[00:00:03]
            I CALL THE BOARD RETREAT MEETING WHATEVER IT IS CALLED, TO ORDER. 
          WE'LL STAND FOR THE PLEDGE OF ALLEGIANCE, FOLLOWED BY A MOMENT OF SILENCE. 
          >> I PLEDGE ALLEGIANCE TO THE FLAG OF THE UNITED STATES OF AMERICA AND TO THE REPUBLIC, FOR WHICH IT STANDS, ONE NATION, UNDER GOD, INDIVISIBLE, WITH LIBERTY AND JUSTICE FOR 
          ALL. >> THANK YOU.  UP FIRST ON THE 
          [Team Building]
AGENDA IS TEAM BUILDING. AND I HAVE NO IDEA OTHER THEN THAT. YES, PLEASE MOLLY, INTRODUCE 
          YOURSELF. >> I'M MOLLY WITH MARYLAND ASSOCIATION OF BOARD OF EDUCATION AND MY JOB HERE TODAY IS JUST TO HELP YOU ALL FACILITATE CONVERSATIONS SO YOU ARE THE STARS OF THE SHOW. I'LL BE ASKING QUESTIONS. 
          NOT LEADING IN ANY ONE DIRECTION. 
          WE HAVE AN AGENDA BUT THE REAL WORK TODAY IS TEAM BUILDING AS JANET SAID. 
          A IMPORTANT PART OF RETREATS IS TAKING THE OPPORTUNITY TO GET TO KNOW ONE ANOTHER A LITTLE BIT BETTER WITH THE GOAL OF BEING ABLE TO WORK EVEN BETTER WITH EACH OTHER, SO WE'LL START WITH THAT AND THEN WE'LL MOVE INTO SEVERAL CONVERSATIONS ABOUT THE WORK YOU DO. 
          THIS ISN'T JUST ABOUT TEAM BUILDING. 
          THERE ARE SOME WHO LOVE TEAM BUILDING AND WHO FIND IT A WASTE OF TIME SO WE'LL HIT THE HAPPY MEDIAN. SO, THAT BEING SAID, WE WILL START WITH JUST A QUESTION. OKAY? HERE IS MY QUESTION FOR YOU. THINK OF A WORD THAT YOU WOULD USE TO DESCRIBE YOURSELF? I DON'T MEAN A NOUN. 
          WE ARE NOT COMING WITH BOARD MEMBER, OR DAD, OR WHATEVER, GRANDPA, WE ARE COMING WITH CHARACTERISTICS BTS OURSELVES. SO, ONE WORD YOU USE TO DESCRIBE YOURSELF. IF YOU  DON'T NEED TO REMEMBER THE WORD, YOU DON'T NEED TO WRITE IT DOWN BUT IF YOU ARE LIKE ME, JOT IT DOWN. 
          YOU CAN LOOK AT ME IN THE EYES WHEN YOU HAVE IT ON PAPER. 
          >> I HAVE SO MANY WORDS. >> SO MANY. 
          [LAUGHTER] >> I CAN THINK OF SO MANY 
          WORDS. >> NARROW IT DOWN. 
          >> I ALREADY NARROWED. >> PERFECT. 
          >> OKAY, MY QUESTION THEN IS, WHAT IS YOUR WORD? ACTUALLY NAME HOW MANY YEARS YOU HAVE BEEN ON THE BOARD, WHAT IS YOUR WORD AND HOW DOES THAT CHARACTERISTIC HELP YOU AS A BOARD MEMBER, OR SUPERINTENDENT OR ASSISTANT SUPERINTENDENT WORKING WITH THE BOARD. 
          HOW DOES THIS CHARACTERISTIC HELP YOU IN YOUR WORK AS A BOARD? OKAY. WITH ALL THOSE WORDS, GO FIRST. 
          >> I CAN KNEW YOU WOULD CALL ME FIRST. 
          JANA POST, I HAVE BEEN ON THE BOARD FOR THREE YEARS. 
          THIS IS ACTUALLY MY FOURTH YEAR IN THIS TERM. 
          WE HAVE FOUR YEAR TERMS IN CALVERT COUNTY, AND I DO HAVE A LOT OF WORDS, BUT I WOULD SAY THAT PERSISTENT IS ONE THAT DESCRIBES ME PRETTY WELL. 
          >> GREAT. >> HOW HAS THAT HELPED ME? I DON'T REALLY LET ANYTHING GO, SO THAT'S REALLY HELPFUL BECAUSE SOMETIMES YOU HAVE TO BE PERSISTENT ABOUT THINGS IN ORDER TO REALLY MAKE A IMPACT TO GET CHANGE TO HAPPEN. 
          >> SO TRUE. PERSISTENCE IN SOME WAY OR ANOTHER EVERYONE CAN CLAIM THE WORD. 
          IT IS IMPORTANT FOR EDUCATION ROLE, ELECTED POSITIONS. 
          YOU HAVE TO BE PERSISTENT, OTHERWISE, LIFE PASSES YOU BY. 
          PERFECT. THANK YOU. 
          THANKS FOR GOING FIRST. SHOULD WE GO IN ORDER OR WANT 
          VOLUNTEERS? >> LISA GRENIS, MY FOURTH YEAR ON THE BOARD. MY WORD IS COMMITTED. 
          >> OKAY. >> AND I THINK THAT HELPS IN THIS BECAUSE I HAVE BEEN IN EDUCATION FOR 26 YEARS. 
          I AM PASSIONATE ABOUT IT, WHICH WAS MY OTHER WORD, BUT YOU HAVE TO BE COMMITTED TO THE VISION. 
          [00:05:06]
YOU HAVE TO KNOW THE DIRECTION YOU WANT TO GO AND BE COMMITTED IN INSURING THAT THE SYSTEM MOVES FORWARD IN THAT DIRECTION. - 
          >> WE SHOULD HAVE RECORDED THAT AS A BOARD OF EDUCATION MEMBER, BECAUSE I LOVE THAT YOU TIED IN COMMITTED TO THE VISION, BECAUSE THAT IS DEFINITELY BENEFICIAL TO YOUR WORK AS A BOARD OF EDUCATION MEMBER. GREAT. 
          COMMITTED TO THE VISION. >> MY NAME IS MELISSA GOSHORN, THIS IS THE START OF MY SECOND YEAR. 
          MY WORD IS ANALYTICAL. >> OKAY. 
          >> I REALLY TAKE EVERY PIECE OF INFORMATION I'M GIVEN AND DIG IN DEEP, TRY TO UNDERSTAND ALL FACETS OF THE PROBLEM OR THE SOLUTION. 
          ANALYTICAL IS IMOO WORD. MY WORD. 
          >> THERE IS ALWAYS ONE VERY ANALYTIC PERSON WHO CAN DIG INTO THE DETAILS, SO YOU ARE NEEDED ON THE BOARD. UNLESS EVERYONE ELSE SAYS ANALYTICAL AS WELL YOU ARE NO LONGER NEEDED. 
          [LAUGHTER] >> MIGHT HAVE STOLEN PAUL'S 
          THUNDER. >> STOLE MY THUNDER. 
          PAUL HARRISON, BY ON THE BOARD ONE YEAR. 
          MY DESCRIPTOR IS FRIENDLY. TRY TO TALK TO EVERYONE. 
          KNOW EVERYBODY. IT IS NOT-MY DAUGHTER ALWAYS CRINGES WHEN WE ARE IN PUBLIC BECAUSE I ALWAYS START UP A CONVERSATION OR MY WIFE AND I WERE IN THE EMERGENCY ROOM LAST DCEMBER AND WOULD CHAT WITH PEOPLE AROUND US AND ONE LADY WAS FROM SWEDEN AND A GUY ACROSS THE WAY WAS FROM OWENS AND THEY ARE LIKE WHY DO YOU 
          HAVE TO TALK TO EVERYONE. >> HOW DOES IT HELP AS A BOARD 
          MEMBER BEING FRNDLY? >> I DON'T KNOW A BOARD MEMBER FRIENDLY LENDS ITSELF TO BE-PUBLIC COMMENT THIS PAST YEAR IS VERY UNFRNDLY AND I DON'T THINK A LOT OF FOLKS UNDERSTAND WHAT THE BOARD MEMBERS GO THROUGH, BECAUSE IT IS A LOT OF EFFORT BEHIND THE SCENES AND YOU BRING THAT EFFORT TO THE DAIS AND YOU WANT TO MAKE THE BEST POSSIBLE DECISION AND THE FOLKS THAT ARE SPEAKING AT PUBLIC COMMENT GENERALLY HAVE ONE FOCUS AND IT IS THEIR OWN POSITION. 
          JUST TRY TO UNDERSTAND THAT THEY HAVE A VOICE AND WE ARE LISTENING TO THAT, BUT THERE ARE SOME THINGS THAT WE RAN ON AS AN ELECTED LEADER AND I THINK YOU HAVE TO HAVE CREDIBILITY AS AN ELECTED LEADER AND FOLLOW THROUGH WITH THE PROMISES YOU ALREADY MADE. 
          >> THAT'S A INTERESTING TOPIC. WE CAN DIG INTO THIS A LITTLE BIT LATER. BUT THAT IS INTERESTING. 
          I LIKE WHAT YOU JUST SAID, FRNDLY. 
          WHEN SOMEBODY COMES UP FOR PUBLIC COMMENT THE FRIENDLINESS FOR YOU IS TO LISTENING AND I THINK LISTENING IS SUCH A IMPORTANT SKILL BOARD OF EDUCATION MEMBERS NEED TO HAVE. 
          IN THAT SENSE, IT MAY BE DIFFICULT AS YOU JUST SAID, IF YOU ARE ABLE TO LISTEN EVEN IF PEOPLE DONT NECESSARILY AGREE WITH YOU, THAT'S IMPORTANT, BECAUSE YOU REPRESENT A WHOLE LOT OF DIFFERENT PEOPLE. GREAT. 
          I LIKE YOU ARE FRIENDLY. EXCITED TO GET TO KNOW YOU BETTER. GO AHEAD. 
          >> JOSEPH MARCHIO, START OF SECOND YEAR ON THE BOARD. 
          MY WORD WOULD BE DRIVEN. IN A SENSE THAT WHATEVER IT IS I START I'M DRIVEN TO FINISH IT. I'M DETERMINED TO FINISH IT. 
          MAYBE DETERMINED IS A BETTER WORD. 
          BUT ALSO, NOT JUST TO COMPLETE IT, BUT COMPLETE TO THE BEST OF MY ABILITY AND BETTER THEN OTHER PEOPLE CAN. COMPETITIVE NATURE. 
          WHATEVER THAT BE A TASK AS BOARD MEMBER AND COMING THROUGH WHEN ASKED TO COME THROUGH OR 
          ANYTHING ELSE IN LIFE. >> OUT OF CURIOSITY, ARE YOU DRIVEN TO FINISH WHATEVER IT MAY BE IN THE WAY YOU THINK IS BEST OR IS THAT DRIVEN NATURE 
          TO COME UP WITH A SOLUTION? >> THE BEST SOLUTION FOR 
          PARTIES INVOLVED. >> PERFECT. 
          ANY OF THOSE ANSWERS WOULD HAVE BEEN JUST FIND BY THE WAY. 
          I CAN'T QUIZZING YOU, JUST CURIOUS. 
          PRFECT. THANK YOU VERY MUCH. 
          GO AHEAD. >> HI, I'M ALLISON JONES. 
          ABOUT 6 MONTHS INTO MY ONE YEAR HERE. 
          I SAY MY WORD IS ACTIVE. >> OKAY. 
          >> I'M TYPICALLY VERY BUSY, VERY INVOLVED PERSON AND I SAY THAT HELPS ME A LOT IN BEING ABLE TO CONNECT WITH OUR STUDENTS, BEING OUT THERE FOR THEM TO KNOW THAT I'M THERE FOR THEM AND JUST REALLY KNOW WHAT IS GOING ON IN OUR COMMUNITY. 
          >> YEAH. YES. 
          I'M GUESSING LOTS OF YOU ARE VERY ACTIVE AND BRINGING THOSE DIFFERENT CONNECTIONS IF YOU 
          [00:10:05]
WILL, PEOPLE, IDEAS, ALL THAT IS SO BENEFICIAL TO YOUR BOARD WORK. 
          THAT'S GREAT. THANK YOU ALLISON. 
          GO AHEAD. >> GOOD MORNING. 
          I'M SUSAN JOHNSON, CHIEF OPERATION OFFICER. 
          BEEN IN CALVERT COUNTY 35 YEARS AND IN THE SUPERINTENDENT OFFICE FOR 5 YEARS AND I WOULD SAY THAT THE WORD THAT DESCRIBES ME IS PURPOSEFUL. 
          I THINK THERE ARE SO MANY THINGS WE DISCUSS AND THAT WE KNOW NEED TO BE DONE BUT WE HAVE TO DO IT WITH PURPOSE TO MAKE SURE THAT WHATEVER ACTIONS WE ARE TAKING ARE GETTING OUR BEST RESULTS SO WHETHER IN THE SCHOOL HOUSE OR DEPARTMENTS WE ARE WORKING PURPOSEFULLY TAMAKE 
          THINGS HAPPEN. >> LOVE IT AND GUESSING PURPOSE HELPS YOU DEFINE WHAT YOU ARE GOING TO DO VERSUS WHAT YOU ARE NOT GOING DO I IMAGINE RIGHT? 
          WITH THE WILL OF THE BOARD. >> GOOD MORNING, JACKIE JACOBS CHIEF ACADEMIC OFFICE. SECOND YEAR IN THIS POSITION. 
          THE WORD I WOULD CHOOSE IS PROBABLY STRATEGIC. 
          I LIKE TO LOOK AT PROBLEMS FROM MULTIPLE PERSPECTIVES AND TRY TO FIGURE THE MOST EFFECTIVE AND EFFICIENT WAY TO MOVE FORWARD. 
          >> PERFECT. STRATEGY IS IMPORTANT AS BOARD MEMBERS AND ALSO STAFF WHO WORKS WITH THE BOARD, RIGHT? BECAUSE VISION, THE VISION REQUIRES STRATEGY BEHIND IT. 
          PERFECT. LAST BUT NOT LEAST, GO AHEAD. 
          >> MARCUS NEWSOME, INTERIM SUPERINTENDENT AND BEEN HERE WITH THIS BOARD ALL MOST 6 MONTHS. MY WORD WOULD BE DISCIPLINED. 
          THAT IS HOW MY WIFE DESCRIBES ME. 
          I GREW UP IN A MILITARY FAMILY AND MY DAD WAS LIKE A DRILL SERGEANT AS A DAD, AND ORDER AND STRUCTURE HAVE ALWAYS BEEN VERY IMPORTANT TO ME. 
          >> HOW DOES IT HELP YOU AS A SUPERINTENDENT WORKING WITH THE BOARD? 
          >> WELL, SO MANY FACETS. IT REQUIRES DEGREE OF DISCIPLINE TO MAKE SURE THAT I THINK SOMEONE MENTIONED ORGANIZATION TO MAKE SURE THAT YOU'RE PREPARED, YOU'RE ORGANIZED, YOU'RE VERY TIME CONSCIOUS AND UNDERSTANDING THE 
          IMPORTANCE AND VALUE OF TIME. >> YEAH. 
          ABSOLUTELY. THIS ESPECIALLY IS SUPERINTENDENT THERE ARE SO MANY LOGS IN THE FIRE, IS THAT THE TERM? NOT HAND I HOPE--WHAT IS IT? IRONS. 
          THAT'S WHAT IT IS. TRYING TO THINK, LOGS DOESN'T SOUND RIGHT BUT THAT IS WHAT I PUT IN FIRES. 
          YES, AS THE SUPERINTENDENT YOU HAVE TO BE DISCIPLINED IN ORDER TO ACCOMPLISH ALL OF THE MANY THINGS YOU DO TO RUN THE SYSTEM AS WELL AS THE REQUESTS AND DEMANDS OF THE BOARD AND WHAT THEY ARE ASKING YOU TO DO. THAT DISCIPLINE IS DEFINITELY REQUIRED. OKAY. 
          SHAKE IT OFF. YOU ALL COMPLEMENTED YOURSELF. &-@. 
          [00:20:02]
I TOLD PAUL ON THURSDAY NIGHT, I SAID PAUL, YOU HAD TO BE ONE OF THE MOST POPULAR PEOPLE IN 
          [00:20:08]
THE PARADE GROUP AND I THINK HE MAY HAVE BEEN MORE POPULAR THEN SANTA CLAUS. 
          >> DID YOU HAVE CANDY OR SOMETHING?   CANDY, JUST DRIVING THE FLOAT. AND HE WAS WAIVING LIKE HE WAS A CELEBRITY. 
          >> YOU NEEDED THAT AS A BOARD OF EDUCATION-- 
          >> A CHALLENGE TO MY WORD, DISCIPLINE, MY GOAL IS TO TRY TO BALANCE WHAT IS IN THE BEST INTEREST OF THE ENTIRE SCHOOL SYSTEM, WITH THE BEST INTEREST OF INDIVIDUALS AND SOMETIMES 
          THAT CONFLECTS. >> YEAH. 
          >> WHEN YOU ARE FOCUSED ON BEING DISCIPLINED AND STRUCTURED, SOMETIMES YOU NEED OTHERS TO HELP YOU PERHAPS SEE THE BLIND SPOT YOU MIGHT HAVE IN NOT GIVING THE ATTENTION TO 
          INDIVIDUALS AT TIMES. >> YEP. 
          SPOT ON. YES. 
          >> I THINK NOTHING REPRESENTS THAT BETTER THEN THE TWO HOUR DELAY ON THURSDAY. 
          BECAUSE YOU HAD A GROUP OF PEOPLE IN SOCIAL MEDIA THAT IT IS HORRIBLE OUT HERE, WE GOT TO CLOSE. THAT'S ONE PERSPECTIVE. 
          BUT THE FOLKS AND WHAT DR. NEWSOME SHARED IS THERE A TEAM OF PEOPLE THAT ARE-WHO'S JOB IT IS TO MAKE SURE THAT THE FACILITIES ARE PREPARED, AND TO LOOK AT THE CONDITIONS TO HELP THE BUS DRIVERS AND OTHER THINGS. 
          WE HAD A COUPLE ISSUES I THINK ON [INAUDIBLE] WITH STREETS IN THE RANCH CLUB THAT HAD NOT BEEN TOUCHED, BUT OTHERWISE, IT WENT SMOOTHLY. 
          >> YEAH. >> THAT ENTIRE DAY. 
          MY OWN DAUGHTER WAS MAD AT ME THAT WE WERE HAVING SCHOOL. 
            
          >> YEAH. AND AFTER SHE GOT HEM SHE SAID DAD, IT WAS PRETTY GOOD. THERE WAS A LITTLE ICE HERE AND THERE, BUT IT WAS REALLY OKAY. AND THAT'S--YOU MAKE A DECISION, YOU LET IT BE YOUR DECISION, YOU STICK WITH YOUR DECISION, YOU EXPLAINED YOUR DECISION, AND IT TURNED OUT IN THIS CASE TO BE EXACTLY THE RIGHT ONE. 
          >> I SHARED WITH SOMEONE WHO WAS TALKING ABOUT SCHOOLS AND CLOSINGS AND I SAID, DR. 
          NEWSOME, HE HAS A VERY STRICT MODEL THAT HE GOES BY AND I SAID, WHEN THE GROUP MEETS THEY ARE USING BAD DATA AND THE PERSON SAID, BAD DATA. 
          I SAID YES, BEST AVAILABLE DECISION. 
          NOW I THINK ABOUT THAT. IT WAS TRUE ABOUT KIND OF SOME OF THE FEEDBACK WE GOT, BUT WE DID USE THE BEST AVAILABLE DATA. 
          THAT IS REALLY WHAT HAPPENED, BUT IT IS SO FUNNY TO BE LIKE WE WILL MAKE A BAD DECISION AND ONE COUNTY WAS UPSET THEY DIDN'T HAVE SCHOOL AND OUR COUNTY WAS UPSET THEY DID AND THERE IS A BIT OF HUMOR IN THAT, BUT VERY TRUE. 
          >> YOU ARE CONFIRMING THE DISCIPLINE, RIGHT? WHEN THERE IS A SPECIFIC FORMULA THAT YOU ARE USING IN A WAY TO MAKE DECISIONS AND THE FACT THAT IT'S DATA, RIGHT? IT IS NOT JUST OPINIONS. 
          OPINIONS ARE IMPORTANT AND YOU NEED TO HEAR THEM, BUT THE ACTUAL DATA-PRESUMING IT WAS WHICH ROADS ARE CLEARED AND ARE BUS STOPS SAFE AND THAT SORT OF THING. 
          IF IT IS OPINIONS, THAT DOESN'T WORK AS WELL AS THIS MODEL OF THE BEST AVAILABLE DATA, RIGHT? 
          >> [INAUDIBLE] 
          >> SO YOU LOVE THIS! [LAUGHTER] 
          >> IT WENT ALL THE WAY DOWN THE LINE. 
          WE ALL BLAMED DR. NEWSOME AND DR. NEWSOME BLAMED YOU. 
          THAT IS FANTASTIC. FULL CIRCLE. 
          >> I'LL ADD, THERE WAS A ROAD IN THE NORTH THAT WAS NOT GOOD, BUT WITH OUR COLLABORATION, THE TRANSPORATION OFFICE CALLED THE COUNTY AND THE COUNTY CLEARED THAT ROAD AND IT WAS JUST-BUT THEY ARE ON THE ROADS ALL THE TIME CHECKING TO MAKE SURE VEHICLES AND BUSES GO THROUGH. 
          I APPRECIATE THAT. >> THANKS FOR TAKING ONE FOR 
          THE TEAM YOU GUYS. >> AS YOU THINK ABOUT THIS EXERCISE, IT IS IMPORTANT TO--I'M SORRY, I DIDN'T FINISH. 
          GO AHEAD. SORRY. 
          ALLISON. I DIDN'T COME UP WITH YOU. 
          GO AHEAD. TOO QUICK. 
          WE'LL BLAME YOU, GREAT, PERFECT. 
          >> MY WORD WAS ACTIVE AND I WOULD SAY THAT THE CHALLENGE TO THAT IS THAT I AM ACTIVE IN PRETTY MUCH ANYTHING AND EVERYTHING I CAN BE. 
          I WANT TO BE ABLE TO DO IT ALL. I LIKE TO BE THERE, I LIKE TO BE PRESENT I LIKE TO BE HELPING AND THAT'S VERY HARD WHEN YOU GOT SO MANY DIFFERENT THINGS. 
          THIS YEAR I'M BEING INVITED TO ALL THESE DIFFERENT EVENTS. 
          [00:25:03]
I'M TRYING TO GO TO AS MANY AS POSSIBLE, BUT ALSO GOT STUDENT GOVERNMENT R OTC AND SCHOOL. 
          I LOVE TO BE INVOLVED IN THE COMMUNITIES BUT THAT COMMUNITY HAS HUNDREDS OF COMMUNITIES IN IT THAT ARE SUPER ACTIVE AND ALWAYS MOVING, SO I HAVE BEEN WORKING THIS YEAR TO BE ABLE TO LET MYSELF BE LIKE OKAY, I CAN LET THAT ONE GO. 
          IF I COULD BE IN FIVE PLACES AT ONCE I WISH I COULD BE. 
          LIKE I SAID, I LIKE TO BE THERE, I WANT TO BE WITH PEOPLE AND JUST HELPING THEM OUT ALL THE TIME, BUT YOU KNOW, IT IS PICK AND CHOOSE, MAKE YOUR COMMITMENTS AND BE THERE WITH 
          THE ONES THAT YOU HAVE MADE. >> YEP. 
          YEP. AND IT IS PRIORITIZING WHAT IS IMPORTANT AND NOT IMPORTANT TO YOU SPECIFICALLY IN WHATEVER ROLE YOU HAVE. 
          THAT IS HARD TO DO. ALRIGHT. 
          LET'S HEAR FROM THE LAST TWO. >> I APPRECIATE THAT. 
          IF YOU CAN LEARN THAT SKILL REALLY AT A YOUNG AGE, THAT WILL MAKE A HUGE DIFFERENCE IN YOUR LIFE OVER TIME, BECAUSE I THINK WE ALL WANT TO DO ALL THE THINGS AND SOMETIMES OUR CONSTITUENTS, WHOEVER THEY MIGHT BE HAVE A EXPECTATION YOU ARE DOING ALL THE THINGS ALL THE TIME AND THERE ARE CONFLICT JZ YOU HAVE TO BE MAKE DECISIONS ON WHERE YOU CAN BE AT CERTAIN TIMES. THAT'S GOOD. 
          MY WORD WAS PURPOSEFUL AND I THINK ONE THING THAT COULD BE FRUSTRATED ABOUT THAT IS WHEN YOU ARE PURPOSEFUL YOU NEED INFORMATION. 
          AN IDEA DOESN'T BECOME PURPOSE WITHOUT RESEARCH AND DISCUSSION ABOUT HOW IT WORKS AND HOW IT GETS IN PLACE. I THINK PEOPLE MIGHT GET FRUSTRATED WITH THE TIME AND THE DELIBERATION FOR HOW YOU MOVE FORWARD WHEN YOU MOVE FORWARD WITH PURPOSE SO YOU ARE THINKING ABOUT ALL ASPECTS OF THINGS AND NOT JUST SAYING OKAY, THIS IS WHAT WE ARE PUTTING IN PLACE RIGHT NOW. 
          WE HAVE TO GET DOWN TO HOW WE ARE PUTTING IT IN PLACE, WHY WE ARE PUTTING IT IN PLACE AND THEN WHAT ALL THE PIECES ARE, SO THAT IT IS-THAT YOU ARE LEADING WITH A PURPOSE FUL APPROACH AND THAT COULD BE FRUSTRATED. 
          >> YEP. ABSOLUTELY. 
          THAT MAKES A LOT OF SENSE, AND I WOULD SUGGEST TOO, I LOVE THAT YOU ARE A STAFF MEMBER THAT SAID GETTING DOWN TO THE HOW, BECAUSE YOU ALL DON'T HAVE TO WORRY HOW THINGS ARE IMPLEMENTED, BULLET YOUR STAFF MEMBERS HAVE TO THINK ABOUT THAT. 
          AS YOU SAY THIS IS WHAT WE WANT SO I APPRECIATE YOU BRING THAT TO THE TABLE BUT A STAFF MEMBER INSTEAD OF BOARD MEMBER. GREAT. 
          PERFECT. >> MY WORD WAS STRATEGIC AND I FEEL I HAVE THE ABILITY TO SEE PATTERNS AND QUICKLY JUMP TO DIFFERENT STEPS THAT NEED TO HAPPEN, AND WHEN I DO THAT OTHERS MIGHT NOT UNDERSTAND WHY I'M DOING THIS AT THIS POINT IN TIME, BUT THERE IS A REASON BEHIND IT AND I MIGHT NOT ALWAYS EXPLAIN IT IN A WAY THAT PEOPLE UNDERSTAND WHY I'M DOING WHAT I'M DOING, BUT I AM BEING VERY STRATEGIC AND TRYING TO TAKE ALL THAT INFORMATION IN AND DECIDE WHERE TO GO NEXT IN THAT DECISION MAKING PROCESS. 
          >> YEP.IMAGINE WITH THAT KIND O STRATEGIC MINDSET, YOU CAN'T EXPLAIN EVERY STEP OF THE WAY TO THE BOARD, BECAUSE IF EVERY STAFF MEMBER EXPLAINED EVERY STEP OF THE WAY TO YOU ALL, 
          YOUR MEETINGS- >> WE WOULD ALL BE EXHAUSTED. 
          >> YEAH. EXACTLY. 
          YOUR BRAINS WOULD BE TOO JUMBLED TO MAKE THE DECISIONS. 
          UNDERSTANDING THE STRATEGY IS NOT ALWAYS TO THE BENEFIT OF TO YOU ALL IN DECISION MAKING, BUT IT IS TO YOU AND WHAT YOU ARE DOING. 
          PERFECT. OKAY. 
          SO, AGAIN, JUST KIND OF REMEMBERING THAT NUMBER ONE, YOU ARE ALL DIFFERENT, NUMBER TWO, WHAT YOU THINK IS A REALLY GOOD CHARACTERISTIC, OTHERS MAY PERCEIVE AS ANNOYING OR SLOWING YOU DOWN OR MOVING TOO QUICKLY OR ALL THOSE DIFFERENT THINGS, SO THINKING ABOUT HOW YOU ARE COMING ACROSS TO OTHERS IS IMPORTANT, NOT WHAT YOU ARE DOING OR HOW YOU ARE DOING SOMETHING IS WRONG IN ANY WAY, BUT IT CAN BE PERCEIVED DIFFERENTLY. 
          JUST KEEPING THAT KIND OF THING IN MIND. 
          AND, YOU ALL HAVE TO WORK TOGETHER, SO KNOWING THESE THINGS ABOUT ONE ANOTHER IS REALLY IMPORTANT IN THAT WORK THAT YOU HAVE TO DO. 
          OKAY? AND I WAS GOING TO ASK, DO YOU ALL AGREE WITH THE WORDS? IT SOUND- 
          >> YEAH, I TOTALLY AGREE, BUT ALSO, I THINK SO MANY TIMES YOU KNOW, WE HEAR THINGS ABOUT THIS BOARD THAT WE ARE LIKE-MINDED OR THAT WE ALL ARE THE SAME, WHEN IN FACT-SO HAPPY THIS WAS A EXERCISE BECAUSE ACTUALLY ARE VERY DIFFERENT AND THAT IS WHAT MAKES IT SUCH A GREAT SETUP BECAUSE WE SHOULD CELEBRATE ALL THE THINGS DIFFERENT ABOUT US, BECAUSE WE EACH BRING A 
          [00:30:01]
DIFFERENT PERSPECTIVE TO THE TABLE WHEN WE MAKE A DECISION, AND CONTRARY TO POPULAR BELIEF, WE DON'T ALWAYS AGREE. WE DON'T. 
          THERE ARE TIMES WHEN WE REALLY DO HAVE SOME DIFFERENCES OF OPINION. 
          I THINK WHAT IS IMPORTANT IS THAT WE DO GET TO FIND COMMON GROUND AND COME TOGETHER AND WE ARE ABLE TO HAVE DISCUSSIONS, NOT JUST KIND OF AMONG ONE ANOTHER, BUT WITH STAFF AND OTHER PEOPLE TO KIND OF BEST UNDERSTAND AND THEN MAKE THE BEST DECISION MOVING FORWARD. 
          BUT, IT IS OKAY AND I THINK WE ALL-WHAT I LOVE MOST ABOUT THIS BOARD IS THERE ARE NO HARD FEELINGS BECAUSE WE HAVE DISAGREED ON NUMBER OF THINGS AND JUST KEEP ON KEEPING ON. 
          IT DOESN'T PROHIBIT US WORKING TOGETHER OR MAKING DECISIONS OR DOING THE RIGHT THING AND I FEEL THE SAME WAY ABOUT A LOT OF THE CENTRAL OFFICE STAFF HERE. 
          IT IS THE SAME. WE MIGHT NOT ALWAYS AGREE OR SEE EYE TO EYE, BUT THINGS KEEP MOVING IN THE RIGHT DIRECTION. 
          >> ONE OF THE MOST DIFFICULT THINGS THAT BOARD OF EDUCATION MEMBERS HAVE TO DO IS THAT IDEA THAT I HEARD SEVERAL OF YOU SAY WHICH IS, THE BEST IDEA, NOT MY IDEA, NOT MY PRECONCEIVED NOTION ABOUT WHAT SHOULD HAPPEN, BUT IT IS TRULY THAT IDEA OF, WHAT'S THE BEST WAY TO MOVE FORWARD NOW. RIGHT NOW. 
          I WOULD ENCOURAGE YOU ALL TO KEEP THINKING THAT WAY, SO THAT WE ARE NOT GETTING STUCK IN THIS IS WHAT I THINK AND WANT AND SAID. 
          IT IS LIKE, HOW CAN WE MOVE FORWARD AS A ENTIRE BODY, INCLUDING THE BOARD AND THE STAFF THINKING ABOUT THE STUDENTS, THE COMMUNITY, THINKING ABOUT ALL THESE DIFFERENT ASPECTS,S NOT JUST YOUR OWN OPINION. 
          I HEARD THAT PHRASE FROM SEVERAL OF YOU AND I THINK THAT IS EVEN IF YOU ARE JUST SAYING IT AND NOT DOING IT, I APPRECIATE YOU ARE SAYING. 
          >> YOU KNOW WHAT? I THINK WE ALL HAVE-WE HAVE A DIFFERENT SKILLSET EVEN IN OUR DAY TO DAY JOBS OR WHAT WE HAD, AND NO ONE SHOULD WANT A BOARD THAT IS EXACTLY THE SAME WHO THINKS EXACTLY THE SAME, WHO DOES THE EXACT SAME. 
          I HAVE A BUSINESS BACKBROUND IN HUMAN RESOURCES, LISA IS RETIRED TEACHER, MELISSA IS IT PROFESSIONAL, PAUL IS A BUDGET GUY, JOE KNOWS FACILITIES LIKE THE BACK OF HIS HAND, SO WE ALL MOST--EVERYTHING A SCHOOL SYSTEM DOES, WE ALL MOST HAVE A EXPERTISE OR SUBJECT MATTER EXPERTS IN A VERY GOOD VARIETY OF FIELDS, WHICH ACTUALLY MAKES FOR A AWESOME BOARD. 
          >> YEAH. YEAH. 
          ABSOLUTELY. I THINK IT IS GOOD AND THAT IS WHY IT IS BOARD OPPOSED TO A INDIVIDUAL MAKING THESE DECISIONS, RIGHT? YOU NEED DIFFERENT SKILLS, DIFFERENT VIEWS, DIFFERENT INPUTS TO MAKE THE BEST DECISIONS, SO THAT'S GREAT. PUSH-BACK ON THAT PERCEPTION THAT YOU GUYS ARE ALL THE SAME. MAYBE DON'T. 
          >> WE HAVE OTHER THINGS. >> EXACTLY. 
          SO, TODAY, WHAT WE ARE GOING TO--AGAIN, ON THE AGENDA TODAY THERE ARE SEVERAL WORK ITEMS YOU GET TO DISCUSS TO KEEP MOVING THIS BOARD FORWARD IN TERMS OF IT DECISIONS YOU ARE MAKING AND HOW YOU ARE MAKING THEM. 
          WHAT WE'LL DO NEXT JUST TO KIND OF INSURE WE ARE ALL ON THE SAME PAGE IS TALK A LITTLE BIT ABOUT THE DIFFERENCE BETWEEN GOVERNANCE AND OPERATIONS. 
          ALL YOU HAVE BEEN TO THE NEW BOARD ORIENTATION, CORRECT? I THOUGHT SO. WE ARE NOT GOING TO REPEAT IT, BU I DO THINK IT IS IMPORTANT TO CONTINUALLY GO BACK TO WHAT IS GOVERNANCE, WHAT IS OUR JOB. 
          WE'LL START THERE. THEN WE'LL BE MOVING INTO THE PROCESS OF YOUR SUPERINTENDENT'S EVALUATION AND KIND OF WHAT ARE--HOW WE ARE GOING TO EVALUATE YOUR SUPERINTENDENT AS INTERIM AND 6 MONTHS IN, WHAT IS THE PROCESS FOR THAT? WE ARE NOT GOING TO TALK ABOUT HOW YOU HAVE DONE SO FAR TODAY, BUT WE ARE GOING TO FIGURE OUT WHAT ARE THE CONVERSATIONS, BECAUSE THE CONVERSATIONS ARE REALLY IMPORTANT. 
          WE'LL FIGURE THAT OUT. THEN, WE WILL MOVE INTO ACCOUNTABILITY FOR YOU ALL. ONE OF THE BEST THINGS THAT A BOARD CAN DO IS MAKE SURE THEY ARE DOING SELF-EVALUATIONS ANNUALLY, AND SO WE ARE-I KNOW KARENSENT OUT AN EVALUATION FORM. 
          WE'LL KIND OF TALK THROUGH A LITTLE BIT OF LIKE THAT PROCESS AS OPPOSED TO AGAIN, WE ARE NOT GOING TO EVALUATE YOU ALL TODAY, BUT KIND OF WHAT THE PROCES IS AND WHAT IT LOOKS LIKE SO YOU CAN ACTUALLY ACCOMPLISH IT AND CONTINUE TO GROW. 
          AND THEN WE'LL FOCUS ON THE BUDGET. 
          THAT IS A BIG-MARCH 1, THE DUE DATE? 
          >> NO BUDGET TODAY. >> WE ARE NOT DOING THE BUDGET 
          TODAY. >> NO BUDGET. 
          >> GREAT. YOU WILL GET OUT OF HERE EARLIER OR I'LL JUST TALK MORE. AND THEN- 
          [00:35:03]
          >> FINE WITH EITHER OF THOSE. >> OKAY. 
          TALKING MORE. NO BUDGET. 
          QUICK LUNCH, MOVE INTO CLOSED SESSION AND DISCUSS WAYS TO MAKE YOUR BOARD RUN MORE EFFICIENTLY AND GO FROM THERE. ANY THOUGHTS OR IDEAS OR GOALS YOU ALL HAVE FOR TODAY? OKAY. 
          [Governance and Operations]
FEELING GOOD ABOUT IT. OKAY. 
          LET'S MOVE INTO THE IDEA OF GOVERNANCE VERSUS OPERATION. 
          NOW I'LL QUIZ YOU. WHO CAN-OR YOU CAN WORK AS A TEAM, AS A GROUP. THERE ARE FIVE KEY WORKS OF SCHOOL BOARDS. FIVE AREAS THAT SCHOOL BOARDS SHOULD FOCUS ALL THEIR ATTENTION ON. 
          [INAUDIBLE] COVERS THESE FIVE IN A QUICK FORMAT AT THE BEGINNING OR ENTIRE SESSION ON THESE FIVE. WHO CAN NAME ONE OF THE FIVE? 
          >> I ONLY THOUGHT THERE WERE THREE. 
          >> YOU DON'T HAVE TO USE THE CORRECT WORDS. 
          WHAT- >> BUDGET IS ONE. 
          >> OKAY, BUDGET FALLS UNDER THE CATEGORY OF ONE OF THEM, YES, ABSOLUTELY. 
          BUDGET IS SOMETHING THE BOARD DEFINITELY NEEDS TO FOCUS ON. 
          WHAT ELSE? >> HIRE AND FIRE 
          SUPERINTENDENT. >> YES, RELATIONSHIP WITH THE-FIRING AND HOPEFULLY EVALUATING AND HAVING CONVERSATIONS IN THE MIDDLE. 
          YES. >> POLICY. 
          >> POLICY, YES. POLICY WORK. 
          NOT EVERYONE FINDS THAT INTERESTING, BUT IT IS THE BIGGEST-THAT IS THE LEVER YOU HAVE THAT YOU ALL CAN PULL TO HELP THE SCHOOL SYSTEM MOVE IN A SPECIFIC DIRECTION. 
          POLICY IS THE WAY TO DO THAT. BUDGET IS TOO, BUT THOSE ARE YOUR TWO LEVERS YOU CAN TRULY PULL. 
          WHAT ELSE? >> I DON'T KNOW, IT IS 
          QUASI-LEGISLATIVE? >> THERE IS THAT, ABSOLUTELY. 
          THAT IS DEFINITELY A TASK YOU ALL NEED TO DO, RIGHT? LIKE, REVIEWING-WHAT'S THE WORD? 
          >> APPEALS. >> SAY AGAIN? 
          >> APPEALS. >> APPEALS, EXACTLY. 
          IF APPEALS COME UP TO YOU, YOU ARE THE DECISION MAKERS ON THAT, YES, ABSOLUTELY. 
          YOU MENTIONED ONE WHEN YOU WERE TALKING ABOUT COMMITMENT. 
          I PUT IT IN PARENTHESIS FOR YOU. 
          >> THE VISION? >> YES. 
          EXACTLY. SO, THE BOARD IS THE GROUP OF PEOPLE WHO ARE DECIDING FIVE, 10, 15 YEARS FROM NOW WHERE DO YOU WANT TO GET. 
          WHERE DO YOU WANT THE SYSTEM TO BE. 
          FIVE, 10, 15 YEARS FROM NOW. YOU DO THAT THROUGH STRATEGIC PLANNING, YOU DO THAT THROUGH POLICY WORK. 
          ARE THE POLICIES GETTING YOU TO THE PLACE YOU EXPECT TO BE FIVE, 10, 15 YEARS FROM NOW? SO MAKING SURE ALL THE DECISIONS ARE BASED ON THE VISION. 
          IS THIS GOING TO SUPPORT OR TAKE AWAY FROM THE VISION? SAME WITH BUDGET. IS THE MONEY WE ARE SPENDING GOING TO SUPPORT WHERE WE WANT TO GET OR IS IT GOING TO TAKE AWAY FROM WHERE WE WANT TO GET SO VISION IS ANOTHER ONE. THERE IS ONE MORE. 
          TWO MORE? ONE MORE. 
          >> [INAUDIBLE] >> SO, YES. 
          THE STRATEGIC PLAN IS TIED TO THE VISION, BUDGET IS TIED TO THE VISION, POLICY IS TIED TO THE VISION, AND A LITTLE EXTRA, RIGHT? SO, WHO HELPS GIVE INPUT TO YOUR DECISIONS BESIDES JUST THIS GROUP? 
          >> I WAS GOING TO SAY COMMUNITY ENGAGEMENT. 
          >> EXACTLY, COMMUNITY ENGAGEMENT IS THE OTHER WORK OF YOU ALL, RIGHT? YOU NEED TO BE SEEKING INPUT. YOU NEED TO BE COMMUNICATING BACK OUT TO THE COMMUNITY ABOUT THE DECISIONS THAT HAVE BEEN MADE, AND YOU NEED TO BE ABLE TO DISCERN THAT INFORMATION, RIGHT? SO, YOU HEAR A LOT FROM THE COMMUNITY, BUT I THINK YOU MENTIONED TRENDS, RIGHT? TRENDS ARE IMPORTANT. DISCERNING IF IT IS EVEN YOUR JOB BASED ON THE FEEDBACK YOU ARE RECEIVING OR DO YOU HAND SOMETHING OFF TO THE SUPERINTENDENT, BUT THIS IDEA OF BEING A COMMUNITY LEADER, ENGAGING THE COMMUNITY BOTH IN LISTENING AND PROVIDING INFORMATION, THAT'S ANOTHER ONE OF YOUR ROLES. 
          SO, THOSE ARE THE FIVE. I'LL REPEAT THEM. 
          WE HAVE VISION, POLICY, WE GOT SUPERINTENDENT RELATIONSHIP, COMMUNITY ENGAGEMENT, AND THEN ACCOUNTB LT. ABILITY. 
          ARE YOU ALL TAKING A LOOK AT THE TEST SCORES THAT YOU'RE TRYING TO GET TO? ARE YOU ALL TAKING A LOOK AND MAKING DECISIONS USING DATA LIKE BUDGET LIKE HOW IS THE MONEY SPENT AND SPNT IN THE WAY WE APPROVED? SO TAKING A LOOK AT THE ACCOUNTABILITY FACTORS THAT THE COMMUNITY SEES, THAT YOUR SUPERINTENDENT SEES, YOUR STUDENT SEE. 
          HOW ARE YOU ALL HOLDING YOURSELVES ACCOUNTABLE BECAUSE IF A DECISION YOU MADE ISN'T A GOOD ONE, WE ALL MAKE NOT GREAT DECISIONS AT TIME, BUT IT IS TAKING RESPONSIBILITY FOR THAT AS WELL AND NOT JUST PUSHING THE BLAME OFF OR LETTING IT GO. 
          [00:40:06]
SOMETIMES PIVOTING IS IMPORTANT TOO AND THAT IS PART OF THE ACCOUNTABILITY. 
          OKAY? THOSE-YES, GO AHEAD. 
          PLEASE. >> WHERE WOULD YOU PUT APPROVAL 
          OF CURRICULUM? >> THAT IS A GOOD ONE. 
          SO, WE TALKED ABOUT YOU ALL BEING EXPERTS IN DIFFERENT AREAS. 
          I KNOW YOU ARE A TEACHER OR WERE YOU IN EDUCATION? RETIRED TEACHER. OKAY. 
          PERFECT. SO WE HAVE A EXPERTISE IN EDUCATION, BUT WHO IS THE CURRENT EXPERTS WHEN IT COMES TO CURRICULUM? 
          >> I WAS GOING TO SAY THE PARENTS. 
          THAT'S NOT THE RIGHT ANSWER? [LAUGHTER] 
          >> I SAW A POINT OVER HERE. YOU ARE THE CHIEF EDUCATION--ACADEMIC OFFICER. THANK YOU. 
          WE GOT ONE OVER THERE WHO ALSO SITS RIGHT UNDER YOUR SUPERINTENDENT, RIGHT? 
          >> AND ALSO THERE ARE SOMETIMES IT IS LAW THAT COMES DOWN. 
          IT IS NOT- >> EXACTLY RIGHT. 
          >> WHAT WE CREATED. >> EXACTLY RIGHT. 
          >> BECAUSE WE ARE FOLLOWING WHAT WE ARE REQUIRED. 
          >> THAT IS PART OF ACCOUNTABILITY. 
          SO YOUR JOB IS TO INSURE THAT THE LAWS ARE BEING FOLLOWED, RIGHT? THAT YOU ARE ACCOUNTABLE TO THE LAWS, YOU HAVE TO BE. 
          AND YOU ARE ACCOUNTABLE TO WHAT IS BEST BASED ON EXPERTS. 
          RIGHT? YOU ABSOLUTELY WERE A EXPERT IN YOUR FIELD AS A TEACHER WHEN YOU WERE TEACHING. 
          IN YOUR CLASSROOM, EXPERT, FOR SURE. 
          BIG PICTURE EXPERTS AND UP TO DATE ON CURRENT TRENDS AND WHAT WORKS BEST AND RESEARCH, YOU HAVE TWO PEOPLE AT THE BOARD TABLE RIGHT NOW THAT CAN HELP YOU WITH THAT, OKAY? AND SO YOUR JOB IS TO THINK ABOUT WHAT IS-WHAT ARE YOU TRYING TO ACCOMPLISH, RIGHT? WHAT ARE WE TRYING TO ACCOMPLISH WITH OUR CURRICULUM? AND THEN SAY HEY, EXPERTS HOW DO YOU MAKE SURE WE ACCOMPLISH THIS? THEY GET TO ANSWER THAT HOW. YOU GET TO VOTE ON IT, BECAUSE YOU TRUST THEM. YOU CAN SAY YEP, THAT'S GREAT. 
          THIS CURRICULUM THEY TOLD US AS OUR TRUSTED EXPERTS, THEY TOLD US THAT THIS IS WHAT THEY SUGGEST TO GET US TO THIS POINT. OKAY? SO, THAT'S HOW I WOULD LOOK AT CURRICULUM. 
          YOU HAVE ANYTHING TO ADD? ANY THOUGHTS OR DO YOU DISAGRE 
          AND THAT'S OKAY TOO? >> I THINK EVERY BOARD HAS IN THEIR POLICY THE RESPONSIBILITY OF THE BOARD GOVERNANCE AND SUPERINTENDENT AND ADMINISTRATION AND SO FORTH. I WORKED IN SOME SCHOOL SYSTEMS WHERE PART OF THE POLICY PROCESS WAS THE APPROVAL AND ADOPTION OF MATERIALS AND 
          CURRICULUM. >> YEAH. 
          AND I WOULD SUGGEST THAT THE INPUT THAT YOU SAID PARENTS, RIGHT? PARENTS CAN CERTAINLY HAVE OPINIONS ON THIS AND I ARE KNOW YOU WERE- 
          >> I'M A PARENT AND WHY I DO HAVE A OPINION. 
          >> PERFECT. SO PARENTS THOUGHTS AND OPINIONS ARE A IMPORTANT PART OF THE COMMUNITY ENGAGEMENT ASPECT OF CURRICULUM ADOPTION, RIGHT? YOUR JOB AS A BOARD IS TO HEAR THAT AND DISCERN IT AND COME UP WITH THE, WHAT DO WE AS A BOARD IS AND OUR COMMUNITY, INCLUDING STUDENTS, INCLUDING PARENTS, INCLUDING BUSINESSES WHO WILL HIRE THESE STUDENTS THAT ARE GRADUATING FROM YOUR SCHOOLS WHAT IS IT THEY ARE LOOKING TO ACCOMPLISH? 
          YES? >> SO, WHAT HAPPENS WHEN WHAT THE COMMUNITY AND WHAT THIS BOARD SEES DOESN'T AGREE WITH THE CURRICULUM DECISION? 
          >> FROM THE SUPERINTENDENT? AND THE CHIEF ACADEMIC OFFICER? 
          >> YES. >> GREAT QUESTION. 
          THAT IS A CONVERSATION. THAT'S A CONVERSATION. 
          YOUR SUPERINTENDENT SITS ON THE BOARD AS WELL SO THIS IS A BOARD MEMBER WHO IS  HIRED BY YOU ALL EXPERT IN THIS AREA, SO HAVING THE CONVERSATION IS REALLY IMPORTANT. 
          >> SO, WHAT I'M HEARING IS WE DON'T JUST BLATANTLY AGREE WITH THE EXPERTS? 
          >> I WOULD NEVER SUGGEST JUST BLATANTLY AGREE WITH ANY EXPERTS. 
          >> CAN I INTERJECT? EVERYONE HAS A OPINION, BUT EVERYONE DOESN'T HAVE ACCOUNTABILITY FOR THE DECISION MADE AND SO, OFTEN WE'LL HEAR FROM PEOPLE WHO HAVE AN OPINION. IN SOME CASES MAY BE VALID AND IF YOU IMPLEMENT THEIR RECOMMENDATION AND IT DOESN'T WORK, THEY ARE NOT GOING TO BE HELD ACCOUNTABLE. THE BOARD WOULD BE HELD 
          ACCOUNTABLE. >> YEAH. 
          [00:45:02]
AND I THINK, THIS IS PART OF THE SUPERINTENDENT RELATIONSHIP YOU ALL ARE RESPONSIBLE FOR. 
          THIS IS PART OF IT, RIGHT? IF YOU ARE TELLING HIM THAT THIS IS A GOAL WE ARE GIVING YOU, RIGHT. 
          YOU COME UP WITH WHATEVER GOAL THAT IS, IF YOUR SUPERINTENDENT DOESN'T ACHIEVE THAT GOAL, THAT'S CONVERSATION ABOUT DO WE REHIRE HIM AND THAT'S WHERE YOU DO IT. 
          I SAID YOU SHOULD NEVER GO ALONG WITHOUT QUESTIONING IT, YOU SHOULDN'T AND ALSO SHOULDN'T JUST ASSUME BECAUSE WHAT THIS GROUP OF PEOPLE WANTS, WE NEED TO GO ALONG WITH THEM EITHER. THAT'S YOUR JOB. 
          YOUR JOB AS THE BOARD IS TO WEIGH THOSE FACTORS, RIGHT? TO TALK ABOUT THEM. TO WEIGH THE FACTORS. 
          TO TAKE THESE THINGS INTO CONSIDERATION AND REMEMBER WE TALKED ABOUT DATA? SO, IT IS NOT JUST HEY, I HAD FIVE PEOPLE AT THE GROCERY STORE TALK TO ME ABOUT THIS, SO THAT MUST BE THE OVERWHELMING OPINION OF THE PUBLIC. 
          THAT'S NOT DATA, THAT IS AN ICDOTAL EVIDENCE AND ANECDOTES ARE FINE, BUT THE DATA YOU NEED TO SEE IS WHAT DOES THE MAJORITY OF THE COMMUNITY BELIEVE, NOT JUST THE LOUDEST 
          VOICES. >> THAT'S ONE THING THAT WE DO FIGHT A BIT, SO WE WERE ELECTED BY THE MAJORITY OF VOTERS IN CALVERT COUNTY. 
          CALVERT COUNTY GENERALY DOES NOT ALIGN WITH THE CURRENT STATE POLITICAL VIEWS, SO THERE IS DEFINITELY SOME RECONCILIATION THERE. 
          WE TYPICALLY RESPOND TO THINGS FROM THE STATE THAT ARE GUIDELINES. 
          >> OKAY. >> OR SUGGESTIONS, OR STATE 
          POLICY. >> UH-HUH. 
          YEP. >> BUT THOSE ELEMENTS ARE NOT 
          ROOTED IN LAW. >> OKAY. 
          >> SO, WE HAD A POLICY THAT WAS A ANTI-RACISM POLICY THAT WE ELIMINATED AND WE ELIMINATED IT BECAUSE IT WASN'T SUPPORTED BY LAW. 
          IT CAUSED A-WITH PEOPLE IN THE COMMUNITY. 
          THE CHALLENGE I SEE IS THAT, WE HAVE TO FOLLOW WHAT IS SUPPORTED BY LAW AND A LOT OF WHAT WE DO IS REVIEWING LEGAL OPINIONS. 
          >> OKAY. >> WE HAVE BEEN ACCUSED OF FOLLOWING THE OPEN MEETINGS ACT, OR NOT CHANGING POLICY, PARTICULARLY THAT ONE PROPERLY. 
          >> OKAY. >> EVEN THOUGH WE HAVE. 
          AND THE BOARD-THE STATE BOARDS THAT REVIEW THIS TELL US WE HAVE. 
          >> YOU HAVE FOLLOWED-DONE IT CORRECTLY. 
          >> FOLLOWED IT PROPERLY. I THINK WE ARE [INAUDIBLE] FOR ACCUSATIONS, BUT IT IS SAD TO ME TO SEE THAT--MARCUS YOU ARE SPOT ON, THE PEOPLE YELLS THE LOUDEST ARE NOT ACCOUNTABLE TO THE DECISIONS. 
          THEY ARE YELLING LOUD, BUT THAT'S NOT SUPPORTED BY LAW. 
          AND THOSE ARE THE KIND OF THINGS WHERE THAT'S THE TENSION AND WE SIGNED UP FOR THIS JOB, I DIDN'T JUST WALK INTO IT. I CAMPAIGNED FOR IT AND I GOT ELECTED AND I FULLY EXPECT TO DISCHARGE MY DUTIES AS I PROMISED I WOULD IN ACCORDANCE WITH LAW, BUT A LOT OF WHAT WE EXPERIENCE MEETING TO MEETING IS PEOPLE WHO ARE NOT ACCOUNTABLE, BUT DEMAND THEIR WAY. 
          >> YEAH, AND THAT'S PART OF BEING AN ELECTED OFFICIAL, RIGHT? YOU GET TO HEAR THE OPINIONS OF EVERYONE, WHETHER THEY VOTED FOR YOU OR NOT. 
          AND SO, IT IS NOT FUN, BUT IT IS PART OF THE JOB, RIGHT? TO SAY, I DONT LIKE THAT DECISION. 
          AND THAT'S PART OF IT. SO, MY RECOMMENDATION, I'M NOT A LAWYER,SO I CAN'T GIVE YOU LEGAL SUGGESTIONS, BUT I CAN SAY, FOLLOWING THE LAW IS IMPORTANT. NECESSARY, RIGHT? FOLLOWING THE LAW IS NECESSARY, AND THINKING LONG-TERM, AGAIN, LONG-TERM, WHERE DO YOU WANT YOUR STUDENT BODY TO BE 10 YEARS FROM NOW? OKAY. SO, THESE DECISIONS ARE TODAY AND PARENTS THAT HAVE THEIR KIDS IN SCHOOL TODAY ARE GOING TO BE IMPACTED BY THESE DECISIONS, WHICH IS EITHER FORTUNATE OR UNFORTUNATELY DEPENDING HOW THE PARENT LOOKS AT IT. YOUR JOB IST NOONLY THINK ABOUT TODAY, YOUR JOB IS FUTURE. THAT IS TRULY WHAT THE BOARD GETS TO THINK ABOUT. THEN YOUR STAFF GETS TO THINK ABOUT THE DAY TO DAY. HOW ARE WE IMPLEMENTING IT 
          [00:50:03]
TODAY. NOW, YOU KNOW, SOME OF THE GUIDELINES THAT ARE NOT LAW, I DONT KNOW WHAT YOU ARE REFERRING TO AND THAT'S OKAY, I DON'T NEED TO, PART OF SOMETHING YOU ALL CAN DO AS COMMUNITY ENGAGEMENT AND ADVOCATE IN ANNAPOLIS FOR YOUR OPINION SO LAW COULD BE WRITTEN--BUT NOBODY IN THE ROOM CAN CHANGE THE LAW. NOBODY IN THIS ROOM CAN DETERMINE WHAT IS LAWFUL OR NOT LAWFUL. 
          IT IS HOW IT IS WRITTEN. IF YOU DON'T LIKE HOW IT IS WRITTEN, YOU CAN GO ADVOCATE. IF YOUR COMMUNITY DOESN'T LIKE HOW IT IS WRITTEN, YOU ALL CAN SUGGEST TO THE COMMUNITY THAT THEY SHOULD ADVOCATE BECAUSE THAT IS WHERE IT IS COMING FROM. I DON'T KNOW IF THAT CONVERSATION WAS HELPFUL AT ALL. THERE WASN'T REALLY A QUESTION, BUT THIS IS DIFFICULT. THERE ARE LOTS OF OPINIONS. 
          YOUR SUPERINTENDENT IS WHO YOU ALL HIRED TO TRULY BE, AGAIN, THE EDUCATION EXPERT TO MAKE THE BEST RECOMMENDATIONS FOR THESE KINDS OF DECISIONS, AND YOU ALL IN HIRING THIS EDUCATION EXPERT HOPEFULLY TRUST HIM AND HOPEFULLY BELIEVE THAT HE KNOWS WHAT'S BEST FOR THE STUDENTS NOW AND 10 YEARS FROM NOW. 
          AND SO, ASKING HIM QUESTIONS ABOUT THE CURRICULUM THAT IS BEING SUGGESTED IS GREAT, BUT THAT IS A GREAT SEGUE INTO THE ACTIVITY I WAS GOING TO DO, WHICH IS WHAT ARE GOVERNANCE QUESTIONS? BECAUSE IF YOU START ASKING OPERATIONAL QUESTIONS, YOU ARE NOT DOING YOUR JOB. 
          YOU ARE DOING THE STAFF'S JOB. I ACTUALLY HAD A SCENARIO I WAS GOING TO GIVE TO YOU ALL ABOUT FUNNY ENOUGH, CURRICULUM, NOT BECAUSE I KNEW ANYTHING WAS GOING ON, BUT IT IS A GREAT QUESTION A LOT OF SCHOOL BOARDS HAVE RIGHT NOW. 
          SO--I ALSO HAVE ONE ON DECLINING STUDENT ENROLLMENT. 
          LET'S DO THIS ONE. OKAY, HERE IS THE SCENARIO. 
          A NEW SOCIAL STUDY CURRICULUM IS RECOMMENDED BUT IT HAS STRONG PUBLIC OPPOSITION AND MEDIA ATTENTION. IS THAT WHAT WE ARE TALKING ABOUT? LIKE I READ YOUR MINDS. 
          WITH THAT IN MIND, THAT IS THE SITUATION, WHAT GOVERNANCE QUESTIONS COULD YOU ASK OF YOUR SUPERINTENDENT AND YOUR CHIEF ACADEMIC OFFICER THAT TRULY BRING THE DECISIONS TO THE GOVERNANCE LEVEL AS OPPOSED TO THE OPERATIONAL LEVEL? 
          THROW OUT QUESTIONS. >> I THINK THERE ARE NUMBER OF THINGS AND TO PIGGY BACK ON WHAT PAUL WAS SAYING, SOMETIMES THERE ARE VERY SPECIFIC LAWS. 
          IT IS WRITTEN IN THE LAW ABOUT THINGS THAT WE ARE REQUIRED TO TEACH OR CLASSES WE ARE 
          REQUIRED TO HAVE. >> YEP. 
          >> AND THEN, ASIDE FROM THAT, THERE ARE MAYBE WITHIN LAWS, THERE ARE RECOMMENDATIONS, OR KIND OF OUTSIDE THAT, MAYBE MARYLAND STATE DEPARTMENT OF EDUCATION SAYS HERE IS A RECOMMENDATION WE HAVE BUT IT ISN'T WRITTEN IN THE LAW. 
          >> YEP. >> IT IS IMPORTANT FOR A SCHOOL SYSTEM-AND I LIKE TO THINK AND BELIEVE THAT IT IS THAT WAY BECAUSE EACH LEA IS DIFFERENT. 
          THE NEEDS OF THE STUDENT IN CALVERT COUNTY MAY BE VERY DIFFERENT THEN THOSE IN A NEIGHBORING COUNTY OR COUNTY THAT IS A HOUR AWAY. 
          >> THIS IS WAY ADVOCATE FOR LOCAL DECISION MAKING VERSUS STATE. 
          >> IT IS REALLY IMPORTANT FOR US TO KNOW WHO WE ARE, WHAT MAKES UP OUR SCHOOL SYSTEM HERE AND THEN TO UTILIZE EITHER THE GUIDANCE, BUT ALSO UTILIZE THE LAW TO CREATE THE CURRICULUM, OFFER THE CLASSES, WHAT HAVE YOU. 
          IT IS IMPORTANT TO UNDERSTAND WHAT WE HAVE TO TEACH BECAUSE IT IS IN LAW, VERSUS WHAT IS GUIDANCE AND THEN COULD THERE BE A DISCUSSION THAT IS HAD ABOUT THOSE THINGS. 
          IF IT IS GUIDANCE WE WANT TO ADOPT, THE WHY. 
          WHY IS THAT-WHY DO WE WANT TO ADOPT THAT GUIDANCE VERSUS, MAYBE WE DON'T AND WHY WE WOULDN'T SO IT IS VERY CLEAR TO EVERYONE. 
          >> YEP. YES. 
          I THINK YOU ARE ABSOLUTELY RIGHT. 
          WITH THIS, IF YOUR EDUCATIONAL EXPERT SUGGESTS SOMETHING AND YOU ALL HAVE QUESTIONS ABOUT IT AND ARE NOT FEELING IT MAKES THE MOST SENSE, THAT DISCUSSION, THAT DISCUSSION IS VERY IMPORTAN AND JANA I LOVE YOU SAID WHY WE ARE GOING TO GO WITH THE SUGGESTION OR WHY WE ARE GOING TO GOING A DIFFERENT WAY. 
          THAT WHY IS ESSENTIAL FOR YOU ALL. 
          IT IS BASICALLY YOU ALL ARE DETERMINING WHAT IS THIS GROUPS LENS. 
          WHAT IS OUR LENS THAT WE ARE LOOKING AT THESE CURRICULUM DECISIONS BASED ON AND THEN ALSO, TO COMMUNICATE TO THE PUBLIC. 
          SO THE PUBLIC CAN ALSO UNDERSTAND NOT JUST IF YOU VOTED YES OR NO, BUT WHY. 
          >> HOW CAN YOU DEFEND IT IF YOU DON'T REALLY UNDERSTAND IT? 
          [00:55:02]
          >> EXACTLY. THAT IS EXACTLY RIGHT. 
          AND SO, AND THE CONSISTENCY OF YOUR WHYS IS ALSO REALLY IMPORTANT. 
          GO AHEAD. >> I THINK IT'S INCREDIBLY IMPORTANT TO REMEMBER THAT PURCHASING INSTRUCTIONAL MATERIAL, WHEN YOU ARE TALKING--WHAT EXAMPLE DID YOU USE? 
          >> NEW SOCIAL STUDIES CURRICULUM. 
          >> IT RECOMMENDS ENDORSEMENT AT THE DISTRICT LEVEL SO WE HAVE TO INSURE WHAT THE CONTENTS IN THERE IS WHAT OUR DISTRICT SUPPORTS. 
          >> I MIGHT SUGGEST, BECAUSE THAT GETS A LITTLE OPERATIONAL, LIKE WHAT EXACTLY IS IN THE CURRICULUM. A LOT OF DIFFERENT GRADE LEVELS AND DIFFERENT SUBJECTS THRKS WHAT IS IN THE CURRICULUM IS NOT IN YOUR AREA BUT THE 
          OUTCOMES ARE. >> THERE ARE THINGS INSIDE A BOOK THAT DEVIATE FROM CURRICULUM STANDARDS. 
            INSURE THAT YOUR POLICIES ARE BEING PUT INTO PLACE IN A COMPREHENSIVE MANNER? 
          >> LET ME ANSWER THAT FOR YOU. SORRY, NOT YOUR ATTORNEY, BUT I PLAY ONE ON TV. I THINK WITH EVERYTHING IT IS IMPORTANT THERE IS TRANSPARENCY AND WE DO UNDERSTAND THE WHY AND THERE BE TRUST AND YOU KNOW, IT IS HARD FOR A SCHOOL SYSTEM, ANY, TO HAVE THIS CHANGE OVER OF PEOPLE, ESSENTIALLY EVERY TWO YEARS. THERE IS NEW PEOPLE. 
          SOMETIMES THE PROCESS, IT ISN'T THE SAME PEOPLE YEAR AFTER YEAR, THEN THERE IS NEW AND UNDERSTANDING ALL THOSE THINGS. I THINK THAT AGAIN, IT GOES BACK TO THE SAME WHY ARE WE DOING IT AND WHY WE WANT TO HAVE IT DONE AND WHY WE CHOSE THESE THINGS, SO THAT WE CAN HAVE A DISCUSSION AND THEN MAKE A DECISION OR MAYBE IT GOES BACK TO THE SUPERINTENDENT AND STAFF TO SAY OKAY, YOU KNOW WHAT, THIS WAS A PERSPECTIVE I DIDN'T THINK AND WARRANTS ADDITIONAL DISCUSSION. 
          BECAUSE IN SOME CASES IT MIGHT NOT BE THE ELECTED BOARD THAT THE CURRICULUM IS CAUSING HEARTBURN BUT MAY BE PARENTS THAT WRITE IN AND IT IS REALLY HARD BECAUSE ONE PARENT WRITES IN ABOUT THEIR CONCERN AND THAT'S THE CONCERN THAT THEY CARE ABOUT. 
          WE HAVE 15 THOUSAND OTHER CONCERNS. 
          SO, IT IS HARD TO TAKE, IS IT ONE OR IS COULD THIS BE A BIGGER ISSUE OR COULD IT BE BROADER OR COULD THERE BE A CONCERN? DOES IT WARRANT MORE DISCUSSION TO GO BACK TO THAT? IT IS NOT--I DON'T THINK WE REALLY ARE INTERESTED IN BEING INVOLVED IN THE DAY TO DAY, BECAUSE HONESTY IT IS LOT OF WORK AND MOST OF US HAVE OTHER WORK. 
          >> I WAS GOING TO SAY, YOU HIRED PEOPLE TO DO THAT WORK. 
          >> IT MORE WE ARE INTERESTED IN THERE BEING A LEVEL OF TRANSPARENCY AND THEREFORE BEING ABLE TO HAVE OPEN COMMUNICATION AND ALSO THAT TRUST REALLY GROWING, AND I 
          THINK IT IS A WORK IN PROGRESS. >> I LOVE THAT AND I THINK WHERE YOU ALL GET TO PULL THE LEVER ON THESE CONVERSATIONS IS WHAT DOES YOUR POLICY SAY. 
          WHAT DOES YOUR POLICY SAY ABOUT CURRICULUM? WHAT DOES YOUR POLICY SAY ABOUT WHAT IS INCLUDED? AND THEN ASKING YOUR SUPERINTENDENT SAYING, DOES THIS CURRICULUM MEET THE POLICIES? YOUR SUPERINTENDENT BEING ABLE TO TRANSPARENTLY ANSWER THAT QUESTION. 
          I WOULD RECOMMEND THAT YOUR QUESTIONS REVOLVE AROUND BUDGET AND POLICY, THAT IS WHAT YOU SHOULD BE ASKING ABOUT, NOT WE DO OUR DON'T LIKE THIS LESSON OR DO OR DON'T LIKE THIS BOOK. 
          YOU ALL HAVE FULL REIGN OVER BUDGET AND POLICY, SO THOSE-LIKE I SAID EARLIER, THOSE ARE THE LEVERS YOU ARE GOING TO BE ABLE TO PULL AND PULL WHENEVER YOU WANT. 
          YOU DON'T HAVE TO WAIT FOR THE POLICY TO BE REWRITTEN IF YOU WANT. 
          SO, IF YOU FIND YOUR POLICY ISN'T GETTING TO THE OUTCOMES THAT YOU ALL HAVE SAID ARE THE OUTCOMES THAT YOU WANT IN YOUR STRATEGIC PLAN, IN YOUR VISION AND MISSION STATEMENT, LIKE IF YOU ALL DON'T FEEL LIKE THE POLICY THAT YOU ALL-THIS SCHOOL SYSTEM, NOT YOU ALL, BECAUSE A BOARD IS A BOARD IS A BOARD IS A BOARD REGARDLESS WHO IS SITTING ON IT, BUT IF YOU DON'T FEEL THE POLICY OF THE SCHOOL SYSTEM IS THE OUTCOME YOU WANT, AMEND THE POLICY AND SAY THIS IS THE NEW POLICY AND NOW YOU NEED TO FOLLOW THIS POLICY, OKAY? 
          [01:00:01]
I HIGHLY RECOMMEND YOU STAY AWAY FROM LIKE DIGGING THROUGH--IF THAT'S WHAT YOU WANT TO DO, PARENTS HAVE-COMMUNITY MEMBERS HAVE THE RIGHT TO SEE WHAT IS BEING TAUGHT, RIGHT? BUT THAT'S NOT GOING TO LEAD YOU TO A GOOD GOVERNANCE CONVERSATION THAT IS YOUR ROLE AS A BOARD OF EDUCATION MEMBER OR BOARD OF EDUCATION. SUDDENLY YOU ARE GETTING INTO I'M A CITIZEN, WHICH IS GREAT, YOU ALL ARE CITIZENS, BUT WHEN YOU ARE SITTING AT THIS BOARD TABLE YOU ARE A BOARD OF EDUCATION MEMBER WHO NEEDS TO BE FOCUSED ON THE BIG PICTURE, NOT THE FIRES THAT MIGHT BE ARISING. 
          >> FOCUS ON THE BIG PICTURE THAT WE SEE. 
          >> THAT YOU ALL HAVE IN POLICY. SO IT IS NOT JUST YOU GUYS SITTING HERE AND BEING LIKE, TODAY WE THINK THIS IS THE BIG PICTURE. 
          IT HAS TO BE-FOR CONSISTENCY SAKE. 
          OTHERWISE DECISIONS ARE MADE ALL OVER THE BOARD. 
          >> WE HAD ANOTHER SITUATION THAT WAS AGAIN, LOT OF HUB BUB WHERE A PRIOR BOARD HAD TAKEN SOME EFFORT WITH THE COMMUNITY TO PUT TOGETHER A MISSION STATEMENT. 
          >> YEP. OKAY. 
          >> THE MISSION STATEMENT WAS SEVERAL PARAGRAPHS. 
          THAT ISN'T A MISSION STATEMENT. WHEN IT PRESENTED TO US BEGINNING OF OUR TENURE, I'M LOOKING AT THAT, THAT JUST DOESN'T JIVE WITH EVERYTHING I LEARNED IN BUSINESS SCHOOL. JUST NOT A VISION. 
          THAT IS NOT A MISSION STATEMENT. SO, WE MADE A ADJUSTMENT. 
          IT WAS A 3-2 VOTE, BUT WE MADE AN ADJUSTMENT. 
          PEOPLE WENT BANANAESS. 
          >> PEOPLE IN THE COMMUNITY? >> PEOPLE IN THE COMMUNITY THAT 
          WORKED- >> HARD ON IT. 
          >> THAT ATTEND THIS MEETING ALL THE TIME DIDN'T LIKE WE MADE THE CHANGE. 
          >> LET ME ASK BEFORE YOU CONTINUE SO I'M CLEAR, WERE THEY UPSET BECAUSE-HERE IS MY ASSUMPTION, WERE THEY UPSET BECAUSE THERE WASN'T COMMUNITY INPUT INTO THE MISSION 
          STATEMENT? >> [INAUDIBLE] 
          >> OKAY. >> PLENTY OF COMMUNITY INPUT FOR THIS. FROM THE PEOPLE THAT 
          PARTICIPATED. >> YEP. 
          >> NOT FROM THE ELECTORATE, BUT THE PEOPLE WHO PARTICIPATED THERE WAS PLENTY OF INPUT. 
          THE ELECTORATE HAD A DIFFERENT ANGLE. 
          I WOULD SAY. AND, I THINK IT IS IMPORTANT THAT PEOPLE UNDERSTAND THAT, THE DECISIONS OF THIS BOARD ARE ACCOUNTABLE TO THIS BOARD. 
          I FULLY EXPECT CHANGES THAT I MADE TO THAT STATEMENT ARE MY-THE THINGS I VOTED ON. 
          IF THE COMMUNITY AT LARGE DOES NOT LIKE THAT, THEN THEY SHOULD NOT VOTE FOR ME SHOULD I RUN 
          AGAIN. >> YEAH, I HEAR WHAT YOU ARE SAYING, AND I DON'T DISAGREE WITH IT, AND I WANT TO ADD A LITTLE OF NUANCE TO THAT. 
          IS THAT, AS AN ELECTED MEMBER, WE TALKED ABOUT IT, COMMUNITY ENGAGEMENT IS BIG PART OF YOUR JOB, ONE OF FIVE PIECES OF YOUR JOB, AND SO GETTING THAT INPUT FROM THE COMMUNITY ON THE CHANGES THAT YOU ARE GOING TO BE MAKING OR WANT TO MAKE ARE REALLY IMPORTANT, AND IT SHOWS THAT YOU ARE STILL LISTENING TO THE COMMUNITY AS OPPOSED TO JUST AT THE VOTING BOOTH. 
          THE VOTING BOOTH IS A GREAT WAY FOR CONSTITUENTS TO GIVE THEIR OPINION, ABSOLUTELY, AND THERE ARE OTHER WAYS AS WELL, RIGHT? WHEN IT COMES TO SOMETHING LIKE A STRATEGIC PLAN, WHICH IS VISION, MISSION, GOALS, IT IS NOT A LAW YOU MUST GET COMMUNITY INPUT, BUT IT IS BEST PRACTICE, AND SO I'M WONDER-I DON'T KNOW WHAT HAPPENED OR THE STORY OF THIS, BUT, I CAN IMAGINE THAT PEOPLE--IF IT IS WHOEVER IS AT THE TABLE WITH THE LOUDEST VOICE AT THE TABLE IS MAKING THESE DECISIONS, I DON'T KNOW IF YOU HAVE THE LOUDEST VOICE, BUT THAT IS ONE PERSON WHO IS DRIVING THEIR OPINION, VERSUS, LET'S WORK AS A GROUP, NUMBER ONE, AND LET'S WORK WITH OUR COMMUNITY. 
          >> SO, I THINK THAT--I DON'T DISAGREE ALL THE WAY. 
          I AGREE MOSTLY I THINK, BUT I ALSO THINK THAT BEING IN THE PUBLIC IS--HOW YOU ARE GOING TO CONDUCT YOURSELF AND THE WORDS YOU USE AND WHAT YOU SAY TO SOME DEGREE HAS TO BE LEARNED, RIGHT? SO, AND I THINK WE CAN ALL AGREE THAT WE HAVE USED A PHRASE OR WE HAVE USED WORDS OR MADE A COMMENT THAT HAS BEEN MISCONSTRUED, AND I THINK THAT THERE'S--TALKING ABOUT THE STRATEGIC PLAN AND THE MISSION AND VISION, THERE WERE TIMES WHERE THE INTENT BEHIND WHAT WE WERE TRYING TO COMMUNICATE OR 
          [01:05:02]
CONVEY WAS ONE THING, BUT IT WAS RECEIVED DIFFERENTLY. 
          >> BIG PART OF COMMUNICATION. >> THAT WAS WHERE SOMETIMES THINGS THAT DIDN'T NEED TO GO AWRY WENT AWRY. 
          YOU HAVE TO BE- >> YEP, ABSOLUTELY. 
          >> AND YOU LEARN IT FROM SITTING IN A SPOT OR HAVING TO COMMUNICATE. 
          >> ABSOLUTELY. LET'S HEAR-- 
          >> I LIKE TO BE VERY SPECIFIC. WE TOOK INCLUSIVE AND SUPPORTIVE ENVIRONMENT OUT OF OUR MISSION STATEMENT. 
          >> OKAY. >> WHEN IT COMES TO OUR SPECIAL EDUCATION STUDENTS, WE WANT THEM TO BE INCLUDED. 
          >> WHO IS WE? >> PARDON ME? 
          >> YOU SAID WE. >> I WILL SPEAK FOR ME. 
          I WANT SPECIAL EDUCATION CHILDREN TO BE INCLUDED AS MUCH AS POSSIBLE AND AS LONG AS THEY CAN BE--WE WANT THEM TO BE SUPPORTED AND SUCCESSFUL. 
          >> OKAY. >> THAT TO ME IS JUST A ABSOLUTE GIVEN. BUT WE ALSO WANT TO HIRE AND RETAIN HIGHLY QUALIFIED TEACHERS. 
          WE ALSO WANT TO PROVIDE OUR KIDS WITH THE BEST EDUCATION. 
          THOSE ARE STRATEGIES AND THERE IS A DIFFERENCE BETWEEN A MISSION STATEMENT AND THE STRATEGIES YOU ARE GOING TO USE TO ACHIEVE THOSE. 
          BEING INCLUSIVE IS A STRATEGY. OR MISSION IS ACADEMIC-- 
          >> IT COULD GO EITHER WAY. >> WE CAN GO DOWN A RABBIT HOLE. 
          THAT WAS A PERFECT HOW THAT WASN'T THE INTENTION. 
          BUT SOME OF VARIOUS GROUPS WERE OFFENDED BECAUSE THEY MISUNDERSTOOD. 
          >> THEY JUMPED TO THE CONCLUSION THAT WE DON'T SUPPORT SPECIAL EDUCATION WHICH ISN'T TRUE. YOU CANNOT PUT ALL THE STRATEGIES THAT LEAD TO ACADEMIC ACHIEVEMENT IN YOUR MISSION STATEMENT. 
          >> GO AHEAD. >> I KNOW MRS. GOSHORN WANTED TO SPEAK AND I'LL SPEAK AFTER YOU. 
          >> SORRY. >> A QUESTION IN GENERAL ABOUT THE STRATEGIC PLANNING PROCESS, WE ARE SUPPOSED TO AS YOU SAID, LEAD THE VISION, WE ARE SUPPOSED TO THINK FIVE, 10, 15 YEARS AHEAD. 
          THE STRATEGIC PLAN WAS COMPLETED ESSENTIALLY WHEN JOE, PAUL AND I ARRIVED. 
          I WASN'T A PART THAT PROCESS OBVIOUSLY, AND I'M NOT SUPER BOUGHT IF TO THE OUTCOMES THAT STRATEGIC PLAN. I DON'T KNOW THAT THE STRATEGIC PLAN IS LOOKING FIVE, 10, 15 YEARS IN ADVANCE. 
          I ACTUALLY KNOW THAT IS THERE IS A LOT OF STRATEGIC PLAN THAT WAS BORROWED OR COPIED FROM OTHER SCHOOL SYSTEMS THAT ALREADY HAD IT IN PLACE, SO IT DOESN'T FEEL VERY CALVERT COUNTY. IT DOESN'T FEEL LIKE IT IS THE BOARD'S DIRECTION. IT FEELS LIKE WE HIRED SOME COMPANY AND THEY PUT SOMETHING IN PLACE AND WE ARE GOING WITH IT. 
          AND SO, I RECOGNIZE IT IS A LOT OF WORK, IT ALSO WE INVESTED TAXPAYER DOLLARS, SO FOR ME AS A BOARD MEMBER, I'M FEELING VERY CONFLICTED ABOUT HOW DO I CONTINUE TO LOOK FIVE, 10, 15 YEARS FORWARD WHEN I DON'T BELIEVE IN THE STRATEGIC PLAN WE HAVE? BUT I ALSO DONT WANT TO--I DON'T WANT TO ASK THE SCHOOL SYSTEM, STAFF TO DO IT ALL OVER AGAIN WHEN THEY JUST FINISHED IT. 
          HOW DO I RECONCILE THAT? >> THAT IS A GREAT QUESTION. 
          WHAT I-THIS IS A SUGGESTION BASED IN BEST PRACTICES, ROILTH? RIGHT? I BELIEVE STRATEGIC PLANS NEED TO GO THROUGH THEIR ALLOTTED TIME. 
          I GUESS IT WAS A 3 TO 5 YEAR STRATEGIC PLAN, CORRECT? SOMETHING ALONG THOSE LINES WOULD BE MY GUESS. 
          SO, WHEN YOU HAVE GIVEN THAT TO YOUR SUPERINTENDENT TO IMPLEMENT, YOU GOT TO GIVE THEM TIME TO REACH THOSE GOALS. YOU ALL AS A BOARD NOW TAKING ON A STRATEGIC PLAN GET TO ANNUALLY AMEND THE SPECIFIC METRIX OF SUCCESS WITH THE SUPERINTENDENT. OKAY? WHAT I WOULD TYPICALLY SUGGEST IS THAT THE SUPERINTENDENT SAYS OKAY, I HEAR THESE ARE THE GOALS THAT ARE IN THE STRATEGIC PLAN. 
          HERE BASED ON ALL OF OUR CONVERSATIONS THAT WE EVEN THOUGH WE WERE HANDED THE STRATEGIC PLAN BY THE PREVIOUS BOARD, HERE ARE BASED ON CONVERSATIONS, HERE ARE THE METRIXES OF SUCCESS THAT NUMBER ONE, I THINK THE SCHOOL SYSTEM CAN ACCOMPLISH IN THIS YEAR, AND IT SOUND LIKE THE BOARD IS ALSO SAYING, YES, WE AGREE THESE WOULD BE METRIXES OF SUCCESS FOR THIS GOAL. I IMAGINE, DON'T HAVE THE STRATEGIC PLAN IN FRONT OF ME, BUT ACADEMIC SUCCESS IS PROBABLY A GOAL SOMEWHERE IN THERE, RIGHT? I GUESS YOU ALL WOULDN'T SAY, 
          [01:10:03]
NO I DON'T BELIEVE IN ACADEMIC SUCCESS. 
          I WONDER IF PERHAPS WHAT YOU DON'T AGREE WITH IS METRIC OF SUCCESS THE PREVIOUS BOARD PUT INTO PLACE, SO THEREFORE HAVING ANNUAL CONVERSATION ABOUT YOUR STRATEGIC PLAN AND WHAT EXACT METRIXES WE ARE LOOKING TO ACCOMPLISH IS A IMPORTANT COVERSATION TO HAVE AT THE BOARD TABLE. THAT IS THE WAY AS OPPOSED TO STARTING A WHOLE NEW STRATEGIC PLANNING PROCESS, THAT IS THE WAY THIS NEW BOARD CAN ACTUALLY IMPLEMENT AND GUIDE THE STRATEGIC PLAN IN THE WAY THIS BOARD WOULD LIKE. 
          THAT TRULY COMES FROM HOW THE METRIX NEED TO BE ACHIEVED NEEDS TO COME FROM THE SUPERINTENDENT AND STAFF. YOUR ABILITY TO CREATE CHANGE AND BY THE WAY, YOUR JOB IS NOT DRAMATIC CHANGE IN A WEEK. 
          YOUR JOB IS FIVE, 10, 15 YEAR CHANGES. 
          SO, A METRIC YOU WANT TO ACCOMPLISH IN THE NEXT YEAR MIGHT FEEL LIKE A SMALL CHANGE, BUT WHEN IT COMES TO GOVERNANCE LEVEL ISSUES THAT YOU ALL SHOULD BE DISCUSSING, THAT IS A CHANGE. IT IS GOING TO FEEL SMALL TO YOU, BUT IF WE THINK IN A LONG-TERM PATTERN AS YOU SHOULD BE, IT IS A CHANGE AND YOU ARE DIRECTING, YOU ARE GUIDING. BOARD OF DIRECTORS, YOU ARE DIRECTING. SO, THOSE METRIX WOULD MAYBE BE THE WAY I WOULD RECOMMEND THAT THIS BOARD, YOU KNOW NOT, NOT THROWING OUT THE ENTIRE STRATEGIC PLAN. I DON'T CAN KNOW WHAT YOUR GOALS ARE BUT GUESSING THEY ARE BROAD. 
          ACADEMIC ACHIEVEMENT, PROBABLY LIKE A SAFE ENVIRONMENT, ANYWAY, THESE ARE NOT THINGS I WOULD BET THIS BOARD DISAGREES WITH, RIGHT? THE GOALS. BUT, I BET YOU DISAGREE WITH PERHAPS SOME OF THE METRIX. SO, HAVE THE CONVERSATION, ESPECIALLY WHEN WE TALK ABOUT THE SUPERINTENDENT EVALUATION. 
          WHAT ARE THE METRIX THAT YOU ARE GOING TO BE LOOKING AT TO EVALUATE YOUR SUPERINTENDENT? THAT ISN'T THROWING THE ENTIRE STRATEGIC PLAN OUT THE WINDOW, IT IS JUST EMPHASIZING THE SPECIFIC AREAS YOU ALL WILL BE LOOKING AT TO DETERMINE SUCCESS. 
          DOES THAT SOUND LIKE NUMBER ONE, SOMETHING THAT YOU COULD DO AND NUMBER TWO, SOMETHING YOU FEEL WOULD MAKE A BIG ENOUGH IMPACT? 
          >> I THINK ONE THING THAT WE TALKED ABOUT AND A SUGGESTION FROM MARCUS IS THAT WE HAVE A BOARD MEETING AT THE BEGINNING OF THE MONTH AND THEN LATER IN THE MONTH WE HAVE A WORK 
          SESSION. >> YEP. 
          >> WHERE WE CAN TALK THROUGH THESE THINGS AND COMPLIANCE WITH THE LAW. 
          >> YEP. OKAY. 
          >> THE OPEN MEETING ACT. >> ABSOLUTELY. 
          >> AS BOARD MEMBERS, WE CAN TALK TO EACH OTHER, BUT WE CAN'T TALK TO TWO OTHER BOARD 
          MEMBERS. >> YEP. 
          >> CAN'T HAVE THREE, RIGHT? AND WE OFTEN DO USUALLY A TEXT OR SOMETHING, BUT I WANT THE BOARD TO BE AS-- 
          >> YOU WANT TO CLARIFY WHAT WE OFTEN DO? 
          >> WE TEXT. >> RIGHT. 
          >> ONE ON ONE. - >> ONE ANOTHER. 
          RIGHT. SO, ONE- 
          >> JUST CLARIFYING. >> THANK YOU, JOE. 
          WE'LL PROBABLY HAVE ANOTHER COMPLAINT. 
          BUT ONE THING I THINK WE SHOULD FIGURE OUT IS WAYS TO COLLECTIVELY DISCUSS IN CONJUNCTION WITH MARCUS AND HIS FOLKS TO MAKE SURE WE ARE COMMUNICATING THE CHARGE AND 
          THE WISHES OF THE BOARD. >> YEAH. 
          SO, ONE THING I OFTEN RECOMMEND, AGAIN BEST PRACTICES, BUT MAYBE EACH BOARD MEETING TAKING 20 MINUTES-MAKING THAT TIME UP, 20 MINUTES FOR THE STAFF TO REPORT OUT ON ONE METRIC, RIGHT? BECAUSE YOU CAN'T TALK ABOUT ENTIRE STRATEGIC PLAN AT EVERY BOARD MEETING, BUT MAYBE YOU TALK ABOUT EACH METRIC ONCE A YEAR, RIGHT? I DON'T KNOW HOW MANY METRIX ARE IN YOUR EVALUATION. WE CAN TALK ABOUT THAT, RIGHT? ONE GOAL MAY HAVE FIVE METRIX. AND SO  IF YOU TAKE ONE OF THE METRIX AT EACH BOARD MEETING AND SPEND 20 MINUTES OF THE STAFF REPORTING ON, YOU BEING ABLE TO ASK QUESTIONS ABOUT IT, THAT IS TRANSPARENT FOR YOU ALL AND THE COMMUNITY TO BE UPDATED ON HOW THE WORK IS GOING. AGAIN, MY BELIEF IS THAT POLICIES, STRATEGIC PLAN AND BUDGET ARE REALLY WHAT YOU ALL SHOULD BE TALKING ABOUT. 
          THAT'S IT. THAT'S WHAT YOU ALL SHOULD BE TALKING ABOUT. SO, IF YOU FORMULATE YOUR MEETINGS IN A GOVERNANCE FOCUSED WAY, WHICH THAT WOULD BE, GOSH, WHAT A GREAT JOB OF THE BOARD, WHAT A GREAT OPPORTUNITY FOR THE COMMUNITY TO HEAR WHAT'S GOING ON, WHAT A 
          [01:15:01]
GREAT WAY TO HOLD YOUR SUPERINTENDENT ACCOUNTABLE, WHAT A GREAT WAY TO HAVE THE EVALUATION PROCESS BE YEAR-ROUND OPPOSED TO JUST ONCE A YEAR. 
          SO, THAT IS WHY IT IS BEST PRACTICE BECAUSE IT CAN BE CONTINUAL CONVERSATIONS WHERE EVERYONE IS KEPT IN THE LOOP IN A STRATEGIC WAY I GUESS. 
          I WANT TO KNOW IF I'M ANSWERING YOUR QUESTIONS OR JUST TALKING? BECAUSE I WANT TO GET AT WHAT YOU GUYS WANT TO DO, AND I THINK ONE OF THE SUGGESTIONS WE DISCUSSED FOR A LITTLE LATER IS COMMITTEES, RIGHT? AND HOW WE DO THAT AS WELL AND HOW THAT WORK MIGHT BE MORE TRANSPARENT OR THAT SORT OF THING, BUT WORK SESSIONS ARE GREAT, RIGHT? TO ACTUALLY DIG DEEP AND TALK ABOUT THESE THINGS. 
          >> I THINK WE HAVE BEEN 45 MINUTES ON THIS TOPIC, SO YOU CERTAINLY GENERATED CONVERSATION ABOUT MY ONE QUESTION, ABOUT A HALF HOUR AGO. 
          [LAUGHTER] SO, LET'S SEE IF I CAN GET BACK TO WHERE I WAS AND HOPEFULLY WE CAN MOVE PAST THIS. 
          MY QUESTION WAS REALLY GENERATED TO BE KIND OF A DISCUSSION JUMP-OFF SO THAT WE CAN SEE EXAMPLES OF GOVERNANCE VERSUS OPERATIONS. 
          IT ALWAYS COMES BACK TO THE BOARD'S POLICY,ISH AND THERE ARE TWO POLICIES ON APPROVAL OF MATERIALS AND APPROVAL OF CURRICULUM. 
          POLICY 2305 AND 23 SOMETHING ELSE CLOSE TO THAT. 
          IT COMES BACK TO WHAT YOU SAID IS THE SUPERINTENDENT AND THE STAFF IS RESPONSIBLE FOR IMPLEMENTING THE CURRICULUM THAT THE BOARD ADOPTS AND THEN WHEN WE TRY TO FIND MATERIALS TO SUPPLEMENT THE CURRICULUM I THINK WE ALL HAVE TO UNDERSTAND THAT CURRICULUM COMPANIES TYPICALLY DESIGN THEIR MATERIALS FOR A BROAD AUDIENCE ACROSS THE COUNTRY, AND SOME OF THOSE MATERIALS MAY NOT BE RELEVANT FOR THE PRIORITIES IN YOUR COMMUNITY, AND SO YOU DON'T THROW AWAY ALL THOSE MATERIALS--YOU PULL THE PARTS OF THE MATERIALS THAT DO ALIGN WITH YOUR PRIORITIES AND YOUR POLICY. 
          THAT'S BEEN I THINK A REAL CHALLENGE FOR BOARDS ACROSS THE COUNTRY WHEN THEY ARE LOOKING AT MATERIALS. IT IS THE SUPERINTENDENT'S RESPONSIBILITY TO MAKE SURE THAT THE MATERIALS ALIGN WITH THE CURRICULUM BUT YOU MAY HAVE A TEXTBOOK WITH OTHER PARTS THAT ALIGN WITH TEXAS OR ALIGN WITH CALIFORNIA AND THAT'S NOT THE PART YOUR CURRICULUM FOCUSES ON, BUT YOU DON'T THROW AWAY THE WHOLE TEXTBOOK. 
          THAT IS THE KIND OF EXAMPLE. THERE ARE SOMETIMES THERE MAY BE THINGS IN THE TEXTBOOK THAT THE STAFF MAY FEEL ARE MATERIALS IS NOT ALIGNED STRICTLY TO THE CURRICULUM. IT IS UP TO THE STAFF AND AS YOU SAID THE BOARD HAS TO HOLD THE SUPERINTENDENT ACCOUNTAL TO MAKE SURE WE ARE IN COMPLIANCE WITH THE BOARD'S VISION, YOUR MISSION, AND STATE POLICY AND CODE. 
          I'LL JUST SHARE ONE OTHER THING I FOUND TO BE SUCCESSFUL AND PERHAPS THIS IS AT A RETREAT SOME TIME IN THE FUTURE. ONE OF THE MOST SUCCESSFUL THINGS I HAVE SEEN A BOARD DO AND BECOME MORE AND MORE POPULAR IS CREATE A BOARD GOVERNANCE HANDBOOK YOU VOTE INTO POLICY. 
          WITHIN THAT HANDBOOK YOU WOULD HAVE VERY SPECIFIC EXAMPLES THAT WE DISCUSSED TODAY AND THEN YOU WOULD HAVE STEP, A, B, C AND D HOW YOU RESPOND TO THAT ISSUE. 
          I'LL JUST CLOSE BY SAYING, I HAVE BEEN VERY IMPRESSED IN SIX MONTHS FOR ME TO SEE SIGNIFICANT IMPROVEMENT AROUND THIS AREA AS A TEAM AND WITH THE BOARD AND I THINK THE BOARD HAS REALLY DONE A GOOD JOB OF UNDERSTANDING THE GOVERNANCE ROLE AND I THINK IT IS ONLY 
          GOING TO GET BETTER OVER TIME. >> SHOULD WE MOVE INTO DISCUSSING THE SUPERINTENDENT EVALUATION SFLAUSS 
          >> CAN WE LINGER ON THE WE ARE AWESOME PART FOR A MINUTE? 
          >> PLEASE, YES, SOMEBODY REPEAT IT. 
            
          QUESTION, MOLLY, WE CAN MOVE. >> WE SHOULD MOVE ON. 
          PERFECT. AND I WANT TO EMPHASIZE THE FACT THESE ARE QUESTIONS EVERY BOARD DEALS WITH. 
          THESE ARE NOT SPECIFIC TO YOUR BOARD, THIS IS GOVERNANCE WORK IS NOT TYPICAL WHERE OUR BRAINS 
          [01:20:07]
GO. KEEPING IT THERE IS A CHALLENGE, BUT ONE THAT--HONESTY, YOU ALL ARE ASKING THE RIGHT QUESTIONS AND THAT FEELS GOOD. THAT'S A GOOD THING TO BE DOING. 
          [Superintendent's Evaluation]
OKAY. SO, DR. NEWSOME, THIS IS HIS EVALUATION TOOL THAT WAS USED OVER THE LAST SIX MONTHS, CORRECT? AFTER THE LAST SIX MONTHS. ON THE TOOL WHAT DR. NEWSOME HAS INCLUDED, IT IS THE STRATEGIC PLAN GOALS I PRESUME, CORRECT? STUDENT ACHIEVEMENT, MARYLAND FUTURE IMPLEMENTATION, SUCCESSION PLANNING. 
          STAFF MORALE, FAMILY COMMUNITY ENGAGEMENT, FISCAL INAND [INAUDIBLE] THOSE ARE BIG GOAL AREAS AND HE HAS IN HERE THE DIFFERENT METRIX HE IS TRYING TO ACHIEVE IN THIS YEAR. 
          SO, WHAT I ALWAYS SAY TO GROUPS IS THAT, THIS TOOL IS A IMPORTANT TOOL, BUT THE TOOL ITSELF DOESN'T MATTER. IT IS MORE ABOUT WHAT THE CONVERSATION IS. HOW ARE YOU ALL CHOOSING TO HAVE THE CONVERSATION THROUGHOUT THE YEAR AND AT THE FINAL EVALUATION PROCESS. 
          THAT'S WHAT EVALUATIONS ARE ABOUT, RIGHT? IF ANY HAVE MANAGED SOMEBODY OR BEEN MANAGED BY SOMEBODY, I HOPE YOUR EVALUATIONS WERE NOT JUST, CHECK OFF DID THEY DO IT WELL OR NOT. 
          I HOPE IT WAS INCLUDED IN A CONVERSATION AND MULTIPLE CONVERSATIONS OVER THE YEAR, RIGHT? AND SO, WITH THIS, THE CONVERSATION THAT WE WILL HAVE TODAY IS, DOES THE TOOL FEEL OKAY TO YOU ALL? OR ARE THERE ANY NECESSARY CHANGES THAT THIS GROUP WANTS TO BE MADE? THAT IS QUESTION ONE. QUESTION TWO WOULD BE, HOW ARE YOU ALL GOING TO BE FOCUSING ON THE EVALUATION THROUGHOUT THE YEAR? WHAT IS THE GAME-PLAN FROM THE BOARD TO DO A COMPREHENSIVE EVALUATION OF YOUR 
          SUPERINTENDENT? >> CAN I ARE JUST HEAR CONTEXT FROM MY PERSPECTIVE? SO, I WAS IN ANOTHER STATE, SUPERINTENDENT IN THREE DIFFERENT DISTRICTS AND THAT STATE HAD A COMPLETELY DIFFERENT APPROACH TO SUPERINTENDENT EVALUATIONS. 
          THIS IS NEW TO ME. >> YEAH. 
          >> THE STATE OF VIRGINIA, IT WAS EXTREMELY SCRIPTED AND THERE WAS TRAINING, PROFESSIONAL DEVELOPMENT. THERE WAS A INSTRUMENT THAT WAS LIKE 60 PAGES AND EVERYONE IN THE STATE KNEW EXACTLY WHAT TO EXPECT AND FOLLOW THE EXACT SAME TEMPLATE. MARYLAND HAS NO TEMPLATE AND SO, IT APPEARS TO ME THAT THE PHILOSOPHY IS THE LOCALITY SHOULD DEVELOP THEIR EXPECTATIONS AND PARAMETERS FOR ASSESSING THE SUPERINTENDENT. 
          EVEN BEING A NEW SUPERINTENDENT, I HAD SUPERINTENDENT FROM MARYLAND CONTACT ME AND SAY DO YOU HAVE A INSTRUMENT? CONVERSATION IN PRE-PLANNING WAS INTERESTING AND TALK ABOUT THE CONCEPT THAT IS NEW TO ME, BUT ONE THAT I LIKE, IT IS MORE THEN A INSTRUMENT, IT IS ABOUT DEVELOPING THE SUPERINTENDENT SCHOOL BOARD RELATIONSHIP GOALS, EXPECTATIONS AND THE PROCESSES FOR WHICH WE WORK 
          TOGETHER TO ACCOMPLISH OR @PRIO >> EXACTLY RIGHT. 
          IT IS STRANGE A LOT OF STATES I DON'T KNOW PERCENTAGES HAVE A TEMPLATE AND THAT IS FINE AND GOOD IN A LOT OF WAYS AND MARYLAND HAS CHOSEN TO DO IT AS A LOCAL DECIDE HOW YOU WANT TO DO THIS. SO, IT COULD BE DONE IN ANY WAY YOU WANT. LET'S PUT IT THAT WAY. 
          THAT BEING SAID, I HAVE WORKED WITH A LOT OF BOARDS WHO SPEND A LOT OF TIME TRYING TO PERFECT THEIR TOOL. IF THAT'S HOW THIS BOARD CHOOSES THEY WANT TO MOVE FORWARD, GREAT. 
          THAT'S OKAY. YOU CAN ASSIGN ONE OR TWO BOARD MEMBERS TO CREATE A DRAFT, YOU CAN DISCUSS THE DRAFT AND THEN FIGURE OUT WHAT EXACT QUESTIONS, THAT'S FINE IF THAT IS HOW YOU WANT TO DO. 
          OR YOU CAN SAY, BROAD STROKES. THIS IS WHAT WE ARE EVALUATING ON. HERE ARE THE METRIX THAT GENERALLY COME FROM YOU AND YOU ALL APPROVE AND SAY YEP, THESE METRIX SOUND GOOD FOR THE STRATEGIC PLAN, AND NOT INCLUDED IN THE STRATEGIC PLAN, HOW ARE YOU COMMUNICATING WITH US AS A BOARD? LIKE, YOU CAN ADD THOSE KINDS OF THINGS INTO YOUR TOOL. THE CONVERSATION IS THE MOST IMPORTANT PART. HOW ARE YOU TALKING ABOUT IT? HOW ARE YOU CHECKING IN PERIODICALLY THROUGHOUT THE YEAR? HOW DOES HE KNOW IF HE IS DOING A GOOD OR BAD JOB BEFORE WE GET TO THE EXACT END POINT. 
          >> JANA, DIDN'T WE HAVE A TOOL? >> NO. 
          [01:25:04]
          >> WE DIDN'T? >> NOT-- SO, BOY WE ARE ON CAMERA. NOT A GOOD TOOL. 
          >> OKAY. >> IT WAS NOT A--BECAUSE IT WAS VERY VERY BROAD. AND IT WAS VERY OVERARCHING, NOT VERY SPECIFIC. IT WASN'T REALLY MEASURABLE AND YOU HEARD OF SMART GOALS. THERE WERE NOT A LOT OF METRIX IN THERE SO IT WAS DIFFICULT WHEN I FIRST STARTED THIS AND LOOKING AT THAT, THE ONE QUESTION I HAD IS, HOW DO YOU MEASURE? HOW DO YOU EVALUATE ALL THESE THINGS BECAUSE IF THE SUPERINTENDENT SAYS, I DID ALL THIS AND I WAS GREAT AT IT, WHAT DOES THAT MEAN? WHERE WOULD THE METRIX TO SUPPORT WHAT THAT PERSON SAID THAT THEY DID OR DIDN'T DO OR WHATEVER HAVE YOU? THERE WAS NO SCORING SYSTEM OR 5, 4, 3, 2, 1, MEASURING AT ALL. THERE WASN'T A WAY TO CALIBRATE IT. IT WAS A WORD DOCUMENT ESSENTIALLY. IN FAIRNESS TO SOMEBODY WHO DOESN'T OR HAS NEVER DONE AN EVALUATION ON ANYONE, RIGHT? THEY DON'T KNOW WHAT THEY DON'T KNOW. 
          IN FAIRNESS TO THE PERSON TRYING TO DO THE EVALUATING AND THE PERSON ON THE RECEIVING END OF THE EVALUATION, IT SHOULD BE VERY VERY CLEAR WHAT THE REQUIREMENTS ARE FOR BOTH PARTIES. I THINK THAT'S WHAT IS MISSING. 
          NOW, IT EVOLVED A LITTLE BIT, BECAUSE THERE WAS KIND OF A 5, 4, 3, 2, 1 THAT EACH INDIVIDUAL BOARD MEMBER GOT TO KIND OF SCORE, SO IT HAD MORE METRIX AROUND IT, BUT IT STILL NEEDS 
          TO BE REFINED FURTHER. >> THAT'S FAIR. 
          I THINK THE BIGGEST PART IS WE HAVE TO BE CLEAR IN WHAT THE EXPECTATIONS AND THE 
          MEASURABLES ARE. >> FOR SURE. 
          IF WE SAY WE WANT YOU TO GO OUT AND WE WANT YOU TO ENGAGE IN THE COMMUNITY, OKAY. 
          WHAT DOES THAT MEAN? HE CAN SAY, I WENT TO MCDONALDS AND I SAW THREE PEOPLE. NOT THAT YOU WOULD GO TO MCDONALDS. I DONT SEE YOU AS A MCDONALDS GUY BUT I DON'T KNOW. HE COULD CHECK THE BOX, BUT THERE WASN'T A METRIX TO SUPPORT--AND HOW MANY WE WANT YOU TO ATTEND 14 COMMUNITY ENGAGEMENT WITH BETWEEN THIS TIME AND THIS TIME OR WITHIN THE YEAR OR FIRST QUARTER DO THESE THINGS, THAT IS ABSENT RCHLT 
          >> MAY I SHARE? 
          >> YES, PLEASE. >> THE INSTRUMENT YOU JUST HELD UP I PUT ON THE POWERPOINT AND SO AS YOU MENTIONED THE FIRST TALKED ABOUT ACADEMIC ACHIEVEMENT. AT THE BOTTOM I HAVE THE MEASUREMENT WE'LL USE OR MEASUREMENTS. 
          THESE WOULD BE THE INDICATORS. THE BLUEPRINT. 
          I DON'T KNOW THAT I--YEAH, SO I HAVE BEEN SHARING THOSE ALL ALONG, THOSE ARE THE INDICATORS, THOSE THREE BULLETS. SUCCESSION ABOUT THAT, BUT THERE IS-AGAIN, A MEASUREMENT TO--I GUESS I CAN GO BACK TO THAT, BECAUSE ONE OF THE GREAT TOOLS MUCH BROADER THEN SUPERINTENDENT IS SUFFICIENCY ASSESSMENT WE JUST HAD. THAT INSTITUTIONALIZES WHAT IS GOING WELL, WHAT WE NEED TO IMPROVE AND IT HAS SPECIFIC RECOMMENDATIONS, SO SHOULD THE BOARD MEMBERS CHANGE, SHOULD THE SUPERINTENDENT CHANGE WE HAVE THE SUCK SUGGESTION FOR THE NEXT PERSON WHO COMES IN IN EACH DEPARTMENT. 
          GOAL FOUR, BUILDING STAFF MORALE. 
          AGAIN, WE HAVE SURVEYS AND THAT WE CAN MEASURE THAT. 
          NUMBER FIVE, FAMILY COMMUNITY ENGAGEMENT. 
          THERE ARE SOME INDICATORS PROBABLY NOT AS STRONG AS SOME OF THE OTHERS, BUT WE TYPICALLY USE AGAIN, SURVEYS FOR THAT TYPE OF THING. 
          IN EDUCATION WE USE A LOT OF SURVEYS. 
          SO-- >> WE KNOW. 
          >> SO, MUCH OF OUR DATA IS QUALITATIVE OPPOSED TO QUANTITATIVE DATA. 
          AND SIX, FISCAL RESPONSIBLE AND OPERATIONS. 
          THIS IS A INSTRUMENT--I'M NOT SURE--I BELIEVE THIS IS ONE THAT YOU USED DR. JOHNSON. 
          I FORGOT WHERE I GOT THIS FROM. >> [INAUDIBLE] 
          >> OH OKAY, THAT'S THE ONE YOU SHARED. 
          SO, THIS DOES NOT ALIGN SPECIFICALLY TO THOSE GOALS. 
          THIS IS FOCUSES ON GOVERNANCE AND POLICY, CURRICULUM AND INSTRUCTION, BUSINESS AND FINANCIAL MANAGEMENT AND SO FORTH AND THEN THERE ARE INDICATORS AND YOU CAN DECIDE 
          [01:30:07]
IF YOU WANT THREE OR SIX INDICATORS. 
          THE METRIX WOULD BE EXCEEDS STANDARDS, MEET STANDARD OR BELOW STANDARDS AND OF COURSE COMMENTS IN EACH AREA AND YOU SEE THE OTHER AREAS. 
          I THINK THERE ARE SEVEN AREAS. WHAT I HAVE DONE IN THE PAST, I HAVE TAKEN THESE TYPE OF METRIX AND I DOCUMENT WATT WE DO ALONG THE WAY AND I PUT OUR WORK IN THIS AND SO THE YEAR END REPORT TO THE BOARD AND THE COMMUNITY IS ALSO A REFLECTION OF WHAT GOES INTO THIS EVALUATION INSTRUMENT. 
          >> SO, I AM GLAD YOU SPOKE ABOUT THE DOCUMENTATION, BECAUSE THAT'S ANOTHER PIECE. 
          THE TOOL ITSELF, WHAT YOU WANT THAT TO LOOK LIKE? THE TIMELINE AND PROCESS FOR CONVERSATIONS ABOUT WHAT YOU ARE MEASURING. 
          AND THEN THE DOCUMENTATION. HOW AND WHAT IS THE MOST BENEFICIAL FOR YOU ALL IN TERMS OF UNDERSTANDING WHAT HAS BEEN ACCOMPLISHED? THOSE ARE LIKE THE THREE PROCESS PIECES THAT I THINK YOU ALL CAN DECIDE RELATIVELY EASILY TODAY. I WOULD ALSO SUGGEST THAT THE METRIX THAT YOU ALL ARE GOING TO BE EVALUATING YOUR SUPERINTENDENT ON, RECOMMENDATION SHOULD COME FROM THE SUPERINTENDENT AND THEN YOU DISCUSS THE METRIX. 
          INSTEAD OF 5 PERCENT INCREASE, LET'S MAKE IT 7 PERCENT INCREASE. 
          LIKE, SO IT IS THOSE KIND OF THINGZ. 
          OR, THAT METRIX WE DON'T THINK THAT INDICATES SUCCESS AT ALL. 
          THAT IS A CONVERSATION THAT IS IMPORTANT TO HAVE WITH THE SUPERINTENDENT AS YOU'RE PLANNING THIS, AND THEN PUT ON THE CALENDAR WHEN YOU WILL BE HAVING CHECK-INS, WHEN YOU ARE DOING EVALUATION, SO EVERYONE IS AWARE. 
          ARE YOU GOING TO TALK ABOUT SOMETHING AT EVERY BOARD MEETING OR TALKING ABOUT IT AT 
          A CLOSED SESSION, CORRECT? >> [INAUDIBLE] 
          >> SO, IT DOES. IT IS YEARLY. 
          I BELIEVE. THAT IS-BUT THERE IS ANOTHER PECE TO THIS, BECAUSE YES, THERE SHOULD BE A FORMAL YEARLY EVALUATION THAT TAKES PLACE, HOWEVER, IN THE GUIDANCE, THE GUIDELINES OR WHATEVER WE'LL PUT FORTH, WE CAN'T WAIT A 
          YEAR. >> EXACTLY. 
          >> TO SAY SOMETHING AT ALL. SO THERE NEEDS TO BE ALONG THE WAY, THERE HAS TO BE CHECK-INS, BECAUSE YOU CAN'T GO A YEAR AND THEN THE SUPERINTENDENT THINK THAT THEY ARE DOING ALL THE THINGS YOU WANT AND GET TO THE EVALUATION AND ARE LIKE, DIDN'T DO ANY OF THESE THINGS. NOT FAIR TO SUPPLIES A PERSON LIKE THAT AND THAT NEEDS TO BE WRITTEN DOWN AND THE GUIDANCE NEEDS TO BE-HAS TO BE PART OF THE PROCESS. WHATEVER THAT CADENCE MIGHT BE. 
          IT SHOULD BE REALISTIC. MAYBE QUARTERLY IS TOO MUCH. 
          MAYBE IT IS 6 MONTH CHECK-IN AND YEAR AT THE END AND WHAT DOES IT LOOK LIKE IN THE SIX MONTHS. WHAT DOES THE CHECK-IN LOOK LIKE VERSUS THE FORMAL EVALUATION AT THE END OF YEAR BECAUSE THEY ARE DIFFERENT. 
          THE THINGS YOU MIGHT TALK ABOUT ARE DIFFERENTMENTF THAT WE DON'T HAVE AND IT IS IMPORTANT 
          THAT-- >> YEP. 
          WHEN TALKING ABOUT THE TIMELINE, IT IS NOT JUST THE END OF YEAR EVALUATION, IT IS THESE CONVERSATIONS OR IT IS THESE--SOME BOARDS WILL SAY, QUARTERLY WE WANT YOU TO REPORT ON AT A BOARD MEETING THIS GOAL WE ARE MEASURING. 
          YOU CAN DECIDE HOW YOU WANT THE REPORT, HOW OFTEN YOU WANT IT, WHAT ARE YOU EXPECTING IN TERMS OF DOCUMENTATION. THOSE ARE THE CONVERSATIONS TO 
          BE HAD. >> GOT YOU. 
          RELATED QUESTION, AS FAR AS FINALIZING WHAT WE WANT TO USE AS A RUBRIC OR METRIX AND AS WE DISCUSS AND COME UP WITH AS WELL AS WHETHER IT BE QUARTERLY OR TWICE A YEAR DOING THAT, IS THAT A CLOSED SESSION OR OPEN SESSION ITEM FOR DEVELOPING IT AND EVERYTHING ELSE? ONCE WE TALK SOMETHING CLOSED WE DON'T TALK IN OPEN, RIGHT? 
          >> 
          >> RIGHT. THOSE CHECK-INS ARE ALSO 
          CLOSED. >> YEAH. 
          >> BUT THIS CONVERSATION WE ARE HAVING IS OPEN BECAUSE THIS IS ABOUT THE PROCESS OF IT. 
          BUT WHEN--THIS IS LIKE A JOB REVIEW. 
          IT IS. THAT IS EXACTLY WHAT IT IS SO 
          THAT IS PERSONNEL AND CLOSED. >> ONE QUESTION I HAVE AROUND YOU KNOW, EVALUATIONS AND THE SCHOOL SYSTEM AS A WHOLE, EVERY METRIC HE HAS IS RELIANT UPON 
          [01:35:04]
EVERY OTHER PERSON THAT WORKS IN THE SCHOOL SYSTEM. 
          SO WHEN WE DEVELOP HIS EVALUATION, EVERYBODY ELSE EVALUATION ALSO SHOULD CHANGE? 
          >> WOULDN'T THAT BE UP TO THE SUPERINTENDENT TO DO THAT? 
          >> THAT IS MORE A QUESTION THEN A STATEMENT. 
          IF HE HAS A GOAL TO RAISE MATH SCORES BY 2 PERCENT, EVERYBODY IN THE MATH DEPARTMENT ARE GOING TO HAVE TO HAVE SOME SORT OF-SOMETHING IN THEIR EVALUATION THAT LEADS TOWARDS THE GOAL THAT HELPS HIM-HE CAN'T DO IT ALONE. 
          >> YOU ARE RIGHT AND ALSO, THAT DECISION WILL BE MADE BY THE SUPERINTENDENT. 
          YOU ARE RIGHT, IT IS A POINT TO BRING UP, AND IT IS A OPERATIONAL QUESTION. 
          IF YOU BELIEVE THAT YOU NEED HELP FROM THE MATH DEPARTMENT IN EVERY SCHOOL TO ACCOMPLISH THIS GOAL YOU CAN CHOOSE TO CHANGE THE EVALUATION THEY HAVE OR NOT. 
          >> I LIKE TO USE THE ANALOGY, THE COACH STANDING OEN THE SIDELINE DRAWING UP THE PLAYS, BUT I DON'T GET THE TOUCHDOWNS. THAT IS PEOPLE IN THE CLASSROOM. 
          SO, STARTING WITH THE EXECUTIVE TEAM, I KNOW DR. JOHNSON AND MRS. JACOBS ARE PREPARED TO SHARE THEIR ALIGNMENT WITH THEIR GOALS. 
          AS A MATTER OF FACT, THIS PAST YEAR WE JUST HAD THE MID-YEAR REVIEW AND THEY PROVIDED ME WITH THE UPDATES AND THEIR DATA AND THEY ARE DOING THE SAME THING WITH PRINCIPALS AND THEIR STAFF AND THE PRINCIPALS DO THE SAME WITH THE TEACHERS. 
          THERE IS A PROCESS THAT GOES ALL THE WAY THROUGH, BUT WHEY HAVE SUBMITTED IS ALIGNED TO THE PRIORITIES THE SUPERINTENDENT SET FORTH IN THE EVALUATION. 
          >> SO IT IS CONSISTENT KIND OF ALL THE WAY DOWN THE LINE. 
          >> IT IS WORK IN PROGRESS. >> UNDERSTOOD. 
          >> RELATIVELY NEW. >> THAT IS THE GOAL I SHOULD SAY, IT SHOULD BE CONSISTENT SO WE ARE ALL TALKING THE SAME LANGUAGE AND MOVING THE SAME 
          DIRECTION. >> SO, WITH THIS CONVERSATION IN MIND, I BELIEVE THAT NEXT STEPS COULD BE--YOU HAVE IT UP HERE. 
          --HOW WE FEEL ABOUT THE CURRENT TOOL YOU ALL ARE USING FOR EVALUATIONS? 
          WE DON'T FEEL GOOD ABOUT IT? >> NO, THE ONE WE HAVE USED WITH OUR PREVIOUS SUPERINTENDENT IS NOT ACCEPTABLE. 
          >> IT ISN'T EFFECTIVE. THIS TO ME--I MEAN, YES I KNOW IT SAYS THERE MEETS EXCEEDS. AGAIN, BUT TO SAY SOME OF THOSE THINGS MAKE--MAKE PERSONNEL RECOMMENDATION WITH SUPPORTING DATA. 
          THAT IS A EASY ONE TO SAY, IF YOU MADE A PERSONNEL RECOMMENDATION AND HAD THE SUPPORTING DATA WE COULD SAY YEAH, WE KNOW YOU CHECKED THE BOX OR WHATEVER, BUT MAYBE TO MAKE IT MORE MEASURABLE IS MAKE PERSONNEL RECOMMENDATIONS WITH SUPPORTING DATA WITH 100 PERCENT OF INDIVIDUALS BEING HIRED. 
          THAT IS EASY WAY TO SAY YES, DID IT. 
          I GUESS YOU COULD GO BETWEEN THAT, BUT JUST TO MAKE IT A LITTLE SHARPER. 
          SOME OF THE OTHER ONES IN HERE ARE LITTLE WISHY-WASHY AND SEEM MORE TO ME LIKE A--WHAT'S THE WORD? LIKE PART OF A JOB DESCRIPTION. 
          JOB RESPONSIBILITY AND NOT REALLY A MEASURABLE GOAL. 
          I THINK THESE THINGS ARE IMPORTANT BECAUSE IT IS WHAT WE WANT AND IT IS A IMPORTANT PART OF THE SUPERINTENDENT'S ROLES. AND RESPONSIBILITIES, BUT IT IS NOT--I THINK 2  IT NEEDS TO BE A COMBINATION. 
          >> MAYBE A SUGGESTION FOR THAT IN PARTICULAR. 
          SO, THESE ARE LIKE LISTS OF TASKS, RIGHT? MAYBE INSTEAD AND I WILL SAY THAT OFTEN THE FIRST RECOMMENDATION COMES FROM THE SUPERINTENDENT AND THEN THE BOARD CAN SAY YES OR NO, RIGHT? SO, COME UP WITH A OUTCOME FOR HUMAN RESOURCE MANAGEMENT, ONE OUTCOME AND THESE ARE WAYS YOU ACHIEVE THAT OUTCOME, BUT WHAT IS THE OUTCOME? SAME CAN COMMUNICATION AND COMMUNITY RELATIONS. 
          WHAT IS THE OUTCOME WE ARE TRYING TO ACCOMPLISH WITH COMMUNICATION AND COMMUNITY RELATIONS? AND ALL THESE TASKS CAN BE THE WAYS IN WHICH YOU SHOW WHAT YOU HAVE DONE, BUT YOU HAVE TO COME UP WITH THE GOAL FIRST. 
          WHAT IS THE OUTCOME WE ARE TRYING TO ACCOMPLISH WITH THESE THINGS? AND MAYBE THAT'S WHAT YOU ALL ARE RATING I SUPPOSE AND YOU CAN DOCUMENT WITH THESE TASKS. 
          >> I THINK THAT WE HAVE TO KICK THE TIRES A COUPLE TIMES BEFORE WE GET IT RIGHT. 
          IT IS REALLY IMPORTANT NOT JUST FOR YOU, BUT ANY SUPERINTENDENT AND IT WILL BE REALLY IMPORTANT FOR ANY BOARD IN THE FUTURE. AND IT ALSO SUPER NICE IT IS IN 
          [01:40:05]
PLACE FOR THE FUTURE BOARD SO THEY CAN GO RIGHT TO IT AND SAY, HERE IS WHAT WE'LL DO AND THEY KNOW FROM THE GET-GO. IT IS PRESENTED TO THE SUPERINTENDENT UPON HIRE AND THEY KNOW CARRYING THROUGHOUT THE YEAR THIS IS THE EXPECTATION SO THAT A PERSON A SUPERINTENDENT KNOWS WHAT THEY WILL BE RATED ON AT THE END OF THE YEAR. SO, I DON'T WANT TO BE HASTY BECAUSE I THINK IT IS REALLY IMPORTANT THAT WE DO IT THE RIGHT WAY AND THAT'S IT-IT CAP TURES COLLECTIVELY AND TO GATHER INPUT FROM YOU DR. NEWSOME WILL BE REALLY 
          IPORTANT ABOUT THAT AS WELL. >> BUT I STILL THINK WE ARE MISSING ONE PRE-STEP TO ALL THIS AND WE NEVER REALLY HAD A DISCUSSION ABOUT THIS BOARD'S VISION WITH DR. NEWSOME. AND SO, FOR HIM TO REALLY UNDERSTAND WHAT SUCCESS LOOKS LIKE, WE HAVE TO HAVE THAT DISCUSSION. 
          >> WELL, IF HE DEVELOPED--THE FIRST STEP AS SHE RECOMMENDED--SORRY, I CAN SPEAK ENGLISH SOMETIMES--IF HE DEVELOPS WHAT THAT MIGHT BE AND THAT IS THE JUMP OFF POINT FOR THE CONVERSATION, SO HE DEVELOPS WHAT THE GOALS ARE AND WE CAN SIT DOWN AND DISCUS THAT IN OPEN AND GO THROUGH WHETHER THAT ALIGNS WITH EACH OF OUR GOALS ARE AS A BOARD MEMBER AND COLLECTIVELY AS A BOARD AND WE CAN GO THROUGH THAT AND TWEAK IT AND GO FROM THERE. 
          PARTLY WHAT I HEAR IS JUMPING OFF POINT IS GET THE RECOMMENDATION OF THE OUTLINE OR THE RUBRIC FROM DR. NEWSOME AND WHAT EACH MEASURABLE GOALS ARE FROM EACH PART AND THEN WE CAN DIVE IN FURTHER TO START THE CONVERSATION. 
          >> I ALSO THINK WE CAN GO PERHAPS SHARE WITH THE BOARD AS A TEMPLATE THE STANDARDS WHICH ARE CONSIDERED THE NATIONAL STANDARDS FOR EDUCATIONAL LEADERS AND SO IT MIGHT BE GOOD TO HAVE SOME DOCUMENT LIKE THAT TO START THE CONVERSATION. 
          >> YEAH, SOME OF WHAT YOU HAD UP THERE FOR SOME OF THE GOALS 1, 2, 3, I LIKE SOME THAT SO WE GET THAT AND SIT DOWN AND TALK ABOUT IT MORE IN OPEN SESSION MEETING AND FINETINE, BUT SOME THAT IS A REALLY GOOD STARTING POINT. 
          >> WHEN DO YOU THINK THAT CONVERSATION COULD TAKE PLACE SINCE YOU AND YOUR TEAM ARE DOING THE  MAJORITY OF KICK-OFF WORK. 
          >> IT IS ALSO BUDGET SEASON. GOOD JOB, KAREN. 
          >> [INAUDIBLE] >> AND-- 
          >> THAT'S TRUE. KAREN, YOU SHOULD HAVE GIVEN US YOUR ONE WORD ABOUT YOURSELF. [LAUGHTER] SO, IN ORDER--LET ME ALSO JUST TO UNDERSTAND, IS THIS FOR THE 25-26 OR ARE WE MOVING THIS-GOING TO START 26-27 SCHOOL YEAR? 
          DO WE HAVE-- >> I THINK I HEARD THE BOARD SAY-YOU CAN SPEAK FOR YOURSELF, THAT YOU WANT A INSTRUMENT THAT WILL LAST BEYOND THE CURRENT 
          YEAR. >> YEP. 
          >> CORRECT. >> CORRECT. 
          >> [INAUDIBLE] >> THAT'S FINE, BUT I THINK IT WOULD BE NICE TO LOOK AT-PUT A LITTLE WORK INTO IT AND REFINE IT, AND MAKE IT THE BEST CAN T COULD BE AND THEN SUBSEQUENT BOARDS CAN WITHIN THEIR RIGHT, BUT IT WOULD HAVE BEEN NICE TO HAVE SOMETHING IN THE WAY I KNOW A EVALUATION SHOULD BE WRITTEN AND GOALS AND JOB RESPONSIBILITIES TO COME INTO. NOT WHEN IT WAS TIME TO EVALUATE THE SUPERINTENDENT SEE IT FOR THE FIRST TIME AND BE LIKE, MY GOODNESS. 
          I DON'T LOVE THAT. >> YEAH, AND SO--SORRY YOU GO 
          AHEAD. >> MY HOPE IS WE PUT IN A FRAMEWORK THAT IS STRONG, PERHAPS DOWN THE ROAD IT GETS TWEAKED, BUT NOT HAVE TO START 
          FROM THE DRAWING BOARD AGAIN. >> SO, WHAT I AM HEARING IS BASICALLY CREATE A TEMPLATE THAT THIS BOARD WILL USE THAT METRIX AND OFFICIAL GOALS WILL CHANGE BASED ON STRATEGIC PLAN, AND THE METRIX CHANGE EVERY YEAR BECAUSE HOPEFULLY WITHIN THE YEAR YOU ACHIEVE THOSE METRIXES RIGHT, SO THE NEXT YEAR ONCE AGAIN FROM THE SUPERINTENDENT THE METRIX WILL CHANGE AND YOU ALL HAVE A SAY IN WHAT THOSE METRIX ARE, BUT THE STARTING POINT WILL COME FROM THE SUPERINTENDENT. 
          THAT WAY THE TEMPLATE WILL BE SET, BUT THE ACTUAL WHAT ARE YOU DETERMINING SUCCESS BASED 
          [01:45:03]
ON WILL CHANGE ANNUALLY. AND IN MARCH, END OF MARCH-- 
          >> [INAUDIBLE] >> SO, LET'S SAY AT THE END OF MARCH, YOU ALL ON YOUR OPEN MEETINGS AGENDA HAVE A CONVERSATION BASED ON A SUGGESTION FROM SUPERINTENDENT AND I WOULD RECOMMEND YOU ALL MAKE SURE THAT THE QUESTIONS YOU ARE ASKING ABOUT THIS REMAIN GOVERNANCE, RIGHT? LIKE ARE THESE THE THINGS WE WANT TO BE EVALUATING? THAT'S WHERE YOUR BRAIN SHOULD GO, AND ARE WE BEING OR STRETCHING ENOUGH, RIGHT? ARE WE MAKING THE KINDS OF IMPACTS WE WANT TO MAKE? DR. NEWSOME, ARE YOU-DO YOU HAVE A GOOD SENSE OF THE KINDS OF METRIX YOU BELIEVE THIS 
          BOARD IS LOOKING FOR? >> YES, AI JUST WROTE IT FOR 
          ME. >> LOVE IT! 
          WHAT IS YOUR POLICY ON AI? >> HE SAW US-LOVE IT. 
          MY DAUGHTER SAID IT IS RUINING THE EARTH AND NEED TO STOP USING IT BUT AM NOT GOING TO YET. I TOLD HER I NEED SUPPORT FOR THAT. I SAID ASK CHAT GPT. 
          SHE SAID STOP USING IT. >> OKAY. 
          WE FEEL IN MARCH AFTER THE BUDGET SEASON THIS CAN BE ANOTHER CONVERSATION? FANTASTIC. YOU FEEL CONFIDENT IN YOU KNOW YOUR BOARD WELL ENOUGH TO CREATE METRIX AND YOU ALL FEEL CONFIDENT HE WILL COME BACK WITH SOLID STARTING POINTS, IF NOT A FINAL CONCLUSION? 
          >> YES. >> AWESOME. 
          OKAY. WONDERFUL. 
          CONVERSATIONS, HOW OFTEN DO YOU WANT TO HAVE CONVERSATIONS ABOUT HIS EVALUATION? QUARTERLY, TWICE A YEAR, STICK TO ONCE A YEAR? 
          >> [INAUDIBLE] >> IN MARCH, GREAT. 
          KAREN IS MOVING ALONG. >> 
          >> YES. YES, YES. 
          ARE WE COMFORTABLE TALKING ABOUT IT IN MARCH? 
          >> YES. >> YES. 
          >> EVERYONE HAS A BOSS. [LAUGHTER] 
          [Board of Education Accountability]
          >> PERFECT. THE NEXT THING WE'LL DISCUSS IS THE BOARD SELF-EVALUATION. THIS IS SOMETHING THAT IS AGAIN, BEST PRACTICE. IF YOU ARE EVALUATING YOURSELVES, I KNOW KAREN SENT A VERSION OF SELF-EVALUATION FORM. 
          WHO FILLED IT OUT? WELL DONE! 
          I AM SHOCKED AND IMPRESSED. >> WHEN KAREN SAYS DO SOMETHING 
          YOU DO IT. >> I WAS LAST. 
          I WAS ON THE COMPUTER THIS MORNING AT 645. 
          >> MINE WAS DONE LAST NIGHT. I DIDN'T TURN IT. 
          I HAND DELIVERED. >> SO, WHAT JENNA AND KAREN ASKED ME TO DO IS TAKE THOSE AND CREATE LIKE A ONE PAGE SUMMARY, OKAY? SO YOU ALL CAN DISCUSS IT LATER AS WELL, JUST BECAUSE THAT WAS--PROCESS FOR THIS, LOVE YOU ALL FILLED IT OUT THAT QUICKLY. VERY IMPRESSED. 
          I'LL CREATE THAT SUMMARY SELF-EVALUATION SHOULD NOT BE ABOUT INDIVIDUALS, BUT I KNOW SOME QUESTIONS WERE ABOUT HOW YOU DID. 
          GREAT SELF-REFLECTION. THE EVALUATION OF THE BOARD SOULD BE ABOUT THE BOARD AS A WHOLE, RIGHT? IT DIZANT FEEL LIKE YOU ARE TRYING TO POINT FINGERS AT EACH OTHER AND YOU DID DOONT THIS OR DIDN'T DO THAT, WHICH IS GREAT, BUT I WANT TO MAKE SURE I STATE, WE ARE NOT TALKING ABOUT HOW ONE INDIVIDUAL DOES SOMETHING OR DOESN'T DO SOMETHING. 
          WE ARE TALKING HOW THE BOARD OPERATES TOGETHER. 
          I'LL CREATE A ONE PAGE SUMMARY BASED ON YOUR EVALUATIONS TO KIND OF FIND SOME HEY, CONGRATS IT SOUNDS EVERYONE THINKS WE ARE DOING THIS WELL AND THESE MIGHT BE AREAS TO WORK ON. 
          I'M HAPPY TO HAVE A STARTING POINT OF METRIX YOU CAN USE TO SAY WE IMPROVED THIS. 
          I'LL THROW IT OUT THERE BUT YOU SHOULD HAVE THE CONVERSATION SO THE NEXT YEAR EVALUATION YOU CAN SEE, HAVE WE IMPROVED OR GOTTEN AND BETTER AND COMING UP WITH WAYS TO IMPROVE THOSE ITEMS. OKAY? 
          >> I LOVE THAT. THANK YOU. 
          QUARTERLY. >> QUARTERLY EVALUATION? AND THE BENEFIT OF A SELF-EVALUATION IS TRULY TO BECOME A BETTER BOARD, RIGHT? SO, AT A FUTURE DATE, YOU MIGHT WANT TO COME UP WITH GOALS FOR YOURSELVES TOO. 
          THAT IS WHAT I CAN THROW OUT. IT IS ALWAYS GOOD TO TRY TO IMPROVE AND IF THE COMMUNITY KNOWS YOU ARE DOING THIS, THAT IS A HUGE FACTOR WHEN IT COMES TO ACCOUNTBABILITY. YOU CAN LET THE COMMUNITY KNOW WE ARE TAKING THE WORK SERIOUSLY. 
          WE ARE TRYING TO MAKE STRIDES TO DO THE BEST WE CAN AND THAT SORT OF THING. 
          IT IS GOOD, IT IS GOOD PERCEPTION, AND I THINK IS A VALUABLE TOOL. 
          [01:50:06]
          >> [INAUDIBLE] >> KAREN, REMIND ME FROM A LIKE A LEGAL STANDPOINT, THIS CAN ALL BE OPEN, CORRECT? BECAUSE IT ISN'T PERSONNEL? LIKE THE CONVERSATION? 
          >> 
          >> CLOSED, OKAY. YEP. 
          OKAY. THERE YOU GO. 
          >> [INAUDIBLE] >> YEP. 
          PERFECT. SO, YES. 
          GREAT. >> QUESTION REAL QUICK REGARDING THE BOARD EVALUATION. IS [INAUDIBLE] INCLUDED AS 
          WELL? >> THAT IS A GREAT QUESTION AND THE DECISION YOU ALL CAN MAKE FOR YOURSELVES. 
          >> [INAUDIBLE] >> I MEAN, I CAN TELL YOU WHAT I THINK, BUT MY OPINION DOESN'T MATTER, YOURS DOES. 
          YEAH, THE EVALUATION IS FILLED OUT SO THAT IS THERE. 
          MAYBE THAT IS A GOOD QUESTION SO I CAN INCLUDE OR NOT INCLUDE YOUR INPUT INTO THE SUMMARY. 
          >> I THINK IT SHOULD BE INCLUDED. 
          >> I AGREE. >> THAT WAS EASY. 
          >> [INAUDIBLE] >> OKAY, GREAT. 
          IF YOU ARE ASKING MY OPINION, I THINK IT IS IMPORTANT. 
          AS A BOARD MEMBER. EXACTLY. 
          >> [INAUDIBLE] >> OKAY. 
          SO, WE FEEL GOOD ABOUT THE SELF-EVALUATION PIECE? DR. NEWSOME, WAS THERE ANYTHING-NO, I THINK WE ARE GOOD. 
          YEP. SO, KAREN-- 
          >> 
          >> WELL, I WAS GOING TO GIVE DR. JOHNSON AND MRS. JACOBS A OPPORTUNITY TO SHARE WHERE THEY WERE ON THE EVALUATION PROCESS, BUT WE MOVED ON FROM THAT. 
          KAREN MOVED US ON, SO WE ARE GOOD. 
          >> [INAUDIBLE] >> THE FAVORS. 
          >> LADIES- >> YOU GUYS ARE SO LUCKY. 
          >> LADIES I WOULD GIVE DISCRETION WHETHER YOU  WISH TO SHARE OR NOT. 
          >> WE CAN SHARE, BUT MAYBE IT IS IMPORTANT TO SHARE THIS CONVERSATION FIRST AND THEN GO BACK TO THE OTHER PIECE BEFORE WE GO INTO CLOSED SESSION. 
          >> I LIKE TO HEAR, SO I THINK IT-- 
          >> YEAH, I THINK WE GOT THE NEXT STEPS FOR THE BOARD SELF-ASSESSMENT. 
          AND SOUNDS LIKE WE ARE DOING IT QUARTERLY AND DOING THE SMAB AND I'LL CREATE ONE PAGE, BUT MAYBE LONGER, SUMMARY OF ALL THE EVALUATIONS YOU HAVE FILLED OUT AND YOU CAN DISCUSS NEXT 
          TIME. >> THANK YOU. 
          >> ALRIGHT. >> [INAUDIBLE] 
          >> I WANT TO MAKE ONE COMMENT. SO, WE HAVE A LOGO, OKAY? NICE LOGO. CLEAN. 
          SOMEHOW CONVEYS LIKE A CAPE COD THING, BUT WE DO HAVE A LIGHTHOUSE IN CALVERT COUNTY 
          DOWN AT COVE POINT. >> THERE IS ONE IN SOLOMON TOO. 
          >> AWESOME. WE HAVE A LIGHTHOUSE THAT IS CONSISTENT WITH THE THEME. WE HAVE ABOUT NINE OTHER VARIATIONS OF THIS LOGO THAT PEOPLE USE FOR DIFFERENT AREAS IN CCPS. 
          CAN WE STANDARDIZE THE LOGO AMONG EVERYBODY? 
          >> YEAH, ACTUALLY MARCY GRUGIER HAS CREATED ONE THE STANDARDIZE SHE SHARED WITH OUR ADMINISTRATORS SHOULD SHOULD BE USED CONSISTENTLY. 
          >> AWESOME. THAT IS GOOD. 
          >> SO, MRS. JACOBS AND I JUST PUT TOGETHER A QUICK OVERVIEW OF OUR GOALS AND HOW THEY ARE ALIGNED TO DR. NEWSOME'S GOALS AND ALSO THE LARGER PRIORITIES OF THE SCHOOL SYSTEM. 
          WHEN WE THINK ABOUT OUR GOALS AD HOW WE MOVE FORWARD IN PLANNING AND MAKING SURE THINGS ARE IN ALIGNMENT, WE USE SOME BIG PIECES TO HELP GUIDE OUR WORK, SO SOME OF THESE PIECES 
          [01:55:04]
ARE HOW WE COMMUNICATE THINGS OUT AND OTHER THINGS ARE THE FOUNDATIONAL PIECES THAT GUIDE OUR WORK. OBVIOUSLY AT THE TOP OF OUR THOUGHT PROCESS IS THE BLUEPRINT AND WHAT ARE THOSE THINGS THAT ARE REQUIRED AS PART OF THE BLUEPRINT WHEN WE THINK OF THE FIVE PILLARS AND NOT GOING INTO THE FIVE PILLARS FOR THIS BUT EVERYONE KNOWS WE ARE WORKING THROUGH THAT. 
          THINK WE THINK HOW THE BLUE PRINT IS CONNECTED TO THE STRATEGIC PLAN AND FOUNDATIONAL HOW WE MOVE THE WORK IN CALVERT COUNTY. 
          AT YOUR REQUEST, BUT ALSO BECAUSE WE KNOW IT IS BEST PRACTICE, THE OPERATIONAL BULLETIN WAS CREATED THIS PAST SUMMER IN A VERY DIFFERENT WAY THEN HOW WE HAD THE OPERATIONAL BULLETIN PREVIOUSLY. IT WAS SET UP FOR EACH DEPARTMENT WITH THE CLEAR OUTLINE OF WHAT SHOULD BE INCLUDED IN THAT WITH CONNECTIONS BACK TO EACH DEPARTMENT'S WORK, SO THAT IT WAS A EASY ACCESS FOR OUR ADMINISTRATORS TO GET THE IMPORTANT INFORMATION THAT THEY HAVE AND THEN WE HAVE SUMMER LEADERSHIP, THAT IS THE KICK-OFF TO OUR WORK. 
          IT IS CONTINUING WORK, IT IS NOT ALWAYS NEW WORK, IT IS DEEPENING THE UNDERSTANDING OF OUR ADMINISTRATORS AND HOW WE MOVE FORWARD IN MEETING THE GOALS OF THE SCHOOL SYSTEM. 
          >> SO IN THE AREAS OF ACADEMICS, THE GOALS THAT I SET FOR MYSELF REALLY HIT THESE KEY SIX AREAS. ONE IS EXPANSION OF PRE-K. 
          FOR THIS SCHOOL YEAR WE EXB PANDED FOUR ADDITIONAL CLASSROOMS. THEY WERE CLASSES THAT EXISTED IN THE PAST BUT THROUGH THE HEADSTART GRANT AND CONSIDERED KIND OF SEPARATE, BUT CALVERT COUNTY PUBLIC SCHOOLS OWNS THE GRANT SO THOSE FOUR CLASSROOMS HAVE A HEADSTART INSTRUCTOR TEACHER, TWO I A AND CCPS IN THE CLASSROOM AND THOSE STUDENTS ARE COUNTED IN THE PER PUPIL ALLOCATION MOVING FORWARD. 
          WE WORKED VERY CLOSELY WITH HEADSTART, THIS ACTUALLY ADDS THE NEXT LAYER TO INCLUDING ALL STUDENTS IN THAT PRE-K EXPANSION. 
          SO, WHAT WE HEARD ACROSS THE STATE AND WHAT WE HAVE SEEN IN CALVERT COUNTY IS THAT, WE HAVE HAD INCREASED STUDENTS DEALING WITH DISREGULATED BEHAVIOR. 
          FIRST TIME COMING INTO SCHOOL WITH OUR PRE-K AND THEN ALSO IN KINDERGARTEN AND FIRST AND SECOND GRADE. AND SO, OUR BEHAVIOR HEALTH TEAM, WHICH IS A COMMITTEE UP HERE AT THE BOTTOM, STARTED LAST YEAR AND WE MET MONTHLY AND ONE THING WE REALLY FOCUSED ON IS, WHAT IS HAPPENING IN THOSE CLASSROOM, WHAT SUPPORTS DO THE STUDENT NEEDS, WHAT SUPPORTS DO THE TEACHERS NEED, AND WHAT SUPPORTS DO THE STUDENTS WHO ARE IN THE CLASSROOM WHO ARE WITNESS THE DISREGULATED BEHAVIOR. 
          WE FOCUS THIS YEAR PROVIDING GUIDANCE. 
          WHAT HAPPENS WHEN A CLASSROOM HAS TO BE EVACUATED. 
          DUE TO DISREGULATED BEHAVIOR, SO WE TALKED ABOUT THE PROACTIVE RESTORATIVE APPROACHES AND CIRCLES THAT NEED TO HAPPEN, PROVIDING GUIDANCE ON IT DECISION MAKING WHETHER THE CHILD IS REMOVED OR THE REST OF THE CLASS IS REMOVED. 
          WHAT HAPPENS WHEN THAT DOES OCCUR THE CLASSROOM IS REMOVED AND HOW DO WE INSURE ALL STUDENTS ARE ABLE TO CONTINUE WITH INSTRUCTION SO UTILIZING RESTORATIVE PRACTICE AND BEHAVIOR TEXT, WHICH IS SOMETHING THE BOARD RECOMMENDED PUTTING IN PLACE FOR THIS YEAR AT THE ELEMENTARY LEVEL. ALL OF THESE THINGS ARE COMING TOGETHER TO INSURE THAT ALL STUDENTS AND STAFF ARE SUPPORTED, SO THAT IS THE ONE GOAL WE REALLY HAVE FOCUSED ON THIS YEAR TO SUPPORT THOSE PIECES. 
          >> JACKIE, CAN I ASK A QUESTION? 
          >> SURE. >> ONE OF THE MOST FREQUENT COMMENTS AND GET FROM PARENT IS WHY DO WE EVALUATE THE CLASS AND LET THE KID WHO IS HAVING A PROBLEM RAGE? WHY DO WE DISRUPT 22 KIDS TO LET THE ONE KID CONTINUE TO DO THAT? 
          >> SO, WE DO UNDERSTAND THAT WHEN STUDENTS BECOME DISREGULATED THEY ARE NOT ABLE TO CONTROL THEIR EMOTIONS, AND WHAT THEY ARE DOING, AND SO THE QUESTION IS, ARE WE ABLE TO REMOVE THAT CHILD SAFELY OR IS IT EASIER TO REMOVE OTHER STUDENTS BECAUSE IT IS SAFER TO DO THAT. NOT ALWAYS EASIER, BUT SAFER, SO THAT WE CAN DISREGULATE THAT STUDENT. 
          WE CAN COREGULATE WITH HIM. WE CAN PROVIDE SKILLS AND OPPORTUNITIES FOR THEM TO KIND OF DRAIN OFF WHAT IS GOING ON IN THAT EXPERIENCE, AND SO SOMETIMES YES, WE ARE ABLE TO MOVE THE CHILD FROM THAT CLASSROOM, BUT IN OTHER ACCOUNT WE ARE NOT. REMOVING THE REST OF THE 
          [02:00:03]
STUDENTS, PROVIDING A SAFE SPACE FOR THEM, CONTINUING WITH INSTRUCTION, BUT SOMETIMES BEFORE INSTRUCTION CAN CONTINUE, WE NEED TO ADDRESS WHAT HAPPENED. 
          WHAT WE WERE FINDING IS THAT, IN SOME CASES, IT WAS REMOVE THE CLASS, MOVE FORWARD WITH INSTRUCTION. WELL, WE NEED A STEP INTERMEDIATE STEP TO HAVE THE SCHOOL COUNSELR COME AND TALK TO THE CLASS AND TALK ABOUT WHAT HAPPENED SO WE ARE ABLE TO PROVIDE THAT SUPPORT TO THE STUDENTS WHO WITNESS IT, IN ADDITION TO THE CHILD WHO IS DISREGULATED, HOW ARE WE BRINGING THEM DOWN, GETTING THEM REGULATED AND THEN BEING AIBLE TO BRING THEM BACK INTO THE CLASSROOM AND HAVE SUPPORT IN PLACE SO THEY FEEL LIKE THEY CAN UNDERSTAND WHAT THE IMPACT OF THEIR BEHAVIOR TO BE ABLE TO COME BACK INTO THAT CLASSROOM AND STILL FEEL LIKE A MEMBER AND FEEL SUPPORTED. 
          >> I ALSO THINK THERE IS ONE THING THAT MIGHT HELP SOME COMMUNITY MEMBERS UNDERSTAND IS MARYLAND HAS VERY SPECIFIC LAWS ON RESTRAINT AND SECLUSION AND THOSE LAWS GOVERN MUCH OF WHAT WE CAN DO WITH THE CHILD WHO IS EXPERIENCING ONE OF THESE INCIDENT. 
          >> INCLUDING-- >> [INAUDIBLE] 
          >> INCLUDING THAT SCHOOL STAFF ARE NOT PERMITTED TO TOUCH A STUDENT. 
          IS THAT PART OF THE LAW? >> NO. 
          NO. BUT THERE IS SOME PARAMETERS ABOUT HOW YOU CAN ENGAGE A STUDENT. 
          >> OKAY, DO THOSE SAME RESTRICTIONS OR POLICIES APPLY TO THE SRO? BECAUSE WE HAVE SRO'S IN ALL ABOUT BUT SIX SCHOOLS. 
          >> WE HAVE PEOPLE WHO ARE TRAINED AND I CAN'T SHARE MAYBE PERHAPS YOU CAN SHARE DETAILS ABOUT WHO IS TRAINED, BUT WE DO HAVE--WE DO HAVE ONGOING TRAINING FOR OUR STAFF MEMBERS TO ADDRESS THESE TYPE OF BEHAVIORS. 
          >> HOW MANY DISREGULATED EPISODES DO WE PERMIT A STUDENT BEFORE WE PURSUE SOME 
          ALTERNATIVE FOR THEM? >> SO, AT ANY TIME A STUDENT BECOMES DISREGULATED AND CLASSROOM HAS TO BE EVACUATED WE HAVE OUR SCHOOL BEHAVIORAL HEALTH TEAMS SIT AND TALK THROUGH AND PUT A PLAN IN PLACE. 
          SO, WE PUT THE CRISIS PLAN IN PLACE HOW WE RESPOND, WHAT DOES THE RESPONSE LOOK LIKE, AND WE ARE TRACKING WHAT BEHAVIORS LOOK LIKE AS FAR AS CLASSROOMS EVACUATED. 
          WE MOVE FROM A PAPER COPY OF WHAT HAPPENED TO AN ELECTRONIC VERSION THIS YEAR WHICH IS PART OF THE GOAL WE HAD SET, AND OVER 63 DAYS OF HAVING THAT PUT IN PLACE WE HAD 10 CLASSROOMS EVACATED. . 
          SOME WERE THE SAME CLASSROOMS AND SOME DIFFERENT CLASSROOMS SOEWE ARE TRYING TO LOOK AT THE DATA, IDENTIFY WHAT SUPPORTS ARE NEEDED AND TYPICALLY IF WE GET IN THERE, GET BEHAVIOR TECH IN THERE, PROVIDE SUPPORT WE ARE NOT EVACUATEING THE CLASSROOM AS OFTEN. 
          >> BETTER THEN LAST YEAR? >> WE ARE IN A BETTER PLACE 
          THEN LAST YEAR, YES. >> IF I MIGHT REDIRECT THIS, THIS IS PRESENTATION ABOUT GOALS, SO IF THERE ARE SPECIFIC QUESTIONS, CAN WE TALK TO MRS. JACOBS AFTERWARDS OR SEND HER AN EMALE? E-MAIL? THERE WASN'T AN AGENDA TOPIC SPECIFICALLY ABOUT THIS SO WANT TO STAY ALIGNED. 
          >> [INAUDIBLE] >> IT IS EASY TO ASK ALL THE QUESTIONS, THERE ARE A LOT OF THEM, I RECOGNIZE AND DON'T WANT TO MINIMIZE IT,  BECAUSE THEY ARE VERY IMPORTANT BUT I WANT TO MAKE SURE WE STAY ON TASK HERE. 
          I ALSO APPRECIATE YOU HAVE A ANSWER FOR EVERY SINGLE QUESTION JUST LIKE THAT. 
          >> IT HAS BEEN A BIG PIECE OF WHAT WE HAVE BEEN WORKING ON OVER THE LAST TWO YEARS. 
          >> UNDERSTOOD. >> IT IS A CONCERN, WE WANT TO MAKE SURE WE ADDRESS IT, SO WE DEFINITELY ARE MOVING FORWARD IN THAT. 
          THE OTHER SIDE THAT, I WILL CONNECT THE NEXT TWO IS, HOW WE ARE ADDRESSING OUR MCAP DATA SPECIFIC TO MATH AND E LA AND THROUGH TWO PIECES, ONE IS COMPREHENSIVE PLAN. 
          THE ELA AND MATH COMPREHENSIVE PLANS ARE APPROVED. 
          MATH APPROVED EARLIER THIS YEAR AND WE HAVE MULTITIERED SYSTEMF OSUPPORT. 
          WE MEET MONTHLY AND WE ARE LOOKING AT THROUGH MTSS NOT ONLY WHAT IS STRONG TIER ONE INSTRUCTIONAL PRACTICE LOOKS LIKE AND HOW WE SUPPORT ALL TEACHERS IN THE CLASSROOM, BUT WHAT DOES TIER 2 AND TIER 3 LOOK LIKE AND IN ADDITION TO THAT, WE HAVE LOTS OF DATA. 
          WE ARE REALLY EXCITED BECAUSE PART OF THIS GOAL MOVING FORWARD INTO NEXT YEAR IS HOW 
          [02:05:03]
WE USE PANORAMA ON THE ACADEMIC SIDE SO WE CAN EASILY TRACK, MONITOR PROGRESS MONITOR HOW STUDENT ARE DOING IN MATH AND ELA. 
          COLLEGE AND CAREER READINESS IS COMING THROUGH WITH THE BLUEPRINT. 
          AT THE HIGH SCHOOL LEVEL AT END OF YEAR 10 STUDENT ARE SUPPOSED TO BE COLLEGE AND CAREER READY AND HAVE SPECIFIC PATHWAYS. ONE IS AP PATHWAYS DETERMINED AND PUT INTO PLACE THIS YEAR, GOING TO NEXT YEAR WE HAVE EARLY COLLEGE PROGRAM WHERE THE STUDENTS HAVE A OPPORTUNITY TO DO A ONE YEAR GENERAL TRANSFER CERTIFICATE OR TWO YEAR ASSOCIATE DEGREE THROUGH THE JUNIOR AND SENIOR YEAR, AND THEN WE HAVE OUR CTE PATHWAYS. 
          WE ARE STILL CONTINUING TO WORK ON THAT AND PROVIDE THOSE RESOURCS AND OPPORTUNITIES FOR OUR STUDENTS. THE FINAL ONE IS OUR INCLUSIVE PRACTICES GUIDE BOOK. WE HAVE LOT OF INFORMATION AND DIFFERENT PLACES AROUND INCLUSIVE PRACTICES. 
          WE HAVE A COMMITTEE BRINGING ALL THOSE THINGS TOGETHER. 
          IT WILL HAVE A ONE STOP SHOP OF WHAT DOES CALVERT COUNTY PUBLIC SCHOOLS BELIEVE ABOUT INCLUSIVE PRACTICES. WE ARE CURRENTLY WORKING ON THE NATURAL PROPORTIONS AND CLUSTER GROUPINGS SCHEDULING SO HOW WE SCHEDULE SMARTER TO BE ABLE TO PROVIDE THE SUPPORTS STUDENTS NEED IN THE GENERAL EDUCATION SETTING. 
          AND JUST WRAP UP ON THIS POINT, THE OTHER PIECE THAT WE ARE WORKING ON IS BRINGING TOGETHER AND HAVE BROUGHT TOGETHER SPECIAL EDUCATION AND HUMAN RESOURCES, AND I HAVE BEEN WORKING WITH THEM ON OUR SPECIAL EDUCATION STAFFING AND SO THAT WE WILL BE ABLE TO THE LOOK AT WHAT ARE OUR CURRENT STAFFING, WHAT DOES THAT LOOK LIKE, BE ABLE TO HAVE IN PLACE WHAT SHOULD STAFFING FOR SPECIAL EDUCATION LOOK LIKE TO BEST SUPPORT OUR STUDENTS MOVING FORWARD. SO, THOSE ARE THE THINGS THAT I HAVE BEEN WORKING ON FROM THE ACADEMIC SIDE. 
          AT THE BOTTOM I DID PUT UP HERE SOME OF THE COMMITTEES AND WORK THAT HAS BEEN HAPPENING. 
          THE ONE COMMITTEE I HAVEN'T TALKED ABOUT IS OBSERVATION AND EVALUATION COMMITTEE. 
          WE ARE BRINGING TOGETHER OR HAVE BROUGHT TOGETHER, HAD ONE MEETING SO FAR WITH CEA AND THE SCHOOL SYSTEM TO TALK ABOUT OUR TEACHER OBSERVATION EVALUATION PROCESS. 
          THE STATE IS LOOKING TO UPDATE THAT IN THE NEAR FUTURE SO WE ARE LOOKING UPDATING OUR LANGUAGE THROUGH DANIELSON AND WHAT SUPPORTS NEED TO BE PUT IN PLACE TO HELP STAFF UNDERSTAND HOW TO BEST OBSERVE AND EVALUATE OUR STAFF. 
          >> FROM THE OPERATION SIDE, MINE LOOKS A LITTLE DIFFERENT AS I CAME INTO THE OPERATION SIDE LAST YEAR. ONE THING THAT QUICKLY BECAME APPARENT WAS WE DID NOT HAVE A CLEAR UNDERSTANDING OF KEY PERFORMANCE INDICATORS FOR OUR DEPARTMENTS. WHEN I LOOKED AT THE GOALS PREVIOUSLY, MANY OF THEM WERE THINGS WE NEEDED TO GET ACCOMPLISHED THROUGHOUT THE YEAR, BUT THERE WERE NO MEASUREMENTS WE WERE MONITORING REGULARLY. 
          WE SPENT LAST YEAR FOCUSED ON WHAT KEY PERFORMANCE INDICATORS WERE AND WHAT THEY LOOK LIKE FOR EVERY DEPARTMENT. FROM THAT, THIS YEAR WE HAVE BEEN NOT ONLY DEVELOPING OUR KEY PERFORMANCE INDICATORS BY DEPARTMENT, BUT WE ARE ALSO DETERMINING THE MECHANISM FOR TRACKING THEM. 
          WHEN YOU LOOK AT TRANSPORTATION THERE IS A PLENTH RUOF KEY PERFORMANCE INDICATORS AND LET US PLAUNTER. WHAT ARE THE MILES WE ARE PAYING FROM THE CONTRACTORS AREA WHERE THEY KEEP THE BUSES TO THE FIRST STOP. 
          WHEN NO KIDS ARE ON THE BUS SO LOOKING AT THOSE. 
          WHEN WE GO TO HUMAN RESOURCES THOUGH, THERE WERE NO-WE ARE IN THE PROCESS OF GETTING THOSE IN PLACE, PRAMD PROGRAMS OR REPORTS WE CAN PULL TO MONITOR WHAT THE STAFFING LEVEL LOOKS LIKE. IT IS DEPENDENT ON THE ERP SYSTEM SO ARE WORKING WITH PROGRAMMERS TO DEVELOP THOSE REPORTS NECESSARY TO UNDERSTAND HOW OUR STAFFING LOOKS, WHO HAVE WE HIRED AND VACANCY. 
          WE ARE SPENDING TIME TO GET THOSE REPORTS IN PROGRESS SO IT IS QUICK PULL TO UNDERSTAND WHERE WE ARE AS A DISTRICT AND SAME WITH FACILITIES AND IT. 
          IT HAS A LOT OF KEY PERFORMANCE INDICATORS. 
          THE NEW PROGRAM HELPS TO NOT ONLY SUPPORT QUALITY AND WHETHER OR NOT WE HAVE SATISFACTION, BUT ALSO ON-TIME REPAIRS AND THINGS SUCH AS THAT. 
          I'M GOING TO ALSO ADD WITH KEY PERFORMANCE INDICATORS THAT WITHIN MY GOALS I ALSO HAVE 
          [02:10:06]
ACHIEVEMENT GOALS CONNECTED TO DR. NEWSOME'S GOALS. 
          THOSE GOALS ARE ABOUT HOW ARE STUDENTS ARE MOVING FORWARD. 
          MY SPECIFIC GOAL IS AROUND MATH AND MAKING SURE THAT WE ARE SUPPORTING MATH INSTRUCTION. 
          IT SEGUES FROM KEY PERFORMANCE INDICATORS BUT ALIGN WITH THE ACADEMIC SIDE AND AS I WORK WITH OUR SECONDARY SCHOOL PRINCIPAL, CONVERSATIONS ARE THEIR GOAL JZ WHAT THEY ARE IT DOING TO INSURE STUDENT ACHIEVE IN THE CLASSROOM AND MATH IS MOVING UP. 
          WE TALK ABOUT OTHER CONTENT AREAS AS WELL, BUT BECAUSE MATH IS SUCH A AREA OF CONCERN, WE WANTED TO MAKE SURE THAT WE WERE CONSTANTLY HAVING THOSE CONVERSATIONS ABOUT WHAT IS GOOD MATH INSTRUCTION LOOK LIKE AND HOW DOES THAT MOVE FORWARD. 
          IN ADDITION TO KEY PERFORMANCE INDICATORS GOING DOWN TO COMMUNITY ENGAGEMENT, COMMUNITY ENGAGEMNT IS ALIGNED TO DR. NEWSOME'S GOAL AS WELL AND IT IS SPECIFICALLY ALIGNED TO STRATEGIC PLAN AND WORKING WITH MARCY GROOVEER AND WEB MASTER TO MAKE SURE WE FOLLOW THROUGH ON THE STRATEGIES WE HAVE PUT IN PLACE IN THE STRATEGIC PLAN AND THAT WE ARE GETTING THAT FEEDBACK BASED ON THE INDICATORS. 
          MAJOR PART OF MY GOALS IS ALSO WITH THE BLUEPRINT AND MAKING SURE THAT WE ARE MEETING THE EXPECTATIONS OF THE BLUEPRINT. I WORK VERY CLOSELY WITH MARCY GROOVEER WITH REGARDS TO THE BLUEPRINT. 
          PLANNING STEERING COMMITTEE MEETINGS AND WORK WG THE STRATEGIC FACILITATORS AND PARTNERSISM ONE BIG PIECE THIS YEAR WITH BLUEPRINT REPORTING IS CLEAR LADDER COMMITTEES SO I'M RESPONSIBLE FOR THOSE PIECE JZ WE NEEDED TO MAKE SURE WE HAD WORKED WITH OUR CEA PARTNERS IN DEVELOPING A PEER ASSISTANCE REVIEW PROCESS AND THEN DETERMINING WHAT LEVEL FOUR TEACHERS WERE. WE STILL HAVE SOME OUTSTANDING PIECES WITH LEVEL FOUR TEACHERS BUT HAVE THE ESSENCE OF WHAT THE EXPECTATIONS OF LEVEL FOUR TEACHER WOULD BE. AND THEN WITH THE OTHER PIECE WITH BLUEPRINT IS THE MINIMUM SCHOOL FUNDING, SO I HAVE BEEN ON THE PERIPHERY, BUT WORKING WITH FINANCE AND DR. GROOVEER AND MAKING SURE WE UNDERSTAND WHAT MINIMUM SCHOOL FUNDING IS, AND THAT WE HAVE THINGS IN PLACE TO DETERMINE WHETHER OR NOT WE ARE MEETING THAT MINIMUM SCHOOL FUNDING. AND THEN FINALLY, WE HAVE TALKED ABOUT OUR LEADERS AND DEVELOPING LEADERS. 
          WE CONSISTENTLY WANT TO IMPROVE AND MAKE SURE WE HAVE LEADERS TO TAKE PLACES WHEN PEOPLE RETIRE FOR TRANSITIONS, SO OUR FOCUS THIS YEAR FOR NEXT LEVEL LEADERS IS ON TEACHER LEADERSHIP AND ALIGNMENT WITH THE BLUEPRINT AND CAREER LADDER AND MAKING SURE WE HAVE THINGS IN PLACE FOR WHEN THOSE POSITIONS COME UP THAT PEOPLE HAVE BEEN TRAINED AND HAVE SOME SPECIFIC THINGS IN PLACE FOR THEM TO BE ABLE TO FALL BACK ON. 
          IN ADDITION TO THOSE THINGS, HEALTHCARE PLAYS A BIG PART OF THE WORK I DO IN MONITORING HOW HEALTHCARE IS MOVING FL FORWARD. I'M NOT DOING THE WORK ALONE, I HAVE COMMITTEES WORKING ON THAT. I MAKE SURE THAT WE ARE PARTNERING WITH OUR CARE FIRST AND GETTING THE NUMBERS, BUT ALSO MAKING SURE OUR PARTNER AND PARTNERS HELP WITHT THAT. WE HAVE PLAYGROUND COMMITTEES COMING BACK FROM ACCESSIBLE SO PUTTING THOSE THINGS IN PLACE AND PLAYGROUND MOVE FORWARD AND MORE ACCESSIBLE, IT IS LONG-TERM PLAN BUT HAS TO BE MONITORED. 
          YOU ALL AS YOU KNOW, WE PURCHASED MULTI-FUNCTIONAL SCHOOL ACTIVITY BUSES AND IT MAKES IT SIMPLE TO SAY THIS IS ONE OF THESE THINGS THAT GOES BACK TO PURPOSEFUL, BUT YOU HAVE THESE BUSES AND THAT'S GREAT. 
          IT IS NOT A SIMPLE AS PUTTING THEM ON THE ROAD. 
          YOU HAVE TO FIGURE OUT THE GUIDELINES AND GOING DOWN HOW THEY GET FUELED. 
          WE HAVE ONE FUELING TANK. DO WE BRING THE [INAUDIBLE] NORTHERN TO CENTRAL TANK TO FUEL? IS THAT EFFICIENT OR SHOULD WE THINK ABOUT OTHER WAYS WE MAKE SURE STAFF CAN FUEL THE VEHICLE SNZ WE HAVE LOOKED HOW THE SHERIFF DEPARTMENT FUELS THEIR VEHICLE AND WORKING THROUGH THE PIECES. OTHER THINGS WITH CONSTANT TRANSPATION CONTRACTS. EDUCATION SPECIFICATION WITH CONSTRUCTION AND THEN AS YOU KNOW, WITH THE EDUCATIONAL SUPPORT STAFF AND THEIR BIG GRANT WHICH IS WORKING WITH THEM TO MAKE SURE COMPONENTS THAT ARE PART THAT GET PUT IN 
          PLACE. >> [INAUDIBLE] 
          USE A FLEET CAR FOR GAS. >> ARE YOU TALKING THE SHERIFF? YES. WE ARE WORKING WITH SOME OF OUR PROVIDERS OUT IN THE COMMUNITY HOW TO DO THAT AS WELL. 
          [02:15:03]
WE DON'T HAVE ANY TYPE OF PURCHASE CARDS OR ANYTHING SUCH AS THAT IN OUR SYSTEM, SO WE HAVE WORKED WITH FINANCE TO MAKE SURE THIS IS SOMETHING WE CAN PUT IN PLACE. 
          BUT IT IS ALL THOSE DETAILS. IT ISN'T AS SIMPLE YOU HAVE THE VEHICLES AND DRIVE THEM. MAKING SURE THE PEOPLE THAT ARE TRAINED HAVE THE QUALIFICATIONS THEY ARE SUPPOSED TO HAVE. 
          THERE ARE MANY MORE PIECES WE HAVE TO MAKE SURE WE THINK ABOUT, AND THE OTHER PIECE THAT WE HAVE SPENT A LOT OF TIME DOING THIS YEAR IN THE DEPARTMENT IS DOCUMENTING AND WRITING DOWN THINGS BECAUSE WE DO A LOT OF HISTORICAL PERSPECTIVE. 
          TIS IS WHAT WE HAVE DONE BUT THERE IS NOTHING WRITTEN NECESSARILY TO DEMONSTRATE THIS IS HOW YOU DO THING FRZ THE NEXT PERSON THAT COMES IN SO WE ARE WORKING THROUGH THE PIECES TO MAKE SURE THE PROCESSES ARE DOCUMENTED IN A WAY THAT SOMEONE ELSE COULD COME IN AND 
          MOVE FORWARD WITH THEM. >> THERE IS A FUEL DELIVERY SERVICE. CAN FILL IT EVERY NIGHT AND 
          READY FOR NEXT DAY. >> OKAY. 
          THANK YOU. >> SO, WE WANTED TO WRAP UP WITH OUR UPDATE AROUND HOW WE ARE SUPPORTING SCHOOLS. 
          I OVERSEE THE ELEMENTARY SCHOOLS AND CALVERT COUNTRY SCHOOL AND DR. JOHNSON OVERSEES THE SECONDARY SCHOOLS, MIDDLE AND HIGH SCHOOL. 
          SO, SOME THINGS WE HAVE IN PLACE IS BY THE STATE WE HAVE SCHOOLS DESIGNATED AS TSI OR ATSI SCHOOLS. TSI ARE ANY SCHOOLS THAT OVER TWO YEARS CONSISTENTLY THEY HAD A STUDENT GROUP WITH LESS THEN 45 PERCENT OF THE TOTAL POINTS PROVIDED ON THE MARYLAND STATE REPORT CARD AND SO, OUR SCHOOLS IDENTIFIED THEY ARE IDENTIFIED EVERY YEAR AND UNTIL THEY COME OFF TSI. 
          OUR SCHOOLS ARE MOUNT HARMONY ELEMENTARY SCHOOL, SAINT LEONARD, CALVERT HIGH, PLUM POINT MIDDLE AND WINDY HILL MIDDLE. 
          THIS YEAR ASSESSMENT WILL DETERMINE WHETHER OR NOT THEY COME OFF TSI. 
          >> SORRY, CAN YOU JUST-WHAT IS TSI EXACTLY? 
          >> SO, BASICALLY YOU WILL LOOK AT ANY STUDENT GROUP ON THE MARYLAND REPORT CARD AND FOR ALL OF THESE IT IS OUR SPECIAL EDUCATION STUDENT GROUP. 
          IF THEY RECEIVE LESS THEN 45 PERCENT OVERALL THAT ACHIEVEMENT WITHIN THAT REPORTCARD, FOR TWO YEARS IN A ROW. 
          SO, IF ONE YEAR ACADEMIC PERFORMANCE WAS AT 35 PERCENT FOR THAT STUDENT GROUP, THE NEXT YEAR AT 44 PERCENT THEY ARE DESIGNATED AS TSI. 
          >> THE ACRONYM? >> TARGETED SUPPORT 
          INTERVENTION. >> THANK YOU. 
          >> AND SO, THOSE ARE DESIGNATED SCHOOLS, SO WE WORK WITH THEM INDIVIDUALLY TO TALK ABOUT WHAT DOES THE STUDENT POPULATION LOOK LIKE, HOW IS THEIR SCHOOL IMPROVEMENT PLAN ADDRESSING THE NEEDS OF THOSE STUDENTS AND ARE THEY TARGETING INSTRUCTION WITHIN THOSE CLASSROOMS. AND THEN WE HAVE ATSI, WHICH IS ADDITIONAL TARGETED SUPPORT AND INTERVENTION AND THIS IS IDENTIFIED NOT EVERY YEAR AND SO WE HAVE SOUTHERN MIDDLE MILL CREEK, BARSTOW, [INAUDIBLE] PLUM POINT EMELEMENT ERA. THIS IS SCORING BELOW THE LOWEST 5 PERCENT OF TITLE 1 SCHOOLS. 
          SO, THIS NUMBER CHANGES ALL THE TIME. 
          SO, AT ONE TIME IT MIGHT BE 45 PERCENT, IT MIGHT BE 35 PERCENT THE NEXT YEAR, IT JUMPS DEPENDING HOW THE LOWEST 5 PERCENT TITLE 1 SCHOOLS PERFORM ON THE ASSESSMENT THAT YEAR. 
          THIS IS THE YEAR THAT SCHOOLS WILL EITHER COME OFF OR GO ON A TSI AND SO THIS YEAR DATA IS REALLY IMPORTANT. THESE SCHOOLS HAVE BEEN CONSIDERED ATSI THE LAST 3 YEARS AND BEEN WORKING REALLY HARD TO THROUGH SCHOOL IMPROVEMENT TO WORK AROUND THOSE STUDENT POPULATIONS THAT WERE IDENTIFIED AND THEY WERE ALL SPECIAL EDUCATION AND CHRONIC ABSENTEEISM. 
          THERE WAS ONE THING THEY HAD IDENTIFIED. 
          SO, ONE SUPPORTS WE PROVIDED IS A NEW WORK GROUP THROUGH THE UNIVERSITY OF MARYLAND. 
          OUR ATSI SCHOOLS USE SCHOOL IMPROVEMENT GRANT FUNDING TO WORK WITH THEM THROUGH THE PROCESS OF SCHOOL IMPROVEMENT. THIS IS ANOTHER OPPORTUNITY FOR OUR PRINCIPALS AND OUR SCHOOL IMPROVEMENT TEAMS TO LOOK AT THE WORK THEY ARE DOING, TO ANALYZE THEIR DATA, TO GET SOME SUPPORT OUTSIDE OF THE SCHOOL SYSTEM OF HOW TO MOVE THEIR SCHOOLS FORWARD, AND REALLY ADDRESS SOME OF THE KEY CONCERNS THEY MIGHT HAVE WITHIN 
          [02:20:05]
          THEIR DATA. >> JUST TO WRAP UP THIS SLIDE, SCHOOL IMPROVEMENT BECOMES A MARRIAGEER PART OF WHAT WE DO. 
          WE SPEND A LOT OF TIME IN THE SUMMER JUST REVISITING SCHOOL IMPROVEMENT AND WHAT IT LOOKS LIKE. WE EXPECT OUR SCHOOL PRINCIPALS TO WORK WITH THEIR LEADERSHIP TEAMS TO LOOK AT DATA, ANALYZE IT, DETERMINE ROOT CAUSES AND IDENTIFY THEIR AREAS OF NEED AND THOSE GREATEST AREAS OF NEED. 
          FROM THE GREATEST AREA OF NEED, THEY ARE IDENTIFYING VERY SPECIFIC GOALS THEY ARE MONITORING AND TYPICALLY YOU WILL SEE THOSE IN THE ACADEMIC AREAS OF READING, MATHEMATICS, YOU MIGHT FIND THEM IN AP RESULTS, YOU COULD FIND THEM IN SOCIAL STUDIES AND SCIENCE DATA AS WELL AND THEN THEY ALSO LOOK AT CULTURE AND CLIMATE AND DISCIPLINE AND ATTENDANCE DATA AND PUTTING GOALS IN PLACE. THEN THROUGH OUR MEETINGS WITH PRINCIPALS, WE HAVE OPPORTUNITIES FOR THEM TO TALK WITH THEIR PEERS TO GET PEER FEEDBACK, BUT ALSO BE ACCOUNTABLE FOR WHAT THE WORK IS GOING ON IN THE BUILDING, AND THEN THROUGH OUR MEETINGS WITH MRS. JACOBS AND I WEWALK THROUGH THE CLASSROOMS AND TALK ABOUT THEIR GOAL JZ THEIR GOALS ARE A RESULT OF WHAT THEIR SCHOOL IMPROVEMENT EFFORTS ARE SO YOU SEE ALIGNMENT WITH SCHOOL IMPROVALMENT EFFORTS AND THEIR GOALS WHICH ARE ALL IN ALIGNMENT TO THE STRATEGIC PLAN AND THE SUPERINTENDENT'S GOALS, BECAUSE IT IS ABOUT ACADEMIC OR CLIMATE IMPROVEMENT WITHIN THE BUILDINGS. 
          SO, THAT'S HOW WE SPEND TIME WITH SCHOOL IMPROVEMENT WITH OUR PRINCIPALS TO INSURE WE ARE MAKING MOVES IN ORDER TO MAKE A DIFFERENCE FOR OUR KIDS. 
          ONE THING THAT WE SPEND A LOT OF TIME TALKING ABOUT WITH SCHOOL IMPROVEMENT IS THE FACT THAT THESE EFFORTS WHEN WE TALK ABOUT CLIMATE, THERE MIGHT BE SCHOOL WIDE IDEAS, BUT WE ALSO WANT TO THINK ABOUT WHAT EFFORTS ARE GOING TO MAKE A DIFFERENCE IN THE CLASSROOM, BECAUSE YOU COULD DO A LOT OF THINGS FOR SCHOOL IMPROVEMENT BUT IF YOU DON'T CHANGE THE WAY YOU-WHAT ARE THE STRATEGIES THAT MAKE A DIFFERENCE FOR KIDS IN THE CLASSROOMS. 
          THANK YOU. >> IN OUR BUDGET PRIORITIES, WE JUST TALKED ABOUT MAKING CHANGES IN THE CLASSROOM FOR STUDENTS. 
          IN OUR BUDGET PRIORITIES, HAVE WE MADE THAT A PRIORITY? SPECIFICALLY IN MATH? WE SEEM TO BE STRUGGLING. 
          >> SO, AS WE LOOK AT THE MATH COMPREHENSIVE PLAN,ING IT IDENTIFIES KEY STRATEGIES. 
          SOME COME WITH A COST AND SOME DO NOT. 
          WHEN WE WORK WITH THEY PUT THINGS IN THE BUDGET THAT THEY BELIEVE ARE GOING TO HELP SUPPORT AND ADDRESS WHAT CLASSROOM INSTRUCTION LOOKS LIKE IN THE CLASSROOM. 
          ONE OF THE EXAMPLES I WOULD PROVIDE IS, BOTH WORKSHOP PAY AND SUBSTITUTE COVERAGE TO PROVIDE PROFESSIONAL LEARNING ON TIER 2 SUPPORTS. 
          SO, THAT STAFF UNDERSTAND WHEN SOMETHING IS NOT-WHATEVER THEY ARE DOING IN TIER 1, AND THE SUPPORTS THEY ARE PROVIDING IN THAT CLASSROOM ARE NOT WORKING FOR A SPECIFIC STUDENT OR GROUP OF STUDENTS, HOW THEY TARGET THEIR INSTRUCTION AND THEN WHAT TIER 2 SUPPORTS MIGHT NEED TO BE PUT IN PLACE IN ADDITION TO WHAT THEY ARE RECEIVING IN THE CLASSROOM. 
          >> I LIKE TO ADD REGARDING THE BUDGET, WHAT YOU RECEIVED ON THURSDAY NIGHT WAS A VERY HIGH LEVEL. HOPEFULLY BY MONDAY, I WILL BE ABLE TO PROVIDE THE BOARD WITH--THERE WAS WHEN WE LOOK AT 13 FUNDING CATEGORIES, THERE WAS I THINK $15 MILLION IN ADDITIONAL FUNDING AND I PLAN TO SHOW YOU IN EACH OF THOSE CATEGORIES WHAT THE CHANGE IS SO YOU SEE SPECIFICALLY WHAT WE ARE RECOMMENDING FOR YOUR 
          FUNDING. >> OKAY, THANK YOU. 
          >> WE ALSO HAD THE--TRANSITION TO THE 60 MINUTE CLASS SESSIONS. 
          ARE WE STILL AT 45? >> SO, THE REQUIREMENT IN THE MATH POLICY BY MSDE IS WE ARE 60 MINUTES IN MATHEMATICS OR EQUIVALENT OVER A WEEK AND THAT 
          [02:25:03]
DOES NOT HAVE TO BE IN PLACE FOR NEXT SCHOOL YEAR, IT IS THE FOLLOWING SCHOOL YEAR, SO OUR MIDDLE SCHOOL PRINCIPALS AT THE LAST MEETING, WE EVALUATED EVERY SINGLE ONE OF THE MIDDLE SCHOOL SCHEDULES, AND WE BELIEVE WE ARE AT LIKE 55, 56 MINUTES ACROSS THE BOARD IN ALL OF THE SCHOOLS PER MATH CLASS, BUT THEN WE ALSO IN SOME OF THE SCHOOLS MEET THE 300 MINUTES FOR THE WEEK. OUR NEXT STEP IS TO EVALUATE OTHER MODELS ACROSS THE STATE THAT MET THAT REQUIREMENT AND TO-AND OUTSIDE OF THE STATE OF MARYLAND AND THEN WE WILL ADOPT SOMETHING FOR THE 27-28 SCAL YEAR. 
          SCHOOL YEAR. 
          >> ARE WE INCLUDING TEACHERS IN THE CONVERSATION TO SEEK OUT WHAT THEIR REQUESTS OR WHAT THEY NEED, WHAT THEY WANT, WHAT THEY FEEL WOULD HELP?   MINUTES SPECIFICALLY OR JUST IN GENERAL FOR WHAT DO MATHEMATICS TEACHERS NEED? JOE AND JULIE DO A NICE JOB ASKING WHAT SUPPORT THEY NEED ANY TIME THEY PROVIDE PROFESSIONAL DEVELOPMENT, THEY ASK THOSE TYPE OF QUESTIONS, SO THEY ARE USING THAT TO PLAN FUTURE SESSIONS. SO, THEY ARE ABSOLUTELY ASKING FOR FEEDBACK, LOOKING FOR FEEDBACK AND WHEN WE ARE WRITING CURRICULUM AND WHEN WE PUT PROFESSIONAL DEVELOPMENT TOGETHER, JOE, JULIE, DON AND SHEALY ARE NOT ABLE TO DO IT ON THEIR OWN SO THEY RELY ON TEACHERS TO SUPPORT THAT, GETTING TEACHER LEADERS TO PROVIDE PROFESSIONAL DEVELOPMENT AND UTILIZING THEIR EXPERTISE IS WHAT YOU'LL SEE A LOT WITHIN THE MATH DEPARTMENT AND ACROSS ALL CONSTANT AREAS IN PROFESSIONAL DEVELOPMENT. 
          >> DO THEY HAVE ADDITIONAL SUPPORT SYSTEMS? I KNOW THE ELEMENTARY LEVEL SOMETIMES THEY HIRE INTERVENTIONEST, IS THERE ANYTHING AVAILABLE AT THE MIDDLE SCHOOL LEVEL FOR ADDITIONAL SUPPORT OUTSIDE THE TEACHER CLASS? CLASSROOM. 
          >> SO, AT THE MIDDLE SCHOOL LEVEL THEY HAVE-LIKE CALVERT MIDDLE--ALL SCHOOLS THEY HAVE A TYPE OF ADVISORY, BUT CALVERT MIDDLE ALSO HAS A SUPPORT THAT THEY PUT IN PLACE AND STUDENTS WILL-IT IS WITH OUR CURRENT TEACHERS BUT THEY HAVE TIME DURING THE DAY DESIGNATED AND SO ONCE A WEEK THEY GO BACK TO THE MATH CLASS AND THE MATH TEACHER EXTENDS ON THE LEARNING, THEY ARE TARGETING INSTRUCTION. 
          ONCE A WEEK THEY GO BACK TO ENGLISH, SCIENCE AND SOCIAL STUDIES SO THAT IS A REPETITIVE PIECE THAT HAPPENS EACH WEEK, AND WHAT THEY FIND IS THAT, WE MOVE FROM SOMETIMES A THOUGHT OR BELIEF THAT STUDENTS NEED SUPPORT OUTSIDE OF THE CLASSROOM TO, HOW THEY GET THE SUPPORT WITHIN THE CLASSROOM AND HAVING THAT ADDITIONAL TIME HAS PROVIDED THAT FOR TEACHERS. 
          WE ARE LOOKING AT THOSE PIECES. WE DON'T TECHNICALLY HAVE INTERVENTIONESTS, BUT WE DO HAVE TEACHERS AND OTHER STAFF MEMBERS DESIGNATED TO TEACH INTERVENTIONS AT SPECIFIC TIMES DURING THE DAY. 
            WORKING WELL AT ONE SCHOOL, ARE WE LOOKING TO DUPLICATE IT AT ALL SCHOOLS? 
          >> THAT IS PART OF THE CONVERSATION. 
          IT IS STEMMED FROM ARE WE MEETING THE 60 MINUTE REQUIREMENT, BUT ALSO LOOKING AT WHAT IS BEST PRACTICE IN SCHEDULING AND HOW WE MEET THAT REQUIREMENT AND ALSO IMPACT REALLY WHAT INSTRUCTION LOOK LIKE INSURING STUDENTS GET WHAT THEY NEED DURING THE SCHOOL DAY. ABSOLUTELY. 
          >> THANK YOU VERY MUCH. OKAY. 
          THAT BRINGS US TO THE END OF THIS SESSION. 
          >> 
          >> TO GO INTO CLOSED-- >> [INAUDIBLE] 
          [CLOSED SESSION]
          >> I MAKE A MOTION FOR THE BOARD OF EDUCATION OF CALVERT COUNTY TO GO INTO CLOSED SESSION TO DISCUSS PERSONAL MAT PERMITTED BY MARYLAND ACT 3-305 AND SECTION 3-103 OF THE GENERAL PROVISIONS ARTICLE OF THE CODE OF MARYLAND. 
          >> SECOND. >> THERE IS A MOTION AND SECOND. 
          ALL IN FAVOR? >> AYE. 
          P 
          >> NOW IN CLOSED.
* This transcript was compiled from uncorrected Closed Captioning.