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MEETING BY THE BEAUFORT COUNTY BOARD OF EDUCATION RESULTS COMMITTEE TO ORDER ON SEP FRIDAY, SEPTEMBER 13TH, AUSPICIOUS DAY 20 24, 1 O'CLOCK.
IT'S A REMOTE CON, UH, CONFERENCING MEETING.
AND, UM, I'M NOT GONNA READ THOSE OTHER STUFF THAT THE COMMITTEE MEMBERS, PRESIDENT AND MYSELF AND MS. INGRID BOATWRIGHT AND BOARD MEMBERS, CARLTON DALLAS, ANN, OF COURSE, EARL CAMPBELL.
THE FIRST ITEM ON THE AGENDA IS THE PLEDGE OF ALLEGIANCE.
PLEASE FOR THE BUDGET ALLEGIANCE.
UH, INGRID, YOU CAN'T STAND IN THE CAR.
WE KNOW YOUR, WE KNOW YOUR THOUGHTS ARE WITH US.
I PLEDGE ALLEGIANCE TO THE FLAG OF THE UNITED STATES OF AMERICA.
THE REPUBLIC STANDS ONE NATION UNDER GOD, INDIVISIBLE FOR ALL.
HAVE WE HAD ANY PUBLIC COMMENTS? OH, IT WAS FIRST OF ALL, APPROVAL OF THE AGENDA.
WE HAVE A MOTION TO APPROVE THE AGENDA.
MS. BOATRIGHT, I MOVE THAT WE APPROVE THE AGENDA.
SECOND THAT, ANY DISCUSSION? HEARING NONE.
ALL THOSE IN FAVOR SIGNIFY BY SAYING AYE.
OKAY, NOW APPROVAL OF THE JUNE 25TH, 2024 COMMITTEE MEETING.
AND I WILL SECOND ANY DISCUSSION? HEARING NONE.
ALL THOSE IN FAVOR SIGNIFY BY SAYING AYE.
SO THE REAL TOPIC HERE IS DISCUSSION OF THE SUPERINTENDENT'S EVALUATION.
AND INGRID, WHAT I AM PREPARED TO DO IS GO PAGE BY PAGE.
BUT THAT WOULD BE KIND OF DIFFICULT FOR YOU, UH, DRIVING.
I WAS JUST IN THE PROCESS OF GETTING HOME AND I KNEW I NEEDED TO VOTE.
SO IF YOU GUYS GIMME TWO MINUTES, I WILL BE ON MY COMPUTER.
ALRIGHT, LOOK, WE CAN HELP, WE CAN HOLD FOR THAT, BUT GO AHEAD.
WELL, I THOUGHT WE'D START JUST WITH PAGE ONE, WHICH IS GOVERNANCE AND BOARD RELATIONS.
IS THERE ANY DESIRE TO CHANGE ANY OF THE, UH, TITLES, TOPICS, OR, UH, MATRIX ON PAGE ONE? THAT'S GOVERNANCE AND BOARD RELATIONS.
THAT'S POLICY INVOLVEMENT, GOAL DEVELOPMENT, INFORMATION, MATERIALS AND BACKGROUND AND BOARD QUESTIONS? I HAVE NO, UM, ISSUES WITH THAT SECTION.
MR. CAMPBELL, DO YOU HAVE ANY ISSUES WITH THAT? NO.
MR. DALLAS, DO YOU HAVE ANY QUESTIONS? NO, SIR.
THE NEXT PAGE IS COMMUNITY RELATIONS.
COMMUNITY RELATIONS INCLUDES PARENT FEEDBACK, COMMUNICATION WITH COMMUNITY AND COMMUNITY FEEDBACK.
ANY ISSUES OR QUESTIONS ON THAT PAGE? MS. MS. BOATRIGHT? NOPE.
HOW ABOUT YOU, UH, MR. DALLAS? NO, SIR.
I'M GOING TO THE NEXT PAGE THAT CONTINUES ON WITH MEDIA RELATIONS, DISTRICT IMAGE, APPROACHABILITY.
ANY ISSUES ON THAT PAGE? MS. O WRIGHT? NO, SIR.
I HAVE ANOTHER, LET'S GO TO THE NEXT PAGE.
NEXT PAGE IS STAFF RELATIONS, WHICH INCLUDES STAFF FEEDBACK, STAFF COMMUNICATION, PERSONNEL MATTERS, DELEGATION OF DUTIES, RECRUITMENT AND VISIBILITY IN DISTRICT.
MS. BOATWRIGHT, ANY QUESTIONS ON THAT PAGE? NO.
AND, UM, UH, MS. HAYES LOOKING FOR THE ZOOM LINK.
I'LL, I'LL TRY AND SEND IT TO HER TEXT MESSAGE.
UM, AND WHAT WAS I GOING, I WAS GONNA SAY, WE'RE JUST GOING THROUGH, 'CAUSE THESE ARE JUST THE SAME CATEGORIES AND WE'RE JUST DOING THE, LEAVING EVERYTHING INEFFECTIVE, MINIMALLY EFFECTIVE, BLAH BLAH.
IT'S THE SAME, CORRECT? THAT'S CORRECT.
YEAH, I HAVE NO PROBLEM WITH THE STAFF FEEDBACK.
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SEND HER THE LINK, PLEASE.THANK YOU MS. HAY YET? UM, INGRID'S GONNA SEND HER THE LINK.
MR. CAMPBELL, DO YOU HAVE ANY COMMENTS ON THAT? MM-HMM, MR. DALLAS, DO YOU HAVE ANY COMMENTS ON THAT PAGE? NO, SIR.
SO WE'LL GO ON TO THE NEXT PAGE.
NEXT PAGE JUST HAS PLACE FOR COMMENTS BY THE BOARD.
AND, UH, PARAGRAPH D IS BUDGET DEVELOPMENT AND MANAGEMENT.
UH, INGRID, ANY QUESTIONS OR COMMENTS ON THAT PAGE? SHE, GIMME ONE SECOND.
I'M GONNA SWITCH OVER TO MY COMPUTER, SO HANG ON ONE SECOND.
ROBIN, MOLLY, KEEP AN EYE OUT FOR ME.
I'M COMING IN AND I'M GONNA HANG UP HERE.
I WAS HELD UP AT THE GROCERY STORE AND I WAS LIKE, I'M NOT GONNA MAKE IT RIGHT AT ONE.
UM, NOW THAT I'VE GOT THE COMPUTER FOR ME, REPEAT THE QUESTION.
COLONEL GUYER, IF YOU WOULD? YES.
THE QUESTION IS THE, WE'RE TALKING ABOUT THE PAGE.
UH, I DON'T, IT DOESN'T HAVE A PAGE NUMBER ON IT, BUT IT HAS THE, UH, PARAGRAPH D BUSINESS AND FINANCE AND IT HAS JUST ONE BOX.
AND THEN I HAVE OTHER BOXES ON THE NEXT PAGE.
AND THE BOX ON THIS PAGE IS BUDGET DEVELOPMENT AND MANAGEMENT.
AND, AND WHAT I WANTED TO CLARIFY WAS JUST 'CAUSE I WAS JUST SITTING IN FRONT OF THE COMPUTER.
NOW WE HAVE NOT RIGHT YET, UH, YET, UH, REACHED THE METRIC PORTION, RIGHT? THIS IS STILL THE BUDGET POLICY? YES, IT IS.
UM, UM, INGRID, DID YOU SEND ELIZABETH THE I'M DOING IT RIGHT NOW AS WE SPEAK.
I'M LIKE, KIND OF A HOT MESS COMING IN HERE, BUT YES.
AND MS. BOATRIGHT, I DO HAVE TO COMMENT THAT.
VERY GOOD OF YOU MAINTAINING CONTACT WITH THE CONTROL TOWER SAYING YOU'RE COMING IN.
SO I LIKE THAT REFERENCE THERE.
WELL, I WANTED TO HAVE CORRUM
SHE, IT'S, I'M SENDING IT TO HER OTHER EMAIL, SO GIMME ONE SECOND.
BUT YEAH, SHE SHOULD BE IN, IN JUST A SECOND.
LET'S JUST HOLD AND, AND WAIT FOR HER.
SHE WAS ON THE COMMITTEE LAST YEAR WITH ME, SO WE REVIEWED ALL OF THE, UM, POLICY SECTIONS BEFORE.
SO I THINK THAT'S FINE TO GET OUTTA THE WAY.
I JUST TO REVALIDATE IT, UH, FOR THIS YEAR.
I THINK THAT SOMETHING SHOWED THAT WAS ING THAT SHE SENT TO YEAH.
UM, IT'S NOT THE ONE BOX THOUGH, EVEN THOUGH I'M STILL OKAY.
THERE IS THAT WHOLE SECOND SET.
YEAH, JUST, JUST UH, THE D ONE.
WE ARE, WE HAVE GONE THROUGH, UH, THE FIRST THREE, FOUR, WE'RE ON THE FIFTH PAGE OF THE INSTRUMENT, THE, UM, EVALUATION INSTRUMENT.
UM, NONE OF EITHER EARL OR I OR UH, CARLTON HAS SEEN ANY REASON TO CHANGE ANYTHING ON THOSE FIRST, UH, FIVE PAGES.
DO YOU, DO YOU HAVE ANYTHING THAT YOU WANTED TO BRING UP ABOUT THOSE PAGES BEFORE WE GO ONTO THE NEXT PAGE? NO, I DO NOT.
ALRIGHT, WE GO TO THE NEXT PAGE, THEN.
THE NEXT PAGE CONTINUES WITH BUDGET, BUSINESS AND FINANCE, D TWO THROUGH D FIVE, BUDGET REPORTS, FINANCIAL CONTROLS, FACILITY MANAGEMENT, AND RESOURCE ALLOCATION.
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ANY QUESTIONS ON THAT? UH, INGRID, YOU THINK BY NOW I WOULD FIGURE OUT THE MULTI-SCREEN? NO, I HAVE NO QUESTIONS ON THAT.UH, ELIZABETH, DO YOU HAVE ANY QUESTIONS ON THAT PAGE? NO, I DO NOT.
ALRIGHT, FRANK, WE HAVE STARTED ON YOUR INSTRUMENT AND WE HAVE GONE THROUGH NOW SIX PAGES AND HAVE HAD NO COMMENTS FOR ANY CHANGES THUS FAR.
NOW WE'RE GOING ON TO THE NEXT PAGE.
OH, I, SORRY, MR. DALLAS, DO YOU HAVE ANY QUESTIONS ON THAT PAGE? NO, SIR.
THE NEXT PAGE, UH, INSTRUCTIONAL LEADERSHIP, WHICH INCLUDES PERFORMANCE EVALUATION, SYSTEM BUILDING, UH, LEVEL LEADERSHIP AND STAFF DEVELOPMENT.
UH, MS. HAY, DO YOU HAVE ANY QUESTIONS OR COMMENTS ON THAT PAGE? NO, I DO NOT.
UM, E ONE PERFORMANCE EVALUATION, THE HIGHLY EFFECTIVE PERFORMANCE EVALUATION SYSTEM HAS BEEN ESTABLISHED.
THAT IS IN COMPLIANCE WITH STATE LAW.
I COULD NOT FIND THE STATE LAW THAT WE NEED TO BE IN COMPLIANCE WITH.
AND I WAS JUST KIND OF CURIOUS ABOUT THAT.
DOES I KNOW WENDY'S NOT THERE? IS THERE SOMETHING THAT THERE'S A STATE LAW ABOUT? UM, 'CAUSE I THINK THAT'S A MIS LEFTOVER FROM THE MICHIGAN DAYS.
I, I'D HAVE TO GO BACK AND, AND CHECK ON, YEAH.
UM, I KNOW THERE IS A, AN EXISTING EVALUATION SYSTEM THAT THAT HAS TO BE USED FOR, UH, AND FOR ASSISTANT PRINCIPALS AND PRINCIPALS AND FOR TEACHERS.
UH, WE NEED TO, WE NEED TO DO SOME MORE RESEARCH ON THAT ONE.
YEAH, IT JUST STRUCK ME 'CAUSE I KNOW THAT, UM, DR. RODRIGUEZ WAS SAYING THAT, YOU KNOW, A LOT OF TIMES THE, THE SUPERINTENDENT'S REMOVED FROM THE TEACHER EVALUATION.
I KNOW MICHIGAN'S A LITTLE BIT DIFFERENT WITH THAT.
AND SO THAT CAUGHT MY EYE 'CAUSE I COULD NOT FIND ANYTHING.
SO JUST, IT'S NOT RELEVANT TO HIS RESULTS.
BUT I THINK IT'S SOMETHING, IF WE'RE GONNA PUT THAT OUT, WE SHOULD EITHER TAKE IT OUT OR CLARIFY WHAT THAT STATE LAW IS.
MR. CAMPBELL, UH, MR. CAMPBELL, DO YOU HAVE ANY COMMENTS ON THAT PAGE? MS. HAY? I ALREADY, NOPE, YOU HAD ALREADY ASKED ME ABOUT THAT PAGE.
UM, JUST FOLLOWING UP ON WHAT MS. BOATRIGHT HIGHLIGHTED, ONE OF THE THINGS MIGHT BE THAT SOME OF THE LAWS ARE VAGUE AND, UM, SUCH AS NEW PROTOCOLS FOR BOOK REVIEWS.
SO MY INTERPRETATION WAS THAT THOSE TYPES OF GUIDANCE, LEGISLATIVE GUIDANCE WOULD BE INCLUDED IN WHAT THE SUPERINTENDENT HAD TO COMPLY WITH IN TERMS OF HIS EVALUATION, EVEN THOUGH IT'S NOT SPECIFIED.
AM I I COULD BE OFF POINT THOUGH.
THIS IS, THIS IS WHERE, UH, INSTRUCTIONAL LEADERSHIP, SO IT'S REALLY IT, UH, FOCUSING ON HOW, UH, INSTRUCTORS ARE EVALUATED.
SO I, I DON'T KNOW IF, IF THAT ANSWERS THE, THE ISSUE, BUT IT'S NOT, IT'S NOT, IT'S HOW THE SYSTEM IS SET UP TO EVALUATE TEACHERS.
IS IT DONE ACCORDING TO ANY GUIDANCE FROM THE STATE OR STATE LAW OR STATE STATUTE, OR IF IT'S SOMETHING THAT HAS JUST BEEN ESTABLISHED IN THIS DISTRICT FOR SOME TIME.
THEN, THEN THE WAY YOU JUST DESCRIBED IT, I'M VERY COMFORTABLE WITH, 'CAUSE YOU INCLUDED GUIDANCE FROM THE STATE AND THOSE TYPES OF THINGS.
SO, UH, THAT MAKES IT MORE COMPREHENSIVE FOR ME, SO I'M FINE WITH IT.
THEN WE'LL GO TO THE NEXT PAGE.
NEXT PAGE CONTINUES WITH INSTRUCTIONAL LEADERSHIP AND INCLUDES SCHOOL IMPROVEMENT, CURRICULUM INSTRUCTION, STUDENT FEEDBACK, STUDENT ATTENDANCE AND SUPPORT FOR STUDENTS.
MS. HAY, DO YOU HAVE ANY QUESTIONS ON THAT PAGE? WELL, I AM THINKING THROUGH AT THE MOMENT, 'CAUSE I JUST RAN INTO THIS FROM ANOTHER MEETING.
UM, I AM TRYING TO THINK THROUGH WHERE WE WOULD HAVE IN THE RUBRIC WHERE TEACHERS WOULD BE HELD ACCOUNTABLE FOR THE OUTCOMES, WHETHER THAT BE GRADES, UM, TESTING RESULTS, ET CETERA FROM OUR STUDENTS.
BECAUSE ONE OF THE THINGS DR. RODRIGUEZ HAS BROUGHT UP IN THE PAST
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IS THAT, AND CORRECT ME IF I'M WRONG, ANYONE, BUT I BELIEVE IF I WAS HEARING HIM CORRECTLY, HE WAS SAYING THAT HE WAS THE ONLY ONE BEING HELD RESPONSIBLE.IT DIDN'T SOUND AS THOUGH TEACHERS OR EVEN PRINCIPALS OF SPECIFIC SCHOOL LOCATIONS WERE BEING HELD RESPONSIBLE.
SO I DON'T KNOW IF THIS WOULD BE THE SECTION WHERE WE WOULD, YOU KNOW, UM, ADDRESS THAT ISSUE.
BECAUSE IF YOU LOOK AT THE PREVIOUS PAGE, THE PERFORMANCE EVALUATION SYSTEM IS FOR PROFESSIONAL STANDARDS FOR EDUCATIONAL LEADERS.
SO THAT INCLUDES PRINCIPALS AND, AND ASSISTANT PRINCIPALS AND EDUCATIONAL LEADER TEACHERS AND EDUCATIONAL LEADER AS, AS WELL.
AND THEN BUILDING LEVEL LEADERSHIP PROFESSIONAL STANDARDS BY THE BUILDING, WHICH IS REALLY SAYING PRINCIPLES.
IF YOU LOOK AT HIGHLY AFFECTED, YOU LOOK, PRINCIPLES ARE PROVIDED DEFINED AUTONOMY CONSISTENTLY, CONSISTENTLY WITH ACCOUNTABILITY.
SO I THINK THAT ADDRESSES YOUR COMMENT.
NO, I THINK SHE'S TALKING ABOUT REALLY THE, THE ISSUE COMES TO ACHIEVEMENT WITH SC READY AND THOSE KINDS.
SEE THIS IS, THIS IS ON PROFESSIONAL STANDARDS FOR EDUCATIONAL LEADERS, RIGHT? SO IT'S, IT'S NOT ON THE RESULTS, FOR EXAMPLE, OF SC READY TESTS THAT STUDENTS TAKE OR THE RESULTS ON ALGEBRA, RIGHT? SO THE ISSUE HAS ALWAYS BEEN THAT ON THE, THE EVALUATION THAT TEACHERS RECEIVE THAT WE HAVE TO USE AND THE ONES THAT ASSISTANT PRINCIPALS HAVE TO USE, AND THE ONE THAT PRINCIPALS HAVE, WE HAVE TO USE FOR, RIGHT? IT DOESN'T, IT DOESN'T ACCOUNT FOR PERFORMANCE ON ASSESSMENTS.
RIGHT? BECAUSE AS AN EXAMPLE, THEIR INFORMATION, THEIR, THEIR EVALUATIONS, RIGHT? UH, THE STATE REQUIRES THOSE THINGS TO BE TURNED IN.
UH, I THINK IT'S BY JUNE 30TH OR, OR, OR, OR, UH, OR MAY, MAY, MAY 30TH OR EARLY JUNE.
BUT ANYWAY, THE STATE DOESN'T RELEASE FINAL RESULTS RIGHT? UNTIL OCTOBER.
AND SO, SO THOSE THINGS ARE NOT INCLUDED IN, IN THE, UH, INDIVIDUAL TEACHERS, UH, ASSISTANT PRINCIPALS AND PRINCIPAL, UH, EVALUATIONS OR ASSESSMENTS.
SO I THINK WHAT MS. HAYNE IS TALKING ABOUT IS REALLY FURTHER ON DOWN IN THE INSTRUMENT.
UH, I THINK WHAT SHE'S TALKING ABOUT IS WHERE IT COMES TO MEASURABLE COMPONENTS, UH, SECTION.
BECAUSE, BECAUSE EVERYTHING YOU'RE TALKING ABOUT RIGHT NOW IS DEALING WITH THE PROFESSIONAL PRACTICE RATING, RIGHT? AND, AND THAT COVERS GOVERNANCE OF BOARD AND BOARD RELATIONS, COMMUNITY RELATIONS, STAFF RELATIONS, BUSINESS AND FINANCE, INSTRUCTIONAL LEADERSHIP, AND YOUR TOTAL POSSIBLE POINTS.
AND THEN THE NEXT SECTION IS ACHIEVEMENT GAP CLOSURE, COLLEGE OR CAREER READY.
THOSE ARE COMPONENTS THAT NOBODY ELSE HAS.
RIGHT? AND I THINK THAT'S WHAT SHE'S REFERENCING.
MR. COLONEL GAR, CAN I JUST WEIGH IN VERY BRIEFLY, SIR? PLEASE, SIR.
SO I JUST WANT TO, TO STATE THAT I THINK I UNDERSTAND AND REMEMBER FROM LAST YEAR WHERE MS. HAY IS GOING.
UM, THE FACT THAT THERE'S A DISCONNECT BETWEEN THE SUPERINTENDENT, IT SEEMS LIKE IT'S STRUCTURAL.
AS I UNDERSTAND IT, I COULD BE WRONG.
UH, THERE'S A DISCONNECT BETWEEN THE SUPERINTENDENT'S ABILITY TO CASCADE DOWN.
THE REASON THAT YOU ACTUALLY CREATE A SCHOOL DISTRICT IS TO GAUGE PERFORMANCE AND IMPROVE THAT PERFORMANCE NUMERICALLY OVER TIME.
SO WHEN WE GET TO THAT RIGHT POSITION, I THINK THAT'S, THAT IS SOMETHING FOR US TO TAKE A LOOK AT.
WELL, HAVE WE MOVED ON TO THE, THE SECOND BLOCK OF EASE? UH, YES WE HAVE.
FIRST OF ALL, UM, UNDER E EIGHT STUDENT ATTENDANCE, REMIND ME WHAT THE THREE COMMA FIVE REFERENCE IS.
STUDENT ATTENDANCE, PROFESSIONAL STANDARDS FOR EDUCATION LEADERS.
I'M GONNA GO ON A LIMB AND SAY THAT'S ANOTHER GHOST OF THE MICHIGAN, UH, TOOL.
AND I THINK THAT WE SHOULD REFERENCE SOMETHING ELSE THERE.
UM, PROFESSIONAL STANDARDS FOR EDUCATION LEADERS.
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DON'T KNOW IF WE HAVE THAT STANDARD SOMEWHERE.I THINK WE PROBABLY HAVE SOMETHING IN OUR POLICY MANUAL, BUT THEY'RE REFERENCING SOMETHING AS A TOOL THAT'S NOT, I'M GOING TO GUESS, UNLESS SOMEONE CONTRADICTS ME THAT THAT'S REFERENCING SOMETHING IN MICHIGAN.
UM, THE OTHER THING THAT I WANTED TO BRING UP WITH THE ATTENDANCE, I WILL TELL YOU ATTENDANCE IS A BIG ISSUE RIGHT NOW IN THE SCHOOLS AMONG STUDENTS AND AMONG TEACHERS AND EVERYTHING.
THERE'S A LOT OF, IT'S COMING OUTTA THAT, YOU KNOW, PANDEMIC, RIGHT? THAT TRYING TO GET KIDS BACK TO, YOU KNOW, RECOGNIZING THEY HAVE TO BE THERE ON TIME.
SO ONE THING IS ON OUR, UH, EXTREMELY EFFECTIVE, IT SAYS UNDER ATTENDANCE, ATTENDANCE RATES ARE BEING MAINTAINED AT A HIGH LEVEL.
I DO THINK THAT'S A METRIC, RIGHT? THAT'S A NUMERICAL METRIC THAT WE ARE NOT, UM, WE DON'T ADD DOWN INTO THAT NUMERICAL ME METRIC SECTION.
AND I'M NOT SURE IF DURING MY TIME ON THE BOARD I'VE EVER, WE'VE EVER SEEN ATTENDANCE RATES.
WE MIGHT HAVE AND IT JUST DIDN'T STICK IN MY BRAIN.
BUT I WOULD LIKE TO SEE THIS YEAR KIND OF SOME ATTENDANCE RATES.
UM, BECAUSE I DO THINK THAT IS SOMETHING THAT IS, UH, A LOT OF WATER COOLER TALK RIGHT NOW AMONG PARENTS.
WE'VE, UH, I CAN RECALL GETTING A ATTENDANCE BRIEFING LAST YEAR.
IT'S UNDER YOUR ANNUAL STUDENT REPORT WHEN THEY, WHEN THEY, UM, STUDENT SERVICES DOES A REPORT, STUDENT SERVICES REPORT.
BUT I, I, I THINK YOU HAVE A VERY GOOD POINT.
AND THE STUDENT SERVICES REPORT THAT COMES THROUGH OPERATIONS STILL.
'CAUSE WE HAD MOVED IT TO, UM, ACADEMICS.
IT'LL COME THROUGH ACADEMICS AND NOT THROUGH OPERATIONS.
SO IF I WANNA GO OPERATIONS, IT'S GONNA COME THROUGH ACADEMICS NOW.
SO IF I WAS GONNA TRY AND FIND IT, COLONEL GUY, DO YOU REMEMBER WHERE IT WAS LAST YEAR? WAS IT, WAS IT GIVEN THROUGH OPERATIONS AND THEN BROUGHT TO THE FULL BOARD OR THROUGH STUDENT SERVICES? DO OR THROUGH ACADEMICS? DO YOU REMEMBER? I DON'T, I DON'T RECALL.
I DON'T, I I DON'T RECALL A DIS A, UH, METRIC ON ATTENDANCE.
SO ALTHOUGH THERE WAS A LOT OF INFORMATION FLOW FOR ME LAST YEAR, SO I COULD HAVE OVERLOOKED IT.
BUT YEAH, THAT'S, I MEAN, I'M CERTAIN THAT IN ALL THAT STUFF, I, I JUST WAS WONDERING IF WE HAD THAT ANYWHERE.
SO THAT'S JUST MY COMMENTS ON THAT SECTION.
I, I THINK THAT'S A GOOD, A VERY GOOD POINT.
SO WE'LL, WE'LL REMEMBER TO BRING THAT UP WHEN WE GET TO THAT PART OF THE, UH, INSTRUMENTAL, RIGHT, MR. CAMPBELL? THAT'S GOOD.
ANY COMMENTS, MR. DALLAS? ANY COMMENTS? NO, SIR.
I'VE STATED MINE IN THIS SECTION.
THE NEXT PAGE CONTINUES ON WITH E 10 PROFESSIONAL KNOWLEDGE, UH, PROFESSIONAL STANDARDS FOR EDUCATIONAL LEADERS.
AND THEN IT'S GOT 1, 4, 6, I DON'T KNOW WHAT 1, 4, 6 MEANS EITHER.
I'M WONDERING IF IT'S REFERENCING LIKE E ONE, E FOUR, E SIX.
AND SAME GOES FOR WHEN WE WERE BACK AT E NINE SUPPORT FOR STUDENTS.
I'M WONDERING IF THE THREE COMMA FIVE WAS, YOU KNOW, LIKE HEARKENING BACK TO E THREE STAFF DEVELOPMENT, UM, E FIVE CURRICULUM, LIKE TYING THEM IN TO THE SUPPORT OF STUDENTS, BECAUSE THAT WOULD MAKE SENSE TO TIE IN CURRICULUM, HOW IT'S BEING, HOW SUPPORT FOR STUDENTS IS BEING BACKED BY, LET'S SAY CURRICULUM AND STAFF DEVELOPMENT.
LIKE WHAT IS THE STAFF DOING TO BUILD UP TO BE THE BEST TO SUPPORT STUDENTS? WHAT IS THE CURRICULUM DOING TO SUPPORT THE STUDENTS? AND THEN SAME MAY APPLY FOR THE 1 4 6, THAT MIGHT BE E ONE, E FOUR, E SIX.
BUT IF YOU LOOK AT THE TOOL ITSELF, UM, ON THE MICHIGAN WEBSITE, IT HAS THOSE NUMBERS, UM, AND THEY'RE TAKEN OUT IN SOME AND NOT OTHERS.
AND THAT'S KIND OF INTERESTING TO ME.
THE, THE MICHIGAN TOOLS, EVERY SINGLE ONE OF THOSE BLUE ONES REFERENCES SOMETHING ELSE.
AND YOU MIGHT BE RIGHT, BUT I DON'T KNOW WHY WE ONLY HAVE, YEAH, BECAUSE I MEAN, IT MAY JUST BE THAT FOR THE ONES THAT DON'T, BECAUSE FOR EXAMPLE, E EIGHT DOES THE SAME THING.
IT DOES THREE COMMA FIVE, BUT MAYBE FOR THE OTHER ONES, THEY JUST FELT THERE WAS ENOUGH EXPLANATION WHERE THEY DIDN'T HAVE TO REFERENCE BACK TO ANYTHING ELSE.
OR MAYBE THEY'RE ALLUDING TO IT TYING, YOU KNOW, THIS IS THE FULL PICTURE.
WE'RE TRYING TO TIE ALL OF THESE THINGS TOGETHER.
BUT YEAH, WE CAN LOOK AT THE MICHIGAN SITE.
I HADN'T LOOKED AT THAT TO SEE IF THERE WAS ANYTHING TO CLICK ON.
YOU KNOW, I'D BE CURIOUS, LIKE ON THEIR SITE IS THE ONE, THE FOUR, THE SIX, SOMETHING CLICKABLE THAT THEN TAKES YOU SOMEWHERE ELSE? YOU KNOW, CAN, CAN WE SEND, HAVE THE MICHIGAN DOCUMENTS SENT TO ALL OF US? BECAUSE I'M NOT, I'M NOT SEEING THAT.
SO SOUNDS LIKE GOOD DISCUSSION POINTS BEING MADE.
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I CAN FORWARD EVERYONE THE LINK.YOU, MR. CAMPBELL, DO YOU HAVE ANY, OKAY.
NOW WE'RE INTO TERMINATING PROFESSIONAL PRACTICE RATINGS.
AND THE FIRST BOX REALLY HAS THE, THE MATH OF WHAT YOU HAVE DONE IN THE GOVERNANCE AND BOARD RELATIONS, COMMUNITY RELATIONS, STAFF RELATIONS, BUSINESS FINANCE, AND INSTRUCTIONAL LEADERSHIP.
IT'S SIMPLY ADDING UP THE SCORES THAT YOU PUT IN THE RATING BOX FOR EACH OF, IN EACH OF THOSE AREAS.
SO ANY QUESTIONS OR COMMENTS ABOUT THE, THAT FIRST BOX OF DETERMINING PROFESSIONAL PRACTICE RATING? MS. HAY? OH, SORRY, GO AHEAD.
NO, I, I REFER TO YOU MS. A, PLEASE.
NO, I WAS JUST GONNA SAY, I THINK INGRID AND I HAD LOOKED AT THIS IN DETAIL LAST YEAR, AND IF I REMEMBER CORRECTLY, SHE MAY HAVE MORE INFORMATION ON ONE OF THESE PERCENTAGES NEEDING TO BE CHANGED.
DO I DEFER TO INGRID? IT IS INTERESTING THAT YOU BRING THAT UP, MS. HAY, BECAUSE THIS SAYS SCHOOL YEAR 2022 TO 2023, AND WE SHOULD BE LOOKING AT SCHOOL YEAR 2023 TO 2024.
RIGHT? THIS WAS THE INSTRUMENT THAT WE USED LAST YEAR.
SO YES, YOU'LL BE EVALUATING FROM, I MEAN, THE YEAR PREVIOUS, BUT YOU'LL BE EVALUATING LAST YEAR'S SCHOOL YEAR.
SO NO, BUT I'M JUST WONDERING.
SO WHAT I'M GONNA DOUBLE CHECK IS THAT THE, THE WAITING HERE SHOULD BE THE SAME AS THE 20 23, 20 24 EVALUATION AS WE GET READY TO DO THE 20 24, 20 25 EVALUATION, RIGHT? YOU'RE, THIS IS THE 23.
THIS IS WHAT YOU'RE DISCUSSING NOW? YEAH, BUT OKAY, THAT MAKES SENSE.
BUT WHAT WE'RE DOING THOUGH, I, I WANNA MAKE SURE WE GOT THIS RIGHT.
WE ARE NOT CHANGING THIS EVALUATION FOR THIS YEAR, CORRECT? WE ARE SIMPLY FOLLOWING THIS EVALUATION, BUT WE ARE TALKING ABOUT CHANGING ANY CHANGES THAT WE MAKE.
SUBSTANTIVE CHANGES WILL BE USED IN THE FOLLOWING YEAR, ACTUALLY THE YEAR THAT WE'RE IN RIGHT NOW.
IS THAT EVERYBODY ON THAT SAME PAGE AS ME? YES.
CAN, CAN I, UM, CAN I WEIGH IN NOW OR, OR SHOULD I WAIT UNTIL YOU GO THROUGH THE, WELL, UH, INGRID, DID YOU HAVE ANYTHING THAT YOU WANTED TO LOOK AT ON, ON THE PERCENTAGE? NO, I'M JUST GONNA VERIFY 'CAUSE WE DID, UM, SPEND SOME TIME LAST YEAR ON THE WEIGHTS, AND I JUST WANNA MAKE SURE THAT THE WEIGHTING IS THE SAME FROM LAST YEAR.
UH, GOING FORWARD, UM, I THINK OUR SCHOOL DISTRICT AND MANY OTHERS ARE IN SORT OF A CONUNDRUM IN THE SENSE THAT PEOPLE LOOK AT A SCHOOL TO BASICALLY EDUCATE THE STUDENTS.
AND ALL THE THINGS WE'VE COVERED SO FAR ARE COMPONENTS OF THAT EDUCATIONAL PROCESS.
I THINK A LOT OF TIMES, UH, THE PUBLIC PROBABLY RIGHTFULLY SO, GRADES US ON THE ACADEMIC PERFORMANCE OF THE STUDENTS THAT ARE COMING THROUGH AND COMING OUT OF OUR SYSTEM.
AND SO, UM, HOPEFULLY AS WE LOOK AT 24, 25, WE CAN LOOK AT INCREASING THE WEIGHTING FROM MY PERSPECTIVE, JUST MINE, UH, INCREASING THE WEIGHTING ON THE MEASURABLE COMPONENTS STUDENT ACHIEVEMENT, UH, WHICH MAY REQUIRE, YOU KNOW, SLIGHT REDUCTIONS IN OTHER AREAS.
BUT JUST WANTED TO HIGHLIGHT THAT CONCEPTUALLY.
YEAH, WE'LL GET TO THAT, UH, THERE AS WE GO THROUGH THESE BOXES.
WE'LL GET TO THAT, THAT, THAT'S THE FINAL BOX THAT GETS FILLED OUT.
UH, MR. CAMPBELL, DO YOU HAVE ANY QUESTIONS ON THAT? NO, I DON'T.
AND THEN THE NEXT ONE IS, UH, NEXT BOX IS STUDENT ACHIEVEMENT.
NOW HERE WE HAVE, NOW THE FIRST TIME WE ARE LOOKING AT ACHIEVEMENT, BASIC ACHIEVEMENT, IT SAYS, THEN IT HAS GAP CLOSURE, AND THEN IT HAS COLLEGE AND CAREER READY.
SO LET'S, AND WE MIGHT, UH, GO ON AND LOOK AT THE NEXT PAGE IN THIS PIECE.
THIS IS, THIS IS, THIS STANDS ALONE.
THIS IS WEIGHT 25% ACHIEVEMENT, GAP CLOSURE, AND COLLEGE AND CAREER READY.
SO HOW ABOUT COMMENTS ON THAT? WHERE
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THE EVALUATION IS PROGRESSION, NO PROGRESS, REASONABLE PROGRESS OR REASONABLE PROGRESS? FOUR POINT, WHICH I DON'T REALLY UNDERSTAND WHAT THE DIFFERENCE IS MYSELF.SO, INGRID, YOU WORKED ON THIS, UH, LAST YEAR.
CAN YOU HELP ME UNDERSTAND HOW THIS IS SET UP? THE MEASURABLE COMPONENTS? YES.
WE TRIED TO, UM, BEGIN THE PROCESS OF ALIGNING IT WITH OUR, UM, GOVERNANCE POLICIES, UM, OUR COHERENT GOVERNANCE BECAUSE IN OUR, UM, GO, UH, COHERENT GOVERNANCE IN THE POLICY BOOK THAT WE'VE ALL APPROVED AND SIGNED OFF ON THAT IS HOW, UH, YOU'RE SUPPOSED TO EVALUATE THEM IS, UM, REGRESSION.
WE JUST TRIED TO MAKE IT A FOUR POINT SCALE, GENERALLY SPEAKING, UM, IN THE COHERENT GOVERNANCE MODEL, IT'S, UH, NO PROGRESS, REASONABLE PROGRESS WITH NOTED EXCEPTIONS.
SO IN OTHER WORDS, SOME THINGS WERE GOOD, BUT THERE ARE SOME THINGS THAT COULD BE BETTER.
SO WHAT WE WERE TRYING TO DO WAS CROSSWALK THE MICHIGAN, UM, SUPERINTENDENT EVALUATION TOOL TO OUR POLICY, UM, MANUAL.
AND THAT'S WHERE THOSE TERMS CAME FROM.
THE ACHIEVEMENT GAP CLOSURE IN COLLEGE OR CAREER READY WERE LEFT OVER FROM PREVIOUS ITERATIONS OF THE SUPERINTENDENT TOOL.
WELL, MY, MY QUESTION HAS BEEN ON THIS, IS REGRESSION'S EASY TO FIGURE OUT? YOU GET, YOU DO WORSE THAN YOU DID THE LAST PREVIOUS YEAR? THAT'S EASY.
UH, NO PROGRESS IS ALSO PRETTY EASY.
IF YOUR SCORES ARE THE SAME, THEN YOU HAVE REASONABLE PROGRESS WITH NOTED EXCEPTIONS.
I DON'T REALLY UNDERSTAND WHAT NOTED EXCEPTIONS ARE.
WELL, I MEAN, IF I WAS LOOKING AT, UH, STUDENT ACHIEVEMENT AS A, YOU KNOW, A SOMETHING THAT WE WERE EVALUATING ON, WHICH WE ARE, UM, YOU COULD SAY, WELL, YOU KNOW, REALLY GOOD, BUT WE STILL NEED, THERE'S STILL SOME, UH, WE'RE NOT HAPPY WITH THE AMOUNT OF PROGRESS IN THE MULTIPLE LANGUAGE LEARNERS OR, YOU KNOW, REASONABLE PROGRESS.
AND A REASONABLE PROGRESS I THINK MAKES A WHOLE LOT OF SENSE IN THE CONTEXT OF POST PANDEMIC.
LIKE, YOU KNOW, LIKE EVERYONE ELSE IS STRUGGLING WITH, UH, THOSE MEASURABLE COMPONENTS AND YOU SAY, OKAY, WELL EVERYTHING WAS GOOD, BUT THE BIOLOGY EOC IS NOT UP TO WHERE WE WANT IT.
AND THAT SORT OF WOULD BE AN EVALUATION TOOL THAT SAY, WE THINK YOU'RE DOING WHAT WE'VE ASKED YOU TO DO, BUT WE NEED YOU TO FOCUS THIS UPCOMING YEAR ON THESE AREAS THAT WE'RE NOT AS, UM, WE'RE NOT AS HAPPY WITH.
SO THAT TO ME WOULD BE REASONABLE PROGRESS WITH NOTED EXCEPTIONS.
UH, MS. HAY, DO YOU HAVE ANY COMMENTS ABOUT THAT? I DO NOT.
UM, MR. CAMPBELL, UH, MR. DALLAS? YES, SIR.
UM, I LIKE, UM, I AGREE WITH THE WAY, UH, MS. BOATWRIGHT EXPLAINED IT.
I'VE ALWAYS SEEN THAT THIRD BOX IS BEING WHERE SOMEONE HAS MADE PROGRESS, BUT THERE ARE EXCEPTIONS AND THAT GIVES THEM THE CONTEXT WITH WHICH TO EXPLAIN OR THE SUP THE PERSON WHO'S REVIEWING IT TO GIVE GRANT SOME SOLACE IN THE SENSE THAT, YOU KNOW, MAYBE THE PANDEMIC DID AFFECT THAT AND, AND REASONABLE PROGRESS WITH EXCEPTIONS IS WHAT I WAS JUST REFERRING TO.
REASONABLE PROGRESS, I THINK WOULD BE BENCHMARKED AGAINST NOT JUST THE STATE PERFORMANCE BECAUSE THE STATE PERFORMANCE IS PRETTY ANEMIC, BUT ALSO AGAINST SOME TOP TIER PERFORMING, UH, LOCATIONS IN THE STATE.
AND THEN AGAINST THE NATIONAL AVERAGE, WHEN I LOOKED AT THE NAEP UH, SCORES, UM, I THINK BENCHMARKING AGAINST THE NATIONAL PERFORMANCE WOULD HELP ALIGN WHERE WE ARE.
UH, AND SO THAT WOULD BE WHAT, WHAT I WOULD LOOK AT IN TERMS OF THE, THE VERBIAGE IN THESE BOXES.
MY OTHER POINT OR CONCERN OR SUGGESTION IS I THINK THE OVERALL WEIGHTING OF 25%, WHENEVER IT'S THE RIGHT TIME TO DISCUSS THAT, I THINK THAT SHOULD BE INCREASED FOR STUDENT ACHIEVEMENT ON THE, WE'LL GO BACK TO THAT, UH, WHEN WE GET TO THE, THE OVERALL WEIGHTING.
UM, MY COMMENTS ON THIS IS THAT IN ACHIEVEMENT, WE DO HAVE MACRO DATA.
WE HAVE THE TEST SCORES, AND THEY ARE WHAT THEY ARE.
UM, THE TEST SCORES IN A MACRO LEVEL DO NOT SHOW THE EXCEPTIONS.
YOU KNOW, YOU'RE GETTING ONE SCORE FOR THE SCHOOL, SCHOOL AND FOR THE GRADE.
NOW GAP CLOSURE, WE DO HAVE, THAT DOESN'T GO INTO EXCEPTIONS BECAUSE YOU COULD TELL WHETHER YOU HAVE A IMPROVEMENT IN YOUR DEMOGRAPHIC.
[00:35:01]
YOU'RE AFRICAN AMERICAN, YOU'RE HISPANIC, YOU'RE WHITE, AND OTHERS.SO THAT TAKES CARE OF THE EXCEPTIONS PIECE, COLLEGE AND CAREER READY.
THAT, THAT TO ME IS, IS VERY DEFINED.
THAT'S WHAT I NOTICED AT GRADUATION.
WE HAD KIDS COMING ACROSS THE STAGE THAT HAD THE CORE THAT SAID THEY WERE COLLEGE AND CAREER REVENUE.
THEY MADE SOME STANDARD, THEY MET A STANDARD, AND THEN WE HAD THE KIDS THAT DIDN'T.
SO THAT'S PRETTY DEFINED TO ME WHEN I HAVE A PROBLEM WITH THAT AND SAYING, THIS IS WHAT YOU SHOULD ACCOMPLISH.
I DON'T FEEL QUALIFIED TO DETERMINE HOW MUCH PROGRESS YOU'RE GOING TO MAKE EVERY YEAR OR EVEN HAVE AN ESTIMATE OF HOW MUCH PROGRESS YOU'RE EXPECTED TO MAKE EVERY YEAR.
THAT TO ME IS THE SUPERINTENDENT'S JOB TO SAY THIS.
72, 75, 75, 92, THAT'S FIVE YEARS ABOUT.
BUT EVERY YEAR YOU WOULD THINK THAT THE SUPERINTENDENT COULD SAY, THIS IS MY GOAL.
IS THAT THAT'S, THAT'S OFF THE TOP OF MY, SO THIS IS A COUPLE THINGS ON, ON THIS WHOLE TOPIC.
I MEAN, THIS, THIS WHOLE THING GOES BACK TO THE SAME ISSUE I ALWAYS HAVE WITH IT, RIGHT? WHICH IS THAT THERE ISN'T ANYBODY ELSE IN THE SYSTEM, RIGHT? RIGHT.
AND THE PROBLEM WITH THAT IS THAT, YOU KNOW, YOU CAN HAVE A TEACHER IN A CLASSROOM WHO, FOR EXAMPLE, CAN DO A LOT OF GREAT THINGS AT THE SCHOOL OKAY.
AND TEACH SOME REALLY GREAT LESSONS.
BUT THOSE LESSONS MAY NOT BE CLOSELY ALIGNED TO THE STANDARD OR THE RIGOR OF THE STANDARD, RIGHT? AND THOSE STUDENTS AREN'T GONNA DO WELL BECAUSE OF IT.
AND THERE IS NO ACCOUNTABILITY THERE IN THE EVALUATION SYSTEM THAT THE STATE REQUIRES US TO USE EITHER FOR THEM, FOR THE ASSISTANT PRINCIPAL OR FOR THE PRINCIPAL, OR FOR ANYBODY ELSE, RIGHT? AND SO THAT IN AND OF ITSELF IS AN ALIGNMENT PROBLEM WITHIN THE SYSTEM STATEWIDE, TO BE HONEST, OKAY? IN, IN, IN ADDITION, RIGHT? UM, WHEN YOU START LOOKING AT NAP SCORES OR YOU START TO LOOKING EVEN AT, UH, UH, OTHER, OTHER ASSESSMENT MEASUREMENTS, RIGHT? ONE OF THE CHALLENGES YOU FIND OUT IS THAT EVERY STATE HAS ITS OWN SET OF STANDARDS, OKAY? AND WE CAN'T ASK OUR TEACHERS TO TEACH NOT ONLY TO THE SOUTH CAROLINA STATE STANDARDS, RIGHT? BUT THEN A, ALTHOUGH A LOT OF THE STANDARDS MIGHT BE SIMILAR, RIGHT? THERE, THERE ARE NUANCES, OKAY? AND SO IF YOU'RE TRYING TO PREP YOUR KIDS ALL YEAR LONG FOR THIS ASSESSMENT AND GET YOUR KIDS READY TO MASTER THESE STANDARDS AND THIS ASSESSMENT, AND THEN YOU LAYER ON A NATIONAL ONE THAT THEY JUST HAVE FOR MEASUREMENT PURPOSES, RIGHT? WHICH THERE MAY BE SOME SUBTLE NUANCES OR DIFFERENCES THERE WITHIN THOSE ASSESSMENTS, RIGHT? YOU KNOW, THOSE ALL BECOME PRACTICAL MEASURES THAT THAT MAY OR MAY NOT BE APPROPRIATE IN, IN THAT ASSESSMENT PIECE.
YOU KNOW? SO I MEAN, THOSE ARE, THOSE ARE THE CHALLENGES THAT I ALWAYS HAVE.
WHENEVER WE, WE TALK ABOUT THIS TOPIC, IT, IT'S NOT THAT I DON'T WANT ACCOUNTABILITY OVER HOW WE DO AS A SYSTEM.
I MEAN, FOR ALL PRACTICAL PURPOSES, THE BOARD COULD, WITHOUT THAT EQUATION, COULD COME BACK AND SAY, WELL, WE DON'T LIKE WHAT YOU'RE DOING, AND SO YOU KNOW, YOU'RE OUT.
RIGHT? THEY DON'T NEED THAT IN ORDER TO DO IT.
RIGHT? UM, BUT, BUT WHEN YOU, WHEN YOU, WHEN YOU TIE THAT TO IT, THAT, THAT, THAT SORT OF IS AN ALIGNMENT ISSUE FOR ME.
THE 72, SORRY, 75, 75, 92 NUMBER AS I MENTIONED, IS A BOLD AND AUDACIOUS NUMBER.
YES, IT'S FIVE YEARS, BUT IT IS, YOU KNOW, IT IS A SUPER STRETCH, YOU KNOW, LOOK NATIONWIDE AND FIND NEW SCHOOL SYSTEMS THAT JUMP 30 POINTS IN FIVE YEARS, RIGHT? I SET IT THAT FAR INTENTIONALLY FOR US TO STRIVE
[00:40:01]
AND REACH AS FAR AS WE CAN REACH.OKAY? IF WE DON'T HIT 75, BUT WE COME IN AT 68, IS THERE SUCCESS THERE? YOU BETTER BELIEVE IT.
A LOT OF IT, BECAUSE THAT'S A, A STRETCH, RIGHT? A MASSIVE STRETCH.
SO, SO, BUT I WANT US, I WANT TO HAVE THE 75, 75 92 NUMBER BECAUSE THAT'S THE TARGET I WANT US AIMING FOR, BECAUSE IT IS WAY, WAY OUT THERE, YOU KNOW? UH, SO, SO THAT'S THE PROBLEM WITH, WITH WITH THAT PART, YOU KNOW, WITH THE 75 7, 5 92, IT'S NOT, IT'S NOT THAT.
I MEAN, WE'RE GONNA DO, WE'RE, WE'RE, WE'RE, WE'RE EVERYTHING WE CAN TO GET TO 75, 75, 92.
THAT'S WHAT WE'RE TRYING TO GET TO.
AND EVERYWHERE I GO, THAT'S WHAT PEOPLE TALK AND THAT'S WHAT I TALK, YOU KNOW, BUT, BUT IN REALITY, 75, 75, 92 IS A MASSIVE STRETCH AND IT WAS SET INTENTIONALLY AS A MASSIVE STRETCH.
OKAY, LET'S GO TO, UH, COMMITTEE MEMBERS, UH, INGRID, YOU'RE, WHAT, WHAT DO YOU THINK ABOUT THAT? SO, I HAVE A COUPLE OF COMMENTS.
ONE, YOU KNOW, ONE OF THE, WE ACTUALLY DID HAVE A VOTE BACK WHEN I WAS FIRST ON THE BOARD.
UM, AND IT WAS IN THE CONTEXT OF, OF RESULTS WHERE WE SWITCHED FROM SMART GOALS TO FAST GOALS.
RODRIGUEZ'S POINT, I LOVE THE 75, 75, 92, NOT 'CAUSE I THINK IT'S IMMINENTLY ACHIEVABLE.
YOU KNOW, I MEAN, WHO KNOWS WHAT WE CAN DO? BUT WHEN YOU, TO ME, LEADERSHIP IS YOU SET A REALLY, YOU SET A REALLY AMBITIOUS GOAL AND THEN YOU GET FEEDBACK, AND THAT'S WHERE THE REASONABLE PROGRESS COMES IN, RIGHT? LIKE, OKAY, WE MADE SOME PROGRESS.
HERE ARE THE CHALLENGES WE DEALT WITH, HERE ARE SOME CHANGES.
UM, YOU KNOW, I'VE SEEN HILTON AND ISLAND HIGH SCHOOL 'CAUSE THAT'S WHAT I HAVE A LOT OF CONNECTION TO FROM WHEN MY DAUGHTER STARTED IN 2013, TO NOW GO THROUGH A TREMENDOUS AMOUNT OF CHANGE, RIGHT? SO YOU HAVE TO KIND OF TAKE ALL THESE THINGS IN.
SO I THINK THAT HAVING, I WOULD MUCH RATHER FROM, FROM MY PERSPECTIVE, SEE LEADERSHIP HAVE AMBITIOUS GOALS THAT THEY ARE WILLING TO MAKE PROGRESS TOWARDS AND ADJUST.
AND THAT WE AS AN OVERSIGHT BOARD ARE LIKE, OKAY, WE'RE STILL HEADING THIS DIRECTION.
UM, AND HERE ARE THE CHALLENGES WE'VE HAD THIS YEAR, AND HERE'S THE REASONABLE PROGRESS WE'RE MAKING.
SO I, I DO THINK THAT THAT'S AN IMPORTANT THING.
AND I DON'T WANT THE PUBLIC TO GET THE IDEA THAT 75, 75 92 IS SOMETHING THAT THE BOARD'S BENCHMARKING.
UM, AND THEN TO THIS FLOWS INTO MY SECOND POINT, WHICH IS, UM, TO MR. DALLAS'S POINT ABOUT NATIONAL BENCHMARKING, UM, I JUST THOUGHT FOR FUN, UM, WHERE I'M FROM BAINBRIDGE ISLAND, WASHINGTON, WHERE MY NIECE AND NEPHEWS GO TO SCHOOL, THEY HAVE, LET ME TELL YOU WHAT THEIR NATIONAL STATISTICS ARE.
UH, ACADEMICALLY THEY ARE, LET'S SEE, I PULLED IT UP HERE.
BAINBRIDGE ISLAND HIGH SCHOOL, 74% OF STUDENTS ARE PROFICIENT IN MATH.
96 IN READING, THE AVERAGE SAT SCORE IS A 1330 IN ELEMENTARY SCHOOL, 89%, 86% OF MIDDLE SCHOOL, AND 92% OF HIGH SCHOOL STUDENTS TESTED AT OR ABOVE PROFICIENT LEVEL FOR READING.
THEY, THEY'VE GOT 75, 75, 92 IN THE REAR VIEW MIRROR.
BUT LET'S LOOK, 3.8% OF THEIR STUDENTS QUALIFY FOR FREE AND REDUCED LUNCH.
IT IS 76.4% WHITE, 1% BLACK, 8% HISPANIC, 4% ASIAN.
THIS IS A WEALTHY SUBURB FOR THE TECH FOLKS OF SEATTLE.
SO I DON'T WANNA BENCHMARK BUFORT COUNTY TO THAT.
I SUPPORT THE IDEA OF FINDING COMPARABLE DISTRICTS IN PART.
AND, AND BUFORT COUNTY IS SO BEAUTIFULLY DIVERSE AND OUR SCHOOL DISTRICT, IT'S ONE OF THE THINGS I'M MOST PROUD OF WHEN I TALK TO PEOPLE FROM OTHER PARTS OF THE COUNTRY AND I'M LIKE, WE HAVE 21,000 STUDENTS AND WE HAVE ALL THIS RACIAL DIVERSITY, WE HAVE A LOT OF ETHNIC LANGUAGE, ECONOMIC, AND THEN THE HISTORY OF THIS AREA, IT'S PHENOMENAL, BUT IT ALSO MAKES IT HARD TO BENCHMARK.
SO IF WE'RE GONNA BENCHMARK AT THE STATE LEVEL, OR EVEN AT THE NATIONAL LEVEL, AND WE WANNA BENCHMARK JUST PROFICIENCY SCORES, YOU KNOW, COMPARE APPLES TO APPLES, WE GOTTA GO OUT AND FIND PEOPLE AT, LIKE, AT HILTON HEAD HIGH, 46% LATINO, RIGHT? AND A LOT OF THEM, NOT ALL OF THEM, BUT A LOT OF THEM ARE NOT NATIVE ENGLISH SPEAKERS.
SOME OF THEM ARE RECENT ARRIVALS TO THIS AREA AND TO THIS COUNTRY.
SO THEY ARE BRINGING ALL SORTS OF DIFFERENT, UM, EDUCATIONAL PERSPECTIVES WITH THEM.
BUT I WANNA FACTOR THAT IN WHEN WE TALK ABOUT REASONABLE PROGRESS, WE ARE NOT GOING TO TAKE, UH, A, A LARGE NUMBER OF RECENT IMMIGRANTS WITH, UH, WITH, WITHOUT A LOT OF ENGLISH SKILLS INTO THAT 96% READING.
SO I THINK IT WOULD BE A GREAT, UH, TASK FOR SOMEONE ON THE BOARD OR SOMEONE AT STAFF TO GO OUT AND FIND SOME COMPARABLE AREAS WHERE YOU'RE LOOKING AT THE SAME NUMBER.
THE, UH, SIMILAR RACIAL, UH, CHARACTERISTICS, SIMILAR, UH,
[00:45:01]
LANGUAGE, UH, DEMOGRAPHICS, SIMILAR ECONOMIC DEMOGRAPHICS.'CAUSE WE DO HAVE, WE HAVE A LOT OF WEALTH AND WE HAVE A LOT OF POVERTY IN THIS STATE.
IT IS, IT IS, OR IN THIS DISTRICT, IT IS AN IMPRESSIVE CONTINUUM OF DIVERSITY, UH, IN THIS DISTRICT.
SO I THINK THAT'S FINE, BUT IT IS, AND I HAVE STAKED MY, UM, FLAG ON THIS ISSUE, AND IT'S NOT WIDELY POPULAR, BUT TO ME, THESE, THE, THE STICKING TO THE MACRO DATA, UM, IS, IS IMPORTANT.
BUT WE ARE MISSING A BIG PART OF THE STORY BY NOT DIGGING INTO THOSE NUMBERS AND LOOKING AT THINGS LIKE ATTENDANCE RATES, LOOKING AT THINGS LIKE, UM, LANGUAGE PROFICIENCY, LOOKING AT THINGS LIKE MENTAL HEALTH ISSUES, ALL THESE DIFFERENT THINGS.
WE, WE JUST LOOK AT THE MACRO NUMBERS, WHICH ARE PRETTY DARN, YOU KNOW, IT'S, IT'S LIKE ONE PER GRADE EVEN.
IT'S NOT LIKE WE HAVE A FULL SET OF READING AND MATH AND PROFICIENCY AT EVERY GRADE LEVEL.
WE ARE TESTING THE WATER OF VERY SPECIFIC POINTS.
UM, AND I THINK THAT IT WOULD BE IN THE BOARD'S BEST INTEREST, NOT EVEN IN THE COURSE OF THIS EVALUATION TOOL, BUT TO LOOK AT OTHER, UH, PROXIES FOR ACADEMIC ACHIEVEMENT.
HOW MANY KIDS ARE DOING KATE, HOW MANY KIDS ARE, UM, EMPLOYED AFTER GRADUATIONS? HOW MANY KIDS ARE GOING TO COLLEGE? THOSE ARE ALL DATA POINTS THAT I THINK WE NEED TO FOLD INTO THE MACRO DATA, UM, TO REALLY HELP US MAKE MORE TARGETED POLICY DECISIONS AND TO DO A CLEARER JOB ON EVALUATING OUR SUPERINTENDENT.
YES? CAN YOU HEAR ME? YES, I CAN.
I ECHO ALL OF WHAT INGRID JUST SAID.
THE ONE I AM MOST PASSIONATE ABOUT.
I LOVE PULLING STATS FROM ALL OVER THE COUNTRY.
I THINK IT WOULD BE A GOOD IDEA, YOU KNOW, IF WE COULD FIND SOMEONE ELSE IN THE SOUTH TO COMPARE OURSELVES TO FIND SOMEONE, YOU KNOW, A DISTRICT IN NEW ENGLAND, TO COMPARE OURSELVES TO FIND A DISTRICT IN TEXAS TO, YOU KNOW, SO IT'S NOT JUST WE'RE LOOKING AT ONE THING IN A TUNNEL.
WE COULD FIND EXAMPLES ALL OVER THE COUNTRY.
THE MOST PASSIONATE PART OF WHAT INGRID JUST DISCUSSED FROM MY POINT OF VIEW IS THE MACRO DATA.
BECAUSE, YOU KNOW, TO SHARE A PIECE OF PERSONAL INFORMATION, I WAS NEVER A GOOD TEST TAKER, BUT I GOT STRAIGHT A'S AND I, YOU KNOW, PERFORMED OUT OF THE WATER IN EVERY OTHER REALM.
BUT I ALSO KNOW, TO INGRID'S POINT, YOU KNOW, THERE ARE PEOPLE WHO HAVE SEVERE TEST ANXIETY.
THERE ARE KIDS WHO ARE HIGHLY DISTRACTIBLE.
THERE ARE COLLEGES, FOR EXAMPLE, THAT WILL THEN, YOU KNOW, MAKE, THERE ARE ACCESSIBILITY OFFICES.
SO THEY WILL TAKE STUDENTS INTO ROOMS WHERE THEY CAN DO TESTS WITHOUT LISTENING TO PEOPLE CLICK THEIR PINS.
YOU KNOW, THE CLOCK ON THE WALL TICKING, THE FLUORESCENT LIGHTING.
ALL OF THOSE THINGS IMPACT THE ENVIRONMENT THAT THE STUDENTS ARE TAKING THOSE TESTS IN.
SOME STUDENTS ARE MORE SENSITIVE TO ALL THAT SENSORY FEEDBACK THAN OTHER STUDENTS, AND THAT WILL IMPACT THEIR OUTCOMES.
BUT I ALSO DO BELIEVE, LIKE SHE WAS SAYING, LIKE MRS. BOATWRIGHT WAS SAYING, YOU KNOW, IT'S NOT JUST THE MACRO DATA BECAUSE FRANKLY, I CAN TELL YOU RIGHT NOW, WE HAVE A PLETHORA OF ELEMENTARY AND MIDDLE SCHOOL STUDENTS WHO DON'T GIVE A FLYING.
YOU KNOW, WHAT ABOUT SITTING DOWN FOR THESE TESTS? THEY JUST SIT THERE AND BUBBLE THINGS AND WRITE THINGS TO GET IT DONE AND HAND IT IN.
THEY DON'T CARE BECAUSE IT DOESN'T IMPACT THEM AT THOSE LEVELS.
IT'S NOT MAKING AN IMPACT FOR THEIR, YOU KNOW, IT'S NOT GONNA IMPACT COLLEGE INTAKE WHAT THEY SCORED ON A TEST IN ELEMENTARY SCHOOL.
SO FOR THEM, THAT DOESN'T MATTER.
AND THEY KNOW THAT, OR THEY'RE BEING COACHED.
AGAIN, IT TIES INTO HOW WE ALWAYS TALK ABOUT PARENTAL INVOLVEMENT.
IF THEIR FAMILIES ARE TELLING THEM, IT DOESN'T MATTER, IT'S FINE.
YOU KNOW, JUST GO TO SCHOOL AND DO WHAT THE TEACHER TELLS YOU TO, BUT THEY'RE NOT LAYING EMPHASIS ON THE WHY, WHY YOU'RE DOING THIS TEST, THEN THAT'S GONNA IMPACT OUTCOME AS WELL.
ONE OF THE THINGS DR. RODRIGUEZ SAID THAT WAS A HUGE, AND IT'S NOT A RED FLAG, DON'T TAKE THAT PERSONAL DR. RODRIGUEZ, THIS IS A, IT'S SOMETHING I'VE ALWAYS HAD A STICKING POINT WITH IN EDUCATION, IS WE SHOULD NOT BE TRAINING KIDS TO TAKE A TEST ONCE THEY ARE IN THE REAL WORLD.
WE DON'T ALL OPERATE DAILY ON TEST TAKING.
WE NEED TO BE FOCUSED ON CRITICAL THINKING SKILLS, THE ABILITY TO THINK OUTSIDE OF A BOX, NOT BUBBLE ONE IN.
WE REALLY DO NEED, LIKE INGRID WAS SAYING, TO GO OUTSIDE OF JUST MACRO DATA AND REALLY BE FOCUSED ON THE STUDENT AS A WHOLE, WHAT THEIR ACHIEVEMENT PICTURES
[00:50:01]
LOOK LIKE VERSUS A NUMBER THAT COMES OUT OF A STANDARDIZED TEST.I JUST DON'T THINK THAT'S, THAT GIVES ANYBODY A FAIR READING OF ANY STUDENT AND THEIR LEARNING ABILITIES, CAPABILITIES, OR WHAT THEIR FUTURE COULD LOOK LIKE.
SO THAT'S JUST, I DO THINK THAT'S SOMETHING WE AS A FULL BOARD NEED TO FOCUS ON AND PUT WHEELS IN MOTION TO.
AND I UNDERSTAND THERE ARE STATE REGULATIONS AS WELL, BUT YOU KNOW, THIS IS NOT WHAT SPITS OUT FROM A STANDARDIZED TEST IS NOT REFLECTIVE OF THE LEARNER THEMSELVES.
UH, WHAT DO YOU THINK, GIRL? UM, FOR ME, UH, UM, I DON'T THINK YOU'RE GONNA FIND ANY DISTRICT LIKE NEW PINE DISTRICT WITH, UM, THE HISTORY, UM, THAT WE HAVE HERE.
UM, I THINK THAT IN MY COMMUNITY, GOING UP ON
SURE, YOU'RE GONNA HAVE SOME STUDENTS THAT FROM THOSE AREAS ARE HIGHER ACHIEVE, BUT IT'S NOT LIKE WHEN I WENT TO SCHOOL, WHEN MY CHILDREN WENT TO SCHOOL.
SO, UM, AND AS FAR AS, YOU HAVE TO HAVE A GOOD FOUNDATION.
YOU TALK ABOUT EDUCATION, UM, AND WE DON'T, YOU KNOW, DR. RODRIGUEZ PUT IT IN A LOT OF GOOD PROGRAMS THAT GOOD, GOOD TEACHERS, BUT IF THE PARENTS DON'T GET INVOLVED, THAT'S, THAT'S, THAT'S THE THING THAT, THAT IS HOLDING US BACK.
THANK VERY VIBRANT, UH, CONVERSATION.
UM, I, I, I SORT OF AM AT A SLIGHTLY DIFFERENT PLACE AND IT IS OUT OF THE INTENTION TO HELP THE SUPERINTENDENT BE, HAVE MORE DIRECTIONAL, UH, IMPACT WITH THE BEHAVIORS AND MOTIVATIONS OF THE TEACHERS AND THE PRINCIPALS.
CURRENTLY, HE IS HELD ACCOUNTABLE FOR NUMERICAL PERFORMANCES OF THE STUDENTS AND THE OTHERS ARE NOT.
SO IF THERE'S A WAY TO ACTUALLY CORRECT THAT, I THINK THE UPLIFT IN PERFORMANCE WOULD JUST AMAZE US.
SO I KNOW THAT, UM, WHEN WE, WHEN I SAID NATE IN A EP NUMBERS, THAT DOES SPEAK ON SO MANY DIFFERENT THINGS.
I HAD NO IDEA THAT DOCUMENT WAS SO COMPLEX.
SO I DO BELIEVE WE CAN DRILL DOWN AND IDENTIFY METRICS THAT AFFECT STUDENT LEARNING AND BEHAVIOR, AND THOSE WOULD COME UNDER REASONABLE PROGRESS.
AND WE COULD SHOW THE DISTINCTION BETWEEN OUR COUNTY AND ANOTHER COUNTY, OR OUR DISTRICT AND ANOTHER DISTRICT.
SO LET ME GIVE YOU AN EXAMPLE.
LOOKING THROUGH THE NAEP STATISTICS, I HAD NO IDEA THAT WE'RE, WELL, I KNEW WE WERE AT AROUND 54%.
PPIP, THEY CALL IT, UM, KIDS ARE BASICALLY IN POVERTY.
WE HAVE THE 17TH LOWEST PERCENTAGE OUT OF THE 84 DISTRICTS IN THE WHOLE STATE.
SO WHEREAS WE HAVE A MUCH HIGHER PERCENTAGE THAN MOST PEOPLE WOULD ASSUME WHEN THEY THINK OF BEAUFORT COUNTY, WE STILL ARE MUCH BETTER OFF THAN THE REMAINING 67 DISTRICTS IN THE STATE.
SO MEASURING AGAINST THE STATE IS A EASY ONE.
SO I THINK THE AMALGAMATION OF DIFFERENT METRICS THAT CAN BE DECIDED AND LOOKED AT.
SO WE CAN SAY THERE ARE DISTRICTS OUT THERE VERY SIMILAR TO US.
THEY MAY HAVE DIFFERENT, IT MAY INSTEAD OF, UH, LATINOS, IT MAY BE ASIANS THAT ARE COMING IN.
AND WE CAN FACTOR AND AND MODIFY THOSE SO THAT IT'S FAIR.
BUT I THINK IT'S IMPORTANT THAT THE SUPERINTENDENT HAS THE ABILITY TO CASCADE DOWN TO THE TEACHERS AND THE PRINCIPALS.
THEY'RE RESPONSIBLE FOR THOSE SCHOOL SCORES.
SO THAT'S ONE OF THE THINGS I WANT TO SAY.
AND AS FAR I'VE ALWAYS AGREED WITH MR. CAMPBELL
[00:55:01]
ON, IT REALLY STARTS AT HOME.I'VE GOTTEN A PHD IN THAT, UH, OVER THE LAST 18 MONTHS BECAUSE I'VE REALIZED THAT THE FIRST CLASSROOM THOSE KIDS ENTER IS THEIR FAMILY HOME.
AND SO YES, THEY'RE GREAT PROGRAMS FOR OUR TEACHERS.
I THINK WHEN THE RESULT IS WHAT YOU'RE JUDGED ON, IT AMPS UP INNOVATION AT ALMOST A ROCKET LEVEL RATE.
AND IF WE KNOW, AND TEACHERS KNOW THAT HELPING THE PARENTS UNDERSTAND IF YOU DON'T HELP EDUCATE YOUR KID, YOUR KID IS GOING TO HAVE A HARD ROW TO HOE FOR THE REST OF THEIR LIFE.
AND I THINK IF PARENTS KNOW THAT, THEY'RE GONNA BE MORE MOTIVATED.
SO I THINK WHAT A HARD RESULT WOULD BE, A HARD METRIC WOULD GENERATE IS THAT MOTIVATION TO SAY, WOW, THIS, I'M NOT TALKING TO THE KID.
I'M LOOKING AT TV AND THEY, I DON'T KNOW WHAT THEY'RE DOING.
I THINK WE CAN HELP MODIFY BEHAVIORS AND I THINK THAT WOULD MAKE US UNIQUE A AMONG ALL THE MORE THAN 6,000 SCHOOL DISTRICTS IN THE UNITED STATES.
SO THAT, THAT'S ALL, THAT'S ALL I'M, I'M SUGGESTING HERE.
LET ME, UH, YOU GIMME A LOT OF LOT TO THINK ABOUT, BUT I, I HAVE A, I HAVE A PROBLEM WITH THIS AND I'LL TELL YOU WHAT IT IS.
I UNDERSTAND YOUR POINT ABOUT PEOPLE DOWN BELOW ARE NOT BEING EVALUATED.
AND THAT BOTHERED ME A BIT BECAUSE I, MY QUESTION WAS WHY NOT? AND I'M A, I'M A, A FUNCTION OF MY EXPERIENCE.
DO YOU KNOW THAT AN OFFICER EVALUATION REPORT FOR A SECOND LIEUTENANT IS THE SAME EVALUATION REPORT THAT'S USED FOR FIRST LIEUTENANT, A CAPTAIN, A MAJOR, A LIEUTENANT COLONEL, A COLONEL, AND A GENERAL EXACT SAME FORM? EXACT SAME FORM, BUT THE SCOPE THAT THEY'RE EVALUATED ON IS DIFFERENT DEPENDING AT THE LEVEL.
A LIEUTENANT IS RESPONSIBLE FOR THE INDIVIDUAL TRAINING OF HIS SOLDIERS, AND THERE ARE TESTS THEY HAVE TO TAKE A TEST ANNUALLY, HARD SKILL PERFORMANCE TEST.
AND THEN THE LIEUTENANT HAS TO HAVE HIS PLATOON TAKE A MANEUVER TEST THAT HE'S EVALUATED ON.
THE CAPTAIN HAS TO MAKE SURE THE LIEUTENANTS ARE DOING THEIR JOB.
AND THEN HE HAS SPECIFIC MAINTENANCE MARKSMANSHIP DISCIPLINE THAT HE'S EVALUATED ON.
SO IT'S BIGGER SCOPE, THE LIEUTENANT COLONEL BATTALION COMMANDER, BIGGER SCOPE, BUT STILL THE SAME FORM.
AND IN FACT, IT'S A BASIS OF OUR UNIT STATUS REPORT, USR, THAT IS DONE AT BATTALION LEVELS.
IT GOES ALL THE WAY UP TO DEPARTMENT OF THE ARMY.
SO WE HAVE RESPONSIBILITY AND ACCOUNTABILITY DOWN TO THE VERY LOWEST LEVEL IN A STANDARD EVALUATION FORM.
SO MY QUESTION WHEN YOU SAY THAT, I SAY, WELL, WHY AREN'T THE TEACHERS, WHY DON'T THE TE NOW I UNDERSTAND THAT THE TEACHERS HAVE AN ISSUE BECAUSE THEY, ONE YEAR THEY GOT GREAT PARENTS.
THE NEXT YEAR THEY'RE GARBAGE.
THE ONE YEAR THEY'LL HAVE A, A HIGH PERCENTAGE OF, UH, ENGLISH LANGUAGE LEARNERS.
AND THE NEXT YEAR, NOT SO MANY.
BUT FRANKLY, IN THE MILITARY, WE GOT THE SAME KIND OF STUFF.
'CAUSE WE GET PEOPLE OFF THE STREET, NOW WE HAVE LANGUAGE PEOPLE WITH SECOND LANGUAGE, AND IT REALLY HELPS, MAKES THE, THE LEADERSHIP AND THE MOTIVATION THAT THE TEACHER DOES IS NO DIFFERENT THAN THEN WHAT THAT PLA TWO LEADER DOES TO HIS PLATOONS.
AND THERE'S TESTING OF ALL THE WAY ALONG THE LINE.
SO THAT'S A PHILOSOPHICAL ISSUE FOR DOWN THE ROAD SOMEDAY RIGHT NOW, TRYING TO FIGURE OUT WHAT WE'RE GONNA PUT IN THIS IN THE FUTURE.
AND WHAT I, WHAT I OFFER TO THE COMMITTEE MEMBERS IS EVERY FALL DR. RODRIGUEZ GIVES US A PACKET BASED ON THIS EVALUATION FORM OF WHAT HE'S DONE.
OUR OFFICER EVALUATION REPORT DOES EXACTLY
[01:00:01]
THE SAME THING.AND THEN BEFORE THE RAIDER GETS IT, HE HAS HIS SUBORDINATES, THIS IS WHAT I'VE DONE.
NOT QUITE THE DETAIL THAT YOU SHOW, BUT, BUT IT'S THERE.
SO I, I REALLY LIKE THAT PIECE.
BUT BEFORE THE EVALUATION STARTS, THERE'S, THERE'S A MEETING WITH LIKE WE'RE DOING RIGHT NOW.
LET'S AGREE TO YOUR GOALS, BUT YOU TELL ME THE GOAL AND I'LL TELL YOU WHETHER OR NOT THAT GOAL MEETS MY STANDARDS.
IF IT DOESN'T, WELL, WE GOTTA HAVE A DISCUSSION AND I MIGHT CHANGE MY EXPECTATIONS AND YOU MAY RAISE YOUR GOAL.
BUT THAT'S A, THAT'S A, A GIVEN BACK AND FORTH.
AND THAT SEEMS TO ME, TO ME, IS WHAT'S LACKING IN THIS PROCESS IS A TIME TO HAVE A, A DISCUSSION WITH THE SUPERINTENDENT FOR ANNUAL GOALS.
THIS IS WHAT I EXPECT TO DO THIS YEAR.
AND DO WE ALL, AND IN THE MILITARY, DO WE ALWAYS MAKE THOSE GOALS? NO, WE DON'T ALWAYS MAKE THE GOAL.
SOMETIMES WE EXCEED 'EM, SOMETIMES WE DON'T.
AND, AND WE'VE, WE, WHEN I, WE PUT OUR BOOK TOGETHER, IT SAYS, OKAY, THIS IS WHY I DIDN'T, THIS IS WHY I EXCEEDED AND SO ON.
SO THAT TO ME SEEMS THAT YOU SHOULD HAVE IN YOUR FORM, WHEN YOU GIVE US THAT FORM, YOU SHOULD TELL US, THIS IS WHAT I EXPECT TO ACHIEVE IN ACHIEVEMENT, IN GAP CLOSURE AND IN COLLEGE TO CAREER READY FOR THIS YEAR.
AND YOU COULD SAY, I EXPECT TO SEE TWO POINTS, THREE POINTS, OR I EXPECT THAT THIS, I CAN BARELY, I THINK WE CAN JUST SUSTAIN WHAT WE GOT.
AND OKAY, THAT GOES TO THE BOARD.
THE BOARD SAYS, WELL, WE THINK YOU COULD DO BETTER, BETTER AND HAVE A LITTLE NEGOTIATION.
BUT TO, TO, FOR US TO SAY, FOR, FOR ME TO JUDGE YOU ON YOUR PERFORMANCE, I, I'M A MILE WIDE AND INCH DEEP.
I DON'T, I DON'T KNOW ALL THAT YOU HAVE TO DEAL WITH.
THAT'S WHY, THAT'S WHY FOR ME, I'D LIKE TO SEE YOU SAY, THIS IS WHAT I EXPECT TO DO.
SO THAT'S MY COMMENTS ON THIS.
AND, AND I DON'T KNOW IF ANYBODY HAS AN IDEA OF HOW TO, UM, EITHER ACCEPT, REJECT, OR MODIFY THAT.
BUT THAT'S WHY I ASKED TO BE ON THIS COMMITTEE BECAUSE THAT'S BOTHERED ME EVER SINCE I WAS ONE OF THE ONES THAT WAS ON THE ORIGINAL COMMITTEE THAT PICKED THIS MM-HMM.
AND THAT'S, IT'S ALWAYS HAD AN AN ISSUE.
WILLIAM HANDS, MR. SMITH, I SEE YOU'VE JOINED US.
UM, I'VE LISTENED TO A LOT OF WHAT EVERYONE HAS BEEN SAYING.
I'VE LISTENED TO WHAT DR. RODRIGUEZ HAS SAID, BUT ALSO, UH, JUST TO ADDRESS EXACTLY WHAT YOU, UH, KIND SOME OF WHAT YOU WERE JUST SAYING.
UM, I, I KINDA, I BEG OF THE DIFFERENCE IN TERMS OF, UH, TEACHERS BECAUSE, UH, TEACHERS BEING HOLD TO A CERTAIN CIRCUMSTANCES BECAUSE TEACHERS ARE EVALUATED AND THOSE TEACHERS EVALUATION ARE VERY SERIOUS.
I'VE SEEN US, OR I'VE SEEN TEACHERS NOT BE EMPLOYED FROM THOSE TEACHERS EVALUATIONS BECAUSE THEY'VE BEEN PUT ON IMPROVEMENT PLANS AND THEY HAVE NOT BEEN, UH, THEY HAVE NOT MET THE REQUIREMENTS OF THOSE, OF THOSE IMPROVEMENT PLANS OR OTHER THINGS THAT, IN, IN TERMS OF THEIR, THE, THE FUNCTIONING OF THEIR JOB.
SO TEACHERS ARE, AND SO, SO THAT'S WHY I, I I I FIND IT QUITE DIFFICULT, DIFFICULT TO KIND OF HEAR, SIT THERE AND LISTEN.
BECAUSE I'VE HAD TEACHERS, UH, AS IN PUBLIC WALK UP TO ME AND HAVE AN ISSUE WITH THIS ON SEVERAL ON, ON, ON, ON SEVERAL DIFFERENT CASES AND SAYING THAT WHY DO, AS BOARD MEMBERS, WE WALK AROUND SAYING THAT TEACHERS ARE NOT, ARE NOT, ARE NOT HELD TO ANY STANDARDS AND, AND, AND THAT NOT, AND THAT NOT TO BE TRUE.
SO TEACHERS ARE HELD, TEACHERS ARE HELD TO STANDARDS OF THEY ARE EVALUATED EVERY AT YEAR, EVERY TEACHER IN EVERY BUILDING IS EVALUATED FROM MY UNDERSTANDING.
SO THEY MIGHT NOT BE EVALUATED, UH, IN TERMS OF THE DISTRICT AS WHICH
[01:05:01]
WE HOLD.DR. RODRIGUEZ SAYS THE THE PERSON, BUT SAID THE PERSON WHO'S THE SUPERINTENDENT THEN.
BUT FROM MY UNDERSTANDING, EVERY TEACHER IS EVALUATED THE SAME WITH HOW EVERY MARINE IS EVALUATED AT THE END OF EVERY YEAR OR AT THE END OF EVERY, EVERY, UH, HAVE HIGH, HIGH BLACK GOAL.
AND SO IT STARTED THE ARMY, OR, OR, OR WHICH, WHICH, WHICHEVER, WHICHEVER BRANCH YOU OR THING YOU WANNA USE.
SO TEACHERS ARE EVALUATED, SOME ARE SOME, SOME ARE, SOME ARE, SOME MAY HAVE A GOOD EVALUATION, SOME MAY BE PUT ON IMPROVEMENT PLAN, AND THEY MAY HAVE A TIME, THE TIME TO DO THAT.
AND IF THEY DON'T IMPROVE, THEN, THEN FROM OUTSTANDING, THEY'RE GONE.
SO I, I JUST WANNA BRING THAT OUT BECAUSE THAT IS THINGS THAT I'VE BEEN, I'VE BEEN TOLD THAT TEACHERS HAVE POINTED OUT TO ME THAT WHEN, WHEN THIS COMMITTEE MEET OR WHEN WE TALK ABOUT THIS PUBLICLY, THAT THEY'RE, THEY, THEY FEEL THAT THAT, THAT THERE, THAT THERE'S NO LEVEL OR ELEMENT OF EVALUATION TOOLS FOR THEM OR STANDS THAT THEY ARE HELD TO.
SO I, THAT'S THE FIRST THING I JUST WANNA PUT OUT THE FIRST THING I WANNA PUT OUT THERE.
NOW, SECONDLY, WITH PROVIDING THIS TOOL THAT WE'RE USING, I REMEMBER RIGHT WHEN I WAS FIRST COMING ON THE, ON THE BOARD, THIS TOOL WAS CREATED BECAUSE THERE WAS NOT A TOOL LIKE THIS.
THE BOARD STRATEGICALLY WENT AND FOUND A TOOL WHERE THE SUPERINTENDENT, BECAUSE PEOPLE WERE UPSET SAYING THAT THE SUPERINTENDENT IN THE PAST HAD NOT BEEN BEING HELD ACCOUNTABLE FOR RESULTS.
AND THAT PEOPLE HAVEN'T KIND OF BASING THE EVALUATION OFF OF KIND OF HOW THEY FELT ABOUT THE SUPERINTENDENT OR THINGS OF, OF THAT NATURE OR, OR HOW THEY FELT ABOUT THE ORGANIZATION.
SO THEREFORE, THAT'S WHY THIS, I BELIEVE THE STRATEGIC THINKING WA WAS, UM, WAS PUT IN PLACE BECAUSE I, I IF, IF I REMEMBER, CERTAINLY CORRECT, I BELIEVE IT WAS, UH, ON THE FIRST COMMITTEE, UH, DRILLING DOWN ON THIS, I BELIEVE YOU HAD, UH, DAVID KRIGER AND UH, AT THAT TIME, UH, I THINK HE WAS CHAIR, UH, CHAIR AND I THINK IT WAS, UH, VICE CHAIR WAS, UM, WAS, UM, UH, MR. KATHY INE.
SO IN TERMS OF, I'M GETTING TO THE POINT IN, IN TERMS OF HOLDING THE SU THE SUPERINTENDENT, WHOEVER THE SUPERINTENDENT MAY BE IS AT, AT, AT, AT THE TIME THAT WE DO THIS EVALUATION.
YOU, YOU HAVE TO HAVE, THEY WANT TO SAY, OKAY, WELL LISTEN, WE WANT TO MAKE SURE THAT, THAT THERE'S NO, BASICALLY IF YOU LOOK AT OUR, AT OUR FEELINGS, I MEAN IF YOU LOOK AT THE, THE, THE CONTENT THAT WE USE THAT BASICALLY NO FEELINGS IN THE CONTENT.
IT'S BASICALLY UPON EITHER THEY PERFORMED THIS TASK OR THEY DID NOT PERFORM THIS TASK POINT BLANK PERIOD.
THAT THAT IS HOW THE, THE, THE, THE TOOL IS USED.
AND IN TERMS OF THE, UH, 75, 75, 92, THOSE WERE GOALS THAT, THAT WERE PUSHED OUT THERE.
AND HOW WE INTERTWINE THAT INTO THIS TOOL, I THINK IS A REASONABLE CONVERSATION.
AND ALSO ON A NATIONAL LEVEL, I'M GONNA TELL YOU, ME PERSONALLY AS A BOARD MEMBER, I, WHEN I LOOK AT THE, THE SCORES ACROSS THE STATE OF SOUTH CAROLINA, I AM NOT BIG ON, UH, COMPARING BECAUSE WHEN YOU LOOK AT EDUCATION, WE'RE ALMOST DEAD LAST.
SO THEREFORE, WHAT THAT TELLS ME THAT WE HAVE TO DO SOME THINGS DIFFERENTLY, THINK OUTSIDE THE BOX AND, AND MOVE AND, AND MOVE IN A WAY THAT OTHER PEOPLE HAVEN'T.
THAT'S TELL YOU ONE THING THAT PEOPLE, COLLEGE SCHOOLS YOU DO HAVE THAT SOME, THAT SOME OTHER DISTRICTS DON'T HAVE.
WE HAVE A LOT OF THAT GOING RESOURCES IN TERMS OF, I FIRST TIME MY COLLEAGUES SAID, WELL, YOU HAVE, WHEN YOU, WHEN YOU GET, WHEN YOU GET INTO FINE TUNE THINGS AND YOU START LOOKING AND THEY WANNA LOOK INTO, THEY WANNA MOVE DOWNSTREAM.
YOU, WE HAVE, WHEN WE HAVE DIFFERENT, UH, UH, ETHNICS LIKE LA UH, LATINO OR HISPANICS AND D THINGS, WE ALSO HAVE RESOURCES FOR THEM AS WELL.
WE HAVE RESOURCES TO HELP THEM AND TO HELP THEM PREPARE THEMSELVES TO BE ABLE TO COMPETE INTERNATIONALLY OR GLOBALLY.
SO, SO I, SO, SO, SO I MEAN, I, THESE ARE ALSO THINGS TO THINK ABOUT AND I'M, I'M JUST GIVING FOOD FOR THOUGHT IN TERMS OF THE CONVERSATION THAT, THAT I'VE LISTENED TO THIS MORNING.
UM, AND, AND I'VE HAD PEOPLE SAY, WELL, YOU KNOW, MR. SMITH, WELL WHEN DO, UH, WHEN, WHEN ARE WE GONNA HAVE SOME INTERPRETERS? BUT TRUTHFULLY, WE DON'T HAVE GULL INTER INTERPRETERS.
AND GULLAH IS A DIFFERENT, GULLAH, GEECHEE IS A DIFFERENT LANGUAGE.
SO, SO, SO THERE'S A, THERE'S MANY COURSE OF THINGS THAT, UH, GOES INTO THIS.
BUT THE ULTIMATE THING IS AT SOME POINT IN JUNCTURE, WE HAVE TO STOP MOVING FORWARD WITH THE UNDERSTANDING THAT EVERYONE HAS TO BE HELD, HELD, HELD, HELD, HELD.
UH, A A ACCOUNTABLE, BUT ALSO WE CAN DO IT, WE CAN DO IT RESPECTFULLY,
[01:10:01]
AND WE CAN DO IT WITH WITHIN, WITHIN MEASURES, BUT UNDERSTANDING THE HISTORY OF WHERE WE CAME FROM IN THIS CONVERSATION VERSUS FROM THEN TO NOW, AND TO WORK UP TO WHERE WE, TO WHERE WE, WHERE WE WANNA BE AS A DISTRICT.I, I THINK THAT'S, THAT, THAT, THAT THAT'S THE ONE OF THE IMPORTANT KEY PARTS TO UNDERSTANDING, UH, MOVING, MOVING THIS THING FORWARD, MOVING THE, MOVING THE BOARD, MOVING, MOVING THE BALL FORWARD, UP THE COURT, UP UP THE FIELD.
SO THAT, THAT'S JUST SOME OF, SOME OF THE THINGS THAT I, I WANNA PUT OUT THERE, PUT, PUT OUT THERE.
BUT DEFINITELY I WANNA RESPOND TO THAT PART ABOUT, ABOUT THE TEACHERS, BECAUSE TEACHERS HAVE DEFINITELY ATTACKED ME ON THAT PUBLICLY.
UH, INGRID, DO YOU HAVE YOUR HANDS UP? YEP.
GOING BACK TO YOUR COMMENTS, UH, COLONEL GARR ABOUT HOW TO APPROACH THIS.
I WILL SAY, I MEAN, I'M, I'M FULLY IN AGREEMENT, BUT YOU KNOW, THAT IS WHAT THE RESULTS, POLICIES, AND ALL, YOU KNOW, THE COHERENT GOVERNANCE IS SUPPOSED TO BE IS, IS GOALS THAT ARE DEVELOPED IN CONJUNCTION WITH THE SUPERINTENDENT, TO WHICH WE ARE STRIVING TO MAKE REASONABLE POLICY.
AND THEN WE GIVE HIM, UH, OR HER, UH, THE AUTHORITY TO MAKE THE DECISIONS HE NEEDS TO MAKE.
RIGHT? AND SO THAT'S THE WHOLE OE AND I WAS LOOKING AT OUR INSTRUCTIONAL, UM, OE BECAUSE IT, IT DOES KIND OF LAY OUT A GOAL.
IT SAYS, THE SUPERINTENDENT SHALL MAINTAIN A PROGRAM OF INSTRUCTIONS THAT OFFERS CHALLENGING AND RELEVANT OPPORTUNITIES FOR ALL STUDENTS TO ACHIEVE AT LEVELS, UH, DEFINED IN THE BOARD'S RESULTS, POLICIES.
AND I KNOW THAT I BRING THIS UP EVERY YEAR, BUT WE DON'T HAVE RESULTS POLICIES.
UM, AND THEN WE GIVE THEM A LIST OF THINGS JUST, YOU KNOW, AS LONG AS YOU PARAMETERS, YOU KNOW, YOU'RE GONNA MAKE SURE THIS HAPPENS AND THAT THE CURRICULUMS ALIGN WITH SOUTH CAROLINA STANDARDS OUTSIDE OF THE OES.
YOU KNOW, WE WANNA, YOU KNOW, YOU HAVE FULL OPERATIONAL CONTROL, OBVIOUSLY.
SO I THINK THAT'S KIND OF WHAT YOU'RE GETTING AT, IS BASICALLY, AGAIN, IF WE'RE GONNA STICK WITH COHERENT GOVERNANCE, COHERENT, COHERENT GOVERNANCE GIVES US A VERY GOOD MODEL FOR THIS.
WE SHOULD PUT IN RESULTS POLICIES.
AND, AND I'VE LOOKED AT OTHER ONES, AND THEY BASICALLY ARE, YOU KNOW, NUMERICAL OR MORE ABSTRACT GOALS THAT WE WANNA SEE THE SUPERINTENDENT MAKE REASONABLE POL UH, STEPS TOWARDS.
I THINK IT'S HARD, I WAS AT A, UH, ANOTHER MEETING THAT I DON'T WANNA CALL OUT, BUT WHERE THEY WERE JUST LIKE, OKAY, WELL, YOU KNOW, WE'RE AT 54% NOW, SO NEXT YEAR WE'LL GO TO 56%.
I DON'T FEEL LIKE THOSE ARE SUPER VALUABLE 'CAUSE IT'S JUST, THERE'S SO MUCH VARIATION WITHIN THAT.
AND 2%, I WOULD RATHER, I LIKE THE 75, 75, 92 AND SAYING THAT THOSE ARE ASPIRATIONAL GOALS AND LET'S MAKE REASONABLE POLICIES TOWARDS THAT.
RATHER THAN SAYING, YOU KNOW, WE'LL HAVE A 3% IN THIS TEST AND A ONE POINT 'CAUSE WE JUST DON'T KNOW, YOU KNOW, LIKE, UH, OTHERS HAVE SAID, UH, YOU NEVER KNOW WHAT'S GONNA COME THAT YEAR, UM, IN TERMS OF WHAT PEOPLE ARE DOING AND, AND IMPACTS OF, YOU KNOW, WE COULD HAVE A HURRICANE AND BE OUT FOR TWO WEEKS.
WE COULD HAVE, YOU KNOW, ALL SORTS OF OTHER ISSUES GOING ON.
IF I WAS DOING IT ALL BY MYSELF AND, AND I HAD QUEEN OF THE UNIVERSE FOR THE DAY, I WOULD HAVE ASPIRATIONAL GOALS AS PART OF OUR RESULTS POLICIES.
AND WE WOULD EVALUATE AND, AND USING ARTIFACTS SUCH AS TEST SCORES, SUCH AS ATTENDANCE RATES, SUCH AS, ONE OF MY FAVORITE THINGS THAT WE DON'T DO, BUT I THINK IT WOULD BE A GREAT DATA PROXY FOR, UH, PARENTAL INVOLVEMENT IS POWERSCHOOL LOGINS.
'CAUSE FOR THOSE OF YOU WHO DON'T HAVE SCHOOL KIDS IN THE SCHOOL, YOU HAVE POWERSCHOOL.
AND EVERY TIME THEY ARE LATE FOR A CLASS, MISS A DAY, GET A A GRADE, IT GIVES YOU A LITTLE NOTIFICATION.
SO I GET THIS LIKE, HENRY, YOU KNOW, JUST GOT A TEST RESULT AND YOU CAN PULL IT UP AND LOOK AT THOSE GRADES AND LOOK AT THEIR ATTENDANCE RECORDS.
AND SO, TO ME, IF WE WERE TO TRACK POWERSCHOOL, YOU HAVE TO SET UP YOUR ACCOUNT BEGINNING OF THE YEAR.
I WOULD BE CURIOUS TO KNOW WHAT PERCENTAGE OF OUR STUDENTS' PARENTS TOOK THE TIME.
'CAUSE IT'S NOT EASY AND SET UP A POWERSCHOOL ACCOUNT FOR THEIR KIDS.
BECAUSE TO ME, THAT'S A HUGE PROXY FOR PARENTAL ACHIEVEMENT.
BUT WE COULD LOOK AT, WE COULD DECIDE, YOU KNOW, THE DIFFERENT ARTIFACTS THAT WE WANTED TO, AND THAT'S PART OF THE MONITORING, YOU KNOW, METHOD AND WHATNOT, UM, THAT WE WANTED TO SEE AS WE EVALUATED REASONABLE PROGRESS.
UM, TO ME THAT SEEMS MORE OF A POLICY-BASED LEADERSHIP MODEL.
IT'S OUR POLICY EVALUATION MODEL.
UM, IT SEEMS MORE CONSISTENT WITH WHAT I SEE, UM, IN SORT OF HUMAN SERVICE, UM, ORGANIZATIONS WHERE IT'S REALLY DIFFICULT IF YOU'RE, IF YOU'RE RUNNING A FACTOR WHERE YOU'RE LOOKING AT OUTPUT NUMERICALLY, AND YOU CAN PREDICT EFFICIENCY IMPROVEMENTS AND YOU CAN PREDICT NUMBER OF UNITS SOLD, YOU KNOW, TO A CERTAIN EXTENT, I THINK IT'S A LOT HARDER TO DO THAT, UM, IN SOMETHING LIKE A SCHOOL DISTRICT WHERE YOU HAVE SO MUCH VARIATION.
BUT I DO THINK WE HAVE A ROADMAP FOR WHAT YOU'RE TALKING ABOUT.
UM, BUT SO FAR I HAVE BEEN UNSUCCESSFUL IN GETTING THAT OFF THE GROUND.
SO TAKE THAT FOR WHAT IT'S WORTH.
UH, CARLTON, YOU HAVE YOUR HAND UP.
UH, THIS HAS BEEN A, JUST A SUPERBLY BENEFICIAL CONVERSATION.
I JUST HAVE A FEW CLARIFYING COMMENTS, UH,
[01:15:01]
IF I MAY.ONE IS, UM, IF PEOPLE HAVE ALLUDED TO WHAT THEY'VE DONE, UH, PRIOR TO JOINING THE BOARD AND WHAT HAVE YOU, SO I'LL BE VERY BRIEF.
MY BACKGROUND IS BUSINESS TURNAROUND GOING INTO OPERATIONS OR SUBSIDIARIES THAT UNDERPERFORMING, BUT HAVE ASSETS THERE AND CUSTOMERS THERE, BUT THEY STILL UNDERPERFORM.
AND THE CONSISTENT EPIPHANY IN PRACTICALLY EVERY ONE OF THOSE 19 MOVES WAS THAT THERE WAS A DISCONNECT, AS COLONEL ALLUDED TO, BETWEEN THE SENIOR MOST PEOPLE AND THE PEOPLE AT THE POINT OF CUSTOMER CONTACT OR POINT OF SALE, OR THE, FOR THE MEDICAL PEOPLE THAT WERE ON OUR PURVIEW, WERE THEY, HOW MANY CUSTOMERS WERE THEY SERVICING? DID THEY IMPROVED? THOSE TYPES OF THINGS.
SO NUMERICAL RESULTS UNLEASH MOTIVATION BECAUSE WHEN WE'RE TARGETING ACTIVITIES, THEY CAN DO AN ACTIVITY, I CAN TAKE A COURSE, BUT IF YOU DON'T SORT OF HELP ME UNDERSTAND HOW I NEED TO TRANSLATE THAT COURSE INTO ACTUAL IMPROVING THE DELIVERY OR THE REDUCTION OR WHATEVER, THEN IT'S HARD.
IT SEPARATES THE SUPERVISOR FROM FEELING THAT THEY ARE HELPING THE FRONTLINE PEOPLE AND THE FRONTLINE PEOPLE FEELING THAT THE SENIOR PEOPLE HAVE THEIR BACK.
WHAT'S MISSING WHEN THE SUPERINTENDENT CAN'T CASCADE IT DOWN.
THE OTHER THING IS WHAT THE COLONEL MENTIONED, WHAT THE COLONEL MENTIONED ABOUT HAVING THAT PRELIMINARY CONVERSATION, AND IF, IF THE SUPER, IF THE PRINCIPALS KNOW THAT THEY'RE HELD ACCOUNTABLE, THEY'RE GOING TO, IF THEY HAVE GOOD SKILLS, WHICH THEY ALL DO, I'M SURE THEY'RE GONNA COMMUNICATE THAT IN A WAY, IN A TEAM ORIENTED ORIENTED ENVIRONMENT WHERE THAT PERSON THAT'S LISTENING SAYS, OKAY, THEY WANT ME TO ACTUALLY HEAR MY IDEAS.
THAT'S WHAT CREATES THAT IMPROVEMENT.
UM, PEOPLE RESPOND, THEY REALLY DO.
AND I KNOW WE DON'T KNOW ALL THE THINGS.
WE CAN'T HAVE THE GRANULARITY TO SAY WHAT'S GOING TO HAPPEN OR NOT GOING TO HAPPEN.
BUT IF WE CAN UNLEASH THAT TEACHER WORKFORCE THAT THEY KNOW WE ARE IN THEIR CORNER, WE'RE IN, IN THE SUPERINTENDENT'S CORNER, WE'RE TRYING TO HELP THE ORGANIZATION BE MORE RESPONSIVE, THEY'RE GONNA HELP US BECAUSE ULTIMATELY WE'RE COMPETING AGAINST TWO OTHER OPTIONS FOR SCHOOLS, FOR AMERICAN CITIZENS.
AND ALL YOU GOTTA DO IS LOOK AT THE GROWTH RATE.
AND I THINK WE CANNOT CONTINUE DOING WHAT WE'VE ALWAYS FELT COMFORTABLE OR CONSTRAINED TO DO WHEN THINGS ARE CHANGING SO MUCH.
SO THAT'S, THAT'S ALL I'M SAYING.
WE, WE, YOU KNOW, WE WE'RE BEING JUDGED SORT OF DIFFERENTLY THAN WE HAVE IN THE PAST.
YEAH, I'D LIKE TO, UH, WE'VE BEEN AT THIS NOW FOR ABOUT AN HOUR AND 20 MINUTES.
WHAT I'D LIKE TO DO IS MAKE A SUGGESTION AND THEN TURN IT OVER TO DR. RODRIGUEZ TO SEE WHAT HE THINKS.
MY SUGGESTION IS, OBVIOUSLY WE ARE WORKING ON THIS YEAR'S EVALUATION FORM, AND WE SEEM TO HAVE, WE HAVE ISSUES OR DIFFERENCES OF OPINION AND DIFFERENT WAYS OF LOOKING AT THE METRICS FOR STUDENT ACHIEVEMENT, FOR GAP CLOSURE AND SO ON, AND HOW MUCH THE, THESE THINGS SHOULD VALUE BE EVALUATED ON WHAT PERCENTAGES, WHAT I, HERE'S WHAT I RECOMMEND, DR. RODRIGUEZ, YOU'VE HEARD THE DISCUSSION AND I THINK YOU GOT A LOT OF GOOD DISCUSSION.
YOU'RE GOING, YOU'RE ABOUT TO RELEASE, START PREPARING YOUR EVALUATION FORM.
I ASSUME WHEN YOU GET THAT ALL FINISHED, HOW ABOUT COMING BACK TO US AND SAYING, THIS IS HOW I BELIEVE THESE FINAL PARTS BE FILLED OUT FOR THIS COMING THIS YEAR.
WHAT IS THAT? IS THAT A REASONABLE REQUEST? YEAH, I MEAN, I, I, I LOOK, I'LL, I'LL, I'LL, I'LL LAND THE PLANE WHEREVER WE LAND THE PLANE, YOU KNOW, UM, YOU'VE HEARD MY ISSUE WITH IT.
AND, AND THERE'S NOTHING WE CAN DO TO CHANGE THAT ISSUE, RIGHT? MM-HMM.
BUT THEY DON'T GET EVALUATED ON THOSE METRICS.
THEY GET EVALUATED ON PROFESSIONAL PRACTICE, ESSENTIALLY.
THAT'S WHAT IT IS, YOU KNOW, BUT I MEAN, THAT'S FINE.
WELL GIVE IT, YOU KNOW, I, I THINK THAT WE DON'T KNOW ENOUGH.
[01:20:01]
I'M SPEAKING FOR MYSELF.I MEAN, CONSTRUCT A, A FORM OR TO LAY OUT WHAT YOU SHOULD BE EXPECTED TO ACHIEVE IN A, IN A ANNUAL BASIS.
AND YOU, YOU, YOU, YOU CAN TAKE LANGUAGE ARTS, RIGHT? OUR SYSTEM HAS GONE UP EVERY YEAR IN LANGUAGE ARTS.
OKAY? WE'RE SITTING AT THE HIGHEST SCORES THE SYSTEM HAS EVER GOTTEN ON THIS CURRENT ASSESSMENT SINCE ITS INCEPTION.
SO I WOULD BE IN A POSITION TO ARGUE, THIS IS GREAT, LET'S DO THIS.
LET'S GO ALL, ALL FOUR OF THE ACHIEVEMENT PIECE, BECAUSE MY NUMBERS WOULD SHOW PROGRESS.
WE WOULD SHOW, RIGHT? BUT INSTEAD, WHAT I'M ARGUING TO YOU IS THAT, THAT I DON'T HAVE THE ABILITY, RIGHT, TO CASCADE THIS ALL THE WAY DOWN TO, TO, TO THE BOTTOM, WHICH IN MY OPINION, RIGHT, IS AN ESSENTIAL COMPONENT IN AN ALIGNMENT ON SOMETHING LIKE THIS.
YOU KNOW? SO, I MEAN, THAT'S OUTTA MY CONTROL, THAT'S OUTTA YOUR CONTROL.
THAT'S OUT OF THIS, THIS STORAGE CONTROL.
BUT, UM, BUT I MEAN, GIVE ANY COMMENT.
AND, AND THAT'S A VERY GOOD POINT.
AND IT'S EVEN MORE DIFFICULT IN, THAN IN MY FIVE AND A HALF YEARS.
THEY CHANGE THE STANDARD AT THE STATE EVERY TIME, EVERY YEAR.
AND SO STANDARD OF SUB OR SOMETHING PART OF THIS COMPONENT.
IT'S GOING TO BE, THERE'S GONNA HAVE TO BE ANECDOTAL PARTS.
WE CANNOT COMPLETELY RELY ON DATA BECAUSE THE DATA IS FRANKLY, SUSPECT BECAUSE THE STANDARDS CHANGE.
IF THEY EVER KEPT SUSTAINING STANDARDS FOR MULTIPLE YEARS, THAT WOULD BE DIFFERENT.
CARLTON, CARLTON, YOUR HANDS UP? YES.
UM, I JUST HAVE A BASIC QUESTION.
I THINK I MAY HAVE MISSED THIS POINT.
IS THERE ANYTHING THAT LEGALLY OR LEGISLATIVELY PROHIBITS A SUPERINTENDENT FROM CASCADING WHAT THAT PERSON IS HELD ACCOUNTABLE FOR? DOWN TO THE TEACHERS? PROBABLY SEVERAL THINGS.
UH, ONE, I BELIEVE WE'RE REQUIRED TO USE THE, THE EVALUATION SYSTEM THAT THE STATE HAS, WHICH DOESN'T INCLUDE THIS.
SECONDLY, UH, UH, THE, THE FINAL SCORES, THE FINAL WORK THAT THE STATE DEPARTMENT DOES ON, ON THE DATA DOESN'T COME OUT UNTIL OCTOBER.
TEACHERS, ASSISTANT PRINCIPALS, PRINCIPALS, EVALUATIONS ARE DUE, UH, I THINK JUNE 30TH.
SO, SO YOU DON'T HAVE THE, THE FINAL NUMBERS TO DO SOMETHING ABOUT IT.
UM, UH, OR TO UTILIZE IT, I SHOULD SAY, UH, WHEN THE EVALUATIONS ARE DUE.
AND, AND, AND THOSE ARE, THOSE ARE REQUIREMENTS.
THOSE ARE JUST TWO THINGS THAT ARE OFF THE TOP OF MY HEAD.
I SUGGEST THAT I'M GONNA ASK EACH OF THE, UH, TWO COMMITTEE MEMBERS, MS. HAY AND MS. BOATWRIGHT, IF YOU AGREE OR DISAGREE, DID WE ALLOW US SOME MORE TIME TO THINK ABOUT THIS SUPERINTENDENT SOME MORE TIME? AND WHEN HE GIVES US HIS EVALUATION SUPPORT FORM, THAT'S WHAT I CALL IT, UH, THAT HE, HE TAKES A CUT AT THIS ISSUE, AND THEN WE MEET AGAIN, EVALUATE THAT, CUT, AND HAVE ANOTHER DISCUSSION.
IS THAT ACCEPTABLE, MS. BOATWRIGHT AND MS UH, UH, HEY, SURE.
SO WE'RE JUST GONNA, WE'RE GONNA COME BACK AND REVISIT IT AFTER WE DO THE, UH, CURRENT EVALUATION, RIGHT? YEAH.
AND CAN I MAKE ONE MORE POINT? I KNOW WE'VE BEEN GOING AT THIS FOR A WHILE, BUT I JUST WANNA MAKE ONE OTHER QUICK POINT ABOUT THE TESTING, BECAUSE I AM REALLY DECIDING THAT THIS IS A, A HILL I'M GOING TO, I'M GONNA DIE ON.
UM, YOU KNOW, I, I WAS A DAUGHTER OF TWO TEACHERS, AND THEY DID, THEY WERE DOING THIS TESTING AT THAT POINT.
I CAN TELL YOU IT'S NOT SUPER MOTIVATING.
UM, IT, IT'S, IT'S REALLY QUITE THE CHALLENGE.
I THINK IT WOULD BEHOOVE US TO MAYBE GET SOME FEEDBACK FROM SOME TEACHERS ABOUT WHAT THEY'RE, YOU KNOW, SOMETHING.
[01:25:01]
I THINK THE IDEA THAT IF WE JUST SET PRACTICAL STANDARDS IN FRONT OF THEM, THEY WOULD BE MOTIVATED TO ACHIEVE THOSE STANDARDS.TEACHERS ARE WORKING REALLY, REALLY HARD.
THERE'S A STUDY THAT CAME OUT THAT SAID 44% OF A TEACHER'S TIME IS SPENT ACTUALLY TEACHING IN THE CLASSROOM.
THE ADMINISTRATIVE BURDEN WE HAVE ON TEACHERS, AND IT'S THE STATE.
THE STATE IS A PROBLEM BECAUSE THEY DO PUT AN ONEROUS, VERY ONEROUS, UH, ADEPT EVALUATION PROCESS.
THEY, THEY JUST DON'T INCLUDE THE, THOSE PARTICULAR NUMBERS IN IT.
BUT IF WE WERE TO ADD THAT ON TOP OF THE ADEPT PROCESS, I THINK YOU CAN HANG UP ALL THE, UM, GAINS WE'VE MADE FROM THE PAY RAISE, BECAUSE IT IS, IT'S ONEROUS, UM, THE ADMINISTRATIVE BURDEN.
SO I THINK THAT'S, THAT'S A BIT OF A CAUTION ON THAT, IS JUST LET'S THINK ABOUT THE IMPACT TO THE CLASSROOM.
SO THEN THE OTHER THING IS, THERE IS SO MANY, I WOULD LOVE TO SEE BUFORT COUNTER COUNTY TAKE UP THIS MANTLE A LITTLE BIT.
THESE TESTS HAVE NOT CHANGED IN 30 YEARS.
IT IS A BUBBLE STANDARDIZED TEST.
'CAUSE 30 YEARS AGO, THAT WAS THE BEST WE CAN DO.
AND I HAVE THIS ANALOGY IN WITH DIABETES 30 YEARS AGO, THE BEST WE COULD DO WITH DIABETES WAS YOU COULD PEE ON A STRIP AND IT WOULD TELL YOU HOW MUCH SUGAR WAS IN YOUR URINE.
AND THE DEATH RATE OF TYPE ONE DIABETES WAS MUCH HIGHER THAN IT IS TODAY.
WE HAVE GOTTEN TO A POINT NOW WHERE WE HAVE CONTINUOUS GLUCOSE MONITORING THAT C SMART CONNECTS TO A TELE, UH, TO A SMARTPHONE.
AND WE ARE DEVELOPING INSULAR, MANMADE PANCREATIC CELLS THAT WILL READ THE DATA FROM THE CONTINUOUS GLUCOSE MONITORING THAT JUST SITS ON SOMEONE'S ARM, RIGHT? OR IS INSERTED IT ACTUALLY, UH, YOU HAVE A PUMP INSERTER THAT, THAT READS THE DATA NOW AND ADJUST YOUR GLUCOSE WITHOUT YOU EVEN HAVING TO DO ANYTHING ABOUT IT.
AND THEN, BUT NOW WE'RE GONNA ACTUALLY START FEEDING THAT DATA INTO MANMADE CELLS THAT WILL FUNCTION AS, UH, INSULIN CELLS.
AND WE'RE, YOU KNOW, WE'RE CURING DIABETES 30 YEARS LATER.
FOR SOME REASON, THE EDUCATION INDUSTRIAL TESTING COMPLEX, WHICH IS REALLY HOW I THINK OF IT, WILL NOT CHANGE THIS FOUR ANSWER BUBBLE TEST THAT NO ONE CARES ABOUT.
AND IF YOU READ, I, I INVITE EVERYONE IN THE COMMUNITY AND I INVITE BOARD MEMBERS TO GO IN.
THEY, THE STATE OF SOUTH CAROLINA WILL PROVIDE YOU WITH SOME SAMPLE QUESTIONS, AND YOU SHOULD LOOK AT THESE QUESTIONS AND LOOK AT THE ANSWERS AND THINK ABOUT WHERE WE ARE 30 YEARS LATER, BECAUSE WE COULD BE GETTING REALLY GOOD, INTERESTING, COMPLEX DATA THAT WOULD IMMEDIATELY COME TO THAT TEACHER THAT COULD BE USED TO ON THE SPOT, IMPROVE AT A GRANULAR STUDENT BY STUDENT LEVEL.
WE'RE JUST NOT INVESTIGATING IT AT THE STATE LEVEL.
SO I THINK, YOU KNOW, THERE ARE WAYS THAT WE COULD, WE COULD START BUILDING A MORE COMPLEX, UM, EVALUATION TOOL, AND WE COULD COME UP WITH MORE TARGETED INTERVENTIONS.
'CAUSE HONEST TO GOODNESS, THAT'S HOW WE'RE GONNA GET TO 75, 75, 92.
IT'S NOT GONNA BE ON THE BACKS OF BIOLOGY, EOCS, AND ALGEBRA EOCS AND THESE READING TESTS.
UM, AND SO, LIKE I SAID, I, I HAVE, AGAIN, THIS IS SOMETHING I'M PRETTY PASSIONATE ABOUT.
I HAVE A LOT OF PROBLEMS WITH THAT.
I HAVE A LOT OF PROBLEMS WITH HOLDING DR. RODRIGUEZ STRICTLY ACCOUNTABLE.
NOT, NOT TAKING THOSE NUMBERS OUT NUMBERS, BUT MAKING THAT SUCH THE, THE BULK OF HIS EVALUATION FOR ALL THE REASONS HE MENTIONED AND THE FACT THAT WE'RE JUST NOT ADJUSTING TO NEW TECHNOLOGY.
I THINK, UH, HEARING NO OTHER COMMENTS, UH, I'M GONNA GO AHEAD AND, UH, LOOK AT A, UH, I DO HAVE A COMMENT.
MR. SMITH, UM, I, I HEAR WHAT YOU'RE SAYING ABOUT, UH, COMING BACK AFTER HIS EVALUATION IS DONE.
BUT LOOK, I, UH, MY QUESTION IS, UH, I KNOW HE HAS A CERTAIN PERIOD OF TIME, UH, WHEN HE HAS TO HAVE, HOW HE'S GONNA BE EVALUATED, EVALUATED BY THE NEXT YEAR.
WHEN IS THAT DATE? THAT'S WHAT WE'RE DOING RIGHT NOW, IS WE'RE, WE'RE DEVELOP, DEVELOPING, OR CONFIRMING THE INSTRUMENT THAT WILL, THAT HE WILL BE EVALUATED AT THIS TIME NEXT YEAR.
AND SO WHAT WE'RE DOING IS WE'RE, WE'RE KICKING THAT CAN DOWN THE ROAD FOR, FOR ABOUT SIX WEEKS, SO WE CAN HAVE A CHANCE TO, TO THINK ABOUT THIS VERY DIFFICULT ISSUE AND HAVE DR. RODRIGUEZ COME BACK AND GIVE US HIS CUT, AND THEN WE'LL MEET AGAIN AS A COMMITTEE TO DETERMINE, UH, WHERE WE SHOULD GO FROM THERE AND THEN REPORT TO THE FULL BOARD.
AND, AND, AND, AND FOR CLARIFICATION, MY, MY, MY CONCERN WITH THIS IS I THOUGHT HE HAD TO BE KNOWN, NOTIFIED PER, I'M NOT SURE WHETHER IT WAS PER THE CONTRACT OR NOT.
I JUST REMEMBER PEOPLE HEARING, I HEARING PEOPLE TALK ABOUT THIS WHEN, WHEN THEY WERE TALKING ABOUT WANTING TO CHANGE THINGS IN THE PAST, THAT HE HAS TO HAVE A CERTAIN AMOUNT
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OF TIME ALLOTTED TO HIM TO TELL HIM WHAT HE WOULD BE HELD TO.UH, UH, I'M NOT SURE WHETHER IT'S PER CONTRACT OR NOT.
SO THEREFORE, WE WOULD HAVE TO BE THAT'S, THAT THAT'S THE CASE.
THEN WE HAVE TO BE CAREFUL THAT, OH, WE HAVE TO GET PERMISSION, UH, I GUESS FROM HIM OR SOMETHING IN WRITING TO PROTECT OURSELVES AS WELL, TO SAY THAT, HEY, UM, WE'RE, WE'RE GOING TO DO THAT A DIFFERENT TIME THIS YEAR.
IF, IF, IF, IF THAT'S THE FACT IS, IS WHAT I'M TRYING TO, IS, UH, IF SOMEONE COULD GIMME A CLARIFICATION, A CLEAR UNDERSTANDING ON THAT, I CAN'T GIVE YOU A CLEAR UNDERSTANDING ON THAT.
AND IT, IT'S KIND OF MOOT BECAUSE WE'RE NOW ON THE 13TH OF SEPTEMBER AND WE WILL NOT BE ABLE TO DO AND PROVIDE A INSTRUMENT AT THE START OF THIS SCHOOL YEAR.
WE'VE ALREADY PASSED THE START OF THE SCHOOL YEAR.
SO, BUT WHAT YOU SAY, UH, WE WON'T BE ABLE TO GIVE HIM AN INSTRUMENT AT THE BEGINNING OF THE SCHOOL YEAR.
NO, I DON'T BELIEVE I SAID THE BEGINNING OF THE SCHOOL YEAR.
I, I'M SURE I, UH, IN TERMS, IN TERMS OF, I REMEMBER LAST YEAR WHEN THEY WERE, WHEN, WHEN THEY, WHEN I BELIEVE WHEN A COUPLE OF MY COLLEAGUES WERE TALKING ABOUT CHANGING THE INSTRUMENTAL TOOL OR CHANGING SOMETHING THAT THEY WANTED TO EVALUATE HIM UPON, THERE WAS A CONVERSATION BOARD MEMBERS SAID THAT IT WAS, THAT THERE'S A CERTAIN AMOUNT OF TIME ALLOTTED FOR HIM TO KNOW WHAT HE WOULD BE EVALUATED ON.
AND FOR US TO CHANGE IT AT THAT TIME WOULD'VE BEEN A, POSSIBLY, WOULD'VE BEEN A, UH, VIOLATION OF THE CONTRACT AND VIOLATION OF OTHER THINGS.
AND SO WITH SAYING THAT, I'M BRINGING THAT UP TO SAY, IS THERE A MANDATED TIME THAT WE MUST GIVE HIM WHAT HE'LL BE EVALUATED ON TO THE PRIOR, PRIOR YEAR PRIOR, OR IS THERE NOT? BECAUSE IF SO, THEN WHAT IS THAT DATE? AND, AND, AND HOW FAR FROM THAT DATE ARE WE, WE DON'T KNOW THAT.
WE DON'T HAVE THAT INFORMATION HERE TODAY, TONIGHT.
UH, WE'LL HAVE TO TAKE A LOOK AT IT AND WE'LL DISCUSS THAT WHEN WE, WHEN THIS COMMITTEE MEETS AGAIN.
WELL, THAT'S, THAT, THAT'S VERY ALARMING.
THAT'S VERY CONCERNING, BECAUSE I WOULD'VE HOPED THAT WE WOULD HAVE THAT, THAT INFORMATION.
UM, AND I'M, AND I'M NOT SURE WHETHER DR. RODRIGUEZ MAY KNOW THAT INFORMATION OR NOT UNDERSTAND, BUT YOUR CONCERNS ARE NOTED, SIR.
AND WITH THAT, WITH A UNANIMOUS CONSENT, WE WILL ADJOURN THE MEETING.
ARE THERE ANY OBJECTIONS? NOPE.
I KNOW THIS IS A TOUGH MEETING TO RUN.
I APPRECIATE YOUR, UH, EFFORTS.
IT WAS A VERY GOOD MEETING, EVERYONE.