Hey. Welcome to our February 3 workshop. Here we have six of our seven board members present, and the seventh one is joining us remotely. Alright. Do we have any public communications? There is not. There is not. Alright. The first item on our agenda to discuss is the curriculum review process of, hey, with doctor Rucker. What do you have to say? Alright. Good evening, everyone. Today, tonight, I'm excited to bring to you a work in progress from a few months of
collaboration with Oakland Schools and a Troy based team as well. We'd like to present to you an administrative a proposed administrative regulation about curriculum adoption process in general, and then how we'll be applying that framework to our k eight literacy adoption plan. K. So, we began our this actually was a a, a task or a a goal that Rich presented to me early in the summer of revisiting our quick loan adoption process and making sure that our values were reflected in it. So I started with our current artifact, which is this iterative circle that is pretty cool,
but, also there are various questions related to, like, where we start, are things in the right order, are all the parts that that are important to the practice truly in this this artifact as well. So Oakland Schools ended up hosting a professional learning called regular resource adoption process and implementation support, and we signed up right away. I guess only one other district signed up. And so they decided instead of having a heterogeneous district based district group that they would come directly to us. So, we have been pretty lucky that I have their photos here in IT so that
they'd be on it, that from Oakland Schools, we had Christina Carlin, Jennifer Griffith, Jen Howell, and Megan Cortland, who are various elementary and secondary specialists, and they walked us through a process, of what curriculum adoption looks like in various other places, as well as what our quality brain works to examine. We've been developed a a diverse, Troy based team here with special education directors with William, Shari Wallace, CLD supervisor, Carrie Brennan, our Troy high assistant principal, Lisa McDonald, Amanda Fisher, Chris Piotrowski at a CIS,
who often implement this framework, and then, a secondary literacy specialist, Lisa Janssen, and Morgan Fields, a, elementary literacy specialist. Because we were also thinking that, of course, the first opportunity we'll have to do this at scale will be our literacy work. So the first thing we really did in schools is, in various sessions with myself and their leadership, we planned out what would be the professional learning for this TROY based group. And really what we focused on was a process to examine the ways in which our current framework reflects our values,
and then we also examined other local school districts' frameworks to see what we believe that they value based off of their outline process and thought about what we were missing. In addition to that, we looked at a few frameworks for implementation support post adoption, because one thing that surfaced in the group is we don't wanna be in the business of just adoption, but truly, like, supporting and monitoring change over time post adoption as well. One so really the values that we articulated that we wanted to show up in our process, whether we, were doing them to the extent we wanted or not, where we wanted to value teacher expertise,
we wanted to make sure we had early community and often community input. We wanted to be regularly updating our board. And we wanted to support post adoption, to make sure that our good intentions were working. One constraint that we came back to realistically as a group is upholding those values with just the real constraints of, like, human resources and organizational capacity. So as we made decisions about what we could do, we checked. Like, what would that look like in reality? Do you have that amount of time to dedicate to that? Would that would there be, an opportunity cost of doing that as well?
In the end, we came up with a draft administrative regulation, which hopefully you saw via email last week, and we also revised our community facing visual, which is now on the teaching and learning website. Some other points I'd like to make about that cycle, are that really the best outcome wasn't just the defined process, but it was the the shared understanding that came from the group who was involved with it. Our administrators who were involved said, like, I feel better now that when a staff member comes to me and says, why do I have to administer this survey to a parent? Or why do I have to consider an option that I maybe not first wanna
do? That they're better able to defend why we do and how we do it. So the shared learning and kind of buy in was most exciting to me in this role, but it was also exciting to have something tangible on paper of, like, this is what we commit to with our values. One thing that, Rich and I spoke about and I wanted to bring up to the group too, though, is you'll see that the group that the administrative regulation refers to caretakers. This is something that Oakland Schools is a phrase they've used more often than parent or guardian because it reflects the diversity of the adults who take care of kids, and it isn't as formal as the term guardian.
So when it says caretaker, you can think of whoever lives with that child and is responsible for their care. So that is the update on the administrative regulation you hopefully saw. Before we go to the literacy timeline, are there any questions you guys have about administrative regulation? You know, my suggestion was still that we save parents and the caretakers. When I read it, it struck me, and I I realized Yeah. Caretaker is a is very broad in where I'm trying to include, like, by not saying parents. I just have to do that. Sure. That's not the method we wanted. And on that note too,
I was gonna say, Nancy, that on the first bullet point where it talks about communicating with all stakeholder groups based off your input, we defined teachers, administrators, families, and the board Yeah. Just to be more explicit. Yeah. So I think With that, then I will talk about our literacy timeline. Our literacy timeline is informed, really, by two big groups. The first is, our ongoing work with the Instructional Leaders Network at Oakland Schools. I am very grateful for this group of colleagues for professional and emotional support as
we unpack, the requirements of PA146 to do our best for kids. We regularly talk about the what of the law this year, and next year, the focus with Oakland Schools is the how. So really, this year, we we unpacked line by line, of the process. We also are, committed to an ongoing partnership with Oakland Schools. They have a PA146 Zoom series. So every two weeks, we have a specific Zoom. So Monday was all about unpacking the current state of the assessment list and what questions we have or what next steps districts might be taking.
One thing about this timeline too, I will say that it's a little bit more fleshed out about how to end this year, but next full year, there's less detail because we continue to wait for more detail from the state as well too. So the state of Michigan will be releasing an update to the curriculum list in July and then also December. So So we have best laid plans here, but we're also trying to remain nimble enough to adjust to updates as well. And then their screener list will be updated in March, July, and December. So the state is called upon to have three approved screeners at least, and currently was only able to approve two of the provided vendors.
So all this to say, we have great plans, but we're continuing to remain flexible based off of what we continue to learn. So, in January, we communicated our intentions to adopt from the list to our staff and our parents, but we also disseminated surveys to hear their perceptions about what is going well and what are areas of growth for their learners. We all I also did a few trips to our principal groups to talk to them about the process and to get their feedback about the process and what I might be missing. Our CIS, our curriculum instruction specialists,
have already begun, coordinating with every vendor on the list to get their materials in hand so that we can see them and to schedule initial orientations with the vendors to, like, unpack and best understand their materials. In February now, we're already here. Jordan has done a great job, Doctor. Dennis, of beginning to open code our survey results and also analyzing our academic data. We'll be looking at both local data and standardized data to take an honest look in the mirror about what next steps are. Here we are tonight for our board communication about the curriculum adoption process,
and our tentative timeline. On Thursday of this week, our literacy leadership team is meeting for the first time. Our literacy leadership team is the curriculum review team, committee referenced in the administrative regulation, but we have also tapped specific people to join us in this work who have expressed that they are particularly interested in this change. So various, teachers have told me in my time throughout the district, like, I really wanna be a part of this change, or I'm, very interested in the subject, so we've included them. Sure. That is, we're proud that that's a pretty diverse crew of thoughts in representing special ed,
ELD, and general education teachers and administrators. So at our first meeting this Thursday, we'll be previewing the timeline, previewing our academic and our academic and survey data. We'll have some shared learning, and then we hope by the end this is a lot, though, to be honest to start drafting a shared vision of what next steps in literacy are. I think it's a lot to to take on, but we're that's that's the goal. And we are also going to, at the February, try as a team to start determining some of the pilot process parameters. Our peer districts and our districts around us have taken many approaches, and we've gotten to learn some pros and cons in that instructional leadership network.
Oakland Schools is also gonna be consulting with us with their knowledge of all the local districts and what they've tried, what they see as best practices for that. So, hopefully, by the February, we will be fleshing that out as well. Can you give us an example of what you mean by a pilot process parameter? Yes. So a a good, a a common conundrum for us because of our size is when you the materials, many of them are not for free to pilot anymore. So when we want to pilot at a district our size, it's possible that not every piloter will get to experience all resources Okay.
Due to time and financial constraints. Mhmm. So Rochester is a a district that I've been working closely with to see, what are your lessons learned in a district similar size? How do you set up a a vehicle for people to provide feedback without making a decision? And, you know, then perhaps there's, like, a a neutral, instructional administrative group that is collecting the data across the different types of classrooms for there to be some objective evaluation. Okay. So lots of pros and cons for different decisions of how much to pilot, who pilots what, how do you pick the people too,
do you have enough, various thoughts among the people as well. Mhmm. Okay. Thanks. Many of our districts have gone have well intended have started earlier than us and had to kind of retract and restart their process too. So a lot of them have had shared lessons for us. I honestly feel very poised, and I'm thankful for a time when that our adoption exactly meets the law because we've gotten to learn from a lot of lessons learned. Right. Right. I agree. And the literacy leadership team, that's your teaching and learning team, or does that include also teachers from the rest of remain district too?
The it includes teachers from the rest of the district as well. So the literacy leadership team are in this first case, we're actually getting K-eight together because, Chris, Christina, and I thought it was important to have a through line of what we believe are next steps and not to just decide if in isolation for the two levels. So it will be k through eight teachers, gen ed teachers, special ed teachers, ELD specialists, administrators, myself, and CIS. I think it's the state. It's pretty big. I think close to I think close to 60. Doctor. Oh, wow. Doctor. Fifty, sixty will be meeting in this. As the process continues,
we have plans to then also have some meetings that are just elementary, some that are just secondary. We will get to this in the timeline, though, but we fully hope that pilators are not just people in the literacy leadership team because we really want to get all types of expertise, of years of experience, of orientation to change, and the in the people who want to try the materials out. In March, we'll be getting the literacy leadership team together. They're going to be fatigued by the end of this. And we hope to move from just a vision to using the vision to create an evaluation tool that's aligned to our pillars.
We are in a pretty good spot that MDE has done such thorough evaluation on the existing materials, and we're able to start from those materials to see what they even among things that are approved, there are various components of the legislation that they believe certain resources do much better than others. So we'll be we'll be doing that as a group. The district PD day March, we see as our first time to really get the whole group connected to the to the learning of the smaller group. So we on March 20, we hope to familiarize our larger group with,
all the work we've done in the Literacy Leadership Team. So previewing the timeline, reviewing our academic and survey data to understand what we're doing well and what we need to be called upon to do better. Some form of common learning too so that they also understand the terminology we're using. We'll be showing them the vision and asking if this really captures what, they believe as well or what feedback they might have as well as the. We hope by then to have learned enough with Oakland Schools to preview, hey, if you wanna be a pilot or everybody now at the masses, this is what that commitment will do. In April,
the literacy leadership team is back at it again. And this time, we'll be previewing materials, based off of the evaluation criteria, which is based off of the vision, and trying to determine what resources we will be piloting. And at that time, we hope to have a secure timeline for piloting to know which actual classrooms and what kind of data we will be collecting. Like, that third bullet point alone, I've probably had, like, five plus hours of conversation with various school districts about what is, like, a objective thing you collect when you're piloting various resources.
Oakland Schools has also been a huge supporter in that work for districts because oftentimes the unit assessments at the end of a unit for various resources look different. And then And so they've helped develop frameworks to, look at the standards, like, qualitatively across various products. So they've been a great resource to people, but we have a while to figure that right now. May then, we hope to be ordering pilot materials at scale. I don't know where we'll put them all. We already were pretty pulled on there. We will be scheduling vendors for August PD. What I've learned from the vendors so far is this first PD is not you
don't leave it ready to try the thing. You learn about the methodology, the pedagogy, and how to navigate the site, and how the curriculum is essentially set up. Almost all of the vendors suggest then a secondary PD with, like, an in-depth unpacking session and planning. So this first PD for for staff that are piloting would be really, like, one zero one of the resource and what it looks like so they could start to wrap their head around it. And that is in August that we'd be scheduling it in May. We also are excited in May to host our first community night for caretakers and
parents to hear, all we've done so far. So we will discuss the research and vision process. They'll have a chance to interact with the materials. They'll be able to listen to the upcoming pilot process that we're engaging in. We feel really good this time too that I know sometimes a pilot can scare parents to hear that their child will be experiencing it, but knowing all of these resources are approved by, like, an independent committee makes us feel good that we're not testing if they work. We're testing the degree to which they their values and the the degree to which our staff experienced success with them.
And stakeholders at that time will also have an opportunity to to provide feedback to us about what they think we've done well and what they want us to keep considering as we go through this process or if there's a particular item that, you know, they're most proud of at this time event. I was just for that, recommend that we need a good amount of time. I know Yeah. Some of the sessions we've had in the past before you were in your position, there was, a complaint that, you know, sometimes there were more teachers and staff and there were attendees, and then people didn't feel like they couldn't really give feedback.
So I don't know. You know? You guys will figure out what that looks like. But just to figure out, you know, what maybe did the work that we did in the past, how we couldn't make Yep. Thanks. And also enough time to possibly review their feedback and if possible incorporate it into it. So it shouldn't be like an afterthought. Yeah. I guess. And it it certainly won't be because after May, then comes the July update of the list too. So we will even be reviewing the state's feedback. And we do anticipate, so we don't know for sure, that more items will also be added to the list that will deserve our fair
look at why or why not we're interested in this item because the state has provided very clear guidance to various publishers and vendors of of why not. Or change x, and then you will be on it. Is there a likelihood that take something on the list? I have heard I think so. Of another state one other state removing something from the list in my research of the 40 plus states that have had somewhat similar experiences, but I don't I don't anticipate that. They've been very rigorous, and Seven. That was a rarity. Yeah. Seven.
That was one of my late night peers once. We started researching, had December happen. So here's a broader look at next year, though, which will be far more defined toward the end of this year. At the August PD day, we are going to give our staff permission to start the year as they go, because the beginning of the year brings a lot of anxiety already for teachers. We have teachers who will be moving to brand new buildings next year, to Smith Middle School, to, to the new Smith as well. Teachers are changing grade levels. And really, when you know teachers well, you know they simply really want to be set up for their first day of
students there. So we will continue learning about their vendor specific details and have vendors at the August PD Day to teach the different pilot groups. But October is our next district PD Day. Classrooms are launched. You've gotten to know your students as readers and writers. You've got through your first assessments. That is the day where we hope to truly unpack with piloting teachers when and how they will do this actual pilot. And where we hope to provide them an answer to where this best fits in your scope and sequence too. Because one of our goals with the pilot is to do no harm to our
our young children in it. And we wanna make sure that if what we're piloting is a a specific strand or skill, that, that's not gonna be just, like, the prior unit they've already had. Like, we still need to pace out the the scope and sequence of skills, which is gonna be a very big job, to be honest, with with multiple vendors. So we hope in October to have that level of detail for each group. Like, this is where it fits for second grade with this resource. So between October and through February, that's our general timeline of where pilots would neatly fit in order to synthesize a
recommendation in March and to provide that to you all in April. So what's the goal? Like, three months of piloting then? Or I'm honestly like a time like, a week time frame or a couple weeks? Or at for sure sure that would be good information for us to just Yeah. I don't have a perfect answer for that yet. Yeah. To me, that would depend on how the skills of the specific pilot fit the scope and sequence for the whole year for the kids. So it would be great if we found a resource that,
like, the next three months of content could neatly replace what kids would regularly learn so we could have a longer look at it, but definitely more than a week. Like, we really wanna see want teachers to see, like, a unit all the way through. Okay. I'll be typically. Gosh. A unit? It I hate to keep saying it depends. But I would say Week of January? Six weeks? I ask because I truly don't know. Like, you know, I'm not a not an my kids haven't been in all that. She's a little bit wild. Okay. But if we find that, the the the materials that we are gonna be practicing and familiarizing ourself with,
if we find that for the next three months, what's in here, you know, is Yeah. Is what we could be working on in our regular scope and sequence, we would we would do it longer. And and the pilot is for k eight. Yeah. So that's a good point that I should clarify. So the the pilot k through eight teachers will be piloting. K through eight t k through five teachers will be piloting reading. Okay. And k through, six through eight teachers will be piloting reading and writing. Okay. Some of the items on the list, go up to grade eight, so it's possible that we could all be looking at the same resource.
Some of the items on the list do not, but their publishers have similar products in the middle school year, so we're also looking at that. The middle school question is much bigger. In some ways, you know, having a list defined by the state is wonderful for K through five of knowing, like, these are the things we should be considering. But we want to make sure that there's a similar pedagogy up into the middle years, and so we've been reading about, like, the science of reading and structured literacy in the secondary years and what that really means. Something we still have a lot to learn about. So all are piloting,
but they may be piloting different materials. Now how does that work? So if there are two different, curriculum that we're piloting and there are two different teachers still doing them, if when they decide, do they say, okay. This unit is what we're gonna do in both of them, or do they coordinate and do that? We would like them to have the same experience pilots to pilot the same units. Mhmm. Because one thing we've been thinking a lot about as a team is, support during the pilot too, not just saying you had your two district days, figure it out. We we would love to figure out a way to pair even,
like, grade level teams within a building. Like, we are trying this resource, and our literacy specialist is leading regular contacts and unpacking of this resource, so that it's a collaborative effort because our best teachers already work in collaboration and co plan, and we want the pilot to be treated the same way. Okay. For that to happen, so you would have two teachers of the same role and piloting every year. Yeah. I would love if there were three. Okay. Like, you know, like, three third grade teachers at Hill are Oh. It's a smaller school, but three third grade teachers at Barnard Hill.
I said all of third grade teachers then. Yeah. But I I do wanna be clear that a lot of the pilot details are to be determined. Any questions? You mentioned, professional development. Mhmm. So what's is there, like, a plan embedded in this for giving teachers and the literacy folks, like, specific structured literacy, science of reading PD aside of the product? Because the product is one thing, but Yes. How to go do is another. Where's that? Yes. So in the district PD days, they're definitely going to be our touch points for the whole group to learn about
the science of reading, and structured literacy specifically. We are toying around right now what the first steps are right now for literacy leadership. We think our first goals are to show the team the ways in which the balanced literacy approach that they've taken does align to the science of reading, but also the ways in which there's different unstructured literacy and the ways in which they all be changing. So it is, hard to find a perfect resource for that. So right now, we are kind of jigsawing various articles. Today, we are reading a lot of Nel Duke, for example, about how she builds on, you know, the the simple view of breathing to also include executive functioning to the active view
of breathing and that she believes that a strictly simple view is kind of a oversimplified view of the science of breathing in the media. So right now, we're looking at jigsawing multiple articles. Did open schools offer unique guidance about that, or that's not part of this? They have offered a structured literacy coach a structured literacy, professional learning that we have been sending CIS to as well. But to be honest, it's it's a tall task to to pare it down into one thing alone. So it's gonna be regular touch points between our literacy leadership team and those district
PDAs. But we think our first step is showing our teams the ways in which this work looks like them already, like all change, right, and the ways in which you will get better and change. Because, right now it is a big change and there's all different orientations to the change, so our first goal is to kind of meet them where they're at and help them see themselves understood. And where is the assessment from? The assessment is part of PA one forty six. Right. Like, how where is that gonna go in the in the, like, piece? Yeah. Like, we pilot assessments or just pick one?
Or It's a great question. It's still that depends on what ends up showing up on this list. So, on Monday, when I was talking to Oakland Schools about it on Zoom, they felt that there would be many more assessments potentially coming because a common criticism of assessments is that they took too much time away from instruction. So, to me, the assessment piece is far more tentative. I would love something that fits you know, we've we've grown our our use of NWEA, for example. I'm hopeful that our teachers don't feel like there's a whole suite of assessments,
but they see a through line. Mhmm. So, really, for the assessments, we are continuing to wait until we see those lists updated the three different times. Good. Thanks. Oakland Schools, though, has promised that, they will try to get the assessment vendors together so that we can all collaborate in one place versus every district calling everybody out independently. So we're hopeful that they will air. Air. Oh, I'm just gonna But I see. Yeah. But there's tons of questions with that. Open schools have their specific assessment group. I'm sure you know too, and they're doing a lot of studying about this since Jordan is now attending those
meetings. So for a secondary example, in grades four through 12, we're charged with, using our observational data to know who to even screen. Mhmm. But there are a lot of questions about how you would do that in a way that does no harm to kids too. Like, if because I'm selected in fourth grade to to go to x room to take x assessment, what does that say about me? So how do you do that in a tactical way, in a way that reaches all students that meets the spirit of the long? In short, there is so much to unpack still, but Oakland Schools has been phenomenal k. We're leading it. Are any of the special ed teachers also piloting?
Oh, okay. Yes. They're part of the literacy leadership team. I know. They are part of the leadership team, but they're also I don't know if they would even pilot any program. Would it It's a good question. So in elementary, that wouldn't quite apply Yeah. Because all students have access to Yeah. Tier one instruction. Trying to think about Lesser even categorical class Yeah. Which they they'll have their own Are there materials specific to categoricals in these or no? Not within this. Okay. Not within this. This is the, like, the tier one class wide resource. That would be the target.
Okay. Would would you have a special education teacher in a setting that you're piloting? Because I know that we've in in a couple buildings, we've moved to the model where the the the teacher special ed teacher is is pushing into those classrooms and working with them, like, during the the tier one lesson. Yeah. So with that special ed teacher You know, that seems like a good possibility. Okay. Because I'm thinking because I know that's not happening everywhere yet. Right. But in some of our Yeah. Early adopter schools.
So yeah. So that's a good opportunity. Makes me wonder about overlap too in terms of, like, perhaps a look at your intervention menu and special ed to see, like, if there's overlap with programs that are either you know, folks are like, hey. We we need this other intervention that better aligns with structured literacy. Mhmm. This is to Yeah. Keep those folks in a food line. Yeah. As we our our instructional leadership network, when we've gone down the rabbit hole of all the detail, the Oakland schools keep saying, right now, this year, you need to just understand the law, and you need to agree what your process is for looking at the plethora of
tier one options. Mhmm. And they're like, when you get to that exit, then you think about tier two. You layer on all the elements of the system. Mhmm. Right. Makes sense. Yeah. Appreciate it. Thank you. Thank you. For your thorough approach. Thank you so much. The proceeding is going to, provide as promised and as I emailed you all, follow-up to last workshops questions on our map. She's got for doctor Dennis to gather some additional information, which we would indicated we were free to provide, and, after students Thank you. Thank you, everyone. Thanks. Yep. Yep. Yep.
That's great. Cut off the presses. We'll have this uploaded in support docs after the meetings. We've been working. Yes. Appreciate it. Have been. Yeah. Thank you. Yep. Couple of hours. Yep. Bye bye. Cute. And I'll project my screen. Yours your, handouts are in a different order than my slides. So I apologize for that, but I'll go nice and close so you can find them. So, I I'm excited to be back here today to talk a little bit about achievement, when we think about middle school math. I also included duplicate of some of the other, data points on enrollment in the last couple pages there.
So we'll walk through this together as soon as I get my slides up there. There we go. That is my job. I didn't know it was going to, cooperate with me or not here. Okay. So this first, first page that you're looking at, this first slide, is, enrollment and additional information based on some of the conversation we had when we were together last month, looking at our honors algebra one enrollment. So what I'll point out here is this is our, the number of students who pre progressed to geometry and also said differently,
the number of students who repeated algebra one. So if we follow from I don't know why that screen just went out in front of you. Been doing that. It's been doing that. Alright. So why do we have that? Great. So if you follow down those rows that are available there, starting with the graduating class of 2027, so that's next year this year's juniors, We had 351 students who were in eighth grade three hundred and fifty one eighth graders who took algebra one. Of that three 151, two of them repeated algebra in high school, which is a a 99% progress to geometry rate.
It is important that you know that that column that includes two students repeating, three students repeating, and then 19 students repeating, those do not necessarily indicate failures. Students, can repeat algebra in high school to replace their grade from eighth grade. So many of our students repeat algebra if they got a b or lower, just so you know, because they don't want that b on their transcript. So we allow our middle school students to do that, and that's how as they we allow our high school students to replace that for middle school. So this is just a sheer indication of how many students went through that process.
Again, those are not necessarily indications of failures. What's broken out directly below that, and I think is incredibly important for the board to see, is the class of 2029, that this year's ninth graders this year's ninth graders were the first class to have choice in eighth grade to whether continue on that eighth grade track or to opt into honors algebra one. They are also the only, cohort that had both experiences. So those students, the board in 2023 made the decision to change our structure. At that time,
we already had a group of kids who were in six seven. We continued those students into seven eight, but we also started a new curriculum in seven. And then in eighth grade, we had tracked algebra kids and un untracked algebra kids in that honors algebra one. So what's important from my perspective for you as a board is to know that 168 students chose to take honors algebra one in eighth grade. That is 168 Troy eighth graders who were not identified by their teachers in fifth
grade to be in the six seven track. So those are students who were missed by our track previously. Of those 168 students, ninety two percent of them successfully moved to geometry the following year. So I think that's a pretty good success rate when we think about students self selecting into honors algebra one. Of the students who were tracked into honors algebra one, ninety eight percent, no surprise, moved forward into geometry the following year. So I know that we had a lot of questions just about this enrollment piece, so this was that last enrollment data point,
that I wanted to bring to you. So we were able to capture I mean, I know there's a difference in class size from one year to another, but probably anywhere between a 135 to a 150. We're able to capture about, let's say, 150 students who are now in geometry as opposed to algebra one in high school. That's right. So I think that's a pretty That's in some form. Yeah. And it's only have 14 students. Repeat repeat is Seven three. Okay. So I'm gonna move into, some achievement data. So the first,
slide that we'll look at is on the back of that page that you have that as printed for you. This is, our percent net. So these are students who are proficient or advanced on M STEP in grades six and seven for the last three years. So, this is cohort this is cohorted together. So you would be comparing the blue line to the blue line, orange to the orange, green to the green, and thereby graduating class. So class of 28, 29, and 30. What's important to know is that the reason there's not eighth grade data is because the class of 2030 has not yet taken their eighth grade assessment.
Right? So our first cohort of students who have gone all the way through with the new curriculum is currently sitting in eighth grade. So this we don't have a ton of data when we're talking about implementation of this new structure because we're only three years in. What's important to note is that the blue cohort, so class of 2028 and class of 2029, experienced tracked, tracked, the tracked structure. 100%. So 100 per well, it was the former structure. So when the class of 2028 was in sixth grade,
we had a six seven and a six. And then when the class of 2029 was in sixth grade, we had a six, seven, and a six. And then when the class of 2030 was in sixth grade, we had I am sixth. Sixth grade math. Okay. So that sixth grade that green class is the first group to have I'm six and I'm seven, our heterogeneously grouped new structure. What I'd I'd point out is that what we can see is, and we'll consistently see this almost throughout, is that the class of 2028 is fairly flat in their growth between sixth and
seventh grade. And then we see a slight increase for class of 2029 and a increase again for class of 2030 as a cohort. So we've often talked here at the board table about what does MSIP data do for us. MSIP data is a way for us to look at our program and monitor our program implementation. What we are not seeing here is indication that the new curriculum or the new structure is currently having negative impacts on student performance. That's we're now it's one year of data. Right? Again, we have to continue monitoring and watching what's happening,
but this is our first year of seventh grade, six to seven. And then, again, those kids will go to eight. So the blue and the orange, they're also the old math curriculum. They're the old math curriculum. Correct. They're Pratt plus the old math curriculum, and then they're They're all old curriculum. Yes. Yep. Okay. That's right. Yep. So it's the old the old system and then the new system. So the new system begins with the green. What is, I think, a great celebration for this board to know is, in '20 the twenty eighteen, twenty nineteen school year, our seventh grade proficiency or our seventh grade met percent met was 67.5%,
and that this past year seventh grade was sixty eight point four. So we've exceeded pre COVID numbers from 1819 for seventh grade proficiency. I will tell you that if you look at all the years previous to 1819, it it fluctuates. So we're there's some in the seventies, some in the sixties, but we are kind of, approaching, I would say, confidently approaching where we were pre COVID with our mathematics numbers at middle school. So that's really What did the MSTEP serve? The MSAP? When did that start? At 2013,
Chris? When did they move? Okay. So it's been a head spin of the same '12 or so. Yeah. Okay. Okay. Okay. Yeah. The following year or I'm sorry. The following year. Here's talking about years. The following slide, if you go to this slide, I believe it's out of order for you. That's fine. This slide is looking at, those cohorts but broken down with, performance with performance level bands. This is a conversation we had a little bit of at the board. Audra asked some great questions about how do we look at where students move between those bands of performance. So if we compare again,
you'll be comparing the cohort on the left the cohort on the right, the class of 2028. You'll see that, actually, for class of 2028 and what class of 2029, there's growth and are not proficient. So as our students are, moving from sixth to seventh grade, we see more students falling into our not proficient category from our partially proficient category in our old system. So you can see that over that two years worth of time. You can see that in the class of 2,030, it's the the only bar that's on there,
where our not proficient number, it goes down very slightly, but it does go down. And in our class of twenty thirty, you can see that our students are moving straight up and through with about a 3.7%, increase in our advanced. Right? So we have kiddos who are going right up and through, and I think we do see a growth in advanced into the class of 28. We do see some growth in advanced in the class of 29, but we also see some kids falling below. And so one of the data points that we have looked at quite a bit
and had quite a few conversations about in math and equally as so in in English was that we noticed that as students start to come to us in secondary, we would lose more into the not proficient as we moved through our secondary trajectory from six to 11. And so much of the work that's been done around our English curriculum was to buoy that to make sure that we there aren't kids falling off, and we're getting as many as we can up and through. So, again, one data point that gives us an indication that at least for the class of twenty thirty,
they're moving in the right direction. The next slide I'd like to talk about is the English learn the English learner slide. So that one's out of the order. So this is one of our subjects that we've identified in talking with the board that we wanna continue to, continue to monitor. This is a a lovely slide for us to look at. These are, again, our students who are proficient and advanced. What we can see here is, our class of 2028 in our old trap system, we have, a pretty stagnant score. The the number in the parentheses included on the chart there is the n,
the n value of how many students were assessed. You can see in the orange bar, we see we see growth. And then further in that green bar, as we move to our new system and our new structure, a significant number of students. Or maybe I I don't know if I can technically use the word significant, but to me, when you go from having 30% of our ELs proficient in proficient, or advanced in mathematics in two years ago to now having 50%, 51, almost 51%.
I think that tells it should tell the board pretty clearly that the program that we're using is continuing to grow our students. I think it's very important to know that and, connect this to the conversations that we had last week, which is why I included the enrollment charts for you. We are not only seeing proficiency being built here, but we know that we are lifting our students' performance and confidence because we also see our EL enrollment in honors mathematics continue to grow. So our EL students went from being,
went from having 16 about 17% of our ELs were in honors math before we introduced Choice. When we introduced Choice the first year, we had 28% of our ELs in honors math, and then this past year, we had 36% of our ELs in honors math. So our students are foundationally finding success and then pushing themselves to try something new, and that is exactly what we would want for any of our our student groups. Okay. The next student group, that we that's we committed to talking about with the board is our economically disadvantaged
group. So, here, you can see again pretty stagnant, between, for the class of 2028 from sixth grade to seventh grade. You see, a little just a tiny bit of growth for our class of 2029, and our class 30, shows clear growth with our new curriculum and and our new system. A challenge with economically disadvantaged is, as a subgroup, is that it's not all the same kids all the time. Right? Students fluctuate in and out. You can tell that just by looking at the n. So the n is 49 for 32%, and then 47 is actually two fewer kids,
but it's a lot larger representation because that group shifts based on the needs of those families. Nonetheless, this board should be very proud in looking at that number as well. And then finally, the last student group to talk about this evening is our students with disabilities. This one is a little more inconsistent mostly because our n is much smaller. So one student, the movement of one student has an impact on a percentage fairly significantly. What you'll see in class of 28 and class of '29 is no growth at all. Right? We actually see,
a decline going across from sixth to seventh grade. And then what we see for our class of twenty thirty is student growth as they move across as a cohort. So all three of these subgroups have demonstrated an increase in proficiency at, you know, either advanced or proficient on the m staff. So, I think that's a really important piece for you as a board to know. You should feel confident that this curriculum, if nothing else, is doing no harm. But this data certainly would show us that we are moving in the right direction.
We know that we need to continue to monitor our signature map. Right? This is one data point of this new group, and we're going to continue to watch at the aggregate level, but also at each one of these subgroup levels. We are committed to gathering perception data. So a year ago, we sent a survey to all of our students and all of our teachers in middle school math. We're gonna extend that survey this year to also include families. So that will be a survey that we will give this spring, really asking our students, our teachers, and our families about their current experience. We know that math is a really important subject in Shoroy.
We there's a lot of pride in our community around the study of mathematics, and we wanna make sure that we are meeting the needs of all of our learners. And so we'll continue to engage. I believe our perception data will be an important piece to help us understand if we are meeting the needs of our students and our families. And then we are I I don't have NWEA presentation for you here. That is something that doctor Dennis continues to work on. I will tell you from the other side of the the table, our NWEA data is very useful at the student level. So it provides our teachers with student profile.
It's a a data point that allows us to dig in a little bit and look at where our students are ready for instruction and where they need more. I can tell you that we piloted that assessment three five as well this year. They just completed it elementary. We've fully implemented it six through algebra two this year. So it's a new assessment for us. But I think, Juan, that over time, if we get the feedback from our, teachers in three five that it's useful, it could be a nice tool that we could carry three through algebra two, which would allow us to really look at an articulated conversation around student achievement internally
when we think about things like intervention and advancement and all of those other aspects of students. So these are a few of the, assessment specific, data points out, and I just point out tonight. Any questions? If they have a comment, but I can I just wanted to comment too? You know, I'm really excited to see the the enrollment data and just having been a kind of a part of the old system. The changes that have been made to increase enrollment has obviously been very successful. So I I think it's a great idea to ask our kids and parents and
teachers of the kids that are in this right now, you know, what their feelings are, and their perception around their experience anywhere and and get that information to see how we can possibly build on what we have because we've I mean, 168 kids. That's awesome. Mhmm. That's really, something to be proud of. So I I have to say congratulations on that. Yeah. So Okay. And and just the other piece, like, I know we've talked a little bit about,
you know, like, what types of questions would be important to to ask kids and parents and teachers. And so, I know I've had a little bit of an opportunity to to have some input there, so I would just ask that other board members have the same opportunity. Yeah. Yeah. Yeah. If there's anything in particular you're hoping that we elicit, please let us let us let me know. I mean, that's Kate Kate, Kate Rainey, David, and myself actually sat down today, and we went over last year's and looked at all the questions that we asked. We tweaked a couple of those questions and then, started to build up what that parent survey would look like.
So if you have specific request. And and I and I do so to one, I wanna I I know I would I was trying for a while to articulate what it is that I was looking for, and this is what I was looking for. I was to see if it was actually translating to future success. So I think I appreciate this data. And then to to go off the the surveys and the qualitative data, so it hadn't occurred to me until the last time you mentioned that she talked to some maybe nine current ninth graders. It's like, oh,
I we had a I had a current eighth grader at my house. I was like, let me ask him. You know, just he didn't know why I was asking, but six months after it went really hard this year. He's like, yeah. He said the transition was really hard. And I said, okay. Well, why was it difficult? He's like, oh, we went from not a lot of homework to all of a sudden now, like, I don't know if it was, like, 5PM homework or whatever. And so I said, oh, I was like, that's interesting. So so what do you think will make the transition, you know, better? He said, you know, we need more we we need more, like,
teachers. I said, well, what do you mean? And he said, like, three teachers. I'm like, well, what would they do? And he said, well, no. And you're I'm like I'm like I'm like, what would they do? He's like, well, because we're also new to it and it's faster. He said if there's more teachers, then there would be less of us and they could help us more individually as we, like, struggle through the transfer. I'm like, oh. And then I thought about the like, you said, we'll keep getting all to the data if you make sense. So in addition
so you're to direct the answer to your question is I think, you know, we may not be able to implement everything that the kids suggest, but I think instead of just asking them how is this going, ask them for suggestions. Mhmm. Because one of the other things this boy said, he's like, he's like, you know, maybe towards the end of seventh grade, they should, like, start giving us more homework. So we, like, know what the, like, amount of homework is. So I think they might have some really creative solutions that may not be more staff. But,
you know but, honestly but even as we're transitioning, like, reading, writing, and the three hours. Right? Like, those are the core of what we're trying to do here. And so it is quite possible if we invest in staff in that critical juncture, kids are going from slower math to much quicker math. But I think as we're doing those surveys, he's asking the kids specifically what ideas do you have. Now they may not you might you guys might have to find a way to know just how to be written responses because I had to, like,
tease out of him what he meant by certain things. I was like, yeah. I was like, this kid has really, like has suggestions. And and, you know, I'm sure if you, yeah, surveyed hundreds of eighth graders, there are some common things that are going to come up. So that's how I would use qualitative data to get their get their input of how to Yeah. Make the transition easier. Or should we have a couple of our podcasters going into you to to, Abe, ask them, Abe, if they if they may be able to respond to a fellow podcaster better than you or I am. Yeah. It'd be interesting too to know how many of our parents are investing in their
students outside of school Sure. Can pay tutoring or other Mhmm. Extra classes. And maybe even in between seventh grade Yep. And the really hard, like, is the success just because of us, or is it because They pay for it. It's a tough year to transition. Yeah. Or even the test out piece like that. How how's that going? How's that? Yeah. But I think is also important for us, and Christy and I talked about this, we need to make sure that our our learners at the higher end are challenged. So asking that very we can talk about that question. Just asking that very specific question.
Do you feel like you're being challenged? Oh, lord. Yeah. And of course, if they're not, then they would have Answer that question. Something, in terms of making adjustments that Mhmm. So You know, the other thing we need to be careful about tutoring is we needed it'd be nice to have known the baseline. Yeah. Because Did it go up or down? Parents and I can you know, being back when my kids were in school, Those kids were on Saturday school. Okay. I heard. Yeah. Appreciate that. So we don't know.
I mean, it'd be interesting to understand the delta, but Mhmm. I think the nature of our community is, you know, many parents put a very, very high priority on math and, you know, case of that and Saturday school on math for decades. I think my more specific question is no tutor sixth, seventh grade, but then need a tutor to meet the new challenges about your have you found that you needed additional support? And that you did not need support. Like, to me, that would be the more, like, the question that I would be I don't know how you phrase it,
but That would be the No. That's yeah. That's that's the sense. Matt, do you have any more extensive work you make? What's up? Yeah. Sorry. No. I'm good right now. Thank you, though. Okay. I do have one other data point to share. Oh, okay. You do. Freddie, you're you're I do have one question. One of the reasons when this whole, middle school math honors math came out and, that time, one of my concerns was, teachers and the how much they can handle, heterogeneous class of, different skill levels. Right? Mhmm. And maybe the survey could also include some of the teachers and understand how are
we doing also and with that, how's been going? And you might recall last year, we did ask specifically that question about, you know, do you feel like you have sufficient resources? Do you find these useful resources? Do you what what do you struggle with most in the classroom? And I listed, like, behavioral issues, meeting the needs of all learners. We have, like, those things called out. Okay. So we're going to maintain that question and see if that's improved from year one to year two. Yeah. All of us are because every year, you're going to have a behavior issue every year. But every year, you're gonna mark it as some of your big guests,
sir. Absolutely. So it's a great one. Thank you. One of the questions another, kind of question that came up, and, actually, Audra and I had an opportunity to talk about it, and so I wanted to bring it here to the whole board, was just a question about, this, perception about student enrollment in other districts, specifically Avondale. And so, Patel, they asked the question in the past. You know, we've talked a little bit about where do our schools go, what pulls them, and what might pull them. And so, I pulled together some data, and, we'll just walk you through each one of these pages. I don't have slides. Oh, actually,
I can protect it for our audience here. So the first page oops. You guys can't the first page that we have is just the sheer enrollment number, and it specifically looks at, for the last ten years, the the column, nonresident enrolled in TSD. So the number the column that starts with 202, that is the number of Avondale residents who are enrolled in the Troy School District. So that's how many Avondale students come to Troy. That number over the last ten years has declined due to the reduction in schools
of choice decision that was made by the board of education. Right? So there was a decision made to reduce our schools of choice numbers. Avondale had been sending a lot of students. We see that reduction coming down in the last few years as that was implemented with schools of choice. The next column over, TSD enrolled in Avondale is straightforward. In 2015 with no students, going through 2024, '25 with 75 students. I do want to to, point out, and we are going to dig in in the next couple pages. 2017 is the first year of the Avondale Gate program.
Okay. That's a bonus. The 1718 school year with seven students is the first year of the program. The program began with grades three four, and then it grew both directions over time. So if you turn the page, you'll see this information here on the screen as well. So all of the squares that are in yellow indicate the Avondale Gate program offerings. So you can see in the twenty seventeen, eighteen school year, they offered a three four. And then the following year, they offered a two through five,
and then they grew two to six, two to seven. And then the 2122 school year is the first year that they had two through eight. They're what I would consider full capture. The blue line that's indicated on your on the screen and on your piece of paper is the last year of our old math system, and in May year is when the board of education made the decision to change our math structure. So the twenty twenty three, twenty four school year to the right is the first year that we were in implementation of our new math structure in the Troy School District.
So 2425, and then this year is the 2526 school year. We don't have those data points because those are yet available within roll map. So what I would like to talk through is, like, the points on the last page, but you can look at this document as I talk through that, whatever's easier for you. But I think from my summary, here's kind of what I saw. In 2223, in our old system, the last year of the old math system, the apps the Avondale School District captured 26 students in grades k through six.
The following year, which is the first year of implementation of our math structure, the Avondale captured 45 Troy students in grades k through six. This was an increase of 19 students that year, but it was only an increase of two students in sixth grade. So when we think about the class that was impacted, only two students went additionally, went to Avondale the year following the board decision on mathematics. A year after that, the program captured 55 students in grades k through six,
which was an increase of 10 students overall, but it was a decrease of four students. So four students actually came back to Troy from the cohort that was there before they got to middle school. What I do notice, and I think you will too in looking at the chart, is the largest enrollment in Avondale from Troy is in grades three and four. When you look at the total full picture of so the numbers that we just went over, I only focused on case six because the question was, did the board decision drive kids to Avondale? So that would have been before grade six.
Right? So that's why I kind of looked at that number. But I think it's important that we, as an organization, look at the whole picture. So if we look at the bottom couple, rows that are on that last page, this is the full capture for Avondale. So the first year that the Avondale Gate program, was a two through eight full program. It captured 31 Tris School District students. In its second year, it captured 35, which was an increase of four. And then the following year, it captured 52, increase of seven. That was the year that we made the decision.
And then the year after that, it captured 73, which is an increase of 21. So without question, do we want 100% of Troy kids to go to Troy schools? Yes. So when we have 75 students who are going there, we do need to ask why. And we certainly need to be watching the numbers because we don't want them to go. But what we can see is that we had families in Troy who were sent choosing to send their kids to Avondale long before we made any decisions about middle school math. That's just evident on those charts that are there. So we need to do the work of figuring out a little bit more about
what what drives these numbers and what those pieces are. I do wanna make sure that as a board, you're you are, when you look at these numbers, you recognize that, on that first sheet, these aren't every year additional kids. So these are cohorts who move forward. So it's a right? So when we look at 14 to 18, it's not 14 kids and then 18 new kids the next year. It's 18 total kids that next year. I don't have the UIC codes of all those kids, so I can't tell you if they're exactly the same child. But my assumption and when you look at this colored chart,
you can follow a cohort through. So, again, just for your own just for your own, edification, when I look at this, I look at if we look in 2018, '19, in second grade, there's one child. If you follow that cohort, it's now two. Right? So they move down and over one. The following year, it picks up to three. It stays at three. It stays at three, and then it grew one in seventh grade, dropped down to two. Right? So I think it's important to follow cohorts. It's an interesting story. You can start to see where kids grow on or where kids fall off.
That's often what we do with our enrollment. Right? When we look at, did we get all of our fifth graders to show up for sixth grade? We look at that. And in Troy, we celebrate that because as we transition from fifth to sixth grade, we have about a 105% capture rate. So we have all of our kids plus another 5%. So, anyway, I thought it would be helpful for you as a board to just have some talking points around this piece to know that this data is actually available on my school data. You can go in there and look at this. You can dig in just the way I did,
to understand. We have kids every year that go to a variety of different places for a variety of different reasons. You know, some of our students follow their parents to the district where they work, and that's that happens in Troy as well. So, that's the end of what I have personally. I'm happy to answer that. Any questions in that data? No. This is good. We need that. Oh. I only Oh. My one question the next time that we look at this data is, I mean, anecdotally, I do know of a couple of families who went for elementary school and then came back in middle school.
So even have that number of of how many families come back. I mean, I know some of that you had those points in a couple of spots. But I think just to, to also understand for the families who come back, what grade are they coming back in and why should they come back? Mhmm. And do you have to test them to get into that school? What's the criteria to be called gifted and talented? So I would can I quote a friend? That directed to you. Maybe talk a little bit about I know that as we we often have to get our our students ask for,
as a former building principal, recommendations. There's a form that has to be completed. There is a test, but, like, the call that's and and try and then they have to do the test. I'm not sure what the customer does. Hopefully, that's good progress. I have a second friend. Good friend. A statement on behavior as well too from, the level of principle. And then, I think I would reset. There are stricter requirements related to all experience. So so I got an anecdote with you that in the past and have students that were not proficient that were accepted. And more recently for the the same striker.
Okay. And when you say behavior, you mean more maturity level. Is that what it is? They were asking about the formal discipline. Right? Oh, discipline. Okay. I see. And formal discipline, in my experience, is not necessarily. Okay. It was a combination of the FOGAD test, which is like a certified, like, gifted test. So it's like a bit around that second grade line. It's when you administer that. That's when they the study showed that you can actually since qualify if the student's gifted or not. So they would take a combination of the BOGAD and then their ends with BBK for next steps forward.
But he has the he has a test, I think, 95% higher, at least one subject area. Mhmm. Thank you. Mhmm. I only have comments. This is great information, great data. First comment is, so effectively from 2015 to 2025 and not because of middle school, but we had an enrollment drop from 202 to 46, basically. Because if I subtract one from the other, which is we got now and Dale kids and we lost TSD kids. So total enrollment difference is 202 in the beginning and 46 in the end.
Right? So we got 202 a one day old kits, and we lost zero TSD kits. Yeah. The deltas. You're just The delta is 202, whereas last year, the delta is 46. Okay. This is not They're not I know. They're not free to come whenever they change the I know. Exact exact exactly. Yeah. One this one was because we changed our school of choice, and we just added it back in '25, '26, but which we don't have a data for, obviously. Yeah. But effectively because of our different policies. Yeah. Independent policy changes,
we have that agreed. That's very good. But I do, next one. Anecdotally, I did talk to a bunch of parents in that times who have reached out to me or whatever. And, yes, they I do not see any middle schoolers wanting to go back because it is difficult to change and whatever. But their younger siblings or people who are unhappy, they went back because they thought it was they've I don't say went back. They went to enroll in Avondale Gate because they thought it was better for their child for whatever reason they think.
But that's Mhmm. So and they wanted it to go all the way from younger to eighth grade. And they had every intention to actually come back to Troy Schools from ninth grade on. Mhmm. At a higher level in their accounts. Mhmm. That's what I said. Mhmm. That's what they said. The designation I mean, I think for many parents to have your kid designated as gifted and talented, is important to you. May be very important to them. And we don't we can't we don't say that about it. Yeah. Those parents, though,
they were more worried about challenging their kids, at least in their minds. I don't know how to or how right or whatever. I have no comment that, the three parents I spoke to, one of it is my neighbor's grandkid, and then two of them are other people who have reached out to me just. But for them, it was more challenging their kids in their mind to their Mhmm. Okay. Yeah. Thank you for this market share. Yeah. Appreciate it. Problem. I think it's important to pay attention to because, like, instead of we can be figuring out,
like you said, where why are we losing kids and where to, instead of just trying to backfill. Right. Maybe we need to do both. Who knows? Right. Either way, I think it's a big leap because I wanna know One, be aware of this pattern. Pattern market. Yeah. No. If this is a new pattern or existing pattern, and Yeah. This is really important. Yeah. Thank you. Thank you. Thank you. Let's see. Sure about that. Please. Yes. So, Matt, I know you don't have the document that we were talking about or the data we looked at, so I can't ask you. Do you have any questions about that? No. Yeah. I did actually have a few,
but you you all called for them. So it was it was good to hear. But once I get the documents, I sure I'll have more. Yeah. We'll start with you next time. Yeah. Get it. Love it. Alright then. Thank you. Business service. Thank you so much for sharing. Please appreciate that. I don't have a follow-up with those two. You guys wanna talk asbestos? We talk about six. Lauren's favorites. Asbestos abatement. I thought we had abated every piece of We are good. You know? This this has done a really good job. Every floor is so Yes. Abating, abating,
abating. I've I've got a number. I got I know. Six years ago or close to seven years ago. So every one of the every one of the business ones had something What about again? Based on the Yeah. Just part of it. I I don't see that anymore, so it's a good thing. So first, let's talk flooring. So, every summer, we do flooring across the district. We try to stay up on it. So we try to it's very disruptive when you do an elementary school all at the same time. So it's just a lot more convenient for the buildings if you chunk it out.
Mhmm. So that's what we do historically. So, in the board packet, or on board docs, I should say, you'll see the maps where we highlighted all of the the buildings and then the respective areas that are being done. So you can see over here at Athens, it's just the TACC. So there's no future construction in that area of the building when we look at what's going on over at Athens between the addition and then any remodels. So that's just simply gonna be, flooring replacements this summer, and then they'll get mechanical upgrades, in the future, obviously, as part of the larger construction. But then here you'll see, just this one is
Is that TCC HS? It's NioCentre. Yeah. I'm not interested in this, so it's TCC. I'm sure it's already the same. Yeah. Oh, yes. Yeah. TIC. That's okay. So you'll see just, some of the classroom spaces and then some other common areas there. So we try to go through each building and and select where, Demus, it's the main four doors in the media center getting upgraded. And then Hill, over down in the media center area, that'll get addressed. And then same thing over at Morris, also the front office as well. So pretty strategic in what we do.
We don't wanna be disruptive to the entire building, so we try to do large chunks of each building each summer. That way, you can move the furniture out into a different area of that building and then move it back in when it's done. We really have to move everything into a gym. We have to put, you know, protective covering over the gym floor, move everything out, move everything in. It's just a lot more work. So this this way of doing it is is very strategic and, generally very smooth. So and then over at IE, some of the wing, classrooms at the end of the building there, and then that's it.
So Let me go back to a one product, I think. Is it right? Yeah. We have Beamis. Oh, we have Beamis. Okay. Yeah. Nothing at Bowlingimus. Okay. Yes. So are these on, like, a replacement cycle? Like, is it, like, every how many years? Flooring, you can generally get fifteen, maybe twenty years out. Gotcha. So the the way that they do carpet tiles carpet tiles, so you can actually pull off a tile and then replace it instead of having to cut out a section and all that. It's very simple to replace, and they're so durable, you know, they don't stain like they used to and all of that.
So So in the elementaries, it's not like the new carpet that just went in is being replaced? Right. Mhmm. Somehow, there was old carpet still left. Yeah. Got it. Okay. So, you may have noticed the original board packet last week. We did have a low bidder, and they did post bid interviews yesterday. And, the low bidder missed some scope, so they actually withdrew their bid. So this is now the the next low bidder on that quote. So now the lowest qualified bidder, conventional carpet. So they've performed work for us in the past, and they've done other districts in the area. They generally do a pretty good job.
So, the recommendation would be to award to them, and then some contingency, in there as well. That just helps as they go into the classroom spaces if there's any areas that are missed or we always try to accommodate principals as you're in the buildings over the summer, and they say, hey. Can you just hit this area? Okay. Fine. We have some contingency that we can do that. So, obviously, the goal is to return as much contingency back as possible, but it just makes it a little more adaptable for our building, principles. So this is all funded out of the the sinking fund as well. So, we strategically use sinking fund to do a lot of flooring and roofing,
and then the bond fund for the larger projects. Any questions on this one? Next one would be over at Bolo Park. So as we briefly talked about, this is for asbestos abatement. So this would be some tile floors that are under the carpet right now that were never removed, and then the caulking that is used to adhere those tiles to the the cement floor, that has to be removed appropriately. And then there was some, covering on some HVAC piping near the pool as well that we need to pull out as well. So, pretty simple project, all things considered. This is a pretty, I'd say, lower cost project compared to some asbestos removals,
but Troy has done a really good job of just keeping up on it and taking it piece by piece over to it. So So this will start before the renovation start? Yeah. You have to remove this first before you can begin. So, typically, they'll go in and remove this, and then it'll download everything else. You can't download anything with asbestos on it and then get rid of it into a dumpster. So they'll go in first as soon as cools out and things are moved out of that facility. And then they would remove the asbestos, and then download start. So and then we do have a $5,000 contingency in this one. That one's primarily just as they start lifting up things.
There might be inherently something that needs to be removed as well that wasn't fully caught even though they do a pretty detailed testing throughout the facility. So or if there's no questions, I mean Is that pretty normal, like, 12% contingency because of the asbestos stuff? Yeah. You know, they when they come in and the consultants do the actual testing, they're, I mean, they're pretty good in terms of spotting it right away. But, inherently, once you start lifting something up, there's always a chance. So it's kinda like site work where we do eight to 10% contingencies. Same thing with this.
That's fine. And that was sinking point two? That one's store bond. That's this will be the bond. Yep. It's bond. Yeah. Because it's going with the renovation. Yeah. It's actually the asbestos removal go whatever project is being done. It is a syncing plan that was pulled, but this one would be out of pocket. Thank you. Yep. And then last one is the house that was taken down over off John R near Athens. We are gonna be expanding the parking lot on that side of the campus. So, this RFP was essentially to create a new auxiliary parking lot in that open area,
just to accommodate some of the lost spaces on the back end of the building where the addition is. So the goal is to get this going, over the summer. That way, we can start expanding, parking. That way, as we meet into next spring, when we're hopeful that we'll start construction, we'll have ample parking upfront as well. So, And this parking lot will remain? The current one? No. No. The auxiliary this new parking lot is gonna it'll stay. Yes. Yes. Yep. After the addition is complete, then that gives us more parking upfront. And then at that point, the final design of whether staff go in front of the back of the building
would determine that. But, ultimately, we know we need more parks. There is going to be a change in the way parent drop off and all is gonna happen. Right? So that may require some of the redoing of that again? I believe the parent was saying it was on a discount in the building. Right? That your part concerned when the parent is out of the process. Knows. The area pick up and drop out and just that that No. No. Happens. Athens, potentially. The bus was the south end of the building there. That thing. Yeah. That I there's a lot of fluidity in that thing. So would would that need to be also with that,
or would that impact this parking of your restaurant? That would not touch this lot. If anything, it would touch the existing front lot where Yeah. And that's what happens if it was going to. Yeah. Oh, there's probably a lot at the front of Athens that you can't imagine because there's currently a ability to do. I know. Right. So that's where much of that we are working through one of the the drop off construction that we did, whether the boxes will cycle through there or the mirrors will. But that being the new Yeah. Of course. Yeah. This project won't be impacted by that. Yeah. So this will remain as it is no matter what that final design is. Yeah.
Sounds good. Thank you. So we got three bids, and then the low qualified bidder was TNM Asphalt. We have really good relationship with them. They do great work, generally, on time on budget, which is always good to see. So I'm confident that they'll be able to come in there. And then we've already done all the demo work and the site work from the home that was previously there. So, we're comfortable with a little bit lower contingency, given that we're not really excavating anything else that we haven't already seen. So Is this also a summer job? Yep. It'll start later this spring and then grow out of summer. Yes. Mhmm.
Will there be change in the that, traffic signal there? Because there's this traffic signal right in Mhmm. Front of that. Right? That won't change or anything. Yeah. The the entrance there will just connect into where the new lot would be. Awesome. Yeah. Doesn't look different. I know. I'm trying to imagine this. It looks it looks different without the house there. Just Yeah. I see that. It does look different without the house already. So and then this will be from the data of our capital private as well. K. Thank you, Kim. Mhmm. Alright. Any questions? Nope. Not about that. I was just gonna ask if if you would It's gonna be give us a
bio duration. Right? I just wanna offer that. Alright. Take a breath and then come back. Now this television is gonna be empty and take a moment to be paid out. Thanks. Alright. Everybody is back. We're ready to go on to our next agenda, enhancement mileage. Yes. I'm gonna, slide deck. Sorry. Alright. I got I wanna share so Matt can see. Oh, okay. You guys So Dan's gonna put up a slide deck here in just a moment. Mhmm. And the information on that slide deck is very is consistent with the, brief that I shared with you. I'm just very honest.
Alright. Matt, you can still hear us. Right? Matt, can you hear us? Yeah. Yeah. Sorry. I just I'm on mute. Okay. K. So, again, the information that I shared with you in advance that's, in in, board book is pretty much similar information that, that Dan Dan's got a little additional information that's more choice specific. But we do wanted you to have some talking points, maybe there's some bullet points that in the event you're asked, between now and, hope you have additional questions between now and are are gonna be a February meeting that you gotta reference.
But this this also will will upload this particular deck into board book as well as an additional research for you. So Dan and I will just kind of bounce off of one another here as we move through. Can you just say what it means? Yeah. I'm just a second. So first, just, like, what is an enhancement? Right? So that that's the big question right now, that's being proposed amongst some boards in the the county. So, essentially, in 1994, proposal a, that that's when the state really shifted the model of funding. We went from a significant portion of funding at the local level to now a
significant portion from the state level. So it shifted dramatically, to the state. And then within that, the state recognized that there needed to be some aspect of local control still. Even though we're required to get about 20% of our funding locally, what what else can the locals do to support their local school districts beyond, you know, capital improvement type millage? In this case, operational, expenditures. So they had the one exception of a regional enhancement millage. So this is something that all of the districts within the county have to partner with their local ISD,
and then that local ISD would then present, the proposal to the county clerks where then they would put it on the ballot, and it is a countywide vote at that point. So what you need in order to get it on the ballot, though, is you need districts, representing at least 51% of the total student population across the county, to essentially affirm that they will support this being on the ballot. That is not that does not mean that that is this board or any school board supporting the initiative. It simply just means that they support the voters choosing whether or not this is
ultimately something that they would support. So, it is a countywide vote. So once that 51% representation of all the students is, affirmed, then that would then go to the voters. So tentatively, they're targeting August 6 for that vote, and then it passes or fails on a countywide basis. So it's not something that if one district supports it and one doesn't support it, it is all or nothing. So you need at least a 50% plus one in order to approve it. So,
if it is approved, then the meals would be levied on all of the residents in the county, and then that money is all sent to the local ISD where it is then redistributed equally per pupil, to all of the public school districts and public school academies, essentially on a per pupil basis. So it really puts them in the control of the local school boards. How do you ultimately wanna spend those dollars? Unlike a sinking fund or bond fund where it's restricted to capital improvements, this money has no restrictions. So in essence, it goes towards our general fund operations if that's what we ultimately choose.
Would August 6 be a special election just for this? Or It's a primary election. So Oh, that's fine. Is there any other that's how you Yeah. Might might ask someone might ask, well, why why why are we talking about this now? That's why we we've asked the, in an effort to make sure that we meet the the, the guidelines established by the county clerk. We've backed that up ninety days prior to the election. So boards have been asked to consider this in February, latest March. And maybe some districts that consider this, in, in early March,
but the goal would be all districts that have had a to have this consideration as part of a resolution on a board meeting prior to March. And they So that's why we're coming. That's why we're They think this this is better in August than November. Hopefully, you're never gonna get lost in November. I I think the feeling was this was an opportunity to be transparent, in that it's not lost. There's an opportunity for, it's it's ample opportunity for districts to get the word out, prior to August, but it is not lost in a larger election.
And it it is a it's an opportunity that, to allow for the the county to have a It's a statewide primary. It's a statewide primary, but then it's local countywide vote. Yeah. Yeah. It's congressional primary, so it's senator. But to everybody. Yeah. Yeah. It's it's almost commercial. But yes. And the other challenge, I believe, with going in November as opposed to August is if you did go in November and it did pass, you wouldn't receive that money in December Yeah. For the winter status rules. So You would have to wait till next summer. K. So if it passed if it were to pass in August,
then we couldn't get it. So Another two reasons. Yeah. Because they don't print actual till the September. So once those are printed, then if it passed in August, you would have it in time to print it as part of those final bills. Yeah. So I think in talking with with all the school districts across the county, the ISD recognizes that a lot of districts in this county in particular are running deficits right now. And it's just the state, despite what they may claim, has not lived up to funding this adequately. So I think that put the pressure on pushing this to August to say we
need the money sooner than later. So the only way to do that is to go in August, get the money in December or January once they start collecting those tax bills, as opposed to waiting until next summer. And, Dan, when was the last time a county wide millage was passed? Do you do you have that district? So Oakland County has not had one, but this slide will kinda go over where other counties surrounding us and across the state currently have them. So you can see Wayne and Macomb County, who both, are adjacent to us. Both have had them for a number of years,
Wayne County being one of the first in this region to get one back in 2016. And then they've actually successfully renewed theirs twice now, as of this past December or I'm sorry, December 24. It was recently renewed through 2033. And then Macomb County also went for a ten year vote, back in 2020 right before the pandemic started, which this county started that conversation around them too, but then the pandemic hit in the conversation. So, now that we're coming out of the pandemic and as your funds are gone, this has brought up this conversation again for us.
So, you can see comparatively the dollar per pupil, the mills, you know, it's it's all kind of between that point 8 and and 2 mil mark. So Oakland County would fall somewhat in the middle of that in terms of the 1.5 that's being proposed. I should maybe know this. So, like, it get so let's say it passes, and then it renews every four. So this so it's it it depends on what the ballot language would say. So this, for Oakland County, is a six year proposal. Six years. Okay. So but it it varies by county.
I mean, Macomb County did the ten year. Wayne County's been doing six years. It just depends. And then at the end of six years, we have to take it back to the voters. So Yes. Much on Friday. What does that translate to per student for us? This one, that the 1.5 would be about $781 per pupil. Ultimately, it really depends on the exact taxable values and all of that too, and then and then pupil counts vary from year to year. But, as of this this snapshot of that information, about $780 per pupil, which for Troy is just under $9,000,000
annually towards operations. That's So the county, how did you come up with five miles? Did you do any calculation? How did that number So we did it. The the county did a survey about a year and a half or so ago. They did survey. They and they surveyed, the the question was, would you support? They did ask at one, at 1.5, and at two, and they also asked, the money years that it would go out and what are those areas that would be most compelling, in terms of support for your local district. And, we were we were between one point five and one point seven five,
and the the group felt, where both might likely be supported. But the group felt that 1.5 generated and it was was a more reasonable number. It generated a significant amount of of dollars for general fund, and it didn't look like it was an overreach. Quite frankly, there was a concern that it might be a bit of an overreach. So, and the fact that that we need Macomb County I I know, like, Macomb, for instance, generates actually now, closer to $600 per pupil Mhmm. Because the taxable values have gone up. So that that number is actually was their original number.
Right. So, yes, we did we did survey. And the survey could come back that, that that it would would be supported. It they at 1.5, there was good support. I mean, I I won't say significant support that that did with support was over 50%, but it was not a good one. It's a motor water survey? Who did this survey? It was the survey was, you know, I'm not sure who did it. It was it was a professional survey. I know. But who did this survey? You said they showed of the Of statute voters. They know. Right. Yeah. On the next slide where you have average house value,
it's 200. Are you talking about taxable value? Or No. And that's something we obviously wanna discuss here too is So so this presentation was essentially the countywide presentation Okay. That was put together with the ISD. We've gone in and tried to tweak it a little bit for Troy, and that's where, we are looking to update some of those values to be reflective of what it would be in in Troy. So I think we're just over $400,000 value. So that that's, like, the countywide average, 200,000, not taxable value. That's the actual value. And then taxable values have that.
Then the assessed value then? Yeah. So, like, for us, 200,000 would be closer to our assessed value for, tax purposes. That's what we're saying. So our question would be, should should the board, approve approve the resolution and move forward. And we were providing, information, that is we we would be providing is it very similar to any file? We would be providing factual information for everyone within a key would would we would then wanna share information as more choice Mhmm. Choice specific. Yeah. So those numbers, we we would mark those numbers out.
But to Dan's point, this was is the general framework for this for this information was common law. What could we use this money for? It's more like general fund or is there other If you guys have seen this already sorry. Through our slides. So this, in essence, Objection. Unchecked. Unrestricted. Yeah. So before I jump to this real quick, one thing I did wanna highlight here is nearly half of students in Michigan are in a district that receives enhancement village funding currently. Wow. So when you look at these districts here, they're in such densely populated areas that it's serving nearly half of the students,
across the state of Michigan currently. And then as we look at some of these rates too, you'll notice it's it's not a nice round number. That's because we have to apply that monthly rollback calculation to these every year. So these are essentially capped on the the growth. So if taxable value is shooting up at seven or 8%, then these would be capped at only 5% growth too. So I think that's important to note too because we live in an era where we're starting to see inflation higher than 5%. So, this would be capped as well. So looking at timeline real quick,
so as we talked about, each district must formally pass a resolution that would support ballot initiative. And then once the ISD collects all of those adopted resolutions, then they would certify basically that every district has, in fact, formally adopted a resolution. They would send that to Oakland County Clerk, who then certifies the text of the ballot proposal working with the ISD, and then it will be put on for 08/04/2026. Steve, it's ultimately important to know because we've had some misinformation and not amongst any of us, but there's there's been some misinformation potentially shared,
that the that Oakland Schools would benefit from, a an enhancement knowledge. Oakland Schools will get $0 from the enhancement knowledge. They would serve they simply serve as a fiduciary. They collect and then they distribute. Yep. Very similar to our special education, millage that that is in Oakland County. They are the fiduciary of that. They bring it all in, and then that is shipped out on a on a per pupil basis across the county. I like to finish I have questions, but you can also answer it. So this one is the the case study. So once we upload this in the board docs,
there'll be a link here for a study from Kent ISD, on just their process. So that was in collaboration with MAS, AB. So then this is just looking broadly over the six year period, how much revenue per pupil would it generate. And then so that $7.81 was kind of an average figure of the six years, but it would escalate over a six year period, just based on taxable value growth. So you can see there that, year one, approximately $125,000,000 that would then be distributed across about a 170,000, pupils across the county. So over a six year period,
you're looking at just under $5,000 per pupil it would generate, for districts. And then as we mentioned, we would look to update some of this taxable value information to be more reflective of of this district in particular. So, Rich, do you wanna go over these? Yeah. We we just identified, things that that we would think through general fund, how will how will these resources benefit us, maintaining our class size, current class size is, certainly, where where we rely upon 31 double a monies around safety, security, mental wellness. We know that that money can that's a categorical.
That can go away at any point in time. So this would be this would be a resource that would, continue to support that and even potentially should should that go away, backfill that. And for us, it would be about $9,000,000. Just about 9,000,000. Yeah. Just to put it in there. Yeah. And then, stabilizing special education, we all know that. Coming back from Lansing, they they that's it. Let me know. Though, from DC, I'm sorry, have have no interest in in fully funding IDEA. And so that that shortfall with IDEA, 14% it is currently being funded at, which is,
like, 26, 26% less with the promise at 40% and so forth. So, we know that the the number on an annual basis continues to go up that we're subsidizing special education from the general fund. So this certainly would help to to offset that. Oh, compensation, this compensation certainly to attract, retain, staff, is is really important for us. In particular, and I shared this with the board, it was rare that we would have that we would lose a a teaching candidate to a neighboring county in particular,
in this case, Macomb. But because they have had access to this to these additional dollars, their pay schedules have, in some cases, gone very drawn very close to us where they're very competitive now for for some high needs areas, special education, so forth, that, it has become more competitive with folks around us. And then, of course, we wanna continue to pour into, supports as we think about as we think forward strategic planning wise as we identify those areas that we want to we want to really
support, having access to general fund dollars that will allow us to continue to do that will be important. Special development, and then, we have we have more and more asked parents to come out of pocket for things across the district. This might be an option for us to give back, to, or draw back some of that. I'm I'm thinking paid a participant, for instance, as an example. We have we continue to to raise, we we continue to push that burden on parents as cost rise. This might provide us an opportunity to say, hey. Well, maybe we draw some of that back potentially. I think about,
transportation. We've we've talked about the starting time as a cost associated with that. Right. Right. You know, that's certainly something that's a general fund expense that we could utilize, for that that, express purpose. So just some ideas, that's the big one we've got. We We've got to see work that one. I'm saying we should definitely put that. We might have to create our own slide. Mhmm. Yeah. I I would. I mean, just yeah. Mhmm. Alright. Prepared us to what later schools You know, I'm seeing some slide, that all of our parents see, but both in our fall and in our spring update, we continue to update this.
But, you know, we're we're that gap between the the inflation, the yellow line, and funding, the blue bar, where ESSER's dollars helped to fill that gap for a period of time. Those are now gone and that gap continues to widen, and and we we've you can certainly seen with with the budget, both this current year budget and the projected budgets that shows those that are are getting bigger and bigger, and some something has to give at some point. Right? There has to either be additional funding or we have to start peeling back.
Okay. Because both I mean, these people have school. Mhmm. I think it's fair to point out people. That's it? Yeah. The last thing is just Yeah. And I think it's really important then. And the resolution that you will see, yeah, is is was very clearly worded that, it is, the board taking action on that resolution is is not does not signify support or lack of support for whether there should be an enhancement millage. It simply states that if the board would if you were to vote yes, you would be saying that you believe that it should be left to the voters
to make that decision. Should be on the ballot. That's for whether it should be on the ballot. That's that's your vote. This is, like, this is really a a this is a governance Mhmm. Issue. It's not an efficacy issue. Mhmm. Any questions? I have a couple of questions. One, two. First one is, if you add this mileage to our current taxes mileage, for the schools, how where would that add up to and total, including our bond and including our our our panels. Yeah. That would be good to know. And how does that compare to the rest of the district around us?
Mhmm. Of course, this is I understand it's a countywide village, which means everybody else's will also go up, Yeah. Which is fine. Just wanna know that. Mhmm. The second question I have is if you take this village and all the taxes that are paid by our district, and then take that 780 per student and multiply it with the number of students. Is that going to be a net negative or a net positive for us? Truly. Uh-huh. We are a recipient district. We are a recipient? I thought we are a donor district. No. No? Okay. So we pay we will we pay we pay more taxes than we take in,
don't we? Mhmm. So I had my friend Copilot Okay. Put this together. Okay. Good. Written up. Actually, it'd be very easy to read through hundreds of pages of stated reports and pull this out for me. So in essence, this is all 28 districts here. Mhmm. It lists out their foundation amount they get and then the number of pupils that they get. So and then I pulled the taxable values off the state website as of, January Mhmm. And then 1.5 mils. So what this is doing is it's basically calculating out what are what is that district contributing into the total pot.
Right. And then what is the local share? So that's the amount per pupil, essentially, that you have generated versus what you would actually receive. So you can see here, some districts are in the red, some are not in the red. So Troy Red Bee donor. Yeah. That will be the for them. So we're, according to these numbers, this snapshot in time, just under a $100,000 recipient district. Mhmm. Yeah. We're, like, right smack dab in the middle. Okay. Of course. So we pay a 100,000 less that or at least our We're receiving 92,000
more than we were getting. For our students than what our Yeah. Families pay. Yep. So we're getting about an extra $7 per pupil. Yeah. That's a very good positive number. Got you. Okay. Yep. And then yeah. And then the other one is what would the mileage be? Mhmm. The total limit after that. We could see that. After this Oh, yeah. That's the chart that I mean, should show. Yeah. Oh, okay. Total around 15 mills right now for for homeowners. So I'll just put a assessment there, but comparatively, we can look at that. Not related to this, but is the city of Troy planning on putting the library in the agenda again?
Not in I thought they will Sure. Not in others. That's what I wanna know. Because I I I believe. Okay. So are they planning to do it in November? Do you know? I I I don't I don't think they have, I don't think they have agreed yet. Okay. And that strategy moving forward. Okay. Does that mean that Yeah. That how the data goes? Mhmm. Other things But that doesn't matter how we They're glad that if they were planning on going in August, we we would have already heard. Okay. And these people also just generally, I think voters look differently as schools in education than they do at fixing a
road. I agree. But when you have two increases, people may look at it differently and say, oh my god. That's been so much more taxes than it's been. That's my That's my That's my This is all good. Yeah. That was good. Any questions, or any additional information that you would like to see prior to the workshop or to the breakpoint week? So the regular meeting, you're gonna bring a resume. So we will share what the resolution looks like with for you. Okay. I'll send it to you Friday. You can read through it. Mhmm. Like any lot of legal use.
Mhmm. So what you do you just familiarize yourself with that? If there's any any additional information you think you would need between now and then, just let Stan and or I know. Mhmm. And we'll make sure that we get it. And what's the sense with your counterparts? Is there another district sentencing everybody was the Florida that was being from the ballot? Yes. I do believe that, most the vast majority of districts, if not all, will okay. Vote to put it on the ballot because it's really we're wording that resolution to be very clear that the board,
again, taking action isn't Endorse. Endorsing. It is strictly saying But what the left of voters decide. So my sense is the majority will. The vast majority will. Not all. There there may be, not a lot of them, and that's still to be mine. Matt, do you have any questions? No. I'm good. It seems pretty straightforward, so I'm I'm ready to move. Okay. Alright. Let me move on to the next agenda. Good. Thanks, Dan. If you have no questions, we will move on to our next agenda. Okay. That's our goal in scorebooking fashion.
I'm putting together these questions. Does that mean which, your team? Yeah. Julie, Julie Yes. She can pick this up. This time Mhmm. Julie put all the information and gathered them all. She is. Yes. So Okay. For the summary. Who's your friend? Yes. So how do we wanna go about doing this? Do we wanna go and go over each question and review each of our answers? Yes. Because none of us had a chance to read through all of each other's few minutes and then Yeah. Let's take a few minutes and we have questions, and then we can have a discussion on each of these questions.
I did breach this. I read through the entire document, and then I read the summary. They did run against job with someone as I Okay. Pretty nice. I guess so we could lose the summary. Yeah. I gave you guys the Yeah. Copy of it. Yeah. So the individual this one is not as big as added on. Matt, did you get a copy of this? I guess you didn't. Sometimes I didn't No. No. No. No. Actually, I'm reading it right now. Yeah. I'm sorry. I didn't I just got it out in the morning. Yeah. It's okay. Anybody wants to share? Start off with. We'll move that. About that first question,
whether you agree with the text that resonated the last. And you saw with that the most. I mean, I thought the structure of the governance was, and, you know, looking at what's part of the culture of the mindset and and the structure. I mean, I think, you know, it's it's really hard to argue with any of that. It's a it's a it's a wonderful framework. You know, to me, the thing that resonated the most was the fact that, you know, you can be a unified board, but you don't have to be uniform. Mhmm. And I'm very pleased to see,
that even with this board being new, that behavior has been exhibited. And then people go up and we, you know, have supported decisions even though that have had been in the analytics. So Yeah. Same for me too. And I think it's most important when you're new on the board, because sometimes you're afraid. Well, you know, you still you know, even if you go, if you're the one or, you know, two people it kinda mean the reference beginning to figure out what does that mean going forward. So that idea for me too. And then the balcony view,
just the love at the end of the day. Ours is to look at the big picture and and guide into the future of this. Mhmm. Anyone on the sponsorship? I think the biggest piece that and for for me was the moral imperative. Yeah. Do you have the work in this venture around, what whatever it is we determine is our moral imperative. A unity of purpose driven by a moral imperative is at the heart of our leadership. Yeah. Well, And, traditionally, that's been for us and for all.
Mhmm. Matt, do you have anything to add? Besides what was Laurie said, I I did like the concept of, using data to, kinda, like, narrow the focus, but only picking a couple of things to really, really focus on at a high level to make sure we're improving instead of getting into the weeds across the board and doing you know, trying to get too much done all at once. That was a nice letter too. You know, I kind of picked up on the same thing that Stephanie did under but mine was what parts of the text do you aspire to.
And I talked about that having that clear moral imperative and designing and be able being able to articulate your work around that is very important. So there's that that connection there. And then I added, like, as we're entering the strategic cleaning process, that would be, you know, critical to to keep in mind. Okay. I think what's nice about before is that, you know, we can all bring our different different, opinions and and things, but we can't I feel like we're still still focused on the one thing,
which is student achievement. And, sorry. I'm hitting a wall a little bit. So, yeah, that that's kinda and, like, having trust be between all of us that we're all striving towards the common the common goals within our district. Yeah. I agree with that. There were so many things, like, Nancy said that I have agreed with, and I'm actually happy to see that I think this board does many of the things that were mentioned in the Mhmm. In the book, which is good, straight good. I mean, and we can continue to strive doing,
some new things. And I do see also myself personally, the things that maybe that I would aspire to is probably I guess that's in the next part, but, is where to say that helicopter level or that balcony level instead of actually going deeper into it. And that's my personal goal is to, I think, continue to stay at that balcony level instead of trying to. And I see a problem. Like, what my thing is always how do you solve the problem instead of that should not be the question. It's like identify that there may be a problem and discuss it and maybe possibly
let the administration solve it. You know, and the other thing too because as I look through this and then when we get into the board self evaluation, you know, if we as a board want to spend more time on student focused things, then we do have to realize we don't need to dig you know, jump into the nitty gritties of how, you know, asbestos is abated or what's underneath the tile, that kind of stuff. But that's just a discipline we need to have because Mhmm. Those bond items, that go fast should go fast or you know,
the other thing I was thinking of is there's a point at which it's fair to say, I'll take that discussion offline. Yeah. I'll catch you in my good words or something because it is that balance between wanting to make sure. And I think we all are at different levels in terms of level of detail we are not comfortable with. But each board member needs to feel that they have excuse me. Sorry. I might have to you know, that they have what they need to make a good decision. Mhmm. So keeping in mind that, you know, we have a limited amount of time and much time we spend on culinary may
be less or less time we spend on that. Absolutely. I think we've actually gotten better with that in the last year. The only caution I would make, sometimes in those areas, the questions I ask are not because I don't understand, but because there's been a really big focus on how we spend money and how much money we spend. And so if we're spending money on an Athens parking lot, I actually know that it's not gonna be torn down when we do the renovation, but our public is gonna wanna know. So I think that's the I understand for my but I the questions I asked
were not because I don't know or understand. So that's what we have gotten upset. That's important to be strategic when we're sitting up there. Yeah. Yeah. Yeah. I'm not maybe not so much here. Okay. Yeah. Alright. Just so we get criticism that we don't do anything at the board meetings, and we just make We've done a lot better than us. I'm here with that. That kinda came out in the expiring piece. Yeah. Yeah. Is that there's a general sense that our work should be as transparent as possible, however, and we can do that. That's a base. It's a valid Yeah. It is. It is. Yeah. AMRV issue specific too.
I mean, you know where the hot spots might be for people in the community then. Mhmm. I think that type of thing. Yeah. But since you kind of gone towards the next part, kind of organically, go ahead and, yeah, let us know if there's anything that what did you think about? What is it that you want to argue with the tax or any ideas that are challenging to us? I just felt the the idea of accountability. And that one, I think, in education, it can be a little touchy, particularly because often we have
state, I guess, standards and requirements and things put upon us for accountability with very little say into what that looks like or how it functions. And sometimes it's done in, like, punitive ways. So particularly in education, I think we have to be careful when we when we talk about, you know, internal accountability and and what that looks like because, you know, we need to make sure that people understand that that accountability is a way to to measure where we're at, where we're going,
and and to make change. What do you mean? Like, if we're if we're if we're developing our strategic plan and we have a certain goal, we we should be able to measure that goal. So we should have numbers attached to that. When we need to attach a number, there's a chance that you might not reach that number. And what happens? That's where you know, that's where people get like, oh, some people step back from it. Instead of saying, like, okay. Let's look at let's what's happening. What, like, what could we do differently and kind of go having the opportunity to analyze and
move forward. Yeah. You know, it's interesting. A little bit of history here because when we did the first strategic plan, I don't know, when it was the course of we all read Owens book coherence. Mhmm. Because that is kind of what he set up our pillar structure. But in Coherence, he had a pillar for accountability. Mhmm. So he had a, a separate thing. And it was interesting because what she said was very true and that as it started to get discussed within the staff. Mhmm. It was like, we need to put accountability throughout.
But that's the thing of accountability. You don't want me because you were it was you know, you're dealing with the staff, but it didn't Mhmm. It didn't fit the culture. Mhmm. You know, to just kind of have the separate thing Yep. Accountability because, like you say, it isn't kind of threaded through. Yeah. It looks like it's just it's own standalone thing. And that's the exact quote that that I use that it can't be tacked on at the end or front loaded. It has to be woven throughout. Yep. And I think it's important that we we talked about what what kind of what you said.
What does that mean? What does that mean when we talk about accountability? One second. The one thing I struggled with, and in the summary, it was clearly not new all, and I answered everything else too. This idea of everything that we should be doing. Child focused, not administrative, but we have to take care of the administrative. Q and A board retreats, apparently, where we just I don't know. Writing all those phone calls? We hang out, writing all these phone calls and writing them all the time and adjusting all the time while we're supposed to be looking at and, like, you know, to me, all of that, it's almost if it's like a paid full time board position as opposed to,
you know, a volunteer. So it's, you know and sometimes it's the problem when you take the best out of a whole bunch of districts, and it's really unrealistic for one for one board in one district to just do all of it all the all the time. You know what? I I thought a lot about that because we have at least for the time I've been on the board, we haven't written, protocols that I cannot shouldn't book or anything. But there were times when we did discuss protocols because,
there was an issue, and it was something wasn't looking right. And so there were cases where the board did discuss, you know, for example, I think you are on horses, but, you know, we had a situation where, and it's a little bit of maybe what well, I think maybe a little bit different from Manchester, but where, you know, there was a board member who was really, asking for the volumes of information, for that board member's old consumption. And it got to the point where it was really becoming overwhelming to the administration.
So we had a discussion that said, we need to make requests for information as a board. And then the board needs to agree, yes. This is information, you know, that we think is valuable and that, you know, that we need. So we had that discussion. We never wrote that down and we behave that way, and then the problem sort of went away, you know, and people changed on the board. So, you know, as I was thinking about this, there may be some protocols that we see that could help improve our operation,
and maybe that's valuable to write those down, you know, for for future boards. But I my thought was you kind of take them as they come instead of I mean, the idea of kind of sitting down and saying, let's write, you know, a whole set of protocol seems, a bit over that. Mhmm. Mhmm. One of my biggest, things that challenging idea it's not from this person, but it's my personal challenge is, you know, we have to do the helicopter view or balcony view or whatever. Valkyrie helicopter is.
Yeah. It is. Helicoptering is more like female than male than female. Yeah. Yeah. Okay. It has a connotation of sure that the trend is strong. Strong. Strong. Okay. I have a perspective of, a strategic view. Right? Instead of an everyday view or whatever. I struggle with to have that view, you need to understand many aspects of things that are happening or things that are around. And, and my struggle personal struggle is question myself. Do I have all the steps?
Do I have all the information kind of thing? And I need to work on myself to improve and figure out if I do are we able to we help each other. Yeah. I mean, that's the the value of a board. Right. Is and people come at it from different different backgrounds, different perspectives. So I don't think it's a, you know, we're a sole responsibility person in a spin for better support. Yeah. And I'm starting to see. You can only you can only answer the questions with whatever perspectives you have.
So you can't keep questioning what if you have it or not. So I'm just trying to learn. That's my challenge. It's from the yeah. There's no way. Not from the book. Yeah. Pat, anything to add? No. Like always, you guys cover a lot of what I was going to say. But I know I to your point, I was going to talk a little bit about the expertise because I do feel sometimes there's certain subjects that I'm probably more well versed in than others. But I do think, you know, to Nancy's point, having everybody ask different questions and to have different perspectives at the workshop meetings is
really important, for all of us to kinda learn what's going on. But I do feel like there's there is a fine line between, you know, asking the enough questions to make that decision and asking too many questions just to, you know, ask questions. So I just wanna make sure, you know, everybody's doing what they can to get all the information they need they need and and know more after that. So Thank you. Thank you. You wanna go to the next question or anything else? So what do you aspire to and what areas do you believe this code should and believe this code should
should action should action should action. Anyone's just start? Matt, do you wanna start first with that? Mhmm. It kinda goes back to the beginning. I feel like we do. We have, you know, I think we have a really good culture, for the board, and, like, the respect is just on another level as you if you compare to other boards and other districts. So I don't think there's a lot of aspirational goals. I just think there's just, like, little things that we can improve on and, you know, make better as time goes on. But to Nancy's point, earlier on, a lot of that's just gonna come with we'll we'll see a problem.
Hopefully, we'll be able to fix it and come up with different protocols and kind of off the off the cuts and make things a little bit better. But I kinda struggled with that one because I'm like, there's, I mean, there's obviously areas for improvement, but there's nothing that I don't think we're we're detrimental in any area specifically. So I think some of the best improvements from the board come out of the board self evaluation. Yeah. I mean, that's what I I think I think this is really an important tool, and I think the opportunity Mhmm.
To kind of discuss. You know, this didn't quite work so well, and it's the recommendations of, you know, what's how how we can do this better. Yeah. I think this book was really well timed. Yeah. With the self evaluation. When I started to do it, I was like, hey. Connect. Right? It was it was, you know, because, it was really, I think, Charles, who put the draft, sent this to Paul and then, you know, because we were at the governance core one thing, and said, you know what? We we subscribe to this. We should be evaluating stuff because the tool that we used before
wasn't all that helpful. Sometimes we're like, what does this mean? And I don't I don't know if that was an NMSB tool. And so this actually got presented to MSP at one of the conferences. Like, but I think they did not choose to adapt. Yeah. I don't think they did. With the with the with the with the I think. To it. Yeah. So somebody but do you know this, Sally? No. I already had because my when you aspire to is kinda linked to somebody else's. What do you agree with? And so I already talked about that. Yeah. And mine was also, I think,
as maybe as Stephanie said. So when I was thinking of the aspire to, I was kinda thinking of it in terms of the next step of strategic planning. And so it's being, very kind of mindful of the idea of time the budget to the strategic plan. And if it's not in the budget, it's not gonna happen. So if it's in our strategic plan, it better be in the budget. And I, you know, I'm sure even now a lot of the components are there. I don't know that we've necessarily tied it more directly.
And I know not everything can be a, you know, a a line item. But but I think to more consciously say, you know, we are investing in whatever success in math. This is that lives, you know, in our teaching staff here and here. Just, you know what? I I would say I feel like, you know and, again, this is really important as we get into the strategic planning process. My belief is we have done that the last two cycles of I mean, there were big shifts in some of the decisions that boards made,
that the board made, when we said, you know, we're really going to invest in, you know, our adults, our teachers, you know, the the old kid killer. You know, the many changes that we made. And the biggest thing was when we talked about, you know, healing deep learning and meeting students where they are. You know, it was a big deal for the board to not do the peanut butter. Like, every elementary gets this. Every middle school gets this. That's what being fair is. And to really make a decision to deploy resources where they would move it as
opposed to, you know, it's the idea of equity, but it's the quality. So so, hopefully, that will calm you, you know, when we start the process, then kind of from the beginning there. And I don't wanna say from the beginning because my hope is and I you mentioned this in the self care version. My hope is and to me, if I say one thing I feel I didn't do a good job on for my interim president with the new we should have taken some time, to really do some background on the strategic plan and on the.
I think that would have been helpful, particularly since, you know, we had you know, three board members, because it might have connected the dots a little bit more. But my hope is that we can go into strategic planning, we can give a little bit of the overview of the history and then look on what do we wanna keep. Because my hope is that it isn't gonna be a melt pour, that it's going to be a continued continuation of a, you know, just getting I mean, some things are added or whatever. But, I mean, again, that's obviously for the bill to decide. But I would like to make sure that,
you know, there's a a bit of an understanding on whether we were, and then what do we wanna keep what do we wanna keep? What's that? Do you want to have some kind of a small review of how it went before and what was the history become? How we do that? Yeah. I think it would be helpful, you know, to look at kind of how we ended up. And I'll be really honest with you. I mean, we were very we read coherence, which at the time, I don't know, ten years ago, whenever there was a big, revelation, I think, in education. Mhmm. And so we were very influenced,
you know, by by that. But you could see version one. So we always had to bring out rain, but they changed from version one to version two. Do you have the the the paint for the No. We always had the gold. To add the gold? Well, no. I mean, one of the biggest changes was when we looked at the green, it was very much focused on pre kindergarten or, you know, preschool. Mhmm. And it was like, you know, no. I mean, you know, it's like we opened the preschool,
and that was a very, very high priority for the board is, you know, is to fund and build that preschool so that our kiddos will come as in with, you know, with a with a good foundation. But then after the preschool, it's like, no. There's you know, it's really you know, you need to look at kind of the whole continuum. So, I mean, there were a number of changes that, you know, were, added, but the pillar structure kinda stayed the same because, again, we want I mean, that is we need to be,
understand that that also was a valid document for the staff. And I tell you, we get to the point of why I was like, for a while, every staff member who came in here kinda reviewed the pillars and went such a rich, we get it. I mean, they're living the pillars, but Mhmm. We we can save ourselves ten minutes every presentation, if we don't have them draw the connections to the pillars for us. So anything else? I think I'd take this a combo approach of the I don't wanna say melt. I I like melt and report.
Yep. But, like, you might be reporting to the same crayon box. Right? Yeah. But you are going to use a more, like, AI said that we said, a more, a more, what was it, database approach. Yeah. And to add to to that, what Amina said, it's sort of like we are our own house here. No worries. We'll be using the, like, budgetary element as well since that is, like, today's, you know, last week. It's the way I'm trying to ideation with it. Yeah. Yeah. So maybe it takes like, use your example of early childhood to career. It was early childhood at first,
because I remember that the Yep. Version two. It was early childhood, then early childhood to career, and then maybe it expands Oh, yeah. I I absolutely agree. All kind of things that we haven't even thought about yet that we can connect to our the data we have and use or whatever. Correct. I mean, you should be always doing an environmental step. Yes. Things are dramatically in the environment now from where they were five years ago. Yeah. You know, technology is different. Expectations of community are different. So Yeah. The whole environment. Yep. Yeah. Yep. Anything else we wanna discuss before we close the book review topic or any final
topics? One thing I wrote down for my Aspire is this one thing that talked about discussion and conversation meetings. Something about, being able to like, the meeting should not feel like, like, I'm leaning more like a conversation or a discussion kind of thing. It's kind of hard in this setting to do that, but, I'm aspiring to that and trying to do that, make it feel like we're trying to solve a problem together instead of trying to solve in one sort of thing. It's one thing that I got.
This but leaving us. We're good. We're good. Alright. I guess we can close the. Our final agenda I am clumsy. I'm so sorry. Yeah. It's both self evaluation. I'm hoping everybody had a chance to Mhmm. Evaluation. Mhmm. It's just. So you guys have your own copy. So Yeah. The okay. Alright. One thing that we could do for each section is maybe go around and how do you wanna do this? Call used to note down everything we discussed, or do we wanna use the recording and get a AI somewhere,
but and write it down? Do you usually like, as this has been done before, do you do it numerically or no? So I write this Just like by standards or, like, like, a overall Same. Standard says, you know? In general, what we have done is section wise. Okay. So for section of coherence, we would go over around and say, hey. How did you, rate on average? Is there any one item in these 12 items or 14 items that's kind of ranked lower for you?
If so, maybe could you explain? And then what we wanted to focus more on is the bottom part, which is the one or two ideas of improving. Mhmm. And then try and pull laid all of those together and try and see how we can make them actionable for our future. Mhmm. I guess that's Yeah. I mean, coming down on this, we do like to have, you know, a move of that since I've said that. So, you know, let's let's do the Yeah. Different I was just gonna say if there's if is there any other I'm gonna let the group go. Yeah.
Is there any other that Oh, yeah. Was I share that the group needs to hear? Any other other topics that we need to share with the administration? No. No. Matt, do you have any other others? Nope. I'm good. They can they can take off. Have a good evening, guys. Enjoy your night. The spirit of transparency, I'm going to be the first one to admit the. So between my mother-in-law passing away and leaving for some, I didn't get a chance. I know. I was just not oh, yeah. I have a lot. Probably. Okay. Alright. Thank you so much.
For the record, I think I'm telling it. So this is And, actually, Nancy had asked me if we should move it, and she was the but then she also in the training event said if others wanna do it, we can do it. We can still do it on Monday. But, so no one else responded, so it's been okay to do it. Sorry. Well, let's just go through this. Yeah. That's good. No. It's okay. It's not necessary that we Yeah. We'll talk in generalities. Mhmm. Exactly. So for the topic of, coherence, which is our first section, any outliers in any of the topics anyone wants to share,
anything that they felt like we did good or didn't do good or could improve on. Just remember that this is for the entire year that you've been on the board and trying, one or two things that you wanna share. I I thought that this was one of our, like, stronger areas as of work. And, you know, having three new members and and and kind of in the me column, one of the things that I noted was, like, depth of understanding about the nature of the work. Like, I'm still growing in that,
and I think having the opportunity to, take classes and attend, you know, like, the leadership conference, I think that's really helped, in addition to being able to, talk with current board members, you know, experienced board members, I think has been been very helpful. So I just said, you know, the ability to continue our education, like, individually, but also collectively, and then also through not just outside organizations, but through, you know, specific items that are relevant to us, like, we just did with this book, or maybe there's something else that we might decide we really wanna dig into based
on, you know, our our strategic plan. So I thought that was important is that we continue our learning individually and as a collective board. Mhmm. And overall as a board and also you as an individual approximate average of your rating for four. Really? You know, I I really, again, just wanna compliment for having three new members on this board. You know, you guys' commitment to education to, you know, really understanding your board role.
It it it to me, it's like it's been almost seamless. Yeah. And we had way more issues in the past. There were people coming in who didn't really understand their role. And so I think, you you know and and and I'll be I think you have to he said it as well. You have to be patient with yourself because there's no way even in one year that you're gonna know everything. It will come over time. But the amount that you do know and how you do things from a governance
perspective is really impressive. So I if I could be rock on this one. Mhmm. Okay. Yeah. Good. Yeah. I mean, I I mean, I've I've read them individually, but I just kind of did their overall grade. And for that one, it's like a three slash four. You know, not everything's at four. But Yeah. I wasn't about Do you have any comments based on that? For that one, no. I think that was for all the other ones that, you know, I have some comments or suggestions. That was the one where I felt like we've we've been, doing pretty good job with that. Okay. Yes. Go ahead, Stephanie. Because I I forgot.
I have one. I was at, like, same region, like, one of the three one would be for, like, kinda between the two Mhmm. For most things. And and and this might be a me thing too. And it's for me to, like, learn more about you all, honestly, was a a a place for improvement, was to make sure that we're we're hearing each of our individual thinking. You know? Like, I appreciate for time's sake. Me too. I agree. But I really appreciate knowing what you think by hearing it from your own Rational voice. Style. And it's worth the time to me.
I'll drink four cups of coffee so I can hear what I mean, thanks. Or you know what I mean? Because I wanna know because it helps me to unify, that to be uniform. Yeah. So yeah. I I wanna ask a follow-up question for the stat board. I mean, there are a couple of you I mean, as I was collecting agenda items for feature and all, as you will notice, I mean, each agenda topic usually takes minimum half an hour. And we can try and reduce, some time on our, with the business stuff and have it faster.
So time is of essence for all of us. Right? None of us have more than, you know, three hours and two weeks. That and and so for that purpose, for us to cover all the areas that we want to cover, Would it be useful to categorize the topics as informational versus non non or as in discussional? And then have separate meetings for the informational one outside the board meeting where you would just learn the status of the of what's going on in the district,
kind of thing. Would that help us as a board? I mean, yes. But I'll this is, like, spitball right now. Give you more time for discussion time too, I think. Right? Yeah. And there's that transparency to the public. That is true. Yeah. That is true. That's why I'm just telling you. That's why Yeah. I like the idea of, you know, if there is because I think Audra has done this. It's like, I wanna dig deeper into, you know, the social care that. So Yes. She shares that, and then she goes and has a separate meeting with the appropriate person.
Okay. You know, I like that model. Mhmm. Because, again, it allows each board member to kinda satisfy the need that they have for the level of need. Okay. So if anybody wants more information, we would then go and talk to the administration. And if that's satisfied, now would that be decimated to the rest of the, dispersed to the rest of the board or just to Well, no. Because then Christine followed up with the note and said, you know, I talked with Audra, and here's some general information with the rest of the Okay.
Alright. So I think that's one of those things that those are some of the feedback that we gave gave after me is being, what we also used to do when when Matt and I first got on the board. If if somebody asked a question or had a discussion, the reply then went back at all. So if it, you know, if it was Mhmm. Now maybe that doesn't have to be for every single question, but maybe there there's, yeah. So but I think that's a good way instead of Okay. And, Nancy, how did you do with this? You gave fours, you said? It's reason fours. The only one that I just would call out to be careful of,
is this idea of trying to solve problems for your constituents. Yeah. And then, you know, just a reminder to all of us, there is a chain of command, and so be careful Mhmm. Not to get overly dragged into, you know, somebody's individual situation. But to keep asking these questions, Have you talked to the teacher? Have you talked to the principal? Mhmm. Yeah. Pain of command. Yep. That's where it goes. Matt? Yeah. Mine was, I probably had a couple threes, but majority of them were four because I this is definitely the strongest one for
us. Alright. Mine was I I did my math. Mine was a 3.6. Alright. So, and my comments were while each of us have our own individual priorities and beliefs over the past year, I've seen this both be very coherent and understand that collectively we work together and overall stay at the policy level overall. There have been times when we say it. That was me a little bit. But, our board is very caring and very inquisitive, and we wanna know many aspects of the district activities in-depth.
And this sometimes may mean that we dig deeper than we need to. I need to be. I need to be a bit more self aware. I said we need to be a bit more self aware, especially me. That's what I really done on Google myself. Yeah. Yep. That was my comments for the section one. Any other general comments for section one before we go to section two? Okay. Section two is governance mindset. That's the core understanding of the basic principles of governance. How did everybody do? Anyone wants to go first? Let me do it real quick.
I for me, most of this was three slash four. The I kind of my feedback on this was number 14, board actually tracks the district budget, and we do that. But then I tied it back to, the governance core and this idea of better like, as we move forward and do our work, better understanding and alignment between the budget and the strategic goals. So it that tied together for me. So I would like for us to just as we move forward in the next year to to keep that in in mind.
Since you're the final name? Well, number 14. So this idea, we do we do track the Yeah. So that's not that is something that we do. But moving forward, just having a better understanding as we track the budget of the alignment between the budget and our system. Make sense. Okay. Very good. I had a mix of fours and threes, more threes on this page than than the previous page. But I think that from from where we started a year ago to now,
I think this is the area where we've had the most growth, particularly with, some of the items more towards the bottom, like, checking measurable outcomes that mark progress and attainment, keeping constituents informed and up to date on the work of the district. And that's been through, you know, like, requests as as a board that we've made to administration, and these are things we'd like to have information on. This is what we'd like to see. This is what we'd like to have on a website so that our community can see it. So I think we've made a lot of progress in a year in that area.
So, you know, when it when it talked about ideas for improving, I'd like to just make sure that we, you know, keep and follow through with those items, and keep building on that. You know, I think hiring, a data specialist that really has experience in in that is gonna be helpful to us and being able to use him as a resource. Mhmm. I think it's gonna be really helpful moving forward. So, yes, McConnell's there. Okay. Nancy, wanna go next? You know, to me, the big one on this was
just the appreciation of the greater degree of involvement in, you know, various steps for the community. Because I gotta tell you, prior to kind of COVID, you know, people didn't really got curriculum. People didn't really, you know, you we occasionally have people come to the board meeting, but, and, you know, things sort of changed after after COVID. And then it was maybe it was percolating out there. Just fine. It's but I do think,
and I know, you know, I had this conversation with with Rich when we were looking at the curriculum plan. It's just at least for me, it's a much greater degree of sensitivity of making sure that you have touch points with the public, but at the same time, recognizing that asking for input doesn't mean that Agreed. Yeah. That that makes the decision. And so That'd be a good And I think there's work with our staff in in that regard too because I think that's new. Mhmm.
You know, it's relatively new for them. Mhmm. So just being more conscious. I know, you know, Andre and Stephanie have really been a good conscience on that. Mhmm. And so I think we need to keep doing that, but just relooking at the way we have done things in the past and making sure that we have enough touch points with the community so they have a voice, and, you know, we have an opportunity as well Mhmm. You know, to keep people rest of what's going on. Thanks.
Thank you, Sterling. This one was like a I didn't do the math. I should it's a solid, like, fee Uh-huh. Across the board. The pieces I had in the, like, there's only one part I was a little bit not sure what it actually was or what it meant. It was board support staff and creates a positive organizational culture. I was curious, like, how that's defined as a positive organizational culture and how exactly what is our role in that? So that's, like, just a it's could be anything again. It could just, like, a learning piece. Additionally,
this was a big area where I went back to the idea of strategic planning, making sure the strategic plan is really clear, data based. I feel like our unity of or this is really solid. Mhmm. Like, we are all here because we want kids to be successful, and we want our community to be happy with their schools, you know, like, so that we we can feel good morally that we're turning out kids young adults that are ready for the world. Mhmm. And sometimes that we it's helpful to attach, like, metric to that so that we can also we could drag on ourselves and grow
both. So Can I comment on the cultural thing? Yeah. Because, again, it may just be so natural to you that you're like, what the heck does that mean? But we have had board members in the past who attack staff. Okay. You know? And so it's a it's a culture of mutual respect. You may not necessarily agree with what they're saying or you may challenge what they're saying, but it has to be done respectfully. So okay. So from that Maybe respect staff. Yeah. Yeah. That's got Support means. Yeah. I mean, it's easier. I've never seen that. Yeah. And that's why I was like,
oh, we you know? I guess if we were like, no budget for that, that would be a it could potentially be an impact on culture. Right? Yeah. Yeah. That's why I was curious about Yeah. I can see that. It's not in you guys' mindset to behave that way, but believe me, there's some people in Yeah. And so support doesn't mean, like, okay. Whatever you say, I don't have a request. But it means that there's a level of who's not to dig it, nothing that happens. So, again, it's all you gotta do is look at some neighboring boards. You know? That makes sense. Yeah.
Yeah. Okay. Let me put it that way. Yeah. I think that's true. But the fact that you asked that, it's just because it doesn't I already gave my mind back to you. I I just know people are reading through all of my English. Oh, everybody. So you are a Christian. 3,300. Really tiny. Okay. Matt? Coming next week. Matt? Yeah. I I think I only had one, two, three, like, three sections that were threes. The rest were fours on this one. One of my threes was keeping constituents informed. So, but I also had four strides to lead from the middle, and I don't think we do a bad job with that.
I just but at three just to keep it more on the forefront of my mind that we need to, you know, be looking top down from, like, federal policies to working with other districts and things like that. So Okay. Very good. I had more closer to four than the other one. And there's a few things that I think personally we have worked on this year that I would give me that, especially listening to the community and actually give, informing them. I know after our whole middle school math thing,
there was a lot of introspection we have done, what we could have done better, what we could have done to inform our, community, how we could have worked with them better. And I know with our, attendance area, and I know the district has done an amazing job with that and adding, whenever there's families and parents that, wanted more time to listen are, and which has added more of those sessions, and we've gone and listened to them. And their feedback was truly incorporated. And I was really disappointed.
Our focus was this, but we never really did it, in the end. But I think that was the right thing to do with what the community has in mind and what we have. So, from that perspective, I feel like me and our us as a board have done better this year than maybe in the previous and have improved, from the perspective. So that's what I thought. Okay. Anyone else? Thanks. Yeah. Okay. Third one, strategic focus. Anybody wants to go first? Matt, do you wanna go first? So this one I had, probably majority threes. So I'm probably it's probably a little threes.
And not that we don't do a a great job with strategic focus, but we're obviously going through strategic planning soon. And so I think, just having a refreshed look at that will be very nice and being able to get other board members' opinions because, obviously, me most of the board members did not work on that from the beginning. So it'll be nice to to go through that, and just, you know, come up with a a game plan as a board. So Okay. That's it. Stephanie, you wanna go next? Or Yes. This one was a solid three for me.
Two also. There's two also? No. Three also. The same one. I've been trying to switch the word. It sounds weird, especially when AI grabs it later. Yeah. Again, I agree about since so many of us, certainly myself, were not around if at this space during the last strategic planning cycle that I think it'll be I can be really eye opening for me, for sure, for all of us as we, reapproach strategic planning. So one thing I thought we I I think, and maybe I'm crazy and Rich can give us his opinion here,
is that I think we all are working hard to remain focused on the what of governance during the vote versus the how of the management. That's probably also a big place where I'm continuing to, like, stop myself all the time to be like, am I in the how or the what right now? Mhmm. In which space am I in, and how do I stay in the appropriate space? Yes. I I agree with that. And I think I think having been an educator while you bring I mean, there's things that I bring to the board, and there's also, like, some things, like,
negative aspects to it as well, and that's one of the things too. And, like, you you like, my my drive was, like, to to to, like, get involved in the the the how, and I have to keep reminding myself, like, no. And, again, that's where the education has been helpful because you go through all these topics and and you learn, like, what is the what look like versus what is the how, and what is your role in this domain versus administrative role in that domain. So I think the education has been helpful in,
like, allowing me to, like, know when to put on the brakes. Yeah. But I admit that sometimes I start to roll that way. Solve the problem. Yeah. Trying to. Okay. I love it. You're gonna get it back. Yeah. I mean, you know, probably that sounds a good thing. Yeah. Did you have any thoughts? I'm I'm looking at it right now, and I the number four, maintaining healthy accountability for does not micromanage. And I sometimes I find myself even, like, being a non educator Mhmm. When I wanna ask questions on Kinda like, wait a minute. Should I know this stuff? Or should I should I be asking about this stuff?
Because I feel sometimes I I can also try to get in those meetings a little bit where yeah. And and so for that, I think the board is great for that. But for me, myself, I know I need to to work on that. Okay. Nothing to I I would say this is probably closer to a three than a four. I don't have any particular no problem. You know, this this was the one for me. Again, I was threes. Again, you know, we're gonna go into the strategic plan and see how that would become clear. But this is where I've had, you know, the thought about, taking, you know,
kind of, like, taking things offline Mhmm. If there is a need to understand Yeah. Something more, and and we should continue to utilize that. Mhmm. Yep. To finish it up, I also had a three, a solid three here. And it I my comments were, the things that we could work on in the next twelve week twelve months, which would it they are gonna come is new strategic plan gives us that ownership of this for this board, and since six of the seven board members were not there with the last one. And I also wrote down, I would like to see a more balanced agenda items focusing on educational students focused
along with administration stuff. And those were the two two things that I have written down. Yeah. That's it. Right? K. Section four, system thinking. Anyone else? You wanna go to the next step? This was a two slash three for me. Particularly looking at numbers three and four, and, I don't know that we always, as a board, look at the interconnectivity between different issues. I mean, generally, as a person, I spend my time even outside of board work always looking at
you know, when I read the news, it's state, national, international, and that is my everyday. So I'm always trying to understand how what's happening here is affecting what's happening in another place. So I even when I do some of this board work and when I think about it and when I read, it it's trying to understand the connectivity. And so it's even, you know, when we had the discussion last time about, like, the new the new curriculum for for reading, or whatever it is, you know, and and that was this is something I started talking about since the fall.
When we bring on something new, we need to think about what we're leaving behind and if we're leaving something good behind. So it's and to me, I don't know that we always, you know and it's not to this particular issue, but but I think there's a lot more things that affect each other. We don't necessarily really sit and take the time to see what those potential pitfalls might might be. So even, you know, looking at new technologies like AI. And I know we still haven't done a a a a lot with that.
But, you know, when something new comes out, I'm really trying to understand the depth and the width of of all of it and what it means, just in the morning in the short term and midterm in in the in the long term. So I think maybe that's the maybe that's the one lens. Maybe that's the lens. Like, what does this do to student learn the targeted student learning in the short, mid, long term, and what are the types of might have somewhere else? And I I don't I I I for me,
personally, I feel like, we are missing a lot of that. And I and I think, especially when we're trying to set a strategic plan and thinking five years out, it's it's thinking of it's it's really trying to figure out how deep and how wide we can see some of these things that that we're we're implementing. And and these comments you're saying are more at the board level or at the in the Well, I think this is at the at the at the board level too. I mean, we're the ones, we are the ones who are gonna especially because we're not gonna have the opportunity
to go through the strategic planning. You know? If we care about reading and we do, what does that mean? Where where does reading live eight through twelve? It doesn't just live in reading in your reading class or your ELA class. Where does reading live? Right? Might there be reasons that our kids are not reading at the levels that they are? What does that mean in all of our curriculum adoption that we're doing? So it it's really trying to, as we're making changes in one area,
really doing the deep work and saying, okay. What are we losing? What are we missing? What impact might this have, long term? Because we might be fixing one problem, but unintentionally creating another one that that might even have an impact on on on that one issue that we're trying. So Mhmm. I don't know that, you know, and I understand. I and I'm but I'm very much in the way that I function. I'm very much constantly big picture the specifics. I you know, it it's not. Mhmm. So to me, this is, like, the biggest deficit is trying to understand the world that we live in,
what it looks like now, what it's likely to look like five years from now, and how the decisions we're making are gonna be able to function within that Mhmm. Within that world. And I know that's not that's like a it's not easy, but I think we start with you know, as we go through this year, the strategic planning, and maybe try to even figure out when we're going through, like, the reading curriculum. What are all the pieces? Once we make these changes, what can we can we, as a group, try to say, okay. What could be the impacts and where could they live, and how can we mitigate for them ahead of time?
And then get in the practice of of trying to look really deep and wide as as we're making big changes within, digital I'm curious because, you know, I I also rated this, you know, the whole idea of systemness. Actually, it was very interesting because this district used to be a district of schools, and then it became an integrated district. You know? So it's sort of been a progression. But I think there's still room, you know, that, you know, for us to kind of take this systemsness to the next level. But I'm curious if you think there's,
you know, maybe there's a a couple questions that we just always need to plant in our mind. To me, this one about, you know, being very, very practical about oftentimes, we talk about benefits, but, you know, are there consequences? Mhmm. Mhmm. So there might be kind of just a couple of questions that we need to plant in our minds to to ask that at least give us a more holistic opportunity for conversation. Because it's hard to say, yeah, we should be more of a systems thinker.
I mean, that's a an ask. Yeah. Yeah. Yeah. But it's sort of like What's put in that What what how do we put that in practice? And one of the areas that I really thought through was, you know, we don't talk a lot. We talk about benefits of things, but we do play devil's advocate to talk about consequences so as we go into it. I like that, Adrienne. Yeah. With the Since you started that, what you rated at three years there? Or I mean, I do yeah. I was kinda three three minus. Okay. Three minus. I'm well, again, what's the two second? Yeah. Yeah.
Looking at it historically because I do I mean, from where I started where, you know, young schools kinda just did its own thing. And I still remember, I don't know, me that group that came in and the woman giving us the report and she said, you know, there are a lot of good things working in this district, but you are not a school district. You are a district of schools. And just think how powerful it could be if you were able to integrate across the district and share best practices while still giving individual buildings the kind of things
they need to customize over their demographics and schemes and so on. Mhmm. And so, you know, there was a lot of good work that was done. So I think we're now positioned to take it to the next level. But I'm still kinda scratching my head of I'm not entirely sure what that looks like for us. So the consequence thing is, you know, something that I thought of that maybe we should just kinda put it on that side. So Okay. Consequences. Okay. I actually had the exact same comment that that perhaps we need to,
very intentionally ask what could be potential negative outcomes Mhmm. Mhmm. And ask that. Because I think sometimes it's in the back of your mind, but I'm always sensitive to, like, I don't wanna be the Debbie Downer either. Mhmm. So so, you know, having it be like, this is just something that we ask Yeah. All the time Mhmm. Makes that, I guess, more approachable. Mhmm. Mhmm. And then I I agreed with doing the work that you talked about was in is important because, because these are like, our decisions are interdependent.
Mhmm. And the willingness and it being sensitive to everybody's time, but also the willingness. And when we have a topic that we really need to dig in, maybe that's something that we decide, you know what, this is worth a three hour work workshop at some point in time if if that's really important to us. So that was my thoughts on that. And we're not gonna have a million of those. Right. But they're they're just, handful of them. Yeah. And that's why I had part of the the asking the positive and the negative.
Might be October or November when I said, from here on out, I'm just letting the admin team know when you bring a curriculum where it to me, I wanna know gaining and what we're losing and what you're gonna do to mitigate what we're losing. Mhmm. That is just from here on out, that is those are gonna be my questions. So yeah. But I think the the idea of having that built into major decisions we make, I think that'll be that'll give us Okay. An order, you rent it? I had a three.
And I wasn't, like, doing, like I just Just a ballpark. Yeah. That's fine. I'm I'm gonna do just a ballpark anyway for our constituents. And don't have I I won't write anybody's names. It's a summary always. Yeah. Yeah. That's what Carl did, so I'm trying to do that. Just a summary of everybody. Matt. Yeah. I had, I mean, it's probably, like, a 3.2 ish for this one. Yeah. Same, same a lot of the same comments everybody's been saying. So Kevin? I gave it a a I'd say about a 3.2 as well. Mhmm. I don't know. I just like going about So forget that that fast in my head. So and it's interesting because kinda to back up on the two of you,
Audrey and Nina, the idea that, like, in indicator three, the board takes the time and effort to step back from solving media problems, etcetera. My comment was we could given some time. Like, we could sit in, like, think tank. It's part of what we're supposed to do, but it's like there's always this, like, hurry up. Don't. And it's not it's it's okay. It's just perhaps we need to build in systems to do it. If we're gonna be a brain trust, we should just make one to be a brain trust. And then the thing that kept coming to me, a la Nancy's comments too, as I was looking at number four,
is, like, without a specific process in place to review these things and to feel the the fields like Amina says about what are we getting, what are we losing. My first thought was, like, we need, like, a a protocol. And the first thing that came to mind was, like, a SWOT analysis, which is, like, a business piece. Right? But it also gives you strength, weakness, opportunity, correct, as in negative. Yeah. And then it creates a safe space to just put it out there. Mhmm. Where it doesn't it doesn't feel Yeah. Yeah. Mhmm. You know? Yeah. Cool. Get all in. Okay. Thank you. Mhmm.
My comments, I gave a 3.22. It's all in word here. But, this thing actually reminded me often of something what I read in here. I think it's I don't remember where it was. This lady was who's a board member, who watches Yeah. Forest fire. And in her head, she was thinking about, oh, is that going to I mean, my house is gonna burn down, and she was thinking so much, how do I protect my family? That was her instinct. Right? But then she turned on the TV, and on the TV, they were talking talking about strategic plan of how to Fight the fight.
Fight the fight. Right? And her mind and that paragraph talked about that reminded her about how potentially not to think about as a board member and how to be in there. But it also said, if your mind thinks what you what it thinks in that situation, it's really difficult to turn it to think strategically when your house is on fire. So, but it really made me think, okay. This is how we need to be making progress. Like, perhaps this is not on fire.
Everything is not falling apart. Let's try and take a step back and then think about it. So it it actually gave me a mental picture of this is what I need to do in any one of these. And I agree with you too. It's having having some built in questions, like, for everything, what is potentially unintended consequence of each one of these, and that would help us understand that too. That's it. Yep. Any other comments before we go to the last one? Right? Deep learning. Matt, do you wanna go first for this one? Yeah.
Yeah. So This one is, mostly fours. Because I think we we do have a group that I think, you know, just loves educating themselves on different topics. And I think as a board, we do a lot of really good things like the MASP learning. I don't think I don't think many boards do. And so it's kind of a kudos to us there. And we're all just really focused on learning of the kiddos as well. So I think a lot of this is for, obviously, you can always improve and and learn more,
but I think we do a really good job in this area, actually. Thank you, Matt. Who wants to go next? I'm just gonna leave it up. I don't know. Just four. Just four. Yep. Okay. I said four. I had a mix, threes and fours. I, in this one, I thought we could plan opportunities for board members to get more input from teachers and kids. And I remember we talked at one point in time about, going back to, and maybe Nancy, I think he might be the only one that remembers doing this. Remember when we would have, like, the breakfast and you bring them to the high school kids and we would get
in for it? I thought, like, sitting there as an administrator, I thought that was very valuable. Yep. That's Under the phone? Yeah. The phone. Yes. And, you know, I don't know if logistics gets a little stuck with COVID. We did have lunch with with Yeah. Athens. With Athens. Okay. So they they I think we the, the visit was And I think there's a visit plan for two guys. So I think that something that's already we have in the in the in the works Oh. Or in progress. Yeah. But I think Yeah. Yeah. With the board with all the high schools Yeah. Is valuable. Yeah.
And then some way to, I guess, to have more interaction and opportunities to talk with teachers about their work and what they're doing. Because I know, like, when we visit schools, like, you're observing the teacher in the classroom, so you're watching what happens. You really don't have an opportunity to talk to the teacher Mhmm. Like, about, you know, what they're doing. And I don't know what again, like, I don't know what that might look like. Mhmm. But I think that would be something that I'd be interested in
participating in that. I think that's a good one for you guys to think about. Yeah. That was that was my ideas for that section. Me? Three slash four and Mhmm. Nothing but additional. Nothing. Nothing. No. I know. Alright. I think You know, the one that kind of starts so I was three strand slash four. You know, again, I'm gonna take the comments of, again, I mean, spending more time in schools, interacting. You know, some of the things we've done in the past is where we visit a class and then the teacher's prep period, and then we've done very gracious,
particularly with teaching. We we went in the schools a lot prior to, you know, the change in math. I think, you know, and then we added the, the double math in school stuff. And then we were able to do it, and teachers were very gracious with their faculty to come in and talk to us after we sort of saw it in action or before we saw it in action. So those kind of things. But the one that really jumped out to me, which is something that I we have never done, is board collectively discusses strategies for addressing credibility concerns within the district.
I was thinking about that, but Mhmm. What is that? Yeah. I guess it it suggests that, you know, any kind of whether it's credibility issues with staff or credibility issues with parents or something of, you know, really, Hardness. Yeah. Of of having, I guess, a conscious discussion. I know, you know, I've had one on ones, but so I was just I was kind of intrigued by that. To me, that's kind of maybe I just I interpreted that as, especially if it's, like, community facing, but we have talked about how
to be more transparent, get more feedback. Like, to me, that's addressing credibility, but unless this was supposed to mean something else. Like, in my head, it was just all Yeah. I just thought the same way. Like, I thought about like, I thought in my head, I thought we had made, like, progress on this one because I I was thinking, okay. Well, now our our board workshops are available for people to watch. And, you know, we're we're developing an avenue for where gonna have, you know, bond updates that are accessible to the community.
So I felt like, you know, the areas where people felt like they didn't have all the information or or or there's impact or credibility, that we had made progress in that area. Okay. I guess that's yeah. Just thinking a little bit broader too in terms of, you know, not just community facing, but Mhmm. In terms of. I'm not sure that I can think that it's the invoice. Okay. Okay. Is it anything else? No. I gave it a three and a half, and I was gonna ask what does addressing credibility concerns.
And you kinda said it, and I am now pondering what you just said about some things. I feel like there's probably a little bit of both. Mhmm. Right? So and my comments were, let's discuss credibility concerns. I didn't understand a fact at all. Otherwise yeah. From my side, I actually started off giving a four, and somewhere in the middle, I started giving three. It kept going. You started out in yourself. So, but one thing, I am with Adra on this. I feel like we have done a better job this year. We've been consistently doing community conversations.
We've been providing information out. And, overall, I think we've done better. I think we've done better before. Whether that's enough or not, only only the community can tell. But there's one area I was thinking out, loud a little bit here. One here here that talks about it. The board has confidence in the quality and the validity of information provided by the administration. And I was thinking about this and no questions about the confidence, but this has always made me think. Do we, like, survey our staff and teachers about the concerns in the district?
Or did we, as a board, ever need staff and just say, hey. How are things going kind of thing? And that's part I don't know we did like we do the community conversations. And so it made me think, should we be doing that? No. We gotta be careful. I know. I I know. I understand. You gotta be careful. But that's why I asked the question, should we be doing that? Or is that does that give us any additional information, or is that not? I mean, because they are also part of our community. Right? That's all I got. K. Last one, managing manner.
I can go first. I gave solid force for this. Thank you. I think this board has been amazing in how they reserve judgment on each other, how they focus clearly on the content and are very respectful in the style or in how they behave with each other. So I have no comments of everyone mentioning this personal thing. My highest is always three slash four. I I would I think it's been really good this year. Sometimes it's we're we don't spend a lot of time together,
and it's mostly at this table or at that table. And so having opportunities like MASB where we are, I don't know, in different combinations, we attend a class together. And, you know, during those big lunches, you know, we have an opportunity to to to interact socially as opposed to discussing these issues. So I think it's, I think it's important for us to, to build some of that time. And and and I know that I know that we do. I have a sense, and maybe I'm wrong before Matt and I got on the board and it's,
you know, it's been a weird couple years. I don't know if there was more like, I'd always assumed before I was on the board that a board retreat was not just, okay. Let's look at some more finances. We have to have money. But I no. I I think I think we I think we we work pretty well as a board. I think in all of these areas, as this particular board from, you know, 01/01/2025 to 01/01/2026, I think we've we've grown a lot and we've grown into most of this.
But I I think it's those moments where we actually had time to just even outside of like, at an ASD outside of prepping for the, you know, meeting, walking into the meeting, being at the meeting, having the opportunity. I I think that really does make a a big difference. You know, and, clearly, we're all gonna be working together for another year. So I I think those relationships have been built. I think it's more of a, like, a a future type of thing is is making sure that that new combinations and force really do have
some time built into, you know, elections are contentious sometimes and then having that time to I mean, in the two years prior to you being on the board. Yeah. It was two weeks. To say, you know what? We need that on a basis that I've not had good done. Yeah. I'm interested. Yeah. Socially. Yeah. With each other, not with yeah. How about you guys? I mean, I think we do really, really well together. I've had several opportunities to go, you know, away. I mean, I I mean, you before I got on the board and Rich and Nancy and we kinda knew each other.
Matt's a neighbor of mine. So it's been really nice getting to know. Audra and Stephanie, especially, didn't know you guys at all coming into the board. So I think, I think we've been okay. I mean, I do judge you guys sometimes. I do have judgment. I never reserve it because I let you guys know to your faces, that your bunch wimps not going to haunted howling and stuff. Like, I keep on bringing up teamwork, you know, with outings of, like, in London, and no one takes me up on these offers. So I judge a lot of you on that. That's fine. You said you'd go on a roller coaster. I will. So for my birthday, October 24, it's always a week before Halloween.
I'm saying right now, we are going to a haunted something. What? A haunted something. So we're gonna get lost on here. In the waiting place. Sorry. No. But I think we I think we do really well. I think we all respect each other. I think we don't take anything personally. I did take it personally when you guys jumped in and took pictures with the boss crew, though. Me and my I will never forgive you for that. But, yeah, I mean, I think I think we do really well together. I think we are pretty cohesive. And we have that shared focus. We all want the best for the kids. I think that's what makes this smells these on their own.
You know? Right. Audra? Yeah. I I put four. Yeah. And I just you know, my comments were that, you know, board members have been positive, kind, respectful. And as a new board member, I feel like my my thoughts are valued and that I've been supported with, you know, whatever questions I have. So, I think that this is one of our tough areas. Tough path. Yes. Yeah. One of the I said the same thing, but this is definitely our top. And my honest suggestion would be to continue team building and skill building as a
team of eight so that, you know, if I I it could be my own leadership thing, but, like, relationships underlie everything. And the better our relationships are, the, more we can weather, we don't agree and move forward efficiently. Wonderful. You wanna see? Yeah. Yeah. I think this is extra. Okay. Matt? Boris as well, but I do not agree with the haunted house, so that might be an interesting one. Keep it going. I don't care. How about the rollover? Where are you with that? Oh, yeah. I think that was because is. Yeah. They're barely that at home and out here.
That's what we're doing. Here. We're gonna we're gonna again chuck each other. They used to be the home at Forest Sanctuary. I guess they don't do that. Not that I've seen. Because you used to do that? A fact. Years ago. I'll give it to you. Alright. My girls Okay. In the end, finally, anything that was not covered in any of these topics that you wanna bring up in the books of in general, anything that you felt like over the past year that we could improve on that we could work on? Next. Anything? No. I don't know. I'm good. I think. Okay. Alright. If not,
that will conclude our self evaluation. I'm gonna use AI, and I'm gonna listen to all of that and put together our, the comments and top under each one of these, and I wish we download our responses. Alright. Next, any other other to the staff? Everyone. Mhmm. I think we need to sing to Rich. Oh, yeah. Sending. It's almost time. Maybe I don't sing. Maybe I don't know. In the morning. Still on Okay. I only wanna comment, is that, the midyear report was amazing. Yep. And I found it was a really well written with,
pretty open with what we're working on and what, what we have work to do and what we have done well. So thank you so much. So that was really Appreciate that for you. I think that Okay. Thank you. You have to file it. That was good. That's that's the thought I just said. It's just that he need to give it to us. So Laura requires him to give it that he she received it. Oh, okay. But I appreciate that feedback. Yeah. That's okay. Thank you. What else do we need to talk about that? Sure. The meeting is adjourned at 09:24. Yep. Okay. Everything's here.
For the twenty fourth. Ninety fourth. Twenty fifth. Twenty fourth. So we have one week off in the middle. Our meeting is twenty fourth, the week after. And right after that is we have, again, one week, and then we have the retreat. Mhmm. So the retreat is That's that's that's that's that's that's that's that. Okay. Oh, we could workshop before the retreat? Yes. Third. Third. Okay. So right away. So you all come in the team's file in the Teams at the Teams site under files that you're on. Yep. That draft is that updated based on my last conversation with Patel?
Yeah. So take a look at that. So the way you do that, guys, is and maybe I can show you if it first of all, we can say the meeting is adjourned and who is done. Yeah. We'll send you nine two is adjourned at night. Alright. Bye bye. Bye bye. Safe travels. Thank you. Appreciate it.