 Part two of this activity, part two, remember, your job or your task was to go in the carousel to talk with other people in other city districts about the strategies because the strategy means action, increase, decrease, build, develop, design, educate, awareness. These are the words that we're going to be using as part of the strategies. So what you're going to do right now is talk about what you heard from your fellow colleagues that were in your group. You're going to talk a little bit about aligning the strategies that you already have in your district that would be quick wins, something that you can go back, prioritize it and get it done. And then lastly on the bottom you're going to look for potential of impact and something that we can do collectively. Let me give you a real quick example and we're going to use the common testing calendar as an example. On the common testing calendar if we want to go back right now and say that's a strategy that we can vote on because tomorrow we can go petition the people of authority in our school districts, our superintendent, our school board to say can we develop a policy moving forward that all the students will take their ACT and ACT on a Wednesday, the third Wednesday upon every day that it's offered and we'll do everything as far as support systems but the students already know that it's during the school day. Somebody already has that strategy, we put it up there, that's a quick one. We can prioritize that and have that done immediately. We can also tell the mayor, we can tell our school board members, we can tell our commissioners, we can tell our friends from Washington that guess what 100% of our students were tested on this day and we're waiting for the results. So it's a strategy of action but a strategy that's doable and it's a strategy that all four of the school districts could do together or do it independently but together to measure because we can measure the day it was taken 100%, 80%, 90% and we can measure the outcome of that particular strategy. That's where the metrics comes in. So now your person in your group, your squad that has the green tickets, I mean the green stickers, the green stickers and you're going to tell him you know what, at the collaborative I think this is something we can do, now he can just you know go and put the sticker on the strategy. You get five votes, my job or the facilitator's job tonight is to take the tally, tomorrow we give you the results. The next steps after that, Gene and Ira and Patrick will present it to your school board, to your superintendent, to the mayor as part of what we call a report out. Now remember, it's very important that we understand right now one thing. This is you, the practitioner, the person that's on the ground running, the person that makes the decisions day in, day out. The ones that talk to the parents, the teachers, you're the ones that talk to all of the community members that are going to make a difference in your school district. The people of authority, they're up here in the sense that they're going to want to hear what you are thinking, because yes Vlad, when everything is said and done, you are going to have to do the work. All right. Are the only voting on strategies or not voting on goals? Strategies only for right now. Remember we're not going to fix the whole educational pipeline, we're going to vote on these strategies based on what we're thinking will move the needle immediately. Now remember, this is a flexible document that we're going to be presenting. This is something that we can get what we call kick-star. This is something to show alignment in what the work we're doing, so that again we can get bigger and better in the work that we're doing. It's very broad, we're going to try to bring it in deeper. Yes ma'am. It doesn't go in isolation, and let me tell you why. When we look tomorrow, what we're going to do is post all of the goals. We're going to post all of the goals. And what we're going to find is hopefully, and I haven't seen it. I didn't go to do the carousel. But what we're looking at is where we're going to see those goals fall under a bucket. Let's hypothetically say right now it says increased college readiness, increased college readiness, increased college readiness, and they're somewhere in there defined college readiness. So there's a common thread. Tomorrow we're going to talk about the goals that happen common thread. If there's a common thread, three out of the four, then that goal is automatically, and I'm saying automatically, it's going to be part of the plan. This is what I said, part of the plan. We're not voting on goals today. We're voting on what we call quick improvements through the strategies. Those goals also, do you notice that? Let me show you real quickly. Because that's our mixed activity. Right here where we start talking, you can't see, but it's in your packet. The CCRS, the college career readiness standards, that is our goals. We have the goals out there already because there's metrics that are already involved. This one that says here, the 2020 goals and the diplomas. These goals are already aligned somewhere. This is not that we're, these goals are already, somebody already predefined the goals. These are just things that we're pulling down. The strategies are the ones that need to be common. The goals are common. Do we agree everybody should be college ready? Yes. Should we agree that all the students should take a test? The college readiness test? That's a goal, according to some of these. And we all agree on what? Pardon me? A college ready student looks like. In the state of Texas, college ready is defined as a student that passes the TSI and doesn't have to take developmental courses. That's it. That is not based on the STAR test. Correct. But a STAR test is not college readiness to the point of saying, when you go into a college setting. So we have, that's why some of them here define a common language. Do we agree or disagree that this is how we're going to define college readiness? Today is a kickstart. Today is getting us on the same page. Today we're building trust. Today we're going to introduce each other and try to get that common language and movement. If we agree that we have to vote on goals, that's coming. That's coming. That's coming. Today is the strategy. That's all we're going to look at. The strategy as part of the conversation. Jean, you wanted to say something? He also is, if we go around the room right now and I ask you, what is the definition of college readiness? And tell me, good thinkers, good problem solvers, good communicators. You're going to tell me the good test takers are going to be kids that are motivated, students that are self-advocates. Those are attributes of any student, not only college ready students. Instead of Texas, in order for you to take core classes in a college setting, you have to take the college entrance exam, which is called the Texas Success Initiative, without having to take developmental courses. That's just what we call a drop-down definition. The rest are attributes. Whether you're going to college or not, you should be able to speak. You should be able to write. You're supposed to be able to do the problem solving. Working in groups, working with groups. That, all of that communication, your soft skills, your manners, your everything else that comes along with it. So I agree with you. The goals need to be there. Today's activity is to vote on the strategies to see right now who's doing what and what is a quick win so that we can get the momentum going. With the understanding that this is a work in progress and we can come back based on your feedback, we took your feedback, and that's part of this conversation that is happening right now. You know what, ladies and gentlemen? We have to start somewhere. We have to start somewhere. All right. So what we're going to do is I'm going to set the clock, and we're going to do this real quick. Because remember, we've already done the, we're going to have five minutes for you to go, well, five to seven minutes to go and vote. Conversations around your groups. Conversations around your groups. Yes. I'm going to take the signal this way. Okay. We only have five to seven. Five to seven. We also like this. Switch, gentlemen. The camera, you're ready. It's all right. All right. How do we get two big dots on there, though? Somebody else? Oh, you are. I can vote. Okay. Okay, you guys. We're going to run around Robin, and we hear you, and if you ever can, it might be somewhat difficult to know the strategy without connecting it to the goal. And so what we think you should do instead, let's switch colors. I know some of you have already placed your strategy because you're hopeful. You're trying to do what we're asking you to do, but we really want to make this as valuable for you as possible because we want this to be something that you work on more. And I have to say it has to be done in the next 30 days because it's important. It's something that has the greatest likelihood of impact in your students, and it also has the greatest of the strongest likelihood of collaboration across the districts. And so we would like for you to identify the goals. So for example, if you can't hide them down, you have vote one, you have vote two. Okay. So you have five stickers, and now the color is going to be that hot orange. Okay. It's opposite of three. So, is that, did that just confuse you further or does that confuse you? No. Well, but we, we've already done a strategy. Say that again. We've already put our great thoughts up here. We've already put our great thoughts up here. Okay. I'll place a little bit. Yes. Yeah. That's good to hear. So, three. Okay. So everyone understands, green remains for strategy only, and then the orange is for the goal. Okay. Okay. Okay. And then I guess we're looking at three. I believe that. I have a little more green. I think that's ours. I think, our two nodes are different. I've heard a lot of stuff. Okay. Five, six, seven. How's it going? She's amazing. She's got to find another one. Yeah, but I think we can still work. I think we're making some progress here. Yeah, it's not hard, though. I don't remember at all. Sorry. They closed, they closed. We're close to meeting up. Are you somewhere in our orange on the doors? Yeah, we're gonna do the hellin'. There's a lot of people here now. There's a lot of green. Yeah. Yeah. Yeah. Yeah. Yeah. Yeah. Yeah. Yeah. Yeah. Yeah. Yeah. Yeah. Yeah. Yeah. Yeah. Yeah. Yeah. Yeah. Yeah. Yeah. Yeah. Yeah. Yeah. Yeah. Yeah. Yeah. Yeah. Yeah. Yeah. Yeah. Yeah. Yeah. Yeah. Yeah. Yeah. Yeah. Yeah. Yeah. Yeah. Yeah. Yeah. Yeah. Yeah. Yeah. Yeah. Yeah. Yeah. Yeah. Yeah. Yeah. Yeah. Yeah. Yeah. Yeah. Yeah. We're going to take a composite of everything. Get the voting done tomorrow. We'll kind of break it up and put it up on the slides. So everybody can see it. We'll talk a little bit more about it as the report out tomorrow. It's a composite. And we'll be able to do that again with the understanding that we're looking for strategies for the potential for impact towards an immediate collective collaboration. So here we go for the last activity promise you. I said 16 minutes, but I'm right thinking it's 20, 25. All right, so here we go. If you notice, we did kind of a tally of losing the audience. We found out from the movie.