Ben, how are you? Good evening. I'm calling this meeting to order. The time is 05:34PM in accordance with the Texas Open Meetings Act, Texas government code chapter five five one. This meeting is officially open with a quorum present. Also, I want to acknowledge that trustee doctor Michael Ryan is joining us virtually through Zoom. Can you hear us, doctor Ryan? Great. Yes, ma'am. I can. Great. Thank you. At this time, we would hear public comment addressing items on the agenda. We have no speakers this evening.
So we will move right along. Next, we will move to item three, Lone Star governance priority setting. So I will turn it over to doctor Moller. Thank you, president Martinez. So I'd like to welcome back our Lone Star governors coach, mister Ben Mackey, who will be leading our workshop this evening. You will see in front of you that you have our printed out our district strategic plan that we adopted in January. And then we also have our current data scores that are, gonna be shared with you as well just for references.
Alright. Good evening, everyone. Good evening. You can't see me smiling wide behind here, but I'm getting over sickness from last week. Didn't wanna take any chances with you all, so I wore the mask. But excited to be here with y'all tonight. It's gonna be a super exciting time. Some of the most important stuff, as this board well knows, is setting the priorities for the system. The two documents that, superintendent Molineux just mentioned, I know you've this board has spent a lot of time getting the strategic plan to a point where you were happy with it and adopted it and looking forward to the work, and there's a lot
of good stuff in that plan that the system needs to focus on. And there's a lot of stuff. And so what this board can do better than anything is prioritize what are the most important elements of that plan for doctor Molnar and her team to focus deeply on. It doesn't mean they will ignore everything else. It just means what are the highest leverage things that this board wants to shine a light on day in and day out to really track the progress that if we achieve those things, that's what winning the game looks like. And doctor Molnar and her team will continue to take care of all the other
stuff in that strategic plan. So that's our job tonight, is essentially take that strategic plan and start to look at it in conjunction with the data that you have. So you have, so the most updated data. We're gonna go through a couple activities. One's to set goals and big picture on what are those academic things that we are going to prioritize. And the second, once we finish that aspect, is to set the constraints, as they were formerly called, guardrails. What are those values that we are trying to protect and make sure hold true even as we pursue our goals? So that's kind of what we're gonna do tonight.
We've got a lot of, this is a workshop. It's called workshop for a reason. We're gonna put you in groups and have you work and kinda share out and kinda go through this process. But before we get started, I wanna kinda level set about what goals are and what guardrails are. We talked about it last time. I think everybody in this room has been through Lone Star governance training at some form in the past, but would love to just level set talking about goals first. What does anyone on this board remember about what goals are? Who will be the first? Do I get a call on someone? Jesse Dark. I can speak up first.
I mean, goals are kind of what you're trying to achieve. And more specifically when you're putting those together. I know we might not do all of it tonight, but kinda smart goals. Yeah. Goals are what we're trying to achieve. That's what winning the game looks like, and we talk about smart goals. They need to be specific, measurable, attainable, and all those good things. What else? What else do we know about goals or remember about goals? Chelsea Darr. They are targets, so it gives us something to aim toward and to work toward as opposed to, shooting those arrows and missing every time because we don't know what
the target is. Yeah. They are our targets. They are what we are shooting for. They give us something to grow towards, certainly. Without those targets, without the specificity, it's really hard to know where we're going or what's the most important and it would change all the time as we try to chase whatever is the topic du jour. These keep us focused on what those targets are. Thank you, trustee Darr. What else? What else do we remember about goals? Trustee Jackson? When we talk about goals and vision Yeah. Then we're looking at the community's aspirations aligned with ours for the students Yes.
To hopefully improve student outcomes. Yes. Absolutely. So, it starts with the vision and the community's vision around what do we want for Fort Worth ISD? What do we want specifically for our kids in Fort Worth ISD? And then we put that vision into practice and then we start to think about how do we make this specific and goals start to make that vision specific. What's the first step on this journey towards our vision that we need to take today? Thank you for that. Anything else? We need to know where we are. Yeah. So we have a starting point. Yeah. We need to know where we are, so we have a starting point.
We can't just shoot aspirationally. We need to make sure that we are actually understanding where we're at today and what's feasible for us to grow to that challenges us, but is also feasible to achieve. Yep. Absolutely. Thank you. Anything else about goals? There's one more thing that I would love to touch on here, which is as far as Lone Star governance goes, but also generally, I think it's just the thing about go ahead, doctor Rodriguez. Do you have something else to add? That they can change Yeah. Living document. Yeah. They they can change. This board will set a process in which to revisit these, certainly.
Would it be What's the value of having goals that remain constant for a longer period of time? What is the value to having goals that might last three or four or five years versus one year? And, not to say one's right or wrong. I'm just talking about what's the value of that. Gives you a chance to really invest in them. Yeah. It gives a chance to invest in them. Mhmm. And it's just always a trade off. The shorter the goal, the less focus is going to be on it. It's gonna change. And we know school systems take a lot of effort and, especially large systems, like the Fort Worth ISD, to really get everybody rowing in the same direction.
And so, as far as, like, the Lone Star governance framework and all that, again, ultimately, this board will choose what it wants to do. The recommendation is for those five year goals. So doctor Molina and the team have something and can focus on them for five years over time. So but that'll be a choice that the board gets to make, and they certainly can change, especially if you meet a goal, which would be a great thing, but it's time to change that goal. Thank you, doctor Rodriguez. One major element about goals that we didn't yet surface is around what do goals measure? Do they measure anything about a school system?
I see some head shakes no. Trustee Darr, why are you vigorously shaking your head? I'm vigorously it's good good edge to our adverb there. Shaking my head because it's it's not about all the things, it's about what students can specifically do and the goals must be student centered. Yes. Goals must be focused on what students know or are able to do, because the reason that schools exist is to educate students. How we measure that, what we care about, that's the there is some state law about what we must do, but also the community gets to decide what we want
for our students, but it is about what students know or can be able to do. What are those things they can take from, take from us when they graduate and leave? And that's why we will focus in solely on goals being what students know or can do. Not what they feel, not what everything else is happening, because those are things we, as adults, get to control and those are very important. We will talk about those when we get to guardrails here shortly. They are super important as well. It's not to make a value statement, it's to say that you've got to keep your eye on both of these things. What students know or can be able to do as well as those other elements.
So thank you for bringing that up. Any other thoughts, reflections, or questions about goals? Alright. So goals focus on what students know or can be able to do, those student outcomes. They are ideally smart. They're measurable. They we know where the baseline is. We know what the target's going to be, and they're gonna drive how we operate over the coming, years. The timeline might change, and we might adjust these, but we've gotta get some starting point there. The purpose of tonight, and if you look at your strategic plan, I think, in on your academic pillar, you have what looks like eight goals written on different things,
so that might be a great starting point. But I asked all of you in advance of tonight to reflect on high level, if you were going to prioritize particular goals for the system, knowing what you do about the strategic plan, what would those up to five goals be? Tonight, we are not going to write the baseline and from what to when and all that kind of stuff. We are just gonna try to get clear on what is the goal about. Is it third grade reading at meets? Or, is it closing academic achievement gaps between these student groups?
Or is it focused on school accountability or is it SAT ready or whatever you all want to do. But tonight we're gonna focus on getting those big buckets correct because this is the beginning of a process. And once we have those big buckets, what's gonna happen is doctor Molnar and the team are gonna take that, do some baseline research, actually plug in the numbers based on what work happening and what we need to see for our schools and what challenges the organization, and also start to put progress measures to them. Like, what's gonna tell us in the middle of the year if we're on track to achieving that? What's the board gonna be able to expect to see from us in September, October,
November, and so on? And that will eventually come back to the board ideally within the next month for the board to have a conversation about and so it's a living document until it gets voted on potentially in October, maybe in November, depending on where next? Alright. Hopefully, and thank you to everyone who reached out about the homework that I had sent, about this and your work on it. Overall, we asked you to think about up to five goals. And there are three things I ask you to think about in advance that hopefully
you had a chance to reflect on. Number one, what's the goal area? Is it third grade reading? Is it eighth grade math? Is it biology? Whatever. What's the population that I'm most focused on here? Is it third graders or is it kindergarten through third graders or is it our emergent bilingual students or special education students, etcetera? What's that population? And then, what's the measure? What does success look like on that measure? If we said reading and we said third grade reading, then what's the measure that I'm going to use to look at it recognizing that no measure is perfect, but we've gotta have some measure?
Is it star or is it map or is it something else? So, hopefully, you had a chance to do that. What we're gonna begin with is I'm gonna actually put you all into groups of three that we will work with, over the time here. But, before we do that, I'm gonna give everyone just a few minutes to look at what you brought or, if you didn't bring what you wrote down, give you a few minutes to jot on your paper, about four or five minutes, what are those three to five priority goal areas that you would focus on individually?
So go ahead, take about five minutes, either reflect on what you brought or start to jot down some ideas that then will jump into the conversation. So, the time is, 05:45, so we will come back together at 05:50. Let me know if you have questions. Got about a minute and thirty seconds left. Alright. As you finish up, we're gonna move into our first collaboration exercise here. So hopefully by this point, you have three to five of those goal areas that you think are most important to be prioritized. We are only gonna talk about the goals for now.
We will come back and do this all again with the guardrails constraints in a little bit. I'm gonna put you in groups of three up here, but before we move, I will assign you and kinda give you your direction. So when you're with your group, each of you are bringing in three to five of these different goals. My guess is that some of them are probably close to the same. Some might be very different. It is going to be your job as a group of three to take your set of up to five goals and come down to one set of five goals that you agree on totally as the three of you all would do.
You don't have to have five. You could have three or you could have four. That's great. But no more than five goals. So you're gonna take probably my guess is it'll take about ten to fifteen minutes depending on how close you all are to one another. But your goal is to come down to one set of up to five goals together. You don't have to tell me the numbers, but you gotta be able to tell me it's third grade reading using the star metric, or it is students that can demonstrate financial literacy on some measure to be designed. You've got to tell me kind of what that is as a collective group of
three. Once we finish that, we will all share out and go through the next part of the activity where we will start to then put those together, see what similarities are there, and start to narrow this down. Are there any questions before I break you up into your groups? Also as part of this, while the board fully owns the goal setting process, the board is the one that gets to vote, they get to decide the goals, you can't do it without hearing from your superintendent and the team. And so I'm gonna invite during this process when I move the trustees into the groups of three. Doctor Molnar, if you wanna have any of your team members come and join each
of the groups just to offer their expert insight, what they're seeing, high level answer questions, why something might be a good idea or a bad idea from their perspective, we would love that to be the case. So we'll have some administration, but ultimately, it's the board that has to agree on these. And then for the groups, what we will do is I will kind of assign you. We will start with doctor Ryan. I love that they put your face right above your chair, so that's perfect. You'll be over here. Then, table two, we'll do Q, and then doctor Rodriguez on table three. Trustee Jackson, trustee Martinez, trustee Darr, Trustee Louvannos, Trustee Bridges, and Trustee Lynch, will be
how we will set that out. Any questions? There is chart paper and markers if you prefer to work in that way, but, otherwise, feel free to get with your groups and take your sets of goals and come up with one set of no more than five goals. And I will be around answering questions. Right here. And then feel free to float or join in as soon as you want. Alright. Go ahead and finish up. Take about two more minutes. I think you're good. Alright. As you wrap up, designate a spokesperson for your group and you can go back
to the dais because the next thing we're gonna be looking at something together. Yep. We thank the staff for participating and providing their valuable feedback, but now it is gonna be back to the board to discuss which way we go. Doctor Molyneux will be the spokesperson for the staff at this point on. Alright. And then Alright.
Hopefully, it sounded like those are good conversations. Got to enjoy some time with your colleagues. What we're gonna do now is I'm gonna we're gonna have the spokesperson for each group share out the three, four, or five goals that your group came together and decided on. I will be taking notes here. We're gonna have each group so, hopefully, you can see this. That's a little small. We'll try to blow it up, and I'll kind of share this. But it's also on the screen behind you if you wanna turn around and look as well. We're gonna get all of the 12 to 15 goals that are got discussed up here, and then we'll start having a conversation.
Something tells me from here in your conversations, some of them are gonna be similar and some of them might be different. We're gonna have a conversation about how we can combine each of these once we get them all up there. So, with that, would any group spokesperson like to go first and read me, their five goals while I take notes? Go ahead, doctor Jackson. Thank you. Third grade reading. Okay. Fifth grade math. Okay. Under career college and military readiness, we selected TSI. Okay. Fourth is English one. Okay. And fifth is IBC or industry based certification.
Okay. Alright. So I've got a few follow-up questions on some of these. The first one was third grade reading. So I put the goal areas about reading, specific population, sounded like it was third grade that you're focused on there. Did you all talk about what measure would be most meaningful? Are you referring to STAR, MAP, something else? Did you all have any conversation about that? I believe we decided on STAR. Okay. However, that would be discussion with staff Okay. To get their expertise. Great. So we'll make a note there. If anyone has a dissenting opinion from that group, feel free to speak up.
I heard fifth math mentioned. Did you have any discussion about which measure you would use? And if not, that's fine too. But No. Okay. So maybe STAR. CCMR, TSI, population, which student were you looking at? Graduates or all high schoolers? High schoolers of a specific age because what gets measured gets done, and right now TSI is not consistently being offered to all students even those that could pass it. And so it puts them in a bad predicament when they go to a community
college. Gotcha. Okay. So some some set of high schoolers. Some set of high schoolers, but that was the objective. K. English one, were you also referring to STAR or measure? I presume STAR. Alright. And then IBC, would it which students again would this be? All high schoolers, graduates? I don't know how they measure that, and we didn't discuss it. But I presume all industry based certifications would be assessed. Alright.
Thank you. Thank you for being on the hot seat and going first so I could ask you all those questions. And it's okay if you didn't discuss a measure you don't know. That's fine. Fine. We could just put it in there. I'm just trying to make sure we get all the information there. So the first group had five goals come up. Third grade reading, maybe STAAR. Fifth grade math, maybe focus on STAAR. CCMR, some amount of specific high school age students measured by TSI readiness, English one, and then IBCs. So we will continue with the next group. If your group said the same thing, if you said third grade STAR reading, you don't we don't need to write it again.
But if there's a difference, if you're like, well, actually, we wanna look at third grade star reading math masters or something like that, then we would wanna notate the differences. So just be specific on that. Who will be the next group? The second group will go. Great. So we did say third grade reading, but our specific population was slightly different. We want the target to be, our lower socioeconomic economic students. So third grade, but are socioeconomically disadvantaged students? Divided students.
Yes. Alright. We have middle school reading, six through eight. Grade six through eight meets first on STAR. K. We have third grade math meets on STAR k. For all third grade. K. We had high school students increasing the passing rate for EOCs. K. And lastly, we had reducing D and F campuses k. Using accountability ratings. K. D and F campuses. Accountability. Campuses. Alright. Thank you so much. Last group. Alright. We had, third grade reading, a star.
K. Third grade math, star. K. CCMR, and the state accountability. Okay. Using the measure. And and and one thing that, we wanted to highlight is not focusing on the military piece because, as we discussed, I think there's a lot that we can't control as far as whether kids sign up for the military or not. Okay. Obviously, very important, but as far as things that we can control, it was a discussion we had. Algebra one, star, ninth grade. And then, the last thing that we talked about was seventh grade math, star.
And then we also had a discussion around DNF campuses, but kinda came to the conclusion that we thought that could be more of a constraint, than a goal. Alright. And to add to that Please. All of our populations, third grade reading, third grade math, seventh grade math, and Algebra one were specific to economically disadvantaged students. Okay. Good clarification. So in Algebra one and math, seventh grade math as well. Right? I'm sorry. Can you say that again? All of the all of so ninth grade, seventh grade, and then the two third
grade. Yeah. Alright. Alright. So pausing there, looks like we have, a number of different goals. Some of which, are in the same vein, but are slightly different. So, I'm gonna try to reorder these, so we can have a discussion about them. And I'm gonna start with the ones that every group mentioned. So, if it makes sense, as we think about these, every group mentioned third grade
reading star. So I'm gonna put them at the top, so everyone can see them. We had one group say third grade reading star, everybody. One group say third grade reading star, or two groups say third grade reading star specifically focused on economically disadvantaged students. So my question for this group as a collective would be, okay, if we're gonna keep third grade reading star in this for discussion, what might be the best way that we would want to focus on and measure it? Would we wanna focus on economically disadvantaged students? Would we want it to be focused on everybody?
And again, just because you set a goal around a particular group of students or all students, doesn't mean doctor Molnar is going to ignore other students. It's just about what's the highest leverage focus right now. But I will turn it over to the board if any trustees have any thoughts about should these two be combined? And if so, how should we phrase them in a way that combines them? If we can scroll up to the top so that trustees can see the top two rows. Great. So I'll open up to the board, or doctor Molinar, if you have thoughts as well. Maybe if a group wants to talk about why they chose all students versus socioeconomically
disadvantaged students for third grade reading. We actually started with all students, and then after our conversation with doctor Molnar recognized that focusing more on our economically disadvantaged students would actually be, better for Fort Worth ISD considering the fact that 85% of our students are economically disadvantaged. And, so it's you're you're not cutting out a very large number of the population, that generally speaking is already successful on the the STAAR test.
Alright. Thank you for that, Trustee Darr. Trustee Bridges? And that's a very general statement. Yep. Speaking in generalizations there. Of course. Well, that category has struggled for many, many years, and I think in focusing just, like, with a laser beam on that, I think once you raise those up, I think you'll see other categories go as well. And as as, trustee Darr said that, that is the majority of our population economically disadvantaged. Thank you. Steve Rodriguez? Oh, sorry. Trustee Martinez. That's not your life.
I was looking at trustee Rodriguez. For me, I was wanting, to set a goal or something that around the, addressing the gap. And for me, this goal addressed both the reading, addressed the third grade reading, but also, closing the gap. Alright. So this let's give some reasoning for why we were looking at, and why some of the groups landed with focus on the economically disadvantaged students. Anyone from the group that had all students, I'm curious.
Any thoughts on with this in mind, is this something we would want to combine? Do we wanna keep it separate for now? Or does this reasoning make sense and we would like to kind of amend what we were talking about? Could could you repeat that again? I I couldn't. Yes. Would someone would anyone from the group that stuck with third grade reading for all students wanna share their perspective or say, yeah, we can combine these and here is our recommendation for combining them. Trustee Lebanos? I think we can combine them, knowing that 85 of the students are, social, economically
disadvantaged. So that would get majority of the students up to where they need to be. Okay. So we have one person that's okay with combining these and focusing on the, economically disadvantaged students. And it's okay if folks dissent. That's totally fine. This is just part of the process to kinda get this out here, but wanna see if there's any other dissenting votes on that. Or are we okay with me deleting line two and just focusing on third grade reading, specifically looking at our economically disadvantaged students because that is our largest population group by far? I would just like to make a comment.
I know we're not setting numbers, but I don't know that we've actually ever looked at economically, I guess, advantage students and and what that rate in the district looks like. So I think just as we're looking at that, I think it'd be a helpful, you know, dataset that we don't necessarily look at. And I believe we actually have this data in the printout here, for third grade math and third grade English. So we have them both combined, English and Spanish. Okay. So your third grade reading all is currently at 65%.
If you look at economically disadvantaged, you're at 60%. So you do see a decrease of five percentage points. But I guess my question is we've you I I don't think I've ever seen economically advantaged. So pulling that population out completely by itself to compare one to the other, if that makes sense. So we, we have we do show it when we're pulling out our subgroups. That's one of the ones that we are, that the state does look at when we're closing gaps in addition to African American student, emergent bilingual is our economically disadvantaged
as well. Well. And we can definitely get that information as we go forward. It seems like a good flag for that Okay. Information to look at. Alright. Thanks. Alright. Any other is there any dissenting around keeping it the population for all as opposed to economically disadvantaged? Alright. Then I am going to then delete that row. Sounds like we have a some agreement on the direction we would wanna go if we choose third grade reading. Let's do the next one. I saw a lot of comments around. Everyone talked about, elementary school math.
So we had I'm gonna move these to the top. So we have three here at the top. And I'd love an open conversation here and see if this board wants to kind of move these down to one or if you wanna keep them separate, that's fine. We're still gonna go through a further process to work through these. Third grade math based on STAAR. Third grade math, economically disadvantaged students based on STAAR. And then fifth grade math based on STAAR. So I'll open it up to the to the board. Is there anyone that wants to, propose combining these, thinking about them, or keeping them
separate until we can kinda get a little bit more clarity? I'm I'm of the opinion that keeping them separate for two two reasons that once when it's out there and we see it as a goal, that we tend to focus focus more on it than the opposite. Okay. So one one pushing to keep them separate for now. Any other dissenting different ideas? I mean, my thoughts is if you're, you know, talking over years' time, I think
finding one that we can agree upon, if you stack that year after year after year, you're gonna continue to push that success into, you know, cascading years after it. And so I I think we need to come to some level of agreement on on what that should be. And we will. But I wanna make sure if there's any that we can combine now before we start to get to that agreement, we will actually move through a process to to narrow these down further. Okay. But I just wanna see if there's any others that just the groups felt like were so similar that we would actually wanna combine them like we just did on the reading one. Yeah. So so we have elementary math.
We have that down. Why fifth grade as opposed to third grade for whoever's saying fifth grade? No. I believe that in fifth grade, either ready, they should be ready for, middle school. So you have third or fourth grades to be ready for for to be able to meet at fifth grade, and then you'll be able to be successful in middle school. That's why we chose fifth grade math. Okay. Well, I I guess so with that, the the the accountability measure started in that third grade level. And based upon that, we're gonna know whether or not someone's on the trajectory for
fifth grade. So I guess my my suggestion would be to start at third grade with that measurement. My suggestion also would be the socioeconomically disadvantaged, just like we did today with the reading. And I think that keeps us consistent with what we're measuring and helps us to be able to get those things monitored that we're focused in on. Kinda like, Trustee Bridges said a moment ago about the laser focus that we have to condense down, like, to what we're really gonna see. Doesn't mean we're eliminating all other things, but we do have to have these hyper focused aspects that we'll begin to look at, I believe.
Alright. So I heard two different reasonings for this. If we can't all agree to combine them, then we'll leave them all for now and to move them through at another point in time. May I make a comment? Yes. Of course. I I think it somewhat concurs with what, Quentin just said, and that is if if we're measuring our third grade and we're really focusing on third grade, then we know earlier and can and we we're always gonna get the third grade scores back anyway. We're you know, we're we're still measuring third grade math students, fourth grade math students,
fifth grade math students. But if we're focused if we've set a goal that just focuses on really intensifying the progress and the success of third grade math students, then we have a better idea in order to build on that in fourth grade and then again in fifth grade to better ensure middle school readiness. Because I think that's a very valid concern is making sure that kids are ready for middle school. Putting that huge focus in third grade increases the chances of that happening by the
time they get to middle school. Doctor Molinar? So I wanna just piggyback on that. That gives you on the, other end of the bookend that when you're using third grade as your primary marker, you have a strong focus on your k through two foundational work to make sure they're prepared for that third grade. So that, because so far right now, we don't have any k two goals listed. So the third grade does give you a target to be able to work backwards to make sure that foundation is very strong. So right here, what they're showing is that how important that phonics to reading is
as well as the math and that k two space, to pro prepare them for third grade and then continue on. So just the other end of the bookend on that story for our third grade pillar. Thank you for that additional context. So another reasoning for why we might consider third grade instead of fifth grade. Doctor Rodriguez? No. I agree for all those, stated earlier to have it third grade, and then I'd like it to be economically disadvantaged subset. Okay. So we've heard a couple a number of reasons why we would might prefer for
third grade. In order for me to delete fifth grade at this time, the group that put fifth grade up here has to agree that they would rather focus on third grade. Does that group agree, or does anyone still feel like we should leave fifth grade up there for now? And it's okay to say you wanna leave fifth grade up there? I'm fine with moving with the majority of the board. Okay. There's one. Is anyone from that group descent? Second. Alright. Doctor Ryan, I don't know if you have but if you're good with that, we can remove the fifth grade. I'm fine with it, but it's, again, who are you eliminating in your focus work
if you do that? Yep. Alright. We're falling short if we do third grade math. Is that what I'm hearing him say, or did I misunderstand? For doctor Ryan? Yes. Go ahead, doctor Ryan. I think they have a question about what you're referring to by that. I'm just going if we if we've got a group had a focus on ex kids doing well and that's so that's where the focus of the district is. If we remove that, are we no longer focused on those kids, doing the best
that they can? What do we, we we put our eggs in different baskets? And so how do you make sure those kids are still doing well? Yep. It's a it's a valuable question. I will give one generalized thought for this to consider is no matter what this board chooses to set, there will be some areas, some tested subjects, some grade levels that aren't here. And that that does not mean, at least to the best of my knowledge, doctor Molnar, that we're not about to not focus on those students. It's just these are the ones that are the highest priority now, and we will
still do all of the work here. Just we're delegating that to the superintendent to get done, and the board is focusing its time on what it is deemed the highest priority, and so that's really the question. But your your point is a is a good one, and it's always a real one when prioritization comes into play. But I'm okay with leaving this, doctor Ryan, if you wanna leave it up here for now. You it it is your choice, because you were in that group that put it here. If you feel it is substantially different and a priority, we can leave it for now. You're you're muted. I'd like to leave it up for right now. It can come down later if we need to, but I still think it ought
to stay up there for right now. Great. We will leave it up there for now. Okay. Looking at the rest of them, if you're gonna scroll down a little bit more for me so that the team can see the rest of them, lines e through m. I've tried to group them roughly in chronological order. So we have a few CCMR goals. We got CCMR focused on TSI, CCMR focused on accountability system, and CCMR focused on IBCs. Then, we have a few middle grades goals, reading for sixth through eighth grade, math for seventh grade, economically disadvantaged students.
And then, we have a number of we have a campus goal around D and F campuses and then a couple EOC goals. One's for all of the high school EOCs, one for ninth grader economically disadvantaged students with algebra one, and one for English one. So an open question to this board is, do any does anyone want to propose combining any of these, That they are similar and we wanna have that discussion now? Or do we wanna leave them as separate and then see where the cards fall after we all get a chance to to weigh in on these? So I'll open up for proposals to combine.
Trustee Phillips followed by Trustee Darr. Yeah. So for the for the high school ones, we got EOCs, Algebra one, English one. Could that could that be combined as just EOCs for high school? School? I mean, because English one and eligible, they're gonna be under there anyway if we're doing ELCs. So could that just be a high school goal surrounding ELC exams for K, L, and M? So that's our current one that's in our strategic plan is looking at EOCs in general. So we definitely, we could combine them using the star, but then I would suggest
we also look at are we doing first time testers? Because, you know, they they since it's a graduation requirement, they have multiple times to test it. So that could be something we wanna consider and look at the data to have that conversation as well. Just going back to looking at, and just our discussions and, of course, our literacy resolution, as well as looking at our scores, we know we have a middle school math problem, as well as a literacy problem. So do we wanna focus on not all EOCs or just look at English one
and algebra one, which puts us on track for our ninth graders, first time tester ninth graders? There's different ways we can really look at it and measure it. I just you know, what's I know I'm not helping you, Brilly, but I'm just trying to open up the discussion because, you know, if they're on track with our EOCs and our graduation rates are impacted as well. And So what are you saying? I'm trying not to give answers. I'm trying to Well, we need some answers for what you got. And I would say just to kind of frame it as not giving an you're giving your professional opinion.
This the board has hired you. This community has hired you to do this work, so please feel free to share your professional opinion. The one note that I will add before you you could think carefully about what you wanna say. But there is always a trade off between going broad and going specific. And so the broader you are and the broader you choose to be, the less focus you can expect on this. So if we say all EOCs, don't expect a massive focus on English one nor Algebra one because we also gotta pay attention to social studies and science. If you narrow it, you're right, you're kind of saying, well, some of these other
things aren't our priority and that's gotta be okay, But now you can expect to see a bigger focus on some of the things that are higher leverage. So that's always a trade off this board is gonna have to decide, is the more narrow you are, the more focus you will get, the more growth you will probably expect. The broader you are, you get to cover more things, but will you learn anything about as anything as specific as you want to? And so that is a general question and trade off for the board to consider. So with that, I'll pass it back to doctor Molnar, if you had a response, to trustee Phillips, and then we'll go to trustee Darr and trustee Rodriguez.
Well, doctor Molnar, before you say, because I do want you to respond again. So, trying to going with what Ben just said, and then kinda going through some of what you said. So is it correct that algebra one and English one are both ninth grade level EOCs? It's a EOC requirement, but they can be, so our some of our eighth graders do take them in middle school as well. But it's a requirement for graduation. Gotcha. Because, I mean, I was gonna suggest that maybe we say that we're focusing on ninth grade ELCs instead of just ELCs altogether.
But with that a limp would that language be too restrictive to those in eighth grade to take the algebra one and Our algebra one eighth graders are our highest scoring algebra. So those are accelerated students usually in our middle school that are taking the eighth grade taking algebra in eighth grade. So the here's I'm I'm a big literacy person, you know that huge literacy. Indeed. And I just feel like English one is something we have struggled in this district
historically for years and I mean, honestly decades. And that that is a preparation. I know algebra is definitely a gatekeeper for our students as well. I'm not saying it's not important, but English one just prepares our students for so many more, opportunities to be successful in other aspects of their high school career and then later on going into college. And it also helps them, just be prepared for their next steps, doing certifications, being able to become TSI ready.
So my I'm I'm a firm believer when you have something less to the goal set, we monitor everything. But if we say that we are a district about literacy, it should not only be in elementary grade levels, but it should be a continuum of k through 12, in my opinion. Agreed and like and, but in addition. Are we not are we not doing better in that level of English than we are in that level of math? Scores dropped this year in English one. I mean, but which one are we doing better, English or math on that level?
And that English one or math. I hit my EOCs here. Our algebra one, we do better with our students who are scoring in eighth grade in the algebra one, than we're doing or me and more students do our algebra one in eighth grade than we do our English. For Our accelerated students. Yeah. Then what about ninth grade? And ninth grade, I don't have do you have the EOC? I don't have it. I didn't get gather those. That is on top of my head. This one I didn't grab that packet. Yeah.
It's very So our math, algebra one, we did a 55 and then English one forty nine. So we were we had the last algebra one. You said we're better at algebra? Better in better in algebra. Okay. So to your point then, the focus should be upon English one. English one. Mhmm. And then our English because we dropped a point. Our English two, we did a 58, so we dropped five points for that. And remember, our students have to take English one and English two to graduate.
K. K. So yeah. So it sounds like it sounds like English one EOC would be the better focal point. We have two we have two EOCs for English. Yes. Mhmm. K. And we need to be literate in social studies and science and to be able to talk about that. We need to be literate in life. I'm with you. Yes. I got you. Okay. Cool. Alright. Trustee Darr. I've actually vacillated on this and I initially when I was looking through this last night and thinking about where our foci should need should be, our focus should be is is English one was the first one that came to mind.
Then I went to Algebra one because there's a lot of studies to show that that is a huge contributor to post academic success. And my goal as a trustee is not just to get kids to pass tests, it's to make sure that we're preparing students to be successful adults. And so I wanna go with where we're gonna have the highest leverage to ensure that students are academically and emotionally and and all the things prepared to be successful
adults post high school. I appreciate Doctor. Molnar's comments about we are a district that is focusing on literacy. We have made it a very loud and very intentional focus for our district so it would make sense for English one which clearly needs our attention, to be, our focus at the high school level as far as the EOCs are concerned. But I do like focusing on one area instead of too many.
Alright. That's kinda odd. Thank you. Doctor Rodriguez? Yeah. I agree on the English because once you mastered English, then it helps with the algebra and the social studies and the science. So I think it'd be good to have English one there. And in our group, we would discuss, with doctor Molnar about having it with the four year ninth grade cohort or something. So it's not retesters. It's It's just first time testers in that cohort. I'd like to put that as the what is it?
The The population. The population. Okay. So a four year cohort focused on English one. President Martinez. I agree. So I'll be the first from the the k group to dissent. You you agree? I agree with, Oh, from the all EOCs. Yeah. So I I agree with, trustee doctor Rodriguez Sundar that English one. Alright. So we have one group that one person from the one that had all high school EOCs. Is anyone from our group in disagreement with that, would like to keep all EOCs on here?
Are we okay with removing that one? I hear I see head nods from everybody. Yeah. We're gonna remove it. Alright. Then, what about the second conversation? I heard a lot of people talk about English one. Do we wanna also leave algebra one on here for now, or do we also wanna remove that one and focus on English one? Remove algebra one. I'm looking at everybody to see if somebody gonna say something. I agree. And if anybody dissents, we leave it on here for now. Does anybody dissent with removing it? Going once, going twice? No dissent. You need it, man, Mackie. Keep going. Alright. Yeah. Alright. We're we're we're we're narrowing it down a little bit.
Are there last question here. Are there any other ones here that we wanna dig into now as a group? And either eliminate or combine. Yeah. Go ahead. We have three different CCMRs. Hold on one second. Let the trustee Lynch, and then we'll come back to you. I apologize. Go ahead. Initially, I had D and F campuses on here and through discussion we had in our group, talked about that more not being kids and and more maybe something that is a constraint. And so, I I think it's something we can certainly talk about later on, but I think it's something that we can look at as a constraint or a guardrail
potentially. And I will given that we haven't had a chance to all get together and do our two day workshop yet, which will be coming up. We'll have a state workshop in October on that. We haven't got to dig into this yet, but I will just say from a Lone Star governance perspective, accountability ratings are considered student outcomes because accountability ratings are from student test scores. So if it is something that is important, that is something that, under Lone Star governance, would definitely be a student outcome goal. Though I'm not saying that to prioritize it here. Yeah. I would just say that if it is a priority, it probably should be counted
in the goals and not the guardrails. Okay. Fair enough. Trustee Phillips and then trustee Darr. Thank you. Yeah. So I was talking about the CCMR that we have three separate CCMR goals, and then maybe there's maybe there's a way to be able to combine CCMR to make it one instead of the three that are there. Thank you. I have an idea. Alright. Trustee Darr and then trustee Bridges. To have a overall CC the the goal is focused on CCMR and the percent of graduating seniors earning a CCMR indicator.
And within that goal for the goal project progress measures, I struggle with that on on the evening. The goal progress measures, there's one specific to TSI, and there's one specific to industry based certifications. Alright. One note. Again, we'll cover more of this when we get into it at the state workshop, but one note on goal progress measures is the the board owns the goals, full stop. Superintendent and staff provide insight. Based on whatever the board goals are then, the superintendent and their team are gonna
have to come up with the most correlative and predictive GPMs that they're gonna monitor that tell this board in the middle of the year whether or not we're on track or not and what we're doing about it. So TSI might be a progress measure if it's truly predictive of if this board sets the accountability goal that they might choose to use and bring back. It also might not be. And so while we can't spend a lot of time, like, digging into that now, I would recommend thinking about not how do we fit all these into goal progress measure yet. They might end up in that way, but instead think about if we're going to
think about combining these CCMR, what does winning look like for our students? What does CCMR winning look like? And let's get clear on that and then allow superintendent Molnar to figure out what are those measures. And maybe it looks like one of these three things. Maybe it looks like some combination. I've seen boards do CCMR accountability, but specifically, these particular accountability things that we think are most meaningful. So, like, there's opportunities in there, but that's what I would say to frame that conversation on that.
Trustee Bridges. Once again, the D and F campuses, why that's really important to me. As I said in that group, and I think I said it up on the diocese for so long, that has been a struggle for many of our schools. And I've seen campuses that, that struggle, who were in that D and F campus and who have moved into a higher category. It's something about the psychic of what it does, not only to the school, but the whole entire community. And I'd I'd be curious to know, because I was reading in Dallas, that they
had a huge decrease in D and F campuses. Was that in their immediate goals? Do you know? No. D and F campuses is not a Dallas ISD goal. Okay. But, again, I I I think it's it's extremely important that, that that we keep that out there. And I once again, what we see is what we Absolutely. What we try to work on improving. Yep. What you what you monitor moves fastest. Thank you for that. Okay. I know we started with the conversation about if we're gonna combine any of these.
I don't doesn't sound like we've got any clear decision to combine any of these in particular. So unless there is someone that's got a clear idea of how to combine and eliminate one of these, we're gonna move on to the next element here. Go ahead, trustee Lynch. I I just I have one comment around CCMR that, you know, as I look at these, you know, the the aspects that we can control are kinda listed up here. And so potentially having a goal around CCMR that doesn't include military readiness, is a thought on how to combine these. Okay. So what I hear you proposing is essentially saying the CCMR accountability one that looks
at all the accountability metrics, removing the military readiness and focusing on the college and career metrics as an element of that is the proposal. Correct. Okay. And and, you know, with that and kinda as we talked about in group, obviously, military is very important, but from a measurable standpoint, it's hard to measure, you know, whether kids sign up for the military or not. And so it's something hard to control, within the district. And so that was some of the discussion we had. And I believe it was your group that put the CCMR accountability up here. Which I I might have just forgot to note that.
So Yep. I've noted it now. Alright. Oh, any other thoughts? Anything else combined? Doctor. Molnar? I just wanna apologize to Trustee Lynch. I was confused with what he was asking earlier. So when it comes to economically disadvantaged, he is correct. We have and not pulled out our students who are not coded economically disadvantaged and done comparison reports. So that could be something we need to look at before, you know, we make that final decisions and provide that data. You're not making any final decisions tonight, so you're gonna have plenty of back and
forth to figure this out. Just wanted to acknowledge that I misunderstood his comment there. Thank you. Trustee Phillips with the last word, if you have some suggestion on what to combine or eliminate. Well, no. It was actually around because I heard it was said it was difficult to measure military readiness. Why is that difficult? I guess I guess my thought is that, as as we're looking through these things, you know, obviously, it's a lagging thing, but kids either sign up for the military or they don't. Don't. And I I think it's very important that we expose them and and obviously have a strong military and and kids, you know, life changing things happen there.
But as we're putting or asking doctor Molnar and her team, I would argue that the other ones are ones that, you know, kids pass during their high school career. You know, there's certifications they can achieve during their high school career. So if we're moving towards a target, at the end of the day, military is still gonna be a part of it. But if we're we're looking at a target to work towards in a goal, the argument would be around the other ones. And and those were the ones listed as well in in some capacity. Okay. Well, isn't it the same with the other two though?
I'm saying either a kid enrolls in college or they don't? Or a kid leaves and go get a job or they don't? Yeah. Same with military? Yeah. I I mean, I I hear you, but I think some of these, you know and and this is, you know, my thought. You know, someone has a certification or pass an AP exam as a freshman. As as you're looking at, you know, strategically, how do we go about and, you know, set these kids to be successful? Military might happen well beyond the the time frame of them being in school with us. And so it's just something that's a little bit harder to measure. Alright. It sounds like this is a good conversation. We'll get to continue this conversation momentarily.
It sounds like there is not a suggestion to eliminate or remove one of these, so we are gonna move forward. What you have right now, if we can zoom out just a little bit so everybody can see all of the 11 that we have here. I've kind of consolidated them down to one line. I'm gonna read through them real quick. Quick. We'll wait until we can get the zoom. Are y'all able to zoom differently? Are you all what's that? To do the zoom? The 148%. If you can change it to one twenty five, they should be able to see it. And scroll up. Perfect. Right there. Alright. So here are the here are the 11 that we have.
Third grade reading economically disadvantaged using STAAR, third grade math all students looking at STAAR, third grade economically disadvantaged math looking at STAAR, fifth grade math looking at STAAR, CCMR TSI specifically, CCMR focus on accountability excluding the military readiness, CCMR, focus on IBCs, sixth through eighth grade STAAR reading, seventh grade economically disadvantaged math, D and F campuses are English one. We did. We combined and and got rid of four of them, so we're in a better
spot. You all should have, Post it notes nearby you. If you can grab one Post it note each, I will give you directions for how we will start to really narrow these down. So make sure you have one post it note do not put your name on it we do not need your name and you are going to write on that post it note on the left hand side the following numbers 15 at the top underneath it 12, underneath that eight, five, and three.
Three. 15, 12, eight, five, 3. All on the side there. Doctor Molnar, you do not need to do it. We're gonna have the trustees. You are gonna be our guide upon when people finish it out. What you're gonna do is looking at these numbers, you don't need to write it all. You see the numbers a through k. Feel free to get up and look closer. Do what you need to do. Whichever one of those you feel is the most important for our system to focus on, you're gonna write that letter next to 15. So, for instance, if I believe that reading in third grade is the really the most important one here, I'm gonna write a next to 15.
If I believe English one is the most important, I'm gonna write k next to 15. And you will do that from the most important one that you would prioritize to the least or the fifth important one that you would prioritize. So each of your numbers, fifteen, twelve, eight, five, and three, will have a letter next to it corresponding with one of these. You do not have to use all five. If you want to just stop after you do fifteen and twelve, you can stop at that point. That is up to you. Are there any questions on what you will do with that post it note? And doctor Ryan, if you can see this, you may type it into the chat,
and I will come get it from the chat. And when you're done with that post it note, you're gonna pass it to doctor Molnar. Doctor Ryan, are you able to see the the letters? Yes, sir. Okay. Great. Doctor Ryan, if you'll let me know when you put him in the chat, I can't see from where I am. I'll put them in the chat. Okay? I don't see them in the chat. It depends on who it went to. Went to another person, sir. Oh. Let me change it up. That show up? Yeah. The number showed up, but I didn't know which of those letters correspond with those. K.
I don't have that clear picture of what you've got on the screen to be able to see that. So a is third grade reading star. B is third grade math. We'll try to type them into the the chat for you. I'm gonna type it into them. Yeah. If you can type it into them. And while we get you there, does everyone else have yours already done? Alright. What we're going to do in just a moment, once we get doctor Ryan's in
here, I'm gonna have you, doctor Molnar, read me off the number and the letter of each one of those. You'll start with the first one, and you'll say 15 a, 12 B, whatever they happen to be. And we will see where the trustees fall out in terms of which one of these are being prioritized. I added them all up already. Oh, wow. You've already did. Alright. Well, we can just do it that way too. You've already added Except doctor Ryan's. I just need his. I'm sorry. But I can go back and do it the other way.
I don't like downtime. Alright. We have yours that you sent, doctor Ryan. Alright. So doctor Molnar added up the scores for us. If we are okay with trusting her arithmetic, we can just take the total scores, if that is alright. Go ahead and read me the total scores that you have. A, 132. K. B, 12. K. C99K. D8K. E5K. F8 Yep.
G3 Yep. H21 Yep. I21 Yep. J19K. And K35. Alright. So now let me hide some of these. It seems like we very much have quite, a preference amongst this board, it looks like. Alright. So when we look at this, it seems like this board is very clear that the priority, especially for all of these goals, would be third grade reading, economically disadvantaged, focused on STAR, with a 132 total points there.
It also seems like third grade math or third grade math for economically disadvantaged students is a runaway number two. And then it kind of goes from there. So we have English one, reading sixth through eighth grade, math seventh, and so on, all the way down to very few in CCMR. I would love to, also, if we can, to get a sense of this. I am actually gonna have you read what each person put down for those, doctor Molnar, just so we can see how many trustees were noting on these elements, if
you don't mind. Sure. You want me to do one sticky at a time? Yep. 15A Yep. 12B Yep. 8H5K Hold on one second. Hold on. I had to get the letters back. Okay. Sorry about that. 15A. 15A12B Yep. 8H5K3GK. 15 Yep.
12853. K. 15 a Yep. 12 Yep. 853 k. K. 1512 a 8 d. K. 15 a Yep. +1 2853 k. K. 15 a Yep. 12 Yep.
+1 512853 Sorry. 8? 853 k. 15 a Yep. 12 Yep. 853 Say that one again. +1 512 Uh-huh.
853 53 Okay. Perfect. The last one? Where is that all? +1 512853 Alright. So going back with that, now that we have those in, we can actually see how many trustees are speaking to each of those individual ones as well. Two of them looks like are pretty set in stone. The question There's two other things at play here.
Number one is you are, by law, required to set three goals, a third grade or an early reading and early math, which you have in these two. You are, by law, required through House Bill three to set some CCMR goal. It seems that that was not the highest priority here, which is okay, but we still are gonna be required by law to set that. So we'll set that aside unless people so and come back to that in a second. But I'd love to talk about some of these other ones. So we're gonna be required to have a CCMR goal. We'll talk a little bit more about how to think about this momentarily.
But you've gotta have those three, and there was such a spread. Third grade reading, third grade math, and this required CCMR goal that we'll have. The question now is, does the board want to add a fourth goal to that? Looks like by some of these numbers here that that is pretty clearly English one. But the board must remember that if we add a goal, we naturally take focus from the first three goals. And that's not saying it's a good or bad thing, it's just a reality. More goals mean less focus on any one goal. So I'm curious what the board would think if we've got those three goals, the
third grade reading, third grade math as we have them set, the required CCMR one that we're gonna have to have by law. Does this board feel strongly about adding that English one goal here? I'm curious people's thoughts and let's see if we can get some direction from the board for doctor Molnar and the team. I do. Alright. Trustee Lynch? Yeah. I'd I'd just like to weigh in that, obviously, third grade, you know, is a big predictor of success beyond that. But I think having a English one goal within high school allows us to kinda have a measure beyond that within the district, as kind of an anchor.
So that's that's what I would say, which certainly, that is the goal and it's the superintendent, but, obviously, there would have to be a focus on middle school as well to get to where we need to be for English one. Yep. Alright. Concurrence. President Martinez? Yeah. I agree. In in, my particular group, we talked about how there does need to be, some emphasis on our middle school. We know that that's where, we struggle that so for me, having that English one goal, again, like doctor or mister, Trustee Lynch said, like, it gives us that focus
back on the middle schools. So I do think that that would be I agree that that's important goal. Area three expressing importance there. Does anyone dissent? Does anyone feel like we do not need this English one goal? Alright. Consider that one on board. So that's four goals. Reading, third grade. Math, third grade. And some required CCMR goal, which we'll talk about here in a moment. We've made the decision. It sounds like this board has prioritized English one here as an EOC to focus on. We've got that direction. That's four goals. The board can choose to say those are the four goals we wanna focus on
and that's what success is gonna look like for us. Third grade reading, third grade math, English one, and CCMR. Or the board could choose to add a fifth knowing that adding a fifth will take focus from these other four. It gets a little muddier here because we had three that kinda scored roughly the same amount of points. We had reading focused in sixth through eighth grade, STAAR. We had math focused on seventh grade economically disadvantaged students and D and F campuses. So I will open it up to the board to decide, do we want to add a fifth goal and which one should it be, and how should we go
about doing that? Does anyone have any strong thoughts? Or we say the fourth and what we wanna stick with and and stay there. President Martinez. I have a question for doctor Molnar. Would focusing on a and c or I guess I'm just gonna assume, but I would like you to just tell us to what impact focusing on a and c would directly impact j, reducing the D and F campuses. Yes. Of course. Focusing, especially if you're looking at domain win one with achievement. Am I allowed to add a wrench or no?
Okay. So I'm I'm looking at these and I'm thinking trajectory and things that can happen in middle school that can't happen in elementary, but then what can happen in middle school as well as in high school to monitor? So English one, we know we can test in middle school as well, some of our students. But then also when we're looking at, the math, what if to take care of how we have math in seventh grade, we add in back algebra?
Because since we know we're trying to test more students in middle school in algebra, and it also carries on at EOC. Alright. So So it could kill couple birds with one So if we're adding in another goal in addition to CCMR, algebra could really be something we're monitoring to prepare students in middle school as well as our students for our EOCs. So what I hear from doctor Molnar is a proposal that maybe if we're gonna look at seems like the next two ones up here are middle school focused. And if sounds like if I'm hearing you correctly, the proposal would be potentially to
focus on algebra one given that that's a could be a cap stone for middle school instead of one of these other measures? Well, and then we're also, looking at how we're accelerating our students in our middle school area. So the preparation work starts in that elementary and then really focuses on prepping them to be able to be able to take that algebra one. Okay. So that is a suggestion for the board to consider. Trustee Dhar? I appreciate you sharing that, doctor Molinar. I would like to see that that fifth goal to be focused on math, as
opposed to reading at the middle school level. And I do think I I hear what you're saying about the algebra one and the fact that we do offer that at the middle school level, and we're preparing kids at the middle school for that. We have historically, been very, as a district, been very, eager and interested in accelerating students that are ready to do more. And, I want to see Fort Worth ISD continue that and not inhibit a student's
class placement in order to see better scores. And so, I'm good I'm good with adding algebra one back in there. Alright. Thank you. Any other trustees have thoughts here? Trustee Phillips. Thank you. Yeah. So we so so we settled upon third grade reading, third grade math, CCMR that we're gonna get to at a moment, and then English one. So we have four. Correct. We wanna do more than five. So we have one more slot. If you choose to or you could say we're gonna keep the focus on those four. Yes. Okay. So so, yes, we're gonna add another goal.
I would love for that goal to be the focus on d d and f campuses. The reason why I would like for that to be the goal is because what we're really talking about is what we're gonna hear the most reporting about. What are we gonna be monitoring? What are we gonna be talking about the most when we I could we're always gonna be referring back to these five goals. Again, we're not neglecting everything else. Doctor Molineux still gonna tell us about, you know, so many other things that are going everything that's going on in the district. But when we're talking about our time and our focus and what we're really drilling in on and what we're talking about constantly, I would love to see that be
the DNF campuses. Because then we're talking about what our plans or actions are there, how are they working, what interventions are in place, consistently talking about which campuses are on that list right now, what we're doing, where how we're focusing, all those things. So if we're talking about these five priorities that we're gonna be going in on all the time, always the focus areas, I would love to constantly be talking about these are DNF campuses. What are we doing about it? Where are we going? How are we looking? Are we on the right trajectory? So I would love to see that be the fifth goal. Alright. Thank you for your thoughts.
Seems like we have two different opinions on this, some algebra one, some DNF campuses. Any other thoughts from the board? So if by next year, we have no DNF campuses, can we remove that and then focus on something else? Yeah. Yeah. That's always the opportunity for a board. You wanna set these to be a target over some number of years so there can be focus. But if a board ever achieves a goal, it is recommended at that time that the board decide if the goal needs to be changed, needs to be replaced, needs
to be something else. But, yes, that's always an option a board has. I like to focus on the algebra one and just like, the answer to, trustee Martinez, when we we focus on reading and math and then English one, and this most of the schools with D and F campuses are elementary schools. If we focus on that, I think we can eliminate, all D and F campuses, My opinion. Thank you. Can we get some clarity around what the goal is for Algebra one?
Doctor Molinar, do you wanna share a little bit are you speaking specifically, like, how we measure it? Or Yes. Or or, you know, is this middle school? Like, how many kids are taking it? Like, what's what's the Doctor Molnar, would you like to add your preliminary thoughts? For algebra one, we've still used STAR, of course, as a measure. But I think this actually provides us the opportunity to focus on how we're accelerating our math for our middle schools to, look at how we're pulling more of our eighth graders into taking that algebra. So I wouldn't wanna tie it to just a ninth grade.
It would just be, a total, percentage increase score for algebra. Because I wanna make sure we're not always deficit mindset when we're choosing our goals and looking at, in you know, how do we increase or decreases, but then how are we accelerating? And I feel like the English one and the algebra provides us that opportunity for that acceleration for our middle school students. And we're already doing some of that with our middle school campuses this year. One of them, is our f rated middle school campus, where we are, accelerating our
sixth graders into a six, seven, math class and doing that intentionally to provide them more opportunities. Is that responsive to your question? Yeah. So to be clear, it's it's it's really whenever the, students taking the EOC around algebra. Correct? It's just the yes. It does not matter when they take the algebra. It could be an eighth grade or could be ninth grade, but it would just be the whatever the percentage is. Okay. Alright. Yes, sir. Fair enough. Thanks. Alright. Thank you for that clarity. Trustee Jackson. Just a a point of clarification. Could D and F campuses go into constraints?
I mean, ultimately, the board gets to make the decision, not Ben Mackey. So the board can choose what it wants to do. It was it's my usually DNF campuses because it's a measure of culmination of STAR exams and CCMR, which are student outcomes. It's a student outcome, so it would belong in the goals in that aspect. Or the the superintendent will not allow x number of campuses to be DNF. I mean, that's what we have done prior. I don't know if it Yeah. Is effective or not is, I guess, my question to you, because constraints are inversal
logic. They're hard for people to understand. They are. And we're gonna try to do a different way to get to that. What we're gonna really try to focus on is, like, you know, it's one thing to say, not allow D and F campuses. My coaching in general will be that's very broad. I would say, like, what is what is the action that you would not want doctor Molnar to allow that would get there? It might be the superintendent will not allow us as a board to get reports, without focusing on our highest need campuses. So now you're actually talking about something different with when we get these reports, we're
actually seeing how our campuses operate, as opposed to saying just generally no DNF campuses. But that'll be a conversation we can have shortly. It's definitely that'll be the board's choice. So I hear a little bit more leaning towards algebra one, STAAR, eighth or ninth grade. Some comments around D and F campuses. Any other thoughts? Let's see Bridges. I'm gonna go back to the D and F campuses. It's something that ex that concerns me. And once again, I would love to see it as a goal that we're all looking at and that we're all working towards it.
And I think if we and respectfully, trustee, I just wanna bring that. Putting in the constraint is almost like putting it in the back door I mean, in the back, and it's no disrespect anyway, that, I wanna see a way that's visible, and then all of us are are looking toward that as a goal. Okay. So my recommendation to make sure because, again, this is just the beginning, and then I'll see what the board thinks is. It seems like we have four goals that we are definitely gonna focus on.
Third grade reading, third grade math, English one, and CCMR, as required by law. We might consider this fifth goal. It will either be Algebra one or D and F campuses. And so, my recommendation is we kind of leave it there. If the board would allow doctor Mullen or our team to come up with a goal about what each of those would look like as well as what the progress measures might be for each and bring those back to the board, and the board can look at them at that time with a little bit more clarity to say, okay. This is actually the direction we wanna go. Now that I see the the general scope for how they would focus if we
select algebra one versus how they would focus if we select d and f campuses, if that makes sense. Is anyone opposed to that idea? Alright. Then with that, the last thing to get clear on on CCMR, and this there's two options the board has. It seems like a lot of the other focus was on some of these other very critical metrics. By law, we're required to have a CCMR goal and plan. So the board really has two options. We can spend some time tonight really fleshing out which of these metrics are most important, or knowing that we need a CCMR metric, we can defer that back to
doctor Molinar to make a recommendation to us when we actually see these again based on what they believe is highest need, if the board is okay with that, but that's a board choice. Is anyone opposed to that? No. Doctor Ryan? I'm not opposed to it. I'm bringing in what they think they need to do. Alright. Sorry. See say the last part again. Doctor Ryan, sorry we didn't catch that last part. Did not. What he said was bring let the administration bring in what they think is important to meet the CCMR goals, and we'll work from there. Alright. Thank you, sir. Trustee Darr and trustee Lynch.
Doctor Mollinar has repeatedly, and consistently demonstrated that she has extremely high expectations for Fort Worth ISD students and staff. And, so I like that idea. I want and and it she's ultimately gonna be the one that's held accountable for ensuring that these goals are implemented and that they are, achieved. And so, I I trust her attention to, high achievement, because she has demonstrated that
over and over again. So I'm I'm good with that. Thank you. Trustee Lynch? Yeah. I'm I'm I'm in alignment with some recommendations, then we can have further discussion after that. Yep. And ultimately, the board still owns this. So doctor Millenar can put whatever she wants, but the board is gonna eventually have to adopt these things. So it will the board will get the final say. With that, we are good on goals. And I will, again, I will summarize this to everyone. We can put it publicly so it stays front and center. I believe we're still on to do guardrails, but I wanna make make sure the board is okay with that. Usually, the second one goes quicker than the first because we get the hang of
the process. So, with that, unless there's any dissent from president Martinez, we'll continue going with the guardrails. So, again, a quick reminder on guardrails, and these are definitely the trickiest ones. With these goals, these things like third grade reading, English one, DNF campuses, etcetera, we're saying, doctor Molinar, you and the team need to focus on these things. This is what needs to move first. But then there's these other things that we value that do that, but not at the expense of these things. These things are all throughout the rest of your strategic plan. I saw things like parent engagement, staff satisfaction, retention, discipline, all these other elements that
are really meaningful that we wanna make sure that we value in our our front and center. That's what guardrails are going to be. And it gets very messy in all the work that I've done with boards. When you start asking folks to, like, write guardrails and the negative, all of that, we're gonna distill that down to just what's the value we're trying to protect? Is it budget transparency? Is it closing achievement gaps? Is it parent engagement? What is that value? And if we can get clear on the value, then we can go backwards and get into how we actually write the guardrail about what does not what does sacrificing
that look like. So we're gonna start with the values. And as part of this, we asked you all to look through the rest of the strategic plan, identify areas in that that were really meaningful based on your own experiences and what you have seen that you would wanna prioritize, and then actually try to distill out a guardrail from it. Not a guardrail, sorry, a value. Thing like parent engagement, discipline, closing the gaps, etcetera. Show of hands if you would like a little bit of time to work by yourself and individually, just kind of, like, flesh back out those values, before we go back into groups. Did anyone like a little time to do that?
No? Ready to go to groups. Alright then. So we're gonna do the exact same thing. I'm gonna time y'all again. We're gonna give a a deadline here of twelve minutes, so by the time we break out we'll be coming back together at 07:40, if I'm doing my math right, to do this. Seven 07:50, yes. Thank you. I am not doing my math right. And we're gonna switch up the groups a little bit. So doctor Ryan will stay over here, where he is. We will then we'll kinda start a little different. We'll go, doctor Rodriguez, if you and trustee Darr come over here with doctor Ryan.
Then on the middle table, if we can go with trustee Phillips, trustee Lynch, and trustee Lubanos in the middle table, and then the remainder on the far side. Your goal is with one another to come up with no more than five values that you all agree on, fully and completely, that you're trying to protect. And I will float around. And Alright.
Finish up. You take two more minutes, and meet me back at the podium when your group is done. Hi. Don't speak too soon. Alright. It looks like we have representatives from all the groups. Naturally, constraints and guardrails end up being a little bit more, diverse in terms of the amount of different responses we get than goals. But I'm gonna ask for each group, we'll start with whichever group wants to go first, to read off your one to five values that you settled on, and then
we'll pause, see if anybody has questions or clarifications for what they mean by that, and then we'll move on to the next group. So would any group like to go first? I'll go first. Alright. Trustee Darr? The first one is decreasing D and F campuses. Okay. Decreasing D and F campuses. Alright. Next. Increasing extracurricular participation. So I do extracurricular participation. As a caveat, not necessary to write it down, but we talked about the importance of that being a focus from k through 12, not just in middle school athletics,
but when fine arts athletics and things like that start, but that it's a k through 12 focus. So I'll make it more specific to k through 12 extracurricular participation? Thank you. Number three is ensuring our most effective teachers are in are serving on our highest needs campuses. Okay. Number four is, creating a balanced budget. Balanced budget. Alright. And number five is, ensuring k through two, school readiness.
I'm gonna call that early? Early learning, readiness early. Early learning, readiness, k two. Does that properly? Alright. Thank you. We have decreasing D and F campuses. By the way, one of the things I'm gonna try to do is when we say words like ensure or increase, etcetera, I'm just gonna try to distill it to the value. So instead of increase this, we're the value we're protecting is extracurricular participation. What type? Specifically, k 12 in this case. So Real fond of verbs. The fond Everybody is.
D and F campuses, k 12 extracurricular participation, effective teachers serving on higher senior campuses, balanced budget, and early learning readiness, k through two. Does anyone that was not part of that group have any questions or clarifications or do those make sense? Alright. Hearing no questions, thank you so much. Who is the next group to share? I'll go next. Alright. We have operational efficiency, parentheses transportation technology, operating procedures.
We have that sec separately. Sorry. Operating procedures? Mhmm. That's more along this district facilities and services. District facilities and services? Mhmm. And then recruitment and retention, highly qualified staff. Okay. We have family and stakeholder engagement. K. And customer service was the the fifth one. Customer service. Okay. So here are the five from the second group. Open it up to trustees. Do all of those make sense for what they mean, or do anyone wanna ask any clarifying question on what these are referring to in terms of the values we're
trying to protect? Doctor Molnar, feel free to jump in if you have questions as well. I have a question. What specifically do we mean by operating procedures, district facilities, and services? What is the value that we're trying to protect, or what do we mean by that? What's behind that conversation? That one was around let me operate or operating procedures to effectively manage, monitor, and support. I guess, supporting district facilities and services. Yeah. That one's more like, maintenance, of, yes, construction, bond.
What other things do we talk about under that one? Yeah. K. And just adding just some kind of procedure around the closure of buildings and how we how we, facilitate that. Is that separate from this one, or is it was part of the discussion? Yeah. That's part of that one. Okay. Was that the major part of that one, or was that an element of all alongside these other elements? That was yeah. That was an example. Okay. Okay. Trustee Lynch? Oh, I was I was just gonna, ask customer service. Is that for students? Is that for parents? Can you guys elaborate on that a little bit?
For students and parents and stakeholders, we we just an example, something we talked about was a, like, a two way, communication tool such as a QR code or something where parents can immediately send in an issue and get a, almost like an immediate response that it's been acknowledged that that their concern has been submitted and going where it needs to go. Alright. Any other clarifying questions? Thank you. Group three. Alright. Some of these have some alignment with some of the things that were mentioned already.
We had a budget around strategic priorities, a balanced budget around strategic priorities, so operational, financial stewardship. Is financial stewardship a separate one? Yep. Participation in extracurriculars, which was mentioned earlier. Recruit and retain effective staff. And then the fourth one was maximizing learning maximizing learning time and around transportation. Are those two separate ones? No. Same same one. I mean, really the value is maximizing learning time. Maximize learning time, and specifically that's coming from transportation.
Yep. Got it. Any questions or clarifying questions for what is meant by any of these? Budget focus on strategic priorities, financial stewardship, participation extracurriculars, recruit and retain effective staff, and maximizing learning time with the focus on transportation. Any clarifying questions? No? I have one question. What what particularly is meant by financial stewardship, and how is that different than what you had written in budget focus on strategic priorities? I mean, really, those were one and the same. Oh, okay. So they shouldn't be separate? Correct. Oh, okay. Got it. Sorry. My apologies. I misunderstood that.
Alright. Next question is, looking at this list of, 14 items, is there any that we can combine that essentially are the same thing and that the groups would be okay with combining? B and l. B and l. And h and m. Alright. Let's start with b and l. They seem very similar. Does anyone have any concern with combining them? And if so, which one were were we planning to keep? One specifies k 12 extracurriculars. One's general. I think I think we can keep b. K. So I'm deleting l.
Any dissenting? Alright. Sorry. What was the next one that was raised? It was, h and m. H and m. Recruitment and retention of highly qualified staff, recruiting and retention of effective staff. Okay. Yep. Any preferences on which one of those to keep or are those separate? C c is also. Oh, c effective okay. So we have three about staff. One that's effective teachers serving on highest need campuses. H is recruitment and retention of highly qualified staff.
And then m is recruit and retain effective staff. So any proposals on how to which ones to eliminate, how to combine, etcetera? Trustee Lubanos, followed by trustee Lynch, followed by trustee Darr. I mean, we can keep c. Okay. Preference to keep c. Are you proposing to eliminate both of h and m then? Go ahead, trustee Lynch. I would I would like to combine h and m, but leave that and c right now. Alright. Trustee Dhar? I favor c. Okay. Favor c. So it sounds like c is definitely different, so we'll leave c separate.
Trustee Ryan, did I hear did did you come off mute? Do you have something to add to this? Okay. Okay. I'm sorry. C and k, not c and j. C and k, budget focused on strategic priorities and effective teacher serving on highest needs campuses? Yes. Let's hold that. We'll come back to that in a second. Let's rectify this one. So it sounds like everyone is okay with combining though h and m, recruit and retention of highly qualified staff and recruit and retain effective staff. Does anyone have a preference on which of those words we should keep?
I I would prefer effective. You can be very qualified, but maybe not effective. I'd I'd prefer effective. K. Anyone else have a differing opinion? I would like to say highly qualified and effective. K. Highly qualified and effective. Any other thoughts? Alright. For now, we can put them together. Highly qualified and effective. We will then tease out if we need both of those words or if some are more than others, that's something the board can do. Any other ones that we can combine? I'd I'd like to post to my group, our intention under f, operational efficiency, was really to maximize student instruction, but we have technology and transportation in there.
Do we would we agree, like, our value is actually maximizing learning time and keeping the transportation, but maybe adding technology as well? Could you say maximize learning time through operational efficiency with those things listed? Yes. Okay. So maximizing learning time through? Operational efficiency. Efficiency. And specifically, we're referring to transportation and technology mainly with that. Yes. Okay. I hear a lot of nods on that. So without any other descent, I'm gonna delete f then.
Any other two combined? What about d and k if we could, add balanced budget focused on strategic priorities? I'm gonna step in here before you all make that decision. One thing that I see happen frequently is we start to see how can we just kind of put all the words together in the same ones, which results in kind of like doing all EOCs versus English one, is there's value and focus. Like, if balanced budget is the value, then we should focus on balanced budget. If it's aligning to priorities, we should focus on that.
If we wanna do both of those together, it's gonna get a little bit murkier. Might still be a choice. That's up to you. I would recommend leave when you have differences like that that you feel are the case, to leave them separately and then see where they fall out and then discuss if we need to expand them. But that's, again, my coaching, up to you as a board to decide. Alright. I So I would like to just keep k and eliminate d. K. Proposal to keep k. Budget focused on strategic priorities. First, the balanced budget. To eliminate balanced budget, we'd have to hear from the group that said balanced budget,
and they have to be willing to do that. Is that group willing to do that, or would you prefer to leave balanced budget on there for now? Well, and then looking at that again, it really is two totally different things because, if I think we also have to look through the lens of of of what our community would value. Yep. And, I our community has made it very clear that they want a balanced budget that that they know that we're spending responsibly. Yep. So I'm not really sure if my comment still stands Alright.
Now that I've thought about it more. Thank you. Doctor Rodriguez, did you have something to add? Sorry. Balance budget is important, but not if it's between adding resources for our students or compensation. So a balanced budget will be great, but if we're focusing on our strategic priorities, is if we get close to a balanced budget, I think it would be okay because we're here to educate students. And if they need extra, then we should be able to give it to them.
Great. Okay. So what I'm hearing is, yes, it's important. Might not be the most important, but that will shake out momentarily when we have people vote. Trustee Phillips, do you have something to add? Yes. I mean, I actually I mean, because I heard what you said, Ben, but I really do like doctor Molineux's recommendation of, balanced budget that is focused on our strategic priorities. Because I think both of those are absolutely important. And even to, doctor Rodriguez's, comment, I think we should be presented with a balanced budget and it should be tied to what our strategic priorities are.
And if we have to go over, we have to do more, then that's a board decision that we would need to make. And, you know, so doctor Molnar can say, hey. Here's your balance budget. But this is what is lacking. This is what we still need. And we decide, okay. You know, go into deficit for that, whatever case, that's fine. But, yeah, we wanna see a balanced budget, and we want it to be about the stuff it's supposed to be about, not just about stuff. So I think both of those are important. I think that does encompass it when you combine it in that way, in my opinion. Alright. It is the board's choice. So what I hear is a proposal that I actually do combine those. We thought about it. They are different, but we want them both.
I don't know if the board has any semblance of thoughts around that, or we can see how it plays out. Alright. I don't hear anything else from folks. So let me just briefly kind of group some of these. We have three around the budget here. All kind of different elements. Balanced budget with focus on strategic priorities. Balanced budget or just a budget focused on strategic priorities. We have maximizing learning time through operational efficiency. That one is duplicate. Customer service. Focused on students, parents, and stakeholders. Family and stakeholder engagement, recruitment intention of highly qualified effective staff.
I will also put the other one around here with staff, which is effective teachers serving on highest need campuses. We have, operating procedures around maintenance bond, closure procedures, early learning readiness, balance budget, and k 12 extracurricular participation, and a decrease in d and f campuses. Any other clarifying questions or suggestions to combine here? Yes. Yeah. C and l twice. C and l twice. Thank you so much. I sure do. Alright. So same as next time, we are on it this time, doctor Ryan.
We are gonna type these into the chat for you immediately. On a Post it note, again, you have, five point values you can assign. 1512, eight, five, and three. You are just gonna put the letter, once I get these letters corrected here momentarily. You are gonna put the letter next to the corresponding one. So if your highest priority here is decreasing D and F campuses, you're gonna put A next to 15. Go ahead and fill out your post it note, and when you're done, you're gonna pass it to doctor Molnar. And doctor Ryan, if you type it in the chat, we will make a post
it note for you. Mister Mackey, I do have a question. There are two g's. Okay. We will I think we've got it corrected up here. We might have typed it with two g's in the chat. We'll clarify that for you. Just give us one second. Doctor Ryan, there is a if you scroll down in the chat, you should be able to see a new one that has it all copy and pasted directly in there. Let us know if you can't see that. Okay. Okay. Thank you, doctor Ryan. Alright, doctor Molnar. If you will read off in order, and I will put it in here, and then we will bring the scores in. 15A. K. 12B.
Yep. 8C. Yep. 5D. Yep. 3K. Got it. Okay. Next up. 15128 J. Oh, no. No. No. Not that fast. 15F. 15F12B Yep. 8J, 5DJ. 3C. 5D3C. Okay. Next. 15. +1 2853 k. 15.
+1 2812. 5. Sorry. +1 28 Yes. Yep. 5 Sorry. +1 28 Yes. Yep. 53 What was the 15 on that one? A j. J was on here two times. Okay. So we'll only 15. Very important. 15. 12. 12. 8. Yep. 5. 5. 3. 3. Okay. Next. 15. Yep. +1 2853 k.
15 Yep. 12 Yep. 8 Yep. 5 Yep. 3. K. 15 Yep. 12 Yep. 8 Yep. 5 Yep. 3. Yep. 15 Yep. 12 Yep. 853 k. 15F12E8B5J3C.
Alright. So now let me hide all those individual scores and then we will sort. Alright. Let's see what we got. Let's start from the top. It looks like there is pretty clear consensus on the top three, at least. Sounds like number one is recruitment and retention of highly qualified and effective staff decreasing D decreasing D and F campuses. The third is K-twelve extracurricular participation.
So it sounds like those three are the top to focus in on for the values. Let me pause there and see if that sounds right to this board, if anyone is surprised by that, if there's anything we need to clarify with those, or do we feel good starting with those three before we talk about if we wanna add two more? I see thumbs up. Alright. So, then the next one, again, you can have up to five. Prioritization is one of the hardest things to do. The more the more priorities you have, the less focus you have on any of
them. So if you're gonna prioritize these guardrails around recruitment and retention of highly effective and qualified staff, decreasing d and f campuses and k 12 extracurricular participation, are you okay with decreasing your focus on those three to add a fourth one around budget balanced budget focused on strategic priorities? That's an open question, so we'll start with that question. Is it worth it for this board to add that fourth value even if it means a little bit of decreased focus on the three above?
Trustee Phillips? Yes. Thank you. Trustee Daher? Yes. Yes. Okay. I see nods from doctor Rodriguez. I see nods across the board. So it seems like is there any dissent on adding that one as a fourth one? Does anyone feel differently? Alright. So now we've got four. Recruitment and retention of highly qualified and effective staff, decreasing D and F campuses, k 12 extracurricular participation, and a balanced budget focused on strategic priorities. The question now is, are we good with those four as focused values, or do we really see a need to add an additional one here?
You've got a couple that are very close. You've got early learning readiness, effective teachers serving on the highest need campuses, and then the broader operating procedures regarding maintenance bond, closure procedures, etcetera. I will open it up to the conversation and especially invite you, doctor Molnar, as you think about the highest needs of the district and kind of some of the areas where you're focused on, if you have insights onto if you would recommend adding any. And if so, feel free to jump in at any point. But that's gonna be an open question to the board as as we look at this and as we look at those next three, do any of those rise to
the surface of needing to add a a fifth guardrail here? Go ahead, Trustee Bridges. Yeah. Early readiness is one that resonates with me because if we are able to get our students prepared at an earlier stage that they once they are at the third grade level, level, then, I think half the battle is done. So I I I think that's a missing element. K. So I hear, yes, we should add a fifth one, and from trustee Bridges' perspectives,
it should be the early learning readiness one. Other thoughts? Other perspectives? Trustee Phillips? Yes. I'm not I'm not attempting to make it too broad, but the operating procedures and the maximizing time learning time, is there a way for those to go hand in hand? Because I'm looking at maintenance and bond, close of procedure, transportation, take not we're talking about the functionalities of those things that we have these things working well, then it is boding well for students to be able to have everything they need on time,
working well for them to be able to maximize their learning time, to be able to get to be able to maximize their academic achievement. It seems like there is some fit for those two to go well together. And if those two can go well together in some way, then I would like to see that one be the final one that we add to the list. And and and not that any of the rest of them are not important, of course. And then even the your comment, trustee Bridges, absolutely. But I think that the early learning readiness is gonna be implied in the goals
that we already have because we're focused on third way reading, third way you gotta focus well, that means you automatically gonna be doing good in k through two if you're gonna have results you're looking for in three. So we kinda already got that one embedded per se. But these operating procedures, I think is yeah. I think if those two can come together somehow, I think that would be a good final one. Thank you, trustee Phillips. Other thoughts? Perspectives? Can can staff come back and to see if we can combine those two that, trustee Phillips mentioned? This is definitely possible.
The one thing I'll just flag, you can combine these, but I'll note that there's you've already listed five different broad areas, maintenance bond, closer procedure, transportation technology. What inevitably is gonna have to happen, we could have the pretty language about what we're gonna make sure is the case, But, ultimately, doctor Molnar and her team are gonna have to simplify this to two or three measures that tell us that's happening. So she is at somewhere, she and her team are gonna have to look at all of those areas and probably propose well, we think it's transportation and maintenance are
the two big ones, and we'll bring it back. And the question is, is the board gonna be okay with her making that recommendation? Because what it won't be is seven different ones about maintenance, and one about bond and one about closures and one about transportation and one about technology. So either the board can kind of combine these, and I would recommend, like, highlighting those areas in operating procedures and maximizing learning time through operational efficiency that are the most critical right now. Maybe transportation is the thing that's most critical right now. Or you can defer to superintendent, and she can, bring back a recommendation for sure.
That's definitely an option. Trustee Darr. Worth noting is that those four, those top four that we've already highlighted in green, fit really nicely with our already adopted strategic plan. I think you can there are others that also would fit in there. I just wanna make sure that we're not doing something that's going to, be counterproductive with what we've already adopted in this strategic plan based on hours and hours of work and community engagement.
Yep. So what I hear you recommending is maybe we stick with those four for now? I like those. I love the idea of early learning readiness also, but I'm wondering if if that's addressed through our goal project progress measure measures, which I cannot say tonight. Or I I don't I don't I don't know that not having it here means that we're not focusing on it. Yep. Oh, for sure. That's, of course, the case. It's you're right. I mean, it's the foundation of of everything, and and it's certainly critically important because you're not just gonna learn to read starting in third grade.
Doctor Molinard, do you have something to add there? Yeah. I just wanna confirm that that definitely will be our focus presenting GPMs. Those will be GPMs we would bring forward. And that's something I've pledged to our stakeholders in our community about transparency around that k two. And our budget has definitely aligned with a new phonics curriculum and our newest instructional framework and how we're monitoring that. And those are things we wanna share and we want parent engagement and transparency around
that. So those would be shared just like when we were talking about if we add in algebra, we would have to show you how we're doing in middle school math in grade six, seven, and eight as well with that alignment. So those are things we're committed to through k through two. We know that foundational work is extremely important to the success of third grade reading. Thank you. Trustee Darr, is that responsive to your comments? Yes. Thank you. Great. Okay. What I've heard so far is we're definitely settled on these four at the top, F, A, B and J. And then there is an open question, it sounds like where we have landed on
early learning is that it's important, but it's baked into our goals already. And we put we seems like superintendent agrees that we'll see that progress there. So we might not need it as a separate guard role as it might be duplicative. And then there's a question around, is it possible to see kind of looking at operating procedures or operational efficiency, like, maybe deferring that to the superintendent and team to identify if there are any critical areas we gotta bring back for the board to look at. Are we okay now looking at these four and the potential fifth one? Handing that to doctor Molnar and the team to kind of put some thought into
and bring back again a draft of language around this and progress measures? Trustee Bridges? As we send it off to the superintendent and staff, I I just wanna add this. Probably the biggest, comments that I get from, by way of email, text, or people who I see in the community is the concern around transportation. So I would hope that. And, granted, we moved in a new different direction, but, there there still are some concerns. So I would wanna make sure that that that that from a community voice, I'm
speaking from what I hear, that is something that is, definitely still out there. Yep. And that's exactly why this conversation is super helpful is to know and where where is the biggest fire right now or the thing that we're paying attention to? If it's transportation, it behooves the board to be as clear as possible about it because it's a lot easier to then focus on it and prioritize it as part of this. So thank you for that. President Martinez? I'll piggyback on that that, I also hear from the community that transportation is number one, but I hear more from staff for on the campuses that technology is a
huge one. Alright. So we're getting a little bit of direction for them to explore into here. Any other thoughts? Alright, y'all. Well, it is nearly, it's exactly three hours. That was a lot of work to do in three hours. Let me do a quick overview of next steps and what will happen here, so you can know what to expect. I'm gonna summarize this. I'll send it back to, you, doctor Molnar, and the team, in a summary format. This will be available. I would recommend I have seen no concerns with the board posting this online as this is our first conversation. If you want to, you can post it as part of this agenda or however
you see fit there. What will happen next is superintendent and team will take this direction and start working over the coming weeks to put some actual language to this. So for the goals, it's looking at the baselines where we are currently, what's meaningful, challenging, but attainable for us to accomplish over the coming years, and put some measures. And then they will also look at, okay, if we're focused on English one and that's the winning the ball game, what are the progress measures that we need to be updating the board on every few months to know if we're on track for that or not?
And so the team will put that together. Same thing with these guardrails. The way guardrails works again, this is it's been very confusing most times I've ever worked with boards or even been on a board going through this process when we jump into the thou shalt not language about achieve these goals, but thou shall not do this. So the way that I will coach doctor Molnar and the team to think about these values, okay, if the value is recruitment and retention of highly qualified and effective staff, what are those things that we can't allow to happen that are working against this?
And they'll think about those things and then phrase the guardrail language around those things, that we won't allow teachers to go without quality professional learning community. If they deem professional learning communities are the reason, I'm not saying they are, I'm just saying an example, then that's what we'll ask them to be specific about on that. So that's what the board will see. Hopefully, it'll make that process a little bit easier. But the next step here is sometime, depending on what the timeline looks like, usually in the next month, so my guess would be probably by October. The board is now gonna get to maybe at the October workshop, look at the new draft language, look at the progress measures, and have another conversation about is that
what we meant? Do we wanna make any adjustments? Because ultimately the board owns these. So with that, is there any questions or follow-up for me? Thank you all. This is a lot of work to do in three hours. It's pretty amazing to see you all get through that so deeply. Thank you all for your diligence and doing the hard work on the front end. With that, president Martinez, I'll turn it back to you. Thank you, Ben. Thank you, trustees for engaging in this exercise and, around our goals and constraints. Just wanna give one last opportunity if you have any questions or comments regarding tonight or the process.
Alright. Seeing none, the time is 08:41PM, and this meeting is adjourned. Okay. Good work.