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THIS IS THE BEGINNING OF BUFORD COUNTY.
WE WELCOME YOU TO BUFORD COUNTIES, SELF EVALUATION, AD HOC COMMITTEE MEETING, UH, KIND OF CHANNEL THAT HAVE BEEN NOTIFIED.
AND OUR MEETING IS ABOUT THE QUILTING, A SELF-EVALUATION TO WELCOME EVERYBODY, A BOARD, THE GENDER, THE PLEDGE OF ALLEGIANCE.
SO ALL THOSE WHO ARE HERE PRESENT, PLEASE STAND FOR THE, FOR THE PLEDGE.
I PLEDGE ALLEGIANCE TO THE FLAG STATES OF AMERICA AND TO THE REPUBLIC FOR WHICH IT'S ONE NATION UNDER GOD, INDIVISIBLE WITH LIBERTY AND JUSTICE FOR ALL.
AND COMMITTEE MEMBERS PRESENT ARE MEL CAMPBELL, TRICIA FREDERICK, AND WILL SMITH.
I ONLY AGENDA WE'RE AT APPROVAL OF AGENDA.
WE APPROVE THE AGENDA FOR DECEMBER 11TH, 2020.
AND SECOND, ARE WE READY FOR THE QUESTION? ALL RIGHT.
DON HEARD THREE MOTION CARRIES.
PUBLIC COMMENTS, NO PUBLIC COMMENTS.
SO WE MOVE ON TO THE APPROVAL OF THE NOVEMBER 30TH COMMITTEE MEETING MINUTES.
CAN WE HAVE A MOTION FOR THAT? I MOVE THAT WE APPROVE THE, UH, THE, THE CELL DECEMBER 30TH MEETING, MEETING MINUTES.
I'LL SECOND TO APPROVE THE NOVEMBER 30TH MEETING MINUTES.
AND SECOND THAT THE 30TH MINUTE, UH, MEETING MINUTES, UH, APPROVED ALL THOSE IN FAVOR.
THAT'S JUST THE MOTION CARRIED TO THE ONE THERE.
REASON TRISHA, YOU WANTED TO COMMENT? UH, I DO WELL, I BELIEVE THAT WE DID DECIDE AT THE LAST MEETING THAT WE WERE GOING TO MEET ON DECEMBER 9TH.
I WENT BACK AND WATCHED THE VIDEO AND THE VIDEO.
AND THE VIDEO DID INDICATE THAT WE WERE MEETING IT ON THE NINTH AT 11 O'CLOCK AND UM, THESE MINUTES DON'T REFLECT THAT.
BUT I'LL INCLUDE THOSE IN THE MINUTES.
BUT GENDER ITEM IS REVISED INSTRUMENT BASED ON EMOTION FROM THE DECEMBER NIGHT, UH, COMMITTEE, UH, BOARD MEETING, NIGHT BOARD MEETING.
AND THAT MOTION, YOU RECALL ASKS US TO GO BACK AND ADD SOMETHING ABOUT THE GOAL.
I DON'T KNOW EXACTLY WHAT WAS, WHAT WAS THE EXACT WORDING TO INCORPORATE THE BOARD GOALS INTO, INTO THE POLICY? I WENT TO THE ER TO THE MODIFY THE INSTRUMENT, TO, TO INCORPORATE, UH, BOLD GOALS INTO THE, UH, INTO THE INSTRUMENT,
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RIGHT.PASSED OUT FOR THE, FOR THE MEETING.
SO WE CAN HAVE A MEETING, UH, THIS YEAR, DECEMBER, UM, UH, SOMEBODY HAVE A MEETING THIS YEAR, UH, THIS YEAR.
YEAH, BUT THE IDEA WAS THAT WHAT THEY WANTED, WHAT Y'ALL WANTED US TO DO, WHAT, WHAT WE WERE TOLD TO DO WAS TO ADD SOMETHING ABOUT THE BOARD'S GOAL AND TO THE INSTRUMENT NOW.
NO, NO, YEAH, NO METHOD OF TELLING US HOW THAT SHOULD HAVE BEEN DONE WAS MEASURED, EXCEPT THAT WE NEED TO ADD THOUGH THE GOALS, RIGHT.
ROBIN SENT US THE GOALS, WHICH I, YOU KNOW, COULDN'T RECALL EXACTLY WHAT THEY WERE.
I KNOW WE HAD SELF WANT TO ACHIEVE
AND WE WERE LOOKING AT THE GOALS.
ARE THERE ANY SUGGESTIONS ON HOW WE INCORPORATE THOSE? I GUESS YOU COULD SAY SEVEN GOALS NOW, RIGHT? I MEAN, FIVE DOTS ON ONE AND THEN FOUR OTHERS, I MEAN THREE DOTS ON ONE AND FOR OTHERS.
SO, UM, IS THERE ANY IDEA OF HOW WE NEED TO INCORPORATE IT? JOANNE DID GIVE US SOME SUGGESTIONS.
YES, I DO HAVE, I DO HAVE A SUGGESTION.
SO JUST, JUST TO KEEP IT SIMPLE AND PLAIN, JUST STRAIGHT, I ASKED THE GOALS THE WAY THEY'RE STATED, ASK THE QUESTION.
UH, DID WE, DID WE MEET OUR GOAL? ARE WE CONSISTENTLY MEETING OUR GOALS? UH, MAYBE YOU STARTED TO START WITH THAT, THEN YOU SAY, WELL, HOW WE'VE BEEN STARTING WITH, WITH THE OTHER ONES, UH, THE BOARD MEET THEIR GOALS OR THE BOARD DID MEET THEIR GOALS OR WHATEVER.
WE WOULD USE THE SAME LANGUAGE THAT WE'VE BEEN USED IN THE PAST.
AND JUST ASK THESE SEVEN QUESTIONS STRAIGHT OUT AND ATTACH THEM TO THE DOCUMENT THAT WE CURRENTLY HAVE.
BUT, BUT, BUT, UH, LIKE WAS THE GUY WHO SAID THE THING WOULD BE TO GO AHEAD AND ANSWER THEM.
THIS IS THE FIRST, THIS IS THE FIRST GO ROUND.
IT CAN BE CHANGED THE NEXT YEAR.
SO WHAT, WHAT, WHAT, WHAT, HOW, I DON'T KNOW, ROBIN, YOU WITH US.
JUST SHOW YOU AGREE WITH THAT.
MY PHONE IS GOING IN AND OUT, SO, BUT OKAY.
I AGREE WITH MR. SMITH THAT WE PRETTY MUCH TAKE THE WORDING OF OUR GOALS AS WRITTEN AND JUST, JUST CHANGE THEM A LITTLE BIT.
SO THEY FIT THE FORMAT THAT WE'VE BEEN USING AND JUST PLUGGED THEM IN THEY'RE INTERMITTENTLY, NOT ALL IN ONE MONTH, BUT THROUGHOUT THE DOCUMENT.
SO LET'S START WITH THE FIRST ONE, THE COUNTY BOARD OF EDUCATION YOU, I SAID MET THE GOAL OF
SO FIRST OF ALL, WE WERE, WE WERE USING THE PAST TENSE ON ALL OF OUR STATEMENTS, SO, RIGHT.
SO, UM, I WOULD THINK THAT WE WOULD DO SOMETHING LIKE THE BOARD ENSURED THAT ALL STUDENTS PERFORMED ON GRADE LEVEL AND ALL SUBJECTS BY THIRD GRADE.
RIGHT? ROBIN, YOU HAVE THAT? NO, I WAS TRYING TO GET THE, UM, UM, THE NUMBERS.
SO RIGHT NOW I'M GOING TO MAKE IT 83.
YOU CAN TOSS THEM AROUND AGAIN.
SO YOU WANT THIS TO SAY, SAY THAT AGAIN, TRICIA.
SO I'M TAKING THE FIRST BULLET AND I'M JUST TRUNCATING IT AND PUTTING IT IN THE PAST TENSE.
SO THE BOARD AND SURE THAT ALL STUDENTS PERFORMED
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ON GRADE LEVEL AND ALSO OBJECTS BY THIRD GRADE.DO YOU SEE WHERE WILLIAM YOU'RE A MUTED? OH, YOU SAID YOU TOOK THE FIRST ONE.
SO YOU STARTED OFF WITH THE BOARD OF EDUCATION.
WELL, I, YEAH, I STARTED OUT WITH THE BOARD BECAUSE AS WHAT WE'VE BEEN SAYING, ALL STUDENTS PERFORMED ON GRADE LEVEL AND ALL SUBJECTS BY THIRD GRADE.
AND, UH, THE SECOND ONE DIFFERENT, WELL, I, I, WELL, THAT SECOND PART IS KEEN TO, I THINK WE SHOULD JUST GO AHEAD AND USE THE WHOLE THING.
WE WANT TO USE IT AS A BULLET FOR THE SECOND BLOOD WILL WORK IN A SECOND, BUT THE SECOND PART OF THE FIRST DOT OR THE SECOND DOT THE SECOND FOR THE SECOND PART OF THE FIRST DOT THE THIRD GRADE, AND WE'LL USE THE SOUTH TIME.
DID YOU SEE, SHE SAID TALKING ABOUT APART.
DID SHE SAY THAT? I DON'T SEE THE VALUE.
I MEAN, THAT'S THAT, I MEAN, FOR US TO KNOW WHETHER OR NOT THEY PERFORMED ON GRADE LEVEL, WE HAVE TO HAVE THAT DATA, BUT YOU SAID YOU DON'T SEE THE VALUE OF THE OUT OF THAT QUESTION THAT IS SOUTH CAROLINA READY AND ALL THAT.
HOW THEY GET IT DONE IS NOT GONNA KNOCK ON IMPACT RESONATE.
WELL, THEY SHOULD HAVE, THEY DO HAVE DATA.
THEY DO HAVE DATA ON WHAT WE BELIEVE THEY HAVE.
ARE YOU GOING TO SAY, OKAY, DID WE GET IT DONE? GOT YOU.
UH, THAT'S WHY I GOT YOU GOTTA MOVE ON.
ROBIN, COULD YOU BLOW YOUR SCREEN UP A LITTLE BIT PLEASE? MS. CHRISTIAN BEAR.
WELL, THE BOARD OF EDUCATION IS COMMITTED.
I DON'T KNOW HOW WE GOING TO SAY THAT THE BOARD HAS COMMITTED TO ELIMINATING THE ACHIEVEMENT GAP, 10 STUDENTS AT ALL GRADE LEVELS AND ALL ETHNIC RACIAL GENDER.
I MEAN, I, I SAY, WE JUST SAY THE BOARD ELIMINATED ACHIEVEMENT GAPS, BETRAYED STUDENTS, ALL GRADE LEVELS AND OF ALL ETHNIC RACIAL GENDER, DISABILITY, AND SOCIOECONOMIC GROUP PERIOD.
FIRST OF ALL, WE KNOW THAT WE DID NOT, WE KNOW THIS IS GOING TO BE A LOW SCORE.
WE KNOW WE HAVE TO KEEP WORKING ON THIS, BUT THAT'S OUR GOAL IS TO ELIMINATE IT.
WE NEED, WE NEED TO SEE THAT REFLECTED IN THE RESULTS THAT WE DIDN'T DO IT NOW.
BUT I STILL WOULD LIKE, I UNDERSTAND WHAT YOU'RE SAYING, MS. FRIGERATORS, BUT WE STILL HAVE TO BE REALISTIC WITH, WELL, BECAUSE WE'RE PUTTING OUT HALF OF THE GOAL.
I TAKE SOME, I TAKE OFFENSE TO THAT BECAUSE I THINK WE NEED TO PUT DOWN THE WHOLE THING VERSUS PUTTING HALF.
I MEAN, EVEN IF WE KNOW IT'S GOING TO BE LOW, THEN IT IS WHAT IT IS.
SO WE KNOW NEXT YEAR SHOULD BE WORKING TOWARDS THESE WELL, YOU'VE TAKEN OFFENSE TO WHAT WE SUGGESTED THAT THEY USE AS A MEASURING STICK FOR IT.
THE SOUTH CAROLINA READY? DIANE, TAKE IT AWAY JUST OF THE IMPORTANCE OF WHAT WE'RE LOOKING FOR.
I MEAN, ME PUT IT IN IF YOU, IF YOU ASSIST.
BUT THAT'S THE PART THAT, WHAT THEY USE TO DETERMINE WHETHER THEY'RE CLOSING THE ACHIEVEMENT GAP OR NOT, IS NOT IMPORTANT HERE BECAUSE WE KNOW THEY HAVEN'T SHOWED US ANY EVIDENCE THAT THEY CLOSED THE ACHIEVEMENT GAP.
WE AIN'T GOT NO EVIDENCE THAT THEY CLOSED IT.
WELL, YEAH, IT'S CONSISTENT WITH, TO GO UP ON THAT, PROBABLY A TRUNCATED THROUGH THE DEGREE, WE AIN'T WENT INTO THE DETAILS OF WHY IT'S NOT DONE OR WHAT THEY SHOULD HAVE DONE TO GET IT DONE.
WE DIDN'T, WE DIDN'T REALLY USE ANY OTHER MEASURING TOOLS.
AND OUR OTHER QUESTIONS LIKE WE DID MEETINGS WERE RUN EFFICIENTLY AS EVIDENCED
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BY THE FACT THAT THEY ENDED WITHIN THREE HOURS.WE DIDN'T PUT ANY MEASUREMENT TOOL ON OUR OTHER STATE.
SO I'LL SAY IT BACK ON NUMBER THREE AND LET'S SEE LET'S UH, LET'S LET SOMEONE ELSE RECOMMENDATION.
WE FINISHED THE THIRD DOT YET.
CAN I FINISH THIS ONE FIRST? OKAY.
THE BOARD ELIMINATED ACHIEVEMENT GAPS BETWEEN STUDENTS AT ALL GRADE LEVELS AND ALL ETHIC, RACIAL, GENDER, DISABILITY, AND SOCIAL, SOCIAL ECONOMIC.
THE NEXT ONE, LET ME PULL IT OVER THAT YOU CAN START SANDING.
THE BOARD WILL ESTABLISHED AND THEY GOT PARKING GOING.
NOW THEY GO DO WILL, BECAUSE WE WANT TO IT'S PAST TENSE THERE.
SO THE BOARD ESTABLISHED IN THE WHOLE, THE REST OF THEM, EVERYTHING, EVERYTHING THAT WAS GOING TO GO IN THERE.
NO, UH, YOU WANT TO JUST THAT FIRST SENTENCE, RIGHT? YOU DON'T WANT THE WHOLE SECOND SENTENCE.
WHY NOT? BECAUSE IT IS NECESSARY.
THAT'S JUST MORE READING DOES NOT CHANGE YOUR ANSWER.
UH, WE JUST WANT YOUR ANSWER FOR THE FUNDAMENTAL PART.
WHEN YOU DO THIS EVALUATION, ONCE YOU ANSWER, YOU MADE YOUR MIND UP AFTER THAT FIRST SENTENCE, WHAT YOUR ANSWER IS.
THEY DID IT AT A MEDIUM LEVEL.
WELL, BECAUSE IT GIVES YOU DEFINITION THAT TELLS YOU THAT.
W W WHAT, WHAT IS, WHAT WHAT'D YOU SAY WHAT YOU'RE LOOKING FOR? IF YOU SAY YES, THIS IS WHAT YOUR YES.
HIGH QUALITY STUDENTS LEARNING OPPORTUNITIES.
UM, I WAS GONNA RECOMMEND, UH, I GOT YOUR POINT.
WELL, IT MIGHT GIVE PEOPLE A REASON TO LIKE PONDER MORE OPPORTUNITIES.
SO WHAT IF WE SAID THE BOARD ESTABLISHED HIGH QUALITY STUDENT LEARNING OPPORTUNITIES, SUCH AS CHOICE CTE, KATE HAS BEEN CHANGED TO CTE COMMA, ALTERNATIVE PROGRAMS AND SERVICES, COMMA, OR NO COMMA AND EFFECTIVE INTERVENTIONS FOR OUR AT-RISK STUDENT POPULATIONS.
I AGREE WITH MEL WITH, WITH ALMOST 90 QUESTIONS, WE DON'T NEED THESE TO BE REALLY LONG.
YOU KNOW WHAT? I DIDN'T, I DIDN'T PUT THAT IN THE YELLOW, RIGHT.
HIGH QUALITY STUDENT LEARNING OPPORTUNITIES, SUCH AS CHOICE CTE ALTERNATIVE PROGRAMS AND SERVICES AND EFFECTIVE INTERVENTIONS.
OR FOR OUR AT-RISK STUDENT POPULATIONS.
UM, MR. CAMPBELL, MR. UM, MR. EARL CAMPBELL HAD SOMETHING THAT HE HAD HIS HAND RAISED.
I WOULD LIKE TO GO BACK TO YOU TALKING ABOUT IT'S JUST TO GET, UM, WHAT PERCENTAGE ARE YOU TALKING ABOUT AND WHAT TIME LIMIT, BECAUSE IT'S NOT GOING TO HAPPEN.
IT'S NOT GOING TO HAPPEN OVERNIGHT.
AND YOU NEED TO SAY THE THINGS THAT WE WANT TO, TO, TO, UH, TO, TO BE OUT OF THE ACHIEVEMENT GAP.
AND THERE'S A QUESTION IS JUST TO FIND OUT WHAT YOU THINK WE HAVE DONE WITH IT.
WE CLOSE THE ACHIEVEMENT GAP, ACHIEVEMENT GAP BETWEEN STUDENTS.
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THE QUESTION THAT WE'RE ASKING YOU TO ANSWER ON THIS THING.THEN YOU PROBABLY BE THE ONLY ONE ANSWERING YOU.
WE WILL PROBABLY ANSWER THAT WITH A ONE.
AND WHEN THAT COMES OUT IN THE DISCUSSION, WHEN WE LOOK OVER THIS TOOL AND SEE WHERE THE HIGH NUMBERS WERE, WHERE THE LOW NUMBERS, THAT ACHIEVEMENT GAP NUMBER WILL BE LOW.
BECAUSE IF EVERY, ALL 11 OF US ARE HONEST ABOUT IT, WE SAY A LOWER NUMBER.
THAT'S WHAT THIS TOOL IS ABOUT.
THAT DISCUSSION WILL THEN TAKE PLACE ON THAT.
AND THEN WE CAN TALK ABOUT HOW TO GET THAT NUMBER HIGHER.
THE, THEY STARTED, WE TAKE THIS EVALUATION BECAUSE WE WOULD HAVE DONE SOMETHING THAT WE CAN SEE RIGHT NOW.
WE AGREED THAT AND SEE WHERE WE ARE WITH IT.
AND WE LOOK AT EACH OF THESE THINGS TO SEE WHERE THE IMPROVEMENTS NEEDED, OF COURSE, THE ACHIEVEMENT GAP, OR COMING AS A, YOU KNOW, SOMETHING THAT NEEDS TO BE IMPROVED AND HOW WE GET THAT DOLLAR IS THE NEXT THING.
THAT'S HOW THE BOARD BECOMES BETTER.
AND THAT'S THE QUESTION IS JUST, PLEASE GIVE US A READING WHERE WE ARE.
NOW, YOU GIVE US YOUR INDIVIDUAL GRADE ON WHERE WE ARE.
AND THEN WE LOOK AT IT AT TIGHTLY AS WHAT THE BOARD SAID, WE ARE WHERE THE BOARD SAID ME OFF.
AND THAT WOULD BE ONE THAT'S GLARINGLY LOW.
UH, MR. CAMPBELL, CAN I ADD TO THAT? UM, MR. EARL CAMPBELL, I THINK YOU BRING UP A REALLY GOOD POINT WHEN WE REVIEW OUR GOALS NEXT YEAR.
I THINK WE NEED TO ADD IN SOME OF THOSE PARAMETERS THAT YOU JUST SAID, THESE GOALS ARE NOT WRITTEN WITH WITH ANY TIME WITH ANY PERCENTAGES.
SO MR. CAMPBELL, I THINK YOU BRING UP A REALLY GOOD POINT THAT WE NEED TO CHANGE SOME OF THESE NEXT YEAR.
WE, WE, WE ALL GET THAT POINT LAST YEAR, TRICIA, MOST SPECIFIC THINGS AND WHERE WE COULD MEASURE WHETHER IT WAS HAPPENING OR NOT.
AND THEN, YOU KNOW, ANY WAY WE CAN WRESTLE THAT WHEN WE GET THROUGH IT, AFTER WE DID THIS EVALUATION, RIGHT.
WHEREAS ANOTHER ONE HIGHLY QUALIFIED TEACHERS AND ADMINISTRATORS BULL ENSURED THAT QUALITY TEACHERS AND ADMINISTRATORS WERE WHERE IT SAYS, SEE THE OTHER PART WHERE PRESENT WE'RE IN EVERY CLASSROOM AND BUILDING.
AND THAT THE NUMBER OF VACANCIES AND DAYS OF ABSENTEEISM WERE REDUCED ANNUALLY PERIOD.
I DON'T HAVE IT TYPE AT THE SAME TIME.
UM, THE BOARD ENSURED THAT QUALITY TEACHERS AND ADMINISTRATORS WERE IN EVERY CLASSROOM AND BUILDING AND BUILDING AND THAT THE NUMBER OF VACANCIES THEY CAN SEE IN DAYS OF DAYS OF ABSENTEEISM WE'RE REDUCED ANNUALLY OR REDUCE HERE.
MR. MEL CAMPBELL, DO YOU THINK? UM, I MEAN, THAT, THAT'S A TOUGH ONE.
IF WE DON'T DIVIDE IT INTO TWO, BECAUSE WHAT IF YOU, YOU WOULD SCORE IT ONE WAY ON HALF OF IT IN A DIFFERENT WAY ON THE OTHER HALF, UH, YOU KNOW, YEAH.
LOOKING AT THAT THE WAY IT'S READ.
I DON'T THINK IT ADDRESSES WHAT I EVER INTENDED ANYWAY.
TERMS OF TEACHER RETENTION I'M IN, BUT ANYWAY, YEAH.
BECAUSE I WAS, I WAS THINKING THE SAME THING.
I WAS THINKING THE SAME THING HERE.
IF IT'S TEACHER RETENTION, THEN IT SHOULD SAY SOMETHING ABOUT HOW OLD THE REDUCTION WAS, IS HAPPENING.
YOU KNOW, I RAN ASSURING WHAT WE GOT.
THE ABSENTEEISM DUES, THAT'S A LITTLE ABOUT TEACHER RETENTION.
SO WHAT WAS THE WORD THAT THE BOARD AND I MEAN, THE ONE THAT WE HAVE ON BOOKS RIGHT NOW IS VIOLENT, MAN.
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THE SECOND ONE, HOW WOULD YOU WORD THAT? W WELL, I, YOU KNOW, JUST LIKE ROBIN, JUST TYPED IT IN, BUT I MIGHT BREAK IT INTO TWO.I'M ASKING YOU, IF YOU EVERY BROKEN IN TO, HOW WOULD YOU BREAK IT INTO TWO? BECAUSE I AGREE WITH THE BREAK IT INTO TWO, I WOULD PUT A PERIOD AFTER THE WORD BUILDING THAT IS LIVE.
AND THEN THE SECOND ONE WOULD BE THE BOARD INSURED THAT THE NUMBER OF VACANCIES AND DAYS OF APTA ABSENTEE IS A MORE REDUCED ANNUALLY PERIOD.
I MEAN, YEAH, THAT ONE, THAT ONE ADDRESSES OR ATTENTION.
I LOVE A LOT MORE REALLY DOESN'T REALLY ADDRESS RETENTION.
IT'S JUST RESILIENCE THAT WE GOT TEACHERS COVERING DOORS BOTS.
WE'LL BE ABLE TO RETAIN THE OLD TEACHERS FROM LAST YEAR.
WE JUST GOT TO TEACH THE TEACH ENGLISH.
SO THAT GOAL NEEDS TO BE ADJUSTED, ADJUSTED.
AND IN MY MIND, WHEN WE, WHEN WE DO LOOK AT THAT NEXT YEAR, AS IT DON'T SAY ANYTHING ABOUT KEEPING TEACHERS THAT WAY, WE GOTTA TALK ABOUT THE AVERAGE YEAR OR SOMETHING LIKE THAT.
ARE WE, ARE WE ASSURED I MEAN, ARE THESE DEFINITELY OUR GOALS? I KNOW THAT THESE ARE OUR SAME CATEGORIES, BUT THIS SAYS MAY OF 17, HE HASN'T BEEN THE SAME GOALS.
WE HAVEN'T CHANGED THE WORDING.
I KNOW WE DIDN'T CHANGE THE CATEGORIES, BUT WE DIDN'T CHANGE THE WORDING.
THE ONLY THING THAT YOU CHANGED IS YOU ADDED IN, WHEN THEY DID THE RESULTS YOU ADDED IN THE, UH, THE SE READY, THE ETHOS AND STUFF, BUT YOU, YOU DIDN'T CHANGE YOUR WORDS.
UH, YOU HAVE NOT UPDATED YOUR GOALS, UM, AT ALL.
SO, WELL, I THINK THE CATEGORIES ARE GREAT, THE GRAY, BUT I THINK THE NARRATIVE UNDERNEATH EACH CATEGORY, WE DEFINITELY HAVE TO LOOK AT NEXT YEAR, BUT THAT'S NOT IN OUR SCOPE RIGHT NOW.
THAT'S NOT WITHIN THE SCOPE OF THIS, BUT YEAH.
THAT'S WHAT'S THE NICE TO GO FISCAL RESPONSIBILITY.
WELL, ME ACTUALLY, YEAH, GO AHEAD.
I WANT TO PUT SOMETHING IN THERE ABOUT RETENTION AND RETAINING TEACHERS ARE, UM, W W ASIDE FROM THE GOLD AND ONE OF OURS, ORIGINAL ONES THAT WE GET 90.
I GUESS I CAN AGREE WITH THAT.
HOW ABOUT NUMBER 90? YES, SIR.
IT WOULD, IT'S NOT PULLING FROM THIS SCHOOL, BUT WE KNOW THAT IS A GOAL AND IT SHOULD BE GRADED ON.
UM, I THINK THAT IS THE INTENT BEHIND THAT IS THE INTENT BEHIND THIS GOAL.
AND SO, UH, I, I'M FINE WITH SAYING THAT WE W WE ADDED A STATEMENT BASED ON THE INTENT OF THE GOAL, EVEN THOUGH IT WASN'T THE EXACT VERBIAGE.
AND WHETHER YOU DID, THE RIVERS WOULD NEED TO BE, THAT'S MY REAL QUESTION.
I MEAN, WE'RE TRYING TO RETAIN TEACHERS THAT MAYBE THE BOARD MADE AN EFFORT TO RETAIN AS MANY TEACHERS, OR I DON'T KNOW.
WELL, HOW YOU WANT TO SAY FIVE TEACHERS, THE BOARD, THE BOY, THE BOARD MADE A EFFORT TO RETAIN AS RETAIN ALL HIGH, HIGHLY QUALIFIED TEACHERS.
AND I NEED TO BE TWEAKED THOUGH.
I THINK THOSE ARE SOME GOOD WORDS.
UM, BUT I THINK IT NEEDS TO BE MORE OF WHAT WAS OUR ACTION AND MORE THAN JUST MAKE AN EFFORT.
SO HOW ABOUT THE BOARD AND ACTED, UH, THE BOARD AND ACTED, UM, POLICIES THAT RESULTED IN TEACHER RETENTION.
MY INTERNET WENT OUT, BUT SAY THAT AGAIN.
I DID POLICIES THAT RESULTED IN TEACHER RETENTION, INCREASED, INCREASED TEACHER RETENTION THAT INCREASED, RIGHT.
CAUSE WE WANT TO MAKE SURE WE GREEDY WHAT HAPPENED.
THEN WE ACTUALLY DID SOMETHING, NOT JUST THAT, BUT HOW DID WE DO IT BY, BY POLICIES OR STRATEGIES,
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BUT WAIT, WILLIAM, YOUR WORDS WERE HIGHLY QUALIFIED, RIGHT? YES.MA'AM WAS HIGHLY QUALIFIED, HIGHLY QUALIFIED TEACHERS, THE BOARD INACTIVE POLICIES THAT INCREASED HIGHLY QUALIFIED TEACHER RETENTION.
WELL, ACTUALLY IT WAS A CERTIFIED AND HIGHLY QUALIFIED TEACHERS.
YOU JUST HAVE TO BE CERTIFIED.
SO YOU DON'T NEED TO PUT THAT IN THERE.
HOW DO YOU QUALIFY TEACHERS? RIGHT.
BUT THAT INCREASED THE RETENTION OF HIGHLY QUALIFIED TEACHERS AND INCREASED TENSION, THE BOARD INACTIVE POLICIES THAT INCREASE THE RETENTION OF HIGHLY QUALIFIED, QUALIFIED, QUALIFIED TEACHERS.
THAT SHOULD TAKE US A NANNY OVERALL.
SO WE GOT THREE MORE, TWO MORE, NO, TWO MORE, THREE MORE TWO.
I THERE ABOUT THAT ALREADY, BUT GO RIGHT AHEAD.
UM, I THINK THIS ONE SHOULD BE EASY.
WE COULD JUST SAY THE BOARD WAS, UM, THE BOARD WAS A GOOD STEWARD OF TAXPAYER DOLLARS AND JUST ADD THE WHOLE THING IN IT'S NOT VERY LONG.
SO THE BOARD WAS A GOOD STEWARD OF TAXPAYER DOLLARS, ENSURING FISCAL STABILITY, SOUND, FINANCIAL PLANNING AND ALL OF THAT.
I JUST WANT SOMETHING, WE CAN SAY THE GOALS ARE IN THERE AND WE CAN GRADE ON WHETHER IT WAS ACCOMPLISHED OR NOT, OR WAS IT GOOD STEWARDS? THE BOARD WAS GOOD.
JUST ONE SINGLE WELL, UH, STEWARD.
THE BOARD WAS A GOOD STEWARD OF TAXPAYER DOLLARS.
ENSURING FISCAL STABILITY, SOUND, FINANCIAL PLANNING, SOUND INTERNAL GOALS AND FISCALLY RESPONSIBLE.
DECISION-MAKING YEAH, I THINK THAT'D BE WORSE.
AND THE NEXT ONE IS THE SAME WAY THE BOARD CREATED, IMPLEMENTED AND INSURED ADHERENCE TO POLICIES, WHICH ALIGNED WITH LAW AND GUIDED, JUST CHANGING ALL THOSE VERBS TO PASS TENTS.
YOU ALREADY GOT THAT IN THERE TOO, MAN.
BUT REAL CREATED, IMPLEMENTED, AND TWO POLICIES, WHICH ALIGNED WITH THE LAW AND GUIDE GUIDED GUIDED.
I DID THE DISTRICT IN ACHIEVEMENT OF THE MISSION.
I THINK IT'S GOOD TO USE AS MANY OF THE SAME WORDS.
THE BOARD CREATED, IMPLEMENTED AND INSURED ADHERENCE TO POLICIES, WHICH ALIGNED WITH LAW AND GUIDED THE DISTRICT AND ACHIEVEMENT OF THE MISSION IN THE LAST ONE, UH, THE BOARD EFFECTIVELY MANAGED AND MEASURED THE PERFORMANCE OF THE SUPERINTENDENT, WHICH ENSURED CONSISTENT PROGRESS AND ACHIEVEMENT OF BOARD AND DISTRICT GOALS.
OH, THAT'S IN THERE ALSO GIVES US MORE QUESTIONS.
BUT MY CONCERN ABOUT THE VALIDITY TRISHA IS WHAT HAPPENS WHEN OUR GOALS ARE CHANGED.
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AT LEAST THINGS SHOULD BE PROMINENT.IT WAS THE GOAL IS TO GOING TO CHANGE TO SOMETHING ELSE.
THOSE THINGS THERE, I, I THINK THE EVALUATION TOO, FOR A SCHOOL BOARD SHOULD BE FAIRLY CONSISTENT ALL THE TIME I LEFT SCHOOL CHANGES AND THAT'S THE METHOD OF GETTING THE RESOURCE CHANGES.
BUT EVERY YEAR WE CAN ADD NEW THINGS TO GO ALONG WITH THE NEW GOALS.
BUT THE NEW GOALS SHOULDN'T BE THAT FAR AWAY FROM WHAT THOSE GOALS WERE.
CAUSE I CAN SEE, YOU KNOW, WHERE THE GOALS WHEN WELL-WRITTEN, IF THEY ARE A WELL-WRITTEN ARE SUSTAINABLE AND IT'S THE, IT'S THE RESULTS THAT WILL ALTER BECAUSE RIGHT.
THAT'S WHAT, THAT'S WHAT I WAS TRYING TO GET AT BEFORE WITH THAT, I'M SAYING, YOU KNOW, IT'S FINE.
BUT IF WE JUST LOOKING AT THE RESULTS, THEN WE GO AGREED.
I WOULD SAY, WE HAVE TO LOOK AT OUR PROCESS AND SEE WHAT, HOW TO RESOLVE MEASURE.
BUT OUR PROCESS, OUR PROCESS IS WHAT UNDER VIEW IN TERMS OF OUR EVALUATION, WHAT IS THE PROCESS TO GET TO THE RESULTS? RIGHT.
I THOUGHT YOU SAID IT VERY WELL.
THE OTHER NIGHTMARE, I THOUGHT, YOU KNOW, BUT IT MADE A LOT OF SENSE AND I TOTALLY AGREE WITH YOU.
SO THAT WE GOT 90 AN HOUR ROBIN, YOU GONE MAKE AN EFFORT THOUGH, STORE THOSE IN NOW INDISCRIMINATELY AND JUST MOVE THEM IN WHATEVER AREA.
BUT YOU KNOW WHAT ALL OF THEM, WELL, I ENDED UP GOING OUT AND LAST GROUP I'VE GOT RIGHT.
MY QUESTION WHERE IT TALKS ABOUT STRATEGIES FOR GOAL RELATED RESULTS WITH ALL THE NUMBERS.
I MEAN, WHEREVER I MOVE IT, I NEED TO MAKE SURE THAT THEY GO UNDER THAT, THAT GOAL.
AND NOW THAT YOU'RE MARRIED, YOU THINK ABOUT IT.
MAYBE I HAVE TO DO IT ALL OVER AGAIN, BECAUSE WHENEVER YOU MOVE IT, YOU TO PUT A NUMBER, YOU HAVE TO TAKE THAT NUMBER AND PUT IT WHERE YOU KNOW WHAT I MEAN? AND I'LL DO IS LIKE, IF, IF FOR INSTANCE, IF I TAKE THE LAST ONE THAT WE JUST DID AND IT'S 90 AND I INTERCHANGE IT WITH NUMBER THREE, WHEREVER YOU HAVE NUMBER THREE, I'LL CHANGE.
IF YOU MAKE IT 93 HERE, YOU'LL PUT IT AT 90.
WHERE, WHERE I GOT THREE AND PUT UP THE THREE WHERE THIS ONE BELONGS, WHICH IS IN THE LAST COMPARTMENT.
I BELIEVE IF YOU HAVE NUMBER THREE RIGHT NOW, YOU HAVE UNDER PROBABLY PUBLIC MEETING.
SO IF I INTERCHANGE NUMBER THREE WOULD BE 93 UNDER PUBLIC MEETING.
AND THE GOALS WOULD BE NUMBER THREE UNDER GO RELATED RESULTS.
LET ME, I'M JUST SUGGESTING THAT I'M MAKING IT.
SO RIGHT NOW, NUMBER THREE IS UNDER PUBLIC MEETINGS.
SO WHAT I WOULD DO IS TAKE, I WOULD TAKE NUMBER THREE AND CHANGE IT TO 90, 90 WOULD STAY UNDER PUBLIC MEETINGS.
NUMBER THREE WOULD BE GOAL RELATED REASONS.
THAT'S WHAT I'M TALKING ABOUT.
YOU DON'T UNDERSTAND WHY IT HAS TO BE DONE.
I JUST, IT'S A, IT'S A LOT OF WORK BECAUSE YOU GOT TO MAKE THE CHANGES, MAKE, MOVE ONE TO THE OTHER PLACE.
AND I PUT UP THE ONE ON THE RIGHT SLIDE.
I THINK THE ONLY ONE THAT WE DISCUSSED THERE THAT WOULDN'T GO UNDER THAT GOAL RELATED STRATEGY WOULD BE THE ONE ABOUT THE FISCAL RESPONSIBILITY.
I GUESS THAT COULD BE, THAT COULD BE IN IT TOO.
THAT PROBABLY CAN GO TO PLACES OR JUST PUT THAT UNDER.
PUT THOSE NEW NUMBERS ALL IN THE SAME.
JUST KIND OF, I'M TRYING TO THINK THROUGH HOW WE'RE DOING THIS.
SO WE HAVE ADDED THE GOALS INTO THESE STATEMENTS AS MANDATED BY THE BOARD.
SO WHAT YOU AND ROBIN ARE TALKING ABOUT RIGHT NOW IS REALLY GOING
[00:40:01]
TO BE USED FOR THE TABULATION, CORRECT? WELL, YES AND NO.I MEAN, YES, BUT THAT'S THE SECOND KIND OF TABULATION.
WE FIRST GOING TO TABULATE IT AS YOU DO TO WHATEVER YOU DO, THEY'RE GOING TO TABULATE BACK AND COMPARE IT WITH WHAT EVERYBODY ELSE DO FOR THOSE 90 QUESTIONS.
YOU'RE GOING TO SPLIT THEM TO THE CATEGORIES TO ADDRESS WHAT CATHERINE WAS ASKING THAT THEY ALL SCATTERED AND HOW CAN WE LOOK AT IT AND LEARN FROM IT? WE DON'T PUT IT INTO CATEGORIES.
SO YOU GET A GRID, YOUR GRADING PORTION FOR THAT CATEGORY VERSUS EVERYBODY ELSE, GREELEY PORTION AND THE BOARDS GRADED PORSCHE.
BUT FOR, FOR THE INSTRUMENT ITSELF, IT'S GOING TO LOOK LIKE JUST THESE 90 OR HOWEVER MANY QUESTIONS THERE ARE THERE THERE'S NO CATEGORIZATION IN THE INSTANCE.
NO, NO, WE, I, I I'LL TAKE THAT ON.
I'D PROBABLY ASK DANIEL TO LOOK AT WHAT I'VE DONE AND SEE, NOT, I GOT PLENTY OF TIME TO GET A DOC, YOU KNOW? RIGHT.
I KNOW WHAT I'M LOOKING TO DO.
ARE WE ASKING THE BOARD MEMBERS THEN TO HAVE THIS COMPLETED BY THE END OF THE YEAR? WELL, WE WANT TO GROW QUICKER THAN THAT.
I MEAN, WE WERE INTENDING TO HAVE A MEETING ON THE 16TH OR SOMETHING OF NEXT WEEK.
ARE WE? NO, I WAS VOTED ON THAT.
UH, I BELIEVE THAT THE, THE MOTION WAS, WAS TAKEN TO FILL IT OUT AND FOR US TO, UH, DECIDE FOR A RAFFLE FOR THE EXECUTIVE ASSISTANT TO ASK THE BOARD MEMBERS WHAT WOULD BE A OFFICIAL DATE.
I'LL BE THAT EXACTLY WHAT WAS SAID IN THAT BOARD MEETING.
REMEMBER, BECAUSE WE WERE TALKING ABOUT ONCE WE DECIDED TO HAVE THE MEETING, JESSICA AND MRS. SHACK MADE THE MOTION TO HAVE IT PUT OUT PUBLICLY.
SO NOW WE'RE W W MY UNDERSTANDING THAT WE WERE GOING TO HAVE THE MEETING AND THAT'S WHY
BUT THAT WAS OUR PLAN, NOT THE BULLET'S PLAN THAT WAS PRESENTED TO THEM.
THAT'S WHAT I INTENDED TO HAPPEN.
ANYTHING LIKE THAT HAPPENING? WELL, NO, MR. CAMPBELL, HOLD ON.
LISTEN, LISTEN, LISTEN, LISTEN.
WHAT I REMEMBER WAS AT THE BOARD MEETING, MR. GAIA SAID, JUST FILL IT OUT.
AND THIS IS OUR FIRST GO AROUND.
LET'S GO AHEAD AND GO THROUGH WITH IT.
AND ONCE WE GO THROUGH WITH IT, THEN GO AHEAD AND I'LL BE GO AHEAD AND GET A DATE AND LET'S GO AHEAD AND TALK ABOUT IT.
AND AFTER THE MOTION WAS FOR THAT TOWARDS TO GO AHEAD AND, AND, AND HAD AN, ADD THIS, THEN GO BACK HERE AND LOOK AT THEM RIGHT HERE.
WE TALKED ABOUT IT, TALKED ABOUT IT BECAUSE THAT WAS MY PLAN.
THAT WAS OUR PLAN TO DO, TO GRADE IT.
AND THEN I WAS SPECIAL CALLED ME.
AND I EVEN ASKED CHRISTINA, WELL, CAN WE HAVE A SPECIAL CALL MEETING? AND THEY SAID, WELL, LET'S SEE IF WE CAN GET IT DONE FIRST.
AND I'M SAYING TO YOU NOW, THAT'S WHAT I TOLD YOU NOW THAT WE'VE BEEN AFFORDED BECAUSE FISHER AND JOANNE DON'T THINK WE CAN PROBABLY MAKE ANY MORE SENSE THAN WE DON'T THINK WE DIDN'T GET IT DONE THE WAY WE REALLY WANT TO GET IT DONE BEFORE THE HOLIDAYS.
SO WE HAVE, AND MR. CAMPBELL, YOU'RE JUST ADDING SOMETHING IN THERE AND PASSING IT OUT.
I DON'T SEE HOW, HOW WE CAN'T GET HOW WE CAN'T GET IT.
WE CAN'T GET THE MEETING DONE BECAUSE PEOPLE HOLIDAY, WELL, WAIT A MINUTE, YOU SAY, YEAH, BECAUSE YOU DON'T HAVE ANYWHERE TO GO.
PEOPLE HAVE PLACES TO GO AND THINGS TO DO.
I GOT BY THE CHRISTMAS SHOPPING.
THAT WAS OUR BLAND FOR ME, CAN CHANGE OUR PLANS AS THE MOON.
AND THERE'S NOTHING WRONG WITH IT.
THE ONLY THING ABOUT IT IS WHEN WE DISCUSS WHERE WE GO FROM THE RESULTS, JOANNE AND JOHN, WON'T BE THERE TO DISCUSS WHERE WE GO RUN THE RESULTS AND, YOU KNOW, BIG OF IT.
THEY PROBABLY WOULDN'T HAVE BEEN THERE ANYWAY, KNOWING THAT IT'S A SPECIAL CALLED MEETING.
[00:45:01]
SAYING WE AIN'T GOING TO TAKE THE EVALUATION, BE ON, SEE WHAT THE SCORES ARE TODAY, YOU KNOW, FROM THEIR ANSWERS.AND WE DON'T HAVE, BUT WE DON'T HAVE TIME TO LOOK AT IT, COME UP WITH THE NUMBERS OR I'M DONE.
SO I DON'T WANT TO REHASH ALL THIS, BUT, BUT I WANT TO MAKE SURE THAT I UNDERSTAND CORRECTLY.
AND, AND ONE, THE BOARD TOLD US TO ADD THE GOALS, RIGHT.
AND I CAN'T READ THAT VERY WELL, BUT, UM, THE, WE, THE BOARD APPROVED ACCEPT AND APPROVE THE EVALUATION INSTRUMENT.
SO IT IS YOUR INTENT CORRECT? TO HAVE ALL THE CURRENT BOARD MEMBERS FILL THIS OUT RIGHT PRIOR TO ANYBODY LEAVING THE BOARD, BUT THE TABULATION, THE CATEGORIZATION, THE WAITING, ALL OF THAT'S GOING TO HAPPEN BY HOPEFULLY YOU AND DANIEL.
AND AFTER THE NEW YEAR, WE'RE GOING TO HAVE A CHANCE TO HAVE A DRUG, A MEETING, OR A SPECIAL CALL MEETING SESSION.
WE'RE GOING TO GO OVER THE RESULTS.
SO THAT'S, THAT'S WHAT, THAT'S WHAT THE PLAN IS, RIGHT.
FOR ALL BEEN, UNLESS YOU AGREE WITH THAT.
THAT'S OUR PLAN, WHICH MEANS WE DON'T HAVE TO LOOK AND TRY TO SQUEEZE IN A CALL MEETING NEXT FRIDAY AND MAYBE I'LL HAVE IT TABULATED TO THE LEVEL WE WANT TO TABULATE IT TO BY THEN.
SO WE WANT TO HAVE THOSE NUMBERS CLEAR WHERE, WHEN WE DISCUSS IT, IF PEOPLE UNDERSTAND THE CLARITY OF THE FACTS, THE INFORMATION, ALL RIGHT.
AND THAT'S, THAT'S, THAT'S, THAT'S WHY THE TIME LIVE.
IT MAKES MORE SENSE TO WAIT AND MAKE SURE WE GOT ENOUGH TIME TO DO WHAT WE WANT.
SO WE'RE IN THE BOARD MEMBERS, GET IT BACK.
YOU CAN READ IT FOR WHAT IT'S WORTH, RIGHT.
W WHAT WE WANT IT TO BE WORTH ANYWAY.
AND REALLY FEEL THAT IT WAS, UM, YOU KNOW, WELL-WRITTEN AND SO THAT IT CAN, SO THAT THE RESULTS ARE VALID AND THAT WE REALLY CAN DO SOMETHING WITH THE RESULTS CONCERN.
I TALKED TO CATHERINE B AND SHE'S RIGHT.
WE WANT TO LEARN SOMETHING FROM THIS.
I SAID A BOARD EVALUATION, THE BOARD WANTED TO DO AN EVALUATION ON IMPROVE ON ITSELF BY LOOKING AT WHAT WE REALLY THINK WE DID AND WHERE WE ARE.
OH, LET'S GO LOOK WHAT, LOOK BACK ONE MORE TIME, MAN.
WE HAVE TO ELIMINATE ELIMINATE ONE OF THESE.
WHEN DID YOU DISCUSS THAT? WITH THE, WITH THIS, WITH THIS BOOK, WITH THIS COMMITTEE THAT YOU AND DANIEL WILL BE TABULATING THE SCORES.
WHEN DID YOU DISCUSS THAT WITH THE, I DIDN'T DISCUSS IT.
I, I IT'S MY RESPONSIBILITY TO DO IT, OR IT'S ALL, IT'S OUR RESPONSIBILITY TO GET IT TABULATED BAD PART OF IT.
I JUST, I JUST GOT SENT AN EMAIL TO YOU.
I SENT THE EMAIL AND SAID, MAYBE DANIEL CAN HELP ME WITH IT.
I THOUGHT THAT WAS A GREAT IDEA.
THAT WOULD BE GREAT IF DANIEL COULD HELP YOU WITH YEAH.
I MEAN, IT'S JUST, IT'S JUST A MATTER OF, YOU KNOW, I CAN DO IT ALL ALONE, BUT I WANT THE TECHNICAL ASSISTANCE.
SO YOU CAN PUT IT IN AN OUT FORMAT FORM.
RIGHT? JOE, WILL YOU HAVE A QUESTION ABOUT THAT? NICE.
I'M THE GALLERY MADE ALL THE DECISIONS ALREADY.
SO WHEN I SAID YOU WANT TO HELP ME, MAN, I JUST
THEY RENAMED HER DISCUSSING A NEGATIVE SENSE.
IF IT'S ALREADY TAKEN CARE OF, WE CAN MOVE ON.
THAT'S THE, I LIKE TO MAKE AT 90 QUESTIONS.
I SAID AT 91, ALL WELL, 91 BEING BETTER BECAUSE WE GOT THE NINE THINGS.
WE BROKE THAT ONE GOAL INTO TWO QUESTIONS, WHICH I THINK MADE IT 91.
AND I WOULD HESITATE TO DELETE ANYTHING BECAUSE THE BOARD ACCEPTED THE, THE OTHER INSTRUMENT.
NOT UNLESS YOU GO AND MAKE THE TWO QUESTIONS BACK TO ONE QUESTION THAT MAKES SENSE.
[00:50:02]
THE QUESTIONS.WHAT ABOUT THOSE? WHAT Y'ALL THOUGHT ABOUT THOSE? IN WHAT WAY? I THINK THAT THEY'RE VERY GOOD.
HOW WILL WE EVALUATE THEM? I MEAN, HOW CAN WE PROCESS THE THOUGHT FROM THEM? I MEAN, THAT STUFF EASY.
WE LOOK AT OUR NUMBERS AND SAY, EVERYBODY LOVES THAT.
HOW WOULD IT BE RECORD THOSE RESPONSES? DO YOU HAVE ANY IDEA? I HAVE ONE IDEA ABOUT IT.
I THINK I MENTIONED IT THE WHEEL YESTERDAY.
HE WOULD PROBABLY SAY, I DID MENTION THAT TO HIM, MR. CAMPBELL.
I WAS THINKING, OKAY, THERE ARE NINE QUESTIONS THERE AND I GUESS THEY'VE KIND OF INTERRELATED, BUT WHAT PEOPLE WRITE WILL PROBABLY BE EITHER POSITIVE OR NEGATIVES THAT WOULD RELATE TO SOME OF THOSE CATEGORIES.
SOME OF THOSE FINER CATEGORIES, LIKE SOMEBODY MIGHT WRITE SOMETHING ABOUT THE MEETINGS.
WHAT COULD WE IMPROVE, IMPROVE ON THE READINGS.
SO I WOULD READ THAT AND SUGGEST THAT THAT MEANT A NEGATIVE, NEGATIVE, JUST A NEGATIVE COMMENT FOR THAT SECTION OF THE EVALUATION.
MEANING GOT EVEN MORE THAN NEGATIVES BECAUSE 99 STATEMENTS, WE HAD FIVE NEGATIVES ON OUR LEADING.
WE HAVE THREE POSITIVES ON OUR FISCAL RESPONSIBILITY OR OUR, YOU KNOW, POLICY MAKING.
SO I SAID, YES, WE READ THEM AND LOOK AT IT.
LIKE THIS WAS A POSITIVE, THIS WAS A LEG IN IT.
I COULD SEE THAT FOUR QUESTIONS TWO, AND QUESTION THREE, JUST KIND OF MAKING A LIST OF WHAT WERE THE POSITIVES AND WHAT WERE, AND WHAT WERE THE NEGATIVES? UM, WHAT WAS YOUR, WHAT WERE YOUR THOUGHTS ON QUESTION ONE? WHICH SAID, WHAT ARE THE THREE MOST IMPORTANT ISSUES THE BOARD WILL FACE IN THE NEXT YEAR? YOU'RE MUTED.
MR. CAMPBELL? I DON'T KNOW WHAT I WOULD DO WITH THAT.
UH, WHAT, WHAT CAN WE DO WITH IT? WELL, MY GUESS IS THAT AFTER YOU LOOK AT, UM, AFTER YOU LOOK AT 33 RESPONSES, RIGHT? THE THREE MOST IMPORTANT ISSUES, YOU'RE GOING TO GET 3 33 RESPONSES BACK.
AND I WOULD IMAGINE THAT THEY'RE GOING TO BE LUMPED.
UM, AND I WOULD JUST, I WOULD REPORT IT OUT AS YOU KNOW, UM, SEVEN, SEVEN SAID TEACHER RETENTION IS GOING TO BE THE NUMBER ONE EIGHT SET.
VGS WE JUST DO A TABULATION OF THE KIND OF COMMENTS WE GOT THEN THE HIGHLIGHTED TOPICS.
UM, WHAT QUESTION UP AS PART OF THIS, THIS IS GOING IN AS A WORD DOCUMENT.
THERE IS ALSO THERE ISN'T ANYWHERE WHERE WE CAN ASK ABOUT COMMENTS THAT, SO SAY SOMEONE ANSWERS NUMBER 23 AND THEY WANT TO HAVE A COMMENT NEXT TO A QUESTION 23, KATHY, KATHY BROUGHT THAT UP TO ME TODAY.
SO I WAS JUST THAT I JUST GIVE A COMMENT PAGE AND THEN LET SOMEWHAT IN A WORD ATTACHED TO THIS ONE THAT YOU'RE LOOKING AT AND THEN JUST PUTS COMMENTS AND LET PEOPLE WRITE THEIR COMMENTS, YOU KNOW, NUMBER 23, BLAH, BLAH, BLAH.
NUMBER IS THAT THAT'S JUST BEING FOUGHT FOR USE.
SO THERE'S SOMEONE THAT CAN COME RIGHT OUT CAUSE THEY WOULDN'T BE ABLE TO WRITE OUT THEIR COMMENTS NEXT TO THE QUESTION IN THE, IN THE EXCEL SHEET.
I MEAN, JUST TO MAKE SURE THAT THEY ALL FULLY EXPRESSIVE BE ADD THAT THOUGH.
NO WAY WE CAN EVALUATE THAT IN THE EVALUATION EXCEPT YEAH.
WHAT'D YOU CALL IT EXTREME USO THAT PERENNIAL SLEEP.
OH, THAT I WOULD SAY THIS WOULD SAY COMMENTS, UM, AND THEN INSTRUCTIONS OF PUT UP COMMENTS TO ANY QUESTIONS.
[00:55:01]
UH, KATHY, I WAS CONCERNED WITH THE, WHAT THAT WAS ME AND HER TALKIE BECAUSE YEAH, MR. CAMPBELL, UM, YOU'VE GOT A LOT TO DO WITH THE QUANTITATIVE TABULATION.UM, WHAT IF MR. SMITH AND I WORKED ON THE NARRATIVE, UH, UM, WE PUT TOGETHER A SUMMARY OF THE NARRATIVE PART.
THAT SOUNDS LIKE A WINNER TO ME.
WELL, I SUGGESTED THAT IF MR. CAMPBELL IS WILLING TO TAKE ON THE QUANTITATIVE PART, I MEAN THOSE 93 QUESTIONS WITH 11 PEOPLE RESPONDING TO EACH ONE, WHATEVER 93 TIMES 11 IS, I MEAN 930.
I MEAN, IT'S A LOT, A LOT OF DATA.
I WAS THINKING WILLIAM THAT YOU AND I COULD THEN TAKE THE NARRATIVE RESPONSES AND, UM, SUMMARIZE TABULATE, CATEGORIZE, BRING THEM FORWARD IN SOME FASHION.
WELL WAIT, Y'ALL DECIDE TO DO IT.
I, I, I AGREE WITH IT ALREADY.
IT WAS, THE NARRATIVE WOULD BE EVERYTHING ON THIS PAGE AND THE, UH, UH, ADDITIONAL COMMENTS.
ANYTHING THAT'S WRITTEN AND DOESN'T HAVE A NUMBER ASSIGNED TO EXACTLY.
AND THEN, YOU KNOW, DEMOS TO THIS ONE.
SO THAT DOESN'T INCLUDE THE THREE QUESTIONS THEN, CORRECT? OR NO, NO, I'M SORRY.
I MEANT, I MEANT THE EXCEL SPREADSHEET.
PART TWO BECOMES THE NARRATIVE.
BUT IT'S MUCH BETTER TO SAY PART TWO.
GIVE YOU A GOOD CHANCE TO HAVE TWO VIEWPOINTS TO, IN TERMS OF WHAT YOU'RE GOING TO DO WITH IT AND AS YOU'RE DOING IT RIGHT.
WELL, IS THERE ANY OTHER BUSINESS MR. CAMPBELL? I JUST WANTED TO, IF WE COULD GO THROUGH ROBIN, YOU CLEAR WITH THE RENTERS, RIGHT? YES, SIR.
UM, AS I WAS GOING THROUGH, AS I WAS GOING THROUGH YOUR NUMBERS THERE, YOU KNOW, YOUR CATEGORIES, I THOUGHT THERE WERE A COUPLE OF QUESTIONS THAT WERE NOT ASSIGNED TO A CATEGORY AND, UM, I COULD BE WRONG, BUT I WOULD LIKE TO BRING THOSE UP.
SO ROBIN, COULD YOU BRING UP THE MR. CAMPBELL'S EMAIL THAT HAD THE, UM, THE NUMBER ASSIGNMENT? YEAH.
SO WHEN I GOT YOUR EMAIL, I WENT THROUGH IT AND PUT A MARK NEXT TO EACH ONE.
SO, UM, NUMBER TWO, QUESTION NUMBER TWO.
WHERE IS THAT? PROFESSIONALISM AND DEVELOPMENT.
WHAT ABOUT NUMBER? UH, OH, THERE IT IS.
I MORE LIKELY WOULD HAVE PUT ONE TWICE BECAUSE SOME OF THEM COULD GO TO PLACES.
THERE ARE A COUPLE IN TWO PLACES, BUT I FIGURED THAT WAS INTENTIONAL.
I TRIED TO DECIDE AND I MAY HAVE LEFT THEM BOTH THERE SO Y'ALL COULD HELP BE DECIDE.
BUT I SAY WHEN THEY FIVE, FOR EXAMPLE, IT WAS ONE OF THE ONES THAT, OKAY.
SO DO YOU WANT TO DO THAT NOW? OR DO YOU WANT TO LOOK AT IT AND TELL ME, YEAH, WE CAN DO THAT NOW.
I MEAN, YOU GOT ANOTHER NUMBER AS THOSE ARE THE ONLY ONES YOU HAVE.
DO WE HAVE NUMBER? DO WE HAVE NUMBER 21 ANYWHERE? PUT A COMMA BETWEEN HIM AND PROFESSIONAL DEVELOPMENT.
ROBYN, COME WITH YOU IN 29 OR 32.
WHAT IS 21? LET'S LOOK AT THAT FIRST.
THEN IT SAYS BOARD MEMBERS USED EFFECTIVE
[01:00:01]
AND APPROPRIATE CHANNELS OF COMMUNICATION WITH THE SUPERINTENDENT AND HIS OR HER ADMINISTRATIVE STAFF.NOW YOU WERE SAYING WHERE AND PROFESSIONALISM.
YOU GOT A FOUR DIGIT NUMBER THERE? 29 32.
75 CELLS, THEN WE'VE GOT IT UNDERNEATH STRATEGIES FOR GOALS.
IT SAYS AT LEAST ONCE A YEAR, THE BOARD ASKS THE SUPERINTENDENT TO ARTICULATE HIS OR HER VISION FOR THE SCHOOL DISTRICTS FUTURE AND OFFER STRATEGIES TO REALIZE THAT VISION.
I KNOW SUPERINTENDENT SLASH BOARD RELATIONSHIP RIGHT NOW.
WHICH ONE? I MEAN, IT DOES BELONG IN BOTH, I GUESS.
BUT AN ARGUMENT COULD BE MADE FOR BOTH.
UH, YOU KNOW, AND LEAVING IT, THERE WON'T CHANGE ANYTHING.
I MEAN, TECHNICALLY THE SCORING, IF YOU PUT ASIDE NUMBERS, WILL IT CHANGE THE SCORING OF THAT PARTICULAR AREA? NO, NOT REALLY, BECAUSE THERE'S JUST THAT ANOTHER NUMBER THERE THAT'D BE 10 TO 14 QUESTIONS.
YOU GOT 15 QUESTIONS STILL GOING TO BE DIVIDED BY THE SAME NUMBER OF NUMBERS SO THEY WON'T CHANGE ANYTHING.
NO, IT'S JUST A MATTER OF, YOU KNOW, I WANTED ONE TO BE AT EACH ONE, BUT IF, IF, IF THAT'S THE WAY IT IS DONE, AS NO MATTER WHICH ONE Y'ALL THINK IS THE MOST IMPORTANT ONE LET'S CHANGE.
WHICH ONE IS THE MOST APPROPRIATE? I THINK IT'S THE SUPERINTENDENT.
SO SCRATCH IT OUT OF STRATEGIES.
BUT AS WE GOT MORE COMING UP STRATEGIES ANYWAY, NOW KNOW SIX OR SEVEN THAT I HAD TO THE STRATEGIES.
WHAT ABOUT NUMBER? UM, NUMBER 66.
DO YOU SEE THAT ANYWHERE? I DON'T KNOW.
WHAT WAS IT? WHAT IS THE READ? YES.
THE BOARD ENCOURAGE THE PUBLIC TO ATTEND BOARD MEETINGS AND THAT WOULD BE A COMMUNITY OR BOY MEETING COMMUNITY.
I THINK WE'VE USED THAT IN THE COMMUNITY GOES UNDER THERE.
AND THEN WHAT ABOUT NUMBER 64? WAS THAT ONE SAY, IT SAYS THE BOARD HANDLED ISSUES THAT WERE AMBIGUOUS AND COMPLICATED BY APPOINTING COMMITTEES TO CONDUCT IN-DEPTH RESEARCH.
WELL, THAT'S THE ONE THAT WE DISCUSSING.
I THINK THAT ONE WOULD PROBABLY GO UNDER ON A BOARD MEETING OR A LEADERSHIP THAT I GOT SOMETHING TO LEADERSHIP.
NO, YOU HAVE, UM, POLICIES, RESOURCE MANAGEMENT, PUBLIC MEETINGS, FORD RELATIONSHIP MANAGEMENT.
I MEAN, I THINK, I DON'T KNOW, TREASURE YOUR JOB BANK.
THAT MIGHT BE WHY I DIDN'T DO THAT ONE.
I DIDN'T KNOW WHERE THAT, UM, YOU KNOW, I, I THINK ISSUES, NO MATTER WHAT IT IS, DEALS WITH OUR RESOURCES AND HOW WE MANAGE THEM.
SO I WOULD AGREE MR. CAMPBELL.
I WAS UNDER RESOURCE MANAGEMENT.
UM, WELL WHAT ABOUT, UM, AND AGAIN, MY, YOU KNOW, MY, I, I MEAN I COULD BE WRONG TOTALLY, BUT I DIDN'T SEE NUMBERS.
68 68 SAYS THE BOARD FORMED TASK FORCES THAT INCLUDED STAFF.
I HAD ONE THAT, THAT SHOULD DEFINITELY BE IN THE COMMUNITY.
69 SAYS, YEAH, THAT'S, UH, THAT'S ALSO A DAY AND IT COULD BE TWO TOO, BUT
[01:05:01]
NO, PUT THAT IN A COMMUNITY.THAT'S PROBABLY WHY I DON'T HAVE THEM.
CAUSE I KNOW THAT WHOLE LINE, WHEN I LOOK COMMUNITY RELATIONSHIP, WHICH WAS THAT AREA WAS LUMPED TOWARDS, I DON'T KNOW WHAT IT'S CALLING OUR LITTLE EVALUATION, BUT THE SAME KIND OF THING, OUTREACH OR SOMETHING LIKE THAT.
RIGHT SEVENTIES, ANOTHER ONE, SAME THING COMMUNITY.
UM, AND THEN 80 TO 82 IS UNDER BOARD PROFESSIONALISM AND DEVELOPMENT.
AND THEN ALL THE ONES WE JUST ADDED GO UNDER, UH, STRATEGIES FOR GOAL RELATED RESULTS.
THE LAW, THE BOARD, THE GOVERNOR, THE ONES WE JUST ADDED.
THEY ALL, EXCEPT THEY ARE WHAT THEY DO AS ONE.
THEY ALL GOING GO NEAR THE RESULTS.
BUT YOU WANT TO TELL YOU THE NUMBERS UP SO WE SCATTERED RIGHT.
YOU WANT TO SEND US THEIR NEW? YEAH.
NOW WHAT KIND OF TIME PERIOD ARE WE GOING TO GIVE THEM TO GET IT BACK TO YOU? AND WHEN IS THE LAST DAY FOR YOU GUYS? UM, IF THEY'RE EMAILING IT BACK, THEY CAN EMAIL IT BACK TO THE OFFICE.
THAT'S THE LAST DAY IN THE OFFICE? NO, NO, THE 22ND IF YOU'RE JUST EMAILING IT, BUT UM, WE'RE NOT GOING TO BE IN THE OFFICE, BUT YOU CAN EMAIL IT, BUT I NEED TO GET MY HANDS ON IT SOME BUT SOMEHOW AND CAN EMAIL IT OUT TO YOU NEXT WEEK ON TUESDAY.
AND THEN, UM, I MEAN THE RESULTS, I MEAN EVERYBODY'S, SO EVERYONE CAN EMAIL BACK THEIR RESULTS.
AND THEN WE CAN SEND YOU WHAT WAS EMAILED BECAUSE IT'S JUST ALL EMAILED.
IT CAN BE ELECTRONICALLY SENT TO YOU.
I'M SLOWER THAN DANIEL GOING TO BE.
SO I NEED TO WORK ON MINE OVER THE HOLIDAYS.
YOU KNOW, THE OFFICE WILL BE CLOSED THE WEEK OF CHRISTMAS AND THE WEEK AFTER THE OFFICE OPENS ON JANUARY 4TH.
AND THAT'S WHAT ALL THAT TIME PERIOD.
AND I BE WORKING ON THAT AND YOU KNOW, SO I CAN EVEN GET OTHER SYSTEMS TO WORK WITH IT.
MAYBE IF I GOT, IF I GOT THE DOCUMENTS ON HAND WITHOUT THE DOCUMENT, I WILL SEND THIS DOCUMENT TO YOU ALL ON MONDAY.
IF YOU ALL DON'T HAVE ANY CHANGES, WE CAN SEND IT OUT TO THE BOARD MEMBERS.
I CAN SEND IT OUT TO THEM ON TUESDAY AND I HAVE THEM SEND IT, GET IT BACK TO YOU BY THAT FRIDAY.
AND THEY CAN GET IT BACK TO ME BY THAT FRIDAY.
IS THAT FINE? THAT'S FINE WITH ME.
ARE WE ALL CLEAR NOW WHERE WE ARE AND WHERE ARE WE GOING? THE PACKET? HERE'S THE PACKET INTERVIEW SOMEBODY.
SO THAT'S ALL THE BUSINESS I HAVE THEN I MOVED THAT WE ADJOURN.
APPRECIATE ALL, ALL I PUT HARD WORK.
AND THAT'S HOPING IT WORKS OUT TO, FOR AT LEAST WHERE IT'S TWEAKABLE AT THE END WE GIVE THEM SOMETHING THEY CAN START WITH.
IT WILL BE IT'S IT'S AGAIN, THERE WAS NOTHING BEFORE THIS.
SO I THINK THIS IS A VERY, VERY GOOD, IT'S A GREAT BASE.
[01:10:02]
THAT'D BE IN.