[00:00:01]
[Call to Order]
I AM GOING TO CALL, HEY DANIEL, I CALL THIS MEETING OF THE, UM, AD HOC RESULTS COMMITTEE TO ORDER, UM, IT'S THE JULY 7TH MEETING.IT IS BEING CONDUCTED BY REMOTE VIDEO CONFERENCING AND WE ARE BEING LIVE STREAMED BY THE COUNTY CHANNEL.
SO AT THIS TIME I INVITE EVERYONE TO STAND FOR THE PLEDGE OF ALLEGIANCE.
I PLEDGE ALLEGIANCE TO THE FLAG OF THE UNITED STATES OF AMERICA AND TO THE REPUBLIC FOR WHICH IT STANDS ONE NATION UNDER GOD, INDIVISIBLE WITH LIBERTY AND JUSTICE FOR ALL.
[Approval of Agenda]
THE NEXT ITEM ON THE AGENDA IS APPROVAL OF THE AGENDA.DO I HAVE A MOTION TO APPROVE THE AGENDA? TODAY'S AGENDA.
THANK YOU ALL IN FAVOR OF APPROVING THE AGENDA SIGNIFY BY SAYING AYE.
UM, ROBIN, ARE THERE ANY PUBLIC COMMENTS? NO, MAN.
[Approval of the Committee Meeting Minutes]
SO THE NEXT ITEM ON THE AGENDA IS APPROVAL OF THE COMMITTEE MEETING MINUTES.UH, I GUESS WE'LL TAKE THEM SEPARATELY.
THE MAY 5TH MEETING, UH, MINUTES.
DO I HAVE I MOVE? WE APPROVE THE COMMITTEE MEETING MINUTES OF MAY 5TH TO 2021.
UM, ALL IN FAVOR, SIGNIFY BY SAYING AYE.
WE APPROVE THE COMMITTEE MEETING MINUTES OF JUNE 2ND, 2021.
ALL IN FAVOR, SIGNIFY BY SAYING AYE.
[Review the Current Results Section and Discuss Possible Changes.]
SUPER.SO THAT BRINGS US DOWN TO TODAY'S BUSINESS.
UM, WE LEFT OUR LAST MEETING, THE JUNE 2ND MEETING WITH HOMEWORK.
WE WERE TO, UM, WE HAD AGREED AT THAT TIME THAT WE WERE GOING TO ADD A STATEMENT TO EACH OF THE PROFESSIONAL INDICATORS, UM, THAT THE GOVERNANCE AND BOARD RELATIONS, COMMUNITY RELATIONS, STAFF RELATIONS, BUSINESS AND FINANCE AND INSTRUCTIONAL LEADERSHIP.
AND WE WERE GOING TO ADD A CATEGORY, A PANDEMIC RELATED.
SO UNDER, UM, GOVERNANCE AND BOARD RELATIONS, IT WOULD JUST, IT WOULD BE A 7, 8, 6.
IS THERE A SIX? UM, WELL ON A BOARD GOVERNANCE DOES IT SAYS WE HAVE AN A SIX, WHICH IS BOARD DEVELOPMENT.
ISN'T THAT? AN A SIX ON MY PRINTED COPY.
A FOUR IS MATERIALS AND BACKGROUND.
AND A SIX WAS BOARD DEVELOPMENT.
ALL RIGHT, SO I DON'T HAVE QUESTIONS IN FOUR.
SO WE'RE USING THE 20, 20, 20, 21.
I DON'T THINK THAT WE TOOK THAT OFF.
I MEAN, THIS WAS, WE DIDN'T REALLY TOUCH ANY OF THE RUBRIC WHEN WE MADE CHANGES.
UM, SO LET ME FIGURE OUT WHICH COPY THAT I GRABBED THEN WHEN I DID IT.
I DON'T HAVE ANY COPY THAT DOESN'T HAVE AN, A SIX ON IT.
CAUSE THE COPY THAT I HAVE FOR
[00:05:01]
THE FRANK RODRIGUEZ AS A DRAFT ONLY GOES UP TO 85.UM, WE, WE CAN DEAL WITH THAT LATER.
I, UM, YOU KNOW, WE'LL HAVE TO LOOK AT THE FORM IS ACTUALLY EVALUATION, BUT EVERY FORM I HAVE HAS, UM, AN A SIX ON IT.
SO I, SO LET'S JUST CALL IT A SEVEN.
YOU CALLED IT A SIX, BUT THAT'S OKAY.
LET'S CHANGE THAT CHANGE TO DAY SEVEN.
AND PANDEMIC RESPONSE IS KIND OF, WOULD BE THE TITLE.
AND THEN OUR JOB WAS TO COME UP WITH, UM, UH, QUESTIONS, STATEMENTS THAT WOULD FALL INTO THE INEFFECTIVE, MINIMALLY EFFECTIVE, EFFECTIVE, AND HIGHLY EFFECTIVE RANGE.
SO, UM, AT THIS POINT I THINK IT WOULD BE, UM, YOU KNOW, GOOD FOR PEOPLE TO SHARE WHAT THEY HAVE COME UP WITH.
UM, SO I, DANIEL DID YOU, WHERE DID YOU COME UP WITH SOME, SOME WORDS WORDING UNDER THIS, UNDER THESE NOT TOUCH BOARD GOVERNANCE? CAUSE I THOUGHT THAT WAS MORE OF A, OF A, YOU GUYS KIND OF RELATIONSHIP WITH THE SUPERINTENDENT.
UM, INGRID, WHAT ABOUT YOU EARL? DID YOU COME UP WITH SOME STATEMENTS FOR THERE? NO, I DID NOT.
INGRID AND I BOTH, UM, DID THIS ANGRY IT'S ARE, UM, MUCH MORE SUBSTANTIAL THAN WHAT I CAME UP WITH AND I, UH, INGRID, WOULD YOU LIKE TO SHARE YOURS AND THEN WE CAN, DO YOU MIND IF I SCREEN SHARE, SHARE, CAN I SCREEN SHARE ROBIN, HOLD ON, LET ME STOP.
I HAVEN'T DONE THIS ON THIS IPAD BEFORE AND DAVID'S HANDS UP, KATHY DAVID.
I WOULD JUST MAKE A POSSIBLE SUGGESTION.
YOU'D CHANGE IT FROM PANDEMIC RESPONSE TO LIKE AN ENVIRONMENTAL CRISIS RESPONSE OR SOMETHING LIKE THAT, SO THAT IT COULD BE USED FOR MORE THAN JUST THE BEING ENDEMIC.
UM, YOU KNOW, LIKE IF WE HAD HURRICANES AND STUFF LIKE THAT, IT COULD FIT IN THIS CATEGORY AND IT'D BE MORE USABLE IN THE FUTURE IF YOU CHANGE THAT TITLE.
I THINK, I THINK THAT, THAT SOUNDS REASONABLE TO ME.
UM, YOU KNOW, WE WERE FOCUSED ON, I'M TRYING TO GIVE DR.
RODRIQUEZ SOME, UH, UH, CREDIT FOR WHAT HE DID WELL HANDLING THAT PANDEMIC AND YES.
I AGREE WITH WHAT DAVID'S SAYING IN PRINCIPLE, BUT I THINK WHAT WE'RE, WHAT OUR THOUGHTS WERE WHEN WE WERE DOING THIS WAS TO MAKE THIS LIKE A, ONE-OFF LIKE AN EXCEPTIONAL YEAR, BUT I, I I'M, YOU KNOW, IT'S OPEN FOR DISCUSSION.
UM, BUT I DON'T KNOW IF WE'RE GOING TO KEEP IT IN THERE.
I ACTUALLY HAD A DATA'S COVID RESPONSE, SO I WAS EVEN MORE SPECIFIC.
WE WERE THINKING, WE WERE THINKING THAT THIS WAS AN ADDITION FOR ONE YEAR, BUT, UM, IF MADE IT OR COMPASSING MORE GENERAL IN THE TERM TERMINOLOGY, IT COULD BE USED, UH, WHEN OTHER EVENTS AROSE.
WELL, THAT'S WHAT WE'RE DISCUSSING.
UM, SO DAVID, WHAT DID YOU CALL IT? AN ENVIRONMENTAL.
UM, SO SOMEONE COULD ARGUE THE PANDEMIC WASN'T ENVIRONMENT.
I WOULD ACTUALLY, I WOULD ACTUALLY TAKE, I DON'T REALLY CARE THAT MUCH.
LIKE I'M OPEN TO THE WILL OF THE COMMITTEE HERE, BUT ONE THING IS LIKE ONLINE.
I MEAN, THERE'S SOME PRETTY SPECIFIC THINGS LIKE HOW WE USED ADDITIONAL FEDERAL FUNDING, HOW WE COORDINATED WITH THE PUBLIC HEALTH, UM, RESPONSE.
SO PERSONALLY I WOULD, IF I WAS VOTING, I WOULD VOTE TO KEEP IT AS KIND OF A ONE-OFF AND LIMIT IT TO PANDEMIC RESPONSE.
UM, BUT, UH, YOU KNOW, IT'S NOT A HILL I'M GONNA DIE ON.
[00:10:01]
RIGHT, RIGHT.AND I, AND SEE THAT'S WHERE YOUR RESPONSES WERE, UM, MUCH MORE SPECIFIC THAN TYPES OF THOSE THINGS.
MINE WERE MORE GENERAL, UM, IN THE FLOW OF THE PREVIOUS STATEMENT.
SO LET'S TAKE A LOOK AT, AT INGRID STATEMENTS AND THEN, UM, YOU KNOW, WITH THIS, WHAT, WHAT WE WANT TO CALL IT.
UM, SO INGRID, YOU WANT TO LEAD US THROUGH THIS? YEAH.
SO, UM, THE, THE GENERAL IDEA WAS THAT BASICALLY INEFFECTIVE EASY, RIGHT? SORT OF YOU DIDN'T DO ANYTHING MINIMALLY EFFECTIVE.
I JUST USE BASICALLY, WHICH I THINK A LOT OF SUPERINTENDENTS DID THROUGHOUT THE COUNTRY WAS JUST SORT OF RELY ON WHAT THE STATE WAS COMING DOWN FROM, UM, STATE OFFICIALS WITHOUT REALLY ANY OTHER ADDITIONAL EFFORT.
THEN I FELT THAT THAT EFFECTIVE WAS SHOWING THAT YOU INCORPORATED, UM, YOU KNOW, WHAT WAS GOING ON AT THE STATE LEVEL WITH SOME, YOU KNOW, OTHER ASPECTS OF GOVERNANCE, UH, SPECIFIC TO THE DISTRICT AND THAT, UH, YOU WERE, YOU KNOW, GOOD COMMUNICATION, GOOD FEEDBACK, GOOD INCLUSION OF OTHER ENTITIES, AND THEN HIGHLY EFFECTIVE, I THINK REALLY CAME DOWN TO, UH, MAKING SURE ALL STAKEHOLDERS WERE ENGAGED AND INVESTED THAT THERE WAS A LOT OF COLLABORATION THAT THERE WAS CONSENSUS THAT, YOU KNOW, THAT THERE WAS GOOD COMMUNICATION.
AND SO I JUST BASICALLY TOOK THAT SORT OF FRAMEWORK TO EACH OF THESE CATEGORIES.
AND THERE ARE, THERE ARE A COUPLE OF THINGS AND I MIGHT, MY COMPUTER IS NOT COMING ON, WHICH IS ALARMING ME.
BUT, UM, CAUSE I HAD HIGHLIGHTED A COUPLE.
IT DIDN'T COME THROUGH ON WHAT I SENT TO YOU, KATHY, A COUPLE OF STATEMENTS WHERE THE, WHERE THE SENTENCE, I LIKED THE IDEA, BUT I THOUGHT THE SENTENCE WAS VERY AWKWARD.
SO YOU'LL PROBABLY CATCH THEM AS WE GO THROUGH ONE.
YOU WROTE WHAT WAS HIGHLIGHTED WAS DECISIONS GUIDED BY STUDENT AND FAMILY NEEDS AS ASSESSED ON AN ONGOING BASIS.
AND I, I LIKE THE IDEA THAT, YOU KNOW, AN EFFECTIVE, UH, SUPERINTENDENT IN THE PANDEMIC, YOU KNOW, HAD A LENS OF SORT OF WHAT'S BEST FOR THE STUDENT AND THE COMMUNITY AS YOU'RE TRYING TO JUGGLE ALL THESE DIFFERENT COMPETING INTERESTS.
UM, BUT I THOUGHT THAT WAS A WAY I DIDN'T LIKE THE WAY THAT THAT SENTENCE WORKS.
SO I THINK IT NEEDS SOME ADDITIONAL STUFF.
DAVID, NOW THAT YOU SEE THESE STATEMENTS, WHAT ARE, WHAT, WHAT IS YOUR FEELING? UM, MAMA I'M FEELING DOESN'T CHANGE.
I MEAN, I UNDERSTAND, I UNDERSTAND THE TARGET.
I'M JUST UNCOMFORTABLE WITH DOING A RETROACTIVE EVALUATION.
THAT'S WHAT I TRIED TO KEEP IT TO LIKE, UH, I TRIED TO TAKE WHAT WE ACTUALLY DID OUT AND JUST LOOK AT LIKE A GENERAL FRAMEWORK OF WHAT WOULD CONSTITUTE EFFECTIVE PANDEMIC RESPONSE, HIGHLY EFFECTIVE, ET CETERA.
AND JUST SORT OF PUT WHAT I FOUGHT THERE.
THERE IS A LITTLE BIT OF CONSISTENCY, UM, THROUGH THESE DIFFERENT, AND I DID TALK TO, UH, DICK GEIER ABOUT THE FINANCE PIECE BECAUSE I FELT LIKE I COULDN'T REALLY ASSESS THAT.
AND I THOUGHT ON INSTRUCTIONAL LEADERSHIP THAT THERE WERE PEOPLE WHO HAD A MUCH BETTER HANDLE ON THAT THAN I DID.
SO, UM, BUT THE GENERAL IDEA, BUT I, I GET WHAT YOU'RE SAYING.
AND SO MINE, WHICH I DIDN'T TYPE UP TO SHARE MINE IS, UM, MUCH MORE GENERAL.
IT KIND OF ALIGNS WITH THE OTHER STATEMENTS AND THAT, UM, SO DAVID, LET ME, LET ME READ MINE IN, IN, SEE IF YOU STILL HAVE THE SAME CONCERN, UM, ABOUT BEING A RETROACTIVE TYPE THING.
SO I WROTE UNDER INEFFECTIVE, YOU KNOW, UH, DOESN'T INFORM THE BOARD OF, UH, YOU KNOW, REALLY AN INEFFECTIVE WHEN IT CAME DOWN TO THE PANDEMIC, DOESN'T INFORM BOARD OF DECISION-MAKING PROCESS, UH, MINIMALLY EFFECTIVE WHEN PROMPTED FOR SUPPLIES, UH, PROCESS AND DATA TO THE BOARD.
UM, EFFECTIVE PROVIDES ALL BOARD MEMBERS WITH INFORMATION REGARDING, UM, UH, BOARD FUNCTIONS AND BECAUSE THIS WAS GOVERNANCE AND BOARD RELATIONS REGARDING BOARD FUNCTIONS.
AND, UM, UH, UH, I CAN'T READ MY OWN WRITING HERE REGARDING BOARD FUNCTIONS AND DATA LEADING TO, UM, TWO DECISIONS AND THEN UNDER HIGHLY EFFECTIVE, I USED THE ACTIVELY
[00:15:01]
COMMUNICATED WITH THE BOARD REGARDING, UH, DECISION-MAKING PROCESSES, UM, RELATED TO THE, UM, PANDEMIC.SO THEY'RE A LITTLE MORE GENERAL, I DON'T KNOW, DOES THAT HELP, DOES THAT MAKE IT LESS REACTIVE? FOR ME, THAT'S MUCH MORE IN LINE WITH WHAT I'M THINKING TO MAKE THIS REUSABLE.
UM, IF IT'S A ONE OFF AND THERE'S SOMETHING WRONG WITH THE TOOL, YOU KNOW, THAT IT DOESN'T ACCOUNT FOR THESE KINDS OF THINGS.
UM, SO I, I THINK, UM, INGRID'S BASED ARE GREAT.
UM, VERY SPECIFIC TO THE COVID.
I LIKE YOURS CAUSE THEY'RE MORE GENERAL IN THAT THAT WOULD BE MY INCLINATION TO GO TO THE MORE GENERAL THING.
UM, SO THAT IF WE HAVE SOMETHING ELSE THAT'S A CRISIS NEXT YEAR, WE CAN STILL USE THE SAME CRITERIA.
UM, MAYBE IT'S A HURRICANE OR, YOU KNOW, SOMETHING ELSE.
UM, BUT THE SAME CRITERIA WOULD APPLY AND YOU KNOW, I ALWAYS TEND TO WANT TO GO THAT WAY.
WELL, AND I, I, I TOLD, I HADN'T REALLY THOUGHT ABOUT THAT AND I, I THINK YOU MAY BE RIGHT IN MANY SENSE.
MY THING THOUGH, IS I THINK FOR ME PERSONALLY, WHEN I'M LOOKING AT THIS, UM, IS THAT THIS WAS, THIS PANDEMIC HAS SUCH, HAS HAD, AND WILL CONTINUE TO HAVE SUCH AN EXCEPTIONAL IMPACT ON EDUCATION, BUT I DON'T THINK IT'S COMPARABLE TO A HURRICANE.
SO I THINK, I THINK YOU GOT TO DECIDE WHICH WAY WE'RE GOING TO GO.
LIKE WE DO SOMETHING THAT'S PANDEMIC SPECIFIC THAT REALLY, BECAUSE THERE WERE STATE MANDATES, MASS MANDATES VACCINES, THERE WERE, UM, YOU KNOW, ACCOMMODATIONS FOR TEACHERS.
IT LASTED FOR THE ENTIRE YEAR.
IT'S STILL BEING FELT, YOU KNOW, THEY'RE VIRTUAL SCHOOL THINGS THAT WE DID HAVE NEVER HAD TO DEAL WITH BEFORE.
AND I DON'T KNOW IF LIKE A HURRICANE OR I'M TRYING TO THINK OF ANOTHER, A WAR.
I DON'T KNOW WHAT OTHER KIND OF CALAMITOUS EVENTS MIGHT OCCUR, CIVIL UNREST, UH, SOMETHING WOULD HAVE THE SAME, UM, IMPACT.
AND I LIKE SPECIFICALLY, WE TALKED ABOUT AT OTHER RESULTS COMMITTEE MEETINGS ABOUT THE LEADERSHIP TRIANGLE, RIGHT? HIGH EXPECTATIONS, CULTURE OF ACCOUNTABILITY AND USE OF DATA, THE SMART USE OF DATA.
THOSE ARE REALLY DIFFERENT WHEN YOU APPLY THAT TO A PANDEMIC AND YOU'VE GOT TO COORDINATE WITH PUBLIC HEALTH AND YOU KNOW, ALL THESE OTHER THINGS THAN A HURRICANE.
SO IT WOULD SURPRISE ME A LITTLE BIT, ALTHOUGH IT'S INTERESTING BECAUSE I DO THINK WE NEED TO TAKE THE LESSONS WE'VE LEARNED FROM THE PANDEMIC AND APPLY IT TO A MAJOR DISRUPTION LIKE A HURRICANE.
BUT MAN, IT JUST SEEMS LIKE, OH, I'M GETTING FEEDBACK THAT THIS WAS AN EXCEPTIONAL EVENT.
I THINK DAVID IS, IS NOT ON HIS HAIR CANE.
WE HAVE SNOW DAYS SOMETIMES, YOU KNOW, WHAT HAPPENS IF WE GET A REALLY BAD SNOW STORM, WE HAVE HAD IT IN THE PAST.
SO MAYBE, UM, I, I SEE, I SEE REALLY, I SEE BOTH SIDES.
AND SO, YOU KNOW, WE COULD ADD AN
AND ONE THAT'S MORE GENERAL THAT WE REUSE AND JUST KNOW THAT SEVEN EIGHT IS GONNA GONNA GO AWAY, UM, AFTER THIS, YOU KNOW, OR MAKE IT, INSTEAD OF ADDING IT TO THE END OF, UM, THE, UH, BOARD TO EACH OF THESE THINGS, MAKE IT A CATEGORY AND CALL IT, UM, PANDEMIC RESPONSE AND THEN HAVE ALIGNED FOR, UH, GOVERNANCE AND BOARD RELATIONS, COMMUNITY RELATIONS, STAFF RELATIONS, UM, BUSINESS AND FINANCE AND INSTRUCTIONAL LEADERSHIP.
WELL, SO ONE QUESTION I HAVE AND A IS I WOULD HAVE THOUGHT THAT THIS INSTRUMENT WOULD HAVE ALREADY HAD SOMETHING IN IT THAT WOULD CAPTURE A RESPONSE TO LIKE A SNOW DAY OR A HURRICANE OR A, YOU KNOW, UM, SORT OF THE, THE THINGS THAT WE ALREADY DEAL WITH ON A PRETTY REGULAR BASIS.
ARE THOSE THINGS NOT ALREADY IN THIS TOOL SOMEHOW? I THINK YOU COULD CERTAINLY SAY THAT THEY ARE IN TERMS OF INFORMATION.
THERE'S ONE UNDER EIGHT, THREE, IT SAYS INFORMATION AND THAT INFORMATION IS PRETTY BROAD, RIGHT? SO IT COULD BE, UH, DOES NOT PROVIDE AND IT'S
[00:20:01]
DOES NOT PROVIDE THE INCLINATION.IT DOES NOT PROVIDE THE INFORMATION THE BOARD NEEDS TO PERFORM ITS RESPONSIBILITIES.
OH, WE FOR, UM, I THINK IT'S 17.9 OFF THE TOP OF MY HEAD.
I'D HAVE TO DOUBLE CHECK ABOUT DISASTER RESPONSE AND IT'S ACTUALLY SOMETHING I WANTED THE BOARD TO DISCUSS, YOU KNOW, PRIOR TO THE NEXT SCHOOL YEAR.
UM, BECAUSE THERE'S A LOT OF PARENTS THAT HAVE THE EXPECTATION THAT IF WE HAVE A HURRICANE, YOU KNOW, AND WE'RE OUT OF SCHOOL FOR SEVERAL DAYS THAT WE'LL JUST SHIFT OVER TO VIRTUAL SCHOOL, WHICH I DON'T THINK IS WHAT THE DISTRICT IS NECESSARILY PLANNING.
BUT I THINK THAT WE ALREADY HAVE A POLICY ON DEVELOPING A DISASTER RESPONSE.
SO IT COULD GO UNDER POLICY INVOLVEMENT TOO.
I GUESS WE DON'T HAVE A POLICY FOR, UH, YOU KNOW, SOCIAL AND A HYBRID, RIGHT? SO, UM, YOU KNOW, DAVID, YOUR EYES ON THIS ARE, ARE, UM, IMPORTANT BECAUSE YOU WERE ON THE COMMITTEE THAT DEVELOPED THIS.
AND WE, IT TOOK US A LONG TIME TO GET TO WHERE WE ARE WITH ADDING THESE AND, AND OUR, OUR IDEA WAS THAT IT WASN'T A ONE-OFF, AS INGRID SAID, YOU KNOW, THAT WE RECOGNIZE THAT THIS WAS A SOMETHING THAT, UM, HOPEFULLY ISN'T GOING TO HAPPEN AGAIN IN A LIFETIME AND WE NEED NEEDED SOME WAY TO TRY AND MEASURE OUR RESPONSE, THE EFFECTIVENESS OF THE RESPONSE TO IT.
SO, UM, BUT I CERTAINLY SEE YOUR POINT.
SO COMMITTEE, UM, WE'RE GOING TO HAVE TO, UH, YOU KNOW, DECIDE HOW WE KEEP GOING.
I SUGGEST AT THIS TIME THAT WE GO ON TO COMMUNITY RELATIONS.
SO RIGHT NOW, UNDER BOARD GOVERNANCE AND BOARD RELATIONS, WE HAVE GENERAL STATEMENTS AND WE HAVE SPECIFIC STATEMENTS.
UM, THE SPECIFIC STATEMENTS ARE ALMOST WHAT TO ME, WHAT, UM, DR.
RODRIQUEZ WOULD USE AS-IS DOCUMENTATION FOR SOME OF THE THINGS THAT HE, THAT HE DID.
BUT, UM, THAT WAS JUST, JUST MY THOUGHT.
I THOUGHT THAT THEY, THEY HIT ON THINGS THAT, UM, THAT THEY WERE JUST MUCH MORE SPECIFIC THAN, THAN I, THAN I CAME UP WITH.
SO WILLIAM'S HANDS UP, WILLIAM, UM, MY LOGICAL THINGS THAT ARE JUST TO GO BACK TO WHAT YOU WERE TALKING ABOUT HOUR, HOUR.
I WAS THINKING THAT EVERY SITUATION MAY CALL FOR DIFFERENT, FOR DIFFERENT THINGS, BECAUSE CERTAIN SITUATIONS MAY BE MORE SERIOUS THAN OTHERS, AND IT MAY BE LONGER THAN OTHER THAN THE INTENDED TIME.
I MEAN, LAST LONGER THAN OTHERS.
SO I THINK THAT IS A SITUATION THAT THE SITUATION IS A SITUATION TO SITUATION, A THING THAT MAY OCCUR.
AND I THINK THAT EVERY SITUATION IS, UH, IT WILL BRING IN DIFFERENT CIRCUMSTANCES AND DIFFERENT THINGS THAT NEED TO BE DONE.
SO, I MEAN, I DON'T THINK THAT THERE'S A ONE SIZE, UH, ONE SIZE FIT ALL HERE.
THAT'S BASICALLY WHAT I'M SAYING.
ANY OTHER COMMENTS ABOUT THIS, MR. FALLON? WHAT ARE YOUR THOUGHTS? YOU, YOU WERE WITH US WHEN WE WORKED THROUGH THIS INSTRUMENT, AND I KNOW YOU SAID YOU DIDN'T, UM, TACKLE ANY, ANY ONE THING WITH THE BOARD RELATIONS, BUT WHAT ARE YOUR THOUGHTS? SO MY THOUGHTS FROM, FROM HEARING EVERYONE SHARE, UM, LAND SOMEWHERE IN THE MIDDLE, UM, I DO BELIEVE IT NEEDS TO BE SOMEWHAT SPECIFIC TO THIS EVENT, UM, BUT ALSO KEEPING THE GENERIC MEASURING IN THE RUBRIC.
UM, SO LIKE IF I TACKLED THE BOARD GOVERNANCE, I SAID, YOU KNOW, LOOK, UH, FOR INEFFECTIVE WOULD HAVE BEEN SOMETHING LIKE NO LEVEL OF COMMUNICATION REGARDING APPROPRIATE PLAN OF ACTION.
SO THAT DOES NOTHING TO DO WITH A PANDEMIC.
UH, IT COULD APPLY TO, UH, YOU KNOW, GOD FORBID WE'RE ON A FAULT LINE IN EARTHQUAKE, BUT HASN'T HAPPENED IN HUNDREDS OF YEARS.
UH SHERIFF'S PLAN WHEN PROMPTED.
I LIKED THAT COMING FROM, FROM YOU, UM, TO THAT LEVEL, YOU KNOW, FLUSH THAT OUT A LITTLE BIT MORE, UM, ACTIVELY COMMUNICATES THE PLAN WOULD BE EFFECTIVE.
UM, AND THEN HIGHLY EFFECTIVE WOULD BE CONSISTENTLY COMMUNICATES DETAILS OF THE PLAN AND PENDING CHANGES.
UM, SO WE'RE KEEPING IT VERY GENERIC.
[00:25:01]
IN TIME CAN BE APPLIED TO ANY SITUATION THAT MIGHT BE ABOVE AND BEYOND WHAT A NORMAL YEAR IS.I THINK THAT'S WHAT I, WELL, WHAT I WILL SAY IS THAT WAS THE, UH, WHAT I TRIED TO DO WAS COME UP WITH ESSENTIALLY A GENERIC RUBRIC ON WHAT WOULD CONSTITUTE IN GENERAL, YOU KNOW, DOING NOTHING, DOING JUST WHAT'S THE STATE, YOU KNOW, REQUIRES ET CETERA.
UM, AND THEN APPLY THAT TO THOSE DIFFERENT THINGS.
THE PROBLEM, I THINK THAT WE HAVE TO LOOK AT WITH THIS PANDEMIC IS WE SHOULD ALREADY HAVE IN THIS TOOL AND IN OUR OWN EASE THINGS THAT WE CAN ANTICIPATE, YOU KNOW, LIKE HURRICANES OR SNOW DAYS, OR, UM, I DON'T, YOU KNOW, OTHER INTERRUPTIONS, UM, THAT ARE, YOU KNOW, SHORT TERM, UM, AND, AND HAVE HAPPENED BEFORE TO ME, THIS, THE, THE PROBLEM WITH THIS PANDEMIC WAS A, YOU SAW SUCH A VARIED RESPONSE ACROSS THE WHOLE COUNTRY.
AND SO HOW DO YOU CAPTURE WHAT YOU WANTED OR, UM, WHAT YOU SAW AS LEADERSHIP IN THIS TIME? BECAUSE THERE WAS NO GOOD MODEL GOING FORWARD, AND IT HAD SUCH A LONG RANGING IMPACT.
I MEAN, IT'S GOT, PEOPLE ARE TALKING ABOUT IT, HAVING GENERATIONAL IMPACT ON EDUCATION.
SO I DON'T KNOW IF LUMPING IT IN WITH SNOW DAYS AND HURRICANES WILL ADEQUATELY CAPTURE IT BECAUSE THE OTHER PIECE OF THIS IS WE WERE DOING THIS IN LIEU OF HOLDING THE DISTRICT ACCOUNTABLE FOR ACADEMIC ACHIEVEMENTS AND TEACHER RETENTION, BECAUSE AS WE'VE HEARD, WE HAVE UNPRECEDENTED ACADEMIC, UH, LEARNING LOSS AND UNPRECEDENTED TEACHER TURNOVER.
SO THAT WAS THE THOUGHT WAS, OKAY, WE'LL GET RID OF THOSE METRICS, BUT LET'S PUT SOMETHING IN THE RUBRIC THAT CAPTURES WHAT WE DID DO DURING THIS UNPRECEDENTED TIME.
SO I DON'T, I HAVE TO SAY I WOULD PUSH BACK ON.
I, I, I DO THINK THAT, UH, MR. HERBERGER POINT IS COMPLETELY VALID THAT WE DON'T WANT TO DO RETROACTIVE EVALUATIONS, UM, BECAUSE THAT GETS TO BE DICEY.
SO I THINK WE NEED TO MAKE SURE THAT WHATEVER WE PUT OUT IS OBJECTIVE, BUT I DO THINK IT SHOULD BE SPECIFIC TO, YOU KNOW, A WORLDWIDE PANDEMIC THAT BASICALLY SHUT DOWN EDUCATION FOR A YEAR.
ANYONE ELSE HAVE ANY COMMENTS AT THIS POINT? I WOULD SAY THAT AS FAR AS THE NATION HEAVY SCHOOL DISTRICT DID NOT REACT THE SAME WAY WE DID, AND WE SHOULD NOT, UM, TIE OURSELF DOWN TO, TO THAT.
UM, AND I DON'T WANT TO SEE US GETTING AN INSTRUMENT THAT WE HAVE A LOT OF STUFF ALONE HERE, AND LIKE WE HAD BEFORE, YOU KNOW, SO THAT'S JUST MY, I THINK WE SHOULD DO, YOU SHOULD TALK, TALK ABOUT THINGS THAT IS GOING TO BENEFIT US AND BENEFIT OUR STUDENTS AND THE COMMUNITY, BECAUSE YOU HAVE MANY, MANY DISTRICTS, UH, THEY DIDN'T DO ANY VIRTUAL.
THEY DID FACE TO FACE, YOU KNOW, SO THAT'S JUST MY TAKE ON IT, RIGHT.
AND AS WE MOVE THROUGH THE LIST, WE HAVE ADDED THOSE COMPONENTS TO IT.
SO LET'S KIND OF GO THROUGH THE, UM, OUR, OUR LIST.
AND THEN WE CAN SEE WHERE THAT TAKES US AS WE, AS WE GO THROUGH.
SO THE NEXT ONE WAS COMMUNITY RELATIONS AND INGRID, UM, CAME UP WELL, MINE WERE MORE GENERIC AND I'VE RE WELL, READ MINE, AND THEN INGRID CAN GO OVER HERS.
UM, SO IT WAS B SEVEN AND, UH, INEFFECTIVE DOES NOT COMMUNICATE PANDEMIC RESPONSE TO THE PUBLIC, MINIMALLY EFFECTIVE INCONSISTENTLY COMMUNICATES PANDEMIC RESPONSE, UM, TO THE COMMUNITY.
UM, EFFECTIVE CONSISTENTLY INFORMS COMMUNITY OF, UM, PANDEMIC PROTOCOLS AND CHANGES AND HIGHLY EFFECTIVE WAS REGULARLY AND CONSISTENTLY INFORMS COMMUNITY OF PANDEMIC RESPONSE AND DATA USE TO SUPPORT RESPONSE.
NOW, IF WE, YOU KNOW, WE COULD TAKE OUT THE WORD PANDEMIC IF WE WANTED TO CONSISTENTLY REGULARLY AND CONSISTENTLY FORMS COMMUNITY OF, UM, RESPONSE OF, UH, WE'D HAVE TO, AND DATA USED TO SUPPORT THE RESPONSE.
UM, EXCEPT FOR IN THE, UH, HIGHLY OF THE EFFECTIVE, UH, ACTUALLY HAD, UH, UH, TO CAPTURE SOMETHING TO THE LEVEL OF, UH, WITH SUFFICIENT NOTICE, UH, LEAD, LEAD TIME OR NOTIFICATION.
[00:30:01]
IT WENT ABOVE AND BEYOND JUST THE COMMUNICATION, BUT IT ALSO GAVE US ENOUGH OF A HEADS UP TO THE STAKEHOLDERS THAT THEY COULD PLAN APPROPRIATELY TO THE PLAN.IT WASN'T A, ON MONDAY, WE'RE GOING BACK FACE TO FACE IT'S IN FEBRUARY, WE'RE GOING BACK FACE TO FACE.
SO, UM, I JUST CAPTURED THAT ESSENCE OF TIME ON, ON THAT ONE.
AND DAVID, I MEAN, UH, DANIEL, WHAT DID YOU HAVE FOR THE, THE, THE, UH, THE WORDING? WHAT WORDING DID YOU USE FOR THE HIGHLY ENOUGH? I SAID, COMMUNICATING CHANGES WITH EVIDENCE OF STAKEHOLDER FEEDBACK.
UM, AND THEN I HAD LIKE SOMETHING SCRIBBLED WITH, YOU KNOW, APPROPRIATE LEVEL OF NOTIFICATION.
UM, IT COULD BE WITH A SUFFICIENT, UM, I WANTED TO GET TO SOME LEVEL OF SUFFICIENCY OR APPROPRIATE FOR NOT ONLY CAUSE I HAD MORE OF A, UM, WITH EFFECTIVE, UM, COMMUNICATION EXISTED, RIGHT.
AND I HAD INPUT OF STAKEHOLDERS, WHEREAS IT'S NOT JUST HERE'S THE COMMUNITY, HERE'S OUR, HERE'S OUR COMMUNICATION.
SO IT HAD EVIDENCE OF ACTUALLY THE STAKEHOLDERS IN THE COMMUNITY AND THEN THE ADDED TO THE NEXT LEVEL HAD THE ACTUAL APPROPRIATE LEAD TIME WHERE EVERYTHING SEEMED VERY METHODICAL AND PLANNED AND NOT, UM, REACTIVE TO, WHICH IS GETTING TO THAT LEVEL OF, OF THE NEXT LEVEL OF EFFICIENCY.
AND THEN OF COURSE, OF COURSE, MINIMALLY EFFECTIVE IS I THINK THE SAME THING.
YOU HAD NO DOCUMENTATION OF COMMUNICATION, UH, OR GATHERING INPUT FROM STAKEHOLDERS.
YOU WANT TO SHARE YOUR, PUT YOUR SCREEN BACK UP? WELL, DO YOU WANT ME TO, I MEAN, I CAN JUST KIND OF GIVE YOU A QUICK RUN THROUGH, UM, SO YEAH, MINE ARE VERY SPECIFIC BECAUSE TO ME, COMMUNITY RELATIONS IS MORE THAN JUST WHAT DR.
RODRIGUEZ IS INFORMING THE COMMUNITY OF, IT'S NOT JUST COMMUNICATIONS.
IT'S ALSO SORT OF, WHAT DO WE DO WITH THE INFORMATION? I THINK HOW WERE STAKEHOLDERS ENGAGED? HOW WAS IT UPDATED, YOU KNOW, AS IT WAS A VERY RAPIDLY CHANGING SITUATION.
SO MINE WAS, UH, DID NOT ACCEPT INPUT FROM HEALTH OFFICIALS, WHICH A LOT OF DISTRICTS DIDN'T DO DID NOT ENGAGE PARENTS, STUDENTS, OR COMMUNITY MEMBERS IN SCHOOL, OPENING DECISIONS.
UM, AND THEN THIS ONE I WOULD CHANGE, BUT DID NOT PROVIDE REGULAR STATUS UPDATES.
AND WHAT I MEANT WAS WHERE, YOU KNOW, ANY PARENT COULD FIGURE OUT OR ANY COMMUNITY MEMBER COULD FIGURE OUT WHAT WAS GOING ON WITH THE SCHOOLS.
SO I SAID THROUGH A PUBLIC COVID DASHBOARD, UM, WHICH MOST DISTRICTS DID.
SO, BUT YOU KNOW, WAS THERE SOME INSTRUMENT WHERE PEOPLE COULD EASILY FIND OUT WHAT WAS HAPPENING? UM, MINIMALLY EFFECTIVE ROUTINELY INFORMED COMMUNITY OF CHANGES IN SCHOOL POLICY AS DETERMINED BY THE STATE DEPARTMENT OF EDUCATION AND THEIR IMPLICATIONS FOR BUFORD COUNTY SCHOOLS.
SO THAT GOES BACK TO THE IDEA THAT THE MINIMALLY EFFECTIVE THING WOULD JUST BE TO DO WHAT THE STATE TOLD YOU TO, UH, WITH FIDELITY, I GUESS, EFFECTIVE WAS YOU STATE DEPARTMENT OF EDUCATION IN CONJUNCTION WITH COMMUNITY FEEDBACK TO GUIDE DECISION-MAKING KEEPS COMMUNITY INFORMED OF COVID STATUS IN THE SCHOOLS THROUGH TRANSPARENT AND DYNAMIC COMMUNICATION TOOLS, SUCH AS EMAILS, ALERTS, AND A COVID DASHBOARD ON THE WEBSITE, HIGHLY EFFECTIVE.
I HAD ALL STAKEHOLDERS WERE GIVEN AVENUES OF DISCUSSION FOR ONGOING CHANGES TO COVID POLICIES.
DECISIONS WERE SUPPORTED BY MULTIPLE INPUTS, INCLUDING HEALTH OFFICIALS, GOVERNMENT STANDARDS, AND COMMUNITY FEEDBACK CONCERNS WERE ADDRESSED IN A TIMELY AND EMPATHETIC RESPONSE COMMUNITY WAS KEPT INFORMED OF CHANGES THROUGH MULTIPLE TOOLS.
ALL GROUPS WERE GIVEN A VOICE IN THE PROCESS.
SO THAT'S SORT OF A LAUNDRY LIST, BUT THE, AGAIN, THE IMPLICATION WAS, IF YOU'RE HIGHLY EFFECTIVE, THEN YOU'RE, YOU'RE TAKING ALL THESE INPUTS.
YOU'RE USING THAT TO MAKE DECISIONS.
YOU'RE COMMUNICATING THE DECISIONS.
AND EVEN WHEN PEOPLE DISAGREE WITH THE DECISIONS THAT THEY'RE GIVEN AVENUES FOR FEEDBACK AND THAT THEY, YOU KNOW, HAVE THEY FEEL ENGAGED.
SO THAT WAS KIND OF AGAIN, THE RUBRIC OF THE OVERALL RUBRIC, BUT IT'S A LOT, IT CAN DEFINITELY BE TRIMMED DOWN AND THAT'S ALL I HAVE ON COMMUNITY RELATIONS.
AND I THINK WITH ADDING ALL THESE SPECIFICS IN THERE, IT, UM, IT HELPS DR.
RODRIGUEZ, IT KIND OF IS GIVING THE FRAMEWORK FOR THE RESPONSE FOR, YOU KNOW, CAUSE WHEN DOC DR.
RODERICK IS WHEN HE GETS THIS, HE DOES A SELF EVALUATION AND THEN HE PUTS A DOCUMENT FORWARD WITH, UM, EVIDENCE AS TO WHY HE GIVES HIM THAT MARK.
AND A LOT OF THESE THINGS IN HERE WOULD BE INDICATIONS OF EVIDENCE.
SO GOING DOWN, I WAS JUST TRYING TO THINK OF THINGS THAT I THOUGHT WERE IMPORTANT TO DO.
AND I LOOKED AT LIKE OTHER, WHAT OTHER DISTRICTS WERE DOING TO THINK OF, YOU KNOW,
[00:35:01]
WHAT OTHER, BUT THAT'S WHAT THAT'S KINDA, IT'S KIND OF A LAUNDRY LIST GOING ALONG THE LINES OF THE OVERALL THEME.SO, UM, THEN ON TO STAFF RELATIONS, UH, DANIEL, YOU WANT TO GO FIRST WITH THIS ONE? YEAH.
SO I, I GUYS TO THIS ONE AROUND AND IT MIGHT'VE BEEN COMING OUT OF THE WRONG WAY WITH MORE OF A, UH, STAFF SAFETY, UH, WHICH I THINK COULD BLEND TO IT TO KIND OF THE, NOT JUST A PANDEMIC RESPONSE, BUT ANY TYPE OF DISASTER RESPONSE.
SO INEFFECTIVE, ALWAYS PRETTY EASY, NO LEVEL OF CONCERN FOR STAFF SAFETY, UH, WHEN DEVELOPING A CURRENT OPERATING PLAN, UM, WE GET INTO MINIMALLY EFFECTIVE, UM, LEVEL OF CONCERN OF STAFF MEMBERS, UM, PRESENT OR ACCOUNTED FOR IN THE PLAN.
UM, THE EFFECTIVE IS GETTING INTO, UM, NOT ONLY HAVING CONCERNED STAFF MEMBERS, BUT ALSO, UH, GETTING FEEDBACK FROM STAFF MEMBERS THAT MIGHT HAVE SPECIAL CIRCUMSTANCES.
UM, AND THEN THE HIGHLY EFFECTIVE IS, UM, HAVING A TOOL OR A PROCEDURE IN PLACE FOR NOT ONLY KNOWING, BUT GATHERING ALL POTENTIAL HEALTH CONCERNS AND MAKING THE BEST PLAN OF ACTION FROM THAT.
SO NOT COMING TO THE TABLE WITH THE PLAN, BUT GATHERING INFORMATION AND HAVING THE PLAN THAT WILL ACCOUNT FOR STAFF SAFETY.
AND I HAD SOMETHING, UM, FOR THE INEFFECTIVE I HAD, UH, DOESN'T RESPOND TO STAFF FEARS, CONCERNS, UM, MINIMALLY AFFECTED.
I HAD INCONSISTENT RESPONSE, UM, TO STAFF CONCERNS AND, UH, INCONSISTENT RESPONSE AND COMMUNICATION TO STAFF CONCERNS, UM, UNDER EFFECTIVE CONSISTENTLY RESPONSE TO STAFF CONCERNS, REEVALUATE DATA AND PLANS, UM, IN RESPONSE TO THE CONCERNS AND THEN THE HIGHLY EFFECTIVE, UM, I HAD PROACTIVELY WORKS TO SUPPORT STAFF AND IMPROVE WORKING CONDITIONS.
UM, SO I, YOU KNOW, YOU HAD THAT INFORMATION THERE ABOUT GATHERING, UH, COMING UP WITH A TOOL TO GATHER INFORMATION, WHICH I, I THINK IS APPROPRIATE.
AND INGRID, YOU HAD WANT ME TO READ IT? YEP.
STAFF RELATIONS DID NOT LISTEN TO STAFF CONCERNS DID NOT ALLOW REASONABLE ACCOMMODATIONS CONSISTENT WITH MOST CURRENT GUIDANCE FROM HEALTH OFFICIALS DID NOT COMMUNICATE PLANS AND EXPECTATIONS TO STAFF.
MINIMALLY EFFECTIVE STAFF WERE INFORMED OF DECISIONS REGARDING COVID POLICIES IN A TIMELY MANNER.
SEE, IT'S A ONE WAY THING, RIGHT? UH, EFFECTIVE STAFF WERE PROVIDED MULTIPLE AVENUES FOR FEEDBACK.
STAFF WERE ENGAGED IN COVID DECISIONS, DECISIONS AND CHANGES WERE COMMUNICATED TO STAFF IN A TIMELY MANNER.
UM, AND THEN, UH, HIGHLY EFFECTIVE, UM, AND FULL DISCLOSURE.
THIS IS WHERE I DO THINK I HAD SOME BIAS BECAUSE ONE OF THE THINGS I DID THINK THAT WAS, UH, WAS, UH, UH, A LEADERSHIP THING WAS, YOU KNOW, WHEN, WHEN STAFF DID HAVE CONCERNS ABOUT GOING BACK TO THE CLASSROOM AND PEOPLE UPSET ABOUT IT, THAT THERE WAS A LOT OF OUTREACH, LIKE THE MENTAL HEALTH.
RODRIGUEZ WENT LIKE TO INDIVIDUAL TEACHERS AND MET WITH THEM AND YOU KNOW, THAT KIND OF THING.
SO I SAID HIGHLY EFFECTIVE WAS STAFF FELT SUPPORTED THROUGHOUT THE PROCESS OF COVID DECISION-MAKING STAFF WELLBEING WAS A PRIORITY THROUGHOUT COVID WITH ADDITIONAL RESOURCES, A HOLISTIC RESPONSE AND TRANSPARENCY.
AND THIS ONE I THINK IS, UM, THIS IS AN EXAMPLE WHERE I THINK IT'S HARD TO COME UP WITH SOMETHING SUPER GENERAL, RIGHT.
BECAUSE HOW DO YOU HAVE TO HAVE LIKE A MENTAL HEALTH OUTREACH PROGRAM FOR HURRICANES OR, YOU KNOW WHAT I MEAN? LIKE, IT JUST SEEMS LIKE IT'S SOMETHING WHERE IT WAS VERY UNIQUE.
AND I THINK WE'VE GOTTEN LUCKY FOR THE LAST 12 WEEKS.
I'M NOT LUCKY CAUSE WE'VE BEEN HIT WITH HURRICANE PRETTY MUCH EVERY YEAR FOR, I THINK, SIX YEARS.
UM, BUT WE HAVEN'T HAD THAT CATEGORY THREE COME RIGHT THROUGH BUFORD, WHICH COULD SPAR, SPAWNED THE NEED FOR SOME MENTAL HEALTH OR SOME, YOU KNOW, THE DISTRICT REACHING OUT AND, AND CONNECTING ITS STAFF MEMBERS WITH, YOU KNOW, THE APPROPRIATE, UM, AGENCIES FOR ASSISTANCE.
THERE'S, THERE'S A CHANCE THAT, YOU KNOW, IF A, IF A CATEGORY THREE, FOUR OR FIVE HURRICANE HITS BUFORD, IT COULD
[00:40:01]
BE VERY, COVID LIKE HERE FOR A WHILE.UM, SO I, I WE'VE GOTTEN LUCKY WITH, YOU KNOW, BEING OUT, I THINK THE MOST WE WERE OUT WAS, YOU KNOW, NINE OR 10 DAYS, UH, WITH THE HURRICANE, BUT I MEAN, IT COULDN'T, IT COULDN'T GET TO A POINT WHERE THERE'S ACTUAL MASS DEVASTATION OF, OF PROPERTY AND LOSS OF LIFE THAT COULD REQUIRE THESE SAME TYPES OF INTERACTIONS.
SHOULD WE DISASTER PLAN AND THEN COME BACK TO THIS? YEAH.
I DON'T KNOW IF I GOT PUT ON THE AGENDA, BUT IT'S ON THE LIST OF THINGS.
I THINK WE SHOULD LOOK AT IT'S ON THE AGENDA REQUEST LIST.
UM, YOU MEAN FOR THAT, FOR THE, THE, UM, WELL, THE DISASTER PLANS, A POLICY, RIGHT? WHERE THE POLICY IS THAT THEY ARE TO PRESENT THE BOARD WITH A DISASTER PLAN AND BUSINESS CONTINUITY.
SO, UM, YOU KNOW, I DON'T KNOW IF WE, AT THIS POINT, OUR JOB IS TO COME UP WITH, TO AMEND, AMEND THE, UM, THAT DOCUMENT THAT WE HAVE TO EVALUATE THE SUPERINTENDENT, THAT'S OUR TASK TO AMEND THE DOCUMENT.
SO, YOU KNOW, GETTING OFF ON THE DISASTER PLAN, YOU KNOW, WE AN AMENDMENT OF THE DOCUMENT.
I MEAN, IF WE'RE GOING TO DO THAT, WE COULD ASK THE SUPERINTENDENT TO DEVELOP AN INDIVIDUAL DEVELOPMENT PLAN AND ASK HIM TO ADDRESS SOMETHING.
I DON'T KNOW, I'M JUST THROWING THAT OFF THE TOP OF MY HEAD, BUT I THINK THE REASON THAT MR. CAMPBELL BRINGS IT UP IN THE CONTEXT OF THIS DISCUSSION IS WE KEEP TALKING ABOUT ADDING THESE SECTIONS AS IF WE'RE TALKING ABOUT A VERY GENERAL DISASTER RELIEF RESPONSE.
AND SO I AM, I HAVEN'T HEARD NOW BOTH YOURS DANIELS AND MINE MINE'S TOO SPECIFIC.
AND I, YOU KNOW, BASICALLY WHAT I DID IS I SENT THAT TO YOU AS A ROUGH DRAFT TO START TOOLING IT DOWN.
I THINK SOMEWHERE BETWEEN YOURS AND MINE AND, YOU KNOW, AND I'M GONNA, YOU KNOW, IS THE RIGHT WAY TO DO IT.
I DO THINK THIS SHOULD BE A ONE-OFF PANDEMIC RESPONSE BECAUSE WE ARE SPECIFICALLY TAKING OUT THE ACADEMIC METRICS AND THE TEACHER RETENTION METRICS, BUT WE INTEND TO PUT THOSE BACK IN.
SO I DON'T THINK WE NEED TO GO, YOU KNOW, IF, IF WE WANT TO GO FULL ON WHERE WE'RE ADJUSTING THIS INSTRUMENT TO CAPTURE DISASTER PLANNING AND, AND BUSINESS CONTINUITY, THEN I THINK WE SHOULD FIRST HEAR WHAT OUR BUSINESS CONTINUITY AND DISASTER PLAN IS LIKE TO MR. CAMPBELL'S POINT.
I DON'T THINK WE NEED TO DO THAT.
I THINK WE NEED TO FOCUS IN MY OPINION AND I'M, I COULD MAKE A MOTION WE CAN, BUT I THINK WE SHOULD.
UH, MY, MY RECOMMENDATION IS THAT WE DEVELOP THIS ADDITION TO THE CURRENT TOOL AS A ONE TIME ADJUSTMENT IN LIEU OF OUR ACADEMIC METRICS AND OUR TEACHER RETENTION METRICS, AND THEN, AND, AND JUST HAVE IT.
AND THEN WE CAN WORK OUR, TO INSTRUMENT THE, TO RE YOU KNOW, YOUR VERSION, MY VERSION DANIEL'S VERSION AND GET THEM A LITTLE BIT CLOSER, RIGHT.
THAT WOULD BE MY RECOMMENDATION, OR I CAN MAKE A MOTION AND WE CAN VOTE ON IT.
WELL, I, YOU KNOW, I, I, I, THAT'S WHERE WE KIND OF RUSHED.
THAT'S WHAT WE HAD DECIDED AT OUR LAST MEETING THAT WE WERE GOING TO DO, THAT WE WERE, THIS WAS GOING TO BE A THING.
SO I DON'T KNOW IF IT NEEDS A MOTION, BUT WHEN WE TAKE IT TO THE BOARD, YOU KNOW, WE CAN SAY, THIS IS WHAT WE'RE PROPOSING.
YOU KNOW, THIS WAS OUR THINKING.
AND THEN, UM, YOU KNOW, THEN OTHERS, AND PERHAPS THERE ARE OTHERS THAT THINK IT IN ADDITION TO DAVID, I MEAN, UH, AND WE'RE GOING TO MAKE IT A LITTLE LESS SPECIFIC, UM, BRING THE, BRING IT TO GET, BRING THEM ALL TOGETHER.
BUT I THINK THAT FUNDAMENTALLY, WE NEED TO DECIDE IF WE'RE GOING TO MAKE THIS DISASTER A GENERAL DISASTER RESPONSE METRIC.
AND IF WE ARE, THEN I THINK MR. CAMPBELL'S RIGHT, WE NEED TO SEE WHAT WE HAVE ALREADY.
AND, BUT MY RECOMMENDATION WOULD BE, LET'S NOT DO THAT.
UM, LET'S STICK TO WHAT WITH, WE KIND OF TALKED ABOUT IS MAKING THIS A ONE-YEAR THING AND THEN BEING VERY CONSCIOUS OF MR.
AND I WILL ADMIT, LIKE, ON THE STAFF RELATIONS, I DO FEEL LIKE WE DID A REALLY GOOD JOB, LIKE ABOVE AND BEYOND.
I WOULD, I WOULD MARK US AS HIGHLY EFFECTIVE ON THAT.
SO THAT DID FACTOR IN WHEN I'M MAKING MY LIST.
I WANTED TO INCLUDE, YOU KNOW, THAT THERE WAS A LOT OF OUTREACH, MENTAL HEALTH, ADDITIONAL RESOURCES, ET CETERA.
[00:45:01]
SO WALKING THAT BACK AND SAYING, LET'S MAKE THIS MORE GENERAL AND LESS TO YOUR POINT, LIKE, YOU KNOW, WHERE WE'RE ALREADY GIVING PEOPLE THE EVIDENCE THAT WE HAVE.AND I THINK WE CAN DO THAT, MAKE IT LESS SUB SPECIFIC.
SO, UM, DO YOU, I DON'T KNOW, IS EMOTION NECESSARY FOR US TO PROCEED MR. CAMPBELL? WHAT DO YOU THINK? YEAH, I, I FEEL LIKE THAT WHAT INGRID JUST STATED IS WHERE WE, THE CONCLUSION THAT WE HAD COME TO BEFORE.
SO NOW WHAT WE'RE, WHAT I'M HEARING IS WE ARE GOING TO, UM, WHEN WE PRESENT IT TO THE BOARD, YOU KNOW, WE'LL STILL TITLE IT AS A ONE-OFF PANDEMIC RESPONSE AND WE'LL PAIR DOWN THESE, UM, RUBRIC MEASUREMENTS.
SO THAT THEY'RE, UH, NOT QUITE AS SPECIFIC AS WHAT, UM, I GUESS.
YEAH, NOT SO LEADING IS, IS THE THING.
AND I, I DID NOT REALLY THINK ABOUT THAT AS WELL AS I SHOULD HAVE WHEN IT, BUT LIKE I SAID, I WAS JUST MAKING A LAUNDRY LIST OF THINGS I THOUGHT YOU COULD LOOK AT FOR SOMEBODY.
SO DAVID, GIVE ME YOUR INPUT ON THAT.
WHAT DO YOU THINK ABOUT THAT? I'LL SUPPORT WHATEVER THE COMMUNITY DECIDES.
UM, NOW I'M JUST REALLY UNCOMFORTABLE, AS I'VE SAID BEFORE GOING A RETROACTIVE AND MOLDING THE TOOL TO GET THE RESULT THAT WE THINK IS APPROPRIATE AS A SLIPPERY, SLIPPERY SLOPE, I'M REALLY UNCOMFORTABLE WITH IT.
UM, YOU KNOW, I THINK HE'S DONE A HELL OF A JOB.
I DON'T THINK WE COULD HAVE A BETTER SUPERINTENDENT, BUT I, I DON'T WANT TO EMBED THAT IN THE TOOL.
AND I, AND TO YOUR POINT, I CAN SEE WHERE I DID THAT UNINTENTIONALLY, YOU KNOW, AND, AND IN CERTAIN SENSES ALMOST INTENTIONALLY, WHICH WASN'T REALLY MY AIM, BUT I THINK THAT'S A VERY VALID POINT.
SO WE JUST NEED TO KIND OF CLEAN IT ALL UP.
SO IF DAVID, DO YOU FEEL THAT IF WE WENT WITH THE MORE GENERAL STATEMENTS THAT DANIEL AND I HAVE CRAFTED, BUT WE STILL LABELED IT PANDEMIC RESPONSE, BECAUSE THAT'S WHAT WE'RE TRYING TO MEASURE.
DOES DOES THAT, UM, YOU KNOW, WHAT DO YOU THINK OF THAT? UM, SURE.
AS LONG AS WE EXPLAINED, WHEN WE PRESENT, WHEN YOU PRESENTED TO THE BOARD, UM, THAT THIS IS A ONE-TIME DEAL, THAT'S NOT, WHAT'S, THE TOOL IS GOING TO LOOK LIKE GOING FORWARD.
UM, AND THEN Y'ALL ARE GOING TO HAVE TO WORK ON THE TOOL GOING FORWARD CAUSE THAT TIME'S RUNNING OUT ON GETTING NEXT YEAR'S EVALUATION WORKED OUT.
UM, BUT YEAH, AS LONG AS IT'S EXPLAINED THAT THIS IS UNIQUE, UM, THAT'S GOOD, BUT I DO THINK THE RESPONSE IS MORE GENERIC WOULD BE HELPFUL.
AND I DO THINK THAT THE FACT THAT WE HAVE TO ADD THIS SHOW IS THERE WAS A WEAKNESS OF THE TOOL THAT YOU CAN FIX.
AND THEN I ALSO DO AGREE THAT BEFORE WE ADD SOMETHING MORE GENERAL, THAT WE DO NEED TO KNOW WHAT OUR POLICY IS FOR THE DISASTER PLAN OR, OR WHATEVER, AS STATED BY, BY EARL AND INGRID.
I CAN NOT SEE AS WILLIAM'S HAND UP.
SO THEN MOVING ON TO BUSINESS AND FINANCE.
NOW, THIS ONE I DID HAVE, UH, I WAS MORE SPECIFIC IN MINE, UM, WITH THE PANDEMIC.
SO SOMEONE'S GONNA, YOU KNOW, HELP ME OUT HERE.
I HAD, UM, FOR INEFFECTIVE, I HAD INCONSISTENT ALLOCATION OF, UM, PPE AND, UM, FINANCIAL GOVERNMENT APP, AN APP ACCESSING GOVERNMENT, GOVERNMENTAL MONEY, AND THEN UNDER MINIMALLY EFFECTIVE, I HAD RESOURCES ARE ALLOCATED TO MEET IMMEDIATE NEEDS, UM, AND PURCHASED WITH AVAILABLE FUNDING.
UM, UNDER EFFECTIVE, I HAD RESOURCES ARE RESUPPLIED PROACTIVELY AND MEETS AS, OR FUNDING GUIDELINES.
[00:50:01]
NOW SEE, THAT'S REALLY SPECIFIC TO, UM, THE PANDEMIC AND THEN UNDER HIGHLY EFFECTIVE USE THE STATE AND FEDERAL RESOURCES TO MAXIMUM BENEFIT.UM, SO I REALLY NEED HELP ON THAT ONE.
DANIEL, WHAT DID YOU COME UP WITH? SO I WENT MORE ALONG THE LINES OF, UM, PROCUREMENT FOR THE FIRST, UH, SO I SAID NO EVIDENCE OF PROCURING, UH, NEEDED MATERIALS, UM, THROUGH USE OF EMERGENCY FUNDING.
SO I DIDN'T NECESSARILY NAME ESSER CAUSE I KIND OF TRIED TO MAKE IT A LITTLE AS GENERIC AS POSSIBLE.
UM, BUT AFTER HEARING MR. CAMPBELL, I REALLY WENT TO THE FACILITIES MANAGEMENT BULLET, THE DEFOUR BECAUSE THOSE ARE ALMOST PERFECT FOR THIS SITUATION.
IF YOU WERE GOING TO SITE BACK TO THAT DISASTER RECOVERY PLAN.
SO THERE'S NO PLAN, THERE IS A PLAN, THE PLAN IS ACTIVELY FOLLOWED.
SO, UM, ONCE THAT CONVERSATION STARTED, I REALLY KIND OF HONED IN ON THAT, TRYING TO CAPTURE THE ESSENCE OF THAT DEFORE, UM, WITH THE PLAN.
SO IF WE COULD MIMIC SOMETHING LIKE THAT, I THINK IT WOULD BE EASILY, UM, APPLIED ACROSS ANY TYPE OF DISRUPTION, INGRID COMMENTS IMMEDIATELY.
UM, I TALKED TO JAY GEIER ABOUT THIS ONE.
UM, AND HE BASICALLY, AGAIN, KIND OF WITH WHAT I WAS TALKING ABOUT, THE BIGGER FRAMEWORK, HE SAID THAT EFFECTIVE WOULD BE WE BALANCED THE BUDGET AND THAT HIGHLY EFFECTIVE WOULD, YOU KNOW, OBVIOUSLY INEFFECTIVE MEANS YOU DIDN'T HAVE ANY PLAN.
AND THEN, UM, HE THOUGHT HIGHLY EFFECTIVE WAS, YOU KNOW, COLLABORATION STAKEHOLDERS, YOU KNOW, GETTING INPUT FROM PRINCIPALS ABOUT HOW TO SPEND THIS MONEY, ET CETERA, ET CETERA.
SO, UM, THE WORD I CAME UP WITH FOR HIGHLY EFFECTIVE FROM HIM WAS A MORE COLLABORATIVE RESPONSE AND, UM, EFFECTIVE WOULD BE ESSENTIALLY BALANCING THE BUDGET.
SO THAT WAS KIND OF THE FEEDBACK I GOT FROM OUR FINANCE CHAIR, WHICH I THINK KIND OF LINES UP WITH WHAT YOU GUYS ARE TALKING ABOUT.
ALTHOUGH I DO THINK, I THINK THAT
I, THE ONLY THING I THINK THAT, YOU KNOW, IS THAT WE HANDLE JUST ONSLAUGHT OF FEDERAL FUNDING.
YOU KNOW, A WINDFALL AS IT WERE.
THE WORD I USED IN HIGHLY EFFECTIVE WAS COHESIVE.
SO IT WAS LIKE A COHESIVE PLAN.
YOU USE COLLABORATE, COLLABORATE, BUT IT WAS REALLY AN ALL ENCOMPASSING PLAN TO DEAL WITH THE PPE ALL THE WAY TO THE ADDITIONAL RESOURCES NEEDED FOR THE LEARNING LOSS.
THE THING FOR ME WITH HIGHLY EFFECTIVE IS DID WE MANAGE TO ACHIEVE CONSENSUS IN THIS HIGHLY, UM, YOU KNOW, DISCORDANT PERIOD? OKAY.
SO THEN LET'S GO ON TO INSTRUCTIONAL LEADERSHIP.
AND I HAD IN MY NOTES THAT WE HAD AGREED TO ADD TO THAT WE HAD TALKED ABOUT ADDING TO ONE, THE PANDEMIC RESPONSE TO LEARNING LOSS AND THE OTHER, THE PANDEMIC RESPONSE TO INSTRUCTIONAL DELIVERY.
I HAD LEARNING, LEARNING LOSS AND RETURN TO FACE-TO-FACE INSTRUCTIONAL DELIVERIES RETURNING FACE-TO-FACE.
SO WHAT, WHAT PART OF THE REST OF YOU THINK, DO WE NEED TO HAVE TWO SPECIFIC THINGS? UM,
[00:55:01]
I THINK, UH, IF WE LOOK UNDER INSTRUCTIONAL LEADERSHIP HM.YOU KNOW, WE HAVE SUPPORT FOR STUDENTS.
WE HAVE INSTRUCTION CURRICULUM, YOU KNOW, STAFF DEVELOPMENT, CERTAINLY ALL OF THOSE THINGS WERE IMPACTED DURING THE PANDEMIC.
STAFF DEVELOPMENT HAD TO BE, UM, UH, HEIGHTENED TO GET THE STAFF UP, TO, UH, GET THEIR ABILITY TO USE THE VIRTUAL THINGS UP.
SO EACH ONE OF THOSE COULD BE LOOKED AT THROUGH A, UM, THROUGH THE LENS THIS YEAR OF, YOU KNOW, ADDITIONAL THINGS THAT HAD TO HAPPEN.
UM, BUT TWO THINGS THAT DIDN'T HAVE TO HAPPEN, BUT ARE SPECIFIC TO THIS YEAR ARE THE LEARNING LOSS AND THE, UM, INSTRUCTIONAL DELIVERY MODEL IN MY MIND.
SO, UH, OTHER COMMENTS, DO WE NEED ONE OR TWO EARL? WHAT DO YOU THINK? I DON'T THINK WE CAN ACTUALLY ADDRESS THE LEARNING LOSS UNTIL, UH, WHERE WE CAN ADDRESS IT, BUT TO FIND OUT HOW, HOW YOU AFFECT OUR STUDENTS UNTIL THEY GET BACK INTO SCHOOL.
AND WHAT I HAVE, WE WON'T HAVE ANY DATA, YOU KNOW, WE HAVE THE, THE DATA, UM, YOU KNOW, ALL, DATA'S STILL EMBARGOED, YOU KNOW, WE, WE W WE HAVE THE, THE MAP DATA FROM SPRING TO, YOU KNOW, THIS YEAR'S MAP DATA, WHICH IS, WHICH IS NOT ENCOURAGING AT ALL TO SAY THE LEAST.
UM, SO IN TERMS OF PANDEMIC RESPONSE TO LEARNING LOSS, WELL, I'LL JUST, UM, SHARE WHAT I CAME UP WITH FOR UNDER AN INEFFECTIVE.
UH, NO OPTIONAL PROGRAMS WERE DEVELOPED, UM, FOR MINIMALLY EFFECTIVE.
I PUT MINIMAL EFFORT TO, UM, SORRY, I PUT, UH, SOME, SOME ADDITIONAL PROGRAMS ARE DEVELOPED WITH MINIMAL EFFORT TO ENSURE PARTICIPATION UNDER EFFECTIVE.
I PUT, DEVELOPS MULTIPLE PROGRAMS, UM, TO ADDRESS LEARNING LOSS AND TO ENSURE PARTICIPATION BY TARGETED STUDENTS PARTICIPATION OF TARGETED STUDENTS.
AND THEN FOR HIGHLY EFFECTIVE, I PUT, DEVELOPS MULTIPLE PROGRAMS TO ENSURE PARTICIPATION BY ALL TARGETED STUDENTS AND ENCOURAGE, ENCOURAGES PARTICIPATION BY ALL STUDENTS.
MY THOUGHT ON THIS IS THAT, YOU KNOW, THE TARGETED STUDENTS ARE THE ONES WHO LOST THE MOST, BUT WE HAVE A WHOLE LOT OF STUDENTS WHO, WHO ARE, WEREN'T INCLUDED WITH SOME OF THESE TARGETED PROGRAMS BECAUSE THEY DIDN'T LOSE AS MUCH AS OTHERS, IF THAT MAKES ANY SENSE.
SO THOSE WERE MY THOUGHTS UNDER THE PANDEMIC RESPONSE TO LEARNING LAUNCH LOSS.
WHAT DID THE DISTRICT DO? WHAT DID WE PUT IN PLACE TO KIND OF MITIGATE THE LEARNING LOSS AT THIS POINT? DANIEL? WHERE DID YOU COME UP WITH THAT? FOR THAT ONE? OKAY.
WE'RE STILL IN THE DOWNWARD SLIDE OF THE LEARNINGS.
NOT SAYING THAT WE DIDN'T DO ANYTHING, UH, YOU KNOW, WE HAD A 2.0 PROGRAM.
UH, WE HAD A FULL PILOT OF IREADY.
WE DID A LOT OF THESE THINGS THAT YOU MENTIONED WITH PROGRAMS AND PLANS OF ACTION, BUT THAT WAS TO LESSEN THE AMOUNT OF LOSS THAT'S THAT WAS, AND IS STILL OCCURRING BECAUSE HONESTLY, WE STILL HAD A PRETTY SIGNIFICANT AMOUNT OF STUDENTS THAT WERE STILL VIRTUAL ALL YEAR ROUND, EVEN THOUGH WE DID COME BACK FACE TO FACE, EVEN THOUGH EVERYTHING WAS FOLLOWED AND WE DID THE BEST WE COULD.
UM, I'M NOT SURE THAT WE'VE, WE'VE GOT A TRUE HANDLE ON WHAT THE LEARNING LOSS WAS YET.
[01:00:01]
TOUCH THIS ONE BECAUSE I ALMOST SEE THIS ONE AS A 2122.WHAT DID YOU DO TO ADDRESS THE LEARNING LOSS NOW THAT THE SCHOOLS ARE BACK OPEN? WHAT DID YOU DO? UM, SO THAT'S WHERE I GOT A LITTLE, A LITTLE TORN ON THAT ONE, BECAUSE I'M NOT SURE THAT WE'VE HIT THE BOTTOM OF LEARNING LOSS TO BE ABLE TO MEASURE EFFECTIVELY.
UH, IF, YOU KNOW, ON A SELF EVALUATION, YOU AND SOMEONE WERE TO COME BACK AND SUPERINTENDENT CAME BACK AND SAID, YOU KNOW, I DID X, Y, AND Z, AND I'VE, I DO FEEL THAT I AM HIGHLY EFFECTIVE.
UM, BUT THEN, YOU KNOW, FALL MAP COMES AROUND AND, AND YOU SEE A LITTLE DIFFERENT IMAGE, UM, BECAUSE IT'S STILL OCCURRING BECAUSE NOW THAT WE'VE GOT THE KIDS BACK IN THE BUILDING, NOW HE CAN BUILD THEM UP AND TRY TO FIX THAT LOSS.
I, I WAS HOPING THAT, UM, I LEFT MY INSTRUCTIONAL PART OPEN CAUSE I, UM, I FELT LIKE MAYBE THERE WERE OTHER PEOPLE THAT COULD PUT BETTER WORDS TO IT THAN I COULD.
UM, I THINK THIS IS REALLY, TO ME, THE TRICKIEST, UM, AS FAR AS LEADERSHIP, BECAUSE IT IS, IT'S JUST SO UP IN THE, ALL THIS STUFF IS SO UP IN THE AIR AND THE METRICS ARE SO ALL OVER THE PLACE AND IT IT'S SUCH AN EXCEPTIONAL EVENT.
SO I THINK WHAT YOU HAVE KATHY WORKS FOR ME.
I DON'T, I, TO BE HONEST, AS FAR AS LIKE BREAKING INTO TWO CATEGORIES, I SAY, WE DON'T, I SEE WHY WE DO IT, BUT I FEEL LIKE AT THIS POINT, LIKE THERE'S A BIG DEBATE GOING ON BETWEEN HOW GENERAL AND HOW SPECIFIC.
AND SO MAYBE TO BACK OUT SOME OF THE SPECIFICITY A LITTLE BIT AND JUST MAKE IT MORE BROAD, BECAUSE IT IS SUCH A COMPLEX ASPECT OF THIS PANDEMIC.
UM, EARL, I DON'T HAVE ANYTHING TO ADD TO THAT.
AND REMEMBER WHEN WE TALKED ABOUT THIS BEFORE, THIS IS, YOU KNOW, WHAT PROCESSES, IT'S REALLY A PROCESS THING.
WHAT PROCESSES ARE BEING PUT IN PLACE TO ADDRESS LEARNING LOSS? THE RESPONSE IS, IS THE KEY WORD HERE, YOU KNOW, WHAT'S BEING DONE.
AND REMEMBER THIS EVALUATION GOES FROM, UM, YOU KNOW, THIS INSTRUMENT IS USED IN OCTOBER.
SO WHAT HAS BEEN DONE TO ADDRESS POTENTIAL LEARNING LOSS OR TO THAT KIND OF STUFF? UM, IT'S A TOUGH ONE.
CAUSE LIKE, LIKE TO DANIEL'S POINT, WE'RE SORT OF IN THE, THE, WE'RE STILL IN THE MIDDLE OF THE STORM ON THIS ONE AND TO KIND OF TRY AND STEP BACK AND SEE HOW WE'RE DOING.
LET'S GET OUT OF THE STORM FIRST.
BUT, YOU KNOW, I GUESS THE, UM, YOU KNOW, MY VIEWPOINT IS WE DIDN'T JUST SIT BY AND LET THE STORM LET THE FLOOD COME.
WE TRIED TO, WE RECOGNIZE, YEAH.
WE, WE RECOGNIZE THAT THE FLOOD WAS COMING.
SO AT MY HOUSE, WHEN I GO DOWN TO THE BASEMENT AND I PICK EVERYTHING UP, SO IT DOESN'T, CAUSE I LEARNED THAT FROM MY FIRST EXPERIENCE.
SO YOU CHECK YOUR DOCUMENTS, YOU MAKE SURE YOU'VE GOT YOUR FLOOD INSURANCE.
SO EVEN, SO THERE WAS SOME RESPONSE TO LEARNING LOSS.
AND IT WAS JUST LIKE, WHAT'S YOUR POINT IS THOUGH THE ANALOGY WORKS REALLY WELL BECAUSE I THINK WHAT'S REALLY TRICKY ABOUT THIS PART IS WHAT WAS THE PROCESS, BUT THEN WE'RE SAYING, NOW WE'RE LOOKING BACK TO THE PROCESS WORK.
AND TO DANIEL'S POINT THAT'S ON NEXT YEAR'S EVALUATION, DID THE PROCESS WORK? SO MY THOUGHT WOULD BE TO KEEP IT FAIRLY GENERAL AND JUST TRY TO CAPTURE THAT WE WERE PROACTIVE AND RESPONSIVE AND YOU KNOW, AND, UH, AND DID WHAT NEEDED TO BE DONE TO A CERTAIN LEVEL.
THAT'S ABOUT THE BEST WE CAN DO AT THIS POINT.
THAT'S WHY I KIND OF LEFT IT BLANK.
I TRIED TO DODGE THAT QUESTION A LITTLE BIT.
SO WERE YOU OKAY WITH THE KIND OF GENERAL STATEMENTS I CAME UP WITH? YES.
SO DO WE HAVE A
PANDEMIC RESPONSE TO LEARNING LOSS.
UNLESS WE WANT, UM, DO WE WANT TO READ PANDEMIC RESPONSE TO ANTICIPATED LEARNING LOSS TO
[01:05:01]
JUST STAVE OFF LEARNING LOSS, TO MINIMIZE LEARNING LOSS, TO ADDRESS LEARNING LOSS, REDUCE? YEAH.HIS POINT IS IF WE PUT IN LEARNING LOSS, IT'S, WE'RE ALMOST WRITING THE, AFTER THE FACT, BECAUSE NOW WE KNOW LEARNING LOSS OCCURRED, WHAT DID WE DO TO FIX IT? IT'S, IT'S ROUGH TO THINK OF SOMETHING PANDEMIC RESPONSE TO, UM, IMPACT ON LEARNING.
SO WE'RE NOT ASSUMING THERE'S A LOSS WE KNOW NOW THERE WAS A LOSS, BUT WE NEED TO MAKE IT SOMEWHAT.
PANDEMIC RESPONSE TO IMPACT ON LEARNING WORKS OR PAN DAMACHE RESPONSE TO INSTRUCTION.
UM, TO ME, IT SEEMS LIKE TO TRY TO MAINTAIN THE INTEGRITY OF INSTRUCTION OR MAINTAINS, YOU KNOW, IN THE FACE OF ALL THESE ADVERSITY, WHAT DID WE DO TO KIND OF KEEP LEARNING GOING RIGHT.
PANDEMIC RESPONSE TO LEARNING, JUST PANDEMIC RESPONSE TO LEARNING AND ACHIEVEMENT.
UM, DANIEL, YOU'RE SHAKING YOUR HEAD.
CAN YOU THINK OF ANYTHING ELSE? I MEAN, THAT WAS A SHAKING.
NO, THAT'S A, THIS IS A TOUGH ONE TO LOOK AT OBJECTIVELY WHERE WE SIT NOW TO WHERE WE WERE, BECAUSE HIS EVALUATION RUNS OCTOBER TO OCTOBER, I THINK, OR SEPTEMBER TO OCTOBER THROUGH SEPTEMBER.
UM, IF YOU PUT YOURSELF IN THAT CALENDAR, WHERE WERE WE? UM, THIS, THIS WASN'T OR WASN'T REALLY HAPPENING.
SO, UM, I THINK IT'S, I THINK HER PEN DIMOCK RESPONSE TO LEARNING IS PROBABLY THE BEST WE'RE GOING TO GET IF WE TRY TO WORDSMITH THIS TOO MUCH.
IF WE ADD THE WORD STUDENT IN THERE, PANDEMIC RESPONSE TO STUDENTS.
WHAT ABOUT, UH, TEACHING AND LEARNING? UM, NEVER DOES INSTRUCTION.
BECAUSE IT'S INSTRUCTIONAL LEADERSHIP.
SO I'D SAY TEACHING AND LEARNING AND JUST LEAVE IT AT THAT.
SO HOW ABOUT I, UM, TRY AND GO THROUGH ALL OF THESE THINGS AGAIN AND SEND OUT TO ALL OF YOU.
UM, MY TAKE ON OUR DISCUSSION, WE'RE GOING FROM SPECIFIC SPECIFIC TO A LITTLE MORE GENERAL AND YOU GUYS CAN, THE COMMITTEE MEMBERS CAN LOOK AT IT AND TELL ME, YOU KNOW, DO I HAVE THE WORDS RIGHT HERE? UM, MAKE SUGGESTIONS, DO YOU WANT SOME HELP WITH THAT, KATHY? LIKE, DO YOU WANT TO BREAK IT UP WHERE I CAN TAKE ONE OR TWO SECTIONS EARL COULD TAKE THE SECTION, YOU KNOW, OR WOULD YOU, I MEAN, WOULD YOU RATHER DO IT ALL FROM ONE PLACE? YOU KNOW WHAT? IT MIGHT BE MORE CONSISTENT IF, YOU KNOW, IF WE DID IT FROM ONE PLACE, I THINK I JUST WANTED TO OFFER, YOU KNOW, THAT'S A BIG, THAT'S A BIG JOB.
AND I THINK THAT, YOU KNOW, A LOT OF IT'S BEEN DONE, YOU KNOW, I HAVE DANIEL, IF YOU HAVE YOURS IN WRITING, IF YOU HAVE WRITTEN DOWN, COULD YOU JUST SHOOT THAT TO ME? AND THEN I'LL HAVE YOURS, I'LL HAVE MINE.
AND THEN I WILL, YOU KNOW, SEND SOMETHING OUT BECAUSE THAT'S, WE'VE GOT TO GET THIS TO THE BOARD.
WE'VE GOT TO GET IT TO THE BOARD, UM, FOR APPROVAL SO THAT, UM, YOU KNOW, DR.
RODRIGUEZ KNOWS WHAT HE'S BEING EVALUATED ON, UM, BECAUSE THE EVALUATIONS IN OCTOBER, SO IS THIS GOING TO COME UP TO THE BOARD THEN FOR THE JULY 13TH MEETING? AYE, AYE.
I MEAN, I MEAN, IT CAN, IF YOU HAVE IT READY, UM, THAT'S SPINNING IN AND BOARD DOCS TOMORROW AND TALKING ABOUT IT ON TUESDAY.
SO IT'LL HAVE TO BE THE FIRST WEEK WE GOT TO GET IT ON THE CALENDAR FOR THE FIRST WEEK IN AUGUST, THE FIRST ONE IN AUGUST.
DAVID, WHILE YOU STEPPED OUT, UM, IN OUR DISCUSSION ON
[01:10:01]
UNDER, BUT INSTRUCTIONAL LEADERSHIP OR WHATEVER THAT TITLE IS NOT YET INSTRUCTIONAL LEADERSHIP, WE ADDED THE PANDEMIC RESPONSE TO, UM, THE WE'RE CALLING IT PANDEMIC RESPONSE TO TEACHING AND LEARNING AND, UM, HAD PRETTY, UH, YOU KNOW, NOT PRETTY GENERAL STATEMENTS ABOUT WHAT'S INEFFECTIVE, MINIMALLY EFFECTIVE, EFFECTIVE, HIGHLY EFFECTIVE, YOU KNOW, IN WHAT WE'RE MEASURING HERE.WHAT WE'RE TRYING TO MEASURE HERE IS PROCESS WE'RE STEPS TAKEN TO, UM, ADDRESS TEACHING AND LEARNING IN ANY DIFFERENT MANNER BECAUSE OF THE PANDEMIC.
UM, WE DECIDED TO STAY AWAY FROM, UH, THE WORD LEARNING LOSS, BECAUSE TO YOUR POINT, WE, UM, YOU KNOW, ARE PREDICTING SOMETHING THE WHOLE COUNTRY KNOWS THERE'S BEEN A LEARNING LOSS, BUT, UM, AND WE FELT LIKE THE ADDRESSING LEARNING LOSS WOULD COME UP IN NEXT YEAR'S EVALUATION WHEN WE GET BACK TO THE ACADEMIC METRICS.
SO DO YOU HAVE ANY, WHAT ARE YOUR THOUGHTS ON THAT? I AGREE COMPLETELY.
AND I, I JUST, UM, EMPHASIZE YOUR POINT THAT THIS IS ABOUT PROCESS BECAUSE METRICS IS AN ALL ANOTHER SECTION.
UM, SO THIS IS JUST, YOU KNOW, THE PROCESSES THAT WE THOUGHT WOULD YIELD GOOD RESULTS.
THE GOOD RESULTS ARE MEASURED ELSEWHERE.
SO I THINK THAT'S A GOOD EMPHASIS POINT.
SO, UM, SO I WILL TAKE THESE GENERAL STATEMENTS.
I WILL TYPE THEM UP AND SEND THEM TO COMMITTEE AND WE CAN KNOW IF YOU HAVE ANY COMMENTS ABOUT WORDSMITHING.
UM, AND IF WE CAN HAVE ANOTHER MEETING, I'LL GIVE THE, I GET THEM TO EVERYONE BY THE END OF THIS WEEK.
[Discussion of Future Meetings]
ANOTHER MEETING PRIOR TO THE, UH, AUGUST 3RD SCHOOL BOARD MEETING, UM, THAT WOULD BE GREAT.AND PERHAPS WE NEED TO HAVE IT LIKE THE 21ST OF JULY SO THAT WE CAN GET THINGS READY TO BE ENTERED INTO BOARD DOCS ON.
UM, YOU KNOW, IF WE, IF WE JUST FOUND THE 21ST AND IF WE HAD TO MAKE ANYTHING HOUSE, UM, WE'D GET IT READY FOR BOARD DOCS IN GRADES, YOU VOLUNTEERED.
ARE YOU STILL THERE? YOUR FACE HAS GONE.
I, WHAT I WOULD, MAYBE INGRID CAN PUT TOGETHER A SHEET THAT TALKS ABOUT THE OTHER CONCLUSIONS THAT WE CAME TO, UM, THAT WE WILL ADD TO BOARD DOCS, LIKE WHY WE CAN'T MEASURE STUDENT, UM, YOU KNOW, THE METRICS ON STUDENT DATA, WHY, WHY WE'RE TAKING THAT OUT AND WHY WE'RE TAKING OUT THE TEACHER RETENTION PART, BUT WE ARE KEEPING IN THE FINANCIAL METRICS, YOU KNOW, AND WHY WE THINK WE CAN KEEP IN THE FINANCIAL METRICS.
AND DO YOU WANT TO MEET ON THE 21ST AT 11 O'CLOCK? UH, I THINK THAT WOULD BE, THAT WOULD MAKE A LOT OF SENSE.
11, CAN WE MAKE IT A LITTLE BIT LATER? CAN WE MAKE IT AT LIKE NOON? THAT'S FINE.
DOES THAT WORK FOR YOU INGRID? DOES THAT WORK FOR YOU? I THINK WE LOST HER.
DOES THAT WORK FOR YOU? I'LL MAKE IT WORK.
SO WE'LL MEET AT NOON ON THE 21ST.
AND THE GOAL OF THAT MEETING IS TO, UM, FINALIZE ALL THE WORDING THAT WE WILL BE SENDING OUT.
UM, SO THAT WE'LL HAVE IT READY FOR, FOR DOCS.
AND I WILL GET MY ATTEMPTS AT INCORPORATING EVERYTHING I HEARD, UM, TO THE COMMITTEE MEMBERS.
[01:15:01]
TO FEEDBACK WRITTEN FEEDBACK PRIOR TO OUR MEETING ON THE 21ST THERE'S ANGER THERE.SO INGRID, WE DECIDED, UM, THAT WE ARE GOING TO MEET ON THE 21ST AT NOON SO THAT THIS IS THE GOAL I'M GOING TO SEND OUT.
UM, I'M GOING TO TYPE THIS UP EACH OF THESE STATEMENTS AND SEND IT OUT TO THE COMMITTEE MEMBERS AND ASK FOR WRITTEN FEEDBACK SO THAT WHEN WE MEET ON THE 21ST, WE'LL BE ABLE TO FINALIZE THE WORDING OF THE RUBRIC AND THEN WE WILL BE ABLE TO, UM, GET IT, MAKE SURE THAT IT WILL BE IN BOARD DOCS WITH SUFFICIENT TIME FOR THE AUGUST.
THIRD MEETING SOUNDS EXCELLENT.
AND WHILE YOU WERE GONE, YOU GOT AN ASSIGNMENT SINCE YOU OFFERED TO HELP.
SO I THOUGHT IT WOULD BE, UM, IN ADDITION TO THIS METRIC, YOU KNOW, THAT WE WILL BE PRESENTING TO THE BOARD THAT WE SHOULD PROBABLY HAVE SOME TYPE OF COVER SHEET ABOUT, UM, YOU KNOW, WE DECIDED WE'RE TAKING OUT THE DATA METRICS FOR STUDENT ACHIEVEMENT AND WHY, YOU KNOW, WHY, WHY WE CAN'T DO THAT AND THAT WE'RE TAKING OUT THE TEACHER RETENTION.
SO KIND OF BULLET POINTS OF HOW WE GO.
SO CAN YOU HELP ME WITH THAT? PERFECT.
THAT'S THE BEST I CAN DO THAT.
SO ANY OTHER COMMENTS, ANY OTHER HANDS UP? NOPE.
DAVID, ANY, ANYTHING ELSE FOR THE, UH, THE GOOD OF THE COMMITTEE? I'D LIKE TO SAY, I REALLY APPRECIATE MR.
I TOLD HIM I WAS HAPPY TO SEE HIM HERE TODAY.
AT THIS POINT, I, WE ARE READY TO ADJOURN UNLESS ANYBODY ELSE HAS ANY ADDITIONAL, ANYTHING ADDITIONAL TO SHARE.
DID YOU HAVE SOMETHING TO SAY? NO.
SEE YOU NEXT MEETING ON THE 21ST.