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GOOD AFTERNOON, BEAVER COUNTY BOARD OF EDUCATION AD HOC RESULTS COMMITTEE MEETING TO ORDER.
AND THIS MEETING IS BEING CONDUCTED VIA A HYBRID IN-PERSON AND VIA VIDEO, AND IT IS BEING LIVE STREAM BY THE COUNTY CHANNEL REQUEST FOR PUBLIC COMMENTS.
PARTICIPATION WILL BE ACCEPTED BETWEEN THREE AND THREE 30 BY SENDING AN EMAIL WITH YOUR NAME, PHONE NUMBER AND TOPIC TO ROBIN DOT CUSHINGBARRY@BUFORTDOTK12.SC.US.
DID WE HAVE ANY COMMENTS SUBMITTED? OKAY.
SO WE DON'T NEED TO CONTINUE TO READ THAT.
UM, THE NEXT THING IS WE WILL HAVE THE PLEDGE OF ALLEGIANCE.
AMERICA STANDS ONE NATION UNDER GOD, INDIVISIBLE WITH LIBERTY AND JUSTICE FOR ALL.
UH, MELVIN OR KATHY LIKED TO MAKE A MOTION TO APPROVE THE AGENDA.
ALL IN FAVOR OF APPROVING THE AGENDA, SAY AYE.
DO NOT HAVE ANY PUBLIC COMMENTS.
SO THE NEXT ITEM IS THE APPROVAL OF THE APRIL FOUR.
IT SHOULD BE 2022 COMMITTEE MEETING MINUTES.
UM, AND UH, WE HAVE A MOTION MILLER, CATHY.
I MOVE, WE APPROVE THE APRIL 22ND.
UM, THE MINUTES THAT ARE LOADED IN HERE, SAY JULY 21ST, 2021.
LET'S SEE THEY SURE DOWN THESE ARE NOT THE MINUTES FROM OUR LAST MEETING.
NO, THEY'RE NOT IN THE FOLDERS, CORRECT? YEAH, I DIDN'T LOAD THEM.
THEY WEREN'T LOADED CORRECTLY INTO BOARD US.
UM, SO HOW ABOUT, UM, CAN WE AMEND THE MOTION TO JUST POSTPONE TO THE NEXT MEETING SINCE WE DON'T HAVE THE RIGHT ONES LOADED IN FOR YOU GUYS THAT ARE REMOTE? YES.
WITH POSTPONE THE, WHO WILL HAVE THE LAST MEETING UNTIL THE NEXT MEETING IN JULY AND YEAH.
AND ANY FURTHER DISCUSSION THERE BEING NONE IN FAVOR OF POSTPONING, THE MINUTES TO THE NEXT MEETING, PLEASE SAY AYE.
OUR AGENDA IS REVIEWING THE CURRENT RESULTS SECTION AND DISCUSSING POSSIBLE CHANGES.
SO WE HAVE DANIEL HERE WITH US IN PERSON AND, UM, ALICE IS GOING TO BE JOINING US SHORTLY.
SO LET'S GO AHEAD WITH DAN DANIEL'S TRANSPLANTATION AND DISCUSSION FIRST AS YOU WERE HERE.
SO I'LL TURN IT OVER TO YOU, DANIEL.
WELL, IF YOU'RE DOING WELL, SO MINE'S PROBABLY WOULD BE PRETTY QUICK BECAUSE WE JUST NEED TO LOOK AT IT REALLY, BECAUSE THE LAST MEETING ASKED IF I COULD COME BACK WITH, UM, WHAT, WHAT IT LOOKED LIKE HAD WE HAD, WE HAD TEST SCORES ESSENTIALLY THAT WERE REPORTABLE.
SO, UM, ONE TIME, ONE DAY TO FILE IS NEVER GONNA BE ENOUGH FOR ME AGAIN.
SO YOU GOT TO, UM, AND IT WAS BECAUSE, YOU KNOW, I'D LEFT THE MEETING WITH, WITH SOME TO-DO, BUT THEN THERE WERE SOME OTHER QUESTIONS THAT CAME UP AFTER A WHILE I WAS ACTUALLY PROCESSING THE DATA.
SO INSTEAD OF COMING BACK AND ASK THEM QUESTIONS, I'M ACTUALLY, LET'S DO IT.
I'M DOING IT ONCE OR TWICE AND LET'S KNOCK IT OUT NOW WHILE WE'RE WORKING.
SO YOU SHOULD HAVE TWO EXCEL DOCUMENTS FOR THE, FOR THE RESULTS.
Y ONE Y TWO YEAR ONE YEAR TWO, THE Y ONE IS IN THE ACHIEVEMENT ON PAGE ONE, YOU SEE 1.8.
SO THAT'S WHY ONE, Y TWO WAS THE ONE THAT HAS IN THE FIRST RESULTS.
SO ALSO MAKING SURE YOU HAVE TWO.
SO IN THE, SOME OF THE TOP, UH, RUN THE OVERALL ACADEMIC WRITING BOX ON THE LEFT-HAND PAGE UNDER 2021, IF THE FIRST NUMBER IS 1.8,
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THAT IS WHY ONE THAT'S YEAR ONE.NOW EXPLAIN WHAT Y ONE Y FLATS YOU ARE.
SO WHEN WE INITIALLY WENT DOWN THE ROUTE OF THE RESULTS PORTION OF THIS, UM, WE PLAYED WITH THE IDEA OF HAVING A PEER ROLE IN IMPLEMENTATION OF INCREASING ACHIEVEMENT OR INCREASING THE METRICS RIGOR, UH, DIFFICULTY ANNUALLY.
UH, WE NEVER REALLY LEFT YEAR ONE.
UH, WE GOT PARTIALLY THROUGH YEAR ONE AND THEN WE'D HAD THE CLOSURE AND WE NEVER GOT TO PROGRESS TO A YEAR TWO.
SO, UM, I PLAYED WITH THE NUMBERS AS IF WE WERE JUST PICKING UP AGAIN IN YEAR ONE, WHERE BASICALLY WE LOOK AT THE SUPERINTENDENT EVALUATION STARTING WITH, UH, ZERO NET CHANGE AS BEING EFFECTIVE.
I THEN WENT THROUGH FOR YEAR TWO AND SAID, WELL, WE, WE CHOOSE TO PICK UP WHERE WE LEFT OFF AND ASSUME THAT THE WORLD KEPT MOVING.
THAT, UM, THE FIRST TIME THROUGH, WE DECIDED THAT COULD BE AN EFFECTIVE, WE DIDN'T NEED TO SEE TWO PERCENTAGE POINT INCREASE FROM THE YEAR PRIOR TO BE AFFECTED.
SO THAT'S WHY I HAVE A YEAR ONE IN A YEAR.
SO ONE POINT SPAS, ONE SET OF POINTS ARE ACTUALLY ASSIGNED BASED OFF OF THREE BEING GIVEN TO A ZERO OR TO 1.9, NINE, A FOUR POINTS BEING GIVEN TO A 2.0 OR HIGHER, AND THEN WHY TO, TO GET THE 0.8 TO THREE POINTS.
I'M SORRY TO GET THREE POINTS.
A MINIMUM OF TWO POINTS OF GROWTH WOULD HAVE TO OCCUR.
NOW, THE WHOLE DAY IS SET IN FRONT OF YOU IS NOT COMPLETE, AND IT'S NOT COMPLETE BECAUSE THERE HAVE BEEN CHANGES SINCE 2019 AND WHAT WE CAN COMPARE AND WHAT WE HAVE.
SO MOST EVERYTHING IS EXACTLY THE SAME AS IT WAS UNTIL WE GET TO, UM, THE END OF COURSE, EXAMS ASKING ABOUT WITH Y Y YEAH.
SO IF WE KIND OF GO THROUGH, YEAH.
SO I WAS GOING TO SAY THAT WAS THAT'S THE OTHER DOCUMENT, RIGHT? YOU ONE THAT HAD 1.8 IN ACHIEVEMENT, I'M STICKING WITH THAT ONE.
LET'S GO TO THAT ONE ON THE SCREEN.
IF WE JUST GOT A LOT OF ONES, THEN EVERYBODY CAN SEE, OKAY.
SO WE HAVE THE SET WEIGHTED VALUE OF 1.8 FOR ACHIEVEMENT.
WE DO THE SAME TYPE OF METRIC METRIC FOR GAP CLOSURE AND THEN COLLEGE AND CAREER JOURNEY.
WHEN WE DECIDED TO DO THIS, INITIALLY, WE KEPT THAT AS A SEPARATE METRIC.
SO IT'S A FOUR POINT SCALE WEIGHTED.
THAT'S BASICALLY, IT'S A WAY THE FOUR POINT SCALE.
SO IF WE GO TO PAGE ONE, THAT'S OUR, OUR READING K2 THAT'S MAPPED DATA.
I WILL TELL YOU THIS WILL CHANGE A LITTLE BIT, NOT IN THE EXAMPLE THAT YOU'RE HOLDING AND LOOKING AT NOW, BUT WE HAVE MOVED FROM A MORE COMPREHENSIVE ASSESSMENT FOR THE K ONE STUDENTS THAT'S CALLED MAP READING FLUENCY.
THIS WAS THE FIRST YEAR WE DID THAT.
AND IT HAS AN EMBEDDED, A DYSLEXIA SCREENER, WHICH IS A STATE REQUIREMENT WHY WE MADE THAT SHIFT.
UM, BUT IT'S ALSO MUCH MORE LIKE, UM, A ONE-ON-ONE ASSESSMENT WITH STUDENTS.
SO THEY'RE ACTUALLY READING THE TEACHER CAN GO BACK AND LISTEN TO THE STUDENT READING, OBVIOUSLY NOT FOR AN HOUR NOW, BUT JUST KNOW THAT WHEN WE GET TO 21 AND 22, THIS AGE WILL HAVE TO BE RETOOLED.
UH, IF WE STICK ON THIS TYPE OF MODEL, BECAUSE WE'RE JUST NOT GOING TO HAVE COMPARATIVE DATA FROM 20 21, 20 22, WE KEEP GOING THROUGH.
SO CAN YOU PAUSE THERE AND JUST, UM, JUST EVERYBODY THAT'S WATCHING AND LISTENING CAN UNDERSTAND WHAT WE'RE DISPLAYING.
CAN YOU JUST RUN THROUGH WHAT YOU HAVE THERE ON THAT? YEAH, SO I'LL, I'LL DO THE ALL STUDENTS WILL BE THE EASIEST.
SO, AND, UH, IF YOU FORGET SCHOOL DISTRICT READING, THIS IS MAP FOR GRADES K TWO, THE ALL STUDENTS IN 20 18, 19 THE YEAR PRIOR TO THE PANDEMIC, 56.1% OF THAT GROUP OF STUDENTS WERE AT OR ABOVE THE 50TH PERCENTILE.
THEN SKIPPING AHEAD, TWO YEARS, UH, THE SPRING 2021.
NOW BACK FROM SOMEWHAT BACK FROM NOW, THE 50TH PERCENTILE OR HIGHER FOR K2 STUDENTS WITH 60.1%, THAT'S AN INCREASE OF SPRING TO SPRING CHANGE OF FOUR PERCENTAGE POINTS BASED ON THEIR WORK ON THE FIRST PAGE.
ANYTHING MORE THAN TWO POINTS GROWTH WOULD BE FOUR POINTS, OKAY.
WAS UNDER THE YEAR ONE THAT VERSION, THAT FIRST ROW.
SO ALL STUDENTS, UH, GIRLS AT FOUR POINTS MORE THAN TWO, SO THEY WERE AWARDED FOUR POINTS ON THAT MODEL, BUT ON THE SAME RUBRIC,
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THE NEXT ONES PERFECTLY, THAT WOULD BE GREAT EXAMPLE FOR THIS AFRICAN-AMERICAN SUBGROUP OF STUDENTS.UM, THEY HAD A GAP OF 12 POINTS ROUGHLY TO A GAP OF 17 POINTS.
IF I LOOK AT THE RUBRIC AGAIN, IT IS LESS SAYING, OR IS ACTUALLY GREATER THAN A MINUS TWO PERCENTAGE POINT CHANGE.
THAT WOULD BE INEFFECTIVE ONE POINT.
SO THEY WERE IN THAT BOX THAT YOU GOT ONE FOR THEN FOR THE NEXT, OR IS THAT FIVE AREAS PISS THE SPAN OF STUDENTS, CAUCASIAN STUDENTS ARE MNL POPULATIONS AND ARE DUE TO THE DISABILITIES, ALL SHOWED A GREATER THAN TWO PERCENTAGE POINTS, GROWTH.
AND THEN WHEN WE LOOK AT PEOPLES IN POVERTY, THAT WAS A, BASICALLY A NEGLIGIBLE CHANGE, ALMOST ONE POINT DOWN, BUT THEN AGAIN, ANYTHING BETWEEN, UM, BASICALLY 100TH OF A PERCENT LOSS TO, UM, ALMOST COOPER POINT LOSS, BUT RECEIVED THAT TWO POINTS.
SO THAT'S WHY THEY WERE ASSIGNED THE TWO POINTS IN A WAY THAT MODELS.
SO I'VE GOT A COUPLE OF QUESTIONS.
SO ALWAYS THE, ALL THESE SUBCATEGORIES BELOW ALL ARE REALLY COMPARISON TO ALL AS OPPOSED TO THE SAME.
AND SO WHAT PERCENTAGE TO, WHAT PERCENTAGE NOT GOING TO DO THE CALCULATION SOFTWARE AND WHAT TEST OR THIS IS, THIS IS JUST A PRIMARY GRADES.
CATHY, DO YOU HAVE ANY QUESTIONS FOR DANIEL FOR EXPLAINING HOW TO READ THIS? YOU KNOW, I, I UNDERSTAND WHAT I, I ALREADY HAVE, YOU KNOW, WE'RE NOT AT THE POINT YET.
UM, YOU KNOW, IF THE INSTRUMENT FOR MEASURING READING HAS CHANGED THIS YEAR, UH, WE'RE GOING TO HAVE TO, I DON'T KNOW HOW WE CAN COMPARE THAT DATA THIS YEAR WITH PREVIOUS DATA BECAUSE THE INSTRUMENTS CHANGED.
SO I'M WONDERING IF WE'RE GOING TO HAVE TO, AND THAT'S, I GUESS, FOR A DECISION LATER, BUT IF WE'RE FOR THE K2, UM, IF THIS YEARS WITH THE NEW DATA IS GOING TO HAVE TO BECOME OUR NEW BASELINE, DID WE GET, DID WE GET A FULL SCORE LIKE WE DID BEFORE DANIEL WITH THE NEW ONE, BUT IT'S, SO IT'S ACTUALLY A, IT'S A LITTLE, IT'S NOT A, IT'S NOT A RIT SCORE.
UM, NEXT YEAR ASSESSMENT, THE MATH FLUENCY WILL COME AS PERCENTILE AND THEN NOT READ SCORES PER SE, BUT PRESENT HOPS THERE'LL BE NORMAL THIS YEAR.
IT DOES NOT, BUT IT GIVES US A PERCENTAGE OF, FOR LACK OF A BETTER WORD READINESS.
I DO NOT FORESEE THAT THAT IS CHANGING AND I'M NOT SEEING THAT.
SO, SO THAT'S SOMETHING THAT WE COULD LOOK AT THAT AS A BENCHMARK.
UM, THE GOOD NEWS IS WE HAVEN'T CHANGED THE MATHEMATICS ASSESSMENT.
SO THE K2 MATH WOULD BE ABLE TO BE ABLE TO SAY A STAIN.
THAT'S WHAT I, AS LONG AS THE, I, IT'S JUST NOT FAIR TO COMPARE DATA FROM DIFFERENT INSTRUMENTS.
SO THE OTHER ONE'S MAP AGAIN FOR MATH, K2, UM, THE SAME SCALE FOR YEAR ONE WAS USED.
UM, IF YOU SEE NEGATIVES, IT'S GOING TO BE, THE MAX POINTS ARE GONNA BE TWO, NOT ANYTHING OVER TWO POINTS, THEY'LL BE FOUR.
SO PRETTY SELF-EXPLANATORY ON THE APPLICATION.
UM, WE GET TO THREE, FIVE, WE'RE MOVING INTO FC READY.
SO SAYING BACK METHODOLOGY, UH, EXCEPT FOR THIS IS, UM, THE PERCENT MEETS AND EXCEEDS.
SO THE SAME RUBRICS RUBRIC FIFTH APPLIED.
SO THE, SO JUST TO BE CLEAR, THE 46% HERE AND THE 47.1% ARE THOSE THAT ARE IN THE CATEGORIES COMBINED OF, SO ALL GRADES THREE THROUGH FIVE, YES.
OR EXCEEDS OR MEETS THE END AND OR EXCEEDS, AND IT'S CLOSE TO 50%.
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I MEAN, OTHER TESTS WERE SPECIFICALLY, THEY HAD TO BE, YOU SAID AT, OR ABOVE THE 15.SO YEAH, THOSE TWO ASSESSMENTS ARE THIS ISN'T THE 50TH PERCENT.
NO, THIS IS THE PERSON THAT MEETING YOUR CUT SCORE.
NOW THE ONE CAVEAT THAT WE HAD LAST TIME WE CAUGHT IT, THE 20, 21 DATA DID NOT HAVE THE STIPULATION OF 95% OF TESTING.
NOT THAT YOU FOR WAVED OFF OF THAT, YOU KNOW, WE DID NOT TEST ANYONE, BUT WE DID HAVE FAMILIES REFUSE TO COME IN FOR TESTING.
SO I CANNOT SAY THAT THAT IS A COMPLETE DATA SET AT THE 47.1%.
AND THAT'S ALL STUDENTS, IF I LOOK AT A SUBGROUP OR A SMALLER GROUP, SOME, SOME SUB GROUPS REVIEWS AT A HIGHER RATE BECAUSE OF THE ASSUMED FEAR OR PANIC OF BEING IN AN ENVIRONMENT OR A PANDEMIC, IT WOULD IMPACT THAT SUBGROUP MORE SIGNIFICANTLY.
SO THAT'S ANOTHER CONDITION ON THE DATA THAT 20 18 19 DID NOT HAVE.
AND AS I RECALL IT, THE LAST MEETING, YOU HAD AN ESTIMATE THAT YOU THOUGHT CLOSE TO ABOUT 90%.
SO MEL, DO YOU HAVE ANY QUESTIONS OR COMMENTS? HE ALREADY GRADED THESE THINGS SO THAT THEY YOURSELF WITH THE GRILLS IS TO BE USE, OKAY, THAT'S WHAT WE WANT TO GO ON.
THAT'S I THINK THAT IS THE QUESTION.
NOW THAT EVIDENCE ENOUGH TO ADEQUATELY EVALUATE THE SUPERINTENDENT A TRUE ASSESSMENT OF WHAT HE HAS DONE.
LIKE WE SAID BEFORE, I DON'T KNOW WHAT THIS LOOKS LIKE COMPARED TO OTHER DISTRICTS.
THAT WOULD BE THE SIGNIFICANT THING, BUT, YOU KNOW, I THINK THE NUMBERS ARE CLEAR WHAT HAS HAPPENED.
SO THE ONLY, SO IN THE CURRENT 20 21, 22 PSEUDO TYPE OF METRIC ON THE EOC RAMEN, NEW SLIDE DOWN SIX, EIGHT, IT'S THE SAME AS 45.
SO IN THE CURRENT WORLD, ENGLISH ONE, THE COURT'S EXAM FOR HIM WAS ONE DOES NOT EXIST ANYMORE.
IT WENT OUT AND ENGLISH WAS ASSESSED FOR ENGLAND FOR 2122.
I WILL HAVE A 2223 ENGLISH, TWO, FOUR.
SO ENGLISH ONE, IF WE STICK WITH THIS TYPE MODEL, UM, WOULD IT BE SHIFTED TO ENGLISH TWO? I DON'T WORRY.
THAT'S GONE ALGEBRA ONE, BIOLOGY, YOU'RE SAFE, UM, US HISTORY.
UM, THE ADDRESS FOR THE LAST PAGE, YOU HAVE HISTORY, UM, THE ASSESSMENT, THE STANDARDS, AND PRETTY MUCH EVERYTHING WITH US.
HISTORY CHANGED FOR THE 2122 SCHOOL YEAR.
SO ALL OF OUR ASSESSMENT DATA THAT WAS DONE THIS YEAR, WE HAVE NO RESULTS YET.
SO SOMETIME VERY LATE IN THE FALL.
IT WAS A STANDARD SETTING TO MATCH THE ASSESSMENT FOR THE NEW USE, THIS THREE STANDARDS.
SO HONESTLY, IF YOU'RE LOOKING AT A US HISTORY, YOU'RE LOOKING AT 21, 22, 23 IS YOUR BENCHMARK YEAR 23, 24, AS PART OF THE FIRST YEAR, YOU'D BE ABLE TO LOOK AT THIS FOR ANY KIND OF COMPARISON.
SO THAT'S GOING TO BE A LITTLE BIT LONGER HAUL ASSESSMENT.
THAT'S GOING TO TAKE IT TAKE TIME TO CATCH UP BECAUSE WE DIDN'T HAVE A CHANGE IN STANDARD THERE TO CHANGE IN STANDARD SETTING OF THE ACTUAL ASSESSMENT AS WELL.
SO ENGLISH ONE TO GO BACK TO THAT END OF COURSE, EXAM.
THE LAST YEAR THAT WAS OFFERED WAS IT WAS ACTUALLY DURING THE PANDEMIC, UH, FOR, UH, A LARGE GROUP OF STUDENTS.
SO 2020 WAS THE LAST YEAR IT WAS GIVEN THAT SOMEWHAT.
AND THEN THE FIRST YEAR THAT ENGLISH TO ESE WAS OFFERED IS WHEN IT WAS LAST YEAR, 21, 22, BUT I CAN'T PUT IT IN THIS PSEUDO EVALUATION BECAUSE IT'S, THAT'S AN APPLES TO ORANGES COMPARISON.
SO IT WOULD HAVE TO GET CHANGED TO ENGLISH TOO, TO BE ABLE TO BRING THAT IN OVER WHAT'S THE, WHAT WAS THE QUALIFIER TO MAKE THEM CHANGE THE HISTORY THEN US
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HISTORY.UH, ALL OF OUR CURRICULUM IS ON A SIMILAR REVIEW.
UM, AND THIS YEAR IT WAS UP FOR US SISTER, UH, WHEN THEY CHANGED THE STANDARDS THAT ARE ACTUALLY TAUGHT.
UM, THEY ALSO DIDN'T HAVE TO GO BACK AND REDO THE ASSESSMENT BECAUSE OF THE PANDEMIC.
THEY DIDN'T GET A PILOT YEAR OF TESTING, TOC ITEMS MOVING TOWARDS NOW.
SO THEY BASICALLY HAD TO TREAT THE FALL AND SPRING EOC ASSESSMENTS THIS YEAR AS A PILOT AND STANDARD SETTING ALL THE SAME TIME.
SO NONE OF THAT DATA WAS USED AS THE 20% FOR THEIR FINAL GRADE.
SO BASICALLY WE WON'T GET THOSE SCORES UNTIL SOMETIME PRIOR TO AUGUST, SEPTEMBER, DO ANY TYPE OF INTERNAL REVIEW ON HOW WE DID VERSUS TEACHING THE STANDARDS AND THE EXPECTATION.
AND THEN FINALLY, UH, COLLEGE AND CAREER READY.
UM, THIS IS A SOMEWHAT FLUID MEASURE THAT I THINK SAY IT'S OUTGROWN, IT'S STILL TRYING TO SOLIDIFY.
IT SEEMS LIKE WE'RE ALWAYS CHANGING SOMETHING WITH COLLEGE AND CAREER.
AND SO IN 1819, THERE WAS A CERTAIN SET OF RULES, UH, WHERE THE COHORT OF COLLEGE AND CAREER READY STUDENTS WAS THE, BASICALLY THEY WERE THE STUDENTS WHO EVER WALKED ACROSS THE STAGE THAT SPRING.
THAT WAS YOUR COHORT OR YOUR DENOMINATOR FOR YOUR PERCENT COLLEGE AND CAREER MOVE FORWARD TO 20 21 22.
IT WAS, I'M ALSO USED TO WORK FOR NINE GR COHORT, BUT IT'S THE FOUR YEARS AFTER THEY STARTED HIGH SCHOOL.
SO THE GRADUATION COHORT IS NOW THE COLLEGE AND CAREER READY CORE COHORT.
SO, UM, I INCLUDED IT HERE BECAUSE TECHNICALLY IT'S SAYING THE SAME THING, BUT IT'S A TOTALLY DIFFERENT KIND OF GROUP OF KIDS.
SO I THINK I PUT THAT IN THE EMAIL AND I SAID THAT THE COLLEGE AND CAREER READINESS IS A LILLY IP.
THEY'RE CHANGING, UH, CTE CERTIFICATIONS ALL THE TIME.
THEY'RE REALIGNING ASSESSMENTS AND WHICH ONES COUNT FOR COMPLETERS.
UM, I HEARD SOMEWHERE IN A STATE MEETING REALLY BRIEFLY THAT NEXT YEAR, THEY'RE ADDING ROTC TO THE CAREER TECHNOLOGY EDUCATION FIELD.
AND THEY'RE GOING TO ALIGN ASSESSMENTS OF THAT FOR COLLEGE AND CAREER READINESS.
SO I SAY THAT BECAUSE THIS IS ALWAYS GOING TO BE A LITTLE BIT OF A MOVING THE DEFINITION OF COLLEGE AND CAREER READY HAS CHANGED ALMOST EVERY YEAR THAT THIS MEASURE.
SO I DON'T DISAGREE THAT IT'S A VERY IMPACTFUL, MEANINGFUL MEASURE.
WE JUST ALSO HAVE TO UNDERSTAND THAT EVERY YEAR IT'S A LITTLE BIT DIFFERENT.
AND A LOT OF THIS REDUCTIONS, THE REDUCTIONS YOU SEE IN THE ALL STUDENTS IS BECAUSE IT'S A TOTALLY DIFFERENT COHORT OF KIDS.
THAT'S GOING THROUGH THE SYSTEM.
DANIEL, WOULD WE BE ABLE TO, UM, IF WE, YOU KNOW, LOOKED AT GRADUATES IN OUR, WOULD WE BE ABLE TO MAKE OUR OWN DEFINITION JUST FOR OUR OWN DATA PURPOSES TO KEEP CONSISTENT, EVEN IF THE STATE CHANGES IT AND SAY, OKAY, FOR US, ARE THE PERCENTAGE OF KIDS THAT GRADUATE, UH, ON TIME MEANS THIS AND SPREAD IT OUT AND LAY IT OUT.
GRADUATION RATE IS THE SAME THAT HAS BEEN USED SINCE THE EARLY NINETIES.
IT'S THE FEDERAL DEFINITION THAT THE ONLY THING THE FEDERAL GOVERNMENT DID DO WAS THE CLASS OF 20, 22 IT'S THE FIRST YEAR THAT THEY COULD BE, UM, OUR SEVERE POPULATION, SPECIAL NEEDS STUDENTS COULD BE, UM, THEY COULD RECEIVE A CERTIFICATION THROUGH SPECIFIC COURSEWORK.
THAT WOULD BE THE SAME AS COUNTING AS A GRADUATE.
SO THAT FIRST CLASS OF STUDENTS THAT COULD HAVE TAKEN THAT FOUR YEARS OF COURSEWORK JUST GRADUATED.
SO, BUT IT'S A VERY SMALL POPULATIONS OF THE WORLD, EVEN.
SO IT'S NOT GOING TO, IT'S NOT GOING TO TILT THE GRADUATION RATE FROM ONE YEAR TO THE OTHER VERY MUCH.
SO I THINK GRADUATION RATE IS FAR MORE STABLE THAN COLLEGE AND CAREER READY PERSONALLY.
I THINK COLLEGE AND CAREER READINESS IS FAR MORE MEANINGFUL THAN JUST WALKING ACROSS THE STAGE, BECAUSE I WANT SOMEBODY TO WALK ACROSS THE STAGE TO ACTUALLY BE COLLEGE OR CAREER READY.
BUT IF THEY'RE GOING TO CONTINUOUSLY MOVE WHAT THAT DEFINITION IS, IT MAKES IT VERY HARD TO USE.
UH, I THINK THAT NOW LEAVES ALL THE WORK.
CAN YOU GUYS DO WHAT ALL MEANS? SO I HAVE ANOTHER QUESTION.
SO THE SECOND DOCUMENT WITH WHERE THEY ACHIEVEMENT, THE FIRST ONE IS 1.3, CORRECT.
THAT REPRESENTS WHAT THAT IS THE EXACT SAME DOCUMENT.
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TO LINE TO, UH, TO HAVE THE, A LITTLE BIT MORE, I'D SAY RIGOROUS, BUT MORE DIFFICULT, UM, EXPECTATIONS OF PERFORMANCE.SO ON PAGE ONE ON THE RIGHT RECESSIVE VOE RUBRIC, UM, Y ONE IS THAT THE FIRST ROW FROM A MINUS 2% TO A POSITIVE 2%.
AND THEN YEAR TWO IS WE'RE LOOKING AT THAT BASICALLY THAT ANYTHING BELOW ZERO IS ONE POINT.
SO WE'RE JUST SHIFTING THAT SCALE SONG AND THEN TO GET, TO RECEIVE THE FOUR POINTS, YOU WOULD HAVE TO HAVE A FOUR PERCENTAGE POINT OF GROWTH, NOT THOSE TWO.
SO THAT'S THE DIFFERENCE? THAT'S THE MAIN, THAT'S THE ONLY DIFFERENCE BETWEEN WHY ONE AND WHY TWO, IT WAS JUST LOOKING AT, IF WE PICKED UP WHERE WE LEFT OFF THIS TECHNICALLY WOULD BE THE SECOND YEAR OF IMPLEMENTATION, EVEN THOUGH IT'S LIKE THE FOURTH, BUT IT WOULD BE Y TWO, IF WE DID THAT.
SO I JUST PUT THAT THERE, JUST SO YOU CAN SEE HOW DRASTICALLY IT CAN CHANGE WITH JUST CHANGING.
I DON'T PERSONALLY, I DON'T THINK WE'RE READY TO MOVE UP TO Y TWO YET.
I THINK WE NEED TO USE Y WANT AGAIN, UH, BECAUSE WE HAVEN'T, SINCE WE PUT THIS INTO PLACE, WE HAVEN'T HAD A FULL NORMAL YEAR OF SCHOOL.
SO, UM, AND THEN I THINK WE HAVE TO DISCUSS, DO WE NEED TO DELETE SOME OF THESE AREAS SUCH AS, UH, ENGLISH ONE, BECAUSE AS US HISTORY AND LOOK AT THE, UM, K TWO READING, BECAUSE THAT INSTRUMENT'S CHANGING.
AND THE FINAL PART THAT I EMAILED BACK BEFORE THE PRIOR MEETING GOT MOVED, AND NOW HERE WE SIT THAT I DID INCLUDE THAT JUST FOR THE REFERENCE, UM, HOW TEACHERS AND PRINCIPALS ARE EVALUATED TO KIND OF SOME GUIDANCE ON IN SOUTH JOHN AND KIND OF HOW THAT GROUP, THOSE TWO PREVENTION GROUPS ARE EVALUATED AS WELL, AND DECIDED TO PUT AN EXTRA DOCUMENT THAT LINKS TO THEM, TRYING TO SAVE PAPER.
SO ACCESS TO HEAVEN OR COACH ON THE MEETING BESIDES THE COMMITTEE MEMBERS.
DAVID IS DAVID IS THE ONLY OTHER ONE ON THE OTHER POINT.
SO, DAVID, UM, DO YOU HAVE ANY COMMENTS OR QUESTIONS OR WOULD YOU LIKE TO ADD ANYTHING? I HAVE ANY QUESTIONS.
UM, ACTUALLY I'M KIND OF PLEASED WITH THE WAY THE TOOL WORK.
WE ALL, WE'RE ALWAYS GOING TO HAVE, WE'RE ALWAYS GOING TO HAVE CHANGES AND MEASUREMENTS AND WE'RE GOING TO HAVE TO MAKE ALLOWANCES FOR THAT.
AND I AGREE WITH KATHY, UM, THIS IS YEAR ONE BECAUSE WE NEVER, WE NEVER REALLY HAD A YEAR ONE.
SO THAT, THAT WOULD BE THE RELEVANT MEASURE.
AND, AND SOME OF THESE MEASURES, I DON'T KNOW HOW WE'RE GOING TO DO US HISTORY.
IT SEEMS LIKE WE SHOULD MEASURE IT, BUT I'M NOT SURE HOW WE CAN DO IT, KIND OF HANDCUFFS US, BUT THEN THERE'S STILL A LOT OF STUFF IN HERE.
SO I'M KIND OF HAPPY WITH THE WAY THIS WILL WORK.
SO VALOR, KATHY, ANYTHING YOU WOULD LIKE TO ADD OR, UM, NOW I, YOU KNOW, I THINK I SAID, BUT WHAT I WANTED TO SAY, YOU KNOW, I THINK ANOTHER FACTOR WHEN WE LOOK AT THIS DATA, IS IT PARTICULARLY WHEN WE LOOK AT THE SUBGROUP DATA, UM, WE, UH, DON'T KNOW HOW MANY PEOPLE, HOW WOULD YOU KNOW, I PERCEIVE THAT SOME SUB GROUPS, UH, STAYED OUT LONGER AND DID VIRTUAL BECAUSE THEIR, UM, UH, CONCERN OF COVID THAN OTHER SUBGROUPS.
AND SO IF, IF, YOU KNOW, TO ME KIND OF COMPARING VIRTUAL INSTRUCTION VERSUS FACE-TO-FACE INSTRUCTION PLAYS INTO HERE A LITTLE BIT TOO, BUT
[00:30:01]
WELL, ISN'T THAT RELEVANT TO THIS OLD THING? ISN'T THAT RELEVANT IMPRESSION THAT WE WOULD BE NO, ALL THOSE FIVE FACTORS THAT CREATE, UH, THESE RESULTS.BUT OUR, OUR I THOUGHT WAS TO LOOK AT ALL OF THOSE FACTORS AND DECIDE WHETHER OR NOT WE COULD USE THIS INFORMATION AS A PART OF THE EVALUATION TO, AND THEN WE KNOW THESE NUMBERS GOT, YOU KNOW, ALL KINDS OF DIFFERENT, UH, ELEMENTS TO SUPPORT THE RESULTS WE'RE GETTING FROM THEM.
BUT THE QUESTION IS THOUGH, DO WE USE THEM OR NOT IN TERMS OF VALUES, DO WE FAST FORWARD TO 21 AND 22, 20 21 AND 22, 21, 22, 21, 22 AND 22, 23 DOES THAT'S THE ONLY TIME THEY GETTING ANYTHING, THAT'S, THAT'S A STABLE, YOU KNOW, THAT WE CAN MEASURE FROM, AND WE JUST THROW ALL THIS OUT.
I ALWAYS THOUGHT AGAIN, THAT'S I KNOW WHAT WE'RE GOING TO GET THERE.
WE KNEW WHAT WE GOING TO GET REALLY CLEAR WHAT HIS OPINION WAS ABOUT IT.
THE QUESTION IS STILL THE SAME IN MY MIND.
NO, CAN WE USE IT FOR EVALUATION OR NOT? I KNOW WE CAN'T USE IT TO, TO READ IT AND HE SUSTAINED EFFORT IN A NORMAL SITUATION, BUT IF YOU USE IT TO EVALUATE IN AN ABNORMAL SITUATION, THAT THAT BE PART OF WHAT YOU WERE THINKING WHEN WE WERE TALKING ABOUT, UH, ADDING THE DIFFERENCE, THE DIFFERENT OPINION AND TERMS OF THE PANDEMIC IS EVALUATION DUE TO PANDEMIC.
AND, YOU KNOW, I CAN GO EITHER WAY, I'M FLEXIBLE.
I DON'T NEED TO SEE THE DOCTOR, BUT WE NEED TO MAKE A DECISION, A RECOMMENDATION.
UM, YEAH, I WAS JUST GONNA SAY, YOU KNOW, THIS IS JUST THE DEMONSTRATION OR THE TOOL.
UM, THE NUMBERS HERE DON'T REALLY MEAN ANYTHING.
I THINK MEL WAS CORRECT THERE.
THAT COLUMN THAT IT SAYS, UM, THAT SECOND COLUMN IS GOING TO BE REPLACED BY THE OTHER RESULTS BY SPRING 21, 22 AND SEND, SO THOSE, THOSE, THOSE NUMBERS WOULD MEAN SOMETHING.
THEN, UM, THIS WAS JUST TO SHOW YOU HOW THE TOOL WORKS, RIGHT? SO, SO 2021 BECOMES OUR NEW BASELINE.
IS THAT WHAT YOU'RE SAYING? DAVID THAT'S OUR FIRST STARTING, I THINK 20 18, 19 IS THE BASELINE.
BUT THAT COLUMN THAT SAYS SPRING 20, 20, 20, 21 IS NOT RELEVANT.
IT WOULD BE REPLACED BY SPRING 21, 22.
AND THAT WOULD BE COMPARED BACK TO 1819, WHICH WAS ANY VALUABLE STATISTICS.
AND THE ONLY ARGUMENT ABOUT THAT WOULD BE HOW EVERYTHING WAS AFFECTED BY, BY THE NEW DATA.
I MEAN, HOW DID A PANDEMIC AFFECT THAT 2122 OUTCOME IS THAT RELEVANT WITH ALL OF THE THINGS WE WE'VE KNOWN AND SEEN AND DWAYNE, SO, BUT I AGREE THE MEASURING TOOL THAT'D BE FROM THAT BASELINE TO WHEN WE GET A FULL NEW, CLEAN WE'D WOW.
WANNA GO ALL THE WAY BACK THERE, OR YOU WANT TO START WITH TWO NEW READINGS.
MEANING, MEANING DON'T USE THE SPRING 18, 19 AS A BASELINE NOW.
AND YOU DON'T USE THAT BECAUSE I DON'T KNOW IF THAT'D BE A, A TRUE BASELINE AGAIN, BUT THE BAD DAMAGE AFFECTING.
I'M KIND OF, UH, DAVID'S PHILOSOPHY.
I DON'T THINK WE HAVE ANYTHING BETTER IN THE SENSE THAT THAT WAS THE LAST TIME, YOU KNOW, WE HAD A TRADITIONAL SCHOOL YEAR, I GUESS YOU'D SAY.
[00:35:01]
I CAN'T THINK OF, UH, YOU KNOW, USING THE, LET'S SAY IF WE STARTED USING, UH, SPRING OF 20, 21, 22 IS OUR BASELINE, THEN WE'VE GOT, UM, YOU KNOW, OR JUST STARTING OUT AS A, AS A BASELINE WITH A PEN, THEN I CAN, I'M NOT SURE HOW THIS WHOLE THING SEEMS LIKE ALPHABET SOUP.AND I THINK IT'S GOOD, BUT I THINK IT'S GOING TO BE VERY HARD FOR THE PUBLIC TO THAT GUESS.
I THINK IT'S GOING TO BE HARD FOR THE BOARD MEMBERS TO DIGEST AND I DON'T STOP THAT.
I DON'T THINK THEY'RE CAPABLE OF IT AT ALL.
IT'S JUST, IT'S HARD WHEN YOU THINK ABOUT EVERYTHING THAT'S FACTORS INTO THIS.
AND I THINK IF WE GET INTO, YOU KNOW, IT PROBABLY IS IMPORTANT.
HOW, HOW MUCH OF EACH OF THOSE SUB GRANT CATEGORIES HAD IN-PERSON LEARNING HOW MUCH HAD VIRTUAL? I MEAN, I JUST THINK IT'S GOING TO GET SO COMPLICATED THAT, I MEAN, WELL, THIS PERSON CAME IN, YOU KNOW, PART OF THE YEAR AND THEN THIS PERSON LEFT PART OF THE, I JUST, TO ME, THAT'S MY ARGUMENT, BUT THEY WERE 1819 BECAUSE 1819, THAT THAT BASELINE IS BASED ON NONE OF THIS STUFF HAPPENING AT ALL.
THAT WAS THE BASELINE YOU BASING IT ON, THEN IT WAS A CLEAN SLATE THEN, BUT IT'S NO LONGER A CLEAN SLATE THAT YOU TO MEASURE THE FIRST, YOU KNOW, THE FIRST, WHAT YOU CALL BEDROOM AND DO.
I MEAN, THERE'S JUST SO MANY THINGS THAT HAPPEN.
I'D SAY PICK IT ALL UP AFTER ALL THESE THINGS HAVE HAPPENED, NEW BASELINE, OR LOOK AROUND AND A NEW, A NEW MEASURING STICK AFTER THE BASELINE.
THERE'S A DIFFERENT BASELINE THAN LAST YEAR IN TERMS OF, YOU KNOW, VIRTUAL AND IN-PERSON, AND NOW WE HAD SO MUCH THIS YEAR OF, YOU KNOW, UH, YOU'RE, YOU'RE A QUARANTINE, YOU'RE ISOLATED.
I DON'T SEE HOW YOU COULD POSSIBLY ACCOUNT FOR ALL OF THAT, WITH THE NUMBERS.
UM, AND WE'RE HOPING TO MOVE BACK TO, YOU KNOW, NOT HAVING A QUARANTINING ISOLATION, ALL THE EFFECTS OF THE PANDEMIC, SO YEAH.
UM, WHAT DO YOU THINK THAT IS? YEAH, BUT SO BASED ON WHAT YOU'RE SAYING, THEN THE ONLY THING THAT WE COULD, WHAT WE WOULD BE SAYING THEN, IS THAT, OKAY, WE'RE GOING TO BACK ALL THIS OUT AGAIN, AND WE'RE NOT GOING TO INCLUDE IN THE SUPERINTENDENCY EVALUATION, ANY STUDENT ACHIEVEMENT DATA, BECAUSE WE DON'T HAVE A WAY TO MEASURE GROWTH AND, UM, UH, YOU KNOW, A GROWTH AND ACHIEVEMENT THAT IS FAIR AND EFFECTIVE.
AND WHAT, WHAT I HEAR YOU SAYING, I THINK IS, UM, THAT THIS YEAR ENDING IN 22, THIS SPRING OF 22 WOULD BECOME THE BASELINE.
AND EVEN THIS YEAR IS NOT TOTALLY CLEAR BECAUSE AS YOU'VE SAID, TINA, ALL THE QUARANTINES AND STUFF, BUT PERHAPS IT'S MORE, UH, MORE, AT LEAST I DON'T KNOW, MORE FAIR OR WHATEVER, BUT WHAT THAT SAYS THEN TO ME IS, OKAY, STUDENT ACHIEVEMENT IS IN THE SAME BUCKET.
IT WAS IN LAST YEAR WHEN WE DID THE STUDENT SUPERINTENDENTS EVALUATION, IT'S OFF THE TABLE BECAUSE WE DON'T HAVE A FAIR WAY TO MEASURE IT.
UM, AND TO HOLD HIM ACCOUNTABLE FOR THAT NOW, PERSONALLY, I THINK THAT'S OKAY BECAUSE I THINK IT'S REALLY TOUGH WITH EVERYTHING HE'S BEEN UP AGAINST.
UM, BUT I THINK THAT, UH, YOU KNOW, WE'RE GONNA HAVE TO ME, OH, WE HAVE TO DO THEIR HAT.
I'M WONDERING IF THERE'S SOME OTHER TYPE OF ACCOUNTABILITY, SOME TYPE OF STUDENT ACHIEVEMENT, ACCOUNTABILITY, JUST A SMALL AMOUNT OF SOMETHING, UM, THAT, THAT WE COULD INCLUDE.
I MEAN, I THINK, I DON'T KNOW TO ME, IT'S, YOU KNOW, WHAT, WHAT ARE WE IN THE BUSINESS OF EDUCATING AND EDUCATING CHILDREN? AND THE WAY WE MEASURE IT AT THEIR EDUCATION IS VIA ACADEMIC ACHIEVEMENT.
SO I FEEL LIKE WE HAVE TO INCLUDE IT SOMEHOW, EVEN,
[00:40:01]
MAYBE NOT IN THIS, THE FULL WAY WE HAVE IT WRITTEN OUT, BUT EXACTLY IT HAS TO BE SOMETHING ELSE THAT WE CAN INCLUDE IT.I JUST FEEL LIKE NOT INCLUDING IT AGAIN.
I UNDERSTAND WHY WE WOULDN'T, IT'S NOT THAT I DON'T UNDERSTAND THAT, BUT IT'S, IT'S JUST, YOU KNOW, I DON'T KNOW.
I JUST THINK IT'S AS IMPORTANT TO INCLUDE IT.
CAN YOU DANIEL, THINK OF OTHER WAYS WE COULD, UM, INCLUDE, UH, AN EVALUATION OF ACADEMIC ACHIEVEMENT WITH MAYBE NOT GETTING INTO ALL THE MINUTIAE.
AND I THINK IT'S, YOU'RE RUNNING INTO WHY LOUD DISTRICTS DON'T YOU.
BECAUSE NOT ONLY ARE YOU GETTING INTO LIKE THE HARD DECISION OF DOING USE IT OR NOT, BUT IT'S ALSO NOT THE CONSTRUCT OF WHY THESE ASSESSMENTS LIKE SC READY, WE REALLY CAN MEASURE GROWTH ON, LIKE, WE CAN TELL YOU HOW YOU DID VERSUS LAST YEAR, BUT IT'S NOT A GROWTH BASED ASSESSMENT.
LIKE I WAS JUST WRITING DOWN, LIKE WE USE 1890 WAS BENCHMARK.
IT WAS KINDERGARTEN NOW THIRD GRADE, I CAN'T JUMP ASSESSMENTS AND TELL YOU HOW THEY SHOULD BE DOING IT'S JUST TOO FAR.
SO, YOU KNOW, IF I WERE TO SAY ANYTHING, IT WOULD BE IN THE 2122 SCORE, BUT HELP INDEPENDENTLY.
NOW, HOW, OR DO YOU WANT TO THINK OF ANOTHER COMPARISON? UM, COMPARE HOW WE ARE AT THE STATE, HOW WE, WHAT WE LIKE THE STATE NUMBER AND OUR NUMBERS, ARE WE ABOVE OR BELOW THE STATE? UM, CAUSE EVERYONE'S GOING THROUGH THE SAME THING RIGHT NOW.
EVERYONE'S GOING THROUGH A LITTLE BIT DIFFERENT LEVELS.
THEY, YOU KNOW, OUR NEIGHBORS TO A LITTLE BIT SOUTH AND IT WANTS TO HAVE THOSE SCHOOL BUS DRIVERS TO GET THEIR KIDS TO SCHOOL.
UM, BUT REALLY AT THE STATE LEVEL AND THE
UM, SO YOU CAN SEE IT IN FRONT OF YOU GIVING YOU TIME TO SAY YES OR NO EVIL, UM, CAUSE I'M NOT GOING TO GET STATE NUMBERS UNTIL SOME TIME.
UM, UM, THE OLDEN, THE WAY THAT YOU CAN DO THIS IN THE CURRENT WORLD THAT WE'RE IN WOULD BE TO LOOK AT, YOU KNOW, OUR PER SE MUSIC SEEDS, THE STAYS PRESENT MEETS SUCCEEDS, UM, BECAUSE I COULDN'T PICK OUT A DISTRICT CAUSE I CAN'T TELL YOU IF THEY HAD A HIGH NUMBER OF COVID RATES ARE LOW NUMBER OF COVID OR HIGH ABSENTEEISM OR, UM, PICKING OUT ANOTHER TARGET WOULD BE A NO ANOTHER UNKNOWN VARIABLE.
UM, BUT IF THAT'S WHAT GOING TO SAY IT AS A WHOLE, I CAN SAY, HOW ARE WE DOING COMPARED TO STATE? HOW ARE WE DOING VERSUS THE STATE LAST YEAR? OR IF WE'RE ALL AT THE SAME EXACT PSEUDO TYPE ENVIRONMENT, UM, THAT'S REALLY THE ONLY THING YOU CAN NEVER COMPARE OURSELVES FOR OURSELVES FOR PROBABLY A COUPLE OF YEARS, WE HAD THIS DISCUSSION LAST TIME SELECTING SOME LIKE, LIKE DISTRICTS AND COMPARING WHAT THEY HAVE AS DATA AND WHAT WE HAVE, AND THEN LOOK AT THE OUT THERE, GOOD OUTCOME.
AND I WILL GO ABOUT THE POSSIBILITY, LIKE WHO WOULDN'T ACTUALLY TEACHING.
SO IT'S HARD TO FIND THAT KIND OF LIKENESS.
WE HAVE LIGHT DISTRICTS, BUT WITH ALL THINGS HAPPENING RIGHT NOW WITH TEACHER SHORTAGES AND EXTENDED COVID CLOSURES.
AND I MEAN, SOME DISTRICTS UP FOR SPRING HAD INDEPENDENT LEARNING ON FRIDAYS.
THEY DIDN'T COME TO SCHOOL ON FRIDAYS.
SO THERE'S JUST SO MANY VARIABLES THAT YOU'RE GOING TO BY MAIL TO LIKE DISTRICT AND I'D HAVE TO GO AND DIG IN AND SEE WHAT THEIR POLICY WAS AND WHAT THEY DID.
I JUST WANT SOMETHING TO GRAB AT THAT'S THAT'S WHERE TO, TO GRIND, MAN, I DON'T WANT, I DON'T WANT IT TO, I MEAN, THIS GOING TO LOOK BAD, NO MATTER WHAT IT LOOKS LIKE.
IF YOU'RE TALKING ABOUT MEASURING NUMBERS, GET MEASURE NUMBERS FROM 1890, WHEN THOSE KIDS WERE UNENCUMBERED AT ALL TO VISUALLY THE LEVELS OF THE STUDENTS WHO HAVE BEEN AFFECTED SO MANY, YOU KNOW, SCIENTIFICALLY PROVEN WAYS, JUST IMPOSSIBLE TO DO THAT.
BUT AS A BOARD SUPPOSED TO MEASURE SOMETHING, UH, MAYBE THERE IS, YOU KNOW, SOME, SOME, SOMETHING GOOD ABOUT OUR STATS THAT WE HAVEN'T BEEN ABLE TO FIND, JUST LOOKING AT OUR STATS ALONE.
THAT'S THE ONLY REASON I WOULD SAY
[00:45:01]
TO LOOK AT SOME BLACK DISTRICTS AND SEE WHAT, WHAT HAPPENED ALONG, YOU KNOW, SEE WHAT HAPPENED STATEWIDE COMPARED TO OUR DISTRICT.WHAT IF WE, UM, TOOK THE, THE, FOR THIS YEAR, THE 2122 AND COMPARED THAT TO THE STATE ONLY FOR ONE YEAR USE THE SAME, UM, UH, RATING AGAINST THE STATE DATA, SEE WHAT IT LOOKS LIKE AND THEN DECIDE, I, I HATE I'VE REALLY AM NOT IN FAVOR OF USING OTHER DISTRICT DATA OR STATE DATA.
HOWEVER, UM, IT MIGHT BE SOMETHING THAT WE COULD AGREE ON FOR THE FIRST STEP FOR ONE YEAR.
UH, I DON'T, I DON'T KNOW, BECAUSE THREE FRANK DOESN'T HAVE ANY CONTROL OVER WHAT ANYBODY ELSE IN THE STATE DOES.
UM, BUT, AND WE CAN'T PULL OUT.
I DON'T THINK WE CAN PULL OUT A LIKE DISTRICT JUST BECAUSE OF WHAT DANIEL SAID, THAT THERE ARE SO MANY VARIABLES.
UM, I THINK THEY HAVE A CONUNDRUM HERE.
I THINK THAT'S A REALLY GOOD IDEA IN CANOPY FOR ONE YEAR COMPARED TO THE STATE, BECAUSE WE DON'T HAVE ANYTHING BETTER, BUT I'M ALWAYS OPPOSED TO COMPARING OURSELVES TO LIKE DISTRICT WHERE THE STATE, BECAUSE THE WHOLE CONCEPT OF, UM, CONTINUOUS QUALITY IMPROVEMENT, IF YOU COMPARE YOURSELF TO YOURSELF AND YOU CONSTANTLY GET BETTER.
UM, AND WHEN WE COMPARE OURSELVES TO THE STATE, YOU KNOW, WE'RE THROWING IN A LOT OF, A LOT OF, UH, DISADVANTAGED DISTRICTS AND STUFF.
I DON'T THINK, UM, BUT FOR ONE YEAR, BECAUSE WE DON'T HAVE ANYTHING BETTER.
I MEAN, I AGREE WITH WHAT TINA SAID.
YOU GOT TO HAVE SOME MEASUREMENT.
SO FOR A ONE YEAR WE CAN USE THE STATE AVERAGES, BUT AFTER THAT, WE NEED TO COMPARE OURSELVES TO OURSELVES.
UM, AS WE HAVE TO CONSTANTLY GET BETTER, YOU BAILED ME OUT, DAVID I'M, THAT'S JUST WHAT I THINK.
UNLESS SOMEONE CAN COME UP WITH A BETTER IDEA FOR THIS NEXT YEAR, THAT INVOLVES FOR OCTOBER WHERE WE CAN BE LOOKING AT DATA.
I THINK MAYBE THAT'S WHERE WE LAND.
AND
I'M GOING TO ASK YOU A QUESTION JUST BASED ON EVALUATIONS AND UM, HOW EVALUATION SHOULD WORK WITH ANYONE.
SO IF YOU'RE GOING TO, UM, EVALUATE ME BASED ON MY JOB PERFORMANCE, YOU'RE GOING TO TELL ME AT THE BEGINNING OF THE YEAR THAT YOU'RE GOING TO EVALUATE ME BASED ON THE STATE'S PERFORMANCE IN STUDENT ACHIEVEMENT.
SO THAT GIVES ME AN OPPORTUNITY TO STUDY THE STATE, TO SEE WHERE I NEED TO BE VERSUS THE STATE.
BUT THEN WHEN YOU DO THAT, YOU WILL GIVE ME 79 DISTRICTS THAT I'M GOING TO HAVE TO LOOK AT THE MISTAKE TO SEE HOW THOSE DISTRICTS ARE GOING TO COMPARE AND COME UP WITH ONE SET OF NUMBERS TO EVALUATE ME VOCALLY.
THEN MY QUESTION WOULD BE HOW'S THAT FAIR? WELL, IF I'M ANSWERING THAT, I WOULD ANSWER IT BY SAYING THAT THAT'S A NATURAL TREND WHERE YOU LOOK AT ALL THOSE SEVEN AND FIVE DISTRICTS TO KNOW YOU'RE BEING COMPARED WITH THEM, WITH YOU AND IN ONE OF THE DISTRICTS.
BUT, AND, AND IF, IF, IF THAT WAS, IF I WAS THAT PERSON, YOU, IN THIS CASE, I FIRST GO IN WITH THE ATTITUDE THAT OUT OF ALL THE 79, THIS IS, I SHOULD BE IN A CERTAIN AREA THAT I EXPECT TO BE AT BY THE END OF THE SCHOOL YEAR AND WOULD DRIVE TOWARDS THAT.
THAT'S WHY I STILL SAY LIKE, THIS RICH'S A BETTER MEASURING TOOL THAN THE ENTIRE STATE AVERAGE, BUT THEY WOULDN'T GET THE, THINK THAT IS THE CASE FINE.
WE KNOW, YOU KNOW, WITH OUR RESOURCES,
[00:50:01]
OUR, OUR FAMILY STRUCTURES, YOU KNOW, OUR NUMBERS GONNA LOOK BETTER STATE OVERALL.SO, BUT, UH, YOU KNOW, I DON'T, YOU KNOW, THERE'S NO EASY ANSWER TO HOW WE GOING TO EVALUATE AN INDIVIDUAL THEY'RE FAILING.
THAT'S, THAT'S, THAT'S A FACT.
SO, BUT YOU KNOW, I DON'T THINK IF YOU PUT SOMETHING OUT THERE, LIKE THE ENTIRE STATE THAT HAD THAT JEOPARDIZES YOU, THAT GIVE YOU AN ADVANTAGE OF, THEN ARE YOU GOING TO GIVE ME A QUANTITATIVE NOTE? I NEED TO BE X PERCENTAGE BETTER THAN, YEAH.
THAT PROBABLY WOULD BE THAT PROBABLY WOULDN'T BE WHAT WOULD, WHAT WOULD WE BE ADDED TO BE, TO PUT A DRIVE INTO YOU THAT YOU NEED TO BE AT? YOU KNOW, AT LEAST THE TOP 30% OR SOMETHING LIKE THAT? I DON'T KNOW.
I THINK IF WE USED OUR RUBRIC, IF YOU WERE 2% GREATER THAN THE STATE, THAT WOULD BE HIGHLY EFFECTIVE AND YOU'D GET A FOUR, IF YOU WERE 2% LESS THAN THE STATE, THEN YOU WOULD GET A ONE POINT AND OUR WHOLE THING, YOU KNOW, YOU CAN SEE HOW IT WORKS WITH ALL THE NUMBERS.
THAT'S WHAT I WAS THINKING, BUT I DON'T KNOW, UM, YOU KNOW WHAT DAVID'S, BUT THE REST OF YOU WERE THINKING, THAT'S WHAT I WAS THINKING THAT WE WOULD USE THIS RUBRIC MEASURE OURSELVES AGAINST THE STATE AND USE THIS RUBRIC.
RODRIQUEZ KNOWS ABOUT THIS RUBRIC.
UM, YOU KNOW, HE W WHEN WE FIRST DEVELOPED IT, HE WAS INVOLVED.
UH, WE LOOKED AT THE, UM, YOU KNOW, THE THINGS THAT WE WERE MEASURING.
UM, I THINK THE SHOCK TO HIM AT THAT POINT WAS THAT, UM, TEACHER, STUDENT ACHIEVEMENT, ISN'T SOMETHING THAT TEACHERS ARE EVALUATED ON.
AND I THINK HE WAS COMING FROM THAT, UH, BELIEF THAT, THAT THEY WERE, BUT THAT'S JUST MY RECOLLECTION.
THE OTHER COMPONENT TO THAT, HOW DID WE COME UP WITH OUR PERCENTAGES AND 18, 19, WHERE 2% COME FROM AND HOW, HOW RELEVANT IS THAT TO THE STATE'S AVERAGES AVERAGE TO THE STATE AVERAGE? YEAH, WE DIDN'T LOOK AT THE STATE AVERAGE THEN.
WELL, THAT'S THE OTHER THING THAT PROBABLY COULD BE DONE, BUT THAT'S A LOT OF WORK.
I DON'T WANT TO PUT ANYBODY THROUGH THAT.
SO I WAS THINKING, I MEAN, I CERTAINLY UNDERSTAND, I MEAN, SOMEBODY WHO'S BEING EVALUATED NEEDS TO KNOW WHAT THEY'RE BEING EVALUATED ON.
THAT'S ONLY FAIR AND, AND OTHERWISE YOU DON'T REALLY KNOW WHAT SHOULD I BE DOING.
I MEAN, SO I'VE, I, I WAS THINKING, UM, OF NOT HOLDING IT TO THE SAME RUBRIC, BUT THINKING, WELL, WHAT ABOUT JUST HAVING AS PART OF HIS PERFORMANCE REVIEW AND THIS YEAR IN OCTOBER, UH, JUST HAVING A NARRATIVE WITH, UM, THE, I THINK THIS SEEMS LIKE FROM OUR WHAT'S COME OUT TO PERHAPS BE THE, UH, SIMPLEST FERRIS, BECAUSE THERE'S SO MANY VARIABLES WITH THE PANDEMIC IS WHAT, UM, DANIEL HAS JUST SAID, AND JUST COMPARE HOW WE FARED COMPARED TO THE, THE STATE NUMBERS, UH, THIS SCHOOL YEAR.
BUT WE NEED TO KNOW WHERE WE STARTED BECAUSE, UH, SO I MIGHT ALSO SAY IN THAT NARRATIVE TO INCLUDE WERE LIKE 18, 19, OR THE TWO YEARS, YOU KNOW, 18, 17, 18, 18, 19.
THOSE WOULD BE THE TWO CONSECUTIVE YEARS BEFORE THE PANDEMIC BEGAN OR SOMETHING, JUST HAVE A SUMMARY OF, OF HOW WE DID THEN, BECAUSE, YOU KNOW, WE MAY HAVE BEEN, UH, AT THE TOP, OR LET'S JUST SAY WE WERE AT THE 50% NOW.
I DON'T THINK THAT'S TRUE, BUT IN THE MIDDLE OF THE PACK OF ALL THE SCHOOL DISTRICTS BACK BEFORE THE PANDEMIC, AND NOW WE'VE EMERGED ARE STARTING TO EMERGE FROM THE PANDEMIC.
WE MAY NOW BE MUCH BETTER OFF THAN MOST DISTRICTS.
I THINK THAT'S KIND OF IMPORTANT TOO.
HOW DID WE FARE? I DON'T THINK WE COULD GET INTO EVERY LAST LITTLE CALCULATION AND PERCENTAGE POINT, I GUESS.
I, I THINK I'M NARRATIVE MIGHT BE THE WAY TO DO IT.
HOW DO YOU INCORPORATE THAT INTO HIS PERFORMANCE? YOU KNOW, HOW HAS THAT NARRATIVE, IS IT JUST A NARRATIVE? AND THEN JUST PART OF THAT, YOU KNOW, LETTER WE DO, UH, SUMMARIZING, UM, UH, HOW HE FARED, BUT EVERYTHING ELSE ON THAT, THE SUMMARY
[00:55:01]
OF COURSE IS, IS, IS NUMBER ORIENTED.WHAT DO YOU THINK OF THAT? OKAY.
SO I GUESS WE WOULD BE, HAVE TO BE MORE SPECIFIC.
SO IF WE'RE SAYING THAT WE HAVE OVERALL ACADEMIC RATING, WE HAD THREE THINGS, ACHIEVEMENT GAP CLOSURE, AND COLLEGE OR CAREER READY.
SO I DON'T, UH, GAP CLOSURE WOULD HAVE TO GO AWAY.
AND THEN W HOW, WHAT, WHAT DID SHE MOVEMENT K TO MA YOU KNOW, WE WERE SPECIFIC ABOUT THE AREA, SO ARE WE, YOU KNOW, YOU KNOW WHAT I'M SAYING? SO LIKE, WE'RE GOING TO COMPARE.
UM, AND THAT, THAT WAS MY INTENTION BECAUSE I WAS THINKING WE WOULD USE THE SAME FORM AND I'M OKAY IF WE DON'T, BUT SO WE'RE, WE'RE COMPARING K TO MATHEMATICS, UH, BECAUSE ALL THE STATES USE THE MAP AND WE DO NOT HAVE ACCESS TO OTHER DISTRICTS MAP DATA, THAT MEASURE GOES AWAY.
SO WHAT'S THE STATE DATA THAT WE HAVE, DANIEL.
WE HAVE ANYTHING FROM GRADE THREE AND BEYOND.
SO WE HAVE SC READY, UH, ELA, MATH, WHICH WAS ON HERE.
UM, WE HAVE THAT THROUGH SIX THROUGH EIGHT, WE HAVE YOUR VOC.
UM, I'M NOT SURE THAT KINDERGARTEN READINESS ASSESSMENT IS GOING TO BE PUBLISHED FOR ME TO BE ABLE TO RANK OR ANYTHING IN THE STATE OR SAY HOW WE DID AGAINST THE STATE.
I CAN'T PROMISE YOU THAT ONE, THAT WOULD BE, UH, A POTENTIAL DELIVERABLE.
UH, THERE'S GOING TO BE NOTHING FOR FIRST GRADE, SECOND GRADE, RIGHT.
UM, JUST NOTHING, UM, THAT I WOULD HAVE ACCESS TO, TO BE ABLE TO DO THAT.
UM, BUT EVERY OTHER GRADE, AT LEAST BY LEVEL ELEMENTARY, MIDDLE HIGH WOULD HAVE SOME SORT OF LEVEL THAT THEN JUST, THIS IS TOTALLY DIFFERENT BECAUSE YOU ASKED ONE QUESTION, I'M JUST THINKING OUT LOUD THIS POINT.
SO, UM, SO TOSS AROUND THE IDEA OF, FOR HIS ANNUAL EVALUATION, HE WOULD HAVE, I'M ASSUMING HE'S SETTING SOME LEVEL OF GOALS OF THE BOARD PRIOR TO THAT SORT OF THE ACADEMIC YEAR.
AND THEN AT THE END OF THE YEAR, HE WOULD SUPPLY SOME SORT OF NARRATIVE THAT SAYS, THIS IS WHAT I'VE DONE, POLICY PROCEDURE GOALS.
UM, I KNOW SUPERINTENDENT GREENVILLE HAS, THEY'RE RATED ON A LEVEL OF CULTURE OF ACADEMIC SUCCESS, SOMETHING LIKE THAT.
UM, AND THEN IF YOU WANTED TO STILL BRING IN SOME SORT OF TEST DATA, IT WOULD ALMOST BE USED AS ALMOST A MULTIPLIER WHERE IT CAN'T HURT YOU.
UM, WE'RE RATING YOU ON YOUR EMAIL AND YOUR GOALS.
WE'RE NOT SURPASSING THE STATE, YOU GET ZERO POINTS ON YOUR MULTIPLIER.
UM, IF YOU'RE ABOVE AND 10 OUT OF 15 AREAS, YOU GET THREE QUARTERS OF A POINT OF A MULTIPLIER, UM, WHERE IT'S NOT HURTING.
IT CAN ONLY HELP TO DO BETTER, AND IT'S NOT TECHNICALLY HURTING HIS EVALUATION.
SO THEREFORE HE'S NOT BEING EVALUATED ON THE SET SCORE.
HE CAN ONLY HAVE IT BE SOME SORT OF BONUS.
I JUST THOUGHT ABOUT WHILE SITTING HERE, IT KIND OF HITS ALL COMPONENTS OF, I COME FROM A VERTICAL TRAINED WORLD.
SO, YOU KNOW, YOU GET YOUR BASE SALARY, YOU GET A MULTIPLIER FOR DOING ABOVE AND BEYOND OR DOING A GOOD JOB.
UM, MY BASE SALARY IS SICK, NO MATTER WHAT, OR MY E VAL IS SAFE BY JUST SHOW UP AND DO MY JOB EVERY DAY.
UM, BUT FOR ME TO BE NOTICED, OR TO GET SOMETHING SEPARATE FROM ANOTHER EMPLOYEE, I BETTER BE REALLY WELL, UM, TO SHOW THAT AND HAVE NUMBERS THAT PROVE IT.
SO IT WAS JUST AN IDEA I HAD GOING BACK TO MY, MY LIFE.
SO THAT IS ALSO THE WAY HIS CONTRACT IS WRITTEN TO.
CAN I JUST INTERJECT SOMETHING HERE? WE DID NOT SET UP HIS EVALUATION SYSTEM THAT WAY.
HE DOES NOT WRITE AN ANNUAL EVALUATION.
HE DOES NOT SIT DOWN AND WRITE IN WIL GOALS AND SHARE THEM WITH THE BOARD.
THE BOARD DOES NOT APPROVE THOSE.
UM, SO THAT'S CHANGING THE WHOLE SYSTEM.
I, IF YOU WANT TO CHANGE THE WHOLE SYSTEM, THEN THAT'S, YOU KNOW, BUT THAT'S NOT WHERE THAT'S NOT WHAT WE DID.
SO, UM, YOU KNOW, WE DIDN'T, NO, WE HAVE NOT DONE THAT.
IT WASN'T SOMETHING THAT WAS, I DON'T EVEN BELIEVE THAT WAS SOMETHING THAT WAS DISCUSSED IN OUR EVALUATION COMMITTEE AT THE TIME.
UM, BECAUSE WE WERE LOOKING FOR SOMETHING THAT WAS STANDARDIZED AND THAT COULD BE, UM, THAT HAD MEASUREABLES THAT HAD HAD SMART THINGS TO IT.
[01:00:01]
AGAIN.WE WORKED, WE WERE TRYING TO MAKE SOME SMART GOALS.
WE KNOW THE COHERENT GOVERNANCE IS BASED ON RESULTS AND THEY HAVE TO BE THICK AND MEASURABLE.
UNFORTUNATELY, THE ENVIRONMENT IS NOT GIVING US SPECIFIC AND MEASURABLE, BUT I WOULDN'T ABANDON THAT BECAUSE IF YOU ABANDON THAT, UM, AS YOUR, AS YOUR GOAL FOR HOW YOU'RE GOING TO DO EVALUATIONS, THEN, UM, YOU BASICALLY CHUCK THAT THE ENTIRE CONCEPT OF COHERENT GOVERNANCE.
UM, SO I THINK IT'S GOING TO BE HARD TO COME UP WITH A MEASURE, BUT, AND, AND MAYBE FOR THIS YEAR WE CAN.
UM, BUT FOR THE FOLLOWING YEARS, I, I WOULD BE AS SPECIFIC AND MEASURABLE AS WE CAN BE BECAUSE WE DON'T WANT TO FALL BACK ON THE TRAP THAT WE WERE IN YEARS AGO, WHERE IT WAS KIND OF ANECDOTAL.
UM, YOU KNOW, WE JUST DON'T WANT TO DO THAT, THAT DOESN'T GET US GOOD RESULTS.
AND IT'S CONTRARY TO WHAT WE SAID WE BELIEVE IN.
THAT'S WHY I KEEP GOING BACK TO A NARRATIVE.
UM, I DEFINITELY THINK THE PUBLIC IS GOING TO WANT TO KNOW HOW DID WE FARE? WE ALL KNOW THAT THERE WAS, YOU KNOW, SO MANY, UH, UM, FACTORS THAT, YOU KNOW, REALLY WE'RE FIGHTING AGAINST ACADEMIC ACHIEVEMENT, BUT I DO THINK THE PUBLIC WANTS TO KNOW, AND I'D LIKE TO KNOW HOW DID WE FARE? AND I THINK JUST HAVING A NARRATIVE OF LIKE, I S LIKE, I ALREADY MENTIONED HOW WE FARED AGAINST THE, THE STATE AND NOT HAVE IT AS, YOU KNOW, IT DOESN'T HAVE TO BE A, UH, A, UM, A, A GRADE OR WHATEVER.
I JUST, I WANT TO KNOW HOW DID WE FARE, YOU KNOW, WE WERE THE BEST DISTRICT IN THE STATE.
WELL, THAT'S PRETTY DARN GOOD, YOU KNOW, UM, AND JUST HAVE IT, THERE IS A NARRATIVE, BUT I DO THINK IF YOU'RE GOING TO SAY HOW WE FARED COMING OUT OF THE, OR SO WHEN WE WERE EMERGING FROM THE PANDEMIC, WE DEFINITELY NEED TO KNOW WHERE WERE WE WHEN WE WENT IN, AT LEAST THAT'S MY FEELING, DAVID AGREE.
WE NEED TO KNOW WHERE WE WERE BEFORE ALL THIS HAPPENED.
I MEAN, WE CAN CERTAINLY WRITE UP A NARRATIVE TO COMPARE OURSELVES TO THE STATE FOR, FOR THIS YEAR, BECAUSE THERE'S NOTHING ELSE WE CAN DO.
UM, SO I THINK OUR, SO WE'VE SPENT A GOOD HOUR ON THIS, AND IT SEEMS LIKE EITHER WE, ONE OF THE COMMITTEE MEMBERS MAKES A MOTION NOW ABOUT WHAT WE'D LIKE TO BRING TO THE BOARD.
UM, WELL, IT WOULDN'T BE TOMORROW THAT'S TO THIS LESS THAN 24 HOURS AWAY, WE COULD MEET ANOTHER TIME.
YOU KNOW, WE COULD ALL THINK ABOUT IT AND HAVE MAYBE ANOTHER MEETING IN A COUPLE OF WEEKS AND SEE IF WE HAVE ANYTHING BETTER THAT WE CAN THINK OF AND THEN BRING IT TO THE BOARD.
UM, WHAT, WHAT THE COMMITTEE MEMBERS LIKE TO DO.
SO THANK YOU OBLIGATED TO ME OVER TIME, BECAUSE I DON'T SEE WE'VE COME TO ANY CONCLUSION ON WHAT WE GOT OR WHAT WE HAD BEFORE WE STARTED THE MEETING.
WELL, I, YOU KNOW, I, I THINK THAT I WOULD, UH, THAT I COULD BRING FORTH A MOTION THAT THE COMMITTEE, UH, BRING TO THE BOARD, UM, THAT THE ACHIEVED THAT STUDENT ACHIEVEMENT, UH, THAT I'M TRYING TO WORDSMITH HERE.
BUT BASICALLY THE IDEA IS THAT THE STUDENT ACHIEVEMENT PORTION OF DR.
RODRIGUEZ IS A VALUATION FOR THE 20, UH, 1 22 SCHOOL YEAR, UH, THAT STUDENT ACHIEVEMENT DATA MEASUREMENT B C THAT'S WHERE I'M BEING COMPARED TO THE STATE DATA.
I'M JUST, CAN'T, I DON'T KNOW HOW TO PUT THAT INTO WORDS IS WHAT, SO I THINK WHAT WE'RE SAYING IS THAT FOR THIS YEAR ONLY THE STUDENT ACHIEVEMENT PORTION OF DR.
RODRIQUEZ, HIS ANNUAL EVALUATION WOULD BE A COMPARISON OF, UM, BCSD STUDENTS, UM, STATE DATA, UH, ACHIEVEMENT DATA VERSUS STATE DATA.
I DON'T KNOW, MAYBE, MAYBE DANIEL, BUT I DON'T KNOW THAT MEL IS
[01:05:01]
READY TO LAND ON THAT YET.I SEE WHAT IT DOES NOT SEE WHAT IT DOES IN TIMES OF 10 AND 20 18, 20 19.
YOU, IT PROBABLY WOULD STILL HAVE SOME OF THE SAME OLD STUFF IT'S UP IN THE STATE DATA.
WE COULD DO THAT FOR INFORMATION, BUT I DON'T SEE THAT AS A, AS A GOOD TOOL FOR EVALUATING PROGRESS.
I DON'T THINK IT'S A GREAT TOOL EITHER, BUT I THINK FOR THIS YEAR, I, I, I FEEL THAT WE DO HAVE TO MAKE AT THE, BECAUSE I DON'T SEE HOW THAT IS A TOOL THAT SAYS, IF IT'S MEASURING THE STATE, YOU JUST DO WHAT THE STATE, AND WE JUST ROLL OUT THE STATE REPORT AND ISSUE A NARRATIVE ON HOW WE DID LIKE, LIKE, YOU KNOW, SUGGESTED IF THIS DIDN'T LAND US.
I SAID, RIGHT, BUT WE HAVE TO DO RIGHT NOW THAT WHAT WE HAVE IS THIS INSTRUMENT.
UM, THEY'RE JUST SAYING WE REPLACE THE ACHIEVEMENT FOR ONE YEAR ONLY THE ACHIEVEMENT DATA.
LET'S SEE THE STUDENT ACHIEVEMENT DATA BE REPLACED FOR THE 2122 SCHOOL YEAR WITH A NARRATIVE REGARDING OUR STUDENT DATA.
ARE YOU SAYING MAL, YOU DON'T THINK THAT I WOULD GO TO ANY, ANYTHING, BECAUSE I WOULDN'T, I'M NOT CONCERNED ABOUT, YOU KNOW, IT, AS MUCH AS THE PUBLIC WOULD BE CONCERNED ABOUT IT, I'M MUCH MORE CONCERNED WITH THE PROGRESS AND WHERE WE ARE, HOW WE TO GO FORWARD AND ALL THE THINGS WE'VE GOT IN PLACE TO MOVE FORWARD BECAUSE OF THE REAL, THE REAL EVALUATION, YOU KNOW, WE'VE SEEN WHAT IS, UH, WHAT HE'S BEEN INVOLVED IN, WHAT IS HAPPENING? THOSE THINGS ARE NOT MEASURABLE, BUT I JUST, I'M JUST CONCERNED WITH WHAT YOU PUT OUT THERE AND UNDER THE SKIES OF THE, OF THE EVALUATION, I DON'T, I DON'T WANT THE PUBLIC TO SAY AND LOOK AT IT AS WHAT ARE YOU EVALUATED? YOU DIDN'T EVALUATE ANYTHING, YOU KNOW, AND, YOU KNOW, MAYBE, MAYBE THAT IS THE ONLY THING WE HAVE.
I'M NOT GOING TO FIGHT IT ANYWAY.
I DON'T, I DON'T SEE HOW WE CAN DO ANYTHING EFFECTIVELY.
IT IS A PROBLEM THAT'S OBVIOUSLY NOT EASILY SOLVABLE.
AND THERE'S, DANIEL'S ALREADY POINTED OUT, YOU KNOW, HENCE WHY SO MANY, UH, BOARDS OF EDUCATION IN OUR STATE, DON'T EVALUATE THEIR, UM, SUPERINTENDENTS ON, UH, ACADEMIC ACHIEVEMENT.
HOW ABOUT IF WE, HOW ABOUT IF WE THINK ABOUT IT OR WHATEVER, COULD, UM, AND HAVE ANOTHER MEETING, LIKE IN JUST A COUPLE OF WEEKS, WE COULD INVITE DR.
RODRIGUEZ, WHICH I DON'T THINK WOULD BE A BAD IDEA.
YOU MAY HAVE SOME GOOD IDEA, UH, ABOUT, YOU KNOW, AND HE'S GOT TO AGREE TO IT, UM, FOR US, FOR US TO IMPLEMENT IT AND SEE, SEE, UH, WHAT HIS INPUT IS.
AND, AND MAYBE DANIEL COULD THINK MORE ABOUT IT AND THINK, YOU KNOW, I DON'T KNOW, GIVE US JUST A LITTLE BIT MORE DETAIL ABOUT WHAT, WHAT WOULD BE GETTING FROM THE STATE AND MAYBE YOU'D HAVE THE NUMBERS.
UH, YOU WOULD BE ABLE TO PROVIDE THE NUMBERS FOR 18, 19 AS AN OVERVIEW, SO WE CAN SEE WHAT IS, YOU KNOW, HERE'S, HERE'S WHAT IT LOOKED LIKE AT 1819, AND HERE'S WHAT WE'RE GONNA GET FOR, AT LEAST THESE CATEGORIES ARE GOING TO BE AVAILABLE TO US, UM, THIS YEAR, BUT NOT UNTIL OCTOBER.
UM, DOES THAT SOUND REASONABLE? IT DOES.
THE OTHER ELEMENT OF IT IS THE FACT THAT DR.
WE CAN PROBABLY LOOK AT SOME WAYS PERSPECTIVE, AND WE MAY HAVE TO LOOK AT THAT TOOL AGAIN IN A NEW ERA.
THIS IS A NEW ERA FROM 18, 19, THAT'S IT, IT'S
[01:10:01]
A NEW DYNAMIC EDUCATIONALLY OR WORLDWIDE.SO WE MAY HAVE TO LOOK AT THAT DIFFERENTLY AND NOT BE PIGEONHOLED TO ACHIEVEMENT NUMERICALLY ANYMORE.
SO, UM, WOULD YOU BE KATHY AND VAL, ARE YOU IN AGREEMENT THAT WE WOULD HAVE, YOU KNOW, END OUR DISCUSSION TODAY SINCE WE CAN'T REALLY SEEM TO GET A GOOD CONSENSUS ABOUT, UH, YOU KNOW, WHAT WE WANT TO BRING TO THE BOARD AND CONTINUE OUR DISCUSSION WITH MORE INFORMATION IN A FEW WEEKS? YES, EXACTLY.
AND HAVE, AND HAVE DANIEL TRY TO GIVE YOU HEARD OUR DISCUSSION, SO, YOU KNOW, KIND OF WHERE WE'RE HEADED AND WHAT IF YOU COULD SORT OF TIE IT TOGETHER FOR US OF WHAT, WHAT WE HAD AVAILABLE TO US IN 18, 19 COMPARED TO THE STATE, AND THEN WHAT WE LIKELY WILL HAVE NOW.
SO DO WE, UM, SINCE THERE ARE NO OBJECTIONS, I THINK WE'RE, AND WE'VE JUST STAYED, TRYING TO DO, I DON'T THINK WE NEED TO HAVE A, YES, WE ARE SENDING THIS PART OF OUR, OKAY, NOW WE CAN BE HERE 15 MINUTES.
WE'LL COME BACK TO THIS, THE END OF THE MEETING WHEN OUR NEXT MEETING IS GOING TO BE.
SO NOW LET'S HAVE, THE OTHER ITEM THAT WE HAVE FOR TONIGHT IS TO REVIEW THE TEACHER RETENTION DATA.
AND ALICE IS HERE TO PRESENT THAT.
COULD YOU PRINT THAT WAY? BECAUSE IT'S LET ME PULL UP FROM A SCREEN.
UM, I SENT IT TO EVERYONE, ALICE.
NOW YOU SHOULD HAVE THE SCHOOL YEAR, THE SCHOOL LEVEL YOU SHOULD HAVE, UM, NOT RETURNING AND BE, UH, RETAIN.
AND THEN A PERCENTAGE OF RETENTION GOES STRAIGHT ACROSS AND IT STARTS AT 2017, 18, AND YOU HAVE FOUR YEARS OF RETENTION DATA.
THEY'RE FAMOUS ACROSS THE BOARD AS FALL STAFFING IN THE DISTRICT TO INCLUDE STAR FIVE CLASSIFIED ADMINISTRATORS.
AND THEN YOU WILL KNOW THE LAST YEAR, THERE'S A FOURTH CATEGORY AND ESTHER PROFESSIONAL STAFF.
WE PULL THOSE OUT OF THE CLASSIFIED STAFFING, UM, THAT YEAR.
SO THAT'S WHY THEY'RE LISTED SEPARATELY.
SO WHAT ARE YOU, UM, WHAT ARE YOUR CONCLUSIONS? WHAT DID THIS GET SOMETHING THAT'S HERE? WELL, IT APPEARS TO ME THAT WE WERE PRETTY STEADY, UM, IN TERMS OF UP AND DOWN, MAYBE TWO OR THREE POINTS.
UM, WE WERE THE LOWEST IN THE FIRST YEAR OF 17, 18, AND OUR HIGHEST HAS YEAR WAS, UM, UH, 18, 19, I BELIEVE.
AND THEN LAST YEAR, WHICH WAS THE RESULT OF THE PANDEMIC, WE WENT DOWN TO 81% FOR TEACHERS AND OUR PERCENTAGE WHERE 81% ACROSS THE BOARD.
AND YOU CAN LOOK AT THE NUMBERS OF TEACHERS OR ADMINISTRATORS OR CLASSIFIED STAFF THAT HAVE RESIGNED ON EACH ONE OF THOSE YEARS AND QUANTITIES.
AND WE ALWAYS DO IT FROM A STANDPOINT OF BUDGETED POSITIONS, THE TEACHER RETENTION AND RECRUITING PROBLEM THAT'S NATIONAL, UM, HAS NOT JUST STARTED.
KATHY, DID YOU WANT TO SAY SOMETHING? I HEARD YOU? YEAH, I, I JUST HAVE A QUESTION HERE.
UM, THE NUMBER TERMINATED AND SOMETIMES THE NUMBER IS THE NUMBER, THE NUMBER TERMINATED SPOUSE SHOULD BE DIFFERENT FROM TERMINATED MEANS THEY WERE TERMINATED BY THE DISTRICT AND NOT BY THEIR OWN CHOICE.
IS THAT CORRECT? THAT'S CORRECT.
[01:15:01]
HAVE RESIGNED.WE HAVE, WE HAVE TERMINATED AND THEN WE HAVE OTHER, SO THE TERMINATE MEANS WE'VE THEY WERE TERMINATED BY THE DISTRICT, UH, THE DISTRICT.
CAUSE I THOUGHT AT ONE POINT I HAD IT'S BEEN OKAY.
I THOUGHT I SAW ONE WHERE THE NUMBERS WERE THE SAME.
LIKE THE ONE WHERE IT SAYS 20, 21 LOOK AT THE LAST ONE, THE NUMBER RESIGNED, TERMINATED.
THE NUMBER OF RETIRED AND THE NUMBER TERMINATED ARE THE SAME.
SO THERE'S GOT, THERE'S PROBABLY AN ERROR THERE SOMEWHERE NECESSARILY.
OH, REALLY RETIRED AND TERMINATED COULD BE THE SAME.
BECAUSE IT'S DEPEND ON THE INDIVIDUAL ONLY.
ONE OF THE THINGS I NOTICED RIGHT AWAY TOO, IS JUST, IT LOOKS LIKE THE FIRST THREE YEARS ON THIS HONEST DOCUMENT, WE HAVE ROUGHLY THE SAME NUMBER OF STAFF ABOUT 2,500.
AND THAT WAS THE NUMBER OF BUDGETED POSITIONS.
BUT THEN YOU LOOK TO THIS 20, 21 SCHOOL YEAR THAT INCREASED BY ALMOST, UM, UH, LET'S SEE.
AND YOU CAN SEE WHERE THE INCREASE IS.
UM, AND WE REALLY HAD A BIG INCREASE IN ADMINISTRATIVE STAFF FROM 96 TO 167.
THAT'S THE NUMBER? ARE THERE POSITIONS CONSIDERED ADMINISTRATIVE THAT WEREN'T CONSIDERED ADMINISTRATIVE BEFORE? UM, NO.
THERE WERE POSITIONS THAT WERE NOT IN PLACE THAT WERE ADMINISTRATIVE POSITIONS THAT WE PARKED FOR.
SO WE HAVE NOT, UM, TAKEN A CATEGORY OF STAFF AND DECIDED THAT IT WOULD MAKE THEM ADMINISTRATORS WOULDN'T YOUR NUMBERS INCREASE.
LIKE IF YOU ADD A NAME PIECE TO SCHOOL ADMIN BEFORE IN OTHER, YEAH.
THOSE WOULD BE POSITIONS THAT WE NEWLY BUDGETED POSITIONS FOR THE EXECUTIVE DIRECTORS
IF COACHES WERE IN THAT MINISTRATIVE NUMBER, WE HAVE ALMOST 150 TO 200 COACHES.
IT SEEMS TO ME LIKE THAT FROM WHAT WE'VE GOT, I MEAN THAT WE COULD DO ANYTHING ABOUT.
OR YOU COULD SAY WE'VE BEEN IN A CRISIS FOR THE LAST FOUR YEARS.
WELL, YEAH, WE'VE BEEN AT CREST THE LAST 40 YEARS.
THIS IS NORM THAT'S THE POINT? I MEAN, HOW CAN WE FIX SOMETHING THAT'S EITHER NOT BROKEN OR NOT FIXABLE? WELL, THE SHORTAGE IS, UM, NATIONWIDE.
IT'S NOT, WE RAISED THE SALARIES AND HOPEFULLY THAT CAN BE DAMNED, BUT OUR RETENTION RATE HAS BEEN PRETTY CONSISTENT.
UM, JUST TO FOLLOW UP OUT, KATHY POINTED OUT ON THE ADMINISTRATIVE STAFF INCREASE, THIS IS PUBLIC INFORMATION.
NOW WE'RE GOING TO HAVE TO COME UP WITH A REAL GOOD EXPLANATION, UM, OF HOW IT GOES FROM 96 TO 1 67.
WE DON'T HAVE TO DO THAT RIGHT NOW.
I'M JUST SAYING WE NEED TO BE PREPARED BECAUSE THAT DOES JUMP OFF.
AND YOU KNOW, THERE'S GOING TO BE FOLKS THAT ARE GONNA HAVE QUESTIONS.
SO WE REALLY NEED TO COME UP WITH A PRETTY SOLID ANSWER ANTICIPATING THAT QUESTION.
AND THEN I THINK, I THINK FRANK HAS TO HAVE THOSE, THOSE NUMBERS IN PLACE, THOSE ANSWERS.
[01:20:01]
NOT JUST A GENERAL ANSWER.SO, AND THE OTHER AREA THAT'S REALLY INCREASED OF COURSE, IS THE, IS THE CLASSIFIED STAFF BECAUSE PROFESSIONAL AND CLASSIFIED CAN BE, OR WHAT USED TO BE JUST CLASSIFIED.
AND IF YOU LOOK AT THAT, THAT'S REALLY INCREASED A WHOLE LOT TO COMPARED TO THE PRIOR YEARS.
SO I THINK, I THINK THE REASON THAT WE WANTED TO SEE THIS WAS WE WERE TRYING TO DECIDE ABOUT THE TEACHER RECRUITMENT AND RETENTION PORTION OF THE, UM, THE EVALUATION INSTRUMENT, RIGHT? SO, UH, IF YOU REDUCE TEACHER VACANCIES, YOU KNOW, IF YOU LOOK AT THE RUBRIC, IF THE VACANCIES WERE TO INCREASE BY 5%, THAT WAS JUST A ONE POINT INEFFECTIVE INCREASE BETWEEN ONE AND 5%, TWO POINTS.
SO BASED LOOKING AT THIS DATA, IT HASN'T MOSTLY BEEN STABLE.
I HAD TO, LET'S SEE IF I CAN FEEL THAT BAD, BUT ONCE THEY'RE STABLE, THAT'S WHAT MY COMMENT WAS.
AND THEN THE OTHER ITEM WAS REDUCED.
THE NUMBER OF SHORT-TERM SUBSTITUTE DAYS, I THINK THIS DOCUMENT, AND I THINK THAT'S SOMETHING THAT THE BOARD JUST TOOK, UH, WHILE TRYING TO DO WITH THIS BUDGET IS ADDRESS IT.
SO THAT TEACHERS, YEAH, BUDGET WAS DIRECTED THE, WHAT, THIS, THIS PART OF THE EVALUATION TOOL, THIS PROBLEM, RIGHT.
I THINK IT WAS LOOKING BACK AT IT OUT THERE AS IF IT JUST SAID THAT WHEN THEY LOOKED AT WHAT WE WERE TRYING TO DO, HOW DOES THIS APPEAR TO THE PUBLIC
DOESN'T SHOW THAT THEY'RE LEAVING BECAUSE NOT BEING ABLE TO AFFORD LIVING IN SEPARATE CENTER.
UH, THE EVIDENCE THERE CONCERN THE NOVELS.
UH, WELL NOW I CAN SAY THAT I'M RECRUITING EVEN FOUR YEARS AGO HAS ALWAYS BEEN HARD FOR BUFORD COUNTY BECAUSE OF THE SALARY THAT THAT'S ALWAYS BEEN AN ISSUE.
AND FOUR YEARS AGO, THE SALARY WAS LOWER THAN IT IS NOW.
SO WE'VE MANAGED TO MAINTAIN EVEN A LOW SALARY.
AND WHY THEY TALK NOW ABOUT KEEPING THEM FEEL
THAT WAS PART OF WHAT I RAN TO KEEP OUR TEACHERS NOW, UH, TO DO SOME, SOME THINGS THAT WERE THOSE DIVES TO DETERMINE WHY YOU STILL HAVE TO DO THAT.
BUT I'M JUST, YOU KNOW, I JUST, THIS IS PUBLIC DOCUMENT.
SO I'M JUST SAYING WHAT THE PUBLIC RESPONSE THAT THE BUDGET AND ACCESS AND FAIRNESS TO TEACHERS IS GONE THERE, THAT THEY HAD, THEY DIDN'T HAVE ANYTHING TO COMPLAIN ABOUT.
[01:25:01]
HAVE ACTIVITY, BUT WHAT FRANK WAS DOING FOR PEOPLE TO SEE, THAT'S WHAT IT'S ABOUT.SO HOW ABOUT, DO WE HAVE CATHETER, MEL? IT SEEMS THAT THIS SHOULD, YOU KNOW, GET A BRIEF DISCUSSION AT THE MEETING, NOT TOMORROW, BUT THE NEXT ONE.
YEAH, JUST THAT'S A, THAT'S A, A, B, B, B BRIEF.
AND I, I, I THINK IN TERMS OF OUR EVALUATION INSTRUMENT AND RECRUITMENT AND RETENTION SHOULD BE ABLE TO STAY THE WAY WE HAVE IT.
I HAVE THIS, UM, I MEAN, I'M KIND OF SURPRISED BY THIS VERY HONESTLY, I AM TOO.
THIS INFORMATION IS IT'S ON THE WEBSITE.
WE PUBLISH THIS EVERY YEAR IN THE HR REPORT.
WE PUBLISH THIS DATA EVERY YEAR.
WELL THEN, WHEREAS I NEVER SEEN IT, BUT I'M SURPRISED THAT THAT CONSISTENT THAT'S I, THAT'S NOT BAD NEWS.
YOU KNOW, AND HOPEFULLY NOW IT'S CHANGED A LITTLE BIT BETTER IF THE SALARY INCREASES, MAYBE GET A BETTER STATE AND MORE TEACHERS TO COME.
SO THEREFORE WE'RE NOT GOING TO BRING FORWARD A RECOMMENDATION TO THE BOARD THAT WE NEED TO ALTER THE, THE, UM, RATING SYSTEM FOR THE REDUCED TEACHER VACANCIES.
I, I WOULDN'T, I WOULDN'T EITHER HAVE WHAT YOU, MEL.
I THINK, YOU KNOW, WE COULD COME UP WITH SOME SUGGESTIONS, ESPECIALLY WHEN TO JUMP TO THE TERMINATING, THE TERMINATING ONE WHERE HE SAYS, I'M SURE YOU GOT SOME THAT PROBABLY HUDL, SHE WOULD HAVE BEEN TERMINATED.
THAT'D BE KEPT UNDER THOSE GUYS THAT YOU HAVE TO RETAIN SOME OF THE FEATURES, ALL OF THOSE THINGS.
NOW THAT BE A BOTTLE, A LITTLE FLEXIBILITY THAT DR.
SO YEAH, I, I THINK IT IS FAIR AND IT IS THE FACTS ARE THE FACTS.
SO OUR LAST, UH, TOPIC, UH, AND I COPIED, UH, THE, THE COMMITTEE MEMBERS I HAD REACHED OUT TO ALICE CAUSE ONE OF OUR OTHER QUESTIONS AT THE LAST MEETING WAS ABOUT INCORPORATING ESTHER FUNDS.
I SAID ALICE, BUT I MET TANYA.
UM, AND SHE, SHE RESPONDED THAT SHE WASN'T GOING TO BE ABLE TO ATTEND THIS MEETING.
UM, AND HER COMMENTS, I'LL JUST READ THEM OUT, OFFER TWO COMMENTS THAT YOU MAY WANT TO CONSIDER TO INCORPORATE INTO THE FINANCIAL OVERSIGHT PORTION OF THE EVALUATION DOCUMENT REGARDING ESSAR FUNDS.
ONE, THE SCHOOL DISTRICT IS IN COMPLIANCE WITH FEDERAL AND STATE GUIDELINES OF THE FEDERAL EFSA AND ARPA FUNDING.
AND NUMBER TWO, THE SUPERINTENDENT OR HIS DESIGNATE SHE'LL PROVIDE MONTHLY UPDATES TO THE BOARD ON BUDGET SPENDING AND THE ACTIVITIES APPROVED IN THE SRN ARPA GRANTS.
SO WE CAN, UM, HAVE HER COME TO OUR NEXT MEETING.
WHAT WAS THE WILL OF THE COMMITTEE? I MOVED, SHE COMES TO THE NEXT MEETING BECAUSE I DON'T SEE AN ANSWER TO HILLS.
UM, I, I THINK IT'S FINE IF SHE COMES, BUT I THINK WHAT SHE'S TALKED ABOUT ALREADY IN OUR FORM, IF YOU LOOK AT D SIX, IT'S SOMETHING WE ADDED LAST YEAR, EVIDENCE OF COMPREHENSIVE PLAN TO PROCURE NEEDED MATERIALS, ACCESS, AVAILABLE, EMERGENCY FUNDING AND MAINTAIN BALANCED BUDGET.
AND THEN IT SAYS COLLABORATIVE DEVELOPMENT AND EXECUTION OF A PLAN TO BEST USE EMERGENCY FUNDING TO ADDRESS STUDENT LEARNING.
I THINK THOSE THINGS THAT SHE'S TALKED ABOUT ARE ALREADY THERE.
WHAT WAS QUESTION? WELL, I'VE COPIED YOU ON I RIGHT NOW I KEEP ACCESS.
MY QUESTION TO HER WAS THIS WAS BACK ON APRIL 19TH.
UM, THE AD HOC RESULTS COMMITTEE WOULD LIKE YOU TO PROVIDE SUGGESTIONS AT OUR NEXT COMMITTEE MEETING ON HOW TO INCORPORATE SR FUNDS AS A CATEGORY, UNDER FINANCIAL OVERSIGHT IN THE RESULTS EVALUATION DOCUMENT
[01:30:01]
FOR THE SUPERINTENDENT.SO KATHY WAS SAYING THAT LANGUAGE COVERS THEY'RE SO FUN.
NOW, IF WE WANTED TO ADD SOMETHING INTO THE FINANCIAL OVERSIGHT, UM, MATRIX OR, UM, UH, WHERE IT SAYS ADHERE TO BUDGET AND MAINTAIN BOND RATING, THOSE ARE THE TWO MEASURABLE THINGS WE HAVE THERE.
NOW YOU COULD ADD IT, BUT I, YOU KNOW, BASED ON WHAT TANYA PRESENTED TO US, I FEEL LIKE THAT'S COVERED IN D SIX, UM, PANDEMIC RESPONSE.
AND I DON'T KNOW IF IT'S THE SAME THING.
I MEAN, IT'S COVERING, I UNDERSTAND WITH TINA QUESTION WAS, WAS, WELL, I GUESS SHE WAS ASKING FOR, UH, A WINDOW OF HOW IT'S DONE SO WE CAN FAIRLY EVALUATE IT.
AND, UH, I MEAN, WE CAN LET IT RUN ITS COURSE AND THEN EVALUATE IT AFTERWARDS.
BUT I WAS, I WAS LIKE IN THAT PLACE AND WAS KIDS, I WAS, HE WAS GET DRAFTED UP THERE.
IF HE DIDN'T ANSWER IT, HE ANSWERED IT IN A MANNER THAT IT'S ALREADY THERE RECOVERING.
SO I GUESS IT'S, IF IT'S THERE, THEN WE JUST EVALUATED AFTER THIS, BUT I HAVE SOME CONCERNS WITH THE, UH, WITH THE USE OF THAT, THOSE BONDS MYSELF, IN TERMS OF VALUATION THAT'D BE AND ACCOMPLISHED.
SOMEHOW YOU'RE GOING TO HAVE TO BREAK OUT THE EXTRA FUNDS FROM THE BUDGET.
CAUSE YOU DIDN'T KNOW THEY WERE COMING IN.
AND THE WHOLE INTENT IS THAT YOU ADEQUATELY ADHERE TO THE BUDGET THAT YOU PROPOSED AND GOT APPROVED.
AND AS FAR AS TANYA'S SUGGESTION THAT THOSE ARE NOT MEASURABLE THINGS.
UM, NOW GIVEN A MONTHLY REPORT IS YEAH, YEAH.
I SAW SOMETHING IT'S WORTH MEASURING.
UM, SO I THINK YOU SHOULD HAVE HER COME IN AT THE NEXT MEETING AND SEE IF THERE'S SOMETHING ELSE SHE CAN DO ADHERING TO THE ASUR FUNDS, GUIDELINES I THINK IS ALREADY COVERED.
AND IT'S REALLY NOT WHAT THE INTENT OF THAT FINANCIAL PIECE WAS.
IT WAS, YOU KNOW, YOU HAD TO DO THOSE THINGS UNDER YOUR OWN, UNDER YOUR CONTROL, WHICH IS PROPOSING A BUDGET AND THEN STICKING TO IT.
SO IT SEEMS LIKE THE CONSENSUS OF THE COMMITTEE IS THAT WE HAVE ANOTHER MEETING IN TWO OR THREE WEEKS AND, UH, LET US CONTINUE OUR DISCUSSION ABOUT, UH, THE ACADEMIC ACHIEVEMENT PIECES.
WE ALREADY, UH, OUTLINED EARLIER IN THIS MEETING AND, UH, HAVE, UM, TONYA COME AND SEE IF, IF, UH, SHE CAN BRING MORE, I GUESS, MEASURABLE SUGGESTIONS.
DO YOU ALL WANT TO MAKE, TO TAKE A RECOMMENDATION TO THE 21ST BOARD MEETING? YES, MA'AM.
SO WHAT, SO WE HAVE A BOARD MEETING TOMORROW AND THEN THE NEXT ONE WOULD BE ON JUNE 21.
SO WHEN WE WANT TO MEET, LIKE THE NEXT DAY WE HAVE ALL BEEN IS, UM, THE 14TH.
I'M NOT AVAILABLE THE 14TH OR THE 15TH.
UM, ON THE 16TH, THERE'S NO ONE IN THE AFTERNOON ON THE 16TH.
SO WHY DON'T WE TENTATIVELY GO FOR OUR FOUR O'CLOCK TIME SLOT.
AND WE OBVIOUSLY HAVE TO SEE IF TANYA'S AVAILABLE.
UM, BUT SO THE TENTATIVE MEETING DATE WOULD BE JUNE 16TH AT 4:00 PM AND WE'LL DO HYBRID AGAIN.
AND SO YOU'RE BRINGING THAT DANIEL'S GONNA GET NUMBERS FROM THE STATE.
[01:35:01]
19.AND THEN WHAT WOULD BE LIKELY AVAILABLE FOR THIS YEAR, FROM THE STATE, GIVEN WHAT TESTING IS TAKING PLACE.
UM, AND THEN TANYA, FOR SOME MORE, SOMETHING MORE MEASURABLE IN TERMS OF, UH, EVEN TO REACH OUT TO HER, I'LL LET YOU REACH OUT TO HER.
AND IF SHE TELL HER TO CONTACT ME, IF SHE HAS ANY QUESTIONS, UM, ANY, ANY OTHER, UH, INFER, UM, MATTERS DISCUSSED TONIGHT.
WELL, THANKS FOR EVERYBODY'S TIME BECAUSE I KNOW THIS TOOK A WHILE FOR US TO HASH THINGS OUT.
SO DO WE ADJOURN BY UNANIMOUS CONSENT? OKAY.