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From YouTube: CCSD BOT Council of Great City Schools Board Governance Ad Hoc Committee Meeting | August 10, 2022
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A
B
B
And
I
will
call
the
adult
committee
meeting
to
order
since
ms
herderick
is
out
of
town
and
is
on
zoom
and
just
so
everyone
knows.
Ms
waters
is
going
to
be
here
for
part
of
the
meeting,
but
she'll
be
on
zoom
for
the
first
part
of
the
meeting
in
a
couple
of
minutes-
and
we
are
here
with
trainers
from
the
council,
great
city,
schools,
to
talk
about
the
community
engagement
section
of
our
student
outcome.
Focus
work
for
this
fall
cindy,
ellsberg,
ben
mackey
and
rodney.
Jordan
are
going
to
be
helping
us
with
this
section.
C
C
B
Okay,
so
and
part
of
the
planning
for
the
community
listening
sessions
will
involve
the
larger
board
coming
together
and
talking
about
what
the
message
that
we're
going
to
bring
to
the
community
so
that
we
can
be
focused
on
student
outcomes
during
those
sessions
and
focused
on
values
of
communities
that
might
inform
our
guardrails.
Is
that
correct.
A
C
So
you'll
want
you'll
need
to
have
that
done
so
community
engagement
practice
session
with
the
board
and
and
review
of
the
script.
I
don't
think
that
that
is
explicitly
divided
out
on
your
timeline.
However,
it
would
need
to
be
completed
before
you
actually
posted
or
went
out
to
your
first
community
session.
So.
C
C
The
purpose
for
that
and
for
scripting
things
out
is
that
as
the
board
does
these
community
listening
sessions?
Listening
for
the
vision
and
the
values
of
the
community,
it's
very
important
that
you're
all
no
matter
what
group
you're
in
front
of
or
which
board
members
are
delivering
the
message
asking
the
questions.
You're
all
asking
the
same
thing
and
you're
all
in
message
together,
so
that
you're.
B
B
E
E
C
Yeah
sure
so
I'll
start
with
talking
about
student
outcome
goals.
Those
are
goals
about
what
students
know
or
are
able
to
do.
We
recommend
that
boards
adopt
no
fewer
than
one
no
more
than
five
and
that
their
span
is
three
to
five
years
and
that's
again
that
they're
very
specific
about
what
students
know
and
are
able
to
do
guard
rails
are
those
are
other
policy
statements
which
we
also
recommend
aboard
adopt
one
to
five
and
those
are
prohibitions
on
superintendent
authority.
C
Essentially,
they
say
they're
written
in
a
thou
shalt,
not
format,
and
it's
what
the
superintendent,
what
the
system
is
not
allowed
to
do
in
pursuit
of
those
goals.
So
by
doing
that
it
it
allows
the
board
to
set
boundaries
around
the
superintendent
and
how
they
go
about
achieving
the
goals,
but
also
gives
the
superintendent
and
staff
then
the
freedom
to
innovate
and
strategize
around
implementation
and
operationalization
of
those
goals
in
order
to
be
able
to
achieve
them.
C
A
D
She
would
also
say
that
you
will
not
stay
outside
longer
than
when
the
porch
fight
comes
on
so
she's,
giving
us
another
guardrail,
but
she's
also
giving
us
the
freedom
now
within
that
two
hour
time
frame
without
leaving
the
yard
and
because,
as
children
we
will
listen
to
our
parents,
give
us
certain
values
along
the
way.
You
know
she
didn't
have
to
go
to
the
extent
of
telling
us
every
single,
solitary
value.
You
know.
D
They
limited
us
to
a
specific
amount
of
time
that
limited
us
to
in
that
regard,
but
gave
us
the
freedom,
then
to
make
decisions
on
how
we're
going
to
go
about
implementing
our
play
so
very
similar
with
the
with
the
guard
rail
that
the
board
would
would
adopt
in
collaboration
with
the
superintendent
usa
to
the
superintendent.
These
are
the
goals
that
we've
established
you're.
D
The
expert,
our
expectation
is
for
you
to
implement
these
goals,
but
you
shall
implement
these
goals,
but
you
shall
not
do
these
things
and
so
the
guard
rail,
as
the
board
is
listening
in
these
sessions
and
developing
these
values
of
the
community.
Then
the
board
would
say
to
the
superintendent,
go
forth
and
implement
these
goals,
but
ye
shall
not
do
these
things
and
that's
what
the
guard
rails
provide.
B
Right
and
they're
different,
because
they're
not
necessarily
focused
specifically
on
the
student
outcome
itself,
that's
what
the
goals
do,
but
they
do
provide
that
value
of.
There
are
certain
things
we
don't
want
you
to
do
so,
but
that
does
that
cross
over
to
customer
issues
like
there's
certain
things
that
are
really
the
responsibility
of
the
principal
and
the
superintendent
to
take
care
of
at
the
schools.
D
D
So
it
doesn't
because
this
is
it's
not
a
bright
meeting,
it's
not
an
operational
meeting.
We
aren't
here
to
you,
know,
figure
out
how
to
get
your
child
in
front
of
a
particular
classroom.
We
know
those
issues
come
up
and
those
issues
are
important
to
you.
But
we're
really
here
is
to
listen
to
what
are
your
expectations
for
our
school
division?
B
Thank
you.
That's
really
helpful
in
a
good
segue,
so
you
know
first
we're
doing
this
now
to
really
understand
what
we're
gonna
do
and
we
may
try
to
schedule
in
term
not
necessarily
schedule
specific
dates,
but
we're
going
to
try
to
get
parameters
of
when
the
sessions
are
going
to
happen
and
where
they
might
happen
and
what
methods
we
may
use
and
then
we're
going
to
have
a
practice
session
with
the
board
and
one
question
I
had
about
that.
Sometimes
when
we
do
workshop
some
of
our
work,
we
do
in
small
groups.
B
C
I
I
think
we
could
entertain
doing
that
either
way.
I
think
the
the
main
thing
is
that
is
that
the
board
members
have
the
opportunity
opportunity
to
practice
with
a
partner
to
understand
what
the
what
the
roles
of
each
of
the,
because
we
usually
have
people
go
out
in
pairs
and
often
have
one,
is-
might
be
delivering
a
portion
of
the
script
while
the
other
is
taking
notes.
So
this
is
a
this.
Is
a
board-driven
board
member
board
doing
their
role
their
job
of
listening
doing
these
listening
sessions?
C
So
so
one
board
member
might
be
doing,
might
be
the
note
taker,
while
the
other
is
doing
the
asking
and
there
might
be
ways
of
dividing
and
conquering
conquering
that,
but
just
to
kind
of
get
the
flow
of
how
that
goes.
To
get
comfortable
with
with
the
questions
with
the
scripting
mean
you're
in
front
of
the
public
all
the
time,
but
it's
it's.
I
think
practice
is
still
good
and.
D
If
I
can,
I
just
as
a
thought
for
you
to
consider
when
you're
doing
these
listening
sessions,
so
you're
going
to
be
partnering
with
different
members
of
the
board
throughout
right.
So
I
think
that
there's
a
I
would
recommend
if
you
at
least
do
some
type
of
session
with
the
board
as
a
whole,
so
that
everybody
has
the
benefit
of
how
it's
going
to
roll
out
and
then
the
board
as
a
whole
would
benefit.
D
So
if
you
have
a
question,
then
the
entire
way
here,
if
you,
but
then,
when
you
get
into
your
practicing,
you
can
do
your
practicing
as
teammates
as
needed,
because
if
you
and
I
are
doing
it,
we
may
have
one
style.
If
you
were
doing
it
with
another
colleague,
you
may
have
a
different
style,
but
I
think
there
is
benefit,
and
at
least
some
type
of
initial
conversation
with
the
board
as
a
whole,
so
that
everybody
is
level
set
and
is
on
the
same
page
in
terms
of
what
you're
listening
for.
D
B
D
D
So
I
think
you
all
know
your
community,
and
so
I
think
that
the
survey
is
a
good
instrument
to
try
to
get
the
broad
piece
but
but
be
flexible.
If
there
are
some
some
communities
that
are
more
likely
to
engage
through
the
the
face-to-face
setting
than
than
then
definitely
do
that
and
depending
upon
your,
your
timeline,
which
I
think
yours
is,
is
pretty
tight.
D
You
know
trying
to
get
a
good
bang
for
your
buck,
but
also
not
so
large
that
you
can't
manage
it,
and
so
you
have
to
find
that
sweet
spot
between
if
it's
15
20
people
in
the
room
does
that
work
for
you
versus
trying
to
do
something
this
size
with.
You
know
50
people
in
the
room.
More
than
likely
it's
going
to
be
unwieldy
and
difficult
to
manage
and
allow
individual
voices
to
be
heard.
B
C
C
C
What
have
you
where
they're
at
and
get
on?
One
of
you
know,
for
example,
if
there's
a
neighborhood,
a
neighborhood
association,
that's
holding
a
meeting
board
members
might
get
on
their
agenda
to
do
you
know
to
get
30
minutes
or
whatever.
The
amount
of
time
is
to
do
the
listening
session
with
that
group.
So
so
some
of
that
will
depend
on
what's
actually
available
as
far
as
what
meetings
folks
are
having
for
you
to
tag
into
and
the
ability
to
get
on
there
on
their
schedules.
B
True
and
so
yeah,
so
basically,
the
big
difference
is
if
the
community
group
is
hosting
it
the
board
two
board
members
are
still
going
to
be
there,
but
it's
community
outreach.
If
it's
the
board
members
scheduling
the
meeting
hosting
it,
then
it's
community
engagement,
yeah
yep,
and
what
do
you
get
out
of
that
differently?
C
Differentiate
that
in
part,
because,
what's
hosted
by
the
board,
is
open
to
the
entire
public.
So
community
engagement,
those
those
meetings-
are
going
to
be
your
where
the
board
is
inviting
the
public
in
and
likely
not
excluding
anyone
from
the
public.
Whereas
some
of
your
outreach,
some
of
those
groups,
probably
may
not
have
an
open
to
the
public
format,
and
so
it's
just
going
to
be
that
group
of
or
that
organization
available
go
ahead
ben.
I.
G
D
And
to
that
point
when,
when
I
participated
in
engagement
sessions
with
with
one
of
my
colleagues,
sometimes
we
did
do
themes.
So
we
did
some
community
engagement
sessions
for
students,
and
so
we
promoted
the
fact
that
this
was
for
for
students,
and
so
we
were
soliciting
students
to
come
and
be
a
part
of
it.
We
didn't
necessarily
deny
if
someone
else
wanted
to
come,
but
because,
in
the
conversation
that
we
had
with
the
full
board,
we
were
trying
to
make
sure
that
we
were
inclusive
in
our
listening
session.
D
And
so
we
wanted
to
make
sure
that
we
didn't
leave
students.
We
did
a
listening
session
with
the
business
community,
so
there
are
different
targeting
that
that
you
could
consider
in
your
listening
session
as
you're
as
you're,
trying
to
make
sure
that
you
read
a
broad
broad
spectrum
of
the
community.
B
Right
one
that
I
think
of
is
that,
while
we
will
want
to
have
translators
at
all
of
our
listening
sessions,
we
may
want
to
have
one
that
is
more
focused
on
hispanic
appearance,
but
there's
going
to
be
people
of
different
speaking
languages,
so
we're
going
to
have
to
somehow
navigate
that.
That's
that
may
be
difficult
if,
if
we
have
to
deal
with
multiple
languages
in
one
session
but
we'll
find
we'll
figure
this
out,
yeah.
C
Those
are
all
all
things
to
consider
and-
and
you
know
that's
where
some
staff
you
know
we
generally
are
very
very
much
about
this-
is
the
the
work
of
the
board.
There
will
be
some
staff
support
that
will
will
be
needed.
What
I
would
caution,
though,
is
not
making
it
is
being
very
planful
about
it,
so
that
it's
not.
C
More
burdensome,
I
guess
than
it
needs
to
be
at
a
last
minute
as
far
as
last-minute
requests
for
translation
there's
some
other
sort
of
support
that
might
be
needed
to
to
do
that.
So
that's
why
the
the
planning
ahead
is
also
a
good
idea
and
really
understanding
what
what
type
of
support
like
that
the
board
the
board
might
need
to
make
sure
that
they're
able
to.
B
B
F
F
And
that
made
a
lot
of
sense,
but
I
guess
for
timing
purposes,
I'm
wondering,
would
you
be
wanting?
Are
we
gonna
be
having
one
engagement
session
per
group,
or
is
it
going
to
be
up
to
us
like,
for
instance,
if
you
assign
two
of
us
to
the
north
area,
and
we
discover
that
there
is
a
ton
happening
in
our
community
in
the
next?
You
know
a
couple
of
weeks
and
we
can
get
into
several
things.
Would
we
be
doing
that
or
would
there
be
a
standard
expectation
for
for
each
group
going
out.
C
If
two
of
you
are
in
one
part
of
the
city
same
day,
two
of
you
can
be
in
another
part
of
the
city,
so
there's
different
ways
to
be
hitting
various
various
quadrants
or
sections
of
the
city
or
having
multiple
opportunities
to
to
make
it
as
inclusive
exclusive
as
possible.
As
far
as
people
getting
to
to
your
sessions.
Does
that
answer
your
question?
Courtney.
F
C
So
so
with
that,
so
what
will
what
will
happen
after
this?
And
if,
if
even
if
you
all,
I
don't
know,
if
there's
any
starting
point
that
you
want
to
establish
or
not
with
thinking
about
what
some
of
those
sessions
might
look
like
or
what
some
of
those
sessions
might
be.
We
can
do
that
as
a
starting
off
point
or
either
way
we're
going
to
solicit
the
every
board.
Member
for
feedback,
we'll
essentially
send
a
three-part
assignment.
E
D
D
I
could
go
in
and
list.
You
know
all
those
different
meetings,
but
from
a
practical
practicality
standpoint
we
had
to
work
together
as
a
board
to
kind
of
narrow
those
down
in
order
to
try
to
get.
You
know,
get
the
geographic
diversity
get
the
inclusiveness
that
we
wanted
to
try
to
achieve
within
the
time
frame
that
we
had.
We
couldn't
do
100
meetings,
so
we
had
to
be
able
to
prioritize
and
decide
as
a
whole,
which
ones
we
would.
We
would
get
to.
B
Right
and
so
we
could,
we
could
print.
We
could
decide
as
a
group
how
we
want
to
just
define
those
parameters
and
to
make
sure
that
we're
working
with
each
other,
but
that
we're
also
doing
what's
manageable
and
yeah
and
we'll
actually
engage
the
most
community
members
and
it's
very
interesting
to
suggest
that
you
have
a
few
at
the
same
time,
because
sometimes
what
we
see
is
when
we
go
around
the
community
to
have
our
listening
sessions.
That
will
often
have
people
travel
to
each
meeting
like.
D
I
do
think
that's
a
good
point.
I
mean
you're
doing
this
in
a
collaboration
and
partnership
and
trust
exercise
with
your
community
and
you
representing
the
community's.
You
know
vision
and
value.
So
I
think
it
is
important
in
your
discussion
to
make
sure
that
you're
communicating
with
with
the
community
that
you
are
trying
to
reach
as
many
people
as
possible
and
hear
as
many
voices,
and
so
while
you
may
not
deny
someone
from
coming
to
three
three
meetings.
B
B
Has
urban,
suburban
in
rural
areas
we're
very
large
geographic
district
and
we
have
a
lot
of
different
perspectives,
and
so
this
may
not
be
an
issue
for
specifically
for
this,
but
to
talk
about
how
do
you
sometimes
do
you
have
to
reconcile?
What
comes
out
of
that?
Because
you
have
such
varying
perspectives.
C
The
answers
to
the
questions
are
all
collected
in
one
space,
whether
they
are
collected
by
board
members
during
the
listening
sessions
or
via
survey
or
whatever
other.
If
there's
some
other
method
that
you
all
come
up
with
as
well.
I
don't
know
what
that
would
be.
But
if
you
do,
then
the
the
idea
would
be
to
have
that
all
of
that
information,
synthesized
and
and
then
kind
of
analyze
it
by
what
common
themes
came
through
in
that
and
then
so,
using
those
using
that
thematic
synopsis.
C
If
I'm
wrong
somebody
something
like
that
yeah,
so
you
have
a
lot
of
students
who
just
said
you
cover
a
large
geographical
area.
So
the
your
role,
your
job,
is
definitely
not
easy
in
doing
that,
and
we
all
recognize
that
and
prioritization,
though,
in
the
context
of
limited
resources,
because
my
guess
is
that
you're
not
swimming
in
funds
and
that
yeah
so
while
so
that
is
that's
the
hard
job
of
school
boards
is
to
do
that
prioritization
and
to
really
focus
in
though,
because
that
is
that's.
C
Why
that's
why
I
believe
from
hearing
hearing
the
board
of
the
end
of
july?
That's
why
I
believe-
and
you
embarked
on
this
journey
of
becoming
a
more
student
outcomes,
focused
board,
so
that
there
was
actual
focus
on
putting
points
up
on
the
board
for
kids
for
really
really
narrowing
in,
because
that
is
again
the
correlation
in
that
behavior
setting
and
focusing
setting
one
to
five
student
outcome
goals
that
you
are
progress,
monitoring,
frequently
spending
50
of
your
time,
doing
that
at
the
board
table
and
then
causing
that
alignment
throughout
the
system.
C
B
Not
easy
yeah,
I'm
thinking
about
some
of
the
data
that
we
looked
at
some
was
about
reading.
Some
was
about
math
as
especially
end
of
class
outcomes
for
algebra
one,
but,
and
I
think
that
sometimes
as
board
members
were
like
well,
obviously,
we
need
to
have
a
goal
around
reading
and
everybody's
gonna
agree
on
that.
So
let's
just
write
it,
but
looking
at
that
data
the
community
may
help
to
and
their
views
may
help
to
inform.
B
G
Think
that's
directly
on.
I
want
to
give
another
example
too,
because
they
can
help
you
narrow
down
the
population
or
the
focus,
but
also
in
terms
of
you
know,
you're
going
to
be
setting
these
goals
in
a
way
that
challenges
the
organization
and
requires
adult
behavior
change
within
the
organization
to
get
to
different
outcomes,
but
sometimes
there's
different
appetites.
I
know
I've
heard
boards
talk
about.
G
You
know
obviously
100
of
our
kids
reading,
but
as
you
set
the
the
strength
of
these
goals,
also,
you
have
to
realize
that
there's
different
resource
allocations
that
goes
along
with
it,
and
so,
if
we're
gonna
say
we're,
gonna
have
an
incredibly
aggressive
reading
goal.
That's
gonna
might
require
the
district
and
the
superintendent
to
make
different
decisions.
G
That
may
or
may
not
be
harder
or
easier
for
a
community
to
swallow,
and
so
I
think
to
be
able
to
balance.
What's
what's
the
goal
that
actually
moves
us
towards
the
goal?
How
fast
and
how
much
are
we
willing
to
sacrifice
to
hit
the
gas
further
or
less
than
you
know
it
you're
going
to
hear
a
lot
of
those
types
of
conversations.
G
That's
going
to
go
back
to
to
feed
into
it,
because
if
you
were
to
come
back
to
the
superintendent
and
say
we
need
to
raise
our
reading
scores
by
30
this
year,
he's
going
to
have
a
lot
of
different
things
that
he's
going
to
do.
We
might
have
to
close
half
of
our
schools
and
really
invest
here,
and
you
know
that's
the
conversation
that
you're
going
to
get
to
have,
and
here
now
I'm
not
saying
that's
going
to
happen
in
any
way,
shape
and
form.
G
D
But
I
would
also
say
going
back
to
the
the
listening
session,
part
of
it,
where
it's
helping
the
feed
into
you,
so
it
then
feeds
into
your
decision
making
you
can
you
as
a
board,
you
all
can
have
some
intentionality
of
trying
to
make
sure.
So,
for
example,
you
say
you
have
rural,
suburban
and
urban,
so
as
you're
looking
at
where
you're
hosting
sessions
or
where
you
are
being
invited
to
a
session,
you
could
you
can
see
from
your
list
whether
or
not
you
are
hitting
that
that
that
broad
spectrum?
D
So
if
you
feel,
if
the
board
decides,
for
example,
that,
let's
just
say
the
rural
parts
of
the
community
needs
to
really
be
heard,
then
you
may
be
more
intentional
about
trying
to
make
sure
that
you
are
doing
more
more
outreach
there
more
listening
sessions
there
or
being
being
hosted.
So
when
you,
when
you
see
these
events,
come
in
or
opportunities
come
in,
that
you
all
are
mining,
then
I
think
it
gives
you
an
opportunity
to
look
at
it
from
a
whole
and
to
see
whether
or
not
you
are
reaching
the
different.
B
That's
a
good
point,
so
we
might
do
more.
We
might
see
a
lot
of
events
pop
up
where
we
could.
There
are
meetings
that
were
already
ready
that
we
could
be
a
part
of,
but
then
we
could
see
those
gaps
where
we
aren't
reaching
specific
communities
and
intentionally
has
some
community
engagement
in
those
areas.
B
One
thing
I
wanted
to
ask
about
is:
when
you
save
the
data,
the
comments
from
all
all
of
these
sessions
and
in
any
surveys
and
any
other
methods
distilling
them
who's
going
to
do
that.
Do
you
provide
some
support
for
that,
and
how
do
you
do
that
objectively,
so
that
the
what
comes
out
is
really
what's
represented
in
those
meetings.
C
D
Presented
in
your
I
was
looking
at
it.
I
was
going
to
pull
up
some
of
my
notes
because
I
think
we
had
a
combination
of
support
from
the
from
the
council
in
terms
of
looking
at
that.
But
then
also
as
cindy
was
saying
looking
at
the
the
raw
data.
You
know,
I
think
oftentimes.
We
may
assume
just
going
back
to
your
geographical
example.
D
D
You
know
connections,
and
so
I
think
that
inputting
the
information
getting
out
into
parts
of
this
of
the
county
that
maybe
you're
not
used
to
being
being
in
looking
at
the
the
raw
data
and
then
is
the
themes
emerge.
Just
like
we
talked
about
doing
the
gap.
Analysis
with
geography
you'll
end
up
doing
some
type
of
analysis
as
well.
C
A
B
Right
yeah,
so
you
so
you're
just
you're,
looking
at
it
as
a
pool
of
data
as
opposed
to
these
people
have
this
agenda
or
you
know
yes,
based
on
you
know
those
kind
of
ideas.
So
so
that's
how
I
I
am
wondering
too
sometimes
we
do
well.
We
obviously
deal
with
a
lot
of
trust
issues.
All
boards
do,
but
we
have
some
definite
trust
issues
between
the
community
and
the
board
and
with
note
taking
in
particular
that
can
be
a
problem.
So
are
there
other
ways
that
we
can
do
this?
B
B
D
D
In
our
experience,
I'll
say
in
my
experience,
okay,
so
I
did
both
so,
as
I
mentioned
in
the
in
the
model
that
we
used
one
board
member
would
take
responsibility
for
asking
the
questions
and
moderating
the
session.
The
other
school
board
member
had
the
responsibility
of
doing
doing
the
documentation,
but
I
would
I
would
do
both
so
I
could
be
in
one
listening
session
when
I
was
the
moderator
I
was
in
another
listening
session.
D
So
part
of
the
where
I
felt
the
the
trust
piece
that
that
you
raised
was
really
about
the
integrity
piece
of
of
you
know
that
we
also
talk
about
through
this
to
this
effort
of,
do
I
show
up.
As
I
say
I
was
going
to
show
up.
Do
I
do
my
job
as
a
salesman?
Do
my
job
and
then
do
I
follow
through
with
my
assignment
whether
it's
moderating
or
or
or
note-taking,
but
because
I've
had
the
what
have
had
the
opportunity
to
do
both.
D
B
A
C
Yeah,
I
think
that
could
be
something
that
so
I
have
seen
it
and
I'm
trying
I
don't.
I'm
gonna
have
to
think
through
this
a
little
more,
but
I'm
thinking
sometimes
if,
if
they're,
especially
now,
that
in
person
is
much
more
much
more
available,
because
zoom
was
a
lot
of
engagement
sessions
not
too
too
long
ago,
yeah,
there
might
be
that
ability
to
have
the
big
chart
paper.
Give
everyone
a
sticky
note
to
throw
up
there
and
or
something
like
that.
We
could
also
shut
up.
E
We
can
also
set
up
a
separate,
like
public
comment
section
similar
to
how
they
send
those
questions
for
the
board
meeting
for
our
listing
session.
So
if
people
can
attend,
they
can
comment
on
there
or
if
they
have
ipads,
and
things
like
that
at
the
meetings
that
they
can
send
their
public
comments
through
that
it's
all
electronically
lined.
E
F
B
B
B
G
Yeah,
so
I
think
what
cindy
alluded
to
earlier
is
is
right
on
so,
first
of
all,
just
looking
at
all
the
qualitative
data
you
get,
you
know
you
have
to
have
whether
it
is
on
a
chart
paper
or
whether
it's
something
people
are
typing
into
right
there.
During
the
meeting
or
whether
or
not
they're
filling
out
a
survey
to
be
able
to
get
that
in
one
location,
then
I
think
some
of
the
best
ways
to
go
about
that
is
to
look
through
each
of
those
responses,
and
you
know
tag
it
with.
G
What
is
this
talking
about?
This
one
is
talking
about
equity.
It's
talking
about
reading
it's
talking
about
this,
and
then
you
start
to
get
a
sense
of
you
can
actually
turn
the
qualitative
data
into
quantitative
data.
58
of
responses
spoke
specifically
or
alluded
to
equity.
74
of
responses
talked
about
the
importance
of
reading,
and
while
there
might
be
variations
in
the
grade
level
or
the
perspective,
you
can
start
to
draw
out
from
that.
Both
the
vision
and
goals
that
you
might
said
reading
is
really
important.
G
This
is
what
we're
going
to
look
at
here
are
some
of
the
values
of
the
community
that
we
also
want
to
think
about.
For
you
know,
48
of
responses
talked
about
culture
and
student
culture,
so
maybe
that
becomes
a
value
or
a
guard
rail,
and
so
that's
my
recommendation.
That's
some
of
the
work
that
the
the
council
is
able
to
do
is
once
we
have
all
that
in
one
location
to
start
kind
of
looking
at
those
tagging
them
and
showing
the
trends
that
come
through
now.
G
Obviously,
you
all
will
be
able
to
read
all
the
raw
data
and
look
at
that.
You
can
probably
read
in
between
the
lines
and
know
what
people
are
specifically
referring
to.
Sometimes
it
might
be
one
instance,
and
that's
the
color
that
you
can
bring
to
this
and
help
make
it
an
understanding
of
like
what
are
the
biggest
trends
we
see
coming
through
across
the
community.
C
B
And
that's
why
you
say
one
to
five
goals:
one
to
five
guard
rails.
I've
had
conversations
with
individual
board
members
and
we've
often
said
we
think
maybe
three.
It
should
be
our
max
just
because
we
want
to
focus,
but
I'm
sure
that's
going
to
come
out
of
what
we
get.
It's,
not
something
we're
going
to
decide
today
or
anything
but
yeah.
It's.
B
D
If
I
could
just
add
one,
forgive
me
if
I
keep
coming
back
in
some
ways
to
the
same
thing.
You
know
as
you
discuss
your
your
script
and
how
you're
going
forward.
I
would
just
encourage
to
reinforce
it's
your
your
it's
a
listening
session,
so
you're
you're
not
there
to
debate
with
what
you
hear.
You
know
you're
you're
there
to
really
hear
and
listen
so
as
you're.
You
know,
as
you're
documenting
in
person
as
you're
documenting
in
zoom.
That
person
is
doing.
D
Oh
okay,
maybe
I'll
speak
a
little
louder.
I'll,
put
it
closer
that
the
the
relationship
building
that's
happening
between
you
all
as
board
members
and
your
community,
as
we
all
here
as
board
members.
You
don't
listen
to
me
well.
This
is
truly
an
opportunity
for
the
board
to
listen
to
what
the
community
is
saying.
It
wants
for
its
children
what
it
wants
for
the
school
division
so
that
that
that
feeling
piece
is
important,
and
so
I
would
just
encourage
that.
D
B
A
C
A
F
Well,
I
mean
I
do
some
qualitative
research
in
my
work.
I
I
find
that
it's
not
always
necessary
to
hear
every
nitty-gritty
detail
as
much
as
it's
important
to
pull
out
the
themes,
and
I
think
the
chart
paper
instance
is
even
helpful
for
not
sort
of
getting
into
minutia
and
very
specific
things,
because
you
write
the
big
pieces
and
you
could
even
check
off
if
you
heard
it
again,
so
I
just
I'm
not
sure
I
personally
don't
know
that
recording
is
is
necessary,
but
I
wouldn't
say
absolutely
not
the
other.
B
D
B
F
I
think
it's
also
going
to
be
important
in
terms
of
scripting
to
sort
of
level
set
and
acknowledge
that
this
is
a
step
in
a
relationship
building
process.
It's
not
going
to
be
perfect
and
we're
not
really
aiming
for
perfection
but
to
get
started.
So,
even
with
regard
to
people
being
concerned
that,
oh,
my
my
voice
wasn't
heard
this
we're
trying
to
implement
a
practice
of
continually
listening,
and
I
think
that
it'll
be
it'll
just
get
better
over
time.
So
I
think
for
messaging
purposes.
F
G
And
I
think
that's
a
great
point.
I
think
in
that
script
you
can
also
build
in
this
is
how
we
want
to
make
sure
that
we
capture
this.
If,
if
there's
a
note
taker,
you
can
build
in
an
aspect
of
that
script
to
share
out
here
are
the
notes
that
I
have
collected
so
far
on
the
big
trends.
Does
this
sound
accurate
to
the
conversation
and
that
can
the
community?
D
And
I
was
just
going
back
and
looking
at
some
of
my
notes
from
from
the
work
that
we
did
and
at
the
end,
when
we
were
closing,
we
let
everyone
know
about
the
online
form
that
we
had.
So
if
something
came
up
that
someone
felt
they
didn't
get
an
opportunity
to
weigh
in
on
or
something
they
came
up
after
the
meeting,
then
they
could
go
to
that
survey
instrument
and
and
submit
their
their
comments
as
well.
B
Okay,
so-
and
I
don't
know
if
so
I
know
that
for
miss
harder
and
ms
waters,
you
part
of
you
at
the
time
you
were
on
zoom,
I'm
not
sure
if
you
heard
this
part
where
you're
going
to
basically
give
us
homework
sheet
homework
spreadsheets,
so
that
we
really
all
of
us
as
board
members
will
submit
recommendations
about
where
to
have
where
we
host
sessions,
where
community
groups
might
host
sessions.
I
wonder
if
it
would
also
be
good.
Oh
shoot.
B
F
I
have
yes
or
I
had
a
thought
about,
perhaps
folks
sending
their
availability
first
without
the
sort
of
list
of
g,
like
maybe
submit
all
the
things
you
know
submit
all
the
places
and
things
you
know
that
are
happening
places
you
might
recommend
and
then
your
dates,
but
maybe
not
maybe
not
the
places
before
the
dates.
Oh.
B
Not
that
I
was
talking
about
the
meeting
where
we're
going
to
get
together
as
a
nine-member
board
to
practice
a
community
listening
session
and
that's
going
to
need
to
happen
in
the
next
week
or
two
before
we
go
out
to
the
community.
So
just
to
make
sure
we
know
when
we
can
do
that,
like
maybe
I
don't.
How
long
does
that
practice
session
usually
take.
C
G
And
so
I'll
just
bring
back,
I
think
there's
a
couple
things
that
go
in
alignment
with
that
too,
and
so
this
homework
would
go
out.
People
can
put
in
their
thoughts
around
this.
What
we
would
need
to
do,
then,
based
on
all
that
feedback
from
those
assignments,
that's
when
we
would
kind
of
have
a
rough
list
of
here's,
what
we
heard
about
engagement
sessions,
here's
what
we
heard
about
outreach
sessions.
G
So
when
you
come
back
together,
maybe
a
week
or
so
whenever
that
is
after
these
responses
come
in,
maybe
if
it's
in
the
end
of
month,
then
you
would
look
at
here's.
What
we
saw
and
heard
from
all
nine
board
members
about
engagement
and
outreach
sessions,
then
we'd
have
a
conversation
together
around.
Does
that
encompass
the
wider
community?
Are
there
areas
we're
missing?
Do
we
need
to
add
anything
there
so
we'll
solidify
that,
then
next
we'll
talk
about
parameters.
You
know
how
how
many
of
these
based
on
that
list?
G
That
means
everyone's
gonna
do
five
of
these
okay.
How
are
we
gonna
schedule
that
it's
different
board
members?
Is
it?
You
know?
How
do
we
do
parts
of
the
city
and
county,
etc?
Then
that
conversation
happens
and
then
it's
looking
at
the
script
and
doing
the
example
like
run
through?
What
would
I,
what
would
we
do
in
this
city.
B
C
C
A
A
B
The
first
thing
first
round
is
to
sit
down
and
think
about
where
we
think
we
can
best
reach
the
community
where
we
can
host
where
we
can
engage
them
where
they
are
as
community
groups
and
then
then
you're
going
to
help
distill
that
into
something
that
looks
like
it.
It
works
for
the
county,
but
then
we're
going
to
respond
to
that
and
say:
oh
no,
we've
missed
some
space
a
little
bit
of
that
back
and
forth.
B
C
I
think
that's
yeah,
I
think
that's
possible
to
send
out
a
draft
script
for
and
and
to
ask.
Is
there
feedback
or
anything
that
we
missed,
or
would
you
know,
and
that's
also
going
to
be
we're
not
going
to
if
one
one
or
two
board
members
say
I
really
wanted
that
question
in,
but
that
is
not
the
word,
but
that
wasn't
a
common.
C
C
Yeah
we'll
ask
for
what
you
want
included
and
such,
and
so
I
think
that
also
is
going
to
be
a
little
bit
of
pairing
down
getting
common,
some
common
themes
and
stuff
included.
But
if
there's
something
something
that
is
missed,
that
multiple
board
members
say
that
really
needs
to
be
in
there,
then
we
can
talk
about
adding
that
back
in
and
are
adding
that
back
in,
but
adding
it
in
and
and
or
editing.
However,.
C
F
Do
you
think?
Well,
you
know
I
just
kind
of
I
think
we
should
set
a
date
and
just
take
what
we
get
when
the
when
the
submissions
come
on
that
date.
I
think
it's
just
it
just
depends.
Sometimes
board
members
respond
quickly.
Sometimes
they
don't
sometimes
if
it's
not
important,
you
know
you
know
priority
at
the
moment.
They
may
come
back
to
it.
E
A
C
Okay,
so
we'll
yeah,
we'll
we
can
take
care
of
sending
that
out.
We
can
copy
your
board
support
person
in
if
that's
helpful
and
and
then
also
put
it
very,
be
very
clear
about
a
due
date.
I
think
that
we
could
also
probably
make
some
individual
phone
calls
as
well
too.
Oh
to
the
other
board
members
just
to
make
sure
that
they're
clear
on
what
it
is
and
see
if
they
have
any
questions.
D
D
If
I
submit
monday
at
six
o'clock,
my
stuff
may
not
get
in,
and
so
you
know
again
going
back
to
honoring
that
integrity
piece
that
these
are
the
this
is
the
process
that
we've
agreed
to
as
a
whole.
These
are
the
dates
that
we've
agreed
to
as
a
whole.
These
are
the
expectations
we've
agreed
to
as
a
whole.
D
Now
the
responsibility
is
on
me
to
uphold
that,
and
especially
when
it
comes
to
the
note-taking,
if
I'm
supposed
to
get
notes
in
by
a
certain
time-
and
I
haven't
done
that
I've
now-
let
down
the
very
community
that
I
say
I'm
listening
to,
because
I
sat
in
that
session
and
I
took
notes
and
then,
if
I
didn't
submit
on
time
that
voice
wouldn't
get
represented
in
the
process
that
you're
doing
so
you'll
have
a
very
aggressive
timeline.
So
as
a
board
the
the
amount
of
commitment
it's
going
to
take
to
execute.
D
B
Thank
you
for
saying
that,
and
so
you
know
maybe
lauren.
We
can
remind
everyone
that,
in
order
to
stay
with
the
timeline
that
we
voted
on
to
implement,
we
really
need
you
to
get
this
to
us
on
time.
We
can't
wait
for
you
to
do
it
later
on.
You
know
and,
like
you
said,
your
input
might
not
get
included
if
you're
late.
C
It's
still
not
honoring
the
community,
necessarily
that
you
represent,
if
you're,
not
speaking,
for
where
you
think
that
that
these
sessions
should
happen
but
and
then
through
the
process
when
you're
responsible
for
submitting
notes-
and
that
has
happened
so
where
the
notes
didn't
get
didn't
get
submitted
so
that
whatever
group
that
reach
was
done,
didn't
get
included
but
yeah.
So
the
commitment
is
super
important
and
just
really
being
timely.
C
C
A
C
C
C
G
I've
been
taking
notes
and
trying
to
put
it
in
order
here,
so
I
can
kind
of
go
through
the
next
steps,
and
you
all
can
say
if
that
captures
what
we
talked
about
here
so
within
the
next
day
or
so
we're
going
to
make
sure
to
get
the
assignments
out
to
board
members.
Ideally,
the
goal
would
be
for
them
to
complete
it
by
end
of
next
week
to
provide
feedback
on
the
community
engagement
sessions,
the
community
outreach
sessions,
dates
etc,
and
we
will
take
that
on
then
after
we
receive
all
of
that.
G
We'll
hopefully
put
that
into
a
clear
outline
for
the
engagement
and
outreach
essence
based
on
the
board
member
feedback,
as
well
as
an
example.
Script
based
on
the
board
member
feedback
and
share
that
back
out
with
board
members,
so
board.
Members
can
make
any
final
comments
to
us
at
which
point
sometime
in
that
ideally
the
following
week
or
so.
There
would
be
a
session
to
review
the
near
final
outline
of
the
engagement
sessions
and
outreach
sessions.
A
G
G
Collectively,
that's
been
written
on
the
chart
paper
or
notecards
that
participants
fill
out
and
can
submit
and
leave,
but
also
having
maybe
an
online
way
for
people
either
at
the
meeting
or
on
their
own,
to
submit
comments,
thoughts
and
reflections
and
then
a
survey
that
can
also
capture
for
anyone.
That's
not
able
to
be
present.
B
C
I
think
the
important
piece
of
that
is
going
to
be
based
on,
because
you
also
have
drafting
goals
and
guardrails
on
the
30th.
So
it's
the
scheduling
of
your
community
sessions,
they're
going
to
be
needed,
need
to
be
completed
in
such
a
time
that
there
is
time
to
analyze
all
the
data
right
collected.
C
F
C
F
F
Her
group
is
very
tight
in
my
opinion,
and
so
if,
if
the
draft
doesn't
have
to
be
reviewed
until
the
30th,
then
perhaps
we
could.
We
have
five
or
seven
days
to
play
with
in
that
week,
because
I
don't
I
mean-
and
this
would
be
a
question
for
you
all
if
a
week
to
turn
around
the
synopsis
of
that
is
enough
for
us
to
be
reviewing
by
the
30th,
I'm
just
thinking
of
how
to
make
the
going
out
and
engaging
timeline
a
little
longer.
Oh
yeah
yeah
and
not
impact
the
ultimate.
You
know
stuff.
D
D
I
think
on
the
coach
side
that
the
turnaround
piece
is
one
thing,
but
on
your
side
of
really
getting
out
there
listening
to
the
community
scheduling
the
events,
make
sure
that
you're
going
out
and
doing
a
session
at
least
one
session
with
every
other
board
member.
That's
a
lot
of
logistical
commitment
that
I
think
is
important
for
you
all
to
talk
through.
F
F
B
E
B
A
B
B
C
C
A
C
B
Right,
yeah-
and
I
think
that
as
long
as
we
have
it
during
that
last
week
of
september,
that
that
will
make
it
so
that
it's
available
for
the
cow
to
to
discuss
further
at
that
point,
and
that
will
give
the
public
plenty
of
time
to
to
say
wait.
That's
not
what
we
said,
or
you
know,
have
some
feedback
so.
C
C
B
Because
if
we
can
make
sure
it's
published,
at
least
by
normally
everything
in
our
you
know,
most
of
the
things
in
our
packet
are
published.
The
wednesday
before
would
be
nice
to
have
it
sooner,
but
at
least
that,
but
then
we
have
it
for
the
cow.
And
then
we
have
another
couple
of
weeks
before
the
board
meeting.
Well.
F
And
the
good
thing
is
you,
I
mean
it
would
be
nice
to
have
the
materials,
but
if
we
don't,
if
we
didn't
have
the
materials
until
the
sixth
or
the
seventh,
it's
it's
not
if,
as
long
as
there
was
a
placeholder
and
some
sort
of
background
information,
it
would
still
get
out
there
and
folks
could
you
know,
look
at
it
before
monday.
If.
C
Yeah
and
the
other
thing,
then,
that
also
gives
the
superintendent
the
opportunity
to
once
you've
drafted
those
goals
and
guardrails
to
begin
their
work
on
crafting
the
interim
goals
and
interim
guard
rails,
because
that
will
be
something
that
the
board
again
will
want
to
go
through
before
they
adopt
these,
to
make
sure
that
the
actual
intent
was
captured,
and
sometimes
that
and
understood
yes,
and
that
can
be
really
critical
on
the
guard
rails,
because
sometimes
the
superintendent
might
come
back
with
a
an
interim
goal.
That
is
reasonable
for
how
the
guardrail
was
written.
C
C
And
actually,
probably
when
you're
writing
the
goals
and
guardrails,
we
would,
as
were
as
you're
doing,
that,
it
would
probably
be
important
when
you're.
Looking
at
that
information,
where,
in
the
where
in
the
thematic
community
input,
are
you
drawing
that
from
and
where,
in
the
student
performance
data.
A
F
F
B
I
really
appreciate
how
well
you're,
explaining
all
the
components
I
think
that's
going
to
help
community
to
in
their
expectations
of
what
we're
going
to
be
trying
to
do
community
engagement
sessions
and
certainly
we'll
encourage
people
to
watch
the
meeting
if
they
haven't
been
watching
it
right
now,
and
I
also
like
to
just
take
an
opportunity
to
say
that
this
the
student
outcome
focus
governance
framework
is
a
framework.
It
is
not
telling
the
district
what
goals
to
set,
what
guardrails
to
set
or
what
inputs
to
use.
C
It
is,
and
it's
it's
coral,
it's
based
on
research
or
setting
the
context
for
improving
student
outcomes
in
the
system.
So
anybody
who
has
access
to
that
student
outcomes
focus
governance
framework
which
I'm,
if
you
don't
have
it
up
on
your
board
docs
already.
You
might
want
to
put
a
link
out
there,
so
anyone
can
see
it,
but
on
page
14
of
the
framework,
that
is
where
the
research
that
this
is
drawn
from
is
located.
So.
B
Definitely
I'll
ask
julie
to
put
that
on
this
meeting
and
make
sure
it
comes
it's
on
all
of
our
ad
hoc
committee
meetings.
But
if
anything's
on
the
board
agenda
we'll
try
to
make
sure
it's
on
there
too,
so
people
won't
have
to
hunt
around
for
it,
but
we
may
want
to
have
somehow
to
have
a
place
on
our
website
where
we
can
focus
on
this
to
help
people
follow.