[00:00:02] ALL RIGHT, IT IS 5.12 P.M., AND I'D LIKE TO CALL TO ORDER THE BOARD STRATEGIC PLANNING WORKSHOP. WE HAVE SEVEN TRUSTEES PRESENT, AND WITH THAT, WE'LL MOVE TO OUR ONLY AGENDA ITEM, WHICH IS THE WORKSHOP. MRS. SMITH. THANK YOU. GOOD EVENING. WELCOME TO YOUR STRATEGIC PLANNING WORKSHOP FOR THE 26-27 SCHOOL YEAR. THIS IS GOING TO BE A WORKSHOP IN THE TRUE SENSE OF THE WORD. I HAVE VERY LITTLE PRESENTATION FOR YOU. I'M GOING TO WALK THROUGH SOME BACKGROUND INFORMATION AND THEN WE'RE GOING TO JUMP RIGHT IN WITH THE GOAL OF LEAVING TONIGHT WITH THE BOARD'S PRIORITIES FOR NEXT SCHOOL YEAR. SO JUST AS A REMINDER TO THOSE OF YOU THAT ARE NEWER TO THIS PROCESS AND TO ANYBODY IN THE COMMUNITY THAT'S WATCHING, STRATEGIC PLANNING IN FRISCO ISD IS A LITTLE BIT DIFFERENT. WE DON'T... GO BY KIND OF THE TRADITIONAL STRATEGIC PLANNING MODEL THAT YOU SEE IN MOST ORGANIZATIONS WHERE YOU HAVE A FIVE OR TEN YEAR LONG RANGE PLAN AND YOU KIND OF DUST IT OFF THE SHELF EVERY ONCE IN A WHILE AND CHECK OFF A FEW BOXES TO SEE WHAT YOU'VE ACCOMPLISHED. OUR STRATEGIC PLANNING PROCESS IS AN ONGOING REFLECTION OF OUR STUDENTS, STAFF AND COMMUNITIES VALUES AND EXPECTATIONS WHERE WE ARE LOOKING AT WAYS THAT WE CAN CONTINUOUSLY IMPROVE. SO, OUR STRATEGY IS MORE AGILE. IT'S MEANT TO RESPOND TO STAKEHOLDER FEEDBACK WHEN IT'S IMPORTANT IN A TIMELY WAY. SO WE DO THIS BY KIND OF THINKING ABOUT THIS IN THREE CATEGORIES. THE FIRST ONE IS WHAT IS OUR ENVISIONED FUTURE? WE HAVE ESTABLISHED THAT THROUGH THE DISTRICT'S MISSION AND VISION STATEMENT AND THROUGH OUR FUTURE READY FRAMEWORK. AND IF YOU'RE NOT SUPER FAMILIAR WITH OUR FUTURE READY FRAMEWORK, UM, I HAVE A PRINTOUT FOR YOU, BUT ALSO IN YOUR PLANNING PACKET, YOU HAVE KIND OF THE LONG VERSION OF THE PLANNING PACKET THAT I SENT OUT VIA EMAIL. YOU HAVE THE LONG VERSION OF THE FUTURE READY FRAMEWORK AND HOW IT'S USED AND WHAT ALL THE PIECES MEAN. THE SECOND PIECE IS HOW DO WE OPERATIONALIZE THAT VISION? WE DO THAT EVERY YEAR BY GOING THROUGH THIS PROCESS, RIGHT? EVERY SPRING, WE DO A COMPREHENSIVE NEEDS ASSESSMENT, AND WE'RE GOING TO TALK THROUGH SOME OF THAT. FEEDBACK THAT WE GOT HERE IN A MINUTE. THEN THE BOARD HAS A STRATEGIC PLANNING WORKSHOP WHERE YOU GUYS IDENTIFY THE HIGHEST PRIORITIES THAT NEED TO BE FOCUSED ON BY DISTRICT STAFF OVER THE NEXT YEAR. AND THEN THE DISTRICT ADMINISTRATION WILL SET GOALS AND IDENTIFY KEY PERFORMANCE INDICATORS AND THINGS LIKE THAT SO THAT WE CAN START THE SCHOOL YEAR OFF MAKING THOSE. AND THEN THE THIRD PIECE IS HOW DO WE HOLD OURSELVES ACCOUNTABLE? SO WE HAVE A LOCAL ACCOUNTABILITY SYSTEM HERE IN FRISCO ISD WHERE WE ARE COMMUNICATING ANNUALLY THOSE GOALS THAT ARE SET, THE PROGRESS THAT WE'VE MADE TOWARDS THEM, AND ANY EVIDENCE THAT WE HAVE THAT IMPROVEMENT HAS BEEN MADE, IN ADDITION TO OTHER PERFORMANCE INDICATORS THAT WE REPORT OUT TO THE COMMUNITY, LIKE STAR SCORES, OTHER INFORMATION THAT JUST GOES OUT IN THAT LOCAL ACCOUNTABILITY REPORT, AND THAT PIECE GETS REPORTED IN PEMBER. AND THEN WE MANAGE ALL OF THIS ANNUAL PROCESS THROUGH THIS HIERARCHY THAT YOU SEE ON THE RIGHT HAND SIDE OF YOUR SCREEN. THIS IS HOW WE WORK. SO EVERYTHING IS DONE THROUGH KIND OF A HIERARCHY OF PURPOSE. SO IT STARTS WITH OUR MISSION TO KNOW EVERY STUDENT BY NAME AND NEED. AND THEN OUR VISION, WHICH I TALKED ABOUT, IS IN OUR FUTURE READY FRAMEWORK AND OUR VISION STATEMENT TO EMPOWER STUDENTS TO PURSUE THEIR PASSION AND PURPOSE. YOU GUYS SET THE PRIORITIES. AND THEN ONCE YOU GUYS SET THE PRIORITIES FOR THE YEAR... WE EVALUATE THE SYSTEMS THAT WE HAVE IN PLACE THAT MAKE THE ORGANIZATION AS A WHOLE RUN AND FIND WHERE DO WE NEED TO MAKE CHANGES IN THOSE SYSTEMS IN ORDER TO IMPROVE WHERE YOU GUYS HAVE SET PRIORITIES. AND THEN WE REALIGN OUR RESOURCES AS NECESSARY. MOST OF THE TIME WHEN WE TALK ABOUT REALIGNING RESOURCES, WE'RE TALKING ABOUT REALIGNING PEOPLE'S TIME AND FOCUS OVER THE NEXT SHORT TERM, YEAR, TWO YEARS, RIGHT, TO REALLY MAKE IMPROVEMENT AREAS. AND THEN WE MEASURE RESULTS. LIKE I MENTIONED, THE WHOLE THING STARTS IN THE SPRING WITH A COMPREHENSIVE NEEDS ASSESSMENT PROCESS. IT REALLY STARTS MORE IN DECEMBER. BUT THROUGHOUT THE SPRING, WE ARE GOING THROUGH A LOT OF DIFFERENT TYPES OF STAKEHOLDER FEEDBACK. THESE ARE THE FOUR BIG ONES. OUR DISTRICT ADVISORY COUNCIL MEETS IN THE SPRING TO DO A WORKSHOP WHERE THEY TALK ABOUT WHAT ARE THE DISTRICT STRENGTHS, WHERE ARE THE GAPS IN... STUDENT EXPERIENCE VERSUS EXPECTATIONS, WHERE ARE OPPORTUNITIES FOR IMPROVEMENT? SO THEY DO SORT OF A DEEP DIVE. THAT'S A GROUP OF STAKEHOLDERS MADE UP OF PARENTS, STUDENTS, STAFF, AND COMMUNITY MEMBERS. [00:05:01] AND THEY DO SORT OF A DEEP DIVE WORKSHOP WHERE THEY GIVE US A LOT OF GOOD VERBAL AND WRITTEN FEEDBACK. WE COMPARE THAT THEN, I'M KIND OF JUMPING DOWN, WE COMPARE THAT TO THE FEEDBACK THAT WE GET FROM THE COMMUNITY AT LARGE THROUGH THE SOGALYTICS SURVEY THAT GOES OUT IN THE SPRING. AND YOU GUYS HEARD THE REPORT FROM SOGALYTICS AT THE LAST. BOARD MEETING WHERE YOU HEARD ALL OF THE INSIGHTS THAT THEY GATHERED FROM THAT. IN ADDITION TO THOSE TWO BIG PIECES, WE ALSO DO TEACHER FOCUS GROUPS. EACH IST MEMBER GOES TO A HANDFUL OF CAMPUSES. WE HIT ALL 77 CAMPUSES WITH A SMALL GROUP OF TEACHERS. AND WE ASK THEM REALLY JUST KIND OF A COUPLE OF GUIDING QUESTIONS AND THEN JUST GET THEIR FEEDBACK. SO WE ASK THEM WHAT'S GREAT ABOUT WORKING IN FRISCO IST AND WHAT CAN BE IMPROVED. AND FROM THAT WE TAKE ALL OF OUR NOTES AND WE COMPILE THEM AND AGAIN WE TRIANGULATE THAT FEEDBACK TO WHAT WE'RE HEARING FROM THE DAC AND WHAT WE SEE IN THE SURVEY. AND THEN LASTLY WE VISIT WITH ALL OF OUR CAMPUS LEADERSHIP TEAMS. SO PRINCIPALS, ASSISTANT PRINCIPALS, WHOEVER FROM THEIR CAMPUS THEY WANT TO BRING AND WE TALK ABOUT WHAT EACH CAMPUS NEEDS INDIVIDUALLY. SO THE CAMPUSES WHILE WE'RE DOING THIS AT A DISTRICT LEVEL THE CAMPUSES ARE DOING THIS AT A CAMPUS LEVEL. RIGHT? AND SO THEY'RE IDENTIFYING WHAT THEIR CAMPUS NEEDS TO IMPROVE AND WHAT THEIR CAMPUS'S STRENGTHS ARE, AND THEY'RE COMMUNICATING THAT BACK TO US IN THE SPRING THROUGH CAMPUS CNA MEETINGS. AND SO AGAIN, WE'RE TAKING THAT FEEDBACK AND TRIANGULATING IT WITH THE OTHER DATA THAT WE'VE RECEIVED. SO BY THE END OF APRIL, ALL THE FEEDBACK HAS BEEN RECEIVED. DR. NYE'S TEAM DOES A TON OF WORK FOR US TO KIND OF SYNTHESIZE ALL OF THAT, PUT IT TOGETHER, AND GIVE US SOME INSIGHTS. AND THEN WE BRING THOSE TO YOU GUYS, LET YOU DIGEST IT ALL, AND THEN WE HAVE THIS WORKSHOP. AND THEN THE IDEA IS THAT THE BOARD ANNUALLY ADOPTS PRIORITIES IN JUNE AT THE REGULAR JUNE BOARD MEETING SO THAT WE CAN THEN HAVE THE SUMMER TO PLAN HOW WE'RE GOING TO MAKE IMPROVEMENTS IN THOSE AREAS THAT THE BOARD FEELS ARE REALLY IMPORTANT FOR US TO LOOK AT. SO I'M NOT GOING TO GO INTO MUCH DETAIL ABOUT ALL OF THAT FEEDBACK BECAUSE YOU GUYS HAVE ALREADY GOTTEN IT IN PIECES. RIGHT? YOU HEARD THE PRESENTATION FROM SOGOLITICS. YOU'VE HAD THE INFORMATION FROM THE DAC, AND THEN YOU GUYS WERE EMAILED KIND OF THE WHOLE PACKET OF STUFF BEFORE. BUT I DO WANT TO HIT THE HIGHLIGHTS THAT WE HEARD FROM ALL OF THE DIFFERENT GROUPS. SO DR. NYE AND HIS TEAM TOOK ALL OF THE RESPONSES. YOU CAN SEE IN THIS BLUE BOX AT THE BOTTOM THE NUMBER OF RESPONSES THAT WE'RE TALKING ABOUT FROM THE VARIOUS PIECES, FROM THE VARIOUS WAYS THAT THAT'S STAKEHOLDERS COULD PROVIDE FEEDBACK AND THEY CAME UP WITH KIND OF THE TOP FIVE STRENGTHS OF THE DISTRICT OVERALL THAT WE HEARD CONSISTENTLY FROM ALL STAKEHOLDER GROUPS AND THEN IN ADDITION TO THAT THE TOP FIVE OPPORTUNITIES FOR IMPROVEMENT SO THE FIRST ONE IN TERMS OF STRENGTHS WAS CARING STAFF AND POSITIVE RELATIONSHIPS SO THIS WAS ACROSS EVERY GROUP VERY CONSISTENT PRAISE FOR THE PEOPLE THAT WORK IN FRISCO ISD STUDENTS DESCRIBE TEACHERS WHO ARE KIND, INVESTED. PARENTS HIGHLIGHT TEACHERS, COUNSELORS, AND PRINCIPALS WHO GO ABOVE AND BEYOND. STAFF EXPRESS DEEP PRIDE IN THEIR COLLEAGUES AND ADMINISTRATORS. SO THIS IS KIND OF A UNIVERSALLY RECOGNIZED STRENGTH AMONG OUR STAKEHOLDERS. THE SECOND ONE IS SAFE AND SUPPORTIVE LEARNING ENVIRONMENTS. ALL OF OUR STAKEHOLDERS DESCRIBE FRISCO ISD CAMPUSES AS PHYSICALLY SAFE AND WELCOMING. WE'RE HEARING THINGS LIKE SAFETY PROTOCOLS ARE ENFORCED AND PRACTICED, NEW STUDENTS ARE WARMLY RECEIVED, MANY FAMILIES DESCRIBE CAMPUSES FEELING LIKE HOME OR LIKE FAMILY, SO THERE'S A SENSE OF BELONGING AND SECURITY THAT'S KIND OF SHARED AMONG STAKEHOLDERS. THE THIRD STRENGTH IS STRONG ACADEMIC OPPORTUNITIES AND PROGRAM VARIETY. SO STUDENTS AT ALL LEVELS AND THEIR PARENTS VALUE THE WIDE VARIETY OF PATHWAYS THAT WE OFFER IN THE DISTRICT. THIS INCLUDES... DIFFERENT ELECTIVES, CTE PROGRAMS, CLUBS, FINE ARTS, ATHLETICS, ENRICHMENT OPPORTUNITIES, ALL THOSE TYPES OF THINGS. SECONDARY STUDENTS IN PARTICULAR MENTIONED OPPORTUNITIES LIKE DUAL CREDIT. ELEMENTARY STUDENTS MENTIONED THINGS LIKE AFTER-SCHOOL CLUBS. SO THIS KIND OF DIVERSITY OF OFFERING IS SOMETHING THAT IS HIGHLIGHTED AS A STRENGTH AND AN ADVANTAGE OF FRISCO ISD. THE FOURTH ONE IS DEDICATED TEACHERS AND INSTRUCTIONAL STRENGTHS. SO RESPONSES FROM STAKEHOLDERS HIGHLIGHTED STRONG TEACHING PRACTICES. STUDENTS AND PARENTS IDENTIFIED TEACHERS WHO EFFECTIVELY EXPLAINED CONTENT AND SUPPORT LEARNING. STAFF DESCRIBED KNOWLEDGEABLE AND COMMITTED EDUCATORS. AND SO THE COMMENTS HERE FOCUSED ON STRONG INSTRUCTIONAL POCKETS ACROSS THE DISTRICT. [00:10:01] AND THEN LASTLY, WHOLE CHILD SUPPORT. STUDENTS DESCRIBED GENERALLY POSITIVE EXPERIENCES INCLUDING ENJOYING SCHOOL ACTIVITIES AND THEIR RELATIONSHIPS WITH THEIR PEERS. ELEMENTARY STUDENTS SPECIFICALLY TALKED ABOUT FUN EVENTS AND ENGAGEMENT IN THEIR SCHOOL. LET'S SEE, STUDENTS PRAISED COUNSELORS FOR HELPING WITH THEIR EMOTIONS. THAT WAS ELEMENTARY STUDENTS. STAFF DESCRIBED CAMPUSES WHERE MENTAL HEALTH AND WHOLE CHILD ARE TAKEN SERIOUSLY. SO THAT WAS THE FIFTH KIND OF OVERALL HIGH LEVEL STRENGTH THAT WAS IDENTIFIED AT THE DISTRICT LEVEL. SO ON THE OTHER SIDE, WE HAD THE TOP FIVE OPPORTUNITIES FOR IMPROVEMENT THAT WE SAW CONSISTENTLY ACROSS ALL STAKEHOLDER GROUPS. SO THE FIRST ONE IS INSTRUCTIONAL CONSISTENCY. SO THIS, I THINK, WAS PROBABLY THE MOST FREQUENT CONCERN THAT WE SAW THROUGH ALL OF THE DIFFERENT FEEDBACK. THEY'RE TALKING ABOUT, IF YOU REMEMBER A SECOND AGO, I SAID THAT STAKEHOLDERS DESCRIBED POCKETS OF EXCELLENCE IN ACADEMIC OPPORTUNITIES. SO REALLY, THE ISSUE, NOT ISSUE, THE HIGHLIGHT HERE IS VARIATION IN INSTRUCTIONAL QUALITY. SO STUDENTS AND PARENTS DESCRIBED THINGS LIKE INCONSISTENT TEACHING PRACTICES. THERE WERE CONCERNS ABOUT DIFFERENCES IN RIGOR AND PACING BETWEEN DIFFERENT TEACHERS TEACHING THE SAME SUBJECT. EITHER ON THE SAME CAMPUS OR AT DIFFERENT CAMPUSES. GRADING, ASSESSMENT, AND RETEST WAS NUMBER TWO. SO STAKEHOLDERS RAISED CONCERNS ABOUT GRADING FAIRNESS AND ASSESSMENT PRACTICES. STUDENTS NOTED SOMETIMES UNCLEAR EXPECTATIONS, WHILE PARENTS AND STAFF QUESTIONED THE IMPACT OF RETEST POLICIES ON RIGOR AND STUDENT ACCOUNTABILITY. STUDENT SUPPORT WAS NUMBER THREE, AND THIS KIND OF LUMPS A WHOLE BUNCH OF DIFFERENT TYPES OF SUPPORT TOGETHER IN ONE. BUT FEEDBACK ESSENTIALLY INDICATES A NEED TO STRENGTHEN JUST VARIOUS SYSTEMS OF SUPPORT DISTRICT-WIDE FOR STUDENTS. ELEMENTARY STUDENTS MORE OFTEN REFERENCE THINGS LIKE BULLYING AND PEER BEHAVIOR CONCERNS. STAFF AND PARENTS HIGHLIGHTED GAPS IN MENTAL HEALTH. AND THEN THERE WERE SOME COMMENTS THAT POINTED TO STUDENTS POTENTIALLY, QUOTE, FALLING THROUGH THE CRACKS. SO THERE'S JUST KIND OF, THAT'S LIKE A VERY BROAD CATEGORY, RIGHT, THAT WE KIND OF LUMPED INTO STUDENT SUPPORT. PARENT-TEACHER AND THEN SCHOOL-FAMILY COMMUNICATION WAS NUMBER FOUR. THIS REALLY IS JUST HIGHLIGHTING COMMUNICATION BETWEEN THE DISTRICT OR THE SCHOOL AND PARENTS AND FAMILIES AS AN OPPORTUNITY FOR IMPROVEMENT. SO THINGS THAT PEOPLE WOULD LIKE TO SEE ARE MORE PROACTIVE OUTREACH WHEN STUDENTS... STRUGGLE, MORE UPDATES THROUGH VARIOUS PLATFORMS LIKE CANVAS OR HAC, STRENGTHENING TWO-WAY COMMUNICATION. AND THEN THE LAST OPPORTUNITY FOR IMPROVEMENT IDENTIFIED WAS CLASS SIZES, STAFFING, AND RESOURCE ALLOCATION. SO STAFF MOST DIRECTLY TALKED ABOUT OVERSIZED CLASSES, ALTHOUGH I DO WANT TO POINT OUT THAT CLASS SIZES DISTRICT-WIDE ARE NOT SIGNIFICANTLY HIGHER THAN THEY HAVE BEEN IN THE PAST, BUT I THINK WHAT PEOPLE ARE FEELING. IS AS WE GET MORE EFFICIENT IN OUR STAFFING AS OUR ENROLLMENT DECLINES, WE'RE GOING SORT OF FROM LOWER CLASS SIZES TO MORE AVERAGE CLASS SIZES, RIGHT? AND THAT SLIGHT INCREASE, PEOPLE ARE FEELING IT. SO I DO WANT TO BE CLEAR WHAT PEOPLE ARE FEELING, BUT THAT'S A REAL THING THAT PEOPLE ARE FEELING. SO HIGHER CLASS SIZES, SOME PARENTS DESCRIBED LESS. INDIVIDUALIZED ATTENTION FOR THEIR STUDENTS. LET'S SEE, STAFF REPORT IT BEING MORE DIFFICULT TO DIFFERENTIATE INSTRUCTION WHEN CLASS SIZES GET LARGER. SO THOSE ARE KIND OF THE KEY TAKEAWAYS, TOP FIVE OPPORTUNITIES FOR IMPROVEMENT AND TOP FIVE STRENGTHS FROM THE DISTRICT. YOU'RE GOING TO FIND WHEN WE GET INTO THE ACTIVITY THAT A LOT OF THESE THINGS RESONATE WITH THE THINGS THAT YOU GUYS SUBMITTED IN YOUR PRE-WORK RIGHT? DID YOU HAVE A QUESTION? YEAH. SORRY, I MEANT TO TELL YOU GUYS THAT. SO THAT'S THE APPROXIMATE NUMBER OF RESPONSES. SO IF YOU LOOK AT THIS BLUE BOX AT THE BOTTOM, THIS IS THE NUMBER OF PEOPLE THAT RESPONDED EITHER TO OPEN-ENDED QUESTIONS IN THE SURVEY THAT WENT OUT OR IN FOCUS GROUPS OR WHATEVER. AND WE TOOK, WE, DR. NYE AND HIS TEAM TOOK ALL OF THAT DATA AND THEN CATEGORIZED IT. AND SO THAT'S TELLING YOU APPROXIMATELY HOW MANY PEOPLE. WHO PARTICIPATED WE HEARD THAT FROM THAT WAS A GREAT QUESTION THANK YOU OKAY, SO OUR PURPOSE TONIGHT IS TO TAKE ALL [00:15:08] OF THAT FEEDBACK THAT WE GOT THROUGH THE NEEDS ASSESSMENT PROCESS, AS WELL AS JUST YOUR EXPERIENCE AS A TRUSTEE AND WHAT YOU GUYS ARE HEARING IN THE COMMUNITY, AND COME UP WITH THREE TO FIVE STRATEGIC PRIORITY STATEMENTS THAT ARE ALIGNED TO THE FUTURE READY FRAMEWORK AND THAT DESCRIBE WHAT THE BOARD WANTS TO STRENGTHEN AND WHAT SUCCESS SHOULD LOOK LIKE FOR STUDENTS AND STUDENTS. STAFF AND OTHER STAKEHOLDERS. THE THREE MOST IMPORTANT DECISIONS THAT YOU GUYS MAKE AS A BOARD ARE HIRING THE SUPERINTENDENT, ADOPTING THE BUDGET, AND SETTING THE DISTRICT'S VISION. SO THIS IS ONE OF YOUR TOP THREE. THIS PROCESS IS MEANT TO, THE PROCESS THAT WE'RE GOING TO GO THROUGH TONIGHT, IS MEANT TO STRATEGICALLY ELEVATE PIECES OF THE FUTURE READY FRAMEWORK THAT YOU GUYS FEEL ARE REALLY IMPORTANT. FOR US TO FOCUS OUR ATTENTION ON OVER THE NEAR TERM. AND WHEN I SAY NEAR TERM, IT MAY BE THE NEXT SCHOOL YEAR, OR IT MAY BE THE NEXT TWO TO THREE SCHOOL YEARS, RIGHT? I WANNA MAKE SURE THAT WE'RE CLEAR THAT THIS PROCESS, EVEN THOUGH WE REVISIT IT ANNUALLY, IT GIVES YOU PERMISSION TO CONTINUE ELEVATING PRIORITIES IF YOU FEEL LIKE WE STILL HAVE MORE WORK TO DO. THE OTHER THING THAT I WANT TO MAKE SURE THAT EVERYBODY UNDERSTANDS IS JUST BECAUSE THINGS ARE ELEVATED AS A PRIORITY FOR THE YEAR DOESN'T MAKE OTHER THINGS LESS IMPORTANT. SO WE HAVE OUR FUTURE READY FRAMEWORK THAT GUIDES ALL OF THE WORK THAT WE DO AND ALL OF THE THINGS THAT WE EXPECT OUR STUDENTS TO EXPERIENCE IN FRISCO ISD. THERE ARE A WHOLE LOT OF SYSTEMS AND PROCESSES IN PLACE TO MAKE SURE THAT ALL OF THOSE DIFFERENT THINGS HAPPEN FOR OUR STUDENTS AND NONE OF THEM BECOME LESS IMPORTANT. OR RECEIVE ANY LESS FOCUS BECAUSE THE BOARD HAS ELEVATED PIECES OF THEM AS PRIORITIES FOR THE NEXT YEAR. SO WHAT WE'RE DOING TONIGHT IS WE'RE HIGHLIGHTING THREE TO FIVE SPECIFIC THINGS THAT WE WANT TO SAY, THIS DESERVES EXTRA ATTENTION. IT DOESN'T MEAN THAT WE AREN'T STILL FOCUSING ON THE OTHER THING. AND I THINK SOMETIMES IN STRATEGIC PLANNING THAT'S HARD TO DO, ESPECIALLY WHEN WE'RE DOING AN ANNUAL PLAN LIKE THIS. WE JUST NEED TO REMEMBER THE OTHER THINGS DON'T GO AWAY JUST BECAUSE WE'RE HIGHLIGHTING SOME. SO TODAY WE'RE GOING TO WORK THROUGH ALIGNING THE RECURRENT THEMES THAT YOU JUST HEARD FROM THE STAKEHOLDER FEEDBACK AND ALL OF THE DATA THAT WE HAVE AS WELL AS YOUR PERSPECTIVE AS A BOARD MEMBER. WE'RE GOING TO CLARIFY WHICH STUDENT EXPERIENCES SHOULD BE PUT IN ORGANIZATIONAL CONDITIONS SHOULD BE PRIORITIZED FOR IMPROVEMENT IN THE NEAR TERM AGAIN ONE TO THREE YEARS AND THEN WE'RE GOING TO DEVELOP WE'RE GONNA, I'M GONNA OPEN UP A WORD DOCUMENT AND WE'RE GONNA WRITE STRATEGIC PRIORITIES FOR THE BOARD. BEFORE WE DO THAT I KIND OF WANT TO SET A COUPLE OF NORMS FOR EVERYBODY. SO WE HAVE A LOT OF CHANGE HAPPENING IN FRISCO ISD. DECLINING ENROLLMENT IS A BIG THING. FINANCIAL SUSTAINABILITY IS A BIG THING. AND WE KIND OF HAVE TWO BIG KIND OF LONG-TERM THINGS HAPPENING AT ONE TIME, RIGHT? WE HAVE OUR STRATEGIC PLAN, WHICH IS WHAT WE'RE TALKING ABOUT TONIGHT, AND WE HAVE OUR SUSTAINABILITY PLAN. AND IT'S REAL EASY TO OVERLAP THE TWO OF THOSE, AND THEY DO WORK HAND IN HAND. BUT TONIGHT, WHAT WE'RE TALKING ABOUT IS STRATEGIC PLANNING, RIGHT? SO STRATEGIC PLANNING FOCUSES ON WHAT STUDENT EXPERIENCES AND ORGANIZATIONAL CONDITIONS DO WE WANT TO STRENGTHEN? SO WE'RE TALKING ABOUT AGAIN, THE STUDENT EXPERIENCE, FUTURE READY OUTCOMES, LONG-TERM DISTRICT VISION IN TERMS OF WHAT STUDENTS GET WHEN THEY COME TO FRISCO ISD. SUSTAINABILITY PLANNING, ON THE OTHER HAND, IS TALKING ABOUT HOW DO WE OPERATE OR ADAPT TO SUSTAIN OUR PRIORITIES OVER A LONG TERM WHEN WE HAVE DECLINING ENROLLMENT AND DECLINING REVENUE AND THAT TYPE OF THING. SO WE HAVE A WHOLE SEPARATE PLAN, RIGHT, THAT TALKS ABOUT HOW ARE WE GOING TO RESPOND TO DECLINING ENROLLMENT IN TERMS OF FACILITY PLANNING. HOW ARE WE GOING TO RESPOND IN TERMS OF STAFFING? WHAT ARE WE GOING TO DO ABOUT OUR BUDGET? THAT'S ALL SUSTAINABILITY PLANNING. SO I WANT TO KEEP US IN THE LEFT BOX TONIGHT. I REALLY WANT US TO TALK ABOUT THE STUDENT EXPERIENCE AND THE OUTCOMES THAT WE EXPECT FOR STUDENTS. WE'RE GOING TO HAVE AN OPPORTUNITY TO FOCUS ON THIS THE SUSTAINABILITY PIECE OF IT IN THE NEXT MONTH OR SO. QUESTIONS ABOUT THAT? OKAY, THE OTHER THING, THE OTHER NORM THAT I KIND OF WANT TO SET IS SORT OF THE DIFFERENCE BETWEEN A GOVERNANCE LEVEL PRIORITY AND ADMINISTRATIVE ACTION PLANNING. [00:20:02] SO THIS IS WHERE WE WANT TO BE SURE THAT WE ARE SPECIFIC ENOUGH THAT WE DIRECT THE FOCUS OF ADMINISTRATION, BUT NOT SO SPECIFIC THAT WE'RE JUST COMING UP WITH ACTIONS THAT COULD BE TAKEN AND NOT FOCUSING ON WHAT'S THE INTENT OF THOSE ACTIONS. WHAT'S THE OUTCOME THAT WE'RE EXPECTING TO HAPPEN? SO I HAVE A FUN LITTLE ACTIVITY FOR YOU. WE'RE GOING TO GET OUT OF THE SCHOOL BUSINESS FOR A MINUTE, AND WE'RE GOING TO TALK ABOUT KIM'S CANDY SHOP, RIGHT? SO WE ALL KNOW THAT KIM LIKES TO MAKE CANDY, RIGHT? AND SHE DOES IT ONCE A YEAR. AND SHE'S GOT A PRETTY SUCCESSFUL LITTLE CANDY COMPANY GOING ON. SHE WOULD REALLY LIKE TO EXPAND HER BUSINESS BEYOND A SEASONAL CHRISTMAS CANDY TYPE OF THING. SO SHE'S ENLISTED ALL OF YOU TO BECOME HER BOARD OF DIRECTORS AND GIVE HER SOME STRATEGIC GUIDANCE. YOU ALL COME WITH DIFFERENT PERSPECTIVES, RIGHT? SOME OF YOU HAVE BUSINESS ACUMEN. SOME OF YOU UNDERSTAND THE TARGET MARKET. SOME OF YOU JUST REALLY LOVE ENGLISH TOFFEE. SO YOU ALL COME WITH DIFFERENT PERSPECTIVES. AND SO YOUR GOAL... AS A BOARD IS TO GUIDE THE FICTIONAL KIM IN HOW TO GROW HER BUSINESS RIGHT AND WHAT TYPES OF PRIORITIES SHE SHOULD HAVE WHAT TYPES OF THINGS THAT SHE SHOULD DO TO GROW HER BUSINESS SO I'M GONNA GIVE YOU THESE LITTLE ENVELOPES AND I'M GONNA ASK YOU TO PAIR UP OR GET IN GROUPS OF TWO OR THREE AND IN YOUR ENVELOPE YOU HAVE A SET OF CARDS IN YOUR ENVELOPE YOU HAVE A SET OF CARDS. THERE ARE TWO BLUE CARDS AND THEN A BUNCH OF WHITE CARDS. SO FEEL FREE TO DUMP THOSE OUT ON YOUR TABLE WITH YOUR PARTNERS. SO YOUR BLUE CARDS ARE YOUR HEADINGS. SO YOU HAVE BOARD PRIORITIES AND THEN YOU HAVE ADMINISTRATIVE ACTION. AND WHAT WE WANT TO DO IS WE WANT TO SORT YOUR CARDS INTO TWO COLUMNS. WE WANT TO SORT YOUR CARDS INTO TWO COLUMNS. WHICH ONES ARE BOARD PRIORITIES AND WHICH ONES ARE ADMINISTRATIVE ACTIONS? SO I'LL GIVE YOU A COUPLE MINUTES TO DO THAT AND THEN WE'LL TALK THROUGH THE ANSWERS. IF YOU WANT EXTRA CREDIT, GO FOR IT. YEAH. I'LL GIVE YOU A HINT. THERE'S AN EVEN NUMBER IN EACH COLUMN. SO THERE'S FIVE PRIORITIES AND FIVE ACTIONS. [00:26:15] ARE YOU GUYS READY? CHECK YOUR ANSWERS? OKAY. ALL RIGHT. ALL RIGHT. LET'S, WELL, I'M GOING TO START AT THE TOP OF MY LIST. SO YOU GUYS CAN JUST CHECK YOURSELVES AND THEN WE CAN KIND OF TALK ABOUT IT. SO ONE STRATEGIC PRIORITY IS STRENGTHEN CUSTOMER TRUST AND BRAND LOYALTY. OKAY. THE ADMINISTRATIVE ACTION THAT MIGHT GO WITH THAT. AND I WILL SAY. THE ADMINISTRATIVE ACTIONS COULD FIT DIFFERENT PRIORITIES, BUT I JUST PICKED, RIGHT? I PICKED THE ONE THAT I FELT LIKE WAS THE BEST. SO THE ADMINISTRATIVE ACTION THAT MIGHT GO WITH THAT WOULD BE TO INCREASE SOCIAL MEDIA ADVERTISING BY 25% DURING THE DISTRICT HOLIDAYS. OKAY? ARE WE ONE FOR ONE SO FAR? WE WIN ALL RIGHT. THE NEXT STRATEGIC PRIORITY, ENSURE CUSTOMERS EXPERIENCE CONSISTENT PRODUCT QUALITY AND SERVICE REGARDLESS OF LOCATION. OKAY? SOMETHING THAT STAFF MIGHT DO. WOULD BE TO IMPLEMENT WEEKLY PRODUCTION QUALITY CONTROL AUDITS. OKAY, NEXT STRATEGIC PRIORITY, EXPAND INNOVATIVE PRODUCT OFFERINGS WHILE PRESERVING THE COMPANY'S TRADITIONAL BRAND IDENTITY. SOMETHING ADMINISTRATION MIGHT DO WOULD BE TO LAUNCH A REDESIGNED ONLINE ORDERING PLATFORM. NEXT. FORD'S STRATEGIC PRIORITY WOULD BE TO IMPROVE EMPLOYEE RETENTION AND WORKPLACE CULTURE. SO SOMETHING ADMINISTRATION MIGHT DO IS CREATE A SEASONAL EMPLOYEE TRAINING MANUAL. AND THEN THE LAST STRATEGIC PRIORITY IS TO EXPAND THE COMPANY'S CUSTOMER BASE WHILE MAINTAINING A HIGH-QUALITY CUSTOMER EXPERIENCE. SO SOMETHING ADMINISTRATIVE... ADMINISTRATION MIGHT DO IS DEVELOP A STAFFING SCHEDULE TO REDUCE OVERTIME DURING PEAK PRODUCTION. YOU'RE RIGHT THEY PROBABLY THEY CAN BE LIKE YOU MEAN THE PRIORITY. SO THESE ACTIONS AND RIGHT, BECAUSE ONE OF THE THINGS IS WE'RE GOING TO TALK WHICH SPECIFIC EXPERIENCES ARE WE MOST FOCUSED ON, BECAUSE SOMETIMES PRIORITIES CAN GET SO BIG THAT THERE'S A WHOLE LOT OF DIFFERENT ACTIONS THAT CAN BE TAKEN TO MAKE IMPROVEMENTS IN THOSE AREAS. SO IT HELPS ADMINISTRATION TO UNDERSTAND KIND OF WE WANT TO KEEP THE PRIORITY AT THE GOVERNANCE LEVEL, BUT SOMETIMES IT HELPS US TO UNDERSTAND WHAT'S. WHAT SPECIFIC TYPE OF EXPERIENCE ARE WE TARGETING? ARE WE TARGETING A SPECIFIC STUDENT EXPERIENCE OR OUTCOME? RIGHT? AND SO WE CAN HAVE ACTION STEPS THAT MAYBE MEET MULTIPLE PRIORITIES. THERE'S A LOT OF OVERLAP AND THERE'S A LOT OF OVERLAP IN OUR FUTURE READY FRAMEWORK AS A DISTRICT AND THAT'S DONE INTENTIONALLY BECAUSE THE SYSTEMS ALL HAVE TO WORK TOGETHER. SO AS WE WORK THROUGH TONIGHT'S WORKSHOP JUST UNDERSTAND THAT THERE CAN BE SOME OVERLAP. AND SO DIFFERENT IDEAS CAN MEAN DIFFERENT THINGS TO DIFFERENT PEOPLE. AND OUR WORK TONIGHT IS GOING TO TRY TO COME TO CONSENSUS ON, OKAY, WHAT SPECIFICALLY ABOUT THAT IDEA IS MOST IMPORTANT FOR US TO FOCUS ON IN THE NEAR TERM. OKAY, ARE WE ALL LEVEL SET? QUESTIONS? CONCERNS? YOU READY TO GET STARTED? THANK YOU. I'M SORRY, I DID NOT MAKE CANDY. OKAY, I WANT TO TALK, [00:30:09] WE'RE GOING TO START THE ACTUAL WORK BY TALKING ABOUT WHAT I'M CALLING STRATEGIC TENSION. SO THESE ARE KIND OF GIVE AND TAKES, AND THESE ARE THINGS THAT YOU GUYS ALL IDENTIFIED IN PRE-WORK. SO WE TALKED ABOUT THE THEMES THAT WE HEARD FROM STAKEHOLDERS. EVERYTHING FROM THIS POINT FORWARD CAME DIRECTLY FROM YOU GUYS IN THE PRE-WORK THAT YOU DID AND EMAILED ME LAST WEEK, OKAY? AND SO WHAT I DID WAS READ THROUGH IT ALL, USED MY GOOD FRIEND CHATGPT TO HELP ME CATEGORIZE SOME OF THESE THINGS, RIGHT? AND I CAME UP WITH SEVEN WHAT I'M CALLING STRATEGIC TENSIONS. SO THANK YOU. WHEN I ASKED YOU GUYS FOR PRE-WORK, I ASKED YOU KIND OF TWO MAIN QUESTIONS. WHAT IS IMPORTANT TO PRESERVE? WHAT DO WE VALUE THAT WE WANT TO PRESERVE? AND WHERE ARE SOME OPPORTUNITIES FOR IMPROVEMENT? AND SO EACH ONE OF THESE TENSIONS IS KIND OF A COUPLING OF WHAT DO WE VALUE THAT WE WANT TO KEEP AND WHAT ARE OUR CHALLENGES FOR KEEPING IT THAT WAY? SO I'M GOING TO TALK THROUGH EACH OF THESE AND THEN AFTER EACH ONE I WANT YOU TO TELL ME DOES THIS FEEL, BASED ON THE PRE-WORK THAT YOU DID, BASED ON THE... THE THINKING THAT YOU DID BEFORE YOU CAME HERE DOES THIS FEEL RELEVANT RIGHT NOW SO THE FIRST ONE IS EXCELLENCE AND INNOVATION VERSUS CONSISTENCY AND PREDICTABILITY SO WHAT YOU GUYS TOLD ME WAS THAT WE YOU VALUE PROTECTING OUR STRONG ACADEMICS OUR INNOVATION AND OUR DIVERSE OPPORTUNITIES BUT THERE ARE CONCERNS AROUND INCONSISTENCY AND GRADING INSTRUCTIONAL EXPECTATIONS COMMUNICATION SUPPORT SYSTEMS AND CAMPUS EXPERIENCES DOES THAT FEEL RELEVANT GOOD THIS IS ALL FEEDBACK, RIGHT? SO IT'S ALL JUST, IT'S MOSTLY PERCEPTION. YES, IT'S MOSTLY PERCEPTION. WE'RE GETTING IN THE WEEDS A LITTLE. BUT A FAIR QUESTION, BUT I WILL SAY ALL OF OUR STAKEHOLDER GROUPS AND THE BOARD IDENTIFIED GRADING INCONSISTENCIES AS A CONCERN. WHETHER WE ANALYZE THE DATA AND FIND INCONSISTENCIES TO BE VALID OR NOT, IT'S A CONCERN. SO THE PERCEPTION IS THAT THERE ARE INCONSISTENCIES IN GRADING. RIGOR, THAT KIND OF THING. SO AS WE MOVE THROUGH THIS, IF THE BOARD DECIDES TO ELEVATE THAT AS A STRATEGIC PRIORITY, WE'RE GOING TO NEED TO TALK ABOUT WHAT ARE SOME EXPECTATIONS, WHAT DO WE EXPECT THOSE OUTCOMES TO BE OF THAT PRIORITY. BUT LET'S GO THROUGH EACH OF THESE. ONE SECOND, KIMBERLY. OKAY. I UNDERSTAND YOU DON'T WANT TO GET INTO THE WEEDS, AND WE WON'T AS FAR AS THE MATERIAL, BUT THERE IS EVIDENCE THAT WE HAVE. INCONSISTENCIES WHERE ONE CAMPUS OVER ANOTHER, AND WE NEED TO HAVE THIS BACKGROUND BECAUSE WE HAVE TRUSTEES THAT WERE ON THAT COMMITTEE AND THAT ARE NEW, AND THEY DON'T KNOW THAT WHEN WE ARRIVED TO THAT AD HOC COMMITTEE, WE HAD TWO, MAYBE, I'M NOT GOING TO SAY TWO, WE WOULD HAVE HAD MULTIPLE MIDDLE SCHOOL CAMPUSES THAT WERE GRADING UP TO A CERTAIN NUMBER. THAT'S THE INCONSISTENCY. NOT THE MATERIAL, BUT WHAT THE GRADING, THE GRADING THAT IS TAKING PLACE. SO IF WE'RE GRADING UP TO A 90 AND MIDDLE SCHOOL A DECIDED ON THEIR CAMPUS, EVEN THOUGH IT'S STILL UP TO 90, THEIRS IS 85. AND THEN ANOTHER MIDDLE SCHOOL CAMPUS SAYS, WELL, WE'RE GOING TO JUST DO UP TO 70. AND THEN THE THIRD ONE IS SAYING, WELL, WE'RE GOING TO GIVE THEM 90. BECAUSE WE HAVE UP TO. OUR LANGUAGE SAYS UP TO. THAT'S THE INCONSISTENCY, NOT THE MATERIAL. [00:35:27] THEY WEREN'T WRONG BECAUSE IT SAID UP TO. WE DIDN'T SAY IT WAS WRONG, WE JUST SAID IT WAS INCONSISTENT. I THINK THAT'S THE FEEDBACK, RIGHT? THE FEEDBACK IS PARENTS WOULD LIKE A CONSISTENT EXPERIENCE IN GRADING BETWEEN CAMPUSES AND CLASSROOMS. WE'RE GOING TO HAVE AN OPPORTUNITY TO DRILL DOWN INTO WHAT SPECIFICALLY WE FEEL YOU GUYS FEEL IS IMPORTANT FOR US TO FOCUS ON. BUT JUST KEEP IN MIND, ALL OF THESE, ALL SEVEN OF THESE THAT I'M ABOUT TO GO THROUGH, THESE ARE PERCEPTIONS. AND THEY ARE COMMON PERCEPTIONS BOTH FROM THE SCHOOL BOARD PERSPECTIVE, EITHER MOST OR ALL OF YOU HIGHLIGHTED SOMETHING IN EACH OF THESE. MOST OF YOU HIGHLIGHTED ALL OF THESE THINGS, BUT THEY ARE ALSO ALL CONSISTENT WITH THE FEEDBACK THAT WE GOT THROUGH OUR NEEDS ASSESSMENT PROCESS. THE SECOND ONE IS ORGANIZATIONAL COMPLEXITY VERSUS TRUST, CLARITY, AND CONNECTION. SO AS A BOARD, YOU TOLD ME THAT YOU VALUE STRONG RELATIONSHIPS, TRANSPARENT GOVERNANCE, AND MEANINGFUL COMMUNITY ENGAGEMENT, BUT THERE WERE SOME CONCERNS AROUND... COMMUNICATION CLARITY, ACCESSIBILITY OF INFORMATION, TRANSPARENCY, ENSURING STAKEHOLDERS FEEL INFORMED, CONNECTED, AND HEARD. SO I HEARD COMMENTS OR I READ COMMENTS ABOUT LIKE TWO-WAY COMMUNICATION, RIGHT, IN AN INCREASINGLY COMPLEX DISTRICT, MEANING JUST OUR SIZE, RIGHT? DOES THAT FEEL RELEVANT TO EVERYONE? THE NEXT ONE IS STUDENT-CENTERED OPPORTUNITIES VERSUS LONG-TERM SUSTAINABILITY. SO WHAT I HEARD FROM YOU GUYS IS THAT YOU VALUE PROTECTING STUDENT OPPORTUNITY. ACADEMIC PATHWAYS, EXTRACURRICULAR EXPERIENCES, SUPPORT SYSTEMS THAT FAMILIES ASSOCIATE WITH THE FISD EXPERIENCE, US BEING OUR OPPORTUNITY MODEL. BUT THERE ARE CONCERNS AROUND SUSTAINABILITY, ENROLLMENT SHIFTS, STAFFING PRESSURES, FINANCIAL SUSTAINABILITY. NOW REMEMBER, WE SAID A MINUTE AGO THAT WE'RE REALLY TALKING ABOUT THE STUDENT EXPERIENCE SIDE AND NOT THE FINANCIAL SUSTAINABILITY SIDE, BUT THAT IS STILL A KEY THING TO HIGHLIGHT. BECAUSE WE DO NEED TO UNDERSTAND THAT IF WE'RE GOING TO SEEK TO IMPROVE IN AREAS RELATED TO OUR STUDENT OPPORTUNITY MODEL, WE DO HAVE CONSTRAINTS THAT WE HAVE TO CONSIDER IN TERMS OF SUSTAINABILITY. THE FOURTH ONE IS STUDENT AGENCY VERSUS ACADEMIC ACCOUNTABILITY AND RIGOR. SO WHAT I HEARD FROM THE BOARD IS THAT YOU VALUE SUPPORTING STUDENTS THROUGH PERSONALIZED LEARNING, FLEXIBLE OPPORTUNITIES, AND STRONG SYSTEMS OF ACADEMIC SUPPORT. BUT THERE ARE CONCERNS AROUND, AGAIN, GRADING PRACTICES. RETESTING, WORK ETHIC, STUDENT ACCOUNTABILITY, AND THEN MAINTAINING RIGOROUS EXPECTATIONS ACROSS CLASSROOMS AND CAMPUSES. THAT KIND OF CAME UP IN BOTH AREAS. DOES THAT STILL DOES THAT FEEL RELEVANT TO EVERYONE? THE NEXT ONE IS INNOVATION VERSUS ORGANIZATIONAL CAPACITY. SO WHAT I HEARD FROM YOU ALL IS THAT YOU VALUE INNOVATION, YOU VALUE US EVOLVING OUR STUDENT OPPORTUNITIES, FUTURE READY LEARNING, PREPARING STUDENTS FOR WHAT COMES NEXT, BUT YOU EXPRESSED CONCERNS AROUND STAFF WORKLOAD, INITIATIVE FATIGUE, IMPLEMENTATION CONSISTENCY, ENSURING THAT OUR INNOVATION REMAINS SUSTAINABLE. THAT FEEL RELEVANT. THE NEXT ONE IS AUTONOMY AND FLEXIBILITY VERSUS SYSTEM ALIGNMENT AND ACCOUNTABILITY. SO YOU GUYS. SAID THAT YOU VALUE EMPOWERING CAMPUSES AND LEADERS AND DEPARTMENTS TO RESPOND TO THE NEEDS OF THE COMMUNITY BUT YOU EXPRESS CONCERNS AROUND FAIRNESS PREDICTABILITY POLICY CONSISTENCY AND ALIGNMENT ACROSS CAMPUSES AND DEPARTMENTS SEEING HEAD NODS AGAIN SO I'LL KEEP GOING SO IT'S A PUSH AND A PULL, RIGHT? [00:40:34] THERE'S VALUE IN EACH CAMPUS COMMUNITY BEING UNIQUE, BUT THERE'S ALSO A CONCERN ABOUT INCONSISTENCY FROM CAMPUS TO CAMPUS. SO THEY'RE CONFLICTING IDEAS, RIGHT? AND SO THAT'S WHERE WHEN WE TALK ABOUT PRIORITIES AND IDENTIFYING OPPORTUNITIES FOR IMPROVEMENT, IT'S IMPORTANT FOR US TO THINK ABOUT WHAT WE VALUE AND WHAT WE WANT TO PRESERVE. BUT IT'S ALSO IMPORTANT FOR US TO THINK ABOUT WHAT ARE OUR CONCERNS AND HOW DOES THAT MATCH UP WITH THE THINGS THAT WE SAY WE VALUE. SO THAT'S A GIVE AND A TAKE. WE VALUE CAMPUS AUTONOMY. WE VALUE RESPONDING TO THE UNIQUE NEEDS OF A CAMPUS COMMUNITY. BUT WE ALSO WANT TO MAKE SURE THAT WE'RE CONSISTENT DISTRICT-WIDE. THOSE TWO THINGS KIND OF WORK AGAINST EACH OTHER SOMETIMES. THE LAST ONE IS... MAINTAINING A STRONG DISTRICT IDENTITY DURING CHANGE AND I DIDN'T I COULDN'T REALLY PARSE THIS OUT INTO KIND OF TWO SEPARATE BULLET POINTS ESSENTIALLY WHAT I HEARD FROM YOU GUYS IN YOUR PRE-WORK WAS THAT YOU VALUE PROTECTING THE CULTURE AND REPUTATION THAT HAVE MADE FOR SWAYASDEE A DESTINATION DISTRICT AND THAT WE NEED TO MAINTAIN THAT IDENTITY DESPITE THE CHANGE THAT WE'RE GOING THROUGH THAT WAS JUST KIND OF A BIG THEME THAT I HEARD FROM ALL OF YOU OKAY, ANY OTHER QUESTIONS ABOUT THOSE BEFORE WE DO THE START THE ACTUAL WORK? ALL RIGHT, SO YOU HAVE A WORKSHEET IN YOUR FOLDER. IT'S CALLED A REFLECTION WORKSHEET. WE'RE GOING TO TAKE A FEW MINUTES AND LET YOU WORK ON THIS INDIVIDUALLY. SO I HAVE LISTED ON THE LEFT SIDE EACH OF THE STRATEGIC TENSIONS THAT WE JUST TALKED ABOUT. FOR EACH ONE, YOU HAVE TWO BOXES THAT YOU CAN FILL IN. YOU DON'T HAVE TO FILL IN BOTH. YOU NEED TO FILL IN AT LEAST ONE. SO YOU GET ONE OR UP TO TWO. AND WHAT I WANT YOU TO DO IS THINK ABOUT KNOWING WHAT WE VALUE AND KNOWING THE THINGS THAT WE'RE CONCERNED ABOUT, WHICH EXPERIENCE OR CONDITION, ORGANIZATIONAL CONDITION, IS MOST IMPACTED BY THAT THING FROM YOUR PERSPECTIVE. SO TO HELP YOU, I'VE GIVEN YOU EXAMPLES OF EXPERIENCES OR CONDITIONS. THIS IS NOT AN ALL-INCLUSIVE LIST. THIS IS JUST KIND OF SOME GUIDING WORDS FOR YOU TO THINK ABOUT SO THAT YOU DON'T FEEL STUCK LIKE YOU'RE DRAWING A BLANK. SO WHEN YOU'RE THINKING ABOUT THE FIRST ONE, WHICH ONE OR TWO EXPERIENCES FOR STUDENTS OR STAFF, OR THERE'S COMMUNITY AND FAMILY ON THE BACK IF YOU NEED KIND OF A LIST THERE, WHICH ONE OR TWO EXPERIENCES... ARE THE MOST IMPACTED FROM YOUR PERSPECTIVE BY THAT STRATEGIC TENSION. AND THEN YOU CAN CHECK THE BOX NEXT TO THAT, NEXT TO WHATEVER YOU WRITE DOWN, OF WHETHER IT'S A STUDENT, A STAFF, OR A FAMILY, COMMUNITY EXPERIENCE OR CONDITION. I'M GOING TO GIVE YOU ALL A LITTLE BIT OF TIME TO GO THROUGH EACH OF THOSE SEVEN ON YOUR OWN, AND THEN WE'RE GOING TO JUST START JOTTING THEM ALL DOWN. ANY QUESTIONS? YOU CAN, OR YOU CAN WRITE IT, YOU CAN COME UP WITH YOUR OWN IDEA. THIS WAS JUST SO YOU DON'T DRAW A BLANK. SOMETIMES IF I'M TOLD TO FILL IN A BLANK, I'M LIKE, WELL, I DON'T KNOW WHERE TO START. [01:00:39] OKAY, ALL RIGHT, [01:00:43] SO HERE'S WHAT WE'RE GOING TO [01:00:44] DO. [01:00:46] I'VE GOT A BLANK WORKSHEET ON THE SCREEN. I'M GOING TO TYPE AS YOU GUYS TALK. SO WE'RE GOING TO START WITH JUST KIND OF AT THE TOP OF THE WORKSHEET AND GO THROUGH EACH ONE. WHAT I WANT YOU TO DO IS YOU CAN GO AROUND THE TABLE. YOU CAN JUST SHOUT OUT HOWEVER YOU WANT TO DO IT. BUT TELL ME. THE EXPERIENCE OR THE CONDITION THAT YOU FELT IS MOST IMPORTANT, MOST IMPACTED RIGHT NOW BY EACH OF THESE STRATEGIC TENSIONS. SO WE'RE GOING TO GO THROUGH AND I'M JUST GOING TO START MAKING A LIST AND THEN WE'RE GOING TO START IDENTIFYING SOME COMMON THEMES. OKAY, SO I'M GOING TO SET THE MIC DOWN. WE'LL JUST START WITH NUMBER ONE AND Y'ALL JUST GO AROUND. TRANSPARENCY. COMMUNICATING YOUR... FOCUS ON BEING CLEAR THAT INFORMATION... I HAD A CUSTOMER. [01:07:18] TRANSPARENCY AND THIRD ONE STUDENT ENGAGEMENT. IN YOUR ALTITUDE AND OPPORTUNITY. THAT STUDENT. THIS IS... BEYOND THIS IS A LONG LIST OF THINGS THAT WE CAN IMPROVE UPON. SO NOW WE NEED TO NARROW THESE INTO THEMES. AND SO I'M GOING TO SCROLL THROUGH THIS LIST, AND LET'S LOOK AT THE THINGS THAT HAVE THE MOST TALLIES NEXT TO THEM. AND I'M GOING TO PULL THOSE OVER INTO OUR COMMON THEMES. [01:10:35] AND THEN IF THERE'S ANYTHING THAT KIND OF DOESN'T GET LISTED OVER THERE THAT WE FEEL LIKE WE WANT TO PULL FROM THE LEFT-HAND COLUMN THAT CAN KIND OF GO WITH IT AND WE CAN EXPAND UPON IT A LITTLE BIT, THEN WE'LL EXPAND IT. DOES THAT MAKE SENSE? KIND OF? ALL RIGHT. PRETTY GROSS. STRATEGIC PLAN THEY'RE THE... AND I ALSO THINK THAT AT LEAST THE PERSON STUDENTS WORK AT STUDENT WORK CREATING BECAUSE IF THEY'RE NOT THEY CAN EASILY SAY I'LL JUST READ TEXT AND I THINK WE DO NEED BECAUSE THERE ARE SOME CHANCE TO MAKE THAT THESE GRADES. THE NEED FOR MEN STUDENTS ADJUST WHEN THEY TRANSITION. YEAH. WAS BEING ABLE TO THAT'S WHAT I'M MAYBE THIS IS NOT ENOUGH FOR THAT PARTICULAR JASON HUGE, VERY... THAT ALSO THE [01:15:48] THERAPIST DID A GOOD JOB. I MEAN FOR STUDENT AND STAFF, ME LIKE EVERYTHING. CONTINUE. JUST LIKE WE DON'T HAVE. YES. THE BASIC CONDITIONS FEEL SAFE, SUPPORTED, AND RE-ENGAGED. IF THE TEACHER, IF THE STAFF WORKLOAD IS EVENED OUT, THEN IT'S A... I MEAN, IT COULD BE IF YOU'RE SAYING... AND... I JUST DON'T KNOW IF THAT'S AN ISSUE THAT YOU'RE NEVER GOING TO... YOU MOVED IT, THANK YOU. IT IS. I MEAN WE KNOW HELPING OUR STUDENTS RECEIVE APPROPRIATE FEEDBACK AND STUDENTS... YES, YES, I LIKE THAT, YES. AND THERE'S SOME DIFFERENT PHILOSOPHIES ON THAT. MAYBE WE'RE NOT... * This transcript was compiled from uncorrected Closed Captioning.