOW. OKAY.

A COUPLE OF YEARS SHORT OF JOHNNY.

OKAY. YOU NOTICED JOHNNY DID A GOOD JOB OF NOT REALLY THROWING IT ALL HIS LIFE.

[00:10:06]

ALL 50 YEARS.

THAT'S ALL GOOD. AND HE HAS SOME YEARS.

HE'S NOT REAL PROUD. AND YOU HAVE THE YEARBOOKS TO PROVE IT, RIGHT? THERE YOU GO. IT'S ALL GOOD.

I'M GOING TO COME BACK TO YOU LAST RICK.

THAT'S OKAY. THAT'S FINE.

I'M GOING TO. I'M GOING TO STICK AROUND.

BUT, LINDA, I'M GOING TO COME UP HERE TO YOU FIRST.

OH, SORRY. OKAY.

HOW LONG ON THE BOARD? I'VE BEEN ON THE BOARD.

I'M IN MY 26TH YEAR.

BECAUSE EVERYTHING CHANGES EVERY TWO YEARS.

I'VE LIVED IN GARLAND 49 YEARS AND I AM A GRADUATE OF ROCHELLE HIGH SCHOOL, LAKELAND, FLORIDA.

OKAY, MILITARY? ISN'T THAT A BIG MILITARY? NO. NO.

OKAY. WRONG ONE. WRONG ONE.

OKAY. THERE YOU GO.

ALL RIGHT. DAPHNE. I HAVE BEEN ON THE BOARD.

I'M IN MY FOURTH YEAR.

OKAY. I HAVE LIVED IN GARLAND FOR 12 OF MY 12 YEARS OF MARRIED TO A LIFELONG GARLAND.

OKAY. THERE YOU GO. I CELEBRATED THAT.

AND I WENT TO HELIX HIGH SCHOOL IN LA MESA, CALIFORNIA, THE ALMA MATER OF LARRY BIRD.

WOW. AMAZING.

WELL, I HAD TO DO SOMETHING.

IS THAT OUTSIDE SAN DIEGO? YES. IT IS. YEAH. YEAH.

IT'S STILL AWESOME, THOUGH.

OH, IT'S STILL WRONG. NO, SORRY.

OH, SO YOU NAME DROPPING.

YOU DIDN'T EVEN DROP THE RIGHT NAME CORRECTLY.

SO I'M LIKE, YEAH, LARRY BIRD FROM FRENCH LICK, INDIANA, RIGHT? YEAH. YES. BECAUSE HE JUST RECENTLY PASSED.

YEAH. YEAH. I'M THINKING.

WHAT? THERE'S ALWAYS A CRITIC, LARRY.

I'M SORRY, I'M SORRY.

THEY'RE BOTH TALL.

YES, EXACTLY.

THEY'RE BOTH TALL. YEAH.

I AM WES JOHNSON.

I'M IN MY SIXTH YEAR ON THE BOARD OF TRUSTEES, AND I WENT TO L.D.

BELL HIGH SCHOOL IN HURST, TEXAS.

WOW. HOW LONG? HOW LONG HAVE YOU LIVED? 15 YEARS IN GARLAND, THE GARLAND ISD AREA? YEAH. BACK IN THE DAY.

BACK IN THE DAY. OKAY.

ROBERT, I'M ROBERT SELDERS JUNIOR.

I'M IN MY NINTH YEAR ON THE BOARD, AND I'VE LIVED IN THE GARLAND ISD DISTRICT FOR 25 YEARS, AND I GRADUATED FROM WHAT THE WASHINGTON MARION MAGNET HIGH SCHOOL IN LAKE CHARLES, LOUISIANA.

LAKE CHUCK.

THE CHUCK. LAKE CHUCK.

MY HUSBAND IS FROM BATON ROUGE.

THAT'S ALL I KNOW. LAKE CHARLES, LAKE CHUCK IS AWESOME.

ALL RIGHT, RICK, I'M GOING TO LET YOU OFF THE HOOK.

HI, I'M RICK LOPEZ, GRADUATED FROM EL PASO'S FINEST EASTWOOD HIGH SCHOOL.

THE TROOPERS, HOME OF THE TROOPERS.

AND I'VE BEEN LIVING HERE IN THE GARLAND ISD FOR SIX AND THREE QUARTERS YEARS, SO YOU KNOW, FOR SUPERINTENDENTS YEARS, THAT'S ALMOST THREE DECADES, RIGHT? SO, BUT HONESTLY, THIS HAS BEEN THE LONGEST WE'VE EVER LIVED IN.

I WAS A MILITARY BRAT.

SO, THIS IS THE SECOND LONGEST STINT I'VE EVER HAD.

AND WE LOVE IT HERE.

IT'S A BEAUTIFUL IT'S A BEAUTIFUL PLACE TO LIVE.

THAT IS THAT IS AWESOME.

WOW. WHAT AN INTERESTING.

SO I ALWAYS ASK THIS QUESTION OF BOARDS THAT I'M WITH.

AND IT'S SO INTERESTING YOU HAVE PEOPLE, I DID ASK THIS ONE GUY.

I SAID, HOW LONG HAVE YOU BEEN ON THE BOARD? AND HE LOOKED AT HIS WATCH AND HE SAID, 20 MINUTES.

HE SAID, I JUST GOT SWORN IN BEFORE YOU CAME.

AND I WENT, OKAY, WELL, THERE YOU GO.

SO BUT ALSO IN OUR FAST GROWTH DISTRICTS NOW IS YOU FIND A LOT OF BOARD MEMBERS.

I HAVEN'T BEEN TO A BOARD THAT HAS THIS MANY YEARS OF EXPERIENCE IN A LONG TIME, A CONSISTENT YEARS OF EXPERIENCE.

I MEAN, TYPICALLY, ESPECIALLY WITH COVID, YOU FIND A LOT OF BOARDS THAT HAVE FOLKS THAT HAVE BEEN ON THE BOARD ONE YEAR, TWO YEARS, THREE A LOT THAT HAVE BEEN FIVE JUST BECAUSE OF THE WEIRD ELECTION CYCLE.

SO IT'S GREAT TO BE IN A BOARD THAT HAS THAT HAS THAT EXPERIENCE AND THAT PERSPECTIVE THAT YOU ALL BRING.

ONE OF THE THINGS I WANTED TO DO TODAY IS AND ROBERT SET IT UP FOR ME IS THIS IS GOING TO BE A LITTLE BIT DIFFERENT THAN THE TRAINING THAT YOU GUYS HAVE RECEIVED IN THE PAST.

FIRST OF ALL, IT'S NOT A SIT AND GET YOU KNOW, SO OFTEN WE GET INTO BOARD MEETINGS AND THE FIRST THING THAT THE BOARD PRESIDENT DOES AFTER THEY, YOU KNOW, YELL AT EVERYBODY, COME SIT DOWN, IS THEY SAY, OKAY, GUYS, WE HAVE A FULL AGENDA TONIGHT AND WE NEED TO GET TO IT.

OKAY. AND SO WE GET TO IT AND WE WE STICK TO THAT TIME FRAME.

BUT IT DOESN'T ALLOW US A LOT OF TIME AS A BOARD, AS COLLEAGUES TO TALK ABOUT REALLY THINGS OUTSIDE OF THAT PARTICULAR BOARD AGENDA ITEM. SO THAT'S ONE OF THE THINGS THAT WE'RE GOING TO DO TODAY IS WE'RE GOING TO BE, YOU KNOW, INTENTIONAL ABOUT SHARING.

[00:15:07]

THE FIRST ONE IS IT'S A DISCUSSION AND NOT A LECTURE, AS YOU CAN PROBABLY ALREADY TELL.

AND THEN THE SECOND ONE IS MISERY IS OPTIONAL.

SO IF YOU NEED TO GET SOMETHING TO DRINK, YOU NEED TO GO TO THE RESTROOM, WHATEVER.

I'M SURE THERE'S SOMEBODY ELSE THAT NEEDS TO TOO.

AND IF IF YOU GO, YOU'LL BE THE BRAVE ONE AND EVERYBODY ELSE WILL SAY, YEAH, LET'S TAKE A LITTLE BREAK HERE RIGHT NOW.

SO JUST KEEP THAT IN MIND.

AND THEN ALSO TOO, IF YOU FIND YOURSELF SITTING AND YOU GO, DANG, I NEED TO, YOU KNOW, I WOULD DO THIS ALL THE TIME.

I'D GET UP FROM TIME TO TIME AND I'D HAVE TO DO THIS, YOU KNOW, JUST TO GET KIND OF STRETCH MY LEGS AND STRETCH MY BACK.

SO Y'ALL FEEL FREE TO DO THAT.

BUT YOU KNOW, ONE OF THE THINGS.

LET ME GET THIS OUT OF MY BAG.

THAT WE ARE USED TO.

NO. HOLD ON JUST A SECOND.

I WAS HERE.

IS WHEN WE GO TO TACITUS.

WELL, I THOUGHT I HAD MY BADGE IN HERE, AND I DON'T.

WHEN WE GO TO TASA TASB OR SUMMER LEADERSHIP, YOU KNOW, WE PUT OUR BADGE ON AND THEN WHEN WE WALK AROUND AND BY THE WAY, YOU GUYS SHUT YOUR COMPUTERS.

UNLESS YOU'RE TAKING A YOU CAN'T SHUT YOUR COMPUTER.

OKAY. BUT I'LL KEEP IT AS MINIMAL AS POSSIBLE.

YEAH. BECAUSE YOU KNOW WHAT? WE'RE NOT GOING TO USE COMPUTERS TODAY.

THAT'S THE ONE THING I DO IS, IS WE DON'T I DON'T WE DON'T HAVE TO USE OUR COMPUTERS FOR REVISITING.

BUT THINK ABOUT WHEN YOU PUT YOUR BADGE ON, OKAY, AT TASA TASB AND YOU'RE GOING TO YOU'RE WALKING DOWN THE, DOWN THE HOTEL, YOU KNOW, WHETHER IT'S THE OMNI OR WHATEVER.

AND YOU COME UP TO SOMEBODY, YOU GO, HEY, HOW ARE YOU DOING? AND THE FIRST THING THEY DO IS THEY LOOK RIGHT HERE AND THEY LOOK AT YOUR BADGE AND THEY LOOK AT YOUR NAME, AND THEY LOOK AT WHERE YOU'RE FROM.

AND YOU KNOW WHAT YOU DO WHEN YOU FIND OUT WHERE THEY'RE FROM, IF THEY'RE FROM CY-FAIR, IF THEY'RE FROM KATY, IF THEY'RE FROM FRISCO, IF THEY'RE FROM LOVEJOY, YOU KNOW, RICHARDSON, DALLAS, WHATEVER.

YOU HAVE CONCLUSIONS YOU KNOW YOU ALREADY HAVE IN YOUR OWN MIND'S EYE.

YOU'VE ALREADY DRAWN CONCLUSIONS ABOUT THAT DISTRICT.

SO WHAT I WANTED TO KICK OFF TODAY WAS.

THIS IS OUR FIRST QUESTION.

I'M GOING TO START OFF THIS DAY WITH TWO QUESTIONS.

AND THE FIRST QUESTION IS THIS WHEN OUR DISTRICT OKAY, GISD BECOMES THE BEST WE CAN BECOME.

WE WILL BE KNOWN FOR DOT DOT DOT DOT.

SO, THINK ABOUT THAT WHEN YOU'RE AT TASA TASB AND SOMEBODY SEES YOUR BADGE, WHAT WILL YOU BE KNOWN FOR? THERE'S NO WRONG ANSWERS.

THE GOLD STANDARD FOR SOCIOECONOMICALLY DISADVANTAGED DISTRICTS.

OKAY. GOLD STANDARD.

FOR SOCIO ECONOMIC DISTRICTS.

CLOSING THE. WAIT, WAIT, WAIT JUST A SECOND.

OKAY. SO, WES, WHAT DO YOU EXPAND ON THAT A LITTLE BIT AND Y'ALL CAN JUMP IN TOO.

FOR YEARS. I FEEL LIKE WHEN WE GO TO THESE CONFERENCES, THERE'S ALWAYS THAT ONE DISTRICT THAT KIND OF LOOKS LIKE US.

BUT THEY'RE SITTING UP HERE, YOU KNOW, AND I KIND OF FEEL LIKE WE'RE ALMOST THERE ALREADY.

OKAY. BUT FOR YEARS AND YEARS, I THINK LARRY WOULD AGREE WITH [INAUDIBLE] WAS THAT DISTRICT.

AND WHEN YOU WERE DOWN THERE, PEOPLE ARE ALWAYS TALKING ABOUT MAN, SOCORRO.

THEY'RE UP THERE WITH ALL THESE GUYS AND LOOK WHAT? AND THEY'RE A HIGHLY SOCIOECONOMICALLY DISADVANTAGED DISTRICT THAT THEY'RE PUNCHING WITH ALL THE BIG BOYS.

AND SO I MADE UP MY MIND A LONG TIME AGO.

I WANT PEOPLE TO SAY THAT ABOUT US.

I WANT PEOPLE TO SAY THAT ALL THE OBSTACLES DIDN'T STOP THEM.

THEY GOT THEY PUSHED THROUGH, AND THEY'RE RIGHT AT THE TOP WITH THE REST OF THEM.

OKAY, SO HOW WILL YOU KNOW WHEN YOU GET THERE? AND Y'ALL, SOMEBODY ELSE, IF YOU WANT TO JUMP IN TO IF IT'S OKAY WITH WES AND WE GET CALLS FROM OTHER DISTRICTS SAYING, HOW DID YOU DO IT? OKAY. THE SAME WAY THAT SOCORRO DID FOR YEARS, WHICH I THINK WE ARE.

[00:20:06]

OKAY. TRANSPARENCY.

BECAUSE I KNOW IT'S BEEN ADVERTISED IN THE DALLAS MORNING NEWS AND ON SOCIAL MEDIA.

OTHER PLACES OF HOW? WELL. I MEAN, WE CAME WE CAME OUT WITH OUR GRADE.

WE DIDN'T HOLD BACK FROM RESTRICTIONS.

WE WENT AHEAD AND PUT IT OUT THERE.

OKAY. AND WE'RE NOT WE'RE PROUD OF WHAT WE'VE ACCOMPLISHED.

OKAY. SO THAT OTHER PEOPLE WILL ASK US ABOUT THAT.

OKAY. FOR FAMILIES LOOKING MOVING HERE.

DIVERSITY OF PROGRAM OFFERINGS WITHIN [INAUDIBLE] WHAT DOES THAT MEAN, LINDA.

IT MEANS WHAT FAMILIES AND STUDENTS WANT TO BE AND ACHIEVE, WE HAVE IT SOMEWHERE IN OUR DISTRICT.

AND BECAUSE WE HAVE THE CHOICE US SYSTEM, THAT IT GIVES FAMILIES INDIVIDUALITY TO RESEARCH OUR SCHOOLS AND FOR THEM TO MAKE CHOICES OF WHERE IS THE WHAT SCHOOL I WANT TO GO TO BECAUSE MY CHILD LIKES THIS OR LIKES THAT.

SO, WE SPENT A LOT OF TIME IN TRYING TO HAVE A VARIETY OF PROGRAMS OFFERINGS SO THAT WE CAN SATISFY ALMOST ALL THE NEEDS OF THE COMMUNITY, NOT ONLY ACADEMIC, BUT AFTER SCHOOL PROGRAMS. I MEAN, WHATEVER THEY WANT.

WE HAVE IT. WE'RE THE MUSIC CITY OF MUSIC WE GOT WITH THE TITLE IS.

WE'RE UP THERE FOR MUSIC, THE MUSIC CITY.

OKAY. SO MEET THE NEEDS OF THE KIDS.

SO FOR ME, IT'S THEIR SPECIAL NEEDS.

AND OUR NONTRADITIONAL LEARNERS BEGIN TO FEEL THE SAME SUCCESS AS OTHERS.

OKAY, SO I'M GOING TO GIVE YOU SOME SEPARATE BULLET POINTS ON THAT SPECIAL NEEDS AND NONTRADITIONAL.

OKAY. TELL ME A LITTLE BIT ABOUT THAT.

THAT, YOU KNOW, NONTRADITIONAL LEARNERS HAVE THEY HAVE A FUTURE AND IT DOESN'T IT MAY NOT BE HIGHER EDUCATION, BUT IT DOESN'T MEAN THAT THEY'RE GOING TO BE FAILURES AND THAT WE'RE GOING TO SUPPORT THEM IN WHATEVER THEIR SUCCESS LOOKS LIKE.

OKAY. AND THAT IF WE CAN REALLY START TO TREAT THE LEARNING DISABILITIES EARLIER IN THEIR CAREERS, SCHOOL CAREER LIKE BEFORE THE THIRD GRADE.

THEN THEN COLLEGE IS PROBABLY ON THEIR HORIZON.

OKAY. AND WE NEED TO PUT UP THERE TOO THAT WE WILL BE KNOWN FOR OUR LOGO WHICH IS WE'RE UNMATCHED.

THIS YEAR'S THEME THIS YEAR FOR THIS YEAR'S THEME.

WHAT DOES THAT MEAN? THAT MEANS THAT WE OFFER ANY ANYTHING THAT ANY STUDENT IN CURRICULUM WISE, ANY PATH THAT THEY WOULD LIKE TO TAKE.

WE OFFER IT AND WE'RE UNMATCHED.

AND WE TAKE IN THREE CITIES TO DO IT.

AND I MEAN, FROM ANY ASPECT OF CURRICULUM WE CAN OFFER WHAT A STUDENT.

CAN DO YOU NAME IT DUAL CREDIT AP P-TECH.

WE'VE GOT ALL OF THOSE EARLY COLLEGE.

WE'VE GOT A MORE. INDUSTRY BASED CERTIFICATION PROGRAMS. SO CTE PROGRAMS. YES. CTE PROGRAMS HERE.

WE'RE UNMATCHED.

THEY ARE. I JUST TOSSED YOU THAT BALL AT THE END.

DANNY, IF YOU DIDN'T HIT IT, YOU KNOW YOU CAUGHT IT AND TOSSED THE BAG.

I'M WORRIED ABOUT THE FINE ARTS BECAUSE OUR FINE ARTS HAS GONE THROUGH THE ROOF.

OKAY, I'M GONNA PULL THIS ONE OVER HERE.

I LOVE A DISTRICT WITH MULTIPLE CHARTS AND COLORS.

YOU GUYS ARE MY PEOPLE.

OKAY, FINE ARTS, I'M GOING TO.

WILL YOU HOLD THAT ONE FOR ME, JOHNNY? LET ME COME BACK TO THAT IN JUST A SECOND, BECAUSE I DO WANT TO TALK ABOUT YOUR CTE PROGRAMS. IF WE WILL BE KNOWN FOR OUR CTE PROGRAMS, WHAT YOU WHAT WILL YOU BE KNOWN FOR? PROVIDING TRUE PATHS FOR KIDS.

OKAY. SUCCESS.

STUDENTS GRADUATE WITH CERTIFICATION.

OKAY. I CAN FIND JOBS EARNING A LIVABLE WAGE.

[00:25:03]

PARTNERSHIPS. I MEAN, LIKE, IS IT ROWLETT OR GARLAND OR BOTH? THAT WILL PICK UP THE FIRE.

I DON'T KNOW WHAT IS IN THE HOSA.

H-O-S-A OR SOMETHING.

IT HAS SOMETHING TO DO WITH HER HEALTH SCIENCES.

HEALTH NURSE IS A NURSE.

I THOUGHT IT WAS HEALTH SCIENCES. HEALTH SCIENCES.

ROBERT, WHAT DID YOU SAY? YOU SAID. WE SAID PASS FOR KIDS.

AND THEN STUDENT. IT WAS ALL SAID.

AND BEING ABLE TO FIND A JOB ARE JOB THAT EARNS THEM A LIVABLE WAGE.

OKAY. EARNING A LIVABLE WAGE AND.

YEAH. LIVING WAGE CERTIFICATIONS.

YEAH, Y'ALL THAT IS HUGE.

I MEAN, THERE'S A LOT OF KIDS THAT TRY A LOT OF DIFFERENT THINGS, BUT IF YOU CAN WALK OUT WITH A WITH A CERTIFICATION, WITH SOMETHING THAT PAYS YOU A LIVING WAGE, THAT, THAT, THAT ISSUES, YOU'RE REALLY DESCRIBING WHAT IT IS.

BUT NOW I UNDERSTAND WHAT UNMATCHED IS FOR CTE PROGRAMS. OKAY. I THINK WORTH NOTING THERE ALSO IS NOT JUST FOR THIS PROGRAM ONLY, BUT WE PAY FOR THE PREP FOR THE KIDS, FOR THEIR CERTIFICATION EXAMS AND ALSO PAY FOR THE CERTIFICATION.

I'M LOOKING OVER HERE TO MAKE SURE I'M SPEAKING CORRECTLY, AND WE ACTUALLY PAY FOR THAT FIRST CERTIFICATION, SO SHOULD OR TWO.

WELL, YEAH, SO SHOULD EXAMS. AND THE COST OF EXAMS ARE NOT BARRIERS FOR OUR KIDS BEING ABLE TO TAKE TESTS.

AND THAT'S ACROSS THE BOARD FROM KIM.

ANOTHER AREA I THINK TO WE THINK ABOUT OUR GIFTED AND TALENTED KIDS AS WELL.

AND SO WHEN YOU ASK THAT QUESTION ABOUT WHAT WOULD BE KNOWN FOR, I WAS THINKING MORE BROADLY IN TERMS OF AND WHAT I WROTE DOWN HERE IS OUR DEMONSTRATED COMMITMENT TO PROVIDING AN EXCEPTIONAL.

HOLD ON JUST A SECOND. I'M GOING TO PUT THIS OVER HERE BECAUSE I HAVE A FEELING WE'RE GOING TO BUILD.

SO GO AHEAD.

I WAS JUST SAYING BEING KNOWN FOR OUR DEMONSTRATED COMMITMENT TO PROVIDING AN EXCEPTIONAL EDUCATIONAL EXPERIENCE FOR ALL STUDENTS, ALL GISD STUDENTS.

AHH. THAT IS THE POLICY THAT ENCOMPASSES, AS EVIDENCED BY BEING A GOLD STANDARD FOR SOCIOECONOMIC.

YES. OKAY.

TELL ME ABOUT ALL STUDENTS.

TELL ME ABOUT THAT WILL BE KNOWN FOR OUR COMMITMENT TO ALL GISD STUDENTS.

ALL MEANS ALL. EVERY STUDENT.

EVERYTHING. THERE'S NO EXCEPTION.

ALL MEANS ALL.

THAT'S HUGE. THAT'S PROFOUND.

NO EXCEPTIONS.

HOW WILL YOU DO THAT? JUST THINKING ABOUT WHAT'S IMPORTANT TO YOU AS A PART OF THAT.

WHAT'S IMPORTANT TO YOU GUYS? I'M NOT GOING TO SAY HOW. THAT'S RICK'S JOB FOR THE HOW, BUT WHAT'S IMPORTANT TO YOU WHEN YOU HAVE A COMMITMENT TO ALL GISD STUDENTS AND ALL THESE ALL.

THE FIRST THING YOU HAVE TO DO IS KNOW THE NEEDS OF ALL STUDENTS.

AND KNOW THAT YOU HAVE TO HAVE DIFFERENT TOOLS, METHODS, ETC.

WITH WHICH TO DEAL WITH VERY DIVERSE NEEDS.

I LOVE THE CAN YOU SEE THE.

CAN YOU SEE THE CONNECTION ALREADY GOING OVER TO THIS? SOME OF THE THINGS IN THIS PAGE AND IT'S HUGE.

WHAT ELSE? THE NEEDS OF ALL STUDENTS.

YEAH. LARRY, CAN I MAKE A DIFFERENT POINT IF THAT'S OKAY? SURE, ABSOLUTELY.

PLEASE SHARE. WE FIRST MET IN 2007.

WE WERE BOTH RUNNING FOR OFFICE THE FIRST TIME, AND I WAS IN RICHARDSON.

AND YOU HAD A I FORGET WHAT SLOGAN YOU HAD ON YOUR SIGN, BUT IT WAS AMAZING.

SO I CALLED YOU UP. I SAID, CAN I BORROW THAT? AND SHE SAID, YES, AND I DID.

SO WHEN I FIRST GOT ON THE BOARD, THERE WAS SOMETHING KNOWN AS THE BROAD PRIZE FUND, AND THAT WAS A GENTLEMAN NAMED ELI BROAD, WHO IS A FAMOUS REAL ESTATE DEVELOPER IN LOS ANGELES AND MADE A FORTUNE, AND HE HAD A PRIZE FOR THE BEST URBAN SCHOOL DISTRICT IN THE UNITED STATES.

OKAY. AND I TALKED TO DOCTOR COWELL AT THE TIME WHO SAYS, ARE WE COMPETING FOR THAT? HE SAYS, WE ARE AND WE ARE.

HE SAYS WE WILL GET TO THAT STANDARD ONE DAY.

AND I THINK IT WAS 2010, MAYBE 2011, WHEN WE WERE FINALISTS FOR THE FIRST PRIZE, WHICH IS A BIG, BIG DEAL.

WE HAD THE LARGEST URBAN DISTRICT, [INAUDIBLE] DOCTOR LOPEZ KNOWS BECAUSE AGAIN, YOUR DISTRICT WAS A FINALIST ALSO.

YEAH. IF YOU REMEMBER, THAT'S ONE OF THE THINGS I KNEW ABOUT YOU RIGHT IN THE BEGINNING.

AND BUT THAT BROAD PRIZE STOPPED.

THEY STOPPED DOING IT.

AND SO WHEN YOU WERE ASKING ME THE BASIC QUESTION, THE WEST SAID, SOCORRO.

SO WHY DID WE LOOK AT SOCORRO? BECAUSE WITH THEIR TYPE OF POPULATION, WHICH WAS VERY SIMILAR TO OURS, THEIR TEST SCORES WERE INCREDIBLE, HIGHER THAN OURS.

[00:30:03]

SO I MEAN, IF WE WENT TO ALL LARGE DISTRICTS, THEY WOULD PROBABLY ALL SAY MUCH OF THE SAME THINGS AS WRITTEN.

THEY'RE NOT DIFFERENT, RIGHT? WE ALL ASCRIBE HOPEFULLY FOR THE SAME THINGS IN OUR DISTRICTS.

I THINK THE RECENT SCORE WAS SOMEHOW WITH THEIR POPULATION.

THEY WERE DOING AMAZING STUFF.

AND TO ME, THAT'S WHERE WE WHERE I THINK WE NEED TO LOOK AT.

OKAY. HOW WAS HOW WERE THEY DOING IT? HOW WERE THEY ABOVE US IN POINTS, SCORES, WHATEVER YOU WANT TO, WHATEVER SCORES YOU WANT TO LOOK AT.

AND SO IF I'M AT A CONVENTION AND I SEE SOCORRO AND I THINK, WHOA, I SEE SOME OF THE OTHER DISTRICTS, I JUST, I LOOK AT THE SIZE, I KNOW THE SIZE.

I MEAN, I KNOW SOME OF, I THINK.

HOW MANY KIDS DO YOU HAVE? I'VE NEVER HEARD OF YOU.

AND IT'S PROBABLY 300 OR 700 OR 1100.

SO, I GRAVITATE TO THE LARGER DISTRICTS AND TRY TO THINK, WHAT DO YOU GUYS DOING? SPECIAL? HAVE YOU BEEN BOARD OF THE YEAR? NO. IS THAT A DESIGNATION WE SHOULD ASCRIBE TO THE PEOPLE OF THE YEAR? OR RECENTLY WE WERE.

WE WERE A FINALIST FOR ANOTHER PRIZE.

IS THAT SOMETHING? WELL, WHAT ARE THE CRITERIA TO GET THERE? THAT'S HOW I LOOK AT IT.

SO, WHEN YOU'RE, SO WHEN WE'RE SORRY.

SO, WHEN WE'RE TALKING ABOUT, YOU KNOW, THOSE, THOSE DISTRICTS AND THE BROAD PRIZE AND ALL THAT, ONE OF THE THINGS THEY HAD IN COMMON WAS TO YOUR POINT, HOW BECAUSE YOU'RE RIGHT, EVERYBODY ASPIRES TO THIS.

HOW ARE THEIR STUDENTS PERFORMING? HOW ARE THEIR STUDENTS OR ARE THEIR STUDENTS LEARNING? AND I WOULD VENTURE TO SAY THAT WHEN YOU LOOK AT ESPECIALLY THE ACHIEVEMENT GAP THAT YOU'RE TALKING ABOUT, THEY WERE ABLE TO CLOSE VERY MUCH.

SO ACHIEVEMENT GAP. YEAH.

SO AND WE'VE MENTIONED THAT ALREADY.

BUT TO ME THAT'S NOT, NOT THE SAME WAY.

OKAY. MAY I PUT.

YES I PUT THAT UP THERE. OKAY.

WELL, AND WHAT THAT DOES IS WE USE A DIFFERENT WORD INSTEAD OF CLOSING, ELIMINATING.

ELIMINATING. OKAY.

YOU GOOD WITH THAT, LARRY? YEAH.

I DON'T KNOW IF ANYBODY EVER ELIMINATES HAS CAN SAY THEY'VE ELIMINATED IT.

SO I MEAN, THAT'S AN ASPIRATION.

IT'S AN ASPIRATION. YEAH.

YEAH, YEAH.

WHAT WERE YOU THE FIRST LARRY? OKAY, WELL, THAT MAKES YOU UNMATCHED.

THERE YOU GO. I'M HOPEFUL THAT THERE'S, LIKE, A T SHIRT OR A PEN OR SOMETHING THAT I GET AT THE END OF THE DAY.

OKAY. SO COMMITMENT TO ALL STUDENTS, ALL MEANS ALL, NO EXCEPTIONS.

WE KNOW THE NEEDS OF ALL KIDS.

AND I LOVE THAT BECAUSE WE TALKED.

WE TALKED TO DAPHNE. YOU BROUGHT THAT OUT.

YOU GOT TO UNDERSTAND THE NEEDS OF ALL KIDS AND LINDA, YOU DID TOO.

WE'VE GOT THAT. WHAT? WHAT ELSE DOES THIS ALL MEAN? ALL FOR YOU GUYS.

AND I MIGHT HAVE COVERED IT UP OVER HERE THAT JOHNNY BROUGHT UP THAT FINE, FINE ARTS.

BUT IT'S WHAT YOU TALKED ABOUT, JOHNNY.

IT WAS FINE ARTS. AND WHAT IT IS THAT MOTIVATES KIDS TO BE, YOU KNOW, THAT CONNECT TO SCHOOL, RIGHT? IT'S EVERY PROGRAM THAT WE OFFER THAT GIVES A STUDENT, ALL STUDENTS, AN OPPORTUNITY TO GO IN ANY DIRECTION THAT THEY WANT TO GO INTO, WHETHER IT BE THROUGH FINE ARTS, CTE PROGRAMS P-TECH EARLY COLLEGE.

WE HAVE THE PROGRAMS AVAILABLE FOR EVERY STUDENT.

THAT IF THEY WANT TO GO THAT DIRECTION.

YEAH. AND I'M GOING TO BRING IT UP.

IT REALLY MATCH UP WITH WHEN OUR DISTRICT IT BECOMES THE BEST WE CAN BECOME.

I HAVE A HARD TIME WITH THAT STATEMENT.

AND IN FACT, WHEN I GO TO TASB, ESPECIALLY TO THE CONFERENCE, BECAUSE I DON'T FEEL THEY MEET THE NEEDS PERSONALLY OF OUR DISTRICT.

AND THE REASON BEING IS BECAUSE EVERY, EVERY ROOM THAT I SIT IN THAT THEY ASK QUESTIONS LIKE THIS AND DO THINGS, OR WE GO TO SEMINARS, WE END UP THEY ASK, YOU SAID, HOW MANY IN HERE? HOW MANY, HOW MANY HAVE THE STUDENTS AND EVERYBODY RAISE THEIR HAND? AND IT'S ALWAYS GISD.

WE'RE THE LAST ONES THAT RAISE OUR HANDS BECAUSE WE'RE SO LARGE, AND THEY'RE REALLY GOING AFTER THAT.

SOME OF THEM HAVE 1500 STUDENTS.

SOME OF THEM HAVE 300 STUDENTS, 8181 STUDENTS.

I MEAN, WE BATTLE AGAINST GETTING INFORMATION THAT WOULD BE VERY HELPFUL TO US TO MEET TO GET THAT WORD OUT, YOU KNOW? I MEAN, WE PUT IN, HEY, WE'D LIKE TO BE ONE OF THE CONFERENCE PEOPLE TO SHOW YOU WHAT WE DO.

AND SOMETIMES WE GET IT, SOMETIMES WE DON'T.

BUT I HAVE A HARD TIME WITH THAT.

I MEAN, I REALLY, I REALLY STRUGGLE WITH THAT WHEN I GO TO A CONFERENCE BECAUSE I'M, I'M THERE.

[00:35:03]

I WANT TO LEARN SOMETHING WHEN I GO.

AND I FEEL LIKE SOMETIMES I'M JUST GOING TO SIT THERE JUST TO GET THE HOUR AND 2 OR 3 HOURS OR WHATEVER.

AND, YOU KNOW, THAT'S WHY I WANT TO BE ABLE TO, LIKE I SAID, ON THESE BOARDS THAT YOU'RE SHOWING HERE, BE ABLE TO TELL PEOPLE THAT AND SHOW IT.

AND SOMETIMES WE NEED TO BE THE ONES THAT ARE TO BE IN FRONT OF THOSE FOLKS THAT BECAUSE THEY'RE ALL TRYING TO GROW, THEY'RE ALL TRYING TO GET THERE WHERE WE ARE.

AND SOMETIMES I KNOW IT'S FINANCIAL SITUATIONS, BUT A LOT OF IT IS.

MOM AND POP STILL DEALS TOO.

BUT I KNOW, ESPECIALLY FOR THE CT PROGRAM THAT'S HAPPENING ALL OVER THE STATE NOW BECAUSE THEY'RE SEEING THAT KIND OF PART OF CHOICE, RIGHT? SO, I MEAN, I DON'T KNOW WHAT THAT STATEMENT MAKES THAT FITS.

YEAH. WELL, I'LL SHARE WITH YOU BECAUSE A LOT OF TIMES PEOPLE COME TO ME, ESPECIALLY TO THESE SMALL DISTRICTS, AND THEY'LL SAY, HOW CAN YOU, WITH 40,000 KIDS, RELATE TO WHAT I HAVE WITH 1200? AND I EXPLAIN IT THIS WAY WHETHER YOU'RE A CLASS ONE OR CLASS SIX A IN FOOTBALL, WE'RE ALL GOING TO RUN EITHER TRIPS RIGHT, TRIPS LEFT POWER I UP THE MIDDLE ON DEFENSE.

YOU'RE GOING TO DO A THREE, 4 OR 4, THREE OR A THREE, FIVE, THREE.

AND YOU'RE GONNA BRING THE OUTSIDE LINEBACKERS DOWN ON THE EDGE RUSHER.

PUSH THEM BACK IN A COVER FIVE OKAY.

EVERYBODY DOES THAT GREAT.

BUT YOU CAN'T DO IT UNLESS YOU DO TWO THINGS WELL.

WHAT IS THAT. WHAT'S THE FOUNDATION.

YOU GOT TO DO TWO THINGS WELL IN ORDER TO MAKE THOSE THINGS HAPPEN.

BLOCK AND TACKLE. BLOCK AND TACKLE.

YOU GOT TO BLOCK AND TACKLE.

AND SO THAT'S WHAT I LOOK AT WHEN I GO, BECAUSE I HAVE THE SAME THING.

I'D BE SITTING THERE, I'D GO, OKAY YOU KNOW, AND I LOVE GUNNER, I LOVE JILL SILER.

I'VE WORKED WITH THOSE FOLKS.

LIKE, HOW CAN I CONNECT TO WHAT GUNNER IS DOING TO WHAT I DO HERE? AND WHAT I ALWAYS LOOK FOR IS I LOOK FOR WHAT I CALL THOSE KERNELS OF TRUTH.

WHAT IS THE BLOCKING AND THE TACKLING THAT THEY'RE DOING THAT PERHAPS I CAN BRING TO MY DISTRICT BECAUSE YEAH, IT'S IT'S GOOD GOVERNANCE. YOU KNOW, GOOD GOVERNANCE IS THE SAME.

SIX MAN FOOTBALL ALL THE WAY UP TO SIX EIGHT.

SO THAT'S HOW I EXPLAINED TASA TASB, BECAUSE YOU'RE RIGHT THERE.

SOMETIMES I'D SIT IN THOSE MEETINGS, YOU KNOW.

DID YOU EVER WALK OUT AND YOU GO, DANG, I WISH I HAD THOSE TWO HOURS OF MY LIFE BACK, YOU KNOW, AND YOU KNOW, AND ESPECIALLY BEFORE YOU HAD CELL PHONES AND WE MIGHT HAVE BEEN LOOKING UP OTHER STUFF WHILE THEY WERE TALKING, BUT THAT'S WHAT THAT'S WHAT YOU HAVE TO DO.

AND SO I LIKE WHAT YOU'RE DOING BECAUSE WHAT YOU'RE DOING NOW, JOHNNY AND EVERYBODY HERE IS Y'ALL ARE DIGGING DEEP AND YOU'RE COMING IN AND YOU'RE CONNECTING EVERYTHING THAT YOU'VE DONE AS COLLEAGUES OVER THE LAST 4 OR 5 YEARS FOR YOU'RE THE BABY RIGHT, OF THE, OF THE GROUP ALL THE WAY UP TO 26.

THE BEST I CAN WITH THAT TITLE.

YOU'RE TRYING AND YOU'RE DOING SO WELL AND I GIVE YOU PROPS WELL, AND YOU KNOW, AND I LOVE LINDA, BUT SHE THINKS SHE'S BEEN AROUND LONGER AND DIRT.

BUT YOU GOT NOTHING ON LIN'S FERRY.

COME ON, COME ON. RIGHT.

THEY DON'T NAME AN ELEMENTARY SCHOOL AFTER.

I DON'T KNOW WHAT THEY'RE GOING TO DO.

SO ANYWAY, THAT'S WHAT I LOVE.

SO WHILE YOU'RE DOING THIS, JOHNNY, LET ME LET ME SPRINGBOARD OFF OF THAT.

DIG DEEP. YOU KNOW, WE'RE TALKING ABOUT KIDS, BUT THERE'S MORE TO GISD THAT YOU'RE GOING TO BE KNOWN FOR.

I MEAN, THINK ABOUT, YOU KNOW, WHEN YOU GO DOWN AND YOU SEE CY-FAIR AND YOU LOOK AT THEM AND YOU GO, DANG GUM, YOU GUYS GOT 118,000 KIDS.

HOW ARE YOU DOING? WHAT YOU DO WITH TEACHERS, WITH FACILITIES, WITH WHATEVER, YOU KNOW.

SO ALTHOUGH I GOT TO TELL YOU, I LOOK AT SAVOY AT 300 KIDS AND I GO, HOW ARE YOU DOING WHAT YOU'RE DOING? BECAUSE YOUR KIDS ARE GOING TO TRY TO COMPETE IN THE CLASSROOM.

THEY GOTTA BE GLOBAL.

AUSTIN LAKE TRAVIS I THINK ANOTHER AREA, TOO IS COMMUNITY SUPPORT AND PARTNERSHIP.

ALL RIGHT. THAT'S GOOD.

OKAY. COMMUNITY SUPPORT AND PARTNERSHIPS AND PARTNERSHIPS.

HOW MANY SQUARE MILES DO YOU GUYS HAVE? ABOUT GOT 100.

GARLAND. THAT'S GARLAND 100.

GARLAND, 1999.

HOW MUCH? WHAT? I SAY 100.

SO 1990S. YOU HAVE 96MI².

IT TAKES ABOUT A FULL DAY TO DRIVE TO EVERY CAMPUS.

PUT IT THAT WAY, BECAUSE SOMEBODY RELEASED HOW MANY CAMPUSES YOU GUYS HAVE? 71. OKAY.

SO COMMUNITY SUPPORT AND PARTNERSHIPS IN A THREE CITY, THREE, THREE CITIES.

WE NEED TO LEARN THE GARLAND SACHSE AND ROWLETT BACK WHEN MY MIND DIDN'T EVEN EXIST.

YES, IT DID END DEAD.

IT DEAD ENDED AT 66, RIGHT? NO, NO 7878.

YES. RIGHT. IT DEAD ENDED AT 78.

HOLY SMOKES.

YEAH. REMEMBER, THE ONLY REASON YOU WENT TO WILEY WAS TO GO TO THE LADY LIKE, SHOP TO BUY SKI CLOTHES.

OH, YEAH. YOU KNOW, SO THERE YOU GO.

SO TELL ME ABOUT COMMUNITY SUPPORT AND PARTNERSHIPS.

WHEN THEY LOOK AT YOUR BADGE AND THEY SAY, OH MAN, THAT GARLAND, YOU KNOW, UNMATCHED IN COMMUNITY SUPPORT AND PARTNERSHIPS.

WHAT DOES THAT MEAN? WELL, I THINK JUST A COUPLE OF DAYS AGO, WE WERE ALL IN THE PARADE, THE LABOR DAY PARADE, WHICH I THINK, DAPHNE, THAT YOU SAID WAS THE HIGHEST ATTENDED.

IT SEEMED TO ME IT WAS IT WAS ONE OF THEIR HIGHEST ATTENDED EVENTS.

[00:40:03]

YEAH, IN A LONG TIME.

OKAY. WE HAD WE HAD A GREAT COMMUNITY SUPPORT WITH OUR BOND PROGRAM THAT BOUGHT INTO PASSING ALL THREE OF OUR EXPECTATIONS AND DID AN OUTSTANDING JOB IN THE COMMUNITY.

WAS REALLY CELEBRATING THAT.

Y'ALL, THAT IS THAT'S HUGE.

THAT IS HUGE.

ALRIGHT. WHAT ELSE? WHAT ELSE? OUR COMMUNITY WE ARE KNOWN FOR COMMUNITY SUPPORT, PARTNERSHIPS.

BUSINESS COMMUNITY SUPPORTS OUR SCHOOLS PARTNERSHIP.

CHAMBERS PROVIDING RESOURCES.

ALL THREE CHAMBERS JUST RECENTLY HAD A NBA BASKETBALL PLAYER FROM GARLAND SOUTH, GARLAND HIGH SCHOOL COME BACK AND DO A CAMP AT SOUTH GARLAND HIGH SCHOOL TO GIVE BACK TO THE COMMUNITY.

TYRESE MAXEY. YEAH, I REMEMBER BECAUSE HE JUST BEAT THE WOMP OUT OF PIERCE.

IN THE YES BI-DISTRICT ROUND.

THANK YOU VERY MUCH. WE SINGLE HANDEDLY I THINK WE SCORED LIKE 47 POINTS, BUT I'M NOT SURE THAT WAS THAT WAS FOUND BETTER AT ALL.

BUT MORE AND MORE, WE'RE SEEING ALUMNI THAT ARE THAT HAVE MADE IT BIG, THAT ARE COMING BACK AND GIVING BACK TO THE COMMUNITY.

JOHNNY I'VE UNDER THE BUSINESS SUPPORT THAT YOU HAVE.

YEAH. YEAH. WE ALSO HAVE A GARLAND EDUCATION FOUNDATION.

IF YOU JUST WANT TO PUT A SLASH BY THE BUSINESS SUPPORT.

THE GARLAND EDUCATION FOUNDATION, WHICH IS SUPPORTED BY PRIVATE INDUSTRY BOARD MEMBERS AND DOES A GREAT JOB IN PROVIDING ADDITIONAL FUNDING FOR KIDS, TEACHERS, ETC.

CAMPUSES WITHIN OUR DISTRICT.

OKAY. WE ALSO HAVE IN OUR CITY, THAT IS, OUR CHILDREN.

OUR GISD CHILDREN IS THE NUMBER ONE BIGGEST BOXING GYM IN THE NATION.

OUR GARLAND STREET BOXING GYM.

WOW. THANK YOU.

AND THAT IS DEFINITELY COMMUNITY DRIVEN.

SO WE BLOCK TACKLE AND PUNCH.

YES WE DO.

YES. BUT IF YOU DON'T GET CAUGHT, IS IT A PERSONAL FOUL? THAT'S ALL I ASK. MY SON WAS AN OFFENSIVE LINEMAN.

TRUE. IF YOU DON'T GET CAUGHT, IT AIN'T HOLDING.

WHENEVER YOU'RE DONE, I WANT TO COME BACK TO BLOCKING AND TACKLING.

I HAVE A COMMENT ON THAT.

NAACP DID THE BACK TO SCHOOL BACKPACK, GET EVERY KID GETS A THAT WAS A GREAT THAT'S A GREAT VENUE EVERY YEAR.

YEP. AND WE HAVE THOSE ORGANIZATIONS LIKE NAACP, NOTE EXCHANGE CLUB THAT ALSO DO LIKE THE CHRISTMAS GIVING PROGRAM.

WHAT ELSE DID YOU HAVE? YEAH. JUST WHEN YOU GET DONE, I WANT TO GO BACK TO YOUR FIRST QUESTION ABOUT WHAT OUR DISTRICT CAN BE KNOWN FOR.

AND I KNOW WE'RE FILLING IN A LOT OF BLANKS, BUT YOU MENTIONED NOW WHAT YOU DO WHAT YOU WANT, BUT YOU MENTIONED EVERYTHING STARTS WITH BLOCKING AND TACKLING.

I THINK THE DISTRICT NEEDS TO BE KNOWN FOR BLOCKING AND TACKLING, BUT WE GOT TO DEFINE WHAT BLOCKING AND TACKLING IS.

SO IF WHAT YOU'RE DOING NOW IS DEFINING, BLOCKING AND TACKLING, THEN FINE.

IF BLOCKING AND TACKLING MEANS SOMETHING SIGNIFICANT, THEN I THINK IT'D BE GOOD FOR US TO KNOW WHAT THAT MEANS FOR OUR DISTRICT.

WHAT IS BLOCKING AND WHAT IS TACKLING? BECAUSE YOU JUST SAID WE CAN'T BE SUCCESSFUL EITHER IN SINGLE A OR SIX A LEVEL WITHOUT THAT ABILITY.

WHAT DOES THAT MEAN TO YOU, JAMES? READING, WRITING AND ARITHMETIC.

OKAY. I MEAN, IT'S THE CORE THINGS AND I THINK WE HAVE FOUND AS WE AS WE THREE ART. YEAH.

THREE ARTS ACADEMICS.

RIGHT. ACADEMICS.

AND I GET IT.

AND SO TO ME WHERE THE RUBBER HITS THE ROAD IS MAKING SURE THAT OUR KIDS AT LEAST CAN READ THIRD GRADE ON LEVEL, WHICH WE'RE WORKING VERY HARD TO ACCOMPLISH.

BUT THAT'S A BIG THAT'S A BIG LIFT.

THAT'S A BIG LIFT.

I MEAN, WE'VE GOT KIDS IN THE THIRD GRADE AND ADULT HADN'T READ THEM A BOOK YET.

SO WE HAVE A LOT OF WORK TO DO THERE.

I THINK OUR PRE-K AND SOME OF THE THINGS WE HAVE GOING ON WILL HELP.

BUT AS YOU KNOW, WE'VE TALKED ABOUT STAAR EARLIER.

I WAS TALKING ABOUT STAR WITH SOMEBODY, AND YOU CAN'T EVEN TAKE THE STAR TEST IF YOU CAN'T READ.

SO IT IS SO VITALLY IMPORTANT.

YEAH. SO IT'S THINGS LIKE THAT.

I'LL BE QUIET AND LET THE OTHER BOARD MEMBERS CHIME IN.

BUT WHEN YOU SAID BLOCKING AND TACKLING, THAT JUST STRUCK A CHORD FOR ME TO START WITH THE BASICS.

SO WHEN WE DID OUR SCHOOL BOARD UNIVERSITY AND I DID THE SENATE BILL 1566, THE ISO.

[00:45:06]

BUT YOU THINK ABOUT THIRD GRADE READING AND THIRD GRADE MATH AND CCMR. WHY DID WHY DID THE LEGISLATURE PICK THOSE THREE? BECAUSE THOSE ARE YOUR HIGH LEVERAGE AREAS OF ACHIEVEMENT.

AND THEY'RE REALLY BENCHMARKS BECAUSE YOU'RE RIGHT FROM CRADLE TO CLASSROOM, YOU KNOW, AND THEN FROM PRE-K TO THIRD, YOU READ TO LEARN, BUT FROM FOURTH GRADE ON, I MEAN, YOU LEARN TO READ, YOU READ TO LEARN, AND YOU CAN'T DO ALGEBRA ANYMORE UNLESS YOU KNOW HOW TO READ.

YOU CAN'T DO A MATH PROBLEM ANYMORE UNLESS YOU JUST KNOW HOW TO READ.

AND THAT, THAT'S HUGE.

SO. ABSOLUTELY.

I THINK ONE THING IT MAY NOT BE SOMETHING WE NEED TO LIST, BUT IT'S SOMETHING THAT WHEN WE LOOK BACK, WE CAN SAY THAT WE WENT THROUGH IT AND CAME OUT ON THE OTHER SIDE, AND THAT WAS JUST LIVING THROUGH COVID AND RECOVERING FROM COVID, BECAUSE A LOT OF WHAT WE ARE FACED WITH, OF THE ACADEMIC PROGRESS WE MADE COVID KILLED A LOT OF THAT, WHETHER THAT WAS JUST THE STUDENTS, WHETHER IT'S THE TEACHER SHORTAGE, WHETHER IT'S THE TENURE OF TEACHERS.

WE ARE STILL ALMOST ON A REBUILDING OF TRYING TO GET BACK TO WHERE WE WERE IN COVID WAS 2020, 2019, 2020, 2019.

AND PEOPLE THINK THAT IT'S NOT JUST A SNAP OF THE FINGER OR IDENTIFYING A GOAL.

IT IS WORK WE'VE HAD TO START.

I DON'T KNOW IF YOU WILL AGREE WITH THIS, DOCTOR LOPEZ, BUT I'VE ALREADY STARTED NOW, SO I GUESS I'LL FINISH.

WE ALMOST HAVE TO START OVER, AND WE'VE HAD TO START OVER FROM CURRICULUM OF EVERYTHING THAT DRIVES US IN WHAT WE ARE TRYING TO ACHIEVE ACADEMICALLY.

SO WE KNOW WE'RE NOT WHERE WE WOULD LIKE TO BE, BUT IT'S NOT THAT THINGS ARE NOT HAPPENING.

AND MANY TIMES THE PUBLIC CAN'T SEE WHAT'S HAPPENING BECAUSE IT'S NOTHING YOU CAN SEE OUT ON THE OUTSIDE, BUT FROM THE SUPERINTENDENT AND HIS EXECUTIVE TEAM DOWN, PUSHING THAT ACADEMIC IS OUR PRIORITY AND THAT THAT'S WHAT WE, YOU KNOW, THAT WE HOLD THE BANNER UP, THAT WE'RE HERE TO TRAIN EVERYONE THAT SITS IN A SEAT.

BUT WE WE OVERCAME A LOT AND WHERE WE ARE FROM 20 TO 24 AND SOME OF THE ACADEMIC RECOVERY AND YOU ALL KNOW WE DID THAT. WE WE DID AN AUDIT TO ACTUALLY HELP US IMPROVE AND GET BACK TO WHERE WE WERE.

SO I JUST THINK THAT THAT'S KIND OF WORTH MENTIONING THAT WE DID SURVIVE THAT.

AND WE ARE REALLY ON THE OTHER SIDE OF IT, MUCH BETTER THAN PLENTY DISTRICTS, SMALLER THAN US, LARGER THAN US.

BUT WE CAME ON THE OTHER SIDE PRETTY GOOD.

BUT TO DOVETAIL OFF OF THAT COVID WAS THE CHALLENGE.

LEARNING LOSS WAS THE CHALLENGE.

NOW, THE CHALLENGE IS THE FACT THAT THE STATES KIND OF CHANGED THE GOAL OF WHAT BLOCKING AND TACKLING IS.

RIGHT. THAT'S THE DIFFERENCE BETWEEN FOOTBALL.

YOU GO BACK TO 1960 AND BLOCKING AND TACKLING IS BASICALLY THE SAME AS IT IS NOW.

NOW YOU MIGHT HAVE MORE COMPLICATED SCHEMES OR WHATEVER NOWADAYS BUT THAT PART WAS THE SAME.

IN EDUCATION THEY CAN ACTUALLY CHANGE WHAT A BLOCK IS AND WHAT A TACKLE IS.

AND THEY'VE DONE THAT TO US TO A CERTAIN EXTENT WITH THE LATEST ITERATION OF STAAR.

AND WE'VE ALREADY BEGUN THE PROCESS OF REEVALUATING FOR AND I THINK IT'S GOOD FOR ANYONE WHO'S WATCHING OR SUCH TO REALIZE JUST THE RADICAL CHANGE THE STAR WENT THROUGH.

YOU TOUCHED ON IT, KIM, WHEN YOU SAID, HEY, YOU HAVE TO KNOW HOW TO HAVE TO KNOW HOW TO READ TO DO AN ALGEBRA PROBLEM NOW.

AND PEOPLE SAY, WELL, OF COURSE, IF YOU CAN DO ALGEBRA, YOU CAN READ, NOT NECESSARILY ENGLISH AND THAT'S THE THAT'S THE THING WE'VE ABSORBED SO MANY PEOPLE WHO ENGLISH IS THEIR SECOND LANGUAGE INTO OUR DISTRICT AND THINGS LIKE MATH.

MANY TIMES A LOT OF THESE KIDS EXCELLED IN IT BECAUSE MATH ITSELF IS KIND OF A UNIVERSAL LANGUAGE.

SO YOU'RE ABLE TO HAVE SOMEBODY WHO IS FROM SOME OTHER COUNTRY THAT COMES IN, AND THEY CAN STILL THRIVE IN THE MATH, AND THEY STRUGGLE MAYBE IN THE ENGLISH OR THE LANGUAGE ARTS SECTIONS OF THE STAAR BUT WHAT THEY'VE RECENTLY DONE IN THE STAAR IS THEY'VE EMBEDDED LANGUAGE ARTS IN EVERY SINGLE STAAR EXAM, INCLUDING MATH.

SO WE'RE NOW IT'S ALL LANGUAGE BASED ASSESSMENTS.

AND SO IF YOU'RE SOMEONE THAT ENGLISH IS NOT A LANGUAGE THAT IS THAT IS YOUR FIRST LANGUAGE.

[00:50:01]

THAT'S BECAUSE AND THAT'S THE REASON WHY DISTRICTS THAT LOOK LIKE US.

THE STAR IS NEGATIVELY IMPACTED.

THE NEW STAR IS NEGATIVELY IMPACTING OUR SCORES.

BUT THAT'S NEITHER HERE NOR THERE.

WE DON'T WE DON'T SET WHAT THE BLOCKING AND TACKLING IS.

BUT WE'RE GOING TO TEACH.

WE'RE GOING TO TEACH OUR PEOPLE HOW TO GO OUT AND DO IT.

AND WE'VE STARTED THAT PROGRAM.

AND SO THAT'S JUST THE DOVETAIL OF LINDA'S POINT.

COVID. EVERYONE THINKS WE'RE STILL IN POST COVID RECOVERY.

WE HAVE TO CHANGE THAT MINDSET.

WE'RE IN A NEW ERA THAT'S BEYOND POST COVID RECOVERY NOW.

AND THAT'S WHAT THE TA WANTS.

AND SO THEY'RE THE ONES WHO SAID IT.

SO WE GOT TO GIVE THEM WHAT THEY WANT.

WELL WE AND WE AND WE WE GET THAT.

YOU GOT TO DANCE WITH THE ONE WHAT BRUNG YOU.

YES I HEARD YOU SAY [INAUDIBLE] AND IOWA TEST OF BASIC SKILLS.

AND THOSE OF US OF A CERTAIN AGE REMEMBER THOSE LITTLE GREEN STANFORD READING ASSESSMENT BOOKS AND THE FIRST, SECOND AND THIRD GRADE? SO WE'VE ALWAYS HAD WE'VE ALWAYS HAD ASSESSMENTS, YOU KNOW, BUT I GO BACK TO THE FOCUS ON THE ACADEMICS, AND I KNOW THAT'S I KNOW THAT'S ON THE HEART OF, OF ALL OF Y'ALL IN HERE, BECAUSE YOU FEEL RESPONSIBLE FOR ALL 55,000 KIDS AND READING ON THIRD GRADE LEVEL.

HOW ELSE DO YOU KNOW THAT THE KIDS IF STAAR IS AN IMPERFECT TEST.

HOW ELSE DO YOU KNOW THE KIDS ARE LEARNING? WHAT IS IT THAT THIS BOARD WANTS TO KNOW? EVERY YEAR HAPPENS FOR EVERY STUDENT.

WHAT IS IT THAT YOU GUYS WANT? GROWTH, GROWTH, GROWTH.

YEP. ALL RIGHT. SO WHAT IS THIS BOARD'S GROWTH GOAL.

THEY SHOULD BE ABLE TO GROW BY AT LEAST A YEAR.

AT LEAST THEY SHOULD BE ABLE TO GROW BY AT LEAST A YEAR.

OKAY. AND IN SOME INSTANCES IT MIGHT BE MORE OR MIGHT NEED TO BE MORE.

OKAY. SO, YOUR GROWTH GOAL AND I'M LOOKING AT EVERYBODY ALL SEVEN OF YOU, ALL YOUR GROWTH GOAL IS, IS THAT THEN EVERY CHILD IS ENTITLED TO AT LEAST A YEAR'S WORTH OF GROWTH.

RIGHT. WE DON'T I DON'T HAVE A GROWTH GOAL.

WELL, I MEAN, FROM A FROM A PERSONAL.

YEAH. FROM A BOARD STANDPOINT, WE DON'T HAVE ONE.

OKAY. WELL, WE DON'T HAVE A LOT OF THINGS, BUT WHAT WE'RE HERE TODAY IS TALKING ABOUT IT IS THIS ONE OF THE THINGS YOU WANT? YOU WANT EVERY CHILD TO HAVE AT LEAST A YEAR'S WORTH OF GROWTH.

I'LL GIVE YOU A GREAT EXAMPLE.

OUR TITLE ONE SCHOOLS IN RICHARDSON WERE THE SAME CHALLENGE AS YOURS.

AND WE GET KIDS THAT MOVED HERE BASICALLY, YOU KNOW, DAY BEFORE YESTERDAY AND OUR TEACHERS WOULD WORK SUPER, SUPER HARD AND THE KIDS MIGHT GROW A YEAR AND A HALF. THEY MIGHT SHOW A YEAR AND A HALF WORTH OF GROWTH, BUT STILL NOT PASS THE STAR TEST.

BUT WE WERE SHOWING ACCELERATED, ACCELERATED LEARNING.

SO THAT'S WHAT I TALK ABOUT.

EVERY CHILD. WHEN WE TALK ABOUT A GROWTH GOAL, EVERY CHILD IS ENTITLED TO AT LEAST AT LEAST A YEAR'S WORTH OF GROWTH.

THOUGHTS? I LIKE TO CHALLENGE THAT MR. SELDERS. YES, MA'AM. HELP ME UNDERSTAND.

IS THAT A YEAR'S GROWTH ACROSS THE BOARD? SO WOULD THAT BE FOR ELEMENTARY, MIDDLE SCHOOL AND HIGH SCHOOL? WOULD THAT BE SUBJECT MATTER OR WOULD THAT BE JUST CORE SUBJECTS.

SO I MEAN I, I'M FOR GROWTH.

YEAH. I JUST SO WE HAVE TO DEFINE THAT BECAUSE I'M TRYING TO DEFINE HOW DO WE MEASURE IT AND WHAT WILL BE THE TOOL THAT WE USE TO BE ABLE TO SAY, YOU KNOW, SO THAT'S WHY FOR ME, I DON'T KNOW IF I CAN SAY WITHOUT LOOKING AT PAST DATA, WHEN WE REALLY START SEEING THE GROWTH DATA, IS THAT IS THAT REASONABLE? BECAUSE I THINK ONE OF THE THINGS WHEN WE SET MEASUREMENTS, WE HAVE TO SET MEASUREMENTS THAT REFLECT OUR SCHOOL DISTRICT AND OUR DATA THAT WE HAVE, BECAUSE YOU ALL KNOW THAT GOLD SENDS EVERYBODY IN A PANIC.

SO IF THEY'RE TRYING TO JUST FOCUS ON THAT GOLD AND DEVIATE FROM WHAT THEY'RE SUPPOSED TO BE TEACHING IN TOTALITY FOR THAT SUBJECT MATTER.

SO I AGREE WITH GOALS.

I WOULD JUST LIKE TO HEAR HOW WE WOULD ARRIVE AT A MEASUREMENT.

JAMIE, YOU HAD YOU JUMPED IN THERE? YEAH. I WAS GOING TO SAY WHETHER WE HAVE A GOAL OR NOT.

I ALWAYS HAVE A DESIRE FOR THE KID TO GROW.

SO I DON'T KNOW IF GOAL IS THE RIGHT WORD.

I JUST THINK AS A BOARD, LARRY, SPEAKING TO YOUR POINT, IT MAY NOT BE A STATED GOAL, BUT WE COME HERE EVERY DAY AND WHAT WE WANT THE KIDS TO DO IS TO PROGRESS.

WE WANT THEM TO GROW.

AND SOME KIDS ARE, SOME KIDS NEED TO IN ORDER TO GET OVER THE HURDLE.

RIGHT. A LOT OF KIDS HAVE A LONG WAY TO GO.

SO, IT MAY NOT BE THAT JUST ANNUALIZED GROWTH RIGHT GETS THEM OVER THE HURDLE.

RIGHT. BECAUSE AT THE END OF THE DAY, IF WE DON'T GET THE KID OVER THE HURDLE.

HURDLE. YES. THEN I THINK WE DIDN'T THE DISTRICT DIDN'T DO IT'S JOB.

[00:55:05]

YOU KNOW, A ONE YEAR GROWTH GOAL FOR A GIFTED AND TALENTED COULD BE A TWO WEEK GOAL FOR SOMEONE WHO'S A NONTRADITIONAL LEARNER.

AND SO FOR ME, I WANT THE GROWTH GOAL TO BE THAT THEY ARE GROWING AT THE RATE THAT IS SUSTAINABLE TO THEM, THAT WILL LEAD TO SUCCESS FOR THEM.

AND THAT AND THAT IS SOMETHING THAT I DON'T THINK YOU CAN MEASURE IT WITH A PARTICULAR GOAL.

I THINK THAT'S WHERE YOU IT'S AN INDIVIDUAL THING.

IF THEY'RE COMING BACK AND THEY'RE MOVING AHEAD, THEY DESERVE THEY DESERVE THE MOON.

BUT I DON'T WANT THE GOAL TO BE SO BIG AND THEM TO BE PRESSED SO HARD THAT THEY JUST BECOME ONE OF THOSE DROPOUTS BECAUSE IT WAS A GOAL THAT THEY'RE NEVER GOING TO SEE.

RIGHT. THAT MAKES SENSE.

YEAH. WELL, THE REASON WHY I SAY THAT AT LEAST A YEAR, I MEAN, AND IT WAS PREDICATED ON SOMETHING THAT AND I DON'T KNOW WHO SAID THIS, BUT I THOUGHT IT WAS VERY IMPORTANT.

IT'S BASED ON THE NEEDS OF THE STUDENT.

RIGHT. AND THEN GROWTH TO ME IS GOING TO BE BASED ON THAT PARTICULAR STUDENT.

STUDENT OKAY. ALL RIGHT.

RIGHT. SO WHAT IT LOOKS LIKE FOR WHAT GROWTH LOOKS LIKE FOR GT STUDENT MIGHT BE DIFFERENT FOR A STUDENT, MIGHT BE DIFFERENT FROM A SPECIAL ED STUDENT.

BUT WE HAVE TO IDENTIFY WHAT THAT BASELINE IS AND WHERE WE'RE TRYING TO GROW FROM.

RIGHT. SO WHAT A YEAR'S GROWTH.

IN MY MIND, I'M THINKING YEAR.

IT SHOULDN'T GO BACKWARDS, RIGHT? YOU KNOW WHAT I'M SAYING? SO THE YEAR TO ME WAS JUST A TARGET OUT THERE.

AND IT SHOULD BE AT LEAST THAT.

BUT ALSO WHEN THAT STUDENT MATURES AND THAT LIGHT BULB COMES ON AND THEY GET WHAT THEY'RE WANTING, YOU KNOW, IT MAY BE ONE YEAR.

YEAH, IT MAY BE TWO YEARS.

YEAH. BUT ONCE THEY LEAVE THAT THEN THAT'S OUR THAT'S OUR HOPE AS TO ME AS A BOARD.

YEP. AND I THINK HERE WHAT WE'RE TRYING TO DO AND MAYBE I'M MISSING IT IS ONE OF THE GOALS.

WE TALKED ABOUT VISIONING.

IT'S NOT WHAT WE HAVE TODAY.

IT'S. WHAT DO WE NEED TO DO TO MAKE SURE WE GET TO WHERE WE WANT TO GET FOR ALL.

SO, I MEAN, WE NEVER USED TO TALK ABOUT GROWTH UNTIL I GUESS STAAR HAD IT ON THERE.

IT WAS A MEASUREMENT AND THEN IT WAS A MEASUREMENT.

THEN IT WAS TAKEN OUT OF THE DISTRICT.

ACCOUNTABILITY. SO I THINK IN ALL OF OUR CONVERSATIONS TODAY, WE'RE TRYING TO SEE HOW SHOULD WE LOOK AT THINGS THROUGH NEW LENSES TO GET DIFFERENT OUTCOMES, TO IMPROVE ALL OF OUR STUDENTS.

THAT'S IN THE DISTRICT.

SO AND GROWTH IS ONE OF THOSE DEALS BECAUSE BEFORE WE HAD GROWTH, WE USED TO COMPLAIN THE KIDS DIDN'T PASS, BUT DID THEY MAKE PROGRESS.

AND THE ANSWER TO THAT WAS YES.

AND THEN THAT'S WHEN GROWTH BECAME A PART OF THE EQUATION.

SO. SO CAN I TELL YOU ALL THAT THIS IS AN UNMATCHED STATEMENT.

I'VE BEEN DOING THIS PARTICULAR EXERCISE FOR A GOOD 18 MONTHS.

THIS IS AN UNMATCHED STATEMENT THAT I'VE SEEN IN OTHER DISTRICTS.

AND IT'S WHEN YOU TALK ABOUT BLOCKING AND TACKLING, JAMIE, YOU KNOW, A LOT OF TIMES THE GROWTH GOAL GREW OUT OF, YOU KNOW, YOU THINK ABOUT THE FOUR QUESTIONS, YOU KNOW, WHAT ARE KIDS SUPPOSED TO LEARN? HOW DO WE KNOW WHEN THEY LEARN IT? WHAT DO WE DO IF THEY DON'T LEARN IT? WHAT DO WE DO IF THEY'VE ALREADY LEARNED IT? SO THAT WE MEET THE NEEDS OF EVERY OF EVERY STUDENT? BUT YOU GUYS HAVE REALLY BECAUSE OFTENTIMES, YOU KNOW, THE YOU LOOK AT THE CHILD THAT'S ALREADY MASTERED THE SUBJECT AREA AND THERE'S NO FOCUS, THERE'S NO GROWTH.

WELL, THEY MASTERED IT. SO WHEN YOU TALK ABOUT A MINIMUM OF A YEAR'S WORTH OF GROWTH, YOU TALK ABOUT THE GROWTH.

ARE WE REALLY PUSHING ALL OF OUR CHILDREN WHO HAVE LEARNING DIFFERENCES AND LEARNING CHALLENGES? SO. BUT THE WAY THAT YOU GUYS HAVE FRAMED THIS IS REALLY, REALLY GOOD THAT IT'S INDIVIDUALIZED TO THE NEEDS OF THE STUDENT.

YOU KNOW, A STUDENT WITH LEARNING DIFFERENCES, THEIR GROWTH GOAL MAY BE A LOT SHORTER, BUT IT'S STILL A YEAR'S WORTH OF GROWTH FOR THEM.

AND IT'S AND IT'S IDENTIFYING THAT.

SO THAT'S A REALLY PROFOUND STATEMENT THAT YOU GUYS HAVE COME UP WITH.

YEAH. LARRY. SO, THE REASON I SAID WE DON'T HAVE A GOAL IS WE DON'T HAVE A FORMALIZED GOAL ON GROWTH, BUT WE HAVE BUT WE HAVE A TEST, RIGHT? THE MAP TEST THAT IS DESIGNED TO MEASURE GROWTH FOR EVERY INDIVIDUAL STUDENT THREE TIMES A YEAR.

RIGHT. AND WE GET THOSE REPORTS.

BUT WHEN WE GET THE REPORTS, WE PROBABLY NEED TO SPEND A LOT MORE TIME ON LOOKING AT THE GROWTH MEASURE OF STAR OF MAP.

[01:00:05]

WHEN WE LOOK AT INDIVIDUAL STUDENTS, WE CAN GET DOWN TO THAT LEVEL.

AND WHEN YOU TALK TO OUR PEOPLE WHO GO TO THE SCHOOLS, THEY ACTUALLY TALK ABOUT INDIVIDUAL STUDENTS.

SO IT DOESN'T MATTER WHAT LEVEL THEY'RE AT.

AND WE KNOW IT'S GOING TO BE MEASURED.

IT HASN'T BEEN TAKEN OUT OF ANY OF THE ANY OF THE TESTS.

USUALLY IT'S TO BE THIS IS A BIG PART OF GROWTH AND THAT'S NOT GOING AWAY.

AND IF WE'RE GOING TO BE USING TO BE WELL, LET'S UNDERSTAND WHAT THE CRITERIA ARE AND HOW WE MEASURE THAT AND WHY THE IMPORTANCE OF MEASURING IT FOR THE FUTURE.

SO THAT'S WHAT I THINK.

AND WE BUT WE HAVEN'T SPENT A LOT OF TIME ON THIS IS MORE TIME THAN WE SPENT RIGHT NOW TALKING ABOUT GROWTH MEASURES THAN WE EVER HAVE BEFORE.

YEAH, IT'S YOU KNOW, IT'S A PART WE'RE GOING TO TALK IN A LITTLE BIT ABOUT GOVERNANCE AND WE'RE GOING TO TALK ABOUT OVERSIGHT, BECAUSE THAT ALONG WITH UNDERSTANDING THE DIFFERENCE BETWEEN A FORMATIVE AND SUMMATIVE REVIEW, IS THE THING THAT MOST BOARD MEMBERS ARE LIKE.

I REALLY HAVE NEVER UNDERSTOOD THE CONCEPT OF OVERSIGHT IN OUR ROLES.

AND WHAT YOU'RE TALKING ABOUT, LARRY, IS GOOD IS GOOD.

OVERSIGHT IS OVERSIGHT, WHICH IS ONE OF OUR KEY ROLES I'M GOING TO THIS HAS BEEN SUPER RICH.

I WANT TO MAKE SURE THIS IS IT'S A TOUGH QUESTION WHEN I SAID, YOU KNOW, IT TAKES A LONG TIME TO FILL THIS OUT, YOU'RE PROBABLY THINKING, HOW HARD CAN THIS BE? BUT IT'S A REAL CHALLENGE TO THINK ABOUT, BECAUSE TO YOUR POINT, WE DON'T HAVE THESE CONVERSATIONS.

HAVE WE CAPTURED BECAUSE I KNOW THAT THIS IS A PASSION OF YOURS.

YOU KNOW YOUR ASPIRATION WHEN THEY WHEN THEY KNOW THAT WHEN YOU BECOME THE BEST YOU BECOME, YOU'LL BE KNOWN FOR AS IT TURNS, FOR KIDS AND ACADEMICS.

BECAUSE I KNOW THERE'S SOME OTHER AREAS THAT ARE IMPORTANT TO Y'ALL AS WELL.

WHAT DO WE HAVE THE BIGGEST CHALLENGE RIGHT NOW? BUDGET, BUDGET, TEACHERS, TEACHERS? STAFF. SO WHEN.

SO LET ME THROW THIS OUT.

WHEN YOU BECOME AND JAMIE, I THANK YOU FOR BRINGING US BACK TO THE BLOCKING AND TACKLING BULLET.

THAT WAS THAT WAS I LOVE HOW YOU THAT THREE SENATORS BACK AGAIN.

THAT WAS THAT WAS REALLY GOOD.

SURPRISING FOR ME TO SAY SOMETHING GOOD.

YEAH. YOU KNOW, IT CAN HAPPEN.

AND I'M TIRED OF GETTING TACKLED.

I DON'T KNOW, MAN. YOU LOOK PRETTY.

THAT DEFENSIVE LINE THING WORKING THERE.

SO BROAD SHOULDERS, OF COURSE.

YOU WERE PROBABLY A CORNERBACK BACK IN THE DAY, RIGHT? RIGHT. QUARTERBACK.

OH OKAY.

GOT IT. ALL RIGHT.

PLAYS 100 YEARS AGO.

YEAH. POWER I UP THE MIDDLE RIGHT.

THERE YOU GO. HEY I WANT TO MENTION ONE THING BEFORE WE GET TOO FAR OFF THE KIDS THING.

YES, PLEASE. THE THOUGHT I HAD GOING BACK YEARS AGO, WE DIDN'T HAVE AS MANY PASSES FOR KIDS WITHIN OUR DISTRICT.

WE PURSUED MIKE, AND I THINK GOING BACK MANY YEARS AGO, WE DIDN'T HAVE AS MANY PATHS FOR KIDS AS WE DO NOW.

I'M LISTENING. AND WITH THE THE WHAT? I THINK I THINK OUR, OUR GILBREATH-REED CAREER TECHNOLOGY CENTER IS MAYBE THE GREATEST BUILDING IN THE HISTORY OF TEXAS, TO BE HONEST WITH YOU, EVERY TIME I WALK INTO IT, YOU CANNOT WALK INTO IT WITHOUT BEING INSPIRED.

AND WHAT I MEAN BY THAT IS WE HAVE SO MANY KIDS THAT HAVE FOUND THEIR PATH.

AND, DOCTOR LOPEZ, WHAT WAS OUR GRADUATION RATE FOR KIDS THAT WERE IN THE CTE? 99%. 99% OF THE KIDS WHO WERE ON A PATH IN THAT BUILDING GRADUATED TO ME.

I DON'T KNOW HOW THAT TIES INTO BLOCKING AND TACKLING, BUT I DO KNOW WHEN WE TALK ABOUT MEETING KIDS WHERE THEIR NEEDS ARE, THAT BUILDING PROBABLY DOES AS GOOD A JOB AS ANYTHING THE DISTRICT HAS DONE IN A LONG, LONG TIME.

AND FOR THAT NUMBER TO BE 99%.

I MEAN, TO ME, THAT'S JUST A MIRACULOUS NUMBER, AND I HOPE WE CAN FIND OTHER PROGRAMS WITH WHICH TO DUPLICATE THAT WITH.

WELL, AND WHAT I THINK IS SO IMPRESSIVE ABOUT THIS IS, YOU KNOW, WHEN YOU LOOK AT COLLEGE AND CAREER READY COLLEGE READY, IT THERE, THERE ARE A LOT OF DIFFERENT WAYS THAT YOU CAN QUALIFY FOR THOSE OUTCOMES AND THOSE OUTCOME BONUSES.

BUT TO ME THE HARDEST IS CTE.

WHEN YOU LOOK AT HOW ROBUST THOSE REQUIREMENTS ARE FOR CERTIFICATIONS, WHETHER IT'S INDUSTRY OR THE NUMBER OF HOURS.

AGAIN, THIS IS ALMOST LIKE IF A TREE FALLS IN THE WOODS AND NO ONE'S THERE.

DOES IT MAKE A SOUND? THAT'S HUGE.

I WAS GOING TO ADD TO.

AND I THINK IT GOES BACK TO THE BLOCKING AND TACKLING TOO, THAT WE HAVE A VERY GOOD LEADERSHIP PIPELINE RIGHT NOW GOING ON AT THE CAMPUS LEVEL, BECAUSE WE ARE AS TRUSTEES

[01:05:07]

ALL WE DO IS WE GET THE DATA WE GET, AND THAT'S WHAT WE BASE THE EXPECTATIONS OF WHAT WE NEED TO PROBABLY BRING FORWARD FOR THE ADMINISTRATION TO. AND DOCTOR LOPEZ BRINGS THAT FORWARD.

BUT I MEAN, I KNOW FOR A FACT RIGHT NOW THAT I THINK THERE'S LIKE THERE'S SIX SUPERINTENDENTS, REGION TEN ALL CAME FROM GARLAND THAT ARE IN OTHER DISTRICTS.

SO THAT SPEAKS VOLUMES TO PLUS THE LEADERSHIP THAT WE THE TRANSITION THAT WE'VE HAD TO MAKE AT THE HIGH SCHOOL LEVEL FOR PEOPLE THAT WERE REALLY GOOD ACADEMICALLY, THAT COULD REALLY PUSH. AND SO THAT'S KIND OF THAT BLOCKING AND TACKLING, IN MY OPINION, BECAUSE IF WE DIDN'T HAVE THAT THERE FOR THEM PUSHING.

SO WE KIND OF GET THAT WORD FROM THEM.

ARE THINGS WORKING LIKE THEY SHOULD THAT THAT'S I THINK, VERY IMPORTANT FOR US TO HAVE THAT.

SO CAN I SPRINGBOARD OFF OF THAT? SURE. TALK TO ME.

WHEN? WHEN GISD BECOMES THE BEST WE CAN BECOME, WE WILL BE KNOWN FOR.

TALK TO ME ABOUT YOUR STAFF, YOUR PEOPLE THERE LINING UP TO COME WORK FOR US.

OKAY. AND I ALWAYS HATE TO PUT WORDS, BUT CAN I SAY DESTINATION? YES. YOU BET.

OKAY. FOR STAFF.

AND WHAT? AND WHAT DOES THAT MEAN? DAPHNE, START. START US OFF ON THAT.

IT MEANS THAT YOU KNOW, WE ARE NOT, WE'RE NOT SETTLING FOR WHO APPLIES BECAUSE WE NEED.

AND WE DON'T HAVE ENOUGH APPLICATIONS.

IT MEANS THAT WE HAVE TEACHERS THAT ARE SO COMMITTED TO OUR MISSION THAT THEY'RE MOVING CAMPUSES.

BASED ON THEIR SPECIALTY, SO THAT THEY CAN HELP OTHER CAMPUSES.

AND IT'S JUST IT'S I MEAN, IT'S NOT A CAREER FOR MOST TEACHERS.

I GET THAT. IT'S A CALLING.

IT'S A PASSION.

BUT IT CAN ALSO SOMETIMES IT'S HARD TO, TO DO A GOOD JOB IF THE, IF THE COMPANY'S NOT LETTING YOU.

AND SO I WANT TO BE THE COMPANY THAT LETS YOU.

OKAY. SO WE HAVE THE TEA PROGRAM YOU KNOW ALREADY WHICH IS OUR SPECIAL TEACHER'S INCENTIVES INCENTIVE TEACHERS THAT ARE VERY WE ALSO HAVE A K-8 PROGRAM.

THOSE ARE THE KIND OF DEVELOP OUR OWN, GROW OUR OWN IS THAT YOU GROW YOUR OWN.

YEAH. IT'S WITH PACK YOUR BAGS AND STAY.

OKAY. KATE, I THINK, SIR, TO PUT A STAAR CERTIFIED.

YEAH. WHAT IS WHAT DOES KATE CERTIFIED SOMETHING.

SO WHAT ELSE? WHAT ELSE DO YOU WANT FOR YOUR STAFF? JOB SATISFACTION.

OKAY. WHAT DOES THAT LOOK LIKE TO YOU, JAMIE? KNOWING THAT YOU ARE ABLE TO PROVIDE ANNUAL GROWTH FOR THE KIDS, KNOWING THAT YOU'RE ABLE TO HELP THE KID GET OVER THE HURDLE.

KNOWING THAT YOU HAVE THE TOOLS WITHIN YOUR CLASSROOM AND THE SUPPORT OF ADMINISTRATION TO REACH THE KID.

YOU KNOW, I CALL IT WHERE THE RUBBER HITS THE ROAD EVERY DAY.

KIDS COME TO SCHOOL. WE HAVE NO IDEA WHAT THEY'VE HAD TO GO THROUGH TO GET THERE.

YEAH. AND EQUIPPING THOSE TEACHERS WITH THE TOOLS THEY NEED SO THAT AT THE END OF THE DAY, THEY CAN FEEL LIKE THEY MET THE NEED OF THAT KID AND GOT THEM OVER, OVER THE, OVER THE BAR, SO TO SPEAK.

AND I THINK THAT'S BEEN A REAL I THINK THAT'S BEEN A REAL CHALLENGE SINCE COVID, TO BE HONEST WITH YOU A LITTLE BIT.

WHAT I LIKE FROM WHERE YOU GUYS ARE COMING ON, ON THIS, THESE TWO STATEMENTS IS IF YOU THINK ABOUT THIS, YOU ALL HAVE SET A HIGH BAR OF WHAT YOU WANT.

WE WANT TO MEET THE NEEDS OF ALL KIDS.

YOU KNOW, WE WANT TO IDENTIFY THE NEEDS OF ALL KIDS, BUT YOU'RE SETTING YOUR STAFF UP FOR FAILURE IF YOU DON'T.

IF THEY DON'T HAVE THE RESOURCES, THE TOOLS, AND THE SUPPORT FROM THE ADMINISTRATION AND THE BOARD TO MAKE THAT HAPPEN.

AND OUR STAFF ARE CITIZENS, PARENTS, AND WE WANT TO OFFER I DON'T KNOW WHAT THE RIGHT WORD IS, BUT COMPETITIVE SALARIES.

I MEAN, IT'S NOT THE ONLY THING THAT KEEPS PEOPLE, BUT IT IS SOMETHING THAT PEOPLE ARE HIRED FOR.

BUT AT SOME POINT THEY LOOK AT IT AND CAN KEEP IT.

SO I THINK MANY TIMES YOU HAVE TO LOOK AT THAT PAY STRUCTURE.

AND, YOU KNOW, TEACHERS USED TO BE KNOWN FOR HAVING WEEKEND JOBS.

AND BUT IF WE WANT THEM TO GIVE THEIR ALL TO OUR STUDENTS AND BE AROUND THE CLOCK IF NEED BE FOR WHATEVER THEY'RE TRYING TO ACCOMPLISH.

WE GOT TO BE AWARE THAT WE GOT TO REMAIN COMPETITIVE.

SO AS YOU LOOK AT COMPETITIVE AND WHAT SOME ARE CALLING YOU BECAUSE I KNOW YOU'RE IN A PROFESSIONAL WITH BEING AN ATTORNEY, WHAT IN YOUR INDUSTRY'S COMPETITIVE? WHAT DOES THAT WHEN YOU SEE COMPETITIVE SALARIES COMPETITIVE, WHAT DOES THAT MEAN TO YOU?

[01:10:06]

SO YOU DON'T FIRST, LET'S JUST STICK WITH THE NEW TEACHERS OR THE ONES THAT WE'RE TRYING TO FILL POSITIONS.

WE HAVE TO BE ABLE TO ATTRACT THEM.

AND YOU'RE NOT GOING TO ATTRACT THEM.

IF AND BECAUSE PEOPLE SAY, WELL, WHAT DIFFERENCE DOES THAT MONEY MAKE? LET'S SAY IT'S 600 OR $800 A YEAR.

DIVIDE THAT OUT AMONGST PAGES.

IT'S MINIMAL, BUT IT'S A MESSAGE.

IT'S A MESSAGE THAT YOU'RE SENDING TO EACH AND EVERY ONE OF THOSE PROSPECTIVE EMPLOYEES OF THE VALUE YOU PLACE ON THAT HUMAN RESOURCE THAT'S THERE. SO YOU WANT TO MAKE SURE THAT WE'RE SENDING THE RIGHT MESSAGE, THAT WE VALUE YOU EVERY BIT AS MUCH AS ANY OTHER DISTRICT AROUND HERE DOES, OR MORE.

SO THAT'S THE BIGGEST THING.

AND WE SEEM TO BE STICKING WITH FOOTBALL AS OUR ANALOGY.

SO IT'S NOT IT'S NOT UNLIKE THE WIDE RECEIVER THAT YOU'RE GOING AFTER THAT OTHER TEAMS ARE GOING TO GO AFTER.

YOU'RE NOT GOING TO GET THEM IF YOU SAY, HEY, YEAH, LOOK AT ALL THIS, LOOK AT ALL THIS.

WE GOT THE BEST WEIGHT ROOM, WE GOT THE BEST STUFF.

BUT WE'RE GOING TO PAY YOU $4 MILLION A YEAR LESS THAN THOSE PEOPLE.

HE MAY NOT NEED THE 4 MILLION BUCKS, BUT THOSE PEOPLE ARE VALUING HIM MORE THAN YOU ARE, AND THAT'S WHAT'S GOING TO SEND THEM OVER THERE.

SO NOW, OBVIOUSLY WE DON'T HAVE ANY TEACHERS THAT ARE EVEN REMOTELY MAKING $4 MILLION, BUT THE POINT IS THE SAME.

IT DOESN'T MATTER WHETHER YOU'RE AN NFL PLAYER OR WHETHER YOU'RE A LAWYER OR WHETHER YOU'RE A TEACHER.

EVERYONE WANTS TO FEEL VALUED.

EVERYONE WANTS TO FEEL RESPECTED AND COMPETITIVE.

PAY. AS LINDA PUT OUT, IS ONE OF THE SIMPLE AND EASIEST WAYS THAT WE CAN DO THAT.

BECAUSE IF WE'RE NOT COMPETITIVE, THAT MEANS THAT WE HAVEN'T PLACED THE VALUE THAT OTHER DISTRICTS HAVE PLACED ON OUR STAFF.

MR. JOHNSON, I HAVE A QUESTION FOR THE WHOLE BOARD.

ONE OF THE FEELINGS THAT I'VE GOTTEN OVER THE SINCE COVID, AND ESPECIALLY WITH, WITH THE GENERAL CONSENSUS THAT TEACHERS ARE UNDERPAID, UNDERAPPRECIATED.

WE HEAR AND WE READ MILLIONS OF DOCUMENTS, EDITORIALS, PAPERS.

EVERYTHING IS ABOUT THAT.

AND I'M SITTING HERE GOING, OKAY, WE'RE BEING COMPETITIVE.

BUT EVEN BEING COMPETITIVE, WE'RE BEING COMPETITIVE WITH OTHER DISTRICTS THAT HAVE TEACHERS THAT ARE UNDERPAID AND UNDERAPPRECIATED.

YOU KNOW WHAT I'M SAYING? HOW DO YOU WIN A GAME WHEN, EVEN IF YOU'RE AT THE TOP OF THE LIST, YOU'RE UNDERPAID AND UNDERAPPRECIATED? IF THAT'S WHAT THE TEACHER FEELS.

SO TO ME, ONE OF THE THINGS YOU GO BACK TO YOUR JOB SATISFACTION.

YEAH. BULLET POINT.

YEAH. YOU KNOW, WE HAVE TO BE ABLE TO WIN THERE.

TO ME WE HAVE TO BE ABLE TO WIN THERE AT WHATEVER WE'RE PAYING, WHATEVER THE MARKET IS, WE HAVE TO BE ABLE TO WIN THERE.

AND THAT'S WHERE WE'RE GOING TO DO THE BEST JOB OF TEACHER RETENTION.

AND ONCE WE DO THAT, IT'LL PROBABLY BE A LITTLE BIT EASIER ON ATTRACTION BECAUSE I GET THE GENERAL FEELING I'VE GOT A DAUGHTER WHO'S A TEACHER WHO, YOU KNOW, NO DISTRICT IS EVEN CLOSE TO PAYING THEM KIND OF WHAT THEY FEEL LIKE THEY DESERVE.

AND SO THAT'S A UNIVERSAL THING.

I'M NOT SAYING IT'S A DISTRICT PROBLEM, BUT IT'S A UNIVERSAL THING.

WE'RE COMPETING IN AN INDUSTRY.

WE'RE COMPETING WITH AN INDUSTRY WHERE EVEN IF YOU WIN, YOU LOSE.

AND EVEN THE BEST, HIGHEST PAID DISTRICTS ARE LOSING TEACHERS.

YES. YOU KNOW, SO DOES YOUR DAUGHTER HAVE KIDS? ONE. HOW OLD? A SENIOR. FRISCO.

OH. SENIOR. OKAY.

YEAH. SO THINK ABOUT YOUR NEW TEACHER THAT COMES IN.

YOU KNOW, WE ALL HAVE NEW YOUNG TEACHERS, AND THEY HAVE KIDS.

THEY HAVE LITTLE KIDS. HOW MUCH IS CHILDCARE A MONTH NOW? A LOT. HOW MUCH? HUNDRED A WEEK.

300 A WEEK? PROBABLY MORE.

Y'ALL, DO Y'ALL OFFER CHILDCARE FOR TEACHERS? DO YOU OFFER INFANT CHILDCARE FOR TEACHERS? NO. DO YOU OFFER? DO YOU OFFER REDUCED OR FREE PRE-K FOR TEACHERS KIDS? NO. OKAY.

TO YOUR POINT, YOU'RE NOT GOING TO WIN SALARIES, Y'ALL.

WE'RE ALL OF US ARE IN A SALARY ARMS RACE AND WE'RE NOT GOING TO WIN.

THERE'S A COUPLE OF DISTRICTS AND WE CAN NAME THEM HERE IF WE WANT TO, BUT WE WON'T BECAUSE THEY'RE FRIENDS.

YOU KNOW THAT EVERY YEAR THEY COME WITH A 5 OR 7% INCREASE.

AND WE'RE LIKE, HOW IN THE WORLD ARE YOU DOING THAT? BECAUSE WE SURE CAN'T, YOU KNOW.

SO IS IT JUST SALARIES OR IS IT IF I HAVE INFANT DAYCARE THAT I WOULD PAY 1000 OR $1200 A MONTH, AND ALL OF A SUDDEN I GET IT FOR 300? WELL, I JUST GOT A $900 A MONTH RAISE.

GO AHEAD. DAPHNE. SO AS MR.

[01:15:02]

IT'S AMAZING TO ME HOW I'M IN CORPORATE AMERICA, RIGHT? I DRESS FOR MY DAY.

OKAY, BUT WE STILL HAVE DRESS CODE STANDARDS IN OUR SCHOOLS THAT ARE DEPENDENT UPON OUR LEADERS DESIRE OF WHAT THEY WANT OUR TEACHERS TO WEAR.

AND I REMEMBER MULTIPLE TEACHERS SAYING, IF I COULD JUST, YOU KNOW, JUST LET ME WEAR A PAIR OF JEANS ON A FRIDAY, YOU KNOW, THAT'S A PERK.

AND I THINK THAT THAT'S WHERE YOU HAVE TO START THINKING ABOUT.

I KNOW THAT WE ELEVATE EDUCATION VERY HIGH, AND I'M NOT I NEVER WANT TO SAY NOT TO, BUT I THINK WE ALSO JOB SATISFACTION IS MORE THAN A PAYCHECK.

IT IS BEING ABLE TO WEAR JEANS ON A FRIDAY.

IT IS BEING ABLE TO HAVE JUST A LITTLE BIT MORE SAY AND AUTONOMY IN, IN, YOU KNOW, WHETHER OR NOT YOU HAVE A PINK CLASSROOM OR A BLUE CLASSROOM.

AND I THINK WE HAVE TO THINK OUTSIDE THE BOX ON THAT, BECAUSE IF WE CAN KEEP STAFF, BECAUSE WE DON'T MAKE THEM WEAR A THREE PIECE SUIT ANYMORE AND DON'T MAKE THEM WEAR THE THREE PIECE SUIT ANYMORE, UNLESS OF COURSE, THEY'RE GOING OUT.

I MEAN, IF I'M MEETING WITH VENDORS, I BETTER NOT HAVE MY TENNIS SHOES ON OR I'LL BE UNEMPLOYED.

RIGHT? BUT I WOULD KNOW THAT I WOULDN'T BE WEARING MY TENNIS SHOES.

SO I REALLY THINK THAT WE HAVE TO START EMBRACING.

AND IT'S BEEN SOMETHING THAT I'VE BEEN THINKING ABOUT, AND I'M NOT REALLY EVEN SURE.

I HAVEN'T EVEN TALKED IT OVER WITH DOCTOR LOPEZ, TO BE QUITE HONEST.

HE'S USUALLY MY FIRST SOUNDING BOARD, BUT I REALLY THINK THAT WE HAVE TO START LOOKING AT EMPLOYMENT.

IT'S IN ITS ENTIRETY AND IT'S AND IT'S I LOVE WHAT YOU'RE SAYING ABOUT THE HOW MANY TEACHERS HAVE WE HAD COME TO US AND SAID THAT THEIR KID CAN'T EVEN GET INTO OUR PRE-K, OR THEY CAN'T GET INTO THE SCHOOL THAT THEY WANT TO GET THEM INTO TO MAKE GETTING THEM TO AND FROM.

AND I THINK THAT THEY SHOULD HAVE THEY SHOULD BE HIGHER ON THE PECKING ORDER, YOU KNOW.

SO IS THAT SOMETHING THAT WE DO, WE START MAKING AS A POLICY? YOU KNOW, I MEAN, THERE IS SO MUCH MORE FOR OUR YOUNG.

I COULDN'T EVEN IMAGINE TRYING TO GIVE BIRTH AND THEN WORKING.

IT'S SO DIFFERENT NOWADAYS.

AND PEOPLE ARE OPTING TO NOT.

AND THAT'S WHY THEY'RE LEAVING.

THEY'RE LEAVING IN DROVES BECAUSE IT'S JUST NOT WORTH IT.

YOU KNOW, IT CHANGES FROM YEAR TO YEAR.

THINGS I HEAR FROM TEACHERS.

BUT RIGHT AFTER COVID, THE MAIN THING I KEPT HEARING, THEY JUST WANTED MORE TIME IN THE CLASS TO INSTRUCT THE KIDS.

NOT AS MANY DISTRACTIONS AND INTERRUPTIONS, AND I DON'T.

I THINK WE'VE IMPROVED AS A DISTRICT WITH ALL OF THAT.

BUT THERE ARE JUST A LOT OF THINGS THAT OUR TEACHERS ARE REQUIRED TO STOP AND GO DO.

WHETHER IT'S TENDING TO A KID WHO NEEDS EXTRA ATTENTION OR STOPPING TO GO PREPARE FOR A TEST.

AND SO THE MORE WE MORE THINGS WE CAN DO ALONG THOSE LINES.

I MEAN, THE TEACHERS THAT I PERSONALLY KNOW, THEY FEEL BETTER.

THEY FEEL BETTER WHEN THEY HAVE MORE TIME UNINTERRUPTED IN THE CLASS TO DO THEIR JOB AND PREPARE AND TO PREPARE FOR THEIR LESSON.

SO I'M JUST GOING TO PUT THAT TIME TO PREPARE.

BUT I ALSO HEARD YOU SAY SOMETHING ELSE IN THERE, JAMIE, IF I CAN BRING THAT OUT, IS THAT WE LISTEN.

WE LISTEN. WE LISTEN TO OUR TEACHERS.

WE LISTEN TO OUR STAFF.

WE LISTEN TO YOU KNOW WHAT IT IS? THEIR WHAT IS IMPORTANT TO THEM, YOU KNOW.

AND IT'S CHANGED.

IT'S A LOT DIFFERENT THAN RICHARDSON HIGH SCHOOL IN 1976 OR GARLAND HIGH SCHOOL IN 19.

I'M NOT GOING TO SAY JOHNNY.

SO GOOD STUFF.

WHAT ELSE ABOUT ANYTHING ELSE ON STAFF? BECAUSE I WANT TO MAKE SURE THAT IF THERE'S ANYTHING ELSE THAT YOU ALL WANT TO BE KNOWN FOR, I DON'T SEE YOU DOING $100 MILLION STADIUM.

WELL, HERE'S A FACT.

WHEN YOU WHEN YOU LOOK AT THE BUDGET OF THE DISTRICT, WE'RE AT ABOUT 84 TO 86% OF OUR ENTIRE BUDGET SPENT ON SALARIES.

WE'RE AT THE END OF THE ROPE ON THE KIND OF THE FINANCIAL SIDE OF WHAT WE CAN DO WITHOUT SOME MAJOR ADJUSTMENTS.

WHICH WE WOULD LOVE TO AVOID, BUT WE'LL SEE WHAT THE NEXT YEAR BRINGS.

CAN YOU TELL ME WHAT YOUR TURNOVER RATE IS? DO YOU LOOK AT YOUR TURNOVER RATE? WE JUST HAD THAT COME OUT.

WE WERE BELOW THE REGION AND THE BELOW THIS AREA, BUT WERE HIGHER THAN THE STATE AVERAGE.

IT'S ABOUT 22%, ABOUT 22%, WHICH IS REALLY GOOD.

I WAS AT A DISTRICT TWO WEEKS AGO.

THAT WAS AT 31.

SO I THINK I THINK THE OPPORTUNITY AND AGAIN, I THINK THAT'S A POINT OF UNMATCHED IS WE'RE AT 22%. IT'S NEVER EXACTLY WHERE YOU WANT IT TO BE.

BUT HOW CAN YOU HOW CAN WE BUILD ON THAT.

YOU KNOW, HOW DO PEOPLE LOOK AT GARLAND AND THEY GO, THAT'S WHERE I WANT TO UNPACK MY BAGS.

CALL HOME. YEAH. LARRY.

[01:20:01]

AND HOW MUCH EDUCATION WE GIVE OUR KIDS EVERY YEAR WHEN WE COME OUT WITH OUR CALENDAR, WE DO IT ON OURS NOW.

WE USED TO DO IT ON DAYS, AS YOU KNOW.

OKAY. BUT I STILL LOOK AT DAYS MORE THAN HOURS.

AND AT ONE POINT, JUST FOR A SHORT TIME, WE ACTUALLY HAD 180 EDUCATION DAYS.

YEAH. NOW WE'RE DOWN TO LIKE, 175.

NOW WE STILL MEET THE HOURS.

BARELY. WE MAKE OUR MINUTES.

YEAH, WE MAKE THE MINUTES.

RIGHT? OKAY. SOMEHOW.

BUT WE'VE GIVEN MORE TIME TO PROFESSIONAL DEVELOPMENT.

SO WHAT YOU PUT THERE? YEAH, I ALWAYS THINK, WHAT ARE WE DOING FOR OUR KIDS AND WHERE IS THE BALANCE? AND I UNDERSTAND WHAT JAMIE IS SAYING.

I GET IT, I TRULY GET IT.

BUT I ALWAYS THINK, AND WE'VE TESTED IT WHEN WE'VE HAD LONGER SCHOOL DAYS, THAT'S WORKED.

SO WHAT'S THE COMPROMISE? AND I THINK THAT'S ONE OF THE INTERESTING AREAS WE IN EDUCATION NOW, AS WE HAVE MORE AND MORE UNCERTIFIED TEACHERS, HOW DO WE GET MORE CERTIFIED TEACHERS. HOW DO WE EDUCATE THE KIDS? IS IT LONGER SCHOOL DAYS? IS IT LESS? I DON'T KNOW, I DON'T THINK I DON'T I DON'T KNOW WHAT THE ANSWER IS.

THAT'S WHAT FRUSTRATES ME THE MOST IS AS WE GIVE LESS DAYS OF EDUCATION.

ARE WE SERVING OUR KIDS? AND I DON'T I DON'T KNOW THE ANSWER.

HERE'S WHAT I WOULD SHARE WITH YOU FROM A BOARD MEMBER'S PERSPECTIVE.

AGAIN, OUR MAIN ROLE IS OVERSIGHT.

IT'S NOT. WE SET THE WHAT, AND THEN WE TURN IT OVER TO OUR SUPERINTENDENT TO SET THE HOW.

AND SO THE SUPERINTENDENT COMES BACK BECAUSE THERE ARE SCHOOLS THAT HAVE LONGER SCHOOL DAYS.

EVERY DISTRICT HAS THEM.

THERE'S SCHOOLS THAT ARE SHORTER.

AND IT ALL GOES BACK TO Y'ALL'S.

WHAT I KEEP HEARING IS MEETING THE INDIVIDUAL NEEDS OF THE STUDENT AND THE CAMPUSES THAT YOU'RE SERVING.

BUT THAT'S WHERE YOUR SUPERINTENDENT COMES IN AND SAYS IN ORDER TO MEET THE GOALS, THE WHAT? THAT THE BOARD HAS SAID.

HERE'S WHAT OUR EDUCATIONAL PROGRAM IS GOING TO LOOK LIKE.

AND YOU RELY ON HIM TO GUIDE THE BOARD IN THAT DISCUSSION.

I MEAN, I DON'T WANT TO SPEAK AND TAKE AWAY.

OH, NO, I WAS JUST GOING TO.

I THOUGHT HE WAS GOING TO GO SOMEWHERE ELSE WITH THIS BECAUSE OF OUR DISCUSSIONS, I THOUGHT LARRY WAS GOING TO TALK ABOUT THAT DICHOTOMY BEING WE HAVE THESE HIGH STANDARDS AND EXPECTATIONS AND NO EXCUSE ADDED TO THAT.

OUR STUDENTS WILL PERFORM, AND THEN YOU TURN AROUND AND SAY, HOW CAN WE MAKE THIS AN ENJOYABLE ENVIRONMENT FOR TEACHERS TO TEACH AND WANT TO COME HERE WITH THESE HIGH EXPECTATIONS, WITH NO EXCUSES? RIGHT. THAT'S THE ART.

OKAY. AND THAT'S THE COMPLEXITY.

BECAUSE SOMETIMES YOU CAN'T HAVE BOTH.

RIGHT. ESPECIALLY WHENEVER YOU'RE YOUR STANDARDS ARE NOT BEING MET.

AND SO HAVING REALISTIC EXPECTATIONS AND EVERYTHING IS GOING TO BE KEY.

THAT'S WHERE I THOUGHT YOU WERE GOING TO GO WITH IT.

BUT THAT'S THE DISCUSSIONS WE HAVE.

WE HAVE A LOT. YEAH.

BUT I THINK ALSO INCLUDING THE DAYS.

YES. BUT I THINK IT'S ALSO IMPORTANT TO HAVE CLARITY.

RIGHT. I DON'T THINK PEOPLE I THINK TEACHERS WANT TO DO A GREAT JOB.

AND I THINK TEACHERS DON'T MIND HAVING THE STANDARD.

I THINK WHAT HAPPENS SOMETIMES IS THE STANDARD CHANGES, OR THEY MIGHT FEEL LIKE THE EXPECTATIONS CHANGE, AND THEY'RE NOT PROVIDED WITH THE CLARITY THAT THEY NEED IN ORDER TO DO WHAT THEY FEEL IS A GOOD JOB.

SO TO ME, PART OF HAVING JOB SATISFACTION IS THAT YOU'RE DOING MEANINGFUL WORK AND YOU'RE MAKING A DIFFERENCE.

AND IT'S SEEN IT'S AS EVIDENCED BY OUTCOMES AND IT'S AS EVIDENCED BY STUDENTS, YOU KNOW, HAVING GREAT SUCCESS REGARDLESS OF WHERE THEY ARE.

YOU KNOW, WHETHER THEY'RE, YOU KNOW, GEN ED STUDENTS, SPECIAL ED STUDENTS, GIFTED AND TALENTED, WHATEVER.

IT DOESN'T MATTER. AND I THINK THAT SOMETIMES IS WHERE WE KIND OF GET OFF A LITTLE BIT OFF TRACK.

SO I'M GOING TO BRING THAT INTO GOVERNANCE AND OVERSIGHT BECAUSE CLARITY OF GOALS TO TEACH.

YEAH. FROM THAT STANDPOINT OF WHAT YOU JUST SAID, ROBERT, I THINK TO A LOT OF TIMES THAT TEACHERS FEEL BEING ONE FEEL LIKE THAT THE SUPPORT FROM THE PIPELINE LEADERSHIP PIPELINE IS NOT THERE WHEN THEY HAVE.

AND THAT'S SOMETHING THAT WE AS A BOARD HAVE BEEN TRYING TO PUT INTO PLACE THROUGH POLICIES AND OTHER THINGS TO TRY TO HELP ALLEVIATE THOSE ISSUES OR THOSE STRESS LEVELS. AND I THINK THAT'S THE KEY TERM IS STRESS LEVEL.

I DON'T A TEACHER, REGARDLESS.

WE'VE GOT TEACHERS IN ISD RIGHT NOW THAT ARE OUTSTANDING TEACHERS THAT TEN YEARS AGO WAS PROBABLY MAKING $45,000 A YEAR, AND THEY'RE STILL TEACHING AND DOING AN OUTSTANDING JOB AT $68,000 TODAY.

SO I DON'T THINK IT'S A MONEY FACTOR MORE THAN IT IS THAT THAT PERSON WANTS TO BE IN THAT CLASSROOM.

[01:25:01]

AND AGAIN, AND I AND I SAW IT VIVIDLY AT SCHRADER MIDDLE SCHOOL WHEN I WAS THERE.

BUT I THINK IT'S THAT STRESS LEVEL OF WHERE A TEACHER THROWS THEIR HANDS UP WHEN THEY HAVE SOME ISSUES.

AS FAR AS STUDENT MANAGEMENT AND SAYING, I HAVE NO SUPPORT IN THAT AND THAT REALLY, BECAUSE THEN IT TAKES THEM AWAY FROM THE DAY TO DAY TOIL OF TEACHING THE REST OF THE CLASSROOM.

SO AND I THINK AND WE ARE WE'VE ADDRESSED THAT.

I THINK WE'VE, WE'RE MORE AND MORE AND I THINK WE'VE GIVEN THE TOOLS FOR MARY GARCIA THAT SHE'S PUT TOGETHER HER STAFF AND ALSO THE PEOPLE THAT ARE THERE NOW IN THAT SITUATION.

I THINK WE'RE GOING TO SEE A BIG DIFFERENCE.

AND THAT'S AGAIN, ONE OF THOSE.

WELL, IT GOES BACK TO, YOU KNOW, YOU ALL HAVE NAMED IT.

YOU ALL HAVE NAMED SUPPORT.

YOU'LL BE KNOWN FOR YOUR DISTRICT THAT THAT HAS THE RESOURCES, THE TOOLS AND THE SUPPORT.

AND YOU SAID SPECIFICALLY FROM ADMIN TO MEET THE NEEDS OF KIDS.

WELL, I'M GOING TO LET YOU.

AND IS THERE ANYTHING ELSE THAT YOU WANT TO BE KNOWN FOR WHEN THEY SEE YOUR BADGE THAT I MEAN, HONESTLY, I THINK YOU ZEROED IN ON IT AND THAT'S THE GUY. I JUST WANT TO KIND OF TIE THIS UP IN A IN A BOW.

BECAUSE ONE THING I'VE LEARNED IN TALKING TO YOU NOW, OVER A COUPLE OF DAYS, YOU SEEM TO ZERO IN ON THAT ISSUE PRETTY QUICK.

THE TAPPER TO ME IS IMPORTANT.

I MEAN, ONE, THE STATE AVERAGE IS VERY SKEWED IN THIS BECAUSE YOU'RE IN A RURAL SCHOOL DISTRICT THAT THAT'S WHERE YOU'RE GOING TO TEACH.

YOU'RE NOT GOING TO BOUNCE OVER TWO COUNTIES TO GET A NEW JOB.

I MEAN, BUT WE'RE NOT IN A RURAL SCHOOL DISTRICT.

IF YOU IF YOU'RE SOMEBODY WHO LIVES IN, LET'S SAY, ONE OF THE NEW NEIGHBORHOODS IN EAST WILEY, YOU'RE TEN MINUTES AWAY FROM FIVE SCHOOL DISTRICTS.

YOU KNOW, IF YOUR DISTRICT ISN'T MEETING YOUR NEEDS, THERE'S FOUR OTHERS THAT CAN.

AND SO IF YOU'RE IF YOU'RE BELOW REGIONAL AVERAGES IN TURNOVER RATE, THEN YOU'RE DOING SOMETHING RIGHT.

AND I FEEL LIKE THAT IS MORE EVIDENCE THAT WE'VE GOT A GOOD FOUNDATION FOR ALL OF THESE MATTERS, BECAUSE THAT'S DATA THAT SHOWS THAT WE'RE DOING SOMETHING RIGHT.

AND SO WHAT WE'RE TALKING ABOUT IS IMPROVING ON A VERY STRONG BASE, NOT HAVING TO BUILD A HOUSE.

AND I THINK IT'S IMPORTANT MOVING FORWARD BECAUSE EVERYTHING WE'RE TALKING ABOUT I'M LIKE LOOKING THROUGH THERE.

AND I FEEL LIKE WE DO.

DO WE DO IT MAYBE AS THE BEST WE CAN DO? MAYBE NOT. BUT I THINK WE INVEST MORE IN PROFESSIONAL DEVELOPMENT THAN MOST DISTRICTS AROUND US.

WE ARE COMPETITIVE IN OUR PAY.

I FEEL AS THOUGH WE HAVE LONG TENURED TEACHERS THAT HAVE STUCK AROUND, STUCK WITH US FOR YEARS AND YEARS THROUGH COVID, THROUGH EVERYTHING.

AND THE REASON WHY IS BECAUSE THEY'RE BORN HERE, THEY'RE RAISED HERE.

THEY'RE GOING TO THEY'RE GOING TO LEAVE THE PROFESSION FROM HERE.

AND ONE OF THE REASONS WHY IS BECAUSE WE'RE DOING A LOT OF THIS, AND WE HAVE TO ACKNOWLEDGE THAT TOO.

SO I WANT TO THROW SOMETHING BACK OUT TO YOU THEN.

IN YOUR 14 YEARS OF SERVING ON THE RICHARDSON SCHOOL BOARD, WHAT DID YOU DO WHEN SOMETHING LIKE THIS TO STAY IN YOUR LANE? WHAT WE DID, AND QUITE HONESTLY, WE HAD A CHALLENGE.

OUR TEACHER TURNOVER RATE WAS VERY HIGH.

AND SO WHAT WE DID IS WE TALKED TO OUR SUPERINTENDENT AT THE TIME, AND WE SAID, BRING US A PLAN WHERE WE CAN REDUCE OUR TEACHER TURNOVER RATE.

WHAT DOES THAT PLAN LOOK LIKE? WHAT RESOURCES DO YOU NEED? AND OUR ROLE OF A BOARD, AN OVERSIGHT.

ARE THERE POLICIES THAT NEED TO BE CHANGED? IS THERE WHAT TYPE OF BUDGET AMENDMENTS OR WHAT TYPE OF BUDGETING DO YOU NEED TO DO FOR NEXT YEAR? WHAT TYPES OF PROGRAMS DO WE NEED TO BRING IN? BRING US, BRING US A COMPREHENSIVE COMPENSATION PACKAGE.

AND WE DID. AND THAT'S WHEN OUR SUPERINTENDENT AT THE TIME WAS DOCTOR STONE BROUGHT BACK A PROGRAM OR A PROPOSAL THAT WAS NOT JUST SOUR.

WE CAN'T COMPETE, Y'ALL.

WE COULDN'T COMPETE WITH DALLAS.

WE'RE GETTING KILLED. I MEAN, WE'RE.

DALLAS IS NEXT DOOR NEIGHBOR.

WE CAN'T COMPETE ON SALARIES.

BUT THERE WERE OTHER THINGS THAT HAD THE THAT WAS A PART OF THE JOB SATISFACTION TO YOUR ALL'S POINT.

THAT WAS IMPORTANT TO TEACHERS THAT ATTRACTED THEM TO COME TO RICHARDSON.

BUT WE DIDN'T BRING HER THOSE SOLUTIONS.

SHE BROUGHT THOSE SOLUTIONS AND RESEARCH AND BEST PRACTICE.

DID Y'ALL HAVE TO GO THROUGH AND LOOK AT EACH PROGRAM TO SEE IF YOU WERE GOING TO KEEP IT OR SCRAP IT, OR BECAUSE TO ME, I'VE ALWAYS BEEN ONE OF YOU ADD SOMETHING, SOMETHING AND BUDGET RESTRAINTS.

YOU CAN'T REALLY ADD SOMETHING.

YOU CAN'T CONTINUE TO DO EVERYTHING AGAIN, RIGHT? YOU KNOW, AS DANIEL YANKELOVICH SAYS, YOU CAN HAVE ANYTHING YOU WANT.

YOU JUST CAN'T HAVE EVERYTHING YOU WANT, RIGHT? AND IN A DISTRICT LIKE OURS THAT ARE OLDER, GARLAND AND RICHARDSON, I MEAN, WE'RE TRADITIONS, WE'RE ESTABLISHED DISTRICTS.

WE'RE FOUNDED IN 1900.

YOU KNOW, WE HAD TWO, TWO FAVORITE SAYINGS.

ONE IS ANYTHING WE DID IN TEN MINUTES FROM RICHARDSON WAS A TRADITION, AND THE SECOND ONE WAS, IF WE CAN'T REMEMBER WHY WE DID IT IN THE FIRST PLACE, MAYBE IT'S TIME TO STOP DOING

[01:30:08]

AND SO, YOU KNOW, THEY WOULD REVIEW THE PROGRAMS ON AN ONGOING BASIS.

BUT WE DIDN'T SAY THIS PROGRAM IS NOT MEETING THE NEEDS OF THE KIDS OR AS A BOARD.

WHEN I SAY THE BOARD, WE AS THE BOARD DIDN'T SAY THIS PROGRAM IS NOT MEETING THE NEEDS OF KIDS OR THIS PROGRAM IS NOT MEETING THE NEEDS OF STUDENTS.

WE RELIED ON OUR SUPERINTENDENT.

WE SAID, THIS IS THE WHAT, AND YOU COME BACK AND BRING US THE HOW TO MAKE IT HAPPEN.

AND THEN WE STUCK TO IT AND WE DROPPED OUR TURNOVER RATE SEVEN PERCENTAGE POINTS.

HEY, KIM, CAN WE TAKE A QUICK TEN MINUTE BREAK? NO. I'M KIDDING.

OH, YEAH. BECAUSE CAN I FINISH UP TWO SECONDS? SURE. TWO SECONDS. BECAUSE I KNOW YOU GUYS ARE DOING SO GOOD, AND I'M LOOKING AT THE LOOKS ON YOUR FACES, AND LARRY'S EYES ARE FLOATING AND.

BUT I JUST WANT TO.

I JUST WANT TO SAY ONE LAST THING, BECAUSE WE'LL BRING THIS TO THE CLOSE.

WHEN WE BECOME THE BEST WE CAN BECOME, WE WILL BE KNOWN FOR.

I WANT TO THROW SOMETHING OUT ON FACILITIES BECAUSE YOU TALKED ABOUT YOUR CTE.

JAMIE. JAMIE, WHEN WE BECOME THE BEST DISTRICT WE CAN BECOME, WE WILL BE KNOWN FOR.

JUST TALK TO ME ABOUT YOUR FACILITIES.

SAY, WHAT WOULD YOU LIKE TO BE KNOWN FOR? FOR YOUR FACILITIES.

NO MORE MOLD. AND I'M NOT SAYING.

AND I'M NOT. AND I'M NOT SAYING.

OH, YEAH.

UPDATING. YES.

MORE LIKE THAT.

SAID, NO ONE EVER.

BUT WHAT DO YOU WANT TO BE KNOWN FOR? FOR YOUR FACILITIES? WELL, THEY'RE KEPT UP.

I MEAN, I THINK I THINK FOR TODAY'S WORLD, TODAY'S KIDS, WE NEED TO HAVE FACILITIES AND WALK IN.

CLEAN. YOUR MIC, JAMIE.

WHAT? I THINK IN TERMS OF FACILITIES IN TODAY'S WORLD, WE NEED TO HAVE FACILITIES THAT WHEN KIDS WALK IN, THEY'RE CLEAN.

YEAH. THEY'RE SAFE.

OKAY. AND THEY PROVIDE THEM WITH ALL OF THE LATEST TOOLS, TECHNOLOGY AND ALL THE HIP THINGS THAT THEY NEED TO BE AS GOOD AS THEY CAN BE IN TODAY'S WORLD.

BECAUSE LET ME TELL YOU, WHAT WE DID 20 YEARS AGO IS NOT WHAT THE KIDS NEED TODAY.

AND SO, AGAIN, TO ME, THAT'S MORE OF THE WHY.

I HAVE NO IDEA ON THE WHAT? THAT'S SOMEBODY ELSE'S JOB.

BUT I JUST I JUST FEEL LIKE WE NEED.

I SAY IT ALL THE TIME.

WE NEED TO MEET THE KIDS WHERE THE RUBBER HITS THE ROAD.

YEAH. AND YOU CAN'T DO THAT WITH A 100 YEAR OLD BUILDING WITH.

WITH 96 EXTERIOR DOORS THAT YOU CAN'T KEEP SAFE.

YEP. SO, WE HAVE A LOT OF THINGS LIKE THAT THAT WE NEED TO ADDRESS IN THIS DISTRICT.

SO, WHAT I'M HEARING YOU SAY TOO IS ENGAGING, DYNAMIC LEARNING ENVIRONMENTS.

IT'S NOT COLLABORATIVE.

SIX ROWS OF SIX DESKS THAT WE ALL SAT IN.

RIGHT. COLLABORATIVE.

OKAY. OTHER THINGS.

YEAH. I DON'T NECESSARILY DISAGREE WITH THE SIX ROWS OF CLASSROOMS. SO I BELIEVE WE NEED TO BE DYNAMIC.

BUT I THINK THAT AGAIN I LOOK THROUGH THINGS OF A LENS OF THE NONTRADITIONAL LEARNER.

AND SOMETIMES WE HAVE SO DISTRACTED OUR POOR LEARNERS THAT THEY'RE NEVER GOING TO BE ABLE TO BUCKLE DOWN BECAUSE THERE'S TOO MANY GADGETS, THERE'S TOO MANY THINGS, THERE'S TOO MUCH SENSORY.

SO I THINK THAT IT'S REALLY, TRULY WALKING A VERY FINE LINE OF ENOUGH AND TOO MUCH.

AND SO, I DON'T WANT TO SEE LATEST AND GREATEST AND CUTTING EDGE.

I WANT TRIED, TRUE AND PROVEN.

AND I DON'T THINK THAT THOSE ARE NECESSARILY IT TAKES TIME TO BE TRIED.

TRUE AND PROVEN.

SO I AGREE, BUT I DISAGREE, IF THAT MAKES SENSE, THAT I THINK THAT OUR 100 YEAR OLD BUILDINGS WILL NOT WORK.

AND I AGREE WITH THAT.

BUT I ALSO BELIEVE THAT IN TODAY'S WORLD, WHERE WE HAVE SO MUCH CHEMICALS AND EVERYTHING ELSE THAT IS MAKING IT HARDER AND HARDER FOR LITTLE BRAINS TO FUNCTION CORRECTLY, AND THAT IS, THAT'S STUDIES.

YOU CAN LOOK AT THOSE STUDIES.

IT'S JUST IT'S JUST HARD.

AND SO ADDING TECHNOLOGY.

YES, TECHNOLOGY, BUT A TIME AND A PLACE FOR TECHNOLOGY BECAUSE TEACHING KIDS THROUGH TECHNOLOGY IS NOT TURNING OUT TO BE VERY GREAT.

BUT YES, THEY NEED TO LEARN TECHNOLOGY.

AND THERE'S A BIG DIFFERENCE BETWEEN LEARNING TECHNOLOGY AND USING TECHNOLOGY AND USING IT AS THE TV AS A BABYSITTER.

WHEN? WHEN DID WE SAY WE? YOU KNOW, WE DON'T WANT TO HAVE A TV IN EVERY ROOM BECAUSE IT'S GOING TO BE THE BABYSITTER.

AND NOW WE HAVE A TV IN EVERY ROOM AND IT'S A BABYSITTER.

[01:35:02]

SO MY OTHER GIG AT REGION TEN, AS I AM AN ANONYMOUS INTRUDER DETECTION AUDITOR, WHICH MEANS I DO THE SCHOOL SAFETY AUDITS, WHICH MY CHILDREN THINK IS THE STUPIDEST THING THEY'VE EVER HEARD BECAUSE THEY'RE LIKE, MOM, YOU'RE GOING TO GET SHOT.

AND I'M LIKE, NO, YOU'RE NOT GOING TO SHOOT.

I HOPE NOT, BUT I'VE BEEN TO SCHOOLS.

I'VE BEEN TO OVER 200 CAMPUSES IN TWO YEARS.

EVERYTHING FROM JOHN WHEELER SCHOOL IN SOUTH OAK CLIFF THAT WAS BUILT IN 1927.

IT'S THE MOST GORGEOUS SCHOOL I'VE EVER SEEN WITH WALNUT HANDRAILS THAT COME DOWN FROM EITHER SIDE TO PROSPER WALNUT GROVE, THAT IS.

IT TOOK A 1.3 MILES TO WALK AROUND IT TO CHECK DOORS.

SO, IT'S YOU CAN HAVE 100 YEAR OLD BUILDING THAT MEETS THE NEEDS OF TODAY'S KIDS.

YOU CAN HAVE A BUILDING THAT WAS BUILT LAST YEAR THAT AND WE SEE IN OUR FAST GROWTH DISTRICTS THAT HAVE A LOT OF ADVANTAGES.

BUT THEN AGAIN, IT'S THE LEARNING THAT GOES ON IN THAT CLASSROOM.

SO WHAT I'M REALLY SAYING IS JUST HAVE A FACILITY THAT KIDS WANT TO GO THERE.

THEY WANT TO CHOOSE THIS SCHOOL.

THEY DON'T WANT TO CHOOSE TO GO TO ANOTHER DISTRICT BECAUSE IT HAS, YOU KNOW, WHATEVER TOOLS ARE NEEDED.

JUST MAKING SURE THAT OURS, OURS COMPETE AS WELL AS, I MEAN, WE WANT TO COMPETE IN EVERYTHING, WHETHER IT'S TEACHER SALARIES OR SPORTS OR, YOU KNOW, OUR ACADEMIC PROGRAMS, WE WANT TO COMPETE, AND SOMETIMES OUR FACILITIES DON'T HELP US.

YOU WANT YOUR KIDS TO COMPETE AND WIN IN THE CLASSROOM, THE PLAYING FIELD AND ALL THE PERFORMANCE STAGE.

SO WITH THAT, LET'S TAKE A QUICK BREAK.

WE STILL HAVE ONE QUESTION LEFT TO GO.

I APPRECIATE Y'ALL'S, IT'S 2:37.

I KNOW ROBERT JUST WENT HOME.

SO LET'S COME BACK 2:45.

2:45. QUICK BREAK.

GET YOUR COFFEE OR WHATEVER, AND WE'LL BE GOOD TO GO.

THAT'S FUNNY. AWESOME.

ALL RIGHT, SO ONE THING THAT I DID NOT GET TO SAY, AND I'M GOING TO TALK LOUDER, IS IF YOU LOOK AT THIS HERE, THE WORK THAT WE JUST DID, THAT'S A BROAD SENSE OF VISION.

AND I CAN YOU ALL SEE LET ME BACK THIS UP JUST FOR A MINUTE.

THAT'S A THAT'S OUR SENSE OF VISION.

AND A LOT OF TIMES I THINK THIS IS, IS SUPER POWERFUL FOR A BOARD BECAUSE, YOU KNOW, WE DO STRATEGIC PLANNING WHICH IS GOOD, BUT WE DON'T GET A CHANCE TO REALLY HAVE THE BROAD SENSE OF VISION. AND WE'RE GOING TO COME BACK AT THE END OF THIS, AND WE'RE GOING TO REVIEW IT AGAIN AND IDENTIFY SOME OF OUR KEY, KEY AREAS.

AS A BOARD THAT WE WANT TO FOCUS ON.

BUT IF THIS IS OUR SENSE OF VISION, THEN THE SECOND PART OF THIS QUESTION IS WHEN OUR BOARD BECOMES.

THE BEST.

WE CAN BECOME.

WE WILL BE KNOWN.

FOR. AND WE ALL KNOW THAT WHEN WE GO TO TACITUS AND WE LOOK AT THOSE BADGES AND WE SEE SOMEBODY'S BOARD BADGE, AND THEY AND IT SAYS WHATEVER DISTRICT IT SAYS, AND EITHER YOU DO THAT LITTLE AUDIBLE GASP, OH, OR YOU DO THAT.

OH, AND KIND OF TURN THE OTHER WAY.

YOU KNOW, IT'S TRUE, DAPHNE.

YOU KNOW IT'S TRUE. YOU'VE DONE IT.

I KNOW YOU'VE DONE IT. SO I DON'T KNOW.

WELL, PERHAPS YOU MIGHT HAVE DONE IT.

WE'VE ALL DONE IT AT SOME POINT, IF WE'RE HONEST.

SO WHEN OUR BOARD BECOMES THE BEST WE CAN BECOME, WE WILL BE KNOWN FOR.

THIS. OKAY.

YEAH. YEAH. I LIKE TO THINK WE CAN OVERACHIEVE.

AND IF WE ARE GOING TO HAVE A PLAYING FIELD WHICH CONSISTS OF LETTER GRADES, WHICH WE WILL, AND IN THE FORESEEABLE FUTURE WE WILL I ALWAYS THINK WE COULD GET TO BE AN A DISTRICT.

I'M TALKING ABOUT THE BOARD.

YEAH. AND OUR BOARD BECOMES THE BEST WE CAN BE.

AND I THINK THAT I MEAN, TO ME, THAT'S THE SAME THING AS A BOARD.

YEAH. NO.

WELL, I MEAN, BOARD, BOARD RECOGNITION COMES AS BOARD OF THE YEAR AND ALL THAT A DISTRICT BOARD.

I THINK TO ME IT'S THE SAME.

OKAY. AND SO THAT'S HOW I THINK OF US.

OKAY. AND MAYBE I SHOULDN'T, MAYBE I SHOULD.

WHAT IS THE BOARD KNOWN AS? BUT. SO AGAIN, THIS YEAR, I THINK IT WAS GRAND PRAIRIE.

GRAND PRAIRIE WAS PICKED AS THE BOARD FOR REGION TEN.

[01:40:02]

SO WHAT ARE THEY DOING? RIGHT.

I MEAN, YEARS AGO I SAT WITH THE ARLINGTON BOARD JUST AT ONE OF THE TIME WHEN THEY WERE THE BOARD OF THE YEAR, I THINK, WHAT ARE THEY DOING? RIGHT? OKAY.

AND I REALLY DIDN'T KNOW IT WAS.

IT'S HARD TO TELL.

SO TO ME.

YEAH. SO TO ME, THE CRITERIA IS DIFFERENT.

HONORABLE. OKAY. I THINK WHEN OUR BOARD BECOMES THE BEST WE CAN BECOME, WE WILL BE KNOWN FOR BEING THE GREATEST TEAM OF EIGHT.

OKAY. AND WHAT DOES THAT MEAN? THAT MEANS THAT WE'RE CONSISTENT IN OUR IN OUR EVERYTHING THAT WE DO AS FAR AS OUR DISTRICT IS CONCERNED, OR THE TRANSPARENCY THAT WE HAVE IN OUR DISTRICT, THE TEAMWORK THAT WE HAVE AT OUR DISTRICT AND THE LEADERSHIP THAT WE HAVE IN OUR DISTRICT.

OKAY. CONSISTENT TRANSPARENCY.

OKAY. WHAT ELSE? WHAT ELSE WILL YOU BE DOING? I WAS GOING TO SAY WE'LL BE KNOWN FOR ENSURING THAT ALL STUDENTS HAVE ACCESS TO THE RESOURCES AND OPPORTUNITIES THEY NEED TO SUCCEED.

OKAY. SO CAN I PUT JUST STUDENT FOCUSED? STUDENT FOCUSED? REALLY? YEAH. OKAY.

I'M GONNA PUT IT RIGHT HERE. YEAH.

BUT WHAT DOES THAT MEAN? WHAT? ALL BOARDS SAY THE SAME THING.

YOU WOULD THINK, BUT THEY DON'T.

WELL, THEY WOULD ADMIT THAT THEY DON'T.

THEY'RE SOMETIMES THAT'S NOT ONE OF THE THINGS THAT'S MENTIONED, ESPECIALLY AT THE TOP, BELIEVE IT OR NOT.

I MEAN, I'VE DONE THIS 42 TIMES.

YEAH. YOU'D BE SURPRISED AT WHAT SOME BOARDS SAY FIRST.

WHEN WE BECOME THE BEST BOARD WE CAN BECOME, WE WILL BE KNOWN FOR.

YEAH. JAMIE, TO ME, YOU GOT TO CARE.

CARE FOR.

YOUR STUDENTS AND YOUR, YOU GOT TO CARE ABOUT YOUR DISTRICT.

YOU GOT TO LISTEN.

OKAY. YOU'VE GOT TO RESPOND.

LISTEN. RESPOND.

WELL, THINK ABOUT COVID.

THINK ABOUT COVID AND THE CHALLENGES OF COVID.

THINK ABOUT LEARNING, RECOVERY AND THE CHALLENGES OF LEARNING RECOVERY.

THINKING. THINK ABOUT A DISTRICT THAT IS 76% ECONOMICALLY DISADVANTAGED AND ALL THE SPECIAL PROGRAMS THAT ARE NEEDED.

THINK ABOUT EVERYTHING FROM DYSLEXIA, SPECIAL ED.

JUST THINK ABOUT ALL THE THINGS THAT 52,000 KIDS BRING TO THE DOOR EVERY DAY.

YEP. OKAY, YOU HAVE TO BE ABLE TO RESPOND TO ALL THAT.

AND SO TO ME, THOSE ARE THE I MEAN, THAT'S WHERE MY BRAIN IMMEDIATELY WENT.

IT REALLY DIDN'T GO TO A GOAL.

IT DIDN'T GO TO A BEST OR A ANYTHING.

IT IS FOR US TO BE KNOWN TO BE THE BEST WE CAN BECOME.

WE'VE GOT TO BE KNOWN FOR BEING A BOARD THAT'S FLEXIBLE, THAT'S TRANSPARENT, THAT IS RESPONDS, THAT LISTENS, THAT'S CARE FOR THE STUDENTS, YOU KNOW, AND THE TEACHERS.

AND IT'S GOT TO BE ALL OF THOSE KINDS OF THINGS.

BECAUSE TO ME, THOSE ARE THE THINGS WHEN YOU HAVE THAT, THEN ALL OF THE OTHER TOOLS WILL FLOW FROM BEING FROM DOING THAT.

OKAY. ALL RIGHT.

I HAVE A QUESTION.

SURE. QUESTION ABOUT THE QUESTION.

SURE. ARE WE TALKING ABOUT ARE WE BACK AT TASA TASB AGAIN? IS THIS WHERE THIS QUESTION IS BEING ASKED, OR IS IT BEING ASKED ON MAIN STREET? IT'S BEING ASKED EVERYWHERE.

BECAUSE IT'S A DIFFERENT ANSWER FOR BOTH.

I MEAN, THROW IT OUT.

LIKE FOR INSTANCE, I THINK YOU'RE ON MAIN STREET.

I THINK WHAT JAMIE IS SAYING IS COMPLETELY APPLICABLE, BUT I'VE NEVER BEEN TO TASA/TASB AND ANYBODY SAY, HEY, THEY'RE VERY RESPONSIVE TO COMMUNITY NEEDS BECAUSE THEY DON'T KNOW WHAT OUR COMMUNITY WANTS.

SO ON THE FORMER, I WOULD AGREE WITH HIM.

ON THE LATTER. I WOULD SAY EMBRACE INNOVATION.

OKAY. YEAH.

IT'S WHAT WILL YOU BE KNOWN FOR? IT'S NOT JUST TASA/TASB.

WHAT WILL YOU BE KNOWN FOR? EMBRACE INNOVATION.

WAS THAT WHAT YOU SAID WAS OKAY, OKAY.

EMBRACE INNOVATION.

OKAY. OTHER POINT, STEPHANIE, WE'RE A BOARD THAT DOESN'T DO IT JUST BECAUSE WE'VE ALWAYS DONE IT.

OKAY? DOESN'T FOLLOW STATUS QUO.

NOT TIED TO TRADITION.

SO IF YOU EVER LEARN TO NEEDLEPOINT, YOU CAN DO ANYTHING WE'VE DONE FOR TEN MINUTES.

IT'S A TRADITION. FIRST, I, OF COURSE, DON'T KNOW HOW TO DO THAT.

FOR THE SAKE OF IT.

RIGHT. THERE ARE SOME THINGS THAT WE DO WANT TO HOLD ON TO THAT ARE DEAR.

YEAH. OKAY.

OTHER THINGS THAT YOU WANT TO BE KNOWN FOR? VISIONARY. OKAY.

VISIONARY. OKAY.

JEREMY, YOU LOOK LIKE YOU WERE MOVING UP TO YOUR MIC.

[01:45:02]

I MEAN, YOU GOT TO GO FORWARD LIKE MINDED.

THAT'S WHAT I HOPE I SPELLED THAT RIGHT.

THAT'S RIGHT.

ALL RIGHT, WHAT ELSE? WHAT ELSE? IF WE TAKE ISSUES AND PROBLEMS HEAD ON.

OKAY. OKAY.

WHAT ELSE? YOU GO YOUR WAY.

OKAY. WHAT ELSE? WHAT ELSE? YOU WANT TO BE KNOWN FOR? SUPPORTING YOUR STAFF.

SUPPORTING STAFF.

OKAY. POSITIVE CARETAKERS FOR THE DISTRICT. OKAY.

WHAT ELSE? PROVIDING CLARITY.

OKAY. WHO ARE YOU GOING TO PROVIDE IT TO? SUPERINTENDENT.

WHAT ELSE? I THINK ALSO BEING STRONG ADVOCATES FOR THE DISTRICT.

IS THAT KIND OF A COMMUNITY THING, ROBERT? YEAH. SO I HAVE A QUESTION.

YES, SIR. THE DISTRICT HAS A SPOKESMAN, WHICH IS OUR SUPERINTENDENT. YES.

AND HE DOES A GREAT JOB.

AND PART OF WHAT WE DO IS EVALUATE OUR SUPERINTENDENT WITH COMMUNITY RELATIONS AND THOSE KIND OF THINGS.

FROM A BOARD STANDPOINT, YOU KNOW, TO STAY IN OUR LANE AND TO HAVE A CONSISTENT VOICE, IT'S USUALLY BEEN, YOU KNOW, OUR SUPERINTENDENT THAT RESPONDS SPEAKS AT THE VARIOUS PLACES.

AND BY THE WAY, AND I THINK THAT'S A GREAT I THINK THAT'S PERFECT BECAUSE I DON'T WANT TO DO IT.

BUT I WONDER, OUTSIDE OF THAT AND OUTSIDE OF MAKING SURE THE COMMUNITY KNOWS THAT WE SUPPORT OUR SUPERINTENDENT.

WHAT ELSE IS THERE FOR US TO DO? ADVOCATE TO THE STATE, ADVOCATE FEDERALISM? ADVOCATE TO THE STATE ADVOCATE FEDERALLY? I MEAN, WE RECEIVE FUNDS FROM THE FEDERAL GOVERNMENT.

WE HAVE TO KNOW, YOU KNOW, HOW THAT'S BEING PROPERLY DISTRIBUTED, BUT WE HAVE TO NOT TAKE IT AWAY FROM DOCTOR LOPEZ'S STATEMENT AND HIS SPOKESMAN.

WE HAVE TO BE ADVOCATES FOR PUBLIC EDUCATION BECAUSE THAT IS WHERE WE SIT AND THAT IS WHERE WE SERVE.

AND IT'S OUTSIDE OF JUST THESE 100 MILES OF GARLAND, ROWLETT AND SACHSE, AND I AGREE.

I MEAN, THAT'S KIND OF WHERE MY MIND WAS, BUT AGAIN, JUST TRYING TO.

CLARITY. CLARITY.

JUST CLARITY. BUT I ALSO THINK AND I AGREE 100%, BUT I ALSO THINK THAT WE HAVE TO BE ADVOCATES FOR OUR COMMUNITIES.

AND SO WE HAVE TO BE ABLE TO BE BOLD ENOUGH TO IDENTIFY THINGS THAT AREN'T WORKING AND, AND THEN ADVOCATE FOR THOSE FIXES, WHATEVER THEY MIGHT BE.

SO, I BELIEVE THAT WE HAVE TO BE HUGE ADVOCATES FOR PUBLIC EDUCATION, BUT I ALSO THINK THAT WE HAVE TO MAKE SURE THAT WE'RE ADVOCATING FOR OUR COMMUNITY WHEN WE NEED PUBLIC EDUCATION TO CHANGE.

THANK YOU. LET ME ASK YOU A QUESTION.

WE'VE TALKED ABOUT A LOT OF THINGS.

WHAT ABOUT Y'ALL AS COLLEAGUES? CAN YOU BECOME THE BEST BOARD YOU CAN BECOME? WE WILL BE KNOWN FOR TALKING ABOUT YOU GUYS AS COLLEAGUES.

WORKING TOGETHER AS A TEAM THAT GOES BACK TO THAT CONSENSUS THING.

YEAH. WORKING TOGETHER. BUILD CONSENSUS.

WHAT ELSE? WE COLLABORATE.

OKAY. AND WE SEEK TO MAKE DECISIONS THAT ARE IN THE BEST INTEREST OF STUDENTS. JOHNNY COULD BUY ME A STEAK DINNER.

[01:50:09]

OR IS IT LUNCHES? NO, I'M CATCHING UP NOW.

OH, BABES. THAT WE CONDUCT OURSELVES PROFESSIONALLY.

I GUESS, TO DOVETAIL ON THAT AND THAT WE CAN AGREE TO DISAGREE WITH RESPECT.

YEAH. I LIKE WHAT YOU SAID, ROBERT, BECAUSE THAT'S OFTEN A MISSING PIECE WITH RESPECT.

A LOT OF FOLKS SAY AGREE TO DISAGREE, BUT THEY LEAVE OFF THESE LAST TWO WORDS WITH RESPECT.

HOW ABOUT DID WE SAY STAYING IN OUR LANE YET? NO. WHAT THAT MEANS.

THAT MEANS QUIT DRIVING IN THE DITCH.

WHAT DOES THAT MEAN? YOU GOT TO GIVE ME.

YOU KNOW, TO ME, IT'S LIKE WE WERE JUST TALKING ABOUT JUST ONE EXAMPLE RIGHT QUICK, JUST LIKE WE WERE TALKING ABOUT.

OUR JOB, YOU KNOW, AS OVERSIGHT IS TO HIRE A SUPERINTENDENT.

I THINK KIM MENTIONED IT EARLIER THAT ONCE WE COME UP WITH THE WHY, IT IS UP TO THE SUPERINTENDENT TO DO THE WHAT SHE BROUGHT UP ABOUT, WELL, IF WE CAN'T AFFORD TO DO ALL THE PROGRAMS OR IF THERE ARE PROGRAMS THAT NEED TO GO TO SUNSET, THAT'S NOT FOR THE BOARD TO GO DIRECT THE SUPERINTENDENT AS TO WHAT TO DO.

THAT'S FOR THE SUPERINTENDENT TO COME UP WITH A PLAN TO BRING TO THE BOARD TO APPROVE.

SO, YOU'RE SAYING AND I'M JUST SAYING IN ORDER TO STAY IN OUR LANE, WE NEED TO LET THE SUPERINTENDENT DO HIS JOB, WHICH IS MANAGING ALL STAFF.

I THINK ONE OF THE THINGS WE GET INTO IS WE ALL KNOW SO MANY PEOPLE WITHIN THE DISTRICT, AND THEY LIKE TO PICK UP THE PHONE AND CALL A BOARD MEMBER.

YOU KNOW, YOU'RE NOT GETTING YOUR WAY, PICK UP THE PHONE.

CALL THE BOARD MEMBER.

WELL, WE HAVE GOT TO MAKE SURE WE DIRECT THEM BACK TO THE SUPERINTENDENT, WHO'S IN CHARGE OF EVERY SINGLE PERSON THAT WORKS IN THE DISTRICT, NOT US.

AND THAT'S THE WAY THINGS ARE TO GET RESOLVED.

JUST AS AN EXAMPLE.

IT IS. IT WAS YOU WERE GOVERNANCE TALKING ABOUT GOVERNANCE.

I'LL PUT IT HERE. STAY IN OUR GOVERNANCE LINE.

CAN I ON THAT SAME TOKEN, JUST I THINK THAT WE WOULD BE A VERY SUCCESSFUL TEAM IF OUR SUPERINTENDENT FEELS THAT HE CAN COME TO US WITH CHANGES THAT NEED TO BE MADE.

AND THERE'S NO MORE SACRED COWS, THAT HE HAS THE CONFIDENCE IN US THAT WHEN HE BRINGS FORTH THE INFORMATION FOR THE REASON FOR THE CHANGE, THAT IT'S GOING TO BE MET WITH, WITH UNBIASED SUPPORT.

SO THAT HE CAN REALLY, TRULY.

BECAUSE I CAN'T EVEN IMAGINE HOW DIFFICULT IT MUST BE.

I DON'T. I'VE TOLD YOU THIS MANY A TIMES HOW DIFFICULT IT IS TO BE A SINGLE PERSON.

THAT MUST ANSWER TO SEVEN PEOPLE WHO ARE ELECTED.

IT'S AWFUL. BUT CAN YOU IMAGINE THE POWER THAT WE WOULD BE JUST THE POWER WE WOULD BE IN A IN A DISTRICT IF HE TRULY FELT THAT HE COULD PRESENT THINGS AND DO THINGS REGARDLESS OF SOMEBODY'S FAVORITISM OR ATTACHMENT TO SOMETHING.

I JUST THINK THAT WOULD BE VERY POWERFUL.

YEAH, I USE THE EXAMPLE.

YOU CAN CALL YOU CAN CALL TIMEOUT AND RUN TO THE SIDELINES AND ARGUE ABOUT WHAT PLAY TO CALL.

BUT ONCE THE DECISION IS MADE, YOU HAVE TO GO OUT THERE AND RUN THE PLAY AND SUPPORT IT.

AND EVERYBODY HAS TO RUN THE SAME PLAY AND SUPPORT IT.

SO AND IF YOU DON'T GIVE IT ALL YOUR EFFORT OR IF YOU KNOW IF YOU'RE SUPPOSED TO BE BLOCKING, BUT ALL YOU'RE DOING IS GRIPING ABOUT YOU DIDN'T WANT TO RUN THIS PLAY, THEN IT FALLS APART. SO WE HAVE TO STAY UNIFIED IN OUR SUPPORT.

IT'S OKAY TO DISCUSS THE DECISION UP UNTIL THE DECISION IS MADE, IN MY OPINION.

BUT ONCE THE DECISION IS MADE, NOW IT'S UP TO US TO GO SUPPORT THAT IN THE COMMUNITY.

WOULD MANAGEMENT BE A GOOD TERM TO USE THERE? BECAUSE WE HAVE TO MANAGE WHAT OUR CFO BRINGS TO US AS FAR AS HERE'S THE AMOUNT OF MONEY THAT WE HAVE TO USE AND WE HOW YOU WANT TO USE IT, THAT TYPE OF THING.

WE'RE GOING TO TALK ABOUT THAT IN ROLES AND RESPONSIBILITIES.

OKAY. AND THE BEST WAY TO THINK ABOUT BUDGET.

AND I'M GOING TO PREEMPT MYSELF.

IT'S NOTHING MORE THAN SETTING DOLLARS TO THE DISTRICT IMPROVEMENT PLAN.

EXACTLY. THAT'S WHAT IT IS.

WE DON'T WE DON'T CREATE THE BUDGET.

WE DON'T MANAGE A BUDGET.

BUT WE SET DOLLARS TO THE DISTRICT IMPROVEMENT PLAN BASED ON THE GOALS THAT WE SET WITH THE SUPERINTENDENT.

BRINGS BACK THE PLAN TO US.

[01:55:02]

IF I CAN, IF I CAN CAPSULIZE IT.

IT WAS WHAT I WAS HEARING YOU SAY TO.

AND DAPHNE DID, TOO.

IT WAS THE VOICE AND WILL OF THE BOARD.

THE WHAT? THE VOICE AND WILL OF THE BOARD.

OF VOICE AND OF BOARD.

BECAUSE I CAN'T TELL YOU THE NUMBER OF TIMES I'VE HEARD FROM SUPERINTENDENTS WHO SAY, YOU KNOW WHAT? I'VE GOT A GREAT BOARD AND I'VE GOT, YOU KNOW, GOOD GOALS, BUT I HAVE SEVEN PEOPLE WHISPERING IN MY EAR.

THEY'RE INDIVIDUAL.

WONDERFUL. YEP. AND I CANNOT MANAGE THE DISTRICT MANAGING TO.

EVERYBODY'S WONDERFUL.

YOU SAID INDIVIDUAL. WONDERFUL.

INDIVIDUAL WONDERFUL.

BUT I THINK THAT DOESN'T HAPPEN.

RIGHT. YEAH. WELL, AND I'M ONLY SAYING IT BECAUSE I'M LOOKING IN THE MIRROR AND, BUT I THINK THAT'S ACTUALLY WHAT I WAS TRYING TO GET AT.

YEAH. IT WAS THAT HE CAN'T COME TO US WITH TRUE CHANGE.

HE OR SHE CAN'T COME TO A BOARD WITH TRUE CHANGE IF THE WORRY IS IN THE BACK OF THE MIND.

YEP. OF THE INDIVIDUAL LIKES AND DISLIKES OF EACH INDIVIDUAL BOARD MEMBER.

SO THAT'S REALLY WHAT I WAS TRYING TO COME AT.

IS THAT THE POWER THAT YOUR SUPERINTENDENT HAS TO MAKE CHANGE WHEN HE KNOWS THAT HE OR SHE KNOWS THAT THOSE LITTLE VOICES ARE GOING TO BE QUIETED.

SO I HAVE A QUESTION.

SO ARE YOU SAYING, DAPHNE, THAT WE SHOULDN'T HAVE QUESTIONS OR A RESPONSE IF IT'S SOMETHING THAT WE DON'T UNDERSTAND OR WE HAVE QUESTIONS ABOUT? ARE YOU SAYING THAT WE SHOULDN'T ENGAGE IN THAT KIND OF DISCOURSE? NO, NO NO, NO. I BELIEVE THAT YOU SHOULD ALWAYS ENGAGE IN THAT.

BECAUSE I BELIEVE NO MATTER WHAT COMES TO THE TABLE WE SHOULD HAVE QUESTIONS AND WE SHOULD BE FEEL THAT IT'S IT'S GOING TO PROCEED.

WELL, WHEN I SAY LET'S SAY I'M TRYING TO THINK OF A TOPIC.

IF WE REALLY, TRULY NEEDED TO SHUT DOWN THE DYSLEXIA, LET'S JUST SAY THAT BECAUSE WE ALL KNOW HOW PASSIONATE I AM ABOUT THAT, RIGHT? BUT IF IT WAS TRULY WE JUST DIDN'T HAVE ENOUGH KIDS TO FULFILL IT, AND WE'RE JUST CARRYING EXTRA STAFF JUST IN.

JUST SO WE COULD HAVE DYSLEXIC, RIGHT? I WOULD WANT DOCTOR LOPEZ TO BE ABLE TO COME TO THE BOARD AND SAY.

WE JUST DON'T HAVE THE NEED.

WE CAN FULFILL THIS NEED THROUGH AN OUTSOURCE, AND WE NEED TO WE NEED TO TAKE THESE FUNDS AND WE NEED TO MOVE ON.

NOW, THAT'S NOT GOING TO BE POPULAR WITH ME, BUT HE NEEDS TO HE NEEDS TO FEEL CONFIDENT ENOUGH THAT WHEN HE PRESENTS THE NUMBERS TO ME, NO MATTER HOW PASSIONATE I AM, IT IS THE RIGHT THING FOR THE DISTRICT, RIGHT? SO YOU'RE SAYING THAT HE'S EMPOWERED TO DO THE RIGHT THING ON BEHALF OF STUDENTS FOR THE DISTRICT? EXACTLY. WE SHOULD BE OKAY WITH THAT.

AND WE SHOULD BE OKAY WITH THAT.

BUT WE SHOULD STILL BE ABLE TO WE SHOULD NEVER NOT ASK QUESTIONS.

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

YEAH. YEAH. I HAVE A QUESTION I WANT TO UNDERSTAND AND ASK A PERSONAL QUESTION OF YOU.

YEAH. YOU SAID THAT YOU'VE HAD SO MANY SUPERINTENDENTS COME TO YOU AND SAY THAT THERE ARE SEVEN DIFFERENT BOARD MEMBERS WHISPERING IN THEIR EAR, AND I ASSUME THAT MEANT THEY WERE NOT ON ONE ACCORD.

SO THAT WAS ALMOST SEVEN DIFFERENT ANSWERS OR SITUATIONS OR SUGGESTIONS TO WHATEVER THE DISCUSSION WAS.

I KNOW WHAT IT WAS EVERYBODY HAS THEIR WONDERFUL'S MY WONDERFUL, MY PERSONAL WONDERFUL.

BUT YOU TALKED TO THE POST-SECONDARY READINESS.

I BEAT POOR JEANNIE STONE AMONGST ABOUT THE EARS FOR SAT, ACT AND AP SCORES ALL THE TIME.

SOMEBODY ELSE BEAT OUR SUPERINTENDENT UP ABOUT MUSIC.

SOMEBODY ELSE WAS BEATEN THEIR WONDERFUL WAS ELEMENTARY.

SOMEBODY ELSE'S WONDERFUL WAS JUST LIKE, WE ALL HAD OUR WONDERFUL OKAY.

AND OUR AND THE SUPERINTENDENTS THAT I HEAR FROM ALL OF THEM IS GIVE ME MY GOALS AND EMPOWER ME.

YOUR RESPONSIBILITY IS OVERSIGHT.

MY, YOU'VE EMPOWERED ME AS A CHIEF EXECUTIVE OFFICER TO.

OKAY. GOT IT, GOT IT, GOT IT.

THAT'S WHAT IT WAS. BUT HOW DO WE AS THE BOARD ARE INDIVIDUAL BOARD MEMBERS KNOW THAT WE ARE BEING A BURDEN TO, AND MAYBE BURDEN IS NOT THE RIGHT WORD TO THE SUPERINTENDENT.

HOW HAVE YOU SEEN, HOW HAVE YOU SEEN IN YOUR EXPERIENCE SINCE YOU GAVE US YOUR CCMR, THAT THAT WAS YOUR DEAL? YEAH. TELL ME, HOW HAVE YOU SEEN OUR SUPERINTENDENTS BE TRANSPARENT WITH THAT INFORMATION AND SHARE IT? AND WHAT HAS BEEN THE OUTCOME? LONG STORY SHORT, I CAN PICK MY WONDERFULS.

BUT TO YOU WHO MADE THE POINT ABOUT.

BUT GO AHEAD, JAMIE.

HERE'S MY OPINION.

YEAH. LINDA, ON YOUR ISSUE.

ON YOUR ISSUE. OKAY.

ON YOUR ISSUE, ON MY QUESTION.

[02:00:01]

THE QUESTION AS AN INDIVIDUAL ON THIS BOARD, I DO NOT HAVE A RIGHT TO HAVE A SINGULAR VOICE TO THE SUPERINTENDENT. I HAVE A RIGHT TO BRING IT UP TO THE BOARD AND LET THE BOARD MAKE A DECISION.

IT IS NOT UP TO ME TO GO DIRECT OUR SUPERINTENDENT OR ANYTHING ELSE.

I UNDERSTAND THAT, AND I ABIDE BY THAT.

I'M SAYING TO HER EXAMPLE BECAUSE SHE SAID THAT WHAT YOU ARE ANSWERING IS WHAT OUR INDIVIDUAL RESPONSIBILITY.

RIGHT. WHAT SHE SAID.

DO YOU WANT TO KNOW ABOUT THE SUPERINTENDENT? WHEN SHE SAID THAT SHE'S HAD SEVERAL SUPERINTENDENTS TELL HER THAT I'M ASKING.

WHAT HAS RESOLVED THAT FOR SUPERINTENDENTS? AND HOW HAVE THE REST OF THE BOARD KNOW THAT THIS IS SUCH DIFFERENT, SEVEN DIFFERENT DEALS.

AND I WAS ASKING FOR WHAT SHE HAD.

WELL, I CAN'T ANSWER THAT.

BUT WHAT I WOULD DO IS TELL THE INDIVIDUAL BOARD MEMBERS, Y'ALL GO DISCUSS IT AND COME UP WITH A CONSENSUS.

YOU'RE TALKING ABOUT IF YOU WERE THE SUPERINTENDENT.

YEAH. IF YOU GIVE ME A CONSENSUS, I'LL ACT ON IT.

BUT I CAN'T ACT ON INDIVIDUALS IN TRAINING MODE.

OKAY. AND SHE. YEAH.

I JUST SO. SO.

YEAH. SO THE ANSWER, THE ANSWER IS TO BUILD OFF OF JAMIE.

THAT'S EXACTLY WHAT THE SUPERINTENDENTS HAVE COME BACK TO SAY.

I WILL ABIDE BY THE VOICE OF THE WILL OF THE BOARD AND THE BOARD'S GOALS TO MAKE THESE THINGS HAPPEN.

AND SO THAT HAS BEEN THE MOST SUCCESSFUL WAY OF DOING IT IS THAT WE HAVE TO GET BACK IN OUR LANE OF GOVERNANCE VERSUS MANAGEMENT.

AND I'M GOING TO TALK ABOUT THAT.

I'M GOING TO TALK ABOUT THAT RIGHT NOW.

SO REAL QUICK, JAMIE, BECAUSE I GOT A LARRY.

LARRY. I MEAN, LARRY, I'M SORRY, I WAS LOOKING AT.

YEAH, I WASN'T A QUARTERBACK.

RIGHT. OKAY.

OKAY. SO, YOU HAVE A DIFFERENT TERM FOR IT, BUT WE ALL HAVE OUR HOT BUTTONS.

YES WE DO. AND THE SUPERINTENDENT KNOWS WHAT OUR HOT BUTTONS ARE.

WHETHER WE CALL HIM AND TELL HIM OR HE HEARS IT AT A BOARD MEETING, HE KNOWS.

YEAH, AND THAT'S THE DIFFICULT JOB.

YEAH. SO IF HE SAYS I'M GOING TO ELIMINATE A PROGRAM, WHATEVER THAT PROGRAM MAY BE, IT MAY BE SOMETHING THAT I FEEL STRONGLY ABOUT.

AND HE MAY THINK, WAIT A SECOND, HOW MANY OTHERS FEEL STRONGLY? AND I KNOW THAT. SO THAT'S THE DIFFICULTY I SEE.

AND STAYING IN THE LANE, WHATEVER YOU WANT TO CALL THAT, WE'RE GOING TO TALK ABOUT OUR HOT BUTTONS.

AND HOW DOES THAT STOP? IT DOESN'T. IT NEVER STOPS.

YOU SAW IT IN YOUR DISTRICT WHERE A SUPERINTENDENT OF THE YEAR LEFT, LEFT.

I DON'T KNOW UNDER WHAT TERMS. IT MAY HAVE BEEN JUST AFTER YOU.

YOU WERE ON.

SO YOU SAW WHAT HAPPENS.

WHEN THE ISSUES GET SO CONTROVERSIAL THAT THERE'S NOTHING THAT CAN BE DONE.

SO I DON'T I DON'T KNOW HOW WE RESOLVE THAT BECAUSE IT'S NOT GOING AWAY.

LET'S TALK.

THIS IS A GREAT SETUP TO TALK ABOUT GOVERNANCE.

CAN WE DO THAT? BECAUSE HERE'S WHAT I WANT YOU TO LIKE.

SO YOU ALL CAME BACK.

IF THIS IS YOUR SENSE OF VISION, THESE TWO SHEETS HERE IS THE BOARD SENSE OF PURPOSE.

AND SO WHEN YOU LOOK AT WHAT YOU'VE SAID IS WHEN WE BECOME THE BEST WE CAN BECOME, WE WILL BE KNOWN FOR WHETHER IT'S AT TACITUS WEST OR WHETHER IT'S IN THE COMMUNITY OR REALLY WHAT'S MOST IMPORTANT WHEN IT'S IN THIS ROOM, YOU KNOW, WHAT ARE OUR COMMITMENTS TO OURSELVES AS A TEAM OF EIGHT AS BOARD MEMBERS? HOW ARE WE THE BUSINESS, HOW WE CONDUCT OUR BUSINESS IS AS IMPORTANT AS THE BUSINESS WE CONDUCT.

AND THIS IS YOUR AND THIS IS YOUR HOW.

OKAY. THAT'S ANOTHER GREAT THING TOO.

SO, WHEN YOU LOOK AT THAT AND YOU SAY WE'RE A TEAMWORK, WE'RE GOING TO COLLABORATE.

WE'RE GOING TO MAKE DECISIONS BEST FOR KIDS.

WE KNOW THAT THAT COMES ON.

WE'RE GOING TO MAKE THE BEST INFORMED DECISIONS FOR KIDS, WHICH THE NEXT DROP DOWN IS, IS WE COME PREPARED WHEN THE MEETING KICKS OFF AT 6:00.

WE'RE NOT HEARING SOMEBODY, AS WE USED TO SAY, RIP THE TAPE ON THE ON THE ENVELOPE ON THE BOARD BOOK.

IT'S HOW WE TREAT EACH OTHER.

WE ARE ROLE MODELS.

I MEAN, IN MANY COMMUNITIES, THE SCHOOL DISTRICT, THE LOCAL GOVERNANCE, THOSE THAT GOVERN CLOSEST TO THE PEOPLE ARE THE ROLE MODELS IN TODAY'S POLITICAL WORLD.

HOW DO WE CONDUCT OURSELVES? YOU'VE GOT THE CITY COUNCIL OVER HERE.

YOU'VE GOT THE SCHOOL BOARD.

HOW ARE WE AS ELECTED LEADERS? YOU TALKED ABOUT BEING IN THE LABOR DAY PARADE DAPHNE.

THAT WAS AWESOME. HOW DO WE DO IT WITH SUPERINTENDENT? WE SUPPORT OUR SUPERINTENDENT.

WE'RE OPEN. IF YOU'RE GOING TO BE A DISTRICT OF INNOVATION, YOU HAVE TO BE OPEN TO CHANGE.

AND WE'RE GOING TO TALK ABOUT OUR ROLE IN THAT IN JUST A MOMENT.

I'M HAVING TO STEP BACK A LITTLE.

AND THEN HOW DO WE DO THE VOICE AND WILL OF THE BOARD.

THIS BECOMES YOUR SENSE OF PURPOSE, ROBERT, THESE ARE YOUR SHEETS.

OKAY. YOU PUT THEM SOMEWHERE WHERE EVERYBODY CAN SEE THEM.

AND ALSO, IF YOU WANT TO, YOU CAN ADD TO IT.

BUT LET'S GO TO THIS NEXT PART OF THIS.

[02:05:03]

AND YOU TALK ABOUT THE ESSENTIAL OF BLOCKING AND TACKLING EVERY PRESENTATION THAT I'M A PART OF.

IT HAS BEEN MY MISSION AND MY FOCUS TO TAKE US BACK TO GOOD GOVERNANCE.

LINDA, YOU TALKED ABOUT IT.

GOOD GOVERNANCE AND HOW WE CONDUCT THE BUSINESS THAT WE CONDUCT.

SO I DON'T KNOW THE BEST WAY FOR YOU GUYS.

I MEAN, I HATE THIS BECAUSE I'VE GOT PEOPLE LOOKING CROSSWAYS.

CAN WE TURN THIS WAY SO I CAN SPEAK OVER HERE, OR I CAN SPEAK TO ONE BOARD.

CAN WE DO THAT? EITHER ONE.

OKAY. EITHER ONE.

THAT WORKS GOOD. WELL, YOU GUYS HAVE TURNED.

THANK YOU. I APPRECIATE THAT, LINDA.

YOU'RE GOING TO HAVE TO. OKAY.

AND IF I WALK OVER THERE, DELBERT WILL HAVE A HEART ATTACK, RIGHT? RIGHT. YEAH, THAT WOULD BE BAD.

OH, I ALWAYS WALK AND TALK.

BUT THIS IS THE THING, GUYS, THAT WE HAVE GOT TO GO BACK AND REGROUND OURSELVES IN IS.

AT THE END OF THE DAY, IT'S NOT THE 20 THINGS THAT WE COME BACK AND THINK WE OUGHT TO DO, BUT IT'S THE FIVE ROLES AND RESPONSIBILITIES OF A SCHOOL BOARD.

OKAY. AND THAT IS THE FOUNDATION OF GOOD GOVERNANCE.

SO I'M GOING TO TALK IN JUST A MOMENT ABOUT ON THE LEFT IS FROM THE TEXAS EDUCATION CODE.

AND THAT IS OUR CHARGE AS BOARD MEMBERS FOR PROVIDING OVERSIGHT ON ACADEMIC ACHIEVEMENT, BUT ALSO STRATEGIC LEADERSHIP FOR MAXIMIZING STUDENT PERFORMANCE.

AND WE'LL TALK ABOUT THAT IN JUST A SECOND.

BUT IF YOU LOOK AT WHAT GOOD GOVERNANCE IS, WE HAVE FIVE THINGS THAT WE'RE RESPONSIBLE FOR ENSURING THE CREATION OF A MISSION, VISION AND GOALS, ADOPTING GOALS FOR THE DISTRICT, AND EVALUATE STUDENT SUCCESS AGAINST THOSE GOALS.

OKAY, WE ARE THOSE.

GOAL SETTING IS A COLLABORATIVE EFFORT BETWEEN THE BOARD AND THE SUPERINTENDENT, SO WE ENSURE THE CREATION OF THAT VISION MISSION AND ADOPTING THE GOALS FOR THE DISTRICT AND EVALUATING THE DISTRICT'S SUCCESS.

AND THEN THE SECOND THING WE DO IS WE HIRE A SUPERINTENDENT TO BE THE CHIEF EXECUTIVE OFFICER AND THE CHIEF INSTRUCTIONAL OFFICER, AND THEN WE EVALUATE THE SUPERINTENDENTS SUCCESS IN ATTAINING THE DISTRICT GOALS.

OKAY. ONE OF THE BIG CHALLENGES THAT WE SEE IN SOME DISTRICTS IS A SUPERINTENDENT WILL SAY, I HAVE DISTRICT GOALS, STRATEGIC GOALS, BOARD GOALS, DISTRICT IMPROVEMENT PLAN GOALS, BOARD PRIORITIES.

GIVE ME ONE SET AND I WILL ACCOMPLISH IT.

SO WHEN YOU TALK ABOUT CLARITY AND VOICE AND WILL, THAT IS ESSENTIAL.

YOUR SUPERINTENDENT CAN ACHIEVE WHATEVER IT IS THAT YOU SET OUT FOR THEM.

IF YOU HAVE CLARITY OF GOALS.

THE OTHER THING IS WHEN YOU TALK ABOUT TEACHER SATISFACTION, AND SO OFTEN AS YOU'RE, YOU DON'T CHANGE YOUR GOALS EVERY YEAR.

THIS IS A PART OF THE SUPERINTENDENT EVALUATION TRAINING I DO.

IT'S CONTINUOUS IMPROVEMENT SO THAT THERE'S CONSISTENCY IN SETTING THOSE GOALS.

THAT'S OUR JOB BIG, BIG JOB THAT THEY ATTAIN OVER TIME OKAY.

AND HOW DO WE BUILD ON THAT EVERY YEAR.

SO WE EVALUATE THE SUPERINTENDENT SUCCESS IN ATTAINING THE DISTRICT GOALS.

AND THEN THESE NEXT TWO ARE KEY AS WE ADOPT POLICIES THAT INFORM DISTRICT ACTIONS.

AND WHAT ARE POLICIES.

IT'S THE WHAT, WHAT DO WE WANT TO HAVE DONE.

IT COULD BE CLASSROOM.

IT COULD BE GPA, STUDENT CODE OF CONDUCT, OUR HIRING PRACTICES, OUR BOARD POLICIES.

YOU KNOW, IT'S BD LOCAL AND BB LEGAL OKAY.

BUT WE ADOPT THE POLICIES AND INFORMED DISTRICT ACTIONS BECAUSE WE THINK ABOUT THE GOVERNANCE CLOCK.

MOST PEOPLE DON'T KNOW WHAT THE GOVERNANCE CLOCK IS ANYMORE BECAUSE IT'S NOT TAUGHT LIKE IT USED TO BE.

IF YOU THINK ABOUT, YOU GUYS KNOW THE GOVERNANCE CLOCK, RIGHT? YOU'VE BEEN AROUND FOREVER.

12 369.

AND ACTUALLY I DID THIS WRONG.

THIS IS A DOTTED LINE.

OKAY. YEAH, I KNOW IT'S THE COFFEE.

I SHOULD'VE NEVER HAD THAT MUCH COFFEE.

IF WE'RE UP HERE AND THE SUPERINTENDENT IS HERE, WE SET THE WHAT? WHICH IS POLICY, AND THE SUPERINTENDENT DOES THE HOW.

AND WHAT'S FASCINATING ABOUT THIS LINE IS IT'S A DOTTED LINE, BECAUSE THE SUPERINTENDENT IS THE ONLY ONE THAT GOES BACK AND FORTH.

SO YOU ALSO WE ALWAYS TALK ABOUT DROPPING BELOW THE LINE, DROPPING BELOW THE GOVERNANCE LINE.

IT'S WHEN WE DROP BELOW THIS LINE FROM THE WHAT? INTO THE SUPERINTENDENT'S HOUSE.

SO WE SET THE POLICY.

THE WHAT? AND THEN THE SUPERINTENDENT TAKES IT AND IMPLEMENTS IT WITH THE DISTRICT.

AND THEN OUR FOURTH OUR FOURTH RESPONSIBILITY IS WE APPROVE THE ANNUAL BUDGET.

THAT'S CONSISTENT WITH THE DISTRICT VISION.

[02:10:01]

DO WE CREATE THE BUDGET? NO, NO, THE SUPERINTENDENT DOES.

HE KNOWS WHAT HE'S GOING TO HAVE TO INVEST IN TO MAKE THAT HAPPEN.

AND THEN FINALLY, WE COMMUNICATE THE DISTRICT'S VISION AND SUCCESS TO THE COMMUNITY.

WHEN WE WERE IN COVID, IT SEEMS LIKE WE GOT CAUGHT IN THIS SOCIAL MEDIA.

THAT'S ALL WE TALKED ABOUT, YOU KNOW, WHAT ARE THEY SAYING ON FACEBOOK? WHAT ARE THEY SAYING ON TWITTER? YOU KNOW, BUT WHAT IT IS, IT'S BEING ABLE TO COMMUNICATE TO THE COMMUNITY TO Y'ALL'S POINT ABOUT THE SUPERINTENDENT CAN COME TO THE BOARD WITH CHANGES.

ONE OF THE BIGGEST CHALLENGES WE HAD IS WHEN DOCTOR STONE CAME IN, OUR ACADEMIC PERFORMANCE WAS DOING THIS.

WE WROTE OUR OWN CURRICULUM FOR ATTACKS.

WE DID OUR OWN BENCHMARKS, BUT IT WASN'T RIGOROUS ENOUGH TO MEET THE NEEDS OF STAFF.

SO WHAT WE HAD TO DO IS WE HAD TO COME.

WE HAD TO. JEANNIE CAME TO US.

WE SAID, WE WANT TO ACCELERATE CLOSING THE ACHIEVEMENT GAP.

WE WANT TO INCREASE OUR STUDENT ACHIEVEMENT.

AND SHE SAID, OKAY.

SHE SAID, LET ME COME BACK AND BRING YOU A PLAN.

WE HAD TO GET NEW CURRICULUM, NEW INSTRUCTIONAL STRATEGIES WITH LEANING FORWARD, INTRODUCE PROFESSIONAL LEARNING COMMUNITIES.

AND THEN WE HAD TO ADDRESS THE FOUR GROWTH QUESTIONS.

AND LET ME TELL YOU, I LIVE IN THE SAME COMMUNITY YOU GUYS DO.

I HAD PEOPLE AT CHURCH COMING UP TO ME AND TEACHERS SAYING, I HATE THIS.

YOU KNOW, IT'S TAKEN AWAY ALL MY AUTONOMY.

IT'S DOING ALL THIS. AND I HAD TO SAY, GUYS, WE ARE HERE.

THE BOARD HAS DECIDED WE WANT TO BE HERE.

DOCTOR STONE HAS BROUGHT US A PLAN.

WE ARE GOING TO MONITOR THAT PLAN IN OUR FORMATIVE CONFERENCES THROUGHOUT THE YEAR, AND THEN WE'LL MAKE ADJUSTMENTS AS NECESSARY.

BUT I HAVE CONFIDENCE IN DOCTOR STONE'S PLAN AND THEY'RE LIKE, OKAY, WE ELECTED YOU.

WE TRUST YOU.

AND SURE ENOUGH, WE HAD GREAT GROWTH.

OKAY. THAT'S BUT THAT IS BELIEVING IN YOUR SUPERINTENDENT AND THE CHANGES WE MADE.

AND SHE BROUGHT IT. WE DID ASK QUESTIONS, BUT SHE SAID THESE ARE THE PROGRAMS THAT WORK.

SO IT'S BEING ABLE TO COMMUNICATE THE DISTRICT'S VISION AND SUCCESS TO THE COMMUNITY.

AND THOSE ARE THE CRITICAL NUGGETS THAT YOU GUYS HAVE TO HAVE TO BE ABLE TO EXPLAIN TO YOUR COMMUNITY WHY IT IS THE DECISIONS THAT YOU MADE, MAKING THE BEST INFORMED DECISIONS THAT YOU POSSIBLY CAN.

THAT'S WHY, AGAIN, WHEN YOU GO TO TACITUS, IT MAY NOT MEET ALL OF YOUR NEEDS, BUT THERE ARE KERNELS OF TRUTH IN EVERY PRESENTATION.

AND OUR JOB AS BOARD MEMBERS IS TO FIND THOSE KERNELS OF TRUTH.

OKAY. THE FIVE ROLES AND RESPONSIBILITIES IF YOU DO THOSE WITH DISTINCTION.

AND THIS IS A BOARD OF EXPERIENCE.

YOU KNOW, TY JONES, WHO'S A BOARD MEMBER DOWN IN LANCASTER.

YOU ALL KNOW TY. GREAT GUY.

YOU KNOW, SO ACCOMPLISHED.

AND WHEN I DID THIS, HE SAID, I LOVE IT.

HE TOOK OFF HIS GLASSES AND HE GOES, YOU KNOW KIM, HE GOES, THIS IS LIKE A GOOD SERMON.

I ALREADY KNOW ALL THIS, BUT SOMETIMES YOU NEED TO BE REMINDED OF IT, OR IT MAKES ME THINK OF IT IN A DIFFERENT WAY.

AND HE SAID, AND THEN THE OTHER THING IS, I FEEL LIKE YOU'RE MY PASTOR AND YOU'RE LOOKING RIGHT AT ME WHEN YOU'RE SAYING ALL THOSE THINGS.

AND I SAID, WELL, NO. TY SAID, ACTUALLY, I'M LOOKING IN THE MIRROR.

SO THERE YOU GO.

BUT IT IS.

THESE ARE THE FIVE THINGS THAT IF WE DO THEM WITH DISTINCTION, WILL BE SUCCESSFUL.

NOW LET'S TALK ABOUT THIS, OUR CHARGE FROM THE TEXAS EDUCATION CODE.

AND WE REMEMBER THE TEXAS EDUCATION CODE, OR ALL THE LAWS AND RULES THAT THE LEGISLATURE PASSES THAT WE'RE RESPONSIBLE FOR.

AND FROM 1566, WHICH IS OUR EVALUATING AND IMPROVING STUDENT OUTCOMES.

OUR JOB OUR CHARGE IS TO PROVIDE OVERSIGHT REGARDING ACADEMIC ACHIEVEMENT AND STRATEGIC LEADERSHIP FOR MAXIMIZING STUDENT PERFORMANCE. LET ME BREAK THAT DOWN.

LET'S START WITH STRATEGIC LEADERSHIP FIRST.

WHAT'S THE DIFFERENCE BETWEEN STRATEGIC LEADERSHIP AND LEADERSHIP? YOU GUYS. IT DEPENDS ON YOUR PURPOSE.

OKAY. PURPOSE. WHAT ELSE? STRATEGIC LEADERSHIP AND LEADERSHIP.

STRUCTURE. STRUCTURE.

THINK ABOUT IT THIS WAY. LEADERSHIP IS INSPIRATIONAL.

FOOTBALL COACH.

SORRY. I'M THE MOTHER OF ALL BOYS, BUT FOOTBALL COACH.

IT COULD BE YOUR THEATER.

ANY A TEACHER IN THE CLASSROOM.

AN ATTORNEY WHO'S, YOU KNOW, RESPONSIBLE FOR KIDS.

BUT IT'S STRATEGIC.

LEADERSHIP IS GROUNDED IN FACTS AND DATA, GROUNDED IN FACTS AND DATA.

AND THAT'S WHAT WE HAVE OVERSIGHT OVER.

WE GOVERN THROUGH FACTS AND DATA.

NOT AS I TELL BOARDS ALL THE TIME.

DO YOU THINK OR DO YOU KNOW? AND THAT'S WHAT'S IMPORTANT FOR US IN BUILDING OUR KNOWLEDGE BASE TO MAKE SURE THAT WE MAKE THE BEST INFORMED DECISIONS.

BUT OVERSIGHT, I'LL TELL YOU, I STRUGGLED.

I MEAN, I COULD NEVER FIGURE OUT WHAT OVERSIGHT WAS.

AND I HEARD IT PUT UP THIS ONE DAY.

WHAT IS THE DIFFERENCE BETWEEN OVERSIGHT AND MANAGEMENT? AND THE BEST WAY I KNOW HOW TO SERVE IT UP IS HOW MANY BOARD MEMBERS DOES IT TAKE TO SCREW IN A LIGHT BULB?

[02:15:04]

WHO ELSE? YEAH, WE ALL HOLD IT.

WHERE IT IS FOR IF YOU'RE IN AGONY, IT'S FOUR.

I DIDN'T HEAR ANY. WHOOPS. SO THERE YOU GO.

LET ME TELL YOU THE ANSWER.

ROBERT, I CAN'T YOU CAN'T CHEAT.

NO, YOU CAN'T CHEAT.

THE ANSWER IS ZERO.

THE BOARD SAYS, LET THERE BE LIGHT.

THE SUPERINTENDENT GOES OUT AND RESEARCHES THE BEST BULB.

THE RIGHT BULB, AND HIRES THE RIGHT PERSON TO SCREW IT IN, AND THEN COMES BACK TO THE BOARD AND DECIDES IF THE LIGHT IS BRIGHT ENOUGH.

SO WHAT THAT LOOKS LIKE IS THIS.

LET THERE BE LIGHT.

THE BOARD ADOPTS CLEARLY DEFINED GOALS AND RESULTS.

OH, WE'RE GETTING BACK INTO CLEARLY CLARITY.

CLARITY. OKAY.

THE SUPERINTENDENT COMMITS TO THOSE RESULTS AND THEN COMES BACK AND CREATES THE PLANS, IDENTIFIES THE PROGRAMS AND INITIATIVES TO ACCOMPLISH THE RESULTS, AND THEN BRINGS IT TO THE BOARD WHERE WE REVIEW THOSE PLANS, PROGRAMS AND INITIATIVES DESIGNED TO ACCOMPLISH THE RESULTS.

AND THEN IN OUR ROLE OF POLICY OR BUDGET, WE SUPPORT IT.

AND THEN ON AN ONGOING BASIS, THE SUPERINTENDENT COMES BACK.

AND THIS IS WHERE YOU WERE TALKING ABOUT MATH, LARRY, AND WE REVIEW THE PROGRESS, AND THE SUPERINTENDENT COMES TO US WITH ONE OF TWO COURSES OF ONE OF TWO COURSES OF ACTION.

EITHER WE STAY THE COURSE OR WE COURSE CORRECT, WHICH MIGHT REQUIRE US TO MAKE A POLICY CHANGE OR A BUDGET AMENDMENT.

BUT IN OUR ROLE, THAT'S WHAT WE DO AND THE PROCESS REPEATS ITSELF.

OKAY. NOW HERE'S SOMETHING THAT'S REALLY INTERESTING ABOUT OVERSIGHT VERSUS MANAGEMENT.

IF A BOARD IF A BOARD NOT THE BOARD, BUT IF A BOARD TELLS A SUPERINTENDENT WHAT PLAN, WHAT PROGRAM AND WHO TO HIRE, WE CAN'T EVALUATE THEM AS A BOARD.

WHOSE FAULT IS IT? YEAH.

IF WE'RE BOTH DOING THE SAME JOB, WHO'S NOT DOING THEIR JOB RIGHT? AND WE HAVE A JOB OF OVERSIGHT AND THE SUPERINTENDENT HAS A JOB OF MANAGEMENT.

OKAY. THAT'S THAT THAT TO ME, WHEN I HEARD THAT WAS AN MOMENT.

IF WE AS A BOARD MICROMANAGE AND TELL THEM IF WE DROP BELOW THE GOVERNANCE LINE, THE HOW, THEN WE CAN'T EVALUATE THEM BECAUSE WE TOLD THEM WHAT TO DO.

OKAY. BUT AS FOR OVERSIGHT, THE SUPERINTENDENT COMES AND BRINGS US BACK ON AN ONGOING BASIS, A STATUS WITH ONE OF TWO THINGS.

YEAH, THAT'S HOW MY BRAIN WORKS.

SO WOULD WE BE CORRECT OR INCORRECT IF WHEN WE GAVE THE WHAT AND HE CAME BACK WITH THE HOW.

AND THEN WE WANTED TO KNOW EXACTLY THAT, LIKE ALL THE INNER WORKINGS OF THE.

HOW IS THAT GETTING TOO DEEP IN THE WOODS AND THE WEEDS.

I MEAN, THERE HE'S THE SUPERINTENDENT IS GOING TO GO OUT AND RESEARCH THE BEST PROGRAMS, THE BEST INITIATIVE AND THE RIGHT PEOPLE TO PUT IN PLACE. AND THEN TO GIVE YOU A PERSPECTIVE OF WHAT'S GOING ON.

IT'S CERTAINLY A QUESTION.

YOU SAY, HOW WILL THIS MEET THE NEED OF STUDENTS, OF ALL STUDENTS, OUR STRUGGLING STUDENTS, OUR STUDENTS WHO ARE ACHIEVING.

WHERE HAS THIS, YOU KNOW, WHERE HAS THIS BEEN SUCCESSFUL? YOU DON'T WANT TO GET INTO THE NUTS AND BOLTS, YOU KNOW.

ARE WE GOING TO HAVE TO HIRE EXTRA PEOPLE? I MEAN, BUDGET AMENDMENT, YOU KNOW, HOW ARE WE GOING TO PAY FOR THESE PROGRAMS? SO THOSE ARE THE HIGHER UPPER HIGH LEVEL QUESTIONS TO ASK, BUT NOT THE NUTS.

NOT WHAT COLOR PAPER ARE WE GOING TO USE OR WHAT PENS WE'RE GOING TO USE? OKAY, OKAY. NO, NO.

YOU JUST MAKE SURE THAT YOU JUST MAKE SURE THAT THEY HAVE ENOUGH MONEY TO BUY THE PENS.

THAT'S ALL YOU GOT TO DO OKAY.

SO OVERSIGHT OR MANAGEMENT.

AND THAT'S AGAIN, IT'S THIS THESE TWO SLIDES JUST RECENTER US AGAIN INTO WHAT IT IS THAT OUR JOB, OUR ROLE AND RESPONSIBILITY SO THAT WE CAN BEST THIS IS HOW WE BEST SUPPORT OUR SUPERINTENDENT AND THE CHANGES WE'VE MADE.

LET THERE BE LIGHT.

AND THE SUPERINTENDENT GOES AND FINDS AND RESEARCHES THE BEST AND HIRES THE RIGHT PERSON TO SCREW THE LIGHT BULB.

OKAY, SO I HAVE ONE LAST SLIDE I WANT TO SHOW YOU BEFORE WE GET INTO OUR FINAL EXERCISE HERE.

SO I'VE LEARNED ONE THING.

IN THE THREE AND THREE YEARS SINCE I STEPPED OFF THE BOARD AS A AS A BOARD TRAINER, Y'ALL.

BECAUSE AGAIN, I WOULD GO AND I'D GO TO TEST, I'D DO ALL THESE THINGS AND I'D MY GOD, I'D COME BACK AND WE NEED TO DO THIS.

WE NEED TO DO THAT. THIS IS A BEST PRACTICE FOR A TEAM OF EIGHT.

THIS IS WHAT GOOD GOVERNANCE LOOKS LIKE IF A BOARD WILL DO THESE FOUR THINGS.

I WAS REALLY IRRITATED BY THE ISO EVALUATING AND IMPROVING STUDENT OUTCOMES AT FIRST WHEN I WAS ON THE BOARD, BECAUSE I THOUGHT THE STATE LEGISLATURE IS GOING TO TELL US WHAT TO

[02:20:08]

ANTIQUES AND ASSESSMENTS AND THEN ACCOUNTABILITY.

IT'S GOAL SETTING, THE FIVE YEAR GOAL SETTING.

AND THEN IT'S BEST BOARD PRACTICES BOTH INDIVIDUALLY AND AS A TEAM OF EIGHT, TO MAKE THE BEST INFORMED DECISIONS TO LEAD.

IF YOU'LL DO THAT ON A REGULAR BASIS EVERY TWO YEARS, IF YOU'LL DO YOUR AGREED UPON BOARD OPERATING PROCEDURES.

I'VE DONE MORE BOARD OPERATING PROCEDURES WITH BOARDS AND BELIEVE ME, I'M NOT LOOKING FOR WORK.

I HAVE PLENTY OF WORK. BUT YOUR BOARD AGREED UPON BOARD OPERATING PROCEDURES THAT YOU GO THROUGH EVERY YEAR AT THE END OF THE YEAR AND YOU RE-ADOPT THEM.

AND THEN A REGULAR BOARD SELF-ASSESSMENT.

I DO HAVE ONE. THAT'S 12 QUESTIONS.

WE DID THEM ONLY TWICE WHEN I WAS ON THE RICHARDSON BOARD, BECAUSE WHO WANTS TO DO 56 QUESTIONS OF HOW THE BOARD IS DOING.

AND THEN THE SUPERINTENDENT EVALUATION PROCESS.

IT'S NOT CONFUSING ACTIVITY WITH ACCOMPLISHMENT.

I'VE SEEN SO MANY SUPERINTENDENT EVALUATIONS THAT HAVE TEN DOMAINS, 12 DOMAINS.

IT'S PICK YOUR 3 TO 4 GOALS.

LET THERE BE LIGHT, AND THEN THE SUPERINTENDENT COMES BACK WITH THE SYSTEMS THAT NEED TO BE PUT IN PLACE TO MAKE THOSE GOALS ACHIEVED.

AND THEN ON AN ONGOING BASIS THROUGHOUT THE YEAR, YOU HAVE A QUARTERLY CONFERENCE, THE FORMATIVE, WHICH I FINALLY FIGURED OUT WHAT THAT WAS.

THAT RESULTS AT THE END OF THE YEAR REVIEW, WHICH EDUCATORS CALL SOME OF IT.

BUT IF YOU DO THOSE FOUR THINGS.

SO AS YOU LOOK AT YOUR TEAM OF EIGHT TRAINING, BECAUSE Y'ALL, WE USED TO MAKE UP STUFF FOR TEAM TRAINING, YOU KNOW, WE DID STRENGTH FINDERS.

AND I CAN TELL YOU MY COLOR AND WHAT KIND OF ANIMAL I AM AND YOU KNOW ALL THAT.

BUT THOSE ARE THE FOUR THINGS.

OKAY. WELL YOU HAVE A VISUAL AND I REALLY.

OKAY. WE'RE NOT. YOU CAN TELL ME LATER.

WHAT ANIMAL? NO, NO, YOU'RE NOT UNICORN.

YOU SAY FOX. BUT NO, I DON'T EVEN REMEMBER WHAT THAT WAS.

NOW CLEVER.

CLEVER, CLEVER.

THANK YOU. BUT THOSE ARE THE FOUR THINGS, YOU GUYS.

THOSE ARE THE FOUR THINGS. SO WHEN YOU GO TO TASA/TASBY AND YOU'RE LOOKING AT ALL THOSE DIFFERENT PRESENTATIONS, FIND A PRESENTATION THAT'S ALIGNED TO THAT.

PICK OUT THE BEST NUGGET FOR YOU.

IT MAY NOT BE THE RIGHT PROCESS, BUT THERE'S SOMETHING YOU CAN ALWAYS LEARN.

OKAY. YEAH.

SO LAST THING, ROBERT, I'M GOING TO ASK YOU TO HELP ME ON THIS IN YOUR ROLE AS.

OH YES.

YES, YES.

I CAN ALSO HAVE T SHIRTS MADE.

NO. I'M KIDDING. I DON'T HAVE ENOUGH T SHIRTS.

YEAH, LIKE NONE OF US DO.

RIGHT. I CAN'T TELL YOU HOW MANY QUILTS I HAVE.

LET'S PULL THOSE. LET'S PULL THESE UP.

PUT THE ONE THAT HAS THE QUESTION RIGHT HERE, IF YOU WOULD, ROBERT.

IN THIS FIRST ONE.

OVER HERE. I PUT THAT DOWN.

IT'S GOOD. IT'S GOOD TO GO.

THIS ONE RIGHT HERE. YEAH.

HOW DO YOU. WHY DO YOU HAVE ONE? YEAH. NO WE'RE NOT WE'RE NOT GOING TO DO THAT, JOHNNY.

PUT THAT AWAY. PUT THAT AWAY.

PUT THAT AWAY.

NOPE. NOPE. NOPE.

LET'S GET THESE OVER HERE.

I'M JUST COMPARING TO WHAT WE'VE BEEN TALKING ABOUT TODAY.

AND THEN PUT THIS ONE.

THIS ONE. LET'S PUT THIS ONE NEXT, AND THEN THAT ONE ON THAT BOARD RIGHT HERE.

WE DON'T HAVE A CONSENSUS ON HOW THEY GOT.

SO.

SILLY. BECAUSE I DON'T WANT TO TALK ABOUT.

THAT AT THE BEGINNING.

OKAY, ROBERT, YOU DID REAL GOOD.

WE'RE NOT DONE YET. OH, OKAY.

I KNEW THAT WAS COMING. SO.

YOU GUYS ASKED ME ABOUT, YOU KNOW, WHEN I GAVE YOU THAT THAT INSIGHT INTO WHAT WE DID WITH DOCTOR STONE WHEN WE HAD TO BRING WHEN WE WHEN SHE HAD TO BRING IN THE NEW CURRICULUM AND THE, YOU KNOW, NEW INSTRUCTIONAL STRATEGIES AND ALL THAT. ONE OF THE CHALLENGES THAT WE HAD IS WE HAD FOUR SCHOOLS THAT WERE SUPER UNDERPERFORMING.

I MEAN, I'M EMBARRASSED TO ADMIT THAT OUR THIRD GRADE READING SCORE AT MEETS WAS 22%.

AND SO WE CAME TO DOCTOR STONE AND WE SAID, BUT HERE WAS THE DEAL.

WHEN WE TALK ABOUT EVERYBODY HAS THEIR PERSONAL FAVORITE OR THEIR PERSONAL FOCUS AREA, WE HAD TO COME TOGETHER AS A BOARD TO SAY, DOCTOR STONE, THIS IS WHAT'S MOST IMPORTANT TO

[02:25:09]

NUMBER ONE, WE WANT TO ACCELERATE CLOSING THE ACHIEVEMENT GAP.

AND NUMBER TWO, WE WANT TO ADDRESS THE ISSUES AT THESE FOUR SCHOOLS.

AND SO IT WASN'T ONE PERSON OR TWO PEOPLE OR THREE PEOPLE THAT WERE MEETING WITH HER PRIVATELY.

WE CAME TOGETHER AS A BOARD AND WE TALKED ABOUT WHAT IT WAS THAT WE WANTED TO HAVE ACCOMPLISHED.

SHE TOOK THAT AND CAME BACK AND SAID, HERE'S WHAT WE'RE GOING TO DO.

THE PROGRAM FOR THE FOUR SCHOOLS.

HERE'S WE SET THE GOALS COLLECTIVELY FOR ACCELERATING CLOSING THE ACHIEVEMENT GAP.

AND THEN TO YOUR POINT, IT COSTS $3.2 MILLION.

AND SHE SAID, TO MAKE THAT HAPPEN, WE'RE GOING TO HAVE TO FIND $3.2 MILLION.

AND HERE'S MY RECOMMENDATION FOR HOW WE DO IT.

THAT DOESN'T IMPACT OUR STUDENTS AND OUR TEACHERS.

SO WHAT WE WANT TO TALK ABOUT, YOU'VE TALKED ABOUT A LOT OF THINGS HERE TODAY.

AND SO TO GIVE CLARITY, AND THIS IS THE OTHER THING ABOUT THIS PROCESS, YOUR SUPERINTENDENT LOVES TO HEAR THIS CONVERSATION.

WHEN IS THE LAST TIME THAT YOUR SUPERINTENDENT HAS HAD A CHANCE TO HEAR THE BOARD TALK ABOUT WHAT'S IMPORTANT TO THEM, THEIR SENSE OF VISION? EVERY SUPERINTENDENT HAS ENJOYED THIS EXERCISE AND SAID, CAN WE HAVE DONE THIS WELL, SOME OF THEM SAID, EVER.

SO AS YOU LOOK ABOUT THESE, AS YOU LOOK ABOUT, I'LL USE THIS COLOR AS YOU LOOK ON, ON THESE BOARDS, WHAT TO YOU ARE, IF YOU HAD TO PICK, AT LEAST YOU KNOW, ONE UP TO THREE, MAYBE FOUR.

BUT AS YOU THINK ABOUT WHERE IS IT THAT WE WANT TO GO? WHERE DO WE LET THERE BE LIGHT? WHAT'S IMPORTANT TO YOU GUYS AS A BOARD? WE HAVE THE REQUIRED PIECES THAT WE NEED TO COVER.

RIGHT. THE HOUSE BILL THREE, HOUSE BILL THREE, EARLY LITERACY, EARLY MATH AND CMR. SO YOU'RE SAYING WHAT THREE OUTSIDE OF THAT? WELL, I MEAN, YOU GUYS HAVE TALKED ABOUT ONE OF THE THINGS THAT YOU TALKED ABOUT WAS THIS ACHIEVEMENT GAP.

IS THAT IMPORTANT? YOU KNOW, ELIMINATING OR CLOSING THE ACCELERATING, CLOSING THE ACHIEVEMENT GAP.

IS THAT SOMETHING THAT'S IMPORTANT TO YOU ALL? YOU TALKED ABOUT JOB SATISFACTION, YOU KNOW, AND BEING COMPETITIVE FROM A STAFF STANDPOINT, YOU KNOW, IS THAT IS THAT IMPORTANT TO YOU? I'M NOT ASKING YOU TO CHANGE GOALS, SET GOALS.

BUT I'M JUST SAYING IF WE'VE DONE THIS FOR THREE HOURS, LET'S GET SOME CLOSURE HERE.

I'LL JUMP OFF. SURE.

WHAT THE HECK? I'M JUMPING.

I'M JUMPING! JUMP! CATCH ME! JOHNNY! OKAY. SO WHEN I LOOK AT THIS AND I THINK YOU KNOW WHAT PULLS IT? ME. SO WHAT PULLS AT ME IS JOB SATISFACTION.

BECAUSE I REALLY BELIEVE THAT WHEN IT COMES, THERE'S NOT A LOT WE CAN DO MONEY WISE.

I MEAN, WE'RE, YOU KNOW, THERE'S JUST NOT, BUT I DO BELIEVE THAT THERE MIGHT BE THINGS THAT WE CAN DO POLICY WISE, OR SOMETHING THAT WILL INCREASE JOB SATISFACTION. I'M NOT REALLY SURE WHAT IT IS, BUT I BELIEVE IT'S IMPORTANT, AND SOME OF IT MIGHT JUST BE GIVING THEM BACK A LITTLE BIT MORE CONTROL OF THEIR CLASSROOM.

I'M NOT SURE, BECAUSE I DON'T KNOW HOW MUCH OF THAT WOULD BE LEGISLATIVE DRIVEN.

FOR ME, THE ACHIEVEMENT GAP, ELIMINATING ACHIEVEMENT GAP, IN MY OPINION, IS SO TIED TO EARLIER DETECTION OF LEARNING DISABILITIES AND GETTING THE NEEDS OF THOSE KIDS MET EARLIER AND NOT WAITING TO THE THIRD AND THE FOURTH AND THE FIFTH GRADE.

SO THOSE ARE THAT'S VERY IMPORTANT BECAUSE, I MEAN, I DON'T THINK YOU'RE EVER GOING TO ELIMINATE THE ACHIEVEMENT GAP IF WE'RE NOT MEETING THE KIDS WITH THEIR NEEDS BASED ON ANY SPECIAL NONTRADITIONAL LEARNING OR ANY DYSLEXIA OR WHATEVER THE CASE MAY BE, I DON'T KNOW.

CAN I PUT A LITTLE CHECK MARK BY THIS ONE.

YEAH. OKAY. YEAH.

SO THOSE TWO AND THEN THEN I WOULD LIKE TO SEE US COME TOGETHER STRONGER AS A BOARD.

IS THAT NOT. HAVE WE NOT GOTTEN THERE YET? BECAUSE I DO BELIEVE THAT I BELIEVE THAT WE DON'T WORK ENOUGH ON POLICIES.

I DON'T BELIEVE THAT WE PUT ENOUGH REVIEW PROCESS INTO WHAT OUR POLICIES ARE, BECAUSE I THINK OUR POLICIES REALLY TELL OUR STAFF, GIVE OUR STAFF CLARITY OF WHAT WE IT IS IMPORTANT TO US.

AND THEN SOMEHOW I'D LIKE TO SEE THAT PUT BACK WITH HOW DO WE CONNECT THE DOTS WITH OUR BUDGET.

SO SPEAK AMONGST YOURSELVES NOW RIGHT HERE, BECAUSE WE DIDN'T HAVE THAT BEFORE.

I'M JUST GOING TO MAKE A NOTE GROUNDED IN POLICY.

OKAY. OTHER THOUGHTS, OTHER PERSPECTIVES.

I JUST HAVE A QUESTION FOR CLARITY TO UNDERSTAND WHAT WE'RE DOING IN THIS EXERCISE.

ROBERT, YOU MENTIONED EARLY ON THAT IN OUR PREVIOUS TEAM OF EIGHT, WE CAME UP WITH OUR THREE TOP GOALS THAT WE WERE GOING TO FURTHER

[02:30:10]

THAT IS STILL PENDING.

SO THOSE ARE OUR OBJECTIVES.

THOSE ARE OUR THREE GOALS THAT WE'RE GOING TO PUT A FIVE YEAR TIME FRAME WITH AND WITH MEASURABLE WITH MEASURABLE. THINK ABOUT THE OBJECTIVES.

YES. SO YEAH.

YES. SO WE GOT THOSE THREE.

YEP. SO THOSE ARE NOT GOING AWAY.

AND THOSE ARE GOING TO NOW BECOME WHERE WE START FOR THE NEXT FIVE YEARS.

CORRECT. OF THE PLAN I JUST WANT TO MAKE SURE.

YES BECAUSE I KEEP HEARING OTHER THINGS.

YEAH. SO IN ADDITION TO THOSE THREE OKAY.

BECAUSE I ASSUME DOCTOR LOPEZ HE WAS HERE.

SO HE IS WORKING ON HOW WE MEASURE THOSE, OR HE NEEDS OUR INPUT IN TERMS OF IN EACH THREE OF THOSE, THOSE THREE GOALS, WHAT WE SEE AS THE OBJECTIVES OF UNDER IT.

RIGHT. I THINK WELL, ONE OF THE THINGS THAT THAT WE TALKED ABOUT WHEN WE DID THAT, THAT DISCUSSION, WHEN WE TALKED IN OUR TEAM OF EIGHT, WE LOOKED AT THE AGGREGATE GOAL, BUT WE NEVER BROUGHT IN THE CONVERSATION ABOUT HOW OR WHAT WE WANT IT TO LOOK LIKE FOR OUR ECONOMICALLY DISADVANTAGED STUDENT POPULATION.

WE DIDN'T GO INTO ANY OF THOSE DISCUSSIONS AND THOSE THINGS.

I THINK DOCTOR LOPEZ ALSO NEEDS TO KNOW ABOUT, IF THAT'S SOMETHING THAT YOU KNOW IS IMPORTANT TO US.

WE DIDN'T HAVE DISCUSSIONS ABOUT FOCUS CAMPUSES.

THAT WAS ANOTHER THING THAT, YOU KNOW, CAME TO US THAT WE HAVEN'T HAD DISCUSSIONS ABOUT.

SO IN ADDITION TO THOSE THREE HOUSE BILL THREE GOALS THAT WE TALKED ABOUT, WE NEED TO ALSO HAVE CONVERSATIONS AROUND WHAT ADDITIONAL PIECES OF EACH OF THOSE THREE.

AND THEN IN ADDITION TO THAT, 2 TO 3 MORE GOALS THAT I THINK KIM IS TALKING ABOUT RIGHT NOW, TODAY, WHICH KNOWING THAT THROUGH THE 1566 TRAINING, WHEN IT TELLS YOU WHEN WE GET INTO TOO MANY GOALS, RIGHT.

THAT WHAT IS THEN MEASURABLE OF HOW DOES THE SUPERINTENDENT STAY ON TRACK? SO I'M TRYING TO UNDERSTAND WHAT IS IT WE'RE TRYING TO BASICALLY ACCOMPLISH AND SET SO THAT DOCTOR LOPEZ KNOWS WHAT HIS DIRECTION IS? AND YES, SO HERE'S WHAT WE DID.

AND JUST REAL QUICK WE WERE TALKING ABOUT GOALS.

THAT'S TOO MANY GOALS IS WAY TOO MANY.

YEAH. AND I KNOW AND WELL WHEN WE SAID THE THREE PLUS THEN LOOKING AT TWO OTHER PLUS THEN WE SAID THREE HOUSE BILL THREE GOALS. RIGHT. BUT THEN YOU SAID THE TWO OTHERS WITH FOCUS CAMPUSES AND EVERYTHING.

NO, NO I SAID WE TALKED ABOUT THAT.

I DIDN'T SAY THAT WAS A GOAL.

OKAY. BUT WE TALKED ABOUT ALL OF THOSE THINGS.

RIGHT. SEE, THAT'S WHY YOU SEE, I'M STRUGGLING BECAUSE I WAS AT THE SAME TEAM OF EIGHT, AND I KNOW THAT WE TALKED ABOUT THOSE THREE, BUT I DIDN'T KNOW THAT.

WE JUST CEMENTED IT INTO GROUND.

I THOUGHT WE WERE TALKING ABOUT IT.

IT'S LONG, BUT IT IS LAW.

IT'S LAW NO.

OH, I KNOW THREE GOALS. I KNOW IT'S LAW.

LAW. THOSE THREE.

YES, YES.

BUT I'M FEELING AS IF WE'RE ONLY SUPPOSED TO BE CONCENTRATING ON THOSE BECAUSE THAT'S LAW.

WE'RE GOING TO HAVE TO MAKE THOSE NO MATTER WHAT.

AND WE'RE ALREADY MARCHING TO THOSE.

I MEAN, THAT'S TO ME, WE'RE ALREADY THESE ARE OTHER THINGS THAT THIS IS GOING TO HELP MAKE SURE THAT THOSE THREE WORK, BECAUSE YOU CAN MAKE ALL THOSE THREE GOALS ALL YOU WANT.

BUT IF WE DON'T GET SOME OF THIS IN PLACE AND MAKE A PRIORITY OF SOME OF THIS, THEN I DON'T KNOW HOW YOU'RE GOING TO MAKE THE OTHER THREE SUCCESSFUL.

I'M STILL CONFUSED.

I WANT SOMETHING THAT WE DID AS A PART OF HOUSE BILL.

THREE GOALS, THOUGH, IS WE CAME BACK AND WE SAID, YOU KNOW WHAT OUR ACHIEVEMENT GAP BETWEEN ESPECIALLY OUR HISPANIC STUDENTS, OUR AFRICAN-AMERICAN STUDENTS, OUR SPECIAL ED STUDENTS AND ECONOMICALLY DISADVANTAGED WAS SO WIDE THAT WE NEEDED TO ACCELERATE CLOSING THAT.

SO WE MADE THAT A SUB GOAL OF OUR HOUSE BILL THREE GOALS.

SO WE HAD OUR YEAH, THAT'S KIND OF WHAT I WAS ASKED, BUT WHAT I'M SAYING IS THAT WOULD BE A SUB GOAL.

YEAH. OF THE HOUSE BILL THREE GOALS.

SO THAT MADE IT.

YOU KNOW WE IDENTIFIED WE IDENTIFIED SPECIFIC GOALS OVER A FIVE YEAR PERIOD, WHICH WE'RE SUPPOSED TO DO FOR HOUSE BILL THREE.

BUT WE SAID WE WANT TO ACCELERATE CLOSING THOSE GAPS AND WE HAD TO PUT IN PLACE.

DOCTOR STONE HAD TO BRING BROUGHT US BACK PROGRAMS THAT WOULD DO THAT.

YES. OKAY.

AND SO WE MADE THAT QUOTE A FOCUS HERE THAT IN OUR FOUR CAMPUS, OUR, OUR FOUR CAMPUSES.

SO WE HAD THE HOUSE BILL THREE GOALS.

WE HAD A THE FOUR ARE FOR IMPROVEMENT REQUIRED CAMPUSES AND THEN A TEACHER RETENTION GOAL.

AND THAT WAS IT.

BUT I WANT YOU TO CONSIDER YOUR FOUR CAMPUSES FOUR SEPARATE GOALS.

[02:35:03]

IT WAS ONE GOAL. YEAH, ONE GOAL THAT INCLUDED FOUR CAMPUSES.

YEAH, OKAY. FOUR CAMPUSES BRING US A PROGRAM TO ACCELERATE THREE YEARS OUT OF AIR.

AND SO WE HAD TO PASS, FOR EXAMPLE, A POLICY.

WE HAD TO SAY NO MORE THAN 10% OF OUR TEACHERS ON ONE OF THOSE FOUR CAMPUSES COULD BE A FIRST YEAR TEACHER, BECAUSE BEFORE IT WAS 50% AND THEY WERE QUITTING THE DAY BEFORE SCHOOL STARTED.

YOU KNOW, BUT DOCTOR STONE BROUGHT US THAT BACK TO US AND SAID, HERE ARE THE THINGS THAT WE NEED TO HAVE IN PLACE IN ORDER TO MEET THE NEEDS OF THE KIDS.

WE DIDN'T COME UP WITH THAT.

DOCTOR STONE BROUGHT THAT TO US.

SAME THING WITH PRINCIPALS.

SHE BROUGHT BACK AND SAID, I NEED EXPERIENCED PRINCIPALS THERE.

AND SO THE PRINCIPAL HAD TO HAVE FIVE YEARS BEFORE THEY MOVED TO ONE OF THOSE CAMPUSES.

BUT SHE BROUGHT THAT TO US.

SO. YEAH. LARRY.

YEAH. A LOT OF THE STUFF HERE IS STUFF THAT WE'VE TALKED ABOUT.

I'VE SEEN, WE'VE RESEARCHED.

I'LL WAIT, I'LL WAIT. I'LL WAIT TILL THEY'RE DONE.

I'LL WAIT TILL THEY'RE DONE. SO THE TOPIC THAT WAS THE NEWEST AND THE MOST INTERESTING TO ME FROM TODAY IS JOB SATISFACTION.

YEAH. YOU ASKED US, DO WE DO THIS? NO. DO WE DO THAT? NO. DO WE DO THIS? NO, WE DIDN'T DO ANY OF THOSE.

RIGHT. AND WITH THE CRISIS WE HAVE IN KEEPING TEACHERS AND REPLACING SENIOR TEACHERS WITH UNCERTIFIED TEACHERS, THAT JUMPED OUT AT ME, THAT THERE'S SOMETHING WE I DON'T KNOW IF IT'S A BOARD GOAL, ROBERT.

I DON'T KNOW.

BUT THAT'S SOMETHING WE HAVE TO LOOK AT AND SERIOUSLY THINK, WHAT ARE WE NOT DOING? A LONG TIME AGO WE DID A CLINIC.

WE HAVE OUR OWN CLINIC, AND WHETHER IT WORKED OR NOT, IT WAS KIND OF THAT'S SOMETHING THAT THIS BOARD WANTS.

I'M NOT TALKING FOR THE MEMBERS, I'M TALKING FOR MYSELF.

THAT STUCK OUT AT ME AS WOW, WOW.

YEAH, BUT YOU SAID YOU WERE TALKING ABOUT JOB.

JOB SATISFACTION. YES.

WHICH DAPHNE ALREADY IDENTIFIED.

OKAY. YEAH, BUT ALL THE TOPICS YOU.

WHEN YOU ASKED US THOSE QUESTIONS AND WE SAID NO TO EVERY ONE OF THEM, MAYBE THAT'S SOMETHING WE HAVE TO THINK ABOUT.

OH, THAT COULD ENHANCE.

YES, YES, YES, YES.

THE ONLY WAY WE WOULD KNOW THAT IS IF THERE WAS A SURVEY.

RIGHT. HOW DO WE KNOW WHAT JOB SATISFACTION MEANS FOR OUR CURRENT EMPLOYEES AND OUR TEACHERS? WELL, BUT THE SUGGESTIONS WERE WAYS TO MAKE THE TEACHERS STAFF JOBS EASIER.

CHILD CARE, ALL THOSE THINGS YOU SUGGESTED.

BUT THOSE DIDN'T COME FROM THE BOARD.

NO, NO, NO, I GET THOSE ARE EXAMPLES.

BUT WHAT I'M SAYING IS FOR US, WHAT DOES THAT WHAT DOES THAT ACTUALLY MEAN? WHAT DOES THAT LOOK LIKE? I DON'T KNOW. WE DON'T KNOW.

AND WE DON'T KNOW THAT. RIGHT. BUT IT'S SOMETHING THAT MAYBE WE NEED TO THINK ABOUT OR THE SUPERINTENDENT NEEDS TO THINK ABOUT AS THE CRISIS GETS.

IT'S NOT GETTING BETTER.

IT'S NOT GETTING BETTER.

SO, IT WOULD BE MORE A DECREASE.

WELL, INCREASE OUR RETENTION RATE.

RIGHT. THAT WOULD BE LIKE PROBABLY WHAT YOUR CHARGE WOULD BE.

AND THEN WE WOULD LOOK AT THE UMBRELLA OF THINGS THAT WE COULD GRAB OUTSIDE OF PAY BECAUSE THAT'S YOU.

ALL RIGHT.

UNLESS WE HAD THE BUDGET TO GIVE EVERYBODY $100,000 STARTING.

RIGHT. SO THAT WOULD BE THE UMBRELLA, RIGHT? YOU WOULD SAY, LET'S LOOK, LET'S DECREASE OUR TEACHER RETENTION RATE.

BUT YOU'RE NOT SAYING THAT'S FROM A STANDPOINT OF INCREASE IT.

RIGHT. THAT'S HE'S SAYING THAT IS AT STANDPOINT FROM A BOARD GOAL.

YES. HOW WE DO THAT.

NO, THAT IS NOT OUR JOB.

BUT AS WE TALKED ABOUT I THINK THAT'S SO CRITICAL.

WE'VE TALKED WE HAVE THE WHOLE DISCUSSION.

WHEN WE TALKED ABOUT SALARIES THE LAST THREE TIMES WE'VE TALKED ABOUT SALARIES, THAT'S IN OUR PURVIEW.

THE ONLY THE ONLY THING IS I ALWAYS BRING THIS UP.

IT'S ALWAYS THE YIN AND YANG THEORY.

AND I KNOW WE WANT TO TALK ABOUT RETENTION.

AND IT'S GREAT TO SAY WE WANT TO KEEP OUR BEST TEACHERS, WHICH IS TRUE.

OKAY. BUT THERE HAS TO BE A TIME OF ACCOUNTABILITY, RIGHT, FOR EVERYBODY.

AND WHEN WE TALK ABOUT ACCOUNTABILITY, THAT MEANS IF THEY'RE NOT HITTING OUR STANDARD.

RIGHT. SO LET'S JUST SAY THEORETICALLY WE'RE NOT CLOSING THE GAPS WE WANT TO.

BUT OUR JOB OUR TEACHER RETENTION RATE IS THROUGH THE ROOF.

EVERYBODY'S HAPPY.

WELL THAT'S NOT WHAT WE'RE LOOKING AT.

RIGHT. SO THOSE ARE SOME OF THE UNINTENDED CONSEQUENCES WHEN WE LOOK AT THIS.

WE'RE AT THE I'M AT THE WILL OF THE BOARD.

SO WHATEVER YOU ALL COME UP WITH, WE'LL STRATEGIZE ON.

BUT I JUST WANT TO PROVIDE BOTH POINTS OF VIEW AS A BALANCING ACT, BECAUSE YOU.

I MEAN, NO OFFENSE TO ANY NEIGHBORING DISTRICT.

YOUR GOALS ARE MORE AGGRESSIVE TRADITIONALLY THAN NEIGHBORING DISTRICTS.

OKAY. AND WE'RE GETTING MORE FEEDBACK, AND WE'RE EXPECTING HIGHER EXPECTATIONS IN EVERYTHING ELSE.

THAT DOES NOT HELP WITH JOB SATISFACTION.

[02:40:03]

WE GOT TO. SO WHEN YOU PUT IT, ALL WE REALLY HAVE TO LOOK, IS THAT WHERE WE'RE GOING TO PUT OUR EFFORTS ON, OR IS IT GOING TO BE ON THESE OTHER PROCESSES? BECAUSE THE BOTTOM LINE IS THIS, AND I THINK THIS IS WHAT ME AND MR. SELDERS HAVE HAD CONVERSATIONS TO IN ORDER TO MEET OUR GOALS, WE NEED TO KEEP OUR BEST AND BRIGHTEST TEACHERS.

YOU CANNOT HAVE AN INFLUX OF YOUR BEST AND BRIGHTEST LEAVING AND NOT MEET YOUR GOALS.

SO INHERENTLY, FOR US TO MEET THE STANDARDS THAT YOU ALL ARE SETTING FOR US.

WE HAVE TO HAVE THE BEST AND BRIGHTEST IN FRONT OF US RIGHT NOW.

SOMETIMES IN THE CROSSFIRE YOU DO LOSE SOME, SOMETIMES YOU GAIN SOME.

BUT THAT'S PART OF THE WHOLE UMBRELLA.

BUT IF WE'RE GOING WITH JOB SATISFACTION, WHAT YOU'RE GOING TO HAVE IS WHENEVER YOU HAVE LET'S JUST SAY A GRIEVANCE ON SOMEBODY WE'RE HOLDING ACCOUNTABLE, THEY'RE GOING TO COME UP AND SAY TO THE BOARD, GUESS WHAT YOUR GOAL IS JOB SATISFACTION.

AND LOOK, I'M NOT SATISFIED.

RIGHT. AND THE EVALUATOR WILL NOT VIOLATE ANY POLICIES OR LAWS.

BUT NOW YOU'RE CAUGHT IN BETWEEN THAT RHETORIC.

AND SO SOMETIMES IT'S SAFER TO SAY IN THIS, THIS, THIS UMBRELLA OF MAKING SURE ALL KIDS LEARN, WE HAVE TO RETAIN OUR, OUR, OUR, OUR BRIGHTEST. AND THAT DOESN'T JUST MEAN TEACHERS.

THOSE ARE CAMPUS LEADERS AS WELL.

RIGHT. AND SO THERE'S INITIATIVES THAT WE'RE TRYING TO DO TO DO THAT THAT AREN'T IMPACTING ALREADY BECAUSE THAT IS THE ROAD TO SUCCESS.

SO IF THE BOARD AND THE BOARD HAS TO SUPPORT THOSE EFFORTS, YOU DO WANT YOUR BEST AND YOUR BRIGHTEST.

AND IF THAT MEANS YOU.

WE HAD GRIEVANCES AND WE HAD TO WE LISTENED CAREFULLY AND THEN BUT AT THE SAME TIME, AT THE END OF THE DAY, HERE'S OUR STANDARD.

AND WE HAD AN EXPECTATION THAT OUR TEACHERS WOULD MEET THAT STANDARD.

AND IT'S HARD. IT'S TO YOUR POINT, IT'S VERY HARD.

BUT THERE ARE OTHER IF THERE ARE OTHER WAYS THAT WE COULD, THAT YOU CAN MEET OTHER BEST PRACTICES, THAT YOU CAN MEET THE NEEDS OF YOUR TEACHERS, AND YOU NEED THE BOARD'S SUPPORT. THAT'S WHERE THEY COME.

THAT'S WHERE THE BOARD AND YOU ALL WORK TOGETHER TO MAKE THAT HAPPEN.

AND THAT'S AND THOSE ARE HARD.

THOSE ARE HARD CONVERSATIONS TO HAVE.

AND BUT I THINK MY POINT WAS THAT IN ORDER THAT HAS TO BE PART THAT'S PART OF CLOSING THE ACHIEVEMENT GAP.

YOU CANNOT CLOSE THE ACHIEVEMENT GAP WITHOUT HAVING IT.

BUT IF YOU HAVE THAT AS A SEPARATE GOAL AND YOU'RE ONLY ATTENDING TO THAT MORE THAN SOME OF THESE OTHER PARTNERSHIPS OR WHATEVER.

WHAT HAPPENS IS, IS IT'S HARD FOR PEOPLE BECAUSE THEY KNOW THEY'RE BEING HELD TO THAT STANDARD TO HOLD PEOPLE TO THE OTHER STANDARD.

AND SO IF YOU'RE IT'S HARD TO HAVE BOTH.

THEY ALMOST LIVE IN CONFLICT.

BUT IF YOU DO IT RIGHT AND YOU DON'T MAKE THAT THE GOAL, YOU'RE KEEPING YOUR TOP TEACHERS, YOU'RE KEEPING YOUR THE JOB SATISFACTION IS FOR THE TOP ONES.

RIGHT. AND YOU WILL BE ABLE TO CLOSE THE ACHIEVEMENT GAP RATHER THAN JUST FOCUSING ARBITRARILY ON JOB SATISFACTION TO REDUCE RETENTION RATES.

SO, KIM, IF WE'RE LOOKING AT CLOSING OR ELIMINATING THE ACHIEVEMENT GAP, AND WE'RE TALKING ABOUT THE HIGH LEVERAGE POINTS WHAT IS THE CONVERSATION THAT WE NEED TO HAVE AS A BOARD IN ORDER TO HAND DOCTOR LOPEZ THE WILL OF THE BOARD AS IT RELATES TO THAT, SO THAT HE CAN GO OFF WITH HIS TEAM AND BRING US BACK A PLAN FOR WHAT THAT ACTUALLY LOOKS LIKE.

YEAH. SO IN ITS SIMPLEST FORM AND THE SIMPLEST WAY IS, ESPECIALLY AS YOU'RE LOOKING AT HOUSE BILL THREE GOALS IS MOST DISTRICTS.

NOW, BECAUSE WE'RE AT THE END OF THE FIVE YEAR CYCLE, ARE RESETTING THEIR FIVE YEAR CYCLES.

THEY'RE DOING IT BY WITH THE DEBT.

THE DATA DASHBOARD IS YOURS.

MAJORITY OF THEM USE THE HOUSE BILL THREE DASHBOARD THAT IS IN ISO.

THAT'S BROKEN OUT BY STUDENT GROUPS.

AND THEY'RE IDENTIFYING THE GOALS HOLISTICALLY FOR THIRD GRADE.

WHEN YOU SAY THEY YOU'RE TALKING BOARDS OKAY.

BOARDS AND SUPERINTENDENT ARE IDENTIFYING THE HOLISTIC OVERARCHING GOAL.

BUT THEN LOOKING AT THE INDIVIDUAL STUDENT GROUPS FOR CLOSING THOSE ACHIEVEMENT GAPS AND SETTING GOALS THAT ALONG WITH THE SUPERINTENDENT TO IF IT'S THE WILL OF THE BOARD TO ACCELERATE CLOSING THE ACHIEVEMENT GAP, GIVING THAT DIRECTION TO THE SUPERINTENDENT WHO COMES BACK AND BRINGS A PLAN TO MAKE THAT HAPPEN.

YOU SAID SETTING GOALS.

SO THEY'RE LOOKING AT THE DATA, YOU KNOW, IS THE SUPERINTENDENT BRINGING THEM WHAT THOSE BENCHMARKS ARE.

AND THEN THE BOARD ADOPTS THAT.

YES, THE SUPERINTENDENT, THE SUPERINTENDENT, BECAUSE WE DON'T HAVE THE KNOWLEDGE.

WE DON'T WE DON'T HAVE THE KNOWLEDGE OF THE CAPACITY OF THE STAFF, THE BUDGET, THE FACILITIES, THE CURRICULUM.

THE SUPERINTENDENT BRINGS BACK THE GOALS.

AND WE'VE SAID WE WANT TO ACCELERATE THIS, THE ACHIEVEMENT GAP.

WHO THEN BRINGS BACK THE RECOMMENDED GAP CLOSURE FOR THE FIVE YEARS.

[02:45:05]

HAVEN'T WE ALREADY ADDRESSED THIS THOUGH I MEAN, WHEN WE TALK ABOUT THE THREE R'S IN ACADEMICS, ROBERT, WE'VE ALREADY WE'VE ALREADY WE'VE ALREADY HAD A PRESENTATION IN DAK FOR THE MATH AND WHAT WE'RE DOING THERE IN THE READING AND THE LITERACY.

THOSE HAVE ALREADY BEEN THOSE ARE ALREADY IN PROCESS.

THEY'RE ALREADY ONGOING RIGHT NOW.

SO I MEAN WE HAVE WE'VE HEARD THOSE PRESENTATIONS.

BUT WHAT WE'RE TALKING ABOUT IS SETTING METRICS FOR SCHOOL YEAR 2526.

AND WE HAVEN'T DONE THAT.

REMEMBER, OUR JOB IN OVERSIGHT IS STRATEGIC LEADERSHIP.

WE DON'T GET TO EVALUATE THE PROGRAMS, THE PLANS OR THE PEOPLE.

WE EVALUATE THE.

THOSE PLANS THAT ARE GOING TO GIVE US THE DATA RESULTS THROUGH THE MAP.

WE MANAGE, WE HAVE OVERSIGHT OF THE DATA RESULTS.

OKAY. AND SO YOU HAVE IT BROKEN OUT BY STUDENT GROUPS.

AND THAT'S WHAT YOU'RE LOOKING.

THAT'S WHAT WE AS A BOARD ARE LOOKING AT OVER THE COURSE OF THE YEAR.

AND THAT'S WHAT WE DON'T KNOW.

SO MAY I GET A CLARIFICATION.

SURE. JUST ALL RIGHT.

SO WE HAVE OUR HOUSE BUILT.

I'M GOING TO FOCUS ON OUR HOUSE BILL GOALS.

RIGHT. SO, WE HAVE THOSE GOALS.

RIGHT. FROM WHAT YOU'RE SUGGESTING IS ON THOSE HOUSE BILL GOALS, WE UNDERSTAND WHAT THE BOARD IS EXPECTING.

MY TEAM GOES AHEAD AND CREATES THE METRICS ON A FIVE YEAR PLAN, ON TO MEET THOSE GOALS AT THE END OF FIVE YEARS, KIND OF LIKE WHAT WE DID IN 2018, THEN PRESENTS IT BACK TO THE BOARD AND SAYS, THIS IS WHAT WE'RE SUGGESTING.

AND THEN THE BOARD GIVES THEIR FEEDBACK LIKE, OKAY, YEAH, OF COURSE YOU'RE GOING TO MAKE IT.

IT'S HALF A POINT EACH YEAR, YOU KNOW, OR IT'S, HEY, THAT'S TOO AGGRESSIVE, WHATEVER IT IS.

RIGHT. THEY GIVE OUR FEEDBACK AND THEN THEY VOTE ON WHATEVER ADJUSTMENTS ARE MADE FROM THEM.

AND THAT'S WHAT WE ADOPT.

CORRECT. BECAUSE, YOU KNOW, HERE'S THE THING.

WE I CAN'T TELL YOU IF A HALF PERCENT OR 5%, I DON'T HAVE THE KNOWLEDGE OF THE CAPACITY OF THE DISTRICT FOR EXCEL, FOR FOR ACCELERATING THE GROWTH.

I HAVE TRUST IN YOU AS THE CHIEF INSTRUCTIONAL OFFICER OF THE DISTRICT, THAT YOU'RE GOING TO COME BACK BECAUSE YOU WANT WHAT EVERYONE WANTS.

YOU WANT YOUR KIDS TO TO LEARN AS FAST AS YOU CAN.

BUT YOU ALSO KNOW THAT SETTING GOALS THAT DON'T STRETCH ENOUGH OR THAT ARE TOO AGGRESSIVE ARE DEMOTIVATING.

SO YOU'RE WILL COME BACK AND SAY, YEAH, I NEED TO DO THAT.

AND THEN ON A REGULAR BASIS COME BACK AND SAY, YOU KNOW WHAT, GUYS, AS WE LOOK AT OUR GOALS IN THE FORMATIVE CONFERENCES THROUGHOUT THE YEAR, WHATEVER YOUR PREDICTOR IS, YOUR GOAL PROGRESS MONITORS, YOU KNOW, YOU COME BACK TO THE BOARD AND SAY, WE'RE HITTING THESE.

THEY'RE PREDICTIVE OF THE GOAL OR I NEED ADDITIONAL RESOURCES, AND I'M GOING TO PUT THEM IN WITH THIS STUDENT GROUP OR THIS CAMPUS.

AND I NEED I'M GOING TO I'M GOING TO ASK FOR THIS BUDGET AMENDMENT OR WHATEVER, WHATEVER IT IS YOU NEED.

BUT WE AS A BOARD DON'T UNDERSTAND, DON'T KNOW THE CAPACITY OF THE ORGANIZATION.

BUT WE TRUST YOU AS A CHIEF INSTRUCTIONAL OFFICER IS GOING TO BRING THAT BACK.

AND THEN HOW DO WE SUPPORT YOU ACCELERATE THAT HAPPENING.

YOU'RE THE CEO.

YOU ANSWERED THE QUESTION.

THAT'S HOW I WAS. I JUST WANTED THAT CLARITY ON HOW IT'S NORMALLY DONE.

YES. I CAN'T, I COULDN'T GO TO DOCTOR STONE AND SAY, OH, I WANTED TO CLOSE 10%.

COULDN'T DO IT. YEAH. YOU SAID SOMETHING THAT WAS INTERESTING TO ME AND IT RUNS OPPOSITE OF WHAT OUR EXPERIENCE WAS, LET'S SAY UP UNTIL COVID WHEN WE SET OUR GOALS, WHICH WAS WHAT, 2018? DOCTOR LOPEZ YEAH, 2018.

WE SET OUR GOALS.

AND THE FIRST YEAR OR TWO WE HAD RAPID ACHIEVEMENT TOWARD THE GOAL.

IN OTHER WORDS, IT LOOKED LIKE AFTER YEAR ONE, WE WERE ALREADY AT YEAR 3 OR 4 IN OUR PLAN, RIGHT? SO THE QUESTION IS THEN DO YOU GO READJUST THE NUMBER OR DO YOU ALLOW THE SUPERINTENDENT TO READJUST THE NUMBER? DOES THE BOARD SAY WE WANT TO ADJUST THE NUMBER? WHAT IS THE DISCUSSION AROUND THAT PARTICULAR THING.

I MEAN, IF YOU'VE HIT YOUR GOAL, WHAT YOU WANT TO DO IS YOU WANT TO ADJUST THE NUMBERS.

YOU KNOW, YOU'RE. BUT HERE'S WHAT WE FOUND, OKAY.

WE FOUND IF YOU TAKE YOU KNOW, IF WE WERE TO TAKE OFF AND RUN 100 YARD DASH, WE'D BE GOING A LOT FASTER AT THE FIRST THAN WE ARE AT THE END BECAUSE WE'RE, YOU KNOW, IT'S JUST HARDER, RIGHT? IT'S LIKE IT'S REAL EASY IN GOLF TO GO FROM A 20 HANDICAP TO A TEN, BUT IT IS SO HARD TO GET FROM A TEN TO A FIVE.

SO THE LAST INCREMENTAL IMPROVEMENT PROVED FOR ME ANYWAY, IN MY READING OF THE NUMBERS, WAS PROVING TO BE HARDER THAN THE FIRST

[02:50:07]

SO IT SEEMED TO ME LIKE IT GOT INCREMENTALLY HARDER AS WE WENT.

AND I THINK IT WAS REFLECTED IN SOME OF THE GOALS THAT DOCTOR LOPEZ SET, JUST BECAUSE WE BLEW IT OUT OF THE WATER THE FIRST TWO YEARS DOESN'T MEAN WE'RE GOING TO BLOW IT OUT OF THE WATER THE NEXT 2 OR 3 YEARS.

AS A MATTER OF FACT, WHAT HAPPENS THEN WHEN YOU HAVE A REGRESSION, WHICH WE DID.

RIGHT. WE DID, WHICH WE DID.

EXACTLY. BUT WHAT I HEARD THE FIRST PART OF YOUR QUESTION IS, WHAT IF WE ACHIEVED THE GOAL OF FIRST IN THE FIRST TWO YEARS? WE JUST WE JUST MADE BIG GAINS.

WE DIDN'T ACHIEVE IT. WE NEVER HIT THE FIVE YEAR GOAL TO SAY, MAN.

YEAH, NO NO NO. WE MATCHED.

RIGHT, RIGHT. I'M JUST SAYING IN THE FIRST YEAR WE GOT TO LIKE WHERE WE THOUGHT WE'D BE THE THIRD YEAR.

YEAH. SO WE MADE ASTRONOMICAL IMPROVEMENTS.

COVID INTERRUPTED US.

I CAN'T TELL YOU THE REST OF THE STORY, BUT TO ME, AROUND THE BOARD TABLE, THERE WAS DISCUSSION ABOUT WE NEED TO CHANGE, WE NEED TO ADJUST, WE NEED TO RAISE IT.

AND I'M SITTING HERE GOING, YOU KNOW, I WOULDN'T YET BECAUSE WE HADN'T EVEN HIT THE GOAL YET.

MAYBE WHEN WE HIT THE GOAL, YOU LOOK AT ADJUSTING IT.

WHEN YOU HIT THE GOAL, YOU EVOLVE A GOAL.

I MEAN, FOR OUR FOUR FOCUS CAMPUSES, I'M PLEASED TO REPORT THAT WE HAD DOUBLE DIGIT GROWTH, AND WE MET THE GOAL AT THE END IN TWO OF THE CAMPUSES AT THE END OF THE SECOND YEAR. SO WE WE ADJUSTED THOSE GOALS, BUT IT WASN'T UNTIL WE MET OR EXCEEDED THOSE GOALS THAT WE MADE A CHANGE.

AND AGAIN, WE RELY ON OUR SUPERINTENDENT.

AND I'M WORKING OFF OF THE THEORY, HAVING MANAGED SEVERAL BANKS, WHEN YOU MEET YOUR GOAL, EVERYBODY'S HIGH FIVING.

WHEN YOU DON'T MEET YOUR GOAL, IT'S A DEMORALIZING THING FOR YOUR STAFF.

SO, YOU'VE GOT TO BE CAREFUL WITH WHAT YOU'RE SETTING BECAUSE YOU DON'T WANT TO UN INCENT.

WHAT'S A WHAT'S A BETTER WORD? UNINCENTIVIZE. DISINCENTIVIZE.

RIGHT. YOU KNOW, YOU WANT PEOPLE TO STRETCH.

YEAH. I DIDN'T. BUT YOU DON'T WANT TO DEMOTIVATE.

YEAH, THAT'S WHAT I'M SAYING. WE NEED TO KEEP THEM MOTIVATED.

WE NEED TO KEEP IT WITHIN REACH.

AND SO I THINK THAT'S WHY IT IS SO IMPORTANT THAT THE SUPERINTENDENT HANDLES THAT PIECE OF IT.

ABSOLUTELY. WE CAN ASK QUESTIONS AND TEST HIS ASSUMPTIONS ALL WE WANT.

BUT AT THE END OF THE DAY, THE SUPERINTENDENT HAS A SET OF METRICS.

WE ADOPT IT, THEN IT IS OUR GOAL, RIGHT? BUT UP UNTIL THAT POINT, WE'RE USING THE DATA THAT COMES FROM THE SUPERINTENDENT.

AND THAT'S WHAT I'VE HEARD FROM YOU TODAY.

YES, THAT IS CORRECT.

THANK YOU. SO IT'S 4:03 GUYS.

AND I KNOW ONE OF THE THINGS THAT I SAID AS AN OBJECTIVE IS FOR US TO HAVE 3 TO 5 HIGH LEVERAGE GOALS THAT WE FOCUS ON AND SHARE WITH DOCTOR LOPEZ SO THAT HE AND HIS TEAM CAN GO BACK AND BRING US A PLAN FOR HOW WE'RE GOING TO ACHIEVE THOSE GOALS.

WE HAVE THE THREE HOUSE BILL, THREE GOALS.

ARE THERE TWO OTHER GOALS THAT BASED ON THE THINGS THAT WE'VE TALKED ABOUT TODAY THAT WE ALSO WANT TO LOOK AT GOING FORWARD, TO GIVE HIM THAT AS A TASK TO GO OFF AND BRING BACK TO US AND ALL WE FIND GOING OVER TIME JUST A LITTLE BIT.

HOW MUCH TIME DO YOU THINK WE WOULD NEED? WE GET CLOSE. OKAY.

TEN MINUTES, 15 MINUTES.

OKAY. OKAY.

TEN MINUTES. OKAY.

YES, MISS GRIFFIN. I'M SORRY, MR. GRIFFIN. SIR, COULD YOU.

NO. GO AHEAD. I THINK THE ELIMINATION OF THE ACHIEVEMENT GAP.

WE HAVE PLAYED WITH THIS FOR A WHILE, AND WE KEEP SAYING WHEN WE SET LITERACY GOALS OR MATH GOALS, THAT, OH, THEY'RE GOING TO AUTOMATICALLY BE ELIMINATED AND CLOSED.

BUT IF WE LOOK BACK AT THE FOCUS CAMPUS DATA I THINK WE RECEIVED, YOU WILL SEE HOW THE GAPS KEEP GROWING.

SO I DON'T THINK WE SHOULD NOT HAVE CLOSING ELIMINATING THE ACHIEVEMENT GAP AS A FOCUS, BECAUSE IF WE ELIMINATE THAT AND FOCUS ON THAT, THAT WILL HELP US IMPROVE THOSE FOCUS CAMPUSES.

ALL RIGHT, MISS STANLEY.

WELL, I JUST.

SO BASED ON KIND OF WHAT I'VE BEEN HEARING, YOU KNOW, I WOULD LOVE TO SEE I'D LOVE TO SEE STAFF COME BACK WITH IDEAS THAT WE COULD IMPLEMENT FOR A MORE ROBUST, EARLIER DETECTION AND SERVICES BEFORE THAT THIRD GRADE.

IT'S JUST SOMETHING, YOU KNOW, I'LL NEVER GET OFF THAT SOAPBOX, BUT THAT'S, YOU KNOW, MINE.

ANYBODY ELSE? AND THAT IS STILL DAPHNE.

[02:55:02]

YEAH. YOU KNOW, THAT'S IT DOESN'T HAVE TO BE A SEPARATE ONE, BUT IT'S A PART OF YEAH.

THEY ARE TIED. THEY ARE TIED.

IT IS A PART OF IT. SO YEAH.

THE FOCUS.

YEAH. I MEAN, I GUESS I HAVE A QUESTION.

THE HOUSE BILL, THREE NUMBERS TO SOME DEGREE FOCUS IN NO SMALL PART ON ACHIEVEMENT GAPS, DO THEY? NOT TO SOME EXTENT, TO SOME EXTENT.

AND I'M JUST LIKE, IF WE ONLY HAVE FIVE GOALS TO GO OVER, I DON'T WANT TO BE REPEATING GOALS.

THAT'S KIND OF MY ISSUE.

IF WE'RE INCORPORATING THAT SOMEWHERE ELSE, THEN AND WE ONLY HAVE TWO MORE THAT WE CAN REALLY DO.

I MEAN, DO WE WANT TO DON'T WANT TO DEVOTE MULTIPLE ON ONE THING.

I APPRECIATE THAT COMMENT MR. JOHNSON, BUT UNTIL WE SAY IN LITERACY AND MATH, THE ACHIEVEMENT GOAL OF ELIMINATING THE ACHIEVEMENT GAP IS THERE BECAUSE IN THE PAST WE'VE NOT.

SO, I MEAN, IT'S A LOT CAN GO INTO WHAT WE WANT TO.

I THINK I THINK WHAT I WOULD PROPOSE IS A LITTLE DIFFERENT AND THAT WOULD BE ELIMINATE D&F CAMPUSES.

SO THAT'S A YEAH.

FOCUS ON THE FOCUS CAMPUSES OR REDUCE THEM TO LIKE ONE THIRD OF WHAT THEY ARE NOW OR SOMETHING OF THAT NATURE.

IT'S NOT A REVOLT. IT'S LIKE YEAH, FIVE YEAR RULE.

MR. GLICK. YEAH.

GO AHEAD JOHNNY. GO AHEAD.

GO AHEAD JOHNNY. I WAS GOING TO ASK YOU, DOCTOR LOPEZ AGAIN.

REMEMBER, HE HAD FOUR PILLARS.

ONE OF THEM WAS ACHIEVEMENT GAP.

ONE OF THEM WAS THE DYSLEXIA.

I DON'T REMEMBER WHAT THE OTHER TWO.

WHAT WERE THE OTHER TWO? DOCTOR LOPEZ OR LEADERSHIP? PIPELINE RETENTION.

ELIMINATE ACHIEVEMENT GAP.

WORLD CLASS, SPECIAL ED AND UNIFIED DISTRICT.

I GOT IT RIGHT. YEAH.

OKAY. SO PROBABLY THE OTHER TWO GOALS ARE TO BE CENTERED AROUND TWO OF THOSE PILLARS.

AND IF IT'S UP HERE, THEN THAT'S PROBABLY WHAT WE SHOULD LOOK AT.

ROBERT, MAY I? SURE.

I READ OFF THE BOARD'S PRIORITIES FROM OUR LAST MEETING.

REMEMBER, EVERYBODY WROTE DOWN.

WE CAME UP WITH.

WE DEVELOPED THESE LAST YEAR.

OKAY. OKAY. MICROPHONE.

MY BAD. BOARD PRIORITIES OR LEARNING RECOVERY.

STUDENT MANAGEMENT.

TEACHER RETENTION.

BOND MANAGEMENT AND FOCUS CAMPUSES.

RIGHT. AND IF YOU IF YOU LOOK AT EACH ONE OF THE BOARD PRIORITIES, THEY FIT RIGHT SMACK DAB INTO THE PILLARS OF THE SUPERINTENDENT.

EVERY ONE OF THEM LINE UP WITH ONE OF THE PILLARS ALREADY.

AND SO BECAUSE HE HAS AS PART OF HIS LINE THEM UP FOR PILLAR.

ALL RIGHT. CAN WE CAN WE WRITE THEM DOWN? ROBERT, DO YOU THINK WE OUGHT TO DO THAT? YEAH, ABSOLUTELY. ARE YOU GOING TO? I THINK WE'RE ALIGNED WITH THOSE PILLARS.

OKAY, BUT I VOTE FOR THE VISUAL, SO PLEASE WRITE IT DOWN.

I DO BETTER WITH THE VISUAL YOU HAVE.

YOU HAVE FIVE MINUTES, JAMIE.

ALL RIGHT. I'LL LET HER DO THE WRITING BECAUSE SHE'S QUICKER TO WRITE DOWN.

OKAY. SUPERINTENDENT FOUR AND PUT SOME SPACES IN BETWEEN THEM.

WELL, I'M JUST GOING TO DO IT WITH A, B C D E.

YEAH. I'M JUST TELLING HIM TO PUT SOME SPACES.

PIPELINE LEADERSHIP, PIPELINE RETENTION, PIPELINE RETENTION.

ELIMINATE ACHIEVEMENT GAP.

WORLD CLASS SPECIAL ED.

IT'S FINE.

IT'S FINE.

OKAY. ALL RIGHT.

I WAS GOING TO LEAVE YOU ROOM FOR OVER HERE.

UNIFIED DISTRICT DOWN HERE.

UNIFIED DISTRICT? YES, YOU ARE CORRECT.

THANK YOU.

THAT HURTS ME. THAT'S ONE OF HIS PILLARS.

I'LL SHOW YOU FOUR PRIORITIES.

Y'ALL TELL ME IF I GET ANY OF THESE WRONG.

YOU'RE DOING GREAT LEARNING.

RECOVERY. YES.

WRITE DOWN.

WRITE FASTER.

OH! JAMIE.

YOU CANNOT.

I'M JUST. I'M JUST GRATEFUL YOU'RE NOT MAKING ME GO DOWN.

OH. JESSICA, THAT'S SUCH A CLASSIC.

TEACHER RETENTION OR TEACHER RETENTION? BOND MANAGEMENT.

NO FOCUS CAMPUSES.

I DON'T THINK THAT YOU COULD LEAVE THAT OUT.

HOLD ON A SECOND. YOU SAID TEACHER MANAGEMENT AND THEN FOCUS CAMPUSES.

AND OVER HERE, IT'S.

[03:00:02]

YEP. YOU GOOD? YEP. NOW YOU SEE ME NOW OVER HERE ON THE PILLARS.

OKAY. UNDER PIPELINE RETENTION, IT'S COVERS A, B, C AND E.

UNDER ELIMINATE ACHIEVEMENT GAP.

IT COVERS A, B, C AND E UNDER WORLD CLASS SPECIAL EDITOR.

IT COVERS A, B, C AND E AND UNDER UNIFIED DISTRICT.

IT'S A B C D E.

ALL RIGHT.

YOU DID GREAT, JAMIE.

GREAT JOB. GREAT.

OKAY. SO WHERE DO YOU WANT TO GO WITH THAT? WELL, I JUST WANT THE BOARD TO SEE.

AND I'M GOING TO LET. ROBERT MUST HAVE TALKED IN HERE.

BUT JUST SEE THAT WHEN YOU LOOK AT HOW THEY ALIGN, WHEN YOU LOOK AT THE TWO BOARD PRIORITIES, WHICH WE DID ON OUR OWN, AND THEN YOU LOOK AT THE SUPERINTENDENTS PILLARS, HE'S PRETTY MUCH COVERING EVERYTHING WE'RE INTERESTED IN WITH THOSE PILLARS.

AND THOSE ARE HIS INSTRUCTIONS TO HIS STAFF.

OKAY. EVERYTHING WE'RE INTERESTED IN HAS PRIORITIES IS BEING COVERED IN THOSE PILLARS.

THAT'S ACCURATE I GUESS THAT WE'RE MISSING MEASUREMENTS.

THAT'S WHAT WE'RE MISSING.

WE'RE MISSING THE METRICS.

AND SO WE HAVE THE THREE HOUSE METRICS.

RIGHT. BUT WE HAVE THE THREE HOUSE BILL THREE GOALS.

AND TO WES'S POINT, YOU KNOW THERE'S AN ELEMENT OF A ELIMINATING THE ACHIEVEMENT GAP IN THAT.

RIGHT. BUT WE STILL NEED TO SPELL IT OUT SPECIFICALLY WHAT IS IMPORTANT FOR US WITHIN THAT.

I THINK THAT THAT WOULD BE ONE OF THE SUBGOALS.

YES, BUT THAT WOULD BE SOMETHING THAT DOCTOR LOPEZ WOULD COME BACK TO US WITH A PLAN ON.

THIS IS HOW WE'RE PLANNING TO ELIMINATE RIGHT SUBGROUPS OF THE OF THE HB THREE GOALS.

AND THAT'S KIND OF WHAT I'M GETTING AT.

YES, YES. OKAY.

ALL RIGHT. THAT'S IT.

THAT'S IT. OKAY.

I'M GOING TO ASK YOU GUYS.

YOU'VE BEEN GREAT.

BUT THIS IS HOW I FINISH UP.

IF YOU DON'T MIND EVERY CAKE.

IS THERE CAKE. NO.

BUT I HAVE ONE LAST THING THAT I'M GOING TO ASK YOU.

I DON'T DO ANYTHING. WE DON'T BUILD SPAGHETTI BRIDGES OR ANY OF THAT OTHER STUFF.

THAT WAS TEAM WORK.

BUT WE'VE BEEN TOGETHER FOR THREE HOURS AND 13 MINUTES, AND WE'VE DONE A DIFFERENT TYPE OF TRAINING AND WORK WORKING ON THE WORK TODAY THAN YOU'VE EVER DONE.

GIVE ME ONE WORD AT THE END OF THIS THREE HOURS AND 13 MINUTES HOW Y'ALL ARE FEELING.

WHAT ARE YOU FEELING? FOCUS. DO WHAT? FOCUS. FOCUS. OKAY, TELL ME ABOUT THAT, JAMIE.

FOCUS ON WHAT OUR JOB IS.

OKAY. THANK YOU.

I LOVE THAT WE FINALLY HAD MEANINGFUL CONVERSATION AS A GROUP.

SO THE WORD IS MEANINGFUL.

MEANINGFUL? OKAY, LET ME PUT THAT DOWN QUICK.

DID YOU TAKE HIS QUESTION? I MEAN HIS WORD.

NO. HE SAYS I USED TOO MANY WORDS.

WELL, THAT WAS OKAY BECAUSE I ASKED YOU.

OKAY. SOMEONE ELSE INFORMED.

OKAY, TELL ME ABOUT THAT, JOHN.

WELL. WE DO A LOT OF THINGS OUT THERE.

AND WHAT WE NEED TO LOOK AT AS FAR AS OUR BOARD IS CONCERNED, WITH EVERYTHING WE WROTE IN THESE CHARTS TODAY.

WE COULD BE ALL OVER THE MAP.

AND THIS HELP US FOCUS ON THE INFORMATION THAT WE REALLY NEED TO BE LOOKING AT.

AWESOME. THANK YOU.

SOMEONE ELSE. TEAMWORK.

TEAMWORK. OKAY, LINDA, TELL ME ABOUT THAT.

JUST IN THE SENSE WE DON'T HAVE THESE OPEN CONVERSATIONS, I WON'T SAY OPEN, HONEST, OPEN CONVERSATIONS.

BECAUSE WE ALL, YOU KNOW, WE USUALLY JUST STAY IN OUR OWN LITTLE LANE.

YOU KNOW, WE'RE FOCUSED ON THE TASK AT HAND.

WES. COMPASS.

OKAY. COMPASS.

TELL ME ABOUT THAT.

HE'S A BOY SCOUT. IT'S PROVIDING DIRECTION.

OKAY. PROVIDING DIRECTION.

THAT'S GREAT. THANK YOU.

LARRY. FINALLY.

FINALLY. OKAY.

WHAT DO YOU MEAN BY THAT, LARRY? THERE'S BEEN TALK ABOUT CHANGING WHAT WE DID IN 2018 FOR A LONG TIME.

WE'RE ON THE ROAD TODAY.

OKAY. I'M FINDING ENOUGH OPEN MINDS.

ROBERT. GOT YOU.

BUD. I AM GOING TO TAKE A LIBERTY AS BOARD PRESIDENT AND USE TWO WORDS STRATEGIC LEADERSHIP.

OH, OKAY.

[03:05:01]

AND THAT IS BECAUSE IT'S ROOTED IN FACTS AND DATA, NOT FEELINGS AND EMOTIONS.

FACTS AND DATA AND DATA CAN DO THAT.

CAN I ADD A WORD TO MINE? YOU CAN. NO, NO, NO.

GO FOR IT, JAMIE.

KEEPING THE STUFF I SAID FOCUS.

I MEAN FORD FOCUS.

FORD. FOCUS. FORD.

FOCUS. I'LL GIVE YOU BOARD FOCUSED.

OKAY. THAT WAS A GOOD ADDITION.

I THINK WE'VE HAD SUPERINTENDENT FOCUS FOR A WHILE.

NOW WE HAVE FORD.

OKAY, SO LAST ONE.

RICK. YOU'RE NOT OFF THE YOU GET.

WE GET YOUR ONE WORD.

OH. FOR THIS FOR THIS EXERCISE WE'VE DONE TODAY.

UNMATCHED. OH, YES.

YOU HAVE BEEN UNMATCHED.

WELCOME TO THE CLUB.

THIS WAS PHENOMENAL.

YOU DID A WONDERFUL JOB IN A SHORT PERIOD OF TIME.

THANK YOU. I APPRECIATE THAT, THANK YOU.

I LOOK FORWARD TO MY T SHIRT AND PIN, Y'ALL.

OH, YEAH. I'M GONNA HOLD YOU TO IT.

WE GONNA GET YOU A T SHIRT.

WE GONNA GET HER A T SHIRT.

YOU GUYS, THANK YOU FOR WHAT YOU DO.

IT'S A CALLING.

NO. AND ON YOUR WATCH, IT'S GOING TO BE BETTER FOR THE KIDS, SO.

THANK YOU. I WISH YOU A GREAT YEAR.

SO THANK YOU VERY MUCH.

ARE WE STANDING ADJOURNED? I WAS SCARED I WAS SCARED.

NO. ROBERT.

SORRY. I GOT TO BRING THE LIGHT, Y'ALL.

OKAY. ONE ITEM.

YEAH. THAT'S FINE. THE BILL, THE BILLS BEING PAID.

SO WE GOT ABOUT TEN MINUTES BEFORE WE TURN THEM OFF.

SO WE HAVE ITEM FOR EXECUTIVE SESSION.

DOCTOR LOPEZ, DO WE HAVE ANY EXECUTIVE SESSION? YES, SIR. OKAY. DO I HAVE A MOTION FOR ADJOURNMENT?

[VI. Adjournment ]

MEETING IS ADJOURNED AT 4:17.

* This transcript was compiled from uncorrected Closed Captioning.