All right, it is 1:30, so we will call this meeting to order. All members are present. So, we will move on to the communication items. All right. Uh, so today is one of our I know for board members that's one of the highlighted um sessions. So,
we'll kind of walk through the administrative updates from all of our administrators before we hear from our students. So, uh, Mrs. Zerson, if you want to come on up and u let us know what's happening at the elementary, that would be wonderful. Good afternoon.
Um couple of highlights from October. We had our um conference reporting and we had over 95% of our families attend fall conferences again. Um but just want to reiterate the importance um and appreciation we have that families are
prioritizing that um joining our our staff to learn about students and setting some of those goals um here in the fall of the school year. We also had our third annual family pumpkin decorating contest. Um it was great to see participation and the creativity uh
that families pulled together to create those pumpkins. um if you get the chance to zoom in on those pictures, uh very fun to see the creativity. And so we do a a fun little pumpkin patch with all of the pumpkins and some different
categories for awards and just fun for families to come together for a project like that. Um someone had said to me, there's no way a student made that. And I said, well, it is a family um activity. So, um,
take a peek at those and just very neat. >> Also wanted to just remind um you as board members and our greater community that our teachers are full-fledged into our letters training for that second
portion um with our second cohort. And so um just being in alignment with the readact um many of our staff are in their second their second part of that and so that is a big dedication on their behalf. Um and then certainly as we
wrapped up the first quarter reminding families to use Infinite Campus to access their grades in the parent portal um as we shift away from paper report cards to that electronic version. Um, and I just want to say a thank you to
parents, students, and staff for a successful first quarter uh to the school year. It's hard to believe we are starting up the second quarter already. I have a feeling second quarter is going to go just as fast as the first. Um, some upcoming dates. Uh, certainly
Veterans Day tomorrow. Um, we have our elementary students in fourth grade performing at the elementary. um but they did put on their performance uh last week and so I brought some students with me today that you'll hear more about their performance um during the
student portion. We have our pop packs. Um this is an opportunity for families to sign up to receive um pop packs that contain food items to help over those extended weekends, giving that opportunity and for families to access
uh that food support um if it's needed. Uh that link is found in my weekly uh bulldog bark. So families can sign up for that. And then just a reminder of no school November 27th 28th and then looking ahead to December already that
late start. So families can plan accordingly. Otherwise my bigger update is with students today. Right. >> Okay. Thanks Kathy. All right. Let's hear what's happening at the secondary.
uh from Mr. Rasmmanson. Jesse, if you want to give us an update as to what's going on up here. >> Absolutely. Good afternoon, everybody. Um just some October wrap-up stuff. Uh October 14th, we had our uh fall conferences and meeting with teachers.
Uh they were really pleased with the amount of uh engagement that we had, especially at the middle school level. It's fun having a lot of things happening here that night. and we started pairing this with a volleyball game and it really becomes kind of a community event where you stop in and talk to a couple teachers and then you
know watch watch the volleyball game. So it's fun to have this a community atmosphere. I really I I enjoy that a lot. Um, one of the things that we're starting off this year a little more formally, so we get together in grade level teams every
month and we nominate students who are who are what we call bulldog leaders who are exemplify our lead model, the living engaged, embracing integrity, acting respectfully and displaying resilience. Last year we kind of did this informally where we passed around note cards and we
had the teachers sign it and then we handd delivered those in school. This year, um, we are formally recognizing these students that are, uh, exceptional Bulldog leaders. And so, um, I put on here both our, um, September and October Bulldog leaders. So, you can take a look at, uh, students in our building. I'm
excited to, uh, really showcase students that are, uh, living up to the the Bulldog lead model and, uh, being exceptional students here in this building. Uh, looking ahead, we have our Veterans Day program tomorrow. We have actually two programs. There'll be a middle
school program at 9:15 followed by a high school program at 10:15. Uh these include performances from our band and choir. This is really the first time that our band and choir get to perform throughout the year. So this is kind of a really exciting time for them and I'm excited to go and hear them. It's always
one of my uh favorite events throughout the year. Uh this year we have a guest speaker that I'm really excited to announce. It's Gerald has finally agreed to come and and after years of being asked, he's finally agreed this year. So, Gerald's going to be our guest speaker uh for the Veterans Day program.
I'm I'm excited to hear what he has to say. Upcoming dates, uh no school November 27th and 28th, a two-hour late start on December 1st. I know Cassie says these, I'll just reiterate. And midquarter already coming up December 5th. It is shocking how fast things
move. Amazing that we're here already. So, All right. Any questions for Mr. Rasmmanson? >> All right. Thanks, Jesse. Appreciate that. >> All right. Community education. Let's hear from Chris. What's going on in the
world of community ed? Okay. All right. All right. Well, we had a special event uh October 30th, the Boo Bash, and we
held it at the pack. I had a army of middle school uh helpers to help me with the games and activities. They were super excited, and they were very good, very good helpers. Um we had 112 people uh that were registered and 68 of those
were zero rooms. So, we had a lot of littles. We had a lot of one-year-olds. I had to have a little crawling space and that that bigger kids couldn't be in. So, it was fun to see all the families and then they came in costume and they won prizes. So, it was a it was
overall a good event. Our next event is a pizza pajama night and that's in December. So, that will be uh more of a holiday theme uh evening for families 0 to 5. preschool is working on finishing
up some fall testing dates and or times. So, we're trying to finish those up. Uh also, um we have tentative dates set for um the 2026 27 um Bulldogs, junior Bulldogs, um for information night and
when preschool registration opens. So, I have those tenative and they're just going to get discussed a little bit before they go, you know, are finalized for the winter catalog. So, they'll be in the in that catalog. Uh, which is my next thing is that's
what I've been working on over the last uh week and a half or so is just putting the catalog together and doing layout and getting the information from all the different parties that uh contribute to the catalog. Um, it is going to go to the printer on Wednesday. So, that's always a good day for me. So, and it
goes to the printer. Um, so then it should come out the week of December 1st and it will feature December through and we have some of our summer thing. We have a little summer preview. Usually our baseball pro baseball and softball programs we start to, you know, talk to
them about getting registered. It just kind of we we think so far ahead, but that's that's kind of how it has to go. Um, travel basketball has started with their with our uh uh fourth, fifth, and sixth
grade. Uh, that starts practices today. And we'll just kind of try to fit in with all the different things that are going on at the pack. And it's busy. It's busy at the pack. And gym space is getting a little more scarce uh in the
winter. So, people are starting to feel that. And so we're trying to navigate that a little bit. Um we had our town hall meeting for our uh rural childcare initiative. There were a
little about 50 people at that event. They represented a variety of different areas in the community. Um there was a lot of great discussion and ideas. uh you can see up on that wall and um uh we
as a core group will be um connecting on December 18th to uh bring the uh each group had to come up with one to three of they had all kinds of ideas but then had to come up with their
top one to three and so we're going to take those we'll have some discussions around those and hopefully be able to set some long-term goals short-term and long-term goals to be implemented throughout the next year or so, maybe a little longer. So, so it was all I think
all around a good event. It was good food and conversation was lively. It was lively and and and we got out, you know, we got done quickly. So, that means that, you know, people are kind of ready and they know what they want and so we we finished before the time, but that
was a well attended event. So, uh more to come on that. Otherwise, we are I said the catalog has been our focus right now and so now we're gearing up for the busy winter season. >> Any questions from Mrs. O'Brien?
>> Thanks, Chris. >> All right, let's hear what uh Ken's got happening over in buildings and grounds. >> Elementary school playground. I gotten bold letters done and I got dot dot dot dot almost.
So just a few little things going on over there. You got to get them brackets underneath that one so the kids can't escape. So with the fence it's really nice. So one kid was out there this morning when we were putting the fence up the rest of it and he goes, "How are
we going to get out of here?" Exactly. Not >> uh science rooms. Uh still working on the polishing of the floors. They're starting to look better. We are getting some of the marks out from the uh from when they took the asbestous off that floor. They're starting to look pretty good. Actually, Brad asked me to stop in
there and I haven't done that yet. But um got the grid down. So that's ready. We got the we're popping some of the where the fasteners were in the wall. Popping them in. Getting them holes fixed. So then we should be ready for paint here soon. So that'll be nice. And
I have had a nice conversation with boss on that too because I'm scared that cabinets are going to be here and boss isn't going to be ready for it. He's like, "Yeah, we're kind of busy." And so he's waiting for the snow to fly. Well, get with Nate. Make sure that you
can correlate. Not that the cabinets come before you're ready. So, uh, the air handler, the bearings, we got three of them done. I am waiting for one bearing yet for the one above the gym, but the other three sound really good now. So, that's awesome. Uh, we had the drain pipe going to the street at the
elementary that company was in town. We had that jetted. Um, they did not have the camera in town this year, so we could not have it camera. So, we don't know, but a lot of roots came when they were doing that. So, hopefully we don't have any issue with it. And they said they usually do the camera every other
year. So maybe next year when they're in town, we'll have that camera and just see what that looks like. Hopefully it's just good. But um and then the LED lighting, all the lights that we had delivered are installed. Uh we had a little fun activity at the elementary.
Good thing it was on a day off. So we weren't paying attention in the gym and there's a smoke detector beam detector up on top and the row of lights right in line with it. So went off and fire alarms went off.
So Cassie put that on her list that we did a fire alarm that day. >> So any other questions for me? That's all I really got. I've been sitting around not doing a whole lot. >> Right. >> Believe that I got some lakesore
propert. >> All right. Thank you much. >> Um and I will do uh I will do um our activities director. So he is a shared position and so he has class until 157 and so we thought well we'll probably be
all right but uh we're whipping through our updates so I will just kind of share with you what he presented for us today. Um uh I'll just read it and uh the this is what Rick had presented for us. So the
fall seasons have concluded and we're transitioning into the winter seasons. Thanks to all the families and fans who supported our students throughout the fall. I want to shout out to our student section for making big strides in being positive while attending games. I think our school and our CMC conference is
ahead of the game and being proactive with asking our student section to be positive while attending games. As we transition into the winter season, I encourage families to get their sports physicals completed if they need one. Minnesota State High School League forms completed and pay for participation
fees. These can be forms can be found on the Minnesota State High School League website or in the high school office. Fees can be paid in the high school office or by using Infinite Campus. If those fees and forms aren't completed and turned in prior to the first practice, those students are not eligible to participate in practices or
games. Sports and activities schedules can be found online, but are subject to change based on weather conditions, sicknesses that hit the team, official shortages, busing shortages, and anything else that could change a schedule. And I'll just make a note there. my sidebar, clearly not his.
Watch that schedule because that really is the um the online schedule is the place to keep track of of the most updated information. Um I will close with a thank you to our fall workers who officiated, collected tickets, scoreboard and clock operators,
bookkeepers, supervisors, line judges, concession workers, announcers, libero judge, trainers, cross country meat timers, spotters during the football games, sound system workers, chain crew, custodians, and who are coaches. We appreciate everything you do to help make our games possible and provide a
great experience for our student athletes. As you can see, um it takes a lot of people to make all these things happen for our students. And so, thank you uh thank you to um all of the workers, the coaches, and to Rick for coordinating all those things. If you
have any other questions, um he please reach out to via email or we let me know and I can get you get them connected to you. But that is our kind of transitional seasonal transitional update from our activities director. Okay.
All right. So there's the communication items. >> So we'll move on to student presentations. >> All right. The moment that y'all have been here and waiting for. Mrs. Acerson, are you ready to take the stage with your crew?
>> We are. >> Okay. I think we'll stand back here so we can see the screen. Let me just fine. Just takes a minute, right? >> Mhm.
Okay. Okay. Is that the first page? It's not that one. This will work, too. Hold on. Nope. Here we go. Okay, that'll work. Um, so I uh we are here today to share with you um how we
honor our veterans and celebrate Veterans Day at the elementary school. um a very uh rooted tradition for our school and there's a lot of time, energy, effort into celebrating our veterans. And so I brought with three
fourth graders today because fourth grade is when um they put on the veteran day program through um their music class with Mrs. Strand, but they also do different activities in their classrooms as well. And so next slide, you can see
their pictures and who is with us. We have Owen Laser. Give a wave. Lily Campson and Grant Thompson. And again, they're fourth graders this year. And so they're going to spend some time,
I got nervous there where those pictures went. They're going to spend some time talking about what we do to celebrate and honor Veterans Day. Um, if those pictures aren't working, I Okay, quick glance. So, we're gonna go left to right.
Uh, one of our students parents got the Legion color guard to present the flag at the beginning of the play. This picture shows students saying their parts to honor the veterans and still serving soldiers.
The other picture is a um us singing a song about America and we have paper plates in our hand making an American flag. Uh that was me saying my part. Your green flag was written by George M. Cohan in
1906 for a musical play. That's me singing myself as a soldier saying he will be home real soon. The flags in the background were donated by my mom, Brandy Campson. The middle right flag shows the soldiers
who were never found. The farthest to the right are the symbols of the military and of course our American flag. You >> okay? And then the blue one is the Minnesota flag. And another tradition that we um have
done at the elementary school is our wall of honor. And this provides uh students and families an opportunity to identify um our veterans and and service members. And so they get a little poster and can write um their name, their branch of service, and how many years
they've been serving. And so our wall of honor continues to grow in our elementary school. Um and it's really neat for all of us to walk by that wall and remember um how and why we are here. Uh so that wall of honor is there. If you are at the elementary school in the
next couple of weeks, I encourage you to come and and take a look. Um our next slide we put together for the fourth grade program um a video of the fourth grade wall of honor people. Um this is a threeinut video. I don't know if we want
to watch it here. If you want to watch on your own time, but it is there for >> here. I would say here >> for people to view uh it during this garden. Okay. It's instrumental music that's playing like this, I'm guessing, because we're
sharing at the moment. Um, it should be I'm going to just pause for just one second and try to get some sound. Hold on just one second. That one's working. >> There. >> Okay. I just froze that. >> And like I mentioned, these are um not
all of them. Uh these are just the ones that the fourth grader submitted for their program. I don't think so. >> Oh, there's something was >> um can somebody go find Leah for me, please? Thank you. >> Because I need this for more than just
this. Um, I'm going to see if I can here because maybe it is something in the room. Um, it might not. Oh, there. So,
um well, I am going to Can we circle back to this? Um and we can watch uh the wall of honor. Um I know you guys have to head back, but do you want to pick up the next section and I will um
>> But it's only three minutes. Why don't we just watch it here? I can't get it to play right now. >> Oh, >> so it's I I'm frozen for some reason. I can't I don't >> that do anything for me? I >> was hoping there were batteries. I could
>> Yeah. No ice. Nope, it's a charger. It's got a Okay. Um, we'll ask Leah to come and and we'll get this. I'll sh between now and the time we're done, we'll have an opportunity. So, I'll make sure that it's recorded and and make a note of
where that that is. Um, so how that works when technology doesn't work, right? So, here's what the next slide is going to be. So, if you want to kind of talk through and then as soon as this is ready, >> I'll show this to them after you guys are done. Is that okay?
>> Yes. >> Okay. >> Our very last slide as we wrap up um Veterans Day, it really gives us the month of November to have attitudes of gratitude. And so throughout the month of November um we have a trees of
gratitude display um in one of our hallways and our students are going to participate in this activity. Um and we would like you to also participate um in identifying something that you as board
members are grateful for um during the month of November. And so we will hang your leaves on our um trees of gratitude display at the elementary school. Minnel's got the display kind of the
display of what it's gonna look like hanging on the trees of the trees of gratitude. When you've got yours, one of our students can come and pick it up and put it in the envelope. >> You do not have to put your name.
I'm >> grateful for Don't be And as you're finishing, just want to say a thank you for allowing us and our students to come over and uh spend part of their day here at the board meeting, sharing with you how we celebrate and
honor our veterans um tomorrow and and every day. >> Thank you. Thank you. >> Right here, Caleb. Um, so we're going to take just a short little breather before we transition to
secondary. Um, I froze and I'm not quite sure how to >> You stood up for two seconds. >> I haven't written anything on my leap yet. There's not room on the lake. >> The brain's not thinking right now at the moment.
>> I That one doesn't. It's not frozen. Batteries. >> Well, see, there you go. Lovely. >> I'll go see if >> we have any batteries down here. >> Switch me out. I don't know that it's got batteries or if it's moving. >> I am grateful for Caleb.
Thank you. Well, that's an easier solution. >> Yeah, >> have a mouse. or too many people. >> Whatever. >> It was the weekend. >> All right. Uh, Caleb, do you want to push try
adjusting that for me up here? >> Okay. >> Yep. That's something. >> Got it. >> Okay. And the other one. >> All right. Should we try the video now? >> Thank you.
>> All right. Let's do it. Thank you, Caleb. >> I am thankful for you. I just wrote you on my leaf. Okay, here we go. We're gonna just Not quite sure why my
still not functional, but >> Oh, it's down here. >> Yeah, >> uh Caleb, any idea why I might not have sound? >> Yes. Is this a go? I want to >> get out of the
>> That's get out of this. Why? Yes. Is my >> keyboard dead? >> Is my keyboard dead, too? >> No, your keyboard. >> Nope. I got >> Is the keyboard dead for real? >> Forgot to change the batteries, I guess.
>> Did Did you unplug the other? >> Oh, I suppose that >> Oh, I was for both of them. >> Oh, shoot. >> Okay. Um, >> I do I do have one solution. If I can run down to the innovation center, I >> That would be wonderful.
>> Thank you. >> Well, Rick, we covered your goodness, but I'm telling you, we're in punt mode right now. >> Yeah. >> Anything you want to add? Since our technology is not working, I've done your section. >> Oh, thank you for doing that. I'm sure
you said it very eloquently. Uh, no. I guess we're that transition phase going from fall to to winter and trying to get everything lined up and um, Cassandra's been a great help with that so far. So, yeah, I guess everything is going smooth. >> Yeah. I did give a a special um, just
acknowledgement to um, your last paragraph where you talked about all the coordination of all the people that make all the events happen. >> Um, it's it's a lot more than I think people recognize. So, uh, thank you to all the helpers and thank you to you and Cassandra for coordinating and pulling
it all together. So, that was our little stop gap. All right. So, and then I did say you had class. So, thanks for making it happen. >> Okay. >> Okay. >> Thanks. >> I am wonderful. If you guys want to go ahead and get going and then we can uh
Yes. So, um, while we're waiting for the rest of the technology woes to become history, um, Maria Rasmmanson is here from the secondary to kind of give us our secondary student update. So, take it away. So, we at the secondary have
implemented lead time. We started last year and we're kind of rolling that out into high school. Um, we are super excited about it. This is not something that every middle school and high school is doing in the state. And
so I get very very excited sharing that we are doing this with our middle school and leading into high school um because it's a big deal. It's something that we are kind of paving the way with. So we are very excited about that and I have two high schoolers here who are going to be sharing and they are also really
really really excited about sharing with you today. >> I'm Cassidy and I'm Shelley. We're ninth graders. We're going to be talking about lead time. We have lead time for 20 minutes every day. On Mondays, we do SEAL, which is social social.
Thursdays through Fridays, we do reading interventions. Um SEAL the topics and examples we do self-awareness, respecting others, self-control, peer pressure, and emotional regulation.
Um reading interventions there are 22 teachers. Um it is sixth to ninth grade going into 10th next year. Um we use fast bridge data to form groups and for interventions. All students get reading
support or boost at their reading level. Groups at the secondary are mainly working on fluency and vocabulary and comprehension. For fluency, students practice reading passages fluently and with a quick pace.
>> Vocabulary and comprehensive. For vocabulary and comprehensive that students read books in small groups and focus on build building a vocabulary, some do reciprocal teaching where they participate in high quality
conversations and discussions. Very good. So our overall um structure that we do for lead time over here at the secondary now is mirrored off of the elementary which the elementary has been doing for a very long time power half hour. Um we've just brought it over here
into the secondary. So we're focusing on reading interventions as well as SEAL 5 days a week 20 minutes and hopefully we're moving toward the entire K through 12. We'll be doing this eventually. So that is it.
So, I want to just piggy back off of one thing that um Mrs. Rasmmanson said and um I would guess if you guys talk to your like if you have friends that go to schools and other schools, they probably don't have this, right? >> One of the things that Mrs. Rasmmanson said is that um this is something that
Payneesville Area schools is paving the way. And I think it's a really um uh I think it's something to be very proud of. I think Maria has kind of said like we should just you know like package this up and we should because I think some of the things that I hear my
colleagues other superintendent say I know Mr. Rasmmanson when he's been at um principal um meetings and workshops. And so because Maria serves as our um academic specialist, she's in a lot of networking opportunities with other
school districts with their literacy specialists. And we are so far ahead of where they are to be able to say you have it built in your schedule. Yep. You have like structured interventions. Yep.
This is something that we have that is so amazing and so I'm I What do you guys think about it? I'm gonna really put you on the spot. Is this okay? Um, what do you think about it? >> I like it. I think it helps me. >> Very cool.
>> Yeah. And how many kids are in your in your lead time? >> Um, well, it kind of like depends on which group because there's like higher groups and lower groups. So like it just really depends >> and those change, don't they?
>> Yeah. So um again that's something that I think thank you for sharing and bringing to light because I think we um have some really cool things to be proud of here. So >> kudos. Nice work. Good job. >> Y >> All right.
should have audio, too. >> Okay. So, let's do this. And I'm gonna just hit play. >> Thank you. If you need any more, you know where to find Heat. Heat.
Heat up here. Heat. Heat. Do you want to uh uh do you want to uh show your final slide one more time
or should I just Oh, >> there was one slide I think at the very beginning we didn't get to um the art. >> Okay. Are you okay to share it? >> Okay. I think it's the one with the X on it or
the >> Yeah. So, that's still not loading. Okay. >> You want to just talk about what it was? Um, this was an art project that we were working on for the play and it was meant to be a
flag that was looked like billowing in the >> can like those were. >> Oh, yeah. >> Those very cool. >> Awesome. All right. Well, thank you so much.
Thank you for being really patient with us. >> That was kind of awesome, wasn't it? >> I don't know if you're as much as I was, but >> you guys, and thank you for coming and speaking with us today. Um, we're excited to hear the program tomorrow.
>> Yeah. >> All right. Well, thank you so much. >> Thank you. >> Um, and Mr. Odorf is their chauffeur, so we will say see you later. so far. >> All right. >> Thank you. Thank you. Thank you.
>> Um um so with that um I'm going to reset uh get um Cindy her mouse back. But um so the the next uh portion of our of our meeting here is
really um the beginning of our strategic planning process. And so I will invite Wade and Cindy up. And I think Cindy is I'll why don't I just um let you two uh take the floor and let us know what you need. But I'll welcome uh Wade and Cindy
McKitrich with Better New Solutions. >> Yep. I'm gonna take this back to you. Um, do you need it? Cuz >> I don't No, I'm okay with that. Nope, I'm okay now. All right. >> Um, I will get this back to you though. So that cuz I want you to be able to get what
you need. All right. >> This way we hide from the camera. So again, we're we're going to move to the parts that we can quickly and the parts that we can't well we'll will take the the amount of time, but we're we're
waiting. Cindy McKitric, we own Better Use Solutions. Uh so you're so you're aware uh there are things that will be coming up eventually. >> I do need it. No, I just need the I think I can do fine without it. It's
okay. >> It's the wrong dongle. >> I think those are wrong. I think Yeah. >> Oh, they probably look the same. >> So, Better You Solutions is a company that that was founded upon the the sole purpose of wanting to come along and
walk alongside people and organizations to help them be better in in what they do. A very simple very simple thought process. Uh but it's what our really what our passion is in the world right now is is we hit a phase of life where
we said you know what we really want to make a difference and and how can we do that and how can we walk alongside people and do that. So we do that in a various number of ways. Our our backgrounds I have 35 years in education uh anywhere from a PAR educator uh up to
a superintendent and everything in kind of everything in between the uh no community yet. No community that I've stay I steered away from that as much as I could. and Cindy brings a a great background of
of education uh private sector and nonprofit to to our organization as well. So, uh >> Oops, sorry. >> There we go. Okay, I'm actually going to this one's small because I want to bring
this over here so that I can share this with the community. >> There we go. >> Pop back here. >> So, before I go any further, anyone want to say thank you? Uh, you know, we always consider it an honor to be able
to come along and and work alongside uh organizations. So we thank you for choosing Better You and you know what we want to do is we want to ensure at the end of this process you say wow we're really glad we did. So our guarantee to
you is is we we put in the time we do the work and and we try to be as responsive as possible to customize things around what you want and what you need. as uh Superintendent Bullard and I've visited about the process and and who to bring in, you're going to see
that there's no two processes that are exactly the same. We don't do a canned approach to strategic planning because there are new no two school districts that are exactly the same. So, we're going to work with with what you need and what you want to accomplish.
>> To start with, >> you're doing well. I am this is a Yep. >> So to start with as as uh as you know your administrative team went through a six type of working genius uh training
and six type of working genius is a model. It's a foundational model to all the work that we do at Better U Solutions. I'd love to say we invented it. We didn't. We work alongside the table group. But I asked um Cindy, who is a certified facilitator, successful
working genius, if she would begin this training by by giving you an overview of what that actually is. You're not going to receive the the full training. That's that's a long process, but we wanted to give you an overview because as you go through strategic planning, there are different phases of work that take place
and that each one of them require different geniuses to come out to the forefront. But it's also to help to make sure that in your in your areas of frustration, you don't get frustrated. Because if you have the if you have the language and the knowledge on why we're doing what we're doing, it does
eliminate some of that frustration of can we just move on, please? No, we can't. We need each step along the way. So Cindy, step away internal deal. >> Which one? What are you What were you pushing?
was running. Just let her know switch sides. >> I think I thought he was able >> before I think you were. >> Anyway, we'll we'll get there. >> Okay. >> Um so I was invited in in August and got
to work with um some of the admin team on the six types of working genius. And so I just wanted to do a really brief intro into that. And so why working genius? Um working genius is really 80%
productivity and 20% personality. So when you hear about um different personality tests, if you taken disc, strength binders, um MyersBriggs, some of those different those are on personality, but this is really 80% on productivity. How are we
most productive in our work? What brings us joy and energy versus what frustrates us? So, we can understand that. Um, and it's also important to know it's a ranking, not a rating. And so, I'm going to go through really quickly the six geniuses. It doesn't mean you're really,
really good at one and bad at the other. It's just what brings you the most joy and energy versus what maybe frustrates you or drains you. Okay. So, um, with that said, they are our our God-given
natural talents. Um, and so as I talk about like maybe what some of my frustrations are, I can't help my I can't make myself come up with ideas any better than I can. Like I just I can't work on that. It's just doesn't come
naturally for me. Um, some of the why working genius, there are 10 different bullet points here. Um, one thing that we want is to have that common language of uh, way it'll be talking about the
ide we're in the ideation phase. What does that mean? So, we're going to have a common language on that. I really need some people that are strong in discernment to really be um, given their input here. This is tenacity. We're in the final stages. So, if we understand what that means, then we'll have that
common language. Um, some of the reasons we went through with the staff or the admin team, preventing burnout, boosting morale, leading better meetings. Is anybody against those things? Um, so those are all different. If we
had time, I would pull you guys into the conversation a little bit more, but for sake of time, um, however, if you were like super excited and can think of something in the last couple months where this has played in, please, please speak up. you go to the next slide. Um,
so, um, I do have a handout for you that I'll give you that gives you the definitions, um, in a minute. Um, because I also have a teaching background, I know if I give this to you, all you're going to do is read it and not listen to me anymore. Um, so it
goes from high level, 30,000 feet down to finishing the task at ground level. So, I'll just go through these. It's acronym widget. So any project or idea starts with wonder. Somebody has to be
up in that head in the clouds. I really wonder about this. How could this be better? Is there a better process we could use? Could we be doing things differently? All of those. We have a wonder genius here. We have a wonder genius here. We have a wonder genius
here. Um you were IG, right? Invention galvanizing. Um and so that's really high level how any really anything starts is somebody has to wonder about it after we've wondered then it goes into invention. So that's the person
that just really naturally not me um comes up with ideas brainstorming sessions just really love those. um a wonder brings up, they're wondering about something and right away that the person with invention is just like
coming up with all kinds of ideas. After we come up the ideas in a project, we need some discernment there. So, we need the people that just have that gut, that intuition. Um this is a good idea, this is going to work or maybe have you thought about this in that idea.
Invention and discernment can really go back and forth. I have this idea. Well, have you thought about this? Oh, what about this idea? Yeah, that sounds like what could we? Um, so go back and forth with invention and discernment. Once we get through that, we get to the
galvanizing. So, that's the person that's really going to rally the troops um and get people on board. So, they come alongside after wonder, invention, discernment, and they're going to galvanize people. And uh it's also kind
of an an accountability person to hold people accountable in the process. The enablement really is responding to the galvanizer. So we're taught, yep, it's time to go. This is we've wondered, invented, discerned, galvanized, and the
um enablement person is that person is just like, yes, I really love what you're talking about. How can I help? So, if you have if you can think of people or maybe that's yourself, um, how can I help with that process? And then tenacity is boots on the ground, cross the finish line, we're going to dot our
eyes, cross our tees, and really finish up our project. So, in strategic planning, this is such a great concept for you guys to have an understanding of because if you fall down here in the ET
and we're up here in the wonder, invention, discernment, we're talking about things, you might be going, come on, can we just move to the No, we can't. We have to go through this process in that. Let me go to the next slide.
>> Oh, you do have control. My bad. >> Oh, you both have control. Uh oh, >> two superintendent got control of the mouse. The battle, >> the battle of the soups here.
>> Um, so this slide, the reason I put this one up here is not only does it show you widget, it shows you a little bit of a definition, it shows that 30,000 feet to 5,000. A really good example of this, and you guys probably heard this, is if
we're in a plane and we're flying around and we're all in a group and we're up in the air in this plane and somebody says, "I wonder if we should stop and get gas." Like, that's a problem to solve, right? And invention is like, "Hey, let's go to Minneapolis."
And the discernment says, "Do you know there's a snowstorm in Minneapolis right now?" So the inventor goes back up and, "Hey, how about if we go to Phoenix?" That sounds great. There's a lot of things we can do in Phoenix. Discernment says, Galvanizer says, "Hey, while we're
in Phoenix, we're going to go to this restaurant that I know about. We're going to go on a hike." Enablement says, "I love that. Can I help out with some of those planning and call the restaurant and do those things?" And then tenacity is, "Hey, sit down. Get
your seat belt on. We're going to land this plane." So that kind of it's not that wonder is more important than it's up here and tenacity. It's just those the steps that we have to go through. The other important thing you're going to hear about is ideiation, activation and implementation. Again, having that
common language. You might be doing something and we're wondering and inventing and somebody says, "Well, what about this detail?" Wade or I might say or Janelle, you know what? really appreciate that, but that's more of an
implementation question. You've kind of taken us down here. We're not there right now. We're up in the ideation phase. So, we're just going to stick here right now. That's a lot better than saying, "Cheryl, we don't have time for that right now." Okay? We're just going
to keep brainstorming. Right? Does that sound better the first way I said that? Yeah. Um, so I again the common language something in aha that people always have when I go out and do trainings is what we call crave and crush. Um, real
quickly a person with wonder. They just want consideration of their ideas and they're crushed by somebody who says who cares. We have three wonders for sure I know that have taken the assessment. We might have others in here. Um, but
sometimes Wade will say something to me and I'm like, "Well, whatever. Keep going." And and then he'll look at me. I'm like, "Was that kind of like I just said, who cares? I'm sorry." So invention, they want freedom. They
want to be able to think about things and not have the constraint of, well, we've always done it this way. Freedom to think outside the box. Discernment. They want trust. I I just I just know. I can't prove it. It's not black and
white. It's not data driven. I just know in my gut. Does anybody know a person like that in your life that you go to? It's like, "Wow, they they just always know." Or maybe that's you. Maybe you're like, "Yeah, that
sounds like me." Um, galvanizing we galvanizer. I have a I'm actually a GT in my um geniuses. We want some kind of a reaction. Doesn't even necessarily have to be you agree with me, but some
kind of a reaction. Apathy, we're just crushed by that. Like, come on. I'm trying to rally you around this. Um enablement, they want appreciation and they are crushed by being overlooked. Um I I was just laughing. Um
Rick is your activities director. As you were reading his report, I was trying to remember. I was pretty sure he had galvanizing as a genius, but I'm like he's got to be a GE. That whole thing you have you get um oh they call like a
GE is called a enthusiastic encourager. And as you were reading that I'm like it's got to be E. He's got to be G. I in fact I pulled it up, didn't I? I was like, I knew it sounded just like a GE the way he was like appreciating people.
And I just wanted to do a shout out to this total galvanizing enablement genius. Um, tenacity. We appreciate clarity and are crushed by ambiguity. I got to know if you're going to tell me how to play a game, I got to know the
rules. I have to understand it. What were we doing the other day? Do you remember? And I I it was like some kind of a game or something. Anyway, I just I couldn't start until I knew all the rules and understood it. Um this was really
interesting. Uh Janelle is a IW invention wonder genius. Jesse is a >> wonder invention. So same thing just flipped around. Cassie is a ET.
So, it was like a big aha for them when they're in their their admin meetings and they're Jesse and and Janelle are up here doing all of this and Cassie's like, "Can we just get the work done?" You know, so that's >> Tell me where we're going.
>> Yeah, that's You can go to the next slide, right? Um, so you have everybody, it's a 10-minute assessment you can take. And I love this concept because it's so simple. Um, you have two geniuses, two what we call competencies. You're capable of doing it. You don't
mind doing it. People see that you're good at it and so they might want you to do it more than you probably should because you get some joy and energy from it, but not a lot. And then you have your two working frustrations, the things that just don't come naturally to you. For me, that's invention and
discernment. I need somebody else come alongside me for that. Um, this is the admin team. I just put this in here so you could see. So when you have a group do assessments, you can run this um part of a map and it will just list everybody here. This is what I pulled up earlier
to look at Rick. I was like, "Yes, eg. I I knew it." Um, and then the next one, uh, then you can run a team map that will put everybody, and this is just the two geniuses and the two frustrations. The competencies are on this map, but
this can be really helpful when you're with a group of people to see where are our gaps. Do we have any gaps? You know, Ken is our person in that group that had a genius of discernment. you can really
pull people into a conversation by what do you think, Ken? What's your gut telling you on this? Those kind of things. It was a pretty balanced team though, right? Of those people in the room. Um, so yeah, that's where this can be really
helpful. And you can tell if you were in a meeting that's an ideation phase. some people that maybe wouldn't have it. Look at Cassie. Frustration in wonder and a frustration in invention. So, while you guys are doing your thing
and she just like doesn't really have a lot to offer in the wondering and the invention, that might be why. Frustration doesn't mean she's frustrated sitting there. Well, I mean, she can maybe a little bit wanting to move on, but it means it just doesn't come naturally to her. So, she might not
have a lot of input in that. Um, if I'm in those kind of brainstorming meetings, I just maybe I'm going to do that, too. You'll notice here Janelle as our leader, frustration and galvanizing and tenacity.
A leader has two times the impact on a team. So, they just need to be aware of that as they're working through things. What does that mean? Oh, maybe we're going to rely on these other people for their geniuses. that kind of thing. But um what do you want to do for a wrap up
in that? That's >> so what I really wanted to make sure that you had that the overarching you may not know exactly you what what your working genius is. But based on just some of those descriptors, did some things resonate with you more than others?
And could you usually those people who are are finishers, they're like, "Oh, yeah. Give me my sticky note, my to-do list, and I'm gonna happy land. Let's just go." >> And the the dreamers are usually resonating pretty well from the beginning with the wonder and invention.
Uh, but we wanted you to have an idea on on what those meant because as we work through the strategic planning process, there's going to be parts where again where your geniuses will come out and there will be times where your frustrations may come out. I want to
make sure I really uh hit on this part for you. Cindy said just because it's a frustration, it doesn't mean that you can't do it well. Tenacity is is one of my frustration areas. I can do paperwork the best with them. I'll finish with the best with them, but it will suck the
life out of me while I'm doing, you know, I'm not gonna spend five days a week, you know, eight hours a day doing tenacity work. It'll s simply make me unhappy and but I can do it well. So, please don't we never put anybody in a box or
in and and say you can't do something. It's just important to know the steps to the work and to make sure that we don't skip steps. Everybody can can relate to some uh some time where you were on a planning doing some planning or you were
making decisions and it was ready go set and working genius following the process. It stops organizations from doing that. It's we follow the steps we get good results and that's what we want to do with strategic planning.
>> So do you I want to give you an opportunity. Do you guys have any comments? It's been it's been very informative to um put things that you feel every day into words
>> and that and it's been fun to see how you know how other members of our team especially people we work with very closely um have different working geniuses and how can we collaborate in a way that's a little more you know you know for for our admin team we're up
here and we do a lot of the brainstorming and Kathy helps land the plane a lot of times and that's been fun to you know have people who have different working geniuses help with different steps of the process. >> Can I just board members is that something that you would like to know as
we kind of go through this process? This is one of the things and I when I mentioned that this is what one of the pieces of work that um our admin team have been doing. Um, is this something would be helpful for you to know what you're more naturally drawn to as we work through the steps of the strategic
planning process? >> It's it's a 10-minute >> for myself. Yes. And just what Jesse said and and what we've learned right now with yourself, with Jesse, and with Cassie, >> I could just imagine if you never knew
that, but you couldn't understand why Cassie was never where you're at >> and why Jesse was always there. So I think >> I didn't mean it like that, but >> I think I think one of the parts that I
think as what I'm what I'm excited about in this process as we engage in where do we want to go as a district and what do we want to be doing? I think if some of you are in the tenacity and galvanizing like let's let's just get to these spots
and somebody else is up in this well here's where I really I would it be helpful to know that of fellow board members. >> Yeah. >> And that that was my I think it might be helpful. I can just send it to you and and it'll and and you can take it and we can put it on a map and I can share it
with you all. >> That's great. >> Let's do that. >> It would be helpful for us too as we go through the process. Because one of the things you'll you'll notice that as you go through pieces of work, your geniuses were will be where you naturally want to pull everything
>> as as a a wonder invention person and in meetings when I'm doing planning with people if if given the freedom I will always pull the conversation almost always back to to wonder and invention. And if not, if when I didn't have the
the terminology could really spin a plate really well, but you didn't get to that final boots on the ground getting the project completed because about 3/4 of the way through thought of three different ways to do this better, >> right?
>> And sometimes you just need to get it done. So that terminology I think would be would be great for you. So, uh, how many of you have have were part of I don't know how long you've been on the board or in the district. How many of you were
part of the construction of your last strategic plan? All right. So, the how many of you ever gone have gone through a strategic planning process of any sort? Okay. So, there there are lots of ways
to strategic plan. All right. When when Janelle and I spoke about this, I think one of the things that resonated about the process that we use is is we are exceptionally intentional about stakeholder driven that as a school district, it's our responsibility
to be meeting the expectations of our customers and our customers are our community. This is their school, right? So what what are those expectations that they have of you as a school district and once you know the
expectations, you can invent the solutions and you can knock that thing out of the park. But making sure that we have the have the feedback from the folks that are in the district and we're not just making plans in a vacuum that don't reflect the needs and desires of
of the community. And so as we walk through uh the strategic planning process, we will spend a lot of time right up front really gathering a lot of information directly from people. We will sit across from people in small groups and be asking questions. You're
going to experience those today. Uh but we're going to be asking those questions and listening for answers and and as we work our way through. That's where we pull our priority work from that which which end up driving the strategies which drive us into our action plans.
But everything's with intentionality and it's with feedback. So what are we what are we going to do throughout the process? We're going to identify the key stakeholders that you want to make sure that that you you uh have us touch with. Uh, we want to clarify those stakeholder
expectations requirements. We're going to complete a self-awareness audit. Again, that's that's data. I understand you just had a lot of data presented to you as a school board at the last schoolboard meeting or a couple times ago, >> the last work session.
>> Last last work session. So, you know, you just I see some some of it here. So, you're seeing some of that, but we're trying to do a little bit deeper dive than than what you normally see so that you'll have lots of of data. not only about demographics of the school and the achievement in the school, but what
about your community? What what exactly is the makeup of your community? What is community ed doing for the the the community? Are we engaging? Are we what are we're going to walk through that just so we have that awareness. So, as we're setting priorities, we're setting priorities where we actually need to set
them, right? Uh we want to clarify the district vision, mission, values, beliefs, goals, and strategies. uh make sure that that as we as we work towards implementation that there is a district scorecard that's in in creation because
if if we're going to be accountable to it, we need to measure it. Correct. And if we're going to measure it, we need to use that that information. Is are we doing something when we made a plan? Did it get us the results we wanted? If it didn't, why
would we keep doing it? Nope. it's time to go back to a different strategy and and we utilize that that scorecard. Well, uh and then we will assist in operationalizing strategies and communication plan for your stakeholders.
The uh the final product will include the the full plan and you have this presentation that people can can access. >> Uh yes. >> So those two hyperlinks just gives you an example that you can look at. Um
here's here's a full plan. I I I believe I I threw uh Wabashad Kellogg's plan up here. We just completed that recently and one page communicator as another district. Again, no no two plans or
communicators look exactly alike. We wanted to represent you. Uh but then the final product will also have the scorecard and the the continuous improvement action plan templates that we'll work through. Your responsibilities as a school board one
is is you're you're responsible for helping to identify the key stakeholders for the focus groups. So we want your input on who are those people that need to be at the table uh helping in in determining the strategic plan uh development team. Who is that going to
be? you'll do that alongside Janelle. But, you know, one big question that you're going to have to answer is are all the board members going to be on that committee? Are you going to have representatives be on that on that committee? What is what is your your exact role
going to be in that? Um, oversight of the process, again, accountability, asking questions, making sure you're holding, you know, the boots to the fire. Tell tell us about this, how's this going, how's that going? So, we want to make sure you're doing
oversight in in the end to to see the plan and to approve the plan for for initial uh or for uh for implementing in your district. Today's work, we're going to look at at a few things. Again, hard hard end time
is >> uh four four o'clock four o'clock because we have to be at four o'clock here. >> Yep. Just want to make sure I'm I'm biting my time. >> Yep. And the clock is right now, right? Is
>> Oh, yeah. >> That may seem funny, but actually I did that once and the clock was an hour hot and people started doing this and I'm like, "What is going on?" And yeah, that was not a good day in the
life of so uh today's work we want to work through uh we're going to be briefly hit into the action effectiveness matrix uh and vision future uh we want to do a little bit of analysis on vision and mission stakeholder creation and eight
questions that we have to ask of you. All right. Uh again, some of this will we'll move through really quick, but uh uh have you been thinking about who those key stakeholders are? Have you started processing seriously?
How many who's made a list? >> All right, good. I was I was looking for that high tenacity person that said, "No, not only did I think about it, I've got it onto a spreadsheet alphabetized and I'm ready to share that file with you." So, an action effectiveness matrix
really in in the simplicity term, it's simply looking at what what has been going on in the district for the last five years. You know, we we work and we try to be really intentional about things that we do, but we also know that there are things that we randomly do. We
know that there's things that we we plan out and we put our best thoughts forward and they fail miserably. And we also know that sometimes we hit some random acts that have incredible results. What I'd like to do is just quantify a little bit of that for for information
purposes. We're not going to spend a ton of time on this. So this is the brainstorming. All right. Some of those things we're going to start up in in the top left quadrant. What are some of those things in the last five years in the district that you've been very intentional about
doing that have had effective results. So you planned it. It accomplished what you had hoped to plan or hope to accomplish. Student learning process. student learning process. >> Yep. Kind of what we were talking about
at our meeting with Fastbridge and all the things we're doing. We are intently working on student learning. >> Yeah. Make a note for myself. Do you call it your MTSS? >> MTSS. What else have you been intentional
about that you you believe have had good results, effective results? >> I think I'd say community engagement in the sense of like community activities through community ed and involving community in the district through other
district activities and >> read my mind. That's what I was thinking of. communication both with the community and with the parents and students. What else? engaging our our teachers.
What what are things that that you intentionally have done that ended up kind of being stinkers? You know, they ended up being less effective than what you hoped they would be. And if you guys haven't gone, I'm going to be so embarrassed because I I can
list off about 15. I don't know. bringing students to the district >> open roll kind of open rolling or >> whatever it takes open enroll that's just portion of it. Okay, >> things are going pretty well.
>> That's a good thing. >> I would say um we at the secondary level is this. Can I >> Yeah, absolutely. >> And you guys feel free as well. >> Yeah, everybody. Uh, one of the things that we've worked hard to do is after
uh after COVID kind of said parents can't be in the building, how to re-engage our our parents in the building. Um, and at the secondary level specifically around conferences. We've tried so many different things like we even offered a spaghetti dinner and
there was like five people that came and probably seven or there were maybe 10 and seven of them were staff. Um but you know how do we how do we re-engage um parents in a in a so we we tried some things that we thought were
intentional >> and and say that again Thomas >> engaging parents in an academic >> in an academic right I would say there's community engagement our activ our activities are full our community has got a lot of stuff going on but from an academic you know that
>> because information has also become so different because they can access it like at their fingertips. So, >> you don't have to come to get the report card. >> Yeah. No, you can do that. Yeah. >> There was some intentional efforts, but it didn't we didn't necessarily get the
results that we were hoping for. I think >> that's a great example. >> Free and reduced forms. I think that's statewide issue, but >> application. >> We're trying to be intentional. Yeah. The application for for educational
benefits. We even changed the name. >> It just doesn't work. >> That's a good example. >> I guess I'm not sure if this intentional or unintentional, but MCA specifically just giving kids to actually take the test. >> Oh, yeah.
>> MCA emphasis. And maybe just as a little background there for you guys so you have a little um um prior so over the course of the last three superintendents probably um there have been philosophical
differences around the emphasis or the weight or the importance of an MCA. Am I saying that appropriately? So, we had um and I would say when I was coming on board, that was a question that was asked and I said, I I see their place
and their value and um and I also don't think it's the end all beall. Well, we had some one that was an end all beall and then we had one that was, you know, so we're I think that was again um part of and what we're seeing now is we're trying to make some
>> but that MCA score and that rating still just becomes so you know, so there's a little history on that. >> Yeah. >> Good. Another good example. >> How about the things that you've done that were unintentional? You really
didn't take time to to plan it out and have this big initiative, but something happened and it was really, really effective. One of the things I notice and I don't really know exactly how you would write it down but for some reason um
intentional from the whole student body the instructors administration the school seems to get along really well right um when I was a kid there were kids that including myself they didn't most people in the school didn't
know who you were I don't get that impression here in addition to that it's made it unintentionally I think it's made it a lot safer here because these kids or students and others have a a method to be able to share potential
issues with others to halt them before they get get serious. But it's a it's like a total culture change >> in the school which is positive. >> That's awesome. letters training
and and not knowing where that was going to lead and how well it's done for us now. >> Yeah. Wasn't on wasn't on many people's minds when it when it was said you will do this >> and and the this school had done it
before it was you will do this. So that was so it was >> a couple years ahead. >> I was going to I think the board made an intentional um act, but the unintentional was that it was not like they didn't know what
was coming from the readact perspective. They just knew that student learning needed to have a different um focus and emphasis. And so that was another thing that um prior to prior to so 5 years ago
that was an active conversation that you all had as a board. >> You're way ahead of the ball game. >> Yep. How about any of those unintentional things that ended up being tried that weren't very effective at all?
It ended up having an impact somehow. >> Can I bring up one that I would say the juryy's still out on and then you can decide where it goes. Um is the the focus of the block schedule. That's I was thinking about that a little bit. >> You know, I I don't know where that
belongs right now. Um because there are pros and there are cons and there's but there's a lot of there's a lot of conversation about it. >> Um and it was an intentional it was an intentional shift but I don't know where the out right. So I'm just
not >> the block schedule kind of started and then we got into co >> and everything got mixed up. But I don't look at it it's kind of unintentional but it's like we're not really throwing it out. We are
we are um >> able to adjust and make it work >> but maybe with changes that aren't according. So maybe you're saying it was intentional of doing it, but you're not sure how effective it is yet in what you
were aiming for. It's kind of in in between right now. >> Yeah, I'd say we were we were totally intentional going into it. Then everything changed. is that you upended this whole educational system >> during co and then we came back and uh
Janelle right now has really worked hard on trying to and all administration on how to adjust this to make it work better. It is not nearly what the original platform was >> but it work it's working and I think
we're just kind of getting better at it. But is it effective on the same side? >> It literally sits right in the middle of that whole board. >> It was an intentional process, but it's unintentionally changed >> and we haven't determined it effectiveness. So >> and and that's kind of what I've heard
from the committee too. It's kind of makes you think some subjects they think it works better than others and just where's the happy medium, >> right? Because what what I think is important for us to be able to do as we as we walk
into into the planning stage to realize there are things that happen in in all these quadrants and we want to live in this quadrant as much as we can which means we need to be intentional. We need to discern things
really really well. We need to galvanize people around ideas. We need to implement things with fidelity and we need to measure And that would that would drive us into our improvement process. Then we get into a new study act then and we we
realize what what is working well and what's not. So >> do you want to go right through the wall? That would be fantastic. Now the U When you when you think of these things,
you know, where where at were they were they planned? Was it in alignment with something a future that you intended? You know, was there clarity? Step one in in determining on where you want to go is having a picture of where you want to
go. Right? When you plan a vacation, you don't you don't start packing your suitcase before you know where you're going, right? Everybody in agreement with that? >> Absolutely. >> Same thing with the school. If we don't have clarity in what our envisioned
future is, then any plan will do because it'll get us to someplace. So, it's important that we understand where where we're going. the um so what I would like you to do
and this is gonna for some of you again this might seem really oh my goodness others of you this might you might not have much to eat >> oh we got it I All right. So, what I'd like you to do is I'd like
to take you take you on a little trip. Work work with me imagination wise. What's the What's the coffee shops in town? Where do you go for coffee? >> Firehouse coffee. >> Fired up. Okay. Sorry. 10 years from today, >> 10 years from today, you want you're
sitting in fired up coffee. >> Fire house. >> Fire house. Fired up. >> I'm fired up. >> I'm fired up to go to fire house. >> Perfect. 10 years from today, they're sitting in a firehouse having a cup of coffee. And this young couple walks in and they walk up to the counter and they ask the
person at the counter, "Hey, we're new. We're new to town. We've never been to Paysville before and we're trying to decide where we want to live. Can you tell us about the school, please?" And the person behind the counter says, "Well,
there's Gerald. He's on the school board. Why don't you go ask him? So they come over to Gerald and they ask that question assuming that the school has reached its ideal state of your envisioned future.
What would you tell them? So on your stickies, what I'd like you to do is I just like you to take two minutes and jot down on this on the sticky just single single words or a couple phrases of what that would look like, what that school district would look like, what it
would feel like, what it would sound like, what's going on inside of it, what's going on outside of it. All right, two minutes. Perfect. >> Oh my god. >> You want like one thing per sticky? >> Yeah. One thought.
>> More sticky. >> I thought I was >> One thought for sticky. One thought for sticky Okay, that was a quick two minutes. It goes by fast, doesn't it? I wonder invention phase is so fun. So, I'd like you two work together,
right? You two are going to work together. You two going to work together. You two are going to work together. You three going to work together, >> right? See, just a little just a little think, right? We're done. Think pair little think pair share and we're adding the chunk onto the back
of it. So together as a pair, I'd like you to take your ideas that that you came up with individually and I'd like you to construct a paragraph. Construct a paragraph. It it doesn't have to be a literary work of art or
anything like that, but construct it so that you can tell us what your envisioned future is for this district. >> Does that make sense? >> All right. Go ahead. >> Okay. educational
activities So >> this one. >> So >> what would I want to hear? that kind of goes in. >> You don't want to be like, "Yeah, and then
this one's actually at the same recent. >> So yeah, I think >> and then obviously kind of >> that one's kind of Okay. All right. >> Yeah. And so I guess
for students >> we're talking about college students. Yeah. >> So, I started with >> Well, maybe we'll start off with the community one because we want how the community thinks of it and then we can go into actually making that happen.
>> There you go. >> Okay. So, then we have um >> excellent We supposed to use this for anything right now. Yeah. >> You want it on the top so it won't be made below it or >> I'm trying to figure out a good way to
wor Okay. >> Complete with environment where everyone belongs from a curriculum. I totally like I can't write as fast. >> Sorry. from me. He's just leading the
way with HQ and with technology >> with technology and then >> which helps us achieve a top 25%. >> Okay. So program perspective maintain a top 25%
complete history >> instructors and um >> what do you have right now Yes. Also tailor their education to help their their students reach their long-term goals,
>> whether that's higher education or vocational training. >> Supportive and positive environment. I'm totally like >> it's reached longterm goals. >> Yeah.
>> Whether that's >> Oh, there it is. All our stuff. >> It does. I think >> that is a sing. >> Yeah, that's from zero. So I don't
always name it. I mean provide that provides One minute to kind of tie it together. If you have poor soils >> and then >> I mean I feel I have to my wife says I
don't >> I don't when you work for attorney >> I mean I'm an engineer so I which something >> if I had good hand I'
kind of have high expectations. >> I would say with high expectations for all learners for all learners considered an individual potentially their own pattern of learning >> and staff.
>> The elevators learners >> um that we have which leads to >> excellent excellent your history. >> I didn't spell that right.
>> Well, we understand what it is. Exactly. >> Schools embraces a welcoming environment. Sorry, >> I just saidive positive environment. >> I hate when you start questioning yourself.
>> I usually respect us. >> I just type it in just a welcoming, supportive, and positive. >> That's it. will be mileston because of that >> 15 seconds
right. So, how about um >> as an individual? >> Yep. >> How about uh the support of my uh creates >> short atmosphere creates positive >> four. All right. Now, we're going to chunk
these together. Bruce and Cherald. >> You guys are going to come on over here. You're going to join Thomas and Carol. >> Okay, >> what I want you to do is I want you to share your envisioned future. >> Okay,
>> listen to each other. See if there are phrases or words that really pop out to you. characteristic because then what I want you to do is you're going to combine the two together >> to create one. You're going to take the best thoughts
of both and create one one common. >> There's your All right. We're going to take >> Okay. compile. >> Um, so what I put together
with a history of strong works closely works closely to create a safe and family friendly environment to build trust by transparent communication. filling in but
I also with high expectations for all learners meeting academics through innovation and embracing growth. So when you start with >> lots of different words that provides effective communication
with students right in the community >> so you suppose that person is actually >> asking on behalf of their students >> I like the educational legacy >> it's a problem >> I would say both to some extent
>> and modern so and and I think you're asking something like this about I love that. But in 10 years, I'm putting a little bit of a limiting in are we going to be able to build facilities? >> No. No. But I think that is
>> is that your evolving >> evolving? I think that it's what we look at the facilities we have outside of the facility. >> What we've done inside of our facilities is continue to evolve and make more way.
presenting, you know, >> I don't think there's a limitation to our current square footage that that we can't continue to evolve and continue to keep this modern. >> Yeah. >> Both of us, we kind of touched the >> That was my thought. Like I don't think
of modern always brand new and bricks and stone and glass everywhere. is modern. I think when I walked in feel like >> we are continuously >> you can walk into an old house and see that it's been modernized or taken care of very well
>> shell but if the shell is there >> that's what I think of modern it's not >> and that evolves >> if I put in my two cents >> I really like this as a front center Like I like this as a lead off sentence and I really
the district has built an educational legacy. Like that's a great tagline in sense one paragraph too. what you have on the R paper. >> Yeah. Captures everything. >> Maybe we maybe probably just say building
I don't think our district >> this one's almost more like if you were talking >> to the parents concerns where this is more like >> so I like I like this part is it's a good end and then I like if we add a sentence >> like it it's like you guys are paid to
work with each other. going to write >> in Christmas. >> All right. >> Do you like the first sentences right >> or you could say like >> schools focus a positive culture with high expectation for all learners
>> building an education. >> I get where that I'm gonna start this right here. You guys figure that out and then we'll know who the tenacity person >> we need that Gerald otherwise I'll be up here all day. technology
which >> helps maintain a top 25% ranking for the subject. Our school has an aggressive inventive and progressive student learning process. I walked into a new community.
>> Those would be the things that would stand out to me. You could actually tie in part of student learning. >> I always too I always think it's interesting someone who's knew that they didn't know that school did that.
>> We were struggling with this one. >> Yeah. So if you're watching this, >> what I encourage you to do this statement down >> here down the last part that right in
the middle of it. >> Picture the future. >> Does that make sense? I like it. How would you describe >> I I think we don't always >> about the school management expectations for all learners
things that we have more specific back to >> top down and then wrapping up so someone with better handwriting. >> I'm gonna say I have better handwriting.
building >> resulting educational legacy. >> Oh, two minutes. >> You should see me take notes for the posi. >> I like that. >> No one can read them. >> Resulting in an educational >> I was doing shortand over there.
>> I was abbreviating because that's how I >> But that's how I take notes. >> Yeah, >> I have a twoletter word that might be 12 letters long. >> Yep. No one can >> all together that's bad parents and the community
culture with high messy but I'd like to think it it's just >> resulting in presentable if you're trying to look >> they weren't so much with the kids my that nobody else can read. >> I really
didn't. >> I like I like that it goes like this Janelle. I like this >> and it's textured. >> Yeah. And I think it's the purple marker. >> Have a font called
>> I know. It's the corporate font. >> Yeah. >> Corit. >> Yeah. >> I was I was about to say your whole name >> where I crossed it out >> in the in the board minutes and then I got to it and I just I started doubting that I was going to say it right and
then I just failed. I'll just whatever I say. >> I'll just point to you and say Gerald. >> 45 seconds. >> I learned how to um understand people. >> Come on.
>> And when she got upset, she'd speak really, really fast. And my mom would yell at me to come tell her what my sister said. >> So, it it's really stood me. >> We just needed scissors and tapes a little bit. >> Oh, right here. Embrace you. If I could type
it. >> Oh, that's just it. >> It's just digital nowadays. Then you don't have to worry about your handwriting, >> right? >> Excuse me. resulting
in >> in >> and >> education. >> Educational educational. Okay. Yeah. >> Oh, excellent.
>> Nice. >> Oh, no. I have a copy of the coffee shop and you told me I'd be like, "Okay." No, I'm just kidding. >> Wow. >> In English, please. >> Words coming out of my mouth, but that's a general.
>> Do you have any job openings? >> I would say why yes, we always have a place for you. Thank you. >> Good stuff. >> All right. >> Before you close the door. >> Well, you hear Stamp here and then you
can >> Okay. You were part of this. >> We're part of now. >> You can just sit there. >> That's okay. >> No, he says nothing. >> He's like, "No, I'm >> I'm on a camera view over here." >> That's for good.
>> All right. Who's your spokesperson, Gerald? >> All right. I Yeah, you got it. >> Let's Let's hear it. >> Okay. >> I love it. He stands up all proud and ready. Heari. Yeah.
>> A school district with a history of strong leadership that provides effective communication with students, parents, and the community. Paino Area Schools has a positive culture with high
expectations for all learners. Embracing growth through innovation, resulting in an educational legacy of excellence. All right. >> All right. All right. Okay. We came up with PAS
works closely with the community to create a safe and family-friendly environment. We have built trust by transparent communication and strong financial management. From a curriculum perspective, PAS is leading the way with technology, which helps maintain a top 25% rating for core subjects. Our school
has an aggressive, innovative, and progressive student learning process, complete with innovative and invested instructors. And PAS also tailors their education to reach long-term goals for students, whether that's higher ed or vocational training.
>> All right. Did you Did you hear any repeats in the two of these? >> Innovation. >> Communication. >> Communication. >> Yeah. Really? I heard that. Communication and innovation.
I'm just going to do that in one sheet. >> I have fiscal stewardship, by the way. We're like, "Yeah, this >> what I'm going to be doing with this and say is is a kind of a projection forward. So, I'm going to be taking this and just kind of pouring over it and
really digging in and looking for those similarities of how these how it's all pulling together and tying together because when we come back to that that core leadership team, the strategic planning team, we want to be able to bring in an example to them of this is this is what your leaders this is what
your board leaders have envisioned. What do you have to add to this? >> I like that. >> Right. >> I like that. So you really what we wanted to do today was to create that foundation and in which to build from.
All right. Okay. And nobody No, I didn't lose anybody. >> No, >> you're still you're smiling. You look like you're having fun. So think we're in a good spot. Uh oh. Did I >> What did I lose?
>> I didn't touch anything, but I can. >> Well, you go take her to the next one. Oh, I wonder when you dropped this slideshow because it was going to leave the meeting. >> Now you should be active again on that. >> I did that. So, um
>> it's going to leave. He had clicked off. So, then >> I want to take I want to take a few minutes and make sure that everybody's clear and familiar with the path that you're on right now. >> You know, when when you look at at the strategic plan of of the school district, there I'm not going to read it
out to you. You guys probably have this memorized. You can say it five ways inside and out front and back. But this is the vision uh that is you've been working towards. And again, if you think of terminology to make sure our terminology is, you know, cohesive, that
vision is it's what you're aspiring to become. What is that that new creation that you currently are not? That's the important of vision is to be able to look to the future. As leaders, uh, one of my mentors says, you know,
the job of a leader is to be able to see further and first, further and first. So, you're seeing further than what people who aren't as ingrained into the school district as you are. And you're seeing it first so
that you can lead it there. Make sense? So, you know, in this vision, this is the vision you've been working on for about the last fiveish years, I believe it is, something along that lines. Um,
when you look at that, how does that look in comparison to this to where you want to go in the next 10? There's some similarities. >> I think you especially the mission side of it and I think side, but I see where
that mission side now is starting to drive us into what we have here where so we talked about block train or or block scheduling when they put that and I wasn't on the board then but when they put the original uh strategic plan
together that I don't know if anybody had thought of that it but that wasn't part of that at the time. So, we're starting to evolve into now starting to understand maybe growth potentials.
Somebody has gotten us there. Uh, but now from from that, now we're starting to look at this year. And I think both of those uh paragraphs put together can really lead into to people understanding
what it is Payneesville Area School has to offer because of where it's been and the future of where it's going. And and so it'll it'll answer Bruce's concerns about maybe we've lost students because
of uh them not wanting to come here because there there aren't those areas that that they're looking for as far as uh potential learning, but we can bring students back in or bring more students in because of what we have to offer.
>> Yeah. you know what what you're what you're going to be crafting with this envision future. It's a lot it's it's part of the vision. It's it's the more detailed map. >> Yeah. >> So that you can give somebody should be able to read that envisioned future and
they should have a crystal, you know, crystallized view and be able to see the movie in their head of this is where this is where you're going. Oh, this that's that's really cool. And that vision then will be will be a shorter version which encapsulates this is where
we're going and this is how we do things with our our values. So you know the mission our mission is to prepare students for academic, social and personal skills to succeed in their career and community. Who who we are
what we do how we do it. Does that does that explain who you are? and what you do. >> Yeah. Because if that's current state, now we're looking at that future state >> and so that that that will be 10 years
from now because of where we're at current state and and where we're going to go future state. >> Yeah. >> So then your strategies for accomplishing your vision was growth was your strategic goals. By the way,
I'm gonna use a little bit different terminology and and we can we can work out the terminology however you want. I'm going to put it into my head. Strategic goal priority. >> If this is a priority in our in our district is that you want everyone to
grow. That's how I do it. And then you know through your your strategies provide what does that mean in in in growth? But as you've looked, this is what your strategies have been. So that growth
communication was your second strategic goal or priority and financial allocation and fiscal stewardship was your third. So you wanted those three things to get you there.
So now as we start looking forward, as we craft out that envisioned future, that that new vision, and if we tweak the the mission or not, that's totally up to you. What I'm what I think I hear you saying is we're going to need to
tweak a little bit to to be able to direct it to where we're going. But then from that point and then then we'll start identifying all right what what then are those priorities that we need to address in the next five years
in order to get us to that vision. >> Right. >> Absolutely. >> Okay. So I'm curious from your perspective that if you were to say that that plan was 100
ideal that plan would be 100% effective. What what went well with that plan over the last five years? What went well with it?
growth, communication, financial allocation, strategies. I thought well my impression is it got a little more specific and the specific items moved and changed as we
>> and that's kind of encompassing all three. Yeah, I'm not positive, but I think this is my third one. >> The one time I've been on the board. So, you know, you kind of have that part of you saying, "Yeah, you set it up, but then it dies in the water." >> Well, we were trying not to do that the
second time around. And Janelle, when she got here, we went through a lot of stuff where we had grown through some stuff and she was in the process of adjusting that cuz what do you do when you get through? Does that mean we have you back in and
you just do a brand new one or do we make it flow? That's what we were trying to do there. >> And I think we did that. >> Yeah. >> Yeah. Because it you should be looking it's not a it's not a dead document. It's something that you're consistently looking at >> if you're looking at your data and
making adjustments as you go through. I wonder, you know, and I'll say this just to to fluff feathers, but sometimes you don't get to see this because outside of your district, but if you talk to people outside of this district, you have a leader who has a very
positive reputation reputation for making things happen and and not everybody gets to say that. So when when you've got a superintendent in that position that that is good at making things happen, having this great direction to give those reporters, you
know, they're getting it done. >> So what else? >> Uh modernizing slashupdating uh current facilities. I don't know it was 100% effective, but I think our communication has improved drastically.
I don't know what what we're doing that is 100% effective because we're still tweaking everything. >> Yeah. >> So, I don't know if 100% is a good number. >> We can't just stay at one. We're going to have to tweak stuff to >> Yeah. We can't see it from here. >> It's never >> from from this activity. This is the
ideal state is the plan was 100% 100% effective. So what's going well that's driving you towards it being completely effective? >> Good, good clarification. Cheryl, >> I'm going to say something about as far as our teaching, but I don't know how to
how to put it in there. Uh I say updating. I don't know if you update is the right word, but really again going into that letters doing what you heard here using the u uh fast bridge data. I don't know.
>> I'll expand on that. One of the things that's in there is the professional learning communities and how how professional learning communities are focused on student outcomes. that's been a because that was one of the growth and the academic growth and the um so those are that that's I think to piggyback on
the academic letters component that we've >> has been a um a plus >> y so your intentional training >> driven your PLC's >> anything else in that plan that you'd say yeah that just jumps up that that
was really effective in helping us get to where where we wanted to go. >> I guess just in general, the financial management seemed to be pretty good compared to some of the other schools in the state. What was the absolutely thing where we're one of only like a quarter
of the schools that are not thinking about cutting jobs right now from a few board meetings? What was it? It was like >> either way, I know one of our previous board meetings there talking about that.
>> Yeah. Safe to say budget cuts are going to be something that are very predominant across the state and you saw all the all the failed referendums. >> How about on the Delta side? Are there things that they just did? It's not that
they failed, but they didn't go as well as we we thought they would. We've really probably needed to tweak these a little bit more. I can't really think of very much. Something didn't go, but we reacted.
>> You know what I mean? We >> we tweaked it to >> Yeah, we reacted to make it. >> You could put the block schedule on that one had we not done anything. >> Sure. And it's involved. But we did do something. So it didn't go there. It stayed on the >> on the other side.
>> Still still tweaking. >> And it may be our we tweak it right out of the block schedule and it's back to what it was for thing. But >> it's a great culture to have that's used to that's used to keep tweaking things. And >> we have to we have to move.
>> Yeah. Can you flip it to go too for me? >> I would say and and it supports kind of Cheryl's um observation, but that our communication has increased, but I still don't think we found the sweet spot. And it's and it's really around
understanding the most effective and efficient methodology to communicate multifaceted right like because um I think what is good communication for one population um is not going to be
effective for another population and uh and whether we're using the press whether we're using social media whether we're using right like it can be I know nothing about the school, >> you know, >> but but then then I we just haven't
found the right spot, right? And so I would say that that's a delta of of a continued like but I would say if I'm going to guess as you look at strategic planning across the state and having this conversation with school districts it's probably a very very common theme
>> and I just but I think it's we have to know and we have to continue to strive and and have those you know >> different communication channels >> and in communication we've done things
>> that work for communication. The one that sticks in my mind mostly is when we have something that's quite major, we get out and survey the public >> and we've done well with the surveys to give us more guidance on how to move forward. When I first got on the board,
we didn't do that. So, we go into this referendum, everybody thinking it's all cheery and we got ousted. I'm not sure we've really lost much referendum since the one that I'm thinking about, but we got into trying
to have a better understanding of what your stakeholders are thinking about rather than out of our separate bubbles. So, you have a bubble here at the school. Each of us independently have a bubble network of people that we are with all the time. But what about all
the people that aren't in our bubbles? How do we how do we get to them? Mhm. >> Yeah. >> And um I've always thought that has worked well for us. It also forced us to get enough communication out there that
we we put it together. So Danell's good at it. She just lays it all out and then addresses from beginning all the way through the end of questions that people may have about it. But it's a a data sheet that's there.
>> We didn't have data sheet like that before. It was conversation here, conversation there. Yeah, Ry, you should come in and vote for this because your kids playing well volleyball. It didn't get us anywhere. uh >> on the Delta side just real quick. I
want to circle back to what uh Thomas and Janelle had talked about earlier that had been mentioned and has to do with academic as far as parent or academic involvement maybe more at these
the the higher grades so the high school uh age uh children and and the parents >> so I think it's fortunate that both of you are here to hear how the elementary side how you know as far as the percentage of parents that were involved
olved uh you know for the uh uh >> conferences >> conferences but then it kind of tailored off when you really got into and I'm not going to say the secondary as a whole the secondary school as a whole but more so I would say probably in the high
school age so that that freshman the senior that that academic spread that >> I'm not sure we're alone on that topic >> you know we might I guess all schools have problem. We we came to every
conference and when we got into high school, >> we can be 10 minutes early and we always got in right away because half of them weren't there was nobody there. >> On positive side, >> yeah, it was great.
I'm wondering too if if part of that at the secondary level is the parents are so involved in being able to get online and see their students progress and ask questions of the teachers and whatnot whereas before we couldn't do that until we went to conferences >> right >> I suppose >> I agree
>> so possibly they're not concerned because the students doing okay or >> you know they've had their questions answered already that might be part of them not coming in at the >> look All right, I'm going to shift this up. I'm going to do an adlib.
>> Okay. >> And then I'm going to make a request. >> Okay. >> Okay. Appreciate that. So key stakeholders. So you asked to be thinking about who do we need to make sure
we have representation of or at the table when when we look at the the uh the stakeholder driven plan. Our target is always to have about 20 to 25% of the community based on the student
population. That sounds kind of weird, but your student population is about 860 kids, give or take, right? K12. >> K12. So, it's a little Well, it's eight a little bit higher than that. >> A little bit higher. >> Yep. A little bit higher.
>> So, uh even even if we pull it to 900, >> 20% 180. So our goal would be to have 180 people within the community that have experienced a need a need in in a
small group. When when we do the the focus groups, that's what we want to target in. We want to get roughly 180ish people that are that are coming in at small groups of 10 to 12. Sometimes they bloom a little bit more based on time,
sometimes a little less because of time, but in groups of about 10 to 12 where we're just sitting down in a room like this. Cindy's at the computer and we're just asking questions. We ask the same questions of everybody and we just
gather data. This is all the perceptual data that's coming from those from those people because that perceptual data then is used to d drive a survey a prioritization survey you know that we'll do which then gives you
information on this is what the stakeholders in the district really suggest are the priorities. These are the these are your marching orders from your community and that's what we try to to create through that
process. So the tall task of the list is in order to get that many people on the table, we've got to create a list of that many people, >> right? And I suggested to Janelle something that we've we've tried before
that has had really great results and it actually gets the kids involved into the process. We want to create the list and then we want to have our students do some phone calling and inviting people to come to the table and participate in
a in a small group about their school. And the typical response we'll ask in the small group, how many of you got a phone call from a student? And inevitably most of the hands will go up. Say, how many of you would have been here had that not been a student? And
and then the giggles start. So it it's a powerful strategy for getting people to the table. So when we look at at who needs to be to the table, Cindy is right now. Cindy is uh I'm gonna
change pens here. Cindy's at a computer. I'm going to be writing on a sheet of paper and she's going to be filling a spreadsheet. We're not going to get 180 people probably on this list. But then what we're going to do is we're going to turn around and we're going to share a drive a sheet with you or we're going to
ask you after you've walked out of here to go into that and populate more people. >> Make sense? >> Yeah. >> So, let's get a start on on this. who needs to be a and some power.
Don't don't pigeon hole yourself to be thinking about, well, you know, I don't want Joe in here because he's just going to come and vomit over everybody and and just bash the school in this session. No, I I want Joe part of that discussion
>> because we need to know what people who are disenfranchised or dissatisfied with the district are thinking as much as we need to know about the people who are really satisfied with the school because in the end it's everybody's school. We don't get we don't have the leisure to
to just serve the people that support us. We're we're serving everybody. So, it's important to understand all of those people. So, Let's just start let's start throwing out names.
>> So when you do this you >> put a percentage on the different areas. Take government officials >> nominal amount of people. Um service organizations >> nominal >> not as big as they used to relatively non pastorial nominal community members
and parents. Is it like when we're thinking of people, obviously the parents would be a pretty easy one because you have it all here at the school. >> Um but when you're looking at community members when you take our our district's
population must be what 4500 >> I think there were I think it was 66,000 like over 6,000. >> They got 900 kids in the school. >> We have to have a lot of community members. >> Yeah. and which is good for us because
that's the communication that >> we need to increase anyway, >> right? >> But these are just things to get your brains going >> people to to think about. So yeah, no, I don't offer up a percentage on how many you what percentage of community members
that's not going to stick. >> Uh because most of the majority of people that are going to participate are going to be parents of community, you know, community members without students. Uh they may fit into these. This is just meant to to memory. >> Start a new a new
>> a new sheet. Yeah. All right. So if you think about who who are people that need to who need to be coming to the table, who do we need to talk to? >> I would say our our um community advisory committee. So all of the members on our community advisory
committee should be there. Those are going to be all parents. Um and I I can put those names out there. um government officials. I think of our mayor, Sean Ranki. I think of Tar um our city administrator. I think of Jeff Bertram, our county commissioner who is a vested
in the community. Um >> what you say before Jeff? >> Uh TK um >> T R I >> city administrator >> Q I think is R T A R I Q. Um TK is our city administrator.
Um, I would say our city council members should be included. >> Um, or at least a few. I mean, >> I mean, I think they all should be there. I mean, they should all be invited, you know. >> Um, I think >> Yeah. Chris said township. Uh, community
members. Township. >> Yep. >> Or maybe townships. Did I say townships? >> Yep. So, townships. We'd have >> um we have um How >> Yeah. in the south Roseville Township. Um, so township homes.
>> Yep. Lane. >> Okay. >> Um, I think our big families, like the big family names across town, like who are the like who are the big family names across town that we need to just make sure are at the table? Um, you
know, I think of the staff names that have big names. You know, we've got the Spaniards, the Robergs, the the Mahers, the >> Wellies, >> the Say again, >> Wellies. >> The Wellies, the you know, those are all >> the Leers. Um, so those big family names
that have lots of >> I also think someone who's new to the newer to your district needs to be here. They have different eyes than the ones who lived here the whole time. >> Yep. some of the newbies, somebody who's >> um >> equal represent but representation from
parents of every grade level. >> Yeah. >> Yeah. >> Early childhood. >> Yeah. I was going to just say that people who kids aren't quite yet are going to be >> early childhood. So that would be like our our birth to five census,
>> you know, that inviting into that group. >> Um um I think about Um, I think about our sports community. Um, some of the individuals who are always working at our tables. Um, you know, the
gosh, you know, who, um, our line judges, you know, Don Canol and Right. Yeah. >> Um, like all the people that Rick was just talking about that show up that are they're they're showing up every day. they're working the um you know our
announcers are >> I think some from the arts community because they are >> often feeling not represented so somebody who can speak to whether that's music >> do you have a list of like the youth
volunteer coaches >> across the years >> I say across the years but in the last year or so I'm just think because that same point. I'm one of them and there's few of us that tend to coach everything
because which means we also usually go to everything, you know, we're active engage and so it be a good group to contact because they're more likely to be engaged and >> right. >> Exactly. >> Cindy, what I'm picturing that spreadsheet looking like right now is where this is going is headings
when we send it out. >> Start populating who that who are these different groups. I would say our Lions Club, the paint, the community foundation, the economic development, >> the Legion >> Committee, the Economic Development um
EDAP, whatever that is, the Legion of Commerce >> Chamber, Jacob Bertram. >> Do we have much for business leaders that aren't local that would still be good on that stakeholder list?
>> You know what I mean? Go ahead. >> No, I was going to say who do you do like internships with or that you connect? >> Yeah. Well, like like Lewis Industries and Nelson um Avon Plastics and um the industrial, you know, like that
>> centric needs to be here. Yeah. >> Would it hurt to maybe reach out to some of the local higher ed groups to see if they want to chime in on what they want to see from schools? I would say we should reach out to our partners that are doing our um PSCO and college in the
schools classes, >> you know, so that'd be, you know, well, we can fill them in. >> It'd be interesting to get feedback from um families who live in the district who aren't enrolled, >> our home families. >> I think home school
>> big category. Yeah, >> big category. >> Yeah. >> And I always say that >> say again, >> senior citizens. >> Oh, senior citizens. Yeah, >> definitely senior citizens have very strong feelings about our school >> and and we may be able to tap into that somewhat through the Rose Center or
through, you know, that might be another place um or if we could um reach out to >> local assisted living and have some >> say both the Rose Center and the Green Roof have boards.
>> So, you know, I attend those meetings. So I have boards that you know somebody >> and are the boards representative of the community or are they >> of their of their their community. >> Okay. Perfect. Y >> So they're like made of members not of like >> R O. Yep.
>> Yeah. These are these are senior our senior that's under the in that green roof area center. That's just one part. >> And we can take the focus groups to them. >> Oh yeah. And I was just going to ask if we could take that to the green roof center, you know, you can probably get
more involvement than in people coming in knowing that, hey, I come to the green roof this kind of >> they have a very nice >> and with that it might be the churches, you know, like the um where we have our, you know, the major churches of our
community >> and that that would hit many of it hit a lot of the families. did hit a lot of um you know we have some overlap there that might be a place to >> would it make sense to involve a few students just
>> those are those are built staff and students are are automatically >> okay >> thank you for asking that question that's that was a >> that was a those are >> yeah no >> I'll just make the note down here so
when we're used to know they're >> um and just so that the the board is aware so the way that we're going to encapture the staff is on MLK day um we've got all staff coming in and there's no students that day so we'll have a
>> do it's part of the day >> Jacob Bertram and the chamber >> that's got him all right bottom left >> Jacob is his name >> Jacob is the Y >> do we have on there the recovery center
folks? >> Uh no, the recovery center. >> Yeah, because Chris and I were I'm sorry. We were having a sidebar folks and we were just trying to figure out how do we pull them in >> and and not to sound negative, but but how do we view them because a lot of
them are just very very shortterm here. very >> but I think but but I think they have a voice that we need to hear. >> Well, they're they're going to give us insight. >> There's some that are long-term, too, though. >> Well, some of them >> choose to stay. >> Yeah. >> Because of the school.
>> Yep. >> We have the library on there. >> The library. >> Friends of the library. >> Friends of the library group. >> Trail guards. That's another >> Oh, yeah. And there's some overlap there between the >> Yeah. See, once we start putting names
down the list, >> there's a lot of >> use the spreadsheet to remove% by 20%. >> Yeah. >> So, this spreadsheet then, >> can we Janelle, can we give that link to you?
>> Sure. >> To be able to send out. >> I'll distribute. >> Okay. So, we'll we'll get that out to you and we'll just start populating in those those groups. Don't let that be limiting, though. And if if there's something we forgot, think about who's
your neighbor, who's the guy down the block, who's the guy on the corner. >> You probably run in at the coffee shop, the gas station. Who are the farmers and tell them? >> Oh, the farmers. That's a the AU community is a big that's a big community.
>> I'll do that in green. >> Thank you. Perfect. >> Recent retirees or recent graduates. Sorry. >> Oh, nice. >> Not necessarily just recent either. I mean, you can have >> a few different,
>> you know. So, and you can get college age just out of college every so often. >> Yep. >> The list you're going to want populated with phone numbers, correct? >> Phone numbers. Oops. >> Yes.
And some of those numbers I assume as long have the name the district probably has a lot of especially the parent side of things. But >> on the parent side of things we have but we don't have we don't maintain any database outside of >> student outside of the
the student data. >> So again going back to that 20 to 25% of of our population is what we're going to target. >> Okay. All right. Eight things we want to know. This is where I'm going to I have an ask. >> Okay.
>> My ask is as a board, can we make you a focus group? >> An early for focus group where we set aside 90 minutes for the eight questions. >> I like that. Yes, >> that's good. >> I did like the feel of it. I feel like
it was going to rush you and just the way you've built off of one another's thoughts, it could be really valuable to take that full 90 minutes and and dig into those questions. >> I'll provide you dates on the meetings I
don't want to go to. I'd like >> that's perfect. the strategic planning team. You know, I recommend for those two medias, I recommend between 30 and 34 people. You see my recommendation breakdown. You don't you don't have to take the
recommendation. You if you want it smaller because you're you know the culture of your your school, that's great. I don't recommend you go much bigger than that. uh because if you get if you start getting above 40, you start losing the effectiveness uh and being able to to
corral and re people in and um but you don't want to go too small because you don't want you don't want brain drain where somebody dominates the conversation at a table. So this has kind of been a sweet spot, you know, that I found, you know, and within that
as as a school board, you know, what do you want to do? Do you want that to be representation? I'd say no less than three, you know, that way you stay underneath the quorum if if you do that or if you want all board members to be part of this. It's an important piece of
the puzzle. You know, we just have if that's going to be the case, then we just need to follow up with medium >> and and do things with that. Um, I would within that I'm going to put a if if you do what a request that I would have uh
is that that process doesn't necessarily fit itself for video. >> It would be frustrating for viewers >> and it can be limiting for contributors. >> Sure. >> Yep.
So, um, obviously your superintendent's going to be involved, your administrators. I recommend at least five teachers, at least two support staff, at least four parents, at least four community members, at least three students aside from the focus group piece. We, you
know, be able to draw some some of the student leaders to have part of that and at least three at large where you just, okay, we've kind of populated these. Now, we just have three more people that we really think would be to have on this. >> Okay. Right. This is something we don't have to
accomplish tonight. No, that's this is one this is an assignment for you. >> Okay. >> That that in the end you designate who you want that team to be uh in conjunction with working with the board. >> Sounds good.
>> All right. Timeline as we close. Uh just make sure everybody is clear on on the timeline that we've discussed. you know, we've got some hard dates that are already in, you know, with our focus groups and and you know, where the the frames where we
want the survey distribution and data collection and u you see January 19th, you know, as J mentioned, that's going to be when we're we're going to make sure we get our staff administration in on that date. Uh the focus groups, how
how does that look? How does that work? We literally we will come and we will spend 12 hours in a day just being here and we will rotate people right through you know 90-minute sessions. You know we schedule 15 minute break so maybe we can
hit the bathroom but the intent is is to keep things moving and to keep people groups coming in with a lot with not a lot of lag in between on dates. So, we try to conduct those in a in a short window of time.
Um, and May 1st is is our date for wanting to have the the draft complete. When I say draft, it's the final plan waiting for your approval. >> All right.
>> Thank you. >> Thank you. >> You did you did awesome. We just worked through a ton of stuff and and the brain power was great. It's I'm excited as I totally off script. I'm excited where
where your thought process is. You you sound like you collectively work really well as a community. >> We do. >> That's that's exciting for this community. >> So kudos to you for what you've done and and the way you're doing it.
that I know a lot of superintendent say, Janelle, we would love to have that police service. You're giving her a gift. >> There's been some good work here. >> All right. Thank you everyone. And be looking for looking for that uh
spreadsheet coming up to you. >> Rachel, do you want to table the >> Yeah. >> Yep. >> Round table. >> Round table and the request for information. Yeah, we can table that. >> Table the table. table table.
>> So all that's left is a journey.