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AND WELCOME TO THE BUFORD COUNTY BOARD OF EDUCATION MEETING OF THE AD HOC RESULTS COMMITTEE.
IT IS APRIL 4TH, 2022, AND WE HAVE PRESENT THE COMMITTEE MEMBERS, MELVIN CAMPBELL, KATHY ROBOT, AND MYSELF.
AND THEN WE HAVE THE ADMIN, THE ADMINISTRATIVE LIAISON, DANIEL FALLON WITH US AND OTHER BOARD MEMBERS JOINING US ARE, UH, DAVID STRIVEN.
SO WE WILL NOW STAND FOR THE PLEDGE OF ALLEGIANCE.
I PLEDGE OF ALLEGIANCE TO THE FLAG, THE UNITED STATES OF AMERICA, AND TO THE REPUBLIC FOR WHICH IT STANDS ONE NATION UNDER GOD, INDIVISIBLE WITH LIBERTY AND JUSTICE FOR ALL, PLEASE BE SEATED.
UM, WE NEED A MOTION TO APPROVE THE AGENDA.
WE APPROVE THE AGENDA OF THE AD HOC RESULTS COMMITTEE, APRIL FOUR AND MR. MEL CAMPBELL.
SO CATHY ROBOT MADE THE MOTION.
SECOND, THE MOTION, ANY DISCUSSION THERE BEING NONE.
ALL THOSE IN FAVOR OF APPROVING THE AGENDA, PLEASE SAY AYE.
THE AGENDA IS APPROVED UNANIMOUSLY.
UH, NEXT UP IS PUBLIC COMMENTS.
WE HAVE THE APPROVAL OF THE JULY 21ST, 2021 COMMITTING MEETING MINUTES.
AND UM, I FORGOTTEN WHAT WE'VE DONE WHEN WE'VE HAD THIS ISSUE BECAUSE WE ONLY HAVE ONE OF THE THREE ON THE COMMITTEE NOW.
WE APPROVE THE COMMITTEE MEETING MINUTES FROM THE, UH, LET'S SEE WHAT DATE THAT WAS FROM THE JULY 21ST, 2021 MEETING.
I'LL SECOND IT, AND I'LL JUST ASK YOU KATHY, SINCE I WAS NOT A MEMBER OF NEITHER WAS NO AT THAT TIME.
UM, SO YOU AS THE CHAIR FIELD, THESE MEETINGS, THESE MINUTES ARE ACCURATE.
UH, ANY FURTHER DEBATE OR DISCUSSION THERE BEING NONE.
ALL THOSE IN FAVOR, PLEASE SAY AYE.
THE MINUTES ARE APPROVED UNANIMOUSLY.
SO NEXT STEP IS TO REVIEW THE CURRENT RESULTS SECTION AND DISCUSS POSSIBLE CHANGES.
SO IT MIGHT BE BEST, UM, ROBIN TO DISPLAY BEFORE DISPLAYING THAT LET'S JUST DISPLAY THE SUMMARY THAT, THAT, UH, KATHY, UM, HAS IT, THAT KATHY WROTE UP THAT WE HAVE IN, IN, UH, IN THE DOCUMENTS TODAY, CAUSE THIS KIND OF COVERS WHAT HAPPENED HERE.
ACTUALLY I THINK IT WAS INGRID WHO WROTE IT.
YEAH, I SORT OF, I SORT OF FIGURED THAT ACTUALLY FROM THE COMMITTEE MEETING THAT'S YEAH.
SO I'LL JUST GIVE, I MEAN, I'M NOT GOING TO READ THESE AGAIN, BUT JUST GIVE EVERYBODY A FEW MINUTES OR A MINUTE OR TWO HERE JUST TO READ THROUGH THESE NOW.
CAN YOU SEE IT? IS IT BIG ENOUGH? YEAH, I READ IT ALREADY.
SO I THINK PROBABLY THE MOST IMPORTANT, UM, POINTS FROM THIS ARE THE BOARD BY, BY APPROVAL THAT IS BY VOTE ADJUSTED THE, UM, EVALUATION RUBRIC THAT WAS USED, UH, TO EVALUATE OUR SUPERINTENDENT'S PERFORMANCE, UH, FOR THE 20, 20, 20, 21 SCHOOL YEAR.
AND THE RUBRIC WAS CHANGED BECAUSE OF THE PANDEMIC.
IT MADE IT VERY DIFFICULT TO, TO, UH, CAPTURE, UM, THE, SOME OF THE, UH, I SHOULD SAY ITEMS OR AREAS, INCLUDING, YOU KNOW, ACADEMIC PERFORMANCE, UH, TEACHER RETENTION AND FINANCIAL OVERSIGHT.
AND SO THOSE IN THOSE CATEGORIES AS THE LAST BULLET POINTS OUT, THE, UM, EVALUATION TOOL WAS ADJUSTED AND REPLACED
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WITH A PANDEMIC RELATED QUESTION EACH OF THE ASSESSMENT CATEGORIES.AND SO THE, UM, WHEN WE DID DR.
RODRIGUEZ EVALUATION LAST FALL, THERE WERE NOW 37 QUESTIONS IN THE FIVE COMPONENTS OF PROFESSIONAL PRACTICE AS COMPARED TO THE PRIOR YEAR.
THERE WERE, UM, 32 QUESTIONS AND THE FIVE COMPONENTS OF PROFESSIONAL PRACTICE.
SO WE NEED TO, UM, DECIDE WHAT WE'RE GOING TO, WHAT WE THINK IS APPROPRIATE GOING FORWARD, AND THEN MAKE THAT RECOMMENDATION TO THE BOARD WHO ULTIMATELY WILL VOTE IN, UH, PROVE OR DISAPPROVE OF OUR RECOMMENDATIONS.
SO, ONE THING I NOTICED IN THE, ON THE, IN THE POLICY, UH, RESULTS SECTION OF OUR BOARD GOVERNANCE, WHICH IS PAGES 71 TO 76, IT SPECIFICALLY SAYS THAT EACH YEAR THE BOARD WILL REVIEW THE RESULTS AND CALIBRATE THE DESIRED OUTCOMES FOR THE NEXT TWO YEAR PERIOD.
AND TO ASSURE THE EXPECTATIONS ARE REALISTIC, THE EXPECTATIONS WILL BE AGREED UPON, OR IT SAYS WILL BE AGREED TO BY THE SUPERINTENDENT AS ATTAINABLE.
SO MY QUESTION, AND I THINK KATHY COULD ANSWER THIS EASILY.
ARE WE CURRENTLY WORKING ON THE, UH, METRICS FOR THIS SCHOOL YEAR OR WE'RE WORKING ON THEM FOR NEXT SCHOOL YEAR, UH, FOR THIS, FOR THIS CURRENT SCHOOL YEAR, THE RESULTS, BUT WE DON'T GET THE RESULTS OF THOSE METRICS UNTIL, UM, YOU KNOW, THE FALL.
IT, IT WOULD BE, IT SHOULD BE, YOU KNOW, THIS, THIS SCHOOL YEAR.
UM, SO THAT JUST SEEMS A LITTLE, MAYBE DAVID HAS AN EXPLANATION FOR THAT, WHY IT SAYS THAT WE'RE CALIBRATING IT FOR THE NEXT TWO YEAR PERIOD IN THE RESULTS SECTION.
WE DID HAVE A REASON FOR THAT.
UM, I CAN'T REMEMBER WHY WE MADE IT YEARS, BUT OH, I REMEMBER.
YEAH, I REMEMBER IT WAS BECAUSE THE METRICS CHANGED AFTER THE FIRST YEAR WE CHANGED THE PERCENTAGES, UM, OF HOW WE WOULD, UM, YOU KNOW, HOW WE HAVE THE, THE LIKE, UH, IF IT'S MINUS TWO, IF IT'S 200, THEN IT'S INEFFECTIVE.
IF IT'S, WE, WE CHANGED THOSE FOR THE SECOND YEAR.
THAT'S WHY WE WERE SAYING TWO YEARS.
YOU REMEMBER DAVID, WHEN WE DID THAT, WE PROJECTED OUT AND MAYBE DANIEL, UM, CAN SPEAK TO THAT TOO.
I THINK, WELL, I, I, I THINK YOU'RE RIGHT THE FIRST YEAR WE SAID, THIS IS OUR BASELINE.
UM, SO THE FIRST YEAR WE JUST HAD IT NOT LOSE ANY GROUND FROM THE PREVIOUS YEAR.
AND THEN THE SECOND YEAR WE FIGURED THERE WOULD BE SOME TRACTION TO MAKING GAINS.
AND SO THAT'S WHY WE HAD TWO YEARS.
I THINK TO HAVE TWO YEARS BECAUSE YOU WANT STEADY IMPROVEMENT AND ONCE THESE RESULTS, LIKE THE PERCENT PICTURE IMPROVEMENT EXPECTED, AND I'M NOT SURE THAT THAT WOULD CHANGE.
I THINK THAT THOSE PERCENTAGE PROBABLY STAYED THE, AS YOU TOWARDS YOUR GOAL THREE YEARS IS THE WAY TO GO.
BUT AS I SAID, THE FIRST YEAR BASELINE, AND NOW WE'RE SITTING HERE TODAY, WE'RE PROBABLY BACK IN THE BASELINE YEAR, TWO YEARS WERE USELESS BECAUSE WE HAD NO METRICS.
AND SO IT SEEMS LIKE WE'RE AGAIN, SITTING AT A BASELINE YEAR, WHICH MEANS THAT THE RESULTS WORK TO NOT LOSE BROWN OVER THE LAST YEAR AND THE LAST YEAR THAT WE HAD METRICS, I THINK IT WAS THREE YEARS TO GOT TO STOP.
SO I KNOW I CONCURRED DAVID WITH YOUR, WITH YOUR, UM, WITH YOUR THINKING OF IF IT, OF THE TWO YEARS AND, AND TO TRY TO CONTINUE TO HAVE IMPROVEMENT, UM, AS OPPOSED TO DOING IT ONE YEAR AT A TIME.
I WAS LOOKING AT, WE WERE EVALUATING DOING THE METRIC, THE MATRIX FOR THIS CURRENT SCHOOL YEAR.
SO WE HAVE EVERYBODY ON THE SAME PAGE, WE'RE ALL WORKING ON THE SAME DOCUMENT.
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SO I WOULD LOVE, YES, GO AHEAD, ROBIN.I PUT UP, IF YOU ALL CAN SEE HIM BOARD DOTS ON THE SCREEN, THIS WAS THE COPY OF THE METRICS THAT WE DID IN 20 19, 20 AND 2020.
SO YOU ALL HAD 20 19, 19 TO 20 AND THEN THE NEXT YEAR WAS 2021.
AND THAT'S WHAT, UM, WHAT'S PROPOSED.
SO, UM, DAN, CAN YOU RECAP FOR US? UM, NOW I THOUGHT THAT, THAT WE DID GET SOME METRICS, UH, LAST, LET'S SAY FALL SHOWING THAT THE STUDENTS LEARN.
I MEAN, THERE WAS LEARNING LOSS.
I REMEMBER THINKING MYSELF THAT I THOUGHT THERE WOULD LIKELY HAVE BEEN MORE LEARNING LOSS AND I'M, YOU KNOW, CERTAINLY IT WAS VARIABLE AMONG EACH STUDENT, BUT WHAT, WHAT METRIC DID WE HAVE LAST FALL AND WHAT WILL WE HAVE THIS YEAR? YEAH.
I KNOW IT WAS MENTIONED, UH, WE WORKED ON THOSE INITIALS, I THINK IN THE 20, 20 18, 19 SCHOOL YEAR THINKING WE WERE GOING TO AS A 2020 METRICS AND 2020 NEVER HAPPENED.
SO I THINK, YOU KNOW, WHEN WE'RE IN A BASELINE, I THINK WE ARE GETTING A BASELINE, BUT THEN WE NEVER, WE NEVER GOT THE SECOND YEAR TO KNOW IF THE BASELINE WAS EVEN CLOSE.
UH, BECAUSE 2020 IS WHEN, YOU KNOW, WE DIDN'T HAVE ANY SPRING TESTING.
UM, WE DID OFFER STATE ASSESSMENTS, BUT THERE WAS NO REQUIREMENT FOR A FAMILY TO COME OFF OF VIRTUAL TO COME IN FOR TESTING.
SO, SO THERE WAS NO IMPETUS TO SAY, YOU KNOW, WE NEED EVERYONE TO COME IN.
WE, WE, WE BROADCAST, WE, WE SAID NICELY, HEY, WE'LL HAVE, YOU KNOW, PERFECTLY SAFE LOCATIONS FOR YOUR STUDENTS TO COME IN IF THEY, THEY WISH TO ASSESS, BUT WE WERE NOWHERE NEAR THE 95% THAT'S REQUIRED FOR TESTING NO MATTER WHAT WE DID AND THAT'S ACROSS STATE AS WELL.
UM, SO YES, WHILE WE, WE DIDN'T SEE AS MUCH IN OUR LEARNING LOSSES, I THINK AS WE WOULD HAVE EXPECTED, WE ALSO DIDN'T HAVE A FULL SUBSET OF THE WHOLE BATTERY OF EVERYONE TESTING TO ACTUALLY KNOW THAT.
SO, UM, WE DID THE BEST WE COULD.
WE, WE, WE TRIED TO GET EVERY STUDENT IN.
UH, WE DID PRETTY WELL, BUT, YOU KNOW, I WILL ADMIT, YOU KNOW, NOT EVERYONE CAME IN NINE 11, FELT SAFE, UH, TOTALLY UNDERSTANDABLE.
UM, SO I'M NOT SURE IF WE REALLY EVEN HAVE TWO SETS OF DATA YET TO EVEN MEASURE THAT FIRST YEAR.
UM, UNFORTUNATELY, UM, WE DO HAVE EVERYTHING THAT WOULD BE INCLUDED IF WE WANT IT TO GO BACK AND LOOK AT, UM, BRINGING STUDENTS EASEMENT SCORES BACK IN, UH, IF THAT'S A, AN AREA THAT WE WANT TO ENTERTAIN OR IF WE WANT TO LOOK MORE TOWARDS THE POLICY PROCEDURE TYPE SIDE.
SO WE DON'T END UP IN THIS SITUATION AGAIN OF NOT HAVING DATA, UM, EITHER ONE, UH, BUT THIS SPRING WILL BE THE FIRST SPRING THAT WE'VE GOT EVERYBODY BACK WITH A FULL EXPECTATION OF ACCOUNTABILITY AND A FULL EXPECTATION OF ASSESSMENTS.
I THOUGHT THE BASELINE, YOU ANSWERED THIS BASED UPON EARLY BECAUSE OF DR.
REGUS HIS FIRST YEAR, AND WE DIDN'T WANT TO GIVE HIM AN UNFAIR ADVANTAGE.
SO THIS ADVANTAGE, SO WE GIVE, RIDE THE BASELINE TO DO THE FIRST YEAR TO BE THE BASELINE SET.
AND I THOUGHT THAT WAS WHITNEY BECAUSE OF DR.
REGAN'S NOT BECAUSE WHEN IT SAYS BRAVO, ANYTHING ELSE THAT SAYS WE HAVEN'T GOTTEN ANY DATA SINCE THEN, THAT WAS, THAT WAS REALLY IRRELEVANT.
CAN WE GO BACK TO THAT ORIGINAL SET OF DATA AS BASELINE AND COMPARE THAT SENTIMENT WITH WHERE WE ARE THIS SPRING AND THEN SET SOME TYPE OF A RUBRIC FOR THE NEXT YEAR.
THAT WOULD BE MY TAKE ON ALL OF THE THINGS THAT YOU'VE SAID SO FAR.
WE DON'T HAVE A BASELINE, BUT ESTABLISHING A BASELINE FROM THIS YEAR SET OF DATA.
YOU KNOW, THERE'S STILL PLENTY TO THE ORIGINAL YET 20 18, 20 19 IS, YOU KNOW, I THINK IT'S SOMETHING THAT WE NEED TO LOOK AT IS THIS YEAR'S DATA SET OF DATA.
AND THAT DATA PROBABLY CAN HELP US.
IS IT BETTER OR WORSE THAN IT WAS, UH, DURING DR.
BIGGEST FIRST YEAR? AND WOULD HE HAVE AN UNFAIR ADVANTAGE IF WE SET IT TO THIS YEAR, YOU KNOW, WITH THE PANDEMIC OF IN EFFECT OR WOULD IT BE VERY COMPATIBLE THEN IT WOULDN'T MATTER, BUT I WANT, I WANNA, YOU KNOW, HAVE SOME TYPE OF WAY TO STILL CONTINUE TO, WE MISSED THAT BOAT TWO YEARS AGO WHEN WE DIDN'T SET AN IN
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HOUSE SET UP INSTEAD OF A DATA, THEY DIDN'T DO ANYTHING IN THE LAB, BUT AM I CLEAR WITH WHAT I'M SAYING OR MY LEFT? NO, I THINK YOU SAID IT WELL, AND I THANK YOU FOR YOUR COMMENT.SO KATHY, SO MY COMMENT IS, UM, UH, YOU KNOW, I DEFINITELY FEEL THE NEED FOR THE DATA.
AND EVEN THOUGH WE DIDN'T HAVE CLOSE TO 95%, UH, IN THE, UM, 2021, I THINK THAT THAT SHOULD BE OUR NEW BASELINE BECAUSE THAT DATA REFLECTS, UM, THE, UH, THE PANDEMIC AND THE L YOU KNOW, THE INSTRUCTION THAT WAS MISSED.
AND I THINK THAT'S PROBABLY MORE REALISTIC THAN GOING TO OUR, UH, 2019 DATA.
UM, YOU KNOW, I, I WOULD SAY THAT THAT BASELINE, THAT, THAT, THAT IS THE NEW BASELINE, BECAUSE THAT REFLECTS THE IMPACTS OF THE PANDEMIC ON THE KIDS THAT CAME IN AND TOOK IT.
SO I, I GUESS IT COULD MEAN THAT DID ONLY THE TOP STUDENTS COME IN AND TAKE IT.
AND THE OTHER KIDS DIDN'T, YOU KNOW, I GUESS THAT COULD BE, THAT COULD BE AN ISSUE.
UM, SO, BUT, BUT THAT'S MY THOUGHT.
THAT WAS WHAT I THOUGHT OF AS WELL, IS AS DANIEL POINTED OUT, YOU KNOW, THEY CERTAINLY HAD NOWHERE NEAR THE 95%, UH, REQUIREMENT FOR THE TESTING AND IT WAS OPTIONAL.
UM, ARE YOU, SO ARE YOU SO SELF SELECTING, YOUR BETTER STUDENTS THAT ARE COMING IN? PROBABLY YOU ARE, IS MY GUESS, BUT I DON'T, I DON'T, I DON'T, I'M NOT A STATISTICIAN AND DON'T REALLY KNOW, BUT TYPICALLY PEOPLE THAT ARE DOING POORLY, AREN'T GOING TO WANT TO SHOW THAT ON A TEST.
UM, DAVID, UM, I AGREE WITH MEL COMPLETELY, RIGHT? I THINK THE LAST TWO YEARS DATA IS JUST SO CONTAMINATED THAT IT JUST WOULDN'T BE RIGHT TO USE IT.
IT'S JUST, IT'S JUST NOT GOOD DATA.
UM, THE LAST YEAR, GOOD DATA AS MEL POINTED, I WAS 18, 19.
SO THERE'S, I DON'T SEE ANY PROBLEM COMPARING THIS YEAR OR THAT YEAR, BECAUSE THE, YOU HAVE TO THROW OUT TO THE TWO PANDEMIC YEARS.
I MEAN, THERE'S JUST NOTHING ABOUT THOSE YEARS AS VALID.
UM, SO I AGREE WITH MELODY, YOU KNOW, 18, 19 IS STILL THE BASELINE AND THIS YEAR IS WHAT WAS THE FIRST YEAR.
AND I THINK THE FIRST YEAR WAS REGRESSION, RIGHT? SO I THINK THAT'S THE WAY WE NEED TO APPROACH IT JUST TO BE STATISTICALLY VALID.
AND CERTAINLY DANIEL'S MUCH BETTER IN STATS THAN I AM, BUT JUST SEEMS THERE ARE SO MANY CONTAMINANTS TO THE LAST 10 YEARS THAT YOU WOULD WANT TO USE IT.
SO, UM, DANIEL, I'D LOVE TO HEAR, UH, I HAVING HEARD WHAT MEL AND DAVID SAID AND WHAT KATHY SAID.
I THINK MY INITIAL THOUGHTS WERE, YEAH, JUST GO, GO TO LAST YEAR.
BUT I THINK TO THE SPRING OF 20, 21, THAT DATA, BUT I HESITATE WITH THAT NOW, TOO, BECAUSE FIRST OF ALL, THAT DIDN'T EVEN HAVE MOST OF YOUR STUDENTS.
I THINK WE NEED TO HAVE, HE'S GOING TO BE JUDGED NOW AGAIN BY 95% OF THE STUDENTS TAKING IT.
SO I THINK THE BASELINE CERTAINLY SHOULD REFLECT THAT, THAT SAME GROUP OF STUDENTS, IN OTHER WORDS, MOST STUDENTS TAKING IT AND THAT'S JUST, WHAT'S COME TO MY MIND IN OUR DISCUSSION.
SO DANIEL CAN, I'D LOVE TO HEAR YOU WEIGH IN AND MAKE ANY COMMENTS YOU THINK ARE APPROPRIATE.
UM, YEAH, I THINK ONE COMMENT IS, UM, I'D DEFINITELY SAY 21, 22 IS STILL A PANDEMIC YEAR, UM, TO, TO SAY THIS DATA IS NOT TAINTED AGAIN.
UM, I THINK CONCERNS ME A LITTLE BIT WHEN I'M LOOKING AT THE LEARNING THAT WAS OCCURRING, YOU KNOW, WE DIDN'T HAVE A VIRTUAL YEAR, WE DIDN'T HAVE ENDING OF A YEAR OR BEGINNING OF THE YEAR FULL VIRTUAL.
UH, BUT WE HAD, UM, NUMEROUS, NUMEROUS, NUMEROUS CASES OF QUARANTINES AND POSITIVE STUDENTS AND POSITIVE TEACHERS AND QUARANTINED STUDENTS.
SO TO SAY, YOU KNOW, WHILE WE DIDN'T GO VIRTUAL AND THAT THAT'S A, THAT'S A CELEBRATION IN ITSELF, UM, TO SAY THAT WE DIDN'T HAVE TO CLOSE OR DIDN'T HAVE TO, TO DO THAT.
UM, BUT I DO KNOW, YOU KNOW, JUST THROUGH THE WEEKLY REPORTING OF THE COVID, UH,
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FOR D HECK PURPOSES OUT OF OUR SHOP AS WELL, UH, THE MONTH OF THE END OF DECEMBER AND THEN JANUARY AND FEBRUARY WERE ASTRONOMICAL ON THE, ON THE POSITIVE CASES IN THE QUARANTINE.SO, UH, THIS YEAR'S, THIS YEAR'S, YOU KNOW, COVID IMPACTED AS WELL, UM, TO, TO COMPARE THAT TO 2019 COMING OUT OF TWO YEARS OF INTERRUPTED LEARNING.
AND, UM, THE DATA'S NOT GOING TO BE THERE, YOU KNOW, JUST AS A RESEARCHER, AS A, JUST AS A PRAGMATIST, UM, THE CHIEF, IT'S NOT GOING TO BE THERE, UM, AS IT WAS IN 2019, UM, THERE'S BEEN SEVERE IMPACT ON THE LEARNING.
UM, AND THAT'S JUST FROM OUR FORMATIVE ASSESSMENTS AND WHAT WE'RE SEEING A DAY TO DAY, UM, YOU KNOW, COMPARING IT TO 2019 WOULD BE VERY, VERY DIFFICULT AND IT WOULD REQUIRE, YOU KNOW, HONESTLY, UH, TO BE ABLE TO MEASURE ANY KIND OF IMPACT OR FOR A CAUSATION TO THE DATA.
YOU'D HAVE TO LOOK AT ALL THE OTHER DISTRICTS TO SEE IF THEIR 2019 WAS A, AT WHAT POINT WAS THERE 2019 STATISTICALLY HIGHER THAN THEIR 2022.
AND I'M JUST GOING OFF OF WHAT I SEE IN THE DAY-TO-DAY INTERIMS AND WHATNOT.
UM, YOU KNOW, I DON'T HAVE HARD, FAST DATA IN FRONT OF ME, BUT I WOULD, I WOULD NOT BANK ON, UH, THERE BEING THAT MANY INSTANCES OF SEEING PROGRESSION, UH, BASED TO THE 2019 BASELINE HERE, UH, OR VERY MANY PLACES ACROSS THE STATE.
UM, AND THEN IF I WERE TO DO THAT TYPE OF WORK, UH, LOOKING AT JUST, YOU KNOW, FOLLOWING THE NEWS BLASTS AND WHATNOT ACROSS THE STATE, HOW MANY DISTRICTS STILL HAVE VIRTUAL FRIDAYS OR WE'RE CLOSED FOR A MONTH OR TWO MONTHS JUST AROUND US, UM, THREE OR FOUR WEEKS BECAUSE OF COVID OUTBREAKS AT SCHOOLS? UM, I THINK IT WOULD BE HARD FOR ME TO FIND A, A COMPARABLE DISTRICT THAT WAS BIG, THAT COULD HANG ITS HAT ON, NOT CLOSING AT ALL, UH, AND THEN TRY TO EXTRAPOLATE WHETHER OR NOT THAT WAS A BENEFICIAL, THAT'S GETTING TO REALLY, REALLY COMPLEX EVALUATION, UM, FOR THAT METRIC.
AND UNFORTUNATELY IT COMES INTO HAVING THE HARD, FAST DATA AND HAVING SOME SORT OF BASELINE, UM, IT'S LANDED US HERE, UM, WITH THE PANDEMIC THAT, THAT REALLY MESSED UP.
I THOUGHT IT WAS A PRETTY DECENT MODEL.
UM, AND THEN WE, HAVEN'T HAD TO HAVE A, A SECOND ASSESSMENT SINCE THAT WE COULD REALLY RELY ON.
SO FROM YOUR COMMENTS, WOULD YOU, UH, TO ME, I'M, MAYBE I'M MAKING A FALSE ASSUMPTION.
IT SOUNDS LIKE YOU WOULD ALMOST MAKE THIS, THIS CON THIS YEAR.
NOW THE TESTING THAT'S DONE THIS SPRING AS, AS THE BASELINE, IS THAT KIND OF WHAT I'M HEARING? UH, IF, IF WE WERE TO GO WITH HAVING HARD, FAST ASSESSMENT DATA, AS PART OF THE EVALUATION, UM, THIS YEAR WOULD, WOULD, WOULD STILL BE A TAINTED BASELINE.
UM, BUT IT WOULD BE MORE OF A REALISTIC BASELINE THAN 2019, UM, WITH, WITH, WITH NO PANDEMIC WITH NO INTERRUPTED LEARNING.
UM, THAT'S, IF WE WANT TO PUT THAT, THAT LEVEL OF MEASURE TO A HARD, FAST SCORE OF A STUDENT, BASICALLY, UM, INSTEAD OF, YOU KNOW, POSSIBLY LOOKING AT SOMETHING THAT, THAT REMOVES THIS VARIABILITY OF HAVING, OR NOT HAVING A SCORE, UM, ASSOCIATED WITH IT AND ON A YEARLY CYCLE HAVING TO HAVE THIS CONVERSATION.
AND CAN I ASK YOU ONE OTHER QUESTION THEN I'LL HAVE I'LL CALL ON MILL.
UM, SO YOU MENTIONED THAT BACK IN THE, UM, IT WAS LAST SPRING OF 2021 THAT, YOU KNOW, NOT NOWHERE NEAR 95% OF THE STUDENTS, SINCE IT WAS OPTIONAL CAME IN FOR TESTING, CAN YOU JUST GIVE A BALLPARK? WAS IT 50%? IT WAS 25.
NO, I THINK WE WERE IN THE UPPER EIGHTIES, UM, DEPENDING ON THE GRADE ON THE GRADE AND WHATNOT, WE HAD REALLY, REALLY DECENT TURNOUT FOR, FOR BASICALLY SAYING WE'RE, OUR DOORS ARE OPEN, COME TAKE THE ASSESSMENT, IF YOU WOULD LIKE TO.
NOW, IF YOU'RE IN SCHOOL, WE'RE GOING TO ADMINISTER THE ASSESSMENT.
BUT, UM, YEAH, WE HAD, UH, IT WAS IN THE UPPER EIGHTIES.
I WANT TO SAY IT WAS RIGHT AROUND 89%.
SO IT'S NOT, IT WAS NOT HORRIFIC IN ANY WAY.
UM, BUT ACROSS THE STATE, I THINK THEY WERE, THEY WERE COMING CLOSE TO, TO LIKE 85%.
SO SOME OF US DISTRICTS CARRIED THAT SOME OF THEM WERE MUCH LOWER, UM, NOT HORRIFICALLY OFF OF THE 95% TESTING RULE.
UM, BUT JUST TO KIND OF SHARE THAT ASSESSMENT AND THAT PERCENTAGE PARTICIPATION.
AND I'M SORRY, WHAT, WHAT, WHAT IT WAS THE PURSUITS PARTICIPATION STATEWIDE OR, YEAH, I'D HAVE TO LOOK THAT UP.
UM, I'D HAVE TO GO OUT AND PULL IT, BUT, UM, THERE WERE DISTRICTS THAT WERE VERY, VERY, VERY LOW.
UH, I THINK THEY WERE GETTING CLOSE TO THE 85 ACROSS THE STATE, I BELIEVE IT WAS
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SO, YEAH, MELVIN.SO, UH, LOTS OF THOUGHTS, DANIEL.
I, I AGREED THAT, YOU KNOW, WE COULD START THIS YEAR AND HAVE THIS BE THE BASELINE, BUT I THINK WE REALLY NEED TO LOOK AT WHAT REALLY HAPPENED AND ASSESSING WHAT REALLY HAPPENED IS A BIG PART OF WHAT WE CAN FIND OUT.
I DON'T SEE THAT AS A FAIR ASSESSMENT FOR DR.
REGUS IN TERMS OF GROWTH IN ANTICIPATION OF GROWTH AS WE HAD DESCRIBED IT.
BUT I THINK WE DO NEED TO LOOK AT IT FROM THE STANDPOINT OF WHAT HAPPENS FROM 1819 TO PERHAPS WHAT HAPPENED NOW THAT YOU MENTION A DEAD, SUCH A LARGE PERCENTAGE THERE, WHAT HAPPENED LAST YEAR AND TWO, WHAT HAPPENED FROM LAST YEAR TO THIS YEAR, IF YOU, I MEAN, EVEN COMPARING THAT 85% VERSUS THE 95 THAT WE GOT, THAT WE GOT TO GET A RESULTS ON THIS YEAR AND, AND LOOKED AT ALL THOSE MOVEMENTS TO DETERMINE A FAIR WAY OF ASSESSING WHERE WE GO FROM HERE, BECAUSE IT IS STILL THE INSTALLS, THE RESULTS OF THE PANDEMIC.
NOW, THE EFFECT OF THE PANDEMIC IN TERMS OF WHERE, WHAT, WHAT CAN WE ANTICIPATE FOR PROPER GROUP NOW AND ALL OF THOSE THINGS, UH, UH, THERE'S GOING TO BE A FAIR ASSESSMENT OF WHAT DR.
LEGALS IS DOING COMPARE TO ACROSS THE COUNTRY WILL.
SO WE DO NEED TO, TO, TO ASK MINE, SO COLIN'S BONDING COUNTIES OR SCHOOL DISTRICTS SOMEWHERE THAT HAD KIND OF THE SAME DEMO AND, YOU KNOW, UH, STATISTICAL DIFFERENCES THAT WE HAVE HAD OVER THE LAST YEAR.
AND THEN WE DID NOT CLOSE THIS YEAR, SO THAT THAT'D BE SOME SCHOOLS CLOSE TO THAT.
AND WHAT DID THEY DO? AND I'M NOT ANTICIPATING THAT INNOVATIVELY WISDOM WE DID, OR SO THEY, WITHIN THE BETTER THAN WE DID, BUT I THINK YOU NEED TO LOOK AT THAT AND COME UP WITH SOME, SOME HARD FACTS ON WHAT REALLY HAPPENED.
SO, SO WE CAN SAY DAILY, WE WRITE THE POLICY IF WE HAVE TO, YOU KNOW, SO I, YOU KNOW, I, I DON'T THINK IT'S AS SIMPLE AS, AND I THINK YOU AGREE WITH THAT AS CREATING A, A BASELINE AND SAY, LET'S GO, THAT'S MY COMMENT.
SO, UM, KATHY, DO YOU WANT TO WEIGH IN AS A COMMITTEE MEMBER? UH, I I'M JUST, YOU KNOW, THE ONLY OTHER WAY TO, YOU KNOW, I HAVE A COUPLE OF THOUGHTS.
UM, I WOULD LIKE TO SEE THE DATA DROPPED IN FROM, UH, THE 21 SCHOOL YEAR DROPPED INTO OUR MATRIX AND SEE WHAT THAT LOOKS LIKE.
AND THEN, UM, EVEN THOUGH IT ISN'T THAT THEN, YOU KNOW, THEN MAYBE WE REEVALUATE OUR MATRIX IN TERMS OF HOW WE'RE DEFINING INEFFECTIVE, MINIMALLY EFFECTIVE AND EFFECTIVE.
UM, YOU KNOW, PERHAPS IF WE SAW, REMEMBER WE WERE EXPECTING A BIG LEARNING LOSS, RIGHT.
AND WE SAW SOME, WE SAW A LOSS, UM, AND PERHAPS IT WASN'T AS GREAT BECAUSE NOT EVERYONE WAS TESTED.
SO, UM, I THINK THAT, I DON'T KNOW, I, IF WERE BEFORE, I WOULD SUGGEST THAT WE, UM, LOOK AT THE PERCENTAGES FOR, UH, THE MATRIX IN TERMS OF WHAT'S EFFECTIVE.
YOU KNOW, I I'D LIKE TO SEE THAT DATA FROM LAST YEAR DROPPED IN AND COMPARED, UM, TO THE 20, 20 18, 20, 19 TO TWO, WHAT WAS OUR ORIGINAL BASELINE? AT LEAST I WOULD FEEL LIKE WE'D HAVE A LITTLE BIT MORE, UM, INFORMATION TO GO ON.
UM, YOU KNOW, WOULD GIVE US A LITTLE BIT MORE DATA.
WE LOOK AT THAT AND THEN SAY, OKAY, SO MAYBE REALLY EFFECTIVE IS THAT A, THEY, THE STUDENTS DIDN'T LOSE, UH, UH, LOST LESS, YOU KNOW, MAY MAYBE STILL HAD SOME LOSS, BUT NOT AS MUCH MUCH, I DON'T KNOW.
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THEN MY OTHER THOUGHT IS, UM, MAYBE FOR A YEAR, FOR THE NEXT COUNT, WE USE THIS AS OUR BASELINE, BUT FOR, IN TERMS OF DR.WE CAN'T, YOU KNOW, IF WE JUST LOOKED AT MAP DATA, BUT THAT I WAS THINKING SPRING AND FALL, BUT, UM, YOU KNOW, WE'RE GONNA, AND THAT'S WHAT THIS IS FOR THE ELEMENTARY KIDS ANYWAYS.
SO NEVERMIND THAT, THAT WAS, THAT WASN'T THOUGHT OUT WELL ENOUGH.
UM, DANIEL, YOU SAID ABOUT AN 80% TEST LAST YEAR.
UH, WE, WE HAD THE STATE HAD AROUND 85%.
UM, YEAH, WE WERE IN THE UPPER EIGHTIES, 88, 80 9%.
WELL, WE RECEIVE ANY DATA FROM THE STATE BEFORE OCTOBER, UH, REPORT CARDS COME OUT OCTOBER ONE, THAT'S, UH, UNDER THE FEDERAL LAW.
UM, WE'LL GET ALL OF OUR INFORMATION.
UH, IT WILL BE EMBARGOED THROUGH A CERTAIN DAY IN TIME.
I WILL GET MOST OF THE DATA SOMETIME IN JULY.
I WILL NOT BE ABLE TO SHARE IT UNTIL THAT EMBARGO RELEASE, UH, DEPENDING ON WHAT THE STATE DOES AND HOW THE STATE'S GOING TO USE IT.
UH, IN THE PAST, THEY WOULD DO A ROLLING EMBARGO.
SO AS SOON AS THEY FELT ALL THE DATA WAS BACK SECURED AND REVIEWED, UH, THEY WOULD MOVE THROUGH THE PIPELINE OF THAT DATA RELEASE.
UH, USUALLY IT WOULD COME OUT PRIOR TO THE RELEASE OF THE REPORT CARDS.
SO THE REPORT CARDS, WEREN'T SOME SURPRISE TO ANYONE.
UM, BUT IN THE LAST YEAR'S MODEL COULD HAVE BEEN A HANGOVER OF THE PANDEMIC AND EVERYTHING BEING DELAYED.
EVERYTHING CAME OUT PUBLIC ON OCTOBER ONE.
SO IF I HAD TO GO OFF OF HISTORY OF WHAT HAPPENED LAST YEAR, I WOULD NOT LOOK FOR ANY PUBLIC RELEASE OF INFORMATION PRIOR TO THAT OCTOBER ONE DAY.
SO, UM, I THINK, YOU KNOW, THE BIG PROBLEM HERE IS WE'VE NEVER EXPERIENCED THIS, THE SCHOOL DISTRICT, THE CHILDREN, THE TEACHERS WITH HAVING A PANDEMIC AND, AND, AND HOW IT AFFECTS LEARNING.
SO I THINK YOUR IDEA KATHY IS GOOD IS TO, I THINK IF YOU MAKE A MOTION OR MEL TO, YOU KNOW, FILL OUR, LET'S SEE, LET'S COME BACK WITH THE INFORMATION TO THE COMMITTEE, YOU KNOW, WHAT WAS, UM, IT WAS 18, 19 WAS THE LAST REGULAR YEAR, CORRECT DEMIC YEAR, AND THEN PUT IN THE, IN THE, UM, RESULTS THAT WE HAD FROM, UH, LAST SPRING.
ALTHOUGH, YOU KNOW, IT WAS IN THE HIGH EIGHTIES NUMBERS, THE PERCENTAGE OF STUDENTS THAT TOOK IT, I THINK AT LEAST WILL THEN, YOU KNOW, I DON'T KNOW, HOPEFULLY GET A BETTER HANDLE ON, YOU KNOW, EXACTLY WHAT, WHERE SHOULD WE BE HEADED? WHERE, WHAT, WHAT, WHAT IS REASONABLE? I FEEL LIKE I DON'T HAVE A GOOD HANDLE ON IT, MEL.
AND MY COMMENT IS ALSO THAT, I MEAN, THIS YEAR, IT SHOULD SHOW AN IMPROVEMENT OVER THE LAST YEAR.
I, YOU KNOW, WHAT, WHAT HAPPENED BETWEEN 18, 19 AND LAST YEAR, WE NEED TO KNOW ALSO.
AND I DON'T KNOW, I THINK THIS YEAR WAS A LITTLE BIT BETTER THAN LAST YEAR IN TERMS OF WHAT THE STRUCTURE AND STRUCTURE, YOU KNOW, UH, ABSENTEES BECAUSE OF THE QUARANTINES AND OTHER THINGS.
I THINK IT WAS THE STATISTICS IS A LITTLE BIT BETTER THAN LAST YEAR.
YOU WILL ANTICIPATE SOME THINGS TO GO.
BUT I'M NOT SAYING WE SHOULD JUDGE ANYTHING ON THAT.
I THINK WE NEED TO LOOK AT IT AND SEE WHAT'S HAPPENING BEFORE WE, YOU KNOW, DECIDE WHAT THE BASELINE SHOULD BE.
THAT'S, THAT'S ALL I'M SAYING.
SO I'VE GOT A, THERE'S A COUPLE OTHER HANDS UP.
SO BEFORE WE MAKE OUR MOTION, UM, MR. SMITH, UH, ACTUALLY MR. KEMP, UH, MY QUESTION WAS ALSO IN TERMS OF WHAT HE JUST SAID, MR. KEVIN SAID TO ALSO, UH, IN TERMS OF WHAT OUR RESULTS FROM THIS YEAR, UH, SHOULD GO ON AND INTO IT AS WELL.
BUT ALSO ONE OF MY THINGS WHERE, UH, TWO WAS, UM, HOW, UH, HOW, HOW ARE WE GOING TO DIGEST THE MEAT THAT WE GET, UH, FROM THIS YEAR GOING INTO LAST YEAR, IN TERMS OF, OF COMING UP WITH,
[00:35:01]
UH, BEING PRECISE IN AREAS THAT WE'RE LOOKING AT, UH, INTENTION IN TERMS OF HOW WILL WE FACTOR THE FACT THAT THOSE DIFFERENT AREAS INTO HOW, HOW, HOW WE WILL EVALUATE, EVALUATE HIM AS WELL? WELL, THAT'S JUST TO RESPOND.THAT'S EXACTLY WHAT WE'RE TRYING TO FIGURE OUT IS HOW TO FAIRLY EVALUATE THE SUPERINTENDENT.
AND WE'RE JUST TALKING RIGHT NOW ABOUT STUDENT ACHIEVEMENT.
UM, AND THEN IN TERMS OF STUDENT ACHIEVEMENT, WHAT MY QUESTION IS, WHAT WILL BE THE THINGS THAT W WHAT, WHAT WILL BE THE MEAT THAT WE, WHAT WILL BE THE THINGS THAT WENT IN TERMS OF THE MEAT THAT WE WILL EVALUATE WITH W EVALUATE HIM ON AND WHAT ALL, WHAT ALL ARE WE, UH, UH, ALLOWING TO BE BOUGHT UP THIS YEAR? I BRING IN COMING, COMING OUT OF PA OUT OF THE PANDEMIC THAT WE, THAT WE DIDN'T PRY AND PRY YES.
OR, UH, BUT HE HAD ANOTHER QUESTION, THE FLIP IT AND PRY HIS POSTS, UH, PRIOR TO POST PANDEMIC.
WHAT, WHAT WAS THE MEAT THAT WE WERE EVALUATING THE SUPERINTENDENT ON THAT THEN VERSUS WHAT ARE WE EVALUATING NOW? I CAN ANSWER THAT.
WELL, THIS IS PRIOR TO, UH, THAT WILLIAM, UM, YOU KNOW, THIS, THE DR.
RODRIQUEZ WASN'T HERE, AND THE INSTRUMENT THAT WE DESIGNED AND THE BOARD APPROVED WAS THE MEAT.
AND IT WAS VERY COMPREHENSIVE ON TESTS, MEASURING ACHIEVEMENT THROUGH STANDARDIZED TEST SCORES, AND OF COURSE, TEST MAP TESTING FOR THE KIDS THAT TOOK THAT.
AND THAT'S WHAT WE'RE TRYING TO FIGURE OUT NOW, HOW TO, UM, YOU KNOW, WE HAD A VERY NEEDY INSTRUMENT.
I FEEL VERY SPECIFIC IN TERMS OF HOW WE WERE GOING TO EVALUATE THE SUPERINTENDENT IN TERMS OF STUDENT ACHIEVEMENT AND STUDENT GROWTH, AND THEN THE PANDEMIC HIT.
SO NOW WE'RE, WE'RE LOOKING AT HOW WE, UM, TAKE INTO, UH, PUT IT BACK IN.
SO WE, THERE'S SOME ACCOUNTABILITY THERE FOR STEVE MACI FOR STUDENT ACHIEVEMENT, BUT RECOGNIZING THAT STUDENT ACHIEVEMENT HAS TAKEN A BIG IMPACT OVER THE LAST TWO YEARS.
SO THAT'S WHAT WE'RE TRYING TO FIGURE OUT NOW.
SO BY, UM, YOU KNOW, THAT'S WHAT WE'RE TRYING TO FIGURE OUT.
CAN I CHIME IN NOW TOO? I MEAN, BUT YEAH, APPARENTLY, UH, WE'LL, WE'RE BASICALLY LOOKING AT, UH, A BASIC, UH, SET OF INFORMATION THAT WE HAD, AND IT WAS AFFECTED, IT WAS AFFECTED OVER THE LAST TWO WEEKS, WHEREAS WE NEED TO LOOK AT IT AND SEE HOW IT WAS AFFECTED.
AND THEN AFTER LOOKING AT IT AND SEE HOW IT AFFECTED OUR CHILDREN, HOW DID IT AFFECT OTHER CHILDREN TO SEE WHETHER OR NOT WE WORST OFF OR BETTER OFF THEM, THEN BOTH THE DISTRICTS.
AND THEN WE CAN JUDGE ON BASICALLY WHAT KIND OF JOB THE SUPERINTENDENT THEY DO IN TERMS OF THAT.
THAT'S, THAT'S, THAT'S MY WAY OF ANALYZING WHERE WE ARE, UNLESS WE CAN LOOK AND SEE WHAT HAPPENED TO US, AND THEN LOOK AND SEE WHAT HAPPENED TO OTHERS.
WE GET LOVE ABOUT HOW BETTER OFF WE ARE RELATIVELY SPEAKING.
AND THAT'S WHAT, THAT'S THE KIND OF PROCESS I'VE DONE TO SUPPORT.
UM, DAVID, YEAH, I THINK THE, THE APPROACH THAT Y'ALL ARE COMING TO AS TO EXACTLY WHAT YOU NEED TO DO, UM, YOU NEED TO CALIBRATE THE LEARNING LOSS INSTEAD OF US, JUST TRYING TO GUESS THAT, OR W WHAT WE THINK, YOU KNOW, CALIBRATE IT BY COMPARING THIS YEAR TO 1819, AND LOOK AT IT.
IT'S MEASURABLE THEN, AND THEN YOU CAN GO FROM THERE BECAUSE THE SUPERINTENDENT'S MISSION HAS CHANGED SOMEWHAT FROM STUDENT ACHIEVEMENT TO, TO RECOUPING THAT LEARNING LOSS, WHICH IS ALSO STUDENT ACHIEVEMENT, BUT IT'S, IT'S A DIFFERENT VIEW.
UH, HIS JOB HAS BEEN KNOW, MAKE UP FOR THAT LEARNING LOSS AS QUICKLY AS POSSIBLE.
SO IT'S, UH, YOU CAN'T DO ANY OF THAT UNTIL YOU CALIBRATE ON ALL THOSE, AND KATHY'S RIGHT.
IT IS VERY COMPREHENSIVE, UH, METRICS THAT DANIEL WORKED ON AND GOD FOR US.
UM, SO IF YOU, IF YOU DO THAT COMPARISON THIS YEAR VERSUS 18, 19, YOU'LL HAVE A DETAILED MAP OF THE LEARNING LOSS
[00:40:01]
AND IT WILL BE BY ETHNIC GROUP AND EVERYTHING ELSE.SO I THINK, I THINK YOU'RE EXACTLY ON THE RIGHT TRACK.
I JUST WANTED TO SHARE SOME THOUGHTS KIND OF AS A HEARING THE, THE CONVERSATION HAPPENED.
UM, NOT SURE I'M GOING TO BE ABLE TO COMPARE TO OTHER LIKE STUDENTS, UM, AT ANY LEVEL, UH, AND A HUNDRED PERCENT CANNOT DO FOR MAP.
UM, THAT'S A NATIONALLY NORM ASSESSMENT.
UM, ONCE THE NEW NORMS COME OUT AND I GUESS IT WOULD BE 20, UH, 23, UH, DEPENDING ON IF THEY'RE DELAYING WITH THE PANDEMIC, I'LL KNOW HOW A NORMAL STUDENT OR AN AVERAGE STUDENT IS DOING IN THEIR DATASET.
UM, BUT I HAVE NO, THERE'S NO PUBLISHED MAP DATA FROM OTHER DISTRICTS OR OTHER OTHER STATES OR OTHER OTHERS, OTHER, EVEN OTHER SCHOOLS.
SO, SO THAT ONE, THAT ONE WHOLE TAB OF THE FIVE TAB SYSTEM WOULD BE GONE.
I COULD NOT CALIBRATE THAT AT ALL.
UM, AND I THINK IT'S GOING TO BE HARD TO CALIBRATE THE OTHERS SIMPLY BECAUSE IT'S GOING TO TAKE AN ANALYSIS OF WHERE THEY CLOSE.
HOW LONG WERE THEY CLOSED? WHAT WAS THEIR COVID NUMBERS LOOKING LIKE? UH, I THINK THAT'S A SLIPPERY SLOPE, UM, NOW TO RECALIBRATE TO OURSELVES IS MOST DEFINITELY DOABLE.
UH THAT'S WE HAVE SOME CONTROL OVER THAT, UH, IF WE WANTED TO DO THAT, UM, BUT I'M, I'M NOT GOING TO BE ABLE TO SAFELY, OR WITH ANY LEVEL OF VALIDITY GIVE YOU, WAS OUR LOSS BETTER OR WORSE THAN ANOTHER, WITHOUT A PRETTY EXTENSIVE RESEARCH STUDY TO KNOW DAY'S CLOSE.
WHAT WAS THEIR AVERAGE MISSING, ALL THAT, UH, FOR STUDENTS TO BE ABLE TO SAY, WAS IT A SUPERINTENDENT DECISION? WAS IT A LEADERSHIP? WAS IT A SCHOOL OR WAS IT BASELINE BORDER? THEY WERE CLOSED BECAUSE OF THE PANDEMIC.
UM, SO THAT ONE'S GOING TO BE, IF NOT DIFFICULT, UH, CLOSE TO IMPOSSIBLE, UM, WITH ANY LEVEL OF TIMEFRAME AND NOT, YOU KNOW, BASICALLY STAGNATING ANY WORK THAT, THAT, UM, THAT I'M DOING, JUST TO ANSWER THAT QUESTION.
UM, BUT WOULD CALIBRATION BE POSSIBLE TO OURSELVES? YES.
UH, I JUST CAN'T CALIBRATE THAT.
I DON'T BELIEVE, UM, WITHOUT DOING A PRETTY EXTENSIVE RESEARCH PROJECT, UH, ANYWHERE ELSE BESIDES THE, THE BORDER OF BEAVER COUNTY.
SO CAN I ASK YOU A QUESTION, DANIEL? UM, CAN YOU, UH, I UNDERSTAND COMPLETELY WHAT YOU JUST SAID, WOULD YOU BE ABLE TO, UM, INSTEAD, INSTEAD OF TRYING TO COMPARE US TO, YOU KNOW, DISTRICTS, ET CETERA, AND B, IT SEEMS LIKE, UH, YEAH, A WHOLE LOT OF, UH, FACTORS WOULD PLAY IN, LIKE, LIKE YOU SAID, HOW LONG WAS THE SCHOOL CLOSE, WHERE THEY VIRTUAL, HOW MANY DAYS DID THEY HAVE IN THE CLASSROOM, ALL THAT KIND OF STUFF.
CAN YOU, IS THERE, WOULD IT BE EASY TO JUST SAY HERE'S THE STATE AVERAGE FOR THESE CATEGORIES AND JUST DO A STATE AVERAGE, OR WHAT DO YOU THINK OF THAT? WELL, I, IT'S GOING TO BE CLOSE.
UM, WHEN WE GIVE THIS TO OTHERS OR EVEN OURSELVES, WHEN WE LOOK AT THAT, WE CAN DO A PRETTY CLOSE ESTIMATE OF WHAT THAT WOULD BE.
UH, WE HAVE TO GO OFF OF THE STATE FILES, UH, AND WE BASICALLY HAVE TO, TO, TO, TO RAVAGE AVERAGES, AND I KNOW MATHEMATICALLY, WE DON'T AVERAGE AVERAGES, SO WE UNWEIGHT THE AVERAGE.
AND THEN WE LOOK AT THE END COUNT AGAIN.
SO WE THEN DO A WHOLE NEW AVERAGE OFF OF THE COUNTS.
UM, IT SHOULD NOT BE AN ISSUE AT THE STATE LEVEL, UM, BECAUSE THE STATE HAS MORE THAN 20 OF ALL OF THOSE GROUPS THAT ARE, THAT ARE REPORTED THERE, BUT WE WOULD NOT BE ABLE TO DO THAT AT THAT DISTRICT OR EVEN SCHOOLS.
UM, BUT YOU WOULD BE SURPRISED THE NUMBER OF SCHOOLS IN THE STATE OF SOUTH CAROLINA THAT DON'T HAVE AN INTEGRATED LEVEL OF 20 OF THOSE STUDENTS AND WHETHER ANY OF THE SUBGROUPS, UH, YOU WILL FIND ZERO, THAT WOULD BE AN INCOMPLETE DATA SET, BUT AT THE STATE AT A HOLISTIC JUST STATE VIEW, WE SHOULD BE ABLE TO, UM, THE ONLY QUESTION I WOULD HAVE IS PROBABLY AROUND COLLEGE AND CAREER READY.
I DON'T KNOW THAT THE STATE RELEASES IT AT THAT LEVEL.
I DO BELIEVE THEY, THEY, THEY DO, I'D HAVE TO LOOK AT THAT ONE, BUT THE OTHERS, AGAIN, NOT MAP CAN'T DO MAP THAT WAY.
UM, BUT SE READY, EOC AND COLLEGE AND CAREER READY.
I, I COULD, WE COULD SHOW WHAT THAT LOOKS LIKE, UM, AT THE STATE LEVEL.
UM, I DO CONCUR WITH, UH, WITH ALSO GETTING, EVEN THOUGH I, EVEN THOUGH I'VE HEARD WHAT I JUST HEARD, I DO CONCUR WITH GETTING DIFFERENT STATES IN DIFFERENT DISTRICTS AROUND THE STATE, AROUND THE COUNTRY TO ALSO MEASURABLE, BUT ALSO ONE OF MY QUESTIONS TOO, IS, UM, YOU KNOW, AND, AND, AND DOING ALL OF THIS
[00:45:01]
ONE THING THAT I WONDER IS IT, IS IT, YOU KNOW, WITH MR. UH, MR. FALLON BEING A PART OF THE SUPERINTENDENT'S CABINET FOR, FOR, FOR, FOR THEM TO, FOR HIM TO BE GIVING US SOME OF THIS DATA, IS THAT, WOULD THAT NOT BE A CONFLICT OF INTEREST BEING THAT HE DOES WORK FOR THE SUPERINTENDENT? UM, SHOULD WE, SHOULD WE PROCESS SOMETHING POSSIBLY, UH, NOT ODD, GET SOMEONE FROM OUTSIDE OF THE DISTRICT TO COUNTER, HELP FORMULATE THIS AS WELL? UM, BECAUSE I'M THE ONE WITH CERTAIN THINGS WE WOULD NORMALLY GO OUTSIDE OF THE DISTRICT.UH, WHAT WOULD IT NOT MAKE SENSE TO KIND OF GET SOMEONE WHO'S NOT A PART OF DISTRICT STAFF TO DO SOME OF THAT HAS, HAVE WE THOUGHT ABOUT THAT? WHAT WOULD YOU LIKE ME TO RESPOND? I MEAN, ANY ANYONE CAN RESPOND TO, BUT IT DOESN'T MATTER.
WELL, FIRST OF ALL, YES, THE ENTIRE, UM, UH, SENIOR STAFF WORKS FOR THE, OR IS SUPERVISED BY THE SUPERINTENDENT AND WORKS FOR THE BOARD AND THE COMMUNITY.
AND, UM, I WOULD HOPE THAT, UH, DANIEL, THEN I THINK THIS IS LIKELY ABSOLUTELY THE CASE.
I MEAN, HE'S GOING TO REPORTING FACTUAL MATERIAL.
IT'S NOT LIKE HE'S GOING TO BE, UM, MAKING THINGS UP OR HE'S GOING TO REPORT NUMBERS AND THE NUMBERS ARE THE NUMBERS.
I MEAN, I DON'T THINK OTHER, YOU KNOW, THAT'S, IT'S, IT'S NOT LIKE, YOU KNOW, WHAT IS THE NUMBER? IT'S, HERE'S THE NUMBER.
SO I DON'T THINK IT'S A GRAY AREA.
AND I THINK, UH, MR. FALLON IS CAPABLE AND, AND SHOULDN'T BE THE PERSON TO DO IT.
AND IF WE WERE GOING TO GO OUTSIDE THE DISTRICT THAT WOULD TAKE BOARD APPROVAL AND A BOARD VOTE, ET CETERA, IT WOULD NOT BE UP TO THIS COMMITTEE TO MAKE THAT DECISION.
WOULD ANYBODY ELSE LIKE TO COMMENT BACK ABOUT THAT? I WOULD JUST CONCUR.
I MEAN, WE'RE NOT ASKING DANIEL TO INTERPRET ANYTHING.
WE'RE JUST ASKING HIM TO DROP THE DATA IN THE MATRIX THAT WE HAVE.
AND THEN WE'VE, WE'VE DESIGNED THE INTERPRETATION AND THAT'S WHAT WE WERE JUST DISCUSSING.
DO WE NEED TO TWEAK THOSE PARAMETERS FOR THE INTERPRETATION, BUT THE DATA HE'S PULLING FROM THE STATE, FROM, AND FROM MAP, AND HE'S JUST DROPPING IT IN.
SO THERE'S NOT ANY, I DON'T THINK THAT, UH, YEAH, I THINK, UH, I I'M CONCERNED THAT DANIEL'S TELLING ME HE CAN'T DO IT.
AND THEN WE ALLOWED, HE SAID HE COULD DO A GROSS THING FROM THE STATE.
WELL, IF YOU CAN, THE STATE, AND THAT'S WHY WE DO THESE ASSESSMENTS, I ASSUME THAT'S WHY THE STATE HAS A REPORT CARD.
SO WE COMPARE OURSELVES WITH THE DISTRICTS AND THE STATE OVERALL PICTURE, BUT THEY'VE GOT THAT SUBSETS OF SMOOTH, THIS STICKS THAT ARE VERY SIMILAR TO OURS.
AND I'M NOT ASKING YOU TO, TO DIG INTO THE DEEP DEPTHS OF HOW MANY DAYS THEY WERE ABSENT.
THAT THAT'S A PART OF MY WAY EVALUATION PROCESS, BECAUSE DR.
RODRIGUEZ DID DECIDE ON THE DIRECTION WE WERE GOING IN WITH THOSE THINGS, WITH HIS
AND SO THE DIFFERENT DISTRICTS MAY HAVE DIFFERENT APPROACHES, BUT WE NEED TO KNOW HOW THAT RELATES AND WHY.
AND WE TELL YOU, CAN'T BE DONE SAYING THAT WE'RE WASTING TIME HERE BECAUSE WHILE WE NEED TO DO THAT IS LOOK AT OUR DATA AND MOVE FROM THERE.
AND THAT'S, YOU KNOW, THAT'S, YOU KNOW, I THINK IT'S GIVEN ME IS DOING A DISSERVICE TO
SO I THINK WE CAN, YOU KNOW, YOU CAN TELL ME WHAT THE TOP 10 NUMBERS WERE IN THE STATE VERSUS OUR NUMBERS.
AND, YOU KNOW, THEN WE CAN LOOK IN ACTS, WELL, WHY THOSE THINGS HAPPENED, BUT I FIND THAT CONCERNING, BUT OVERALL, YEAH, IF A DOCTOR WAS SUGGESTING, WELL, LET'S LOOK AT THE STATE NUMBER FROM JUST THE OVERALL STATE, BUT LOOK AT THOSE LITTLE POCKETS OF THE STATE, THAT'S GONNA BRING THOSE NUMBERS WAY DOWN BECAUSE THEY DIDN'T HAVE THE RESOURCES THAT WE HAVE.
SO, YOU KNOW, AND I, I WANT, I I'M REALLY TRYING TO DO THIS.
AND I, I, I, I BELIEVE IN THE INTEGRITY OF EVERYONE INVOLVED AND WE'RE TRYING TO DO THIS SO WE CAN BETTER, THE RESULTS I
[00:50:01]
THINK IS IN GOOD HANDS WITH US IN TERMS OF HIS EVALUATION.UM, I THINK IT'S A MISTAKE TO COMPARE US TO THE STATE.
I THINK THE RESULTS WE WANT ARE WHAT WE THINK, WHAT OUR IMPROVEMENTS SHOULD BE IN BEAUTIFUL COUNTY.
YOU KNOW, I DON'T CARE ABOUT THE AVERAGE AND I DON'T CARE.
YOU KNOW, HOW WE COMPARE TO OTHER DISTRICT.
I THINK WE SHOULD BE 5% BETTER THAN WE WERE LAST YEAR OR WHATEVER NUMBER Y'ALL DECIDE ON.
YOU KNOW, I, I THINK WE SHOULD COMPARE OURSELVES TO OURSELVES AND NOT THE REST OF THE STATE BECAUSE STATE AVERAGES ARE, ARE SKEWED BY BAMBERG AND OTHER COUNTIES, WHICH DON'T HAVE THE RESOURCES WE HAVE, RIGHT.
THEY, CAN'T ALWAYS JUST UNFAIR TO COMPARE US TO THEM, BUT WE'RE GOING TO COMPARE OURSELVES TO ANYBODY.
AND, YOU KNOW, IF THAT'S OUR ASPIRATION, BUT FRANK'S JOB IS TO MAKE US BETTER REGARDLESS OF HOW THE REST OF THE STATE GOES.
WE DON'T, WE DON'T CARE IT'S TO MAKE US BETTER.
SO WE SHOULD BE COMPARING OURSELVES TO OURSELVES AND SEE, THESE ARE THE IMPROVEMENTS WE WANT, AND THAT ELIMINATES ALL THOSE OTHER VARIABLES.
WE WANT TO BE 5%, WHATEVER IT IS WE'VE COMPARED OURSELVES TO OURSELVES.
UM, I THINK EVERYBODY'S MADE SOME REALLY GOOD POINTS.
UM, I THINK IT'S TIME FOR US TO, UH, HAVE EMOTION, UH, KATHY OR MEL, WOULD YOU LIKE TO GIVE EMOTION? WELL, I, I, I'VE MOVED THAT.
WE LOOK AT THE DATA AND I, I SAID ALREADY LOOK AT THE DATA FROM PLANNING 18, 19, WHICH WAS OUR ORIGINAL BASELINE AND COMPARE IT TO THIS YEAR'S DATA AS, AS A READ, AS A READING.
BUT I ALSO WANT TO COMPARE IT TO LAST YEAR'S DATA, ALTHOUGH IT WAS NOT COMPLETE.
AND THEN, UH, YOU KNOW, COME TO A DETERMINATION OF WHAT THE BASELINE SHOULD BE.
UH, THAT'S DEF WHAT I WOULD WANT TO MOSA.
Y'ALL LET ME KNOW WHAT YOUR FEEDBACK ON THAT.
I WANT TO MAKE A COMMENT ABOUT WHAT DAVID SAID.
I AGREED THAT WE SHOULDN'T BE COMPARING OURSELF WITH OTHERS, BUT IT'S HARD TO DEFINE SUCCESS UNLESS YOU DEFINE IT ACCORDING TO HOW THE PEOPLE, SO I WANNA, YOU KNOW, WHAT ARE WE SAY, 5%, 10%, 5% WE COULD BE SUCCESSFUL IF NOBODY ELSE IS DOING THAT.
SO THAT THOSE, THOSE ARE IRRELEVANT THINGS IN TERMS OF LOOKING AT THE NUMBERS, IF, IF EVERYBODY'S REALLY DRAMATICALLY.
AND I WAS AS NOT AS DRAMATIC, I WANT TO KNOW THAT BECAUSE THAT WOULD DEFINE SUCCESS IN MY MIND.
WE LOOK AT 20 18, 19, UH, AS A BASELINE, THEN COMPARE IT TO THIS YEAR, TOO.
WE ESTABLISH BASELINE THAT IF SHE HAS A RESULTS.
SO MEL, I THINK I AGREE ULTIMATELY THAT'S WHAT WE WANT TO DO, BUT I THINK OUR IMMEDIATE ASSESSMENT THAT WE NEED TO DO IS LOOK AT 2018, 19 AND DROP IN THE SPRING OF 2021 AND HAVE THE COMPARISON THERE BECAUSE WE'RE NOT GOING TO HAVE THIS YEAR UNTIL, AS LATE AS OCTOBER 1ST.
SO IF YOU COULD JUST, AND I THINK WE'RE ALL IN AGREEMENT WITH THAT.
SO IF YOU COULD JUST REWORD THAT IF YOU AGREE WITH IT OR DON'T, I AGREE WITH IT.
THAT'S WHAT I WAS SUGGESTING TO DROP IN THE DATA FROM 2021 TO COMPARE IT TO THE 1819 DATA, BECAUSE WE'RE NOT GOING TO HAVE THE 22 DATA UNTIL OCTOBER AND THAT'S TOO LATE.
SO TO MAKE A DECISION ABOUT HOW WE'RE GOING TO EVALUATE STUDENT ACHIEVEMENT, OR HOW ARE WE GOING TO HOLD DR.
RODRIGUEZ ACCOUNTABLE FOR SOME STUDENT ACHIEVEMENT GROWTH, WE NEED TO, I THINK WE NEED TO LOOK AT THOSE, YOU KNOW, WHAT WE HAVE FROM 2021 AND THEN DISCUSS IT FURTHER ONCE WE SEE WHAT'S THERE.
SO NOW YOU WANNA JUST, UH, ROBIN PUT UP THE WORDING, WE LOOK AT IT, LET'S LOOK AT IT.
[00:55:01]
I REALLY, MY HEART DON'T FEEL LIKE WE CAN FAIL TO ESTABLISH A BASELINE FROM THAT.SO MY UNDERS I AGREE WITH YOU.
I MEAN, WE NEED TO LOOK AT IT AND SEE WHAT STANDS OUT.
CAUSE I DON'T THINK WE KNOW WHAT'S.
THAT'S, THAT'S, THAT'S JUST MOVED TO LOOK AT IT AND SEE WHERE WE ARE.
THAT'S THE IDEA TO SEE WHERE WE GO NEXT.
WE NEED MORE INFORMATION, RIGHT? THAT'S MY MOTION.
WE'VE THAT WE LOOK AT THE 20, 21, UH, DATA AND COMPARE IT TO 20 18, 20 19.
I, IS THERE ANY DEFER THE DISCUSSION WITH THE COMMITTEE MEMBERS? YES.
CAN I GET, CAN I ASK A QUESTION BECAUSE YOU HAVE CHANGED THE MOTION THREE TIMES.
SO LET ME TELL YOU WHAT I HAVE DOWN BASED OFF OF WHAT YOU SAID, MOTION TO LOOK AT THE DATA FROM 20 18, 20, 19 AS A BASELINE DROP IN SPRING OF 20, 20, 21 TO COMPARE THIS YEAR'S DATA.
SO CAN WE START FROM THE BEGINNING AGAIN WITH THE CLEAR MOTION MOTION TO LOOK AT? SO IN 221, THAT'S A THOUGHT THAT I, THERE IS, WE'RE GOING TO LOOK AT, AT THE 20 18, 20 19 DATA AS BASELINE AND COMPARE IT TO 2021 DATA FOR INFLAMMATION.
I'M TYPING MOTION TO LOOK AT THE DATA FROM 20 18, 19 AS A BASELINE AND COMPARE IT TO 20, 20, 20 TO 2021 FOR INFORMATION.
AND THAT THAT'S GOING TO COME BACK TO THE, TO OUR COMMITTEE, KATHY SECOND, THAT YES.
ANY FURTHER DISCUSSION WILLIAMS, HANDS UP MR. SMITH, IT HAS TO BE PERTINENT TO THE MOTION ON THE TABLE, UM, IN TERMS OF THE MOTION ON THE TABLE, YOU KNOW, I STILL THINK THAT PROB POSSIBLY SHOULD BE ADDED ALSO IS THAT, THAT WE SHOULD STILL BE LOOKING AT IT FROM DIFFERENT, DIFFERENT PLACE, DIFFERENT PLACES IN TERMS OF, UM, DIF THE DIFFERENT COUNTIES IN, AND THEN DIFFERENT DISTRICTS BECAUSE OF THE FACT THAT WE, WE WANT OUR KIDS TO, UH, COMPETE INTERNATIONALLY, INTERNATIONALLY AND GLOBALLY.
SO I THINK THAT THAT DOESN'T IMPACT TOO.
UH, IT DOES IMPACT WHERE WE'RE GOING AND THE RESULTS.
SO I'LL JUST LEAVE THAT THERE WE COMPETE.
ALL, ALL IN FAVOR OF THE MOTION.
SO, UM, WE'LL GET TO WHEN OUR NEXT MEETING IS SHORTLY, PROBABLY A MONTH AWAY.
AND, UM, DANIEL IS AT, UH, CAN YOU BRING THAT TO OUR NEXT MEETING? OKAY.
AS LONG AS THE MEETING'S NOT THIS WEEK, IT SHOULD NOT BE AN ISSUE.
IT'S GOING TO BE A, LIKE A MONTH AWAY.
SO THE TWO OTHER CATEGORIES THAT WE NEED TO DISCUSS, UM, ALSO ARE THE, THIS IS PAGE 76.
IF YOU'RE FOLLOWING ALONG IN THE BOARD GOVERNANCE MANUAL, THE TEACHER RECRUITMENT AND RETENTION AND FINANCIAL OVERSIGHT CATEGORIES.
SO WE WERE KIND OF, I THINK, DONE WITH THE STUDENT ACHIEVEMENT DISCUSSION FOR THIS MEETING.
UM, THE FINANCIAL OVERSIGHT MIGHT BE QUICKER.
UH, I THINK, UH, YOU KNOW, I'M NOT GOING TO MAKE A MOTION, BUT IT SEEMS LIKE A, UH, A GOOD WAY TO LOOK AT THE FINANCIAL OVERSIGHT IS TO JUST GO BACK TO WHAT WE HAD IN PLACE.
HOWEVER, YOU KNOW, WE DIDN'T HAVE ALL THESE EXTRA SR FUNDS, ET CETERA.
SO THAT KIND OF THROWS A BIT OF A, OF A, I DUNNO, A WRENCH INTO THE, TO THAT THINKING.
SO MEL OR KATHY, WOULD YOU LIKE COMMENT OR MAKE A MOTION OR WHATEVER WE SHOULD DO? UM, YOU KNOW WHAT OUR ESTHER FUNDS SEPARATE FUNDS AND THEY'RE NOT IN OUR GENERAL OPERATING BUDGET.
SO IF WE JUST APPLIED THIS TO OUR, UH, IF WE KEEP THE ASTOR FUNDS OUT, ALTHOUGH THE SR FUNDS DO ALLOW US TO DO MORE WITH OUR BUDGET.
BECAUSE WE CAN SUBSTITUTE, UM, UH, WE COULD ADD ONE ABOUT EFFECTIVELY USING ESSER FUNDS, UH, SO THAT ALL THE MONEY IS USED.
[01:00:01]
UM, YOU KNOW, SO THAT WE DON'T LEAVE ANY ON THE TABLE.I DO THINK WE CAN KEEP MAINTAINED BOND RATING.
AND THE OTHER CATEGORY IS IT HERE TO BUDGET.
UM, AND SO IT SEEMS LIKE THERE WOULD BE A WAY TO, YEAH.
SINCE OUR BUDGET, THIS, THIS, THIS YEAR, OR THE NEXT FEW YEARS INCLUDES SOME S OR FUNDS.
I, I THINK WE SHOULD HAVE SOME CATEGORY OF SR FUNDING IN THERE, AND I'M NOT SURE WHAT THE, THE, THE RATING SHOULD AIR, YOU KNOW, WHAT WE SHOULD BE RATING ABOUT THE ASSETS, BUT I THINK APPROPRIATE USE AND TO NOT BE, UM, YOU KNOW, APPROPRIATE USE AND, AND, AND NOT WASTING MONEY AND NOT LEAVING MONEY ON THE TABLE, ALL THOSE, YEAH, EXACTLY.
NOW WITH THE FUNDS, BECAUSE THAT'S THE ONE THING WE WANNA, YOU KNOW, LEAVE THEM WITH AS MUCH FLEXIBILITY AS WE CAN HAVE WITH THAT, WITH THOSE BONDS, BUT STILL YOU'VE GOT TO MANAGE IT WHERE WE DON'T GIVE IT BACK AND WE UTILIZE IT APPROPRIATELY.
SO WHAT WE COULD DO IS THINK ABOUT IT, WHAT, UM, THE, AND, UH, YOU KNOW, THINK ARE, YOU KNOW, EACH OF US ABOUT WHAT, WHAT DO WE THINK WOULD BE BEST TO PUT IN THERE FOR CATEGORIES, BUT, UM, OR WE COULD REACH OUT AND, UH, UM, TO, UH, UH, MAYBE TO SORRY, TANYA.
THAT'S WHAT I WAS THINKING AND SEE WHAT, YEAH.
AND THE OTHER, AND MAYBE, UM, YEAH, TANYA, PROBABLY MORE THAN DENISE, DENISE'S MORE JUST INVOLVED WITH THE GRANT PART.
THAT'S A MORE COMMON THING, YOU KNOW, AS THINGS GO ON THAT ABNORMAL, THESE EXTRA FUNDS AND FANTA SUPPORTED PATIENT, UH, EXACTLY.
MEL AND WE ALREADY KNOW IT'S GOING TO GO INTO, I THINK IT'S AT LEAST 20, 24 OR 20, 25 AND SEVERAL YEARS GOING FORWARD.
SO IF YOU LOOK AT THE MATRIX AS IT'S WRITTEN RIGHT NOW, YOU KNOW, AS HER FUNDING, AND IF WE ADD THAT, YOU KNOW, REGULAR, HIGHLY EFFECTIVE UNDER BUDGET BY 2%, WELL, TO BE HIGHLY EFFECTIVE WITH OUR SR FUNDING, WE WANT IT ALL SPENT, RIGHT.
WE DON'T WANT TO BE UNDER BUDGET, SO, YOU KNOW, WELL, YEAH.
THEY WANTED IT ALL SPENT, BUT HOW DO WE, AND I'LL PUT THAT IN THERE.
THAT'S WHAT WE HAVE TO THINK ABOUT, I GUESS MY, WE COULD, SO LET'S, I GUESS WHAT I WOULD SUGGEST AS WE THINK ABOUT IT AND COME BACK WITH IDEAS AT THE NEXT MEETING, AND I CAN ALSO REACH OUT TO TANYA AND ASK HER WHAT SHE THINKS WOULD BE A REASONABLE LINE THERE FOR THE, FOR JUST THE S OR S OR FUNDS.
SO, UM, IF THERE'S NO, IF EITHER OF YOU OBJECT TO THAT, PLEASE MAKE A MOTION.
OTHERWISE THAT WILL BE OUR, OUR PLAN.
WE'LL HAVE FURTHER DISCUSSION AT THE NEXT MEETING.
IT COMES BACK WITH YOUR OWN IDEAS TOO, IF YOU HAVE, UH, YOU COME UP WITH SOMETHING GOOD.
SO, UM, SO THE LAST CATEGORY, UH, THAT'S ALSO ON PAGE 76 IN THE GOVERNANCE POLICY MANUAL IS THE TEACHER RECRUITMENT AND RETENTION.
AND AS WE KNOW, ONCE AGAIN, THE PANDEMIC HAS HAD AN EFFECT ON, ON, ON TEACHER RECRUITMENT AND RETENTION.
SO MAYBE WE NEED TO APPROACH THIS THE SAME WAY THAT WE ARE APPROACHING THE STUDENT ACHIEVEMENT AND HAVE, UM, ALICE WALTON, UH, YOU KNOW, GIVE US THE, THE, THE NUMBERS FOR THOSE SAME YEARS, 18, 19, 20, 21.
LET'S LOOK AT THEM AND THEN SEE, OKAY, HOW SHOULD WE, YOU KNOW, THIS IS KIND OF, WHAT'S HAPPENED.
WHAT'S, WHAT'S A REASONABLE WAY GOING FORWARD.
WHAT DO YOU GUYS THINK? I THINK A LITTLE OF THAT, BUT, UM, WHERE, YOU KNOW, THEY GOT THE, HOW DO WE FIGURE OUT THOSE DYNAMICS, I THINK IS ALMOST IMPOSSIBLE THAT I AGREE WITH THEM IN TERMS OF THE WHOLE INDUSTRY OF EDUCATING AND TEACHER RETENTION.
THAT'S A CHANGE THAT'S CHANGING AS WE SPEAK.
AND, YOU KNOW, AND WE SEE THAT FROM A BOARD PERSPECTIVE WHEN IT COMES TO NEW CONTRACTS.
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SO ALL OF THAT'S GOTTA BE THERE.THOSE ARE MAJORS THAT WE HAVE TO BE APPLIED.
AND I DON'T KNOW, YOU KNOW, I DON'T KNOW IF WE NEED TO DO A WHOLE LOT WITH THIS, WHERE AT NIGHT, EXCEPT WHAT YOU SUGGEST.
THEY GET THE INFORMATION FROM ALLISON.
SEE, WE CAN FIND OUT WHAT A TREND IS.
LET'S SAY, YOU KNOW, BECAUSE OUR GOAL GOING TO BE HOW WE GOING TO PROVE THAT, AND WE GOT THINGS IN PLACE THAT WE ARE TRYING TO DO, RIGHT.
KEEP THE SALARY AND OTHER THING, BUT THAT'S, THAT'S AS MUCH AS WE CAN GO AND FAIRLY ASSESS, YOU KNOW, THAT WHAT ARE WE DOING IN THIS? BECAUSE I THINK EVEN NO MATTER WHAT THE NUMBERS ARE, YOU KNOW, I GUESS WE WERE THE, WE STILL WANT TO, YOU KNOW, UH, WE, WE WOULD CONSIDER IF THE VACANCIES INCREASE BY GREATER THAN A 5%, WE, WE DON'T LIKE THAT, YOU KNOW, THAT WOULD STILL, AND IF THEY DECREASED BY 10%, THAT'S GOOD.
AND WE WOULD STILL CALL THAT HIGHLY EFFECTIVE IN, IN TERMS OF RECRUITMENT AND RETENTION.
BUT THOSE NUMBERS, NOT SURE THAT KIND OF STUFF YEAH.
SO WE DIDN'T ANTICIPATE THE PANDEMIC THAT'S RIGHT.
BUT I MEAN, WHEN I, I GUESS WHAT I'M SAYING IS IF YOU START WITH THE NEW BASELINE, THE PANDEMIC BASELINE, YOU KNOW, BUT WHAT HAPPENED FOR THE, UH, THE TREND, THE PANDEMIC TRENDS, RIGHT.
AND THEN, THEN NOW WHAT CAN WE ANTICIPATE? SO I THINK, YEAH, I THINK THAT'S, THAT'S, THAT'S A GOOD, A GOOD MOVE.
SO, UM, IF THERE ARE NO OBJECTIONS I WILL, UM, OR THERE'S NO MOTION TO DISAGREE WITH OUR THINKING, I WILL, I'LL DO THE SAME THING.
I'LL REACH OUT TO ALICE AND SEE IF SHE CAN PROVIDE US THAT INFORMATION, UM, FOR THE NEXT MEETING.
NEXT, WE HAVE WILLIAM, MR. MR. SMITH'S HANDS UP.
UM, I ALSO KNOW THAT THERE ARE DIFFERENT, SOME DIFFERENT THINGS THAT GO WITH THAT AS WELL, IN TERMS OF ALL THE CULTURE.
I MEAN, THE, THE, THE CLIMATE, THE CLIMATE OF THE DISTRICT, UM, JUST SEARCH IT, UH, EVEN, UH, DURING THE PANDEMIC, UH, PLUS POST PANDEMIC.
AND I ENDED THAT PRIOR TO DEPENDENT ON THE BOUGIE, GETTING NUMBERS, UH, PRIOR TO THAT AS WELL, BECAUSE I THINK ALL THAT WILL PLAY WILL PLAY A MAJOR FACTOR IN AND MAKING THE, MAKING SOME OF THOSE DECISIONS AS WELL.
AND, UM, I DEFINITELY THINK THAT THE CLIENT, THE CLIMATE OF THE DISTRICT IS SOMETHING THAT, THAT, THAT AT SOME POINT HAS TO BE, UH, IT HAS TO BE BOUGHT INTO WHAT, IN THE QUESTIONING OF, OF, OF, UH, IN TERMS OF RETAINING, RETAINING GREAT TEACHERS.
UM, BECAUSE IT'S, IT'S DEFINITELY BEEN, BEEN BROUGHT TO ALL ABOUT.
SO I JUST THINK THAT, UH, THAT THAT'S, THAT'S, THAT'S SOMETHING THAT WE CAN, THAT WE CAN, AS LONGER AS A DISTRICT, IF WE WANT TO DO BETTER, THEN WE CAN ALONG, WE KNOW THAT LIKE, THANK YOU.
SO ROBIN, CAN WE GO BACK TO THE AGENDA PLEASE? WELL, ACTUALLY, CAN I HAVE A RESPONSE TO THAT? IS, IS, UH, IS THAT SOMETHING THAT COULD BE BROUGHT UP AS WELL? WELL, EITHER RESPONSES WHERE WE'RE GOING OFF THE RESULTS, A RUBRIC FOR, UM, EVALUATION AND THAT, AND THE BOARD VOTED AND APPROVED THIS RUBRIC.
AND SO THAT'S WHAT WE'RE WORKING FROM.
I DON'T SEE ON PAGE 76 OF THE BOARD GOVERNANCE POLICY MANUAL, THERE'S I DON'T SEE UNDER THE TEACHER RECRUITMENT RECRUITMENT, AND RETENTION SECTION THE RATING SECTION.
AND THIS IS JUST VERY LIMITED AT THE CURRENT TIME.
I DON'T SEE ANYTHING ABOUT, UH, UH, THE, UH, SCHOOL DISTRICT CULTURE.
IT'S PRIMARILY ABOUT, UH, VACANT, WELL REDUCED TEACHER VACANCIES AND REDUCE THE NUMBER OF SHORT-TERM SUBSTITUTE DAYS.
AND AGAIN, IF I CAN, WERE LOOKING AT SOMEBODY THAT HAD DEFINITIVE MEASURES THAT WE COULD PUT NUMBERS TO.
UM, SO THAT'S MY W WE DID THAT.
I THINK THE CLIMATE IS SOMETHING THAT IS ADDRESSED IN C STAFF RELATIONS, AND THAT IS, YOU KNOW, THERE ARE SEVEN THINGS IN THERE THAT WOULD REFLECT
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THAT.UM, AND, UM, YOU KNOW, IF THAT'S THEY'RE REFLECTED IN THERE AND IF THEY'RE NOT, THEN, UM, WE WOULD HAVE TO, UH, MAYBE ADD SOMETHING THERE PERHAPS.
BUT, UM, WE WERE TRYING TO STICK WITH MEASURABLE THINGS THAT, THAT HAD NUMBERS THAT COULD BE MEASURED WITH NUMBERS.
SO ALL I DO IS SOMETHING WITHIN ITS OWN OWN, THE CLIMATE OF THE DISTRICT AND THE, AND THAT IS A BIG PART OF, OF, OF IT.
SO I BELIEVE THAT THAT'S SOMETHING THAT I UNDERSTAND THAT MAY BE ON A DIFFERENT THINGS, BUT THE CLIMATE, THIS IS ONE AREA THAT NEEDS TO BE ADDRESSED WITHIN, WITHIN, WITHIN ITSELF, BECAUSE THAT MAKES THE, THAT WILL MAKE THE WORLD OF DIFFERENCE IN TERMS OF, OF, UH, OF, OF PEOPLE WANTING TO WORK.
BECAUSE, YOU KNOW, WE CAN DO UP HERE OR THERE, BUT BASICALLY THE CLIMATE CLIMATE IS ONE THAT IS A DIFFERENT AREA WITHIN IT IS THIS IS WHAT IS WHAT I GATHERED.
THANK YOU, WILLIAM DISTRIBUTOR.
I AGREE WITH KATHY RECRUITMENT AND RETENTION IS A MEASURE OF YOUR CLIMATE AND IT'S SOMETHING YOU CAN MEASURE.
UM, SO THAT, THAT'S WHY IT'S IN THERE.
YOU'RE GOING TO HAVE BAD NUMBERS IN RECRUITMENT AND RETENTION, AND YOU CAN MEASURE THAT DURING SURVEYS ON CLIMATES.
DOESN'T TELL YOU AS MUCH AS THAT NUMBER, IF TEACHERS ARE LEAVING, YOU KNOW, YOU HAVE A BAD CLOCK, UH, YOU KNOW, SO, AND, UM, YOU KNOW, CERTAINLY THE PANDEMIC WITH THERE ARE TEACHERS THAT LEFT THAT MAYBE WEREN'T NECESSARILY, IT WASN'T A CLIMATE ISSUE, BUT IT WAS, THEY WERE CLOSE TO RETIREMENT AND DIDN'T WANT TO TAKE THE RISK OF, OF, UH, THEIR HEALTH, YOU KNOW, BEING IN THE SCHOOL.
SO THERE'S, THERE ARE A LOT OF FACTORS, BUT, UM, I THINK, UH, I THINK, UH, TONIGHT'S MEETING, I THINK WE ACCOMPLISHED A WHOLE LOT AND CAME UP WITH, UH, A GOOD PLAN FOR OUR NEXT MEETING.
SO CAN YOU PUT UP THE AGENDA ROBIN PLEASE? UM, TINA, CAN I JUST BRING UP ONE OTHER THING? UM, LAST TIME WE ADDED, UH, THE RED TO EACH OF THESE, AND I WOULD SUGGEST THAT TO DANIEL'S POINT THAT WE KEEP THOSE, BECAUSE THIS WAS A YEAR OF PANDEMIC AS WELL, AND THAT WE KEEP THOSE IN THE, THE, UM, UH, RUBRIC IN THE RUBRIC.
AND I TH SO THAT COULD BE, UH, UM, YOU KNOW, ULTIMATELY I THINK WE'RE GOING TO PRESENT A DOCUMENT TO THE BOARD OR TO GO TO IT.
YEAH, NO, I AGREE WITH YOU, CATHY.
I THINK THAT THAT'S, THAT SEEMS REALLY REASONABLE.
SO WE'RE THE NEXT DISCUSSION IS OUR FUTURE MEETING AND ROBIN, IF WE STUCK WITH OUR CURRENT, UH, TIMEFRAME, LET'S SEE, IT WOULD BE SECOND, I THINK, RIGHT.
THE LEGISLATIVE IS MEETING MAY 2ND AT FIVE O'CLOCK.
HERE'S A BOARD MEETING ON THE THIRD ACADEMICS, THIS MEETING ON THE FOURTH AT FIVE.
WHAT WOULD IT BE, DO YOU WANT, HOW ABOUT THE NEXT MONDAY, THE MAY 9TH, MAY 9TH.
THEN YOU WOULD HAVE AGENDA SETTING AT FOUR O'CLOCK.
UH, I MEAN, AGENDA STANDS AT FIVE O'CLOCK ON THE NINTH.
WHAT TIME WAS ON THE FOURTH YEAR? WHAT IS THE MEETING? AND AT WHAT TIME ACADEMICS IS AT FIVE O'CLOCK ON THE FOURTH.
I CAN DO THREE O'CLOCK ON THE FOURTH.
LET ME JUST MAY 4TH AT THREE O'CLOCK.
HOW ABOUT FOR YOU DANIEL? THAT'S A WEDNESDAY.
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UM, ON A WEDNESDAY, MAY 4TH AT 3:00 PM, AND I WILL, UM, I'D LOVE TO BE IN PERSON.UM, IF THAT IS THE COMMITTEE'S DESIRE.
SO, UM, I THINK WE HAVE QUITE A BIT FOR THE, UH, AGENDA ALREADY WITH WHAT WE WERE BROUGHT FORWARD FROM THIS MEETING.
DOES DO, UH, KATHY OR, OR MEL HAVE ANYTHING ELSE? I THINK, UH, WE SHOULD INCLUDE IN THAT MEETING.
NO, I THINK JUST TO FOLLOW UP ON THE THINGS WE TALKED ABOUT TODAY.
AND FROM THOSE THAT SET OF INFORMATION AND MOVE IN ONE DIRECTION OR ANOTHER.
UM, DAN, WOULD YOU HAVE, DO YOU HAVE ANYTHING YOU'D LIKE TO COMMENT AT THE END HERE? NOPE.
I'LL BRING IN THE 20, 21 STUFF.
AND, UH, WE'LL, WE'LL JUST SEE HOW IT SHAKES OUT.
UM, ROBIN, ANY OTHER HOUSEKEEPING BUSINESS? THAT'S IT.
SO DO WE HAVE A MOTION TO ADJOURN? ALL THOSE IN FAVOR? AYE.