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From YouTube: CCSD Board of Trustees Council of Great City Schools Ad Hoc Committee Meeting | August 4, 2022
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A
All
right
we're
all
set.
Thank
you,
maggie
you're
welcome,
so
we
are
going
to
call
it
a
session
kristen.
You
are
the
only
committee
member
on
the
call
right
now
call
to
session
our
ad
hoc
governance
committee.
You
in
agreements
with
that.
A
D
A
F
A
So
ken
we'll
start
out
with
the
timeline
that
you
pulled
up,
I
was
fortunate
enough
to
meet
with
superintendent
kennedy
and
michelle
simmons
on
tuesday
of
this
week,
just
to
review
the
timeline
get
some
background
on
where
they're
at
so
mr
kennedy
and
michelle
are
going
to
update
us
in
this
meeting
on
where
they're
at
and
we
can
go
from
there,
and
I
know
we
have
some
meetings
coming
up
with
the
cabinet
level
officials
and
michelle
and
don
have
done
a
great
deal
of
work
behind
the
scenes
working
with
principals
and
teachers
in
the
development
of
the
smart
goals.
A
So
I
think
that
we're
fairly
on
track,
but
we
can
go
through
the
board
implementation
timeline.
I
also
have
some
edits
that
mr
kennedy
provided
to
me
that
I
will
send
over
to
you
mainly
having
to
do
with
the
check-ins
with
the
board
chair
and
board.
He
made
sure
that
those
dates
correlated
to
our
board
meeting
dates.
D
Okay-
and
I
also
received
some
requested
updates
and
changes
from
trudy
as
well-
are
those
reflected
I'm
guessing
that
those
are
the
the
requested
changes
that
you're
referencing.
D
Okay,
she
did
request
edit
access
to
the
document
and,
unfortunately,
that's
something
that
we
want
to
have
as
few
people
in
their
editing
as
possible.
So
in
the
future,
I
think
we'll
just
manage
it
where,
if
the
board
officers
come
to
me
with
a
requested
change
of
timeline,
I'll
happily
make
that,
but
we
do
want
to
make
sure
that
this
is
a
board
document
and
it
reflects
as
much
of
what
has
been
approved
by
the
board
as
possible.
D
So
what
I'll
do
is?
I
will
not
only
keep
the
original
dates
but
put
the
requested
change
dates
so
that
we
have
kind
of
a
historical
value
there,
so
that
the
board
is
able
to
see
both
what
they
approved
at
the
board
meeting
earlier
in
the
year
as
well
as
the
requested
updates.
Is
everyone
all
right
with
that?
D
B
G
Well,
there's
there's
there's
a
agenda
item
for
that,
but
those
changes
have
not
been
reflected
in
this
document.
So
if
it's
appropriate,
I
can
briefly
go
through
those
changes
now
kim
if
you,
if,
yes.
D
Certainly-
and
I
just
want
to
make
note
cindy
ellsberg
has
joined
us,
I'm
only
available
until
half
past
the
hour,
so
she'll
be
taking
over.
If
we
do
extend
past
5
30.
A
G
Yeah,
so,
in
addition
to
those
dates,
they
also
on
july,
the
three
dates:
there's
that
that
are
7,
27
22.
F
E
G
Those
those
dates
indicate
that
the
superintendent
would
have
the
draft
board.
I
mean.
Excuse
me,
the
draft
goes
to
the
board
on
the
you
know,
about
the
27th
and
what
I
committed
to
at
the
at
the
retreat
that
on
the
27th
of
july
and
the
28th
out,
that's
when
we,
the
staff
would
engage
with
principals,
and
so
that's
what
happened.
And
so
what
I
propose
here
is
to
change
to
change
those
three
dates
of
3
7
27.
G
Until
this
coming
monday,
8
8,
which
will
that's
when
I'll
formally
present
those
draft
goals.
G
And
they've
been
posted
on
the
on
board
docs.
G
G
And
then
the
only
other
changes
that
I
proposed
are,
as
miss
hedrick
said,
is
for
each
of
the
monthly
check-ins,
and
so
I've
gone
through
the
calendar,
the
district's
calendar,
to
take
a
look
at
when
those
those
those
meetings
occur
and
I'll
bear.
Those
proposed
add
those
to
the
to
the
calendar.
G
G
D
Now
know
that
these
are,
in
fact
due
dates,
so
just
so
that
everyone
is
aware,
it's
not
necessarily
the
day
in
which
everything
is
going
to
happen,
the
exact
date
it
is.
You
know
I
picked
dates
based
on
kind
of
the
end
of
the
month
or
the
beginning
of
the
month,
not
knowing
when
your
schedule
board
meetings
were
and
when
our
scheduled
meetings
are,
but
so
know
that
these
don't
have
to
be
exact.
Is
that
is
everyone
okay
with
that?
G
For
me,
for
me
only
on
these
monthly
check-ins,
because
the
mean
that
way,
everyone
knows
exactly
when
those
meetings
are
scheduled
so
and
so
so
there
won't
be
any
questions
on
that,
but
the
other
the
other
days.
I
agree
with
you.
G
We
have
we'll
be
leaving
for
the
holiday
break,
I
think
I'm
12
19.
and
then
for
january.
23
is
1.
30
23.
G
February's
227.
G
G
April
4
24.
D
G
And
if
kim,
if
we
could
get
that
truly,
you
get
that
this
updated
version
here.
You
know,
whenever
it's
available
for
from
you,
then
we'll
get
that
posted
to
the
board
docs
for
for
monday's
meeting.
A
Other
I'll
go
ahead.
I
just
want
to
note
that
miss
waters
has
joined
us,
hello.
H
E
D
And
I
believe
at
this
time
the
individuals
that
have
access
to
view
this
document
are,
in
fact
the
ad
hoc
committee
members,
so
kristen,
lauren
and
courtney
and
then,
as
well
as
don
and
trudy,
are
there
any
others
that
should
have
you
access
to
this
document.
A
G
I
would,
in
addition,
for
nina
huggins
and
in
addition
to
that
julie,
julie,
erickson,
because
she
she
would
be
the
back
up
for
trudy,
okay,.
D
F
D
A
So
kim,
if
possible,
if
mr
kennedy
and
miss
simmons
could
just
provide
an
update
of
where
we
are
in
july,
does
that
work
as
far
as
the
agenda
for
today.
D
Yes,
and
just
one
going
back
to
access,
would
we
like
to
make
this
a
public-facing
document?
Yes,
okay,
how
are
documents
typically
shared
with
the
public
that
are
our
board
related
documents?
Is
this
something
that
you
would
just
typically
add
it
as
a
pdf
to
your
board,
docs
in
an
agenda
item
or
tell
me
more
about
the
ideal
space
in
which
this
could
be
shared
to
the
public?
Do
you
have
a
a
website
or
a
board
portion
of
your
website
that
we
could
add
it
under
our.
A
G
Yeah,
so
as
soon
as
we
get
this
updated
version,
trudy
we'll
post
it
or
truly
julie,
will
post
it
on
board
board
docs.
You
know
tomorrow,
if
we
get
it
by
tomorrow
and
then
sort
of
be
a
public
document,
then,
and
then,
as
you
as
you
ask
that
question
question,
I'm
thinking
that
as
we
get
deeper
into
this
work
on
the
student
outcomes,
governance
and
in
the
monitoring
process,
we
would
probably
have
a
section
on
our
website
that
that's
exclusively
devoted
to
that.
G
D
Okay,
I
have
updated
that
document
while
we
were
talking
through
this.
So
that
is
the
links
that
you
have
to
view
that
are
updated
and
ready
to
go.
So
you
can
grab
that
at
any
time
and
add
that
to
your
agenda
item
for
your
next
board
meeting.
H
D
I
believe
that
I
emailed
those
to
you.
I
will
go
ahead
and
look
in
my
records
and
make
sure
that
you
have
the
direct
link,
in
fact,
I'll
make
sure
that
everyone
that
we've
identified
that
should
have
access
receives
the
direct
link
to
that
document
so
that
you
can
bookmark
it
for
future
reference.
H
A
Yeah,
we
don't
have
that
one
yet,
so
we
just
kim
didn't
want
to
do
any
of
the
edits,
but
we
just
went
through
those
before
you
got
on
the
call
so
she'll
send
that
out
tomorrow.
A
And
just
to
clarify
before
since
courtney
was
not
on
the
only
changes
that
we
made
to
the
timeline
document
were
the
exact
dates
that
mr
kennedy
meets
with
the
board.
The
vice
chair
and
the
committee
of
the
whole
chair
and
those
were
just
the
exact
dates.
Those
are
actually
prior
to
the
deadline
established
on
this
timeline.
D
And
that
was
originally
sent
on
july,
8th
to
both
of
your
emails
courtney.
It's
an
email
entitled
timeline.
D
Yeah,
so
that
the
link
that's
in
that
email,
there
will
be
the
updated
document.
It's
a
live
document,
but
I
will
share
it
with
everyone,
including
the
new
individuals.
After
this
meeting.
Okay,
thanks.
B
G
So
staff
staff
have
been
involved
in
a
number
of
engagements
on
goals
way
back
in
back.
In
probably
late
winter,
early
spring
we
had
received
from
a
non-profit
organization
education
resource
strategies
to
have
them
do
some
data
analysis
for
us,
so
that
helped
inform
some
of
the
goals
and
I'll
talk
about
that
in
a
minute.
I
think
it
was
three
weeks
ago
we
had
an
all-day
workshop
off-site
that
included
my
staff,
some
central
other
central
office
staff,
people
that
we
had
half
a
dozen
six
principals
from
across
the
district.
G
We
had
seven
teachers,
including
all
five
teachers
of
teacher
teacher
of
the
year
violence
from
last,
but
this
year
the
teacher
of
the
year
from
last
year
was
there
and
one
other
teacher.
I
remember
who
that
was
right
off
top
of
my
head
and
one
of
the
things
that
that
group
had
been
working
on
analyzing
some
of
this
data
and
and
so
we
had
a
at
the
end
of
the
day.
G
We
did
a
lot
of
small
group
work
and,
at
the
end
of
the
day
we
had
we
split
the
group
up
the
facilitator.
I
didn't
the
facilitator
split.
The
group
up
into
two
larger
groups-
it's
about
thirty
four
people
and-
and
I
think
I
mentioned
this
to
you
kim
a
couple
weeks
ago-
and
so
the
question
that
we
we
posed
to
the
group
and
that
that
we
all
were
struggling
with
it-
was
it's
a
simple
question:
why,
after
so
many
years
that
we've
been
struggling
to
have
increases
in
student
outcome?
G
Why
have
we
not
been
able
to
of
get
there,
and
so
this
was
not
actually
trying
to
get
to
the
goals
but
where
these
impediments
are,
and
so
at
the
end
of
the
day
very
end
of
the
day,
and
we
had
this
exercise
that
this
two,
the
two
groups,
17
and
17,
working
independently
with
this
set
of
data-
and
we
came
up
with
both
groups-
came
up
with
three
reasons
that
I
think
three
things
that
we
need
to
work
on,
and
so
I
would
probably
update
the
powerpoint
that
I
have
in
the
board
docs
this
weekend
to
reflect
that.
G
But
I
think
him.
When
you're
not
talked
about
those
three
items,
you
I
think
you
thought
that
they
may
be.
They
may
should
be
fashioned
into
superintendent
or
staff
guard
rails,
and
so
that's
why
I
haven't
put
them
in
there
yet,
because
I
want
to
make
sure
that
my
thinking
that
your
our
thing
is
still
right
on
that
and
then
yeah.
So
what
how
do
we?
How
do
we
fasten
those
into
our
guard
rails?
So
let.
G
What
those
three
things
are,
so
one
at
the
very
top
of
it
was
high
expectations
that
we
have
a
a
a
part
of
our
processes.
Our
system
here
is
low
expectation.
G
I
had
a
meeting
this
afternoon
with
one
of
my
middle
school
principals,
michael
white,
in
the
morningside,
and
he
he
talked
when
I
was
at
his
school
back
in
the
early
part
of
the
year
I
mean
I,
I
could
see
a
vast
difference
in
the
students
in
their
attitudes,
and
so
he
attributed
that
to
his
cultural
change
in
this
school,
where,
where
he's
told
me
that
before
he
got
when
he
first
got
there,
there
was
a
lot,
a
lot
of
love
of
students
by
staff,
but
very
low
expectation,
and
so
he
makes
sure
that,
in
addition
to
the
love
that
he
created
an
environment
of
high
expectation,
so
these
these
folks
that
I'm
talking
about
these
are
these
you
know.
G
Half
of
this
group
was
like
school-based
people
and
they're,
saying
that
we
have
to
work
on
high
expectations
for
our
students.
The
second
one
was
trying
to
figure
out.
Could
we
figure
out
for
each
grade
level
when
a
child
exit
a
grade?
What
should
that
child
know
whether
that
is
academics,
what
social,
social
skills
and
so
what
we
identified
as
as
a
as
an
ideal,
is
for
again
at
each
grade
level
to
identify
those
things,
and
we
would
do
that
through
a
combination
of
what
the
academic
folks
know.
G
G
What
other
skills
do
you
need,
and
some
of
those
non-academic
skills
would
be
collaborated
with
with
families
and
community,
and
that
was
the
third
area
that
we
really
need
to
significantly
increase
our
capacity
and
our
abilities
and
our
capabilities
of
engaging
families
around
the
education
of
of
their
children
in
the
community,
so
that
that
took
place.
G
And
then
last
week
with,
we
have
a
two-day
symposium
with
principles
every
year
before
we
as
a
prelude
to
going
back
into
school,
and
so
I
spent
some
time
with
principals
at
the
very
beginning
talking
about
the
goals
that
that
we
were
working
on
and
then
later
on.
That
day,
there
was
say
is
a
smaller
group
of
principals.
The
superintendent
is
a
principal's
cabinet.
G
So
this
is
a
group
of
principals
that
come
together
with
with
the
superintendent
and
staff
on
an
ongoing
basis
to
work
through
whatever,
and
so
we
talk
a
lot
more
details
about
goals
and
then
the
following
day
on
thursday
of
last
week,
we
even
have
smaller
group,
and
michelle
was
in
in
all
of
these
meetings.
So
she
could.
She
could
jump
in
on
what
what
what
occurred,
and
but
so
we
we
waited
on
our
what
those
goals
should
be
so
in
the
powerpoint.
I
can
go
through
powerpoint.
G
If
you
want
me
to
I
have
it
on.
You
know,
I
can
put
it
on
my
screen,
but
in
that
powerpoint,
that's
on
board
docs.
Now
it
lays
out
what
those
three
goals
are:
one
is
reading
on
grade
level
and
that
we
would
all
we
would
take
those
that
grade
level
reading
and
and
desegregated
with
sub
goals
for
for
subgroups
or
goals
for
subgroups.
G
So
that's
one
reading
the
second
one
is
math
and
specifically
the
the
number
and
the
percentage
of
students
in
the
eighth
grade
that
are
enrolled
and
successfully
complete,
advanced
math,
specifically
algebra
one
in
the
board
docs.
There
say,
there's
a
an
attachment
from
this,
this
non-profit
analysis
that
was
done
by
by
non-profit
ers
education,
resource
strategies,
and
it
specifically
addresses
this.
G
This
idea
that
the
district
is
not
doing
a
it
really
is
not
doing
a
good
job
of
enrolling,
especially
minority
students,
into
into
algebra
one
and
eighth
grade-
and
this
is
a
couple
of
you-
know,
indicators
of
what's
happening
in
in
the
earlier
grades,
leading
up
to
eighth
grade.
Then
kids
are
not
as
they're
as
they're
testing
in
the
seventh
grade
for
the
potentiality
of
going
into
advanced
math.
There
are
not
enough
kids
prepared
to
be
able
to
be
eligible
minority
students
like
fences
we
have
in
eighth
grade.
G
33
of
our
students
are
african-american,
and
I
think
we
only
have
like
six
percent
that
are
eligible
for
advanced
math
and
then
only
four
percent
of
that
are
enrolled
in
in
advanced
math,
and
so
they
also
so
being
prepared
for
the
work
is
one
and
then
the
other
thing
is
that
access,
even
when
we
have
kids
minority
kids,
who
are
successful
in
being
eligible
for
the
advanced
math,
a
significant
number
of
those
are
not
being
placed
in
there,
and
so
what
this
analysis
observed
from
this
outside
group
when
they
look
at
the
course
offering
and
saying
that
each
all
100
of
our
middle
schools
have
advanced
now
100
percent,
but
so
the
indica.
G
The
indicator
from
the
indication
from
them
is
that
that
it's
a
matter
of
kids
that
are
eligible
and
not
getting
enrolled.
It's
because
of
placement,
not
because
not
because
the
programs
are
not
available.
We
simply
are
not
enrolling.
Kids,
for
whatever
reason
I
don't
know
what
those
reasons
are,
and
so
I
focus
on
eighth
grade
math
because
that's,
as
you
all
know,
a
gateway
to
the
future
and
to
to
high
school
and
beyond.
G
For
for
our
students
and
again
breaking
those
out
by
sub
the
goals
by
you
know
with
the
subgroups
and
then
the
third
area
is
college
and
career
readiness
and
trying
to
increase
the
percentage,
and
I
think
right
now
we're
at
six
and
seven
percent
or
so
whatever
those
indicators
are
and
then
plan
about
that
up
to
to
where
the
graduation
rate
is
at
86
percent.
G
G
So
so,
guardrails
I've
been
identified
by
a
number
of
people
that
have
been
working
on
this
for
a
while
and
then
also
these
these.
Those
in
these
three
areas,
so
reading
will
be
addressed
in
primarily
elementary
schools,
math
middle
school
and
college
and
career
ready.
The
the
high
school.
D
Thank
you
for
sharing
those
with
us
dan,
and
I
appreciate
all
all
the
leg
work
that
you've
done
on
this,
particularly
with
the
the
resource
research
that
you've
received.
D
Ultimately,
I
do
want
to
let
the
team
know
and
reiterate
that
the
the
board
will
will
ultimately
develop
the
goals
and
the
guard
rails.
The
superintendent
will
will
develop
the
interim
goals
and
the
interim
guard
rails.
So
with
with
the
the
foundation
that
you've
built,
the
board
will
go
out,
have
conversations
with
their
community.
Do
those
community
engagement
and
listening
sessions
and
really
hear
from
the
community?
D
Where
is
it
that
our
vision
and
our
values
lie?
Our
vision
will
then
be
represented
in
those
goals,
our
values
and
the
guard
rails
so
know
that
these
are.
These
are
great
jumping
off
points,
but
ultimately
the
board
will
write
and
own
own
the
goals,
as
well
as
the
guard
rails,
and
you
will
make
recommendations
and
interpretations
of
those
using
the
interim
goals
and
interim
guardrails
and
cindy.
I
see
you've
unmuted
a
couple
times.
You
want
to
jump
in.
C
Yeah
yeah,
so
I
I
what
I
wonder-
and
I
was
trying
to
look
at
the
timeline
to
find
out
when
the
actual,
when
the
board
is
coming
together,
to
to
select
goals
and
guardrails
to
take
back
out
to
the
public,
and
I'm,
of
course,
can't
find
that
tab.
C
At
the
moment
when
I
was
hearing
what
you
were
reporting
on
around
those
three
around
when
you
did
like
the
root
cause
of
why
you
are
not
getting
to
where
your
to
the
student
outcomes,
what
I
was
hearing
more
so
than
guardrails
with
strategic
objectives.
C
So
I
I
am
not
sure
that
those
that,
while
you
might
write
some
guardrails
to
recommend
to
the
board,
like
I
said
some
of
those
sound
more
like
strategic
objectives
to
me
versus
versus
actual
guardrails,
that
the
board
would
write
strategic
objectives
used
to
actually
hit
those
student
outcome
goals.
So
just
wanted
to
wanted
to
throw
that
out
there
as
well.
G
And
with
those,
if
they
were
strategic
objectives,
would
they
be
incorporated
into
this
whole
process?
With
with
the
student
outcome,
governance
process,
they.
C
Would
be
yours
to
to
as
part
of
the
implementation
this
the
superintendent
owns
the
opera
operationalization
of
the
goals
and
guardrails.
So
if,
if
those
were
objectives
that
you
needed
to
to
employ
with
your
staff
in
order,
you.
F
C
If
you
needed
to
to
do
something
around
high
expectations
around
access
around
any
of
those
things,
then
that
would
be
that
would
be
up
up
to
you
to
do
and
the
and
the
board
may
want
to
use
them
as
guardrails
as
well,
but
but
know
that
they're
that
they
they
aren't
lost.
Necessarily
if,
if
the
board
doesn't
write
a
guardrail
about
them,
okay,.
G
And
then
also
the
the
other
thing,
I
would
say
just
just
to
be
clear
not
on
that,
but
what
you
see
in
the
and
what
I
just
walked
through
in
the
powerpoint.
What
you'll
see
is
that
it
says
recommend
is
recommended
to
the
board.
These
goals
are
recommended
to
the
board
and
it
also
says
draft
so
with
the
expectation
that
we
don't
have.
I
don't
have
an
expectation
that
that
doesn't
necessarily
be
what
we
define
the
final
goal.
B
I
was
wondering
if
this
is
a
time
to
ask
some
questions
about
some
of
what
you
have
gathered
in
advance
of
the
cow,
or
do
you
prefer
that
we
submit
questions
in
writing
that
you
can
address.
G
Well,
I'm
opening
the
way,
dr
french,
the
powerpoint's
there
that
that
that
ers
analysis
is
there.
We,
we
have
also
have
some
other
data,
the
local.
You
know,
local
data
that
we
showed
by
by
sub
groups
and
like
on,
like
on
the
reading
goals.
You
guys
heard
me
talk
about
the
percentage
of
kids
reading
on
grade
level,
so
that's
a
table
that
shows
that
eighteen
percent
of
my
african-americans
reach
only
18
read
on
grade
level,
only
25
percent
of
spanx,
so
that
type
of
information
is
in
that
powerpoint.
G
G
That
what
I'm
on
the
computer,
I
don't
normally
use.
So
let
me.
G
D
I
just
verify
that
I
haven't
looked
at
the
agenda.
I
apologize
for
the
committee
of
the
whole.
Is
that
just
an
informational
item?
That's
not
an
action
item
correct
regarding
the
the
data
that
you've
gathered.
It's
it's
you
just
providing
those
items
that
are
listed
on
the
new
eight
eight
deadline
on
the
timeline
correct.
G
On
the
timeline
on
the
timeline
I
listed
as
an
action
item
on
the
timeline
that
we
just
went
over
those
those
dates
and
then
on
the
other,
on
the
on
the
goals
that
this
is
action,
slash
information,
so
that
means
the
board
can
either
take
action,
action
or
not
take
action.
B
F
D
I
was
under
the
impression
that
that
you
are
going
to
be
making
some
recommendations
based
on
that
research,
but
ultimately
the
board
was
going
to
go
to
the
community
to
do
those
listening
sessions
before
approving
anything
with
regards
to
the
goals
is
that
inaccurate?
Are
we
all
on
the
same
page
with
that?
Yes,
okay,.
A
F
D
A
I
mean,
I
think,
for
transparency
purposes.
We
can
mark
it
as
an
information
item
and
I
can
provide
the
update
of
why
of
the
dates
that
were
changed
and
the
reasoning
behind
that.
So
everyone's
aware
and
yeah,
I
like
that
and
note
that
it
is
in
board
docs
and
the
timeline
has
been
updated,
but
really
the
only
one
that
was
tweaked
past
the
deadline
was
that
for
our
8-8
meeting,
yes,.
H
I
have
a
question
about
that
about
just
the
updating
the
board
when,
when
the
shifts
happen
etc,
how
much
of
this!
H
So
so
we
have
these
meetings
as
ad
hoc
and
then
I
know
we're
going
to
shift
to
having
the
sort
of
monthly
or
so
update
meetings
with
just
the
board
chair
and
I'm
wondering
if
this
group
is
going
to
continue
to
meet
alongside
that
or
or
if
it'll
just
be
those
meetings
after
this
one,
because
I'm
just
thinking
about
who
owns
the
responsibility
for
updating
the
board
on
on
that
type
of
stuff.
Moving
forward.
D
You
know
in
the
timeline
it
identifies
kind
of
who
the
owner
is
much
of
the
work
will
be
done
by
the
board
there
whenever
an
item
says
the
board
in
that
timeline.
It
is
our
hope
that
we're
having
those
conversations
with
the
entire
board,
so
the
board
leadership
as
well
as
your
your
coach
me.
We
will
kind
of
manage
and
make
sure
and
and
have
those
as
we're
doing
those
monthly
touch
bases.
What
we're
going
to
do
is
look
at
the
timeline.
D
H
Somewhat,
I
get
give
me
one.
Second,
the
the
main
thing
was
absent.
Of
these
meetings
was
the
only
meeting
that
would
be
happening
between
you
know
the
board,
chair
and
superintendent
you
all
or
would
you
would
the
rest
of
the
board
be
more
clear
and
involved
in
the
process
of
what's
going
on
and
it
sounds
like
they
will,
because
you'll
still
be
having
conversations
with
the
board.
F
Me
now,
yes,
can
you
hear
me
now
yeah
all
right,
so
I'm
michelle
lieber,
I
didn't
know
this
was
a
small
meeting.
G
Okay,
so
this
is
don
shock,
go
ahead
and
proceed
go
back.
If
I
can
do
this.
G
So,
just
before
I
do
that
quick
question,
I
want
to
make
sure
that
I
was
trying
to
change
out
my
technology
here
so
for
monday,
for
these
two
items,
the
the
powerpoint
on
the
gold,
I'm
sorry,
the
powerpoint,
but
the
goals
and
then
the
timeline.
Those
are
going
to
be
information.
Is
that
right.
G
Well,
let
me
let
me
show
you
what
I
have
and
then
then
then,
let's
see
what
else,
what
what
how
I
need
to
modify
what
I
have
okay.
F
G
Okay,
so
this
is
the
committee
of
the
whole
commit
recommended
student
outcome
goals
prior
to
those
here
in
the
reading.
Sc
ready,
increased
ela
from
49.1
percent,
which
is
currently
to
75.2
75-
and
I
I
don't
have
on
here,
so
we
did
take
a
look
across
the
state
and
the
the
school
district
with
the
highest
rating
right
now.
The
highest
percentage
of
students
that
are
reading
on
great
you
know
that
me
to
exceed
a
great
level
of
expectation
on
the
from
the
standards.
G
Here
is
fort
mills
fort
mills
up
in
the
northern
part
of
the
state
at
67.7.
G
So
they
have.
They
have
a
a
poverty
rating
of
five
percent,
so
only
five
percent
of
their
students
and
in
considered
in
poverty
and
their
their
their
achievement
levels
at
six.
Seven
point:
seven
percent,
so
we
set
a
goal
here
proposed
goal
at
75
percent,
which
is
significantly
higher
than
the
highest
highest
district
in
the
state
and
then,
as
it
says
here,
plus
plus
sub
group
goals.
G
So,
for
instance,
I
mentioned
that
we
only
have
18
of
african
american
students
in
the
district
reading
on
grade
level,
and
so
then
we
would
have
a
sub
group,
a
sub
goal
that
would
significantly
increase
that
that
would
help
give
us
get
us
up
to
75
percent.
The
indicator
indicators
that
we
selected
the
at
the
very
end
of
this
powerpoint
is
say
two
pages.
I
think
then
lays
out
what
all
these
assessments
are.
So
the
kindergartner
readiness
assessment
fast
bridge,
et
cetera.
G
It
gives
a
description
of
what
those
are
so
leading
indicators
here,
the
kra
pre-k
fast
bridge
for
kindergarten,
one.
I
ready
assessment
and
map,
for
I
read
assessments
for
grades,
one
through
five
and
math.
Fourth,
for
the
middle
school
of
students.
G
In
one
of
our
meetings
we
had
last
week
with
our
principals,
we
had
one
principal,
which
I
consider
a
principal
that
has
a
lot
of
a
lot
of
in-depth
knowledge
of
student
data,
and
she
brought
up
the
point
that
that,
if
we
do,
if
we
do
not
address
the
early
learners
when
they
come
in
they're
coming
in
below
grade
level,
when
they
come
into
elementary
school
and
that
we
will
probably
never
catch
up.
G
As
you
know,
if
we
don't,
if
we
don't
address
that-
and
she
went
on
on
to
say
that
across
the
system,
what
we
were
experiencing,
that
even
kids
that
are
coming
in
from
kindergarten
who
who
score
ready,
ready
on
the
demonstrate,
readiness
on
the
kra,
the
kindergarten
readiness
assessment
that
in
the
first
year
of
their
in
first
grade
that
they're
actually
losing
ground.
G
So
even
when
kids
are
coming
into
the
system
that
that
are,
that
are
where
they
are
their
indications,
that
they
are
ready,
something
something
about
our
instructional
approach.
Is
it's
not
it's.
It's
causing
our
kids
to
lose
ground
michelle
you
like.
Could
you
say
anything
more
on
that.
E
Yes,
sir,
that
that's
the
idea
we
feel
like
if
we
focus
have
a
priority
area
around
early
literacy
early
numeracy,
those
basic
foundational
skills.
We
can
accelerate
achievement
when
we
focus
on
those
early
grades
k
and
one
so
that
before
they
even
get
to
second
and
third
grade,
we
have
a
remedy:
a
solid
solution
for
closing
the
gaps
that
exist
when
a
lot
of
our
scholars
enter
school
with
these
big
gaps
and
deficits.
So
that's
why
you
will
see
us
focus
on
that
priority
area
of
kindergarten
with
that
kra.
G
And
then
I
mean
so
when,
when
we
talk
about
dr
france,
some
of
the
data
I
mean
for
me
this
this
this
data
point
here
is-
is
significant,
indicating
the
problem
now
this
this
says
projective
efficiency
over
time.
So
let
me
explain
what
this
is.
We
asked
the
nw
in
nwea
folks
that
the
organization
that
that
owns
and
does
other
dollar
analysis
on
map
on
the
map
assessment.
G
G
I
said
I
was
here
when
we
bought
the
system,
but
so
we
asked
them
to
take
the
because
the
standards
have
changed
over
over
time,
and
so
we
asked
them
to
take
a
look
at
the
standards
as
they
currently
exist
and
go
back
and
look
at
our
map
data
over
time,
going
back
to
2005
and
do
a
conversion
of
to
to
make
the
scores
here
back
in
in
history
reflect
what
the
stat
where
what
they
would
have
been
if
this
had
the
same
standards
and
how
they
do
that.
G
I
don't
know,
but
that's
this
is
what
they
came
up
with,
and
so
you
see
from
2005
to
2011.
We
were
making
steady
progress
at
14
point
increase
that
was
2.3
per
year.
We
spent
a
lot
of
time
in
this
off
site,
exploring
what
was
going
on
then
versus
what
was
happening
now
and
what
we
also
asked
nwea
to
do,
which
we
don't
have.
Yet.
G
We
should
have
it
next
week
because
I
think
they've
said
it
would
take
three
weeks
and
it
was
two
weeks
ago
we
asked
them
is
to
take
the
same
approach,
we're
looking
at
our
subgroups.
So
the
next
time
you
see
this
well,
you
see
it
monday,
but
the
next
time
after
monday,
in
addition
to
having
this
district
average
you'll,
have
this
disaggregated
showing
the
sub
groups
african-americans
hispanics,
and
that
that
may
be
it
and
probably
whites.
G
So
so
you
will
see
you
could
you'll
clearly
see
on
a
line
graph
here
where
the
problems
are
and
then
the
other
piece
here
that
we
should
we
show
this
is
simply
taking
a
look
at
sc
ready
scores
that
we
have
currently
well.
This
is
not
current.
This
has
been
spring
of
last
year.
G
We
haven't
released
it
once
for
this
year,
yet
the
state
hasn't,
and
but
it
shows
up
that
that
49
on
grade
level
and
then
where
all
the
subgroups
are
and
so
that
so
that's
the
the
data
that
we,
the
section
that
we
have
on
on
reading
so
I'll
pause
here
and
see
what
questions
you
have
on
the
reading.
For.
If
I
move
to
math.
B
Well,
one
question
I
had
is
that
you
had
been
talking
mostly
about
goals
that
were
about
fifth
grade
and
there's
some
difference
in
the
way
you're
presenting
some
of
this,
where
you
say
all
students-
and
I
I
was
a
little
unclear
on
that-
and
it
might
be
helpful
just
to
make
sure
we
know
if
you're,
if
you're,
focusing,
if
you're
recommending
a
focus
on
a
specific
grade
level
or
if
you're,
looking
at
a
broader
spectrum
of
grades.
G
Yeah,
so
it's
a
combination,
I
don't
so
this
75
is
across
the
board.
So
it's
a
broader
sex
spectrum
with
these
subgroups
that
with
the
subgroups
and
one
of
those
subgroups
would
would
include
fifth
fifth
grade
only
that's
the
probability.
F
G
So
you
would
have
african-americans,
you
have
hispanic,
etc
and
then
the
early
learners
here
at
the
kindergarteners
and
then
you
have
pacific
grade
level
of
fifth
grade.
B
And
so
I
was
going
to
ask
him
this
too,
because
if
we
are,
if
the
board
sets
the
goals
and
we
decide
to
set
a
goal,
that
is
not
specific
to
a
smaller
group,
does
that
preclude
the
district
from
setting
internal
goals
to
track,
or
would
that
diffuse
their
work?
B
I
know
that
we
talk
about
having
fewer
goals
so
that
we
stay
focused
and
we
can
focus
our
resources.
So
I
wonder
if
you
could
help
understand
that,
because
it's
possible
the
board
will
want
to
focus
on
the
subgroup.
I
just
don't
know
yet
tim
had
to
step
off.
But
since
oh
that's
right,
cindy
sandy,
can
you
help
with
that.
C
Sure
yeah
so
and
I'm
glad
you
asked
that
kristen
because
I
was,
I
was
thinking
the
same
thing.
So
when
the
board
goes
to
adopt
goals
you
adopt
one
to
five
otherwise
you're.
You
know
we
talked
about
the
the
gallons
of
gas
and
the
number
of
of
trucks
or
cars
or
whatever
so
the
board
and
and
if
it's
a
broad
goal,
so
are
we
talking
when
you
say
all
students
is
this
all
students
k-12
are
that
49
to.
G
75
no,
this
is
this
is
looking
at.
We
would
break
that's
good,
I'm
not
sure
we
didn't
have
that
discussion.
So,
but
my
thinking-
and
I
certainly
will
you
know,
explore
this
with
you
all
in
the
in
the
in
the
team.
The
staff
is
that
this
would
be
the
kindergarten,
and
so
the
focus
on
reading
is
at
the
elementary
level
and
and
so.
G
The
the
thinking
here
is
that
at
75
percent
that,
in
order
to
to
increase
to
whatever
percent
that
in
order
to
get
there,
there
has
to
be
a
focus
on
the
students
who
are
significantly
below
level.
And
that's
where
subgroup
groups
come
in
african-american,
hispanic,
kids
and
barfing.
What
other
subgroups
that
we
select?
And
so
it
would
not
be
necessarily
a
focus
across
across
all
grades
of
students,
but
where
the
problems
exist,
and
so
the
so-called
gap.
B
C
So
one
recommendation
there,
then,
is
to
say
that
right
there
in
the
goal
by
june
2027
the
percent
of
all
students
grades.
Sorry,
I
miss
what
you
just
said.
C
Three
through
eight
scoring
meets
or
exceeds
an
sc
ready,
so
you
could.
Theoretically,
the
board
could
choose
to
have
that
overall
goal
of
grades
three
through
eight
and
they
might
as
one
of
the
five
or
one
of
the
three
whatever
you
land
on
and
then
choose
one
of
the
subgroups
or
just
use
the
the
the
other
population
yeah.
That's
one
of
the
smaller
populations,
some
some
populations,
but
I
would
also
whatever
you
take
out
if
this
is.
C
If
these
are
going
to
be
the
goals
that
are
being
recommended,
that
the
board
take
out
to
the
community,
then
I
would
make
sure
that
those
if
it's
going
to
be
a
you
know
like,
for
example,
the
percent
of
blackmail.
Third
graders
reading
on
median
or
exceeding
sc
ready,
ela
increases
from
this.
To
this
I
would.
I
would
suggest
that
those
high
need
high
leverage
goals
be
delineated,
so
that
the
board
is
very
clear
about
what
they're
taking
out
to
to
the
community,
and
you
only
have.
H
H
But
then
my
question
would
be
wouldn't
that
change
the
end
goal,
because
the
lowest
groups,
if,
if
black
students
are
performing
at
25,
then
that's
actually
going
to
change
where
we're
trying
to
get
to
yeah
as
well.
But
I
mean-
and
I
I
can't
I
I
wouldn't
have
an
issue
if
if
we
set
it
as
an
interim
goal,
I
suppose,
but
I
do
think
it
just
makes
a
bigger
statement
to
set
it
as
the
main
goal.
Obviously,
the
board
and
the
community
has
to
decide
that
that
they
want
that
too.
H
But
I
just
know
that
we
would
have
to
you
know,
deal
with
the
numbers
and
and
the
projection
for
where
they
should
go
all
over
again,
because
they're,
not
even
at
49,
and
we
just
don't
want
non-students
of
color
or
or
students
who
are
not
struggling
to
learn
english
for
the
first
time
and
all
of
those
students
to
pull
up
those
averages,
and
we
still
do
what
we've
historically
done,
which
is
leave
behind
everybody.
Who
is,
it's
less,
has
less
ability
or
access,
etc.
B
I
absolutely
agree
with
that,
and
I
I
wanted
to
mention
a
couple
of
examples.
I've
seen
where
I
think
cindy's
school
board
actually
did
focus
on
black
male
students
in
a
sub-population
like
at
a
grade
level
and
that
they
base
their
goals
on
that.
But
then
I
also
saw
I
believe,
seattle
public
schools.
They
have
basically
their
first
two
goals.
One
is
for
all
the
students
in
the
grade
level
that
they're
looking
at,
I
believe
and
then
the
second
one
is
for
african
americans
students.
B
So
they
had
two
different
goals
written
out,
so
they
prioritized
all
the
students,
but
they
also
prioritized
the
subgroup
that
really
needed
more
help
and
they
they
are
needed
that
we're
having
more
difficulties
with
the
system
in
terms
of
learning.
So
it
was
interesting
to
me
that,
even
though
they
started
from
different
places,
they
had
us
the
same
end
goal,
and
I
don't
know
I
guess
it
depends
on
where
you're
starting
from
and
it
depends
on
what
you
think
you
can
leverage
to
get
there.
But.
B
Just
see
what
you're
saying
courtney
that
it
might
not
be
realistic
to
say
if
african-american
students
who
are
like
at
17.9
percent,
maybe
having
that
goal
75
in
five
years,
may
not
be
achievable,
and
we,
while
we
want
to
stretch
and
push
the
district
to
do
as
much
as
we
can,
we
don't
want
it
to
set
it
up
to
fail.
Is.
H
That
what
you're
saying
yeah
and
that's
what
I
was
going
to
follow
up
and
say
is
that
one
I'd
certainly
think
it's
the
epitome
of
a
culture
of
high
expectations
that
we
want
to
get
black
students
to
75
too.
But
also
is
that
gonna
happen
in
five
years,
considering
the
decades
and
decades
and
decades
of
black
students
lagging
behind
or
hispanic
students,
or
you
know,
insert
whichever
subgroup
we're
discussing
right.
B
F
B
E
Were
intending
dr
french
to
put
in
the
interim
goals?
So
that's
the
big
picture
2027,
but
we
would
have
target
for
2023
24
25.
This
was
just
a
draft
a
starting
place
for
us,
but
I
understand
you
would
like
to
see
more
specifically.
B
E
B
G
So
I
I
understand
what
what
you're
saying
after
after
this
coming
tuesday,
michelle
and
the
rest
of
the
cabinet
will
understand
what
what
you're
saying,
because
all
all
of
us
are
going
to
go
through
the
same
training.
Oh.
B
G
The
board
went
through
a
month
ago,
a
little
over
a
month
ago,
and
so
so
I
I
I'll
ch
I'll,
have
that
changed
enough
and
then
we'll
all
have
an
understanding
after
tuesday.
G
All
right
and
going
to
the
math,
then
so
it's
following
the
same
format
here
so
math
goal.
I
talked
about
the
complete
percentage
of
students
successfully
completing
advanced
math
courses
in
grade
eight
specifically
grade
eight,
specifically
algebra
one,
and
now
we
have
2022
database
embargo
right
now
and
that
won't
be
released
until
I
think
was
it
september
first
or
so.
Michelle.
E
Now
it's
october
it
used
to
be
september
15th
as
the
open
date,
but
now
it's
supposed
to
be
october.
Okay,.
G
Okay,
well
so
well,
maybe
we
have
to
go
back
to
21,
then
21
data
in
turn,
somebody
didn't
get
us
out
to
the
public
early
enough,
some
of
the
same
type
of
well
again
breaking
this
out
by
sub
groups
and
then-
and
we
don't
have
the
and
we'll
we'll
change
that
and
change.
We
don't
have
the
the
targets
in
here,
yet
not
a
starting
point,
but
just
want
to
make
sure
that
the
board
was
okay
with
us
pursuing
aggressively
the
this
goal.
G
This
this
notion
of
kids
in
eighth
grade
taking
the
eighth
grade
math,
and
then
this
this
this
this
data
line
here
is
the
same
concept
same
thing,
that
on
the
reading
with
at
the
the
nwea
people
had
converted-
and
you
see,
the
slopes
of
the
science
system
is
the
same,
and
then
we
have
a
table
that
shows
where
we
currently
are.
G
And
then,
here
now
this
says
ers
data
analysis
in
this
one.
They
have
10
different
dimensions
that
they
do.
This
type
of
analysis
in
one
is
empowering
rigorous
content,
in
this
case
in
math,
the
subject
math,
and
so
these
three.
G
These
three
bullet
points
here
said
the
following
data:
informed
the
recommendation
of
increasing
the
percentage
of
students
enrolled
in
and
successfully
completing,
algebra
one,
and
then
the
data
analysis
was
completed
by
ers
and
then
looking
at
ccsd
data
associated
with
advanced
math
for
eighth
grade.
The
key
question
explored
by
ers
here
in
the
last
bullet.
G
The
key
question
to
explore
was:
is
each
student
enrolled
in
courses
that
set
them
up
for
success
in
college
in
a
meaningful
career,
including
equal
access
to
advanced
courses,
and
I
would
contend
that
the
data
that
they
showed
for
eighth
grade
advanced
math
with
the
answer
to
that
question-
is
no
and
in
the
board
docs
there's
a
an
attachment
that
that
that
gives
that
section
of
the
ers
analysis
that
pacific
that
the
entire
section
on
there
announces
on
8th
grade
advanced
map.
G
So
that
is
that's
another
set
of
data
that
that
we
have
for
you
for
your
for
your
review.
So
that's
the
section
on
on
math
pause
here,
michelle
any
other
thoughts
on
that.
B
It
sounds
like
there's
two
lips:
one
is
to
make
sure
that
african-american
and
hispanic
students
pupils
in
poverty
are
getting
the
instruction.
They
need
to
be
ready
to
take
algebra
one
and
the
second
lift
is
to
get
them
to
take
it
and
that
it
wasn't
that
there
weren't
courses
available
or
that
the
classes
weren't
available.
It
was
that
there
seemed
to
seem
to
be
a
barrier
of
students
who
were
qualified
to
enroll
for
some
reason
they
weren't
actually
enrolling
in
the
algebra
one
class.
B
G
Then
we
so
the
district
would
have
to
spend
spending
some
focus
time
before
the
eighth
grade
on
students
getting
them
ready.
You
know
able
able
to
qualify
way
before
eighth
grade
and
then
once
they
qualify.
What
are
those
barriers
that
have
been
set
up
that
exist
that
keep
students
they
will
qualify
from
from
enrolling
being
enrolled
in
the
in
these
courses
and
they're
born.
B
The
district
will
not
neglect
to
do
whatever
you
know.
It's
hard,
it's
hard
to
think
of
guardrails
on
the
fly
because
they're
real
picky
about
how
you
say
it,
but
you
know
the
the
district
will
not
default
stu.
Any
students
who
are
ready
to
take
algebra
1
into
a
lesser
course,
for
instance,
that
you
would
always
make
sure
that
they
are
being
pushed
to
consider
that
higher
level
course.
H
Kristen
that
that
sounds
right
to
me
too,
but
cindy.
I
do
have
a
question
for
you
about
whether
you
can
so
obviously
it's
very
easy
to
make
smart
these
data-driven
pieces,
but
the
qualitative
pieces,
where
it's
more
like
adult
interaction
with
students
and
adults,
believing
that
students
can
do
the
work.
Can
we,
though,
get
to
a
point
where
we
can
quantify
them
so
that
we
can
keep
them
out
in
front
as
goals
or
do
they
have
to
be
guardrails?
C
Yeah,
so
you
wouldn't
so
it's
about
what
students
know
and
are
able
to
do
so,
some
of
what
you're
talking
about
with
the
adult
interaction
that
would
make
sense
as
a
guardrail
and
then
when,
when
the
superintendent
would
be
bringing
interim
their
interim
guardrails
to
show
you
and
those
are
written
in
smart
format
to
show
how
they're
honoring
that
so,
for
example,
some
board
some
superintendents
will
measure
something
about
high
expected.
C
You
know
that
that
superintendent
will
not
allow
low
expectations
for
for
our
for
our
students,
whatever
that
might,
however,
it
might
be
written
superintendent
might
bring
an
an
interim
guardrail
around.
I
don't
know
if
you
use
the
panorama
survey
survey,
but
around
you
know
some
students
scoring
self-efficacy
like
that.
That
particular
question
will
go
from
this
to
this
or
student
teacher
connection,
whatever
whatever
that
correlating
correlating
thing
on
that
would
be,
would
be
what
would
be
brought
as
evidence.
A
One
thing
I
do
feel
like
is
this:
data
is
digestible
for
us
saying
the
public,
and
so
if
we
need
to
really
specify
the
goal
based
on
some
of
the
subgroups
provided,
we
can
do
so,
and
this
is
the
best
kind
of
data
presentation
that
I've
seen
where
you
can
actually
like
pull
out.
What's
really
happening.
G
Okay,
so
I'll
go
to
the
last
goal
here
and
that's
there's
any
more
questions
on
the
map.
Comments
on
that
all
right,
so
college
and
career
readiness,
high
school
goal,
so
currently
67.7
of
our
high
school,
four-year
cohort
are
considered,
see
some
six
seven
point:
seven
percent
considered
college
and
career
ready
based
on
these
indicators
down
here
these
leading
indicators,
and
so
the
intent
here
is
to
to
push
that
out
to
86.2
percent
and
I'll.
G
Ask
michelle
to
talk
a
little
bit
about
that
outdated
person
and
assessment
person,
buffett
roberts,
she
she
came
up
with
this
and
I
think,
and
michelle,
if
you
can
jump
in
here,
I
think
right
now.
The
86.2
percent
relates
to
our
the
the
percentage
of
kids
that
are
graduating
on
time
in
this
four
four
years
in
a
four-year
court.
Is
that
correct
right.
E
Absolutely
and
those
indicators
and
bullet
form
feed
into
that,
and
so
we
had
a
lot
of
conversation
about
the
goals
and
cabinet
on
tuesday
and
and
of
course,
was
one
of
the
indicators.
We
took
a
look
at
as
well,
but
that
doesn't
necessarily
factor
in
to
this
percentage.
So
we
wanted
to
be
as
aggressive
as
possible
because
the
difference
in
k-8
in
high
school
is
there's
no
one
uniform
assessment
that
we
can
bank
on,
and
so
that's
why
we
listed
as
many
indicators
as
we
could.
H
And
ask
a
question,
and
maybe
it's
for
cindy
or
it
could
be
because
michelle
I
just
realized
that
y'all
hadn't
taken
the
same
training,
so
maybe
it's
for
cindy,
but
the
dual
credit
six
hours
with
the
c
or
higher
is
or
actually
michelle.
The
first
question
is
for
you
is
that
the
end
of
term
score,
I'm
just
trying
to
figure
out
if
it's
an
outcome
or
if
it's
you
know
what
I
mean
it.
B
F
E
B
E
E
B
Okay;
okay,
that
makes
more
sense,
but
I
guess
I
just
wanted
to
make
sure.
B
And
cindy
correct
me:
if
I'm
wrong,
I
mean,
maybe
these
are
the
right
things
to
look
at.
It
is
leading
indicators
of
readiness,
but
certainly
with
interim
goals.
You
want
to
be
using
something
else.
That's
going
to
lead
up
to
that
right.
So
if,
for
this
goal,
which
is
college
and
career
ready
is,
do
you
think
this
is
these?
Are
leading
indicators
cindy
or
lagging
I'm
just
trying
to
make
sure
I
understand
to
be
honest,.
C
Yeah,
so
I'm
looking
at
this,
so
all
students
in
the
four-year
cohort
who
are
college
and
career
ready,
will
increase
from
67
percent
to
86.2
percent.
So
I'm
trying
to
think
of
goal.
So
when
you
talk
about
the
four-year
cohort
so
we're
starting
to
measure
students.
E
I
think
I
think
dr
french,
so
for
the
first
two
goals
I
think,
are
indicators
in
terms
of
being
leading
formative
assessments
things
we
can
actually
use
to
still
adjust
instruction
is
right,
but
it
might
be
worth
us
taking
another
look
at
just
how
we
frame
this
because
leading
indicators
and
lagging
indicators.
Reference,
okay,
essay
ready,
is
a
lagging
indicator.
We
get
the
results
back
and
there's
nothing.
We
can
do
to
change
them
right,
and
so
I
think
that's
worth
us
taking
another
look
at
I'll
talk
with
buffy
roberts,
our
assessment
and
evaluation.
B
B
H
No,
no,
no,
I
didn't
realize
you
weren't
finished,
but
because
my
question
was
and
I'm
I'm
seeking
understanding
too,
because
I'm
not
a
data
specialist,
but
the
wonder
that
I
have
is
whether,
since
we
will
have
interim
goals,
it's
okay
to
have
the
lagging
indicator
up
there
to
let
the
public
know
what
it
is
that
we're
going
to
be
looking
at
as
the
final
and
it's
really
a
question.
I
I
don't
know
because
I'm
wondering
if
the
because
even
kristen
because
remember
I
was
wrong
about
that
in
retreat.
H
Even
with
the
sat
it
technically
wouldn't
be
taken
multiple
times,
so
it
is
still
an
outcome
and
it's
not
you
know.
Students
aren't
required
to
take
it
over
and
over.
So
you
don't
have
like
a
you
know,
formula,
it's
not
a
formative
assessment,
and
so
I'm
wondering
if
these
can
be
used
and
we
figure
out.
B
E
Now
that
you
pose
the
question,
I
think
it's
worth
revisiting,
dr
french
and
we'll
do
that.
C
Yeah
I
just
put
in
there
that
that,
even
regardless
of
what
what
they're
labeled
these
might
be
things
that
the
that
internally
staff
continues
to
monitor
and
might-
and
I
guess
or
are
you,
is
it
a
compilation
of
these
things
yeah?
I
think
what
I
hear
is
michelle
is
going
to
look
into
it,
but
as
far
as
progress
measures
for
the
board
to
monitor
it
will
need
to
be
data
that
can
be
updated
multiple
times
during
each
school
year.
So
there
are
probably
measures
to
be
found.
A
Also,
to
be
cognizant
of
everyone's
time,
we're
borderlining
15
minutes
over
so
want
to
make
sure
that
people
don't
have
other
obligations.
A
I've
got
I've
got.
I've
got
one
yelling
right
now,
but
I
do
think
this
is
a
great
start
and
I
think
that
we
can
really
work
with
the
community
to
tweak
these
and
come
up
with
those
smart
goals
outlined.
It's
exciting
that
the
cabinet
and
some
of
the
central
office
staff
will
go
through
this
training
next
week.
So
we're
all
on
the
same
page
and
then,
as
we
work
through
our
august
10th
meeting,
to
establish
those
community
meetings
right.
B
A
And
we
really
appreciate
the
public
for
joining
michelle.
Thank
you
for
joining
via
phone
and
all
those
that
are
tuning
in
via
live
stream.
We
will
keep
everyone
updated.
The
timeline
will
be
updated
via
board
docs
and
as
this
process
progresses.
Hopefully
we
will
have
a
website
link
for
this
governance
process.
B
I'm
wondering
one
more
thing,
and
I
hope
this
is
quick,
so
cindy
once
we
are,
we
are
looking
at
this
information
and
then
we
come
back
to
a
meeting
in
august.
The
board
meeting.
Would
it
be
appropriate
to
have
a
discussion
at
that
point
to
have
some
draft
of
goals
that
we're
going
to
talk
about
in
the
community
engagement,
or
do
we
wait
until
after
the
community
engagement
to
really
formulate
those
goals.
C
I
think
that
I
think
I
don't
have
an
answer
for
that
right
now.
I
think
you
could
do
it
either
way.
You
could
take
draft
goals
and
say:
did
we
did
we
get?
You
know?
Are
we
on
on
around
the
money
on
this
or
you
could
take
those
those
gold,
buckets
and
ideas
and
somehow
have
get
some
sort
of
prioritization
of
that?
I'm
not
sure
without
thinking
more
about
it,
what
the
best
way.
A
We
really
appreciate
everyone's
time,
mr
kennedy,
ms
simmons,
thank
you
guys
so
much
for
the
updates.
We
really
appreciate
it,
letting
us
answer
questions
prior
to
the
meeting
on
monday,
cindy
thanks
for
filling
in
for
kim
and
being
on
the
call
with
us
and
helping
us
guide
us
through
this
process
and,
of
course,
to
courtney
and
dr
french
for
assisting
in
this
so
are
we
are
we
ready
to
adjourn.
G
One
last
question
for
me:
so
this
this
is
the
powerpoint.
That's
been
posted
on
on
board
docs.
Obviously,
based
on
this
conversation
we'll
make
changes
to
that.
But
the
question
is:
do
we
leave
it
posted,
as
is
for
the
for
the
for
the
meeting
on
monday
and
then
update
later?
Or
do
you
want
to
try
to
update
that
over
the
weekend?
With
some
of
these
discussions
that
we
had.
B
If
you
update
it,
maybe
just
to
provide
the
news,
the
new
slide
deck
has
updated
and
maybe
rename
the
other
one.
As
first
draft.
I
don't
know.
A
C
Think
that
would
work,
because
I
think
this
as
a
first
first
go
to
explain
the
data
to
the
board
and
see
where
the
administration's
thinking
is.
I
think
I
think
it's
sufficient
and
then
then
more
training
or
once
staff
has
had
their
training
on
monday
and
tuesday,
then
making
the
updates
accordingly
with
their
new
information,
new
learning.
That
would,
I
think
that
to
me
that
would
work
out
all
right
so
long
as
the
board
understands
that
you
know
these
are
not
in
their
final
format.
C
This
is
this
is
to
present
the
data
and
where
we
think,
where
we
think
needs,
are.