001foreign it is 6 p.m on Tuesday the 8th of November time for us to call to order this regular board meeting of the Wenatchee School District Board of Directors beginning with the Pledge of Allegiance thank you I welcome everyone to this board meeting and thank you those of us who are joining us in person with you join us online or if later you use the recording to keep yourself informed in all cases we're grateful for your Civic effort and interest is foreign the meeting is conducted in English but we do have translation services if anyone ever asks us so that citizen comment may be spoken in Spanish and be repeated in English the first item is are there any requests to modify the agenda looking at board members there being none I will move on
002to the consent agenda which consists of the minutes for the 1025 regular meeting vouchers and payroll the Personnel report the Surplus report contracts and field trips do I have a motion to approve the consent agenda move to approve the consent agenda as presented okay thank you very much Julie do I have a motion to second that oh second mission thank you very much Catherine is there any discussion on the consent agenda left right there being no discussion I will then call for a vote on the consent agenda all those in favor please indicate by saying aye aye the consent agenda is unanimously approved um the next item is citizen comment which is the time for the board to welcome and listen to public comment comments do need to be scheduled beforehand we have a three-minute
003time limit I will warn speakers when their time is about to expire as it isn't easy to watch the clock and Kim do we have anybody online no so we have no citizens comments and we are moving very rapidly to superintendent Eagle for his strategic Plan update as our special presentation of the night thank you I am excited to share some updates on the Strategic plan with you and we will get some slides up here for you okay so tonight I want to provide you with just a few quick updates on the work related to our strategic plan and Ron if you want to move to the next slide I can okay perfect I will run the show then foreign so the cabinet team officially launched the Strategic plan on August 24th when our entire
004District met for our Opening Day celebration and I know some of you uh were there for that event uh but also for for those of you in the community or board members that would like to view the details of our plan um we which really means Diana hagland uh created a few ways to access additional information about the plan including using your phone to scan the QR code that you see on this slide the plan represents a road map to fulfill our District's promise to students over the next five years and it includes many research-based and evidence-based best practices in education okay all right thank you Ron um so this is our promise statement we promised to build the foundation of diversity equity and inclusion from which each student emerges future ready and as I
005personally work with staff uh I often like to take this promise statement and think of it in terms of a student's perspective and if you'll go to the next slide Ron from a student's perspective I think this promise might look something like this truth the Wenatchee School District promises that as a student I am seen and valued that I will have the support I need to thrive both academically and in the social emotional realm that I will know I belong and I will graduate ready for my future we are working to create the system structures and practices needed to fill that promise for our students so on the next slide we're going to look at moving into the priorities and values that uh centered on creating thriving environments providing Equitable access and opportunities and developing
006Partnerships that enhance Student Success and well-being and we'll talk briefly about each of those priorities before moving into a discussion of our big six vital signs that we are measuring so thriving environments is where we're working on the social and emotional well-being support of our students and staff and this work involves teaching modeling and practicing positive inclusive behaviors through intentional social emotional instruction and strategies and the board recently spent some time in a workshop with several of our district leaders and coaches discussing our social emotional supports and and for anyone in the community who's interested in learning more about what we do at the elementary middle and and high school levels uh to support social emotional well-being that board Workshop was on October 17th and the recording is on our our website available for folks
007to to view another priority for us is uh opportunities and we're moving to build the skills and knowledge of our staff in math and literacy and our learning and teaching team is providing clear direction for instructional practices in those areas through engaging staff and focused professional development and that includes the use of data to understand and respond to student needs in addition we are monitoring standards-based instruction through walkthrough data in the district and I will be sharing some of the ways that we're monitoring that work in a moment and Partnerships the districts supports two-way communication that's culturally responsive and attentive to family student and Community member needs in many ways education is a relationship business and we just hosted one of our biggest parent Outreach events of the Year our fall parent teacher conferences and
008many of our buildings had over 90 percent of our parents uh participate during conferences so we were excited to have people back in the building with our staff and and discussing student progress but we also continue to maintain and build important relationships with Community leaders and service providers in the area we are once again hosting interagency meetings where service institutions from around this region meet in this room in fact we hosted one earlier today to share ideas and build awareness and connections with our community and the programs and services that are available to our staff students and Families we've partnered with local law enforcement with Columbia Valley Community Health Wenatchee Valley College Cafe the Chelan County PUD Children's Home Society and other community organizations and leaders this year in efforts to provide important information programs
009and support services for our students and families and we will continue to preserve pursue those Partnerships in many areas okay that brings us to the big six and these are the vital signs for our system they give us a a glance over the K-12 experience of a student and they represent important markers in a student's Journey towards graduation we're going to look at each of these items individually and talk a little bit about how we're measuring some of these vital signs as indicators of where we're at with the system so we'll start with the first one experience high quality instruction and this work really involves professional learning for our staff to build their skills and knowledge in math and literacy and our learning and teaching team provides clear direction for instructional practice in those areas
010and is engaging staff in focused professional development in particular in this year in professional Learning Community work and Mathematics and that again includes the use of data to respond and understand student needs and additionally it includes monitoring the teaching of standards-based instruction we want our students to be participating in and receiving grade level standard or Beyond instruction and assignments as they move through their career the next slide shows briefly how we're going to measure some of the things around high quality instruction the learning and teaching team is charged with collecting big six data and this first item around high quality instruction involves observations in order to capture data around how our staff are engaging students and how their leveraging instruction that is grade level and Beyond and so the team has created a form that
011we're going to be using as a part of an observation process to gather information about the level of standards that are being taught to our our students as well as some other instructional strategies that are important to us so if you want to go to the next slide Ron this is another picture of some information that is on that customizable form it includes seven required data points that measure student engagement and grade level instruction and individual schools have the ability to customize some parts of this form but as a learning and teaching team and with our leadership team we're going to be looking for some of these important markers around high quality instruction and Gathering data that we can use to support staff with additional professional development as needed and get a sense of uh
012overall instruction in our district related to that is the work around our professional learning communities and we're moving to ensure a guaranteed and viable curriculum for our students across the district what you see here is a snapshot of work that has been done around guaranteed and viable curriculum we're looking at building unit by unit the lessons and assessments that will be used as instructional markers for our students moving forward this has been a collaborative effort with our learning and teaching staff and Heidi busk and Amber Burks are our instructional coaches at the elementary and secondary level to create this bookshelf which is actually interactive and we're going to show you a brief snippet of what's inside this Google site for our guaranteed and viable curriculum and we'll show you about three minutes of this introductory
013video created by Heidi number hi this is Heidi besk and Amber Burks and we're here to share with you today our guaranteed and viable Google sites so the purpose of our site was is to have a place where we could make visible all the work of our professional learning communities that are busy answering the questions of what you see here in this bookshelf and to do the work of the bookshelf is the work of a professional Learning Community um and so this site helps operationalize and make visible all the work that our teams are doing so we'll start by sharing our 612 site and you'll see as we move on to our pk5 site that you'll see a lot of similarities in the way that they're laid out and the work that is housed there
014so using um our drop down menu here we'll see that it begins by grade level intervention and extension and electives so if I just choose seventh grade and let's just look take a look at Ela from there the secondary site is you'll see the parallels as Heidi just said to Elementary we start with how conceptually how a professional Learning Community thinks they begin by answering the question what are our priority standards and and then the scope and sequence which order will we teach those in and we make Collective agreements around that and then we have unit plans and pacing guides to help us do the work we also have added in a process for our plcs where they unit by unit are writing a smart goal um for each priority standard so this equips a
015team with tools that they need to be successful and then we always include we're doing a lot of work around the instructional strategies that have the most impact on student learning so you'll see resources linked there each then we go into assessment how do we know students are learning so these are our unit plans with common formative assessments and scales you can see these are the four units that a seventh grade teacher will be teaching throughout the year and then we answer we begin to answer um the question what do we do if students are learning what do we do if students aren't learning so these are our resources in i-Ready and power up our computer adaptive software and also Universal screeners our assessment plan our mtss plan to equip teams we have additional fluency
016assessments here for teams and then we come to the spot where each team has their own data sheet or their tracking student by student data to be responsive to each student's need and then eventually since this is new and we're building this this year teams would also be linking in their own individual building unit plans um that they make from the district unit plan so we have that consistency unit by unit happening across the system and so now we're going to take a look at K5 hi so that brief video snippet gives you an idea of the robustness of the system that is being created by the Learning and teaching team it is a One-Stop shop there on that Google site for our staff members to go for things related to curriculum instruction and assessment
017the rplc or professional Learning Community teams are using that site to access their own data for their building around their students and and use that data to plan interventions and I'll share a little bit more about that process as we move deeper into some of these strategic plan items so the next item is we want students to feel like they belong and are connected and you have seen in a board Workshop as I mentioned earlier some of the things that we are engaging in around social emotional learning and in particular you had an opportunity in the board Workshop to experience the three signature sell strategies from the castle model with Jody Smith Amy speaks Jennifer Devereaux Heidi Monroe and Dr kalahar on October 17th and we are intentionally measuring on an annual basis some information
018around students sense of belonging and connectedness so the next slide here shows some data that we are looking at on an annual survey in as we move deeper into this work we're going to continue to conduct a statist statistically reliable and valid annual survey to assess our students sense of belonging and safety what you see here are two of the important questions from among the many on that survey that ask about whether or not students feel safe at school and the second question we've highlighted here is is there there is an adult at school who will help me if I need it and that speaks to the sense of do our students have and at least one adult in the building that they're strongly connected with so when we we think about this sense of
019belonging and connectedness and how important that is to what we do with our students in relationships and the social emotional realm we have a variety of questions related to these that we're looking at over time giving us a sense of where we're at with that item on the big six third grade reading is also a something that we're looking at closely there's a lot of research around third grade as a pivotal year in terms of reading for our students and sometime during the elementary years between Kinder and third grade students make the transition from I'm learning to read to I'm reading to learn and that's an important transition in a student's career so we're tracking that by individual by skill attainment and so that we can have indicators on whether or not students are on
020track and the next slide gives you a sense of how we're tracking that so this is actually one of the sheets that we are using to track reading skills by students by skill and what you see here is the a snapshot of the actual tracking sheet for one of our third grade groups or excuse me second grade groups I've removed the student names but you can see each of those rows represents an individual student and the skill level of that student in some fundamental reading skills so so this helps us decide which students need intervention and the area in which they need interventions so that we can Target the support in the area they need to get them back on track okay algebra is a gatekeeper in many ways so we are also looking at
021how do we make sure students are ready for algebra and we know that students who experience success in algebra tend to have greater access to higher level math courses and also greater success in those courses in the future so being ready for success in algebra is important to us and it begins early with a focus on fluency in basic facts and that continues with an expanding understanding of number sense on the next slide you'll see that we are tracking progress in mathematics in the same way we just saw that we're tracking progress in Reading we're looking at the skills that lead to being ready for algebra these are standards that we're looking at for each individual student and we're using this work to again identify where do we need to intervene and pinpoint areas in
022which students students need additional time and support in mathematics to succeed so it gives you a a more granular look at the way we're tracking data on an ongoing basis for students related to this work is also some professional development I mentioned fluency is a critical factor in becoming ready for algebra by eighth grade we recently had Jennifer Bay Williams uh come and do some work with our elementary and secondary staff on how to build fact fluency which is all part of our math instructional identity work that's going on in the direction of the learning and teaching team and in particular Sarah wall and the work she's done with Dr Andy Boyd from North Central Educational Service District and this one is an important one for freshmen at the high school in particular but it
023goes on throughout the high school years and ninth graders who end the year on track are are four times as likely to graduate uh on time it's a stronger indicator of future graduation rate than poverty test scores race ethnicity many of the other factors this is the strongest indicator of graduation out there in the research and when we talk about being on track for graduation for a freshman that means they earn all of the credits that they attempt during their freshman year that includes not just math science English language arts but it's also PE Fine Arts music other classes any credit that is attempted as a freshman which is not earned decreases the likelihood of that on-time graduation so we're looking at those things closely especially as the end of the semester is approaching we're
024going to watch carefully which of our freshmen and and all grade levels are on track we've done some proactive stuff to get students ready for this ninth grade year and that begins with some intentional transition supports from the eighth grade spring into the fall of the freshman year and the district's made some intentional moves to build connections with students during their freshman year and continue those connections throughout their High School experience one example is Stephanie stuber is the Freshman counselor this year at Wenatchee high school and and Stephanie will stay with that class as their counselor until they graduate which provides increased opportunity to form relationships and get to know the students in that cohort over the next four years and monitor their needs that's a recent shift in approach for the whs team and
025that was made in 2019-20 previously the counselor caseloads were split by last names according to the alphabet but now a single counselor will follow the cohort for their four years at Wenatchee High School but I mentioned this begins much earlier so success for our freshman classes really starts with intentional coordination between our middle school and high school administrative staff and counselors in the spring the Wenatchee High School freshman counselor will meet with all the middle school counselors to discuss students and plan for those who may need additional social emotional academic or attendance supports and once they're in the door at Wenatchee High School there is a system of counselors social workers graduation Specialists and intervention Specialists that are ready to come alongside our students when there's a problem or concern so we're watching those things
026closely for our graduates and the last of our big six items is uh to have students involved in real world relevant learning experiences and this is in part related to the expansion of a Continuum of real world learning experiences that provide our students both career exploration opportunities inside and out of the classroom our science field experiences our Career and Technical education programs the Wenatchee Valley technical skills center programs those are just some of the ways that we provide students with a real world learning experiences and what you see on this slide is our students engaged in some of those experiences we've got students here at the Salmon Fest which is a something we partner with a variety of organizations to participate in and students get to know a little bit about the history of the
027salmon and the work that is done at by the Chelan County PUD and other organizations to preserve our salmon and the Heritage and meaning of the salmon in the local Native American culture you see pictures of students in our new Junior ROTC program on their physical Training Day Diana hagland and I were able to to be there for that event and we're excited to have the Junior ROTC program in the district as well as some of our medical occupations classes AG classes and the student running the the digging machine there is part of the The Sod work that's being done in the courtyard through one of our CTE classes that is working directly to remodel that area at Wenatchee High School so I'm going to wrap this up and and give you an opportunity to
028ask questions but I will finish with this you know we know that our students come to our schools with unique lived experiences and at different starting points and our promise that we looked at earlier acknowledges those realities and our strategic plan provides us a framework within which we've used students differences as assets and the key outcome of all of this work is that our graduates are ready for their future whether that means College vocational training or a career and I would like to say as as I wrap this up also that I really can't take personal credit for any of this work many of the the things that you saw here today are direct directly related to work that's done by my learning and teaching team in the cabinets uh in by our staff members
029at the district level at the building level across the district and I want to thank all of our District staff for the work they do with students every day to move this plan forward do you guys have any questions about our strategic clinics Bill Let's look right and left around the board I have comments and questions so I that's great work um as you mentioned this is now we're getting to the needs of the plan um I really appreciate the first one where uh where we watch the video of the guarantee and viable curriculum I think in the past there's been questions as to what our kids are learning what's being taught in the classroom and going into that in depth in that um you know we see Ela Mad Science History how it's from
030the district to the building to the and grade level into the school so um I think that's really valuable for us as board members to see but also for our community um for the belonging and connected other than a survey are we tracking it because as we know students they might answer based on the kind of day they're having so are we monitoring or tracking um that's how students how we as a district are progressing in that area other than a survey yes I mean it's all it's part of our the work that we do with our social emotional every day and students have zones of Regulation where on a daily basis they're able to share with staff members um where they're at uh in their emotion social emotional realm for the day in fact
031I was at Washington Elementary school today and had an opportunity to see students engage and walk to intervention and I saw their zones of Regulation and the students as they checked into their walk to intervention model today we're showing the instructor where they were at with their their social emotional realm so it's become part of an ongoing process that we look at not just in these snapshots but really on a daily basis with students and we have other measures outside of what you see on the the survey there is also a healthy youth survey that's given to certain grade levels each year through ospi it's another great measure and it gives us snapshot of not just social emotional well-being but a host of other items that we we monitor throughout the district cabinet yeah Bill
032the other the other part of that particular big six item is around attendance rates and office referral rates we also monitor those really is kind of the results if we're doing our job well on the SEL front we should see attendance rates and discipline rates reflect that as well so excellent thank you for adding that Mike other questions yeah with number four ready for algebra um how are we how are we doing with our uh our high cap students so um I'm not really sure what the concern was but for example Pioneer has a different system than say Foothills in regards to an eighth grader or a sixth grader being able to take algebra um because the availability is not quite there for a higher grade so how are are our highly capable students being
033able to access the classes the courses that they need um at the secondary level I will speak a little bit to that and then Cabinet why don't you um add to to what I'm going to say here algebra in the ready for algebra is an area that we're looking at uh in terms of what I said earlier with system structures and practices across the district we know from the recent Equity audit that for example our Latino students in general access algebra one later and we're trying to look at what are the factors that contribute to that as well as build a guaranteed and viable curriculum with some consistency across our buildings and grade levels cabinet would you add anything to that yeah just uh in the Middle School level for example there are different levels
034of different amounts of students that are ready for algebra in the middle school and so sometimes the demand for the class is is different depending on which Middle School you're talking about but what we don't generally do is say because there's only three students at this school ready for algebra we're not going to allow them to take algebra what we're trying to do is find different ways for them to take algebra whether it's via online or whether it's going to the high school or some other option in that regard one of the things we've been aware of is some of the research around accelerating students in mathematics too quickly and so being mindful of that as well that it's not a race to get them there it's necessarily it's about getting them prepared to be
035successful once they get there because some of the research comes back that if we push too quickly then students do experience some difficulties when they get in the higher levels of math because they've missed some of the foundational work and didn't have necessarily the ability to go slow and process at their own rate so I do have one to uh really to check whether I'm understanding things correctly in your tracking system for skills whether it be in literacy or mathematics we've got the green red I'm always on the impression that this is pretty much real time so that it's coming in as students finish assignments and it'll be monitored and so intervention or correction can be very rapid in its response um and that's my impression I was interested uh to listen to some talk
036about other school districts use the same tools but at quite wide intervals and they weren't very effective how close are we to being in real time and can you comment on how that works I believe our Cycles are four to six weeks we do have the larger measures that you're talking about we'll measure in the fall the winter and the spring but what you're looking at here is is uh information that's used on shorter cycles and you guys want to talk about that what you were looking at on those data sheets those little colored spaces with the numbers in them those are results from common formative assessments and so those are assessments for example if the cabinet if we were an Ela team we're all teaching the same level of ela we would agree upon
037the standard that we are teaching and then we would agree upon how we're going to measure success so we created what we call a common formative assessment which we would give at very quick intervals so that we were able to monitor how our students are doing so that we can take those data and then adjust and optimally we would actually uh regroup the students based on needs so potentially I'm taking a group of students with a very specific need based on that data Corey is potentially taking a group of students with a different need so that data is not individual assignments in that way Martin but it's also not like every six weeks we're only putting data in there the data is coming much more quickly than that I guess the only question I have
038is maybe thinking too far ahead um but what is our process or protocol going to be when it comes to updating or refreshing the plan because I assume this isn't five years and we're just gonna knock this out and then we're we're done what are we doing administrative side to make sure this is working and or being refreshed as needed so it continues to move forward you mean the Strategic plan overall yes I'll speak a little to that and again cabinet feel free to to plop in here um so what you've seen is as we've kind of gone through this is a lot of the work that's related to our plc's our professional learning communities and one of the flavors that you see in here is that this is work is being done unit by
039unit and as the teams progress through these units each year it's going to be an opportunity to re-look at things as they collaborate around data make improvements based on what they learned in the prior year about where students may experience difficulties moving through and we will have this record built as you saw in the Google site that each year staff members can go back to to see how things went in the prior year what they did to intervene with students in the prior year and and the idea is that we can continue to build that robustness and have a historical record of where we've been that will help us decide where we need to go I guess I'd like a question comment on that I'm glad you asked that Julie because um I again want
040to calibrate my mindset I was very pleased to see five years in the Strategic plan because the way I saw it was more it was foundations of layer upon layer so at the beginning you had a lot of emphasis on plcs and developing a structure from that you would raise the performance level of both students and teachers and therefore there would be a progression and I would assume then that your goals and to pay even to some extent your techniques might gradually progress through that five-year period am I right or wrong foreign for example we are going to be tracking instructional data that will help us decide in the future where we might be going with different types of professional development that would be needed to push the staff forward and some of the other
041things we're tracking around social emotional supports might impact professional development we provide in that realm as well cabinet do you have anything to add to that yeah I was just going to add that um one of the one of the activities that we did in our learning and teaching team this year was to try to cast a vision for the work that we do for the future and a lot of us were kind of stumped on that question at first we're like oh my gosh well we we all have a vision on where we want our work to go whether it's social emotional learning or it's PBIS or it's Ela or math or whatever that work is and we all have targets that we want to meet this year and right now but some of
042that work depends on how far we were able to push the system and so what we've done is all of the cabinet members have created action plans and strategies that go along with each of the components of the Strategic plan and So within there we have yearly goals and then we have Vision casting goals so goals that are for the future and we hope to we hope that we make those goals gutsy enough that we're at we're pushing ourselves and we're pushing the system but a lot of it will depend on how far we can make with our incremental uh steps along the process but it is definitely uh things that we're thinking about and a lot of times we have to slow ourselves and say okay whoa whoa whoa we do have five years
043to get some of this work done we need to push the system slow and we need to do it the right way but we also need to have those goals so that we are keeping to your point Julie the the work in front of us and keep it relevant and moving forward and I would finish maybe with this the strength of this cabinet team is vital to move in the district forward we're in a potential transition where we're looking for a new leader for the school district but whoever steps into the role the strength of this cabinet is going to help ensure that the Strategic plan continues to move forward as potentially someone new may be in this role and they'll be learning the plan as they come in the door this cabinet team has
044taken ownership and responsibility for various aspects of this plan and will continue to push it forward thank you Bill and thank you cabinet the next item on the agenda is the action item of the second read of the policies that oh closer to me okay sorry looking away from it uh uh action policy is a second read of policies 50 11 42 10 501 56 10 and 56 12 which received first readings last board meeting um it's action action item um is anybody ready to propose um approval of these policies I would like to move to approve the proposed policies as they were reviewed at last board meeting second thank you Julie and thank you Maria is there any discussion of those policies that being the case I will call for a vote all those
045in favor of approving the policies uh one two three four five of them uh please indicate so by saying aye aye so those five policies are now approved and we'll go into our policy handbook um and at that point I'll move on to the superintendent's report thank you I've got some great things to share tonight our football team won the academic state championship so congratulations to our boys football team for their academic state championship the football team earned the highest grade point average amongst all 4A classification teams in the state and that means the Washington inner Scholastic Athletic Association will deliver a patch and a medallion to distribute to each of the team members and in addition the team will be acknowledged at the State football championships we also the past weekend had our final
046band competition for the year the golden apple band traveled to Auburn last weekend for that final competition and the band received first place in parade and competition for division a and second place overall so congratulations to the band and I also would like to say many thanks to the bus drivers and our transportation staff for safely transporting those students over to the competition so that they were able to compete and earn those Awards I would like um to also note that our girls volleyball team won the District tournament this weekend and they will be heading to State as well so congratulations to the girls volleyball team so some great things going on in the district just a reminder to the board that our schools will be celebrating Veterans Day this week many with special assemblies
047to honor those who have served and do serve currently our country and I want to invite the board and our community members to reach out and join in those celebrations you can reach out to your school and find out more about when their particular celebration will occur and the last thing on my report tonight is just a reminder to the board about our November 21st board self-assessment um that Workshop is scheduled from 1 to 3 30 which is a little bit longer than our normal Workshop sessions uh have been and we need you to complete the survey using the link that Kim sent you by November 9th which is tomorrow as the workshop facilitator needs time to compile the results before our meeting on the 21st and that is my report thank you very much
048Bill short precise and to the point important stuff uh board communication is the next item Julie do you want to go first I don't have much but I just wanted to add that the girls soccer won the district title and is playing their first game at the state tomorrow so go girls soccer aside from that I have nothing I had the opportunity to attend the career in college Expo put on by the ESD um it was a it was a district-wide beyond our district uh ESD District um event but I did see a lot of Wenatchee high school buses pull in and students I also saw our sros so that was a really nice event which was targeted for a diverse group of students so that was nice well and I had the pleasure of
049watching the band not only uh perform in the Auburn competition but the the first half of that day is spent performing in the parade the Veterans Day Parade at Auburn which is really exceptional um and yes a huge thank you to the bus drivers not not only for getting them over there but more importantly for getting them home safely because the passes were closed and it was uh it was very sketchy and but they were very communicated with the head of Transportation so well and and then led us as parents to be comfortable in their ability to to safely transport kids and that was huge because that was my child was on that bus as well so that was a real pleasure and the band will be performing at wenatchee's uh Veterans Day Parade on
050Friday so that's another opportunity to see see how great they are in the in parade mode thank you for my board communication today I'd like to bring everyone up to date on the starting steps of the superintendent search and I'm actually going to end with a question because we very much want to find a way to keep all of us as we go through this process well informed as we go go through the weeks and months at this special meeting a week ago doctors louder and balderas the McPherson and Jacobson Consultants presented drafts of their recommended search calendar and following one-on-one interviews with all of the board members they are preliminary list of desired superintendent characteristics they use a consenter process process which you did with discussion and following that um with some explanation and
051clarification of of the steps that were taken in the board um they took their understanding and Direction and went on to the next stage we also at that time talked about the respective roles of the Consultants the community at large and the board all of this will be more accurately reflected in the minutes than my summary but that's basically what we did so since the board meeting um McPherson and Jacobson made as I said these adjustments to the calendar and profile and they've moved into the next stage which is the advertising stage the position description which was shown a week ago is now on McPherson's and Jacobson's own recruitment website it will be posted on the Wenatchee School District's superintendent search page which you can find if you go drop down menu from the board
052on the front page of the website and all that and much more information will be loaded as we go through this process so all of us can see what's going on there and that same profile will be used for postings on industry Association recruiting and advertising websites which will begin uh perhaps even tomorrow so that part of it is moving ahead to that I I suspect in about a week when I look at their other clients it's taken about a week from or 10 days from when they start with the characteristics to adding a promotional brochure information from the school district which then informs prospective candidates that we're a good place to work in and good people and have an exciting school district and um that work is underway with uh District staff and Diana
053haglin communications director so that will be then added to that and we'll see a fuller promotional uh part of the recruitment the scheduled closing date for applications is January the 12th 2023. one of the things that happened last week is they uh convinced us that actually going out early and strong is a good idea that the winter holidays are when a lot of people look for jobs and think about it and this is actually a faster schedule than we looked at um in the summer but I think it makes a lot of sense within the district we're getting ready for stakeholder group meetings and a survey the survey will be open to everybody and from that input the Consultants will pile uh input from students employees parents and families and community members and organizations these
054meetings will take place in English and Spanish they'll include both small focus groups and larger Forum style meetings Monday November the 28th and Thursday December the 1st have been chosen for on-site in-person meetings with the Consultants look for more information as this is developed and we all aboard are put in suggestions and we'll um Diana and Kim are working hard on putting the packages together and it'll depend on people's availability but I think there'll be plenty of opportunity for people if needed it's possible that these two dates will be supplemented either with or with and or additional remote Zoom meetings which might suit people and the possibility of adding time during the first week in December so the community feedback is kind of what we're looking at as the next major step and it'll provide
055important information for the board when the board determines the criteria at the selection and interviewing stages which will happen in January and February of next year so I now get to my question I've tried to give an informant information on the steps and the question is is there an effective way to provide updates during the search process we discussed this a little bit last week when you look at the calendar the critical Choice points in the calendar which is when new findings are delivered and they're actually our decisions to be taken uh right now scheduled to be January the 10th board meeting when uh the stakeholder input report is to be reviewed and delivered and then the selection and interview meetings which take place uh after January the 31st at that point we might have
056a lot of strong information and things moving fairly fast but this is why I asked the question the Consultants will also be on site during the stakeholders meetings but at that point they'll be listening not saying so um I wanted to give an update uh for everybody to get reminded and we do want to keep this right in front of our eyes as we go through it but I do I am open to hearing input on what kind of status report is requested at other times as we progress through that at a minimum we can do an update at every regular board meeting and then obviously there'll be special meetings on those two occasions so that's my question for board input at that point does this sound like it works for now and we'll see
057how we go okay good and we will we will try uh both for the community and not all the board members get to see everything sometimes we put in individual input and so we do want to make sure that this process is well is as well understood as possible thank you that is all I have for board communication and now to others I just have a question on that so if the Consultants send us some reporter information will that be circulated still to the board yes um I'm imagining that it'll go to Kim is the Hub as executive um assistant to all of us and so material like that from the Consultants will go to Kim and then to other people in many cases it may go to the website uh for example there will
058be a link on the website to the McPherson and Jacobson job description I might have missed that in my update I did say it yeah it's not there yet but then then you'll be able to see how they might have precisely how they modified the schedule and slightly changed the profile after the last meeting taking into account what was said the link was not yeah we just weren't we just wanted to make sure that they're they're uh actual job description is finalized and I think the link will be uh within a couple of days we will be able to put it on our um own website oh into executive session for a period of 15 minutes to evaluate the qualifications of an applicant for public employment or to review the performance of a staff member
059pursuant to District policy number 1410 and RCW 423110 this discussion will be closed to the public the school board is not expected to take final action following the executive session so I'm looking at that and allow a couple of minutes for us to move to a different room and so the 15 minutes will stop let's let's say at eight o'clock just to be safe oh we're still on we're still on summertime on that clock sorry about that okay thank you very much those of you who intended the executive session is completed it is 7 15 and I will adjourn the regular board making