[1. CALL TO ORDER IN PUBLIC SESSION]
[00:00:06]
>> GOOD MORNING AND WELCOME TO THE BOARD'S WORKSHOP.
TODAY'S MEETING OF BOARD OF EPBL LOCATION IS CALLED TO ORDER AT 9:11 A.M. IN OPEN SESSION.
PUBLIC COMMENTS ON AGENDA ITEMS, WE DO NOT HAVE ANY REQUESTS ADDRESSING THE AGENDA ITEMS. BOARD MEMBER STEWART PLEASE TAKE ROLL CALL.
>> AND I, MS. STEWART, AM PRESENT.
[3. WORKSHOP: CSBA 360 BOARD SELF EVALUATION]
>> SO NOW LET'S BEGIN THE WORKSHOP.
DR. DRATTI. >> I WOULD LIKE TO THANK YOU FOR THIS MEETING HERE. I THINK THIS IS A HUGE PART OF THE WORK WE HAVE TO DO TO BECOME A HIGH-FUNCTIONING SYSTEM. AT THIS POINT I WOULD LIKE TO INVITE DR. CHARLES WEIS TO FACILITATE THE GOURD -- THE
BOARD RETREAT. >> GOOD MORNING, EVERYONE.
IN YOUR PACKET I THINK IT IS ON THE RIGHT HAND SIDE IS WHAT IS CALLED A WORKSHOP DISCUSSION GUIDE.
AND STARTING WITH THE OUTCOMES FOR TODAY WE H -- WE ARE GOING TO TALK ABOUT THE PURPOSE OF THE BOARD MEANING THE GUIDELINES, EFFECTIVE TRUSTIES AND THE GOVERNANCE TEAMS. I GUESS IT IS THE LEFT SIDE. YEAH.
IT IS THE LEFT SIDE. IDENTIFY STRENGTHS AND AREAS OF IMPROVEMENT AS A TEAM AND SELECTION GOALS AND ESTABLISH BOARD PROTOCOLS FOR A POSITIVE AND EFFECTIVE BOARD CULTURE.
SO THERE IS OUR AGENDA UP THERE.
WE WILL SPEND BETWEEN 9 AND 11 ON GETTING TO KNOW EACH OTHER MORE AND UNDERSTANDING WHAT EFFECTIVE GOVERNANCE IS.
ABOUT 11:00 WE WILL LOOK AT THE BOARD SELF-EVALUATION AND LOOK FOR STRENGTHS AND AREAS OF IMPROVEMENT.
WE WILL CONTINUE AFTER LUNCH WITH THE ANALYSIS OF THE SELF-EVALUATION. BY ABOUT UN -- 1:30 WE HOPE YOU WORK ON BOARD GOALS FOR BEHAVIOR AND POSITIVE EFFECTIVE CULTURE AND BOARD PROTOCOLS AND THEN WE WILL CONCLUDE WITH A RECAP AT 2:30 AND FINISH AT 3:00.
THAT'S BASICALLY WHAT IT SAYS UP THERE AND THAT'S WHAT WE'RE GONNA DO AS WELL. THE THING THING TO BE AN EFFECTIVE BOARD IS TO KNOW EACH OTHER.
WE WILL SPEND TIME DOING THAT. THERE ARE THREE QUESTIONS I HAVE UP HERE AND WHAT I WANT YOU TO DO IS PICK ONE OF THEM YOU WOULD LIKE TO SHARE WITH YOUR FELLOW BOARD MEMBERS.
BY THE WAY, YOU WILL HEAR ME USING -- USE THE TERM THE GOVERNANCE TEAM. IT IS THE FIVE BOARD MEMBERS AND THE SUPERINTENDENT, A TEAM OF 6.
WHEN I MENTION THAT, THAT'S WHAT IT IS ABOUT.
WE CAN PICK ONE OF THE QUESTIONS TO ANSWER AND WE WILL GO AROUND THE ROOM AND EVERYONE WILL ANSWER ONE OF THEM.
WHAT IS YOUR HISTORY AND IF YOU WANT TO SHARE THAT, DO YOUR EXPERIENCES INFLUENCE YOUR VALUE AND BELIEF SYSTEM? HOW DO YOUR LIVED EXPERIENCE SUPPORT THE NEEDS OF THE STUDENTS? PICK ONE OF THEM AND SHARE IT
AND WHO WOULD LIKE TO GO FIRST? >> YEAH.
I'LL GO FIRST. I'M LOOKING AT THE QUESTION THAT ASKS HOW DO YOUR EXPERIENCES INFLUENCE YOUR VALUES AND BELIEFS. I KNOW FOR MYSELF HONESTY IS BIG GROWING UP IN MY FAMILY. IT CONTINUES TO BE AT HOME AND SOMETHING THAT -- I WOULDN'T ASK ANYONE TO DO SOMETHING I WASN'T ABLE TO DO MYSELF. I BELIEVE THOSE CORE VALUES FOR
ME ARE IMPORTANT. >> WHO WANTS TO GO NEXT?
>> I'LL GO. I'LL TAKE THE FIRST ONE.
HISTORY, A LOT OF PEOPLE KNOW I WAS BORN AND RAISED IN BELLFLOWER. I AM AN ONLY CHILD AND MY DAUGHTER TELL -- MY DAUGHTER IS AN ONLY CHILD AND THAT TELLS YOU ABOUT MY PERSONALITY AND CHARACTER.
I WENT TO SCHOOL HERE. I WENT TO SCHOOL IN LAS VEGAS FOR COLLEGE. AFTER COLLEGE I HAD MY DAUGHTER AND I MOVED BACK HOME AND THAT'S KIND OF MY HISTORY.
>> FOR ME HOW DO YOUR EXPERIENCES INFLUENCE YOUR VALUES AND BELIEF SYSTEMS STP* FOR ME IT IS ALWAYS FAMILY FIRST ALL THE TIME. MY GIRLS ARE THE MOST IMPORTANT THING TO ME. MY HISTORY WITH MY FIRSTBORN AND EVERYTHING SHE WENT THROUGH AND BEING A STUDENT WITH
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SPECIAL NEEDS AND GOING THROUGH THAT PROCESS AND IDENTIFYING WHAT HER NEEDS ARE AND HOW IMPORTANT IT IS TO EVERYBODY.I FILE SO -- I FEEL SO MANY PEOPLE WANT WHAT IS BEST FOR THEIR CHILDREN AND THAT REALLY INFORMS HOW I WANT TO APPROVE -- APPROACH BEING ON THIS BOARD AND THE WORK WE DO BECAUSE THE MOST IMPORTANT THING -- THEY ARE THE MOST IMPORTANT THING TO EVERYBODY IN THE DISTRICT.
THAT REALLY INFORMS WHAT I DO HERE.
>> HOW DO YOUR LIVED EXPERIENCES SUPPORT YOUR UNDERSTANDING OF THE NEEDS OF E DISTRICT SCHOOLS? MY LIVED EXPERIENCE SINCE I GREW UP IN COMPTON, I WAS VERY STABLE. I WENT TO AN ELEMENTARY SCHOOL AND JUNIOR HIGH SCHOOL AND FROM HIGH SCHOOL TO COLLEGE.
I WAS AROUND A LOT OF PEOPLE. I WAS VERY OBSERVANT.
I WAS CAREFUL ON THE EXPERIENCES I PUT MYSELF THROUGH BECAUSE OF WHAT I HAVE SEEN OTHER PEOPLE DO AND/OR NOT DO. I UNDERSTOOD THAT EVEN GOING THROUGH SCHOOLS -- GOING THROUGH SCHOOL AND COLLEGE THAT EVEN THOUGH WE WERE ALL THERE FOR ONE PURPOSE THE NEEDS WERE SO VASTLY DIFFERENT AND WHETHER THE TEACHERS -- YOU KNOW, THE TEACHERS TRIED TO MEET THE NEEDS OF THE STUDENTS THAT NEEDED THAT EXTRA PUSH. IF A KID WAS DOING WELL, THAT'S FINE. GIVE THEM SUPPORT.
BUT THIS KID HERE NEEDS EXTRA ATTENTION.
SO LET'S FOCUS ON THAT KID SO WE CAN GET THE KID UP THERE.
YOU KNOW, UP TO A HIGHER PERFORMANCE LEVEL.
I SEE THAT IN THE WORLD THAT EVERYONE IS SO DIFFERENT AND WE NEED TO BE COGNIZANT OF THAT AND MEET THOSE NEEDS.
>> THANK YOU. >> I'M ALSO GONNA SELECT THE LAST QUESTION, HOW DO YOUR LIVED EXPERIENCES [INAUDIBLE].
SO I CONTRACTED POLIO AT THE AGE OF 3.
THAT HAS REALLY SHAPED MY LIVED EXPERIENCE.
NOT ONLY FROM A DEGREE OF CHALLENGES GROWING UP, ESPECIALLY IN SCHOOLS. MY PARENTS STRIVED TO HAVE ME IN SCHOOL. SO OF COURSE DURING THAT TIME THERE WAS STILL A LOT MOVING FORWARD WITH INCLUSION AND EQUITY AND ACCEPTANCE OF DIVERSITY AT THAT TIME AND I HAVE BEEN FACED WITH BEING BULLIED AT SCHOOL SO I UNDERSTAND STUDENTS BEING BULLIED.
AND I UNDERSTAND BEING DISCRIMINATED AGAINST BY TEACHERS AND OTHER ADMINISTRATORS SAYING YOU CAN'T DO THIS BECAUSE YOU HAVE A DISABILITY.
NO ONE WANTS YOU IN THE CLASSROOM.
THINGS LIKE THAT HAVE SHAPED MY LIFE TO BE WHEN SOMEONE TELLS ME YOU CAN'T DO SOMETHING, WATCH OUT.
I DID NOT REACH THIS LEVEL OF EDUCATION EASILY.
I EVEN HAVE TEACHERS IN HIGHER ED TELL ME THAT, OH YOU CAN'T BE A CONSULTANT OR YOU CAN'T USE YOUR RIGHT HAND AND BROKE THROUGH THE BARRIERS. I EARNED MY MASTER'S AT CAL STATE LONG BEACH AND DOCTORATE AT USC.
SO WHAT I BRING TO THE TABLE NOT AS A BOARD MEMBER, BUT THROUGH MY LIVED EXPERIENCE IS THE WORDS WORDS EQUITY AND DIVERSITY AREN'T BUZZ WORDS FOR ME.
IT IS WHO I AM. THAT'S WHAT I WANT TO SHARE TO SUPPORT OUR STUDENTS AND TEACHERS AND EDUCATORS -FPLD.
>> I THINK FOR ME, I'M GONNA CHOOSE THE LAST QUESTION ALSO, HOW DO YOUR LIVED EXPERIENCES SUPPORT AND MEET THE NEEDS OF THE STUDENTS IN THE SCHOOLS. MY LIVED EXPERIENCE AS AN IMMIGRANT IN THIS COUNTRY AND MATRICULATING THROUGH THE SYSTEM THROUGH COLLEGE WAS EYE-OPENING FOR ME ABOUT THE POSSIBILITIES THAT EXIST. I SEE SOMEBODY AS SOMEBODY WHO CAME ACROSS SOME GOOD, EXCELLENT PEOPLE WHO HELPED ME ME DEFY THE BARRIERS IN FRONT OF ME.
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I LIVED THROUGH THE EXPERIENCE FROM THE CLASSROOM TO THE ASSISTANT PRINCIPAL TO PRINCIPAL TO ASSISTANT SUPERINTENDENT, I HAVE -- I HAVE A CLEAR UNDERSTANDING OF WHERE THE HOLES ARE IN THIS COMPLEX SYSTEM.I THINK IF DONE RIGHT EDUCATION WOULD BE A VERY, VERY POWERFUL FORCE. IT IS COMPLEX.
IT REQUIRES SYSTEM BUILDING SO THAT IT ISN'T JUST WHAT YOU LAND ACROSS AS PEOPLE PUSH YOU, BUT WE ARE METHODICALLY PUSHING PAOEUPL THROUGH A SIS -- PUSHING PEOPLE THROUGH A SYSTEM I AM PASSIONATE ABOUT THAT. I THINK PUBLIC EDUCATION CAN DO
THAT FOR THE WHOLE NATION. >> IT WOULD BE WRONG IF I DIDN'T SHARE MY BACKGROUND SO YOU KNOW WHO I AM.
I AM CURRENTLY A BOARD MEMBER IN A SMALLER SCHOOL DISTRICT THAN THIS ONE. I'M THE BOARD PRESIDENT THIS YEAR BECAUSE WE ROTATE OUR PRESIDENT EVERY YEAR.
I HAVE BEEN ON THE PWOEURD -- BOARD 10 YEARS.
I HAVE BEEN BOARD PRESIDENT TWICE.
I HAVE BEEN WORKING FOR CSPA FOR ABOUT THREE AND A HALF YEARS AND WORKING WITH SCHOOL BOARDS AROUND THE STATE AND SESSIONS LIKE THIS DOING MASTERS IN GOVERNANCE TRAINING.
I AM A FULL TIME ASSOCIATE PROFESSOR AT CAL STATE CHANNEL ISLANDS AND A CHAIR OF THE DEPARTMENT OF LEADERSHIP IN SCHOOL COUNSELING AND PSYCHOLOGY.
I STARTED MY CAREER AS A SCHOOL PHYSCOLOGIST AND THAT'S WHY WE ARE BUILDING THIS NEW DEPARTMENT TO GET THAT GOING.
I AM A FORMER SCHOOL ADMINISTRATOR.
EVERY POSITION FROM ELEMENTARY PRINCIPAL, HIGH SCHOOL PRINCIPAL, SPECIAL ED DIRECTOR, ASSISTANT SUPERINTENDENT FOR ED SERVICES AND ASSISTANT SUPERINTENDENT FOR CONSTRUCTION AND COUNTY OF SCHOOLS FOR 19 YEARS IN TWO COUNTIES AND DONE INTERIM SUPERINTENDENT JOBS. HAVE I A DAUGHTER WITH DOWN SYNDROME SO I UNDERSTAND YOUR EXPERIENCE.
SHE WAS BULLIED IN SCHOOL AND BEAT UP.
HER OLDER BROTHER TOLD THE OTHER LITTLE KID THAT WOULD NOT HAPPEN AGAIN. HE DIDN'T BEAT HIM UP, BUT HE DID THREATEN HIM. I HAVE TWO BOYS WHO ARE TEACHERS, BOTH SPECIAL EDUCATION TEACHERS FROM GROWING UP WITH THEIR SISTER. THAT WAS JUST NATURAL FOR THEM TO MOVE INTO THAT. THEY SAID THEY WOULD NOT BECOME TEACHERS AND THEY BOTH HAVE. I AM VERY PROUD OF THEM.
AND I AM A PRODUCT OF THE CIVIL RIGHTS MOVEMENT, QUITE FRANKLY.
I WAS IN COLLEGE IN THE 60S AND 70S.
I THOUGHT WE HAD SOLVED ALL OF THE ISSUES THAT ARE COMING BACK NOW AND THAT WE REALLY FELT A MORE INFORMED AND ENLIGHTENED SOCIETY, BUT WE HAVEN'T. THAT'S WHY I CONTINUE TO WORK BECAUSE IT LOOKS LIKE WE STILL HAVE A LOT OF WORK TO DO IN TERMS OF HELPING ALL STUDENTS HAVE ACCESS TO THINGS THAT THEY NEED. I AM EXCITED BECAUSE A GOOD FRIEND OF MINE DEVELOPED THE LOCAL CONTROL FUNDING FORMULA, LCAP, HE WAS PRESIDENT OF THE STATE BOARD WHEN I WORKED IN SANTA CLARA COUNTY. THAT IS AN EQUITY-BASED SYSTEM OF FUNDING. A LOT LIKE WHAT WAS CREATED IN 1965 WITH TITLE 1. IT HASN'T HAD THE IMPACT WE THOUGHT IT WOULD HAVE AND THE LCAT HAS NOT EITHER.
ONE REASON I AM WORKING WITH BOARDS IS WE HAVE AN OPPORTUNITY TO MAKE THAT WORK IF WE WORK TOGETHER AND SET GOALS FOR ALL OF THE STUDENT POPULATIONS THAT GENERATE THOSE EXTRA FUNDS FOR US. THAT'S WHY I AM STILL WORKING INCITIED -- INSTEAD OF RELAXING AT HOME.
WE HAVE A LOT OF WORK TO REACH THE FULL POTENTIAL WE TALKED ABOUT FOR OUR KIDS. I WANT TO GO AROUND ONE MORE TIME. PICK ANOTHER ONE THAT YOU DIDN'T ANSWER THE FIRST TIME AND TELL US SOMETHING ABOUT YOURSELF THAT YOU THINK THE OTHERS IN THIS ROOM MAY NOT KNOW. WHO WOULD LIKE TO GO FIRST ON
I'LL TAKE THE SECOND ONE. HOW DO YOUR EXPERIENCES INFLUENCE YOUR VALUE AND BELIEF SIS STEUPLS.
I AM UNION STRONG. I WAS AN ATHLETE, A TEAM ATHLETE. I BELIEVE TEAMS ARE IMPORTANT AND WORKING TOGETHER IS VERY IMPORTANT AND UNDERSTANDING PEOPLE'S DIFFERENCES. WHEN I PLAYED, I PLAYED WITH LOTS OF DIFFERENT TYPES OF PEOPLE, SO THAT'S IMPORTANT TO ME. SO, YEAH, I JUST AM VERY BIG ON COLLABORATION AND TALKING AND DISCUSSING AND THINGS LIKE
THAT. >> WHO WANTS TO GO NEXT?
>> I'LL PICK THE FIRST ONE. MY HISTORY.
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BOTH MY PARENTS ARE FROM LEBANON AND SO I SPEAK ARABIC.I HAVE TRAVELED THE WORLD BECAUSE MY FATHER WORKED FOR THE FEDERAL GOVERNMENT. HE STARTED OUT WORKING FOR THE BUREAU OF INDIAN AFFAIRS SO I WAS BROUGHT UP AROUND NATIVE-AMERICANS. HE THEN MOVED TO WORK WITH THE MILITARY. HE WAS AN EDUCATIONAL ADVISOR FOR THE ARMY. SO I HAVE MOVED TO GERMANY AND HE ALSO WORKED IN LIBYA AND TAUGHT IF UNIVERSITY THERE.
I HAVE BEEN TO LIBYA AND GERMANY AND LEBANON.
I HAVE REALLY RICH HISTORY IN UNDERSTANDING CULTURE.
I HAVE A REALLY STRONG BACKGROUND IN ACCEPTANCE IN DIFFERENT BACKGROUNDS JUST FROM LIVING AND BUILDING DIFFERENT ENVIRONMENTS. NEIGHBORHOODS, I HAVE NEVER LIVED ANYWHERE LONGER THAN THREE TO FOUR YEARS.
THIS IS THE LONGEST I HAVE LIVED IN CALF -- IN CALIFORNIA.
WHEN MY FATHER WAS STATIONED IN GERMANY, THAT'S WHEN I -- WHEN MY SISTER AND I CAME TO CALIFORNIA TO COLLEGE.
HE DIDN'T WANT TO -- YOU HAD TO BE FLUENT IN GERMAN AND I SAID I AM NOT WASTING THREE OR FOUR YEARS LEARNING THE LANGUAGE SO WE CAME BACK TO CALIFORNIA AND THAT'S WHERE I HAVE BEEN SINCE 1983. WE USED TO GO BACK AND FORTH TO SEE MY PARENTS. SO I HAVE BEEN REALLY BLESSED TO HAVE THE OPPORTUNITY TO WORO LIVE IN DIFFERENT ENVIRONMENTS AND UNDERSTANDING THE CULTURE AND APPRECIATING THE CULTURE.
I LIVE THAT BECAUSE IT IS PART OF WHO I AM AND NOT ONLY FROM A DISABILITY PERSPECTIVE, BUT FROM CULTURAL AND LANGUAGE PERSPECTIVES. I HAVE ALWAYS BEEN IN PUBLIC SCHOOLS. THAT'S BEEN SOMETHING I VALUE VERY MUCH AND I WANT TO MAKE SURE OUR PUBLIC SCHOOLS STAY STRONG BECAUSE OUR TEACHERS DEPEND ON THAT FOR OUR YOUTH.
>> THE HISTORY, FAMILIES, SCHOOLS, NEIGHBORHOODS.
I AM THE SON OF AN IMMIGRANT FROM PORTUGAL AND RAISED BY MY MOM AND I WAS LUCKY TO HAVE A VERY ATTENTIVE STEP-FATHER EVENTUALLY TKPWROEUING UP -- GROWING UP.
ME AND MY SIX BROTHERS LIVED IN SICKS -- SECTION 8 HOUSING UNTIL I WAS 16. I WAS LUCKY ENOUGH -- I WAS IN THE CLAREMONT SCHOOL DISTRICT AND I WENT THERE.
WE EVENTUALLY MOVED TO LAKEWOOD WHEN I WAS 16 YEARS OLD AND WHEN MY MOTHER PASSED AND WHEN I TURNED 18 I WAS HOMELESS AND I WORKED PART-TIME AS A SANDWICH ARTIST AS SUBWAY TO AFFORD LONG BEACH CITY COLLEGE. IT WAS THERE I GOT INVOLVED IN THE LOCAL -- IT IS CALLED THE PRESIDENT'S AMBASSADORS AND IT HAS A POLITICALLY ACTIVE CLUB ON CAMPUS, AND THEN I WENT TO CAL STATE LONG BEACH AND GOT A DEGREE IN POLITICAL SCIENCE AND OPENED MY OWN BUSINESS. I RAN THE BUSINESS FOR 10 YEARS AND GOT INVOLVED IN THE CHAMBER OF COMMERCE.
WHEN YOU START DOING VOLUNTEER-BASED STUFF, ONE LEADS TO THE OTHER AND THEN ALL OF A SUDDEN YOU ARE DOING ALL THESE THINGS SO I GOT REALLY INVOLVED.
THAT'S HOW I GOT HERE AND EVENTUALLY BOUGHT A HOME IN LAKEWOOD A FEW YEARS BACK. I THINK THAT'S WHY -- WELL, I KNOW THAT'S WHY IN THIS SEAT IN THE POSITION WE ARE IN WHAT WE DO IS SO IMPORTANT. I KNOW WHEN I WAS GOING TO MY SCHOOL IT WAS REALLY THE ONLY PLACE I FELT SAFE AND FELT COMFORTABLE AND I THINK THOSE EXPERIENCES INFORMED A LOT OF HOW I FEEL ABOUT PUBLIC SCHOOLS TODAY BECAUSE THEY ARE VERY
IMPORTANT. >> I'M GONNA ANSWER NUMBER ONE, WHAT IS YOUR HISTORY, FAMILIES, SCHOOLS, NEIGHBORHOODS AS WELL.
I'M ALSO THE DAUGHTER OF -- WELL, I'M AN IMMIGRANT MYSELF.
FIRST GENERATION HERE. FIRST LANGUAGE IS SPANISH.
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I HAD TO LEARN ENGLISH AND NOT BEING ABLE TO SAY WHAT WHAT WHAT I WANT TO SAY AND HAVING NEGATIVE EXPERIENCES AT SCHOOL AND BEING AFRAID OF A TEACHER WHO DIDN'T LOOK LIKE ME AND COULDN'T UNDERSTAND ME AND BEING THROWN WITH THE SINK OR SWIM METHOD WAS IMPACTFUL FOR MYSELF AND THAT'S WHY I NOW WHY WITH DUAL IMMERSION STUDENTS WHERE WE DON'T ERADICATE THEIR LANGUAGE OR HERITAGE, BUT WE TRY TO WORK WITH IT SO WE CAN TEACH THEM A SECOND LANGUAGE. IT IS VERY BENEFICIAL FOR EVERYONE. THOSE TYPES OF PROGRAMS AND EVERYONE ELSE HAS OPENED THE PATH TO OTHER CULTURES AS WELL.MY PARENTS MOVED US OUT TO COACHELLA.
THAT'S THE ONLY PLACE I HAVE EVER BEEN AT PRIOR TO COMING TO COLLEGE HERE IN LONG BEACH. SO THAT'S WHERE I MET MY HUSBAND, GOT MARRIED AND WE HAD A FAMILY IN THE AREA AND HAVE BEEN LIVING IF BELLFLOWER FOR ABOUT 13 PLUS YEARS NOW.
I WAS ALSO A STUDENT OF BELLFLOWER -- I HELPED BELLFLOWER DEVELOP THE DUAL IMMERSION PROGRAM THERE AS WELL. NOW I AM EMPLOYED FOR LONG
BEACH UNIFIED. >> MY FAMILY, WOW -- I COME FROM A REALLY, REALLY BIG FAMILY.
MY FAMILY ROOTS ARE IN LOUISIANA.
WE ARE SPREAD OUT NOW, BUT MY FAMILY IS STILL LIVING ON LAND THAT WAS PURCHASED BY MY -- ONE OF MY GREAT-GRANDFATHERS WHO WAS EMANCIPATED FROM SLAVERY. HIS FATHER WAS WEALTHY ENOUGH TO GIVE HIM ENOUGH MONEY SO THAT HE COULD START HIS FAMILY AND HE BOUGHT 600-ACRES OF LAND AND WE STILL HAVE MOST OF THAT LAND. BACK IN THE DAY IF THEY WANTED THE LAND THEY EITHER WOULD SELL IT OR THEY WOULD TAKE IT ANYWAY. WITHIN THOSE 600-ACRES NOW WE HAVE SCHOOLS AND WE HAVE SMALL AREAS OF SHOPPING AND THAT KIND OF STUFF. AND WE STILL HAVE OUR HOME AND IT IS STILL COUNTRY. MY MOM WOULD MAKE SURE THAT WE GO BACK EVERY YEAR -- WELL, SHE CAME OUT CALIFORNIA, LOS ANGELES. SHE WOULD TAKE US BACK EVERY YEAR SO WE COULD KNOW I GUESS THE DIFFERENCE BETWEEN A CHICKEN AND A BIRD. SHE WANTED US TO BE -- YOU KNOW, BECAUSE YOU COULD ASSESS INTELLIGENCE IN DIFFERENT WAYS.
A CITY KID WOULDN'T STAND A CHANCE WITH A KID THAT GREW UP ON A FARM WHEN IT CAME TO SURVIVING -- SURVIVAL.
MOM TRIED TO INSTILL THAT IN US, A REALLY CLOSE-KNIT FAMILY.
BY THE TIME I CAME UP I WAS PRETTY STEADY IN THE SCHOOLS I WENT THROUGH. I DIDN'T HAVE TO GO TO DIFFERENT SCHOOLS. I HAD A SPEECH IMPAIRMENT.
I STUTTERED. AND I MEAN I STUTTERED BAD.
I TELL PEOPLE IF I GET CAUGHT, JUST HIT ME IN THE BACK.
AND I WOULDN'T TALK. I REMEMBER IN THE FIFTH GRADE MY TEACHER, MS. WILSON, AND THAT WAS WHEN I REALLY -- ONE OF THE FIRST -- ONE OF MY FIRST EXPERIENCES WITH COMMUNITY THINGS, WE WERE THE RED CROSS. WE HAD A RED CROSS CHAPTER ON THE SCHOOL CAMPUS. OF ALL THINGS SHE MADE ME THE REPORTER. I WAS THE PERSON WHO WON'T TALK. WE WOULD GO AND WE HAVE OUR OUTINGS AND WE COME BACK FOR OUR MEETING AND HERE IS MY TURN TO REPORT ON OUR ACTIVITIES. AND MY MENTALITY AT THE TIME, I WAS -- I DON'T KNOW SPECIAL, BUT UNIQUE AND I WAS LIKE WHY DO I HAVE TO REPORT ON THIS WHEN WE ALL WENT HERE AND WE ALL KNOW WHAT HAPPENED? NOW IN RETROSPECT I UNDERSTAND SHE WAS TRYING TO GET ME TO TALK BECAUSE I WOULDN'T TALK.
IN JUNIOR HIGH SCHOOL, ALL OF A SUDDEN, I START BEING TAKEN OUT OF MY ENGLISH CLASS FOR SPEECH THERAPY.
I DON'T KNOW HOW THAT HAPPENED. I DON'T KNOW WHY YOU ARE TAKING ME OUT OF MY CLASS. I CAN'T DO MY CLASS -- CLASS -- CLASS WORK AND NOW YOU WANT TO TALK TO ME.
I DON'T WANT TO TALK TO YOU. OF COURSE NOW I UNDERSTAND WHY.
I WAS NOT COMFORTABLE TALKING. THAT WAS THEIR WAY TO MAKE SURE
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I WOULD BE COMFORTABLE TALKING. ANYWAY, SCHOOL WENT ON AND IT WAS PRETTY SUCCESSFUL. I GOT MY DEGREE IN PSYCHOLOGY.I HAD -- PUBLIC ADMINISTRATION WAS A MINOR AND I DID PHYSICAL EDUCATION AS A MINOR. EVEN THOUGH I CAN TEACH YOU ALL THE STEPS OF HOW TO SWIM AND ALL THAT KIND OF STUFF, I CAN'T SWIM, Y'ALL. I GET CHOKED UP ALL THE TIME.
SOMEBODY HELP ME WITH MY BREATHING.
AND GROWING UP, CHURCH WAS A THING.
MY FAMILY IS REALLY SPIRITUAL FROM MY BACKGROUND IT IS VERY SPIRITUAL. AND SO THEY WOULD ALWAYS TELL ME LIKE IN CHURCH, YOU SHOULD BE A TEACHER, YOU SHOULD BE A TEACHER. I DON'T WANT TO TEACH.
I GRADUATED FROM COLLEGE AND I TRIED EVERYTHING, BUSINESSES.
I EVEN USED TO BUILD COMPUTERS. I KNOW THAT IS PROBABLY SHOCKING FOR SOME PEOPLE BECAUSE I DON'T KNOW ANYTHING NOW. ANYWAY, I TRIED DIFFERENT THINGS AND I DIDN'T START TEACHING -- LIKE I GRADUATED -- I WILL DATE MYSELF. I GRADUATED FROM COLLEGE IN 86.
THA*SZ -- THAT'S WHAT THEY SAID TO ME.
I DIDN'T START TEACHING UNTIL 94 BECAUSE I RESISTED, RESISTED, RESISTED. I TRULY BELIEVE WHEN YOU ARE DESTINED TO DO SOMETHING, YOU ARE GONNA END UP DOING IT.
I END UP TEACHING IN SPECIAL ED.
I JUST DIDN'T WANT TO TEACH REGULAR KIDS.
I DON'T WANT TO DEAL WITH THESE REGULAR KIDS, WHATEVER, WHATEVER, BUT I'LL TEACH SPECIAL EDUCATION.
I HAVE BEEN DOING THAT AS LONG AS I HAVE BEEN ALIVE FOR 29 YEARS. I ENDED UP BEING A SPECIAL EDUCATION TEACHER. I GREW UP IN COMPTON ON THE SOUTH SIDE, AROUND THE CORNER FROM COMPTON COLLEGE, IF ANYBODY KNOWS THAT AREA. LATER ON I MOVED TO BELLFLOWER.
I REALLY LIKE THE COUNTRY. I LIVED IN NOR CO FOR A COUPLE OF YEARS. I LIVED IT BECAUSE DURING THAT TIME PEOPLE COULD RIDE THEIR HORSES TO THE STORES AND I HAD AN APRIL LOOSE -- APPALOUSA I WOULD RIDE ALL THE TIME.
I MISS IT. NOR -- NORCO HAS CHANGED SO
MUCH. >> SO I'M GONNA CHOOSE THE ONE IN THE MIDDLE, HOW DO YOUR EXPERIENCES INFLUENCE YOUR VALUES AND BELIEFS. I'M GONNA START OFF WITH A STATEMENT AND THEN I WILL GIVE YOU AN EXAMPLE.
I FIRMLY BELIEVE THAT PEOPLE ACTION AND BEHAVIOR. I HAD A PROFOUND UNDERSTANDING OF THE SYSTEM. THERE WASN'T A SINGLE PERSON -- [INAUDIBLE] AND SO IT WAS DIFFICULT FOR MY BROTHERS AND SISTERS AND I, BUT SOMETHING I SAW THAT HAPPENED TO ME THAT THE SYSTEM SAW ME AS ONE THING AND THEY SAW SOMEBODY HERE AS ANOTHER. I LIVED PREDOMINANTLY IN BLACK NEIGHBORHOODS, BUT WHAT I SAW THERE WAS THE EDUCATION SYSTEM THERE WAS AN ASSUMPTION THAT -- THEY DIDN'T CORRELATE MY INTAU ELECT WITH MY LACK OF ENGLISH MASTERY.
THAT WAS SEPARATE. AS A RESULT, THE ASSAULTION IS THIS GUY IS -- THE ASSUMPTION IS THIS GUY IS FROM UGANDA AND THE LACK OF ENGLISH HAD TO DO WITH A LANGUAGE BARRIER SO LET'S NOT CONTINUE TO DIVIDE. THAT WAS SOMETHING DIFFERENT THAN MY AFRICAN-AMERICAN PEERS DIDN'T GET.
BEN DOESN'T KNOW ENGLISH SO LET'S HELP HIM.
YOU OVER HERE PROBABLY HAD THE SAME STRUGGLE.
YOU KNOW BETTER BECAUSE ARE YOU FROM AMERICA SO -- YOU ARE FROM AMERICA SO THERE MUST BE SOMETHING WRONG.
IT MATRICULATED THROUGH. WHAT I LEARNED THROUGH MY EXPERIENCE IS ASSAULT -- ASSAULT -- ASSUMPTIONS ARE A BY PRODUCT FROM OUR LIVED EXPERIENCES.
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THE LIVED EXPERIENCES CAN EVOLVE.WE ARE FULL OF EDUCATORS AND PARENTS AND STUDENTS THAT HAVE ASSUMPTIONS IN OUR SYSTEMS. HOW CAN WE GET EVERYBODY TO MAKE THE PROPER ASSUMPTIONS IF WE BEHAVE IN A CERTAIN WAY.
GOING THROUGH THE TEACHINGS AND HAVING CONVERSATIONS, DISCOVERING INFORMATION ABOUT CERTAIN STUDENTS AND LOOKING AT DATA AND ENGAGING IN EXPERIENCES AND SUCCESS CHANGES OUR ASSUMPTIONS AND CHANGES OUR BEHAVIOR AFTER THAT.
EVERYTHING I TALK ABOUT IS THROUGH A SYSTEMS APPROACH.
I GOT LUCKY BECAUSE I HAD INDIVIDUALS WHO HAD THE RIGHT ASSUMPTION. I'LL LEAVE IT AT THAT.
>> OKAY. I'LL JUST ADD THAT I GREW UP THINKING I WAS JUST LUCKY. WHAT I REALIZE WAS I WAS THE RECIPIENT OF WHITE MALE PRIVILEGE MY ENTIRE LIFE.
I WAS OFFERED THINGS AND POSITIONS THAT OTHERS THAT WERE MUCH MORE QUALIFIED THAN ME, WOMEN AND PEOPLE OF COLOR WERE NOT OFFERED. ONCE I REALIZED THAT, I REALIZED I NEEDED TO FIGURE OUT A WAY TO PAY THAT BACK.
IT IS ONE OF THE REASONS I AM WORKING AT THE UNIVERSITY NOW.
OUR UNIVERSITY IS A HISPANIC SERVING INSTITUTION.
80% OF THE POPULATION IS LATIAS.
I HELPED -- LATINAS AND I HELPED A LOT BECOME PRINCIPALS AND SUPERINTENDENTS. I AM GIVING THAT BACK.
I WENT TO PUBLIC SCHOOLS ALL MY LIFE, L.A. UNIFIED AND I WENT TO -- I AM THE FIRST GENERATION COLLEGE STUDENT.
MY FAMILY WANTED ME TO GO TO COLLEGE AND I DID AND I WORKED JOBS AND PAID MY WAY THROUGH AND WENT TO UCLA AND GOT A BACHELOR'S IN PSYCHOLOGY AND WENT TO CAL STRAIGHT NORTHRIDGE AND GOT A MASTER IN PSYCHOLOGY AND THEN UCSD AND GOT A PH.D.
NOT RIGHT AWAY. I NEEDED TO EARN MORE MONEY TO GET THE PH.D. I WAS A SLOW READER THROUGH SCHOOL. IN 5TH GRADE I HAD A TEACHER WHO SAW ME AND SAID I SEE IN YOUR RECORDS THAT YOU WENT TO THE PRINCIPAL'S OFFICE ALMOST EVERY DAY LAST YEAR.
I SAID, YEP. HE SAID IT IS NOT GONNA HAPPEN THIS YEAR. I THOUGHT, OH HE THINKS HE IS TOUGH. I HAVE A JOB AND EVERY FREE MINUTE YOU HAVE YOU WILL DO THIS JOB.
I THOUGHT IT WOULD BE WIPE THE DESK DOWN.
HE SAID AT THE END OF THE YEAR WE ARE GOING TO DO A PLAY AND WE WILL HAVE STUDENT GROUPS THAT PICK A COUNTRY IN SOUTH AMERICA AND THEY ARE GONNA DO A PRESENTATION ON IT AND YOU ARE GOING TO WRITE AND PRODUCE THE PLAY.
I SAID I DON'T HAVE -- I DON'T KNOW HOW TO DO THAT.
HE SAID YOU'LL FIGURE IT OUT. I DIDN'T GO TO THE PRINCIPAL'S OFFICE EVEN ONCE THAT YEAR. I TOLD MY STUDENTS WHEN I WAS AN ELEMENTARY STUDENTS THAT I LEARNED HOW TO BE AN ELEMENTARY TEACHER WHEN I WAS A STUDENT. MY MOM WAS A PTA PRESIDENT TO GET ME OUT OF HOC. MY TEACHER SAID YOU WILL DO THIS OTHER JOB AND IT CHANGED MY LIFE.
I NO LONGER HID BEHIND THE FACT THAT I READ SLOWLY AND GOT KICKED OUT OF CLASS BECAUSE WE DID ROUND ROBIN.
DO YOU KNOW WHAT THAT MEANS? EACH KID READS IN A ROW.
HOPEFULLY YOU DON'T DO THAT. I WOULD READ AHEAD TO SEE WHAT MY SENTENCE WOULD BE. SOME GIRL AHEAD OF ME WOULD READ MY SEN ASSISTANCE AND I WOULD HAVE TO HIT SOMEBODY SO I CAN GET KICKED OUT OF CLASS. I THOUGHT I WAS JUST DUMB.
THAT'S WHY I WORK IN EDUCATION. I THINK THERE ARE A LOT OF KIDS THAT ARE NOT SEEN FOR WHAT THEY ARE AND WHAT THEY NEED.
THAT'S WHY I WAS WORKING ON THIS ISSUE OF WHAT I CALL QUALITY BACK IN THE 70S AND 80S AND NOW I UNDERSTAND IT AS EQUITY. WITH THAT, DID YOU HEAR THINGS ABOUT YOUR COLLEGE YOU -- COLLEAGUES YOU DIDN'T KNOW BEFORE? WHEN WE KNOW EACH OTHER WE CAN WORK TOGETHER AS A TEAM. YOU TALKED ABOUT THE FACT THAT YOU WERE ON A TEAM AND EVERYBODY HAD A DIFFERENT ROLE.
THERE WERE PEOPLE THAT DID THINGS DIFFERENT THAN YOU DID.
I -- YOU HAD A COMMON GOAL ON YOUR TEAM OF WINNING AND EVERYBODY DID THEIR JOB INDIVIDUALLY TO HELP THAT TEAM WIN. THAT'S HOW A GOVERNANCE TEAMWORKS. YOU HAVE DIFFERENT ROLES AND YOU COME FROM DIFFERENT PERSPECTIVES AND YOU HAVE DIFFERENT LIVES. THE KEY IS TO FIND THINGS WE AGREE ON AS A GOVERNANCE TEAM SO WE CAN WORK ON THEM TOGETHER. BRING THE STRENGTHS AND DIFFERENCES WE HAVE IN OUR LIVES.
YOU CAN HEAR AROUND THIS ROOM THAT THERE ARE A LOT OF DIFFERENCES. YOU HAVEN'T TKPWROUPB UP AT THE SAME -- GROWN UP AT THE SAME TABLE AND HAD DIFFERENT LIVES.
IT HELPS YOUR TEAM BE A DIFFERENT GOVERNANCE TEAM AS LONG AS YOU CAN FIND A COMMON GOAL.
THAT'S WHAT WE WILL TRY TO DO THIS MORNING AS WE TALK ABOUTY PHYSICAL TIFF -- ABOUT EFFECTIVE GOVERNANCE AND LAY THE GROUNDWORK FOR FUTURE WORK AND HOW YOU WORK TOGETHER AS A
[00:35:05]
TEAM. BEFORE WE MOVE ON YOU HAVE TO HAVE AGREEMENTS OF HOW YOU WILL BEHAVE IN A SESSION.I SEE YOU HAVE DONE SOME [INAUDIBLE].
ON THE TOP OF THIS ARE THE MEETING NORMS YOU CREATED.
LET ME JUST GIVE YOU THE BACKGROUND OF WHY WE NEED -- WHY WE NEED MEETING NORMS AND AGREEMENTS.
REMEMBER THAT AS BOARD MEMBERS YOU ARE BEING PERCEIVED BY THE COMMUNITY AND HOW YOU ACT TOWARD ONE ANOTHER IS WHAT THE COMMUNITY SEES, AND IDEALLY IF YOU ADOPT A SET OF AGREEMENTS OR NORMS, IT WILL SET THE STAGE FOR HOW OTHERS IN THE DISTRICT TREAT EACH OTHER AND WORK WITH EACH OTHER.
THEY SET THE BEHAVIORS THAT THE MEMBERS OF THE TEAM WILL USE.
THERE ARE MEETING GUIDELINES THAT YOU HAVE.
I'M SURE YOU ARE FAMILIAR WITH THE BROWN ACT.
WE PUBLISH THIS BOOK AND IT IS UPDATED ALL THE TIME.
THE BROWN ACT HAS CHANGED RECENTLY AS A RESULT OF THE PANDEMIC. THERE WERE CHANGES IN THE BROWN ACT. SOME CARRIED FORWARD AND SOME ENDED. YOU WILL WANT TO KEEP TRACK OF THAT. WE WON'T GO OVER THAT TODAY BECAUSE THIS IS NOT A WORKSHOP ON THE BROWN ACT.
TYPICALLY YOU WILL HAVE AN ATTORNEY WORK WITH YOU SO YOU UNDERSTAND THE BASICS OF IT. THERE IS ANOTHER BOOK THAT GIVES YOU GOOD GUIDELINES. IT IS CALLED CALL TO ORDER.
THIS IS PARLIAMENTARY PROCEDURE.
I DIDN'T UNDERSTAND BEFORE READING THIS BOOK AND OTHER BOOKS THAT PARLIAMENTARY PROCEDURE WAS DESIGNED TO SUPPORT THE MINORITY VOICE. I HADN'T REALIZED THAT.
THAT'S WHY IT REQUIRES A SECOND.
THAT'S WHY EVERYBODY GETS A CHANCE TO SPEAK ON THE TOPIC AND WHY YOU LISTEN TO THE COMMUNITY.
IT IS ALL PARLIAMENTARY PROCEDURE.
THIS CALL TO ORDER BOOK IS A GREAT BLUEPRINT FOR RUNNING BOARD MEETINGS. I JUST WANT TO MAKE YOU AWARE.
I'M SURE YOU FOE YOU HAVE BOARD BY LAWS AND PROTOCOLS AND LET'S SEE. WE HAVE COPIES AND WE WILL LOOK AT THEM LATER. THE 9,000 CATEGORIES ARE THE BOARD BY LAWS AND THEY DESCRIBE THE WAY THE BOARD MEETINGS OPERATE AND THEY DESCRIBE THE JOB OF EACH OF THE ELECTED MEMBERS OF THE BOARD LIKE YOUR CLERK AND VICE PRESIDENT AND PRESIDENT AND WHEN I LOOKED AT THE BOARD POLICIES, MANY HAD NOT BEEN UPDATED SINCE 2013. AND SO IT IS SOMETHING -- THAT'S A DECADE AGO. MOST IN THE BOARD BY LAWS WOULD NOT HAVE ANY LAWS THAT HAVE CHANGED, BUT IN OTHER PARTS OF THE BOARD POLICIES, THAT'S SOMETHING YOU SHOULD THINK ABOUT AS A BOARD AND HOW YOU WILL UPDATE THOSE ON A REGULAR BASIS. ON MY BOARD, WE HAVE 8 OR 10 BOARD POLICIES THAT ARE RECOMMENDED FOR REVISION.
WE HAVE A FIRST READING AND THEN WE HAVE A SECOND READING AND WE ADOPT THEM. IT IS SOMETHING TO THINK ABOUT.
I HAVE BEEN INTERIM SUPERINTENDENT AND THEY HAVE NOT WORKED ON THE BOARD POLICIES REALIZED A LOT OF LAWS HAVE CHANGED AND WE ALL KNOW THIS.
THE BOARD POLICY CARRIES THE NOW -- THE POWER OF LAW.
YOU CAN BE SUED. IF YOUR BOARD POLICY VIOLATES THE LAW, YOU CAN BE SUED. IT IS JUST SOMETHING YOU WANT TO PAY ATTENTION TO AS A BOARD. THAT IS A MAJOR TASK OF THE BOARD. YOU WANT THE PROFESSIONAL STAFF TO HELP YOU WITH THOSE, BUT YOU DEFINITELY WANT TO MAKE SURE YOU ARE OBSERVANT AND MAKE SURE THEY ARE UP-TO-DATE.
OH, BY THE WAY. THROUGHOUT TODAY, IF YOU HAVE A
QUESTION, SPEAK UP. >> JUST A COMMENT.
I KNOW WE CREATED THESE NORMS IN JANUARY, BUT LOOKING AT THESE NORMS AND WE DON'T FOLLOW A LOT OF THESE NORMS AND A LOT ARE DIFFERENT. AT WHAT POINT DO WE GO BACK AND
RECREATE THEM? >> WE WILL LOOK AT THEM IN A MINUTE. THE NEXT SLIDE.
NICE TRANSITION. SO THERE ARE POSSIBLE TOPICS AND YOU HAVE NOT DEALT WITH SOME OF THESE IN YOUR MOOR -- NORMS AND SOME YOU CAN CONSIDER.
HERE ARE SAMPLE OPERATING AGREEMENTS.
LET'S NOW TAKE A LOOK AT SOME SAMPLE MEETING GUIDELINES.
>> SO IN ADDITION TO WHAT IS ON THE SCREEN, HERE ARE OTHERS.
THE ONLY REASON I WANT TO TAKE A FEW MINUTES WITH THIS IS SO THAT WE WILL FOLLOW THESE HERE TODAY.
WHETHER YOU CHOOSE TO FOLLOW THEM AT YOUR BOARD MEETING OR
[00:40:02]
NOT, THAT'S SOMETHING YOU CAN TALK ABOUT AT ANOTHER TIME.THESE ARE SOME SAMPLES WITH MEETING GUIDELINES OF WHAT OTHERS USE. YOU CAN SEE THEM ON THE SCREEN.
THE REASONS ARE KEEPING FOCUS AND MAKING DECISIONS WITH A RESPECTFUL DEMEANOR. WHAT I WOULD LIKE TO DO RIGHT NOW IS TAKE A LOOK AT YOUR EXISTING NORMS AND TAKE A LOOK AT THE SAMPLE MEETING GUIDELINES AND THEN BACK ON THE SCREEN I WILL PUT THE OTHERS, THESE EXAMPLES HERE.
I WOULD LIKE TO HAVE AN OPEN CONVERSATIONS ABOUT WHAT NORMS YOU WOULD LIKE TO HAVE FOR TODAY.
AIMEE, HOW ARE YOU AT WRITING ON A CHART PAD? DO YOU HAVE LEGIBLE PRINT? YOU ARE NEXT TO A PAD.
THERE ARE FELT TIPS UP THERE. >>
[INAUDIBLE]. >> WOULD YOU RATHER HAVE ONE OF
THE ASSISTANTS DO IT? >> THAT'S FINE.
>> THE FELT TIPS ARE UP THERE. >> I THINK BONNIE WOULD BE GOOD
AT THIS. >> ANYONE WHO WOULD LIKE TO POINT OUT A GUIDELINE OR A NORM YOU WOULD LIKE TO HAVE FOR TODAY, WHETHER OR NOT YOU MAKE THIS AS A GUIDELINE FOR YOUR BOARD MEETINGS WOULD BE UP TO ANOTHER TIME.
BONNIE WILL WRITE DOWN EVERYTHING THAT IS SAID AND THEN WE'LL DECIDE WHICH ONES WE WANT TO KEEP.
YOU DON'T HAVE TO HAVE CONSENSUS BEFORE SHE WRITES IT DOWN. JUST WRITE IDEAS YOU WANT AS GUIDELINES FOR THIS MEETING TODAY.
I LIKE WE WILL WAIT TO SPEAK UNTIL A TEAM MEMBER HAS
FINISHED TALKING. >> ANYONE HAVE ANOTHER ONE?
>> WE WILL KEEP OUR FOCUS ON THE BEST INTEREST OF OUR
STUDENTS. >> I WILL SAY STAY FOCUSED ON OUR GOALS AND AVOID GETTING SIDE TRACKED.
>> BONNIE, DO YOU HAVE A COPY OF THE ONES THEY ARE READING FROM? YOU DON'T NEED TO WRITE DOWN THE WHOLE THING. JUST WRITE A KEY WORD.
THIS IS THE FOURTH, WE WILL STAY FOCUSED.
WE HAVE THE FIRST ONE, THE SECOND ONE AND THE FOURTH ONE.
DID I MISS ANY? >> OH, THE FOURTH ONE.
I'M SORRY. I CHECKED IT WRONG.
>> WE WILL RESPECT DIFFERENCES. WE WILL SHOW RESPECT AND NEVER
DISMISS THE VALUE. >> THAT IS THE 6TH --
7TH ONE DOWN. >> I WOULD ADD THE BOTTOM ONE, THAT WE WILL WORK TOWARD THE FUTURE AND LEARNING FROM THE
PAST. >> WE WILL RESPECT TEAM MEETING TIMES, START ON TIME, RETURN FROM BREAKS WHICH WE REALLY DON'T HAVE REGULAR BREAKS. AVOID UNNECESSARY
INTERRUPTIONS. >> THAT'S THE FIFTH FROM THE
BOTTOM. >> ANYONE ELSE HAVE ANYTHING THEY WOULD LIKE TO ADD TO THE LIST?
>> WE WILL COMMUNICATE OPENLY AND HONESTLY WITH EACH OTHER.
>> THAT IS THE 6TH ONE FROM THE TOP.
>> HOW ABOUT WE WILL ALL WORK TO MAKE SURE THERE ARE NO HIDDEN AGENDAS AND ALL ISSUES AND CONCERNS CAN BE FELT.
>> WHERE IS THAT? >> SECOND TO LAST.
>> SO IF WE HAVE THAT ONE IT COVERS WHAT I JUST SAID.
COMMUNICATE OPENLY AND HONESTLY WITH EACH OTHER.
>> WE WILL DISCUSS WHICH ONES WE WANT TO ALL AGREE TO.
WE WEU BUILD ON THE IDEAS OF OTHERS AND LOOK FOR COMMON GROUND. WE WILL PARAFRAYED FOR --
PARAPHRASE FOR UNDERSTANDING. >> I LIKE THAT ONE TOO, BUT I
[00:45:04]
DON'T GET A VOTE. ANY OTHERS? WE HAVE ONE, TWO, THREE, FOUR, FIVE, SIX, SEVEN, EIGHT, 9 SOFAR. >> LET'S TALK ABOUT THESE 9.
LET'S START AT THE TOP. >> WE'LL KEEP OUR FOCUS ON OUR STUDENTS. DOES ANYONE THINK THAT SHOULDN'T BE ON THE AGREEMENT LIST? WE HAVE CONSENSUS THAT IS WHAT WE LIKE.
WE WILL WAIT TO SPEAK UNTIL A TEAM MEMBER FINISHES TALKING.
WE WILL KEEP OUR REMARKS BRIEF SO ALL OPINIONS CAN BE EXPRESSED. ANYONE BELIEVE THAT SHOULD NOT BE ON THERE? WE WILL COMMUNICATE OPENLY AND HONESTLY FOR EACH OTHER. ANYONE KNOW WHY THAT IS NOT A
GOOD ONE TO HAVE? >> WE WILL RESPECT DIFFERENCES AND SHOW RESPECT AND NEVER DISMISS OR DEVALUE OTHERS.
ANYBODY LIKE TO SAY WHY THAT WILL HURT US AS A TEAM? WE WILL BUILD UPON THE IDEAS OF OTHERS.
WE WILL PARA-- PARAPHRASE FOR UNDERSTANDING.
EVERYBODY UNDERSTAND THE TERM PARAPHRASE? IT MEANS FEEDBACK ON A PORTION OF WHAT SOMEBODY SAID TO MAKE SURE YOU UNDERSTOOD THEM. THAT'S THE FIFTH ONE.
WE WILL RESPECT TEAM MANAGE TIMES.
WE WILL AVOID UNNECESSARY INTEREST RUPGSS.
AVOID UNNECESSARY INTERRUPTIONS.
ANYBODY KNOW WHY THAT SHOULDN'T BE ON THE LIST? WE WILL STAY FOCUSED ON OUR GOALS AND AVOID GETTING SIDE TRACKED. ANYBODY THINK THAT SHOULD NOT BE ON OUR LIST? THAT'S THE SEVENTH ONE.
WE WILL ALL WORK TO MAKE SURE THERE ARE NO HIDDEN AGENDAS AND ALL ISSUES AND CONCERNS CAN BE DEALT WITH OPENLY BY ALL
MEMBERS. >> I HAVE A CLARIFYING QUESTION. BY HIDDEN AGENDAS CAN YOU GIVE
ME AN EXAMPLE? >> I GUESS IT IS HAVING AN AGENDA YOU ARE NOT MAKING EXPLICIT.
IN OTHER WORDS, REU TALKING -- IN OTHER WORDS, YOU ARE TALKING ABOUT SOMETHING, BUT NOT SAYING WHAT YOUR PURPOSE IS.
IS THAT SUFFICIENT OR DO YOU WANT TO SAY SOMETHING MORE?
>> I THINK THAT'S SUFFICIENT. I THINK IF WE WILL UH HROPT THIS ONE -- WILL ADOPT THIS ONE, I DON'T THINK ANY OF US COME WITH HIDDEN AGENDAS. THERE ARE MISUNDERSTANDINGS AND POINTS OF VIEW THAT ARE NOT NECESSARILY BEING BROUGHT FORTH. THAT'S NOT TO SAY THAT THERE IS A HIDDEN AGENDA. IT IS MAYBE, FOR SOME OF US IT TAKES LONGER TO EXPLAIN WHERE YOU ARE TRYING TO GO.
>> WOULD YOU BE MORE COMFORTABLE TO SAY NO PERCEIVED HIDDEN AGENDAS? THAT DOESN'T APPLY TO YOU ACTUALLY HAVING A HIDDEN AGENDA.
>> YES. BECAUSE IT ALMOST SOUNDS ACCUSE TORE. AND WE DON'T KNOW THAT.
>> COULD WE ADD PERCEIVE TO IT AND YOU WOULD SUPPORT THAT?
>> YEAH, UNLESS MY COLLEAGUES FEEL THAT THA*SZ -- THAT THAT'S THE WAY WE NEED TO KEEP IT. THOUGHTS OR COMMENTS?
>> I THINK ATTACHED TO THAT, I THINK PART OF THE COMMUNICATING IS COMMUNICATING AUTHENTICALLY. AND SOMETIMES A COMMENT COMES IN AS A LOADED COMMENT AND IT MAKES YOU WANT TO GO DOWN THE RABBIT HOLE. WHEN WE MAKE OUR COMMENTS IF WE HAVE SOMETHING TO SAY WE SAY THAT THING RATHER THAN MAKE COMMENTS WE KNOW WILL POKE AT EACH OTHER.
I THINK THERE IS THAT AND BEING MINDFUL OF BODY LANGUAGE AND
HOW WE ARE EXPRESSING OURSELVES >> WE WILL TALK ABOUT THAT
TODAY, BODY LANGUAGE. >> SO YOU WOULD WANT TO ADD THE WORDS AUTHENTICALLY AND WITHOUT LOADED COMMENT?
>> I DON'T WANT TO SAY LOADED COMMENT.
WHAT IS ANOTHER WAY OF SAYING THAT? WHAT YOU DO WHEN YOU MAKE A COMMENT AND WHAT YOU ARE REALLY
SAYING IS THIS? >> I'M TRYING TO HELP YOU OUT.
SO WE ALL AGREE THAT THE VERY SIMPLE, HONESTY, COMMUNICATE OPENLY AND HONESTLY WITH EACH OTHER.
THAT'S AUTHENTIC. I UNDERSTAND -- YOU KNOW, TO KEEP IT SIMPLE WE WILL WORK TO MAKE SURE THAT THERE ARE NO HIDDEN AGENDAS. WHEN YOU SAY PERCEIVED --
[00:50:09]
>> WHAT IF WE DROP THE FIRST PHRASE? WE WILL WORK TO MAKE SURE THAT ALL ISSUES AND CONCERNS CAN BE
DEALT WITH FOR ALL MEMBERS. >> HIDDEN AGENDA IS GOOD FOR ME TOO. HIDDEN AGENDA IS GOOD BECAUSE LET'S BE HONEST. THERE ARE HIDDEN AGENDAS SOMETIMES THAT PEOPLE -- THAT PEOPLE WILL COME TO THE TABLE WITH AND OTHERS ARE NOT AWARE OF IT.
AND SOME PEOPLE ARE AWARE OF THE HIDDEN AGENDAS.
SO LET'S NOT BE AFRAID OF IT. LET'S COMBAT IT AND FACE IT.
>> IT SEEMS TO HAVE HIT A NERVE SO I SAY LEAVE IT AS IT IS.
>> IF WE LEAVE IT AS IS, WE WON'T HAVE CONSENSUS SO DO WE DROP IT OFF OR WHAT IS THE PLEASURE OF THE --
>> I THINK MS. ARMSTRONG IS RIGHT.
AS LONG AS WE CAN ALL AGREE THAT WE ARE COMMUNICATING AUTHENTICALLY AND IN A GOOD -- BEHAVE IN GOODWILL -- GOOD WILL THAT IS SUFFICIENT AND THAT'S WHAT WE NEED TO DO.
>> I AM LISTENING TO THIS AND TRYING TO THINK BACK TO WHERE ANY PERCEIVED THINGS WOULD COME FROM.
IT TIES TO THE COMMUNICATION PIECE.
I WILL USE MYSELF AS AN EXAMPLE.
I HAVE FRIENDS AND FAMILY MEMBERS WHO WANT TO SAY ONE THING, BUT THEY DON'T SAY THAT. SO YOU HAVE TO ASK A QUESTION, WHAT'S YOUR ANGLE? WHAT IS YOUR ANGLE? AT THAT POINT, THIS IS WHAT I'M TRYING TO SAY.
SO I'M WONDERING IF THIS IS A STRATEGY WE USE AS A PART OF COMMUNICATION. SOMEBODY PERCEIVED SOMETHING AND WHAT SPECIFICALLY ARE YOU TRYING TO ACCOMPLISH WITH THIS
THING? >> IF I CAN ADD SOMETHING, IT IS IRONIC THAT IT IS THIS ONE THAT WE ARE TIED INTO THAT.
WHAT IS THE COMMENT OF IT SEEMS THAT THAT HIT A NERVE SO LET'S LEAVE IT AS IT IS. THAT IS KIND OF LIKE WHAT WE ARE TALKING ABOUT. BY FOCUSING ON THE HIDDEN AGENDA PART, THERE IS SOMETHING THERE AND IT GOES TO THE POINT OF WE NEED TO BE ABLE TO EXPRESS THOSE THINGS AND NOT EVERYTHING IS GOING TO BE SOLVED IN THIS MOMENT BUT BEING AWARE OF HOW WE COMMUNICATE THOSE THINGS AND WHAT WE ARE SAYING. WHETHER IT IS TIME LIMITS OR HIDDEN AGENDAS, THOSE ARE THE THINGS THAT WE NEED TO FIX BY
HAVING THE COMMUNICATION. >> AND ALSO HERE THOUGH IT SOUNDS ACCUSATIONAL. I BELIEVE YOU HAVE A HIDDEN AGENDA IS ACCUSATIONAL AND I DON'T THINK WE WANT AGREEMENTS THAT ARE ACCUSATIONAL. YOU ARE GOING DOWN THE RABBIT HOLE. I KNOW YOU ARE DOING THIS FOR
SOME REASON. >> AND IT IS HARD FOR ME AS A NEW BOARD MEMBER. I DON'T KNOW ANYONE -- EVERYONE AS WELL. THEY HAVE MORE HISTORY.
SO I DON'T NECESSARILY SEE THE HIDDEN AGENDA THAT'S OTHERS MIGHT. IT IS HARD FOR SOMEONE LIKE ME
THAT IS NEW AND DON'T KNOW. >> I THINK AT THIS TIME IT IS GOOD TO NOT HAVE THIS AT ALL AND STICK WITH THE COMMUNICATE OPENLY AND HONESTLY AND SEE WHERE IT GOES.
IF IN THE FUTURE YOU WANT TO COME BACK TO THIS, YOU CAN DO
THAT. >> MAY I RECOMMEND TO INSTILL GOOD INTENTIONS INSTEAD OF HIDDEN AGENDAS.
>> SO YOU ARE PROPOSING ASSUME GOOD INTENTIONS.
>> YEAH. THAT WOULD OPEN UP THE
CONVERSATION. >> DOES ANYONE DISAGREE WITH THAT AS A MORE POSITIVE WAY TO PUT THIS?
>> SAYING WE WILL WORK TO -- WE WILL WORK TO MAKE SURE -- WHAT
DID YOU SAY? >> TO ASSUME GOOD INTENTIONS.
I AGREE. THIS WAY IT SEEMS LIKE YOU ARE ALREADY -- YOU ARE THE JURY AND EXECUTIONER.
AND YOU HAVE ALREADY MADE THAT ASSUMPTION.
GOING BACK TO DRATI A*ES COMMENTS UH SUM -- ASSUMPTIONS
DON'T HELP. >> ANYBODY DISAGREE WITH ASSUMING GOOD INTENTIONS? LET'S GET RID OF HIDDEN AGENDAS AND THERE IS ONE MORE ON THE LIST.
THAT IS WORK TOWARD THE FUTURE, LEARNING FROM THE PAST.
ANYONE WANT TO ARGUE AGAINST THAT? WE HAVE 9 MEETING GUIDELINES. THEY ARE SO THE BOARD AND WE WILL KEEP THEM ON THE BOARD. WE HAVE LINED OUT THE OTHER ONES. WE APPRECIATE THAT.
THOSE ARE OUR MEETING GUIDELINES FOR TODAY.
[00:55:02]
>> IN LIEU OF WHAT JUST HAPPENED CAN WE ADD ANOTHER LAYER TO SAY WE WILL BE SUPPORTIVE RATHER THAN
>> MEETING GUIDELINES AS A REMINDER TO BE SUPPORTIVE WITH EACH OTHER RATHER THAN BE JUDGMENTAL.
>> BELOW WE WILL RESPECT DIFFERENCES.
>> IT WOULD MAKE US A NICE, EVEN 10.
SUPPORTIVE RATHER THAN JUDGMENTAL.
CAN WE LIVE WITH THAT? >> AND THAT WILL COVER THAT.
>> SUPPORTIVE RATHER THAN JUDGMENTAL.
OKAY. SO WE HAVE A SET OF MEETING GUIDELINES. NEXT STEP, FINDING OUT MORE ABOUT ONE ANOTHER. YOU PROBABLY HEARD SIMON CYNIC ABOUT YOUR WHY. BASICALLY HE SAYS THAT MOST COMPANIES KNOW WHAT THEY DO. THEY KNOW HOW TO DO IT.
BUT THE REALLY SUCCESSFUL COMPANIES AND ORGANIZATIONS KNOW WHY THEY DO IT. APPLE IS A GOOD EXAMPLE.
PEOPLE THINK APPLE IS A COMPUTER COMPANY.
DO YOU KNOW WHAT THE FOUNDERS OF APPLE, WHAT THEIR WHY WAS? IT WAS MAKING PEOPLE'S LIVES BETTER.
THAT'S WHY THEY GOT INTO PHONES.
THEY DIDN'T START OUT IN PHONES.
THEY STARTED AS COMPUTERS. THEY WANT TO MAKE PEOPLE'S LIVES BETTER. WHEN YOU STICK WITH THAT AS YOUR WHY YOUR PROCEDURES CAN CHANGE, BUT YOU WILL STAY TRUE NORTH TO WHY YOU ARE THERE. SO WHAT WE FIND AT CSBA IS WHEN THE BOARDS KNOW WHY THEY'RE THERE AS A BOARD OR A GOVERNANCE TEAM YOU CAN STAY FOCUSED ON THE REAL JOB AND GETTING AT YOUR PURPOSE AS A BOARD.
WHAT I WANT TO DO IS GO AROUND THE ROOM IN ANY ORDER YOU LIKE AND TELLING YOUR COLLEAGUES WHY YOU ARE ON THE BOARD.
IT IS NOT HOW YOU GOT ON THE BOARD IS -- BOARD AND HOW -- WHAT YOU DID TO GET ON THE BOARD.
>> I WILL GO FIRST. IF YOU DON'T MIND.
>> YEAH. >> I AM ON THE BOARD BECAUSE OF THE CHILDREN. I'M ON THE BOARD SIMPLY BECAUSE OF THE CHILDREN. I WANT TO MAKE SURE -- I WANT TO DO MY BEST TO MAKE SURE THE CHILDREN'S NEEDS ARE BEING MET KNOWING THAT THE NEEDS ARE VASTLY DIFFERENT.
THAT'S MY SIMPLE LIFE. BY THE WAY, I HAVE FIVE CHILDREN THAT CAME UP THROUGH BELLFLOWER AND MY LAST ONE IS IN 11TH GRADE. VERY ACTIVE MOM.
I'M THE ONE THAT IF THERE IS A TRIP, I'M THE PARENT THAT GOES.
I'M THAT PARENT. >> WHO ELSE HAS A STATEMENT ON WHY. SUE?
>> FOR ME IT IS REALLY MY STRONG BELIEF IN EDUCATION.
KNOWLEDGE IS POWER AND MAKING SURE OUR UNDER SERVED STUDENTS HAVE THAT OPPORTUNITY OF KNOWLEDGE AND POWER.
>> MINE IS MAKING SURE WE HAVE AN EDUCATED POPULOUS TO WHEN THEY ARE ABLE TO VOTE THEY MAKE EDUCATED DECISIONS.
WHATEVER THEY MAY BE. >> I THINK IT WAS JEFFERSON THAT SAID YOU CAN'T MAINTAIN A DEMOCRACY WITHOUT AN ELECTED -- ELECTORAT AND WITHOUT AN EDUCATED ELECTORAT.
>> I THINK I'M ON THE BOARD BECAUSE JUST IN THE LAST FEW YEARS LOOKING AT POLL TINGES AND LOOKING AT -- POLL LICKS AND LOOKING AT -- POLITICS AND LOOKING AT WHAT IS HAPPENING I WAS COMPLAINING AND NOT DOING ANYTHING.
I THOUGHT I NEED TO GET INVOLVED AND HELP MY COMMUNITY AND BE A PART OF MY COMMUNITY AND I SEE MYSELF AS LIKE A SPOKESPERSON OR AS AN IN BETWEEN FOR OUR COMMUNITY AND CONSTITUENTS AND LISTEN TO THEM AND HELP WITH THEIR NEEDS.
>> THANKS, AIMEE. >> I'M ON THE BOARD BECAUSE I BELIEVE THAT LOCAL GOVERNANCE, ESPECIALLY IS THE MOST IMPACTFUL AND THE MOST IMPORTANT.
AS A MEMBER OF THE COMMUNITY IT IS IMPORTANT TO BE USEFUL AND USE WHAT YOU HAVE TO HAVE UTILITY THE BEST YOU CAN.
THIS IS THE WAY I FEEL I CAN BE USEFUL.
>> I WOULD SAY AND I THINK MYRA SAID THIS, BUT AN EDUCATED CITIZENRY IS ESSENTIAL TO OUR SUCCESS AND FUTURE.
[01:00:05]
THAT GOES BEYOND UNDERSTANDING EVEN AMERICA, BUT THE WORLD.IN ORDER FOR US TO BE ABLE TO PROTECT OURSELVES, WE HAVE TO BE EDUCATED ON WHAT HAPPENS AND HOW THINGS WORK.
>> THE NICE THING I HEARD FROM ALL OF YOU IS EACH HAVE SOMEWHAT DIFFERENT PURPOSES, BUT NOT CONTRADICTORY.
THEY ARE WITH THE SAME PURPOSE OF HELPING THE NEXT GENERATION SUCCEED AND MAKING A DIFFERENCE IN THE COMMUNITY.
THAT IS WHAT IS CALLED A COMMON UNITY OF PURPOSE.
THERE IS A BOOK WE USE A LOT AND IT WAS PUBLISHED A FEW YEARS BACK. HAVE YOU SEEN THIS BEFORE? YOU WILL SEE MANY THINGS FROM IT.
IT WAS WRITTEN BY DAVIS CAMPBELL AND HE WAS ONE OF THE EARLIEST IF NOT THE CHIEF EXECUTIVE OFFICER OF CSBA.
HE WAS THE DEPUTY SUPERINTENDENT UNDER THE FIRST AFRICAN-AMERICAN SUPERINTENDENT IN THE STATES.
A BRILLIANT GUY. HE COMES AROUND AND SPEAKS WITH US ALL THE TIME. HE HAS A CONTEMPORARY MIND.
I REMEMBER WHEN HE WAS IN OFFICE BACK IN THE DAY.
GREAT READING IF YOU ARE EVER TRYING TO JUST THINK ABOUT WHAT YOUR WORK IS AND WHY YOU ARE PUTTING IN THE LATE HOURS AT BOARD MEETINGS. YOU GO BACK AND READ THIS BECAUSE IT IS VISIONARY IN TERMS OF WHY WE'RE HERE AND WHAT WE ARE SUPPOSED TO DO AS OPPOSED TO WHAT WE ARE DOING.
I'LL DECIDE SEVERAL THINGS. HE SAID THE WHOLE IDEA OF UNITY AND PURPOSE IS NOT TO BE UNIFORM.
PWOEURDS -- BOARDS NEED DIFFERENT PERSPECTIVES TO BE UNIFIED. THAT JUST MEANS WE WILL WORK TOGETHER AROUND THE CORE VALUES WE HAVE.
WHEN YOU SAID YOU WERE ON THE BOARD YOU WERE TALKING ABOUT YOUR CORE VALUES AND YOUR BELIEF SYSTEM IN EACH CASE.
THAT'S WHAT THIS WHOLE TASK IS ABOUT FOR US AS BOARD MEMBERS.
THIS IS A STATEMENT THAT IS SHARED AND IT MEANS NOT JUST THE BOARD WORKING TOGETHER, BUT THE BOARD AND SUPERINTENDENT AS A GOVERNANCE TEAMWORKING TOGETHER WITH THE SHARED MORAL IMPERATIVE OF MAKING SURE THAT WE ARE DOING THE RIGHT THING FOR THE YOUNG PEOPLE AND THE PARENTS AND THE BUSINESSES IN OUR COMMUNITY. IT IS ABOUT BEING COHESIVE AS A TEAM AND WORKING TOGETHER TO DOT THINGS TOGETHER WE THINK ARE IMPORTANT AND SHARING THAT MORAL CURTAIN.
HERE IS YOUR MISSION, VISION AND THEORY IN ACTION THAT IS ON YOUR WEBSITE. I STOLE IT RIGHT OFF OF THERE.
SO I WAFPL -- I WANT YOU TO TAKE A LOOK AT THIS.
THIS IS FOLLOWED BY YOUR CORE VALUES.
THE QUESTION I HAVE FOR YOU, I ASSUME YOU ARE PART OF THE DEVELOPMENT BASE OR YOU HAVE SEEN THIS AT LEAST.
SOME MAY BE NEWER TO THE BOARD. >> I'M SORRY TO INTERJECT.
THESE ARE -- YES. THEY WERE ALREADY HERE WHEN BOARD MEMBER CRIHFIELD, STEWART AND MYSELF CAME ON.
>> WHAT I WANT TO ASK YOU ABOUT IS THIS QUESTION.
WHAT DOES THIS VISION AND MISSION MEAN TO YOU AND ALSO BECAUSE YOU HAVE DONE THE SECOND STEP WHICH IS THE CORE VALUES OF ACHIEVEMENT, EBG -- AND EQUITY AND VALUE.
I WANT TO MAKE SURE WE HAVE A COMMON UNDERSTANDING, A UNITY OF UNDERSTANDING OF THOSE ISSUES.
WHO WOULD LIKE TO GO FIRST AND TALK ABOUT WHAT THESE MEAN TO YOU? HOW THEY AFFECT YOUR DECISION
MAKING ON THE BOARD. >> THE MISSION FOR ME, THE WHY WE GO THROUGH, PROVIDING A FUTURE FOR STUDENTS ET CETERA, ET CETERA EACH STUDENT -- WE MAY HAVE A HIGH-ACHIEVING STUDENT THAT WE KNOW WILL BE AT HARVARD OR WHATEVER.
>> OR UCLA. IF THEY CAN GET IN.
>> OR CAL STATE DOMINGUEZ HILLS OR US, KR.
AND THAT'S ALL GOOD AND GRAND. WE ALSO HAVE CHILDREN AT THE OTHER END OF THAT SPECTRUM THAT COULD BE JUST AS SUCCESSFUL IN THEIR WORLD. WE NEED TO -- IF WE HAVE A CHILD WITH DOWN SYNDROME, I'M THINKING HOW IS THIS GOING -- HOW IS THIS KID GOING TO CONTRIBUTE? THERE ARE JOBS OUT THERE FOR THAT KID.
I DON'T CARE ANY KID THAT COMES MY WAY, I AM TRYING TO FIND A PATHWAY OF HOW THEY CAN BE SUCCESSFUL AND HOW THEY CAN CONTRIBUTE BECAUSE I PROMISE YOU, THEY CAN GET A JOB.
[01:05:03]
I'M JUST SAYING. ANYBODY ELSE?>> I THINK IT IS BEYOND THAT. WHEN I WORKED WITH MY STUDENTS WITH DISABILITIES I KNOW THEY HAVE A SIGNIFICANT ROLE BECAUSE THEY ARE HERE. I DON'T THINK IT IS RIGHT FOR ANY EDUCATOR TO SAY WHAT THEY CAN DO.
I THINK WE HAVE TO OPEN THE DOOR FOR THEM TO HAVE THAT OPPORTUNITY, BUT WE HAVE TO ALLOW THEM WHATEVER IT IS.
EVERY STUDENT THAT WALKS THROUGH MY DOOR AND GOING TO COLLEGE AND EVEN WITH THE MOST SEVERE DISABILITY, THEY ARE AT
THE COLLEGE. >> THAT'S WHY I HATE THAT WORD "POTENTIAL." POTENTIAL USUALLY MEANS WHAT SOMEBODY ELSE THINKS YOU HAVE. MY DAUGHTER WAS BORN WITH DOWN SYNDROME AND THEY HELICOPTERED THEM TO CHILDREN'S HOSPITAL AND SHE WAS THERE FOR TWO OR THREE WEEKS.
THE DOCTORS SAID INSTITUTIONAL LIES HER.
DON'T TAKE HER HOME. MY WIFE WAS A SPECIAL ED TEACHER AND I WAS A PSYCHOLOGIST AND WE SAID, NO, WE ARE TAKING HER HOME. SHE IS NOW 33 YEARS OLD.
SHE HAD A BIRTHDAY ON HALLOWEEN.
SHE HAS A FULL LIFE WITH FRIENDS AND SHE IS ABLE TO COMMUNICATE USING HER COMPUTER AND HER PHONE.
THERE IS A PROSTHESIS FOR HER BECAUSE HER SPEECH IS NOT REAL GREAT AND HER GRAMMAR IS NOT THAT GREAT.
BUT WHEN AUTO KREUBGT -- AUTO CORRECT HAPPENS FOR HER, SHE HAS A FULL LIFE. IT IS SAD TO ME THAT THEY THOUGHT HER POTENTIAL WAS SO LOW SHE NEEDED TO BE INSTITUTIONAL LIESED. IT IS A VERY PERSONAL EXPERIENCE FOR ME. OTHER THOUGHTS ABOUT YOUR VISION, THE RATE OF ACTION AND VALUES STATEMENTS.
>> LIKE PRESIDENT GARZA SAID, I WASN'T HERE -- WHEN WAS THE --
>> IT IS NOT DATED. DO YOU RECALL WHEN IT WAS
COMPLETED? >> STAFF, DOES ANYBODY
>> JUST AS A SUGGESTION, YOU MIGHT CONSIDER PUTTING DATES ON THESE SO YOU KNOW WHEN IT WAS DONE.
IT GIVES A MESSAGE TOO THAT YOU LOOK AT IT AT SOME POINT IN TIME. AND MOST DISTRICTS DON'T.
BUT A LITTLE THING IN THE CORNER.
>> GENERALLY SPEAKING IT IS GREAT.
I WOULD SAY THAT THE MISSION IS FUNDAMENTAL TO ENSURING THAT EVERYBODY HAS THE ABILITY TO HAVE THEIR OWN PURSUIT OF HAPPINESS AND PUBLIC EDUCATION IS THE PLACE WHERE WE CAN GET OUR CHILDREN THE TOOLS IN ORDER TO ACHIEVE THAT.
>> ANY OTHER COMMENTS ON HOW THIS SPEAKS TO YOU AS A COMMON
PURPOSE? >> FROM MY PERSPECTIVE, AND I HAVE BEEN STATING THIS A LOT SINCE I GOT HERE AND TRYING TO UNDERSTAND THE HISTORY AND HOW IT CAME FORWARD.
THE PROCESS OF LISTENING AND WE TALKED THROUGH WHAT THIS MEANS TO THE ENTIRE COMMUNITY AND WITH SOME SLIGHT ADJUSTMENTS, THE THEORY OF ACTION IS ONE THAT I LIKE, BUT I DID SUGGEST SOME ADJUSTMENTS TO MATCH WHAT HAPPENS.
>> I HAD JUST GOTTEN ON THE BOARD -- WELL, I WAS ON THE BOARD AND THIS -- YOU KNOW, WE REVAMPED IT.
>> ANY OTHER COMMENTS ON THE VISION?
GO AHEAD. >> I WAS JUST GOING TO SAY, I I WAS IN A FEW OF THE MEETINGS WHERE WE LOOKED AT THESE.
ONE OF THEM WAS WITH THE PTA. I LOVE THE COLLABORATION OF GETTING THE COMMUNITY IDEAS OF WHAT THEY THOUGHT OF THESE AND IT IS A GOOD IDEA TO RELOOK AT THESE.
>> MYRA, DID YOU HAVE SOMETHING ELSE TO ADD?
>> I LIKE THEM. I THINK THAT THEY ARE ESSENTIALLY WHAT WE ARE ALL WORKING TOWARD, BUT I WISH THEY WERE JUST MORE CONCISE AND MAYBE A LITTLE MORE -- BECAUSE IT SHOULD BE SOMETHING WE HAVE MEMORIZED.
LIKE IF SOMEONE ASKS US, WHAT'S YOUR MISSION? I, FOR MYSELF, I CANNOT ROLL OFF WE BUILD FUTURES FOR STUDENTS PROVIDING PATHWAYS -- IT IS JUST SO LONG.
I MIGHT CHANGE A WORD BECAUSE I'M THINKING THIS IS WHAT I -- THIS IS WHAT WE ALL ARE DO -- ARE DOING.
IF IT WAS A LITTLE MORE CONCISE AND MAYBE SHORTER AND MORE EASIER TO ROLL OFF THE TONGUE, THEN I THINK THAT WE WOULD BE ABLE TO ANSWER THAT QUESTION WHEN WE ARE ASKED.
>> AND THAT WAS GONNA BE MY ADVICE TO YOU ON THIS.
IT IS TWO-FOLD. THE DIFFERENCE BETWEEN A VISION
[01:10:02]
AND A MISSION, A VISION PRECEEDS A MISSION.LET ME EXPLAIN WHAT I MEAN BY THAT.
IF YOU REMEMBER IN 1962, Y'ALL WERE AROUND THEN I'M SURE.
JOHN F KENNEDY GAVE A SPEECH AT RICE UNIVERSITY SAYING IN ESSENCE, WE WILL CONQUER THE HEAVENS AND WE DO THAT BECAUSE WE WILL LEARN A LITTLE MORE ABOUT MAN KIND.
AND HE SAID OUR FIRST MISSION WILL BE TO SEND A MAN TO THE MOON IN THE DECADE AND GET HIM HOME SAFE.
DO YOU SEE WHAT THE MISSION IS? THE MISSION IS THE FIRST STEP.
WE DID THE MOON MISSION AND NOW WE ARE ON THE MARS MISSION.
CONQUERING THE HEAVENS IS STILL THE VISION.
WHAT I SEE IS IT IS A LITTLE BACKWARDS.
IF YOU DO CONSIDER DOING THIS, CONSIDER A BROAD VISION ABOUT WHAT YOU EXPECT BELLFLOWER TO BE IN 10 YEARS OR 20 YEARS.
HOW WOULD YOU SEE IT? ENVISION MEANS TO SEE IT.
DESCRIBE WHAT YOU WOULD SEE. AND THEN YOUR MISSION IS HOW WOULD WE MOVE TOWARD THAT NOW? WHAT IS THE THE FIRST THING WE WILL DO TO MOVE TOWARD. WE CAME UP WITH THREE WORDS THAT I CAN REMEMBER AS A BOARD MEMBER.
I MADE A LITTLE ACRONYM OUT OF IT.
IT IS INSPIRE, EMPOWER AND THRIVE.
WE WILL INSPIRE OUR STUDENTS AND EMPOWER OUR STUDENTS SO THEY WILL THRIVE. WHEN I'M ASK -- ASKED IT IS TIA, THRIVE, INSPIRE AND EMPOWER.
TELL THEM ABOUT YOUR DISTRICT AND YOU CAN SAY HERE IS WHAT WE ARE DONE -- DOING. YOU HOLD THE STANDARDS.
HOW DO WE KNOW KIDS ARE INSPIRED? HOW DO WE KNOW THEY RECOMMEND POWERED? THEY ARE EMPOWERED AND HOW DO WE KNOW THEY ARE THRIVING? YOU CAN SET PROGRESS REPORTS AND SAY HOW ARE WE DOING ON THRIVING THIS MONTH OR THIS YEAR? I STKPWRE -- I AGREE THAT YOU NEED SOMETHING SHORT THAT COMES TO MIND AND YOU CAN TELL PEOPLE ABOUT IT AND RALLY AROUND IT AND HAVE THAT COMMON PURPOSE. AND THEN WE CAN SAY HOW WILL THIS HELP STUDENTS TO THRIVE? HOW WILL THIS HELP STUDENTS TO BE ENGAGE ETD -- ENGAGED IN LEARNING? IF WE ARE MOVING AWAY FROM THAT, WE NEED TO RETHINK OUR
VISION. >> YOU KNOW, I CAN REMEMBER THIS TPWAUS -- BECAUSE AT ONE POINT IT IS WE BUILD FUTURES.
I THINK WHAT HAPPENED WAS PEOPLE WANTED MORE OF AN EXPLANATION. WE WENT FROM A SHORT VERSION TO A VERSION THAT WAGS MORE -- THAT WAS MORE DE -- DESCRIPTIVE. WE WANT TO GO BACK TO THE
VISION. >> THE VISION CAN BE SHORT OF SOMETHING YOU REMEMBER, ONE SENTENCE.
AND THEN YOUR MISSION COULD BE MORE COMPLEX.
IF YOU WANT TO KNOW MORE, TELL ME MORE.
THIS IS DUAL IMMERSION. THAT'S HOW WE ARE HELPING KIDS
TO GET THE FUTURE THAT WE WANT. >> I THINK THE TWO SHOULD BE REVERSED. REALLY THE WHY IS WHAT WE ARE DOING. WE BUILD FUTURES FOR OUR
STUDENTS. >> AND THE WHAT IS THE MISSION.
>> THE VISION IS THE WHY AND THE WHAT WOULD BE THE MISSION.
THOSE SHOULD BE REVERSED. >> AS YOU WORK ON IT, THINK ABOUT THAT. YOU MAY LOOK AT GREAT -- IF YOU GOOGLE VISIONARY SPEECHES YOU WILL SEE SOME THINGS THAT ARE STUCK WITH PEOPLE AND THEY ARE NOT A LONG THING.
SOMETHING TO THINK ABOUT. IT HELPS RALLY THE WHOLE COMMUNITY AROUND THOSE IDEAS AND RALLY THE PRINCIPALS AND RALLY THE TEACHERS. WE ACTUALLY HAVE AWARDS THAT WE GIVE OUT AT EACH LEVEL OF TEACHER AND ADMINISTRATOR AND WE USE OUR VISION. HOW ARE THEY EMBODYING THE DISTRICT VISION? WE DO HAVE A COMMON PURPOSE.
WE HAVE EQUITY, ACHIEVEMENT AND COMMUNITY.
THOSE ARE THREE WORDS. I SUGGEST IT IS SOMETHING YOU COULD WOMAN BACK TO. THE OTHER THING YOU WANT TO THINK ABOUT IS OUR COMMON MORAL PURPOSE, HONOR ACHIEVEMENT AND WELL BEING. CSB HAVE WRITTEN A BOOK AND THEY ARE WORKING ON IT AGAIN. THIS WAS PUBLISHED IN 2017 AND IT TALKS ABOUT WHAT BOARDS CAN DO TO AFFECT STUDENT LEARNING.
WE AREN'T GOING OVERALL THOSE THINGS, BUT THIS IS TO SHOW YOU THERE ARE THINGS BOARDS CAN DO THAT CAN SIGNIFICANTLY AFFECT STUDENT LEARNING AND WELL BEING.
THIS IS ANOTHER QUOTE FROM THE GOVERNANCE CORE ON SHARED MORAL AND IMPERATIVE. YOU ALL NOMAR TKPWRET -- KNOW
[01:15:04]
MARGARET WHEATLEY. SHE SAYS BELIEFS AND VALUES HOLD HUMAN ORGANIZATIONS TOGETHER OUT OF WHICH ORGANIZATIONAL PURPOSE IS DERIVED.I WANT TO SPEND A FEW MINUTES RIGHT NOW AND THEN WE WILL TAKE A BREAK IN A COUPLE MINUTES IDENTIFYING YOUR PERSONAL BELIEFS. IN YOUR PACKET ON THE LEFT HAND SIDE A FEW BACK, THIS IS CALLED PERSONAL BELIEFS AND IT LOOKS LIKE THIS. THIS IS AN INDEPENDENT ACTIVITY. HERE IS WHAT YOU WILL DO.
YOU NEED SOMETHING TO WRITE WITH.
I WANT YOU TO FIND 10 PERSONAL BELIEFS YOU HOLD ON THIS LIST.
DOES EVERYBODY FIND IT? IS ANYBODY NOT FIND IT? CHECK OFF 10 PERSONAL BELIEFS. IF YOU CHECK OFF MORE THAN 10,
NARROW IT TO 10. >> I JUST DID THIS IN MY CSBA CLASS AND THIS IS REALLY AWESOME.
I GOT ANOTHER AWESOME ONE COMING UP NEXT.
AND I BETTED -- I BET YOU HAVEN'T DONE.
>> ANYBODY HASN'T FOUND 10 YET? OKAY.
WE WANT TO DO THIS RELATIVELY QUICKLY.
DON'T BE LABORING. I GOT ONE PERSON DONE.
I HAVE TWO PEOPLE DONE, THREE. >> HERE IS WHAT YOU ARE GOING TO DO NOW. IF YOU HAVE 10 OR MORE, CUT THOSE 10 DOWN TO 5. FIND FIVE THAT ARE MOST IMPORTANT TO YOU AND FIVE YOU JUST CAN'T LIVE WITHOUT.
WHO HAS FIVE? HOLDUP TPHAO*EUF FINGER -- FIVE FINGERS IF YOU ONLY HAVE FIVE. A COUPLE MORE TO GO.
OKAY. OKAY. WHAT I'M GOING TO DO IS O AROUND THE TABLE AND CHECK OFF THE ONES WE FIND AND SEE HOW MANY COMMON PRIORITY BELIEFS WE HAVE.
JUST DO FIVE. SUE, YOU GIVE ME YOUR FIVE.
TOO FAST FOR ME. >> CREATIVITY.
>> QUALITY, GOT IT. WHICH QUALITY?
QUALITY OF LEADERSHIPS? >> EQUALITY.
GOOD THING I SAID THAT. I GOT IT.
>> WHO WANTS TO GO NEXT? AIMEE?
[01:20:01]
AND ETHICAL PRACTICE. >> I MISSED ONE OF THEM.
>> LET ME GO IN ORDER. ACCOUNTABILITY.
ETHICAL PRACTICE. >> THERE YOU GO.
>> GROWTH. HONESTY AND LEADERSHIP.
WE'LL JUST GO AROUND ACCOUNTABILITY.
EFFECTIVENESS. MEANINGFUL WORK.
RESPONSIBILITY. >> THANK YOU FOR DOING THEM IN ALPHABETICAL ORDER. IT HELPS.
>> OKAY. SO LET ME TELL YOU WHAT I HEARD. I HEARD THAT SOME COMMON BELIEFS WE HOLD ARE EFFECTIVENESS AND GROWTH.
EACH HAD THREE PEOPLE CHECK THOSE OFF.
THEN ACCOUNTABILITY, CREATIVITY , HONESTY, OPTIMISM AND WISDOM THE TWO CHECKS THAT ADDS UP TO SIX, SEVEN.
WE HAVE SEVEN PERSONAL BELIEFS WE HOLD IN COMMON BY AT LEAST TWO GOVERNANCE TEAM MEMBERS. WANT TO CUT THOSE DOWN TO FIVE.
WE WANT TO LOOK AT ACCOUNTABILITY, HONESTY, OPTIMISM AND WISDOM. ACCOUNTABILITY, CREATIVITY, HONESTY, OPTIMISM AND WISDOM. AND WE WANT TO CUT THAT DOWN TO TWO OF THEM. SO I WILL GO AROUND ON A SECOND ROUND AND ASK YOU OF THOSE FOUR , PICK TWO.
CREATIVITY, HONESTY, OPTIMISM AND WISDOM.
>> LET'S DO A SECOND ROUND. SUE?
>> OPTIMISM AND WISDOM. >> MY TWO WOULD BE OPTIMISM AND
>> I WOULD SAY OPTIMISM AND ACCOUNTABILITY.
>> OPTIMISM AND ACCOUNTABILITY. >> AND MYRA?
>> YES. >> SO OPTIMISM AND ACCOUNTABILITY. ALL RIGHT.
LET ME TELL YOU WHAT I HAVE HERE.
>> I STILL HAVE TO GO. >> I'M SORRY.
>> ACCOUNTABILITY -- WAS HONESTY OR WAS THAT ONE WE
ACCOUNTABILITY AND HONESTY. >> IN TERMS OF TOTAL VOTES.
ACCOUNTABILITY HAS 5. HONESTY HAS 3.
OPTIMISM HAS 7. AND WISDOM HAS 5.
SO IF YOU ARE -- I THINK WE CAN PROBABLY CONFIDENTLY SAY THAT
[01:25:09]
GROWTH AND EFFECTIVENESS AND OPTIMISM AND ACCOUNTABILITY AND WIGS -- WISDOM ARE THE COMMON BELIEFS HELD BY THIS BOARD.DOES ANYONE WANT TO DISAGREE WITH THAT?
>> GO OVER IT AGAIN. >> ACCOUNTABILITY.
I COULD AGREE. >> WE DO THIS EXERCISE SO YOU CAN REMEMBER WHAT YOU HAVE IN COMMON.
WITH THE DESCRIPTIONS OF HOW YOU GREW UP, THAT'S HOW WE ARE DIFFERENT. THESE ARE SOME OF THE WAYS WE ARE THE SAME. TYPICALLY WHEN WE DEVELOP A GOVERNANCE HANDBOOK FOR SCHOOL BOARDS WE PUT THESE IN THERE TO REMIND YOU OF THIS IS WHAT YOU HAVE IN COMMON.
THIS IS WHAT YOU CAN WORK TOGETHER ON.
THE NEXT PHASE IS FINDING OUT HOW YOU ARE DIFFERENT.
HERE IS THE NEXT ACTIVITY. THIS IS SOMETHING CALLED THE GOVERNANCE WORKING STYLES QUESTIONNAIRE.
I I WILL WRITE THESE UP FOR YOU OR LEAVE THEM WITH BEN TO WRITE UP SO YOU CAN HAVE THEM SOMEWHERE.
IF THE FUTURE IF YOU DECIDE ON A GOVERNANCE HANDBOOK, IT IS A WAY OF WRITING DOWN THE THINGS YOU AGREE WITH AND WANT TO WORK ON TOGETHER AND EVERY TIME A NEW BOARD MEMBER COMES ON YOU MAKE CHANGES TO IT THAT WILL ACCOMMODATE THE NEWEST BOARD MEMBERS AND IT IS A WAY OF CONTINUING THE MOMENTUM OF THE BOARD IN A POSITIVE DIRECTION. HERE IS THE NEXT ACTIVITY.
ON THE LEFT HAND SIDE OF YOUR PACKET DO YOU HAVE SOMETHING THAT LOOKS LIKE THIS? GOVERNANCE WORKING STYLES QUESTIONNAIRE. AND BASICALLY THIS WAS DEVELOPED FROM THE WORK OF MICHAEL FULLEN.
IT IS IN THE GUIDE BOOK THAT GOES ALONG WITH THIS BOOK OF HOW YOU DECIDE HOW YOU ARE DIFFERENT.
AIMEE SAID EARLIER THAT WHEN SHE IS ON A TEAM EVERY PERSON HAS THEIR ROLE. THIS IS FINDING OUT WHAT YOUR ROLE IS AS A GOVERNANCE TEAM MEMBER.
THIS IS TO FIND OUT HOW YOU'RE DIFFERENT SO YOU CAN TRAIN ON EVERYBODY'S STRENGTHS. IF EVERYBODY WANTS TO PLAY SHORT STOP ON A TEAM YOU WON'T WIN.
SOMEBODY HAS TO BE A FIRST BASEMAN OR A SECOND BASEMAN OR A CATCHER AND PITCHER, OTHERWISE YOU DON'T WIN.
SAME WITH THE SCHOOL BOARD. IF YOU CAN TAKE DIFFERENT ROLES AND SAY HOW YOU WORK BEST AND YOU KNOW HOW THE OTHERS ON YOUR TEAMWORK BEST, YOU CAN TRAIN ON THAT STYLE THAT THEY BRING TO THE TABLE. TOGETHER YOUR DECISION MAKING WILL BE BETTER BECAUSE YOU ARE ACKNOWLEDGING THE BENEFITS AND THE VALUES OF DIFFERENT PEOPLE. HERE IS HOW YOU DO THIS.
THERE IS A TASK DESCRIPTION AND THEN YOU PUT A NUMBER NEXT TO THE ONE THAT'S MOST LIKE YOU. NUMBER ONE IF IT IS MOST LIKE YOU. IT BEST DESCRIBES YOU AND A FIVE IF IT IS LEAST -- IF IT LEAST DESCRIBES YOU.
USING ALL FIVE NUMBERS ON EVERYONE A THROUGH E.
YOU READ THE FIRST ONE AND IF TAKES TIME TO DO THINGS RIGHT IS MOST LIKE YOU, YOU WOULD PUT A ONE THERE.
IF IT IS LEAST LIKE YOU, YOU PUT A FIVE.
YOU DON'T REUSE ANY NUMBERS. YOU SHOULD HAVE THE NUMBERS 1 THROUGH 5 SOMEWHERE IN THE A'S TO E'S.
ANY QUESTION ABOUT HOW THAT WORKS BEFORE I HAVE YOU DO IT? GO AHEAD AND PUT NUMBERS ON EACH ONE OF THOSE AND I'LL TELL YOU WHAT TO DO WITH IT NEXT. AND WHEN YOU HAVE YOURS DONE PUT YOUR PEN DOWN AND I'LL KNOW YOU ARE DONE LIKE THE OLD MULTIPLE CHOICE TESTS. YOU DIDN'T DO THIS ONE BECAUSE I CREATED IT. OH, WHO WAS THE TRAINER? JUST RECENTLY THEN? OH, OKAY.
WE GAVE IT OUT OVER THE SUMMER. IS IT DARRELL?
[01:32:26]
>> OKAY. LET ME SHOW YOU HOW TO SCORE THIS. YOU GO OVER TO THE NEXT PAGE AND THERE IS A BOX THAT LOOKS LIKE THAT.
EACH BOX PUTS THE NUMBER YOU DID FOR THAT ANSWER.
QUESTION 1A AND YOU PUT A 1 IN THAT BOX.
IF IT IS A 5 YOU PUT A 5 IN THAT BOX.
YOU FILL THE WHOLE THING OUT AND TOTAL THEM ALL UP ACROSS THE BOTTOM. AND THEN WE'LL TAKE A RESTROOM BREAK AND SEE HOW WE WILL USE THAT A LITTLE MORE.
[01:35:05]
YOU SHOULD HAVE A TOTAL AT THE BOTTOM.YOU SHOULD HAVE SOME NUMBERS -- >> [INAUDIBLE].
>> SAY THAT AGAIN? >> I GUESS I'M SUPPOSED TO BE TALKING INTO THE MIC. THE FIRST ONE IS DATA DRIVEN.
IF YOU LOOK AT THE NEXT PAGE YOU WILL SEE A DESCRIPTION OF THAT. PEOPLE LIKE HARD DATA AND REAL NUMBERS. STRENGTHS ARE IN ANALYZING DATA AND LOGICAL PROCESSING AND SOLVING COMPLEX PROBLEMS. WHO HAS THE LOWEST NUMBER AS DATA DRIVEN? GOOD. WE HAVE THREE PEOPLE THAT ARE DATA DRIVEN. AIMEE, SUE, OKAY.
BOTTOM LINE. OH, BY THE WAY, THE BEHAVIORS OF DATA-DRIVEN PEOPLE, THEY ASK A LOT OF WHAT QUESTIONS? THEY ARE KNOWN FOR SAYING I THINK.
THEIR PRIMARY FOCUS IS EVIDENCE-BASED.
THEY WANT TO TAKE TIME TO DO THINGS RIGHT.
BOTTOM LINE PEOPLE. BOTTOM LINE PEOPLE WANT TO SEE TASKS COMPLETED, LISTS CHECKED, PROJECTS TACKLED.
WE ARE ACTION ORIENTED. THEY WANT TO MAKE A DECISION AND MOVE FORWARD. HOW MANY OF THOSE DO WE HAVE? WE HAVE BRAD. IS THAT RIGHT, BRAD? THIS IS GOOD BECAUSE WE WANT DIVERSITY ON THIS TEAM.
BRAD SAYS THINGS LIKE HOW AND I WILL AND HE WORKS QUICKLY AND EFFICIENTLY. DOES THAT FIT? AND NOW THE NEXT ONE IS -- THE NEXT ONE IS RELATIONSHIP PEOPLE. RELATIONSHIP PEOPLE DEFINE ACCORDING TO IMPACT ON CHILDREN AND FAMILIES.
THEY CARE ABOUT THE PROCESS. THEY ARE SUPPORTIVE, EXPRESSIVE AND -- DO WE HAVE A RELATIONSHIP? OKAY MYRA. MYRA SAYS THINGS LIKE HOW AND I FEEL AND PROCESSES NEED TO BE DONE HARMONIOUSLY.
BY THE WAY, IF YOU HAVE TWO NUMBERS THAT ARE EXACTLY THE SAME YOU RAISE YOUR HAND FOR BOTH.
DID ANYBODY ELSE HAVE ANY OF THESE OTHERS THAT HAVE BEEN THE SAME SO FAR? I'M SORRY.
THE FIRST ONE? >> DATA DRIVEN AND
RELATIONSHIP. >> WE'LL TALK ABOUT THAT.
WE HAVE SO MANY DATA DRIVEN. VISIONARY.
VISIONARIES ARE BIG PICTURE IDEA ORIENTED IN THEIR APPROACH AND THEY SERVE AS A CATALYST FOR CHANGE AND BRING SOLUTION FOR PROBLEMS. THEY OFTEN CREATE THE VISION AND INSPIRE OTHERS TO BELIEVE IN IT.
HOW MANY VISIONARIES DO WE HAVE? WE HAVE THREE. VISIONARIES SAY I WANT.
EVERYTHING WEIGHED IN THE CONTEXT OF THE BIG PICK.
AND THEN FINALLY HISTORIANS, HISTORIANS ARE FORMED BY PAST EXPERIENCES IN THE DISTRICT AND THEY ARE SHAPED BY STRATEGIES THAT DID AND DID NOT WORK IN THE PAST.
THEY ASKED QUESTIONS LIKE WHEN, I REMEMBER AND REFLECTIONS ON THE PAST PRACTICE WE HAVE. ANY HISTORIANS? ZERO. NOW WE WILL LOOK AT IT FROM THE OTHER SIDE. THE NUMBER THAT IS THE LARGEST NUMBER OF YOURS AND THAT SHOWS IT IS THE THING YOU CAN LEAST LIKE. HOW MANY DATA-DRIVEN PEOPLE DO WE HAVE THAT THEIR LEAST WAY OF OPERATING IS TO LOOK AT DATA.
WE HAVE ZERO. AND HOW MANY BOTTOM LINE PEOPLE
DO WE HAVE? >> I DON'T KNOW I AGREE WITH
THAT, BUT THAT'S WHAT IT SAYS. >> OKAY.
WHO HAS THE HIGHEST NUMBER OF RELATIONSHIPS? BRAD. OKAY.
SUE, YOUR HIGHEST NUMBER IN THE RELATIONSHIPS? AND VISIONARY, HOW MANY HAVE THE HIGHEST NUMBER AS VISIONARY? AND THEN HOW MANY HAVE THE HIGHEST NUMBER [INAUDIBLE]. WHAT DOES IT SAY -- MYRA, BRAD, BEN AND SUE, RIGHT? SO YOU HAD ZERO PEOPLE THAT HAD HISTORIAN AS THE MOST IMPORTANT WAY OF WORKING ON A GOVERNANCE TEAM. AND YOU HAVE FOUR PEOPLE THAT THEY ARE LEAST INTERESTED IN THAT PIECE.
SO THAT WAS THE FIRST THING TO TELL YOU ABOUT THE BOARD.
[01:40:04]
SOMEHOW SOMEBODY NEEDS TO STEP UP AND SAY WHAT HAPPENED IN THE PAST? WHAT HAVE WE DONE IN THE PAST? NONE OF YOU WILL BE THERE. YOU HAVE TO FORCE YOURSELF AND MAYBE THAT'S THE ROLE THE SUPERINTENDENT SHOULD TAKE.I HAVE DONE RESEARCH IN IT IN THE PAST AND WHY IS HISTORY IMPORTANT TO US? WHAT IS THE OLD ADAGE ABOUT HISTORY? IF YOU DON'T UNDERSTAND HISTORY
YOU'RE BOUND TO REPEAT IT. >> AND THINGS HAVE BEEN TRIED AND WE ARE NOT JUST SPINNING OUR WHEELS.
>> YEAH. SO SOME OF THESE FORCE YOU TO AND YOU ARE ELECTED. THE OTHER THING IS ABOUT DATA DRIVEN. WHEN EVERYBODY IS DATA DRIVEN, THE OTHER THINGS MIGHT NOT BE AS IMPORTANT TO THE GROUP.
EACH OF YOU NEED TO THINK ABOUT HOW DO I TAKE MY DATA DRIVEN SELF AND THAT IS SAME ME, SUE AND BEN AND MYRA AND OPEN UP TO , BOUGHT -- BOTTOM LINE, RELATIONSHIP AND VISIONARY.
IF YOU LOOK AT THE CHART WE HAVE ON THE SCREEN, THIS TALKS ABOUT HOW YOU INTERACT ACROSS OTHER BOARD MEMBERS WHO HAVE THE SAME OR DIFFERENT WORKING SITES.
>> SO IF YOU HAVE A TIE BECAUSE BOTH OF MINE ARE THE SAME
NUMBERS. >> THEN YOU ARE BOTH OF THOSE THINGS. WHEN YOU LOOK AT THIS, YOU HAVE TO LOOK AT -- YOUR TWO WERE VISIONARY AND --
>> DATA DRIVEN. >> AND HISTORIAN.
>> NO. >> THE TWO LEAST LIKE YOU.
AND THE MOST LIKE YOU ARE DYE TAU DRIVEN AND RELATIONSHIPS?
>> VISIONARY. I GOT DATA DRIVEN AND VISIONARY WERE 11. SO IT WOULD BE BOTH OF THOSE, RIGHT, IS WHAT I'M HEARING YOU SAY?
>> YES. IF YOU ARE WORKING WITH ANOTHER PERSON THAT IS DATA DRIVEN, DON'T [INAUDIBLE] DEMAND ARE MONTH -- DEMANDING MORE DATA BECAUSE YOU WILL BE PARALYZED BY WAITING FOR DATA. CERTAINLY YOU NEED PEOPLE FOCUSED ON DATA. IF EVERYBODY IS FOCUSING ON DATA AND YOUR BOARD IS, YOU ARE PARALYZING YOURSELF.
YOU WAIT UNTIL IT IS PERFECT UNTIL YOU DO ANYTHING.
YOU WAIT UNTIL THE STATE GIVES YOU THE RIGHT DATA BEFORE YOU DO ANYTHING. WE CAN'T FUNCTION THAT WAY AS A TEAM. WE HAVE TO HAVE SOME PEOPLE THAT WILL BECOME THE PERSON THAT CHAMPIONS DATA AND THE OTHER GOES TO THE SECOND MOST POWER AND IF EVERYBODY IS STUCK IN THAT BOX YOU ARE FRUSTRATING YOUR TEAM MEMBERS.
IF A DATA DRIVEN PERSON IS WORKING WITH A BOTTOM LINE PERSON LIKE BRAD, YOU TAKE A DEEP BREATH AND RELAX AND SLOW DOWN WHILE EXPLAINING AND YOU HAVE CONSIDERED ALL DATA, NOW BRAD ON THE OTHER HAND WANTS TO ORGANIZE YOUR COMMUNICATION AND THAT BEGINS WITH THE CONCLUSIONS FOLLOWED BY SUPPORTING DATA AND ANALYSIS. YOU DON'T HAVE TO IGNORE THE OTHER GROUP -- TELL ME ABOUT THE DATA AND I'LL TELL YOU ABOUT THE BOTTOM LINE. IF YOU JUST LOOK AT THIS CHART AND THIS WAS SUPPOSED TO BE PROVIDED TO YOU IN THE PACKET.
SHE DIDN'T COPY IT AND I DIDN'T PRINT IT BECAUSE I THOUGHT IT WOULD BE IN THE PACKET. I WILL SEND THIS TO YOU.
I BELIEVE IT IS A POWERFUL TOOL.
OUR COMMON GROUND IS CRITICAL, BUT THE DIFFERENCES ARE CRITICAL TOO. WHEN YOU HAVE DIFFERENT PLAYERS ON THE TEAM YOU PLAY DIFFERENT ROLES.
YOU WANT TO KNOW THE FALL BACK ROLE IS THERE.
RELATIONSHIPS IS ONE OF YOUR LEAST FAVORITES.
[INAUDIBLE]. I WILL SEND THIS TO YOU.
WE WON'T SPEND A LOT MORE TIME ON IT TODAY.
I WANT TO SHOW YOU THE POWER OF THINGS YOU HAVE IN COMMON -- [INAUDIBLE]. BUT BASICALLY BECAUSE YOU DON'T HAVE A REAL HISTORIAN YOU WANT TO MAKE SURE THOSE WHO ARE
[01:45:02]
FOCUSING ON VISIONARY RELATIONSHIPS ASK THE KIND OF QUESTIONS THAT ARE IN HERE OR WORKING THE KIND OF WAYS THAT HISTORY DOES COME FORWARD. YOU WAFPBT TO MAKE SURE YOU -- YOU WANT TO MAKE SURE YOU DON'T GET SO VISIONARY THAT YOU ARE [INAUDIBLE] TO ADOPT CHANGES ACCORDING TO YOUR COMMON VISION. SO THE THREE OF YOU GET TOGETHER AND YOU SAY THIS IS THE BIG PICTURE.FOCUS ON PEOPLE WHO ARE DATA-DRIVEN OR BOTTOM LINE DRIVEN OR RELATIONSHIP DRIVEN AND DON'T SEE IT THE WAY YOU DO AND DON'T SEE IT THE SAME. ANYWAY.
THIS CAN BE A ROAD MAP TO SAY HOW AM I GOING TO DEAL WITH IT? I KNOW THAT AMY IS DATA DRIVEN. I REALLY WANT TO GET THIS VISIONARY THING GOING. SUE WANTS MORE VISION.
YOU'RE THE ONE ON THE LEFT HAND SIDE AND YOUR COLLEAGUE WENT ACROSS THE TOP. SO IT GIVES UH ROAD MAP.
GIVES YOU A ROAD MAP. HOW WILL I GO IN AND HAVE THIS CONVERSATION. THE WAY IS TO DEAL WITH EACH PERSON'S GOVERNANCE AND WORKING STYLE.
IT IS THE SECRET SAUCE THAT COMES FROM DIFFERENT
PERSPECTIVE. >> I WAS GOING TO PUT THEM ON THE WALL, PWHRUT -- BUT WE ARE RUNNING OUT OF TIME.
AIMEE, SUE, BEN, DATA DRIVEN AND BRAD IT BOTTOM LINE DRIVEN AND MYRA IS RELATIONSHIP DRIVEN.
SUE -- YEAH. SUE, BEN AND RENITA ARE VISIONARIES. AND WE HAVE NO HISTORIANS.
BUT WE HAVE MYRA AND BRAD AND BEN AND SUE AS ANTI-HISTORIAN.
AND WE HAVE NO ANTI-VISIONARIES WE HAVE BRAD AND SUE THAT THEIR WEAKEST ARE RELATIONSHIPS. WE HAVE AIMEE AND RENETA AS BOTTOM LINE IS THEIR WEAKEST. AND NO ONE IS AGAINST DATA
DRIVEN. >> MY TWO ARE TIED AND THE THIRD IS BOTTOM LINE. SO I WAS STILL RINKING -- RANKING THAT NUMBER TWO ON THE BOTTOM LINE.
>> THAT'S SOMETHING I FAILED TO STATE.
YOU MAY HAVE SOME THAT ARE CLOSE TO THE NUMBER TWO ON YOUR LIST. SO IF YOU HAVE A CHANCE TO TALK ABOUT THESE ANOTHER TIME THE SECOND STRENGTH IS THIS ONE.
AND THAT WAY YOU CAN FIND YOUR -- THE KEY IS WE HAVE SEPARATED IT TO THE ONE'S AND FIVE'S BECAUSE THOSE ARE REALLY STRONG. THE ONES IN THE MIDDLE ARE NOT AS STRONG. SOMETIMES YOU SAY IT IS YOUR PREFERENCE OF WORKING. WE IGNORE THE 2'S 3'S AND 4'S.
IF YOU ARE HAVING A FORMAL GOVERNANCE TRAINING -- AN EFFECTIVE GOVERNANCE TRAINING, A GOVERNANCE HAPPENED BOOK, YOU WOULD -- HANDBOOK YOU WOULD SPEND MORE TIME ON THIS.
YOU SAY HOW WOULD YOU WORK ON GETTING THIS DONE.
THIS IS REALLY THE ROAD MAP TO GETTING THINGS DONE AS A TEAM THAT HAS A COMMON PURPOSE, BUT DIFFERENT SKILLS AND DIFFERENT INTERESTS AND DIFFERENT BELIEF SYSTEMS.
>> WOULD YOU SUGGEST THAT THIS IS REVIEWED ON A REGULAR BASIS.
>> WELL THEY SAY YOU SHOULD REVIEW IT WHEN A NEW BOARD MEMBER COMES ON AND SOMETIMES EVEN BETWEEN.
CIRCUMSTANCES CHANGE AND YOU WANT TO LOOK AT THE PROTOCOLS AGAIN AND YOU WANT TO LOOK AT THE WORKING STYLES AGAIN.
YOU WANT TO SEE YOU ARE IN THE SAME PLACE YOU WERE WHEN YOU BUILD THE GOVERNANCE HANDBOOK. I DON'T THINK YOU HAVE ONE.
>> NO, WE CURRENTLY DON'T. IT IS SOMETHING THAT VICE PRESIDENT CRIHFIELD AND I HAVE DISCUSSED WITH THE SUPERINTENDENT, AND WE DO HAVE OUR NEW STUDENT BOARD MEMBERS
[01:50:01]
EVERY YEAR SO MAYBE IT CAN COINCIDE WITH THAT.>> WE BUILT OUR FIRST GOVERNANCE HAPPENED BOOK -- HANDBOOK ABOUT 10 YEARS AGO NOW.
IT HAS BEEN POWERFUL. WHEN A NEW BOARD MEMBER COMES IN WE HAVE A STUDY SESSION LIKE THIS AND WE MAKE CHANGES AND WE MAKE SURE THE VOICE OF THE NEW BOARD MEMBERS ARE INCLUDED IN IT NOW. AND THERE IS OWNERSHIP IN THE WAY WE OPERATE WITH EACH OTHER. AND IT IS -- IT'S A DREAM WORKING ON MY BOARD. IT IS NICE.
WE HAVE THREE YOUNG LATINAS AND A GRANDMA AND ME.
IT IS A GREAT BOARD WITH DIFFERENT PERSPECTIVES.
OUR GOVERNANCE HANDBOOK AND I WOULD ENCOURAGE YOU TO DO THAT.
HERE IS WORKING TOGETHER. TOGETHER WE ARE AN OCEAN.
THE TEAM HAS DIFFERENT BACKGROUNDS WITH A COMMON PURPOSE WORKING TOGETHER FOR IDENTIFIED GOALS.
BECAUSE SOME OF YOU HAVE GONE THROUGH MIG AND SOME HAVEN'T I WANTED TO INTRODUCE YOU TO THIS.
IN YOUR PACKET IS A BEAUTIFUL COLOR SLIDE OF THIS.
THIS IS CSBA'S PERSPECTIVE ON HOW YOU GROW AS A BOARD MEMBER.
IT STARTS IN THE UPPER LEFT HAND CORNER WITH INDIVIDUAL GOVERNANCE. BRIEFLY THAT MEANS YOU RUN FOR THE BOARD AS AN INDIVIDUAL AND YOU GET ELECTED AS AN INDIVIDUAL. YOU ARE ALL ABOUT TELLING PEOPLE WHAT YOU ARE GONNA DO WHEN YOU ARE ELECTED.
THERE IS NO ONE IN THE WORLD THAT RAN FOR THE BOARD AND SAID I WILL DO NOTHING WHEN I RUN ON THE BOARD.
AND THEN YOU TRANSITION TO WORKING AS A COLLABORATIVE TEAM. THAT'S THE ORANGE BOX, NUMBER 2. NUMBER THREE, YOU TRANSFER TO A TEAM GOVERNANCE HANDBOOK. YOU UNDERSTAND TOGETHER AND WORK TOGETHER AS A TEAM AND PLAY YOUR ROLES AND ALSO MOVE TOWARD THAT PURPOSE. THEN THE PURPLE BOX ARE THE FIVE RESPONSIBILITIES OF BOARD MEMBERS.
IN YOUR PACKET IS ALSO A SLIDE ON THAT.
AND THEN THERE IS THE FUNCTIONS OF THE DISTRICT AND THESE ARE THE -- THESE ARE THE MODULES FOR THE FIVE SCORESES IN THE MATHS -- MASTERS IN GOVERNANCE, STUDENT LEARNING ACHIEVEMENT AND FINANCE AND HUMAN RESOURCES AND POLICY AND JUDICIAL REVIEW AND COLLECT PEUF BARGAINING AND COMMUNITY RELATIONS AND ADVOCACY. THOSE ARE THE 10 BIG FUNCTIONS OF THE DISTRICT BOARD. IF YOU PAY ATTENTION TO CURRENT TRENDS AND ISSUES IN EDUCATION THEN YOU HOPEFULLY WILL REACH THE ONE GOING UP THE SIDE WHICH IS NUMBER SEVEN.
THAT'S THE THEORY BEHIND THIS AND IT WAS DEVELOPED 25 YEARS AGO. THE RESEARCH THAT WE HAVE COLLECTED SUGGESTS THAT WHEN THE SEVEN AREAS ARE PAID ATTENTION TO YOU HAVE AN EFFECTIVE GOVERNANCE TEAM.
THAT'S WHAT YOU DO. ANOTHER QUOTE FROM THE GOVERNANCE CORE, IT IS NOT JUST ABOUT PASSING POLICIES.
IT IS ABOUT WHAT SUPERINTENDENTS AND BOARDS DO TOGETHER AND HOW THEY DO IT. IT IS NOT JUST WHAT YOU DO, BUT HOW YOU DO IT. HERE ARE EXAMPLES.
YOU ARE FOCUSED. YOU COMMUNICATE.
IT IS A COMMON VISION. YOU OPERATE WITH INTEGRITY AND TRUST. YOU TREAT EVERYONE WITH DIGNITY AND RESPECT. NOT JUST EACH OTHER ON THE BOARD, BUT ALL MEMBERS COME TO SPEAK WITH YOU.
YOU GOVERN WITH POLICY, STANDARDS AND ETHICS AND YOU TAKE RESPONSIBILITY FOR BOARD PERFORMANCE.
WHAT I MEAN BY THAT IS -- WELL, I'LL SHOW YOU THAT.
ENSURE THERE ARE MULTIPLE VOICES IN THE COMMUNITY AND INFORM BOARD DELIBERATIONS. AND THERE ARE MULTIPLE VOICES ON THIS TEAM THAT ALL NEED TO BE RECOGNIZED AND UTILIZED IN DECISIONS. AN EFFECTIVE BOARD HAS FOUR PILLARS. MORAL IMPAIR TEE, MORAL IMPERATIVE BELIEVES IT IS VALUES AND BELIEFS.
YOU HAVE COMMON RESPONSIBILITIES AND AOEFRP OF YOU -- EACH OF YOU THE PRESIDENT, THE VICE PRESIDENT AND THE CLERK AS WELL AS SUPERINTENDENT AND AGREEMENTS AND YOU WANT A CULTURE THAT BASICALLY SPEAKS TO THE COMMUNITY. THIS IS HOW WE EXPECT OUR CHILDREN TO TREAT EACH OTHER AND HOW PARENTS TO TRAOEFP THEIR CHILDREN AND PARENTS TO TREAT EACH OTHER.
THEN YOU HAVE PROTOCOLS FOR SUPPORTIVE STRUCTURES.
THIS IS HOW WE DO THINGS AROUND HERE.
AND THE BASIS OF HIGH-FUNCTIONING BOARD, AN EFFECTIVE BOARD, IT STARTS WITH TRUST AND THAT'S THE FOUNDATION IN BLUE. EVERYTHING ELSE IS BUILT ON THEM. IT IS BUILT ON THAT.
WHEN YOU HAVE TRUST IT IS RESPECT AND OPEN COMMUNICATION AND THEN CONFIDENCE IN ONE ANOTHER AND THE DECISIONS YOU MADE. HERE IS WHAT HAPPENS IF YOU DON'T HAVE TRUST. IF YOU HAVE AN ABSENCE OF TRUST YOU HAVE FEAR AND CONFLICT AND YOU HAVE A LACK OF COMMITMENT AND AVOIDANCE AND ACCOUNTABILITY AND IN --
[01:55:03]
INATTENTIVENESS. TRUST, TOUGH TO BUILD AND EASY TO DESTROY. SOMEBODY SAID WHEN YOU CRUMBLE A PIECE OF PAPER YOU HAVE LOST TRUST.YOU CAN SMOOTH IT OVER, BUT IT WILL NEVER BE THE SAME.
SO MAINTAINING TRUST IN ONE ANOTHER AND YOUR COMMUNITY AND SUPERINTENDENT AND BOARD IS CRITICAL TO BE HIGH-FUNCTIONING AS A BOARD. YOU HAVE TO HAVE OPEN AND HONEST CONVERSATIONS. THAT'S SOMETHING YOU SELECTED AS A NORM FOR THIS MEETING. THIS IS SOMETHING THAT A LOT OF BOARD MEMBERS FORGET. IT IS NOT JUST WHAT YOU SAY, BUT HOW YOU SAY IT. WHEN WE COMMUNICATE WE USE WORDS, WE USE VOICE TONALITY. AND THEY REPRESENT FIVE 5, 38 AND WHICH IS THE 55%. IN TERMS OF COMMUNICATIONS
WHICH DO YOU THINK IS 55? >> BODY LANGUAGE.
>> ANY OTHER THOUGHTS? BODY LANGUAGE IS 55%.
WHAT DOES THAT MEAN? IT MEANS IT IS NOT WHAT YOU SAY. IT'S WHAT YOUR BODY IS DOING EVEN WHEN YOU ARE NOT SAYING ANYTHING OR WHEN YOU'RE SAYING IT. IF YOU'RE ROLLING YOUR EYES AND SOMEONE ELSE IS SPEAKING. WHEN YOU DO THIS IT IS SENDING MORE INFORMATION THAN THE WORDS YOU USE.
SO WHICH ONE DO YOU THINK IS 38 AND WHICH DO YOU THINK IS
SEVEN. >> VOICE TONALITY IS 38.
>> DID YOU READ THIS BEFORE? IT IS INDEED 38.
WHEN YOU SAY SOMETHING LIKE THIS IT IS DIFFERENT THAN IF YOU SAY SOMETHING LIKE THIS. AND THEN FINALLY, THE WORDS YOU USE ARE ONLY 7% OF WHAT YOU ARE COMMUNICATING.
WHAT THIS SAYS TO US AS BOARD MEMBERS IS WE HAVE TO PAY ATTENTION TO HOW WE LOOK TO THE PUBLIC.
WE ARE ALL ON CAMERA NOW. AND THEY ARE SEEING ALL OF THESE BODY LANGUAGE. THEY ARE SEEING 55% OF WHAT YOU ARE NOT EVEN SAYING. IT IS CRITICAL TO HOW WE A PERCEIVED. IT COMES THROUGH OUR BODY LANGUAGE AND VOICE TONALITY. WE WANT OPEN COMMUNICATION.
WE WANT REGULAR DISCUSSIONS. WE WANT ANNUAL SELF-BOARD EVALUATIONS TO MAKE SURE WE HOLD OURSELVES ACCOUNTABLE.
WE ARE A MODEL FOR OUR CHILDREN AND HOW THEY SHOULD BEHAVE NOT ONLY NOW, BUT IN THE FUTURE. THE OTHER PART IS UNDERSTANDING OUR ROLES AND RESPONSIBILITIES. THERE IS A FIRST PART OF THE EVALUATION AND THE SECOND PART WAS ON BOARD RESPONSIBILITIES.
SO WE ARE COVERING THIS QUICKLY BEFORE WE LOOK AT YOUR YOURSELVES -- LOOK AT YOUR RESULTS.
WHEN YOU ARE ON THE BOARD. WHEN YOU ARE ON THE BOARD YOU ARE REPRESENT -- REPRESENTING YOUR CONSTITUENTS' VALUES AND BELIEFS AND IT COMES DOWN TO THIS.
THIS IS ALSO IN YOUR PACKET AND TO ME THIS IS THE MOST IMPORTANT CHART CSBA DEVELOPED. THOSE WHO HAVE DONE IT HAVE SEEN IT BEFORE. THERE IS A YELLOW CIRCLE AND A BLUE CIRCLE. THE YELLOW IS THE GOVERNANCE TEAM. AND THE VALUE S -- THE VALUE IS DRIVEN. THEY ARE THE WHAT IS GOING TO HAPPEN IN THE SCHOOL DISTRICT. THEN WE HAND IT OVER TO THE SKILLS TEAM, THE ADMINISTRATION AND THE TEACHERS AND THE STAFF, AND THEY SAY HOW. SO WE SAY WHAT WE WANT TO SEE ACCOMPLISHED AND THEY SAY HOW. IF WE GET INTO THE HOW, WE ARE NOW USING OUR SKILLS. SO IN OF YOU -- SO SOME OF YOU ARE TEACHERS. THREE -- IN FACT FOUR OF YOU ARE TEACHERS. IF YOU SIT IN YOUR BOARD SEAT AND SAY HERE IS HOW IT SHOULD BE DONE, WE ARE SUBSTITUTING OUR SKILL WITH THE SKILL OF THE PEOPLE THAT WORK FOR US.
WHEN I WAS ON THE BOARD THE HARDEST THING I HAD TO DO WAS TAKE OFF MY ADMINISTRATION HAT AND SAY I AM HERE TO REPRESENT THE VALUES AND BELIEFS OF MY COMMUNITY.
THE SUPERINTENDENT WHO WE HAVE ON BOARD, YOUR JOB IS TO GET YOUR STAFF AND FIGURE OUT HOW TO MAKE IT HAPPEN.
IT IS THE VALUES AND THE BELIEFS AND THE VISIONS AND THE POLICIES AND THE PRIORITIES AND THEY WILL BE HANDED OVER TO THE STAFF AND SAY COME UP WITH THE HOW.
WE DIDN'T EVALUATE THE HOWS THROUGH THE BELIEF SYSTEM, BUT WE DON'T SUBSTITUTE OUR SKILL KNOWLEDGE TO THE SKILL OF THE PEOPLE WE HIRED. REMEMBER THE SUPERINTENDENT IS IN BOTH YELLOW AND BLUE BECAUSE THE SUPERINTENDENT IS SKILLS DRIVEN AND VALUES DRIVEN AND THE SUPERINTENDENT'S JOB IS TO LISTEN TO THE VALUES, THE VISION AND THE MISSION AND THE
[02:00:03]
POLICIES OF THE BOARD. WHAT'S IN BETWEEN THERE ARE THE STRATEGIC GOALS AND THE SUCCESS INDICATORS.WHERE DO WE FIND OUR GOALS THESE DAYS? WHERE ARE THEY WRITTEN? WE HAVE OUR GOALS AND THE SUCCESS INDICATORS. THAT IS A KEY COMPONENT.
A LOT OF THE BOARDS DON'T PAY ENOUGH TENSION TO THE LCAP.
IT LAYS OUT NOT ONLY THE ACTIONS, BUT HOW MUCH MONEY WE ARE WILLING TO SPEND ON IT. IN CALIFORNIA WE DID NOT HAVE THAT AUTHORITY. THE STATE MADE THOSE DECISIONS FOR US. NOW WE HAVE THE AUTHORITY AND MANY OF THE COLLEAGUES DON'T UTILIZE THEM.
SO EVERY PLACE I GO I I SAY WE HAVE TO UTILIZE THIS OR IT IS GOING TO GET TAKEN AWAY. WE WILL JUST SEND A REPORT AND THEY TELL US WHAT TO DO IT AND HOW TO DO IT.
IT MEANS THAT WE NEED TO TAKE A LOT MORE ACCOUNTABILITY ON OURSELVES TO MAKE THAT LCAP PLAN REALLY MAKE A DIFFERENCE FOR STUDENT LEARNING AND WELL-BEING.
AND SO THAT IS THE KEY TO THE CHART.
IT WAS CREATED OVER 20 YEARS AGO BEFORE WE HAD LCAP AND CSF.
THE GREEN AREA IS THE POWER THEY HAVE NOW.
WE HAVE TO MAKE SURE WE ARE USING IT.
THIS IS ANOTHER VISUAL WAY OF LOOKING AT IT.
WE STAY AT THE STRATEGIC AND VISIONARY LEVEL WHERE THE ADMINISTRATION WORKS AT THE TACTILE LEVEL.
TO THE EXTENT WE GET DOWN TO THE TACTILE LEVEL OR THE OPERATIONAL LEVEL WE ARE GETTING OUT OF OUR ROLE.
WE ARE MOVING OUT OF OUR JOB. SO HERE ARE THE FIVE RESPONSIBILITIES OF THE BOARD AT THE STRATEGIC AND VISIONARY LEVEL, CREATING STRUCTURE AND SUPPORTING AN ENVIRONMENT AND THOSE ARE THE FIVE THINGS WE NEED TO DO AT EVERY MEETING AND EVERY DECISION WE MAKE. THE NEXT THING IS YOU HAVE -- BY THE WAY, DID Y'ALL HAVE -- [INAUDIBLE].
>> I LIKE TO REMIND BOARD MEMBERS WHAT THEY HAVE WRITTEN IN THEIR POLICIES. THESE ARE CALLED BY LAWS BECAUSE THEY ARE THE BY LAWS FOR THE BOARD.
YOU HAVE GIVEN YOURSELF FIVE RESPONSIBILITIES AND THEY ARE THE SAME AS THOSE FIVE RIGHT THERE.
THEY ARE EXPLAINED ALT -- EXPLAINED A LITTLE MORE.
THESE WERE ADOPTED IN 2013. ARE THERE EXTRAS DOWN THERE?
>> [INAUDIBLE]. >> WE DON'T, BUT IT IS
[02:06:32]
>> THAT IS A TOUGH ONE. >> [INAUDIBLE].
>> REFERRING TO CORRESPONDENCE TO A SAOUFP -- SUPERINTENDENT, THE AUTHORITY TO DISSOLVE CO IF SOMEBODY COMPLAINS TO YOU YOU REFER THEM TO THE LOWEST LEVEL OF CONTACT, LIKE A PRINCIPAL OR TEACHER, YOU DEAL WITH THEM FIRST AND THEN ROLLS UP TO THE SUPERINTENDENT LEVEL.
YOU ARE ONE MEMBER WITH NO AUTHORITY OUTSIDE OF THE BOARD.
NOT THIS SESSION. I'M BRINGING THIS TO YOUR ATTENTION BECAUSE MOST DON'T DON'T KNOW IT IS IN THE BY LAWS. THIS WAS WRITTEN IN 2013.
THERE IS ALSO -- IT IS ALSO NOT PART OF THE WORKSHOP, BUT THERE SHOULD BE REVIEW OF THE POLICY. WE RECOMMEND THAT YOU PICK OUT POLICIES EVERY YEAR AND YOU FIND OUT IF THEY ARE DOING WHAT YOU EXPECT THEM TO DO. A GOOD EXAMPLE OF THAT IS BOARDS HAVE POLICIES ON SUSPENSION OR EXPULSION AND THEY FOUND OUT THAT MORE SPECIAL NEEDS POPULATION IS BEING SUSPENDED THAN AVERAGE OR STUDENT OF COLOR.
THEY SAID THAT WASN'T OUR INTENTION.
THEY WENT BACK AND MADE CHANGES TO THE POLICY.
YOU WANT TO REVIEW THE IMPACT OF YOUR POLICIES AND NOT JUST WHERE THE POLICY'S LANGUAGE IS RIGHT.
SOMETIMES IT GOES TO THE SUPERINTENDENT FOR REGULATIONS BECAUSE THE REGULATION ISN'T IMPLEMENTING WHAT YOU WANTED IN A POLICY. OFTEN AS BOARD MEMBERS WE HAVE POLICIES AND WE CAN'T GET INVOLVED.
WE HAVE TO TAKE A FEW HOUT FROM TIME -- FEW OUT FROM TIME TO TIME. SOMETIMES YOU CAN TELL WHEN YOU GET DATA THAT SOMETHING IS NOT WORKING AND OUR SUSPENSION WAS
HIGH AMONG SPECIAL NEEDS KIDS. >> CAN YOU EXPAND ON JUST THE
POLICY VERSUS -- [INAUDIBLE]. >> YEAH.
POLICY IS BOARD APPROVED. ADMINISTRATIVE REGULATIONS IS HOW YOU ARE TELLING THE ADMINISTRATOR -- [INAUDIBLE] AND THAT'S WHY IT COMES TO THE SUPERINTENDENT AND IT COMES TO THE SKILLS SIDE SRAER -- RATHER THAN THE VALUE SIDE.
[INAUDIBLE] HERE IS HOW I WANT YOU TO IMPLEMENT THIS PROTOCOL.
THE THIRD PART OF THAT IS EXHIBITS.
YOU ALL KNOW WHAT EXHIBITS ARE. YOU HAVE A POLICY AND UNIFORMED
[02:10:06]
COMPLAINT. THE FORM IS IN YOUR POLICIES AND ACCESSIBLE. BY THE WAY, I WANT YOU TO COMMEND YOU. I WORKED WITH BOARDS WHERE PUBLIC CAN'T GET ACCESS. YOU HAVE TO SHOW WHAT THE -- [INAUDIBLE]. WEIGHT OF LAW.YOU HAVE TO SHOW PEOPLE WHAT THE LAWS ARE.
>> I HAVE A QUESTION. GO AHEAD.
SORRY. >> I WAS GONNA ASK, CAN YOU EXPAND ON THE ADMINISTRATIVE REGULATIONS AND WHAT, IF ANY, OVERSIGHT THE BOARD HAS ON THAT? THAT IS STILL A LITTLE GRAY FOR ME.
>> WE ALWAYS RECOMMEND AN ADD -- ADMINISTRATIVE REGULATIONS ARE PREPARED BY THE SUPER INEN IT DENT.
IF THE BOARD WANTS TO SEE THEM THEY CAN ASK FOR THEM.
WE DON'T RECOMMEND THEY CAN ACT ON THEM BECAUSE THEY DON'T -- THEY ARE NOT A BOARD OF LAW. YOU DON'T WANT TO BE SUED ON A REGULATION. THEY WANT TO BE SUED ON A POLICY. ADMINISTRATIVE REGULATIONS CAN BE CHANGED AT A MOMENT'S NOTICE IF IT IS NOT BEING IMPLEMENTED.
THEY SAY DO IT THIS WAY AND IT IS NOT GETTING YOU WHAT YOU WANT. THEY CAN START TO ENFORCE IT.
>> SO IT SHOULD NEVER BE AN INSTANCE WHERE WE WOULD TRY TO ADJUST ORIE SRAOEUZ ADMINISTRATIVE REGULATION.
IT WOULD BE MORE OF A CONVERSATION.
>> YOU QUESTION. WHAT DOES THIS MEAN? HOW DOES THIS HAPPEN? HOW DO YOU SEE THIS AFFECTING STUDENT WELL-BEING? ASKING THOSE HOW QUESTIONS -- OR WHAT QUESTIONS RATHER THAN HOW.
>> SO I'M GOING TO GIVE AN EXAMPLE OF SOMETHING THAT IS LOOMING SOON AND IS IMPORTANT. IT IS IMPORTANT TO THE COMMUNITY AND THE BOARD AT THE SAME TIME IN TERMS OF REORGANIZATION IN THE BEGINNING OF THE SCHOOL YEAR.
YOU ALL KNOW WHAT THAT MEANS. THE DESIRE TO SAY LET'S CHANGE -- I'M GONNA PROPOSE A BOARD POLICY CHANGE AND THAT INCLUDES REGULATIONS WE ARE PUTTING IN PLACE.
I THINK THE POLICY WITH THE BOARD SAYS GIVE DIRECTION TO THE SCHOOL DISTRICT AND THEN MY STAFF AND I WILL THEN COME UP WITH THE PROCEDURES AND THE PROCESSES AND ALL THAT FOR YOU TO CONSIDER. AND THEN THE TWO HAVE A MATCH.
>> WHAT WE RECOMMEND -- LIKE A NEED HAS COME UP IN THE DISTRICT AND SOMETHING IS NOT GOING WELL.
YOU ASK THE SUPER INEN IT DENT TO CREATE AN AR.
A GOOD EXAMPLE OF THAT IS WHEN PARENTS COMPLAIN ABOUT SOMETHING YOU SAY LET'S GO BACK ON OUR POLICY.
THERE IS NO POLICY ON IT. THE EXAMPLE IS CELL PHONE USE.
CELL PHONE USE HAS BECOME A SAFETY ISSUE.
THEY WANT THE KIDS TO HAVE CELL PHONES -- AND THEN -- SO THEN THE POLICIES ARE PUT IN PLACE ABOUT NOT USING CELL PHONES.
IF AR COMES IN AND SAYS HERE IS WHAT YOU ARE SUPPOSED TO DO.
IN SOME PLACES THEY TAKE THE CELL PHONE AWAY.
THAT'S NOT OUR INTENTION. WE WANT PARENTS TO BE ABLE TO GET AHOLD OF THEIR KID IN CASE OF EMERGENCY.
IF THERE WAS, GOD FORBID, SOME KIND OF A LOCK DOWN IN THE SCHOOL THEY CAN TEXT US AND TELL US WHAT IS GOING ON.
SO THEN THEY HAD TO TWEAK THE AR SO THAT IT WORKED FOR WHAT THE BOARD FELT AS REPRESENTING PARENTS NEEDED TO HAPPEN.
THE SUPERINTENDENT HAS BEEN IN THE ROLE OF PRINCIPAL.
SO BUILDING AN AR THAT AN ADMINISTRATOR CAN FOLLOW HE PROBABLY HAS MORE KNOWLEDGE ABOUT IT THAN ANYONE WHO HASN'T. IF IT DOESN'T LOOK LIKE IT WILL WORK FROM YOUR PERSPECTIVE, YOU EITHER HAVE TO EXPLAIN IT OR WHAT WOULD HAPPEN IF THIS IS WHAT WAS SAID.
DEFINITELY HAVE CONVERSATIONS. DEFINITELY GIVE INPUT.
LISTEN TO THE SKILLS-BASED PEOPLE --
>> HOW OFTEN SHOULD WE BE -- I HAVEN'T SEEN THESE AND I DON'T KNOW WHERE TO FIND THEM. I DON'T EVEN KNOW WHERE THEY ARE POSTED. THEY ARE POSTED?
WHERE CAN I FIND IT? >> YOU GO ON YOUR WEBSITE TO
BOARD AND POLICIES -- >> NOT POLICIES, BUT THE ADMINISTRATIVE REGULATIONS. I HAVE NEVER SEEN THOSE BEFORE.
HOW DO WE SEE THEM OR ASK FOR THEM OR HOW DOES THAT WORK?
>> THEY ARE ALSO ON ASSEMBLY AS WELL.
MAYBE ANOTHER TIME WE CAN GO THROUGH WHAT THAT LOOKS LIKE.
>> ASSEMBLY IS THE SOFTWARE YOUR BOARD POLICIES COME UP IN.
>> SO THERE IS WHERE YOU CAN PUSH THE BUTTON AND THEY ARE ON THERE? SORRY.
I HAVEN'T SEEN THEM. >> NOT EVERY DISTRICT DOES IT
THAT WAY. >> I JUST WANTED TO SAY THAT WE ACTUALLY JUST WENT THROUGH ONE OF THE ADMINISTRATIVE
[02:15:01]
REGULATIONS WHEN WE WERE DISCUSSING THE STUDENT BOARD MEMBER AND WE WENT OVER THE BOARD POLICY.WE DIDN'T BOMBARD THE POLICY, THE HOW WITH THE TRAINING AND EVERYTHING WAS DEVELOPED SEPARATELY BECAUSE YOU DON'T WANT TO HAVE A BOARD POLICY -- LIKE REALLY, REALLY EXTENSIVE.
AND NOT ONLY THAT, IT IS THE LAW.
IN REGARDS TO LIKE THE TRAINING, WE CAN TRAIN THAT, BUT WE DIDN'T WANT TO PUT IN THERE SPECIFICALLY IT HAS TO HAPPEN BY THIS TIME OR WHATEVER.
IT IS GOING TO HAPPEN AND THERE IS A PROCEDURE FOR THAT.
>> AS I'M LOOKING AT IT, THIS IS AN IMPORTANT PIECE OF THE JUNCTURE. CAN YOU EXPAND ON JUST THE KAOPL -- THE COMPLEXITY OF THE SYSTEMS WHEN BOARD MEMBERS COME IN, AND NOT JUST HERE, BUT ANY PLACE I HAVE SEEN.
THEY MAY NOT UNDERSTAND HOW THE WHOLE SYSTEM WORKS TOGETHER.
IT IS A SIMPLE THING AS A SUPERINTENDENT OR ADMINISTRATORS SAYING WE NEED SPECIFIC PLC TIME TO PRODUCE SOMETHING BIGGER. THAT IS NOT SOMETHING A LAYPERSON COULD UNDERSTAND. WHAT DO YOU SUGGEST AS WE GO OVER ADMINISTRATIVE REGULATIONS IN OUR PRACTICE SO THERE IS COMFORT FROM THE BOARD THAT ACTION IS BEING TAKEN TO SUPPORT THE BOARD? WHAT DO YOU SUGGEST?
>> TWO THINGS COME TO MY MIND. ONE IS THAT WHEN YOU ARE BUILDING YOUR LCAP, YOU WILL HAVE GOALS YOU ARE TRYING TO MEET AND ACTIONS YOU EXPECT THE TEACHERS AND ADMINISTRATION TO TAKE AND THEN YOU WILL HAVE IN THERE THE ACTION YOU WILL TAKE.
THAT'S WHERE THAT CONVERSATION GOES ON.
>> REMEMBER. YOU CAN REVISE IT ANY TIME OF THE YEAR. YOU CAN MAKE THAT REVISION TO ALLOCATE RESOURCES. WE TRY TO DO IT ON A YEARLY BASIS. WHEN IT COMES TO OTHER REGULATIONS IT IS HAVING THE OPEN AND ON NEST COMMUNICATION AT THIS MEETING WHERE THEY COME UP WITH SOMETHING THEY MEAN FOR THIS POLICY. HERE IS THE TRAINING THAT USED TO GO ALONG WITH IT. IT IS A MATTER OF GIVING THE BOARD YOUR BEST THINKING AND THE STAFF'S BEST THINKING AND THE OTHER LEADERSHIP'S BEST THINKING ON HOW TO MAKE THIS HAPPEN. IF IT REQUIRES FUNDING, THEN IT REQUIRES BOARD ACTION. THERE CAN BE A BUDGET CHANGE TO MAKE THAT HAPPEN. AM I MISSING SOMETHING ELSE ON
I THINK THAT COMES INTO OUR CHARACTERISTICS OF HOW WE LEAD.
I CAN DEFINITELY SEE PEOPLE SAYING I WANT THIS NOW.
AS SUPERINTENDENT I AM THINKING OF THE PROCESS THAT HAS TO GET THERE. BUT EXPLAINING THAT TO PEOPLE BECAUSE THE WORK IS DONE AT THE SITE.
>> AND JUST TO POINT OUT SOMETHING ELSE, NOT EVERY SCHOOL IS THE SAME. MEMBERS OF THE BOARD MAY HAVE DIFFERENT SOLUTIONS BASED ON WHAT SCHOOL THAT IS AND WHAT TRAINING THEY HAVE TAKEN IN THE PAST.
YOU HAVE HOW MANY SCHOOLS? SO IF YOU HAVE 14 OR 15 SCHOOLS, YOU HAVE DIFFERENT THINGS GOING ON DIFFERENT SCHOOLS. WE HAVE TO REMIND OURSELVES THAT WE HAVE 11 SCHOOLS. WITH THE LEADERSHIP THEY HAVE HAD, THEY ARE PROGRESSING DIFFERENTLY.
INDIVIDUALIZATION, IT IS IMPORTANT FOR STUDENTS --
>> AND JUST TO CLARIFY, MR. WEI S, WHAT YOU ARE SAYING IS THE BOARD WHEN THEY UP -- WHEN THE UPDATES AND CREATES NEW POLICY, IT WILL THEN CHANGE OR CREATE NEW AR'S?
>> AND MAYBE NOT EVERY POLICY. AR SHOULD BE VERY SPECIFIC.
THIS IS WHAT I EXPECT YOU TO DO.
AR SHOULD BE SOMETHING THAT WHOEVER SUPERVISES THE PRINCIPAL OR SUPERINTENDENT SAY LET'S SEE IF YOU ARE DOING ADMINISTRATIVE REGULATION. IT SHOULD BE VERY CLEAR.
THE BOARD IN MANY CASES WANTS TO SEE THAT.
[INAUDIBLE]. >> I THINK IT IS.
BECAUSE THEY SAT IN THAT CHAIR. >> RIGHT.
>> WHATEVER BUSINESS YOU ARE IN AND YOU HAVEN'T DONE THAT BEFORE. ALL RIGHT.
NEXT STEP. WE ARE ALMOST DONE WITH THIS.
[02:20:05]
I HAVE GIVEN YOU A BUNCH OF STUFF ON EFFECTIVE GOVERNANCE.I WANT TO SEE WHAT YOU THINK AN EFFECTIVE TRUSTY LOOKS LIKE.
I WANT YOU TO SPEAK WITH SOMEBODY YOU DON'T NORMALLY SPEAK WITH. LOOK AROUND THE ROOM.
GET EYES WITH SOMEBODY YOU DON'T NORMALLY TALK WITH, INCLUDING THE SUPERINTENDENT. DOES EVERYBODY HAVE SOMEBODY THEY DON'T TALK WITH? YOU WILL GET A SECOND CHANCE.
>> I WILL START WITH RENETA. >> [INAUDIBLE].
>> WE WILL HAVE A SECOND ROUND. DOES EVERYONE HAVE A PAIR TO
>> PLEASE MOVE TO WHERE THAT PAIR IS.
ANSWER THE QUESTION WHAT DO WE HAVE TO DO -- [INAUDIBLE] WRITE THEM DOWN. SOMEBODY WRITE THEM DOWN SO WE WILL HAVE SOME ATTRIBUTES OF AN EFFECTIVE TRUSTY.
NO. JUST BRAINSTORM RIGHT NOW.
ATTRIBUTES OF EFFECTIVE TRUSTY. BRAINSTORM THEM AND THEN FIND
OUT WHAT YOU AGREE ON. >> THIS IS THE KWAOEU -- QIETEST BRAINSTORM I HAVE EVER BEEN IN.
[02:25:15]
>> YES, SIR. >> I WILL ASK YOU TO WRAP UP YOUR CONVERSATIONS IN THE NEXT 30 SECONDS OR SO, PLEASE.
OKAY. HAVE YOU REACHED SOME AGREEMENTS ON THINGS YOU BELIEVE AS A PAIR [INAUDIBLE]
OKAY WHO WOULD LIKE TO SHARE. >> BEING OPEN MINDED.
>> [INAUDIBLE]. >> WE SAID HONESTY.
>> ETHICAL. >> BEING A GOOD LISTENER.
>> RESPECT WILLFUL. RESPECTFUL.
>> WE ARE GONNA SAY DISSEMINATE RESOURCES CORRECTLY.
>> WE HAVE ALSO COMMUNICATE. >> HUMILITY OR HUMBLE.
>> BEING ABLE TO ANALYZE AND INTERPRET DATA AND USE IT.
>> [INAUDIBLE]. >> CONFIDENTIALLY.
>> KNOWING YOUR ROLE. >> NOW CHANGE PARTNERS.
[02:30:08]
>> [INAUDIBLE]. >> IF I CAN TRY AND WRAP UP YOUR CONVERSATION IN 30 SECONDS.
LET'S START WITH A -- AIMEE. >> BEING RESPECTFUL.
>> UNDERSTANDING. >> [INAUDIBLE].
>> COLLABORATIVE. >> [INAUDIBLE].
>> KNOWING ROLES. >> [INAUDIBLE].
>> KEEPING THE FUTURE IN MIND. >> POSITIVE GOVERNANCE.
>> BEING PREPARED. >> THE DAY IS NOT PERSONAL. BE CAREFUL HOW WE SAY THINGS.
[02:35:08]
>> COOPERATION. >> TWO GOOD ONES.
STUDENT-CENTERED AND SOLUTION ORIENTED.
>> KEEPING OUR -- KEEPING OUR FOCUS ON THE -- ON THE WHOLE PICTURE EVEN THOUGH WE MAY BE FOCUSING ON ONE ISSUE.
JUST KNOWING THAT -- YEAH. YEAH.
THE WHO -- THE WHOLE PICTURE. EVEN THOUGH WE MAY BE TARGETING ONE AREA, IT MAY NOT BE BECAUSE WE ARE IGNORING THE OTHER
THING. >> ENSURE ACCOUNTABILITY.
>> TO WRAP THIS UP, FIRST I WANT TO -- [INAIDABLE].
[INAUDIBLE]. >> HERE IS SOMETHING I WANT YOU TO LOOK AT. [INAUDIBLE].
TAKE A LOOK AT YOUR CHARTS OVER THERE.
I SEE RESPECTFUL. [INAUDIBLE].
WHAT ELSE DO YOU SEE? [INAUDIBLE].
>> SO IF YOU LOOK AT THEN AGAIN AFTER LUNCH -- [INAUDIBLE].
WITH THAT IT IS 12 NOON. IT IS TIME FOR LUNCH.
HOW MUCH TIME DO WE NEED? 45? OKAY. WE WILL COME BACK TOGETHER AT 12:45. THERE IS LUNCH AVAILABLE IN THE ROOM OVER HERE. GIVE YOURSELF A ROUND OF APPLAUSE FOR THE HARD WORK THAT IS GOING ON.
THERE IS A LOT OF GOOD WORK. >> WELCOME BACK TO THE BOARD OF EDUCATION WORKSHOP NOVEMBER 11TH, 2023.
WE WENT TO LUNCH BREAK AT 12:01 AND WE WILL BE CONTINUING ON FROM 12:51 P.M. DR. WEIS?
>> THE STORY IS WHEN THE FAMILY CAME FROM ELLIS ISLAND FIVE GENERATIONS AGO THEY SAID HOW DO YOU SAY THIS IN AMERICAN? THEY SAID WHEN THERE ARE TWO VOWELS TOGETHER, IT HAS TO BE WEIS. I THINK WE ARE THE ONLY ONES IN THAT USE IT. THE REST OF THE FAMILY IS BACK EAST AND A LOT OF PEOPLE HAVE TWO S'S.
I TELL PEOPLE MY FAMILY COULDN'T AFFORD THE SECOND S'S.
JUST A BIT OF TRIVIA. WHAT WE ARE GOING TO DO NOW IS LOOK HERE AT THE SCREEN. JUST TO ORIENT YOU TO IT, THERE IS ALSO SOMETHING IN YOUR HAND OUT THAT SAYS HOW TO READ -- SO JUST AS A REMINDER, YOU'VE DECIDED TO DO THIS BOARD SELF-EVALUATION AND THE RESULTS COME BACK WITH THESE GREENS, BLUES, YELLOWS AND REDS. GREENS MEAN THAT IT IS
[02:40:03]
CONSIDERED A STRENGTH BY ALL BOARD MEMBERS.BLUES MEAN IT IS A STRENGTH BY A MAJORITY OF BOARD MEMBERS.
YELLOW MEANS IT IS AN AREA OF GROWTH FOR THE MAJORITY OF THE BOARD MEMBERS AND RED MEANS IT IS AN AREA OF GROWTH FOR ALL BOARD MEMBERS. SO IF YOU TAKE A LOOK AT YOURS.
YOU EACH TOOK THIS INDEPENDENTLY.
AS YOU GLANCE THROUGH IT QUICKLY, IT IS FIVE PAGES.
THERE ARE PRESENTLY NO GREENS. I SAY PRESENTLY BECAUSE YOU HAVE NEVER DONE THIS BEFORE. THIS IS YOUR FIRST TIME GOING THROUGH IT. YOU HAVEN'T ALL GONE THROUGH CONDITIONS OF EFFECTIVE GOVERNANCE BEFORE.
SOME OF THE LANGUAGE PHREU -- MAY NOT HAVE BEEN SOMETHING YOU UNDERSTOOD. THE RESPONSIBILITY IS THE SECOND HALF WHICH STARTS ON PAGE 4.
AND AGAIN, BECAUSE YOU YOU HAVEN'T ALL GONE THROUGH IT YOU MAY NOT HEARD ABOUT THE BOARD RESPONSIBILITIES.
YOU CAN CONSIDER THIS A BASELINE, A STARTING POINT.
WHAT WE RECOMMEND AT CSBA IS THIS SHOULDN'T BE A ONE-TIME THING. YOU SHOULD COME UP WITH A PLAN WITH WHAT TO DO ABOUT CERTAIN AREAS.
THE OTHER THING WE RECOMMEND IS DON'T TRY TO DO EVERYTHING.
PICK A FEW THINGS YOU WANT TO WORK ON.
RECORD THE AGREEMENT YOU HAVE WITH HOW YOU ARE GOING TO WORK ON THEM AND CHECK IN ON THOSE FROM TIME TO TIME.
SOME OF THE THINGS YOU ARE WORKING ON AND GO AROUND THE ROOM AND THAT GIVES YOU INITIAL FEEDBACK ON THE PROGRESS YOU ARE MAKING. EACH QUARTER.
AND THEN AT THE END OF THE YEAR YOU WILL TAKE AN ANNUAL SELF-EVALUATION AND SEE IF IT IS CHANGING AND SEE IF YOU ARE MAKING PROGRESS. THE SAME WAY WE DO IT WITH STUDENT LEARNING. YOU FIND OUT WHERE IT IS AT THE BEGINNING AND YOU GET SOME INSTRUCTION AND ASSESS IT AND FIND OUT HOW TO DO IT. WE DON'T WAIT UNTIL THE END OF THE YEAR TO ASSESS BECAUSE WE CAN'T MAKE ANY CHANGES WHEN THE YEAR IS OVER. THAT'S WHY THE QUARTERLY FEEDBACK SESSIONS WILL HELP YOU GROW AS A BOARD.
HOW LONG SHOULD THE CYCLE BE, SIX WEEKS TO -- OR WOULD IT BE
LIKE A WHOLE YEAR? >> DO YOU MEET MONTHLY?
WELL YOU HAVE THREE MONTHS. SOMETIME IN THOSE TWO BOARD MEETINGS AT THREE MONTHS AND THEN SIX MONTHS.
>> WHAT WOULD THAT LOOK LIKE AS FAR AS DOING THE CHECK IN ON
THIS? >> SO BY THE END OF TODAY YOU WILL DEVELOP A FEW PROTOCOLS FOR THE THINGS YOU WANT TO WORK ON. YOU ARE CHECKING IN TO SAY ARE WE DOING THEM? OFTEN WHEN WE TALK ABOUT OUR OWN GOVERNANCE WE FORGET TO LOOK AT OURSELVES AND SAY ARE WE PROGRESSING? YOU CAN'T PROGRESS ON EVERYTHING. YOU'LL PICK A FEW AT THE END OF TODAY'S SESSION. YOU WILL DEVELOP A FEW PROTOCOLS. YOU WILL TYPE THOSE UP AND GO TO EVERY BOARD MEMBER TO REMIND YOU THAT THIS IS WHAT WE ARE WORKING ON. AND THEN YOU PUT ON THE AGENDA QUARTERLY EVALUATION AND IT IS AN OPEN-ENDED STATEMENT.
WHAT I DO IS I SAY WE WANT EVERYONE TO RESPOND.
I THINK WE ARE DOING FINE. WHAT ELSE SHOULD WE BE DOING.
WE ARE DOING THE FIRST PART OF IT AND NOT THE SECOND PART.
>> BUT IT WOULD BE LIKE A -- BUT IT WOULD BE A FAIRLY QUICK PUT IT ON THE AGENDA AND GO AROUND, BUT IT SHOULDN'T BE A
HUGE TIME -- >> AND WE DON'T EVEN RECOMMEND DOING A FORM FOR IT. LET'S JUST HAVE A CHECK IN.
IT IS THE BOARD SELF-EVALUATION CHECK IN.
WE ASK EVERYONE TO COMMENT. THAT'S THE CHECK IN.
>> WOULD YOU RECOMMEND EFFECTIVE GOVERNANCE OR DO YOU SUGGESTS WE TAKE PIECES FROM EACH AREA.
WE WILL PICK A COUPLE OF AREAS THAT YOU WILL START WITH FIRST.
THERE ARE A LOT OF THINGS YOU COULD PICK.
AND WE ARE GOING TO PUT A PROTOCOL TOGETHER.
WE WILL DO THIS. IT IS WHAT WE HAD WITH AGREEMENTS. THOSE ARE COMING TO THE AGREEMENTS AROUND THE CELL -- THE SELF-EVALUATION.
SAY YOU HAVE SOMETHING THAT SAYS BOARD WORKS TOGETHER WELL AND YOUR PROTOCOL IS WHEN SOMEONE ASKS A QUESTION I PARAPHRASE IF I UNDERSTOOD THEM SO WE CAN WORK TOGETHER WELL.
THAT'S YOUR PROTOCOL. YOU SAY DID WE USE THE PROTOCOL FOR THIS QUARTER OR NOT. IT IS REAL SIMPLE STUFF ABOUT HOW YOU WORKED TOGETHER AS A BOARD.
>> AND ON THE AGENDA IT WOULD BE JUST A DISCUSSION ITEM?
>> NOT AN ACTION ITEM. JUST A DISCUSSION ITEM.
[02:45:03]
AND THEN WE DO RECOMMEND THAT YOU COME BACK AND DO A BOARD SELF-EVALUATION AGAIN AND LOOK FOR THE AREAS OF GROWTH AND AREAS YOU PUT PROTOCOLS TOGETHER.AND YOU MAY FIND AREAS YOU DIDN'T PUT PROTOCOLS BECAUSE YOU ARE WORKING TOGETHER. MAKE SENSE? SO LET'S TAKE A LOOK AT THIS. WE ARE GOING TO GO DOWN THROUGH THEM AND THE FIRST ONE IS ABOUT THE BOARD IS FOCUSED ON ACHIEVING FOR ALL STUDENTS. RATHER THAN ME READING THESE TO YOU. TO YOU, JUST TAKE A MINUTE.
SO WHY DON'T YOU TAKE A LOOK AT THEM BY AREA.
IT IS QUESTIONS 1 THROUGH 6 AND IF YOU WILL TAKE A LOOK AT THOSE AND THE WAY YOU READ THIS , EACH PERSON GAVE A RATING ON THIS AS EITHER ALMOST ALWAYS, OFTEN, LESS OFTEN, RARELY OR NOT SURE. SO YOU CAN SEE ON THE FIRST ONE, ONE PERSON SAID ALMOST ALWAYS WE DO THIS AND THE SECOND PERSON SAID WE OFTEN DO IT AND THREE PEOPLE SAID LESS OFTEN. THINK ABOUT THAT.
WHAT I WANT YOU TO LOOK AT WITH EACH OF THESE IS THERE ONE OF THEM IN THE ONE THROUGH 6 UNDER BOARD UNITY THAT YOU WOULD WANT TO ADVOCATE FOR BEING SOMETHING THAT YOU WANT TO BUILD A PROTOCOL FOR AND WORK ON IN THIS FIRST QUARTER.
SUE, THANK YOU FOR JOINING US. I'M SORRY WE GOT STARTED, BUT YOU HAVE YOUR COPY OF THE -- OKAY.
GOOD. >> ADVOCATE TO NUMBER TWO.
MAYBE ONCE WE SEE WHERE WE ARE ALL HEADED IN THE SAME DIRECTION WORKING ALTOGETHER IT FALLS IN PLACE AS WELL.
>> THANK YOU. IS THERE ANOTHER ONE THAT SOMEONE WOULD LIKE TO ADVOCATE FOR.
>> I THINK NUMBER ONE. I THINK EVERYTHING SHOULD BE STUDENT FOCUSED. I WOULD STILL SAY FOCUSING ON ACHIEVEMENTS FOR ALL STUDENTS. THAT'S MY NUMBER ONE.
>> ANYONE ELSE WANT TO ADVOCATE 1 THROUGH 6?
>> SO WE HAVE THREE ON THE TABLE THERE.
GIVEN THOSE THREE -- I'M SORRY. I DIDN'T ASK YOU.
>> THANK YOU. I TKPWHRE -- I AGREE WITH 1, 2 AND 4, BUT I THINK WE REALLY NEED TO FOCUS ON DISTRICT PRIORITIES SO WE CAN REMAIN FOCUSED AND DON'T GET SIDE TRACKED OR GOT OFF ON A RABBIT HOLE ON THINGS THAT -- NOT THAT THEY DON'T MATTER, BUT WE WANT ACHIEVEMENT FOR ALL STUDENTS.
IF WE DON'T KNOW HOW TO STAY AND FOCUS ON THE DISTRICT PRIORITIES, WE ARE GONNA MISS THE BOWED -- MISS THE BOAT OR THE OPPORTUNITY TO MAKE SURE WE ARE ABLE TO, YOU KNOW, FOCUS ON THE KIDS. WE NEED DISTRICT PRIORITIES.
>> SO THAT'S NUMBER THREE? DID YOU HAVE COMMENTS ON THE
[02:50:02]
ONE THAT WERE ON THE FLOOR SO FAR WHICH IS 1, 2, 3 OR 4 ORSOMETHING ELSE? >> I KIND OF SEE WHAT AMY WAS SAYING AND WHAT RENETA WAS SAYING ABOUT BEING ANONYMOUS.
PART OF OUR DISTRICT GOAL IS TO BE STUDENT VENTURED.
THAT'S JUST HOW I SEE IT. I THINK THE LAST ONE MAYBE.
>> I'M NOT GOING TO MAKE YOU PICK ONE OUT OF THOSE YET.
BUT KEEP IN MIND WE ARE NOT GOING TO DO ALL OF THESE.
LET'S GO ON TO THE NEXT GROUPING WHICH IS ROLES AND RESPONSIBILITIES. IT IS 7 THROUGH 11.
DOES ANYONE WANT TO ADVOCATE FOR ONE OF THOSE IN 7 THROUGH 11? MAYBE YOU THINK THE BOARD SHOULD DEVELOP PROTOCOLS AND HOLD THEMSELVES ACCOUNTABLE TO IN AT LEAST THE FIRST QUARTER OF THE YEAR, BUT POSSIBLY
THROUGH THE REST OF THE YEAR. >> I THINK FOR THIS ONE NUMBER 9 IS A LITTLE AMBIGUOUS FOR ME BECAUSE HOW DO WE KNOW WHO KEEPS CONFIDENTIAL MATTERS CONFIDENTIAL.
I DON'T KNOW WHAT SHE TALKS ABOUT OR SHE TALKS ABOUT.
THIS IS REALLY -- THE ANSWERS HERE ARE REALLY STRANGE TO ME.
>> THANK YOU. I WANT TO COMMENT ON THAT.
THE BOARD MEMBERS KEEP CONFIDENTIAL MATTERS CONFIDENTIAL. THERE HAVE BEEN INSTANCES TO WHERE -- OKAY, FOR EXAMPLE, WE WERE GOING THROUGH NEGOTIATIONS AND IT SEEMED LIKE THE TEACHERS GOT INFORMATION, SPECIFIC INFORMATION THAT WAS DISCUSSED ONLY IN CLOSED SESSION.
AND IT IS LIKE HOW DO WE KNOW? HOW DO WE KNOW WHO SPOKE WHAT? SO CONFIDENTIALLY IS SO, SO, SO IMPORTANT IN THAT WE HAVE TO REMEMBER WHEN WE ARE IN CLOSED SESSION IT IS FOR OUR EARS ONLY AND ALSO -- I'M SORRY. I WILL BE QUIET AFTER THIS ONE.
THE INDIVIDUAL BOARD MEMBERS DO NOT ATTEMPT TO DIRECT THE SUPERINTENDENT. I COME UP WITH INFORMATION ALL THE TIME BECAUSE I GO TO ALL OF THESE CONFERENCES AND THERE ARE SO MANY EXCITING THINGS GOING OUT.
SO I DON'T KNOW HOW THESE DIFFERENT THINGS COULD WORK FOR THE DISTRICT. I DON'T GIVE DIRECTION.
I CAN'T DO THAT AS AN INDIVIDUAL BOARD MEMBER.
BUT I COME BACK AND I'M EXCITED.
I SAY THIS IS WHAT I -- YOU KNOW, THIS IS WHAT I RAN INTO AT THIS CONFERENCE. CHECK IT OUT.
THAT'S ALL I DO. I SAID CHECK IT OUT AND SEE IF ANY OF THESE THINGS CAN WORK WITHIN OUR MISSION, BUT I LEAVE IT ALONE. SO I DON'T SAY I NEED YOU TO DO THIS OR I DON'T SAY YOU NEED TO USE.
I'LL JUST PRESENT IT, HEY, CAN THIS WORK FOR US? IT IS NOT THAT I DON'T KNOW WHAT WE'RE DOING, BUT I AM REMOVED FROM THE ACTUAL WORK. AND THEN IF IT IS SOMETHING THE SUPERINTENDENT THINKS CAN WORK, HE PRESENTS IT TO THE BOARD.
LIKE I WOULDN'T EVEN BRING IT TO MY BOARD MEMBERS.
I WOULDN'T SAY, HEY -- I MAY IN A STATEMENT I MAY SAY I ATTENDED THIS CONFERENCE AND I DID THAT.
>> WHEN MEMBERS OF THIS BOARD GO TO A CONFERENCE LIKE A CSBA CONFERENCE, DO YOU REPORT BACK THINGS THAT YOU WERE INTERESTED
IN OR LEARN? >> THERE IS NOT A REQUIRED
REPORT. >> WE HAVE SEED IY -- WE HAVE SAID, HERE IS SOMETHING YOU ARE INTERESTED IN, YOU SHOULD BRING IT BACK AS PART OF THE REPORT. AFTER SPENDING THE AMOUNT OF MONEY PEOPLE SPENT AT CSBA, WHAT INTERESTED YOU.
WHAT SURPRISED YOU? WHAT IS SOMETHING OUR DISTRICT OUGHT TO BE AWARE OF. YOU GET A REPORT.
THAT ENDS UP ON THE MINUTES. THE SUPERINTENDENT SAYS LET'S PULL THIS TOGETHER. LET'S PUT THAT ON THE AGENDA IN
THE FUTURE AND TALK ABOUT IT. >> THERE IS NO FORMAL WAY OF US TO PRESENT IT. SO WHEN I COME BACK, I WILL JUST SAY, HEY, I DID THIS AND I SAW THIS AND WHATEVER.
>> ONE SUGGESTION IS PROVIDING A VEHICLE FOR THAT.
WE DON'T PROVIDE A VEHICLE THEN IT LOOKS LIKE BECAUSE YOU LEARNED SOMETHING ABOUT SOMETHING THAT YOU WANT IT DONE. IF YOU LEARN ABOUT SOMETHING YOU WANT TO LEARN WHAT THE STAFF AND THE LEADERSHIP FEEL ABOUT IT AND THEN DECIDE IF IT IS GOOD FOR YOUR DISTRICT.
[02:55:01]
>> I THINK THAT THAT'S WHAT THE INTENTION WAS WITH THE BOARD REPORTS AND THAT'S PERHAPS WHAT WAS EXPECTED BEFORE.
>> I THINK WE JUST NEED TO REFINE THAT.
>> WE DON'T WANT PEOPLE TALKING AT CSBA ABOUT POSSIBLE THINGS THAT COME ON THE AGENDA. SO HOLD YOUR WATER AND COME TO THE BOARD MEETING AND TALK ABOUT THAT SO THE PUBLIC KNOWS
THIS IS AN IDEA. >> BECAUSE IN OUR PUBLIC COMMENT WE SAY LITTLE PERSONAL THINGS TOO PROBABLY, BUT REPORTING ON A CONFERENCE IS DIFFERENT, SO IT WOULD BE NICE TO HAVE SOMETHING, A PROTOCOL, TO GO BY THAT WOULD BE UNIFORM.
AND WE CAN EVEN KEEP RECORDS. >> I THINK NUMBER 9 IS STILL -- I WANT TO CONTINUE THIS CONVERSATION.
IT IS VERY CONCERNING TO ME THAT THESE WERE THE ANSWERS.
ONE IN TEACHER NEGOTIATION AND THERE IS ALSO THE TEACHER SIDE THAT IS HRAOEFRG INFORMATION AND I JUST CAN'T BELIEVE THAT -- WELL, YOU SEE THE NUMBERS, HOW DO YOU KNOW THAT? HOW DO YOU KNOW WHAT PEOPLE ARE TALKING ABOUT AND FOUR PEOPLE SAY WE DON'T KEEP THINGS CONFIDENTIAL.
WE ARE BOUND BY THAT. THAT IS SO DISCOURAGING TO ME THESE ANSWERS. I THINK THAT'S SOMETHING THAT WE SHOULD OBVIOUSLY BE FOCUSING ON IF FOUR OF US THINK THAT.
>> I WOULD MAKE ONE COMMENT ON THAT AND I THINK IT GOES BACK TO OUR PREVIOUS DISCUSSION ABOUT ASSUMPTIONS AND I THINK YOU DON'T KNOW WHO IS KEEPING WHAT CONFIDENTIAL AND I WOULD HATE TO ASSUME THAT SOMEBODY ISN'T AND NOT GIVE PEOPLE THE BENEFIT OF THE DOUBT AND THEN ALLOW THAT TO INTERFERE WITH HOW WE INTERACT AND WORK TOGETHER.
THAT'S A REALLY BIG ELEMENT OF THAT PERHAPS.
I DON'T KNOW. >> WELL, THE WHOLE IDEA OF HAVING EXCEPTIONS TO THE OPEN MEETINGS ACT IS BECAUSE YOU ARE REPRESENTING THE DISTRICT YOU WOULD CHANGE YOUR POSITION IN NEGOTIATIONS NOT ONLY WITH, SAY, BUYING A PIECE OF PROPERTY IF THE PERSON ON THE OTHER SIDE OF THE NEGOTIATIONS KNOWS WHAT THE BOARD'S LIMIT IS. IT IS CRITICAL TO MAINTAIN THE TPAU TKAOURB YORE RESPONSIBILITY -- THE FIDUCIARY RESPONSIBILITY TO NOT SHARE THINGS WITH PEOPLE ON THE OTHER SIDE OF THE TABLE. IT IS MAJOR -- IT IS YOUR JOB TO MAKE SURE IT IS SOLVE VENT AND PRODUCTIVE.
THAT IS ON THE LIST. ANY OTHERS ON SEVEN THROUGH 11 THAT PEOPLE WANT TO ADD TO THE LIST THAT WE WILL NARROW DOWN.
>> I WOULD SAY THE BOARD MEMBER AGREES ON THE ROLE AND RESPONSIBILITIES OF THE BOARD AND THE SUPERINTENDENT.
I WOULD SAY THAT IT BEING A COLLAPSE BRA TIFF RELATIONSHIP LIKE WE SPOKE ABOUT IN THE PAST, BUT ALSO BEING ABLE TO CLEARLY IDENTIFY WHAT IS NOT DIRECTION AND WHAT IS PART OF THE COLLABORATION BECAUSE THERE ARE A LOT OF MEETINGS AND IDEAS AND THERE ARE ALWAYS IDEAS, BUT BEING ABLE TO ESTABLISH THAT RESPECTFUL RELATIONSHIP WHERE WE ARE SEPARATING THOSE TWO THINGS OF COLLABORATION AND DIRECTION.
>> ANYTHING ELSE? 7 THROUGH 11? WE HAVE MORE. LET'S GO TO THE NEXT PAGE.
WE HAVE 12 THROUGH 17. WE HAVE OUR FIRST BLOOM IN THAT ONE. IT IS SOMETHING THAT APPEARS TO HAVE SOME STRENGTH ON THE MAJORITY OF THE BOARD MEMBERS.
THEY DISCUSS QUESTIONS ABOUT AGENDA ITEMS PRIOR TO THE BOARD. PAT YOURSELF ON THE BACK.
ARE THERE OTHERS IN 7 THROUGH 16 THAT YOU WANT TO SPEND SOME
TIME WORKING ON IT. >> ON NUMBER 14 I THINK THAT IT IS GOING TO BE IMPORTANT TO HAVE A GOVERNANCE CALENDAR -- I MEAN A GOVERNANCE HANDBOOK BECAUSE I DON'T KNOW IF WE HAVE NORMS ON HOW WE SHOULD TREAT EACH OTHER.
>> I THINK THAT WOULD BE A GOOD EXERCISE FOR THIS TEAM.
YOU DID A LOT OF THE WORK TODAY TO GET STARTED ON IT.
>> THAT WAS NUMBER 14? >> THE BOARD MANAGES INTERNAL CONFLICT IN A PRODUCTIVE MANNER.
>> THEIR I THINK THE BOARD MANAGES INTERNAL CONFLICT IN A PRODUCTIVE MANNER. I THINK THAT GOES BACK TO SOMETHING THAT BRAD ELUDED TO. IF THERE IS CONFUSION OR MISUNDERSTANDING OR AN ASSUMPTION THAT SOMETHING IS
[03:00:01]
HAPPENING, BEING FRANK ABOUT IT AND BEING DIRECT ABOUT IT ANDNOT LETTING IT FESTER. >> I NOTICE THAT ON BOTH OF YOUR TRUSTEE ATTRIBUTES AND THE BOARD ATTRIBUTES YOU HAVE RESPECT WHICH IS 15. IS THAT SOMETHING THAT YOU WOULD WANT TO ADD TO YOUR POSSIBLE LIST?
>> YEAH. I WOULD COMMENT THAT -- WITH 13 HOW WE MANAGE INTERNAL CONFLICTS AND HOW WE TREAT THE SUPERINTENDENT WITH RESPECT AND THEN ALSO NUMBER 15.
>> ANY OTHERS? >> I WANT TO ADVOCATE NEITHER -- FOR US TO DEMONSTRATE THAT WE UNDERSTAND EACH OTHER'S PERSPECTIVE. THAT IS SO IMPORTANT BECAUSE WE HAVE OUR OWN PERSONAL PER SEPBGS.
PERCEPTION. WE HAVE TO UNDERSTAND THE DIFFERENCE. WE HAVE TO BE ABLE TO PUT OURSELVES IN THE SHOES OF OTHERS AND LOOK AT THE DIFFERENT ANGLES. I THINK UNDERSTANDING THE PERSPECTIVES BECAUSE WE ARE ALL DIFFERENT, WE REALLY NEED TO BUILD UP ON THAT ONE AT LEAST I THINK SO.
>> OKAY. LET'S GO ON TO BOARD OPERATIONS. 19 THROUGH 24.
IS THERE ANY OF THOSE THAT SOMEONE WANTS TO ADVOCATE FOR? I THINK 19 AND 18, I THINK ONE THING, WE HAVE DONE WELL IN THE PAST AND WE HAVE GOTTEN AWAY FROM IS BEING ABLE TO ASK QUESTIONS ABOUT AGENDA ITEMS AHEAD OF TIME AND RECEIVE THOSE ANSWERS AND CLARIFICATION TO REDUCE THAT DURING A BOARD MEETING. WOULD -- I WOULD SAY THOSE TWO
TOGETHER ARE VERY IMPORTANT. >> YOU SAID 18 AND 19?
>> I ALSO WANT TO REMIND THAT WITHIN THAT STAYING OUT OF FOCUS IF IT IS NOT DONE IF TIME , BOARD MEMBERS CAN STILL ASK QUESTIONS ON THE DAY OF. THAT'S THE ONLY THING I WANT TO
REMIND EVERYBODY. >> ALSO, IF YOU ASK A QUESTION THAT HELPS HOW YOU VOTE, MAKE SURE THE INFORMATION IS PRESENTED AT THE BOARD MEETING. SO YOU TELL THE SUPERINTENDENT I AM GOING TO ASK THIS QUESTION AGAIN SO IT IS ON THE RECORD SO PEOPLE UNDERSTAND WHY I AM VOTING.
OFTEN THE PUBLIC DON'T REALIZE SOME OF THE BACKGROUND AND IF THEY DON'T MAKE IT EXPRESSIVE, THEY DON'T KNOW WHY WE MADE
NUMBER 21. ALL BOARD MEMBERS RECEIVE THE SAME INFORMATION SO THINGS ARE HAPPENING AND I HAVE NO IDEA WHY. I HAVE NO IDEA.
SOMEBODY ASKS ME ABOUT ALLIANCE I DON'T KNOW ABOUT IT AND I STILL DON'T KNOW ABOUT IT. WE ALL NEED TO HAVE THE SAME INFORMATION SO WE CAN BE ON THE SAME LEVEL.
AND A LOT OF IT IS MINOR. IT IS LIKE LITTLE DIFFERENT INNING CHAS. LIKE -- LITTLE CHANGES.
SO DECISIONS ARE BEING MADE WITHOUT ME BEING INFORMED.
>> DO YOU HAVE A FRIDAY MEMO SYSTEM.
>> WE HAVE A ā FRIDAYMEMO. >> ANYTHING ELSE SOMEONE WANTS TO ADVOCATE FOR? LET'S MOVE ON TO BOARD MEETINGS, 25 TO 31. AGAIN, HERE 2 OPPORTUNITIES FOR BLUES. BOARD MEMBER COMES PREPARED AND CONFINE ITSELF TO A REASONABLE LENGTH OF TIME.
IT IS KIND OF BIPOLAR HERE. IT IS 3 AND 2 SPLIT.
2 PEOPLE DISAGREE WITH THAT AND 3 PEOPLE DISAGREE WITH THAT.
THAT'S NUMBER 29. IT IS WORTH LOOKING AT AGAIN.
[03:05:03]
I'LL CIRCLE THAT ONE. >> NUMBER 29.
>> OH THAT'S THE ONE I JUST SAID.
>> I WOULD SAY NUMBER 28, THE BOARDY -- THE BOARD EFFECTIVELY USES THAT IN THE DECISION MAKING AND THAT'S THE AREA WE CAN IMPROVE AND GETTING MORE DATA FOR THE BOARD.
>> THREE OR FOUR DATA PEOPLE. SOUNDS LIKE THAT WOULD BE A
GOOD ONE. >> I WANT TO GO BACK TO NUMBER 25 THAT THE BOARD AGREES ON THE ROLE OF THE BOARD PRESIDENT IN
MANAGING THE BOARD MEETINGS. >> YOUR BOARD PRESIDENT DESCRIPTION IS NOT CREDIT DETAILED.
YOU WANT TO MAKE SURE WHOEVER IS AT THE BOARD PRESIDENCY DOES IT THE SAME WAY. THAT WOULD ACTUALLY BE AN EASY U.N -- AN EASY ONE TO DO BECAUSE YOU WOULD LOOK AT YOUR CURRENT BY LAW. SOME HAVE GONE THROUGH BOARD TRAINING AND SO YOU CAN SEE WHAT IS RECOMMENDED.
>> DID ANYBODY ELSE HAVE ANOTHER NUMBER?
I HAVE ANOTHER NUMBER. >> NUMBER 30 THERE IS A GOOD RELATIONSHIP BETWEEN THAT ONE, HOW LONG THE BOARD SPENDS ON AGENDA ITEM AND THE IMPORTANCE OF THE ITEM.
I THINK THERE IS A -- THAT RATIO IS NOT GOOD.
>> I DIDN'T SPEND TIME ON THE ONE SLIDE I HAD, BUT THE RESEARCH ON HIGH-PERFORMING SCHOOL DISTRICTS SHOWS THAT BOARDS SPEND MORE TIME ON STUDENT LEARNING AND WELL BEING ON THOSE DISTRICTS WHERE THEY GET HIGHER ACHIEVEMENT.
IT IS HARD TO SAY IT IS CAUSATIONAL OR CORRELATIONAL, BUT IT IS CONSISTENTLY CORRELATIONAL ACROSS THE NATION. IT IS IMPORTANT TO DECIDE WHAT YOU SPEND MOST TIME ON. WE REVAMPED OUR BOARD MEETING IN THE LAST COUPLE YEARS. WE HAVE SCHOOLS DO A REPORT AT EVERY BOARD MEETING AND WE ASK THEM TO SPEND HALF OF THE TIME TALKING ABOUT STUDENT ACHIEVEMENT AND WELL BEING BECAUSE WE WANT TO KNOW WHAT THEY ARE DOING ABOUT THAT AND THAT IS A MAJOR PRURP OF OUR TKREUPBLGT -- PURPOSE OF OUR
DISTRICT. >> BECAUSE OF THAT DATA AND THE IMPORTANCE OF IT, IS THERE A RECOMMENDATION OR DO THEY THINK WE SHOULD BE LOOKING AT THE BOARD MEETINGS AND TIMING WHAT WE SPEND OUR -- TRACKING IT SO WE CAN SEE IT? WE DON'T DO THAT AND I WONDER IF IT IS HELPFUL.
>> THE RECOMMENDATION IS TO MAKE SURE THAT ON EVERY BOARD MEETING YOU HAVE MULTIPLE ITEMS ON LEARNING.
WE TEND TO FILL BOARD MEETINGS WITH FINANCE, PURCHASING, ARE ALL OF THESE KIND OF THINGS THAT ARE NORMAL OPERATIONS AND THEN IF WE HAVE TIME WE DO SOMETHING ON STUDENT LEARNING.
WHAT WE'VE DONE IS PUT STUDENT LEARNING UP FRONT.
THAT'S THE FIRST THING WE DO. WE HAVE SCHOOL REPORTS AND OUR ED SERVICES DEPARTMENT AND CURRICULUM DEPARTMENT.
WE KNOW WHAT IS GOING ON AND WE TALK ABOUT DUAL LEARNING PROGRAMS AND HOW ARE THEY DOING? I DON'T KNOW IF IT IS AN AMOUNT OF TIME THEY SPEND ON IT OR
ITEMS ON THE AGENDA. >> I THINK WE ALWAYS HAVE ITEMS LIKE THAT ON OUR AGENDA, BUT LIKE WHAT MY COLLEAGUE SAID WHAT WE SPEND OUR TIME ON IS NOT ALWAYS THOSE ITEMS.
IT COULD BE ON SOMETHING ELSE. >> AND SOMETIMES YOU HAVE TO.
IN THE BIG PICTURE, WHAT IS THE BOARD DISCUSSING? WHAT IS THE BOARD LEARNING ABOUT? WHAT IS THE BOARD TALKING TO THE COMMUNITY ABOUT? IS IT ABOUT FACILITIES OR FINANCE OR COLLECTIVE BARGAINING OR HUMAN RESOURCES OR IS IT ABOUT THE STUDENTS AND
HOW WELL WE'RE DOING. >> AS A PRIORITY THEN WE SHOULD BE LOOKING -- WE CAN SET THAT AS A PRIORITY AS A BOARD IF
EVERYBODY AGREES. >> THAT'S LIKE NUMBER 26, BOARD MEETING AGENDA REFLECT DISTRICT PRIORITIES.
>> RIGHT. SO IF WE'RE GONNA SAY WE WILL LOOK AT STUDENT ACHIEVEMENT AND STUDENT WELL BEING AS OUR TWO PRIORITIES AND OUR BOARD MEETINGS THEN WE SHOULD BE SEEING THAT REFLECTED IN THE AGENDA.
>> RIGHT. >> SO ARE YOU RECOMMENDING
>> LET'S MOVE ON TO BOARD DEVELOPMENT.
THERE IS ONLY FOUR THERE. >> I'M SORRY.
>> YOU HAVE ANOTHER ONE? I'M SORRY.
>> YEAH. IT COULD BE A REALLY, REALLY EASY FIX. THE BOARD EFFECTIVELY MANAGES COMMUNITY INPUT AT BOARD MEETINGS.
AND JUST HAVE A PROTOCOL IN HOW WE HANDLE IT SO THAT WE WON'T GET ACCIDENTALLY -- WE WON'T SLIP INTO TRYING TO HANDLE THAT
AS AN INDIVIDUAL BOARD MEMBER. >> OKAY.
WE HAVE QUITE A FEW UNDER THIS ONE.
SIX. >> WOULD IT BE UNPRODUCTIVE TO
[03:10:03]
ASK AN EXAMPLE? >> WE HAVE TO NARROW THESE DOWN. LET'S LEAVE SOMETHING TO TALK
ABOUT? >> WE'LL COME BACK TO IT.
>> THE BOARD DEVELOPMENT, 32 THROUGH THROUGH 5.
32 THROUGH 35. THOSE ARE IN THE RED.
>> IN YOUR ORGANIZATION MEETING WHEN YOU HAVE A PRESIDENT AND A VICE PRESIDENT AND A CLERK AND WHAT IS YOUR PROCESS FOR DOING IT? OUR BOARD EARLY ON WHEN WE BUILT OUR GOVERNANCE HANDBOOK WE WANTED EVERYBODY TO BE BOARD PRESIDENT WITHIN FIVE YEARS. THEY CAN SIT IN THE SEAT AND LOOK AT IT TWO STEPS AWAY AND THEN ONE STEP AWAY AND MAKE SURE YOU GO TO THE BOARD PRESIDENT IN TRAINING.
ON BOARD AGENDA DEVELOPMENT BY THE SECOND HALF OF THE YEAR, THE INCOMING PRESIDENT WILL SIT WITH THE PRESIDENT AND THE SUPERINTENDENT AND DEVELOP THE AGENDA AND SEE HOW IT WORKS.
IT IS A COMMON TRAINING. WE HAVE SOME YOUNG WOMEN ON THE BOARD AND THEY SAY I CAN'T DO THAT.
WE WANT EVERYBODY TO DO IT. WHEN EVERYBODY SHARES A RESPONSIBILITY FOR LEADERSHIP THEN YOU BECOME A BETTER FOLLOWER BECAUSE YOU KNOW WHAT IS COMING UP.
THAT'S JUST THE WAY WE HANDLE IT.
>> IT IS. OUR ORGANIZATION MEETING THERE ARE NO SURPRISES. UNLESS SOMEBODY IS ILL OR A SPOUSE IS ILL. THEY WILL STILL GET NOMINATED FOR IT AND THEY CAN DECLINE IT AND TAKE A VOTE.
>> I THINK WE NEED TO LOOK AT THAT.
>> ANYTHING ELSE IN 32 THROUGH 35?
>> I WOULD SAY THE BOARD EFFECTIVELY ORIENTS NEW MEMBERS
>> AND I WOULD SAY 30 I THINK IS IMPORTANT FOR EVERYBODY TO TAKE CSPA AND GO THROUGH THE TRAINING AND I THINK THAT'S
>> NOW WE ARE INTO THE SECOND HALF OF THIS WHICH IS BOARD RESPONSIBILITY. THERE ARE SEVERAL BLUES AND A LOT OF REDS. WE WILL TAKE THEM BY SECTION AND NARROWING THEM DOWN BECAUSE YOU CAN'T DO EVERYTHING AT ONCE. THE FIRST ONE IS ABOUT YOUR -- THE WAY YOU SET DIRECTION. IT IS ITEMS 36 THROUGH 39.
DOES ANYBODY WANT TO ADVOCATE FOR ONE OF THOSE?
BRAD? >> THE BOARD ADOPTS CLEAR AND MEASURABLE INDICATORS TO ASSESS DISTRICT PERFORMANCE.
>> SO HOW IS THAT DIFFERENT FROM LCAT?
>> FOR CLARIFICATION, THE LCAT DOESN'T PROVIDE CLEAR AND MEASURABLE INDICATORS OF DISTRICT PERFORMANCE.
>> I GUESS IT IS MORE ABOUT BEING IN TOUCH WITH THOSE UPPED CATERS -- INDICATORS AND BEING ABLE TO EVALUATE THOSE AND STAY IN TUNE WITH WHAT DIRECTION WE'RE GOING.
>> BY THE WAY, I WILL TELL YOU THIS IS A COMMON PROBLEM ACROSS THE STATE. I HAVE BEEN ASKED TO COME UP TO THE BAY AREA AND WORK WITH THE DISTRICT BECAUSE THE LCAT IS 250 PAGES LONG. THEY SAID THIS IS WHAT WE ARE TRYING TO DO ABOUT IT. THE LCAT PLAN WAS SUPPOSED TO BE THAT, BUT THERE WASN'T A REAL SUMMARY OF IT.
THAT'S WHAT THEY'RE WORKING ON. I REALLY THINK IT SHOULD BE PART OF THE SYSTEM. IT SAYS SOMETHING ABOUT DESCRIBE YOUR SUCCESSES. WHAT THEY WANT IS THEY WANT BULLET POINTS. HERE IS THE OUTCOME WE ARE LOOKING FOR AND HERE IS WHAT WE WILL DO TO MAKE IT HAPPEN.
THEY CAN JUST PUT IT ON THE WALL AND PUT IT IN THE LUNCHROOM. IF YOU DON'T HAVE THE GOAL VISIBLE, IT IS NO LONGER A GOAL.
>> ABSOLUTELY. I THINK IT IS ABOUT WHAT YOU JUST SAID, PROGRESS INDICATORS. HOW DO WE KNOW WE ARE MEETING OUR EXPECTATIONS? IF NOT, HOW DO WE PIVOT AND WHEN DO WE PIVOT TO MAKE THOSE CHANGES.
>> AND I WAS TALKING TO YOU ABOUT LUNCHTIME ABOUT INDIVIDUAL ACTIONS IN PLACE TO SEE IF THEY ARE MAKING A
[03:15:02]
DIFFERENCE AND NOT JUST LETTING THEM GO THREE YEARS WITHOUT CHECKING OUT IF THEY ARE WORKING.SO 39 IS ON THE BLOCK FOR THAT ONE.
ANYTHING ELSE UNDER SETTING DIRECTOR.
>> I LIKE 38. YOU KNOW, JUST TO MAKE SURE WE STAY FOCUSED BECAUSE THEY WORK SO HARD IN DEVELOPING IT, ARE WE NEED TO CONTINUE TO LOOK AT IT.
THAT WAY WE ARE COVERED AND WE HAVE OUR GOALS IN FRONT OF OUR
FACE THE ENTIRE TIME. >> VISIONS ONLY WORK IF YOU
HAVE THEM UP AS A REMINDER. >> WE SHOULD HAVE IT HERE.
>> THE ONLY PIECE I WANT TO ADD TO THIS AS WE LOOK AT THE VISION, THE OUTCOME THERE WILL HAVE TO BE PROCESS DATA ALONG THE WAY. IT IS A PIE IN THE SKY.
SO SOMETIMES IT TAKES AWHILE TO BUILD A SYSTEM.
UNDERSTAND THERE IS A POINT YOU HAVE TO GUESS WAITING UNTIL THE END OF THE YEAR TO FIND OUT SOMETHING HAS HAPPENED IS TOO LATE. ESPECIALLY FOR TEACHERS.
THOSE KIDS ARE GONE. IT IS IMPORTANT TO HAVE FORMATIVE. LET'S MOVE ON TO STRUCTU THROUGH 43. YOU HAVE TWO BLUE'S IN THAT AREA AND TWO RED'S. DOES ANYONE WANT TO ADVOCATE
FOR ANY OF THOSE? >> NUMBER 42.
>> WHO WAS THAT? SUE, THANK YOU.
ANY OTHERS THAT SOMEONE WANTS TO ADVOCATE FOR? HEARING NONE, LET'S MOVE ON TO THE AREA OF SUPPORT.
44 THROUGH 47 AND WE HAVE A BLUE IN THERE AND A YELL --
YELLOW AND TWO RED. >> I WOULD SAY THE BOARD CELEBRATES THE DISTRICT ACCOMPLISHMENTS I THINK HIGHLIGHTING THE GOOD WORK THAT IS BEING DONE IS A CENTRAL PART
OF REPRESENTING THE DISTRICT. >> I HAVE ONE.
NUMBER 45, THE BOARD DEMONSTRATES SUPPORT FOR THE SUPERINTENDENT IN CARRYING OUT BOARD DIRECTIVES.
HE IS OUR ONLY EMPLOYEE AND WE REALLY HAVE TO SUPPORT AND TRUST THAT THE SUPERINTENDENT CAN CARRY OUT OUR DIRECTIVE.
>> ANY OTHERS OR CAN WE MOVE ON TO ACCOUNTABILITY? THAT WAS ONE OF THE FAVORITE BELIEFS.
THERE ARE ITEMS 48 THROUGH 53 AND THEY ARE ALL IN THE RED.
IS THERE ANYONE WHO WOULD LIKE TO MAKE IT A PRY TKWRORT --
PRIORITY HERE? >> I THINK DATA IS IMPORTANT AND THE TIME -- THE TIMING OF THE DATA IS REALLY IMPORTANT.
IF WE ANALYZE DATA IF MARCH IT IS WAY TOO LATE.
WE NEED TO GET IT EARLY ON BEFORE THE SEMESTER ENDS.
>> ANY OTHERS? >> THAT IS FOLLOWING UP ON WHAT WE SAID BEFORE. IT IS IMPORTANT TO HAVE.
>> I WOULD SAY THE BOARD EVALUATES THE PERFORMANCE OF THE SUPERINTENDENT BASED ON THE ESTABLISHED EXPECTATIONS.
>> I AGREE ON THAT ONE. >> WHO WAS THE AGREE?
THANK YOU, MYRA. >> I DON'T THINK WE NEED TO ADD IT, BUT OBVIOUSLY 52 IS IMPORTANT, BUT WE AGREE THAT WE ARE GOING TO DO THIS EVERY YEAR SO THAT THAT WAS OBVIOUSLY ONE WE DISAGREE ON AS WELL. OH I WAS SAYING 52, THE BOARD
[03:20:04]
EVALUATES OUR OWN PERFORMANCE. WE KIND OF ALREADY TALKED ABOUT THAT. IF WE JUST DO THIS EVERY YEAR WE KIND OF ALREADY SOLVED THAT ONE.>> AGAIN. THAT COULD BE PROTOCOL THAT YOU CREATE -- IF WE SAID WE ARE GOING TO DO SOMETHING AND DON'T WRITE IT DOWN IT IS LESS LIKELY TO HAPPEN THAN IF WE WRITE IT
DOWN. >> ANY OTHERS UNDER ACCOUNTABILITY? I THINK THIS IS THE LAST.
YEAH. THIS IS THE LAST SECTION.
COMMUNITY LEADERSHIP. 54 THROUGH 58.
>> I WOULD LIKE US TO LOOK AT 54.
I THINK THAT WE ALL GET INFORMATION, BUT WE NEVER NECESSARILY HAVE A WAY TO ANSWER THOSE QUESTIONS WITH ANY INFORMATION WE GET TO OUR COMMUNITY.
AND WE ARE HAVING CONVERSATIONS ABOUT IT.
IF WE CAN JUST -- AND I DON'T KNOW IF LOOKING AT TIME WE CAN COME UP WITH MAYBE PERHAPS SOMEHOW A TOOL THAT DOESN'T BOG DOWN OUR STAFF AND QUICKLY CREATE THOSE.
>> THAT ONE REPRESENTS THE MOST OF ANY OF THESE IN THE
CATEGORY. >> I THINK FOR ME 58 IS THE MOST IMPORTANT. I THINK THE COMMUNITY
ENGAGEMENT PIECE IS HUGE. >> ANYTHING ELSE?
>> OKAY. >> LET ME TELL YOU HOW MANY WE HAVE CHOSEN. 1, 2, 3, 4, 5, 6, 7, 8,ING 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25 -- 31. AS YOUR CONSULTANT I RECOMMEND
YOU DON'T TRY TO DO 31. >> YAY.
>> WE SUGGEST YOU PICK NOT MORE THAN A HANDFUL OF THINGS TO TAKE ON. WHY? IF YOU TAKE ON TOO MANY YOU WON'T HAVE THE ENERGY OR THE TIME TO DO ALL OF THEM AND YOU WILL FEEL LIKE YOU DIDN'T SUCCEED. IF YOU TAKE ON A FEW LIKE FIVE AND DILIGENTLY WORK ON THEM, YOU CAN MAKE A DIFFERENCE AND THEN THE NEXT YEAR YOU CAN PICK UP FIVE MORE IF YOU SOLVE THOSE FIRST 5. IF YOU DON'T SOLVE THE FIRST 5 YOU KEEP SOME YOU DIDN'T SOLVE AND PICK UP FOUR MORE.
THAT'S WHAT WE RECOMMEND. YOU CAN'T DO EVERYTHING ALL THE TIME. HOW ARE WE DOING -- GOING TO TAKE -- HOW DO WE TAKE 31 AND GET IT GOWN TO 5? GET IT DOWN TO 5. WHAT I WANT YOU TO DO IS GET INTO PAIRS AGAIN, SOMEBODY YOU DIDN'T TALK TO IN THE PAIRS WE DID THIS MORNING AND FIND FIVE IN -- THAT YOU AS A PAIR AGREE ON. WE WILL HAVE YOU REPORT THAT OUT AND SEE HOW MUCH COMMONALITY WE HAVE AND GET IT TO 5. I'M GONNA GIVE YOU -- BECAUSE YOU'RE COMING UP WITH 5 I WILL GIVE YOU 5 MINUTES.
DON'T DILLY DALLY. I'M GONNA CHECK IN AT FIVE MINUTES AND SEE IF YOU'RE READY.
>> MR. WEIS? COULD YOU JUST BRIEFLY GO OVER THE 31 JUST SO WE ALL HAVE THEM.
>> READY? 1, 2, 3, 4, 7, 9, 10, 13, 14,
>> I DIDN'T HAVE 11. IT WAS NUMBER 10, THE BOARD GIVES DIRECTIVE TO THE SUPERINTENDENT ONLY AFTER BOARD
REPEAT THAT AGAIN? >> UNDER ROLES AND RESPONSIBILITY, IT IS 7, 9, 11, THE ODD NUMBERS.
GOING UP TO BOARD CULTURE, WHAT I HAVE AND CORRECT ME IF I'M WRONG, 13, 14, 15 AND 16. UNDER BOARD OPERATIONS, 18, 19 AND 21. UNDER BOARD MEETINGS WHICH IS THE NEXT PAGE, 25, 26, 28, 29, 30, 31.
[03:25:02]
OH I MISSED A COUPLE. UNDER BOARD DEVELOPMENT, 32, 33 , 34. UNDER BOARD RESPONSIBILITY, SETTING DIRECTION, 38, 39. UNDER STRUCTURE, 42.UNDER SUPPORT, 45 AND 47. UNDER ACCOUNTABILITY, 48, 51, 52, 53, AND THEN IN THE LAST GROUPING, COMMUNITY LEADERSHIP, 54 AND 58. NOW I'M GOING TO CHECK IN WITH YOU IN FIVE MINUTES. IF YOU DON'T GET IT DONE IN FIVE MINUTES WE'LL TRY FOR ANOTHER GROUPING.
[03:30:56]
>> OKAY. THAT'S THE FIRST FIVE MINUTES.
HOW MUCH MORE TIME DO YOU THINK YOU NEED? HOW MUCH MORE TIME DO YOU THINK YOU NEED?
LET'S TAKE TWO MORE MINUTES. >> IF YOU CAN WRAP UP YOUR CONVERSATION IN 30 SECONDS. SO SO HERE IS WHAT WE -- SO HERE IS WHAT WE ARE GONNA DO NOW.
I WOULD LIKE EACH TEAM, ARE EACH PAIR TO TELL BONNIE WHAT YOUR NUMBER IS AND SHE'S GONNA PUT A WORD DOWN AND THEN I WANT YOU TO ADVOCATE FOR YOUR OTHER BOARD MEMBERS ON WHY THIS IS THE HIGHEST PRIORITY. WHO WANTS TO GO FIRST, TO NAME THEIR FIVE AND TELL US WHY EACH ONE IS YOUR HIGHEST PRIORITY.
BONNIE, YOU DON'T NEED TO WRITE THE PRIORITIES.
I JUST WANT A NUMBER AND A KEY WORD.
HERE IS THE THING. TYPICALLY IS IN CON SRER -- CONVERSATIONS YOU ARE THINKING ABOUT WHAT THE PERSON SAYS.
IN THIS CONVERSATION YOU NEED TO LISTEN TO THE ADVOCACY.
I'M GONNA ASK YOU TO VOTE ON THESE WHEN WE GET THEM ALL UP THERE. AND I'M GONNA ASK YOU TO ASK QUESTIONS ABOUT THE PERSON PRESENTING SO YOU CAN FIND OUT WHAT THEIR RATIONAL WAS ABOUT WHY THIS IS A HIGH PRIORITY.
WHAT DID I SAY YOUR TASK IS IN THIS PART? YOU WILL GIVE YOUR NUMBERS. THAT'S THE FIRST TASK.
WHILE GIVING NUMBERS WHAT DID THE REST OF YOU DO? WE LISTEN. WE DON'T TALK TO EACH OTHER.
AND WE ASK QUESTIONS SO YOU'LL UNDERSTAND WHY THAT WAS A PRIORITY. BECAUSE IT IS NOT GOING TO COME
[03:35:02]
BACK UNTIL WE ASK YOU TO VOTE. SO WHO IS GONNA GO FIRST?>> MYRA, YOU GOT IT. YOU AND AMY HAVE IT.
WAIT UNTIL EVERYONE IS LISTENING BECAUSE IF THEY'RE TALKING, THEY ARE NOT GONNA KNOW WHAT YOU SAID AND YOU WILL PUT THEM UP THERE. SO WHAT IS YOUR FIRST NUMBER?
>> OUR FIRST NUMBER IS 53. >> 53.
AND THAT IS IN THE SECTION CALLED ACCOUNTABILITY.
BEFORE YOU GO ON, ON THAT ONE, TELL US WHY.
WHAT'S YOUR ADVOCACY. YOU'RE SEEKING VOTES FOR NUMBER 53. THE REST OF YOU ARE TO LISTEN TO WHY 53 IS THE MOST IMPORTANT ONE THERE.
>> WE CHOSE 53 AS OUR NUMBER ONE BECAUSE OUR SUPERINTENDENT IS OUR LEADER OF OUR SCHOOLS, OF OUR DISTRICT AS FAR AS DIRECTING STAFF AND HIS EMPLOYEES.
WE NEED TO MAKE SURE THAT THOSE EXPECTATIONS ARE CLEAR SO THAT WAY IF WE NEED TO MAKE SOME CHANGES WITHIN THE SCHOOL YEAR THAT WE KWAN EASILY -- SO THAT WE CAN EASILY HAVE THOSE CONVERSATIONS AND MAKE SURE THAT WE MAKE THOSE RECOMMENDATIONS IN TIME AND THEY ARE ALSO BEING EXECUTED THE WAY THE SUPERINTENDENT DECIDES TO.
>> GOOD ADVOCACY FOR 53. WHAT'S YOUR NEXT ONE?
>> OUR NEXT ONE IS -- I LOST MY PAGE.
OH 28. THE BOARD EFFECTIVELY USES DATA IN ITS DECISION MAKES -- DECISION MAKING.
>> THERE IS A SURPRISE. >> SO AS FAR AS ADVOCACY AND AIMEE, MS. STEWART, CHIME IN WHENEVER YOU NEED TO.
WE KNOW THAT WE HAVE DATA ALL THE TIME.
BUT I THINK IT IS MORE OF THE FOLLOW THROUGH WITH THE DATA.
LIKE WHAT EXACTLY DO THESE NUMBERS MEAN? AND SOMETIMES -- WELL, WE GET THE DATA AND WE ANALYZE IT AND TALK ABOUT IT, BUT WHAT HAPPENS AFTER THAT? IT IS MORE OF THE FOLLOW THROUGH WITH THAT DATA.
WHAT IS OUR SUPERINTENDENT DECIDING TO PRIORITIZE LOOKING AT THAT DATA? WHAT PROGRAMS PERHAPS.
>> I AGREE. I THINK IT IS IMPORTANT AND IF USED WISELY YOU CAN CHANGE THE DIRECTION OF STUDENTS IN WHAT -- AND WHAT THEY ARE DOING AND MAKE IT BETTER.
SO YES. >> WHAT IS YOUR THIRD ONE?
>> OUR THIRD ONE IS NUMBER 19, BOARD MEMBERS RECEIVE TIMELY
INFORMATION. >> DO YOU HAVE ADVOCACY FOR
THAT? >> SO ON THIS ONE I'M GONNA START OFF BY SAYING WE KNOW OUR STAFF IS VERY HARD WORKING.
AND SOMETIMES WE DO MAKE A LOT OF QUESTIONS THAT NEED TIME FOR FOLLOW THROUGH. IN RECOGNIZING THAT, THERE IS INFORMATION THAT WE AS BOARD MEMBERS NEED.
I DON'T THINK IT IS BECAUSE THEY DO -- LIKE IT IS PURPOSEFULLY OMITTED AND IT IS MAYBE THEY DON'T UNDERSTAND OUR TIMELINE AS A BOARD MEMBER. AND JUST HAVING THAT CONVERSATION AND SITTING DOWN AND MAKING SURE THAT WE DON'T -- THAT WE ON BOTH SIDES UNDERSTAND THAT THESE ARE THE TIME CONSTRAINTS OUR STAFF HAS AND THIS IS WHY THE BOARD NEEDS THE INFORMATION. IT IS A WEEK, MAYBE TWO WEEKS.
AND IT GOES BACK TO PLANNING BACKWARDS.
WHAT'S OUR GOAL AND AS EDUCATORS WE DO THAT A LOT.
>> I ALSO THINK HAVING THE INFORMATION IN A TIMELY MANNER WILLY LIMB -- WILL ELIMINATE QUESTIONS AND IT WILL MAKE OUR MEETINGS GO FASTER AND IT WILL HELP WITH THE PRODUCTIVITY OF EVERYTHING. OUR NUMBER 4 WAS NUMBER 39.
THE BOARD ADOPTS CLEAR AND MEASURABLE INDICATORS TO ASSESS
DISTRICT PERFORMANCE. >> SO JUST FOR OUR -- I BELIEVE THAT WE KIND OF DISCUSSED THIS ALREADY WHEN WE ASKED MR.
[03:40:05]
CRIHFIELD, DOES THIS ACTUALLY GO OVER THE LCAP DATA? AND I BELIEVE THAT IT IS SOMETHING WE NEED TO DELVE INTO A LITTLE MORE. I AGREE WITH MR. CRIHFIELD -- BOARD MEMBER CRIHFIELD THAT WE NEED TO -- WHAT DOES THAT LOOK LIKE? IS IT EFFECTIVE? ARE WE BEING EFFECTIVE, OR ARE WE JUST THROWING PROGRAMS AND MONEY INTO SOMETHING THAT IS NOT BEING HELPFUL TO OUR TEACHERS AND TO OUR KIDS AND TO OUR FAMILIES.IF WE NEED TO STOP IT OR GO IN A DIFFERENT DIRECTION AND IT IS ADOPT OR DROP, THEN THAT'S WHAT WE NEED TO DO.
>> AND YOUR FIFTH ONE? >> THE FIFTH IS NUMBER 42.
THE BOARD HAS AN EFFECTIVE PROCESS TO REVIEW, REVISE AND
ADOPT POLICIES. >> I'M GOING TO SPEAK PERSONALLY ON THIS ONE. BEING BOARD PRESIDENT THIS YEAR, IT HAS BEEN AN OVERWHELMING TASK.
LIKE YOU POINTED OUT AT THE BEGINNING, MOST OF OUR BOARD MONTHLY SEES -- POLICIES DATE BACK TO TWOE 013 -- 2013 WHEN THEY WERE ADOPTED OR REVIEW -- REVIEWED.
JUST HAVING THE CLEAR VISION IS NOT REALLY CLEAR IF OUR BOARD POLICIES DON'T SUPPORT IN THE DIRECTION WE ARE GOING.
I THINK THIS PORTION IS SO IMPORTANT TO BUILD EVERYTHING ELSE UPON. HOW ELSE ARE WE GAUGING OUR EFFECTIVENESS. HOW ARE WE FOLLOWING THROUGH ON THINGS WE HAVE ALREADY DIRECTED OURSELVES -- OUR STAFF TO DO.
IT HAS TO BE CONTINUOUS. >> AND IT IS THE ROLE OF THE BOARD MEMBER TO WORK AND CREATE THESE POLICIES DOT BEST THING.
I AGREE. >> BY THE WAY, WHEN YOU ARE ADVOCATING THESE THINGS, DON'T ADVOCATE WITH ME.
LOOK AT YOUR COLLEAGUES AND TELL THEM WHY YOU THINK THEY SHOULD IS A PORT YOU. SUPPORT YOU.
WHO WANTS TO GO NEXT? SUE? BY THE WAY, I A HAVE -- I HAVE A QUESTION, THE ORDER, WAS IT A PRIORITY ORDER AND THEY ARE NOT KNEW MIRE CAL WITH HOW -- KNEW -- NUMERICAL WITH HOW THEY WERE PRINTED SO WHY THAT ORDER?
>> I DON'T KNOW IF WE HAD A REASON.
PWA*EUFBG -- BASICALLY WHAT WE DECIDED TO DO, WE WENT THROUGH BOARD UNITY AND ROLES -- WE WENT THROUGH EACH SECTION AND TRIED TO GET IT DOWN TO 1 AND THEN HAD 11 AND TRIED TO GO
THROUGH THOSE. >> IT DIDN'T REALLY REPRESENT A PRIORITY -- IT DID IN A SENSE BECAUSE WHAT WE PRIORITIZED
WERE THE LARGER TITLES. >> THANK YOU.
I WANTED THE OTHERS TO UNDERSTAND WHY IT WAS NOT IN NUMERICAL ORDER. BEN AND SUE.
>> THE FIRST IS THE BOARD WORKS WELL TOGETHER.
THAT ALSO OVERLAPS WITH SOME OF THE OTHER AREAS THAT WE HAD ALL NOTED NEEDS TO BE ADDRESSED AND THAT FALLS IN LINE WITH BOARD MEMBERS ON THE ROLE AND RESPONSIBILITY OF THE SUPERINTENDENT AS FAR AS WORKING WELL TOGETHER AND -- I'M GIVING YOU MY RATIONAL WHY WE SELECTED THAT ONE.
>> AND ANY ADVOCACY AMONG YOUR FELLOW BOARD MEMBERS.
>> PART OF WORKING WELL TOGETHER HAS TO DO WITH THE BOARD CULTURE. IF WE DON'T WORK TOGETHER WE
DON'T HAVE A CULTURE. >> SO IT ALIGNS WITH THE BOARD'S PERSPECTIVE AS WELL AS MANAGING CONFLICT.
>> WHAT WAS THE NUMBER ON THAT? >> NUMBER 4.
>> OH STILL ON 4? >> I AM GIVING YOU MY RATIONAL ON HOW IT DEALS WITH THE POINTS WE WANT TO WORK ON.
I AM NOTED INTRODUCING ANYTHING NEW.
IN NARROWING THEM DOWN WE SELECTED HOW EACH POINT RELATES TO OTHER AREAS WE ALL AGREED UPON WE WANTED TO WORK ON.
>> THIS IS A TYPICAL STRATEGY WHEN YOU ASK TO PRIORITIZE HOW THEY CONNECT TO OTHER THINGS, THAT'S HOW THE BRAIN WORKS.
>> AND I'M A PSYCHOLOGY MAJOR. >> NOW YOU UNDERSTAND WHY I
[03:45:02]
WANTED TO SEE IF YOU WERE TALKING ABOUT A DIFFERENT NUMBER. YOU ARE GROUPING THINGS UNDER THE NUMBER THAT YOU THINK WILL GET DONE IF THAT GETS DONE.>> THAT'S HOW I PROCESS. >> NUMBER 11.
I THINK IT SPEAKS TO EACH BOARD MEMBER.
[INAUDIBLE] AND THAT HELPS US DISTINGUISH --
>> AND IT LEGISLATION -- AND IT ALSO ALIGNS WITH THE ROLES AND EXPECTATIONS THAT AMY AND MYRA JUST TALKED ABOUT.
IT FALLS IN LINE WITH THAT ONE. >> THE BOARD REASON FOR THE PROCESS OF IDENTIFYING OPPOSITES.
>> THE RATIONAL FOR THAT IS THAT IT IS IMPORTANT AS NEW BOARD MEMBERS COME IN THEY UNDERSTAND THE STRUCTURE OF THE BOARD AND HOW IT WORKS VERSUS JUMPING RIGHT INTO ALLOWING OTHER BOARD MEMBERS WHO* -- WHO HAVE BEEN ON THE BOARD TO
SO ANYWAY WE CAN GO FORWARD TO MAKE SURE THAT IS AN ASPECT OF IT. [INAUDIBLE].
>> AND THE OTHER ONE WAS -- >> [INAUDIBLE].
>> THE BOARD ADOPTS CLEAR AND MEASURABLE INDICATORS TO ASSESS DISTRICT PERFORMANCE. THAT ALSO HAS TO DO WITH OUR ACCOUNTABILITY LOOKING AT STUDENT PROGRESS AS WELL AS THE
>> AGAIN, THAT ONE FALLS IN LINE WITH OTHER POINTS THAT WE HAVE ALREADY DISCUSSED THAT WE WANTED TO LOOK INTO BASED ON THE EVALUATION AS FAR AS INDICATORS ON ACCOUNTABILITY PROVIDING SUPPORT WHEN CARRYING OUT DIRECTIVES.
>> [INAUDIBLE]. >> IS THAT THE ONE -- I HAVE THE BOARD MONITORS STUDENT PROGRESS.
>> AND THEN THE LAST ONE. THAT'S OUR FIVE?
WE HAD NUMBER 7, BOARD MEMBERS AGREE ON THE ROLE AND RESPONSIBILITIES OF THE BOARD AND THE SUPERINTENDENT.
WE THINK IT IS IMPORTANT THAT WE KNOW OUR ROLES AND THAT WE DON'T OVER STEP OUR ROLES. WE HAVE TO -- IF THE BOARD
[03:50:08]
STAYS IN THEIR -- WITHIN THEIR ROLE AND RESPONSIBILITY AND AFTER WE GIVE DIRECTION IT ALLOWS FOR THE SUPERINTENDENT AND THE STAFF TO CARRY OUT OUR DIRECTION.IT IS IMPORTANT THAT WE ALLOW THEM TO DO THE JOB AND NOT BE WANTING TO DO THE JOB FOR THEM. WE NEED TO BE CLEAR ON OUR RESPONSIBILITIES. AND THEY SAY OCTOBER LIKE YOU ARE IN A HELICOPTER AND IF YOU SEE SOMETHING GOING ON, YOU TELL THE SUPERINTENDENT WE HAVE AN ISSUE HERE AND GO FIND IT OUT. WE NEED TO MAKE SURE WE KEEP IN MIND THAT WE ARE OVERSEERS OF EVERYTHING AND WE NEED TO STAY IN THE HELICOPTER. DON'T LAND.
WHEN YOU LAND, THAT'S WHEN A LOT OF PROBLEMS HAPPEN.
WE MUST TRUST OUR SUPERINTENDENT TO DO THE JOB
AND DIRECT OUR STAFF. >> I'LL ADD TO THAT.
WE BOTH THOUGHT THAT WAS VERY IMPORTANT.
THE MOST IMPORTANT WORD IN THAT SENTENCE IS I THINK AGREE ON THE ROLE AND RESPONSIBILITY. WE OFTEN TALK ABOUT WHAT THE ROLE IS IN THE SEPARATION AND IT IS IMPORTANT FOR ALL OF US TO AGREE ON THAT AND BALANCE THE COLLABORATIVE RELATIONSHIP WITHOUT INFRINGING ON STEPPING OVER.
THERE IS A DANCE THERE THAT NEEDS TO INCUR, AND IT IS IMPORTANT TO KNOW YOUR ROLE AND AGREE ON WHAT THE COLLABORATIVE AS -- ASPECT LOOKS LIKE. BUT I AGREE.
>> WE ALSO HAD NUMBER 16. BOARD MEMBERS DEMONSTRATE THEY UNDERSTAND OTHER PERSPECTIVES. THE THING IS BRAD, FOR EXAMPLE.
MY BOARD MEMBER BRAD HAS A DIFFERENT EXPERIENCE WITH HIS CHILDREN IN SCHOOL MUCH DIFFERENT THAN MINE.
IN A SENSE I DON'T HAVE ISSUES. MY KIDS GO TO SCHOOL.
MY KID DOESN'T HAVE AN IEP. MY KID DOESN'T HAVE ANYTHING LIKE THAT. I DON'T DEAL WITH THAT.
I NEED TO RESPECT AND UNDERSTAND THAT HE HAS A JOB AND HE HAS A FAMILY AND HE HAS A STUDENT IN SCHOOL, BUT GUESS WHAT. WITH THAT PARTICULAR STUDENT, HE HAS ACTUALLY MORE CONSIDERATIONS TO MAKE SURE HIS CHILD GET WHAT HE NEEDS. SO I NEED TO STEP BACK AND SAY, WOW, WHAT IS THIS PARENT GOING THROUGH? I AM NOT GOING THROUGH THIS. SO THAT'S JUST A LITTLE EXAMPLE. WE REALLY HAVE TO UNDERSTAND OTHERS' PERSPECTIVES. AND WE HAVE TO MAKE SURE -- NOW, WE MAY HAVE A PERCEPTION, OUR OWN INDIVIDUAL PERCEPTION, BUT WE HAVE TO -- THE PERCEPTION IS SINGULAR.
THAT'S RENETA'S PERCEPTION AND IN A SENSE IT DOESN'T MEAN ANYTHING RIGHT HERE AS A MEMBER OF THE BOARD.
IT IS MY PERSPECTIVE THAT WILL MAKE THAT DIFFERENCE.
IF WE ALL CAN ADOPT THE MENTALITY OF LET'S GET THAT -- LET'S UNDERSTAND THE PERSPECTIVES AROUND OUR ISSUES.
I THINK THAT WOULD BE REALLY GOOD FOR US TO UNDERSTAND AND LEARN MORE ABOUT EACH OTHER AS WE TRY TO GOVERN THIS ENTIRE
DISTRICT. >> 100% I AM HAVING EMPATHY ON UNDERSTANDING. I ACTUALLY UNDERSTAND THAT ONE IN ANOTHER WAY AS WELL. OUR PERSPECTIVES AS BOARD MEMBERS DEPENDING ON THE H US STRAOE OF THE BOARD.
WHETHER IT IS YOUR FIRST MEETING AND DOING THINGS AS A FIRST-TIME BOARD MEMBER OR BEEN HERE A LONGTIME.
THERE ARE FEW HISTORIANS ON THE BOARD, BUT IT IS IMPORTANT TO LEARN FROM EACH OTHER AND COLLABORATE AND UNDERSTAND WE HAVE ALL HAD DIFFERENT EXPERIENCES ON THE BOARD AND FINDING A COMMON GROUND IS THE MOST IMPORTANT PART.
WE HAVE TO UNDER WHERE WE ARE COMING FROM.
>> AND WE HAVE NUMBER 21. DO YOU WANT TO TAKE THE LEAD ON
THIS IS EASY I THINK. ALL BOARD MEMBERS RECEIVE THE
[03:55:02]
SAME INFORMATION. THERE HAS DEFINITELY BEEN INSTANCES WHERE THERE IS UNNECESSARY CONFUSION AND IF WE ARE ALL GETTING THE SAME INFORMATION THINGS WOULD BE SMOOTHER. I DON'T KNOW HOW OFTEN IT HAPPENS IS, BUT SOMETHING WE NEED TO KEEP OUR EYES ON.>> I DON'T WANT TO BE LABOR THAT.
I AGREE WITH YOU WHOLEHEARTEDLY.
WE HAVE NUMBER 30. THERE IS A GOOD RELATIONSHIP BETWEEN HOW LONG THE BOARD SPENDS ON AN AGENDA ITEM AND
THE IMPORTANCE OF AN ITEM. >> I THINK WE SPEND BIG TIME ON SMALL THINGS AND SMALL TIME ON BIG THINGS.
WE NEED TO SET OUR AGENDA AND WATCH THE CLOCK ON HOW WE
INVEST OUR TIME. >> BRAD, YOU BETTER HURRY UP
AND PATENT THAT ONE. >> AND YOU ARE ON LAST WA*UPB -- ONE IS NUMBER 45. THE BOARD DEMONSTRATES SUPPORT FOR THE SUPERINTENDENT IN CARRYING OUT BOARD DIRECTIVES.
DO YOU WANT TO TAKE THE LEAD? >> GO FOR IT.
>> THE SUPERINTENDENT IS OUR ONLY EMPLOYEE.
IF WE GIVE A DIRECTION WE AS A BOARD NEED TO BE CLEAR ON THE DIRECTION WHICH WE ARE GIVING HIM.
WE NEED TO SUPPORT. IT IS LIKE ME BEING THE TEACHER. YOU WANT ME TO DO CERTAIN THINGS. I KNOWED -- I NEED A SCANNER TO GET THE WORK I NEED TO GET DONE.
IF I DON'T GET WHAT I NEED IT IS DIFFICULT FOR ME TO CARRY OUT THE JOB I AM SPEC -- EXPECTED TO DO.
#K* WE WANT TO GIVE CLEAR DIRECTION, BUT SUPPORT HIM IN WHAT NEEDS TO BE DONE. IF HE SAYS I NEED THIS TO BE SUCCESSFUL WE WILL GIVE YOU WHAT YOU NEED TO BE SUCCESSFUL.
SHOUFR, IF YOU ARE NOT SUCCESSFUL -- IF YOU ARE NOT SUCCESSFUL WHAT ARE YOU PREPARED TO DO TO KHAEUFRPBG -- TO CHANGE TO GET THAT SUCCESS. THAT'S BASICALLY IT.
WE NEED TO GIVE HIM DIRECTION AND MAKE SURE HE HAS THE
SUPPORT HE NEEDS. >> THE ONLY THING I WILL ADD IS IT HAS TO BE -- WHAT WE ARE DOING TODAY AND HAVING CLEAR DIRECTIVES IS THE ONLY WAY YOU CAN SUPPORT BOARD DIRECTIVES.
WITH ANY AMOUNT OF RESPONSIBILITY COMES ACCOUNTABILITY. IT IS A MATTER OF ESTABLISHING THE CLEAR BOARD DIRECTIVES AND NOT ONLY SUPPORTING, BUT EMPOWERING THE SUPERINTENDENT TO MAKE THE CHANGES AND BE CONFIDENT AND ESTABLISHING THAT SHOULD BE FULLY SUPPORTED.
YOU ALL PLAYED THE GAME NICELY. WE ONLY HAD ONE OVERLAPPING AREA, NUMBER 39. SO WE HAVE 14 OPTIONS NOW.
I WOULD LIKE YOU TO GET TO 5. THAT WILL BE A DISCUSSION ONCE WE RATE THEM. WE EACH HAVE A COLORED DOT.
YOU HAVE FIVE COLORED DOTS TO SPEND.
SPEND TWO ON ONE IF YOU WISH OR PUT THEM ON FIVE DIFFERENT ONES. WE WILL GET THAT DONE AND THEN LOOK AT IT. I ONLY BROUGHT -- I ONLY REQUESTED FIVE DOT COLORS SO BEN IS GOING TO USE A CHECK MARK. I GAVE HIM A PURPLE CHECK MARK.
HE WILL PUT A CHECK MARK ON WHAT HE THINKS IS MOST IMPORTANT. I WANT TO YOU DO THAT TASK AND THEN WE WILL TALK ABOUT HOW DO WE SORT THIS DOWN AT THE NEXT LEVEL. GO AHEAD.
[04:00:02]
>> CAN WE PUT PICTURES UP UP FOR -- UP FOR YOU.
[04:06:46]
>> PRESIDENT GARZA, I I KNOW YOU ONLY WANT FIVE, BUT HEAR ME OUT. UNDERSTANDING DIFFERENT PERSPECTIVES WE CAN SAY RIGHT NOW WE WILL DO THAT AND TRY TO UNDERSTAND PERSPECTIVES TO WHERE WE COULD HAVE SIX MAYBE?
>> DO YOU WANT TO MAKE THAT MOTION? WE CAN DO THAT. THIS IS ALL OF OUR DECISIONS.
>> ONE PERSON VOTED FOR IT TWICE.
>> I ALSO AGREE THAT AGREE -- AGREE -- AGREEING ON RULES AND RESPONSIBILITIES IS UNDERSTANDING THAT IN DIFFERENT
PERSPECTIVES IN MY OPINION. >> UNDER THE -- I WAS THINKING MORE AGREEING ON RULES AND RESPONSIBILITIES OF -- I BELIEVE THAT WAS FROM THE SUPERINTENDENT AND THE BOARD.
SO I THINK THAT WAS THE LINK I WAS MAKING OF THE -- BECAUSE I
THINK -- RIGHT. >> SO IF WE KEEP THOSE FIVE, BUT OVER LAY THE UNDERSTANDING THE DIFFERENT PERSPECTIVES LIKE YOU -- LIKE BOARD MEMBER ARMSTRONG AND CRIHFIELD WERE SAYING, KIND OF LIKE AS AN UMBRELLA FOR ANYTHING WE DO GOING FORWARD, I AGREE. IT SHOULD BE SOMETHING THAT WE ALWAYS ARE LOOKING AT. I KNOW THAT MOST OF US DO IT NOW, BUT FOR IT TO BE CONSISTENT, PERHAPS.
SOMETHING THAT WE COULD MOVE FORWARD IF THAT'S -- THAT'S MY
RECOMMENDATION. >> MY RECOMMENDATION, I AGREE WITH BOARD MEMBER STEWART THAT WE JUST DO THE SIX.
>> CAN I ASK A QUESTION? I AM NOT TRYING TO MAKE IT COMPLICATED, BUT HOW WOULD WE OPERATION -- OPERATIONALIZE
THAT. >> I WAS THINKING THAT TOO.
I THINK IT IS HOW WE AGREE TO TREAT EACH OTHER, BUT THERE IS NOT GOING TO BE ACTIONABLES OR MEASURABLES.
>> IS IT SOMETHING WE CAN ADD TO THE GOVERNANCE HANDBOOK THAT WE SHOULD UNDERSTAND AND RESPECT DIFFERENT PERSPECTIVES?
>> I RECOMMEND YOU DO THAT. OUR NEXT STEP IS WHAT'S ON THE SCREEN RIGHT NOW WHICH IS DECIDE WHAT PROTOCOLS WE ARE GOING TO PUT IN PLACE AND HOW TO INDICATE IF WE ARE MAKING PROGRESS. THE OTHERS GIVE US THAT AND WE CAN HAVE UNDERSTANDING FROM DIFFERENT PERSPECTIVES WHICH IS
[04:10:01]
PART OF A GOVERNANCE HAND -- HANDBOOK.SO WE HAVE A TOP FIVE AND WITH THAT LET'S CELEBRATE BY HAVING A FIVE-MINUTE BREAK AND THEN WE WILL COME BACK AND GET INTO THE HARDER PART. WE HAVE ABOUT 40 MINUTES LEFT ON OUR TIME. SO WE WILL HAVE 35 MINUTES WHEN
WE COME BACK FROM BREAK. >> SAOUPBDZ -- SOUNDS GOOD.
>> BOARD OF EDUCATION WILL TAKE A FIVE-MINUTE BREAK AND WE WILL COME BACK AT 2:28. THAN
>> BOARD OF EDUCATION IS BACK IN SESSION AT 2:30.
>> SO IF YOU LOOK AT THE SCREEN WE START OFF WITH THE FIRST KOLL HREPL THERE -- FIRST KOLL HREPL -- COLUMN IS EFFECTIVE GOVERNANCE. THIS IS THE EXACT PELL IF YOU PICKED GOVERNANCE TEAM CULTURE AND YOU WOULD SAY BUILD A GOAL FOR IT AND THEY ARE MEASURABLE BY THE END OF THE SCHOOL YEAR AND THEY ARE HONEST AND RESPECTFUL.
AND DEVELOPED HONEST AGREEMENTS.
TO ASSESS SOMETHING YOU HAVE TO DESCRIBE IT.
WRITTEN ASSESSMENT OR THE ORAL ASSESSMENT AT THE MEETING SAYING I THINK WE ARE DOING OKAY CIVIL AND HONEST, BUT NOT RESPECTFUL. AND TALK ABOUT WHAT WE ARE GOING TO DO. TO GET THAT BETTER.
SO IT IS HAVING THE OPEN TKPHAOUPB -- THE OPEN COMMUNICATION AND HOLDING EACH OTHER ACCOUNTABLE.
BUILDING PROTOCOL AND BUILDING THE OUTCOME UNLESS YOU HOLD EACH OTHER ACCOUNTABLE TO THEM. SO JUST WRITE THEM DOWN IN TODAY'S -- AT THE END OF TODAY'S SESSION.
THAT'S WHY WE ASKED YOU TO DO FIVE.
YOU CAN KEEP THOSE THEN ON A LITTLE PIECE OF PAPER THAT IS ON THE BACK OF EVERY BOARD UH SKWR-PB TKAU AND R -- AGENDA AND SAY THIS IS WHAT WE ARE WORKING ON AND THEN AFTER, HOW ARE WE DOING? IT IS NOT PARTICULARLY COMFORTABLE AND NOT PARTICULARLY FUN.
IT IS WORK THAT WILL MAKE YOU MOREY NECK -- MORE EFFECTIVE AND HELP YOU IMPLEMENT YOUR ROLES AND RESPONSIBILITIES BETTER. WHAT I HAVE SEEN IS WHEN BOARDS DO THIS THEY LIKE COMING TO BOARD MEETINGS MORE.
THEY LIKE EACH OTHER AND THE DISTRICT PROGRESSES BECAUSE OF IT, BECAUSE OF LEARNING WITH EACH OTHER.
THEY ARE WORKING WITH THEIR STRENGTHS AND THE THINGS THAT THEY ARE NOT AS GOOD AS AND NOT AS STRONG AT TO GROW THE ENTIRE BOARD TOGETHER AS A TEAM. AND THAT'S WHAT THIS NEXT STEP IS. I WANT TO GET STARTED, BUT BECAUSE WE HAVE A 3:00 END TIME WE NAY -- MAY NOT GET THESE DONE. PAY ATTENTION TO THE PROCESS WE ARE USING AND YOU CAN TRY TO USE THAT AS A STUDY SESSION SOMETIME OR MAYBE AT THE BEGINNING OF A BOARD MEETING OR THE END OF A BOARD MEETING AND YOU CAN FINISH THE PROTOCOLS WE DON'T GET DONE TODAY. BE SURE TO ASK QUESTIONS ABOUT
HOW WE ARE DOING. >> JUST TO CLARIFY.
WE PICK THESE FIVE AND YOU RECOMMEND THEM THE WHOLE ENTIRE
YEAR OR JUST QUARTERLY? >> THE WHOLE YEAR.
>> AND THEN WHEN WE DO THIS AGAIN IN A YEAR WE PICK FIVE
DIFFERENT ONES. >> YOU GO THROUGH THE SAME PROCESS OR HOWEVER YOU WANT TO PICK THE NEXT FIVE.
YOU HAVE PLENTY OF DATA IF YOU KEEP THIS PAPER.
AND YOU WILL HAVE YOUR PAIRED DISCUSSIONS TO REPHAOEUBLD -- REMIND YOU WHAT YOU HAVE ON THE SHELF FOR LATER.
I RECOMMEND YOU WORK ON BOARD PRIORITIES ONE AT A TIME.
IF ONE IS ACCOMPLISHED THEN BRING IN A NEW ONE.
DON'T TAKE FIVE AND SAY HAVE ANOTHER FIVE.
WHEN YOU FEEL YOU MADE PROGRESS ON ONE, CELEBRATE IT AND SAY LET'S GO BACK TO OUR BOARD. WHAT IS OUR NEXT ONE? LET'S TAKE THAT ONE AND BUILD. YOU HAVE A LOT OF WORK AND YOU CAN CONTINUE TO WORK ON IT FOR SEVERAL YEARS.
I RECOMMEND YOU DO YOUR ANNUAL BOARD SELF-EVALUATION AND TAKE THOSE IN THE BLUE OR GREEN AND FOCUS ON THE YELLOW OR RED.
SO LET'S TAKE THE FIRST ONE UP THERE THAT HAS FOUR WHICH IS EVALUATE THE SUPERINTENDENT. WHAT WILL BE THE GOAL FOR
[04:15:06]
EVALUATING THE SUPERINTENDENT. I NEED SOMEBODY TO RECORD THIS DO YOU -- DOWN. I WILL ATTEMPT TO DO THAT WHAT IS -- OKAY. SO WHAT IS YOUR AS SEPARATIONAL GOAL FOR -- AS -- ASPIRATIONAL GOAL?THIS IS NUMBER 53. >> IN MY RECOMMENDATION I BELIEVE THAT IT SHOULD BE BASED ON LCAP GOALS BECAUSE WE GIVE DIRECTION SO THAT WAY OUR SUPERINTENDENT CAN MOVE
LEARNING AND PROGRESS. >> SO WOULD THE GOAL BE THAT WE ARE WORKING WITH THE SUPERINTENDENT TO FOCUS ON
ATTAINMENT OF OUR GOALS? >> WORK COLLABORATIVELY WITH THE SUPERINTENDENT TO DEVELOP AN EVALUATION PROCESS THAT
FOCUSES ON LCAP GOALS. >> I HAVE A QUESTION.
TYPICALLY WHEN IS A SUPERINTENDENT'S EVALUATION DONE? IS THERE A STANDARD?
I DON'T KNOW ANYTHING ABOUT IT. >> ON AVERAGE WE RECOMMEND AND IT IS DONE DIFFERENTLY IN DIFFERENT DISTRICTS.
YOU HAVE ONE OR TWO INTERIM MEETINGS THROUGHOUT THE YEAR.
MY DISTRICT HAS ONE. WE DO ONE IN JANUARY AND THEN WE DOT FINAL EVALUATION IN JULY OR AUGUST AFTER THE DATA COMES IN WE WOULD LIKE TO DO IT IN JUNE, BUT THERE IS NO DATA AT THIS TIME. I HAVE SEEN BOARDS THAT DO LIKE TWICE IN THE YEAR, TWO PROGRESS CHECKS IN THE YEAR.
THE KEY IS WHEN YOU WRITE AN EVALUATION YOU WANT MEASURABLE OUTCOMES AND WHAT IMPROVEMENT MEANS.
I WORKED WITH SO MANY SUPERINTENDENTS THAT SAY OKAY WE CAN IMPROVE. THAT'S WHAT THE LCAP FORCES YOU TO DO. AND THEN YOU HAVE SKIN IN THE GAME AND YOU SAY IS THIS WHAT WE ARE HOLDING OURSELVES AND THE SUPERINTENDENT TO. THE POWER IN THAT IS THE ENTIRE DISTRICT KNOWS THAT THE SUCCESS IS BASED AROUND THE LCAP.
THERE ARE NOT A BUNCH OF OTHER HIDDEN THINGS WE ARE WORKING ON. IN ADDITION IT IS AN EVALUATION THAT YOU USE THE SUPERINTENDENT STANDARDS DEVELOPED WITH THOSE BY CSPA AND IT IS A SET OF STANDARDS LIKE THE ONES IN THE PACKET WITH THE BOARD MEMBERS. IT IS THE SAME STANDARDS.
YOU CAN PICK THE ONES THAT ARE MOST IMPORTANT AND WE BELIEVE IT IS A COLLABORATIVE EFFORT. AND THEN YOU INDICATE -- WHAT ARE THE INDICATORS GOING TO BE? THAT'S WHAT WE RECOMMEND.
AND WE ACTUALLY WORK WITH THE BOARDS TO BRING IN THE MODEL THAT WE USE WHICH IS THE STANDARDS OF THE LCAT.
AND MAKING SURE THEY ARE MEASURABLE.
YOU MAKE THEM MEASURABLE. DETERMINE WHAT THE SUCCESS INDICATOR IS AND HOW MUCH IMPROVING?
IS IT HALF A POINT, FULL POINT. >> IF IT IS BASED ON LCAT, DO YOU VISIT THE LCAT MORE OFTEN AND HOW OFTEN SHOULD WE VISIT
THE LCAT. >> WE BELIEVE IT SHOULD BE VISITED EVERY BOARD MEETING. IT IS A PLAN FOR THE DISTRICT.
IF YOU HAVE REPORTS ON STUDENT WELL BEING THAT'S WHAT THE LCAT
IS ABOUT. >> IT IS THE THREE BIG PRIORITY AREAS. THERE ARE EIGHT PRIORITY AREAS AND THERE ARE THREE BIG GOALS YOU REQUIRE THE RIGHT TO.
THEY GO BEYOND THE GOALS AND THE FISCAL RESPONSIBILITY.
>> AND SO IF YOU BELIEVE THAT DO YOU HAVE SOMETHING ON YOUR AGENDA EVERY MONTH THAT IS LCAT OR YES.
>> I THINK I SAID THIS BEFORE AND I WILL SAY IT AGAIN.
WHEN OUR SCHOOLS PRESENT WE HAVE THEM PRESENT ON THEIR
PROGRESS TO DATE. >> MS. STEWART, FOR EXAMPLE, YOU WILL SEE THERE IS AN UPDATE ON COMMUNICATIONS AND IT DIDN'T
[04:20:02]
COME OUT OF THE BLUE. FIRST WE REQUEST THE BOARD AND SECONDLY IT IS A GOLDEN LCAT. WHEN YOU PRESENT YOU WILL SEE THEY SAID THIS AND THESE ARE THE THINGS WE ARE WORKING ON AND THESE ARE THE OUTCOMES AND SO ON.AND SO WHEN YOU SEE THAT YOU CAN SEE HOW THE OTHER STUFF
WILL COME FORWARD WITH THAT. >> I JUST THINK IT WILL BE KIND OF INTERESTING TO HAVE AN AGENDA LCAT AND YOU PLACE WHAT YOU ARE SAYING UNDER THERE SO WE KNOW IT IS TIED IN AND IT IS EASY FOR THE COMMUNITY TO SEE THIS IS WHAT WE ARE TALKING
ABOUT. >> THE COMPLICATION OF ALL THIS IS FOR THE SUPERINTENDENT AND THE STAFF TO LIVE THE LCAT.
IT IS THE PROCESS WE HAVE TO GO THROUGH AND HOW WE HAVE TO MEET WITH STAFF AND THE DIFFERENT PEOPLE TO COME UP WITH THE ACTIONS AND THE STRATEGY WE ARE USING TO MEET THOSE GOALS.
MORE IMPORTANTLY THERE IS A ONE-YEAR CYCLE AND A THREE-YEAR CYCLE WITH A STRATEGIC PLAN. UNDERSTAND THE DYNAMIC THAT WILL HELP US SHAPE THE SUPERINTENDENT ALONG THE WAY.
>> AND THE KEY TO THE SUPERINTENDENT EVALUATION IS MAKING SURE THE HEAD OF THE EVALUATION YOU AGREE ON THE CONTENT. I WORKED WITH BOARDS WHERE THEY EVALUATED THE SUPERINTENDENT, BUT THEY DON'T HAVE A PLAN.
EVERYBODY THROWS IN WHAT THEY ARE DOING AND THEY HAVE NO IDEA THAT'S WHAT YOU ARE LOOKING AT. TO MAKE IT WORK YOU HAVE TO SET IT UP AHEAD OF TIME. IN A WORKSHOP LIKE THIS YOU SAY THIS IS WHAT I WANT TO MAKE SURE AND HERE IS WHAT WE WILL KNOW SO THERE IS NO SURPRISES. WE WANT TO SURPRISES FROM THE BOARD TO THE SUPERINTENDENT. IT IS ALL A MATTER OF GETTING IT DOWN. IT IS ONLY FAIR.
TO REALLY MOVE THE DISTRICT IF EVERYBODY KNOWS WHAT IT IS BEING EVALUATED ON, THEN EVERYBODY WILL PULL THE
DISTRICT. >> AND IT IS SUPPOSED TO DO THAT AND BRING THE COMMUNITY TOGETHER AND THE STAKEHOLDERS TOGETHER. WE SHOULD BE ABLE TO WORK IN THE CLASSROOM. OUR CHALLENGE IS TO ENSURE THAT THEY SEE THAT IS A LIVING DOCUMENT AND THAT'S OUR
CHALLENGE. >> I'M ASSUMING WITH THIS ASPIRATIONAL GOAL I CAN WRITE YOU UP A DRAFT FOR WHAT SUCCESS LOOKS LIKE AND ARE YOU IF AGREEMENT THAT SOME SORT OF MIDYEAR AND END OF YEAR IS WHAT YOU WANTED TO SEE AND BASE IT ON THE LCAT AND HAVE THE STANDARDS AND SO I HAVE A SHELL OF THAT. I THINK THEY SCHEDULED A SUPERINTENDENT WORKSHOP COMING UP AND THEY CAN BRING THAT TO
THE WORKSHOP AND FLUSH IT OUT. >> I DO HAVE ONE QUESTION.
BECAUSE OF THE UNIQUE NATURE OF THIS PAST YEAR AND WITH THE NEW SUPERINTENDENT AND WITH THE NEW BOARD, WOULD IT BE FAIR TO TIE HIS EVALUATION TO AN LCAT THAT HE WASN'T NECESSARILY A PART OF, OR WOULD IT BE UNIQUELY TAILORED TO PERFORMANCE?
>> WHAT WE RECOMMEND IS YOU DON'T DO AN EVALUATION BEFORE YOU HAVE SET UP AN EVALUATION PROCESS.
YOU CAN GIVE FEEDBACK AND THAT'S ALL IT BECOMES.
WHAT YOU WANT TO EVALUATE IS WHAT YOU ARE BEING CLEAR ON AND GIVE THE EVALUATION TO MEET THE EXPECTATION.
SO YOU SET UP AN EVALUATION SYSTEM AND PUT IT IN PLACE.
YOU MAY HAVE AN EVALUATION SYSTEM IN CONTRACT OR WE MAY NOT. BUT WE WANT TO START WITH A GOOD EVALUATION SYSTEM FOR A SUPERINTENDENT.
>> WAS THERE AN EVALUATION SYSTEM IN THE CONTRACT?
>> NO. >> THERE USUALLY ISN'T.
I HAD A FEW THAT PUT IN AN INTERIM THING BECAUSE THEY KNOW THEY ARE NOT GETTING TOGETHER UNTIL A CERTAIN MONTH.
IT IS HOW THEY ARE COMMUNICATING WITH THE BOARD AND COMMUNICATING WITH THE COMMUNITY.
AND THEY USE THAT AS A PRECURSOR THAT IS USED AS AN ANNUAL BASIS AND IT COINCIDES WITH WHEN THE FINAL TEST SCORES
COME OUT. >> THERE IS A WAY TO REVIEW WHAT WAS DONE IN THE PAST. THAT'S WHAT HAS BEEN GUIDING ME ALONG THE WAY. WE ARE TRYING TO SET UP THE MEMOS AND SET UP THE QUARTERLY SYSTEMS AND ARRANGING THE STAFF TO FUNCTION MORE IN A DECENTRALIZED WAY.
THE THINGS I AM WORKING ON WITH THE STAFF HAVE ESTABLISHED A
[04:25:02]
SYSTEM. I CAN GIVE YOU THAT IN ADVANCE TO SAY THIS IS WHERE WE HAVE BEEN.AT LEAST YOU CAN GET AN INDICATION WHAT IS GOING ON IN MY MIND ALONG THE WAY AND WE TAKE HOLD OF THAT.
>> HUNDRED DAY PLANS ARE PRETTY COMMON.
IT IS THEIR INITIAL FEEDBACK. I DON'T CALL IT A FULL EVALUATION BECAUSE IT IS NOT FAIR TO EVALUATE SOMETHING THAT IS VAGUE. I HAVEN'T LEARNED ABOUT THIS.
AND THEN YOU GET A SHORT-TERM PLAN OUT OUT OF THAT.
>> I HAVE ANOTHER QUESTION. WE HAVE SEEN HERE AND IN OTHER DISTRICTS WHERE BOARDS ALSO MISS THE MARCH 15TH DATE.
IS THERE ANYTHING THAT SHOULD COINCIDE WITH THE EVALUATION PRIOR TO THAT DATE SO THAT YOU ARE NOT PAYING THE SUPERINTENDENT A YEAR THEY ARE NOT THERE.
>> NOT SUPERINTENDENTS. SUPERINTENDENTS HAVE A CONTRACT DATE. IF YOU DON'T MEET THE DEADLINE FOR ANOTHER SUPERINTENDENT THERE IS AN 18-MONTH BUYOUT.
THAT'S WHAT THE LAW SAYS. THE MARCH 15TH DATE -- I DON'T THINK IT APPLIES TO SUPER INTENDONS.
>> IT -- SUPERINTENDENTS. >> IT APPLIES TO STAFF -- STAFF
AND NOW CLASSIFIED STAFF. >> SUPERINTENDENTS ARE A
DIFFERENT ANIMAL. >> IT IS BASED ON THEIR
CONTRACT DATE OF WHAT. >> I BELIEVE IF WE LOOK AT OUR SPES CONTRACT -- SPECIFIC CONTRACT WITH DR. DRATI IT DOES
WE DON'T HAVE TO WORRY ABOUT THAT.
LET'S GO ON TO NUMBER 28 EFFECTIVE USE OF DATA AND DECISION MAKING WHAT IS THE GOAL FOR THAT?
>> I WILL SPEAK ON THAT ONE. JUST THE AMOUNT OF DATA WE ARE GIVEN ON VARIOUS TOPICS THROUGHOUT THE YEAR.
IT COULD BE INCREASED AND HELP GUIDE OUR DECISIONS ESPECIALLY ACTION ITEMS AND IT MILE -- IT MIGHT BE QUARTERLY AND IT IS SPREAD OUT THROUGHOUT THE YEAR ON THE REGULAR SCHEDULE.
>> WELL, I WANTED TO SAY I WAS THINKING ABOUT WHAT WE WENT THROUGH IN THE STUDY SESSION ABOUT THE PERFORMANCE OF OUR STUDENTS AND THE DATA ON THAT AND WE SHOULD KNOW FROM THAT POINTER ON WHERE WE ARE HEADED AND WHAT WE EXPECT FOR OUR TKWREUBGT AND FOR OUR STUDENTS. FOR OUR DISTRICT AND FOR OUR STUDENTS. THAT'S IN MY MIND.
I DON'T KNOW IF YOU SEE SOMETHING DIFFERENT.
THAT WAS A BIG PER -- DEAL OF THE PERFORMANCE OF ALL OF OUR STUDENTS. SO WHAT WILL THE BOARD DO FOR
DECISION MAKING? >> SO THAT IS A BENCHMARK.
I WAS THINKING BENCHMARKS AND THAT IS A BENCHMARK OF WHAT WE ARE USING AND WHAT MILESTONE ARE WE IDENTIFYING FOR
PROGRESS. >> WHAT IS THE MAJOR GOAL? THE BOARD WILL EFFECTIVELY USE THE DATA IN DECISION MAKING
>> YES. >> WHAT DATA ARE WE EVALUATING?
>> HOW I UNDERSTOOD THAT GOAL IS KIND OF WITH ANYTHING.
IF WE ARE TALKING ABOUT SECURITY MEASURES ON CAMPUSES, GIVE US THE DATA TO HELP WITH THE DECISION MAKING.
WHERE IS THE DATA AND MAKING SURE IT IS BACKED BY THE
DECISION OF THE BOARD. >> THAT'S WHAT I ATTACHED TO BOARD CRIHFIELD. WITH THE OPTIONS OF HOW TO ATTACK THOSE DEFICITS, THAT WE ARE SEEING IN THE DATA.
>> SO IS THE GOAL THAT THE BOARD WILL COMMUNICATE THE DATA NEEDED FOR DECISION MAKING? WHAT IS THE GOAL.
>> I THINK WE GET IN THIS BIND WHEN WE ARE PRESENTED WITH SOMETHING THAT NEEDS TO HALT THE DECISION MAKING AND IF WE FRONT LOAD THE DATA RATHER THAN TABLING SOMETHING.
>> I KEEP HEARING YOU SAY SOMEBODY NEEDS TO DO SOMETHING.
[04:30:02]
>> THIS IS 28, THE BOARD MEETING, THE BOARD USES EFFECTIVE DATA MAKING. THIS IS NOT STUDENT ACHIEVEMENT
RIGHT NOW, IS IT? >> IT COULD BE.
>> ANYTHING WITHIN THE BOARD MEETING.
>> WHAT DAY -- DATA DOES THE BOARD NEED FOR DECISION MAKING? WE ARE ASKING THE BOARD TO DO SOMETHING.
WHAT I HEAR YOU SAYING IS THE STAFF SHOULD DO SOMETHING.
>> I GUESS IT IS MAKE A POLICY TO HAVE DATA -- TO DEVELOP AND ADOPT A POLICY THAT REQUIRES DATA FOR ACTION ITEMS.
>> IF WE ARE LOOKING AT THE LCAP AND THAT'S WHAT WE ARE SUPPOSED TO BE FOLLOWING AS A BOARD AND SUPERINTENDENT WE SHOULD LOOK AT THAT DATA AT BOARD MEETINGS.
THE BOARD SHOULD REQUEST FROM THE SUPERINTENDENT AND FROM STAFF BASED ON WHAT WE ARE LOOKING AT, WHERE ARE WE IN THESE NUMBERS. WHERE ARE WE WITH MEETING THE NEEDS OF THE STUDENTS WITH DISABILITIES.
WHETHER WE ARE FALLING BEHIND WITH OUR TKHRASS -- CLASSES.
WHAT YOU SKWR*UG -- WHAT YOU JUST SAID THE BOARD WILL REQUEST THE SPECIFIC DATA THEY NEED FOR DECISION BECAUSE DEPENDING ON THE DECISION YOU ARE ABOUT TO MAKE YOU DON'T WAIT TO GET THE DATA IS AND -- AND YOU SAY I WANT TO KNOW WHAT STUDENTS WITH DISABILITIES ARE AFFECTED.
>> IN A LOT OF OUR DECISIONS IT REQUIRES MORE INFORMATION SO I THINK WE WILL REQUEST DATA AT A BOARD MEETING AND THEN WE WILL WAIT UNTIL THE NEXT BOARD MEETING, BUT DEVELOPING SOMETHING WHERE STAFF, WE KNOW WE WANT THAT BEFORE WE MAKE A DECISION SO RATHER THAN HAVING TO ASK FOR IT EACH TIME.
>> LIKE AN EXAMPLE WE HAVE A SECURITY DISCUSSION AND THEY FRONT LOADED IT WITH THIS IS WHAT THE COMMUNITY THOUGHT AND THIS IS HOW THEY VOTED ON. IT WAS EASY TO DISCUSS BECAUSE WE HAD THE SURVEY AND THE DATA. I THINK THAT'S KIND OF WHAT YOU
ARE SAYING. >> BUT THAT IS PARTIAL DATA.
WE DIDN'T GET THE OTHER SIDE OF THE DATA WHETHER OR NOT IT IMPACTS STUDENT PERCEPTION, COMMUNITY PERCEPTION.
WE DON'T KNOW THAT. >> WHAT IF YOU BUILT AN EXPECTATION. THAT WHEN THE BOARD IS EXPECTED TO MAKE A DECISION AT A PRIOR MEETING THE BOARD HAS AN OPPORTUNITY TO TALK ABOUT WHAT DATA THEY WANT COLLECTED.
HOW ABOUT THAT? THE STAFF CAN'T READ YOUR MIND.
IF YOU WENT TO THE MEETING AND IT IS NOT WHAT YOU WANTED TO KNOW. IF THERE WAS A WAY TO GET THAT OUT BEFORE SO THE STAFF HAD TIME TO PREPARE THAT, YOU COULD BE IMPLEMENTING THAT YOU USE DATA EFFECTIVELY.
IT IS THE SAFETY AND IT IS THE HIRING.
>> SO OPERATIONALLY, THINK LOGISTICS, THINK OPERATIONALLY WHAT ALL THIS MEANS. WE HAVE THE LCAP AND WITHIN THE LCAP THERE IS GOING TO BE QUARTERLY CHECK INS.
IT IS HEADED TOWARD A SPECIFIC GOAL.
IF WE WANT TO REDUCE SUSPENSIONS BY X AND THEN IN NOVEMBER AND IN MARCH WE CHECK ON IT.
AND EVERY OTHER MEETING WE CHECK ON THE MEETINGS TAKING PLACE THROUGHOUT THE YEAR. FOR THE BOARD UNDERSTANDING A CALENDAR FROM AUBG TO JULY -- FROM AUGUST TO JULY.
IF THERE IS OTHER DATA AND YOU ARE LOOKING FOR AN IN, WHERE DO YOU GO IN THE CALENDAR? SO WE HAVE ACCESS.
HOW DO YOU GET SPECIFIC DATA FOR A SPECIFIC THING YOU WANT
TO DO. >> SO YOU MEET TWICE A MONTH.
IS THERE ENOUGH TIME BETWEEN THE FIRST MEETING IN THE MONTH AND THEN GET READY FOR THE SECOND MEETING OF THE MONTH SO YOU GENERALLY BUILD THEM A MONTH AHEAD OF TIME.
>> THE WAY IT IS RIGHT NOW -- >> [INAUDIBLE].
[04:35:15]
WHERE WOULD I GO. WHATEVER IT IS -->> DR. DRATI, I'M SORRY. I'M GONNA INTERJECT HERE FOR A BIT. I HEAR WHAT YOU'RE SAYING.
YOU'RE RIGHT. WE DO NEED TO BE ABLE TO GIVE STAFF TIME TO DO THAT. BUT MY QUESTION TO YOU IS AND I WANT TO POSE THIS AS PERHAPS MAYBE A NEXT STEP PERHAPS.
COULD WE HAVE ONE OR TWO BOARD MEMBERS SIT WITH YOU, GO OVER YOUR MACRO SCHOOL YEAR CALENDAR AND LOOK AT IT FROM A PER SPEC TIFF OF A BOARD MEMBER. ALTHOUGH YOU HAVE GIVEN US ACCESS TO THAT, WE HAVEN'T HAD A CONVERSATION ABOUT THE MACRO AND WHAT DOES IT LOOK LIKE? WHAT DO THESE MEETINGS FOLLOW? WE HAVE SEEN BOARD BOOK AFTER BOARD BOOK AFTER BOARD BOOK WITH THESE AGENDA ITEMS AND WE MATCH IT TO WHAT YOUR CALENDAR OVERALL SAYS. BUT WE HAVEN'T SAT DOWN TO HAVE THE CONVERSATION WITH YOU. WHAT DOES IT LOOK LIKE ON OUR SIDE. WHAT DO BOARD MEMBERS NEED TO BE PREPARED FOR THAT. WHEN YOU AND I HAVE GOTTEN TOGETHER AND WE SAT DOWN ABOVE THE BOARD AGENDA YOU ALREADY HAVE A BOARD AGENDA CREATED. AND THERE IS NOWHERE AS A BOARD MEMBER I -PB KAY I THINK BOARD MEMBERS COULD NEED THIS.
IN THINKING ABOUT THIS, BOARD MEMBERS TKOEUPBT -- DON'T LIVE THIS. WE NEED A HISTORY.
WE HAVE NEW BOARD MEMBERS AND THEY DON'T KNOW WHAT HAPPENED AND BRING US UP TO SPEED. OR I AM SAYING I ANTICIPATE THAT THIS MAY BE AN ISSUE WITH US.
PLEASE BE READY TO TALK TO US ABOUT IT.
THAT WOULD BE GREAT. ONE OR TWO BOARD MEMBERS CAN
>> I WOULD JUST LIKE TO SAY WE HAVE THIS MACRO CALENDAR AND WE HAVE SEEN IT. HE HAS DATES ON AND THE STAFF ALREADY KNOWS THEY CAN PULL THIS DATA.
CERTAIN DATA COMES AT A SPECIFIC TIME.
IF YOU CAN PUT THOSE DAYS THAT, OKAY, IN NOVEMBER WE ARE GOING TO PULL THIS DATA AND YOU WILL BE SHARING IT.
IN MARCH WE ARE GOING TO HAVE THIS DATA.
HOWEVER, IF THERE IS ANYTHING ELSE THAT WE ARE LOOKING FOR OR JUST MEASURE, YOU CAN SAY, HEY, I'M GONNA GIVE YOU THE DATA ON OUR SAFETY ISSUES. AND THE STUDENT ACHIEVEMENT IS IN THE LCAT. THE CALENDAR IS THERE.
WE JUST NEED TO NOAH HEAD OF TIME THAT, HEY, I'M GOING TO BE
PRESENTING THE DATA. >> AND THINGS COME UP.
IF YOU HAVE AN INCIDENT AND THE COMMUNITY KNOWS ABOUT IT.
YOU GIVE THE STAFF THE DATA AND YOU CAN HAVE A DISCUSSION ON THE ISSUE SO THE BOARD KNOWS YOU ARE CONCERNED ABOUT -- IT MAY NOT BE IN YOUR DISTRICT, BUT IT COULD BE IN A NEIGHBORING DISTRICT OR NEIGHBORING STATE.
YOU WANT TO BRING THAT UP AND SAY WE WANT TO KNOW HOW WE ARE
DOING IT. >> AND THAT'S MORE OF US THINKING ABOUT THE ITEMS THAT CAME BEFORE US, JUST ANTICIPATE THAT SO WE DON'T HAVE TO THINK ABOUT WHICH DATA WE INITIALLY NEED AND TURN IT INTO ANOTHER CONVERSATION AND THE REORGANIZATION PROCESS AND HOW MANY STUDENTS IT IS AFFECTED -- UH -- AFFECTING, THE MORE WE CAN DO IN THE PRESENTATION WHEN WE ARE KWO -- GOING OVER THE AGENDA ITEM AND MAKING SURE IT
IS PART OF EVERY DECISION. >> IS IT POSSIBLE BECAUSE ONE THING I WOULD LIKE TO SEE IN THE DISTRICT IS A GOVERNANCE CALENDAR, A ONE-STOP LOOK AT IT.
WE HAVE A MACRO CALENDAR, BUT IT IS LIKE YOU HAVE TO GO THROUGH PAGES AND PAGES. BUT CSPA IS YOU SEE EVERYTHING ON ONE PIECE OF PAPER. COULD YOU SEND IT TO US AS AN
EXAMPLE. >> IT CAN COME UP AND IT IS TWO
PAGES. >> AND PERHAPS IT COULD BE LIVE LINKS ON THERE AND IT COULD BE UP LOADED AND PERIODICALLY WE
[04:40:04]
HAVE TO GO IN THERE AND CLICK ON THOSE THINGS.>> AND THE NICE THING ABOUT THE BOARD PLANNING CALENDAR IS IT HAS THE FIVE RESPONSIBILITIES DOWN THE LEFT HAND SIDE.
IT IS ONE WAY TO LOOK AND SEE IF THERE ARE ITEMS ON THE AGENDA. IT'S A GOOD TOOL.
MOVING ON. I THINK I HAVE ENOUGH NOTES THERE I CAN CRANK SOMETHING OUT FOR YOU.
42 IS THE NEXT ONE UP. PROCESS TO REVIEW BOARD POLICIES. WHAT IS THE BIG GOAL THERE?
>> THE BIG GOAL WITH THIS IS THAT THERE ARE SO MANY THAT ARE OUTDATED AND IT IS SUCH A HUMONGOUS TASK, BUT BECAUSE THERE ARE SO MANY WE NEED A STANDING COMMITTEE FOR AWHILE.
IT LOOKS AT ALL OF THEM AND PRIORITIZES THEM.
>> WHAT IS THE PROCESS AND WHAT IS THE GOAL?
>> HOW MANY DO YOU WANT TO UPDATE?
>> BOARD MEMBER CRIHFIELD? >> WHAT DO YOU THINK? UPDATE THEM 25% EACH YEAR? DOES THAT MAKE SENSE?
>> I FEEL LIKE IT WOULD MAKE SENSE IF WE DID IT AT THE BOARD MEETINGS LIKE LOTS OF DISTRICTS HAD THAT ARE ONGOING.
>> TYPICALLY WE RECOMMEND A BOARD POLICY COMMITTEE AND IT IS NO MORE THAN TWO BOARD MEMBERS AND STAFF THAT HELP SUPPORT THE BOARD MEMBERS. YOU DO TWO THINGS.
YOU LOOK AT ARE THERE NEEDS THAT ARE COMING UP AND LET'S SEE WHAT THE POLICIES ARE ON THOSE AND BECAUSE YOU ARE CABINET MEMBERS WE SEND AN EMAIL OUT QUARTERLY AND SO YOUR COMMITTEE CAN LOOK AT THOSE AND SAY THIS IS -- I THINK THE IDEA OF 20% IS A LOT, BUT ONCE YOU GET THE SYSTEM IN PLACE AND YOU HAVE LIKE 10 OR 15 ON EACH BOARD MEETING.
YOU WILL GET THROUGH THEM. YOU HAVE TO HAVE SOMEBODY ON THE BOARD AND YOU HAVE THE COMMUNITY CONCERN.
>> I WANT TO REMIND EVERYBODY THAT I THINK IN SEVERAL FRIDAY MEMOS AGO WE PUT DOWN -- WE HAVE A CONTRACT WITH CSPA TO HELP US CURE RATE -- CURATE AND WE CONTRACTED WITH THEM RIGHT BEFORE SPRING BREAK. IT IS FOUR DAYS OF WHAT THEY ARE LOOKING AT. AND THEY SAID WE WENT FOR THE BOARD ITEMS AND THIS IS WHAT WE ARE GOING TO ADOPT.
THEN THAT CLEANED IT UP AND WE SET UP A BASIS TO MAKE SURE WE ARE LOOKING AT IT. IF YOU TRY TO GO BACK THERE ARE HUNDREDS FROM 2012 AND WHAT THEY RECOMMENDED TO US IS DO
WHAT THAT DISTRICT IS DOING. >> THE ONLY DOWNSIDE TO IT IS -- [INAUDIBLE] IT IS A REASONABLE NUMBER TO READ.
YOU DON'T WANT TO BE RUBBER STAMPING WITHOUT TIME TO FILTER
RECENTLY DID? >> ACTUALLY LISA JUST WENT
THROUGH IT. >> THAT BIG STACK? IT IS ALL OF THE UPDATED POLICIES, RIGHT?
>> YOU HAVE TO UNDERSTAND THAT THAT'S FAIRLY NEW BOARD.
>> THAT PART IS SCHEDULED ALREADY.
>> DIDN'T WE LAST MEETING WE DID THAT, RIGHT? PRESIDENT GARZA APPOINTED HERE AND BRAD.
I HAVE ANOTHER QUESTION. WITH THE STUDENT POLICIES IS IT FEASIBLE TO HAVE THE STUDENT ADVISORY COMMITTEES LOOK AT
THOSE POLICIES? >> DO YOU HAVE A STUDENT BOARD
WE HAVE THREE OF THEM. THEY COULD LOOK AT THOSE AND BRING THOSE BACK TO THE BOARD AND THAT IS A SECTION WE DIDN'T HAVE TO DO. THEY COULD HELP US WITH THAT.
EXCEPT FOR US FINALIZING THEM. BUT THEY CAN LOOK AT THEM.
>> IT IS NOT GET OUT OF SCHOOL AT NOON EVERY DAY.
>> I THINK MAYBE TWO BOARD MEMBERS SHOULD BE ON THERE WITH
THE SUPERINTENDENT. >> NO MORE THAN TWO.
[04:45:01]
>> AND YOU HAVE BRAD AND MYRA. >> WASN'T THAT FOR A SPECIFIC -- THAT WAS FOR A SPECIFIC BY LAW?
>> NO. IT WAS TO LOOK AT THE BOARD
POLICIES. >> AND I AM TALKING ABOUT THE ENTIRE -- THERE IS ONE MASS AND THEN YOU WILL GET TO THE PLACE WHERE YOU ARE LOOKING AT THE IMPACT OF YOUR BOARD POLICIES AND THERE ARE SOME NEEDS YOU HAVE SPECIFIC TO YOUR DISTRICT.
I RECOMMEND BOARD POLICY ON EVALUATIONS THEY WILL JUST TELL
YOU WHAT THE UPDATES NEED TO BE >> ONE BOARD MEMBER CAN SERVE ON TWO COMMITTEES AND IT WON'T BE A VIOLATION.
>> I AM CURIOUS. WE ENTERED INTO A CONTRACT TO DO THE THING THAT WE JUST -- WE NEED TO BE CLEAR.
THERE IS A PLAN TO DO THE ENTIRE -- WELL -BGS -- WELL, YOU SAY WE DO EVERYTHING. WE HAVE A PLAN TO LOOK AT ALL
OF IT AND WE CAN EXTRAPOLATE. >> WHAT CAME FIRST?
>> THE OVERALL, THE BIG ONE. >> SO A COUPLE OF YEARS AGO I KNEW THAT THE BYLAWS NEEDED TO BE LOOKED AT AND I REQUESTED THAT WE DID THAT. AND SO A FOLDER WAS MADE.
THIS IS BEFORE DR. DRATI ALSO, BUT SO MANY OTHER THINGS WERE HAPPENING AND WE NEVER GOT TO UPDATING THE BYLAWS.
>> ARE WE GOING TO HAVE TWO COMMUNITIES, ONE FOR BYLAWS.
>> SO ALL OF THE BOARD POLICIES, THE MAJORITY OF THEM ARE OUT OF DATE. THEY SAID WE HAVE A MASSIVE POLICY AND THEY SUGGESTED THAT WE DO THIS UNIFORM ADOPTION.
>> SO IT INCLUDES BYLAWS AND POLICIES.
>> THEY ARE MOSTLY BOARD POLICIES THE BY LAWS ARE A PART
OF THAT. >> I THINK IT IS MESSY THAT WE SEPARATED THE 3,000'S AND THEY ARE ALREADY CONTRACTED TO GO
OVER IT. >> I DISAGREE BECAUSE WE CAN EXPEDITED THAT PROCESS [INAUDIBLE].
>> BOARD, WE NEED A DECISION ON DOING THE BOARD AND CONTINUE OUR EVALUATION OR END THE MEETING.
>> I MAKE A MOTION TO EXTEND THE MEETING.
>> SECOND. >> HOW LONG IS IT GOING TO
EXTEND? >> MAKE A MOTION TO EXTEND THE
MEETING UNTIL 4:00. >> SECOND.
>> DOES THAT REQUIRE A UNANIMOUS VOTE BY THIS BOARD?
>> I THINK IT MIGHT BE -- I THINK IT IS 4 OUT OF 5.
I AM NOT SURE. >> IT IS ALWAYS A MAJORITY.
>> NO. >> I THINK WE CAN DISCUSS IT.
IF WE WANT TO TALK ABOUT IT AND IF ANYBODY HAS A --
>> SHE HAS TO -- SHE HAS PEOPLE TO INTERRUPT.
>> THAT'S WHY I ASKED IF WE COULD DECIDE WHAT WE WANTED TO
[04:50:06]
>> IT SEEMS LIKE YOU GUYS VOTED.
>> NO, WE HAVEN'T. >> WE HAVE NOT VOTED YET.
>> IT IS A MOTION AND A SECOND. >> CAN I JUST ASK IF WE DON'T FINISH THIS RIGHT NOW, WHAT ARE OUR CHANCES OF FINISHING THIS LATER? DON'T WE HAVE TWO DAYS FOR THIS? IS IT JUST THE ONE?
>> NO. IT IS JUST THE ONE TODAY.
THAT WAS COMMUNICATED. IF ANYONE NEEDS TO LEAVE, THEY CAN GO AHEAD AND GO. WE WOULD RATHER SEE --
>> MAYBE WE CAN ASK HOW LONG DO YOU THINK IT WOULD TAKE?
>> THAT WAS MY QUESTION. >> I AM WONDERING, WE HAVE TWO DEDICATED DAYS FROM 5 TO -- TWO DEDICATED DAYS ON THE 8TH AND 9TH -- THE 7TH AND 8TH -- DECEMBER 7TH AND 8TH TO DO THE SUPERINTENDENT EVALUATION.
AS YOU CAN SEE THIS IS TOTALLY TIED IN.
WE HAVE TO ALMOST FINISH THE SUPERINTENDENT EVALUATION.
CAN WE BE EFFICIENT IN USING THAT?
>> IF IT SERVES THE BOARD WELL, WE CAN START BY FINISHING -- I THINK IT IS NUMBER 39 AND 7. IS THAT THE TWO WE HAVE LEFT?
>> YES. >> I CAN WRITE UP WHAT I HAVE AND YOU CAN HAVE A LOOK AT THOSE.
WE CAN DO 39 AND 7 AND TALK A BIT MORE ABOUT PROTOCOLS AND THEN WE WOULD BE DONE WITH THIS SESSION IF WE NEED TO END IT
NOW. >> MR. WEIS, HOW LONG WOULD
THAT TAKE US? >> I WOULD HOPELESS THAN --
HOPE LESS THAN AN HOUR. >> I WOULD PRE -- PREFER NOT TO MIX THE TWO. IF WE ARE GOING INTO SUPERINTENDENT EVALUATIONS WE CAN FOCUS ON THAT AND NOT HAVE THIS SPILL OVER. IF WE CAN WRAP THIS UP FAIRLY QUICKLY, I DON'T KNOW HOW THE TIME CONSTRAINTS AT ALL.
I SAID 4 AS A WINDOW. >> IT IS JUST THE TWO ITEMS.
>> CAN YOU GIVE US 15 MINUTES? WE SHOULD BE ABLE TO DO IT --
>> WELL, I THINK YOU SAID HOW LONG?
AN HOUR? >> LESS THAN AN HOUR.
>> IF WE CAN MOVE AHEAD WITH 39 AND 7 AND I CAN GET ENOUGH NOTES TO WRITE SOMETHING UP WE WOULD HAVE LESS OF AN IMPACT.
SO MAYBE 15 OR 20 MINUTES MORE. AND I ALSO HAVE A TASK FROM YOU AND THAT IS AN EVALUATION BEFORE YOU GO.
>> I STILL THINK 4 IS A GOOD POINT.
I SUPPORT YOUR MOTION. I THINK 4:00 IS 49 MINUTES AWAY
AND THAT IS PROBABLY. >> AS A POINT OF ORDER BECAUSE WE HAVE A MOTION AND A SECOND WE WOULD HAVE TO VOTE.
VOTE. >> AND I WILL TAKE ROLL CALL BECAUSE SHE IS NOT HERE. YES?
>> MS. SCAR -- MS. GARZA. >> YES.
>> THANK YOU. SO WE CAN GO AHEAD AND
CONTINUE. >> LET'S TAKE UP NUMBER 39, ADOPT CLEAR AND MEASURABLE INDICATORS TO ASSESS DISTRICT PERFORMANCE. SO WHAT WILL THE GOAL BE.
>> TO ADOPT CLEAR AND MEASURE -- MEASURABLE
INDICATOR. >> THAT YOU WILL ADOPT.
>> CAN WE JUST HAVE A REMINDER OF WHERE DID THIS FALL UNDER?
WHAT WAS THE ACTUAL -- >> IT IS UNDER SETTING DIRECTION OF BOARD RESPONSIBILITIES.
>> SO I THINK WE HAVE THE SO I BELIEVE THAT GOING BACK WOULD BE SOMETHING THAT WE HAVE TO LOOK AT.
WHAT WOULD BE THE INDICATOR OF THAT PROGRESS.
I KNOW YOU WERE TALKING ABOUT .1 AND .2.
SO IN GETTING THAT TO THOSE INDICATORS WE WOULD NEED TO KNOW WHAT IS NORMAL PROGRESS. PROGRESS FOR A DISTRICT.
I KNOW SOMETIMES WE WANT TO MOVE THEM .5 AND THAT MIGHT BE WAY TOO MUCH FOR OUR STUDENTS TO BE ABLE TO DO IN ONE SCHOOL
YEAR. >> IF WE ARE GOING TO CLOSE THE GAP ON ACHIEVEMENT TO CERTAIN GROUPS, IT IS MORE THAN THE
AVERAGE. >> I THINK THAT'S WHAT WE WOULD HAVE THAT CONVERSATION OVER. LIKE WHAT DOES IT LOOK LIKE FOR OUR FAR BE STUDENTS WILL HAVE TO ACHIEVE AND WE START GOING INTO MORE OF THE LOGISTICS WHICH WE WOULD DISCUSS WITH
[04:55:05]
YOU. >> BY THE WAY, I LOVE THIS.
THIS IS WHAT WE ARE PUTTING OUR PRINCIPALS ON.
THE ACTION IS RIGHT HERE. >> SO WITH THE GROUPS WE COULD -- EACH GROUP WOULD BE DIFFERENT, BUT WE CAN STILL SET A STANDARD FOR EACH GROUP TO IMPROVE.
>> OKAY. THAT GIVES ME DIRECTION.
NUMBER 7 IS AGREE ON THE ROLES OF THE SUPERINTENDENT AND THE BOARD. WHAT WOULD A GOAL BE THERE.
>> WE WOULD HAVE TO LOOK AT OUR CURRENT ONES, CORRECT?
>> SO BOARD BY LAWS? >> ONE OF THE STEPS WOULD BE TO
REVISE BOARD BY LAWS. >> THE ONE WE HAVE HERE --
>> YES. LIMITS BOARD AUTHORITY.
>> SO YOU REVISE THOSE AND MAKE SURE THEY SAY WHAT YOU EXPECT.
>> AND THERE IS THE 9,000 ONE. DID YOU WANT TO PULL THAT ONE
AS WELL? >> THERE IS A STRAIGHT 9,000 AND THERE IS ALSO THE 9,200 WHICH IS THE LIMITS OF BOARD
MEMBER AUTHORITY. >> YOU REVISE THOSE AND YOU WILL GET YOUR POLICY COMMITTEE TO DRAFT THAT AND BRING IT TO
THE BOARD FOR ACTION. >> THAT YOU WILL HAVE BROUGHT IT TO THE BOARD AND WORK ON ENACTING THE REVISIONS.
>> MEANING WHAT WOULD BE THE QUALITY CONTROL ON THAT?
>> CAN I ADD ONE THING? ONE OF THE THINGS THAT JUMPS OUT AT ME AND I THINK IT IS IMPORTANT FOR A LOT OF THE THINGS WE TALKED ABOUT TODAY, IT TIES INTO THE DIFFERENT PERSPECTIVES WE TALK ABOUT THE ROLES OF THE SUPERINTENDENT AND THE ROLES OF THE BOARD, AND WE ARE TALKING ABOUT THE CHECKLIST AND IF YOU DO THIS AND DO THAT AND THERE IS A LINE IN THE MIDDLE. A LOT OF TIMES WE HEAR ABOUT THE IMPORTANCE OF TALKING TO THE COMMUNITY.
I FEEL LIKE WE WERE ALL VOTED BY THE COMMUNITY AND ENTRUSTED TO BE A VOICE OF THE COMMUNITY. IS IT JUST AT THE BOARD MEETINGS, AND I FEEL LIKE THERE IS THAT GRAY AREA.
IT IS PHILOSOPHICAL OF UNDERSTANDING THE ROLES AND RESPONSIBILITIES AND MORE BROADLY WHAT WE ARE DOING HERE.
>> ARE YOU A TRUSTEE OR AT LARGE?
>> AT LARGE. >> I THINK THOSE ARE GOOD QUESTIONS. BUT WITHIN THE ROLE OF THE BOARD IS WHAT THIS IS. THOSE ARE KIND OF AGREED UPON AND SO THEY ARE EMBODIED BY THE QUESTIONS IN THE SECOND HALF OF THE SURVEY. THEY ARE EMBODIED IN THE POLICIES YOU HAVE ADOPTED IN THE FIVE AREAS OF RESPONSIBILITY. AND SO THE COMMUNITY INPUT WOULD BE ABOUT HOW WELL THEY ARE FULFILLING THOSE AND NOT WHAT THE ROLES ARE. THOSE ARE SPECIFIED BY LAW AND BY THE RESEARCH. THAT'S WHAT MAKES THE DIFFERENCE IN THE BOARD. NOT REALLY SURE HOW TO GUIDE YOU ON THAT EXCEPT TO SAY WHAT THIS STATEMENT IS ABOUT YOUR AGREEMENT ON ROLE RESPONSIBILITIES.
[05:00:03]
IT IS AN UNDERSTANDING. IF YOU WRITE UP REVISIONS ANDYOU ADOPT THEM -- >> YES BECAUSE WE ALREADY HAVE STANDING ONES. SO IT IS TO MAKE SURE THEY ARE FITTING THE BOARD NOW SINCE THEY HAVE BEEN CRAFTED SINCE
2013. >> IN THE FUTURE YOU WANT TO REVISE IT AND SAY -- [INAUDIBLE].
OKAY. SEE, THAT DIDN'T TAKE THAT LONG. I HAVE ENOUGH TO WRITE SOMETHING UP ON YOU. I WILL BRING IT BACK TO OUR NEXT MEETING SAYING THIS IS WHAT WE WANT OR DON'T WANT.
AND SO WITH THAT THE ONLY OTHER THING I WANTED TO BRING TO YOUR ATTENTION, WHEN WE BUILD PROTOCOLS WE TYPICALLY LOOK AT OTHER PROTOCOLS TO SEE IF WE WANT TO ADOPT ANY OF THESE.
I DON'T WANT TO DO ANY OF THESE, BUT I WANT TO BRING ATTENTION TO YOUR PACKET WHERE THERE IS THE TOP 30 PROTOCOLS TO CONSIDER. AT YOUR LEISURE TAKE A LOOK AT THOSE AND SEE IF THERE ARE THINGS IN THE TOP 30 PROTOCOLS AND WE COLLECTED THESE FROM AROUND THE STATE THAT THE BOARDS HAVE ADOPTED THE PROTOCOL AND THINK ABOUT THIS FOR THE FUTURE. ARE SOME OF THESE PROTOCOLS USEFUL TO YOU. WHAT WE TYPICALLY DO IS HAVE THEM NARROWING IT DOWN TO THE ONES MOST IMPORTANT.
I BROUGHT THAT FOR YOU TO TAKE A LOOK AT.
SO TO WRAP THIS UP THEN, THIS IS WHAT WE END THIS SESSION WITH AND THAT IS WHAT PROTOCOLS DO WE NEED TO REVISE, AND YOU HAVE GIVEN ME SOME INPUT ON THE ONES I CAN PUT INTO THIS DOCUMENT FOR YOU, BUT IN THE FUTURE I LOOK AT -- RECOMMEND YOU LOOK AT ALL OF YOUR PROTOCOLS.
THESE ARE PROTOCOLS AND SAY ARE THESE THE RIGHT ONES.
HOW ARE WE MAKING SURE WE ARE LIVING BY THE PROTOCOLS WE HAVE ADOPTED? IF YOU THINK OF A PROTOCOL AS AN AGREEMENT, ONCE YOU HAVE AGREED TO SOMETHING YOU SHOULD BE ABLE TO POLICE EACH OTHER IF SOMEBODY IS NOT FOLLOWING THE PROTOCOL. THAT'S ONLY FAIR OF EQUALS AT A BOARD TABLE TO BE ABLE TO SAY WE HAVE THIS PROTOCOL ABOUT DOING SOMETHING, ABOUT WELCOMING NEW MEMBERS.
I DON'T FEEL WE ARE DOING THAT. WHAT DO WE NEED TO DO MORE? THERE IS SELF-GOVERN -- THERE IS SELF-GOVERN TPHEPBS.
WE BELIEVE THAT IS THE POWER OF TALKING TOGETHER ABOUT THE PROTOCOLS. WHEN YOU DO GET TO WORK ON THE GOVERNANCE HANDBOOK, CONSIDER THESE PROTOCOLS ALONG WITH THE EXISTING ONES YOU HAVE AND MONITOR THEM.
HERE ARE OTHER PROTOCOLS ON THIS SLIDE, HOW AGENDAS GET SET. IN MOST CASES THEY WILL PROVIDE A DRAFT AGENDA AND THEN TALK TO YOU ABOUT WHY THESE TOPICS ARE IMPORTANT. IN ADDITION I SAY HOW ABOUT THIS? WE HAVEN'T HAD A RESPONSE AND WE HAVEN'T HAD A COMPLAINT ABOUT THIS AND A REPORT.
WHAT WE DO IN OUR BOARD MEETING IS WE HAVE FUTURE AGENDA ITEMS. ANY TIME SOMEONE BRINGS UP SOMETHING ON THE AGENDA WE NEED TO TALK ABOUT AS A BOARD WE PUT IT ON THE FUTURE AGENDA AND THEY ROLL UP AND THIS HASN'T GONE ON THE AGENDA.
WHY IS IT GOING FURTHER. AND IT IS BASED NOT JUST ON THE PLANNING CALENDAR, BUT ON INCIDENTS THAT ARE HAPPENING IN NEIGHBORING DISTRICTS AND OUR DISTRICT SO WE ARE AHEAD OF THEM. THAT'S ON THE AGENDA SETTING.
>> WHEN IT COMES TO PROTOCOLS, ONCE THEY ARE SET AND THEY ARE NOT FOLLOWED LIKE THE BOARD MEETING NORMS THAT WE ESTABLISHED, THEY JUST DISAPPEAR AND NO ONE ACKNOWLEDGED THEM ANYMORE. WHAT HAPPENS THEN?
>> THAT'S A GOOD POINT. WHAT I AM TRYING TO SUGGEST IS IT IS INCUMBENT ON EACH OF US AS BOARD MEMBERS TO BRING UP WHEN A PROTOCOL IS NOT BEING FOLLOWED.
>> IT HAS TO BE THAT WE AGREE TO LET EVERYBODY COME UP WITH IT. THAT'S PART OF OUR -- WE ARE ALL ELECTED INDIVIDUALLY. SO WE ALL HAVE THE SAME POWER.
WE ALL HAVE THE SAME AUTHORITY. WE ARE RESPONSIBLE TO EACH OTHER TO MAKE SURE WHEN WE THINK A PROT -- PROTOCOL IS NOT
FOLLOWED. >> WITH THOSE BOARD NORMS, IT IS IMPORTANT FOR US TO BE VERY CLEAR THAT THOSE WERE NOT VOTED ON AS THE BOARD AGREED ON AT THAT MEETING WHICH WAS A PUBLIC
[05:05:07]
MEETING WE DIDN'T AGREE ON THEM.THIS IS THE IMPORTANCE OF FOLLOW-UP AND MAKING SURE THINGS DON'T FOLLOW-UP. IT COULD HAVE BEEN A SMALL CHANGE THAT WE COULD HAVE AGREED UPON AND VOTED AND COME TO CONSCIENTIOUS -- CONSENSUS. INSTEAD WE LEFT IT AS -- WITH NO CONSENSUS AND WE ACTED AS IF IT WAS VOTED ON.
>> GREAT POINT. UNTIL YOU TAKE ACTION ON SOMETHING THOUGH IT DOESN'T EXIST.
>> BECAUSE SOME OF THE NORMS ON HERE, WE DID TALK ABOUT IT AND THERE WAS A CONSENSUS AGAINST THEM, BUT THEY WERE PUT ON
>> YOU ARE GOING TO BECOME AN EFFECTIVE GOVERNANCE TEAM.
YOU HAVE TO TAKE ACTIONS ON THINGS THAT ARE IMPORTANT TO YOU. EVEN IF YOU VOTE IN THE MINORITY, YOUR JOB IS STILL TO SUPPORT THE BOARD OF AUTHORITY.
THAT'S THE PROTOCOL OF AN ELECTED OFFICIAL.
WE ARE ALL IN THE SITUATION WHERE WE SOMETIMES VOTE AGAINST THE MAJORITY AND WE HAVE A REASON, BUT AT THE NEXT MEETING YOU SUPPORT THE BOARD'S DIRECTION BECAUSE YOU ARE PART
OF A TEAM. >> WOULD YOU SAY THEN AS WE REVIEW THE NEW PROTOCOLS THAT WE WANT TO ESTABLISH FORWARD, IT NEEDS TO BE CODIFIED IN BY LAWS? THAT'S WHERE THE ACTION IS TAKING PLACE?
>> OR IT NEEDS TO BE IN THE GOVERNANCE HANDBOOK THAT YOU VOTE ON AND ACCEPT AND ADOPT. BY THE WAY, THE GOVERNANCE HANDBOOK, WHAT WE RECOMMEND IS EVERY BOARD MEMBER SIGNS IT, EVEN IF YOU VOTED AGAINST SOMETHING.
IF IT IS A 4-1 VOTE, EVERYBODY SIGNS IT BECAUSE IT SAYS I WILL ABIDE BY THIS. THE ONLY WAY BOARDS WORK IS IF WE AGREE TO WORK TOGETHER. THE ONLY WAY WE ARE SUCCESSFUL IS IF WE POINT OUT THINGS WE SAID WE WOULD DO AND THEN WE ARE TRYING TO GET BETTER. EVEN IF WE ARE ON A STUDY SESSION AND WE ARE GOING OVER THE NORMS.
>> EVEN -- EVEN IF IT DIDN'T GO TO CONSENSUS IT NEEDED WORK AND
WE DIDN'T FOLLOW-UP ON IT. >> EXCEPT FOR TODAY WHEN WE DID OUR AGREEMENTS. THERE WAS A CONSENSUS, BUT NOT A VOTE. IF YOU WANT TO MAKE IT A WAY TO DO THINGS THAT IS BOARD CULTURE.
CULTURE IS HOW YOU DO THINGS. YOU WANT TO GET THEM VOTED ON IN SOMEPLACE AND THEN ADOPTED AND IT BECOMES A DOCUMENT THAT YOU ARE WILLING TO LIVE BY. YOUR SEASON -- YOUR ESSENTIAL DOCUMENTS AND YOUR NORMS AND BELIEFS AND BOARD EVALUATION.
AND WITH THAT YOU ARE MOVING FORWARD TO DEVELOP MORE NORMS AND AGREEMENTS AND PROTOCOLS AND ESTABLISH A PROCESS WITH THE BOARD BYLAWS WHICH YOU DECIDED TO DO.
AND THEN IF YOU WANT TO CREATE A BOARD HANDBOOK.
I BUILT THIS SLIDE AFTER TALKING WITH YOU.
I JUST SAW SAOUPLED THIS IS SOMETHING -- I JUST ASSUMED THIS IS SOMETHING YOU ARE TALKING ABOUT.
I DID PUT THAT TOGETHER. NOW IT IS EVALUATION TIME.
IN YOUR PACKET I THINK ON THE RIGHT HAND SIDE ON A PINK PIECE OF PAPER -- LET ME KNOW IF I'M RIGHT.
IS THERE A PINK PIECE OF PAPER ON THE BACK? TAKE A FEW MINUTES. WE TAKE THIS VERY SERIOUSLY AND WE MAKE CHANGES IN OUR PRESENTATIONS BASED ON THE FEEDBACK YOU GIVE US. SO THIS IS ABOUT THE BOARD SELF- SELF-EVALUATION TO DATE. TAKE A FEW MINUTES TO DO THAT AND WHEN YOU ARE DONE WE ARE DONE FOR TODAY.
[05:12:23]
>> NOW THAT WE HAVE CONCLUDED WITH OUR WORKSHOP, IF THERE IS NO OBJECTION TO THIS MEETING IS ADJOURNED AT 3:32 P.M.
AND THAT WILL BE UNTIL THE REGULAR BOARD MEETING HELD ON NO
* This transcript was compiled from uncorrected Closed Captioning.