Good evening everyone. Welcome to uh the business portion of our of our meeting tonight. Um if everyone would stand as they are able and join us in the pledge of allegiance. >> I aliance to the flag of the United States of America and to the republic
for which it stands. One nation under God indivisible. Justice for all. Okay, all members are present. Uh, Director Atinson is joining us virtually tonight. Uh, so first on the agenda is the
approval of the agenda. Is there a motion to approve the agenda as submitted? >> So made >> by Director Johnson, second by Director Bullion. Is there any discussion or questions? And once again, this week it will require a a roll call. So we'll start with Director Olstead.
>> I. >> Director Johnson. I >> Director Bullan. >> Hi. >> Excuse me. >> Thought you forgot my name. >> I didn't. Director France. >> I >> and Director Mason. >> Hi. >> And Director Atinson.
>> Hi. >> And I that carries 70. Sorry about that. Uh, next in the agenda is new business. Uh, the 2526 uh board committee rosters for the finance and operations committee. And Dr. Thomas.
>> Thank you, Chair White, board of directors. Um this evening, you have one of our three board committee rosters before you. Um the other two will be coming on September 8th. Uh just for some context um um for the board and for the community as we were in transition
with leadership um this summer compare uh carrying over from last spring. There were some information and processes um that I wanted to make sure that we addressed um before it comes to the board to ensure that we have all the accuracy um you know before it comes
back to the board. And so I I want to thank our committees who have been doing work around um the other two committees that will be coming on September 8th, but I just wanted to kind of cross the tees and dot the eyes um with the teams and um getting our schedules aligned um
was a little bit more challenging. So I apologize for that uh last minute redact, but we'll be bringing that on September 8th. We have plenty of time. Committees don't start, I think, until the end of September or very first part of uh or middle of October. So um that
will be coming on the 8th. I also just in this committee space wanted to share um that as you all know uh we went through some transitions with regards to our um achievement integration um efforts uh by uh reducing the
administrative costs and moving some of that um FTE into direct um student facing um FTE that we'll be bringing on board um to support our students um to accelerate gap closure strategies etc. Um, additionally, the uh, equity
committee, um, I shared, uh, last week with the group as we talked with new administration coming on, we had lots of conversations about how this work needs to be embedded into the district's fabric. Um, one of the things that I talked a lot about, you know, with our previous director as well. And so um we
are rolling a lot of that work that we have typically done um with ANI into our teaching and learning advisory committee that has the same composition of community staff members, administration uh board uh representatives as well. Um
and I just want to publicly thank our um uh members who are part of our equity advisory uh uh council and just from a sheer uh human capital standpoint the bandwidth for us being limited um I need to make sure that a lot of our work not
just within ANI but a lot of our work as an administrative team they have heard me share we'll be leveraging our board committee structures in a far greater capacity this year than we ever have because this these will be kind of our clearing houses, if you will, to bring
in multiple perspectives versus having a lot of subcommittees or task forces um that many of us who are stretched on to many of these places can consolidate our time and really focus in on a broadened scope but align to the work. So, for
example, the work that we talk about tonight, I'll introduce a little bit about what that would look like with our um our uh consolidation and closure plans, um how we'll be leveraging the committees to support that work as we move forward as well. So, just wanted to give some context to the board and to
our community around some of the committee uh structures moving forward. >> Okay. Is there a motion to approve the committee roster for uh finance and operations as submitted? So made >> by director Mason. Second
>> second by director Johnson. Any questions or discussion on anything that Dr. Thomas presented? >> I have a question. >> Looking this way. Um how many people did we get to apply this time to the finance committee for and how many open
positions did we have? >> Um we didn't have actually any open positions in the committee when we closed down last year. The opened positions that we have on the finance committee is uh that took place about a month ago when we decided to open up to
a finance operations. And so we added operational people with operational experience that we did not necessarily have specifically. So there was no openings but we expanded the committee to include operations in about was that four or >> uh we ended up with six.
>> Six. Okay. >> Six. And um we had applications of around 25 >> 25 and you chose six. What what was the criteria for the choosing if I may ask? >> Well, largely around whether or not they had experience or background in the area
of operations. Um trying to vary that as well as we looked at things. um taking a look also at um kind of the coverage we have currently with our our schools and making sure we're staying kind of
balanced in that regard as well. >> Um because I I know that we didn't we had a finance charter but we never had the operations charter with that criteria. So I wasn't sure if it was you know how that process was done if the process was documented or anything like
that. the same process that we used for the finance committee and others as well. Um the one thing I a caveat I'll share is that I do plan to bring some revised charters back. I'll be working with some of the groups on September 8th as well um is including the finance and
operations charter to bring some clarity around some language um to codify some processes. So it's pretty well known about some of the expectations that we have around this comm these committees. I'll just share these committees are a two-way street. We have staff who give
of their time. We have community that give of their time. And we want to make sure that those who are committed and saying yes to this um are able to do so in a manner that's actually um adding value versus just a name on a roster. And so those are some of the things that we also want to tighten up. So um thanks
for that reminder, Director France, for me to share. Um, I will be seeking to revise some of those charters to bring before the board for your consideration. That way we have a little bit more clarity on what that will what that ask is of the community and um obviously the
staff members. >> Anything else? All right. Hearing none. Once again, this will be a roll call. Director Olstead. >> I. >> Director Johnson. >> I. >> Director Boy. >> Hi. >> Director France. >> Hi. >> Director Mason. >> Hi. >> And Director Atinson.
>> I. and I that carries 70. All right. I will now entertain a motion to adjourn the business portion of our meeting so we can move into study session. Is there a motion to adjourn? >> Still made >> by director France. Second. >> Second. >> By director Bullian. All in favor?
Director Olstead? >> I. >> Director Johnson. >> I. >> Director Bullan. >> I. >> Director France. >> I. >> And director Mason. >> I. >> Director Atinson. >> I. >> And I. That carries a 70. And we are now adjourned into our study session.
All right. Um, first on the agenda for the study session is the public forum. This is a 15minute period of time uh for the board to receive citizen input. Uh, please be reminded that there's a three-minute time limit uh per speaker and tonight we have one. Lindseay
Waltman. >> Good evening, members of the school board. Thank you for the opportunity to speak today. My name is Lindsay Waltman. I'm here to talk about a program that has the potential to create lasting positive change for our students. It's called Girls on the Run. Girls on the
Run is an after-school program for third through fifth grade girls that aims to inspire to discover, build, and grow their self-confidence regardless of their ability or background. The program focuses on helping girls develop essential life skills such as managing their emotions, fostering life skills,
and managing um their friendships, and expressing empathy. But it's not just about emotional growth. Girls on the Run also encourages physical activity. Through the combination of running, fun exercises, and group discussions, girls experience the benefits of teamwork, persistence, and goal setting. As the
season progresses, the girls work towards two key milestones: completing a community impact project and participating in a 5K event. The community impact project is completed as a team and allows the girls to contribute to their local community in a meaningful way. Whether it's organizing
a charity event, volunteering, or finding a creative way to address a community need, this project teaches the girls the value of giving back and shows them that their actions can have a positive impact on the world around them. It instills a sense of purpose and responsibility, which is an important
life lesson that extends beyond the program. Last year's group of girls crafted fleece blankets for McKenna Crossing Nursing Home residents and made bookmarks to brighten their day. At the culmination of the program, the girls take part in a 5K event, a celebration
of all the hard work they've put into the season. This event is not just about running a race. It's about achieving a personal goal. The 5K provides a tangible physical representation of their progress. So many of our girls from last season reported feeling an
immense sense of pride and accomplishment when they crossed the finish line. The program is structured around volunteer coaches who lead fun, engaging lessons. This season, the Girls on the Run program is being held at Jeffers Pond Elementary after school from 4 to
5:30 p.m. on Tuesdays and Thursdays with the final 5K event on Sunday, November 9th at the Minnesota State Fairgrounds. While the program's only current location in our district is Jeff's Pond, this program is open to any girls in the district in third through fifth grade.
Please see the community education catalog for more information on how to register for this program or feel free to contact me directly. I'm currently the site liaison for the Jeffers Pond Girls on the Run program. Thanks for your time. >> Thank you. >> Girls on the run is so much fun.
>> Thank you girls. >> Thank you >> and boy. Little boy. >> All right. Next on the agenda uh is the purpose and agenda. Dr. Telus. >> Thank you, Chair White, board of directors. Um, as with all of our study
sessions, this is our opportunity to go a little deeper into topics of discussion. Um, this evening, we'll have a uh proclamation. Uh, we'll do some budget updates uh for for the board. We'll also um share our initial uh uh
framing of our district uh consolidation and boundary changes and then close with uh the board's opportunity to engage in um some goal setting. >> All right. Thank you. And first would be the proclamation. I believe Dr. Chas, you're going to read that in
>> Yes, I thank you. And uh I I send my hells on behalf of Rob Kern who is fulfilling his civic duty on jury duty. Um what's the uh luck that you would start a new role uh and then you also
have to now report for jury duty. So he sends his regards and in his apologies. Um but uh he couldn't join us uh this evening. Um, so I just I it's uh it's for our payroll appreciation week and I'll just share that I think everybody
likes to get paid for the work that they do and uh we have two amazing payroll staff members here in Prior Lake Savage Area Schools and uh on behalf of all of our employees, I would like to thank our senior payroll specialist uh Jen Farqua
and payroll specialist Samantha Gray for all of their tremendous time um and effort that they put in every day to ensure that all of our payroll functions go smoothly throughout the year here in the district. Jen and Sam process over 40,000 pay transactions each and every
year and I again just want to thank the two of them for their dedication to the PLSAS community and recognize them for payroll appreciation week. Great. Thank you very much. Okay, next on the agenda um is the budget update. We'll start with the
audit update. Director Ryder, >> thank you. We're in the process of um completing our 2024 25 school district audit and the fieldwork has um that is on site has been completed. Uh there may be some visits yet with um the principal
partner for example on a couple of matters and we are working on a few areas yet as we continue um moving along though pretty well. Any questions or for Lisa? >> Okay, we'll move on to the levy
certification update. >> Okay, so I entered today our levy information for the levy certification process. As a reminder, this timeline is that we submit our information and then on or around September 8th is when the
state must then disperse out to all the school districts their levy certification sheets. And that's about a 35 to 40 page document that has a bunch of formulas in it and um from that is what is derived the amount of dollars
that a school district would receive for levy purposes from their taxpayers related to school funding. Uh the information at this point in time is estimates that we're entering for data that they're going to use that in determining our levy for the 20 26 2027
school year and it would be the payable 26 taxes for our um community that would be in calendar 2026. >> Any questions for Lisa? Just one question. Um our tax estimate or the
property tax estimates that's one of the uh prerequisites for this for the um people to like not to have the all the final um issues with anybody's estimated property tax also resolved uh before
they actually complete the formulas or they before they actually give you the rate. So there's a timing where there's like an adjustment period and that can take up to two years for those adjustments to work their way through the system. So you know taxpayers have a certain deadlines for which they can
>> um make you know appeals to their taxes. um if we have information that's like we're putting in estimates right now and so the actuals are what we're putting in for the 25 year that we're just wrapping up and then any changes from those actuals compared to what we put in for
estimates two years ago those then would show up in the levy process moving forward as adjustments. So there's always kind of a rolling factor to the taxes. Yes. >> Okay. That's what kind of what I was trying to get at. So sorry for the
garbled question. Yeah. Um, that's good. >> All right. Well, thank you. Yes. >> Anything else? Okay, we'll move on to the enrollment update, Dr. Ryder. >> All right. So, we have an enrollment update for kindergarten that you see in
your packet. Uh, very similar to what you've seen in the past. I've updated it for the latest week. And I just to remind people of how this works, I'm making a comparison to where we were in each of the previous years at this time during those years as well. And then we
take a look at what is the average percentage of how far along were they when we compared it to what the actual numbers were. And so you can see that at this point in time, we would anticipate being around 99% there. And our numbers are showing then at 528 for our
kindergarten. Um in our enrollment projections, we have 533. So we're a little bit behind there. Um you just never know who's going to come in that last week before and and even during the early weeks of September, right? So we encourage all families to certainly
enroll their students, those eligible for kindergarten and and we look forward to serving all of our kids. >> All right. Thank you. Questions? Okay, >> just sorry just to confirm. So that 533 enrollment projection is what we used
for budgeting, correct? That's right. And then what is the number of open enroll versus in district out of the 523 currently? Do you have that handy? >> Um open enroll sorry say that again. >> Just I was just curious like in district versus open enrolled students out of
that 523. >> Um at this point in time they're all showing like they have a place like they're assigned somewhere. >> So >> Okay. But we don't have this. >> Okay. >> I don't know that I have the numbers as to like who's outside of our resident
district. Um I don't know if that's the intent. I'd have to follow up because it didn't look like it was from before, but that's something I can research. >> Anyone else? All right. And then moving down to the uh 2526 budget update.
So, our budget at this point in time of the year is largely due to um enrollment information that we want to, you know, make sure we're updating for the incoming year. Um, and so we've already set that budget back in June. Now, the
challenge is for us to see kind of where our October numbers come in. And I say October because students will start their school year and then there is a period of time in which they may um there may be some drops students that we may have enlisted on our enrollment at this point in time from previous years
that may have moved or something of that nature throughout the the summer, right? We'll learn that they're not here when they haven't attended 15 days in a row, for example. Oftentimes they'll call and let us know, but in in the cases where that's not the case, that's when we have to then drop them per state statute from
our enrollment. So we we kind of want to wait and see what those numbers look like after that because that really does firm up your enrollment numbers and then you can kind of see how you're doing on a grade level um in comparison to what we had budgeted for example and kind of
get a sense of where we're at with regard to the enrollment for the current year. >> Okay, questions or comments? All right, thank you Lisa. Next on the agenda is the uh first go
around with the district boundary change and directors powers and writer will be presenting. >> I figured you'd stay seated. So this evening we have the beginnings of a process for our school district
boundary discussion. And as we go through this, our goal is to use this PowerPoint or some slide similarities um for any presentations we do. So the this is where all of the information could be found at any given time. As we move into
this um the first p uh page we want to talk about the slide is um it's really about the why. Why are we doing this? What's our current reality? And this is all part of a guiding change document that you can see enclosed in the slides later um that we will we have included
so you could see all three of these first three slides together. Um but the why so in response to the board approved site consolidation decision Westwood Elementary will close as a neighborhood school and will house Lola
relocating from Greenwood. The intent is to also close and sell the district service center with staff relocating to Greenwood and the need to redraw our elementary attendance boundaries is the why. Okay,
there are certain things we will not do. Next slide. Um, we will not want to violate any laws or policies. Clearly, we want to make sure that we are not creating unreasonable inequities within our buildings or our programs or significantly increasing our
transportation costs. We want to be con um considerate of our non-ontiguous boundaries that we now have and continue that process. And um we want to also be watching our um capacities of our buildings to make sure that we are not exceeding those in any way. We will be
using the capacities that we have seen discussed in the May and June um conversations around this um to date. And then lastly is our desired results. Like what are we really shooting for here? And I say desired results because this is going to be something that you
probably can't accomp accomplish every one of these on a list. But this is our these are our goals. So as a result um of this process, Prior Lake Savage Area Schools seeks to balance our enrollment across our elementary schools, support the
relocation and growth of the Lola in its new home at Westwood, minimize our disruption to students, families, and staff as much as we can. Ensure equitable access to programs and that can mean a lot of different things. So trying to keep that all in mind and
considering um the feedback we hear from others. Reviewing our efficiencies for transportation will be a part of our consideration. Maintaining early childhood programming at our Edgewood school and nature-based programs at Jeffers Pond. We're going to
keep that final cohort of fifth grade Sage students together at Westwood for the 2627 school year and ensuring a thoughtful transition that remains maintains that continuity of service and also just um considering opt-in for
transportation needs at that high school. Something just to consider our process for this to date. So up to this point, you know, we have a timeline that is included here and we'll be going through in a moment. We will have assumptions
that Dan will talk about along with minimal criteria and that'll take us through tonight. And then from beyond this point, then you can anticipate that feedback opportunity from our board of education committees that we have in place. We will anticipate creating four
options to present to learning leaders and to um bring to the to the board for conversation and narrow that down to no more than two options to present to the board with a recommendation of which one um which one of those options we recommend.
So, our timeline, this is a a piece of the timeline taking us through the rest of this month here um and even to September 9th, which is our first finance and operations committee where we will talk about boundaries. Um we will be reviewing boundaries that
we have um we have developed in our process and as uh Dan will talk about them, we'll further rank those as we move forward. So I will turn it over to Dan. >> Good evening everyone. Um
a couple of things we wanted to start with when we were doing the discussion about the boundary changes of the assumptions of the process. Um we're assuming that we're going to keep Lola Delago as an entire program and it's moving to Westwood. We're assuming that we're keeping the Sage kids at Westwood.
We're using the data based off of last year's information because that's the most complete data we have. It's including all of our free and reduced um students, all of our pick a category for a student that's been identified. Um it might be race, it might be um a number
of different things. We're going to use all of that data so that we can try and find the best balance that we can for all of our locations. One of the things in here that we mention is the grandfathering of our IDT students um for this next current year.
Part of the reason we're talking about no grandfathering, the boundaries will change. People's preferences very very likely may change and if they had an IDT before um they it may not be valid anymore. So we want to start from just
everyone being on the same footing. They're going to start in their home school and then they're going to have to if they are if they have an IDT of some type, a transfer of some type, they're gonna have to apply for it over again and then we can process that through our normal process that we already do.
And after all of that, I mean, our students are the ones that are going to be settled in first. Then the open enrolled kids are going to be able to come in and do this. Some of the minimal criteria we're going to be looking at, I'm already looking at continuous brow contiguous boundaries. I
don't want a piece here, a piece there. I want them to be as chunked up as we possibly can. We want to make sure that we're meeting our capacities, that we're m underneath our maximums, obviously, and I don't see any reason that that shouldn't be a problem with the numbers I'm looking at
right now. We want to make sure that we have four sections per grade per building minimum. We're basing our capacities off of four grades of kindergarten in each one of our locations. Now, there are a couple of other grade levels that have the capacity to go five sections, but that's
not what we're basing all of this on. It's on the first base of the four per grade level. And we want to make sure that we're ensuring equitable access to these programs. We are we have a statute that we have to maintain within 20% variation
any school versus our district numbers. And we can't significantly increase the cost of transportation. I'm I'm hoping that when we're done with this process that we will find ways to decrease that transportation cost, but that's not a guarantee until I know I'm through with
all of this. Now, as we're looking at developing and comparing those scenarios, all of those things that we would like are going to help us to rank these. They could all meet a minimum and they might all be ones at that point, but there's going to
be one of them that's going to fit better. It's going to have allow us to keep that nature-based program at Jeffers Pond perfectly. That'll be a nice one that, you know, where we we scale it at an eight or a seven or however we scale that one. Those ones that meet most of our criteria, those
wants and needs, those are the ones that are going to rank the highest and those are the ones we'll bring forward to you. The ones that don't meet all of those needs, you probably you won't even see them. I I can bring them and show them to you, but there it won't be. At that point, you'll understand why they weren't our preferred ones.
Now, this is the the initial sheet that we were talking about for our guiding changes. These are the first three slides that we looked at in the initial part. If there's any variation between them, that's our fault as we were switching them back and forth. And this is the full time or a more
complete timeline through um through when we want to make sure that we're done with this process. We want to give our families enough time to when they're starting to bring in those kindergarters for next year that we're hitting those timelines and they can do that without worry. And that gives us a
lot of other things that we need to get done like making sure where our staff is going to go after we've redone these boundaries. Once we settled the staff, then there's I mean there's a whole bunch of different things that absolutely have to fall in place after this timeline is completed. So that's part of the reason that it's so
truncated. There any questions about any of that stuff up to now? >> Questions? Um the only question Oh, sorry. >> The only question that I had is um if you could tell me more on the um opt-in
for transportation needs at the high school like considering an opt-in. Can you just tell me more about that? >> I can and and we actually met with the bus company today and it may not be something that'll be coming forward. So, the reason we thought about it initially was um Lisa comes from a district where
they had um like they would reserve a spot in every one of those buses for every one of the kids. So, there could be a bus that might have 20 kids in it instead of being full. >> Our bus company does us one better. Um they understand how the average load of
the bus is going and they actually they over book those buses. They understand that they're not going to be full all of the time. So what they were explaining to us today is they book up to 150%. Which allows them to be fuller so we aren't running around with those buses
at 30% or whatever. So initially when we were looking at it we thought okay opt-in that might give us some chances to reduce some of these routes. Well we found out that our bus company is being even more efficient than that. >> Okay. Thank you. >> Yeah. Well, I had a question. I was going to
wait till the end, but with that 150% um one of the things that that resulted in over a period of time was the bus company historically asking that kids in sports um not get on the bus with their
equipment, football, hockey, lacrosse, etc. and that kids in band because they couldn't discriminate between which instrument also could not get on the bus with their band instrument. So, we've had that issue before with the over over capacity in order to balance that out
and it ended up being discriminatory towards kids whose families couldn't pick them up and drop them off when they had to bring their equipment and their band instrument or kids that couldn't practice at home because they had to leave it at school. So, um,
I we solved it once. Hopefully, this is not going to re generate another potential issue. >> I think it's worth the conversation and making sure we keep on top of it and see exactly how it comes. Um, there's always going to be that push and shove on
maximizing one thing at the detriment of another. >> Um, so I'm hoping right at the moment, I didn't hear about as many complaints last year. Um they were doing the same thing last year. They've been doing the same thing for many years now. >> They they they called it down. They
allowed a lot more exceptions. Uh especially at the middle and high school where parents are more likely also to drop off in the high school or more kids drive. So it became a little bit more dimminitized. However, um it has historically been an
issue and I hope it doesn't re you know uh regurgitate again. >> Point taken. >> Director. It is definitely something I will be watching. >> Yeah, >> Charles. >> Yes. So, can you tell me more about the review transportation efficiencies, including
adjustments to school start times? >> So, as is normal for any type of thing when we're looking to make sure we're doing things as efficiently as we can, right now we have a three- tier system for going to our schools for different pickup times. Now, if if when we redo
the boundaries, um that's one of the things we'll come to the bus company with is okay, does this still work within the time frame that we're looking at having all of the elementary kids come in without adding buses. Is this still working in the time frame for the middles or the high school
without adding those buses? If by chance I do these boundaries in a good way, maybe it could reduce the number of buses or something without changing the times. But we want to make sure that we are cognizant that some change may need
to come up to make sure that we're as efficient as we can be um while still serving our students as well as we can. One of the things that I know we aim for right now is that the kids aren't on the bus more than 30 minutes. I mean, that's a good thing in a lot of different ways. It's it helps with the
discipline on the buses. The the less time the kids are on the bus, the less chance they're going to get into something. if we were to adjust things, could we probably change that to a longer? We could, but I don't know if it would be necessarily the wisest. Um, but it's all of those types of things we want to make sure that we're looking at
all of them when we're changing these boundaries around. This is an opportunity we don't want to see come across again anytime soon. So, if those types of changes present themselves, I wanted to make sure that we at least included it in the options and that we were looking at it.
>> Thank you. I also think that it's important for us to make comment on it now as we begin the process so that people understand it's a possibility, right? Not surprised later if something's necessary. >> Lisa, did you have a question?
>> Yeah, I just have a question for Director Powers. Um, going back to the opt-in for the high school, um, what's the process currently if, um, if there's a high school student who's not taking the bus and they're driving? because I know my son right now um he's assigned a
bus um but he's probably going to be driving. So like is there a process that parents need to know about so that they can like like call the district and say don't count my kid in on on that bus stop? >> Yes, currently there is no process. Um that's partly where the bus company was
talking with us about where they they actually overched it. if they notice that a student is not coming to a bus stop for a certain amount of time, they won't stop there. >> Um that's just a part of what they adjust, if they know that kid is not going to be at that stop. But um if they
notice that they're not there and the parents want to follow up and say, "Hey, they're they need to be picked up," that's a quick and easy change back to the way it was. >> Yeah. Okay. Yeah, they've they've always been great. Um, is that a different percentage for elementary versus high school or >> Oh, gosh.
Yeah, the elementary is obviously much more consistent. They're not driving. Um, the middle school, the same thing. The older grades, >> they have a slightly higher chance of having a sibling or a friend that might be driving. Um, but the elementary is much much smaller. The parents are the only ones that are really bringing them
in at that point. >> Yeah. Unfortunately, they don't have to drag that tuba in and out every day. They typically don't bring it home from school. So, Mary, >> thank you. >> Okay. >> Um, so for I just wanted to clarif that my first question other than the bus
capacity was the balance of the staff. I assume that you're going to determine the boundaries first and then look at the staff and then make adjustments. Okay. Because one needed the staff will follow the same. >> Yes. And that is a part of the discussion thankfully I don't have to
worry about, but the other people are going to be jumping on as soon as we get the boundaries set. >> Yeah. Okay. And that'll be part of our next iteration. Um because obviously uh Rob and his team will be looking at contract language for assignments etc. But again once we know the composition of student needs in a building then
we'll know the types of staff that we'll need to bring into that building. So more to come on that once we kind of get a little further down the bound or the uh reassignment process of uh attendance areas. So, um, said you will not create
unreasonable inequities within buildings or across programs. I guess if you don't have the answer now, that's fine. Um, could you give me an example of a reasonable inequity that >> if it's within a 5% difference between the buildings in our versus our district
average of kids that need free and reduced, that is a reasonable >> it's an actual >> it's an actual percent that you use. >> Yeah. >> Yeah. We have a uh chair white, we have in board, we have state statute that we have to follow with certain um student
populations that as we move attendance boundaries around that there are thresholds that we have to stay within. Um otherwise we could get cited from the state as making inappropriate boundaries or further concentrating certain demographics that by law by Minnesota
state law we're not allowed to do. If folks naturally um uh you know reside in an area that's one that's one thing but if we create concentrations above certain thresholds for certain student um populations then that's when the
state would intervene to say you did not follow statute. So um we have some wiggle room up to 20% in some cases. Um so that's the the variance of reasonable >> right. Okay. And and as we're looking at this, we pulled all of the data to make
sure we have our our baseline right now. So that as we're looking at all these changes, we'll make sure that we maintain I mean that's where we start with the minimums. Um so that we absolutely have to maintain within that statute limitation on on all those. >> Director Per and I'm just want to reiterate something that he mentioned at
the beginning or um maybe it was director Ryder as well. Uh so when we when we look at our current population, we're we're we're rolling that population that is currently with us this year that they would continue next
year. We know that over the summer there will be es and flows. We might get more enrollment. We might, you know, have some students move, etc. But we're going to use that as our base assumption, including all the demographics of students. It's not a perfect science, but that's all we can go on because we don't know who might be here next fall.
we only know who's with us today. So, that's one assumption. And then back to Chair White's uh question, um we'll have to closely monitor that assumption to make sure that that kind of tracks with what we anticipate would happen so that we don't find ourselves kind of out of
scope. >> Um I have a few questions, but I wasn't sure if you were done yet. >> Dig into it where >> I think our next slide is just um >> questions. Just questions.
My timing is great. Okay. Um, um, hold on. I'm trying to go in order here. Um, the where I'm so sorry. Um, the well the the
broader timeline um toward the end there um that goes beyond um just tonight. Um we we mentioned that we're going to get some feedback from different um committees. So I just want to make sure they're not part of this timeline.
So teaching and learning policy committees uh meetings in the fall aren't included in this. So I just want to make sure that those get inputed. >> Director said yes th those will be. At the time of creating this, we we really manage the um finance and ops committee
as as the primary one that we had to lock these in place and then based upon where they fall in the queue of the TNL and the policy, then we would find ways to bring this presentation or kind of an update to get those perspectives in a timely manner. So the ideal state for us
is that we're leveraging our board committees to um garner community input along the way so that when we come back at our next iteration here with the board, we are bringing the voice of our community of our staff and in some cases our students um if they participate in the committees um and then based upon
your feedback here this evening then we have your perspective to bring back to the community. So we become that conduit between um governance and community um while also incorporating our administrative voice in that process. >> Um uh that was my next question in terms
of getting that feedback. So um we talk about this location analytics is that kind of ranking what other groups will follow too or is that just for will everybody use the same format and ranking system so that it's consistent?
So that's a good question. So as we're looking at the committees, one of the things that we were hoping to do and that may change was when we're talking to a different committee, how does that committee how does their work affect what or how did their work affect the boundary decision? You know, how did how
was their input? If we're looking at just purely from a finance viewpoint, um are these boundaries going to be costing us more money or less money? Or if we're looking at it from an operations standpoint, that's a very big difference. or if there's another the teaching and learning committees, how
will it affect their them on how we look at these boundary decisions? So, all of them will be seeing the same thing that we're looking at for rankings. um we will be bringing those things because the teaching and learning group will very likely look at some of the things that I've ranked that we've ranked
differently and that's exactly what I want to hear from them so that we can get their input um on and find out exactly okay this really does fit the way we were thinking it did >> and that's the exact hope is that as we're ranking these we come up with ones
that fit the best and >> who who's who's leading the location analytics feedback you >> I am >> okay >> I was just curious um and then um so we we talked about um
uh student voice which I think is going to be um important and I I wonder and yes ideally would love to have more students come to our committee meetings but they don't um I can't speak for all
committees but I traditionally not too many students attend those. So, I just um you know want to put it out there in the universe that I would really love to gather somehow student feedback and not count on them coming to committee
meetings that they traditionally don't attend. Um because this does, you know, affect them. And I realize, you know, a second grader might have very different opinions um than a junior, say, or you know, something like that. Um, and high school, there's only one high school.
That's an easy one. Um, not easy. I don't mean easy. Nothing about this is easy. Um, but, uh, so I just want to put that in the universe, too. And then, um, in terms of when when you were talking, Dr. Thomas, about, you know, meeting those statutory requirements about, you
know, making sure that we're, you know, taking care of doing everything in the most balanced and equitable way possible. Is there a third a third party who who checks our work I guess? You know what I mean? So when when we have our recommendations or the final two
even you know who who checks our work to make sure like yes this this makes sense for your community this makes sense for or these recommendations make sense? >> That's a good question and we really haven't come up with a third party to look at this. Um >> what the bus company though? Well, the
bus company's going to help us with routing and a few other things. >> Right. Telemetry, telemetry software, the logistical software, making sure we stay within our contractual finances. So, we have that. >> Yeah. >> And you have the variables of students and the concentration of students, the
statutoatory requirements. I assume this is all built in a model anyways because this isn't the first time we re >> drawn boundaries, >> right? >> Okay. >> Yeah. Yeah, we have internal software that helps you know regulate you know all the movements and tracks the movements and some of the analytics
pieces that director P mentioned. I would say also our process for leveraging committees um and community um as a means of checks and balances along the way um to to director P's point. So when we bring this information um to the policy committee for example
and again I'm just sharing this out loud um we will bring some of the state statute that we know pertains to some of the things that we have to have look fors on and then share that with the policy committee so through their lens of of policy are we adhering to law in
in policy as well um that's where we would get that feedback at the very end of the day um uh if we need to confer with our general counsel on any legal concerns particularly around um the statutes. We can definitely verify that objective more objectively, but I think
we have a really good system of internal checks and balances in a in a progressive way all throughout the the process taking us to November 10th. Um and then this is our formal um touch points um in that calendar that you referenced, Director Olstead. Obviously,
there will be lots of informals. We'll have town halls. We have oneto ones as board directors and superintendents. we might have a a community group to say, "Hey, would you have the ability to come out and meet with us and talk with us?" Um, so that's something that we can certainly do, similar to like what we
did with the levy conversations as well. Um, but we want to make sure that our definite go-to spaces are going to be, you know, the the structures that we've identified here this evening, not to overexert ourselves and and stretch ourselves so thin that we uh under pro
uh overpromise and underdel. Um I think what we have here in this calendar uh can be done in a in a timely fashion as well as ensure that we um remain objective on what's best based upon these assumptions and have that checks and balances. >> Great. >> Yeah.
>> Um so what isn't in here is the deadline for the final decision. So we're moving backwards from that. >> It is November 10th is >> November 10th is in the latter one in the cut off the smaller one. Okay. Um, so we're moving backwards from November
10th part right there. >> One more. >> One more. It's >> right there. >> There. Okay. Sorry, no glasses. Um, so we're moving backwards from November 10th. And um, with that, we're going to
be bringing it to the bus company at some point in time and also considering the demographic changes that can happen over time so that we're smoothing it out. Um I would also assume that based upon my previous experience with boundary changes is that uh let's say to
the policy committee would come uh a question of let's say the number of kids walking uh to school because I know that got changed and we made some variations in that. Uh there was also other questions about where you draw the um
the actual bus routes. And the first time we went through this, there was a huge discussion about the bus route being on a four-lane highway and only going on one side, therefore making kids cross the road. um and therefore
creating some you know some of these exceptions and decisions that had to go in place cuz obviously our roads have changed quite a bit in the past 10 years. Some of them are more dangerous, some of them are less traveled, that sort of thing. So that's the type of question that would also let's say come
to a policy committee or potentially the finance committee about that and then the distribution and the demographic of the um of the students themselves would be something that would be more concentrated in the teaching and learning. Correct. >> Okay. >> Thank you.
>> And I said, Oh, go ahead. >> Sorry, a couple more things. I was just noticing too, I think this there is no September 23rd finance and operations committee currently in a calendar. I think the calendar has to be adjusted still anyways. What's online, right? Um they were off by a day, but
um so if we need to add a meeting because we are moving dates. >> Yeah, we moved them from Wednesday to Tuesday or something. >> Um we'll follow up. >> Yeah. Anyway, just wanted to point that out if we can correct those. And then also um I think you know we spoke about ensuring that it's also brought forth to
the um special ad advisory committee as well. So for those parents to provide feedback if we could at the October 8th meeting >> and we didn't mention it but we have included invitations on the September 9th meeting that did go out to um two
principal representatives as well as our early learning >> uh leader. So >> okay, >> they'll be involved in the conversations too. >> Think community at as well for their programs. >> Um yes, the person that's the early learning person is also the director
with Joel. >> Okay. >> Yeah. >> So that would I was just a question for administration, maybe even for other members of the board. He says you're you're creating four options. Um in the spirit of make sure we're thorough. the questions here about
making sure that everybody is getting updated as we go or as many as um possible is just land on four for a reason. I I I I see internal software doing a lot of this work and I'm wondering is there are there really four
distinct scenarios that are going to bubble to the top or we're only going to look at two anyway? I don't want to you know with our bandwidth issues right now I don't want you guys to have to do work on an option that is never going to happen. So, so if I may, Chair White, um
we would say no more than four. Um and to your point, yes, we do have software that allows us to um input various um variables to see what our outcomes are potentially would be. I think what we're trying to make sure of um and again some
reflective lessons learned um uh around other uh engagement topics. uh we've made some of those decisions in the past as an administrative team where things naturally just fell off that might not be so apparent to our general public. So I think we may bring some of these to
kind of walk through as to how or why this would naturally drop off versus just pulling it so that people don't say well what are you not showing us? Um, so I think for us there may not be four based upon where we do some of our
initial inputs of variables, but I don't want to go I mean in any more than four. And then yes, when we get down to like our final realistic two, um even there we're going to give you our administrative recommendation and and
why one might edge out another. But I don't we won't come to the board um in November with multiple scenarios. That decision point in November will be on a singular scenario that you'll have to say right >> A or B. >> Okay. >> One additional question with regards to
those scenarios and the thought processes. Are these going to be placed on the website so the community can also see? >> I think that would be a good idea. One of the things we were looking at was making it a PDF that could be blown up to show by neighborhood. >> Yeah. So, our plan is similar to what
we've done in the past. We'll have the website that you saw on the very last slide that shows where families can go to get a link uh right here. And that's where we'll have our our FAQs or things that we um discover along this journey um until November 10th to director
Powers and um writers points. Every board meeting that we have once we start landing on some scenarios, we'll have those scenarios there. We likely won't blow up four scenarios, but we might have large images of maybe our final two
just from a cost standpoint of printing. But um I'm trying to look around to say, but may maybe they're a little bit smaller than these TVs here. Maybe more like this size TV right here of those maps. >> Our printed ones are just less than 2 ft by two and a half, three feet. So they
won't be hugely large, but they really little little smaller than that TV there. And so we'll have those on a tripod that as families or community come into the board meetings, they can visually see that. But then you can also go on to the website and then zoom as big as you need.
I was also referring to the decision process itself. So as decisions are made, >> data is determined that that can kind of be put in a fact page um so that the community can have one-stop shopping, >> don't see a map and then just start
asking questions and ask the same questions. >> Yeah. >> My goal is that it's going to be obvious as can be. >> Like one of the options I had was east and west of 13. >> Yeah. >> Okay. Okay, that's an easy one. The reason I picked something like that is
because turning right, it's a lot easier for a bus than crossing against traffic and doing anything along those lines. So, yes, you I want to make sure they're seeing the reasoning and I we can write it all down and show them exactly what the thoughts were for each one of these things. >> Well, I agree with Chair White. I think
that once you start putting all the data together there's going to be one clear winner and showing the other options are going to kind of be you know somewhat I wouldn't say pointless but it does help people understand especially if you have the fact page help people understand the decision process
>> and I think that's the most important >> yeah there y >> any other questions >> okay thank you very much >> thank No. >> Do you need anything else from us? >> You're good.
>> Go ahead. Keep doing it. >> Okay. Uh the last thing on the agenda is uh moving toward uh the school board goal discussion. I sent out to you um results of the self-evaluation
that took place um in the last couple of weeks and then just a couple of uh indicators that that Gail from MSBA um kind of said popped off the page at her and I um only shared those as kind of
conversation starters to kind of um you know just begin the process of moving toward um some goals for the for the coming year. Um I'm I'm a less is more. If it's one or two, that's great. If the board wants to go further than that, that's certainly um you know, agreeable.
But um again, just uh what I sent you was meant to kind of, you know, uh jump start the conversation. Um and hopefully we can end up somewhere where we can agree on on a couple things to work on uh uh for the next year. Uh the hard part is
making them quantifiable and measurable. That's always the difficult part when you're when you're coming up with goals. Um but uh that's the goal tonight is to see if we can get land land the plane somewhere. So um
I guess does anyone have anything they brought with they want to start with or >> No, go ahead Jess. >> Jessica. >> Yeah. No, I I think it's um I think that this is a um very important for us as a board to set our goals and priorities so that
we're aligned on what we hope to accomplish for the year and what to focus on. Um I would just um add that I would love to I think I agree with you less is more, but um I would love to see a goal maybe around each of our priorities on the strat p plan. So I
mean typically with organizational planning you start at the top with your strategy and your priorities and you set one goal and filter that down under each. So I guess I would recommend looking at doing one goal per per priority on the strat plan. But um if
some of those could be consolidated then great. Also, >> Amy, >> um, well, I I guess, uh, my comment is just when I looked at what you sent us, just noticing that the decrease in
scores across the board from from previous years. Um, and so, um, I I I'd like to understand more. Um I just like to have discussion around
that. Like we do have a relatively new board. You know we have few few new board members but but looking at his the historical what was presented we were significantly lower in the top three
areas um but lower in all of them. And I think um just having some discussion around um or maybe not maybe it's not uh discuss
discussing but it's telling the concerns or how do we um you know when you mentioned that um one of the um topics that rose to the top was trust
um regards to the superintendent. I mean, those things are important to I guess flush out and how how are we going to um
set our goals so that um we are actually making improvements. The the I was just very curious on the overall decrease in scoring. I just want to Mary for the for the
public's view. This is not the public's view of the board. This is our view of ourselves. >> Um so the the >> this is a little different than um um than um >> what people may be assuming this is as
they're listening. So I just want to >> I want to qualify that. >> I appreciate that. >> Um and I I agree with with Director Bullan that um this is a brand new board. um and um in some of the years that we've been comparing it to are
boards that have been working together for some time. So there is a variation and cohesiveness as they learn to work together over time. So, um to evaluate um yourselves uh at how you're working
together after 6 months sometimes uh of a 4-year term um may require a little bit of clarification or potentially confusion or something like that. So, um it is a little odd. We have more new members I think this time than we've
ever had before. Um and then the like you said the juiposition of comparison between years can then look potentially skewed. Um so that's just something that that's a variable that probably should go in uh and especially be com be you
know described to the public. >> Right. I hear him. >> Yeah, I do appreciate the that clarification for the public being that this is us um evaluating ourselves. Um and the
feedback is based on five different standards. I don't know if it's something because this wasn't in the board book. >> No. And we're also not putting it on the screen there for anyone to even see what we're talking about if they're listening. So I'm I'm curious maybe from
experience maybe um how would how would this discussion best be I mean is it something that we just share the five standards um that we're that we're discussing to to at least say what the
what the eval was evaluating. I mean there was several questions. There's five standards but there was like 70 um >> 71 >> 70 yeah 71 questions um and and they all were you know parts of those but um
again um you know standard one providing responsible school district governance. Standard two, vision. Um, setting and communicating high expectations for student learning with clear goals and plans for meeting those. Um, I don't
know if if that it's if I should keep going and and reading these standards, but um, in the fact that this self- evvaluation of our board team, we we were lower than, you know, than
historically have been. Can you explain that? So like just taking the first one because I actually see that as being much higher than last year, right? So standard one conduct and ethics we have 30% 36% always versus 24 last year and our never went down right from so I saw
that that one as a I agree with you on two to four but like I see that as a positive right. >> So how I look how I viewed it was the the um yellow and the red Yeah, but it's still lower than last year.
>> No, more there was more. >> Um, >> looks like to me the before I say anything, Lisa had a question that or comment. I'm going to make sure I don't forget. >> Yeah, thank you. I appreciate that. I was going to say the same thing. I mean, I I think it's really important that maybe we clarify how to read this graph
because >> um, you know, with standard number one, I see we made improvement. We went from >> always of 24% to 36% and then like um Director Mason said the eight the red went down. So I I think when you look at
some of the other ones where the green perhaps went down that's kind of the way I looked at it is those may be the areas that we need to focus on. Um, so that's why I just wanted to get a clarity of how you were reading this director bullion because I wasn't really understanding when you said you thought
that um they they decreased when understanding how you're reading it. So >> yeah, no, I appreciate that because it is important for us to all be kind of looking through the same lens. Um, when I'm when I look at the uh graph, I
combined the some of the time and the never and the don't know. um because those are kind of like the least scored that you know compared to always or most of the time. And so that's what I looked at if that
makes sense. And so when I was when I was looking at this um and I and I agree that that that's how it can be read and we even we haven't talked about that the the the very broader way to look at it is you know it's not like red's taken
up even a very large portion of any of these I mean so you know it's not completely broken and maybe this some of the time is um the sum of time turns blue or green if we focus in on a couple goals. >> Mhm.
>> Um, you know, one of the things that I don't know how Gail reads these things. She's done hundreds of them over the years and things pop out at her out out of the data. And one of the things that that that she suggested as a result of reading this is um and and that she
noticed is that um what did kind of score on a lower end was the board's um um um idea that they're continuously monitoring the monitoring the strategic plan that scored a little bit low. So
she suggested that one of the ways to increase that score is to is to focus some goals around the strategic plan to almost force us regularly to to monitor how not just how we're doing on our goals but
then in turn you know we're always looking back to the plan. So, um, you know, if if that's a starting point for us, um, you know, kind of to what Director Mason said, um, I don't know if
it's one for each, if it's a couple. Um, >> Mary, >> I was just going to say that, um, you know, the strategic plan really isn't a plan. It's pillars of ideas. But if we um take the goals that we want to do as
a board is remember using for to be clear the MSBA has used the exact same survey for as long as I can remember. Um they're they're they're judging boards on um and they're asking you to ask questions or answer questions for yourself based upon the definition of a
board. Not necessarily the definition of a board in your district. not necessarily the definition of board according to your strategic plan, but if we wanted to stick with the MSBA um questions and their pillars of area and then use the language of the strategic
plan in order to determine what our um what our um objectives would be in the following year of what we want to work uh look at um and what we want to do or what we want to focus on. Uh, I think that would be a better way potentially
of doing that unless the board feels they they want to change the evaluation criteria, which we do have the opportunity to do. >> Sure, Lisa. >> Yeah. So, I think there's just I think we're kind of looking at two different things here. I mean, this is a self-evaluation of ourself and it's I
don't see it as being um comparable to setting board goals. In fact, last year we never set board goals and I think that >> that that is an incorrect statement that I've already corrected multiple times. Director Act, >> we're we're going to worry about this in the coming year. So, >> let's move on.
>> Thank you. Um but we we did talk about that in our retreat and how so it's so important as a board to be able to set goals so that we um are how do you say working together to um to really establish what that what what and why is
so that administration can then execute the how. And so I think it's like I said and I like I if you remember correctly like October September October of last year um director Zumbush brought forth um a picture of our strategic plan and
pointed to each of the pillars and that was like the beginning part of setting goals. And so um I think using our strategic plan with those four pillars um I completely support because then we are working towards like you said um director White of addressing what is
coming up in this survey of how we can do better which is working like um what Mrs. Gilman said as far as working towards um you know always holding ourselves accountable to that strategic plan. >> Charles Um, Director Thomas or Dr.
Thomas, sorry. Um, I'm thinking two things at once. So, um, correct me if I'm wrong. You have a plan, um, at least coming out for the school year that yourself and or the schools are going to
have something like this already set up for for the strategic plan. Is is that correct? >> Uh, Director Johnson, yes. um we introduced a more granular version of this crosswalk that Dr. Zumbush did for you
all with the eight national standards right to yours. >> So we get our school improvement plan framework and our department plan frameworks >> are completely aligned to the strat plan >> priority areas and they have to declare
where their focus will be juxtaposed to the the strat plan. >> Okay. So that's what director Atinson's >> and yes and and I believe uh what director Atinson is referencing and that's why I was just leaned over to chair white to look at that document. It's a it's a similar crosswalk to what
you all have that Jay-Z did for you on a very high level. >> Yep. >> Yes. So um I would be again to echo director Mason, director Atinson taking that high level right product and and
setting our goals at that level I think is and putting it towards ourselves. How do we focus in on on that a product that Jay-Z's already had and maybe curtailing it a little bit to ourselves, right? How
are we going to watch those metrics? How are we going to walk into every single meeting right with that is on our mind and that's our number one focus because our number one focus is our students and their success that that's where my mind
goes with setting board goals is is that uh that's just my two cents. >> Yeah. I mean when I went and looked how this worked last year, I was trying to dig up meetings. So that's actually I found that too and printed it and yeah these are you know characteristics that
align to the priorities right I think it's a really good guide to setting goals but these aren't goals right so okay just to be clear goals >> it's just the framework of alignment to make the plan okay the northstar
>> so does anyone have something on their mind as a suggestion jumping off point I I I'm kind of you know would like you you know, by the time >> go go go ahead. >> Um, just to have something to bring forth. So, I'm happy to kind of share
and we can pick apart or whatever. But, um, yeah, I mean, I just kind of took the approach of putting thoughts on paper, one for each of our priorities. Um, I would love to see an academic excellence one, which I think also aligns to three of the standards on
here, um, of setting like student learning and improving academic out uh, achievement and increasing and then doing a goal for each reading, math and science proficiency rates on average and then like some statement to say like through consistent or monthly analysis
of district metrics. So kind of leading to the dashboard, but a way to monitor that monthly or quarterly or whatever the right cadence is. Um so I would love to see some goal like that with again being measurable um by subject maybe or
something like that. >> So I I I've got a quick clarifying question and this is going to everybody. So the evaluation is us and what we are individually going to do not our evaluation or we what we are going to
direct administration to do for us >> when we have to be careful. >> So we have to kind of yeah draw the line. So what are we we only have control over ourselves. Um and so if if we turn this into directing a how to administration
we're not doing this ourselves. We we do that as a board. That's our That's our goal. But this is, I think, a little bit different. This is much more personal to just the seven of us, >> right? It's not the how of we're getting there. That's for them to figure out, right? But it's more here's what we'd
love to see as a district and our goals as a district and a board and to be able to then monitor to that and say, you know, we're watching these metrics frequently and oh, we need to make an adjustment. we're not, you know, we're not seeing improvement or we, you know, that's the type of like rigor or what
you making sure there's something on the agendas to um to just track I guess. >> So, but what are individually? What can we do other than do what is already going to be done through the dashboard? So, how would
>> we as a board can monitor those metric? We set a goal of what we'd like to see the district achieve and then we monitor to that goal and if we're not achieving it help provide resources or direction right to get there. >> Lisa, did you have something?
>> Yeah, I think it might be helpful to just add that I mean we really need to think of ourselves as operational oversight, right? And so if we and I'm actually going to reference this book. I know I gave you all a copy of it, but it's just so it's an excellent resource when it comes to setting schoolboard
goals and it talks about the difference between governance or orientated goals and always remembering that we like I said are the we are the what and the why and then admin is the how of executing. So, for example, if we were to set a
goal that all third graders, we'd like to see um proficiency rates in reading increase by 5%. For all third graders, then what you know, one of the things that the book um talks about is that um every month we have a standing agenda
item on our schoolboard meeting to talk about one of our four goals. Um whatever those goals, we determine what those goals are. So, it's a checkpoint of um checking in, you know, where are we at with those proficiency rates. Um also
like what's working in the schools and maybe what's not working and then also like allocating resources to support um to to support that goal. And so I think director France um you know you asked the question but that's sort of how um
like I said how sort of how I'm seeing it is is that we need to have operational oversight and set clear goals so then um our administration knows how to execute that and we really we have to trust them to um know they're they're the experts that know what they
need to do to put the quite the proper through your built plans or whatever however you call them Dr. promise those different plans in place, but we have to have some concrete um achievable board goals in place. >> At least for for me, it kind of goes
back into right working with the superintendent, right? Which is one of the things that are referenced in the email that we all said we could all do better on, right? If we've got that coming in monthly, right?
and say it's one of the four main pillars and we know we're going to talk about it. That's something that every one of us are going to address every single month with Dr. Thomas. That just that just seems like it's it's a yes, it should always be there, but
now it's it's always on the forefront of our mind, right? It's it's always there. The metrics are there, you know, we're not having to dig for anything. It's that just it just kind of makes sense to me. I don't know if Dr. Thomas
would would agree with something like that. I mean, I just think it opens up, hey, are we doing the right thing? What can we do to support you to support the district better? And what do you need from us? >> That's kind of gets back to the core of what
>> Yeah. And I and I I don't want to leave that, you know, MSBA is MSBA, but you know, I had a really good conversation with Gail, and I I don't want to set aside what you just spoke about that popped up was was was this trust issue. And and I I kind of like where you're going
>> because we can say we're going to we're going to we're going to do better at trust. Well, how do you score that? How do you measure that in some meaningful way? And I kind of like where you're going with um you know we're going to commit to letting you know those three
and Dr. Thomas under Dr. Thomas do what they believe is required to you know uh achieve the goals that that that you know Dr. Thomas is going to set and that you know we all have for uh being the best that we can be and I like the idea of
on a regular basis as we meet with Dr. Thomas to one on- one, you know, be able to accept that feedback because we've committed to to doing things a little bit differently and and we are going to work on this. We are
going to we're going to trust that you guys are are doing what what what is required. Um and almost have that reverse um you know um uh what's the word I'm looking for? uh
the 360 val reverse evaluation. >> I I like that. I think one of the goals maybe we could do is make sure that Dr. Thomas isn't surprised at his evaluation at the end of the year because that's on us. If he is totally surprised and he gives us that feedback of the evaluation
that he gets because we were not we took it upon ourselves not to communicate with him then um that is something that could also rebuild trust. It's not about the score, it's about giving that feedback. So, I I like the way you where you went with that, Charles. I like that
a lot. And I think we can translate that almost directly into things that we can be individually accountable for. >> But if you're not setting measurable goals, you can't measure against, right? Like he doesn't know what the expectation is. I might say, you know,
and I want to see proficiency increase 1% and Lisa says 20. You know, I don't know. But so if we don't set those expectations and a measurable goal then when we go review it's not it's subjective like you know setting that expectation for the administrative staff
is so important so that they know where they stand right when we do go to >> we have one employee and and it's in his um >> it's in his job description and if we don't feel that we're understanding that or giving him that feedback and working
with him to make sure he can be successful given the challenge that he has. That would be one way regardless of the outcome. That's one way to improve the trust criteria that happened. >> That's the hard part. Trying to try to trying to score that is going to is
going to be difficult. I understand that Lisa before I forget. >> Thank you. No, I appreciate I I I think it all boils down to the board goals. I mean to be fully aligned as a board to have goals that align to our strategic plan. We represent our community and we heard very loud and clear during the
strategic planning process that our community is concerned about academic excellent reent relevant relevant rigorous relevant instruction. Um that was one of the pillars that we heard about and so how do we set a goal and it
has to be um it has to be a smart goal. I mean I if you look back to the MSE doc document that we're all referring to that has to do with more how we evaluate ourselves. It clearly says right on the cover, you have to set smart goals. They have to be measurable. They have to be achievable. And so like when we go back
to um uh the shall we say the proficiency rates, I mean if we were to say that um we were going to increase our proficiency rates by 5% across a district, I mean I think if you look at where we were at back in like 2017, we have a ways to go, right? to get back to
the 2017 2017 16 um proficiency level. So I personally would like to set a a more um aggressive goal for that. But I think we also have to be realistic like what's achievable. I do think with all the resources that we're putting behind the read act this year. I think reading
would be a great way to focus on setting um a reading proficiency goal. I think that would be a really great way to um hone in on one goal and then like I said we can evaluate it and um at board meetings we can evaluate. Another one
that um another school district did a really great presentation on um is around safety and security and that kind of falls into the um safe learning environments. And so I think that like I said, I think there's a way to do this if we focus on the four pillars and just
set one um smart goal for each pillar on our strategic plan. I think would be what I would like to see us move forward with. >> Dr. Thomas, thank you. Sher White, I just question for the broader board. Uh as you've all dug into this and talking with your board colleagues across the
state or in the metro, whatever. Um so similar to uh MSBA's guide for the superintendent eval which is kind of the common uh standard across the state. Do you all have examples from MSBA of ex of
example goals formats etc. Did is that provided to you like they do with the superintendent for example? They they do have those online gold. >> They're they're they are there for they're in the board training as well as um um for how to do this as a board
because again >> the board goals do not have to do with passing down requirements to administration. They have to do with us >> and how we are going to do this. So I I just I agree there's four pillars.
there's community partnerships. >> Uh what can you know basically what can we do >> to do this common and they and they give examples but they also are just like with everything else with the MSBA does they recognize that boards are
self-governing. >> Yeah. and and so they're kind of nebulous on >> right so where I was going with this was trying and and and a couple of you are kind of teasing this out a little bit >> and that is um you know when when an employee is setting their goals I'll
I'll speak from my vantage point when an employee is setting goals for their development it's what they themselves are going to do to improve an area of their practice um that doesn't exempt the maybe
department or school goals and priorities that exist um that are overarching, but I'm asking that employee, what are you doing to improve your craft around the professional standards that govern your role? Um and
and that align to the work that we have to do. And they always hear like, you know, you have things that you have to do for your job. What's an aspect of that that you can lean into for your own professional development? That department leader also has department
priorities that are separate from their personal goals when they do because they have to do a self assessment as well. And based upon that self- assessment and our conversation, one or two things pop up for them to really focus in on. But they also still
have their department priorities. So, I offer that to the board as you think about I mean you all know how you get along and interact with one another or or or not. And so my my I guess respectful push to the board is
we have district priorities that we that we'll have to be accountable for. That's a non-negotiable. I think also with your own self-reflection, how are you going to become a better
governing body among yourselves juxtaposed to the district priorities that get set as well? So just just that's what I was wondering is there a template that kind of dis offers that distinction. >> I did I did not see one when I was looking at MSBA and I did get a couple
from different districts. They're all over the board but >> and and that's unfortunate but like I mean you all and your careers an opportunity to >> Can I Can I just say that when you go to the MSBA training about how to be boards, they do have those. >> Um, and and but if you're looking in how
to set district goals versus how boards interact with each other, you're going to be looking in two different places. But I totally agree with what you just said because that's a great analogy and that's actually one of the analogies that was brought up in my first couple years when I went to um some of those
summer seminars >> when they talked about how would you set your own personal goals as an employee when you go you know I want to be trained in this I want to do this I want to be a better this >> I want to learn how to interface with this department better >> you know that it's all about your
personal development not about what's in the what's in the domain of others So >> um so so they they do go through that. >> Can I just add in we as a board have operational oversight over the whole district. So perhaps the way that this has been done in the past is not
necessarily um been right or effective. And I just I just want to read this is just a short little paragraph in this book. It's page 156 and it just says goals are vital in ensuring that a community's vision which is our strate strategic plan for its
children is being made the focus of adult attention. But goals require some type of measure of what students know or are able to do. As such, you can't have a goal without having assessment data. And so like if we were to set a goal
like I talked about of you know increase um proficiency in reading by 5%. And then um like I said at our board meeting then the district is bringing forth different ideas of how they're
working to achieve this goal. I mean maybe they're bringing you know whatever it might I mean again that's for the district to to determine but again we have oper operational oversight and at the end of the day students come to school to receive an education and we heard loud and clear from our strategic
planning that academic excellence has to be at the forefront. So, like I hope we can walk away tonight setting a goal focused at least one on academic excellence and and how do we help um how do we help support our teachers and
students to um to improve their outcomes in our district? And if we could just start there, I think I mean we've been talking now for like a half an hour and we haven't even gotten to the point of actually working on a goal. And so, I mean, I think we could be here all night having different opinions on how we're
going to do this, but I think we need to start somewhere in my opinion. >> And I'll just say this, um, because I I mean, I I kind of agree with you, but I I I understand what what Director France is saying. I don't want to set a district goal for the board and then
have Dr. Thomas's and his team be responsible for carrying out the goal that I set for myself. That's the that's that's the the line we're trying to walk here. And in in my mind, you know, you're right. Academic excellence is all over this plan, but so is unity. And and
and you know, in the bottom right hand corner of of of Dr. Zumbush's sheet that she gave us last October is that effective school boards lead as a united team. And again, I agree this is hard to quantify, but
if if if we aren't committed to that, I think everything else just is falls by the wayside. >> And that has been a struggle if we're being honest with ourselves for this board um for quite a while. And so I'm
wondering understanding how difficult this is going to be to to quantify if we can step back and not dictate to administration how they're going to achieve our goals and try to
um by acting in in maybe in a different way a more united way enable them to achieve the goals that you're talking about. I don't know if that made any sense, but >> great sense. I think it made sense. >> I think that I think that we could I
think one idea is that we could if we could have a standing agenda item every meeting on something that is working to achieve a pillar on our strategic plan. So whether it is academic excellence or the next month we're talking about um
carrying in uh safe learning environments or those four pillars. If we could have a standing agenda item um one two three four and then admin could come up and maybe talk about their goal on how they're working towards that pillar that might be one way where again
we're gaining that trust we're allowing admin to work towards our strategic plan because ultimately that is our guiding light and like Dr. Thomas has said many many times at the dis piece of paper it's a le living breathing document and so allowing them
to do that work but again having a standing agenda item at every meeting schoolboard meeting of one pillar on you know it could be number next month it's academic excellence okay what is the school district doing to um support that pillar I would be I could I could
support that while I like something that's more tangible and a smart goal I I could probably support that >> and see I think that gets >> Lisa more to um that that's something that we as a board if we can ensure the agenda is is
is requiring administration to talk about some things so that we can kind of keep track at a 10,000 foot level of what's going on. So I I I I like that one and I can I could certainly support something like that. Dr. Thomas >> Yeah. I I'll just I'll just share I I I
actually like the direction uh Director Atinson that that I I hear you going which kind of begins to merge with what Chair White is saying and and you know without naming um a district but there's
one um locally that has been referenced multiple times um that kind of speaks to this notion of you know whatever their pillars might be. Um so uh to our pillar of academic excellence, this one happens
to be ensure all students receive outstanding instruction for for a district. Same same concept and it's it's broad. So as as a board, you're not getting granular into um the percentages
of students or percentages of growth and things of that nature. you're actually governing the conditions for that to actually have a fighting chance. And and so the the district here talks about
focusing on high quality universally instruction, universal instruction in all courses. Goes on to talk about leveraging teacher collaboration blah blah blah blah blah. The measurable so to speak, what's the outcome that the board would expect then um that the
district would bring back. So the district will present reports to the board on academic progress of students by using available data disagregated as appropriate that includes student performance, standardized assessment, participation in various coursework um and student staff parent survey data.
Like that's the deliverable um that you would expect to see as a board of progress monitoring that your goal of academic excellence is being met. Okay.
Um and then for me, um I I'll just share in our admin retreat this year, um we've already I mean to the point just made, this document, the strap plan governs our work. It was
a centerpiece of our administrative retreat um just two weeks ago. And as we are introducing this concept of a big high lever strategy that we're going to be instituting, we also gave three academic priorities that center around
that pillar that's coming directly from teaching and learning, myself, um that all are going to now have to align their plans to one of these three priorities. Um because we are also wanting to then
kind of cascade the big overarching board goal knowing that one was going to center around academics somewhere. We've already pressage that with our staff of here's our three priorities that we
believe would create the yet the next layer of conditions for schools and departments to be successful. And then principles would then be able to take that and say, "Okay, we're at the granular level. We're at the classroom level and here's what we would need to
do as a school." And then further that principal is working with their grade level teams or their departments to say and then this is what your contribution is for third grade. Right? So that's the cascading effect that we're operating under knowing that the board was going
to do something in one of the four. Right? So, I think that's a pretty safe assumption. Um, so I just share that with the board as an example of another district that has been referenced as a benchmark to say, hey, what they're
doing makes some sense. Well, this is their board goals for 2526 as well. Um, so it might be something that you consider to think about so that you don't find yourself crossing the line way into the weeds, >> but you have something that you would expect to see from me and the team
>> if that makes sense. >> If I may just kind of add to that because I >> pulled a similar one too and yes, they set the pillars and they're around the same strategic initiatives. The the issue I have with that maybe is that a lot of these I think are not measurable, right? And so when you say quality
instruction, well, when we go review you or whoever on on if our, you know, if we believe that we provided quality instruction, I might have one opinion and another board member might have a totally different opinion, right, based on our experience. So, um, you know, I
think, you know, back to your original question, when organizations set their strategy and their priorities, the way that goals filter down is that you set a goal in every single strategic area. And yes, your department might have things
specific, but they fall within like I, you know, our staff sets a goal, one for each area of the strategy. And yes, it's specific to their department and their role, but it they set one to each and they're required to do that. That's pretty standard in in organizational
planning. So, I don't know. I like that approach. Um, but I do just like caution like we need to make sure they're measurable somehow, otherwise they're open to interpretation. >> Can can we go back to the analogy of let's say writing your own performance review for a job?
Um, so usually you do things that you actually have physical control over. You're not delegating something. What do we have control over? I I like where um Chair White went with um unity
and all that, but you know, the other thing is is that when we're looking at this strategic plan and you're trying to look at yourself and what we're doing is our seven members together as a board,
you can't have a good learning environment without a positive learning environment. That's one of the pillars. So, how are we doing that within ourselves? So if if we were to write our own, not delegating the work out, but write your own, what are you going to do
next year in any one of these? You're not going to focus on all of them because it's not it's not practical. But in any one of the areas that we just evaluate ourselves on, what are you personally re can do and what are your personal priorities in that MSBA list
and how would you use the language uh of the strategic plan in that for yourself if if we could do that each one of us individually without and I want to make this clear without
doing it because We're telling somebody else to get us something or to do something just us. >> Well, that's not really I mean that's the same way in business. You don't always have control over it. You're ensuring that it's happening amongst a team. So I may not be doing the job
myself but it is my team doing it and so ultimately it falls under me. You know same thing you know that's the way you set them. So you can set goals that I may not be doing the day-to-day job around that, but I'm ultimately responsible for that. So it's it's our
responsibility as a board to provide a positive learning environment. How can we do that, right? We can make sure we're monitoring truency rates, right? And make sure that we're So can I can I interject something?
>> Um if we even just go with the positive >> Yeah. Um, I'm I'm thinking back to prior to ever even being elected and and and learning like really as a board member we we are governance and policy is kind of our
wheelhouse. So that's that's just two things. And um while I do agree like having um having measurable goals is important um if we just stick for a moment for the
on the positive environment um when I am looking at this board evaluation that we evaluated oursel on and if we're keeping if we are keeping in mind that we are governance which
Yes, governance does include um operational oversight that that is absolutely in there. I think uh last week I was part of some MSBA coffee and conversations and a question was asked
by a board member. I really appreciated it. Um it says, "Where is the line for the conversation at the table?" um if we're crossing into management discussion and and while yes we we are you know operational oversight is
definitely part it's in our purview and I liked what you said um Director Johnson about you know our one-on- ones with Michael um Dr. Thomas that he is our one employee. So we're trying to um
we have seven individual board members that make up this team that we are trying to uh create a healthy collaboration with the with our one employee in the district to achieve measurable goals and how do we do that?
So, in our space as board members being uh you know is one thing that I brought up at our board retreats that um it was brought to my attention um and it's really kind of I've been marinating on it the fact that we are the district's
brand ambassadors as the as the board. So, um positive um how are we how are we positively working together as a team? That does not mean that we agree on everything. Obviously, we know that we don't um and that's and
that's healthy. That's good. We're supposed to bring our individual perspectives and uh we have to make sure that we are staying healthy and positive when there is a decision made that the that we stand as that you know we stand
on that as a board. um that we are um um I I just think that while the points being made about having measurable goals is very important, it is also um something to there's
something to be said about understanding what what's at the table. Um because I think there's ripple effects to everything that we h we say. Um so what what where where is the line for
conversation at the table and and when it is um you know if we are stepping into management if there's things that are questionable um are we are we uh you know are we having those conversations
uh with our superintendent um creating some understanding so that we are um being the most positive brand ambassadors for our district that we we can be. Um
>> I don't know if any of that. >> Yeah, I'm sorry. Thank you. Um you know, yeah, I'm kind of I've got like two schools of thought here. I mean, director France, you were asking how do we set a personal goal? I mean if we have a goal like um something towards academic excellence or academic
achievement then we know that we can allocate the the correct resources to ensure that the resources are directed directly into the classroom to support the teachers so that they can then focus on you know having the right student supports in place whatever so that then
the proficiency scores will come up. I mean at the end of the day that's why students go to school. Um, and then I want to go back to what Director Bullian said. Um, so I'm looking at like when I look at like standard number three, create conditions district-wide for
student and staff success that kind of aligns under that um creating an environment um for a positive learning environment. So like if we were to have um transparency, I know we see the
stakeholder surveys, but if we had more transparency to those surveys, we could take a deeper dive into like what are some of the underlying issues of how we need to support our staff. And so um also having more transparency creates more trust within our district, within our board, within our with our
administration. So, I think there's a lot of little things we can do, but I I really truly think it goes back to really focusing in on what are those two or three. I I like four because it goes straight to the pillars. What are those goals that we're going to set as a board
so that we are aligned? And then, you know, we've been criticized for being an ineffective board. Well, that criticism is coming from the fact that we haven't had these go board these board goals in place. And then there's no direction for administration. I mean, yes, they're
following the strategic plan, but there's misalignment between what the board is trying to achieve or not achieve, but have oversight from the views and values of the community and what's perhaps happening at a at a lower level. And so I think it's just I think
it's more I I think if we have clear goals in place, that's going to solve a lot of our problems to be honest with you. >> Well, and let me go quick before I call on you, Dr. Thomas. I'm hearing this the word oversight a lot and I'm I'm you know I'm a a pretty simple guy and I'm
seeing how can we measure something to me as I'm as I'm hearing everybody talk about measurable goals and oversight well well how do how do we exercise oversight unless we are receiving information to me a simple goal for us it might seem
silly I hope it doesn't is that each month we are going to talk about one of the pillars that's the goal >> and And we are going to commit to to one of them every month so that we get information so that we can oversee and
in a proper governance structure get to what you're talking about making sure resources are allocated you know all the things that we're responsible for. So um >> I'd like to I'd like to say that I think I think that if we what the district
already has agenda um and and Dr. Thomas has his dashboard uh that he has been sending down there. that I would like to see a goal just like what you just said only with all of our decisions to have a check mark to say are we looking at this
from what we can do to um do uh exactly what director Bullan said be the brand ambassadors so we do uh propagate those community partnerships to help us achieve the goal that we're looking at this in the terms of positive learning environment that we're looking at this
in the terms of how are we allocating our resources and how are we doing that as a board to make sure that that happens and therefore how is that then uh impacting affecting and improving academic excellence uh because obviously you you don't put a change in in October
or something like that and expect to see something go up. it's it's time but actually making it a board goal to include all four pillars in our decisions uh as we relate to each other and as we relate it to our decisions um
uh at the board table in our discussions I >> because I think that's how we get to those measurables that I think everybody's rightfully concerned about if we're constantly talking about these four pillars which were put in place with this big community input series of
of meetings and and and gatherings throughout the beginning of 2024. Um if we're constantly talking about these then those measurables that you speak of that's when they happen >> organically >> because okay now administration knows
that you know in November we have to talk about positive learning environments what what can we show the board that we're doing that we're moving in you know we are honoring that pillar >> I don't love the word >> well but it it is it is a >> provide measurable you know provide
metrics or provide some you know provide something some insight into what we're looking at. But I think I would love to see I like that line of thought. I would love to see academic excellence done every board meeting and the other three pillars maybe we rotate um given that is
sort of the forefront and actually you know three of our standards really highlighted that personally. >> Yeah. >> Hi everyone. Um couple of things. Um, I I think um I
don't think that there's I don't think ineffectiveness can be tied to not having board goals cuz I think we're giving ourselves a little too much credit here. I think a lot of the community are like just get stuff done.
Um to that end, I think our strategic plan is the district's strategic plan. It's not the board's strategic plan. It's semantics. I realize, but I think that's important. To that end, I like
what we have heard um about and it kind of already started. I know last um school year we were during Laker Pride. I think that was part of like the school year last year was like during Laker Pride, the directors would get up and do a presentation of some kind tied
to the strategic plan and things like that. So, I think there is something there and and I'm I'm just listening. I'm a digesttor as you all know and I I tried to kind of come up with something. Um and on the side of that uh last week
the Southwest Metro board met and our the superintendent for Southwest Metro uh did his goals and we approved those as a board and he tied each one of his goals to their pillars for their strategic plan. It was colorcoded. It was a beautiful document and what I
really liked I think we can kind of maybe take a page. So like to a couple of different board members points you know something like a goal like and and I and I academic excellence is one of our pillars but they're all equal on the
strategic plan. So I don't think we should have one o over others but I think you know have a timeline to it. So, we're almost in September. So, by September 2026, the board of education will ensure district leadership regularly reports to the community on
each of the strategic plan four pillars in the interest of planning accordingly and providing support where needed. And then our deliverables under that for for measure are regular a regular agenda item at board business meetings. Now, that can be a separate agenda item. It
could be part of Laker Pride like kind of how we started last year. it's on the agenda somewhere, >> right? Uh the school presentations that we were talking about that the principles are going to deliver um where that outline school goals um the finance town halls that we hold, the built plans, things like that. So all of those
deliverables ladder up to that goal and I think they're measur measurable because it's like we know when they're happening and then but the point is to be accountable and you know talk to things plan accordingly as as we're talking about plan accordingly provide
the support we're needed and really spell that out in the goal and I think it does become measurable I I was spitballing with the language obviously but just I and that was one goal and I do think maybe two or three
goals, but we got a year cuz we're going to set them again next year. So, I think we make them, what's the word? not bite-size, but just kind of, you know, simple in word usage,
but measurable and something everybody can get, everybody understands and move on. And I will say I love the MSBA. It's such a great resource. I was very disappointed in
this process. Um, I tried to get answers to questions I have. I got questions at nine o'clock last night and I could do nothing with it um before tonight's meeting. So, I have an issue with some of the
conclusions made um that were just brought to us and said here's what they said with no context, no explanation. I tried to get explanation from MSBA and got nowhere. So, I I'm not a huge fan of this
particular process. Um, but I think we can I think we can get there and happy to share what I was just kind of ticky tacky writing here, but um I think we can get there and I I like the agenda item, but I think there's
other things that can fall under that goal that make just as much sense. And it speaks to the accountability, what is it called? The standard standard four, accountability, hold school district accountable for meeting student learning expectations. So, I think that falls
right into that. >> Can I add to I think along the same lines as as Jess was talking about, we've got community partnerships. So, I I just found one from another uh local district here, right? In addition to
regular attendance to schoolboard meetings and study sessions, every schoolboard member will attend at least three school or district related events. The measurement is provide a brief report during right at the end end of our meetings. So three additional things
right it doesn't have to be three it could be 10 it could be 100 minimum right but at but at a minimum right >> and make sure that you're saying you know what you're doing to get out into the public into the community right just like we
tell Dr. promised to do, >> right? >> We should be doing the same thing, right? Just like Jess was saying, right? Small, attainable, >> bite-size. >> Small and tangible. Thank you. That was what I was looking for. >> Is that Is that what I said? >> Bite-size didn't make any sense.
>> Actually, Charles, I love that idea. That's actually an idea that we came up with as a board about six years ago that when we all go to our committee meetings that we actually for one year, we actually provide a write up uh ahead of time. So, it's actually in there and we
can talk to it and therefore it's >> committee notes. Um, and when you have more than one person on a committee, you join together to give those highlights instead of just verbally saying them. Um, particularly at the end of the meeting when not a lot of people are paying attention. So, that was something
that was 100% went helped engage the community a little bit more and also communic and and improved communication uh between the board members. I know that um right after CO that became fairly difficult to do uh with time and resources, but I love that idea um
because that would also help um engage um with the engagement portions that are kind of hidden in these little things that they grouped them in. Um but another uh another thing that um that we've said in previous years um was um
holding each other accountable and and making sure that um because we all have busy lives and when we don't have a chance to um uh to review the materials ahead of time to make the meetings the
most productive they can be that we actually make a note to let people know I didn't have a chance to read this. So, I'm going to need a little help. That sort of thing. That helps administration. It helps us. It helps other board members. So, we're not regurgitating a lot of things during the And I'm using that word a lot. It's I
don't know why tonight, but I am. Um but um you know that sort of thing so that um we actually set a goal for ourselves to always be prepared and have the questions in or at least let um the
board chair know when we're the ones who didn't have a chance to prepare or something like that. So that helps to create the conditions for the most successful conversation at the board table. But there was little things like that that actually focused on the group
areas that they had for um board unity, for board um uh for board functional uh behavior and and also to cut down on board meeting time. >> Yeah. So we're not here till 10 o'clock
at night. >> Lisa, >> no. I was just had a question for Director France. How does that align to the strategic plan though? I'm I'm trying to understand. I mean, I thought we were focusing on like the four pillars. >> We are. >> So, I understand we need to come to the board prepared. We need to be respectful
of each other's opinions, but I'm I'm trying to think about this as >> this um our strategic plan was developed by our community, right? These are our community schools. We represent our community. And so, developing goals to
achieve this plan, to work toward this plan is sort of what I was trying what I thought we were here to do tonight. Um >> so if you'll let me explain I would be more than happy to explain. >> Um so in other words if if we are more
prepared then we don't have to suffer the community and the administration through reminding us exactly let's say what some of the testing uh criteria the quarterly testing criteria and what's in it that sort of thing. So we're prepared
and we're prepared to take that baseline information and actually make it better as a as a team so we're not reinventing the same conversation all the time with our with our level of or lack of preparedness or asking the same questions again. Same thing goes with
financial information with optimizing resources. And then with positive learning environments, we can take that also into all of our individual committee meetings also to make sure that that is embedded in the policy and how we're uh optimizing resources on on
finance and operations etc. And then with community partnerships, we do that through brand uh um uh positive brand um um uh propagation of the community. So we all make a commitment potentially to
be part of at least one community partnership, that sort of thing as we're as we're continuing through that. Sometimes that community partnership is basically the committee we sit on. But we we do that ourselves by taking the accountability responsibility upon
ourselves to be prepared for those meetings so that when we do talk about academics um we're doing so with um with a baseline of information that everyone came prepared for so we can move ahead and work with our staff to make sure
that we're all on the same page. again they're the experts and we're we're we're we're the conduits from the community to provide that feedback to them. uh that we're working with finance that we're come prepared to let's say uh discuss the actual financial data and
not re use it again regurgitate stuff that's already been um basically asked and answered before so that we're all moving ahead and we're not here till 10:00 at night which is does nobody makes a good decision after sitting here for three or four hours. Nobody does. I
appreciate that and I think we'll have to >> but that that's kind of where that's one of the examples that I was using and that had to do with us being accountable for the work that we're supposed to do. >> Us showing respect for each other and the opinions and not interrupting each other. >> That showing unity as a board and also
stewardship of what we're responsible for. >> Lisa then Jessica. >> Yeah. Thank you. And like I said, we have to give ourselves grace like we haven't all served here for four year eight years like you have director France. So we're going to have questions. I think what I would like to rather than um focusing on like how we
interact, I'd actually like to see um because we're all adults and we know how to be respectful and um value each other's opinions, but I would actually like to see when we're reviewing say um Fastbridge scores, which I'm hoping we can review the spring ones here soon. Um
I would like to see solutions. So yes, our scores went down from fall to spring. What are we seeing in the classroom? What are some of the solutions? like what's being done and and and rather than us having to try to dive deep into data that we don't really
even understand perhaps I would like to see more solutions brought forward of things that are happening in our district to make improvements that align to our strategic plan. That's what I would like to see in some of the presentations. So, it's not necessarily always focusing on I mean, yes, we want
to focus on the positive, but let's get down and dirty and talk about what's not working and how what can we do to support our teachers and our staff and what is a board what is a board can we do whether it's changes to policy um alloc allocating resources, but if we don't understand what the real problems
are of what's really happening and and and and allowing and trusting staff to bring that data forward and being transparent about what some of those issues are, we cannot make the decisions to help and um to partner together to bring positive solutions to our district.
>> And I would and I would just say that how we flesh that out and if we could agree that as simple as it might sound that we are going to commit to talking about one of these pillars every month, the things that you're talking about will get fleshed out. We can't do this in a vacuum unless we're getting
information um we can't oversee. Um you're right. This isn't this is the district's um strategic plan. Jess, our job is to make sure it's being implemented. How do we do that? By getting a regular update um
on on I guess we kind of land on on on each pillar on a pillar each month. And if we could agree that that's as simple as it is a goal for for this year, um could we land there for one of them?
Could we add lead by example in that also? >> Yeah, >> I think I think that lead by example in that just I love what you just said. I just would add that we are individually responsible as a board to lead by example in that not just push it down
because like you just said and I agree with Jess, this is the district's >> how do you measure >> strategic plan? >> I guess I'm still struggling with how how that's a measurable goal. Even I like bringing one of these to each meeting. I think it's a fantastic idea. However, does that get us back to the
core of the problem where we said, you know, we're reviewing our one employee. Have we set the expectations of what we hope them to achieve? Right? So, when we talk about optimizing resources, you know, what is what is our goal? Because if we're not clear on that, he doesn't
know what to work towards. I might measure one way, you might measure another. And that's what I my fear is, right? Because we're not we're not getting to the core of that problem. And well, I think respectfully though, I think this our board goals, he's these are they're separate from Dr. Thomas's
goals. >> They should roll up to ours, right? Like our strategic plan of >> I don't I don't agree with I >> that's how organiz not as not our board goals are for the seven of us.
>> Can I can I say general's question? >> I'm I'm struggling with that a little. So we just took a survey that's measurable and are we one of the questions I had in the very beginning was and and understanding that the MSBA survey has not changed
it's it's extremely generic but is if you're trying to get a measurable goal and again this survey was about the board it wasn't about the district >> it was about you as a board member >> um and what you have control over and
how you feel the board is working together to do this. So I if if if the metrics are typically we take one of those areas and we say we'd like to improve it by 10 or 15%. >> Right? >> You know that sort of thing. But that's
what so like if you take an example create conditions district-wide for student create conditions districtwide for student and staff success right >> right like how do we put a measurable goal around that and that to me is around you know academics or you know whatever pillar that falls under but or
that maybe is the positive learning environment what that aligns to and then you know something measurable because what I might consider you know condition for success you may not or you know what I mean so that >> and I think is that the core issue One of the things that keeps popping into my
head is um you know you just the the let's just say speaking about what you just brought up creating conditions districtwide for students and sta student and staff success. I'm thinking back to the student uh achie or the
student success um seminar that Dr. Thomas and I attended a year ago um or maybe it was two two summers ago and it was all on student success um achievement and one of the things
mentioned was if the board is the topic of discussion all of the time because of how we are or not um working together. um if we are a subject of conversation
that is taking away from the work of the district and that is something that we are finding ourselves in. I I believe that it is my belief that that's that is uh something that we need to to um
receive that feedback as a board. We are the subject of conversation often and it's not because of what we're doing to support our students and staff and each one of us that's a hard pill to swallow
and every single one of us make up part of that. So >> how would you set a goal around that? Like I think that's a great example. How would you set a goal around that? I have an idea
>> the how would I set a goal around that? Honestly, my initial thought is I think it's more um having measurable things that we we just
do when I I I think my initial thought goes to we have to be very careful in um our board goals aren't the same. They're not, you know, yes,
the the community spoke loud and clear. We want to see increases in all of, you know, these are all our priorities. We I think each and every one of us, staff including probably more so, want to see
increases in in our um in our scores. Um that is one measurable and I think um we have to figure out how we can agree to separate the number or what that
measurable looks like. Um because we have it is a fine line and I feel like we are constantly um you know our toes are dipping into management a lot and so I think as a board I would love
to even walk away with how we can say we're not stepping our toes into what's not our space while also understanding that operational oversight is definitely under that is our purview and like you
know again going back to our one-on ones and so what are we going to do as a board that um we aren't the subject of conversation that is anything that is distracting from the strategic plan and
what we want to achieve all of us want to achieve our whole community wants it we want it really bad so how we have to figure out How how do we stop getting in in our own way? >> I think Oh, sorry. >> I think Director Olstead kind of nailed it when she said it's doing the work,
right? It's it's doing the work that we need to do to support our district at the board table. I I just want to ask a question. So, if if we were to put a goal in um of ensuring that all third graders are proficient by third grade, right? And you're saying that's not our that's not our authority. That's not at
the board level. Where is it at in our district? Where would that fall? I'd like to hear where where would that fall? Like who's setting that goal? Do we have any achievable goals set that have to do with increasing academic excellence within our district? And I'm not trying to be a pain. I really truly
want to understand at what level then if you're saying it's not at our level from an over operational oversight, where is it at? though uh director Atinson those goals would fall directly um along our school improvement goals um and have an
aggregate so what's our aggregate target based upon you know an average of of cohort performance over a period of time what would be the anticipated growth and what would be the um stretch growth that we could expect to see and then
principles will take a look at that and say okay um in our school this is what our historical trajectory in that same time frame has been what would our contribution be to to meeting that goal. Um so that's where a lot of that work
happens within our skip plans. Um and then from those skip plans, that's where then our department say, okay, if the skip uh goals are talking about a specific uh professional development that they've identified that their staff
need, well then through the teaching and learning for and I'm just arbitrarily saying this, that teaching learning might have in their department goal um an investment on um effective mass strategies for 68, right, as one of the
core deliverables that they want to give because that's what they're hearing from the middle schools as their biggest need. So centrally what is our obligation to support that because they're saying I need that for us to meet our portion of that goal. So, so that's where a lot of that conversation
would happen. And you know, in a similar vein, I was thinking uh director Mason, you had mentioned um on one, two, three, the third one down you had pointed to, >> what is that one again? >> Create conditions districtwide for student and staff success.
>> Yeah. So, create conditions district-wide for student and staff success. So going back to a couple of you talking about like what you know if I if I put myself in your shoes as a board member what would I do where does that align so
that that to me aligns to um the pillar of positive learning environments. Okay. So maybe my commitment if I were a board member would be to say, okay, once a
month my my goal is to go out and do a school visit and sit with that administrator and understand, you know, a touch point on their skip on their skip plan. Okay? So, I have a familiarity of the school and I'm not
saying you're going to micromanage it, but you're you're finding an entry point because as a board director, you can read all the data reports in the world. We can present into a blue in the face. There is something fundamentally different for you to have a presence in
our schools to walk in, touch it, feel it, hear it, smell it, all that, right? Smell it if it's middle school. Um but but you have that context and and so now when I come back and I see this report I
can start making better meaning of any decisions that I might need to make. That's a very measurable goal and it actually shows your support for understanding that learning community and bringing a value ad because now I come back my monthly report is I was at
school so and so this this month and I participated in kindergarten and I uh read books with the kids and when I talked with the principal one of the things that she or he shared with me was this fact you know and as a board I
think it's important for us to, you know, whatever. So, that would be an example that kind of jumped out when you read that to me of how do you crosswalk then the MSBA findings from your 72 questions. You got another conversation probably with MSBA on that um to what
matters most from our community and that's our community strategic plan. So then that would make a meaningful measurable goal that as a board director I can do something. That doesn't mean going back to director Atinson's question
that doesn't mean that our that we we uh exempt the goals set for growth on a variety of different metrics. We're we're sharing and and put together that preliminary dashboard of progress
monitoring metrics. Very similar to when you go into your doctor's office, they're checking your temperature, your heart rate, your cholesterol, like when you do your physical, >> these are progress indicators that they want to kind of keep top of mind. And so
when they see something that's going ary, cholesterol is going up. This isn't saying you're a bad person because you have high cholesterol. That's the shaming of data, right? We would never expect a doctor to do that. And as you've heard me say, data doesn't give
you answers. It makes you ask better questions. So as your physician, I'm going to say, "Hey, what's your exercise regimen been? What's your diet been? last time we met, you know, a year ago, you were going to try this. How did how did that pan out for you? Okay. Now, I
might have to issue a different treatment plan for you. Similar to our teachers, when we see those scores, trust me, teachers are putting in countless hours, busting their tails um every single day giving 110%. No teacher goes in to say, "I'm going to teach to all but three kids today." Like, they
don't do that. They're going in giving it their all. When they get it back, they're saying, "hm, why are these three students not grasping this content? Let me try a four to six week intervention." And then I'm going to come back after those four to six weeks and see how that
student is doing. Maybe that got them that jump start that they needed to get aligned. Maybe they're continuing to struggle and there's a second intervention and maybe it ultimately goes into a 504 or a special ed conversation. But that's what we're doing. you all
would never do that work. Like that's so into the weeds. But what you can do, and I just use that little example of that entry point there, is what's your commitment? I think director Johnson said the same thing of going to one
school a month for a visit. That's a touch point. It's something small, measurable, attainable. Um, and it can be a result that comes back as a reflection of a learning um or a wondering. And that may come up here at the board table. It might come up to me
during our one-on- ones. Director Johnson mentioned having or and I think director France as well, both of you, the uh community partnerships. So you might as a board to say, you know, with the seven of us, we want to establish
seven new community partners for our district this year. That's what we're going to commit to. So within your networks, your job, military, corporate, whatever, you start reaching out to say, "Hey, we would like to get a partnership established and and and by working with
me as your number one employee, your your your sole employee." Um, you have a goal of seven and obviously you would be bringing that forward to say, "Yep, I've got this group that would like to come in and they want to do before and after school homework help for this school."
Okay. So, that's something that you're doing as a board. Does that align? Yep. It also aligns to creating positive learning environments because you're bringing in resource and support, you know, in your role as a board. And there would be a secondary effect per perhaps
on the tutoring before and after school that might impact achievement scores for kids. Right. Um now I think director Johnson you had asked a question one board I think we were doing a presentation at the middle school one
day and you asked something about any changes with the cell phone policy and grades or something like that you so will there be a direct uh causation on some of the stuff that you are engaging in maybe not could there be a correlation to say yeah we've actually noticed that you know when kids put the
phones away this started happening now we don't have scientific proof to say that that was the sole factor, but it definitely created a different learning environment for our kids. So, I just I'm I'm offering you the both and because it's all of what you're saying as
individuals is landing for me as your superintendent in different ways. I think the board has work to do. You all are not a perfect team. My senior leadership team is not a perfect team. We are perfectly
imperfect. And if we're not committing resources to ourselves to be better as teams, there's no way I'm going to be of any value or the senior leadership team will be of any value to our schools. So, we do have retreats and we commit to
doing that twice a year in a very formal way because we want to make sure that we are solid because as we show up, we can foster positive learning environments when we're aligned better as a team. And each department has their own goals. And every school has their own goal. All
that still stands. But what can we do better as a team based upon that student survey that comes back to us? We read every single one of those. The staff is going to hear me say this tomorrow morning. And when I see this, I'm like, "Wow, this is a theme that's jumping out. So,
what are we as a senior leadership team going to do?" Because our district staff or our parents or whomever, they're they're telling us this is what needs to change. what is our responsibility to that? Right? So,
you know, I I I think you're all saying great things and I I I just encourage you as a board. What are you doing that directly aligns to the four pillars? All of you have said this in some form or fashion. I think you all have great ideas around
that. And what is it that can be the high tide that rides parallel with the work that I do as your superintendent while also committing some resource to yourselves giving yourself some gift of your own development to being a better
board to your point vice chair it's it's tough sometimes to accept that that aspect of it but in that space of humility that's where we learn that's where we grow and and that's what I'm committed to as your superintendent, which is why I say every year, your
feedback matters to me. And when I have feedback, that kind of cancels itself out at the end of the year of an evaluation. Like, what do I do with this? Right? So, so I'll I'll stop there. I'll just offer that for some consideration, but you're all saying
some good things now. It just needs to be aligned and then not overengineer it. What are the three things or the four things if that fits with the pillars? What are the four things you're going to do both that you as a board might do as well as some of the things that kind of
run parallel with the work that your superintendent's doing? >> I can have one. So I um if I can make it succinct
um I think I want us to caution ourselves from I do like you know director France you shared you know it used to be that the uh when when board members would attend a committee meeting and they would do a
write up >> and maybe that did I I'm not sure if this is what you said So, correct me if I'm wrong, but was that writeup then added to the board book? >> Um, for a short period of time, yes. Um, we tried to um um there was a timing and
some resources, but the concept was there to be able to share the information, >> right? >> Uh, and and >> that was helped everybody. >> I don't want to create I don't want to create um barriers to us. I I think and I also don't want to I don't want us to
create things that actually in the in the goal of trying to improving that we're we end up starting focusing on things that actually can divide. So I I want us to be cautious about that. Um, so when we're
thinking about the boards, I think I I think it's a sticking point, at least for me, because we I understand wanting smart goals and wanting them to be measurable. I think we all do. We all want to see our
district shine bright. We want to see our district score highest in every area. I think that is the goal of every single community member that's here. obviously board and down into the the staff and students, we all want that. So
when we're looking at our board goals, it's how how are we going to create them that are measurable that they aren't stumbling blocks for us that they um you know where it's you know um like
you said with timing for write up like some committee meetings there's the timing is >> we did not due to COVID we didn't get a chance to go back and tweak it so that was the that was a little odd but but the concept that you were talking about was there. The concept that that
director uh Johnson was referring to was there. It was the idea that was just starting to percolate. So maybe a a a board goal um is at our regular meetings that we do have a board report, whatever
it may be. >> Wrote it. Wrote it. >> What >> she would go I thought you said wrote it. >> I don't know what that means. W R O T E. Thank you. >> Not road. >> Can I ask? >> Yes.
>> But you know, so sorry I didn't mean to interrupt. >> From what we're already doing. >> What? >> Sorry, >> Lisa. >> Oh, how is that different from what we're already doing? We do board reports on our committees. I maybe I just don't understand. >> They're verbal maybe. Is that what you're saying? You like to write? So if
we have a finance committee reading meeting the expectation the way I understand this is that we would one of us write up notes from that meeting and share that at whether we give you a paper copy or share it >> before and during the meeting. >> Can I qualify that a little bit? One of
the things was to and this would also led to the finance committee, the policy committee etc. having um community members in it. Um because what was getting lost in translation was the
community's comments, not our input as we were sharing it with the rest of the board. Um to make sure that the community was being heard because sometimes when we do it, we translate it into what we want, how we think, etc.
And that was that was part of it. So it wasn't just saying you know this is what we decided this was like the the permutations of how it was done. So we could share that and bring that to light. Um so we could actually
understand how the decisions at the board were being understood >> which helps with because what you were saying if I could just add >> what you said earlier you know what when I read some of the surveys
what I was I feel the same thing as you there was a ton of negative comments about the board in there. Now, there were positive comments, too, but but those surveys were measuring us as well. And we and we used to, and I'm not sure if we do this anymore, but we used to have a survey that went out to the
community for community staff uh and students. And part of that was evaluating how they view us and the job that we're doing. And I don't know if we've seen that for a while, but >> before my time, >> it we used to have that. There used to
be like a Dan, do you remember? They used to have something Yeah. Um >> I I remember it. Yes. >> Um and that would be a way that we could measure that too to make a commitment to take that feedback >> and that is something that um Sudtor says they can incorporate into the
stakeholder survey and you can have a bank of questions. Um >> I'm wondering if um you know in in the we've talked >> we've talked in several instances about you know at least it's heavy on my heart
all all the time is like that healthy collaboration healthy collaboration together healthy collaboration with the district. So I'm wondering if maybe a step I I do agree director Atinson that we do we have we do do board reports. So what makes that different? Um so I like
that. I like that you that push. I'm wondering if the a a an addition to our board report is that we do that in tandem with either Dr. Thomas but or the
senior leadership that is part of those committees. Um if if we're just so that it's not just out of our um lens. you had kind of said that sometimes we report back and it's
through our lens if we are um if we if I'll say speaking for myself if I attend a policy advisory committee uh director Johnson if if there is a um
from my lens if I if I'm discussing with um uh Miss Director Cothorne um you know and we we come come up with a report that is agreeable and then maybe the same uh director Johnson would also uh
connect with uh that senior leadership just so that it is a more um collaborative report that it's not just through our lens uh and that you know it's does that make sense so I don't need to
elaborate on that >> and I I think the way I understand that is that it kind of goes back to standard five. Um, engage your local community and res represent the values and expectations that they hold for their schools. So, that's on the MSBA thing
that we just did. So, I what I think I understand is is that we're in the committee and we're talking about boundary changes and we hear one perspective that says, you know, we're have this might cause traffic issues and another perspective says, well, this might whatever the perspective might be.
But then as a board we're coming to the table and we're saying we had this meeting and we heard this and we heard that and we we we report back on all the different perspectives that we had so that every board member can fully understand the different perspectives that were brought forth in the
committees that um that we're having. So that would I think would align with the um engage our local community and represent the values and expectations that they hold for their schools. And then it also aligns with community partnerships. So I think that that's that could be definitely a measurable
and achievable goal. >> I I what I'm hearing are three summaries that have come across. One um create a goal like Dr. like director Dr. How about that? Director Johnson said about um be you know something like being more
in the schools or having that feedback on the committees making us more personally accountable and then sharing with the board about you know that feedback as we go into our various roles. I I and I want to balance that
with what what what Dr. Thomas said. Maybe we should take advantage of that stutter survey and incorporate potentially a qu a couple questions in there about the board and get the community feedback so we have something like a um a statistic and a measurable
goal to work on with a with the standard community uh surveys and maybe even ask student to build in the language from the pillars from the plan to say if the board is actually living up to that. So we have something external coming back to us that we would have a measurable
goal on and feedback on. And then um and then also add in uh each one of our agendas each month focusing on one or more of those pillars actually making an intentful and purposeful focus on one of those pillars in each of our agenda
meetings. That's kind of the way I I summar summarized up the communication for the past hour. I don't know if that's correct or if anyone agrees with that. I have one yeah >> finalhead. >> Do you mind? >> Um >> No, I was gonna say that actually aligns back to the hold school district
accountable for meeting student learning needs. So if you're if we're going back to the MSBA thing, it goes back to we're holding by having those standard agenda items, we are holding school district accountable for meeting student learning expectations. >> Y >> So we're kind of forcing ourselves back
into this MSBA, you know, survey, whatever. So um go ahead. I won't talk anymore. I think it goes back to something that we that Chair Wy pointed out a while ago. Um, goes back to the the
trust thing with with Dr. Thomas and um, something I just wrote down was uh, positive learning environments, right? We normally get some some kind of presentation on, you know, suspension, detentions, disruptions, things like
that. And we build that in as one of the pillars and then use the data from, you know, 23, 24, 24, 25, and then have the principles come in and then they're setting a plan, right? And then we're using our additional resources of our
school resource officers. Then then we bring them in and how can they help? And then then we're taking all of that and then we're going back to Dr. Thomas and saying, now what can we do? And then we're coupling that with our community partnerships and the people that we have. And then we're going into the
schools and making sure that all of that is happening, right? We're taking all of these things and then obviously reporting back to him. You know what using all of this in tandem to ultimately do what each one of us are here for
which is to better every one of our students. I that's how I see it. And ultimately, I think letting not letting Dr. Thomas drive our goals, but when we say, you know, every month we're going to talk about this, talk
about one of these pillars, but if he's got something that's on the agenda, like let's we don't need to devi deviate if we're going to talk about fastbridge, right? Let's focus on academic excellence for that one. even if we
talked about it last month like let's go back to academic excellence because then we can say hey this is a perfect time to say hey we're talking about fastbridge like we can go forward and say cool let's you know find the goal and things
like that like let's not tie ourselves to just a number >> if we're committed to doing this we can also start to try to calendar out >> where the one of these pillars might fall so that so that doesn't happen. So, we aren't going back to back when it's not necessary.
>> Um, we're getting close to the bewitching hour. >> Mhm. >> And I want to be sensitive to that. But I also really appreciate and I'm um if if we can land on we we are going to talk about one of these every month.
That's we are committing to that. The I I I'm intrigued by what Dr. Thomas was kind of alluding to around um you know getting into the buildings with with the principles in the past. >> I don't know if I don't know if Patrick
wants seven of us there >> every month. But >> I know you're getting it. We used to sign >> we used to have building reps >> uh assign into the board. that that to me I thought was always a real efficient way that okay >> I'm retail so maybe not every month but
three to four times a year I'm this is what I am going to commit to this >> and you know if if uh >> I'm I'm I'm up in December for my reports I make sure that I get with the people at Red Tail Ridge and and and we talk about academics and the things
they're doing that you've put in place and then we can report. I maybe that's something we need to get back to. >> I liked that model. I don't remember why they stopped doing that model, but I like that model where we made sure and then we would rotate every so many
months or a year or something like that where each board member would get assigned a school and for the high school, I think they would get assigned like an area or like a learning area or something like that. whether it be like you know tech um whether it be mencaps
or something like that um you know u something but we used to have that model you it was before your time >> yeah and and and I've been in so I've experienced a very similar model in another district where board member members were assigned to areas and so the schools in that area that you were
the board rep um and you would join the regional superintendent or things of that nature you might join me for a walkth through etc ETA. So I again what I'm trying I'm not trying to have you go in there and do my job or do Dr.
Anderson's job, but you're going in there to have a touch point with the school community. Um your presence matters in our schools. Uh which was a very big shift when I started here because that wasn't the case when I first started. You weren't so welcomed
in the schools and that was one of the things that I couldn't quite understand. Um, I think you need to be there and you're there to understand context >> and and and just, you know, you're not there to direct work or whatever, but
again, you're you're there to understand context so that during an a a fast bridge pre presentation or during um, you know, a building consolidation uh, presentation, you have some context and or perspectives that
staff have shared with you that you want to bring forward of that voice, right? Um that you've heard um that's in addition because you might hear it or receive it differently than I might than Dr. Anderson might, you know, director Ryder, etc. So,
>> um so that did bring up something because I think and and I don't know all the I I wasn't there. I don't know things that happened but there were instances where people crossed the line between giving direction in the school and I and I think that the general
>> if I remember correctly somewhere along the line the board came to a consensus right when I right after I started that it was going to stop but you're right >> you're there to build a relationship >> to understand and to learn to observe but we have no power other than you as
our as our employee and as long as we remember that I I would Dan if it's I I I would suggest uh Chair White to um to start that up again because I do think it's a valuable relationship building and then if we determined you know once
a year or whatever that we swap or somebody picks a new school or something like that that that relationship and understanding the cadence of those schools and understanding what they deal with on a daily basis rather than just touching something like an hour one month in one school and another power.
It's, you know, it it's it's it's it's a totally different feeling to actually get in there and understand the data. >> I think that gets down to the what we're really after here. Um, you know, h how do you build trust? Well, that's through a relationship.
And so if we can >> just commit to that for a building for a year or a school year and you know understanding uh if we can if we can sketch out a calendar for when you might be expected to make some kind of a
report uh those that uh are unfortunately still working um can can adjust their schedule to uh uh to make that work because again I understand there's you need you need time to be able to to maneuver this and I don't want it to be
a burden. I want it to be an opportunity. >> Yeah. I I I mean I personally think, you know, having visited most of our schools, it's really hard to spread ourselves out. So I I like the idea. I I I like it a lot. And then um I just want to add so I think we've done a good job
of dialing into some dialing into some of these goals. The one that I'm still very concerned about is if we go back to standard two where it says set and communicate high expectations for student learning with clear goals and plans for meeting those if that's
something that we are and I remember many of the questions with that that led to getting to this answer. I mean, I could I have all the questions. I can pull them up. But if we are not doing that, setting and community high expectations for student learning with clear goals and plans for meeting those,
then I don't think we're doing we're doing what we need to do as a board. >> The question is then do we do that? >> So, how do we get to that? >> Do do we do that through Dr. Thomas's goals? >> I mean, I mean, that's where I would land.
>> No, >> I mean, they're separate. I can pull up the questions, but I don't I just think that that is our that's our responsibility. >> No, you're right. You're right. They are separate, Jess. What I'm saying is is that where that that push for academic um growth is placed. It's not put on
necessarily on our plate. It becomes Dr. Thomas's plan. Can I can I just say that I do believe that if we actually develop that trust relationship and try that goal of us actually getting to know a school, a program or something like
that, I think that's going to enhance our ability to satisfy that standard because we're going to understand more. um it's it's almost like a prerequisite which I don't believe particularly being such a new board I don't believe that we have and we and let's face it we've gone
through a lot of changes so I mean it's it doesn't matter tenure or whatever I think that it's I think that that would be a prerequisite for our ability to contribute to that standard >> and a question would I would h I would ask is isn't this process that we went
through with the strategic planning and creating this this plan. Yes, it is a five-year plan, but I think every year we get to, you know, do a touch point on it to see if there's any revisions needed or anything. But I mean, I would
ask respectfully, isn't is wasn't this how we did number two? I mean, this came loud and clear through the community that academics were top priority as well as unity. I feel like, you know, I Mhm.
>> I was part of that. We I think all of us can agree that you know those those things. So, um I think it's just getting clear as a board um setting and communicating high expectations for
student learning with clear goals and plans. It's it's deciphering or or coming up with the you know being solidified that we did because I I would question like
isn't that what this is and >> well I think you're I think you're right um director Bullan because then I go back to the questions because I I took a big copy of the questions and one of the questions that I think leads to this is continually monitor progress towards the goals and outcomes of the strategic plan
>> back to the agenda. If we are putting that as a standard agenda item item, then I think we are meeting that goal. What I'm trying to better understand. >> And I would also add, director Atinson that um you know having a goal as a
board is to um receive um quarterly updates on academic um progress. That's your goal. You want to see this four you you want to see those progress indicators in a formal fashion
four times a year and obviously based upon the cadence of the data and what's accessible to us. But that's the goal. Um and then from there um and I know some of you are kind of saying well we shouldn't be delegating you know
Michael's work but you're you're not delegating my work. You're saying you want to see quarterly updates on the performance of students big broad. Okay. Now the how
is now up to me as the superintendent and based upon when I know we have access to available data. I'm talking with our team to say okay in the first quarter we know we're going to get these three data sets. The second quarter we know we're going to get this
data set. We know that the fourth one, you know, like it won't come until the fourth quarter, which is technically our summer, right? Um, of when certain data comes and we usually report it to you in the fall or very beginning of the school year. So, so the goal is there um the
how. So, that's the that's the what uh that you would like to see. How that you know how the the quarterly come to you will be determined on the knowledge that I have as the superintendent and our instructional team and you know
whomever that knows the cadence of the data and will put together that report. again, something we do, but that's the goal. So that as seats on the board change, that's the goal, right? Um that
you're committed to for the year. And some of these might be ongoing or multi-year goals. Some of these might be a point in time, you know, whatever you all feel as well. But >> so can I Yeah. I mean, I just like back to just summarizing and bucketing. I I
like that. I think, you know, like we just set a goal for positive learning environments for, you know, sitting doing the building reps three to four times a year. We did a community partnerships. I like that. Whether it's seven or whatever the number is, >> fine. Um and then I think we did an
optimizing resource one by, you know, saying we're going to do a better job at, you know, drafting meeting recaps um for committee meetings and sharing that with the board. I think that, you know, the last one to director Atinson's point is around I think kind of both standard
two and four on the accountability and, you know, setting high expectations. I would actually love to see that like that um goal to say even just getting monthly reports on student performance >> and whether that's one month, you know,
we look at fast bridge and one month it's truency rates and one month it's behavior or one month it's whatever that's all kind of related. Um would that make more sense because I'm not sure I care to get not that I don't care but is it valuable for us to get a monthly update or quarterly update on a
community partnership goal? not as much. Right? So, I guess if you made that a more broad goal to say monthly updates on student performance, you could take that and wherever that fits in the process like ready or ready.
>> Agreed. And or we have to have enough time in between, >> right? >> You know, one report to the next to have any marked change, you know, to to occur as well. So, so yeah, as long as it's broad because we know the cadence of the
data, then we'll just ensure as a team like my my effort then will be every month >> what's what's the data point that we're going to bring that we're going to kind of unpack, you know, with the board >> because there's a lot there, right, that we cover and if >> I mean, we're doing it constantly as as
an admin team, >> Lisa. So, >> yeah. And so I'm going back again to my questions in here and it says a one that I think also aligns with this is ensure a high degree of coherence between the strat plan and the skip plans. So we don't really have visib I mean I know we
have visibility to the skip plans but that could be that could be incorporated in here as well of how do we how do we ensure that there's coherence between the strat plan and the skip plans. >> Maybe one month. >> Yeah. And yeah that goes into the how. But I'll just answer that question.
because it's on our board. It's in it was one of the questions we had to answer, >> right? And and and I'm going to answer the question for you and that is the template that we shared with you all last year that we just introduced that's exactly aligned to the Strap plan. That's how you know that's going to
happen because every principal, every department lead now has a template. You'll all see it tomorrow morning as well when I reintroduce it for its second year. Um so that folks understand this work of the strap plan is the work
that we are becoming. You're not doing this. You are this. It's the work. So that's that's how that gets addressed. I believe >> one of those monthly updates could be a review of those skip plans is >> right like it falls in that same could
be a monthly update. >> Mary, >> can I build on something that um Director Bullian said very succinctly earlier on? You know, one of our goals as a board is basically to get out of the way to let everyone else do their job. So, in order for those plans to
take effect, I don't know if you've ever been in an actual like event like a maybe director Johnson, you have had when you've when you've had like a an event where you have to solve a problem. If your boss is coming in every five minutes going, "You
have an answer yet? You have an answer yet?" you have an answer yet, you're not getting an answer or you're going to give the wrong answer just to get them out of your hair. Our goal is to allow the the the administration to have the ability and to kind of stay
to give them the support and the resources they need, but to let them do their job because if we get in their way, they can't do their job. And we are not qualified experts just like the individuals actually doing the work. when you're dealing with a military
crisis, if a general's coming in or an admiral or a colonel's coming in and constantly doing this, the team can't do their job. So, and we're kind of in that upper echelon level. So, um if if if if
we focus on making sure that we are aware and being um um informed at a regular cadence, but not to the point where the process of that monthly informing takes away so many
limited resources that we have that they can't do their job, they can't move ahead. >> We we have to consider that as leaders. We have to consider that as as the bosses of the superintendent. >> And I I would say I would I would I would say that we would we should be flexible enough to allow a pillar to pop
up as it as it pops up. I mean, and I'm not I'm not saying that every month we're rotating these in order >> just so that you have to make something up >> to bring to the board that may or may not >> um you know, maybe just creating work for you to satisfy our goal.
>> Right. I think that's so so important. But I still think it's important that we >> that that's an expectation and if it's academic excellence and optimizing resources >> every other month for four straight months that that's okay >> because that's that's that's what the calendar dictated. That's what
circumstances dictated. I I would have no problem with that. >> But I thought we were saying like like I I think it's a monthly student performance update like from academic excellence like we have a goal for each of the other three areas. So that I
don't think Correct me if I'm wrong. It's I don't think it's more work for you. It's stuff you're already doing, right? It's just being transparent to share that. >> When you think about like our monthly like you just think about our like a or an agenda >> standing academic student performance
update >> and so and it to give the freedom, you know, of whatever it might be that he touches on. I think um you know with this most recent conversation
it made me go back to um we have to be very mindful with you Dr. Thomas that I think you said earlier this evening you know you don't want to overpromise and underdel. So when you know we are having
this study session, we're all you know you got seven of us throwing out all of these things and then um you know we're going to be taking action on this I think at the next regular meeting. Um but we really have to be mindful as a
team um what we're doing to our employee and making sure that it is feasible. And I think you really have to, you know, we have there has to be some kind of a collaboration, you know, taking tonight
um sitting with it for a little bit and then being able to say, "Okay, you know, looking at what um this, you know, our our calendars like what h how would this work?" And okay, you know, just being real mindful and not
>> agreed. Agreed. And and again, I've been trying to offer some uh gentle pushes along the way in this conversation. And >> you know, I I will say I I I applaud all of you for really kind of rolling up your sleeves tonight um in a manner that
I think is getting you some good progress in in landing some concrete goals. Um so just, you know, in in in an effort to optimize resource of time tonight. Um couple of things. Uh I I
would say that one to that last point that vice chair was making uh and this came up in the training so I it's not my little mantra here but at what point does our business become busyness >> and and that's what I want to be guarded for. I changed that the very first year
I got here because well, chair France or when uh director France I think my first midyear was almost two hours, right, of a presentation. >> It was >> and that was busyness, right? That that was not the business of of of the work
and and so we changed the protocols on how we were doing some things. So, I just want to be mindful. Lastly, >> because it's not necessarily maybe all of your forte, but we, you know, we've got a couple of staff members. I think
we've gotten enough direction from where you all are really wanting to go that we might be able to help kind of massage the final five yards of how would this look in terms of a measurement, >> right? Um, so maybe I do that to the
chair. If the three were taken care of and now we've got this one that's just kind of in this formation of what's the monthly data point going to be. Um, how do we how do we codify that? Right? So, if the board's comfortable with where
you you've arrived tonight, um, that you're probably 95% there of where you'd like to go. Would you like the support of our team to just do that final 5% so that you have something that you could
send back out to the board for their consideration um and then perhaps one to one with you um or onetoone with me actually to be safer I don't know from a serial meeting
maybe it's not >> I think it's critical to have that step >> to have the team I mean we are a team I the seven of us plus the district and you >> we we are the team >> and so I I I love that suggestion and
obviously everyone else can um say if they agree or or not but I I I would love you and the staff to massage and what does this look like and and is this feasible and and making sure that the
the business doesn't become what you said I I would really appreciate that. >> Is everybody good that we're >> I mean I'm I'm I feel like this is board work. So I personally would suggest one of the board members does it. I'm even
happy to do it or you as a chair. I just again would be cognizant of the administrative's time unless we feel like we don't have the skill set to like document and put it together. I don't know everyone else's thoughts but >> Lisa. >> Yeah, I was going to say I think we should do it as a board. I mean, if it's
even just, you know, us sending in our final thoughts. I mean, if we could draft up what we have so far. Yeah. >> And then we could send in our final thoughts to you and >> um I mean, >> where these are boards, we don't need to burden staff with extra. I don't think >> I think Jess
>> Jess, she's been she's been going I've heard every bit of it. You know, I'm not I'm not volunteering anyone over here, but >> yeah. No, I No. to that pointing her too, by the way. >> Yeah. No, and I'm I'm certainly not
trying to take on clerk role here. It was just easier for me to follow um some of the conversations tonight by trying to put things into words. So, I'm happy to send it to you both to start and then go from there. >> Happy to massage. Yeah. >> Thank you. I appreciate that.
>> Great. Thank you. >> All right. >> Wonderful. >> Are we there? >> We're there. >> Okay. Uh then we're good. I appreciate the effort tonight. That was great. >> I'm only an hour behind my prediction. So, um, >> Chair White, I just have a question. Um,
for future agenda items, um, are you keeping a list of things that need to come forward? I was going to go back and look at some of our schoolboard meetings. I know we changed how we >> bring future agenda items forward, but um, do you have an a list of things that we still need to address that are outstanding or
>> Let me check my list and if you have something that you feel like I've missed, why don't you email me? >> Okay, I'll thank you. I don't It's actually I'm on Eastern time, so I'm later than y'all. So, >> okay, sounds good. All right, we're good. Thanks, guys.