here. Mr. Corey, Mr. Hayward here. Miss Parlamus here. Miss Randelle here. Miss Stevenson here. Miss Calves here. Dr. Robinson here. We have a quorum. Thank you. All right.
If we could stand for the flag salute, please. I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and
justice for all. All right. and I'll have Miss Calves uh read the mission statement. Thank you. The Glenrock School District, founded on principles of education in partnership
with a supportive community, provides an exceptional education to all students to cultivate resilient, responsible, and engaged global citizens. Thank you. All right. Adequate notice of meeting in accordance with PL1 1975 chapter 231.
Notice of tonight's meeting was mailed to the record and the Ridgewood News on January 7th, 2025. Notice of this meeting was also mailed to the burough clerk and was posted on the bulletin board of the board of education office in the administration building on the same date. All right. Excellent. Dr. Charleston.
Good evening everyone and and welcome. First of all, I want to congratulate our eighth graders for a really lovely promotion ceremony tonight and wish them the best of luck in as they begin their journeys in September at the high school. But tonight, we have some recognitions. First, I'd like to start
with some students that really have gone above and beyond in the technology department. And this actually comes uh in part from um the the technology department leaders. and they want to thank, recognize, and extend their heartfelt appreciation to five outstanding students, Craig Hillier,
Laura Hernandez, and San Sala. In addition to our two right here, which is Connor Bratzby's and Na Nathan D Libro. And we debated how to say his last name, Connor. Connor tried to mislead me a couple of times, but we got it down, I
think. Okay. Um but uh again for their exceptional leadership, technical expertise in supporting audiovisisual operations during district-wide and board of education events. Their professionalism, problem solving skills and commitment to excellence have made a lasting impact no matter the situation
that consistently uh rose to the occasion and ensured that every event and board meeting ran smoothly. So on behalf of the board of education and the district, we thank you for representing the very best of our student community. your efforts have not gone unnoticed and we are truly grateful for your
dedication um throughout the years and the years to come. I know that Connor and Nathan here tonight like to give a round of applause and the certificates. Thank you. Thank you. [Applause]
Good. The 2025 school year produced one of the most successful athletic years we've had here at Glenrock. We won 11 league championships and six sectional championships and two of our teams were selected to the prestigious Bergen
County Team of the Year award. As I mentioned before, we should be proud of the way our athletes compete. Not only do they work hard in their preparation to be successful, but when they do compete, they do so with sportsmanship. When I was here in April presenting the sectional boys and girls basketball
championship teams, I mentioned that we have been selected by other NJIC schools as one of the schools to win an NJSA sportsmanship banner. I think it's important that I repeat that again, that honor since it is terrific combination
to not only consistently win in all sports, but to do so while exhibiting outstanding sportsmanship and then have your competitors recognize your sportsmanship. Our athletes and coaches should be commended for the way they represent Glenrock. It's been one heck of a school year. Tonight, we're here to
recognize two sectional championships, one from the winter season and one from the spring. The 2025 winter track season was won for the record books as our boys team captured the North One group one state sectional championship. They also were
group one state relay champions in shotput and the 4x400 relay champions. Coach Weinberg says that the success they accomplished showcased the depth, determination, and elite performance across the board. The season success is
a result of tireless effort, excellent coaching, strong sense of teamwork. These athletes represented our school with pride and have set a high standard for future seasons. Congratulations to all our student athletes on an exceptional winter campaign, especially
the 2025 winter track team certificates and then show. Yeah. Okay. Yeah, [Applause] This spring, the Glenrock baseball team completed the season with a 24-6 overall
record and a perfect 12-0 in the league. They were league champions for the third consecutive year, a three repeat, which is quite an accomplishment. This year's team won the North One Group 2 state sectional championship. And the last time Panther baseball won a sectional
championship was 19 years ago. During the season, the team played a very competitive schedule, taking on the top area teams regardless of the school size. For their accomplishments, the team was selected the Bergen County groups 1 and2 team of the year. In
voting for the top area baseball school, they finished in the top four of all schools, public and private, in North Jersey. They also were selected as the number one public school in North Jersey. When you think about the weather we had this spring where it was impossible to play or practice outside
with any consistency, what they accomplished was even more. Congratulations, guys. I'm just going to take about a minute or two break. We have some issues with our cameras. We should Gavin and Tommy I got cookies though.
Let's go get them. Come on. All right, Dr. Robinson, we're good. Thank you. All right. Can um we are going to open our first set of public comments at 8:41 p.m. Um this is for agenda items only. Please state your
name and your address. All right, seeing no members of the public, we're going to close at 8:41. And now we're on to personnel. Uh, can I have a motion to uh discuss P1?
Miss Calvis, seconded by Mr. Hayward. All right. Any discussion items? Any questions, comments, um, celebrations? Like to share some information if that's okay? Absolutely. Before the So, this resolution will be appointing
uh Miss Kelly Hughes as the uh new principal at Bird Elementary. And I thought I would share with the board um which I' I've shared really all all of this, but maybe a little bit more, but also with the community kind of how the process um works. Uh so, first of all,
we had 42 applicants for the position. We went through three rounds. There were two committee rounds which consisted of a parent, teachers, uh district uh elementary principles, uh high school, middle school principal, central administrative staff again, supervisors
and directors. So a lot of people um participated throughout this process and also the candidate was asked to present a data analysis on data from from Bird Elementary and um what she presented and how she analyzed that was really uh
quite quite extraordinary. Some of the things that that Miss Hughes spoke about um throughout her interview was about team building, about climate and culture, communication, and really continuing to build the success at at Bird Elementary.
I asked the committee members to share some comments about uh misuse and I just took a couple of words here, but a team builder will connect with staff, students, and parents. She commands the room, depth to answers, knows her stuff, provided specifics and how she handled
similar situations as a principal when we gave her scenarios and things to look at. We also spoke to several references and I'd like to share those with you as well. One reference uh said, "Kelly knows the curriculum very well. She's a true instructional leader. She has a large
strength in literacy. She understands it, knows what it should look like, has a strong skill set in it. She's very conscious of building a team in the school. She has a strong focus on culture and climate in school and has worked very hard to create a non-toxic environment. She's impressive with her
growth since becoming a principal. She walked in, took on challenges, and got things done. She is talkative, warm, and easy to be around. Another reference shared, "In my 20 years in education, I've rarely encountered a leader as exceptional as Kelly Hughes. She's one of a kind
principal whose intelligence, foresight, and passion set her apart. Her authenticity, sharp wit, and magnetic energy not only inspire those around her, but create a culture where excellence thrives. Glenrock is truly lucky to have her join their team.
Kelly tonight is joined by her parents, Mr. and Mrs. Hughes. Um, her boyfriend, Colin. Colin's two children, Gavin and Tommy, who you've met. They have taken two of our cookies and they have also raided the pizza in my office. So, they
love Glenrock right now. Um, and uh it's very very uh happy to see you here, Kelly, with um your family and um your boyfriend and his children. And we really look forward to all the great things you're going to do at Bird Elementary. You were clearly the number
one candidate, the best candidate that we had throughout this process and in Glenn Rock's very lucky to have you and I look forward to you being appointed. That's all I've said. [Applause]
All right. We are um very excited to have you. So, thank you so much for you and your family coming today. Um any additional comments or questions? All right. All right. So, oh, go ahead. Okay. Uh, just the thank you for being here tonight. Um, I appreciated the time
we got to spend with you a little while ago getting to know you. Loved a lot of what was read on the paper is rang true in just person meeting you, your positive energy. Um, your value in relationships and collaboration. So, I think you're going to be a great fit as I said to you directly um, with the bird
community. So, thank you. Thank you. Thank you. All right. Are you able to call a role, Mr. Canelis? Miss Carasola, yes. Mr. Cohen, yes. Mr. Hayward, yes. Miss Palanis, yes. Miss
Randelle, yes. Miss Stevenson, yes. Miss Calves, yes. Dr. Robinson, yes. Motion passes. Yes. Thank you so much. I hope you're Oh, it's on. Is it on? Okay. I have a teacher voice, so usually
I don't need the microphone. Um, thank you so much for the warm welcome and the opportunity to be here tonight. I'm incredibly honored and excited to accept this position as the principal of Bird School and to become part of the Glenrock public school community. While
I did not grow up in Glenrock, the town has always held a special place in my heart. My grandmother lived here for most of her life. My mom grew up here. So Glenrock's always been a part of my childhood. Like I shared earlier,
Harold's Farm, Tvino's Pizza, Rock Ridge, the Glenrock Inn. Um, so in some ways it feels like coming home to a place that I know well. My interest in the Bird principal ship only grew stronger after meeting with Dr. Charleston, the community members, the
district leadership, and of course some of the wonderful dedicated staff at Bird School. Um, Bird School has a well-earned reputation for academic excellence, but what really stood out to me was the close-knit family feel, a place where students, staff, and
families are truly connected and invested in one another. I look forward to becoming a part of that tradition, to building strong relationships, and to working together to support the success and well-being of every student. Thank you again for this incredible opportunity. I can't wait to get
started. [Applause] No, it's Yeah. Can you pull up the policies? I think.
Okay. Back up. It's all right. No, it's fine. It's fine. All right. Hold on. there. Okay. Um, can I have a motion to discuss G1 through G31?
All right. Miss Stevenson, seconded by Miss Carousella. All right. Um, so any questions or comments there? You'll notice even a second reading of our policies P2361 and P7550. All right. See? Oh, yep. Go for it. So,
just a thank you to you for G2. I know we've um had this opport heard from a member of the community about an opportunity around naming and I just thank you for the thorough review of other area plans and the collaboration of the entire team to um get a policy um
set. So, thank you. Yeah, I think it's not often that we have um the opportunity to create a policy from sort of scratch and I think that the team, you know, came together and we have a policy that represents what it is um
that we're looking for from a wide group. So, thank you for making that easy. All right. Um All right. Seeing no other questions or concerns, if we can call roll, please.
Miss Karasola. Yes. Mr. Cohen. Yes. M. Mr. Hayward. Yes. Miss Parlamis. Yep. Yes. Miss Randelle? Yes. Miss Stevenson? Yes. Miss
Calves? Yes. Dr. Robinson? Yes. Motion passes. Thank you. Can I have a motion to discuss B1 through B23? Miss Parlamus. seconded by Miss Calves. Questions, comments?
Uh, yes, Miss I just want to congratulate all the students who won scholarships and I would like to also thank all the foundations or organizations that gave so generously to provide those opportunities for our our students.
Well, thanks. Absolutely. You had something. Okay. Oh, no. That's okay. Um, if we can call roll. Miss Carousella. Yes. Mr. Cohen. Yes. Mr. Hayward. Yes. Miss Parlanes. Yes.
Miss Randelle? Yes. Miss Stevenson? Yes. Miss Calves? Yes. Dr. Robinson. Yes. Motion passes. All right. If I can have a motion to discuss the rest of the items. P uh P2
through P. Hold on. Looking to get to the end. 45. 46. P2 through P46, please. All right. Miss Calves. seconded by
Mr. Hayward. Questions, comments on the P items, the remaining P items. All right, seeing no question of further questions or comments. Mr. Canelis, Miss Carola,
uh, yes. Mr. Cohen, yes. Mr. Hayward, yes. Miss Parlamus, yes. Miss Randelle, yes. Miss Stevenson, yes. Miss Calves, yes. Dr. Robinson,
yes. Motion passes. Thank you. Hold on. All right. So, you below you see our vandalism, suspension, and hip reports. per standard. And then we have uh public comments section 20 of two opened at
8:55 and also closed at 8:55. Seeing no members of the public present. Nothing for old business. Does anyone have anything for old business? Okay. Um for new business, we can see that um our
next um official board meeting is uh August 25th. Um the item that I wanted to discuss and get some um some dates out was for us to have our um annual board retreat. Um
one I'll set uh an agenda for that. Um, and typically, you know, we'll also come prepared to discuss what our um goals are um for for the board and and and the district um on that date.
And I would love some I would love for us to actually kind of have a couple dates. So, if you have your calendars, is this something that we think that we can like toss out a couple dates like either July and maybe early August that may work? Were we looking at Saturdays?
Um, so It it can be. It can be. I think because it'll be a couple hours long. Are there any specific Saturdays, Dr. Charleston? Like that you think
for a board retreat? How long do you I think I I think four hours. A four hour block and doing it before before 25th. Mhm. To do like um our No, I mean on the 25th We don't really have a reason for
closed. So meeting would start at 7. So if you start at 4 is at two like it gives you three hours. I'm just thinking because the dates you're going to have a hard time nailing everyone down for a date over I mean if you can you can but I'm just saying that might be okay. You
don't have to approve the the goals on the August 25th meeting. You can approve them at the September meeting. You don't have to. No. Um are you bringing someone in to run the retreat? I was going to. That was my plan. Um, so how so I'll add that day as
well and then see what availability can be. And then if we have like a couple other days like would you be willing maybe on a Saturday or is that like kind of off the table? Saturdays are are challenging but uh definitely not in the mornings they can't do. So it has to be late
afternoons. If you bring someone in I'm assuming from school boards or an outside organization they generally allocate excuse me about three hours. Okay. That's about the max of think of our our attention spans, right? And stuff. So I think about three hours is usually more than adequate. Okay. Um so
just throw out I would just throw out some dates and then see what All right. Um so in the interest of time um let's throw out like we'll have three dates like so we'll include the next meeting date of August 25th um and see if we can nail
something down for um an early start. um with the board retreat and we'll also if you can send out two additional dates over the summer please um that would suffice if it's going to be on a Saturday um like uh perh Dr. Trustin he just said in the afternoon that works
for me um I if we can I'll I can either create a doodle type of thing where we can all see like what dates line up and which um is the most common date that is accessible for people but I really want to make sure that whatever we do we can all attend. I think it would be beneficial for the whole board um to be
there. So, we can finalize that this week. So, I'll I'll get your input um for a couple days and then we'll kind of throw it back and forth until we get to that goal. We put some evenings on there too for the Saturday. Oh, yeah. Absolutely.
Absolutely. Maybe the Monday before the meeting, the 18th. Yeah, that's out. Yeah, it doesn't have to only be Saturdays. Um, yeah, like a weekday, a Saturday, and then the 25th. That would be like ideal. All right. Um,
so the final item under new business, I'm sorry. Oh, yeah. I can I'll send a survey out. What I what I will do is when you guys send me um like three dates or two two additional dates um then I will um put them all in a doodle
and we can kind of hash it out because if there's a date that you like instead of me going back and forth asking you if you can do other dates, we'll just put them all out and then we can see where the most amount of people can um can be there. Right. So you want us to email you two dates and then you're going to
put it in a doodle. Okay. Mhm. Unless you have another idea. And then if there if none of the dates are good enough, then we'll go back to the drawing board and and and do some additional ones. That's fine. That sounds fine.
You can we can do as many. Did you have something? All right. Okay. Thanks. Have a good night. All right. Good night. Drive safely. All right. And so the the final element of Dr.
Robertson, may we also be excused at the during for this piece of the meeting? I will give you the appropriate um motions. Excellent. Thank you. No problem. I'll also give you a moment just to Well, then um what about
No. um thank you. All right. All right. So the next portion of new business um is the superintendent evaluation to compile and review it. Um so I'm just going to read a prepared statement from um that was recommended
by the board lawyer, Mr. Hara. Uh the next portion of the meeting pertains to a discussion of the evaluation of the superintendent. This discussion normally would take place in executive session to protect the privacy rights of the superintendent. However, the superintendent has elected to wave his privacy rights and have the discussion
take place in public. In doing so, the superintendent has acknowledged that he accepts the consequences of a public discussion of his evaluation and that the board of education has no responsibility for the impact of the public discussion on the superintendent. The public will not be permitted to participate in the discussion and the
board will not entertain any questions from the public on the superintendent's evaluation. All right. Um, also I just want to um put on the record that typically this process, yes, I just stated it occurs in um close
session. Um, but ultimately not every single comment that all of us make um makes it onto a final evaluation. So there are many times where you wouldn't actually even know what other items were there because the math the majority of the board didn't
support it or or thought that it was already covered or thought maybe one sentence of it was too inflammatory etc etc. Um so this is typically why it occurs and closed but since we're doing it in public anyway to sort of just explain the process we have new board
members. Sure. Sure. Um yes I'm going to help. Yeah. Um so um it is our duty to do an annual evaluation of our um chief school administrator um in this case Dr. Charleston. Um and we do this every
year. Um it is one of our most important responsibilities. Um and uh we each get a um access to a tool that would allow us to evaluate um the the district or
sorry evaluate our um CSA or superintendent on a variety of standards. Um, as we go through this, I will state what the standard is um, upfront um, and then I will um, direct us to each read the comments under. And
how we typically do this is um, we might say like, hey, there's one comment that encompasses everything that we really want to say um, for this standard and we can choose that. There might be two or even three comments that we should choose. I would really limit it to the
top three at max, you know, anywhere between one and three of the comments um that we would add. And then at the end of this process, I will compile all of this information. And I'm going to do it here actively while we're sitting here.
I'll compile all of the uh comments and um we will present it or I will present it to Dr. Charleston. The one um point of contention that I have with the tool, there was a glitch that occurred actually earlier this afternoon and so I
I had to call NJSBA to get them to um look into it and it was saying that two people hadn't submitted their um evaluations even though I know that those two individuals had told me that they did. And so one went back in saw that it was un like it wasn't like
submitted and hit submit. another person went back in that knows that they hit submit and it still was saying submit. So now it turns out that we have like where it comes to the numeric we have um nine comments
but the numbers that are under the um indicators when you look at like anything from not observed to exemplary it adds up to 10. So it doesn't make sense. Um, and I think that it's not fair for me to calculate that until we find out where
the duplicate is. Um, and that's what it is is like the performance levels like I would take essentially the average of all of those. If there was anything from, you know, you know, say there were three unsatisfactories and Oh, sorry. You have demoli. You have the ability to
go in and check all of ours. I can check individually. I can show if you want. Yeah, you do. You don't have to do it right now, but you can go in tomorrow and you can check what all our numbers are like the number. Okay. Just you. But yeah. And you think it'll show me because you see what the problem is, right? Like Okay. So, you think I'll be
able to see individual? Okay. All right. I I would also suggest that if we're on a borderline between two scores, that's when it matters. If everyone scores one way and there's only two the other way, then it doesn't it doesn't matter. So, we can sort of discretion that way. We can look on on there now as we're going
through it and see if there are like obvious, you know, like it doesn't even matter that this is off or um if it does matter then I will absolutely um take a look at what um you know Chenade
said to to make that determination so that it's accurate. Any questions before we begin? Yes. So, did all nine members complete it? Yes. Yep. Everyone completed?
All right. All right. So, to start, we're looking at um part one. And again, I just want to sum this up with max three things. Um the first uh the first
item again is district goals and um the statement says that the district has no goals to evaluate. Uh there are goals that are listed on the website and were developed. Huh. That's what our
I I I recognize. Can you put your um We wrote them so we should know what they are. They they are on they are published on our website. Um but let me like the district goals, aren't they done by the
the superintendent and his team and we do the board goals? No, we write them at our board retreat and we did that this year as well. district goals. We don't have to have No, I know that I know that we vote on them and No, we don't. So, we don't have to have board goals. We often don't have board goals.
Um, we might have had board goals this year. We did. Yeah, we did. Oh, right. We have the training and whatever. And those are sometimes, but the district goals we also write and that's the MTS. That's the student services. I didn't think we wrote them. Okay. That's our job. Um, all right. So,
if we can go through the comments and we'll just go I'm not going to read out everything. We can read. Um, so I'm just going to go through each comment individually. If you could take a moment to read it and then we vote
and the vote would just be hands. Are we The vote is are we including this in the summation? The vote is a final score of what are we? What are we voting? We're voting on what actual bullets are going to be added to his final evaluation. His final
evaluation doesn't look like this. It is like like for instance, if there's a comment on here that somebody wrote that none of the other board members think are accurate, then it's not going to go on there. Or if it doesn't, right? So, this first comment has nothing to do
with our district goals. So, that would be my I would say it doesn't get to go. Okay. For example, We're going to do one by one. Yeah. Yeah. Yep. Say we're we're still in public, so if
we can It's hard to hear over here. So, if we can always remember to use our microphone so everybody could hear what we're saying, it would make it a little bit easier. All right. All right. All right. I'm just going to like ask um like goal by goal like if you want it included, we're just going to raise. Do
you think Come on over. Come on. It's a good idea. Yeah. Come on over. It is. It's hard to hear. It's hard. Yeah, it's hard. Yeah. Move on in. Thank you. Have a seat. All right. So, do you want to include
the first the first comment? We're raising hands. If if you want the first one included, we can also do part of it, right? I don't think so. I think we have It has to be It's a weird It is weird. It's a weird rule. The go the comments have to be exact, but I believe you can write a summary at the end. You
can write a summary compiled. So, that that's really where the board president a you can't you can't include you have to either include the whole thing or a summary I believe you do it it's not the best no no no so there is a summary at the end like a
written summary at the end of this whole thing that like um when I compile it there's like a overall we the board feels xyz so if you feel like there's a comment in there somewhere that would be really great in the summary then we could say oh you know like it doesn't belong here but I like this and put it
there and that's what I've done in the past and that's what you know both Chenade and um and Sharon have done in the past. Um, so we can do that if you feel like cuz that this this is why we actually wanted the tool to be revamped because a lot of times the comments that
didn't exactly match up um to the standard or whatever it was and then we threw it out but then we're like well it it applies we want it somewhere else and you know like so I got it. I got it. Yeah. I just want to
also highlight that's why I think the board has interest in perhaps seeking another evaluation tool in the future because this one isn't as flexible meets our needs as we'd like it to be. It's very rigid. Very rigid. Okay. So again, just to start with the comments,
do we want the first um do we want the first one in there or no? Well, I I don't know that the first one really relates to the district goal number one.
Is there are there valid things written in there that I would like included in the summary? Yes. Okay. But do I think that it belongs under district goal one? I mean, the fact that it was written district has no goals to evaluate. Um I think any comment has to relate relate
to that, right? I mean there are valid things in the definitely valid things in the first comment that perhaps we can incorporate those into the summary. Sure. I'll put um add um summary and there along this way we might find a
couple things like this. So okay so the are we going to vote on it? Yeah. Well only three no not even three. Yeah. Yeah. There was no we had like two hands and like so what we're going to do is right I mean we're going to include some
of that elsewhere it's not like we're ignoring it alto together right yeah um so the next comment the next bullet um okay so
I know I personally didn't like I I think that it's it's accurate. However, I think that some of the other um comments kind of cover it a bit broader. Um so it's it's already incorporated in one of the other comments that I like.
Um I voted. Yeah. Who wants to include comment number two in in this? Okay. So I'll say two. I just don't see any what other com everybody's waiting for a specific comment to include. So, which one is maybe let's start with that. Um, there's
a comment that seems to be everybody likes it and everybody wants to have that. We're gonna as we as we go along and then at the end of this then I'm going to we like reply back and say okay like we liked comments number two, four and seven or something like that. Do we think that that's enough? You know, just
putting it out. It's it's not unfortunately this is the tool and it's not an exact science and so it's confusing. But yeah, I I actually think the next comment says the same thing but with more detail that might be more beneficial to put something like that in. I I chose the the third comment as
well. Do you like the third comment? Do you like the third comment? Okay. So, Stephanie, I'm sorry. Did you raise your hand as well or No, sure. It's fine. I think it's four. We need four. That's one, two, three. All right.
So, we're choosing that one. And then what about number four? Disappointed. Yes, disappointed. Um, yeah, I think that's it. We just we just
need Yeah. Okay. We if if we like it. Do you like it? Four. All right. That was unanimous. I think Yeah, I think it was more like the for
me it was like the comment that that said that I said doesn't care, but I think it also states that there's a positive in there. Yeah. Yeah. No, I I agree. It balances it. It's balanced, but it's it's more like any the
interpretation of that statement. It's more like um whether there is validity in the process um or frustration that this is a process that um that he has to go
through. Um that is more of like it's like whatever, you know, like do what you want. That was kind of the um statement, but I wouldn't Oh, I see where you're at then. Yeah, it's more like that more personal feeling versus about the topic. Yes. Just that one. I
think there's a there's a piece about disappointment. There's a piece about the goal. There's Yeah, I know. It's a small thing. It would have been easy to provide data. Yeah. To show that there's progress. Okay. I circled it. It's poor. Yeah. No, I'm just saying general. Yeah.
Yeah. All right. Um, the one that begins with district goals 24 to 25. If you already had a chance to see it and like it, then I'm then you can raise or not raise. I mean,
no. Representing the realities and contradicts every other comments that we voted for. Yeah. Well, the the first couple of paragraphs are I thought that that they're just literally verbatim the goals from the Yeah.
I don't think I can I can alter it. I mean, it's a satisfactory progress made, but it's being stated the district has no goals. So, how can progress be made? Yeah, that's and there's no there was no supporting evidence which isn't which to
me is an issue. Okay. All right. So, oh, go ahead. I don't know if this is the right time again to say it, but I think it would be helpful for us to when we do our board agendas to put if we're we're being presented test scores or something with the multi-tier system, district goal two, district goal three or one. I
just think it will help us to stay focused and so that the public also knows that these are our our goals. It would make it easier to go back through them and like know. Yeah. Because while I knew what like the goals
were because I see them on the the website, I couldn't really remember exactly when something was presented or was like was that like part like should I include that or should I not like because typically that would be where the person would provide input to say like look I
did it because it occurred like you can see the multiple days that it was presented. I'm not um going to necessarily go through all of like emails and you know whatevers to figure
it out. So um yeah, I like that idea a lot. I think you've raised it before. Yes, it has. I've raised it for four years. Yes, it's I like it as well. Okay. Um did you say something? Okay, so this
is a no. All right. Uh the next one that said if there I think that one was also said in um what was that? Three 31. Yes. Yeah. All right. So then for that All right.
The next one that says formal Any hands raised for that one? Again, I think it's probably too long because it lists the goals and does all that, but that last paragraph is good. Maybe towards the summit of So then, okay, go for it. Oh, that was I
was agreeing with AD like Okay, so add that into summitative. Okay. Just that's the last paragraph. All right. The one that says MTSS any hands. My only concern with that one is the
last sentence. It says the data seems helpful. which uh in student support. Oh, okay. I just feel like this comment just does the job that
the superintendent had to do in support. So, like we're just saying what Yeah. what he answered to split hairs a little. You know, I think we're all a little disheartened by how he he didn't take the process seriously and didn't support it. But I think if we've been here for a year, we've seen all this
stuff and we know that the school is moving forward. So I don't want to necessarily say these goals didn't, you know, pass because no, the statements are either they're valid. The fact that he didn't Yeah. document it and process it is the
problem I have. Right. So number nine actually. So just to clarify like isn't part one the idea of part one is to answer his evaluation not to evaluate the like give it alternative evaluation
like that's part of like this the strength of any um uh performance evaluation also incorporates the self-evaluation because you're not relying on the evaluator to recall everything like you're going to be your
best advocate you're going to be able to say like no actually I accomplished this goal by you know remember I did this presentation or remember that these were the scores or remember and so it is it's really helpful and because you're going to be your best advocate and so if
you're not doing that process you're now relying on somebody to now go do that for you and it's not going to be as accurate and so and it shows a lack of investment for me like I know that this was a very similar process to how I
would get my military evaluations um more formally. And part of that was for me to actually fill out a like a pre, you know, like something that I presented to the person who was going to rape me that would then guide them into
like the specific areas where I'm saying like I actually achieved a 70% increase in whatever whatever whatever thing by doing this and I'm presenting all of that and and and if I didn't invest in that, it would actually negatively affect my ability to have a strong um
evaluation. So that's how I equate it um to to this process. Um but it doesn't mean that that any positive statement like if there's nothing, yes, you're showing me that you aren't invested in the process, but it doesn't necessarily
mean that I don't personally recommend like recall an incident where you know something was taken care of. Is does that make sense? Technically, if this was done properly on page one, first thing it says district goal one comments, right? District goal one
member comments. We would have had three goals, three pages with three sets of data to stare at and make a decision. Because we don't have that, we're stuck in this weird place where we have to sort of figure out how to answer, you know. So, technically, none of us are
following the directions, right? Because we're all talking about three goals in one goal. But I think we just have to do our best effort to convey a message about that piece the goal right the rest of it the six standards then you get comments and
the most freedom we have is in the summary at the end which tamalei has to write up so that's why when we mention these comments and we say that would be good towards the summitive that would be good you know that will help frame this is not the traditional process yeah but I if you look at the
just if you look at the the bottom line and like how members rated did. At the bottom line, the majority rated little no progress made and and putting a comment that shows how much progress was made is contradicting to what the majority of us did say. So that that's
that's my problem. It is a valid. Yeah, we don't disagree. That's my problem with this comment. It makes it doesn't support the final or the majority. My concern there though is that we know that there's a phantom one
and then there's also it's not there's nine there. Not on this one. It's on the next on the next. You also have two that said achieved and two that said satisfactory. Right. This one's not close. So that doesn't matter. It's five, two, and two. It's majority rule.
Right. So the majority has a clear valuation and this comment doesn't support a majority. Why don't we just vote on that comment so that we can finish on that one? Agreed. All right. So, the comment that says MTSS, do you
want it in or no? A vote, a raise hand for a yes. All right. No. Reporting unawareness of go a Okay. Yes. Reporting. All right. Yes or no?
Uh number sorry it's accurate. All right. So yes. Okay. So right now for this um goal we have one two number three.
We have number four. Five. Six, seven, eight, and number nine. Okay.
All right. And our member rating score whatever is going to be the majority and that's going to be little. All right. On to next thing. Compilation part two.
Um so standard one is mission, vision and core values. Effective educational leaders advocate, enact and communicate a shared mission, vision and core values of high quality education that promotes each students academic success and well-being. Um,
so this is going to be one of the ones where we have to wait because we can't tell. Like for instance, if it's three and that actually was two people that have the same thing, then it's actually
just two, not three. And we just need to know. Um, are we going to go through the comments on this one? comments. Yes, we'll go through. Okay. Oh, yeah. It's just that I can't assign like a number. I might be
able to I might look. Huh? What? I don't know. It says 10, right? That's the issue. Yes, that's the issue. Is not including himself reviewing his He's not reviewing himself. Yeah, there's a duplicate somewhere.
Um, typically though, the superintendent does put his own grading there, doesn't he? That's why I'm curious if then if the tenth is his own number. No, I think he does. The way it's supposed to work in
schools, they do their own goals. Just trying to extend. Um, are you able to while I look it up? So, are we going to go through this comment by comment like the last one?
Okay. Just so I Definitely. I know. Hold on. I'm just opening up member portal. All right, hold on. I'm just trying to open it up to see if I can
So, I really cannot see. six. You're in the tool trying to figure out. Yeah. Um cuz in the end Hold on. Six.
I'm just trying to hold on one second. I think that I think comment number nine is a very good summary of a lot of the other comments. the last comment there. We just number the asteris. Yeah. Yeah.
The wild the one that's some wild. Yes. Yeah. Yep. All right. Are there any other nine goes over just make everybody knows it goes over to the back of the page, but we're still going to be able to vote in other ways.
I don't know. I I just said that because I think a lot of the other comments that I thought should be in there were kind of said in this one. I thought it summarized. Yeah. To get super technical. You know, a couple of these or a bunch of these just said kept referring to not having
goals. Yeah. This question isn't about the goals. Well, it kind of is. Well, it's no, it's about standard one, right? Vision and core values. That's what the question's about. But then on the standard indicators, you can say you didn't have evidence, but it's not about
the goals. Well, it's about the Well, the goal should be a part of the district vision. No, and that's what this is about. Uh, so strategy, we can split hairs. All right. So um first comment
if you raise your hand if you want to add um add it. Okay. So that was how many? One, two, three, four. Okay. So no One, two,
four is Yeah, four is the majority that's left. So, um number two. All right. See no hands raised. Number three.
Okay. number four. Wait, hold on. What happened? Which one? Anything. Number four. Yeah. No, I I I Yeah, I was still reading it, so sorry. Hold on. Um anything
that statement says that that's the only reason that people did not sorry this sorry this statement says that the only reason that people did not stay ex examary is only because the lack of effort on communication which there's a
lot of reasons so it's not strictly tied to it there's other reasons yeah it's really uh yeah Yeah, there's strictly was next. No, no evidence.
Yeah, actually kind of like that. Yeah, I like that. All right. I like how it says I like how it says that the superintendent does so many good things. We're We're trying not to Yeah, you're not reading it. I'm trying not to voted. Unless Unless
you were like, can you add like this part in there? I'm I'm just trying. Yeah, but I think that's I agree. Yes, there's been but there's been no discussion publicly. Um
the next one that begins doctor Um, are we voting on the one that starts with doctor? Yes. Number one, two, three, four, five, six. Yes. I don't I don't know.
Um uh we're voting now. So, do you want to include number six and yes or no? Okay. Two. I I I would like to put uh the second sentence in the in the summary. The second sentence of
number number six. Yeah. It's not the whole thing, but I would like I'd like to put the second sentence in the summary just let me see here. All right.
The next one that begins with the There are elements of this one personally that I like. Is this eight? Seven. Yeah, the one with all the numbers. Yeah, the numbers. You should be able to grab whatever
pieces you like. Yeah, I'm going to include pieces. Huh? Which ones? Which pieces? Um, I think number three is accurate because I think that does occur. And
not sure about number four. Number five. Number five. I think we kind of talk about that somewhere else. Uh, number six. I think that the second sentence is number six. Is I think what we're feeling. I think I'll
have number six. Huh? I think I'll have number six. I'll use I'll use some of it only because um I think there are objective things that we can add in there. It's just not all for, you know, like not all
objective because we do have things like scores and financial summaries and like other things like that are objective, but overall it's not it's not always the case. Um, I do think number seven is accurate.
Yeah, those things do occur. Um, yes, you're right. We could probably take out three and just do seven because I think it says the same like you're saying is redundant and it's a little more detailed. Yes. All right. Uh,
number eight or comment eight. No. Okay. And then we said comment nine. So right now I have comment one. Comment nine is four paragraphs. Right.
It is one, two, three, four. Yeah. Which ones do you have so far? Which ones are counting through? I'm I'm looking at number um Hold on. I'm just writing it down.
One, two, three, four, five, six, seven, and nine. One, five, and nine. And then I'm using pieces of seven for um summary,
including what we've already stated before. All right. Standard two. Um, so we are using count this one. Yes, that one is going to be on there. One, five. That one's number seven. I'm
sorry. Okay, go ahead. One, five, and nine. Yeah, number seven is I was going to take pieces of to add the summary. All right. Standard two. Um, governance, ethics, and professional norms. Effective educational leaders exhibit an
understanding of board and superintendent roles. to manage the district consistent with board policies and demonstrates the skills to work effectively with the board that promotes each student's academic success and well-being. All right, so
we are going to skip past those indicators. Four, five, six, seven, eight, nine. So just and maybe add if you and if you're able to say because like you know you have like the indicators and then at
the bottom it's like the ratings the ratings are nine four five six seven eight nine the ratings are probably correct. So the the end so when we do it there's just an extra number in here. So if you look at let's just go with all the indicators one through seven here. Yeah, right. There's 10 on each.
something's wrong, doubled, who knows? But even with that, you can identify the mean, the the average. But isn't it also just like literally the ratings? It's all like essentially it should be averaged below and that
that average at the bottom is correct. Yeah. So then those are that's the actual rating. It took our Okay. Yes. So it duplicated it up here somewhere, but like it waited it for us. And that one is actually correct. Correct. Okay. Yeah. The summary assessment, the board
member ratings only shows nine on all of them. What queens? You know, I think tie goes to the runner. Uhhuh. Is that what you're asking? If there's a there's a four and a four. Yeah. Yeah. There is one, right? That's standard.
Oh, you mean the last one? Yeah. Sorry. I mean, check with school boards, but I have a feeling and hopefully that tie will end when we figure out where the duplicate is. No, there's but but there's no duplicate. There's a for standard one. Oh, the last one as the summer. There's no duplicate. Oh, yeah.
367. So, part of that. So, I would I would I would lean towards um the one on the left because ultimately there are still two other ratings to the left of that
that are shifting it and waiting it in that direction. So, you know, so I'm going to choose that one if that does that make sense? Yeah. Okay. Statistically.
All right. So now we are on to standard two number one. Uh so again this is governance, ethics and professional norms. [Applause] Okay. So comment one. Are we putting it in or I know I'm looking
um I I there are elements of it that I like but I think that there are other words that I would not likely put any evaluation. What is them? What is cur? Sorry. Yeah.
So like I guess um like abrupt and or I don't you know what it means to be short with somebody. Okay. Yeah. It's a good I know it's but like things like like usually a
negative connotation. Correct. Yeah. When somebody's cur it's usually like a negative like almost like All right. So keep um keep the first comment yes or no. All right. Too much. Yeah. Um the second
one communication Okay. So, hands raised if you want to keep two comment number two. Yes. One, two. Okay. One, two, three, four. So that one is being cut.
All right. Uh comment number three. Well, I probably wouldn't pick it anyway. That second sentence probably isn't appropriate. Yeah, because of what it references. Correct. Y comment number one, two, three, four.
It's the second. It's the same thing like last time. It's like everything it's like uh it's too generic, right? Yeah. Comment number 125. I'm just reading it. Okay. Comment number one, two, three, four, five. If you want to raise your
hands. Are we keeping? No. This one is as a seasoned. Is that what you're up to? Yeah. As as a seasoned. There are elements of it that I really like. Um, but Did that pass? I can't see everybody.
Um, uh, can you raise your hands higher? All right. One, two, three, one, two, three, four. All right. Uh, number one, two, three, four, five. Number six. It's kind of been said in other
wait are we are we doing six right now? Yes, we're doing six. Can we vote on all of these and then maybe go back because some of them are being are repetitive and then just maybe some we voted yes on they're said somewhere else with It's still possible that we're going to
say that we want other ones and I really want to limit it to no more than three. Okay. Right. So, I mean, if they're being said, yeah, maybe some of these are combined into another one. Okay. So, six was a six was um uh we didn't
vote yet. Okay. So, we're on to seven, right? Yeah. So, I think What did you do with six? Did we Did we say we didn't vote? Yeah, that's what we were in the middle of doing. Okay. At least. Yeah, I kind of like it.
I don't want to. All right. Yes. All right. Um, number seven. Okay. All right. So, number seven, if you could raise your hand. Okay. I think it has elements. I think they're
elements. Yeah. But you we'd have to take it entirely. Can we use some of it in a summative perhaps? Yes, I can use some of it in a summitative. fits there. Um I would say one
four. All right. Six has some elements in there. But I think some of what's there is already addressed in other things and other parts of it. I'll just put a question mark next to it and make sure
that it's addressed. Okay. All right. Um number is this eight? Number number eight. Number eight. Okay. I mean, if it's all enough and that one's tough. Yeah. Yeah. It has to be
all a little too absolute. Yeah. Yeah. Okay. Um, if we can vote on eight. Okay. Yeah. Did you miss it? Yeah. Yeah, you missed it. Okay. Have they voted? Yes. Two. Two. Three.
I think there are some elements maybe we can look at that would be added to us to the summitative. If you have um suggestions um I think the last two paragraphs I I agree with that
starting with the weekly and then the fact those last two paragraphs. Yes, I would say the second paragraph as well. I I the meaning behind the second paragraph is uh an important nuance.
I I think that there's parts of it that the it's a little too hard. That's a lot talking about a big like everything and I think that we don't have complete visibility of those um interactions. So, my trouble there, which I'm just
explaining why my my my goal is that I don't know how often um he meets with staff or families or community partners because those things aren't always, you know, reported out to us. So, it's hard for me to be, you
know, definitive in that because I I'm not normally privy to that information, actually. Um Okay. So that's why good point difficulty which is where trust comes into play. So we like the second to last paragraph
for summitative. I'm going to put and let's see if we could talk about nine and then we're going to go back and like look through and make sure that we agree. You know, I think there's a in the first
paragraph there's just a lot there that we don't know because we're not privy to Okay. You know, we're not here day to day to see interaction. All right. Uh, can we have um hands
raised for number nine? Yes or no? I like nine. So, were there were there three hands or Well, we see some of the interactions with him. There is Did you get the final tally? I think I
was the only one. One, two, three, four, four. Okay. All right. Now, we can go back and then see if maybe there's duplication. All right. So right now I have a guess for number two,
number one, two, three, four, number five, number six, and number nine. I'd really like to keep it to um three at max. So, if there's one that needs to go,
let's talk about what's on the chopping block and elements are probably redundant. So, which ones are you asking then? Do we have to limit it to three or you just want to do it for I want to do it consistently. Yeah, because some are are
short and some are long. It's more some are redundant. Mhm. I think two is a little it's just detailed in one example. I I think two is also addressed somewhat in the last
paragraph of nine. I agree. Yeah. All right. So two is already included in one of the other ones that we chose. All right. And then so then are we in agreement that five, six, and nine
will be included and then other elements that I'll pull for summitative. Okay. Standard three, operational management. Effective educated educational leaders
manage school operations and resources to promote each student's academic success and well-being. All right. So, it looks like we have an overall rating of um proficient
and so we're looking for supportive statements there. Um number one, if we can raise hands if we want to include that All
right, number two. Um, okay. Uh, number hands for number two. Okay. Number three. That is accurate. Mhm. Number three. Okay.
I I like it. Or I do like it. I do. I do like it. Uh did you say yes or no? I did say yes. Okay. So that's four. Um number four. I mean
I don't what you could just say this is the time. This is the time. This is the only time we get. If there's something you don't like or you do like, everyone is Can you move the microphone a little closer? I
can't I can't hear you. Yeah, I don't really have a comment here. I'm like talking out loud to myself is what's really happening. So we can continue without I feel like it may be redundant to other things we may find. You said you think
what number four it's probably something that's covered. Yeah. I feel like it's in the wrong spot. I haven't read I do as well. All right. So number four hands. Okay. Number five.
I kind of like it. Um I think it's accurate. Yeah. Yeah. I All right. Unanimous. Go team. Go. Um number six. All right. Hands for number six. All right, number seven.
I It's weird that it starts at number two, but um I thought that Oh, it's to the each thing. Okay. All right. So, what is this? Number
seven. One, two, three, four, five, six, seven. Okay. Number seven. Hands for yes or no. Okay. Is that a yes? Yes.
Number eight. We're on to number eight. All right. Hands for number eight, please. All right. Number nine. Are these all the hands for number nine or you're still reading? You're still
reading. Okay. It does support a proficient reading. Yeah. All right. So, we have one, two, three, four, five. Okay. All right. So, we have too many. One, two, three, four. So, right now we have
one, uh, number three, five, seven, and nine. So, which one can we Oh, we got we got to delete one. Yeah. Look, there was probably redundancy. If there's zero redundancy, then fine. 3
3579. Yes, I think three is covered by nine. I do as well. Okay. All right. Standard four, curriculum, instruction, assessment, and school improvement. Effective educational
leaders develop and support an intellectually rigorous and coherent system of curriculum, instruction, and assessment, and to act as agents of continuous improvement to promote each student's academic success and well-being.
Standard four. All right. overall proficient. All right. So, comment one. All right. Hands if you're in support. Okay. Comment two. It's kind of interesting. All right. Comment number two, hands.
Comment number three. hands for comment number three. Comment number four. Hands for number four. Comment number five. There's a gap. Uh, yes. And it ends with the question marks. I think it's valid. I see it. Yes. Yeah,
I think it's valid. All right. Uh, comment number six. Um, all right. Comment number six. One, two, three, four. Oops. Comment number seven.
That begins with the number one. All right. One, two, three, four, five, six. All right. Number seven. Hands for number seven. for number seven. I think there are some elements in there that should be included maybe in a summitative. Um
suggestions from the board for um one I would say all except Oh, it's one four and one two and six. Yeah. Is three and five missing?
and two missing. One, two, and six. We like I'm You said one, two, and six are what, Karen? For the summitative. I said perhaps add them for a summitative for consideration. Consideration for a summitative. Yes.
All right. Next there. All right. Hands for whatever number this is. The one that starts with the word while. Uh there there are opportunities the bottom the bottom of page 13. the asterisk.
All right, hands. Hands for this one. Okay. And number nine. All right, hands for number nine. Okay. So, that's one, two, we have three. We did it. Yeah, we have three. Um, so that's one, two, three, four. That's
five, five, six, and nine. Six and nine. Standard five, community of care, equity, and family engagement. Effective educational leaders engage families and the community in meaningful, reciprocal, and mutually beneficial ways while
cultivating an inclusive, caring, and supportive school community that promotes the academic success and well-being of each student. [Applause] So area for growth It's weighted that direction.
Okay. Number comment one. All right. Okay. Number one. Hands for number one. Okay. Yes. Again in that one I think there are
elements that might I think we should put under consideration for the summarative. Okay. Which which I would say the first couple of sentences there, but that also may be addressed in other comments. Yeah. Um I think I personally was
looking for some specificity because it's not all right. Yeah. Maybe maybe some of it's addressed in later comments. All right. I'll put I'll put a star next to it, though. that one um second sentence there. All
right. Number is this number two. But to be both. Okay. All right. Number two. All right. two.
Okay. Uh number three. Okay. So, this is a this one I think is accurate. Yes. But doesn't isn't consistent with
the rating. So, I think it should be included because of accuracy somewhere. Yeah. I I I think it should be included. Credit where credit's due. Let's be evaluative and objective and yeah. So I'm just going to vote on this one um to include
it as a comment or parts of it for a summitative because I'm going to start by including it for a comment as a comment and then if it fails then we'll include it because I I mean there are parts of it. True. Yes. But I don't know that it falls here.
The only thing that reason why I thought it included was because it's an exchange. So there are like there is community involvement because of the reciprocal nature of the program. Or that's just my defense for my thought.
Uh that starts with one. No, no, the number three. promotes the reproductive and diverse cultural context of global society. Just it supports number three. It supports number three which is highly rated. So yeah.
All right. So just making sure that there's support for including that is um so a comment for uh comment three if you want to raise hands. Okay. Comment four.
[Applause] Okay. So, comment number four, if we could raise hands, please. All right. Comment number five. So I just find un like all caps
just I can't just chop it off unfortunately. It's it has to be everything unless I choose to add that as summitative and then I can do whatever needs to be done. But it kind of is. Even though we don't
like the ending, the the rest is pretty valuable. Yeah. Or a point. So again, I think it's addressed in other comments that are later on that you know, stay this is a little bit more specific on the nuance of it for So
there's some I'll add some elements to some of it. Can we? Uh yes. Um, so if we can start by voting for whether you want to include it in uh comments. All right. And so the last two lines
contradict each other, don't they? Did you vote yes or no? Um and then and if it gets voted in everything's included included included exclamation points otherwise we can pick out you can't ask
for professionalism in that um we can pick out elements for summitive mean it's not he answered his While that's weird, maybe I don't have problem with that. I just
just a thought. It is on. No, Ed, I couldn't hear them very well. Um, I'll vote yes on it. But I think if we should come back and look at it again as we read the other comments to see if
there's duplication. Yeah, whoever did the last one has a very good job. Right. Sure. But again, the last two sentences are kind of contradict each other. You need this, but you can't just pass
it up. Yeah. To me, it doesn't make sense. All right. So, do we have our four? Yeah. Yes or no? Okay. Number one, two, three, four, five.
Number six there. Okay. Um, hands for sure. Yeah. Yeah. All right. So this one is one, two, three, four, five. Number six. Okay, number seven.
Yes, that's enough. So hold on. That one is there is some evidence, right? And then this number three is seven. Yeah, that's number seven. So I would go back and vote positively on there. On number six. Okay.
Can we vote on number six again or you said do can we go over it? Is that what you can vote? Sure. Vote for number six. Of course. Number six. Okay. Number seven.
Number seven. All right, number seven. Hands for number seven. I think it's all accurate. So I think that's accurate. Isn't it? All right.
Yeah, it's covered in three, right? The first bullet is covered in three. I don't think number five is addressed anywhere else so far. So you're saying three, five, and six are part of like where they're number
three, five, and six. Oh, this is all one. They meet number seven. This is all one. Pay attention to the asterk versus the Yeah, it's the asterisk including the asterisk. The asterisk a person's answer. Oh, sorry. I wrote Yeah.
All right. So, we did have four for that at least. Okay. All right. So, this is number eight. So my concern is that I don't know how much um is skewed from
like if we say visible passion I don't know how much of that is skewed because I do see evidence of um lots of passion when it comes to other it depends like it could be the students
the students um it's it's positive there. And so there's going to be areas that are I think it it would need to be more specific. I have observed him walking through the
halls with lots of passion and enthusiasm for his job. Okay. Yeah, I would agree. I've certainly seen examples of that. So I I don't find this one accurate. All right. So just to memorialize it, can we have hands for
number eight? Okay. Number nine. All right. Number nine. All right. Okay. So, we have number one, two, three. Three. Four. Five. Number five. Six. Seven.
Uh. Two. Is that Yeah, it's 3579. Yeah. 3579. Yeah. Again. Um, so if is there a place where we can
drop down? I I continue to not agree with number five. I think again the last two sentences are before the caps and exclamation points. They just seem contradictory. All right. So, do we have a vote to remove um
number five from our comments? I think with number five, what is being said in there is included in number nine if you at their second paragraph there. I think it kind of just takes what was written
in five and the same message and the same um what we want what what they wanted to communicate is written in that paragraph I I I believe okay there's a bit of overlap okay
so Is there consensus there? We're removing that and it'll be 3, seven, and nine. Okay. Number six, professional capacity community of school district personnel.
Effective educational leaders develop the professional capacity and practice of school district personnel, fostering an engaged community of teachers and professional staff to promote each student's academic success and well-being. Um, so we have a tie between
exemplary and proficient. Well, like we did before, right? profession is right in the middle. Right. There's more to the right. Um yes, three, six, seven, eight. No, no. Um
there's no double in the summaries. Um okay. All right. Uh, comment one. All right. Comment number one.
Okay, moving on to comment number two. I don't feel like I'm able to comment on number two. Okay. Um, if you can raise hands for comment number two. All right.
Comment number three. It's hard for me to be objective. So, I don't know. I I'm not um I don't know. Yeah. Again, here I don't know that I could I don't have any evidence to support that. There's no
survey data. There's nothing for me to be objective and sit back and give a hearty hands up to this. Yeah. I would love to say this actually. So I hope it is true.
If it even said seems then I could say um but don't know. Okay. So, um, if we're able to just memorialize it for hands for, uh, comment three. Okay.
Uh, comment forward. We're moving on. Comment five. I I I like a lot of what it says and I think there's a lot of validity to it, but the rating that was given and what they're saying, yeah, don't work together. I
think um but there I believe there's a lot of um valid validity to that statement. Well, in response to I'm not sure if this fits here. I don't think it does personally capacity. Perhaps we can use some of it
in a summitative. I think that last sentence is applicable for a summitative. Yes. While the last sentences sentence and exclamation points. Huh? I know. Well, I think at this point what we're
looking at is summitative. Um, I think the first sentence is problematic because it gives a standard of one thing and it doesn't support what we say. So, it just doesn't match. Yeah. But I mean, I think there's some good things in there that perhaps we should
include in part of the summitive. Okay. I I agree with Liz. I like that last sentence, too. Okay. So I will put sumitative for the last sentence. Okay. Number whatever this is. One, two,
three, four, five. Number six. Next. Yeah. Number seven. Factual. It's actual number eight. Wait, did we vote on seven? Are we voting on seven? I Yes, we can vote. But it's I think we just said it's factual. Yeah. So, I circled it. Number eight.
starts with eight starts with policies. No, the superintendent is made of superintendent. Uh this this is 19. Yeah. Yeah, that's this one. I would too.
I think so. Yeah, I think that we had Yep. All right. Okay. Number nine. Number nine begins with B. Um the very last one. Oh yeah, we're on the last nine. Okay, hands for number nine.
If you're ready, how many do we have? Three. Okay. Yeah, we're done with number nine. Yes. All right. So, one, two, three, five, six, seven. So, we have seven,
eight, nine. All right. Huh? Oh gosh, we're at school. We are at school. All right. Let me just make sure I have everything that I need in order to compile
it is all of this. All right, I'm going to Oh my gosh. Is it really? All right, so progress towards district goals 5 679.
All right. So, I'm going to save that one. All right. Probably be able to do that. Do you want to just confirm? I think we I think we we're clear. So, for for um part one, we have
three, four, and nine. For part one, what are you asking? Uh no, I'm just Yeah, I can do that or we could just say that I I mean, I wrote them down as we were doing them and then Uh I have 349 right for standard one for uh goal one like
the very f first page goal 349 and then there's going to be some summitive comments there and then For standard one, I have 159
plus some additional comments for the summary. Um, you said three. What was uh one 159 for standard two? I Oh, what did we do? We Oh, it's a 569. 69.
Yep. 569 plus some additional comments for summitative. Yes. For standard three, we have 579. For standard four, we have 569.
For standard five, we have 379. For standard six we have seven, eight, nine. Okay. All right. I have enough to be able to compile. I will compile it and um
turn it in. Okay. Happy compiling. Happy compiling. It's not going to be difficult. Thank you for doing that. Huh? Thank you for doing it. Oh, no problem. No problem. All right. Um if you have any questions for me about anything, um feel free to let me know. I
would just say I think we we all recognize this tool isn't the best in the world, right? If we had the ability to edit some of those, I think as a group we would have probably said strike this at this. Agreed. We probably would have come up with a better answer. So maybe for next year we think about
finding a better tool. I know we did find which I know we did look into it. I I will say on the New Jersey school board's website there was a webinar back in April on superintendent evaluation. Um I would encourage everybody to watch it.
they use this tool, but the district things are done just a little bit differently like on the back end of it like compiling the evidence. I mean, we ask teachers to upload all this evidence and archives for their evaluations and I think we should ask the same of of the
the superintendent. So, if you go on to the uh the website, it's under webinars and it's CSA evaluation tool. It really was. Um, even though I've done this several times, it was very I thought it was very informative and I think it maybe can if we're not going to if we're
going to stay with this, I just think it would give us a good guide on our framework. So, how we can make it work for us. Yeah. Yeah. Yeah. And I have the uh cost for the like for the super eval. It was on if you have your
phone because mine just went dead. Um, it was from an email on 212 2025 if you are able. Actually, do you have your phone? I do. Oh, just so we can just say it. Huh? Yeah, you're going to
Yeah. So, the summary on this, you are going to be writing the summary and do we review it ahead of time or No. Um, I mean, my summary is going to I'm literally going to take all of these comments. I'm not adding anything new and
crush it into Yeah. Yeah. So, but we're not seeing it ahead of anything. So, if you can feel free I'll have it and so you can feel free to ask me and I'll um bring it to you like personally so you can see it beforehand. Typically,
the way that we would do this um would be a little bit different than than this crunch time situation. Um I would have had us do I have asked for this to be done a little earlier. Um here we are. Um but ideally like by May
we would have done this process and then gone through it and then another meeting we'd come back and I'd say okay this is what I did and you know like you'd say yes I like this don't like this and then we'd have um another meeting that we would then present it and have the
opportunity to kind of give um enclosed uh feedback um and and offer our comments and then sign it and be done. But yeah, so just I think you covered it, but it was an unusual year as far as
timing goes, which I don't think we it was hard for our entire process to actually work properly. Yep. It was hard. So, I'm not putting that blame on the superintendent. That's No, it's multiffactorial. Um, truthfully, um,
there there's many reasons, leave time and things like that. Like I I wanted to also make sure that there was time present to acclamate before I was like, "Hey, you need to fill this out." Like, "Well, you just got back." So, you know, that there were all
there was many things um that caused us to get here now. But regardless, it's done and it's done in a timely manner and it'll be turned in before the July 1 deadline. So, and just thanks everybody for participating, right? And giving you
I know we have two years now in a row where we have 100% participation. So, that's impressive. I think we were at like sometimes 50%. So, Wow. Yeah. All right. Closer up.
Yes. Um I'm sorry. Yes. Motion. The motion made for close. I'll take uh Mr. Mr. Cohen, seconded by Mr. Hayward. All those in favor? I Okay. 10:46 p.m. All right. So, let me Can you Thank you.
Yes.