Present. Fox? Here. LaFromboise? Here. Veritee? Here. Hanson? Here. Motion to approve the agenda. I made a motion to approve the agenda as written. Support. Motion by Heidi. Support by Monica to approve the agenda as written. Is there any discussion? Okay. Hearing none, roll call, please. Fortress? Yes. Ortiz? Yes. Becker? Yes. Fox? Yes. LaFromboise? Yes. Hanson? Yes. Next up is public, comment. So I would like to read my statement here, and we have five people.
This meeting is a meeting of the Board of Education in public for the purpose of conducting the school district business and does not be be considered a community public meeting. The board has provided two opportunities during the meeting for public to address the board respectfully. Board members will not engage in comments, but be assured that we will be listening. And after the last meeting, I read my open meetings book, and it does say you need to state your name and address. Because last time I said we had your address on the paper, but this says
you should state it. So that's what we're gonna do. The first person I have is Kim Allen. Also, if we go over thirty minutes, our board protocols, I read those also. I need I can reduce the comments to three minutes instead of five. So but I think we're under thirty. So I'm Kim Allen. 2337 Hughes Avenue. Just a couple things. First of all, there's thirty seconds of the last meeting that have been muted. So, mister Becker, mister Fox, miss Hinton, what are you guys hiding?
Why is there thirty seconds of that meeting cut off when little Amy went to speak? Just kinda curious on that one. Also, I have sent a few things to a couple board members because I don't need certain person getting a hold of them and things being swept up under the rug and get another denied FOIA. Because for some reason, every time we have documentation, FOIAs get denied. Just curious about that also. And that's coming from, like, a person in the community and a grandparent at the
schools. I wanna know what you guys are all hiding and everything else. Also, just curious on when the junior Vikings are gonna get back their money that Ed just paid for the sled that we have documentation on that belonged to us to begin with, that we paid for originally. So that's just a little food for thought for you guys. Now I'm gonna go take care of the children of the community. Thank you. Thank you. Next, I have, Jordan Smith. Hello. My name is Jordan Smith. I'm here to support McGinnis because McGinnis was always a safe space for me.
But what you should know is before I actually joined, a year before he was trying to get me to join, I was very close friends with one of his, wrestling students, and he was getting me to join for a year. He was always smiling when I seen him, and I was like, oh my god. How can a person be so happy, and he doesn't even know me? After a year, I joined, and every day I came to practice. No. I wasn't the best wrestler, but it was always a safe space for me to be. McGinnis always pushed me to do better even though I couldn't see it in myself.
It was always a safe space for me to go if I needed to, a hug or to cry even if I wouldn't. In fact, I remember we came back from a very long wrestling match, and it was very fun. We had stayed in hotels, but I don't have the best home life. And McGinnis could see something was wrong, so he sat with me until my ride got there as he does with every other student, and he talked to me. He asked me what was wrong. He asked me if it was something you could do to help. He was there. So if you take our wrestling coach, not only are you taking our wrestling coach,
but you're taking a person who's a pillar of this community. He made me feel safe. He made me feel wanted, and he made me feel needed. No. I wasn't the best, but he made me feel like I was. He made me feel like I could be the best version of me I could be. And now I'm in trade school. I graduated. And I owe that to him because wrestling is still so many values that my parents didn't. It's not very often we can get people like this in our community who wanna be there for us, who wanna be for everyone. People who can just be good people shouldn't be taken for granted.
McGinnis is one of the best men that I know, and I don't have a lot of male role models. I always felt comfortable and safe around him. I never felt like I was different from anyone else. I mean, I don't really know what else I could say. How would you feel if you had no one else and you met the most wonderful man ever who was a positive role model, and you can see him being ripped away from you? Not only me, but my younger brother because he's very excited to wrestle with McGinnis, and he has never met him.
Don't take our wrestling coach. Don't take McGinnis because he's not just our coach. He's a positive male role model for all of us, a positive community role model, a positive person in a world filled with so much hate, so much greed, and so much anger. McGinnis would take the extra mile if he had to for us. He would do anything for the kids. He would. And for no reason, he had no reason to be that loving, to be that kind, and that genuine, but he was. You don't find people that often that will do it.
So if you would take McGinnish, you would be taking away a pillar and a brick in Hazel Park. Thank you, Jordan. Kayla McGinnis. Kaylin McGinnis. 1337 East Granite. I sat at this board meeting last week and seen some nasty behaviors from employees. Not only did I see the behavior, I guess it was heard by multiple people. An employee threatening a speaker? That behavior is disgusting. Not only that, then to have a parent online call my husband racist and two
employees liking other comments this person posted about how her friends list was purging itself. Bullying at its finest. I can submit those into evidence as well. Yes. My husband does have multiple offers. He can go to any of these schools or colleges that have offered him a position and with open arms, I might add. But he wanted to be here for the kids that he has already taught. I will share that because he's worked in such a hostile work environment that I do not want him to return.
I don't feel it's safe given the circumstances that staff and their friends have falsely reported stuff to the sheriff department and our commute and our children targeted and bullied all because they don't like my husband. Could you once again make this a safe workspace? Our whole point was to get someone in there that is right for the position, not necessarily my husband, but someone with the proper qualifications it takes to be the high school wrestling coach. He doesn't want what he's worked so hard for to be ruined by someone who
lacks the knowledge in the sport. The kids deserve better. HP's wrestling history deserves better. And let me clear up this rumor since you have a staff member running their mouth with our fan base. Donald didn't tell anyone to keep their gear. He's had multiple turn in dates to which I can request video recordings of him inside the school just to prove a point and text messages if need be. Donald came to turn in the last of his inventory and to count it and was told it was sent to be washed so he couldn't do a final count.
If your employees would pull their heads out of there, he would gladly make time to come submit the rest so they can have a final count. Board. Would you want to send your kids to a school that hides inappropriate behaviors of their employees? Would you want to send them knowing certain behaviors take place inside the schools and it mysteriously goes undocumented? Would you want your child or children to attend here knowing some staff members and their family members will retaliate against you if you report certain inappropriate behaviors? Absolutely not. You wouldn't. You would avoid that kind of school district at all costs.
While I hate to break it to you, that has turned into your exact kind of school district. Disturbing. Right? I'm telling you this. I've had no issues whatsoever with the school district or its employees until a certain employee was reported for their inappropriate behaviors inside HP schools. My kids have had some amazing teachers over the years. So stop letting disposable staff members ruin it for your talented and hardworking teachers, amazing volunteers, and the affected children in the district. Thanks. Okay. I had a couple of people come in after the announcement of, we're holding the
meeting to thirty minutes. So now we're we'll be a few minutes over, so I'll I'll allow, but after any other people coming in, public comment will be ended until the end of the meeting. This is Braden Horrell. Hi. My name is Braden Horrell. Like, all you guys know my address. You can hook it up. I go to Hazel Park Schools. McGinnis was a place I can go to and talk to him anytime. I was a four year wrestler. I'm still am a wrestler now because I'm going back. I was into the point that I used to get mad in matches and freak
out, and McGinnis really helped me to the point that I couldn't take that anger and put it down somewhere. And he teach me how to be a grown up, and it really teach me a lot in life. And if I didn't have a wrestling coach that teach you a lot, then I just don't know what to do. I had him almost five years now teaching me how to wrestle, And a lot of people told me to stop wrestling and stop and trade.
And, like, I feel like the school board is not doing their job fully. They should be. Because if they see what he actually done to people, they actually changed lives. There's a bunch of kids who wanted to end wrestling, and now they really wanna join back because of McGinnis and what he did to the program. We had a whole girls team, and now we're probably not even gonna have a girls team this year. That's it. Thank you, Braden. Don McGinnis. Don McGinnis, thirteen thirty seven. I do wanna talk about your, five minute or thirty minute rule.
That rule was for three minutes at a time, not five minutes. So you guys should adjust that into your guys' meetings. And I wanna come here and talk about same thing. The retaliation is real. Every time, not just me or anyone that stands up here, they get retaliated against. And it's a true thing. It is a craziness of people feared to come up and talk because of this stuff. Alright? Today, of course, I'm up here because I'm fighting through it all for these kids.
These kids are what the reason I'm here. I'm here every day for them. He calls me almost every day. I try my best at everything I do. Yes. I did get offers. I can go anywhere I want. I could submit all those paperworks for you right now, but that's not home. This is home. The only difference is is it doesn't feel like home anymore. I sit here and look at it, of all this negativity nonstop, all the lying, all the best friends getting into their job positions, all the corrupt stuff that I
see in the school. I am a taxpayer. I am a volunteer. I am a parent. I am a coach. I am a mentor. Right? The question is, if I can't stand up, how can I teach these kids to stand up? So, yes, I am here fighting this. And I am scared, if you guys do give me the job, of what I had to go through another year of many, many meetings that I've had in the past that was supposed to be fixed. The question is, is it gonna be the same? Do you guys want every sport to fail? Do you guys want every program to fail?
I found out just recently this was not only happened to me. It also happened to the baseball coach and how his did not get in the thing, didn't get the emails as well. I also found out that my assistant coach did not get no email as well to return, or the junior high assistant coach, which is on our youth program as well, did not get asked to return. And I also just found out that our basketball coach has just left the school. How many good coaches are you guys willing to sacrifice? How many kids do you wanna leave the school? What will be left? It is time to clean house.
It is time to fix what's wrong and do the right thing. It is time to do what you guys are supposed to do on the board and fix what you guys promised to fix. Fix what needs to be done. I did everything right. I went to my supervisor, went to the above supervisor, went to the superintendent, went to the board. To get what? Nothing. To get retaliated against where it hurts my business, hurts my name, hurts the community. And yet, I still stand here before you taking all of the bash.
If you don't believe me, all you have to do is Facebook. My name's all over it. I've taken these kids into my home. I have helped provide everything I could. We've literally just dropped our boy off to Grand Valley yesterday, and yet I'm still here fighting for the rest of my team because it's not just a team. You guys might think it's just a sports team. No. It's not. It's a family, a safe place, a future for these kids. I know. I was one of those kids suspended, kicked out of school.
I was one of them. If they have no one to look look up to, no one to fight for them, I mean, I don't even know how the school is still a school. That's all. Thank you, Donald. I'd like to have Ian Lloyd. Name and address, please? Hi. Ian Lloyd. 992 East Mann, Hazel Park, Michigan 48030. So you guys know I kinda went away around 1996. I was the captain of the wrestling team, and we previously went to state.
I had to wrestle, Aaron Hildendorf every day. So that wasn't that easy. Amy got to meet Aaron when in one of our meetings. Yep. Yep. I don't like to give lawyers money just to meet with Amy. However, you know, it was worth it. But now I'm here. I'm wondering where what are we doing? How many people do you have to let go? How many people is it this, like, lemony snickets on you know, series of unfortunate
events? People are wisening up. People understand when you surround yourself with the wrong type of leader. People's relationships, they kinda melt. You go home. You're arguing with your spouse. You're gonna find this if you have an unproductive, unhealthy individual within your midst. You know? Come on. Lightning doesn't strike twice in the same spot. Niles, Illinois is a perfect example. On the heels of, like, all kinds of negativity I have, this city, we were
taken advantage of. We're not getting our many's worth from the superintendent. She has decimated the community. I'm not clear if there's anyone that's sacred or, you know, safe because it's a unrelentless pursuit of tearing down things in the name of one person. And you know what? That can only go on so long. It can only be proven that it it all leads back up to the top. I'm asking the board, as a public member.
I I have zero confidence in her ability to lead. You know, when I was in the army, I had leaders. We would have lost wars if we had this type of not meritocracy. People should be earning their positions. They should not be, given a position due to their family, underqualified, coming up recruiting folks off the board to the HR that have no experience? Are you kidding me? They're the ones picking the teachers. How could you permit this to occur? And, like, we all know there's zero tolerance for any of it.
So when this does occur, there needs to be an investigation, and it should be done by a third party. If this is any of these accusations are true, then this member of the public wants to know. You're not gonna find this out through interviews with staff unless they get a chance to really kinda, you know, let their hair down. And I'm sorry, Amy. You're just not worth it. Like, this whole city is better than you. Like, etiquette? You have no etiquette. You have zero etiquette.
That you can't make personal attacks like that. Well, I'm not I'm afraid that the point will be missed because people need to be cognizant that the buck falls at the top. We pay someone $235,000 to take us into debt. 12,000,000 needs to be borrowed. Do you have a funding source this year? I'm not clear. What did we shave a a quarter percent or anything off? Like, why did we go with the same individual? Like, this is not what healthy organizations do, and I've been a child abuse expert
for Beaumont, Girls Point, for decade. Like, I I'm I'm just fed up with this. You've had ample opportunity to identify the problem, and you're not willing to address it, and it's not fair to the students. We should be strongly considering bankruptcy, like, quick. I mean, like, we should also be considering having the deficit elimination plan. Like, we should have already enacted this. We've been through this. My year with 2010, I was the teacher that took all the cuts, and then
I got hired up in Mount Pleasant. So I did contribute to balancing this budget. But you guys know systematically, you can't keep paying there's no money available, and there's no children. So something has we have to right size, and I'm wondering, can I have a right size committee? I would like to participate with the board in a committee. Thanks, Ian. Ryan Bischoff. Ryan's our last person. Hello. Ryan Bischoff. 1309 East Milton. There's been some misguided rhetoric going around about those school board's only employee being the
superintendent. The job of the superintendent is to be a surrogate of the will of the board guided through their policies and directives. The board's job is to be an advocate for the best interest of the community. If an employee is doing something the community the community doesn't like, the board should direct the superintendent, AKA the subordinates superior, to take action to resolve the issue in the way the board's choosing. The reason they have the superintendent is so you don't have seven different board members giving seven different directives to all the staff and to take care of the small things the board doesn't need to be bothered with.
For example, if a if a class of parents came to the board because a great kindergarten teacher was fired and replaced due to being a whistleblower, the board would direct the superintendent to reinstate the teacher and to relieve the replacement of their duties. In short, the one employee of the board is superior to all the employees in the district and is there to do the board's will. Just because the superintendent isn't personally doing something, that doesn't mean the board should act on what the subordinate is doing.
Yeah. That's right. Yeah. We're good, ma'am. Thank you. K. That concludes public comment. And, tonight, we have training for the superintendent evaluation. April's not here, but she's already had that training. So, you must do this in order to participate when the evaluation time comes. So April's all set and good. And we have Penny tonight from MASV who's gonna teach us how to do this. Thank you everybody for coming out. Hello?
If you need, those education credits. Okay? So alright. Find my clicker. So just a little bit about myself. I have retired from the K-twelve world. I started my career as a kindergarten teacher, ended up assistant superintendent.
My last year in k 12 in, twelve months, we had four superintendents. And, yes, that's a good time. I I have also served on my local board for about eight years, seven of those as board president. So I have been in, your seats as well. And, you know, it's it's a it's a think a thankless job, this this opportunity here. You know, some folks in the community often think board of education members, this is your full time job. And as Monica said, you know, she's already put in a full day.
Right? And here we are doing workshop training. Yeah. Some boards, you know, that I have worked with. I've worked with, several schools in Michigan. I have not been to the UP, but I am willing to go. So Mackinac is the farthest that I have gotten. But yeah, some of our communities, they think your car, your phone, you receive a stipend, and it's just not true. So, you know, part of my goal, in education is helping educate our community, right,
because there have been times, around the state that, board seats have gone unfilled. So we we want to encourage our community members to be a part of the board, or to be a part of those opportunities along the way. So that's just a little bit about myself. I currently work for, not only MASB as consulting, but I work for the Department of Education. So, you know, they say you retire, but you just you just keep going. So we're here tonight because our dear legislative friends in Lansing, have passed a law
last year, that said all board members, superintendents, building administrators needed to be trained, right, to go through an evaluation process. So when you think about evaluating, and as was stated, you're one employee. What are we what are we feeling? How are we feeling about that? You don't have to pick one of those. You can those are some examples. The yellow face. Okay. What else do we think? Silly.
I I'm looking at the yellow one because there's a lot to learn and your head just swims. That's what that reminds me of. There you go. Yeah. Monica, she's thinking. I can tell. I would probably go with what I've said. It just it's a lot in that. We've been trained before, and now I know it's new stuff. So, just thinking about how much we have to learn and anything new kinda does make everybody's head go a little crazy. Yeah. Alright. I'm gonna keep picking on the rest of you throughout the our time together here. But yeah. I mean, what you have in front of you in your folders, you have copies
of all of these slides, to take with you. You also have a copy of the actual instrument, that the district uses. It's our tool, MASB's, Superintendent Evaluation Instrument. You also have a copy, and we'll dabble in these. It's the new midterm, so that's also new to the legislation that was passed. And, the last piece are kind of like, legalese, we'll say from Brad Banacek back
in the office. That, we won't discuss, but do have copies of his responses to some of the questions. Okay. So you can certainly always reach out to the legal department at MASB. You have my information, as well. And if I don't know the answer, I can kind of steer you in the right direction. Alright. Okay. So, our hope tonight, right, is to help reduce some of that confusion, right, that yellow spinning face intention.
Keep the focus on what's most important, and that's their students in our district, to help you be confident in what we're talking about, and in the evaluation. And limit the risk of a lawsuit to the school district. So good evaluation process will help to further develop the knowledge and skills, not only of our superintendent, but I think of our of our board members as well. Performance expectations can be clarified. It provides a mechanism for feedback, right?
This is a rubric tool. So, there's no like guessing. It's kinda spelled out. Superintendent knows in advance, this is what I'm being scored on. You as well have a a tool. So it's no longer, well, I think or no. What does it say? Do we have it? Yes or no. And it leaks our superintendent's work to our district goals. So as I as I was sitting there, I noticed your banners that are behind you. But, like and and the board owns.
Right? The board owns the mission statement, the vision statement, and those goal statements. That's part of your strategic plan. But my question is they don't match. So is is one newer than the other? Or I mean, they're close, and we could talk about that later. But and I don't know. Like, when how when are where are you at in your strategic plan?
They're usually written five years. Okay. Alright. Good to know? Okay. We'll keep going. Alright. So just some, our learning targets for tonight is that you, as the board, are familiar with the requirements in our legislative law. Kind of look at some indicators of what is, our superintendent job performance. Maybe talk about some artifacts of evidence. That is something that you will, as a group, have to decide at some point. So it's usually, you know, another session after the original training.
Kinda talk about what that- what does that cycle look like? And I suggest just lay out calendar those dates. Right? Because life gets busy, school business gets busy, and things get sidetracked. Understanding how to collectively rate the performance. We're going to practice some scenarios tonight. Just to see how everyone rates and if we're in sync in that avenue. So Board requirements, Board as a whole. You do provide oversight and governance, and you speak as one voice.
Once that vote is taken on your action items, we'll say, you speak as one voice. Even if the vote comes back for three, we still have to support how that vote, falls. The board evaluates only one employee. And then it is our superintendent's responsibility to make sure that all other employees in the district are evaluated. The Board evaluates superintendent's performance annually.
You must do it annually. And there is such a beast, you'll often hear it referred to as the Rep Report. It lives in probably HR. It goes back to the state of Michigan. All of your employees, are evaluated and their scores are housed in that rep report. Okay. So by June 30, I believe, all of those scores must be housed. K. The Board is required to have this training. You know, when this rolled out last year, we did have, Board members around the
state, whether they knew their term was coming to her end. They just flat out said, I'm not doing it. That's, I guess, your prerogative. And then MASB's advice is, remember how we, there was that little legal note to try to keep districts out of, legal troubles. Our suggestion is board members that are, in play with superintendent evaluation must be trained. K. So you will all meet that criteria, after tonight. As was stated, April has already, participated in that training.
Okay. The law does say that we evaluate our superintendent annually. What is different on that second bullet now? The legislation has taken away the rating of highly effective. Good or bad? This is what we're left with. There is three. So you can assign a rating as effective, developing, or needing support. I can see the rationale for developing. Like, if you have a I also do superintendent searches. So, you know, we have a lot of new people.
This is they're brand new in the seat. Right? They're gonna be developing, because they they probably need some, support with finances or whatever the area is. Yeah. So developing is new, and they took away highly effective. And also new this year is that mid year progress report. It's a simple document. You have it in your hand, Beverly. You all have a copy in your, folder. It's just a one pager. Right? Front and and back.
There has been, talk. It really you know, it doesn't go anywhere other than Board. Board president signs off on it, superintendent signs off on it, and then the suggestion is put it in the personnel file. At this point, there's nothing unless you've heard change, there's nothing, like, in the rep report. You may see some changes down the road, but but right now. Would this also be closed session? Only on the request of your individual, the superintendent.
Yeah. And then you would you know, if it was, you'd come out into open session, maybe talk about the progress or yeah. I thought maybe since it wasn't so detailed, it wouldn't be closed. But Yeah. Yeah. There isn't a lot of detail. You know, the the one caveat on there that I do suggest, you know, make sure that your employee is taking advantage of I heard somebody talking about MASP's conference. So our superintendents have annual conferences, or, you know, superintendent meetings that are housed by
your is it Wayne, Lisa? Oakland. Oakland ISD. You know, make sure they're attending those. Because again, life gets really busy. And they're also in need of professional development and networking, along the way. Okay. So the law specifies 20% of the tool has to be based on student growth and assessment data. The rest of the tools is objective. MASB's tool specifies that 65% is based on research based professional practices.
And our tool specifies 15% is progress on goals. Those goals don't come from the tool. They don't come from me, but you as a collective team create those goals. Sure. When you have to when they take their, test and and we we base it on proficiency. Right? So why is it student growth versus proficiency? And I can't answer that for you. No. That's that's how our dear legislators worded it.
I'm just asking because, like, m that m data stuff is proficiency based. Correct? No. There's growth. Yes. There's growth. And the teachers are done on growth as well. And so we're I'm done on all of their growth. So, yes, it's it's when you go and you look at the report card, they give growth. They give proficiency as well. But what we look at is the growth measures that are set for that. Well, give me examples of assessment data, please. Well, my suggestion is going to be somebody, whether it's the teachers union, they've already
kind of decided amongst themselves here what the teachers are going to be evaluated on. Again, this is hitting your teachers. This is hitting your building administrators. This is not just a superintendent law. Okay? So that effective language, developing language, needing support, that's the same language that our teachers and our building administrators are being faced. So my suggestion is, don't try to recreate the wheel.
Okay? There's a big group that's already figured out how your teachers are going to be evaluated using what data. I would suggest that's the same that's used for your building administration, as well as your superintendent. So everybody is working in the same direction. And you don't have one pot going that way, one pot going that way. Make sense? Hang in there with me. Alright. Here's a little slide, a little bit more information on your student growth assessment. It must include multiple rating categories and assessment data.
Again, there's your decided locally. And it may be appropriate for our building teacher level to district level. Again, don't try to recreate the wheel. Student growth measures the amount of student academic progress between two points in time. Okay, so as the example states, we're looking at last year's fourth graders. And then looking at how they have scored this year as fifth graders. That's an example. Then you'll see that last bullet. Student growth is different than student proficiency. We're looking for some long term academic goals.
Informed by data. Right? And then, again, our teachers, they kinda and they that they're they're already rolling. Right? They know what they're they're looking for, whether it's m step or DIBELS. Okay. Every district's doing it a little differently. Again it's decided locally. This is the first slide on the mid year progress. You'll see as we go through our time together, some of the slides or some of the information kind of duplicates itself. So, as we go through, we'll kind of skip over those if we get the
thumbs up. The legal requirement, superintendent is provided a mid year progress report. This has never happened before. Last year was the first year that superintendents had any kind of written, midterm. So what's considered mid year? That's for you to decide. And we'll look at some examples. Again, that's a local decision based on whatever cycle you're working off of. We should have you know, it might be as vague as continue with performance goals
for the remainder of the calendar year. There's just not a lot of meat to this new tool yet. Again, goals should always be developed with I consider you a team of eight, right? There's seven elected. We have one that's hired. It's a team of eight. And there again, include the recommended training. It's not a negative. It's just something to put on your form, if nothing else, right? Legislators. Again, that first bullet there. All administrators, so your building administrators had to go through some kind of rater reliability
evaluation training as well by September 1. So I'm glad we're getting this all done. If for any reason, Deborah hits the lottery here, and she decides she's moving to Costa Rica to, you know, some grilled pineapples or something. We have an open seat. Right? We would want to, ensure that anyone joining your board from maybe this year, next year, takes the training as soon as possible.
You'll also see they've added that caveat, every three years. It used to be, right, it was a kind of a one and done. Check it off. You could serve on the board for thirty, forty years and not have to redo the training. Bless you. Now, it's every three years. So stay tuned as to what that might look like. Clear and consistent set of evaluation criteria. Again, you have the tool in front of you. It's available, at MASB's site as well. I think you even probably have it listed on your district website under the Transparency
Reports. Okay. Alright. So, she's looking at me like maybe. Alright. Clear expectations for what we're looking for. We're hitting that third bullet there, training on the evaluation process tonight. We're going to do some calibration exercises tonight as well. And then the ongoing support. Again, you can always reach out to myself or anyone else at MASB, Brad, his legal advice, as well. So there is another little caveat there is unevaluated.
If the superintendent works less than sixty days, for your district in that year. The superintendent's evaluation results were vacated through an appeal process. That is also new. There never used to be an appeal process. Our legislation has added that verbiage. And then there are perhaps, maybe extenuating circumstances. And the school district agree to designate the superintendent as unevaluated. Yeah. If that were to be the case, the superintendent's rating from the year prior would
be the rating they receive. So everything that you've talked about so so far says we evaluate the superintendent every year. Before, it was if they got so many highly effective, they could take a year off. Is that not the case anymore since there's no highly effective? There's no highly effective. So three effective wouldn't deem them to get a break here. I'm thinking. It does. Yeah. Okay. Stay tuned. Yeah. It does. Okay. So you so we're you're off last year. Right. Last year. Hang in there. Require that?
Yeah. It could be. Well, that's always just questioning because it hang on. Okay. Alright. Yep. She's she's Oh, it took a day to day. I should buy it. Okay. Okay. I got you. And you mentioned don't let me forget. There there is changes that need to happen in contract language as well. I'm sorry. You okay. Alright. So you'll see the poster. Okay. Here you go. Board may choose to conduct an evaluation by annually. The off years are still reported as effective.
Remember that rep report is still out there that requires something to be inputted every year. And then it does say if it slips below effective, then it has to be done annually. Alright. Here we go. A little bit of contract language. Contract language must include, this is new, in appeal process. Okay, so we got that covered. Alright. Don't forget that the evaluation process has to, and Beverly kind of hinted at this one earlier with the Open Meetings Act.
So the evaluation can be done in a closed session only at Request of the superintendent. Not because Heidi wants it in closed session, or Nathan wants it in closed session. Only if the superintendent asks for a closed session. The final evaluation approved in the open session can be subject to FOIA. Here's that link. If we need to update something, I mean, it's all done for you so we can check on the transparency.
It is. No. It's not under transparency. We have links under the HR section, and all the evaluations are linked there. Perfect. Okay. So all of that information has to be, provided, and it is part of that link that is there. All right. What do effective superintendents do? So I thought I had a copy of this with me tonight, and, I don't. But you can still get it. It does say 2015. But if you were to dig through those standards, you would agree, there's really nothing
that needs to be updated. Right? There were over a thousand educational leaders involved in the creation of the professional standards. We got some acronyms up there. NSBA is the National School Board Association. AASA is our Superintendents Association. NAESP is the National Elementary School Principals, and then the National Secondary School principals is NASSP. So they have all been, contributors, have vetted the document.
And these are, I'll share this 10 standards that they came up with. Standard one, mission, vision, and core values. Effective educational leaders develop, advocate, and enact a shared mission, vision, and core values of high quality education, academic success, and well-being of each student. Would someone like to read standard two for us? Thanks, Nathan. Ethics and professional norms. Effective educational leaders act ethically and according to professional norms to promote each student's academic
success and well-being. Alright. I think that they have standard 10 on this slide just because it fits with word count and all of that. Like, what? Okay. Who wants to read standard three, please? Standard three, equity and cultural responsiveness. Effective educational leaders strive for equity of educational opportunity and culturally responsive practices to promote each student's academic success and well-being. Alright. Standard 10 talks about school improvement. Effective educational leaders act as agents of continuous improvement to promote each student's academic success
and well-being. Anybody want to tackle curriculum standard four? I will. Curriculum, instruction, and assessment. Effective educational leaders develop and support intellectually rigorous and coherent systems of curriculum, instruction, and assessment to promote each student's academic success and well-being. Thanks. Standard five, Community of Care and Support of Students. Effective educational leaders cultivate an inclusive, caring, and supportive school community that promotes the academic success and well-being of each student. Anybody wanna tackle standard six?
Professional capacity of school personnel. Effective educational leaders develop a professional capacity and practice of school personnel to promote each student's academic success and well-being. Alright. Standard seven. I'll do it. Professional community for teachers and staff. Effective educational leaders foster a professional community of teachers and other professional staff to promote each student's academic success and well-being? Standard eight. Meaningful engagement of families and community. Effective educational leaders engage families and the community in meaningful, reciprocal, and mutually beneficial ways
to promote each student's academic success and well-being. Thank you. Standard nine, operations and management. Effective educational leaders manage school operations and resources to promote each student's academic success and well-being. So each one of those supports ends with the same sentence, students' academic success and well-being. Every Is that why we're here? Standards. Yep. Yep. That's why we're here. All about those kiddos. There was also research completed by the Mid Continent Research for Education and Learning.
You can see almost three point five three point four million students, were part of that research. And the key finding Would you like to read the key finding for me, please, Doctor. Wilcox? District level leadership and length of the superintendent tenure has an impact on student achievement. So that district, right, that I was a part of that had four superintendents in twelve months, did we have high student achievement? What's your guess? Oh. You. Yeah. Right? We had classrooms full of kiddos without teachers.
When you've got that crazy going on, right, Your families are not enrolling their little queens and princesses, and they're gonna take their kiddos elsewhere. So if we can have leadership that's stable, has some tenure to it, research says that it has an impact on student achievement for the better. Alright. Some other key findings here, collaborative goal setting. Effective superintendents include all relevant stakeholders, which means our staff, board, administrators.
Okay. We're also usually as part of strategic planning, right, we're asking for a parent voice. We're asking for community voice in these goals as well. We're establishing district goals. We have some goal statements behind you on the banner. But monitoring these goals to ensure that their driving force falls onto our superintendent's responsibilities. In districts with higher levels of student achievement, our local board of education is aligned with and supportive of those goals.
Worked with a recent district. And before I entered the boardroom, they had their board norms, right, posted outside the door. Everyone signed them, except for one. What kind of flag does that send to the community if we can't get a team of seven to agree upon how, you know, we're going to act as a board governance?
Right? If you can't agree to something that all of you can't sign in support, then we shouldn't have it up there. We we need to keep talking. Work it through. Right? That's kind of where that one's looking at. Effective superintendents ensure that the necessary resources we're talking time, we're talking money, we're talking personnel, Materials are allocated to accomplish district goals. Could give you another example.
Just got off the phone with the superintendent, this last week. And he's like, Penny, I'm a little nervous. Why? It's like, well, that last day of school, we gutted all of the classrooms. We're ordering, right? We're using some bond money, ordering some new furniture. He's like, we start school in twelve days. We have no furniture. Okay. That's a good time. Again, that was over thirty years of research. You can Google those documents if you care to. Talks about those 10 standards we just went through.
But that's what that tool is based off of. That research, those standards. Alright. So your tool itself has five categories. You're going to talk about governance and board relations. There's a category that talks about community relations, staff relations. We have a business and finance section, as well as instructional leadership. So if you want to pull up your tool and I think it shows it right here too. It's a rubric, right? So there's no guessing along the way.
More objective, it provides that road map. So as an example, A up there. Remember, we have five sections. So this first one here has, the governance and Board relations. That's the performance category. The performance levels are across the top. So we have that needing support. You get one point. Developing, that center column there. And then the effective column. And then you have, at the bottom, are just some examples, maybe, of some artifacts
that your superintendent could provide to give you evidence of which rating you would have along the way. Let's look at, A5 there. Board questions. So the numbers that you see, two, seven, and nine. Remember we just read through 10 standards. So that's referencing standard two, standard seven, standard nine. So that's where those numbers are coming from. And if we look at the very, let's say, left, I've had folks say, where
would you start in doing this? Where would you start? I always when I had the opportunity, right, to evaluate, as a building principal, I'd have my colleagues will say, next to me. Right? We didn't sit across the table. We sat side by side. We would talk about and work our way from left to right. So needing support.
Board questions aren't answered fully, nor in a timely manner. Okay. And then the next one in the middle there, most board questions are answered. All members are deprived of all relevant questions and answers. And then to the far right, board questions are addressed with follow-up to all board members. And that is our recommendation from MASB, is that if Nathan were to ask, Doctor. Wilcox, you know, after reviewing your board packet, like, Hey, I got a couple questions.
Best practice, right, is to share that information with all board members. Because maybe, dear, I just hasn't had an opportunity, you know, to ask that. He was thinking the same thing. K. Makes sense. And I don't know how you do it here or you don't, but alright. That's exactly how we do it. Okay. Any questions on that? Listen. Who decides what questions are relevant? You're going to you're going to go through and give a rating for each and every one of those. I I understand. Most board questions are answered.
All members are advised. Who decides what's relevant? Oh, oh, oh. You're asking? I thought you were asking. No. Based on, like sorry. Yeah. It's probably on topic a little bit. You know, that's something for you as a team team to talk about. Yeah. And we had a a resolution, if you remember, a policy that we did where if the superintendent didn't answer something, the board member could go to the board president, and the board could vote on it as a whole. That was to try to limit the ongoing questions, that might be way down on
the dance floor versus up in the balcony. Alright. Okay. So let's look at we have the subcarriers. We just looked at governance and board relations. We've gone through some progressive performance language, taking you from left to right along the way. The board relations category may be more familiar to board members regarding performance and evidence. Okay. Let's look at this one. Community relations. That talks about that's B in your packet. That talks about communication with community, district image, media relations along the way.
Let's see. Oh, it's not up here. Let me grab my. Looking at that, do you have any questions about category B? For those of you that don't have a copy, talks about communication with community and parents, community parent input. There's a section of media relations, district image, and approachability. And then, you know, you do have, you see the next page there, there's opportunities for comments. Our suggestion is those comments, again, are as a whole.
Debra or Beverly would kind of create, a statement maybe as a board comment on the evaluation. Same with staff relations. This doesn't go to that, but it look it seems to me that there's less categories. Like, there's only five. Community relations seems like there was, like, eight or 10. Like, the finance staff relations. Let's see. Well, that one's that one's got one. Your governance and board is my question is, are these things are these shorter short?
Like From Were there more categories before? Yeah. I think I think there were. It's very consolidated because I thought there was five across too. There's only five under business There were four across. Right? Because it was highly effective. So it went meetings for Across the top. Highly effective. No. I mean, down the side. Yeah. They they could've. They could've. Seem shorter. Yeah. Yeah. They've certainly have cut one off the top. K. Because there's only three columns now. They took away highly effective. They may have, I think.
Yeah. We'd have to pull an old, governance and board relations, that's weighted at 20%. You can see b and c are, weighted at 15%. Community relations, staff relations is 15%. Business and finance is a 20% score of the whole evaluation. So we're talking about resource allocations, facility management, budget reports. And then this last one, instructional leadership.
Again, right, it's about our students and our kiddos and our learning, and that receives a rating of 30% of the whole evaluation. So, because, you know, our one employee, right? Responsible for curriculum, professional development, staff development. Okay. Your heads are spinning. Any questions so far? Erin's like, nope. I'm good. K. I like the rubric. What is a curriculum audit? It's under, evidence. Oh, you're artifacts. Is it on the instructional leadership? Yeah.
Under section e. Curriculum. You have MTSS, superintendent professional development, curriculum audit. And I don't know how it might look here, like, in in this district. You know, A lot of districts, they may just be concentrating in one subject area because curriculum is a beast. Right? So maybe we're looking at just math. So an audit would be looking at maybe the materials that we have, k 12, seeing how things do we flow into one another? Do we have holes somewhere?
That is what your three year plan that doctor Gomich gives to you is the curriculum audit and the process that you go through with a team together. You pilot something, then you bring it back, and then you, write, and then you roll it out. So this year, you're rolling out math. Last year, you rolled out social studies, but there was a process that they went through in order to do that, and it's indicated in her handbook. The one piece with curriculum that I just suggest to board as a whole.
Right? Because curriculum is, besides staff, is probably one of the largest monetary things you're voting on along the way. So if we're dishing out hundreds of thousands of dollars on a science curriculum, In two years from now, three years from now, do we ever talk about how is that going? Was our money invested? The other piece with curriculum is you always have to ensure that staff professional development is a piece to that. Doesn't do our classroom teachers any good just to hand them new materials, unless there's
some training along the way. So that's the other part. All right. Evidence. So you're digging down in there. Again, after the training, maybe at a future time that you're together, You need to talk about, Heidi, what's your expectation of evidence going to be? So that there can be agreement at the beginning of this process, and not waiting until, you know, we're all gathered around doing our score, oh well, Heidi was expecting
something different than what Monica was expecting to see versus what Debbie was expecting to see. Okay. We need to have those discussions at the front. I don't see a standard 10. I'm looking at what the standards I don't see ten, eight, nine. Remember, it got back up of the slides. Yeah. It it was it was for order. Okay. I'll keep looking. Yeah. It was it was like, like, that third one. As long as I know it's Okay. Well, it won't work. Yeah. It was up there.
Items. Okay. Found it perfect. Thanks, Beverly. It's under number three. Right. I I I don't know why. I think it's just because the word count fit on that slide is why they put it there. Again, talk with your superintendent at the beginning as to what evidence is going to be pulled together. Okay? And I've seen every thing from three ring binders to everything is electronic and a portfolio. So whatever works for this team. Alright. And Barry said we're gonna practice, so here we go.
You're gonna need your rubric, your evaluation instrument. And you need to find, you need to help each other. That's okay. Policy involvement. The section that talks about policy involvement. Where is it in your tool, A1? Okay. You had a help. You had a hint. Evidence. So here's the evidence that's provided. Okay. So you're looking at your rubric. This is the evidence. There was, attendance at policy committee meetings. Superintendent has been proactive regarding certain new issues to develop into policies.
There have been meetings held for adjusted and new policies due to law changes. The policy approval process is thorough and timely. Reviews new and adjusted policies with the Board and administration. Effective dissemination of policies to staff. So looking at your descriptors there, under policy involvement, where would you score them? Everybody has to show me with a one for your is it needing support?
Two, effective? Or three, developing? Two. Oh, two. Sorry. I'm reading upside. Thank you. Without my glasses. Two, developing. I'm like, that doesn't make any sense. Three, effective. It looks like it would probably be a three. I agree. Okay? What you think, Monica? 12, or 3? K. Darren? K. You see it, Beverly? I don't have an answer. Look through it. There's our evidence. There was some attendance at policy meetings. The policies are disseminated to our staff. There's meetings held.
You see which one you would ring? Honestly, I don't understand what you're asking, so I feel stupid. No. No. No. That's this is what we're doing. Okay. So here we are. So if this is the evidence, this is makes decisions without regard to adaptive policy. Yeah. Or would you go to this one? Or Or you want me to pick one? Based on this. This is the one that Based on Oh, okay. Using Yep. Which How would you score that superintendent? That's why I like a rubric. It's just kinda spelled out for you. I hope you're not waiting for me.
Somebody else could talk. Oh, we're good. We've got Go for it. They all think it's this one. So if we look at effective, does that kind of describe the evidence that has been provided? A1, needing support. It says, makes decisions without regard to adopted policy. You would score a two, if the evidence shows, provides correspondent from policy provider with
recommendations for adoptions, follows as written. Or number three, is actively involved in the development, recommendation and administration of district policies. They kind of build on one another from left to right. So in this example, the superintendent would receive a three because they are actively involved. Make sense? Alright, let's try another one. This one talks about budget reporting. Where are you going to find that information? That's okay.
I can, but you can. Alright. Everybody on that page? Page 10. Maybe. K. We're good. Here's your evidence. No regular budget reporting is done at the board level. Budget to actual reports are just not readily available. You might ask, Karen. You don't get a response. Audit has issues and the management concerns. Unsure of status of finances when requested by board. In reviewing your left to right on the column I'd go for one.
It's a place I can give it. Zero? Right. Got a one, Monica. Yeah. Have a two. One. One. Alright. So going from left to right, budget reports. Needing support. Doesn't report financial information to the Board except with the annual audit. Developing is reports the status of financial accounts as requested by the Board. And, an effective rating would be reports to the Board concerning the budget and financial status on a regular basis, monthly maybe, quarterly maybe, as agreed upon by the governance
team. And if you said one, that would be an appropriate score. Alright. We've got staff input to look at. Everybody found it? Oh, see one. Alright. Here's your evidence. There was a staff perception survey sent out, but the results are not consistently utilized to adjust any practices. You can say, yeah. We did it. We sent out a staff perception survey. Didn't really do anything with it. Staff meetings are held on a regular basis.
And a curriculum review process includes staff members. But their ideas are not utilized. But their ideas are utilized inconsistently. I'd go to two. Two. Deborah, what do you think? I don't know. I think this is first of all, what kind of I'm between a one and a two. But what kind of proof okay. So if the survey went out, what kind of proof would be provided to show that they are using it.
But this would be subjective because It would typically be, like, in in evidence the superintendent might provide. They might they might give you the results from the staff perception survey, and then they might give you some evidence. Say, you know, based on blah blah blah, in the staff survey, we've implemented x, y, and z. Or k. So the evidence is same as artifacts. Mhmm. Okay. Mhmm. And and those are just some examples.
It's not an exhaustive list by any means. That needs to be talked about, again, like I said, at the beginning of the process. What do you want to see, Deborah? In order to be able to give an effective read. So they know at the beginning what you want and not at the end of the process. Yeah. And I think in some of the, meetings, some of the collaboration that we have with doctor Dilnick and even doctor Wilcock, They'll bring it up certain things that, like,
scores and stuff or or, their rubrics and stuff. And they'll also mention the fact that the teachers were, surveyed or they were highly involved with, the collection of the data or trying to help the kids because, I've heard of that in in the past meeting. This is also included in my weekly letters to you, which are pretty detailed of the things that are going on. So, you know, one thing that we used to do to make it easier along
the way was rate what was happening, kinda say that would be in the evaluation. I'm not sure if that was used by everyone. It's very time consuming already on the weekly memos, but that is something that can be done as well if we agree upon it is that, some of my peers will rate their weekly memos in bullet. Like, this was this was c c two. This was c three, and all the things that come through. And don't you think maybe we might get some input from the new program that we're having launching at the, junior high, you know, to tell us, how that program
is going. I'm hoping. You know? I was just saying that would be hard what kind of evidence. So you'd have to provide the the input, and then you'd have to provide something that shows you're actually doing it. Yeah. Yeah. Now, typically, maybe things have changed, but if a district received title, funding, it was a requirement, right, that you had to survey your students even. There was a parent survey and there was a staff survey.
Now, that was the requirement. What you did with that information afterwards, who knows? But And you know me, I I can't go on with the meeting without saying something, so I might as well I I think one of the things to think about is we utilize our teachers when we write the curriculum. So they're actually writing it. And so even providing you with, we've determined math is what we're doing now. The teachers were involved in writing. Here's the committee that was involved in writing that.
And then here's how we survey them to feel how it's working in the classroom. It's another way to show how we work with the teachers. I mean, the teachers are involved in all those committees as we move along the way. So you can decide as we can talk about those and decide some of the things we're doing, how you'd like to see that. I just I think I just don't like some of the language in the rubric, but then then because to me, it would be a one because even though you heard, they heard that. They accepted it, but they didn't do anything with it.
To me, that would be a one because you're not really accepting it if you're not. Yeah. So if this was the real scenario, right, we this was our final meeting, we're rating the superintendent, and you're like, no, it's one. Everybody else is a two. Well, that generates conversation. Monica would state why she thinks it's a two. Beverly would state why she thinks it's a two. Darren, you would state why you think it's a one. Have that conversation, right? And you're like, wow, I didn't think about it that way.
Okay? Yeah. The idea is and we'll talk about it, is that you develop a consensus amongst the group. We're not averaging out our scores. So it's like a the majority. You you wanna kinda come up with a consensus. So Deborah or Deborah's like, oh, yeah. I can I can say it's a two? Or if somebody just flat you know what? I've worked with some districts. Right? Where it doesn't matter how much evidence you provide to an individual. They're just going to one. If I could give them a zero, I'd give them a zero, right?
Doesn't matter. One, one, one, one, one, one, all the way through. Then you as a board have to decide how to move on from that process. So that you can score. And sometimes it is leaving that individual out, but at least they had they're saying. And you come up with one score. I was just thinking that I think maybe the confusion for Debbie is, like, this isn't our school. This is just, like, a hypothetical. Yeah. So if it was our school and we sent it out and the results weren't
back to us and we didn't see anything from it, it would probably help her decide her score better, but it's not ours. Yeah. Well, that's what I'm saying. Accepting input or engaging teachers. Based on this, this person sent it out, but they didn't use the practices. So did they really accept it? That's that's my problem. Did they really accept it? They sent it out, and they did nothing with it according to this, description. Mhmm. So to me, that that word in there is is a little Yeah.
Okay. Well, that's why you you have these conversations. Right? And you again, you know, at the beginning, you're like, okay. This is this is what I wanna see in order to give that an effective rating. So what was the answer in your in your book? Two. Two. Alright. Test is over. So now we're going to talk about, like, the whole planning. Right? Give you some scenarios of when should we do midterm. Do you guys want a break? Do you wanna keep going? No. It's okay. That's okay. We can take five minutes.
Okay. Okay. Let's let's take a ten minute break, and then we'll all come back together. I'll make a moment for you to take a ten minute recess. K. All in favor? Aye. Alright. It's a lot. Session. Support. Turn your mic on. Hey. Please talk into the mic. She's not having my humor. Oh, I make the motion to come back to regular session. Support. Okay. All in favor of returning to regular session, say aye. Aye. Alright. Here we go. So this is the part you'll need to spend a little time, talking about.
Evaluation, timeline, make sure to get those dates just scheduled, along the way. What are the performance expectations? Midyear. It is required. When are we gonna do it? Talk about those evidence and artifacts that want to be seen. Alright? So this is kind of the whole cycle of evaluation. Right? Defining those performance expectations, where the rubric comes in handy. So we're not kind of like guessing. Right? Monitoring for progress. Oh. Let me back up. That regular two way feedback.
Number one rule. Right? We don't want to surprise our superintendent, and she should not surprise you as the board either. You need to have that open dialogue back and forth. There is a self evaluation piece to that, to portfolio creation. Typically we suggest our superintendents provide three to four weeks prior to that evaluation where they're providing you with their self evaluation and the whatever evidence that they are sharing
for that score. And then that fifth piece is the formal evaluation. Alright, so here we go. Clarifying what the Board expects of our superintendent, reviewing district goals and priorities. It sounds like we have something in place. There'll be a strategic plan revisited at some point, where again, you as a Board, you set the vision, the mission, and the goals for the district. And then, ideally, our superintendent's goals fall along those guidelines.
Building administrators goals would be following along those guidelines. Because the strategic plan is your roadmap. K? The board adopts the vision, the mission, and the goals. That That that doesn't mean that we we write it. No. Oh, no. There's there's quite a process. Typically I don't even know the percentage. But a lot of time I mean, that's work that MASB that's work that I do for, districts. There are several consultants with MASB that will help facilitate that work.
Superintendents already have a lot on their plates. So, just to give you a little synopsis of what that looks like, like, we would hold input sessions with staff, community, students. There's an electronic survey that is, created and open, typically put on your district website. We also would compare Hazel Park schools to five comparison districts somewhere in the state
that look like used student enrollment wise, special ed count. Those there's some criteria there. So we look at that data as well. We come together, about 40 people on a Saturday, typically. And we review the data. We talk about and by the end of that day, you may keep the same mission statement. Some people scratch it and start all over. But you, board members, are part of that process. Typically, administration or cabinet is part of that process.
Teachers' union, community members, parents are part of that process. So it's not just, you know, the seven of you creating something, handing it over to the superintendent. It's a community process. Goal statements are developed. And then I work with the superintendent in administration, because that's the work of the board. And then it's up to our superintendent to, like, make that magic happen. Right? This plan lives for five years, typically.
Three to five years. That first year, what are we gonna do? You're not part of that. That's our responsibility. But we assist with that. That's kind of it's a three, four month process. And that is the process that we did when we first came, and those main goals are the ones that were developed. And then every year, we bring to them the strategies underneath that we're doing Mhmm. And adjusting in the meantime. And, in art, that's the same process we've done with Portrait of a Graduate. We invited everyone to come and join us, and then, the administration looks at it,
the teachers look at it, and they'll come back to you for final approval. And then we'll determine as a board what direction of support that you want to rewrite the plan utilizing the portrait of a graduate. Like, okay. People thought this work with the board was just easy, right? There's a lot going on. A lot of wheels turning. All right. So we need to talk about superintendents and boards, that there's clarity, those categories that we went through, the five categories. How are you gonna measure that student growth? So maybe when you meet again, we can have an answer for them as to
how the teachers, how the building administrator Are getting that piece. Again, my suggestion is not to recreate the wheel. And then how are we gonna measure progress on those goals? This is just a little graphic kinda talking about, that key work of the board of education. It's that strategic plan. Right? You're setting that road map, direction. Ideally, superintendent's goals mirror what your district goals are. If you have not heard the acronym there in the little gold box, MICIP is
the Michigan Continuous Improvement Plan. MDEs just changed their language. It used to be school improvement. So this is a requirement of the state of Michigan, continuous improvement plan. And that's submitted once a year. And they and, again, ideally, we don't we wanna stop all of these silos that used to occur in education. And everyone within the k-twelve system or pre k system, right, is working in the same direction. So how are we gonna monitor that? Are we gonna do it quarterly? What are we gonna measure? Where's the baseline?
What data? Midyear. Yep. There's that midyear. We've talked about that. Right? That's that new requirement. Discussion has to be done in an open session. K? So even if we have that closed one, we still have to come back into an open session and discuss the goals. What we're going to use towards progress? And again, often it's going to be, okay, continue with the goals. We're not changing, per se, different goals mid term. But hey, continue to work on the progress for our goals, or maybe you've got
a suggestion. Self evaluation piece. Superintendent is going to use that same rubric that you have to evaluate themself. And again, typically we suggest at least three weeks before you whatever that final date is. You would have that information, so that you can score. Right? Because the whole intent is you're going to take that rubric. You're going to come to the final meeting with your scores already laid out. Whether Beverly is doing it, or you bring in an outside facilitator to navigate that
process, Everybody's going to report out the score, and then that discussion comes into play if we're not all in agreement. K? Let's see. Yeah. I mean, the self evaluation shall provide information, be open to any questions along the way. I always say, you know, evaluation is not to be used as a gotcha tool. It's a growth tool. That's where those conversations need to take place, along the way. Do you know in the state of Michigan and maybe it's nationwide what the tenure
for superintendents is currently? Last I heard, it was even lower than that now. It's like two point four, years that superintendents are staying, in districts. Couple of different things going on there. They do say the number one reason that superintendents, will leave a district is that lack of trust or not being able to communicate amongst the board. But also it is no.
There's just a lot of competition or a lot of availability out there. So, you know, districts know their superintendent's going to be retiring in a year, I mean, four. They're looking. Right? There are very, we'll say, few candidates available, just like, you know, that whole trinkle down effect. It's been very difficult to find bus drivers. It's been very difficult to find food staff, custodians, let alone substitute teachers. So that whole pipeline of teachers and building administrators has gotten smaller and smaller and
smaller. When I was interviewing, for teachers as the elementary principal, it was nothing to get over a 100 applicants for a position. Now if you get 10, maybe you're doing good. So that's just it's just kind of dried up. So the intent is, you know, if we can work with who we have, great. And help develop and and grow them along the way, great.
I I had a a trustee say, Penny, it's just it's just time. It's just time. I said, well, okay. But just know, the grass may not always be greener out there either. You may get something to walk through the door that, is not better. Again, just saying, if we can work, if we can use the evaluation to grow an individual and not use it as a gotcha tool, that's the intent. Alright? And then the formal final year end, the board completes it using, again, that one
voice. You may come that night with differing opinions, but the intent is you're going to report one evaluation overall rating. Again, we've seen this information. These are some of those duplicate slides along the way. You have any questions so far? Erin's like, Again, if you so need choose, you can ask to have a facilitator
come in that final session, help you walk through it if you haven't used this tool before or this process. The self evaluation and evidence meeting, it can, again, be in a closed session only with the request of the superintendent. So let me see. We're going to it's it's on one of my slides. Okay. So this little note up here, we'll get to that, Heidi. Don't worry. Okay. I did have a group once say, honey, we we wanna meet as a board, but we don't want the superintendent there. So, yeah, the response is always going to be from MASB, then you shouldn't be
meeting. Right? This is a governance team of eight. Whatever Heidi has to say, Doctor. Wilcox can't get any better unless we're having these conversations. Okay. So that's just a little note up there along the way. Public body may meet in a closed session again, only if that said person requests it. Said person can rescind. Like, you might get to the meeting that night expecting a closed session. They walk in and say, we can do this in an open session. And that's their prerogative. Alright.
Open phase. So these are what we can talk about. Scheduling the evaluation, choosing the instrument, all those bullets on the left there. Determining the process, Voting to go into closed session. Training on the evaluation tool. Again, the closed is only if requested by employee. We talked a little bit about the consensus, right. The idea is, Deborah's coming in with a two mindset on some in some of the rubric.
The rest, k, we're a solid three. So it's that, k. Can you live with it after that discussion? K. So you're sharing your evidence. Beverly's sharing what how she perceived it. Again, there are there just are individuals out there, whatever rhyme or reason, they're just gonna vote one on every single entity, and then you as a board have to Can you just I'm the only reason why I'm asking this question is because there was issues in a prior evaluation where it's consensus, but, you know, you have three
or four Three that say I want to give her a one. Three that say I want to give her a three, and then one that says, oh, I want to give her a two. So how do you break that? How do you break that three and three, and then you got a one? How do you break that? Again, it's all about that conversation back and forth. The problem with averaging, right, is kind of what would happen. It just doesn't provide that clear direction to the superintendent. So, again, we have to have that conversation.
What are you seeing that's a three versus what are you seeing that's a one? If and if we know that individual is voting one on every single thing, it's just not gonna budge. Conversation takes place amongst the rest of you. But how do you break that? I mean, if no one's willing to budge, how do you break that? How do you how do you wait? How do you give her how do you give points for that? You might wanna bring in a facilitator. I it's all about that conversation back and forth. And may you know, if you have some contentious areas that you're thinking of or
maybe that area that occurred in the past, it's something you want to be very, tight on at the very beginning. Like, this is what we expect to see. This is blah, blah, blah, blah, blah. Okay. Start at the beginning instead of waiting at the end. Well, I thought we were gonna get this. I thought we were gonna get that. But it's it's it is it's about that conversation. And this evaluation, you have a midterm, but you also had two quarterly let's see. Let me see.
There is an Excel instrument. So if one of you, or maybe you, are recording that night, you can actually go through and fill out the tool. It's available on MASV site. So it's an Excel document that will tally this along for you. So here's to Heidi. She asked, well, we were in closed session. Now what do we do? Okay. So we're coming back out. You have to reconvene into an open session. The suggestion is, Board President, and it's spelled out there, A motion is needed to
approve the superintendent evaluation as presented or as completed in closed session. After receiving a motion in support, the suggestion is a roll call vote for that. After approval, the board president can announce the overall rating. So, doctor Wilcox has received a rating. Board president, then can work with our superintendent on a statement. Sure. Okay. As presented. So let's say, we come out of closed session, and as presented, you can't make
a decision in closed session. She did or completed in closed session. It's in parenthesis. Okay. So we would know what we came out of by the closed session. Okay. Got it. Yeah. Okay. And I think this advice has gone back and forth in the ten years because I taught this when I first came, here to a statement. Remember we started with a statement and then when we had this training before they said announce every single rating in every area and now it appears that it's back to just a statement again. So I just wanna point that out. It's gone it's gone back again to the recommended piece where you just state the
writing. That final statement. That's what gets reported. That's what's in your tax guarantee report. That's what's in your rep report. The final evaluation is foible. So if somebody wants to see after board president signs, after superintendent signs So for final evaluation, it's foible. Once it's gone once it's gone through and been adopted What we have done in the past is have a letter to my file, and that would be foible, but
they did not come out with the final eval. So I guess there's some clarity needed on that. YPay legal. You can see that two copies are made. Superintendent, Board President both signed. One copy goes into the personnel file. The other copy superintendent holds onto. The evaluation rating has to be into the Rep Report. And again, somebody's taking care of that for you. Whoever is entering all of our teacher, all of our building administrators, ratings, is taking care of that. Alright. So we've talked about a calendar.
I don't know which cycle you're on currently. We've done both, but we're currently on the July to May time frame. And our dates are kind of July to June that we've done in our board protocols. K. So again, that's that's up to you as a team. You can see some, possible cycles. The middle column, which is what you're on currently, it does align with the school year. Compatible with that flow. That April to March, superintendents all your employees, really, have that ninety days notice if
you're not going to renew. So that's where that scenario would come into play. And there are some districts that are moving to a January to December, just because that flows with the Board, your seats. Right? If you're you're in your seat until December, of the year, and so that kinda comes into play for some districts if they know there's going to be a lot of turnover on a Board.
And they're the ones that have been working with the superintendent for the past year. It's often not fair to then bring in new Board members in that July to June and have them evaluate a superintendent with less than typically five months under their belt. So just something again, that's a local decision. Local decision. Yeah. But, I mean, it's not I mean, if we we're having this in August, it's not is it to do an evaluation in November? Does that make sense?
We wouldn't be able to this year. So we would have to wait a whole another year? Well, now you could we went to the January to November cycle. We'd start in January developing the goals and go back through, and my next evaluation would be in November. Wouldn't have so there would not be an evaluation this year. Correct. If you were to switch to that. Okay. I'm I'm just asking. I'm just verifying. And you couldn't do the third one, the May to March, because it's already past that time frame. And quite frankly, we're kind of off in the July to June as well.
So, I mean, that's a conversation of agreement that we would have to come up with and and reflect whether or not it's in my contract. I don't think it is, but I don't have the current one up in my computer. Alright. So that's something that needs it sounds like to be decided rather sooner than later. K. We're gonna get underway, and things just get crazy. When you're deciding, right, where we're at at the beginning of the cycle. Again, a calendar, I'm going to emphasize that over and over. Get those dates down. You already have a blank copy of the instrument.
If you ever need them, they're right on MASP's site as well. Gotta come up with some goals. Okay. Gonna bring back some information on what is already being used for our teachers and building administrators regarding student growth. Need to look at the superintendent's current contract. I would suggest even pulling up like your Board policies. When's the last time we've looked at Board policies? Do they include the new legislation and all of that? Okay? And then yeah. I mean, you're looking at, I would say, a good hour, maybe hour and a
half to to get that planning piece underway. So here you are, August. You gotta talk about what do we want to be accomplished? What are we what are our expectations? Get that schedule. Get those documents. So you'll have two informal sessions, like quarterly along the way. So you have your beginning. Three months in, you're going to have an informal check-in. Super it's it's just informal. Right? Superintendent's gonna provide some updates. Hey. Things are are going smoothly.
Or, you know, it's one of those, oh, crap. COVID kinda hit and everything was falling apart. Okay? And then you're going to have your, midyear. Again, going back, we want to provide that feedback. Hey. You know, you're doing a great job. Continue doing blah blah blah. Oh, can we do a little less of x y z? There's your midterm. It's no more than an hour, I would plan, for that midterm evaluation.
K. You're going to then also have a second informal about three months before that final. So you can see why it's important to get those just get them. Get them on a calendar. Say it again. And then the year end. What questions are you do you have floating around for me right now? I've thrown a lot of information at you. You kind of have a honey do list. You said something about the President tallying up the scores?
In some districts, on that formal evaluation, sometimes the Board President is doing it along the way. Sometimes the secretary, or Vice President is tallying it. I've seen administrative assistants that are keeping that. Because the Board President's role is to keep that conversation and discussions going, right? So often it's helpful to pass off that Excel sheet where they're actually putting whatever number we've agreed upon.
Okay. Yeah. Have you used the the this tool? Okay. So this is it's just all the legislative changes. Yeah. Okay. So did we say it's just permanent. And for those of you you that are new, usually, I give you a quarterly written update in all the areas of tasks and information that goes with that. So that's kinda how we've done, that part is that and I will set up a Google Drive if that still works for everybody. As a matter of fact, it's already set up, and I'll start lifting documents and examples in there. And when you narrow it down, then that's even clear.
So, you usually have access to all of that all the time. We overview the information. Okay. Whatever time frame you decide you decide on. Yeah. You can't be digging up stuff from a year ago, two years ago, six years ago. It's from whatever time frame, whether you go January to December, what occurred in that time frame. So in that given year. So it does not come from that time to evaluate. It's from whatever our time frame is within that.
Correct. Mhmm. Yeah. And some some board superintendents, they do it annually. It's you may not agree. I think it's a it's a good discussion. Right? It's we're developing. But if we have a solid solid team, k, it's one less thing that needs to be done. So even though they're not evaluated every year, they should still get goals and things to accomplish. Correct? We should still be giving them goals. Yeah. You're one employee.
Your goals, again, should be driven from the district goals. Mhmm. You want you're driving this train. You want everybody to be headed the same direction. Okay. We've gone through your requirements and what the law is also requiring. Talked about those 10 performance categories. Identified some we looked at evidence, some artifacts as well. Coming up with that plan, whatever cycle, maybe take, muddle through at your next meeting.
I would do it sooner rather than later. Get those cycles and checkpoints calendared out. You've gone through the tool tonight and we've practiced, the criteria as well. Alright. Any last questions? Thoughts? So if you go with the, like, January to November Mhmm. That's still, like, what, fifteen, sixteen months away? Can we make say, okay. These are your goals, and we're giving we're gonna evaluate you for these sixteen months.
So if we start the process now, instead of starting it in January and saying, oh, we're only gonna look at ten months. And we say we're gonna start it now, but it's gonna be an evaluation of the last sixteen months because we can't really go into the July or June or the April to March. You're good. You have to look at contract language. Look at your board policies. I might just say if I was teaching, I would say, this is based on research. And when you veer off the research, you veer off an official and evaluation process.
And so you would want to ask your attorneys as if you choose to do it differently, have you invalidated the process? Our training for administrators would say we've invalidated the process, and they would have a reason to say our our evaluation is not there. You you have discussed the goals for the strategic plan, then you will have a chance to look at items up and underneath there and and approve not yeah. Strategic plan and then which is aligned to our district improvement plan, which is the my kit. You may look at those goals, but we we would set the goals in January
for that following year. Which If you those eleven months. For those eleven months, which which may be helpful to this board to think about doing that so that we get the audit done in completion and some things done in the meantime, clear up some other things and go forward. That's a discussion we'll have to have because we really are off the time frames due to the fact that I didn't come back until June. Alright. You have my contact information. Again, reach out. Sounds like some of you may be taking advantage of the conference, this fall. Brad Banacek.
He's through MASB. You also have your own attorney, but you can call Brad anytime. Ask him questions about this process. Okay. Again, sooner rather than late. Alright. Have a great rest of your evening. I'm going to pack up. Thank you. Thanks, honey. Thank you for coming out. Okay. We are back to public comments. This will be for three minutes. We have Kalia Walker. Please state your name and address. Is that mic then? Need to restart the clock too, please. Hi. My name is Felia Walker.
My address is 20145 Detroit Relief. The last time we came up here, me and a group of other students talked about how much we care for coach and how good of a person he was. Today, I'm here to shed some light on some other things. The first thing is those posters that my friend mentioned the last time we were here. Some of them went back up, the ones that are most recent, the ones that we got from last year and this year.
But by posters, we met all of them, all of the ones that were hung up in the room originally before, the ones from 02/2008, 02/2007, 02/2006. Also, I went home and continued watching the board meeting, and I saw it seemed like a lot of the kids were talking, but a lot of the adults were not listening. I'm here to say I feel like that is an unfair thing to do, all
these kids coming up here speaking to you guys, and it seems like we aren't heard. The reason why we came here is to be heard. We already know coach is a good person. We already know he's a good coach. He has been trying and trying to continue being a Hazel Park citizen for I don't even know how long. Over a year. My thing is there aren't a lot of people who want to be in Hazel Park right now. Hazel Park is not the best community. It is not the best school, and it isn't even the best place for sports.
But for some reason, mister McGinnis has continued fighting for the city of Hazel Park. Only reason I can think of is because I know he loves it. He grew up here. This is his home. And you don't wanna be moved out of your home. At this point, yes, he has been pushed out. And even then, he has still come to multiple board meetings fighting to be let back in. I came to one previously. I'm already tired of talking. He has expressed his his line of duty.
He has expressed everything that he's loved, why he's up here fighting every time he talks to you guys. And, again, it doesn't seem like you're listening. So please let me know if us expressing our opinion and what we're doing is a waste of time. Are we wasting your time as the voice of the students? That's all. Thank you. Montre Parker. Name and address, please. And I'm on Montreux. So I feel like this is all unnecessary because he think like, he care about
us the most out of any coach I had. He one of the best coaches. And, like, he don't only think about his star players. He think about the people that's under him. Because, like, other coaches for other teams, they only think about the people that gonna be out there on the field and going to get them looks. And about the other players, they they most likely won't look at them. But he look at everybody that's on the roster, and he give everybody a shot. Yeah. I I just never met somebody that wanna push as hard as he do and
want the best for his people and his students and his players. So, yeah, I just have highly respectful. Thank you. Don McGinnis. Like I said, we came up here. Don McGinnis, 1337. He's granted. Like I said many times, you know, the the amount of everyone not doing you shouldn't get a job for being your friend. You shouldn't get a job for being in a clique. It shouldn't be a job for any of those reasons other than being qualified for
that job. Okay? You have a qualifications for a reason. You guys have all these people in order. You guys said last time you were up here that trust your staff, trust your thing. Well, it is broken. You do not have you had a superintendent that was out half the year. You had athletic directors that who are not trained as athletic directors. You do not have the people in place set in place that are qualified to do those things. You do not have a qualified HR.
You do not have a qualified Some teachers are not even qualified. We as a community has to be better than that. You guys have to look at the bigger picture. There's no way that everyone should be able to say, this is my friend. This is my 13 family member in the school. There's issues with that. You guys have to see that. And then when things are documented, when I went through all the steps, talking to my, technically, boss, then my boss's boss, and then above, where do I go next?
Where did anyone go next? Why does everyone have to go through this? There's no reason for it. There's no reason that I have not done what I was supposed to do Last time we were here, we had six Hazel Park coaches speak to you guys. Six. That all said the same thing. There's a problem in the process. Let's fix the processes. So this doesn't happen to any other coach, any other staff member again.
I came up here when we put the superintendent on leave, asking for change for procedures to be in process. Where is that today? We are six months almost six months from there. Where is it? We need change. Are you guys gonna fix it? Thank you. Benjamin Zakhek. Good evening, guys. My name is Benjamin Zakhek. My address is on the paper. Where to start? I don't even know. I've been following a lot on social media, and it's just ridiculous, to be a 100% honest. A school board that can't even figure out a wrestling coach, with all the other
stuff you guys have amongst you guys. I look at you guys and don't really know a lot of your guys' past, but I know one person on that board that I think stands for the kids. The rest of you guys don't. My kids don't even go to Hazel Park anymore. Me and my wife didn't had talked we would refuse to put my kid our kids in Hazel Park High Schools, let alone elementary schools, yet junior high. You guys have to figure it out. I mean, I believe Hazel Park. I love Hazel Park. I can't even put my kids in the school because I don't know if shit's gonna get done.
You guys have to figure it out. Come into to Don. Let bring another coach up here. Let's see another coach fight and show how hard he works for these kids. I've seen it on almost a month and a half of stuff on social media now. It's ridiculous. I've not seen one other person come here and fight for the kids. This guy's fighting to be a coach for the kids to better the school systems. Hazel Park is known for wrestling. He has multiple wrestling titles from Hazel Park. He lives in Hazel Park. He works in Hazel Park. He works for Hazel Park.
If you guys don't see that, then I don't think you guys are gonna see really anything past the change. You guys have done nothing to change anything. And yet we keep coming to these meetings for what? You know, I work sixty plus hours a week. I had to fly home, take a quick shower, make dinner for my kids and my wife to get up here to come speak for three minutes to say, what the hell is going on, guys? I know it's stressful. I know it's not easy. But you guys are put in this position to handle it. You guys need to figure it out. That's all I have to say. Thanks. Thank you. Okay, that concludes, our meeting up to board members and administration comments.
Board members, anyone? I only have one. I just wanted to talk about the enrollment the other night. I came up here, as board member to see how it was going, and I quickly got pushed into helping. That door was backed up and out the door until at least 06:45 when I got up. And they were still working hard, but they didn't need the extra set of checking people in. This whole room was stacked. Everyone was fighting for computers. Some people left to just did it at home once they finally got their password, but, it was a great night watching the kids jump on the bounce houses, and
I just wanna say it was packed. So Thank you. Anyone else? Doctor Wilcox? Yeah. Yeah. Well, one, I just wanna say it is very difficult to come up, but it's also difficult for our board members because they can't respond and nor can the superintendent from up here respond as well. When we announced last time, I just wanna talk about the posters. Three were put up. I the three that I found, the older posters, I think Dale Hart's team or what have you, were asked to be put back up. They were in a room. And I believe previous coaches were talked to about those.
So all of those should be back up. If they aren't, those other three, I wasn't able to stop by there today. We'll take a look and make sure that they are. Thank you, You're welcome. Okay. Motion to adjourn. Make motion to adjourn. Support. All in favor? Aye. Aye.