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WE'RE READY TO BEGIN.CALL TO ORDER 11:30 AM ON SEPTEMBER 23RD.
THIS IS THE RESULTS COMMITTEE MEETING.
WE HAVE MYSELF AS CHAIR ELIZABETH HAY AND COLONEL GEIER AND DAVID CARR.
ALSO PRESENT IS MR. DALLAS AND DR. RODRIGUEZ.
AND ONLINE WE HAVE LEIA, FRAZIER, AND WILL SMITH.
UM, SO IF WE CAN CALL THIS MEETING TO ORDER.
DO I HAVE A MOTION TO APPROVE THE AGENDA? SO, MOVE MADAME CHAIR.
DO WE HAVE A SECOND? THANK YOU.
AND NOW WE WILL DO THE PLEDGE OF ALLEGIANCE.
I PLEDGE OF P ALL TO OF THE UNITED STATES OF AMERICA.
AND TO THE REPUBLIC FOR WHICH IT STANDS.
ONE NATION UNDER GOD, INDIVISIBLE, WITH LIBERTY AND JUSTICE.
DID I NEED TO ASK IF SUBMITTED BEEN NOTIFIED, ROBIN? YES, THEY HAVE.
SIR, DO WE HAVE PUBLIC COMMENTS? NO, MA'AM.
THE FIRST ORDER OF BUSINESS TODAY WILL BE THE DISCUSSION OF THE BOARD RATING REQUIRE, OOH, EXCUSE ME, BOARD RATING REQUIREMENTS FOR THE 2024 THROUGH 2025 EVALUATION AND FOR FUTURE EVALUATIONS.
SO THAT IS THE DISCUSSION OF US AS BOARD MEMBERS, UM, WHEN WE'RE RATING THE SUPERINTENDENT FOR THE ACADEMIC YEAR.
SO IT HAS BEEN BROUGHT TO MY ATTENTION THAT WE AT TIMES HAVE RATINGS THAT ARE GIVEN THAT DO NOT COME WITH AN EXPLANATION.
UM, THE SUPERINTENDENT CAN'T BUILD OFF OF FAILURES OR IMPROVEMENTS OR ANYTHING IF WE'RE NOT GIVING HIM CONSTRUCTIVE FEEDBACK.
SO WE DO HAVE A MOTION IN PLACE, BUT IF ANYBODY HAS ANY DISCUSSION ABOUT THOUGHT ON OUR RATINGS AND WHAT WE SHOULD REQUIRE FROM OURSELVES, UM, AND GOVERNING ONE ANOTHER, IF YOU WILL.
UM, LET'S OPEN THAT UP FOR DISCUSSION FOR THE MOTION.
WHICHEVER WAY WE CAN GIVE THE MOTION AND THEN DISCUSS IT IF NECESSARY.
WHAT PAGE ARE YOU
'CAUSE WE'RE JUST DISCUSSING OUR REVIEW AND RATING SYSTEM FOR THE SUPERINTENDENT.
I MIGHT SUGGEST A MOTION ON THE FLOOR YEP.
DO YOU WANNA RAISE? I WOULD BE HONORED TO THANK YOU, DR.
UH, MOTION TO MOVE THAT IF BOARD MEMBERS ARE RATING THE SUPERINTENDENT AT A RATING OF ONE, THEY MUST INCLUDE A MINIMUM OF TWO TO THREE SENTENCES AS AN AN EXPLANATION.
EXPLANATIONS ARE NOT TO BE REPEATED IN THE EVALUATION.
ANY REPEATS WILL BE EXEMPT FROM INCLUSION.
THIS RATING REQUIREMENT WILL BE EFFECTIVE FOR THE 20 24, 20 25 ACADEMIC YEAR AND THE PROCEEDING YEARS.
ANY DISCUSSION? UM, CHAIR? YES.
I, I'D LIKE TO MAKE AN AMENDMENT, UH, TO THE MOTION TO INCLUDE AFTER YOU HAVE A, A TWO TO THREE SENTENCE EXPLANATION AFTER THAT SENTENCE TO SAY, THIS WILL ALSO APPLY TO A RATING OF FOUR.
THEY MUST INCLUDE A TWO TO THREE SENTENCE EXPLANATION, OR WE COULD DO AS THE AMENDMENT, ROBIN, IF YOU'RE TAKING NOTES THAT IT'S A ONE OR FOUR ONE, YOU KNOW, IN THE FOUR ORIGINAL SENTENCE, THAT WOULD BE EVEN EASIER.
WHICH I'M COMPLETELY IN SUPPORT OF.
I MIGHT TAKE IT A STEP FURTHER.
WHY NOT WRITE A TWO TO THREE SENTENCE EXPLANATION REGARDLESS OF THE NUMBER? IT, I CAN UNDERSTAND THAT, BUT IT'S A LOT, UM, FOR ALL OF US.
SO I THINK WHAT WE WERE WANTING IS IN THE EXTREMES, YOU KNOW, POLAR OPPOSITES.
SO THE ONE VERSUS THE FIVE, OR EXCUSE ME, A FOUR.
UM, ANYTHING IN THE MIDDLE IS REALLY, I HATE TO USE THIS TERM, BUT AVERAGE.
WHEREAS IF WE'RE GIVING THAT HE'S HIGHLY EFFECTIVE, WE WANNA SIMILARLY GIVE HIM THE FEEDBACK OF WHY WE THINK HE IS HIGHLY EFFECTIVE.
IF WE, AND WE'RE NOT GIVEN, UM, SINCE THIS IS YOUR FIRST YEAR SITTING WITH US DURING AN EVALUATION, WE'RE NOT GIVEN MUCH TIME TO TURN THIS AROUND.
AND IT IS A LOT TO READ THROUGH AND GO THROUGH JUST IN GENERAL.
SO CAN YOU STATE YOUR AMENDED MOTION AGAIN? YES.
SO THE FIRST, IT WOULD JUST BE THAT IN THAT FIRST SENTENCE OF READING OF ONE OR FOUR.
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JUST GO FOUR IF YOU LIKE.THAT WOULD BE THE EASIEST WAY.
SO, OH, SHOULD I ASK ONLINE, DOES ANYONE ONLINE HAVE ANY FEEDBACK? NOT AT THE MOMENT.
SO MY QUESTION BECOMES, ARE WE EVALUATING OURSELVES OR WE EVALUATING SUPERINTENDENT? BECAUSE, UH, YOU CAN'T, WHEN THAT, I'VE NEVER HEARD OF AN APPLICATION WHERE WHEN YOU EVALUATING SOMEONE, THEY TELL YOU HOW, HOW, HOW YOU HAVE TO EVALUATE SOMEONE IF YOU EVEN YOU'RE EVALUATING THEM OR YOU'RE NOT.
I, I THINK WHAT WHAT WE'RE DOING IS WE'RE, UH, TRYING TO FORCE THE BOARD TO GIVE ANSWERS.
IF THE BOARD IN YEARS, IN PAST YEARS, UH, PRACTICES, IF YOU WANT TO SAY SOMETHING, THEN YOU CAN'T, IF YOU WANT TO TELL HIM HIM, THEN THAT, THAT'S, THAT'S, THAT'S UPON YOU AS THE, AS THE BOARD MEMBER.
BUT WHAT, WHAT, WHAT, WHAT WHAT WE DON'T HAVE THE AUTHORITY TO DO IS TELL BOARD MEMBERS THAT, HEY, IT, BASED UPON WHAT YOU GIVE THEM, THAT YOU HAVE TO SAY SOMETHING.
NO, AS A TEACHER, WHEN THE TEACHER GIVES YOU THE GRADE, THE TEACHER CAN TELL YOU, AND LOOK AGAIN, YOU GOT THE ANSWER WRONG.
OR TEACHER, TEACHER GIVES YOU, GIVE YOU THE GRADE.
SHE WON'T, SHE DON'T HAVE TO GO IN, IN DEPTH OF, OF WHY YOU GOT THE GRADES.
YOU GOT ME, YOU, YOURSELF, YOU KNOW, WHY YOU GOT THE GRADE THAT YOU HAVE.
SO I, I, I THINK THAT, UM, THAT'S, UH, TO, TO PUT THAT IN THERE DOES NOT, BECAUSE BOARD MEMBER STILL NOT HAVE TO PUT WHY THEY GIFTED, WHY, WHY THEY PUT DOWN WHAT, WHAT THEY PUT DOWN.
SO I, I, I THINK THAT THAT'S, THAT'S NOT REALLY A PART OF THE, THE PURPOSE OF WHY WE'RE HERE TODAY.
SO I, I, I, I THINK IT'S, I THINK IT'S, UH, I, I THINK IT'S, IT'S COUNTERPRODUCTIVE.
MS. FRAZIER SAYS, UM, IN THE CHAT, FEEDBACK IS NECESSARY FOR GROWTH.
YOU WOULD BE A TERRIBLE TEACHER IF YOU GAVE A GRADE WITHOUT AN EXPLANATION.
I, UH, SUPPORT, UH, WHAT MS. FRAZIER IS SAYING.
UH, PART OF A, A PERFORMANCE REVIEW IS TO HELP GUIDE TO GREATER PERFORMANCE.
AND THAT INCLUDES, INCLUDES SOME DEGREE OF SPECIFICITY FOR THE PERSON KNOWS WHAT WE'VE SEEN, AND THEN HOW, WHAT THEY NEED TO WORK ON.
UM, UH, TWO OR THREE SENTENCES OR WHATEVER THE MOTION SAYS, I THINK IS VERY APPROPRIATE.
DO WE HAVE, DO WE WANNA MOVE FORWARD WITH THE MOTION OR ARE THERE ANY OTHER COMMENTS? UH, I WOULD ECHO THAT THERE NEEDS TO BE A JUSTIFICATION FOR THE RATING.
AS DR. CARR SUGGESTED, WE ARE ALWAYS WELCOME IF WE WANT TO MAKE COMMENTARY ANYWHERE WHEN WE ARE EVALUATING.
SO EVEN IF WE'RE PROVIDING A TWO OR A THREE, WE CAN STILL GIVE FEEDBACK.
SO IF THAT'S IT, WE CAN MOVE FORWARD WITH THE MOTION, IF ANYONE, SHOULD WE REREAD IT? ROBIN? I STILL, I STILL, I I STILL HAVE, I HAVE ANOTHER COMMENT.
UH, IF YOU GOT SOME PLACE TO BE, THEN I MEAN, THEN, THEN, THEN, THEN LET US KNOW.
BUT, UH, THIS IS A, THIS IS A, A MEETING FOR THIS.
YOU'LL NOT BE DISRESPECTFUL IN THIS MEETING, PLEASE.
I'M NOT, I'M NOT BEING DIS I'M NOT BEING DISRESPECTFUL FORWARD.
YOU ARE BEING DISRESPECTFUL TO
NO, YOU'RE BEING DISRESPECTFUL BY TALKING TO ME.
WHILE, WHILE I'M TALKING, I MADE A COMMENT, SO I'M NOT BEING DISRESPECTFUL AT ALL.
CAN WE MOVE FORWARD WITH THE MOTION PLEASE? I'LL CALL THE QUESTION MOTION.
I MOVE THAT IF THE BOARD MEMBERS ARE RATING THE SUPERINTENDENT AT A RATING OF ONE OR FOUR, THEY MUST INCLUDE A MINIMUM OF TWO TO THREE SENTENCE EXPLANATION.
EXPLAN TONGUE TIME EXPLANATIONS ARE NOT TO BE REPEATED IN THE EVALUATION.
ANY REPEATS WILL BE EXEMPT FROM INCLUSION.
THIS RATING REQUIREMENT WILL BE EFFECTIVE FOR THE 24 25 ACADEMIC YEAR AND THE PROCEEDING YEARS.
ALL THOSE IN FAVOR IN THE ROOM PLEASE SIGNIFY BY SAYING AYE.
ANYONE ONLINE? NO, THEY CAN'T.
IT'S JUST THE COMMITTEE MEMBERS HERE.
SO THE NEXT TOPIC FOR DISCUSSION IS A CHANGE TO THE MEASURABLE COMPONENT SECTION OF THE EVALUATION, WHICH CAN BE FOUND, IF I REMEMBER CORRECTLY, ON PAGE 10, WHAT WE ARE PROPOSING, AND ROBIN SO NICELY HELPED, UH, STRUCTURE THIS FOR TODAY'S MEETING.
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UM, WHAT WE ARE PROPOSING, AND WE'LL ALSO BE LOOKING AT, WELL, I'LL MOVE, I'LL DO THAT NEXT.'CAUSE WE'RE GONNA DISCUSS THE WEIGHT PERCENTAGE ADJUSTMENT.
WHAT WE'RE LOOKING AT DOING IS REMOVING THE GLA THE GAP CLOSURE, UM, PORTION OF THE SUPERINTENDENT'S COMPONENTS AND ADDING SUPERINTENDENT'S PROJECTS.
NOW, WHAT THOSE PROJECTS WILL BE, WILL BE DETERMINED BY THE BOARD AND THE SUPERINTENDENT TOGETHER.
THE PROPOSAL, WHICH WE JUST DIDN'T HAVE ENOUGH ROOM TO WRITE IN THIS BLOCK SECTION, IS THAT THE SUPERINTENDENT IS GIVEN TWO TO THREE PROJECTS AT A TIME THAT ARE VOTED ON BY US AS THE BOARD WORKING WITH THE SUPERINTENDENT.
THOSE PROJECTS CAN BE ACADEMIC, THEY CAN BE TECHNOLOGY DRIVEN, THEY COULD BE SAFETY.
BUT THE PURPOSE OF THIS IS TO GIVE HIM AN ACTUAL LIST OF MEASURABLE ITEMS THAT WE CAN SEE THE MOVEMENT ON THROUGHOUT THE YEAR TO THEN GRADE HIM, FOR LACK OF A BETTER TERM, UM, APPROPRIATELY THROUGHOUT THE YEAR.
UM, THE REMOVAL OF GAP CLOSURE, THE JUSTIFICATION BEHIND THAT IS THAT THAT WAS IMPLEMENTED DURING COVID.
WE'RE NOW FIVE YEARS OUT FROM COVID.
IT'S ALSO MY UNDERSTANDING THAT THAT GAP CLOSURE HAS CLOSED TO A POINT WHERE IT'S ALMOST, WELL, I SHOULD SAY IT'S MINUSCULE AT THIS POINT.
UM, AND THE SUPERINTENDENT IS ALSO THE FURTHEST INDIVIDUAL FROM THE CLASSROOM.
WE'RE NOT GIVEN THE DISTRICT REPORT CARD AS I UNDERSTAND IT, UNTIL AFTER THE SCHOOL YEAR HAS CLOSED.
SO THERE'S REALLY NO WAY FOR US TO BE GRADING HIM DURING THAT ACADEMIC YEAR FOR INFORMATION WE DON'T EVEN HAVE DURING THAT ACADEMIC YEAR.
UM, SO AS IT WOULD STAND, HE WOULD HAVE ACHIEVEMENT SUPERINTENDENT'S, PROJECTS AND COLLEGE AND CAREER READINESS.
AND AGAIN, BECAUSE THIS WOULD BE PROJECT BASED, YOU KNOW, IF ONE, IF ONE PROJECT FALLS BEHIND IN AN ANY ACADEMIC YEAR, IT COULD SIMPLY BE CONTINUED INTO THE NEXT ACADEMIC YEAR.
SO IT'S NOT THAT WE HAVE TO THROW OUT, YOU KNOW, THESE WERE THE THREE PROJECTS FOR THIS YEAR, NOW WE'RE DONE.
WE THROW ALL THOSE AWAY AND MOVE FORWARD.
THIS CAN BE COMPLETELY FLUID, BUT IT GIVES HIM SOMETHING TO WORK TOWARD AND COME TO US AND SAY, HEY, I'VE SUCCEEDED ON THESE TWO PROJECTS.
I MIGHT HAVE FALLEN SHORT ON THIS ONE PROJECT.
UM, BUT IT GIVES US SOMETHING TO MEASURE AGAINST.
SO, AND THIS WOULD BE IN THE NARRATIVE YES.
WHEN HE BRINGS BACK HIS FEEDBACK.
AT THE END OF THE YEAR AND SAY, OKAY, THIS IS THE PRO HE'S GONNA TELL US NOW, OR AT THE START OF THIS NEW PROCESS.
THESE ARE THE PROJECTS AND THIS IS WHAT I EXPECT YOU GET ACCOMPLISHED.
AND THEN IN HIS RESPONSE BACK AT THE END OF THE YEAR TO SAY, OKAY, I TOLD YOU I WAS GOING TO PRODUCE THIS.
AND THIS IS WHAT I PRODUCED AND THIS IS WHAT, AND CONTINUE ON AND SO ON.
SO I JUST, UM, UH, I GUESS IN THIS MIDDLE BLOCK BETWEEN ACHIEVEMENT AND COLLEGE OF CAREER READY, IT WAS GAPS CLOSED.
THAT HELPS ME UNDERSTAND THAT.
UM, THE CHALLENGE THAT I HAVE IS THAT RUNNING A LARGE ORGANIZATION LIKE THIS, YOU REALLY ARE GRADED ON OUTCOMES.
NORMALLY, NUMERICAL OUTCOMES, SPECIFIC OUTCOMES, UH, INCREASING REVENUES OR INCREASING STUDENT SCORES.
THAT'S WHY YOU CREATE A SCHOOL SYSTEM.
PROJECTS REALLY CARRY MUCH LESS VALUE IN SORT OF MY ESTIMATION.
'CAUSE YOU CAN DO A PROJECT, DO IT EXTREMELY WELL, AND NOT BE, HAVE THE EFFICACY THAT WE NEED.
SO TO, TO THAT, TO ACHIEVE WHAT YOU'RE, WHAT YOU'RE SUGGESTING, I WOULD SUGGEST WE JUST SAW WITH, UH, SUPERINTENDENT WEAVER WHERE 75, 75, 92 IS, THEY DON'T HAVE NINE, THEY DON'T HAVE NINE.
2 75, 75 IS 2030, RIGHT? MM-HMM
SO THAT MEANS IF WE WERE TO TAKE THE PROGRESS MADE TO DATE AND EXTEND IT FOR THE NEXT, WHAT, FIVE YEARS, FOUR YEARS, AND CARVE THAT UP.
I THINK THAT WOULD GIVE HIM THE LA OR THE SUPERINTENDENT, YOU THE LATITUDE TO SAY, HERE ARE ALL THE THINGS I'M GOING TO DO.
IF THEY DON'T, AND HE, HE AND HIS TEAM NEED KNOW, THEY NEED TO TAKE SOME TYPE OF CORRECTIVE ACTION AND SOONER RATHER THAN IT GETTING TO THE END OF THE YEAR.
SO I'M JUST TRYING TO SAY, WITH THE PROGRESS YOU MADE, LET'S TAKE, UM, ONE OF THE METRICS THAT WAS AT, UM, 65 INSTEAD OF 75.
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IS THE GOAL IN 2030.SO IF YOU WERE TO BREAK THAT UP IN WHAT, FOUR YEARS? THAT'D BE ABOUT 2.5% PER YEAR FOR FOUR YEARS, THAT WOULD GET YOU TO THE 75.
AND THAT COULD BE SOMETHING THAT HE COULD WORK TOWARD IN HIS TEAM.
IF YOU WANT, YOU LOOK LIKE YOU'RE WANTING TO SAY SOMETHING.
SO I DON'T
IS ALSO AN ASPIRATIONAL GOAL THAT EVERYBODY IS, IS, IS, IS GONNA WORK TOWARDS, OKAY, 2030 IS THE DUE DATE MM-HMM
RIGHT? WHEN'S THE ELECTION? 2026? IT'S NOT ON, IT'S NOT ON 2030.
RIGHT? I'M TRYING TO FOLLOW YOU.
PEOPLE DON'T HAVE THE FINAL MEASURE TO MAKE THEIR DECISION WITH.
WHICH IS DIFFERENT THAN AN EVALUATION EVERY SINGLE YEAR.
IN THE SENSE THAT, THAT, UH, IT'S AN ASPIRATIONAL GOAL, RIGHT? SO, SO IN 2030, THE STATE GETS TO, UH, 65 MM-HMM
RIGHT? THE REWARD IS THE BENEFICIARY OF IT'S ALREADY BEEN DISHED OUT IN 2026, WHICH IS A REAL LUNCH.
I WITH IT THEN AN INDIVIDUAL EVERY SINGLE YEAR.
IT'S AN ASPIRATIONAL GOAL THAT WE'VE SET.
WE'RE DRIVING HARD TO THE HOOP, WE'RE TRYING TO GET THERE.
WE DO EVERYTHING WE CAN TO GET THERE.
YOU KNOW, THAT'S, I THINK THE, THE, IF YOU DON'T GET THERE, RIGHT? MM-HMM
OF COURSE YOU'RE GONNA SHIFT GEARS, YOU'RE GONNA ADJUST, YOU'RE GONNA DO ALL THOSE THINGS, YOU KNOW, BUT, BUT, UH, I'M JUST BEING CAUTIOUS BECAUSE, BECAUSE THIS WAS ALREADY MENTIONED, RIGHT? THE ONLY, THE ONLY INDIVIDUAL IN THE ORGANIZATION THAT CAN HAVE THAT METRIC YET FURTHER FROM THE PRICE.
I DON'T BUY THAT TO BE HONEST WITH YOU.
AS THE HEAD OF AN ORGANIZATION, YOU GOT INFLUENCE, YOU CREATE THE CULTURE.
SO JUST BECAUSE THAT STAFF GROUP DOESN'T REPORT TO ME, I STILL HAVE A SAY IN HOW THEY PERFORM.
SO THE, YOU ARE THE SINGULAR POINT PERSON IN THE ORGANIZATION.
IT'S HARD FOR ME TO SIT AND SAY YES TO WHAT I'M HEARING IS YOU CAN'T HOLD ME ACCOUNTABLE.
NO, THAT'S NOT WHAT I'M SAYING TO YOU.
I MEAN, YOU'VE GOT, YOU'VE GOT VARIOUS WAYS TO HOLD ME ACCOUNTABLE.
IN FACT, YOU DON'T EVEN NEED THIS IF YOU WANT TO GET RID OF THE SUPERINTENDENT.
WE DON'T WANNA GET RID OF THE SUPERINTENDENT.
IF, IF, IF WE'RE TALKING IN THE END OF THE DAY WITH ACCOUNTABILITY, RIGHT.
IF THE BOARD'S NOT HAPPY WITH ANY ASPECT OF IT RIGHT.
YOU SEE WHAT I'M SAYING? I DO.
BUT, SO IT'S NOT ABOUT ME NOT WANTING TO BE ACCOUNTABLE.
I, I'VE BEEN ACCOUNTABLE MY WHOLE LIFE AND MY WHOLE CAREER.
IN FACT, I CAME FROM A SYSTEM WHERE ACTUALLY STUDENT ACHIEVEMENT WAS ON THERE BECAUSE THAT WAS THE STATE'S RULE.
BUT IT'S NOT THE STATE'S RULE HERE AND HERE WE WOULD BE CREATING THE SCENARIO WHERE THE ACTUAL NUMBERS WOULD ONLY THE APPLICABLE TO ME, NOT EVERYBODY ELSE.
BECAUSE THE ACTUAL NUMBERS DON'T YOU MANAGE THE, THE PRINCIPLES, BUT WHO MANAGES THEM? WELL, WHEN DOES THE, WHEN DO THE RESULTS COME OUT? THAT'S UP TO YOU.
NO, IT'S NOT UP WHEN THE RESULTS COME OUT.
BUT IT'S UP TO YOU TO MANAGE AND MOTIVATE PEOPLE.
BUT WHEN DO THE, EVERYBODY, EVERY LEADER I'VE EVER KNOWN HAS TO DO THAT.
AND, AND NOT ONLY THAT, NOT ONLY THAT, EVERY GOAL I'VE EVER HAD IS ASPIRATIONAL.
YOU GLIDE DOWN THE, THE DOWN THE SKI SLOPE.
NO, BUT, BUT WHEN DO THESE RESULTS COME OUT? WE CAN MAKE ADJUSTMENTS FOR THAT BY GOING TO, UH, REMEMBER 10%.
IF THERE'S A GAP OF 10%, YOU DIVIDE OVER REMAINING NUMBER OF YEARS IN THE TARGET 75, WHATEVER.
YOU'RE NOT WITH ME, I'M WITH YOU.
BUT THE RESULTS COME OUT AFTER I UNDERSTAND THE EVALUATIONS HAVE BEEN I UNDERSTAND.
I'M GETTING READY TO SHOW YOU HOW TO DO IT.
SO INSTEAD OF SAYING YOU GOTTA HIT 10 BY 2030,
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YES.BUT IF YOU BREAK IT UP TWO, 2.5% IMPROVEMENT EACH YEAR, YOU MEET EACH YEAR, YOU'RE GONNA ACHIEVE THAT.
BUT IF YOU DON'T IN ONE YEAR, YOU KNOW, YOU ARE OFF TRACK AND YOU GOTTA AMP UP.
NO, I DON'T THINK WE'RE, I DON'T THINK WE'RE SAYING THIS.
I THINK WE'RE SAYING I, I, I THINK WE'RE UNDERSTAND, BUT I DON'T THINK WE'RE SAYING THE SAME.
WHEN THE STATE GIVES YOU THE RESULTS, RIGHT.
EVERYBODY IN THE ORGANIZATION HAS ALREADY HAD THEIR EVALUATIONS COMPLETED.
'CAUSE THERE'S A DUE DATE THAT'S REQUIRED BY THE STATE FOR THAT.
AS SOON AS THEY'RE OUT IN SEPTEMBER, THE FIRST RAW DATE OF PIECES ARE OUT.
THAT HAPPENED AT THE END OF LAST SCHOOL YEAR.
SEE WHAT I'M SAYING? I DO SEE WHAT YOU'RE SAYING.
AND THAT TO ME IS SOMETHING WE NEED TO PURSUE LEGISLATIVELY.
WELL, I WAS JUST GONNA SAY, IS THAT SOMETHING LIKE, THAT'S A HURDLE THAT'S ADDRESS THE DOGGONE HURDLE.
BUT WE GOT, WE GOT A SYNCHRONIZED PERFORMANCE AND REWARD.
BUT AT THE END OF THE YEAR WHEN, WHEN MY BOSS IS GRADING ME LIKE A DARN THREE LEGG MULE PULLING A PLOW
I WANNA BE REWARDED LIKE A FIVE LEG MULE WINNING THE DIRT.
SO YOU DON'T HAVE THAT, THAT STAGGER.
BUT WE WILL BE AGREEING TO SOMETHING RIGHT? WITH THE ASSUMPTION I'M THROWING THAT YOU'RE GONNA BE ABLE TO IMPACT THAT AT A LEGISLATIVE LEVEL.
BUT THAT'S WHAT WE WOULD BE DOING.
THE SUGGESTION WOULD BE, I THINK, TO MOVE FORWARD WITH LEANING ON LEGISLATIVE MM-HMM
BUT ALSO ONE OF THE PROJECTS COULD BE SOMETHING OUTCOME BASED IS OUT OUTCOME AN ACTIVITY OR A RESULT? A RESULT.
IF IF IT, IT IS AN EMPIRICAL RESULT, I'M FINE.
SO THAT IF IT'S A RESULT DRIVEN OUTCOME FROM THAT PROJECT, THEN THAT WOULD BE PERHAPS THE STIPULATION BEING ONE OF THESE THREE PROJECTS OR ONE OF THE PROJECTS AT ALL TIMES HAS TO BE A RESULT BASE.
PROJECT LONG IF THAT MAKES SENSE TO EVERYONE OR AM I OKAY.
I THINK CARL GEIER HAD A COMMENT AS WELL.
THE HARD PART OF THIS BUSINESS IS, UNLIKE THE MILITARY OR A CORPORATION, YOUR OUTCOMES ARE DEPENDENT ON YOUR EMPLOYEES WHO YOU HAVE POWERS TO DISCIPLINE, REMOVE OR WHATEVER.
AND IN THAT ENVIRONMENT, I CAN SEE HOW YOU CAN EXPECT AND DEMAND PROGRESSIVE AND SEQUENTIAL IMPROVEMENT.
BECAUSE I CAN TAKE MY PERSON WHO'S TURNING THIS THROUGH, OR PER PROVIDING THE OUTPUT, AND I CAN MANAGE THAT PERSON MUCH MORE THAN I COULD MANAGE A STUDENT, A TEACHER, AND A FAMILY.
AND, AND THAT'S WHERE I GET SQUISHY ON THIS.
AND, AND WHAT I SEE, AND NOW IN SEVEN YEARS, AS I'VE SEEN THE UPS AND DOWNS IN DIFFERENT CLASSES AT DIFFERENT SCHOOLS, AND YOU'LL, YOU'LL GET A TEACHER, THEY'LL HAVE THE DYNAMITE CLASS AND IT JUST, IT CONNECTS AND THEY DO EXTREMELY WELL.
AND THEN THE NEXT YEAR THEY'LL GET A BUNCH OF DOOFUSES IN THERE AND THEY JUST DON'T MESH AND THEY JUST DON'T COME TOGETHER.
AND SO THAT PERFORMANCE FOR THAT TEACHER SLIDES.
AND WHAT YOU HOPE IS THAT THE SIGN CURVE IS A CONSTANT UP UPWARD BECAUSE, YOU KNOW, YOU, YOU, YOU'VE GOTTA, YOU'VE GOTTA HAVE A COMMON DENOMINATOR THAT SAYS IT'S GOING UPWARD.
BUT IT'S VERY, VERY DIFFICULT TO TRY TO EVALUATE, UH, A SCHOOL AND EDUCATION THAN IT IS TO, UH, HOW MUCH OIL YOU PUMP OR HOW MUCH, HOW MUCH PROFITS YOU MAKE, OR HOW MUCH, UH, PERFORMANCES YOU ACHIEVE WITH AN EMPLOYEE BY A STUDENT.
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OF COURSE YOU GOT ANOTHER VARIABLE AND THE PARENT THAT THAT'S THERE.MAY I ASK, SO I WAS SO FAR REMOVED FROM PEOPLE THAT TURNED THE SCREW, TO USE YOUR EXAMPLE.
BUT WHAT A LEADER IS RESPONSIBLE FOR IS WHAT CULTURE DO YOU ESTABLISH AND HOW MANY MOVES IN PERSONNEL, TEACHERS, AND OTHERS HAVE WE SEEN THIS YEAR? SO THERE HAS TO BE SOME REASON FOR THE MOVES.
IF IT'S PERFORMANCE, WHICH WE HAVEN'T GOTTEN INTO THE DETAILS 'CAUSE THAT'S NOT OUR ROLE.
BUT IF THERE'S PERFORMANCE, IT SEEMS TO ME PEOPLE ARE GETTING MOVED.
AND SO AGAIN, I THINK THAT REFUTES THAT THE SUPERINTENDENT DOESN'T HAVE THE, UH, THE INFLUENCE.
AND LIKE I SAID BEFORE, AT CERTAIN LEVELS YOU GET INFLUENCE.
AND THAT'S WHAT WE HAVE TO MAKE SURE WE'RE USING.
BECAUSE YOU'RE NOT GONNA HAVE EVERYBODY REPORTING DIRECTLY TO YOU.
SO I, I THINK SEGMENTING IT BY YEAR SO THAT IT'S A RATEABLE PROGRESSION THAT HE OR WHOEVER, NOT SUPERINTENDENT, WHEN I SAY HE OR WHOEVER, I, I'M JUST BEING MY NORMAL COUNTRY BUMP HIMSELF.
SO WITH THAT, THAT MEANS EVERYBODY CAN LOOK AT IT AND SAY, HOW DO WE DO IT? IS NOT, YOU KNOW, DO OR DIE ANY ONE PARTICULAR YEAR.
BUT IT, AND IT MOTIVATES THE WHOLE ORGANIZATION TO SAY, I GOTTA MOVE FORWARD AS AN EXAMPLE.
AND NOW NO ONE WANTS TO HEAR ABOUT THE TRUNESS.
IT IS A COMMODITY BUSINESS AT ITS CORE.
EVERYBODY CAN LOOK AT THE, UM, EXCHANGE NEW YORK AMERICAN TALENT AND SEE WHAT THE COST OF MY CREW IS.
THEN IT'S UP TO ME TO FIGURE OUT WAYS TO OPTIMIZE THAT RETURN ON THAT CREW.
RIGHT? AND SO WITH US, THE STUDENTS, DO THEY SEE US IMPROVING? DO THEY SEE THE OUTPUT? PROVE IT.
THAT'S THE ONLY THING THAT I THINK IT WOULD INSTEAD OF HAVING, YOU GOTTA MEET IT BY 2030.
AND THEN PEOPLE SAY, YOU KNOW, LIKE SOME OF THE NAYSAYERS, OH, WELL YOU DIDN'T DO ENOUGH ISSUE.
AND I THINK WE CAN HELP PROTECT THE SUPERINTENDENT IN THAT REGARD.
CAR, UM, MORE OF A SORT OF A, IF WE WENT FORWARD WITH RATING PROJECTS THAT YOU WANTED US TO LOOK AT, WOULD THEY BE PROJECTS THAT WOULD HAVE A LONGER TERM THAN A YEAR? SO, OR, OR WE JUST WOULD YOU DO BETWEEN HERE, HERE AND JUST AS A QUICK CORRECT.
CORRECTION, IT'S NOT JUST WHAT HE SAYS.
I WOULD, I WOULD THINK IT WOULD'VE TO BE ON, YOU KNOW, SET PROJECTS.
UM, YOU KNOW, I THINK IT DEPENDS ON WHAT THAT PROJECT IS.
I COULD SOME THAT WOULD'VE PLAN AND EXECUTE ON AND, AND WE WE'RE THERE, YOU KNOW, UH, AND THEN I THINK IF IT'S A LONG TERM PROJECT, RIGHT, I THINK YOU WOULD USE YOUR, YOUR RATING, WHICH WOULD SAY REASONABLE PROGRESS, PROGRESS FROM EXCEPTIONS.
YOU KNOW, THAT THAT'S ALL I'M GONNA, WOULD BE MY GUESS.
BUT IT WOULD HAVE, I MEAN, I THINK THOSE PROJECTS NEED TO BE AGREED UPON PROJECT BECAUSE, BECAUSE I THINK ONE, YOU HAVE TO BE ABLE TO SAY, YEAH, WE'RE, WE'RE, WE AGREE WITH THAT AS, AS A VIABLE PROJECT FOR THE PURPOSE OF THE EVALUATION.
AND SECONDLY, I THINK, UH, YOU KNOW, YOU WOULD HAVE TO SAY, YOU WOULD HAVE TO BE ABLE TO, AND I WOULD HAVE TO BE ABLE TO SAY ON MY END, YOU KNOW, THIS IS A PROJECT THAT WE THINK WE CAN, YOU KNOW, UTILIZE OUR EXISTING STAFF WITH EXISTING, UH, UH, RESPONSIBILITIES AND, AND IDENTIFY, YOU KNOW, I THINK GIVEN THE WHOLE TOTALITY OF WHAT WE'RE DOING, WE CAN, WE CAN EXECUTE ON, ON, ON THIS WITH, WITH, WITH REASONABLE, UH, WORK AND EXPECTATION WOULD BE MY, MY, MY THOUGHT ON THAT.
UH, FIRST OFF, LEMME STOP BY SAYING, UH, IN TERMS OF WHAT YOU'RE PROPOSING, WE ALREADY, FROM MY UNDERSTANDING, WE ALREADY EVALUATE SUPERINTENDENT BASED, BASED ON PROJECTS BASED UPON UNDER, UM, UNDER FACIL, UNDER FACIL, UNDER FACILITIES.
UH, SO WE ALREADY EVALUATE HIM ON, ON THAT.
UM, BECAUSE I'M SURE THAT, UM, UH, CAN YOU TELL US WHAT PAGE THAT'S ON? UH, WHICH, WHICH AREA IS THE FACILITY IS MR. OT AREA, WHICH AREA IS THAT? THAT, THAT, THAT'S WHAT THAT, UM, OPERATION OPERATIONS.
SO HE'S ALREADY, HE'S ALREADY EVALUATED
[00:30:01]
UNDER THAT, UNDER OPERATIONS.SO THAT'S TO MY RECOLLECTION, IS THAT, THAT THAT ALREADY, THAT THAT IS ALREADY A PART OF THE OPERATIONS EVALUATION FOR MR. OTTING? NO, BECAUSE THE FIRST OFF, MR. OTTING WORKED FOR MR. ING, WORKED FOR HIM.
ANYTHING THAT MR. OTTING IS DOING, IT COMES DIRECTLY FALL UP UNDER HIM BECAUSE I, MR. S, HE'S, HE'S THE BOSS TO MR. OTING.
SO THEREFORE, AND UPON OP, ANYTHING UNDER OPERATIONS COME DIRECTLY TO FRANK TO, TO DR. FRANK RODRIGUEZ OR THE, THE SAME SUPERINTENDENT.
SO, AND, AND SO THAT WAS ALREADY, AND THAT, AND THAT WAS WHY WHEN THEY, WHEN HE CAME UP WITH THIS, UM, WITH THIS, UH, TOOL THAT I BELIEVE THAT THAT WAS ALREADY ALREADY IN THERE BECAUSE THEY SAID THAT AT THAT TIME THEY DIDN'T WANT US CHERRY PICKING THINGS.
AND IN TERMS OF THE DIFFERENT D DIFFERENT, UH, THE, THE DIFFERENT PROJECTS THEY HELD, THAT WAS OUT.
SO THEREFORE, SO THAT WE WOULDN'T BE CHERRY PICKING THINGS, IT, IT, IT ALL FALL UP UNDER OPERATIONS.
AND SO NOW WHAT I'M HEARING IS THAT WE WANT TO CHERRY PICK OR WE WANT TO SAY, HEY, WE WANT TO, WE, WE WANT TO, WE WANT TO GRADE HIM ON EACH INDIVIDUAL PROJECT OR ON PROJECT, UH, PROJECTS AS IT HAS BEEN.
SO, SO, SO, SO ONCE AGAIN, ARE WE REWRITING THE WHOLE WHEEL OR I MEAN, ARE WE REWRITING THE WHOLE WITH THE WHOLE THING? BECAUSE THIS WAS ALREADY TALKED ABOUT AND, AND IN, IN, IN OUR, IN OUR PREVIOUS, UH, IN, IN OUR, IN, IN PREVIOUS MEETING, THAT'S WHY IT WAS IMPORTANT TO UNDERSTAND EXACTLY WHAT THIS TOOL WAS AND WHY IT WAS SO IMPORTANT TO HAVE, TO HAVE THIS MEANS.
BUT, BUT IN TERMS OF DOING WHAT WE'RE TALKING ABOUT NOW, THIS FALLS UNDER OPERATION AND OPERATION FALLEN UNDER HIM.
SO, AND IN, IN THE PAST YEARS, IN THE PAST YEARS WHEN WE'VE HAD MEETINGS, UH, IN TERMS OF EXECUTIVE SESSION, ANYTHING THAT, THAT ANY ISSUE THAT OPERATION HAVE HAD, WE HAVE DISCUSSED THAT WITH THE SUPERINTENDENT, UH, AND, AND, AND, AND, AND, AND, AND PLAY IN PRIVATE, UH, AND, AND IN HIS EVALUATION HAVE, HAVE, HAVE REFLECT THOSE.
SO, UH, SO THAT'S MY FIRST POINT.
MY SE MY SECOND POINT IS THIS, UM,
RIGHT NOW, HER AND HER TO RECRUIT THE GENERAL IS STILL, IS, HE STILL HAS THE RESPONSIBILITY OF IT.
SO, AND, AND, AND I SAY THAT TO SAY IN OTHER WORDS, REGARDLESS TO WHOEVER THEY GET A A, A, WHOEVER, THEY GET A CLASS OF HOT HEADS.
AT THE END OF THE DAY, THE TEACHER STILL IS STILL HELD WHEN SHE DO, WHEN SHE DOES IT, WHEN SHE DO HER EVALUATION, THAT'S WHY WE HAVE TEAM TO GO OUT THE EVALUATIONS, THE EVALUATION STILL SITS ON THE TEACHER.
AND THE, AND TEACHERS HAVE BOUGHT ME THESE SAME QUESTIONS AND ASKED ME HOW ARE WE EVALUATING THE SUPERINTENDENT? AND THEY, THEY FELT THAT THEY, THEIR EVALUATIONS ARE MUCH HARDER THAN WHAT THE SUPERINTENDENT IS.
SO, I MEAN, SO, SO, SO I'M JUST BRINGING OUT ISSUES.
SO MAKE SURE THAT WE, THAT WE ARE FAIR ACROSS THE BOARD AND, AND, AND, AND IN TERMS OF HOW WE, HOW WE ARE, HOW WE ARE RUNNING THE EVALUATION SYSTEM.
BECAUSE PEOPLE ARE WATCHING AND THEY, AND THEY, AND THEY HAVE, HAVE BEEN PEOPLE AND TEA AND TEACHERS IN THE COMMUNITY WHO HAVE BOUGHT SOME MY KITCHEN, WHO ARE WATCHING AND WHO ARE SEEING WHAT WE'RE, WHAT, WHAT, WHAT, WHAT TOOL WE'RE USING.
SO THAT, THAT'S THE IMPORTANCE OF UNDERSTANDING WHAT, WHAT WE ARE DOING AND, AND, AND, AND HOW WE ARE BEST UTILIZING OUR, OUR, OUR TOOLS TO DO EVERYTHING THAT, THAT, THAT, THAT, THAT, THAT SHOULD, THAT SHOULD, THAT SHOULD BE DONE.
NOW HOW, HOW WE DO IT IN, IN, IN, IN TERMS OF HOW EACH INDIVIDUAL PERSON, UH, VIEW, VIEW THE WHOEVER THE SENIOR SUPERINTENDENT IS AT THAT TIME, THEN, THEN, THEN THAT, THAT'S, THAT'S UP TO YOU.
BUT THE TOOL, THE TOOL IS THERE, THEN, THEN, THEN USE IT.
BUT IN TERMS, IN TERMS OF THAT, I WOULD SAY THAT THE TOOLS ARE THE COMPONENT Y'ALL TALKING ABOUT PUTTING IN THE TOOLS ARE THAT, THAT THAT COMPONENT IS ALREADY IN THE TOOL.
MS. FRAZIER, DO YOU HAVE A COMMENT OR HAS SHE WRITTEN? I DON'T AT THE MOMENT.
DO WE WANT TO MOVE FORWARD WITH THE MOTION? DID YOU MAKE NOTES ON IT, DR.
I JUST WANT THE SUPERINTENDENT TO LEAVE HERE AT THIS MEETING UNDERSTANDING I'M ONE OF YOUR BIGGEST SUPPORTERS.
WELL, AND THAT'S PART OF THIS IS WE ALL, WE ALL SHOULD HAVE THE SAME GOAL, WHICH I KNOW YOU DO.
UM, AND I OBVIOUSLY KNOW DR. RODRIGUEZ DOES,
[00:35:01]
BUT PART OF MAKING THESE ALTERATIONS IS TO MAKE THIS APPEALING TO, WE LOVE AND ADMIRE DR. RODRIGUEZ, BUT HE WON'T BE OUR SUPERINTENDENT FOREVER.SO IF WE HAVE
BUT YES, I, I JUST WANTED TO SAY WE ARE ALL ON THE SAME TEAM.
I I, I, I'M JUST SAYING, I WANT YOU TO UNDERSTAND, I, I KNOW THAT I'M NOT, I DON'T, I DON'T TAKING IT THAT WAY.
WE MAY HAVE, UH, WE SIT IN DIFFERENT SEATS MM-HMM
AT THE MOMENT, RIGHT? AND, AND WE LOOK AT THINGS, UH, SOMETIMES WITH THE SAME ANGLE MM-HMM
AND SOMETIMES, YOU KNOW, WITH A DIFFERENT ANGLE.
GIVEN, GIVEN, UH, SOME OF THE REALITIES THAT I KNOW I HAVE TO WORK WITHIN COMPONENTS, I MIGHT HAVE TO WORK.
BUT THAT DOESN'T MEAN THAT I DON'T THINK THAT YOU SUPPORT OKAY, PERFECT.
I, I, AND I, I APPRECI I APPRECIATE THAT, APPRECIATE THE COMMENT BECAUSE I WAS SAY THE, UH, PRIOR COMMENT TO THAT, UH, WHEN, WHEN, WHEN YOU GO OUT, YOU SAY THINGS LIKE,
IT COMES, IT COMES ACROSS AS, AS, UH, VERY, UH, UH, UM, UM, DANGEROUS RHETORIC.
A AS THE, AS THE, UH, YEAH, YEAH.
OH, YEAH, I KNOW MR. MR. GUY, MR. MR. DALLAS.
UH, I KNOW YOU SUPPORT, SUPPORT WHAT, WHAT, WHATEVER THAT MEANS.
BUT THAT, THAT, THAT, THAT, I FELT THAT WAS THAT I'M GO AHEAD AND PUT THAT OUT THERE.
BUT, BUT, UH, ANYWAYS, IN, IN TERM, IN TERMS OF WHAT MY COLLEAGUE JUST SAYS, IT SPEAKS TO THE RESPECTFULLY, IT SPEAKS TO THE, THE, THE, AS, AS MRS. DALLAS WILL SAY, THE, THE NEWBIES COMING, COMING IN BECAUSE, UH, A SUPERINTENDENT COMING IN UNDERSTANDS THAT THEY'RE NOT REALLY, WHEN THEY, WHEN THEY, WHEN THEY COME FOR A JOB, THEY HAVEN'T EVEN SEEN THIS.
THEY, THEY HAVEN'T EVEN SEEN THIS TOOL.
SO THEREFORE, THEY WON'T APPLY TO THIS JOB ABOUT THIS TOOL.
MOST, MOST OF, MOST OF, MOST OF THE TIME, MOST OF THE MOST OF THE TIME.
BECAUSE THAT, THAT'S THE CASE.
DR. RODRIGUEZ CAME IN ON, ON, ON THE SIX FIVE VOTES.
SOME, SOME, SOME, SOME, SOME BOARD MEMBERS WON'T EVEN COME IN, ONLY MEAN SOME SUPERINTENDENTS WON'T COME IN ON A SIX FIVE ON A, ON A SIX FIVE BOARD VOTE.
SO, SO TO SAY THAT WAS TRUE BECAUSE HE MADE A BOLD DECISION TO SAY, LOOK AT, I'M NOT AFRAID.
I'M NOT AFRAID OF A CHALLENGE.
SO I APPLAUD HIM ON, I'M NOT AFRAID OF A CHALLENGE.
I CAN COME IN AND, AND TURN THAT AROUND, AND I, I CAN GET THIS DISTRICT MOVING.
AND I SAID THAT, AND THAT'S EXACTLY WHAT, WHAT, WHAT HIS, WHAT HIS, WHAT HIS, UH, HIS FOCUS WAS, AND THAT, AND THAT'S WHAT HE WASN'T AFRAID TO COME IN AND, AND DO.
AND HE HAD HAD, IF HE HAD, HE MADE SUPERINTENDENT OF, OF THE STATE, IS THAT CORRECT? SO HE CAME IN ON THAT FIVE SIX, ON THAT FIVE SIX VOTE.
BUT SOME SUPERINTENDENTS WON'T DO THAT.
SO I NEED TO SAY THAT AND NOT BE AN EXPERIENCED BOARD MEMBER COULD BE HYPOCRITICAL.
SO, SO I, I, LET ME FINISH, LET ME FINISH RESPECTFULLY.
SO I, SO I, SO MY, MY, MY, MY POINT, MY POINT IS THERE, SO I, I JUST, I JUST THINK THAT, UH, IT'S NOT ABOUT THE TOOL BEING SO, UH, HARD.
IT'S ABOUT THE PUT THE TOOL, MOVING THE DISTRICT FORWARD AND ALL, AND, AND OFFERING DIFFERENT, UH, DIFFERENT, UM,
ANYONE TAKING A ROLE THAT IS LIKE A SUPERINTENDENT IS ESSENTIALLY THE CEO OF THE SCHOOL DISTRICT.
I KNOW MANY CEOS, CFOS, YOU PICK IT, CHIEF GROWTH OFFICERS, ON AND ON, THEY ALWAYS KNOW THEIR PACKAGE BEFORE THEY SIGN A DEAL.
AND THEY WILL ALSO COME AT YOU WITH CONSTRUCTIVE CRITICISM ON HOW TO CHANGE THEIR EVALUATION BEFORE THEY TAKE A POSITION.
SO THAT IS NOT A, A FACTUAL STATEMENT TO SAY THAT THEY WOULD NEVER SEE THIS, AND THEY WOULD HAVE NO SAY THAT IS NOT THE CASE.
THAT PART MAKE THE MOTION THAT, THAT, THAT PART MAY BE.
BUT AT END OF THE DAY, MOST OF THEM, MEXICO, DR.
GAR HAS THE FLOOR FIVE SIX MOTION TO REMOVE GAP CLOSURE FROM MEASURABLE COMPONENTS SECTION OF THE EVALUATION TOOL.
AND IN ITS PLACE, THE ADDITION OF SUPERINTENDENT'S PROJECTS TWO TO THREE PROJECTS WILL BE SELECTED BY THE BOARD AND SUPERINTENDENT.
[00:40:01]
ON TO THE NEXT ITEM, DISCUSSING THE WEIGHT PERCENTAGE CHANGE.SO THE WAY THIS IS WORKING TO ACTUALLY HAVE ACCOUNTABILITY IN THE MEASURABLE COMPONENTS OF THE EVALUATIONS IS THAT WE ARE INCREASING THAT SECTION'S WEIGHT FROM, I BELIEVE 25% TO 30%.
WHERE THAT EXTRA 5% IS COMING FROM IS THE TEACHER RECRUITMENT AND RETENTION SECTION, DROPPING THE WEIGHT OF TEACHER RECRUITMENT AND RETENTION TO 10% AND MOVING AN EXTRA FIVE OVER TO THE MEASURABLE COMPONENTS OF STUDENT ACHIEVEMENT.
UM, THE THOUGHT PROCESS BEHIND THAT BEING THAT WE ARE IN A NATIONAL SHORTAGE FOR EDUCATORS, THAT IS OUT OF ANY SUPERINTENDENT'S HANDS, AND WE ALL KNOW THAT THE TEAM THAT DR. RODRIGUEZ OR WHOEVER IS OUR SUPERINTENDENT OVERSEE, HAS A TEAM IN PLACE THAT IS VETTING AND RECRUITING, UM, OUR STAFF.
SO THAT WAS THE THOUGHT PROCESS BETWEEN MOVING 5% OVER TO ACTUALLY MAKE US, UM, EVEN MORE WEIGHTED ON STUDENT ACHIEVEMENT.
ANY DISCUSSION? MR. DALLAS?
UM, THESE ADD UP TO 20, I MEAN 30 ON THE LEFT, ON THE COLUMN ACHIEVEMENT PROJECTS.
I THINK THE, THE PERCENTAGES SHOULD BE INVERTED.
UH, I THINK THE REASON YOU CREATE A SCHOOL DISTRICT IS TO HAVE PEOPLE COME OUT AND BE CAREER READY IN COLLEGE.
THE PROJECTS, I WOULD RECOMMEND THAT IT BE A DIFFERENT, UH, SCALE.
UM, PROBABLY, UM, HEAVIER WAITING ON ACHIEVEMENT AND COLLEGE OR CAREER READY.
SO WHAT WOULD YOU PROPOSE? DO YOU HAVE LIKE AN EIGHT, A 10, 10 AND 10 ON CAREER AND ACHIEVEMENT? I, ME FOR PROJECTS VERSUS WHAT GOD AND EVERYBODY LOOKS AT, WHICH ARE OUR SCORES AND WHAT WE ACTUALLY DO? I WOULD SAY 12.55 AND THEN 12.5, 12.55, AND 12.5.
SO HE STILL GETS THE PROJECTS THAT ARE SELECTED, THAT THE BOARD SUPPORTS, BUT WE ARE NOT DIVERTING ATTENTION FROM THE NUMERICAL VALUES THAT PEOPLE COULD BE JUDGING US ON.
I COULD SEE THE, I, I COULD SEE IT TOO.
WELL, BECAUSE MY THOUGHT PROCESS BEHIND THAT IS I NEVER WANNA SEE STUDENTS BEING PUSHED THROUGH.
NOT THAT I THINK HE WOULD EVER GIVE THIS DIRECTIVE, RIGHT? RIGHT.
BUT I DON'T WANNA SEE STUDENTS BEING PUSHED THROUGH WHO AREN'T READY FOR GRADUATION AND AREN'T CAPABLE.
UM, YOU KNOW, THERE ARE ALREADY PARENTAL WHISPERS THAT THAT'S ALREADY HAPPENING, UM, IN OUR DISTRICT, ESPECIALLY WHEN WE GO TO GRADUATIONS WHERE EVERY STUDENT SEEMS TO BE WEARING 10 HONORS TASSELS.
UM, SO MY ONLY CONCERN WITH THAT WOULD BE THAT WE'D BE PUSHING MORE OF THAT WOULD BE MY CONCERN.
HOWEVER, LIKE I SAID, I'M JUST PROCESSING BECAUSE, UM, I, I DON'T BE FRANK GIVING THAT DIRECTIVE, LIKE PUSH ALL THE STUDENTS THROUGH NO MATTER, YOU KNOW, NO MATTER THEIR SCORES.
UM, AND I'D BE FINE TO MOVE THE ACHIEVEMENT UP.
DOES ANYONE ELSE, I DON'T WANNA TAKE OVER COLONEL GUYER MY RIGHT.
FIRST
BECAUSE WHAT I HAVE SEEN, AND I WAS VERY SUSPICIOUS ABOUT WHEN I FIRST CAME ON THE BOARD, WHEN I SAW GRADUATION RATES AND COLLEGE AND CAREER RATES GO UP, I SAID, WHAT WAS THE REASON FOR THAT? AND THEY SAID, OH, WELL, I SAID, WELL, DID YOUR SFE AND YOUR SATS GO UP THE SAME PERCENT? NO, THEY DID NOT.
SO THAT TOLD ME INTUITIVELY, WE LOWERED STANDARDS TO GET TO THAT MM-HMM
AND THAT'S WHY I, I, I KINDA LIKE LEAVING.
SOMETIMES WHEN YOU PUT TOO MUCH EMPHASIS ON SOMETHING, YOU GET THE SECOND, THIRD ORDER EFFECTS.
AND THAT'S WHAT I WORRY ABOUT.
WE'RE THE, YEAH, I THINK YOU'RE JUST VERBALIZING FRIENDLY.
I THINK WE'RE ON THE SAME PAGE THERE, BUT I DO THINK ACHIEVEMENT SHOULD BE MORE THAN 5%.
BUT, AND, AND MAYBE CHANGE IT A LITTLE BIT, BUT COLLEGE AND CAREER READY.
[00:45:01]
WHEN WE FIRST THOUGHT ABOUT PERCENTAGES, I SAID, OH, WELL, 10 10, 10 MM-HMMSO I, I MEAN, I'M PRETTY FLEXIBLE, BUT I I WOULD AGREE THAT ACHIEVEMENT IN COLLEGE AND CAREER TO BE SUBSTANTIALLY MORE THAN FIVE.
I WOULD, I COULD DO, I COULD DO 12, 12, 6, AND THEN IT GETS IT AROUND NUMBER.
WELL, AND I THINK THE ONLY REASON I HAD, AND THIS WAS JUST A PROPOSAL FOR DISCUSSION.
THIS WASN'T OBVIOUSLY ME MAKING A UNILATERAL DECISION.
UM, IT WAS SIMPLY BECAUSE OF THE WEIGHT OF THE PROJECTS HE COULD BE SADDLED WITH, BECAUSE THAT'S UP TO US AND HIM TOGETHER.
YOU KNOW, IF IT'S RESULTS DRIVEN, IS IT WORTHY OF LIKE ESSENTIALLY MAKING THE PROJECT SO THAT THEY ARE WORTHY OF 20% OF A HOLD? DO YOU KNOW WHAT I'M SAYING? SO IF, FOR EXAMPLE, ONE OF THE PROJECT IS WHAT RESULT ARE WE PUMPING OUT FOR THIS GRADUATING CLASS, THEN THAT IS DESERVING IN MY MIND OF A LARGER SCORE.
BECAUSE IT'S ALSO COMING IN CONJUNCTION WITH, LET'S SAY IT'S A SAFETY INITIATIVE FOR THE SCHOOLS, BUT THEN HE ALSO HAS INCREASING TECHNOLOGY USAGE OR AI PROGRAMS FOR OUR EFFICIENCIES AS A DISTRICT.
SO I JUST, THAT'S WHERE THE 20% MAGNITUDE CAME FROM, IS REALLY, WE HAVE FREE REIGN ON MAKING THOSE PROJECTS AS HEAVY AS WE WANT, ESSENTIALLY.
UM, SO THAT'S WHERE THAT CAME FROM.
BUT THAT, ALL OF THAT TO SAY I'M FLEXIBLE AS WELL.
SO, MR. DALLAS, UM, DR. CARR MENTIONED 12 12 6.
MS. FRAZIER, DO YOU HAVE ANYTHING? ANY COMMENT? OH, DID SHE TYPE? YEAH.
SHE SAYS STUDENT ACHIEVEMENT SHOULD BE THE MAIN FOCUS.
BECAUSE SOME OF THESE PROJECTS, 'CAUSE SOME OF THESE PROJECTS, THE PROJECTS CAN BE ACADEMIC, WILL BE, BE TARGETED.
I CAN GUARANTEE YOU ABSOLUTELY.
AT ONE OF THE PROJECTS IS GOING AFFECT.
SO DO WE WANNA MAKE A MOTION TO PRESENT THAT TO THE FULL BOARD? THE 12 12 12 6.
UH, I'LL, I'LL READ THE MOTION.
MOTION TO DECREASE STUDENT RECRUITMENT.
OR YEAH, TEACHER RECRUITMENT AND RETENTION FROM 15 TO 10%.
NOW WE'RE, WE'RE NOT LOOKING AT 12%.
SIX TEACHER SUPERINTENDENTS SIX.
NO, 6% IS THE COLLEGE READINESS.
I, I'M AT, WE NEED TO GO BACK ON THAT THEN.
12 FOR CO COLLEGE AND CAREER READY EXTRA PROJECT.
I FEEL LIKE THE PROJECT NEED MORE THAN SIX.
WE WERE WE'RE DIVIDED ON WHO'S THINKING WHAT? 12 6, 12 12 6 12.
ARE YOU OKAY WITH THAT COLONEL GUY, RIGHT? YEP.
THAT THE PROJECTS WOULD BE LESS THAN EVEN THE COLLEGE? YEP.
BECAUSE THEN WE'RE PUTTING THE MAJORITY OF THE WEIGHT ON THAT.
BECAUSE BEFORE YOU SAID YOU DIDN'T WANT MORE OF THE WELL, NO, I CAN, I CAN.
OR CAN WE DO 10 FOR, CAN WE MEET IN THE MIDDLE AND DO 10 FOR COLLEGE AND CAREER AND, SORRY, I'M LOOKING AT HIS MATH.
WE CAN ALWAYS ADJUST IT AS OKAY.
PERCENT IS PROJECT 12% FOR ACHIEVEMENT.
AND 10% ARE COLLEGE AND CAREER READY, CORRECT?
[00:50:01]
YES, SIR.SO MOTION TO DECREASE TO TEACHER RECRUITMENT AND RETENTION FROM 15 TO 10.
SO THAT WHOLE SECTION IS WHAT WE'RE TALKING ABOUT.
THE STUDENT ACHIEVEMENT WOULD BE A TOTAL WEIGHT OF 30%.
WAIT, LET ME READ HOW THIS MOTION WAS WRITTEN.
TEACHER RECRUITMENT FROM 15 TO 10%, GIVEN THE WEIGHT OF, OKAY.
WE NEED SUPERINTENDENT PROJECTS.
'CAUSE THE MATH WILL STILL BE CORRECT.
I MISSED, DID I MISSED A PIECE PAPER IN MY FOLDER? I HAVE NO IDEA.
NO, NO, I'M ASKING BECAUSE I, I NOTICED THAT SOMETHING EM HAD, THAT THEY HAVE THE MOTIONS BECAUSE THEY, THE MOTION WE'RE THE COMMITTEE MEMBERS COMMITTEE, SO THE COMMITTEE IS MAKING THE MOTION SO THEY, THEIR ONLY TWO HAVE MOTIONS.
BUT I BEEN, I'M ASKING BECAUSE I FIGURED THOSE MOTIONS WERE, WERE, WERE, WERE, WERE PRE MADE.
I THOUGHT THAT, THAT THEY, THAT, THAT THOSE MOTION HAVE BEEN GIVEN.
SO IT WOULD BE A POSITIVE PACKET.
SO FIGURE OUT THAT IT HAS NOT BEEN GIVEN TO I JUST, IT IT'S OPTION FOR THE COMMITTEE TO DECIDE IF THEY'RE GOING TO MAKE IT.
SO, NO, THOSE ARE THE ONLY THAT.
AND WELL, HER ACHIEVEMENT STILL.
LEAH SAYS STILL THAT STUDENT ACHIEVEMENT WOULD BE 30%.
LEAH SAYS PROJECTS NEED TO BE SPECIFICALLY DEFINED FOR THE YEAR STARTS, CORRECT? YES.
THEN SHE SAYS THEY ARE DEVELOPING THE MOTIONS.
SO IF YOU WANNA READ IT THAT WAY, THE MATH WILL STILL ADD UP PROPERLY.
I THINK ROBIN WAS JUST THINKING OF IT DIFFERENTLY, MEANING THAT THE WEIGHTED TOTAL SECTION FOR STUDENT ACHIEVEMENT IS MOVING TO 30.
BUT THAT'S WHERE THE CONFUSION YEAH.
YOU GOT MOTION TO DECREASE TEACHER RE RECRUITMENT AND RETENTION FROM 15 TO 10.
WELL, WE'RE READING IT AS A FULL MOTION.
SO GIVING, GIVING THE WEIGHT OF 8% TO SUPERINTENDENTS PROJECTS MM-HMM
12% TO ACADEMICS OR ACHIEVEMENTS.
SO IT, THE SET OF ACADEMICS, I SHOULD SAY WOULD BE ACHIEVEMENT.
ACHIEVEMENT AND 10% TO COLLEGE AND CAREER READY.
MOTION TO DECREASE TEACHER RECRUITMENT AND RETENTION FROM 15% TO 10%.
8% TO SUPERINTENDENT 10 PROJECTS.
US KNOW WHEN YOU'RE READY, ROBERT.
WELL, THE DECREASE TEACHER RECRUITMENT AND RETENTION, 15% TO 10%.
GIVING THE WEIGHT OF 8% TO SUPERINTENDENT PROJECTS.
12% TO ACHIEVEMENT, AND 10% TO COLLEGE OR CAREER.
IS THAT RIGHT? DO YOU HAVE TO SAY IT NOW? YEP.
I DIDN'T KNOW IF YOU HAD TO REREAD IT OR ROBIN READ.
THOSE IN FAVOR PLEASE SIGNIFY BY SAYING AYE.
[00:55:02]
ALRIGHT.ADJOURNMENT BY UNANIMOUS CONSENT.
AND THEN CAN I STEAL YOU? YES, MA'AM.
UM, SUPERINTENDENT, AS, AS YOU COME FORWARD TO.