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I just would like to know if there was any criteria if we could find that out maybe for next year. No. No, we'll never know that. Okay, fine. Great. Okay. At this time, I would like to call for items for next meeting. New new business for the March meeting. I've got member Den, member Goodwin. I'm sorry I cannot hear you. >> Sorry. Um it's very late. I forgot it. So in terms of the school tours, some districts utilize the yellow bus to uh shuttle electeds around. um having it at the same time as a school committee meeting would probably work for a lot more people. Maybe getting our food service involved. Um so I'll bring a motion for that. Um I also have a motion uh for the uh that's going to have a resolution to support the foundation budget uh review commission and member Dyman is writing the resolution.
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So that'll be the first resolution of the year. Um, we also have a motion to adopt a resolution to support bill H4361, which is the uh, teachers retirement. Uh, and member Diamond is writing the resolution for that. Those were both brought up by constituents who made public comment last month. And, oh, sorry, last one. I would like to bring forward a motion to find a place on the website for the warrants to live so that the public can access them. And then because I'm being so very wordy and doing too much work, Ann's going to take one. >> Much appreciated. >> I'll email them all to you next week as soon as uh member Dyman has crafted the resolutions. >> Thank you so much. Appreciate all the work. Have a good one. >> I have two. One, I've been waiting for over a year. >> I asked repeatedly, month after month, I would like a presentation on reading.
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Um, what is currently being used? What are the interventions being used and the data of our students and when a child is below grade level, what those interventions are taking place and how they're judging whether they're failing or achieving. I'd like to know in depth about our reading program and sec and I've been asking for that for over a year. Um second and that wasn't you superintendent. So um second I would actually like the principles to come to school committee and tell us about their schools. like I I met the preschool principal for the first time on a tour, which made me sad because this was the first time I met her and I've been on school committee. As a principal, I went to every school committee meeting. Um, and so I think I would like especially budget season like to hear what they dreams they have for their school or a description of their school like how many teachers they have, what what's working well, what's not working.
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Um, sure. That's a great idea. And uh, we can make that work. So, how about we how about we bring half in March and half in April? Not that I had that in the works or planned. No. So, it will be some of the school improvement plan. We'll kind of we know we have some busy meetings coming up. We have a transportation um presentation next month, but we'll have half the principles next month and half in April. Then we're going to have budget. So, I mean, yes, meetings do get lengthy and I understand that. I think I mentioned it to many of you last time that this body you should be commended because you have great attendance at your school committee meetings and I haven't seen that elsewhere as almost as perfect as you are perfect attendance in that sense and I always would tell people listen I do understand that it is late but personally I would rather I say kill one night at a long time versus two two nights at 30 minutes each or something because many many of your bigger school committ in your bigger cities do two plus meetings a month in that sense.
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So, thank you for hanging in there for the length of the meetings, but also for your attendance in that sense. >> Great. And then just a note about the transportation presentation, just making sure that we can get whatever materials or presentation he's presenting well ahead of time. Thank you. Uh, member Childs, >> I have two things. First is the stolen valor that I stole from Elizabeth. um to a motion I'll work on the language for this but the gist of it is is to appoint someone to liaz and figure out what's going on with yellow and the leadership conference at the high school and what kind of support if any they need from us given the current climate and um so there will you know with funding basically and organization uh because it's a great conference and I hope to actually go to it at some Right.
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Anyway, second one. Uh, this came out of Liz Leavon's presentation. I would like us to look at possibly changing the information we ask for people giving public comment so that we're no longer asking for people's addresses. Whether we're asking them for town or affiliation, I don't have a preference, but I like not asking addresses. So, those are my two things. Anybody else? All right, seeing none, you are still free to email me between now and the next meeting. Actually, let me rephrase. You are free to email me between now and a week prior to the next meeting if you would like an item to appear on that meeting. Otherwise, it will appear in April. So, just note um now is not the only time. So, thank you all. I appreciate those notes. I just like we can do this. We can do work. That's what we're here to do and we're doing it.
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Um so don't ever feel shy or bad about bringing so much stuff. We have the capacity. We can do work. Um we don't actually need to have an executive session. This was a placeholder just in case we had an update on the contract with our incoming superintendent. Um I will be meeting with her tomorrow morning. Uh so I hope I I know that I will be having something uh for our March meeting for executive session there. So, um, with that, I would look for a motion to adjurnn. >> So, moved. >> Second. >> All right. We got a motion from member Childs, a second from member Goodwin. Please call the role when you're ready. >> Member Dyman. >> Uh, yes. >> Member Goodwin. >> Chair Ston. >> Yep. >> Member Webb. Yes. Vice Chair Childs. Member Geneive. >> Yes. >> Mayor Disorg.
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>> The meeting is adjourned. meeting is adjourned at 10:21 p.m. Thank you everybody.
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Thank you to Miss Ays, Miss Gibson, Mlean, myself, Mr. Jones, and Miss Marquez for being here. And we do have somebody else on the dis with us today, Mr. Ben Castillo. All right. Um, that brings us to 1B. And I think it's important for us to start off not only our study sessions, but we can talk about what that looks like in the boardroom, but to really on our mindset work to really ground us in the work that we're about to do. So the framework for student outcomes focused governance is built around six researchinformed competencies that describe school board behaviors and the degree to which they create the conditions for improvements in student outcomes. vision and goals, values and guardrails, monitoring and accountability, communication and collaboration, unity and trust in continuous improvement. And with that, Mr. J. Man will be facilitating our today's mindset activity.
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Mr. Man, >> apologize, President Curio, I just need a moment to reconnect up here. Um, there. Okay. Well, thank you for uh letting me lead our mindset work today. Um this work is really important. I've asked Mr. Castillo, who's a board member in a district in Texas, in addition to his expertise as the board's attorney, to give me a grade at the end of this as to how well I did with with mindset work. So, since he's our our outside observer, um but what's important to remember is the reason we do mindset work is because student outcomes don't change until adult behaviors change. And we know that our schools exist to improve student outcomes. But in order to do that, I need to be the genesis of change, which ultimately means that student outcomes don't change until my behaviors change. So the way that we become very aware of our behaviors is by engaging in mindset work.
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I think particularly for some of the work that we'll be doing today around um our school district policies um related to our policy diet. um conversations we'll have about budget and what what the status of our budget is um and other work that the board will be doing is always critical that it be um informed by our focus on this behavior change. So what we'll open with is the first question of the mindset work which is what is an example of a time when my choices my adult behavior may have made it harder for students to be successful and I'll encourage us to think of a time perhaps in the last 60 to 90 days so it's fairly recent when my choices my adult behavior may have made it harder for students to be successful. Uh, Mr. Man, I can go ahead and lead with that one.
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I believe two weeks ago our deadline to submit our progress mon report questions was due. I believe that was February 6. Um, and I did not submit my questions in time even though I allowed the team to um, expect of me to submitting them before 5:00 p.m. So, to me, that's an adult behavior that made it harder for our students to be successful because I turned in my questions late and gave the team less time to figure out the answers. Um, so yeah, that's mine. >> Thank you. Thank you both for being the first to go to provide an example and also for the the vulnerability. Would anyone else like to share? >> Well, mine is that I just didn't submit questions. So, there's that. And I've I've made that commitment before and I just didn't follow through. over to our agenda item I I mean 1 C which is discussion information on board policy review diet.
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This is our second reading. This is amazing work because one of the things that I believe I personally believe and feel the board also values is that our policies should reflect our own unique crane community. Our policies should not be duplicated in the same as our neighboring districts, let alone some districts that are in rural areas that have different needs. So this is going to be a great opportunity for us to really dive into our policies, figure out what what needs to go in in our policies, but also differentiate what needs to be said as you know procedures versus them living in our policy and taking up um time or space in our in our policies. So with that, I'll turn it over to Mr. Ben Castillo to start leading us on this policy diet. >> Well, good morning. Good morning. >> Thank you guys for for allowing me to be here today.
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Uh I do want to congratulate you. This is a a huge endeavor uh to to start your policy diet to work on it. You have approximately 203 policies uh that pretty much deal with everything that you that deals with Kraton School District. Uh a big portion of uh the edits are going to be in your chapter 1 and chapter 2. There's a lot of stuff that is required in there by statute. Uh but there's also ways for the board to ad uh to delegate administratively the procedures to the superintendent. Uh so with that, I have my my law partner here with me, Mr. Ramidz. He's going to help me with the the presentation portion. Uh and if it's okay with you guys, I'll start at the high level. Uh and then we could kind of go one by one if you guys want. I'll go high level on each of the policies that were edited.
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And then if there's any more if there's specific questions with that, we could pull them up here and we could go through them. Is that okay? >> Sounds good. >> That sounds good. >> All right. Well, good morning. So, today the the district's policy diet, it's going to be a structured review of our policy manual to ensure our governance systems align with student outcome focused government governance. Uh the I guess the bottom line uh for today is Arizona law does give the board broad authority to adopt, revise and organize district policy to direct administration through appropriate delegation and administrative procedures so long as we maintain the required legal coverage and take actions in a properly noticed meeting. In other words, the board can diet the policy manual by keeping board policy focused on governance and outcomes and moving operational detail to administrative regulations uh and procedures were legally permissible.
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So, you guys had access to the Google Chrome document, I believe. Uh, and I know I I noticed that some folks did, uh, you know, put in their edits. I edited a couple as well, but most of the edits that were in there, uh, were fine and legally permissible. Uh, my edits were more, uh, kind of on the legal side. Uh, but we'll go through these right now. So, when it comes to your policy, chapter one, which is district governance. So chapter one is literally where uh SOFG lives. It defines the board's role, authority, meeting practices, and ethical governance guardrails. This chapter sets out the conditions for SOFG to work. Uh clarity on who does what and a meeting system that is focused on goals, guardrails, and monitoring. The chapter 1 edited policies in the packet are 1-102, 1-103, 1-105, procedure 1-105A, 1-301, and 1-302.
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So with respect to policy 1-102, board authority, responsibilities and immunities, there was a lot of work done on this one. Uh so this is this is the board's who we are and what we do policy. It ties the board's statutory governance role to SFG by explicitly identifying the board's role in adopting the district mission, vision, student outcome goals, and guardrails. the board's role in monitoring progress and compliance and the superintendent as the board's single employee with management and operational authority delegated consistent with law and board policy. So SOFG works only if policy clearly separates the governance from management and keeps the board's focus on outcomes and monitoring. This policy is the foundation for that separation. So, I guess my first question, I don't know if you guys have had a chance to review them, but the first question is, are you comfortable stating in board policy that the superintendent is the board's full employee and the operational decisions are delegated to administration within guardrails?
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Is everybody okay with that? >> Are you comfortable with the concept that the board will devote the majority of the meeting time to monitoring progress on goals and guardrails and using monitoring reports as the main accountability tool? Yes. >> Yes. >> And do you want quarterly board self-evaluation language in the governance policy as part of the SOFG system? >> Yes. >> So I think I hit all of them at that point. Right. And so that individual board members shall not offer uh operational advice to staff, direct staff actions or act as spokespersons to the district without without uh unless authorized by the full board. You guys okay with that? Sorry, which >> this one is >> policy one 102. >> I'm sorry. >> Okay. >> One 102. >> Okay. >> And then if you scroll down to page two. >> Okay. >> It's one of the last.
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It's right before oath of office where we're at. Individual board members shall not offer operation advice to staff, direct staff actions, or act as a spokesperson for the district unless authorized by the full board. >> I I don't know that like that one. I think um it it seems to Sorry, let me kind of gather my thoughts on it so I get I want to get the words out right. Um because when I read that like, you know, I'm I'm a very hands-on parent. I'm at the school very frequently. I'm at district events. Um I talk to teachers, everyone. And I'm going give my two cents. I'm going to give what might be taken as advice, but not but I'm not going around bossing anybody or telling them you have to do it this way. So this feels like shut up, don't say nothing. Um uh and then you know or where is it?
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Not offer personalized or act as a spokesperson for district unless authorized. So I get like yeah like I'm not going up and being a spokesperson but when you're out in the community and if you're talking to people I wouldn't want someone to be like well you were at this legislative event and you said blah blah blah and you're not our spokesperson like I don't know. Yeah, it just seems kind of like too broad. And >> are you talking about the Are you talking about >> the the red one >> and the purple or the red? >> And the red >> and I and I have a couple comments to that >> to the wrong one. >> No, no, no. It's okay. And I still think everything that you're saying does not pertain to you specifically because you giving your advice to people is very different than you giving advice on how to operate the district based off of what you heard.
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