* This transcript was created by voice-to-text technology. The transcript has not been edited for errors or omissions, it is for reference only and is not the official minutes of the meeting. [Approval of Agenda] [00:02:35] PUBLIC, AS I HAVE STATED IN PRIOR MEETINGS, WE DON'T GO OFF INTO WILD BLUE YONDER WITHOUT MAKING SURE WE HAVE LEGAL SUPPORT. AND SO TODAY WE'RE GOING TO PASS OUT THE LEGAL OPINION THAT WE SOLICITED BACK WHEN YOU FIRST, AROUND THE TIME THAT YOU FIRST RAISED THE OPINION, THE ISSUE. AND IT IS CONFIRMING THAT WE ARE IN TOTAL COMPLIANCE WITH THE RULES AND REGULATIONS. SO WE WILL PASS THAT OUT. SO EVERY BOARD MEMBER, AND WE'LL ASK THAT YOU SEND THE ELECTRONIC VERSION TO DR. GUS. ALRIGHT, SO I'LL THANK, I'LL RESPOND MR. CHAIRMAN, THAT IS NOT ON THE AGENDA AND BUT YOU RAISE, YES, I HAVE SPOKEN TO YOU ABOUT IT. THANK YOU. NO, YOU HAVEN'T. NO, YOU HAVEN'T. YOU RAISED IT AT THE MEETING IN THE COUNTY COUNCIL, WHICH YOU SAID, THEN YOU MADE THE ALLEGATION IN PUBLIC WITHOUT HAVING EVEN RAISED IT WITH ME. SO WE'VE DONE OUR RESEARCH, WE HAVE A RESPONSE. THANK YOU FOR RAISING IT. ALRIGHT. YES. WELL, I HAVE TWO QUESTIONS. ONE, I DON'T KNOW HOW IT WORKS WITH APPROVAL OF THE AGENDAS WITH, YOU KNOW, FOIA AND ALL THAT AS FAR AS LIKE PROVING THE AGENDA THAT'S ALREADY BEEN ANNOUNCED. NOT CHANGES ARE NOT ALLOWED TO BE MADE. BUT I DO THINK THAT, UM, YOUR POINT ABOUT NEEDING TO CALL YOU PERSONALLY TO GET AN AGENDA ITEM ON IS OUTSIDE OF POLICY. I THINK THE APPROPRIATE FORMAT FOR REQUESTING AGENDA ITEM IS THAT IT BE MET, BROUGHT UP IN FUTURE AGENDA TOPICS OR IT BE EMAILED TO THE FULL BOARD. I DON'T THINK IT SHOULD RELY ON A PERSONAL COMMUNICATION OUTSIDE OF THE MEETING BETWEEN A BOARD MEMBER AND THE BOARD CHAIR. AND THAT COMES UP FOR ME BECAUSE NONE OF MY AGENDA ITEMS HAVE MADE IT ONTO THE AGENDA THIS YEAR. I WILL GO AHEAD AND VOTE TO APPROVE THE AGENDA BECAUSE I DON'T KNOW HOW THAT WOULD WORK WITH FOIA. BUT I WOULD LIKE TO SAY I DON'T THINK THAT THAT IS THE PROPER WAY TO GET THINGS ON THE AGENDA. OKAY. SO IF I MAY RESPOND TO YOUR COMMENT, MS. BOATWRIGHT, WE ALSO HAVE ASKED, WHICH HAS BEEN QUESTIONED BY OTHER BOARD MEMBERS, WHETHER OUR PROCEDURES RELATIVE TO THE AGENDA SETTING MEETING AND WHO CONSTITUTES THAT, THAT TOO IS LEGAL AND WE HAVE AN OPINION THAT WILL SUBSTANTIATE THAT AS WELL. AND SO, MAY I FINISH? SURE. OKAY. SO AGAIN, WHAT WE TRY TO DO, PEOPLE BRING THINGS UP AFTER EVERY MEETING WE ASK, AND THERE'S LINE THAT SAYS FUTURE AGENDA TOPICS. THOSE THINGS ARE PRESENTED, THEY ARE CODIFIED. AND THE GROUP THAT REVIEWS, THAT SOLICITS FEEDBACK FROM INDIVIDUAL MEMBERS, [00:05:01] YOU HAVING BEEN ONE, YOUR ITEMS ARE UP THERE. SOMETIMES IT'S A MATTER OF SEQUENCING. AND THAT'S WHAT WE'RE TRYING TO DO. BUT WE ABSOLUTELY LOOK TO ENSURE WE'RE MOVING THROUGH THOSE THINGS. THANK YOU. WHAT I WOULD LIKE TO RESPOND TO THAT IS YOU LOOK AT THE POLICY, WHAT CONCERNS ME, IT IS NOT, IN THIS PARTICULAR INSTANCE, THE BOARD CHAIR DOES NOT DECIDE WHAT GOES ON THE AGENDA. AND I GET TO YOUR POINT THAT WE HAVE A LIST AND THE SECRETARY'S RESPONSIBLE FOR MAINTAINING THAT LIST PER POLICY AND BRINGING IT UP AT AGENDA MEETINGS. BUT YOUR COMMENT TO DR. GUS WAS THAT SHE HAD NOT REACHED OUT TO YOU PERSONALLY, WHICH HAS COMMENT BEEN WE HAVE. I I I THINK THAT RIGHT NOW WE'RE GETTING OFF TOPIC AND I, I I, I THINK THAT THAT, THAT WHAT WE'RE DISCUSSING RIGHT NOW IS BECOMING AGENDA TOPIC AND I DON'T THINK IT'S ON THE AGENDA AT THIS TIME. THANK YOU MR. SMITH. SO WITH THAT, THERE'S A VERY DISCIPLINED PROTOCOL THAT WE ADHERE TO. WE GO THROUGH THE AGENDA ITEMS THAT HAVE BEEN LISTED FOR ANYONE WHO'S LISTING. WE ADD THOSE TO THE AGENDA. SOMETIMES THEY'RE COMPETING WITH ITEMS THAT ARE MORE URGENT AND TIME CONSTRAINED, WHICH WE TRY TO MAKE SURE THAT ALL OF THOSE ARE, UH, ADJUDICATED. SO THANK YOU ALL AND I AGREE. OKAY. CAN WE MOVE ON? NO. 'CAUSE I WOULD LIKE TO JUST RESPOND ON THAT. IT'S, I UNDERSTAND WHAT YOU'RE SAYING. MY POINT IS THAT CALLING THE BOARD MEMBER OUTSIDE OF THE REGULAR BUSINESS MEETING AS A TOOL TO ADD SOMETHING TO AN AGENDA SHOULD NOT BE CODIFIED. THAT'S MY POINT. SO THEN, SO THEN HOW DO YOU PROPOSE THAT WE CAPTURE WHEN YOU COME UP TO ME AND SAY, I'D LIKE TO HAVE THIS AS AN ITEM. I THINK IT SHOULD BE DONE IN A PUBLIC SESSION. I SUPPOSED TO NOT, BUT YOU, THAT HAPPENS INDIVIDUALLY. I DON'T THINK IT SHOULD. I THINK THAT'S WHERE PEOPLE GET IN TROUBLE. OKAY. SO THEN WHAT YOU'RE SAYING, COURT OF ORDER. I THINK THAT WE ARE HAVING A DISCUSSION THAT IS NOT ON THE AGENDA. AND I THINK THAT IF WE WANNA DISCUSS THIS, THEN WE CAN PUT ON THE AGENDA. BUT RIGHT NOW, I THINK THIS IS OUTSIDE OF WHAT, OF WHAT WE'RE DOING. NO, WE'RE ACTUALLY HAVING A DISCUSSION ON THE MOTION. YEAH, NOT ON THE AGENDA. WE'RE HAVING, WE THE, IT'S BEEN MOTIONED AND SECONDED. WE'RE HAVING A DISCUSSION ON THE MOTION. SO WE'RE ABOUT, WE'RE IN COMPLIANCE. WE'RE, WE'RE GOOD. OKAY. SO THEN AGAIN, WHAT WE ARE TRYING TO DO IS HAVE SOME DISCIPLINE ABOUT THIS. BUT WE ARE COLLEAGUES AND IF YOU HAVE SOMETHING, YOU KNOW, ALL OF US, YOU KNOW HOW TO REACH US. YOU DO IT WHEN YOU WANT TO. SELECTIVELY, WE HEAR THOSE TYPES OF INPUTS. SO JUST DO THE SAME THING. WHEN YOU HAVE SOMETHING WE YOU THINK WE MIGHT NOT AGREE ABOUT, THAT'S IT. BUT IN A PUBLICLY ELECTED BOARD, HOW DO I CALL, HOW DO I COMPLETE THIS, THIS, UM, THE MOTION UP AS WELL. WHO, WATSON. OKAY. WELL, ARE YOU FINISHED MS. BOATRIGHT? NO, BECAUSE MY POINT IS, IN A PUBLICLY ELECTED BOARD, EVERYTHING SHOULD BE DONE IN THE OPEN AND NOT BOARD MEMBER TO BOARD MEMBER OFFLINE. THAT'S WHERE PEOPLE GET IN TROUBLE. AND I WAS JUST BRINGING THAT UP BECAUSE YOU SPECIFICALLY MENTIONED IT AS A WAY FOR DR. GUS TO GET HER AGENDA ITEM ADDED. I'M NOT SAYING THAT WE DON'T HAVE CONVERSATIONS ONE-ON-ONE, BUT IF YOU WANT SOMETHING ADDED, IT SHOULD BE DONE PUBLICLY OR BY EMAIL WHERE THE WHOLE BOARD KNOWS THAT KEEPS IT FROM BECOMING A PICK AND CHOOSE ON AGENDA ITEMS. AND I'M DONE. IT IS NOT A PICK AND CHOOSE. THE CHAIR DOES NOT SELECT UNILATERALLY. WHAT GOES ON THE AGENDA THAT THREE OTHER MEMBERS AND THEY GET THEIR INPUT. AND I ALWAYS SEEK A MAJORITY. WHAT I WAS TRYING TO SAY IS, WE HAVE THE PERSONAL RELATIONSHIPS AND THERE'S NOTHING WRONG WHERE I SEE AS, BECAUSE ALL FOUR MEMBERS OF THAT AGENDA SETTING GROUP ARE BOUND TO ACTUALLY CAPTURE WHAT IS BROUGHT IN AND THEN MAKE SURE IT GETS LISTED AND DISCUSSED. AND THAT HAPPENS. SO THANK YOU MR. DR. WATSON. DR. WASS. YES, MA'AM. YES. I, I THINK, UH, HONESTLY, UH, INGRID'S, UH, ARGUMENT IS, IS, UH, VERY SOUND. WE HAVE TWO WAYS TO PUT THINGS ON THE AGENDA PER POLICY. THERE IS NO POLICY THAT SAYS THE, UH, MEMBER REQUESTING A A CERTAIN TOPIC MUST CALL AN OFFICER OR THE CHAIR. IF YOU REVIEW, UH, OUR CURRENT BOARD POLICY, WHICH IS FROM 2021, IT'S PAGE NINE. THAT HAS HOW, UH, AN AGENDA TOPIC IS, IS COURT OF ORDER BY A MEMBER ORDER, EXCUSE, EXCUSE ME, I HAVE NOT FINISHED, I'S APPROVING THE AGENDA. EXCUSE WE'RE DOING, EXCUSE ME. I WOULD LIKE TO FINISH. WE'RE DISCUSSING, THERE ARE TWO WAYS TO PUT IT AT A TOPIC ON THE AGENDA. ONE IS IN OUR MANUAL AND THE OTHER WAS VOTED ON BY THE FULL BOARD IN 2019. AND THAT IS THE HOW THE, THE SECTION POINT OF ORDER. THIS IS OUTTA ORDER RIGHT NOW. BECAUSE THE FACT THAT WE'RE DISCUSSING A A, WE ARE DISCUSSING THE AGENDA AND THE QUESTION IS, IS TO APPROVE THE AGENDA. I THINK WE'RE DOING TWO DIFFERENT THINGS. I UNDERSTAND THAT WE ARE APPROVING WHAT'S ON THE AGENDA. ON THE AGENDA, BUT IF THIS WAS ME, THEN THE, THE ROLES WILL BE WAY, WAY TURNED BECAUSE I'VE HAD THIS DISCUSSION BEFORE AND I'VE BEEN IGNORED. SO THEREFORE, WHAT WE ARE DOING IS THE SAME THING I WAS TOLD TO ME WAS, MR. SMITH, WHAT YOU'RE DOING IS OUTTA ORDER BECAUSE THE, THE, THE AGENDA IS NOT, IS NOT ON THE AGENDA RIGHT NOW. WE'RE NOT DISCUSSING THAT. WE ARE, WE'RE DISCUSSING TO APPROVE IT. WHETHER YOU HAVE SOMETHING THAT YOU WANT TO APPROVE ON THE AGENDA [00:10:01] OR YOU DISAPPROVE ON THE AGENDA AND IT'S BEEN STATED. OKAY, THANK YOU MR. SMITH. SO WITH THAT, IT IS NOT A MANDATE THAT YOU HAVE TO CALL THE CHAIR. NO ONE HAS CALLED THE CHAIR AND I'VE SAID, HEY, PUT THAT ON THE AGENDA. THERE'S A FORMAL PROCESS. ANYONE WHO HAS SEEN HOW IT WORKS INTERNALLY I THINK WILL AGREE WITH THAT. SO THANK YOU. NOTED. THERE ARE TWO WAYS. EVERY MEETING, THERE'S A LINE THAT SAYS FUTURE AGENDA TOPICS. THE SECRETARY CAPTURES THAT IT'S INCLUDED, DISCUSS AND SEQUENCED. SO THANK YOU. I REQUEST FOR CALL THE VOTE. ALRIGHT. ALL IN FAVOR? RAISE YOUR RIGHT HANDS AND SAY AYE. AYE. AYE. ALL OPPOSED? WHO'S THAT? DR. WA? DR. OPPOSED? OKAY. THANK YOU MA'AM. OPPOSED? GUS. GUS. OKAY. THANK YOU. MR. SMITH OR MS. HAY? MRS. SMITH OR MS. HAY? HEY, NAY. OKAY. MR. SMITH. MR. SMITH. I, YES. OKAY. YOU GOT IT SIR. ALRIGHT. ALRIGHT. IF YOU WILL JOIN ME IN A PLEDGE OF ALLEGIANCE. I PLEDGE ALLEGIANCE TO THE FLAG OF THE UNITED STATES OF AMERICA, AND TO THE REPUBLIC, WHICH IT STANDS, ONE NATION UNDER GOD, INDIVISIBLE, WITH LIBERTY AND JUSTICE FOR ALL. AND A MOMENT OF SILENCE, IF YOU WILL. THIS MORNING, I WOULD LIKE TO DEDICATE OUR MOMENT OF SILENCE TO KAYLEE MORRIS. SHE WAS A FORMER STUDENT AT RIVER RIDGE, UH, AND HAS LIVED COURAGEOUSLY WITH BRAIN CANCER. UH, SHE'S NO LONGER WITH US. UH, AND SHE WILL BE REMEMBERED BY HER FAMILY, HER FRIENDS, AND HER TEACHERS. THANK YOU. THANK YOU. THANK YOU FOR HONORING THAT MOMENT OF SILENCE WITH KAYLEE. MS. CUSHING BERRY, HAS THE MEDIA BEEN NOTIFIED PROPERLY? YES, SIR. THANK YOU. ANY PUBLIC COMMENTS? NO. OKAY. [CLOC Update] WITH THAT, WE HAVE OUR ILLUSTRIOUS FRIENDS FROM THE CLOCK. WE BELIEVE YOU'RE OWN. GOOD MORNING EVERYBODY. I'M MICHAEL MCNALLY. UH, I WAS THE CHAIR OF THE 2019 BOND REFERENDUM, UH, CITIZEN LED OVERSIGHT COMMITTEE THAT WE CALL CLOCK BY THE ACRONYM CLOC. SO THE REFERENDUM IS BASICALLY FINISHED. SO I WANNA GIVE YOU A QUICK THREE OR FOUR MINUTE RECAP OF WHAT WE'VE DONE IN THE LAST SIX PLUS. ALL GOING ON IS SEVEN YEARS. THE REFERENDUM ITSELF WAS APPROVED BACK ON NOVEMBER 5TH, 2019, ALMOST SEVEN YEARS AGO. AND IT WAS A GLORIOUS APPROVAL. SO MUCH OF THE COUNTING CAME IN ON THIS. UH, THANKS SO MUCH TO THE SUPERINTENDENT'S EFFORT TO GET THE WORD OUT ON THE STREET WITH THE NEEDS. THERE WERE TWO QUESTIONS ON THAT REFERENDUM, Q1 AND Q2. IF YOU ANSWERED Q1, IF YOU WANTED THOSE IMPROVEMENTS, THEN YOU COULD VOTE FOR Q2. AND THE TOTAL OF THAT WAS 344 MILLION, $610,000. A LOT OF MONEY, BUT THERE WAS A LOT OF WORK. UH, WHEN THE BONDS WERE ISSUED. WE WERE FORTUNATE TO GET A 33,000, $33,100,000 BOND PREMIUM THAT THIS VERY BOARD APPROVED TO BE ADDED. AND I'LL TELL YOU WHAT, WE NEEDED IT BECAUSE OF THE COVID CRISIS DURING THOSE EARLY CONSTRUCTION YEARS, WHEN ALL THE PRICES WENT UP, SUPPLY CHAINS GOT TIED UP, AND WE NEEDED THAT MONEY. THE REFERENDUM ITSELF LAID OUT TO THE PUBLIC. WHAT WE WERE GOING TO DO WAS IMPROVEMENTS IN A TOTAL OF 32 SCHOOLS ACROSS THE COUNTY, 25 ELEMENTARY, SIX MIDDLE SCHOOLS, AND SIX HIGH SCHOOLS. AND THAT WORK VARIED FROM ANYTHING FROM, UH, A TOTAL NEW SCHOOL LIKE ROBERT SMALLS, UH, TO SCHOOL ADDITIONS, ALL SORTS OF UPGRADES WITH A VERY LARGE EMPHASIS ON SAFETY AND SECURITY, EXTREMELY [00:15:01] LARGE. JUST BECAUSE THE WAY THINGS ARE TODAY. MOST OF THE SCHOOLS ALSO SEE RECEIVED, UH, EITHER NEW ATHLETIC FIELDS OR OTHER NEW FACILITIES INSIDE, LIKE NEW GYMNASIUMS, WEIGHT ROOMS, THINGS OF THAT SORT. UH, I TOURED THESE SCHOOLS. THEY'RE BEAUTIFUL AND THE KIDS LOVE 'EM. THEY JUST ABSOLUTELY LOVE THEM. THRIVE IN THIS ENVIRONMENT. THERE WAS ALSO NEW, UH, PARKING LOTS AND LANDSCAPING THAT WAS ADDED AT MOST LOCATIONS. THE VERY FIRST PROJECT STARTED AS EARLY AS DECEMBER 10TH IN 2019. THAT WAS RIVER RIDGE ACADEMY. A CLASSROOM WING WAS ADDED. UM, GOING BACK JUST A LITTLE BEFORE THIS, BEFORE THIS, I WANNA TALK A LITTLE BIT, UH, WHAT DR. RODRIGUEZ DID. HE FELT THAT THERE WAS A STRONG NEED FOR SOME SORT OF INDEPENDENT OVERSIGHT FOR THIS MONEY TO ASSURE THAT, UH, THE CITIZENS OF THE COUNTY WOULD BE SATISFIED THAT SOMEBODY WAS TAKING A SHARP LOOK AT IT. SO HE FORMED THIS CITIZEN LED OVERSIGHT COMMITTEE. HE INTERVIEWED, UH, A LOT OF POTENTIAL VOLUNTEER APPLICANTS. I WAS ONE OF THEM. UM, WE HE COMMITTEE OF SEVEN. NOW, THE EXPERIENCE IN THIS SEVEN GROUP INCLUDES ARCHITECTURE, ENGINEERING, DESIGN, CONSTRUCTION, EDUCATION, PROJECT MANAGEMENT, BUDGET AND FINANCE. IT'S QUITE A POWERFUL TEAM OF PEOPLE WHO HAVE WORKED 30, 40 YEARS IN THESE FIELDS. SO OUR FIRST MEETING WAS BACK IN JANUARY OF 2020, AND THE LAST ONE WAS JUST LAST JULY, JULY 8TH OF THIS YEAR. WE HAD 78 MONTHLY MEETINGS. AND, UH, MOST ALL OF THE PEOPLE ON THE COMMITTEE ATTENDED MOST, IF NOT ALL OF THOSE. UH, THE COMMITTEE CHECKED EVERY SINGLE PROJECT AT EVERY LEVEL AND EVERY STEP OF THE WAY. THE PRO WE MET WITH THE PROJECT MANAGERS, THE DISTRICT PERSONNEL, UH, THEIR CONSULTANTS. UH, THERE WERE ALSO NUMEROUS FIELD TRIPS WHERE WE WENT OUT TO SEE EACH JOB UNDER CONSTRUCTION. WE WERE ABLE TO TALK TO THE SUPERINTENDENTS, UH, THE CONTRACTORS OUT THERE AND SO FORTH. AND ALSO, A LOT OF THESE PROJECTS WERE BUILT WHERE SCHOOL WAS IN SESSION ON HALF OF THE PROPERTY. AND THE OTHER HALF WAS A CONSTRUCTION ZONE, OR CONSTRUCTION WAS TAKING PLACE WITHIN A SCHOOL WHERE SCHOOL WAS IN SESSION. SO WE MET WITH THE TEACHERS, TALKED WITH THE TEACHERS TOO, TO SEE HOW THIS WAS GOING. AND THE COORDINATION WAS NOTHING BETTER THAN WONDERFUL. UM, WHEN THE LAST PROJECT WAS FINALLY FINALIZED, UH, THERE WAS A LITTLE BIT OF MONEY LEFT OVER. ISN'T THAT AMAZING? FOR A PUBLIC PROJECT, MORE THAN A LITTLE BIT $6.4 MILLION OUT OF THAT, IT'S A LOT OF DOUGH. SO THERE WERE CERTAIN, UH, ADDITIONAL THINGS THAT COULD BE DONE WITH THAT MONEY. IT HAD TO BE SPENT BECAUSE IT WAS PART OF THE BOND MONEY. SO THERE WERE THINGS ALONG THE WAY WHERE, UH, THE PLANNERS OF THE WORK, UH, DIDN'T GO A HUNDRED PERCENT ON EVERYTHING BECAUSE THEY WERE WATCHING THE BUDGET. SO SOME OF THESE PLACES WHERE WE DIDN'T GO ALL THE WAY, WE COULD NOW FINISH AND GO ALL THE WAY. THERE WAS A LOT MORE SAFETY THINGS ADDED. THERE WERE MORE WHITEBOARDS PUT UP, THERE WERE MORE MIC BACKUP MICROPHONES AND SYSTEMS, UH, PUT IN AND SO FORTH. SO THAT ALL WENT TO THAT. THE FINAL PAYMENT, UH, ON THE REFERENDUM WAS PAID ON JULY 10TH, UH, USING UP THE MONEY AND ZEROING IT OUT. SO, I'D LIKE TO JUST SAY TOO, THAT THERE'S WARRANTIES. THERE'S A ONE YEAR WARRANTY FOR LABOR AND, UH, MATERIALS ON ALL THE EQUIPMENT. UH, OF COURSE, THEY RANGE FROM THE TIMEFRAMES DEPENDING WHEN THEY WERE INSTALLED. UH, THERE'S BEEN CERTIFICATES OF SUBSTANTIAL COMPLETION ISSUED FOR EVERY PROJECT. THERE ARE WAIVERS OF LIENS FOR ALL THE SUBCONTRACTORS ON THE, UH, PROJECT, UH, AND ALSO CERTIFICATES OF INSURANCE. SO ALL THE PAPERWORK IS DONE, PHYSICAL WORK IS DONE. UH, I CAN'T THANK, UH, THE CLOCK COMMITTEE ENOUGH FOR ALL THEIR TIME, ALL THE HARD TIME AND WORK THAT [00:20:01] THEY'VE DONE. UH, AND ESPECIALLY THE SUBCOMMITTEES TOO. WE HAD A PROJECT COMMITTEE THAT WENT OUT AND DID THE FIELD REVIEWS. RAY WCO HERE, WHO WILL, WHO'S THE CHAIR OF THE NEXT REFERENDUM, UH, HE WAS, UH, CHAIRMAN OF THE, UH, SUBCOMMITTEE ON FINANCE. EVERY SINGLE MEETING THEY MET BEFORE THE MEETING, THEY WENT OVER EVERY SINGLE PROJECT, EVERY DOLLAR. AND AT THE END OF EVERY MEETING, HE ASKED THE SAME QUESTION, ARE WE GOING TO HAVE ENOUGH MONEY TO COME ACROSS THE FINISH LINE AND HAVE EVERYTHING DONE? AND AT THE FIRST MEETINGS, IT WAS EASY. OH, SURE. YEAH, WE'LL HAVE PLENTY. AND THEN AS THE TIME GOES ON AND THE, YOU KNOW, THE MONEY GOES OUT OF THE HOURGLASS, YOU KNOW, THAT YES WAS A HARDER QUESTION TO ANSWER, BUT IT WAS ALWAYS YES. AND IN THE END IT WAS YES. SO, THANK YOU, COMMITTEE. SO I JUST LIKE TO SAY THAT REALLY COMPLETES MY FINAL REPORT, AND BEHOLD, HALF OF ALL THE COMMITTEE MEMBERS, UH, IT'S REALLY BEEN OUR HONOR AND PLEASURE, UH, TO BE OF SERVICE. THANK YOU VERY MUCH. ARE THERE ANY QUESTIONS, ANYTHING WITH THAT? I'D LIKE TO HAVE RAY, WE HAVE ONE. IT'S NOT A, NOT A QUESTION, MIKE, BUT I WANNA, UH, THANK YOU AND ALL THE MEMBERS OF THE COMMITTEE. UH, YOUR WORK HAS BEEN INVALUABLE. UH, THANK YOU. IT HAS BEEN AN INCREDIBLE FEAT FOR SO MANY MEETINGS, SO MANY DEDICATED HOURS, SO MUCH VOLUNTEERISM THAT TOOK PLACE. UM, AND IT'S A TESTAMENT, I THINK, TO, UM, Y'ALL'S CARE AND CONCERN FOR OUR COMMUNITY, FOR THE CHILDREN. WE'RE BLESSED TO SERVE HERE IN THE BEAUFORT COUNTY SCHOOL DISTRICT, AND WE APPRECIATE THE MANNER IN WHICH, AND THE, THE, THE METHODICAL MANNER IN WHICH Y'ALL WENT ABOUT YOUR WORK TO MAKE SURE, UH, THAT THE WORK THAT'S BEING DONE HERE IN THE SCHOOL DISTRICT IS AS IT SHOULD BE. AND SO WE APPRECIATE THAT. APPRECIATE EACH AND EVERY ONE OF YOU FOR YOUR TIME. WELL, THANK YOU SO MUCH. I, I WOULD LIKE TO ADD, I CAN'T THANK THE DISTRICT ENOUGH. THE PEOPLE LIKE, UH, ROBERT NING AND HIS CREW, UH, ALL OF THE CONSULTANTS FROM THE HRI GROUP. UH, I'VE BEEN IN BUSINESS, PROFESSIONAL BUSINESS BEFORE RETIREMENT FOR ALMOST 50 YEARS. I'M 87 NOW. SO I'VE SEEN A LOT. AND THIS HAS BEEN ONE OF THE BEST TEAMS I'VE EVER WORKED ON. I SAY THAT WITH ALL SINCERITY. I WALKED, I WORKED ON THE PROJECT TEAM THAT CONSTRUCTED THE, UH, VERTICAL ASSEMBLY BUILDING FOR THE SATURN ROCKET. THERE'S A LOT OF GREAT PEOPLE, BUT NOTHING LIKE THIS. THIS IS THE BEST EVERYBODY HERE. THANK YOU SO MUCH. AND BY THE WAY, UH, EVERYBODY THAT SERVED ON THE 2019 COMMITTEE HAS VOLUNTEERED TO GO AHEAD ON THE 24TH. AND RAY, UH, KO, OUR ABEL CHAIRMAN OF THAT COMMITTEE, WILL NOW GIVE YOU HIS REPORT. THANK YOU. UH, MR. MCNALLY A QUESTION? YEAH. WE HAVE ONE BOARD MEMBER WHO WOULD LIKE TO, WE HAVE A QUESTION. I'M A LITTLE HARD OF HEARING, SO IF YOU COULD JUST SPEAK LOUDLY. NO PROBLEM. NO PROBLEM. I, I WAS GONNA SAY, I, I DEFINITELY APPRECIATE YOU AND I APPRECIATE THE, THE CLOCK FOR WHAT IT WAS DOING. JUST, I JUST LISTEN TO YOUR SYNOPSIS. BUT I ALSO ALSO WANTED TO SAY, I, UM, I ALSO THINK THE, UH, BOARD MEMBERS THAT WHEN WE FIRST STARTED THE CLOCK, BECAUSE I REMEMBER WHEN, WHEN, WHEN WE, WHEN WE BROUGHT THIS UP, ABOUT HOW IMPORTANT, HOW IMPORTANT IT WAS TO PASS THE, THE REFERENDUM. AND THIS WAS ANOTHER TOOL WHEN OUR TOOL BELT TO GET THE, UH, THE REFERENDUM PASSED AT THAT TIME. BECAUSE I REMEMBER THAT AT THAT TIME, I BELIEVE COUNTY COUNCIL HAD SOME PROBLEMS, UH, PASSING, UH, REFERENDUMS. SO I ALSO WANT TO, UH, GIVE THE KUDOS TO, UH, MY COLLEAGUES TOO, BECAUSE WE WERE, WE WERE ALL BEHIND IT. AND WE ALSO, UH, W WAS IN THE IDEA OF, OF THE CLOCK WHEN IT WAS, WHEN IT WAS BROUGHT. WE, WE, UH, THAT WAS SOMETHING THAT, THAT WE, THAT WE WANTED TO MAKE SURE THAT THE PUBLIC KNEW THAT WE DIDN'T MIND BEING OPEN AND TRANSPARENT AS PO AS POSSIBLE. SO THAT'S JUST SOME MORE BACKGROUND I WANT TO GET, TO GET, TO GIVE, UH, FROM THE BOARD'S PERSPECTIVE OF IT. UH, AND JUST TO ADD, TO, JUST TO ADD, ADD SOME, UH, SOME, SOME ICING TO THE CAKE ON WHAT YOU, WHAT YOU WERE SAYING, JUST TO, SO THAT EVERYONE, UH, UNDERSTAND TOO AS WELL. THANK YOU. YEAH, APPRECIATE. AND I DEFINITELY APPRECIATE WHAT THE CLOCK DOES. THANK YOU VERY MUCH, MR. SMITH. ANYONE ELSE? I WOULD JUST LIKE TO SAY, UM, ALRIGHT. I'D JUST LIKE TO SAY THAT ONE OF THE PERSONAL THINGS I LEARNED ABOUT MR. MCALLY, IN ADDITION TO HIS EXPERTISE IN BUILDING, LIKE YOU SAID, SOME OF THE ROCKET SHIP STUFF THAT HAS BEEN BENEFITING OUR GREAT COUNTRY, HE ALSO HELD THE FOUR 40 RECORD IN THE STATE OF PENNSYLVANIA, IF I, IF I RECALL CORRECTLY. IS THAT RIGHT? UH, NEW JERSEY. IN NEW JERSEY, I GOT THE STATE WRONG. IT WASN'T, IT WASN'T HELD LONG. ONE WEEK LATER, MY COUSIN WIPED IT OUT. , THANKS FOR ALL YOU'VE DONE, SIR. OKAY. OKAY. [00:25:01] THANK YOU ALL. OKAY, THANK YOU, MIKE. BY THE WAY, LEMME TELL YOU, MIKE COULD NOT WAIT TO TELL YOU THAT THE 2019 REFERENDUM WAS COMPLETED. I MEAN, HE, HE WAS JUST SO EXCITED TO HEAR IT'S DONE. IT'S FINALLY DONE. BUT I'M HERE TO TALK ABOUT THE 2023 REFERENDUM. THERE ARE 17 PROJECTS ON THE LIST, AND THE TOTAL WAS $439 MILLION. NOW THROUGH JULY 31ST, WE HAD A MEETING IN AUGUST, BY THE WAY, THROUGH JULY 31ST, THERE'S BEEN 357 MILLION, EITHER PAID FOR OR COMMITTED UNDER CONTRACT. THAT IS 81 PER 81 PLUS PERCENT OF, OF THE TOTAL. SO THINGS ARE PROGRESSING NOW, WHEN WE STARTED, OR WHEN THE, WHEN THE ORIGINAL BUDGET WAS DETERMINED, THERE WAS A CONTINGENCY OF 28 MILLION AND WHICH WAS ROUGHLY 7% OF THE TOTAL COST. AND AS WE'VE BEEN ROCKING ALONG, WE'VE BEEN USING SOME OF THAT, SOME OF THAT CONTINGENCY, BUT WE HAVEN'T USED AS MUCH AS AT THIS POINT ANYHOW, AS MUCH AS, UM, BUT WE HAVEN'T, WE'RE NOT RUNNING OUT OF CONTINGENCY, LEMME PUT IT THAT WAY, RIGHT NOW WITH, AND I SAID WE HAVE 81 MILLION LEFT TO, TO EITHER GET UNDER CONTRACT PLAN AND, AND WHATEVER IT IS ELSE WE NEED TO DO. WE HAVE 8.6 MILLION OF CONTINGENCY LEFT OR THAT, AND THAT, BY THE WAY, THAT'S SEVEN. IT WAS INITIALLY 7%. IT NOW STANDS AT ALMOST 12%. AND NOW THE CLOCK IS HAPPY WITH THAT. THE, THE, UH, UH, CONSTRUCTION FOLKS ARE HAPPY WITH THAT. I'M HAPPY WITH IT. THE BEAUFORT COUNTY SCHOOL TEAM IS HAPPY WITH THAT NUMBER. SO, WHAT, WHAT ELSE CAN I SAY? IT'S, WE'RE ROCKING ALONG AND WE'RE ROCKING ALONG LIKE WE SHOULD. AND I WANNA OPEN IT UP TO ANY QUESTIONS THAT THERE MAY BE ON ANYTHING, ANY QUESTIONS, COMMENTS, BOARD MEMBERS? I THINK THAT'S IT. NO, I HAVE ONE. IF I MAY VERY BRIEFLY. GO AHEAD, CARL. UM, LOOKING AT WHAT'S HAPPENING GLOBALLY IN THE GLOBAL SUPPLY CHAIN, ONE OF THE QUESTIONS IS HOW MUCH EXPOSURE DO WE HAVE FOR EQUIPMENT AND MATERIALS THAT COME FROM OUTSIDE OF THE US THAT MAY BE IMPACTED BY GEOPOLITICAL THINGS THAT ARE HAPPENING, YOU KNOW, THAT QUESTION WAS ASKED AT THE LAST MEETING AND THE RESPONSE THAT WE GOT WAS, THAT HAS BEEN ADEQUATELY PROVIDED FOR. SO WE DON'T EXPECT THAT WE'RE GOING TO HAVE ANY, UH, ANY COST OVER. THANK YOU. ANYTHING ELSE? THAT'S IT. THANKS. [Donation from Battery Creek High School Class of 1979 in the amount of $47,984.40 to Battery Creek High School for the purchase of two new score tables and four portable LED Posters.] I THINK WE HAVE A DONATION. GOOD MORNING. GOOD MORNING. GOOD MORNING. WE HAVE A DONATION TO BATTERY CREEK HIGH SCHOOL ATHLETICS FOR, FROM THE CLASS OF 1979 IN THE AMOUNT OF FOUR $47,984 AND 40 CENTS. UH, THE PURPOSE OF THE DONATION IS TO PURCHASE, UM, THE, UH, PORTABLE LED, UH, SO TWO NEW SCORE TABLES, WHICH I BELIEVE ARE IN THE GYMNASIUM. UM, SO THE SCOREKEEPERS, UH, THAT'S WHERE THE SCOREKEEPERS WOULD SIT. AND FOUR PORTABLE LED POSTERS. SO, UM, THE BOARD POLICY DOES REQUIRE THAT ANY APPROVALS, UH, OF DONATIONS OVER OR FIVE THOU DONATIONS OVER $5,000 DO REQUIRE BOARD APPROVAL. SO WITH, I'D LIKE TO REQUEST YOUR APPROVAL, MR. MR. CHAIRMAN, AT THIS TIME, I MAKE A MOTION THAT WE, THAT WE, THAT WE ACCEPT THIS DONATION, UH, FROM THE CLASS OF 19 70 19 79, IN THE AMOUNT OF 40, UH, $47,984 AND 40 CENTS, UH, FOR, UH, FOR THIS, UH, I MEAN FOR, UH, FOR BACK TWO BAD CREEK HIGH SCHOOL FOR THE PURCHASE OF THE TWO SCHOOL FOR OF, FOR, FOR THE PURCHASE OF THE TWO NEW [00:30:01] SCOREBOARD TABLES AND THE FOR, UH, AFFORDABLE LLED POSTERS. OKAY, PROPERLY MOTION IS THERE A SECOND? SECOND. SECOND BY MS. BOATRIGHT. ALL IN FAVOR? RAISE YOUR RIGHT HAND, SAY AYE. AYE. LINE. AYE. HEY, AYE. OKAY. YOU GOT THAT MR. SECRETARY? OKAY. AND THEN, BEHALF OF, UH, UH, THE ADMINISTRATION AND BEING AN ALUMNI AT BATTLE CREEK HIGH SCHOOL, I WANNA THANK THE CLASS OF 1979. THANK YOU. ABSOLUTELY, . UH, THAT'S WHY I WAS, I WAS GONNA DEFINITELY SAY I THANK THEM FOR, UH, FOR DOING THAT. AND ONE THING ABOUT BATTER CREEK, BATTER CREEK HIGH SCHOOL HAS, UH, DEFINITELY SET THE BAR AND SHOW US WHAT THE COMMUNITY LOOKED LIKE, BECAUSE THAT COMMUNITY HAVE DONATED A LOT TO THEM FROM THE SCORE BOARDS OF THIS AND THIS, UH, IF I CAN GET, GET SOME OTHER ZONES TAUGHT ON THE SAME PAGE AND WE CAN DO A WHOLE, WE, WE WILL CONTINUE TO MOVE FORWARD WITH THE COMMUNITY. I JUST WANNA THANK THEM FOR THAT. APPRECIATE THAT. SOUNDS GOOD. ALL RIGHT. [State Assessment Released Scores] STATE ASSESSMENT, DR. STRATUS AND HER COLLEAGUE. DON'T SAY MINION, BUT GOOD MORNING AND THANK YOU SO MUCH, CHAIRMAN DALLAS AND BOARD MEMBERS FOR THIS OPPORTUNITY TO COME FORWARD. JOINING ME THIS MORNING ACTUALLY IS NICK NICHOLAS FLOWERS. HE'S OUR DIRECTOR FOR ACCOUNTABILITY. MANY OF YOU HAVE SEEN HIM HERE BEFORE IN FRONT OF THE BOARD. UM, THANK YOU MRS. CUSHEN BERRY. SO THIS PRESENTATION IS INFORMATION ONLY. I DID NOT PROVIDE YOU AN EXECUTIVE SUMMARY AT THIS TIME IN PLACE. UM, DATA TECHNICALLY IS NOT EMBARGOED, BUT I WANT YOU TO RECOGNIZE THAT THIS DATA POINTS ARE RAW DATA. WE HAVE NOT BACKED OUT, THE STATE HAS NOT BACKED OUT THE ACCOUNTABILITY COMPONENT. SO IF WE GO TO THE NEXT SLIDE, AS YOU SEE RIGHT NOW, WE'RE IN THE STATUS OF AUGUST, 2026. JUST FOR A LITTLE BACKGROUND, WE RECOGNIZED IN 1998, UM, THE EDUCATION ACCOUNTABILITY ACT CAME INTO PLACE. UM, WITH THAT, ANNUALLY STATES SUBMIT THEIR ACCOUNTABILITY MODEL TO THE FEDERAL GOVERNMENT FOR APPROVAL. WE ARE NOW IN AN APPROVED STATE. UM, TESTING IS A CONTINUUM. AND ACCOUNTABILITY REPORTING FOR SOUTH CAROLINA WILL BE RELEASED IN OCTOBER 26TH OF, UM, 2026. SO IF YOU SEE WHAT THAT ONE BULLET SHARES WITH YOU, THAT WOULD BE STUDENTS WHO WERE IN ATTENDANCE SLASH YEAR ON THE 45TH DAY, AS WELL AS THE FIRST DAY OF TESTING AT THAT TIME. WE WILL COME FORWARD WITH YOU WITH THE INDI INDICATORS AND OVERARCHING PERFORMANCE OF OUR DISTRICT AND SHARE ADDITIONAL INFORMATION WITH YOU IN OCTOBER ONCE THAT IS RELEASED. SO IF WE CAN GO TO THE NEXT SLIDE. THANK YOU. I WANNA TAKE THIS OPPORTUNITY TO SHARE WITH YOU 10 SCHOOLS THAT WE HAVE HAD 10 PLUS POINTS OF IMPROVEMENT. EITHER A COMBINATION OF MATH AND READING, COMBINATION OF MATH, READING AND SCIENCE, OR MAYBE JUST IN ONE SINGLE ACADEMIC AREA. BIG KUDOS TO THESE SCHOOLS ARE EDUCATORS AND OUR STUDENTS BECAUSE A 10 POINT GRADE, UM, POINT INCREASE IS SIGNIFICANT WHEN YOU START LOOKING AT THE AMOUNT OF STUDENTS WHO ARE SERVICING. NEXT SLIDE. THIS COMPONENT'S GONNA BE ON HIGH SCHOOL. EOCS. THANK YOU. YES, MA'AM. SO LET ME START FROM THE BEGINNING. I'LL WALK YOU THROUGH ON THE CHARTS. IF YOU SEE ON THE BOTTOM ON THE BAR GRAPHS, IT GIVES YOU THE YEAR OF THE TEST ADMINISTRATION. THESE ASSESSMENTS ARE PROVIDED BY GRADES A, B, C, D, AND F. THE STATE THIS YEAR IS REPORTING ON AN A THROUGH D. SO WE ARE MARRYING WHAT THE STATE HAS ALREADY PUT OUT IN PUBLIC. SO IF YOU LOOK AT THE LAST TWO BARS, THAT WOULD GIVE YOU TO 20 24, 20 25 PERFORMANCE, WHERE YOU'LL SEE 15 POINT 53% OF STUDENTS EARNED AN F. 84 POINT 47% OF STUDENTS EARNED A GRADE OF A THROUGH D. SO THEN RESPECTFULLY, YOU WILL SEE THAT FOR LAST YEAR, WHICH WAS A 25 26 ACADEMIC SCHOOL YEAR, GRADES A THROUGH D WAS A PERFORMANCE OF 82.52 FOR EIGHT. AND FOR STUDENTS EARNING AN F 17.4 A, I DO WANNA SHARE AGAIN FOR EACH ONE OF THESE BARS. THIS IS RAW DATA TO RAW DATA. WE WILL BACK OUT THE ACT ACADEMIC ACCOUNTABILITY STUDENTS IN OUR OCTOBER PRESENTATION, OUR ALGEBRA RIGHT NOW. THIS ALGEBRA I'M GONNA SHARE WITH YOU IS AN INCOMPLETE STORY. WHAT YOU WILL SEE MORE IN OCTOBER IS THE ROLLING IN OF THE [00:35:01] PERFORMANCE OF OUR STUDENTS FROM THE MIDDLE SCHOOL. LAST YEAR WHEN I STOOD IN FRONT OF YOU, I SHARED WITH YOU WE HAD OVER 2000 STUDENTS WHO SAT FOR THE ALGEBRA ONE EXAM THIS YEAR, ABOUT 103. WHAT DOES THAT DO TO, WHAT IS THAT SUBJECT TO THAT IS THE PACING THAT WAS CHANGED. MANY OF YOU TOOK ALGEBRA BEFORE GEOMETRY. IF YOU DID RAISE YOUR HAND, I'M NOT SHOWING MY AGE. I'M PUTTING MINE DOWN NOW. THE STATE RECOMMENDATION IS GEOMETRY PRIOR TO ALGEBRA. THIS WAS THE YEAR THAT WE PUT IN PLACE TO FOLLOW THAT. SO THE STUDENTS WHO SAT LAST YEAR ACTUALLY NEEDED TO SIT FOR ALGEBRA IN ORDER TO MEET THE STATE REQUIREMENT OF THAT EOC EXAM. SO THERE WAS 103 STUDENTS WHO SAT LAST YEAR VERSUS TWO YEARS AGO, OR WE WERE WHEN WE HAD OVER 2000 BIOLOGY. IF ANY OF YOU HAVE TAUGHT AT A SCHOOL, I WILL SHARE THIS WITH YOU. SCIENCE IS PROBABLY ONE OF THE MOST CREATIVE AREAS. IT HAS EVERYTHING IN IT, HENCE MICHELANGELO. IT IS THE MOST CREATIVE CONTENT. AND THAT'S COMING FROM A REFORMED EDUCATOR FROM A HIGH SCHOOL TO A SOCIAL STUDIES TEACHER AND POLITICAL SCIENCE EDUCATOR. SCIENCE IS EVERYTHING. OUR GOAL IS TO INCREASED PERFORMANCE FOR ALL OUR ACADEMICS. BUT A SECOND UNDERLYING GOAL IS THAT WE GET MORE AND MORE OF OUR YOUNG PEOPLE TO RECOGNIZE HOW CREATIVE SCIENCE IS. AND AGAIN, I'LL SHARE YOU, WE CAN KEEP THE SAME PATTERN GOING FORWARD. THE COMPARISON FROM YEAR TO YEAR, US HISTORY. YES, THIS YOUNG LADY FROM THE NORTH TAUGHT US HISTORY. I CANNOT TEACH IT FROM THE PERSPECTIVE FROM THE SOUTH. I WOULD HAVE TO GO BACK TO SCHOOL. BUT WE CELEBRATE THE GREATNESS THAT WE HAVE HERE IN SOUTH CAROLINA AND THE REPRESENTATION THAT WE ACTUALLY HAD IN REVOLUTIONARY WAR. AND THAT IS AT THE CORE OF THE WORK IN US HISTORY HERE IN SOUTH CAROLINA. IT IS THE PERSPECTIVE FROM THE SOUTH, AND IT'S A WONDERFUL COURSE IF YOU EVER GET THE OPPORTUNITY TO DIVE INTO HIGHLY BASED IN READING AS WELL. I WANNA SHARE WITH THAT ALSO, HIGHLY BASED WITH INFORMATIONAL TEXTS. TWO AREAS THAT WE'RE BUILDING THE CAPACITY OF OUR EDUCATORS AT THE SECONDARY LEVEL. THERE'S A HIGH LEVEL OF WORK BEING PUT INTO OUR US HISTORY EDUCATORS IN THE AREA OF INFORMATIONAL TEXTS, AS WELL AS ITS NARRATIVE WRITING AND EX AND INFORMATIONAL WRITING TO IMPROVE THEIR, THEIR SKILLS TO HELP OUR STUDENTS IN THE CLASSROOM. NOW WE'RE GONNA GO TO THE WORLD OF ENGLISH LANGUAGE ARTS. WE ALL RECOGNIZE THAT THESE SCORES ARE FROM GRADES THREE THROUGH EIGHT. AND I'D LIKE TO STOP YOU TO TAKE A LOOK AND DIGEST THIS SLIDE. A MOMENT. I WHAT IT IS SHOWING YOU IS GRADE LEVELS IN YOUR FIRST COLUMN, SUBGROUPS GONE ACROSS. AND IT IDENTIFIES FOR YOU THE YEAR OF THE HIGHEST PERFORMANCE OF STUDENTS IN THE RESPECTIVE GRADE, UM, SUBGROUPS. AND WHAT YOU'LL SEE AT THE CLOSE OF THIS SEGMENT IS A SLIDE THAT'S INDICATING HOW THE NEEDLE IS PUSHING MORE AND MORE STUDENTS UP. THANK YOU MRS. CUSH BARRY. SO THIRD GRADE, I WON'T BORE YOU WITH THE MATH. I KNOW YOU'VE PROBABLY ALREADY DONE IT IN A COMPARISON FROM LAST YEAR TO THIS YEAR. I, BUT I'D ALSO ASK YOU, WHEN YOU TAKE A LOOK OF LAST YEAR, MEANING TWO YEARS AGO AT THIRD GRADE, TAKE A LOOK AT THAT, THE THIRD GRADE COLUMN OF 24, 25 TO THE 25, 26 FOURTH GRADERS TO SEE HOW THAT TYPE OF GROWTH HAPPENED FROM THIRD GRADE TO FOURTH GRADE. IT'S A NICE THING TO LOOK AT, AND YOU'LL SEE THAT A LITTLE DEEPER WHEN I TAKE WALK YOU THROUGH MATH. UM, IT'S SIGNIFICANT STEPS FORWARD. FOURTH GRADE. AS WE WALK INTO FIFTH GRADE, YOU'RE SEEING A TREND OF INCREASED PERFORMANCE IN OUR, AMONGST OUR STUDENTS IN THE YELLOW AREA OF MEETS AND EXCEEDS. AS WE HAVE MORE AND MORE OF OUR SCHOOLS REACHING THAT 75% MARK, DR. RODRIGUEZ HAS SHARED WITH YOU. IT GETS HARDER AND HARDER TO STRETCH THE SMART KIDS. 'CAUSE WE'RE ALSO STRETCHING THE ADULTS IN FRONT OF 'EM, SIXTH GRADE AND AGAIN INTO SEVENTH GRADE. [00:40:06] AND AS WE LAND INTO THE EIGHTH GRADE WORLD OVERALL TREND, WE'RE BEATING OURSELVES SOME PRIOR TO COVID ALMOST. WHEN YOU REALLY START LOOKING AT SOME OF THE LAST SLIDE I'M GONNA SHARE WITH YOU MOMENTARILY, MRS. BERRY, LAST SLIDE, PLEASE. HERE WE GO. I'M VERY PROUD OF THIS SLIDE. WHAT THIS SHOWS TO YOU IS THE PERCENTAGE OF STUDENTS OVER THE PAST FEW YEARS FROM 2021 IN THE AREA THAT WE RECOGNIZE AS D DOES NOT MEET. AT OUR LAST BOARD MEETING I SHARED WITH YOU BOARD MEMBERS. WE ARE GETTING VERY GOOD AT PUSHING UP OUR NEXT BIG STEP IS PUSHING EVEN FURTHER UP, IF THAT MAKES SENSE. WHAT I'M TRYING TO SHARE WITH YOU, THAT CAPACITY IS GROWING SIGNIFICANTLY WITHIN OUR SCHOOL SYSTEM. SO NOW IF I COULD WALK YOU INTO THE WORLD OF NUMERACY. YES, SIR. UH, THANK YOU FOR THE GRAPHS. UM, WHEN I, WHEN I WENT THROUGH THEM, THERE WERE THREE GRADES THAT SHOWED INCREASES IN THE YELLOW BAND FOR SIX STRAIGHT YEARS. AND THAT WAS GRADES FOUR, SEVEN, AND EIGHT. ANY IDEA WHAT WHAT MAGIC YOU USE IN IN THOSE AREAS? I'M GONNA SHARE WITH YOU A LOT OF THAT IS THE MAGIC OF THE EDUCATOR. OKAY. AND, AND THE OPPORTUNITY. THERE'S A FEW THINGS. IF, AND I I I, THIS IS NOT GIVEN TO YOU FROM A LENS BY SCHOOL, SIR, SIR. BUT IF YOU HAVE CONS, CONSISTENCY OF LEADERSHIP AND CONSISTENCY IN THE GRADE LEVEL AS THE EDUCATOR, IT LENDS THAT OPPORTUNITY TO CONTINUE TO BUILD THAT CAPACITY. NO DIFFERENT, AS THE GENTLEMAN SPOKE EARLIER FROM THE CLOCK IN, IN THE BUSINESS WORLD. AS YOUR TEAM IS ABLE TO WORK MORE AND MORE TOGETHER, THAT COHESION AND GROWTH OCCURS. IT IS VERY SIMILAR TO WHAT HAPPENS IN OUR CLASSROOM AND OUR TEACHERS MASTERING THEIR PERFORMANCE. SIR, DR. STRADDLES, MAY I ALSO, YES. I THINK ONE OF THE THINGS THAT'S UNIQUE IN, IN THE WORLD OF EDUCATION IS THAT EVERY GROUP OF STUDENTS EVERY YEAR IS A NEW GROUP OF STUDENTS. AND, AND THAT NEW GROUP OF STUDENTS ALWAYS HAS DIFFERENT STRENGTHS AND DIFFERENT WEAKNESSES THAT THEY'RE COMING INTO THAT PARTICULAR GRADE LEVEL IN CLASS WITH. SO ONE OF THE CRITICAL THINGS THAT OUR EDUCATORS DO IN ORDER TO, UH, PREPARE INSTRUCTION THAT'S TAILORED TO TRY TO MEET KIDS' NEEDS, HAPPENS IN, UM, PROFESSIONAL LEARNING COMMUNITIES. WHEN THEY LOOK AT, AT THE STANDARDS, THE, THE, AND, AND AS THEY WORK THROUGH THOSE STANDARDS, THEY HAVE TO COMPARE THOSE STANDARDS TO THIS NEW SET OF STUDENTS THAT THEY HAVE AND WHAT THOSE SET OF STUDENTS HAVE AS STRENGTHS AND WEAKNESSES IN, IN THEIR, IN THEIR BACKGROUND. RIGHT. IN TERMS OF WHAT THEY KNOW, IT'S KNOWLEDGE AND SKILLS AND WHAT THEY'RE ABLE TO DO. AND SO THEY HAVE TO CONSTANTLY TAILOR, UH, INSTRUCTION. EVERY YEAR MIGHT LOOK A LITTLE DIFFERENT THIS YEAR BECAUSE MIGHT HAVE DIFFERENT NEEDS IN MY CLASSROOM IN FRONT OF ME THIS YEAR. BUT THAT WORK HAPPENS THROUGH OUR PROFESSIONAL LEARNING COMMUNITIES AND THEN OUR INDIVIDUAL TEACHERS, UH, UH, ADAPTING INSTRUCTION. YES, SIR. THANK YOU. SOMETHING TO, I'M NOT SURE IF THIS IS THE, THE PROPER TIME TO ASK THIS, BUT, UH, I MEAN, IF WE GO BACK TO THE HIGH SCHOOL, UM, IF, IF, IF WE TAKE THE DATA THAT'S BEING DISPLAYED FROM THE MIDDLE SCHOOL AND SAY, OKAY, WE'RE, WE'RE, UH, OUR, UM, UH, MEETS OR EXCEEDS OR DID NOT MEET, EXPECTATION IS DROPPING SIGNIFICANTLY. I, I THINK SIGNIFICANT NUMBERS EVERY YEAR, YEAR OVER YEAR. WHY IS THAT NOT TRANSFERRING TO THE HIGH SCHOOL? IT SEEMS AS THOUGH, AND I MEAN THIS IS JUST, I I I PLAY DRUMS FOR A LIVING. SO, BUT IT, IT LOOKS AS THOUGH THE, THE AMOUNT OF STUDENTS GETTING FS IS RISING AND THE YELLOW BAND INCLUDES A THROUGH D. SO HOW MUCH OF THAT YELLOW BAND IS ACTUALLY DS THAT ARE APPROACHING, UH, APPROACHING CONTENT KNOWLEDGE AND NOT NECESSARILY, UH, YOU KNOW, AT LEVEL OR BEYOND LEVEL? DOES THAT, DOES THAT MAKE SENSE? SO I MEAN, I, WHERE WHERE, WHERE'S THE DISCONNECT AT? I WAS AT ANTICIPATING THAT, SIR. AND I MEAN THAT WITH THE HIGHEST RESPECT TO EACH OF YOUR BOARD MEMBERS. BECAUSE UPON MY OWN ANALYSIS, I TOOK A LOOK AT THAT AS WELL. AND FIRST OF ALL, FOR ME WORLD, I'M LIKE, I STILL WANNA TAKE A LOOK AT THE ACCOUNTABILITY DATABASE AND WHEN WE BACK OUT, IF THERE'S A NUANCE OF STUDENTS WHO ENROLLED INTO THOSE DATA POINTS. SO THAT'S, I'M PUTTING THAT RIGHT HERE ON THE SHELF. 'CAUSE THAT'S IMPORTANT FOR ME. IT'S HARD EVEN DOING, EVEN IN DOING ANY OF THIS COMPARISON, 'CAUSE WE HAVEN'T BACKED OUT THE NUANCE OF NUANCE NEWLY ENROLLED STUDENTS EITHER INTO OUR COUNTRY COMING IN OR AT THE HIGH SCHOOL LEVEL. SO THAT READING LEVEL MAY NOT BE AT THE WHERE IT SHOULD BE. I BRING THAT FORWARD WITH RECOGNIZING AT THE SECONDARY LEVEL IT TAKES, AND I MEAN IT WITH RESPECT [00:45:01] BECAUSE I AM A SECONDARY PERSON WHO EMBRACES ELEMENTARY AND ACTUALLY STUDIED ELEMENTARY STRONGLY. WE TRY TO PUSH CONTENT AND THEN A PEDAGOGICAL PRACTICES, WE ENHANCE MORE AND MORE AND MORE. AND I'M SEEING A SHIFT STARTING TO HAPPEN. THE EAR OF THAT LEADERSHIP BEING MUCH MORE INSTRUCTIONALLY MINDED BECAUSE THEY'RE LOOKING AT THE SAME DATA POINTS AND THESE SAME QUESTIONS ARE BEING ASKED TO THEM. SO WE'RE BEING VERY TARGETED. FOR EXAMPLE, IN BIOLOGY, WE'VE DESIGNED THAT BI BIOLOGY IN THE KEY INDICATOR AREAS, THEY ARE TIED TO HANDS-ON LABS. SO YOU AS A CLASSROOM TEACHER RIGHT NOW, CAN DO TEACH NOT ONLY THROUGH VERSE AND SCREEN, BUT THE HAND, A LITTLE MORE HANDS-ON ACTIVITY HAPPENING FOR BIOLOGY, FOR LEARNING THE APPLICATION OF THAT STANDARD, MUCH AS THE MANIPULATIVES BEING TAUGHT FOR MATH OR TRYING TO BRING IT A LITTLE MORE LIFE AND APPLICATION FOR THE STUDENTS SO THEY COULD HEAR IT, SEE IT, TOUCH IT, FEEL IT. AND THAT PRACTICE IS SHIFTING MORE AND MORE WITHIN OUR HIGH SCHOOLS AS THE TEST ITSELF DEVELOPS A LITTLE MORE COMPLEXITY. SO I WOULD, I WOULD AGREE WITH WHAT YOU'RE SAYING. I THINK, UH, THERE'S A DIFFERENT COMPLEXITY LEVEL IN THE STANDARDS IN, IN, UH, AND REMEMBER, UH, THREE YEARS WHEN YOU'RE TALKING IN ENGLISH ELA, FOR EXAMPLE, RIGHT? UH, THEY DON'T TAKE A STATE ASSESSMENT IN NINTH GRADE, RIGHT? SO THEY HAVE AN EIGHTH GRADE, YOU KNOW, THROUGH EIGHTH GRADE ASSESSMENT. THEN THEY, THEN THERE'S A HUGE JUMP IN THE COMPLEXITY LEVEL GOING INTO NINTH GRADE AND THEN ANOTHER JUMP GOING INTO 10TH GRADE. AND THEN IN 10TH GRADE THEY TAKE AN ASSESSMENT. SO THERE'S NO, THERE, THERE'S NO COMPARISON. AND YOU HAVE TWO DIFFERENT, TWO DIFFERENT ASSESSMENTS. THE EOC IS A DIFFERENT ASSESSMENT THAN AN SC READY ASSESSMENT, RIGHT? AND SO, SO, SO IT A, A CONNECTION FROM 10TH GRADE BACK TO EIGHTH GRADE TO AN SC READY IS A DIFFERENT, UH, THIS IS DIFFERENT ANIMAL. THEY'RE NOT CONNECTED, RIGHT. AND YOU HAVE, 'CAUSE YOU HAVE DIFFERENT, DIFFERENT ASSESSMENTS. BUT I THINK THE COMPLEXITY OF, UH, IN, IN OUR, IN OUR PARTICULAR, UH, SCENARIO, WE'RE DOUBLE THE MULTILINGUAL LEARNERS AS AN EXAMPLE THAN, THAN THE STATE HAS MM-HMM . UH, AND, AND THAT'S A FACTOR IN THE SENSE THAT IT TAKES ABOUT FIVE YEARS TO MASTER LANGUAGE, RIGHT? FOR, FOR A, WHEN, WHEN A STUDENT ENTERS IN THIRD GRADE, YOU START TO SEE AS AN EXAMPLE, UH, UH, MASTERY OF THE LANGUAGE AND, AND THE ASSESSMENTS ARE MORE REASONABLE FOR THEM BY THE TIME THEY HIT ABOUT EIGHTH GRADE. BUT IF THIS HAPPENS TO A STUDENT WHO'S IN, WHO GETS HERE IN SEVENTH GRADE, RIGHT? OR IN EIGHTH GRADE, RIGHT? UM, THAT COMPLEXITY AT 10TH GRADE, THEY STILL HAVEN'T REALLY MASTERED LANGUAGE. SO YOU HAVE THAT SORT OF FACTORED IN THERE AS, AS PART OF IT. GO AHEAD. UM, SO I ACTUALLY, UH, HAD READ AN ARTICLE THIS MORNING IN THE K THROUGH 12, I THINK IT'S ED TECH OR SOMETHING, 31 STATES HAVE, UM, ASSESSMENTS OFFERED IN A NATIVE LANGUAGE. SO THE FEDERAL LAW, AS I UNDERSTAND IT, I'M NOT AN EXPERT. I DON'T PLAY DRUMS. I DON'T KNOW WHAT I CAN SAY TO THAT. BUT, UM, I DID DO SOME RESEARCH. SO THE FEDERAL LAW, BECAUSE I GOT INTERESTED, 31 STATES, NOT THE STATE OF SOUTH CAROLINA, OFFERS THESE ASSESSMENTS IN NATIVE LANGUAGES. AND WHAT THE FEDERAL SL LAW REQUIRES IS THAT, UH, THE STATE ASSESS A SIGNIFICANT LANGUAGES. AND ACTUALLY THE STATE WHICH TRACKS WITH WHAT I SEE WHERE I WORK, THERE ARE FIVE SIGNIFICANT LANGUAGES. YES, MA'AM. SPANISH, CHINESE, ARABIC, VIETNAMESE, AND RUSSIAN. SO IN THE 31 OTHER STATES, WHEN THEY IDENTIFY THESE, UM, LANGUAGES, THEY THEN OFFER THE BIOLOGY TEST IN SPANISH, SOUTH CAROLINA. AND I THINK THE LAST TIME THEY UPDATED THIS WAS IN 2017, I'M, I'M NOT CERTAIN THAT'S THE VERSION THAT I SAW, UM, REFUSES THAT OPTION. AND SO I'M NOT TALKING TO YOU GUYS, I'M TALKING TO THE LEGISLATURE BECAUSE I WORK WITH A, UM, 80% OF THE PATIENTS THAT WE SEE ARE SPANISH SPEAKING WHERE I WORK, THEY'RE COMING IN IN HIGH SCHOOL. THEY ARE NOT. AND AND THE PREMISE THAT SOUTH CAROLINA SAYS IS, WELL, WE'RE TEACHING THEM IN ENGLISH, THEREFORE WE'RE GOING TO ASSESS THEM IN ENGLISH. AND EVEN THOUGH THE LAW SAYS IN THE FEDERAL, NOT LAW, BUT WHATEVER THEY WANT TO CALL IT, STATUTE SAYS, YOU SHOULD MAKE EVERY ATTEMPT TO ACCOMMODATE, IT'S ALMOST LIKE A DISABILITY ACCOMMODATION. THE STATE OF SOUTH CAROLINA HAS SAID BASICALLY, WELL, WE TEACH 'EM IN ENGLISH, THEREFORE WE'RE GONNA ASSESS THEM IN ENGLISH. WHETHER OR NOT THEY UNDERSTAND WHAT THEY'RE BEING ASKED IS IRRELEVANT. SO TO ME, THE FACT THAT WE HAVE TO GET THESE RESULTS WITHOUT FACTORING IN THE FACT THAT THE, A LOT OF THESE PEOPLE AND IN, IN HILTON HAD IT IS GREATER THAN 50% LATINO, [00:50:01] HISPANIC, I DON'T KNOW WHAT PERCENTAGE OF THOSE ARE NATIVE SPANISH SPEAKERS, BUT THAT'S A HUGE IMPACT ON OUR NUMBERS. IS THERE A WAY JUST INTERNALLY THAT WE COULD CALL THOSE NUMBERS OUT AND SAY, IF YOU TOOK OUT PEOPLE WHO DON'T SPEAK THE LANGUAGE, WHO HAVE ARRIVED HERE, YOU KNOW, THEY, THEY WEREN'T THROUGH OUR SYSTEM THE ENTIRE WAY OR DATES WHAT OUR NUMBERS WOULD LOOK LIKE, BECAUSE THAT IS SUCH A CONFOUNDING VARIABLE IN THE DATA AS TO ALMOST RENDER THE DATA NOT VALUABLE FOR, UM, OUR PURPOSES. MAY, MAY WE, SO PART OF THAT'LL COME PARTIALLY, AND I MEAN IT WITH THE GREATEST RESPECT ON WHAT WE'RE ALLOWED TO DO AT ACCOUNTABILITY IN OUR OCTOBER PRESENTATION, WHEN WE'RE ABLE TO BACK OUT TO STUDENTS WHO ARE CLASSIFIED AS MULTILINGUAL, WHO DON'T GO TOWARDS THAT CONTENT ASSESSMENT, BUT THEY'RE STILL MEASURED IN THE AREA OF ACCESS TESTING, WHICH MEASURES MY PATHWAY OF OBTAINING ENGLISH PROFICIENCY. OKAY. BUT I WANT US TO ALSO RECOGNIZE THAT WE GO BACK IN TIME, UM, 1987 SOUTH CA CAROLINA DECLARED THAT IT'S AN ENGLISH ONLY STATE. SO YOU HAVE TWO THINGS THAT HAVE TO BE ADDRESSED HERE IN SOUTH CAROLINA. ONE IS THAT A LAW THAT'S ALREADY A REGULATION A SECOND THAT THERE WAS A LAW TO TRY TO PUT IN PLACE TO MODEL WHAT, UM, 30 STATES DO. AND ACTUALLY, UM, DC DOES AS WELL, UM, IN, AT NATIVE TONGUE, BUT IT WAS NOT FUNDED. SO THERE WAS A PROVISO PUT FORWARD NOT TO FUND THAT OPPORTUNITY. SO WE, WE RECOGNIZE WE NAVIGATE. SO WE'RE ACTUALLY TRYING TO BUILD AGAIN TO MR. NA'S QUESTION BUILD IN THAT CAPACITY OF THE EDUCATOR TO MEET THAT LANGUAGE ACQUISITION STRATEGIES IN THE CLASSROOM. BECAUSE DAY BY DAY, THE NUMBER OF THOSE STUDENTS IN WHO ENROLL INCREASES HERE IN BEAUFORD COUNTY VERSUS THE ENTIRE STATE. AND I HAVE MY OWN HAVING BEEN A STUDENT TO WALK THAT PATH. AND THERE MAYBE OTHERS IN THE, IN THE ROOM. IT'S NOT EASY WHEN YOU DON'T KNOW, IT'S NOT. SO BEING ABLE TO INCREASE AN OPPORTUNITY FOR EDUCATORS TO HELP THAT STUDENT BECAUSE YOU PLAY THE DRUMS, I MAY PLAY PIANO. TWO DIFFERENT THINGS. I THOUGHT THE DRUMS WERE JUST A NOTE. THEY'RE NOT. I'VE LEARNED A LOT IN STUDYING SOME MUSIC, BUT BECAUSE IN MY BRAIN I THINK OF THINGS A DIFFERENT, I MAY BE THINKING A LITTLE DIFFERENTLY. THAT'S WHAT HAPPENS TO A LANGUAGE LEARNER FIRST, YOU'RE VERY SHY IN THE CLASSROOM GETTING TO LEARN THE CO, YOU KNOW, SO IT IS JUST SO MANY LAYERS ON IT. I EMBRACE WHERE YOU'RE DRIVING AND I UNDERSTAND THE FIRST OF JOINED THE MEETING LAST UPDATED, RIGHT? IT WAS LIKE 20, IT'S BEEN 10 YEARS, I THINK SINCE THEY'VE REALLY TAKEN A LOOK AT IT. THAT I CAN TELL. I DON'T KNOW IF THAT'S TRUE. I I MISSED THE FIRST PART OF YOUR STATEMENT. I THINK THE VERSION THAT I SAW UHHUH SAID IT WAS LAST UPDATE IN 2017. I DON'T KNOW WHEN THIS HAS BEEN REVISITED. OKAY. BUT WHAT I WOULD SAY TO OUR LEGISLATURES IS, I UNDERSTAND THE SENTIMENT, BUT WHEN YOU LEGISLATE, YOU ALSO HAVE TO FACTOR IN REALITY. AND THE REALITY IS, IS THAT WE HAVE A LARGE NON-ENGLISH SPEAKING POPULATION. AND IF YOU, YOU KNOW, THEY DON'T DO WELL IN THE BIOLOGY TEST, WHAT, BUT THAT IMPACTS THE DISTRICT. YOU'RE IMPACTING THE, UH, IMPRESSION PEOPLE HAVE OF OUR TEST SCORES. YOU'RE IMPACTING AND YOU'RE GOING TO ALIENATE STUDENTS WHO DON'T SPEAK THE LANGUAGE. SO IT, AT SOME POINT, I THINK THE LEGISLATION NEEDS TO LOOK AT THAT, LOOK AT THE NUMBERS WE HAVE, IF THEY WANNA, OR AT LEAST ALLOW BEAUFORT COUNTY TO SAY WE HAVE A HIGH NUMBER IF A SCHOOL PASSES A CERTAIN THRESHOLD THAT WE'VE, ANYWAYS, I JUST DON'T LIKE TO SEE THESE NUMBERS GET SO DISTORTED BY THAT FACT. THANK YOU KNOW. THANK YOU. I THINK THE OTHER THING, UM, UM, TWO, TWO THINGS I WOULD ADD TO, TO THE COMMENT IS, WHILE THE REST OF THE WORLD AND 90% OF WHAT WE DO EVERY DAY MOVED ON FROM PANDEMIC SCHOOLS STILL ARE DEALING WITH MATRICULATION OF STUDENTS THROUGH THE SYSTEM THAT ARE STILL SITTING IN, UH, THE MIDDLE SCHOOLS AND EVEN, UH, IN THE HIGH SCHOOLS WHO AT THEIR FOUNDATIONAL YEARS, RIGHT? UH, WERE IN SCHOOL DEALING WITH, WITH THE COVID IMPACT. SO THERE'S STILL THAT LAGGING, UH, IMPACT THAT THAT'S THERE TO SOME DEGREE. THE OTHER THING I, I WOULD JUST END IT WITH, UH, FOR ME ON THE, ON THE HIGH SCHOOL THING, IS THAT OUR, OUR EXPECTATION IS STILL, UH, UH, GIVEN THESE FACTORS, WE, WE, WE WE'RE STILL DRIVING TO, TO, TO HIT OUR 75, RIGHT? YOU SEE IN ELA IT'S AT 82, BUT, BUT WHEN YOU'RE IN, UH, IN ALGEBRA, SHE ALREADY MENTIONED IT'S AN INCOMPLETE DATA SET UNTIL OCTOBER. UM, UM, YOU SEE THE BIOLOGY AND YOU SEE THE HISTORY NUMBER. IT IS, YOU KNOW, THOSE ARE FACTORS WE JUST HAVE TO WORK WITHIN, YOU KNOW, AND, AND WE KEEP, WE'RE GONNA KEEP DRIVING AND WE'RE GONNA KEEP STRIVING, UH, [00:55:01] TO HIT THOSE GOALS. WE TAKE THESE DATA SETS, WE BREAK THEM DOWN, WE ANALYZE THEM, WE TRY TO DETERMINE, UH, WITH EACH PARTICULAR GRADE, WHICH, UM, UM, EXCUSE ME, UH, COHORT OF STUDENTS OR OR CLASS, WHAT ARE THE INDIVIDUAL NEEDS OF THOSE COHORT CLASSES TO HIT AND MEET THOSE STANDARDS? AND WE KEEP DRIVING TOWARDS THOSE IN THE WORK THAT OUR, THAT OUR, OUR TEACHERS ARE DOING EVERY DAY. ANYTHING ELSE? DR. STRATOS? WE HAVE A QUESTION. UH, DR. WATS, UM, SO, UH, DR. STRATOS, THANK YOU. SO IS THIS STILL THE EOC 20% OF THE STUDENT'S GRADE? YES, MA'AM. OKAY. THANK YOU. AND I AGREE WHEN THE INFORMATION BECOMES AVAILABLE, IT WOULD BE VERY HELPFUL TO SEE, UH, YOU KNOW, HOW THAT GRADES ARE, ARE, ARE FROM A THROUGH DI MEAN, I RIGHT NOW IT'S JUST PASS OR NOT PASS, RIGHT? TALKING ABOUT THE EOC YES MA'AM. THAT, UH, THAT OPPORTUNITY WE CAN, UM, GIVE SIMULATIONS AND WE COULD PROVIDE THAT IF THAT'S A PURVIEW OF THE BOARD COLLECTIVELY. MA'AM? YES, MA'AM. THANK YOU. THANK YOU, DR. GUS. YES, SIR. UM, I JUST WANTED TO KIND OF, UM, PIGGYBACK OFF OF, UH, SOMETHING THE MRS. UH, MS. BOATRIGHT SAID, MY COLLEAGUES SAID, MS. BOATRIGHT SAID, UM, I, I, I DO UNDERSTAND WHAT YOU'RE SAYING IN TERMS, IN TERMS OF THE LEGISLATORS BECAUSE UH, THAT'S SOMETHING I'VE SPOKE ABOUT IN THE PAST ABOUT THEM SOMETIMES ALSO ABOUT THEM MOVING THE GOALPOST AND CHANGING TEST AND, AND OTHER THINGS. BUT WHEN I REALLY DIG DOWN AND I ANALYZE IN TERMS, IN TERMS OF, UH, MULTILANGUAGE STUDENTS, THEN THE QUESTION BE ASKED, THE QUESTION I ASK MYSELF, UH, AS SOMEONE WHO HAS A, UH, LEARNING DISABILITY, THE QUESTION IS, AS A DISTRICT THEN I THINK THAT WE HAVE TO ASK OURSELVES, BECAUSE IT'S OUR JOBS TO MAKE SURE THAT THE STUDENTS OF THOSE DIFFERENT D HAVE THOSE DIFFERENT BARRIERS, THAT THEY HAVE THE TOOLS THAT THEY NEED TO BE ABLE TO PERFORM. AND SO I THINK THAT THE QUESTION IS DO WE, DO WE, DO WE HAVE THE, UH, DO, DO WE HAVE THE TOOLS THAT WE NEED TO MAKE SURE THESE STUDY THAT THESE KIDS DO, UH, DO WE HAVE ENOUGH INTERPRETERS? DO WE HAVE ENOUGH PEOPLE THAT ARE HELPING THEM BREAK THESE BARRIERS IN TERMS OF UNDER BEING ABLE TO UNDERSTAND THE TEST AND BREAK IT DOWN AND TO GET DOWN TO THE NITTY-GRITTY TO BE ABLE TO, UH, BE JUST BE BEING ABLE TO COMPETE, UH, ANY, ANYWHERE. BECAUSE, YOU KNOW, AS, ONCE AGAIN, AS A STUDENT WHO HAVE BEEN THROUGH THAT AND STUDENTS WHO, WHO'VE HAD THOSE CHALLENGES, YOU KNOW, I, I WOULD TELL PEOPLE I I NEED TOOLS, I NEED DIFFERENT THINGS. I NEED DIFFERENT RESOURCES. SO THE QUESTION, SO QUESTION BECOMES, DO WE HAVE THE RESOURCES THAT WE NEED TO BE ABLE TO GET THESE STUDENTS TO HAVE A FIGHTING CHANCE AND TO BE ABLE TO, UH, COMPETE ON THESE TESTS? I THINK THAT, THAT WHEN YOU, WHEN YOU DRINK THAT, THAT'S THE REALITY OF IT. MAY, MAY I, SO IF IT'S THE OPPORTUNITY TO SUGGEST IF THERE ADDITIONAL RESOURCES ARE AVAILABLE OR, OR NEEDED, THAT, THAT'S, THAT'S ALWAYS ON THE TABLE FOR MEETING THE NEEDS OF ALL OUR STUDENTS. MR. SMITH, UM, I HAVE TO SHARE THAT BOTH THE STATE AND THE FED FEDERAL REGULATIONS REQUIRES THAT FOR STUDENTS OF MULTILINGUAL CLASSIFICATION, WE ARE TO PROVIDE AS WE DO ALSO AN IEP FOR STUDENTS WITH EXCEPTIONALITIES TO THE SAME LEVEL AS YOU ACTUALLY STATED, WHAT WE NEED TO DO IN ORDER TO MEET THEIR NEEDS. THAT IS, THAT IS UNDER THE LAW. IT'S NOT BOTH. AND I DON'T LIKE THE CLASSIFIED CHILDREN, BUT, UM, BOTH GROUPS OF STUDENTS WHO ARE IDENTIFIED HAVE THE SAME PROTECTION OF THE LAW TO MEET THEIR NEEDS. RIGHT. BUT LET ME, LET ME, LET ME BE QUITE FRANK WITH THIS. UH, AND, AND, AND IN TERMS OF, I UNDERSTAND THAT THAT IS OUR JOB TO MEET THEM AND TO GIVE THEM WHAT THEY NEED ACCORDING TO THE LAW. BUT SOMETIMES YOU MAY STILL HAVE CERTAIN NEEDS JUST AS, JUST AS IN CERTAIN BUILDINGS MAY HAVE A LARGER BEHAVIORAL PROBLEM THAN OTHER BUILDINGS, OR CERTAIN BUILDINGS MAY HAVE MORE SPED STUDENTS. WE HAVE SOME BUILDINGS WHO HAVE LARGER SPED POPULATIONS THAN OTHER ONES. SO THEREFORE WE HAVE TO GIVE THEM MORE RESOURCE. AND IN TERMS OF THAT, AND PREPARING FOR THE BUDGET AND OTHER THINGS, WHAT I'M SAYING IS DO WE HAVE POCKETS OF, OF PLACES THAT, WHERE THESE, WHERE THESE SCORES ARE NOT, THAT THEY MAY NEED MORE RESOURCES TO, TO, TO GET, TO GET, TO GET IT DONE? OR, I MEAN, I MEAN, I'M, I'M, I'M JUST, I'M JUST, I'M JUST STATING THAT AS A BOARD MEMBER, I DON'T WANNA SEND NO STUDENT, NO STUDENT OUTSIDE OF THE DISTRICT. EVERY STUDENT, EVERY DAY. I WANNA GIVE THEM A FIGHTING CHANCE. AND SO IF, IF IT, IF IT IS WHAT IS NECESSARY SO THAT WE'RE MAKING SURE THAT WE'RE DOING A HUNDRED PERCENT OF WHAT WE CAN DO TO BE ABLE TO WORK TO MAKE SURE THAT WE, WE WE'RE, WE'RE, WE'RE WORKING, OUR END GOAL IS TO MAKE SURE THAT EVERY STUDENT HAVE A FIGHTING CHANCE TO BE ABLE TO BE SUCCESSFUL. I MEAN, BUT IN, IN TERMS, IN TERMS OF IT GETTING THEM, THEM, THE RESOURCES THAT THEY DIDN'T NEED, THEY DIDN'T NEED REGARDS TO WHAT THE STATE DO BECAUSE THEY STILL HAVE TO GO OUT AND, AND BE PRODUCTIVE CITIZENS. THANK YOU. THANK YOU, THANK YOU. I HAVE MATH TO CLOSE WITH IF MAY I? [01:00:01] OKAY. YEAH. UH, SURE. YES, SIR. UH, JUST, JUST ONE QUESTION. SO CAN WE UNILATERALLY WITHOUT INFRINGING ON THE GUIDELINE GIVEN BY THE STATE, GET, AND I THINK I HEARD SOMEONE SAY IT, TUTORS FOR OUR STUDENTS WHOSE PRIMARY LANGUAGE IS SPANISH OTHER THAN ENGLISH. YES. YES. SO THE ANSWER TO THAT IS YES, WE CAN, IF I'M PICKING, WHAT WOULD MRS. SMITH AND YOURSELF, BOTH OF YOU'RE PUTTING OUT AT THE TABLE AS YOU GET TO THAT POINT OF THE BUDGET TO ADDRESS DURING THE ACADEMIC YEAR, WE WILL PROVIDE APPROPRIATELY THROUGH FINANCE OUR REQUESTS. WE ALWAYS HAVE. THEY'VE BEEN VERY GENEROUS. UM, WE WORK WITH FINANCE VERY CLOSELY ON THE ALLOCATIONS TO SUPPORT OUR SCHOOLS. I WAS TRYING TO SAY IT GENTLY TO SAY, WE'LL ALWAYS SAY THANK YOU FOR MORE . I THINK ONE OF THE THINGS HE'S, UH, ONE HE'S ASKING IS, I MEAN, I KNOW THE ANSWER TO THIS, BUT I'M GONNA ASK YOU RIGHT. DO OUR STUDENTS DO, ARE ARE OUR STUDENTS CURRENTLY PROVIDED WITH TUTORING OPPORTUNITIES? THE ANSWER TO THAT IS YES. AND WE EVEN EXTENDED THE SUMMER FOR NATIVE LANGUAGE SPEAKERS. WE WERE CONDUCTING THAT OVER THE PAST THREE YEARS. WE ALLOCATE FUNDING FOR, SO WE CAN LIMIT THE SLIDE OF LANGUAGE ACQUISITION FOR OUR NEEDIEST STUDENTS. OKAY. ANY OTHERS QUESTIONS? I'M DOING A COMPREHENSION CHECK. . YES MA'AM. ALL YOURS. IT'S GONNA BE EASY. NOW, MATH, WHERE IS SHE? HI. OKAY, WE'RE GONNA START IN THE SAME SEQUENCE, LADIES AND GENTLEMEN. RIGHT HERE, YOU COULD SEE THE HIGHEST SCORED AREA FOR OUR SUBGROUPS GOING BACK TO 2018. DR. STRATOS? YES, SIR. CAN I, CAN I JUST SAY, UM, THIS IS, I THINK IS AN IMPORTANT AND RELEVANT PIECE FOR, FOR YOU AS BOARD MEMBERS TO TAKE A LOOK AT. IF YOU, IF YOU LOOK BACK ON SLIDE 10, THAT'S REFERENCING ELA ENGLISH LANGUAGE ARTS. OKAY. THAT'S HIGHLIGHTING FOR YOU THE YEAR THAT THE SCHOOL DISTRICT RECEIVED THAT THE, THAT THE, THE SCORES THAT CAME IN FOR ELA AND SC READY WERE THE HIGHEST FOR THAT PARTICULAR SUBGROUP AT THAT PARTICULAR GRADE LEVEL. AND YOU CAN, IT DOESN'T QUITE SHOW IT, BUT FROM EVERY YEAR ELA HAS BEEN CONTINUING TO GO UP. SO WHAT YOU SEE IS THAT NUMBER CHANGES JUST ABOUT EVERY TIME TO THAT CURRENT YEAR, WHICH IS WHAT YOU SEE HERE. MOST OF THOSE ARE SY 26. 'CAUSE THEY WERE SY 25 LAST YEAR. AND SO THE GROWTH THAT'S THERE MOVES IT UP TO SY 26. THE POINT BEING THEY CONTINUE TO GROW AND THAT'S, AND, AND NOT ONLY CONTINUE TO GROW, BUT IT'S THE HIGHEST SCORE THAT THAT PARTICULAR SUBGROUP AT THAT PARTICULAR GRADE LEVEL HAS SCORED. WHEN YOU FAST FORWARD NOW TO SLIDE 19, UH, 19, YOU'RE SEEING IT FOR MATH. REMEMBER THAT MATH IS THE ONE THAT WAS IMPACTED THE HEAVIEST AS A RESULT OF THE PANDEMIC, AND IT HAS BEEN THE HARDEST TO MOVE. OKAY. IN MATH, AT THE TIME OF THE PANDEMIC SECRETARY OF EDUCATION SAID THE IMPACT WAS DECADES LONG. WE'VE SAID HERE WE HAD AN IMPACT, A BIG IMPACT WASN'T AT, IT WASN'T DECADES LONG. OKAY. BUT WE HAD AN IMPACT A YEAR AGO. THIS SLIDE WOULD'VE HAD MAYBE THREE OR FOUR GRADE LEVELS COLORED SEGMENTS. WHAT YOU SEE NOW IS 17 OF THOSE 24 ARE FROM 26. YOU HAVE A COUPLE THAT ARE FROM 25, BUT THAT'S THE HIGHEST SCORE IN SCHOOL DISTRICT HISTORY FOR THAT SUBGROUP ON THE CURRENT STATE ASSESSMENT. OKAY. HUGE PROGRESS IN MATH HAS BEEN MADE IN ACHIEVING AND REACHING THOSE HIGHEST SCORES PER GRADE LEVEL FOR EACH SUBGROUP THAT YOU SEE LISTED THERE. OKAY. AND SO, UH, HAVING SAID THAT, FOR BOTH OF THOSE THINGS, OUR TARGET IS HIGH, OUR TARGET IS BOLD. WE'RE TRYING TO GET TO 75 AND, AND, UH, WE STILL HAVE WORK TO DO, BUT I THINK THIS SLIDE HIGHLIGHTS REALLY THE GREAT PROGRESS THAT HAS BEEN MADE NOW IN ACHIEVING THOSE HIGHEST SCORES FOR EACH OF THOSE SUBGROUPS AT EACH OF THOSE GRADE LEVELS IN OUR MATH PROGRAM. AND, UH, ELA, DR. DIXON'S BACK HERE, UH, [01:05:01] UH, HAS, AND THE EXTREME TEAM THAT, THAT SHE HAS, HAS REALLY DONE A GREAT JOB IN CHANGING THESE, THIS TRAJECTORY. RIGHT. SO ELA IS CONTINUING MATH. YOU CAN SEE NOW IT'S JUST BUILDING, BUILDING, BUILDING. SO, GOT IT. ANY OTHER, ANY OTHER COMMENTS FROM BOARD MEMBERS? I DON'T THINK WE'RE, I THINK SHE GOT, SHE'S NOT DONE YET. YEAH. ALMOST THERE. ALMOST THERE. THEN, THEN BE SO, SO JUST BETWEEN THE, THAT SUBJECT THAT YOU'RE TALKING ABOUT NOW, ONE THING I PICKED UP IS THAT THERE'S, THERE'S A, UH, AN AWARENESS THAT THERE'S INTEREST ON HMONG BOARD MEMBERS TO FUND ADDITIONAL MECHANISMS TO HELP ACCELERATE THE ASCENSION. IS THAT OKAY? THANK YOU. I MEAN, THE, THE COMMENT WAS BROUGHT UP BY ONE BOARD MEMBER. UH, SO I DON'T KNOW IF IT'S THE WILL OF THE BOARD. YEAH. UH, BUT I WILL SAY THAT, UM, AT SOME POINT, JUST THROWING MONEY AT IT IS, UH, YOU KNOW, BEYOND DIMINISHING RETURNS. UH, SO I MEAN, YOU CAN'T JUST KEEP THROWING MONEY AT IT. UH, I DON'T KNOW WHERE THAT IS YET. 'CAUSE I'M NOT IN THE WEEDS, UH, WHAT MONEY WE'RE SPENDING ON ACADEMICS TO ACHIEVE SPECIFICALLY ACHIEVE THESE RESULTS, TO MOVE THESE GRAPHS AND THESE METRICS. UM, BUT, UH, I MEAN, BEFORE WE SPEND MONEY ON THROWING MORE MONEY AT IT, I WOULD LIKE TO SEE A LITTLE BIT MORE OF A, A DEEPER DIVE AS SOME, UH, BOARD MEMBERS SAY. A LITTLE MORE GRANULAR . AND I AGREE WITH THAT. UH, YOUR NORMAL RESEARCH TO SHOW CORRELATIONS BETWEEN MONEY SPENT, OUTCOMES ACHIEVED, AND BECAUSE WE'RE RUNNING OUT OF TIME, WE GOTTA MEET THE TARGETS BY 2030, IF I'M NOT MISTAKEN. ALRIGHT. SO YOU ARE EMPOWERED. JUST MAKE IT HAPPEN. AND THERE. THANK YOU. THANK YOU FOR PUTTING ON THE PRESSURE. I APPRECIATE IT. SLIDE 20. WHAT YOU'LL START SEEING IS A TREND ON THE INCREASE IN STUDENTS WHO HAVE SCORED MEETS AND EXCEEDS AT THIRD GRADE, FOURTH GRADE, WE HAD A SLIGHT SLIDE. WE'RE ABLE TO DE DEFINE AT WHERE THAT ACTUALLY IS ACTUALLY DOWN TO THE CLASSROOM. UM, CONDITIONS HAVE BEEN PUT IN PLACE TO RECTIFY THAT FIFTH GRADE. SIMILAR SITUATION. I WILL SHARE CONDITIONS HAVE BEEN PUT IN PLACE TO RECTIFY THAT. I'M VERY LUCKY TO HAVE A TEAM WHO I ACTUALLY, THEY ARE EXCEPTIONALLY GRANULAR STARTING AT SIXTH GRADE AT THE MIDDLE SCHOOL. ALTHOUGH WE HAVE A SIGNIFICANT INCREASE, WE COULD SAY AT, AT THE MEETS AND EXCEEDS. WELL, IT CAME FROM APPROACHES AND WE WERE AT A STANDSTILL WITH DOES NOT MEETS AT THAT GRADE LEVEL, SEVENTH GRADE. AND AS YOU TURN THE PAGE TO EIGHTH GRADE, AS I HAD SHARED WITH YOU AT OUR MEETING AT HILTON HEAD, YOU'LL START SEEING A TREND WITH EIGHTH GRADE. THIS IS WHERE WE LANDED THE PINEWOOD MAGMA MATH. THAT WAS A PRIOR PRESENTATION. YOU COULD SEE SOME OF THE IMPACT HAPPENING. AND THAT NOW IS GOING TO BE AVAILABLE THROUGHOUT OUR MIDDLE SCHOOLS AS WELL AS IN AL ALGEBRA. SO I WANTED YOU TO SEE THAT OPPORTUNITY. AND SEE, I COULDN'T GIVE YOU THOSE, THESE NUMBERS AT THAT TIME. AS WE GO TO THE MATH, AS YOU READY DOES NOT MEET PERCENTAGE, JAMES, YOU'RE GONNA SEE A TREND THAT SUPPORTS AS WELL. THE WORK THAT DR. RODRIGUEZ HIGHLIGHTED. WE KNOW THAT AT SEVENTH GRADE WE HAD A SLIGHT SLIDE IN, DOES NOT MEET. AND MY TEAM IS ABLE TO IDENTIFY DOWN TO THE SCHOOL, IN THE CLASSROOM. OUR NEXT SET SEGMENT QUICKLY WILL BE SCIENCE. BIG KUDOS TO OUR ELEMENTARY, FOURTH GRADE. THERE ARE SPECIFIC LESSONS AND TIME DOWN. WE'RE DOWN TO THE POINT THAT WE MONITOR THE ALLOCATION OF INSTRUCTIONAL TIME FOR SCIENCE. AND THAT IS MONITORED ALL YEAR LONG AND SUPPORTED THROUGH FELIPE AND, UH, COACH THAT WE HAVE WHO WORKS WITH FELIPE THEIL AS WELL. AS WE TURN THE PAGE TO SIXTH GRADE, WE'RE SEEING AN INCREASE IN MEETS AND EXCEEDS FOR OUR STUDENTS. TIME TO CELEBRATE A MOMENT. THESE ARE OUR SCHOOLS NEARING OR EXCEEDING THE 75% PROFICIENCY IN A SUBJECT AREA. SCHOOLS ARE WORKING HARD TO MEET THE GOAL. AND I'LL GO BACK TO MY EARLIER COMMENTARY. KUDOS TO OUR EDUCATORS [01:10:01] AND OUR STUDENTS AND SCHOOL LEADERS ARE PUSHING AND MAKING THIS HAPPEN. YES. WHEN YOU SAY 75% PROFICIENCY IN A SUBJECT, IN A SUBJECT AREA, IT COULD BE ENGLISH, IT COULD BE THE MATH. 'CAUSE WE SET A GOAL IN EACH ONE. POTTERY. IS IT POTTERY, SNOW, AND THE ACCOUNTABILITY. OKAY. ALRIGHT. JUST MAKING SURE. JUST MAKING SURE. BECAUSE IT'S THE, THE, THE WORDING IS AMBIGUOUS. YES, SIR, SIR. PRO AND A SUBJECT. WE'RE ONLY TALKING ABOUT ACCOUNTABILITY. OKAY. JUST MAKE SURE. YEAH, YEAH. I PICKED THAT UP. . I NEEDED THAT. THANK YOU. ALRIGHT. BUT IN A SUBJECT AREA OF ACCOUNTABILITY, LADIES AND GENTLEMEN, AND WITH THAT MADAM, I FEEL LIKE I'VE, UM, HAVE TOO MUCH BUILDUP FOR THIS QUESTION. OH. BUT WHAT I WANNA RESPOND TO, YOU SAID SOMETHING THAT I THOUGHT WAS SO ON THE NOSE ABOUT BIOLOGY BEING SCIENCE, BEING A, CREATE CREATIVE SPORT, UH, SPORT, A CREATIVE, UH, UH, DISCIPLINE. AND I HAVE THREE KIDS AND THEY'RE ALL VERY DIFFERENT WHEN IT COMES TO THE SCIENCES. ONE THAT'S MOLECULAR BIOLOGY AT BERKELEY. SO SHE'S JUST A HEAD TO THE WALL, GET IT DONE, KIND OF LEARNER. BUT WAS INTERESTING IS MY MIDDLE CHILD, WHEN HE WAS STUDYING OPERA FULL-TIME, THAT WAS HIS MAJOR, WAS IN VOCAL PERFORMANCE AT NORTHWESTERN. NORTHWESTERN COUNTED HIS MUSIC THEORY CLASS AS A MATH CLASS BECAUSE THE CORRELATION BETWEEN MATH AND MUSIC IS SO STRONG. UM, AND SO THE REASON WHEN YOU SAY THAT TO ME, THAT THE POINT I WANNA MAKE, AND I'M, I'M GONNA LET YOU ANSWER IT AS A QUESTION, BUT IT'S REALLY MORE, AGAIN, KIND OF AIMED MORE AT THE STATE OF SOUTH CAROLINA AND LESS AT THE BUFORT COUNTY DISTRICT, IS IF WE ACCEPT THAT PREMISE, WHICH I THINK IT'S HARD TO DENY THAT WE CAN TEACH BIOLOGY CREATIVELY. IT DOESN'T HAVE TO BE, AND IN MY OPINION, THE ERA OF, HERE ARE THE FACTS, MEMORIZE THEM, AND THEN WE'RE GONNA TEST YOU TO SEE IF YOU SUCCESSFULLY MEMORIZE THEM. THAT ERA IS LESS AND LESS USEFUL FROM AN EDUCATIONAL PERSPECTIVE. IT'S MORE, ARE YOU ABSORBING THE KNOWLEDGE? WHAT ARE YOU DOING WITH IT? WHAT ARE YOU CREATING WITH IT? AND THAT'S WHERE I THINK ARTIFICIAL INTELLIGENCE IS GOING TO HAVE A BIG IMPACT ON K THROUGH 12 EDUCATION. UM, SO I THINK THIS IS OPENING UP A NEW WORLD WHERE WE CAN TEACH BIOLOGY. LIKE YOU MAY NOT BE GREAT AT MEMORIZING FACTS. 'CAUSE YOU, YOU KNOW, YOU'RE A DRUMMER, , YOU, UH, YOU KNOW, YOU'RE, UH, NOT IN, NOT, YOU DON'T HAVE THAT KIND OF APPROACH TO LEARNING. BUT MAN, YOU LOOK AT THE INSIDE OF A CELL AND IT'S A WORK OF ART, YOU KNOW, AND THEY'RE 3D VISUALIZATION. SO TEACHERS COULD BRING IN, THEY JUST DID THIS AMAZING 3D VISUALIZATION OF A HUMAN CELL. AND IT DOES LOOK LIKE ART. IT'S PHENOMENAL. SO FOR THOSE ARTISTIC KIDS, FOR THOSE ATHLETIC KIDS, FOR THOSE KIDS WHO ARE MORE KINETIC LEARNERS, WE CAN START TAILORING THAT MORE. AND THERE WE'RE GONNA HAVE BETTER OUTCOMES. BUT HERE IN THE YEAR OF OUR LORD, 2026, HOW DO YOU PROVE THAT A TEACHER, THIS TEACHER COULD HAVE REACHED 20 STUDENTS IN HER CLASSROOM AND HAD THEM ALL. LOVING BIOLOGY, LEARNING BIOLOGY, THINKING ABOUT, YOU KNOW, THE HUMAN BODY, THINKING ABOUT CELL PROCESSES. AND YET WE'RE GONNA GIVE THEM A MULTIPLE CHOICE TEST TO ASSESS THAT LEARNING. THERE IS SUCH A DISCONNECT TO WHAT WE'RE CAPABLE OF DOING AND HOW WE'RE CAPABLE OF ENGAGING STUDENTS. AND THEN HOW WE ASSESS THAT. AND IN MY OPINION, THESE MULTIPLE CHOICE TESTS ARE BOTH OUTDATED AND LAZY BECAUSE THEY'RE EASY TO GRADE. HOW DO WE COME UP? AND WE SHOULD REALLY BE LOOKING AT THIS. IF YOU'VE GOT A KID WHO PAINTED A REPLICATION OF THE HUMAN CELL, CAN I LABEL IT, IDENTIFY IT, BUT ON A MULTIPLE POINT CHOICE TEST MAY NOT DO THAT. WELL, YOU'RE DOING A DISSERVICE TO THAT CHILD. YOU'RE DISCOURAGING THEM. YOU'RE DISCOURAGING THE TEACHER. YOU'RE DISCOURAGING THE DISTRICT, AND YOU HAVEN'T REALLY LEARNED ANYTHING USEFUL. SO, TO YOUR POINT, BIOLOGY IS A CREATIVE ART. MATH CAN BE A CREATIVE ART. IT CAN ALSO BE A HEAD TO THE WALL, MEMORIZE AND REGURGITATE. IF THAT'S HOW YOU LIKE TO LEARN. IT CAN BE, THERE WAS A WOMAN, UH, A 17-YEAR-OLD, I THINK IN VIRGINIA WHO JUST INVENTED A FILTER FOR WATER THAT FILTERS OUT MICROPLASTICS. IT'S LIKE A BILLION DOLLAR IDEA. 'CAUSE SHE GOT, SHE'S A MECHANICAL THINKER. SO SHE BUILT SOMETHING. THESE ASSESSMENTS HAVE TO BE, IN MY OPINION, I'VE SAID THIS, EVERY TIME YOU PROPOSE, EVERY TIME YOU SHOW, THESE HAVE TO BE TAKEN WITH A GRAIN OF SALT AMONG OTHER DATA POINTS. I'M NOT SAYING THEY PROVIDE NO VALUABLE INSIGHT, BUT MAN, ARE WE SHORT CHANGING A GOOD CHUNK OF OUR KIDS? AND WE REALLY DON'T HAVE TO DO THAT ANYMORE BECAUSE WE HAVE THE ABILITY THROUGH LARGE LANGUAGE MODELS, THROUGH, UH, ALL THESE DIFFERENT THINGS THAT ARE THE REST OF THE WORLD IS USING IN THEIR INDUSTRIES. AND AGAIN, I'LL IT IS ANOTHER EXAMPLE. MERCK. NO, NOT MERCK. MODERNA JUST INVENTED A PERSONALIZED VACCINE THAT'S TREATING MELANOMA WITH A SUPER MM-HMM . LIKE THE WORLD HAS CHANGED SO MUCH, AND YET WE'RE NOT. AND EVEN IF WE WANNA CONTINUE TO ADMINISTER THESE TESTS, WE'RE NOT ACKNOWLEDGING THAT CHANGE, AND WE'RE NOT RECOGNIZING SUCCESS WHEN IT HAPPENS. AND THAT, I THINK, IS DISCONNECTING PEOPLE FROM THE EDUCATIONAL PROCESS. SO I JUST WANNA SAY NOT, I THINK IT'S A REASONABLE DATA POINT, RELYING ON THIS LIKE WE DO WITH THE SIGNS, HEY, GET READY FOR TESTING. WE ARE ALIENATING PEOPLE FROM THE PROCESS OF EDUCATION. SO YOU CAN, IT'S NOT REALLY A QUESTION. [01:15:01] NO, IT'S NOT. IT'S, IT'S, IT'S MY SOAP BOX. BUT I'LL, I'M DONE NOW. THANK YOU, COLONEL. GOT YEAH. THANK YOU, MR. CHAIRMAN. UH, I, I AGREE WITH THE POINTS THAT, UH, INGRID HAS MADE ABOUT THE MULTIPLE CHOICE TESTS AND HOW, AND FRANKLY, HOW I'M REALLY CONCERNED ABOUT A MULTIPLE CHOICE TEST GIVEN TO A, UH, PERSON WHO'S, UH, HAVE ENGLISH AS A SECOND LANGUAGE, WHEN OFTENTIMES THE DIFFERENCE BETWEEN A RIGHT ANSWER AND THE CLOSE TO BEING RIGHT ANSWER IS AN ADVERB OR AN ADJECTIVE. AND, AND THESE ARE PEOPLE THAT ARE STILL IN THE SUBJECT AND VERB PART OF THE ENGLISH LANGUAGE. SO WHAT I WOULD LIKE TO SEE, AND I WANTED TO ASK, ASK YOU, IT'S BEEN 50 YEARS SINCE I TOOK A SAT TEST OR SOME TYPE OF TEST. WOULD IT BE POSSIBLE TO GIVE THE BOARD SOME SAMPLES QUESTIONS? I WOULD LOVE TO SEE A THIRD GRADE TEST. A COUPLE, JUST A COUPLE PAGES. I WOULD LIKE TO SEE THE SIXTH GRADE, SEVENTH GRADE. I WOULD REALLY LIKE TO SEE HOW MATHEMATICS, HARD FACTS, HOW THAT'S GRADED. IS IT THE PROCESS OF GETTING THE ANSWER OR THE ANSWER? YOU PICK THE ANSWER. I, I DON'T UNDERSTAND IT. AND I WOULD LIKE TO SEE IF IT'S BE POSSIBLE JUST TO GIVE US SOME SAMPLES SO THAT WE CAN UNDERSTAND. AND THEN MAYBE WE WOULD BE IN INCENTIVIZED TO REACH OUT TO OUR LEGISLATORS AND TO OUR STATE BOARD OF EDUCATION AND SAY, GET REAL. BECAUSE I THINK I REALLY AGREE WITH INGRID THAT IT IS FLAWED AND IS DOING GREAT HARM TO THIS DISTRICT AND ITS REPUTATION WHEN YOU HAVE A DISTRICT THAT'S GOT, THAT HAS THE HIGHEST PERCENTAGE OF HISPANIC STUDENTS, OF ANY IN THE STATE. AND WE'RE BEING COMPARED WITH, UH, FORT MILL, FOR EXAMPLE. SO GIVE US SOME INFORMATION, GIVE US SOME AMMUNITION AND, AND, AND HELP US, UH, UNDERSTAND THE TESTING PROCESS. PLEASE, DR. STRATAS, UH, IF YOU AND THE TEAM WOULD JUST GO BACK AND LOOK AND SEE IF THERE ARE ANY, UH, RELEASED ITEMS THAT THE STATE HAS RELEASED FOR, UH, ANY PARTICULAR GRADE LEVEL ASSESSMENT, UH, THAT, THAT, I THINK IF THERE ARE ANY, THEN WOULD ANSWER, UH, COLONEL GEIGER'S QUESTION. I MADE NOTE FOR THAT. AND I'LL ASK IF IT'S, IF YOU PUT ON AN AGENDA, MAYBE FOR WORK SESSION, WE COULD SET UP TO ALLOW YOU TO ENGAGE INTO SOME OF OUR SE READY AND EOC ASSESSMENTS. AND WE'LL DO IT IN THREE WITH THE FOUR AREAS. OKAY. WON'T BE MUCH, BUT WE'LL, I'LL HAVE MAYBE FOUR QUESTIONS WITHIN EACH DOMAIN, CONTENT AREA AVAILABLE FOR YOU. UH, OKAY. WE'LL WAIT FOR THAT DIRECTION. THANK YOU. THANK YOU FOR YOUR RESPONSE. UM, DR. STRATUS, SUPERINTENDENT, UM, WE, MS. HAY HAS A QUESTION, IF THAT'S OKAY. MS. HAY? YES. CAN YOU ALL HEAR ME? YES, MA'AM. UM, NOT SO MUCH A QUESTION. I JUST WANTED TO PIGGYBACK OFF OF, UM, MRS. BOATRIGHT AND COLONEL GEIER. UM, WHAT WE'RE SEEING IN MANY INDUSTRIES IS THE HEADS OF THOSE INDUSTRIES ASKING POTENTIAL CANDIDATES FOR JOBS. WHAT HAVE YOU CREATED? THEY'RE NOT ASKING, YOU KNOW, WHAT DID YOU SCORE ON A TEST? WHAT WAS YOUR A-C-T-S-A-T, UM, SCORING? WHAT ARE YOU CREATING? UM, SO JUST TO GO ALONG WITH, AGAIN, THE COMMENTS OF MY COLLEAGUES. YOU KNOW, I HAVE A SON WHO, MY OLDEST HAS BEEN DISSECTING OWL PELLETS THAT HE FINDS OUTSIDE. HE TRIES TO RECONSTRUCT THE BODY OF WHATEVER IS FOUND IN THOSE OWL PELLETS. HE IS BUILT WITH AN ENGINEERING MIND AND WILL GET CIRCUITRY KITS. AND THE MINUTE HE FIGURES THEM OUT, HE'S BORED AND READY TO MOVE ON. SO IT'S HARD TO, AS PARENT, OR I WOULD IMAGINE EDUCATORS AS WELL, IT'S HARD TO CONSTANTLY FILL THAT, YOU KNOW, INCREDIBLE APPETITE FOR MORE AND MORE, MORE. I'M READY FOR THE NEXT STEP, LET'S GO. BUT AGAIN, TO TACK ONTO ESPECIALLY THIS BOAT RIGHTS COMMONS, THAT'S NOT CAPTURED ON A MULTIPLE CHOICE TEST, LUCKILY THIS CHILD DOES DO WELL ON MULTIPLE CHOICE TESTING, BUT I'M JUST SAYING IT DOESN'T CAPTURE THE FULL BREADTH OF THAT CHILD'S KNOWLEDGE, PASSION, UM, BEING ABLE TO BUILD OFF CURRENT SKILLS. SO I DO ECHO ALL OF THESE CONCERNS ABOUT CONSTANTLY RELYING [01:20:01] ON MULTIPLE CHOICE STYLE TESTING ALONE. AND THAT'S ALL. THANK YOU. THANK YOU, MS. HAY. ANY OTHERS? MR. SMITH? SO AS, AS I SIT HERE AND I LISTEN TO MY COLLEAGUES, UH, AND FROM SPEAKING FROM MY EXPERIENCE OF B OF MY, ONCE AGAIN OF, YOU KNOW, UM, HAVING LEARNED DISABILITY, I I WILL, I KIND OF, I I DISAGREE WITH THIS FOR SEVERAL REASONS. LEMME PUT THE TEETH IN THEM. UM, IF YOU WANNA BE A, IF YOU WANNA BE A DOCTOR, WHAT DO YOU HAVE TO DO? YOU GOTTA TAKE A WHAT? A TEST. IF YOU ARE A TEACHER, WHAT DO YOU HAVE TO DO? YOU HAVE TO TAKE A WHAT? A TEST. IF YOU WANNA BE A NURSE, YOU HAVE TO TAKE, TAKE A TEST. IF YOU'RE IN, UH, LEAST I, I, I WAS JUST AT, I WAS AT THE HOSPITAL. YOU JUST, UH, Y YESTERDAY DAY BEFORE, UM, AT THE HOSPITAL, AND WHEN I WALKED IN THE HOSPITAL, I SAW A BUNCH OF PEOPLE AND DOCTORS OF DIFFERENT ETHICS WALKING AROUND. IT WAS NOT JUST ONE SOLID GROUP OF DOCTORS. IT WAS DOCTORS OF, OF, OF EVERY WALK OF LIFE. AND THEY ALL HAD TO TAKE TESTS. AND I SAID TO SAY, IF YOU'RE ON THE TABLE AND YOU ARE HAVING A HEART SURGERY, YOU WANT THE BEST GOD DOG ON HEART SURGERY IN THE COUNTRY WORKING ON YOU. AND YOU WANNA KNOW THAT THAT DOCTOR KNOWS WHAT THEY'RE SUPPOSED TO KNOW. THAT'S ONE SIDE OF IT. NOW, THE SECOND SIDE OF IT IS THIS, THE MULTIPLE CHOICE PART OF IT. THE MULTIPLE CHOICE. SOMETIMES WHEN YOU HAVE LIKE A LEARNING DIS LEARNING DISABILITY AND YOU READ CERTAIN THINGS WHEN YOU'RE TAKING THEM, WHEN YOU'RE TAKING THOSE TESTS, IT CLARIFIES YOU AND THEY GIVE YOU THE AS. SURE. OKAY. I KNOW IT'S NOT THAT, I KNOW IT'S NOT THAT. SOMETIMES IT JOG YOUR, YOUR MEMORY OR IT'S EASIER IF YOU KNOW IT BECAUSE EVERYONE IS NOT TEST TAKERS. I DO UNDERSTAND THAT. BUT WHAT THAT DOES FOR YOU IS THAT, THAT, THAT, THAT GIVES YOU A PROCESS OF ELIMINATION AND THAT HELPS YOU JOG YOUR MEMORY AND BE ABLE TO UNDERSTAND THAT. AND AT THIS, AT THIS POINT, E EVEN, EVEN EVEN YOU HAVE OR YOU DON'T, I DON'T SEE A PROBLEM WITH THE, WITH THE, WITH THE, UM, WITH, WITH THE, UM, HAVING THE, THE ABILITY TO HAVE THE PROCESS OR A PROCESS OF ELIMINATION OR EITHER BEING ABLE TO, TO TO BE BE ASSURE THAT YOU KNOW WHAT THE ANSWER IS. OKAY. YEAH. I, I KNOW THAT'S WHAT THAT IS. BECAUSE ONCE, ONCE, ONCE, ONCE AGAIN, WE ALL HAVE TO TAKE TESTS. WE WANNA KNOW THAT THAT PERSON KNOW WHAT THEY KNOW. SO IF YOU TAKE THE TEST AWAY, THEN WHAT IS THE MEASURING TOOL? H HOW, HOW, HOW, HOW ARE YOU ABLE TO UNDERSTAND THAT THAT PERSON HAS THE CREDENTIALS OR THAT PERSON HAD THE NECESSARY MEANS TO BE ABLE TO GO IN, GO IN THAT OPERATION, GOING ON THE OPERATION TABLE AND COMMAND THAT ROOM? SO UNFORTUNATELY, YES. WE, WE, WE, WE HAD, WE HAVE TESTS, BUT TE TEST IS A, AS A MEASURING SKIP. AS A MEASURING STICK. WHEN YOU BAKE A CAKE, YOU, IF YOU NEED ONE FOURTH, TWO THIRDS, YOU, YOU, YOU, YOU USE DIFFERENT TOOLS TO MAKE SURE YOUR CAKE HAS THE RIGHT AMOUNT OF GR OF IN INGREDIENTS IN IT. SO I UNDERSTAND THAT, THAT SOME PEOPLE ARE ASKING AND REQUIRING DIFFERENT THINGS. AND WE'RE MOVING IN A, IN A, IN AN ERA NOW WHERE WE HAVE, UM, DIFFERENT TOOLS THAT WE'RE USING TO ENHANCE PEOPLE. AND I'M TELLING FROM SOMEONE, YEAH, I WOULD LOVE PROB, I WOULD PROBABLY LOVE TO GET RID OF TESTS, BUT WHERE DO WE GO FROM HERE? AND, AND RIGHT NOW WE ARE NOT OF THE, WELL, I'M NOT IN THE POSITION AND I DON'T THINK WE ARE TO SAY, HEY, IF WE GET RID OF THIS, THEN, THEN, THEN WE GO TO THIS, OH, THIS IS HOW WE WILL, WE WILL, WE WILL MEASURE THOSE, THOSE, THOSE, UH, THOSE THOSE NEW THINGS. OR THIS IS HOW WE WILL MEASURE WHETHER THAT PERSON HAVE THE CRITERIA THAT THEY NEED TO GO AND, AND, AND IN THE OPERATING ROOM AND, AND, AND EXECUTE THAT HEART. SO I UNDERSTAND WHAT, WHAT, WHAT Y'ALL ARE SAYING. I SYMPATHIZE WITH IT, BUT IT, IT DOES HAVE SOME CONCERNS. AND THAT COULD ALSO BE A QUESTION. YOU KNOW, WE OFTEN SAY, WELL, THESE CHARTER SCHOOLS OUT HERE, THEY DON'T TAKE TESTS. SO WHEN YOU, WHEN YOU MEASURE, WHEN YOU MEASURE US, WHERE WE AT AT LEAST COME HELL OR HIGH WATER, YOU KNOW, THAT WE ARE WORKING AND WE DO HAVE MEASURING STICKS. WELL, THE QUESTION IS WHAT DO THEY HAVE? WE KNOW WHAT WE HAVE. WE KNOW WHAT WE'RE CAPABLE OF. I'LL LEAVE IT THERE. THANK YOU. OKAY. DR. CARR. YEAH, THANKS MR. SMITH FOR THAT PERSPECTIVE. I THINK ONE OF THE THINGS THAT I'VE LEARNED IN MANY YEARS IN EDUCATION IS THAT EVERYBODY WE WORK WITH IS UNIQUE AND WE HAVE TO RECOGNIZE THAT UNIQUENESS. AND IN ANY GIVEN CLASS, IN ANY GIVEN SUBJECT MATTER, WE MAY ASSESS KNOWLEDGE AND UNDERSTANDING MULTIPLE DIFFERENT WAYS. [01:25:01] BUT WHAT'S ON THE RECORD IS A STANDARDIZED TEST. AND WE'VE OUTLINED A WHOLE HOST OF REASONS WHY THAT MAY BE A STRUGGLE FOR MANY. BUT WE'VE LEFT IT ONE, ONE WAY. WE NEED TO BE FAR MORE CREATIVE IN EDUCATION IN TERMS OF HOW WE ASSESS KNOWLEDGE AND UNDERSTANDING. AND WE'RE ABLE TO DO IT. WE JUST HAVE TO BE MORE CREATIVE IN TERMS OF HOW WE ASSIGN DIFFERENT ASSESSMENTS AT DIFFERENT POINTS IN DIFFERENT SUBJECT AREAS TO LEARN WHERE WE GO. NOW, YOU MENTIONED BEING A PHYSICIAN OR A SURGEON. OKAY? THEY DON'T START BEING A SURGEON AT 18. THEY GO THROUGH A WHOLE HOST OF DIFFERENT EXPERIENCES ON LEARNING, INTERACTIVE DISCUSSION, PROBLEM SOLVING, SORTING OUT THE RESEARCH, WHAT IS IT TELLING US? WHAT HAS CHANGED? AND IT CHANGES DAILY. AND WE NEED TO CREATE THE ENVIRONMENT WHERE EVERYBODY CAN MANEUVER THROUGH THE SYSTEM. AND THAT'S OUR BIG CHALLENGE. YES. MM-HMM . SO AGREE WITH THAT, DR. CARR, AND WELL, I, UH, MR. SMITH, I TAKE YOUR POINT. I'M NOT SAYING WE GET RID OF THE TESTS. I THINK TESTS ARE A TOOL. THE PROBLEM I HAVE IS IT IS THE SOLE TOOL AND IT IS DISCOURAGE BECAUSE IF YOU'RE A TEACHER AND YOU'VE GOT A KID, SO LET ME JUST GIVE, LET ME GIVE YOU THE DOCTOR. I KNOW A LOT ABOUT THE, THE DOCTOR THING. FIRST OF ALL, NO ONE WALKS INTO A ROOM AND SAYS, WHAT WAS YOUR U-S-M-L-E SCORE? YOU DON'T CARE ABOUT THEIR STANDARDIZED TEST SCORE. YOU CARE ABOUT THEIR, YOU KNOW HOW GOOD THEY ARE WITH PATIENTS, THEIR REPUTATION IN THE COMMUNITY CARE ABOUT THEIR EDUCATION. NOW THAT BEING SAID, YES, WHEN YOU GO, MY DAUGHTER, THAT'S THE MOLECULAR BIOLOGY HEAD TO A WALL TYPE LEARNER. SHE'S IN MEDICAL SCHOOL RIGHT NOW, AND SHE IS DRINKING FROM A FIRE HOSE. AND IT'S ALL ABOUT, SHE'S MEMORIZING FATTY ACIDS RIGHT NOW, AND SHE LOVES IT. YOU WOULD NOT WANT MY SON TO GO TO MEDICAL SCHOOL BECAUSE HE'S AN OPERA SINGER. AND THAT'S NOT, THAT'S NOT HIS STRENGTH. BUT HERE'S THE THING ABOUT THE HIGH SCHOOL THING. I THINK YOU MENTIONED BAKERS. BAKERS DON'T HAVE TO TAKE A TEST. IT MATTERS HOW GOOD YOUR FOOD IS, HOW CLEAN YOUR RESTAURANT IS. BUSINESS PEOPLE, YEAH, YOU CAN GET AN MBA, BUT NO ONE GOES, WELL, I'M GONNA GO TO THE GUY WITH THE A PLUS AVERAGE AT HARVARD, MBA SCHOOL OVER THE GUY WHOSE BUSINESS IS CLEARLY MEETING A NEED AND IS DOING A BETTER JOB. THAT'S YOU WHEN YOU ARE INVESTING, NO ONE CARES WHERE YOU WENT TO SCHOOL. NO ONE CARES. IT'S ALL ABOUT, TO MS. HAY'S POINT, WHAT CAN YOU DO? MY ONLY CONCERN WITH THE, THE OBSESSION THAT WE HAVE HAD IN THE TESTING OF MULTIPLE CHOICE, WHICH STARTED 30, 40 YEARS AGO, BECAUSE THEY WANTED A WAY TO SAY, WE'RE SPENDING A LOT OF MONEY ON EDUCATION. SO WE WANT SOMETHING THAT PROVES THAT EDUCATION'S OCCURRING. AND I'M SAYING THAT IS AN OUTDATED TOOL. AND THE PROBLEM WE'RE HAVING NOW IS A, IF YOU'RE A PRIVATE SCHOOL, YOU DON'T HAVE TO PUBLISH TEST RESULTS. BUT IF YOU'RE A PUBLIC SCHOOL, YOU DO. AND IF YOU'RE NEW TO THE AREA AND YOU'RE LIKE, HMM, WHERE AM I GONNA SEND MY KIDS? AND YOU'VE GOT THESE TEST RESULTS THAT LOOK QUESTION, YOU KNOW, WE CAN'T GO OUT AND SAY, HEY, THIS IS WHAT, THESE ARE THE THINGS THAT WE'RE NOT FACTORED IN HERE. YOU KNOW, WE JUST HAD A RHODE SCHOLAR GRADUATE FROM, UH, THE DISTRICT NOT TOO LONG AGO. WE'VE GOT ALL SORTS OF, UH, HOWEVER MUCH MONEY AND SCHOLARSHIPS PEOPLE THAT ARE GOING TO THIS, UH, NEW YORK'S, UH, UNIVERSITY TISCH SCHOOL OF ART. WE HAVE AMAZING ACCOMPLISHMENTS, BUT ONCE GETS PUBLISHED, ARE THESE TEST SCORES THAT'S WRONG? AND WE ALSO HOLD TEACHERS ACCOUNTABLE FOR 'EM. SO IF YOU'RE REALLY ONE OF THESE TEACHERS THAT EVERYONE CAN SAY THAT LOOK BACK IN THEIR LIFE AND BE LIKE, MR. OR MR MR. SO AND SO REALLY INFLUENCED ME, IT'S NOT 'CAUSE THEY TAUGHT YOU THE MULTIPLE CHOICE TEST. YOU KNOW, IT'S BECAUSE THEY REACHED YOU. RIGHT? SO I THINK WHAT I'M SAYING IS NO, WE DON'T GET RID OF THE TEST. WE HAVE GOT TO FIGURE OUT SOME OTHER WAYS TO CAPTURE ALL THE GOOD THAT IS GOING ON IN EDUCATION. BECAUSE RIGHT NOW, IT'S HARD TO FIND TEACHERS. WE'RE, WE'VE GOT BURNOUT AND WE'VE GOT KIDS WHO FEEL DISCOURAGED AND DISEN, UH, DETACHED FROM THEIR EDUCATIONAL EXPERIENCE. AND I THINK TESTING DRIVES A LOT OF THAT. SO ANYWAYS, I JUST WANNA SAY, I DON'T THINK WE SHOULD ABOLISH TESTING. I'M NOT ABOLISHING TESTING. I THINK THAT THERE ARE PEOPLE LIKE MY DAUGHTER WHO IS GOING TO TAKE TESTS FOR THE REST OF HER LIFE, BUT THAT'S FINE. UM, BUT I THINK WE NEED TO LOOK AT OTHER AVENUES SO WE CAN MORE ACCURATELY REPRESENT WHAT'S GOING ON IN OUR SCHOOLS. MR. DALLAS AND BOARD MEMBERS, I WANNA SAY THANK YOU, AND I'LL CLOSE WITH THIS COMMENTARY. IT IS A BALANCE BETWEEN THE TWO. APPLICATION THROUGH PRACTITIONER WORK. LET LEN LEND YOU THE OPPORTUNITY SPECIFIC LICENSING. [01:30:01] LICENSING. IF YOU CANNOT DEMONSTRATE YOUR KNOWLEDGE AS AN EDUCATOR, YOU WILL NOT BE SIGNED OFF TO SIT FOR YOUR LICENSE TO, TO GRADUATE. IT IS APPLICATION AND BALANCE WITH THAT ASSESSMENT THAT LEND LENDS THAT OPPORTUNITY THAT WE COULD STANDARDIZE RESULTS. AND PEOPLE LIKE TO COMPARE. IT IS WHAT IT IS. HOW MANY OF YOU WATCH SPORTS YOU COMPARE? IT'S A GIVE ME, BUT IT IS A BALANCE. AND I THINK THAT'S MORE OF THE AVENUE THAT WE MAY TURN THAT PAGE TO. SO THANK YOU, SIR. THANK YOU DR. RA. WENDY CARTILAGE, JOIN THE MEETING. DO ? YES, SIR. ZOOM FOR COMMERCIAL. I WAS JUST GONNA PIVOT TO THE NEXT ITEM ON. OKAY, GOOD, GOOD. THAT'S OKAY. THANK YOU, DR. STRATAS . ALL RIGHT. UH, THE [FY 2026-2027 Annual Work Plan] NEXT ITEM IS THE FY 26 27 ANNUAL WORK PLAN. UH, YOU EACH HAVE, UH, THIS DOCUMENT, AND ONE OF THE THINGS I DID THIS TIME, UH, JUST TO HIGHLIGHT FOR YOU IN RED ARE ITEMS THAT HAVE, UH, SOME KIND OF, UH, SORT OF REQUIREMENT TO IT, RIGHT? FOR INSTANCE, UH, OE SIX IN MARCH, UH, THAT'S WHEN THAT HAS TO TAKE PLACE. CAN'T, CAN'T REALLY SHIFT IT OR MOVE IT, THAT THAT'S WHEN IT NEEDS TO BE BASED ON THE TIMELINE. FINANCIAL PLANNING. UH, OE FIVE, UH, THAT IS, UM, AROUND BUDGET TIME. SO THAT'S WHEN THAT HAS TO TAKE PLACE. UH, DOWN AT THE BOTTOM, UH, IN DECEMBER, OE SIX FINANCIAL ADMINISTRATION, THAT'S WHEN THAT ONE HAS TO COME. IT'S RELATED TO THE AUDIT. UH, AND THEN AT THE TOP, YOU SEE OE EIGHT OE EIGHT'S KIND OF INTERESTING IN THE SENSE THAT IT COULD BE MOVED, BUT IT WOULD HAVE TO BE MOVED LATER. IT CAN'T BE MOVED SOONER. IT CAN'T BE AUGUST TO, UH, JULY TO, UH, DECEMBER, FOR INSTANCE, RIGHT? BECAUSE THAT REALLY TIES IN AROUND THE BOOK THAT WE PUT OUT AROUND FACILITIES AND, AND, AND THAT OPERATIONAL WORK. SO THAT'S WHEN THAT BOOK, RIGHT AROUND THAT TIME IS WHEN IT, WHEN IT'S READY, THAT'S WHEN IT COMES DUE. AND THEN I KNOW YOU ALL LIKE FOR US TO DISTRIBUTE THOSE TO, UH, OUR, UH, LOCAL MUNICIPALITIES AND, AND, AND ALL OF THAT. SO THE TIMELINE ON THE RED ONES ARE ONES THAT REALLY CAN'T SHIFT OR ADJUST. I WILL CALL YOUR ATTENTION TO SEPTEMBER, THE SECOND MEETING IN SEPTEMBER WHERE YOU SEE OE ONE THREE AND 10. UH, THOSE USED TO BE IN NOVEMBER WHERE YOU SEE OE TWO AND OE FOUR. SO THAT NOVEMBER MEETING WAS, WAS STACKED WITH OE ONE, OE TWO, OE THREE, OE FOUR, O, E 10, A LOT OF OES IN ONE MEETING. SO I, I SHIFTED THOSE, UH, AND MOVED THEM, UH, TO THAT SECOND SEPTEMBER MEETING, OE ONE, OE THREE, AND OE 10, UH, BECAUSE IT ALWAYS SEEMS IN NOVEMBER AND DECEMBER, UH, WE HAVE ONE MEETING IN DECEMBER, AND IT ALWAYS SEEMS IN, IN THOSE NOVEMBER MEETINGS THAT WE'RE JUST HIGH-PACED WITH, UH, WITH OE. SO I THINK FOR OUR COMMITTEES, OUR BOARD COMMITTEES, IT WOULD, IT WOULD ALLOW, UH, A LITTLE MORE, UH, UH, I DON'T KNOW, SPACE IN THERE TO, TO DO THAT. SO, UM, WHAT I'M LOOKING FOR TODAY IS WE HAVE TO HAVE AN ANNUAL WORK PLAN APPROVED BY THE BOARD. UH, I'VE MADE THOSE SHIFTS AND ADJUSTMENTS. UM, THERE MAY HAVE BEEN ONE MORE THAT I MADE, BUT IT WAS MADE TO SPACE IT OUT AGAIN. AND I CAN'T REMEMBER IF THAT WAS OE 11 OR NOT. SO, UM, BUT, BUT AT ANY RATE, THAT IS, THAT IS WHAT I DID WITH, UH, WITH THE OE, SO, OKAY. ANY QUESTIONS, COMMENTS? GUS? DR. GUS? UH, THANK YOU CHAIRMAN. UH, PER POLICY GC SIX, THE ANNUAL WORK PLAN WILL BE APPROVED BY THE BOARD BY AUGUST AND WILL BE POSTED ONLINE. SO THEREFORE, I MOVE THAT THE BOARD OF EDUCATION APPROVE THE 20 26, 20 27 ANNUAL WORK PLAN AS PRESENTED. OKAY. THANK YOU, MA'AM. PROP, PROPERLY, MOTION AND SECOND BY MS. ALL IN FAVOR? YES. MM-HMM . UM, J JUST, JUST FOR, FOR, FOR CLA FOR CLARITY, UM, WHEN YOU SAID THAT THESE, YOU, YOU GAVE US A COUPLE, LIKE OE, UH, UH, OE EIGHT, THE ONE, THE ONES, THE ONES IN RED. THE ONES IN RED, YEAH. UM, AND YOU SAID THAT THEY CAN'T, THEY, THEY, UH, THAT, THAT THEY CAN'T BE MOVED? UH, JUST, UM, ARE THERE ANY LAWS AROUND ANY OF THESE? JUST, JUST WONDERING. I I DON'T THINK IT'S NECESSARILY LAWS AROUND THEM. IT'S JUST THAT, UH, DEBT MANAGEMENT IS IN [01:35:01] MARCH. THAT'S, THAT IS, UH, AROUND YOU. OKAY. OH, OKAY. AROUND . I GOT YOU. NO, WE DIDN'T HEAR AROUND AROUND THE TIMING OF, OF WHEN THAT, THAT NEEDS TO BE, YOU SEE, UH, THE OE FIVE FINANCIAL PLANNING ON THERE, MS. CROSBY, I BELIEVE THAT HAS TO DO WITH THE BUDGET. YEAH. SO THAT'S AROUND THE BUDGET SEASON AND THE BUDGET WINDOW THERE. AND THEN YOU SEE IN DECEMBER, OE SIX, UH, THAT'S ABOUT, UH, THE AUDIT BASICALLY, RIGHT? AND SO THAT'S AROUND WHEN, WHEN IT USUALLY COMES. AND THAT'S WHEN, WHEN WE WOULD TAKE CARE OF BUSINESS WITH THAT, BECAUSE IF YOU DON'T DO IT THERE, YOU'RE GONE FOR TWO WEEKS AND THEN YOU'RE OFF INTO JANUARY. SO THOSE PARTICULAR ONES ARE STATIONED IN THOSE AREAS BECAUSE OF TIMING AND TIMELINE. AND THEN THE OE EIGHT, AS I MENTIONED, HAS TO DO WITH THAT BOOK. AND THAT'S THE, THE, THE FACILITIES BOOK THAT, THAT OUR FACILITY, OUR OPERATIONS TEAM PUTS OUT, EXCUSE ME, 45 DAY, IT'S 40, AND IT, AND IT'S, SO YOU HAVE TO, YOU HAVE TO HAVE A 45 DAY COUNT FIRST, AND THEN YOU, THEY HAVE TO HAVE TIME TO WORK ON THAT BOOK. SO THAT'S AROUND THE, THE TIMING WHEN IT, WHEN IT COMES OUT. OKAY. AND, AND, AND THANKS FOR CLARITY, BUT I WAS JUST, JUST WANTED, JUST IN CASE THAT IF WE DIDN'T GET ANY OF THESE IN JUST, UH, IN THE MEETINGS, I WAS MAKE SURE THAT, THAT, UH, IF, IF WE, SOMETHING DID COME UP OR DID OCCUR, THAT WE WOULD'VE TO HAVE AN EMERGENCY MEETING TO, UH, GET ANY OF THESE DONE BECAUSE OF LAW. YEAH. SO THAT, THAT WAS MORE OF A, AN EDUCATIONAL THING. THANKS FOR, YEAH. AND, AND ACTUALLY, MR. SMITH, YOU KNOW, THAT'S A GOOD POINT. IT MADE IT, YOU KNOW, I DON'T, I DON'T KNOW THAT THERE'S A LAW PARTICULARLY AROUND THOSE. SO WE, WE COULD HAVE AN EMERGENCY MEETING. WE COULD, I COULD JUST TELL THE BOARD, THIS IS THE HICCUP THAT HAS OCCURRED. UH, WE'D LIKE TO MOVE IT TO THAT NEXT ONE AND, AND COMMUNICATE THAT TO YOU. UH, UM, BUT, BUT IN ESSENCE, THIS IS THE TIMELINE WE'RE EXPECTING TO FOLLOW. AND, AND SO WE'VE LAID IT OUT HERE FOR YOU. THANK YOU. I APPRECIATE THAT. YES, SIR. YES. MM-HMM . RODRIGUEZ. UM, SO AS FAR AS, AS FAR AS, UM, ALL THE, THE POLICIES, UH, THE MONTH THAT THESE ARE LISTED IN, THIS IS THE, THE MONTH THAT THE POLICY WILL BE BROUGHT TO THE BOARD FOR REVIEW AND APPROVAL. YES. WHICH REALLY MEANS THAT WE'RE GONNA, WE'RE GONNA COME TO THE COMMITTEE, UH, AHEAD OF THAT. DOES THAT MAKE SENSE? YES. YEAH. RIGHT. AND, UH, BUT WHEN I LOOK AT THE, THE G-C-B-S-R COLUMN, THERE'S LIKE IN JANUARY G 3, 3, 6 11, MARCH, JANUARY 3, 6 11, MAY, JANUARY THREE, GC 3, 6 11, UH, SEPTEMBER, SEPTEMBER. AGAIN, I MEAN, OH. SO WHY ARE THOSE RE IF, IF, IF, IF WE'RE, IF THE OE COLUMN IS THE MONTH THAT WE'RE GOING TO, UH, REVIEW AND APPROVE, WHY IS THERE SO MANY RE UH, REPETITIONS IN THE G-C-B-S-R COLUMN? YEAH, SO THE, THE GC AND, UH, BSR IS THE BOARD SUPERINTENDENT RELATION AND THE GC OF THE, THE, THE GOVERNANCE POLICY. OKAY. UH, THAT'S REALLY JUST A CROSS REFERENCE TO THE OE. OH, GOTCHA. OKAY. THIS IS REALLY ABOUT THE OE AND, AND WHEN WE BRING, UH, THE OE TO YOU, BUT THAT'S JUST A, I MEAN, I, I COULD TAKE THAT WHOLE COLUMN OUT, YOU KNOW, IT'S JUST THAT, IT'S JUST A CROSS REFERENCE FOR YOU. UH OH. OKAY. SO THIS OE, YOU KNOW, WHEN YOU READ GC THREE OR, OR SIX OR 11, THERE'S A MENTION IN HERE THAT THIS OE TIES TO THAT POLICY, JUST A CROSS REFERENCE. GOTCHA. UH, AND THE REASON I ASK IS PUT IT ON THE POLICY COMMITTEE CHAIR HAT. YES, SIR. UH, I, THE, ONE OF MY GOALS, UH, THAT, UH, I WOULD LIKE TO DO AND RECOMMENDED GOALS IS TO CREATE A BOARD WORK CALENDAR. SO, TO ME, THIS IS, THIS IS A DISTRICT WORK CALENDAR, NOT, SO THESE ARE, THESE ARE THE, THE, THE CALENDAR, UH, BENCHMARKS THAT THE DISTRICT IS GOING TO BE. UH, SO I JUST WANT TO MAKE SURE THAT THAT'S INCLUDED, UH, ACCURATELY. AND I'M CAPTURING IT ACCURATELY WHEN, UH, THE POLICY COMMITTEE SITS DOWN TO TALK ABOUT AN, UH, THE BOARD ANNUAL WORK PLAN. YEAH. AND IF YOU, AS, AS, AS YOU'RE DOING THAT, IF YOU, IF YOU SEE SOMETHING IN HERE THAT YOU WOULD INTERPRET DIFFERENTLY FOR A GC OR A BSR, UH, UH, YOU KNOW, LET'S JUST COMMUNICATE ABOUT THAT. YEAH, ABSOLUTELY. OF COURSE. COURSE. AND WE CAN MAKE A CROSS-REFERENCE ADJUSTMENT ON THAT. SO IT'D BE EASY, EASY, CHEESY, LEMON. THANK YOU. OKAY. IT'S BEEN PROPERLY MOTIONED. AND SECOND TO PASS THIS ALL IN FAVOR, AYE. AYE. AYE. THANK YOU, DOCTOR. A AYE. THANK YOU, MS. HAY, THAT IT, YOU GOT IT? OKAY. THANK YOU ALL. UH, LET ME ASK, DO WE NEED A BREAK BEFORE GOING INTO TO, I HEAR? YES, SIR. ALRIGHT. MOTION TO, OKAY. WE'RE CALLING THE RECESS FOR 10 MINUTES. THANK YOU. OKAY. SUPERINTENDENT RODRIGUEZ IS ON. THANK YOU, SIR. I JUST WANTED, I WAS JUST BROUGHT TO MY ATTENTION. I APPRECIATE THE BOARD'S, UH, EARLIER VOTE. IT WAS JUST BROUGHT TO [01:40:01] MY ATTENTION THAT THE OE 12, THAT'S IN THE FIRST SEPTEMBER, UH, MEETING DR. STRADDLES WILL BE BRINGING TO COMMITTEE, UH, A BIT LATER. AND SO, SO IT WOULD MISS THAT, THAT FIRST SEPTEMBER MEETING. SO CERTAINLY FOR THIS YEAR, I'D LIKE TO MOVE THAT OE 12, UM, TO, UM, TO THE OCTOBER, UH, BUS, SECOND OCTOBER BUSINESS SECTION, UH, SESSION. NO, IT'S NOT A WORK SESSION, IT'S A, UH, SECOND, SECOND, SECOND OCTOBER BUSINESS. I MOVE THAT THE BOARD OF EDUCATION, UM, ACCEPT THE CHANGE TO THE ANNUAL WORK PLAN AS PRESENTED BY THE SUPERINTENDENT. SECOND. OKAY. SECOND. SECOND. BY MR. SMALL. MOTION. BY MR. NA. ALL IN FAVOR? AYE. AYE. AYE. A LINE SQUADS. AYE. THANK YOU. HEY. AYE. THANK YOU MS. HAY. ALRIGHT, THANK YOU. BOARD MEMBERS. ALRIGHT. AND NOW WE [Coherent Governance] HAVE THE OPPORTUNITY TO INTRODUCE OUR COLLEAGUE AND FRIEND, UH, DR. JOHN STE, WHO IS THE OWNER OF THE, UH, ASPEN GROUP INTERNATIONAL, WHICH IS THE FACILITATOR AND PURVEYOR OF THE COHERENT GOVERNANCE. DR. STE, WOULD YOU LIKE TO SHARE A LITTLE BIT ABOUT YOUR BACKGROUND BEFORE WE ACTUALLY START, IF THAT'S OKAY? SURE. TH THANK YOU CHAIRMAN DALLAS. UH, SUPERINTENDENT RODRIGUEZ, MEMBERS OF THE BUFORT BOARD. THANKS FOR HAVING ME HERE TODAY. UM, JUST A LITTLE BIT, MY BACKGROUND. I GOT, I WAS AN ENGINEER ORIGINALLY, UM, WORKED OUT IN THE HANFORD NUCLEAR RESERVATION FOR 17 YEAR CAREER. DURING THAT TIME, I GOT ON THE SCHOOL BOARD IN MY, OUR LOCAL COMMUNITY, 11,000 STUDENT DISTRICT, DID TWO TERMS ON THE BOARD AND DECIDED I LIKED EDUCATION MORE THAN PLUTONIUM. UH, SO I STEPPED DOWN OFF THE BOARD. I WENT BACK, GOT AN MBA, GOT HIRED BY THE DISTRICT TO RUN ALL THE SUPPORT SERVICES, WENT BACK TO SCHOOL AGAIN, GOT MY DOCTORATE IN EDUCATION, SUPERINTENDENT CREDENTIALS. EVENTUALLY WAS HR DIRECTOR IN RICHLAND. UM, LEFT AS DEPUTY SUPERINTENDENT, SERVED AS A SUPERINTENDENT IN CAMBY, OREGON, UM, IN A 5,000 STUDENT DISTRICT. AND THEN CAME BACK OVER TO WASHINGTON AND WAS A DEPUTY SUPER SUPERINTENDENT FOR EVERGREEN, WHICH IS A 25,000 STUDENT DISTRICT IN THE STATE OF WASHINGTON. DURING MY TIME IN EVERGREEN, MY BOARD CHOSE TO IMPLEMENT COHERENT GOVERNANCE. SO GOT THE FIRSTHAND OPPORTUNITY AS A SUPERINTENDENT TO GO THROUGH ALL THE INTERPRETATIONS, THE INDICATORS, PUT THE WHOLE SYSTEM IN PLACE. AFTER LEAVING THE SUPERINTENDENCY, UM, LANDED WITH A COMPANY CENTER FOR EDUCATIONAL EFFECTIVENESS AND REACHED OUT TO RANDY AND LINDA, WHO I BELIEVE WORKED WITH YOU TO IMPLEMENT COHERENT GOVERNANCE ABOUT SOME SYNERGY BETWEEN WHAT OUR COMPANY IS A POINT OF ORDER. UM, MS. DR. STE, CAN WE, I CAN'T HEAR YOU WELL, I THINK MAYBE YOUR MOUTH IS NOT CLOSE ENOUGH TO THE MICROPHONE. OKAY. I'LL BRING THE MIC UP CLOSER. SORRY ABOUT THAT. WAY BETTER . OKAY. SORRY. UM, THANK YOU. SO I APPROACHED RANDY AND LINDA ABOUT SOME SYNERGY BETWEEN WHAT COHERENT GOVERNANCE DOES AND SOME OF THE WORK THAT MY COMPANY, MY OTHER COMPANY DOES AROUND CULTURE, CLIMATE WORK, AND STRATEGIC PLANNING AND HELPING SCHOOL DISTRICTS. UM, AND THEY CAME BACK TO ME AND SAID THEY WERE INTERESTED IN RETIRING, WHICH IS WHY I ENDED UP TAKING OVER COHERENT GOVERNANCE FROM RANDY AND LINDA ABOUT TWO YEARS AGO. UM, SO, UM, I'M CONTINUING TO TRY TO WORK WITH DISTRICTS AND HELP PEOPLE IMPROVE THEIR PRACTICES IN COHERENT GOVERNANCE, WHICH IS WHY I WAS ASKED TO BE HERE TODAY. ONE OF THE THINGS THAT I DEFINITELY WANT TO SHARE IS, THIS IS NOT GONNA BE A PRESENTATION, THIS IS A DISCUSSION IN A FACILITATION. I DON'T HAVE THE RIGHT ANSWERS. I HAVE THE PERSPECTIVES BECAUSE THE RIGHT ANSWERS ARE WHAT FITS TO THE CONTEXT FOR BEAUFORT SCHOOLS. AND YOU AS THE BOARD ARE THE ONES THAT CAN DETERMINE WHAT IS THE RIGHT CONTEXT AND HOW TO APPLY THESE. SO I'M GONNA BE ASKING QUESTIONS AND PUSHING YOU ON SOME THINKING, CHALLENGING YOU SOME IN SOME AREAS. OVER THE LAST TWO WEEKS. I WENT THROUGH AND REVIEWED EVERY SCHOOL BOARD MINUTES FROM THE PAST YEAR TO GET A GOOD FEEL FOR WHAT YOU'VE DONE. AND I DON'T KNOW WHETHER IT WAS BRILLIANCE BY, UM, CHAIRMAN DALLAS, UM, LUCK OR DIVINE INTERVENTION THAT WE HAD THIS TODAY. SO I WAS ABLE TO SIT IN AND LISTEN TO THOSE EARLIER DISCUSSIONS BECAUSE SOME OF THE THINGS THAT I SAW SURFACING THROUGH, THROUGH THOSE DISCUSSIONS ARE WHAT I HAVE BUILT INTO THE SLIDE DECK TODAY THAT I WANNA EXPLORE, UM, IN THE WAY OF IMPROVING HOW YOU FUNCTION AS A BOARD AND HOW YOU ADD VALUE TO THE DISTRICT AS A BOARD. 'CAUSE THAT'S REALLY THE BOTTOM LINE IS I WANT TO HELP YOU, HELP YOU TO BECOME A BOARD THAT MAKES THIS THE BEST DISTRICT POSSIBLE BY DOING YOUR ROLE AND DOING IT EXTREMELY WELL. SO IF WHEN WE COME OUT OF THE DAY, THAT'S WHAT I'M HOPING TO COME OUT WITH. I HAD A PREPARED INTRO, BUT AFTER SITTING AND LISTENING TO THIS, I JUST WANTED TO TALK TO YOU A LITTLE BIT ABOUT, OR, OR HEAR FROM YOU A LITTLE BIT ABOUT THE DISCUSSION YOU JUST HAD ON STUDENT DATA. OKAY. [01:45:01] THANK YOU, MR. CHAIR. BEFORE YOU START, UM, IF YOU COULD, AND I'M SORRY, I DON'T MEAN TO SHOTGUN YOU ON THIS, BUT I, I THINK IT'S IMPORTANT FOR CONTEXT, THE MOST POPULAR GOVERNANCE MODEL OUT THERE IS POLICY GOVERNANCE. YEAH. UM, OF WHICH COHERENT GOVERNANCE IS VERY SIMILAR ALMOST ON, I WOULD SAY AN OFFSHOOT. YEAH. CAN YOU PLEASE EX, UH, EXPLAIN A LITTLE BIT, UM, HOW COHERENT GOVERNANCE IS DIFFERENT THAN POLICY GOVERNANCE AND IN YOUR OPINION, UM, WHERE ARE THE BENEFITS? OKAY. SO RANDY AND LINDY USED TO WORK FOR JOHN CARVER. THAT'S WHERE THEY GOT THEIR START. THEY IMPLEMENTED POLICY GOVERNANCE. UM, AND THEY WERE SOME OF CARVER'S PRIZED PUPILS IN THE MODEL, BUT THEY WERE DOING A LOT OF NON-PROFIT AND SCHOOLWORK. AND THEY, THEY CAME BACK FROM DOING THAT WORK WITH SCHOOL DISTRICTS AND NONPROFITS WITH, UM, COMPLAINTS OR RECOMMENDATIONS THAT THE DISTRICTS HAD AS TO HOW TO MODIFY POLICY GOVERNANCE. AND THEY TOOK THAT TO JOHN CARVER AND SAID, SCHOOL DISTRICTS, UM, WANT TO HAVE POLICIES AROUND HUMAN RESOURCES ON THEIR, THEIR EXECUTIVE LIMITATIONS. IF YOU TALK POLICY, GOVERNANCE LANGUAGE. UM, THEY ALSO WANT TO HAVE INPUT ON INSTRUCTIONAL PROGRAM AND ON THE INSTRUCTIONAL ENVIRONMENT. AND JOHN CARVER LITERALLY TOLD THEM, OVER MY DEAD BODY, I CREATED THIS FOR BUSINESS. IT IS TO KEEP THE BOARD WHERE THE BOARD NEEDS TO BE IN AND ALLOW ME TO DO THE JOB AS THE CEO. YOU WILL NOT ALLOW DISTRICTS TO CREATE THOSE POLICIES. YOU WILL NOT RECOMMEND IT AND YOU WILL NOT DO THAT. UM, THEY ALSO GOT FRUSTRATED WITH THE DOUBLE NEGATIVE LANGUAGE. 'CAUSE CARVER'S VERY STRICT ON HIS EXECUTIVE LIMITATIONS OF THE CEO SHALL NOT. AND THEN YOU HAVE TO PUT, IF, IF IT'S SOMETHING YOU ALWAYS WANT THE CEO TO DO, YOU HAVE TO SAY THEY SHALL NOT NEVER DO SOMETHING. AND IT, IT'S AWKWARD. IT'S KIND OF NITPICKY. THE BIGGEST OTHER THING WAS THE ACKNOWLEDGEMENT THAT WITH SCHOOL BOARDS. AND WHEN I WAS HERE BACK IN JANUARY, I DID A QUICK OVERVIEW AND I TALKED ABOUT THE ORIGINS OF PUBLIC EDUCATION AND HOW BOARDS, BOARDS WERE CREATED 109 YEARS BEFORE SUPERINTENDENTS EVER EXISTED. SO SCHOOL BOARDS HAD 109 YEARS OF SELF RULE. THEY DID EVERYTHING. AND WHEN YOU SAY THAT WE DO THIS AS A BOARD, BECAUSE WE'VE ALWAYS DONE IT THAT WAY, ULTIMATELY IT GOES BACK TO THOSE ORIGINS FROM THE 17 HUNDREDS AND EARLY 18 HUNDREDS UP TILL 1852 WHEN, WHEN, UH, BUFFALO HIRED THE FIRST SCHOOL SUPERINTENDENT. AND SO IF YOU DO IT BECAUSE YOU'VE ALWAYS DONE IT THAT WAY, BOARDS DO EVERYTHING. AND THEY'VE SLOWLY RELEASED AUTHORITY TO THE SUPERINTENDENT TO MAKE DECISIONS. BUT THE DIFFERENCE BETWEEN THE AUTHORITY AND THE ACCOUNTABILITY HAS BEEN MURKY AT BEST IN THAT NATURAL EVOLUTION, WHICH IS WHY POLICY GOVERNANCE GIVES YOU AN ACTUAL FRAMEWORK TO COME IN AND PUT IN WRITING THE BOARD'S JU THE BOARD'S ROLE, THE SUPERINTENDENT'S ROLE, THE DELEGATION OF AUTHORITY, WHAT HE'S ALLOWED TO DO WITHOUT BOARD APPROVAL, WHAT HE'S NOT ALLOWED TO DO WITH, WITHOUT BOARD APPROVAL. AND IN COHERENT GOVERNANCE, WHAT WE SAID IS BOARDS CAN WRITE INTO THOSE OES THAT THEY WANNA RETAIN AUTHORITY OVER SOMETHING. POLICY GOVERNANCE. THAT WAS NOT ACCEPTABLE TO JOHN CARVER. AND IT, HE WAS SO UPSET WITH RANDY AND LINDA FOR PROVIDING THAT FLEXIBILITY THAT AT ONE POINT HE LITERALLY TOLD THE, UM, GOVERNANCE INSTITUTE THAT IF RANDY AND LINDA SHOWED UP AT ONE OF HIS CONFERENCES, HE WOULD WALK OUT AND LEAVE BECAUSE HE WAS SO MAD THAT THEY HAD ALLOWED SCHOOL BOARDS TO HAVE POLICIES ON HUMAN RESOURCES, INSTRUCTIONAL ENVIRONMENT, INSTRUCTIONAL PROGRAM, AND RETAIN AUTHORITY OVER THINGS THAT WEREN'T SPECIFICALLY APPRECIATED IN HIS POLICY GOVERNANCE. THAT'S THE DIFFERENCE BETWEEN THE TWO. AND I THINK THAT'S WHY, TO ME, COHERENT GOVERNANCE IS A SCHOOL VERSION OF POLICY GOVERNANCE. BUT AS I WORK WITH BOARDS AROUND THE COUNTRY IN, UH, MY ALMOST THREE YEARS NOW DURING THE TRANSITION AND NOW RUNNING THIS MYSELF, WHAT I'VE REALIZED IS SOME BOARDS HAVE DONE THINGS THAT RANDY AND LINDA FROWNED ON A LITTLE BIT THAT MAYBE WEREN'T BAD PRACTICES, WHICH IS WHY I SAID, YOU KNOW, THE CONTEXT, YOU KNOW WHAT'S GONNA WORK FOR YOU. I'M HERE TO FACILITATE THE DISCUSSION, NOT TELL YOU, HERE'S A RIGID PROCESS THAT YOU NEED TO FOLLOW. I'M GONNA TELL YOU WITHIN THE PHILOSOPHY AND WHAT FROM MY PAST EXPERIENCES, BOTH A SUPERINTENDENT AND A BOARD MEMBER, I CAN SWITCH HATS AND I CAN HOPEFULLY TELL YOU YOU'RE MAKING AN INFORMED DECISION THAT'S GONNA BE IN THE BEST INTEREST OF EVERYBODY. OR IF YOU'RE NOT, I'M GONNA, I'LL TRY TO POINT IT OUT AND SAY, I THINK HE'S GONNA HAVE A PROBLEM WITH THIS BECAUSE YOU'VE JUST TOLD HIM YOU'RE GONNA MAKE DECISIONS AND HOLD HIM ACCOUNTABLE. AND THAT'S NOT FAIR. SO, SO, UH, IN MY WORDS, 'CAUSE I PLAY DRUMS, UH, , WHAT YOU'RE SAYING IS THIS IS, UH, OFFERS MORE FLEXIBILITY YEAH. UH, OVER, SO LIKE, UH, A MORE FLEXIBLE METHOD OF DOING THIS THAT, UH, CAN KIND OF CAPTURE THE, THE ATTITUDE OF THE BOARD FROM EVERY TWO YEARS AS WE GET NEW BOARD MEMBERS. RIGHT. AND THESE OUGHT TO BE LIVING POLICIES. WHEN YOU HAVE A NEW BOARD MEMBER, YOU HAVE A NEW BOARD, AND YOU OUGHT TO BE REEVALUATING AND LOOKING AT THESE. [01:50:01] SO ONE OF THE THINGS I, I'M NOT GONNA DIG INTO YOUR ALWAYS VERY MUCH TODAY BECAUSE I WENT THROUGH AND REVIEWED ALL THOSE, AND YOU'RE PRETTY SOLID IN THE OE. I MEAN, I COULD SEE SOME ENHANCEMENTS HERE AND THERE THAT I'D RECOMMEND, BUT IT'S NOT MAJOR ISSUES. BUT WHEN YOU'RE LOOKING AT THOSE, SO THOSE OES, I'VE GOT A SLIDE LATER ON AND I'M GONNA TELL YOU WHAT YOU OUGHT TO BE DOING IS ASKING YOURSELF THREE QUESTIONS EVERY TIME YOU GET A MONITORING REPORT. FIRST, IS IT COMPLIANT, WHICH TELLS YOU IT'S A SUPERINTENDENT RUNNING THE DISTRICT THE WAY YOU WANT IT. SECOND, DO YOU ACTUALLY HAVE INDICATORS THAT ARE TELLING YOU WHETHER OR NOT IT'S COMPLIANT BECAUSE MAYBE THE INDICATORS THAT WERE ACCEPTED SIX YEARS AGO AREN'T AS RELEVANT TODAY AND YOU NEED A NEW INDICATOR. AND THEN THIRD, IS THIS STILL A POLICY THAT REFLECTS THE VALUES OF THE BOARDS. AND IF YOU DO THAT, THOSE THREE QUESTIONS EVERY YEAR OVERTLY DURING THE ACCEPTANCE OF THE MONITORING REPORT, YOU'RE GONNA START SURFACING SOME OF THOSE THINGS. AND YOU WON'T HAVE THE NEED TO HAVE A SEPARATE POLICY COMMITTEE THAT'S SAYING, THIS YEAR WE'RE GONNA DO AN OVERHAUL OF OUR OES BECAUSE YOU'RE DOING IT ORGANICALLY THROUGH THE MONITORING IN, IN REAL TIME. THANK YOU. ANY OTHERS? OKAY. PAUSE OR MS. HAY? UH, NOT AT THIS TIME. THANK YOU. OKAY. OH, MS. SMITH. YES, SIR. UM, AND HE, UM, MY COLLEGE HAS ASKED YOU A QUESTION IN TERMS OF , THE, UH, WHAT'S THE OTHER GOVERNANCE'S NOW? POLICY? YEAH. POLICY EXCUSE. YEAH. POLICY. UM, HOW MANY, HOW MANY, UH, IN, IN THE STATE OF SOUTH CAROLINA, HOW MANY SCHOOL BOARDS USE COHERENT GOVERNMENT? DO YOU, ARE YOU, DO YOU THE LIST I HAVE FROM RANDY AND LINDA SHOWS ABOUT 70 DISTRICTS NATIONWIDE. OKAY. HOW ABOUT STATE SOUTH CAROLINA? UM, I THINK THERE'S, WHAT IS IT? TWO, TWO THERE, THERE MAY BE A COUPLE MORE, BUT THERE, THERE TWO THAT I KNOW OF. AND CAN YOU SPEAK TO, CAN YOU SPEAK TO WHY THAT IS? UM, I THINK AWARENESS OF IT. I THINK BOARDS ARE ALSO HESITANT TO ADOPT. ONE OF THE STRUGGLES I'M HAVING, AND I'LL JUST BE HONEST AS A BUSINESS OWNER, HOW DO I GET THE WORD OUT AND CONVINCE BOARDS THAT THIS IS A BETTER WAY TO DO WHAT YOU'RE DOING? BOARDS DON'T LIKE TO ADMIT THAT THEY HAVEN'T BEEN DOING THINGS WELL. UM, AND ALSO SCHOOL BOARD ASSOCIATIONS SEE US AS COMPETITION. THEY LIKE TO BE THE ONES THAT TRAIN SCHOOL BOARD MEMBERS. THEY DON'T WANT TO HAVE SOME EXTERNAL PERSON COME IN. I THINK THAT'S PART OF THE PROBLEM. UM, WHAT, WHAT I'M GONNA DO TODAY IS WE'RE GONNA WALK THROUGH THE 10 PRINCIPLES OF GOOD GOVERNANCE. AND WE'RE GONNA DO IT SLOW VERY SLOWLY ON THE, A FEW OF THESE THINGS. AND THIS IS WHAT, UH, INITIALLY POLICY GOVERNANCE WAS BUILT ON THESE 10 PRINCIPLES. AND RANDY AND LINDA MODIFIED 'EM SOME, BUT, BUT IT IS THE UNDERPINNING FOUNDATION OF HOW THE BOARD SHOULD FUNCTION IN ALL POLICY OR COHERENT GOVERNANCES IS IT'S A FORMAL STRUCTURE TO FORCE YOU TO FUNCTION THAT WAY. AND IT'S BEST GENERAL BEST PRACTICES FOR ANY BOARD. BUT IT'S VERY EASY IF YOU DON'T HAVE THESE STRUCTURES IN PLACE TO JUST DEFAULT BACK INTO DOING THINGS THE WAY YOU'VE ALWAYS DONE 'EM AND GETTING INTO DETAILS THAT, UM, ARE BEST DELEGATED TO THE SUPERINTENDENT AND THE ADMINISTRATION TO MAKE THOSE DECISIONS. AND IF YOU AS A BOARD AREN'T SITTING AT THAT 30,000 FOOT VIEW AND SEEING THE BIG PICTURE ALL THE TIME AND UNDERSTANDING THAT IS WHERE YOU ADD VALUE TO THE ORGANIZATION AND YOU GET DOWN INTO THE WEEDS ON CERTAIN THINGS, THERE'S NOBODY ELSE THAT TAKES ON THAT ROLE. SO EITHER IT GETS DONE OR IT DOESN'T. AND A LOT OF DISTRICTS IT DOESN'T GET DONE. THE BOARD SPENDS THEIR TIME DOING ADMINISTRATIVE WORK AND NOBODY IS REALLY DRIVING THE ORGANIZATION TOWARDS IMPROVEMENT AND CHANGE. AND WHAT I WANT TO DO, AND TODAY, I'M JUST GONNA LAY IT OUT THERE, WHEN I LOOKED AT YOUR RESULTS POLICY AND YOUR MONITORING OF RESULTS, IT'S NON-EXISTENT, WHICH IS WHY THE QUESTION, MY OPENING QUESTION FOR YOU TODAY AND DIVINE INTERVENTION LUCK, OR I DON'T KNOW, BRILLIANCE, HOW DID THAT CONVERSATION FEEL? LOOK, LOOKING AT STUDENT DATA, AND I WANNA, I KIND OF WANT TO, I COULD TELL THERE WAS FRUSTRATION, THERE WAS CONFUSION, THERE WAS, I WANT SOMETHING ELSE. I, THERE WAS A WHOLE LOT OF STUFF, BUT I'D LIKE YOU TO ARTICULATE HOW DID YOU FEEL WHEN YOU WERE GOING THROUGH THAT CONVERSATION A LITTLE BIT AGO? BUT THAT IS, YOU KNOW, IT'S INTERESTING BECAUSE, I MEAN, THIS HAS BEEN AN ONGOING CONVERSATION, OUR LACK OF RESULTS. 'CAUSE THAT'S A HARD THING FOR 11 VERY DIVERSE BOARD MEMBERS TO AGREE ON. SO I HOPE THAT ONE OF THE THINGS YOU'LL DO IS REALLY HELP US COME UP WITH A FRAMEWORK TO DO THAT WITHOUT BEING OVERWHELMING AND TAKING TWO YEARS AND HAVING A LOT OF DISCUSSION. THE CONVERSATION WE HAD HERE THOUGH IS INTERESTING BECAUSE THIS IS SORT OF A STATE MANDATED PROCESS. SO WE CAN SAY, WELL, WE DON'T, WE, WE DON'T HAVE THE OPTION OF SAYING WE WANT DIFFERENT RESULTS NECESSARILY. WE STILL HAVE TO KIND OF HEAR THIS, RESPOND TO IT, YOU KNOW, BECAUSE IT'S FOR [01:55:01] PUBLIC CONSUMPTION. SO HOW DO YOU, I THINK ONE OF THE PROBLEMS THAT A LOT OF BOARDS RUN INTO IS THEY TRY TO FUNCTION MORE LIKE CORPORATE BOARDS. I THINK RATHER PUBLIC JOIN THE MEETING . UM, BECAUSE IN CORPORATE BOARDS YOU HAVE A FEEDBACK MECHANISM. MM-HMM . IF THE BOARD'S NOT DOING WELL AND THE CEO'S NOT DOING WELL, YOU LOSE CUSTOMERS, YOU LOSE INVESTORS, THE BUSINESS STARTS TO FAIL. AND THEN THE BOARD HAS TO COME IN AND SAY, WELL, LET'S, WHY ARE WE FAILING? RIGHT. UH, EDUCATION'S MANDATED BY THE GOVERNMENT AND THE TAXPAYERS HAVE NO CHOICE. WE'RE NOT ASKING THEM IF THEY LIKE TO PAY TAXES, IF THEY FEEL GOOD. SO THAT'S WHY I THINK THE BOARD FOR ME IS TRYING TO PROVIDE THE PERSPECTIVE OF, YOU KNOW, DIFFERENT CONSTITUENTS IN THE DISTRICT TO SAY THAT THIS IS SOMETHING THE TAXPAYERS WANNA SEE. THIS IS SOMETHING WE DON'T CARE. YOU KNOW, THOSE SORTS OF THINGS. BUT WHEN YOU HAVE THIS MANDATED THING THAT'S PRESENTED, HOW DOES THAT SLIP INTO THE IDEA OF IT'S NOT POLICY, IT'S NOT OPERATIONS, IT'S WHAT, HOW WOULD YOU CLASSIFY IT? I WOULD HAVE IT AS, YOU KNOW, YOU COULD KEEP IT ON THE AGENDA. YOU DO IT AS A MANDATORY THING. 'CAUSE THE STATE'S REQUIRING IT. BUT DO YOU FEEL LIKE, YOU KNOW, WHETHER THE SYSTEM, THE SCHOOL DISTRICT, MADE REASONABLE PROGRESS TOWARDS IMPROVEMENT LAST YEAR BASED ON THAT PRESENTATION OVERALL OR IN THE IDEA OF ACADEMIC ACHIEVEMENT? COULD I GET 11 BOARD MEMBERS TO AGREE WHETHER REASONABLE PROGRESS WAS MADE BY THE SUPERINTENDENT ON IMPROVING STUDENT OUTCOMES LAST YEAR? I MEAN, I I CAN ONLY ANSWER MYSELF. YEAH. I MEAN, IT HAS NOTHING TO DO, BUT MY WHOLE POINT IS IT HAS NOTHING TO DO WITH THAT DATA . RIGHT. I AGREE. SO THERE NEEDS TO BE SOMETHING ELSE IN ADDITION TO, THIS IS A STATE MANDATE. YOU CHECK THE BOX, YOU DO THE STATE MANDATE, BUT THERE NEEDS TO BE SOMETHING ELSE. AND THAT'S WHAT I'M HOPEFULLY GONNA GET YOU TO TODAY, IS WHAT SOMETHING ELSE COULD BE IN ADDITION TO. 'CAUSE YOU STILL HAVE TO, YOU GOTTA CHECK THE BOXES, YOU'VE GOT LEGAL REQUIREMENTS. IT'S, IT'S IN, WE'LL GET THERE. I WAS JUST SAYING, LIKE, I STILL, I WANNA GIVE EVERYBODY ELSE A CHANCE TO TALK A LITTLE BIT ABOUT HOW DID YOU FEEL DURING THAT CONVERSATION OR DISCUSSION. PASTOR, WHEN DO YOU WANNA START ON THAT END? AND SO WE ALL CAN GO AROUND. AT FIRST IT WAS A LITTLE, I HAD TO REALLY TRY TO GET INTO IT TO UNDERSTAND IT. BUT, UM, YOU KNOW, AND MY OTHER RESEARCH OTHER THAN THIS, YOU KNOW, ON MY OWN RESEARCH, I DISCOVERED THAT WE HAVE MADE PROGRESS. YOU KNOW, IT, A LOT OF IT DIDN'T COME FROM THAT, BUT A LOT OF IT, I UNDERSTOOD IT AFTER A WHILE BECAUSE OF MY OWN RESEARCH I DID. YEAH. MR. SMITH. OKAY. COLONEL, MR. NATE. UM, I, I APPLAUD OUR STAFF, UM, FOR PUTTING TOGETHER WHAT THEY THINK THE BOARD WANTS TO SEE. UM, BUT I, I DON'T, I DON'T, I I FEEL LIKE THE STAFF IS KIND, FLOUNDERING ALONG. OKAY, SO HERE, HERE'S, HERE'S, UH, YOU KNOW, OF COURSE THE BOARD, I I PLAY DRUMS. IF I MENTIONED THAT THE BOARD LIKES TO SEE PICTURES, YOU KNOW MM-HMM . UH, AND GRAPHS AND ALL THAT KIND OF STUFF. SO LIKE, UH, SO LIKE THE, THE COLLECTION OF DATA THAT WAS THROWN OUT THERE THAT COULD BE GRAPHED AND ALL THAT KIND OF STUFF, UM, IS INFORMATIVE. UM, BUT I MEAN, I, I LIKE TO ANSWER YOUR QUESTION. UH, IT FEELS AS THOUGH THE, THE DATA THAT WAS PRESENTED SAYS THAT OUR ELEMENTARY, MIDDLE SCHOOLS ARE ACHIEVING, BUT OUR HIGH SCHOOLS ARE NOT. UM, SO, BUT NOW, NOW WHEN WE GET INTO THE NEXT ONE, IF OUR MIDDLE SCHOOLS AND ELEMENTARY SCHOOLS ARE NOT ACHIEVING, AND OUR HIGH SCHOOLS ARE, UM, IS DO WE GET A NEW SET OF GRAPHS? DO WE GET, UH, UH, I MEAN, DOES THE, DOES THE, UH, THE REPORTING MECHANISM CHANGE? YOU KNOW, ALL THAT KIND OF STUFF. SO LIKE, UM, I, I, I'VE BEEN THE ONE KIND OF LIKE, UH, DOING A LOT OF THE DEEP DIVES INTO THE POLICY OVER THE LAST THREE WEEKS, UH, FOUR WEEKS. UM, AND IT, IT JUST, IT FLABBERGASTED ME THAT WE DO NOT HAVE A SINGLE POLICY ON RESULTS. NOT ONE. UH, AND IN THE RESULTS PORTION OF OUR POLICY MANUAL, ALL WE HAVE IS A SET OF DATA THAT HAS NO CONTEXT FROM FEBRUARY OF 2021. UM, SO IN, IN THAT AREA, WE ARE ABSOLUTELY FAILING, UM, IN COHERENT GOVERNANCE. I DON'T KNOW THAT WE'RE FAILING THE DISTRICT OR WE'RE FAILING THE STAFF AND NOT PROVIDING CLEAR CUT, THIS IS YOUR LEFT AND RIGHT LIMITS. YOU KNOW, HERE'S, WE WANT ALL THESE THINGS. I DON'T KNOW THAT BECAUSE THE, THE, THE STAFF IS, UH, AND THE, THE DR. RODRIGUEZ IS FILLING THAT GAP WITH THE, THE THINGS THAT THEY'VE GARNERED THROUGH, UM, BEST PRACTICES AND THROUGH, UM, I, I LOVE DR. RODRIGUEZ. A LOT OF TIMES THEY'LL SAY, IF I, IF I'M FEELING THE ROOM CORRECTLY. SO THAT'S WHERE OUR RESULTS HAS KIND OF BEEN DRIVEN FROM. UM, BECAUSE FROM, FROM BOARD TO BOARD, EVERY TIME EVERY TWO YEARS, WE GET NEW MEMBERS AND IT'S LIKE, WELL, IF I'M FEELING THE ROOM CORRECTLY, THIS IS, I THINK THIS IS THE DATA THAT THE BOARD WANTS. UM, AND I, I, I THINK WE, UH, JUST GOTTEN INTO, UM, AS YOU ALLUDED TO, UM, EVERYBODY [02:00:01] DEFAULTS TO WHAT THEY KNOW. AND AT THIS LEVEL, IN OUR COMMUNITY, AT THIS LEVEL ON THE BOARD, A LOT OF US KNOW OPERATIONS. A LOT OF US KNOW ADMINISTRATION. SO WE THINK, UM, WHEN WE, WHEN WE COME ON THE BOARD THAT, OH, I KNOW OPERATIONS SO I CAN, I CAN MAKE CORRECTIONS ABOUT OPERATIONS. I KNOW ADMINISTRATION SO I CAN MAKE CORRECTIONS ABOUT ADMINISTRATION. UH, AND THAT'S NOT WHAT THIS ORGANIZATION IS SUPPOSED TO BE. UH, AND, AND I BELIEVE THAT WE AS AN ORGANIZATION ARE FAILING AT THAT 30,000 FOOT LEVEL WHEN IT COMES TO RESULTS. AND THAT'S HOW I FELT. THANK YOU. THANKS. VICTOR. . UM, I'VE TRIED TO INVEST MY UNDERSTANDING OF HOW KIDS LEARN, WHAT WE'RE ASKING THEM TO KNOW AT DIFFERENT LEVELS AND WHAT PROGRESS WE CAN SEE AT DIFFERENT GRADE LEVELS IN DIFFERENT SUBJECT AREAS. UM, WHEN I OPENED THIS, MY IMMEDIATE RESPONSE WAS, I'M NOT HAPPY WITH THE DARK BLUE. NOW AS WE WORK THROUGH IT, WE'RE MAKING PROGRESS. MM-HMM . HOW DO WE MAKE THOSE DARK BLUE AREAS DISAPPEAR? AND HOW CAN WE HELP FACILITATE THE PROCESS? WHAT DOES THE STAFF NEED FROM US? WHAT IS, WHAT IS THE, THE DISTRICT TEACHING STAFF, ADMINISTRATORS? IS THERE SOMETHING THAT WE'RE NOT ON TOP OF THAT WE NEED TO GET ON TOP OF? I LIKE THE FACT THAT WE'RE MAKING PROGRESS. CAN WE MAKE MORE PROGRESS? THAT WAS MY FIRST RESPONSE. YEAH. UH, WELL, YOU KNOW WHAT? YOU RAISED MY POINT. CAN I GO TO DR. GU, MS. HAY, DR. GUS OR MS. HAY? THIS IS DR. GUS. I'M SORRY. I'M, UH, UNABLE TO PARTICIPATE. I CAN LISTEN RIGHT NOW FOR ABOUT 50 MINUTES. THANK YOU. NOT A PROBLEM. THANK YOU, MA'AM. MS. HAY? YES, SIR. I WAS JUST JOTTING DOWN NOTES, UM, BECAUSE THIS IS A LOT TO TAKE IN AND I'M NOT EVEN SURE THAT MY FULL COMMENTARY WILL ENCOMPASS MY THOUGHTS OR FEELINGS ABOUT THE DATA. UM, WITH THAT BEING SAID TO MR. NAYS POINT ABOUT WHEN DR. RODRIGUEZ, WHO DOES A FABULOUS JOB, SAYS THINGS SUCH AS WHAT I'M FEELING, THE TEMPERATURE IN THE ROOM IS, UM, FROM MY STANDPOINT, AND THAT MAY JUST BE, YOU KNOW, THE WORDING CHOICES HE'S USING, BUT I WOULD LIKE TO SEE MORE RESULTS DRIVEN BY FACTS, EFFECTIVENESS AND SO ON, NOT FEELINGS OF A ROOM. UM, BECAUSE OUR FEELINGS DON'T REALLY MATTER. IT'S WHAT'S FACT BASED, DATA DRIVEN. UM, WE ALSO ARE SUCH A LARGE COUNTY, AND I CAN SAY FOR MYSELF, WE HAVE WHAT I SEE AND WHAT THE DATA SHOWS IS WITHIN THAT LARGE COUNTY. SO MANY OF THE GOALS ARE DIFFERENT FOR DIFFERENT POCKETS OF THE COUNTY. UM, THAT PLAYS INTO STUDENT GOALS, THE FAMILY'S GOALS. AND AS MRS. BOATWRIGHT POINTED OUT, WE HAVE MANDATED EDUCATION. SO THE GOAL OF FAMILY A FOR THEIR CHILD IS NOT GONNA BE THE SAME AS THE GOAL OF FAMILY B, FAMILY C, FAMILY DI KNOW TONS OF PEOPLE IN OUR DISTRICT WHERE IN MY DISTRICT, PERSONALLY, DISTRICT 10, WHO THE GOAL OF THAT FAMILY IS JUST TO CHECK THE BOX, HAVE THEIR KID ATTEND SCHOOL, AND GET OUT AND DO LABOR FOR THE FAMILY. THAT'S, THAT'S THE GOAL. THEN WE HAVE FAMILIES WHERE THE GOAL MIGHT BE OF, UH, UC, BERKELEY, NORTHEASTERN, THEY COULD EVEN HAVE THE GOAL OF THEIR KID GOING TO YALE. SO MEASURING THE RESULTS IN THAT WAY BECOMES VERY TRICKY. WHEN WE'RE NOT LOOKING, WE'RE NOT NECESSARILY COMPARING PEOPLE'S . NOT EVERY STUDENT HAS A DRIVE TO BE A STRAIGHT A STUDENT. SOME KIDS DON'T CARE, OR YOU SEE REBELLION, THEY'RE, THEY COULD BE REBELLING FROM THEIR PARENTS AND BE TRUANT FOR A YEAR OF SCHOOL. SO CLEARLY THEY'RE NOT GONNA PERFORM AND JUST NUMBERS DON'T TAKE ALL OF THESE TYPES OF SCENARIOS INTO [02:05:01] ACCOUNT. THOSE ARE JUST A COUPLE EXAMPLES, RIGHT. UM, THAT'S A LOT TO OFTEN CHEW ON. BUT I CAN SAY PERSONALLY, I WASN'T NECESSARILY SURPRISED BY THE DATA BECAUSE OF THE AMOUNT OF PEOPLE WE'RE SERVING WITH MANDATED EDUCATION AND THE THINGS I SEE ON THE GROUND EVERY DAY, THE DIFFERENTIALS BETWEEN STUDENTS, FAMILIES, AND SO ON. WHAT I WILL SAY AS WELL, FROM HAVING CHAIRED RESULTS COMMITTEE LAST YEAR, IS WE ARE TRYING TO BE MORE PROACTIVE AND HAVE RESULTS DATA BASED ON SOME OTHER MEASURABLE, UM, VARIABLES SUCH AS PROJECT BASED MEASUREMENT FOR, FOR EXAMPLE, FOR THE SUPERINTENDENT, NOT THE STUDENTS OBVIOUSLY, BUT IT IMPACTS THE STUDENTS. SO I THINK IT'S A GREAT CONVERSATION, OBVIOUSLY, BECAUSE WE NEED TO WORK TOGETHER. RESULTS, NEEDS TO WORK TOGETHER WITH POLICY AND VICE VERSA. UM, TO REALLY SHOW, I, I THINK, SHOWCASE MORE OF WHERE WE ARE MAKING PROGRESS. AND AGAIN, THAT'S WHY THE TESTING, THAT WHOLE CONVERSATION WAS SO IMPORTANT BECAUSE AGAIN, A STUDENT WHO IS JUST SHOWING UP TO CHECK THE BOX FOR THEIR FAMILY OR BECAUSE IT'S MANDATED AND THEY HAVE TO SHOW UP AND GO THROUGH A MULTIPLE CHOICE TEST, IS NOT GOING TO PERFORM THE SAME AS THE KID WHO'S REALLY PUSHING AND WANTS THE KNOWLEDGE IS HUNGRY FOR IT, WANTS A PERFECT S-A-T-A-C-T SCORE BECAUSE THEY WANT A TOP COLLEGE IN THE NATION. SO AGAIN, IT'S, THIS IS SUCH A TRI TRICKY TOPIC BECAUSE WE'RE NOT COMPARING, YOU KNOW, WE HAVE TENS OF THOUSANDS OF STUDENTS AND EVERYONE'S GOAL ISN'T THE SAME. SO ANYWAY, THAT'S MY 2 CENTS. THANK YOU. ROUND TWO. SO MARK'S GONE, BUT I'M A TECH PERSON, SO I'M LIKE, I'M LESS THAN INTERESTED IN WHAT'S GOING ON. I WANNA KNOW HOW TO LIKE FIX, YOU KNOW, HOW TO MAP IT. HOW WOULD YOU, SO IF WE'RE, WHAT I THINK WHAT WE'RE SAYING IS, YEAH, WE WANT DIFFERENT RESULTS. WE DON'T, WE WOULD LIKE TO HAVE SOME OTHER METRICS THAT WE COULD POINT TO THAT, YOU KNOW, WE COULD USE TO EVALUATE AND TO MR. NA'S POINT, WE'VE BEEN TALKING ABOUT THIS FOR A WHILE. IT CAME UP WHEN I WAS RUNNING THE RESULTS COMMITTEE AND IT JUST SEEMED OVERWHELMING. AND AT THE TIME, A DIFFERENT BOARD THAN THIS BOARD WAS LIKE, WELL LET'S, LET'S, WE'LL TALK ABOUT THAT LATER. SO I'M REALLY INTERESTED IN HOW YOU CAN GET A RESULTS FRAMEWORK. 'CAUSE I'VE LOOKED AT HORRY COUNTY AND I THINK HORRY COUNTY DOES A GOOD JOB. YEAH. AND THEY HAVE LIKE SOCIAL STUDIES SPECIFIC RESULTS. THEY HAVE, YOU KNOW, THESE TYPES OF THINGS. AND THEN WE CAN, SO THEN MY QUESTIONS ARE THIS, HOW DO WE GET RESULTS? HOW, WHAT'S THE PROCESS? HOW DO WE THEN, WHEN WE HAVE THESE SORT OF ONE-OFFS THAT WE JUST SORT OF HAVE TO DO THAT ARE COMPLIANCE, DO WE HAVE TO MAKE AN OE FOR THAT? OR DO WE JUST KIND OF SLIDE 'EM IN AND JUST KIND OF CHECK DONE AND, YOU KNOW, MOVE ON. YEAH. YOU WOULDN'T NEED OE FOR THOSE ARE CHECK AND DONE THE, THE PROCESS. AND, AND IT KIND OF SURPRISES ME. 'CAUSE TYPICALLY WHEN WE WENT, WHEN I WENT THROUGH THE IMPLEMENTATION WITH RANDY AND LINDA, THEY CAME, YOU NEED YOUR MIC A LITTLE BIT MORE. YEAH. OKAY. TRYING TO MAKE SURE. SO WHEN I WENT THROUGH THE PROCESS WITH RANDY AND LINDA, WE HAD THE BOARD, ME AS A SUPERINTENDENT AND MY CABINET SITTING IN THE CO THE BOARDROOM FOR ONE DAY WITH CHART PAPER. AND WE MAPPED OUT WHAT WE THOUGHT WERE OUR RESULTS POLICIES. AND THEN THE BOARD ADOPT BOARD LOOKED AT 'EM. THEY DID A LITTLE WORDSMITHING AND THEY ADOPTED THEM ONE DAY WORKSHOP. I DON'T RECOMMEND THAT TO PEOPLE. NOW WHAT I SAY IS THAT'S A GOOD FIRST START IS TO HAVE BASICALLY A HALF DAY OR ONE DAY WORKSHOP WHERE YOU PUT THINGS DOWN AND, AND I WOULD RECOMMEND YOU HAVE RESULTS AROUND CITIZENSHIP, AROUND COLLEGE CAREER READINESS, AROUND ACADEMIC PERFORMANCE. THERE MIGHT BE SOME KIND OF SOCIAL CITIZENSHIP CONTEXT THAT YOU WANT TO ADD TO THAT. THOSE ARE TYPICAL RESULTS THAT YOU WANT. AND IT, TO ME, IT, I TELL PEOPLE IT REALLY LOOKS A LOT LIKE THE PROFILE OF A GRADUATE, BUT WHEN I WENT TO YOUR PROFILE OF A GRADUATE, WHAT I FOUND WAS ALL OF THE, THE BEAUFORT COUNTY SPECIFIC THINGS THAT YOU WANT A GRADUATE TO HAVE, IT DIDN'T HAVE THE ALL ENCOMPASSING THING. AND YOUR MISSION VISION, BELIEF STATEMENTS DIDN'T HAVE ANY OF THAT IN IT EITHER. IT WAS JUST, I MEAN, I, I HAD TO SEND A COUPLE EMAILS AFTERWARDS 'CAUSE I SAID, I'M LOOKING FOR THESE THINGS AND I CAN'T FIND THEM. DO THEY EXIST? AND THE ANSWER I GOT WAS NO. SO WHAT I WOULD RECOMMEND IS, YOU AS A GROUP ARE GONNA HAVE, YOU'RE THE, YOU'RE ELECTED TO DO THIS AND IT'S NOT EASY WORK, BUT YOU'RE GONNA HAVE TO SIT DOWN FOR A DAY AND YOU'RE GONNA HAVE TO HAMMER IT OUT. AND YOU'RE GONNA HAVE TO SAY, THIS IS A DRAFT. BUT ONCE YOU GET THAT DRAFT, DON'T WORK IN ISOLATION. THIS IS A BEAUTIFUL OPPORTUNITY FOR YOU TO HAVE WHAT WE REFER TO AS A LINKAGE PLAN WITH THE COMMUNITY. NOW WE'RE GONNA TAKE WHAT WE PUT TOGETHER BECAUSE WE'RE THE 11 ELECTED OFFICIALS THAT THE COMMUNITY AND TRUST TO SET THESE EXPECTATIONS FOR THE SCHOOL DISTRICT. [02:10:01] WE'RE GONNA TAKE THESE OUT TO THE COMMUNITY AND SAY, THIS IS WHAT WE THINK IS GOOD, BUT WE WANT TO HEAR FROM YOU. WE WANNA HEAR FROM THE BUSINESS COMMUNITY. WE WANT TO HEAR FROM THE BOOSTERS, FROM THE TEACHERS, FROM THE STUDENTS, THE CLASSIFIED EMPLOYEES, THE PARENTS, THE GRANDPARENTS, ANYBODY YOU CAN GET TO LISTEN, SHOW IT TO 'EM AS A STRAW MAN AND GET THEIR FEEDBACK. WHAT DID WE MISS? WHAT DID WE GET RIGHT? WHAT DO YOU, WHAT DO WE NEED TO CHANGE? TAKE ALL OF THAT, SYNTHESIZE THAT DOWN. AND THEN YOU'VE GOT A SOLID RESULT POLICY THAT YOU CAN THEN POINT TO YOUR SUPERINTENDENT AND SAY, MAKE THIS HAPPEN. AND WE'LL GET TO THE MORE OF THE DETAILS OF EXACTLY WHAT THAT'S GONNA LOOK, WHAT THAT COULD LOOK LIKE AS WE GET THROUGH THIS. 'CAUSE I DON'T WANT TO GET MY BOTTOM LINE AT 20 MINUTES, 10 MINUTES INTO THE PRESENT OR THE, BUT THAT'S KIND OF WHERE I WAS HOPING TO LEAD YOU TODAY IS TO SAY, THIS IS SOMETHING THAT WE AS A BOARD NEED TO DO BECAUSE WE SEE THE VALUE THAT THIS COULD ADD TO THE DISTRICT. CAN I ASK A QUICK FOLLOW UP ON THAT? SO THE TWO QUESTIONS I HAVE BASED ON THAT ARE, ONE I WOULD THINK WE WOULD WANNA HAVE POTENTIALLY SOME HR OPERATE. DO YOU, IS IT, DO YOU TRY TO LIMIT IT STRICTLY TO THE EDUCATIONAL INSTRUCTIONAL CITIZENSHIP? OR CAN YOU HAVE LIKE A VACANCY RATE OR A HIRING, LIKE TALK TO THAT. AND THEN THE OTHER QUESTION, UM, IS, UM, WELL TALK TO THAT FIRST. YOUR RESULTS ARE STUDENT OUTCOMES, PERIOD NOT PROCESSED. YOU DON'T WANT ANY PROCESS IN THOSE RESULTS AT ALL. SO WHY DO WE HAVE FACILITY OES? THEN YOU HAVE O I'LL GET TO THE DIFFERENCE BETWEEN ALWAYS. AND I'VE GOT A COUPLE OF ANALOGIES TO RUN PEOPLE THROUGH AS WE GET THERE. YEAH, I'LL, I'LL GET TO THAT. AND I, I HESITATED WHETHER TO JUMP INTO THIS BECAUSE I THOUGHT I WAS GONNA GET INTO TOO MUCH TOO SOON. BUT I THINK WE'LL GET, WE'LL LOOP BACK TO IT. THE OTHER QUESTION I HAVE FOR YOU, BASED ON THE DISCUSSION THAT I WATCHED AROUND YOUR, UM, OUTCOMES, YOUR STATE TESTING, WHAT, WHAT DIRECTION WAS PROVIDED TO THE SUPERINTENDENT DURING THAT SESSION SECTION OF THE MEETING? ANYBODY? I WANT THEM TO ANSWER FIRST THEN I WANNA YEAH. . YEAH. AND ACADEMIC ACHIEVEMENT. THAT, THAT, THAT'S WHAT, AND WE ARE THE LEAST QUALIFIED PEOPLE MM-HMM . TO ACHIEVE ACADEMIC ACHIEVEMENT. NO, COMPLETELY REASONABLE REQUEST. OKAY. YOU DON'T NEED TO JUSTIFY THAT TO ME AT ALL. COMPLETELY REASONABLE THAT YOU WANNA SEE THE TEST TIME. LET ME, WHAT WE ARE RESPONSIBLE FOR, AND WHAT WE DO HAVE HARD DATA IS OUR FINANCE AND OPERATIONS. WE CAN GET HARD DATA ON THAT. I DON'T THINK WE GET HARD DATA FROM THE STATES FROM THIS, THIS TESTING SYSTEM. AND WE DON'T HAVE THE EXPERTISE TO SAY HOW WE ARE GOING TO ACHIEVE THIS AND HOW FAST WE'RE GOING TO ACHIEVE IT. WE DON'T HAVE THE BACKGROUND. HE HAS THE BACKGROUND. YEAH. SHE HAS THE BACKGROUND MM-HMM . AND SO WE WANNA SEE PROGRESS. AND PROGRESS IS, IS OBVIOUSLY AN EVIDENT, AND WE CAN TALK TO OUR CONSTITUENTS AND WE COULD TALK TO OUR STUDENTS AND WE CAN ASK SAY, WHAT, HOW DO YOU THINK IT'S GOING? AND THEY'LL SAY, OH, IT'S GOING, GOING GOOD. AND WE LIKE IT. WE LIKE WHAT, WE LIKE THE CULTURE, WE LIKE THE SYSTEMS AND WE LIKE THE CLASSROOM EMPHASIS BY THE SUPERINTENDENT. THAT TO ME SAYS, YOU'RE DOING RIGHT. I WANT TO KNOW. AND I, I BELIEVE, BECAUSE I'VE SERVED ON OTHER BOARDS BEFORE. I'VE SERVED ON A SMALL, SMALL, UH, THREE SCHOOL DISTRICT. AND WE WERE REALLY INVOLVED DOWN INTO THE WEEDS. AND I'VE BEEN IN, I'VE BEEN REPORTED TO A APPOINTED DISTRICT BY THE GOVERNOR AT A COMMUNITY COLLEGE. I'VE REPORTED TO A APPOINTED BOARD FROM A PRIVATE UNIVERSITY THAT WAS APPOINTED FOR THEIR SKILL SETS. THEY APPOINTED A LAWYER, THEY REPORTED A BANKER, THEY REPORTED AN HR PERSON TO HELP LOOK AT THOSE SPECIFIC THINGS IN THAT INSTITUTION. I REPORTED TO A BOARD THAT WAS CHOSEN JUST BECAUSE OF HOW MUCH MONEY THEY WERE GIVING TO THE ENDOWMENT FUND. THIS IS AN ELECTED BOARD AND YOU NEVER KNOW WHAT YOU'RE GOING TO GET. YOU'RE GOING TO GET PEOPLE WITH VERY, VERY DIFFERENT BACKGROUNDS AND EXPERIENCE. AND SO, YOU KNOW, I CAN UNDERSTAND WHY THERE'S VERY FEW BOARDS IN SOUTH CAROLINA THAT USE COHERENT GOVERNANCE BECAUSE MOST OF THESE BOARDS ARE [02:15:01] VERY SMALL BOARDS AND THEY GET VERY JUNIOR SUPERINTENDENTS. OFTENTIMES IT'S JUST ONE WHO HAS BEEN A PRINCIPAL IN THAT SCHOOL, AND NOW HE'S THE SUPERINTENDENT. THEY DON'T GET A FRANK RODRIGUEZ. THEY DON'T GET THAT. AND YET WE THINK THAT BECAUSE THEY WORK THE, THIS POLICY AND I GET VERY INVOLVED THAT WE SHOULD TOO. BUT YOU LOOK AT HORRY COUNTY, YOU LOOK AT CHARLESTON COUNTY, YOU LOOK AT GREENVILLE COUNTY, WHO DO THEY GET FOR A SUPERINTENDENT? WELL, THEY GET A, THEY GET A FRANK RODRIGUEZ IF THEY'RE LUCKY. AND SO, WHEN, WHEN I, WHEN I HEAR ALL THIS, ALL I WANTED TO SEE FROM THE, UH, DISCUSSION WE HAD ON THE DATA THAT WE RECEIVED ACADEMICALLY, I JUST WANTED TO UNDERSTAND THE TEST. I WANTED TO UNDERSTAND THE VALIDITY OF THAT DATA AND WHAT THE IMPACT THAT OUR SPECIFIC COUNTY, WHICH IS THE MOST DIVERSE COUNTY, WHICH HAS THE LARGEST POPULATION OF HISPANICS IN THE STATE, IN THIS STATE. I WANNA SEE HOW WE ARE EVALUATING OUR STUDENTS. AND THAT'S IT. AND THAT'S THE GUY THAT'S GONNA TELL ME WHAT'S ACHIEVABLE, WHAT'S POSSIBLE, WHAT THE, WHAT THE PLAN IS, WHAT'S THE, WHAT'S THE OUTCOME. AND HE'S DONE IT 75, 75, 92. AND THAT'S WHAT I WANTED TO SEE. AND THAT'S WHAT I GOT. SO, YOU KNOW, I, I HAVE A REAL PROBLEM WITH, UH, SOME OF US TRYING TO GET INTO THE WEEDS ABOUT, WELL, UM, WE SHOULD HAVE A 2%, A 4%, A 5% BECAUSE WE DON'T HAVE THAT EXPERTISE. AND, AND LATER ON I WILL SHOW THAT HE'S THE ONE THAT'S GONNA RECOMMEND GOALS TO YOU. YOU'LL APPROVE 'EM. IF YOU DON'T LIKE THE GOALS HE BRINGS TO YOU, YOU CAN SAY, NO, WE WANT MORE RIGOROUS GOALS. BUT HE'S THE ONE THAT, IT'S HIS JOB TO COME BACK TO YOU AND SAY, WITH EVERYTHING I KNOW ABOUT THIS DISTRICT, THIS IS WHAT I THINK WE'RE GOING TO, WE CAN DO NEXT YEAR FOR IMPROVEMENT. AND THEN YOU CAN JUDGE THAT TO REASONABLE PROGRESS. BUT AT LEAST HE'S TELLING YOU A YEAR AHEAD OF TIME, THIS IS WHAT YOU'RE GONNA JUDGE PROGRESS TO. NOT JUST, I'M GONNA THROW THE DATA OUT. HOW DOES IT LOOK? AND DO YOU FEEL GOOD ABOUT IT? RESULTS? YEP. GOALS AROUND EACH OF THE RESULTS. POLICIES TIED TO SPECIFIC INDICATORS THAT PROBABLY AREN'T GOING TO BE THE STATE TEST DATA. IT MAY BE A SMALL PIECE OF THOSE RESULTS, BUT IT IS NOT GONNA BE THE BE ALL, END ALL OF YOUR RESULTS. UH, DR. STE, WE HAVE ONE OF OUR COLLEAGUES, MS. ELIZABETH HAY, WHO IS ONLINE, SHE'S ASKING A QUESTION ABOUT HOW THE IMPROVEMENT OF OF THE INCENTIVE STRUCTURE TO DRIVE RESULTS, INCENTIVE STRUCTURE, INCENTIVE STRUCTURE, WHAT THE SUPERINTENDENT IS JUDGED ON. AND SHE'D LIKE TO KNOW WHAT YOUR THOUGHTS ARE ON THAT. MS. HAY, IF YOU HEAR ME, IS THAT ACCURATE ENOUGH? UM, IT WAS MORE BASED ON ACTUALLY INCENTIVE STRUCTURE FOR STUDENTS AND FAMILIES BECAUSE IT WAS AN AFTERTHOUGHT. I JUST WANTED TO PUT OUT THERE AFTER I HAD SAID HOW DIFFERENT ALL OF OUR FAMILIES AND STUDENTS' ULTIMATE GOALS ARE. IF THERE'S A WAY WHICH WOULD FALL UNDER THE SUPERINTENDENT'S EXPERTISE AS WELL, TO CREATE A BETTER INCENTIVE STRUCTURE FOR THE STUDENTS TO WANT TO DO BETTER ON WHETHER IT'S TESTING THEIR OVERALL GRADES OR WANTING TO SHOW UP TO SCHOOL. AND I WOULD SAY IN THIS SYSTEM, THE RESULTS WILL HOLD THE SUPERINTENDENT ACCOUNTABLE TO FIGURE THAT OUT. IT'S NOT YOUR JOB AS A BOARD TO FIGURE OUT HOW TO ENGAGE FAMILIES. IT'S HIS JOB AS THE SUPERINTENDENT WITH HIS ADMINISTRATION. THAT'S WHAT HE'S EDUCATED FOR. THAT'S WHAT HE'S BEEN TRAINED FOR. WHAT HE IS WORKED FOR HIS WHOLE LIFE IS TO BE IN THE POSITION TO DO THAT WORK. SO THE MORE THE BOARD CAN JUST DEFINE THESE ARE THE OUTCOMES WE WANT, AND LEAVE IT TO THE SUPERINTENDENT TO FIGURE OUT HOW TO MAKE THOSE OUTCOMES A REALITY. YEAH. SO JUST FOR CLARITY'S SAKE, I WAS JUST WRITING IT IN THE CHAT KIND OF FOR MY OWN REFERENCE POINT, BECAUSE I'M IN 100% AGREEMENT WITH YOU THAT THAT FALLS UNDER HIS PURVIEW. IT WAS JUST A THOUGHT I HAD FOR LIKE, DISCUSSION LATER. AND, AND I'VE GOT A SLIDE THAT WE'LL HIT ON THAT WE'RE JUMPING THROUGH A WHOLE LOT OF STUFF THAT I'M GONNA BE GOING TO LATER, BUT IT WILL REHASHED. UH, I KIND OF WANNA JUMP BACK TO THE QUESTION I HAD IS WHAT DIRECTION DID THE BOARD, THE BOARD PROVIDE TO THE SUPERINTENDENT BASED ON STATE DATA? UH, THE ONLY DIRECTION I HEARD WAS I WANNA SEE TESTS SO THAT, THAT WAS NOT A FORMAL MOTION. [02:20:01] YEP. CORRECT. HE'S COLONEL GEAR SAID IT AND EVERYBODY ELSE NODDED. YES. AND SO YOU PICKED UP ON IT. THAT WA THAT WAS A, IF I'M FEELING THE ROOM, THAT'S, THAT WAS WHAT, THAT WAS ONE OF THOSE MOMENTS. THAT WAS IF I'M, THAT WAS ONE OF THOSE MOMENTS. YEAH. YEAH, BECAUSE I'M SENSITIVE TO THIS BECAUSE I WAS A SUPERINTENDENT WITH A SEVEN PERSON BOARD IN A 5,000 STUDENT DISTRICT THAT DIDN'T HAVE COHERENT GOVERNANCE. AND I WOULD HAVE TO FEEL THE ROOM ON A REGULAR BASIS WHERE I'D HAVE THREE BOARD MEMBERS WALK AWAY THINKING EVEN THOUGH THAT NOBODY ELSE AGREED WITH THEM. I WAS GONNA FOLLOW WHAT THEY SAID BECAUSE I HEARD THINGS ABOUT CONCERNS ABOUT, UM, SPECIAL ED STUDENTS AND HAVING SUPPORTS IN MAKING SURE WE HAD ACCOMMODATIONS OR TESTING SYSTEMS THAT MEET THEIR NEEDS SO THAT THEY COULD DEMONSTRATE WITH PROFICIENCY. I HEARD OTHER THINGS. THERE WAS ABOUT THREE OR FOUR IDEAS THAT WERE THROWN OUT THAT KIND OF BOUNCED AROUND. I I DID A BAD JOB OF SUMMARIZING WHAT YOU SAID. I, I APOLOGIZE. OH, THANK YOU. YEAH. THAT WAS A POOR JOB OF SUMMARIZING. 'CAUSE THERE WAS A, A GET RID OF THE MULTIPLE CHOICE, BUT THEN THE MULTIPLE CHOICE CAN ACTUALLY HELP SOME PEOPLE. YOU KNOW, A LOT OF THINGS BOUNCED AROUND. WHAT DID YOU WALK AWAY THINKING THAT YOU WERE NEEDED TO DO OUT OF THIS FROM THE BOARD? UH, NOT A, NOT LIKE YOU SAID, NOT A FORMAL DIRECTIVE IN TERMS OF AN EXPECTATION. UM, UM, BUT I WALKED AWAY HEARING ONE. UM, I'D LIKE TO SEE WHAT THESE TESTS LOOK LIKE. UM, I, UH, WALKED AWAY HEARING, UM, YOU KNOW, LET'S MAKE SURE THAT WE HAVE THINGS IN PLACE, UH, UH, OR A QUESTION AROUND WHETHER WE HAVE THINGS IN PLACE AROUND TUTORING OR SUPPORT SYSTEMS FOR MULTILINGUAL LEARNERS OR FOR, UM, OR FOR SPED STUDENTS AS WELL. UM, I MEAN, THOSE ARE, WHICH WE DO HAVE IN PLACE, RIGHT? SO, SO, UH, UH, IT'S JUST A MATTER OF, THE BIGGEST THING THAT CAME OUT WAS WE'D LOVE TO SEE WHAT THE TEST LOOKS LIKE AND THE EXPECTATIONS ON THE, ON THAT ASSESSMENT FOR KIDS. YEAH. I ALSO HEARD A LOT OF DISCUSSION AROUND DISAGGREGATION OF DATA TO BE ABLE TO LOOK AT KIDS AND HOW THEY'RE MATRICULATING THROUGH THE SYSTEM. ESPECIALLY WHEN YOU TALK ABOUT YOUR EL POPULATION COMING IN IN EIGHTH GRADE, WHO ARE THOSE KIDS THAT HAVE COME IN IN THE LAST FOUR YEARS THAT ARE EL OR FIVE YEARS? AND THE RESEARCH ACTUALLY SAYS IT'S LIKE FIVE TO EIGHT YEARS. YOU, YOU'RE BEING GENEROUS SAYING FIVE YEARS FOR LANGUAGE ACQUISITION. YEAH, I KNOW. I AM. I, YEAH, I KNOW YOU'RE, I KNOW, I'M, I KNOW, BUT I, BUT I THINK, UH, I THINK SOMETHING THAT ALMOST ALWAYS GETS LOST IN, UH, IN THESE, IN THESE DATA PRESENTATIONS IS THAT THE DISTRICT IS ACTUALLY MAKING PROGRESS MM-HMM . RIGHT. YOU KNOW, FIVE POINTS IN ELA ONE YEAR, FIVE POINTS IN ELA ANOTHER YEAR, THREE POINTS IN ELA, TWO POINTS IN ELA FIVE, FOUR POINTS IN IT, RIGHT? AND IN MATH IT'S, IT'S, IT'S BEEN AN INCREASE, BUT IT'S BEEN SLOW. AND THIS YEAR WE TOOK A STEP, RIGHT? A, A A BIGGER STEP. AND SO, UH, UH, OFTENTIMES WHEN THEY, WHEN THEY GET INTO IT, SOMETIMES THEY GET VERY GRANULAR INTO IT AND, AND THEY CAN'T SEE THE, UH, THE ACTUAL PROGRESS THAT HAS BEEN MADE BECAUSE EVERYBODY'S NATURAL INSTINCT IS TO FIX SOMETHING. I THINK THAT'S A NATURAL INSTINCT FOR PEOPLE IS TO FIX THINGS. RIGHT? AND SO IF THEY SEE, UH, A 0.5 PROGRESS, RIGHT? THEN WHY IS IT ONLY 0.5? YOU KNOW, WHY LET, HOW CAN WE FIX THAT 0.5? RIGHT? AND WE'RE ALL THINKING A, AROUND THOSE LINES. YOU KNOW, MY TEAM OBVIOUSLY, AS YOU KNOW, AS HAVING BEEN A SUPERINTENDENT, DIGS INTO THAT DATA SLICES. IT LOOKS AT IT EVERY WHICH WAY TO PINPOINT WHERE IS THERE OPPORTUNITY FOR, UH, FOR MOVEMENT AND THAT KIND OF THING. RIGHT? UH, BUT I THINK EVERYBODY'S NATURAL INSTINCT IS TO SEE SOMETHING AND IMPROVE IT. RIGHT? AND I, I THINK THEY COME TO THE TABLE THAT WAY TOO, YOU KNOW? YEAH. AND, AND I THINK THIS WAS A GOOD CASE BECAUSE I LOOKED AT THE DATA TOO, AND YOU'VE GOT A LOT OF CELEBRATIONS IN YOUR DATA. I MEAN, CONGRATULATIONS. IT WAS, YOU'VE DONE SOME AMAZING STUFF POST PANDEMIC. SO IT, IT ALLOWS ME TO KIND OF CRITIQUE THE DATA. NO, I GET IT. WITHOUT HAVING TO BASH YOU TOO. YEAH. YEAH. SO THAT'S A GOOD THING. UM, BUT I ALSO LOOKED AT, DOES THE DATA TELL A STORY? I'M WORKING WITH A COUPLE DISTRICTS ON THEIR RESULTS MONITORING REPORTS ON, SOMETIMES LESS IS MORE. I COULD BURY YOU WITH DATA AS A SUPERINTENDENT, YOU HAVE NO IDEA WHAT WAS GOING ON. OR I COULD GIVE YOU SIX DATA POINTS THAT WOULD TELL YOU EVERYTHING YOU NEED TO KNOW ABOUT HOW WELL WE'RE SERVING KIDS IN OUR SYSTEMATIC FAILURES THAT WE NEED TO ADDRESS. WHAT YOU WANT [02:25:01] TO DO IS GET DOWN TO WHAT ARE THOSE SIX OR SEVEN DATA POINTS THAT YOU REALLY NEED TO KNOW THAT TELL YOU, IS THE SYSTEM MEETING ALL KIDS' NEEDS? AND IF IT'S NOT MEETING ALL KIDS' NEEDS, IS IT THE KIDS THAT ARE BELOW 4-YEAR-OLD DEVELOPMENTAL LEVEL COMING INTO KINDERGARTEN? IS IT THE EL KIDS COMING IN IN FIFTH GRADE? IS IT, WHAT ARE THOSE PROGRAMS WHERE YOU NEED TO APPLY RESOURCES TO BE ABLE TO GET THOSE NUMBERS UP BASED ON KNOWING WHO THOSE KIDS ARE? AND THAT'S WHAT IDEALLY YOU CAN GET TO. BUT BEFORE YOU CAN GET TO THAT, YOU HAVE TO SAY, THIS IS WHAT WE WANT KIDS TO KNOW AND BE ABLE TO DO BY THE TIME THEY GRADUATE. AND THEN YOU CAN HOLD HIM ACCOUNTABLE. NOW HE'S GOTTA GO IN AND DIG IN AND FIGURE OUT HOW AM I GONNA DEMONSTRATE THAT TO YOU? I'M ACTUALLY GONNA MOVE FORWARD TO A NEW SLIDE. I THINK ACTUALLY, UH, BEFORE, BEFORE YOU DO THAT, YEAH. UM, LET, LET ME, LET ME, LET ME, UH, SHARE THIS TO YOU WITHIN THE CLARITY OF WHAT ALL WAS JUST SAID TO, UH, IN, IN, IN TERMS OF ADDRESSING THE, UM, I, I, AS THE, THE, UM, I FEEL THE RUMOR THIS IS THAT, THAT THE MOVEMENT IN THE ROOM, UH, THERE HAS BEEN TIMES WHERE WE HAVE BEEN DIRECTED OR HE, OR, OR, OR, OR HE SAYS, LISTEN, UM, UM, CAN THE BOARD GIVE ME DIRECTION ON THIS? OR I'M NOT, I'M NOT COMFORTABLE. I DON'T UNDERSTAND. MM-HMM. SO THERE HAVE BEEN TIMES WHERE WE SAID THAT, BUT ALSO THERE HAVE BEEN TIMES TOO WHERE BOARD MEMBERS HAVE SAY, LOOK, NO, CAN WE GET DIRECTION? THERE'S BEEN TIMES WHERE THAT LEADERSHIP HAS SAID, NO, WE DON'T, UH, WE DON'T THINK IT'S NECESSARY TO GIVE, TO, TO GIVE EMOTION. WE THINK THAT THAT, THAT THE SUPERINTENDENT UNDERSTANDS IT AND EMOTION IS UNNECESSARY BECAUSE I GOTTA THINK, BOY, LEADERSHIP MAY HAVE FELT THAT THAT MAY MAY SPEAK DIFFERENTLY TO THE, THE CULTURE OR HOW, OR HOW THAT MAY LOOK. BUT IN SYNC OF WHAT YOU'RE SAYING TODAY IS THAT, THAT, THAT THAT'S WHAT SHOULD BE, WHAT SHOULD HAVE BEEN, HAVE, HAVE BEEN DONE. IT SOUND LIKE THAT'S WHAT YOU'RE, WHAT WHAT YOU'RE, WHAT YOU'RE SAYING. YEAH. AND IN, IN, IN TERMS OF, OF CLARITY, UH, GOES BACK TO YOU'RE SAYING WE SHOULD HAVE OE FOR THESE SO THAT, SO, SO THAT WE HAVE MEASURABLE, UH, MOMENTS IN, IN, IN THESE THINGS. SO THEREFORE THAT'S THE CASE. THEN WHEN YOU MAKE A MOTION, THEN THE MOTION IS CLEAR. IF YOU DON'T HAVE A MOTION, THEN THE MOTION IS NOT CLEAR. YEAH. SO, SO, SO, SO, SO TO MY POINT, YEAH, I THINK THE LEAST LEAD WE'VE HAD LEAST LEAD. AND WHEN I SAY LEADERSHIP, NOT ADMINISTRATION, LEADERSHIP, BOARD LEADERSHIP, LEMME BE CLEAR ABOUT THAT. NOT THE SUPERINTENDENT LEADERSHIP BOARD LEADERSHIP HAS BEEN SAID, SAID, NO, I DON'T THINK, I DON'T THINK WE NEED A MOTION OR WELL, WE DON'T NEED A MOTION. YEAH. ON A LOT OF THINGS, IF YOU'VE BUILT YOUR OES PROPERLY, WHAT YOU'VE DONE IS YOU'VE CREATED THE RULE BOOK FOR THE SUPERINTENDENT. AND SO IT ALLEVIATES YOU FROM HAVING TO MANAGE THROUGH DIRECTIVES AND THROUGH MAKING MOTIONS. SO A LOT OF THINGS, HOPEFULLY YOUR ALWAYS WILL ALREADY ENCOMPASS, AND IT DOESN'T REQUIRE A MOTION ON SOMETHING. I MEAN, AND I WOULDN'T SAY YOU HAVE TO MAKE A MOTION TO TELL THE SUPERINTENDENT WE WANNA SEE THE SAMPLE TEST. I MEAN, THAT'S A CONVERSATION. BUT WHAT I'M JUST WARNING YOU ABOUT IS MAKING SURE YOU DON'T GET INTO THE HABIT OF NOT MAKING MOTIONS AND THEN HAVING DISCUSSIONS WHERE INDIVIDUALS WALK AWAY FROM THE BOARDROOM THINKING THAT THE SUPERINTENDENT'S GONNA DO SOMETHING BECAUSE THEY SET IT IN THE BOARDROOM, BUT NOBODY ELSE MADE A MOTION. AND SO EVEN IF IT'S JUST HAVING HIM SUMMARIZE, THIS IS WHAT I'M GONNA DO, AND IF IT ISN'T IN THAT SUMMARY AT THE END OF IT, THEN, YOU KNOW, YOU BETTER MAKE A MOTION IF YOU WANT HIM TO DO IT, OR YOU NEED TO CALL HIM UP, CALL IT ON IT AT THAT TIME. BUT CLARITY IS KINDNESS. AND WITHOUT CLARITY, YOU GET AMBIGUITY. AND THAT'S WHERE YOU, PEOPLE START FEELING LIKE THE BALLS GET DROPPED. SO I'M JUST TRYING TO POINT THAT OUT IS MAKE, JUST MAKING SURE WE'RE CLEAR. YEAH. I MEAN, I THINK, UH, I, I, I AGREE WITH WHAT YOU'RE SAYING, BUT I I, BUT I DO THINK ALSO, I ALSO THINK, RIGHT, AND THIS MAY BE WHAT YOU'RE TRYING TO SAY TOO, IS THAT THERE COMES A POINT WHERE EMOTION AND DIRECTION ON EVERYTHING BECOMES A MICROMANAGEMENT COMPONENT. AND THAT'S NOT COHERENT GOVERNANCE, RIGHT? CORRECT. AND, AND SO, SO YOU KNOW, WHEN I SAY I FEEL THE ROOM, RIGHT, IT'S BECAUSE, UH, I DON'T NECESSARILY NEED A VOTE BECAUSE IT LOOKS LIKE NINE OUT OF 11 PEOPLE, UH, COMMENTARY SWINGS A CERTAIN WAY. YOU KNOW, SOMETIMES YOU'RE RIGHT. SOMETIMES I'LL SAY, CAN I GET, UH, A, A A A DIRECTION ON THAT? BECAUSE, BECAUSE IT'S SEEMS LIKE A SIX FIVE AND MAYBE I'M READING ONE OF THOSE PEOPLE WRONG, AND MAYBE IT'S NOT A SIX FIVE, RIGHT? MAYBE SIX FIVE THE OTHER WAY. I DON'T KNOW. YOU KNOW, SO FOR ME, UH, AT A PO MOMENT LIKE THAT, IF I WANT SOME, SOME MORE SPEC SPECIFICITY OR CLARITY FROM IT, I MEAN, I WILL ASK. SO YOU'RE RIGHT, MR. SMITH, I'VE DONE THAT. 'CAUSE I SOMETIMES I JUST KINDA WANNA BE SURE. RIGHT. YOU KNOW, AND, AND JUST TO PIGGY PIGGYBACK OFF OF THAT, [02:30:01] AND, AND, AND, AND, AND I, I GET, I GET WHAT YOU'RE SAYING, BUT IF WE WANNA SPEAK AND SAY, HEY, WE'RE GONNA GO OFF COHERENT GOVERNING, THIS IS WHAT WE'RE GONNA GO OFF OF, THEN IT, IT, IT, WHAT'S GOOD FOR THE WHO GOTTA BE GOOD FOR THE GADEN. IT, IT CAN'T BE, OH, WE'RE GIVING TOO MUCH DIRECTION, DANG IT. IF YOU WANT IT OR YOU DON'T NOW HOLD AND, AND, AND, AND, AND, AND, AND I GUESS I, NOT, NOT TO SAY IT LIKE THAT IS EITHER WE, WE, WE CAN'T DO THINGS WHEN IT'S CONVENIENT AND WHEN, AND DO THINGS WHEN IT'S NOT CONVENIENT. BECAUSE CONSISTENCY IS THE KEY. BECAUSE WHEN YOU STOP BEING, WHEN YOU STOP, WHEN YOU STOP BEING INCONSISTENT, SOMETIMES IN DOING THAT, THEN SOMETIMES THAT ALSO BRINGS, BRINGS A LITTLE FRUSTRATION TO, TO, IT BRINGS FRUSTRATION IN THE ORGANIZATION AS WELL. YEAH. SO, SO, SO I MEAN, SO I MEAN, I, I GET WHAT, WHAT, WHAT IT, WHAT IT'S SAYING, BUT ALSO WHEN, WHEN YOU, WHEN YOU, WHEN WE SAY THAT, UM, IN TERMS OF, OF UNDERSTANDING THE, THE PRO OF UNDERSTANDING THE PROCESS, NAH, I DO AGREE WITH YOU WON'T, YOU DON'T ALWAYS NEED IT. BUT TODAY, WHEN WE TALK, WHEN WE TALK ABOUT A, A SITUATION OF RESULTS THAT, THAT, UH, THAT ARE, THAT ARE PART OF WHAT WE DO AND, AND, AND, AND PART OF UNDERSTANDING TO MAKE SURE THAT WE ARE, WE ARE GROWING, WE ARE GROWING AS A DISTRICT, THEN I THINK THAT, THAT, THAT IF IT WAS THAT BIG OF A DEAL TO HAVE A, A CONVERSATION, A LENGTHY CONVERSATION ABOUT THE STUDENTS IN THIS DISTRICT, THEN MAY, MAY, MAY, MAYBE WE SHOULD HAVE HAD THOSE MEASUREABLES. AND I, AND AND I SPOKE ABOUT, I, I SPOKE ABOUT THIS EXACT THING AT THE LAST GOVERNOR AT, AT THE, AT THE LAST, UM, UH, WHAT'S THE NAME OF THE COMMITTEE? COMMITTEE NOW? UM, I GOT SO MUCH ON MY MIND, UM, AT, AT THE, THE, THE COMMITTEE THAT, UH, MRS. HAY, HEY CHAIRS, I, I SPOKE ABOUT THE EXACTLY WHAT YOU'RE SAYING RIGHT NOW. YEAH. I SPOKE ABOUT THIS AT THE LAST RESULTS COMMITTEE. WHAT, WHAT, HOW, HOW, HOW, HOW ARE WE, HOW ARE WE TYING THE RESULTS ABOUT ABUNDANCE? SO WHAT YOU'RE SPEAKING ABOUT, I SPOKE ABOUT THIS AT THE RESULTS AND I WAS KINDA SHUNNED, LIKE, THAT'S NOT THE DIRECTION THAT WE WANNA GO. SO I SPOKE ABOUT THIS. SO WHAT YOU BRINGING, I'VE ALREADY SPOKE ABOUT THIS. OKAY. WELL, AND IDEALLY, IF YOU HAD THE RESULTS POLICIES IN PLACE AND KNEW THIS WAS A MONITORING REPORT AROUND THE RESULTS, POLICIES WITH PRE-APPROVED INDICATORS THAT THE BOARD HAD APPROVED, THE SUPERINTENDENT RECOMMENDED YOU HAD SET GOALS, YOU WOULDN'T HAVE HAD MOST OF THE DISCUSSION THAT YOU HAD TODAY. AND YOU WOULDN'T HAVE HAD SOME OF THE, I'D LIKE TO SEE, I'D LIKE TO SEE, BECAUSE YOU WOULD ALREADY, YOU WOULD'VE ALREADY APPROVED THE FORMAT OF THE REPORT THAT WAS COMING TO YOU AND MADE SURE THAT IT WAS UNDERSTANDABLE AND GAVE YOU INFORMATION THAT TOLD YOU WHETHER OR NOT THE SYSTEM WAS MEETING KIDS' NEEDS AND THAT SIDS WERE KIDS WERE GETTING SOLID OUTCOMES IN THE SYSTEM. YEAH. DR. STE, I'D JUST LIKE TO, UH, ADD A COMMENT IF I MAY. UM, AND THEN YOU CAN GO TO THE NEXT SLIDE, , BECAUSE I KNOW YOU'VE BEEN SAYING YOU WANNA DO THAT A COUPLE TIMES. ONE OF THE THINGS THAT, THAT CERTAINLY WAS AN EPIPHANY COMING INTO A SCHOOL BOARD IS THAT WE ARE ELECTED BY A CERTAIN SUBSET OF OUR COUNTY. AND WHEN WE GO BACK OUT INTO WHEREVER WE ARE, THOSE PEOPLE ARE ASKING US SPECIFIC THINGS. AND WHAT THAT ENDS UP DOING IS THAT ENDS UP DRIVING US TOWARDS TOO GRANULAR GUIDANCE THAT PEOPLE EXPECT US TO BE ABLE TO SAY, YES, WE ARE DELIVERING WHAT YOU ASK. WHEN YOU GO INTO A LARGE ORGANIZATION WITH SEVERAL DIFFERENT LAYERS, YOU CAN'T JUST SAY, TELL THE NEXT LAYER, DO THIS AND THIS DONE. YOU HAVE TO PROJECT YOUR ETHOS, HOW YOU PROTECT YOUR PEOPLE, HOW YOU INVEST IN THEM THROUGH MULTIPLE LAYERS. SO THAT FRONTLINE PERSON SAYS, THEY'RE GOING TO TAKE CARE OF ME. HERE'S WHAT THEY WANT. I'M GOING TO DO EVERYTHING I CAN TO DELIVER. AND I THINK THAT'S ONE OF THE THINGS THAT, THE REASON THERE ARE SO FEW ADHERENCE TO COHERENT GOVERNANCE IN THE STATE IS WHEN I HEAR A LOT OF BOARD MEMBERS, THEY REALLY WANT TO BE VERY GRANULAR IN REACHING OVER THE SUPERINTENDENT AND GOING TO THE SCHOOLS OR EITHER GOING, UH, TO THE TEACHERS AND SAYING, HERE'S WHAT WE WANT DONE. MM-HMM . SO, AND I THINK THE BEST MANAGERS AND LEADERS WILL NEVER REALLY ACCEPT THAT. THEY'LL FIND ANOTHER PLACE TO GO. AND SO THE THING THAT I SEE FOR COHERENT GOVERNANCE IS IF YOU LOOK AT THE RAY ZONE DERA FOR CREATING A SCHOOL SYSTEM, IS TO EDUCATE KIDS, UPSKILL THEM, MAKE SURE THEY'RE COMPLIANT WITH, UH, SOCIETAL RULES. SO THOSE ARE, I SEE, LIKE YOU SAID EARLIER, LIKE FIVE TO SIX DIFFERENT BUCKETS THAT WE WOULD ACTUALLY GIVE DIRECTION AND THEN RELY ON THE SUPERINTENDENT AND HIS VERY TALENTED STAFF TO COME UP WITH SOLUTIONS, UH, TO DELIVER ON THOSE. SO THIS HAS BEEN A GOOD CONVERSATION FOR ME AS WELL. JUST WANNA SAY THAT YOU WANNA GO SLIDE TWO OR CAN YOU CLICK ON THE POWERPOINT? 'CAUSE I THINK IT, THERE WE GO. WHAT I BROUGHT MY OWN AND JUST CLARIFICATION ON THAT. SO I SAID A MINUTE AGO, IT WASN'T NE AND IT WASN'T NECESSARILY JUST UNDER, IT WASN'T UNDER YOUR LEADERSHIP. IT'S BEEN, I I SAID IT WAS, IT'S BEEN, IT'S BEEN A CULT. IT'S BEEN A CULTURE. I THINK IT'S BEEN A, A CULTURAL THING THAT WE HAVE DONE IT. SO IT GOES BACK TO WHAT HE SAID IS THAT SOME [02:35:01] BOARDS HAVE, UH, SAID THIS IS HOW WE'VE ALWAYS DONE THINGS. IT'S, IT'S BEEN, IT'S BEEN CULTURAL. YEAH. AND, AND I DIDN'T TAKE IT PERSONAL. I I DIDN'T TAKE THAT PERSONALLY. THE, THE SLIDE I'M SKIPPING IS, I WAS GONNA SAY, WHY DID YOU RUN FOR THE BOARD AND WHAT DO YOU HOPE TO GET OUT OF TODAY? BUT I THINK I'VE ALREADY KIND OF SET THE STAGE FOR WHAT WE'RE GONNA DO. THAT KIND OF AN EXISTENTIAL QUESTION THAT YOU WERE JUST TOUCHING ON IS WHY DOES THE A BOARD, THIS BOARD EXIST IS THE BIG QUESTION. 'CAUSE THAT SHOULD DRIVE, HOPEFULLY THAT DRIVES, THIS IS WHY YOU'VE IMPLEMENTED COHERENT GOVERNANCE SO THAT IT'LL HELP FACILITATE YOU DOING WHAT YOU EXIST TO DO. BUT WHY DO YOU THINK YOU EXIST, MS. BOATWRIGHT? WOULD YOU LIKE TO LEAD? I THINK BECAUSE WE REPRESENT THE NEEDS OF THE COMMUNITY TO MAKE SURE THAT THE SUPERINTENDENT AND, YOU KNOW, A FAIRLY LARGE BUDGET IS MEETING THE NEEDS OF THE COMMUNITY. AND I THINK THAT INCLUDES STUDENTS, EMPLOYEES, EMPLOYERS, BUSINESS, YOU KNOW, EVERYBODY WHO'S PAYING THOSE TAXES. SO THAT'S WHAT I FEEL ARE, YEAH. WE'RE, WE REPRESENT SEGMENTS OF THE COUNTY, WHICH ARE VERY DIVERSE AND MEET THE NEEDS OF ALL OF THE STUDENTS WITHIN A SYSTEM THAT'S DESIGNED TO DELIVER THE EDUCATIONAL PROGRAM FOR ALL OF THE KIDS IN THE COUNTY. UH, I BELIEVE THAT WE ARE A GROUP, UH, THAT REPRESENT OUR COMMUNITIES, UH, SO THAT WE CAN BRING THE NEED OF THE COMMUNITY, UH, THAT THE NEEDS OF THE COMMUNITY TO THE SUPERINTENDENT AFTER HAVING, UM, FILTERED OUT THIS OR THAT. UH, I'VE ALWAYS SAID THAT THE, THE BOARD'S JOB IS TO OFFEND THE LEAST AMOUNT OF PEOPLE. UH, 'CAUSE YOU CAN'T MAKE EVERYBODY HAPPY. SO THIS, THIS ORGANIZATION, UM, IS TO, TO TO, TO BOIL DOWN, UM, THE, THE ISSUES IN OUR COMMUNITY IN, IN TERMS OF EDUCATION, OFFEND THE LEAST AMOUNT OF PEOPLE AND GIVE THE SUPERINTENDENT DIRECTION, UH, ON HOW TO MOVE FORWARD. WE HAVE A FIDUCIARY RESPONSIBILITY TO MANAGE A $750 MILLION A YEAR BUDGET THAT'S PAID FOR BY TAXPAYERS IN THIS COUNTY. AND THEY EXPECT US TO, TO, TO USE THAT MONEY TO ACHIEVE ACADEMIC EXCELLENCE. MM-HMM. WE ALSO ARE RESPONSIBLE TO ENSURE, UH, THAT WE ARE THE POLITICAL INTERFACE WITH COUNTY COUNCILS, UH, LEGISLATIVE DELEGATIONS AND ANSWER THE POLITICAL ISSUES LIKE BOOK BANS AND, UH, COVID. WHAT, HOW YOU HANDLE COVID. THAT'S WHAT WE ARE EXPECTED TO HANDLE. AND, AND I'LL JUST ADD TO WHAT, WHAT, UH, WHAT I, WHAT I JUST HEARD. UH, ANOTHER THING ALSO IS TOO IS TO, UM, BRIDGE THE GA THE BRIDGE THE GAP BETWEEN THE COMMUNITY AND THE, AND, AND, AND THE DISTRICT SO THAT, SO THAT THE COMMUNITY, UH, IS, IS BEING HEARD AND THEY'RE BEING UNDERSTANDING. AND SO AND SO IS THE DISTRICT. BECAUSE SOMETIMES, UH, THE COMMUNITY CAN, UM, MAY, MAY FEEL THAT, HEY, LISTEN. UH, BUT, BUT YET, PERFECT EXAMPLE. THE, UH, PERFECT EXAMPLE IS, IS, IS THE REFERENDUM PRIOR TO, UH, PRIOR TO OUR BOARD GETTING ON, GETTING ON REFERENDUM, THAT THAT WAS, THAT WAS SENT OUT BEFORE US. IT DIDN'T PASS. BUT WHEN YOU HAVE A, WHEN, WHEN, WHEN THE BOARD'S ABLE TO UPHOLD, UPHOLD, UH, AS HE SAID, UH, UPHOLD THOSE FINANCIALS AND BE ABLE TO, TO SHOW THAT WE ARE TAKING CARE AND THAT WE'RE BEING GOOD STEWARDS OF, OF THE, OF THE PE OF THE PEOPLE'S MONEY. AND ALSO THAT WE HAVE THE, WE HAVE A RELATIONSHIP WITH THE PUBLIC AND WE, WE RESTORE THE TRUST THEN THAT, THEN I THINK THE BOARD ALSO, ALONG WITH WHATEVER, WHAT HE SAID, UH, BRINGS THAT, THAT THAT LEVEL OF TRUST AND CONFIDENCE TO THE PEOPLE AS WELL. BECAUSE SOMETIMES SOMEONE HAS TO BE THAT PERSON WHO, UH, WHO PEOPLE COME TO AND THEY CAN BE ABLE TO VENT AND TO, AND STILL BE ABLE TO HAVE, HAVE EVERYONE ON, ON, ON THE, ON THE SAME, GO ON THE SAME ACCORD. UH, BUT ALONG WITH WHAT, WHAT, WHAT HE SAID, MAKE SURE THAT THAT WE'RE ALL, YEAH, I'LL LEAVE IT THERE. THANK YOU. MY COLLEAGUES TOOK THE WORDS RIGHT OUT OF MY MOUTH. , THAT WAS SMOOTH. UM, MS. HAY OR DR. QUA, MS. HAYES SAYS SHE CAN'T REVIEW, BUT UH, SHE SAID SHE AGREES WITH HER COLLEAGUE'S ANSWER AND WILL SAID, COLONEL BYER. OKAY, DR. GU. DR. GUS SAYS SHE CAN'T PARTICIPATE THE NEXT OH YES. OKAY. SHE CAN LISTEN. SO, ALRIGHT, SIR, BACK TO YOU. SO ARE YOU, YOU'RE WHAT? PROBABLY THE SECOND LARGEST EMPLOYER IN THE COUNTY? THAT'S MY GUESS. ONLY THE MARINE. OH, THE, BECAUSE WHEN I WAS IN EVERGREEN, [02:40:01] WE HAD 25,000 STUDENTS HAD OVER 5,000 EMPLOYEES AND I WAS BEHIND PEACE HEALTH. SO THE HOSPITAL WAS THE ONLY BIGGER EMPLOYER THAN I WAS IN THE ENTIRE COUNTY. YEAH. AND SO MOST PEOPLE DON'T REALIZE YOU ARE THE BOARD OF DIRECTORS OF A 700 PLUS MILLION DOLLAR, SECOND LARGEST EMPLOYER IN THE COUNTY, ALL BASED ON PUBLIC FUNDS. YOU HAVE A HUGE RESPONSIBILITY. AND SO YOU EXIST TO REPRESENT THE COMMUNITY. I THINK YOU ALL SAID IT VERY WELL AS A BOARD. NOW IT'S NOT WANTING TO FORWARD, CAN YOU? THERE WE GO. OKAY. AS A BOARD, YOU HAVE OPTIONS ON HOW YOU WANNA OPERATE. AND I'M NOT GONNA SPEND A BUNCH OF TIME ON THIS SLIDE BECAUSE YOU CAN DO EVERYTHING FROM BEING THE MANAGER YOURSELF. 'CAUSE I'M PRETTY SURE SOUTH CAROLINA LAW IS SIMILAR TO WASHINGTON WITH THIS RESPECT THAT IT HAS A LOT OF THINGS THAT IT SAYS THE SCHOOL BOARD MUST DO. BUT I BET YOU THAT YOU COULD PROBABLY USE CLAUDE TO FIND OUT, IT PROBABLY DOESN'T SAY WHAT A SCHOOL BOARD CAN'T DO. SO WHEN YOU GO BACK TO THAT HISTORY OF 109 YEARS OF SELF-GOVERNING, IF YOU WANTED TO, LITERALLY, YOU DIDN'T, WOULDN'T EVEN NEED A SUPERINTENDENT OTHER THAN IN TITLE. YOU COULD RUN THE WHOLE DISTRICT IF YOU WANTED TO. NOT THAT I'M RECOMMENDING THAT, BUT I WANNA ACKNOWLEDGE IT THAT THE WAY THE LAW IS SET UP, YOU CAN DO AS MUCH OF THIS AS YOU WANT. IN A TRADITIONAL MODEL, WHAT HAS HAPPENED IS BOARDS HAVE MIGRATED AWAY FROM DOING EVERYTHING AND GRADUALLY ASSIGN THINGS TO THE SUPERINTENDENT AND GIVEN THEM UP. BUT IN MOST OF THOSE CASES, AND I KNOW IT WAS THAT CASE FOR ME AND CAMBI, ANYTIME UH, SOMETHING WOULD COME UP BEFORE ME, MY FIRST THOUGHT WAS I NEED TO GO TO THE BOARD TO FIND OUT IF THE BOARD WANTS TO MAKE THIS DECISION. SO THE FIRST THING I HAD TO DO IS PICK UP THE PHONE, CALL THE BOARD CHAIR AND SAY, DO YOU WANNA PUT IT ON A BOARD AGENDA? DO YOU WANT TO TALK ABOUT IT? DO YOU, ARE YOU COMFORTABLE TELLING ME I CAN GO AHEAD AND DO THIS? OR DO YOU WANT THE WHOLE BOARD TO CHIME IN ON THIS? AND SO IF THE BOARD CHIMES IN ON IT, NOW I'M WAITING TWO OR THREE WEEKS BEFORE I CAN EVEN START WHERE I CAN GAME PLAN THINGS OUT AND FIGURE OUT HOW I'M GONNA WORK THROUGH THIS IF THE BOARD DOES IT OR IF I DO IT. BUT I CAN'T START ACTUALLY IMPLEMENTING ANYTHING. IT WAS WAIT UNTIL YOU'RE TOLD TO GO WITH COHERENT GOVERNANCE. THE CONCEPT IS, IS THAT YOU'VE PUT EVERYTHING IN WRITING AHEAD OF TIME THAT GIVES YOU AN ASSURANCE THAT YOU CREATED A BOX THAT ANY DECISION HE MAKES YOU CAN LIVE WITH. THAT'S WHAT YOUR OES ARE. IT'S THE BOX TO SAY, WE KNOW THAT YOU CAN DO IT. SO WHEN YOU TALK ABOUT BOOK BANNING IN YOUR INSTRUCTIONAL ENVIRONMENT POLICY OE, ARE THERE CONSTRAINTS THAT NO MATTER WHAT BOOKS HE PUTS IN THE LIBRARY, IF HE'S IN COMPLIANT WITH THAT POLICY, YOU'RE GONNA BE ABLE, YOU'RE GONNA LIVE WITH IT? OR DID YOU AS A BOARD, SAY, BECAUSE OF THE COMMUNITY VALUES, WE ARE WILLING TO DELEGATE THAT TO THE SUPERINTENDENT? WE ARE GONNA RETAIN THAT. AND I HAVEN'T LOOKED THROUGH TO SEE WHETHER THAT'S IN THAT OR NOT, BUT THAT'S AN EXAMPLE OF A BOARD MAY SAY, WE WANT TIGHTER CONTROLS AND WE'RE WILLING TO GIVE UP TO THE SUPERINTENDENT. BUT YOU'RE THINKING ABOUT IT AHEAD OF TIME AND YOU'RE PUTTING IT IN WRITING AND THAT'S THE VALUE OF THIS MONTH. WHAT I WANTED TO DO NOW IS WALK THROUGH THE 10 PRINCIPLES OF GOOD GOVERNANCE AND THESE WILL POP UP ONE AT A TIME. AND THEY'RE NOT IN THE ORDER THAT I USUALLY GO THROUGH 'EM, THAT THEY'RE LISTED IN THE BOOKS AND ALL OF THAT. I WANTED TO START WITH NUMBER SIX. FIRST, THE BOARD'S MOST IMPORTANT RESPONSIBILITY DEFINE THE DESIRED RESULTS FOR THE DISTRICT STUDENTS AND REQUIRE THEIR ACHIEVEMENT. AND WE'VE ALREADY KIND OF TAKEN THE THUNDER AWAY, SOME OF THE THUNDER AWAY OF WHY, YOU KNOW, WHY I PUT THIS FIRST NOW? BECAUSE AS I LOOK THROUGH ALL THOSE DOCUMENTS, I DID NOT SEE WHERE THE BOARD HAS DEFINED THE DESIRED RESULTS OF THE DISTRICT STUDENTS. AND IF YOU HAVEN'T DEFINED IT, YOU CAN'T REQUIRE THEIR ACHIEVEMENT. AGREE. I THOUGHT WE'D SPEND A LOT OF TIME TALKING ABOUT THIS ONE. UM, YEAH, I MEAN THERE'S NOT A DISCUSSION TO HAVE, WE DON'T HAVE A SINGLE RESULT POLICY. YEAH. I MEAN, SO WHAT, WHAT IS THERE TO DISCUSS? YEAH, BUT YOU WOULD AGREE WITH THIS THAT THIS SHOULD BE IDEALLY YOUR MOST IMPORTANT ROLE. WELL, IN COHERENT GOVERNANCE, EVERYTHING I'VE READ, WE'RE SUPPOSED TO BE DRIVING TOWARDS THIS IMAGINARY, WE DON'T HAVE RESULTS POLICY, WHICH MEANS THAT BASICALLY WE'RE JUST TOOLING AROUND AROUND TOWN WITHOUT A DIRECTION. YEAH, YOU'VE CREATED THE RULE BOOK, BUT YOU HAVEN'T TOLD YOUR HEAD COACH HOW MANY GAMES TO WIN. WHETHER YOU WANT TO SCORE 48 POINTS A GAME OR GRIND OUT A SEVEN TO SIX, SEVEN [02:45:01] TO THREE OR A THREE TO NOTHING VICTORY. SO NOTED. NEXT SLIDE. . OKAY. CAN I GO TO THE NEXT ONE? CAN I SAY SOMETHING ON THAT? YEAH. UM, YOU KNOW, SINCE I'VE BEEN ON THE BOARD FOR ABOUT TWO YEARS, I MEAN, YOU'RE RIGHT AS A BOARD, I NECESSARILY DIDN'T SEE THAT, BUT I, OUR SUPERINTENDENT HAVE KIND OF GIVE US THE DESIRED RESULT OF HERE'S WHAT WE NEED TO DO, HERE'S THE PATH WE NEED TO TAKE. YEAH. WE'VE GOT IT THAT WAY MAN. AND WE KIND OF JUST, YOU KNOW, WENT ALONG WITH WHAT HE SAID. YEAH. WHICH IS GREAT IF YOU'VE GOT A GOOD SUPERINTENDENT THAT'S GOT INTEGRITY, THAT AS THE KIDS' BEST INTEREST IN MIND, WHICH I THINK YOU DO. YOU'VE GOT SOMEBODY WHO'S DRIVING THEMSELVES, DRIVING THE ORGANIZATION, MAKING SURE THAT HAPPENS. THIS SHOULD BE THE BOARD'S ROLE, NOT YOUR CEO'S ROLE. DO YOU THINK THE BOARD OF EXXON LEAVES IT UP TO THE CEO O TO SET THEIR GOALS? I CAN TELL YOU NO. AND I WORK WITH CHEVRON, NOT EXXON, BUT OKAY. CHEVRON. YEAH. THAT DOESN'T HAPPEN. AND YES, THIS ISN'T A FORTUNE 500 COMPANY, BUT AGAIN, SECOND LARGEST EMPLOYER, 700 PLUS MILLION DOLLAR BUDGET. I THINK THE BOARD OUGHT TO SET THE GOALS FOR THE SUPERINTENDENT GC ONE. THE BOARD'S PURPOSE IS TO ENSURE THAT P VIEW COUNTY SCHOOL DISTRICT ACHIEVES THE RESULTS DESCRIBED IN THE BOARD'S RESULTS, POLICIES, AND THAT IT OPERATES ACCORDING TO THE VALUES EXPRESSED IN THE BOARD'S OPERATIONAL EXPECTATION POLICIES. AND WE DON'T HAVE A SINGLE RESULTS POLICY. YEAH. SO WE'RE GONNA GET THERE. WE, WE MAY SPEND MORE TIME, IF WE'VE GOT TIME, WE MIGHT GET THROUGH THIS AND REALLY START TALKING ABOUT HOW DO WE OPERATIONALIZE GETTING THIS THING ROLLING AND GETTING SOME RESULT POLICIES SET UP, WHICH I THINK THAT'S WHAT I'M, I'M GETTING A FEEL, I'M GETTING THE FEEL FROM THE ROOM. . YEAH, IT'S THE ROOM. SO NUMBER ONE, THIS IS THE NUMBER ONE PRINCIPLE. THE BOARD IS ACCOUNTABLE TO THE DISTRICT OWNERS, THE CITIZENS, AND SERVES AS THEIR TRUSTEE. AND I THINK EVERYBODY AROUND THE ROOM, THAT'S WHAT YOU SAID, IS WE'RE ELECTED TO SERVE THIS DIVERSE COUNTY AND IT'S A VERY DIVERSE COUNTY. BUT EVEN WITHIN A DIVERSE COUNTY, I WOULD HOPE FOR RESULTS THAT YOU HAVE A LOT OF COMMONALITIES. 'CAUSE AS AN ADMINISTRATOR, I DEALT WITH SOME VERY DIFFICULT PARENTS, BUT EVERY TIME I WENT INTO THOSE MEETINGS ACKNOWLEDGING WE BOTH WANT WHAT'S, WE BOTH WANT WHAT WE THINK IS BEST FOR THEIR CHILD. OFTEN WE JUST DON'T AGREE ON WHAT THE BEST THING IS FOR THEIR CHILD. SO LET'S FIGURE OUT WHERE WE CAN FIND THAT COMMON GROUND. 'CAUSE EVEN THE ANGRIEST PARENT, OR I DON'T THINK THERE'S A PARENT IN THIS COUNTY THAT DOESN'T WANT WHAT'S BEST FOR THEIR KID, PERIOD. SOMETIMES THEY JUST DON'T KNOW THE POSSIBILITIES OR THEY DON'T KNOW HOW TO GET THERE. AND SO HOW DO YOU AS A BOARD SET A VISION THAT CAN BE COMMUNICATED TO THOSE PARENTS TO SAY, THIS IS WHAT YOUR CHILD CAN ACHIEVE. WE THINK EVERY CHILD IN THIS DISTRICT CAN ACHIEVE THIS. AND WE'RE HOLDING OUR SUPERINTENDENT ACCOUNTABLE TO PUTTING SYSTEMS IN PLACE TO MAKE SURE THEY DO. SO IF YOU AS A PARENT DON'T KNOW THE VALUE OF GETTING YOUR KID TO SCHOOL, WE'RE GONNA GET 'EM TO SCHOOL ANYWAY. AND WE'RE GONNA TEACH 'EM THE VALUE OF BEING AT SCHOOL WHILE THEY'RE AT SCHOOL. AND THAT'S GONNA BE HIS JOB TO FIGURE THAT OUT. THE BOARD DEFINES ITS EXPECTATION, THEN DELEGATES THEIR EXECUTION, WHICH IS WHAT I'VE BEEN INFUSING INTO WHAT I'VE BEEN TALKING ABOUT. AND I, I THINK THE QUESTION I GOT FROM WHICHEVER BOARD MEMBER ONLINE ABOUT EARLIER ABOUT WHAT'S THE BOARD'S ROLE IN? AND I SAID, IT'S NOT THE BOARD'S ROLE, IT'S THE SUPERINTENDENT'S ROLE. YOU DEFINE THE OUTCOMES YOU WANT, LET HIM FIGURE OUT HOW TO GET YOU THERE. I'M NOT SAYING ARGUMENTS, THE BOARD EMPOWERS THE SUPERINTENDENT TO DO THE JOB WITHOUT APPROVAL. SO WE'VE BOUNCED AROUND THAT ALREADY TODAY TOO, BECAUSE IDEALLY YOU'RE PUTTING EVERYTHING IN WRITING AHEAD OF TIME. AND I CAN, I CAN'T EMPHASIZE HOW MUCH, HOW REFRESHING IT WAS FOR ME AS A SUPERINTENDENT TO ACTUALLY HAVE THE BOARD DO THAT AS OPPOSED TO CONSTANTLY HAVING TO CALL. 'CAUSE WHEN I WAS IN EVERGREEN UNDER THIS GOVERNANCE MODEL, I KNEW, I KNEW I, SOMETHING WOULD COME ACROSS MY DESK AND I'D SAY I CAN GO. AND IF THE BOARD, I, I LET THE BOARD KNOW ABOUT IT IF IT WAS NOTEWORTHY. AND THE BOARD ALWAYS HAS THE OPPORTUNITY TO SAY, NO, WAIT A MINUTE. YEAH, WE DIDN'T PUT THAT IN THE OE TO TELL YOU THAT. WE DON'T WANT YOU TO MAKE THAT DECISION, BUT WE WANT YOU TO STOP AND WE'RE GOING TO GO REVISE OUR OE AND WE'RE GONNA MAKE A CHANGE. SO WHEN COVID HIT COULD BE A GREAT EXAMPLE THAT YOU DIDN'T HAVE ANY CONCEPT OF WHAT COVID WAS GONNA DO TO YOUR SCHOOL SYSTEM. YOUR OES DIDN'T REFLECT THAT WHATSOEVER AS IF YOU'RE TRULY GOVERNING THROUGH POLICY. THE WAY TO RESPOND TO THAT THEN IS WHEN COVID HITS AND THE STATE TELLS YOU TO CLOSE YOUR SCHOOLS, YOU'RE HAVING A MEETING AND YOU'RE LOOKING AT YOUR POLICY SAYING, DO WE HAVE THE, DO WE HAVE THE RIGHT CONSTRAINTS FOR HIM OR HIS PREDECESSOR? I THINK AT THE TIME, WERE YOU, YOU WERE, IT WAS YOU, OKAY? DO WE HAVE THE RIGHT CONSTRAINTS FOR HIM THAT [02:50:01] WE'RE COMFORTABLE WITH ANY DECISION HE'S GONNA MAKE WITHIN THE BOUNDARIES THAT WE'VE SET? OR DO WE NEED TO ADJUST THESE BOUNDARIES BASED ON THIS EMERGENT VIRUS? AND I DON'T THINK MANY BOARDS DO THAT IN CRISES. AND IT'S NOT A NATURAL THING TO DO. LINDA ALWAYS USED TO SAY, GO BACK TO YOUR POLICIES. WHAT I SAY IS, YOU NEED TO ACTUALLY HAVE A DISCUSSION AND SOMETIMES PROACTIVELY TAKE YOUR POLICY OUT TO THE COMMUNITY AND HAVE THE COMMUNITY GIVE YOU FEEDBACK AND SAY, HERE'S, HERE IS A DECISION THAT THE ADMINISTRATION'S GONNA MAKE IN THE UPCOMING YEAR. THE DISTRICT NEEDS TO MAKE, WE HAVE THIS POLICY THAT PROVIDES THESE CONSTRAINTS ON THE SUPERINTENDENT AND WE FEEL THAT THIS SHOULD BE DELEGATED TO THE SUPERINTENDENT. ARE THESE CONSTRAINTS, RIGHT? AND THERE'S A WAY TO PHRASE THAT IN LAYMAN'S TERMS, THAT YOU COULD GO OUT AND GET FEEDBACK FROM THE COMMUNITY AND THEN YOU'RE REVISING YOUR POLICY TO REFLECT THE VALUES OF THE COMMUNITY AND SHOWING THE COMMUNITY HOW YOU'RE TRULY GOVERNING THE DISTRICT THROUGH POLICY AND NOT JUST SELLING THE FARM OR GIVING AWAY THE FARM. THAT'S ANOTHER THING WE PROBABLY NEED SOME HELP WITH IS WHAT'S THE MOST EXPEDITIOUS WAY TO DO THAT THROUGH A POLICY COMMITTEE, THROUGH A FULL BOARD? DO WE NEED MULTIPLE READINGS? LIKE WE GET HUNG UP ON THAT? THAT COULD BE A, I'D LIKE TO, I DON'T HAVE A GOOD ANSWER RIGHT NOW. YOU'VE GOT 11 BOARD MEMBERS, WHICH STILL BOGGLES MY MIND. AND SO THAT'S A CONSTRAINT IN AND OF ITSELF BECAUSE I WOULD NEVER FORM A, A, A GROUP TO SOLVE A PROBLEM THAT HAD MORE THAN EIGHT MEMBERS. AND, AND IT'S JUST AN IMPEDIMENT TO YOUR ABILITY TO DO THE WORK, WHICH TO ME SAYS THAT'S WHY DOING THIS GOVERNANCE SYSTEM RIGHT IS ALL THAT MUCH MORE VALUABLE. BECAUSE IF YOU CAN AGREE ON THE POLICIES, IT FREES HIM UP TO REALLY DO HIS JOB INSTEAD OF, AND TO FIGURE OUT HOW DO I GET 11 PEOPLE TO COME TO A COMMON DECISION AND WHAT'S THE PROCESS DO I GO THROUGH AND HOW DO WE DO IT? YEAH, YEAH, YEAH. . YEAH. WELL, UH, JUST TO GO BACK TO WHAT YOU WERE SAYING EARLIER ABOUT, UH, I ACTUALLY, I RE I REMEMBER, UM, AND I'M SURE YOU PROBABLY REMEMBER WHEN, UH, WHEN THE, WHEN THE, UH, COVID HIT AND THERE WAS A CONVERSATION ABOUT IN TERMS OF ABOUT WHEN SCHOOL CLOSED AND ABOUT HOW WE WOULD, WAS, WAS GONNA MOVE AT THAT TIME. AND REVEREND, REVEREND REVEREND, WE WANTED TO MAKE A MOTION TO THE QUESTION THAT ACTUALLY ACTUALLY CAME OUT TO MAKE A MOTION TO GIVE THE SUPERINTENDENT AND THE BOARD IN THE BOARD CHAIR, I THINK OF AT THAT TIME THE AUTHORITY TO MAKE DECISIONS. AND, AND, AND, AND, YOU KNOW, ACCORDING TO, I MEAN, AND BASICALLY THAT THAT WAS A, A SERIOUS CONVERSATION. AND I THINK THAT AT THAT TIME, UM, I DON'T THINK THAT THAT THAT, UH, MAYBE ONLY A COUPLE PEOPLE ON THE BOARD WERE KIND OF, YOU KNOW, UM, WILLING TO DO THAT. BECAUSE ALSO IT IT COMES UPON WHAT, WHAT, WHAT, WHAT WERE WE RELEASING OURSELVES FROM OUR, FROM OUR JOB? AND ACTUALLY I, WELL NOT JOB OUR RESPONSIBILITIES THAT WE HAVE AS BOARD MEMBERS. SO I, I THINK SO I THINK THAT TO SOME DEGREE CAN GET MURKY AND HOW, AND, AND, AND HOW YOU, UM, HOW YOU, HOW YOU MOVE WITH IN, IN THAT DIRECTION. BECAUSE AT THE END, THE END OF THE DAY, YOU KNOW, ONCE AGAIN, YOU DO HAVE PEOPLE WHO ARE, WHO, WHO ARE WATCHING AND WHO ARE HOLD STILL GONNA HOLD YOU ACCOUNTABLE. SO THEN, THEN THEY, THEY BECOME TO, TO QUESTION AND THEN THEY WERE, THERE WERE PEOPLE WHO WERE QUESTIONING. SO IF THE BOARD DOES THAT, IS IS THE BOARD SAYING THAT THEY'RE, THEY ARE GIVING THEIR, UM, RESPONSIBILITIES OR THEIR AUTHORITY THAT, THAT THEY GIVE GIVE THEM THEIR RESPONSIBILITIES TO THE, UH, SUPERINTENDENT OR TO ONE PERSON? SO I SAW, SO IT WAS A LOT OF QUESTIONING AROUND, AROUND THAT. I REMEMBER THAT. UM, I REMEMBER THAT, I REMEMBER, I REMEMBER THAT TIME THAT THAT PARTICULAR CONVERSATION, UH, WHEN, WHEN, WHEN THAT, WHEN THAT, WHEN THAT, WHEN THAT DID, DID OCCUR. SO I MEAN, SO NO, I MEAN I COMMUNITY WAS WHAT THEY WERE VERY, UM, I COMMUNIC WITH THEY, THEY THEY WERE VERY INVOLVED AND VERY, UH, CONCERNED ABOUT THAT. AND, AND GREAT SEGUE. 'CAUSE THE NEXT ONE IS WHOEVER MAKES THE DECISION IS ACCOUNTABLE FOR THE RESULT. EXACTLY. SO, WHICH IS MY FOLLOW UP QUESTION TO YOU. HOW IS THE BOARD ACTUALLY ACCOUNTABLE? HOW IS THE BOARD ACCOUNTABLE? I I WOULD SAY THE BOARD IS ACCOUNTABLE ITSELF THROUGH ITSELF THROUGH AN EVALUATION PROCESS, WHICH WE DON'T HAVE. BUT I I, I THINK I CAN HELP YOU WITH THAT. I MEAN, BUT THE, THE, THE OTHER ULTIMATE ACCOUNTABILITY IS WHETHER OR NOT YOU GET REELECTED. I WAS THAT, I MEAN THAT'S, I MEAN THAT'S THE ULTIMATE ACCOUNTABILITY. THAT'S IT. BUT LIKE EVERY FOUR YEARS YOU'RE ACCOUNTABLE TO THE VOTERS. YES, ABSOLUTELY. OTHER THAN THAT, YOU'RE ACCOUNTABLE TO YOUR CONSCIENCE. AND THAT'S IT. IF YOU'RE, IF YOU'RE THICK ENOUGH SKIN TO PUT UP WITH THE GRIPING YOU GET AT THE, AT THE SUPERMARKET OR [02:55:01] WHEN YOU'RE OUT IN PUBLIC AND YOU IF, I MEAN, I'VE KNOWN BOARD MEMBERS WHO JUST DON'T CARE. AND AT THAT POINT, THEY'RE ACCOUNTABLE EVERY FOUR YEARS. AND THAT'S IT. WE HAVE DR. GUS HAND UP, DR. GUS. YEAH, I'M BACK. AND I WOULD SAY EXACTLY THAT THE, THE VOTERS ARE THE ONE THAT ULTIMATELY HAS THE FINAL SAY ON OUR ACCOUNTABILITY. THIS IS WHY IT'S EASY FOR BOARDS TO GET INTO OPERATIONAL THINGS BECAUSE THE BOARD REALLY ISN'T ACCOUNTABLE FOR THE OPERATIONAL THINGS. THIS SUPERINTENDENT BECOMES A SCAPEGOAT. I JUST, I DISAGREE WITH THAT. I, I, I DISAGREE WITH THAT. AND ESPECIALLY IN THE DISTRICT OF MINES, MY CONSTITUENTS, THEY HOLD ME, THEY HOLD US ACCOUNTABLE WHEN THEY, WHEN THAT, WHEN THEY, WHEN THEY'RE CALLING YOU, THEY'LL LET YOU KNOW. AND, AND WHEN IT GET, WHEN IT GETS ROUGH, YOU SEE THOSE SEATS BEHIND YOU. THEY BECOME FILLED ON, ON THAT BOOK BAND. THERE, THERE WAS NO, THERE WAS NO ROOM IN THE PLACE. THERE WAS NO, THERE WAS NO STANDING ROOM. SO I DISAGREE WITH THAT BECAUSE, UH, AND, AND IN MY YEARS OF, I'VE BEEN COMING TO SCHOOL BOARD MEMBERS SINCE I'VE BEEN IN, SINCE I'M IN SCHOOL BOARD MEETING SINCE I'VE BEEN IN HIGH SCHOOL, AND I'VE SEEN SEVERAL CHAIRMANS, I'VE SEEN SEVERAL BOARD MEMBERS RESIGN. THEY RESIGN IN THEIR POSITIONS DUE TO, DUE, DUE TO PUBLIC COMING OUT THERE AND OUTCRY AND SAYING, HEY, WE WANT YOU GONE. SO IT'S NOT, YOU KNOW, I MEAN, YEAH, IT ISN'T FOUR YEARS WHEN THEY VOTE, BUT, BUT SOMETIMES THEY COME BEFORE YOU BECOME, BEFORE YOUR FOUR YEARS. I MEAN, AND SO, UH, I I, I, UH, NO, THERE, THERE IS, THERE ARE DEFINITELY ME THERE DIFFERENT MEASURABLE STICKS. BUT EVERY, EVERYONE HAS DIFFERENT WAYS UPON HOW SOMETIMES UPON HOW, HOW THEY, HOW THEY GO ABOUT IT. UH, AND THEN IN, IN TERMS OF YOUR BOSS, THE COMMUNITY, UH, PEOPLE WHO, WHO, WHO, WHO ELECT YOU. AND THE QUESTION TOO IS IT BECOMES ALSO, UH, HOW, HOW, HOW DO THEY WANT, HOW DO THEY WANNA MEASURE YOU? I MEAN, AND THAT, THAT THAT'S ULTIMATE THAT THEIR, THEIR KIND OF, THEIR THEIR DECISION AND BELIEVE ME, BELIEVE IT OR NOT, NO, THEY'RE, THEY'RE MEASURING YOU. WELL, I WOULD SAY I WOULD AGREE WITH YOU WITHIN HIGHLY CONTENTIOUS POLITICAL ISSUES LIKE THAT, THAT THERE IS A LEVEL OF FILL THE BOARDROOM AND PRESSURE ACCOUNTABILITY RELATIVE TO STUDENT PERFORMANCE. HOW MANY PEOPLE WERE IN THE AUDIENCE TODAY? YOU HAD ME AND THE GUYS THAT WERE HERE WERE REALLY NICE. AND THEY SAID, WHEN ARE YOU ON? I SAID, I GO ON BETWEEN LIKE 10 30 AND 11. AND THEIR COMMENT TO ME WAS, I HOPE YOU BROUGHT A GOOD BOOK, . I, I'M, I'M NOT TRYING TO SELL 'EM OUT, BUT STUDENT PERFORMANCE DOESN'T PACK BOARDROOMS. YOU GET A FAILING SCHOOL THEN. YEAH. WILL THERE, THERE WERE YEARS AGO BEFORE, ACTUALLY, BEFORE I WAS ON THIS BOARD. AND THAT'S THE REASON WHY, HOW I CAME ON WHEN SINGING, I REMEMBER SEEING HOW ELEMENTARY SCHOOL WAS A FAILING SCHOOL. NO, THE MEETINGS WERE PACKED FOR A VERY LONG, FOR A VERY, FOR A VERY LONG TIME. AND, AND THEY, AND THEN THAT COMMUNITY PUSH, THEY WERE PUSHING AT THE, AT THE LEVEL OF, OF, OF ACADEMICS. SO I, SO I, I THINK THAT THAT DRIVES IT TOO. WHEN EVERYTHING IS GOOD THEN, THEN THAT WAY. BUT WHEN IT GETS BAD, YOU KNOW, IT'S JUST LIKE LIFE. PEOPLE REMEMBER THE GOOD THINGS THOUGH. I MEAN, THEY REMEMBER THE GOOD, BUT WHEN THEY, WHEN THINGS GO BAD, I MEAN THEY, THAT, THAT, THAT'S WHAT THEY REMEMBER. IF YOU WANT TO GO GOOD TO GREAT, THE COMMUNITY ISN'T GONNA PACK THE BOARDROOM. IF THEY FEEL THAT THEIR THEIR STUDENTS' NEEDS ARE BEING MET, THEY'RE, YOU'RE NOT GONNA HAVE THAT. AND SO THAT WHOEVER MAKES THE DECISION IS ACCOUNTABLE FOR THE RESULT. FROM AN ACCOUNTABILITY STANDPOINT, IF YOU WANT THE SYSTEM TO BE ACCOUNTABLE AND YOU WANT THE COMMUNITY TO BE ABLE TO HELP HOLD THE SYSTEM ACCOUNTABLE, YOU HAVE TO BE ABLE TO HOLD HIM ACCOUNTABLE FOR STUDENT OUTCOMES. BECAUSE THE COMMUNITY, IF THEY'RE DECENT RESULTS, THEY'RE NOT GONNA HOLD YOU ACCOUNTABLE FOR GETTING ANY BETTER. THEY JUST DON'T WANT 'EM TO GET WORSE. YOU'RE GONNA BE ABLE TO SAY, WE WANT THINGS TO BE BETTER. 'CAUSE WE KNOW THAT 25% OF OUR KIDS STILL AREN'T READING AT GRADE LEVEL. WE WANNA KNOW WHO THOSE KIDS ARE. ARE THEY DO EL KIDS, ARE THEY LATE ENTRY, KINDERGARTEN, YOU KNOW, WHAT ARE, IS IT MOBILITY? HAVE THEY BEEN HERE THE WHOLE TIME? THOSE ARE THE KIND OF QUESTIONS TO PUSH ON HIM TO SAY, WE WANNA MAKE SURE YOU'RE DOING YOUR JOB TO MAKE SURE EVERY KID CAN READ AND EVERY KID'S GONNA GRADUATE ON TIME AND EVERY, ALL OF THOSE THINGS. AND, BUT THAT ACCOUNTABILITY HAS TO COME WITH YOU GOTTA LET HIM MAKE THE DECISIONS AROUND THOSE THINGS. BECAUSE IF YOU MAKE THE DECISION AND HOLD HIM ACCOUNTABLE, I WOULDN'T WANT THAT JOB. I WANT THE FREEDOM TO LIVE AND DIE BY MY OWN DECISIONS WHEN I WAS A SUPERINTENDENT. I'M GONNA DO A TIME CHECK 'CAUSE I SMELL LUNCH. I THINK 'CAUSE WE'RE KIND OF AT A GOOD POINT. IF WE GOT A BREAK COMING UP, I THINK THIS IS A GOOD SPOT TO TAKE A BREAK. OKAY. HOW LONG WOULD YOU LIKE TO RECESS? UH, 20 MINUTES. IS THAT TOO LITTLE? 30 MINUTES? UH, YES. TH TH 30 MINUTES FOR LUNCH. , YEAH. 30 MINUTES. SO JUMPING BACK IN LOOKING AT THE FIVE PRINCIPLES THAT WE'VE COVERED ALREADY, [03:00:01] IS THERE ANYTHING IN THERE THAT ANYBODY HAS CONCERN OVER OR DOESN'T FEEL LIKE SHOULD BE A GUIDING PRINCIPLE FOR HOW YOU FUNCTION AS A BOARD? YOU GUYS ARE MAKING IT MUCH EASIER FOR ME, DR. GU, ANY COMMENTS? UH, NO. THANK YOU. THANK YOU MA'AM. UH, MS. HAY, IS SHE THERE? OKAY. I'M TRYING TO MOVE FORWARD TO THE NEXT SLIDE. THERE WE GO. AND SO THE OTHER PRINCIPLES, I KNOW THESE ARE GONNA COME IN. I DIDN'T REARRANGE THE ORDER. UM, OKAY. SO THE PERFORMANCE OF THE DISTRICT AND THE PERFORMANCE OF THE SUPERINTENDENT ARE IDENTICAL. SO THIS BELIEF IS YOU HIRE DR. RODRIGUEZ TO GET OUTCOMES FOR KIDS AND THAT'S WHAT YOU WANT. SO HIS EVALUATION SHOULD ES IN ESSENCE BE BASED ON DID HE RUN THE DISTRICT THE WAY YOU WANT IT RUN. SO FROM AN OE PERSPECTIVE, DID HE DO WHAT YOU TOLD HIM HE ALWAYS HAS TO DO? DID HE NEVER DO WHAT YOU TOLD HIM HE'S NEVER SUPPOSED TO DO? AND IF YOU RESERVED AUTHORITY, DID HE NOT STEP ON YOUR TOES BY GOING INTO THOSE AREAS THAT YOU SAID YOU'RE GONNA DO, LIKE NAMING SCHOOL FACILITIES? BECAUSE I SAW THAT WAS AN EXAMPLE THAT YOU'VE GOT IN YOUR OES THAT YOU SPECIFICALLY SAID, WE'RE GONNA NAME OUR, THE BOARD RESERVES A RIGHT TO NAME FACILITIES, SO THAT, AND DID HE GET INCREASED OUTCOMES FOR KIDS, WHICH WE'VE BEEN TALKING ABOUT NOT HAVING THE RESULTS POLICIES AND NOT BEING ABLE TO TIE TO THAT. AND I SAW IN THE EVALUATION TOOL THAT YOU HAD LAST YEAR, I THINK ABOUT 30% WAS WEIGHTED ON STUDENT OUTCOMES AND ACHIEVEMENT, BUT IT WAS PRETTY, UM, GRAY ON WHAT WENT IN THERE. I COULDN'T REALLY TRACK EXACTLY WHAT WENT IN THERE. SO HOPEFULLY WHAT WE'RE GONNA WORK TOWARDS IS WITH, BY THIS TIME NEXT YEAR, YOU'RE GONNA HAVE SOMETHING ROCK SOLID THAT THE BOARD HAS AGREED TO, THAT THESE ARE THE OUTCOMES WE WANT FOR KIDS. THESE ARE THE MEASUREMENTS THAT HE'S GONNA BRING US, THAT WE'VE AGREED TO, AND WE'RE GONNA START LOOKING AT THOSE MEASUREMENTS MOVING FORWARD. AND THAT'LL BE PART OF HIS EVALUATION, NOT WHAT I CREATED WHEN I WAS A BOARD MEMBER, WHICH WAS A MERGE OF THREE DIFFERENT TEMPLATES THAT I COULD FIND THAT WAS STILL SUBJECTIVE. 'CAUSE IT HAD LIKE 12 DIFFERENT CATEGORIES OF NINE, NINE BULLETS WITHIN EACH CATEGORY THAT YOU HAD TO RANK. AND THEN YOU AVERAGED AND AVERAGED THE BOARD AND REALLY CAME DOWN TO HOW MUCH DO YOU THINK HE'S DOING A GOOD JOB AS OPPOSED TO EVIDENCE-BASED. HE'S DOING A GOOD JOB. THE BOARD NOT IN INDIVIDUAL MEMBERS, GOVERNS THE BOARD BY MAJORITY VOTE. I THINK I ALREADY KIND OF PUSHED YOU ON THAT THIS MORNING A LITTLE BIT. UM, JUST THERE'S TIMES WHEN IT'S, IT'S CRITICAL THAT YOU DO TAKE A VOTE WHEN YOU'RE GONNA BE SENDING CLEAR DIRECTION TO THE SUPERINTENDENT. DISCUSSION IS GREAT BECAUSE ONE OF THE THINGS THAT, I GUESS A QUESTION I SHOULD HAVE ASKED EARLIER. DR. RODRIGUEZ, DID YOU WRITE THE INTERPRETATIONS OF ALL THE OES THAT ARE IN THE OKAY, GOOD. 'CAUSE SOMETIMES WHEN YOU GET A BOARD THAT ADOPTS THIS, AND THEN A NEW SUPERINTENDENT COMES IN, AND I WORKED WITH A BOARD JUST TWO WEEKS AGO THAT HAD A BRAND NEW SUPERINTENDENT AND WE TALKED ABOUT THE VALUE OF INTERPRETING THE POLICIES. AND THE DISADVANTAGE A NEW SUPERINTENDENT'S GONNA HAVE IS THEY DIDN'T HEAR THE DISCUSSION OF THE BOARD WHEN THE POLICIES WERE CREATED. AND THERE IS A LOT OF CONTEXT BEHIND THAT THAT INFORMS THE WAY DR. RODRIGUEZ FUNCTIONS ON A DAILY BASIS. 'CAUSE HE HAS AN IDEA OF WHAT THE BOARD TRULY VALUES. 'CAUSE IN ESSENCE, YOU'RE TRYING TO PUT YOUR VALUES INTO WRITING TO WHERE YOU'RE SURE HIS, HIS DECISIONS ARE GONNA MATCH YOUR VALUES. AND SO THE FACT THAT HE'S DONE THE INTERPRETATIONS IS GOOD. YEAH. WE WENT THROUGH, THROUGH AN EXERCISE. UH, WHEN I FIRST GOT HERE, THE ANSWER TO THAT QUESTION WOULD BE NO. YEAH. UM, I THINK A COUPLE YEARS INTO IT, IT WOULD'VE BEEN NO, BUT WE WENT THROUGH AN EXERCISE AT ONE JUNCTURE. I CAN'T REMEMBER WHAT YEAR, UH, IN WHICH WE DID THAT. YEAH. GOOD. DO YOU FIND THAT BENEFICIAL? YES. YEAH. YEAH. THE BOARD DELIBERATELY CREATES ITS OWN CULTURE AND POLICY AND FAITHFULLY MONITORS ITS OWN PERFORMANCE AGAINST THOSE STANDARDS. AND I'VE ALREADY HEARD SOME THINGS ABOUT BOARD DESIRE FOR IMPROVED BOARD SELF-ASSESSMENT. UM, YOU KNOW, THIS HAS THREE COMPONENTS TO IT. ONE IS, YOU KNOW, DELIBERATELY CREATES ITS OWN CULTURE. SO YOU HAVE A CULTURE AS A BOARD, WHETHER YOU PUT IT IN WRITING OR NOT, IT EXISTS THE WAY YOU INTERACT WITH EACH OTHER, THE WAY [03:05:01] YOU FUNCTION, THE WAY YOU MAKE DECISIONS, THE DISCUSSIONS YOU HAVE. ALL OF THAT DEFINES YOUR CULTURE. THE, THE QUESTION IS, IS IT DELIBERATE? AND HAVE YOU PUT IT IN WRITING IN POLICY? AND ARE YOU MONITORING YOUR PERFORMANCE AGAINST THAT? UM, YOU KNOW, AND JUST TO THROW OUT AN EXAMPLE FROM EARLIER IN THE MEETING, THERE WAS DISCUSSION ABOUT AGENDA ITEMS. AND SO THE FIRST THING I DID WHEN I WAS LISTENING TO THE DISCUSSION IS I PULLED UP YOUR GC POLICIES AND STARTED READING THROUGH, AND I PULLED UP GC TWO, SECTION 11 AND SAID, HOW, HOW SHOULD A BOARD MEMBER FORMALLY REQUEST AN AGENDA ITEM? AND GC TWO 11 SAYS THEY SHOULD SEND AN EMAIL TO THE LEADERSHIP TEAM COPYING THE REST OF THE BOARD WITH THEIR REQUEST FOR AN AGENDA ITEM. IF THAT'S THE WAY YOU WANT TO DO IT, GREAT. FOLLOW IT. IF THAT'S NOT THE WAY YOU WANT TO DO IT, CHANGE THE POLICY IS WHAT I WOULD SAY. BUT YEAH. ALRIGHT. PART OF THE REASON THAT WE BROUGHT YOU HERE TWICE AND GOING THROUGH THIS PROCESS IS THERE ARE SO MANY THINGS THAT DURING COVID, THEY JUST, IT JUST OVERLOADED SO MANY NORMAL REQUIREMENTS THAT WOULD'VE BEEN EXECUTED. SO WE'RE STARTING BASICALLY GOING BACK ROUND ZERO AND BEING VERY METICULOUS ABOUT LET'S START AND MAKE SURE WE'RE CALIBRATING, SYNCHRONIZING ALL THE THINGS THAT HAVE OCCURRED. SO YES, THAT'S, THAT'S ABSOLUTELY CORRECT, BUT WE ARE COMMITTED TO HAVING A PLATFORM THAT WE EXECUTE WITH FIDELITY GOING FORWARD. GOOD. REMEMBER, THEY'RE YOUR POLICIES. THEY'RE DEFINING THE CULTURE THAT YOU WANT TO BE. SO HOPEFULLY THEY'RE SOMEWHAT ASPIRATIONAL. AND THERE ARE THINGS YOU WANT TO STRIVE TO ACHIEVE AS A BOARD AND THE WAY YOU WANT TO BEHAVE. AND YOU'RE NOT, NOBODY'S PERFECT AND NOBODY ALWAYS HITS THOSE GOALS. THE OTHER PART IS MONITORING YOUR PERFORMANCE AND BEING ABLE TO ACKNOWLEDGE, YEAH, WE FELL SHORT. HOW CAN WE GET BETTER? ONE OF THE THINGS THAT I IS PROBABLY IN YOUR POLICY, I DIDN'T READ FOR THIS IN DETAIL, BUT THAT YOU PERFORM A, A BOARD EVALUATION AT THE END, END OF EACH BOARD MEETING. AND I DON'T KNOW, DID YOU NOT INCLUDE A LOT OF BOARDS HAVE THAT IN THERE? AND I'VE SEEN BOARDS THAT TRY TO DO THAT. AND WHAT HAPPENS IS IT BECOMES SUPERFICIAL. THEY SAY, HOW DO WE BEHAVE AS A BOARD TODAY? DID WE FOLLOW ALL OF OUR POLICIES? AND IT'S SO GENERIC THAT THERE'S ZERO VALUE. I'VE WORKED WITH A COUPLE BOARDS WHERE WE HAVE A SELF-ASSESSMENT SURVEY THAT THE BOARD DOES. I'VE DEBRIEFED THAT SURVEY WITH THEM. WE'VE HIGHLIGHTED TWO OR THREE AREAS OF IMPROVEMENT THAT THEY EITHER HAD WITH ONE BOARD. THERE WAS DISCONNECTS ON THE WAY THAT, UM, THEY PERCEIVED EACH OTHER. EVERYBODY FELT LIKE THEY WERE PREPARED, THEY KNEW THEIR ROLE AS A BOARD MEMBER. BUT WHEN WE ASKED 'EM, THE, SO A HUNDRED PERCENT SAID, YEAH, I KNOW MY ROLE AS A BOARD MEMBER, BUT WHEN WE ASK THEM, DO YOUR FELLOW BOARD MEMBERS UNDERSTAND THEIR ROLE AS BOARD MEMBERS? ONLY 50% OF 'EM SAY, AFFIRMED THAT AS A POSITIVE. HALF OF 'EM DIDN'T. SO THEN THE QUESTION IS, WHAT ARE YOU SEEING FROM YOUR FELLOW BOARD MEMBERS THAT MAKES YOU THINK THEY DIDN'T UNDERSTAND THEIR ROLE? SO NOW THE DEBRIEF AT THE END OF THEIR BOARD MEETING IS, DID I SEE OR HEAR ANYTHING THAT LED ME TO BELIEVE THAT SOMEBODY DIDN'T UNDERSTAND THEIR ROLE AS A BOARD MEMBER TONIGHT? AND BECAUSE THEY'RE RECORDED AND ON TV AND THEY DON'T WANNA AIR THEIR DIRTY LAUNDRY, THE ALL THEY HAVE TO DO IS JUST SAY YES. AND THEN THERE'S A FOLLOW-UP CONVERSATION WITH THE BOARD CHAIR AS TO WHAT DID YOU SEE? AND THEN THEY CAN GO BACK TO THAT ONE INDIVIDUAL AND, AND KIND OF PLAY PHONE TAG TO DO THAT, TO GIVE DIRECT FEEDBACK TO THE INDIVIDUAL. IF YOU'RE NOT RECORDED OR IF YOU'RE COMFORTABLE, THEY COULD STILL HAVE THAT CONVERSATION RIGHT THERE AND JUST SAY, WELL, THIS IS WHAT I SAW. AND IT GIVES THE PERSON A CHANCE TO EXPLAIN THEIR PERSPECTIVE AND STARTS TO BRING THE BOARD TOGETHER TO WHERE THEY HAVE GREATER, UM, COLLECTIVE EFFICACY AND A GREATER SENSE OF TRUST AMONG BOARD MEMBERS. BECAUSE THEY'RE NOT OPERATING ON ASSUMPTIONS ANYMORE. THEY'RE GETTING THOSE ASSUMPTIONS OUT ON THE TABLE AND WORKING THROUGH IT. SO IN A WAY, AN END OF MEETING DEBRIEF CAN BE VERY BENEFICIAL. BUT I WOULD RECOMMEND IF YOU CHOOSE TO DO SOMETHING LIKE THAT IN THE FUTURE, THAT YOU DO IT ON SOMETHING THAT'S SPECIFICALLY TARGETED THAT YOU WANNA IMPROVE ON AS A BOARD, NOT JUST A GENERIC, HOW DO WE DO AS A BOARD? DR. GUS? UH, YES. THANK YOU CHAIRMAN. UM, DR. STE, UH, THANK YOU FOR, UH, BRINGING OUT THE, THE, UM, YOU KNOW, HOW, UH, THE EMAIL, UH, I GUESS YOU'D SAY REQUIREMENT FOR REQUESTING A, A BOARD AGENDA ITEM BY AN INDIVIDUAL ME MEMBER, WHICH IS GC UH, TWO 11. BUT AS I MENTIONED IN MY COMMENTS INITIALLY AT THE, UH, WHEN WE WERE TAKING THE VOTE FOR THE, UH, AGENDA APPROVAL, THE NEXT PAGE IN THE BUT MANUAL IS D AND THAT HAS THE AGENDA ITEMS OF WHICH NUMBER 14 IS FUTURE AGENDA TOPICS. AND SO THAT'S A PUBLIC DISCUSSION. I JUST WANT TO BE SURE THE PUBLIC KNOWS THAT THAT'S ANOTHER WAY TO DO [03:10:01] IT. AND THAT IS CODIFIED IN, UH, BOARD BY BOARD VOTE BACK IN 2019. I WENT BACK AND CHECKED. THANK YOU. OKAY. THANK YOU. THANK, UM, I, I WAS JUST GONNA SAY, UM, IT'S FUNNY THAT YOU SPELLED OUT THAT, UM, THAT WAY OF HOW TO, UH, DO THAT AND, AND, AND, UH, I BELIEVE THAT I, I GUESS I, I GOTTA SKIP TO THE, THE BOARD CHAIR ACTUALLY. I, I THINK THAT WE ARE ALREADY ON, ON THAT TRACK BECAUSE, UH, I THINK THAT THAT, THAT, THAT HE DOES HAVE THOSE CONVERSATIONS WITH EVERYONE AND THAT SOMETIMES WE EVEN AS BOARD MEMBERS, SO A COUPLE OF US, WE, WE HAVE THOSE CONVERSATIONS WITH EACH, WITH EACH OTHER AS, AS WELL CURRENTLY. SO, I MEAN, I CAN'T SPEAK FOR OTHER PEOPLE, BUT I KNOW, I KNOW THAT, YOU KNOW, UH, I THINK THAT HE DOES THAT HE, THAT HE ALREADY, HE ALREADY, WE ARE WE ALREADY DOING WHAT YOU'RE, WHAT YOU'RE SAYING? IT'S JUST THAT, UH, WE'RE NOT, UH, DOING IT PUBLICLY. WE'RE NOT PUTTING IT ON SHEETS. MM-HMM. BUT I THINK THAT, YOU KNOW, HEY, THAT WAS LITTLE, YOU KNOW, YOU KNOW, YOU WANNA SPEAK TO THAT OR, I, I THINK THAT THAT PART WE ARE ON THE, ON THAT, ON THAT TRACK. SO, UM, I JUST LEAVE IT THERE. YEAH. LET ME WEIGH IN THE POLICY MANUAL THAT WE HAVE AND THAT PEOPLE REFER TO, HAS NOT BEEN CONSISTENTLY EXECUTED TO SINCE 2021. SO WHAT WE ARE TRYING TO DO HERE IS GO BACK TO GROUND ZERO. WE'VE ASKED OUR SECRETARY TO GO THROUGH AND ENSURE, LOOK AT WHAT NEEDS TO BE UPDATED, AND THEN WE HAVE A POLICY MANUAL THAT WE WILL ADHERE TO IN TERMS OF EXECUTING. BUT IF ALL OF US ARE GOING TO, YOU KNOW, CHOOSE WHICH ONES WE WANNA SAY THIS IS, WE'RE NOT FOLLOWING THIS ONE, WE'RE NOT FOLLOWING HARDLY ANY OF THEM IS A TRUE REALITY. SO I WANT TO MAKE SURE THAT WE ARE COMPLIMENTING THIS LEADERSHIP TEAM, ALL THESE BOARD MEMBERS HERE, THAT WE'RE GOING BACK TO GROUND ZERO, THIS GENTLEMAN, I THINK, HOW MANY RECOMMENDATIONS DID YOU HAVE? JUST AND END UP BEING 13. 13, BUT I THINK IT STARTED 2212. WELL, YEAH, SOMETHING LIKE THAT. ALRIGHT. SO WE'VE GONE THROUGH THAT MECHANICAL PROCESS TO SAY, MAN, HERE'S WHERE WE NEED TO PRIORITIZE. SO DON'T WANT YOU TO THINK THAT WE ARE JUST SELECTING WHICH ONES NOT LIKE THAT AT ALL. THANK YOU. WELL, ALSO IN, IN TERMS OF EV, EVA, IN TERMS OF, I'M SPEAKING ALSO TOO IN, IN TERMS OF EVALUATING WHEN YOU WENT, I WAS SPEAKING ALSO IN TERMS OF, UH, EVALUATION TOO AS WELL. UH, AS IN, AS AN EVALUATION OF BOARDS BEHAVIOR OR HOWEVER YOU, HOWEVER Y'ALL WANNA PUT IT, OR INTERACTIONS OR, OR CULTURE. I BELIEVE THAT WE DO HAVE THOSE. WE DO, WE DO HAVE THOSE, HAVE THOSE CONVERSATIONS. GOOD. AND, AND SO I, THAT'S WHY I WANTED TO SAY THAT, YOU KNOW, THAT, YOU KNOW, BECAUSE, YOU KNOW, YOU, YOU HAVE, YOU ARE YOU ONE, YOU ARE HUMAN AND YOU DO, AND YOU DO HAVE THOSE CON YOU DO HAVE THOSE KIND OF ALMOST, BUT FOR THE MOST OF 'EM. BUT FOR THE MOST PART, SOME OF THOSE CONVERSATIONS HAVE BEEN HAD BY LEAST, BUT MAYBE IN, IN SOME INDEPENDENT BOARD MEMBERS, YOU KNOW, IS I THINK IT'S UP TO THEM TO, EVEN IF, IF YOU DID WRONG, TO OWN UP TO IT OR TO, OR TO SAY, HEY, I WANNA SPEAK TO THIS. AND IF YOU DON'T, THEN THEN YOU JUST DON'T. BECAUSE AT THE END OF THE DAY, WE, WE, WE, WE, WE, WE ALL HAVE THE SAME AUTHORITY. NO ONE, NO ONE BOARD MEMBER HAS MORE AUTHORITY THAN, THAN THAN THE, UH, TO THE NEXT ONE RE REGARDS WHETHER YOUR CHAIR OR NOT. BUT I MEAN, IT'S UP TO YOU AS A, AS A BOARD MEMBER TO OWN IN, TO WANNA DO SOMETHING DIFFERENT ABOUT THAT. SO I'LL JUST SAY THAT. BUT YEAH, SOME OF US ARE HAVING, YOU KNOW, THAT WAS JUST LET THE BRICK FORWARD, WHAT THEY ME? YEAH. YEAH. AND THE KEY IS TO NOT MAKE IT PERSONAL, BUT BE ABOUT JUST BEING BETTER BOARD MEMBERS AND BETTER BOARD AS A WHOLE AND BEING ABLE TO FUNCTION TOGETHER AND THOSE CONVERSATIONS BUILD, BUILD TRUST IF DONE CORRECTLY. MM-HMM . TO THAT POINT BEFORE OF MOST OF THE BOARD MEMBERS, I THINK IT WAS JUST ME AND COLONEL GUY OR MR. SMITH AT ONE POINT, BUT WE DID HAVE THE EVALUATION PROCESS. WHAT I WILL TELL, AND EVERY AFTER EVERY MEETING, UH, ONE WAS HANDED OUT, ROBIN MAY BE ABLE TO SPEAK THIS, THE PARTICIPATION RATE IS THE ISSUE. IT BECAME SOMETHING THAT WE BASICALLY STOPPED DOING BECAUSE HALF THE BOARD WASN'T FILLING. SO I THINK TO THE CHAIRMAN'S POINT, THE WORD FIDELITY IS VERY IMPORTANT. WE CAN PUT ALL THESE PROCESSES INTO PLACE, BUT AS SOON AS PEOPLE START SAYING, NO, WE'RE NOT GONNA DO THAT RIGHT YET, OR I'M, YOU KNOW, THEN THE, IT STARTS TO UNRAVEL. SO WE HAVE TRIED THAT, BUT IF WE'RE GOING TO DO IT AGAIN, WHICH I THINK IS A FABULOUS IDEA, WE NEED TO HAVE, UH, STRICT LIMITS. LIKE YOU HAVE TO TURN IT IN WITHIN, YOU KNOW, AND, AND EVERYONE'S GOTTA PARTICIPATE. SO MM-HMM . DR. WATTS, UH, YES, WE DID HAVE, WE DID HAVE A, UM, UH, BOARD, UH, EVALUATION AFTER THE MEETINGS. AND THAT JUST WHAT, UH, MS. BOATWRIGHT SAID, UNFORTUNATELY, IT WAS NOT, UM, YOU KNOW, THE PARTICIPATION WAS LOW. AND, AND, AND, AND I AGREE WITH THAT. AND ONCE, ONCE AGAIN, THAT GO BACK TO WHAT I WAS SAYING, YOU, [03:15:01] YOU, I MEAN, IT'S NOT A POINT WHERE YOU CAN MAKE PEOPLE, PEOPLE, PEOPLE DO THAT. SO, I MEAN, EVEN IF YOU WANNA PARTICIPATE, YOU CAN. IF YOU DON'T, YOU, YOU, YOU DON'T HAVE TO. I MEAN, I THINK THAT'S REALLY UPON, YOU KNOW, UPON, UPON REV, WHEREVER THAT'S SOMETHING THAT YOU, WHAT YOU WANNA PARTICIPATE, PARTICIPATE IN. SO, I MEAN, I THINK IT'S A, IT'S UPON THE, YOU KNOW, SO, AND, AND AT THE END OF THE DAY, THE QUESTION, THE QUESTION WAS TOO ANOTHER REASON WHY THERE WAS NO, UH, PARTICIPATE. UH, WE DIDN'T WANNA PARTICIPATE BECAUSE, UH, UH, SOMETIMES ABOUT HOW IT COULD LOOK AND THEN, AND THEN ONE, AND THEN, AND THEN ALSO TWO, UM, IS WHAT CAN WE REALLY DO AMONGST EACH OTHER AS BOARD MEMBERS? ONCE AGAIN, NO, NO ONE BOARD MEMBER HAS MORE AUTHORITY THAN, THAN ANY OTHER BOARD MEMBER MM-HMM . SO THAT, THAT, THAT TOO WAS THE ANOTHER THING. SO I JUST WANNA PUT THAT OUT THERE TOO, AS, AS WELL. YEAH. I THINK WITH RELATIVE TO YOUR GC POLICIES AND REVIEWING THE GC POLICIES, ANYTIME YOU GET NEW BOARD MEMBERS ON, THAT IS PROBABLY A GOOD TIME TO JUST SIT DOWN AND READ THROUGH 'EM AS A GROUP AND HAVE A DISCUSSION AROUND, DO THESE STILL MATCH THE VALUES OF THE NEW BOARD? AND IT'S A GOOD WAY TO ORIENT YOUR NEW BOARD MEMBERS, ANSWER THEIR QUESTIONS WITHOUT HAVING TO BRING ME IN AND GIVE THEM A THREE, FOUR HOUR ORIENTATION. YOU COULD ALWAYS TRYING TO FIGURE OUT IF A WAY I CAN DO THAT VIA ZOOM AND, AND HELP DISTRICTS AROUND THE COUNTRY BE ABLE TO DO THAT TOGETHER. BUT FOR THEM TO ORIENT SPECIFICALLY TO THIS IS YOUR EXPECTATIONS AS A BOARD MEMBER, THESE ARE THE, THIS IS THE CULTURE THAT WE HAVE CREATED, THE WRITTEN EXPECTATIONS WE HAVE OF OURSELVES AND OF EACH OTHER, AND WE EXPECT US ALL TO COMPLY WITH THESE. AND THEN IF I COULD TAG ONTO THAT, IF WE CAN'T GET A MAJORITY DO IT TO DO IT, THEN WE DELETE IT BECAUSE THERE'S NO DRIVE FOR IT. IF YOU'RE NOT GONNA DO IT, DON'T PUT IT IN WRITING, DON'T DO IT. AND THAT'S, THAT'S WHAT WE, WE, I THINK I CAN PROMISE FOR MYSELF PERSONALLY, THAT'S THE WAY I LOOK AT THINGS. SO WE'LL MAKE SURE THAT'S HAPPENING. YEAH. YOU KNOW, WE PRO YOU WERE PROBABLY PROVIDED TEMPLATES BASED ON WHEN YOU ADOPTED THAT RANDY AND LINDA CAME IN AND SAID, HERE'S THE GC POLICIES, HERE'S THEE, HERE'S THE BSRS, AND THESE ARE TEMPLATES WE'RE GONNA WALK THROUGH YOU LINE BY WITH YOU LINE BY LINE, AND WE'RE GONNA CHANGE ANYTHING THAT YOU DON'T FEEL COMFORTABLE WITH. BUT THAT WAS HOW MANY YEARS AGO IN A DIFFERENT BOARD. YOU NEED TO MAKE SURE THESE ARE LIVING DOCUMENTS THAT MEET YOUR NEEDS. THAT'S THE BOTTOM LINE I'M TRYING TO GET ACROSS HERE. AND SO A PROCESS, THE BEST TRIGGER IS ANYTIME A NEW BOARD MEMBER COMES IN, THAT'S WHEN YOU LOOK AT YOUR GCS. THE NEXT ONE, THE BOARD GOVERNS BY POLICY, NOT APPROVALS, RESOLUTIONS OR RANDOM DIRECTIVES. I, WE'VE KIND OF HIT ON THIS EARLIER TOO. THE ULTIMATE GOAL IS THAT YOU CREATE YOUR POLICIES IN SUCH A WAY THAT THEY MEET MOST HAVING TO DO THESE THINGS ON A REGULAR BASIS. THE ONLY TIME YOU'VE GOTTA DO AN APPROVAL RESOLUTION OR DIRECTIVE IS WHEN YOU HAVE A PANDEMIC THAT HASN'T HAPPENED IN A HUNDRED YEARS, OR WHAT WHOEVER KNOWS WHAT'S GONNA COME UP NEXT. RIGHT? SOMETHING THAT'S OUT OF THE BOUNDS THAT YOU DIDN'T THINK ABOUT. AND THAT'S WHY WE PUSH YOU ON THIS LAST ONE, IS YOU EXPRESS YOUR POLICY AND THE BROADEST VALUES AND CONCERNS BEFORE DECIDING SMALLER ONES. 'CAUSE IF YOU DECIDE SMALL THINGS, YOU'RE GONNA HAVE TO DECIDE A WHOLE LOT OF SMALL THINGS. AND THE MORE YOU CAN KEEP YOUR STATEMENTS AND YOUR POLICY BROAD TO COVER YOUR, YOUR VALUES RATHER THAN THE SPECIFIC SITUATION, IT'LL APPLY TO MORE SITUATIONS. AND IT GIVES HIM THE FLEXIBILITY TO BE ABLE TO OPERATE WITHOUT HAVING TO COME BACK AND SAY, WELL, THIS SAYS THIS, AND THIS IS CLOSE TO THIS, BUT DOES THIS REALLY APPLY OR NOT? IF THEY'RE VERY BROAD VALUES, HE'S GONNA BE ABLE TO INTERPRET IT MUCH EASIER AS TO WHETHER IT APPLIES OR NOT, OR NOT. SO THOSE ARE THE 10 PRINCIPLES. I KIND OF FLEW THROUGH THE LAST ONE BECAUSE THE LAST, THE LAST FIVE ARE MORE OF HOW THE BOARD ITSELF FUNCTIONS AS OPPOSED TO WHY YOU'RE THE BOARD AND WHAT YOUR REAL PURPOSE IS. I SEE A LOT OF NODDING YES. THAT THESE SOUND LIKE WHAT YOU'RE TRYING TO ACHIEVE. SO THEN HAVE A NICE, FUN LITTLE GRAPHIC. IT'S ANIMATED RESPONSIBILITY AND ACCOUNTABILITY THROUGHOUT ALL OF THIS. THAT'S THE ONE THING YOU NEED TO KEEP IN MIND IS ANYTHING THAT YOU DELEGATE TO HIM, YOU CAN HOLD HIM ACCOUNTABLE FOR ANYTHING. YOU AS A BOARD DECIDE YOU'RE ACCOUNTABLE TO THE VOTERS. HE'S NOT ACCOUNTABLE TO YOU OR TO THE VOTERS ON YOUR DECISION. HE'LL DO THE BEST THAT HE CAN. AND I THINK WHEN I WAS HERE LAST JANUARY, I BROUGHT UP THE FOUR DAY SCHOOL WEEK SCENARIO FROM WASHINGTON. AND THAT WAS A GREAT EXAMPLE THAT THE BOARD MADE A DECISION TO SHIFT TO A FOUR DAY SCHOOL WEEK. AND THE SUPERINTENDENT DIDN'T MAKE THE DECISION YET. THE DECISION WAS INTENDED TO IMPROVE STUDENT OUTCOMES, IMPROVE STUDENT ATTENDANCE, IMPROVE PROFESSIONAL DEVELOPMENT, AND CUT COSTS. AND [03:20:01] WHEN I ASKED THE BOARD WHO WAS ACCOUNTABLE FOR THOSE THINGS, THEY ALL TURNED AND LOOKED AT THE SUPERINTENDENT. I SAID, BUT YOU MADE THE DECISION. UM, I THINK THAT, THAT THIS IS WHAT MR. SMITH IS TALKING ABOUT. YOU KNOW, WHEN DO YOU, WHAT DO WE HAVE RESPONSIBILITY FOR? WHAT DO WE HAVE ACCOUNTABILITY FOR? UM, AND YOU DO HAVE A LOT OF CONSTITUENTS WHO ARE LIKE, UH, LIKE I GOT SO MUCH FLACK THAT WE STARTED SCHOOL ON A FRIDAY, YOU KNOW, BUT SO, BUT I WAS LIKE, AND THAT WAS A BOARD DECISION. YEAH. BUT THEN THERE WAS A LOT OF, WE WERE PRESENTED WITH OPTIONS. SO I THINK ONE OF THE THINGS THAT IS INTERESTING TO ME ABOUT COHERENT GOVERNANCE IS, AND I'M JUST GONNA USE A RECENT EXAMPLE ABOUT THE INTERDISTRICT TRANSFER POLICY. THERE'S A POLICY COMPONENT TO IT. ARE WE GONNA DO IT? ARE WE GOING TO ALLOW IT? HOW MANY, WHAT ARE THE, WHAT, WHAT ARE THE PARAMETERS? BUT THEN THERE'S A LOGISTICS PIECE OF IT, RIGHT? SO THEN THAT'S WHAT WE WANNA SAY, THAT THE BOARD SAYS, YES, THIS IS HOW WE'RE, WHAT WE'RE GONNA DO. AND THEN TASK THE SUPERINTENDENT WITH THE OPERATIONAL PIECE. IS THERE EVER AN INSTANCE WHERE WHICH ORDER THOSE COME IN? LIKE THE OPERATIONS PART DICTATES POLICY? OR SHOULD POLICY ALWAYS DICTATE OPERATIONS? THIS WOULD BE AN INTERESTING ONE TO PULL APART. SO YOU'RE TALKING OUT OF DISTRICT STUDENTS COMING INTO YOUR DISTRICT. THE STATE HAS, IS MAKING MOVES IN THAT DIRECTION TO ALLOWING, AND IT'S ALL PART OF A BROADER PUSH FOR STATE CHOICE HERE IN SCHOOL CHOICE HERE IN SOUTH CAROLINA. SO THEY'VE ASKED KIND OF AN IMPOSSIBLE PUZZLE OF HOW ARE WE GONNA ALLOW IT. IT'S VERY MUCH IN THE EARLY PHASES OF BEING MAPPED OUT. OKAY. SO THERE'S A LOT TO MAP OUT BECAUSE WASHINGTON AND OREGON BOTH HAVE THIS AND THEY'RE DIFFERENT RULES. OREGON, YOU HAVE TO LET PEOPLE GO. AND WASHINGTON, IF YOU, IT'S COMES DOWN TO THE ACCEPTING DISTRICT. BUT THERE'S, YOU'RE RIGHT, THERE'S A LOT OF LOGISTICAL. WE HAVE VOUCHERS AND IT GETS INTO THAT AS WELL. SO, SO THIS WOULD BE SOMETHING I WOULD PROBABLY LEAN TOWARDS. THIS WOULD BE MORE OF A SUPERINTENDENT DECISION AND A DISCUSSION BY THE BOARD OF DO WE HAVE A BOX THAT KEEPS HIM TIGHT ENOUGH THAT WE CAN LIVE WITH WHATEVER DECISION HE COMES UP WITH? YEAH. IS THERE SOMETHING IN THE OES AROUND THE INSTRUCTIONAL ENVIRONMENT I WOULD BE CONCERNED ARE, IS THE ENROLLMENT GOING TO CAUSE OVERENROLLMENT IN CERTAIN SCHOOLS THAT'S GOING TO IMPACT THE INSTRUCTIONAL ENVIRONMENT? SO THAT'S THAT YOUR CONCERN IS THROUGH AN OE OF THE INSTRUCTIONAL ENVIRONMENT. I, IS THERE ANOTHER OE PERHAPS, I DON'T KNOW WHETHER FACILITIES, YOU DON'T WANNA HAVE TO GO OUT FOR ANOTHER BOND TO BUILD ANOTHER FACILITY. SO WHAT YOU'RE GONNA BE DOING IS HOLDING HIM ACCOUNTABLE FOR TRYING TO BALANCE HIS ENROLLMENT IN HIS . HEY, JOHN, CAN I INTERRUPT? YEAH. THAT IS AN, A MASSIVE AMOUNT OF MINUTIAE, AND I'LL TELL YOU WHY I SAY THAT. YOU'RE SAYING WE, WE GOTTA SORT OF EXECUTE INTER-DISTRICT TRANSFERS. ABSOLUTELY. BUT THE SUPERINTENDENT AND HIS OPERATION HAS THOSE COMPONENTS TOGETHER. ALL IT TAKES IS TO CALL BOTH OF THOSE LEADERS AND SAY, HEY, LET'S GET TOGETHER AND WORK THIS THING OUT. YOU TWO WORK OUT THE MECHANICS OF IT. SO I DON'T WANNA SEE SOMETHING GET SO COMPLICATED THAT IT SITS ON THE SHELF AGAIN FOR ANOTHER FIVE YEARS BEFORE WE GET AROUND TO EXECUTE IN COMPLIANCE. YEAH. IS THAT FAIR? AND I WOULD SAY IF JUST PUTTING ME ON THE SPOT, I WOULD LEAN TOWARDS THIS IS THE SUPERINTENDENT'S DECISION TO WORK OUT. ABSOLUTELY. ABSOLUTELY. SO I DON'T, I DON'T WANT US TO GET BACK INTO THE MOUNTAIN OF MINUTIAE THAT PARALYZE COULD PARALYZE THE ORGANIZATION. NOT SAYING IT HAS, JUST SAYING, DON'T WANT GET TO THAT. WELL, I'M NOT ASKING YOU TO RESOLVE THE ISSUE. I WAS JUST SAYING SOMETIMES IS IT APPROPRIATE? DOES IN GENERALLY, I WOULD THINK POLICY WOULD DICTATE OPERATIONS. BUT MY, MY EXAMPLE WAS, IS THIS AN EXAMPLE OR ARE THERE TIMES WHEN OPERATIONS SHOULD DICTATE POLICY? RIGHT? SO THAT'S KIND OF MY QUESTION. WITH THE ACCOUNTABILITY RESPONSIBILITY PIECE, I WOULD SAY HE SHOULD BE BRINGING YOU THE IMPLICATIONS OF HIS IMPLEMENTATION. AND IF YOU'RE NOT HAPPY, THEN YOU NEED TO PUT POLICY IN PLACE TO REDIRECT HIS DIRECT HIS DIRECTION. DOES THAT MAKE SENSE? YEAH. YEAH. AGAIN, YOU'RE MONITORING WHAT'S HAPPENING THROUGH THE OES AND ALL OF A SUDDEN IF YOU SEE SOMETHING IN THE INSTRUCTIONAL ENVIRONMENT, YOU HAVE A CLASS SIZE TARGETS AND YOUR CLASS SIZE TARGETS ARE GETTING BLOWN UP, AND YOU'RE ALSO HAVE FACILITY TRIGGERS THAT YOU'RE, THAT YOU'VE GOTTA DECIDE WHETHER YOU'RE GONNA RUN A BOND AND NOW ALL OF A SUDDEN YOUR ENROLLMENT'S GOING UP AND YOU DON'T WANT TO GO OUT TO THE COMMUNITY YET, BUT YOU'VE BROUGHT IN 800 KIDS FROM OUTSIDE THE DISTRICT, THEN YOU'RE GONNA BE LOOKING TO HIM. DO WE NEED TO CHANGE THOSE OES? YEAH. SO PART, PART OF, I FORGET TO, PART OF WHAT, UH, WE ARE GONNA HAVE TO AVOID IS MAKING SURE THAT THE SUPERINTENDENT HAS THAT AUTHORITY MM-HMM . SO WE DELEGATE, HOW DO YOU EXECUTE INTERDISTRICT TRANSFERS? AND HE HAS ALL THIS STAFF THAT'S ASSIGNED TO HIM EXPERTS, AND THEN THEY CAN COME AND COME BACK AND SEE DOES THE BOARD ACCEPT IT? THAT'S HOW I SEE IT. WE, WE'VE RUN THROUGH A LOT OF HURT. WE'VE RUN THROUGH A LOT OF, [03:25:02] UH, SITUATIONS THAT REALLY JUST SAT THE STRENGTH TO GO AHEAD AND DO THE EXECUTION THAT NEEDS TO BE DONE. WE'RE JUST TRYING TO AVOID THAT. YEAH. YEAH. SUPERINTENDENT, I DON'T KNOW IF YOU HAVE ANYTHING TO SAY. UM, I, I MEAN I THINK THAT MAKES SENSE, RIGHT? I MEAN, UH, AND THERE'S, THERE'S NUANCES IN THIS, YOU KNOW, IN THIS PARTICULAR TOPIC, RIGHT? MM-HMM . AND, AND, UH, WHATEVER WE PUT TOGETHER HAS TO ACTUALLY HAS TO BE APPROVED BY THE STATE TO SAY, OH, YOUR POLICY FALLS WITHIN OUR PARAMETER HERE. RIGHT? YEAH. AND SO, SO, UM, YOU KNOW, IN A CASE LIKE THIS, UH, AND, AND, UH, AN AR RIGHT? THAT CAN GOVERN HOW WE DO THIS WORK, TAKING INTO ACCOUNT THE PARAMETERS THAT THE STATE HAS ALLOWED, UH, AND REQUIREMENTS THAT THEY'VE ALLOWED, UM, UM, THERE'S A LOT OF NUANCES TO, TO IT, YOU KNOW? AND I THINK THE OTHER PIECE TO IT IS, IS, IS THIS, IS, THIS IS A, A NEW, UM, UM, LEG PIECE OF LEGISLATION, WHICH IS OPEN TO, UH, THE STATE'S INTERPRETATION, GUIDANCE TO SCHOOL DISTRICTS TO EXECUTE ON. UM, AND, AND I THINK THE, THE KEY HERE IS BECAUSE IT'S NEW, RIGHT? I THINK SYSTEMS REALLY ARE GONNA NEED THE FLEXIBILITY AS YOU MOVE THROUGH IT, RIGHT? TO BE ABLE TO ADJUST. THAT'S A LOT EASIER FOR ME TO ADJUST AN AR THAN IT IS FOR THEM TO CHANGE A POLICY. MM-HMM . RIGHT? THEY'RE, THEY'RE GONNA HAVE TO HAVE A COUPLE MEETINGS TO CHANGE A POLICY, RIGHT? I HAVE TO HAVE, I I I CAN CHANGE THE AR AND INFORM THEM MM-HMM . OF WHAT WE'VE DONE. YEAH. RIGHT? YEAH. AND, AND AS ALWAYS, RIGHT, THE POLICY IS BROAD TO ALLOW YOU TO SPECIFY. AND THEN WHEN THEY SEE YOUR AR, THEY CAN SAY, DOES THE AR REFLECT OUR VALUES? IS IT WITHIN THE BROAD PARAMETERS WE SET? AND DOES IT REFLECT OUR VALUES? IF THE ANSWER IS YES TO BOTH, THAT'S GREAT. IF IT'S WITHIN THE POLICY, BUT IT DOESN'T REFLECT OUR VALUES, NOW YOU GOTTA GO BACK AND SAY, DO I NEED TO CHANGE THE POLICY TO SHIFT THAT AR WITHIN MY VALUE SET? I HAD AN SAME BOARD I WORKED WITH THAT, I WORKED WITH THEM THIS MONTH AGAIN, AND THIS YEAR THEY CAME BACK WITH AN INTERESTING QUESTION. THE BOARD CHAIR WANTED TO KNOW IF WE SEE THINGS IN THE ADMINISTRATOR OR IN THE SCHOOL DISTRICT FUNCTION THAT WE KNOW ARE GETTING IN THE SUPERINTENDENT'S WAY AND BEING AN IMPEDIMENT TO GETTING THE RESULTS, SHOULD WE IDENTIFY THOSE IN POLICY AS UNDERSTOOD LIMITATIONS? AND WHAT I, I USE THIS AGAIN TO RECENTER HER ON THAT. I KNOW IT'S KIND OF A CONVOLUTED THOUGHT PROCESS. THEY WERE TRYING TO DO SOMETHING NICE WITH A NEW SUPERINTENDENT COMING IN THINKING WE'RE GONNA TELL THEM THAT WE, THEY UNDERSTAND THAT THEY'VE GOTTA TRY TO OVERCOME A COUPLE OF THINGS. I SAID, BUT IF YOU'RE TELLING THEM TO OVERCOME IT, YOU'RE MAKING PART OF THEIR DECISION FOR THEM. SO WHO'S ACCOUNTABLE IF THAT REALLY DOES BECOME A PROBLEM WHEN YOU'VE TOLD THEM TO IGNORE IT? AND I FINALLY GOT THEM TO GO THROUGH THE WHOLE LOGIC AND REALIZE YOU DON'T WANT TO CONVOLUTE THINGS. YOU WANT TO KEEP THINGS SIMPLE. YOU WANNA SAY, THESE ARE THE RESULTS WE WANT. AND IT'S UP TO THE SUPERINTENDENT TO COME BACK AND SAY, THIS IS WHY WE DIDN'T MAKE PROGRESS, BECAUSE WE HAD TO PUT SO MUCH ORGANIZATIONAL EFFORT INTO THESE THINGS THAT ARE GETTING IN THE WAY. SO ALL OF THOSE, YEAH, EVEN EVEN WITH THAT, I HEAR WHAT YOU'RE SAYING, BUT FROM THE, FROM, FROM, UH, THE, WHEN THE, THE, THE CULTURE OF THIS BOARD, AND ONE OF THE THINGS I CAN SAY ABOUT THIS BOARD IS THAT THIS, UH, IS, IS I CAN, YOU CAN PROBABLY COUNT ON YOUR HANDS HOW MANY TIMES THIS BOARD HAVE THEY, THEY'VE BEEN, SOMETHING HAS BEEN BOUGHT AND, AND BOUGHT TO THIS BOARD AND IS BOUGHT, TOLD THE SUPERINTENDENT, NO, I MORE FOR THE, THE MOST OF IT, 95%, NOT 90. I'M ALMOST COMMON TO SAYING 90, 90, 90, 99 POINT 0.5% OF THE TIME, WHATEVER SUPERINTENDENT BRINGS IS WHAT IS WHAT WE GO WITH. IS, I, I, I DON'T REMEMBER US TELLING YOU, NO, WE'RE NOT GONNA GO WITH THAT. ALL THIS IS WHAT, WHAT, WHAT NEEDS TO HAPPEN. SO I THINK THAT, AND, AND GOING THROUGH THIS CONVERSATION AND LISTENING TO IT, I THINK SOMETIMES WE MAKE SOME MAKE, MAKE THINGS MORE HARDER THAN WHAT THEY, WHAT THEY, WHAT THEY REALLY ARE OR WHAT, WHAT, WHAT IS, WHAT IS REALLY HAS ALREADY BEEN DONE IN, IN PREVIOUS PRACTICES. BECAUSE LIKE I SAID, IT'S NOT, IT'S NOT MUCH THAT COMES BEFORE THE BOARD THAT, THAT THIS BOARD TELLS THE SUPERINTENDENT NO TO. YEAH. SO, I MEAN, SO I JUST WANT, YOU KNOW, I JUST WANNA PUT THAT OUT THERE, EVEN IN TERMS OF MAKING THE, MAKING, MAKING THE DECISION. IF HE COME AND SAY, HEY, THIS IS WHAT NEEDS TO HAPPEN, NINE TIMES OUTTA 10, IF I WAS A BETTING MAN, THAT'S WHAT HAPPENS. [03:30:01] YEAH. AND I SAW SEVERAL THINGS. I WANNA BE CLEAR ON THAT COMMUNICATION, SEVERAL THINGS ON THE BOARD AGENDA OVER THE LAST YEAR THAT HE BROUGHT TO YOU THAT WERE INSTRUCTIONAL IN NATURE, LIKE THE MATH, I CAN'T REMEMBER THE TITLE OF IT. MAG YEAH. UH, MAGMA MATH. MAGMA MATH. SO THAT WAS BROUGHT TO THE BOARD AS A PRESENTATION. THAT, TO ME, THAT'S A HUNDRED PERCENT A SUPERINTENDENT'S DECISION. AND THAT SHOULD BE INCLUDED AS A CONTEXTUAL NOTE IN YOUR MONITORING REPORT AROUND MATH ON RESULTS AND OUTCOMES, AS OPPOSED TO A WHOLE PRESENTATION ON IT. IT SHOULD BE PART OF, WE'RE EXPECTING THE INCREASE IN, OR THIS IS THE STUDENT PERFORMANCE LEVEL WE'RE EXPECTING AT THESE GRADE LEVELS FOR THE UPCOMING YEAR BASED ON THE IMPLEMENTATION OF THIS NEW MATH CURRICULUM. AND IT MAY BE A 2% DIP AT A COUPLE GRADE LEVELS IN THE FIRST YEAR BECAUSE YOU'RE SWITCHING MATH CURRICULUM AND YOU'VE GOT SEQUENCING ISSUES. YOU JUST SWITCHED ALGEBRA AND GEOMETRY. SO IS THAT GONNA IMPACT, THOSE ARE THE THINGS THAT HE CAN GET INFORMATION FROM HIS PRINCIPAL, FROM THE TEACHERS TO THE PRINCIPALS, PRINCIPALS THROUGH CABINET TO HIM THAT CAN INFORM THE RECOMMENDATIONS HE'S GONNA BRING TO YOU ON, THESE ARE THE GOALS WE'RE GONNA SET FOR THE UPCOMING YEAR. AND THE REASON BEHIND THESE GOALS IS THIS MATH IMPLEMENTATION, THIS READING CURRICULUM, UH, GREAT RECONFIGURATION HERE, OR WHATEVER IT IS. ALL OF THOSE THINGS THAT HE CAN BRING TO YOU AS CONTEXT THAT HELP YOU TO DECIDE. 'CAUSE I PUT YOU ON THE SPOT EARLIER, I SAID, WAS THAT REASONABLE PROGRESS? AND THAT IS THE KEY TERM IN COHERENT GOVERNANCE, IS HE MAKING REASONABLE PROGRESS ON IMPROVING OUTCOMES FOR KIDS, FOR KIDS. SO I, I THINK MS. BOATRIGHT HAS BROUGHT THAT REASONABLE PROGRESS TERM UP, UH, YOU KNOW, IN THE PAST AS WE'VE ALWAYS, YOU KNOW, WE'RE YEAH. WHENEVER WE HAVE CONVERSATIONS ABOUT, ABOUT IT, RIGHT? SHE'S, SHE'S, SHE'S BROUGHT THAT UP AND KIND OF, KIND OF LAID THAT OUT THERE. BUT ONE THING, YOU KNOW, FOR CLARITY IN AN EXAMPLE, LIKE, LIKE THE ONE YOU MENTIONED WITH MAGMA MATH, RIGHT? THAT THAT WASN'T BROUGHT AS AN ITEM FOR APPROVAL. I MEAN, THERE WAS NO VOTE TAKEN, RIGHT? I SAW IT WAS INFORMATION ONLY. IT WAS INFORMATION ONLY. RIGHT? AND, AND THE, THE REASON FOR THAT IS BECAUSE, UH, EITHER IN 2019 OR 2020, I DON'T, I DON'T REMEMBER THE, THE, THE SPECIFIC TIME DID, BUT IT WAS VERY EARLY ON IN MY TENURE, THE BOARD AT THAT TIME TOOK A VOTE THAT SAID THAT ESSENTIALLY JUST ABOUT AT EVERY MEETING AND WANTED SOME PRESENTATION AND INFORMATION ON, UH, SOMETHING THAT WE WERE DOING IN THE ACADEMIC FOR THE IN TO IMPACT STUDENT ACHIEVEMENT. SO AT EVERY BOARD MEETING, WE HAVE SOMETHING, AND IT'S TYPICALLY INFORMATION COMING OUTTA THE SUPERINTENDENT'S REPORT IN THAT REALM. SO I, WHAT I, I MAY HAVE MISUNDERSTOOD, BUT WHAT I, WHAT I SORT OF THOUGHT I HEARD YOU SAY WAS THAT'S, THAT'S NOT NECESSARY AT BOARD MEETINGS. CORRECT? THAT, THAT WE SHOULDN'T NECESSARILY BE DOING THAT IN A COHERENT GOVERNANCE RIGHT. FORMAT. AND THAT PROBABLY WOULD SHORTEN YOUR MEETINGS. THAT WOULD SHORTEN YOUR MEETINGS. THE OTHER THING IS, WHEN WHEN YOU GET YOUR RESULTS POLICIES ADOPTED, AND YOU GET MONITOR MONITORING REPORTS ON YOUR RESULTS, IT'S NOT GONNA BE A ONCE A YEAR MONITORING REPORT. YOU'RE GONNA HAVE ONE ON READING, ONE ON MATH, ONE ON SCIENCE, ONE ON UM, CITIZENSHIP, ONE ON CAREER IN TECH ED AND COLLEGE READINESS ONE WHAT? FINE ARTS. FINE ARTS, YOU'RE GONNA HAVE SEVEN OR EIGHT PRESENTATIONS DURING THE YEAR. SO ABOUT ONCE A MONTH, YOU'RE GONNA BE DIGGING INTO SOMETHING RELATIVE TO STUDENT OUTCOMES. W WELL, THEN THE, THE THE, THE, THE PROBLEM THERE IS THIS, YOU GETTING EVERYTHING OUT AT, AT ONE. AT ONE. OH, OKAY. OKAY. UH, I, I WAS GONNA SAY THAT THIS IS, UH, THESE ARE ALL SYMPTOMS OF A LARGER PROBLEM, UM, THAT, THAT POLICY OR THAT THAT VOTE THAT HAPPENED, UM, THAT DR. RODRIGUEZ JUST MENTIONED, WHERE WE WERE SUPPOSED TO BRIEF ACADEMICS EVERY MEETING AND NEVER MADE IT TO POLICY. IT'S NOT IN THE POLICY MANUAL. AND NOW IT'S JUST BECOME BEST PRACTICE. 'CAUSE NOW, NOW IT'S JUST UNDERSTOOD AND UNDERSTOOD THAT WE HAVE TO HAVE AN ACADEMIC BRIEF FOR EVERY MEETING BECAUSE THAT'S THE WAY WE'VE ALWAYS DONE IT. BUT IT'S NOT IN POLICY. IT'S NOWHERE IN THIS, IT'S NOWHERE IN THIS MANUAL AT ALL. UM, SO, AND, AND, AND IT'S RIGHT NOW, UH, AND I'M, I'M NOT TRYING TO STEP ON ANYBODY'S TOES RIGHT NOW, BUT NOW ALL WE'RE DOING IS GOING THROUGH SPECIFIC, WELL, WHAT IFS. THAT'S ALL, THAT'S WHAT WE'RE GOING THROUGH RIGHT NOW. INSTEAD OF, UH, CAPTURING THE, THE BIGGER PICTURE OF WHAT YOUR PRESENTATION'S SUPPOSED TO BE. NOW WE'RE, WE'RE GETTING INTO, IN MY OPINION, WE'RE GETTING INTO THE WEEDS OF, WELL, WHAT ABOUT THIS SITUATION? WHAT ABOUT THIS SITUATION? WELL, WE DID THIS, WE WOULD TALK ABOUT THAT STUFF. WELL, THIS, THAT, INSTEAD OF, INSTEAD OF GOING ON WITH THE LARGER PRESENTATION, Y YOU'RE, YOU FILLED THE VOID BECAUSE YOU'RE NOT GETTING MONITORING REPORTS ON RESULTS. AND AS A BOARD, YOU FEEL LIKE WE NEED TO HEAR SOMETHING ABOUT STUDENT LEARNING. SO YOU'VE FILLED IT WITH PROCESS INSTEAD OF OUTCOMES. AND WHAT I'M GONNA PUSH YOU TO IS TO SAY, WE'RE GONNA DEFINE THE OUTCOMES AND WE'RE GONNA MONITOR THOSE OUTCOMES. THE PROCESS COMES INTO INFUSES INTO AS CONTEXT TO [03:35:01] THE OUTCOMES FOR HIM TO EXPLAIN. SO YOU AS A PERSON CAN SAY, IS IT REASONABLE PROGRESS GIVEN THE CONTEXT AND THE OUTCOMES WE GOT LAST YEAR USING A REASONABLE PERSON TEST? AGREED. WELL, AND, AND, AND I WOULD ALSO SAY ALSO, UH, EVEN IN, IN HEARING THAT, UH, EVEN, EVEN THOUGH SOME OF THESE, UH, THEY WAS, SOMEONE WITH SOME OF 'EM WOULD SAY THAT THEY'RE BEING NEWBIES OR BEING NEW BOARD MEMBERS, YOU KNOW, AS, AS IN, IN TERMS OF THAT MOTION THAT DR. RODRIGUEZ, UH, ALLUDED TO, THEY, WE, THEY DON'T KNOW WHY THAT MOTION WAS MADE. OBVIOUSLY, THAT MOTION WAS MADE FOR A REASON. SO, SO, SO LET'S NOT, YOU KNOW, I MEAN, ALL THAT SOUNDS GOOD, BUT IN, IN, IN, IN TERMS OF PUTTING THINGS AND CATEGORIZING A WHOLE YEAR LONG WORTH OF STUFF OR, OR HOWEVER LONG THAT TAKES VERSUS BREAKING IT UP AND GIVING IT TO THE COMMUNITY AND, AND, AND, AND, AND, AND, AND BITS AND PIECES SO THAT EVERYONE CAN UNDERSTAND IT, NOT JUST CODIFYING IT AND SAY, HEY, LOOK, IF YOU GET IT, YOU GET IT. IF YOU DON'T, YOU DON'T. BUT I, I, I, I THINK I, I, I BELIEVE THAT THAT WAS PART WAS, WAS PART OF IT. SO CHA UH, UH, HEARING, HEARING, HEARING WHAT IT, WHAT, WHAT, WHAT, WHAT IS BEING IS BEING SAID RIGHT NOW? I I THINK , IT, IT, IT, IT, IT MUDDIES THE WATERS MORE THAN, YOU KNOW, KIND OF A, I I, I'LL JUST, I'LL, I'LL LEAVE IT THERE, BUT MY, MY, MY, MY, MY, THE, THE PO THE POINT, THE POINT OF IT IS THIS, EVERY COMMUNITY HAS A DIFFERENT, DIFFERENT DEMAND. YOU KNOW, WHAT YOUR COMMUNITY EXPECT EXPECTS, UH, CURRENT GUY KNOW WHAT HIS COMMUNITY EXPECTS. I KNOW WHAT MY COMMUNITY EXPECTS, SO I KNOW NOT ONLY WHAT THEY EXPECT, BUT HOW, HOW THEY RELATE. SO, SO, SO THEREFORE, THERE WERE DIFFERENT REASONS WHY, WHY PERSPECTIVE OR, OR WHY, WHY THESE IMPLEMENTS HAVE, HAVE, HAVE, HAVE BEEN IN, BECAUSE WE ALL STATED THAT, AND YOU'VE STATED THAT WE AREN'T GOING, WE, WE HADN'T BEEN GOING BY CO COHERENT GOVERNANCE. SO THAT'S WHY MY QUESTION ONCE AGAIN HAS BEEN FROM THE OMMUNITY. HOW DO WE KNOW THAT COHERENT GOVERNANCE IS FOR US? WE, WE BROUGHT YOU IN HERE TODAY, AND WE LISTEN TO YOU, YOU TOLD US ONE SIDE OF A COHERENT GOVERNMENT. YOU TOLD US THE SIDE OF A COHERENT GOVERNANCE. HELL, WE, WE HAVE NOT ACTIVELY, AS A BOARD SAID, HEY, LET'S BRING SOMEBODY IN FROM THE OTHER GOVERNORS AND, AND, AND LET'S SEE THEIR PERSPECTIVES. SO THIS COULD BE A ONE SIDE, A ONE SIDED ARGUMENT. THIS COULD BE A, A ONE, A ONE SIDED VIEW VIEWPOINT. SO, I MEAN, IF YOU REALLY WANNA LOOK AT IT AND YOU GOT THE GOOD, THE BAD AND UGLY, UGLY, LOOK AT BOTH SIDES AND THEN MAKE A DECISION. SO I, SO JUST A LITTLE MORE THAN JUST WHAT, WHAT SOME, WHAT, WHAT, WHAT WE'RE BEING TALKING ABOUT TODAY. I'LL LEAVE IT THERE. OH, UM, I, I DON'T THINK IT'S, UH, I DON'T THINK, UH, I, I DON'T BELIEVE THAT WE BROUGHT YOU HERE TO PUT YOU ON TRIAL. , UH, I, I, I'M, YOUR, YOUR, YOUR JOB IS TO INFORM US WHAT YOUR BUSINESS MODEL IS. YEAH. UH, AND I'M, I'M, I'M ABSOLUTELY OKAY WITH THAT. ALSO, I DON'T BELIEVE THAT WE BROUGHT YOU HERE TO ARGUE WHY WE DON'T WANNA CHANGE. YEAH. UH, AND A LOT OF THAT IS HAPPENING ALSO. UH, SO I, I WOULDN'T, I WOULD LIKE TO HEAR THE REST OF YOUR PRESENTATION , HONESTLY, BECAUSE, UH, I'VE, I'VE, I'VE, WE, WE'VE GOT A LOT OF CHANGES TO MAKE ALREADY. AND WE, WE, IT, I MEAN, IT'S OBVIOUS. AND, AND I'M NOT JUST TALKING COHERENT GOVERNANCE. WE, WE HAVE GAPS IN HOW WE WORK, UM, THAT NEED TO BE COVERED, THAT NEED TO HAVE SOMEBODY THAT IS HELD RESPONSIBLE FOR ALL THESE GAPS. MM-HMM . UH, AND WE HAVE TO DECIDE AS A BOARD, IS IT GONNA BE THE BOARD THAT COVERS ALL THESE GAPS? OR IS IT GONNA BE THE SUPERINTENDENT THAT CALL COVERS ALL THESE GAPS? SO I WOULD JUST, I MEAN, UH, IN INSTEAD OF ARGUING AGAINST YOU, WHY, WHY, WHY WE THINK OUR WAY, CURRENT WAY WORKS. I WOULD, I WOULD JUST LIKE TO OKAY. CONTINUE WITH THE PRESENTATION. I DON'T THINK THAT LEMME SET THE RECORD STRAIGHT. HOLD ON. I, NO, NO, NO, IT'S NOT, IT WASN'T ABOUT ARGUING. I'M JUST MAKING EXAMPLES BECAUSE YOU, YOU, SOME OF US HAS MADE SOME EXAMPLES, I THINK. BUT I THINK WE ALL HAVE MADE EXAMPLES OF DIFFERENT POINTS. LET'S BE PERFECTLY CLEAR AND CORRECT. LET'S, LET'S NOT GO THERE POINT FINGERS. 'CAUSE NOW I AIN'T POINTING NO DAMN FINGER, BUT, SO, SO LET, LET, LET'S BE CAREFUL AND, AND PART OF DOING THAT, BUT WHAT I HAVE, WHAT HA WHAT I HAVE STATED IS, IS THAT WHEN WE TALK ABOUT IN TERMS OF UNDERSTANDING COHERENT GOVERNANCE, THAT THEY, THAT THEY ARE OF A GO OF A GOVERNANCE. AND HE WILL TELL YOU, THIS AIN'T MY FIRST TIME ASKING THEM THAT. AND THERE HAVE BEEN OTHER BOARD MEMBERS THAT HAVE ASKED, ASKED PEOPLE WHEN WE BROUGHT THEM HERE AS AS WELL. SO, NO. SO, SO I THINK THAT IF WE'RE BRINGING IN, IF WE'RE BRINGING THEM HERE, WE DIDN'T BRING HIM HERE TO BE ON TRIAL, BUT IF, IF HE'S THE, THE EXPERT IN THIS BECAUSE THIS IS HIS PROGRAM OR THIS IS, BUT THIS, THEN WE, THEN WE ARE ASKING HIM FOR HIS EXPERT UNDERSTANDINGS. SO LET'S BE CLEAR ABOUT THAT. I MEAN, RESPECTFULLY, AND I'LL LEAVE IT THERE. YEAH. THANK YOU ALL. MR. STE. DR. STE, PLEASE PROCEED. SO THIS IS JUST A GRAPHIC THAT SHOWS HOW ALL OF THE POLICIES IN ESSENCE CREATE THE FRAMEWORK TO PUT THOSE 10 PRINCIPLES INTO PRACTICE. SO YOU HAVE GC POLICIES, WHICH ARE THE LAST, REALLY THOSE FIVE PRINCIPLES THAT I SHOWED ON THE SECOND SLIDE. THE, THAT'S WHAT THOSE ARE ALL ABOUT, IS JUST MAKING SURE THAT IF YOU WRITE 'EM DOWN AND YOU FOLLOW 'EM, THAT YOU'RE GOING TO BE ACTING [03:40:02] WITH THOSE IN MIND. YOUR BSRS DEFINE THE SUP RELATIONSHIP WITH YOUR SUPERINTENDENT, WHAT YOU'RE GONNA DELEGATE, WHAT YOU'RE GONNA HOLD ACCOUNTABLE, THAT THEY ARE THE SINGLE POINT OF CONTACT, THAT THEY ARE THE PERSON THAT RUNS ALL THE PEOPLE IN THE DISTRICT. THAT YOU GO THROUGH THEM, NOT AROUND THEM. AND THEN THE KEY FOR THE BOARD, AS THE REPRESENTATIVES OF THE COMMUNITY IS TO HAVE THE OES, AND I'VE SAID IT OVER AND OVER AGAIN, REALLY IS THAT RULE BOOK THAT HE HAS TO FOLLOW AS WELL AS THE RESULTS POLICIES. AND YOU'VE BEEN OPERATING BASICALLY WITH ONE CRUTCH, UM, I DON'T, PROBABLY A BETTER TERM THAN A CRUTCH, BUT YOU'RE LIKE A ONE-LEGGED LADDER RIGHT NOW, AND IT DOESN'T STAND UP VERY WELL. AND YOU'VE COME UP WITH COPING SKILLS OVER THE YEARS TO TRY TO MAKE UP FOR WHAT YOU'RE MISSING IN THE WAY OF THAT SECOND LEG ON THE LADDER. AND THE LADDER KEEPS FALLING OVER. SO YOU KEEP TRYING TO PROP IT UP WITH SOMETHING ELSE. BECAUSE WHEN YOU HAVE THOSE IN PLACE AND YOU HAVE THE PROGRESS MONITORING FEEDBACK MECHANISMS, THEN YOU AS A BOARD HAVE AN ASSURANCE THE DISTRICT IS RUN THE WAY YOU WANT IT TO RUN, AND YOU'RE GETTING THE OUTCOMES YOU WANT, WHICH IS WHY YOU HIRED A SUPERINTENDENT TO DO THOSE TWO THINGS FOR YOU. AND IF I HAD TO MAP ALL 10 OF THOSE PRINCIPLES, WHICH I DID ON HERE, SOME OF 'EM ARE JUST KIND OF GENERAL TO THE OVERALL PHILOSOPHY, BUT SOME OF 'EM APPLY VERY SPECIFICALLY TO DIFFERENT ELEMENTS. AND YOU CAN SEE A LOT OF IT IS ON THE PROGRESS MONITORING AND THE RESULTS SIDE, WHICH IS WHERE MY GOAL TODAY WAS TO GET YOU TO FOCUS AND, AND ACKNOWLEDGE THIS IS SOMETHING WE NEED TO DO. AND THEN START TALKING THROUGH HOW WE'RE GONNA GET THERE. THE OTHER THING I HAD IS A NEW SLIDE I MADE JUST FOR YOU, JUST FOR YOU PRO FOOTBALL, , SOMETHING I FELT EVERYBODY COULD RELATE TO. YOU'RE ALWAYS ARE LIKE THE NFL RULE BOOK. YOU HAVE DEFINED THAT THE FOOTBALL FIELD IS A HUNDRED YARDS LONG, 10 YARDS ON EACH END ZONE. HOWEVER, 40 YARDS WIDE, I THINK THREE POINT. THANK YOU, . SEE, I, I FELL DOWN ON THAT ONE. SHOULD HAVE DONE MY HOMEWORK. BUT IT DEFINES THE FIELD. IT DEFINES WHAT HOLDING IS. IT DEFINES THE KICKOFF PROCEDURE. AND WHEN PEOPLE FELT THE KICKOFF PROCEDURE WAS TOO HAZARDOUS TO PLAYERS, THEY CHANGED THE PARAMETERS AROUND THE KICKOFF PROCEDURE. SO WE DIDN'T HAVE PEOPLE GETTING HURT AS MUCH. WHETHER PEOPLE LIKE IT OR NOT, I DON'T KNOW. UM, BUT IT'S THE RULE BOOK. AND THAT'S WHAT YOUR ALWAYS ARE. YOU'RE GIVING HIM A RULE BOOK THAT SAYS, THESE ARE THE RULES YOU HAVE TO FOLLOW, BUT THE RULES AREN'T ENOUGH BECAUSE YOU CAN FOLLOW THE RULES AND YOU CAN END UP AT THE BOTTOM OF THE RANKINGS AND NOT WIN A SINGLE GAME, BUT STILL FOLLOW ALL THE RULES. SO IF YOU'VE GOT A HEAD COACH AND YOU'RE GONNA TELL HIM, WE, WE HAVE SOME EXPECTATIONS OF YOU THAT WE AT LEAST WANT TO BE IN THE UPPER HALF OF THE LEAGUE, IT'D BE GOOD TO PUT THOSE EXPECTATIONS IN WRITING. AND THAT'S WHAT YOUR RESULTS SHOULD BE DOING FOR YOU. SO THAT RULE BOOK SUPERINTENDENT WILL NEVER, OR, OR WILL ALWAYS, AND THOSE ARE THE STATEMENTS YOU'RE TELLING HIM. AND THEN STUDENTS WILL, AND THAT'S A GREAT PROMPT TO START WORKING ON YOUR RESULTS. STUDENTS WILL, WHAT, AND I'M SURE EACH OF YOU, IF WE WANTED TO SPEND TIME TODAY DOING IT, I COULD GIVE YOU 20 MINUTES AND SAY, I WANT YOU TO WRITE OUT EVERYTHING STUDENTS WILL DO THAT YOU WANT. WHEN YOU SEE, WHEN YOU SEE THE, THE GRADUATE FROM YOUR SYSTEM, WHAT CAN THOSE STUDENTS DO? AND THEN YOU TAKE THOSE, PUT 'EM TOGETHER, START SYNTHESIZING IT, FIND THE THEMES THAT COME OUT OF IT, START PUTTING WORDS TO IT. I MEAN, IT'S A HALF DAY, FULL DAY PROCESS TO GET THROUGH WITH 11 PEOPLE, BUT IT'S NOT INSURMOUNTABLE. I THINK YOU JUST NEED TO SET A DAY ASIDE AND YOU NEED TO DO A DRAFT, GET A FACILITATOR, AND YOU DON'T NEED TO FLY ME ALL THE WAY OUT FROM THE WEST COAST TO DO IT. THERE'S PLENTY OF FACILITATORS OUT HERE WHO CAN FACILITATE THE PROFILE OF A GRADUATE. YOU COULD PROBABLY EVEN DO IT INTERNALLY, ALTHOUGH I'D WANT YOU AS A PARTICIPANT, NOT AS A FACILITATOR. SO I'M NOT TRYING TO SELL ME ON THIS, BUT THIS WOULD BE MY NEXT STEP, IS PUT YOU GUYS IN A ROOM AND SAY, WHAT CAN, WHAT WILL STUDENTS DO? WHAT WILL WE GUARANTEE PARENTS FOR THEIR KIDS? YOU PUT YOUR STUDENT IN OUR SYSTEM, WE'RE GONNA GUARANTEE YOUR STUDENT WILL READ FLUENTLY BY THE TIME THEY GRADUATE. THEY WILL BE MATH LITERATE. YOU CAN DEFINE MATH LITERATE OR SOME OTHER TERM FOR MATH. THEY WILL HAVE A BASIC FOUNDATION SCIENCE UNDERSTANDING. THEY'LL HAVE AN EXPOSURE TO THE FINE ARTS. THEY WILL BE GOOD CITIZENS. [03:45:02] THEY WILL BE READY FOR THEIR POST HIGH SCHOOL TRANSITION, BE IT CAREER COLLEGE. I MEAN, PRETTY LIMITED ON WHAT YOU'RE GONNA COME UP WITH. IT'S NOT REINVENTING THE WHEEL. BUT THAT'S KIND OF THE NEXT BIG STEP IS TO GET THAT IN WRITING AND THEN MASSAGE IT. AND AS I SAID EARLIER, TAKE IT OUT TO THE COMMUNITY AND GET FEEDBACK. DON'T DO IT IN A VACUUM. DOES THIS GRAPHIC KIND OF HELP YOU? I'VE SAID THIS OUT LOUD TO A LOT OF PEOPLE THAT THIS IS THE WAY TO THINK OF THE TWO POLICY AREAS. THOUGHTS? I ALWAYS HAVE THOUGHTS. UH, I MEAN, AND I HAVE NO, NO PROBLEM TAKING THE MIC. UM, BUT, UH, I MEAN, MY, MY, MY THOUGHTS ARE, UH, IF YOU'RE GONNA STICK AROUND, UH, AND LISTEN TO, UH, WHAT I, WHAT MY PROPOSED YEAH. UH, FIRST COUPLE CHANGES ARE, UM, AND WHY. UM, BUT, UH, I, I, I THINK THAT THAT'S MY THOUGHTS. UH, OBVIOUSLY I THINK, UH, IF, IF THE BOARD CHOOSES TO STAY WITH COHERENT GOVERNANCE, UM, THERE ARE SOME THINGS THAT WE ARE DOING CURRENTLY THAT ARE LACKING. UH, I I DON'T SEE, UH, I DON'T SEE, I DON'T SEE A PROBLEM WITH THE, THE FORM OF GOVERNANCE. UM, OTHER BOARD MEMBERS MIGHT HAVE DIFFERENT OPINIONS, BUT I, I, UH, PERSONALLY, LIKE THIS PARTICULAR FORM OF GOVERNANCE, IT IS, UH, I KNOW LIKE MY, LIKE I MENTIONED AT THE VERY BEGINNING, UM, POLICY GOVERNANCE IS THE MOST POPULAR OUT THERE, BUT THIS IS MORE FLEXIBLE THAN POLICY GOVERNANCE. SO THIS GIVES US MORE OPTIONS THAN THE MOST POPULAR THING OUT THERE. UM, AND IT'S, I I DON'T KNOW WHY OTHER PEOPLE AREN'T USING IT OTHER THAN MAYBE, UH, JUST GETTING THE WORD OUT OR WHATEVER, OR IT JUST COULD BE, UM, A LOT OF PEOPLE ARE AFRAID OF CHANGE. AND, AND WHEN YOU LOOK AT, WE'VE BEEN DOING IT LIKE THIS FOR SO LONG, AND IT'S GONNA TAKE SO MUCH TIME, SO MUCH EFFORT, SO MUCH MONEY TO CHANGE TO SOMETHING ELSE, WHY EVEN BOTHER? UM, BUT WE'VE ALREADY MADE THE CHANGE. WE ALREADY DECIDED TO MAKE THE CHANGE. UM, SO IF WE'RE GONNA MAKE THE CHANGE, I MEAN, IN MY OPINION, I'M JUST ONE OF 11, UH, OTHER PEOPLE MAY VOTE DIFFERENT WAYS, BUT MY OPINION, WHY NOT KEEP WHAT WE'RE DOING AND SEE IF WE CAN, UM, MAKE IT MORE EFFICIENT, MAKE IT WORK THE WAY IT WAS SUPPOSED TO FUNCTION, UH, AND THEN WE CAN GET RID OF SOME OF THESE SYMPTOMS OF THE CAUSES, UH, OF THAT, THAT, THAT ARE CAUSING SOME GRAY AREA, CAUSING SOME AMBIGUITY, AMBI AMBIGUITY, WHATEVER. UM, ITY, YEAH, I PLAY DRUMS. WHAT DO YOU WANT? UM, SO, UH, BUT, UH, YOU KNOW, AND, AND, AND, AND MAYBE, MAYBE WE CAN LEARN AS A BOARD, UM, TO, TO, TO WORK THROUGH THIS STUFF, WORK, WORK BETTER TOGETHER. UM, MAYBE WE CAN LEARN AS A BOARD TO, TO MAKE OUR SUPERINTENDENT'S JOB EASIER. AND HERE'S WHAT, HERE'S WHAT I'M, I'M ABSOLUTELY SCARED TO DEATH OF AT SOME POINT DR. RODRIGUEZ IS GONNA LEAVE, AND THEN OUR NEW SUPERINTENDENT COMING IN HERE, WHAT IS THAT GOING TO BE LIKE? ARE WE GONNA GET ONE OF THE NEW SUPERINTENDENTS THAT ARE, YOU KNOW, WHATEVER, THEY JUST, WHATEVER THEY, THEY'VE SPENT ONE TIME, I MEAN, TWO YEARS AS A SUPERINTENDENT AND YOU KNOW, THEY'RE, THEY'RE STILL TRYING TO SPELL LEARNING HOW TO SPELL REFERENDUM, YOU KNOW, SO IT'S, UH, AND, AND THEY'RE OUT THERE AND IT HAPPENS TO SCHOOL DISTRICTS EVERY YEAR, YOU KNOW, AND THEN ALL, I MEAN, E EVERY YOU, ALL YOU HAVE TO DO IS TAKE A SLICE OF THE AMERICAN, YOU KNOW, UH, EXPERIMENT HERE AND LOOK ACROSS THE UNITED STATES. AND THERE ARE SUPERINTENDENTS THAT ARE BEING FIRED, YOU KNOW, FOR THIS OR THAT, YOU KNOW, AND, YOU KNOW, ALL THESE THINGS. I MEAN, THERE WERE SOME CONTROVERSY AROUND OUR PREVIOUS SUPERINTENDENT. UM, SO LIKE, UH, HOW I SEE THE BEST WAY TO PROTECT THE DISTRICT IS TO HAVE POLICY IN PLACE THAT PREVENTS THAT STUFF FROM HAPPENING AS MUCH AS POSSIBLE. IT'S GONNA HAPPEN. BUT I, I MEAN, ARE WE DOING EVERYTHING THAT WE CAN TO MITIGATE IT? AND RIGHT NOW WE HAVE A HOT, A LOT OF HOLES IN OUR PLAN RIGHT NOW. THAT'S THE WAY I SEE IT. UH, DO WE HAVE A COPY OF THIS PRESENTATION THAT YOU GIVING US TODAY? I'LL EMAIL IT WHEN I'M DONE. YEAH. YEAH. I DEFINITELY APPRECIATE THAT. THANK YOU. YEAH, NO PROBLEM. YEAH, AND I WOULD SHARE THE FOUR DAY SCHOOL WEEK DISTRICT WAS A POLICY GOVERNANCE DISTRICT. THEY IMPLEMENTED POLICY GOVERNANCE 20 YEARS AGO. THEY, 23 YEARS AGO NOW. THEY BROUGHT ME IN THREE YEARS AGO BECAUSE NONE OF THE BOARD MEMBERS WERE THERE. THEY HAD NOBODY IN THE DISTRICT THAT WAS THERE WHEN THEY ADOPTED THE POLICIES. AND NOBODY HAD BEEN A PART OF MODIFYING ANY POLICIES. SO I JUST DID A TWO HOUR PRESENTATION ON HERE'S WHAT POLICY SLASH COHERENT GOVERNANCE IS. AND THEN THEY HIRED ME TO COME BACK AND WE REBUILT THEIR POLICIES OVER THE YEAR AND I TOLD 'EM, HERE'S THE DIFFERENCE YOU CHOOSE. AND WHAT THEY SAID IS, WE WANT AN INSTRUCTIONAL ENVIRONMENT POLICY. 'CAUSE THEY DIDN'T HAVE ONE 'CAUSE THEY WERE OLD TIME POLICY GOVERNANCE, YOU KNOW, WE WANT HUMAN RESOURCE. SO WE BUILT THOSE POLICIES IN, WE ADDED A FEW POLICIES AND WE CHANGED THE LANGUAGE. OKAY. SO THANK YOU. UM, TO MR. NA'S POINT, I THINK I, I HAVE A LOT OF EXPERIENCE, UM, TRAINING PEOPLE ON COMPLEX SYSTEMS AND THERE'S MULTIPLE WAYS YOU CAN DO, AND THIS IS A COMPLEX SYSTEM. MM-HMM . UM, IT'S NOT INTUITIVE AND, YOU KNOW, JUST JUMP RIGHT IN. YOU CAN SORT OF GIVE 'EM, SOMEONE SAID THERE WAS A GREAT EXPRESSION. IF YOU WANT SOMEONE TO BUILD A BOAT, YOU CAN EITHER TELL 'EM, SHOW [03:50:01] 'EM EVERY STEP OF THE WAY, OR YOU CAN TEACH THEM A LOVE OF THE SEA AND THAT, YOU KNOW, LIKE, IN OTHER WORDS, SO SHOW 'EM THE DIRECTION YOU'RE GOING. I DON'T WANNA ADJUDICATE SPECIFIC EXAMPLES OF, YOU KNOW, HOW WOULD YOU HANDLE THIS PARTICULAR? BUT THAT'S A USE CASE AND I FIND IT REALLY EFFECTIVE TO UNDERSTAND COMPLEX SYSTEMS. WHEN YOU SAY THINGS LIKE, IN THIS CIRCUMSTANCE, HOW WOULD YOU, HOW DOES COHERENT GOVERNANCE FUNCTION? AND I THINK THE THING THAT, UM, WE DID HAVE A VOTE TWO YEARS AGO, ROBIN WILL REMEMBER WHERE WE COMMITTED TO COHERENT GOVERNANCE. SO I DON'T THINK THERE'S ANY WAFFLING ON COHERENT GOVERNANCE. I'VE HEARD A FEW THINGS ABOUT MAYBE WE WILL OR WILL NOT DO IT. WE, WE COMMITTED TO THAT AS A BOARD. UM, BUT WHAT I REALLY NEED TO UNDERSTAND AND, AND FIGURE OUT HOW TO MAKE IT, I NEED TO, HOW TO MAKE IT MORE FUNCTIONAL, MORE EFFICIENT, MORE EXPEDIENT. SO IF, YOU KNOW, IF WE DO NEED TO MAKE A CHANGE TO THE POLICY, WHAT IS, CAN YOU WALK ME THROUGH, LIKE WE DECIDE, WE LET, JUST AS AN EXAMPLE, I DON'T WANNA ADJUDICATE THIS EXAMPLE, BUT IF WE WANTED TO SAY, LOOK, WE DON'T NEED YOU TO BRING FOR INFORMATION ONLY ACADEMIC THINGS, WHICH IS NOT EVEN IN THE POLICY. WE WANNA CHANGE THAT POLICY. WHAT DOES THAT LOOK LIKE? BECAUSE I FEEL LIKE WE UNDERSTAND THE CONCEPT, WE UNDERSTAND THE DIRECTION, BUT WE HAVE A REAL HARD TIME IMPLEMENTING IT, UM, IN CERTAIN, HOW DO WE, HOW DO COMMITTEES WORK IN THIS ORGANIZATION? CAN YOU GIVE US A FEW MORE DIRECT THINGS OR IF THE CHAIR PREFERS, WE CAN DO THAT LATER. BUT THAT POINT, UM, THE INTENT WAS TO GO THROUGH AND MAKE SURE PEOPLE HAD A CLEAR PRESENTATION ON COHERENT GOVERNANCE UNDER THE CURRENT CIRCUMSTANCES ON WHICH WE OPERATE HERE. UH, THE SECRETARY LOOKING AT THE POLICY MANUAL GOING THROUGH IT RIGOROUSLY INITIALLY IDENTIFIED ABOUT 22 AREAS THAT SEEMED TO PRESENT THE GREATEST EXPOSURE TO US. AND IT'S BEEN WHITTLED DOWN TO 13TH. SO OUR INTENTION WAS TO ACTUALLY HAVE HIM PRESENT ON THOSE SO WE COULD DECIDE IF IT'S SO IMPORTANT THAT WE NEED TO MAKE A DECISION TO START THAT PROCESS LOOKING. BUT IN TERMS OF COHERENT GOVERNANCE, I DID NOT DETECT ANY DESIRE TO MOVE AWAY FROM COHERENT GOVERNANCE AS MS. BOATWRIGHT SAID TO BECOME MORE PROFICIENT IN EXECUTING WITH FIDELITY. THAT, THAT PROGRAM, YOU LOOKING AT ME? YOU TALKING, I'M TRYING TO FIGURE OUT WHETHER TO ANSWER HER QUESTION. OH, I, WE HAVE HAD OTHER CONSULTANTS. YEAH. AND SO I THINK THAT AT SOME POINT WHAT I WOULD LIKE HELP WITH, AND MAYBE I CAN SEND YOU EMAILS, I DON'T KNOW. YEAH. BUT IT, WE JUST RUN INTO SO MANY SITUATIONS WHERE IT'S NOT, IT'S NOT CLEAR WHAT NEEDS TO HAPPEN. AND THEN YOU'VE GOT 11 PEOPLE. SO IF WE NEED TO CHANGE A POLICY, HOW DO YOU RECOMMEND WE DO THAT? HOW DOES COMMITTEES, HOW DO COMMITTEES FUNCTION IN COHERENT GOVERNANCE? BECAUSE WHEN I LOOK AT HORRY COUNTY, THEY HAVE FAR FEWER COM. I MEAN THEY, THEY'RE, THEY HAVE MORE COMMITTEES, BUT THEY, THE COMMITTEES MEET LIKE ONCE OR TWICE A YEAR. SO I DON'T KNOW IF WE'RE DOING IT CORRECTLY OR INCORRECTLY. THESE ARE THE KIND OF NUTS AND BOLTS I THINK WILL MAKE US ADHERE TO IT MORE, UH, CONSISTENTLY IF WE UNDERSTAND HOW TO DO THAT. OKAY. AND ONCE YOU GET YOUR POLICIES CLEANED UP, WHICH IS WHAT I HAD TO DO WITH THIS OTHER DISTRICT, IS WE WENT THROUGH ALL THE GCS, ALL THE BSRS, ALL THEE, AND THEN DID RE REAFF REAFFIRM THEIR RESULTS. 'CAUSE THEY WERE IN THE PROCESS OF A STRATEGIC PLAN AND HAD GONE OUT TO THE COMMUNITY ALREADY. SO WE ABLE TO, TO FOLD THAT IN ONCE WE GOT ALL THOSE DONE. POLICY CHANGES ARE WITH A FIVE PERSON BOARD. IT'S RATHER SIMPLE. NOW WHAT THEY DO IS WHEN THEY'RE DOING THE MONITORING, THEY SAY, DO WE NEED TO MODIFY THIS? DOES ANYBODY HAVE ANY CONCERNS WITH THE POLICY? AFTER THEY'VE DONE THE, ACCEPTED THE REPORT, LOOKED AT THE INDICATORS. IF SOMEBODY SAYS YES, THEY SAY, OKAY, LET'S PUT IT ON THE NEXT BOARD AGENDA. THEY TALK ABOUT IT, THE NEXT AGENDA SAY, WHAT ARE THE CHANGES WE NEED TO MAKE? THEN THE, THE SECRETARY OF THE BOARD OR THE CLERK, WHATEVER YOUR TITLE IS, SORRY, I SHOULD KNOW THAT. UM, BUT SHE WOULD TYPE IT UP AND BRING IT BACK TO THE BOARD FOR A FIRST READ AT THE NEXT MEETING, MAKE ANY CHANGES NEEDED, BRING IT TO THE SECOND READING AND IT'S DONE. I DON'T THINK YOU, ONCE YOU GET THINGS FIXED, PROBLEM IS YOU KIND OF LET IT GO SO LONG. IT'S LIKE A CAR THAT YOU HAVEN'T DONE ANY MAINTENANCE ON IN EIGHT YEARS AND NOW YOU'VE GOT YOUR MECHANIC IS SAYING YOU NEED A MAJOR OVERHAUL ON ALL THESE SYSTEMS. WELL, ONCE YOU GET ALL OF THOSE SYSTEMS FIXED, NOW YOU JUST NEED TO CHANGE THE OIL AND ACTUALLY TAKE IT IN ON A REGULAR BASIS AND DO THOSE THINGS. SO THAT'S WHY I THINK IT LOOKS SO DAUNTING RIGHT NOW BECAUSE IT'S BEEN NEGLECTED. YOU HAVEN'T BEEN FOLLOW YOU, YOU'VE TOLD ME YOU'RE NOT FOLLOWING THE POLICIES YOU HAVE. THEY DON'T REFLECT YOUR VALUES AND YOU NEED TO FIX THESE THINGS. WELL, YOU NEED TO PUT A PA A PATH IN PLACE TO FIX IT WITH AN 11 PERSON BOARD. I THINK IT ADDS A LEVEL OF COMPLEXITY THAT YOU'RE PROBABLY GONNA HAVE TO HAVE A SMALLER GROUP. 'CAUSE 11 PEOPLE ARE NEVER GOING TO, YOU'D BE HERE FOR HOURS, HAVE A SMALLER GROUP THAT YOU TRULY TRUST AND SAY, GO WORDSMITH THIS STUFF AND THEN BRING IT BACK TO THE BOARD. EVERYBODY HAS TO COMMIT TO DOING THEIR HOMEWORK [03:55:01] AHEAD OF TIME. IF YOU HAVE CHANGES, YOU WANNA SEE, HAVE IT WRITTEN OUT WHAT YOU WANT CHANGED. SO WHEN YOU COME TO THE MEETING, YOU CAN TAKE CARE, GET YOUR INPUT IN, AND THEN WHETHER IT HAS TO GO BACK TO THE COMMITTEE AGAIN OR NOT TO TAKE A LOOK AT IT. BUT YOU'RE GONNA HAVE TO GO THROUGH PROBABLY EVERY POLICY AT THIS POINT AND REDO 'EM, YOU KNOW? SO JUST, I THINK MR. NA HAS ALREADY STARTED THAT PROCESS. YEAH. SO THAT'S WHAT YOU'RE ALREADY WORKING ON. YEAH. AND SO WE'VE IDENTIFIED THAT HE, UM, WE'LL MAKE A RECOMMENDATION ON THE QUOTE UNQUOTE COMMITTEE, UH, LATER. YEAH. BUT HE'S ALREADY GONE THROUGH ALL THESE PILOT, I DON'T WANNA SAY ALL OF THEM. YEAH. BUT MOST OF THEM I HAVE. UH, ALL I DID WAS COVER THE, UH, UM, GOVERNANCE CULTURE AND THE BOARDS OF . I HAVEN, . WE'VE GOT THAT MANY HOLES IN JUST THAT. YEAH. SO THE INTENT WAS, SO I CAN'T HEAR, UM, UH, VICTOR NAY, I'M SORRY, MY, MY APOLOGIES. MY MIC WASN'T ON. UH, I WAS SAYING THAT, UH, ALL I DID WAS COVER THE, UH, THE, THE RECOMMENDATIONS THAT I MADE UP TO THIS POINT ARE ONLY CORRECTIONS TO THE, UM, CULTURAL, UH, GOVERNANCE CULTURE AND TO THE BOARD SUPERINTENDENT RELATIONSHIP. I HAVE NOT, UH, DOVE, UH, INTO THE, UH, UH, OES YET, OR THE COMPLETE LACK OF RESULTS POLICIES THAT WE HAVE. YEAH. YES. THANK YOU. VICTOR, YOU MENTIONED THAT PREVIOUSLY. THANK YOU. THANK YOU. DR. WAS, SO THE INTENT WAS TO MOVE THROUGH, THAT'S TWO OF THE FOUR AREAS THAT HE'S ALREADY ADDRESSED, IS TO MOVE METHODICALLY THROUGH THE OTHER TWO, IDENTIFY THOSE THAT HAVE THE MOST EGREGIOUS NEED TO BE ADDRESSED, AND THEN SEE IF WE CAN MOVE FORWARD. AND WE WILL HAVE A POLICY COMMITTEE THAT WILL BE DOING THIS. SO YOU'VE GOT THE, YOU'VE GOT, IF YOU'VE GOT THOSE AND THAT REALLY DOES CLEAN UP THE GCS AND THE BSRS, THEN YOUR HEAVY LIFT IS TO CREATE RESULTS POLICIES. AND THEN AS YOU'RE DOING THE MONITORING REPORTS FOR THE OE THROUGHOUT THE YEAR, MAKE SURE EVERY BOARD MEMBER KNOWS PART OF YOUR JOB IS NOT ONLY LOOK AT THE EVIDENCE THAT HE BRINGS, LOOK AT THE INDICATORS TO TELL YOURSELF, DO I, DOES THIS GIVE ME THE RIGHT ASSURANCE THAT THE DISTRICTS RUN THE WAY I WANT? AND THEN LOOK AT THE POLICY TO SAY, IS THIS THE POLICY THAT I AGREE WITH THAT MATCHES MY VALUES FOR HOW I WANT THE DISTRICT RUN? A LOT OF 'EM ARE GONNA BE NO-BRAINERS. YOU'RE GONNA GET INTO THE FINANCIAL STUFF, THE FACILITY STUFF. I MEAN, THEY'RE PRETTY EASY. THE INSTRUCTIONAL ENVIRONMENT. YOU MIGHT WANT TO DIG IN A LITTLE BIT AND SAY, ARE THERE SOME THINGS THAT I WOULD WANT TO CHANGE IF I WAS STARTING FROM SCRATCH? BUT IF YOU DO THAT THROUGHOUT THIS YEAR, BY THE END OF THIS YEAR, YOU WILL HAVE ALL YOUR POLICIES CLEANED UP. AND I DON'T THINK THAT NOW YOU'RE NOT ADDING A WHOLE NOTHER COMMITTEE FOR THE OES. YOU'RE JUST PUTTING IT ON ALL THE BOARD MEMBERS TO SAY, WE'RE GONNA LOOK, WE'RE, YOU'RE GONNA LOOK AT THE OE DURING THE YEAR ANYWAY. IT'S COMING TO YOU WITH A MONITORING REPORT. WHEN THE MONITORING REPORT COMES. THIS IS OUR TIME AS A BOARD TO VOICE WHETHER WE WANNA SEE CHANGES, WHICH I THINK THAT PRETTY MUCH MIRRORS THE INTENT OF HOW WE WERE MOVING FORWARD. YEAH. AGREE. YES, I AGREE. SO I THINK WE CAN MOVE FORWARD. OKAY. AND HE'S ALREADY DONE WORK ON TWO OF THE FOUR MAJOR CATEGORIES. JUST A MATTER OF HOW DO WE, HOW DO WE PUSH THAT FORWARD? SEE WHICH ONES NEED IMMEDIATE VOTE A VOTE. UH, CHAIRMAN DALLAS, YOU NEED TO, UM, SPEAK INTO THE MICROPHONE. THANK YOU, MA'AM. I APPRECIATE THAT. YOU ARE WELCOME. SO, , WE ALREADY HAVE THAT SORT OF POSITION TO MOVE FORWARD. I'D LIKE TO CONTINUE MOVING FORWARD, MR. NA, UH, WITH THE WORK THAT HE'S DONE. IS HE DONE? ARE YOU DONE? ARE YOU DONE? I GOT A FEW MORE SLIDES. YEAH. YEAH. YOU, YOU'VE GOT A FEW MORE SLIDES, BUT I JUST WANTED TO INTERJECT. YEAH. JUST SO THAT RELEVANCE IN TERMS OF WHAT THE PLAN WAS. SO, YOU KNOW, THE NEXT SLIDE I THROW UP HERE IS DEFINING OUTCOMES. AND ONE OF THE THINGS YOU WANT TO BE VERY CLEAR ABOUT WHEN YOU ARE DEVELOPING YOUR RESULTS POLICIES IS TO MAKE SURE YOU'RE TRULY LOOKING AT STUDENT OUTCOMES. YOU KNOW, AND THINK OF LIKE, PATIENT OUTCOMES OF A BYPASS SURGERY. YOU KNOW, YOU, YOU DON'T CARE AS MUCH ABOUT THE, THE DOCTOR HAD HOW MANY YEARS. I MEAN, YOU TALKED EARLIER ABOUT HOW THE DOCTOR PASSED TESTS, DID RESIDENCY, DID ALL THOSE THINGS. AT THE END OF YOUR BYPASS SURGERY, YOU DON'T CARE ABOUT THOSE THINGS. YOU WANT TO KNOW, DID I LIVE AND AM I GONNA BE HEALTHY? AND DID IT WORK? AND THAT'S WHEN YOU'RE LOOKING AT YOUR STUDENT RESULTS, YOU'D WANNA MAKE SURE YOU'RE FOCUSING ON OUTCOMES AND NOT PROCESS. PROCESS IS REALLY EASY TO NAME. IT'S REALLY EASY TO IDENTIFY. AND IT'S REALLY EASY FOR THEM TO PROVE OUTCOMES ARE MORE DIFFICULT. AND SO I JUST PUT THIS ON HERE TO MAKE SURE I STRESS TO YOU AS YOU'RE GOING DOWN THIS PATH, MAKE SURE YOU'RE LOOKING AT OUTCOMES. THE OTHER THING, WHEN WE'RE TALKING ABOUT, OH, I'M GONNA SKIP THIS SLIDE IN THIS SLIDE, 'CAUSE WE'VE ALREADY TALKED ABOUT, AND THIS IS ALL THE STUFF I [04:00:01] PULLED UP. AND LOOK, I PULLED UP LAST YEAR'S DATA 'CAUSE I WAS GONNA SHOW YOU WHAT YOU GOT LAST YEAR AND ASK YOU IF THIS IS ALL YOU REALLY GET. 'CAUSE I COULDN'T BELIEVE THAT'S ALL YOU REALLY GET. AND THEN, PROFILE OF A GRADUATE, I WAS EXCITED WHEN I SAW THE TITLE OF THIS PAGE, BUT WHEN I WENT INTO IT, WHEN I SAY A PROFILE OF A GRADUATE, I'M TALKING ABOUT ALL THE OUTCOMES YOU WANT FOR KIDS, NOT JUST SOUTH CAROLINA SPECIFIC ONES. AND THAT'S WHAT THIS REALLY SPOKE TO ME ON. UM, ORGANIZATIONAL ALIGNMENT. I THINK I SHOWED YOU THIS BEFORE. AND IT TALKS ABOUT LEVELS OF THE ORGANIZATION, AND YOU'VE GOT A GOVERNANCE TEAM, AND THAT'S WHERE YOU'RE FUNCTIONING. THE PEOPLE AROUND THIS TABLE, INCLUDING YOUR SUPERINTENDENT, ARE THE GOVERNANCE TEAM. HE HAS A DIFFERENT ROLE AND A DIFFERENT VOICE, BUT HE IS PART OF YOUR TEAM AND YOU'RE FOCUSING ON THE RESULTS, THE ALWAYS AND OWNER ENGAGEMENT. AND WHEN I ASK YOU WHY DOES THE BOARD EXIST, YOU ALL ALL TALK ABOUT, YOU RE YOU'RE RESPONSIBLE TO THE OWNERS OF THIS DISTRICT. AND SO THINKING ABOUT HOW DO YOU INTERACT WITH THEM SPECIFICALLY FOR THE BOARD'S WORK, IS MUCH HARDER THAN IT SOUNDS. IT'S EASY TO SAY, WE WANT TO TALK TO THE PUBLIC ABOUT THE BOARD'S WORK. BUT WHEN THE BOARD'S WORK IS SETTING THE OE, SETTING THE RESULTS AND MONITORING THOSE RESULTS, COMING UP WITH TOPICS THAT ARE GONNA GENERATE A CROWD ISN'T ALWAYS EASY. BUT IF YOU ARE GOING OUT AND SAYING, WE ARE TRYING TO DEFINE WHAT WE EXPECT ALL OUR STUDENTS WILL BE ABLE TO DO WHEN THEY GRADUATE FROM THESE SCHOOLS, HOPEFULLY YOU'LL GET PEOPLE TO SHOW UP AND HELP GIVE YOU FEEDBACK ON WHAT YOU'VE DEFINED AS A BOARD. THE NEXT LEVEL DOWN TEAM IS A STRATEGY TEAM. AND AS YOU GET INTO STRATEGIC PLANNING, STRATEGIC PLANNING IS HIS JOB. AND THIS IS WHERE I WORK WITH BOARDS ON TRYING TO UNTANGLE THEM FROM THINKING THE BOARD HAS TO APPROVE THE STRATEGIC PLAN. IF THE BOARD APPROVES THE RESULTS, THE RESULTS ARE THE FOUNDATION OF THE STRATEGIC PLAN. BUT IT'S HIS JOB TO COME UP WITH THE STRATEGIES AND THE STRATEGIC PLAN ON HOW YOU'RE GONNA TURN THOSE RESULTS INTO REALITY. AND SO HE, HE LIVES IN BOTH REALMS. AND IT'S IMPORTANT THAT YOU STAY AT THE GOVERNANCE LEVEL SO THAT YOU'RE NOT, SO THAT YOU SEE THE BIG PICTURE. AND THE OTHER LEVEL DOWN HERE IS THE INSTRUCTIONAL OR OPERATIONS TEAM. THE SYSTEM DIRECTION FLOWS DOWN FROM THE BOARD AND THE ACCOUNTABILITY FLOWS UP FROM THE CLASSROOM IF THIS IS FUNCTIONING PROPERLY. SO THIS IS ANOTHER WAY TO THINK ABOUT HOW THE FRAMEWORK IS INTENDED TO SUPPORT THIS TYPE OF A SYSTEM. TRYING TO GIVE IT TO YOU IN DIFFERENT, I I GOT MORE FOOTBALL TERMS COMING. UM, SO, AND I'VE, I'VE KIND OF DANCED AROUND THIS, BUT I'VE GOT THE SLIDE IN HERE THAT YOU CAN REFER TO LATER ON TOO. SO THE WAY THIS THE PROCESS WORKS IS THE BOARD CREATES THE POLICY. THE SUPERINTENDENT INTERPRETS THE POLICY AND SELECTS THE INDICATORS. IT'S HIS JOB TO PICK THE INDICATORS, BUT YOU HAVE TO APPROVE 'EM. IF YOU DON'T LIKE THE INDICATORS, YOU CAN ALWAYS SAY, NO, WE WANT OTHER INDICATORS. SO IN THAT ANNUAL REVIEW PROCESS, DO WE HAVE THE RIGHT INDICATORS? FEEDBACK TO THE SUPERINTENDENT IS EXTREMELY IMPORTANT TO SAY, YOU KNOW, THIS WORKED FIVE YEARS AGO, BUT IT'S NOT RELEVANT NOW. I NEED SOMETHING ELSE. SOME OTHER PIECE OF EVIDENCE, THIS IS SPECIFIC TO THE OES, THEN THE SUP SUPERINTENDENT COMPILES AND PRESENTS THE DATA AND THE BOARD VOTES YES OR NO ON THE OES, WAS HE COMPLIANT OR NOT? ONE OF YOUR OES THAT YOU MIGHT WANT TO CONSIDER DOING A DIFFERENT MONITORING ON IS COMMUNICATIONS WITH THE BOARD. AND I HAD A BOARD THAT CAME BACK TO ME LAST YEAR WHEN WE WERE TALKING THROUGH IT. UM, IT MADE, ACTUALLY MADE MORE SENSE FOR THE BOARD TO SELF-MONITOR THAT ONE, BECAUSE WHAT IT HAS IS A BUNCH OF CRITERIA FOR THE SUPERINTENDENT WILL COMMUNICATE WITH THE BOARD WHEN THIS HAPPENS, WHEN THIS HAPPENS, WHEN THIS HAPPENS, FOR HIM TO REPORT, HE'S GONNA SAY, THERE'S LACK OF EVIDENCE, THEREFORE I'M COMPLIANT. SO WHAT THIS DISTRICT DID WAS THEY SAID, THE BOARD IS RESPONSIBLE TO BRING TO THE SUPERINTENDENT'S ATTENTION ANY VIOLATION OF THIS OE WHEN IT HAPPENS IN REAL TIME DURING THE YEAR, INCLUDING THE BOARD PRESIDENT. AND THEN THE BOARD PRESIDENT KEEPS A RUNNING LIST IF ONE EXISTS. AND AT THE END OF THE YEAR, THAT'S TURNED IN AS THE MONITORING REPORT. AND IT MADE A LOT MORE SENSE TO ME TO MONITOR THAT ONE THAT WAY. SO JUST AS YOU GET INTO THESE, I THOUGHT I'D THROW THAT OUT AS A KER. AND THEN THE ARROWS ON THE SLIDE ARE THE QUESTIONS AND THE FEEDBACK LOOPS THAT ARE BUILT IN POLICY HAS TO REFLECT YOUR VALUES. I'VE SAID THAT OVER AND OVER AGAIN. [04:05:02] HERE'S ANOTHER ONE I CREATED THIS SUMMER FOR SOMEBODY ELSE I WAS WORKING WITH WHEN I WAS A BOARD MEMBER. IF SOMEBODY SAID THE SUPERINTENDENT WAS KEEPING ME IN MY LANE, I WOULD'VE FELT THAT DEMEANING AND INSULTING. IT JUST RUBBED ME WRONG. IT ALWAYS WAS RUBBED ME WRONG. WHEN PEOPLE SAY YOU NEED TO KEEP THE BOARD IN THEIR LANE. YEAH, IT, IT IS. AND IF YOU THINK OF A LANE, I PICTURE A TRACK, YOU'RE RUNNING THE FOUR 40, YOU GOTTA STAY IN YOUR LANE, BUT YOU'RE STILL GOING TO THE SAME, SAME STARTING POINT, SAME FINISH LINE, SAME ROLE IN ESSENCE. AND I DON'T THINK THAT PROPERLY DESCRIBES THE WAY YOU SHOULD BE TALKING ABOUT THE BOARD'S FUNCTION. IF YOU THINK ABOUT YOUR DOMAIN, IF YOU'RE IN THE OWNER'S BOOTH UP IN THE SKY BOOTH, YOUR JOB AS THE OWNER IS TO NOT JUST BE WATCHING THE PLAYERS ON THE FIELD. YOU'RE WATCHING THE CROWD, YOU'RE WATCHING CONCESSION SALES, YOU'RE WATCHING SECURITY, YOU'RE WATCHING ALL THOSE ASPECTS OF THE GAME IN THE ENTIRE EVENT. AND IF YOU ARE NOT, WHO IS, IT'S NOT HIS JOB. OR IF IT IS, YOU'RE DILUTING HIS JOB AND HE IS NOT FOCUSING ON STUDENT LEARNING. SO I THINK OF IT, THINK OF IT AS YOUR DOMAIN. YOU ARE IN THE OWNER'S BOX, THE SKY BOX, AND THAT'S YOUR, THAT'S WHERE YOU NEED TO LIVE. NO, NO. YOU GO DOWN ON THE FIELD AND NOW YOU HAVE NO IDEA WHAT'S HAPPENING UP AT THE TOP OF THE STANDS. YOU'VE LOST THE BIG PICTURE THERE. THAT'S GOOD. WELL, HE'S THE GENERAL NAME, WHICH IS A PROBLEM. SO, YEAH. SORRY. CAN'T HEAR AGAIN, . OH, WE'RE JUST MAKING BAD PUNS ABOUT FOOTBALL. OKAY. MAKE 'EM INTO THE MICROPHONE, PLEASE. I I, I HAD AN EXERCISE I DEBATED ON DOING, AND I DON'T THINK WE'RE GONNA DO TODAY BECAUSE THIS WOULD'VE JUST DRIVEN HOME THE RESULTS MONITORING. YOU'VE GOT A RUBRIC. THIS IS AN IMPLEMENTATION RUBRIC THAT WE INTRODUCED LAST YEAR AT WISDOM SHARING CONFERENCE. AND WE REVISED BASED ON THE FEEDBACK WE GOT FROM DISTRICTS, WE'RE CONTINUING, I THINK THERE'S GONNA BE ONE MORE REVISION ON THIS, BUT IT'S, IT'S GOT FIVE SECTIONS. AND IF YOU SELF GRADE IN THESE ON THE RUBRIC AND THEN SHARE OUT AS A BOARD, IT'S A GOOD EXERCISE TO SEE HOW WELL ARE YOU REALLY FUNCTIONING IN COHERENT GOVERNANCE. UM, THIS MIGHT BE SOMETHING GOOD FOR YOU TO DO AT SOME POINT, BUT I WOULD SAY YOU'VE GOT ENOUGH ACKNOWLEDGEMENT THAT YOU AREN'T DOING WELL. I WOULD PUT THIS TO NEXT SPRING WHEN YOU'VE GOT THINGS, UM, HOPEFULLY FIXED AND RUNNING BETTER. BUT IT ALSO, THE PART OF THE REASON WE CREATED THIS IS TO GIVE BOARDS AN IDEA OF WHAT IT TRULY LOOKS LIKE TO BE AT THAT MASTERING LEVEL. I, I WOULD NOT BE, UH, OPPOSED TO DOING IT NOW. UM, BECAUSE THEY COULD, THE, THE WAY, UH, THE BOARD MEMBERS VOTE ON THIS AND WE SUBMIT AN AGGREGATE OF IT, UH, IT COULD DRIVE THE, THE FIRST POLICIES THAT GET CHANGED OR AMENDED OR MADE . YEAH. I MEAN, I MEAN, IT WOULD AT LEAST GIVE US SOMEWHERE WE CAN FOCUS OUR ATTENTION FIRST BECAUSE THERE ARE SO MANY HOLES. THERE'S YEAH, THERE'S SO MANY HOLES IN, IN, IN WHAT WE'RE DOING RIGHT NOW. THIS EVALUATION MIGHT AT LEAST GIVE US, UH, AN IDEA OF WHERE THE BOARD OKAY. WANTS TO START. I KNOW WHAT I WANT TO DO. UM, BUT, UH, AS FAR IT BEING THE HEAD FOR THE, THE POLICY COMMITTEE, UH, BUT I, I MEAN, THIS MIGHT BE A GOOD PLACE TO DECIDE WHERE THE BOARD WANTS TO START. AND WE'VE GOT, I THINK WE'VE GOT HARD COPIES. YEAH. AND SO WHAT I, BECAUSE THERE'S FIVE SECTIONS, YOU CAN CHOOSE TO DO ALL FIVE SECTIONS. IT'LL JUST TAKE A LITTLE LONGER. OR WE COULD JUST AS A BOARD DECIDE WHAT ARE THE TOP THREE AREAS YOU WANNA LOOK AT. IT'S UP TO YOU. I'M FINE EITHER WAY. UH, I DON'T HAVE CHOICE. NO, I MEAN, I SHOULD JUST START, START WITH MY TOP THREE OR START WITH THE TOP THREE OFF ALL CATEGORIES ON THE EVALUATION. UM, BECAUSE I, I DON'T HAVE A HARD COPY. I'M A, I'M A, I'M A DIGITAL GUY, SO I DON'T HAVE A HARD COPY DIGITAL. THANK YOU, . SO I, I WOULD SAY MAYBE, I MEAN, BECAUSE THE ONLY, THE ONLY, UH, THE ONLY DEEP DIVE THAT I'VE DONE IS ON THE GC AND THE, UH, THE BSRS. MAYBE WE JUST DO THOSE TWO AREAS, OR I, I DON'T, I DON'T KNOW, WHATEVER. UM, SO THAT WOULD BE BOARD SUPERINTENDENT PARTNERSHIP AND ACCOUNTABILITY SECTION TWO. YEP. [04:10:04] FOR THAT SECTION THREE. SO THE FIRST PAGE, GOVERNANCE, CULTURE AND BOARD EFFECTIVENESS. I WAS GONNA HAVE YOU DO A RESULTS DEFINITION AND LEADERSHIP, BUT I THINK WE CAN SKIP THAT ONE. SO I'D DO THE FIRST AND THE THIRD FOR SURE. FIRST, THIRD, AND LAST MAYBE STAKEHOLDER ENGAGEMENT, COMMUNITY PARTNERSHIP. OKAY. YEAH. YEAH. HOW ABOUT FIRST, THIRD, AND LAST? FIRST, THIRD, AND LAST. THAT SOUNDS GOOD. BE FIRST. AND I'M GONNA TURN MY MIC OFF TO GIVE YOU QUIET TO DO THIS THIRD, WHICH COMPANY? UH, YES. UH, YEAH. GOVERNANCE, CULTURE AND BOARD EFFECTIVENESS. AND THEN BOARD SUPERINTENDENT PARTNERSHIP ACCOUNTABILITY. AND THEN ON THE LAST PAGE, STAKEHOLDER ENGAGEMENT. OKAY. ALRIGHT. OKAY. WE'RE FOLLOWING YOUR LEAD, DR. STE. SO FIRST I JUST WANNA KNOW, HOW DID YOU FIND THAT USEFUL TO GO THROUGH? AND I'M SEEING A HEAD NOD AND SEE WHAT KIND OF THE DIFFERENT STAGES THAT YOU COULD BE IN, IN DIFFERENT AREAS. WELL, I MEAN, BY NO MEANS ARE WE EXPERTS AT ALL THIS, IF WE WERE, YOU WOULDN'T BE HERE TODAY. UM, SO, UH, BUT, UH, I'D BE INTERESTED TO HEAR, UM, LIKE I, I, I'M, I'M WILLING TO VENTURE, AND THIS IS JUST A, A GUESS, BUT I'M WILLING TO VENTURE THAT MOST PEOPLE ARE IN CATEGORY TWO OR THREE, EITHER DEVELOPING OR IMPLEMENTING. UM, BUT I'M, I HAVE SEVERAL CATEGORIES WHERE IT'S CATEGORY ONE. UM, SO, UH, BUT I, I, I THINK A LOT OF THE CATEGORIES ARE SOMEWHERE BETWEEN DEVELOPING AND IMPLEMENTING. UM, BUT, UM, UH, I, I, I THINK, UM, MAYBE, UH, WE CAN GO AROUND THE ROOM IF ANYBODY WANTS TO SHARE THEIR THOUGHTS ON ANY OUTLIERS. UM, UM, KIND OF IF LIKE YOU GOT A ONE OR A FOUR ON SOMETHING, LIKE, UH, MAYBE EXPLAIN WHAT IF, IF YOU ANYBODY FEELS COMFORTABLE. THE THE MAIN GOAL OF THIS IS TO SURFACE THE AHAS. YEAH. OF, OH, THAT'S SOMETHING I THINK WE OUGHT TO FOCUS ON, OR HEY, YOU KNOW, IS IS THERE A CELEBRATION? SO I LOOK, LOOK FOR CELEBRATIONS IN THOSE AHAS OF FOCUS AREAS. YEAH. I MEAN, WE COULD START WITH, UH, UH, GOVERNANCE CULTURE. GOVERNANCE CULTURE. START AT THE TOP. DISCIPLINE MEETING PROCESS. ANYBODY HAVE ANY OUTLIERS? I, I KIND OF PUT LIKE RIGHT IN BETWEEN THE MIDDLE. UH, I'M IN BETWEEN DEVELOPING AND IMPLEMENTING ANNUAL PLAN DRIVES, MEETING CONTENT. I THINK SO, UH, MONITORING, PLANNING AND DEVELOPMENT OF ARE, ARE SCHEDULED. YES. UH, BUT I DON'T BELIEVE AGENDA, UH, AGENDAS ARE POLICY DRIVEN OR INTENTIONAL. UH, SO WE'RE NOT QUITE IN THE IMPLEMENTING BOX YET. SO I, I THINK WE'RE STILL DEVELOPING THERE. DEVELOPING, YEP. YEP. OFTEN WHEN TAKING NEWS, I, I WAS AT A TWO WITH A COUPLE AREAS WHERE WE'RE MAKING A LITTLE BIT OF HEADWAY TOWARDS THREE, BUT FOR BOARD SELF ACCOUNTABILITY. YEAH. THAT'S, THAT'S A PERSONAL THING, BUT I DON'T KNOW IF IT'S COLLECTIVELY ADDRESSED AS THE BOARD. AS A BOARD. UH, CAN WE HAVE THE, THE, UH, SECTION ONE, UH, PROJECTED ON THE SCREEN RIGHT NOW? IT'S NOT THAT SECTION. OH. SO ROBIN, GOOD CATCH ROBIN. ON THE THUMB DRIVE, IF YOU SWITCH TO THE PDF UNDER THAT FOLDER, I'VE GOT THE PDF OF THE WHOLE DOCUMENT. I [04:15:01] JUST PUT THE ONE SLIDE ON THERE AS A PLACEHOLDER FOR THIS. YEAH. I MEAN, I, I, I, UH, UH, TO DR. DR. CARR'S, UH, COMMENT, THE BOARD DOES NOT EVALUATE ITS OWN GOVERNANCE PERFORMANCE, NO SELF-ASSESSMENT PROCESS, FOCUS ONLY ON SUPERINTENDENT ACCOUNTABILITY. AND THAT'S WHERE WE'RE AT RIGHT NOW. THE OTHER P THAT'S A ONE. YEAH, THAT'S A ONE. I HAVE A ONE A ONE AS WELL. UM, BOARD SELF ACCOUNTABILITY. YEAH. IT'S A ONE. YEAH. UM, THE, UH, BOARD DEVELOPMENT AND TEAM BUILDING. UH, I, I HAVE SOME SHARED PROFESSIONAL DEVELOPMENT OCCURS WHEN WE GO TO LIKE THE, YOU KNOW, THE SCHOOL BOARD ASSOCIATION CONFERENCE OR IF WE GO TO THE LAW CONFERENCE OR ALL THAT KINDA STUFF. UM, UH, BUT INCONSISTENT AND NOT ALIGNED WITH GOVERNANCE, UH, PRIORITIES. UM, THERE'S A, I THINK I, I GET THE FEELING AND I MIGHT BE OUT THERE. I'M JUST ONE OF 11. YEAH, IT'S A TWO. UH, BUT I GET THE FEELING THAT A LOT OF BOARD MEMBERS ARE HESITANT TO WANT TO DO TEAM BUILDING STUFF, BECAUSE AS SOON AS WE GET MORE THAN FIVE OF US IN A ROOM, IT HAS TO BE A PUBLIC MEETING. IT HAS TO BE . UH, AND THEN NOW WE HAVE, NOW WE HAVE A QUORUM, AND IT COULD BE BOARD BUSINESS. UH, SO LIKE, IT'S, UH, I, I, I GET THE FEELING FROM BOARD MEMBERS THAT NOBODY WANTS TO DO TEAM BUILDING SPECIFICALLY FOR TEAM BUILDING BECAUSE IT BECOMES A BOARD MEETING. WELL, I WOULD, THE ONLY, UH, COMMENT I WOULD MAKE ON, UM, BOARD DEVELOPMENT AND, AND TEAM BUILDING, IS THAT WHAT YOU'RE DOING TODAY AROUND THIS IS PART OF A STRUCTURED, SOMEWHAT LEARNING, PROFESSIONAL LEARNING AROUND IT. MAYBE IT DOESN'T HIT THE LAST SET, UH, SENTENCE. RIGHT. BUT, OR MAYBE IT DOES, BUT, BUT THIS IS AN EXAMPLE OF SOMETHING TO ENHANCE YOUR, YOUR PROCESS. YEAH. AGREED. YEP. UNIFIED BOARD VOICE AND LEADERSHIP. NEXT, NEXT CATEGORY DOWN. OKAY. UH, I PUT A TWO ON THAT ONE. ANYBODY? I HAVE A TWO GOING TO A THREE TOWARDS A THREE. NOT THERE YET. UH, GOVERNANCE PROCESS IMPROVEMENT REFLECTION. I HAVE THAT AS A ONE. ADJUSTMENT TO BOARD PROCESSES ARE AD HOC, UH, REACTIVE TO CRISIS OR PERSONALITIES, A LITTLE REFLECTION ON GOVERNANCE EFFECTIVENESS. I HAD IT . I HAD IT TOO. I HAVE TWO. OKAY. SAY TWO IS A GOOD AREA OF FOCUS TO WORK ON. CAN YOU YES. DR. GU, YOURS? UH, YES. THANK YOU. I I'M GONNA FOCUS ON THE CUP HALF FULL. UM, SO I HAD THE HIGHEST, UH, SCORING IN THE, UH, BOARD DEVELOPMENT AND TEAM BUILDING. AND I HAD THAT AS DEVELOPING AND IMPLEMENTING KIND OF RIGHT THERE. THE OTHERS I REALLY HAVE, UH, ADOPTING AND DEVELOPING, AND ESPECIALLY NUMBER TWO, BOARD ROLE CLARITY AND POLICY ADHERENCE IS VERY VARIABLE AMONG MEMBERS. I THINK THAT'S REAL IMPORTANT TO POINT OUT. THANK YOU TO, TO, UH, FOLLOW UP WITH, UM, DR. WA. I HAD BOARD ROLLING CLARITY AND POLICY AS A ONE. UM, JUST ROOM FOUR CONSIDERATION. OH, OKAY. UM, IN THE, THE SECOND ONE. SECOND ONE, BOARD ROLE CLARITY AND POLICY ADHERENCE. SECOND. OKAY. OVERALL, I DIDN'T HEAR A LOT OF THREES AND FOURS. OKAY. WA YES, MA'AM. NO, THANK YOU. I JUST WAS PUTTING MY HAND DOWN, BUT THANK YOU. OH, OKAY. UM, NEXT CATEGORY, BOARD SUPERINTENDENT, PARTNERSHIP AND ACCOUNTABILITY. CLEAR ROLE DEFINITION AND AUTHORITY DELEGATION. UH, I ALSO HAVE THAT AS A THREE. POLICY CLEARLY DEFINES SUPERINTENDENT'S JOB AUTHORITY AND DECISION SCOPE. SUPERINTENDENT HAS FREEDOM OF ACTION WITHIN BOARD EXPECTATIONS. FIVE. WE NEED TO SCROLL BACK UP, PLEASE. THANK YOU. YEAH, RIGHT THERE. THERE YOU GO. WHICH ONE ARE WE ON? STILL THE FIRST ONE. UM, YEAH, YEAH. NO, I GOT THE RIGHT, THE THIRD ONE ON THE, YEAH. YEAH. SO, YEAH. YEAH. SO I, I WAS THE OUTLIER WITH THE TWO, BUT I THINK THAT FREQUENT BOARD INTERVENTIONS MAY BE AN AREA FOR IMPROVEMENT. WAIT A MINUTE. NOPE. [04:20:02] PARTNERSHIP. WELL, THE OTHER WAY. WOW. OH, IT'S, IT'S ON A PAGE BREAK. IT'S ON A PAGE BREAK. THAT'S WHY. YEAH. YEAH. SHE CAN SCROLL. KEEP GOING. WE HAVE THE, YOU HAVE IT DISPLAYED PARTLY BOARD SUPERINTENDENT PART PARTNERSHIP AND ACCOUNTABILITY, RIGHT? YES. MM-HMM . CAN YOU JUST SCROLL UP SO WE CAN SEE THE REST OF IT? HERS, IT JUMPED ON, I GUESS. NOT POSSIBLE. YEAH. IT'S ON A PAGE BREAK. THAT'S WHY THEY'RE WORKING ON IT. YEAH. THERE'S NO WORKING ON IT. IT'S ON A PAGE BREAK. . IT'S ON A PAGE BREAK. SO ON THE CLEAR ROLE DEFINITION AND AUTHORITY DELEGATION, IT SOUNDS LIKE EVERYBODY'S PRETTY COMFORTABLE THAT IT'S A THREE, MAYBE A FOUR, MAYBE A TWO, SOME ELEMENTS, BUT PRETTY SOLID THREE. UM, TWO, THREE, NOT A FOUR. I'M TWOS, YEAH. RESULTS BASED SUPERINTENDENT EVALUATION TWO. IT'S OUR, OUR, OUR POLICY, OR, I MEAN, THE, THE, THE RESULTS ISN'T INFORMAL. WE ACTUALLY GO THROUGH A FORMAL PROCESS. UM, BUT HOW, HOW GOOD CAN IT BE WHEN WE DON'T HAVE A RESULTS POLICY? YEAH. THAT'S, YEAH. WE DON'T USE REASONABLE PROGRESS. WE USE A NUMERIC WEIGHTED SYSTEM. MM-HMM . YEAH, THAT TOO, WHAT SHE SAID, TRUST, TRUST-BASED COMMUNICATION. I GOT MY HIGHEST SCORE OF A THREE, ME TWO. TWO, I MEAN THREE I THREE. I GOT TWOS. I GOT THREES THREE ON THAT ONE. YEAH. I MUST BE AN EASY GRADER. THAT WAS MY HIGHEST, BUT I GAVE IT MASTERING. YEAH. AND THIS IS BOARD SUPERINTENDENT RELATIONSHIP, SO YEAH. WHICH IS GOOD. GENERAL CRISIS LEADERSHIP CLARITY. LIKE IF A WATER LINE BREAKS, WELL, I THINK WE RELY VERY HEAVILY ON, ON THE SUPERINTENDENT TO TAKE THE LEAD AND DO WHAT NEEDS TO BE DONE. THE BOARD IS INFORMED, BUT WE DON'T REALLY GET INVOLVED IN CRISIS. THAT WAS MY TAKE. YEAH. AND I MEAN, AND THE, THE, THE DISTRICT HAS SELF-CORRECTED. I MEAN, WHEN WE, UH, WHEN WE HAD THE, THE, THE SCHOOL SHOOTING SCARE, UM, NOW WE'VE CREATED CRISIS TEAMS. WE'VE GOT TRAILERS AND, UH, REUNIFICATION PLANS. I MEAN, IT'S, SO, I MEAN, THE BOARD, UH, THE SUPERINTENDENT HAS LIKE SELF-CORRECTED, ALL OF THAT. SO I, I'M, I'M, YEP, THAT'S ACTUALLY PRETTY GOOD. YEAH. YES, DR. GUS. YEAH. I'D SAY, AND THAT WOULD, THAT IS, UH, DIFFERENT BECAUSE, UH, I THINK I'M THE LONGEST SERVING MEMBER EVEN WITH A SLIGHT RETIREMENT, UM MM-HMM . BECAUSE, UH, I WAS ON THE BOARD WHEN WE HAD, UH, UH, ALL THE COVID NONSENSE . AND, UH, THAT WAS A DEFINITELY A, A SORT A CRISIS. NO DISTRICT HAD EVER DEALT WITH IT. SO THAT WAS, THAT WAS DIFFERENT. WE FORTUNATELY MOVED BEYOND THAT. NOW, TRUE UNIFIED BOARD VOICE EXTERNALLY, I HAVE THAT AS A ONE. UM, JUST BECAUSE, UH, BOARD MEMBERS, INDIVIDUAL BOARD MEMBERS SPEAK PO UH, PUBLICLY WITHOUT COORDINATION. UM, I, I, YEAH, I CONCUR WITH THE ONE. I THINK THAT SOME MEMBERS HAVE INFORMATION THAT IT'S NOT MADE AVAILABLE TO THE WHOLE BOARD ON A REGULAR BASIS. I, YEAH. I, I DIDN'T REALLY THINK WE FELL INTO ONE OF THOSE CATEGORIES CLEARLY. UM, DEFINITELY I WOULD SAY THE SUPERINTENDENT IN, IN, UH, LET'S SEE. IMPLEMENTING, I THINK IT IS, YEAH. THE SUPERINTENDENT IS RECOGNIZED AS THE OPERATIONAL, UM, SPOKESPERSON. I WOULD SAY THAT IS WITHOUT A DOUBT. AND THE OTHER, YOU KNOW, WE EACH REPRESENT DIFFERENT DISTRICTS AND YOU, YOU KNOW, SOME MEMBERS ARE SPEAKING AND, UM, INFORMATION IS PERHAPS NOT, UH, AVAILABLE TO EVERYONE. AND I DON'T MEAN THAT IT'S BEING WITHHELD. I JUST MEAN THAT IT'S, YOU KNOW, I, I DON'T KNOW. IT'S JUST, YEAH. IT'S, IT'S NOT GOOD RIGHT. NOW, WHAT I WOULD RECOMMEND ON THIS ONE IS, AS YOU'RE LOOKING AT THE GC POLICY, WHEN YOU'RE REVISING THAT, THAT WOULD BE A GOOD TIME TO HAVE THIS DISCUSSION TO MAKE SURE THERE'S [04:25:01] CONSISTENT EXPECTATIONS ON WHAT THAT COMMUNICATION ROLE LOOKS LIKE. UM, YOU KNOW, I THINK PART OF THIS TALKS ABOUT, YOU KNOW, THE BOARD, YOU, THE BOARD CHAIR IS THE OFFICIAL SPORTS PERSON FOR THE BOARD ON PUBLIC ISSUES. BUT THEN BOARD MEMBERS ARE CONSTANTLY IN PUBLIC AND THEY'RE HAVING TO ANSWER QUESTIONS. SO WHAT IS THAT EXPECTATION? AND BUILDING THAT INTO THE GC AND MAKING SURE THAT ALL 11 OF YOU CAN NOD YOUR HEAD YES. AND SAY, YEAH, I CAN LIVE TO THAT. YEAH. AND I, I, I MEAN, UH, YES, ABSOLUTELY. AND I MEAN, YOU CAN'T STOP YOUR CONSTITUENTS COMING UP AND TALKING FROM YOU. YEAH. AND YOU ENCOURAGE THAT. I WOULD EVEN ARGUE. I MEAN, YEAH, AT LEAST I TRY TO ENCOURAGE IT. BUT LIKE, WHEN WE HAVE BOARD MEMBERS THAT ARE GOING TO, UM, UH, SPECIFIC, UM, UH, MUNICIPALITY LEADERSHIP AND HAVING DISCUSSIONS, UH, GOING TO QANTIS CLUB, UH, THAT KIND OF STUFF. I MEAN, IT'S TO, TO ME, THAT'S, UH, AND THEN, UM, THE, THE MOST WE GET IS THAT PERSON DID IT, OR, OR IT HAPPENED, BUT NOT A, THIS IS WHAT WE SPOKE ABOUT. THIS IS WHAT WE CAN'T, WE BROUGHT AWAY FROM IT. THIS IS THE REASON I WENT, UM, AND TO, TO, TO ADDRESS THIS QUESTION, I GOT INVITED. UM, SO A LOT OF THAT IS HAPPENING WITHOUT ANY OF THE BOARD KNOWLEDGE. YEAH. AND I KNOW THIS ISN'T, TODAY ISN'T INTENDED TO BE THE BOARD SELF-EVALUATION. YEAH. RIGHT. AND SO WHAT I WOULD SAY IS UTILIZING THIS RUBRIC AS A FORMAL BOARD SELF-EVALUATION WOULD BE A GOOD PLACE TO THEN SURFACE THOSE DISCUSSIONS. 'CAUSE I ALSO KIND OF WATCHING THE CLOCK TOO, AND MAKING SURE THAT WE LEAVE TIME FOR THE LAST AGENDA ITEM. WE SKIPPED THE OPERATIONAL EXPECTATIONS AND WENT DOWN TO STAKEHOLDER ENGAGEMENT AND COMMUNITY PARTNERSHIPS, INTENTIONAL COMMUNITY AND STAKEHOLDER LINKAGES. I, I PUT THAT AS A THREE. UM, ONLY BECAUSE, UH, PLANNING SYSTEMATIC PROCESS FOR ENGAGING FAMILIES, COMMUNITY AND STAKEHOLDERS, ENGAGEMENT IS INTENTIONAL. BUT IT'S, IT'S NOT THE BOARD. IT'S THE DISTRICT. . AND, AND THIS IS WHERE I TALKED EARLIER ABOUT A LINKAGE PLAN IS ENGAGING THE COMMUNITY AND THE BOARD'S WORK, WHICH IS THE BOARD'S WORK IS PREDOMINANTLY POLICY. SO HOW CAN YOU GET MAYBE YOUR RESULTS, POLICIES OUT IN FRONT AND HAVE MEANINGFUL ENGAGEMENT WITH ALL ASPECTS OF THE COMMUNITY ABOUT YOUR RESULTS? THEN NEXT YEAR, WHAT'S IT GONNA BE IN THINKING THROUGH AHEAD OF TIME AND SAYING, THIS IS SOMETHING THAT WE SEE COMING, THAT WE WANNA MAKE SURE THAT WE'RE REFLECTING THE VALUES AND THE POLICIES WE HAVE. WELL, AND I THINK THAT WE JUST TALKED ABOUT TOO, THAT WE DON'T HAVE A SYSTEMIC SYSTEMATIC PROCESS FOR ENGAGEMENT. AND THAT A LOT OF US ARE SPEAKING TO GROUPS AS INDIVIDUALS. AND I DON'T KNOW, I GUESS THE POLICY COULD KIND OF DEFINE WHEN IT'S APPROPRIATE TO SPEAK AS AN INDIVIDUAL. WHENEVER I SPEAK TO A GROUP, I ALWAYS SAY I'M SPEAKING AS MYSELF, YOU KNOW, REPRESENTING THIS DISTRICT, NOT THE BOARD. UM, BUT I, AND ALSO, I DON'T THINK WE HAVE A PROCESS BECAUSE ONE GROUP, I MEAN, WE'RE ALWAYS, UM, INTERACTING WITH STAFF AND WITH STUDENTS. AND DR. RODRIGUEZ HAS DONE A LOT TO BRING THE DISTRICT IN, BUT WE'RE NOT, YOU KNOW, REALTORS, BUSINESS OWNERS, TECHS, YOU KNOW, THOSE HIGHER ED I SAW IN HERE, HIGHER EDUCATION, YOU KNOW, THE BOARD HASN'T BEEN AS ACTIVE AS THEY COULD BE. AND I THINK THAT WOULD BE A REAL AREA FOR IMMEDIATE IMPROVEMENT. YEAH. GETTING HIGHER EDS PERSPECTIVE ON YOUR RESULTS POLICIES TO, THEY CONNECT TO WHAT IS COLLEGE READINESS. WELL, AND THAT GOES TO BUSINESS TOO. I MEAN, WHAT ARE WE ULTIMATELY TRYING TO, WHAT A CAREER READINESS? IT'S A PRODUCT. UM, UM, I, I I WOULD SAY, UM, I, IN, IN, IN, IN TERMS, I DISAGREE. UH, THAT IS JUST, IT'S NOT JUST THE DISTRICT'S JOB TO, UH, COMMUNICATE WITH THE COMMUNITY. IT IS DEFINITELY BOARD MEMBER'S JOB TO, TO, UH, COMMUNICATE WITH THE COMMUNITY. AND, AND, AND IN FACT, I, I'VE BEEN FIGHTING WITH THE BOARD FOR THIS SINCE I'VE BEEN WITH THE BOARD MEMBERS SINCE I'VE BEEN ON THIS FOR YEARS. ESPECIALLY WHEN I, UH, DUE THROUGH, UH, THE LAST, THE, I MEAN, WHEN I FIRST GOT ON THERE, THEY WERE SAYING THAT, UM, BASICALLY EVEN BOARD MEMBERS SHOULDN'T HAVE COMMUNITY MEETINGS AND DAH, DAH, DAH. NO. IT IS OUR JOB TO BECOME PUBLIC FRIENDLY AND ALSO TO GET WITH OUR SITUATIONS AND ALSO SEE, SEE WHAT THEY, WHAT THINGS, AND TO, UM, BRING THINGS TO THEM. BECAUSE I OFTEN SOMETIMES GET PARENTS AND SAY, LISTEN, UM, DON'T ALWAYS CALL ME WHEN MY CHILD DO BAD. TELL ME SOME GOOD THINGS. YOU KNOW? SO, SO THAT'S THE SAME THING AS THE COMMUNITY. DON'T ALWAYS COME TO ME WHEN YOU, WHEN Y'ALL WANT MONEY FOR OBAMA REFERENDUM, TELL ME THROUGHOUT THE YEAR, TELL ME WHAT'S GOING ON. SO I, I, THAT IS THAT PIECE THAT SPEAKS TO THAT FROM YOU TALKING TO THE CONSTITUENT, LETTING THEM KNOW, AND, AND, UH, FROM, FROM THE BOARD ASPECT, NOT THE, NOT NOT FROM THE DISTRICT, NOT THE SUPERINTENDENT, FROM THE BOARD, THE BOARD SHOULD, I DIDN'T FEEL THAT THE BOARD SHOULD BE SOMETIMES HAVING, HAVING THOSE MEETINGS. SOME PEOPLE, SOME PEOPLE ARE ALLOWED, BUT I KNOW, I KNOW IT WAS A BIG THING WHEN I WAS THERE, WHEN I WAS TRYING TO HAVE, HAVE COMMUNITY MEETINGS AND EVEN HAVE HAVING AT DIFFERENT SCHOOLS, OH, NO, YOU CAN'T DO THIS BOARD MEMBER. OH, NO, IT WAS, IT WAS, IT WAS A HELL OF A LOT. IT WAS A, A NO, NO, NO, NO, NO, NO, YOU CAN'T DO THAT. NO. THAT, THAT'S NOT HOW IT GOES. NO. SO I, I THINK THAT, THAT, WHEN, WHEN YOU SPEAK TO THAT, I HAVEN'T SPOKEN ANYTHING BUT TODAY, BUT I WILL SPEAK TO THAT, TO THAT. I THINK THAT IS A HUGE PIECE [04:30:01] OF UNDERSTANDING COMMUNITY AND BOARD MEMBERS AND HAVING THAT RELATIONSHIP COMM, THAT RELATIONSHIP PIECE IS VERY IMPORTANT TO HAVE A CONTINUING RELATIONSHIP WITH, WITH COMMUNITY AS A BOARD MEMBER. NOT, NOT JUST AS, NOT JUST AS SUPERINTENDENT AND, AND COMMUNITY IN TERMS, IN TERMS OF THAT, I THINK IT ALSO NEEDS TO BE CONSISTENT, COORDINATED BY THE WHOLE BOARD. SO THAT YEAH, IF YOU'RE OUT IN YOUR AREA HAVING MEETINGS, OTHER BOARD MEMBERS ARE HAVING SIMILAR MEETINGS WITH THEIR CONSTITUENTS ON A SIMILAR TOPIC SO THAT YOU'RE IN AGREEMENT ON WHAT YOU'RE ACTUALLY TALKING ABOUT. BUT THEN RESPECT, I THINK THAT THAT'S UP TO THEM, BECAUSE SOME BOARD MEMBERS MAY NOT WANNA HAVE COMMITMENT TO HAVE IT, OR THEY MAY ALREADY HAVE SOMETHING THAT, THAT WAS IN PLACE. LIKE, 'CAUSE WHEN I FIRST CAME ON THE BOARD, FOR INSTANCE, UH, MR. MR R CAMPBELL WAS, WAS IN THE SEAT, AND HIM, AND MR. GERALD DAWSON WAS THE KIND OF COUNCIL MEMBER. THEY ALREADY HAD, HAD SCHEDULED MEETINGS THAT THEY HAD BEEN DOING JUST IN THE AREA FOR, FOR YEARS OR SOMETHING. SO, SO, I MEAN, AND OTHER BOARD MEMBERS MAY NOT, THEY MAY NOT WANNA DO THAT. THEY MAY NOT WANNA HOLD ME, UH, MEETINGS WITH, WITH THEIR, WITH THEIR COUNCIL OR WITH THAT, WITH THEIR COMMUNITY. SO I THINK THAT EVERY, EVERY, ONCE AGAIN, THAT'S, THAT SPEAKS TO EVERY CULTURE, EVERY COMMUNITY IS DIFFERENT. SOME PEOPLE, HEY, WE JUST WANNA CALL EVERY NIGHT THEN TO OUR BOARD MEMBER AND, AND SEE WHAT'S GOING ON IF THERE'S AN ISSUE. SO I THINK DIFFERENT COMMUNITIES CALL, CALL FOR DIFFERENT ACTIONS. UH, TURN BACK WILL, HOW DID YOU RATE THAT? ONE DIDN'T RATE, DIDN'T RATE, DIDN'T RATE IT. BUT, BUT, BUT, BUT, BUT, BUT, BUT, BUT HEARING IT, BUT, BUT HEARING IT, YEAH. NO, I I, THAT, THAT, THAT WAS A CON, SERIOUS CONCERN. JUST I CAN, AND ABSORBING AND LISTENING TO IT AND ABSORBING IT. WHAT YOU SAID WAS, WAS CORRECT, IS SOME PEOPLE ARE KIND OF OUT THERE AND OTHER PEOPLE ARE NOT. BUT COLLECTIVELY AS A BOARD, WE'RE NOT DOING IT COLLECTIVELY AS A BOARD. CORRECT. SO THAT'S, I JUST WANTED TO CLARIFY. THANK YOU. THANK YOU. YES. UH, COLONEL, THEN I'LL BE RIGHT TO YOU, SUPERINTENDENT. IT'S STILL ONE OF OUR WEAKNESSES. AND I, AND I GAVE IT A TWO BECAUSE WE STILL DON'T HAVE A CONSTANT PRESENCE, UH, AT COUNTY COUNCIL MEETINGS, FOR EXAMPLE. YOU GO A LOT. YES, SIR. UH, I'VE GOT INTERMITTENTLY, UH, THE, BUT THERE'S PLANNING COMMISSIONS AND OTHER THINGS THAT WE ARE NOT, AND IT'S NOT A SUPERINTENDENT'S JOB TO GO TO THAT, THAT'S A POLITICAL ENTITY. AND WE'RE THE POLITICIANS IN THIS, UH, MOB. SO, UH, BUT WE HAVE TO COMMUNICATE WHAT WE'RE SAYING AND WHAT WE'RE DOING AT THESE THINGS. MOSTLY WHAT WE GO TO AND NEED TO IS JUST TO LISTEN. SO WE HEAR WHAT THESE OTHER CLOWNS ARE PLANNING THAT AFFECT US. AND, AND I'M ALSO INVITED TO A LOT OF THINGS, BUT WHEN I AM INVITED, I LET THE CHAIR KNOW. AND I GENERALLY BACK BRIEF, THE SUPERINTENDENT DID THIS. I WENT TO THIS CHURCH TO TALK ABOUT EARLY CHILDHOOD. I ASKED CARLTON. CARLTON CAME ALONG, AND I BACK BRIEFED, UH, FRANK AFTERWARDS, THAT THAT'S WHAT WE, WE'VE GOT TO DO THAT, BECAUSE THAT'S WHY, THAT'S WHY BLUFFTON SO SCREWED UP AND WHY WE'RE TRYING TO MOVE PEOPLE AROUND AND GET 'EM BACK IN THE RIGHT ATTENDANCE ZONES, BECAUSE THIS BODY DIDN'T GO TO ANY OF THE BLUFFTON MEETINGS AND, AND MAKE SURE THAT THEY KNEW 20 YEARS AGO TO PUT SCHOOLS AT THE RIGHT PLACE. SO THIS, THIS IS A, THAT'S WHY I PUT THIS AS TWO. IT'S, IT'S RECOGNIZED AS A NEED, BUT PARTNERSHIPS ARE COMPREHENSIVE AND STRATEGIC. EACH STAKEHOLDER GROUP PLAYS DIS DISTRICT RECOGNIZED ROLE IN SUPPORTING THE DISTRICT. THAT'S WHAT WE'VE GOT TO GET TO, UH, GU, DR. GU, UH, YES. THANK YOU. UM, IN THIS SECTION, STAKEHOLDER ENGAGEMENT AND COM COMMUNITY PARTNERSHIP, I, I DID, UH, ADOPTING DEVELOPING ONE TWOS FOR EVERYTHING EXCEPT FOR BOARD ADVOCACY FOR STUDENT NEEDS. I REALLY THINK WE'RE DOING PRETTY WELL AT THAT. AND I, I GAVE THAT THE IMPLEMENTING NUMBER THREE. JUST SOMETHING THAT HASN'T BEEN BROUGHT UP YET THAT I THINK WE ALSO NEED TO JUST KEEP IN OUR MINDS THAT SOMETIMES WHEN THE COMMUNITY IS ENGAGING WITH US, IT, YOU KNOW, WE OFTEN GET, HA, I GUESS HAMMERED MIGHT BE THE BEST WORD BY A FEW PEOPLE THAT KEEP, YOU KNOW, THIS IS, YOU KNOW, THIS IS WHAT THEY THINK OVER AND OVER AGAIN. AND THAT IS NOT NECESSARILY WHAT THE, WHAT THE COMMUNITY AS A WHOLE THINKS. AND I JUST THINK THAT, YOU KNOW, SOMETIMES THE NOISIEST PEOPLE ARE NOT REALLY, UH, THE VOICE OF THE PUBLIC. SO JUST, JUST KEEP THAT IN MIND. THANK YOU. NEXT. OKAY. YES, SIR. YEAH. SO [04:35:01] ONE, UH, ONE QUESTION, RIGHT? I, I PROBABLY DO, I MEAN, ANYWHERE BETWEEN, UH, 60 TO 80 SPEAKING ENGAGEMENTS A YEAR, DEPENDING UPON, UH, IF WE'VE GOT A REFERENDUM GOING OR NOT, YOU KNOW? UM, I MEAN, THIS IS, UH, GEOGRAPHICALLY SPREAD OUT COUNTY, BUT IT, BUT IT'S NOT REALLY A, A HUGE COUNTY, RIGHT? SO, SO THERE IS SOMETIMES IN THIS, IN THIS EXAMPLE, UH, WHERE BOARD MEMBERS MAY GO SOMEWHERE, DO A SPEAKING ENGAGEMENT, THEY DON'T, THEY MAY NOT BE INTERESTED IN HEARING FROM AN EDUCATION SOUNDBITE MM-HMM . AGAIN FOR A WHILE, RIGHT? SO IN, IN SOME OF THAT ENGAGEMENT, RIGHT, BECAUSE THEY JUST HEARD ON EDUCATION FROM EITHER BOARD MEMBER OR FROM MYSELF, RIGHT? THEN SOMETIMES THOSE, THOSE INVITATIONS TO A ROTARY OR TO ANOTHER, ANOTHER THING LIKE THAT MAY, MAY NOT, MAY NOT OCCUR. MM-HMM . BECAUSE, DO YOU KNOW WHAT I'M TRYING TO SAY? YEAH. SO, SO SOMEWHERE IN THERE, IN THAT, UM, UH, I DON'T KNOW HOW WE ACCOUNT FOR THAT IN THERE, BECAUSE IT'S NECESSARY FROM BOTH ENDS TO BE OUT THERE. YEAH. WELL, I THINK THAT THAT SPEAKS TO THE VALUE OF A COORDINATED PLAN IN MAKING SURE THAT ARE THE, BETWEEN THE BOARD CHAIR AND THE SUPERINTENDENT, YOU'VE GOT LIKE A LIST OF ENGAGEMENTS. WHAT ARE THE PURPOSE OF THE ENGAGEMENTS? WHO'S GOT THE LEAD ON THE ENGAGEMENT? AND THEN WHO ELSE IS IN ATTENDANCE? AND THEN WHEN, IF YOU CAN PUT THAT TOGETHER, THEN YOU HAVE INTENTIONALITY ABOUT WHAT YOU'RE DOING INSTEAD OF, AND THEN IF YOU NEED, IF YOU FEEL IN YOUR AREA, YOU NEED TO HAVE A MEETING ON SOMETHING, DEFINING THE PURPOSE AND THEN DECIDING WHO ALL NEEDS TO BE THERE. BUT HAVING THAT AS A DISCUSSION, EVEN IN A SMALL SUBGROUP, TO MAKE SURE THAT IT'S ALIGNED AND CONSISTENT. I THINK THEN YOU DON'T GET, YOU'RE HITTING THAT , ROTARY, KIWANIS AND, AND LIONS ALL IN ONE AREA THAT DIDN'T KNOW, BUT YOU'RE HITTING BASIC, YOU KNOW, TRIPLING IN ONE AREA AND NOT HITTING IN ANOTHER AREA AT ALL. UH, MS. BOATWRIGHT, THANK YOU. I HOPE YOU GUYS CAN HEAR ME. OKAY. UM, I HAVE TWO POINTS. I, I, UH, FIRST OF ALL, I THINK THERE'S, YOU KNOW, OBVIOUSLY WE'VE ALREADY ADDRESSED, THERE'S A DIFFERENCE BETWEEN INDIVIDUAL AND BOARD. AND I THINK ONE THING THAT'S IMPORTANT IS IF YOU'RE OUT REPRE, YOU KNOW, YOU'RE OUT SPEAKING, LIKE I SAID, WHEN I SPEAK, I FREQUENTLY SAY, THIS IS ME SPEAKING AS AN INDIVIDUAL WHEN SOMEONE ASKS ME A QUESTION. BECAUSE IF THE BOARD HASN'T TAKEN ACTION ON IT, YOU CAN'T SAY, THIS IS WHAT THE BOARD HAS DOING, THIS IS WHAT THE BOARD THINKS. BECAUSE I HAVE SOMETIMES HAD PEOPLE OVER THE PAST FEW YEARS COME UP TO ME AND SAY, OH, I DIDN'T KNOW YOU GUYS WERE DOING THIS. AND I'M LIKE, WHAT ARE YOU TALKING ABOUT? WELL, IT JUST, IT GETS CONFUSING FOR THE PUBLIC. SO I THINK IF YOU ARE OUT REPRESENTING THE BOARD, IF WE HAVE A SYSTEMIC PROCESS, YOU HAVE TO REPRESENT WHAT THE BOARD ACTUALLY HAS VOTED ON AND NOT SORT OF WHAT, YOU KNOW, YOU THINK THE BOARD SHOULD BE DOING, UM, UNLESS IT'S DISCUSSED IN SOME SORT OF A SESSION. THE OTHER THING IS, I AGREE A HUNDRED PERCENT WITH TINA. I HAVE KIND OF GIVEN UP ON, ON DOING SOME OF JUST SORT OF OPEN EVENTS. I GO TO, YOU KNOW, LIKE CHURCHES AND CHAMBERS AND THAT SORT OF THING. BUT, YOU KNOW, BECAUSE SOME OF THE EXTREMISTS THAT SHOW UP WITH A, WITH AN EXTREME AGENDA, THEY SCARE OFF PEOPLE WHO WOULD JUST WANNA SHOW UP AND HEAR ABOUT WHAT'S GOING ON WITH THE BOARD BECAUSE IT CAN BECOME CONTENTIOUS. OR, YOU KNOW, WE'VE ALL SEEN THESE MEETINGS WHERE SOMEONE SHOWS UP AND THEY'RE UPSET ABOUT SOMETHING AND, AND THEY CAN BE QUITE VOCAL. SO, BUT THAT TELLS ME THAT WE NEED A PLAN TO MEET PEOPLE WHERE PEOPLE ARE AT. SO RATHER THAN MAYBE, YOU KNOW, IT'S A FOCUS ON, ON LINKAGES AND ENGAGEMENT, IT DOESN'T NECESSARILY MEAN WE HAVE TO BE MEETING PEOPLE OR HAVING TOWN HALLS ALL THE TIME, THEIR SOCIAL MEDIA. I GET A LOT OF COMMUNITY FEEDBACK AT GOING AS A PARENT, OR, YOU KNOW, WHEN I'M HIRING PEOPLE AND I'M TALKING TO KIDS AND I'M TALKING TO EMPLOYERS. THOSE ARE ALSO INFORMAL WAYS TO, I'M ALWAYS ASKING PEOPLE, YOU KNOW, WHAT DO YOU THINK ABOUT THIS POLICY? WHAT DID YOU, WHAT DO YOU KNOW ABOUT THIS? AND I GET A LOT OF REALLY GOOD FEEDBACK LIKE THAT. SO EVEN THOUGH IT'S NOT FORMAL LINKAGE, I THINK WE CAN COME UP WITH SOME PROCESSES TO GET MORE COMMUNITY FEEDBACK FROM A WIDER VARIETY OF SOURCES. THAT'S ALL I HAVE. UH, IF I MAY ADD, ADD ON TO THAT, UM, WE ARE BASICALLY, AS THE COLONEL SAID, WE'RE THE CONNECTION POLITICALLY TO OUR CONSTITUENTS. AND I THINK THE SOLUTION IS TO ACTUALLY GET CAPTURE AWAY. SO WE CAN SAY, I'M GOING TO THIS MEETING, UH, IT WILL BE THIS TYPE OF TOPIC THAT WILL BE DISCUSSED. AND THEN SO THAT THERE'S SOME DOCUMENTATION THAT WE WENT, THE TOPIC WAS SOMETHING THAT'S NON-CON CONTROVERSIAL. IT DOESN'T COMMIT [04:40:01] THAT WE ARE SPEAKING AS THE BOARD, BUT WE NEED TO BE OUT THERE. WE NEED TO BE OUT THERE BECAUSE IT BUILD COALITIONS, IT BUILDS FAITH AND TRUST IN US. AND THEN SO THAT WHEN THINGS COME UP, THEY FEEL LIKE THEY KNOW US. SO I, I WOULD SAY THAT HAVING SOME FORMAL, VERY FORMAL WAYS OF CAPTURING IT IS REALLY THE SOLUTION. THANK YOU. I, I THINK IT'S IMPORTANT TO SAY TOO, THAT I GET ABOUT A HUNDRED COPIES OF THE COMMUNITY REPORT. WHEN I GO TO ANY PLACE TO SPEAK, I'M HANDING OUT THE COMMUNITY REPORT, AND THAT'S WHAT WE SHOULD BE DOING. WE SHOULD EACH HAVE THOSE. AND, AND I, I GIVE THEM OUT ALL THE TIME, AND I, EVEN WHEN I GO TO THE DOCTOR, I'LL DROP 'EM. I'LL DROP ONE ON THE, ON THE DESK THERE, BECAUSE THAT TELLS THE STORY. AND, AND OUR, OUR PR TERM TEAM IS JUST FANTASTIC. TRUE. AND WE'RE NOT USING THEM TO THEIR OPTIMUM, UH, CAPABILITY. AND THAT'S OUR FAULT, BECAUSE WE'RE THE ONES THAT'S SUPPOSED TO BE OUT WITH THE, WITH THE COMMUNITY. AND, AND DR. RODRIGUEZ IS AS WELL. AND I HOPE THAT DR. RODRIGUEZ AND HIS, HAS HIS STAFF EMPOWERED TO GO OUT AND SPEAK TO THEIR COUNTERPARTS AT THE COUNTY AND THE CITIES AND SO ON, BECAUSE THAT'S WHERE OTHER GOOD CONTACTS HAPPEN. UH, AND I, I JUST WASN'T WANT TO ADD TO THAT. UM, UH, AND, AND ALSO JUST TO BE QUITE, UH, HONEST ABOUT IT, UM, I REMEMBER I WAS AT A, UM, COUNTY COUNCIL MEETING ONE TIME, AND THEY WERE DISCUSSING SOMETHING AND THEY JUST HAPPENED TO HAVE TO DO WITH THE SCHOOL BOARD. AND THEY SAID, MR. SMITH CAN, I SAID, NO, I CAN, I CAN'T SPEAK. I SAID, I'M NOT, I'M NOT, I'M NOT SPOKE. I'M NOT GOING, I DIDN'T WANNA SPEAK ON THAT. I'M NOT, I'M NOT AN ELECTED OFFICIAL. RIGHT. AND I GOT MOTHER HAT ON, AND I WAS REMINDED COUPLE PUT ME ASIDE TO HIM, I SAID, LISTEN, RESPECTFULLY, YOU ARE, YOU ARE AN ELECTED OFFICIAL 24 7. YOU DON'T GET TO, YOU DON'T, UNFORTUNATELY, YOU DON'T, YOU KNOW, YOU MIGHT, YOU SAY YOU DON'T WANNA SPEAK TO IT, BUT YOU KNOW, YOU DON'T, YOU DON'T GET TO TAKE THAT HAT OFF VERSUS BEING ON DUTY VERSUS BEING OFF DUTY. YOU KNOW, SOME PEOPLE HAVE A PHONE, THEY HAVE DIFFERENT TIMES, BUT YOU ELECTED OFFICIAL 24 7 JUST TO, YOU KNOW, AN FYI, YOU KNOW, AND HOW YOU, HOW YOU ANSWER THAT QUESTION, JUST BE MINDFUL BECAUSE SOMEONE CAN TAKE IT AS, YOU KNOW, YOU'RE RUNNING FROM THE QUESTION OR YOU KNOW, WHATEVER. BUT DO UNDERSTAND THAT YOU ARE ELECTED AND YOU REPRESENT THE PEOPLE, YOU KNOW, REGARDLESS OF WHEREVER YOU COME UP HERE OR NOT. AND I, I OFTEN TIME HEAR THEM WHEN I'M IN DIFFERENT MEETINGS. THE OTHER DAY I WAS, WENT TO ONE OF THE CITY MEETINGS AND THEY, ONE OF THE FORMER COUNCILMEN, THE MEMBER CAME UP THERE AND THEY INTRODUCED ME. HE'S LIKE, NO, ONLY THEY S**T KNOW THE, THE, THE UNDERSTANDING THAT YOU WERE A FORMAL COUNCIL. THAT'S THE TITLE THAT YOU ALWAYS WERE. REVEREND YOU COME TO SPEAK IN THAT TITLE OF NOT, THAT'S JUST ALSO ANOTHER, SO THAT'S JUST, SO WHEN THEY SAY THAT WE ARE GOING TO THESE MEETINGS, OR PEOPLE GO TO THESE MEETINGS AND THEY SPEAK IN TERMS OF THESE THINGS, THEN JUST BE MINDFUL REVEREND, YOU KNOW, WHEREVER REVEREND, THEY ACTUALLY DID THAT. WHEREVER SOMEONE WHO'S, WHO'S INTRODUCING THEM BRING THAT UP. AND YOU, SO, SO, I MEAN, AND I TOO WAS NORMALLY WHEN I SAY I, I LET PEOPLE KNOW CLEARLY I'M WILLIAM SMITH, SO I, SO I JUST WANT TO PUT THAT OUT JUST, JUST AN FYI REMINDER THAT WE ARE, YOU ALWAYS ELECTED OFFICIAL. YOU KNOW, YOU NEVER TAKE THAT HAT OFF. JUST, YOU KNOW, I MEAN, AND, AND, AND NOT, NOT TO SAY THAT YOU CAN'T BE WITHIN YOURSELF, BUT THAT'S JUST SOMETHING I WAS, YOU KNOW, JUST TOLD. YEAH. BUT IF, IF THE QUESTION IS ABOUT SOMETHING THE BOARD HASN'T MADE A DECISION ON, AND THEY'RE WANTING YOU, ASKING YOU AN OPINION OR YOUR POSITION ON SOMETHING THAT THE BOARD HASN'T DECIDED, THEN IT IS APPROPRIATE TO SAY THAT ISN'T SOMETHING THE BOARD HAS TAKEN UP YET. SO I DON'T KNOW WHAT THE POSITION OF THE BOARD IS. WELL, WELL, I MEAN, AND, AND, AND I DO AGREE, AND ACTUALLY, AND I, I JUST SAID NO COMMENT. YOU KNOW, I I, THAT'S, THAT'S PROBABLY WHAT I SHOULD HAVE SAID VERSUS YEAH. LOOKING LIKE, HEY, I'M RUNNING FROM THE QUE I'M RUNNING FROM THE QUESTION, OR, YOU KNOW, THAT'S PROBABLY WHAT I, I SHOULD HAVE SAID. I SAID IN TERMS OF THAT NO COMMENT. THAT'S NOT WHAT YOU, THAT'S NOT WHAT I'M, THAT'S NOT WHAT I'M HERE FOR. PEOPLE LOOK LIKE, OH, LIKE, THAT'S NOT WHAT YOU HEAR FROM, SO IT, IT'S SOMETIMES NOT ABOUT WHAT YOU SAY SOMETIMES IT'S ABOUT HOW IT COMES ACROSS. RIGHT. SO IT'S HOW YOU PHRASED IT. RIGHT. RIGHT. YEAH. SO, SO THAT'S, YEAH. SO JUST TO PUT THAT OUT THERE. YEAH. YEAH. SO THE LAST TWO ON HERE ARE BOARD ADVOCACY OF STUDENT NEEDS, BECAUSE I DON'T THINK WE COVERED THAT ONE. I GUESS GUESS IS THAT WAS PROBABLY YOUR HIGHEST IN AREA. YEAH. I MEAN, YEAH, THAT'S A THREE FOR ME. YEAH. I CAN TELL EVERYBODY HERE CARES ABOUT KIDS AND ADVOCATES. IT'S JUST GETTING A SYSTEM SO YOU'RE COORDINATED IN HOW YOU DO IT. AND THEN DIVERSE STAKEHOLDER PARTNERSHIPS. I'VE HEARD A LOT ABOUT THE DIVERSITY OF A COUNTY. YEAH. I, I PUT THAT AS A TWO . YEAH. THERE ARE A LOT OF GROUPS AND TO REALLY SORT OUT OUR STAKEHOLDERS AND HOW WE [04:45:01] INTERACT IS A PROCESS. YEAH. YEAH. I WOULD SAY YOU'RE NOT ALONE. I MEAN, DISTRICTS ACROSS THE COUNTRY I TALK TO TRY TO FIGURE OUT HOW DO YOU ENGAGE PEOPLE FROM DIFFERENT CULTURES TO, TO BE ABLE TO UNDERSTAND THEIR CULTURE AND DO IT IN A WAY THAT'S RESPECTFUL AND ENGAGING FOR THEM. AND I MEAN, IT'S, IT'S A STRUGGLE. I, I'M SURE THERE'S A LOT OF DOCTORAL DISSERTATIONS BEING WRITTEN ON, SO I APPRECIATE THE HONESTY AND OPENNESS PEOPLE SHARED ON THIS. SOMETIMES IT'S NOT EASY TO FILL SOMETHING OUT LIKE THIS AND THEN SPEAK TO IT. UM, AND ROBIN, I THINK I'VE GOT PROBABLY LIKE THREE MORE SLIDES. YEAH. THE WORKSHOP SLIDES SLIDE 20. AND THAT'S WHY I JUST TELL 'EM SOMETIMES ALSO I'M NOT MY OFFICIAL CAPACITY. YEAH, NO, I, I, I LEARNED BY BEING A BOARD MEMBER FOR EIGHT YEARS, WHAT NOT TO SAY TO PEOPLE IN, IN RESPONSE TO THOSE, BUT STILL BE ABLE TO GIVE THEM THE RE GIVE THEM THE REASON WHY I CAN'T GIVE 'EM THE ANSWER THAT THEY WANT ME TO GIVE THEM. ON THE SPOT. THERE, THERE'S A REASON BEHIND IT. AND YOU NEED TO UNDERSTAND THE REASON, IT'S NOT THAT I'M TRYING TO DUCK YOUR QUESTION. IT'S THAT I DON'T KNOW WHAT THE BOARD'S POSITION IS. 'CAUSE WE BOARD HASN'T TALKED ABOUT IT. PEOPLE DON'T UNDERSTAND THAT YOU'RE ONLY, I USED TO SAY 20% OF A BOARD, BUT YOU'RE WHAT, 8.3 ? I THINK THAT FIRST TIME I WAS A NEW, ACTUALLY THE CHAIR WAS, I WAS A NEWBIE, SO, YOU KNOW. YEAH. OH YEAH. WE ALL LEARN THE SAME WAY. SO ACTUALLY, IF YOU GO BACK TO THE PREVIOUS SLIDE, THAT ONE IS VERY SIMILAR TO THE ONE ON THE OE. THE REASON I INCLUDE THIS IS ITEM NUMBER THREE IS HIGHLIGHTED. AND SO AS YOU GET INTO THE RESULTS POLICIES AND ASK SUPERINTENDENT RODRIGUEZ TO INTERPRET THOSE RESULTS POLICIES, YOU'RE ALSO GONNA ASK FOR, WELL, YEAR ONE, YOU'RE GONNA WANNA BASELINE. 'CAUSE MY RECOMMENDATION IS YOU'RE NOT JUST GONNA TAKE THE STATE ACCOUNTABILITY AND SAY, THIS IS OUR MEASUREMENT SYSTEM, THAT THERE'S GONNA BE OTHER MEASUREMENTS THAT TEACHERS ACTUALLY PUT VALUE TO IN THE CLASSROOM, UM, THAT YOU CAN AGGREGATE UP TO THE DISTRICT LEVEL AND TAKE A LOOK AT WHATEVER READING ASSESSMENTS YOU'RE GIVEN IN THIRD GRADE, IN ADDITION TO THE STATE ASSESSMENT, THINGS THAT ARE MUCH MORE TIMELY AND VALUABLE TO TEACHERS. YOU'RE GONNA AGGREGATE THOSE THINGS UP. SO HE'S GONNA GIVE YOU DATA THAT'S GONNA BE A BASELINE TO SAY, HERE'S WHERE WE ARE BASED ON ALL THE DATA THAT WE ACTUALLY USE TO TRACK KIDS, NOT JUST THE ONCE A YEAR SNAPSHOT, THE STATE FORCES US TO PUT UP. UM, AND THEN HE'S GONNA COME BACK WITH, AND NEXT YEAR WE HOPE TO HAVE THESE AS OUR GOALS. AND YOU HAVE THE ABILITY TO SAY, WE THINK THOSE ARE GOOD GOALS FOR NEXT YEAR, OR WE DON'T THINK THOSE ARE AMBITIOUS ENOUGH, OR THOSE ARE TOO AMBITIOUS. YOU GET TO JUDGE THOSE. BUT HE'S THE ONE THAT COMES UP WITH THE GOALS. I'VE SEEN A COUPLE TIMES WHERE BOARDS THINK IT'S THEIR JOB TO SET THE GOALS. THEIR JOB IS TO APPROVE THE GOALS. HIS IS TO COME UP WITH 'EM BECAUSE HE'S GOT, AS I SAID EARLIER, THE ABILITY TO GO TO HIS PRINCIPALS, TO THE TEACHERS, ALL THE WAY DOWN TO THE CLASSROOM LEVEL AND GET THE INSIGHTS TO BE ABLE TO SET THOSE GOALS BASED ON WHAT'S REALLY HAPPENING IN THE SCHOOL SYSTEM THAT YOU JUST DON'T HAVE THAT ACCESS. UM, THIS ONE I ALIGNED TO THE GRAPHIC THAT I SHOWED YOU EARLIER. AND WHEN WE REALLY START TALKING ABOUT ACADEMIC ACHIEVEMENT BOARD, BOARD THROUGH POLICY PUTS THE INTENT THAT YOU WANT FOR KIDS, AND IT'S HIS JOB TO TURN THAT INTENT INTO ACTION. SO WHEN PEOPLE WANNA KNOW HOW ARE YOU REALLY RUNNING THE DISTRICT, YOU'RE GIVING HIM WHAT HE'S, THOSE RESULTS THAT HE'S EXPECTED TO GET IN DRIVING THAT INTENT. HE'S JUST TRYING TO FIGURE OUT HOW TO DO IT. SO YOU'RE THE WHAT, HE'S THE HOW. AND WITH THAT, THE NEXT STEPS IS WHAT I HAD IS WHERE DO YOU FORESEE THE BOARD GOING FROM HERE? YOU'VE GOT THE WORK. IT SOUNDS LIKE THE NEXT THING ON THE AGENDA IS TO GO THROUGH YOUR LIST OF ITEMS. UM, I'VE GIVEN YOU I THINK, KIND OF AN OUTLINE FOR WHAT TO DO WITH THE RESULTS POLICIES. I DON'T KNOW IF I NEED TO RESUMMARIZE THAT. AND THEN LAST YEAR CARLTON CAME TO OUR WISDOM SHARING CONFERENCE IN PHILADELPHIA. WE ARE HAVING A CONFERENCE IN DENVER THIS YEAR. I DON'T KNOW IF YOU WANNA SEND ANYBODY THAT YOU COULD, THAT WAY YOU'RE NOT JUST LISTENING TO ME, YOU'RE LISTENING TO OTHER DISTRICTS AND THEM SHARING WHAT THEY'RE DOING. I THINK I LEARNED A LOT AT THE PHILADELPHIA CONFERENCE, WHICH I'VE [04:50:01] TAKEN BACK AND SHARED WITH COLLEAGUES. UH, I'VE SEEN AND TALKED TO OTHERS THAT ARE IN THE POLICY GUIDANCE AND TALK ABOUT THE DIFFERENCE WITH COHERENT GOVERNANCE. AND ONE THING THAT PEOPLE SEEM TO APPRECIATE IS THAT COHERENT GOVERNANCE HELICOPTERS UP WITH END RESULTS, GOALS, UH, OUTCOMES. AND THAT GIVES LATITUDE TO YOUR EXECUTIVES THROUGHOUT THE HIERARCHY. AND THEY TEND TO APPRECIATE THAT LATITUDE TO SHOW US WHAT THEY CAN DO. SO I WOULD SAY I'VE BEEN VERY IMPRESSED. SO, WE'LL, WE'LL PROBABLY FIGURE OUT SOME WAY, UH, THE BEST REPRESENTATIVE, UH, WE HAD ASKED THE SECRETARY, BOARD SECRETARY TO LEAD THIS SO FAR, AND HE'S DONE A TREMENDOUS AMOUNT OF WORK ON IT. SO, BUT WE'LL, WE'LL STAY ENGAGED. OKAY. I DIDN'T ASK YOU UP FRONT WHAT YOU EXPECT TO GET OUT OF THE DAY, BUT I THINK THROUGH THE CONVERSATION WE HIT THE MAIN THINGS THAT I, IT LOOKS LIKE FROM THE FEEL OF THE ROOM, THINGS SURFACED THAT NEEDED TO SURFACE. OH YEAH. , . FEEL THE, AND THANK YOU. THANK YOU. I THINK IF MS. HAY. OKAY. OKAY. OKAY. SO WITH THE, UM, PRESENCE OF THE BOARD MEMBERS THAT ARE HERE, WE'RE GOING TO ASK MR. NAY TO, I THINK YOU PICKED THREE THAT YOU WANT TO YEP. OKAY. SO MR. NAY HAS PICKED THREE, AND I'LL DEFER TO HIM TO LEAD [Policy Review] US THROUGH IT. UH, THANK YOU, MR. CHAIR. UH, NOW EVERYBODY'S HAD, UH, A LITTLE OVER TWO WEEKS, I THINK 16 DAYS IS WHAT I CAME UP WITH, UH, TO LOOK AT ALL THE MATERIAL THAT I PRESENTED AT THE, THE BOARD MEETING ON, WHAT WAS IT, AUGUST 4TH IS WHAT I THINK. UM, SO EVERYBODY'S HAD A COUPLE, A COUPLE OF WEEKS TO SIT ON THIS. UM, SO, UM, I, I HIGHLIGHTED SOME, SOME LIKE HIGH PRIORITY THINGS, UM, BASED ON OUR NEED, UH, TO START CHANGING POLICY. UH, I, UM, IF YOU COULD GO TO THE BCSD GOVERNANCE COMPLIANCE, CORRECT. UH, SECOND DOCUMENT, AND IF YOU SCROLL DOWN TO PAGE THREE, PLEASE. PRETTY SUNRISE, . NICE PICTURE. THERE IT IS. UM, SO IF YOU LOOK AT NUMBER SEVEN, FORMALIZE THE GOVERNANCE MANUAL AMENDMENT AND REVISION HISTORY PROCESS, WE HAVE A LOT OF CHANGES THAT COME UP. SO I THINK IT'S FITTING THAT THIS BE THE FIRST ONE CURRENTLY. UH, OUR CURRENT POLICY, THE ONLY THING I FOUND, AND IF ANYBODY FOUND SOMETHING DIFFERENT, PLEASE LEMME KNOW. UM, THE ONLY THING I FOUND SO FAR THAT, UH, GOVERNS OUR POLICY CHANGE AT GC FIVE, AND IT SAYS, BOARD GOVERNANCE POLICY CHANGES, AMENDED MOTION THAT POLICY PROPOSES BE PRO BROUGHT TO THE BOARD FOR APPROVAL BY THE APPROPRIATE COMMITTEE IN THE FORM OF A MOTION FOR THE STANDING POLICY COMMITTEE TO LEGALLY VET AND INSERT INTO THE POLICY MANUAL. THAT'S THE ONLY DIRECTION ON HOW TO, TO CHANGE POLICY. THAT IS THE CURRENT POLICY ON CHANGING POLICY. UM, SO, UH, I BELIEVE THAT IS PROBABLY THE FIRST THING. UM, THEN THE NEXT TWO, I, I THINK IT'S, UH, UNREALISTIC TO TO, TO DO ALL 12 AT ONCE. SO MY PLAN WAS TO DO THREE POLICIES AT A TIME. SO THE OTHER TWO I WAS GOING TO DO IS START THE TOP OF THE LIST, CLARIFY THE DISTINCTION BETWEEN, UH, BOARD REQUEST AND FORMAL BOARD DIRECTIVES. UM, AND THEN STAND, EXCUSE ME A MINUTE. UH, BEFORE YOU GO ON, UH, UH, CHAIRMAN DALLAS, I'D LIKE TO ADDRESS THE FIRST THING YOU JUST, UH, TALKED ABOUT VICTOR. YES, MA'AM. YES, MA'AM. SO, UH, THERE IS ALSO, UH, THIS IS ALSO IN GC TWO, THE POLICY COMMITTEE IS TO REVIEW MOTIONS QUARTERLY. THE MOTIONS AND THE RESULTS OF THE MOTIONS ARE SPO ARE TO BE KEPT IN A SEARCHABLE DATABASE. AND I THINK THAT'S WHERE WE HAVE A, I MEAN, THAT'S WHY WE HAVE SO MUCH TROUBLE IS BECAUSE, UH, YOU KNOW, WHEN A, THE BOARD MAKES A MOTION AND IT'S APPROVED, THE ONLY WAY TO LOOK IT UP NOW IS WHAT I DID, UH, FOR THIS MEETING FOR 2018 AND 19 IS LITERALLY PULL THE VOTING RECORDS FOR THE ENTIRE YEAR. AND THAT IS NOT A QUICK PROCESS. IT WAS 200 PAGES APPROXIMATELY FOR [04:55:01] THOSE TWO YEARS A AGREED. UH, AND, UH, YES, UM, THE, THE, THE POLICY THAT I WAS QUOTED DIRECTLY IS HOW TO CHANGE POLICY. UH, BUT YES, UH, WE DO NOT HAVE A RECORD, WHICH IS PART OF THE REST OF, UH, FORMALIZED THE GOVERNANCE MANUAL AMENDMENT AND REVISION HISTORY PROCESS. ABSOLUTELY. UM, RIGHT NOW, I THINK, UH, ROBIN HAS DONE HER BEST EFFORT OF EVERY TIME THERE'S A CHANGE TO POLICY, SHE KIND OF ANNOTATES IT IN, UH, LIKE A PARA, UH, PARA, YOU KNOW, PARA SICAL, WHATEVER, PARENTHESES IN THE, UH, IN THE MANUAL. BUT THAT'S OUR ONLY CHANGE. WE DO HAVE AN AMENDMENT, UH, CHANGE AMENDMENTS AT THE END OF EACH POLICY, WHICH I, I THINK WE SHOULD, AND NOR DO WE HAVE A DATABASE. UM, SO, UH, THAT, THAT'S, I DON'T KNOW HOW WE GONNA GET TO THAT, BUT WE MIGHT HAVE TO CHANGE POL. BUT, BUT, BUT IT, I, IT NEEDS ATTENTION IS WHAT IT NEEDS. UM, SO, AND THEN MRS. BOATWRIGHT, I DID BUILD A MOTION, UH, DATABASE FOR MY OWN USE. ROBIN SENT ME ALL THE MOTIONS AND IT'S SEARCHABLE AND INDEXED BY A VARIETY OF, UH, WAYS TO DO IT. SO I'D BE HAPPY TO SHARE THAT. UM, AND THEN I ALSO WANTED TO ASK IF, UH, UM, WHEN, WHEN RACHEL WAS POLICY CHAIR, THEY WERE REQUIRING TWO READINGS. SO I DON'T KNOW WHERE THAT CAME FROM, IF THAT CAME FROM POLICY OR IF THAT, BECAUSE I DON'T THINK THAT'S IN THERE OR IF THAT WAS LIKE A ROBERTS RULE, BUT I KNOW THAT WHEN IT BROUGHT, BROUGHT TO THE FULL BOARD, IT REQUIRED TWO POLICY READINGS. AND I THOUGHT I HAD SEEN THAT IN THE POLICY MANUAL. SO MAYBE ROBIN CAN SPEAK TO THAT, BECAUSE I DON'T KNOW WHERE THAT REQUIREMENT CAME FROM. I THINK, UH, AND DOC, DR. GUS MIGHT ALSO BE ABLE TO SPEAK TO THIS TOO, BUT I BELIEVE THERE WAS A, A, A, A VOTE THAT WAS MOTION SECONDED AND VOTED ON, APPROVED BY THE BOARD AT ONE JUNCTURE, UH, TO MOVE IT FROM THREE READINGS TO TWO READINGS. YEAH, THAT WOULD BE AWESOME. BEFORE YOUR TIME. YEAH. BUT, BUT NOBODY THOUGHT IT WAS IMPORTANT ENOUGH TO CODIFY IT IN POLICY. GOTCHA. YEAH. SO, UH, SO I MEAN, UH, RIGHT NOW WE'RE JUST, THAT'S WHAT WE'RE DOING. YEAH. THAT'S WHAT WE'RE DOING. UH, BUT, BUT TO HER QUESTION, THAT'S HOW IT GOT TO, TO TWO READINGS. OH, OKAY. YEAH, IT WAS THROUGH A BOARD ACTION BOARD VOTE. SO MY RECOMMENDATION IS THAT, UH, WE ADDRESS NUMBER SEVEN AS, UH, THE LIST ON THE, ON THE SCREEN RIGHT NOW. AND, AND NUMBERS ONE AND TWO, CLARIFY THE DISTINCTION BETWEEN BOARD REQUEST AND FORMAL BOARD DIRECTIVES AND STANDING COMMITTEES ESTABLISHED WITHOUT A COMPREHENSIVE GOVERNANCE POLICY. UM, AND THEN DR. WATTS, UH, THANK YOU. YES. THIS ACTUALLY IS IN BOARD POLICY, AND I CAN'T QUICKLY FLIP TO THE PAGE RIGHT NOW WHAT WE JUST DISCUSSED, BUT IF, IF, IF, UH, UM, POLICY IS GONNA BE DISCUSSED, IF, YOU KNOW, IT HAS TO BE ON THE AGENDA, AND I BELIEVE THE, THE BOARD MEMBERS HAVE TO BE NOTIFIED IN WRITING AS WELL. AND BASICALLY IT CAN BE, AND IF THAT DOESN'T HAPPEN, IT GIVES THE CRITERIA ABOUT HOW, HOW WELL, HOW THE VOTE HAS TO GO. I THINK IT'S A SUPER MAJORITY OR SOMETHING LIKE THAT. AND, UM, IT CAN BE DISCUSSED AT ONE MEETING, BUT IT CANNOT BE, UH, VOTED ON AND, UH, I GUESS YOU'D SAY CODIFIED TO BE POLICY UNTIL THE NEXT MEETING. SO IT'S, YES, IT IS A TWO STEP STEP PROCESS, UM, WITH THE SECOND, UH, THE SECOND, UH, TIME THE BOARD IS, UH, DISCUSSING IT IS WHEN IT'S, IT'S VOTED ON, AND THAT IS IN HERE, AND I, I WILL FIND IT AND I'M, I CAN MAYBE FIND IT BEFORE I, UH, WE END THE MEETING, BUT IT'S DE IT IS IN HERE. UM, OKAY. I'LL BRING IT UP. WE DON'T NEED TO, UH, UH, YEAH. YES. OKAY. SO WHAT I, WHAT I'M GETTING AT IS, UM, WE'RE IN GC TWO, WE'RE, WE'RE STRADDLING BETWEEN GC TWO AND GC FIVE, SO WE NEED TO, THAT, THAT'S PART OF THE PROCESS OF CREATING A POLICY. I THINK THAT, UH, THAT NUMBER SEVEN ADDRESSES. SO WHAT I'M ASKING FOR IS, UH, SO, UM, I DON'T KNOW THAT WE'VE PUBLICLY STOOD UP THE, THE, I MEAN, WE STOOD UP THE, THE POLICY COMMITTEE, BUT WE HAVEN'T MANNED IT YET. UM, SO THE POLICY COMMITTEE WILL ADDRESS, UM, FIRST AND THEN, WE'LL, WE'LL CLARIFY, CODIFY THOSE THINGS. BRING THEM BEFORE THE BOARD, UM, FOR MAYBE A FIRST READING. AFTER THE FIRST READING, GIVE IT TO THE, UM, OUR LEGAL, LET THEM MAKE SURE EVERYTHING IS LEGAL, LEGALLY SOUND, UH, BRING IT BACK FOR A SECOND. READING, WHEN WE BRING BACK FOR A SECOND READING, I'LL BRING BACK, I'LL BRING UP THE NEXT THREE TOPICS FOR THEIR FIRST READINGS. UH, AND THEN WE'LL JUST KEEP THAT PROCESS GOING. SO EVERY MEETING WE'LL HAVE A FIRST MEETING OR FIRST READING, A SECOND READING, AND THEN A VOTING ON KIND OF THING. SO WE JUST KIND OF KEEP THREE TO SIX ON THE PLATE AT ALL TIME. SO WHAT I'M ASKING FOR, UM, SINCE IT SAYS, UH, THAT THE, THE, THE BOARD DIRECTS CAN BOARD DIRECTS COMMITTEES, UH, I'M ASKING, UH, IS THERE A MOTION, UM, FOR THE POLICY COMMITTEE TO, UH, TO BEGIN WITH, UH, NUMBER SEVEN, NUMBER ONE AND NUMBER TWO. MOVED THERE A SECOND. IS THERE A SECOND? SECOND PROPERLY MOTION AND SECOND. ALL IN FAVOR? [05:00:02] WELL, ACTUALLY BEFORE YOU DO THAT, UH, THERE, THERE'S A DISCUSSION. OKAY. UM, DR. BROUGHT UP A, UM, A, A A POINT, UM, I WAS WAITING TO KIND OF JUMP IN THERE, , AND IN TERMS, SHE SAID IT TOOK HER, I THINK SHE SAID, TOOK HER TWO HOURS TO FIND THIS INFORMATION OR SOMETHING LIKE THAT. OKAY. UM, , THANK YOU, GOD. UM, SO, AND, AND, AND, AND RE REGARDS TO THAT, I, I REMEMBER WHEN WE, WHEN THE BOARD WOULD HAVE MORE INFORMATION, BUT THEY WOULD HAVE MORE INFORMATION IN TERMS OF, UH, MOTIONS AND ALL AND DIFFERENT THINGS THAT WE TOOK AWAY THAT THAT WOULD, THAT MADE IT EASIER IN, IN TERMS OF HOW YOU GATHER INFORMATION AND, AND GATHER DATA. AND THE, THE, THE REASON, THE REASON WHY I'M BRINGING THAT, WHY I'M BRINGING THAT UP, IS BECAUSE WHEN, WHEN WE GO AND WE START MAKING THESE MODIFICATIONS AND CHANGES THAN JUST BE MINDFUL THAT WHEN YOU CHANGE SOMETHING THAT IT MAY, IT MAY, THAT, THAT YOU COULD POSSIBLY BE BEING, MAKING A, MAKING A CHANGE FOR YOU THAT WOULD MAKE IT HARDER FOR YOU TO ACCESS INFORMATION OR, OR FOR SOMETHING THAT YOU MAY THINK THAT WAS UNIMPORTANT IN THAT, IN THAT MOMENT, THAT WHEN YOU CIRCLE BACK, YOU SEE THE SIGNIFICANCE OF IT. BECAUSE I REMEMBER BARRY, I REMEMBER BEING ONE OF THE MEMBERS THAT WAS SAYING, LISTEN, THAT'S INFORMATION. AND IT WAS TOLD ME, WELL, IF YOU WANT KNOW INFORMATION, EVEN EVEN YOU'LL SEE THERE WAS A VOTE TAKEN. AND YOU GO AND YOU WATCH DEAL WHILE YOU WATCH THE WHOLE, UH, YOU WATCH THAT MEETING, YOU WATCH THAT SEGMENT AND ALL THE INFORMATION THAT, THAT YOU NEED, YOU GET FROM THERE. BUT BASICALLY YOU GOING AND YOU WATCH IT AND YOU HAVE TO FIGURE IT OUT. SO I SAID THAT TO SAY, NOW, I, I'VE HEARD A, A, A, A MESSAGE FROM ONE OF MY COLLEAGUES THAT'S SAYING THAT THOSE, THAT INFORMATION WAS, WAS VERY, WAS VERY, WAS VERY, VERY, VERY INFORMATIVE AND VERY IMPORTANT THAT, THAT WE GOT RID OF. SO JUST BE MINDFUL THAT MAKING OUR DECISION, THAT'S THE POINT OF ME, OF ME, UH, PUTTING THAT OUT. BECAUSE I THINK THAT'S, THAT'S VERY IMPORTANT AS WE GO FORWARD AND MAKE DECISIONS. JUST BEING CAREFUL. JUST MAKE SURE THAT WE'RE NOT TAKING THE BABY OUT WITH THE BATH WATER. THANK YOU, DR. GU. UH, YES. WELL, EVERYONE'S BEEN TALKING, I'VE BEEN SEARCHING THROUGH THE POLICY MANUAL AND WHAT I REFER TO BEFORE IS IN THERE, IT'S GC TWO AND IT'S, UH, REALLY 14 THROUGH MAYBE, UH, 18 ROUGHLY THE ABOUT WHAT, HOW, HOW POLICY CAN BE AMENDED AND ALL THAT KIND OF STUFF. THANK YOU. THANK YOU. SO MR. NATY, YOU IN, IN COURT, YOU, UH, THERE'S A MOTION. SECONDED. IS THERE MORE DISCUSSION? ALRIGHT. ALL IN FAVOR? RAISE YOUR RIGHT HAND, SAY AYE. AYE. AYE. ONLINE? AYE. OKAY. AYE. THANK YOU. ALRIGHT, BOATRIGHT. MR. BOATWRIGHT, DO YOU HAVE A VOTE? I SAID VOTE RIGHT? A OKAY. SO THAT'S ALL. THANK YOU. THAT'S GREAT. OKAY. WOW. ALRIGHT. POLICY REVIEW. OKAY, THEN I THINK THE LAST ITEM CAN'T HEAR THE CHAIRMAN. OKAY. SORRY MA'AM. UH, THE LAST ITEM [Committee Assignments] ON THE, UH, AGENDA ARE COMMITTEE ASSIGNMENTS AND THE CHAIR WOULD LIKE TO MAKE, UM, UH, NOMINATE APPOINTMENTS FOR THREE DIFFERENT, UH, COMMITTEES GOING FORWARD. THE FIRST ONE IS THE POLICY COMMITTEE, AND WE WOULD LIKE TO NOMINATE MR. NA AS CHAIR, DR. GU AS A MEMBER, AND DR. CARR AS A MEMBER, UH, TO MOVE THINGS FORWARD AND APPRECIATE THE EFFORTS THAT'S BEEN EXPENDED TO GET US THIS FAR THROUGH THIS PROCESS. QUESTIONS? YES, MS. BOATRIGHT? YES, I APPRECIATE THOSE NOMINATIONS, BUT I DO HAVE SOME CONCERNS ABOUT THE MAKEUP OF THIS COMMITTEE AND I THINK IT NEEDS TO BE VOTED ON BY THE BOARD BECAUSE AS WE HAVE LEARNED THROUGHOUT THE DAY, THIS IS GOING TO BE A BIG JOB AND I, UH, A LOT OF WORK. UM, AND A VERY IMPORTANT TASK. SO I THINK THAT THERE'S A COUPLE OF THINGS THAT I NOTICED ABOUT THE COMPOSITION OF THIS COMMITTEE. NUMBER ONE, WE NEED TO HAVE REPRESENTATION FROM OUR DIFFERENT REGIONS. ALL THREE CURRENT MEMBERS ARE BLUFFTON. I THINK THAT WE SHOULD UP UP THE NUMBER OF POLICY COMMITTEE MEMBERS TO FIVE AND ADD SOMEBODY FROM THE HILTON HEAD AREA AND ADD SOMEBODY FROM THE NORTH OF THE BROAD AREA. ADDITIONALLY, MY RECOMMENDATION WOULD BE THAT WE HAVE AT LEAST ONE MORE PERSON BECAUSE WE ARE STARTING THIS VERY LATE IN THE SCHOOL YEAR. SO I MEAN IN THE, IN THE CALENDAR YEAR. AND THE PROBLEM IS IT'S AN ELECTION YEAR, SO IT WOULD BE TERRIBLE TO START THIS AND THEN HAVE OUR ENTIRE POLICY COMMITTEE. THEY [05:05:01] MAY OR MAY NOT RETURN BASED ON THE RESULTS OF THE ELECTION. SO I THINK THERE ARE FOUR MEMBERS CURRENTLY WHO ARE NOT UP FOR REELECTION. UM, AND SO I WOULD LIKE TO SAY THAT I THINK SOMEONE LIKE AN ISAAC GORDON WOULD BE A GOOD ADDITION TO PROVIDE CONTINUITY. AND IN ADDITION TO WHICH I THINK ALSO IT IS IMPORTANT THAT THE, UH, CHAIRMAN OF RESULTS COMMITTEE, BECAUSE THESE WORK SO CLOSELY TOGETHER, UH, BE AUTOMATICALLY INCLUDED IN THE POLICY COMMITTEE. SO I'D LIKE TO HAVE THAT DISCUSSION AND IF YOU GUYS THINK IT'S WORTH IT, I BE HAPPY. UM, THANK YOU. SO DO YOU HAVE ANY COMMENTS OR I CAN WEIGH IN. OKAY. SO LET ME, UM, SHARE WHAT THE INTENT WAS. THE INTENT WAS TO KEEP, UM, COMMITTEES SMALL ENOUGH SO THAT THOSE PEOPLE WHO ARE PARTICIPATING, WE DON'T ASK THEM OVER AND OVER AGAIN. UH, WE SAW THAT AS AN ISSUE, UH, IN EARLIER YEARS. AND SO WE THOUGHT WE WOULD GO WITH THREE PEOPLE, UM, AGAIN, WHO HAVE SHOWN THAT THEIR SCHEDULES AND WHAT HAVE YOU, THEIR INTENSITY, UH, AND THEIR INTENT, UH, ENABLE US TO MOVE FORWARD. I'VE BEEN VERY IMPRESSED BY HOW QUICKLY THE CURRENT PEOPLE HAVE MOVED THIS PARTICULAR EFFORT FORWARD IN TERMS OF, UH, POLICY REVIEWING, ITEMIZING, PRIORITIZING. SO I, WE'VE ALREADY HAVE A MOTION, WE HAVE A SECOND. I'D LIKE TO GET A VOTE ON THIS IF POSSIBLE. WHAT'S THE MOTION? THERE'S NO MOTION MOTION. THERE'S NO MOTION. THERE WASN'T A MOTION OR A SECOND. UH, THAT'S RIGHT. YEAH. SO IT, YOU MADE AN ANNOUNCEMENT, BUT, UH, MRS. BOATWRIGHT IS, IS ASKING FOR A MOTION TO APPROVE. YEAH. SO THIS ALRIGHT, TO APPROVE THIS 'CAUSE I WAS MAKING THE, TO, TO APPROVE YOUR, YOUR COMMITTEE THAT YOU JUST MENTIONED. OKAY. ALRIGHT. YES, DR. GUUS. SO I JUST, UH, YEAH, THERE'S NO MOTION SO FAR AND I JUST WANNA SAY OF THE THREE THAT, UH, YOU JUST, UH, NOMINATED, I'M NOT UP FOR REELECTION. I'M ONE OF THE FOUR PEOPLE THAT'S NOT, I WAS JUST, UH, RECEIPTED BY A SPECIAL ELECTION. THANK YOU. NO PROBLEM. SO IS THERE A MOTION? WE GOT THE MOTION. THERE'S NO MOTION. THERE IS NO MOTION YET. OKAY. I'D LIKE TO MAKE A MOTION TO, TO, UM, YEAH, SO LET ME MAKE A MOTION. I WOULD LIKE TO MAKE A MOTION THAT WE EXPAND THE POLICY COMMITTEE TO FIVE MEMBERS AND INCLUDE THE CHAIR OF THE RESULTS COMMITTEE AND, UH, MAKE SURE THAT, SO I, I THINK THAT ALSO THAT ALL GEOGRAPHIC AREAS ARE REPRESENTED ON THE POLICY COMMITTEE. SO ROBIN, UNFORTUNATELY I HAD TO LEAVE, SO I CAN'T SEND THAT TO YOU, BUT HOPEFULLY YOU CAN TYPE THAT UP. AND THE POLICY, IS THERE A SECOND CHAIR? IS THAT OKAY? MOTION? ALRIGHT, I'LL SECOND. OKAY. UM, AND AT THIS TIME I'LL RULE IT OUT ORDER. I MEAN, I'LL, UM, I'LL, I'LL CALL, CALL FOR THAT RULE THAT I'LL ORDER BECAUSE OF THE FACT IS THIS, AS BOARD, WE JUST SAT HERE AND WE HAD A, ABOUT O OVER AN HOUR MEETING ABOUT GOVERNANCE POLICIES AND GOVERNANCE MODELS. AND OUR POLICY CURRENTLY STATES RIGHT NOW THAT IT HAS, HAS BEEN LEFT UP TO THE CHAIR TO MAKE, TO MAKE THE, UH, THE COMMITTEES. UM, SO IF SO, IF THAT, IF THAT'S THE CASE, WHY ARE WE CHANGING IT? IF IT AIN'T BROKE, WHY ARE WE FIXING IT? WE'RE WORKING TO MAKE CHANGE, MAKE, MAKE CHANGES. SO YOU, SO, UH, YOU MEAN TO TELL ME THAT WE JUST SAT THERE AND SAID, HEY, WE WANNA DO IT THIS WAY NOW WE WANT TO, NOW WE WANNA OVERRULE AND SAY, HEY, WE, HEY, WE WANT TO GO, UH, AGAINST, AGAINST OUR, OUR PRACTICES AND AGAINST OUR, UM, WE WANNA GO, WE WANNA GO AGAINST OUR POLICIES AND MAKE CHANGES RIGHT NOW BECAUSE THAT, THAT'S WHAT WE'RE DOING. BECAUSE RIGHT NOW HOW OUR POLICY CURRENTLY, CURRENTLY READS IS THAT THE, THAT THAT THE CHAIR APPOINTS COMMITTEES. SO IF THE CHAIR JUST COM APPOINTED HIS COMMITTEE, AND THAT'S SOMETHING THAT, THAT YOU, THAT YOU WANNA TAKE UP THEN. I MEAN I, I I DIDN'T THINK THAT MAYBE THIS WOULD, THIS THIS WOULD BE THE TIME FOR IT BECAUSE IT WASN'T. AND CAN SOMEONE READ THE POLICY, PLEASE? YES, I'D BE HAPPY TO. , THIS IS DR. GUS, MR. UH, MR. NAY IS LOOKING FOR IT. I CAN READ IT RIGHT NOW TO YOU. GC FIVE, NUMBER FOUR, UH, THE COMMITTEES AND THE CHAIR OF THESE COMMITTEES WILL BE APPOINTED BY THE BOARD CHAIR AND AND APPROVED BY THE BOARD. WE HAVE NEVER APPROVED ANYTHING, EVEN WHEN, WHEN THE FORMER CHAIRMAN WAS CHAIR ONE, BECAUSE I REMEMBER THERE WERE SEVERAL TIMES WHERE I HAVE HAD, I HAVE TRIED THIS AND I HAVE PUT THIS OUT THERE AND SAID I HAVE A [05:10:01] QUESTION OR I, I'M, I'M ONLY ON CERTAIN, CERTAIN A CERTAIN ON A CERTAIN COMMITTEE. AND I HAVE BEEN TOLD SEVERAL TIMES THAT WE DO NOT DELIBERATE AND WE DO NOT, UH, APPROVE THE CHAIRMAN'S DECISIONS ON, ON, ON, ON. UM, WE DO NOT, I'VE APPROVE THE CHAIRMAN'S DECISIONS ON, ON, ON, ON COMMITTEES AND I BE, I, I BELIEVE I I'VE EVEN EMAILED THAT AND THAT'S WHAT I HAVE BEEN TOLD. SO THAT HAVE NOT, THIS, THIS IS THE FIRST TIME, WELL, THIS IS NOT THE FIRST TIME THIS HAS CAME UP, BUT, BUT THERE HAS NEVER BEEN A, UH, A VOTE ON IT BECAUSE THE BOARD HAS ALWAYS, I'VE ALWAYS TOOK THE INITIATIVE THAT THE WAY WE, THE WAY EVERYONE UNDERSTOOD IT WAS THAT THE CHAIRMAN OF POINTS, WHO'S ON WHAT COMMITTEE? THAT THAT IS MY UNDERSTANDING OF THAT. NOT THAT WE AS A BOARD HAVE THE RIGHT TO CHANGE THAT. WELL, SO I MEAN, WELL, IT'S IN THE POLICY MANUAL, SO, OKAY, SO I TELL YOU WHAT, IF WE DO IT TODAY, THEN WHEN IT'S BROUGHT UP IN, IN THE FUTURE, THEN LET'S HAVE THIS SAME ENERGY. OKAY. BE, BE, BECAUSE WHAT'S GOOD FOR THE GOOSE MUST BE GOOD FOR THE GANDER. NO, I, I, I AGREE WITH YOU, BUT IT'S, WE, IT'S IN THE POLICY MANUAL AND IN THE PAST THAT THIS HAS NOT BEEN GOOD. CAN I JUST THANK YOU. INTERACT. THIS GOES BACK TO THE FACT WE HAVE NOT EXECUTED PER THE POLICY MANUAL FOR FIVE YEARS. AND SO NOW HERE COMES AN OPPORTUNITY AND WE'RE SAYING WE GOT IT, ADHERE TO IT. WE'VE NOT USED THAT AND THAT'S WHERE THE ISSUE COMES IN. SO WHAT WE'RE, WHAT WE'VE BEEN TRYING TO DO HERE IS TO START FRESH, SINCE WE HAVEN'T HONORED THAT CHAIR NOMINATIONS HAVE TO BE VOTED ON. WE'VE NOT DONE THAT DURING MY FOUR YEARS THAT I RECALL. SO TODAY WE'RE SAYING WE'RE MAKING A MOTION AND IT HAS TO BE VOTED ON. ALL I'M SAYING IS THE INTENT WAS TO WIPE THE SLATE CLEAN FOR ALL THOSE THINGS WE'VE NOT PRACTICED AND ADHERED TO WITH FIDELITY. CONTINUE THAT UNTIL THIS GENTLEMAN CAN FINISH THE RECOMMENDATIONS THAT HE'S WORKED SO HARD TO BRING FORTH TO THIS COMMITTEE. AND HE'S IDENTIFIED THE TOP THREE. SO THERE'S A VOTE BEFORE THE BOARD AT THIS PARTICULAR POINT IN TIME. IF WE WANT TO SORT OF ALLOW HIM TO MOVE FORWARD WITH INTEGRITY AS HE'S DONE SO FAR AND THE HARD WORK, THEN WE JUST HAVE TO VOTE AGAINST IT, IS HOW I SEE IT. YES, MS. BOATRIGHT, THANK YOU. AND UM, YEAH, I'M NOT SURE EXACTLY ON THE MOTION BECAUSE GENERALLY THERE COULD BE A MOTION TO APPROVE AND I CAN AMEND IT. SO THIS IS A LITTLE BIT DIFFERENT. BUT I THINK ONE OF THE REASONS I FEEL THIS IS IMPORTANT IS THAT I WILL SAY THIS YEAR THE COMMITTEE ASSIGNMENTS HAVE NOT BEEN DONE AS IN THE PAST, IN THE PAST BOARD MEMBERS SUBMITTED RECOMMENDATION THAT THINGS THAT THEY WOULD LIKE TO BE ON, AND IT WAS VERY BALANCED. EVERYONE HAD TWO ASSIGNMENTS AT A MINIMUM, SOME PEOPLE HAD THREE. THIS YEAR WE HAVE PEOPLE WITH FIVE COMMITTEE ASSIGNMENTS AND PEOPLE LIKE MYSELF AND MRS. HAY HAVE ZERO COMMITTEE ASSIGNMENTS. SO WHEN YOU GET THAT KIND OF, UH, EFFECT, IT'S NOT THAT I'M SAYING THE CHAIR CAN'T APPOINT OR NOMINATE WHO HE WANTS, BUT THEN I THINK IT BECOMES INCREASINGLY IMPORTANT THAT THE BOARD HAVE A SAY AND AGREE. AND IN THIS CASE, THE POLICY COMMITTEE, THIS IS A BIG BITE. WE HAVE PAST PRACTICES ALWAYS HAD FIVE PEOPLE ON THE POLICY, OR AT LEAST IN THE RECENT FEW YEARS, WE HAVE HAD FIVE PEOPLE ON THE POLICY COMMITTEE WHEN WE'VE HAD A POLICY COMMITTEE. AND SO I THINK IT'S REASONABLE TO HAVE FIVE ON IT AGAIN AND AGAIN, MY CONCERN IS THAT WE HAVE, YOU KNOW, THE, THE CORRECT AMOUNT OF REPRESENTATION AND I THINK IT WOULD REALLY BE A BENEFIT TO HAVE THE PERSON WHO'S IN CHARGE OF THE RESULTS COMMITTEE EQUALLY INVOLVED IN THE POLICY COMMITTEE. SO THAT'S WHY I'M MAKING THIS RECOMMENDATION. I RECOGNIZE THAT IN THE PAST WE HAVEN'T, BUT I FEEL LIKE IT'S A LITTLE MORE IMPORTANT THIS TIME BECAUSE WHEN YOU SEE THAT KIND OF DISPARITY AND LACK OF BALANCE ON THE COMMITTEE ASSIGNMENTS, IF THE BOARD'S OKAY WITH IT, I'M OKAY WITH IT. IF THE BOARD WANTS TO VOTE FOR A LITTLE MORE, UH, PARODY ACROSS GEOGRAPHIC REPRESENTATION AND ACROSS PEOPLE THAT HAVE UP UNTIL THIS POINT HAD ZERO COMMITTEE ASSIGNMENTS, UM, YOU KNOW, AND, AND SOME THAT HAVE HAD FOUR OR FIVE COMMITTEE ASSIGNMENTS, I THINK THAT'S A REASONABLE THING FOR THE, FOR THE BOARD TO EXPRESS. THANK YOU. OKAY. UM, ALSO IS, I THINK WE JUST PULLED OFF A SCALAB BECAUSE THIS WAS, WAS, THIS WAS THE SAME THING. WE CAN GO BACK FOR YEARS. I REMEMBER WHEN I WAS THE, WHEN I WAS THE VICE PRESIDENT, WHEN I WAS THE, UH, WHEN I WAS THE VICE CHAIR OF THE OPERATIONS COMMITTEE WAS TAKING OFF THE OPERATIONS COMMITTEE, , THERE WAS YEARS, THERE WAS YEAR FOR YEARS, NEVER GOT NOTHING I WANT. AND, AND, AND, AND, AND WE WOULD HAVE WHERE WE HAD WHERE THE VICE CHAIR AND THE, AND DIFFERENT PEOPLE THEY WERE THAT THEY, THEY WERE THE CHAIRMAN FOR TWO AND THREE COMMIT THREE, TWO OR THREE COMMITTEES. AND I, AND I HAD THE SAME OUTCRY AND I SAID THE SAME THING MS. BOATRIGHT SAID, [05:15:01] AND THE BOARD TOLD ME, JUMP IN THE JUMP IN, JUMP IN THE BOAT AND, AND GO UP THE RIVER AND CRY YOURSELF A RIVER. SO IT'S AMAZING WHEN THE SHIFT TURN HOW SOME OF MY COLLEAGUES, SOME OF US GET DIFFERENT ASPECTS OR SOME OF US SEE, WE SEE THAT, WE SEE DIFFERENT THINGS. UM, AND, AND, AND, AND, AND, AND, AND, AND IN AND IN FACT, I REMEMBER, UH, I, I, I REMEMBER, UH, UH, 1, 1, 1, 1, 1 TIME, I, I, I WAS ASKING SIMPLY TO, TO TO BE, TO BE ON THE COMMITTEE AND I WAS TOLD, NAH, YOU'RE NOT, YOU'RE NOT GONNA BE ON THE COMMITTEE. BUT NEEDED TO SAY WHEN, WHEN, WHEN, WHEN, WHEN, WHEN THIS, WHEN THE OFFICERS WERE PICKED, I REMEMBER SAYING THAT THERE WAS NO ONE FROM MY, FROM, FROM THE SOUTH SIDE AS AN OFFICER. AND I SAID THAT I DIDN'T THINK THAT THIS BOARD WAS GOING IN THE RIGHT DIRECTION. AND I SAID, I THINK THAT THAT WAS GOOD REPRESENTATION. THIS SAME BOARD THAT SITS HERE RIGHT NOW. LOOK AT GOD, LOOK AT GOD. THIS SAME BOARD THAT SITS HERE RIGHT NOW SAID MRS. SMITH, WELL WE DON'T AGREE WITH YOU, BUT NOT TODAY. YOU WANNA BRING THAT, YOU WANNA BRING THE SAME, THE SAME THING I BROUGHT UP AT WHEN WE FIRST PICKED, WHEN WE FIRST PICKED THESE OFFICERS OF THIS BOARD. I SAID, THERE'S NO ONE FROM THIS SIDE OF THE BROAD THAT THAT'S AN OFFICER. I BROUGHT THE SAME ARGUMENT UP AND EVERYONE THOUGHT KUDOS. IT'S OKAY. JUMP IN YOUR BOAT AND STOP PADDLING. AND SO NOW WE ARE HERE ONCE AGAIN. AND BECAUSE THE SHOES ON A DIFFERENT FOOT, THEN THIS IS THE ARGUMENT THAT WE BRING. WHAT A SAD DAY. JESUS BLESSED ME. SO, EXCUSE ME, WE HAVE A MOTION ON THE FLOOR TO EXPAND THE COMMITTEES AND MAKE A ADD, UH, UH, MS. HAY TO IT. AND SO WE HAVE A SECOND. AND SO ARE WE READY TO VOTE ON THE MOTION? UM, MRS. CUSH, MAY, CAN YOU READ, PLEASE READ THE MOTION AS IT STATES MOTION TO EXPAND THE POLICY COMMITTEE. I CAN'T HEAR YOU. MOTION TO EXPAND THE POLICY COMMITTEE TO FIVE COMMITTEE MEMBERS AND TO INCLUDE THE CHAIR OF THE RESULTS COMMITTEE IN COVERED GEOGRAPHIC AREAS. OKAY, IT'S BEEN, BEEN PROPERLY MOTIONED. AND SECOND. ALL IN FAVOR? WAIT A SECOND. CAN I PLEASE HAVE SOME CLARIFICATION? 'CAUSE THIS INDICATES, UH, FOUR MEMBERS WHAT FROM, FROM WHAT ROBIN JUST READ. AND THEN I GUESS TO INCLUDE ONE OTHER MEMBER THAT WOULD COVER THE GEOGRAPHIC AREA. NORTH. NORTH OF THE NORTH OF THE BROAD. YEP. SO THEN THAT'S THE FOURTH. AND WHO IS THAT? OKAY, SO THAT'S THE MOTION. WE ARE CLEAR ON THAT? CORRECT. ALRIGHT. SO READY TO, THAT PERSON HASN'T BEEN NAMED. PERSON HAS NOT BEEN NAMED. THANK YOU. UM, ALRIGHT. READY TO VOTE. JUST TO CLARIFY, IF YOU WANT TO EXPAND IT, VOTE YES. IF YOU WANT TO NOT EXPAND IT, VOTE NAY. ALRIGHT. ALL IN FAVOR OF THIS MOTION VOTE BY SAYING YES. YES. AYE. OKAY. ONLINE VOTE, RIGHT? YES. OKAY. MS. HAY. A, I. OKAY. ALL RIGHT, SO THAT'S FIVE. DR. WAT? DR. WAT? OH, DR. WATTS. NAY. OKAY. YOU GOT THAT? WHAT'S THE COUNT? 4, 3, 4. UH, FOUR. ONE. CURRENTLY YOU DIDN'T ASK. YOU DIDN'T ASK. NO, YOU DIDN'T ASK. OPPOSED? OH, OH, AGAINST NAY, NAY. FIVE, THREE. OKAY, FIVE IS FAVOR. I'M SORRY. IT'S 4, 4, 4 4. FOUR FOUR. MOTION FAILS. YEAH. OKAY. THE MOTION ON THE ORIGINAL. ALRIGHT, SO THE MOTION FAILS FOR FOURTH. YOU PASS CAMERA. OKAY. YES. ALRIGHT, SO MOVING TO THE NEXT ITEM. DR. GU STANDS UP. DR. GUS. SO I MOVED AT THE POLICY COMMITTEE, BE THE CHAIRMAN MAY, UH, AND THE MEMBERS SQUADS AND CAR POLICY COMMITTEE, WE'VE ALREADY VOTED ON IT. NO, WE HAVEN'T, NO, WE VOTED NOT TO EXPAND. OH, GO AHEAD. SAY IT AGAIN. NO, WE DIDN'T VOTE YET. YEAH, GO AHEAD DOCTOR. SO, AS CHAIR FOR TRADITION, I WAS GOING TO [05:20:01] RECOMMEND DR. CARR, MR. NAY AND DR. WA AS I DID BEFORE. SO, AND THE MOTION ON THE FLOOR, I'VE MADE A MOTION TO ACCEPT THAT, APPROVE YOUR RECOMMENDATION. OKAY, SO THERE'S BEEN PROPERLY MOTION. SECOND. SECOND. ALRIGHT. ALL IN FAVOR OF THIS MOTION. SAY IT. RAISE YOUR RIGHT HAND AND SAY AYE. AYE. AYE. AYE. HOW MANY WAS THAT? FOUR, TWO I DR. CARR, I'M GONNA VOTE NO. VOTE, RIGHT? NO VOTE, RIGHT? NO. OKAY. NO. MR. SMITH QUADS? YES. THAT'S FIVE THREE. OKAY. SO THAT ONE IS APPROVED. JUST PAUSE. OKAY. ALRIGHT. MOVING TO ACADEMICS. THE CHAIR MAKES A NOMINATION OF DR. CARR CONTINUING AS CHAIR OF THE ACADEMIC COMMITTEE, PASTOR GORDON. AND MS. INGRID BOATWRIGHT AS A THIRD MEMBER. IS THERE A SECOND? SO MOVED. SO MOVED. IS THERE A SECOND? SECOND. PROPERLY MOTION. AND SECOND. SO I THOUGHT WE ALREADY, I THOUGHT WE CURRENTLY ALREADY HAVE THESE. UH, IT'S, IT NEEDS TO CHANGE. PEOPLE ARE LEAVING, WANT TO DO DIFFERENT THINGS, SO WE'RE TRYING TO HONOR THE REQUEST. OH, SO, SO THERE WAS A REQUEST TO, TO, OKAY, BECAUSE I'M LOST. OKAY, SO WELL, YEAH, PLEASE. SO, SO THERE WAS A REQUEST TO MOVE ON FROM CERTAIN PEOPLE? YES, YES. SOME PEOPLE SAID, YEAH, GO AHEAD. THAT, THAT WAS ME. UH, I DID NOT WANT TO BE IN, UH, THE, THE CHAIR OF TWO COMMITTEES AND ON TWO OTHER COMMITTEES. SO I ASKED TO BE REMOVED FROM ACADEMICS IN ORDER TO, TO BE ON THE POLICY COMMITTEE. SO THAT'S WHY NECESS, NECESS, NECESSITATED NECESSARY. WHY, MAN, I CAN'T TALK TODAY NECESSARY NECESSITATED THE CHANGE. SORRY, MY APOLOGIES. UH, SO THAT, THAT'S WHAT NECESSITATED THE CHANGE. THANK YOU FOR THE CLARIFICATION. DR. WATT'S NAME IS THAT? YES, DR. WAS, YEAH. SO THAT'S, THAT WAS MY QUESTION, BUT YOU'VE CLARIFIED IT. SO IT'S MR. NA IS GOING OFF AND INGRID BOAT RIGHTS GOING ON. THANK YOU. CORRECT. OKAY. PROPERLY MOTION. MOTION. SECOND. MM-HMM . OKAY. ALL IN FAVOR? RAISE YOUR HANDS. AYE. AYE. AYE. ALL OPPOSED ONLINE. ONLINE VOTE, RIGHT? AYE. VOTE. AYE. AYE. A AYE. OKAY. UH, THANK YOU. THE THIRD, UH, NOMINATION MADE BY THE CHAIR IS FOR THE RESULTS COMMITTEE, UH, WITH MS. HAY AS CHAIR, COLONEL GEER AND DR. CARR AS A THIRD MEMBER. IS THERE? SO MOVED. IS THERE A SECOND? SECONDED. PROPERLY MOTION. AND SECOND. ALL IN FAVOR HERE, RAISE YOUR RIGHT HAND. AYE. AYE. LINE VOTE, RIGHT? AYE. DR. GUS AYE. OKAY. A AYE. THANK YOU MA'AM. YES. WELL, ALRIGHT. THANK YOU ALL. AND I ENCOURAGE ALL THE PEOPLE WHO HAVE BEEN NOMINATED AND VOTED BY THE BOARD TO THE COMMITTEES. I ASK THAT YOU CONTINUE TO DO YOUR ABSOLUTE BEST, UH, IN A VERY COLLEGIAL MANNER. I APPRECIATE THE CANDOR AND THE HONESTY OF THE MEETING TODAY. AND, UM, THERE'S A LOT OF WORK BEFORE US. AND THANK YOU MR. NA, TO YOU AND YOUR COLLEAGUES AND YOU'VE DONE A LOT OF WORK, MY FRIEND. ALRIGHT. WITH THAT IS, UNLESS THERE IS OBJECTION, A MOTION TO FOR ADJOURNMENT. MOVE TO ADJOURN. HALLELUJAH. PRAISE GOD. ARE YOU ADJOURNED? YES, SIR. ALRIGHT. THANK YOU. OKAY. * This transcript was created by voice-to-text technology. The transcript has not been edited for errors or omissions, it is for reference only and is not the official minutes of the meeting.