[00:00:02]
ALL RIGHT. >> GREAT. ALL RIGHT.
GOOD MORNING. EVERYONE. I'D LIKE TO CALL THIS MEETING OF THE AD HOC RESULTS COMMITTEE TO ORDER. IT IS MAY 5TH.
WE ARE BEING BROADCAST ON THE COUNTY CHANNEL AT THIS TIME. PLEASE STAND FOR THE PLEDGE OF ALLEGIANCE TO THE FLAG OF THE UNITED STATES AMERICA AND TO THE REPUBLIC FOR WHICH IT STANDS ONE NATION UNDER GOD INDIVISIBLE WITH LIBERTY FOR YOU.
>> ROBIN, DO WE HAVE ANY PUBLIC COMMENTS? NO, MA'AM.
OK. SO THEN THAT BRINGS US TO THE APPROVAL OF THE MINUTES APPROVED THE AGENDA APPROVAL OF THE AGENDA TO A MOTION TO APPROVE THE AGENDA PLEASE.
[Approval of Agenda]
>> I MOVE WE APPROVE THE AGENDA. >> THANK YOU, EARL.
CAN YOU SET THAT SECOND? OK. ANY DISCUSSION? NONE. OK. VOTING TO APPROVE THE AGENDA I
THANK YOU. >> THAT'S UNANIMOUS. OK NOW APPROVAL OF THE APRIL 7
[Approval of the April 7, 2021 Committee Meeting Minutes]
COMMITTEE MEETING MINUTES. I PUT HIM UP. PUT HIM UP.OK. YOU SEE THAT RIGHT? CLICK THE SHORT.
>> YEAH, I I MOVE THAT WE APPROVE THE MINUTES FROM THE APRIL 7TH MEETING RECORD.
>> OK. AND YOU DISCUSSION HEARING NONE.
>> SO THOSE MINUTES HAPPEN A CHANCE I'D JUST LIKE TO SPEND A MINUTE RECAP.
[Review the Current Results Section and Discuss Possible Changes.]
I DID GO BACK AND REVIEW OUR MEETING THIS MORNING JUST SO IT WOULD BE FRESH IN MY MIND.SO THESE WERE THE BIG. THESE WERE THE CONCLUSIONS THAT WE CAME HAD CONSENSUS ON AT OUR LAST MEETING THAT WE AGREED THAT WE WERE GOING TO SET ASIDE THAT WE WERE GOING TO RECOMMEND TO THE BOARD. IT'S NOT OUR DECISION BUT THAT WE RECOMMEND SETTING ASIDE THE CURRENT ACADEMIC RUBRIC AND ALSO SET ASIDE THE TEACHER RETENTION PORTION OF THE RUBRIC. WE DID DECIDE THAT WE WOULD UTILIZE THE FINANCIAL ONE.
WE THOUGHT THAT THAT WE COULD CERTAINLY MOVE FORWARD WITH THAT.
WE TALKED ABOUT SUBSTITUTING COMING UP WITH A SUBSTITUTE IMPLEMENTATION PLAN OR A RUBRIC THAT MEASURES IMPLEMENTATION OF COMMON TRAINING OR WHATEVER GOALS.
>> DR. RODRIQUEZ HAS COME UP CALLING LIKE THAT AND IMPLEMENT INPUT MUTATION ASHLEY TYPE AND
IMPLEMENTATION RUBRIC. >> WE ASKED DANIEL TO GET TOGETHER WITH DR. RODRIGUEZ TO SAY TO THE DEVELOP SOME LEVEL OF GOALS THAT WOULD IMPACT ACHIEVEMENT.
AND AGAIN BORN THE IMPLEMENTER PATIENT LEVEL THAN ACTUAL RESULTS.
GOALS. SO THAT'S WHERE WE ENDED. AND I'M NOT SURE.
DANIEL, HAVE YOU HAD ANY OPPORTUNITY TO MEET WITH DR. RUBRIC TO COME UP? DR. RODRIQUEZ TO COME UP WITH A PLAN OF ACTION OR SOME TYPE OF IMPLEMENTATION PLAN THAT
THEN WE COULD DEVELOP SOME RUBRIC WITH WARNING? >> I THINK I THINK ALL THAT STARTED. COULD YOU HEAR ME OK? I'M HAVING.
>> YES, MICHAEL. SO I THINK THAT WAS THE START WAS KIND OF LAST NIGHT WITH THE CONTINUOUS IMPROVEMENT MODEL. I DON'T WANT TO SPEAK ON BEHALF OF THEM AS FAR AS HIS ACTUAL ROLE. WELL AND HIS PD IS HIS DEVELOPMENT.
BUT I KNOW THAT WAS THE START WAS LAST NIGHT WITH THAT MODEL WITH WHAT THAT MODEL ENTAILS THE CULTURE SHIFT. SO YES, WE'VE MET ABOUT IT. I THINK YOU SAW A GLIMPSE OF THAT LAST NIGHT AS TO WHERE WE KIND OF ARE WITH THAT IN THE PROCESS.
SO AT THIS POINT THERE IS NOTHING. IT'S THERE'S NO CONCRETE REACHED DELIBERATE BONES TO A PLAN THAT WE COULD EVEN LOOK AT AND TIMEFRAMES TO OR COME UP
WITH ANY TYPE OF RUBRIC TO TO ASSESS THE IMPLEMENTATION. >> IT'S THE BIG PICTURE AND
[00:05:01]
IT'S THAT SOME WORK TO BE DONE TO NARROW IT DOWN TO THE SMALL PICTURE TO MEASURABLE PORTIONS.IS THAT CORRECT? AS FAR AS I KNOW RIGHT NOW FROM FROM OUR CONVERSATIONS I WOULD SAY THAT'S CORRECT. IT'S IT'S BIG PICTURE RIGHT NOW WITH A DEVELOPMENT TO THE MORE MICRO I THINK TO COME. SO I CAN FOR EVERY VERSION OF ZOOM IS DIFFERENT FOR HOW TO
RAISE MY HAND. >> SO YEAH I JUST I SEE YOUR PICTURE SO JUST DO IT THAT WAY.
>> OKAY. SO ARE WE THINKING THEN THAT WHAT'S GOING ON WITH THE UI AND THE PERFORMANCE MATTERS AND THAT THAT WE COULD EXPAND THAT TO INCLUDE AN ASSESSMENT OF THE SUPERINTENDENT IS THAT WE'RE TALKING ABOUT BECAUSE AS I UNDERSTAND PERFORMANCE SMART MATTERS IS VERY MUCH FORMATIVE . RIGHT.
SO HOW DOES THAT TRANSLATE INTO AN ASSESSMENT PIECE? BECAUSE MIKE, ONE OF MY CONCERNS WITH THE PERFORMANCE MATTERS IS THAT IT NOT BE USED AS AN ASSESSMENT PIECE FOR THE TEACHERS. SO DANIEL, WHAT WOULD YOU SUGGEST THEN? HOW WOULD WE EXPAND A FORMATIVE ASSESSMENT PLATFORM INTO A EVALUATION PLATFORM?
>> I WOULD NOT ECHO YOUR THOUGHTS EXACTLY. THIS IS PURELY FOR ASSESSMENT.
IT GOES BACK TO LAST NIGHT. THE ASSESSMENT FOR MANAGING THE INSTRUCTION IN THE CLASSROOM LEVEL THE ASSESSMENT FOR LEARNING. THAT'S I THINK WE'RE GETTING INTO PERFORMANCE MATTERS. RIGHT. AND THEN THE ASSESSMENT OF LEARNING THOSE ARE YOUR THOSE ARE YOUR END OF YEAR ASSESSMENTS.
SO WHAT I UNDERSTAND I THINK FROM THE COMMITTEE FROM THE ENTIRE BOARD AND WHERE THEY STAND IS YES, WE STILL WANT TO KEEP SOMEWHAT OF SOME LEVEL OF RESULT STILL TOO SOMEWHAT.
>> SO THE FORMATIVE IS IS DOES DR. RODRIGUEZ AS TO HOW TO GET WHERE HE WANTS TO GO AND THAT TESTING TO KEEP A TO KEEP VERY FREQUENT STATUS CHECKS ON WHERE WE ARE IN HIS PATH TO ACHIEVEMENT. SO I AGREE WITH YOU. I DON'T THINK THOSE ASSESSMENTS SHOULD BE USED. IN THIS PROCESS I DON'T BELIEVE THAT THOSE ASSESSMENTS SHOULD BE USED TO GRADE ANYONE IN THE SYSTEM ANYWHERE. STUDENT, TEACHER, PRINCIPAL, ANYBODY. BUT IF YOU'RE GETTING FREQUENT DATA NO MATTER WHAT INDUSTRY YOU ARE IN AND LACK OF ACTION OR LACK OF PROCESS OR LACK OF PROCEDURE, THAT'S WHAT ULTIMATELY IMPACTS THE OUTCOME BUT ALSO SHOWS YOUR EFFECTIVENESS AS PART OF HIS PRESENTATION LAST NIGHT. I'LL BE BRIEF WAS LEADERSHIP IT COMES DOWN TO LEADERSHIP AND WHAT YOU DO WITH THE DATA. I'M NOT AN ACCOUNTABILITY MEASURE AT ALL.
WE'LL LEAVE THAT TO THE STATE OR LEAVE THAT TO THE FEDERAL GOVERNMENT TO DO ON FOR US.
BUT OUR ASSESSMENTS NEED TO DRIVE THE LEARNING AND DRIVE THE LEARNING TOWARDS TARGET.
SO I AGREE WITH YOU. I THINK THAT DATA IS SAFE. IT'S HOUSING WHERE IT SHOULD BE AND HOW IT'S USED. SHOULD BE EVALUATED. SO IT MAKES SENSE.
THAT'S WHAT I WAS GOING TO SAY. IT'S THE IS A WAY TO MEASURE THE FREQUENCY OF THE DATA BEING USED OR THE HOW THE DATA IS BEING USED. YOU KNOW, THAT WAS KIND OF MY POINT LAST NIGHT THAT THE DATA IS ONLY AS GOOD IS ONLY AS INFORMATIVE TO THE PEOPLE WHO ARE USING IF THEY USE IT IF THEY DON'T USE IT. AND THAT'S THE LEADERSHIP PART WHERE BUILDING THAT CULTURE WHERE AND TIME IN THE SCHEDULE TIME IN THE DAY, TIME IN THE WEEK FOR TEAMS TO GET TOGETHER, TEACHERS TO GET TOGETHER AND LOOK AT THAT DATA AND AND USE IT. SO TO ME THAT WAS PART OF THE WHEN WE TALKED ABOUT IMPLEMENTATION RUBRIC, YOU KNOW ,USING DATA FROM PERFORMANCE MATTERS, NOT THE SPECIFIC DATA ABOUT THE SKILLS BUT THE DATA ABOUT HOW FREQUENTLY IT'S BEING USED OR.
>> SO THEN CAN I ASK A FOLLOW UP QUESTION? >> JEFF, I WAS RAISING MY HAND OFF SCREEN. I WAS LIKE BECAUSE YOUR MIRROR .
SORRY I'M NOT IT ME. IT'S JUST I FEEL VERY SLOW THIS MORNING.
SO DAN, YOU SAID LEADERSHIP, RIGHT THAT THIS IS AND I KNOW I REMEMBER PATRICIA SAYING SOMETHING ABOUT THAT IN SCHOOL LEADERSHIP. SO TO ME THAT'S WHAT WE'RE REALLY TRYING TO. I WOULD RATHER YES. HOLD DR. RODRIGUEZ ACCOUNTABLE FOR HIS LEADERSHIP RATHER THAN STRICTLY THE ACADEMIC OUTCOME BECAUSE AS I UNDERSTAND IT AND
[00:10:01]
I'M NEW CORRECT ME IF I GO OFF BASE I DON'T THINK WE ARE NECESSARILY HOLDING AT EVERY POINT LIKE THE TEACHER TO THE ASSISTANT PRINCIPAL TO THE PRINCIPAL ACCOUNTABLE FOR THE ACADEMIC. SO WHAT I WANT TO DO IS FIGURE OUT A RUBRIC THAT TAKES INTO ACCOUNT ACADEMIC ACHIEVEMENT BUT REALLY HOLDS DR. RODRIGUEZ ACCOUNTABLE FOR HIS LEADERSHIP.SO IF YOU COULD EXPAND ON YOU KNOW OR HELP ME UNDERSTAND IT BETTER WHAT DO YOU MEAN BY
THAT? BECAUSE THAT INTRIGUES ME. >> I DON'T KNOW WHERE TO START
WITH THE ANSWER TO ANSWER YOUR YOUR YOUR REQUEST. >> SO YES, I THINK YES NEW OR NOT YOU ARE YOUR SPOT ON WITH THE S KIND OF 4.0 RUBRIC FOR TEACHER EVALUATION DOES NOT HAVE A COMPONENT OF RESULTS. SO YOU ARE CORRECT IN THAT. SO I THINK CHECKBOX NUMBER ONE AND THEN WHEN I'M THINKING OF LEADERSHIP IS GETTING THROUGH I THINK WHAT WHAT MR. ROGERS SAID LAST NIGHT AND I'VE EVEN HEARD A LITTLE BIT EVEN IN HERE ALREADY IT'S IT'S WHAT YOU DO. SO YOU KNOW, THE BOARD HIRED DR. RODRIGUEZ TO THE INSTRUCTIONAL LEADER TECHNICALLY OF THE SCHOOL DISTRICT PRINCIPALS ARE THE INSTRUCTIONAL LEADER OF THEIR BUILDING. SO DR. RODRIGUEZ HAS HIS HIS THOUGHTS AND BELIEFS ON WHAT THAT WOULD BE. THAT'S HIS THAT'S HIS DOMAIN.
SO I DO WANT TO ANSWER FOR HIM. BUT IN MY MIND I'M LOOKING AT TWO WHICH PRINCIPALS ARE WHICH LEADERS HAVE THAT CULTURE IN THE BUILDING OF HIGH EXPECTATIONS? SELF SELF ACCOUNTABILITY IS BIG. WHEN I'M LOOKING AT SOME OF OUR SCHOOLS AND OUR LEADERS THAT I'M SEEING, I SEE GOOD RESULTS AND MAYBE UNEXPECTED PLACES.
SO THEY HAVE A CULTURE AND THEY'RE THERE BUILDING OF TRUST OF UNDERSTANDING, OF PEER ACCOUNTABILITY. HIGH EXPECTATIONS OF STUDENT LEARNING.
DR. ERIC, YOU SAID THAT LAST NIGHT WE HAD TO START THE PREMISE THAT ALL STUDENTS CAN LEARN AND THEN WE ALSO HAVE THE USE OF RELEVANT AND TIMELY DATA .
THOSE ARE THOSE ARE KEY CHARACTERISTICS AND I SEE THAT I LOOK AT AND I SEE IN OUR BUILDINGS EFFECTIVE LEADERSHIP. NOW THAT'S MOVING AWAY FROM BEING FINANCIALLY SCHOOL OR GOOD FINANCIAL STEWARDS OF THEIR MONEY ROUTINE AND RETAINING TEACHERS.
THAT'S A HUGE BOARD EXPECTATION . ALL THEY DOWN THE DISCIPLINE AND THE INNER WORKINGS OF BUSES. SO THOSE PRINCIPALS ARE EVERYTHING. BUT WHEN I'M LOOKING AT THE RESULTS SIDE, I'M SEEING A VERY STRONG CULTURE. I'M SEEING A VERY ACTIVE ROLE IN THE USE OF DATA AT THAT LEVEL FOR THE LEADERSHIP AND THEN HAVING A CULTURE OF ACCOUNTABILITY TO THEMSELVES THE TEACHERS THEMSELVES, THE TEACHERS, THE TEACHERS AND THEN THE ACCOUNTABILITY OF THE REALLY HIGH EFFECTIVE ONES ARE THE ACCOUNTABILITY OF THE TEACHER TO STUDENT.
THE TEACHER FEELS THAT LEVEL OF ACCOUNTABILITY TO THEIR STUDENTS SUCCESS AND THAT ALL ROLLS BACK TO LEADERSHIP AND CULTURE. HONESTLY AND THAT TAKES TIME AND PERFORMANCE MATTERS DOES NOT FIX THAT BUT PERFORMANCE MATTERS LEVELS THE PLAYING FIELD ON THE ANALYSIS. IT REMOVES THE BURDEN OF TIME AND GIVES EVERYONE EASY ACCESS TO THE RELEVANT DATA THAT THEY NEED TO MAKE THOSE TYPES OF DECISIONS.
MR. CAMPBELL YES. >> I THINK THAT WE SHOULD HOLD HIM ACCOUNTABLE FOR HIS LEADERSHIP AND TO NOT NOT ON HIS LEADERSHIP BUT THE ACHIEVEMENT OF OUR STUDENTS HOW THEY'RE DOING, YOU KNOW, MAKING SURE THAT TEACHERS ARE DOING WHAT THEY'RE SUPPOSED TO BE
DOING. >> INGRID, RESPOND TO MR. CAMPBELL.
>> THAT'S WHERE I THINK THE QUESTION IS RIGHT BECAUSE WE WANT TO HOLD ACCOUNTABLE FOR LEADERSHIP AND THEN WE SAY WE WANT TO HOLD THEM ACCOUNTABLE FOR STUDENT ACHIEVEMENT WHICH I THINK IS TRICKY. RIGHT. BECAUSE THERE'S A LOT OF YOU KNOW, COUNTERFACTUALS IN THAT DATA THAT DOESN'T NECESSARILY SPEAK TO LEADERSHIP.
IN OTHER WORDS, I THINK YOU COULD HAVE WONDERFUL LEADERSHIP AND STILL HAVE SOME TOUGH ACADEMIC NUMBERS. RIGHT. I MEAN YOU WANT TO SEE AN IMPROVEMENT BUT YOU SO WHAT THEN WHAT YOU SAID EARL WAS HOLD IT HOLD HIM ACCOUNTABLE FOR THE TEACHERS. RIGHT? AND THAT'S WHY I THINK THERE SEEMS TO BE IN MY MIND A CHAIN LIKE WE DON'T WANT TO HOLD THE SUPERINTENDENT RESPONSIBLE FOR THE STUDENTS ACHIEVEMENT. I THINK WE WANT TO HOLD THE SUPERINTENDENT UP THE CHAIN LIKE HOLD THE TEACHERS ACCOUNTABLE FOR THE STUDENT ACHIEVEMENT, HOLD THE PRINCIPALS ACCOUNTABLE FOR THE TEACHERS. I MEAN I FEEL LIKE THAT'S WHERE I SEE IT WORKING MORE RATHER THAN TAKING THE TOP PERSON IN AND DISTRICT OR THE CEO OF THE WIDGET COMPANY AND HOLD THEM RESPONSIBLE FOR THE NUMBER OF WIDGETS SOLD ACROSS THE BOARD. YOU KNOW THAT THERE'S THESE LEVELS OF MANAGEMENT.
[00:15:07]
>> MR. SMITH, YOU HAVE A QUESTION. >> I YES, MA'AM.
>> MARK, MY QUESTION IS AROUND . I WAS WONDERING ART OUR ART RIGHT NOW OUR TEACHERS IN SOUTH CAROLINA, ARE THEY STILL BEING IF THEY WERE THEY BEING EVALUATED BASED OFF THOSE THAT MAYBE NOT GET EVALUATED ON STUDENT ACHIEVEMENT?
>> MR. BROWN, CAN YOU TALK ABOUT THEIR EVALUATION? >> TO BE HONEST, I AM NOT A HUMAN RESOURCES OR EVALUATOR SO I KNOW THAT A VERY, VERY, VERY, VERY, VERY NOT VERY DEEP UNDERSTANDING OF THE SAMPLING RUBRIC. SO I DON'T I CAN'T ANSWER THE QUESTIONS TO THE EXACT OF EVERYTHING TO BE SEEN IN THE CLASSROOM.
I'M NOT AS FAMILIAR WITH IT EITHER. BUT YES, THEY ARE BEING EVALUATED IN AND DR. RODRIGUEZ IS STILL IS BEING EVALUATED AS ONE WE'RE JUST TRYING TO FIGURE
OUT WHAT OUR CONTENTS THAT BRINGS ME TO MY POINT. >> I BELIEVE THE TEACHERS ARE STILL BEING THAT WE ARE THERE STILL. IF I'M CORRECT, I BELIEVE THEY'RE STILL BEING EVALUATED ON STOLEN STUDENT PERFORM ON STUDENT PERFORMANCE BUT THEY STILL BELIEVE THAT WE GOT STUDENT STUDENT PERFORMANCE AND THEY'RE NOT I'M NOT I DIFFERENT
I MAY BE USING IT. >> ROBERT. I BELIEVE THAT TEACHERS ARE STILL BEING EVALUATION SHOULD EVALUATE ON OR ON SOME ON STUDENT ACHIEVEMENT OF SOME OF SOME SORT. IF I'M CORRECT HAVE IF I IF I WERE IF I WAS I WAS I WAS I WAS IN A MEETING AND THAT WAS DISCUSSED VIRTUALLY AND THAT WAS WHAT THEY WERE TALKING ABOUT THAT THEY'RE STILL BEING EVALUATED ON SOME ON SOME PART OF IT AND THEN THAT IS BASED ON THE BRINGING HOME IF THAT SO THAT I BELIEVE THAT WE SHOULD HOLD THEM TO SOME DEGREE TO THAT SAME STANCE. I'M GOING TO TRY AND PULL UP THAT TEACHER EVALUATION.
THEY ARE NOT A STUDENT ACHIEVEMENT IS NOT PART OF THE SOUTH CAROLINA TEACHER EVALUATION PORTION THAT IT'S NOT THERE'S NOT DEFINITELY NOT .
>> YEAH, I CAN SHARE IN CHAD IF IT WOULD BE HELPFUL. I HAVE A LINK TO THE OKATIE I WAS JUST REVIEWING THE RUBRIC. IT'S MORE ALONG THEIR PROFICIENCY.
WHAT WHAT I'M SEEING QUICKLY ON THE READ IS AROUND INSTRUCTION PLANNING, CLASSROOM ENVIRONMENT AND THEN PROFESSIONAL THOSE BE THE FOUR POINTS ON THE RUBRIC. SO IT'S GROWING AND DEVELOPING PROFESSIONALLY. THIS IS UNDER PROFESSIONALISM REFLECTING TEACHING COMMUNITY INVOLVEMENT IN SCHOOL RESPONSIBILITIES. THOSE ARE UNDER PROFESSIONALISM THOSE THAT THERE'S SEVEN TO 10 UNDER PLANNING MAYBE A LITTLE BIT MORE IN THE SAME UNDER INSTRUCTION. SO THIS IS LCA I MEAN MORE OR LESS WHERE THEY ARE.
>> THEY DON'T HAVE THE HARD NUMBERS, RIGHT? YEAH.
YEAH. IT'S MORE OF THE THE SOCIAL SCIENCE ASPECT OF TEACHING NOW IT'S LESS WHAT ARE THEY DOING? IT'S THE QUESTIONING IT'S MANAGING OF THE STUDENTS.
IT'S THE ACTUAL PRACTICALITY OF WHAT HAPPENS IN THOSE FOUR WALLS AND YOU KNOW THE IDEA SPEAKING FROM SOMEONE WHO'S BEEN EVALUATED AS A TEACHER ON SAMUEL RUBRICS AND WHO HAS EVALUATED TEACHERS IF THEY ARE FOLLOWING THE BEST PRACTICES, IF THEY'RE DIFFERENTIATED INSTRUCTION, IF THEY'RE ASKING HIGHER LEVEL QUESTIONS, IF THEY ARE HAVING YOU KNOW, DEMONSTRATING THAT THEY HAVE HIGH EXPECTATIONS FOR EVERYONE, THEN STUDENT ACHIEVEMENT SHOULD
INCREASE OR OR BENEFIT FROM THAT. >> BUT THERE IS NOTHING IN THE INSTRUMENT THAT SAYS, YOU KNOW, HAVE YOUR STUDENTS GROWN A YEAR?
>> HAVE THEY GROWN YOU KNOW, YOU'VE HAD THEM FOR ONE ACADEMIC YEAR AND WE KNOW THAT THEY ALL STARTED AT DIFFERENT PLACES. BUT YOU HAVE THEY GROWN AT LEAST ONE YEAR WHICH WOULD BE A YOU KNOW, A PRINCIPAL'S EXPECTATION.
BUT THAT'S NOT PART OF THE EVALUATION FORM. MR. SMITH COULD YOU REPEAT
THOSE THOSE CATEGORIES AGAIN? YES, SIR. >> I'LL FIND WHAT I'M SEEING ON THE MR OBEID IF YOU CLICK I WAS LOOKING. I'M SORRY.
>> I'M ON THAT AS WELL. I'M A WRITER SO I'M ON IT WHICH ONE DAY AND THEN I'M SHOWING.
[00:20:03]
WHICH ONE DO YOU WANT ME TO CLICK ON? YES, THAT'S IT.>> YEAH. SO I SEE THERE'S AN OVERARCHING I GUESS THE ONE POINT THOUGH IS INSTRUCTION. THERE'S THERE'S QUITE A FEW OBSERVATIONS AND RUBRIC FOR INSTRUCTION AND THERE'S PLANNING ENVIRONMENT AND THEN PROFESSIONALISM.
RIGHT. SO SO SO SORRY. IF THEY'RE TAUGHT TO WHAT DEGREE ARE THEY? TO WHAT DEGREE ARE THEY? ARE THEY BEING DOUBT? ARE THEY BEING A THIRD RATE WHEN IT COMES TO INSTRUCTION? THAT THAT THAT WOULD THAT THAT WOULD BE MY. BUT MY QUESTION NOTES WOULD NEED TO WE WOULD NEED TO UNDERSTAND AND DIGEST OR DIGEST THEN POSSIBLY FOR OF A NEXT MEETING OR FOLLOW MEETING MAYBE HAVING SOMEONE FROM HUMAN RESOURCES IN MAYBE ONE OF THE MENTOR TEACHERS ERM WELL AND TO SPEAK TO THE ACTUAL SCORING I AM NOT CERTIFIED TO BE A 4.0 RUBRIC SCORE OF BUT I DO SEE I
CLEARLY SEE IT'S PRETTY STRAIGHTFORWARD. >> YEAH.
IF YOU CLICK ON THE RUBRIC. >> YEAH GO TO THE INSTRUCTOR. >> YEAH GO TO THAT ONE YOU
CLICK ON THAT. >> SO I THAT'S THE ONE THAT YOU WANT.
RIGHT. YES. >> LET'S YOU KNOW IT'S INTERESTING TO ME THAT WE LAST YEAR USED MICHIGAN'S SUPERINTENDENT BECAUSE IT SEEMS LIKE MAYBE WE COULD IF YOU'RE EVALUATING TEACHERS NEEDED PRINCIPALS GET EVALUATED.
DOES ANYONE KNOW AND IS IN A SIMILAR MANNER WITH SIMILAR. I LOVE I'M A BIG FAN OF STANDARDIZATION. RIGHT. SO IF PRINCIPALS ARE KIND OF IN THE SAME GETTING SORT OF THE SAME TREATMENT AND THEN YOU KNOW, IT MAKES SENSE TO MAYBE LOOK AT THIS RUBRIC AND SAY OK, HOW DO WE MODIFY IT TO EVALUATE A SUPERINTENDENT SO THAT EVERYONE'S BEING EVALUATED ON THE SAME THING? SO I THINK IT'S HARD TO HAVE TEACHERS EVALUATE WITH ONE RUBRIC AND THEN COME UP WITH A TOTALLY DIFFERENT RUBRIC FOR A PRINCIPAL IN A TOTALLY DIFFERENT RUBRIC FOR THE SUPERINTEND THERE SHOULD BE A CHAIN OF COMMAND OF SOME SORT, RIGHT? AGAIN I WISH I KNEW ALL THE ANSWERS TO THIS. DO NOT I JUST WANT A QUICK GOOGLE SEARCH ON THE STATE SITE ON EVALUATION? YEAH. I THINK THAT'S THE WAY OF THE FUTURE IF YOU CAN EFFECTIVELY MINUTE MANIPULATE GOOGLE AND SEARCHES YOUR GAZA FOR LIFE.
THERE ARE GOING TO BE INDICES LOOKING AT THIS OUTCOME OF 4.0 LOOKING AT DEPTH.
>> SO IT'S P A D E P P SEARCHING TO SEE WHAT THAT ACTUALLY STANDS FOR.
THEY HAVE A RUBRIC AS WELL. AND I'M TRYING TO FIND IF THERE'S ANYTHING THAT EVEN SHOWS ME ON A GUIDE OR SOME TYPE OF EASY SCALE IF IT WHAT IT'S TIED TO THERE'S THERE WAS NOTHING THERE. YEAH GO AHEAD. THEY HAVE IT LOOKS LIKE NINE STANDARDS THEIR VISION INSTRUCTIONAL LEADERSHIP, EFFECTIVE MANAGEMENT CLIMATE SCHOOL COMMUNITY RELATIONS ETHICAL BEHAVIOR INTERPERSONAL SKILLS STAFF DEVELOPMENT PRINCIPLES PROFESSIONAL DEVELOPMENT THAT'S YOU SEE I'M JUST QUICKLY TRYING TO GLANCE THROUGH AND SEE WHAT I CAN SEE AND I THINK ARE SUPER ATTENDED .
>> ONE HAS THAT THE NATIONAL ASSOCIATION OF SUPERINTENDENT THAT ORGANIZATION THAT GOVERNS THEM THOSE ARE THE STANDARDS THAT ARE AND ARE DRAFT STEP GOVERNANCE AND BOARD RELATIONS.
THOSE ARE THE STANDARDS FOR SUPERINTENDENTS. THOSE ARE THE THINGS THAT ARE THE SKILL SET THAT'S BEING MEASURED FOR SUPERINTENDENTS. SOUTH CAROLINA DIDN'T HAVE ONE
AFTER YOU. >> YEAH. AND THIS WAS YOU KNOW, I THINK MOVING FORWARD CERTAINLY YOU KNOW, THIS CAN CAN BE THROWN OUT IF THAT'S THE ROLE OF THE BOARD. IT WAS THE BEST INSTRUMENT THAT WE FOUND AT THE TIME THAT TOOK THAT TOOK THE ATTRIBUTES OF THE SKILL SET OF THE SUPERINTENDENT THAT THEY SHOULD HAVE AND THEN PUT IT IN THE RUBRIC FORM YOU GAVE THE DEFINITIONS AND THAT TYPE OF THING AND IT WAS WELL RESEARCHED. SO THAT'S WHY YOU KNOW, THEN WE ADDED OUR BOARD GOALS TO IT.
>> SO BUT YOU KNOW, I THINK THAT'S A THAT'S A MAYBE A JOB FOR THE AFTER THE AD HOC COMMITTEE IS DONE WITH THEIR WORK TO REVIEW THE THE WHOLE THING.
>> I THINK WHAT OUR CHAIR, YOU KNOW, GOAL WAS WAS TO HAVE WHAT THE SUPERINTENDENTS GOING TO BE EVALUATED ON THIS OCTOBER WHEN WE SIT DOWN AND DO HIS EVALUATION IN OCTOBER .
[00:25:05]
BUT THIS IS THE INSTRUMENT WE KNOW HE NEEDS TIME. YOU CAN'T JUST WE CAN'T JUST SPRING SOMETHING ORNAMENTS. YEAH, WE'RE CHANGING THIS. SO THAT'S WHY WE WERE LOOKING AT THAT THAT RUBRICS NOT THE FIRST PART OF THE RUBRIC BUT THE RUBRICS FOR STUDENT ACHIEVEMENT AND TEACHER RETENTION AND THE FINANCIAL OVERSIGHT.SO MR. SMITH JUST YOUR HANDS IS STILL UP IN MELBOURNE'S HANDS UP AS WELL.
>> OKAY. >> I BEEN SEE MALVERN ON A MOUNT.
MR. SMITH HOW YOU DOING CAME OUT. >> IT DOESN'T APPEAR THAT MR SMITH IS ON ANY MORE. GO AHEAD. NO, NO.
JUST WANTED TO COMMENT THAT THE SUPERINTENDENTS RULE IS IT'S NOT SIMILAR TO CLASSROOM TEACHERS RULES SO POSSIBLY THERE WILL BE SOME THINGS AND EVALUATE THAT'S NOT THE SAME.
I I DO AGREE THAT STATE EVALUATION AT DISTRICT EVALUATION OF TEACHERS ME MAY BE ABLE TO BE STAND A LITTLE FURTHER TO THE TO THE TO THE NUMBERS TO KNOW THAT.
BUT AT THIS POINT WE HAVE NEVER BEEN I'VE NEVER BEEN EVALUATED ACCORDING TO MY MY STUDENT BY INDIVIDUAL STUDENT ACHIEVEMENT MAYBE ONE YEAR IN 96 OR SOMETHING THEY HAD HAD EVALUATION WHERE YOUR STUDENT QUOTE WAS A PART OF THAT EVALUATION STUDENT.
WELL, WE GOT AWAY FROM THAT RIGHT AWAY BECAUSE IT'S HARD TO MEASURE THAT WITH ANY KIND OF EQUITY BECAUSE IT YOU KNOW, THE MAKEUP OF THE CLASSROOMS ARE VERY IMPORTANT IN TERMS OF STUDENT GROWTH. YOU GOT A CLASSROOM OF ALL LOW ACHIEVE.
AND CHANCES ARE YOU'D LIKE TO BE ABLE TO GET THEM TO GROW AS A CLASS OF HIGH ACHIEVERS GROW BECAUSE OF BECAUSE OF THE OTHER COMPONENTS OF THE LOW ACHIEVERS .
SO ALL THOSE THINGS ARE FACTORS AS FAR AS THE SUPERINTENDENTS EVALUATION GOES, I BELIEVE THAT THIS YEAR ALONG WITH SOME OTHER THINGS THAT THE SUPERINTENDENT PUT IN PLACE HIMSELF WHAT'S WRONG WITH THE STATE? WE'LL BE ABLE TO HAVE SOME NUMBERS TO TAKE A LOOK AT LOOK LOOK A LITTLE CLOSER AT EVALUATION THAT WE DID LAST YEAR.
THAT'S JUST MY PIECE ON THE EVALUATIONS. >> NOW WHAT KIND OF NUMBERS ARE
YOU REFERRING TO REFERRING TO GROWTH? >> YOU KNOW, ALI, IN TERMS OF ACHIEVEMENT GAP AND A PERCENTAGE OF GROWTH? I THINK I THINK WE STANDARDIZED EXAMS, TEST SCORES, ALL THOSE THOSE NUMBERS AND I'M SAYING THAT THEIR CLASSROOM TEACHER ALTHOUGH IS LOOKED UPON AND IT SHOULD BE LOOKED UPON BY FIVE MINUTES AND TWO PRINCIPALS IS NOT EVALUATED ON THOSE WHEN WE HAVE PUT THAT IN PLACE WITH THE SUPERINTENDENT.
>> WE PUT THOSE NUMBERS IN PLACE THAT IT WILL BE EVALUATED ON OUR OWN THAT TURNS A STUDENT GROWTH SO THAT THOSE THAT'S A SIGNIFICANT DIFFERENCE OF YOU WANNA GO TO THE CLASSROOM TEACHER. PAULINA OUR RELATIVE NUMBER FOR STUDENT GROWTH AND OUR THAT'LL BE WELL ABOUT WHAT WE'RE LOOKING NOW. BUT IN THE PAST IN GENERALLY SPEAKING IT HASN'T BEEN DONE BECAUSE IT'S A IT'S A SIR IT'S A NON SCIENTIFIC METHOD OR THAT'S NOT MEASURABLE EFFECTIVELY IN TERMS THE EFFECTIVENESS OF THE TEACHER
AFTER EVERY TEST IS ON NOW. >> KATHY OKAY, GREAT. SO SO DR. RODRIGUEZ, WE LET ME
LET ME JUST CATCH YOU UP A LITTLE. >> WE WERE REVIEWING THE
DISCUSSION FROM LAST MONTH'S MEETING. >> AND AT LAST MONTH'S MEETING WE KIND OF CAME. THE COMMITTEE CAME TO THE CONCLUSION THAT THE THE MEASUREMENT INSTRUMENT THAT WE HAVE IN PLACE RIGHT NOW THAT TWO OF THE RUBRIC PORTIONS TO
[00:30:08]
THE METRIC PORTIONS WOULD NOT BE APPLICABLE THIS YEAR, THAT TEACHER RETENTION BECAUSE OF THE CODED IMPACT ON TEACHER RETENTION AND THE THE STUDENT ACHIEVEMENT DATA FROM THE STATE BECAUSE OF THE THE WAY THE DATA CAN BE GATHERED THAT THE BREAKDOWN IN THE INSTRUCTION DURING A YEAR AND A HALF OR A YEAR AND A QUARTER OF OF INSTRUCTION.>> SO WHAT WE TALKED ABOUT LAST TIME WAS COMING UP WITH SOME TYPE OF AN IMPLEMENTATION RUBRIC WHERE WE STILL COULD HAVE SOME DATA TO SAY OK, THE SUPERINTENDENT IS LEAVING IN THE RIGHT DIRECTION UNTIL WE CAN GET A NEW BASELINE FOR TESTING DATA OR WHATEVER.
BUT THERE'S SOME TYPE OF ACCOUNTABILITY THERE. SO WE WERE YOU KNOW, WE HAD ASKED IF YOU AND DANIEL COULD GET TOGETHER AND KIND OF COME UP WITH SOME TYPE OF SUGGESTION OR IMPLEMENTATION PLAN THAT WOULD BE AND THEN THAT EVENTUALLY COULD HAVE SOME
MEASUREMENTS ADDED TO IT. >> AND DOWN MR. FALLON SAID THAT LAST NIGHT WAS KIND OF THE START OF THAT BECAUSE I MEAN THE PERFORMANCE MATTERS SO WE COULD SEE THAT.
SO THAT'S WHERE WE ARE. I THINK THAT HELPED ME MY BOUGHT MY COMMITTEE MEMBERS HERE MISS BOATWRIGHT, MR. CAMPBELL, DO YOU HAVE ANYTHING TO ADD? WHERE WE ARE AND WHAT WE'RE TRYING TO MORE WE'RE TRYING TO MOVE TO AT THIS POINT.
>> I THINK FROM MY POINT OF WHAT WE'RE TRYING TO DO IS FIGURE OUT A FAIR AND REASONABLE WAY TO EVALUATE LEADERSHIP AND LOOKING AT WHAT YOU KNOW, SOME OF THESE.
MY POINT BEING THAT, YOU KNOW, HOLDING THE SUPERINTENDENT ACCOUNTABLE FOR STRICTLY ACADEMIC ACHIEVEMENT NUMBERS LIKE PERFORMANCE ON TESTS AND WHATNOT I DON'T THINK IS A REALLY REASONABLE WAY DOESN'T SPEAK TO LEADERSHIP NECESSARILY THAT THERE SHOULD BE OTHER WAYS OF EVALUATING THAT. DANIEL MENTIONED THE THREE I WROTE HIM DOWN AND IT'S HIGH THAT THE THREE ASPECTS LEADERSHIP THAT YOU GUYS ARE LOOKING AT EVALUATING IN SCHOOLS HIGH EXPECTATION, CULTURAL ACCOUNTABILITY AND THE APPROPRIATE USE OF DATA.
IS THAT A GOOD SUMMARY, DANIEL? THAT'S WHERE I NOT NECESSARILY SPEAKING FOR DR. RODRIGUEZ AND WHAT HE WANTS TO SEE BUT THAT THE FOLKS I SEE YEAH. THAT'S WHAT HIGH SCHOOLS HAVE THOSE THREE THINGS. THOSE ARE THREE CHARACTERS LEADERSHIP.
>> YEAH. >> BECAUSE I THINK THAT WITH ACADEMIC ACHIEVEMENT THERE'S A LOT OF VARIABLES WE'RE NOT HOLDING TEACHERS AND ASSISTANT PRINCIPALS AND PRINCIPALS ACCOUNTABLE FOR THAT. SO THAT'S SORT OF AT THE MOST ONE END IN TERMS OF LIKE THE SMALLEST UNIT OF MEASUREMENT AND WE'RE HOLDING THE SUPERINTENDENT RESPONSIBLE FOR THAT. I DON'T THINK THAT'S A REASONABLE EVALUATION TOOL.
PERFORMANCE MATTERS. WE TALKED ABOUT BEING FORMATIVE.
SO IT'S NOT REALLY IT'S SOMETHING WE VERY SPECIFICALLY DON'T WANT TO USE AS AN ASSESSMENT INSTRUMENT. SO HOW DO WE EVALUATE LEADERSHIP WHICH WILL, YOU KNOW, TAKEN INTO ACCOUNT ACADEMIC ACHIEVEMENT BUT NOT NECESSARILY SAY, YOU KNOW, WHAT WAS THE GRADUATION RATE? HOW MUCH DID IT GO? WHAT WAS THE MAP SCORE? HOW MUCH DID IT GO UP? YOU KNOW, LOOKING AT THESE VERY SPECIFIC METRICS.
SO THAT'S KIND OF WHAT WE'RE WRESTLING WITH IN MY OPINION AND I THINK MEL WAS SPEAKING TO THAT AS WELL. SEE, I CAN'T SEE IF THERE'S ANY OTHER HANDS UP.
MR. CAMPBELL, DID YOU GET MR. EARL CAMPBELL DID YOU HAVE ANY COMMENT OR APOLOGIES FOR THAT? WE NEED TO JUST GET ABOUT ACHIEVEMENT TEST SCORES RIGHT NOW AND GO WITH WHAT IS BEST.
WHAT WE CAN DO TO EVALUATE IS SUPERTRAMP THIS YEAR AND BE FAIR.
DR. RODRIGUEZ, DO YOU HOW DO YOU FEEL ABOUT COMING UP WITH SOME TYPE OF CONTINUOUS
IMPROVEMENT IMPLEMENTATION RUBRIC OR SOMETHING THAT. >> SO I'M LISTENING TO THE DIALOG AND I AND BY THE WAY, WHEN I TUNED IN I WAS HEARING MR. CAMPBELL I THINK I SMELL TALKING ABOUT, YOU KNOW, THE ISSUES WHY IN THE PAST THEY DIDN'T HOLD TEACHERS TO STUDENT
[00:35:02]
ACHIEVEMENT AND THOSE SORTS OF THINGS. SO YEAH, I MEAN THE CONVERSATION MAKES SENSE. IT MAKES SENSE TO ME TO PARTICULARLY GIVEN GIVEN WHAT WE'RE WHAT WE'RE ALL UNDER. RIGHT OR DEALING WITH. ONE OF THE THINGS I THINK YOUKNOW, JUST AS AN EXAMPLE. RIGHT. >> YOU KNOW, WE CAME BACK TO FIVE DAYS A WEEK FACE TO FACE INSTRUCTION BEFORE MANY OTHER SCHOOL DISTRICTS ACROSS THE
STATE DID. >> AND CERTAINLY MANY SCHOOL DISTRICTS ACROSS THE NATION DID. RIGHT. AND I ONLY SAY THAT TO POINT OUT THAT THERE ARE OTHER FACTORS THAT I THINK ARE IMPORTANT.
AND I THINK THAT WE CAN LOOK AT AND WE CAN TALK ABOUT AND WE CAN WE CAN.
I'M NOT SURE HOW TO CAPTURE ALL OF IT THAT WE CAN PUT OUR HEADS TOGETHER TO FIGURE OUT SOME OF THE THINGS OF PRACTICES LIKE THIS CONTINUOUS IMPROVEMENT MODEL IMPLEMENTATION OF THE CONTINUOUS IMPROVEMENT MODEL. THAT'S A PARADIGM SHIFT IN A WAY I KNOW I KNOW THAT CONTINUOUS IMPROVEMENT MODELS HAVE HAVE EXISTED. IT'S NOT THAT IT'S A IT'S A IT'S A BRAND NEW THING THAT FRANK RODRIGUEZ SHOULD GET CREDIT FOR.
RIGHT. FRANK RODRIGUEZ DIDN'T INVENT. THAT'S RIGHT.
BUT BUT THE THING IS THAT, YOU KNOW, IT CAN YIELD RESULTS. RIGHT.
AND AND HOW WE ROLL IT OUT, YOU KNOW, AND HOW WE SUPPORT TEACHERS BECAUSE EVEN THOUGH IT'S EXISTED BEFORE I CAN TELL YOU IT'S AT DIFFERENT LEVELS OF IMPLEMENTATION WITHIN OUR DISTRICT PROBABLY NOT AT ALL TO REALLY WELL DONE. RIGHT.
YOU KNOW. SO. SO I MEAN I THINK I THINK THERE ARE THINGS THAT WE CAN DO AND TRY TO CAPTURE IN ORDER IN ORDER TO DO THIS.
IF THAT MAKES SENSE AND I THINK I THINK THAT LEADERSHIP ASPECTS THAT MISS BOATWRIGHT YOU KNOW, IS TALKING ABOUT I THINK YOU KNOW, THOSE FAIR YOU KNOW, PARTICULARLY GIVEN THE ROLE OF THE SUPERINTENDENT AS A SCHOOL DISTRICT LEADER. SO YEAH, I THINK THAT'S THE DIRECTION THAT MAKES SENSE TO ME AND I THINK THAT'S THAT'S SOMETHING WE CAN WE CAN WORK ON . WHAT YOU SAW YESTERDAY IS I THINK AN IMPORTANT STEP IN IN IN THIS WORK. AND WHAT'S MOST IMPORTANT ABOUT IT TO BE HONEST WITH YOU IS IS THE CONVERSATION THAT HAPPENS WITHIN PROFESSIONAL LEARNING COMMUNITIES TO MAKE AN IMPACT ON STUDENT ACHIEVEMENT GIVEN THE TOOLS THAT THEY HAVE THEY HAVE OR WILL HAVE A CERTAIN MISS. ALL RIGHT. THANK YOU.
>> I HAVE KIND OF A COMMENT BECAUSE I THINK THIS SORT OF TIES AND STUFF.
AGAIN, I WAS TALKING TO SOMEBODY TODAY AND WHO IS A FAN OF DR. RODRIGUEZ FULL DISCLOSURE AND SHE SAID, YOU KNOW, I JUST DON'T THINK THAT WE WE JUST YOU KNOW, BEAUFORT COUNTY HAS GIVEN HIM ENOUGH CREDIT FOR REOPENING SCHOOLS. RIGHT.
AND I THOUGHT ABOUT THAT. I MEAN THAT WAS A LEADERSHIP MOMENT, RIGHT? THAT GOES TO HIGH EXPECTATIONS OF WHAT WE CAN PULL OFF, YOU KNOW, TEACHER WISE CUSTODIAN WISE, YOU KNOW, A PRINCIPAL LEADERSHIP WISE IT GOES TO A CULTURE OF ACCOUNTABILITY BECAUSE IF IT HADN'T WORKED I THINK IT WAS A GUTSY CALL AND IT DID WORK.
AND I THINK THAT AS I TOLD HIM AT THE TIME, I THINK HISTORY IS GOING TO LOOK BACK VERY FAVORABLY ON THAT DECISION AND I'M LOOKING OTHER SCHOOL DISTRICTS THAT I HAVE FRIENDS IN THAT ARE REALLY STRUGGLING AND GOES TO THE USE OF DATA BECAUSE WE HAD YOU KNOW THAT DR FROM M USC AND WITH PLAYER DATA. SO TO ME I DO THINK THOSE THREE CATEGORIES IF WE'RE SAYING SOMETHING LIKE OK DR. RODRIGUEZ WE WANT TO ACKNOWLEDGE IN HIS EVALUATION THAT THIS WAS A TREMENDOUS SHOW OF LEADERSHIP. IT GOES TO ALL THREE OF THOSE CATEGORIES HIGH EXPECTATIONS, ACCOUNTABILITY AND USE OF DATA .
SO THOSE MAY BE THREE CATEGORIES THAT WE WANT TO HIGHLIGHT.
I THINK WE CAN HIGHLIGHT IT WITHIN THIS MICHIGAN THING. IT JUST SEEMS LIKE THOSE ARE THE THEMES I'M STARTING TO PULL OUT FROM PERFORMANCE MATTERS FROM A DEP.
WE'VE GOT TO GET AWAY FROM ACRONYMS. A DENTAL PROGRAM, YOU KNOW, IS A YOU KNOW, I THINK THAT THAT KIND OF TIES IT ALL TOGETHER FOR ME, YOU KNOW.
>> AND I WOULD SUGGEST TO YOU THAT, YOU KNOW, AS YOU MOVE THROUGH THIS PANDEMIC, NOT EVERY DECISION IS A FAVORABLE DECISION. I MEAN GOODNESS KNOWS WHEN WE STARTED IN THAT AND WE DIDN'T HAVE ANY DATA TO KNOW HOW HOW THIS PANDEMIC.
AS AN EXAMPLE PLAYS OUT IN SCHOOLS. RIGHT.
SO SO I OPTED TO GO MORE CAUTIOUS IN THE START VIRTUAL RIGHT.
BUT THEN YOU KNOW, A MONTH LATER WE SAW THE SHIFT INTO INTO HYBRID.
[00:40:03]
RIGHT. WHICH ISN'T GREAT EITHER. BUT BUT IT WAS THE NEXT STEP AND THEN THERE WAS THE THIRD STEP. RIGHT.WHICH WAS GETTING US TO FACE TO FACE FIVE DAYS A WEEK. AND WHEN I WANTED TO MOVE FORWARD WITH IT, I ALSO NEEDED TO BRING ALONG OUR EMPLOYEES WITH THIS DECISION TO YOU KNOW, BECAUSE REVOLT ON YOU IN A HEARTBEAT IF IT'S NOT THE RIGHT DECISION.
RIGHT. AND AND SO AND SO YOU HAVE TO BRING THEM ALONG.
YOU HAVE TO KEEP WORKING THAT. RIGHT. THEY WEREN'T READY ON NOVEMBER 30. THEY WEREN'T YOU KNOW, UNTIL SO SO SO YEAH.
THE NEXT ONE WAS OK. THEN IT'S JANUARY 4TH AND THEN YOU KNOW, YOU HOLD THE LINE AND IT AND IT AND SOMEWHERE ALONG THE LINE YOU'VE MADE PARENTS UPSET SOMEWHERE ALONG THE LINE YOU'VE MADE TEACHERS UPSET, YOU KNOW. BUT AT THE END OF THE DAY RIGHT AFTER JANUARY 4TH. RIGHT. I THINK THROUGH TIME YOU KNOW, YOU HIGHLIGHTED IT VERY WELL. MS. RIGHT.
BUT I THINK IT WAS WELL I HAVE NO DOUBT IT WAS THE RIGHT DECISION, YOU KNOW.
BUT IT'S A MATTER OF GETTING YOUR ORGANIZATION THERE AND GETTING THERE IN ONE PIECE.
YOU KNOW, IT'S LEADERSHIP THE YEAH. >> SO I THINK THAT THAT WHERE OUR LANDING SPOT IS THEN THAT IF SOME YOU KNOW, DR. RODRIQUEZ AND AND MR. FALLIN DANIEL COULD GET TOGETHER AND COME UP WITH SOME SOMETHING THAT YOU THINK WOULD BE FAIR TO ADD INTO YOUR
EVALUATION THAT REFLECTS HIGH EXPECTATIONS. >> USE OF DAVID DECISION MAKING CONTINUOUS IMPROVEMENT MODEL YOU KNOW IN THINKING YOU KNOW, OKAY I'M JUST GONNA I'M JUST BECAUSE OF MY EXPERIENCE I'M LIKE OKAY, HOW DO YOU MEASURE THIS KIND STUFF?
>> OK, WELL HERE'S A REAL AMBITIOUS GOAL AND I'M NOT SAYING THAT THIS WOULD BE BACKED RODRIQUEZ HIS GOAL BUT YOU KNOW DR. RODRIGUEZ OR DR. KRATOS OR DR. BRADLEY WOULD ALL
MAKE A POINT TO VISIT P.L. DLC MEETING. >> YOU KNOW, SO THAT THEY CAN TALK ABOUT EXPECTANT WHATEVER SO THAT AND THOSE ARE THINGS THAT ARE MEASURABLE THAT SET THE TONE FOR THE DISTRICT THAT SHOW, YOU KNOW, YOU'RE IN THE TRENCHES AND I'M SORRY BUT YOU
KNOW, OVERSTEP WITH THAT. >> BUT THAT WAS JUST SPEAKING MY LANGUAGE.
YOU'RE SPEAKING MY LANGUAGE. I LOVE THAT BECAUSE THAT THAT IS IMPORTANT AND IT DOES A LOT OF THINGS. BUT BUT THE MOST IMPORTANT THING IT DOES IS IT SENDS A MESSAGE TO YOUR TEACHERS THAT YOU'RE WITH THEM IN THIS DIFFICULT WORK, YOU KNOW.
BUT YES, IT CAN BE MEASURED. YES. YES.
AND I THINK THEY GO A LONG WAY . MR. CAMPBELL.
MOUNT CAMPBELL. >> YEAH. I WAS GOING TO SAY SOME THINGS ALONE ALONG THE SAME LINE THE INTRODUCTION YOU KNOW, THE PERFORMANCE MATTERS TEMPLATE.
LAST NIGHT WAS BIG IN TERMS OF STRUCTURAL THE STRUCTURE OF OUR ACADEMIC LEADERSHIP AND I THINK YOU KNOW, A LOT OF TIMES WE LOOK AT DOES THE STRUCTURE OF THE OF THE SYSTEM IN TERMS OF HOW IS OPERATE IN SOME SYSTEMS OPERATE STRICTLY FROM MY ACADEMIC OR WHAT I CALL A HARD STANCE AND SOME SYSTEMS WOULD DO THE MORE EFFECTIVE ONES.
I HAVE A HARD STANCE BUT I ALSO HAVE A SOFT COMPONENT ALONG WITH A NICE SOFT COMPONENT IS THE CULTURAL ASPECT THE CARING DIRECTORY. IT'S YOUR TIME THE TEACHERS BEN ON THIS. THIS PROCESS OBVIOUSLY REVIEW INTO EDUCATION IS LEADING TO THAT DIRECTION. SO THOSE OF US WHO LOOKING AT EVALUATING GO THROUGH A REGUS HAVE TO MEASURE THAT IN TERMS OF WHERE WE SELL IT AND SOME TYPE OF YOU KNOW, A GRAPH DON'T YOU KNOW THE FLOW AS OPPOSED TO WHERE WE ARE TODAY. AND AS HAS BEEN STATED WHERE WE ARE TODAY IS ALMOST MEASURABLE IN TERMS OF THE SUCCESS. BUT WE ARE FOR ME WITH ALL THE LITTLE THINGS THAT WAS DONE THAT WE PROBABLY NOT TO PUT INTO THE EVALUATION THAT RENDERED THAT RODRIGUEZ ARE INEFFECTIVE AT ADMINISTRATOR. THERE IS ALSO THAT ADMINISTRATION IS WHAT WE'RE ABOUT BECAUSE WE WANT TO SEE THEIR RESULTS REALISTICALLY.
WE KNOW THAT THOSE RESULTS ARE NOT GOING TO BE MEASURABLE IMMEDIATELY BUT WE SEE THE THINGS THAT ARE HAPPENING AND IF THEY CONTINUES TO HAPPEN. OUR SYSTEM WILL BE A MUCH
[00:45:02]
BETTER DISTRICT WIDE SYSTEM THAN IT WAS WHEN DR. RODRIGUEZ ARRIVED.WHETHER HE'S GOING TO BE AROUND SEE ALL OF THE ALL OF THE FRUITS OF THEIR LABOR IS THE QUESTION. BUT WE HAVE TO BE FAIR AND JUDGE HE HAS HIS MOTIONS NOW.
THAT'S THAT'S WHAT I WAS SAYING. THANK YOU, MR. EARL CAMPBELL.
DID YOU WANT TO SAY SOMETHING? NO, I MISSPOKE. >> RIGHT.
ANYTHING ELSE THAT DR. GLASS HAS HER HAND UP? OH, I DIDN'T.
SORRY. I JUST. YEAH, NO PROBLEM.
SAME THING HAPPENS TO ME. YEAH, I KNOW. EXACTLY.
NO, I THINK YOU GUYS HAVE HAD A WONDERFUL DISCUSSION AND I THINK YOU'VE BROUGHT OUT REALLY ,REALLY GOOD POINTS THAT YOU KNOW, FIRST OF ALL WE ALL KNOW THAT THIS YEAR WAS JUST TOTALLY DIFFERENT. AND I DO THINK DR. RODRIGUEZ NEEDS CREDIT FOR A LOT OF THE TOUGH DECISIONS HE HAD TO MAKE THAT WEREN'T GOING TO BE POPULAR WITH 100 PERCENT I.E.
PARENTS, TEACHERS, STUDENTS. YOU KNOW, I MEAN THEY'RE JUST NOT SOME ARE GOING TO BE UPSET ABOUT THOSE DECISIONS. BUT HE DID IT BASED ON DATA ESPECIALLY KNOWING THAT THE CHILDREN WERE GOING TO BE ACHIEVING BETTER IF THEY WERE IN PERSON AND WANTED TO DO THAT AS OPPOSED TO JUST SAY OH EVERYONE'S GONNA STAY VIRTUAL, THAT WOULD'VE BEEN EASIER.
AND THESE ARE DECISION FOR HIM . I ALSO THINK IT'S PROBLEMATIC AS WE'VE ALREADY POINTED OUT TODAY THAT THE YOU KNOW, IN OUR STATE THE TEACHERS ARE NOT EVALUATED ON STUDENT ACHIEVEMENT. MR. MAYOR CAMPBELL BROUGHT BROUGHT THAT OUT VERY WELL. WHY THEY'RE NOT IT'S VERY HARD TO MAKE THAT EQUITABLE SINCE YOU KNOW, SOME TEACHERS HAVE YOU KNOW, YOUR CLASSES ARE DIFFERENT AS TO WHAT TYPE OF STUDENT YOU HAVE IN THERE. YOU PROBABLY KNOW DAY ONE HOW WELL YOUR CLASS IS GOING TO ACHIEVE PROBABLY MOSTLY AND I THINK THE IDEA OF HAVING YOU KNOW, AS DANIEL POINTED OUT THE LEADERSHIP YOU KNOW, TRIAD IS HIGH EXPECTATIONS, ACCOUNTABILITY AND YOU STATUS TRY TO MODIFY THE RUBRIC TO HIGHLIGHT THOSE THINGS IN TERMS OF DR. RODRIGUEZ'S EVALUATION.
ANOTHER GOOD EXAMPLE YOU ALREADY MENTIONED WAS LIKE HAVING CAN MEMBERS THE DOCTOR'S LAST NAME ALLISON ECKERT I BELIEVE IT WAS FROM A C COME WITH THE FAX.
YOU KNOW, DR. RODRIGUEZ HE COULD HAVE SAID WELL AND A LOT OF PARENTS WERE PUSHING THIS OR CITIZENS. OH, YOU SAID YOU WERE GONNA STICK TO THE CDC OR YOU WERE GOING TO STICK TO THIS. YOU KNOW? BUT WE DIDN'T KNOW ABOUT YOU
KNOW, AS DR. RODRIGUEZ SAID TODAY TOO. >> I MEAN THINGS WERE KNOWN ABOUT THE VIRUS IN SCHOOLS. HOW HOW EASILY DID IT SPREAD? AND ONCE WE IT WAS CLEAR THAT IT DIDN'T SPREAD EASILY IN SCHOOLS. YEAH, IT'S BETTER TO GET THE KIDS BACK IN THE SCHOOL. SO YOU KNOW, HIS THINKING HAD TO BE MODIFIED AS AS AS THE SCHOOL YEAR WENT ON. AND ANOTHER PROBLEM I SEE WITH USING ACADEMIC ACHIEVEMENT RESULTS. I MEAN TEST SCORES IS THIS YEAR WE HAVE WE ALL KNOW THAT MY EXPERIMENTS ALREADY SAID YES. STATE ASSESSMENTS WILL BE GIVEN BUT YOU DON'T NEED TO HAVE THE NINETY FIVE PERCENT PARTICIPATION FROM STUDENTS. WELL THAT'S GONNA BE PROBLEMATIC BECAUSE I DON'T KNOW AS A NON EDUCATOR I WOULD THINK WHO'S GONNA TAKE THE TEST PROBABLY YOUR BETTER STUDENTS ARE GONNA TAKE THE TEST AND PROBABLY YOUR STUDENTS THAT STRUGGLE IN VIRTUAL PROBABLY ARE GOING TO TAKE THE TEST AND SO THEN NEXT YEAR YOU HAVE THIS INFLATED PLATFORM OF WHERE YOU START BUT IT'S NOT REALLY A GOOD REFLECTION OF THIS PAST YEAR. SO THOSE COMMENTS THANK YOU. YEAH, WE'VE WE HAD THOSE DISCUSSIONS ABOUT THE ACHIEVEMENT DATA WHICH IS WHY WE JUST FEEL LIKE WE CANNOT RECOMMEND THAT WE USE THOSE AT ESTABLISHING WE DON'T KNOW EVEN WHEN WE'LL BE ABLE TO ESTABLISH A NEW ACCURATE BASELINE FOR THAT VERY REASON. DR. BROAD YEAH.
WE DON'T KNOW WHO IS GOING TO COME IN AND TAKE THE TEST. RIGHT.
OK. I DON'T SEE ANY OTHER HANDS. SO I FEEL LIKE WE'RE KIND OF STOPPING POINT THAT YOU KNOW THAT DOCKED THERE. OUR NEXT DISCUSSION SHOULDN'T HAPPEN REALLY UNTIL DR. RODRIGUEZ AND MR. FALLIN GET SOMETHING TOGETHER AND BRING IT TO THE COMMITTEE. I THINK YOU PROBABLY BRING IT TO THE COMMITTEE BEFORE WE BRING IT TO THE FULL BOARD. WOULD THAT BE AN ACCURATE ASSUMPTION? YEAH, YEAH. SO WHEN DO YOU THINK YOU KNOW I KNOW MISS WRIGHT SAID GOSH WITH AT GRADUATIONS WE'VE GOT ALL THESE THINGS COMING UP. SO WHEN I HAVE TWO QUESTIONS WHEN DO YOU THINK IS REASONABLE TO DO THAT KNOWING THAT IT STILL HAS TO GO TO THE FULL BOARD? AND THAT WHATEVER IS DECIDED UPON YOUR RESPONSE FOR YOU KNOW
[00:50:08]
SO YOU AND AND YOUR EVALUATION IS IN OCTOBER SO I GUESS. YEAH.WHEN. >> WHEN DO YOU LIKE NORMALLY ARE YOU ARE YOU SCHEDULED ON A MONTHLY MEETING OR WHAT? HOW DO YOU NORMALLY DO IT? YOU'RE USUALLY THE FIRST
WEDNESDAY OF EVERY MONTH, OK? >> SO YOUR NATIONAL WOULD BE THE FIRST WEDNESDAY OF JUNE? YES. OK. ARE YOU.
ARE YOU GOT SOME SLEEP? >> I SEE YOUR HAND. I'LL CALL ON YOU IN A MINUTE.
GO AHEAD. OH BOY. IF WE COME BACK TO YOU WITH THAT ON THE FIRST WEEK OF JUNE . YEAH, I THINK SO.
AND WE DIDN'T KNOW THAT WOULD BE DOABLE OR NOT, MR. RIGHT. >> WELL, WE'RE WE'RE GOING TO.
WELL, I GUESS WHAT I WOULD SAY IS I WOULD I WOULD LIKE TO SET THAT AS MY TARGET.
SO THAT I HAVE A TARGET DATE THERE TO TO AIM FOR AND WORK TOWARDS BECAUSE WE'RE ALL WORKING ON A BUNCH OF DIFFERENT THINGS. I MEAN WE'VE GOT THE O E'S WE'RE WORKING ON WE'VE GOT THE PROCESS FOR FOR THE CAPACITY UNDER CAPACITY SCHOOLS WE'VE GOT I MEAN THERE'S A HOST OF THINGS THAT WERE THERE THAT WE'RE WORKING THROUGH.
>> YOU KNOW, BUDGET STRATEGY ALL OF THAT. SO SO I MEAN WE'LL FIT IT IN THERE, RIGHT. BECAUSE THIS IS PART OF STRATEGY TO YOU KNOW WHAT I MEAN? SO YOU KNOW. SO I'M I WANT TO AIM FOR THAT DAY AND THEN I'LL KEEP YOU POSTED ON MY ON MY PROGRESS THERE.
IF THAT WORKS. OKAY. SO THAT WOULD BE WEDNESDAY,
[Discussion of Future Meetings]
JUNE 2ND. AND COMMITTEE MEMBERS ORIGINALLY WE WE WERE MEETING AT ELEVEN THIRTY AND THIS MEETING ENDED UP AT 11:00 DOES ONE OF THOSE TIMES WORK BETTER FOR YOU ELEVEN THIRTY VERSUS ELEVEN THEN EITHER ONE'S FINE WITH ME.OKAY. MR. CAMPBELL I DON'T HAVE A PROBLEM.
OKAY I MISS CUSHING BURIED ARE THERE ARE USUALLY OTHER MEETINGS.
>> I'M THINKING MAYBE ELEVEN MIGHT BE THE BEST IN CASE WE HAVE A CARRYOVER BOARD MEETING
ON WEDNESDAY OK. >> GOOD TO BE HERE. DOES IT MAKE MORE SENSE TO GO EARLIER THAN LATER? IT DOES MAKE SENSE TO GO EARLIER JUST BECAUSE OF IF IT'S A CARRYOVER OR THE WORK THAT HAS TO BE DONE FOR A BOARD MEETING AND IF SOMEONE TRIES TO SQUEEZE SOMETHING ELSE IN BETWEEN THERE. OKAY.
SO I WANT TO USE THAT WAS OUR MISTAKE ON THE LEFT TIME BUT IT'S UP TO YOU.
>> OKAY. WELL LET'S LET'S DO THE LOBBYING THEN.
ELEVEN O'CLOCK ON WEDNESDAY JUNE 2ND MR. WILLIAM SMITH, YOUR HANDS UP MR. HILL.
>> YEAH. MY HEAD WAS UP BUT THE POINT I WAS GONNA RAISE TAXES YOU WHETHER YOU WENT AS FAR AS YOU WITHIN MY QUESTION TO BE RELEVANT NOW SO DON'T WORRY DON'T WORRY ABOUT IT. YOU KNOW IT'S HOPING FOR MAYBE ANOTHER DISCUSSION.
THANK YOU. >> OK, ALL RIGHT. SO DOES ANYBODY HAVE ANY FINAL COMMENTS? ARE WE READY TO ADJOURN? NO SENSE EXTENDING A MEETING IF WE'RE DONE. THE DISCUSSION AND WE HAVE TWO MORE TO GO.
I BELIEVE WE ADJOURN. ALL RIGHT. >> THANK YOU VERY MUCH FOR YOUR PARTICIPATION TODAY. AS I SAID BEFORE, I THINK WE'VE HAD SOME GREAT CONVERSATIONS AND THESE ARE THINGS THAT WE JUST HAVE TO MESH OUT. MR. SMITH.
DR. QUADS. MR. MALIK CAMPBELL, THANKS FOR JOINING US TODAY.
HAVE A GOOD DAY, FOLKS. SEE YOU TONIGHT. >> NO
* This transcript was compiled from uncorrected Closed Captioning.