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A
A
B
A
B
Appreciate
it
so
we've
got
two
board
members
on
the
phone:
Dr
French
and
Courtney
Waters
and
on-site
Dr,
Frazier,
Kate,
Darby,
superintendent,
Kennedy
and
then
myself,
so
we're
looking
forward
to
getting
started
and
hearing
the
next
steps
in
our
timeline
and
governance
process.
D
Wonderful
thanks
for
having
us
this
morning
to
talk
about
your
community
engagement
and
Outreach
process
and
yes,
we
are
well
aware
of
what
a
rainy
day
in
Charleston
and
the
traffic
is
the
first
time
we
were
there.
It
was
a
little
oh
yeah,
interesting
Driving,
Experience
yeah
yeah,
so
we
get
it
anyway
during
this
time
we're
going
to
try
to
get
through
a
few
things
in
preparation
for
your
engagement
and
Outreach
sessions.
First,
we
want
to
review
the
script
that
we've
created.
D
For
You
Second
talk
a
little
bit
about
the
listening
sessions
in
general
and
then
finally
have
a
little
bit
of
time
to
practice
the
script
itself.
So
first
we'll
start
with
reviewing
the
script.
Does
everyone
have
that
draft
that
was
provided
this
morning?
D
A
D
All
right,
this
was
created
based
on
feedback
of
those
who
chose
to
provide
it,
and
we
weren't
able
to
add
all
of
the
ideas
that
were
very
appreciative
of
all
the
input
given.
D
D
So
if
you
have
that
in
front
of
you,
let's
just
go
through
it
section
by
section
and
we'll
try
to
do
this
quickly
as
quickly
as
possible.
I
know
you're
just
getting
it
today.
So
if
you
can
just
take
a
look
at
that
very
first
page,
which
kind
of
lays
out
what
the
script
is,
just
click.
If
you
can
read
through
that-
and
someone
give
me
the
give
me
the
thumbs
up
when
it
seems
like
everyone's
gotten
through
that
I'll
just
have
you
read
it
to
yourselves.
F
D
It
you
got
it
okay.
Well,
what
I
want
to
know
is
if
there
are
any
questions
and
then,
if
you
have
any
feedback
regarding
anything
around
that
needs
to
be
kept
deleted
or
modified
yeah
Kristen.
G
So
an
issue
or
including
a
PowerPoint
slide
deck
for
the
presentation,
and
we
talked
about
this
at
some
point:
Miss,
herderick
and
I,
and
also
when
I
was
talking
to
staff.
It's
going
to
be
easier.
If
we
keep
it
as
simple
as
possible,
we
don't
have
to
have
visual
display,
like
that.
G
You
know
technology,
but
so
is
it.
Is
that
something
that
we
can
use
as
part
of
a
handout
instead.
D
So
it's
a
yeah
and
it's
a
really
simple,
PowerPoint
I,
don't
and
it
all
it
has
is
basically
the
questions
that
you
can
just
put
up
so
they're
up
there
and
and
available
available
for
people
to
see.
So
if
you
have
a
different
way
around
that
or
a
different
that
is
totally
fine,
you
don't
have
to
use
it.
H
Oh,
you
have
something.
One
thing
I
will
name
is
that
when
I
open
up
the
slide
presentation,
I
appreciate
that
it's
not
a
sit
and
get
format,
but
people
are
actually
doing
things
and
I
think
that'll
be
very
different
for
our
community
members,
yeah
yeah.
D
D
I,
don't
have
that
information
in
front
of
me.
I
might
have
someone
from
the
team
figure
that
out
and
let
you
know
at
some
point
before
we
end
great.
H
D
Problem
and
then
just
we
tried
to
list
out
as
well
the
things
under
that
supporting
documents,
the
things
that
you
might
need
to
actually
facilitate
the
sessions
and
that
you
might
need
staff
support
with
acquiring
so
that
superintendent
Kennedy.
If
you
can,
the
noting
some
of
those
things
as
well,
and
we
can
talk
further
about
what
some
of
those
things
look
like,
but
just
be
thinking
about
where
who,
who
might
need
to
be
helping
out
with
that
all
right.
D
If
we're
ready
to
move
on,
let's
actually
get
into
the
script
itself
and
check
out
page
two,
the
section
that
says,
preparation
and
setup
and
context
which
gives
further
information
about
the
expectations
leading
up
to
and
then
day
of
our
and
kind
of
the
format
of
the
sessions.
Just
take
a
minute
to
read
that
and
then
we
can
see
if
there's
any
questions
and
if
there's
anything
that
you
think
needs
to
be
edited
modified
deleted.
Whatever.
A
B
I
just
have
a
clarifying
questions
between
engagement
and
Outreach,
so
say
that
we
were
going
to
like
a
constituent
board
meeting
and
they
carved
out
like
an
hour
of
their
meeting
for
us
to
present.
Could
that
be
counted
as
a
community
engagement
session
that
the
board
hosts
or
would
that
still
be
considered
Outreach?
And
is
there
like
a
specific
number
that
you're
trying
to
for
us
to
accomplish
in
each
of
those
areas?
Yeah.
D
So
that
would
still
be
considered
Outreach
because
you're
going
to
someone
else's
someone
else's
meeting
that
wouldn't
necessarily
be
open
to
the
rest
of
your
community
or
public,
and
it's
and
there's
not
necessarily
any
certain
mix
that
we're
looking
for.
So
it's
what
you
you
as
a
board
determines
reaches
the
the
span
of
people,
organizations.
D
That
you
want
to
to
which
to
achieve
the
feedback
that
you
believe
necessary.
So
it
doesn't.
You
know
we're
not
we're
not
looking
for
a
certain
number
of
Outreach
sessions
versus
engagement
sessions,
just
it's
a
matter
of
of
the
board
getting
the
reach
that
they
desire.
D
H
You
yep
I
have
a
question
about
so
these,
and
this
was
a
struggle
I
had
actually
when
trying
to
when
I
was
talking
to
folks
who
were
hosting
things,
but
maybe
didn't
have
time
for
us
to
speak,
but
they
said,
oh,
you
can
set
up
a
table
or
something
and
and
it
would
be
like
a
one-to-one-
is
that
really
just
not
ideal?
H
Or
would
it
be
okay
to
augment
in
that
way
where,
for
instance,
there's
a
parent
Fair
coming
up
and
they
don't
want
to
like
let
someone
speak
because
they
want
to
maintain
their
programming,
but
they
have
tables
and
they're
like
you
know,
you
can
be
a
part
of
the
event
that
one
I'm
just
thinking
for
the
future.
You
know
if
we
don't
do
it
this
time.
Maybe
we
you
know.
D
Yeah
and
I
think
I
think
that
if
you
were
were
able
to
be
at
a
table
for
for
an
event
like
that,
I
don't
know
that
it
would
be
like
I
want
so
much
of
a
one-on-one
actually
go
through
the
questions
with
them,
but
maybe
having
the
information
to
give
them
around.
This
is
what
we're
trying
to
accomplish
here
is
a
link
to
a
survey.
We
really,
you
know,
really
want
your
input,
and
this
is
what
we're
going
to
be
doing
with
it.
D
It's
going
to
help
us
write
goals
and
guardrails
that
guide
our
district
for
the
next
five
years.
You
know
some
little
short
elevator
speech
and
maybe
a
handout
that
directs
them
to
where
they
can
give
feedback.
Yeah.
F
Listen
Don
I
do
have
a
question
also
so
so
the
so.
What,
in
this
process,
this
engagement
process?
Is
there
a
segment
that
this
internal
I
mean
I,
know
I've?
Had
you
all
go
through
the
student
outcome,
governance
structure
with
my
staff,
with
the
with
our
extended
leadership
team,
also,
and
you
all
going
to
do
that
with
all
of
our
principals
next
month
and
then
we're
setting
up
this
one
with
some
teacher
Representatives,
but
in
terms
of
the
goals
feedback.
D
So
if
the
board
chooses
to
engage
staff
it
to
listen
for
vision
and
values,
that
is
that
can
be
done.
If
the
board
chooses
to
do
that,
however,
it
it
is
and
we'll
get
into
this
a
little
bit
more,
you
know
in
a
little
bit,
but
it
would
be
engaging
them
as
we
call
it
as
owner
service
versus
customer
or
user
service.
So
yeah
the
board
wanted
to
engage,
engage
staff
to
get
or
survey
staff
with
the
same
types
of
questions.
Then
then
they
they
can
choose
to
do
that.
G
D
So,
let's,
let's
move
to
the
opening
on
that
next
page
page
three
through
the
top
of
page
five
oops
and
this
one's
a
little
bit
longer.
But
this
this
gives
is
what
how
you
would
all
be,
how
the
board
two
board
members,
the
one
one
of
two
board
members,
would
be
opening
up
the
sessions
with
the
community
and
and
laying
out
the
context
of
what
you're
going
to
be.
What
you're
there
for
what
you're
going
to
be
asking
them.
A
A
D
G
D
I'm
glad
you
mentioned
that,
because
that
was
actually
a
question.
I
think
that
might
have
been
from
some
feedback
that
we
got
so
what
I
was
and
I
had
it
noted
to
find
out
is
if
that
meant
recorded,
that
you
wanted
them
recorded
or
that
you
met.
You
were
capturing
notes
like
recording
it.
A
D
B
Maggie
and
I
talked
about
this,
and
we
were
thanking
that
for
the
board-led
sessions
that
it
could
be
a
possibility
for
us
to
record,
not
the
small
groups
but
the
individual
feet
or
the
feedback
that
was
coming
in.
This
would
be
really
difficult
going
into
other
people's
meetings
to
record.
But
I
think
that
the
meetings
that
we
lead,
that
there
is
a
possibility
to
do
that.
G
Think
audio
might
be
the
best
way
to
do
it,
though,
because
we
did
talk
about
people
might
be
more
reluctant
to
speak
if
they
feel
like
they
have
they're
going
to
be
on
display.
I
guess
through
a
video
recording
I'm,
not
sure
how
how
to
accomplish
both
those
things.
And
if
we're
a
recording
note,
if
we're
taking
notes
and
making
sure
that,
like
when
everybody
comes
back
from
a
small
group,
that
they
feel
that
the
group
leader
or
the
note
group
Note
Taker,
has
really
accurately
written
everything
down.
G
C
Have
two
statements
that
I'd
like
to
read?
First
of
all,
I
think
we
have
to
have
a
recording
device,
because
things
have
a
tendency
to
change
during
the
course
of
an
of
a
conversation
with
the
smaller
either
a
large
group.
C
I
C
Real
because
it's
my
first
time
when
we
had
our
meeting
with
you
guys
so
somewhere
in
the
script,
we
need
to
identify
or
interpret
what
we're
talking
about.
D
Yeah
and
there's
there's
a
little
bit
a
little
bit
of
that
in
the
script
and
I
know
that
there
were
some
recommendations
around
really
going
through
that.
However,
I'm
I'm
not
sure
that
I
think
this,
the
thinking
is
that
in
in
the
amount
of
time
that
you
would
have
with
the
community
to
go
through
a
real
in-depth
educational
session
with
them
about
what
goals
and
guard
rails
are
might
not.
D
It
might
only
get
you
that
far
versus
actually
getting
to
a
place
where
you
can
get
their
feedback,
so
I'm
wondering
if
it
would
work
for
you
to
have
some
sort
of
cheat
sheet
that
we
could
help
you
develop
that
that
actually,
actually
as
a
handout
that
helps
describe
them.
That's.
G
A
good
idea
yeah
and
also
can
I
just
mention
Dr
Frazier.
If
you
look
at
question
number
three
on
the
slideshow
slide
deck,
it
really
gets
it
what's
what
the
guard
rails
are
about
and
that
language
is
much
more
important,
I
think
than
whether
or
not
we
call
it.
We
talk
about
guard
rails
specifically
during
the
meeting,
because
the
this
is
basically
saying
what
do
you
think
that
we
shouldn't
do
right,
so
that
is
the
those
are
the
guard
rails?
Does
that
question
on
part
Slide
Five?
G
E
C
It
does
yeah
and
let's
keep
in
mind
also
that
there
are
different
levels
of
sophistication
when
it
comes
to
our
various
districts.
D
So
so
yeah,
so
a
very,
very
user,
friendly
one-page
document
that
describes
it
in.
D
B
And
to
go
back
to
the
recording
portion
of
it,
Kristen
to
or
Dr
French,
to
elaborate
on
your
point,
I
think
for
those
that
don't
feel
comfortable
speaking
in
public.
There
will
be
a
survey
link
that
we're
providing
so
they
could
actually
listen
to
the
recording
and
it
would
have
contacts
around
the
survey,
so
I
think
for
our
the
board-led
sessions
that
that
reporting
is
going
to
be
important
because
it's
something
we
can
post
on
our
website.
D
One
of
the
other
things
that
we
were
going
to
recommend
and
that
you'll
see
as
we
get
further
into
the
script
is
that,
as
these
table
conversations
aren't
having
happening,
you
would
have
note
cards
or
sticky
notes
or
whatever.
You
came
up
with
for
individuals
to
record
what
their
responses
are
to
the
questions
and
then
thinking
that
you
could
have.
D
Each
question
and
before
people
leave,
they
go
and
stick
their
stick,
their
personal
individual
responses.
Up
on
that
you
could
even
photograph
it
and
add
picture
absolutely
picture
gallery
to
your
website.
You
know
so
showing
that
this
is
all
all
recorded
and
all
has
we've
had
this
intake
we've
taken
it
in
as.
G
Well,
yeah
I
think
that
that
is
great
and
I
love
the
idea
of
having
something
on
our
website
that
where
we
can
show
some
of
the
processes,
that's
happening
show
how
we're
trying
to
Faithfully
record
people's
input,
which
reminds
me-
and
we
don't
have
to
talk
about
this
right
now,
but
it
would
be
good
Lauren
if
we
could
get
together
with
staff
to
talk
about
what
we
need
to
have
on
the
website.
G
D
D
Yeah,
let's
get
through
the
script
and
then
we
can
okay,
we
can
get
to
that.
So
if
you
notice
at
the
and
I
do
want
to
point
you
to
the
end
of
that
section
of
the
top
of
page
five
of
the
opening
section
is
that
we
and
that
we
say
each
table
group
or
you
you
would
say
each
table
group
should
identify
one
person
a
table
lead
to
keep
the
conversation
moving
and
to
capture
the
group's
thought:
does
that
sound
like
what
you
had
envisioned?
D
D
D
And
actually,
if
you
want
to
just
to
make
this
a
little
quicker,
why
don't
you
go
through
all
three
questions,
so
questions
one
two
and
three.
So
that's
bottom
of
page
five,
through
top
of
page
seven.
D
A
H
Lauren
and
I
were
just
discussing
one
of
the
things,
particularly
looking
at
question.
Two
that
I'm
just
wondering
is
if
we
maybe
could
provide
some
examples,
because
I'm
concerned
that,
because
nobody's
ever
asked
them
before,
they
may
struggle
a
little
bit
at
first
to
get
going,
and
maybe
the
table
leads
could
be
helpful
with
that.
D
So
I
think
I
think
you
could
do
that.
I
think
the
drug
back
in
doing
so
is
influencing
inadvertently
influencing
the
conversation
toward
a
very
certain
set
of
things
you
know
like
because
it
doesn't
necessarily
have
to
fall
into
an
academic
category,
for
example.
So
I
think
you
would,
if,
if
you
did
decide,
you
wanted
to
give
examples,
I
think
I
would
be
thoughtful
about
a
broad
variety
of
samples
or
of
examples.
J
H
And
I'd
be
asking
you
all
for
a
recommendation,
for
example,
because
again
I
don't
I,
certainly
don't
want
to
influence,
but
just
to
get
them
going.
I'm
wondering
if
we
say
this
and
stop
and
there
aren't
people
who've
been
in
these
sort
of
facilitated
spaces
and
have
people,
because
we're
talking
about
folks
who
may
never
have
been
in
a
conversation
like
this
even
at
work,
just
ways.
Conversation
starters
for
folks
who
hadn't
been
in
these
sorts
of
discussions.
D
G
What
I'm
sort
of
conflicted
about
this,
because
I
also
think,
especially
as
we're
talking
to
parents
I,
think
parents
know
what
they
want
their
kids
to
get
out
of
school?
G
Maybe
not,
but
you
know
a
lot
of
parents.
May
focus
on
academics,
some
parents
May
focus
on
some
other
things
that
aren't
purely
academic,
but
it
this.
Although
the
question
you
know
the
facilitated
discussion
might
be
different
for
them.
G
E
Yeah
I
think
I
think
if
we're,
if
we're
cognizant
of
that,
that
we
don't
want
to
do
that,
we
can
make
don't
lead,
but
I
agree
that
we're
going
to
have
to
give
some
examples
because
the
re
you
know
there
will
probably
be
some
groups
that
we
meet
with
that.
You
know
if
Carol
Temple's
in
the
group
she's
going
to
have
her
whole
agenda.
That
kind
of
thing
but
I
think
there'll
be
others
where,
even
though
they
do,
as
a
parent,
perhaps
know
what
they
want
their
student
to
be
able
to
do
they
they.
E
Just
because
we
haven't
done
something
like
this.
It
may
be
tough
for
them
to
articulate
so
I
think
we
can
either
have
some
really
broad
examples
or
I'm
sure
I'm
sure
we
can
craft
an
example
or
two
just
just
so.
They
you
know
know
their
they're,
not
told.
You
know
people
in
a
group
like
that
they're
not
going
to
just
blurt
something
out
if
they
don't
think
they're
going
in
the
right
direction.
So.
D
The
other
thing
we
can
do
as
part
of
the
script-
and
this
is
a
suggestion
so
on
question
two:
what
are
the
things
you'd
like
students
to
know
or
be
able
to
do
to
be
successful?
Maybe
maybe
it
is
what
Knowledge
and
Skills
or
followed
up
with
the?
What
Knowledge
and
Skills
do
our
students
need
in
order
to
be
successful?
That
might
clarify
that
question
even
more
as
a.
E
H
Even
if
it's
something
like
do
you,
you
know
wanting
your
child
to
be
able
to,
you
know,
be
prepared
to
get
a
job
after
you
know,
yeah
exactly
tied
to
anything.
We've
espoused,
but
just
an
example
to
get
them
going
is
what
what
I'm
saying,
and
it's
not
meant
to
be
divisive,
but
just
again
a
conversation,
starter
say
it
in
one
sentence
of,
for
instance,
would
you
like
your
your
child
to
be
to
leave
high
school
with
a
trade
you
know
and
and
just
cut
it?
E
G
G
D
So
I
don't
think
you're
doing
that
I,
don't
think
you're
doing
a
come
up
and
and
say
how
you
feel
I
think
you're
I
think
it's
going
to
be
a
matter
of
really
grounding
and-
and
we
can
get
into
that
a
little
bit
with
with
some
practice
here
in
a
minute.
So
let's
just
get
quickly
get
through
the
script
and
then
we'll
we'll
talk
about
how
to
how
to
get
through
some
of
this.
D
One
of
the
things
that
I
want
I
do
want
to
point
out,
and
it's
highlighted
is
that
we're
not
agreeing
or
disagreeing
with
their
input
and
we're
just
and
again
that's
around
the
not
influencing
so
just
wanted
to
bring
that
up.
D
A
A
D
The
priorities
I
think
I
would
plan
to
both.
Have
someone
have
the
second
board
member
whoever's,
not
speaking
typing
typing,
as
they
are
listening
and
I
would
also
collect
the
the
table.
Notes
the
as
well
and
or
you
know,
photograph
them
whatever
somehow
some
way
of
of
capturing
the
the
actual.
A
G
B
A
D
Something
we
can
work
with
superintendent,
Kennedy
on
and
and
then
you
know
have
a
chance
to
look
on.
Look
at
that
and
see
if
it
fits
okay
for.
A
B
Was
that
that's
those
data
points.
D
Yeah,
so
so
it
might
be
some
sort
of
using
those
things
and
and
and
giving
some
additional
context
or
very
readable
making
it
very.
G
D
Yeah
so
we'll
plan
we'll
plan
to
do
that.
Any
other
questions
on
that
on
the
script
itself.
Right
now.
F
I
do
have
a
question,
and
this
is
more
about
a
level
of
nervousness
here.
So
first
of
all,
I
really
appreciate
this.
F
This
approach,
you
know
in
case
in
the
community
and
what
happens
if
the
the
feedback
from
the
community
does
not
focus
on
and
say,
reading
I
was
in
a
school
this
elementary
school
this
morning,
where
the
principal
and
the
staff
were
I
mean
really
really
talking
about
what
they
had
done
last
year
with
with
our
new
reading
curriculum
and
how
they're
going
to
expand
on
that
this
year,
so
I
mean
how
do
we
address
that?
If
we
don't
have
the
type
of
feedback
around
the
academic
aims
that
we
that
will
focused
on.
D
Yeah
so
you're
you
are
going
to
the
board
is
going
to
be
collecting
this
community
feedback,
but
they're
not
going
to
be
looking
at
that
in
isolation.
D
They,
the
board,
will
also
be
looking
at
the
student
data
along
with
that
and
identifying
those
High
leverage
High
need
areas
so
that
so
that
those
things
put
together
should
would
lead
to
whatever
the
three
to
five
goals
would
be
that
the
that
the
board
would
adopt
I
suppose
there
is
always
a
chance
that
the
community
input
could
lead
in
a
in
a
direction
other
than
that.
D
What
I
can
what
I
think
I
can
accurately
say,
and
my
colleagues
with
me
on
this
call
can
can
correct
me
if
I'm,
wrong
or
or
affirm
it
is
that
most
of
the
goals
that
we've
seen
set
around
the
are
have
a
reading
and
a
math
component
in
them
that
that
seems
to
be.
That
seems
to
be
what
we
see
and
a
need.
That's
everywhere,
I,
don't
know
if
Kim
Ben
Rodney,
if
you
wanna,
if
you
have
anything
else
to
say
on
that.
I
I
would
just
simply
add,
I
think
what
you'll
hear
from
that
I
mean
your
community
is
going
to
know
what
they
value
and
I,
just
without
even
being
part
of
the
community,
know
that
they're
going
to
Value
kids
being
on
track.
So
I
think
the
reading
is
not
going
to
be.
You
know
something
that's
not
seen
as
important
I
think
what
you'll
hear
from
these
sessions
and
what
the
board
will
hear
from
these
sessions
is
like.
I
Where,
in
that
vein,
are
we
focusing
like
is
our
most
important
and
most
concerning
area
third
grade
for
X,
Y
and
Z
reason?
Is
it
looking
at
our
demographic
groups
and
the
larger
achievement
gaps
that
we
have
and
really
addressing
those
so
I
think
you'll
hear
those
nuances
come
out
not
so
much
about
academics
as
a
whole.
D
All
right,
if
we're,
if
we're
okay
on
the
script
right
now,
let's
move
on
a
little
bit.
How
much?
How
much
time
do
we
have
left
I
know
we
started
late,
I'm
and
I
know
it's
almost
noon
there.
So
what.
D
Okay,
we'll
we'll
we'll
work
to
get
wrapped
up
here
in
15.
I
just
want
to
bring
this
up,
so
we
know
that
school
boards
exist
to
represent
the
vision
and
values
of
the
community
right.
D
So
that
is
why
you
are
headed
out
to
do
these
listening
sessions,
so
when
the
board
goes
out
to
do
these
listening
sessions,
to
whom
will
you
be
listening?
The.
G
D
D
Yeah
and
and
the
distinction
that
needs
to
be
made
is
that
you
again
are
representing
the
vision
and
values
of
the
community
and
thinking
of
the
community
in
an
owner
capacity
so
versus
their
customer
capacity.
So
you
are
doing
owner
service
versus
customer
service.
So
thinking
about
the
community
as
the
owner
of
your
public
school
system
and
and
and
the
results,
the
the
goals
and
the
guard
rails,
their
vision
and
values
are,
are
what
they
are
looking
for
as
owners.
D
So
it's
important
to
know
know
the
difference
between
doing
owner
and
customer
service
and
listening.
D
So
if
I
go
into
McDonald's
and
buy
a
hamburger,
is
my
behavior
in
that
moment,
as
a
customer
or
an
owner
of
McDonald's
customer
customer
yeah?
So
what
what
are
some
characteristics
of
that
behavior
of
my
of
customer
Behavior
of
being
the
customer.
J
D
Yeah,
it's
transactional.
It's
transactional,
there's
a
specific
value
that
I'm
trying
to
there's
something
I'm
trying
to
get
from
the
organization
for
myself
and
it's
a
more
immediate
Focus
than
a
long-term
Focus.
D
So
if
I
really
love
that
hamburger
and
decide,
I'm
gonna
go
online
and
buy
stocks
in
McDonald's
and
the
moment
that
I
buy
a
stock
is
my
behavior
that
a
customer
or
an
owner
an
owner
yeah?
Why
would
you
say
owner.
D
Yeah
so
I'm
I'm
investing
in
the
organization
I'm
looking
to
be
a
part
of
the
organization
over
time.
I
have
long-term
interests
in
the
organization
and
and
my
alignment
is
there
so
again
as
a
customer.
I
have
a
shorter
term
time.
Horizon
about
the
quality
of
the
organization
is
providing
and
as
an
owner
I
have
that
longer
term,
but
can
the
same
person
be
an
owner
and
a
customer
yeah
yeah?
D
J
J
G
I
am
thinking
of
the
school
district
But.
Ultimately,
what
what
are
the,
what
are
students
as
a
whole,
as
the
body
of
students
going
to
be
able
to
do
when
they
get
done,
as
opposed
to
specifically,
what
is
my
student
going
to
know
so,
even
though
that's
always
a
very
important
priority,
if
you're
only
focused
on
the
needs
around
your
own
student,
that's
to
me
that
seems
like
more
customer
related
than
ownership
related.
A
G
D
D
No,
that
that
might
be
an
indication,
although
you
might,
you
might
still
be
able
to
render
some
valuable
information
from
that
that
when
you're
doing
these
listening
sessions,
for
example,
however,
that
is
a
challenge
that
school
board
space,
because
customers
and
owners
can
be
the
the
same
people
and
and
there's
always
a
need
for
both
in
a
school
system.
So
there's
always
a
need
to
to
give
both
customer
service
and
owner
service,
but
when
you're
going
out
to
your
community
to
listen
to
them.
D
G
D
Yeah
superintendent
in
their
staff
and
and
then
it's
the
school
boards
to
to
give
that
owner
support
So
when
we're
talking
about
the
same
people,
and
when
you
have
these
people
who
could
wear
both
hats
in
your
system,
it's
going
to
be
important
for
you
all
to
discern
what
it
is
they're
bringing
to
you.
D
And
so
that's
so
you
know
you
might
have
people
come
to
you
saying:
they're
upset
about
something
happening
in
their
child's
classroom
or
building
about
the
way,
their
student,
that
their
student
got
a
bad
grade
or
didn't
get
chosen
or
wasn't
able
to
get
into
some
class
or
something
of
that
sort.
D
D
Those
folks
are
coming
to
you
that
in
that
moment
they
are
coming
to
you
as
customers,
and
so
when
there's
when
there's
that
type
of
customer
Behavior
or
issue
coming
to
you,
it's
the
board's
job,
then
to
connect
them
to
the
correct
customer
service
rep,
which
that
is
something
as
you're
doing
these
listening
sessions
that
we'll
really
need
to
have
a
handle
on,
and
if
that
is
that
you
are
giving
them
a
direct
number
phone
number
to
superintendent
to
a
designee
of
the
superintendent
or
directing
them.
D
D
That's
going
to
be
important
for
you
and
I
think
that's
something
that
that
the
Board
needs
to
determine,
along
with
superintendent
Kennedy,
what
the
course
of
action
that
is
best
to
take
because
the
longer
so
when
we
think
about
it,
the
board
is
positioned
furthest
from
being
able
to
address,
address
an
issue
or
have
the
solution
in
a
customer
service
issue,
whereas
the
superintendent
or
their
designees
or
staff
are
going
to
be
best
suited
and
the
longer
the
bullet
board
holds
on
to
that
issue.
H
Courtney
I'm
wondering
if
we
can
decide
maybe
now
or
just
before,
we
start
who
the
person
should
be,
because
I
also
think
it's
important,
that
all
of
the
concerns
go
to
the
same
person
so
that
we
can
at
least
make
sure
they
get
addressed
and
I
don't
know
if
that
would
be
I
won't
say
this
is
not
my
staff
I.
H
D
Yeah,
no
thanks,
Kristen
I'm
thinking,
if
you
all
are
going
to
be
the
ones
taking
the
notes,
they
need
to
go
ASAP
to
whomever
whomever
that
is
like
immediately,
if
not
sooner
so
that
that
person
can
get
their
issues
resolved
and
so
that
the
board
members
aren't
holding
on
holding
them
up
from
that
happening,
so
either
providing
them.
You
know
with,
if,
if
we're
providing
a
one-pager
or
whatever,
with
examples
of
goals
and
guard
rails,
perhaps
at
the
bottom
of
that
one
pager,
there's
a
if
you
have
issues
that
are
yeah.
D
Should
those
go
too
right.
Call
this
number
or
email
this
person.
F
Clarification
we're
talking
about
issues
that
specific
issues
that
come
up
during
the
the
sessions,
the
listening
sessions,
the
engagement
session.
F
F
Yeah
and
and
also
that
here
there's
someone
maybe
someone
on
my
staff
but
someone's
gonna,
be
taking
notes.
F
H
Yeah
I
brought
it
up
because
we
have
you
know
potentially
four
different
groups
going
out
and
we
could.
There
could
be
a
facilities
issue
in
one
in
a
learning,
Services
issue
and
one
another,
and
so
we're
just
trying
to
figure
out
who
we
as
individual
school
board.
Members
pass
the
information
off
to
one
Central
person,
yeah.
F
So
if
if,
if
someone
a
board
member
is
going
to
take
notes
at
each
session,
then
then
that
person
that
board
member
can
send
it
directly
to
me
and
then
I'll
get
distributed
out
to
the
right
people
in
my
staff.
Okay.
But
if
it's
individual,
but
if
it's
Consolidated
on
a
on
a
set
of
notes,
I
can
come
to
me.
Okay,
yeah.
B
So
what
if
we
have
like,
say
five
individuals
and,
like
Courtney,
said
one's
coming?
They
have
a
stain
on
their
carpet.
They
need
to
get
it
fixed
and
someone's
having
a
bus
transport
issue.
We
are
taking
notes,
but
you
could
have
like
we
could
be
sending
emails
with
like
so
much
and
then
we're
gonna
have
to
take
contact
information
and
so
you're
able
to
get
back
with
those
people.
Is
there
a
more
efficient
way
that
we
can
do
it.
G
F
All
right,
so
so,
let's
do
it
this
way,
yeah
send
it
to
Trudy
and
CC
me
exactly:
okay,
okay,
Trudy.
C
I
think
I,
like
Christian's
idea
of
having
them
to
write
it
down.
Let's
have
a
place
there
to
collect
I,
don't
think
suppose
we
have
six
or
seven
people
there
with
issues
not
related
to
what
we're
talking
about
to
have
say
a
box
where
we
could
have
them.
If
you
have
other
issues,
that's
not
related
to
what
we're
talking
about,
because
we
want
to
make
sure
that
we
address
other
issues
because
they
will
come
up
yeah.
B
B
Right
I'll
tell
her
I
mean
she
knows,
but
I'm
scared
that
we're
gonna
get
in
that
situation,
and
your
first
point
in
the
first
section
of
this
was
like
integrity
and
follow-up.
So
like
what,
if
we
misread
a
number
on
the
email
or
you
know,
a
seven
looks
like
a
not
I
mean
there's
just
so
many
instances
when
you're
writing
stuff
downwards
incorrect.
D
Yeah,
so
so
here's
the
thing
we
don't
want
to
encourage
these
sessions
to
become
that
right.
We
don't
want
to
encourage
it
at
all.
We
actually
have
it
scripted
out
that
you
tell
them
that
this
is
not
the
place
for
this.
D
We
can
get
you
you
know
to
the
correct
person,
but
this
isn't
the
place
for
hearing
grievances
essentially
and
so
having
either
having
something
something
available
and
we
hope
you're
not
getting
a
ton
of
them
in
one
place,
because
or
or
that
that
that
that
intent
or
that
that
takes
over
the
intent
of
the
session,
but
just
and
I
I,
don't
even
know
that's
why
I
think
my
original
suggestion
is
to
give
them,
rather
than
the
importance
of
them,
giving
them
the
information
to
connect.
Okay.
E
F
So
so
I
wanna
Julie
take
a
note
for
for
you
and
I
talk
about
which
email
we
would
use
so
we'll
get
that
so
we'll
get
we'll
get
that
communicate
to
y'all.
G
It
might
be
helpful
to
note
in
the
script
somehow
if,
if
you're
getting
feedback
from
the
even
the
table
sessions,
that's
where
they're
focused
on
those
kind
of
issues
you
can
Circle
back
and
say
we
want
to
remind
you
that
we're
talking
about
the
questions
on
the
sheet
that
we're
talking
about
goals
for
students.
So
these
other
issues
have
to
be
taken
care
of
with
staff
and
here's
the
contact
information
again.
C
So
I
think
that
if
I'm
allowed
as
the
leader
of
this
session,
to
have
a
discretion
to
sort
of
have
my
way
of
making
sure
that
their
voices
are
heard
and
with
Michael,
it's
probably
going
to
be
just
to
write
your
gripe
down,
because
you
always
have
one
and
and
then
pass
it
on
to
you.
So
you
can
decide,
read
that
particular
and
that's
what
you
do
already
Mr
Kennedy.
When,
when
we
email
you,
you
send
it
to
the
person
who
handles
that
department.
D
Take
a
moment
and
see
so
Mr
Jordan
who's
on
this
call.
If
he
doesn't
mind,
if
I
can
ask
him
to
respond
to
that
concern
and
those
thoughts.
K
Yeah,
so
so
a
couple
of
things
that
I
think
is
important:
that
not
only
will
you
all
be
reaching
out
in
your
own
District,
remember:
you're,
going
to
be
partnering
and
going
outside
of
your
district
and
making
sure
that
you're
hearing
what
the
entire
community's
input
is,
and
so
I
do
think
it's
it's
fair
that
you,
you
know
the
feel
for
your
District,
but
also
keep
in
mind.
You
won't
just
be
there
and
so
having
a
process.
K
That's
that's
consistent,
I
think
is
important
and,
as
was
just
mentioned,
if
right
now,
you
already
have
a
normal
expectation.
If
there's
a
concern
brought
to
you
that
you
pass
it
on
to
the
superintendent
I
think
you
can
definitely
do
that.
Should
you
encounter
that,
while
you're
doing
these
listening
sessions,
but
remember
you're,
going
to
be
partnering
outside
of
your
District,
you
just
won't
be
going
to
your
very
own
District
to
to
for
your
listening
session.
D
G
Other
thing
I
just
wanted
to
say
about
when
we,
when
we
say
well,
we'll,
take
your
concern
and
give
it
to
the
superintendent,
then
we're
taking
responsibility
for
making
that
happen.
And
what
and
that's
not
our
job.
You
know
that
those
customer
concerns
the
customer
needs
to
deal
directly
with
the
staff
and
the
staff
needs
to
be
responsible
to
them.
And
if
you
take
on
all
those
customer
issues
for
yourself,
then
you're
taking
energy
from
your
job
as
a
board
member.
B
Unfortunately,
we're
going
to
have
to
wrap
up
this
session
because
we
have
another
12,
15,
Zoom
or
Mr
Kennedy,
but
really
appreciate
everyone's
time.
I
think
the
last
point
of
sticking
to
the
script
is
going
to
create
consistency
across
the
various
districts.
So
we
will
work
on
that
as
a
team
and
do
some
practice
sessions.