[Call to Order]
[00:00:02]
FIRST ITEM IS APPROVAL OF THE AGENDA.
I MOVE, WE APPROVE THE AGENDA.
I KNOW DISCUSSION THAT'S THREE OH THREE ZERO.
UH, IF WE COULD STAND FOR THE PLEDGE PLEASE OR PLEDGE DELETE TO THE FLAG OF THE UNITED STATES OF AMERICA, TO THE REPUBLIC FOR ONE NATION UNDER GOD, INDIVISIBLE WITH LIBERTY AND JUSTICE FOR ALL.
[Frame the Objective Assigned by the Board]
WE GET, RIGHT TO THE MEAT OF THE MEETING YOU WANT THE 20 1920, 20 UP FIRST.MY UNDERSTANDING IS THAT OUR OBJECTIVE IS BASICALLY THREEFOLD ONE TO, TO REVIEW THE CURRENT YEAR 20, 19 2020 EVALUATION FORM AND ADJUST FOR THE LACK OF, UM, ACADEMICS, STATISTICS, AND ANYTHING ELSE THAT NEEDS TO BE ADJUSTED BECAUSE OF THE PANDEMIC TO, TO LOOK AT THE 20, 21 EVALUATION AND SEE IF ADJUSTMENTS NEED TO BE MADE TO THAT.
AND THE THIRD, UM, PART OF OUR OBJECTIVE, I BELIEVE IS TO DEVELOP THE 2122 EVALUATION FORMS, UH, TO DEVELOP THE STATISTICS THAT WE'RE GOING TO USE FOR THAT.
I THINK THAT'S THE THREE THINGS WE NEED TO DO.
AND PROBABLY IN THAT ORDER OF IMPORTANCE, UM, YOU GO WITH THAT, KATHY.
UH, YES, I DIDN'T REALIZE WE WERE GONNA MOVE FORWARD AHEAD WITH THE 2122 STATISTICS.
I, I THINK THAT'S GOING TO BE PRETTY HARD UNTIL WE FIGURE OUT THE OTHER STATISTICS AND IS DR.
RODRIQUEZ GOING TO JOIN US OR, UM, UH, DANIEL WHEN WE HAD THAT DISCUSSION DEFINITELY NEED DAMN RIGHT.
YOU KNOW, I HAD DAN ON THE DISTRIBUTION, WE DEFINITELY NEED HIM FOR THE MATHEMATICS OF IT.
UM, THE OTHER QUESTION I HAVE IS, UM, ONCE WE, UM, AND TELL ME IF, IF, YOU KNOW, WE DON'T NEED TO GET DELVE INTO THIS TODAY, BUT ONCE WE ADOPT OUR OES, OUR NEW POLICY, YOU KNOW, PERHAPS WE'LL WANT TO CHANGE THE EVALUATION SO THAT IT ALIGNS WITH EACH O E IN TERMS OF COMPLIANCE NONCOMPLIANCE AND, AND, UH, EVEN ADD THESE METRICS TO THE OAE IF POSSIBLE, THAT INEFFECTIVE OR MINIMALLY EFFECTIVE, THAT TYPE OF THING.
YEAH, I THINK THAT'S, UM, THAT'S A GOOD POINT BECAUSE THESE WERE DEVELOPED BEFORE WE DID GO HERE AND GOVERNANCE.
UM, I DON'T THINK WE CAN CHANGE IT FOR, WELL, I KNOW WE CAN'T CHANGE IT FOR LAST YEAR.
WE CAN'T CHANGE IT FOR 2021, CAUSE HE'S ALREADY AGREED TO THIS.
SO THAT'LL BE SOMETHING FOR THE, FOR THE 2122.
THAT'S WHAT I'M THINKING, BECAUSE WE DON'T EVEN KNOW AT THIS POINT, UH, WHAT'S GOING TO BE ADOPTED AND WHAT ISN'T.
AND THEN WE, YOU KNOW, I THINK REALLY THAT AFTER WE USE THIS INSTRUMENT ONCE OR EVEN TWICE, WE MAY SAY THIS INSTRUMENT COVERS THAT THERE'S, UH, THE OES ALREADY DOVETAIL INTO THESE STANDARDS AND THERE'S NO NEED TO DO ANYTHING ELSE THAT THIS INSTRUMENT'S GOOD.
OR WE MAY SAY, YOU KNOW WHAT, THIS DIDN'T WORK SO WELL.
UM, BUT SO THAT'S JUST MY 2 CENTS.
THAT'S SOMETHING WE DISCUSSED.
I'M TRYING TO REMEMBER WHAT THEIR COHERENT GOVERNANCE BOOKS SAID ABOUT OES.
I THOUGHT IT WAS LIKE MET OR NOT MET CAUSE IT SAYS COMPLIANCE OR NONCOMPLIANCE, BUT THEY SAID, YOU KNOW, THAT THAT'S THAT ALONG WITH THE RESULTS MAKE UP YOUR, UM, UH, YOU KNOW, EVALUATION OR, YOU KNOW, SO FOR INSTANCE, LET'S JUST, I'M GOING OFF TASK HERE MAYBE, BUT LIKE THE DISCUSSION WE HAD THE OTHER NIGHT ABOUT THE PE THAT YOUR COMMITTEE SAID TO SEND FORWARD, AND THEN WE DID APPROVE,
[00:05:01]
WE DID APPROVE THAT PE OR WHATEVER WE DO, EXCEPT THEM YEAH.DID THEM, BUT THERE WERE STILL A LOT OF DISCUSSION ABOUT HOW IT NEEDS TO BE CHANGED.
SO IN MY MIND, IF THAT WAS BEING USED AS PART OF THE, THE, UM, EVALUATION, WE WOULD LOOKING AT THIS, WE WOULD SAY, YOU KNOW, UM, THERE WERE A LOT OF QUESTIONS.
SO MAYBE THE, THE SCORE FOR THAT PE WOULD ONLY BE MINIMALLY EFFECTIVE, ALTHOUGH THE, THE POINTS THAT WERE BEING BROUGHT UP WEREN'T, UM, INCLUDED IN THE PE TO BEGIN WITH.
YOU KNOW WHAT I'M SAYING? YEAH.
HOW ABOUT YOU DICK? I THINK WE'RE, WE'RE ON, I THINK, I THINK ON TRACK, UM, ONE OF THE CONCERNS I HAVE IS THIS YEAR WE WERE TASKED OR CONSIDERING THE ACADEMICS STATISTICS AS THE ESTABLISHMENT OF THE BASELINE.
MY CONTENTION IS THIS IS NOT A YEAR.
THE SCHOOL YEAR 1920 IS NOT GOING TO BE CONSIDERED A BASELINE BECAUSE OF THE DIFFERENCE IN THE END OF SCHOOL AND THE SCHOOL CLOSURE PIECE.
I ALSO DON'T THINK THAT SCHOOL YEAR 2021, WHERE THEY ESTABLISH A BASELINE BECAUSE WE DON'T KNOW HOW LONG WE WILL BE IN A MIXED CONFIGURATION AND THEREFORE DATA FROM THIS YEAR ALSO WILL BE SKEWED.
SO I DON'T SEE THAT WE WILL BE ABLE TO ESTABLISH A OBJECTIVE DATA BASED BASELINE FOR THE ACADEMIC PERFORMANCE UNTIL THE 2122 SCHOOL YEAR, IF THEN, DEPENDING ON HOW STABLE WE ARE.
BUT A BASELINE HAS TO HAVE A YEAR LONG CONSISTENCY THAT WAS REPEATABLE YEAR AFTER YEAR.
SO IT WOULD SEEM TO ME THAT FOR THE ACADEMIC ACHIEVEMENT, WE'RE GOING TO HAVE TO RELY ON MORE SUBJECTIVE DATA.
UH, THERE IS DATA, BUT AS FAR AS PERFORMANCE DATA, ACADEMIC PERFORMANCE DATA, I THINK WE ARE NOT GOING TO BE ABLE TO EVALUATE THEIR, WHAT WE, WE DO HAVE DATA ON THE ACADEMIC PIECE.
FOR EXAMPLE, WE HAVE DATA ON TEACHER RETENTION.
WE HAVE, UH, DATA ON OUR, UH, PARTICIPATION.
FEEDBACK ON THE EFFICIENCY OF THE PROGRAMS AND HOW WELL WE'VE COMMUNICATED THEM, HOW WELL WE HAVE ATTEMPTED TO TRACK STUDENTS.
WE DO COULD GET SOME DATA ON, UM, OKAY.
THE TEAM, THE BUILDING OF THE TEAM, THE ACADEMIC TEAM.
AND THAT THAT'S MORE SUBJECTIVE OF COURSE, BUT A SUPERINTENDENT SHOULD RECEIVE A VALUATION ON THE HIRING THAT HE'S DONE THUS FAR THIS YEAR IN THE ACADEMIC ARENA, AS WELL AS PERHAPS IN OTHER AREAS.
SO THIS IS SOMEWHAT SIMPLE, BUT YET IT'S NOT FOLLOWING THE WAY WE HAD ORIGINALLY PLANNED TO DO IT AS FAR AS THE ACADEMIC ACHIEVEMENT, WHICH IS A MAJOR PART OF THE EVALUATION OF THE SUPERINTENDENT.
AND I WOULD CONTEND THE MOST IMPORTANT PART, THE ACHIEVEMENT OR THE EVALUATION.
SO THAT'S JUST SOME THOUGHTS OFF THE TOP OF MY HEAD ABOUT YOU NEED TO DO.
UM, THOSE WERE THE RESULTS THAT WE'RE FOCUSED ON.
UM, I WAS THINKING WHEN I WAS THINKING ABOUT THAT BASELINE ISSUE, UM, I WAS THINKING, YOU KNOW, THIS YEAR WAS A LOSS, SO THE BASELINE IS STILL 1819.
UM, AND REMEMBER THAT THIS YEAR IT WAS, UH, JUST TO NOT SLIP.
SO MY THINKING WAS THAT NEXT YEAR, I THINK WE LOST A YEAR.
SO I THINK NEXT YEAR WOULD BE TO NOT SLIP.
[00:10:01]
AND THEN THE 2122 WOULD BE, UM, THE GOALS THAT WE HAD SET UP, LIKE A 2%, WHATEVER IT WAS.I CAN'T REMEMBER WHAT THE NUMBERS WERE, BUT I JUST THINK THE WHOLE THING IS, UH, ON ACADEMICS IS, WAS JUST OFFSET BY A YEAR, BUT THE SAME BASELINE.
BUT THE PROBLEM, THE PROBLEM WITH THIS YEAR IS WE DON'T KNOW HOW LONG WE'RE GOING TO BE AN ALL VIRTUAL OR ARE THEY A MIX OF VIRTUAL AND FACE TO FACE? SO THE DATA FROM 21, 2021 AS ALSO CAN'T BE A BASELINE IF 21, 22 IS ALL FACE TO FACE, MEAN WE HAVE TO HAVE THE SAME CONDITIONS TO ESTABLISH A BASELINE.
AND I DON'T SEE HAVING A REPEATABLE CONDITION OF THIS YEAR, THIS SCHOOL YEAR, THE NEXT SCHOOL YEAR, YOU KNOW, MAYBE, BUT I, HOPEFULLY NOT.
UM, YEAH, I HEAR YOU WELL, SO MAYBE THE QUESTION THAT WE ASK IS, UM, DO YOU HAVE TO YOUR POINT ABOUT THE, UH, DR.
SO I THINK THAT PERHAPS THAT WOULD BE ADDRESSED THERE UNLESS YOU WERE THINKING, YOU KNOW, MORE SPECIFIC, BUT I, UM, AND THE OTHER, UM, SO THE QUESTION IS PERHAPS WHAT DATA WILL BE AVAILABLE.
AND, UH, UM, I AGREE, WE CAN'T, MY ORIGINAL THOUGHT WAS WHAT DAVID SAID THAT WE JUST ROLL IT FORWARD, BUT LISTENING TO DICK'S POINT ABOUT THE BASELINE, THAT CIRCUMSTANCES BEING DIFFERENT.
UM, AND I'VE ALSO, YOU KNOW, THIS IS, UH, I, I'VE ALSO HEARD THAT THE STATE IS GOING TO SUSPEND STATE TESTING FOR THIS YEAR, THAT, THAT, THAT, UM, THEY'RE NOT GOING TO MOVE FORWARD THAT THEY'RE GOING TO SUSPEND IT AGAIN.
UM, I HAVEN'T BEEN ABLE TO VERIFY THAT, BUT I KNOW THAT I HEARD THAT IN ONE OF THE ACCELERATE ED MEETINGS AT ONE POINT.
SO, UM, SO I GUESS THE QUESTION WE NEED TO FIND OUT IS WHAT TYPE OF ACHIEVEMENT DATA WOULD BE REASONABLE FOR US TO GATHER, EVEN THOUGH WE REALLY CAN'T COMPARE IT TO OTHER DATA, THAT'S, THAT'S THE KEY, RIGHT? WE DON'T HAVE OTHER DATA THAT WE CAN COMPARE IT TO, RIGHT? YEAH.
WELL, YEAH, WE STILL HAVE THE 1819 DATA, RIGHT? THAT'S THE, THAT'S THE STORE BASELINE THING IT IS, BUT OUR CONDITIONS LIKE DICK, I THINK IT HAS A GOOD POINT.
OUR CONDITIONS WILL BE DIFFERENT.
SO MAYBE, UM, IN TERMS OF ACADEMIC ACHIEVEMENT FOR, UH, 20, 21, UM, MAYBE IN THERE, WE, WE PUT IN SOME METRICS THAT WE CAN GET DATA ON THAT WILL AFFECT ACHIEVEMENT.
UM, SUCH AS ATTENDANCE, HOW MANY KIDS PARTICIPATE, HOW MANY STUDENTS ATTENDED, WHAT ABOUT THOSE MISSING STUDENTS? HOW MANY STUDENTS ARE MISSED ONCE WE GET THIS GOING? YOU KNOW, WE HAVE X NUMBER, HOW MANY OF THEM PARTICIPATED EVERY DAY OR TURNED IN ASSIGNMENTS? HOW MANY ARE DOING THE WORK? MAYBE WE SWITCH FOR THE 20, 21 YEAR TO THAT TYPE OF DATA BECAUSE, UM, I DON'T KNOW.
WELL, WE'RE STILL GOING TO HAVE GRADES, THE GRADE STRUCTURE IS NOT CHANGING, BUT IT COULD, IT COULD.
THEY'RE ASSUMING THAT WE'RE GOING TO GET BACK FACE-TO-FACE RELATIVELY QUICKLY, I THINK.
LET'S FOCUS, UH, FOCUSING, FOCUSING ON THIS UPCOMING 1920 EVALUATION, UM, FINANCIAL OVERSIGHT IS, DO YOU THINK THE SAME, GIVEN THE PANDEMIC, DO YOU THINK THE SAME, UM, REQUIREMENTS SHOULD, SHOULD APPLY TO FINANCE AND RECRUITMENT AND RETENTION OF TEACHERS? BECAUSE THOSE ARE THE THREE, THERE ARE THREE THINGS, RIGHT.
[00:15:01]
UM, AND MY INITIAL THOUGHT WAS, I'M NOT SURE ABOUT THE FINANCIAL THING BECAUSE WE HAD SUCH A BIG DISRUPTION AND IT COULD GO EITHER WAY.WE MIGHT'VE HAD A REAL REDUCTION IN COST, WHICH HE CAN'T REALLY BE CREDITED FOR, OR THERE COULD HAVE BEEN A PRETTY DRAMATIC COST OVER RUNNING, WHICH HE CAN'T BE DINGED FOR.
UM, SO I'M NOT SURE IF THE FINANCIAL, UH, PART, UH, IS VALID EITHER.
SO HOW WELL DID HE COPE WITH THE CHANGES? HOW WELL THE SYSTEM TRACK OF THE ADDITIONAL FUNDS AND THE DIFFERING EXPENDITURES, BUT NO, AGAIN, BASELINE TO COMPARE THAT TO, AND SO IT'S MORE SUBJECTIVE INTO WHAT WAS THE PROCESS WAS THE PROCESS GOOD? WAS THE REPORTING GOOD? WAS THE COMMUNICATION GOOD? UM, AND, AND THAT'S SUBJECTIVE.
AND I THINK THAT'S PROBABLY COVERED UP IN THE, THE OTHER HALF IDIOT, I BELIEVE IT IS.
SO THAT'S COVERED, SO, UM, MUCH LIKE THAT, THOSE STUDENT ACHIEVEMENT, WE HAVE THREE, THREE, YOU KNOW, IN THAT MEASURABLE SECTION AND THREE COMPONENTS, STUDENT ACHIEVEMENT, TEACHER RECRUITMENT, FINANCIAL OVERSIGHT.
I THINK EITHER THE STUDENT ACHIEVEMENT OR FINANCIAL OVERSIGHT ARE NOLS, NO SETS FOR US THIS YEAR.
THERE'S JUST, THERE'S NOTHING WE CAN DO ABOUT THAT.
CAN, WHAT ABOUT THE MAINTAIN, THE BOND RATING THAT ALREADY HAPPENED? DIDN'T IT? YES.
SO, YEAH, I GUESS WE COULD SALVAGE THAT ONE PIECE.
UM, YOU KNOW, COULD YOU, UH, I GUESS THAT WOULDN'T BE, I WAS GONNA SAY THAT ADHERE TO BUDGET.
I COULD APPLY THAT TO THE, TO THE REFERENDUM FUNDING, BUT YEAH, YEAH, YEAH.
THAT, WASN'T THE INTENT THOUGH.
UM, AND WE DON'T, I THINK EVERYTHING WE DID BEFORE HAD GOOD INTENT AND IT WAS THE RIGHT THING TO MEASURE.
AND SO WE DON'T WANT TO BEND IT TOO MUCH.
UM, MAYBE WE CAN SALVAGE BOND RATINGS, ALTHOUGH WE HARD TO GIVE WHATEVER IT IS, YOU KNOW, WHAT IS IT? 15%, 10%, 15% RATING JUST ON THE BOND RATING.
UM, SO I DON'T KNOW, WE CAN THINK ABOUT THAT, I GUESS.
DO WE, DO WE THINK THAT THAT'S STILL A VALID MEASUREMENT? I'M NOT SURE THAT THE BMD METRIC, UM, AFFECTED THAT IF IT AFFECTED IT, AFFECTED IT IN A POSITIVE WAY.
I THINK PART OF THAT IS, UM, THE USE OF SUBSTITUTES, I THINK.
UM, SO WHEN WE WENT OUT DID ON VIRTUAL, WE PROBABLY DIDN'T NEED ANY SUBSTITUTES.
SO I DON'T KNOW ABOUT THAT EITHER.
AND THAT'S, I SAID THING YOU SHOULDN'T GET CREDIT FOR SOMETHING THAT WASN'T A RESULT OF HIS, HIS OWN ACTIONS ANY MORE THAN IT SHOULD DING HIM.
SO I'M NOT SURE ABOUT THAT ONE EITHER.
MAYBE WE COULD MULL THAT OVER BEFORE OUR NEXT MEETING.
IT'S YOUR RECRUITMENT'S GOING TO BE EFFECTIVE BECAUSE SINCE WE WENT VIRTUAL, YOU MIGHT HAVE PEOPLE WHO CHANGED THEIR MINDS ABOUT COMING BECAUSE WE DID NOT, UM, WHEN WE HIRED THEM AND BECAUSE WE WENT VIRTUAL, UM, SOME PEOPLE DID, UM, RESIGN BECAUSE WE, WE WERE IN THAT.
SO TEACHER RECRUITMENT COULD, IT COULD VERY WELL BE AFFECTED.
AND RETENTION COULD BE TOO, BECAUSE YOU MIGHT HAVE FOLKS RETIRING BECAUSE OF THE BMW.
AND IF THEY SAID THAT WE WERE GOING FACE TO FACE, AND FOR THOSE WHO DID NOT WANT TO COME BACK IN, AND THOSE WHO ARE ASKING FOR SPECIAL ACCOMMODATIONS, THAT'S AFFECTING, UM, TEACHER RETENTION.
WELL, I MEAN, IT SOUNDS TO ME LIKE THAT WHOLE YEAH.
ALL THREE OF THOSE HAVE PART IS, IS A THROWAWAY FOR THIS YEAR.
AND I DON'T REALLY THINK IT'S FAIR TO ADD SOMETHING IN NOW AT THIS POINT TO REPLACE THOSE, WE CAN DO THAT.
[00:20:01]
THAT WE WILL PROBABLY HAVE MEMBERS ARGUE THAT WE NEED TO DO THAT, BUT IT WAS ALREADY AGREED TO, IT WAS AGREED TO THE SUPERINTENDENT AGREED TO THIS.IT WAS, THIS WAS, THIS WAS THE DEAL.
SO WE CAN'T CHANGE IT NOW ANY MORE THAN WE COULD CHANGE ROBBINS EVACUATION.
NOW THAT'S NOT THE WAY YOU DO IT AND IT'S NOT THE WAY TO DO IT.
UM, SO WE HAVE, WE CAN'T CHANGE ANYTHING.
SO IT SOUNDS TO ME LIKE WE'RE JUST GOING TO HAVE TO THROW OUT THE, THE MEASURABLES AND GO STRICTLY ON THE SOFT SKILL PART OF TOM FOR THIS YEAR.
AND, UM, YOU KNOW, I THINK A LOT OF THESE SOFT THINGS DO HAVE SOME, UM, UH, DATA THAT YOU COULD SUPPORT THEM WITH WHEN YOU'RE, WHEN YOU'RE MARKING IT UNDER LIKE A COMMUNITY KIND OF COMMUNITY RELATIONS.
ARTIFACTS, UM, ALSO LIKE UNDER A, UM, BUDGET DEVELOPMENT MANAGEMENT.
I THINK THERE ARE, SO IT'S NOT ALL, UM, I'M JUST TRYING TO ANTICIPATE WHAT SOME PEOPLE MIGHT BE CONCERNED WITH.
THAT'S A VERY GOOD THING TO DO.
UH, YOU KNOW, WE MIGHT, THERE ARE CERTAINLY ARTIFACTS THERE ARE, AND, YOU KNOW, IN A WAY, I WONDER, WOULD IT BE, WOULD IT BE, UM, REASONABLE? DID WE TALK ABOUT THIS BEFORE TO ASK DR.
RODRIQUEZ TO PROVIDE DOCUMENTATION? WAIT, I BELIEVE WE ASKED, UH, ASKED HIM TO PROVIDE A SELF ASSESSMENT TO BE PRESENTED BEFORE WE MADE OUR EVALUATION.
AND I BELIEVE HE'S SUPPOSED TO GIVE US THE ARTIFACTS THAT SUPPORT.
AND SO, YOU KNOW, I THINK ONE OF THE THINGS THAT WE WILL HAVE TO KIND OF STRESS IS THAT, LOOK, WE'RE TAKING AWAY THESE OTHER DATA POINTS.
SO THE ARTIFACTS THAT YOU CAN GIVE US FOR EACH OF THESE, THE IMPORTANCE OF THOSE REALLY INCREASES IN MY MIND.
BECAUSE THE TOP HALF NOW IS A HUNDRED PERCENT.
UM, SO DO YOU CHANGE THE WEIGHT OF EACH OF THESE NOW SINCE YOU'RE TAKING AWAY? SO YOU'LL INCREASE THE WEIGHT OF GOVERNANCE.
YOU'RE INCREASED THE WEIGHT OF COMMUNITY RELATIONS.
WELL, ALL OF THOSE THINGS ADD UP TO 100%, SO WE COULD JUST KEEP THOSE WEIGHTS THAT THEY WERE.
WHEN THE 5% OR SOMETHING LIKE THAT.
BECAUSE THEN WE PUT ANOTHER PERCENT ON TOP OF THAT TO SPLIT IT BETWEEN THE TWO SECTIONS, THE MEASURABLES AND THE, AND THE NON MEASURABLES, BUT THE MEASURABLES THEMSELVES ADD UP TO A HUNDRED PERCENT OF MEASUREABLES.
SO WE'LL JUST DO, WE'LL JUST USE THAT FOR ONE INCREMENT.
CURRENTLY IT SAYS, UH, GOVERNANCE AND BOARD RELATIONS WAS 20% COMMUNITY RELATIONS, 15% STAFF RELATIONS, 15% BUSINESS AND FINANCE, 20% INSTRUCTIONAL LEADERSHIP, 30%.
SO THAT, THAT PROFESSIONAL STANDARD, THAT'S HOW THAT BROKE OUT.
SO ARE YOU GUYS GOOD WITH KEEPING THOSE PERCENTAGES AS THEY ARE DOING? YEAH.
SO THE BIGGER WORK WE'LL BE DECIDING WHAT WE DO FOR THE NEXT YES.
MA'AM THAT IS THE NEXT, THE NEXT THING.
AND AS DICK POINTED OUT, IT'S GOING TO BE TOUGH BECAUSE WE DON'T KNOW IF IT'S GOING TO BE A REAL YEAR.
WE KNOW WE'RE GONNA LOSE AT LEAST A MONTH FROM, FROM A NORMAL FACE TO FACE.
SO I'M NOT SURE, NOT SURE HOW WE'RE GOING TO DEAL WITH THAT.
UM, YOU KNOW, WE'RE GOING TO HAVE PARENTS THAT HAVE OPTED FOR THE VIRTUAL PROBABLY BE REQUIRED TO STAY VIRTUAL FOR THE SEMESTER.
AND THOSE ARE OPTED FOR FACE TO FACE, YOU KNOW, AS SOON AS THE DATA SUPPORTS THAT, WHICH COULD BE THREE WEEKS, IT COULD BE IN THREE MONTHS.
HOPEFULLY THOUGH THAT WOULDN'T AFFECT PERFORMANCE.
[00:25:01]
YEAH.I HAVE THE 20, 20, 20, I HAVE THE 20, 21 UP.
MA'AM, SHE'LL GET US DOWN TO THE MEASURABLE PART.
THE SECOND SECTION, I I'M GONNA HAVE TO THINK OF A BETTER NAME.
NO, THEY'RE NOT THE PROFESSIONAL PRACTICE, BUT THE NEXT PART.
WE CALL IT A MEASURABLE COMPANY.
THE, THE MEASURABLE COMPONENTS.
UM, AND THIS WAS THE FIRST YEAR WE WERE GOING TO START LOOKING FOR IMPROVEMENT.
SO I GUESS THAT'S THE UNDERLYING QUESTION.
ARE, ARE WE STILL GONNA LOOK FOR IMPROVEMENTS IN 2021 AGAINST THE BASELINE OF 18, 19, OR IS THE YEAR GOING TO BE SO, SO CORRUPTED BY THE, BY THE VIRTUAL BEGINNING THAT WE CAN'T YEAH.
AND THE VIRTUAL ENDING OF THE OTHER YEAR, I THINK THAT IF HE IS ABLE TO MAINTAIN, UH, FROM THE 1819 WITHOUT ANY LOSS, THAT WILL BE GOOD BECAUSE I, I REALLY THINK THAT WE'VE, WE'VE GOT BIG SETBACKS WITH OUR STOOP, WITH A LOT OF OUR STUDENTS BECAUSE OF THAT.
SO, UM, AND AGAIN, AS DICK POINTED OUT, WE'RE STARTING TO GAIN VIRTUALLY.
SO I THINK MY PERSONAL AND PROFESSIONAL BASED ON SOMEBODY WHO WORKS IN THE FIELD, I WOULD SAY, YEAH, I HOLD ME ACCOUNTABLE TO MEET THAT 1819 DATA OR, YOU KNOW, ALREADY.
WE'RE TAKING THIS YEAR AND SLIDING IT UP THE NEXT YEAR.
THAT'S WHAT WE EXPECT THE DISTRICT.
CAUSE HE WAS BUILDING HIS TEAM.
WHAT WE EXPECTED THIS YEAR WOULD BE WHAT WE WOULD SLIDE UP TO NEXT YEAR, UM, WITH THE BUDGET AND ALL THAT, THAT WOULD BE THE PERCENTAGE IMPROVEMENTS WE WOULD EXPECT.
AND THE ACADEMICS WOULD, YOU KNOW, SLIPPAGE.
WHAT DO YOU THINK DICK? I KNOW THAT YOUR POINT WAS WELL TAKEN THAT, UH, YOU KNOW, THE, THE BASELINE, IT'S NOT THE SAME, YOU KNOW, WE'RE NOT COMPARING THE SAME DATA SETS BECAUSE OF THE, I DON'T BELIEVE WE CAN MAKE A JUDGMENT ABOUT WHETHER OR NOT THE 18, 19 DATA IS THE APPROPRIATE GOAL.
MAINTAINING THAT UNTIL THE END OF THE SCHOOL YEAR, THIS YEAR, WE JUST, WE JUST DON'T KNOW WHAT WE DON'T KNOW THE SITUATION AND THE CONDITIONS.
I MEAN, WE, WHEN I LOOK AT SCHOOLS THAT HAVE STARTED UP AND THEN HAD THIS ADD TO STOP AGAIN, AND YOU KNOW, WHEN YOU LISTEN TO THE INFECTIOUS DISEASE EXPERTS, THEY KEEP TALKING ABOUT THE SECOND WAVE WE HIT AND THEY ALL CONTEND.
WE'RE NOT OVER THE FIRST WAVE.
AND SO IT'S HIGHLY POSSIBLE THAT WE COULD HAVE A DECREASE TO ALLOW US TO GO TO FACE TO FACE FOR THOSE THAT WANTED IT.
AND THEN WE COULD EVEN SAY IN JANUARY, OKAY, LINKS LOOKS SO GOOD THAT WE'RE GOING TO GO TOTAL FACE TO FACE FOR EVERYBODY AND THEN HAVE THE SECOND WAVE HIT IN MARCH AGAIN AND STOP IT.
I MEAN, THAT'S NOT BEYOND THE REALM OF POSSIBILITY.
AND SO I, I WOULD SUGGEST THAT WE HOLD OFF ON WHAT WE THINK THE SUMMATIVE EVALUATION IS GOING TO LOOK LIKE UNTIL WE COME TO THE END OF THE NEXT FISCAL YEAR.
I KNOW THAT'S, THAT'S NOT THE END OF THE NEXT SCHOOL YEAR.
I KNOW THAT'S NOT GOOD FOR DR. RODRIGUEZ, BUT IT'S NOT GOOD FOR US EITHER TO MAKE A STATEMENT THAT WE'RE GOING TO MAINTAIN 18, 19 DATA AS EFFECTIVE OR HIGHLY EFFECTIVE.
I WOULD SAY IT'S TREMENDOUSLY EFFECTIVE IF CAN DO IT A FISCAL YEAR OR IN THE SCHOOL YEAR.
SO, UH, I JUST DON'T, I DON'T FEEL COMFORTABLE WITH THAT AS A GOAL FOR THE 20, 21 SCHOOL YEAR AND 2021 EVALUATION.
[00:30:01]
I JUST DON'T, I DON'T KNOW WHAT I DON'T KNOW.WELL, WHAT IF WE, WHAT IF WE SET THAT AS THE GOAL AND THEN ADJUSTED JUST LIKE WE'RE DOING WITH YEAH.
I WOULD FEEL COMFORTABLE WITH THAT CAVEAT LISTED THERE'S THAT WILL BE EVALUATED AT THE END OF THIS SCHOOL YEAR, IF THAT IS A REASONABLE, UH, GOAL.
TO SEE IF WE HAVE TO ADJUST THE SAME AS WE HAVE TO ADJUST 1920.
I'D BE COMFORTABLE DOING IT THAT WAY BECAUSE I AGREE WITH YOU COMPLETELY, BUT I'D FEEL BETTER IF WE SAID, OKAY, THE 20, 21 EXPECTATIONS ARE THE SAME AS WHAT THE 1920 ONES WERE, BUT WE WILL EVALUATE IT BASED ON THE EFFECTS OF THE PANDEMIC, THE SAME AS WE DID WITH THIS YEAR.
CHIEFS, WE GOT TWO TO THREE OBJECTIVES ACCOMPLISHED ALREADY.
OH, WE'RE NOT MAKING EMOTIONS AND HAVING EMOTIONS AND THEN HAVING AMENDMENTS AND STRIKE OVERS AND ALL THE OTHER.
AND I JUST WANT TO MAKE A STATEMENT AND YEAH, YEAH, YEAH.
SO THAT TAKES US TO THE 2122, UM, WHICH HAS TO BE AGREED TO, I THINK WE SAID BY THE END OF OCTOBER OR SOMETHING, UM, WITH US AND, AND FRANK OF, OF THIS YEAR IS 21, 22 EVALUATION.
YOU ASKED TO AGREE TO THIS, TO WHAT THE GOALS ARE.
I THINK BY THE END OF OCTOBER, BUT ALL THOSE CONTRACTS, I THINK SAYS LATER THAN THAT, BUT WE HAD SAID IT WOULD BE BY THE END OF OCTOBER, RIGHT? OH, DECEMBER 1ST.
THINK YOU HAVE TO AGREE BY DECEMBER 1ST, BUT WE USUALLY DO.
IF WE COULD GET IT DONE IN OCTOBER, THAT'D BE GOOD.
BECAUSE THAT WAY, WHEN HE STARTS HIS BUDGET DEVELOPMENT, HE ALREADY UNDERSTANDS WHAT HIS TARGETS ARE.
AND I THINK THAT WAS KIND OF THE DEAL WE MADE WITH HIM.
SO WE, IF WE FOLLOWED KIND OF THE WAY WE'RE GOING, UM, WHAT WAS THE 2021 WOULD BECOME THE 2122, AGAIN, WITH THE CAVEAT THAT WE WOULD REEVALUATE EXTERNAL AND THE ENVIRONMENTAL IMPACTS OF THE PANDEMIC.
SO 21 WOULD BE THE OLD 1920S AND WE WOULDN'T CHANGE ANY OF THE NUMBERS.
SO QUESTION, SO THIS IS THE 2021.
SO WE WOULD BASICALLY JUST MAKE THIS THE 2122.
AND THE ONLY OTHER THING IS, UM, WOULD WE ORIG, ORIGINALLY WE HAD SAID WE WERE GONNA GRADUALLY CHANGE THE PERCENT ON NEVERMIND.
I MEAN, IT'S FOR MY OWN QUESTION, AS I'M SAYING IT, WE WERE ORIGINALLY GOING TO SHIFT PERCENTAGES MORE HEAVILY AWAY AND MORE TOWARD THE MEASURABLES, BUT WE DON'T HAVE THE MEASURABLE.
SO IT DOESN'T MAKE ANY SENSE TO CHANGE THAT, CHANGE THOSE PERCENTAGES.
I DON'T THINK WE CAN DO THAT YET.
AND FOR 1920, WE'VE ALREADY CHANGED IT TO 100.
RODRIGUEZ BASELINE SET BEFORE WE CAN GO AHEAD AND GIVE HIM A GOAL FOR IMPROVEMENT ON THE BASELINE.
AND WE WON'T HAVE THAT SET IN MY BELIEF UNTIL THE 2122, 22 SCHOOL YEAR.
OR THE 18, 19 BASELINE IS NOT HIS KISS.
BUT, BUT IT WAS STILL A BASELINE.
IT WAS A BASELINE, BUT IT WAS NOT, HE DOESN'T HAVE OWNERSHIP OF THAT BASELINE.
BUT HE, BUT WE HIRED HIM TO DO BETTER THAN WE WERE DOING.
SO THE BASELINE HAS TO BE MAINTAIN THAT.
[00:35:01]
YEAH.HE ACCEPTED THAT AS HIS BASELINE.
THIS BASELINE WAS, THERE'S NOT NO SLIPPAGE.
I THINK WE'RE ALL IN AGREEMENT ON EVERYTHING HERE.
UM, SO, UH, SHOULD WE MULL OVER THE DECISIONS WE'VE COME TO HERE AND TALK ONE MORE TIME BEFORE WE, BEFORE WE SAY ANYTHING TO THE FULL BOARD, OR SHOULD WE JUST TAKE IT RIGHT TO THE FULL BOARD AND SAY, WE'VE, WE'VE MET, WE TALKED ABOUT IT.
THIS IS THE WAY WE NEED TO DO IT.
WHICH GUY WHEN I'M CHANGING THE DOCUMENTS, LIKE FOR THE NINTH 19, LET ME GO BACK THE 1920.
SO WE DON'T DO ANY WITH THIS ONE.
AND DO WE CONTROL AS THE DOCUMENT? DO WE LEAVE THE MEASURABLE EVALUATION ON THERE AND YOU JUST LEAVE IT BLANK? YES MA'AM OKAY.
WOULD YOU EITHER LEAVE IT BLANK OR PUT IN A, OKAY.
AND WE'LL JUST PUT AN A THROUGH, THROUGH THE FINANCE OVERSIGHT AND, AND YOUR STUDENT ACHIEVEMENT, BUT THEY STAY ON FOR THE 20, 21 DOCUMENT.
IT'S GOING TO LOOK LIKE THE NINTH, THE, THIS POINT.
AND THEN THE ONE FOR 2122 WE'LL CREATE AND JUST CHANGE THE DATE AND IT WILL NOW BECOME WHAT WAS THE 2021.
AND WHEN WE TAKE IT TO THE BOARD, WE WILL THROW IN THE CAVEAT.
WELL, AND I THINK THAT, UM, AND YOU KNOW, WHAT DO YOU THINK WE SHOULD WRITE THE CAVEAT RIGHT ON THE FORM NEXT TO UNDER MEASURABLE COMPONENTS OF EVALUATION, STUDENT ACHIEVEMENT, WHEN IT'S SCHOOL YEAR 2021 IN PARENTHESES NEXT TO STUDENT ACHIEVEMENT.
UH, WELL, WE COULD DO IT ON OUR MEASURABLE COMPONENTS.
THAT'S WHAT I'M SAYING RIGHT THERE.
SO THAT IT'S IN WRITING SO THAT IT BECOMES CODIFIED OR MEMORIALIZED.
THE ATTORNEYS LOVE TO SAY MEMORIALIZE THAT, BUT ALWAYS REMINDS ME SO THAT IT'S THERE.
SO I JUST THINK THAT WOULD SERVE US BETTER.
AND AS FAR AS MEETING AGAIN, I DON'T THINK PERSONALLY, I DON'T THINK IT'S NECESSARY, BUT I THINK THAT, THAT, UM, WHAT WE NEED TO BE PREPARED FOR ARE SOME QUESTIONS THAT WE'VE KIND OF TALKED ABOUT.
AND THE FIRST ONE IS THE 20, 19, 20, 20.
WE CAN'T ADD ANYTHING TO THAT NOW.
NO, MA'AM ALREADY AGREED TO IT.
WELL, LET'S, UM, LET'S GIVE ROBIN THE EXACT WORDS WE WANT TO PUT AFTER MEASURABLE COMPONENTS OF THE EVALUATION, THEN WE'RE GOING TO PUT PERIN.
I HAD WRITTEN DOWN WHAT YOU HAD SAID BEFORE RE REEVALUATE, UM, WITH THE RESULTS OF THE PANDEMIC OR CONCERNING RE-EVALUATE LATE RE EVALUATE, GO AHEAD.
DICK VIRUS DURING THE SCHOOL YEAR, RIGHT.
REEVALUATE BASED ON THE IMPACT OF THE CORONAVIRUS DURING THIS SCHOOL YEAR.
AND WE'LL PUT THAT RIGHT AFTER MEASURABLE COMPONENTS OF EVALUATION.
IT GOES BOTH ON THE 20, 21 EVALUATION AS WELL, CORRECT? YES.
IT DOESN'T HAVE TO GO ON 1920.
CAUSE WE ALREADY ELIMINATED IT.
IT GOES ON TO 2021 AND 2021, 22.
SO WE DON'T NEED IT ON THIS ONE BECAUSE EVERYTHING'S GOING TO BE AN INNATE, SO, OKAY.
WE ALREADY, WE ALREADY
THAT'S WHAT WE JUST DID, RIGHT? YES MA'AM.
[00:40:09]
OKAY.UM, THE OTHER THING I THINK WE NEED TO KEEP IN MIND PROBABLY, UM, INSTEAD OF DISBANDING, UM, IS THE POINT THAT KATHY BROUGHT UP ONCE THE THIRD READING HAS GONE THROUGH AND THE OES, WE PROBABLY SHOULD GO THROUGH THE HALLWAYS AND MAKE SURE THAT WE HAVE THEM TAKEN CARE OF SOMEHOW.
I DON'T KNOW IF WE SHOULD ASK THE BOARD IF THEY WANT US TO DO THAT OR NOT, BUT I'M GONNA ASSUME THAT WE SHOULD DO, BUT THAT'LL BE AFTER THE THIRD WEEK, WE'LL MEET AGAIN.
SO REALLY THE ONLY THING WE NEED TO DO PROBABLY IS JUST REVIEW THESE DOCUMENTS TO MAKE SURE THERE'S NO QUESTIONS BEFORE WE TAKE IT BEFORE THE BOARD.
I THINK WE CAN GET IT ON THE NEXT AGENDA.
THAT WILL BE IMPRESSIVE TO SOME OF THE BOARD MEMBERS.
SO WHAT IF, UM, WHAT IF A QUESTION LIKE, CAN, CAN WE PLAY WHAT IF FOR A MINUTE? SURE.
SO I THINK THAT, UM, EVERYONE SHOULD BE ABLE TO UNDERSTAND THAT THE 20, 1920, THAT WE CAN'T, WE HAVE NO DATA.
SO THAT HAS TO GO AWAY AND THEY'RE GOING TO SAY, WELL, WHY DON'T WE ADD SOMETHINGS WELL, IT'S WE CAN'T ADD BECAUSE, SO I THINK WE CAN GET THAT POINT ACROSS.
SO THE NEXT QUESTION MIGHT BE THE 20, 21, UH, UM, EVALUATION.
YOU KNOW, PEOPLE MAY SAY, WHY AREN'T YOU ADDING COMPONENTS TO IT SUCH AS, YOU KNOW, THE KIDS, THE ATTENDANCE, THE KIDS BEING MISSED AND PICKED UP THOSE TYPES OF THINGS.
SO, UM, MY RESPONSE TO THOSE QUESTIONS ARE WE HAVE ALL THESE THINGS LISTED AND THE GOVERNANCE AND OTHER PLACES FOR IT INEFFECTIVE, EFFECTIVE, MINIMALLY EFFECTIVE, EFFECTIVE, AND HIGHLY EFFECTIVE.
IF YOU WANT TO PLACE THAT HIGHER, OR YOU WANT TO CHANGE WHAT YOU BELIEVE IS THE MANAGEMENT OF THE ACADEMIC PROCESS.
YOU HAVE THE RIGHT TO STATE THAT IN THE BOX THAT YOU CHOOSE.
IF WE TRY TO ACHIEVE CONSENSUS ON A SUBJECTIVE TOPIC, WE WILL BE THERE ALL NIGHT.
YOU HAVE THE CONSENSUS IS THIS BLOCK, THE BLOCKS THAT YOU CHOOSE AND THE RATINGS THAT GIVES US CONSENSUS, WE ARE ONE 11TH OF AN EVALUATION.
IF WE TRY TO FIND A, A DOCUMENT THAT ANSWERS ALL 11, UH, USE OF WHAT SHOULD BE EVALUATED, WE'LL NEVER GET THERE.
WE'LL NEVER GET, WE WILL BE TALKING ABOUT IT FOR HOURS AND HOURS.
THAT'S ALREADY THERE TO STATE YOUR SUBJECTIVE EVALUATION ABOUT HOW THE OVERALL PERFORMANCE IS BEING DONE.
AND THEN IT WILL BE AMALGAMATED.
AND THE OVERALL RATING OF 11 BOARD MEMBERS WILL BE GIVEN TO THE SUPERINTENDENT AS WELL AS YOUR INDIVIDUAL RATING SO THAT HE CAN SEE AND PERHAPS ASK A QUESTION THIS, SO, AND SO WHY DID YOU GIVE ME MINIMALLY EFFECTIVE IN THIS AREA HERE? AND IF SHE SAYS, BECAUSE OF XYZ, YOU CAN SAY, UNDERSTAND, THANK YOU VERY MUCH.
I WILL CONSIDER THAT AS WE GO.
YOU KNOW, THAT THE TOP PART, I MEAN, IT'S, IT IS SUBJECTIVE, BUT IT'S PRETTY COMPREHENSIVE.
AND A LOT OF IT IS SUPPORTABLE BY ARTIFACTS, LIKE WE SAID EARLIER, SO GOOD.
I WAS JUST TRYING TO, YEAH, NO QUESTION.
AND YOU KNOW, WE COULD ANTICIPATE A DOCTOR WAS NEVSKY SAYING, AREN'T THERE SOME INTERIM STATISTICS WE COULD USE.
UM, AND I, I, I DON'T THINK YOU WANT TO USE INTERIM STATISTICS EVER BECAUSE THE WHOLE POINT IS RESULTS ARE INTERIM.
INTERIM JUST MAKES YOU FEEL GOOD OR BAD AND ALLOWS YOU TO DO ADJUSTMENTS.
BUT THE GOAL IS THE FINAL RESULT.
[00:45:02]
WE DIDN'T PUT, ENTER ON RESULTS IN THE DOCUMENT THAT DR.AND THE PURPOSE OF THOSE INTERIM RESULTS AS MS.
I WOULD NEVER WANT TO BE EVALUATED ON MY FORMATIVE EVALUATIONS.
I MEAN, I THAT'S DATA FOR ME TO USE, SO I KNOW WHAT I NEED TO DO.
I MEAN, IT'S NOT FAIR TO, YOU KNOW, THAT JUST ISN'T FAIR.
THAT, THAT IS JUST TO HELP YOU REACH THE ACTUAL GOAL.
AND I NOTICED UNDER THE, UM, INSTRUCTIONAL LEADERSHIP UNDER EAST WHERE IT SAYS INSTRUCTION, A LOT OF THE STUFF CAN COME UNDER THAT ACCOMMODATE DIVERSE LEARNING STYLES NEEDS, INCORPORATE TECHNOLOGY AND LEARNING.
I AGREE WITH DICK, THERE YOU GO.
YOU DON'T LIKE THE WAY HE DID IT.
THEN YOU MARK THEM DOWN ON THAT ONE.
AND THEN YOU CAN PUT YOUR COMMENTS IN THERE.
YOU HAVE A CHANCE TO PUT COMMENTS.
AND, UM, SO I, I THINK IT'S COMPARABLE.
I THINK THAT THAT FIRST PART IS COMPREHENSIVE ENOUGH TO COVER ALMOST EVERYTHING.
WHAT OTHER, WHAT OTHER QUESTIONS DO YOU THINK WE MIGHT JUDGE AFTER YOU'RE DOING A PRETTY GOOD JOB OF IMITATING THEM? UM, LET'S SEE.
I JUST, YOU KNOW, THE, THE, THE WHOLE THING ABOUT, UM, BUT THAT THE STATEMENT ABOUT TO REEVALUATE BASED ON THE IMPACT OF THE CORONAVIRUS THAT, YOU KNOW, I THINK WE MAY HAVE QUESTIONS ABOUT THAT, BUT AGAIN, I THINK THAT WE HAVE TO, UM, BE PREPARED TO SAY, THIS IS LIKE, WE DON'T HAVE HARD DATA ON HOW OUR STUDENTS LEARN IN A VIRTUAL WAY.
AND WE ENDED A YEAR IN A VIRTUAL WAY.
WE'RE STARTING THE YEAR IN A VIRTUAL WAY.
WE DON'T KNOW HOW MANY VIRTUAL IMPACTS THERE MAY BE THROUGHOUT.
SO IT'S NECESSARY TO HAVE THAT IN THERE.
THAT'S THAT WOULD BE ONE THING.
I MEAN, I'M SURE THERE'LL BE A QUESTION ABOUT, WELL, YOU KNOW, IT DOES, YOU'RE NOT FOCUSING ON THE ACHIEVEMENT GAP, YOU KNOW, I KNOW THAT'S GOING TO COME UP.
I'M SURE WE HAVE AT LEAST ONE BOARD MEMBER THAT WILL GIVE A SPEECH ABOUT HOW CONCERNED THEY ARE ABOUT TO ACHIEVE.
WELL, AND YOU KNOW WHAT, UNDER INSTRUCTIONAL LEADERSHIP SUPPORT FOR STUDENTS.
UM, WE CAN'T MAKE UP MEASUREMENTS.
THAT'S WHAT FOOLS THE FOOLS AND CAUGHT ARTISTS THAT WOULDN'T, THAT'S WHAT THEY DO AND THEY MAKE STATISTICS OUT AFTER.
UM, YEAH, IF WE THINK OF ANY MORE POSSIBLE QUESTIONS WE CAN EMAIL EACH OTHER.
AND JUST, UM, YOU KNOW, I THINK THAT WOULD BE GOOD IF WE DO THINK OF MORE JUST YEAH.
AND THEN IF, I GUESS IF WE THINK OF, IF WE EMAIL EACH OTHER, IS THAT CONSIDERED A MEETING? YEAH.
BUT YOU KNOW WHAT? I DON'T REALLY CARE WHAT YOU THINK YOU MADE A COURT.
WELL, IF YOU'RE, IF YOU'RE NOT CONDUCTING BUSINESS WHERE YOU'RE MAKING DECISIONS, YOU'RE JUST PASSING OFF INFORMATION.
THAT'S THE ONE THING, IF YOU ARE VOTING AND MAKING A DECISION THAT BECOMES A MEETING AND THANK YOU, THE THREE WOULD BE MAKING A DECISION.
SO, YOU KNOW WHAT, MAYBE THAT'S, IF WE THINK OF MORE QUESTIONS, WE SEND THEM TO EACH OTHER.
AND IF IT GETS TO THE POINT WHERE THERE ARE A LOT AND WE THINK, OH, MAYBE WE SHOULD GET TOGETHER TO DISCUSS THIS.
UM, SO, BUT WE HAVE AN AGENDA SETTING MEETING ON MONDAY.
SO AT THIS POINT WE COULD ASK TO BE PUT ON THE AGENDA AND THEN YES.
AND WE CAN ALWAYS BE REMOVED FROM THE INTERNET, BE REMOVED.
[00:50:01]
MAKE SURE WE HAVE EVERYTHING IMPORTANT DOCS, UM, THAT WE WANT TO HAVE PRESENTED AND THAT HOLD ANYTHING UP, LET'S SAY, BUT THIS IS WHAT IT SAYS.NOW, UH, ROBIN, DO YOU HAVE ENOUGH TIME TO GET THIS INTO BOARD DOCS? I'LL REACH OUT, MAKE THE CHANGES AND PUT IT BACK IN BOARD THOUGH.
I WOULD SAY IF YOU, IF, IF YOU GET PRESSED TIME AND YOU CAN'T DO IT, WE CAN ALWAYS GO TO THE NEXT WORD MEETING, RIGHT? NO, IT'S JUST, IT'S THE SAME THING.
I'M JUST CHANGING THE DATES AND ADDING THE STATEMENTS.
I'M HAVING CONTACT ISSUE, CONTACT.
IF YOU CAN GET IT OUT THERE, GREAT.
IT, THE MATRIX HAVE TO BE CHANGED.
SO THE MATRIX DOESN'T HAVE TO BE NO, MA'AM NOTHING.
SO LET'S JUST CHANGE THE DATES AND ADDING THAT STATEMENT TO THE TWO D AND CREATING A THIRD DOCUMENT.
SO THERE WILL BE THREE DOCUMENTS.
THERE WILL BE THREE DOCUMENTS IN BOARD DOCS.
AND WE'RE GOING TO PUT THE N A AND THE 20, 1920, 20 ONES, THE N A FOR M OKAY.
JUST SO THAT WE'RE CLEAR, RIGHT, RIGHT.
I WANT TO THROW OUT, I THINK, SHOULD WE GET FRANK TO AGREE TO THIS BEFORE WE GO TO THE BOARD? YES.
BECAUSE IF THAT'S THE CASE, THEN WE MIGHT NOT BE ABLE TO GET IT ON THE AGENDA FOR THAT'S TRUE.
I MEAN, I THINK I CAN SEND THIS TO YOU ALL.
I CAN MAKE THE CHANGES TODAY, SEND THIS TO YOU ALL AND TO HIM AND SAYING, THIS IS, I MEAN, THE FEEDBACK, IF THIS IS NOT WHAT YOU SAID, THOUGH, I CAN MAKE THE CORRECTIONS AGENDA SETTINGS MONDAY.
SO IT WOULD BE NEXT WEEK WHEN IT HAS TO BE IN.
SO IF I MAKE THE CHANGES TODAY, SEND IT TO YOU ALL AND I CAN COPY HIM.
AND THEN MAYBE DAVID COULD TALK HIM THROUGH IT JUST, I'M JUST SO ONE OF, YOU KNOW, DAVID, AS THE YES.
MA'AM, UM, YOU KNOW, I THINK I HAVE TIME TO DO THAT.
SO I'LL MAKE THESE CHANGES AFTER WE GET OFF, I'LL SEND IT TO YOU ALL TO SAY THAT I'VE MADE THESE CHANGES AND THEN I, AND IF YOU SAY IT'S OKAY, THEN I WILL FORWARD IT TO HIM.
AND THEN I'LL TALK IT THROUGH AND SEE IF HE AGREES, THEN WE'LL GET IT ON THE AGENDA ON MONDAY.
WE'LL ASK FOR IT TO BE ON THE AGENDA.
UH, WELL I HAVE TO TACKLE SOME OTHER ISSUE, BUT WE SAW, WE STILL HAVE, WE STILL HAVE THE, THE OEE MONITOR.
YOU HAVE TO COME BACK AFTER THE OES HAVE BEEN WHENEVER THAT HAPPENED.
SO THE GROUP, THE GROUPS MIGHT JUST BE ENDING YET.
I THINK WE'VE GOTTEN DONE WHAT WE WANTED TO GET DONE FOR TODAY.